[0:01] Good evening. I hereby call to order the call meeting of the Crowley ISD Board of Trustees and certify that we are in compliance with provisions of Section 551-041 sub-chapter C, government code as amended by the 73rd legislature, pursuant to a public notice of this meeting and a quorum is present. I request an official roll call, please, Mr. Kirschner. Good evening, everyone. Trustee Place 1, Dr. Nedrow Robinson. President. Trustee Place 2, Dr. Latanya Woodson, may

[0:31] I feel present trustee place three Mr. Daryl our Davis the second president trustee place for Ms. June W Davis

[0:39] trustee place five miss CC Watkins present

[0:43] trustee place six mr. Gary Graasia present trustee place seven Miss Kalisha Stevenson present superintendent dr. Michael McFarlane present thank you

[0:53] Thank you mr. Kirschner. I would like to extend a warm welcome to everyone present for tonight's meeting the monthly meetings of the board

[1:01] are open to the public and we are pleased that you have joined us as we celebrate achievement,

[1:06] review information, and make policy decisions related to the effective operation of

[1:10] Crowley Public Schools. Comments or questions from the audience will be confined to the time designated

[1:16] for citizens to address the board. The forum and courtesy are important elements in

[1:21] effective public meetings. Please silence your cell phones or communication devices. Before we begin

[1:26] in our proceedings.

[1:27] Again, thank you for attending

[1:28] and for your interest in Crowley ISD public schools.

[1:32] This brings us to agenda item 2.0, board points of pride.

[1:39] So I will kick us off.

[1:42] You've heard us say many times,

[1:44] diversity is our superpower.

[1:46] So in Crowley ISD, we are excited

[1:49] to celebrate the rich history, culture,

[1:51] and contributions of Hispanic and Latino Americans

[1:54] throughout National Hispanic Heritage Month will wrap up a celebration on Saturday, October 17th,

[2:01] with the annual Hispanic Heritage Quiz Bowl. Emission is free and the event will take place at

[2:07] North Crowley High School. It's a great opportunity to cheer on our students. So please come on out September,

[2:13] not September, October 17th. That brings us to Trustee Stevenson. Thank you Madam President.

[2:25] Exciting news coming this week, North Crowley High School Homecoming.

[2:29] It's homecoming week for North Crowley Panthers, and this year's theme is disco fever.

[2:34] What did they know about that?

[2:36] Students and staff have enjoyed daily dress of days, and the campus hosted a parade and community peparelli last night.

[2:44] The Panthers face off against summer agreement high school Friday night at the CISC multi-purpose stadium.

[2:51] And the Homecoming Court begins, begins recognizing during the pre-game festivity.

[2:56] That means it's going to start at 6.30, right?

[3:00] Okay, be there so you can see who the king and queen is going to be.

[3:04] This week, this week, long celebration will conclude with the day and Saturday night.

[3:09] Happy Homecoming Panthers.

[3:18] Trustee June Davis.

[3:23] Thank you, Madam President.

[3:26] Attendance matters.

[3:27] September is attendance awareness month and every day matters.

[3:34] Being at school every day gives students more opportunities to learn, connect, and succeed.

[3:41] Families help us make attendance a priority.

[3:45] Let's work together to ensure our students are present, engaged, and ready to learn every

[3:53] day.

[3:54] Because in Crowley ISD, every day matters.

[4:05] Trustee Garcia.

[4:08] Good evening, Madam President.

[4:11] How y'all doing?

[4:12] Good?

[4:13] Sweet.

[4:15] Quire performance at Minor League Baseball Game.

[4:19] Congratulations to our choir students from Crowley High School.

[4:24] That's right.

[4:26] HF Stevens Middle School in Richard Alley Middle School

[4:30] as they came together to perform the National Anthem

[4:33] at the Frisco Rough Riders baseball game last week.

[4:37] You can hear their performance on Cralley ISD,

[4:40] Facebook page, and it is a great way to see our students

[4:43] getting the opportunity to share their talent

[4:46] outside of the classroom.

[4:48] And from the middle schools to high school,

[4:52] we are proud of all of y'all.

[4:54] Congratulations.

[4:59] Press the walkins.

[5:01] Thank you Madam President. Hello everyone. The Crowley Middle School PTO recently hosted a fun paint with the parent event on campus to connect families and help them engage with their children. Families were able to spend the evening painting their own Panther artwork while sharing time and last together. This was a great idea and the perfect opportunity for parents to build positive memories with their children. Great job CMS.

[5:34] Thank you Madam President voter registration get ready to make your voice heard CISD national voter registration day is September 15th and we want to help out students age 18 and older get registered to vote.

[5:50] There will be campus drives happening at the end of the month and we will also have voter registration assistance available at the Crowley versus North Crowley football game on September 25th.

[6:01] Beyond the look out for registration tables at your school and special thanks to the ice cold brothers of Alpha Phi Alpha fraternity Incorporated March to the polls and our student voter empowerment clubs for powering our youth vote.

[6:18] Thank you, Trustee Lee and Trustee Lithuania-Weston-Maple will close us out.

[6:25] Thank you, Madam President and good evening everyone.

[6:30] Middle school families, listen up and mark your calendars for the parent access Zoom meeting

[6:37] coming this Tuesday, September 15.

[6:41] Our partners with the Quinnite School Network have prepared and engaged and engaging experience

[6:48] designed to keep you informed and involved in your child's middle school journey.

[6:55] There will be breakout rooms and opportunities to win gift cards.

[7:01] Every student in attendance, it is attendance awareness month, will receive a special surprise

[7:09] from their campus.

[7:11] The meeting starts at 6 p.m. and you can find all the details on parent square.

[7:17] We hope to see you there.

[7:24] Thank you all for those celebrations that brings us to agenda item 3.1.

[7:29] The superintendent's start, superintendent report, star distinction designations.

[7:35] Dr. McFarlane and Dr. Roe will present this item.

[7:40] Madam President and board members, we're definitely excited to bring forward this next recognition.

[7:45] And we have our chief academic officer, Dr. Anna Roe, to present this item.

[7:48] Dr. Roe.

[7:49] Good evening, Board President Robinson and team members of the Board, Dr. McFarlane.

[7:54] It is my honor and great privilege to celebrate along with you tonight our campuses who have earned

[8:01] designation distinctions by the Texas Education Agency for outstanding performance.

[8:09] Distinctions, designations, there's seven that can be earned.

[8:13] They are an academic achievement.

[8:15] You can see that in reading language arts, in mathematics, in science, and in social studies.

[8:22] Now, the social studies can be earned at the middle school and the high school level.

[8:26] And there's top 25% of academic growth, which means upon a comparison group,

[8:34] campuses are growing students academically over a year to year.

