001It is now 5:00. We'll call the meeting of meeting of the Wachi Independent School District Board of Trustees to order. Let the record show we have six trustees in attendance, five in person, and one is joining us via Zoom. And this meeting has been called and and the notice of this meeting has been duly posted for time and manner required by law. At this time the board will convene into close session according to section 551.001 EDSC the Texas government code. It is now 5:00 Okay, it is now 6:17. The board's board is going to reconvene into open session. At this time, I'll ask Mr. Cooper to lead us in our invocation, followed by our pledges of allegiance to the American and Texas flag by Audrey and Olivia Sap. All right, let us pray. Heavenly Father,
002most gracious God, Father, we thank you for this day. Father, we thank you for continuing to bless our WSD community, students, staff, partners, and servants. Father, we just thank you, Father, for all that you have done and all that you plan to do. Father, we ask that you would help this meeting to be nothing more, nothing less than Neil have perfectly planned. Clear our hearts and prayer for our minds. That we may make right decisions with everyone in mind. And Father, we ask and with your help, we believe that we can keep the main thing, the main thing, which is our future, our children. In Jesus mighty name we pray. Thank God. Amen. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation
003under God, indivisible, with liberty and justice for all. Honor the Texas flag. I pledge allegiance to thee, Texas, one state under God, one indivisible. Okay, y'all stand right here. Okay, our next item will be our recognitions. Mr. Troll, I know we have a few of those this evening. Good evening, Dr. Aver and board. Uh tonight we just have one recognition and that's for our athletic department and I want to introduce um our executive athletic director Brian Rogers. Good evening board. Dr. favorite. We'd like to recognize and congratulate our state qualifying powerlifterss, Zakayiah Piper, Lane Fincher, and Jacob Irvin, for their exceptional achievements this season. Their dedication, hard work, and commitment have led them to these remarkable achievements. Zakai finished 13th in the state in her weight class. Lane finished 25th in the state in his
004weight class and Jacob finished 18th in the state in his weight class. Congratulations Zakaya Lane, Jacob and Coach Mason and Coach Kersh on a job well done. [Applause] Next item on our agenda is our open forum. This is the portion of the board meeting when the board receives input from patrons. Each person who addresses the board will have five minutes to speak on his or her issue. Because the posting requirements of the open meetings act, board members will not ask questions of the patron nor answer any questions posed by the patron. No action can be taken on any issue presented during the patron comment section of the board meeting. Patrons addressing the board will be notified when they are approaching the last 60 seconds of their allotted time to speak. When I call your name,
005please step to the podium. State your name and address for the record, please. Mr. Gretchen Gray, I will be your timekeeper and I'll let you know when you have about a minute left. Okay. Hello, board. Um, Gretchen Gray, 536. Hey, Meadow. I'm here to voice my concern about the handling of TIA. As a board, I know you're all now aware of the fact that not one teacher who earned the designation will be receiving their aotment that was promised to them for meeting the expectations that were set by our district. Our evaluations were great and our student growth was outstanding. Now, I know many in our community may be thinking, "Oh, that's what teachers are supposed to do." True. We teach and get our students to grow daily. The incentive pay program though that our district
006adopted along with many across the state was designed to get teachers more pay for putting in more work. When it was introduced a couple of years ago, we were told that if you opt into this program, you'll receive the extra evaluations and walkthroughs in order to reach a designation. You must have received high marks on your evaluations from your campus principal and other administrators. Miss Burke Halter and Miss Malone, the former principal of Clifraised me along with my campus principal at the time, Tim Day. I'm wrapping up year 18, half of those being in WISD. I've always received high marks on my evaluations. My students have always made growth and but with my extra instruction communication with families countless hours away from my own family to internalize my lessons and make add additional differentiation notes
007for my students who needed that. Never calling in sick or taking personal days unless it was absolutely necessary because attendance was a factor in earning a designation but that was later taken out of the requirement without our knowledge. These kids grew. So, you can imagine my delight when I found out that I earned a designation. Extra hard work was supposed to equal extra pay. Wrong. Our scorecards were submitted in October. We were notified that our cards were being submitted. All was just fine until we received an email a couple weeks before spring break stating that there was an issue with our submission and an appeal was being filed. There was no mention of the VAM score. None of the teachers knew about it. I asked my principal what it was and thought to myself, "That's
008odd. This data point wasn't mentioned one time when we were informed about TIA or through the rest of the process. It seems as if there was a possibility that there was going to be an issue with teachers receiving their payout. We should have been notified. A couple of weeks later, the Friday before spring break at roughly 3:00, we were notified that not one teacher would receive their pay because the appeal was that was filed was denied. Being notified of this on the day on this day and at this time was infuriating because we couldn't ask any questions or voice any concerns way to kick off spring break. An explanatory meeting was offered to the 30 or so teachers in the district who earned a designation. In that meeting, we were told about the VAM score.
009Not one teacher in that room knew what this data point was, and I still don't fully understand the purpose of this score. After hearing clarifying questions and answers given, it led me to wonder, what's the plan for the current year? Because my plan for this year was to get my students to grow even more and level up on that payout. The answer to my question was simply, we're working with neighboring districts in region 10. So, for two school years in a row, I have along with so many other teachers gone above and beyond to help our students. Being told that I along with so many other teachers were rated too high felt like a gut punch. One reason that you have learned was the cause of us not receiving our earned payout is that administrators
010rated us too high. The solution, put everyone back to proficient. That's like a high school teacher saying, "I don't give A's." When I voiced my frustration that we did all this work for nothing. I was told, "No, you did it for the kids." Well, I do everything I can for my students because being a teacher is in my blood. I will not be made to feel bad for expecting the compensation for the job that I do. I can accept not being paid my allotment for whatever reason is given. I cannot accept, however, the fact that teachers are leaving this district. You have one minute. We also cannot forget that really great teachers do not want to come here. We can go right up the road and make thousands more and have the chance to earn
011TIA. My concern about teacher pay is not a selfish one. I've never been one to complain about my pay. It's the greatest job in the planet and it's allowed me to have a perfect mom schedule. My concern is for the future of our district. My son still has four more years. I want the best teachers on the planet for him. My daughter and her fiance just bought a house here. I want the best teachers on the planet for my grandchildren. Uh my little baby teacher who has the highest growth scores in the district. About 20 seconds. Has only been here for two years. She's doing phenomenally, but she doesn't have roots here yet, which makes me really, really worried, not just for her, but all of those new teachers out there. Thank you. Thank you,
012Karen Jenkins. Please step forward and state your name and address for the record, please. I will let you know when you have approximately one minute remaining. Karen Jenkins, 2710 Oly Road, Wahchi. Can I start to start? Yeah. Okay. Um, unlike her, I'm not prepared. I don't have a paper in front of me. I really just came to speak from the heart tonight. If you look at me, you see I'm tired. I graded papers till four o'clock this morning because it's the end of a grading period. I have to go to a baseball game this week because one of my kids said, "Miss Jenkins, please come to my game. I haven't seen you yet." There's a theater performance on Thursday night. I'll be there because another student said, "Miss Jenkins, please come. I haven't seen you
013there yet. I don't grade in class because there's no time. All my grading occurs after hours." So, that's why I look so tired. I've gained a little bit of weight because I sit a lot at home. Please look over in the audience and see this wonderful group of teachers sitting on the first three rows. They work hard. We all work hard in this district. Twice in the past few years, we've been told, "Do this and we will compensate you well. Our teachers do that." Um, we were told we would look at MAP's scores several years ago and we would get bonuses based on those scores. In English, there were two tests that were taken. We were really excited because we saw a lot of growth. Well, we expected a certain compensation. When the compensation did
014come, we didn't get what we thought we were going to get because they used one test instead of two, even though we've been preparing the students for two tests because we have both reading and writing on the STAR test. So, it was a disappointment. And I did address that with the superintendent, but it was too late. Recently, we were told, "Work hard. We want to be a part of this TIA program, and we will compensate you." And as she pointed out, we're not it's not all about money, but teachers aren't at the six-f figureure income level. Maybe some of these teachers here will get to be there. In my generation, we were not. I'm old. I don't have a lot of years left. These teachers do. So, I'm here to say do something for those
015teachers. They want to have what other people have. They give freely. I've been listening to teachers say, "I'm on my 600th pencil I've given kids this year because you do it. It's what we do." Whether it's paper towel, Clorox, white bleaches, we buy them ourselves because our kids need them. That little bit of money, and it is small, it made a difference. People plan trips. People plan retirement. And I'm sorry, I cry when I'm tired. But please, what I'm here to ask you to do is go back and look. There were 47 schools in our cohort, I think. And again, I'm not sure about these numbers. Seven didn't make it. Why didn't we make it? We teachers did what we were asked to do. We prepared for the classroom. We helped our students gain growth.
