[0:07] Good afternoon. Good evening. We are going to go ahead and get started with our regular scheduled meeting. It is October 17, and it's 506, and that will take us to item number 2, the pledge of allegiance.

[0:58] And I now ask you to join us in a moment of silence.

[1:15] Thank you. This will take us to item number 4, recognitions. Mr. Rodriguez?

[1:28] Good evening, Board President.

[1:30] You're a Bolly board members in Superintendent-Sia Veda.

[1:33] Can you join me in front of the dice, please?

[2:03] Our first recognition.

[2:06] As a sole district, with campuses situated on Fort Bliss property and with a long-standing commitment

[2:11] to military-connected families, this latest accolade holds a significant place of honor.

[2:18] A remarkable feat has been achieved by the El Paso Independent School District,

[2:21] With a region high, 10 campuses being awarded the prestigious Purple Star designation by the Texas Education Association this year.

[2:32] This distinguished recognition is bestowed upon campuses that exhibit extraordinary dedication and support for the military-connected students and their families.

[2:41] Allow me to proudly present the 10 campuses that have earned this designation,

[2:46] and to receive the award here today are military liaisons and principles from the respective campuses.

[2:52] Bliss Elementary School,

[3:03] Colin Elementary School,

[3:14] Powell Elementary, I'm sorry.

[3:16] Mylam Elementary School,

[3:24] Nixon Elementary School,

[3:31] Tom Lee Elementary,

[3:36] Charles Middle School,

[3:45] Richardson Middle School,

[3:51] Boston High School,

[3:55] and Urban High School.

[4:28] Okay, I think we need to move them.

[5:28] Congratulations and thank you.

[5:44] Inphasizing the significance of dual-language education in El Paso ISD, we acknowledge

[5:50] the profound importance of preparing our students for today's world. In this spirit, we take great pleasure

[5:56] in showcasing our latest accomplishment. Please help me welcome four exceptional visiting international

[6:03] teachers from Spain who have recently joined our STEAM team. These immensely talented educators

[6:10] will be collaborating with students enrolled in dual language programs across multiple campuses

[6:15] within the district. Their expertise and dedication will contribute greatly to the success and growth

[6:22] of our program. We are excited to have them as part of our team and look forward to the positive impact

[6:27] they will make on our students. Help me welcome Marion Gonzalez Labra from Guerrero Elementary School.

[6:39] Melody Flores Fernández from Guerrero Elementary School.

[6:48] Pilar Feliz Grao from Croquette Elementary School.

[6:55] And Laura Aparecio Garcia from Tipon Elementary School.

[7:11] And then we can have everyone in the front for a photo?

[7:18] Yeah.

[7:19] There you go.

[7:24] Well, yeah.

[7:27] Can

[7:30] you see that

[7:42] line?

[7:58] Academic excellence is one of the five levers in our hopes and dreams strategic blueprint and

[8:03] thus is a high priority, so it is not a surprise for our next recognition.

[8:08] The only three students in the Basel and North of the region have been selected as 2024

[8:13] National Merit Scholarship Programs in my finalists be long-tell pastels district.

[8:19] Help me welcome and congratulate students and principals, Jennifer Bromley from Silva Health

[8:25] Magnet with Principal Edgar Rinkon from

[8:45] Franklin High School on Helena Bianca Marancini

[8:52] and Principal Amanda Bowser and

[9:09] from Coronado High School, Judson McGymes.

[9:18] Okay, Judson McGymes who couldn't make it today, I apologize.

[9:23] Can we have you in the front for a photo

[9:33] next year's student?

[9:39] Yeah, a little, there we go.

[9:51] Thank you and congratulations.

[10:02] Our next recognition is for cadets senior airman Scott Spadell. He's been honored for his remarkable

[10:10] heroism during a medical emergency that played a pivotal role in saving the life of a classmate in a fellow cadet.

[10:20] We're going to move it to the next month because he was here and he's not here. I'm sorry.

[10:25] Okay.

[10:29] Okay. Now our last recognition.

[10:31] Our Apostle ISD team showcased their science skills during the annual KTSM weather

[10:36] Fest at the outlet shops this year.

[10:39] And congratulations to the following teams.

[10:42] Rivera Elementary.

[10:44] Team showed us how the climate impacts the colors we see in the sky.

[10:48] And they were the district's top elementary school.

[10:52] Can I have a move?

[10:55] Can I have a move?

[10:56] Can I have you join us in the head?

[11:05] The team for Murphy P.K.A. won the district's top middle school award for showing visitors

[11:12] at the scholarships on nature creates its own gallery. And Franklin High School was not

[11:17] only the top El Paso ISD High School. The Cougar team claimed the overall KTSM weather

[11:24] for your prize for their work on the impact of this year's heat on student athletes.

[11:30] Congratulations, students.

[12:13] What can I do?

[12:17] Can you see it?

[12:28] Thank you, congratulations.

[12:32] That concludes this month's recognition.

[12:34] Thank you.

[13:06] This is going to take us to item number five.

[13:09] If you can please turn your attention to the monitors, message will be presented.

[13:13] Thank you.

[13:23] Irving the educational needs of all school children in our district, and board meetings must be focused on meeting this charge.

[13:30] In meeting that charge, the district board meetings are public meetings under the Texas Open Meetings Act to conduct the business of the district.

[13:37] They are not however, meetings of the public. Therefore, all persons and attendants are expected to display civility and the chorom that is respect for other persons, without the use of insulting, profane, threatening, or abusive language.

[13:49] Public comment will not be used for personal attacks.

[13:52] In addition, you are directed to the district's complete procedures in board policy regarding

[13:56] employee, student, parent, or public complaints.

[14:00] The deputy superintendent of administration is in attendance if you wish to discuss a matter

[14:04] with him.

[14:05] Please note that during public forum, specific factual information, a recitation of existing

[14:10] policy, may be furnished in response to inquiries.

[14:13] However, the board may not deliberate or decide any subject that is not posted on its agenda.

[14:20] In the United States, the local government, the local government, in charge of attending the

[14:23] educational needs, of all the children in the age of school in our district, and the

[14:29] meetings of the junta, must be entered in the commitment of this cargo.

[14:33] In the commitment of this cargo, the meetings of the junta of the United States, are

[14:37] non-Spanish public, under the law of the United States, to take care of the needs of the

[14:42] district.

[14:43] However, they are not the meetings of the public, therefore, expect that all the people

[14:48] that exist in a very sensitive and decorum, that is, respect for other people, without the use of

[14:54] the insults of profaners, to me, or to me, or to me.

[14:58] The public comments will not be used.

[15:00] ¿Para estas personas? Además, ustedes ha dirigido a los procedimientos de queje del distrito, en la política

[15:06] de la Junta, con respeto a los empleados estudiantes, padres o quejas públicas.

[15:12] Pengo en cuenta que durante el foro público la información factica específica, o

[15:16] situación de la política, existente puede ser proposional en respuesta a las preguntas,

[15:21] sin embargo, la Junta no puede deliberar o decidir sobre cualquier tema que no está publicado

[15:26] en su orden del día.

[15:30] Gracias, Mr. Nendez, ¿viene un redaponez?

[15:35] Open form, ¿for speakers?

[15:37] ¡Vatrizia!

[15:38] ¡Amenza Agaf!

[15:50] Board members, Board President Erobole y Mr. Syavidra.

[15:53] My name is Patricia Amesaga,

[15:55] and I am a teacher, a coach, and a proud EPA member.

[15:59] I'm here again to speak to you about the very important and very underpaid athletic trainers.

[16:04] I would like to start off by reminding you that EPA's

[16:07] cohesiones son 10,000 dólares o父 de refiologio en la superficie y de

[16:12] un curco.

[16:13] Please also remember that they do not receive additional compensa y

[16:17] if they have a master's degree, which most of them do.

[16:20] And they do not receive any additional compensa,

[16:23] if they are a national board certified, which most of them are.

[16:28] They work 10 to 12 hours a day and forty six hours on Saturdays.

[16:36] 40,000 y 20,000 de�.

[16:39] En fin nos colvo.

[16:40] ¿Cuálce todos los días?

[16:42] Vale, ¿vos que es la pregunta?

[16:44] San Francisco se dice que pensaba que ellos en la cabeza de la vida de la vida,

[16:47] un gran duda.

[16:48] Y ya recable había que decir que la vida de la vida es muy begecionada.

[16:52] Yo soy una situación para el que ocurrió en la vida de la vida de la vida

[16:55] y que no había de ser unato y que élparable de la vida.

