001Um, I think we were on the docket, I think, for the last meeting and thought, hey, let's wait until the season is complete. And so, uh, I think if you were to kind of take a, um, I don't know, go back to the beginning of the season and look at expectations for the season. Uh, I think we I think we they surpassed probably what anybody's expectations were for them. uh you know, as the season got going, uh you know, they uh they kept performing better and better and better and uh you know, when you when you get down to it, um you know, I think I think they they really represented us well and um you know, I think the community came out and supported them. I think that was that was awesome uh to
002see everything kind of come together. Uh but uh talk about these four seniors, four seniors. Um, and I'll let my wife talk too, but uh, you know, and watching these these four seniors, uh, watching these four seniors, uh, was something I thought was pretty special. Um, you know, they had we got four seniors and then one, two, three, four freshman. Is that that what we're sitting at? >> And, um, you know, just to see the seniors and how they we have a sophomore Bradley's not here. >> I was thinking there Okay. I was thinking there was somebody besides a four and four, but uh just their attitude throughout the season uh impressed me because, you know, being being an upper classman and then having freshman that come in and uh play quite a bit, you
003know, you would you watch them and and I watched them a lot on the bench. They don't they don't know uh that I constantly watched, you know, the attitudes and how much they celebrated each other and how they really became a team. I think that was truly uh important to to their success and really key to to building a good team. Um and so uh we got seniors Kaylin Bugloo >> going to bring them >> all picture. We got Blakeley. uh Clark AND then coach uh my wife Kay Davis. >> Hang on, hang on, hang on. Before you take pictures, you want to coach, you want to tell us about their the the honors that they got? I know there's >> um so after completing district we met uh as coaches um of the district
004and selected Joselyn and Brooklyn both to the first team um all district and Riley also got second team all district and also upon completion of the state tournament just a couple weekends uh ago Brooklyn was selected for the all region team so Very proud. >> Coach, come book in or get on getting that picture so we can get it posted. Yeah. >> I just want to say like how much fun y'all were to watch this season. That was really cool. >> All right. >> Say cheese. >> Thank y'all so much. Thank you, Kathy. I will put on a photo credit by Kathy Richie. >> There you go. All right. >> You don't have to stay, girls. Y'all can leave at this time if you >> I know you don't want to hear all this school
005business. >> Coach, you want to give your coaches report real fast while you're >> report? All right. We're uh we're in the middle of several sports. We got a 100% participation in track. Uh if you have a if you have a kid, whether >> they like it or not, >> when you have a kid, we have 100% participation in track. Um it it's been really good. Um you know, get getting everybody out there and uh getting everybody competing. Uh I think that was kind of my my my mindset in going into track is track develops, mental toughness, and then the other part of it is getting everybody together. You know, it's the one sport that we can get everybody into one location. And I feel like we need to start supporting uh one another. you
006know, we we ended up with a student section at the girls basketball game and and had kids there, but you know, if you go through our other sports, you know, we're really kind of hit and miss. And so, uh, having everybody, uh, at the track meets, I think, is is vital. Uh, you know, a good track program doesn't have kids sitting out in the sun all day. Uh, they're normally off their feet and in the in the shade, but uh, we we've kind of told the coaches this year, hey, don't harp on that stuff too much. We want them getting around each other uh and supporting and supporting their teammates and hopefully that'll carry over uh into everything that we do. Uh baseball and softball are are both uh in district now. Uh I think
007our basketball girls their first game was Ponder. It was a district uh was a district game. Um but the uh softball team uh is kind of is in a good spot. Um need we we dropped a game to Pilot Point uh right before spring break. um that right before Yeah, right right before spring break. Uh really were trying trying to win that one. We had already beat Ponder. We were sitting in a good spot. We just need to take care of the teams uh that were supposed to uh to get into the playoffs. And the boys baseball uh kind of the same deal. Uh we we beat Pilot Point right before the break. Baseball's a little different. Baseball plays the same team on Tuesday night and Friday night. Uh a lot of a lot of
008people went to that for pitch counts and so you don't end up if one team has a really good stud pitcher and you don't get to you don't have run the chance of running in in into him twice and so uh baseball went to that u but we got Callisburg this week. Um hopefully we can come away with two wins this week and uh put put us in a good spot. We take care of uh take take care of a couple a couple of teams. Uh played void last week. Boyd was the number one team in the state and uh they're they're good. Um you know, I felt like our boys competed competed well at times. We just need more more competition through throughout the game. You know, once we once we got out of
009the first inning over there, it was three nothing. And so we just gave up seven in the first. And so uh we're getting there. Uh made changes uh in the uh wait room and uh really just trying to get us more explosive and yeah, get get more buy in out of it. So, >> sorry to do that attorney. I I only let you go because I know y'all got to go. >> Yeah, we got I just got back from the junior high track meeting and these two were playing tonight and so we we got 7:00 games and so it's awesome for a six-year-old to start at 7. >> Bedtime's at 8. But he uh we came out of spring break and he said, "I want a haircut like Mr. Wack." And so >> he got
010a haircut. He got Hey, he got his money's worth. >> Hey, I t I can tighten that up a little bit. I can tighten it up, boy. Let's go. >> Yeah. He needs one of those little lines right there. Yeah. You know, >> people had he's been asking me for wild thing. I said, "Okay, over spring break, you can have wild thing." So, >> Oh, like the little kick out of school. >> That's right. >> Oh, you had to clean it up. The wild thing. I like it. That's funny. >> Well, good luck tonight. Hit a home run. >> Let's go see if we sign for public. >> Do what now? Got you. >> Nobody signed it for public forum. >> Okay, >> we can go to consent agenda. >> All right, let's see. >>
011All right, consent agenda. I'm >> sorry. Push the circle at the bottom. There you go. Very good. >> At 20%. >> I move that the VBISD school board approve the consent agenda as presented. >> All right. So, we have a motion by Kathy Richie to approve the consent agenda. >> A second. >> There's a second by Christy. >> Yep. >> All right. So, any any uh any questions? Any discussion before we call a vote? All right. All in favor of approving the consent agenda, please say I. >> I. >> Anybody opposed? >> All right. Consent agenda is approved. >> Okay. >> Down to principal reports. >> Okay. >> I was going to say Charlie. You said >> it's >> Well, I'll just put it by the this little holder. How about that? >> You got
012it. >> You go. >> He'll have it for later. You're welcome. >> Did you ever make it to a basketball game? >> Yes. >> Which one did you go watch? >> The one versus that was a great >> She you got You got the >> That was That was a win. >> Oh, thank you, Dad. >> That was a win, right? >> Very exciting win. >> My daughter was at that game. >> That was a Yeah, that was a She was sending me a picture. That was a loud game. >> It was very loud. >> Yeah, it was fun. >> And it was a good one to go to. >> Broke that that blown ACL broke my heart. Ruined ruined basketball for me this year. >> Well, throw out there's next year. >> Yeah. Yeah.