016We worked hard. It was a surprise. Spring break. We got the email and I said, "Don't worry. They'll fix it. It didn't get fixed." And again, we don't want to be millionaires. If we did, we wouldn't be doing what we're doing. But we do work hard. And there are a lot of teachers that work hard. I would like to see teachers across the state, across the nation get nice raises. But those aren't the fields we picked. We're here because we have a passion for the kids. And this is my 39th year. I will keep teaching until I can't stop until I can't walk. I'm getting there. Um when we do star and walk around for hours, it really it really affects these ankles and this body. But my students said, "Thank you, Mrs. Jenkins. I
017was ready. I knew what to do." From my lowest student to my most advanced student. So that's why I'm here. It's too late for me, but it's not too late for them. So, please check into what needed to be happened. Hire people who can do the numbers. When I say that, I mean it was a hard task. I would have had a hard time doing that. But I know there are experts out there that other districts hired. Hire an expert. Teach them to teach our people so our teachers can be successful too, even in compensation. Thank you. Our next item is our report section. Our report number A is our superintendent report. Dr. Aver. Okay. Uh thank you board. Uh first up is just our our our monthly um enrollment and ADA if we can
018see uh through the end of March. um you know, holding steady on our enrollment about 11,162. Um down about 11 from from from February. Um our attendance uh did come up a little more than a percent, which um we're happy about that, but we know we did struggle uh through um flu flu season was hit us pretty hard um when we dropped down in uh in January and February. So, um, looking better looking better over March. Um, and again, just remember, um, as we go through the year, if we have students graduate through our high school of choice program that that they are unenrolled, they they they get off our roles. So, um, that does that does happen, too. So, again, pretty steady. Um, we had our first job fair uh in several years um
019on on Saturday, April the 5th. Um, WIST had representatives from all of our campuses and departments on hand to speak with the candidates. Uh, we were we were happy initially we had about 50 folks registered and then the week before or that during that week we had bumped up to about 105. Uh, and then by the time we got to Saturday we had 157 individuals that registered for our event in advance. Um, with principles and directors um, and support staff folks all said they were really impressed uh, with the quality of applicants that came to see us. Uh, in fact, uh, several principles, um, I know Mr. Perry told me he said any other people that he talked to that day, he he had a pos if he if he had a position for him,
020and he had several, he would have hired them because they were that quality. That was good. Um, it's a couple of pictures from from the group. We set up in the uh the main gym there at Walkete High School and we had every every department and every campus was there to meet potential candidates for our district. Um, our Special Olympics track meet is coming up on the 17th. That's this that's this Thursday. On Friday the 11th, we had our um annual Special Olympics pep rally. Um, we had athletes from across our district get recognized in front of the peers. I got to announce them. Um, I tell you, if if you want your uh you want your cup filled, that is an event that'll absolutely do it. It was it was fantastic. And um I
021had a great time in that and just seeing um all of our kids and parents and and every everybody was involved. It was just like a football pep rally was it was or any other athletic event. It was great. And that's all I have for you. Superintendent report. And um up next we have um Miss Mott. So this is the part of the agenda we're going a little bit out of order. So this is actually report E which be the information report for the district data validate validated for teacher incentive a lotment. Good evening trustees and Dr. Aver. I will be reviewing reviewing our data capture from last year for TIA. And just a reminder of our timeline back in April of 2023 was when we submitted our initial TIA application. Last year was our
022first year for data capture. Uh in September of 2024, right before the submission was due in October, in September, uh the state published their BAM or value added measure scores for the first time ever. And so that hit us as a little bit of a surprise as it did hit across the state as a little bit of a surprise. Uh and then data was due in October. In February, we did receive um the data validation results that we'll be looking at this evening. We submitted an appeal in March and unfortunately we were denied on the appeal. Uh and then coming up soon, a couple dates to keep in mind. Uh actually tomorrow is the deadline for submission of our expansion which would be in effect for next year of our system. And we um are
023just adding two pieces. We're adding two eligibility groups, US history and social studies 8. So those teachers will now be in our eligibility group as well. And then the other thing upcoming in October of 2025 will be the data submission for this current year that we are in. So what I'm sorry, go ahead. Okay. I had a question about that. So uh has the data for this group of 31 is it being resubmitted or how does that work? No, once it is denied, there is no resubmission. Okay. So, they will have to next year uh they'll have to go back through data recapture. Is that correct? Correct. Yes. Yes. Every year, regardless of your system, you always go through a data capture in order to bring in all the scores. Okay. So, tomorrow you'll be
024submitting the data from No, tomorrow is just to the um explain any expansions or modifications of our system for the next school year. So, we're adding more teachers into the eligibility group on our expansion this year for next year. We're not submitting any debt. We're just adding teachers to our original plan. Okay. But the original group will not be submitted. I mean, um they can't be submitted. No. No. Okay. Thank you. Okay. So, what exactly gets submitted in a data validation? Uh here are the highlights of what gets submitted. of course teachers names, ID numbers, the campus they teach at, what their assignment is, grade and content, and the two big ones of course that are important for data data validation is the student growth score, the percentage of a students meeting their projected growth
025score for a teacher. I pull that data out of MAP and I pull it off of EOCC transition tables depending on which category uh the teacher is in. And the other piece of data that I pull is the test observation score and that is domain two and three. Test scores are conducted on campuses by campus administration. So those are the pieces of data that I pull into a spreadsheet that then I submit to TIA. So as part of a holistic review, we get this scoreeet back that is very specific to the data. You see there are five domains for the data. Domains A, domain B and domain C make up the about 90% of the final score about uh 90 points. So 30 points for domain A, 30 points for B, 30 points for C.