[16:58] Y el que dice que si ella estaba,

[17:01] él estaba mi hervenido,

[17:02] y que iba a ser la comunidad que iba a hacer.

[17:05] Así es por qué que se dice.

[17:09] PISD trainers, que es el first de la zona de la de la

[17:12] de curta de Buie High School, 3 weeks ago.

[17:15] Yet IPI's de social media, thank the emergency first responders,

[17:20] and totally left out your very own athletic trainers,

[17:24] who worked frantically on him until EMS arrived.

[17:28] But I'd like to tell you a story about one of those trainers.

[17:32] Her name is Lili Pedales, and that night at the football game

[17:35] was not the first time that she saved a life.

[17:39] Mi volleyball team fue plane a Dina Hettle,

[17:44] y de Custodian, cuando llegué a Ice,

[17:45] por uno de los ejemplos que fue injured.

[17:47] He came back, handed the Ice to my player,

[17:51] walked behind my bench,

[17:53] and fell over.

[17:56] I turned around,

[17:57] and I'm CPR certified all our coaches are,

[18:01] and I thought, oh my god,

[18:03] what do I do?

[18:05] Luckily, Lily's daughter placed for me.

[18:08] En el heart beat, por el tiempo que hacía a mí,

[18:11] él era de haber llegado a trabajar en el hevo,

[18:13] working en el hevo en el EMSK,

[18:15] y que se dice la vida.

[18:18] Y PISD athletic trainers son heroes,

[18:22] como como el que se dice de Marjámen.

[18:24] Let's pay them what they are worth

[18:26] because our students deserve the best.

[18:28] Thank you.

[18:35] Channel long.

[18:49] Board President Ideal Li, Board Members,

[18:51] and Ms. Ayavidra,

[18:51] My name is Shayna Long.

[18:53] I stand before you today to address

[18:55] the concerns that shape my decision

[18:57] to resign as a certified teacher

[18:59] within the El Paso Independent School District.

[19:02] Teachers are often treated as ponds,

[19:04] moved at the will of the district administration and principles

[19:06] with little regard for our individual well-being.

[19:09] We are shifted from one assignment to another,

[19:12] merely to fill gaps or made administrative convenience

[19:14] without consideration of the impact on our mental and emotional health.

[19:18] De esta forma de rellenar la extranjidad de la extranjidad de nuestra

[19:46] de colaboración.

[19:47] This creates an environment

[19:48] where individuals prioritize

[19:50] their own advancement

[19:51] over the needs of the students.

[19:53] This self-centred approach

[19:54] undermines our collective efforts

[19:56] in our mission to provide quality

[19:57] education.

[19:59] It is crucial.

[20:00] Local for leaders to uphold transparency and honesty to maintain a healthy working environment.

[20:05] School administrators should be held responsible for leading rather than leaving others to clean up their mess.

[20:12] The workload expectation placed upon teachers, especially special education teachers, have become unmanageable.

[20:19] We are expected to perform the roles of both general education teachers and special education case managers, effectively doing the work of two professionals.

[20:27] I was often left in the classroom with no support from paraprofessionals and spent months being physically assaulted

[20:33] without administrative intervention.

[20:36] The environmental, physical, and emotional workload left a little time for adequate planning, preparation, and individualized attention for my students.

[20:45] Ultimately compromising the quality of education I was able to provide.

[20:51] The unchecked behavior of certain students and the continued abuse from some parent

[20:55] significant attributed to my decision to resign.

[20:59] The absence of appropriate consequences for disruptive and disrespectful student behavior

[21:03] coupled with the lack of support from parents and school administration created an

[21:07] environment that affected my ability to teach effectively and led to high anxiety and stress

[21:11] levels.

[21:12] Personally, I spent the last four months of my teaching career wanting to drive off the spaghetti

[21:16] bold daily.

[21:18] I have needed serious medical interventions since leaving the classroom, and this brings

[21:22] me to my final point.

[21:23] There are serious concerns about unjust targeting and investigative practices resulting in an

[21:27] environment characterized by suspicion, fear, and undistress.

[21:31] It is necessary to resolve the ways that the investigative system is being used by administrators

[21:35] to punish teachers rather than investigate wrongs.

[21:38] It is imperative that there are be safeguards to protect teachers from ill-intentioned administrators

[21:42] and vengeful investigators.

[21:44] In the district's best interest, it should ensure that investigation timelines are adequately

[21:48] followed so that teachers are not left on administrative leave as a means to force compliance

[21:53] with the status quo.

[21:55] That the recommendations of teams such as the Special Education Department and Child Protective

[21:59] Services be weighed more heavily than heavily than the biased opinion of an administrator

[22:03] with event data.

[22:05] As an educator, it was my primary goal to provide students with a safe and nurturing learning

[22:10] environment.

[22:11] Unfortunately, the current circumstances within the El Paso Independent School District, as

[22:15] experience to them, prevent me from fulfilling this mission effectively.

[22:19] Thank you, Ms. Long. Your three minutes is up.

[22:21] Thank you.

[22:29] Ross Moore.

[22:45] Board President and Irabali Board members, Messiah Vadra, my name is Ross Moore, President

[22:49] of El Paso AFT. First, I want to give credit by the way, all of you have a copy of a document.

[22:56] It's in a package, board President and Irabali, that I'm going to refer to. I want to make

[23:01] sure you got an unfiltered version of it, and verify what I'm saying is real, not made up.

[23:09] Okay, I want to give credit where credit is to, I have made minor changes and put a boundary

[23:13] on employee relation scalp hunters.

[23:16] This, according to sources, includes a 10-day limit on investigations.

[23:21] This is long over two, thank you very much.

[23:25] Based on that, my expectation is that HR will ignore the soup as they have done a lot lately,

[23:30] and don't want employee representatives to know the changes so they can continue to live up to

[23:36] look at LeBrentis and Crito. LeBrenti Barraia was the head of Stalin's dreaded secret police.

[23:43] He's a man best known for millions of deaths and this quote,

[23:48] show me the man and I'll find you the crime. It seems that seems to be the guiding

[23:53] Crito for investigations of the two of the employee relations investigators and their bosses,

[23:59] whether it is targeting of enemies for friends and administration, fabricating evidence, interrogating

[24:05] children, and encourage them to contact them to report adults and more.

[24:10] They emulate the NKVD, HR investigators giving kids their cell number and taking kids cell

[24:17] numbers to report is downright creepy and I'm not sure there's a parent among you it will

[24:22] want that to happen.

[24:24] We've already had four incidences of bogus allegations of child abuse.

[24:29] One were a principal went around collecting cheese meat, about one of her staff and contacted

[24:34] her friend and HR to help her fire the employee.

[24:37] Why are these important?

[24:38] Because CPS investigated and found all four were nothing burgers.

[24:44] CPS investigators followed the facts to a finding employee relations investigators create

[24:50] the facts to fit the pre-ordained finding.

[24:53] What did two of the HR investigators and their bosses do?

[24:58] Said CPS is not good enough.

[25:00] They continue to persecute their targets, trying to find something, anything to get them.

[25:06] Where did they get such authority? They gave it to themselves.

[25:12] Are these investigators sworn police

[25:14] officers, certified sworn police officers, or DFPS employees? No. T.E.A. is very clear, and

[25:21] that's the book that I gave you, T.E.A. guidelines, is very clear about how to handle reports

[25:26] a child abuse and who is responsible for what?

[25:29] A couple of key extracts, quote,

[25:32] leave the detailed questioning of department,

[25:35] to the department of family and protective services

[25:37] and law enforcement.

[25:39] This is critical to ensure the integrity of any investigation

[25:42] and minimize additional trauma to the child.

[25:46] Time.

[25:48] It is real quickly.

[25:49] It is the responsibility of DFPS to investigate

[25:53] and abuse child, child abuse, not school employees.

[25:58] I ask for the reforms.

[26:00] Thank you very much.

[26:02] And if you want a picture of Lovante,

[26:03] I've got a couple for sale.

[26:12] Norma de la Rosa.

[26:26] Good afternoon, Mr. Erovali.

[26:27] Members of the Board, Ms. Sajrza.

[26:30] I am Norma de la Rosa, President of El Paso

[26:32] Teachers Association.

[26:34] Since the start of this school year,

[26:36] I have had at least one call a week, sometimes more,

[26:40] in which teachers are telling me that they have been hit, shoved, or pushed by a student

[26:45] on their campus.

