Red Oak ISD School Board Meeting - January 20th, 2026

001at 700 p.m. Let the record show that a quorum of board members is present, that this meeting has been duly called, and that notice of the meeting has been posted in accordance with the Texas Open Meetings Act, Texas Government Code Chapter 555, and all board members are present. And we will start with with our invocation. Mr. Lerick, if you would introduce our pastor. >> Yes, thank you. Uh it's my uh privilege to introduce our um our guest pastor tonight, David Johnson, who serves as the senior pastor for Highland Meadows Church here in Red Oak. He is a graduate of the University of Texas at Arlington and Brian College. He also serves on the leadership team of the Red Oak Pastors Association and is a member of the Red Oak Area Chamber of Commerce where he

002served uh for many many years including as chair on multiple occasions. David and his wife Kathy have two daughters, two son-in-laws, four grandsons, and one granddaughter. Uh David, would you come and uh lead us in prayer, please? Sorry, I missed the last time came and everybody was gone. You know, that's kind of like going to church on the wrong day. Anyway, you guys will pray with me this morning. Just join in with me. Father, we just thank you so much for this community, for this school system. We thank you for Mrs. Sanford, for the board, for the principles, teachers, staff, students, parents, and all of those throughout the community. Father, we just pray for safety. Thank you for the ROSD uh police that just uh take care of making things secure and help us Lord

003moving forward to do the things God that we need to do to pour out into these young people. See them be everything God that you created them to be and do whatever you created them to do. Let them have an incredible education and incredible time and Lord just bless bless your children. Father, I pray over all these parents to bless your children also pour into them, too. And Lord, we just thank you and we praise you for all the things that you do throughout this community. Help us to all work together every chance that we get to be able to lift up those around us in Jesus name. And everyone set, >> next um if Mr. Kelly, if you'll go down introduce our pledge leader. >> Right. So this this month's uh pledge leader is

004Eduardo Alvarado. Are you here? >> Hey, come on up, buddy. Come on up. You can stand here. Let us talk about you for just a minute before you get started. All right. So, this young man, he's 10 years old. His parents are uh Lydia Santis and Dam. Okay. Uh Theo Alvareo also he has a he has one younger sister is Moralda and one older brother named Gabriel. Eduardo is a fifth grader at Wooden Elementary and his and his teacher is Miss Marino. His favorite subject are math and science. Fantastic. I love math and science. Probably my two favorite. Eduardo also enjoys playing soccer and plays video games. His favorite book is Dog Man. And his favorite and his favorite pet is his dog, Hatchie. Eduardo grow when he grows up, he wants to play soccer.

005Wants to be a professional soccer player. Uh he most admires his dad um because his dad owns his own company and runs his own business. Good. Good for him. Some things he likes about himself is the way he plays soccer and other things that he likes about himself is uh how he gets to know others. He's been chosen this this month as the pledge leader because he consistently demonstrates the four talons of a hawk. He shows strong academic commitment and stays prepared and striving for an improvement every day. He shows his dedication on being very meticulous about his work, good attention to detail. Edward also embraces challenges with determination. Viewing his opportunities to grow and learn. He is respectful and encourage encouraging nature makes him a positive influence on everyone. and among his peers. He

006communicates with kindness and integrity in every interaction. Eduardo leads by example through services and teamwork and always puts the needs of the group before us. Thank you very much. It's very admirable. All right. If you will lead us in the pledge, just ask everybody to please stand. Honor the Texas flag. >> Honor the Texas flag. I pledge allegiance to thee, Texas. One state under God, one and indivisible. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Mom, you can come up and take pictures of closer if you want. Okay, next we're going to move into the recognitions portion of the meeting. I would ask parents if y'all will stay till the end of

007the recognitions because that way we don't have people moving around while others names are getting called and then I'll give you a short break to get out. So first we will have Miss Knight if you'll go down and Miss Sanford will >> yes present the top hawks. >> Okay. For the 2526 school year, Red Oakd continues a celebration of students and staff with Top Hawks and Hawk staff spotlight sponsored by area businesses and organizations. Each grading period, campuses will select top hawks, one boy and one girl from their entire school based on the four talents of the hawk. Each elementary school winner will receive a $25 gift card, and each middle school and high school winner will receive a $50 gift card. Thanks to our sponsor, State Farm agent, Miss Andrea Walton. Would you come

008on up? I know you're here. I saw you. There you are. All right. And we are joined by Miss Walton to present these certificates. Uh elementary students, whenever I call you up, if you will stay up here until all elementary is up here, then we'll do pictures and parents will give you an opportunity to do pictures as well. So, we're going to start with Eastridge Elementary fifth grader Nyrie Mohan. Eastridge Elementary. Uh we're going to have preker Hendrick Schaefer. Red Oak Elementary kindergarter Paisley Brenenthos. and Red Oak Elementary 2 second grader Jackson Collinsworth. Shields Elementary fourth grader Jackson Helet Shields Elementary fourth grader Brooklyn Davis. Shutupman Elementary third grader Nicholas Perez. Shutupman Elementary third grader Harmony Parker. Wooden Elementary prek McKenna Little and Wooden Elementary second grader Jose Gonzalez Garcia. Okay. And this is our

009elementary top hawks. Congratulations. Okay, we're going to do this now for our secondary and we have three secondary campuses now. So, we're going to start with Red Oak Middle School, sixth grader, Audrey Barrier. Red Oak Middle School, sixth grader, Gabrielle Martinez. Joyce Shaw Middle School, sixth grader, Maya Williams. and Joy Shaw Middle School sixth grader Noah Escato. And we're going to move on into our high school. We have sophomore Chance Warren and junior Alyssa Williams. Well, I just think she should get everybody's. She's the only one that came. Congratulations. Okay, Mr. Anderson, if you'll go down and help with our Hawk staff spotlight. All right. And again, we appreciate um Andrea Walton from State Farm. She's also sponsoring our Hawk staff spotlight. From our bus drivers and office staff to principals, custodians, teachers, and more.

010Our Hawk Nation consists of the best of the best. Every day, Hawk staff go above and beyond in a variety of ways. Tonight's winner will receive a gift card for $100 and a certificate. Congratulations to our Hawk staff spotlight for the third grading period, Morgan Buford, fifth grade social studies and science teacher at Shepman Elementary. And just a quick little comment, she consistently goes above and beyond pushing through challenges with a resilience, determination, and a positive attitude that inspires her colleagues and all who are around her. Just it was when I got here. >> Come on, mama. >> Congratulations. And again, thank you, Miss Walton, for sponsoring this. Uh we also have a presentation. Uh Miss Karen Anderson, are you available to come up? We have a special presentation. Um very excited about this. Before

011parents are released, we want to go ahead and do this presentation. Good evening. So joining me tonight from Google, we love our Google here in Red Oak, Zia Khan and Jessica Placer, if y'all want to come on up. On behalf of the Red Oak Education Foundation board of directors, I am happy to announce a generous donation made by Google to the foundation to the district just over $187,000. They've awarded for Mr. Thompson Red Oak Middle School technology uh specifically interactive flat panels. So, thank you Google. We appreciate you. That was sweet. Thank you so much. Okay, as promised, parents, we still have a lot of meeting to go and we'd love for you to stay, but if you'd like to leave, now's your chance. We can take a >> congratulations break. Is that me? That's

012my Never ready. Okay, as everyone knows, this is our school board appreciation uh month and we have some of the most dedicated people we could ever hope for in Red Oak ISD. Uh they go above and beyond. They love the students. They love the parents. They love the community. They give more than anyone I know. And so we really wanted to show them some appreciation. We're going to start with a uh little surprise that the communications department developed. And y'all are in for a treat. So, we're going to start with that. Are y'all ready for a story? >> Yeah. >> We have the most amazing story today. We are going to read Beyond the Board, the tale of seven legends. This is about our legendary school board at Red Oakd. Are y'all excited? >> It's

