Manor ISD Regular Board Meeting 10/27/25

001What's next? If it's Pandora, we still have time. Try to make my good evening everyone. Welcome to Ma back to Mayor ISD. Okay. Um, in compliance with the Open Meetings Act, Texas Government Code Chapter 551, I call this meeting of the Mayor Independent School District to order on >> October 27th >> is present. This meeting has been duly called and notices of this meeting have been posted in accordance with the Open Meetings Act. The board will now adjourn into executive session at >> 50:02 p.m. >> pursuant to the following sections of the Texas Open Meetings Act. 551.071, 551.072, 551.074, and 551.129. See you in a bit. Good evening everyone and welcome back from the fall break. All right. So, we are the board will reconvene and open session at >> 6:01 p.m. Going to start

002off with the pledge of allegiance. Leading us in the pledge of allegiance tonight is River Beckland, a fourth grade student at Blake Mayor Elementary. RIVER IS A dedicated student leader who gives back to her community and loves expressing her creativity through storytelling and writing. She's also represented her school in UIO competitions, earning recognition in both storytelling and creative writing. Please join me in welcoming River Beckan as she leads us in the pledge of allegiance. >> [applause] >> 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 Texas flag. I pledge allegiance to thee, Texas. One state under God, one and indivisible. Thank you so much. [applause] All right, board members, who would

003like to volunteer for the vision statement, mission statement? Go ahead. Trustee Dr. Thomas >> Mayor ISD is the best district in Texas where we provide an equitable education for all scholars and graduate them ready to become leaders in our community. >> Thank you. who would like to volunteer for the mission statement vision. >> Oh, go ahead. >> Okay. Collectively as a community, Mayor ISD provides equitable resources, a safe learning environment, high quality educational services for all scholars to successfully achieve and reach their full potential. >> Thank you, Trustee Rodriguez Barnett. We will now move on to recognitions. So, team of eight, uh, tonight we have our first student recognition of the year. So, that's a very exciting moment for us. So, tonight we have, uh, we're going to kick it off with, uh, a scholar

004recognition that reflects back to one of our goals, and that is specifically related to CCMR. And by 2028, 90% of Mayor ISD scholars will graduate prepared for college, career, trade, and or military services based upon their individual goals. Before we get started, the recognition for our student here this evening, I only have one good hand, so bear with me. Um, once your name is called, if you'll go up to the left, you will shake the hands of our lovely trustees, and then we'll go ahead and take your picture. And then once you're all done, if you could just wait right there for a minute because once we're done with student and staff recognitions, we're going to go out there for a group photo. So, let's get started. Um, so our recognition tonight is for our

005National Merit Scholarship semi-finalist. And tonight we're recognizing Mayor Mayor New Techch High School senior Dwanth Donakanti for being a a semi-finalist in the 2025 National Merit Scholarship Program, placing him amongst the top students in the nation recognized for his outstanding student achievement. So, we can clap for that because that's pretty awesome. [applause] Also, [applause] fun fact, only about 16,000 students in the country earn this honor throughout the year through their PSAT scores. And as a semi- finalist, he will learn later this year if he's a finalist. So, that's awesome for him. So, if we can get you right in the middle, we're gonna go ahead and take a a photo of you and the board. >> Yeah, we got Yeah, it's a little little offside. Might get one more trusty scooched over this way. I

006think awesome. Perfect. There we go. >> Everyone, two, three. One more time. One, two, and three. >> Thank you so much. [applause] >> We go from students to staff. So, let's go ahead and kick it off. Same instructions for our staff. Uh, when your name is called, just come up to the front. You'll come to the left over here, shake the hands of our board of trustees, and then you'll wait right here until everyone has been honored, and then we'll go ahead and take a group photo. From Blake Maynor Elementary, Maria Ramos, first grade bilingual teacher, and Patty Chavez, senior administrative ASSISTANT [applause] from Blue Bonnet Trail Elementary. Aren Gas, fifth grade, math and science teacher, and Cameron Moore, teacher assistant. >> [applause] >> from our child development center. Tina Pulgarin, our young threes [applause]

007from Decker Elementary School. Christina, our fifth grade uh bilingual interventionalist and Graciella Reyes, instructional aid. >> [applause] >> from Logos Elementary School. Julie Santos first grade self-contained teacher and Angela Abusafi, senior administrative assistant [applause] from Oak Meadows Elementary School, Minnie Musada, a K through fifth grade resource teacher and Annabelle Rodriguez FAC educational assistant. [applause] from Pioneer Crossing Elementary School. Wendellyn Henson, fourth grade math and science teacher and Jesus Castile, lead custodian [applause] from Presential Meadows Elementary School. Eduardo Escobar Sanchez, Seth grade second grade bilingual teacher and Kesha Savannah, PK assist, pre-K assistant. [applause] from Shadow Glenn Elementary School. Rebecca Lial, fourth grade math and science teacher and Hana Amen. Sped FAC [applause] from Mayor Rise Academy. Taylor Sherva, seventh through 8th grade social sciences teacher and Savannah Gonzalez, attendance clerk. [applause] from Decker Middle School.

008Tiffany Hernandez, sixth through eighth grade ESL and Porsche Stallion, ISS receptionist sub [applause] from Mayor New Tech Middle School. Yasmin Laauo, seventh through 8th grade art and Laura Mendoza, registar [applause] from Mayor XL Academy. Deanti Mlen, 9th through 12th grade math. And Maria Rosas, custodian [applause] from Mayor High School, Robert Duran, 11th through 12th grade CTE, and Karen Brown, admin assistant to assistant principles. [applause] And our final one for this month is Mayor New Techch High School Samuel Zach House 9th through 12th grade band and Martha Quay cafeteria manager. [applause] You guys might have to get a little bit closer. You guys closer about two more times. So get as close as you can. Okay, ready? Now I can see everyone which is awesome. On three. One, two, and three. One more time. One, two,

009and three. Awesome. Thanks everyone. [applause] All right, we're going to move on to public forum. Mr. Martinez, do we have people signed up? >> We do. We have three. Um, we have uh first up is uh Kristen Turpin. Uh her topic of comment of discussion is mech >> and that disc. >> Yeah. >> Are you gonna >> for each person present in the boardroom who wishes to address the board, you will have three minutes to speak. There are timers on each screens and one in front of you. I the board secretary will let you know when you have one minute remaining. Because of the topic posting requirements of the open meetings act, board members are not permitted to answer any questions posed to the board by the by the patron and no action can be

010taken on any issue presented during this time. Due to this being a regular board meeting, you will be allowed to speak on any topic whether it is on the agenda or not that is relevant to the district business or affairs. If you wish to ask questions of the board, you may submit them in writing addressed to the superintendent's office and the board may consider them at a subsequent meeting. If you are an employee or employees representative, please be advised that the grievance policy deadlines are not waved. If you have documents to pass out to the board, please identify those documents and provide them to the board secretary. Finally, please be aware that the rules of decorum will be enforced during the public comment period as noted in policy BED regulations. Each participant is legally responsible

011for the content and consequences of his or her statements. First up is uh Kristen Turpin. Oh, got it. [laughter] >> All right. Good evening. My name is Kristen Turpin and I'm here to express my deep concern about the changes. >> Sorry, Mr. Turpin. One moment, please. We get that clock running. Sorry about that. >> That's okay. [laughter] >> I just I started over All right. Good evening. My name is Kristen Turpin. I'm a parent tonight and I'm here to express my deep concern about the changes to the early college program and the harm these changes have caused to students, families, and to our community. Although I never wanted to speak in this capacity, I proudly speak for many who can't be here tonight and for the students, including my own, who deserve better. Mayor LA

012College was once the district's proudest achievement, a place where students felt supported, challenged, and known. It was a program that worked. I often described it as a private school experience in a public setting where staff were deeply invested in the program. Students were greeted by name and leadership understood what an early college program needed to thrive. The result over the past seven years proved its success. Feeling a sense of belonging is at the core of being human and Max excelled at this. The dismantling of the program, staff reductions, and staff not familiar with the needs of early college have created confusion, frustration, and a loss of identity for students, teachers, and families. The lack of transparency about what this school year would look like has left many feeling a drift and questioning why they remain

013here. What was once a vibrant college-like environment has become unrecognizable. Staff are stretched too thin. The front office sits abandoned. And the commons, the heart of the campus, now sits empty. The coffee shop is closed, covered in garbage bags. Behavior issues like graffiti, vaping, and drug use have increased. Students report feeling unsafe in restrooms. And some say they're yelled at just for walking back to class. One student told me, "I feel like I'm in trouble just for existing here." When belonging and respect disappear, school culture breaks down. Losing MEX as it was has weakened what made the program successful. Early college needs administration specific to the needs of those students. They need smaller cohorts, >> staff aligned with ACC, and targeted support, not placements that fail to prepare them for the demands of the program.

