1 00:00:00,020 --> 00:00:07,280 This work session of the Erring Independent School District Board of Trustees is called order. Mr. Randall, will you please leave the application? 2 00:00:09,120 --> 00:00:09,640 Well, 3 00:00:17,700 --> 00:00:38,030 I'd probably just come to you this evening and we just ask your blessings upon this meeting and we just especially ask your wisdom father as we meet to make decisions and that will affect our district and we just ask that you will help us and everything that we do will be to the betterment of our students and our parents and our employees father. 4 00:00:38,030 --> 00:00:41,210 and we just thank you for your son and for loving us. 5 00:00:41,330 --> 00:00:42,890 So that's these things in your son's name, amen. 6 00:00:43,830 --> 00:00:44,470 Thank you, Mr. Randall. 7 00:00:44,582 --> 00:01:07,342 We're going to move around a little bit. We're going to move over to the regular meeting agenda item number 5, which is consider approval of order number 14, 1501, authorizing the issuance of limited tax refunding bond, series 2015, and a principal amount not to exceed $75 million, and accordance with specified parameters for debt service savings, Ms. Cabara. 8 00:01:37,332 --> 00:01:39,292 Thank you, Mr. Stypes. 9 00:01:41,432 --> 00:01:44,132 It's not been that long since we had a refunding opportunity. 10 00:01:44,572 --> 00:01:50,652 We did one last summer, and at that time, we did this parameter order. 11 00:01:51,312 --> 00:01:55,872 And to my left is Rob Collins, and he is our bond council with Bracewell, 12 00:01:56,112 --> 00:02:01,512 Giuliani, and he actually prepares the parameter order in all those layers of documents 13 00:02:01,512 --> 00:02:05,092 that you'll get to sign when we actually sell the bonds. 14 00:02:05,372 --> 00:02:08,312 And then from RBC Capital Markets, our financial advisor, 15 00:02:08,932 --> 00:02:10,872 Dereconia and Clarence Grier. 16 00:02:12,612 --> 00:02:14,712 And they're mostly here to answer any questions. 17 00:02:15,092 --> 00:02:17,772 And I'm going to go over the parameters 18 00:02:18,212 --> 00:02:20,132 that we have on the consent agenda. 19 00:02:20,572 --> 00:02:22,352 And then let either Derec or Clarence 20 00:02:22,352 --> 00:02:24,192 just talk a little bit about the issues 21 00:02:24,192 --> 00:02:27,672 and the potential savings for you. 22 00:02:28,052 --> 00:02:31,212 Attached to your document, you have the parameter 23 00:02:31,212 --> 00:02:37,432 order as well as the refunding opportunity plan. And if you look in the 24 00:02:37,432 --> 00:02:42,352 parameter order and I've outlined it here section 7.01, we're asking you to give 25 00:02:42,352 --> 00:02:48,712 authorization for either doctor or myself to actually commit to a refunding issue 26 00:02:48,712 --> 00:02:54,192 if in the event that these parameters are met. And what that means is if we can 27 00:02:54,192 --> 00:03:03,252 obtain interest savings cost and not have a what they call a net bear net bear interest 28 00:03:03,252 --> 00:03:08,372 had a true interest cost greater than 4% then that would be one of the parameters that 29 00:03:08,372 --> 00:03:13,052 we would want to be able to meet before we would pull the trigger on this parameter order 30 00:03:13,052 --> 00:03:18,212 and actually do the refunding. Now the refunding itself not to exceed 75 million dollars 31 00:03:18,212 --> 00:03:23,932 And we're looking at the 2005-6, 2007-A, and 2008, just certain 32 00:03:23,932 --> 00:03:25,732 maturities within that. 33 00:03:26,312 --> 00:03:29,652 And also the net present value, our goal would be to at least 34 00:03:29,652 --> 00:03:32,652 yet an 8% savings, if not greater. 35 00:03:33,312 --> 00:03:36,552 And then of course, the maturity, the final maturity 36 00:03:36,552 --> 00:03:38,932 of these bonds, are not being extended. 37 00:03:39,572 --> 00:03:42,032 It's going to be in the same amount that is currently there. 38 00:03:42,272 --> 00:03:44,572 So it's just a pure interest savings. 39 00:03:45,112 --> 00:03:47,252 And the gentleman can go over one of the charts 40 00:03:47,252 --> 00:03:56,992 in the board book that actually shows you what that would mean every year between now and the end of the maturity of the sets of bonds of what savings the potential savings would be. 41 00:03:56,992 --> 00:04:09,872 We would price them in December and commit to that if the market cooperates with us meets these parameter orders and we would physically close on the bonds in January 30 days later. 42 00:04:09,872 --> 00:04:23,072 And that allows us to do that, because the August 2014 series was actually a bank qualified that limits us to not being able to do another refunding in this current year. 43 00:04:23,472 --> 00:04:31,012 And then of course, being able to do that as a bank qualified was a good investment on our part to maximize savings at that time. 44 00:04:31,332 --> 00:04:34,112 So I'll let the gentleman just say a few things. 45 00:04:35,232 --> 00:04:36,952 And if you have any questions, we'll go from there. 46 00:04:37,692 --> 00:04:41,152 Okay, so we have a information book here in your packet. 47 00:04:41,292 --> 00:04:42,272 I'll just hit the highlight. 48 00:04:42,412 --> 00:04:44,732 Really just one page to talk about the projected savings. 49 00:04:44,972 --> 00:04:47,572 This is in section three of our book. 50 00:04:47,572 --> 00:04:50,712 It's actually page 15 on our. 51 00:04:50,752 --> 00:04:52,432 I'm not sure what it is in your board packet. 52 00:04:54,412 --> 00:05:00,112 But, um, to- 53 00:05:27,502 --> 00:05:33,162 So much to the surprise of almost all the economists and our business interest rates have steadily 54 00:05:33,162 --> 00:05:36,822 declined throughout the year, pretty much every economist thought interest rates would 55 00:05:36,822 --> 00:05:39,982 be higher at this point than they were at the start of the year, and if continually 56 00:05:39,982 --> 00:05:43,922 declined to get to a rate where we've identified this other opportunity, so if you look at 57 00:05:43,922 --> 00:05:49,502 this page, a summary of the savings, we would look at refinancing about 62.5 million in 58 00:05:50,042 --> 00:05:54,422 and that's almost 70 million and proceeds for a total amount of the refinancing. 59 00:05:55,122 --> 00:05:59,362 And based on current market rates, we would project that the district could realize, grossed 60 00:05:59,362 --> 00:06:03,462 that service savings of about $7.8 million on a present value basis. 61 00:06:03,622 --> 00:06:05,042 That's about $6.2 million. 62 00:06:05,762 --> 00:06:08,262 And you see these blue highlighted bars here as bankers. 63 00:06:08,382 --> 00:06:12,322 We generally look at this as a kind of our bogey, the present value savings percentage. 64 00:06:12,502 --> 00:06:15,182 As a percentage of the amount of bonds we're refinancing. 