001district to order at 6 pm. 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 551. All board members are present. So, Miss Knight, if you would introduce our guest pastor tonight, Mr. Jared Douglas, would you come forward, please? Oh, there he is. I'm like, I know. I saw you. Where are you? Jared Douglas is married to Amy Douglas, who's a graduate of Red Oak High School, and they have two daughters, Jaden and Ally. Jared spent eight years in the United States Marine Corps, and currently serves as the lead pastor at First Baptist Church, Red Oak. Jared also serves as the chaplain for the Red
002Oak Police Department, the Red Oak Fire Department, the ROID Police Department, and the ROISD football team. He has his bachelor of science degree in biblical studies and counseling and is finishing his master's degree in leadership from Liberty University and Dallas Baptist University. >> All right. Thank you for being here tonight and thank you for the opportunity to be here. So, let me pray. Father, we love you. We thank you for your grace and and for your goodness and for your love for us. God, your word says this is the day that you have made and so God, help us to choose to rejoice and to be glad in it. God, we thank you for uh just this time of year to remind us of of the gratitude we need to have. God, we're grateful for
003the opportunity we have to live in the United States of America. And we're grateful for the opportunity we have to live in the great state of Texas and here in this great community of Red Oak. God, we thank you for Red Oak ISD. And God, we thank you for our our administration. We thank you for our school board, for our educators, for our teachers, for our coaches, for our custodians, for every single person that works in this district. God, we pray you would bless them and you would guide them and and protect them. And we pray for our students, God, as they come uh through the halls of every school here and go into every classroom and that they would get the education they they need to become not just uh smart students, but God
004become better citizens for our country and our nation, our community. And so Lord, we just pray for this meeting tonight. God, pray for the wisdom that's needed to make the right choices and right decisions. And we ask all these things in Christ's name. Amen. >> Amen. >> Thank you, Jerry. Okay. Next uh will be the pledges of allegiance and Mr. Sebring will announce our pledge later. >> Good evening and welcome. Um if I could have Miss Zarya Brown Baldwin please come to the front please. Welcome, ma'am. Our November pledge leader is Zarya Baldwin. She is 10 years old. Her parents are Ashley and Kenneth Miles. She has an older sister named Kayona and a younger si sister named Kinsley. Zarya is in the fifth grade at Shubman Elementary School. And her teachers names are Mrs.
005Pie, Mrs. Faserante, Miss Farley, and her favorite subject is reading because she likes learning about the world around her through stories and books. Zarya also enjoys reading and drawing. Her favorite book is Dork Diaries. Although she does not have a pet, she does wish she had a hamster. Mom and Dad, you listen. Hey, can we get a we get a go for the hamster? Something she likes about herself is intelligence and an ability to solve problems. Zarya was selected because she shows up at school ready to work and she's a student that teachers appreciate because she knows how to encourage others and contributes to a supportive classroom environment. When Zarya interacts with her peers, she's inclusive of others and makes sure no one is without a friend. And she has grit and shows reach by
006being kind and respectful to others. And she is a natural leader who's an all-around great student. She is intelligent, easy to teach and and to work with. and she has a beautiful spirit and her teachers love her infectious smile and feel so blessed and honored to have her as a student. Man, that's a lot of wonderful things to say about a young lady. >> Yes, it is. >> Step over here and lead. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Honor the Texas flag. I pledge allegiance to thee, Texas, one state under God, one indivisible. Thank you. Next, we will have Miss Sanford announcing our top hawks with the help of Mr.
007Kelly. Okay, for the 2025-26 school year, Red Oakd continues the celebration of students and staff with the Top Hawks and Hawk staff spotlight programs sponsored by area businesses and organizations. Each grading period, campuses will select the top hawks, one boy and one girl, from their entire school based on the four talons 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. These are sponsored this grading period by Compass Data Center. And we are joined by Katie Hancock. Katie, if you'll come on up to present the certificates and the gift cards. So, elementary students, when we call your name, you'll come up and remain standing up here for a picture. From Eastridge Elementary, we have second grader Zoe Roses
008from Eastridge Elementary. Third grader, Max Ortega from Red Oak Elementary. Fourth grader Kaden Williams from Red Oak Elementary. Felicity Hathcock from Shields Elementary. Oh goodness. I hope I don't mess this up. Bri Timbo, fourth grader. And from Shields Elementary, first grader Kai Turney from Shutupman Elementary. Second grader Allison Zamora from Shutupman Elementary. Second grader Carson Fulton from Wooden Elementary preker Santiago Sandovva Lobo and from Wooden Elementary fourth grader Ranada Tovar. And parents, as soon as we get our district picture, we're going to leave them up here and give you plenty of time to come down and take a picture. >> And I also want to ask while they're setting up for the picture, if everyone will stay until the recognitions are finished, that way everybody gets a chance to hear their child's name called without
009a bunch of commotion in the audience. And I'll stop and give you a minute to leave. She want to turn her certificate around. Where are you? Keep smiling. Keep smiling. Is that everybody? >> Okay, one more round of applause. Congratulations. Okay, we're going to move into our uh secondary schools. We're going to start with um Red Oak Middle School, seventh grader Aiden Rosas, and seventh grader Kinsey Lan. Shaw Middle School, seventh grader, Nazara Metaf, and seventh grader, Summer Loftton from Shaw Middle School. Okay, moving into our high school, we have senior Giana Thomas and senior Simma Cox. Let me see. Congratulations. And we have our Hawk staff spotlight. Compass data centers is also sponsoring the Hawk staff spotlight. From our bus drivers and office staff to principles, custodians, teachers, and more. Our Hawk Nation consists
010of the best of the best. Every day, Hawk staff go above and beyond in a variety of ways. Today's winner will receive a certificate and a $100 gift card from our sponsor, Compass Data Center. Congratulations to the Hawk Staff Spotlight, Maria Shielden, seventh grade science teacher at Red Oak Middle School. And just a quick share on her nomination. Every day, Mariah creates a dynamic and engaging learning environment where students are not only encouraged to explore scientific concepts, but are also actively involved in hands-on labs that bring their concepts to life. Congratulations Okay, at this time we are going to bring uh Dr. Jeter up, Jennifer Jeter, director of career technology education tech and she is going to be presenting uh carbon aerospace and Mr. KN is going to come down as well. Good evening. Our
011robotics team Talon Inc. over the past couple of years has excelled in state competition. Um with the help of Carbon Aerospace, um their donation of 6,000 helps us get into the competition. Um it's an entry fee and it also helps us get to Houston to go compete. Um the past three years we have been in the top 50. Um we have almost made it to worlds. We are not quite there yet, but we are very close and hopefully this year we'll get there. Um, so this year Doug is presenting us with the big check that we frame up into the hallway. So it's a lot of fun if you ever want to go see it. Thank you. And we have our teachers, sorry, April Moon and Jonathan Labram here and a couple of our um
012head leaders in our robotics team if they will come up um and join us for a picture. Thank you so much. Sponsors like this keep everything going for RTO guys. So we appreciate you so much. >> Thank you. Okay, that concludes our recognitions. So, those of you that have children that might have homework and you'd like to get started on it can leave if you would like to. We'll give you a couple of minutes, but as always, you're welcome to stay for the whole meeting. We'd love to have you. >> Thank y'all. Congratulations, >> cheer for the Cowboys. We're going to try again. [Music] Yeah, I think so, too. >> That's right. That's exactly right. I know. Gotcha. Okay, we will get started again. At this time, we will have a public hearing to discuss
013the financial integrity rating system of Texas, which its abbreviation is first fir. And Dr. Bill Johnston will be presenting the information. Good evening. Thank you. Every year, this is something the TA required us to do every year. And so this is going to be similar to what we've done in the past. Uh just talk a little bit about the history, the rating, the indicators, and then some of the disclosures that we're obligated to provide and then answer any questions that the board may have or the community may have. Again, the purpose is to ensure that school districts are not only accountable for the student learning, but also that they are for the financial management being cost-effectively and efficient. That's good. Again, the primary goal is to encourage school districts to better manage the district's financial
