Maypearl ISD Regular School Board Meeting February 26, 2026

001type of weather condition. They understand the responsibility that comes with transporting children. They understand the parents are placed in their trust in each and every morning. That this trust is something we take very seriously and our transportation team honors that trust daily through their actions. We may operate behind the scenes at times, but its impact is seen everywhere. So tonight on on behalf of Map ISD, I want to say thank you. Thank you for the early mornings. Thank you for the long afternoons and thank you for your patience, vigilance, and your steady commitment to safety. Board members, I ask you to join me in recognizing, showing appreciation for our outstanding transportation team. Thank you'all very much. Thank you'all very much. Thank you. >> And I forgot that I have a monitor named Lori. Lori is

002my monitor. She's a bus monitor. So, Okay. Ready. One, two, three. >> Mr. James, would you like to recognize your student or Miss Kunrod and Mr. James? >> Good evening everyone. Um, we only have one of the students uh who we are honoring as student of the month here tonight. Uh, and that is Mr. Nolan Floyd. Nolan, if you can come up. So, Nolan was recognized as one of our students of the month for January uh for his outstanding character uh and for all the wonderful uh joy and cheer that he spreads uh to everyone. If you know Nolan or if you see him interacting with anyone on campus, what you'll see is uh Nolan has never met a stranger. Uh Nolan has a bunch of friends and a bunch of people that really appreciate

003everything that he does around the school and that includes us as administration. Mr. Another Floyd picture. Okay. Ready? One, two, three. Thank you. Okay. And Miss Bone, did you have a staff member to recognize? Okay, I really need to lower this. Um, I do have a staff member. She was unable to come, but she is watching via live stream. So, I was going to take a minute to read a few things so that she can hear them from from her her living room. Um, the person that middle school decided to honor is Miss Miss Simmons. Um, Miss Simmons has worked for the district I don't even know how many years because she goes way way back before me. Um she is our learning lab teacher. So she takes her time to work with any kid

004that needs any assistance and she Let me just read because I I'll start crying. Um Miss Simmons is our matriarch. She brings the calm, wisdom, and compassion we need every day. Um from day one, Miss Simmons has been someone I could count on. She's answered her questions without judgment, shared wisdom, without hesitation, and supported even on the days when I doubted myself. You didn't just help me do my job better. You helped me grow into it. You challenged me to think differently, encouraged me to step up when I was unsure and stood bes you stood beside me when things felt o overwhelming. Knowing I have someone in my corner who always has my back has meant more than I can say. Workplaces are full of colleagues, but it's rare to find someone who becomes a

005steady source of strength and support. I am grateful your for her guidance, her honesty, and her loyalty, and most important importantly, her compassion. She always sees the brighter side of things, and I don't know what I I would do without her. Um, next, that was one person. No words could express how valued Miss Simmons is at MMS. As a co-orker and a friend, she is a blessing to us all. She is a the consistent person each and every day for myself and the students. When I need something done, help with something, or maybe even just a kind word, she is always willing and with a smile. I appreciate her more than she will ever know. She can tell she truly, you can tell she truly loves the kids. She was made for the middle school

006students. She just gets them. I have loved knowing her these 10 years. She has become nana to us all. Thanks for being you and thanks for always doing what is best for kids. And another teacher says, "Miss Simmons truly goes above and beyond for every single student who walks through the door. She is the definition of fairness, patience, and calmness, even on the busiest days. Her room is constantly filled with kids seeking her help, guidance, and reassurance, which speaks volumes about the trust and respect she has earned. Students feel safe, supported, and genuinely cared for her. uh for in her presence. She builds relationships rooted in compassion and consistency and she never hesitates to put in the extra time and effort to ensure students succeed academically and emotionally. Her impact on our middle school goes

007far beyond academics. She is a steady loving presence who makes our campus better every single day. While she absolutely deserves recognition today, the truth is she should be celebrated every day. and she is also a bus monitor for the special ed students. >> Yes, ma'am. >> So, double recognition. >> Thank you, Miss B. >> Okay, next up we have the consent agenda. Can you turn your mic on? >> I have a few questions in six specifically on our application for delay of teacher certification requirements. Um, just got that. >> I'm I'm sorry. Sorry, I was distracted. No problem. >> An amazing bus driver that's walking by. Sorry. What did you say? >> Could you tell us a little bit more about the application for delay of teacher certification requirements? >> Yes, sir. Actually, Miss Sherman

008is here to to talk and answer any questions about that that you might have. So by year 2930 all teachers must be certified and that means completely cert like either an intern certificate or a standard certificate um and emergency permit is considered um insufficient certificate. So it's just making sure that we are meeting that goal by 2930. So this delay allows us the time to meet that goal. So the so the the application itself is it a is it a where is the application is it filed to tea or is this a resolution statement to tea? >> It's a it's a smart form that we're going to fill out to send to TEA and then TEA will approve it. And um if you look on TEA certification website down at the bottom there's a link

009um that says delay of certifications and you'll see that the majority of the school districts around Texas have applied for this delay of certification. >> Okay. Gotcha. So they're saying by 2030 there's not going to be any more. >> Correct. >> What they're trying to do away with. >> Correct. And I >> we're just trying to get to there. >> Yeah. We're just trying to get there. And really this isn't pertain to a school district like us because we do make sure that everybody's under some kind of certification. Like I said, we have a couple of um teachers currently under emergency permit. Um but we it's more for like the schools that are hiring paraprofessionals and putting them into teacher roles under their DOI plan. We don't do that here. Um or for like the

010um private schools and charter schools that are hiring uncertified uh staff members. >> Okay. Thank you so much. >> You're welcome, >> Josh. because >> so we'll move that down to discussion action items. >> I need a motion to approve the consent agenda and the um motion for the application. >> I'll do it. Make a motion to approve the consent agenda up to item 6K. Um in that motion to adopt the application just give me one second for delay of teacher certification. >> Second. >> Any further discussion? All in favor? None opposed. Okay. When we look at enrollment report, as of February 24th, the elementary campus has 487 students. The middle school campus has 362 and the high school campus has 356 students with a total district enrollment of uh 1,25 students. and Mr. Boon

011is going to present the finance report. All right. So, if you'll pull up the finance summary attachment on your board book. So, we're going to look at So, our ADA as of the end of the fourth six weeks is currently sitting at 1,122.26. And so, if you remember, we budgeted based on an ADA of 1111. Uh, TEA is currently paying us at the rate of 11.40 ADA. and that, you know, ends up playing out in the end with different weighted averages based on special pops. So, um, as of the latest summary of finances, we're not, um, seeing any settlement details just yet. So, um, once I get that information, I'll start including that on these uh, finance reports. But through that settle up process at the end of the year we either get additional state

012aid from TEA or in some cases if they have overpaid us based on ADA then we would owe the state. It hasn't happened since I've been here. So um but there is that possibility but as of right now we don't have that information to give yet. So, uh, we should be getting that starting soon on those summary of finances. And then if you look at the next graph, that's our revenue and expenditures for the month end of January. Uh, so far to date, we've realized about 60% of our revenue. And then for our budget appropriations, the encumbered and expended amount is at 49% of our total budget. Then go on down. If you look at our revenue compared this time last year, we're up in total 230,405. Uh, and then if you look at the

013expenditures this time last year, we've spent 436,000 more this year than we had this time last year. A lot of that is, you know, due to different um increases in staff pay. And then some of the costs from that maintenance tax note that we did last year, that's going to come out this year in the expenditure side. on the child nutrition budget. You can see that his revenue is up just about almost 2,000 from this time last year. His expenditures are down 20,000. And so that was primarily due to um a part-time position that we didn't fill once that opened up. And then if you look at the next page, that's our uh bond report. And so you can see what's been paid for expenditures for the month of January. And then if you look

014at the graph at the bottom, that's kind of the estimate of what's remaining to be paid and um what the remaining funds look like. And what you'll see with an asterric is that uh I did talk to our financial advisor and you know we are able to leverage some of that arbitrage rebate payment that we have to make with the interest earned on the bond funds by using our INS fund balance. And so he gave me like the go-ahhead to kind of set an amount aside from that INS fund balance that he feels comfortable that we could use to make that payment down the line. And so that frees up a little bit of cash flow on our remaining funds as well for the bond. And then just other than that, we'll does anyone have

015any questions on any of that? So other than that, I did want to make just a couple mentions. Um, we're getting into the budget season for next year planning. So, uh, I did want to kind of float around an idea. Um, just something that I had, you know, heard from our training at Tasbo here recently, um, many budget sessions, uh, with board members. So, um, the idea being like if I could meet with just a couple of you at a time to kind of go over where we're at in the budget process, that way whenever we get to the point of budget adoption, it kind of flows a little easier and seamlessly and you have an understanding of kind of what the budget looks like as a whole. So, if y'all are open to that,

016I would love to get some uh dialogue with you guys of like when the best times are that you're available and we could start setting up some periodic meetings for that. >> Yeah, I'll help coordinate that with you. >> Awesome. >> When would you when would you like to have those completed by deadlines make deals? Um, I was kind of envisioning it starting maybe in May and then like July being the last of those meetings and then leading up to that budget workshop that we do in July for the board meeting. >> Sounds good. All right, we'll coordinate that. >> Awesome. And that's all I have unless you have questions. >> Thank you, Mr. B. >> Are you going to bring coffee to those meetings? >> I will. >> Okay. Steve wants donuts. >> Okay.

017Uh 7C, the board of trustees general election again is on May 2nd, 2026. And the ballot candidate information um right now the ballot does have three candidates um that will be on that that ballot. M Jared Wright, Steve Cooper, and Annette Kennedy. Um, and so that's just um to for you guys, for information for you guys and for the public to know that we do have three um people running for that spot, for those two spots. Anyone have any questions about that? Okay. Um, and then we have a representative from Galla Gallagher here. Oh no, I skipped something. Region 10 board of trustee trainings. Miss Smith has put in a couple of training options for you guys into your packet. Um, if there's something that you would like to attend, the first one is um,

018on March 21st. And if you do want to attend that, there is a paper um, copy as well as online in your board book. If you want to do that and fill that out, she can get you registered for that if you're interested. So, let me know and or let her know and we can make sure we get you registered. And then there's also an opportunity um for a summer conference in July 30th just for your information. And now at this time we do have a representative from Gallagher who is here to give us a bond construction update. >> Good evening. How are y'all today? So um talking with Miss Val, we are and the culinary and kitchen area and the what do you call it CTE area with all the the classrooms are essentially

019done. We're actually bringing the final cleaning crew will be in there tomorrow to clean it out. Culinary is very close. We're lacking some stainless closures that were supposed to be here this week for the fume fume hoods. They post them out to me next week, but we anticipate having them and put the se finish in the ceiling and they're right there to it. Everything else is done. Uh we have the time to communicate. We had the fire marshal final. It's going to be next Thursday at 4:00. >> Okay. Okay. Wonderful. Thank you. >> Yeah. And the fire u action fire that's worked with the school district. He's coordinated with Trey. We've got an email to the city to get it done. So once we get that done, then we're kind of just couple little tidbit

020things in that area. That area is done. Now we are going to be those three gas ranges. Those are coming. They're shipping March 13th and couple of days shipping straight and they're going to put them in right afterwards. And there was a single refrigerator that came in. It's supposed to have been a double. So, we've actually that's in place. The uh they have one that's available with slightly different model. So, we're seeing if the architect or the consultant is good with that. And if so, then piece of that one's readily available. So, uh some of the items throughout the rest of the school, we've done a big effort of getting them fixed. A lot of the access controls and everything that we talked about last week. Uh cleaning of that tile. We got a big

021crew coming in this weekend. hope they can get it done, but we're finally figured out what it's going to take to get it done. Pressure wash the outside of the school and there's still a short laundry list of things to do like test and balance. They're going to be there Monday to continue with that to wrap it up. And so we still got few weeks of miscellaneous stuff and then we need to that life skills change out. >> We got to figure that out and that's probably going to definitely need to be spring break. >> Okay. And when you say miscellaneous items, can you I ask that if you could give us specifics about what that that list is? Yeah, I can highlight most of them that I can remember, so bear with me. There

022were some key cores that came in wrong and they they're on order. We're waiting for them. We're trying to expedite to get them here. Um I'm going draw a blank here. There's a couple of I wish I'd ra apologize, but the uh cleaning of the tile was a big thing and that's like I said, that's going to be addressed. The all the mill work locks, they have everything in now. They were missing five, so we left them out of that area D, but those should be coming in. And I if you if it's okay, we can get you a list. >> But oh, also the U tile that we need to put, we figured out there was an error when we in the original building behind the mop sinks. We need to put that out.