[26:47] Yet the following day, the student back in their class.

[26:51] I have two concerns.

[26:52] One, there are no consequences for the student, or if there is a consequence, it's not severe

[26:58] enough to make the student understand that our employees are not to be assaulted in any form

[27:04] or manner.

[27:05] It seems there are many reasons, but the prevalent one is they didn't like what the teacher

[27:09] ask them to do or we're angry because of a decision made by another teacher.

[27:15] When consequences are not applied, students now believe they can do what they want.

[27:22] The second concern is this.

[27:24] Now my members are being investigated or placed under investigation.

[27:29] Why?

[27:30] And why does it take so long to conclude these investigations to the point that some of them

[27:35] in their reassignment for three, four, maybe five weeks or maybe more.

[27:40] I have heard rumors that there are changes coming down related to how long that an investigation

[27:45] should be done and concluded 10 days.

[27:49] I'm hoping that this is not a rumor, but it's becoming a reality.

[27:53] Teachers wait this out for an extended period of time and I feel it's being done to either

[27:58] see how patient my member is or how long they can wait it out or it's hope that they will

[28:04] get tired and decide to resign so that there will be closure.

[28:09] So in conclusion, I ask two things.

[28:12] One, do not send out the wrong message to our students that it is okay to assault any employee

[28:18] in our district and that there are severe consequences and two, please put a time limit

[28:24] a how long investigation is last.

[28:27] Thank you.

[28:28] Thank you.

[28:32] Susan Maseyus.

[28:46] Who do you need for President Irobali board members and Mr. Savedra?

[28:50] My name is Susan Maseyus.

[28:52] I work for EPSD from 1997 to 2017.

[28:57] I come here today with concerns about the hiring practices of the district.

[29:01] It was brought to my attention by an applicant that a position at El Paso High School was

[29:05] being handled with bias.

[29:07] The issue at hand is that there are no guidelines or district policy when it comes to

[29:12] assembly interview committees. Currently, campus principals are given leeway to assemble

[29:18] interview committees. That is too much power for the principal to have.

[29:24] We should have representation of student body, alumni, parent, or community. This would serve

[29:30] as a checks and balances aspect to the hiring process to eliminate bias in the selection process.

[29:37] I was made aware that a position that was vacated by employee, by an employee, was posted and closed.

[29:44] Applicants were then interviewed.

[29:46] The job was reposted the day after interviews were completed.

[29:50] Two of the applicants interviewed were told that the former employee who resigned days before school started,

[29:56] had approached the campus and let them know that they wanted their job.

[30:00] The former employee did indeed reply again for the job when it was reposted. That, in itself, raises suspicion. In the employees' resignation letter, they stated,

[30:13] I want to spend my children's last year's at home as an active parent in their lives. I cannot do both. I tried. It is time for me to focus on my health and well-being and that of my families.

[30:25] Why I ask with a district we hire someone who basically told you that they can't do the job and be a good parent is beyond me.

[30:34] This is not fair for the students who deserve better.

[30:37] Where was the concern for the students when the employee resigned?

[30:42] Their vital position days before the school started, school year started.

[30:47] According to the applicant, before the second set of interviews,

[30:49] and employee on campus was going around telling faculty, cheerleader, student council members that the employee was coming back.

[30:57] This is an ethical and shows bias.

[31:00] The fact that a former employee re-applied within a month of resigning gives the appearance of impropriety.

[31:07] I ask you to look into this matter seriously, not superficially, because it is your job to restore trust in the community

[31:15] And to ensure that the district is acting in the best interest of students, not informing alliances.

[31:22] It is your task to change the culture that existed under the two previous superintendents

[31:28] who were, who were the culture, culture was that people were hired based on who they knew,

[31:34] not what they knew.

[31:35] I ask you, please, to look into this, our kids deserve better.

[31:40] Thank you.

[31:42] Thank you.

[31:42] This

[31:49] will take, before I go to item number six, I do have announcement that agenda item 7A was withdrawn from the agenda.

[31:58] And that will take us to item 6, which is the consent agenda.

[32:02] I do have two items of public comment on that.

[32:05] We'll go to that first, so that's Mr. Ross Moore on item 6C1 adoption of proposed changes to DEA local.

[32:24] Board President Error Bolly, Board Members, Messiah Vedra, my name is Ross Moore, President

[32:29] El Paso AFT.

[32:31] I urge you to vote for these changes that will hopefully bring about much needed oversight

[32:36] and transparency of compensation, management, and decision-making.

[32:41] Hopefully, increased oversight and less autonomy will change that and I want to give you

[32:46] all a sincere thank you for bringing these changes forward.

[32:50] I have to remind you, Ms. Ayavadra, that when members get mad about something EPSD has done

[32:56] to them, yours is the only face and name that pops into their minds, and you are the focus

[33:01] of their anger, not the functionaries, who actually did the damage whether you knew about

[33:06] it or not. First reaction to this was one. This is a response to the problems in controversy,

[33:15] The CHCMO and her executive directors have been creating for over a year that have sorely damaged

[33:21] EPSD's reputation and broken employee morale.

[33:25] Two, these changes can be a very good thing or a very, very bad thing for EPSD and its employees

[33:31] depending on how they are implemented.

[33:34] Three, it raises a question, why do we need a human capital management office of

[33:40] $175,000 a year plus a $10,000 stipend.

[33:45] These have been, there have been a series of actions by the CMO, that appear to be, and

[33:51] her staff appear to be a deliberate effort to anger employees, break morale, and embarrass

[33:58] the PISD.

[33:59] I can draw only one of two conclusions as to why, neither good.

[34:04] both are include official oppression, and whether it's incompetence, negligence, or a deliberate

[34:12] attempt, they are damaging the district.

[34:16] Potential outcomes I see for passing these changes, maybe the CHCMO gets the hint and ends

[34:22] the chattel-like treatment of employees, too.

[34:25] Maybe the CHCMO will hide behind not being the superintendents' destiny and continue to treat

[34:31] employees like Chattel and then blame it on the superintendent.

[34:35] I watched that play out 21 years ago in the other in this district.

[34:40] Maybe the Super Board will clean house in HR and replace the CXCMO and senior functioners

[34:45] with people who realize that the education job market is no longer based on be grateful

[34:52] you have a job and want to support not suppress or oppress employees.

[34:57] I will note that a nearby...

[35:00] District in the nearby state is offering $15,000 signing bonus and a $3,500 real relocation allowance for teachers and EPSD as 128 open teacher positions being advertised.

[35:18] Thank you very much. This can be a very, very good change if done right. And I hope it is. Thank you.

[35:27] Thank you.

[35:30] I do want to remind the public that personal attacks are not appropriate for public comment,

[35:34] especially when speaking on item.

[35:36] So I'd ask that your comments refrain from that.

[35:38] Thank you.

[35:40] And the other speaker I have on this item is Ms. Norma de La Rosa.

[35:56] Good afternoon.

[35:56] Again, Mr. De Obelie.

[35:57] Members of the Board, Ms. Saivea, that I'm Norma de La Rosa.

[36:00] President of El Paso Teachers Association.

[36:03] First, thank you, Ms. Saivea, that if we're bringing this policy forward,

[36:06] and it as it is definitely needed to start improving the

[36:09] operations of the district and hopefully help to improve the morale of our employees.

[36:14] I met at Mitt.

[36:15] I was quite surprised to see this on the agenda for this meeting, considering that

[36:19] October 4th, I, along with my colleague, Mr. Moore attended a meeting with representatives

[36:24] from HR Finance and a deputy superintendent to discuss our concerns related to compensation

[36:30] and how the compensation plan is implemented and the procedures used.

[36:34] Why was I surprised, simply put, we were never informed that this policy was coming forward

[36:41] two weeks later with the proposed revisions. Am I opposed to these revisions?

[36:46] Most certainly not. It has come to light only in the last few months that the procedures

[36:51] used to calculate compensation for a new contract year are more than problematic. The problems

[36:57] have affected the efficiency and trustworthiness of an entire department. When it select

[37:02] If you make decisions on how to interpret a directive or in this case supply, pay increases

[37:07] to the compensation of employees, and it's all done behind closed doors because they have

[37:13] the power to do so, that is problematic.

[37:16] We are hearing more and more complaints from members about issues with their pay, and when

[37:21] I hear from members, it seems that each employee is being given a different story about how

[37:26] their pay is being calculated.

[37:28] What is there to gain from this?