026Domain D is worth about 10% or 10 points approximately. So if you go back up and you look um on the ones that I highlighted are the ones that we struggled the most in. You can see domain A. This has to do with our um correlation between our t test ratings and growth. We got 20 a little over 20 points out of about 30. So not bad for our first year out, but we definitely have room to grow there. Domain B is one that really hurt us. Out of about 30 points, we only got two a little over two and a half. And that's where that value added measure VAM score comes in. And remember those were published in September for the first time ever. Uh those were checks two and three. And then domain
027C also worth about 30 points and we got a little over 16 there. Uh there are four checks within that domain and two of them checks four and six were concerns for us. So I'll go through um the the domains a little bit more in depth. Go ahead Miss Creel. Okay. Uh, so the VAM score I was reading through everything as you know I do and I saw something where the VAM score did not have to be used. Is that correct? So we did not use it. Districts across the state did not use it because it had never been published before. Right. So nobody used it. However, the state of Texas judged our data by using the VAMP score. As you can see on the scorecard here, they they put their own state growth score
028into the plan even though we did not have it part of our plan as no one in the state did because it had never been used before. Okay. Okay. Because what I saw said the VAM score doesn't have to be used or something like that. So, still doesn't have to be used. You don't as a local plan, you do not have to include it. However, the state will judge your system according to them. Okay. So we don't have to use it, but yet the state's going to let's say the word ding us with it. Correct. Okay. Correct. That's But anyway, there a lot of things wrong. Yeah. So we'll go through and look at some of these domains, give you some snippets of data to help better understand. So looking at domain A, um the
029bar graph there shows, um the blue and the orange together make one teacher. So this is an actual data pool. It's just a snippet I took um from one of our campuses. The blue bar for that teacher represents their test score. The orange bar for that teacher represents their student growth score either coming from MAP or coming from EOC. So what they're looking for in domain A is how closely do those two bars align. And you can see in our just our sample of data here, they're not aligning. Our blues are consistently higher and sometimes lots higher than our growth scores were reported. Okay, remember this is coming out of our test strive. I don't I just take the data and I pull it in there and coming out of our map EOC data. So
030this is the concern that domain A has is we need to better align our data. We need to make sure that um we are using our test rubric to make sure that we are better aligning. When I saw this data last um summer before we submitted, we did take some steps as a district to say, "Hey, we got to work on this domain. Uh and so we did a lot of work in the fall with our principles, our leaders, our leaders on campus. We looked very closely at the test rubric. Uh we did in-depth study on that and just continuing trying to improve our scores in domain A. We got 20 out of 30. Domain A is a do or die domain. You need 30 points in domain A. You've got to get the max
031there because then it filters down through the rest of your system. So we are continuing to work toward that. We have additional plans next fall through next year to continue to improve this alignment. uh because as you see here on this chart as this sample from one of our campuses it is something we really need to work on. We need to get that alignment. Okay. So that is domain A. Domain B missel to the VAM scores. VAM is really hard to wrap your mind around. So VAM looks at the testing history of each student in a classroom. So a fourth grader is the first students that get produce a VAM score because they have a testing history. They took third grade math, third grade reading. So if I'm a fifth grade math teacher and I've
032got students in my classroom, every one of those students is producing a projected BAM score and it's based on their testing history. So those students in my fifth grade math class, they have four tests that the state's going to look at. third grade math and reading, fourth grade math and reading, and they're going to use that testing history, compare it to how other students across the state of Texas with a comparable testing history perform in order to make a projected score scaled score for that student to achieve. If the student gets that scale score or above, then the teacher gets a point for VAM. So, it's not really about passing or failing STAR. It's about did they meet a projected performance. So if a student's been going along and they've been in the master's category
033their whole testing history, we would expect that student to continue at the same level. Okay? Not every teacher produces a VAM score. I've listed there all the teachers that produce a VAM score. Remember, you have to have a testing history to produce a VAM score. I think of it as a state generated growth score. Okay. So how did VAM hurt us in data validation? So check two is part of that domain B. Um these are the teachers that we put forth for a designation. So the green for walks Hatche we put forth two teachers in the recognized category. We put forth 10 in the exemplary and we put forth four in the masters. According to the state VAM scores and using the same cut points that we used, they said we should have had 12
034in the recognized, six in the exemplary and three in the masters. Check two is looking for are we designating the same proportionwise? Well, 12, six and three is not the same proportion that we design tried to designate at 2, 10, and four. So, unfortunately for this check, we got zero points for this check. we were not designating the same teachers that VAM said we should have been designated. The other part of domain B uh is this check three. So on check three once again the green represents WISD teachers with a VAM score that we put forth for a designation. So if you look at teachers the green dots in the master's column and you see how they uh are sliding across to the purple dot that is showing what their VAM score is. So the
035first teacher there we put her forth as a master teacher. She had a high test score and a high MAP score put her into that master's category. However, her BAM score was below 55 and so the state said that teacher according to BAM should not have been designated. Okay? So, we lost minus one point there. And you can see as you go down the board, anytime you're moving to the left, you're not gaining a lot of points. And if you're going all the way to the left under no designation, you're actually getting negative points. Okay? So, there were some times where we did pretty well, like there's an exemplary teacher there that only slid down to recognized with a VAM score. We got positive points there, 0.25. Uh, so there are times that you pick
036up positive. So, if you take and you add up all of the scores on this chart, we were just a little bit above a zero. And unfortunately, that equated to two and a half points out of 30 for domain B. So, that was our our biggest struggle area there. Uh here's a scatter plot that will show you the relationship between the VAM scores and the map and EOC. On a scatter plot that shows correlation, you are looking to be able to draw a line through the data and the points should be uh congregated close to that line. And you can see here on our scatter plot, we do not have correlation between our VA BAM and our map and EOC. And this was really a a tough piece in our holistic review that we could
037not overcome even on appeal. There is just no correlation there. Uh the VAM scores running across the bottom and then the map are coming up the left hand side. Um there's they're just not correlated. Okay. So that is domain B. Uh domain C, this has to do with the fairness of our system. TIA wants to make sure that a teacher does not have an advantage at being over one particular campus or another with their test evaluation. So, these are only looking at teachers that we uh put forth for a designation at the recognized levels. Here are campuses um and their average test score for the teachers we put forth for a designation. So, the range of scores was from a 3.8 to a 4.1. It's a 0.3 difference, but the state says in order to
038receive points in this category, you have to be under 0.25 of a range. So, we need to rein those scores in a little bit more. We need to be a little bit better calibrated. This was at the recognized level. We were really close to getting some points there. However, when we went to the exemplary level, you can see a bigger discrepancy in our bars there. We ranged from a score of a 3.8 to a 4.5. And remember t test is out of a possible 5.0. So um we have a pretty big range there.7 and we really need to re in calibrate closer campus to campus and make sure that what a teacher what a principal sees at one campus uh the same type lesson with the same type level of instruction would be the same
039at another campus. And then lastly, our master level teachers that we put forth here is their range 3.8 to a 4.5. Uh we are.7 so well out of that range to receive points here as well. Uh plans moving forward for next year to help with this domain is we will be having principles in groups on campuses once a month walking together on campuses and uh calibrating together in person live. It's much different from doing that from a video, which we did previously to try to calibrate, but we're going to take more steps next year to get stronger calibration between all of our campus leaders. Okay, so the data that they were looking for to show strong correlation here is actual examples of data from our submitted data. Uh you can see teacher A, their VAM
040and MAP score is pretty closely aligned. There's not an exact number of how far it can be off, but somewhere around 10 points, you like to see them aligned. And they have a test score of 3.5. So that's right on. That's a good line of data that they're looking for. Teachers see u right on for VAM and MAP. Uh I start the test because it is a little bit high for a uh VAM and MAP score, but it's not anything completely out of a range. I would still consider that really good data alignment. So, we did have examples of good data alignment. Unfortunately, we had a lot of examples of low correlation data. Um, if you look at this first teacher, uh, VAM and MAP scores, they're off a little bit, but they're not significant.