013New team, both seed. >> Women's >> I'm sorry. Men's >> Yeah, >> women's was not very good. Not very good. Okay. >> I put the >> uh I put the enrollment in there and attendance as of today. I didn't put anything on passing rate because the end of the six weeks isn't here yet. >> Okay. >> So that's why that's not listed >> already. The fifth six weeks almost >> almost at the tail end. >> Two two week. Yeah. Two and a half weeks. >> Eight weeks and I'm a senior and I was like shut up. >> Yeah. Yeah. Um Okay. On the back I put our upcoming events between now and the next board meeting. I think I missed any. >> What do we got? >> We have book fair next week in the
014elementary. So, we're going to do a family night on Monday for families to be able to come in and purchase if they want to. Then, we've got Easter parties, professional development, which is jam-packed full of fun stuff. And then our pre-K kinder registration for next year is in a couple of weeks, and we're doing that in the evening this year rather than during the day. Y'all probably already seen the flyer, but it was on Facebook before spring break. And then we dive right into star testing. So, and then I updated our one in March for STAR testing than there used to be. >> Uh before it was all digital. All writing exams were in March. >> Writing graded and get them back to us and now it's all digital. >> Gotcha. >> So they're two
015weeks apart. That that first week is the 8th and the 9th for us and then two weeks later we'll do math. >> Okay. >> For third and fourth. >> They're windows now. Actually, we don't test all the like there's windows of opportunity instead of just one day now. >> Yeah. So they they open it on a certain date and then it closes on date. So you get to choose for your district. >> Yes. >> I like that. >> Can you elaborate on the professional development? Is that a student deal? Is that a >> That is one of our scheduled PD days where the kids have a holiday and the teachers come in and so we'll have um designated trainings for them. Like magic school AI is coming. Well, they're not coming. It's a virtual training,
016but um we'll have >> Yeah, just a variety of trainings that day. And the elementary is hacked that day. We have a bunch of stuff. >> She's drinking before she came up here. No, it's funny though. >> She's in rare form tonight. >> She You're at three. You're at 364. Yes. Move in one at a time. Okay. >> We had one. He's probably not reflective on here. We had one that came today and registered and started >> in third grade of all the grades. Our biggest grade. >> It's a lot of kids. >> Yeah. >> 87. >> Your prek. Is that mostly Valley View kids? >> Yes. I think we've got four that are transfers and everybody else is a valuable group. >> So that you'll for sure have those plus >> Yes. >> whatever
017is it PDO or >> Exactly. >> And I think all four of those that transfer one of them will likely go to a different district because his mom works at a different district, but all the other ones have siblings that transfer here already. >> Oh, okay. >> So they'll >> So you'll probably keep most your precares. >> Wow. >> A lot of kids. Mhm. >> 95%. They can see that. That's good job. >> No, it's good job. >> And Tracy >> pounding those parents for >> No, mom. >> Good evening. >> Evening. >> Middle school is looking solid. Our total enrollment 258 students. >> How many? >> 258. >> 62 in fifth grade, 60 in sixth grade, 79 in seventh grade. Oh, that's the one. >> That is the grade. That's the big one. And
01857 and 8th grade. Overall, our attendance rate is hovering at 95%. You know, a decimal here and there off between each grade level, but overall it's 95%. And like Allison, we don't have the the we're not at the end of the fifth six weeks, but what Miss Ty and I do is we do print a failure report. We start bringing kiddos in, start planning with them. Hey, you got two weeks. What can we do? How can we help you? You're you're on the cusp of this class. how can we help you get uh get these grades turned in and assignments turned in. So, we have that big end of before the end of the six weeks push trying to encourage kids and trying to help them if they need that. Um right now working with
019staff as we gear up towards star test uh meeting with them, PLCing with them, looking at data and talking about how we're preparing. U so we're kind of at that point where a lot of the teachers are wrapping up their curriculum and it usually ends with about 10 days left or so before start test if we start talking about how we're going to review what TE's, what standards, what skills we need to work with to to shore up. So that's that's where we are right now. >> They just finished interim testing. >> Correct. Correct. >> So we just finished our second round of interim testing. We look at the data. We identify some of the teach that uh or the skills that students struggled with and some of them some of the staff I've already
020started meeting with and and one staff member particularly he decided hey that's something I taught back in August or September. So okay good we're looking at that now we need to bring it back up and put it in front of the kids and keep those that knowledge and those skills fresh in front of their memory. >> So do you all get the interim test scores back like quickly? Oh yeah, before the day is over, in fact. And we can run it and I mean I start looking at it before the day is over. As soon as the >> Let me hold back because we have absences and I want those kids to be as soon as they're tested and they have their data and they're just >> pretty instant. >> Yeah, it's it's pretty instant.
021>> I don't I don't I don't wait on the sick kids. Next morning I'm asking him where we at. He knows he's smiling. >> I'm in there the next day. Am I >> Chromebooks and iPads of interim testing? It's just like the >> just like the same it's the same it's the same platform as the actual star >> which is smart >> which is good. So and then that talking about preparing students for star test and talking to the teachers about reviewing is if that's the only day they see that platform we >> we need to train them on the tools and the skills of using the platform. >> So >> thank you John. Thank you John. >> Yes sir. >> dibs. So, an ongoing theme seems to be EOCC. Uh, for us, it's EOCC,
022for our best star testing. So, we've come out of the doldrums of the fourth and fifth six weeks. We roll into the six six weeks. And, um, you know, that that can flatline sometimes for you in high school. And I I think our teachers been doing a pretty good job of pushing kids. I know our attendance, I got a couple kids that are kind of not doing that great on attendance, but for the holistic part of it, we're doing a pretty good job. Um, with that being said, so we're doing pull outs, we're doing boot camps, we've got kids by levels, and then we're going to try to move those levels. Of course, you've got a kid that's at meets, we're going to try to get them to masters, and those that are masters, we're
023going to try to keep them there. So, we we've actually got comprehensive lists about who performed how on the uh on the uh interim testing. So, what we're going to do is we're already started that process in English and then we're going to roll into math. Coach was just here, who's been doing our math and a couple of our math teachers. And then for for biology for sure, US history is kind of a one-off, so we'll we'll see how we're going to go about that. We're really focused on our English and math. Uh second thing is UIL is this Friday. So last year we had 25. This year we've got 40 going and then our goal for next year that would be right 60. So that's kind of the ongoing theme is we're going to
024grow that each year. So we're excited about that. A lot of kids signed up. We had more signed up at the beginning, but UIL is kind of one of those funky things. It's hard to get them up here at 7 o'clock on a Friday sometimes. So, we're going to do the best we can to get at least the 40 this year and then our goal next year is the 60. And then the last thing probably for the high school is as we roll into this time of year is free agency for us comes to staff and teachers. So, some are going to eress out and we're going to try to start recruiting. Actually interviewed some some people today, interviewed some folks last week. So, we're excited about some of the candidates we have and we've
025already got some people already on board and saying they're going to going to join us. We'll get them a contract and then we'll get moving forward in that. And then the last thing is keep seniors on the tracks headed towards May, right? So keep everybody on that track. Huh. >> How was prom? >> It was great. Our prom was really good. We had a new DJ and KD did a great job and the kids loved her and it was a, you know, it our prom is it's a little odd because our kids show up a little late and then a lot of meet early, but we we kind of let it out there know this year you got to stick around to 10 o'clock. We're going to pick the king of queen and then after
026that, you know, then you can get grass. By 10:45 it was like practically empty. But it was the kids had a great time. It was a great venue. The weather was warm. >> Could you believe that? February. >> Got blessed. >> We were not going to schedule again on Easter weekend. I was like, I'm not doing it. So, we didn't do that tomorrow. >> If you did that, we couldn't have the athletic banquet. >> It's Mother's Day. >> And you are in banquet season. We're about to be. >> Yes. About to. So, the Lord blessed us with good weather. >> Kind of bless, you know, kind of took care of me except on Easter. Any questions for me? >> How many was the attendant? I mean, how many >> 260 as today is 261. We