65 00:06:15,182 --> 00:06:20,062 really as we mentioned to you before we like to see that in excess of 5% as you can see this 66 00:06:20,062 --> 00:06:26,682 opportunity is over 10% right now. So a significant savings could be realized and on the right 67 00:06:26,682 --> 00:06:31,142 there we show you what the annual cash flow savings would be structured on a level basis in each 68 00:06:31,142 --> 00:06:36,542 year. It's about $435,000 a year. So this is an opportunity that we would recommend the district 69 00:06:36,542 --> 00:06:41,202 move forward with and again we would work similarly at the boards approval we would move forward 70 00:06:41,202 --> 00:06:44,762 and get all the steps in place to be able to price this transaction, 71 00:06:44,962 --> 00:06:46,262 meaning set the interest rates, 72 00:06:46,662 --> 00:06:49,262 and go out and market the bonds to investors, lock it up, 73 00:06:49,682 --> 00:06:52,222 and early December, and then close it in early January. 74 00:06:52,842 --> 00:06:54,802 And again, if the market just moved away from us, 75 00:06:54,822 --> 00:06:56,162 and we didn't realize the savings, 76 00:06:56,442 --> 00:06:58,242 then we just wouldn't move forward with the transaction. 77 00:06:58,622 --> 00:07:00,542 So today, what the board would give us, 78 00:07:00,542 --> 00:07:03,222 just give us approval to move forward and get everything in place. 79 00:07:04,302 --> 00:07:05,802 And we're happy to take any questions. 80 00:07:05,802 --> 00:07:07,242 That's not. 81 00:07:17,782 --> 00:07:18,702 Do we have any questions? 82 00:07:20,682 --> 00:07:21,262 Great. 83 00:07:22,122 --> 00:07:22,682 Thank you. 84 00:07:22,762 --> 00:07:23,782 Appreciate it very much. 85 00:07:24,282 --> 00:07:24,682 Thank you. 86 00:07:43,882 --> 00:07:52,122 Moving back to the work session agenda item number B. Receive presentation on campus-to-career's program, Dr. Greenidge. 87 00:08:05,592 --> 00:08:16,992 Good evening, President Stipes. Dr. Parr, members of the board. Tonight, we will bring to you a presentation on the campus-to-career's program. 88 00:08:17,232 --> 00:08:24,692 Thank you very much. Yes, appreciate that. At the time, I'd like to invite Mr. Robert Abel, Division Director for Secondary Schools. 89 00:08:24,692 --> 00:08:31,072 and Mrs. Sean Blessing, Director for CTE, and Mr. Gary SEP, Coordinator for CTE, up to make the presentation. 90 00:08:51,312 --> 00:08:53,812 Mr. Stypes, Dr. Tara, and members of the Board. 91 00:08:53,912 --> 00:08:59,832 Thank you so much for providing us this opportunity to share with you information on campus to career system. 92 00:09:00,332 --> 00:09:11,352 The campus to careers is an exciting innovative program, which will provide our every NISD students, the opportunity to choose the best academic pathway to a successful career, 93 00:09:11,352 --> 00:09:18,272 And we'll also allow them the opportunity to connect with career opportunities that may be available to them right here in Irving. 94 00:09:18,872 --> 00:09:26,352 The Campus 2 Careers Program will provide all Irving ISD students, beginning in grade 6, with the ability to develop an online portfolio, 95 00:09:26,912 --> 00:09:32,192 which will showcase their skills, their interest and successes while they are students in Irving ISD. 96 00:09:32,192 --> 00:09:38,632 The online portfolio will house student work, recommendations, awards, videos, and more, 97 00:09:38,812 --> 00:09:44,432 all of which can be updated on a regular basis and shared with potential employers and colleges 98 00:09:44,432 --> 00:09:46,792 as a student's advance in grade level. 99 00:09:47,192 --> 00:09:52,152 The system will allow parents and students to view and discuss their four-year plans and 100 00:09:52,152 --> 00:09:57,372 their personal graduation plan as well as test scores, I'm sorry, test scores, attendance, 101 00:09:57,712 --> 00:09:58,212 and more. 102 00:09:58,212 --> 00:10:06,692 In addition, the student will be able to access their portfolio long after they graduate through a unique feature offered through this system. 103 00:10:06,992 --> 00:10:14,872 The student's graduate account will allow students to utilize the system at a different level and will allow Irving to track students on a global level. 104 00:10:17,172 --> 00:10:17,492 There we go. 105 00:10:18,312 --> 00:10:25,372 The campus to career system, what it does, it aligns high school college and student career pathways into a single system, 106 00:10:25,372 --> 00:10:36,732 which will allow students, along with their parents, teachers, and counselors, the opportunity to monitor and guide the students so that they can achieve their goals for at the post-secondary level. 107 00:10:38,732 --> 00:10:41,212 Campus two careers consists of six modules. 108 00:10:41,452 --> 00:10:44,452 So what that means is that the students will have the opportunity. 109 00:10:44,812 --> 00:10:46,592 All students will complete four of those modules. 110 00:10:46,932 --> 00:10:51,412 The other two will be up to the student whether or not they work with those. 111 00:10:51,412 --> 00:10:59,052 Campus two careers will begin with, create, so each student will create a profile, which then becomes their virtual resume. 112 00:10:59,732 --> 00:11:08,172 Then the students will learn about careers and opportunities by completing several different assessments that are available to them through the system. 113 00:11:08,772 --> 00:11:17,272 The students will then work with their counselor and their parents to develop their PGP and that will drive the four-year plan and help them make better elective choices. 114 00:11:17,272 --> 00:11:30,512 Once the students complete this piece of these four modules, then the students will be able to earn or match up with local opportunities that may be available to them based on their skills and interest. 115 00:11:33,172 --> 00:11:42,292 There are two other pieces of this, the SS module, which will allow the students to take practice tests for the college readiness. 116 00:11:42,292 --> 00:11:46,632 So the SAT prep, ACT prep, and TSI prep will be available 117 00:11:46,632 --> 00:11:49,032 to the students through this site. 118 00:11:49,932 --> 00:11:54,552 And one very, very unique piece of this particular system 119 00:11:54,552 --> 00:11:57,792 that I haven't seen anywhere else is that the students 120 00:11:57,792 --> 00:12:03,212 will be allowed to earn merit badges based on their success 121 00:12:03,212 --> 00:12:04,152 in different areas. 122 00:12:04,592 --> 00:12:08,812 So the badges will be awarded for things like attendance 123 00:12:08,812 --> 00:12:11,152 grades if the students are class officer, 124 00:12:11,152 --> 00:12:18,232 If they earn a certification, those kinds of things, the school district will decide what we will 125 00:12:18,232 --> 00:12:18,612 badge. 126 00:12:19,112 --> 00:12:23,892 What the badge is, it's a recognition that will appear on the student's profile. 127 00:12:24,332 --> 00:12:29,512 So anyone who accesses that profile, including colleges and employers, parents, anyone else 128 00:12:29,512 --> 00:12:32,332 can see all of their high school successes. 129 00:12:33,472 --> 00:12:37,312 So we think this is going to be very, very popular with the students. 130 00:12:37,312 --> 00:12:41,212 It's a way for them to receive recognition in some case and incentive. 