023We may try to do that. We can't get it this weekend. We may try to do it next weekend. So, we're going to try these next couple weeks, knock out everything we can on that little It's about 20 items or so. Uh, so it's very small, but it's a it's a list to get completed. So, and then we'll punch it with the architect. So, >> okay. And so, when we spoke last Friday, you indicated to me that y'all would need instead of being done at the end of February, you would need an extra week in March to get culinary specifically done. Um, but I just heard you say March 14th for the ranges. And so, that's over spring break. >> They're shipping the 13th from the factory. If you recall, there was an error in

024spec, so they ordered them late. And I mean, we got them on order, but that's the as they could get them. >> That error and those specs we've talked about for weeks. Um you you you've mentioned that for weeks, but when we talked last week, you told me March 1, I mean the first week in March was going to be that culinary specifically was going to be completed. So without ranges that won't be complete, correct? >> There's three missing. There's one there. >> And I know it's not not necessarily correct, but we've actually ordered them without knowing that they're going to get paid for them. We went ahead and pulled the trigger on it because there was a error in the specs that the consultant put an exact quantity of what was required for the

025job and that he put one in there and it should have been four. Want to dovetail off a little bit of what she's talking about. I think since we've entered this agreement um when you come up here to speak to this board, you know, we're not here on the day-to-day campus, right? They're experiencing that >> and most of the times you're unprepared. There's no checklist of when we enter agreement to pay you a certain amount of money, you are the general contractor, right? You're responsible for all of these tasks that we agree that you're going to do. >> Do you agree? >> No disagreement. >> Okay. So, for us to say that we as governance have done what we said to the public, we need to know on your side and you say, "Well, there's

026a list of things." We need that list. >> Okay. >> Is that fair? >> Yeah. No, no issues. Thank you. >> No issues. Okay. Um, so we could get that list to Miss Boto. She'll get that to us. Okay. Another another missed deadline, sir. So, I I know I know you're tired of hearing it, but I'm tired of experiencing it. So, um, we appreciate the hard work. Let's get this thing finished. Let's get it wrapped up. We need it done ASAP. >> Understood. >> All right. Thank you, sir. >> Thank you. >> Mr. Boon, do you want to talk to us about um F check payments list for January? Or >> do you'all have any questions on the check payments list? I'll looked through it. I didn't see anything out of the ordinary. I think

027we're good there. >> Okay. >> All right. Uh let's see. Discussion action items. Uh a let's consider adopting the 2026 2027 academic calendar. And you have two calendar. um calendars in there. They're the same calendar. One is more detailed for staff. Oh, come on, Miss Sherman. >> No, this is your your handiwork. So, no, by all means, go ahead. >> Um like she said, we have two calendars in there. One is more detailed for staff. It kind of gives, you know, um full description of um what the expectations are, parent conferences and stuff like that. The other one's what we would push out to um the community. Um it's more like the student slashteer um 187 academic calendar. So, um, do you guys have any questions regarding the calendar? Sta staff were, um, vote did

028vote on two different calendars. Um, and so that went out to staff. We had 126 staff members submit a vote and this is the calendar that, um, won based on those that submission. >> Was it a close race? >> It was a very close race. Um, like 49 to 50. There was two votes between. So, >> yes. >> Was there is there any big changes that I mean big differences or what was the >> the difference is this one does not have a full week in the month of October for a fall break. Um the kids the students will still get um three of the three and a half days technically. It's just kind of over a weekend. um that um Wednesday that they're gonna get out half a day would be the homecoming parade

029that evening and then they'll be out Thursday and Friday and Friday's would be the homecoming game. So it give them a little bit more time around homecoming. Um the other difference is that in this calendar we would have off on President's Day and MLK day. >> Okay. >> Thank you. I'll make a motion to approve this calendar as presented. >> Second. >> Who second? >> Okay. Any further discussion? All in favor? All right. Uh let's see. Consider and take action on state bill 11 resolution from the 89th legislative session. In your packet, you have a a template with just a little overview. What I do want you to um to be aware of is that under federal in Texas law, um our students already have the freedom, religious freedom in public schools, students have um

030they can pray, they can read the Bible. Um what this Senate bill uh or u bill is proposing is that it has more strict um requirements that each principal or each campus would have to identify a location where that would happen and then um you'd have to have parental permission and then that would mean an administrator would have to oversee to make sure no one else was in that area. um if a student if if they were either reading a Bible or having any type of religious um activities going on. So um right now they currently have that freedom. And um we also have clubs. We have uh processes for clubs. So if students want to have clubs, there is a process for them to go through. But if we have students that want to

031read a Bible or bring any type of religious material for themselves to read, they have the freedom to do that. currently. So, um but we do have to act on this. So, there needs to be a vote tonight. Um either yes, we would be in favor of following um this bill and um putting those restrictions in or no, and I've given you two resolutions on your desk. Um so, we do need to take a vote tonight. >> Okay. Any discussion? I can say that I have talked to several parents, teachers, staff, just tried to get pulse of the community on this. Um, the majority of people, I mean, in the 95th percentile, we're very much uh on board with not passing a resolution that the religious freedoms that we have in our state today um

032are are sufficient, that they're fantastic. they they give the kids what they need to be able to to pray and read and do what they need to do for for Bible clubs and and whatnot. So, um from my research with the community, I can say that it was it was overwhelmingly um to to not pass this. It was going to cause a little bit of um trouble for the teachers and for the administrators trying to paperwork all of this. This was going to be a paperwork kind of a nightmare. And our religious freedoms that we have today were sufficient. And I I agree. I went through and loo looked at those and they they have the right to do it what they need to do. So actually we have several clubs already that are doing

033very very well. So >> I would agree with that. I've talked to several people and it's the same thing once it's explained you know kind of the limitations that it puts on us that it makes sense. It sounds good on on paper right at first if you don't understand the whole concept but once it's explained the majority of people I spoke with agree with this. All right. Um, then I will make a motion that the Maple ISD will not adopt a policy to provide a period of prayer and reading of the Bible or other religious text as made optional by education code 25.0823. >> Second. A second. >> Any further discussion? Okay. All in favor? Okay, >> thank you. >> Sorry. Um 8 C if you considering uh Senate Bill 546. If you remember, Mr.

034Mr. Bittton brought that to us earlier um in the year to discuss the the new um requirements for that. And at this point u Mr. Benton is here to answer any questions that you guys might have in regards to discussion. Um but um basically we just he needs an answer from you guys on as to whether or not you feel like um we can as a district uh meet the requirements of this this bill. >> As y'all remember, I'll refresh your memory. December I presented this bill TEA is want to know if each district can afford to the mandate of putting seat belts into the buses that no longer that don't have seat belts um at a cost of $40,000 per bus. I did check with the one company that's doing it which is BS

035Tire Will in Fort Worth. They're authorized to do it. They have told me that it's going to be a full seat replacement and a full four replacement also. Right now they're the only ones doing it and so I just I need to have to report back to the TEA of what our decision is after having the notes. Can we afford to retrofit or fit I think eight buses >> and that $40,000 did that include the flooring change? I know we were talking about that mic and the belt. Yes, sir. >> Yes, sir. >> And is your mic on just so people can hear you online? >> Is that right? >> I just want them to be able to hear you if they're watching. Okay. That that's all I have. I just I need a decision

036if we can afford it. If we can't afford it, I do want to remind you that we do have buses that do not have seat belts in them, but they're also reaching their life expectancy. So, I expect to be coming to y'all in another year or two to start planning to purchase new buses. So, that's also something to keep in mind. in a new bus about his >> uh the last quote I had was we're right at 150,000. >> Does that include um I did have a question that because I couldn't remember. Are we just transferring all of our video equipment bus to bus or is that include the I know because that's a big expense, right? The >> It is uh that I haven't asked. Okay. Um, it should I'm hoping we're having we're

037trying to update some of our cameras we found that are a little bit older and we're we're working through that right now. But when we get a new bus that will be one of the questions answered is the way the salesman spoke to me. He's like, I can have you as many buses as you need in your yard tomorrow if you're ready to write a check. I said, I just need a quote, sir. That's it. That's all I need. So, >> so I noticed also that u most of the buses that don't have the three-point harnesses are reaching their life expectancy. So, they're all within >> they're all right at that uh 12 year model. >> And so, a bus life expectancy starts running out after 15. Now, they're still good solid buses. They're all

038backup buses. They all fire up. They all run. We're still putting them out on the road every day for transport back and forth to the ball fields. um they're all in good shape, but it's just you put $40,000 into a 15 or 16 year old bus and then the motor blows, >> you know, you're kind of you >> there's not a nice word to say it, but >> a question and you may not have done this research yet. I understand if you haven't, but like say our oldest bus, which is the one with no seat belts, when we go to replace that one and say we come up with a really I know you're working on maintenance plan and like a plan for us so we are replacing them not all at the same time.

039Um, but like say we replace that one. Is there a a value that we're going to get back out of the one? I mean, obviously we're going to sell it. Do you know how much that's worth or how much that's going to >> It just depends on the year that we sell it. Um, some of the smaller school districts are buying Arlington ISD's used buses and their buses are quite used up from what I'm being told and putting a few thousand dollars into it. And to them, that's a brand new bus. So, we'd probably be able to get some money back on them. It just buses don't hold a a really long life like a car would. You buy them, they serve a purpose, and then they're Yeah. So, >> you I think you may

040have answered this. Yes, sir. >> At the last time you presented this as far as our like our insurance cares, I think we had a conversation about the the infrastructure modifications they're making. That being an issue with coverage or >> not that I know of. this is um when they pass this bill, you know, TA will pass a a bill and then try to figure out how to pay for it later and then they're realizing that a lot of school districts can't afford this, >> right? >> Okay. >> And I just need to report back to them what we're going to do and then so that way we they will have this information to be able to open up funding. So essentially, we can spend $40,000 for seven buses right now and then we're replacing

041the bus in the next few years anyway or we can >> um >> we can wait to see what the TA TEA offers us uh >> and maybe they'll fund it. >> Yes, sir. >> Of some sort. Okay. >> Thank you. >> And we also already have just just so people that are watching, I know you talked about it last time in December, but we do have eight buses right now that are being used that have the three point. I currently have one, we have eight buses. I have one bus that is a route bus that does not have the three points in them. It's a newer bus. It's a 20 17 model that that does not have the seat belts in it. >> So, that's the only one that we're actually using on route.

042Okay. >> Yes, sir. And they they they have all come from the factory like this. So, >> thank you. Uh, I make a motion that we can't afford this at this time. >> Second. >> Any discussion? >> Okay. All right. Um, all in favor? All right. All four. Okay. 8D, um, consider MISD facilities repair priorities. And that again is going to be Mr. Benton. And I just want to remind you all as he's coming up that um, in in previous meetings there have been conversations about um, some HVAC needs that we have and and um, Johnson Controls came and and and did um, a presentation with some um, about some of the the possibilities of partnering with them to be able to fix some of our needs. Um after meeting with them, uh Mr. Benton

043went and um did a significant amount of work to try to prioritize the needs across the district um to be able to present to you guys um um the really where our needs are and then so that the money can be determined on, you know, kind of how it's spent based on the needs. >> You have in front of here in front of you is a list of these are things that I've seen I think we need to repair. Some of these are large projects. They're a fiveyear plan. I put this together to kind of give us a direction um to a goal of what we're trying to achieve. We do have some HVAC issues out there um just because we've hit our life expectancy again on air conditioners. We're kind of a reaction AC

044goes down. We we put money into it. I'd like to get us in the next couple years to where we have them on the PM cycle. I know um I'll know you know which AC is going to be due for renewal due for what just better ways of tracking them. Uh some of these first needs on on the list um low cost high impact um district-wide AC repairs uh district rekeying. Um there is been some turnover at this school district through the years. um teachers going on to bigger and better things than what may pearl is. With that said, there's I've yet to find a way that keys were tracked, who got who got keys, who turned in keys. Um when I started here, I have a desk full of keys that I'm not real

045sure what they go to, what door they fit anymore. So, I'm trying to narrow that down. I've spoken with the company that handles these. Uh they rekey a lot of districts. It is costly, but it is something that I've spoke with Chief Wolf about in trying to over the next few years start changing out some locks. I wouldn't be surprised if there's not keys floating around in the community. People just forgot to turn them in or whatever. So, that's one of the priorities we're looking at. Um, one of the other things I've looked at is the road narrowing. I'm sure everybody's seen it going to the four-way stop sign, going to LSK and middle school. You've seen where that curb juts out. It's for parking at the high school. Um, this year we have a

046lot of parents that stack up on this road and I've been told and witness people jumped that curb because they're trying to stop and see what's going on. So, I'd like to take that curb out and make it just a straight lane. I' I've gotten a cost on that. So, >> what Sorry, I missed that. Where is it at the intersection? If you're going down Fourth Street, >> sir, >> and as you come up to that stop sign, uh, where our bus barn is to the left, LSK is to your left, middle school. >> It's that curb that sticks out right here. It's for parking for the games on Friday night. Used to be. >> Oh, okay. Just the curb part. >> Yes, sir. Just take that out. That I also got a quote to

047fix that and to fix two other issues behind our middle school. There's some manholes. The concrete's deteriorated around. >> And so while the company was here giving me a quote, I said, "Hey, can y'all put that in there?" and they said, "Yeah, >> we also talked about in I think it was about a year and a half ago the city was considering like just giving up that section of Fourth Street." So, I don't know if they're still on >> I haven't had any talks with the city about them giving up Fourth Street. I've asked some questions. We had some potholes show up. I I bought some material to fill in some of those potholes. Um I'd spoken with the mayor at just a passing conversation. I said, "Hey, I'm planning to do this." He said,

048"Let me know if we can help." So, and then of course, um, some of our bigger ones, um, our middle school has, uh, has been identified as having some of the oldest AC units. Um, I've spoken with a AC company that offers a PM service. Kind of cuts us a better deal. I've talked with him. I've also asked him what it would take to replace all the AC units at at the middle school. Significant number uh what he quoted me. There's just a lot of things this sheet is just to get in front of you just so you'll have a direction. Um I know we're trying to hire a new superintendent. I'd much rather hand this to new superintendent say this I think a direction we need to go you all for and this is

049basically what it is. If there's any questions you'll have. If y'all see anything in the district that you think we can do better, improve better, please don't don't be afraid to call me. I know they the Johnson Controls came out with this estimate for that redesign. Is there any way we can test by moving the thermostat in that cafeteria? >> Yes, sir. >> For the exterior and move it more towards the interior of the building and just see if that makes a balance where it's not kicking on emergency heat. It's 100 degrees and then it's then it's 15. Just >> there there's a lot of options we can look at at the middle school. Um there's some I've talked to a couple people about redoing some insulation, some spray foam in certain certain spots, maybe

050dropping that ceiling. Um there's a a way a lot of ways we can go. I just got to pick a direction and go that direction. So >> So are you looking for us to like as a as a maintenance like a committee to >> basically this is look at you when I when I come to ask to spend big money, you understand what I'm spending it on? Well, and and to touch on that, like that that man over there knows how many pennies we get every year. So, >> yes, sir. >> Do we all need to sit down in a in a strategic plan on on those things? >> I'd be glad to. I'd be glad to. >> I That's just just what what >> I speak to Josh. >> I I speak to Josh

051quite a bit about money. >> Um >> he doesn't give much back. No, I speak to him and then I try to tell it that I'm going to take some of their money because he seems to ask for most of it, too. >> So, uh, but this is just a plan that was she asked me to put together. Okay. Thank you. >> And some of the things that we're going to try to give us direction and take care of. >> And so, when this when you do see a a large order come in front of you, you'll know why. This basically lets you know what what direction we're >> it'll be your fault. >> Okay. >> Yes, sir. >> Thank you. >> Yes, sir. I'll take all of it. >> Suggestion. >> Thank you, Mr.