014resources and to evaluate fairly the quality of financial management that's taking place and be transparent by discussing results to the public, which we're doing this evening. The district score is based on a summation of 21 financial indicators. It's a score of 100. There used to be 15 indicators, but five years ago they upped it to 21. And there's also something called a ceiling indicator, which you pass it and then you get points. If you don't pass it, you may fail the whole rating system. And the ratings are based on data from the 23 24 school year because trying to get all this done, it's about a year behind. And so superior would be 90 points to 100 points. And that's what we've been for the last two years. Uh broken down to pass fail. There's
01510 of those indicators. Nine have a maximum points of 10. Two of them have a maximum points of five. Some of them have that critical indicator which is either pass or fail and there's seven of those and those are the numbers they're listed. And then for this year, like in the past last several years, because of results of the pandemic, indicator 10 this year is not being evaluated. And I'll share what that is in a few seconds with you. The first one is, did we submit to TA our audit in time? It was due on December 27th and we sent it on November 25th. Just as FYI, there's something happening now here in the state of Texas that they've postponed us submitting the audit this year until February. Typically in October, November, we'd come back
016and present that to the board, but because of some of the changes in the rating scales, they pushed it back until February. So will we come back in January, February with the audit, which should not be any issues. Again, did we have an unmodified opinion? The answer is yes. We did not have any issues with our 2024 audit. We were we in were we in compliance with the payment terms for all debt obligations. Typically, that's twice a year in August and February. And we made all our bond payments on time, so there's no issues there. And then we make timely payments for other things like TRS, workers comp, IRS. And yes, we did. There was no issues there. So we passed. Then were the net assets in the government activities greater than zero? Yes, we
017had 56 million of net assets. So we greater than zero. So we pass that. Six. The star represents one of the newer ones that were added five about four to five years ago. Was the average change in fund balance over three years less than 25% decrease or did the current year assigned and unassigned fund balance exceed 75 days of operating expenditures? Our fund balance has gone up over the last three years by 2.7% and we have roughly 111 days of expenditures a fund balance to cover 111 days of expenditures. So we pass that no problems. This is one that it's a little uh frustrating. This one we dropped us two points this year and it's basically was the number of days of cash on hand and the current investments in the general fund of the
018district sufficient to cover operating expenditures. They say if you have above 90 days then you're good. And at the end of January, we only had 16 million of cash, but we had about 5 million of receivables, money that was coming in but wasn't here on June 30th. So, if that money had gotten here, and you know, probably state funding and things like that, if that had gotten here, that would have taken us above the 90. So, because of that, we're we had 80 82 days instead of the 90 days. So we had eight points instead of the 10 points. What is a measure of current assets to current liability ratio for the school district sufficient to cover short-term debt? The threshold is over three. We are at 7.8. So we're past that. Do the school
019district's general fund revenue equal or exceed expenditures? Yes, by 1.84%. So we got more revenue than expenditures that were spent. Did the school district average less than a 10% variance when comparing budgeted revenue to actual revenue for the last three years? And as you see, we're about 2% difference between what was budgeted and actual. So we're fairly close only less than 2% difference. So that's less than the 10%. So we got the full 10 points or excuse me, this was the one not evaluated this year. And I think a lot of it has to do with the pandemic and and districts recouping from that. Were the ratio of long-term liabilities and total assets for the school district sufficient to support long-term solveny of the student enrollment or were the student enrollment greater than 10%. Our
020solveny is 69. They say it should be less than 60 but because we had almost 9% increase in student enrollment then we pass this without any issues as well. was a correlation between future debt requirements and the district's asset assessed property value. We're at 3.9, which is less than four. Since we've issued more bonds, that may be problematic moving forward. So, we'll just have to wait and see how all this plays out for the future years because we issued $175 million of bonds in August. And that would be part of that long-term liability column. Well, the school district's administrative ratio less than the threshold. Threshold is 10%, we're at 9.6%, so we're below that threshold. And that's something we pretty we watch pretty closely every year to make sure we are less than the 10%.
021Because when I first came it was greater than 10% and we got it back down below the 10%. Did the school district not have a 15% decline in studentto staff ratio over three years? We did not. So the the question is kind of difficult. The answer is yes. We did not have that. So we got the 10 points. Then school district ADA within the allotted range for the district's bannual per pupil projections. And yes, we are very close to that. And and what this really means is like three years before the budget, we have to tell TEA what we think the enrollment's going to be because then they use that for each of the legislative sessions. So it's, you know, that's every two years. So they need two years worth of data. So that's almost
022either two to three years ahead. So we're pretty close to estimating what we think it's going to be to what the actual has been. Do the comparison of public education information, the PE's data to what was the actual AFR, we're only $90 off of that. So that's pretty good as well. Did the external independent audit report have any instance of material weakness? The answer is no. So, we passed that without any issues. Did the external independent auditor indicate the AFR was free of any material non-compliance? We didn't have any non-compliance, so we got the 10 points of that as well. Did the school district post the required financial information on its website? Yes, we did. And so, we got the maximum points there. Did the school district administration and school board members discuss any changes
023to the local, state, and federal funding at a board meeting? Yes, we did. We do do that every May before the board adopts the budget every June. Then the last indicator, the school receive any adjusted prepayment schedule for more than one fiscal year. We did not we're not we were ne we've not been overpaid by the state. So we don't have to worry about this. Again, you may have some districts that get money from the state, but when the state does the final settle up, they overpaid them. So, then they require them to send the money back. We haven't been in that situation. So, unfortunately, last two years, we were at a score of 100. This year, we're we're still a superior achievement, but we lost those two points due to the not getting the
024cash in having it in our accounts by the end of June. So we only had 98 points. That's still the highest level. And then this is for all the districts in the state. 85% are at that superior rating which we're at. And then there's a few of them that are below that as well. Then there's some other required information we're required to put into the document that we prepared. One of the superintendent's contract reimbursements received by the superintendent board members. any compensation or fees received by the superintendent outside of the district, gifts received or business transactions. The last three are all zero. The superintendent's contract is out on the website for anybody to see that. Here's a reimbursements. Not everybody went to conferences. Typically, this would just be reimbursement for going to the conferences or
025the registration fees. maybe not reimbursement but registration fees and cost for board member to do things and so not everybody did that. So this is what it was for the 23 24 school year. And then again the outside compensation zero gifts received zero business transaction zero. And so that's pretty much it. Any questions? >> Seeing is this is a public hearing. If anyone in the audience would like to make a comment or have any questions, please raise your hand. Okay, >> just one comment. Um, Bill, we appreciate you. You know, there's a lot of districts that are in a deficit, you know, and and we're not. So, that's a positive and we need to look at that positive. Even though we hit a 98 instead of a 100, that's still fantastic. >> Yes. >> You