013awesome. It is awesome. and let's get started. Gather round my friends draw near and see a tale of heart and legacy. Of hawks who soar, where dreams are stored, and seven legends who lead beyond the board. This kingdom bright where red skies gleam is built upon one faithful dream that every child through love and grace will find their wings and take their place. Turn the page. Let stories pour of seven souls who serve much more. With wisdom, courage, hearts adored, the legends who lead beyond the board. Within the halls where stories stay lives Melanie Peterson, leading the way. A keeper of books, of truth, of time, whose love for learning feels divine. She guards the past, won't guide us astray through every night and every day. Her wisdom shines both calm and sure. Her knowledge

014keeps our future pure. Then Johnny Knight with steady hand helped hearts and homes across the land. For 50 years, both kind and fair, he's built up hope and patient care. Through every lift, each thoughtful deed, he bridges dreams and meets each need. His greatest gift, the town's accord, a bond of trust beyond the board. With courage bright and spirit true, Shaun Kelly knows just what to do. Through smoke and storm, through night and flame, he serves with honor, not for fame. A firefighter's heart, so brave and kind, protects our hearts, our hopes, our minds. His torch of service, brightly stored, lights every path beyond the board. When shadows fall and days seem long, Donnie Lutri brings hope through song. A helper's heart both wide and deep, he lifts up others when they weep. Through outreach,

015kindness, endless grace, he brings a smile to every face. His giving hands our shared reward, the beating heart beyond the board. Through seas once rough and duties sworn, John Anderson has long been torn. Between the call to serve and stay, yet in Red Oak he found his way. A sailor's soul, a leader's might, he guards our legacy each night. With faith and family as his cord, he guides with love beyond the board. With gentle hands and caring eyes, Donna Knight helps others rise. Her voice a calm and guiding light. Her heart forever shining bright. For 30 years, she shaped this place with selfless love and endless grace. Her kindness blooms well-earned, adored, the sweetest gift beyond the board. Then comes the voice both strong and clear. Ron Sebring whom all hold dear. He listens close.

016He stands with pride for hawks who walk with him beside. A father's strength, a leader's art. He serves with courage from the heart. Through teamwork's call, his truth restored. He gives his all beyond the board. And so our story softly ends. But not the work of these dear friends. Their legacy will still afford a brighter world beyond the board. Through faith and love, through dreams implored, their spirits guide, their hearts adored. In every child, their light is stored forever shining beyond the board. That story. >> Yeah. That's about some very important people that run our district. They care about each and every one of you every day. They think of ways to make it better for you, to help you learn more, to give you everything you need to learn to make you better people

017in the future. Right. Yes. >> Are the legends now? >> Where are the legends now? The legends are right now. They're in Red Oak and they're thinking of ways to help you and every one of you to get better and learn more and give you everything you need to grow up and be the best person that you can be. The legends are right here in Oakd. still go ahead and come down. The communications department has something to present to you. on it. Thank you very much. You're good. um not read this entire thing. Glenn Heights was not able to be here uh tonight because they have a meeting, but they also did a proclamation for y'all for the future. Our future is uh public and they wanted to give you this framed proclamation and tell

018you how much they appreciate each and every one of you for being a partner with Glenn Heights and taking care of all of our children. Watch. Again, I hope you enjoy the book. U Be F Beth and her team put a lot of thought and effort into that. Um it was a lot of fun and they had to bear with me reading the book and talking to the children in the middle of the book as I always do. But I think it's a great um representation of each and every one of you. Just remember AI does have its own mind. So, uh, when you look at those pictures, they do have their own mind how it creates you and but it's a fantastic thing and they gave you two each because I know that you'll

019probably want to share one of those as well. So, thank you for all that you do. >> So much. >> Thank you. >> Next, we're going to have Miss Sanford and her superintendent report. >> Okay. And we're going to start with uh Dr. Johnston and he's going to do the budget process. >> Good evening. This is something we do every year. Again, the budget process usually takes place in the spring. It actually starts in the late fall with a review of what we've done in the prior year and it concludes typically in August. The board approves a budget in June, but we don't do the tax certification until August. And sometimes there may be a budget amendment depending on if the actual tax revenue is higher or lower than what was projected. This year should

020not be challenging. Last year was somewhat challenging because it was 89th legislative session. This year we hopefully we know all the caveats that should come up. Uh the thing that we are looking at this year is that still a projection or pretty much pretty much all the budget revenue is projections but student enrollment and amount of revenue we're going to get moving forward. We meet with all the principles and department heads in February. We'll ask them to start their budget in March developing their budget. Then we'll look at salary increases and things like that in the February March time frame as well. Uh the only thing that is little unknown is enrollment projections. Our enrollment projections were a little lower this year than what we thought. They're currently being projected to go up by 57

021students, which will help us increase a little bit of the revenue. This year we've been fortunate that during the last several years the average daily attendance is what triggers the revenue from the state and that number had been around 93% where we budgeted 95%. This year all the campuses are pretty much close to 95 or above. So that should help us with the lower uh uh enrollment that we have this year. Uh so some of the concerns moving forward is the basic aotment did not increase that much from last year. So it won't increase any from last year to this year won't increase but our additional costs will increase. So trying to just balance all that. Again hopefully we'll get better updates from our demographer on the enrollment projections here in the next month or

022so. And then we have to look and see what additional positions we may need to help offset with student to increase student achievement and the new buildings that we're coming up with in the next couple years. Uh so again, it's a process and we'll come back throughout the spring with any unknowns that come up as well as to present in May and then June as before the budget's adopted this year. Again, one of the things that I'd like to do or we try to do as a district is have a balanced budget, which there's only less than 20% of the districts in the state of Texas had a balanced budget this year. >> So, that's the goal, too. So, then we have to probably figure out what we're going to do to help balance to

023make sure we have a balanced budget between the projected expenditures and the revenue. So, but we'll come back and talk to you about that. Any questions? >> And I know it's a crystal ball, but do you see anything that's going to affect us >> from a revenue perspective? >> Yeah. >> Not really. Uh I guess one of the things that we have to you know this this last year they gave us the teacher retention aotment, >> right? And we're still waiting to see if all the staff members that we identified to get that allotment actually do get the allotment. >> Okay. >> Uh but I think we're we should be okay with that. >> Okay. >> But there's a lot of unknowns still and we won't know the final for this year until we get

024near the end of the year to see how that may also impact next year's budget. But again, one of the bad things about the funding formula here in Texas is when you adopt the budget, everything's a guesstimate. >> Yes. >> You don't have any concrete in numbers until the end of this fiscal year after the year is over. >> Thank you. >> Thank y'all. >> Thank you. And just to kind of pony off of that, you're talking about extra funding and and things like that. Um, we're waiting for information to come down from the Texas Education Agency. Um, Commissioner Morath has talked about additional funding being available that but that's only if you have extended school days um throughout the school year. We currently have 164 student days and the minimum for that additional funding

025is 175 student days which would mean taking on an additional 11 days for students on our calendar. So, we're looking at things like that. what's going to come about because the basic aotment did not increase, but they're going to be offering different funding models if you go longer through the year. So, there'll be some conversations on that once we get all that information from the state as well. Uh, some of those uh stipulations will also be in our grants that we're accustomed to applying for and getting. Um, the first question on those grants is now, do you have 175 student days in your calendar? So, they're not saying they're not going to give us grants, but that's your first question on the grant application process. So, we'll be as soon as we get more information,

026we'll be bringing that to the board and to leadership as well. >> Anything else? >> 11 days. >> That'd be 11 additional days, student days. Yep. So, it's it's a lot. It's a lot. You still have your minutes requirement, but that would be additional on top of that as well. Okay. And um we have Mr. Brent Stanford. He's going to give y'all a construction update. Good evening. >> Evening. >> Guess we'll get started on the bond 2025 projects. We've kind of wrapped up the 2023 bond projects with the middle school opening and we're still going through some punch lists and just wrapping up some things there. Should be done within the next month or two. Let's get started maybe. Next slide. >> There. He did it for you. >> So, uh, just some of the

027updates that we've already completed and working on. Eastidge Elementary 100% complete on the playground. Russell P. Shutman is 100% complete on the playground. Wooden Elementary 100%. Red Oak Elementary is about 80% should look at that being done by the end of the month depending on the weather. The stuff that they have to finish the the have to it can't be really really cold on the pore of the rubber on the base. U with that we're looking at now doing some fencing and some other stuff around the playgrounds for better security and stuff. So I'm uh actually working with some vendors and just getting some price in so we can look at that to make sure that we are able to have good fencing around the playground areas. For instance, Shutman Elementary has a small fence