[8:38] Another designation is in the top 25 percentile of their comparison group in closing the gaps,

[8:45] which measures comparison performance on different student groups, various student groups,

[8:52] and also a designation distinction for post-secondary readiness that really measures the highest level

[9:00] of learning for our students, particularly at that meets performance and college readiness

[9:05] indicators.

[9:06] Our high schools and middle schools have an opportunity to earn seven distinctions,

[9:11] our elementary with six, elementary does not have social studies.

[9:15] So these are the overall designation distinctions that can be earned given out by the Texas Education Agency on outstanding performance.

[9:26] Here in Crowley ISC, we are excited and thrilled to celebrate with you.

[9:31] There are 15 distinctions among eight of our campuses this year,

[9:37] phase number four, and from please 6th to all this morning.

[9:42] These distinctions reflect the intentional work of our campus leaders,

[9:46] our staff, our educators, our community, and we're incredibly proud to celebrate them tonight.

[9:53] So please join me as we celebrate each of our eight campuses.

[9:57] First up, please help me celebrate SH Crowley Elementary for academic achievement and reading

[10:07] language arts.

[10:18] Next, help me celebrate Hargrave Elementary achieving closing the gap.

[10:33] Next up,

[10:33] a big celebration for Mary Harris Elementary, academic achievement in science.

[10:50] Please help me

[10:51] celebrate North Crowley High School with a designation in academic row.

[11:08] Also

[11:08] celebrating tonight Sue Crouch Elementary with designations and academic

[11:13] achievements and reading language arts and post-secondary readiness.

[11:31] We're

[11:31] keep on going with please help me celebrate summer Creek Middle School with

[11:36] designations in academic growth and closing the gap.

[11:48] Also representing middle schools, Richard

[11:51] Ali with two designations, academic growth and closing the gap.

[12:13] And our final celebration

[12:15] tonight celebrating everyone, earning five out of the possible six designations. Please

[12:22] Please help me celebrate, oh my elementary,

[12:26] the academic achievement, and that's not it.

[12:28] Science, academic growth, closing the gap,

[12:33] and post-secondary readiness.

[12:44] Again, one big celebration being recognized

[12:48] by the Texas Education Agency and these designations

[12:51] is not an easy feat.

[12:53] It is for outstanding performance.

[12:55] And these campuses up on above and beyond

[12:57] and students are excelling, it's that excellence in education.

[13:02] One more time for our campuses and our decisions for the 26th start of the fun.

[13:11] Thank you so much Dr. Rowe, campus administrators and educators.

[13:14] We are so excited to celebrate you all tonight.

[13:16] You see the banners that are here on the day of tonight will be delivering those to your campuses tomorrow.

[13:21] For you to display proudly there in your front office.

[13:23] I know our trustees would love to share words.

[13:25] They'd love to shake hands and we'd like to take a big group picture.

[13:28] since there are so many people, I think we may reverse it a little.

[13:32] And so trustees, after you share your comments, if you would like to come down and shake hands with our administrators,

[13:38] and then we'll turn around and we'll take a big family picture.

[13:41] How about that, President Robinson?

[13:45] I am so elated and proud of you for all the hard work that occurred last year and that you do throughout.

[13:52] Thank you for pouring into our students.

[13:54] This work is a testimony to your leadership and the instructional leadership that you provide on your campuses.

[14:03] So thank you once again.

[14:05] I will open it up to the incumbents for our trustee.

[14:11] Trustee Darrell Davis.

[14:12] Thank you Madam President.

[14:13] I will keep this very short and just say documentation beats conversation.

[14:19] There are a lot of people that have things to say about

[14:22] about what is happening in our district, but this puts all of those conversations to

[14:27] rest.

[14:28] So thank you all so much for the work that you do, and congratulations on your distinctions.

[14:33] The

[14:38] other comment?

[14:40] Trustee Wistomato?

[14:42] I'll just echo my colleagues on the day.

[14:46] Thank you all so much for all the hard work.

[14:50] I know it's not easy.

[14:52] I know it's tough long days evenings parent calls and meetings for students and over and over again

[15:00] And you just do it daily, daily, daily, so we just want to say thank you and this is just evidence of all of the dedication that you have. And one thing I'll ask of you tonight, when you go tomorrow, tomorrow is a regular day, right? When you see the students, let them know that we greatly appreciate them also for their hard work and for them to go to their parents and say, you know, those school board members said thank you.

[15:29] Thank you for believing in us and helping us and assisting us and making us go to school and do all the things.

[15:38] So thank you, but then share that thanks with the students and their parents as well.

[15:49] I just want to say I am so proud of you guys and I hope that you are proud of yourselves too.

[15:56] Um, it's one thing to be humble, but like trustee Darrell Davis said when the streets

[16:02] been talking, and you guys came out and you made a difference and it is hard work and

[16:09] it is long days and sometimes it does feel like a thankless job, but we appreciate you.

[16:16] We honor you and we are so proud of you and happy to have each and every one of you a part

[16:21] of our school team.

[16:22] Thank you.

[16:23] If you

[16:28] guys look like excellence on display, thank you so much for all that you do.

[16:34] I get excited when we have these things that come before us to let us know how our children

[16:39] are doing.

[16:40] That lets me know that I am so extremely proud of the district that we serve in, and

[16:45] I am extremely proud of each of you.

[16:48] And I just hope and pray that we continue with this phase and I know we will.

[16:52] But thank you so much for everything that you do.

[16:55] We greatly appreciate it.

[16:56] And I greatly appreciate it.

[16:58] Thank you so much.

[16:59] You

[17:03] make Farland?

[17:05] Thank you, Madam President.

[17:06] Just one thing I'd like to say to my colleagues and co-workers,

[17:11] you all have done amazing work.

[17:12] It's obvious you know that.

[17:14] We know that because we see it every day.

[17:15] But it's really good when the results show the effort that you make.

[17:20] So hopefully you feel proud about that.

[17:22] You know, the research is real clear when it talks about our student learning.

[17:25] So the number one fact in whether a student learns or not is a teacher, but the number one factor in whether a campus

[17:33] performs or not is the principal and the leader. So you all should be proud of the work you've been an

[17:38] influential proud as they come

[17:47] down and shake your hands.

[18:58] .

[18:59] .

[19:01] .

[20:23] And we're going to do this to all of you.

[20:55] We're going to bring it up here.

[20:56] We'll talk to you later.

[21:00] I would really like to get in there.

[21:04] I would like to get in there.

[21:10] We're going to bring all of them.

[21:15] We're going to bring all of them up.

[21:17] We're going to bring all of them up.

[21:17] Let's see.

[21:21] Let's see.

[21:22] We'll see.

[22:01] So this side's doing really good.

[22:08] That's hilarious.

[22:19] Can you see the phone?

