[0:09] We'd like to extend a very warm welcome to Mr. Lee Daniels, and Dr. Jukweta.

[0:15] Thank you very much for being here tonight and for your interest in serving our district as board members.

[0:24] Again, like I said, I'm Senator McRue, and I am honored to facilitate tonight's discussion as a moderator.

[0:29] This form is a part of our business, continue commitment to transparency, civic education, and student-led engagement.

[0:36] Tonight's event is student-led and gives our community, families, and scholars, and opportunities to hear from the candidates who are running in a contested race for CHIC Board of Trustees.

[0:46] You will be hearing directly from the candidates as they answer questions selected and developed by CHIC Scholars.

[0:52] We will begin with a brief overview of tonight's format and our rules and engagement.

[0:55] If time allows at the end of our forum, we will also consider answering questions from the community.

[1:01] Attendees may submit their questions by writing them on the posted notes provided at the table near the entrance.

[1:08] Here's how our evening will work. Each candidate will begin with a three-minute opening statement.

[1:13] It will then move into five themed rounds of questions where each candidate will have 90 seconds to respond.

[1:19] Again, if time allows, we may include questions from our community.

[1:22] Finally, each candidate will give a three-minute closing statement.

[1:25] Please

[1:28] remember that this is a respectful space. Candidates will receive equal times to answer and our timekeeper will provide visual cues as a time run exam.

[1:36] Let's begin. Is everybody ready?

[1:39] Oh, all right.

[1:41] We'll begin with our opening statements.

[1:43] Each candidate will have three minutes.

[1:44] And to determine the order of our opening statements, we're pulling what we did last year.

[1:49] Pulling out of a cup.

[1:51] And this will decide who will speak first.

[1:53] After both candidates have shared their statements,

[1:55] We'll transition into our theme question rounds for explore the issues that matter most of our students, families and community.

[2:02] So first we'll start with Dr. Dukwana Haygood.

[2:10] I appreciate this opportunity to introduce myself and this is a pleasure.

[2:14] I am Dr. Dukwana Haygood, I am running for school board, trustee, place 1, for seat of your LISD.

[2:20] Yes, here we go. My seat is in the moment.

[2:21] Little lower, little lower.

[2:24] I would like to first say about who I am.

[2:28] I am a mother of two students who, as well, went through C2RISD.

[2:35] I had one student who graduated from C2RISD, which is my son, also, participated in DRLTC

[2:42] here at RLCSD at C2RISD, and he went into the arm and served in the military so he's

[2:49] a veteran now.

[2:50] I am married to my husband as of 27 years.

[2:55] Dr. Norbus Haked, he is a retired audiologist.

[2:58] I'll go to your audiologist.

[2:59] Let me get that out.

[3:01] Get out in the campaign streets for a while.

[3:04] And I want to say that I have 33 years experience in education.

[3:08] Public education at that.

[3:10] I have been working as a high school administrator.

[3:14] I've done that for 16 years.

[3:16] And I've also been an elementary school principal for about four years.

[3:21] I also started an education as a peer professional in the Special Education Classroom.

[3:27] I then went into teaching high school for 14 years as a special education teacher.

[3:33] I've had this experience of being an education and serving students parents in the community for 33 years.

[3:42] And by doing that within my leadership, I've been able to reach a population of students as well as parents and the community to help them to grow into well developed citizens as well.

[3:57] And also I believe that a lot of things that I've been able to do as a teacher, as an educator, as a administrator, has helped shape young lives and to become something great and has to reach in their highest potential.

[4:12] want to continue to do that as a board member to work with students who are wanting to do things

[4:19] outside of high school. I want to make sure that they are prepared for life, for career, for college,

[4:25] for military, and for that readiness skills that they need to be able to be successful outside

[4:30] of high school. I have a passion for working with students. I have a passion for working with staff

[4:38] members and also just been able to find ways to help them to help students, to do the best

[4:45] they can do also to be a better version of themselves.

[4:50] I find a lot of and work in life every day, I've been doing it so long that it just comes

[4:58] easy and it doesn't, it's not something I second guess, I believe it's a purpose that I've

[5:04] been given, and I want to continue to do that as a school board member here at Cedar

[5:08] Christy. Thank you.

[5:14] Now we're here from Mrs. Riley Danks.

[5:20] My name is Shirley Danyos.

[5:23] I am elated to be standing before you young people. This has been my life.

[5:32] I've bought it five years working with students.

[5:38] I have taken students around this world.

[5:42] I've taken students to Washington DC

[5:45] to meet several presidents at every school

[5:52] that I worked at.

[5:55] I didn't teach government,

[5:57] but the government department was my passion.

[6:04] What they learned in the classroom about civics, legislatures,

[6:11] I wanted them to experience what they learned in both books.

[6:17] So every school that I worked at, those students were able to be able to

[6:24] Meet, President, Governus, City Council, Commissioners, they were able to actually be in the

[6:35] presence of those people.