[37:31] Looking at the original policy, giving that much power to a person or a select few, allows

[37:37] to happen what is happening now.

[37:39] As I stated, these changes are welcome, particularly striking out the word Dezigni, but

[37:45] it cannot stop here with just approving policy revisions.

[37:49] This one action will not solve the bigger issue.

[37:52] The next step is to put in writing the established procedures, so employees can see exactly

[37:58] how their pay and their stipends will be calculated. Thank you.

[38:04] Thank you. That concludes comment on consent items. Do any of the trustees have items they want to pull off consent?

[38:11] Yes, age.

[38:13] Item six, age.

[38:15] Any other items?

[38:17] Okay, so I will entertain a motion to approve the consent agenda, excluding item six, age.

[38:23] So moved.

[38:24] Got the second, second, I have a motion by trusty Henany.

[38:28] And I need a second by Dr. Alcavado, all in favor.

[38:31] I, I, that item passes unanimously, six zero with Daniel

[38:36] called not present.

[38:37] And that takes us to item six, eight, trusty Henany.

[38:41] Yes, I have two.

[38:43] Well, I actually have a question, and then I want to make a motion.

[38:46] But my first question is on the Thina Heddo.

[38:50] after school program, does a YWC currently have after school programming there?

[38:59] Because on this YWCA website at Lestina Heddo has one of the current locations.

[39:05] Right, and we'll be using it is one of the locations in Heddo is using the Y.

[39:09] We have on the sites that we're using the Escobar Grant.

[39:13] For only one of them is a program that we're doing in-house.

[39:16] the others we either have Parks and Rec or we're using the Y in the case of Tina Heddo.

[39:22] So will this program replace that program?

[39:24] What's my question?

[39:25] Actually it's going to be able to cover the cost so that the services will be free.

[39:29] Even our Parks and Rec parents are asked to pay $5 a week which usually gets paid because

[39:34] we wave because we have other funding sources we can use.

[39:38] So we're absolutely using the Escobar Grant to cover the programming for all of those

[39:42] interested students on all the sites on our south side campuses.

[39:45] Okay, perfect. So I guess my one comment would be that I'm really excited to see this come

[39:51] Come to the board for approval to my dollars significant amount of funding. I was proud to have

[39:57] submitted a letter for support and

[40:00] I do want to make sure that the evaluation piece that's coming to us from the YWCA is appropriate in light of the fact that it is federal grant funding.

[40:11] And so, really, to make sure that we have a transparent process for that, I would like to just entertain a motion to have a public evaluation report provided in line with the calendar that was provided by the project narrative.

[40:25] And just so that the public is aware of what activities are being utilized with this grant funding and how it is benefiting the children in this community.

[40:36] So, that would be my one ask.

[40:39] And I,

[40:42] as the board considers that motion and that request, I would just add that my preference would be that we would be able to do kind of an evaluation

[40:55] report on update on all after-school programming and how that's impacting.

[41:00] We can specify grants because there's multiple grants that we're receiving right now that

[41:07] are allowing us to run after-school programs, including do-day-agrants, this grant, and

[41:13] other funding sources.

[41:15] So I think it would be prudent for us as an organization to provide the board of

[41:20] full update on those pieces.

[41:22] We've also designated a department and a specific leader who is approved by the board a couple of months ago.

[41:31] The Anaputovensio, who is our new director of extended days, so not only moving towards licensure, but also evaluating the impact that our after-school programming is having on our students.

[41:45] Perfect.

[41:46] Thank you.

[41:46] And as we consider that, what would be your recommendation for the time being to provide

[41:53] this board report during our meeting.

[41:56] I would say that at the close of a school year and possibly either June or in August when

[42:04] we launch our new school year, we may have an update on any further expansions and updates

[42:11] on licensures and then an update on the impact that after school programming has had

[42:17] understudents.

[42:18] And one thing I did want to share with you, I'd thrilled that we were able to segue

[42:21] and introduce our new director for extended day learning and after school programming.

[42:25] We stole her from her era elementary and they're still very upset with us, but we're thrilled

[42:29] to have Diana Pervencio as our director and school leadership.

[42:33] And she is currently under the direction of Mr. Garcia presenting for the board, not on this

[42:40] of course, but we would like to share with your extended day learning center program where we are,

[42:45] what we're looking at in terms of licensure, and how we are monitoring all after school programming,

[42:50] so that we could ensure that there's quality across our district, not, you know, just in any one

[42:55] pocket, but we have excellence everywhere, and Diana will be helping lead that charge with this.

[42:59] So we are in the process of working on that to bring it to you, and we'll get that on a future date for you.

[43:05] So possibly a preliminary report and then, you know, kind of an outcome report at the end of the year.

[43:13] Absolutely, and obviously.

[43:14] So, and I see here on this part of this project narrative, it just has coming from the YWC.

[43:19] It has February and June, so I'm happy to entertain that as two possible benchmarks.

[43:23] One programming and implementation and two deliverables outcomes and student outcomes.

[43:28] So, if I would, I'd like to make a motion for the to direct the superintendent to provide a report to the board in February and in June of all of our after-school programs.

[43:43] Second, I have a motion by Trustee Hinani a second by Trustee Urobali. Are there any other comments or discussion?

[43:51] No, all in favor.

[43:52] I, I don't pass this six-year-old with trust you call.

[43:56] Thank you.

[43:57] Thank you.

[43:58] Thank you.

[43:58] Item seven was withdrawn, which takes us to pub item eight, which is public meeting.

[44:03] And it's a public meeting to discuss the district's rating under the schools financial integrity rating system of Texas.

[44:09] Also notice first.

[44:10] Mr. Gide.

[44:11] Good evening.

[44:12] President Edowali.

[44:14] Superintendents.

[44:14] I have read that I've boarded trustees.

[44:16] Martha.

[44:16] I read the chief financial officer.

[44:18] Excuse me.

[44:19] We actually have to approve the grant.

[44:21] I believe the motion was only to, for the reports, we need to go ahead and re-wine.

[44:26] I'll just be able to get it.

[44:26] So do I have a motion to approve the grant as well?

[44:28] So moved.

[44:29] Second as well.

[44:30] So that's a motion by Trustee Nani, a second by Trustee Urbali, all in favor.

[44:34] I have that motion passes six zero with Trustee Colner, present.

[44:39] Now, back to you, Mississippi.

[44:40] Okay.

[44:41] So, pursuant to Texas administrative code chapter 109, the public meeting must be held to discuss

[44:48] districts rating under the school's financial integrity rating system.

[44:52] And so this evening, Ms. Alonso, we'll, yes, Ms. Alonso, we'll be presenting at-

[45:00] Could you present a presentation of the key indicators that have been awarded to the district with

[45:05] their financial transparency and performance?

[46:23] Good evening, Board President Irobali. Members of the Board, and Superintendent, Miss Ayavadra.

[46:29] Again, Mediamunso, with Executive Director of Financial Services. Today, we are here to discuss

[46:36] the results of T.E.A.'s financial integrity rating system of Texas, better known as the

[46:42] schools first.

[46:50] Okay, so the primary purpose of schools first is to achieve quality performance

[46:57] in the management of school districts financial resources. So the idea behind all of these,

[47:03] there's 20 indicators here that we're going to talk about, is to ensure that school districts

[47:08] are managing things properly, accordingly, effectively and efficiently as they operate the

[47:21] So, the ratings discussed today, the 2023 rating is actually based on data for fiscal year 2022.

[47:29] Okay.

[47:32] So, there are 20 indicators, as I mentioned, the first five indicators are a pass or fail.

[47:39] So, in the event, we fail any of them. We automatically fail the first rating. Okay.

[47:44] So the first, the first five critical indicators relate to the annual financial audit, whether

[47:54] the district submitted the annual financial audit timely to TEA and also whether the district

[47:59] received a clean opinion on the audit itself.

[48:03] Another critical area here is whether the district made their payments timely for their

[48:09] payments for TRS or teacher retirement system of Texas, the internal revenue service, and other

[48:15] governmental entities.

[48:22] Beginning with indicator number six, this particular indicator measures the fund balance

[48:28] over a three-year period.

[48:30] The idea of course is to maintain a healthy fund balance to operate the district.

[48:37] It does take a three-year average.

[48:39] We pass this particular indicator and our district's average change in fund balance is

[48:43] six point six eight percent.

[48:48] Indicator number seven measures the number of days of

[48:52] chi-ish on hand to cover operating expenditures. District has 112.08 days to cover

[49:00] operating expenditures.