041The problem with teacher one is the low MAP and VAM, and then you have an extremely high test score. Out of a possible 5.0, Oh, this teacher received a 4.7. However, the students in that classroom through VAM and MAP are not achieving at that high of a level. And then teacher two, um, this is kind of the opposite of that. We have a VAM and MAP score that looks pretty good, just barely below that 55% threshold. And, uh, that should correlate to about a 3.7 or 3.8 test. But with this particular teacher, it correlated to a 2.1 or did not correlate, I should say. And so the these discrepancies um are what caused our data to not pass data validation. We're just not um strongly correlated yet. So unfortunately, we had too many examples like
042these five that I randomly pulled from our data. Okay. So the things that we really have to look at and consider moving forward, what were the root causes for the VAM misalignment? Why did our VAM scores that the state put out in September not better align with our MAP scores? Uh one consideration is we are looking closely at our administration of MAP looking at our protocols. How did we administer it? Were we consistent in all administrations during the year and so that we give ourselves the best chance to produce consistent data. That's one of our concerns and we're looking into uh the other one is of course to improve the calibration between campuses and uh we are already thickened plans for next year of how to continue to improve that. We did calibration two years
043ago. We worked on a deep dive on the rubric this year and next year we will take another step and we will be out on campuses calibrating live together in classrooms. Okay. So here are some action steps that we've taken already in response to the data validation. We've consulted with other region 10 TIA districts and focused on cohort F which is the cohort we were a part of. Um we learned quite a bit um just talking with them making sure our plan looks similar to theirs. Um we also consulted with other successful districts in all different cohorts. Uh some of the suggestions was to move from a test observation score to a test summitative with a growth measure and that will help us better align. Uh we will be notifying teachers after the system is
044approved. So notifications will not go out to teachers until February or March when we receive information back from the state. Uh monthly calibration walks that I already talked about. Those are uh in the plans for next year. Uh we are working with region 10. they can come in and do additional calibration training for our administrators as well as they can help us with data as well. Uh there's a TIA summer conference that we plan to attend. And last one, we met this last Friday with a consultant that uh many members in region 10 are using and he uh is active across the state as well. uh he had some good advice for us and I think he will be a great support tool for us going forward as we are uh looking at a partnership
045with his consulting company as well. They do a lot of districts and so they see a lot of different things. Um so it was great to meet with him on Friday and get some of his insights. I know that's a lot of information. Feel free to ask any questions. I can go back and we can look at graphs again. How can I help? Uh, Miss Yes. Um, unfortunately I couldn't see any of the charts because my video is not working. But during this whole process that for the teachers weren't successful and all the things didn't match up. Who did you consult with uh during that process? Did you go to other people and ask for help? Okay. Tell me more about during what time during the time that this last data thing was being prepared
046that was turned in and it didn't uh match up enough to to get the teachers designated. So um when our first um notice of the data validation fail was emailed to us, we did work with region 10 on the appeal, but no one was consulted during the whole process of the data and the the principal test stuff or anything like that. We submitted our data in October and then it's just a waiting game waiting for results to return. Um, we don't we're not notified of anything until February. I I don't feel like I'm answering your question. I'm sorry. I'm not understanding. Well, we've had several people in the last few weeks tell us that during their process, they actually the consultant that you were talking about, they used the consultant in the first place. Um,
047and their districts passed. I guess what I'm asking is why didn't we use one? I we didn't we I mean we put the data sheet together. We thought we had a solid system. We had used other people's um we looked at other systems ahead of us in other cohorts. Um yeah, hindsight that would have been great to jump in and use one of those consultants out there. I think there are more consultants available now the longer TIA has been going on. Uh and so I I don't have a great answer for you as to um why we didn't start with that. Uh we went through our stakeholder meetings. We felt like we had a good system in place. The system that we uh put forth to for approval back in 2023 was approved as a
048good system. The system isn't at the question really. Uh the concern was in this data validation was the growth scores and the test scores. Okay, thank you. Okay, so Miss Mont u how much training did our principles get in collaborating the uh test scores with the actual scores? Right. So all of our teachers are certified test appraisers. All of our principles are all of our principles, I'm sorry, all of our principles and assistant principles are TESS appraisers. Uh they go through a certification with the state and so they're certified that way. uh two years ago I went through and re basically retrained everyone at a deeper level before we started the uh TIA process. So we did that last year. We calibrated with videos uh lots of collaborative conversations through those videos. We watched videos
049at all levels um all different content areas and much like when you go through test training that is how they're trained. So I went ahead and did a full refresher training on all of that two years ago, last year I guess. This year in response to the skew that I saw uh when I was pulling together the data on the data sheet to submit, I did see the skew and it did concern me at that point. And so I did the deep dive on the test rubric this year at all the principal meetings. We have met and gone through every dimension. There are eight dimensions that are used for TIA. We did a deep dive of them all across all of the design all of the um levels of performance from one through five. Um
050we spent a lot of time on that because it's just important to be really knowledgeable in the test rubric. So I guess where is the disconnect? I mean, because our principles, you're telling me, our principles were trained in it and understood it and our teachers did what they're supposed to do. So, I guess where is the disconnect? I think one of the things that just kind of hit everybody and not just us, but everyone across the state, if you look at that domain B, out of the 30 possible points, we got hit with some BAM scores that no one knew were coming. Okay. And um being our first year, we did actually pretty well in domain A for a firstear district. Other districts that were in um previous cohorts did not do as well in
051domain A as we did the first year. But unfortunately, our first year to jump in, they hit us with domain B, which was the VAM scores. If we had even had five more points in domain A, we probably would have gotten through. But we didn't have that second year to continue to get better at domain A. And so really it's unfortunate that we were hit with the VAM scores this year for the first year. Yeah, it's very unfortunate for our teachers and staff that agree that are not receiving their u designations I believe is the correct word. I agree. I'm very upset that this group of teachers who are among our best teachers in the district are losing out on thousands and thousands of dollars and it's very very you know it I can't tell
052you how upset that I am about it. Um and then this year what you're tell if I understand correctly. So now we're going to submit the information from this year. We'll submit it next fall, but that's for group the second cohort of our of our group. And so what the teachers that we had this year that were rejected uh are they going to have to go through a where they look at all the scores again and uh was it called a calibration year or do it every year? No, no, they'll they'll be included in this year's data. Okay, they will. Absolutely. I'm sorry if that was your question earlier. I'm sorry if I missed. Okay. Yes, they they'll be absolutely eligible again when we submit data uh this coming October. Okay. We'll be looking at
053their growth and their um their test scores once again. Absolutely. They're on the same playing field. Okay. I I thought that they were having to go back all the way through and it's like, okay, you know, we collect data on everybody every year. Okay. So So they will be eligible for to be included in this next cohort. Yes. Okay. Absolutely. All right. And you're going to do the next cohort a little differently. Is that what I was told? Where you're gonna look at a couple of changes. We will be adding US history and social studies 8. Of course, the other change we're going to make is hopefully to better align. We're going to move a little bit away from map wherever we can. So, we're going to use star transition tables for grades four through
054eight in reading and math instead of using map because um star to star seems more reasonable than star to map comparisons. So hopefully that will help our scores uh calibrate better to um the VAM score as well as to our test scores and those star transition tables just became available. So it wasn't an option before, right? And then I from what I believe Dr. Aver said, you're going to also go to more towards the final evaluation. Yes. Yes. We will be moving in the direction of an OB a sumitative score that will have a walkthrough in there. I mean, we'll have three walkthroughs or four. We'll have to make that determination and an observation. And then we'll also be adding a um growth for the whole year looking at teachers and how each one of
055their students is growing through the whole year. That really should be part of the test summitive and so that would be included in there as well. Okay. Okay. Thank you very much. Yes. So, Miss M on um domain B, it sounds like across the state a lot of people suffered. Correct. But maybe the higher scores on domain A is what helped them to improve. Yes. Um like one of the districts that we talked to, I think they came out first year in domain A with 15 points. Well, by year two, they really figured out how to fix that. And so they hit 30 points and they they just survived domain B. And unfortunately, we just weren't in that situation to come out with a high enough domain A to survive domain B because everybody got