[6:39] I have five years of my service with students.

[6:43] I have mentored counselors, city council, people, that my students have been one council

[6:54] seats.

[6:55] I have students that work for legislators in Washington.

[6:59] I have students that work in Austin for the legislators, and they come back and they

[7:06] tell me that.

[7:08] If you hadn't had us out there on that CalPak Trail, when we didn't want to go,

[7:13] And you made us go, you encouraged us to go, and can't pay for different candidates.

[7:20] I wouldn't be here where I am today.

[7:23] So I look back all my life, and I see the benefit of working with young people in high scope.

[7:33] Like you are.

[7:35] If you were a senior, you had to register, if I were there.

[7:43] All of my seniors had to register, and I made sure of that.

[7:49] Like I said, I didn't teach the government, but I was all in their business.

[7:53] Okay, with the civic part of it.

[7:57] So I want to say, not only did I work in the schools with the students,

[8:03] But we want to get laws passed for students, the benefit students and I often give this

[8:13] story when the tax test was administered back in the day and the students all over the state

[8:25] of taxes was failed in that tax test.

[8:29] I don't hate to interrupt, I don't hate to keep the three minutes.

[8:33] Thank you, ma'am.

[8:35] Yes, ma'am.

[8:36] Thank you so much for this opening statement.

[8:42] Before we start our Q&A, I would like to introduce a list of a group, a member of our

[8:47] team, Subrinsa de Roppio, and she'll be here in 60 minutes today and answering some questions.

[8:53] So our first question will be, what do you believe is the biggest academic challenge facing

[9:00] the HIC and how it would dress it. And our first candidate to answer will be Ms. Shirley

[9:04] Danes.

[9:06] The biggest problem, Basin, what was that last word at the Dimit challenge facing

[9:11] the HIC and how it would dress it?

[9:14] Because of what I'm trying to do if you can see it.

[9:15] Oh, okay.

[9:16] Thank you.

[9:20] The biggest academic challenge that's facing, see you here right now, is the safe to

[9:28] issues. We have students that do not feel comfortable coming to class. We have students

[9:38] that cannot function properly in the classroom because they are free of what they take

[9:45] place. When they turn the TV on, kids are being shot, killed in other classroom, I mean

[9:51] schools, and we have no safety measures in place at sea to heal that would enhance our student safety.

[10:05] And Miss Daniels have been talking, begging, and pleaded for the last 15 years that my grandchildren in school.

[10:16] Please let's get something in place for the safety of our children.

[10:20] Children feel better when they can function better when they're safe dimensions.

[10:29] So I have a real issue because you can't really function and learn when there's no safe

[10:35] dimension and kids are free.

[10:37] Thank you.

[10:39] Next, the answer will be Dr. Dick.

[10:44] That's the answer to me, Dr. Hig.

[10:47] I believe that this challenges that Cedar Hill ISD

[10:53] would be facing is making sure that they are closing the achievement gap.

[10:59] And that achievement gap must be closed by all populations and demographics

[11:04] and socioeconomic classes so that everyone has the opportunity to excel.

[11:11] But also making sure that there's a curriculum that is viable in which students are understanding what it is that they need to be taught,

[11:20] how they're supposed to be taught, and that there's a process in place in which they are learning.

[11:26] And when they're not learning, what are those supports that are put in place that make sure that teachers are able to remediate, intervene, and make sure that they are able to have those students excel.

[11:37] If you have high functioning students, whether they're gifted in talented, that there's curriculum that is based on third learning styles in their learning levels, but also making sure that their supports that are put in place when students are not performing like they should.

[11:52] But also making sure that we're using that in driven decisions when we're making these changes and we're trying to improve the teaching as well as the instruction as in the classroom.

[12:03] But also putting support and place for care to meet that when it comes to the support that they need for their students when it comes to remediation.

[12:12] Thank you.

[12:13] I don't know what that means.

[12:18] Now we're here from Dr. David again.

[12:21] And my question is, what role should board members play in supporting teachers and students acting?

[12:30] That's a good question. And so as a role of a board member, they're not the principals or the superintendent of those campuses, but they do need to make sure that there are policies and procedures put in place in which those principals and the superintendent are able to work with those curriculum instructors, so that they can be able to provide the instruction, the professional development that is needed in order to work with students and to improve

[12:59] student achievement. And so, therefore, as a board member, we need to make sure that there

[13:04] are policies and procedures that are solid, that are strong enough that they are able

[13:10] to reach those students at those levels, as well as to teach those students at the levels

[13:14] that they need to be taught at. But I also believe that there should be some kind of accountability

[13:19] in that accountability would look like that they are reporting by departments, what's going on

[13:26] with those students, as far as how they are achieving,

[13:29] within those departments, whether it's the content area

[13:33] departments, as well as the elected area of departments,

[13:36] and so that there's a cadence of accountability

[13:38] in which they are using some kind of dashboard

[13:40] to say, hey, this is where these students should be,

[13:42] this is where we need them to be, based on that,

[13:45] then this is what we are reporting out

[13:47] as to how they're performing.