028around that playground. So, what we would like to do is put a larger fence around that field in that area so that it gives more room for the kids to play in a fenced in area instead of just running around outside that smaller fenced in area. So, that's some of the things that we're looking at on trying to finish kind of the playground project area. uh softball complex. The fi the field pitching and batting cages as y'all were at the ribbon cutting are 100% complete. Final touches and finish work are still underway and we we're looking at by the first week of February to be completely done with softball as far as all the finishing stuff, all the stuff outside of that area that we're working on currently. Uh baseball complex, the field pitching and

029batted cages 100% complete. And then we're doing the same thing there, just wrapping up a lot of the final touches and stuff outside those fields that we uh we're currently doing. And then then the punch list. I've got a pretty extensive punch list as we walk the fields after they've been completed. Some damage to some of the fencing and things like that that they will be repairing. Uh so that's kind of so hopefully by the next board meeting, we'll have that first line item or all those line items right there completed. Uh Red Oak High School flooring project. I'm meeting with Gomez Flooring this next week and with u some of the flooring companies just to finalize everything as far as the schedule and and when we can do things and all that. Uh districtwide

030projects still collaborating with Corgan and Joris on ongoing facility projects. Uh we're our upcoming focus area right now is the JV stadium at the high school and then the new CTE building, the GM parking lots, and the new elementary school. Our goal is to be substantially completed of major projects by the fall of 2027. So, uh as progress continues, I'll still bring you timelines and details. I know that they are going to bring you tonight u the approval for the guaranteed maximum price of the the JB stadium so that we can get started on at least the dirt work till uh P&Z meets and we can get that going on the fencing around the elementaryaries the playgrounds is there any way that you you know the fences that have the slats in there that are

031you can't see through the fence at all have you looked that at all or >> we're looking at a bunch of different fences and uh then I'll bring them to the superintendent. We're looking at rod iron fencing. We're looking at fencing kind of like we did at the uh at the new middle school, you know, with the slats. But even still with the slats, you still can see through uh just because of the slats just takes up a small portion of the squares so that you can fit them in there. Uh the only way to get true non look through is wooden and we really that's just a lot of upkeep and maintenance. We want someone something that's going to last for the next 20 years. >> Uh so yes, I'll be bringing that to

032them and then they they'll make the decision on what looks best around the school. I'm sure she'll bring it to y'all. >> Have to get input on safety too so you can see be able to visibility see what's approaching the playground. So, we'll get chief's input as well on fencing that's the safest for anyone that might be approaching so that you're they're visible as well. So, I'll bring that all to y'all when he gets it. >> Uh, next slide. Are we playground? Next slide. You can just bust through those. This is before and this is current with the sidewalk port and everything. Looks so good. >> Looks really, really good. >> Thank y'all. >> We have cameras just to make sure people are staying off. >> And next we have uh elementary campus updates. if

033we can have Michelle Owen, our chief academic officer, to come up, get us started. Um, good evening. The last two months, we had our middle school principles come share their local improvement plans um with their goals and their strategies to achieve those goals. Tonight we'll have our five elementary principles come up to share their goals and how they're progress monitoring those goals to make sure that we're on track to meet our goals. Um when we did our campus needs assessment in the fall, there were three overarching themes that all of our elementary campuses are focusing on. One is data driven instruction. Two, um teacher observation and feedback. and then three strategies to um meet the needs of our students who may have gaps in their learning. While they have the same three overarching areas, our

034five elementary campuses are different and they're all at different um different places on their pathways to meet those goals. So, at this time, I'm going to ask the five elementary principles to come up and share their goals. Send it. We got a whole play going on out. All right. Good evening and thank you all for allowing us this opportunity. This was a really great experience for us following the middle school um Joy Shaw and Red Oak Middle School for us to kind of join together as elementary campuses and calibrate um some of the things that we're doing on our campus, what our goals are and the ways that we're going to reach those. So, we are inviting you tonight to take to join us on our journey. We we've got our gear ready. Um and

035we invite you to see our journey as we climb the summit to success. So before I'm g take this guy off. It's right here though if we need it. Um before we embark on our journey first we have to determine what our goal is. So we all pulled together data. We pulled together different feedback that we've got and just kind of looked at our campuses to kind of determine what is our goal, where are we headed and what are we trying to achieve. Um and of course there's a lot of things that define success for an elementary campus. um you could look at a lot of different areas depending on who you talk to and what their perspective is of what is successful. Um so when you look at that, we've got family engagement, we've

036got our reading levels, we've got our star test, our attendance rates. Um but all of those things lead towards our summit and our goal which is to be an A campus and we are all working to reach that very very high climb um to be an A campus. All right, speaking of a campuses, um there are three areas for accountability for our campuses. And in your packet, you have um a copy of the different overall ratings for the different elementary schools. And there are three areas um that it focuses on, which is student achievement, school progress, and closing the gaps. For student achievement, there you go. For student achievement, um it focuses on our students meeting grade level expectations. And for um student academic growth, it monitors from year to year how students are doing.

037And then also it has a part B to where it looks at the relative performance. How are you comparing to other schools that look like yours? And then you have closing the gaps where it looks at different student groups and how they're performing in academic readiness, student achievement, and also growth. Okay. So, um as we we summit to the peak, uh we we did we looked at the effective school framework and did needs assessments and looked at those levers. So what we talked about as we as we did our own uh campus needs uh self- assessments we um looked at the five levers and when we came together we realized that as elementary campuses we all had basically the same need and that lever five that infection infective instruction it was our biggest need as

038far as us across the the district. So as you drill down into that, there's the different actions um in there. And so what we decided to focus on was 5.2 building teacher capacity through observation and uh feedback cycles and uh 5.3 data driven instruction. And then 5.4 MTSS which is the intervention the closing the gaps of our students for students uh with with those big learning gaps. All right. In looking at lever five 5.2, building teacher capacity through observation and feedback cycles. This happens to be my favorite area of this role. Um, and that is because teachers have the greatest impact on student achievement compared to any other aspect of schooling. So, when we're looking at what do we need to do to improve instruction on our campuses, we need to be pouring into our

039teachers to help build them to deliver effective instruction. Um so we have spent a lot of time across the district and as elementary campuses really working on those feedback cycles um and improving those refining those and um creating systems in which teachers feel supported and are comfortable growing. All right. Um if you look at this chart so these are some of the different teacher observation processes we have. We have several different types of observations that we do with our teachers. The first is the shortest and that's power walks. Those are about 3 to 5 minutes. We pop into the classrooms. We have a form that we scan and we're checking for things like how many students there are, how many are engaged. Um we're looking at are they writing, are they talking, are they reading,

040what is the instructional element that they're doing, and then also what are those high yield strategies that our teachers are incorporating. Um so it's just a very quick quick check-in to see what are they doing that's working. We track that data and after about 15 power walks, we have a coaching session with that teacher to review the trends. Um, so if we're noticing that a teacher is never having their kids turn and talk to each other, we know that that impacts learning and retention. And so we're going to talk to that teacher and work on strategies to increase talking and discussion in the classroom. Um, if there is not enough writing that we're seeing, we have notes of that and we bu help build that teacher and how we're going to improve those things that

041are missing. And then we also of course celebrate the things that they're doing very well. Um those those happen about weekly. Um then we have our test walkthrough domains. These are a 15minute observation and it's using test which is our evaluative system. Um where we rate the teachers and do their yearly evaluations. Um so we do these walkthroughs in domains two and three. There are five total domains that we evaluate on but two and three are um instruction and the classroom environment. So, we're looking specifically at those two elements when we come in for these 15minute walks. Um, we review the content that's happening, the instruction, we give them ratings with evidence just as they would be evaluated at the end of the year. Um, and then that is released to the teachers immediately. So,

