NISD Called Board Meeting (Academics Committee) 2-17-2026

001Uh the meeting of the board of acade uh of the board academics committee, thank you. Um being held for the reasons listed below is authorized in accordance with the Texas government code section 551.001-551 um um 146. Verification of notice. Sorry, these are new glasses. I'm just going to take them off. Verification of notice of meeting and agenda are on file in the office of the superintendent. An executive session is if required is authorized by the statute and will be conducted prior to the conclusion of the meeting. Anyone in attendance who wishes to address the board regarding an agenda item must sign up to speak prior to the start of the meeting. Do we have anybody Dr. Graph? No. Okay. >> All right. So, we are going to go ahead and start with our agenda. I

002just officially called the meeting to order at uh 5:10 and I'm going to have um the trustes present look at the minutes and see if they're approval worthy. This was our workshop so this is quite lengthy. >> Yeah, it's going to include basically all the committees within one set of minutes. Yeah, I think >> just to be on the safe side. But >> you wanted to come back to the >> when Laura comes. Okay. >> Okay, we can do that certainly. >> Yeah, we can. And it was posted too. Did every I forgot to look on the email. Did every trustee get a copy of the >> Yes. So, all right. Great. Because these are great. Um, >> yeah. She did those. She did a great job. >> Perfect. Thank you. All right. And we're

003just um Laura's on her way. So, if it's okay with you, do you mind if we start with the library book list? >> Oh, not at all. Not at all. So, the library >> Oh, there she is. Tada. >> Perfect timing. We were going to go backwards on the agenda because we knew how much you wanted to hear about the library book list. >> Yes, ma'am. >> You know it. >> Okay. Now, we could go ahead and >> go in the we could start with u the discussion of PEK if you like. >> Yes, ma'am. So, if you recall back in September um we brought some information to you guys um about Cass teach. So Erica came and uh really walked us through the story of CAST Teach, how it was created currently, um where

004they were with implementation, >> and then we talked about two opportunities to perhaps harness additional resources for CAST teach. We talked about the 1882 partnership, right? >> And we talked about PEK. And so at that time when we brought it in September, the deadline for the application for PEK was later that fall. And so of course that that deadline's passed. So what we're bringing to you guys now on request is uh similar information that we brought because that information the background hasn't changed since September. But we did want to just show the new process or timeline. um after your discussion if this is something that you want to move forward with, you'll see that the application is actually um next fall in fall of 2026 um when you begin applying and then you apply for

005designation a few a few years later. So it would be roughly a year or two in addition to what it would have been, you know, in the fall. So, I'll put it out there for any questions or if there's other information. >> Just I have a real quick question. Um, so you said a year or two once it's once it's applied for next fall, what would be the soonest, let's say? Well, you >> if it gives us the time to study it and to look into it and make plans with our high schools. >> Well, you begin after you apply and if it's accepted per se, you immediately go into a planning year the next year. And so that's a full year and there are certain guideposts that you have to meet during that process.

006Then after the planning year is the actual implementation. Um and then you apply for the full designation for it to be uh considered a PEK. Um it talks about this could be a four to six year um journey for students depending upon you know what their what their progress is. Um if you notice here it talks about applying for designation then receiving designation that's on down the line. And so, uh, you know, Alamo Heights has a PEK that's worked into their high school. We've got some area ones that certainly we could learn from, uh, what that process is like, but that's the main difference, this timeline from when we brought it to you guys in September. And Jerry, I didn't know if there was anything you wanted to add. >> No, ma'am. That's that that's

007exactly correct. So, it it timeline last week and excuse me, the application deadline was November 21st. Um but again just like Dr. Jordan was talking about the following year be a planning year and then you it you don't officially become a PEK because uh as Dr. Jordan was saying there's certain criteria you have to uh achieve um once students have the opportunity to go through several years and see if they earn an associates degree see if they earn their uh certification their CTE certification. So all those are there's different measurements that occur before you can get designated. >> I have a question and I think maybe you kind of answered it because I know I was going over this uh this weekend. So this is going to be for cast teach correct. This is what

008we're moving on. >> Was it only cast teach or were we going to look at it for any school? Well, back when we had the conversation, we were talking about and because the 1882 as well, we looked at the benefits of that partnership. Castage came up as one that might be a possibility, but I think at this time this is so it's it could be open to >> yeah, >> discussion for any of our schools. >> So, I'm I'm kind of looking over this and I I I know Stevens is doing well because I know back in November you guys gave us the data as far as, you know, how much we're growing. I mean, I know there was a possibility of going 1882. Um, but like I'm thinking of like a, you know, Connor,

009it's been there for a while, hasn't it? And we've >> Oh, yeah. It's been there since I was in high school. >> Health careers, nursing. I'm just I guess I'm just curious as how come we haven't been more aggressive with these already. Um, is this something and I and I I correct me if I'm wrong and I know I think Dr. Craft had mentioned this about I don't know why three is in my mind. I I thought we said we were going to go to three PEKs. We're going to be a little bit more aggressive or no, >> we we we can again I when we were looking at at the last meeting, we were actually looking at potentially applying through an 1882 for CAST teach and then also PEK as well. >> So, you

010know, again, it's it's additional funding at $150 per student. It's not as lucrative as the cast teach 1882. Um I I think that some of the parameters and and um stipulations kind of make it a question as to you know is this the >> worthwhile pursuit? Um and Jerry I know you've explored and and looked at this a lot uh more closely and in detail but we we can definitely submit applications. Is that something though that we're look that we were looking at or or uh because do we have that possibility to do that through a at okconor like to go through a P tech with the egg >> that we've never explored. Um we've only looked at uh Cast Teach and then did investigate a little bit about Insight >> uh as we were

011looking at you utilizing Northwest Vista um using their facilities their new facilities um for insight um but in speaking with Dr. Craft just kind of looking at what that would entail um swayed away from that one. So CAST teaches is is the main one that we've that we focused on >> focusing on. And how about the nursing at health careers? >> No, ma'am. We haven't explored that. >> Yeah. >> And or at L LMS too because they have a medical. So is it something that we could request some more time? Absolutely. To explore and to >> Okay. Well, I think the the fall application uh Jerry Kermit if I'm wrong, but if you if we submit applications application or applications um we have some runway at that point even if approved >> to determine that

012this is not the appropriate course of action. >> You can also take a plan. >> Oh, thank you. Yes, >> that'd be great. >> Yeah, most definitely. >> Something to look into. Yeah, if that's okay. I know it's going to add more work on your plate, but I think >> it's no problem. >> Um the more that I'm uncovering and discovering, the more I'm seeing some really good advantages for our kids and opportunities and and so um yeah, that's if you guys don't mind, we'd like to >> we'll start working towards applications. Of course, they'll come back to the board for uh consideration. Um but we've got like I say enough time with it not being due till the fall this this go around. >> Yeah. At this time they haven't even announced uh anything

013about applications um that a little bit later in the fall. They give you about three months. >> Yeah. Last conversation if I remember correctly we were >> really up against a timeline a deadline that >> it was almost kind of just a if we're going to do this we got to do do it now >> because I thought it was in October it was due. I believe I the schools I'm working with it was an October deadline. But um the other question I had is would this be something I know I hear the parents at the school that is moving towards PEK. They're excited about these opportunities. And I'm I'm thinking it could be something that attracts more kids to our schools or to the, you know, if we're only going to look at magnet

014programs or whatever, but it could be um kind of like what's going on at Earl College High School at John J. Um it is bringing kids in and a and a certain kind of kiddo or more opportunities for current kids. So um trying to get those kids in our buildings. So, um, >> absolutely. >> Um, can I >> Sure. >> Um, so wanted to, of course, just add like the while you're looking, can you also see about the teaching one to see if it can be a six-year PTAC to get the fifth and sixth year half-year funds. Um, so instead of 150, it's half. But looking to see if Northwest Vista or Alamo Colleges could do the first four years of the AAT and then the last two years either UTSA or Texas&M San Antonio.

015>> So that way the students are a little bit more guaranteed at a discounted rate to be able to get their bachelor's degree. So, similar to the four years, they get their associates degree, they can do the summer um teaching assistant certification, come back and teach or be a teachers assistant during the regular semester and then maybe in the evening do the last two years to finish out the bachelor's degree to then fully be connected and come back as a teacher to us. um that one with teaching um also the six-year cyber with Northwest Vista because they do have the bachelors, they have the BAT in cyber security and then on the inside side um of course the business degree. Um that would be six-year options because to really be innovative and to really kind

016of see and to offer things that maybe other schools aren't offering. Um and I will say like SISD offers the six-year um nursing degree. It's a little different. it is going through the nursing program where they're already certified nurses after they, you know, they do the basics, then they let's do the last two years to do the BSN setup. So, also that one. So, if we really want to be innovative and we really want to do what's best for our community is really looking to see how to build those pathways out for our students to make sure that they're really getting the best opportunities here at North Side. And then also looking at when the lasso grant is due and then also when the jet grant is due because if you do go the PEK

017route, you can ask for additional funding on the jet jet grant side for additional things that you might need that currently either we don't have or we have like limited. So instead of using our own funds, being able to really rely on the state to provide some additional funding for some things. But just deadlines to kind of keep in mind because all three all three are going to need signatures from your partners and then your PEK side are going to need partners from an industry. Your your teaching one set like north side can be your industry partner. Um but your a you need an industry partner. I'm y'all are he we're heavy on a there's plenty of companies out there that will want to partner and really partner on that end. Same thing on the

018business side. same thing on the nursing side, but they're just things to kind of get ahead of because all those things are going to need signatures by that deadline. And it works to kind of have that already set up. And these schools, most of those industries, there's very few industries here in San Antonio that aren't already doing PEX with someone. So, just kind of reaching out to them sometime soon so they know that North Side is interested in partnering with them. So, they can kind of look to see what their bandwidth is and always have Northside in mind when they're ready to sign and they're ready to go. So, just things to kind of get ahead of. Um, and really looking to see. I mean, I think like ECHS's are great. There's just not the

019additional funding that there used to be. Like right now, really the the look and everything like most of the partners that I work with have really converted their ECHs to PEK because of the fact that there's just additional funding and you can top on additional grant money that you just don't have that option on the ECHS side. Um, but there's options out there. There's definitely things. The great thing is too like if you just go on Telmo College website you can look at everyone'sus you can look at everyone's pathways like you can look to see or you can reach out to you know Northwest Vista and ask like hey can I have samples of teaching pathways cyber pathways education pathways like you don't necessarily have to do all the like work you can just work