014Right now, it appears that one administrator is managing the advanced academics building alone, handling academic safety, scheduling, and student needs both academically and emotionally. This is unsafe, unsustainable, and unfair. There's no dedicated early college counselor, and families and students are left relying on one person for everything related to early college, an impossible task. The program that once set mayor apart now feels it has been erased. I urge you all to take action now by reestablishing a true mech cohort and leadership structure, including a dedicated counselor and two APS, restoring student spaces that build community, providing adequate staffing, and recommmitment to the values that once made this program thrive. Our students deserve a school built on trust, respect, and opportunity, not one diminished by costcutting decisions that undermine their future. Hands >> up. Thank you. >>

015Thank you. Next up, Michelle Onish. Uh, topic of discussion, Decker MS transfer students. Good evening, board of eight. I am a teacher leader at Decker Middle School and I'm beginning to lose faith in district leadership due to differences between being what is said and what is done. The concern I bring to you tonight is specifically related to the influx of students Decker received from Mayor Middle at the start of the school year. At the end of last school year, teachers on our campus spoke with a high-ranking district leader about the concerns we had about students coming to us from Mayor Middle School. Our concerns were specifically about the eighth grade students as we had seen the chaos they caused in the classrooms and in the building as sixth graders. We'd been told by our colleagues

016from Mayor Middle that the behaviors had not changed during their seventh grade year. We were promised that the students wanting to transfer would be required to fill out a transfer and go through an approval process prior to being accepted. Based on the IND district transfer policy as found on the district website, students requesting transfer had to have specific academic requirements, no failing classes. Attendance requirements, an attendance rate of 90% or higher, and behavioral requirements, no ISS, OSS, MAP, or JJ placements or expulsions. However, as the school year began, the teacher leadership team was informed by the campus administration that they were instructed to accept everyone. I believe this was due to the potential loss of funding from the state for reduced enrollment had these students gone to another district. This has been to the detriment

017of our campus. Several of our students are creating such disruptions or several of these students are creating such disruptions that experienced teachers who traditionally are able to handle behaviors in the classroom are now writing referrals for the first time in years. The less experienced teachers are ready to give up on trying to be effective because these students tend to travel in packs due to scheduling limitations. I and a couple of other teachers looked at the students who are creating the biggest challenges in our classrooms and discovered that about a dozen of them are students on transfer from Mayor Middle and the majority of these have long disciplinary history. While a dozen students doesn't sound like very many for a campus of over 600 students, all it takes is one to create a classroom environment that

018is untenable for successful learning. As an F-rated campus, we need to ensure that the students who are on campus with the transfer will be building up the learning environment, not tearing it down. It is my belief and request that any of these transfer students who have already been identified as repeatedly disrupting the learning environment be returned to their home campus immediately to allow Decker to have the best possible opportunity to break free of our F status. Thank you. >> Thank you. Next up, Courtney Walker. Topic of discussion, Mayor Early College. >> Good evening. My name is Courtney Walker and um as I said, I'm here to express my concern and disappointment for the new transition that has happened with Mainora Early College, which I forgot. I think for some reason the name may have changed

019from early college. I'm not sure, but um that's kind of part of the problem. Uh I know that um early college represented pride, purpose and opportunity for the students who work hard not only to be a co a high school student but a college student. The name early college still exists with a lot of the other schools in the area and I don't understand why it would be chosen to be removed from Mayor. Um why take away what stands for excellence and achievement from these students? I'm also deeply concerned about the effort to combine the schools when the students clearly follow different academic tracks. Early college students are managing a rigorous course load, balancing high school classes with college level coursework. They need focused guidance and support that reflects those challenges. And combining these programs

020risk, let me change that has diluted the structure and attention that helps these students succeed. Another serious concern is the lack of academic and counseling support. Too many students and parents are left uncertain about what classes are required, when some of these kids will be able to take the TSI to be able to take their ACC classes, what they need to do to get back on track for graduation if they haven't passed their TSI classes and graduation requirements. These are conversations that should have that should happen proactively, not after weeks of trying to reach someone. This summer, I spent weeks, weeks, maybe even a couple of months trying to contact one administrator. And I don't place the blame on her. I placed the blame on me not being able to get to her on the

021lack of leadership and how to place the right people and system in place to help these students be best served. When students don't have schedules, when students are scheduled for just three classes and you have one person doing it, that's unacceptable. After I met with this administrator, I had a great opportunity to get an understanding of what my daughter needs to graduate. And I think every parent deserves that. I shouldn't have to hunt down to find out what my daughter needs to do to be successful and graduate with her not only high school diploma, but with a a college diploma as well. With having one principal, students also feel that it's much harder to reach out if they need to speak with someone. My daughter has expressed that she feels the new changes. She no

022longer feels that she has the same support or treatment that she experienced last year. She has shared that since they have combined, some of the new staff don't treat early college students as young adults, but instead speak to them harshly and yell at them if they're just as if they're just ordinary high school students. >> Times up. >> Thank you. >> Is that it, Mr. Martinez? >> That concludes. >> Thank you. We're going to move on to close session action items. Action item 8.1, consideration and approval of of educator chapter 21 contract abandonment. Young Gloria, do I have a motion for um 8.1? >> Madame President, >> I move that the board make a finding that there is not good cause to support John Gloria's resignation from their position at Mayor ISD. >> I have

023a motion by Trusty Patterson. Do I have a second? >> I will second. I'll have I have a second from Trusty Martinez. All those in favor. Motion passes 70. Uh close session action item 8.2 consideration approval for proposed contract termination. Do I have a motion for 8.2? >> Yes. >> Can you Okay. I move to propose termination of the employment contract of Stefan Bryant and to authorize the superintendent to provide written notice of this action. >> I have a motion by Trusty Howard uh for 8.2 for approval of proposed contract termination for Stefon Bryant. Do I have a second? >> I'll second. >> I have a second from Trustee Rodriguez Barnett. All those in favor? Motion passes. 70. Now we'll move on to uh superintendent update 9.1 student safety upgrade. >> Uh thank you team

024of eight and um go forward one more. Uh as always uh we'd like to start off by just uh updating you on how many of the recommendations that we've gotten done. uh we are getting very close to the point where none of the recommendations all the recommendations that can be done are going to be done except for those that might be needing a funding source such as the 2025 bond proposal. So we are down to uh nine left of the recommendations. Uh three of those that are left are needing bond. Um many of those are related to Mayor New Techch High School. Uh, and then there are six that are in progress or the parts are on order and there is one that we'll probably take into the spring in order to uh complete it