042they're seeing their walk walkth through feedback with areas of refinement and reinforcement immediately. Um, then we move into their formal observations. This is a full 45 minute observation of their classroom. So we see the entire lesson cycle. Um we open a window. So we tell teachers we're coming at some point this week. We pop in um and observe an entire lesson cycle. This one is a lot more in-depth. Um it's domains one, two, and three. So domain one is the additional that's our internalization and planning process. So in this do in the formal observation, we're obser we are evaluating all three of those domains. Um once again we do meet with those teachers but it takes a little bit more time to put together a thorough evaluation. So we do that within 10 school days

043of the evaluation. Um once we have completed it we meet with the teacher come in they come in for a postconference. We go over every single dimension and we also go over that refinement and that um reinforcement with the refinement piece. oftentimes if it's an area that we see a lot of support is needed, we will um issue perhaps an action plan or extra additional instructional coaching to help support those areas that the teacher is needing support in. We take all four of those different type or all three of those different types of observations and look at the averages for the year to come up with their test summitive evaluation. So, this is where we are looking at all of their walkthroughs, all of their power walks, all of the different things that we have

044observed throughout the year, including teacher evidence that they've turned in supporting things they've done. Whoops. That we might not see with our own eyes. Um, and so we meet with them at the end of the year and we go through those domains one through five. And so those are listed like I mentioned, planning, instruction, environment. Then domain four is professionalism. So this is things did they attend professional development? Did they lead others? Are they team leads? did they present to the staff? Um, are they attending extracurricular events and family engagement? So, it's kind of the overall professionalism and then student growth. Um, we focus that from a beginning of the year test to an end of the year test and that varies by grade level. Um, once again, we have a conference. We meet with

045them and this is where we start to develop those goals that they're going to be working on next year. Um, so it's there's a lot of different check-ins and different points that we're looking in a lot of different ways that we're evaluating those teachers and most importantly supporting them after that. Um, in addition to our standard observation evaluative model, we also um do curriculum walks and I know that the middle schools have talked about those as well. Um, that has added a lot of value to our campus. Um, we do those about three to four times a semester. Um we have curriculum come in where we have um different members of the curriculum instruction department come. They sit with us with the test rubric and we go through every single dimension and what we should

046be seeing and calibrating across campuses and with the district. Um we've even done crosscurricular walks. Um, just last week I had Wooden come and observe one of my fifth grade teachers and we then went as a team. We got together, we went through the rubric and I thought that was such an eye-opening experience because um, you kind of get in a habit where you're noticing the same things and so having different perspectives to come in and say, "Well, what about this part?" It was really, really good experience. That happened just last week and I've already like spinning ideas off of that. So, um, we do a lot of great um, walkthroughs. And then I did skip one and that was our PLC observation. I'm so sorry I skipped that one. That was domain one. This

047is something that Red Oak is actually doing that is pretty innovative. I've not heard of other school districts doing this. We actually presented at region 10 about um doing the domain walkthroughs and this is the planning piece. So each week we have a weekly PLC um to plan instruction and we're actually giving them a walkthrough observation during that. Um so that has caused a lot of growth to happen on our campus because my you know teachers might come up oh we're just proficient. how do I become accomplished? What do I need to do? What am I missing? And so that's kind of helped us start those conversations in the planning piece and not just the classroom and what we're seeing there piece. So, um I think that's a really great addition to some of the

048things that we're doing this year. >> I didn't want to be a microphone hog, so I was trying to jump away. Um all right so kind of just overall I've already kind of mentioned these um our action steps following these observations we use a lot of instructional coach support um we have every single teacher gets coached on a rotating basis but depending on what the principal and admin um are seeing in their observation determines how often and what they're being coached on. Um and then also action plans of support with administrators. Those are very extensive. If we have a lot of areas that we're wanting to hit, we fill those gaps for those teachers just like we would a student. Um and then also based on those observations, we provide professional development development systematically. Um

049so we have monthly district-wide professional development. Um this is curriculum based where teachers from every campus are working with their co-grade level teams um across the district. We also have campus-based um professional development based on the data that we're seeing on our power walks and on our classroom observations. Um so we're able to bring that in and find resources to support specific campus needs. And then finally, the weekly professional learning communities. I mentioned this um we're going to talk about it a little bit more, but that's our weekly planning um where admin sits in and our instructional coaches and the grade level team. And um we have special ed teachers also sit in that. So, we're all calibrated across campus. All right. Now, I'm done. >> Well, along the lines of building teacher capacity, we

050also have an action of data driven instruction to where we have data meetings each six weeks after we um do our curriculum based assessments. We sit down with teachers and go through a data protocol which includes um the strengths and the weaknesses of students but also um looking at our student groups to see if we need to revamp those student groups and making sure that we um update our talent time plan which is the built-in intervention time throughout the day. And so we're constantly looking at those students who are struggling but not only those but pulling the string and making sure that we are focusing on our students who also need extensions. We have our professional learning comm community meetings which um help student which help teachers to collaborate on the data but also uh

051planning and other needs of our campus. Uh we have our progress monitoring checks for I ready which is the beginning and middle of the year diagnostic. We have our guided reading assessment which monitors reading levels. So we also have progress monitoring with our lower grade levels to monitor where students need to be by the end of the school year. We have our curriculum based assessments which we do once six weeks. And as I stated before, we go through a data analysis protocol so that we can monitor our talent time, which is the intervention time built throughout the day. And then of course, you're familiar with STAR. We have our TPRI and teas, which looks at an early indicator of reading and it also has built-in interventions for our students to be able to do to

052get them where they need to be. And then we have our TEP pass which is the English language profic proficiency assessment which monitors our English language learners and making sure that they are meeting their goals by the end of the school year. Uh we have our CLI which focuses on preK growth and assessment. Um and we also have our star ALT and TPASS ALT which monitors um our special uh specialized learning students. And so that is a specialized test for them. And then we have our targeted intervention during talent time and our before and after school tutorials which each campus is conducting. And then our intervention plans. As I said before, we are monitoring those periodically to make adjustments for our students. And then of course we want to celebrate our students. So we have

053level up incentives so that we can extrinsically motivate our students to continue meeting their overall growth as well as academic performance. Our next action step is 5.4 and that is our MTSS, our multi-tered system of support and this is to help fill in the learning gaps for students. So this is a tiered system. So there's a tier one which is our instruction that all students receive each day on our campuses. Then if we're starting to see some gaps in a student in their learning, we would move them to tier two. and like Miss Jackson was talking about a strategic intervention plan for that student. Then if we're still seeing those gaps, then we would move up to tier three where we're providing very very uh frequent aligned interventions for that student. Um so our action

054steps with this is this year we have thanks to Mrs. Angela Fitzgerald and Miss Melody Hawkins created a district-wide plan to streamline our MTSS. Um, that has been extremely helpful. They created a manual uh for all of us to so that we're all on the same page. We're all doing the same things across our campuses. And they have and with that, Miss Fitzgerald and Miss Hawkins have developed an MTSS coalition for each campus. So they took one grade level teacher from each campus and they've created a team that they're going to meet with periodically throughout the year to work on our tier one instruction and different instructionally instructional deliveries throughout the year. So the other big thing that we have gotten this year with MTSS is the use of our program. It's called same goal

055and this really streamlines our processes across the district. So, this is a program that we use for our special education students to track. Um, but this year the district has purchased the MTSS piece to it. And so, what we're able to do in that program is we put in a specific goal for a student. When a teacher brings a concern about a gap in their learning, we put in a specific goal for that student into same goal. Then throughout the six weeks, we monitor that goal. So the next dot here is progress monitoring. And so we monitor their progress throughout. How are they proceeding towards their goal? Do we need to change interventions? Do we need to up their goal? And so we're able to track that in same goal. If a student moves between

056one of our campuses, their data moves with them. um if they go if we move them from tier two to tier three, which is a more intensive intervention, a more frequent intervention, and we're still not seeing that progress, if we do have to do a referral for special education, all of that is housed in the same system. So, they're able to see all the things that we've done up until this point to help the student. Um, and so that goes with our last bullet, the targeted standards align intervention tailored to individual student needs. Um, so for an example of this, an easy one is if a student's struggling with their letters and they're not learning their letters and sounds, we would put a goal to same goal that they're going to know this many letters,