131 00:12:41,672 --> 00:12:48,272 Some of the badging will include an incentive, such as perhaps a drink from a local vendor, 132 00:12:49,272 --> 00:12:56,452 a soda from a local vendor or perhaps maybe a minor league ticket, something like that. 133 00:12:57,092 --> 00:13:03,312 It also may just be a certificate of recognition or maybe a congratulatory email from their principal or teacher. 134 00:13:03,312 --> 00:13:10,252 So these badges will accumulate on the student's profile so that, again, everyone can see 135 00:13:10,252 --> 00:13:14,712 all that they've done and being successful at while they're in high school. 136 00:13:18,342 --> 00:13:21,602 So, it boils down to what will the students really use this side for? 137 00:13:21,742 --> 00:13:27,162 The students are really going to use this side to create their digital portfolio and have a 138 00:13:27,162 --> 00:13:29,302 single site to house all of their work. 139 00:13:29,542 --> 00:13:34,182 It will house all of their projects and grades, letters of recommendation. 140 00:13:34,182 --> 00:13:41,182 It will allow them to apply for jobs. Employers can post jobs on this site, specific to a 141 00:13:41,182 --> 00:13:47,002 student's area of interest. So they're able to post jobs as well as internships. And then 142 00:13:47,002 --> 00:13:51,162 it will help the student to identify their career interests, their skills, and their preferred 143 00:13:51,162 --> 00:13:55,822 work environment, which may change over the years. And they will be able to take those assessments 144 00:13:55,822 --> 00:14:01,822 more than one time and see how their interests may have changed over the years. You have a lot 145 00:14:01,822 --> 00:14:06,642 additional information in the about the program in your packet, but for the sake of having 146 00:14:06,642 --> 00:14:11,742 time to answer questions, I'd like to close by saying that campus two careers provide students 147 00:14:11,742 --> 00:14:16,922 with resources and tools to help them set their goals and also help them to accomplish 148 00:14:16,922 --> 00:14:23,682 their personal goals for success. It allows the students along with their parents to better prepare 149 00:14:23,682 --> 00:14:29,642 for their future college or immediate entry into the workforce, and campus two careers will 150 00:14:29,642 --> 00:14:36,242 students to network with the business community in a safe, secure, supervised environment. Does anyone 151 00:14:36,242 --> 00:14:37,382 have any questions? 152 00:14:39,582 --> 00:14:45,852 Okay, let's begin in the eighth grade. That's when they take their career 153 00:14:45,852 --> 00:14:51,732 assessments, but they will actually complete their profile beginning in the sixth grade. Okay. All right, 154 00:14:51,812 --> 00:15:02,472 we're good. What districts have you used this? Which districts have you used this? Do you want to 155 00:15:02,472 --> 00:15:10,152 is using it, Lockhart has used it, and there's another one, right in our ear and I can't 156 00:15:10,152 --> 00:15:12,012 think of the other one, there's another one in our ear. 157 00:15:12,632 --> 00:15:13,552 Yeah, I'm sorry. 158 00:15:22,382 --> 00:15:32,522 Ask for that, didn't I? Thanks. Mission accomplished, Leslie. Far from San Juan, Alamo, a number of the El Paso of Independent School Districts, area of schools. 159 00:15:34,722 --> 00:15:42,942 I'll tell you what the real beauty of the campus careers C2C process program is. 160 00:15:42,942 --> 00:15:48,402 really. Some people say that getting a job, getting a career is really about what you know. 161 00:15:48,622 --> 00:15:55,982 Other people say it's really about who you know. And Mars Phoset is what you know and more importantly 162 00:15:55,982 --> 00:16:02,982 how you know them. So the whole idea behind campus to career C2C is to find a way to link students 163 00:16:03,502 --> 00:16:12,062 with jobs, careers and areas of their interest as well as match them for the employers who also 164 00:16:12,062 --> 00:16:17,042 see that same fit, if you will, you know, getting a job, being placed in a job is all about 165 00:16:17,042 --> 00:16:21,602 the fit here that all the time. Well, how do you establish that fit? Well, you figure out 166 00:16:21,602 --> 00:16:25,302 what students are interested in, you figure out what their skills are, you put them into 167 00:16:25,302 --> 00:16:30,282 a system, and on the other side, your employer is doing the same thing. These are characteristics 168 00:16:30,282 --> 00:16:35,842 I want to see in students, employees, for me, here are things that I need, and then the system 169 00:16:35,842 --> 00:16:41,922 those to work and create some match, you know, I've heard it said that this is somewhat like 170 00:16:41,922 --> 00:16:49,122 eharmonie.com. I've not used eharmonie.com nor do I have an interest in that, but I understand 171 00:16:49,122 --> 00:16:54,642 it's somewhat similar to that. I've got LinkedIn, Dr. Parbo, but eharmonie's going to do it. 172 00:16:55,682 --> 00:17:01,362 Anyway, but you understand the concept here. In the whole idea really is to give students 173 00:17:01,362 --> 00:17:08,662 a safe portal for making that a initial connection and really being able to find what it is that 174 00:17:08,662 --> 00:17:14,082 excites them would get their passion going in terms of careers and the same for the employers. 175 00:17:16,122 --> 00:17:19,942 Yeah, as a matter of fact, we were the first when I was in Lockhart, we were the first school district 176 00:17:19,942 --> 00:17:21,902 in the United States to use this. 177 00:17:21,902 --> 00:17:23,102 Tell me about your experience. 178 00:17:23,522 --> 00:17:26,762 My experience is going to be very different to what is going to be here in Irving. 179 00:17:26,762 --> 00:17:31,442 Our economy and our business community there was, although, you know, healthy. 180 00:17:31,722 --> 00:17:33,922 It wasn't as robust as Irving. 181 00:17:34,582 --> 00:17:36,182 You have a number of corporations here. 182 00:17:36,322 --> 00:17:39,422 We didn't have corporations as such in Lockhart. 183 00:17:39,682 --> 00:17:44,902 But when we did experience in the short time that we had in motion was we had good success 184 00:17:44,902 --> 00:17:51,382 with getting kids excited about the prospect of developing their online portfolio, the profiles. 185 00:17:51,382 --> 00:18:02,342 And we actually did tap into some of the senate, was at Austin Torres National Basketball Association Development League tickets and so Badging was a big deal to our kids. 186 00:18:02,702 --> 00:18:09,762 A lot of the soft things I call food, soft drinks, things like those things. 187 00:18:10,222 --> 00:18:11,382 We're important to our kids. 188 00:18:12,142 --> 00:18:18,642 For me it was bigger than that though because it's about what it is that you're preparing kids to start thinking about along the way. 189 00:18:18,642 --> 00:18:20,882 And that was the biggest piece to me. 190 00:18:21,042 --> 00:18:22,942 And so that's what I'm excited about here in Erby. 191 00:18:23,642 --> 00:18:25,942 We're going to have the opportunity to really build this thing 192 00:18:25,942 --> 00:18:27,682 from grade eight on up. 193 00:18:28,902 --> 00:18:31,942 So that way when kids are starting connect with potential employers 194 00:18:32,682 --> 00:18:36,622 in ninth grade, tenth grade, and then, after they leave high school, 195 00:18:36,702 --> 00:18:38,562 then they've already got that connection made. 196 00:18:39,142 --> 00:18:41,222 And that can follow them wherever it is that they go. 197 00:18:43,422 --> 00:18:47,522 So, well, the district then be reaching out to the employers 198 00:18:47,522 --> 00:18:51,682 And funny you should ask why should we go ahead and talk about that a little bit, Sean. 199 00:18:52,022 --> 00:18:54,682 Okay, we have already started that process. 