026know, we're still we're still ahead of most people. And when you look at that um like on the indicators of 15 it shows five points. When you first look at that you're like okay what's the deal? But it's only rated at five points. And that needs to be understood as we're going through the slides that when people see the five point that is the maximum point >> there. Two two of two of the indicators are the maximum of five. The rest number 10. >> But again we appreciate you. >> Yeah. Thank you very much. Any other questions or comments from the board? Okay. And we will move on to the superintendent report. Thank you, Dr. Johnson. >> Thank you so much. >> Okay. We are going to uh have um little Pacifica, our chief of
027police at Red Oak Police Department to give a discussion on our intruder detection audit findings. Good evening. >> Unfortunately, um on October 28th, the uh district had a intruder detection audit uh at the high school. Uh, as you recall back maybe from the end of last year, the TEA will send auditors out to the different campuses to ensure that you're in compliance with the standards. And uh there were a couple things that were noted within the uh audit of the 28th. It was two external doors. One was propped open and the other one, it's a mechanical issue. That thing had been reported a couple different times. It had just been fixed. Um, and it had been checked just not too long prior to that on that morning prior to the audit had been checked by
028one of the officers and it was fine. Sometime between that check and the auditor's appearance not too long after that the door basically the door has to open and close and it was able to be pul one of them was able to be pulled open. Same thing on the other one that was propped open. security officer had checked it not too long before that, but sometime after that it got propped open um by a student, we we're assuming. And uh so those are the two findings. They did note that there was at least one place where there was something outside a door that they believe could be used to prop open. There's no indication that it had been used to prop open. They just made that notation. It wasn't a finding. So the actual findings
029were those two doors. Um if you'll remember so requirements are one we have to have a board meeting that which we're doing now public meeting and and bring that to uh to your attention. It also requires that we do live training u to remediate for a remedial type thing to to basically relearn what we're supposed to be doing. Uh and like I said in this case it it some of it's unfortunate but it it is what it is. two doors were left were found open. So, we have already done uh one training this past uh Friday and the makeup date is this coming Friday uh to because basically everybody that's assigned at the high school regardless of your assignment has to attend the live training and the in the retrain in the training we geared
030toward the findings. Uh, and one of the things, so to address the door problem, like I said, there had already been some work orders, but what we told staff and what I've reiterated my team is I don't care if you find a door daily with the same issue. You're going to do a work order daily. Uh, some of the some of the issue and I talked to Mr. Stanford is, you know, over time you have some settling. That's part of could be part of the problem. Uh, and then as at sometimes it's wind, it's different issues. Uh, a couple things with the door. One is you can't be able to pull it open. Two, you if you push it open, it has to shut and close by itself. Uh, so those are things that we
031have them check. Uh, and again, we we've encouraged we we told the staff daily if you I if you find the same door and there's a problem, it needs to be reported daily with work order because we could be able to show it's and and and Mr. Stanford's team comes quickly to address any issue. So we we would have a running trail of that and then obviously there's this door that we're repeatedly seeing open maybe figure out some other issue to see how we address that. So that was there. Um on the uh propping open uh that's just that that's an education piece. Like I said in this case we're fairly confident it was a student. Um so we coaches were made aware to talk to their their teams on that end of it. Uh
032we've also refocused to make sure we're checking that more. Again, it had just been checked uh not too long before the audit, but uh it was unfortunate that that it was propped open. So, those are the two things that we have to report. Um again, the training one has already taken place, the other one will uh take place this Friday for the rest of the group that weren't able to make the first day. Um we uh as as a requirement like I said we have the board meeting uh our next safety committee meeting which will be in the spring. We have to make sure it's noted then as well. Um so we we'll do that in the spring. Uh and then by December 27th we have to upload through Sentinel to the TEA all the
033steps that we uh we took which includes includes a plan of how we're going to try to address that. And I've already discussed most of that is, you know, increase the checks as much as we can. Make sure we're reporting any malfunctions and then uh working with working with the students to ensure they know they can't prop open doors. And then the only thing other thing we did push because they they uh which we've said before, but we also reiterated in the training, if you see anything next to an inter exterior door that could be used to prop it open, we're telling people just to remove it. So that'll take the opportunity away. Um that is about it. Again, I have until the 27th to to upload in December of December, but our plan will
034be to upload next week because we will finish the training this Friday. Have all the rosters to be able because I have to submit the roster. I have to submit copy of this agenda that it was posted. I have to submit what the corrective plan was and we'll get all that taken care of and uploaded next week. So I'll be glad to answer any questions that you may have. So I I just So we have videos at all these doors, right? >> Yes, sir. >> So does the video say that it was a student or does the video say that it was a teacher? >> The video in this case says nothing because the process the I it was in the process of switching servers uh to a different system. So that day there was
035no video >> to be that. >> So we we can't have that and I we need to do those on off times. We need to do those updates during off hours because if if an incident happened, it wouldn't be all of us would be on the front page of the news. That is unacceptable. And the people who are doing the crap need to be reprimanded and held accountable. Whether it's a student or teacher or step or a custodian, if it's my kid, I don't care if something happened to one child in that building, we would all be on the front page of news on on on every single place in the country and be embarrassed and worried and up here sobbing and woe is me. But we're not doing the preventative things that are simple
036stupid to to make sure that it doesn't happen. We have to do the simple stupid stuff >> on the part of the plan is the corrective there is corrective action noted that if if someone's found they would be held accountable. We we've got that in. I failed to mention that. I'm I'm sorry. Uh I will say on that particular door video probably wouldn't have been uh available. You would have been able to see the outside but you can't see the inside because of the location of where that door is. >> Well then we need to add another camera so they can see both sides of What I'm saying is I can't you can't because it's inside the girls lock room. I I mean that's the problem we have. We are looking at some other options
037uh possibilities of maybe an audible on that door but and a couple other is it the exit that goes to the softball field? >> Softball and tennis area. >> Okay. So then the next the next uh solution for that is to make it so that you can only enter through the main door that goes out by Anderson's office or out through uh physical therapy. Right. >> Right. Yep. >> Or some fencing. I mean, there are there are things with fencing that you could do as well where if it's an enclosed if it's within an enclosed secure area, you you meet the safety standard as well. >> Well, if you just lock the door and you make it so they got to go out the other way, then it's it's done and you don't got to
038put up anything else. the I and I I'll defer to Mr. Stanford, but I don't think we can lock the door because I think it's it's a it's considered a fire exit. So, in other words, you're always going to have the ability to push it open. >> Yeah. Mr. Gorder, you want to talk about the uh sound devices? We're actually looking at >> We're looking at something that I just like for him to discuss right quick so you could hear it. >> So, I've got a small committee of two, myself and Melissa Shoulac. We um walked every building in the district. Uh met with each of the principles, met with the athletic director. Um and we talked about door alarms. There's very specific doors that I would call weaknesses where kids let other kids in.