057this many sounds in this many weeks. We're going to track it every week and then we come back every six weeks and meet with the teachers. How are they doing with this goal? Do we need to increase? Um, and then for those interventions, we can use our teachers, our instructional coaches, and our reading support teachers to help with the interventions. And of course, with any journey, there are obstacles along the way. But with our progress monitoring and our tool, we will continue trucking along so that we can meet our overall goal. So you put all these things in place and then you have to monitor the progress of of all the actions that we're trying to do these strategies. So when we talk about building teacher capacity um our coaching plan and tracker. So for

058instance with fundamental 5 with those brief 3 to five minute walks that Miss Bell referred to earlier across elementarymentaries um up through last Thursday we've done almost 1100 power walks just for the elementary campuses um and so we're in classrooms a lot and seeing a lot of different a lot of great things but seeing where the needs are where the successes are so that we can celebrate our teachers. Um, we give feedback through our walkthroughs. They have written feedback. If we see concerns, we meet with them and discuss those concerns, not just send it out so we can talk about an action plan for them to grow. And then tier level support. Just like we have we work with students who have different needs, we do the same thing with our teachers and we base

059it off of their data. So it could be student data or their t test evaluation, the fundamental five walkthroughs. um with data-driven instruction, our data meetings that we meet every six weeks, we create action plans and interventions based on that data. We've really tried to focus on writing our math and special education u because of those have been points that we've needed to grow on overall in the last few years. And and then in January for instance for writing for the PD um professional development we created exemplars the teacher site created exemplars of rubrics so each grade level level teacher will know what a beginning of the year sample looks like for a student a middle of the year and an end of the year. And I think it's really important as we have new

060teachers come into the profession, they walk in and they may not know what it looks like for what a first grader should be writing at the middle of the year. So now we'll have these rubrics and these exemplars so they'll know what to look for. Um we also look at our I Ready that is our measure for many of our students for TIA but we do have I ready for all K through five beginning, middle and end of year. So we look at that and see if our kids making growth and that's at the campus but it's also individually um to see where our kids are growing. And then with the MTSS with that intervention support like a couple of us have already said we do meet every six weeks um to monitor student growth.

061We track their data um of individual student progress and it could be just scores but also what their goal was and are they making progress towards that goal. And in same goal, we can put those data points there and you can actually see a graph. It gives you that visual of how the kids are doing. And then we make adjustments based off of that. So when we climb the sum summit, we want to make sure that we are um celebrating all of our students wins, whether that's big or small. So throughout the progress monitoring, we want to make sure our students and our teachers feel supported and they feel like they are doing something for the students. So some of the things that we're doing in our schools, we are continually celebrating our students with

062small growth growth or big growth. So that could be like academic performance and growth celebrations. So sometimes we have like growth um parties or level up parties. Every campus has a different name for it. We also have different positive behavior awards for students. Um and we, you know, celebrate them every day. Positive staff shout outs that may look like in the newsletter or throughout. Um we ask parents for feedback saying, "Hey, can you tell me something about your your teachers?" Um I want to showcase them on our newsletter. And we also have um monthly staff awards that could be staff of the month, heart of the teacher, but we also have some fun little um campus related awards that we do for um our staff to make sure that they feel appreciated. The climb, we

063have to have regular check-ins and we have to communicate. So we have to communicate with all of our stakeholders including our teachers. So we do that communication most of the time is during our PLC's, our professional learning communities where we meet with teachers weekly um to discuss instruction data, all of that. That goes with our next bullet point is the data meetings. Um sitting down talking about kids, having conversations where they're at, monitoring that progress. Um for us, our communication happens during our district leadership meetings where we get to meet with everybody um from directors and above. Um, and those happen once a month. Then we also have our beginning, middle, beginning, middle middle of the year, and end of the year diagnostics where we get to communicate with parents and our staff of how

064their students are doing, communicating with students, setting goals off of those diagnostics throughout. And then, um, something that the district has done just right before Christmas, um, our surveys. We did staff surveys and parent surveys to receive feedback. Um, so those are all ways that we can communicate how we're doing on our climb. All right. So, in summary, um, we've talked about a lot of things that we do. Um, what our goals were, our priorities to help us reach those goals. We've talked about some of the plans and how we monitor them and celebrate them. Um, and how important it is to communicate those needs. Um, so we wanted to thank you for letting us share some more about our campuses. So, we have little s'more packs for y'all. >> We're a little thematic in

065the elementary world. >> We were going to dress as hikers, but we thought that'd be too much. So, we settled with the backpack. Um, do y'all have any questions or anything y'all needed clarification on? >> Go ahead. Can you go back to >> the data slide? That's where you have all each campus >> broken down. >> Slide four. >> There it is. >> Yeah. So your your proportional overall rating. >> Are you assigning that? Is that a state thing? >> This is through the state. >> So >> this is our state accountability ratings. >> Is rel is that a is that just a typo? because it's your your percentages are different for Red Elementary and all the other campuses. >> That is correct. Yes, we are all at different um performance levels. So, we have

066two B's and three C's. >> I'm not talking about that. I'm talking about the 70 30 and 0% >> domain which is student achievement. >> Yeah. >> Or do student progress. The reason at Red Elementary looks different. The state chose 70 and 70 but the state chose student achievement domain one for the 70%. Where other campuses are gain of 70% from their student progress. >> Okay. But it that was a sign to it. It wasn't something we came up with. Okay. >> So my question is we have three three areas we're looking at. Well, if one is 0%. What is that counting? >> Well, it's not counting anything. It's 0%. I'm just talking about you have three domains. 170's 130. What is that zero percentage counting towards? Anything up here? >> It's not counting towards

067anything. She's really on the 70 to 30. Okay. Yeah. >> All right. Just clarifying that. All right. On the 5.3, you're talking about the data. I talk about I talk about data all the time. looking at data and my question is you have meetings to talk about data is the data you're looking at or reviewing is that current student performance or is it past performance? >> That's a good question. It's a little bit of both. >> Or a little bit of both. That was my other question. It's a little bit of both. >> Yes. So at the beginning, so they mentioned the campus needs assessment. So at the summer and beginning fall, we work with our um title one committee which is composed of parents, staff, teachers, all the all the different areas. Um and

068we kind of identify campus needs. So we use the previous year of STAR data and I mean we use all of it for the previous year to set up our goals for the upcoming year. >> But are you using you're looking at fifth grade? Mhm. >> Are you using fifth grade previous year or are you looking at the the students you have in fifth grade? You looking at their fourth grade performance or a little bit of both. >> So we we talk about historical data by by students. But then we also like we look at trends. So fifth grade this TE has been tested so many times on STAR over the years. So we need this is a a high leverage. It's one that we really need to look at or it's not tested as

069often. So we look at historical data of the students because we have to look at student growth. We look at current data based on the assessments they're taking right now and then we look at trends over time for fifth grade reading just over over time where it's different kids. >> Okay. At any point do you look at you have the kids almost half of their time in education >> from K if they were on your campus the whole time K through five, right? Do you as I because I always challenge the middle school. Do you look at elementary grades or scores of your students incoming? Do you conversely look at how they they perform at the sixth grade level to see my students are now at the sixth grade level? Now they're going to be

070split campuses. So it's a little bit probably a little easier to look at data. But do you look at how they performed and say okay my students performed this I can identify maybe some gaps on my campuses that I need to go address and it may be different for each campus uh depending on the the the individual students. Do you >> we do that too? I have not typically looked at individual. I look at overall how the middle school's doing and like how my kids fed into that. But as far as going through and looking at like Johnny looking at Johnny in fifth grade and then Johnny in sixth grade, we have not done that at Wooden. Well, you I mean, if you're if you're a Shutupman Elementary and you're looking at Wooden or anybody

071else, I mean, that's great. But I personally would like to see that Shutman's looking at how the Shutman T kids did at the sixth grade campus and and individual because those are the gaps that you're going to fix, not not the other campuses, right? You're trying to do your gaps. My other question is the student tiers. Do students all start off at tier one or do they based on how maybe how they they performed the year before what tier they came in or do they some come in at tier two or tier three? >> So, so the one advantage to having the same goal system is we're going to be able to better track them. We've tracked them on individual campuses um from year to year and so our kids would roll up with their

