[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:02] All right. Welcome. Everyone is 6 o'clock on July 16th and we're having a regular scheduled meeting, a regular scheduled Thursday meeting on Tuesday. And so we'll call this meeting to order at 6 o'clock. Everyone is present. And we'll immediately adjourn to close session for 551.071 consultation with our attorney and 551.074 personnel. Also at 6 o'clock.
[0:37] All right.
[0:37] All right welcome everyone we are returning from close session at 723 and do we have any action to be taken?
[0:45] Yes we do.
[0:51] I make a motion to approve as presented the superintendents recommendation to employ Desiree Hendricks-Patterson who will be assigned to the position of Howard Norman Elementary Principal.
[1:02] All
[1:08] right we have a motion is there a second? Second by Mr. Matlock.
[1:15] Any questions, any comments? All in favor? Motion passes.
[1:32] You're allowed to come up.
[1:39] Board, we're really excited. Thank you for this vote today.
[1:42] As you know, Mr. McCollough and Dr. Maloney and I have worked really hard on a very rigorous
[1:47] process for naming academically and culturally responsive
[1:52] of principals that are going to be great for the community.
[1:55] And so we are so pleased to have Ms. Hendrick's Patterson
[1:59] at Howard Norman Elementary.
[2:01] All
[2:06] right, thank you, thank you, thank you.
[2:07] So the board saw very much for another opportunity
[2:10] to serve at Howard Norman Elementary.
[2:12] I'm excited to go back home and just to inspire excellence
[2:17] with those leader in mute pillars, in leadership,
[2:19] in academics, and in culture.
[2:22] Thank you, thank you, thank you for the opportunity.
[2:24] Thank you.
[2:25] You're a great job.
[2:25] I'm sorry, I'm sorry, I'm
[2:31] sorry.
[2:32] I'm sorry, I'm sorry.
[2:52] All
[2:58] right, and is there any other action?
[3:02] Yes there is.
[3:04] I make a motion to approve as presented the superintendent's recommendation to employ Holly Wells who will be assigned to the position of River Horse slash D-A-E-P principle.
[3:13] All
[3:19] right, we have a motion.
[3:20] Do we have second?
[3:22] Second by Mr. Owens. Any questions, comments? All in favor? Motion passes.
[3:37] Well board members, as you know, we have an exceptional leader at Riverhorse D.A.E.P.
[3:44] and the Head of Virtual Academy this year who started a lot of work around making sure that there was equity for the students
[3:51] and that in their alternative program,
[3:53] they still had a rigorous education
[3:55] and through our rigorous process,
[3:57] we feel like we had internal, a great candidate
[4:00] to continue the work that's been started
[4:02] to make sure that all of our students
[4:04] at River Horse, D-A-E-P, and HBA have an equitable,
[4:09] challenging, and warm environment to be in school.
[4:11] And so we are so pleased with Ms. Holly Wells
[4:13] to be taking on that role.
[4:18] Thank you.
[4:19] I just want to say thank you all for the opportunity.
[4:21] I've done my whole career here in Hutto, and I'm just very excited to continue that and work with the kids at River Horse and HP.
[4:30] Congratulations.
[4:42] I'm sorry, I'm sorry.
[4:54] Is that it?
[4:55] Yes.
[4:55] Okay. All right, if you will all join us in standing for the Pledge of Allegiance and Women of Silence.
[5:02] I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation and under God, individual.
[5:46] and the board will remain standing to recite our vision and mission statement, so the vision
[5:53] statement is inspiring excellence in the mission statement, hip
[6:00] donation, inspires all students to achieve excellence in
[6:04] academics, character, and community.
[6:08] Thank you.
[6:16] Now we will move to the public comment.
[6:18] We will open the meeting to public comment.
[6:20] The board welcomes the public and its comments.
[6:23] We ask you to refrain from comments about any district
[6:26] employees without proper due process.
[6:28] each speaker will be allowed five minutes to express his or her comments opinions expressed by speakers do not necessarily reflect those of the board of trustees or the administration.
[6:39] And you all should have received one public comment that was submitted online in your folders.
[6:46] And then we have also Miss Mary Claire Gatzig.
[6:54] You can come on up in person. That's what I started to say. She's in person.
[7:00] This is more official than it's normally.
[7:04] And then I know you know the drill and stuff, but is the clock going?
[7:09] So you'll be able to see that for five minutes.
[7:11] Perfect.
[7:14] Two quick little things. Y'all know I'm beating a dead horse, but I'm going to say it again.
[7:20] And when you call the high school, the message that you get is still, all extensions have changed over the winter break.
[7:29] Y'all, that was two years ago.
[7:30] We need a directory.
[7:32] We need the name of the person that we're calling and what extension they are, because when they send you, or when you push, I would like number one.
[7:41] I would like number two.
[7:43] Extensions don't tell you the person's name.
[7:45] it just says extension number three four five six and you weren't even sure if
[7:51] that's the right person that you were trying to leave a message for and then
[7:55] it just beeps there's no directions telling you please leave a message for so
[7:59] and so and I'm saying this as an English speaker God forbid I was not an English
[8:05] speaker that's not fair to them to not have instructions and not know what they're
[8:12] doing two years of this same message. We need to do better. We need to know who we're calling.
[8:21] Last year we'd call and it had the previous years counselors, not even the current years counselors,
[8:29] so masking y'all to do better. Second, my dead horse is being beaten. But students, rising seniors,
[8:40] who are trying to apply to schools, apply Texas Open July 1st.
[8:46] Common app opens August 1st.
[8:48] Cannot request transcripts through school links because they are not classified as seniors.
[8:55] They are classified as seniors on Skyward.
[8:58] It has not rolled over to school links.
[9:01] So, it is now July 16th.
[9:06] Haven't been able to get anybody at the school either so when I've called the school
[9:12] We submitted our first email on June 25th saying hey, I've got a problem
[9:19] I'd like to make sure everything's ready for July 1st when I applied to the schools and we got an out-of-office reply till July 25th
[9:28] Okay, so we submit another email to someone else on
[9:33] July 12th
[9:34] again
[9:34] and the responses we are out of office July 25th.
[9:41] We called yesterday and after six times,
[9:45] we finally got someone to pick up the phone
[9:47] at which point we were told that administration
[9:50] is in a meeting to please send an email.
[9:54] We did that.
[9:56] We haven't had a response as of five o'clock today
[10:02] and we get the out of office replies
[10:04] to everyone else that we contact.
[10:06] But before you leave for summer break,
[10:13] we should be able to have our transcripts ready
[10:18] for our students to make applications over the summer.
[10:24] Applications opened July 1st.
[10:27] I said this in October.
[10:29] I met with Dr. Whitfield at the end of the school year and was told that transcripts would
[10:34] be ready.
[10:34] y'all, I can't keep coming here and beating the horse. We need to do better. Two
[10:45] years ago said the same thing. We need to do better. I'm imploring you to please
[10:54] make sure our students who are going to college who want to apply early are able
[11:02] to do so. Why are they getting penalized for not being able to access things that they
[11:11] should have access to? We need official school transcripts to be sent by July 1st.
[11:22] School ended May 23rd. All grades had to be in by that date. It shouldn't be that hard
[11:33] to take a computer program and roll it over to the place that we've been told that we have to use to apply.
[11:41] So I'm asking you, once again, to please do better.
[11:49] Thank you.
[11:54] Dr. Malone, can we get an update in the Friday report about how we're addressing these two situations?
[12:14] Sorry about that.
[12:15] All
[12:23] right, next thing is the Board President report.
[12:27] We can start with committee reports, and I'll just kind of open it up since I don't know that anybody's done any committees over the summer or not, but does anybody have anything that they'd like to share on?
[12:44] Policy committee did meet.
[12:46] It was very minimal in the changes that were made.
[12:50] We were more of definitions, just clarifications, and pretty simple to go.
[12:56] But we met for a little over an hour, which is really nice.
[13:01] And just make sure that we took care of all that action.
[13:04] Thank you.
[13:06] I just wanted to take a moment to thank this board and the staff and
[13:12] in certain community members, I've been on the weather for the past month.
[13:15] And just want to thank those individuals for their thoughts and
[13:19] prayers and actions on being there in my healing process.