[13:49] And so that there's a check in balance in that aspect.

[13:53] And so as far as a school board members,

[13:55] making sure that there are some solid procedures and expectations

[13:58] could in place so that therefore those campuses can rise up to those expectations.

[14:07] Now, we'll hear from Ms. Davis.

[14:09] Okay, what role should Boyd memos play in support in teachers and students' academics?

[14:17] Okay, the Boyd members are the key factor of directing budgets.

[14:28] What's best for what that money should be spent for the way of man and the students and those campuses

[14:36] They ought to give

[14:38] And instructions to the press votes to the superintendent not to the superintendent. I'll take that back

[14:46] We deal directly with the superintendent and the superintendent deal with the principals that he have hard. Okay, so

[14:55] We are budget driven.

[15:00] And the reason I say we budget driven, because we ought to place, make sure that academic is in place

[15:11] where the monies should be placed on certain issues. That's our role. Our role is not to talk

[15:23] the parents about the kids, no, that's not our role. The role of a school boy person is to

[15:30] make sure that the school is focusing in the right direction. And if you have people on your

[15:38] staff that you have high, we have the superintendent. So we have to make sure that superintendent

[15:43] is leaving that district in the right direction. Thank you.

[15:53] will not be moving into our next round, focusing on community engagement and transparency.

[15:58] It's thanks how would you work to strengthen trust and communication between the board

[16:03] and the community?

[16:04] Oh, that's easy.

[16:06] First of all, I would have some type of, I would have the school district to create a community,

[16:20] Transparency, parent, organization, and I have seen it happen.

[16:26] I have seen parents who never came to the school, but we were able to communication

[16:33] department, we informed them that you need to have some type of training, but parents that

[16:44] And has their ability to know what your child is to be learning?

[16:49] How to create a combination of working together with your teachers?

[16:57] That parents has to be trained.

[17:00] That's one thing.

[17:01] And we are products.

[17:04] And I'm a product of the Salino Butler Institute.

[17:08] And that's a training institute.

[17:10] train your parents how to work with the teacher.

[17:17] Train your parents how to create stability at the school.

[17:24] And one thing I would tell my superintendent and his principles

[17:28] do not treat your parents like they not want it.

[17:33] Every parent should be accepted as some of the important things.

[17:41] Dr. Higgins, I'd like to ask you a question, please.

[17:44] As a school board member, I would work with parents.

[17:50] In the capacity of making sure that they have involved

[17:55] as a community member and informed parents of a district,

[18:00] have that opportunity.

[18:02] So currently I am on a committee that the school district has established

[18:06] for parents, as well as community members, students, staff members

[18:10] to participate in conversations and that's the school board trusty connections, which is

[18:17] one of the options I've had to have conversations and listen to what's going on, listen

[18:25] to what their concerns are, listen to what their interests are, and that's an avenue that

[18:30] the district has opened up, and that was from the board, and so that is a continuation

[18:34] that something that needs to continue, I should say. Also, even with the, the bond that was

[18:41] passed last year, that was another opportunity for parents and the community members and

[18:46] students and teachers to be a part of, which is unpartugated as well, and that is the bond oversight

[18:52] committee. And that transparency allowed us to see what's going on with the money that was the

[18:59] in the funds and how they're being used and and what they said they were going to do with it.

[19:05] Continue to have opportunities like that is very important. I know that there's also

[19:10] opportunities at the school district has where they have parent university. So those things are

[19:15] continuation of what I feel that is very important that we should have and I would love to

[19:19] continue.

[19:26] Dr. Higgs, what is your view on family and community communities and partnerships

[19:31] And how would you prioritize that?

[19:34] Well, similar to that last question, it's very important.

[19:37] It's very vital that parents are involved.

[19:41] And with that partnership, the way that it should be cohesive and collaborative,

[19:48] but also being able to listen to what parents are saying and what the concerns are.

[19:53] But also the parents need to know what's going on with the schools,

[19:56] by all levels. And so if there's a parent that has concerns about a situation that's

[20:02] happening at a campus, then they should be able to have an avenue or a mechanism of which

[20:08] they can have those conversations. And so making those connections and couldn't together

[20:13] events, just like the play that happened on the past week that I attended with Greece

[20:19] It was wonderful and just opening up those opportunities to have those types of events

[20:26] where parents and the community can come in, but also advertising that, you know, sitting

[20:31] at out as communication so that others can see that, even if they're not parents that are

[20:36] involved in the district, but also that they can come and support the students that are doing

[20:42] these things and being able to showcase their gifts and talents, but I would want to continue

[20:48] to make sure that there are these partnerships with businesses, local businesses that

[20:52] they're coming in, and we're inviting them to partner with the schools during these events,

[20:59] having them come and bring their food trucks or whatever it is that they have that they can

[21:03] offer as well as partner with the schools, I believe that that would be something that

[21:07] will be definitely a great asset for the district.