052Benton, >> I feel like I ask you this just about every meeting. >> Mr. Benton, I have one more question. >> Do we have any clue what we're going to have left over from bond that can be used on these projects specifically quicker than later? >> So, yeah. Do you refer back >> the green? >> Yeah, >> the green number. >> Yes, I saw that number, but sometimes that number is like ah some of this is earmarked for this or we have change requests coming in that are taking up this this and that. So, That's where some of the confusion has been with that money from the funds outside of Gallagher's contract. >> Sure. >> And then we have to pay an arbitrage amount, >> right? >> So what that number is outside of It's

053the remaining funds that we have available to us and it is still designated only to projects that were discussed in that planning and flooring at LSK. >> Yeah. Yeah. I think that's kind of where I'm going, right? I just want to make sure that what we told the public we were going to do we're we're going to do. Yeah, that was that was kind of a point to miss the the contractor there is is having you know that's very frustrating I'm sure for all of y'all is like oh well there's a list of you know miscellaneous things well what is that list right because we we entered into a contract I think it'd be helpful for the board to see what that contract of items so that we can hold their feet to the fire

054when he comes next time like well items 10 through 20 have not been completed right so >> and if y'all want the real nuts and bolts of pays. I can send those to you. They detail out every line item they have in their contract. And so they have an amount remaining to be paid on that line item. And then there's also a column for retain. the retain amount from that specific budget code is basically our leverage to make sure that those contractors get out finish that work to our satisfaction. So we're not and I've kind of talked with our financial advisor and too we're not releasing that retainage until we're satisfied. >> Sure. >> Okay. So one one for Josh and then one for Mr. Benton. So the green number is arbitrage is subtracted from

055that and that's a it's getting more certain by the day that that's the amount that we'll have left over based off of what we will owe them at the end. >> Well, and here's the the other caveat to that green number is Gallagher's budget for the project may come under their budget there could be additional funds to that. >> Okay. >> So I mean I also think it's fair to them to say like the things that we took on as projects and a lot of time is to say no that was on us. Um but to Mr. Smith's point the other day is like the grass if they're responsible for the grass in that parking lot and they're walking over it and there's just dirt and gravel. Let's hold their feet to the fires. >>

056Um so Mr. Benton you you put on here the priority by costefficient budget impact the low cost high impact one for instance. Do you have an idea of kind of like how much that one cost? Because I know you kind of have it broken out in levels and I know on a couple of them um like the rekeying you have a cost. Um on some of the others >> you have a cost like how many AC units? Um >> um a current cost if we were to replace just AC units around the middle school with what's there right now. No no re-engineering, nothing. Just swap for swap. We're in the $400,000 range is the quote I was given the other day. I understand that'll have to go out the bid. That's a large number. That'll

057have to go out to several companies, but that that gives you an idea. The curb replacement is 8600 is the quote I was given the other day for that. That's something I can handle out of my budget or possibly take from the bond funds. So, >> well, I like that 400,000 number a lot more than the 1.4 four or the 2.1 that we got from >> and I I spoke with that AC guy too and he said I said that doesn't include the controls. How much are the controls? And he said a lot less than the AC units. >> Yes. >> So like he didn't have a number but he was like uh significantly less than actual AC units. >> And I didn't discuss controls with him. I just basically needed to wrap my head

058head around and come to y'all so I'm not sitting here spittering and sputtering with nothing. So if we did all the lowc cost high impact like what kind of like just number just like so we kind of have it in our head so we can kind of move forward or should we not talk about that yet? >> What do you mean >> like the the low cost high impact like the districtwide AC repairs district >> uh road narrowing which that's obviously fairly cheap the high school quad sidewalk to new door >> you that right there you probably be 100,000 those low impact ones probably get away with 100,000. There are some repairs I need to do for AC's. Um the big big full replacement that's going to take some planning. >> Yeah. >> It's going

059to take some planning over a summer time. >> Did he suggest that we wouldn't necessarily need to replace all of them, but he was just giving you a bid kind of for >> his bid was for was one for one every one of them. Okay. Okay. >> And I do have a couple units that I know for a fact have been I've been told are not running. Haven't run in a couple years. So that was a that was a one for one bid. >> Okay. Just matching Johnson Control. >> It it's not even trying to touch Johnson Control. That's just a you get a I have a train, you get a train. That's basically what it is. >> He's he is cutting us a better deal. This is also the same contractor I spoke with

060about doing the PM for our uh AC units next fiscal year. And so he's kind of cutting us better deal on some of the free on and parts and labor. But as we all know AC is not cheap. >> If we had to uh do that sooner rather than later, do we have a time frame how long it's going to take if we order and all that stuff? Just >> um we could probably get most of the parts in. It would we would have to start June 1st to have it all done before school started. >> Yeah, I did have to go out for that. >> It sounds like we need to start planning for this money we're going to have left now obviously of what fits in what we told the >> our constituents

061we would do with it. I don't know if there's a timeline, Josh, with this money too of once this project's done like, hey, we've got to spend it by X amount of time for these projects. >> Not necessarily. It's just your arbitrage goes up the longer you hold that money. >> Yeah. Okay. And like Mlotheian and how I was I was making this example earlier on a conversation like they went out for a bond in08 for their park. Um but given the housing crisis and there was no money they just didn't they just returned and paid the bond back then went out for one in like 2018 to build their community park. So I hope that kind of answers your question a little bit. >> Yeah. I'd love to see a plan with the HVAC

062aspect of what we can do of what those I don't want to just replace something just to replace it because it's old if it's not really broken. But if we get to that point, I I think we need a plan now of what that looks like so we can turn key this summer and get it done. >> And that's what that's what this plan was for is to at least give you an idea of what what we're looking at. >> Well, and it actually be nice to not replace them all because then in 15 years it's going to be time to replace them all. >> Whereas if they come and do a little bit more detail, there might be, you know, 10 or 15 of them. But I don't know how many are over. >>

063Some of some of them we might get by with just >> Yeah. another year and then next year we can do those and you know take care of some of the most >> and I know what's going to happen just soon as we spend all this money then I'll have complete unit failure on another school. That's that's maintenance unfortunately. >> Right. >> We talked coming back and asking for more. >> We talked earlier about the rekeying. >> Uh just full transparency had a conversation with him earlier today. Um I think it is very important that we don't have keys in the wrong people's hands. Here's my concern as a trustee to before we approve this is what are we doing now to make sure when someone leaves this organization that we hold something their paycheck

064or something that they've signed for a key and we track that down. >> I currently have a spreadsheet because there wasn't anything when I started. >> No, this is more of an HR question like >> and I will be reaching out to HR when we get close. I don't think we I don't think we can approve that until we know the missing keys are going to stop. Right. >> But I will be reaching out. I I have multiple conversations with HR every week too. So >> So do you think like Josh and all is it maybe a couple board members on your planning for to see how we can space all this out or what are you thinking and when do you want to have that? When do you want to start having those talks

065and planning meetings? >> Tomorrow. >> All right. So, who's uh >> tomorrow, Monday, >> y'all tell me, whoever was available, whoever >> we need. >> No more than three. >> Yeah. >> I mean, I'm happy to sit in that and walk through it. >> For sure. I'd love to. >> Jerry, Jeremy, and >> we're going to do it if it's on a Friday. >> Okay, >> that's tomorrow. >> Make Friday's work. >> Adam, Adam brings donuts on Fridays, too. So, I think Friday would be the best day for all. never seen them in my facility, >> man. >> Hey, chief. >> I'll take all all help ideas. Um, this list, like I said, this list was put together just from what I've seen. Some of y'all gentlemen have been here quite a while. You'll probably

066think, "Hey, I don't think this is a priority as this." I'll gladly take that under adisement. So, >> so who all need, I guess, needs to meet like us three with with you and the money and the HR. >> Yes, sir. >> And don't let Tech know because we're taking money from him. >> He'll know. Tech knows everything. >> He tells me all the time. >> He'll pro probably be sitting in the room next door with the glass to the >> Yeah. This is a This is a running commentary. >> He's already built AI to do what you're doing. It's fine. >> Yeah. >> Um Chief, from your perspective, the the key issue, >> are these electronic keys or are these like literally old school? >> These are physical keys. What >> from from your

067perspective, how how big of a security threat is this? >> So, we're going to talk about one of those items in executive session. >> Um, I can probably speak in greater detail in close session. It It's a major priority for me. We have I have a key ring that looks like an old school janitor key ring and I don't know what half of them go to. Okay. >> Um, so >> from your perspective, this should be priority. >> Well, it it is a priority and and you'll you'll see that when we have this discussion in executive session. >> Fair enough. Thank you, Sarah. >> Chief Wolf, do you mind explaining um for those that are listening why why we're having that in executive session instead of right now? um because those items have directly or

068they directly affect safety and security and that's why they're discussed in executive session is because we don't want to divulge or put out items that would compromise the safety of the students and staff. >> Thank you. >> Yes, ma'am. >> Thanks, Chief. >> Mr. Thank you, Mr. Ben. >> Thank you, Mr. Boon. >> Okay, speaking of Mr. Anderson and money, um he is going to talk to us tonight about considering the purchase of Chromebook um recommendations. >> Okay. So, first of all, I just need to say I love working with Mr. Benton because he's amazing. But the one thing you're going to hear all the time from both himself and myself, that was a terrible sentence, is that what we want to do is get out of the mindset of fixing crisis when we then

069have to pay top dollar because we can't wait on it. So, um, even though we always compete for money and I know that, um, the reality is we both have that same mindset of trying to make sure that we're planning out what we're doing and not just >> I think we all appreciate y'all's proactive approach and how y'all are doing it. It may cost us a little bit of money now, but it's going to save us a lot of money in the end. So, that is our goal. >> Appreciate that. as I am trying to bring up my displays and Okay. Okay. So, I've learned a lot this year, especially about Let's go especially about how um purchases are made in Chromebooks, which is not like something that I've ever experienced before. Um, the reality

070is Chromebooks are kind of like disposable devices. It's a terrible thing to say. Uh, they're made cheaply. Uh, they're made quickly and they're made in such quantity because that they know that they are going to break. Um, the sad reality is too um, many years ago they have changed how they do a lot of the pricing of Chromebooks. So, whoever you go, whatever reseller you go to talk to, when they uh contact the manufacturer, they will get the best price. So, whoever I go to first will give me the best price, which is a a frustrating thing for me because I can't go and get multiple bids on Chromebooks. I've got to be very careful about who I talk to first because they're going to have the best price. So, what I tried to do,

071um, and you're going to see that in a second, is to not just bring you multiple quotes on the same Chromebooks because it doesn't matter. Whoever I talk to first is going to give the best price. Instead, what I want to focus on is the best warranty because the best warranty are going to cover our Chromebooks and get them repaired and keep them um as usable as possible through their warranty and then beyond. Um, that is the most important thing. Um, the one other caveat that I want to tell you is that I don't know if you've heard it because it's been in the news a lot. Maybe it's just my kind of news, uh, tech news, but um, processors and memory are skyrocketing right now. And they are predicting, I've heard this from, uh,

072Acer, I've heard this from Asus, and I've heard it from Lenovo, that they're expecting about a 30% jump starting March 1st. So, Monday, it's a terrible situation for all of us schools to be in because many schools don't purchase Chromebooks early like we do. So, they're going to be purchasing in months. But anyways, all that to just give you some information about um the quotes before I get to those last year. These were the quotes that were brought to you. Um those were all the same Chromebooks uh just from different resellers. Uh they definitely provide different types of warranties. Um I'm not going to spend a lot of time on that, but um if you just kind of look at that total cost um just kind of like glance at that before I come to

073what I'm bringing this year. Um so again, I didn't bring you three quotes on the same Chromebook because there wasn't going to be a point to that. So what I went I don't have existing relationships with the resellers. So I've spoken to more resellers than I knew existed even just a few months ago. The best prices that I could come up with are what you're seeing on the screen. Uh Trafer, which has been a partner with us for a while back, uh quoted us 220 of them for 93,000. Um they by far have the best warranty by far. Um, and they have the best shipping back of those products so that you get them back in typically 5 days or less. That gets them back into the kids' h hands as quick as possible. Um,