[13:31] I just wanted to say we have an upcoming bond oversight committee here at the end of
[13:37] the month and just for the community I know that they are always looking for ways to
[13:43] have their voices heard and different committees not just the bond oversight and so one of the
[13:48] things that we are, I just wanted to point out was that if you are a part of a
[13:53] committee, we do appreciate your efforts to volunteer and just keep coming to
[13:58] those meetings and keep showing up.
[14:02] Thank you for sharing out.
[14:08] All right. The next
[14:09] thing is the Tasby Board of Directors endorsement. We received two requests, or two,
[14:17] you know asks of us from two different people in this role. So Miss Cassie, last
[14:28] name, just escaped me, majors, who is currently sitting in that role. She serves
[14:35] on Liberty Hill ISD board and then Brian Halluebeck, who is on the
[14:41] ISD board, so we can open this up for discussion. I'm open to emotion. This person, if you remember, is
[14:54] representing Region 13 as of TASB Board of Director in our
[14:59] So, I'll just take a look at this.
[15:00] In those types of things. Any? I would like to nominate Brian Hollaback for consideration. Motion made
[15:12] by Miss English. Is there a second? Second. Second, fine, Mr. Owens. So, any other conversation
[15:26] thoughts, questions? All in. So did you have something? Would it be prudent to I think on the
[15:35] form it actually had a alternative?
[15:42] That you might be looking at the yeah.
[15:46] Okay, all in favor?
[15:49] Motion passes and I have of the form that I'll fill out to officially endorse Mr. Hall
[15:58] you back.
[16:01] All right, and to James's next question, we also have the TASB conference
[16:10] at the end of September, so we need to name a delegate and an alternate for the delegate
[16:17] assembly. I think James, were you the delegate last year in Felix? Were you the alternate?
[16:23] I was the ultimate. Yeah. I mean, we kind of all try to rotate if that is a desire.
[16:32] But I am, you know, open to
[16:36] a nomination for a delegate. And you can nominate yourself.
[16:53] James. I don't see anyone jumping through jumping over
[16:58] hopes to get this. I really did enjoy being the delegate last last year. So if no one else wants
[17:04] that experience, I would love to do that again.
[17:15] Anybody else interested in being the delegate?
[17:19] What about the alternate? This is this is one motion that we have. So we can do these together.
[17:26] Anybody up for being the the alternate? I will not attend that day so I can't. Okay.
[17:42] I
[17:42] Anyone else?
[17:43] It's a remotion.
[17:45] I make a motion to recommend James Matlock is the official voting delegate and Terrence
[17:49] Owens is the alternate to the 2024 TASV delegate assembly.
[17:54] Motion made by Sharers or second?
[17:56] Second by Felix.
[17:59] All in favor?
[18:02] Motion passes.
[18:09] Thank you both for being willing to represent us in that.
[18:15] Next
[18:18] up is the superintendant report.
[18:24] Good evening members of the Board President LaJudas.
[18:27] I bring to you a report for July and Caleb we're not moving there
[18:39] we go try that
[18:41] nope so not working small
[19:06] things right all right so so data points for the
[19:11] month. We are at 19.53% for our employee turnover and while we had a pretty small turnover rate
[19:23] for June, we did update our May turnover rate. We are still for all employees a little bit
[19:30] that under what we were for 2223 at our 19.53%.
[19:37] To date, we have a turnover rate of 18.48%
[19:42] for our teachers.
[19:44] Still under that end of your turnover rate,
[19:48] not my much, but of 18.89% for 2223.
[19:55] As we look at our total vacancies,
[19:57] We are at 111 total vacancies.
[20:03] This is not actually 100% true because we're down to 35 teachers at 19 aides and 56 other employees.
[20:11] Looking at where we were a year ago with our vacancies on July the 27th of 2023.
[20:18] We did have 41.5 teacher vacancies at 18 aides and 32 other.
[20:24] So a total of 92.5 vacancies.
[20:27] So we are a little bit better than we were a year ago, but still working really hard to bring the very best teachers and staff to our students.
[20:37] This month, we have hired two professional and teachers, 64 non-exempt, 25 professional levers and six non-exempt.
[20:46] And of course, we'll see a bunch of hires as we move into August.
[20:51] highlights from the month. We held our design meeting for high school number two on July
[20:59] the 8th and worked with the okay architects on that. We brought in a community member's
[21:06] students as well as teachers and other staff and just had a wonderful opportunity to really
[21:14] dream and think about that high school number two as well as be very strategic in thinking about
[21:19] what are the components that we will look for?
[21:23] And so we really liked at three different exterior concepts
[21:28] and talked about what that career tech might look like.
[21:33] Would it be a wing?
[21:34] Would it be pods?
[21:35] We ended up making some decisions,
[21:39] but I'll leave some of that for August,
[21:41] as we should have a presentation of that in August.
[21:46] points of pride. We had students from HMS compete at FCCLA's National Leadership Conference,
[21:55] and they brought home some fantastic awards taking second place in the nation for a repurposing
[22:03] design project and then receiving silver medals for project focusing on elementary students.
[22:11] students, and then the whole chapter, the chapter in review projects showcasing everything
[22:17] that they did for the year was a part of the top 10.
[22:21] So congrats to those and their sponsors.
[22:25] Just an update on our teacher apprenticeship program.
[22:29] We are still incredibly excited about this currently.
[22:32] We have fully hired 48 teachers, apprentices for 24, 25 in various roles between aides as well as our stand-in teachers.
[22:46] We have 18 people who will be in on-ramps 1, so they come to us with zero to 30 hours.
[22:54] We have nine that are in on-ramps 2 coming to us with 30 to 60 college hours.
[23:00] We have 13 and on ramps 3 at 60 to 90 hours and then we will have eight residents of our own who are working in those final hours or coming to us and working through an alternative certification program.
[23:15] So really excited to give them a year long residency experience.
[23:20] We also have eight residents for 2425 with Texas State, so that gives us 56 potential future teachers that we are in the process of growing.
[23:32] And so just an update there because it's a program that continues to draw interest and we hope to add more in the future.
[23:42] So, we also have worked with Travis Clark, Gay Rosser, and myself have worked and Jen
[23:50] Jasper can't forget her.
[23:52] I have worked to build a pre-apprenticeship program, and so we're a little bit away from
[23:57] rolling this out, but this will tie in with our education and training career tech program,
[24:02] and we'll actually have a couple of different pathways, the CTE pathway and an academic pathway
[24:08] in those pathways cross between to help our own students have that associates when they graduate so then they can be halfway there to becoming a teacher.
[24:20] So just another way that we are controlling bringing great teachers to Hadoa ISD and not just saying we can't find teachers, we're going to build our own.
[24:33] So really excited about that.
[24:34] upcoming events we have our back to school rally next week Tuesday July 23rd
[24:41] from 6.8 p.m. I believe we've raised far more than 12,000 over 14,000 at this
[24:47] point I believe we've raised all we need for that event so really excited about
[24:52] that and then not to forget we have our 2024 convocation welcoming all of our
[24:58] staff back and kicking off that new year at Memorial Stadium on August the
[25:03] at 7.30 a.m. and that's following several days of new employee orientation and bringing
[25:11] on this new employee. So we are ready for the school year to begin. We can't wait to
[25:16] see our staff come back and we can't wait to see our students shortly after that.
[25:21] That's
[25:27] my report.
[25:30] All right. Thank you. And if I remember correctly, do we recognize
[25:38] So we did not and we have just been recognizing those very top winners, but we have definitely
[25:47] done some shout outs out there and wanted to bring that to the attention of the board tonight.
[25:51] Thank you.
[25:54] All right.
[25:54] Next up is the informational presentation on the student parent handbook.
[26:01] If you have any questions for Ms. So, once in, I saw Ms. Regarello stand up.
[26:09] So, either of these ladies,
[26:19] you all had any highlights you want to point out.
[26:22] You're welcome to do so, I think Mr. Matlock has a question.
[26:28] Yeah, we can start.
[26:29] Thank you, board.
[26:30] So, just, this is an informational update on our student handbook and one of the things
[26:37] So we want to make sure that we are always in compliance with our legislative updates
[26:42] and we follow really closely with TASB.
[26:44] And so any of the majority of the updates that you'll see in this year's handbook update
[26:50] come directly from TASB recommendations so that we are closely aligned in following any legislative updates.
[27:00] In the special education section of the, I guess presentation,
[27:03] It talked about rolling out some additional training for admin and new teachers.
[27:11] Is there also, I guess, a reoccurring training for teachers since there's going to be, as
[27:18] we try to push students into the least restrictive environment?