027dropped it. We dropped one today. >> Yeah. We're in the same student >> like to go home. >> Yes. >> But but attendance but attend his attendance rate is 95.42. >> Not that he's paying attention or anything. >> Not that I don't not that I don't pay attention. >> All right. Thank you. >> Awesome. Thank you, >> Jesse with curriculum instruction. >> Mr. Newton, >> he gave you some homework here, ladies. >> Looks like that's what Jesse's going to talk about. >> Yeah. >> Start with the GT report. This is the 25 2425 GT report. This time sent this to me. Um just again kind of go over it but um it's kind of just goes over information about how many of our students what percent of our enrollment is about 7% of our students
028are identified as GT talks about how we uh what we do is our project pullouts and at the high school um try to base field trips uh specific project based curriculums the next page and you can come back to anything I'm just kind of doing a high level overview talks about the demographics, the percentage, how the breakdowns are, and then you continue on, it talks about how our GT students did on STAR and EOCC. And again, this goes back to 2425 school year. And, you know, just kind of focusing on the STAR page, STAR EOCC page. You can see that as as we would expect, our GT students generally perform pretty solidly as again what we'd expect. And then on the back page, she has the concerns. Again, this was this was 2425 coming for
029this year. Generally, we do this earlier in the year, but we put other things going. So, we're getting this. >> Who's this year? >> M. >> Oh, okay. For the whole school. >> Yes. >> Okay. >> Who? >> Time. Okay. >> Middle school. >> Okay. But she's I assume so. I don't know. >> I believe Miss Tines oversees it for the district. At the high school, it's Miss Williams. >> Oh, she's >> right. Miss Mr. Miss Williams at the high school >> for GT. >> GT. Miss Williams. >> Yes, that's right. middle school. >> Barthol, I believe. >> Barthol and Gordon, I believe. Is that right? >> Well, Gordon's been really doing I think she's focusing on the counseling thing. >> I didn't know if she was still helping. >> Is that right? Is that
030right? >> Oh, who was 78? >> Gordon. Okay. >> Elementary. >> Oh, yeah. Yeah. Yeah. >> You look at that. >> She's great. >> She is great. That's a good pick for that. >> Okay. How how are kids chosen for a GT? Again, >> uh nomination >> basically teachers, parents, >> anybody can >> can make nominations >> nominated. Yeah, >> you can. >> Hell, I had to cuz uh the I mean, never mind. It's a old It doesn't matter. It's 20 2020. But I Is it I mean, is the parent the right person to nominate a kid or is I mean, I would figure a teacher would see I think you have to be tested. I think they nominate you to be tested. >> Yes, you you have you go through a test. There is
031a test to to find out where you qualify that you have to meet certain criteria, but the nominations can be done by a teacher or a parent. >> Okay. >> Yes. >> Yeah. >> And there are times that >> because everybody thinks their kid's gifted. >> Well, it kind of it's interesting how it works because there sometimes the teachers it's a teacher will see it first or it's a parent or say, "Hey, I'd like to see if my kid is >> Yeah. I mean do are the most I mean >> are the most dynamic teachers I mean do we have the right people >> uh what happens is depends off your self-contained in elementary a lot of >> a lot of diagnosis uh a lot of things that we find in kids happen in elementary
032school that's just developmentally that's where we see these things happen so by the time they get in junior high in high school we've already identified them then we're trying to en enrich them and meet them where they're at that type of thing if not we're not to say that you can't have a junior high school could come in and and need to be evaluated >> for for GT. >> I'll be honest with you, some kids if they're new to the district, but also some kids who are GT, I know you don't want to hear this, but characteristically, if there's a kid that's rubbing you the wrong way and they irritate you and you want to headbutt that kid metaphorically, you might want to test that kid. I mean, if they challenge you and those type
033of things, those those are signs of GT. >> And and GT can also go from literally it can range. It doesn't necess have to be academic >> leadership >> in music >> in leadership and >> and other things. So you could like but you could have somebody who's GT in math >> and can't fight their way of a paper bag in ER. >> Yeah. >> You know or vice versa. I mean you see just different things and sometimes we we think well they're GT so they're just across the board just tops at everything. It doesn't mean that they means they just have a very high aptitude in and it could be more than one area. >> And there's a thing called dual exceptionalism. Uh I'll use my son as to not to breach fura. I
034had a son who graduated who is ADHD out of his mind which is a disability but also is GT. So you can be serviced by two spe. >> So go ahead. Sorry I was just hey we had just a little little GT 101 right there. >> Also in high school >> in high school they have certain requirements expected of the GT to be in the GT program. they have to meet certain things whether it's like classes or UIL academics and such. >> So, >> all right, moving on. >> Yeah, >> ESL EB program report bilingual. Miss Husman got this ready for me. Uh, generally we begin do this a little early in the year, but we're just now getting to it. U talks about what's the purpose of the emerging bilingual program. you ESL language
035as a second language, EB emergent bilingual, EL English learner. These all kind of mean the same thing. They're not exactly, but they relatively mean the same thing. Um, program overview, um 2425 school year, the district served approximately 156 immersion bilingual students districtwide. We're about that same number this year. Um, obviously we do a dual language program in grades preK through 5 and then services going beyond that. The rest of them are grades 6 through 12. >> As we move to the bottom of the page and to the next page, look at the student outcomes going to the Tel Pass. >> In Telpass, the goal is to get our students to go from wherever they to advanced higher tap. That's the whole thing. Telp pass measures that progress. And there's the results. Last year we had
036uh 8% of our EBS advanced high. We had 18% at beginner and then the rest were in between but immediate advanced and this goes when it comes to that speaking and listening. And you know, we've talked about this in the past where Telp pass the ratings took a huge hit and I don't remember how many years ago now they started transitioning to students speaking in AI. It's literally AI that's deciding whether they are meeting true verbal. It used to be that the teachers were raers. You had these teachers had to go through this rigorous rating and then they would listen to the kids and they rate them. And then once the state went to students speaking to a microphone, the amount of students rating high enough went it just plunged. And what they were finding
037out though is the students were feeling extremely awkward talking into a microphone. And that's part of we still struggle with that. We're getting better. It's not just here. It's across the state. It's getting students to feel comfortable in this quiet room speaking loud enough but yet speaking like they're talking to somebody because they're actually being recorded. >> Yeah. And so Jesse Jess quick question >> and that's the struggle to be descriptive you know to to use descriptive waters. >> Jesse I have a question. >> Do you know how many kids exited tell >> okay I was just curious just I saw the report thought I would ask >> star performance we talked we covered this in the taper but we have it back on here. Um in all grades all subjects on star we actually
038saw our EVs uh be about five points better on the passing rate approaches. on the P on the meat's grade level and above five points higher and there's no change in the masters. Uh El saw a slight increase math kind of flatline from the year before this one from 24 to 25. uh challenging opportunities. You know, again, the challenge is is what it is. Trying to help these students read, understand, and speak English fluently and well enough to do well and and to do well in life. And uh you know, as we and I'm just going to talk about we're talking about this with the parents talking about the dual language program transitioning uh to a late exit uh transitional program and we think that will help What does that mean? >> It means um
039ser focusing on students who need it. That's the best way I can say. Correct me if I'm wrong on it, Jesse, but basically they're going from a dual language where it's English and Spanish, both trying to learn Spanish to where it's more primarily going to be Spanish focused on Spanish speakers learning the English >> with the percentage with it with it stairst. That's that's the way I understand the change. >> So it won't be dual language anymore. >> That's correct. We're transitioning out of dual language into a transition ESL program. >> Okay. >> And that's exactly teaching staff is because we're not able to get >> it's actually looking at student data trended data and what's best for students. >> Okay. >> Uh we have some of our English speaking students who are regressing and