200 00:18:55,082 --> 00:18:57,302 We've met with our district advisory boards. 201 00:18:57,302 --> 00:19:02,522 I've also met with a group of individuals who are interested in hiring our students as interns. 202 00:19:02,522 --> 00:19:04,502 So we're talking about how we can make that happen. 203 00:19:05,102 --> 00:19:08,802 We have, of course, our cluster advisory boards. 204 00:19:09,182 --> 00:19:12,982 Every session they have announced and talked about campus to careers. 205 00:19:12,982 --> 00:19:18,382 So, we're also working with Thelma Cantu, and she's going to reach out to all of her partners. 206 00:19:19,062 --> 00:19:24,682 The other side of this is that our relationship with Schurskore, which houses campus to careers, 207 00:19:25,222 --> 00:19:28,802 part of our agreement is that they will assist us with that process. 208 00:19:29,282 --> 00:19:35,342 So, our first badge that we plan to award to our students will be for attendance, 209 00:19:36,542 --> 00:19:42,342 and they are helping us find a recognition to award those students in January, things as a semester. 210 00:19:42,342 --> 00:19:51,082 So, all of our students in Urbanized D grades 9 through 12, we'll have their profile, they all have access 6 through 12, so they've got a log in. 211 00:19:51,262 --> 00:20:02,542 But all of our students in high school have completed their profiles so that they can then look at their other pieces, which include a dashboard that includes their attendance and all those kinds of things. 212 00:20:03,482 --> 00:20:08,122 And so we're going to recognize them at that time. So the first badges should show up in January. 213 00:20:11,172 --> 00:20:15,612 Well, in the other pieces is this, the Greater Irving, 214 00:20:15,772 --> 00:20:19,492 Lusklands, Chamber of Commerce is going to have a strategic planning session next week. 215 00:20:20,612 --> 00:20:23,052 I serve as an ex-efficient member of the Board of Directors, 216 00:20:23,712 --> 00:20:27,792 and so they have a lot of us some time to present to that group as well. 217 00:20:28,652 --> 00:20:31,892 So, you know, we have a multi-phase approach to actually getting it out there 218 00:20:31,892 --> 00:20:34,772 to the business community, which, of course, if they don't know about it, 219 00:20:34,852 --> 00:20:35,852 it doesn't do us any good. 220 00:20:37,272 --> 00:20:42,992 And I'd like to say to you, as a lot of the partners in education, that we have partnered 221 00:20:42,992 --> 00:20:48,972 with in the school district here, have even made the comments as part of their presentations. 222 00:20:49,712 --> 00:20:52,432 They want our students coming to work for their companies. 223 00:20:52,972 --> 00:20:56,312 And those are companies that are in Irving, Texas. 224 00:20:57,112 --> 00:21:00,312 So I mean, I think we've got a good step up on this already. 225 00:21:01,012 --> 00:21:08,212 As soon as the students complete their profiles, they can be matched with employers who have already registered their profiles. 226 00:21:08,432 --> 00:21:10,132 And of course, we screen all the employers too. 227 00:21:10,472 --> 00:21:15,352 I would like to add, too, when we made the presentation to the advisory board two weeks ago. 228 00:21:16,212 --> 00:21:22,212 The business members, the community members, were very excited about C2C, campus two careers. 229 00:21:22,212 --> 00:21:32,932 And that day, actually, we had several employers contact Mrs. Blessing to go ahead and get into the system so that they could begin posting positions, making the communications, 230 00:21:33,412 --> 00:21:40,092 reaching out to find those student interns. So the interest is definitely there on behalf of our community. 231 00:21:40,432 --> 00:21:50,892 What we're now doing with you today is communicating that message. So from here on out, we will continue to communicate this message throughout the community so that business members, 232 00:21:50,892 --> 00:21:58,112 know what C2C is and what it can do for not only their businesses but our community and our students. 233 00:21:59,832 --> 00:22:01,852 Who does the data input for each student? 234 00:22:02,992 --> 00:22:03,592 The student. 235 00:22:05,152 --> 00:22:07,212 When will this roll out to this? 236 00:22:07,352 --> 00:22:11,532 I mean when will the students start getting information on this and how will they get that? 237 00:22:11,812 --> 00:22:11,872 Okay. 238 00:22:12,312 --> 00:22:13,452 Do you want to take the students? 239 00:22:13,452 --> 00:22:15,112 The students have already started working on their profiles. 240 00:22:15,812 --> 00:22:17,872 They started their profiles officially. 241 00:22:18,832 --> 00:22:21,692 They started the middle of the latter part of September. 242 00:22:22,772 --> 00:22:29,552 They have until the end of this month or December to get their profile 100% up and running. 243 00:22:30,132 --> 00:22:31,812 And the business partners are doing the same thing. 244 00:22:32,132 --> 00:22:35,452 So our all of our students have been notified for CTE. 245 00:22:36,132 --> 00:22:40,712 We're training all the teachers that are not CTE as well on the different high school campuses 246 00:22:40,712 --> 00:22:43,752 so that all students, whether they're CTE or not CTE. 247 00:22:43,772 --> 00:22:46,232 We'll be working on a profile. 248 00:22:49,132 --> 00:22:58,392 All. All. There's probably it's way that campus, whatever the campus wants to do, specifically some have their advisory periods and stuff like that. 249 00:22:58,792 --> 00:23:08,772 Okay. I'm a bit confused about the profile. Is that where they go through and I said, would you work? Would you like to work indoors or outdoors? Would you like to work with computers or animals? 250 00:23:08,772 --> 00:23:11,152 Is that the great question? 251 00:23:11,452 --> 00:23:13,992 Well, if that's the profile, and then at the end, 252 00:23:14,412 --> 00:23:19,632 it channels gives you 50 jobs that according to your likes 253 00:23:19,632 --> 00:23:20,852 and dislikes that they're easy on. 254 00:23:20,872 --> 00:23:23,612 So if the students, if they're following the process, 255 00:23:23,692 --> 00:23:25,392 which means they go through the modules, 256 00:23:25,972 --> 00:23:29,072 when they take the career assessment, it generates a report, 257 00:23:29,552 --> 00:23:32,492 which will identify where their skills interests are. 258 00:23:33,372 --> 00:23:37,632 Then that is how they get the match once the student is enrolled. 259 00:23:37,632 --> 00:23:43,992 their profile is there. They've taken the assessments. That's how they match them with the employers. 