020with them to get you different samples and they can send you three or four different samples that you can look at and see like which one works best for what's already in place because North Side has a lot of instructors already and so you want to optimize that so we're not having to pay for courses that we don't necessarily have instructors to teach. So that's it. >> Excellent. So if I could just uh rephrase >> I wrote everything >> look at cyber look at a which we already talking about with the cast business nursing and app. >> Yeah. And I and I guess I hate to add to you but I but I will I just use cyber as an example since you know part of my you know part of my job was to

021grow cyber across our nation. I think we have to be careful. We also need more information really in certain fields for example some people think that pathway to cyber there's certain pathways that are not very good per se. Give you an example having a BA doesn't give you as much weight in cyber for a lot of different reasons as having a BS or we try to drive people more that particular route. So I think we have to counterbalance that too is you know we talk about our community is say okay it's good to have all this but what's really a value for for the students in the long run >> sorry to put that on >> well and I know um we're not at the point where we're talking about repurposing or reconstituting our schools

022but um and it could be for a later meeting but um I was talking to Laura the other day and it it would be nice in my I would like to see you know um our total capacity of our magnet schools and if there's waiting lists like are our magnets where kids are coming to is there a waiting list or do do we need to think about like recreating another a program at a repurposed elementary school or something like that so our our schools can stay with us and maybe they become magnets. It was just an idea and I'm just a conversation. We're we're in the process of pulling that data >> uh magnet uh enrollments capacity applications acceptance rates um and students that are being served uh with an through an IEP. The IEP

023is where have it's taken a little bit longer in the sense that we're having to go through um almost applicant by applicant. We just don't have it >> nice and neat for a data pool. Um so yeah, that that's that's going to be forthcoming. And on the enrollment data, would it say um where they're coming from? Um >> we can pull that. I've had Debbie pull that report uh previously just to see if if the relationship to their geographic home campus and they in many cases they are. It's not all, but but you can see pretty clearly that like homes for example, a lot of students are riding and around either in that attendance zone or pretty close to. >> Yeah, transportation would be >> um >> that's that's one of the inhibitors >> and

024it makes sense. I mean, >> well, yeah, if you if you just kind of think about trying to drive um across the district, it it can be pretty >> challenging. um um at times. So yeah, we we can pull the the geographic uh location of the students. >> I know as we hear that try now like get out of the way. Um and then maybe Jerry is and Sonia, you probably know this answer. Um are there any other areas? It was nursing, cyber teaching, um excuse me, uh cyber teaching. A was there any others to explore? >> We don't do fine arts or >> construction or just help. >> Okay. >> Yeah. >> Oh yeah. Carol, can I there's a um Mike Vel when he's part of UTSA and y'all may have a copy I

025don't know did a great report and he did one for the area foundation and others that actually said what is the value of certification associate degrees VA what's the most valuable thing in San Antonio it's a great report it sort of give you some ideas on where certifications are the best route to go when others the best route and they give you some of the ideas of the area. But if you haven't seen I can I can send it to you. It's done. He did it about when did he leave there? About two or three years ago, but it's still applicable. >> I forgot. >> Oh, keep going. >> Welding and auto tech. >> Oh, auto tech. >> Welding huge right now just because >> I mean you know on the south side like right

026now we have Toyota, JCB and a third manufacturer coming in. like even just a welding cert one even if like if it's a P tech and you're just even just getting the C one setup like that's enough to help students get high paying jobs and so welding auto tech just because auto tech if it has diesel or any kind of setup on that end that's going to be pretty pretty needed um with that um but those are the popular ones that kind of came about this last year >> so currently we do welding we do have the level one so actually will walk the stage at Palo Alto before they will walk the stage at their high school. >> So, uh, Holmes and Clark of those programs. >> Yeah. >> Okay. All right. Thank you.

027Any other comments or questions? >> All right. Thank you. >> Bring information, but also as >> Great. Thank you. All right. Good old taper report. >> Oh, yes. So, as you're all aware, school districts are required to bring forward the Texas Academic Performance Report, otherwise known as TAPER, um to be presented annually, and it contains mostly data from the previous year. There is some that lags um even behind the previous year. >> Um in addition to presenting it in a public hearing, it's required to be posted on the district's website. Um as you know it is uh has data on disciplinary incidents on financial information on student achievement um higher ed uh data. So in addition to taper districts are also required to annually present progress on the house bill three goals >> which you

028know there are three required goals. one for third grade reading, one for third grade math, one for CCMR, um and then to set new goals for 2627. So at the board meeting in the public hearing part will be the taper presentation along with the House Bill 3 to map the progress. Then in consent will be the actual goals which we're going to go over today but they'll be the actual goals um for approval because that's the only item to approve. So at this time Dr. Cleveland assessment and accountability will walk us through. All right. Thank you. Good evening. >> Good evening. >> If you'll slide forward Monica, please start off. Dr. Jordan did a really good job of laying out what this is this evening. Um so as part of the requirements it goes through

029district accreditation, district, uh distinction designations and RDA special education compliance. Um so as you can see uh accreditation we were we were accredited and that has to do with student performance, financial integrity and compliance with statutory requirements. Um and as you can see we're accredited there. The the distinctions uh a designation acknowledges districts and campuses outstanding achievement in certain performance indicators relative to others. We had 79 distinction designations earned by 38 campuses. Those distin distinctions are around academic achievement in English language arts reading, math, science, and social studies. Uh top 25% comparative academic growth and post-secondary readiness. Those are the different kinds of distinctions. And then lastly, we've got the results driven accountability RDA report. TEA makes determinations of performance levels that are either meets requirements, needs assistance, needs intervention, or needs substantial intervention. The

0302025 report showed special education meeting requirements. As another requirement is around the campus improvement plan and as Dr. Jordan noted, this these improvement plans are connected to last year. So 2425, as you'll recall, earlier in the fall, we approved the 2526 um CPOS and CIPs for the campuses. An additional requirement of the annual report is to provide information regarding violent and criminal incidents. I'm sure you noticed a high number of felony controlled substance violations. These incidences include vaping that's increased exponentially as we've talked about. We talked about that last year as well. Um, in order to respond and and to the need and reduce these incidences in North Side, North Side promotes safe and drug-free school environment in which we educate staff and students and families on how to prevent and offer early intervention. We

031make the school environment safer by promoting norms to decrease the use of alcohol, tobacco, and other drugs. Build capacity of substance abuse prevention programs and service across all grade levels. reduce risk factors and increase preventative factors among all students and families. We also provide data from the higher education coordinate coordinating board that reports on previous year's graduates in their first year of college. This slide shows that out of over 7,000 graduates in 2023, 54% attended and completed their first year of college in the year following graduation. As you can see, it also gives their GPA for that first year. It's pretty evenly distributed around the four different categories of GPA ranges. Um, and then at the bottom you also see that campus higher ed data that gives the data by campus. >> Susan is um

032so I just want to understand this um so I see it as only 54% of our students finish their first year, right? Is that what that's saying? >> That's what that's saying. Either in a two-year or fouryear. >> Okay. Just gonna let that hang there. >> Well, let me Can I add to that? But that's of If I got it right, if I remember correctly, those are the ones reported because I think like 30 some% don't report. >> That's right. And instate. >> It's also instate. >> And in state, right? >> It's instate. Yes, ma'am. >> How they report it? Um, >> it's hard. >> Yep. >> But I mean, what would it be not reported if you were in state? >> No, I saying 30% of the kids they don't have the data for

033>> because they're not in state. >> No, it doesn't. You don't know why. Yeah. >> Yeah. >> Do we have the number from last year? >> I can pull it up while you >> And same with going back to the um um the vaping. I don't remember middle school numbers that high the year before. Um if that could be compared also. Um >> yeah, we can we can look at it. >> Middle school. >> It was it was high. Um I'm trying to remember exactly, you know, we we had to put in place the the second chance uh academy because keep in mind too that the legislation in the last session uh now dictates that students are automatically they automatically have to be placed in a alternative education program. Thus the second chance academy. A

034lot of this had to do also uh here most recently and this is why they're this has been a big topic of conversation as far as legislating uh particularly a THC infused vape. It's highly unregulated. >> Um in fact it used to be that vape um was obviously dangerous uh but the vast majority wasn't THC infused. Now it's just the opposite. Most of it >> is and it's some bad stuff. >> And it's when I say unregulated, >> the um concentration is what is really plaguing a lot of our officers, administrators, staff in the sense of it's it's just the wild west. So I know Mr. Aat you probably know all too well. It it's I would love to say a a problem that we are uh curtailing and getting under control, but we're gonna

035have to have some help. I I'll just say it. It's it's too widely accessible. >> So, what kind of help do you think we need? >> We need legislation to close every store up and down. >> That would be the number one way. >> I mean, it >> Yeah. I mean they set up on every corner it seems like. >> And Dr. Harl, I looked up the number. Excuse me, Mr. Gohead. Go >> ahead. >> Um, last year and this was again for the 2122 grads because it's a year in a rears was 52.1%. So this report is over 54%. So >> is is also still accurate if I read it correctly but um but only about 20% are actually making it through all four years still right with their bad that's what most people

036miss out on >> we get that first year but they forget that actually number going on four years school is still uh only about 20 or less percent >> is that accurate >> state reported right >> and actually out of state is only about three or 4% added to it they have some others have that information >> if that's traditional like four year or five year what it is. That's not to say that the student goes does some college maybe takes a break and then eventually goes back and finishes you know the first year that's true >> let me pull that up So, um, we had our grassroots. It just made me think, I wish we could go back and revisit some of the legislative priorities that we said. It's not too late. We can.