[22:21] Can you see the phone?

[22:22] Two.

[22:23] Right now it breaks.

[22:25] Several stops right here for the first two.

[22:36] All right.

[22:37] Crowley Fry.

[22:38] You know that!

[22:40] Congratulations.

[22:42] Thank you very much.

[23:31] Thank you all once again for your hard work in dedication.

[23:35] This brings us to agenda item 4.0, open forum, per VED local.

[23:43] The board shall allow 30 minutes to hear from persons who desire to make comments to the board.

[23:48] If you wish to participate in open forum, you must sign up in advance by completing and

[23:54] submitting the electronic form one hour before the meeting begins and indicate the topic you will address.

[23:59] The electronic form is available at KraliISDTX.org backslash open forum.

[24:06] For individuals unable to sign up with the electronic forum, a paper copy of this form

[24:11] is also available at the KraliISD Central Administration building.

[24:16] It must be submitted in person one hour before the meeting.

[24:20] When called, the speaker shall state their name and address.

[24:24] Speakers will be called in the order they register to speak.

[24:27] Copy of any documents for the board shall be emailed to the communications officer at

[24:32] the time of registration to speak.

[24:34] Only one person may speak at a time.

[24:36] Residents and visitors who have signed up to address the board are allotted three minutes

[24:40] to speak.

[24:41] The communications officer will signal your remaining time upon expiration of the time limit

[24:46] you will be expected to stop speaking and conclude your comments.

[24:49] Groups consisting of two or more people shall appoint one person to present their views before

[24:54] the board.

[24:54] Please refrain from using specific names while making comments and please face the board members at the day is while making comments.

[25:02] For be the local, the board shall not tolerate disruption of the meeting by members of the audience,

[25:08] if after at least one warning from the presiding officer.

[25:12] Any individuals continue to disrupt the meeting by his or her words or action.

[25:16] The presiding officer may request assistance from law enforcement officials to have this individual

[25:24] will remove from the meeting.

[25:26] Thank you, Mr. Kirchner, who will be our first speaker tonight.

[25:30] Madam President, our first speaker is Saeeda Gokis Saeed.

[25:46] Good evening, Dr. Robinson and Dr. McFarlane and trustees.

[25:51] I'm Saeeda Saeeda, and my address is 6705 Sapphire Circle

[25:55] North, Collivan, Texas, 76034.

[25:58] Well, it's not the first time.

[25:59] It's almost three years that I'm coming to this board attending the meeting and address

[26:09] always about that.

[26:11] So this time I am one of the candidate for Toronto Prison District Board of Directors

[26:16] Place 1 and it's a four-way race and my name is very end of the ballot.

[26:22] A rep or I said, hey, go to the ballot, it's a very end if it's difficult to pronounce vote

[26:28] for me.

[26:28] don't talk for you about pronouncing it any way.

[26:31] By profession, I'm a mechanical engineer.

[26:35] I'm a former appraisal review board member.

[26:38] I was there during COVID time.

[26:40] I was one of the whistleblower back in 2020, in 2021,

[26:43] when they're throwing evidence in the trash,

[26:47] not being attention, what proper decks pairs are saying

[26:52] during the hearing.

[26:55] I was on planning zoning and different commissions for my city for over 10 years.

[27:02] Since 2024, I have attended all the tags closed door meeting.

[27:06] I'm not talking about the regular meeting.

[27:08] The entities closed door meeting, I have attended each and every meeting in person regardless of the weather.

[27:16] And continuously updating all the entities, what's going on at that.

[27:22] back in 2025 they have over, they send notices to 22,000 property owners, the wrong notice,

[27:31] I notified about that and the board has no clue about that, about that information. In

[27:39] 2024, the appointment process, they gave extra 200 votes to Tran County College and I was the one

[27:45] who speak up and bring it in attention to the board, hey, you did something wrong, whoever

[27:52] make a mistake, you need to correct it. Since 2024, I'm very, very actively involved with that,

[28:00] and before that, I am involved with that since 2018 when I was appointed on ARB, and my priorities

[28:06] would be uniform and equal appraisal every year, bring all the taxable property on your tax roll,

[28:12] and you will be surprised. Oh, once you see that, audit of your tax role every three years

[28:19] and independent ARB because this time a prison district resolved the protest 98% by themselves

[28:27] and it was happened very, very first time in the state of Texas that a prison district bypassed

[28:34] the ARB process and resolved 98% of protest by themselves. This is the problem. So a prison

[28:40] district has to follow the property tax code and a lot of, I would say a lot of sections

[28:47] in property tax code that they are not following in the way that they do not have any policy

[28:55] and procedure.

[28:57] But thank you for your time.

[28:58] Vote for Sayyada Sayyada in November about it.

[29:02] Thank you.

[29:02] Our next speaker, Amvika Sharma.

[29:26] Hello.

[29:27] Hi, CC.

[29:28] Good to see you in action.

[29:29] My name is Amvika Sharma.

[29:30] I am a resident of Crowley ISD, live in Fort Worth, and I'm here to talk about the tax rate

[29:37] that you're proposing, or rather you're voting today. It's 6.5. I noticed that the voter

[29:44] approval tax rate is 1.342585. Your net, no new revenue rate is less than that, which is 1.29223.

[29:57] and the rate that you're

[30:00] We're voting on tonight is even less than that, which is 1.2552. If I'm mistaken, open to learning. But I'm confused why you guys are considering a tax rate of 1.2552, which is less than your net new revenue rate. To me, net new revenue rate is how much you need to do your basic operations. So by voting on a tax rate, which is less than your net new revenue rate.

[30:28] it like logically, I would think of that as you don't have enough money to run your operations

[30:33] for the next school year. So A, the question is, is that true? Is my conclusion here correct

[30:40] that by voting on a lower tax rate than the net new revenue rate, you are further going into a deficit?

[30:48] Second, June 2026, your projected taxable base was $12.1 billion. That's what you voted on.

[30:56] July, 2026, Taren depraisal district. They sent you a certified taxable base of $10.98 billion.

[31:04] That is a difference of $1.1 billion or specifically $9.1% less than what you projected.

[31:12] So I also want to then question your projection models. How are you forecasting your taxable base?

[31:18] Because that is a significant difference of, you know, $9.1%.

[31:22] So that was question B. Going then to question C is, I also understand that you are withdrawing

[31:30] 6.3 billion from your reserves. That is your deficit, 6.3 billion dollars. It represents

[31:36] 3% of your general expenditure.