260 00:23:44,652 --> 00:23:50,252 And so they can the employers can target a group of students based on their career interests at all of our schools. 261 00:23:50,612 --> 00:23:55,332 Yeah, I understand that. And U.S. the little kid in elementary school, you want to be. 262 00:23:55,332 --> 00:24:01,472 I want to be a fireman or a placement. So do we, is there a timeline where, you know, two years from now, 263 00:24:01,632 --> 00:24:05,052 you're going to say, okay, that's what you thought, that's what you did. 264 00:24:05,052 --> 00:24:19,332 You have to recreate your profile or locking into it and locking out in their career and technical education classes, and we have 82% of our students are in a program of CTE program, so we get a large group of them. 265 00:24:19,672 --> 00:24:34,392 Through that, through those classes, we have developed, get Mr. Shepherd developed, college and career readiness matrix, so that at every grade level in every classroom, they will have activities that are focused on the campus to career system. 266 00:24:34,392 --> 00:24:40,372 that will take them through their four-year high school plan and with every grade level they're doing different things. 267 00:24:40,832 --> 00:24:48,012 So at some point in that in those four years, there will be re-taking the assessments, even though those are available to them at any time, 268 00:24:48,272 --> 00:24:52,792 they will formally re-take them at some point when they're one of our CT classes. 269 00:24:53,852 --> 00:25:00,912 And so the editing will be ongoing for them to put themselves in a career and take it out. 270 00:25:00,912 --> 00:25:07,752 because otherwise they, you know, one of the things that happens I just, as example, with 271 00:25:07,752 --> 00:25:13,012 teachers, they require them to, when they get to college, they said, if you're going 272 00:25:13,012 --> 00:25:15,212 to be a teacher, you have to do observation. 273 00:25:15,612 --> 00:25:19,652 We're not going to let you take all these classes and then discover after you've got 274 00:25:19,652 --> 00:25:23,452 near degree that that's really not, you're looking at something. 275 00:25:23,972 --> 00:25:30,892 So it's kind of a, well, the site has many, many capabilities that we, 276 00:25:30,892 --> 00:25:36,072 We haven't gone into that we've given you the basics, which are the modules that have to get the kids started. 277 00:25:36,732 --> 00:25:40,092 But there are so many more pieces to it for college preparation. 278 00:25:40,492 --> 00:25:44,712 There are lots of resources for scholarships and videos to talk about different careers. 279 00:25:45,372 --> 00:25:48,012 And there are many, many pieces to this system. 280 00:25:48,272 --> 00:25:50,952 We wanted to bring to light the pieces that make it unique, 281 00:25:51,352 --> 00:25:54,572 which are really the connection with the community partners and the badging. 282 00:25:54,572 --> 00:25:57,572 That's very unique to this system and you're not going to get anywhere else. 283 00:25:57,672 --> 00:26:00,452 One of the things that I guess we need to always look at 284 00:26:00,452 --> 00:26:08,772 is a security of their information and all of that because once it's open up to whoever 285 00:26:08,772 --> 00:26:15,752 or whatever, whenever these businesses, I mean, you have a box of information about a student 286 00:26:16,792 --> 00:26:20,052 that may not be needing to share. 287 00:26:20,752 --> 00:26:27,172 So who is in control of the system is set up so that it protects the student, it's a very secure 288 00:26:27,172 --> 00:26:32,952 environment, all of the communication if there is any communication is via email, it's filtered 289 00:26:32,952 --> 00:26:38,732 through the teacher and then also the parent can see every piece of communication and 290 00:26:38,732 --> 00:26:43,812 every portion of the site is open to the parents as well and we can hear at the admin building 291 00:26:43,812 --> 00:26:50,132 we have control over that site so if we can cut that person off if we want to but I mean the employer 292 00:26:50,132 --> 00:26:54,592 or whatever if we don't think it's quite right or not except them we have to approve every single 293 00:26:54,592 --> 00:27:00,072 employer before they're allowed access at all. The student's profile, although I'll see on the profile, 294 00:27:00,952 --> 00:27:07,092 is the student, their career interest, their picture will not be shown ever to the potential employer, 295 00:27:07,712 --> 00:27:14,512 and what the way this works is to employ your post positions and the position goes to the profile 296 00:27:14,512 --> 00:27:18,892 of every student with that career interest. So it's up to the student then to apply for the position. 297 00:27:19,372 --> 00:27:20,192 Does that make sense? 298 00:27:20,192 --> 00:27:25,532 communication directly between the employer or possible employer and the student is very 299 00:27:25,532 --> 00:27:33,932 minimal. Typically, it's through job postings and general information. We don't foresee too many 300 00:27:33,932 --> 00:27:39,692 circumstances where they are emailing back and forth, however. If they do, certain protocols are 301 00:27:39,692 --> 00:27:44,952 in place to make sure that that communication is monitored so that nothing inappropriate takes place. 302 00:27:44,952 --> 00:27:50,612 I do want to add two trustee mostly when you were talking about the profiles and changing them. 303 00:27:50,772 --> 00:27:56,032 I just want to make sure that we're clear that students are not locked into a choice. 304 00:27:56,592 --> 00:28:02,812 Once that choice or that profile has been developed, they can make adjustments to that all along the way. 305 00:28:03,112 --> 00:28:14,932 And Mr. Shep's matrix helps students to continue to redefine their interest and where they would like to go. 306 00:28:14,932 --> 00:28:22,452 options to students, not about limiting them, but they're having made a choice early on in their secondary career. 307 00:28:22,692 --> 00:28:28,452 So I want to make sure we were crystal clear on that, because I felt like that's what you were trying to get to with those questions. 308 00:28:30,792 --> 00:28:33,372 Sounds like a fantastic program for our students. 309 00:28:33,892 --> 00:28:42,492 I know you said to be going out to all the teachers, and all that, just to me, one area that would be important would be to me this is a really good fit for our average students. 310 00:28:42,492 --> 00:28:43,292 Oh yes. 311 00:28:44,152 --> 00:28:50,772 So they're needing maybe that little boost or recognition or like I think it just helped 312 00:28:50,772 --> 00:28:55,272 them see how all of the stuff ties together that can get them on a potential career 313 00:28:55,272 --> 00:28:55,612 pass. 314 00:28:59,132 --> 00:28:59,952 I'm there. 315 00:29:00,312 --> 00:29:00,752 That's awesome. 316 00:29:01,172 --> 00:29:01,532 Thank you. 317 00:29:01,752 --> 00:29:06,632 There hasn't been any mention of the cost or how it was paid for, it seems like it probably 318 00:29:06,632 --> 00:29:11,492 was in the past since we were already utilizing it, but I'm just still curious about that. 319 00:29:12,812 --> 00:29:19,792 No, it was, yes, it was a very, very reasonable cost for all of our campuses. 