074I talked with Bloom um, multiple times about the ASUS and why there's a twoin one, which is a compatible product to the the Lenovo. Um the price per unit uh went up a lot when um the rep and I talked. The quote that you see on the bottom were for not a twoin one. So a two in one like flips all the way around. It can kind of be like a tablet. Um the one on the bottom is not like that. It's called a clamshell. It just opens up flat. And while they gave me a great price on that initially, um the last time we talked, which was just a couple days ago, she said most likely she's not going to be able to actually get that price anymore. Um and the quote that she

075had given me was, you know, last month anyways, so the quote had technically expired. We're in a tough situation um with I've talked with CDW, I've talked with SHI, I've talked with multiple others that are smaller resellers. Um and ultimately at the end of it, my strong recommendation to the board would be to actually purchase the uh 220 Chromebooks from Trfera because they are the same products that we're currently using. And so um part availability cases all that stuff is just we actually have some supplies of that even now uh to be able to handle that. So that would be my recommendation um before I move forward with anything else. Do you have any questions about those >> going forward? Are you happy with the yogis? You want to stay with it? >> Um Lenovo

076makes a fine product. Yeah. >> Um, if if money wasn't an option, um, no, no, I'm just kidding. But if money wasn't an option, I'd probably go Acer. They're making the best Chromebooks right now. But again, they're Chromebooks. So, um, the the quote I got on the Chromebooks were going to be, uh, for 220, it was going to be about 128. Um, and that was clamshell ones. So, I moved on beyond that. Um, the Lenovas are fine. >> They've been But they they're fine for the kids. The kids great with them. >> Cool. >> Yeah, the previous ones that we had were not so fine. So, >> I think when we and I may sound like an idiot when I say this, but I do that a lot, so it's okay. Um, weren't supposed to

077laugh at them. Um, I thought we had talked about some Apple. >> Yeah, that will be for staff, not for students. Okay. >> Correct. Yep. Are they I guess significantly more expensive. >> Yeah, >> they were they were like nine three each or so and these are like four something each. >> We're not one of those districts. >> We can't give students a whole bunch of MacBook Airs. That would be >> Yeah, >> which does happen. >> That would be tough. >> It does happen, but not here. >> Just for clarity, the uh the numbers are for one, but then there's 250 for the other ones. Correct. The difference. >> So, yeah, I can explain that. So, Bloom The reason why she was quoting me at 250 was because that's where she could get the

078best price, but she said um she was confident she could only order 220, but at that price per unit um that wasn't again that was um previous to the prices going up. And so I'm not even sure that that would be true at this point. So, I have a a question about this is probably for more the educators and the administrators. I have a middle schooler. I replace her phone protector screen, her case once a month because they drop it. So, with these with the flip around, it looks like a tablet. Is it what protection equipment, you know, because the the clam shell I like because they drop it and it's not shattering a screen. Uh, we're not going to require unless I know you got some notes here about payment for damages, but educators,

079what are your thoughts about the flip screen? >> Gotcha. I'll add one other Oh, I'm sorry, Speckum. You have a lot of little people over there. Okay, gotcha. >> Yes. Are they for star or uh middle of your beginning of year testing? Do they use the Chromebooks or is it specific station? So they would use their own The one other thing I can mention is that in some of the special ed classes um they'll flip them around um and kind of tent them as the teachers are working with kids and the kids can touch them. That's another reason why they do come in handy. Personally, I'd go, "No, let's get all clamshell and that's great, but um I need to realize that it's not me using them." So, >> yeah, we're we're definitely serving kids

080here. Um budgetary wise, what are we looking at? We had for this year for I know this time every year for those of you I think we we go through replacing some in each campus around this time of year. So it is coming in below what the the uh yeah the budget >> but is this price that you have here is that only be good till Monday? >> So yep. Um, but I I talked with Trafera and they said, "If you can get us the PO tomorrow morning, we will make sure that it gets pushed through before any price changes happen." >> No pressure. >> I love this guy. This guy's amazing. But, um, yeah, that that's just the one caveat. So, that would be first thing tomorrow morning so that we can get it

081in because the order needs to be made, not shipped. Any other questions? >> Um, are you do you have are you going back to your >> Yeah, I was going to go and just touch on those last couple things and then I'll leave it to you guys to make some decisions >> when it says best warranty. >> Uhhuh. >> What I guess uh what stands out I guess above the rest? Um, so first of all, since we order our Chromebooks early, one of the things that's tough on some companies is that they start the warranty when they arrive. Um, Trfera makes sure that it's a school year warranty. It starts actually when it arrives, but it the four years starts next school year. >> So, that's one of the things. Um, they are also unlimited

082breaks um for those four years. So, no matter what, they're repairing it and they turn it around quickly. Um, yeah. So, it it truly is the best warranty you could you get. We've struggled with the manufacturer warranty mightily this year. So, let me just talk about a couple other things really quickly about Chromebooks. This has been a rough year. Um, it >> doesn't have their Chromebook. >> What's that >> for you or the Chromebook? >> No, no. Um, the Chromebooks. Um, so you can go to any um, school district in the country. Uh, middle school is going to be where you're going to have most of the breaks. So, we're not unique in this. U, we have this year though dealt with a pretty excessive uh, damage. Um, and at this point because of um,

083past practice, uh, we have not collected any fines for Chromebooks. That's difficult when we have aging out Chromebooks because usually you use some of the the fines when kids are not being careful with them and they get fined for a break. You use some of those costs for parts and stuff for the ones that are out of warranty. So, it helps kind of like replenish your your budget to be able to handle that. We have zero of that right now. So, um the other thing is and Ms. Beckham and I were just talking about that before we started. Um, we've been short on devices at LSK. Um, and so we're getting that part taken care of, but the state made some changes with the lockdown browser and they no longer support some of the older

084Chromebooks that we have at LSK. And so we're probably looking at about 50 or 60 that are not going to be able to handle state testing. Um I don't have the exact number of that. I was waiting to hear back from a couple teachers, but um my last count was I think 54. So we have to do something to help replenish some of the supply at the elementary school because how we typically refresh is we do it at fifth grade and 9th grade. The reason why we do it that way is because you need the warranty valid for the times that you have the most damage. Elementary kids because they typically don't take them home. Um they're monitored. I mean they don't change classes in the same way. Like it's they are lighter on Chromebooks

085than middle school and high school students. So you try and get for the warranty to last during the middle school and high school years. That means elementary school often gets um passed down the the other Chromebooks. We have not had enough of them passing down to the LSK recently. So here would be kind of my proposal. Past practice has been that we have allowed seniors to take Chromebooks with them when they graduate. I I know that that is very goodwill. like it it it is a a great thing that we've done. >> We let seniors graduate and they keep their Chromebooks. >> Correct. >> Yes. I think we have >> What was the I mean the thought process behind that like >> I honestly couldn't tell you. I just know that that since we have

086put Chromebooks in place in the one to one initiative, that was one of I think one of the selling points quite frankly and one of the things that we could hang our hat on in regards to being able to, you know, send them out into the world with with with the device. >> So when they send when they're when they're gone, so they're their MISD email is still active or do we purge that from the server or the >> Yeah. Then what we do is we take all those Chromebooks and we um take them out of our domain. >> Okay. Yeah, >> they get they get wiped. So, having a senior last year, they get wiped and then >> they just have a Chromebook. >> You can either keep it or you can give it

087back. >> Most most kids that go to school don't continue to use the Chromebook though. They >> That's correct. >> They get another laptop. >> So, so here's my concern. So, that means we have 90ome Chromebooks that are leaving every year that are four years old. Um, you're going to still have at least two to three years of viability out of those. And we don't have those. Even if out of the let's say we had 100 kids graduating or 90, if we if we only had 50, that number would be helping replenish the the ones that we are short and can start getting some of the older devices that are end of life out of LSK. So I think I think there's ways to be creative about that if I'm being honest, right? Like you

088can do different things like if you return your Chromebook, you know, you can have an extra raffle ticket at the project graduation or you know what I mean? You can do something that would entice students to give them back, right? Without being completely, you know, we could phase this in is where I'm going, right? It doesn't have to be a straight cut off right away, especially for this year because they'd be like, why me? But I think we could be creative with this and really entice them to give them back as opposed to just keeping them. >> Can we send something out to student council to see if it's like something they really even care about? Like is this something that's important to you that you know, you know, it's like a right of passage

089or because you're saying that everyone turns it in and you wipe them, right? Yep. >> Every one of them. And then you give them back to them and then they graduate and leave. So >> I'd probably want to pull the parents I mean, kids are I mean, I don't know. My kids not going to want to keep it. >> I mean, we we could technically send something out to students and parents. I think we could send it out to both. >> And I'll be honest, I may have a different lens than some other parents. Um, we ended up having to buy my son that went to college is in college a computer because what he the Chromebook would not be something that was compatible with the courses that he's taking. Um, and so quite frankly,

090he doesn't use it. Um, and so, um, now that may be not be the experience for everyone, but I I I think in at one point in time I thought, oh, that'll be great. You know, that that'll be an extra something that we won't have to buy, but that what did in actuality was not the case. So, so it may be something that we we our students leave and it's not as much of a benefit to to to them as we anticipated it to be, but we we just can pull that to to find that out. >> Okay. But I think it might be like a really good uh thing for certain ones like from the perspective of a you know a lower income family you know for instance and maybe they're not going to

091college but they wouldn't have a computer if we didn't give them that. >> So uh yeah something creative like what you're talking about or some kind of a it's not a scholarship program but but something where they can apply and they can keep theirs you know they're just a little bit more intentional about how they keep it. I think something like that would be good. I agree because I think most of the kids that did keep it, it's sitting in a closet somewhere at their house. I think there are students that will use it and can use it after graduation, but I think the majority of them, they're just sitting somewhere. >> I have a question for LSK. So, how many do we have approximately LSK? How many Chromebooks? >> Um, Brandy, are we one

092to one from K? >> Not completely in all grade levels. We are So we >> we're not using them every day, right? >> In the kinder first, second, >> not necessarily in our grade levels, but >> quite frequently. Okay. Yeah. >> Gotcha. >> So what are we looking at to catch their deficit up? So actually I believe that we've actually provided the library with enough to handle the deficit part. >> Okay. >> Not to be able to handle the getting the end of life ones out. >> Do we need to make adjustments for next year >> for that specific camp? I'm just thinking long for next year when we get back through this in the in the phase out to replace do we need to add, you know, 50 to their campus or what does

093that look like? or that you may not know that right now. I >> I don't know that I have a full answer. There are a couple thoughts that I have. If we even retain any from the seniors, any um that helps. >> If um I know that LSK has done a fundraiser, if any of that can be used to purchase some, that would help. So, there's a lot of small things that we can do. I will also say the next thing I was going to mention will probably help keep a supply coming of actually having some fines for Chromebook breakage. We have right now a past practice um where the first break is free no matter what it is. that is used fairly liberally um because I know that we've had somewhere in the range

094of about um the the best guess was about 130 Chromebooks just at the middle school that have been broken and sent for repair. That's a lot. Um if students knew that there's a little consequence to it, um that the first break isn't free and we can do whatever. Um, most districts that have had that same policy of the first break is free, a lot of them have moved away from that for this exact reason. Um, not that I want to instill fear in kids. Um, but it helps provide accountability and encouragement to take care of the resources that you're given. Um, so when I talked with some fellow tech directors, um, these were just some numbers on the very low end of what a lot of them have done in their districts that it would

095be about $25 for a first accidental damage, 50 for a second and beyond, or $200 for intentional damage. That I don't know that we have. I I think we've only identified one of those this year. Um, so that's very rare >> intentional. >> Yes. >> Okay. So these are all when you say accidental, how do we know that they're accidental? >> Well, >> I mean I mean you have a large I mean >> we're talking about the middle school we're having problems. So >> a lot of teachers will see a kid like drop the Chromebook and it shatters the screen. That's accidental. like um but a lot of times you you know you really trust the building um to be able to communicate that and that's great. >> So out of those what did you

096say there'sund how many middle 130 >> I think it's around 130. >> So what is our current policy for the for those? Does anybody know >> the first break is free and then the second break depends on the actual amount of >> damage. um the amount of repair for that part. That's a hard thing to kind of quantify always like um and so that's why I was thinking if we can just make it across the board, it'd make it a lot easier for students and and families just >> and it would also actually decrease um the actual fine because like a screen is $150, keyboard is like 75. So, >> and with the the purchase you're looking for now, that four-year warranty includes what in that? >> Well, that would include any breaks. What this

097would actually help with is to reduce the damage and to be able to help pay for parts for all of LSK. So, while while there's damage done at the middle school and while the warranty would cover some of that, um that money could then be used for our district to be able to fix and repair Chromebooks. >> That's a tough thing. It's a tough thing to sell a parent, right? >> I totally get it. >> You know, if most of these are accidents, and I I get where you're coming from because these this equipment slows down learning. It slows down growth. It's it it takes personnel to deal with it. But >> if if we have a If we're buying a policy that covers accidents now, I I think intentional, right? If some kid gets

098mad and throws it, absolutely. I just is this this is just a talk for this conversation of is this going to be a student code of conduct that we're going to have to adopt next year? Um you know, what does that look like? Um so in the Chromebook agreement that we currently have um it actually does state that um the first break is free and the second and they have a list of um the cost and that is for accidental damage. So that is even if it was covered under warranty that would still be fine to the student. Okay. Out of the ones that we've had in the middle school that are second, how many of those have been turned in to try to collect those? What's that process look like? Missipline. >> So what