[27:21] Yeah, and I think where, so this is addressing our school support informational update and given
[27:29] Our close proximity to the last board meeting update, we took a different approach just
[27:37] the name for the board that we wanted to give you some updates on things that we were
[27:41] working on this summer specifically aligned with our strategic plan and those goals.
[27:45] And so to answer that question absolutely.
[27:48] So one of the things that our special education department has named as a priority is what
[27:54] we call job-alikes.
[27:55] So making sure that teachers in special education have a recurring monthly meeting with other special education teachers who teach their specific content.
[28:04] So if they're in a functional academic classroom, our team is working to schedule out regularly occurring job-alike training so that they get training very specific to their role.
[28:15] The other piece that we've been talking a lot about is ensuring that our campus-based support.
[28:20] So our principals and administrative teams when we walk and support them, that they are getting the type of training that they can provide on the spot support to our special education teachers in the absence of a district person there daily.
[28:45] Happy to answer any other questions for our school support board update or the student handbook.
[28:50] Greg
[29:00] Rillow do you find yourself dealing a lot in the student handbook world
[29:05] with things that are coming to you? I do I mean you know I refer to it a lot
[29:11] in conversations with parents and both the handbook and the code of conduct.
[29:23] Any
[29:23] other questions for these ladies?
[29:29] Thank you. Thank you. All
[29:38] right next up is the
[29:39] Assistant Superintendent of Operations with how
[29:47] long was Mr. Cardwell?
[29:51] Dear Board of Trustees, we're here tonight to present some really exciting information
[29:57] when you open a campus.
[30:00] Just exciting times. And so, Mr. Carville, thanks Mr. Carville, it's kind of hot and fast. Six and a half days to get me up to speed and know just what we're doing. I'm drinking from a fire hose and taking it all in and learn the ways that, you know, we're doing great things here. And so I'm really relying on him to help me out. And so we can start this year with the opening of Gus Homquist, you know, a couple of things. So we just want to hit for your information. I'll probably go to defer to Mr. Carville.
[30:29] offer if there's any specific information that we need to share with you.
[30:34] But just on the modernization, we'll be finishing phase two and we're excited that we will
[30:39] have some funds remaining that we're allocated but have nothing in spend.
[30:45] And so that's really great when you do come in, you have a price, we're able to use those
[30:51] funds at different locations and different projects if needed.
[30:55] We'll
[31:00] move right along to Gilson because it's an amazing facility, just done a wonderful
[31:05] job, it's beautiful, now we just have to button it up and so that's our process that we're
[31:11] doing within the next couple of weeks to make sure we're tying up all the loose ends
[31:15] and everything's functional in the lights, the HVAC, it's all integrated, we're ready
[31:20] to accept those kids, we'll be really putting the clean on it the next week, really focusing
[31:25] in on those elevators, those really small things, those inspections,
[31:29] the certificate of an occupancy, making sure everything's official to really take ownership of that building.
[31:35] And we do have a little bit of money, and we didn't spend there, so exciting.
[31:44] And I'll like Brandon speak more to Lee, just if you want to throw out of some, you know,
[31:48] Martinez.
[31:49] No, we've got all the permits needed for Lee Martinez.
[31:52] And they're moving right along, they're doing a great job out there.
[31:56] They've had all the piers drilled out in record time.
[31:59] So they're stating that we're ahead of schedule, I foresee that some things will come into our future that will bring us back to
[32:09] right on schedule with the project but so far so good with that project, with that contractor.
[32:17] Amy, do you have a question on that one?
[32:20] Not on that one in particular but I was just wondering if you could, I didn't see it in here but I think I read something that
[32:26] the, um, Farley and HMS were getting new turf today. And is that not true? Yeah. No,
[32:37] that's news to me. Grass, new grass. There was a band that went out that talked about Farley
[32:44] and HMS are getting a new sod. So it will be used. Yeah. It's very different than that.
[32:57] I think
[32:59] I have a quick question on that and so are we just laying sod or like did we we level it like what all did we do at those middle schools?
[33:08] So due to budget constraints we the areas that needed the sod we prep those areas and then we put the sod in there so that it would be level will do what's called a top dressing on top of it which will help give it nutrients and level it out
[33:26] so that it's playable but we all know that those little school fields are just
[33:31] they wear down so fast with with football the coach wants to always do the
[33:36] run the plays right there at the end zone all the time so yes so we did
[33:43] the best we could with what we have right now yes man okay and then I had a
[33:46] question on Lee Martinez and I know he said that it's a head of schedule we think it'll
[33:52] be back on time. What is on time? What is our date? June, I believe it's June 10th of
[34:00] 20, no, 25. Thank you. This is a substantial completion date. Just a reminder, the substantial
[34:08] completion date for Gus Amquist was supposed to be May 30th of 24. Here we are a month and
[34:15] a half later and we're still doing things. So we'll have a June 10th of 24 substantial completion
[34:20] We should say that isn't to say that we may still be doing some things in the campus right before, right up until school starts.
[34:29] Angus on quest, do we have a set date that we will, that we think that we will be given our-
[34:34] I do not as of today, we're waiting to schedule the final, the fire final, where they go in and they test every device, they smell test every device.
[34:43] We've got a temporary certificate on occupancy, which means it's safe enough to put furniture and
[34:49] people in essentially but the what gives us that final fire is for them to go
[34:55] and test every device it takes a long time and then we've got to get the
[35:01] state elevator inspector which will be Thursday I believe. Also state health
[35:06] inspection for the kitchen. Thank you. It does take a little bit of time to
[35:11] tidy all those parts of your work with outside agencies and so you're
[35:14] Sometimes you become up there time, not on our time.
[35:17] If it was our time, we would knock that out.
[35:19] And so sometimes just, you know, storms coming out,
[35:22] it's next Monday, but we're really pushing to make sure
[35:24] we get all this wrapped up.
[35:26] So we don't believe that that's going to cause any delays
[35:28] is just that construction can be a little bit messy at times
[35:32] when you're really trying to close out.
[35:34] Every single trade to make sure everything's perfect.
[35:37] Well, that effect having like those students go
[35:39] to the campus, I believe.
[35:40] With that TCO, we're covered to have the students
[35:42] in the building.
[35:43] Yes, and we're we're we've given task be everything they've needed to so when we do get the substantial completion document we'll immediately go under their insurance
[35:54] For that campus as well. Perfect. Thank you
[35:58] Felix
[35:59] Mr. Cardwell I have two questions. What's the good remind us? What's the capacity for that school Lee
[36:06] Martinez in attendance, so we're looking at a hundred
[36:11] I think it's, I want to say, it's six week old to Pre-K for the little hippos area, and then for the elementary school it's 850.
[36:21] Okay.
[36:22] So let's go down three, five years on a road.
[36:25] Do we have enough space in that land site to be able to expand that school as we need to down the road?
[36:32] So, I believe we could expand possibly to the north,
[36:37] essentially you wouldn't want to because then you've got to take on another administration,
[36:43] another librarian, another nurse in order to take the capacity of the students.
[36:47] That's why they kind of drive to designing those campuses to 850 students
[36:52] in order to bring in the principals and librarians and nurses
[36:56] and capture it in order to support that in many students.
[37:01] So we would look to build a new elementary
[37:04] if that demographic gets too full, too saturated.
[37:09] I think there's an optimal number
[37:10] that the district would like to.
[37:12] When we start building schools,
[37:13] we want to design a standard we can associate.
[37:17] And so we're not having to do different things from one elementary
[37:20] so we can standardize the design.
[37:22] We know how many classrooms we want.
[37:24] What's optimal for that and so then it becomes a more simplified process we're not redesigning school
[37:31] after school so there's a real this build out of obviously is going to take care of a lot of the
[37:36] temporary
[37:37] Units that we have at some of our schools because we we won't need them
[37:41] But it's just a sense of being able to have equity across the board for all our kids and make sure that they have the best
[37:48] premises to be able to do their best work
[37:51] And just if I can jump in, I think that's where elementary number nine comes in, and
[37:56] that constant rezoning that we will be doing.
[38:00] But you know, Hado has done a fantastic job in creating equity in our elementary schools
[38:07] and we really love how equitable we have that now and definitely want to continue.
[38:13] In the district, you know, we have been lots of meetings that have been in our operation.
[38:17] So what are we doing to continue to update our current elementary campuses, keep those facilities at a high level?