320 00:29:20,072 --> 00:29:25,932 We did pay for it, I don't want to commit to that, I want, I can't remember at this point 321 00:29:25,932 --> 00:29:30,652 of this federal or local funds, but it was paid for reasonable cost for all of our schools 322 00:29:30,652 --> 00:29:31,332 all of our students. 323 00:29:31,452 --> 00:29:32,792 I think it was $20,000. 324 00:29:34,372 --> 00:29:34,572 Yes. 325 00:29:38,312 --> 00:29:47,112 three dollars a student as per like secondary students or sixth grade up yeah middle school 326 00:29:47,112 --> 00:29:59,992 in high school yeah we get up there sure any more questions thank you all very much 327 00:29:59,992 --> 00:30:03,412 appreciate it. Thank you. Don't go anywhere Dr. Venetra. 328 00:30:10,831 --> 00:30:21,971 Move to item C, which is receiving overview on the 2014-2015 PBMAS TIA required district improvement plan, Dr. Greenwich. 329 00:30:22,411 --> 00:30:29,771 Yes, sir. Mr. Sifes, if this time I'd like to ask Mr. Ferdinand, not to give you that. Our Division Director for State and Federal Programs to join me. 330 00:30:29,771 --> 00:30:36,431 He will take the lead on the presentation, but to begin, I do want to state that this plan 331 00:30:36,431 --> 00:30:41,771 that we are presenting tonight is the plan that we spoke to you about last month. 332 00:30:41,991 --> 00:30:47,071 We mentioned to you our staging and PBMAS and our TEA preliminary findings. 333 00:30:47,531 --> 00:30:54,511 The plan that has been developed as a result of those two things are what's been presented tonight. 334 00:30:54,511 --> 00:30:56,151 So Mr. Natividad? 335 00:30:58,691 --> 00:31:11,351 Mr. Stives, Dr. Para, members of the board, my name is Fernando Natividad. I have met most of you, but if I haven't, it's very nice to meet you. Thank you for. 336 00:31:11,471 --> 00:31:14,091 Thank you for the opportunity for me to present. 337 00:31:22,831 --> 00:31:30,691 Although we met all four indexes from this state system of accountability. 338 00:31:30,691 --> 00:31:38,311 As a district, we miss some safeguards on the federal side of accountability. 339 00:31:40,791 --> 00:31:54,051 So the PVMAS report stands for performance-based monitoring analysis system shows that we 340 00:31:54,051 --> 00:32:04,431 may some safeguards in two areas mainly the ESL bilingual students and the special education 341 00:32:04,431 --> 00:32:14,291 students for the bilingual ESL side. We miss the star passing rate three or third grade 342 00:32:14,291 --> 00:32:22,471 to egg rate in math, reading, science, social studies and writing and in special education 343 00:32:22,471 --> 00:32:29,011 inside, we miss a safeguard in everything except in math. 344 00:32:32,851 --> 00:32:35,431 Because of that, we are required 345 00:32:35,431 --> 00:32:40,411 to create a targeted improvement plan, which 346 00:32:42,561 --> 00:32:46,321 includes two components, the data analysis 347 00:32:46,321 --> 00:32:50,361 summary and the corrective action plan. 348 00:32:54,911 --> 00:32:57,531 The data analysis summary is pretty much the 349 00:32:57,531 --> 00:33:06,371 Why? Why did we miss this area? It is designed to identify the reason or the source of the 350 00:33:06,371 --> 00:33:14,991 lower performance. The data analysis also help us to develop the comprehensive need assessment. 351 00:33:18,591 --> 00:33:25,191 The data analysis summary is divided into six sections. We as a district are not required to address 352 00:33:25,191 --> 00:33:32,771 The second and the fourth section and the first section. It states the area in which we are a stage 353 00:33:32,771 --> 00:33:43,971 We are a stage level four for special. Level three for bilingual ESM and level two for no child every kind 354 00:33:45,011 --> 00:33:46,371 number three 355 00:33:46,371 --> 00:33:48,751 we stated that 356 00:33:48,751 --> 00:33:55,651 There is a lack of academic instructional support for this special for our special populations. 357 00:33:56,571 --> 00:34:10,391 Section number 5, we identify our sources of data and section number 6, we identify the source of our problems, which they define as root cause, 358 00:34:10,391 --> 00:34:24,651 which are, as we mentioned, bilingual ESR, performance, and the start-ups, third grade, third grade, and a special education, third grade, to a grade. 359 00:34:26,171 --> 00:34:39,671 We have included, in your board packet, we have included the district targeted plan, so you can review it. 360 00:34:40,911 --> 00:34:44,911 Okay, so I'm going to talk a little bit about the corrective action plan. 361 00:34:46,611 --> 00:34:51,051 Back in April of 2014, T.A. had a on-site visit. 362 00:34:52,591 --> 00:34:59,571 The reason why they visited Irving IZ was because we were stage in three areas. 363 00:35:00,231 --> 00:35:07,091 Stage 4 for special air, stage 3 for bilingual ESL, stage 2 for no child every kind. 364 00:35:08,661 --> 00:35:18,521 They also added the data validation section for discipline, it wasn't the reason why they came, but they included, it wasn't included anyway. 365 00:35:19,421 --> 00:35:22,541 The finding of the visit was the 366 00:35:44,721 --> 00:35:49,081 specificity and the special data. 367 00:35:49,741 --> 00:35:57,421 Let me add two with regards to the findings from the preliminary findings actually from TEA with regards to the three areas of non-compliance. 368 00:35:57,421 --> 00:36:02,921 One issue, the highly qualified status of teachers who served the students at the Wheeler Building. 369 00:36:03,561 --> 00:36:09,281 Since the preliminary findings made their way to our district, we did our own thorough review, 370 00:36:09,501 --> 00:36:15,761 and what we found was every teacher indeed was highly qualified at the Wheeler Center last year, 371 00:36:15,881 --> 00:36:21,741 and none of our special education students were served by a student who was not highly qualified. 372 00:36:21,741 --> 00:36:31,941 We have also looked at all of our teachers at the Wheeler Center this year and again we have found that every teacher is highly qualified to teach the subjects in the students 373 00:36:31,941 --> 00:36:45,201 They are teaching. We had a phone conference with TEA almost two weeks ago. We presented these findings to TEA. They have accepted those. So this is not an area of non-compliance for the Irving ISD. 374 00:36:45,201 --> 00:36:58,221 The other two areas, we also looked at our data to find out exactly why we were cited with regards to the ELL, the L-PAC folder folders and the review that was done of those folders. 375 00:36:58,321 --> 00:37:08,261 What we found was that the missing documentation were documentation sources that should have been included in the folder many years prior to simply last year. 376 00:37:08,261 --> 00:37:16,521 None of the 36 boulders that they asked to review content or were missing any documentation from last year. 377 00:37:17,101 --> 00:37:18,661 Some of the folders I'll give you an example. 378 00:37:18,901 --> 00:37:24,181 They may have looked at a 10th grader, said Nimitz High School, looked at her LPEC folder, 379 00:37:24,681 --> 00:37:34,061 and may have sided the district for they're not having been some form of documentation added to that folder in preschool or kindergarten. 