[21:13] Okay, family and community partnerships that's been my life is getting parents and

[21:23] bought in the school system and the school mechanism high schools ought to be run.

[21:33] Trin, I know we invite parents to come to different programs, whatever.

[21:38] We need a place and a time where we can sit down with parents.

[21:45] This is how these, we still have the possible decide his budget.

[21:53] What that school was going to need.

[21:57] We decided the budget.

[22:00] The parents did it.

[22:02] So parents has to be trained how to work with the principal

[22:07] on what that particular school needs.

[22:11] And I started on a PT at Council of Dallas, PTAs.

[22:15] So we would go to different various schools,

[22:18] all the schools in this Dallas area,

[22:21] and work with those parents to train them.

[22:25] What to look for when we talk about the budget,

[22:30] how to speak up, but what was needed at your school,

[22:34] And I've seen in first, you know, nothing about nothing, but when we finish training them,

[22:44] they knew how to collaborate with that principle and tell the principles.

[22:51] Look, this is what my child needs, this is what our children need, and we want to

[22:55] Yes, ma'am. Thank you.

[23:01] I'm moving into round three, which is turning our focus of

[23:04] school and making the Institute of Albion. Our first question is, how should the district

[23:08] continue to ensure a safe and supportive learning environment for all students? And we started

[23:13] with the names. Oh, my.

[23:16] When I get on their board,

[23:21] it will not be a quiet moment. I'm sure

[23:27] on TLC to heal, get some

[23:34] detectives, no detectives out of date now.

[23:39] We need those type that Ms. Hager and no Hager. And at you, I'll go to the end of that.

[23:49] All of the students who want through, and they'll be able to detect what whether they have

[23:58] guns, knives, whatever weapons. We don't have to invest in that. I don't want to hear

[24:07] this anymore for board members. We got too many doors. They got a lot of doors.

[24:15] Mass field is the only school district that has this type of detect. And I'm so related that

[24:24] I got it. I don't know what to do because I'm seated here. He was going to get it too.

[24:30] You are going to feel safe when at school because you won't, you'll know that it

[24:38] been about to come through that mal-detectant type. Detectant, they will be caught.

[24:46] And I won't be afraid to go to your school.

[24:49] Dr. Haker, a great question and I would like to start off by saying,

[24:55] school safety is not just about physical security. It's also about emotional mental

[25:04] and just making sure that it's a social environment that is also safe.

[25:10] And so when you're looking at all those aspects of safety, then you want to consider that.

[25:15] And so you want to make sure that there are mental health supports in place when you have

[25:20] four counselors and counselors in place that helps when it comes to the students who have mental health issues.

[25:29] Also, you want to look at the physical part of your campuses and that's where you make sure that people aren't

[25:37] bringing things into the building that is not safe or people are not coming into the building that want to do

[25:42] things that are not safe for students or staff, and you want staff members to feel safe

[25:47] too.

[25:48] So when it comes to discipline and fighting or disruptions or physical altercations, you

[25:55] want to make sure that there are viable policies and procedures in place that allows us

[26:00] to be able to keep a safe learning environment in which that students will feel safe when

[26:06] they walk into a building.

[26:08] And that should be a number one priority.

[26:09] And the way that you do that is she makes sure that you have some sound procedures and systems of place, whether they are involved systems that are equipment that will help detect someone come into a building with something that they shouldn't have, but you want to make sure that you have those procedures in place.

[26:30] Thank you.

[26:30] Now

[26:35] we hear from Dr. Hake.

[26:38] Close to the last question.

[26:39] How can CHIC better support mental health services and

[26:44] social and emotional learning insults?

[26:47] Great question.

[26:47] That's kind of like the segue to what I just said.

[26:51] So the way that you can better support and whatever is in place right now

[26:56] is definitely making sure that when you have the mental health

[27:00] piece and the support there, whether you have

[27:04] and you have SCL, which is the social emotional learning curriculum.

[27:10] How that is embedded into the regular curriculum.

[27:14] That's very important because that's just part of just character education as well.

[27:19] But teaching students how to deal with situations that they may not be ready to deal with.

[27:26] When you are working with them when it comes to academics and content and subjects, you're teaching that.

[27:32] You also have to teach behavior, and so when you are having to deal with situations that are outside of their control,

[27:40] some things that happen outside of their home lives or at work and then they come bring it to school,

[27:46] they need a way of being able to release that and know how to deal with and how to utilize Kobe skills

[27:52] to manage some of those behaviors from elementary-allway to high school.

[27:56] And so it's very important that there is a viable, strong type of curriculum or process in place for dealing with mental health.

[28:08] And not just putting in the slide and saying, okay, they'll get over it.

[28:12] And so that means that you might have to look at when it comes to the procedures that are in place for bullying and procedures that are in place for when students are not acting and behaving as they should in the classroom.