[38:23] And so, we're not making comparisons from one camp, we need a new carpet, we make transition to the flooring, the paint, the walls.
[38:29] When principals ask, we get a list, when we're trying to work through those lists, to make sure we're taking care of those campuses,
[38:35] as they get a little bit older, we're not deferring any maintenance, we're making sure they're staying in a very high level that the students and teachers are proud of.
[38:47] I guess I'm also going to ask questions about, I guess I don't know, and Farley about the portables.
[38:52] Are there any movement of portables after we open up Gus on quiz or?
[38:58] So the portables have been removed from both campuses.
[39:03] Minus one that's still at HMS only because it had the main electrical run, run into it, that we're still.
[39:10] So we've just got some scourting and some fencing and some earth work to do around the portals at Rae and Cuddle Elementary and Cottonwood Creek.
[39:27] Any other questions? I was just going to ask the work happening at the high school.
[39:39] I think I know that, well, I believe that part of we had hired somebody who to do, like,
[39:50] videos and bond specifically for our bond projects and keep everybody updated.
[39:55] So, do you all anticipate something coming out just to update the community about what is happening
[40:03] over there, where we're at, what's going on?
[40:05] And maybe that question is more for Ms. Newton.
[40:10] Well, and we can work with Kurt to see what we can do to make sure we're getting something out.
[40:15] So definitely making sure people are going to know what to do as they go back to school.
[40:22] Well, and not just to know what to do, I think to remind people what is happening over there, what are the projects,
[40:28] What is all that that they're seeing front facing now happening now and making people aware and seeing our progress?
[40:38] Yeah, I think that is what part of that was like keeping and maybe that's found on our website.
[40:45] I had an in all fairness looked at the bond project webpage.
[40:48] Maybe there's a video that explains what is happening over there now already.
[40:53] Yeah, we can work on that.
[40:55] And so we met Monday with Noel and they really advocated that we wanted to get that information
[41:00] out as we finished phase two, now we're in phase three.
[41:03] It's a really interesting project because it's, we're going year, but we know we're
[41:07] truly trying to define when we finish one, we can put a ball on this particular area and
[41:12] then move on.
[41:13] But it looks like we haven't finished it because it's just one rolling construction trailer
[41:16] move, right?
[41:17] So it's an interesting project to see, like, oh yes, we have finished these choir, let's finish
[41:22] this out, take pictures, advocate that, and we'll get those students in there.
[41:25] And what a great way to keep our community informed about what's happening and keep them, you know,
[41:31] confident in the work that we're doing with the bond. I mean that was what that position was
[41:37] essentially for.
[41:38] I'm sorry, James. Did you have another question? Did I miss that?
[41:48] Sure. Okay.
[41:50] Just to reiterate, we, I was going to speak to the okay lunch that we did last week
[41:59] on the 8th and just wanted to bring to y'all's attention that we're going to be prepared
[42:05] for phase 4b in August, just to remind you of the scope of work that we're doing there,
[42:12] we're building a new competition gym north of the current competition gym, we're adding
[42:17] sprinklers in the athletic area, we're going to do a renovation to the kitchen as well as
[42:23] bring in new equipment for it, we're going to be able to address the
[42:28] self-ball press box in the renovations for that area we met with Coastal
[42:33] Plant and Coach Mullins. They're super excited with the scope of work that
[42:37] we're going to be doing and it's it's kind of what they've coach Mullins said
[42:43] it's what he's been dreaming of since he's gotten here. We're going to be doing
[42:48] renovating that automotive building and adding on to it so that there's
[42:52] It's a five day work area, and then we're going to be doing renovations to the animal science and welding building, and then refreshing the cafeteria courtyard.
[43:11] I've been working with.
[43:13] So it's kind of switching gears from an operational standpoint, the side that I've been working with, Mr. Contreras on identifying a specific campus.
[43:24] We are going to pilot Gus Alquist, it's new, we're working with the principal of Mr. Burns on board with that where we have a system that allows us, it's a card that allows us to do a silent panic alert technology by pushing the card and then it allows us to go to our police department administration and so that allows us to respond appropriately in a timely matter in which the we are going to the teachers, the discretion, campus staff, the discretion,
[43:53] to make an alert and so we know that during emergencies a timely response is very
[43:58] important and so we would like to roll this as a pilot program right at the
[44:03] beginning of the year with a new campus and new staff depending on the
[44:06] progression and working out the kinks in the bugs and we'd like to move this
[44:11] process along in order of the following campuses that are listed.
[44:15] Felix do you have a question on this? Yes Dr. Martin would it be possible for the
[44:19] the board in segments that we don't have a walking
[44:22] column to get a visual view of how this works.
[44:27] Absolutely.
[44:28] Yeah, we can schedule some time.
[44:29] Thank you.
[44:30] Yes, sir.
[44:33] Any question or any questions?
[44:37] We're very excited regarding the transportation
[44:39] and the implement of also a pilot program
[44:42] with the smart tech program with the RFID that allows us.
[44:45] We're going to start with one campus, and it only has one bus,
[44:47] but we'll allow to put those RFID, which is a badge associated
[44:51] with the student and so when the student gets on we know they're on and when the student gets off
[44:55] when they're off and so I know you've probably been up and informed of this and others.
[45:00] And at each one, and then make sure that when we start looking at larger students, you know, tracking those students off and on the bus for safety purposes, no one they're loaded and unloaded. Because it is a challenge. You know, when we get those 50 kids on the bus, we're like, well, who's on your bus today? Now we know any time, any second who's exactly on that bus, the time to enter the bus, how they left the bus. And so we're really, I know transportation is really excited about rolling into this program for the district.
[45:29] Right here.
[45:29] Yeah, I just had a quick question about that.
[45:34] I was just curious, maybe you don't know yet, but what the plan is for students to not lose those badges, especially the little ones.
[45:43] That is a very good question.
[45:45] Traditionally, most of the little ones have a backpack, and so we've kind of typically associated that with be on their backpack on their piece.
[45:53] And so it is going to take a concerted effort for those particular students to ride at us to have that piece of backpack that's on their backpack.
[46:00] that we're taking that to and front.
[46:03] And so we feel that that's one of the components
[46:05] that we'll really have to focus our energy and effort on.
[46:09] No badge, the system won't work, obviously.
[46:12] And so, and we would eventually like it,
[46:14] would be the integrated system that the same badge can be used
[46:16] for multiple cross processes across the district.
[46:20] So we hope to futurely integrate, you know, an ID,
[46:24] but we'd like to make sure we can do it with the elementary kids.
[46:27] We understand it does have us limitations, you know.
[46:28] We've got to keep it's got to keep up with the bat, you know, as we get older, we're not getting our carrying back backs.
[46:33] And so we'll have to come up with a plan that allows high school and middle school students to clearly have that with them and maintain that at all times.
[46:42] We do understand those challenges.
[46:45] I wasn't clicking fast enough, but yeah, it's actually on the syntax that the slide before.
[46:52] Last year, roughly about this time when we did approve the three year contract.
[46:59] There was questions on funding it and that there was two sets of grants that we went out for and we were able to get about
[47:06] 160,000 dollars in grants to start this program. Is there been any additional
[47:13] Information on grants moving forward to help pay for the rest of that contract or is it all just going to come?
[47:19] I guess out of the safety budget. Do you know of any additional grants that we can go forward to get that?
[47:25] I think most school districts are currently using cycle one and cycle two
[47:28] So cycle one funds of most districts have spent those cycle two
[47:31] It depends on if you've met certain criteria. You can spend those funds. I know
[47:35] It would be up to speak more. It test exactly to how those funds are being spent
[47:39] But the state has not authorized any additional funding so as you well know who replacing police officers
[47:45] But they've increased the alignment however most school districts are taking on any additional expenses and we'll do so
[47:51] willing to ensure the safety of our students. Unfortunately, the funding is not there for
[47:56] these really to fund these programs, so we are going to have to do a lot from the local
[48:01] level. But if something does come out, we'll definitely take advantage of it.
[48:13] Okay, there's the last thing where Pato has been providing, as we have previously, transportation
[48:18] to the Texas Longharm football team for their camp for two days.
[48:29] All right, any other questions?
[48:33] Thank you.
[48:34] All right,
[48:43] next up is the Assistant Superintendent of Human Resources with an update, just whatever
[48:51] role you want today.
[48:53] But I do bring you, usually we present our culture data.