[31:41] That's your deficit, 3%. So the question is, are we going

[31:45] to continue withdrawing from the reserves and where are the reserves currently? Your 3% deficit

[31:51] ratio is the third largest in the county. Now that goes into by 35 seconds of what I passed

[31:57] around, how do we even get here? So the lady in front of me and she spoke about Tarantopraisal

[32:03] District. There are two variables that goes into property taxes. One are your appraisal district,

[32:08] like what is your appraisal value of your house? Second is a tax rate. Appraisals were frozen for the

[32:13] last two years, and then people continue to protest as well. And that has, therefore, led to a

[32:19] significant shortfall, which is the $1.1 billion you projected, $12 billion taxable base,

[32:25] but instead you can only catch $11 billion.

[32:28] So then my question there, my question there is please comment on the reserves.

[32:32] Thank you.

[32:34] Thank you.

[32:53] Thank you.

[32:54] This will bring us to Agenda Item 5.1, our report item, review of preliminary results from

[33:04] the Financial Integrity Rating System of Texas First, and Mr. Fisher will present this item.

[33:16] Good evening, Madam Board President, distinguished members of the Board, Dr. McFarlane.

[33:21] I am excited to present the preliminary financial integrity rating system of Texas ratings for 2025-26.

[33:34] Board and the Finance Department, we talk about acting like a family.

[33:39] working like a team. We are the embodiment of that.

[33:43] And, boy, I really appreciate the external validation from TEA,

[33:50] our school this year. But I promise you, we work just as hard

[33:54] when we get a beat. We work hard. We have 12 people that are dedicated

[34:00] to working for this organization and undergirding

[34:03] the success that you just saw, the academic success. That is our goal.

[34:07] So,

[34:11] next slide, please, so, so, board, what you see here is our previous ratings over

[34:19] the past three years, and board, I just want to, I want to preface my comments by saying

[34:26] we have about three or four goals in our finance department.

[34:30] The first goal every year is we want to have a clean audit, unmodified opinion, right?

[34:36] But the next goal is we want to do well on our first rating.

[34:41] The next goal is we want to make sure that we are providing excellent customer service

[34:47] to all of our customers, our teammates.

[34:50] And the last goal is we want to make sure that the resources are aligned to achieve the

[34:55] district's objectives, their academic objectives.

[34:58] And so, man, this external validation is good.

[35:01] You'll see board that we increased our score by 10 points this year, which is phenomenal.

[35:08] But again, we work just as hard when we score a beat.

[35:11] I want you to know that.

[35:12] And so board, as we move forward, Jay, we want to just talk about what is the financial

[35:17] integrity rating system of Texas?

[35:19] We'll talk more about this.

[35:20] These preliminary ratings came out August 7th, I believe it was.

[35:24] And the final calculation will be completed in November.

[35:29] So we'll talk about this in a public hearing,

[35:33] November, maybe December or January.

[35:36] But what I just want to do is run through this briefly

[35:38] to let everybody know that's listening

[35:41] what the financial integrity rating system is

[35:43] and why it's so important.

[35:45] The financial integrity rating system of Texas

[35:47] really is the cousin, if you will,

[35:50] to the taper report, the academic performance report.

[35:53] It expands on public education,

[35:55] accountability systems, or financial accountability systems.

[35:58] We want to make sure we're providing transparency for public finance, encouraging meaningful financial oversight.

[36:05] And there are about 21 criteria that are evaluated every three years.

[36:10] And these ratings are really applicable to the financial statements of the previous year.

[36:20] 2026, I'm reading again, is based on the 2024-25 financials, I talked about the number

[36:27] of indicators, we achieved a superior achievement for 2025-26, the metrics actually measure three

[36:37] distinct areas, right? Compliance, solvency, how we're able to handle our long-term obligations

[36:44] and liquidity, how we able to financially handle our short-term obligations.

[36:53] And so the superior achievement scores range from 90 through 100 points.

[36:58] We scored a 94 this particular time and the B above standard is 80 through 89 to C is 70

[37:09] through 79.

[37:13] And so what I will do is I won't go through every indicator.

[37:17] But board what I'll do is I'll show you the indicators that we actually improved the bar and they are represented by a green

[37:25] Heading on the indicator number so if you could fast forward to those slides. Okay, indicator number seven

[37:32] Was the number of days of cash on hand and current investments and the general fund for the school district to cover operating expenditures

[37:40] Right, we scored eight out of ten points

[37:44] because we had 80.23 days, 90 would have given us the full 10 points, but last year we scored 6 out of 10.

[37:54] This indicator, we'll go back to that. This indicator measures how many days, if you will, after the fiscal year end,

[38:02] because the district have gone without any new disbursements in their operating funds.

[38:07] All right?

[38:11] Indicator number 10, we take great pride in this because what we do is we know

[38:17] that as may have been indicated earlier, when we get these certified values, they come

[38:24] back to us in the final certified value, I should say, we get the preliminary values and

[38:29] the final certified values are much different than what the certified values have been.

[38:34] other preliminary values had been.

[38:37] And so an indicator number 10, did the school district average less than a 10% variance

[38:43] when comparing budgeted revenues to actual revenues for the past three years?

[38:49] This is a significant indicator because it really says how accurate were you with your

[38:54] revenue projections? 10 out of 10.

[38:57] We gained two points here because they eliminated indicator number 13.

[39:03] The next indicator was number 11 was the ratio of long-term liabilities to total assets

[39:12] of the district sufficient to support long-term solitude.

[39:17] This measure has actually two ways to be measured, right?

[39:21] And one of them is the changing membership, it's a changing membership chip greater than

[39:28] 7%, or a thousand students in membership.

[39:32] We got 10 out of 10 points because guess what?

[39:35] Our district is growing.

[39:37] Our students increase over this period by 1,259 students.

[39:44] Awesome.

[39:46] The next indicator, I believe there's one more doing.

[39:49] And it may just be indicated 13, which wasn't evaluated this year.

[39:54] Yes, indicated 13, which is the administrative

[39:56] of cost ratio and it was not evaluated this year.

[40:02] So Board, just to give you context, context, you'll see the ratings of our district from 2021 through

[40:13] 2026. And that concludes my presentation tonight. If there are any questions board, I'd like to

[40:19] entertain those questions now. Thank you. Are there any comments or questions for Mr. Bishop?

[40:23] Thank

[40:28] you for sharing the first report with us.

[40:35] That brings us to agenda item six, our consent agenda.

[40:42] Trustees, are there any items that you would like to have removed from the consent agenda?

[40:48] If not, is there a motion?

[40:55] I recommend approval of the consent agenda as presented.

[41:00] Trustee June Davis made a motion to approve this consent agenda, is there a second?

[41:09] Trustee Darrell Davis seconded any discussion?

[41:14] Hearing none, move to vote, the

[41:24] vote passes, motion passes.

[41:27] Okay?

[41:28] That brings us to agenda item 7, future action items.

[41:34] Senate Bill 12, annual certification of compliance with certain laws.

[41:38] Mr. Kirchner will present this feature.