025in total. Uh, so I'm I thank you uh Chief Mendes and Chief Yarro for the work you've done. You've made a lot of progress on that. It's been a long road. Um, but we are near the end. Uh, and I'll remind trustees in the community, we're actually getting a TEA audit in early December and uh, we are well on our way. They gave me an update this morning. we are in pretty good shape. I think the only thing that we're really trying to get done are getting some um maps done. So, if there are any uh architects that have interns that they would like to volunteer the time, we could use some help um getting these particular maps done. Just a bug out there. So, if you uh any go for point um so I

026got some points of pride. Uh it's going to be fine arts night tonight. Um did our our um well, let's start with choir first before I do new tech band. Uh so we have six uh mayor Newekch high school. By the way, Mayor ISD is kind of like becoming like the choir mecca of Texas. It's like now the new tech people are kind of getting involved in this as well. So we have a number of of choir persons that are advancing to pre- area and did well in regional uh choir. So we got their names up there. So give them a little shout out there. [applause] As added incentive, of course, if you make it to state, you actually get your own slide and you get to come up here and shake hands. That's the

027incentive to get to state. >> You go forward. Um, so, oh, so here's some band stuff. Is our band director still in the audience? >> Oh, he I told him he had to stay. Uh, so we we have some students that are doing really well in band. And so they are moving on. So you can see the first here in the all region band. So congratulations to the jazz band. [applause] >> We go forward. Um, and uh this is interesting. So we have mayor ID theater department got a district of distinction award in galveistston. There are only three districts in the entire state to get this distinction and so you can see we got them at elementary, middle and high school. So this is a new one for us. So, congratulations to the theater department.

028[applause] >> And uh at the marching contest this weekend on Saturday night, uh we had the education foundation gayla, but our MC couldn't be there because he was with the band watching them march. And you can see they advanced to the area uh the next round. Is that right? Yep. So, they are going on to the area marching contest. So, congratulations to the entire Titan band. [applause] And then finally, Mayor Mustang Band also did real well in 6A. So they are a growing program and they got excellence at the judges. Unfortunately, they did move on um but they got two years uh to make up the ground to move forward in the future. So that [applause] and then finally, you can see we had 11 Mayor High School students go to region choir editions and

029three to pre- area. Um I know at least the young man um Isaiah Malik, he's like gone to state every year um for the last two years. He's going for state number three. I don't think they crown a state choir champion, but if they did, he might be it. Um but no, the choir is amazing. If you haven't gotten to see the the Mustang choir, they're excellent. Um and they're just showing it again. So congratulations to them as well. [applause] And I just can't get away with just reminding everyone there is an election going on. Uh November 4th is election day. There are three propositions out there uh to upgrade campus safety, upgrade technology, and to upgrade facilities. And so uh we did have a bunch of community meetings. Early voting is now. Uh just

030a reminder to our community that uh voting is at Mayor Elementary School or the old milk facility. It's behind Mayor Middle School. If you drive Greg Lane, uh, Greg Mayor Road, I'm sorry, Greg Mayor Road, you can see the flags outside that say vote here. Just turn in there and once you go inside the building, it's right to your left. The signs guiding you the entire way there. So, no matter what you vote or where you live, make sure you vote. Your voice counts at the state and local level. There's plenty of things on the ballot. >> Okay. >> Wonderful. Thank you. information item 10.1 GMP 1 and2 Dr. Ben. Uh good evening team of eight. At this time I am going to invite up my our exceptional director of academics and multilingual services who

031is going to make her uh inaugural presenting debut with you this evening. I'm gonna save my voice for the turnaround plans which is the next agenda item at this time. Dr. Kendra [clears throat] Doyle, if you could come up, that would be great. >> And and I guess we should say he is okay. He did have surgery on his neck, so we do need to save his voice some. So, um, he is he is being a trooper coming out here tonight. We should have gotten you a higher mic for you, I think. [laughter] >> So, thank you, Dr. Doyle, for stepping in. >> Yes, absolutely. Thank you, team of eight. Uh, good evening. I am excited to present to you tonight the growth progress measures for uh goal one progress measure one and two early

032literacy and early math um performance. So when it comes to our measuring our reading scores, we are using um I stationation as we did last year, but they have transitioned over to a new platform which is a mirror learning. And uh when it comes to the Spanish language arts, they're testing um lectur, which is still on the eye station side, has not transitioned over yet to um a mirror learning, but we anticipate that it will transition in early spring. So the targets that you see here are the goals that were set previously um with making sure that we're on track to meet our goal. And uh you can see that this year's are outlined. And here is the district data for beginning of year uh first grade, kindergarten, first, second, third by grade level. What's

033important to note when you're looking at these graphs is the green and blue sections indicate on or above grade level. So when you're thinking about uh this is a new report that's available in a in a mirror learning. It's a four-tier report. And so when you're thinking about correlating to star performance, we're talking about uh meets and masters. When you're looking at uh the the green and the in the blue, when you're looking at the red and the yellow, we're looking at uh below grade level performance. the next several slides. Uh I know you have this in your packet, so I'm going to let you look at the campus breakdowns. I'm going to move to Oh, the Spanish results. Thank you. Uh so with uh Letora again, it still has not transitioned over yet to

034Amira learning and so you're seeing the three to report. Once it transitions, we'll be able to have a four to report. When we're looking at this, it's important to note that the green represents on or above grade level performance and the yellow and the red represent uh below grade level performance. You also in your packet have campus breakdowns of the Spanish language arts data. So when we are looking at um the reading early uh performance reports we notice that in certain areas particularly in Spanish language arts there is some high initial proficiency being reported. Uh we our goal is to monitor performance closely throughout the year and to make sure that students maintain or increase performance with our MOI and our EOI. Additionally, on the English language arts side specifically, we have noticed that students

035when we look at the data, uh it's telling us that students are strong in uh phological awareness, yet there is a support needed with decoding and that really impacts comprehension. And so, one of the things that we're doing with this is we're restructuring our leadership meetings to ensure that we have a focus on instruction with principles, assistant principles, uh instructional coaches, etc. Um, and when it comes to high-quality instruction materials and professional development, we have provided sessions throughout the year that will help with the implementation of the curriculum, but also respond to some of the things we're seeing the data such as making sure that we're providing um support for structured literacy and foundational skills because we're seeing the need with comprehension. So let's move on to GPM2 which is our early foundational mathematics. We

036have a new platform that we're using this year. It's since this is a baseline year. You'll see that we don't quite have the uh goals set up yet. We'll you we'll establish those once you've completed this baseline year. However, does provide targets that increase throughout the each administration of the diagnostic assessment. And if students continue to perform at or above the cut points for these uh that are established for each administration, this tells us that they're on track to perform at or above a grade level on the star assessment. When you're looking at the all district data for kinder first, second, and third, it's important to note there are two shades of green and both of those and it's a four tier report again. So, um, in the both shades of green, that represents on

037or above grade level performance. When you're looking at the yellow and the red, you're looking at below grade level performance. In your packet, I believe you have campus breakdown. So, you can look at that. Um, one thing that we are looking at when we're talking about the data is that it does look really high in some areas and so, uh, we're not necessarily having a celebration about that, but we are very much encouraged about this checkpoint. Um, we will continue to closely monitor student performance as we um continue uh to work through the year. Um and then again similar to reading language arts when it comes to how we're responding to this data we have revised our instructional leadership meetings we have support through region 13 for implementing the um new high-quality instructional materials in

038the math classrooms that includes professional development and coaching for each campus throughout the whole year. And then for both and I apologize I didn't mention this with uh literacy but for both platforms they provide ongoing individual individual um differentiated learning paths for students and so they are working on individualized learning paths assigned based on their outcome of their diagnostic assessment and uh pathways that are assigned by the teacher. One thing that's really nice about is as uh students are working in the platform, it provides real time updates. So, we're able to look at the system uh within any moment of time and see how students are in regards to being on track for grade level performance on STAR. That is the end of my per my uh >> yeah, >> thank you so much. >>