[49:04] Indicator eight we receive eight of 10 points in this

[49:07] particular indicator. This is what we call a current racial. It basically measures

[49:12] the district's ability to cover short-term debt, okay?

[49:18] One way to improve this particular indicator

[49:20] is to one, maybe sell capital investments, capital buildings

[49:25] that we have that no longer generate any revenue.

[49:27] That's one way to possibly or potentially improve

[49:30] this particular indicator.

[49:33] Indicator number nine, we receive full-term points

[49:37] and basically here it just measures

[49:38] whether our district is generating enough revenue

[49:41] to cover its expenditures.

[49:46] Indicator number 10, this particular indicator,

[49:49] and you'll see a few others, was not great at this year.

[49:53] This is primarily attributed to the effects of COVID-19,

[49:57] and the effort funding that the district receives.

[50:01] Indicator number 11, this basically measures the long-term solvency of the district. One of the key factors that contributes to this particular ratio is the aging of our school buildings.

[50:16] So that's a big contributor to the formula. We received eight out of ten points in this particular indicator.

[50:28] Indicator number 12 measures the district's ability to pay for future dead payments with property tax revenue.

[50:37] We receive eight out of 10 points on this particular one. Indicator 13 is a measure is an administrative cost ratio.

[50:46] And this particular ratio measures the percentage of the district's budget that is spent on administration.

[50:52] Okay. We have a 5.45 percent rate.

[50:57] The states measures this for a district of our size.

[51:03] It's a maximum of 8.55.

[51:05] So we are well under the target that the state has.

[51:10] And what that means is more money is put into the classroom versus

[51:13] that administration.

[51:20] This particular slide provides you a comparison of Al Passois

[51:25] with our peer districts here locally.

[51:28] As we can see, our rate is really low, 5.45%.

[51:32] We have the second lowest in our area.

[51:38] This next slide provides you a comparison of EPSD,

[51:42] with our peer districts at the state level.

[51:44] Again, our rate at 5.45% also considered one of the lowest.

[51:53] Indicator number 14, this particular indicator

[51:59] was not, again, scored either 14 or 15,

[52:03] due to the impact of COVID and S or funding.

[52:08] Indicator number 16 is looking at the quality of the information that we submitted to TEA through the PIMS submission.

[52:18] So, in comparison to our annual financial audit and the accuracy of this was 100%.

[52:26] Indicator number 17, this 17 and 18 basically is measuring or looking at whether the district has strong internal controls over financial reporting

[52:38] and compliance in regards to our local state and federal funds.

[52:43] Both of these indicators were passed.

[52:48] Indicator number 19 monitors the districts website postings.

[52:53] There are required postings that we are supposed to provide both for transparency

[52:57] and again information to our public.

[53:00] Indicator number 20 is looking to ensure that we provide a presentation to the board

[53:07] informing them of our property tax revenues.

[53:10] Both of this indicators receive full points.

[53:16] And lastly, I proudly present our 2023 school first rating

[53:21] of superior achievement rating, a score of 94 over 100.

[53:27] Okay, so an A.

[53:30] And the last to add to this,

[53:34] EPA's, EPA's D has received the highest rating of superior

[53:37] treatment for 20 years.

[53:40] So, congratulations.

[53:47] Included in your packet is also disclosures regarding the spending, also the superintendent,

[53:54] a link to the superintendent's contract, as well as any outside compensation received by

[54:01] superintendent.

[54:02] Any information that relates to fiscal year 22 is included in disclosures.

[54:07] We've also made copies available at the entrance of the board room for the public to

[54:11] review. And at this time, I can address any questions you may have.

[54:20] Any questions by the board?

[54:22] Well, congratulations. Thank you.

[54:23] I know this is really important to this report because it's always superior.

[54:26] So thank you guys for your hard work. It shows a lot of the hard work you put into this.

[54:31] And so we really appreciate it because it makes our job easier up here.

[54:33] So thank you very much.

[54:36] Oh, I live.

[54:37] I live.

[54:40] It is a public meeting.

[54:41] So at this point, there's anyone that would like to speak to the public meeting before I close the public meeting.

[54:45] you are welcome to do so. Seeing no one, I will officially end the public meeting and move to item number nine A.

[54:55] Which is the House Bill 3, HP-3 student outcome goals of 2022, 2022.

[55:00] 3 update, and I'll pass it over to you, Ms. Slybidder.

[55:05] Thank you. Our President, in a volume in trustees. Yes, we do. Have an update on House Bill 3. If

[55:14] you recall last year, we assembled an ad hoc committee to set forth House Bill 3 student

[55:21] outcome goals. And so, this evening is our first report based on the raw data that we have

[55:30] from the state at this time based on student star scores for the 2022-2023 school year.

[55:40] Just want to for the record and just make a note of the fact that as of today, the final

[55:48] accountability manual has still not been posted by the state or by the commissioner and

[55:54] school district is still awaiting information about how our final rating will be calculated.

[56:02] But for the purposes of updating the board in terms of student achievement based on domain

[56:07] one, the staff will be sharing where we are at this time in terms of how close we are

[56:17] to reaching our House Bill 3 student outcome goals.

[56:22] Thank you, President Ilubali, Ms. Sevega, members of the Board. I might have been

[56:26] MSEST for organizational transformation, equity officer. And here with me is Ms.

[56:30] Christine Ferret. She's our executive director of strategic planning and design and, of course,

[56:34] the brains behind a lot of the data, as you all know. We also have Victor Malonado that

[56:39] helps us with all the crunching of the numbers. He wasn't here to join us, but I want to

[56:43] make sure to give him kudos, because he always helps us in getting everything ready for presentation.

[56:48] So, with that, just the overview, we're going to be going over T-E-A-H-B-3 summary, early

[56:53] childhood literacy and numeracy, and of course, R-C-C-M-R, or college and career readiness.

[56:59] With that, H-B-3, you know that it requires for our board to annually review the information,

[57:06] and it actually has the plan where we're looking at key areas, there's two key areas that

[57:11] we look like, early childhood literacy, and of course, our numeracy with the mathematics proficiency.

[57:17] Also, we're looking at CCMR and those are the goals that you all have created.

[57:22] The other thing that we're required to do is on an annual basis bring you this information

[57:25] for you all to review and of course for our public to see as we're moving forward.

[57:31] Within the plan, it actually has some specific items that we look at.

[57:35] For example, we look at our annual goals for third grade math and reading.

[57:40] We look at annual targets that are evaluated in closing the gaps in the domains.

[57:45] The other thing that we do is we're looking at targeted professional development for areas that we need growth on.

[57:52] As you saw from last month, we had our academics and our school leadership come into play and they shared with you all of the different things that they're doing to support our campuses.

[58:01] This data also clarifies the areas that they're supporting as they're going to the campuses on a weekly basis.

[58:08] And of course the last thing that we have is where are we looking at our bilingual and our ESL programs in areas that we need to improve.

[58:17] In historical context, we know that January 2020 is when you all actually developed these board goals and just this past year in March, we actually updated.

[58:27] So thank you for doing that.

[58:29] One thing that we will request is as you know, and I'm going to share with you all is truly based on the information.

[58:34] and this is a baseline year, so possibility of us coming together so that we could redesign

[58:40] this as we're moving forward.

[58:42] In our Tableau dashboard, we want to make sure that this is public facing.

[58:46] So if you go onto our EPSD website, if you go under board, you could look at our HP3 student

[58:52] outcome goals, and you actually could research and do some data dives by location by campus

[58:59] and also by student group.

[59:02] As we've been sharing as a star redesign, truly, it's not apples to apples.

[59:08] As they redesign the test, you know that much of the test are all of the test was online,

[59:13] so it truly had the most impact on our youngest learners, third and fourth grade.

[59:17] The other things that it impacted is that we know that the test, there's new multiple choice

[59:22] questions that are on there.

[59:24] The other thing that we've shared with you is that the cross-curricular reading, language

[59:29] And the other big change that occurred is now our reading test has that reading language arts.

[59:34] So it has that open ended response in there.

[59:37] That's the writing piece of it.

[59:39] So with that, what we did is we wanted to look to show you all how that actually impacted

[59:44] the big differences between last year and this year.

[59:48] So for 2022 reading, you know that in 2023, it's now reading language arts.

[59:53] We had our third grade reading language arts.

[59:55] This usually has about 41 questions.

[59:58] The difference is that all that goes.