[41:41] Thank you, Madam President, members of the Board and document Farland.

[41:44] To let you all know about this future action item and

[41:47] an alignment with Senate Bill 12, Ms. Ruby Batisse and members of the Policy Review Committee have been working on this diligently.

[41:55] You'll see there in your board book the memo from the Texas Education Agency Commissioner regarding the requirements to come in Senate Bill 12.

[42:03] Several of these requirements must be completed by the end of September, and so we'll continue

[42:08] to provide information.

[42:09] There's a training opportunity for trustees to complete online.

[42:12] We'll continue to provide that link for you all as well to make sure that Crowley ISD is

[42:16] in compliance.

[42:17] All the requirements are there in your boardbook.

[42:20] If you have any questions, our team is here tonight to answer those for you.

[42:24] Thank you.

[42:25] Are there any questions regarding this future action item?

[42:29] This is

[42:33] regarding the training, the rental rights training.

[42:44] Yes, this is, there's a part of it that's a Senate bill toilet that deals with the parental rights training, but there's some other components as well.

[42:53] If you've completed that electronically and given that to Montavo, then that's all you.

[42:59] And then at the September regular board meeting, we'll take action on these other requirements.

[43:04] But you all, if you've done your training, you're part is complete, thank you.

[43:10] Thank you, Mr. Kirchner.

[43:11] Thank you.

[43:13] We will not have executive session, so we will go into a brief recess and proceed with

[43:21] our study session at 6.50.

[43:29] We are back from recess at 6.57 and we are at Agenda Item 9, our study session, Revision

[43:40] of Crowley ISD board goals and Dr. Milner will present this item.

[43:45] Good evening, board president Robinson and steam board members, Dr. McFarlane.

[43:50] We will be looking at some data for Crowley ISD in preparation for the process of revision of

[43:58] board goals tonight. And so tonight we want to take you through a work session that kind of mirrors a

[44:03] work session that we've done with our executive leadership team over the course of the past few weeks.

[44:08] And we're going to look based on some of the conversation that we had previously regarding

[44:13] student accountability data and look at our student accountability data for the district

[44:18] through the lens of feeder patterns in response to some questions that we received from the

[44:23] board regarding which side of the district or which feeder pattern was struggling or having

[44:29] better success.

[44:30] So we did go back and look at the data in that way and that's the way that we are going

[44:33] to look at it tonight.

[44:35] So, by the end of the session, we're going to, first of all, review some new items or

[44:41] revisited items with Crowley ISD leadership called the Standards of Excellence, which

[44:47] is providing a leadership framework, guiding the district's expectations for accountability

[44:51] and continuous improvement.

[44:52] We're also going to take some time examining campus SWOT or Strength, Weakness, Opportunity

[44:58] the in-thread mouth.

[45:00] On to look at that information to identify district-wide strengths, challenges, and emerging areas for strategic intervention here in the district. And the goal of all of this activity is for the board to gain visibility into the district system for differentiating, coordinating, and documenting central offices support to our campuses in our effort to improve a year over year with our student accountability ratings and ultimately our student outcomes.

[45:28] And so this first graphic, if you look in the

[45:31] folder that you have. You do have a copy of this graphic on one side. You see what we

[45:36] call the Crowley North Star House, and that's where we'll start. This summer, we started

[45:43] to think about framework for moving forward and improving our district in new ways.

[45:51] We talked about something that has existed in Crowley I see for quite some time, the price

[45:56] of admission that talked about who we aspire to be as leaders in Crowley ISD.

[46:03] And so when we revisited the price of admission, we talked about some of the things that have

[46:07] changed.

[46:07] The price of admission was originally established prior to COVID and some years ago in the

[46:12] district.

[46:13] So we thought about what has changed since then and how the price of admission, meaning

[46:18] how you become a part and stay a part of this team, should change an upgrade in response

[46:23] to some of the changes that have happened since we originally established the price of

[46:27] emission. And we arrived at the seven standards of excellence, which are at the bottom level

[46:32] of this house. It's the foundation of the house. And it really describes for Crowley ISD

[46:37] leaders who we are and who we aspire to be at our highest levels. And so those seven

[46:44] standards of excellence then feed into the next level of the house, which are the seven

[46:48] and elements of excellence.

[46:50] And those are the things that we do.

[46:53] So seven standards are who we are,

[46:56] those shared beliefs and ideals that we have

[46:58] about who we want to be, the seven elements

[47:00] are what we do, and then above that

[47:04] are the seven systems of sustainable success

[47:08] which are that describe how we do the things that we do.

[47:13] And of course, all of those things

[47:15] build to the top level of that house,

[47:17] the rooftop, the North Star GO, which is of course our guiding ambition to have all of

[47:22] our students achieve an A or B rating and to create a lasting legacy and a system of

[47:29] great schools across Crowley ISD that would allow our students to receive a top level,

[47:37] global level education at whatever Crowley ISD campus they attend.

[47:43] and so that is our north star goal.

[47:46] If you flip over on the other side,

[47:49] we're gonna spend time talking tonight

[47:52] about specifically the seven standards

[47:54] of excellence, that foundational piece.

[47:56] And so I'm not going to read all of these definitions to you.

[47:59] We're gonna give you a little bit of time

[48:01] to look at them, but they are courtesy dignity,

[48:04] respect and professionalism, integrity,

[48:07] ownership of outcomes, collaboration

[48:09] with effective communication, solution driven,

[48:12] result-driven and future focus. That is who we aspire to be and who we are as

[48:18] Crowley ISD. And those are not listed in any particular order, but what we're

[48:23] going to ask you to do for about the next five minutes is just to spend some

[48:26] time looking at these seven standards available at excellence reading through

[48:30] those definitions. And then what we'd like for you to do is to write them in

[48:35] order from number one being what you feel is the most important down to number

[48:40] seven on your perception of their importance to the work that we're about to do or that we're

[48:45] doing in Crowley ISD and at the end of this brief time where you'll review and rank then we will

[48:51] share our rankings. So we'll start and give about five minutes for you to rank the seven standards

[48:56] and importance to you.

[53:23] Okay so does everybody is everybody ready or anybody need more time?

[53:31] Okay what

[53:32] What we'd like to do at this time is just have each board member to kind of share your

[53:36] top three and try to give us a general rationale for why you place what you place at the

[53:42] top for each of the seven standards.

[53:47] So we have volunteers to start, you want to start from one side and go around the room.

[54:02] For me, I said number one was integrity.

[54:07] I gave that example because when you start anything, you want to always start on an

[54:13] and even playing field where you know that what you're doing,

[54:17] no matter what you're doing, do it with integrity

[54:19] no matter who's watching and who's, you know,

[54:22] or who is watching, so everything you do,

[54:25] make sure you do it with integrity.