[28:26] or with one another, conflict resolution, and so you just want to make sure that those policies and procedures are in place for specific things when it comes to SEO and that is the social emotional learning.

[28:42] Okay,

[28:46] as a board member, we can only encourage and

[28:55] make sure that our principals on those campuses have all of this in place to meet the needs of those students.

[29:05] We as people and board members, we not own those camps.

[29:11] So we've got to insist, maybe have different meetings,

[29:22] meetings with the minimum health counselors, and ask them what type of environment.

[29:30] through you present for those kids that you have

[29:35] detective that may have mental health issues.

[29:41] And if the word back in the day was less

[29:47] watched closely to the ones that seen mental

[29:53] and they're the ones that we need to really focus on

[29:58] because they may be the...

[30:03] So, my question is, how are we going to detect the students that are having problems that would probably do this type of killing a suit in the schools?

[30:21] Because out of it, 1,948 keys in a gut heel, it was always someone that the council

[30:31] didn't expect to do that.

[30:34] So, thank you.

[30:36] Move it on.

[30:37] It's around four.

[30:38] We'll talk to you on budget to do that.

[30:42] Sorry, Mr Daniels.

[30:44] What principles would guide your decision making when it comes to a budget class or

[30:48] reality?

[30:49] Okay.

[30:50] First of all,

[30:54] I want to

[30:57] say to a Steve Award, have briefings with the so-bentent, before any

[31:06] information comes to the public.

[31:11] Therefore, if we have briefed sessions on budgeting, with that, what I'm used to, we can

[31:20] Work through it will be a big shock to us when the budget committee bring us the budget at the board meeting that we have can talk about it.

[31:34] We made it can work through it.

[31:36] You have suggestions from the board to the budget department that we need to cut this.

[31:45] and this particular program, we don't need any surprises to the community from the board meetings.

[32:00] And I'm 100% less meat before hand, not 10 to 15 minutes in the back.

[32:06] No, we need to go over the budget with the superintendent, because I got questions I want to answer.

[32:14] And it's not going to take them. I'm not going to have time in the back. So I believe in

[32:22] bunch of briefs. Thank you.

[32:24] Dr. Hager.

[32:40] It's been wisely.

[32:44] How our funds are being used is a lie to the mission and the value of C2RISD.

[32:51] And that we also must have transparency.

[32:55] And those things are happening with C2RISD.

[32:59] I know I've attended some board meetings that have in the budget board meetings where they

[33:05] are looking at the budget and you're there and you can come in as well and have an opportunity

[33:11] to listen to what they're doing when it comes to making those decisions, when it comes

[33:17] to making budget cuts and when you need to make them and how you need to make them and

[33:27] information that has been brought to them based on the departments, as well as the superintendent.

[33:34] And so then as a board member, we have to look at what's more important.

[33:41] We have to prioritize when it comes to making those cuts because that is people's livelihood,

[33:48] that's at stake, as well as the students' academic success and what that looks like when you're

[33:55] cutting budgets here and there, but it has to be wise decisions that are made and sound decisions that are made when it comes to budget.

[34:09] Dr. Hey, good. How would you ensure fiscal responsibility while meeting student needs?

[34:16] Well, again, I'll segue to what I just said. And that is making sure that when you're looking at

[34:24] where you need to spend money, where you need to pull money from, you have to look at where those needs are,

[34:30] You have to prioritize and

[34:35] it has to be echoed.

[34:37] And if there is a campus that needs, you know, the sillings fixed in, and they need technology

[34:44] and they need certain items that they are in need of as far as for instruction, and you have

[34:50] to look at that.

[34:51] So, how do we move this money over here, so make sure we're taking care of this campus here.

[34:56] So you have to make those decisions based on the needs of those campuses as well as the needs

[35:02] the students. And so if you are pulling funds from a campus and that is impacting their

[35:10] achievement academically or their involvement in a particular event or activity, then you

[35:18] have to look at that as well. You look at the impact that it has when you're pulling funds.

[35:23] And when there are funds that are available, then you want to make sure that you push

[35:28] those funds in that area. And so it's just being able to have enough information, making informed decisions,

[35:37] and being transparent about how you're doing it and when you're doing it and why you're doing

[35:46] it.

[35:46] Okay, how would you ensure physical spongebob?

[35:50] First of all,

[35:52] listen up, the evil parents are on site-based decision-making. Parents should have a role in deciding

[36:01] what their children needs. So when we come together to decide on the budget team,

[36:10] I parents need to be involved. And I guess I came from the old school parents

[36:17] insisted on being involved and being part of the budget hearings. But now it's like

[36:28] Whatever y'all do is fine. No, we have got to go back to the old days and get in our parents' inbox.

[36:37] Whether you are educated with a degree, I don't have a degree at all.

[36:45] Your child is important at the school, and you should have a right to have input.

[36:54] and what the teachers are teaching your child and how your child is becoming of successful.