039Are there any questions? >> We have a question from Trusty Patterson. Um I understand you have do these learning walks with the folks in region 13. How how often do those learning walks occur and what is the mechanism to get the information from that learning walk team to the teachers? What is that mechanism? >> So there's lots of different levels of learning walks happening and probably teachers feel like there's always people coming through their classrooms. Um, so one level is when we're with our principles, we're doing learning walks on campuses with all of the administrators. The way we collect data is in a tool called bullseye and we are doing uh collecting information on our instructional absolutes. Specifically, we're looking for how are students how are teachers checking for understanding in the classroom. That data

040gets um aggregated and given to the campus principal to turn around and provide those uh patterns and trends to their staff. Another round is when region 13 comes through. We've done it as district and they do walks with the campus. So at the district level, we have collected data based on the blue bonnet implementation rubric. And so part of those are first are we using the materials? Then how well are we using the materials? Are we in our PLC's doing internalization? Um how well are we um making sure that we're applying all the components of the program? And that feedback goes directly to the principal. the campus and the coach that's assigned to each campus is working directly with leadership and teachers regarding the results of that data. Um, other walkthroughs that we do are

041when the coach from region 13 comes on the campus and walks specifically with the campus teams to be able to look at what's happening and then coach in real time what they're seeing um on on the classroom level. >> Is there a mechanism for Um I want to make sure I say this appropriately. Is there a mechanism for uh the information uh that the teachers are getting? Um is there is there a mechanism for leadership to know if there's movement? He's talked about real time data and I noticed from second to third grade we noticed there was a >> a dip in the green. >> Uh so what what is the mechanism for uh from leadership to the principal level when when that real t time data is concerning? >> Yes. Okay. Thank you. Um

042so three things I'm thinking about. One is when we capture our uh walkthrough feedback in Bullseye. Um it's a new platform that we're using and it does a really good job of capturing trends. One of our tools in there like I mentioned is the instructional absolutes. The other is a blue bonnet walkthrough tool and so principles and leadership teams can see all of the data aggregated over time and they can search by specific indicators that they're looking for. The second thing is that we have all of our principles monitoring data on a regular basis. And so one of the ways we capture that is with a campus snapshot and we talk about this data when it comes to our instructional leadership meetings. But in between that those times they're filling in where are my kids

043uh where are my kids in this performance to this. We have um in checks for uh where kids are in relation to um administering the blue bonnet module in assessment uh end of module assessments. Um so there's lots of checkpoints. We have our interims coming up and the principles are responsible for not only collecting that data but responding and coaching their teachers on that. And then the third thing is specifically for math and um there are a couple of different pathways for students. One is based on their diagnostic data they get a an assigned pathway and that unlike Amira updates in real time. So if I see that a student made a certain score on the diagnostic assessment and then they spend hours in this platform it will update their progress and where they are

044and it changes their personalized pathway as it goes based on proficiency um of the standards. Additionally, has other pathways that can be assigned one to target specific standards. So, if a teacher is teaching um or a PLC is looking at their standards and they see that there's an area in which your students aren't doing well, they can assign specific standard practice and uh also has a pathway that is aligned to the curriculum. So, there's different places where students go based on what the need is. So I can be working on um you know foundational skills that I need to access grade level content. I can work on specific TEICSS and or I can be working on practice that's aligned to the lesson I'm learning today. >> I remember last year the the the assessments we

045were using for BOI and MOI we thought they were highly correlated to the STAR but that wasn't the case. How do we know that what we're utilizing this year is >> is is parallel. >> Yes sir, that is a great question and we are in constant conversation with EXL and Amir letting them know that our need is that we must have um data that's going to be predictive and so part of that on the Amir side is that four tier report that's a new report that we didn't have last year that they um are advising us is much more strongly correlated to what star performance will look like. Same thing on the ex side. Um, and you know, we are we're having these meetings with them and we're making sure that that is not the

046only indicator for us to determine if our students are on track. So, as I mentioned, we're looking at our blue bonnet assessments. We're looking at um our diagnostic data. We're looking at our interims. Um, we're trying to have multiple checkpoints to determine if students are on track and to make instructional uh decisions to uh intervene when necessary. I would like to just one note on that uh that this been a problem statewide and and I'm more plugged in across the state. You know, the state's own interimm star assessment was found to be woefully disconnected to results on the actual star test and this is a test that tea itself put out. >> So, so statewide it's a real struggle to find something that's predictive. Now, if I'm if I'm not mistaken, there are certain um

047tests like Amamira that are promoted by TEA. So, if you you take that into account, then maybe it is more aligned, maybe it isn't. I I don't know. We'll see. Um, but that's part of the idea there that they seem to be trying to align all the assessments and curriculum together. Um, but we'll see. Of course, proof is in the pudding at the end. >> Um, I was wondering, you spoke to the specific early literacy needs, um, which I think is incredible to get like really down into it. um how is this aligning with the work that our district is currently doing with the readingmies >> and has there been any follow-up with teachers who have graduated from the readingmies to see how that has impacted their instructional success? >> So from our literacy department

048we provide we make sure that any instructional materials that we're using or any professional development that we're providing aligns to the science of teaching reading. And that's why we've had last year and this year such an emphasis on making sure that we are providing um explicit and direct phonics instruction and foundational skills uh instruction. And so one thing that we know is that we have had a lot of new teachers and as we're onboarding them if they if they have started in time we're enrolling them in the readingmies. Um there are some that have started be after the date that our cohorts have begun. And so while they are getting updates on the science of teaching reading in our trainings, they will be enrolled to start in the uh Texas readingmies next year. I will

049say uh the Texas readingmies are really intense and that's good. However, it's not enough. So what we try to provide from our department is ongoing support to remind uh teachers what are our bre best practices when it comes to implementing the science of teaching reading. How do we continue to expand that? is looking at foundational skills and making sure that we're focused on comprehension and writing as well. Um, so that is something that we will continue to provide ongoing professional development around. While the readingmies are great, there's more support that we we need to provide. >> I love that. And do you think that there's when we make the shift from Leura to Amira in the spring? Do do you have anticipate any issues with the consistency of data between BOI MOI and EOI along

050with that shift? >> Yeah, that's a great question. I know that we will have access to the four tier reporting and according to AMRA that is a much better report when we're saying we're looking for how are kids expected to do on STAR um when it comes to the performance bands. And so we don't have access to that report now. So we hope that when we transition over we will have that. There are um available supports right now on the Amira side for Spanish tutoring but still some of the instruct which is you know just the skills development piece of it is in lectura and the advantage for this moving over into air is that there's AI there's different kinds of feedback uh that the students get there's a lot more adaptive and inter uh

051individualized pathways and so we are looking forward to that all coming over to the same system when that happens we will definitely figure how we can compare, you know, what happened at beginning of year versus now we have new reports and what does this mean for us and are we on track or not? >> Yes. >> Thank you. >> I had a question regarding the learning walks. Um, are we seeing a correlation with the teacher feedback and the student progress, the student data? And how often are we calibrating amongst the coaches from region 13 that visit because they're assigned you said they're assigned to certain campuses that they support. Um how often are we calibrating altogether? >> So the district walks are happening monthly. Now every campus has a dedicated coach and they have minimum

05210 coaching sessions with that one campus. So, one of the things that we did is um we gave as soon as we got the names for the coaches, we gave those to the principles and the principles made a schedule for when their coaches are coming. So, that's the minimum layer of support. And when those coaches go in, it's really any and everything that's needed. They're walking. They're collecting data. They're coaching teachers, principles, leaderships, PLC's is a a a big priority in making sure that as teachers transition to um this curriculum, they have a process for internalizing and adjusting lessons in the way that makes sense. And there's some components of the of the um the the new lessons that don't necessarily feel like traditional teaching. And so we are having coaching conversations around like this