056hit sideways by B. Yeah. It was just an unfortunate situation with cohort F um and how that landed and the the districts that I talked to that struggled uh they were cohort F. Do you have an estimate on the number like percentage of which districts are successful? I don't I have not seen anything out yet um that says how many um achieve success. Now there is something on the website that looks kind of deceptive. That's um a approval rating of the system. So like when they say 97% of districts in cohort F had approval, that means approval of their system like what we submitted in 2023. But our system is good. Uh it's just unfortunate our data did not align. But I have not seen what the stats you're looking for. I have not seen
057those yet. Miss So I know TIA is relatively new. Has Wachi ever received the designation? No, that this year was our first year to submit data. I guess last year was our first year to submit data. Anyone else? Thank you very much, M. M. Our next report will be ourformational bond 2023 construction update. Mr. M. Good evening board. Dr. Apron. I'm here to give you your bond 2023 update for the month of May. We're going to talk about Jimmy Ray first. Jimmy Ray did um have some playground damage in the storm in the right as we went into spring break. It uh as you can see in the picture up there on the top left, you can see one of the actual true awnings totally came off. Poles been at the ground, all that. The
058other awning had a little bit of damage. We did go ahead and take off the the canopy top and you can see there in the bottom of those pictures you can see some of the turf and some of the padding came loose and came. So we have had to contact the installer and the manufacturer and have them to come out and make sure the playground structure itself is safe and any of the other structures. We have taken the canopy off of the one that you do see there still um just for safety sakes. We have been told, I was told late last week that everything is safe to as the structure-wise, but actually the padding at the bottom that they would land on and and safely if they fell off of anything is not. So,
059we had just gotten a quote actually in this meeting. I got the quote from the company to get that part of it uh the padding structure and all that safe and then we can then uh open the playground and then the summer we'll actually get new canopies and those kind of things put on. We're not waiting to put canopies on there to open it. Soon as we can get that padding structure um redone and safe for the kids to be on there to their standards, then we'll open both those playgrounds. Then this summer we'll look to replace both canopies and tarps and all that. It is not a warranty item because it is storm related. It's not installation or anything like that is it will be on us. Um I don't know if it's an
060insurance claim. I don't know anything on that. I just know it will be on the district on that. So, the Hancock building, which will be the future home of Coleman Junior High. It's about 90% complete. The biggest area we're working on is the storm shelter going through it. Um, and it was a big part of what we were a little bit behind of coming some of the things at the beginning of that. So, um, it's a little bit further behind than we would like. We're working um, right now they're doing a six and a half days a week job there, um, on that one to try to get us in by the end of the month. The nice thing about it is if for some reason they do go over, we're not at a cost
061and it's not holding us back because we're not trying to move into it in May 1st. We're not moving into it till the summer anyways. We will not be moving global kids anything into that part of the building. So, it's not affecting us if they don't hit the May 30th update. But, as of this morning, they hadn't told me they were or weren't. They just felt confident they were g they feel confident they will. I'm not as confident, but I'm not going to say we're not going to make it. I mean, I just look at it one way, they look at it a different two sets of eyes on that, but we are working on things. You'll see some pictures here. The band hall flooring's going in, getting the final doors from band hall into
062the current building. And then the boys locker room in the back. We're working to install all the plumbing, finish the plumbing. When I say plumbing, I'm talking about more plumbing fixtures versus toilets, those kind of things. Um, not actual plumbing in the wall, just attaching the fixtures and those kind of things into that. So, you picture there on the top left, that is actually one of your art rooms. You can see the cabinetry is all going in. Those kind of things. Picture in the middle is one of your science rooms. Picture in the top right is one of the prep rooms between the two new science rooms. So you have a science room, a prep room for both science rooms, and then a science room on the other side. So they'll share a prep room
063between them. You can see, like I said, all the cabinetry and all those things are going in. And then that's usually a good indication of we're getting a lot closer because then it has to be climatized and those kind of things. Picture on the top left is actually one of your ensemble practice rooms there in the band hall. It has the mirrors in it that you can kind of see. It's hard to understand that, but there is mirrors in it. That that is the reflection. Picture on the middle is the actual main band hall. You can see there. Um they're getting it ready to put the the flooring in. They just finished putting in all the sound panels you see along the top, the trophy rack, trophy shelf, all those kind of things. You can
064see that that uh large pallet right there next to the man in the yellow vest. That is actually the flooring. They just rolled in and started getting climatized in that area. Picture in the top right is your life skills room. Last week they were putting in the rails and those kind of things in the life skill room for that. We're going to move on to Finley. It's about 40% complete, but please understand about 50% of this job will be done this summer. When I say that is we are going to do a lot of demo and a lot of tearing up of that building this summer. So to say we're 40% complete doesn't sound like a lot. We've been working all year, but it's a lot compared to what we're going to be doing this
065summer when we really get into that job. The admin and the kitchen areas, the two big areas we're working on right now. We've done the masoner on the front of the building is about 85% complete. Soon as they finish it, they'll move to the back and do what little bit. There's not a lot of masonry in the back, but there is a little bit. Kitchen's coming along pretty good. We did run into some issues with the duck work there. We're going to have we're trying to figure out with our engineering of the duck work as to what we need to move it some. We've seen some areas that we have some problems and so they're they're working on a solution there. We also ran into some moisture under the kitchen due to due to just
066due to construction that had got underneath there. We had to deal with that a little bit while we were working up under the kitchen. So, picture there on the upper left is the front of the building. actually all up underneath that awning if you were to go right up to it at all that masonary is finished. They're just to the left side that was in that first picture just to the left side of that main the main new main uh riser area there in the front of the building. That's the area there's still masonry on the front. And then you've got the middle picture there is actually going to be looking into the counselor suite and the SRO's office. The picture on your right is looking from the reception looking down the main hallway of
067the of the admin suite. Howard Junior High has about 45% complete. We just started the demo of the band hall you can see in there which is going to be a large portion of this one as well. Um it's going to it's going to take some extensive work because if you know on a band halls they've got to be built soundproof. So even though everybody goes, "Oh, it's not a big deal. It's hadock block." The problem to build a hock block is you've got to you got to fill it fill it full of moisture. So it's not just breaking a hole into it. You're breaking a solid piece of concrete or mortar down. So, it's a big difference in there. So, we've just took over the band hall. Um, demo actually started today in there.
068They'll start demoing. We have a temporary walls put up so it won't affect the kids, but we have moved the band people. The band kids classroom is now in the uh extra gym, the small gym down there. Uh, we took all the sound panels down, took them down there, gave them some cabinets from in the band hall we won't be using down long term. We took them all down there so they have that. We set that up as their classroom for now so we could get into it early because we were either going to do if we didn't take it over early, we're going to be going in late in the next school year or start next school year with that still under construction. So, one way or the other, we had to have it
069do the extensive amount of work that has to go in there, but we'll be starting the masoner by hopefully by the end of this week is what it's looking like right now. We're having some problems imaginingly enough trying to match a 20 year old um grout to this year. So, we're trying to get as close as we can so it just doesn't stick out. And so, uh, actually, we we just rem they just finished another test run today. We'll look at it. We'll be drying everything by Wednesday. And we think that'll be a lot closer than the original one they put up that didn't look anything like it. It really really looked different. So, uh, that's where we're at on that. Like I said, we're starting on the band hall there. Here's a picture on
070the top left. The top left is the area in the awning where we're building the classrooms. All three of these actually are. Um you um that's going to be the middle one there. Picture there, that is actually going to be the um drama room. And the picture on the top right, that's the area right there that we'll be start doing masonary first. The columns you see were already there. That was part of the the structure that was there, part of the building that was there when we originally built it. We're filling in between them and the wall that was in there. We're we're adding all that. So we're we'll be bricking in between those. Where every place you see the yellow is is where we'll be bricking everything. You see where the masonry is, that
071was already part of the building there. We'll go to Prop C. Prop C has been a big the big push right now is because it's not occupied. It's TC Wildman building. You can see the parking the picture there on the left is the new parking lot that's just been uh topped and then uh striped there. And that's the big one right there in front of the football field across from the building right there. That'll be the the kids parking and staff. That's the big parking lot for everything really there. We do have a couple one other small lot, but that'll be the main parking for the building. Um we've done that. We have the science wing. You'll see here in a minute, we put new floors and remodeled that bathroom on that end of the