[37:03] So that's what we got to get back to is inviting our parents to become site-based management people

[37:11] and working with the principal and not pushing them aside and calling them trouble makers when they want to be a part of it.

[37:20] Thank you.

[37:26] Moving on to our last round, focusing on equity and inclusion, Stangles.

[37:32] How do you define equity and education and what do you want it?

[37:36] You want it?

[37:37] That's the best.

[37:38] Oh, I'm reading it.

[37:39] Yeah.

[37:40] Okay.

[37:42] I didn't finish reading it.

[37:44] Oh, I'm so sorry.

[37:45] How do you define equity and education and what does that look like?

[37:50] C-H-I-S-D.

[37:52] Okay, equity means that every student in that school is not being discriminated against

[38:02] whatever.

[38:03] It's been often in that school.

[38:05] So I don't see discrimination in our city health schools across

[38:18] the board, you know, all

[38:22] students equipped to get whatever type of education that you all sit here offers, but I don't

[38:33] see any non-equity in the school district here, but I have seen elsewhere. So, I'm pretty pleased

[38:44] with the equity of CHI, CHI is to.

[38:50] Thank you.

[38:53] So I would define equity and within Cedar and ISD

[38:56] is being able to make sure that, as you are closing,

[39:00] the achievement gaps that those supports are in place

[39:04] for all students helping learn.

[39:07] So if you have programs where that, you can help students

[39:12] who are needing life skills, then they need

[39:15] have classrooms in which there are specifically targeted to working with students with functional

[39:21] academic life skills. And if you have students that are on a general education level, then in

[39:27] that classroom, then there are supports in that classroom for a student to be able to succeed.

[39:34] And that is that Tier 1 instruction. And if they are not succeeding at Tier 1 instruction,

[39:39] and that's just with the general education teacher, then we need to make sure that there are

[39:43] course and that may be a 504 plan that that student may need so that they can have accommodations

[39:48] so that they can stay into one but they have some tier 2 instruction in support.

[39:54] Then you may have a student who is gifted and talented that there are curriculum and there are

[40:00] teachers who are certified and they have those hours in which they can teach a student at that level,

[40:06] at that high level of rigor and learning and you also have the availability for them to

[40:12] to do credit classes, and so that everyone has an opportunity to do that. But it's how you put

[40:19] those supports in place, you make sure that you have those assessments in place that they are able to

[40:24] have access

[40:31] to. Dr. Hey, that it close to your answer. My question is, what are your priorities

[40:36] when it comes to closing achievement and opportunity gaps? My priorities with that would be

[40:51] they're performing and so if teachers are able to use assessments to say hey the student is working

[40:57] at this level and this is the curriculum that we are using and they are not meeting that level

[41:04] of achievement then what are the teachers doing and what kind of conversations are they're having

[41:09] to make sure that there are measures that are put in place to help that student to achieve

[41:15] and that could be through PLCs whether they are working together within their departments

[41:19] in their cotton area departments so that they can and that's that professional learning

[41:24] community in which they are having those conversations of this is what they're

[41:29] supposed to learn. Are they learning it and if they're not learning what they're

[41:33] supposed to learn and what are we doing if they're not learning it and then what are

[41:37] we doing if they are learning are we adding extensions to that conversation and

[41:42] to those activities and to that work and so you want to make sure that those academic

[41:47] pieces, those conversations are put out there for teachers to be able to have that conversation

[41:52] to make sure that they are tracking, they're looking at the data, and that they are using that

[41:57] data to inform their those decisions when it comes to teaching. Using backward design, using research-based

[42:04] practices that help students to achieve. And that's what I would prioritize to make sure that they're

[42:10] First

[42:19] of all, I would meet with my superintendent as a bullet number and have him bring

[42:27] data of the achievement gaps of the students because we as bullet members are not in the

[42:36] school to determine who needs to who is having a gap in achieving.

[42:43] And so we have to depend on that superintendent and his staff to bring us that and show us the improvement of the students in the classrooms.

[42:58] So, sort of hard maybe transfer from a teacher to a school board, because we don't have the data.

[43:10] We have to set with the superintendent gifts.

[43:13] So, that's what I'm data-driven. Show me in writing the progress of these students.

[43:26] Okay, so that's why we will be expecting from the superintendent how are you achieving the gap

[43:34] at your Prospels camps. I want to see every Prospels depth and have you improved

[43:43] or you declined. Okay, so, and I want to know who will be visiting the scoops.

[43:54] Yes, ma'am, thank you.

[43:58] Maybe so much to our candidates and for my volunteer kind of

[44:06] So for my sister, let's say,

[44:10] okay, so we now take a moment to address our questions, the

[44:13] Medivari community members and attendance, these questions read by our audience members

[44:17] and collected at the entrance.

[44:19] Thank you for everyone who participated in this part of our forum.

[44:21] So our community question that I do have is, what do you think about cell phone access for

[44:27] students?

[44:27] And we'll start with this question.