039The athletic fieldhouse, you know, when I talked to Chris Anderson, he said, "I've got two very specific doors." This was a little while ago. I think one of those doors is one of the two that was one of the two that was propped open. So, we've got a map. Uh, we've gotten input from all the principles, um, uh, from Mr. Nich, from Chris Anderson. And so, we feel that if we were able to put these alarms in these specific locations that the principles and other district leaders have said are vulnerable spots. Um, you know, let's just take door 33 where the high school is. We put a door alarm there. We turn that key that if anybody opens it during certain periods of the day, it starts sounding like crazy. What's going to happen? Whoever
040propped that door is going to take off running. Probably see them on camera. And number two, the staff members that are nearest to that door um are going to be really upset about the fact that that door is going off and they're going to close it. Um and that loudness is going to get the attention of folks in the building. And so we have identified a company. We've identified exactly which doors and how many alarms for each door. Um if at some point we're able to move forward with that, even if we just piloted the high school and piloted another school, uh we were thinking about starting with the high school where we've identified 27 doors that could benefit from the alarms. Um then we could use that as a little case study and then
041maybe go around the district and do the rest. The company that we're looking at is uh they've got a shop in Waxah Hatchee. uh they could come and do the installation and you know hopefully these kind of failed audits would be something of the past. Well, and I love that you have sol that you go that you come with solutions, right? I love that. But at the end of the day, the person or or child who's doing it, if there's if they they got no skin, it doesn't matter. You have to sit a couple games, you have to sit a couple innings, you have to there's consequences for you as an individual, then it means something. Right now, it doesn't mean anything, right? if it means you get kicked out of the program because if
042a breach happened and something happened, >> it >> could be tragedy >> and they don't and they don't see it as that. But sometimes you have to you have to >> rule a little bit harder than the soft hand glove kid hands that we we play with. >> Rest assured if we find who does things like this, even if it's a student, we are going to hold them accountable. Um, we're going to look at the student code of conduct and see where that lies and we're going to match it with the consequence. >> Thank you. >> Okay. I just wanted you to hear the things that that we're working through as well. >> We we met with Mr. Corder and his team as well and looked at those same doors and confirmed those are the
043ones that we see as as areas as well. I will say the prop that was used uh the coaches for the team respective teams that may have had athletes that left the prop they did try to research. It's it was a a sandal basically and so they did try to research to find the person responsible without success. >> Thank you. And at this time, I'm gonna going to have uh Mr. Cordderero, chief of secondary schools and programs to come back up with our Red Oak Middle School principal, um Mr. Christopher Thompson, Chris Thompson, and they're going to talk to you about a local improvement plan. >> I'm going to lower the mic and then I'm sure he's going to raise it all the way up. >> Well, good evening. Um to in your documents, you
044have a a PowerPoint and you have another document. The PowerPoint goes with the document and it's called ALIP which stands for local improvement plan. In October, you received the SIP which stands for campus improvement plan. The difference between the two is the campus improvement plan is developed by the campus team with the direction of other folks here in the district. And the lip is a state mandate. Anytime you have a campus that's a D or an F, if it's your year one, and in this case it's ROM's year 1 69D, the state of Texas has one requirement, and that one requirement is that a presentation give be given to the board of trustees on the local improvement plan, and that is what we're going to do uh for you this evening. Again, the plan is
045required. Um the local improvement plan looks very different from the campus improvement plan for several reasons. One is it's the state's document. Number two, it follows a framework called the effective schools framework which is a researchbased best strategy for improving schools. So the ESF framework gives you five levers. In this case, um, several of us, myself and Lind Docky and others, we sat down with Chris Thompson and his team. It took about six or seven hours to develop, uh, to develop what you have in front of you this evening. It was an excellent exercise. It was an opportunity for reflection. It was a real honest exercise. It was an opportunity for us to work with Mr. Thompson and his team to see exactly where he and his felt his team felt that where they were,
046not where Mr. Cordderero feels they are but where he feels he and his team are out of those five levers. We work with the team to develop uh something out of three levers. So there's five levers but the campus picks the three that they feel that are the most important to them. And in a few minutes you'll hear the presentation about those three levers. Uh just one quick highlight. Um, ROMs this year has probably done more than 250 walkthroughs than they have in the past. There is a district initiative which you'll hear more about at some point and that's fundamental five and basically there's a book study that goes with it. Um, it kind of gives the blueprint of how these fundamental five walks should be done. Um, all campuses are doing this. In the
047case of ROMs, um, like I said, they've logged in more than 250 class walks than they have in the last four or five years. So, that has been a gamecher, there's been a lot of data meetings, um, state of the campus meetings where we turn over everything that's underneath the hood, uh, from discipline to instruction to hires. We do that four times a year. The three secondary campuses do data meetings uh, with me every three weeks. They present to each other. we bring others in the room where they they're able to talk and they're able to be reflective about all types of data uh from common assessment data uh CBA data discipline data uh the high school CCMR data so there's ongoing reflection anytime we have these data meetings we always start with what did
048you do with the meeting the recommendations we gave you at the last meeting so they always start with we had a meeting three weeks ago this is what my team and I did with that u there's been ongoing test calibrations um with myself, Lind Dockery, and her team and then ongoing campus classroom visits. So, there's been a lot of work that's been laid out this year. Uh and again, just kind of staying with the fidelity of the LIP process. You'll now hear from Chris Thompson as he raises the mic to talk to you about that process. >> Thank you. >> All righty. Thank you, Mr. Cordderero. appreciate the opportunity to come share with y'all tonight. Uh first and foremost, I do want to uh say a special thanks to several of the people who did
049help with the creation of the lip. This wasn't something that was just done by myself and my team. A few of those folks are Mr. Israel Cordderero, the chief of secondary schools and programs. Lynn Dockery, the director of of curriculum and instruction. Merily Stone, the director of excuse me, the district accountability coordinator, Elizabeth How, the secondary math and science coordinator, and Erica Nelson, the secondary Elar social studies coordinator, as well as my campusbased team. All right. So, Mr. Cordero spoke to this, but why do we need to have a lip or a local improvement plan? The reason why is we were identified as being additionally targeted when that happens when a campus has one or more student groups whose performance is consistently low in set outcomes. So there are two uh student groups that were
050identified. Those two groups are sped population and our EB or emergent bilingual uh population. You'll notice it notes that this is the first year of a dampus, but I've shared with you on on the slides the last three years of ratings uh due to a combination of the co 19 pandemic and lawsuits that followed changes to the system. Texas school accountability accountability ratings were delayed for several years. That's why it looks like we've had a D in the last three years, but I'm saying this is the first year that we've had a D campus. It's because of that that delay to the ratings that was done. It is of note to see the growth that occurred between the 22 23 school year and the 23 and 24 school year and obviously the our goals for
051growth uh for this year as well. Speaking to those two focus groups there uh the two groups are the special education students. We've done several things to identify ways to support and to better improve the educational experience of our special education students. A few of those things are just the sk the strategic scheduling of students, our focus on use of accommodations in the classroom consistently, focused tutoring for this group of students, uh teacher training on how to accommodate lessons and student activities, and of course progress monitoring. Of note, we've also included our sped inclusion uh support pair professionals in the PLC or the professional learning community process to ensure that they're planning with the campus uh teachers in the instructional areas so that they're a part of the goal setting and they're a part of
052uh the methods that are chosen to be successful for students when they're in the classrooms offering their support. As far as our emer e emergent bilingual students, uh a few of those areas, again speaking to the strategic scheduling of students, we've identified uh classes called ELA classes this year that we have uh our students who meet those EB requirements are grouped together. We've also added an ESL teacher that's supporting all of secondary by the name of Miss Rivas, but she's given us a special focus um daily at Redup Middle School. We've been uh offering training to teach our uh excuse me for our teachers on how to use and implement elevation which is a a program that's used for emergent bilingual and um obviously our progress monitoring. Real quick to speak to our overall rating.