072building. It's the only part of that building that had BCT flooring. Everything else either has wood flooring or has sealed concrete. Um, so that was the only place that had BCT. We did remove it, put LVT in there. That was part of Prop C already. We're working on putting LED lights all in the building. That is again sort of Prop C. And then and the support services painting team has been working diligently to freshen that building up, make it ready for high school kids. uh those kind of things that's doing and there's there's extensive amount of work that's doing that. There's a building in that parking lot that you'll see here in a minute. It's been called a whole bunch of different buildings. Tax office, I've heard credit union kind of different things. But we're
073re we're reviving that building. Um it had a couple of holes in the roof. We put new roof on it, put new plywood, all those kind of things. We have we've ordered new windows and rollup door to be put installed. We've put gutters, sophets, painted it. Um, and we've also spray foam the interior. Once we get that climatized, then we'll start working on the inside on the walls and the flooring and stuff like that. We've also got the new air conditioner system ordered for that building as well. That building will be housing a uh shop and a classroom out there for for that teacher in that area out there. And then Felty Elementary will be starting the um work that was approved for that for to replace that geothermal system on that area. We'll be
074starting to do you'll start to see some pad pads work start going on. They'll be working actually probably tomorrow, the next day. We were out there today looking at lining it out and everything where it's going to be. So, that's going to be going on. Picture on the top left is just inside that building I was just talking to you about. Picture on the far right is the building I was talking to you about. We'll put new windows, new doors, of course. We'll um power wash the building, clean that up. But actually, it's got new roof, all new paint, gutters, all those kind of things. But you can see the picture on your left there. It's already spray foamed and all that. We'll put new wall, new siding on the walls, all those kind of
075things. picture on the right you can see there that's the LED lights that have gone into most of the classrooms. Some of them do have some drop ceilings, the old drop ceiling that we normally with ceiling tiles and flat panels, but those that don't, we put in LED lights all through that building. This is the science wing we were just talking about. So the pictures on the left and in the middle, the middle is actually one of your science rooms. Picture on your left is one of the hallways going from the science wing going back up towards the stairwell of the main building. Picture on your right is the bathroom. That's that's how we'll be doing most of the re bathroom remodels we approved last month. Um y'all y'all approved as a board to allow
076us to start moving forward. You're seeing the gray tile that you see the light gray tile all the way around in there floor to ceiling. It's epoxy floored steel stalls and then it'll have a a dark gray to light black tile on the back of the wet wall that has to go through there. So it's going to look really nice in the end. Any questions? Okay. So that last building you were showing is that building if you're facing it to the left as a science wing. Yes. Yeah. The old science wing. That's what Oh, that look that looks great. Yes, ma'am. That's all three of those are that area. That was a big giant clean kindergarten room. Now it's back to a science room likely where I had some big size. I think I went
077in there once when it was the old size. The kindergarten wing. Yeah, that's what he was saying. Yeah, but I'm talking about when it was global before and it was not doesn't look near as nice as it what it does now. Thank you. Anything else? Anything else for Mr. Mott? Thank you very much, sir. Okay. Our next report will be theformational report on WISD's board of trustees continuing education hours which will be the most boring report of the evening. Under state board of education rule completing required continuing education each year of service is a basic obligation and expectation of any sitting board member. As board president, I am required to announce the name of each member who has completed the required continuing education, has exceeded the required continuing education, and is deficient in meeting the
078required continuing education. These requirements for training are measured as of the first anniversary of the date of the trustes election or appointment or two-year anniversary of his or her previous training as applicable. There are seven training areas for board member continuing education. Number one, local district orientation. Number two, orientation to the Texas education code. Number three, post- legislative update to the education code. Number four, team building. Number five, additional continuing education. Number six, evaluation, student academic performance, and setting goals. Number seven, identifying and reporting abuse, trafficking, and other malreatment of children to the extent applicable to each board member. I will announce the completion or deficiency as to required training. For members who still have time remaining to complete required training, I will announce those board members who have scheduled timely training and those who
079have not scheduled the training. At the conclusion of this announcement, I will announce any board members training in excess of the continuing education requirements. Local district orientation. New board members Ryan Pittz and Adrienne Cooper completed local district orientation training for the time period covered by this announcement. Orientation to the Texas Education Code. New board members Ryan Pittz and Adrienne Cooper completed orientation to the Texas Education Code training for the same period covered by this announcement. Post- legislative update to the Texas Education Code. New board members Ryan Pittz and Adrien Cooper completed the post- legislative update training for the time period covered by this announcement. Team building. The following board members have completed the annual team building training. Dusty Autry, Adrien Cooper, Kim Creel, John McCutchen, Ryan Pittz, Clay Scoffield, Debbie Timberman. Additional continuing education. The
080following board members have completed the additional continuing continuing education requirements. Dustry, Adrienne Cooper, Kim Cregel, John McCutchen, Ryan Pittz, Clay Scoffield, Debbie Timberman. Evaluating student academic performance and setting goals. Note this training must be completed every two years. The following board members have completed the bianual training on evaluating student academic performance and setting goals. Dusty Autry, Eddie Adrien Cooper, Kim Cregel, Jud McCutchen, Ryan Pittz, Clay Scoffield, Debbie Timberman. Identifying and reporting abuse, trafficking, and other malreatment of children. The following board members have completed the banual training on identifying and reporting abuse and trafficking. Dustry, Adrien Cooper, Kim Cregel, Jud McCutchen, Ryan Pittz, Clay Scoffield, Debbie Timberman. Exceeding required continuing education. Board member Dusty Autry exceeded the required amount of continuing education training by 14 and a half additional hours. Board member Adrienne Cooper exceeded the
081required amount of continuing education training by 10.75 additional hours. Board member Kim Creel exceeded the required amount of continuing education training by 23.5 additional hours. Board member Jud McCutchen exceeded the required amount of continuing education training by 14 and a half additional hours. Board member Ryan Pittz exceeded the required amount of continuing education training by 14.25 additional hours. Board member Clay Scoffield exceeded the required amount of continuing education training by 14.5 additional hours. Board member Debbie Timberman exceeded the required amount of continuing education training by 14.5 additional hours. That is the conclusion of the continuing education report. Any questions? Okay, moving on to report D, which is theformational update on the mentors care program at Wahachchi High School for the 2024 2025 school year. Yes, sir. President want to introduce back to the back to
082the podium Brian Blackwell who's our mentors care managing director. Well, thank you board. Thank you, Dr. Aver, for having us back. It's hard to believe we're finishing up our third year uh serving the students of Watace High School. We've had a great year. Uh, and I would really u give credit to Mr. Perry and his team and for this community and to the administration here for their support. Uh, what I'm be going over with you tonight are our stats from August 2024 through January 2025. We will provide the administration a detailed report that will cover the entire school year, August through May. Um, and we'll provide that in end of June, early July. And it will have the stats that I'm going to show you tonight. those numbers will look a little different. So, first
083of all, I just want to go over with you quickly some uh programwide numbers. We serve 20 high schools across North Texas. Um these are stats from last year. Last year, uh each of these factors are at risk um or factors that affect kids at school. And of those kids who had an issue with self harm, 48% reported that that was no longer an issue for them. Being bullied was down 38%. behavioral issues among those who had discipline was down 37%, drugs and alcohol down 36% and struggling socially 35%. So the program is working and it's affecting a lot of kids' lives. These numbers I'm going to give you now are specific to Wakahhatchee High School. It's been a great year. Uh we have a we have a full case load. I checked the numbers
084today. Uh we have 74 mentors and 65 students in the program. And average at our schools, we run 50 to 60. So you guys uh are getting a few more students served than most of our other schools. Uh but and when we check data in January, these were the were where the numbers were. We had 27 new students start the program this year. Um you had, I believe, 13 seniors exit the program last spring. And um at that time, we had 60 kids in the program. Like I said, today that 65 um back then in January you had 66 mentors. You have 74 today. You have seven seniors this year. And the walks community by the end of January from August through January volunteered a total of 530 hours for an average of eight per
085mentor. And then we have about 75% of our uh meetings uh happening as scheduled and that's what we want. Mentor retention. We'd like to see that up go up a little more. We always lose some mentors. When we have seniors graduate, mentors will say, "Hey, my student graduated. and I've been with them for two or three years. I'm going to take a year off. Usually, they come back, but I'd really like to see that number close to about 70%. So, we're not having to recruit so many mentors every summer. If you take a look at um the this slide, these are ways that kids qualify for the program. We look at three different types of indicators. The number one are the TEA uh state at risk indicators. These are factors that affect kids according to