037So, um, that might be something we consider as a board. >> Um, keeping it more about that and being real specific so that legislators have >> it's a it's a it's a highly controversial topic. Um, and it it well, you kind of you recall watching it somewhat play out. um and and be politicized. Um I I just I think that I know our law enforcement and I don't mean to speak for all of our law enforcement, but they would be appreciative I think if it were >> not able to be sold and distributed particularly to >> our students. I've noticed on my campus, I can speak from my campus. I don't know if the data is districtwide, but past three and a half years I've been there, um, we partner with Crimestoppers and so we

038have a P3, which is an anonymous uh, where kids can anonymous anybody and we put it at McDonald's. McDonald's is close by to our campus where a lot of our kids visit. um you can anonymous anonymously report somebody and that gives us you know the you have to go and search the kid and if we find something that kid that reports it and we don't know who it is gets paid and it works I'm going tell you kids will rat kids out and so >> once that they get paid >> we have an anonymous hotline reporting >> and I'm trying to remember the Thank you. >> Um I think the difference though is is that there's not a >> lot that is an incentive kids and they will and you know a lot of times

039because they see it in the classroom and so all we need is a description of what the kids wearing. you know, we truly do not know who reports it and it's linked with like a, if I'm not mistaken, like a they have to use their cell phone or use like a email and they'll be told, you know, and it has to be something that we catch. It has to be credible and then they'll get a notification, go to Frost Bank and get one this number there. >> It's a partnership with SAP. Is it SAPD? How is it funded? >> I know it's crime shoppers because they came they came in the beginning during our admin PD. I can get that information to you guys. >> Yeah, I just I can't remember. I'm familiar with the

040program. It seemed like there was a some was a partnership with the city or I don't remember exactly, >> but it was it works. It works. And so now the kids they have it we put it on their Chromebook. So it's it's a report it while you're in class, report it while you're at home. >> So, that's another thing. And it also ties into like the social emotional stuff like if there's something going on and a kid needs help, they can report it in that P3 and it's immediately gets sent to us as admin immediately to the to the police. >> It's huge. >> So, I did pull the numbers. So, for the previous taper um for vapes for high school was 605. So, that 740 is a little bit up. for middle school was

041226 and for elementary was 14. So elementary is down and one percentage that I think is helpful if you look along the bottom where it talks about incident rate you know that that was what first caught my eye. So back in the previous taper which remember is two years ago. >> Right. Right. Um the incident rate at high school was 1.9% um till you see where and just at 1%. So it stayed kind of steady at middle school and it actually reduced at elementary. >> Yeah. >> And that's just what's being >> Yeah. And that's you're right. That's what's just being reported. So the you know the other thing and we'll hear from Dr. originally in a little bit but one of one of the presentations I went to was you know as mental health

042needs increase um we see this increasing because of the ability to or the you know opportunity to self-medicate and this is a form of self-medication or self something right so if our numbers are going up then you said it was it went from 602 to 740 that's >> quite a leap in high school and then 226 >> 226 to 239 in middle school. It's still awful that it's that many in middle school, you know. Um and then at least elementary something good. >> Yeah. And again, I think I come back to how did how did over a thousand students have access or a thousand students have access to THC infused vape? >> It's easy. No access is it? >> Okay. All right. Thank you. Thanks very much. >> I don't have a good segue here,

043so I'm just >> Sorry about that. >> On the positive side. >> Yeah. >> Um, so I know this is like from I'm assuming like the higher No, not that one. Sorry. The one what's the one right before? >> Yeah. >> Um, I know this is coming from the coordinating board which of course only has Texas. Um, I don't know if y'all submit to the National Clearing House to pull like how many to kind of combat that 54% because we do. Okay, good. Because I'm like feel like people just are going to focus on like but only 94% which you know clearing house would be able to give you a better like indicator of really what our students are doing their first year. >> Sure. Which may be another thing to add to this. >>

044Okay. >> Yeah. Thank you. >> That's a great point. So the financial actual report is another um requirement of the year end report. Um it's available on the TA website uh linked here for district and campuses. Uh just an overview of the financial report uh for the district level includes revenue, expenditures, dispersements and tax rates while the campus includes expenditures. So that that that finalizes that that part of the um end of year report and then we move into the House Bill 3 annual report. So, House Bill 3 was passed in 2019 and requires district to adopt a five-year goal with targets in three key areas. Early childhood literacy, early childhood math, as well as college, career, and military readiness. For this annual report, we track progress towards meeting those five-year goals in these three

045areas and report them out annually. These goals are developed by reviewing multiple years of data to determine trends, planning for continued improvement at an incremental pace, and designing annual targets with a 1% increase to the MEEs level each year. For third grade reading, our goal is at 57% of students at the MEES level by the end of the 2930 school year. At 51% in 2425, we were 1 percentage point below our 2425 goal of 52%. However, with a gain of six percentage points compared to 2324, we are still on track to reach the 57% goal by the year 2930. as sorry. Um, did you slide Monica? Thank you. Our current goal for third grade math is at is to meet 53 achieving meets by the end of the 2930 school year. Our actual meats rates

046for 2425 was 46% which is slightly lower than our goal for 48 at 48% but still an increase of seven percentage points compared to 2324 leaving us again on track to meet our 5-year goal at 53%. The CCMR goal is to reach 70% by the end of 2930. CCMR has shown incremental progress towards the goal over the last few years at 58% in 2425. We were slightly below our 60% goal. You saw in the previous star meets goals. We aim to grow one percentage point per year. Here our goal is two percentage points each year, which means we need to gain six points over the next two years to meet our goal. >> Susan, >> I think we're going to see some u I think we're going to see this needle being moved. I think

047that >> I I I think that uh one coherent sequencing and a lot of the work that Jerry's putting in uh particularly with our high school principles, I mean they are truly paying very very close attention uh to these metrics uh now uh which is great. I mean it's great to hear engage in the conversations of their concerted efforts. Keep in mind too that uh next year with the closing of campuses for lunches, the incentive of being uh CCMR on track uh for the students to be able to leave, do we land junior and senior year or just senior year? Junior and senior year. I think that's going to also, like I say, help campuses incentivize students attaining their CCMR. I really do. I don't I've seen it. I witnessed I've witnessed it. So that'll

048be helpful. >> So I anticipate that we'll we'll be able to grow these percentages pretty pretty quickly. >> Well, and we're also talking about for this school year, it's it's the year before GRA, you know, so it's really pretty far lagging behind >> lagging. Yeah. I guess um the one thing curious about um I think I asked it last year too um is do we feel we're in a position to really challenge our communities that and what I mean by that is you when I look at everything and I went in depth on the the detail we don't do anything the achievement gap stays the same so if you're the lowest performing group you know African-Americans or Hispanic that gap stays the same all five years per se so it sort of leads to that

049question especially from if we're going to do this from a public standpoint is what are we doing to or what can we do to address that and it should be should we start to have and say look we need to really look at in depth in certain these communities whe the African community etc and actually say this is where the challenges are this is where we need help or whatever it may be be because otherwise you know that five years >> what we're showing is not good >> yeah and I still think mr blunt to your point you know we've I know we've had this conversation and you've done extensive rese research in this area, actively engaging the community, mentors. I'll give a good example. You know, we had our second school connect at the

050sports gym just a couple weeks ago. I I think until we get really serious about engaging the community as a whole, particularly in particularly in uh marginalized student populations, >> we we're going to continue to have the exact same conversations and and and I will say that I I appreciate and applaud the efforts of our campus administration and of course uh the community members. um the religious leaders that were very engaged, but it can't just be a we come to a seminar, have the conversation, yes, we want you to come volunteer, and then it just >> it's a one and done. >> So, it's really it's hard work. It's it's it's the implementation. Um your the reading competition, I think, is a prime example. you know, that's that's again getting others engaged and uh working

051to to make improvements, particularly with students um that are they're lagging behind and there's a lot of a lot of reasons for that lag. >> I do have a question on CCMR. Um are we in any way worried with the goalpost changing on CCMR? Like I feel like that's what I'm hearing from most of the schools that I work with. Like they're like really scared and that's one thing like are we worried like because I know we're seeing like a we're planning a 2% increase but like other schools are really planning to see a shift in their CCMR. >> Um so I just don't know if that's something we're like bracing ourselves for or like have things in place. And then my second question is like who at North Side owns CCMR? >> That's a

052good question. So the first answer to the question that Susan feel free, Dr. Jordan, Jerry, I I'm not as concerned. Now again, the the devil's going to be in the detail. Um, you know, I I think that there's continued discussion in and around the military readiness component that we've struggled with. Uh, and I say struggle with it. It's commitment forms or or intent forms and then no, we're not going to count those and of course working with DoD or or really TEA working with DoD um, etc. Um, I think I think that even with the goalpost being moved, I still think we've got room to to really increase these percentages. Well, and one of our um when we brought you guys the district improvement plan for this year, uh one of the goals is about

053raising CCMR and we have some very robust things that are being put into place starting at middle school um really coming closely together. So to kind of answer your question, really the oversight and the support to campuses falls in the secondary space and so and there's lots of collaboration. Dr. Ridgely oversees counselors. Counselors have a huge component in CCMR and in some ways they're the first people. So we've done a lot with with counselors. Then certainly Jerry Jerry on the high school CNI side and Cara on the high school admin side. Um every month when we meet with principles we do whole group meetings and then we do breakouts that are by elementary, middle, and high. And that's a regular topic um to be um looking at at that data. Um DA and now Val

054at the middle school level. We're we're talking CCMR. We're even looking at um a way to work some things in the schedule at middle school which will better prepare students to access some of these indicators and we look forward to bringing those those ideas um to you. I think the like it's like who orchestrates the streamlining and the kind of I just so like I'll use an example like you know military >> like a parent had asked me when is the ASVAB at a specific school. So I thought super simple like I can Google like let me go on and kind of see and I'm like okay that's not where it's at. Um, and then I did like a go be a parent and find out like how you get information because I want to

055know like go find out as a parent how do you find out this information? Um, he did not. And so I ended up seeing this parent at another ISD taking the ASVAT somewhere else. So that's why I asked like who owns CCMR to help make sure that everything is streamlined and organized because our students are really like our students and parents want to be part of the process. But how do we help kind of like make sure that this kind of goes through? Because you know that recruiter ended up telling that parent, oh, we'll go to this other ISD and take and it's like, well, no, like I would like for us to be their point in their setup, but like I said, I kind of went on and I was like, who does own

056that and can add that on there? Because if as a parent, I want to be able to go on there and be like, when is the next ASB? when is the retake for the next ad? Because the biggest thing is like if you're not scoring high enough, like you need multiple chances to be able to because you know they take it the first time and they're like, h like I don't need to study. I don't need anything. I'm just going to take it. I mean, that is not the best way to take the exam. And once they take it and they don't do well, they realize like, oh, if I don't do well, like this could be the difference between getting a really good like setup or being in not the ideal start position. So,

057but just that's kind of like where and who is the like owner to be able because everything is in place and everyone's doing their key like role, but who is like really coming in and saying like, hey, what's going on or hey, where are we here? Here's the number we're at today and here's our goal and this is where we met it and as of last week we're here and we're about to get here and hey, because of our ASVAP, we're going to get more. this is going to help us do this and you know within our schools we have so many schools if you can't do ASVAB here you can come to our other campus or here like where does this like live for parents and students because we all know students like you

058can tell them like I think at one point someone had said like go ask the counselor and the students like like I'm not going to go do like I'm not going to go do that. Um, so how do you help like really keep parents informed and really make them part of the process of like CCMR is so important and now with this change in like you will not be able to leave campus unless you're CCRMR like parents are going to be wondering if my child is not CCMR ready, what are the multiple ways that I can get them ready and where do I go to get that information to help my son or daughter get to that point? I think Jerry's got some pretty good answers to that. >> So, yeah, a couple things. Um,

059one, in full transparency, just specifically on the ASVAB has not been a center of focus. So, that that one's kind of an outlier. Um, the academic dean is the coordinator on the campus uh for CCMR because they have a CCMR team. So, to that point, the counselor has a role, the CCMA has a role, the uh CT department coordinator has a role. there there's half a dozen the special ed coordinator. There's six or seven people involved on that team and that dean coordinates um those efforts in terms of communication to parents. Uh so in that communication about uh not only off-campus lunch but seniors can do can have off periods because they have enough credits. They can have off periods. Well, they can't unless they've either met CCMR criteria or on track to do this.