[48:58] And as you all know, we used to use a company named Hanover that would give us a beautiful
[49:04] summary.
[49:05] last spring we transitioned to a new company called Panorama that gives us a lot of control
[49:11] of surveys and what we put out and receiving timely information, but they don't give us this beautiful summary.
[49:19] And so I'm presenting this little differently than what you might have seen before.
[49:23] I'm actually showing you the data where we are and bringing you a couple of different surveys that we have.
[49:30] And this fits in with our new strategic plan of expanding strategies that attract and retain
[49:37] high performing talent or at least portions of this does.
[49:41] And so I will present to you about our staff survey.
[49:46] We have three different areas in here, cultural awareness, department feedback, and then professional
[49:51] learning.
[49:53] So, we started piloting our culture survey with just a few questions a year ago in April,
[50:02] and then we rolled it out, both ledged in the fall, and only 56% of our employees completed
[50:10] the survey.
[50:11] So, we greatly pushed it as we moved into the spring because, you know, your survey is
[50:17] only as good as how many people take it.
[50:20] And so we did increase our completion to 78% with still like 100% but we do feel like we improved
[50:28] with that.
[50:29] In cultural awareness, we asked the question how easy do you find interacting
[50:34] with people at your workplace who are from a different cultural background than your own?
[50:39] And we looked at those who answered with quite easy or extremely easy and you can see it was 86%
[50:47] that in the fall, 85% in the spring.
[50:51] But when we added in somewhat, quite, and extremely,
[50:55] we found that our results went up significantly.
[51:01] In department feedback, we ask a couple of questions,
[51:04] and you're seeing the summary of those.
[51:07] The questions were during the past 12 months,
[51:10] I received the help that I needed.
[51:12] That was one question, the other one was,
[51:14] I was treated cardiously and respectfully.
[51:16] When people answered with quite or extremely so, we had 73% say that was true in the fall, 72 in the spring.
[51:26] But when we asked somewhat, quite and extremely, that of the score to 92% in the fall and 88% in the spring.
[51:37] Professional learning, I think this data has been reported before.
[51:41] the question, if applicable, how relevant have available professional learning
[51:47] opportunities been to your work? When asked, when answered with quite an
[51:53] extremely, we had 39% in the fall, 40% in the spring, but when we answered with
[51:59] somewhat quite an extremely that up the scores. Now I will tell you that I don't
[52:07] know that this is reflective of some of the recent work because all of the
[52:11] professional development that has been done this summer, they've done immediate survey results,
[52:17] which really you get the best result if it's right after a training and the scores have been much higher.
[52:22] So definitely some great work in that area.
[52:26] In school and department leadership, how positive is the tone that your leader or
[52:30] leader set for the culture of the school or department when looking at quite
[52:35] and extremely, we had 67% in the fall, 70% in the spring, and then when we added in somewhat quite an
[52:46] extremely, the results went up to 87%. How connected do you fill to other adults at your workplace?
[52:55] This one, we actually had data because that original pilot that we sent out a year ago asked
[53:02] the same question. So the percent who answered quite positive or extremely quite connected
[53:09] or extremely connected was 53% in the spring of last year in the fall and 57% this spring
[53:17] when you factor in somewhat quite an extremely the results increase.
[53:24] And so I think this is a really important question. Overall, how satisfied are you with your job
[53:29] right now. This is the same pilot so we had three sets of data. Those who said quite satisfied
[53:37] and those who said extremely satisfied, you can see 55% in the original, went down in the fall
[53:45] and up to 58% in the spring. If you factor in somewhat quite and extremely, the scores go up.
[53:52] So, we also did our first student belonging survey and we did this to begin to get some
[54:00] baseline DEI data and to begin to really see what our students were thinking.
[54:08] And so, we surveyed elementary students in third through fifth grade.
[54:12] We surveyed our middle school students and our high school students.
[54:16] And so, for that elementary, we asked, do you feel included in the activities and events
[54:21] that happened at your school, 84% said they did.
[54:26] Do you think your classmates accept you for who you are?
[54:29] 79% said they do.
[54:32] Do you think it's important for schools
[54:34] to have books and lessons that show the experiences
[54:37] of students who look like you, 74% said yes.
[54:41] Have you ever felt like you didn't fit in
[54:44] with your classmates at school?
[54:46] And 52% said yes.
[54:48] Yes, do you feel confident in your abilities to learn and do well in school, 89% said yes?
[54:55] Do you feel your teacher cares about you 94% said yes?
[55:00] And have you ever witnessed someone being unkind or mean to another student because they
[55:05] were different, 59% said yes.
[55:09] We move on to the middle school.
[55:11] The questions are very similar, but they progress a little bit at the different levels.
[55:16] but this one's the same.
[55:17] Do you feel included in the activities and events?
[55:20] 81% said yes, have you ever experienced moments at school
[55:24] where you felt like you didn't fully connect
[55:26] or belong with your classmates,
[55:28] where you may have felt different
[55:29] from others who struggled to find your place socially,
[55:32] 66% said yes.
[55:35] Do you feel like you fit in at school,
[55:37] meaning do you feel like you belong
[55:38] and are accepted by your classmates, 79% said yes?
[55:42] Do you feel confident in your abilities to learn
[55:45] and do well in school, such as understanding the subject's taught and completing assignments, 79% said yes.
[55:53] Do you feel that your teachers care about you?
[55:56] Do they take the time to get to know you as a person, 77% said yes.
[56:00] Have you ever seen someone being meaner and kind to another student because they were different
[56:06] like making fun of their appearance or background, 77% said yes.
[56:10] When we move to the high school, do you feel included in social activities and events
[56:15] like being invited to participate in class discussions, joins boards or attend after
[56:19] school clubs, a lot of variety there, 79% said yes.
[56:25] Have you ever experienced moments at school where you felt like you didn't fully connect
[56:29] or belong with your classmates where you may have felt different from others or struggled
[56:33] to find your place socially, 93% said yes.
[56:37] Do you feel like you fit in at school, meaning do you feel like you belong and are accepted by your classmates, 82% said yes.
[56:45] Have you ever experienced peer pressure from classmates to engage in activities you're not comfortable with, 32% said yes.
[56:52] Do you think schools should have diverse books and resources that show all students' experiences, such as books featuring characters from different backgrounds or history lessons that highlight various perspectives, 88% said yes.
[57:04] Do you feel confident in your abilities to learn and do well in school, such as understanding
[57:10] the subject's taught and completing assignments, 76% said yes.
[57:14] And do you feel that your teachers care about you?
[57:17] Do they take the time to get to know you as a person, 75% said yes.
[57:22] Have you ever seen someone being mean or unkind to another student because they are different
[57:27] like making fun of their appearance or background, 70% said yes.
[57:32] And so I'll end with our last survey results of our employee exit survey.
[57:38] And one of the reasons we changed platforms was we found that we didn't get employee exit
[57:43] data in a timely manner so that we could really look at it.
[57:47] And so we've actually been able to follow this data all year.
[57:51] At the end of June, we started a new one for the next year.
[57:55] And so, at this point, we bring you data on 135 people who completed the survey.
[58:02] And so, we asked what was the main factor that contributed to your decision to leave Hado.
[58:09] And so, here I put the five top reasons, relocation, career change,
[58:15] health and family circumstances, other work related, or pay.
[58:21] We asked, did you leave to work in another district?
[58:24] 42% said yes, and then we asked why did you choose that district, and I bring you the top five reasons here,
[58:33] advancement opportunities, a shorter commute, pay, other, or working conditions.
[58:40] And did you leave HUDO for a career change?
[58:43] 19% said yes, and that might have been advancement, that might have been any different thing.
[58:51] Would you return to HUDO, 41% said yes with no reservations, and additional 45% said maybe under different circumstances, and only 14% said no.
[59:04] Would you recommend HUDO to others as a good place to work, 75% said yes, and during your time in HUDO how supportive was your supervisor, 40% said extremely, 31% vary, 8% moderately, 17% slightly.
[59:20] I and only 4% said they were not supportive.
[59:25] So we tried to put together our summary of these and I think there are a lot of other
[59:31] things to learn from the survey but keep findings as far as strengths.
[59:36] We did have a 22% increase in participation, so we did have more representative results.
[59:44] Our students do feel that they are included in school events that seems to be a highlight.