086the Texas Education Agency. And uh number two, we have our own indicators. There's more than what you see on the TEA list that affects kids at school. And then we have uh what we call our unchanging indicators. And these are the factors that our coordinator is looking at when they go to intake a student. Your staff at the high school does a great job of referring kids to us. At that point, once we take the referral from the teacher or the principal, we do an interview with the student. We're asking them questions. And we want your most struggling kids. Every student at Walks Hatchee High School or most would benefit from having an adult mentor, but we want your kids who are have one foot out the door. Attendance issues, grade issues, behavioral issues, your
087kids that you're worried about not graduating. So, these are the factors we look at when we go to talk to a student to see under state at risk indicators at Wakachi High School, kids who came into the program. Uh, this year, 42% had been in DAP, which is which is a high number. And that's what we want. We want those DAP kids in our program. That's not to say that 42% of the kids that were in the program went to DAP. Of the kids that are in the program, 42% had been to DAP previously. Uh semester grades below 70. That's that's pretty high as well. And what this slide tells me is that we're getting the kind of kids that we want. The staff is doing a really good job referring the right kids to
088us. But at Mentor's Care, we know that there's more factors other than just state at risk indicators that affect kids at school. And these are researchbased um factors that affect kids. And you can see this is this is pretty typical. I'll tell you across uh most of our high schools, most of our kids are not involved in an extracurricular. And it's our goal to try to get them in an extracurricular. A lot of our kids struggle from poor self-esteem. Um especially since COVID, depression, anxiety are off the charts. uh behavioral issues and so these are the factors that affect kids at walks high school besides state at risk indicators. Then we have what we call our unchangeable indicators. Um these are also called adverse childhood experiences. These are catastrophic events that affect kids and you
089can see that uh 50% of the kids in mentors care report having financial struggles. Uh 43% report being from a broken home um or they're not living with their biological mother and father. 17% have reported losing a parent, which is really high. It's higher than most of our other schools. And then 5% have suffered other some other type of trauma. Could have been a car wreck, a family illness, could have been being homeless at some time. Uh just adverse childhood experiences. One of the things we do uh of course is mentor, but another thing that we do is we help kids with things they need outside of school. We do more than just mentor. Um and so we refer kids when they have a physical need. We'll find out that a kid needs food or
090they need clothing or they need um we had a student last year um who whose home burned down and they were going to be homeless. So we're able to help them get into a hotel for a couple of nights till they could get some things figured out. So, there were 13 students referred to our coordinator at WXY High School and uh four times we helped with utilities. We referred out for that. If a student's about to get their lights or water turned off, we have resources they can go to to help get help assistance with that. We help twice with food needs, basic needs, could be clothing, could be school supplies. We were able to refer two students to an outside activity to try to get them involved in an extracurricular. We had one one
091uh female student who became pregnant. We referred her for prenatal care. Then we referred one student for counseling outside of the school. That that's not to the school council. That's to counseling outside of school. Uh these are numbers also from Wache. These are from last year. I thought it was good for you guys to see these. Uh and these are kids. Keep in mind these are kids with attendance grades and behavioral issues. 96% of the kids that were in mentors care monthly 90% rule for attendance. That means they're not going to lose credit in a course because they were there less than 90% of the time. 93% were promoted to the next grade level and and majority of our kids came in failing classes. Every senior at Wakatchi High School who was in mentors care
092graduated. Um almost 60% of those who had discipline referrals the previous year showed a decrease in their discipline referrals. And then we were able to um decrease at risk indicators on our indicators by about 28%. Sometimes students out outcry. They go to the coordinator. They have they have they're just having a really really hard time. There were uh nine times from August through January where uh Miss Roy addressed students for anxiety. One was for basic needs. That's usually clothing. Kids need clothing sometimes and we help with that. And then that other that three those were CPS reports. There are times when we are uh informed that a student is dealing with abuse or neglect and we of course contact CB uh CPS on that. Um there were 15 times this year already where we provided
093emotional support to students who weren't weren't even in the program. They came by the office and needed to talk to show we also track kids uh from the previous school year. Your seniors who graduated these are 2024 graduates of WHS. uh you had six uh in mentors care who went on to college. Three went to the workforce and then four went on to either a trade school or some type of vocational school. But I love this stat. 47% of the students at Walks Hatche High School report that they did not have a safe person to talk to before they came in to mentors care. And what you see is that relationship between the mentor and the student usually continues after that student graduates. That student now has a friend for life. And that's really powerful.
094We have Stephanie Roy here. She's the coordinator at Walks Hatchee High School. She's finishing up her second year there and she's a also a graduate of Walks High School. So, I'll have Stephanie come up and introduce. We have one of her students who's going to say a few words and we have one of our mentors here. All right. Good evening. I'm Stephanie Roy. I am the mentors care coordinator at Wakahachi High School. Uh this is my second year but the third year uh that we're at Wsahachi High School and I have a men a student here uh with her mentor uh who is going to support her as she gives her uh her experience being in the program. This is her first year. Her name is Jasmine, sophomore at Wakaji High. Good evening. Before I
095started meeting with my mentor, I didn't really care about school that much. I wasn't failing, but I was okay with just getting B's and C's. And I kind of sucked at school. Not because I couldn't do it, but because I wasn't trying. I didn't have the motivation nor confidence to do better. When I started talking to Maggie, my mentor, that started to change. She helped me realize I could actually do way better if I just put in effort. She believed in me and pushed me to care more about my grades and to stop doing the bare minimum. And I even joined a club for the first time, the FBLA club, Future Business Leaders of America. and I got to help at the Christmas event. That was a big step for me because I never really
096been involved in anything like that before and it made me feel more connected and confident. I also got my first job which was something I never thought I'd be ready for, but with the support and encouragement I got from mentors care, I felt prepared and capable. Since then, I've gone from barely passing to getting straight year A's all year, this is a big deal for me. And honestly, thanks to her support and encouragement, now I actually feel good about school and proud of what I've done. Mentors Care has helped me grow in so many areas of my life, both in and out of school. Thank you. [Applause] Any questions for me? I'm going to brag just a minute on this community if I can. There we serve 21 high schools. There are three high schools
097that we serve that have not that don't have students on a waiting list. Is this is one of them. We actually have mentors on a waiting list, which is what we want to see. Uh we don't want those kiddos coming by every week saying, "Hey, do I have a mentor yet?" No, sorry. We're still looking. We have a surplus of mentors and that just is a testimony uh to this community. So, thank you for your support and it's obvious your program works. Thank you very much. We appreciate you guys more than we want to be here a long time. I was going to say I attended y'all's fundraiser last year, the golf tournament. Yes, sir. Uh plan on doing it again. It was a really good event. If you want to give a shameless plug,
098I saw it was coming up again pretty soon. Yeah, it's in it's June 16th, I believe. Yeah, we look forward to seeing you guys there and any of you guys are welcome to uh field the team. So, information on our website. Thank you guys. Yes, sir. Our next report will be ourformational report on policy update 124. Mr. Okay. Good evening board. So, our policy 124 update has uh come and is awaiting your review. Uh, as you know, there are local and legal policies in there and and this one has quite a few legal updates. As you can see, about 507 pages. I did not include that all in your packet, but there is an explanatory note that does give a brief description of all the local and the legal ones, but I did want to
099point out specifically uh what the local ones are talking about. And again, this is just anformational review. So, we will be coming uh in May and seeking your recommendation to approve barring any changes. But CAA local has to do with federal rules that address disclosure and uh of any violation of federal law in connection with the federal award. So basically grant money usage. CDA local has to do with the sellers of investments. So that their representatives and distributors of these investment pools have to be a part of certain financial organizations. The CY local does have quite a bit of changes about intellectual property. So, it clarifies the district's intellectual property, how it may be used, and who owns the intellectual property, particularly if it's created by uh staff members, but it also talks about how
100our employees are able to use certain copyrighted materials for instruction. DH uh and you'll see a little bit later there's another one has a new section talking about tobacco and nicotine products and ecigarettes. So this text recommends including nicotine products regardless of whether the product actually contains tobacco or uh is any sort of electronic vaping device. So a prohibition of that uh by any staff member use of that on on school premises or school property. EHB has to do with revisions to the administrative code in relation to dyslexia as dyslexia is transitioning back to being under uh special education services. Um there's guidance on the use of the dyslexia handbook and um following admission review and dismissal committee decisions. So, art committees, uh, EHB has to do with gifted and talented, which really just changes