060in that correspondence there there's a website that we've created that has all the elements and all the criteria for CCMR and to find out more information. >> So could you give us um that link or where we would go? I'm still having >> um website um >> sure >> challenges. So that would be great because I think parents and community are getting I mean parents are knowing about CCMR now kids >> because it's in my dreams it's nd.net-dist -ist-CMR, but I will definitely give it to you. >> Thank you. >> And Jerry, correct me if I'm wrong. I believe that this was was one of the tutorial instructional videos that we created. >> Yes, sir. On the high school elements. >> CCMR. Yeah, we did make a >> a tutorial about GPA rank and CCMR

061is definitely one of those as well. >> The high school essentials is what we call that. >> So, the other question about owning it. Um, so I love I love what I just heard to help out the parents and the family, right? And the and the student. Um, and it came out. It was another conversation about data and the administrator. Um, and and I guess I'm just used to I work with some other school districts, but I can go to their dashboard. Like they have an electronic dashboard and I could look up a specific I go to Stevens High School, let's just say, look up where they are with CCMR, where they are with attendance. I mean, it's everything I ever want to know about a high school, middle school, or elementary school in this

062dashboard. And it >> we do. >> That's correct. >> Where where is that dashboard? Every campus does have a dashboard and it shows >> we have access to it or do have access >> only if it's in your if it's in your portal. I don't know the answer to that but >> what is it called? >> We we can create >> yeah every campus has a dashboard where they can see who's achieved it, who has the potential to achieve it and who's not on track. >> And what's the name of it? >> Go down to one student. It's a homemade uh it's an internal dashboard that we developed. >> It has it has everything attendance. I mean it's everything you'd ever want to know that has numbers to it. In other words, about >> the

063data that that they track every month. >> It works from decision ed. >> Yep. >> How long have we had that? Because I'm curious about how we got the CCMR >> this year. Yes, ma'am. >> Is that >> And then we specialists like the content area specialists and the CTE folks >> are all on top of on top of this data so they can provide >> resources. Yeah. So there's the the website obviously. >> I really like the checklist. The checklist is really informative. >> Good. So, when they come to the main web page, where do they go to get here? You just go back to where? Yeah, >> district departments have to play. Thanks. And I mean maybe the rest of the board doesn't want to have access but to the dashboard, but I've

064been working thinking there isn't one. And then you you gave us our the link to the campus improvement plans. And you know, I don't I don't have anything to go back and look. It says we're going to increase math by 2%. Well, what was it last year? What was it this year? What you know, there's there's nowhere else to look except what's on their campus improvement plan. and we're charged with approving them. And so, um, and I know there's 125 campuses, but there's five or six I really want to follow as a board member, uh, just because, you know, um, we've got to take care of our ones who need our help the most right now. So, that's what my plea would be would be if we could have access to that. Um, >> yeah,

065we'll we'll we'll >> work on getting permissions. >> You just let them know. let the principles know, you know, the board really wants to look at at your data, too. I mean, >> yeah. And I, you know, it's just it's hard >> think it >> Yeah. It's hard to it's hard to break down 130 different campuses uh and cover it >> in a reasonable amount of time. >> No, I know. >> So, yeah, that's that's perfect. We'll we'll get that established. >> Thank you very much. And then who you going to call? The academic dean. Okay. All right. >> And so also too, like I, you know, just kind of just you going to that CCMR, I think, you know, was there a way to make it a little bit more easier, eye-catching for parents

066to get to? I know we kind of had to click a few times, >> like create a banner, >> we we I mean our our web page, and this is a very press, but we could we can basically hyperlink or create anything, a banner on the front page. I mean, there's a lot of different things we can do. >> We probably I don't know if you've ever looked, Barry, but I'm wondering what the makeup is of the um our web page users. I know elementary parents, I would assume, are looking at it more often than a high school parent, but that might encourage elementary to start getting CCMR ready and interested in what is this animal and um >> I would probably suggest that it's maybe even more important that it's on the campus web

067page in a more prevalent manner whereas the district >> you're right >> uh people go there for calendar >> um maybe if they need an email that most campuses are going to be looking at athletic for fine art schedules and more campus specific data. So that may be where we want to really try to highlight. >> Yeah. >> Oh yeah, good point. >> Thank you. >> That'd be a great idea. >> Great. Thank you very much. Okay. So, this is an overview of our three house bill three goals and our fiveyear um our fiveyear goals. Uh 57% at the end of 2930 for third grade reading for third grade math 53% and CCMR at 70% at the end of 2930. Finally, our district and campus level taper reports are available through our website as well

068as the tea taper website linked below. The taper glossery is also linked for more information on any metrics shown in the report if needed. This concludes the 2025 Texas Academic Performance Report, House Bill 3 annual report and goals. That cracks me up. Um, real quick question. I didn't have a chance to look at it. um how uh and I know the taper report has teacher retention um data. How are we doing with um our teacher retention numbers this year compared to last year? >> Um and you don't have to answer me now, but um >> Oh. Oh, there you are. >> We were we were >> we were remind me we were trending was it about a percentage higher than the state? Um, do you remember off the top of your head? I don't mean

069to put you on the spot. >> Turnover 12%. Oh, we >> at one time we were like 12 or 13%. >> Yeah, I want to say about 10%. >> So, we're lower than the state. I just can't remember. Yeah, but it's it's one or two percent. Um, I mean, it's still a challenge. I'm not going to say that we're we're there. Um, >> but there's some help with the >> I think I think the incentive a lotment >> could >> well it's better to have it in in the tool chest than not. I can say this especially as like I say we were just having this conversation um Haime and I were are at the educational opportunities uh meeting this morning and we're hopeful um to be determined. >> Okay. >> Alrighty. Thank you. Any

070other questions on taper? All right. And house bill. Okay. So let us move to go back to the agenda >> update on teacher certification >> I don't have an agenda no idea >> that's scary >> the only thing I knew I was I was probably before library books so thank you for coming in when you did so I didn't have to catch that. So, just I'm sure you guys have this I'm assuming you have this packet in front of you. >> They do. >> Yes, we do. >> Just as reference. So, to go back a little bit from se uh to September in September, I did bring forward kind of a staffing where we were at staffing at that time. The other piece to that, and it was kind of on the back end of

071the presentation, I talked about House Bill Two and what is coming into play starting next year with uncertified teachers in the in the core areas of the classroom. So, I bring forward to you um this I'd like to bring forward next week for approval is basically a delay in implementing the House Bill Two piece. Um, and just to give you a little context to this, this this piece of legislation that came through in the 89th really only applies to Texas school districts. It does not apply to charter schools. So, it really only applies to us here. So, the plan that I've put forth that you have, um, I'm I'm not going to read it to you, but I'm going to hit a couple of high notes and if you have any questions about it, but

072one of the things that we have to do as a district is we have to basically kind of plead our case to why we'd like to extend um the hiring of uncertified teachers in reading, math, science, and social studies basically over the next three years. Um, if we did not do this starting next year in elementary, we could not have any elementary teachers uncertified in reading or math. And then the following year automatically goes into secondary. What you'll see here is kind of our pain point right now. Um, so the affected areas that you'll see right here, we've got two teachers in elementary and I'm going to explain the why behind that. What we have seen, and Dr. Harl can probably attest to this. I would say probably over the last four to five years,

073we've seen more and more teachers that go through the traditional program that do not have exams taken or pass by the time it's time for employment. So, we dipped into, which I never thought I'd say that we would have to do, but we dipped into the non-renewable permits three years ago, which provides an opportunity for us to hire a teacher that's been through the traditional route, has gone through clinical teaching, been in the classrooms, and just don't have tests and they don't have that certification. But, they've got a year and it's a non-renewable permit. So, they've got one year to get it done. that elementary, the first and second grade teacher that we have in there that we were able to use our district innovation piece for, we were able to keep them on board

074as the classroom teacher while they continue to work on either passing tests or taking tests. So that that's the explanation between the the elementary at secondary. Obviously, we have a little bit more and you can see what we have at middle school right now and what we have at high school right now. And that's just in those foundational core areas. Um, but the one thing I will say and this board has done a magnificent job when we came forward um with our district of innovation plan to talk about hiring uncertified teachers and you were extremely insistent on making sure that if we did hire anybody that they were in an u altert program. So, every single one of our people that we've hired that are in the classroom right now are already in a program,

075which I can say is not the norm. Uh there are a lot of districts even within Bear County that have alsied teachers that are not even in a program. So, we've done it we've definitely done it the right way. >> Yeah. So talks about kind of where we were this year as far as hiring. You know, we hired 473 teachers, which that's where we were as of this week, which if you've been around for a while, that's actually a a low hire number. I think you guys are used to seeing more 800 900 but if you remember back we also cut about 420 FTEES which if you took that plus the force then we're kind of right where we would be. >> So of those new hires 34 of those new hires are the uncertified