[54:27] I did number two as future focus focusing

[54:34] on the future where you want your,

[54:35] where you want the district to go.

[54:39] If you don't set goals,

[54:40] then you know what are you reaching for? Number three I said courtesy and dignity and respect

[54:49] making sure that you respect people on your team so those were my top three. Thank you.

[55:01] My top my number one was future focused similar to Trustee Stevenson I was thinking of

[55:09] a backwards design, where do we want to be?

[55:12] This is where I want to go in the first portion

[55:15] that says set a bold direction

[55:17] than what do I need to do to get there.

[55:20] So the number two was solution driven for me

[55:23] and that's identifying the solutions that improve systems.

[55:27] And then the next one was number three

[55:31] was collaboration with the communication

[55:34] because I know where I want to be.

[55:36] These are solutions to get there.

[55:38] and now how do I communicate that shared vision

[55:40] for students' success?

[55:42] It's good, thank you.

[55:50] And thank you for doing this,

[55:52] and I hope there's no right on.

[55:54] No, there's no right on.

[55:54] Okay, good.

[55:56] But all of their, you know, what they shared was really good.

[56:01] My first one was integrity,

[56:04] because I think it's foundational.

[56:06] I think it's the core of everything

[56:08] and the work that I do, you know, I mean,

[56:11] It's just that the base like you can't do anything else unless you have that

[56:16] So I chose that as one then to

[56:21] Which I honestly did just change

[56:25] They based on what I heard Steven say because I was I was point

[56:30] But future ready and it's like Steven Covey beginning with the end in mind. So

[56:35] You know, where do you want to see yourself and then work towards that? So

[56:40] back kind of gave me that idea thinking that for the third one that rounds out

[56:47] hot top three solutions driven just because we get problems all the time. We

[56:57] hear problems all the time and it's very seldom that we hear solutions that come

[57:05] with those problems and so as we're thinking of future ready or being you know future focus

[57:13] also at the same time thinking how we get there. So it's the how and being pollution.

[57:23] Again thank you for this. So I chose integrity as my number one because I believe that when

[57:30] you have integrity and you it's easy to do number one which is have courtesy dignity and respect

[57:37] I chose number three as my number two for ownership of outcomes because I believe that a team works best when we all take responsibility and accountability for what winning end of losing so to speak looks like.

[57:53] And then I chose solution driven, one of my favorite things that me and my husband always says is us against a problem not us against each other.

[58:00] So, when there is a problem, because problems are going to come, the greatest thing is that

[58:06] when we can find a way together as a team to get through it.

[58:10] So, those are my top three.

[58:13] Thank you.

[58:17] Okay.

[58:18] So, I'm analytical to a fault, so just following me down this train track.

[58:24] So, I took the seven and grouped them into four categories.

[58:30] Okay.

[58:31] character in foundational, number one vision, number two,

[58:35] mindset, number three, and then execution, number four.

[58:38] So I categorized them based on kind of that flow in my mind.

[58:42] So my top three, number one was integrity,

[58:47] number two was courtesy dignity, respect, and professionalism.

[58:51] Both of those were in the character foundational category.

[58:54] And then my third was future focus

[58:58] because that was about vision.

[59:00] And then everything else kind of, but in the mindset or execution.

[59:04] Good, good.

[59:06] Thank you.

[59:12] Okay, I'll go next.

[59:15] My

[59:19] number one, of course, is integrity.

[59:23] Number two is courtesy, dignity, respect, and professionalism.

[59:28] And number three, collaboration with effective communication.

[59:33] And I selected those and I put them in that order because for me,

[59:37] That's the foundation for all of the work that's going to happen.

[59:44] So having a strong foundation, now we're ready to be on that and bring the other items into play.

[59:55] Solution driven, results driven, future focus.

[1:00:00] But I thought those three from me made for strong foundation.

[1:00:09] Yes, ma'am. So, as I listened to all of y'all, and I would say a large part of y'all have integrity as number one, and I was towing between that one and the courtesy dignity respect and professionalism. I went with the courtesy dignity respect and

[1:00:32] professionalism, just because when you walk into a room, I expect to be treated and treat

[1:00:39] someone with those four factors. Integrity is, in my opinion, is doing the right thing even

[1:00:49] when it's the wrong thing. So that's the reason why I put dignity as number two and then the ownership

[1:00:56] of the outcome. I think it's obviously it's right up there just because we want to make sure

[1:01:03] that everyone is in it for the right reason. So

[1:01:12] I also like you, Mr. Grasso, I kind of struggle

[1:01:16] with both with integrity and courtesy digging to respect and professionalism. So I selected

[1:01:21] excellent I landed on courtesy digging to respect and professionalism being number one, integrity

[1:01:26] being number two, and then results driven being number four.

[1:01:31] So, yeah.

[1:01:36] Why?

[1:01:37] Okay.

[1:01:40] So, integrity, of course, that's, you know, that was,

[1:01:42] that was, I was there first.

[1:01:44] And then, I'm like, you know, even before you get to that,

[1:01:49] I want to make sure that I'm high on treaty.

[1:01:51] So, integrity is like, high on treaty.

[1:01:52] I don't know.

[1:01:53] I was going back, like, what I'm doing right now is what I was doing right here.

[1:01:56] But really, for me, it was really more about, okay, at the end of the day,

[1:02:00] I want to make sure I treat you with courtesy, dignity, respect, and professionalism.

[1:02:03] Whether you're great or whether you're not or whatever, that's just what I want to at the end of the day.

[1:02:09] Dean after that, when you look at integrity, to me, I just kind of saw a reading.

[1:02:13] It's talking about transparency and honesty, but then ethical responsibility and building trust.

[1:02:19] There's a lot to integrity.

[1:02:20] Most people think integrity is just right or wrong, and it's a whole lot more than just that.

[1:02:24] So I felt like courtesy, dignity, respect, and professionalism, that's what I can do up front.

[1:02:33] So again, there is no correct order and they're on this paper just numbered because they're numbered, but they're all elements and shared beliefs that we felt were important regardless of why we prioritized them first or last, but we all agreed that these were important and things that we aspire to and things that we wouldn't be looking for as we considered people to join our team.

[1:02:58] Wait.

[1:03:01] I don't mean to interrupt.

[1:03:06] But I have a question for Trustee Grasya. Integrity is

[1:03:10] doing the right thing even when it's wrong. It helped me to understand this. Can you give

[1:03:17] me an example?

[1:03:28] No, no, no, no. And I didn't mean to put you on the spot. But I'm trying

[1:03:32] to formulate in my mind integrity means doing the right thing even if it's wrong and I'm just

[1:03:44] trying to in my mind process what that looks like.