380 00:37:34,061 --> 00:37:40,801 So it's a long history, and then the third area, the specificity with regards 381 00:37:40,831 --> 00:37:49,271 First, we suggested duration, location, and frequency of services. What we found was, as a district, we were not providing that information. 382 00:37:49,851 --> 00:37:59,891 Four cities who were what we call inclusion monitor. They were inclusion students. They had been moved out of resources settings or other special education settings. 383 00:38:00,371 --> 00:38:09,311 And we weren't specifying the amount of time, the duration, as well as the location. That we corrected before the school year started. 384 00:38:09,311 --> 00:38:13,851 So the three areas on the corrective action plan have been addressed very successfully. 385 00:38:14,011 --> 00:38:19,351 We will continue to meet with TEA Monthly to have conversations with them with regards 386 00:38:19,351 --> 00:38:26,271 to our progress towards meeting the PBMAS plan and its goals. 387 00:38:27,971 --> 00:38:34,431 One more thing, the discipline management plan was to meet a few weeks ago. 388 00:38:34,431 --> 00:38:39,791 It wasn't, I said, it wasn't part of the basis, but they asked us to include it, anyway. 389 00:38:40,891 --> 00:38:46,091 Okay, so at this time, we are happy to take any questions about the PBMAS plans? 390 00:38:48,441 --> 00:38:51,661 Any problem meeting us, 6.15, go. 391 00:38:52,381 --> 00:38:57,961 I hear what you're telling me is, we've met every, we've met all these requirements. 392 00:38:58,701 --> 00:39:01,961 For the corrective action plan, I can say yes, we have indeed. 393 00:39:03,221 --> 00:39:05,501 So it shouldn't be any problem meeting us, 6.15. 394 00:39:05,501 --> 00:39:11,001 It absolutely will not. Give us a time line. I think you're every three months or something and 395 00:39:11,761 --> 00:39:20,221 or much of submitting or yes. And when is this all can disappear? Well, it would be great if that were tomorrow. 396 00:39:20,881 --> 00:39:27,061 However, we will meet monthly with TEA. We've established the meeting dates by phone. 397 00:39:27,341 --> 00:39:32,901 We will also be submitting verification documentation for example with regards to the highly qualified 398 00:39:32,901 --> 00:39:37,601 status of our teachers at the Wheeler Center. When we meet again in December, we will then provide 399 00:39:37,601 --> 00:39:44,201 our documentation to show that all of our teachers are highly qualified. The process is at least a 400 00:39:44,201 --> 00:39:49,881 year long. The corrective action plan is a year long regardless of the fact that we have everything in place 401 00:39:49,881 --> 00:39:57,441 now to ensure that we are not cited for the same issue, again next year. And yes, we would soon mean 402 00:39:57,441 --> 00:39:58,961 report every quarter. 403 00:40:06,291 --> 00:40:10,691 Well PBMAS we will continue to be monitored for as long as we are staged. 404 00:40:11,411 --> 00:40:16,511 Our goal is a district of course is to improve student performance in every area across the board. 405 00:40:16,891 --> 00:40:21,731 So our goal is to be out of the PBMAS monitoring cycle altogether. 406 00:40:22,451 --> 00:40:25,891 With regards to the corrective action plan, I can tell you 407 00:40:25,891 --> 00:40:32,491 without qualification that we will meet all three of those issues and have and will not be 408 00:40:32,491 --> 00:40:37,691 for areas of non-compliance related to these really three issues for next year. 409 00:40:41,141 --> 00:40:47,681 As we talked about, Dr. Green is was, and this may be a little bit off of forward discussing 410 00:40:47,681 --> 00:40:54,241 here right now, but some of the goals that the state was coming out with through T.E.A. 411 00:40:54,241 --> 00:41:02,921 We weren't really, they hadn't established those as to what the districts were to accomplish over 412 00:41:02,921 --> 00:41:10,661 this next year. Do we know what any of those goals are today? We do know what the target 413 00:41:10,661 --> 00:41:17,621 scores are. Trust the necessary. We do know that. Okay. Now I will say that there are 414 00:41:17,621 --> 00:41:23,001 modifications each year as we go through the system but in the Irving I see our focus is on 415 00:41:23,001 --> 00:41:27,271 student achievement and doing the very best that we can do every single day and every single 416 00:41:27,271 --> 00:41:33,431 classroom. So we know that that approach will be our best approach with regards to bringing 417 00:41:33,431 --> 00:41:38,311 ourselves out of PBMAS and meeting the state's performance objectives. As Mr. Nativity 418 00:41:38,311 --> 00:41:46,511 Dodds mentioned, we did meet the performance projected as a district, the targets as a district. 419 00:41:46,971 --> 00:41:49,231 We just had individual campuses that did not. 420 00:41:54,731 --> 00:41:55,411 Okay, thank you. 421 00:41:57,484 --> 00:42:02,564 Will you move to item D? Dr. Rennage, keep your seat. Yes. 422 00:42:02,804 --> 00:42:09,444 Receive overview of 2014-15, formally improvement required and improvement required plans for schools. 423 00:42:10,144 --> 00:42:23,524 Yes, at this time I'd like to ask Mr. Able to join me. Mr. Able is the Division Director for secondary schools. He will speak to us or present to you the plans for the formally improvement required schools. 424 00:42:23,524 --> 00:42:29,564 Also, Mrs. Tanya Jones and Mrs. Shannon Treho, our Division Directors for K-8 schools, 425 00:42:30,044 --> 00:42:36,484 they will then present the plans for the two current improvement required schools. 426 00:42:36,964 --> 00:42:38,264 So we'll begin with Mr. Able. 427 00:42:39,504 --> 00:42:39,624 Thank you. 428 00:42:39,904 --> 00:42:40,384 Thank you. 429 00:42:40,384 --> 00:42:42,644 Mr. Stipe, Dr. Paara, and School Board. 430 00:42:42,864 --> 00:42:47,704 Thank you very much for letting me come out and talk to you all tonight about our FIR plans and 431 00:42:47,704 --> 00:42:48,104 schools. 432 00:42:49,084 --> 00:42:52,924 We're here today to discuss what those plans are, some of the requirements and what the outcome 433 00:42:52,924 --> 00:42:55,684 is of these plans and what we're hoping to achieve is a district. 434 00:42:57,524 --> 00:43:02,604 So in 2014, we have three schools who are considered formerly IR schools. 435 00:43:02,744 --> 00:43:07,264 We want to clarify, FIR is formerly IR, so they are not IR. 436 00:43:07,864 --> 00:43:11,104 IR basically means that they did not meet the state expectations. 437 00:43:11,584 --> 00:43:18,824 These three campuses, they did meet the qualifications for the testing, so we want to make 438 00:43:18,824 --> 00:43:22,004 sure that they know that FIR is not IR. 439 00:43:22,004 --> 00:43:24,364 All right, formerly IR is our big piece. 440 00:43:25,104 --> 00:43:27,644 Those three campuses are key telemetry, 441 00:43:27,984 --> 00:43:30,944 shell telemetry, and NIMIT's high school. 442 00:43:32,264 --> 00:43:33,884 And we have a copy of those draft plans, 443 00:43:33,984 --> 00:43:36,584 which are presented in your board book as well. 444 00:43:37,624 --> 00:43:39,444 So again, FIR, we want to make sure 445 00:43:39,444 --> 00:43:41,864 how you receive the FIR designation. 