040not they're they're working in that classroom but they're not performing at their level too. So we got to look at all students in that in that demog in that uh body of work. >> And and it's not out of lack of effort or lack of doing it. just kind of it's kind of >> it's not that there's not good coming out of it, but it's not maximizing what can be done to help the students is really the and we were finding that we didn't feel like either group was benefiting to the maximum. >> I agree. I agree because I feel like that even with like we struggled to find teachers so we had people teaching multiple grade I mean I felt like that that was a tough >> Yeah. >> But hey I can I
041mean there's a massive there's there's probably a massive opportunity to use those tools for this. Well, we are we are but we are exploring every uh program that we have to to leverage our kids those we just have a unique we have a large number of not just EV is old school ESL English as a second language so it's emergent bilingual but our emergent bilingual >> they don't they have other language spoken at home primarily at home and so we become the gatekeeper of the English language here but if they don't have if they're not academically sound in their home language it's very difficult to learn academic language in a new language, >> right? >> And so we feel like this is the best step for all students uh to make this transition. And and
042and the other thing is and you you know we talked about this is when it comes to all the other tests obviously there's you know El the science there's a lot of reading in the history you know social studies a lot of reading the science there's a lot of reading in math a lot of kids get tripped up in math because of >> the reading >> and if you're struggling if you're struggling as as a reader whether you know your ESL or just you know not you're going to still struggle on math because it's not just straightforward math questions a lot of And there's deception. There's a lot of deception in the way they word those questions nowadays. And you have to be really confident and understand what they're trying to do because they are
043going to try to >> trick you. >> Yeah. They're going to say, "Look over here." While they're doing something else over here. >> They're making those. >> I'm going to ask another question. Is how many of was it six years that we had dual language? >> Eight. >> Was it eight years? >> I thought seventh graders were first and they started in >> Okay. How many of those students do we feel actually learned and actually came out being able to speak Spanish? >> How much can Casey speak? >> She knows all the cuss words that probably 10%. >> And I I wouldn't disagree with that because I know my kids Lissy was for the first couple years, Ryan could for the first couple years and then they kind of degressed on what they could actually
044understand in the program. >> Well, it's a diminishing skill. If you don't use it, you lose it. So, >> and I never had it. So, >> we know, >> you know, I mean, >> English, we see your struggle. It's real. >> No, but you know, it's it's it's interesting because we we had Miss Katie or Caddy, >> Miss Caddy. >> Mhm. >> You know, she was unreal good Spanish teacher, you know, and and I mean, >> struggled after that. >> No, but I mean, you know, and I and I sit there and think about why she was good. And I guess the only reason I I even think about it is because I I mean Katherine is still bilingual and can speak Spanish as good as she can speak English almost, but she uses it.
045But she was so demanding and had such high standards in that class, you know, for those kids. I you know, I mean, is it is AI the answer? Is it is it the right people? I mean, I don't I mean, >> Miss Caddy, what Miss Caddyy did really well is she kept it engaging. >> Yeah. >> Multiple techniques and did multiple checks for understanding throughout. She did what she did >> is what we're actually trying to get most of our teachers to do. trying to get the way she mixed in so many things because it can be dull if you just >> throw it out there, you know, but she did a great job of of using technology, of using different ways to get and to measure their feedback. >> Is there I mean, is
046there not I mean she was I mean that's not easy to hire. I know that. But I mean is it >> is there a way? >> There's not that many out there. >> No, I mean I know there's not. I know there's not. I mean, and another thing too, I didn't know her, but >> yeah, >> those you're talking about high teaching high schoolers that have likely have a pretty strong foundation in their native language and now they're just having to transfer that. >> Yeah. >> Okay. >> And we're talking about in elementary, those babies are still trying >> Well, they're still trying to learn how to use general Spanish or English. Yeah. Okay. >> So, there's >> Well, it's I mean, it's just, you know, it it's interesting. I mean because I know like
047Miss Miss Caddyy I mean that that was I mean I watched what she did. I mean the you know all the different games that the the the I mean there's a lot of stuff they did on their phone. I just >> and she used things like Dual Lingo and things like that. >> Yeah. Yeah. I mean >> before it was even cool. >> Yeah. We still have the little She used to give away Star Wars characters. >> We still have like a drawer full of them. Well, that's Jesse's motivation. >> Yeah, right there. Well, Billy's all about that. >> All right. RDA report. This was released a couple of months ago. Results driven accountability. All what I gave you is the summary. If you really really want to go through the whole report, >> you
048can find it on the TEA website. Uh just to kind of the bottom line, we can go to the bottom where it says determination level. So obviously there's the the ESL category, there's the OSP, other special pops, which is your military connected, your foster, your homeless, and then there's your special education. So the top the performance level summary by each program helps lead to the determination determination levels at the bottom. Okay. So the overall um the high view is on our EBS. Um we came out at DL2 which means needs assistance OSP and sped we came out it meets requirements level one. The good news is we are not required. There are no significant disproportionalities that we have to report. There are no action plans. There's nothing we have to do further. It's just we
049continue to monitor. Now if we go back up to the very top you look at there's a column that says 0 1 2 3 4 and so on. You want as many things under the zero column. Okay? That's really what it comes down to. Now, this report, it focuses a lot on STAR. It focuses a lot on tailpass, how we're doing in each different subject area. Even goes into uh discipline. Now, they're taking that out that there's been some transitions, but there's all kinds of things that it talks about, but most of our things uh well, focus on the star and making sure that we're hitting certain cut points and that's what that's talking about. So, but the more you have under the zero column or even a one, the better off you are. And
050that's how they create your determination. So on our ESL, we are a DL2. We're not that far from being into a meets requirements. We're just a little bit over that. So that's something that, you know, kind of goes back to what we just talked about things we're working on to help meet those cut points. Now, they also, you can also get better, like you could have been a three and if you got a little better, you can move to a two in certain areas like say EB math, things like that. >> How many kids do we have in spad? >> You're asking me an interesting question. Other other special OSP is not a whole lot. Um, a lot of times too when you notice those SAS, it has to do with that we're not meeting
051the minimum size requirements. So that there's certain things, but they still calculate it. >> On special education, I have not run that recently. We run about 18% overall. So I want >> speech and dyslexia 18% >> include dyslexia includes everything that >> 60 probably if I had just round about 18%. >> I don't have that exact number. And then you said how many are um by Boulevard? >> It's the same. It's close to same we've been you in the past I haven't I didn't exactly but we were it's probably a little more we've been running around 20 on eBay. >> Okay. >> That was my point earlier. It's a disproportionate amount that we have in elementary. >> So >> I mean >> why is that? Because they because they eventually get out of the program
052as they get >> the dichotomy of our community. Well, I understand that, but like you would think that if you start with >> you're getting the other thing is you're you can actually >> That's what I'm saying. As they get older, they exit out of the program. Okay. >> That's right. >> That's the goal. >> Right. >> And also, I didn't say the middle the middle column, those are all zeros. The federally required elements. That's what you want there. You want zeros. So, it's like even more than better than golf. You can do better than a one. Get a zero. TIA. >> Oh, I'm gonna talk about TIA now because that's on the >> that's on the agenda. >> Teacher incentive a lotment. >> Continuing to work on the teacher incentive aotment to help our