053Um you will notice that our overall rating last year was a 69 or a D. That rating comes from a combination of 70% of the higher of two areas. Either the student achievement or the school progress. Our student achievement as you can see was a 71. That is the higher of the two. So that rated for 70% of our overall rating. The closing the gaps is the other 30% and we rated a 65. So, taking a look at those, you can see that there was one area that was particularly lower than the others, and that was the closing the gaps, which resulted in our our overall rating of 69. On this next slide, what you'll see is um a grade rating on the far right column for each of the grades and areas that are
054assessed through the STAR test. Um quick, you know, highlights here or low lightss. You'll notice that in reading overall, Red Oak Middle School was rated a C. In math, it was a D. In science, it was a C. And in history, it was an F. Um, we've done several things to target those areas that we see, the D and the F. Um, as far as our math uh team of teachers this year, um, I've got seven math teachers. All seven of them were not on Red Middle School campus last year in their current position. So, we've got some new folks. We got some new blood. Um, we've got a new math and science instructional coach to help support those folks as well. Um, in our history, uh, department, uh, again, this is our eighth grade
055scores only that that are resulting that that grade of an F. Um, we have hired a new actually recruiter back to Red Oak Middle School um, from years ago, uh, eighth grade uh, uh, social studies teacher who's going to help support there. Um, so we do feel like we've got some new blood in some of these areas. real quick, just to illustrate what those numbers mean, the green and the red, you'll see from the previous year whether that was um an increase is represented in green and if it's a red that's a decrease. So you can kind of see some of the general trends that we saw from one year to the next uh last year. Moving on to closing the gaps data. Uh closing the gaps again which was 30% of our overall rating.
056Um what we see is that we left points on the table. There are areas where you can earn a total number of possible points. On this slide, I've shown you the total number of possible points on the far right column. And in that middle column, it says the total number of points that we earned. Uh ultimately, there's a few areas we could we could improve here, but the number one area is that growth status. We're seeing too many of our subops not growing at an expected rate. And so growth is that focus for our whole campus this year as it is most years but and certainly this year is going to be um a target area for us to help us improve that closing the gaps data. Mr. Gorder spoke to this but the the
057ROM's local improvement plan or lip was based on the Texas effective school framework. There are five levers that are represented in there. Um with those five levers, uh we went through a long and lengthy process as he illustrated uh to ensure that the areas we focused on are the areas that are going to result in the most strategic growth for our campus as well as representing the areas that we feel like we assessed ourselves and saw areas we needed to improve in. There was a process that we followed for for setting goals. The first was to complete a self- assessment. You can see that self- assessment in the local improvement plan itself. Uh based on each of the levers to see how we rated ourselves uh with Mr. Cordderero and his team, we identified the
058three key areas of improvement that I'll illustrate in the next few slides. We discovered potential root causes for those gaps. We set a goal and identified action steps to align with the goal. We reviewed any potential barriers that would that would exist uh to keep us from achieving those goals. And then of course we identified district staff who could help us assist with building capacity. Which folks do we have in the district that could already um help us support if we just got them more involved in what's happening on the campus? So the three areas that we identified were levers 52, 53, and 31. Lever 52 is building teacher capacity through observation and feedback cycles. Uh you'll note on here that we've set a goal that by the end of each semester, each administrator will
059complete a minimum of the three documented walkthroughs per teacher and nine fundamental five walkthroughs with feedback aligned to test dimensions and ensure that 100% of teachers receive feedback within 48 hours of observation. One thing that we saw is that we had um we had uh walkthroughs occurring but feedback wasn't getting to teachers quickly to where they could actually do something about what we saw in the classroom. So we are working to improve that so that within 48 hours teachers know what things went well from the walkthrough and what areas can they improve in so that there's a continuous growth that's occurring uh you know in real time. Level 53 was the next one which was data driven instruction. We want to create and utilize data analysis protocol after each formal assessment with 100% fidelity to
060increase student achievement. Uh not only are we doing the data meetings with Mr. Cordderero and his team, um I've also established a routine of having data meetings after every CBA with each team that that that gives a CBA and with each math team after assessments that they give with their curriculum. uh this has given me an opportunity to speak to um training pieces that I want to see instilled in our teachers in terms of analyzing data and then what do we do with that data to make changes. Um I was schooled in how to to to learn and and assess data while I worked as a teacher in this district. And so it's been a great opportunity for me to kind of give back to some of the teachers that we've hired, some of the
061new blood, show them how things uh you know can be done here so that we're strategic about what we're doing. The third one is level 31, which is explicit schoolwide behavioral expectations and culture routines. We want to decrease the number of discipline referrals by 5% each six weeks. So going into a little more in depth on each of those. Um speaking to lever 52, some of the action steps that we've identified are consistent curriculum classroom walks with that with that immediate feedback to teachers, the fundamental five walks with immediate feedback to teachers and test collaboration uh classroom walks with immediate feedback to teachers. Um this truly is a team effort. It's not just myself and my team on the campus doing these walks and providing this feedback. It really is um district officials as well.
062Miss Dockery and her team have been a great asset to us to ensure that my team as we're walking in classes, we're looking for the right things and that we're able to articulate to the teachers, hey, what areas can you do better? So, that's been a huge growth for us. The next one is our data driven instruction. Again, we want to formalize a a discipline data protocol. Um we found that a lot of times teachers and even sometimes administrators didn't know our discipline data, didn't know what trends are we seeing um across the campus in terms of student behavior and in terms of of what we're wanting those students to be doing. So we've added a discipline data protocol to share data with a a committee u made up of teachers made up of uh
063administrators and made up of other uh support positions such as an instructional coach and a and a counselor so that we have a well-rounded approach to what are the trends, what are the things we're seeing in the classrooms across the campus and then what can we do about it. We've also created incentives for students as they reach the campus expectations. An example of that is the Hawk list, which is an incentive that we've created to reward our students who take care of business every day in the classroom. Uh for a student to be on the Hawk list, they have to have no zeros in the gradebook, no referrals uh to the office, and no tardies. So, we're really trying to reward the students who are doing a great job in all of the areas, not
064just students who are honorroll students. Um, and again, our accountability trainings have been uh really instrumental in making sure that everybody on my campus understands exactly how the accountability system uh is measured and what we can do to strategically improve those areas. Um, Maryly Stone was a great uh support to us by coming to the campus and familiarizing all of our instructional staff on exactly what does that process look like. We ensured that not just teachers went through that training but also our pair professionals, coaches, uh, everybody. The third prioritized focus is level 31. Again, some of the action steps here to create and implement teacher and administrative data analysis forms. We are planning time for department teams to review and analyze data after assessments. Part of that is those meetings that the teachers are
065having with me and my team. and to create a plan of intervention for the analyzed data and follow-up progress. Not just looking at numbers to see what the numbers are, but now what do we do with those numbers and what's our plan for intervention for students. Last is progress monitoring. There's more information in the progress monitoring uh piece in the local improvement plan itself. So, I would encourage you to look there. But we've set various data um checkpoints that we're going to be looking at to ensure how are we doing? We've set goals. We're saying we're going to do these many walkthroughs. Are we getting them done? We've said that the feedback's going to go to the teachers. Is it getting it done? Um so we're utilizing various data sources throughout the year to track