076which is about 7.2%. So you'll see within the plan we have kind of a a a DOI aligned phase in strategy that we're going to use which we currently use right now. So it's not anything that we're not currently doing. Um we obviously they have to be in a program enrolled in a program before we'll even consider hiring. Um then that's in our first year. second year we expect to have that intern certification and then by year three to have that standard certification which are things that we're doing right now. Um the one thing that will look a little bit different next year or next I'm sorry next week in this presentation is we had to identify one particular program that we're working with that will go into this document. Um, right now I left

077it pretty general, but I am going to put a program. We partner with lots of alter programs. So, I'm just going to put one in there, but within the application, I have to um report to the commissioner which programs that we currently have candidates in, which is we've got multiple. We probably have about six or seven that we work with right now. The other piece to this is kind of our documented check-ins which you'll see on the next part which is really really important for us um between HR, the teacher, the principal, the program. It's kind of a we all work together. Um a lot of times we'll have some candidates depending on the program the support looks a little bit different for them. Um, we've also been very very fortunate with our teaching and

078learning department to have them on board um to support these new teachers that come in that don't have an education background. They've got a degree but have some of them have never stepped foot into a classroom of kids. So, they get a lot of support from our teaching and learning department. Not only on the classroom management and that piece, but also on test prep. They also help with test prep. So, um, we also have to give the state basically kind of a road map of how we are going to get from where we're at today to complete compliance by the 2930 school year. So, I just there's really no rhyme or reason behind my thought process on how we decrease. And it may look different each year because at the end of the day, I

079will say this, every single campus principal when they get into the the screening, the the interviewing, their first goal is to hire a certified teacher. Doesn't always happen, but that's that's the goal, and that will continue to be the goal. And our goal at HR is to continue to recruit the best. And it may, you know, obviously borrowing from other districts is has been a good um thing for us and we've been really really uh fortunate and we'll continue to do that because obviously in the at the uh college and universities the numbers are not like they used to be and we're not seeing an increase either. So, which is why the whole uncertified piece we're at, that's why we are where we are. But I was talking to one of our ed prep programs

080and he asked how many we had in court. I told him 34 and he was absolutely blown away that that's all we had. Um he's got some districts, large districts that are in triple digits. Yeah. >> Of uncertified and many that aren't even in programs. So that's why I say and I, you know, applaud the board because you guys were very very insistent on they've got to be in a program before we we make an offer. So we've we've held true to that. So that's that's the plan and kind of the timeline and why I bring this to you today. And I appreciate Dr. Jordan adding the this HR piece, but truly it is academics when you think of the teacher behind it. Um, so the plan is to take to the board, the full

081board next week. Um, I promise I won't speak as much next week, but um, hopefully there's approval for this plan. And then if the board does approve this next Tuesday, then I will complete an application Wednesday um, with the commissioner. And it's actually it's a lot simpler than I thought it was going to be. and it's due March 2nd and we will know by March the 31st if our plan is approved or not. So, and this is I know somewhat unrelated also uh just as we're getting ready to gear up and move in to the spring and of course discuss uh compensation and I don't remember what the bill number is, you may have it. um we have to ensure that that um non-certified uncertified uh teachers are paid less than certified teachers. >> So

082like I say, we'll >> we'll have that conversation again, but that was just recently legislated. >> I do appreciate Dr. Craft bringing that up. So we did have a reg we were at region 20 today all of HR from all over Bear County and on the outskirts and that was a topic of conversation and TASPY has not come out with any guidance. They basically said it's up to the district whether it's $1 less or $10,000 less. So, I tasked the group today at region 20 that we are going to, as a matter of fact, Northeast wants to meet with me individually because I think they're worried on what district's going to do what, you know, is is North Side going to go $10 less and that forces Northeast to stay competitive. So, we talked today

083because we want to we want to make sure that we try to align as much as we can within the school districts because this will make a difference for those that do have to hire uncertified teachers. Um, for example, if we go $250 less than than what the starting salary is and SISD, you know, decides they're going to go $5,000 less, well, we're at an advantage. So, I think we're trying to we're trying to play nice, but at the end of the day, I think we're going to make the decision that's best for us on that uncertified pay because we do have to publish that. And philosophically, you know, I know that there's varying opinions. I I tend to side on the on the side of the job is the job. The job is hard.

084Um and particularly if there are individuals that are working through their certification, whether it be an alter certificate al certification program. I just I don't know. I I worry a little bit about just knowing the uh the applicant pool that if there's too much of a differential uh it could hurt us um with with some I'll argue some fine educators that they're working on their certification. Now if it's one of those I can go the other side if it's just we've asked you know we've kind of provided all the resources uh reimbursement etc and they still don't attain certification that's a little different story >> because you did say they're getting like I know the at program at UTSA works with them starting in freshman year if they take advantage of it so the ball

085will always be in an uncertified teacher court. >> What I wonder is with the House bill to amended um because I lost some science and math teachers to charters because they didn't require the testing, but that was for the same pay. They're basically KIP is paying very similar to our salary um the closer you are with a KIP school to an ISD, right? And so they they are leaving and the college of sciences is like you know, talk to them, Carol, tell them. And so, you know, we share all of that about the supports that are there to help them pass a silly test, but at the not silly, but I think it is. I think it is in, you know, your the proof is in their performance, right? How they are in their in

086the classroom. Um, but the test is a reality. It is. >> Um, what I didn't understand is why charters were um not part of this House Bill two. Did that come up in discussion today or >> um >> not at all. I'll give you I get the agenda. I know. I get there. >> It's kind of it's kind of in the same realm of why do we have to uh offer charter schools first rights of refu refusal buildings >> excess buildings. Well, that's why I would not want to pay them less. Um, if it's about the test and and if we've got the supports in North Side and also if they a lot of our teachers went to UTSA, they can go back the Academy of Teacher Excellence will take care of them for a

087couple more years free of charge and they have the games and the coaching and all that kind of stuff. and they're kind of surprised that they're not getting as much business as they want. So sometimes it might just be getting the word out. I don't know. But or they're taking care of a north side. >> So >> well to your point to Dr. Craft's point, I think it it is in our best interest to keep them as close as we can to start off. >> It is hard. It just >> it is hard. And I have a question and I I um I've I've been in a position where we've lost really good teachers because they for whatever reason I don't know maybe can't test well and I don't know do we know a percentage

088of like where we're losing this these teachers? Is it like at the uh is it the PPR? Is it the content? Or is it a little bit of both? They can't seem to pass because I think I remember back in the day people struggled with the PPR. >> They still do. They still do. They still do. But I will tell you majority of its content. >> It is >> majority of its content. And it's changed. The content piece has changed for elementary for example. Um you now have the science of teaching reading. But you also the other positive to that is now when you take the EC6, it's by subject. So if you fail, for example, social studies, when you go back and have to retake, you're just retaking social studies and not the whole

089exam. I wonder if there's something that we can do because I know it's been a while since I took my admin and I just I remember just to you know uh to brush up I went and I took a class right to help me you know with the test and I had a great instructor um Dr. Kernney at Tibusa. Um, is there some Yeah. So, >> love him. I passed on the first try. So, I I got my money's worth. But I wonder if we is there something like that that maybe we can offer for our teachers that, you know, and and you know, and I've seen them I've seen that are so loyal and they want to work there and they're working so hard, but I just don't know if their alternate program or

090their alternative program offers that support. I mean, I had to pay extra to go >> to get that. So, I don't know if maybe that's something that we can add in >> to like their pay, like you know, we'll help you. >> Maybe we can conduct something like that. >> Yeah. So, twofold to that. So, one, yes, every alt program has a test prep, but some cost it costs money for them, >> right? >> And some are better than others. >> And some I was going to say and some are better than others. But the piece that we have that is kind of the envy of other districts is we actually have within our teaching and learning department, we have people that will help with test prep for our strugglers that we need to get

091certified. >> Good. >> So they have that opportunity with us to do that work. How's that communicated just out of curiosity >> with every single one of our teachers that come in that are uncertified and in an alter program or that are in um that are a non-renewable permit as well because at the end of the day they've got to test through their university and the universities are big gatekeepers of the practice test and if you can't pass a practice test you're not taking any other test. So that's we will help them get comfortable and familiar with the test because the universities some do better than others. Let's just >> there or accreditation. >> Yes. >> Implications. >> And also on the accreditation piece. So, they're now turning to kind of their new ammo is

092they'll have them take the pack test in math and whatever it is and have them take that as kind of their practice test so it doesn't count against them on the failures of content. So, it's been interesting over the last few years, >> but they hear that message once they come to apply North Side. Yes. >> I'm wondering how it could reach them before like it's a come to North Side message because we will I mean I I >> I only teach you know two classes and so that's probably 50some kids. >> Um I'm wondering how it can be communicated. >> Well the communication piece on on and this is just my thought. I don't think it needs to be at the university level that we communicate that because we want those kids taking those

093tests, right? And that's been my biggest frustration with the university people is is expressing the importance of making sure that these kids are prepared and are and have the tests preferably before they clinical do their clinical teaching because you're see you're seeing more and more kids every single year that haven't even attempted a test by the time they graduate. I won't say that that's not every university, but some ha set the standard a little bit higher than others. >> That's just my opinion. So, >> can you share those universities with Dr. Wood so when he's doing his PEK setup, he can make sure that he reaches out to those universities? >> Absolutely. I will share that >> cuz I feel like it's really important to like whoever you partner with we partner with that they

094are actually the ones that are going to have the highest success of getting students to be able to finish. And then since we're on the topic, just real fast, would it be possible for the PEK teaching pathway for when they like their first year that they get accepted to offer them like a contract with North Side like >> like a five, six year contract like in the future with criteria that's in place? >> It would be like a it'd be like a prehire. >> Yes. >> Yeah. I think what we could do, I legally I don't think we're going to be able to offer them a contract, but what we could do is uh provide them a letter of um I'm not going to use the correct terminology. Um it's kind of a front of

095the line pass as a result of a North Side ISD product. >> Yeah. So that way when their parents >> preferential but >> something so that way like their parents can be like when my child is done like they're going to have a guaranteed is >> it's a commitment. We're going to be committed to you. >> They're going to have something that says that North Side is it. It's not an automatic hire uh or nor a guarantee, but it is a um >> your your application will be reviewed as a priority as a result of >> that's our commitment to you. >> Yeah, >> absolutely. >> Yeah, >> it's similar. It would be similar to kind of what St. Mary's just did uh with a a scholarship. >> Yeah. >> Um that was really cool