[1:00:00] 41 questions are worth 52 points. So this here is a reading language arts answer key. And if you notice, there are certain questions that are worth more than one multiple point.

[1:00:12] And then if you look at question 25 this year in reading language arts, that question itself with worth 10 points. So when we're looking at apples to apples, we wanted to see how did our third grade students do across the state and in EPSD with that open-ended response.

[1:00:26] So with that, we were able to pull this data, and what it shows, the way that we read this is on the top that blue line is when students receive zero out of 10 points for that question item.

[1:00:39] And as you go down, there's 10 different little bars there. The first one being zero points on the top, and then the last one being they got full 10 points.

[1:00:48] So if you notice in the state, the one on the top left, that's our state data.

[1:00:54] So this is third grade students across the state.

[1:00:56] If you notice 42% of them got 0% of the points for that open-ended response question.

[1:01:03] And if we look at the green bar going up, which is, they got four points, which is less than half of the points.

[1:01:09] It's over 75% of our students in Texas, third graders got less than half of the points for that question.

[1:01:16] So we compared that to EPSD. We're doing a little bit better than the state, but truly this

[1:01:22] solidifies that truly it's not an apples to apples comparison from last year to this year again.

[1:01:27] Wanting to set that baseline for this year? Yes, ma'am.

[1:01:30] So I just wanted this is a good opportunity for me to just simply interject that I, this is one of the primary reasons why it's important for us to you know

[1:01:44] We, the board, voted to become part of the lawsuit at the state level.

[1:01:53] And one of the primary arguments is that it's unprecedented that the state changes the format

[1:02:02] of a test.

[1:02:03] In this case, an open-ended response is a significant format change for students.

[1:02:09] typically that has been done in a given year and the following year and that initial

[1:02:18] year is used as a benchmark year and then the following year ratings or accountability

[1:02:26] is assigned in the testimony the state did share that it was not there in tint to change

[1:02:37] format and assign ratings all in a given year, but that in essence is what's pending

[1:02:46] at this point.

[1:02:47] But this is a prime example of why it's important to allow benchmark data once the format

[1:02:58] of a test is changed before you begin to assign accountability ratings to districts.

[1:03:05] And again, when only what was it, less than 45 percent of the kids in the state got less than half of the points for a new formatted question, that's a significant shift and how we would expect kids to perform.

[1:03:25] Thank you, Ms. Sylveter.

[1:03:27] And with I'm going to turn it over to Ms. Correct.

[1:03:32] Good afternoon, more president, board members, Ms. Sylveter.

[1:03:35] I'm going to just share a little bit of the data that we do have, the first area being

[1:03:39] the annual review of the early childhood literacy.

[1:03:42] And again, not apples to apples if you can imagine a third grade student working online

[1:03:49] is a little bit of a shift, but typing an extended response was a huge difference.

[1:03:55] So not apples to apples, but you can see the blue bars show our actual data.

[1:04:02] So moving from the 22 data, the 21, the district did not.

[1:04:09] The goal that was set was by 2025 to be at 61% at the meat level.

[1:04:15] That's not passing. That's the higher standard.

[1:04:20] And the three kind of points is that we didn't meet the target.

[1:04:24] The district was above the state average in third grade reading and the data reflects both that refresh assessment.

[1:04:31] And then another piece is this was the group of third graders that were first graders during COVID,

[1:04:38] which is a critical year for reading.

[1:04:40] So another piece to this data puzzle when we dig into it.

[1:04:45] This is a template provided by T.A. to show a little bit more detail of the results

[1:04:49] in black are the targets that were set in March, in red is the actual data and overall.

[1:05:00] When we look at the target show that we are on track for the long term goal, the data that the goal that we set at this time that overall evaluation is that we are not on track.

[1:05:13] There are some identified campuses there that had some significant gaps. When we look at an annual review of early childhood math, again, not apples to apples, the third grade students and mathematics did not meet the target.

[1:05:29] Again, the data does reflect the refresh assessment.

[1:05:35] And overall, when we look at where we're headed and are we on track for 2025,

[1:05:42] the administration's evaluation is that we are not on track for the goals as said in March.

[1:05:49] You can see some campuses also identified and are data in red shows the actual data

[1:05:56] versus the targets.

[1:06:01] The third board goal relates to our college and career readiness.

[1:06:06] In this one, we were looking at our focus indicators, which is really all of the indicators

[1:06:11] with the exception of the military, and the as the state was folding that one in, hasn't

[1:06:18] folded in yet, and the college prep courses.

[1:06:22] So, the target was to get to 73% by June of 2025.

[1:06:29] As a note, we set this data in March or these targets in March of 2023.

[1:06:34] But this actually reflects the class of 22 graduates.

[1:06:39] So, this data, it is what it is.

[1:06:43] However, it is not on target for this particular target year.

[1:06:48] But the overall evaluation is that with the work that's been done and looking at the work from

[1:06:54] class of 23 and 24 coming up, that we still will make the target in this area.

[1:07:02] Significant work has been done.

[1:07:04] This is also a group of graduates that did have some disruptions with all of the testing

[1:07:10] components of the SAT and TSI were on pause for a section of their high school.

[1:07:16] The colleges didn't require those pieces.

[1:07:18] So there were some other factors as well.

[1:07:22] This shows the breakdown again.

[1:07:25] And again, a administration does identify that although it

[1:07:28] didn't make the class of 22 target didn't hit the mark

[1:07:33] that we are likely still on track to make the long-term target

[1:07:36] in this area.

[1:07:39] This breaks it down a little bit by campus,

[1:07:41] and you'll see an orange.

[1:07:44] There's two different types of CCMR data.

[1:07:47] we've shared a little bit with the A through Aff accountability and how this state is proposed

[1:07:51] a 28% increase in what's required for an A. But you can see both the board metric, which

[1:07:59] does not include any of the college prep courses, and the percent of students that are meeting

[1:08:06] college readiness or career readiness on those targets. And you can also see next to it with

[1:08:12] the A to F accountability, what the campuses are designated to receive once those ratings

[1:08:21] do come out.

[1:08:22] Those are both available there.

[1:08:26] Our progress measure, one of the progress measures that we have data for is the number

[1:08:32] of students meeting outcome bonus, outcome bonus is a different metric, relies very heavily on

[1:08:38] that TSI component, and it is two years delayed.

[1:08:44] So this actually reflects the class of 2021 that that class did have a decline statewide.

[1:08:53] We did see that there was a significant decline statewide in this metric from class of 2021.

[1:09:01] And I believe a board packet was shared as well showing other impacts related to that.

[1:09:06] The second measure is the percent of students completing the industry certification in an

[1:09:12] line program of study. We had the mark set at 9% for, I'm sorry, at 8% for this year and we

[1:09:23] have exceeded that mark and so we are in above the target in each of those areas or projected

[1:09:30] to be above the target in each of those areas in that measure and are significantly higher when

[1:09:36] look at early data for class of 2023.

[1:09:41] As shared earlier, we do have a complete breakdown of

[1:09:43] all of the goals, all of the progress measures and all of the data that's currently available.

[1:09:48] It is on our public dashboard and it is available to be sorted or to be filtered by any campus

[1:09:56] or any student group.

[1:09:59] At this time of...

[1:10:00] Go ahead and open it up for any questions or feedback?

[1:10:02] I did before the questions. I did want to remind the board and just make a statement that the

[1:10:08] House Bill 3 student outcome goals that the board adopted are for the meets and above categories,

[1:10:18] not the approaches categories. So I just wanted to remind the board of that, especially

[1:10:24] for those that are new to the board, and we're not involved in that specific process.

[1:10:33] I'm excited that if I may ask, and it may be a loaded question, but if maybe, and it's

[1:10:38] not a question, but maybe it is to you, how we, what's the plan then for those deficiencies

[1:10:48] that we have for the future? What do you have? In brief, I know, that's a loaded question.

[1:10:53] Yeah, it's a pretty loaded question, and I think that we've had a lot of conversations in the board room in the past couple of months in terms of our instructional response.

[1:11:03] You know, because as we as the data has been coming in, we have been assessing and evaluating the data really digging in.

[1:11:11] And much of the data has really justified some of the changes and some of the updates that we've made to master schedules at the elementary level.

[1:11:18] of all master schedules at the middle school

[1:11:21] in the high school level, the wind time,

[1:11:23] the rollout of the curriculum,

[1:11:26] the intervention staff that's been deployed

[1:11:29] to each one of the campuses with our entitlement funding.