[1:03:56] I was going to say maybe someone may consider

[1:04:00] that's not the appropriate way to do this or that's not what you should do, but maybe he knows like

[1:04:08] This is what is needed is the right thing even when someone may think that the wrong direction and we should not do it

[1:04:16] Standing in your truth and knowing

[1:04:43] But most of the things that are wrong is right.

[1:04:46] I mean, it could be anything, something is top of it,

[1:04:49] or something is political, or something that is, I don't know.

[1:04:53] I mean, there's a very common thought in the world,

[1:04:57] and you know what I'm saying.

[1:05:00] So decisions that we make, not everybody's going to agree with it,

[1:05:04] so some will think it's the wrong decision.

[1:05:06] But, okay, and wrong is relative, because they may think it's right, we know it's wrong,

[1:05:15] so but I've often heard that integrity as very similar but doing the right thing even

[1:05:21] when I was looking, because if you ask my children, they could, they, that's what I've

[1:05:26] reached to them besides, you know, treating others as you would have them treat you, but,

[1:05:31] or as you would want to be treated, but that's what I was thinking of integrity is, even if,

[1:05:39] but I like that analogy even better as, you know, from a, you know, educational standpoint

[1:05:47] or leadership perspective, that example is what I was thinking.

[1:05:54] Great question.

[1:05:56] Good trouble.

[1:05:59] And so we wanted to introduce the board to the foundations of what we're framing our

[1:06:05] work surrounding first of all.

[1:06:07] And so as we move into the rest of the work that we're going to do this evening, we're

[1:06:12] really focused on two of these which are the on-ring outcomes because just like we just

[1:06:19] see it that it is not just each individual campus that created this district score that

[1:06:25] that we ended up with, it's all of us collectively

[1:06:27] in the work that we do together that builds these outcomes.

[1:06:31] And so every individual has to own their part

[1:06:33] in what the outcome is, whether that's good or bad.

[1:06:37] Then the other part of that is being solution driven.

[1:06:39] So we know that we aspire to perform in a better way

[1:06:43] in some instances than we have this past school year.

[1:06:46] So what are the deficits that we have right now

[1:06:49] and what are the solutions and the system-based solutions

[1:06:53] that we need to come up with now to get ahead of some of these issues so that we don't

[1:06:58] have the same results at the end of the school year that we've had.

[1:07:02] Back in May, we started a process with the ELT and we started, you know, we did Gapology

[1:07:08] last school year where we talked about knowledge, importance, and action gaps.

[1:07:12] This year, we've been focused on a new reading, which is upstream and that's solving problems

[1:07:20] before they occur. So there's this whole video that we watched in the initial meeting where

[1:07:26] there's a, and the book is called Upstream because it talks about an old parable where children

[1:07:32] or people are falling into a river. There's a whole of the breeze. People have fallen to the river

[1:07:36] and people are rushing to pull them out of the river. And some bright person stopped and say,

[1:07:43] wait a minute, maybe we need to go upstream and see how it is that they're falling into the river

[1:07:48] and fix the problems so that we quit having to jump in and say people from the river.

[1:07:54] And so that's our attitude and our mindset surrounding the work that we're going to do

[1:07:58] this year, and so it's ownership of outcomes, but from the beginning, like we said, that

[1:08:03] future focus and backwards design is important, but being solution driven, what are the problems

[1:08:09] that occur that cause the problem to persist, and what can we do now to prevent it in the

[1:08:15] future rather than constantly spending our wheels and being reactive. We're trying

[1:08:19] to get more proactive. We've already shared. And so what we're going to spend some time

[1:08:24] doing now is if you see the posters on the wall, we're going to do a slot gallery walk.

[1:08:30] And a slot is of course a protocol that we use to look at performance. And so for each

[1:08:38] campus, we started with the academic team doing a slot analysis on each campus. So we looked

[1:08:43] that the strengths, the weaknesses, the opportunities and threats for each campus as an academic leadership

[1:08:50] team and then that move to the broader executive leadership team that came in and looked at the

[1:08:55] academic triage that we have done in SWAT and added their observations to what happened with

[1:09:01] campus performance. And so on this side of the room is the North Crowley feeder pattern. And so with

[1:09:09] the North Crowley feeder pattern we also added they don't actually have a true feeder because they

[1:09:15] serve kids from both sides BRJ and CCA are on the North Crowley side we just added them there

[1:09:22] for balance because on this side we also have Crowley Montessori Academy which also serves students

[1:09:28] from all over and so doesn't have a true feeder so we put them on that side for balance. So North

[1:09:33] Crowley side on this side of the room and the Crowley feeder pattern on that side of the room and

[1:09:38] And so what you're going to spend the next several minutes doing is doing what the executive

[1:09:44] leadership team has done and going to review the SWAT analysis.

[1:09:49] In your folder you have a note catcher.

[1:09:51] And so there's a place for you at the bottom.

[1:09:54] This first fold is Crowley for you to do your notices, patterns and trends, wanderings

[1:10:01] and opportunities that you see for the Crowley feeder pattern.

[1:10:05] then there's another space for the North Crowley feeder pattern and those are the two

[1:10:10] that you'll use while you're up to make notes. Also in your folder are some data flyers

[1:10:19] that you have and you see the top one is the North Crowley Elementary feeder pattern.

[1:10:26] So it's giving you data on their overall performance over the course of the past three years.

[1:10:32] their domain performance in the A3F accountability system over the past three years, some insights

[1:10:39] about that. Then down below that is three year trend data for the grade levels and subject

[1:10:46] areas for that feeder pattern, some strengths, some gains, some priority areas on the back.

[1:10:55] We are focusing specifically on specific demographic groups within our district.

[1:11:02] So you'll see for the North Crowley Elementary Feeder Pattern, data for our school dependent children,

[1:11:10] data for our special education students, and three year trend data for our emerging bilingual students for that pattern.

[1:11:17] And so the next sheet is the same North Crowley Feeder Pattern for middle schools.

[1:11:22] behind that is Crowley Theater Pattern Elementary and Crowley Theater Pattern Middle School Data.

[1:11:29] So that's just for you to have in your hand.

[1:11:30] So as you are walking and looking at a particular campus and what's on the board,

[1:11:35] you have another set of information that you might look at to have some ah-haws

[1:11:42] about what's happening at this campus or to generate questions that you might want answered

[1:11:47] about what's going on at these campuses.

[1:11:49] And so, we're going to go ahead, Dr. Brown.

[1:11:52] Oh, for a second.

[1:11:53] I just like to do a quick check for understanding.

[1:11:56] So, if this, let's look at the, uh, first page of the mouth crowd of, of the, uh, elementary theater schools, you'll see, you'll see the very first page.

[1:12:04] I just want to make sure you, you clear about what, because there's a lot of information.