053teachers to get designated to where they can start earning more money. That's what the state u talked about this know how the budgets are working. state funding. The state is saying, "Hey, we're going to put money in this area. So, to compete and help our teachers, that's what we're doing." Uh, the application is due on April 15th. We're working on that. We are having a we got a meeting scheduled. We've been sending information out to our teachers, done surveys, and going to have anformational planning meeting coming up >> and trying to make sure they all understand. We're going to try to get as many teachers. Our goal is to get basically as close to 100% of our teachers possible to be eligible to be designated starting next year. There will be a data capture here
054next year. So if we get our application accepted, that's the first goal. Get your application accepted. You go what's called the data capture here. And it's going to be based on using like our pre-est and post tests. And then what you do is then you compare using a rubric the test evaluation and their growth from their pre-EST to their post test. And so they have to hit certain levels in order to get certain designations. >> Did didn't we talk about this two or three years ago? >> I think that was when they did the >> same same program. >> I thought you had been out. It's been out. >> Okay. Where they had to get like a master's teacher or something. >> That's one of the designations. >> Yeah, it's one of the designations. So,
055so once you you you get your application accepted, then you go into the data capture year. Then at the end of that year, this all gets sent to Texas Tech. That's who evaluates the data. Texas Tech looks at it and says whether or not there's any skew. And if they find too much skew, say between your test evaluation and their growth, say either teachers who are getting great evaluation, not showing growth, or not getting good enough evaluation, showing a lot of growth, that's skew. And so then you could actually like there's a school district that recently got theirs slapped back down and they're going to have to go through another data capture here. So even once you get your application, so that's why as administrators, we're going to work on calibrating our t test observations
056and other things and training the teachers to understand even better what we're doing and you know getting doing the pre-EST and post test in a star-like environment and making sure that >> what is the post? >> It's it depends like you've got nine weeks. the first nine weeks you literally take a test and then you have a post test that'll be at a certain point based on how you set the growth measures >> like for example a half the gap measure. So if a student made >> because you you don't expect students >> based on the yeah it's based on their students only but let's say you made a a 40 on a pretest then you have the 60. So based on how much gap to a perfect score then you either do a half
057the gap, quarter gap, three/4ers. You have to determine what they need to hit to create what they call >> and then they have to hit certain levels on their t test on domains two and three in order to >> hit certain minimums which would be basically you got to be at least proficient but you got to be more than that accomplished >> and then you will set the I mean the state obviously extends an aotment but then you set the >> very good question. So based on who qualifies, we get the money. The state sends the money and we have by August 31st to send to distribute that. This you must we must distribute at least 90% of that all to the teacher >> to the teacher that gets the designation. >> The teacher gets
058the designation. >> We get we allowed to keep 10% for for district census. >> So for the district >> and you can use that how you want or >> Well, it needs to be go back to >> administrative cost to administrative cost. the cost what it cost us to for those tests the kids take >> help pay for the things to help run the program >> analysis >> but yeah there's and so and then building in certain things to you know like does a teacher retire you know how if the teacher leaves you know things like that so that's part of the application >> they weren't sure if the state is going to fund it >> this is where the this is where the new money what we call consider new money if the teachers
059are going to make $100,000 a year this is how it starts >> now you know we don't know where it's headed. >> You know, the state obviously wants as many schools in it. Like right now, 50% of region 11 schools are doing this. Half of the rest of are in the process of getting there. So, you know, in the next year or two, >> it's just classroom teachers that can >> instructional chapter 20 21 >> only instructional staff >> students. Yeah. >> Is there a cap? >> Well, technically no. Technically, no. But >> everything I've heard, they're going to come back and like for some reason somehow if 50% of your teachers are qualified, they're going to come back and say probably >> and that's why that's important about the calibration and setting growth measures
060that aren't too hard but aren't too easy. You know, finding that just right. Well, I'm glad we're doing it because I mean the first time we talked about this, it was kind of like a consensus that a lot of people didn't want to mess with it. >> Well, Stokes didn't, but she was saying that back then when it first started, they weren't really for sure how the funding if it was going to continue if the funding that I think his fear was is if we started a program and then they weren't eventually going to fund it and we would be left having to fund it ourselves. >> I think that's why it's called an aotment and it's kind of like a stop and that's that's not the case. It's not a rule. I'm just saying
061that that's why it's called this. If they stop funding, we don't have a responsibility to continue. We can't we actually we can't we can't afford to fund it. >> Because that first time that we saw it, it was still brand new. And even the lady when we were at St. Joe, I think it was the lady was kind of like, we're not really for sure how this is going to look or what they're going to do or >> we're we're in cohort G, I think, but the uh >> they're way behind the game. Is that right? >> But the way it is now, I mean, you're getting good good interest from teachers. I mean, wanting to get this. I mean, it's money. money. >> What's What's the most What's the most money at? How much?
062>> 32,000. >> It's actually 36. >> So, a teacher could get a $36,000 raise by doing this. >> That's correct. >> That's a lot of money. >> This is This is significant amount of money. >> Are the teachers required to do I mean, obviously the pre >> and the state pays that correct goes from the statement. Yes. capturing of that. I know that or is that >> that's that's it like it goes into either the platform the company we're using reasoning or something that we have already like so it goes in it's automatically it's going to be done they're not >> they lose that designation >> yes you gain it but you can have it for several years or you can move up like you can get the minimum you can hold it for so
063long but you can also move up but if you hit the highest you can hold that for so long before you're required to to have to redo >> does does that does that Um, if you get that certification, you get that extra that extra money. Does that benefit retirement? >> Is is TRS that was your five year high for TRS? Yes. >> I mean, that's a no-brainer. >> Unless you're in your last five, then they got to be careful. >> I got you. But I mean, still I mean that's a that's a deal. Good program, man. >> They take they would still count 10% of that, Jesse. I'm just saying it still would help. >> Sorry, we're doing some retirement talk. >> Oh, no. It's an inside retirement. >> Yes. TRS and they even bring
064this up in the training but not going to too too much in the week but in the last five years you get have to do more than you can't do more than 10% from the prior year based on a baseline year. So you >> it was it was it was it was a it was a Jesse James conversation. >> That's actually something like if you did jump up $36,000 in one year but you know as long as you're early middle you're goldman. No, no one's going to turn it down. It's like, "No, no, just it doesn't." >> No, no, never mind. >> Every teacher, >> guess what? You can invest that. >> Okay. All right. >> Awesome. Okay. >> Thank you, Jesse. >> All right. Superintendent report. Just to summarize the attendance real fast, we
065are at 861 uh 861 students and we are at 95.14% >> 95.14% >> 88, I'm sorry. 61 >> 881. 880. Uh, no, no. I was I was saying that the high school number was 261. We're at 8.84 today. Sorry. 8.84 today. >> And in >> Sorry about that. 88. >> She was about to bust out her calculator on you. >> And high school. >> High school was 262 to start the day. They ended at 261. >> So that's where my mind was. >> It's been a long day for me, too, by the way. All right. >> I just rolled with it. I was like, I don't know where. So, and then uh we are working from a deficit budget as we as I've told y'all before. Uh but we are we're making healthy gains. Uh