072what tier they were on, but with same goal, it's a lot easier streamline process. But yes, everybody starts out on tier one unless they were on our campus or on another campus the previous year and they were already on tier 2 or tier three. We'll check in with what their goal was at the end of that year. at the end of the year because we'll have a MTSS meeting at the end of the year to set goals and we will check on those goals at the beginning of the year, do some progress monitoring, see where they're at, see if they're still in need of intervention, um, and adjust those interventions as needed at the beginning of school. If they are in a fourth or fifth grade and we have star data, then we can also

073use that. Um, but then our beginning of the year assessments. >> Okay. at the beginning of the year that indicate when students are struggling which are also our diagnostic at the beginning and end of the year. >> Okay. Thank you. My last question is to you. >> Yeah. >> Have we ever looked at you have a lot of data, right? But you have a limited number of people uh on each campus. a lot of students students are changing every year. So they're, you know, what they're looking at is changing. Have we ever looked at uh bringing in a a data scientist, a kid that's an engineer? That's all they do. They just look at data. They're looking for trends. They're looking for anomalies. They're, you know, they're creating algorithms to to quickly identify something that

074pops up in the data so they can they don't have to necessarily look at the data day in and day out. That's what this person does, right? and they can they can create dashboards and uh use different uh applications to to quickly pull in the data uh to review it but then they can report out hey I'm I'm seeing this on your campus or I saw this on your campus uh to kind of give them a I don't know a help a jump start uh because I think it's hard I think it's hard for you know for what the the teachers have to do in the classroom from from just managing the kids uh trying to teach a kid a curriculum. Uh, and then your administrative team, your your instructional coaches, that's a lot. We

075only have them such a short amount of time. They're looking at data every six weeks. I know they look at it all the time, but they're meeting every six weeks. The data sciences, >> they would look at it every day. >> Yeah. We have Mary Lee Stone and um Megan if you'll come to the um we added premium this year and premium has um different pieces built into that system that help teachers track students and track growth and identify both from a grade level level teacher level all the way down to an individual student level. Um so that's one of some of the programs that we use such as I Ready um has that piece and it identifies it actually places on a pathway. So um a student that comes in and is doing really

076well. It's going to it's going to go deep into the current subject, but then it's going to branch them off and start preparing them for the next grade level. Um so that's another one. I already at the beginning of the year, middle of the year, and the next year so that you're filling in gaps throughout. Um, I have another piece that we just that we recently met with them and we looked at another report, the panor leadership report, where it looks at the trends from the last five years of STAR to how we did last year to how we did this year. And we started helping We follow a group um as a state that is called Le forwards probably part of that. Um they help us identify key pieces. Um so it's a lot

077of varying pieces that we're looking at and we're continuing to try to get better and improve those. >> So so here's the difference what I'm talking about. You're an educator, right? You taught, you worked on the campus. You're a principal. your view is plugging stuff into an education format. Data scientists, they're just looking at data. They're not they don't care what you do with it. They're just looking for things that this sticks out. When I look at a a group, I look at a range. >> This data sticks out. This data doesn't make sense. They don't care why. That's somebody else's job to go figure out why. They're just pulling data. That that's what I'm talking about. Uh not trying to look at it from a an educational standpoint and how they would use the

078data on their campuses from from a from a a principal or a teacher standpoint. I'm saying just specifically just looking at raw data, highlighting things that stick out that uh uh could be a problem, may not be a problem. Uh something that sticks out could be a positive things that you know that others need to come up to their level. I don't know. Uh but I think it's something that >> yeah we can explore that. >> You know data >> data exists. That's why we went to edge of that's why we went to all these different programs is to have this data readily available. I just don't I don't see I hear it. I don't see that we use it to that level that we can use it. Not that we're not trying. Um but

079I think that we have some opportunities to you know we we look at the we look at the scores you know to close these gaps really quickly. you have to act quickly and it can't wait for a six weeks or a 12 week or nine whatever it is I mean this is a constant changing right >> um I that's that's what I did for a living was I'm not saying me I'm but working in the semiconductor industry working working on equipment and seeing how processes change it is a constant change a constant reviewing of what's going on and you know we have it we have AI programs now that we use to quickly identify anomalies and that's when they go in to fix fix problems where it might have taken six months. >> TIA the

080teacher instead of the lock that we're going into has um 13 different validations that are very statistical and I did take a couple of statistics but um probably not the first you want to do all the statistics all the time. Um but one of the programs that region 10 has partnered us with is falls. Um and that is very much a data platform to help us analyze. It is one that a lot of um larger companies are using. Um region 10 uses it for their data analysis. So it is one that we are looking at because we need to be able to identify the correlation between test and student growth and make on the number of front um as we are moving towards t. >> Okay. >> Thank you. >> I I'll try to be

081quick. >> I wasn't talking no work. Uh ju real quickly. Thank you for the report. It's great information. I I enjoy it very much hearing these things what you are doing. What what going through this process what surprised you? >> Outside of my questions, a lot of differences as far as the number of students, the populations, the programs that we offer. We all have varying campuses. And I thought it was really interesting that we all landed independently looking over it without kind of collaborating first. independently found that this was the the highest area of need across the campus. So, I thought that was interesting. Um because you don't know what your neighbors are doing, you know, you don't know what that looks like. And so, when we all sat down and we even though we

082have different populations that we all landed on the same thing. Um I thought that was pretty interesting. >> Anybody else? >> I would agree. I mean we and even with this process and then especially the walks that like she talked about visiting Shields and then Shutman's coming to us this week. It's been really neat through this whole process just watching be on other campuses and be able to look and have a different perspective on teachers on instruction. Um because you do you're in your classrooms all the time and so to go see a teacher you don't know or to have someone come in and see a teacher that they don't know gives you a different perspective. So I what Miss Belle said, we are very much we were very much aligned as far as what

083our needs are, but then being able to be on other campuses kind of is refreshing and it's great feedback um to help us better coach our staff so they can better kids. >> One thing that one thing that we're doing something that we kind of talked about is like the PLC going into the professional learning community and um aligning it to test. So some of the teachers are like hey I know t I'm proficient in this area. What does that look like with the specific? And so as administrators, we align it. We tell them, okay, distinguish, accomplish, this is what you can do in the classroom. And they're like, okay, great. Can you come into my classroom and observe that to see feedback? What does it how does it look? And so the teachers are

084having more in the correlation between instruction and effect. So, I was going to say kind of me and Sean, we we've all said this in in another realm, but um one thing that we've said in the past is these these walks, the collaboration, the the looking and seeing what your partner across town is doing, how they do it, and collaborating together. So, we're more on we're more collective in how we're administering and how we're helping to to raise our our students and our teachers up. Um, that's something that we would all like to see. Um, and I think that we've said that probably for two or three years, but and and we to hear you come here and say that's something very recently that you've put into action more uh boots on the ground type

085deal. that that's super encouraging to us um to hear that because I think that each one of you on your own campus has something that you can offer to help bring your partner up um across town and to help ultimately rise our our kids, our kids and our teachers. >> And I just resound, you know, the collaborative efforts that y'all have taken place. Um a couple notes that I had is, you know, now that you've had this collaboration effort, um cross talk, you Are y'all going to continue? I know you're going to meet, you got district meetings and but really, you know, it if you stay in communication with one another, >> any little thing that changes could >> we collaborate all the time. This is the first time we've done something that's this formal,

086>> but we are constantly in a group text. We're asking each other, hey, how do you do this? How does this work for you? I'm struggling in this area. What do you do on your campus? So we're I mean we're a very close group. Elementary just tends to to be that way. But we um we are constantly uh I I think we talk almost every day. >> The five of us because we do have different shares that we have on our campuses where we've done walks before learning walks. struggling. >> Do you see do you see an area where we're doing right things with with teachers and and helping them and and bringing them along? Is there something that we aren't are or aren't doing um with students as far as um are they coming