096just a couple weeks ago. Um, >> thank you for going. >> Oh, it was my pleasure. That was I had a lot of the week. It was great to celebrate with families. So, the St. Mary's is has um uh provided really in essence a $25,000 scholarship for >> I'm trying to remember, was it 28? >> 28 >> uh educators, future educators. >> 27 28 >> cast teach. >> Yeah, for cast teach. I'm sorry. >> It's cool. It was a signing cere. It was like they were athletes and families were there. I mean the family part >> I heard was I think Jean couldn't stop crying on the phone. >> It was cool. >> Good to meet you. >> But but similar I mean we can like I say and I'm not using again the right

097terminology so don't quote me on this but um it it's a pass to >> Y >> access to interview. >> Good ideas. Alrighty. Thank you very much. And you won't talk as much at the board meeting. I'm just not >> Well, and and Ben, I think this is going to come in the form of a resolution if I'm not mistaken. Is that right? >> No. So, actually, what you're going to see next week is exactly this slight change. I'll point it out next week, but it's going to be the exact same thing. What the commissioner will be looking for, he's going to be looking for our current district in which I'll Yeah. And it was it has a plan that's attached and that approved it and I'm able to there's no guarantees. I can tell

098you the HR guy, he did his in January and so he said they're reading it because he They sent it back and he had to do some edits and he did some edits. He's waiting on approval. So he said they're actually reading which I first kind of went through this kind >> and I think and Dr. I think it's important for us to have this >> although things are getting better three or four years down the road >> we're not there >> and we're not there and I don't feel real comfortable not doing this >> I think if we were to start to see the college ed u departments really start to increase enrollment uh for educator prep um okay maybe Maybe we can, but I I'm not seeing. >> Do you see something going

099back to the not that grassroots was everything, but um or had all the answers that night, but do you see anything in the form of a legislative priority around this like as simple as um extending the time to perform a certain way on on the exams or something along those lines? I think we kind of need to think out of the box on our legislative priorities because they're almost the same as what they were. >> Yeah. I think years ago I think that um and I'll speak specific to North Side, but not really. Um I think this is probably the a broad or much more broadscale challenge. We're we're having still a very difficult time recruiting special education uh educators. Now, the federal regulations, there's some there are some limiting factors, but I just I

100think that there there's going to have to be some form of relief. Uh because right now, we can't technically can't hire and place a a non-ertified uh special education uh teacher in a in a classroom. Now, that leads to long-term subs, and it kind of begs the question, what are we doing? Um, but that's an area that if I were to just >> Okay. >> There's going to have to be some form of relief just until we maybe hopefully close the the gap. That's that's our that's been our largest um area vacancies for the last three or four or five year have been probably as long as we've been tracking the data. So relief in the in the shape and form of >> of certification >> certification requirements >> from yeah day one now you

101know a requirement in >> an educator uh al alternate uh preparation program. Sure. I mean I think there's some parameters that can be put in place but right now we just don't have any applicants. That's usually a pretty good indication >> the pool is pretty dry. The other the other piece is that is was really eye opening to me is when he says we don't have any the programs don't have when they're not getting into the alert programs to be a special teacher then >> okay the board's permission will bring this uh to on the agenda the 24th >> okay and Last but not least, our current mental health supports and services, Dr. Richley. >> All right. So, what you have um in front of you in your packet is um our current supports. Um

102so, of course, you know that all North Side campuses have a at least one school counselor. Most have several school counselors. They are mastered degreed um individuals who have school counseling certifications. So, you see two hyperlinks there. we've provided you a copy of what those hyperlinks are um on the back in the back of the packet. So, one is around counseling resources and so we have uh when we're working with families and we have these um these resources posted on our website as well. And so, you're looking at what are those emergency um places to take young people, what are the hospital emergency rooms, and then other resources. We have find uh findhelp.org or to be the most helpful for our families because they can put in their zip code and then they can find

103providers geographically, not just on the counseling side, but in general basic needs, uh, food pantries and utility uh, assistance and those kinds of things. So, findhelp.org has really become our go-to. The the next go-to resource I really feel like um, the city has done a nice job helping to broadcast is the one um, underneath that one. And so SACRD is also a um search engine for um services that that families are looking for. The the page that is adjacent to that is the mental health and wellness. And so this document um is also in counseling offices. You'll also see this on campuses as well. And so it's really around um mental health and wellness and the prevention things that that students can do and and really kind of anybody can do. It also has the

104397. I think um Miss Sapata, you were asking about an anonymous line. Here is that anonymous line. 3977233 or the safe line which has a texting feature as well. >> Um on this document right here on the colored, >> but no money with it. >> No money. No money for for calling in or texting in. But >> do you know what what the hits are on that um by any chance? >> Do not. we could find that information to >> see if it's working. >> It's monitored by the police department. >> Um, and then some other resources. So, that is this really colorful page right here that you see in your packet. All right, I'm going to take you back um to the first page. And so, you've heard us talk a lot about seeds.

105Seeds is what um is our contract service with communities and schools. It's a partnership with our ARPA funds. You've heard recently in the media regarding ARPA funds will end at the end of this school year. And so what does that look like for our students? So we're currently in conversations with communities and schools. They are trying to access some other grants as well. Um Bear County did push out another grant opportunity. It is only the max award in that grant is $50,000. And so $50,000 isn't even going to get us a part-time clinician. So, uh, we currently have a waiting list for seeds, uh, and we are prioritizing our communities who have had recent losses. And so, you know, that is Marshall and Stevens. And so, if we have, uh, young people in those, uh,

106in those geographic areas, um, we're looking to see if we can partner with other agencies that are partnered with communities and schools to meet those needs. Um the next is uh you've heard we've presented on this. This is the evidence-based uh classroom behavior support framework. And so really working, we have an uh elementary behavior task force right right now that is really looking at what does that look like in elementary classrooms because we know that if we teach the expectation of what's expected in classrooms and what's a clear expectation for behavior that is a prevention um effort that we that will travel with um children as they move through our school system. I wanted to talk briefly about prevention efforts because prevention efforts don't lead the news. Um, and so really there's not a lot

107of research around when people don't require intervention, the prevention programs, they don't talk about what those look like. And so, uh, prevention is a large piece of the mental health supports that happen in North Side. And so, you see the first one around bullying. We have a lot of conversations around imbalances of power um, and relationships, professional development around signs of bullying. We do a face-to-face presentation with teachers. counselors deliver that at the beginning of the school year. And then we are working with um Sassy and Kathy Lissy's office and the student code of conduct. Again, there's the 397 safe line. And then you guys kick off the district decision of respect in October when that is a district-wide effort around uh respecting um one another. The next big piece is around suicide awareness. And

108I will tell you that suicide is not a topic that many people want to talk about openly. So a lot of stigma around suicide and suicidal ideiations and suicide attempts. And so I'm going to show you a little bit of data in just a second about that. Um all it is is legislative mandated now that all um employees who interface with children on a regular basis must take youth mental health first aid. And so we are working in North Side to meet that legislative requirement. We have hired some retired teachers and principles and counselors to be trainers of trainer so that we can train um all of our employees that uh that interface with students regularly. We have open communication with parents uh when we do have suicidal ideiation suicide conversations with students. You do

109know that Senate Bill 12 requires us now to have parent permission. Um and so when you talk about legislative impact, Dr. craft talked about that a little bit ago. There's definitely been a legislative impact around having conversations with students around health and mental health and so we are definitely seeing that you uh saw the referrals to community resources and then a hope squad pilot. So we have long said that the gap is peer-to-peer. So if students h are having suicidal ideation they may go to an adult but they are likely going to go to their peer group. They're going to put it on social media. So there is an evidence-based program called Hope Squad that um we are piloting right now at Health Careers and Rayburn. And so that is a course it is led

110by a teacher, not a course, I shouldn't say that differently. That is a group of students with parent permission that were hand selected that go through um really training with a counselor and a teacher. It's two adults in that group with them and they work on campuswide initiatives around mental health and suicide awareness. And so we're not training young people to be junior counselors. We're training them to be an active listener and then refer to to an adult who can help. And so lots of lots more information to come. We've just kicked off the health we kicked off both groups. Health careers kicked off during hope week. And so they're doing some campuswide initiatives. And so we'll get some invitations to you guys to go out and see that. That is in a direct response

111to the next bit of information that you see. So University Health is looking at a comprehensive suicide prevention blueprint. And so the data in this slide is very small, but but what they have done is they have basically partnered to uh with local hospitals to get the suicide attempt emergency detention data. Then they put that up in in a formula uh crude mor morbidity rate and so then you see the zip codes where they have the most emergency detentions uh emergency visits emer i i.e the emergency detentions to >> is there a bigger one of this? >> They're probably I can send we can we can get you the one in Friday letter. It looks like this. >> Um and it's just smaller on there uh on in this document, but we can send it

112in Friday letters so you guys can see a copy of this. Can >> you just say just those five zip codes real quick out loud? >> Sure. The ones that are the darkest blue. So the very first top priority for the city and for us 78253 >> and that is down I 10. >> No no >> that is out >> 782. >> It's outrank 78255. >> Um 78255 is not not on here as one of the priority zip codes. >> Right. Right. Right. >> So3253 out in that direction. Stevens. >> Okay. Stevens. Mhm. >> Brennon. >> Okay. Um the next um one that is in red that that is in north side is 78254. >> So you know that that is out in the Okconor area. >> Yeah, that's like Leon Springs area. 78. Okay.