066we I have sights on us being back to our zerobased zero uh balance budget that I gave y'all the first. So, when I give y'all budget, I spend the money to zero balance. It's a it's called a zerobased budget. That's good planning. But when things happen that's not in that budget, that can hurt you pretty bad. So the track for $125,000, another set of Chromebooks so that we can get our testing right for another 50,000. Those types of things u have put us in negative, but we are working back in a very positive way. So uh I'll give y'all a breakdown in our next board meeting. I just because I was on the road, I didn't have that data today to give to y'all. I just want to let y'all know we are making positive
067gains back to zero. >> Okay. Well, you didn't get tattooed on the cafeteria fire as bad. >> Uh, we that that was still a loss because we didn't have the budget for that. But yeah, but but I will tell you what we get from it's a it's the ROI is going to be exponential, >> right? >> For what we the $25,000 we paid in a deductible. >> Uh because that's no longer grandfathered. They insurance will put in the new sprinkler systems. They will put in the whole nine. So we're looking at hundreds of thousands of dollars worth of work in that space for $25,000. So, >> have they already started? >> It helps. >> Yes. >> Had a business abatement done. That alone costs over $50,000. >> It was it's an in ROI >> as
068a part of that. Yeah. >> That thing was full of business. You got to be kidding me. >> 1950. What >> exactly? >> So, we had our kids eat. >> Charlie's been on the front side of this thing. They're about to They've started >> They've got it cleaned out now. >> We We are They're going to be done with mitigation this week. That means right now they're they're spraying down the walls. They already got everything out and they're just getting getting it prepped to re do the reconstruction. >> We'll have a plan before the end of the week. >> Before the end of the week, we'll have to go to start the bill back. >> Charlie's been on top of it. So, >> and then uh need to I'll speak on behalf of Billy real
069fast. Uh April 8th, we have a deep dive audit, safety audit. Billy has been eyeballs deep in that. And I will I will share this for the record. I probably shouldn't, but I got a phone call on the way to uh Galveastston before our cruise. And it was our guy, what's his name then? The auditor. >> Smith. And he was telling he was asking me about our officers that we have one in each building. He he didn't see that in theou. He didn't read that in our but we do. So our paperwork he said is a th000%. No schools turned in paperwork like what Billy has provided for them. So >> Mr. Detail over there. >> So no he said that was the best jacket he's had yet. So good job on that Billy. >>
070So anyway >> he loves him some safety. >> All right. Uh >> then we'll go we'll move on. Uh like I said we'll get more detailed into the budget. Y'all saw all the reports for this consent agenda, but I'll break down each uh one of our uh budget lines 113 for so y'all can see exactly where we're negative and what we're working on. Okay. All right. Action items tonight. We have just a couple. One is the resolution. It's in your jack. It's in your packet. It's you can recognize it because it has regular resolution type font print on it. what TASBY provides for us. Hang on. Looks like this. And what a resolution is is this just the board giving permission for us to this is policy that allows us to move forward with said
071program. We still are in the planning stages of this, but I did add I did ask that they add a section on here that it says now therefore top of page two. This is now therefore uh oh I'm sorry be it further resolved section four implementation clause be it further resolve that the superintendent shall ensure that all necessary implementation components of the Vista hybrid learning academy are developed documented and included to these specifications but that I would give you guys period I will give y'all the report as what those I mean y'all as we build this y'all will continuously be in the know what this looks like. Does that make sense? Even though it's a procedure, not a policy, I put that in here so that y'all are in the active know what's happening. Uh
072I just think that's important that we all uh work together with this new type program. >> Can I ask a question? >> Sure. You may >> like when you originally brought it up, it seemed like it was pretty much all online. >> Mhm. >> You know, and then they do extracurriculars in person. >> Sure. At the meeting last time, Miss Harper was saying it was going to be kind of limited to juniors and seniors and it would be limited to a class or two, >> right? Well, we that was just that was just a conversation we've had. We are working on as we build this, we are that's exactly >> I'm just trying to figure out which it is. >> Yeah. Uh, our goal for this is to be an online and I'll be honest
073with you, not even our local kids, a lot of our local kids because y'all had some questions, Bible questions that we went back and we we addressed about um, you know, how about our dual language or dual credit kids or dual credit kids? You know, they sit in the classroom or can they go home, that type of thing. Well, I made the point we are going to this is going to be a program where people where they're going to u, what's the word I'm hunting for? I'm tired. they're going to apply for this program. So, they will it wouldn't be the kids that are just here like our local kids who do dual credit with us. This is its own program. They would be a part of the Vista program or they're part of our
074regular education program. And so, it be the Vista program is all online. >> Okay. That's what >> uh and then they would come face to face with that kind of like the homeschool kid for the one credit. The >> name of the program that you're teaching. >> Well, we've been talking about it. It's not it's nothing is concrete or anything like that, but the vision that we have is, you know, going beyond the walls, you know, education without walls, that that type of thing. >> Uh we've not put that in there, but that inside the admin conversation, that's what it centers around. So, uh even with Hartford, you know, we've had conversations and things like that and it's just about we didn't do a good job of defining being definitive about what our local kids
075are enrolled in. And then the vista program is its own program. It's there's not a mix between the two and it looks to be all online with the face toface for the hybrid piece. Now I said about 10% would still just be online and a traditional virtual that was our goal to keep it at le about 10%. >> 10% say that >> so two or three kids of the 20 >> would be >> the the tra what you would consider traditional virtual online >> completely online. completely online like we're talking about high seniors per se who need four four credits to graduate. Sure. That type of kid. >> That type of kid, right? That's that that's that's the idea. >> But if you're talking about a typical kid, >> would they do mostly online or
076mostly? >> Mostly online, >> like a split. >> My goal is that they would be online. >> Mostly online >> and then come for the extracurricular phase and extensions here face to face. Would it it sounds like you're saying it's I mean it's its own sort of program. We had that conversation of like are those kids gra I mean they're graduating as Valley View ISD students. >> We're working on policy right now for grades >> and all that. I mean >> those are things will get finalized before we push this thing out for y'all. That's exactly what >> I mean it's a good question because if you got a kid that's in class >> and you got a kid that is at home >> and they finish in the top 10% of their class that's
077a legit question and and I mean and I got another question. I mean >> you got a kid like like Texas that came in, right? >> Okay. So she does home school. She works all day >> and then she comes for basketball practice, right? >> That's correct. What is the difference in between her and this program? I mean, what's the what's the sale on this program? That's that's what I'm I'm that's what I'm just trying to figure out. I mean, and and I'm >> we get money for it. >> Yeah. Well, so the biggest issue is >> uh if we want to be on the forefront of this >> for kids. >> Yeah, I know it. I know that. >> I mean, for kids flexibility. So, if you want to do competitive cheer or stock
078shows all the time or then you could do both. You don't have to. like a kid that wants to be in FFA but they want to home they're kind of like a homeschool kid >> they could do our online program but still come is that I mean is that >> or or or their parents aren't capable of teaching them >> right or they don't want to deal with finding a program >> so my kids would have been in this program just kidding sorry little humor >> so uh again the biggest sale is us to be a an education service provider like we I feel like we're responsible for all kids in our community and I'm not just saying Valley View I I feel like this there's a market here to to if we get we
079want to be on the front side of this >> because right now with TEA and all the changes that TEA is making with homeschool with the vouchers, >> they're making us compete for kids now. So, we are creating a program that can allow us to be fiscally sound in the midst of all that else that's happening. I think that's why Kathy was verifying because in >> just discussions we've had is that you're not going to attract a kid that's >> going to do a hybrid where they're going to be mostly on campus and then just be out two days because if you're a homeschool kid, >> you don't want to have to abide by a regular schedule. I mean, that's the >> we're really not even advertising to our local kids to be quite honest.