[59:49] and overall our students believe that their teachers care about them and then all
[1:00:03] As far as areas improvement, a large percentage of staff are in that middle, a lot of some watts. The scores went up greatly when we added some watt into that. So I think we need to support staff in moving, you know, toward quiet and extremely. We need to explore opportunities to push up their satisfaction score. But we also really may just need to read tool our survey a little bit to make sure our choices are really clear.
[1:00:30] where people are able to make clear choices one way or the other.
[1:00:35] Another thing is that I don't think we can just wait until twice a year to measure culture data.
[1:00:45] I think we constantly have to be doing check-ins as leaders to see how our staff is doing and
[1:00:52] to come up with ways to intervene, and there are tons of ways to accomplish this.
[1:00:56] and to always have those checks.
[1:01:00] We also need to continue to work
[1:01:02] toward differentiated professional development
[1:01:04] that we have a great start on,
[1:01:06] but we need to have that professional development
[1:01:08] that staff thinks to be relevant to them.
[1:01:13] We need to intentionally create opportunities
[1:01:16] for our students to feel a sense of belonging
[1:01:18] within our school community.
[1:01:20] This is our very first baseline data for the belonging
[1:01:24] So we need to measure that data and see if we can, we want all of our students to feel like they belong and we know that some of those answers are about kids growing up but what are things in that that we can control and help kids have better experiences.
[1:01:39] We need to enhance the environment so kindness is the expectation and we also need to find ways to help our staff members create connections with their co-workers.
[1:01:48] So, I know there are a lot of other areas that we could say we should work on.
[1:01:56] And so, this is really the first time we brought data to use straight data, and you can
[1:02:02] see it, but I stand for any questions, if you have them.
[1:02:06] Shara?
[1:02:07] Yes, I have two questions.
[1:02:09] My first one is, are you able to do any deeper dives into the data to sort of see if you
[1:02:13] notice any outliers between the different campuses like with high school, a difference
[1:02:17] between 9th grade center, river horse, and the night school.
[1:02:21] Yeah, I bring, you know, the overall views to you,
[1:02:23] but yes, we are able to look into those,
[1:02:26] and campuses are able to look into their data
[1:02:28] as well leaders are able to look into their data.
[1:02:32] Okay, and then my other question is,
[1:02:33] at the elementary level,
[1:02:34] how is the survey implemented for the kindergarten first grade students
[1:02:37] who might not be able to read the question?
[1:02:39] Yeah, we did third through fifth grade at this point.
[1:02:42] And we talked a lot about Ms. Glaze back there
[1:02:46] was the creator of the Belonging Survey.
[1:02:49] But we talked a lot about at what grade level
[1:02:53] they would really be able to answer some of those questions.
[1:02:56] We did a lot of work with that.
[1:02:58] We even took it to the DEI committee
[1:03:01] and let them give us feedback on some of the questions.
[1:03:04] But we asked pretty surface level questions
[1:03:07] and probably we'll need to dig in a little deeper
[1:03:12] with some follow-up questions
[1:03:13] to really see exactly where students are,
[1:03:17] but we felt like we needed some baseline data.
[1:03:22] Shannon?
[1:03:23] So what percentage of students,
[1:03:26] what percentage of students did the survey?
[1:03:29] So I'll put the exact percentages in the Friday report,
[1:03:33] if you'd like, for me to.
[1:03:34] And then is there an expectation for the campuses
[1:03:36] to dig into the SATA and use it to build a better culture
[1:03:39] and with the leader in me or whatever
[1:03:41] that we're doing on those elementary campuses
[1:03:43] as middle school campuses?
[1:03:44] Is, have we set an expectation that they're going to look at this data, and that they're going to build plans to better the impairment for students?
[1:03:51] I know Jason actually will go through this data with each of the principals he supervises.
[1:03:59] But there are departments too, right?
[1:04:01] There's a lot of data to look at, and that is the expectation that drives campus plan, that drives so many things.
[1:04:10] But data will say the same if we don't take actions.
[1:04:13] So that's what I want to make sure is that we're not
[1:04:16] just blanketly giving the data over and then take okay do if it what you want like that we do have a plan
[1:04:20] Because it's great to have it, but if we don't implement anything on it, then we're not going to get any better
[1:04:24] Absolutely totally great. And yes, we do have a plan. Thank you
[1:04:29] I'm kind of to piggyback on Shirin's original question my thought process was if you notice any
[1:04:38] outliers in regard to the elementary schools and I'm not asking you to identify the particular school
[1:04:43] But versus a campus that had leader in me or maybe some other program so we can try to
[1:04:49] Like just even out that's a and yes, we can see differences in campuses, right?
[1:04:54] But that's a really good lens to look at the campuses that have leader in me and I'll pull that data because I think that's a great
[1:05:01] A great way to validate our program or not, right? But we know good things from leader in me
[1:05:09] Shannon aren't we doing leader in me now on all elementary campuses?
[1:05:13] This is not the simply a move for it.
[1:05:15] And now, as we made it all over here, perfect.
[1:05:19] So moving
[1:05:25] on to the teacher instead of a lot of men.
[1:05:28] All right, and I think Ms. Rosser,
[1:05:31] soon to be Dr. Rosser, we'll join us up here.
[1:05:39] Good evening, President Lujudas and board.
[1:05:42] Thank you for having me.
[1:05:45] All right, so I'm going to jump in a little bit
[1:05:46] and then Gay will run away with it.
[1:05:49] Here we are, again, with our strategic plan.
[1:05:52] This fits in with our priority to talent acquisition, acceleration, advancement retention
[1:05:58] and support, specifically our same objectives as we had in the last report to expand strategies
[1:06:04] that attract and retain high performing talent.
[1:06:07] So we were asked to bring to you information about teacher incentive allotment.
[1:06:14] We are really excited this year that we were truly awarded.
[1:06:18] teachers were awarded TIA, so that's exciting and just to clarify that these are state funds
[1:06:25] that are given to teachers for a combination of their evaluation of their performance as well as student growth.
[1:06:36] And so the intent of TIA is truly to use it to help recruit and support and retain highly effective teachers in all schools.
[1:06:46] and that has been the intent of TIA from the start.
[1:06:51] We do have data from 2223, the TIA annual report, that shows that teachers who are designated
[1:06:59] as TIA teachers are more likely to stay in their role, about 3% more likely than those who
[1:07:06] are not.
[1:07:07] But they're also, almost 8% more likely to stay in their district.
[1:07:14] And so, that data is pretty strong, and we definitely, in Hado, want to continue to increase, and as part of our strategic plan, more and more opportunities for teachers to qualify for TIA.
[1:07:29] And so, I'll let Gabe jump in, because she is our expert in TIA.
[1:07:33] Thank you, Dr. Malone.
[1:07:35] And so what I'm going to do is talk about where we are currently and where we hope to go because that ultimate goal of teacher incentive allotment has always been we're going to start with this group and each year we're going to try to expand.
[1:07:48] You know, it would be wonderful if one day every teacher in our district was eligible to receive those funds.
[1:07:55] And so you will probably remember our current plan just included our elementary math and reading teachers.
[1:08:01] TIA is always based on student growth and teacher performance.
[1:08:06] And so our TIA plan is 50% teacher growth for TTA, so our state adopted evaluation system
[1:08:14] and 50% student growth currently that has been star Renaissance scores.
[1:08:20] So beginning of year to end of year utilizing star Renaissance, the screen or data.
[1:08:25] And so we designated 60 teachers overall last October, I submitted those
[1:08:33] designations and we were approved, yay, in February. We were sick, they're
[1:08:38] excited to get that email from the TIAT. We designated 58 teachers in
[1:08:44] Hado based on 22-23 data. TIA is always a year behind, which is sometimes hard to
[1:08:50] wrap your mind around. It's always previous years data. Two of those
[1:08:55] Those 60 teachers were designated in their previous districts, those designations followed
[1:09:00] them, so that told our number of teachers to 60.
[1:09:04] And so something pretty awesome about TIA is that designation and incentive pay stays
[1:09:10] with teachers for five years.
[1:09:12] So for our teachers, this counts as year one that they've earned that designation, and for
[1:09:17] the next four years, that designation actually is added to their certificate.
[1:09:22] it, and that payout also comes to them in August for the next four years, or first payout
[1:09:28] will be this August.
[1:09:31] They can also obtain a higher designation, and I'm going to talk about those levels as
[1:09:36] a reminder in a minute, but if a teacher is at that recognized, they can submit their
[1:09:42] data this coming October, so that they can increase their payout amount.