101some terminology in there, but it does have a section added about certain funding requirements. And then, um, lastly, and I will read this one uh, kind of a a description in its entirety because it could have an effect on some of our staff. So, this is FFG local. So this is going to uh in order to comply with revisions to the family code and administrative code under reporting child abuse and neglect. A new subsection on oral reports is recommended to comply with changes in the law. In the making a report section, a paragraph has been added explaining that reporting individuals must provide their name and contact information when making a report. This policy continues to state that the person of the p that the identity of the person making a report of a suspected child
102abuse or neglect shall be kept confidential and disclosed only in accordance with the law. And then lastly uh because of our community relations and as reference I'm sorry Dr. Mr. Kaggel. Um so would you read through that again? So now it must the person uh the individual must have their name and contact information identified when making a report as a person who has made a report uh the policy but it's supposed to be kept confidential like within inhouse and the the parents or whoever don't have a right to it. Is that correct? That is correct. Okay. Uh there is some things moving in the legislature right now which may make some adjustments to that but in this policy suggestion that is what you just stated is correct. Okay. Cuz I mean frankly even though it's
103confidential it's not easy to keep it confidential when you absolutely when you make a report and and certainly we don't want anything to prohibit uh any of our staff if they think that there's a need for such report. I mean, unless the laws change, our staff has to report Absolutely. anytime there's any any type of child abuse. So, anyway, thank you. I just want to be sure I heard that right. Yes, ma'am. Um, and lastly, uh, community relations, again, it is talking about, uh, prohibiting electronic vaporizing devices of any kind. Um, and then those whether they include tobacco or not. So, as you can see, there were quite a few legal ones. Again, uh those aren't really uh required to be approved by the board, but I highly recommend uh y'all checking those out. I
104will send you a link that has all the proposed language. So, again, this is justformational. Um please look over these and certainly let us know if you have any questions or uh concerns about these recommendations. Do you have any other questions? Anything else for Mr. Okay. Okay. Our last report will be ourformational report on the corrective actions taken by WS WSD to fulfill the CAP corrective action plan agreement. What's up, Mr. K? All right. It's me again. So, uh, we have submitted all of our documentation for a corrective action plan that was put in, uh, that was given to us by the state, uh, back in December. We'll have a timeline here at the end, but I wanted to point out just so that everyone uh is reminded this was related to our out of
105school suspension of some Mckin Vento designated students. So, McKenna Vento and homeless are kind of uh interchangeable terms here. Uh you can see uh an excerpt from the Texas Education of Homeless Children and Youth which is a uh group within TEA that helps track these students and their needs um how Mckinto Mckin Vento eligibility is determined there on the right. But as you can see there were 19 incidents across five different students and again this was in the 2223 school year. Now, I do want to remind everyone that none of these students were unsheltered. So, I know a lot of times when we say homeless, we automatically think that someone is living, you know, exposed to the elements or in their car, but these students were not unsheltered. They were doubled up. They were living
106with people that may not have been their parents. So, it's not that we out of school suspended students just right onto the street with no place to sleep. Um so these were the uh requirements. Basically it is training a couple of different kinds based uh related to chapter 37 of the education code which is all the discipline also the homeless requirements that we have. Number four there was the corrective action plan read at a board meeting and that occurred in January. and then typical tea obligations. So these were the groups that were primarily that were involved in the training. So all of our campus administrators, we had 100% completion of chapter 37 training update. Uh our district leadership team, which is principles and directors, and our assistant principles had two um sessions of training based
107upon Tety workshop information. And our counselors had a com combined kind of smaller since they're not really ones that make uh discipline decisions, but they are certainly involved with the care of these children. and our PE's department also had a very short presentation and they were very helpful in updating our discipline manual and creating some alerts in Skyward that will help us keep this from happening in the future. So very briefly there was a timeline again we were given this uh corrective action plan in December it was reported at the board meeting in January we had training February and March submitted our information uh just about a week ago and then just late this afternoon got an update from our TA liaison saying that all of our training was aligned and relevant to statute and
108best practices that it was great in-depth training thoroughly spread across the district. Um Mr. for Freel's suggestion on one of our trainings to have a check for understanding. They thought that was a great tool and uh are going to be back in touch with us midsummer. So I take that as all positive. Okay. I just wanted to commend you Mr. Kaggel because um I have recently been dealing with the homeless family and uh the district has been totally responsible for the McKenna Vento and have taken care of all four of the kids. So, I appreciate you. Thank you for that update. Any other questions? Thank you very much. Thank you very much, sir. All right. Item seven is our consent agenda. Have a rather lengthy one tonight. We have items A through R. Mr. Mr.
109President, I move that, excuse me. I move we uh approve the consent agenda items A through R. Motion by Mr. McCutchen, second by Mr. Pittz. Any discussion? All in favor say I. I. Post say nay. Motion carries 6. Moving to to our action item A, consideration with possible action to approve a contract with Texas Air Systems for the replacement of the geothermal units at Howard Junior High with the cooling towers at a cost not to exceed $4.5 million. That correct? Good evening board and Dr. Aver. Um bringing a couple of Proposition C items to you tonight. Uh the first two items uh the first item uh is related to a cooling tower to replace the geothermal units that are over at Howard Junior High. Uh we have three campuses in our district that have geothermal
110units. You've already approved a replacement of the geothermal at Fely. Mr. Mott gave a little bit of an update on that earlier in his construction report in Prop Z. Uh Howard is a second and Cole Clif is the third campus. And uh if you've looked ahead in your agenda, you'll see that there's a similar action item uh coming up next for Cliff. So we are effectively getting rid of the geothermal systems at our campuses. Uh we do have some Proposition C money that was to address HBAC concerns at Howard. did not specifically call for uh the removal of the geothermal system and uh the construction of cooling towers, but we do have construction uh savings within Prop C that will enable us enough funds to go in at Howard Junior High and uh spoiler alert
111at Clif Elementary, that'll be the next item uh to go in and replace those geothermal units with uh these chill towers. Uh so we are asking for your approval tonight uh to replace the geothermal unit at Howard Junior High with cooling towers not to exceed $4.5 million. Any questions for Mr. Colin? Okay. I entertain a motion to approve action item A. Second. Motion by Mr. Cooper, second by Mr. Schoolfield. Any other discussion? All in favor say I. I say nay. Motion carries 6. Action item B will be consideration with possible action to approve a contract with Texas Air Systems for the replacement of the geothermal units at Clip Elementary with cooling towers at a cost not to exceed $3 million. I had a long presentation for this one, but I already let the cat out
112of the bag. Uh boarded same same project, just a $3 million cost not to exceed at Clif Elementary. Any questions? Okay. I entertain a motion to approve action item B as presented. Motion to approve action item B as presented. Motion by Mr. Pittz. Second. Second by Mr. Creel. Any other discussion? All in favor say I. I. Say nay. Motion carries 6. And our last action item would be consideration with possible action to approve an agreement to increase the sewer line from 8 to 12 ines near Wahhatche Creek High School to serve junior high school number four with Oakhole Investment LLC to contribute $17,12144 to the upgrade. Thanks sir. board. This is out of Proposition B with the construction of Walkete Creek High School and we're asking essentially for your approval tonight to accept a donation.
113Uh so the donation would be for 107,2144. That is the increased cost to increase a sewer line that will eventually serve junior high number four. That's again right south of uh the 2B built spur 394. the Wachi Creek, Square 394, and then the junior high or property for junior high number four. Uh this sewer line, we're going to go ahead and put it in now. Uh it's no time that it will be cheaper to go ahead and put in than when the land is wide open and we are not disturbing any other construction. So, we're going to go ahead and put in the sewer line to serve um junior high number four and then text will eventually come along and put in square 394. So, by having this in place already, it will save us
114a lot of time and a lot of uh expense going forward. What you're being asked to consider is an an up uh an upsizing of that sewer line to go from 8 in to serve uh that area to a 12-in line. And again, that that cost was $107,214. So, the request is for your approval. We will install a 12-in line and we will get reimbursed from Oakall Investments uh for that cost. Mr. President, um I'll be abstaining from this vote as a neighboring land owner who could potentially benefit from this down the line. Okay. Any question, Mr. Calden? Okay. I entertain a motion to approve action item C as presented. So moved. Motion by Mrs. Creel. Second. Second by Mr. McCutchen. Any other discussion? All in favor say I. I. All oppose say nay. Motion
115carries 50 with Mr. Pitts abstain. Thank you sir. And our last item will be our comments from individual board members in any particular order. I'd just like to say we're well aware that we're in the middle of STAR EOC and that we feel you. We know uh the stress on our students and on our teachers and we just are thinking about you, praying for you and a test doesn't define our kids so it shouldn't define you either. So thank you and good luck. I know y'all are going to knock it out of the ballpark. Anyone else? Okay, at this time I'll entertain a motion to adjurnn. Second motion by Mrs. Creel. Second by Mr. Cooper. All in favor say I. I. Motion carries 6. Thank you very much.