080This is this is an an outreach to to the community, but also to sell the the relationship that we are here at Valley View, the relationship that we have. And and to take it just one step further, my goal is that we again, I told you we would become the mecca of North Texas and this is the first step uh the next step in doing that. Uh >> does anybody around here offer this program just out of curiosity? No, >> not with I know uh now Miss Harper said it. >> Well, they're they're they're going to try to do it in their fifth high school. >> Denton, >> but Denton is going to try. >> Are they building a fifth high school? >> Yes. >> So, but my point >> they got a lot of
081people. >> Yeah. So, >> more than they need >> but but but understand the model that we're we're following these districts are 20 times bigger than us. We're look we're f we're doing something for small school rural school and that is my expertise is rule school >> and for us to work with these kids and these parents for and give them their rule school opportunities at big school so they wouldn't see they wouldn't even look at a big school there are some of these kids out here in this community who would never even look at Denton to do this because of just the idea of what Denton is >> what >> and already having this set up if >> god forbid another COVID or something where we are forced online you already have it >>
082we would be already I'll be honest with We're already building uh Google classroom, our regular classrooms. If that ever happened again, the only thing stopping us now because we've been so far behind technology-wise is the one to one devices. That's the only thing stopping us from going completely online as a district if we had to. >> Everything else is in place. Go ahead. >> Okay. Any any kid can doesn't have to be live inside this district. They could be living in pilot point. >> That's correct, sir. >> Amarillo. Uh that and that was also because you said said that but then it sounded like they were gonna have to come to campus. Exactly. They're living in real. >> Well, this is how we're gonna so to control that. We want to work out all the
083kinks with these first 20 15 20 kids this year and we are kind of looking at those juniors and seniors to be honest with you because they can't affect GPA yet. >> You have to have eight consecutive or four consecutive semesters to qualify for val and I'm not saying top 10. I'm saying vow south. >> Does that make sense? >> Yeah. >> So my point to that is like Connor came last year. Even if he was top kid, he could not be validictorian, but he could still be number one in class, but not valadictorian. >> A junior could though, right? >> But but if you start as your junior, you could. So we got to take those are things that we need to think about. But again, I want us to also look at who
084we're looking at selling this to and and you know, >> because you don't want people moving in >> just to that with that program from like let's say South Lake where it's really hard to be in the top 10% and coming here their last two years to be in the top 10% because they >> and that's why that's why we have a we're going to have a strict vetting process this this first year. >> This is an academy. We are allowing you to be a part of this. This is not regular selective program. >> It's a legit question though because there was a valid Victorian at Gainesville a couple years ago and she attended ERA Callisburg and then finally landed at Gainesville so she could be valid Victorian. So I mean that that >> it's
085a concern that's everybody has that every school has the four consecutive for that very thing right there. should have >> and I think one other question I thought of which I think we discussed but >> like honors you know preap or AP >> weighted stuff is that going to be >> we're working with TASBY right now to talk about those yeah we're working on those that those logistics also be part of that credit >> in this program they can do dual credit as a part of the hybrid hybrid program yes they can >> because they're they're there they're there are they are a BVIT student has have access to those things. >> Okay. >> Sorry, I didn't know. >> No, I mean that clarified some stuff. >> There's there's a I was just checking. >>
086There's still a lot of I mean, there's still a lot of questions. I mean, >> there are going to be questions. There are there are going to be questions. >> I appreciate that you're going to give us report because you know, the other thing is funding. Like, you know, you say we need so many students and then we're bleeding money to try to support this program at a certain point. You know what I'm saying? Like the hope is that that wouldn't happen. that obviously this is going to >> well that's you know grow and >> and that's why I have my thumb on the heartbeat of this whole thing >> I'm not just handing this off this is kind of like yeah like >> go ahead >> you had much response to the survey >>
087uh yes she she gave uh >> is what I wanted actually uh Bridget because we just sent out to our community we didn't send this out to the other meccas of the world we sent it to our community and guess what it's 50/50 yes and no that's what I want you don't want to sell this to our kids who are already locked in as students here. This is a program that's going to be outside our walls, outside the gates of a classroom, per se. Does that make sense? >> How many people filled the survey? >> I don't They didn't have that number. She's giving percentages today when I got >> Would you be able to like um if >> I can find out in front of me? >> My mom for years was a homeschool
088teacher for through the Denton ISD, but like if >> that explains a lot. >> I know it does. I mean, not a home school like she taught like kids that like had cancer or homebound homebound. Yeah. Homebound teacher. um would you be able to transfer kids to this program that would need to be homebound? Would that be one option? I >> there are considerations that we need to take because when we're looking at we had spoken to we did touch base on touch on this point uh with with this Hartford. >> We have to look at IEPs because we can't offer certain things in IEP in this platform. So this plat if we'd have to have an IEP to conform to our platform. I'm not saying no, but there is a process to that. That's
089what you're saying. >> Uh and that also goes into our ADA compliance and things like that uh on the procedural side of it. >> That makes sense. >> But again, uh we're working diligently and we've all taken a break now. So now we're now we're I was in uh schoolboard mode this afternoon when I got in my office. So now tomorrow we'll start doing uh personnel and platform uh academy platform stuff. So anyway, any other questions? This is a great question. >> Do these kids I mean they have to take any state tests. >> Yes. If if they're freshman or sophomores, they would. Yes, sir. >> So, they come here to take it. >> Are they Well, because it is online, they we can lock down browsers. >> We have securely. We can we can
090lock down browsers anywhere. We We want them to come here. >> That's part of that selection process this year. We're not just going out there across the whole state this year, >> but in the future, something we have to consider. >> What question? I mean, because I mean, >> that lockdown browser, >> I mean, How you going to enforce it if they're looking around or looking down or looking I mean second one over here for >> No, I mean I I mean I I >> I can't answer I can't I can't answer something. Billy, >> I can answer a little bit cuz I come down here for the test. >> Hey man, he was asking if they're offside. >> No, I'm saying if they're off site, they're doing a lockout browser. We can't I mean
091>> take the test and just stare at them. >> They would have to come on campus. >> That's that I mean that's that's how we're going to start. They would have to be on side. I mean, >> that be >> Yeah, cuz you'd have to I mean that that's not even >> I know that I know that doesn't different places out their browser. >> We have a lot of good questions, but I am easing into a dual credit. >> Let's dip our toe into it instead of diving in. >> Yep. >> Yeah. >> I don't think the state would allow us to do that. Look, charter schools have to have a >> Yeah, they have to be. I mean they because I mean that lockout you have to be on camera and all that stuff.