066that progress. Some of those things to keep us honest with our efforts are the agendas from our various meetings, the district data dashboards that were created by Megan Kors and her team. There was one that's developed for the fundamental five walks that's been a great you know support and use for us as well as the discipline dashboard that was created so that we can see and share data uh overall on the campus with uh any teacher but also with uh any support staff that we have on the campus as well. Uh again our focus on the fundamental five classroom walkthroughs our test required walkthroughs but also our separate PLC and data meetings. Overall, our goal with the local improvement plan is to ensure that what we're doing is we're aware of what's happening in the
067classrooms, that we're aware of what areas we can improve in, and that we're actually doing something about that. All right, with that, any questions from y'all? >> Back on level 52. Mhm. when the data is uh presented and the feedback is given within that 48 hour you know for the observations >> what is the communication that you know if they receive the data you know what what is discussed I mean is is there contacts made to where they understand what the data is you know so um so we want to make sure it when they receive it, they have full understanding >> of what it is, what they need to do with it. >> So when they receive it, is there communication that goes on at that point? >> That's a great question. So, uh,
068DJ Jamalia Freeman is the new assistant principal that I hired this year, and she developed a form that we complete while we're in the classroom that it's a real quick form where we type in a grow uh a glow from the lesson. So, a grow would be something that we want to see them improve. A glow is something that we thought that they did well on and then a wondering something that hey I'm wondering have you tried this? Have you tried that? Um we're able to complete that while we're in the classroom with the teacher and then we can just hit send as soon as we walk out the door. And so the teacher as soon as they get a moment because you know they're their schedules are pretty busy but as soon as they
069get a moment they've already gotten an email that shows them in that form what the grow and the glow and the wondering would be. Um, with our test walkthroughs, obviously those are done in a platform that's already established by the district. And so when those are submitted, again, it's a similar format where it goes into more detail based on each of the different dimensions on how a teacher was rated, what they did well on, and then obviously some coaching pieces as well. What are some things they could do better on? >> Okay. Thank you. These actions sound like you're, you know, you're on it, but I'm wondering why haven't we always done this? I mean, why do we wait until >> the grade goes down or everything's going way down and then we say, "Oh,
070well, maybe we should be checking on that." I I just don't understand >> why now. Why Why haven't we always done it? >> You know, and I think that's a fair question. I I will tell you, um, you know, I taught in this district. have mentioned that before and I >> feel like I knew as a teacher that I could grow in. I did have coaching. I did have support from my administrators. I can't speak to why we haven't been doing as well. We should have in the past, but I can tell you that we're bringing that back successful in the past. >> Yeah, that that was a thought I had as well and thinking about that. Now, I I want to take just a second and this this is a great report uh and
071I appreciate everyone who across so many different areas really work together to produce this. I think this is great and it says a lot about the power of all of us working together to be able to accomplish something. Uh and I know we got a long ways to go, but I mean this is a great start. So, I've got a lot of questions. Okay. All right. A few of them are pretty pretty simple, but uh first of all, these these students that we're talking about are the all the middle school students. Correct. >> So, that's a great question. The campus improvement plan for the local just middle school students. Okay. >> I know that Miss Washington and her team have gone through this. >> Yes. >> Well, well, okay. So, what I'm asking though is
072is the D result >> all students. also correct. Okay. I'm sorry I didn't say that right. Okay. So then now now I'm going there. So you've done that. Are we going to be able to hear that report as well? >> You can also hear that if you'd like to. Mr. Cordderero can speak on that because he's been working with Miss Washington as well. >> It really was a a good exercise. >> I think I think it went off. Yeah. >> His batteries >> just stand there for a minute. Not to be uncomfortable or anything, just stay there. But >> well, I'll I will I'll I'll jump ahead then on that is that I I'm just thinking about could we be able to see that for the full group since Yes. >> that they impacted that
073score. >> Yes. Correct. >> And so >> I know he can't his mic's not working. >> Yeah, I know. I'm just >> But he did. Mr. Cordera worked the same process uh with Miss Washington as well and um had her work the process as well. So that has occurred. >> Okay. >> Yes. >> Yeah. I don't think you can be heard live right now. >> I'm sorry. >> Hold on just a second. >> The internet. >> He was running. >> Chris, I just want to brag on >> talking mine >> since my Mac mic is open. But I do I have walked through your campus several times this year and I've been very impressed of how the students are in the halls and people are visible in the halls including yourself. So you know you're
074this is your first year as the principal. So I have to say all of this is not blamed on you because we know how it is and but I want you to know that myself and I think others they appreciate the job you're doing over there. And same note, uh, at heart of a teacher today, we walked in as a group at Shaw Middle School to give an award and the teacher kept teaching because I thought she thought I think she thought it was another walkthrough and so it was indicative that they're getting a lot. She just kept right on teaching. So, it was awesome. It was awesome. Go ahead, Mr. Crider. >> Yeah, I know it's been answered already. It really was a great exercise for reflection. Uh, we really paused the clock. Uh,
075I think we did this over the course of two or three days, two or three hours each day. It it is a process that we did not rush. Uh we wanted the campus to own it. So we put a lot of time in reflecting the power of the minds. We had a lot of celebrities around the table and uh they were good thought partners uh for Mr. Thompson and his team because of that exercise. Uh we ran over to Shaw as quickly as we could because we know that she has the other half of the students that ended up uh having Rob's become a 69D. And so we felt that it was a good uh growth professional development opportunity for ROMs. So we did the exact same process with Shaw and I think last week
076we we completely finished her lip plan. The only thing that we haven't done on her end is created the PowerPoint. But uh the process for Shaw is already complete. I think she had six or seven folks around the table uh working through that with us just the same way Mr. Thompson did. hers looks a little different because they did their assessment and they said this is where we feel we are. Uh they did pick some of the same levers, but uh they're in different places for different reasons. And so we met them where they are. So if you at some point were to ask for it and we showed you her lip and her self assessment and her team self assessment, you would see that they're in a different place than Mr. Thompson. Not that
077one's ahead of the other, they're just in a different place with their team. So would we have an opportunity to hear that report maybe in the future? >> Yes, we can bring that back. >> I think that would be great. Okay. The other a couple of things on the on the two focus groups on the emerging bilingual and the special ed. How how many students are you actually talking about? I know we saw percentages, right? Um about 18% of our campus is special education. So out of uh gosh, what are we about 750? I mean, we're talking about u yeah about 140, I would say, uh special education students. Um our EB numbers have kind of fluctuated, so I'd hate to give you a number there and be be way way off. Um but um
078Miss Rivas, who is that ESL teacher that that's kind of come in. Um she is working with our EB students uh every day. So, we've actually given her a class period that she works with some of those students every day. um which has really been a tremendous asset for us. >> I I I know last month we had a great report from the groups from uh from bilingual. >> Yes. >> And the emergent bilingual and um one of the questions was about waiverss >> is the lack of having uh teachers who are qualified in these areas at all part of what you're seeing as relates to this group. >> You know, that's a great question. I think now we're looking at data from the teachers that we had last year. You know what I mean?