053piece is the introduction of a standard or a skill that you're not going to finish today. It's recursive. And so you're going to let that be. You're going to come back to it. We're going to further concept develop. And here's where it like comes to, you know, the full mastery of the TE, which is not necessarily in this lesson. And so they have been really supportive in helping provide different tools that help us see the big picture as opposed to like we have to teach all of this right now, right? and like here's where it comes back again and again. Um and so like I said at the district level we're doing the walks. Um Ethan uh Varela is our math coordinator. He's with them on every single walk. Um Dr. Smani, Dr. Vince and

054I have also been uh participants in that. They are uh he's also Ethan is also going out to the campuses when they're visiting. A lot of the times the the schedules conflict, but the principles are setting the dates and the agendas for individual coaches to come and work with their campuses from region 13. >> I have one more question. >> Yes, sir. >> Um, are some of those learning walks unscheduled or are they all scheduled? >> So, both happen when it's with region 13, they are scheduled. >> Okay. um us as a curriculum department and a department of school leadership, uh we do walks and they're not necessarily always um announced. And so we at least like to let the principal know that, hey, we're we're on your campus, but I've done cold walks of

055classrooms just to see what's happening. We know that sometimes when um it's an announced walks, you know, teachers can step up their game a little bit because they know people are coming. So we try to do a mixture of both. The region 13 walks are scheduled though. >> Oh, Dr. Do, I was just going to say since your your your coordinators are back here and took the time out of their schedule to stay with us tonight, would you mind introducing them? >> Yes, please. So, um, Adella Perry is our K12 coordinator for uh, English language arts. And thank you. [applause] and Ethan Bella is our K12 coordinator for uh mathematics. Thank you. [applause] I don't see the rest of the team, but they are probably watching on the live stream. So, Julia Hernandez is our

056dual language coordinator. Um Lara Lopez is our uh secondary ESL and uh newcomer support services coordinator. We have Beth Chapaton who's our testing and accountability um assist our uh senior coordinator and then we also have um Aries um Leverage who is our MTSS coordinator. >> Thank you. >> So Dr. Doyle, one last question and it's just I don't know um I've done in a different industry from a switching from one software to the other and you're talking about Leura and um >> Amir. Yes ma'am. So, because we rely on data and everything, I'm just wondering like do you see any gaps in real transition data? Are they going to be able to interface? I I just don't know. I just want to see what we can forecast with the transition. >> Yes. And I honestly

057I have these same questions and we are having these ongoing conversations. And so what I can do is I know that um I can I'm right now their timeline for transition is early spring and everyone who's using a across the state is asking the same question of how what is this going to look like when we transition. So I can make sure that I follow up with an update when they give us information about when specifically will this happen, how can we um you know find some continuity between the report since we're switching midyear and what does this mean for our student performance? Yes, ma'am. >> Wonderful. Thank you so much and great job your first presentation. You did amazing. We have an amazing board. Really great [applause] job. Thank you. >> All right, we're

058going to move on to 10.2 turnaround plan for Shadow Glenn Elementary. Dr. Benz. >> Okay, team of eight. come back and I'm very thankful for the great job that Dr. Doyle did. I'm also not as thankful because now I have to follow up after her and she was quite articulate. So I got to bring my game here today. So I'm going to be talking to you about the turnaround plans for our three campuses, Shadow Glenn Elementary School, Decker Elementary School, and Decker Middle School. Um we'll start with Shadow Glenn, but for all three campuses, um TEA requires a turnaround plan when um a campus has two or more consecutive unacceptable F ratings. So that's what brings us here today. And as we talk through a very high level, high altitude overview of the the turnaround

059plans, I've only got a few slides for each. Um, I know you've seen them. The turnaround plans are are here attached um in the board book and they're about, you know, a little under 60 pages. So, um, happy to talk through additional details as we go, but one thing I want you to keep in mind that um, we are the the overall goal for all three campuses is to achieve a C rating or better. Um, D is not going to cut it for us moving forward. um we have to leap over the D area and get a C rating for 2025 2026. Um our focus areas to get there um number one first and foremost is going to be student growth and I'll talk to you about the why in just a second relative to

060count account accountability. But we have students at all different levels. We've got students that are high. You just heard from our semi-finalist a minute ago and took pictures with them. We've got students that got a lot of room to grow. So, one of the things that we can do is take students and we h we need to do is focus on taking students wherever they are and growing them. And so, we'll talk more about that in a minute. We also need to look at those different student demographic groups and make sure that we're identifying on each campus which groups need uh some additional attention to to grow. And our overall system for the for developing the plans is utilizing TEA's effective schools framework. So I promise I won't repeat that slide three times as we

061go. In terms of a little bit more information about the core goals. So domain 2A, I know you all know this, but for the public out there, domain 2A is all about student growth. And done right, especially at the elementary level, domain 2A can account for 70% of your overall accountability rating. And so I know I'm going to say 70% two times, but so on our student growth domain 2A, we are our our target is 70% or higher. Um, our target is actually 100%. Okay, we need every single we want and this is our job to have every single student grow and learn. And so in order to get to a C rating or above, we need to have 70% of our students demonstrating a leveling up um according to domain 2A. And then domain

0623A is looking at that closing the gaps and shooting, you know, really um striving for parody between demographic student groups. And so, for instance, with Shadow Glenn Elementary, which is the first tap we're going to be talking about, the turnaround plan, um, where we identified students, student groups that needed additional targeted support were African-American students, students receiving special education services, and our emergent bilingual students. And you'll notice as we go through the three turnaround plans, they're slightly different um, for each grouping. when we look at root causes and what we need to focus on with Shadowgillan Elementary and systemswide because really I know I've been talking to you for 15 months now it it takes a systems approach with an individualized eye to these things. Um the first thing that jumps out at in in

063our main strategy is lever four. I know you're thinking why start with lever four. There's five levers um to the effective schools framework. uh they I'm not going I'm going at them in order of priority. So lever four is our number one what we're standing on and that is the high quality instructional materials and that is making the change with the blue bonnet math implementation and I think with the additional questions asked in the last agenda item you've got a pretty good understanding. I'm not going to go into detail unless you need more relative to what that looks like with our partnership with region 13. I do want to say um relative to language arts which is in the in the full turnaround plans um we are also just to add on to what was

064said in the last agenda item we are in a strong we did we have a lasso3 grant for a strong foundations planning year this year for language arts where we really revisit based on our science and reading and what we've learned in the last couple of years based on our experiences with our current language arts and reading curriculum um what is our philosophical belief around reading and is our curriculum up to the challenge or do we need to look at adopting a different curriculum. So that is a committee that is in the process of being started right now for language arts but just as an aside but that blue bonnet math implementation in partnership with region 13 K5 is our main strategy. Um along with that when we look at the root cause of the

065alignment issues with the math curriculum itself then that compounds that's concepts and skills right and whether it's covering the grade level content. Then we look at the instruction itself and compounding that is level the rigor level and is the level of rigor um being taught at that grade level um at the level dictated by that grade level standard. And those were the the two root causes that we are hanging our hat on. And then with with Shadowland Elementary, um we looked at how our our principal there um who's in in with us tonight. I did such a great job of building school culture with student leadership, with celebrations and affirmations, but looking at how do we minimize the amount of instructional minutes lost within a m master schedule so that that school culture remains and

066that amazing feeling you're getting now when you go to Shadow Shadow Glenn is still there, but that we are also maximizing our instructional minutes. And then also there's always going to be a focus on classroom observations and instruction which you talked about a little bit before and we'll talk about again. Um in terms of strategies, I already kind of dipped into these so I won't um go into them ad nauseium but you got the blue bonnet math implementation in the instruction strategy. We've brought in um some support for reading instruction and um for grades three, four, and five on two of the three campuses on Shadowland Elementary. And then we've made an investment that you're going to um vote on whether we're going to expand um tonight with Papaya Tutoring, a one-on-one tutoring platform um