[1:12:07] And so, when you look at the overall accountability summary, anybody have any questions about where those numbers come from?

[1:12:22] That's correct. That's right. So that's right. All right. It's just that we took all of those schools. So you won't find this number anywhere else other than here. This is for us. So you can see how kids are performing as a progress from those all those schools going up to the beat of power.

[1:12:38] Look down at the number three, which is a three year trend.

[1:12:42] So you all know that, of course, students perform at either the approaches of meets or

[1:12:47] the masters.

[1:12:47] So you also see, this also provides a three year tree.

[1:12:51] So if you look at fifth grade math, for example, fifth grade math approaches, what do you

[1:12:57] all see there as, what is the tree in sense, fifth grade math approach?

[1:13:03] That's what that means, it's the client of five percent.

[1:13:06] And then again, you can see the others.

[1:13:08] And of course, the red helps us identify where we need to focus the amount.

[1:13:12] Turn over to the back.

[1:13:14] We use the term, and I don't know, trusty walkers, if we've used this term while you've

[1:13:18] been on the board, school dependent, that's one, we made that up, that's substitute for

[1:13:27] economic disadvantage.

[1:13:28] You're going to turn it into a positive, so when we say school dependent, these are students

[1:13:32] who are considered economic disadvantage.

[1:13:34] And our overall economic disadvantage population increased from about 68% a couple years ago

[1:13:40] It's about 78, almost 80 percent now, so that's a significant knowledge world.

[1:13:44] Well, that is that just that group of students within this few parents, that shows you kind

[1:13:49] of where they are.

[1:13:50] And then again, especially it, an emergent bilingual is, of course, part of our legal board.

[1:13:58] Yes.

[1:14:00] I understand this for those who'll depend on that special ed emergent bilingual.

[1:14:07] were there any other major factors that could be grouped just as a factor for where we are besides these three?

[1:14:21] Why we've identified these three is for state accountability, they are considered a high focus group.

[1:14:28] The state does a consolidation of these three groups together in the accountability rating,

[1:14:34] but we've decided to break them out and live with them as individual demographic groups

[1:14:40] because what happens if you have one group that's performing well and another that's struggled

[1:14:45] when they're all consolidated, it masks poor performance with a specific group of students.

[1:14:51] So we want to make sure that we are setting goals and putting strategies and systems in place

[1:14:58] This is the point.

[1:15:00] Individual groups, not only for the growth of state accountability, but there's also federal accountability, which still has them broken out as individual demographic groups.

[1:15:28] That is a significant factor. They are, there are, there's a group of students that is also known as highly mobile. There's also a demographic group in state accountability that's called continuously enrolled.

[1:15:45] continuously enrolled are students who have been with us for three consecutive school years.

[1:15:51] So there is tracking and monitoring of all of those things.

[1:15:55] We have elevated these three areas because they are areas where we see decline or deficit

[1:16:03] that needs requires our specific focus attention, but as you visit the SWOT analysis for each

[1:16:10] campus there might be other groups that have been identified or notices on there because

[1:16:17] each campus is evaluated on this high focus area but they also are evaluated on their

[1:16:23] two lowest performing demographic groups and so you might notice on some of the squats

[1:16:28] where we are flagging for a campus that your two lowest have changed year over year because

[1:16:35] because that will impact your performance if you're not aware that the state was monitoring

[1:16:41] last year are different than what they're monitoring this year.

[1:16:47] One quick question about the SWAT analysis.

[1:16:51] When were they conducted?

[1:16:53] They've been happening over the course of the past month.

[1:16:56] So it started, like I said, with the instructional leadership team in our, what we call team

[1:17:00] excellence meeting, and then it came to executive leadership team last week.

[1:17:05] we had our first ELT meeting last Friday and so these were added to by the

[1:17:11] Executive Leadership Team on Friday. Okay so in looking at data from last year's

[1:17:18] performance but we're doing current SWOT analysis do we foresee there being any

[1:17:25] major variables that would say well what we're identifying today as a

[1:17:29] that didn't necessarily apply to last year or a threat that was, that's there.

[1:17:35] Now, I'm just trying to make sure I don't worry about my brain.

[1:17:38] So if you're looking at the color coding on these maps, we have triage.

[1:17:43] So we've determined level of need of campus based on current performance.

[1:17:49] But the SWAT analysis is to look at those groups,

[1:17:52] regardless of current level of performance for specifically what you're talking about.

[1:17:57] opportunities and threats because we recognize staffing has changed.

[1:18:01] You'll see on many of the swats that leadership has changed in some of the buildings.

[1:18:06] There were differing levels of staffing like teachers in residents or

[1:18:13] teachers that are uncertified in classrooms.

[1:18:15] That level has changed year over year.

[1:18:17] The percentage of teachers recognize as teacher incentive allotment teachers in a building

[1:18:22] have changed over year.

[1:18:23] We also have the addition this year with some of our under performing campuses of ad Z days and additional TIA teachers on those campus for ad Z.

[1:18:33] So we triage them based on their most recent performance, but the SWOT is done on what's happening in that building right now that we need to be aware of so that we can mitigate any threats that are coming.

[1:18:47] Thank you. All I need to know.

[1:18:48] as a follow-up to that so that I'm sure I understand.

[1:18:53] So as we're walking around and we're going to have this,

[1:19:01] and we look at the analysis up there,

[1:19:07] is it fair to say that if I look on here

[1:19:14] and let's just say third grade math had a decrease.

[1:19:25] Should I see something up there addressing

[1:19:30] that third grade math deficit?

[1:19:34] It might say specifically third grade math.

[1:19:36] If it's a campus where math was a primary area focus

[1:19:40] focus for all grade level it might just say math in totality or it might say

[1:19:46] math specifically at the meets and masters level so yes okay thank you all

[1:19:54] right and then the next page is just of course middle school feeders you all see

[1:19:57] that it's pretty self-planetary and then high school is on the back so anyway

[1:20:01] this gives you just a kind of a comprehensive look at those feeder patterns so

[1:20:05] hopefully they'll give us information if you need information if you need and

[1:20:11] And so, Dr. McFrogan, did you want to section groups or we're just going to take the site

[1:20:17] we're currently on?

[1:20:18] Yes.

[1:20:19] We just do like, yeah, the three of them go there and they can go here.

[1:20:22] Okay.

[1:20:23] And Dr. Ro is going to man one side and I'll man the other side to facilitate and answer any

[1:20:28] questions that you might have while you're reviewing.

[1:20:31] And so we're going to, I'm going to allow you to move to those spots and then I'll flip to

[1:20:35] the next slide, which we're going to spend about 15 minutes on each side.

[1:20:39] Well, they're 15 over there, and then we'll swap.

[1:20:42] Okay.

Sep 10, 2026 Called Board Meeting

Agenda

Transcript