087ready? Are they are they anxious to learn? Are they are are I'm a parent. My kid's still in school. My kid doesn't always do right things, right? And I and I own that and my kid owns that. Um and she and she's the last one that's there, but whenever she knows, hey, I got to get my crap back in line, she does. What are you seeing from our student population and our parents that you feel like they need more support either before they get there or as they get there? >> Just looking at that is our coming in, our kindergarters coming in this year babies and so that played a part into it. So I do think looking at early interventions and I think early interventions are key. I think all five of us would

088say those are huge and so just getting those resources into support early so they provide those services. >> Are they so are as you attempt to engage them are they are they reciprocating? Listen, we're parents. We have to own some of this, right? we we screw up. Are are we seeing a reciprocation from them? >> It depends. >> There's a lot of parents who want to do I think all parents want to do right, but there are a lot that definitely need a lot of training and resources. I think we're in a day and age where technology is >> very involved with children and so we're having to work on fine motor skills and groups and some of those things >> in a much more extreme capacity. We'll have parents that that will tell us,

089"Thank you for teaching us how to be parents." Because you have to first-time parent coming into kindergarten or prek. They've never had to school. They just know their own personal experience that could have been good or not so great. And so they will come to us and they're like, they will ask us for advice on how to how to help their child at home or how to for behavior support, how to do those things at home. So we're really here to educate. It's not just about the academics in all of it. program is being proactive, you know, I think it's about mindset and once you shift your mindset, then you start to see more resilation and more anticipation. >> I just know that each of you are measured every day just like a coach and

090just just as as everybody who's in a leadership position. And I think that that sometimes that if the if the what am I trying to say? If the if the position coach isn't helping the the kid at the lower level, then you you can only move the needle so much. And I think that it's important that we embrace the whole student. Um and make sure that we're we're grabbing them and bringing them along with and sometimes that means the position coach needs a little help too. So, as the year progresses and our fifth graders get ready to go on to sixth grade, will you be meeting with our secondaries to make sure that those kids come in and those teachers know how to grab them up right off the bat and we always make a

091spreadsheet that we've given to the middle school that kind of we even break it down to like students that maybe have conflicts like we've done a stay away agreement with student, >> we share that information with them. So, when they're down to just the nitty-gritty planning schedule, um, and we try to, you know, if the student is a RTI student, that data goes with it. If they're 504, that data goes with special education, that goes with them. Um, so I do think that there's room for improvement in there, like where we could meet together, especially now that we've split into two middle schools and it's more narrow focused. I definitely think that y'all inspired some good ideas for collaborating with the middle school, but we do work to try to prepare and give as much

092as we can to set them up for success and kind of to answer your question earlier about following the students. I don't necessarily per se like say oh what do all the shield kids doing but we do notice and we do follow our student groups. So for example our dyslexia students you know our my dyslexia therapist ran into my office last year after star test and she was like every single student that was in my dyslexia groups in this grade level pass or hit approaches on star test. So we do follow student groups but there's definitely room for improvement for us to have a more systematic >> yeah process process. Thank you all very much. >> All right, I have a question. Sorry, I I know I'm the last one here, but so I wrote

093a couple of them down. Um, how are students monitoring their own goals? >> Um, >> great. I I maybe I missed that part of the presentation, but I I literally went back and I was like, >> each systems that we monitor, so some of ours are digital, um, some of them are in >> that was Yeah, sorry. That was not phony in by by any means. >> U >> we definitely have some examples from various campuses. Um >> but yes, our students do track their own data. >> Okay. Here's another one. >> Yeah. Sorry, that was literally was my question. like the teacher may color in in the middle of the year and the end of year they can have that visual for growth. We meet with three third, fourth and fifth individually um to

094talk about their goal setting for star historical data how they think are going to be and how they're going to do on star. So um there's lots of different ways that we that students track their own progress and alongside them. >> And we have leadership portfolios here with our new leader implementation. We've always tracked goals throughout the year, but now we put it into a binder and they're not only track their academic goals, but also their daily attendance and other important goals that they have throughout >> and I was going to say test evaluative system there are several dimensions where student monitoring and progress. A teacher cannot get graded as accomplished or distinguished if they don't have things in place and we don't see what their students are doing. So that's even a part of

095an evaluation is how they have systems in place for students to monitor their own progress. In Ready that we spoke about that has the beginning, middle, and end of the year diagnostics. It creates a goal, a personalized goal based off of their beginning of the year assessment um for the year. And so we monitor that throughout and the kiddos can monitor their Irish data walls that we have. So not only are the students data, but teachers are also in the classroom for students to get a reference. And then we have a big data wall in our data and >> that's that's a major one right there >> data understand and action >> yeah they're monitoring individual students >> hey so great that answered my question that was not a setup but I do as miss

096was saying as our kids move from our ele elementary to the next level of uh the middle schoolers that please please please I think the data uh that John's talking about that moves to the next level. I think that between both campuses it'll be a little easier and we'll be able to see some of that data on um for both sides uh or both middle schools. uh on where the the growth uh and things that we need to that we need to look at. So just kind of keep that in mind as as our kids move from your campus uh to Shaw or to the middle school that uh we do our due diligence to uh let them know hey look we didn't reach our goals in math or we didn't reach our goals. So

097now we give them a heads up over there that we are hey look we didn't we didn't quite make it you know we're kind of in that deal and I know that we see it but um >> or you >> that's it. Hey and I hey look everybody looks great. I mean we're literally because I by next year I hope to see a huge difference in that in that number up there. Um because we are seeing it. We're seeing it now. Um, so next year as they move on and and we do that, we'll start to see those numbers all the way go all the way up. It starts with you guys. Um, so that's that's the key. But thank y'all. Thank you for the presentation. It was good. >> Fantastic. >> Good job. Thank

098y'all so much. >> Appreciate it. >> Thanks. >> And I just have just a couple of things. Uh, just to remind everyone to watch uh the district website. um for any changes in activities due to our predicted or unpredictable uh winter weather mix that they're talking about. So, uh we've already had some changes in athletics that are going to be posted, but we also have some fine arts things that are scheduled uh this weekend. So, depending on what the weather does, those may be moved as well. Coffee talk, uh the next one's February 4th at 7:45. Next mobile food pantry is Thursday, February 12th at 4 here at the ESC. And our next regular board meeting is Monday, January the 23rd. That's all I have. >> Huh? >> February. >> Did I say fe? What

099did I say? >> Said January. I'm not coming back. >> February. >> You're not coming back. >> I'm not coming back. >> Next, we will move into the open forum section uh of our agenda. The board welcomes comments from citizens who have completed public comment forms this evening which are accepted prior to the start of the meeting and are not transferable to other speakers. Please be advised that the information shared in public comments is the opinion of the individual speaker, not the district. Two minutes per person have been allotted for public comments. Please keep all public comments related to school district governance and operations. If you have a specific concern related to an employee of the district or a specific student issue, you're encouraged to utilize the district's grievance pro procedures provided in board policies

100on the district website. And finally, remember that the board may not discuss or act upon any issues that are not properly posted on the agenda. So when I call your name, please step up to the microphone and um the as soon as you start talking, well, you you'll have to state your name again and then the clock will start. So we have uh Amber Jones My name is Amber Jones. I live at 215 Sandy Way here in Red Oak. And I know that you can't answer my questions or address any of my concerns, but I need to be directed to someone that can before the PNZ meeting next week because I have lots of questions and lots of concerns about the zoning that's going before planning next week because um I am not in favor

101of it. it is right in my backyard and I need some clarification before all of that happens before the zoning actually comes across. So that's all that I have. I know you can't answer them, but maybe someone could reach out to me that maybe could answer questions so that I have clarification before I go to next week's meeting. >> I was going to say, have you called the city? I mean, they they they're the ones that know all the planning and zoning rules. >> I work for a city. They're not going to give me much information until it goes before the board. And they didn't they weren't courteous enough to put a map on the back. So, nobody in my neighborhood even knows what this PD zoning is for. I just happen to know because