067that's outcomesbased, which means we set goals together. And if they don't if we don't make our goals, they only get partial payment, which I love. And if they if they um if we do make our goals, they get a bonus which I'll pay out of my own pocket if I have to uh for when that happen. >> Do we record that? >> Hey, don't say >> do we record that part? [laughter] >> It's live. It's live. >> I got I got 20 on it. [laughter] >> So, >> um in terms of leadership and campus culture, no, not 20K. I got 20. [laughter] But um we have the campus leadership team at Shadow Glenn Elementary is involved in the instructional leadership pathway program at region 13 which is focused um on growing the the campus leadership

068team in their ability to be discerning classroom observers and really effective um purveyors of coaching feedback that teachers can put right into place to impact student outcomes. uh that involves uh trainings at region 13 and also having a coach um visit on site also involves some coaching from me. Um secondly, we the the master schedule has been reworked and massaged to in still include the celebrations and affirmations while minimizing um the loss minimizing loss of instructional minutes and um interruptions. In terms of monitoring progress, um, we've chatted a lot about monitoring progress already in the in the previous agenda item. I can go into any one of these that you would like to. But with that being said, it's open um for comments from the trustees and then we'll have a public an opportunity for

069any of the public to make comments. >> Do we have any questions? I believe trustee Patterson's going to the mic. I just want to make sure since you do have the principal here tonight that uh as part of the process um that there's a question in the process that says to the principal is there anything else you need and whatever that principal needs to get the job done that needs to be part of the process as well. The one thing I will say about this particular principal is she's not shy about sharing um her needs and requests. And so I haven't we we've got some of them in play and some of them she's still hoping for and others that might even be a year in the making in terms of some decisions relative to

070language arts for for um 26 27. Absolutely. And um we have three principles who are are are pretty pretty good at advocating. So >> what they need? >> Yes sir. Yes sir. >> Do we have any other questions from our trustees? If we don't then um I will open up we'll open it up to the audience if there's any questions from the audience regarding the Shadaglan uh turnaround plan. I think we can move to the next one. 10.3 turnaround plan for Decker Elementary. Thank you. >> Okay. So with the turnaround for Decker seem like I skipped a lot of slides back here. Okay elementary same things come into play. We're shooting for that C. We're focusing on student growth. When we look at the um demographic groups, the focus on for Decker Elementary, it again

071is the African-American students and students receiving special education services. We look at root causes. Again, um this is a systemic issue relative to the mathematics curriculum and the rigor with with mathematics in particular. And then um I'll talk about it in a little bit. Uh starting last year uh the Decker Elementary team has been a part of a really robust um teaching it's called the Texas Instructional Leadership Initiative um relative to um growing as instructional leaders and um having a particular coach. I really got a lot of coaching as well. the the principal supervisor and principal manager is involved as well. Um Dr. Jackson and I have been on that journey together in many ways along with her instructional coach, her AP and one of her um one of her master teachers has been deeply

072involved as well um on that level one strong leadership and planning. This is year two of that Texas instructional leadership uh program through the effective schools framework focus support grant. Um, in terms of instruction and intervention, um, one, um, Decker Elementary specific strategy you'll see is that fourth bullet under instruction and intervention. That is a really, um, intriguing pilot program called opportunity culture, which really leverages the um, the expertise of the best teachers on on that campus. And so what it does is it frees up some of their time during each school day to mentor other teachers at their grade level and also to support um a larger a wider swath of the students in terms of small group interventions and support. And so that is a Decker Elementary specific strategy that is in play

073along with that Texas instructional leadership program. again on Papaya tutoring, [cough] excuse me, [clears throat] throat's giving out on me here. Uh last that actually started last week. We were able to start the small beginning of the beginning with Papaya Tutoring last week at Decker Elementary. And one of the things that I was really intrigued about it uh that there were a lot of questions about was could Papaya Tutoring put their money where their mouth is in terms of being an international organization and offering a myriad of languages. And right from the start as I was looking and seeing the kids that were identified, we see kids getting tutoring in Spanish. Of course, that's their bread and butter. But we've got like five kids getting tutored in PashTO and other languages. And so no matter

074what the language is, they are combing the globe for tutors. And and that one-on-one support in the students native language, I think, is going to be is going to be the game changer for us this year. So it's live, it's virtual, online, one-on-one. And then again, this is the monitoring piece. We'll be reporting back to you both in the in your in your RIP Friday reports and we'll be reporting back monthly and quarterly. And we're over at these campuses talking to them using something we've developed called their principal leadership scorecard. That's another thing that is a is um something we're using to quickly identify and look at progress and how we're going, you know, for every couple of weeks. So that concludes my my presentation for Decker Elementary and like to open it up for

075questions or and then we'll madam president at your pleasure the public comment. >> Yeah. Do we have any questions from our trustees? We're good. I guess if we don't have any [clears throat] question from our trustees if we do we have any questions from the audience regarding Becker Elementary turnaround plan? I don't see no one jumping up. So, um I mean raising their hand. Sorry. I will move on to 10.4 um turnaround plan for Decker Middle School. Okay. So, Decker Middle School, same setup with domain three closing the gaps with demographic students groups. The student groups needing additional support on their campus are emergent bilingual students receiving special education services and Hispanic students, not Latino students falling into that emergent bilingual, but that the just the other column. So, some root causes that are a

076little bit unique to some of them are are the same and some are unique to Decker Middle School. Um, math was across the whole system as you know and um, thanks to your approval, we made the shift to blue bonnet math kindergarten through 8th grade and into algebra 1. U, we didn't do geometry and algebra 2 because they don't offer that yet. Um but in terms of again the rigor levels um we need to work on that and blue bonnet math is at the correct rig level of rigor and with our with our product adviserss from region 13 and with our coaching we are working to ensure that that the standards and the blue bonnet lessons are being implemented with fidelity. And I can tell you that at all three of these campuses and across

077the district, Lubonet math is being implemented at a very high level now with fidelity. That's something we're working through. The building the capacity to do it well is something we are working through. But implementing it and making the best attempt as as we learn that is um at a very high level and I'm I'm super proud of that and that the principles have been working towards that. at Decker Middle School, one of the things that they um noticed with their their academic data with their students was a need to focus on writing. And that was one of their big pushes going back into their their uh campus uh improvement plans was writing proficiency across the curriculum and working to ensure um that our that students were getting more writing support and more opportunities to write

078and more structured writing instruction because they found that it was below grade level and below the state average in that area. Um the other piece relative to levers one and three um continuing to work with that team on teacher observation and feedback that is that's the growth that is the way to go in terms of what you said unscheduled visits. That's a lot of that falls onto the principles. Now, we can go over there whenever we want, but the principles and the APS are going into rooms every single day and they've got, you know, they're they're trying for 12 a week and but what we want to do is focus on the quality of the feedback because that's going to be key. Um, making sure that people get feedback, which they can get it directly

079through that Bullseye digital platform, but they can also that face to face. There's no no substitute for that face-to-face feedback. The second piece relative to Decker Middle School that I know you know and we've been talking about is as we made a transition to a new principal that we are really continuing to strengthen the structures and processes um in place relative to like some people call it how we roll or the deck or middle school expectations um whe relative to you know whether it's the student handbook it's also the staff handbook and really ensuring consistency so that um and that we can have that safe, orderly and calm environment where students can let their guard down and they can be open to learning. And so that is one of the main areas of focus. I

080think I pretty much chatted those all of those improvement strategies up um through the previous slide and I'm going to catch your question before I go on. >> Yeah. if if um if this particular school, this is middle school, if they think writing is is an issue. Um can I ask a question? >> Okay. Um for sure. >> What are we looking at prior prior like the fifth and fourth grade levels to make sure that the writing is proficient at those levels so that >> Yes. And so absolutely and part of that is continuing with that examination of our Yes, ma'am. I'm sorry. Sorry. I don't know if you're Were you signaling as well? You're like, "Yes, what he said." Okay, for sure. What we're doing as a system to ensure that we are um

081strengthening our actual formalized um instruction in writing. Um we did purchase a a system through HMH called Writable at the elementary level that people like. Um we're still working to make sure it gets implemented into our systems um at the younger levels so that when they get to Decker Elementary they are um better prepared but it it builds on itself and so but they're not going to wait for the element. They're not waiting at Decker Middle and they're jumping in and really looking at what what lead forward talks about in terms of thinking, talking and writing every day, every lesson. And is that included in or at the very least encouraged among all content areas as far as them getting exposure to writing through their assignments? >> We need to do more work with that.