079So >> what what did that do you look back at that and think that impacted that? >> I I think it could. I do. I I think that we have wanted to make sure that this year we are supporting not just those teachers but those students, you know, by creating those ELA classes as I spoke to where we've um we're putting those groups in uh those students in groups where they can receive more targeted support. then we're doing more what we can with the resources that we do have with those folks who are ESL certified to make sure that we're getting the biggest bang for our buck. >> I I I'll I'll not go through all my questions. I might talk to you later. >> Sure. >> The la the only last thing is I
080know on here there's a lot of accountability that's coming back, but also will the board get a report back on the accountability side at the end of the year? >> Yes. >> How this went? >> Yes. I mean we'll we can even get it before the end of the year. Yes. whenever it's complete what that would mean I'd just like to see the results. >> Absolutely. >> Because this is this has been >> I commend you on the >> Thank you. >> very informative. >> Yeah. >> So I have a question for you. >> Yeah. So a lot of information about walkthroughs, feedback to the teachers, you know, working with your staff and that that's that's good. It's all good information. My question is when you're looking at improving your campus, especially for the middle
081school, you're at that first level funnel from the elementary schools. >> What information based on your student performance, based on how your students perform from sixth grade, rolls into seventh grade and eighth grade, are you feeding back to the elementary campuses? Because although we like to say we're vertically and horizontally aligned, we know that's very difficult because your teachers are all different on each campus, your kids are all different on each campus, >> but you know, you you have them all, >> right? But we have data and this is why I ask about data. Do we do we look at data to see where and this is not to identify a problem teacher or problem campus but it's to identify from on my campus of sixth graders we're having a particular issue in this area
082and they all happen to be coming from this elementary school maybe there's just something missing a gap there that you know feedback to them could say hey can y'all make sure we're checking this this part out we're seeing it we're seeing a gap between your campus and other campuses so So they can at that particular uh particular campus can and take a look at it and say, "Yeah, we got to make some changes. What is it that we need to change? Are we we are we making that?" Because I don't that's what I don't see in the in the communication and the data. I don't know where data is flowing back and forth. We're on our individual campuses and even between elementary schools. You know, one campus is doing great, maybe another campus is struggling
083area. How do we make sure that everybody's kind of doing the same thing? So when they get to his campus or her campus, they're all kind of on that same that same level, same page. It'll be easier now that you're going to be split because there's only handful of elementary schools going here, but right now you have everybody going into one. It's it's hard to do, >> but that is data that, you know, you've had five or six years of data on a kid, >> right? Miss, would you like to talk about the uh templates that you are using and how y'all talk about uh in your principal meetings, how they're connecting? >> Okay. >> Yes. This might help answer your question. She and I talked a little bit today about that. Um similar to
084what Mr. Thompson um shared um kind of I guess how we were raised in Red Oak um looking at data. So every six weeks at every elementary um we have a data meeting. We identify our low teques. Um we start with celebrations of course our high tees. And then we look at how are we going to intervene. Um we have a different protocol for different percentages. Is it a whole group retach? Is it something that we bring into talent time? Is it something that we spiral? Is it something that's going to come up later in the YAG? Um so they're going to get additional practice. Is it something that we need to target a specific group of students that we do after school tutoring? And so every one of our elementary campuses does that every
085six weeks for every CBA. >> And then they have principal meetings as well where y'all coordinate as well. >> Yes. And um along with the walkthroughs um in the past two years um we've started doing cross campus calibrations kind of like what you were referring to. You know we have those high performing teachers. So we are taking other teachers to go watch those teachers. um which is a huge step, right? That's very v vulnerable to have other teachers come into your classroom. Um but we have identified several of our top performers and that's where we send brand new teachers um teachers that may be struggling with the content or in a new grade level and then also our campus principles um go into those classrooms as well. >> Miss Kors, would you talk about the
086data as far as how y'all coordinate the data among campuses? I just want to try to give y'all everything that that might help pull this together. So, we've done several pieces this last the last two years. We've done um just walking the campuses through making sure they understand where domain one how it's calculated and how the whole campus like Mr. Thompson talked about. So, we did that for every campus this year. Um we've done the growth looking at domain two and understanding that my job is to not let a kid go backwards that I've got to make sure that they are moving forward. And then we also look at like you were talking about the the teaks and that vertical alignment. So there's actually a document that says if a student isn't doing well here,
087this is where it connects previous grade levels. And so we run those documents for each campus at the beginning of the year so they can see what our trends are over time and where our gaps are. And then we share I mean the curriculum department has access to those so that they can see is there a piece across the district. Along with that this year we also ran blueprints for the campuses so that they could see their top taks um and their low ties for um each of the different areas and so that they could see that historical piece as well. >> Okay. So, so I understand what you're saying and that's great that we're looking at things every six weeks or whatever time frame you're looking at. I'm more on a granular level. I'm
088a teacher. I'm at the sixth grade campus. I have X number of kids. I should be able to see their that those my kids data going back, you know, >> four or five years, right? >> Mhm. >> Okay. Are they looking at that? That's my question. Are we are we looking at the data? Do the teachers understand that they can do that? And I know it's hard. I know it's difficult to do that. Can we create dashboards for these teachers to be able to pull up information for their particular kids and see, you know, because they're all taking the same tests, right? They're all kind of learning the same thing from these different campuses. Just where do they where got the high kids are doing pretty well and you got your kids are struggling. >>
089What are the gaps? >> So, there's a couple of different reports that we're that we're working with them on right. So, one of the things is we're giving them any teacher that's a TIA eligible teacher is getting their historical data so they can track that growth this year specifically. Um, in our program is Edgeaphoria. So, you might hear that program thrown around a while. Um, so Edgeaphoria has they have their profile and so they can go into any student and see their historical profile in there. Um, and then we actually upgraded to Edforia Premium and then that one we're able to track their TESS p their TESS over time for this school year as well as being able to see how they've done previous years. So there's several different dashboards. It just depends on which
090exactly the teacher's looking at. >> So So if you took your your staff on your campus, how do you feel your teachers do to be able to pull data, look at data, interpret data? I I think that's an excellent question and I think when we started the year not so great. I think now a lot better. I mean I really do. I think uh for some of our teachers they just were not familiar with the data collection pieces that we have used in this district for years and so they needed some training. Uh thankfully I've been trained pretty well so I can do that. You know I've hired a couple instructional coaches that know that that process as well and they've been able to to do that as well. I think another part of that
091and it's not represented in the lip but trying to give time back to teachers to actually have a chance to breathe and look at this. You know, we've changed our our professional learning community or our PLC meeting times. They no longer take place during a teacher's conference period. Instead, we use subs. We use a a rotating schedule to ensure that when they're able to meet together, um they're not losing their their planning time. And I think that's gone a long way towards helping them take a breath and be able to stop and focus and actually look at that data. >> John had the same question and just as in Espin Sford was we're really good at pulling the data but can we read the data? Are the teachers able to read it and understand it
092and then how to how to work with it? And I think that's I think that's the the part that I don't want to say we're lost on is that we're really good at it and we got a whole bunch, but do they understand how to use it? And I think that's I think that's the biggest the biggest gap with that is just being able to how to how to read it, how to interpret it, and how how do we fix it from it from the data? >> I I think you're right. I think one of the things that that we emphasize when they miss questions on a test, did the teacher know why the student chose an answer that they chose? I mean, that's a simple thing is any educator knows that you ought to