099would be a fine like? >> So in my school we in order to take care of that like there's an item on my school that is for the technology that deals with those things and we're told that it's damage investig We haven't had any that have been brought to us. >> Yeah, I think Cory had said there's only one that was intentional. So, I think I think the the bigger issue here is is not >> the intentional damage, right? I don't think we have a a rash number of kids just picking up a Chromebook and chunking it against the wall, right? Like, this is more like accountability of, hey, be careful with your resources that the school is providing you, right? And it's it's not a, you know, we're trying to collect money to collect

100money. This is just a I mean, no different than a speeding ticket or something else, right? This is a a fine to, hey, you damaged your Chromebook that we gave you. Yes, it's under warranty, but this is to limit the number of incidents, right? This is to try to because I know if my kid damaged his lap, his Chromebook and came to me and said, "Hey, it's a $25 fine. I need you to go eat my school bucks and pay that." at him like then what' you do right and if he's just not being careful because he's a 13-year-old boy right then I'm going be like bro you're paying this fine you know what I mean but I get that it's a it's a tough sale but at the same point I think there is

101some accountability that needs to be had for some kids that maybe don't care >> if if I can just provide one more example so when I was going through high school that was a long time ago when I was going through high Um, I had a small amount of water damage to a textbook and I was charged $30, which was a lot of money back then. Um, I know that the school district didn't book. They still used it the next year, >> but they collect that money so that that can be used to help purchase books as they start to need them. It'd be the same type of mindset. Well, I think along those lines, too, I think I think it gives a little bit of a um more of accountability piece because I do

102think there's a mindset among some kids, not maybe not all kids, but that that Chromebook is theirs because they have it all day. They take it home with them, they come back with it, and so they really don't stop to think about that being school property. And really, it is school property. Um, and so I I think one we could we could work to remind continually remind students and and and parents about that. But I do think that, you know, there being a fine associated with any any damage that in and occurs does give the accountability piece of, hey, this is school property. I mean, you know, if you do something in the bathroom that causes the the door knob to break or something, that may be a conversation, too. Um, I mean, obviously we

103we don't want to we don't want to be pun punitive about everything, but it does sound like by the numbers that he's saying there is a concern that we need to address. >> And I want to make sure to emphasize this is not a problem in our middle school. I don't want it to sound like that. >> And I'm sorry. I I'm so sorry because I know that that probably feels that way for u Mrs. Bone. And this is a problem in every middle school across the country. Middle School at Gran View Middle School. >> Yeah, every single one of them. >> And how many how many Chromebooks do we have on campus all all across the entire campus? >> So like that's actually being used dayto day. >> So we have I don't know

104the exact number because we do have extras that have to come back in all the time. Um, I would guess that we would have right around 1,200 Chromebooks because we don't use them for prek. >> Right. So, what what I'm what I'm trying to ask for is like if you get the 220 with a 4year warranty >> Uhhuh. >> these fines could help pay for the ones that don't have the warranty. >> That is exactly right. >> So, this these fines could help. >> Yeah. So, that that could be help, you know, that's just just point of clarification on people's listening. So, >> yeah. Any other questions, comments? I don't think there's any action to be taken today. >> The only action that I probably would need is purchasing the Chromebooks. >> I would definitely

105need that. I think it's just a motion to approve the purchase of the Chromebooks. >> Well, there's three. So, we need to specify the >> company >> Trafero one >> cost. >> Is that the one you're wanting to move forward with? >> Correct. The top one. >> Okay. So, make a motion to accept the Chromebooks from Trfera the quote as presented. >> I'll second that. >> Any further discussion? All in favor? >> All four. >> Thank you for getting in in the morning. >> Thanks, Cy. >> Oh, yeah. >> Mr. Mr. Anderson, you were also going to talk about >> Is that next? >> That's next. >> Oh, I'm so sorry. That's a lot of me. >> Tech the technology strategic framework. >> Okay. I'm sorry you're having to hear from me so much. >>

106Okay. >> Yes, I got it. But it's Google Slides. Um, so I think I mentioned this at the last board meeting, but um, when I started this job, my goal was to try to create a essentially a five-year plan. In order to do that, I needed to be able to audit everything that we have in our district. Um, which I realized after we got started was a whole lot harder a task than I thought. Um, and so, um, my team and I have spent a long time trying to get model numbers and trying to find out manufacturer dates of all of our devices across the district. What we need to be able to do is to move away from more of a reactive process. Instead, really plan for refreshes because again, just like we were

107talking about with Mr. And if you have to replace something cuz it broke, you're going to pay whatever price it is, then you can't. You don't always have the time to be able to get the best price or to do it at the right time. And so that really is my goal. Um it's also to try to um to be as strategic with um providing the best devices and the best environment for our learning environment across the district. Um there are some pain points that we have right now that we've identified that we need to address. Um but also to try to have as much transparency as possible with our planning. Um so that again it's not just a we need to do something really quickly right now. Um, when we started auditing, you'll notice

108you'll notice in the entire document, there's a whole lot more than what you're going to see on the slides. A whole lot. Um, and some of you may not care as much about all of that, and I totally get that. Um, it's the world I love. Um but there uh the student Chromebooks um we actually have done a really great job of how we have done two grade levels every year. That is a wonderful plan instead of trying to do all 12 grade levels all at once. That is an overwhelming thing not just in terms of refreshing that on technologies side but also just the cost. So that part's great. we just have had an issue where we have not been able to get some of the end of life out um just from the

109shortage of the things that get passed down. Um we've also noticed um and I've I mentioned this previously um we have some issues with the uh endpoints that staff have um that we purchase for staff. Um they are not living up to the quality that we thought that they were going to be. um and they are causing a slowdown in productivity for a bunch of people. Um so that has been really unfortunate and they've gone out of warranty quickly because part of the warranty was when they were manufactured and we purchased them from a reseller that had them sitting on the shelf for a while. So we lost out on some of the warranty on that. Um, in terms of our switches, those are going to be what all the network plugs into, we do

110have some core switches, which are the main ones at each of our campus that are going to go end of support in a few years. We need that on our radar so that we're planning ahead for that. Um, we have a lot of switches though that are brand new that we put in this year. So, in terms of our network infrastructure, the network hardware, we're actually in a really good spot. We just have to be planning for some of the core switches that will need to go out. The one issue that we haven't really been um attending to much is UPS's. That's an uninterruptible power supply. So when power goes out and especially here in Texas when it blips, it'll keep things powered on instead of powering it all down, which is really hard on

111our devices. So you put the UPS's on them. It has a battery, keeps them up for short periods of time. And it can help power down if you spend enough. We haven't done that, and I would not actually encourage us to do that. That's a huge cost. Um, but we have a lot of them that actually went end of life um, a couple years ago. And so as we're looking at that, we've had actually four UPS's die on us this year. And so we've been scrambling to try to move some UPS's around to be able to have it be as functional as possible. That's been difficult. Um, we actually had an I don't know whether people know that we had a internet outage at LSK yesterday. Um, that that happened. Um, we we were very

112we tried to be very quick at getting it back up, but that was because of the UPS. So, we had a small brown out that shouldn't have taken down anything, but it took down the internet. So when I look at all of that, when I look through all the the devices that we have, um some of the pain points, we start evaluating it. These are some of the strategic priorities that we have. Um, number one, um, several years ago, we actually had we have something, and I was explaining this to our cabinet, but we have something in our district called a ring topology, which means that internet goes around all the buildings and it can travel all the way around. And if something breaks, you can redirect the traffic the other direction so that everything

113stays up. Several years ago, we had a break in that ring. So, we've had an incomplete ring. The network did its job of trying to repair itself and nothing was done about it at the time. And so, it's been running in the wrong direction for upwards of a couple years. We really need to get that repaired so that we can have that resiliency. Um, that's the leg that goes between the high school and the middle school. as part of the construction, there was some damage that happened that aided in that and but actually as part of that is made it a little bit easier to repair. So, we're hoping that that would be as doable as possible. If you've ever been in the main building, another issue that we have, um if you've ever been

114in our main MDF, which is our main network closet, the floor is falling. And um the last thing I want is for the floor to completely fall away and then bring all of our gear with us because then that'll break all of our fiber lines and and stuff. Mr. Benton has been amazing. Um as we've talked through that, I believe he's already gotten quotes and submitted that even yesterday. I think it was today. Um so but that's a huge priority so that we don't have things degrading just because of floors falling out. Um a couple of the other things are just like some modernization like with some of our um security camera servers. Um trying to move away from active directory which is a really old technology. Um we actually did already move to cloud

115print. Um so that was really exciting that we did that last month. Um we want to start eliminating Windows because as I mentioned previously that is the biggest um vulnerability um because it has the largest attack surface and I never want to be on the end of a a cyber attack. Um and then to try to simplify some of our um digital infrastructure, we are planning to move away from Microsoft 365 and go completely with Google. We're already paying for the service, but we're kind of double paying right now. And so we'll be able to eliminate all of almost all of our Microsoft licenses and just stick with our Google licenses. We'll save a lot of money and simplify um our environment. So those were just some of the biggest strategic priorities as we move

116forward. But one of the things that we need to establish is some refresh cycles. So again that we're more proactive than reactive. So as we look at best practices. Um I I just kind of established what would be the ideal refresh cycle for all of the devices. Um, and you'll see them all listed there on how many years we would want to be able to refresh. If you do something like Max, refreshing those every five years, you can oftent times sell them back and actually get some actual money to help pay for the next round of them. Um, PCs, you don't really have that option. Um, but you'll notice there it it does mention the UPS's trying to make sure that we replace batteries every four years, which hasn't been happening, and UPS's every eight

117years. So, so we tried to look at best practices for all of our devices across our district and making sure that we establish a refresh cycle so that again we're planning for these repairs that not repairs, these replacements instead of waiting until something fails and then it's a a rough situation. Um, same with Chromebooks. This is again I I just did this graphic according to like if we kept the senior Chromebooks but this can all be changed um if we're going to do something different. Um but we've been doing a refresh cycle. This has already been established and has been working really well for us. So, as we look forward to the next five years, I'm not going to go through everything because I it's a long long laundry list, but I will just highlight

118a couple things. Um, in terms of next year, what I would love to see as us being able to actually move to MacBook Airs, that might not be able to happen next year. Um, there are options to be able to take the cost, which would be right roughly about $200,000 to replace all of our staff devices to MacBook Airs. There's an option to be able to do a four-year lease, and that would um break it down to about 50,000 a year. So, that's a way that we could do that. Um, a couple other things is to try and make sure that we start replacing the end of life UPS's, complete the ring. Um, we do need to do some up updates on our camera servers. That will cost some money. Um, it won't be a

119huge investment. Um, we want to install a long range camera out at the bus entrance for Mr. Benton so that we have camera that's for the um, traffic that comes into the the bus barn area. Anyways, these are just some of the the big priorities that we would have and how we could spread them out. Again, I don't want to be I hate the idea of always having to ask for money. I hate that. Um, but we're in technology, which everything is expensive. Um, and I also know that in terms of a district, the two largest budgets I believe are operations and technology. So, um, it's it's the unfortunate reality, but we want to get to an a place where technology is almost forgotten about because it just works. That's what I would like. I

120would like technology to move out of the way of teachers so that they can do the great work that they do. And we can only get there if we have resiliency and we plan ahead. So that's really what I'm looking for with this is to try and give us a roadmap, moving away from that crisis management, trying to really get to fiscal stability instead of having big years where we're having to make big large investments. Um, do you have any questions, any challenges, any concerns about anything that was in there? No, I don't. I think one I want to say thank you for the steps you've taken to make really most of our district just flow a lot better in the IT world. Um it's been a huge increase. Um I said everybody's like Corey's

121he is the guy, right? >> But I I really truly can am thankful for you know your forward thinking. I just encourage like when we start looking at this budget process as to what >> you know that for us it's like what does that look like? What does your path look like to a number? Everyone's seen, you know, we went over the budget numbers. We get 15.5 million, right? That's it. >> Yeah. >> Don't get anything else. So, how does that fit in all those pieces? How do we >> how do we maintain our level of staff and and stuff like that? Because that is definitely something we want. I know it makes not only your life easier, but everybody's here. You know, when a teacher's machine goes down, you know, there's there's 22 kids

122who aren't doing anything, you know, for that day or it's disrupted. So, thank you for that. No, I know I know back in December you talked a lot about the like moving teachers over to the the Mac, which I'm totally love it. I'm a Mac guy. I don't I don't like PCs. But if we were to do something like that, there's going to be a big learning curve. We talked about like have to do some training >> and stuff. If we were to do something soon for them to be prepared for the next school year, do you have a plan, a number, anything like that for us? >> When you say number, what do you mean by that? >> Price, how much it's going to cost to >> So So that's the I I believe

123that when I I priced it out, it was 190,000. If we did a four-year lease, it would push it up to with the percentage of them the lease, it would push it up to about $200,000 total over the four years. So, $50,000 each year. Um, in terms of the training, um, the one of the things that I tried to do is get my guys um, up MAC in my guys' hands as quickly as possible so that we're going to be prepared to do um, I I'm hoping to do like little boot camps. We're going to create some videos this summer. um because even if we're not going to do it this year, um we're going to start creating those things for them now because we need to be prepared. So, we already have the equipment