[1:11:34] But the other thing that I, you know,

[1:11:36] aside from our instructional response

[1:11:38] and the additional support that we're giving campuses,

[1:11:42] what I would say a part of the plan

[1:11:45] that I would like to recommend

[1:11:47] is that we reconvene the at-hot committee so that we can recalibrate where we are with our

[1:11:54] House Bill 3 student outcome goals.

[1:11:57] I think that we can presume that there's some benchmark data that we need to consider

[1:12:02] because of some of the extensive changes to the star exam.

[1:12:08] It is now being considered star 2.0, even though it's under the same umbrella as star.

[1:12:14] The changes are significant enough for the term that has now been coined start 2.0.

[1:12:22] So my recommendation aside from all of the instructional adjustments and responses that we've created that we reconvene the ad hoc committee.

[1:12:32] We look at the at where we are in terms of progress.

[1:12:36] Use some of the data as benchmark data to recalibrate where we should be in the next 3 to 5 years in terms of those students.

[1:12:45] outcome goals. And because I was part of that, maybe you can come to me to be part of that again.

[1:12:54] Questions?

[1:13:04] The reason that I want to spend the significant amount of time on this is really,

[1:13:08] this is the only measure of the board in terms of student outcome goals.

[1:13:12] That's one of the reasons why it was so important for us to convene and really nail it and get it right.

[1:13:18] Because we, this is the only, these are the only board adopted goals we have that actually measures to now come.

[1:13:24] So I think these, these goals and these measures and these targets are a direct reflection of the board.

[1:13:30] So it's very important that we spend significant amount of time trying to get it right.

[1:13:35] In that vein, just to kind of respond to a couple of things that have come up.

[1:13:40] I think it would be premature to sort of set the bar lower now.

[1:13:44] I think we need to wait the year out and evaluate regional data and also look at some of the

[1:13:51] screener data that's going to be coming in before we start to look at how we can sort of lower

[1:13:56] the bar, right?

[1:13:57] I think there's a lot more data that we need to pull before we even really think about having

[1:14:01] that conversation.

[1:14:03] I think we all, you know, believe in this administration, we believe in our students.

[1:14:07] And so that should be the thing that we sort of set out to do first.

[1:14:11] In terms of how we receive these reports, I would like to see a lot more in-depth data.

[1:14:22] And I know a lot of that screen or data hasn't really come in yet, so that we have that

[1:14:27] public information.

[1:14:28] There is a format that I think we should look at that really addresses, and we talked about

[1:14:34] this and I'm sort of repeating this because we talked about this during our ad hoc committee.

[1:14:39] Just going back to some of those conversations, the reports that are coming forward to the public.

[1:14:45] The detail on the specificity in terms of the screeners themselves, we talked about even how it would allow the public to see

[1:14:53] or allow the board to see how students are doing with numeracy or phonics.

[1:14:58] Some of the specific components.

[1:15:00] That will help us really make assessments about where our students are as they navigate these

[1:15:07] journeys.

[1:15:10] So I think that, for me, is the most important thing coming out of this. Some of

[1:15:13] those reports, and I think I can certainly share examples, we'll have that specific information, and

[1:15:19] then we'll have the administration sort of, when we talked about all this, I'm just repeating it.

[1:15:24] the progress monitoring pieces that kind of disaggregate the data aside from the all, right?

[1:15:29] And then the action, the action items, we talked about all of that, sort of having that included.

[1:15:37] So for me, the big takeaway today is just having the comprehensive information for the public.

[1:15:43] And it would be great to see that as part of the dashboard as well, in addition to the calendar, the monitoring calendar.

[1:15:51] because some of these screeners are not going to be available to us until one.

[1:15:54] A few months ago.

[1:15:55] They should be, we just right before the break and my correct, we've already done

[1:16:03] our first round of B.O.I.S., right?

[1:16:05] So the B.O.I. data is available now.

[1:16:07] We're going to, on Thursday, we're reviewing that with principles in a little more

[1:16:12] depth.

[1:16:13] And at the same time, reviewing that with Cabinet, and so from there, we'll be able

[1:16:18] to provide kind of what that looks like, disaggregated,

[1:16:21] and then what our response is from there.

[1:16:24] So we can come back in November with an update

[1:16:26] on some of the screener data.

[1:16:29] I'll also be sharing that there are,

[1:16:32] I do want to make a clarifying point

[1:16:34] that there are student outcome data points

[1:16:37] that are part of my superintendent evaluation

[1:16:40] that you all will be receiving in my summative document

[1:16:43] that also include, but you are correct

[1:16:47] in terms of the House Bill 3 and was required by law and what the board is held responsible

[1:16:52] for in terms of your board role is a big deal.

[1:16:55] The House Bill 3, you do not come calls.

[1:16:59] I think that what Ms. Hannoni is referring to when we have this discussion in the ad hoc

[1:17:03] committee was if this is what the outcome is, these were the inputs that were part of the

[1:17:12] system and these are the outputs that were yielded in the next round what are some of the

[1:17:19] inputs that are intended and I think that was part of the format that we discussed in

[1:17:24] terms of forward-facing information to the public so that they know that there are actions

[1:17:29] that are being taken and that we're monitoring how those actions are impacting whether kids

[1:17:36] are improving or you know are they're making an impact right?

[1:17:40] Yeah, and absolutely, and I mean, I really appreciate, and I believe the public does to, you know, having access to the, the disaggregated student group targets, but then again, what are the action items that are going to be specifically addressing where some of those gaps are.

[1:17:58] And we see that, you know, emergent bilinguals are really far below where we want them to be

[1:18:06] and special that are kind of the two where we see the glaring red so it'd be nice to have a picture for the public of

[1:18:13] what are the action steps without we're taking.

[1:18:16] I did have one more, yes, last thing.

[1:18:19] And then on the CCMR, thank you for pulling out what it looks like with college prep and without college prep.

[1:18:26] that was kind of a huge piece for me because I always felt like it was deceiving when we would

[1:18:32] see a lot of these campuses get azure bees in college readiness, but then when we took

[1:18:37] out the college prep course and we actually looked at nationally-normed data or even

[1:18:42] TSI testing, then we could see, again, where there was a start disparity.

[1:18:49] So I'm hoping that as we move forward, the public is understanding that we're starting

[1:18:53] to move towards really wanting our students to be able

[1:18:56] to excel on nationally-norm reference tests.

[1:18:59] And that's why these screeners are so important.

[1:19:01] And I think in order to kind of have that conversation,

[1:19:04] we do need to build a better dashboard

[1:19:05] so that we're explaining to the public exactly

[1:19:09] why we're doing this work.

[1:19:11] I'm going to circle back as I round this off

[1:19:13] that this is really the most critical work

[1:19:15] that us as a board can do right here

[1:19:17] is how we take our student outcomes

[1:19:20] and hold ourselves accountable.

[1:19:21] So President I don't know if maybe we can entertain doing the self evaluation as a board for something like this because I do think it's important for the board to hold ourselves accountable

[1:19:32] When we're looking specifically at student outcomes and I think some of that as we plan for team of you know future team of eight training with new board members coming on board

[1:19:43] I think that's absolutely a discussion that we can have as part of that training in terms of

[1:19:50] additional measures associated with self-evaluation, you know, of the board.

[1:19:56] Could I, it may not be a motion, but can I make a motion taken in V.

[1:20:00] I mean, the ad hoc committee to talk about the reporting tool just to maybe have to follow up on that conversation.

[1:20:08] I don't know if we need a motion because this is a report. It's not an action item, but you can certainly request that of me as a superintendent and hold me accountable for follow-up work associated with this.

[1:20:23] Yes, absolutely, and, you know, the other thing that Miss Anani shared that is critical and important for me to reinforce is that the House Bill 3 student outcome goals just as with the measures for the star data are at the meets level and that's what we're reporting to the board.

[1:20:44] The CCMR data that we're reflecting is also at a higher standard than what the state would require.

[1:20:52] So I think it's important for the public to know that the board is really pushing me and the administration in terms of higher levels of achievement for our students and not just creating goals that meet a minimum state standard.

[1:21:10] And for those of trustees, that's, I mean, Trustee Beals and Quiar, you guys were not here when we established the at heart for HP3, that's I'm interested if you just want to communicate with myself from this side of edra.

[1:21:21] We'll make sure to get you guys on that at heart if you want to.

[1:21:24] Dr. Sve.

[1:21:25] I forget if this was an internal thought that I had or an actual thing that we did.