093have an answer for that, right? They chose A. Why would they have chosen A? That's not the right answer. And so, we've been instilling that so that the teachers don't just look overall, well, 33% of the class got this. It's like, no, what answers were they putting? I mean, I had a data meeting today and that's exactly what we were doing. You know, we're looking at why did they miss this? Why did they choose that? And then of course then what does that mean for an intervention? So >> we call it the book of why >> in in medicine. You look at it and you go why or how. So very good. Thank you. The report's great. >> Thank you. >> Sure. >> Um they discovered that they needed to adjust advisory time. So advisory
094was during the middle of the school day and they've moved it to the end of the school day and just they've identified the kids that need intervention and those kids are strategically placed um with some of our strongest teachers in um RLA, math and science. And so shout out to the middle schools for because that that took a lot of work. I mean that's a lot of kids to strategically place um during an advisory period. So >> fantastic. So the question that that we had over here was um the worst rating that we had on the page there was our eighth grade history and so social studies. Those kids are freshmen. What percentage of the freshmen that got a set score are how many do kids not get an F anymore and if you get
095a F you stay back? Like what the heck? >> Yeah, that's not their grade. That's going to be just the accountability grade, >> right? But yes, if they if they don't pass, >> if I suck at my job, I don't get to go to the next promotion. Right. >> Right. You get held back or you don't earn a promotion. But the next thing that we need to know is how are those freshmen doing? Where are they at in in their deal? And how do we help to correct >> their progress? >> You want to talk about your intervention for incoming students? >> You'll have to come to the mic. >> Sorry. >> No, no, no. This is good. This is a good conversation. That was good. So, like social studies for eighth graders, they don't
096take another history test until they're juniors in high school for US history. Uh, but those kids who were not successful on that are on mastery prep uh during their talent time and getting some intervention based on the lowest takes that they scored. Yes. >> And so that's where we're at with those students. Okay. >> Same thing for the ones that were not successful on the reading, math, or science. >> So, it's a requirement that they go to talent time. >> Well, they all have talent time. It's aligned with their fifth period class. Okay. So, >> got the other the other thing is is that the the teachers who are in charge of punch myself in the face. It are history and and and social studies teachers are typically what what teachers what else are they
097doing? >> Majority of them are also coaching. >> Yeah. So, I think that we need to make sure that we are that we are um we're an academic facility first. We need to make sure that we remember that and if we're not getting the job done, then we need to to to fix it, >> right? >> Thank you. I guess the only other thing I had was you know the analysis of the data when it's transferred from and I was thinking about this when John was talking about the elementary level you know when it's when it moves into the secondary that data that's transferred if there's areas of concern does the program flag it you know have flags to where a red flag is that data comes through so you can say, "Oh, let me
098catch this right fast." You know, or >> Yeah. And now, I wouldn't say that it's like an automatic thing. I think that that's the point of us having those frequent data meetings is so that we can actually stop and look at the kids that are how have they done traditionally, how did they do in the last one, and how are they doing now? And if we are noticing a trend in the wrong direction, we have a chance to do something about it. um there's not like an automatic uh you know flag that's going to occur, but that is part of training our teachers to know their students and to know their data. I mean, it's as simple as you know, when I when I started working here, they said, "Hey, you take last year's star
099score and put on your seating charts. You just put that number right next to the kid." So, you know, before you even teach that child, oh, I know how they did on on STAR test last year. I think we've been going back to some of those moments. And so, when you you're putting grades in your gradebook, you know, hey, that's a lot lower. that's a lot higher than what they're usually, you know, have been accustomed to getting. And so we need to use that as either a motivator to to tell them how great they're doing or as a motivator to say, "Hey, what's going on?" >> Yeah. I just don't I just want I want to make sure none of our children are falling through a crack. >> Yep. >> It's >> fantastic. >> Thank
100y'all so much. >> Thank you. >> Lots of good information. >> Okay. And I just have real quickly a few announcements and then I'll be with my update. Um just yesterday was a very exciting day and many of you were were at the Dr. Joyce Shaw Middle School ribbon cutting. So great turnout and um the community was really thrilled. So just a shout out again to everyone who helped make that happen, putting it together and for the board for calling for that bond and our community for getting out there and passing that bond. We had our senior citizen lunchon on the 13th at the Red Oak Municipal Center. We had about 120 I know it was over a hundred Red Oak senior citizens that attended and I just want to thank the city of Red
101Oak for allowing us to use their facility. Uh Red Oak ISD I know everybody hold your breath will be closed November uh 24th through November 28th. I know that that staff and students are looking forward to that break and I hope you all have an amazing Thanksgiving break. Uh coffee talk will take place on Wednesday, December the 3rd at 7:45. If you'll put that on your calendar, that's become a very good way for us to all communicate uh with our community. And big event coming up December the 4th. Please don't forget this. Toys for Tots will be at the Red Oak High School from 5:00 p.m. to 8:00 p.m. And we're excited about that. It's always a great event. next mobile food pantry. Please remember this as well because at the holidays is when we
102have the most um needs that come forward is December the 11th, Thursday, December the 11th at 4 p.m. here at the ESC. And our next regular board meeting is scheduled for Monday, December the 15th at 6 p.m. That's all I have. >> Next, we have open forum and we did have one person to sign up tonight. But first, I have to read to you. Okay. We now move to the public comment section of our agenda. The board welcomes comments from citizens who have completed public comment forms this evening. Uh these 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 comment is the opinion of the individual speaker, not the district. Two minutes per person have been allotted for public
103comments. 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 procedures provided in board policies on the district website. 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 to the podium and state your name for the record. The clock will start after you state your name. And we have uh Hansen In. >> Good evening everyone. >> Thank you. My name is Hansen Inyang. I live in Red Oak. Uh, I believe that my concern regarding a security matter at Red Oak Elementary is currently being addressed through appropriate internal channels.
104Uh, so I am deferring my time tonight. Thank you. >> Thank you, sir. >> Thank you. >> Okay. Next, we will move to con consent agenda. Does any board members have any of the items that they want to pull from the consent agenda? >> Hey, if not, do I hear a motion? >> I make a motion that we approve the consent agenda as presented. >> Second. >> That's a motion by Mr. Knight and a second by Mr. Sebring. All those in favor? I >> I >> oppose same sign. Motion passes 70. Okay. Next is the approval of a resolution and ballot election for the Ellis County Appraisal District Board of Directors for 2026. Miss Center. >> Yes. So just >> okay you have in your packet where um there is an opportunity for the board
105to um cast their votes to elect directors for the Ellis County Appraisal District for the years of 2026. Uh you have 152 votes that you can uh either give to one individual or you can choose to split amongst individuals. And so at this time u the board will just need to determine you have four candidates. Tim Cummings, Walter Irwin, Sher Linen, and Nathan Potter. And again, 152 votes that you can give to one candidate or you can split amongst others. So that's what's before you. >> Do we have any motions? I'll make the motion that we nominate Walter Irwin the third. Do I have a second? >> Second. >> That's a motion by Miss Knight and a second by Mr. Sebring. Now, we're going to do something different than we have in the past >>
106for various reasons. Um but when we vote I need when you say I need to raise your hand and Miss Sanford or do we do that individually or all say I and raise their hand? >> You can just all say I and raise your hand at the same time would be fine. >> Okay. So all those in favor say I. >> I. >> Post same sign. Motion passes 70. And just clarification, all 152 votes to that candidate. Correct? >> Yes, ma'am. >> Okay. >> That's not my role. That's the state of Texas, by the way. >> And that reading this correctly, that's it for the action items, is it not? >> Yes. >> Okay. Then the time is 7:32 and we will go into close session.