113That's >> correct. >> Because I heard at the same presentation or similar one by University Health and they were talking about the I10 corridor >> from I believe they said I'll have to go back and look at my notes. Camp Bullis um south. So that would have been um I mean yeah that direction it's in that it's >> many of those probably feed into Okconor or Clark. >> Um and so then you can see the the zip code that is below 78254. And so when we send this to you, you'll be able to you won't be able to scroll directly into the um to the numbers, but you'll be able to look at the zip codes and the zip codes that they're prioritizing for study. And so really uh we're partnering with Dr. Fay to

114go back to high school principles and Hope Squad does cost money. Right now we're using Title 4 to pay for the program. um it is it would be about isish $6,000 per campus to participate and so looking to really put some focus into these zip codes. >> So I have a real quick question. Do we collect that data in North Side? Because it seemed this year, now I'm just going by seams, we had um more reports about students um not so much self harm because we don't know that or ideation, but actually have suicidal um experiences. And um and the other question I had was well, let me answer that one. >> Okay. Sure. So, a couple of different ways do we we know if it's reported back to us and oftentimes it's not reported

115back to us, right? If a parent if if a family is working through suicidal ideation and a child is hospitalized, we may or may not know that. We may or may not have the treat the when the when they're released what that treatment plan looks like. Um, so that is really university is trying to bring that the data points together for a citywide study. And so if you look at um what is community impact work around what suicide ideiation looks like. So that that's one part of the answer. We we do receive uh if they come through a school counselor we do have that information because we track that we we have to house other another house bill 80% of school counselor's time has to be used in this work and so we track it

116that way. >> Okay. But I don't I I couldn't say with confidence that all of the data sources come together. And and here's why I can say that. We sit on the um the youth fatality review committee or board with uh with really county and city leaders. And in that part if there is a juvenile death, we talk about the case specifically. And so oftentimes we don't know that they're suicides until that review board comes up. And that's a closed group and that data is likely not reported here or in the north side data. And so I can't say with confidence that all the data sources come together to talk about a particular we have the these this amount of suicides in this zip code, but we do know student deaths. We do know student

117deaths. And do we always get um and I'm kind of looking at Barry because I found out about the Stevens kiddo from my coordinator who called for the to go get his son who was on the football team. I found out that way before I found out on a text message or an email. Um and the Okconor I mean the Marshall suicide. I don't remember how I found that out and I went back and I double checked and there wasn't anything in email or text messaging. I'm just wondering um and and it could just be me as a board member like to me my greatest responsibility is to the children of North Side and so if we lose one I'd really like to know right away. Um and the second part of that and I

118I did um call Kim to say if you hear because I know the counselors respond right away. That's our number one. But if you hear how we could help, I know several board members we've talked about, can we send a card to the family at least? Or do you know if um the children um you know, the siblings need something or we want to help, but at the very least a communication right away when a child is lost um for whatever reason. I don't have to always know the reason, but >> that's okay. Um >> yeah. Um it's it's sometimes a little tricky. um with board communication. I mean, we want to we want to make sure that you're notified and you're aware. In some cases, not not all the time, but in some cases,

119the family is very specific uh in requesting that this information is not conveyed. um not necessarily to the board, but but just they don't they don't >> they don't want it >> they don't want this publicized and and the other piece too that we've got to be pretty careful about is >> well I'll just go ahead and say this I mean I mean anything we put in to a text or email or I mean it it is subject to records disclosure and so we just sometimes we don't know um kind of all the facts. Um in fact, just a couple weeks ago, there was a a situation where we were we received two very different separate reports that never in a million years did we Barry and I ever think that they were even remotely

120connected. And lo and behold, it was the same situation. we had just received just it was it was just a weird circumstances that that came together. So, we just we we I say all this because I'm not trying to uh dodge the question. We we will absolutely communicate as timely as we possibly can, but there just there are sometimes some dynamics while things are being investigated and then of course >> family requests that we just have to be >> we have to be somewhat careful of. Well, and I I I wouldn't have said it only because I heard it from two other sources that they knew it before, >> you know, and and not so much they were asking questions, but they could potentially say, >> "So, this is a third second or third child

121at John Marshall, >> da d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d or, you know, the coordinator saying, you know, I need to go pick up my son." And um >> well the the I think the delay one on the delay Barry we had talked about that and Barry and I can coordinate if he's not available for whatever reason tied up. I'm trying to remember where you were. I saw you there. I I don't remember where it was but um >> may have been I think it was Justice So more Thank you. Um, >> yeah, I I do and I do apologize for

122that, but we were at a campus that morning with the justice actually and so by the time I got back and got to the email and that that was part of the delay. >> And so I we can if he's tied up usually I can Okay, I'll free myself up and we'll we'll get at least like I say corresponds even if we don't have all the information or details. Um, >> thanks. Can I add um so I saw the zip codes and they are um in a specific area of San Antonio that I don't feel has too many resources when it comes to that. Um I will mention that I was at the Southside campus um Southside High School campus just a couple days ago for a completely different reason, but I ended up at

123Clarity um because they have a Clarity there on campus. it seems like an intake area that's open to the community and it's for that same purpose that there is not those services on that side of town and so that was their attempt to kind of offer those services to that side of San Antonio and so I just don't know if that's anything that can be because when I I mean that's right above my district I'm in that area very regularly and there is no like sort of these services um and I will say like The first thing I asked outside was like, "Does this open up beds?" And they're like, "No, like it's still like that's still an issue." Um, but it does at least open up the possibility for students that have permission to

124go and get services like right there on their campus and also it opens up services to the community because it's just not there. And similar to this sides of town. So just a >> Yeah, >> there have been a what you're talking about there have been a handful of school districts who have repurposed buildings um for this reason. It's not not just this reason, but they they run it kind of like our family engagement center, right? Where it's it is a variety of social services. >> It's like I think if I had to guess like like maybe five offices like it's it's embedded in their ECHS. That was the whole reason I was there. Like I went to a retirement party and so I was there for the ECS. Um and I normally just go

125to the main campus. So I like pushed the little button. I was like, "Hey, I'm official. I got my visitor pass." And so they came to the door to let me in and I was like, "Well, like what's in like show me more. Like what's in here? Like what goes on in here? Like how many people can come in? What is your I mean you're going to let me in? I'm going to ask questions." Um and so it was really interesting to see. Um and I went through the security area and checked in. good. >> So, but yeah, just something to kind of think about if that is something that, you know, we can I mean, it's also that area where our schools are like to the like breaking point. So, I completely understand, but

126I just don't know what to do to help. You know, when she presented at that same conference, um I forgot her name who's head of clarity. Um cuz I asked about has anyone ever approached you because she said they're she wasn't even willing to talk right to talk to us about another partnership because they are they're not overwhelmed but they're doing welming work right and then the southside uh superintendent came to the um u grassroots the other night and he said you know it is always full and that it but it's it's serving the community so Well, and and you're absolutely right, but at another discussion about 1882 and maybe we just need to do some investigation because it is about funding, too. I mean, they're they're part of a grant and they they um

127had some extra funds and I can't remember, but she she said we could do one of these at a time and I want to get this off the ground for the next couple years. But is there a pop going back to what you were saying Sonia about repurposing some of the areas we've talked about look at like areas of repurposed >> potential schools. Could we look at that as a we could get 1882 money continue educational services at the school so we I don't know what the requirements are anymore. Um but that could be our >> very Yeah, there's there's a lot of potential very possibly. >> I'm kind of just envisioning like a almost like a school-based health clinic. >> Yes. Exactly. It's that's it. >> Yeah. Um, >> but I I thought with

1281882 there had to be kind of a teaching and learning piece to it. I'm not real sure. >> Yeah. I don't know. I don't think we would qualify just as result of health or mental health service. >> So, it have to maybe there's an out of a box way of looking at it, but either way, um maybe there's some investors. I don't know. But it'd be a great opportunity to have our own clinics. >> Great. We saw great success when we ran the care clinic for employees. Yes, with Esser funds. So, yeah, >> I was just ahead. >> I'm sorry. I did I train this or I may have. It seems like TAT was developed years ago and I want to say they had they they were using school sites. >> That's correct. You did

129not dream that. >> Is that correct? >> That's correct. Is that a thing of the past, Kim? I I >> So what I'll tell you is it is very um it's very north side st I'll use us as an example. So you need someone to get the student out of the classroom. You have to have a confidential space. You have to someone sit with the student then they have to go back to class. And so teach our what we have found is our community wants wants to have a wants face to face. They struggle with with TA counseling. Now that was that was a couple of years ago and and when we brought seeds on with ARPA we had an opportunity I mean we have clinicians all over the district now who are seeing children

130so you have a face-to-face person and you can get some family support as well so no you didn't dream that and tat's still around um tat is just challenging they were going to give us a patient navigator to help with some of that and they couldn't do a patient navigator >> and some of the kids at least We we've had them and they get embarrassed, you know, oh, I'm going to the teachout room. It it's on how it's handled, too. And maybe smaller high schools could and smaller middle schools might be able to handle it. Um, but even in a small environment, a couple of the students had just shared that it's only just a couple. I'm I'm just wondering going back the the data on the increase in vaping. So based on our data,

131have we had an increase in mental health anything um in 2526 compared to um 2425? >> We can go back and pull the we'll pull the counselor data from 24. We can pull it. I mean we have it every year. Um there will be a large asterk at the top that says SB12 and the implications because unless your parent has said yes, we can't have a real conversation with you about mental health. >> You're right. And so there there is impact which really really begs the we've got to get we've got to get hope squad up. We've got to try Hope Squad at more campuses because that is that peer-to-peer space. >> Hope Squad >> and so you know something to consider. >> 6,000 a campus. You said >> 6,000. Now we have a special

132deal because you know all the things. So, >> and then the last sorry, >> I just had one question and I agree with you when you say I think I think I heard you say something like u parents are better with the face to face and I I hear the you know budgeting and money and I agree with Carol. I feel like there is a, you know, when you see the number rising with the vapes, you know, that behavioral piece. Um, I'm starting to see it too, like as an administrator, uh, being able to help our families find these resources. And I think they're great resources. Like, I'm looking at them. But it's also to I'm noticing that our social worker does a phenomenal job at helping navigate me to help navigate parents. But um

133because it is even for me as a as an administrator when I'm looking at all of these, okay, let me sit down. Let me you know and and uh even for a counselor, I think it's uh when you have that person that is like specific with that and can really sit down with the family. And I know social workers are I know it's it comes down to money, but I think when you see a rise in one thing, you're going to see a rise in another. And I think all of this is great. Um but I think those social workers too play a pivotal role in guiding in guiding families and guiding students um and guiding us as administrators um to help our families uh find these resources um and I've I'm didn't have this

134um with my teaching and you know just starting my admin my few years in administration. So, it's helped me a lot. It's hard at first because it's something I wasn't used to, but now I when I sit down with my um social worker and and we go through these God, it's it's so needed. Um and so it's just it's tough. It's a lot of time especially, you know, with your administrators kind of giving that piece over to the social workers. But I don't know how do we have social workers on every campus? What what's our >> So, we don't have social workers on every campus. So for us social worker in north side social workers are assigned by program. So we've got them with school age parenting. We've got them with McKenna Vento. We've got