092>> Yeah. The the dual credit ones are on camera. >> Yeah. >> The dual credit classrooms are on camera. You take that test on a camera. They can see if you're looking around. They can they they what they can see. >> Monitor your eyes. >> Mhm. >> Okay. >> Any other questions? >> Again, there's going to be a lot of questions as we go through this. That's why I want to be open dialogue. These are great questions. We're working on it. We're working on all this stuff right now with delegation. I mean I mean is it >> what what happens is this is a resolution. This allows y'all to give us permission to start working toward the real program. >> Right now it's just this is all theory until y'all make a decision on the
093resolution here. This this is this becomes policy that allows us to follow through with the procedures for us to move forward. Yes, ma'am. >> That's what this is all about today. We'll wait for Kathy to come back. >> Well, you know, I mean, it's I mean, I understand that we're I mean, we'll get we'll get money for it. Um, but there's no way like like I'll use Texas because she came. There's no way Texas will be in this program. >> If her parents wanted her to and she went made it through the process, she could be. >> Could be. But will she be? I guess >> if she if a kid like a Texas applied for this, I would gu I can really guarantee you that because of her intrinsic motivation and her aptitude, >>
094she would be a part of our first cohort. >> She's not old enough. >> She'll be a freshman. She's an eighth grader. No, wait. She's No, she's a seventh grader. She'll be She'll be an eighth grader. She'll be an eighth grader. >> She'll be an eighth grader, >> right? So, she wouldn't like We're not looking to do junior high. This is a high school this year. It's a high school focus. For some reason, I want to say her, >> but a kid like that. But a kid like that in high school would be someone we would look at >> classes. >> She's done. I've already talked to her father. She's he's he's asked me for advice about her stat. She's finished all of her curriculum for junior high. But she starts eating to her high
095school eligibility now. He has to be very careful. >> Oh yeah. >> Cuz she only has four years. >> That's correct. But again, I don't want to we keep saying her name. We haven't said her last name. So because this is being recorded, but uh we haven't reached furer or anything like that. But my point is uh I don't want to go too much further in that conversation. All right. >> Good enough. So any other for I mean any any motion are you all ready to take motion? This just allows us to move forward. Go ahead sir. >> So this is basically just to allowing you to continue to do R&D. Oh, >> it allows us to uh like certain really finish the conversations with TASBY about the policies and the procedures that go with
096this. Our this goes to policy gives us the right to make the local uh the handbooks and all the things that the the drafts we've shown y'all. Does that make sense? But we we've done a lot of the heavy lifting already. This gives us permission to actually start to promote the procedures and the program to to certain people. >> But but the kids I mean like like as far as coming on campus >> they'd come on campus for extracurricular. Can they come on campus for anything else? Like now if you're home if you're a if you're a homeschool student, >> you get to come for one extracurricular >> one period and after >> one period >> and then any after school practice. It's like you had a kid that was a homeschooled kid that wanted
097to do band. They would come for the band period, practice period, >> but they couldn't come to the athletic period. They'd have to wait until the athletic period ended and then come after that. >> Our band, our band is not at during the athletic period. It's a different time here. >> That's what I mean. two periods. >> Well, the a hybrid kid, if they were an athlete, too, they did both. They could come for both. >> They could come for a >> They can They come do a class and do their extensions. Yeah. There's no limit. There's no limit on a hybrid kid. >> On a home school kid, there is. But not a hybrid kid. >> That's That's where I think Eric's trying to get the clarification is >> So, as a as a
098hybrid, if they wanted to do a mechanics and athletics, >> we can >> they can do that. >> If they did four classes at home, they could come in. If they were face to face and those were extracurricular, they could do four here. That's why it's hybrid. That's the definition. >> Designations too, right? I mean, so you you have to offer certain >> they'll be on a pathway just like a normal kid. Yeah. Normal pathway. But in the classroom, it's a different PES code. So if even if they're on site, it's they are it's their face to face part of their hybrid. >> So they can do every class except they can be part of the hybrid program do every class here except algebra. >> Well, is there a certain number of classes? Four. >>
099So they can't exceed four classes. That's I didn't say that. That's what we would look to do is the max would be four face to face. Max is four face. So it's still hybrid. Half and half and half is hybrid. >> That I'm just that just logic. It's just logic. There's that there's not a law against it. I'm just >> No. Right. I just think I think >> it's our policy. It's what we choose. you have to have a policy that it would be enforceable because I mean there there there's kids who might say all right I'll take every class here except >> all my academics >> algebra >> or I'll come here and take the fun stuff and I'll do the hard stuff at home and >> cheat >> it could I mean there
100I mean I'm just >> so I think that's where we need to start to to start to we need to evolve the conversation because everybody wants to rest in co and rest in cheating but as AI has come on board education I told y'all has been this pendulum back and forth for toss task tax star it's all it's done has gone back and forth miss no can attest now with this we are we we are setting trajectory for education now for valley USD and it's no longer that it's what we say it is >> and we have to work within the box of the of the legalities and the what the state says but we can still be innovative inside that box and that's what I'm asking y'all to allow us to do >> no
101no question I mean but but I mean as far as as far as like uh cheating meeting. >> Sure, you can go on you can go on 10 different AI websites and get a report written for you in 30 seconds. I mean, so I mean, I do think it I do think that's a legitimate concern, but at the same time, they're going to have to pass their state test. So, I mean, to get EOC and if they if all they've done is cheated, then they'll fail their EOCC and they won't graduate anyway. >> Platform that we we're looking at using actually looks for that. >> Sure. >> Absolutely it does. It it actually >> Yeah, >> we're we're we're trying to find the program, >> generic phrases, words that are Yeah. >> As dynamic as
102we are as dynamic like they're they're ever evolving. >> You almost have to. >> Yeah. Okay. No, I mean it's good it's good dialogue to ask the questions, talk. >> This is great. So, >> okay. >> Yeah. >> We're looking for a motion. >> Looking for a motion. I I move the VBISD school board approve the resolution regarding the creation of the VBISD Vista Hybrid Learning Academy as presented. >> All right, we have a motion by Christie uh to uh approve the resolution regarding the creation of the VBISD Vista Hybrid Learning Academy as presented. Do we have a second? >> Second by Kathy Richie. So, any any other questions? Any discussion? All right. All in favor of approving the resolution regarding the creation of the BBISD Vista Hybrid Learning Academy as presented, please say I.
103>> I. I. >> Anybody opposed? >> Okay, motion passes. Second one's a lot easier. Library. We've followed the guidelines to put the library books up that they want to have purchased for secondary. We've gone through the whole process. of uh put that list. I attached that list inside your packet. Looks like this. >> Looks like this. >> The Giver. There's You can watch the movie pretty close. Actually, you don't have to have AI on that one. Just watch the movie. Nail it. Obsession. The party. >> Ellen likes >> Street People. >> Uglies. >> Isn't that ain't that ain't that a a movie? Like a science fiction movie? uglies. >> It should be I don't know that is >> who picks these books. >> Good question. >> Yeah, they go they talk to they go to
104their teachers. Teachers come to the >> take suggestions but also our library >> Martinez get in trouble for any of these books. >> Depends on who is >> hot mess. >> Richard going to come up. He might >> waste of space. But uh >> why are they some in bold and some not in bold? >> I think the bold ones are new. Those new Jesse. No. Maybe have new ISBN numbers cuz The Giver is an old book that we've all read or should have. >> Oh yeah. >> The Giver. I never read it. What's it about? >> It's like a science fiction >> science fiction book. You black and white then you start to kind of break the rules. You start to see color and then it's on. >> We read uh Hutton Finn. >>
105Is that pretty good? Apple shouldn't have pretty. >> Is this War Games one? Is this the Matthew Brick movie? War Games version. >> It's a great movie by the way. If you've never seen it, I highly recommend it. >> I don't know that James Patterson book. >> That's right. >> Too uncool for school. >> RL Stein. >> It's awesome. >> Goosebumps good. >> All right. No issues. >> I move that the BBISD school board approve the purchase of the BBISD secondary library books as presented. >> All right. We have a motion. All right. We have a motion by Kathy and a second by Brian to uh approve the purchase of the VBISC secondary library books as presented. Uh any discussion, any questions? All in favor of approving uh the books, please say I. I. >>
106Opposed? Books are passed. >> For the children. >> All right. That Hey, that's also elf. >> The children love the book. for the baby. >> There's no information items tonight. So, we'll move at this time in executive session discuss chapter 21 contracts. >> All right. Wonderful. We'll take uh five minutes. >> Five minutes. >> Coming out of close session at 7:56 regular board meeting for March 23rd, 2026. Action items. >> I move that the BDISD school board approve the chapter 21 contracts as presented. Okay. So, we got a motion to approve uh chapter 21 contracts by Jamie Nolles. >> I'll second. >> Second by Christy Tarant. Uh any questions or discussions? Okay. All in favor of approving the chapter 21 contracts as presented, please say I. >> I. >> Anybody opposed? >> I've got to
107abstain. >> 40. >> Okay. >> Brian Hoffman abstains. >> Okay. >> Motion to adjurnn. Yep. >> Yep. >> All in favor make a motion to observe >> to adjurnn. >> Motion to adjurnn by Kathy. Any seconds? >> Second by >> Christie >> 10. >> Uh all in favor to adjurnn say I. >> I. Youjourn. That concludes our regular