082But yes, I think one of the things I'm not sure that are we have well delineated in our curriculum is formalized instruction and writing. But I don't I'm going to get out over my skis if I say anything more. I may need to go back to the team and do some more research um before before I make a comment. >> The mic do you have planned the elementary school? Do you have planned staff development between at elementary school and well between the schools the feeder schools? So that that that communication >> is uh ongoing and there's a thread is not happening in isolation. >> So I can tell you >> that I love that comment and we need to do more of that at more at a slightly larger level. That is some of what

083we're trying to accomplish at the monthly principal meetings. And that's part as we do what we talked about another time, campus snapshots where we all principles walk in in groups in small groups of two and three and we walk the entire campus. One thing is to give that principal a snapshot of of every single or as many classrooms as we can. But the other piece which is equally important is having those conversations. So when we're at an elementary, you know, we're at we're the the middle school principles, the high school principles are with us and we're having those conversations and intentionally um mixing the groups when we go to the high school when we go to the middle school for their monthly campus snapshot. Then that'll be the same, you know, it'll be back down.

084But that vertical alignment is something I know we can do better at and I need to be more intentional about. >> It's critical to inspect what you expect. So you and they know how. >> All right. Um, do >> I have one more question? >> Of course, Trustee Dr. Lowry. Um, I noticed across all three turnaround plans that we're discussing the targeting of providing better special education support to really increase student growth in that area. I know that to say special education is such a blanket statement when there are so many differentiated needs within that umbrella, but I'm curious how we are personalizing support for that department since obviously generalized tactics are that's literally the opposite of special education. So, how are we providing support specifically to that targeted demographic? >> And I'd like to

085jump in on that one. Um there's a couple of things that that have been going on. One of the things that you look at across the entire district, you notice the first thing on each of the each of the plans was the same thing. And that's what's a reflection in the scores why we see so many Fs and D's. There is a systemwide issue with the alignment of what is being taught to the curriculum and to what is being tested by the state. I mean, I can see that as a former principal walking around campuses all across the district, it's widespread. uh and that's where we have scores. So, um what I'm getting at is we will get gains just in the special education area by actually hitting on the curriculum, ensuring that not just

086the special educators, but the general educators to have them as inclusion are are linking the curriculum specifically to what needs to be tested. Uh we can accommodate all day long. If we're not accommodating the right thing, it's not going to make a difference. And so that that is probably one of the largest things. Um, we did make a change um in the organizational chart too to also help better um connect the general education I'm sorry not the general education but the campus um operations side uh with the special education side. um our deputy superintendent um now works with both the chief of schools and the chief academic officer which there oftent times in organizations and school systems in particular if the special education falls under this department and the schools fall in this department there's

087not as much uh uh connection as needed and so one of the reasons I made that move is so that there is a better coordination between the two sides um when needed u for example um I won't go the detail but uh Mr. Bean knows we were he and I were just having a chat and I said this is a good example of exactly what I'm saying. You have a need to work with principles on this. Uh we need to find out okay what level and what amount of time needs to be taken in the principal office in the in principal meeting in the context of what they're doing. That's why we have a deputy superintendent to oversee that and to make sure that the right amount of time is spent. Um and you know

088that cuts both ways. You know sometimes special ed wants too much, sometimes camps wants too much. Uh, but I think those two moves alone at a district systemwide level, um, I think is going to be the biggest bang for your buck. Now, as we move forward as a district, you're going to have to fine-tune as you go along. And I know Mr. Bean, uh, mentioned some things uh, and Dr. Harvey did um, back at our last uh, um, presentation in special education, uh, but I won't go into those specifics. >> The only thing I would add to that is that Mr. has been a valuable partner uh throughout the turnaround planning process and along with Aries Leverage relative to MTSS we all kind of we've come to this understanding together of how important really assisting

089special students with special education services any struggling students is gaining access to that tier one instruction during that core class. And so how do we support the the teacher that you know that teacher of record in the classroom along with any additional teaching support from special education services so that when the student is in that tier one instruction really this is a we are all about this inclusion piece where they're there and able to access the grade level content. That's the key and Mr. Vine has has drawn up some plans for how we can do that. We've got um our MTSS support down joined up with the tier with Dr. Doyle and her tier one team so that we can work together right from the start to make sure that it's not just here's special

090ed training, here's the gened training and here's you know the kids over here getting this and here's the other group getting this. How do we work together to plan the curriculum at a depth where it accounts for this the needs of different students um no matter what they are and that all teach teachers are trained and they're all our students not some are theirs and some are his and some are hers. >> Thank you. Do we have any other questions from our trustees? All right. Do we have questions from the audience regarding Becker uh middle school turnaround plan? We have a question >> actually. as well. We are at the beginning of the year question. So we are wanting to make sure Thank you. >> Thank you very much. I I guess we can move

091on to the next item. Uh 10.5 2019 bond update. We have any questions? Are you gonna No. Okay. >> Oh, this is for information only. Um Joe, you want to just flip to the pictures in case they have questions? Uh but if you have no questions, we're just here to show the public where we're at. >> Thank you. Yeah. >> Just recap quick. Uh some some pictures just to show you some pictures here. Some some updates that we have. >> Um I'll start off by the turf. Put some pellets out there. So it's just for safety. Um and and those have been at Mayor Senior High School or Mayor High School, sorry, complex as well. Put some ballards out there in front. So that just helps with any traffic accidentally getting into our sidewalk there.

092Uh and also um the fencing project that we have out there. It's actually three little fencing projects all at the same time. Black box and then uh we have some in the cafeteria area and the detention pond out there. And then lastly, we have um we have our uh our lock systems already here at Mayor New Tech. Actually, uh the hardware was installed, but we were waiting for confirmation with ESD12 with Travis County to give us the go ahead and start locking them up. We have to have their permission. So they So Armando did that walk through today with them. And so as of today, all of them are locked except for maybe two. >> Any questions? Okay, just real quick comment. It It's been a long day for you, hasn't it, sir? Armando, >>

093thank you for coming out. Um, I saw them I was picking up a kiddo today early and I saw them doing the walkthrough. It's really exciting to see this for us to be where we need to at a state level and making sure that our kids are safe. So, thank you for all the work that your team's done. >> Thank you so much. >> Thank you. Uh, one last question. How what's the percentage and this is just uh since we're already talking about the of the uh 2019 bond that has been completed. >> Um everything on the bond has actually been complete. 100% of the initial bond has been completed. All the additional projects that we have going on probably about I'm going to say 90% of it. We might have about 10% here and