135uh social worker at both alternative that bound that goes between the alternative schools to help with transition. Got two social workers in the special education department. Um and what you're talking about really is intensive wraparound support work. And so we really lean into our commu communities and schools um and their site their site coordinators in on our title one campuses where we have them. And then on on campuses where we don't have CIS, we lean into the school counselor. And so when you talk about, you know, what we always go back to talk about student to counselor ratio, we have high ratios. And so they're hard conversations and they're long conversations. And so when when you think about as we see increases increase and family need increase um this work is become is going to

136become so critical because families are struggling we know that. So then when we look at that map and I know Sonia had made a comment about you know uh I don't know what schools it was north of your area >> and I don't think those are title one schools right they're >> not title one >> so you know I think that's something that we need to probably you know when we look into that data and and and we're seeing where you know because it's not a title one school it doesn't have that support I think maybe that's kind of where we need to start >> agree when we um when we looked at when we got our ARPA money, that is where we started with our seeds teams, we started out in that corridor because

137we saw uh an in an increase in suicidal ideiation in the really kind of Garcia ball that when you talk about that I 10 corridor, I tend to out to Bandera Road. Um and so as we brought on seeds teams, um as we ramped up that this program, um that's when we went districtwide. But but the numbers um it'll be interesting to see. So this was April to July. They're so University Health is pulling this data um every couple of months. And so it'll be interesting to see now what does August through December look like or January because we know that the start of school and the holidays is extremely stressful for people. And so what does that really look like? >> So could we just have ongoing data on that as well? It doesn't

138have to be on that dashboard. But >> um one interesting thing about the health careers when I sat with them, not this summer, but you know the when Stan Lang was here the summer before and we did the mental health and you presented and um I sat with the health career table and and we had that mental health talk. They were talking about how many times a day or a week and I don't want to exaggerate but it was either a day or a week. It sounded like an unusually large amount of time where kids would say, you know, I I did this or um I heard this or so and so tried this or they're not here this week because you I was I was really shocked and I shared that, you know, um

139with Stan and it was like that health career's table's not healthy and these were the leaders. They were talking about others, right? and why this kind of that that program that was presented to them was so needed for all students because they like the messaging and and they needed that messaging that day. I know we didn't do it this past summer, but the it was the summer before. I was just kind of surprised in my own, you know, overgeneralization world that health careers would have that. But they were talking about the, you know, the demand on stress, the stress demand on the studying and class rank and performance and parents and it it was a different kind of stressor than what I was used to working with. So I wasn't surprised when you said health

140careers. I'm I'm curious about the Rayburn. Yeah. just because >> so we put it out to all campuses and it was administrators and counselors who who we could get to jump on board except for health growers. will tell you that uh they did have a response last year and so this uh Jay was very concerned about uh about mental health on his campus and the stressors that his um students experienced and so he was very much sign me up and so we'll go back this year now that we again you know there's some stigma around mental health we talk about that all the time and there is a lot of um I I don't know what the right apprehension about talking about suicide openly and and what what are the protective factors that decrease the

141risk of suicide ideations. And so um now we have principles and counselors and teachers who can talk to it from their lens and not from my lens. >> And so that's what we're really >> in the hope of the hope squad >> with the hope squad. Yes. With hope squad. >> Yes. So Dr. Fay's working on that piece. >> The the only other thing was we started a program at John J a few years ago with CIS. They had the they were doing the teacher piece of that and it didn't it we did a pilot I don't know if you remember in a pilot I think at green chavez and the teachers were reluctant to go in and share experiences with someone else which is scary because you're on your campus and someone sees you

142go in to see Laura who's there from CIS and they think you know but it's that stigma right and I'm wondering if you know there's that kind of support for teachers and educators too because it's it's very real to them. And but the hope squad sounds like it's going to cover all those bases in a way that >> hope Squad >> $50,000 maybe the education or you know >> we're going to uh we're actually going to try to rant for write for that $50,000 county grant. >> Okay, good. >> See if we can access that and use it for Hub Squad. >> And then just just to go off of what Carol said and I think I know we're talking about a lot about kids, but I I we can't got to factor in the

143teachers and the staff. So, I mean, just acknowledging that, just like what Carol said, I think just knowing that you got a place to or someone to talk to or, you know, somebody to go, you know, >> we saw um over 300 employees in our care clinic when we were running care clinic with Esser. And so, and that that was employee support. >> Yeah. >> Counseling support. >> All right. And then the last part is handle with care. So, handle with care is uh is a program that we are in partnership with um San Antonio police and then Megan and I most recently found out that Bear County has um also signed on with Handle with Care. And so what Handle with Care is is when law enforcement is in the home where there's been

144some kind of traumatic experience uh domestic violence, they send an email uh we have a we have a handle with Care Northside email address. It goes to uh police dispatch. And then it goes out to the campus principal, assistant, associate principal, the school nurse, and the school counselor. And it does not have any detailed information. It is um either a high or a lowlevel handle with care. And it'll have the students name. It'll have the school name. There are no details about the event. And there is no information if there's some type of sexual assault. And so that information gets disseminated and then counselors and principles know what to do when they get a handle with care notification. So counselors check back in with the student once the student uh comes back to campus. Um

145not we we don't ask details about the experience but a reassuring safe place um for students and then the teacher the need to know people are informed as well. So the students teachers know that there's been some some type of traumatic event in the home. And so what's really interesting is when we were when Megan and I were talking with deputy chief from Bear County, the handle with care notifications that we get. So we track them by campus and we track them by the district. So to date, we've had over 365 notifications of handle with care. So what we now know is and they were in these zip codes. We saw an tremendous increase in the zip codes that are on this map really that are out in this 254 243 corridor 253 corridor. Uh

146what we found out on Friday was Bear County um has a process in place that is much tighter than SAPD about the notifications because we were we were getting very concerned about the zip codes and the campuses in which we were receiving handle with cares because they have uh jumped tremendously. So now we know why because Bear County is part um of this process. And so uh Megan talked with chief and with deputy chief from Bear County and and really looking to get our smaller um municipalities involved, their police departments like Helotus and Leyon Valley because that we certainly know that uh we're not getting those notifications. So Megan, did you want to add anything to >> I just wanted to say I just leaned over to Janice and said they probably wonder why Megan

147was on this phone call about I am u I serve on the board of childs safe. I'm the treasurer for the area child safe. So that is how I got involved is from a child safe meeting. >> So I called Kum and said >> can we get together and discuss this? >> So you've been doing that for a while. >> I did it for 17 years in um Colleen. I was on the central Texas um children's advocacy center board for 17 years of three counties there. So when I came here, I looked to find where children's advocacy centers were and our Bear County is child safe. So they let me on the board and then the next month I was appointed treasurer. So >> I can't imagine >> don't go to meetings. I think y'all

148thought that too, right? count for the right price. >> Yes. >> But um Chief Palmo has offered to take this on with the local municipalities to try to get the other cities within our area to join in to the handle with care program. And so they believe they can be successful to get even more. The bad news is it will show up on your reports. The good news is we'll be serving students better. >> That's okay. Get those kids. Then specifically to handle with care if there's a domestic violence we have a grant with the city and the they um if they come through handle with care as a domestic violence case then they have a clinical counselor that is assigned to them through communities and schools and so they receive mental health services as

149well. the um the support and services you're talking about um how do we how do you support learning tree with those those 1200 with the uh they get the kids at some very interesting times. >> Yeah. >> Is that sort of separate or how does that fit in? >> So we train Learning Tree staff. Okay. Uh they are youth mental health. We are starting to onboard all of them in youth mental health first aid and then we have a nurse on call u and one of our school nurses takes on call for them as well. Um we do not have counselors on staff. There's oftentimes a counselor still onsite if there's a significant um outcry of some sort, but we have trained them. >> Okay. Thank you. >> Thanks. All right. Any other questions? Any

150ideas for future? >> You got one more subject, right? Did we do libraries? Oh, so >> I thought it was first and I just >> This is the typical process. This will be the third time we brought a list to you guys because you know Senate Bill 13 >> before you can have books to order. Um you must post the titles on the website for 30 days to garner public input. So in your electronic copy, we didn't put it in the hard copy because it's would kill a lot of trees. um but was posted actually over 30 days and like our other two postings didn't garner any comments or objections. So, we'll be bringing that to you guys Tuesday um to hopefully um approve and then our we can send it to our librarians. and

151Janice, any um any parent issues, anything since we started I know, >> knock on wood, >> we um because Senate Bill 13 changed our process some to where if it rises to the level of it comes to you guys. And so we have had a couple of isolated places at some campuses. Um but our librarians and the campus administrators have worked very closely with the parents and students and at this point again nothing has gone past past that. >> Okay. >> So >> they work pretty hard through communication efforts. >> Oh yes. just having discourse very hard. >> You know, conversations are the root of everything. Yeah. You know, those relationships. So, >> all right, y'all. Thanks. Oh, we got one more minutes. >> Yeah. >> I would be the worst of not talking about

152all the schools. So, CCA construction technology would love because I think when I first got on the board I mentioned like doing an in-house apprentichip setup like a PEK CCA construction technology north side being the business to be able to have students get their CS but then also do the in-house apprentichip here on campus so that way the need of individuals that are in that area they'd be able to do that. So, sorry. >> Design. >> So, the CCA for construction technology because that's what they're working on right now. >> Construction career. >> Yeah. Construction career academy >> with um do they do that with St. Phillips? >> It's with St. Phillips though, right? Yeah. I Oh, I totally forgot. >> But like have Northside be similar to the teaching one, have North Side be

153the industry partner. So then they can do their apprentichip hours through North Side to be able to do plumbing, like electrical and all that. So be like doing their apprentichip hours to be able to work here at North Side and then get them in that same situation like the teachers where it's like when you're done you're done with your apprentichip you can continue working for North Side and take care of some of the employment needs that we need on that side of the house. >> Cool. So >> that was the other I was how can I forget Warren like >> cannot forget them purple. Okay. Um, any discussion or any motions related to approval of the minutes from December 2nd? >> I move to approve the Yeah, I was like >> I know >> I

154was like we looked at them earlier so I'm like I move to approve the minutes for December. >> I think we've already >> second. Okay. So, um, Sonia moved and Laura seconded and really it's been two two months. We would have had questions. You've already would have I know. >> So, thank you guys very very much for want to close immediately answering our questions. >> You want Yeah. You want to do a vote now? >> Carol, >> do you want to vote? Do you want to close? Do you want to >> I'm good at assuming. All in favor say I. I. >> Any opposed? All right. To approve the minutes from December 2nd >> legally. Thank you.