124to be able to do the videos and do it better than what we previously did, which is great. So, um there definitely is going to need to be um some training that will come alongside it. >> How much do you think it is for like your roadmap for year one? And like you know if we're budgeting this stuff every year so we're >> proactive and we're keeping up with this like we got year one year two through year eight and then it starts over however the cycle goes you know kind of what needs to be budgeted for that. >> So the unfortunate part is the MacBooks like if we were to do that that's a huge expense. Um the eight UPS's each one would be about $2,500. Um we would typically in every year after

125this not have that many uh because right now we're having to do a couple years past that have gone end of life and some that have died this year. So so that would be a little bit of a cost. The ring topology is about 20 grand. Um we are getting the official quote from that I believe. Um I'm hoping tomorrow but if not it'll come in Monday. Um, so we're talking about a lot of this stuff and you'll notice if you look at I don't want you to have to look through it all, but if you look through like the yearby-year thing, you'll notice where I put some colored dots. The yellow ones will typically be able to handle just in our normal budget. And so no additional capital. It's the purple ones that are

126going to be the ones that will be the harder ones. And that would be the MacBooks, the UPS's, the Ring, um, and the transition to Google. The rest of it was all going to be able to handle in our budget. >> And the transition to Google, if I remember right, it was a little bit of upfront cost, but it saves us every year. >> 14 grand a year. >> Okay. >> Yep. And we approved the what do we approve for the staff to switch over to MAX? >> We have not done that. >> Okay. So that >> that was >> Yeah, we only did the CTE labs. That's correct. >> I wish everybody can see what you put together here because it is very impressive. >> Even the dots you're talking about of breaking that

127down capital and stuff. It's >> this is topnotch, man. >> Oh, I appreciate that. It's going to unfortunately need to be a little bit of a living document like like it always needs to be, >> but um yeah, I mean I think it's important to know where we're heading that I I don't want to just start heading in a direction. It's kind of like, you know, I'm not going to hop on 287 and not know which direction on 287 I'm going to go. If I want to go travel somewhere, I need to go know where I'm going. Corey, how long does it take for a full network reboot? Say the power outage at LSK, right? Without the redundancy and everything, say every UPS dies at the same time. Oh, >> how long is that reboot

128going to take? How long is the internet going to be down? >> Okay, so if every UPS goes down, it will probably take us a half a day. >> Yeah. >> Um, and that's just to get them all on power strips and to be able to power them on gracefully. >> Yep. >> So, that's going to be >> Yeah, that'll be lengthy, but that's that's not saying that anything happens and goes wrong during that process, >> right? That's best case scenario. >> Yeah. So Monday we felt the pain points of our ring being down as the uh entire middle school and elementary school were down for about 3 hours. Um we got that fixed for a good temporary fix and should last us until we can repair the ring. Um, but that's been like this

129for a couple years and we've had all of our traffic coming through one small segment of our network from two campuses. All through one small segment, which is why we've had so many phone issues this year, >> which is why we've had um slow internet a lot of times at the middle school and elementary school. Some of that has been remedied now, but some of that is going to get a whole lot better once we repair the ring. >> Yeah, that was that you you you made my point for me very well. So, um if that were to happen on a testing day, >> it's catastrophic for that day. >> Catastrophic for that day. >> Right. So these as much as we look at it and I am speaking from somebody that has been in

130technology for 23 years when it fails at the wrong time it's catastrophic. So getting this stuff taken care of and I appreciate you laying this out because you've laid it out very well but getting the network the ring fixed getting the UPS's all fixed having those having a plan for those things is essential for not just the district to run but for the education of our kids. So, the these aren't just costs. These are necessities that need to be taken care of. And I appreciate you finding them and getting them taken care of and having a plan to get it done. So, >> you know, my thing is always the things that don't matter as much, and I don't mean to say this bad, do it on the cheap. That's why you have batteries in

131your uh microphone sitting in front of you. Okay? Like, I could have spent a whole lot on that, but I did that. I did this whole thing on the cheap. >> Yep. Um, where I want to make sure that we invest our money is what's going to keep the classrooms going. >> Cool. We appreciate that. Thank you, sir. >> Thank you, Mr. Anderson. Um, at Okay, we're going to move to 8G, which is middle of the year data reports for our campuses. Um, it'll be their map data and their local improvement plan reports. Um, if you could plan to Miss Beckham, you want to go first? And if you could plan to um look at your local improvement plan first and then mesh that with your your map presentation, that would be great. >> Yes.

132Um um it's been requested that we take a quick break. Is everybody okay with that? >> If there's no descent, we'll take a five minute recess. All right, it is 8:33. We are back from recess. >> Good evening. Don't worry, I'm not asking for any more money tonight. >> Not yet. Um I will present our local improvement plan first. This just shows you um we've talked about this part already. We were a well earlier at earlier board meetings um but we were identified as a campus um for targeted support based on our uh star scores for the 2425 school year. Um and this shows you our ratings for last year. Um, and then this is our overall accountability rating for the 2425 school year. We were rated as a C campus. Um, so with that,

133I met with teachers and we put together a local improvement plan um on how we can ensure that our students are growing and get our kids where we know they can be. Um, so we targeted two areas. Um our first area area was data driven instruction. Um specifically looking at our TPASS scores and ensuring that we raise our TP pass scores. Um so one thing that we did uh was we hosted an ESL our I say we Miss Susanna she is our ESL coordinator. I partnered with her and she hosted a PS a PLC for our teachers. um ESL for all because a lot of the ESL strategies that we incorporate in the classrooms we can use for all of our students. All of our students would benefit from that. Um and then um she

134does weekly newsletters that she sends out to all of our teachers with additional strategies that they can use in the classroom for all of their students. Uh we have incorporated TEP pass Tuesdays where our second through fourth graders go down every Tuesday during their win time and they work on Telp pass strategies because our ESL kiddos have to take Telp pass which is very similar to a STAR test and in fact they just took that the over I think the middle school and high school are still taking it right now. Um but it's very similar to a STAR test. It's on the same platform that they take STAR on. Um there's 50 something questions that they have to read, like a reading star test. So, um they've been practicing some of those skills every Tuesday

135and we've uh also opened an ESL learning lab that is available to all of our ESL kiddos for additional support as needed throughout the day. What we hope to uh the outcome to be from all of that is to improve our campus toll pass scores. Over the past few years, we have gotten zero tells points on accountability. Um which is huge. we can get a total of four. And I know four doesn't seem like a lot of points, but oftent times four can raise a campus level rating a full grade level or not grade level like from a C to a B trying to say that. Um so that's what we're hoping for and hoping that we increase that from zero to four. Um and in doing so it will then increase our accountability rating

136and improvement in STAR as well. Um, due to the consistent use of that quality instructional strategies that Susanna shares out with all teachers every week, due to the tell pass Tuesdays that are available to all of our second through fourth grade students, due to the ESL learning lab, they her and Cat are paraprofessional. They push in and they pull out from the classrooms daily. They offer intervention support for some of our kiddos as well. Um, they offer materials. They offer resources. they've been a huge benefit to our campus this year and um they are really helping our students get to where we need to be. Um another area that we wanted to focus on was the use of high quality instructional materials every day in the classroom um that align to their instructional planning calendars

137that are in TCMPC. So, one thing that we did earlier this school year is we've had some accountability meetings where we've met with teachers and staff meetings or in PLC's where we've really looked at the data from our STAR scores and broken it down to where we're at, who these students are that we need to make sure we're getting our growth points on, who the students are that we know can get um we know all of our kiddos can get to where we need them to be, but how are we going to get them there. Um, and then we also did a TCMPC calendaring activity in one of our PLC's to make sure that when we're planning our lessons, we're following the YAG or the year at a glance and making sure that we're hitting

138all the specific TESS that we need to be hitting throughout the year. Um, we've have our risk assessment and data PLC's after taking beginning of the year, middle of the year, and end of the year, map and amplify, which we'll talk about that in just a minute. Um, teachers are tracking student growth on teacher data trackers as well as having goal setting meetings and student data trackers as well, so students know where they are and where they need to be. And then through the continued walkthroughs, oh, there's a typo there. I'm sorry. Um, walkthroughs and the feedback forms that we use in Strive and all of our classroom observations. One thing that I'm thankful for that the district has done is the Wednesday walks where we go in um Wednesdays with administration and we do

139walkthroughs and then we also have a t test tracker that was provided to us to help us monitor how many walkthroughs we are doing um and keeping us on track and then we use edgehoria and provide all of that feedback and strive. Um so what we're hoping for we have a goal where we set our students at 90% on star all 90% of our kiddos third and fourth grade will be at approaches 60% of our kiddos 30 uh third and fourth grade will be at meets and then 30% at ma masters. So that will not only increase our achievement score but it would also increase our growth score. Um, and we, you know, strive to do that through the consistent use of district approved resources. Um, following the TCMP SAT, uh, TCMPC YAG, um, tracking

140student data on teacher data tracker, student data tracker, and when I say tracking the student data, I mean we're looking at the MAT data, we're looking at the Amplify data, we're looking at um, benchmark data, we're looking at unit assessment data, they're looking at their exit ticket data. So, anything that they use as a as a assessment or a check for student understanding, we're tracking that. Um, do you have any questions about that? >> Just for those that are maybe listening online, can you tell us what that acre acronym stands for? T MPT. >> TC MPC. Oh, goodness gracious. That it used to be TE's resource system. Now, it's what we use for um it's our curriculum that we follow. Kristen, do you >> I know. >> Sorry. >> Cooperative. >> Texas Curriculum Management Program

141Cooper. >> Thank you. >> That either way you say it. >> I'm almost sorry I asked, but thank you. >> All right. All right. And now to go over the map data. Um the middle of the year map data. Uh what we look at this time of year is our middle of the year map data, MClass data. We recently took benchmarks in third and fourth grade as well. So we've looked at that data. Teachers look at their unit assessment data. We look at last year's STAR data and last year's still pass data as well. And um for math achievement overall, kinder through a fourth grade take math map. And as a whole campus, our achievement was in the 70th percentile. Um and I've broken it down for about how many kiddos were in each area.

142Um so about 31 students were in the first to 20th percentile. Um about 53 students were in the 21st to the 40th percentile. About 79 were in the 41st to 60th. 123 were in that um 61st to 80th percentile. And 154 were in that um 100 or uh that 80th and above percentile. And then breaking it down per grade level, if you look there, kindergarten through um fourth grade, we were all in that 61st to 80th percentile for achievement in math math. And then it's broken down. I don't want to go through all those numbers for you, but it's broken down per student for how many were in each percentile there. And then our um star projected proficiency. So this when we look at the star projected proficiency, it's how map takes the data that

143they the students um from the student scores on middle of the year map and projects how they would do if they were to take star um and they only take that for second, third, and fourth graders. So to relate it to our 90 6030 um as a campus second through fourth grade as a whole campus and again second grade wouldn't be included on the actual star data but as a whole campus right now we're at 79% approaches and above 43% meets and above and 13% at masters. So, we still have some work to do as a whole campus, but we students and teachers are putting in the work every day. Um, then I've broken it down from third grade and fourth grade. So, currently right now, third grade math is at 82% approaches and above.

144Um, 38% meets and above and 13% masters. So, we're really close there. And then fourth grade um is it 79% approaches and above, 47% meets and above and 22 at masters. Um and then through our recent benchmark data, we even have some more scores. I know we're not talking about that, but um we are really close if when we look at the benchmark data to our 9030 and then Um for reading achievement for the whole campus we are in the 65th percentile um achievement and reading first, second, third and fourth take the reading map. Kinder does um amplify and right now the first through the 20th percentile were 32 students. There's 46 students in the 21st to 40th percentile. 81 students in the 41st to 60th, 95 in the 61st to 80th, and 99 in

145that 80th percentile. And then as far as our reading achievement by grade, um you'll notice that second, third, and fourth, we are all in that 60th uh 61st to 80th percentile range. And then our first grade is in the 59th percentile. So they're right there on the bubble. Um, and then it's broken down there per student. And then here's our star projected proficiency for reading. And again, we only look at second through fourth grade here. But as a campus, um, we are at 90% approaches and above, 58% meets and above, and 23% at masters. So we're right there on the line for our campus goal of 9030. And then third grade, when we're just looking at third grade, we're at 88% meets and above, 64%, I'm sorry, 88% approaches and above, 64% meets and above,

146and 27 masters. So again, right there on the cusp of our um goal. And then fourth grade is 88% approaches and above, 56% meets, and 19% at masters. And then our kinder first and second grade kiddos, they take Amplify or MClass, which uh is just another assessment to help us look at student data. The the great thing about Amplify is that it breaks it down for teachers to look at those specific skills that would help them learn the basics of reading. Um, and so then here I've broken it down to show you what grade levels and what is assessed through amplify. So if you look letter names is K1, letter sounds is K2, FMIC awareness is K1, decoding is K2, word frequency fluency is K2, reading accur accuracy is one, uh first and second, reading

147fluency is first and second, the error rate is first and second, and reading comprehension is just second grade. And then um as far as our scores go um kindergarten and um second grade did go down where they needed to go down in the well below and sec uh and below and up where they needed to go at and above. Uh first grade were kind of where we were at the beginning of the year. Um, but since then we have had some risk assessment meetings where we've identified some kiddos that we need to look at maybe some dyslexia referrals. We need to put them in intervention. So, we've made some some decisions to help our students continue to grow and get where they need to be. um science. Second through fourth grade take science and they're

148in the 75th percentile of achievement overall. And then it's broken down 15 of those students in 2nd through fourth grade are in the first to 20th percentile. 17 are in the 21st to 40th. Um 42 41st to 60th. 67 61st to 80th and 85 in the 80th and above. And then for grade levels, if you'll look, we're all in that um 61st to 80th percentile. And a couple grade levels are close to that um 80th and above. And then there's not a projected proficiency for science because we don't have grades that take science on our campus. So it would just be fifth grade. So, what we're doing now, we've had our middle of the year map data meetings where we've looked at the trackers that the teachers are keeping up with and monitoring to see