102I know what to look for and what to ask for. >> Okay. Maybe You can call Miss Sanford and she will give you information that she can. >> Okay. And just give her a call. >> Okay, I can do that. Thank you. >> And I'm sorry, but I forgot one quick time. >> Just won't take just a minute. We did want to recognize um have Mr. How and Mr. Cado come up just to give you a real quick um shout out. I'm so sorry I didn't write it down. >> Good evening. Uh well, once again, it's not 88 slides. In fact, I just got one. Um uh Brett Howal likes to joke that in the spring all the schools get to test one time, but at the high school they test twice. They test in

103December and then in the spring. So every year in December there's the EOCC testing for the students that uh have not been successful on one or more of the EOCC tests. So they recently tested, we got the results back and there's great news throughout the entire slide. Well, his three slides. So we wanted to bring him up so that he could share some great news that's happening at the high school. And I think even after he shares uh some of the success stories uh when you start unpacking individual kids that did well I mean we could talk about this for the rest of the school year in terms of the real success took place uh at the high school and this is going to go straight into the high school's accountability. So well thank you

104for allowing me to celebrate our students and our staff some of their successes. um you know in December uh we we administered 514 end of course assessments uh to our students u and I'm going to start with English one so here you have four different columns the first column is how we did last December uh the next column is how we did uh this past December and then you have some region and state data um and so for English one we're we're excited about a a 10% increase in approaches to 28% uh and that we scored above the region and the state. Uh and then our meats uh is 11% which again is right there at the state level but above our region and in a sizable increase from last year. Um when we administer

105retest most of these students are students who were not successful on previous assessments. We have a few that are first-time testers. Maybe they were absent in the spring. Uh they couldn't come in the summer to retest. Um and so a lot of these students at one point in time scored did not meet. Uh and so anytime that we see 11% meets uh we're seeing great growth in in what our kids are doing. Uh English two we see similar uh growth as we did in English one uh 27% approaches uh which is again is above the region in the state 11% meets uh which is a sizable increase from last year. When you're looking at algebra 1 uh this is one we're are really excited about. uh 25% approaches uh which was a decrease from last

106year, but if you look at the next two uh that's kind of where we made up the difference. We had 7% score meets and 15% score masters. Uh and and I'll tell you this, we had uh it was 14 kids that took the that scored masters. Three of them were first-time testers, 11 were retesters. So the growth that those students showed, we're really proud of. Um and we're out per outperforming in my opinion uh at the region and state level just by some of our uh scores there. Uh biology uh we're excited with uh our biology scores 43% approaches. Uh but what we're really excited about is the 7% MA meets and the 12% masters. And then US history um kind of stands out. If you look here, 33% approaches, which is an increase. Uh

10710% meets and 36% masters of our retesters. And so we're really excited. I've been asked over the last two weeks a lot of what did we do? Um and I think there's not one thing that we did. We did a lot of things. Those all came out through a should be abcde ef. >> So there was something there. >> It's freak. Uh, but one thing I've got to give credit, you know, I don't take a lot of credit for this because all I did was say yes when people ask me if they could do something. Uh, but intentional meetings with our retesters discussing study plans and which tests they are taking. Our instructional coaches in the fall, they meet with every student that's retesting and talk about their study plan during talent time and where

108they need to work. You know, the challenge that we have is a kid that's retaking algebra 1 EOCC is probably not in an algebra one class. You know, they've already passed the class and moved on. So, we have to find ways to get that information to them outside of the traditional classroom setting. Um, some of that is with we have an algebra one trailer class. So, students who were not successful in algebra, uh, we try to assign those if they have room in their schedule and they get a lot of STAR um, intervention in that class. We also have a practical writing class, which is an English class that if they weren't successful on STAR and they have room in their schedule, uh we put them in those classes. Uh we've had super Saturdays with

109our English students. Uh and for biology, uh we get a pretty good turnout. It's not what we would like for it to be, but you know, anytime we're getting 25 to 30 kids on a Saturday to intervene and work with them. Uh but one thing that we've done differently that we didn't do a lot of last year is our boot camps. Uh so algebra one we at Mastery Prep is something that we've uh purchased this year and they do boot camp. So algebra 1 two days before the retest we had about 85 students uh in a morning and afternoon session complete this boot camp with one of their facilitators. Uh and we think that contributed into some of the growth that we saw in algebra 1. But then some of our own staff members uh

110took half days and pulled out some of our retesters and did a boot camp style uh uh review with us history and with biology and those were things that we had not done in the past. Uh we also have our mastery prep that they can work through during talent time. Uh and then the biggest thing for me uh and we can look at data all day long and and we do uh but putting the pe the right people in the right place is really I think where we're seeing a lot of our growth. Um, and so I don't think there's five or six things. I think we've done a lot. Uh, the culture of testing on our campus, I think, has changed. We're not going to get kids out of class to go retest. They're

111showing up like we asked them to. Um, and so, but we wanted to celebrate the work that's happening. Uh, in regards to accountability, um, we get I call it bonus points. They don't like to call it bonus points, but that's what it is. um any kid that's s any student that is successful on a retest uh that's considered House Bill 1416 for accelerated instruction in domain two and domain three we get uh points when they're successful and so we get one point for a student uh that's a first-time tester in domain two and domain three we get a quarter of a point for every student that is successful that's on a retest. Uh so it is that helps us. So we want as many uh kids through the gate as possible. We also know that

112uh being successful on EOCC's is part of our graduation requirements uh and so it helps getting the kids through at the end also. So >> congratulations. >> Great job. >> Good job. >> Any questions? >> Do Do I owe any coaches an apology? >> Thank you. Congratulations. >> Thank you. >> I'm really done this time. Sorry. Okay, we will move into action items. Are there any is there anything on consent agenda that anybody wants to pull? >> Okay. If not, do I hear a motion? >> I make a motion that we approve the consent agenda as presented. >> All those in favor? >> Oh, sorry. Do I hear a second? All right. That is a motion by Mr. Knight and a second by Mr. Sebring. Now, all those in favor say I and raise your

113hand. >> I oppose. Same sign. Motion passes 70. Okay. And next is the general election order for Red Oak Independent School District. Yes, we have um trustee places three, four, and five that are up for election. And the next election cycle is May 2nd of 2026. And so it is the administrator recommendation that the board approve the order of election calling a general trustee election for places three, four, and five on May 2nd, 2026. We would like to elect board trustees. >> And we have to motion that also. >> Yes. >> Okay. Do I hear a motion? >> I move that the board approve the order of the election calling a general trustee election. >> Second. Okay, that's a motion by Mr. Sebring and a second by Miss Nut. All in favor say I and

114raise your hand. >> I post same sign. Motion passes 70. Next, we have the special election order for the trustee. >> Yes. Uh we have an unexpired one-year term due to vacancy. That is going to be place six. Again, uh the next election cycle is May 2nd, 2026. So administration recommends that the board approve the order of election calling for the special trustee election for the unexpired term of play 6 on May 2nd, 2026. >> I move that the board approve the order of the election calling a special trustee election. >> Second. It's a motion by Mr. Sebring and a second by you. >> No, ma'am. It was it was Donna. >> That's what I was going to say and y'all started laughing. >> Okay. Sorry. >> That's a motion by Mr. Sebring and a

115second by Miss Knight. All those in favor say I. >> I. >> Post. Same sign. Motion passes 70. Next we will have Dr. Johnston to tell us about the Redcast School subarsity athletic venue. >> Thank y'all. As Mr. Stanford said earlier, bring back tonight. You know, we have we've engaged with Jorus to do five of the major projects out of the 2025 bond. And the first one that we're got the guaranteed maximum price is on the subvarsity venue at the high school. And so they've gathered information and came up with a guaranteed maximum price that the district would be responsible for. And that's what we bring to you tonight. Any questions? If not, do I hear a motion? >> I make a motion that uh we approve the guaranteed maximum price as detailed in the

116attached yours uh general contract proposal for uh completion project. >> Okay. Do I have a second? >> Second. >> Okay, that is a motion by Mr. Knight and a second by Mr. Kelly. All those in favor say I. I >> oppos sign. Motion passes. Seven. >> Thank you, sir. >> Okay. And you've all had a chance to look over your information items. Do you have any questions on those? Okay. If not, then we will go into closed and the time is 8:49.