[1:09:46] So, with our approval, our 60 designations generated $530,049 in TIA funds.
[1:09:58] And so, our current spending plan, all districts had to create a spending plan as part of
[1:10:03] their TIA plan, 10% of those funds are kept at the district level for TIA fees when we submit
[1:10:10] designations we submit a fee to TEA also for professional learning and any other administrative
[1:10:17] fees to support the TIA program. 90% is then paid out to our teachers minus those TRS
[1:10:25] deductions and other mandatory taxes and deductions. I met late April, early May with Caleb, Jeff
[1:10:31] and Lori Johnson from payroll where we could really look at each teacher's designation amount
[1:10:37] and give them a pretty solid, here's what your gross payout will be and let them know minus these deductions and so I was able to send in May each teacher a specific individualized letter with the amount that they should expect, give or take and with those deductions that we may not have and been point on but they understood that that was their payout and so those will go out in August and we are excited.
[1:11:06] Our teachers are probably eagerly awaiting that to hit their bank accounts, and so from the get-go, actually I sent that email one week in May and then Commissioner Morath sent an email congratulating them the following week because it definitely is a big deal.
[1:11:25] I think on our TIA tour, when we got to celebrate the teachers, I told one of the classes
[1:11:30] that their teacher was one of the best in the state, and then I told another one, it was
[1:11:34] best in the world.
[1:11:35] So, I think Jason said, that teacher used that as the best in the state, it's going to be
[1:11:40] a little upset that the other ones in the best in the world.
[1:11:43] But definitely, I wanted kids to understand what a big deal this is, that your teacher
[1:11:47] is being recognized from the state, and we get to recognize them monetarily.
[1:11:55] And this is not clicking anymore.
[1:12:03] There we go.
[1:12:04] Okay, so with those, TIA, thank you, Caleb.
[1:12:07] With those TIA designations, this is just a graphic or a visual of the number of teachers
[1:12:14] at each level.
[1:12:15] So at that recognized level, we have 19 at the exemplary level, we have 17 at that master
[1:12:21] level 24. And that's also the order it goes in from recognized to exemplary to masters.
[1:12:27] Those state amounts are listed for you. Remember the amounts differ based on campuses.
[1:12:35] Rural districts or campuses are given priority and then schools with that low socio-economic
[1:12:41] status. And so those two things determine those amounts. And so in HUD OISD are recognized
[1:12:48] amounts vary from 3,374 to that 3,738. And if you look at that top, that master's,
[1:12:57] we have teachers here in HUD OISD in August that have that $15,000 payout that will come
[1:13:04] to them for that master designation. So quickly, after we did our little TIA celebration,
[1:13:10] I had many recognized teachers say, okay, what do I need to do? What's next? And so we
[1:13:16] talked through how how that works and and I did a TIA tour in the fall and talked about
[1:13:23] all those things but that it gets real once amounts are attached and once that once that
[1:13:28] celebration squad and went through and people are like okay this is a real thing it's not
[1:13:33] just something that's out there that that might happen and so each April we get the opportunity
[1:13:41] to expand or modify our current TIA plans.
[1:13:44] So I just spoke to what was currently in place.
[1:13:48] April of 2022, I submitted an application for expansion
[1:13:54] from elementary to include some secondary teachers.
[1:13:58] And so this October, I will submit data
[1:14:02] for all of our K through five math and reading teachers
[1:14:04] who have gotten a new or higher designation
[1:14:08] and then we'll also submit data on our six, three, E-lar and math teachers,
[1:14:14] algebra one teachers, English one and English two teachers.
[1:14:18] So on these slides, anything that's highlighted in the light orange or the peach,
[1:14:22] that's a change that has, is going into effect.
[1:14:26] At the secondary level, this school year, we based it 50% again on that teacher performance,
[1:14:33] T-test scores, and 50% student growth star.
[1:14:36] So elementary STAR. So elementary STAR, secondary STAR. So screener data at the elementary
[1:14:44] level, test state testing data at that secondary level. And so I look forward to submitting the data in
[1:14:52] October to see who will qualify for those designated
[1:15:00] Now, our elementary data, remember that stays with them for the next five years. TIA is going to have to approve this data again. They'll take it through their process and let us know whether this is approved or not. So y'all keep fingers and toes crossed that in February, we'll get another congratulations, email for those. Looking into next year, this is pending approval from the TIA team. This was submitted this past April. They actually reached out in June.
[1:15:29] and wanted a little bit more information because there are several changes that we wanted
[1:15:35] to take place and so they had some questions so I look forward to getting their follow-up
[1:15:40] email any day now.
[1:15:42] Our original plan stays in place in addition to that at the elementary level and this was
[1:15:48] super important to me is our special education, resource and inclusion teachers, our dyslexia
[1:15:53] teachers and our intervention teachers.
[1:15:55] As I would present on TIA, those teachers would look at me like, hey, what about us?
[1:16:02] And I'm like, absolutely, you know, absolutely.
[1:16:05] They stand beside our general ed teachers and truly contribute to our student growth
[1:16:11] on a daily basis.
[1:16:12] So I was at a session last summer.
[1:16:14] They talked about how to work them in.
[1:16:17] And I'm like, okay, I had to wait till April to submit that expansion, but so very hopeful
[1:16:22] that that is approved.
[1:16:23] Another change with our move from Renaissance to NWA map, that screener will have to change.
[1:16:34] So our measure of student growth will change, and so that will have to be approved by the TIA team.
[1:16:40] It is an approved, used instrument, so I do not foresee that being a challenge.
[1:16:47] and I think our teachers are probably
[1:16:51] really excited about the data that they see
[1:16:53] from this new screener.
[1:16:56] Six through eight, eight, ELA and math teachers
[1:16:58] will stay, also bring in those
[1:17:01] fed inclusion and dyslexia teachers.
[1:17:04] Now here is a change at the secondary level too.
[1:17:06] We've used our data this year.
[1:17:09] And so quickly moving to that, that map data also.
[1:17:13] So, and I think this will end up benefiting our middle school teachers because they're
[1:17:19] going to be able to see, you know, something with renaissance you could do or a screener
[1:17:23] at the elementary level, you can see the trajectory of your students' growth throughout
[1:17:26] the year. So you know who's getting there and who's not. And so we're now going to have
[1:17:31] an instrument in our secondary teacher's hands if they can do that. So they can track.
[1:17:36] And that was super important to the elementary teachers when they were last, oh, I know.
[1:17:41] I have my TTS scores. I can look at my student growth scores and to see where my students are and where I need to get them
[1:17:48] Obviously because we want all of our students to grow but but also if I could qualify for the teacher in son of allotment based on that growth
[1:17:57] Additionally, we'll use map for algebra one and English one. It is K through nine
[1:18:03] It does not expand to 10th grade so they'll stay the course with with star
[1:18:08] This next one is a big win. Travis and I taught several times the previous school year about all right, how can we pull CTE in?
[1:18:19] Core courses are absolutely important. I was a language arts teacher, I think English is pretty important class.
[1:18:25] But some of our kids come to school every day, wake up every day to go to robotics class, to go to these CTE classes.
[1:18:33] because they are what motivates our kids to do well
[1:18:36] and to perform in school.
[1:18:38] So Travis did some leg work with me, went to some conferences,
[1:18:42] found some other districts that included their CTE teachers,
[1:18:45] what were they using for that measure to show student growth.
[1:18:49] And he said, Guy, I'm willing to help with my budget
[1:18:52] and support a program.
[1:18:54] And so precision exams is a recognized platform for TIA
[1:19:00] from from the state and so that's what we are going with and the exam is actually called
[1:19:05] use science but it what we can use that to show as students grows from beginning of year to
[1:19:10] end of year in their CTE courses and when we had our committee meeting in May we really talked
[1:19:16] about there's a lot of CTE courses probably can't bring them all in and and do that well and so we
[1:19:24] actually it was a CTE teacher who suggested why don't we start with our level one
[1:19:29] courses and then we can build upon that each year and so that is where we
[1:19:33] ended up and we'll we'll submit if TIA says yes and we're just going to say
[1:19:39] that they will and we'll submit that that we'll collect that data this next
[1:19:43] school year and then submit it the following October and then continue we'll
[1:19:48] just continue to explore the addition of grade levels subjects each spring
[1:19:53] During that expansion and modification process, and that will always include input from a TIA committee which is comprised of teachers, administrators and district leadership.