149where our students are growing, which students might be falling behind, and if they're falling behind, what can we do to catch them up? If they're growing, how can we continue to grow them even more? We've had those risk assessment meetings that I was just telling you about. We did where we um we've had our dyslexia screener assessment meetings with our first grade team and then we've also had our our risk assessment meetings um with all all of our grade levels and the risk assessment versus the MAP data meetings. When we're looking at the risk assessment, we're looking at those students specifically that we might need to provide additional support for. Do we need to put them in intervention? Do we need to put them do we need to um if they're in sped do we

150need to go back to AR and add any additional accommodations if they're already in intervention do we need to go back and change their plan of just what do we need to do to ensure that they're going to continue to grow the way we know that they can um from that we've had our targeted interventions through our student intervention teams we've had student goal setting data tracking and growth celebrations one thing that we did after the beginning of the year was teachers conferenced with each student and they had a goal tracking chart so that they the students saw where they were and where they needed to be where their middle of the year goal was and so they were working to meet that middle of the year goal so they could go to their goal

151celebration. Um and then teachers are also tracking that data as well. And then we've had our benchmark data PLC's today for third and fourth grade. Um some things were structured differently in win time for some of our grade levels. Uh we have done another round of spring tutoring. Uh houseful 1416 kiddos that are getting their times met. They're getting additional support in the classroom either during win time or after school. And um we're continuing our walkthroughs. And then our third and fourth grade teams, they do a STAR review or spring training leading up to STAR. And then just to show you some of the goal setting that the teachers are doing, um there's a picture of the fourth grade goalgetters where they're having their students buy into the 90 6030 as well. And then there's

152an example of what they're doing in second grade as well. um striving to meet that goal of 90 60. So the kids know where kids know our goal and teachers know our goal and we're working the teachers and students are working very hard to get there. >> Any questions? >> I would just like to say great job um looking at your beginning of year scores and where you're at now especially on the does not meet. It's just a it's a huge increase. Please let everyone know that we are just beyond proud of them for what they're doing. It seems like everybody's on the same path. So, it's good. We're excited to see what we we end up. >> Me, too. Me, too. They have Thank you for that. I will >> share that with with

153everyone because I will tell you they have been working hard this year. >> I agree. Uh I was looking at the beginning of year stuff and comparing side by side. Uh there's a lot of growth in a lot of areas. I really appreciate what you're doing. Thank you. >> Yeah, I think your leadership should be commended, right? You're setting expectations. You're setting it. This is what we're going to do. These are our goals and you're driving them to do it. Um, and the results are speaking for themselves, right? I think everybody's kind of said it already, but even the areas where there weren't growth like you would expect, you've identified what the issues are and you're already working to to make improvements there. So, I I just commend you. This is this is fantastic data

154and uh being able to look at the beginning to the middle is seeing that trend is it's very encouraging for for LSK. So thank you. >> Well, thank you. I will share that with everybody. Thank you. >> Thank you, Miss Beckham. Miss Bone, you're next. Yeah, I think that's the one that >> Okay, thank you. What' I do? That's okay. Okay. So, here we go. Um, this was in our previous beginning of the year um information we we've shared before. Um, the middle school is identified as an additional targeted support school with a C rating. We've got 77 out of 100. Um so um we are wanting to focus on the daily use of highly quality instructional materials. When we do our walkthroughs and our observations, we're looking hard at whether or not they're using

155district approved resources. Um we are also pushing our our teachers to create their assessments and their exit tickets through Eduporia so that it can be tracked and in the same system using high quality star um based questions. Um we have been trying to work with our curriculum um instructional coach so that um we can target specific teachers that need a little bit of maybe classroom management help or um their first year teachers, things like that. Um let's see. This year we put together um some lead teachers, one at each grade level, so they can help support their grade levels and push some of that like um looking at data and and who needs to do what for tutoring the students. Um, we are working on some some look fors. Like for instance, if I'm going

156to do a walk through this week, I'm going to be looking for this specific thing. So, I want you to work on I think one of the things Miss uh Bos we had done before was the like ideas for name calling. So that that keeps the kids engaged because they don't know if they're getting called or a class dojo where it does a randomizer. Um because we found that there were several teachers that would teach to the middle and let kids call out and so that leaves so many students out of the rotation. Um and it's easy for them to pull back and disengage. Um, and we, you know, try and gauge the needs of support for each of the teachers based on what we see needs that support. And one of those went to

157my essential action for building teacher capacity. I had it all on the phone and I got ahead. So, we're monitoring the implementation of those resources and teaching practices and on in the observation and feedback cycle just like Brandy had mentioned with the Wednesday walkthroughs and um trying to strengthen that tier one instruction. Are youall ready to move to the next one? All right. Next. >> Oh, I'm sorry. >> Yes. >> Okay. Let me >> say >> I don't No, it's not that I'm trying. We are working with the instructional coach. I have several teachers that I've identified like for instance, every Friday she works with the entire reading department. Um and they do she gives them a homework assignment each week. Um and then I've targeted specific teachers um which I said earlier so that

158um based off of we want to strengthen their instructional practices their um structure of their class um making sure that they are teaching bellto things like that. Um she is also assigned to a few new new year one teachers and we've seen some tremendous growth with those new teachers working with Miss Mitchell. >> You can see the difference in their in their walkthrough data. >> Uh Because you'll in in those walkthroughs or observations, you'll you'll document like there's an area on classroom management. The students were, you know, disengaged or whatever. It's all built within that that test process. And and you'll see that growth in in each one of those you know, September we had these struggles, right? And the instructional coach, I'm assuming you worked in that. What does it look like measurementwise or

159performance-wise in writing or am I not explaining that correctly or asking? >> Well, I'm I'm I guess I'm confused as to >> we document our PLC's the teacher progress would be in t test t tests um and there could be some documentation in PLC's if if they're doing PLC's um throughout the strategically with staff. Yes. >> Right. And it's just like what if I was a teacher like what does that look like for me like oh I'm doing a great job right or not and I still need to work in >> t test gives a number as >> okay >> but it it doesn't specify the number in the one area it's the overall number >> but you'll see the difference in in the feedback >> that you know at the beginning of the year

160the students were disengaged and then >> the feedback from you or the instructional Okay, gotcha. That's that's what I was trying to >> just to clarify the the uh principal and AP are the only one that can give evaluation t test evaluation feedback. The instructional coach is just to support their efforts. She cannot give test feedback. She's not trained to do so. >> Thanks. >> Okay, we've got our middle of the year data. Um we're looking at MAP, previous star, grades, RTI, special services. Um, Miss Votto put together this wonderful um, colorcoded spreadsheet that allows us Did you make that, Miss Voto? >> The student data. Yeah, the student data. Um, because it gives us some some color codes. We've got our um, map scores or our star scores for reading, math, science, and we

161we added social studies since we have that. Um, and then there's beginning of the year map data and middle of the year map data. And it's colorcoded to help the teachers um identify the the growth areas, our kids slipping back. And we worked as grade level teams to put all of that data into one document so that they could use that. And they're going to they're working right now on pulling together some targeted groups for some afterchool tutoring. And that goes with the end of the um presentation. We've got our math middle of the year. Um we had 358 students test. Um we actually have 362. We added fifth grade to the middle school. So we've got um math for all four grade levels. um about 15% were in the the bottom um percentile and

16219% in the next one, 25 in the middle, 24% in the the green area, and 80% uh I'm sorry, 17% in the 80th percentile. And that's overall throughout all of math. And then we've got our grades broken up in the four grade levels. And you can also see the table with the breakdown of the number of approximate number of the students. This one is our star projection. Um for each grade level um we have a projection that 18.4% 4% will not meet um in fifth grade 35.2 and six 29.3 and 7 and 35.2 and 8th. So this is an area that we are going to hit heavy on this semester. Um we've got a pretty good number in meets and masters but that still needs to grow to meet our goal. Like middle school made

163us actually high school too. We all made goals in our accountability trainings in the middle schools is 80 5030. So our goal is to push 10% from each progress measure from does not meets to approaches, approaches to meets, and meets to masters. We've got our reading overview for all of the four grade levels. They're in about the 56th percentile. You can see the breakdown in each of the the 20 percentile breakdown. individually our grades 5 through eight. Fifth grade is in the 66th percentile. Sixth grade is in the 61st. Seventh grade is in the 51st and 8th and the 53rd. And the box below has the breakdown uh by the approximate student number calculated from the percentages. And then this is our star projection for middle of the year. Reading has about 13.9% overall projected

164to not meet but 20% to master and 34.7 to meet science. And again we've got fifth grade and eighth grade that are um taking STAR this year. They combined are in the 72nd percentile. Well, no, that's all four grade levels. They all take them. The projection will only have fifth and eighth. And there's the breakdown of all of our students in each of the quartiles or I'm sorry, the percentiles. Here's the breakdown between all four grade levels. Fifth grade's in the 74th, sixth grade in the 72nd, seventh grade in the 74th, and eighth grade in the 68th. And then you can see the individual number approximate approximate numbers in the boxes. Here we go. This is our fifth and eighth grade projection for STAR in science. Fifth grade is projected to have 22.6 does not

165meet 16% uh 16 kids or 18.2% not meet. Um our master's expectation is 8.3 for fifth grade and 14.8 for eight. So, what like I said, we're looking at our big spreadsheet with our breakdown of all of our kids numbers to target um specific students for that 10% jump per um progress measure and have them tutoring before and after school. And I say before and after because we have some teachers that would rather do it early in the morning. Um, we've got our targeted intervention each semester our kids swap from one or the other of their house bill. Um, so if they took their math intervention in advisory four days a week for 30 minutes a day, they exceeded their hours. Um, but we do a clean cut because of the semesters and they swapped.

166So they went to their second area of of need. um our library. We're working very closely with our new district librarian, Miss Seawald. She has so many initiatives that she wants to do. One of which is the week after um spring break, we are going to plan on a literacy STEM night um and book fair. And we're going to have lots of STEM activities and literacy initiatives. and she's also partnering with our um reading teachers doing lots of sil um reading initiatives and she's got some really cool stuff that she's partnering with them. Um we did lots of accountability trainings this year so that we could understand the breakdowns. And to kind of piggy back off of Brandy where one of her goals is towards um a specific group, we we did a breakdown with

167my staff so that they could understand the the need to to focus in our um ESL population. And once we were done with that accountability breakdown data dig, we had Miss Marcher come in and give um a great training. So it was a great segue um and they got a lot out of it. Um, we're doing the weekly math and reading meetings. Um, reading has been going longer than we have with math. Um, and again, utilization of the instructional coach. Any questions? >> Where do you think we're at >> from beginning of the year to now? >> Where do you think Where do you think >> we still have room to grow? uh we haven't grown any anywhere. I mean if you look at your beginning scores, your middle year scores, we haven't. So I

168see some language in there where meeting and so I just want to ask you, do you have really an idea of where the areas you need to fix at the micro level? >> I do. Yes. >> Okay. >> And I'm working with my assistant principal to break those things down so that we can um dig deeper. It's been an adjustment year with adding adding fifth grade. Um, but we are we work today to to really partner together so that we can look with the microscope. So, one of the things that you had mentioned in the beginning of the year was increased walkthroughs. >> How are those going and how are we getting those feedbacks back? Because I again I mean I seventh grade seems to always be a little bit of a challenge >> every

169time we talk. So hopefully we're doing some more increased walkthroughs in maybe seventh grade and maybe using that instructional coach to help them >> getting that feedback to them. How's how's that going? And what is increased walkthroughs looking like for you so far now that you've got to middle of the year with it? >> Um they're they're not as high as they are supposed to be or that I want them. Um but we do our Wednesday walkthroughs with an administrator and then we debrief afterwards and um bounce information off of each other to see what because sometimes the other person that's in there sees something different than I do or vice versa. I was looking. >> No, go ahead. >> I was looking at some of the stuff. It's not even that we haven't grown.