[44:30] So you don't want access for us?

[44:32] Oh, self-own assets.

[44:35] Have

[44:40] some issues, both waves.

[44:49] It's kind of hard to decide.

[44:52] If those students can't use their cell phones for anything.

[45:00] And now I understand the students' new cellphones for class projects, you know. And I know you, you know, people like, don't take my cell phone, but I like that point that if you're using a cell phone, when it teacher has an authorized you to use it, then that's when she can take it up.

[45:25] So, to paying five dollars, it says just a chaotic situation when students have to pay

[45:33] to get their phone back and all of this.

[45:36] So, I saw one school that would, would like to say a thumbs up.

[45:44] Now, I like that idea.

[45:46] Like to say a thumbs up.

[45:48] And maybe we have an exercise that you need to work on it.

[45:52] then I issue you'll say a foreign to you, but then after the exercise that you were working

[46:00] on is over, you give me back you'll say a foreign, and I like it up. I like that type of program.

[46:07] Thank you, Dr. Ake. Do you think about self-owned access for students?

[46:15] But as a administrator, I believe that cell phone access should only be used after and so

[46:25] or whoever family members that need to reach their student.

[46:29] I believe that it is a distraction during the school day and during a structural time.

[46:34] And the reason why it is a distraction during a structural time is because when they have access to their cell phone,

[46:41] Then they get distracted because whether it's a text message or a post that's on Snapchat or all of the social media outlets

[46:49] It becomes a distraction and it takes them away from what they need to be doing

[46:53] And if we're trying to close the team again

[46:55] Then the cell phone is not helping that

[46:58] If we want to use technology in the classroom

[47:00] There's other ways to use technology in the classroom

[47:03] And we just want to be able to do it with cell phones

[47:06] But cell phones are important for fans to be able to reach their students

[47:10] If there's something that's happening after school, if there's something that's happening during the school day, then there's a communication of the school will give to the parents.

[47:20] But as far as cell phones happen access during the school day is not something that I would recommend.

[47:26] I believe there's very important to have a viable strong cell phone policy for a school district.

[47:33] I've seen it happen, I've seen it work and it can work, I've seen the consequences of having

[47:40] a cell phone access during a school day.

[47:43] It's not always a positive consequence and so therefore I would not recommend having cell

[47:48] phone access during a school day because of instructional time.

[47:53] Thank you.

[47:57] And now we're moving to some bonus questions.

[48:00] Our first one of this question is, how would you engage with students' directives and

[48:04] should I get both of these archers?

[48:06] I'll be starting with Dr. Hank.

[48:08] Well, that's a great question.

[48:09] This is how you engage right now.

[48:12] Hey, well, having this opportunity to have student leaders like yourself, ask these

[48:16] sonic questions, but also putting together forums such as this, and getting students involved

[48:23] in leadership types of positions, whether they are team principals or team assistant principals

[48:31] or team superintendent. But giving them the opportunity, I know we have there's the student

[48:37] government's juckel that in which there's the student leaders, but given the chance to just sit

[48:43] down with them and just talk with them and ask them questions and allow them to do that. And

[48:48] Putting together forms such as this and it doesn't have to be something formal. Just hey, let's come check. Let's come talk

[48:55] But also showing up for their events. It's very important. I know sometimes

[49:01] Parents may not be able to get there because of work schedules

[49:04] So if adults that they are around whether they are the teachers or staff members custodians

[49:10] They show up for students events then that you're showing up for them and so I think it's very important that

[49:16] that when we are having these kind of conversations to engage with those students, I'd

[49:23] have the opportunity to do that even at the Greece play, I started talking with one of

[49:28] the parents and they started telling me about what the student was going to do after they

[49:32] graduate and they want to be a surgeon and I was like, wow, that is great.

[49:36] Had a conversation with one of the students with the business professional leaders, they were

[49:43] it over at school board and just having conversations with them. Just see what they like and what

[49:48] they're interested in. Thank you, Stanios. Okay, before I respond, I want to ask you a question.

[49:57] How many students are in Bob with this program in the student-chia? In the round table?

[50:10] I don't have

[50:11] 20 students. Okay,

[50:17] tonight I only see a few. This shouldn't be. It should have been most

[50:25] students here and bought. So how do we get the students here?

[50:33] Home ever is over the program, right?

[50:38] encourage students to be involved. Give some incentives, whatever it takes. If you

[50:47] are part of an organization, which you obtain counsel, right? Encourage those students

[50:54] to be involved in your organization to speak out. Do you know we have students on site-based

[51:03] When I was involved in that at the schools, we had students to tell us, what do you need?

[51:12] What do your needs?

[51:14] We want to hear from you out.

[51:17] What do you need in the schools?

[51:20] So, whoever is always the organization, I want to see them really motivate the students to be involved.

[51:31] So, possibly we could have had, if it's 15 in here and the organization we should have

[51:40] had at least 7,8,9,10 of those 15 to be here and be involved in ask questions to the

[51:53] potential candidates.