[1:21:31] Um, I do we have a calendar on monitoring these, okay, and so I guess I'm wondering if

[1:21:42] with the ad hoc committee meeting, um, if we could make that a little more proactive

[1:21:47] in how we monitor that would be really helpful in terms of getting the boards together.

[1:21:53] Maybe that's separate from Tuesday meeting, um, like a regular Tuesday meeting where it's like

[1:21:59] this November, we're talking about just strictly math and really giving us a way to monitor

[1:22:07] to also hold the board accountable on that because I think when we get to the regular board

[1:22:12] meeting like we're doing today, it's a lot to process and if we just did a meeting around

[1:22:18] that, I think it'll give us fresh minds and better perspectives on doing things. So I would

[1:22:23] suggest that in that hot committee or president, you're probably just in that sense.

[1:22:27] It could be a workshop, I mean, similar to the budget workshops that we do, as we're having conversations about how the budget is evolving, we can do the same thing.

[1:22:36] I think that also part of the work that we need to do as a team of eight is to re-establish some of our committee structure, which might help with some of this.

[1:22:45] to.

[1:22:47] I highly recommend that more of us get involved in this because of the fact that I learned a lot

[1:22:54] and being able to assess and understand how it's all laid out. So if just besides Ms. Henanyan

[1:23:04] myself or on that committee, those newer trustees would really benefit from something like this.

[1:23:15] Thank you, Trustee Hernandez.

[1:23:16] Is there any other comments or questions?

[1:23:19] No.

[1:23:19] Thank you very much, Team.

[1:23:20] We really do appreciate the report.

[1:23:22] And we look forward to the reconvening of the at-home committee.

[1:23:27] That takes us to item 9B, quarterly update on school facility planning and construction

[1:23:32] 2016 bond program.

[1:23:34] Ms. Iveter?

[1:23:35] Yes.

[1:23:36] Thank you.

[1:23:37] President Iterbali and trustees.

[1:23:39] I'm going to call Mr. and any member of the school who's been holding down the

[1:23:44] with our facilities and construction and kind of really helping us continue to manage our bond projects.

[1:23:52] I would like to take this opportunity to introduce our new chief operations officer, Mr. Stacey Pearson,

[1:23:58] who's joined us today to be part of the conversation and really just to observe and to listen to where we are.

[1:24:05] In terms of facilities, he'll be with us today tomorrow for the state of the district and then we'll introduce him to the principals tomorrow.

[1:24:13] Today, Mr. Vadoosco will continue to kind of lead the conversation and just share an update

[1:24:20] with the board where we are with our bond projects.

[1:24:23] It's my understanding that we're at 96 percent completion and we've got about 4 percent

[1:24:29] of the bond that was passed in 2016 that remains pending.

[1:24:35] So Mr. Vadoosco, I'll yield the floor to you.

[1:24:44] Ivelha. I'm a member of the Duskwam, the Assistant Superintendent for Technology.

[1:24:49] And we've been serving in Ramirez, Executive Director for Facilities and Construction.

[1:25:02] We say that, as said, we're about 96% complete in the projects. This is a review of our budget.

[1:25:21] The say, percent in August, we are now our program contingency. It's $40 million that we have based on the projects that we have completed.

[1:25:35] This is our project completion time line summary.

[1:25:40] We expect this Jefferson High School.

[1:25:43] We'll be joe heel to be completed here.

[1:25:48] Actually, this is in November.

[1:25:52] And then, now that it is, well, November and Harley in December.

[1:25:58] And of course, the Coronado High School in March.

[1:26:04] This is a summary of the project's already completed for the month 2016 project,

[1:26:13] and as far as Bobby Joel Hill, we're there, 98%, we have already finished the basketball courts have already been completed, so we plan to close this project next year in the next month.

[1:26:32] As far as Jefferson High School, we're also 98%, we're pending a final

[1:26:39] fire inspection passing, and then we'll be able to close this project as well.

[1:26:48] Here's a picture of the softball fields.

[1:26:54] Harley, where there are 85% we plan to complete this one in December.

[1:27:00] We still are right now continuing working on our demo of the gross.

[1:27:05] So, we can complete the football field and other fields that will be in this site,

[1:27:16] Navarrete.

[1:27:17] We're finishing there's some punchary items, basically on the football field on the blisters.

[1:27:24] And again, this is so pleasant, it's expected to be closing out in November.

[1:27:35] And then, according to our high school, we're there about 85%

[1:27:40] Our building B is now 80% completed, we have a, we're securing our temporary occupancy in December,

[1:27:51] and then the classroom occupancy will start in January of 2020.

[1:27:59] Again, there's some of the pictures,

[1:28:04] and we plan to complete this project in March of 2020.

[1:28:07] And

[1:28:10] that's what we have.

[1:28:14] Make questions.

[1:28:18] I have one question.

[1:28:20] I know that we took action a couple of months ago on doing

[1:28:23] the change order for the Coronado project to include the

[1:28:26] Descoping if I'm not that.

[1:28:28] I'm pretty sure I'm right on this.

[1:28:30] I know that we were waiting to get back from the company

[1:28:32] whether or not they approved our change order.

[1:28:34] Do we have any updates on that at all?

[1:28:40] They just think it's sign up on it.

[1:28:42] Okay, so that proposed time on that we had that day.

[1:28:43] that's kind of the new time on about what we're holding ourselves to.

[1:28:46] Correct.

[1:28:47] Okay, and that's without that stage, Dr. Correct.

[1:28:49] Are we working in parallel to identify the next steps?

[1:28:54] I know we talked about looking at descoping it,

[1:28:56] but still identifying a way to get that stage structure

[1:28:58] put in place as promised the community.

[1:29:00] Are we already, I do a June RP for that?

[1:29:02] If so, are we already finding that

[1:29:04] so that we can minimize the construction on that campus?

[1:29:07] Correct. We're hoping to do that during the summer months,

[1:29:11] so that we minimize disruption to the campus.

[1:29:14] The construction correct.

[1:29:16] So do we have an idea of the timeline of the RFP

[1:29:18] since that takes months to kind of,

[1:29:20] well, we're looking at the possibility of using

[1:29:22] our one of our on-call contracts if possible.

[1:29:26] But we can get you a better update at the next report.

[1:29:30] Yes, this time, if you wouldn't mind including that,

[1:29:32] I know it's been a couple months, we've got update.

[1:29:34] But with the RFP process taken as long as it does,

[1:29:36] if we're going to hit this summer,

[1:29:38] we need to get that RFP launched here pretty quickly,

[1:29:40] So that we can do the interviews and do a thing we do.

[1:29:42] If we do on call as a suggested here,

[1:29:44] I know it's obviously a different process,

[1:29:47] but Mr. calls on here.

[1:29:48] So in his absence, I will say we promised it to the community

[1:29:50] of the campus that that change structure was going to be there.

[1:29:53] It's our duty to do it.

[1:29:54] If he was here, you'd be saying the same thing.

[1:29:56] So if we can just get an update on that, I appreciate it.

[1:29:57] OK, miss.

[1:29:59] Thank you.

[1:30:00] And nothing else. So, thank you very much. And that takes us to the final item, which is 10 items on next month, agenda.

[1:30:08] I'm a overview of future board meeting agenda items. Yes. Thank you, President.

[1:30:12] Anybody in trustees? Really, I want to remind you all that my summative evaluation for school year 2223 is

[1:30:22] is slated for October 30th, information about that has been in the board update packet.

[1:30:29] So I would call your attention to that.

[1:30:32] And Mr. Rattabali will be sending out specific information on how to complete the scoring

[1:30:37] for the summative evaluation in November.

[1:30:40] We just discussed the possible overview of House Bill 3 student outcome data, included with

[1:30:50] of the screener information. And then a lot of emphasis on our quarterly financial reports and

[1:30:58] our annual financial report with the independent auditor. So those are some things that are

[1:31:02] slated for November. Any other requests or considerations as we continue to plan our November

[1:31:09] board agenda from the board.

[1:31:13] Terms of updates or reports. Okay.

[1:31:21] are meeting for this month. I know that the board approves several months ago to move the November board meeting up and it is on November 7th.

[1:31:34] All right, that's it.

[1:31:36] All right, so that's on 11 adjournment.

[1:31:38] It is now 637 and we will conclude the meeting.

[1:31:41] Thank you, everyone. Have a good night and welcome Mr. Pearson.

Board of Trustees Meeting

Agenda

Transcript