[1:20:05] It's important to get that input and just that commitment as for my district stakeholders to further our plans.
[1:20:14] Another exciting opportunity that Dr. Malone and I have been talking about, I think since
[1:20:19] you arrived in Hado and we're going to make it happen, if a teacher is or has their
[1:20:27] national board certification, they automatically qualify for the recognized designation, automatically,
[1:20:34] just by having that.
[1:20:36] And we've had some teachers interested in seeking that, but they know that it is an intense process,
[1:20:43] It is a time-consuming process, and so we have talked about, we need to support them somehow.
[1:20:51] So we plan to launch a cohort of three to five teachers who would like to seek their national board certification.
[1:20:58] It is a two to three year process, so we'll hold an informational session in September, letting them know about that process, the time commitment,
[1:21:06] And kind of the timeline, there's four components, and so initially in our initial plans, we've talked about once that component is done, we'll reimburs, and then you can go and get that next component.
[1:21:21] So we've committed $1,900 total to reimburs, it's $2,400 total to for them to add that certification.
[1:21:29] And so if they'll take care of that, we'll help them get that national board certification.
[1:21:34] So they can one have that as an educator.
[1:21:38] I regret that I did not do that when I was in the classroom.
[1:21:41] And so I'm excited to see whoever jumps on board for this.
[1:21:44] I'm excited to see that journey and looking forward to supporting them.
[1:21:49] And then I leave you with this last slide.
[1:21:52] Everything we do is about student outcomes and student success.
[1:21:56] but TIA is also about the smiles on this slide and the joy that is on these
[1:22:04] teachers' faces. The work they do is so incredibly important. It's so incredibly
[1:22:09] impactful and I think anything that we can do to incentivize that and to show
[1:22:16] value to our teachers, I think that's absolutely immeasurable. So thank you and I
[1:22:21] any questions? I believe we have a nationally board-certified educator sitting
[1:22:28] up on our team. Oh, well, would you like to support
[1:22:33] that? At this point, but we shall talk. Yeah, I actually had a couple things I
[1:22:39] wanted to say about that. So, you know, I think three to five, you might want to
[1:22:43] consider expanding. You know, having gone through that two-year process, there's a
[1:22:46] lot of writing and evidence and videos you have to compile and having feedback
[1:22:50] the fact that you get from the people you're working with is extremely important.
[1:22:54] So the smaller you make that group, the harder it is to really achieve that.
[1:22:57] The other thing I would suggest is that we have a real clear application process.
[1:23:01] You can vet the teachers and apply because if you don't think they're gonna be quality,
[1:23:05] at the quality it's gonna take to pass, then they might need to wait a year or something like that.
[1:23:10] I love that feedback, thank you.
[1:23:12] And I will add that I'm currently working on some additional funding because one,
[1:23:17] I'm well aware of how it grows a teacher's practice to become a national board sort of by teacher
[1:23:24] And so I think it would be tremendous for somebody to receive the funding but really just to
[1:23:30] Expand their knowledge of the classroom and so working on that and also hoping to find some way that we can have someone
[1:23:38] Coaching the teachers as they go through them. Yeah, I just want to add like the group
[1:23:42] I was in there was at least 40 people at our cohort and it grew every single year
[1:23:47] We always had that many and what happened is the people who became National Board Certified came back and were the teachers of the cohort after that so that's wonderful.
[1:23:55] We will probably invite you to our information session and I know for a fact we've hired one teacher that this hiring season that also is bringing that certification.
[1:24:05] So welcome to hip donation. We'd love to tap into your talent.
[1:24:09] So Felix.
[1:24:10] Thanks.
[1:24:12] Thank you, Dr. Malone and Mr.
[1:24:14] Osterfer for bringing in the information.
[1:24:16] When I started looking at this information early this summer,
[1:24:21] I was astounded by the amount of money that's available and the use was very low.
[1:24:28] I can't remember the numbers, 340,430,000 teachers in Texas, but
[1:24:33] only 20% or 25,000 actually received this benefit last year.
[1:24:38] So, what can we do to include some of the other areas, for example, we have a lot of coaches,
[1:24:45] we have a lot of arts, so as we progress with this, we need to be able to incentivize
[1:24:51] every single one of our teachers.
[1:24:54] No, absolutely, and that is our ultimate goal, I think, when Dr. Malone and I talk about
[1:24:59] that expansion, we may want to move slow to go fast, so we don't overextend and then have
[1:25:06] of our data, not be on point or validated.
[1:25:11] And so I think every year, I know,
[1:25:14] as I lead the aspiring leaders academy,
[1:25:17] I always pose to them the TIA dilemma
[1:25:20] of how do we include more?
[1:25:22] And several or one was a STEM teacher
[1:25:25] and he said, what?
[1:25:27] There's a core teacher getting $15,000.
[1:25:29] I were, you know, and so absolutely,
[1:25:32] we want to expand and we will work
[1:25:34] to continue to do that.
[1:25:37] It all has to go through though that very rigorous data process.
[1:25:43] And the TTS scores have to be there,
[1:25:45] and those student growth scores have to be there in order to get that designation that we even submit.
[1:25:52] So, I may have submitted 140 elementary teachers,
[1:25:56] but only 58 of those met that criteria.
[1:25:59] And so I think as a district, we should commit to ensuring our teachers are at the top
[1:26:07] tier in their evaluation system and that we're really impacting student growth on a daily
[1:26:12] basis.
[1:26:14] And I will just add that this is one of our reporting components of our new strategic plan.
[1:26:21] And so we will be reporting on the percentage of expansion that we have every year.
[1:26:26] It is very rigorous to add areas.
[1:26:30] We have to have some kind of pre and post assessment that's valid and recognized by
[1:26:36] TEA in order to do it.
[1:26:38] So we would love to just add everybody tomorrow, but and I will say gay does a tremendous amount
[1:26:47] of work on this.
[1:26:48] All of this data she puts together by hand.
[1:26:51] And there's a huge responsibility in this because if our data is off, they don't just
[1:26:55] throw out one person or two people, they'll throw it all out. And so a big
[1:27:00] kudos to Gay and the work that she does on this, but it's not as simple as it
[1:27:05] sounds because we have to make sure that we truly have those things in place so
[1:27:10] that we don't lose the qualification for all. But it's fun. It's actually really
[1:27:17] fun and a great opportunity and those smiles were priceless. Yes, absolutely. I
[1:27:23] I think that was just the exclamation point to the work
[1:27:26] and makes it all worth it.
[1:27:30] Thank you.
[1:27:30] Thank you.
[1:27:33] The next item is for information and MOU.
[1:27:39] Anybody has any questions on that?
[1:27:42] Dr. Malone, take those questions.
[1:27:48] All right, next step is the consent agenda.
[1:27:52] Did we need to pull anything off of this month's consent agenda?
[1:27:56] Anybody need anything to come off?
[1:27:58] All
[1:28:01] right, do we have a motion?
[1:28:02] I make a motion to approve the consent agenda as presented.
[1:28:06] Motion made by Eshara is second, second by Felix, all in favor?
[1:28:14] Motion passes.
[1:28:20] And then next is the action on the student code of conduct.
[1:28:42] Anybody have any additional questions about this or need any additional information?
[1:28:52] Is there a motion?
[1:28:54] I make a motion to approve the student code of conduct as presented.
[1:28:59] The motion made by Shara, is there a second?
[1:29:03] Second by Terrence.
[1:29:06] Final questions, thoughts?
[1:29:09] All in favor?
[1:29:11] Motion passes.
[1:29:15] Thank you for moving chairs.
[1:29:22] Finally is the board calendar.
[1:29:24] I think Shannon said this earlier for the lot of things every day it feels like there's
[1:29:33] some things.
[1:29:34] So busy season everybody
[1:29:39] has all the things on their calendar, do you need anything?
[1:29:45] I think we're still working on making sure everybody has the calendar invites to their campus
[1:29:53] that they've been assigned to you, that that calendar is shared, and I think...
[1:30:00] The other question was, if like that campus, like my campus, could I have the access to the
[1:30:08] parents' squares that go out to that campus so that would help with the reminders? Is that
[1:30:13] possible, Noel?
[1:30:25] All right. Any future agenda items? Any questions on the calendar?
[1:30:29] if you need anything then
[1:30:37] this meeting is adjourned at 8.53