094there until but these are the additions that we have from interest. Yes ma'am. >> Perfect. Wonderful. Thank you so much. >> I have a question. You said all but two are locked. Is there a reason why they're >> Yeah, there Armando would know a little bit more about that. That was uh that has something to do with architects I think with uh design and I think uh finishing off a plate that we found uh somewhere that they needed to actually put on there. >> You can always find a friend. >> Yeah. >> Okay. [laughter] All right. >> Okay. Thank you. We can move on to where are we at? Multilingual uh 10.6 multilingual education annual report. >> This has been posted to board book for it's only there for questions if you have them. Otherwise,

095we will uh move on at your discretion. Madam President, >> there's no questions. Uh we'll move on to 10.7 monthly financial report. Good afternoon. Um good evening. So for the third consecutive uh time in the year, um the school district has achieved a superior uh rating on its first financial rating. Uh this is the district's uh school um scorecard and uh basically to encourage school districts to better manage their finances and uh to allocate the best or the best possible into direct instruction. So to uh support your earlier requests or principles this uh tool measures how much we invest for direct instruction. >> Can you go to the next slide so we can all clap at that a there it is. >> There we go. Yes. Woo! Superior. [applause] >> So that that was an

096increase of two points. Last previous year we scored a 90. And this goes back to data from 2324. >> And the rest of this is uh up for questions um if you have them or just just information only for the financial reports. >> Yes, we will do the actual public hearing uh in November. >> Okay. Well, if we don't do we have any questions from our trustees? >> No, we're good to go. Thank you. >> Just a thank you to your team. >> Thank you to your team once again. >> All right. So, we'll go on to 10.8. If there's any questions on the quarterly investment report, we'll if there's none, we'll move on. All right to 10.9. This is my point of pride for my trustees that I have to read a whole book.

097[laughter] So here we go. Under the state board of education rule, completing required continuing education each year of service is a basic obligation and ex expectation of any sitting board member. As board president, I am required to announce the name of each member who one has completed the required continuing education, two has exceeded the required continue continuing education, and three is deficient in meeting the required continuing education. The requirements for trainings are measured as of the first anniversary of the date of the trustees election or appointment or two-year anniversary of his or her previous training as applicable. There are eight training areas for board members continuing education. One, local district orientation. Two, orientation to the Texas education code. Three, post- legislative up update to the Texas education code. Four, team building. Five, additional continuing education.

098Six, evaluating student ac academic performance and setting goals. Seven, identifying and reporting abuse, trafficking, and other mal malreatment of children. Eight, school safety. To the extent applicable to each board member, I will announce the completion or deficiency as to the required training. For members who still have time remaining to complete required training, I will announce those board members who have re who have scheduled timely training and those who have not yet scheduled the training. At the conclusion of this announcement, I will announce any board members training in excess of the continuing education requirements. Local district orientation. The following board members have completed local district orientation to the Texas education code training. Pat, Trustee Patrick Patterson, Trustee Stacy Howard, and Trustee Dr. Caitlyn Lowry. Orientation to the Texas Education Code. The following board members have completed

099a orientation to the Texas Education Code training. Trustee Patrick Patterson, Trustee Stacy Howard, and Trustee Dr. Caitlyn Lowry. Post legislative update to the ED Texas Education Code. The following board members have completed post legislative update to the Texas Education Code training. Anna Cortez, Dr. Mary Thomas, Fabian Martinez, Patrick Patterson, Stacy Howard, Stephanie Rodriguez Barnett, and Dr. Caitlyn Lowry. Team building note, the entire board and the superintendent must participate in the annual team building session. This training should be completed by the time of the annual announcement. The following board members have the following board members and team have completed the annual team building training. Dr. Robert Sarmani, Anna Cortez, Dr. Dr. Mary Thomas, Fabian Martinez, Patrick Patterson, Stacy Howard, Stephanie Rodriguez Barnett, and Dr. Caitlyn Lowry. Additional continue ed continuing education note. 10 hours for firstear

100members, five hours for subse subsequent years. The following board members have completed the additional continuing education requirements. Anna Cortez, Dr. Mary Thomas, Fabian Martinez, Patrick Patterson, Stacy Howard, Stephanie Rodriguez Barnett, and Dr. Dr. Caitlyn Low. Evaluating student academic performance and setting goals. Note, this training must be completed every two years. The following board members have completed the bianual training on evaluating student academic performance and setting goals. Patrick Patterson, Stacy Howard, and Dr. Caitlyn Lowry. Identifying and reporting abuse, trafficking, and other malreatment of children. Note, this training must be completed every two years. The following board members have completed the bianual uh training on identifying and reporting abuse and trafficking. Anna Cortez, Dr. Mary Thomas, Fabian Martinez, Patrick Patterson, Stacy Howard, Stephanie Rodriguez Barnett, and Dr. Caitlyn Lowry. School safety. This note, this training must be

101completed every two years. The following board members have completed the bionial training on school safety. Anna Cortez, Dr. Mary Thomas, Fabian Martinez, Patrick Patterson, Stacy Howard, Stephanie Rodriguez Barnett, and Dr. Kayn Lowry. Exceeding requiring continuing education. Board member Anna Cortez exceeded the required amount of continuing education training by 32.75 additional hours. Board member Dr. Mary Thomas exceeded the required amount of continuing education training by 7.5 additional hours. Board member Fabian Martinez exceeded the required amount of continuing education training by 28.75 additional hours. Board member Patrick Patterson exceeded the required amount of continuing education training by 12.25 additional hours. Board member Stacy Howard exceeded the required amount of continuing education training by 20.75 additional hours. Board member Stephanie Barnett exceeded the required amount of continuing education training by 41.25 additional hours. Board member Dr. Caitlyn Lowry

102exceeded the required amount of continuing education training by 18.75 additional hours. Please give a round of applause to all our amazing board of trustees. [applause] FEMA VA exceeding hours. And if you notice, our our meetings are focused on student outcomes and student outcome goals. >> And if I may, Trustee Miss Cortez, um I would like to remind everybody that they don't get paid for all these extra hours. So, thank you so much for volunteering your time to take care of all this. [laughter] >> Yay. I need water now. [laughter] It was a long script. Okay. So, now we're going to go to consent agenda. Do I have a motion for consent agenda 11.1 to 11.14? >> Yes. I move that the board approve the consent agenda items 11.1 through 11.14 as presented. >> I have

103a motion by uh Trustee Dr. Lowry to um approve 11.1 through 11.14. Do I have a second? >> I second that. >> I have a second by Trustee Howard. If there's no further discussion, I will entertain a motion. All those in favor? Motion passes. 70. Thank you. Action items 12.1, consideration and approval of foreign trade zone tax equivalency and contribution agreement with applied materials. Madam, >> I have a motion by uh trustee Rodriguez Barnett. >> Yeah. I move that the board approve the foreign tax zone equivalency and contribution agreement. >> Thank you, trustee. Do I >> Okay. Do I have a second? >> I'll second. >> Okay. I have a second by Trusty Rodriguez Bar I mean Trusty Martinez. [laughter] All right. And do I have discussion? All those in favor? Thank you so much.

104Motion passes 70. Hold on. Do I Okay. Now, um 12.2 discussion and approval of TASBY board nominations. >> Madame President, >> Trustee Patterson. >> I recommend that the board of trustees nominate President Anna Cortez as candidate for the region 13 seat on the TASBY board, STAB board. >> Thank you, Trusty Patterson. I second that. >> I have a second by trustee Howard and trustee Dr. um Thomas. I thank you. Um all those in favor passes 70. I really appreciate your trust. Thank you so much. You guys are amazing board and I'll make I'll make sure I'll make you proud. Um all right. So let's confirmation of the next regular board meeting. I move to adjourn the meeting. [laughter] >> I have a motion by Dr. Thomas to adjourn the meeting today at 7:37. >> I

105second. >> I have a second by trustee Dr. Lowry. All those in favor? Yay. 70 adjourned at 7:37. Just three minutes over the last but it was focused on student outcomes.