170We've gone backwards. It looks like in some uh math. Middle of the year, beginning of the year, we're at 57th percentile. Now we're at 53rd. So, >> I I don't know if what we're doing is working. So, we need to look at something else or follow through better with what we got planned. >> So, that's just >> that's the big focus for this semester. >> I was I was just going to say science is killing it. >> It's great. >> And I know math and reading was the lowest. What What do you think the biggest disconnect is for the math part? because it seems that's probably campuswide the hardest right now or the struggle. Where do you think the disconnect is with the kids seeing the progress that we'd like to see? >> Um there

171I think there are a lot of factors. We have uh several new teachers in in that department. Um, you know, one thing that that we have had as a change at the middle school is our our special ed numbers doubled um with the addition of one grade level. Um, we've we've had um a lot of struggles adjusting some IEPs to make sure that they are matching the students needs. I mean, I could I could name factors all day long, but it's finding the one that is going to make the most impact. We're we're kind of at like year three of the same progress, right? So, I mean, as a as a board of governance, like our response been, we're at a point and that's campus that we're not going to the state's going to start

172making choices for us, right? Th >> this has to immediately start to shape. And if you I don't see from the language in your if you could back up a slide I'd appreciate it of context into those things to where we need to be. So how how do you tell us that you know weekly math and reading meetings? What is what do those look like? The reading meetings have Miss Mitchell in them and she is going >> Are you in those meetings? >> I have not been. No. >> Okay. >> And I I I think Mrs. Seol is doing a fantastic job with our district as a librarian, but to just say that we're creating reading programs. How does that translate into the day-to-day operation to see growth? Like that's really where we're at in

173this in this campus over the last three years is we have got to see growth and we're not. So tell us like how are we getting there? There are lots of factors that I would prefer to have a private conversation not um wide put on um YouTube. >> Anything else? Do you feel like you have the buyin from the teachers on our goals? Um, do you feel like you really have that? I mean, do do you feel like on the campus they have the buyin and like they're really working towards those? I'm not saying obviously they're they are, but you really you got >> hills and valleys of course. Um, but again, I think that there are a lot of other factors that are leading people in an a different direction and again I would

174prefer to have a private conversation about that and not live streamed. >> Yeah. Thank you, Miss B. >> Mr. James, you're you're up. which you want first. >> Yes. >> All right. Good evening again. Uh first I'll be excuse me presenting our local improvement plan. Uh we are not currently in a school improvement identification. Uh but if you look at our accountability, obviously there are some some eyes there that we have to confront and come face to face with. Um and I liken everything to sport. So uh it's something I talk to my oldest son about a lot. He'll have a bad game or whatever and he won't want to look at any of the statistics or the video and I'm like, "Dude, if you want to grow, if you want to, you know, you

175got to confront it and you got to look at it." So this I mean I don't mean this in a negative way but I do shove this in my teachers faces a lot because I want them to understand that it's a collaborative effort and uh honestly it you know it's not going to change until we do something to change it. Um so one of the one of the best trainings I ever received uh a guy told me that that my most important function as an administrator is to observe and to give feedback. Um and so this year we've really focused on uh just those two things. Um and that's that I want my teachers to get comfortable with. Uh so our first um focus item is to build teacher capacity through observation and feedback cycles.

176U I want my teachers to be really really comfortable with my face. I want my students to be comfortable seeing me. Some of you have kids on campus. I see your kids three four times a week in classes. Uh because our I mean we set up shop. We live there. Um and the goal is to see how students uh react to teaching on a day-to-day basis. It's not to see uh how a teacher's teaching or um what um what they think is this just grandiose idea. It's to see what the actionable items are uh that the students are are learning. And so our desired outcome is to increase classroom presence uh and align uh with quality instruction. Uh we've also done a lot of um work on just kind of preparing to see the data

177that the teachers are presenting for their their students. Um and also just making sure um excuse me that the the teachers are putting themselves in a favorable position uh to be able to teach the students what they need to know. So that includes resources. We talked about TCMPC earlier. Uh making sure we're using approved resources to make sure that the students get the most bang for their buck. Uh which leads us to focus item number two. And this has been um the biggest challenge um is just making sure that the instruction is data driven. Um so our teachers um kind of get into the habit of you know these are these are the things we've taught in the past or this is uh you know I've got this big book of knowledge and things that

178I've done before. Um but quite honestly it hasn't really equated to anything um that's been impactful for our students. Uh so we want to make sure we're aligning our instruction with our formal and informal assessments. Uh so I expect our teachers to be assessing students every day. Um when we talk about formal assessments, we've moved into a phase where we're not just informally assessing, but we are every week providing assessments and the roll out has started with our um tested areas to make sure that you know we're hitting them first because obviously that's going to give us the most bang for our buck. Um, and again, some of you have students on my campus. You may hear them complaining about the amount of assessments uh that they're getting and what that means for them and

179how they're um being graded on those assessments. Uh, but I think it's really important that we're giving them the right assessments. Um, it's not that students weren't being assessed before, it's that I don't feel that those assessments were properly or adequately preparing them for the bigger assessments that they'll have. And that's not just STAR or EOCC. Uh, it's also our ACT and our SAT.U and things that really impact our students future. Any questions about either of those priorities? >> I'll hop in real quick. So, you're doing a bunch of the walkthroughs and observing and seeing all those things and Mr. Cooper asked earlier about how are you documenting that? How are you getting that information to the teachers and coaching them through those things? How is that working at the high school for you guys?

180>> Uh, it's working well. I mean, I give so I I go around with my phone. A lot of people go with their clipboards and their computers and whatnot. I just enter the walkthrough right there on my phone and I press submit so that they can see it and then we'll follow up with the teacher. Um some are more urgent than others but um we we have conversations with the teachers and typically those involve my assistant principal uh and Miss Mitchell if she walks with us or whomever walks with us. Uh we believe in collaborative walks because sometimes we see things that um the other person didn't see. Uh but the the real joy is is when we are super calibrated and we all have the same understanding and same vision of what we saw

181and what we hope to see improved. Um but we have those meetings with teachers. Um they're not always easy. Uh sometimes there is resistance and there is this is what I've always done or you know I'm a former teacher of the year and and those conversations have to happen and and respectfully I I appreciate the teachers for sharing uh that input. Uh but again, that's when you kind of shove that data in front of them and say this is where we are and this is what um I mean this is this is who we are until we change it. Uh so that data doesn't need to be a surprise to us at any point um in the future. And so that's just kind of how we go with it. All right. Okay, turning attention to

182map data and I know you guys have kind of gotten a preview of of some of the missing uh data that there is. It appears that we have uh somewhat outkicked our coverage a little in and to to use an analogy. We, you know, we've gone from a place where there was not really any fidelity with map testing uh to impressing upon students how important it is and then seeing that um kind of 180 in philosophy and a lot of students maybe being a little disingenuous with the way in which they um take the assessment. And so some of some of that some of those numbers are not included. Uh but the data that we've primarily been looking at uh of course we we wanted to get a gauge from map data. Uh I think

183that's very important at this time of year. Uh our classroom observations are equally as important as map data because it gives us an opportunity to to see what the assessment looks like on the ground floor. Um those informal assessments and then the weekly assessments for the tested areas are kind of our big focus right now. So what we have really focused on is trying to minimize the numbers on the left side. Um we know that ultimately when we're able to minimize the numbers on the left side, uh it will maximize the numbers on the right side. And so we want to make sure that um students are getting a fair opportunity to to go in and assess um and have the basic foundational knowledge. Uh, algebra is a tricky one because there is so much

184building on top of one another. And so if you were struggling with something at the beginning, there's a really good likelihood unless those numbers were hit uh that you're going to be struggling on it in the middle of the year and it may even compound. Uh, and so that's something we've started to uncover as we're looking at our weekly assessments uh that we're trying to align with MAP and STAR and everything else. Okay. So, I'm gonna say this once and then you'll see it every time we go to this chart. Um, I do appreciate the projected proficiency. Um, but if I'm just being transparent, I was kind of burned on this last year. Um, because I had teachers who thought that their uh star numbers would look a little bit better based on this proficiency.

185And I'm not saying it's useless. Uh, but what I am saying is that I don't um I don't think this is the greatest predictor of star performance. And so even though some of the numbers do align with our goal, which I was compelled to change my goals to match Miss Beckham's because they were um um attainable but but very challenging. And so we're we're going with the 90 6030 as well. Um and so you'll see that aside from the masters, we've we're pretty much hitting all those. Uh I'm just not totally sold on uh the continuity between one and the other. And so we have chosen instead to build continuity with MAP testing. Um kind of supplanting that with our with our weekly assessments which are aligned to TCMPC which gives us all our TICS

186background uh which directly aligns to what they're tested on based on based on TEA standards. So you'll see um here we have our English one and English two essentially. Uh, and again, we're we're our goal is to eliminate the red. Um, obviously there there are circumstances and situations. You got high school kids that are I got a baseball game and I got a track meet and so sometimes you just don't get exactly what you want. Um, but our teachers are very well aware of these numbers. uh and our teachers are working really really hard uh to change this um because they understand how important it is for their students to perform uh and how much that impacts us as a whole. So same thing here um we're just looking at ninth and 10th not 11th

187um but what you'll see is ninth is the only place where we're really not in the um at least the approaches the way we want it with the 90%. Um but we're we're not too far off. Uh and so that's something that again is getting um it's something we're looking at every week and we're aligning everything we do every week uh with with what our goals are. So and then biology is um it's an interesting um I guess content area because we have had some some shifting uh and some change in the way uh we're presenting that information. Um, we have a a teacher in there that is doing a phenomenal job of making sure the students are uh getting their lab time. Um, and she's going back and she's reteing some things. She's really

188good at disagregating data and seeing um what areas they may be deficient uh based on um I guess whatever takes and things she's noticing are coming up very often. And so she's done a really good job of helping us there. Um, but all in all, you know, if we're looking again at the projected proficiency, we're at about 2.7% that do not meet. Again, I I don't fully trust that number, but I understand that it is a roundabout ballpark thing. Um, but her kids are really killing it on the the weekly assessments. Um, and that's just a testament to how she's seeing that assessment, knowing what needs to be assessed, and preparing them each week uh for those assessments. So, so she's doing a great job there. So what we're doing now is responding to the

189data by uh making sure there's fidelity in all tests taken. And so we have put some some measures in place with our weekly assessments to make sure that they understand the importance of them. Uh it's not just the hey take this test and then be done with it. there's grades attached to it and and there are some again there are some things that we're getting some moaning and groaning about but it's okay uh because ultimately we need the data and and we need the data to reflect what they know so we know how to improve that. Um all of our teachers have spoken to their uh students about their middle of the year data which is brand new on our campus. Uh it's not something that's ever happened before but they've actually taken the time

190to stop and talk to them. Um, you can walk in a classroom, Miss Volta's been in there with us and you can hear students saying, "Oh man, I took a dip uh for the middle of the year and they're actually having a conversation about it." Um, which again is something that hasn't been done previously. We have some teachers who are celebrating their growth met metrics. Uh, they're finding different creative ways to just celebrate the kids and uh little prizes and and parties and things that just kind of show this is what you're supposed to do and if you do the things you're supposed to do, you get rewarded. So, we're just trying to show the kids that there are rewards for for doing things the right way. Uh we are also utilizing that data um

191to play small groups. We actually will deploy our first official small groups next week. Um we have a meeting in the morning to just finalize the rosters based on not just the map data but uh some of the weekly assessments to see who is kind of on the bubble, who needs to be in those groups, who needs like a a more intense intervention. uh and then who we need to be trying to extend learning for. Uh and rumor has it that um a principal may actually be leading one of those interventions. So that'll be a really cool opportunity to uh kind of get in and work with some some students on English. So I'm excited about that as well. Um again, we're doing the weekly assessments and uh we've created like a data sheet. I

192can share it with you guys, but it automatically computes some things and it's colorcoded uh so that they know exactly what items students are struggling on uh and they're able to um kind of laser focus on the things that are areas of of greatest weakness at the time. Again, ev every conversation I have with teachers about data is our end of the year data should not be a surprise to us. And if it is, we've done something wrong. I want the tests to be as hard as possible. I want the standards to be as high as possible and I want us to honestly I want us to kill those standards and I want us to make sure that we're we're meeting a very high standard so that when we get a standard that's a little

193bit more relaxed we have nothing to worry about. We have no questions. Uh and then finally we've used PLC time. Um we found ways to implement PLC's even with that group of tested areas. um go through some data protocols, ask them to look at the data, name the data, tell us what they see. Uh there's no emotion in this process. And so when emotion creeps in, uh we refocus on what the purpose is behind it. Uh yes, I understand that 75% of your students missed this. But this is not a time to give an excuse for why 75% missed it. This is a time for you to say, "Well, this is what I need to do to correct it." It's not if 75% missed it, it's not a student issue. I can assure you. And

194so being able to own that and name that just the same way that we are administratively, I think has really helped us out a lot. Any questions? I will say I know you had some issues with testing stuff, but if we can get the end of year to look like this. So it's you're comparing apples apples, right? So this is broke down 9th 10th 11. Then it says all grazes together. So, it's hard for us to look at the data and see if we really had growth or going backwards, going forward, what we're doing >> because it's not apples to apples, >> right? >> So, I agree. >> That's something I would like. >> Yes, sir. >> So, I think we, you know, you had a grade you didn't like last year, right? That that

195deed would kind of punch us. >> The only time I didn't like the letter D. >> Yeah. >> I started to change my name to Avi. this guy. Um, I mean, based on your data, you've got a ton of data, weekly data, all this stuff that you're looking at and your walkthroughs and everything else. I'm assuming you're you're not looking at a D this year. >> Absolutely not. >> Okay, cool. I mean, I I agree. I am one of the ones with kids in your classes, so I I see it. So, um, so anyway, good work, man. This this seems like a good direction here. >> Thank you. Appreciate it. I I just want to say I appreciate the um I the the hard all the hard work you've been doing trying to get all

196this to to move forward and uh I you know kind of piggybacking off on what Mr. Norman asked earlier and you already said you had some hard conversations with with teachers and >> I'm always about not avoiding the hard truths. Uh, how do you feel like the campuswide? Do you feel supported by all teachers or is there because you you mentioned like they're talking about, oh, I've done this for years or I've done this or that, you know? >> Yeah. Um, so I guess my perspective is flipped. I don't I don't personally need to be supported. I I need to be able to support them. Uh, and I do think that even if there's a teacher who may not feel that I support them because I'm holding to a standard, they feel that somebody on

197my administrative staff supports them. And my goal is to make sure that all of them feel like they can go to somebody if they have a concern. But at the end of the day, they understand that the work is going to be the work regardless. >> All right. Thank you. >> Thank you, Mr. James. Good night. >> Thank you for your help, Cory. >> It is 9:33 and we are going to go into close session. It's 11:37. We are out of close session. There's no descent. We're adjourned.