[51:57] So that's how I want to see students involved.

[52:03] Thank you both for your thoughtful responses this evening and for your dedication and

[52:07] starting our district.

[52:08] We appreciate your willingness to engage with our community and your interest in the coming

[52:12] members of the SAGE ISC Board of Trustees.

[52:15] We would not have been moving into our closing statement.

[52:18] Each candidate will have three minutes and we'll be beginning with

[52:25] a school board candidate

[52:26] and why I feel that

[52:30] I, school board candidate, a place one is because I have a servant heart.

[52:36] I lead, I've been leading for 33 years and I've been leading with a heart and a passion

[52:42] to work with students and to work with families as well as the community.

[52:48] And I want to make sure that seat of your ISD has a positive, like, show them seat of you know.

[52:55] I've had conversations with people in the community about seat of your ISD, I ask them,

[53:01] hey, do you have kids that go to seat of your ISD?

[53:03] I'm running for school board. I would love to represent and be a advocate and be a voice for

[53:10] for whatever concerns that you may have. And they'll tell me, oh, I have a student or I had a child

[53:15] to go through, see you guys, see you, I have currently have kids and see you're a ISD and this is great.

[53:21] This is what they're doing and I'm like, wow.

[53:24] I said, well, do they come back to the school district to let them know, hey, this is what this is what I'm doing.

[53:29] and this is a product of what you guys have done.

[53:32] And they'll say, no, they have to move away

[53:34] and there's things haven't done that.

[53:36] And so I would love to see that happen.

[53:40] People with my own children who have now

[53:43] graduated and they're gone on and my daughter

[53:45] was a senior at Prairieview is like come back

[53:48] and let everyone know what Cedar Hill ISD has to offer.

[53:53] And that is one of the things I would like to see happen

[53:56] with Cedar Hill ISD is that positive light of there's some excellence going on here.

[54:02] There's some excellent students that are achieving their becoming well-rounded citizens.

[54:09] They are involved in careers and they're going to college and degrees and they're doing

[54:15] all these things because Cedar Hill ISD has done that.

[54:17] They have shaped and developed minds to be brilliant and productive citizens.

[54:24] And I also, as a leader on the campus, I look at how to help others grow to develop leaders around me.

[54:35] And I want to do that even as a board member, because the impact that you have makes a big difference.

[54:44] And when I went to go get my doctoral degree, it was for me, but it's also for others.

[54:50] So that they can see that they can do that as well, but also that they can see representation.

[54:55] That there's a way to go past challenges, because I had a lot of challenges myself,

[55:02] but you can get past those challenges and still do what you need to do.

[55:07] So as a candidate, I want to make sure that everyone knows that their big deals happen here at Cedar Hill, ISD,

[55:13] and those big deals that acronym that I've come up with,

[55:16] and that we are being intentional, growing, developing, educating all long-haul scholars.

[55:25] Thank you,

[55:29] Ms. Danes. My cousin statement, when I am elected to the school board,

[55:40] I want to work closely with the superintendent because my work in closely with the superintendent,

[55:50] I will have high expectations of his principles and his teachers.

[55:59] I will want him to give data of what is going on in the schools.

[56:06] I want to see how the children, the students are learning and what they are learning.

[56:13] I don't want to be put in, I would not be put in the line of what's going on in our school district.

[56:19] I want to know, before hand, before his prop to the community, what is going on with the

[56:30] budget.

[56:31] I want to work with you to develop the budget and we have to do some cutting and I want to

[56:40] be there to help do that.

[56:45] That's what I've done over the past years of my life, is work with principles and

[56:52] produce meaning, successful students that I've seen go through schools that I've worked with.

[57:03] Data tells it off,

[57:07] that's what I expect will be expecting.

[57:11] And when you give me data, and I probably would take a visit to make sure that your data is correct.

[57:21] Mistakes just don't take your word, but I want to go and make sure that what you have given the moment is really happening in the schools.

[57:31] So, it's not my first rodeo being involved with the budget process, the school board process,

[57:45] director and school board members, and I'm not a quiet stone at all.

[57:52] So I will be speaking out for the parents, if they contact me, have an issue.

[57:58] Ms. Deng is going to be the first one contact that superintendent, so the press can take care of it.

[58:06] And that's how I'll be organized and what I do.

[58:10] I will not go ahead of the superintendent, but he will be called on the carpet if it's necessary

[58:17] to make sure issues of taking care of and I'll school will be going in the right direction

[58:26] to educate, too.

[58:29] Thank you.

[58:30] Thank you.

[58:34] Thank you.

[58:34] You've got to see your IRC and our students.

[58:36] Thank you so much for attending and participating in this evening's far.

[58:40] We hope you'll be tonight with valuable insights to help inform your both.

[58:44] Have a great evening.

[58:45] Thanks.

Apr 23, 2025 School Board Candidate Forum

Agenda

Transcript