446 00:43:42,464 --> 00:43:43,844 Sorry, let me go back one. 447 00:43:44,104 --> 00:43:46,084 I'm how you receive the FIR designation. 448 00:43:46,624 --> 00:43:50,324 As if you were an IR campus in 2013, but then you met 449 00:43:50,324 --> 00:43:55,104 state standards and you met standard in 2014, but you did not meet as a campus. 450 00:43:55,664 --> 00:43:59,664 Everyone of those system safeguards that was talked about in earlier presentation. 451 00:44:03,454 --> 00:44:05,714 Our first school is Keyes Elementary. 452 00:44:06,894 --> 00:44:10,994 For each one of the FIR schools in your packet, you can see that there are four indexes 453 00:44:10,994 --> 00:44:14,074 that we've talked about before as far as for the state level of accountability. 454 00:44:14,934 --> 00:44:19,134 The target score, which is the minimum of what they had to achieve to meet standards, 455 00:44:22,734 --> 00:44:22,734 is 456 00:44:22,734 --> 00:44:29,494 elementary. They clearly met all four of those indexes and keys was labeled as a metstandard 457 00:44:29,494 --> 00:44:36,614 campus for last year. Sheldt Elementary, if you look at their state target scores, 458 00:44:36,694 --> 00:44:41,634 you can see again for all four indexes, Sheldt's met all four indexes for our state of 459 00:44:41,634 --> 00:44:46,374 accountability system by far, and they were met standards campus last year. 460 00:44:50,134 --> 00:44:51,494 And then 461 00:44:51,494 --> 00:44:56,654 is that an index 2 for high schools, there was not an index 2 scored last year because they 462 00:44:56,654 --> 00:45:01,434 changed from going from four tests in 9th and 10th grade English language arts and reading 463 00:45:01,434 --> 00:45:06,194 to two tests therefore that disqualified that index 2 will come back this year but it was not 464 00:45:06,194 --> 00:45:11,874 calculated statewide last year for index 2. So looking at those limits met all standards that 465 00:45:11,874 --> 00:45:15,454 were available and met all indexes for our state level of accountability. 466 00:45:18,314 --> 00:45:19,614 So why present to the 467 00:45:20,214 --> 00:45:28,914 Part of our approval process is to all formerly IR schools are required to present their targeted improvement plans in a public hearing and for board approval. 468 00:45:29,574 --> 00:45:32,754 So this is the first step of that going through that process. 469 00:45:34,274 --> 00:45:40,814 During the November 17th school board meeting, we will actually have an opportunity for the plans to be presented to the public. 470 00:45:40,914 --> 00:45:43,414 They will have opportunity for input on those plans. 471 00:45:43,414 --> 00:45:58,694 And those plans are available for the public now in online on our district website and parents can also stop by the campuses and they have hard copies of these draft plans that they can look study and talk to administration and bring their input forward on that November 17th school board meeting. 472 00:45:59,414 --> 00:46:02,674 One big difference is that FIR campus is a formerly 473 00:46:02,674 --> 00:46:06,534 primary required campuses. All those plans are housed locally here 474 00:46:06,534 --> 00:46:09,214 within Irving ISD. Those are not submitted to the state, 475 00:46:09,654 --> 00:46:13,134 or anybody of that nature, they're all housed locally here within Irving ISD. 476 00:46:16,344 --> 00:46:19,584 We also had two campuses last year who were IR campuses who were not 477 00:46:19,584 --> 00:46:23,104 FIR campuses this year. Pierce Early Childhood. 478 00:46:23,304 --> 00:46:26,564 They are labeled as Met All Standards and is no longer IR. 479 00:46:27,244 --> 00:46:29,624 And Wheeler Transitional Center is no longer 480 00:46:29,624 --> 00:46:34,224 doesn't need to campus as TEA, and they are not considered FIR as well. 481 00:46:38,104 --> 00:46:42,384 Hopefully we believe that the in-results of our targeted eye intervention plans are going 482 00:46:42,384 --> 00:46:46,744 to be the key's, salts, and nimmets are going to again for the second year in a row, meet 483 00:46:46,744 --> 00:46:51,724 all four indexes, and they will no longer be qualified as FIR campuses, they will just solely 484 00:46:51,724 --> 00:46:53,604 be met standard campuses. 485 00:46:54,644 --> 00:46:56,224 Do you have any questions for me? 486 00:47:03,244 --> 00:47:07,684 Well, the campuses each year are determined, so we know what the campuses would go on from 487 00:47:07,684 --> 00:47:12,844 last year, we have our two IR campuses and based in Miss Jones, and Miss Tray, 488 00:47:12,844 --> 00:47:16,044 who are going to talk about them, but all of our campuses are going to be 489 00:47:16,044 --> 00:47:20,164 the expectations this year. That is definitely our clear goal and definitely 490 00:47:20,164 --> 00:47:22,784 achievable when we feel very confident in the systems we put in place. 491 00:47:23,164 --> 00:47:27,844 And I will say to, if I may add, we have evaluated and looked at each of our schools 492 00:47:27,844 --> 00:47:34,244 to determine what level of support those schools may need in order to ensure that we 493 00:47:34,244 --> 00:47:39,304 improve student achievement across the board. One of the things I've mentioned to you before 494 00:47:39,304 --> 00:47:44,184 is our coordinator impact program where we have coordinators going out to the schools to support 495 00:47:44,184 --> 00:47:49,384 campuses. I did want to give you an update because it is very germane to this conversation. 496 00:47:49,824 --> 00:47:56,904 As a Friday of last week, we have had 3100 coordinator visits to campuses within the first two and 497 00:47:56,904 --> 00:48:02,644 a half months of school, which is amazing. Our coordinators are highly qualified, they're skilled, 498 00:48:02,644 --> 00:48:04,644 their experts in their field. 499 00:48:05,064 --> 00:48:11,704 They have spent 32% of their time walking through classrooms to look at how instruction is 500 00:48:11,704 --> 00:48:14,844 taking place across the district pre-K to 12. 501 00:48:15,304 --> 00:48:20,464 24% of their time, they have spent visiting with principals and administrative teams giving 502 00:48:20,464 --> 00:48:25,384 them feedback on the teaching and learning that has been observed in the classrooms. 503 00:48:26,024 --> 00:48:28,144 3100 visits by coordinators. 504 00:48:28,144 --> 00:48:34,264 We have made the expectation that all central office staff, all campus staff support schools 505 00:48:34,264 --> 00:48:41,564 This is a direct example of what that really means. We have absolutely every belief that all of our schools will meet 506 00:48:41,564 --> 00:48:48,774 Expectations next year and we will not have any improvement required schools next school year. That's our goal 507 00:48:51,774 --> 00:48:53,754 Okay, thank you very much 508 00:48:53,754 --> 00:48:54,674 We're gonna switch 509 00:48:54,674 --> 00:48:56,514 So we're going to switch out. 510 00:49:11,114 --> 00:49:12,774 Thank you. 511 00:49:12,954 --> 00:49:15,014 Mr. Stive, Sector Power, Board of Trustees. 512 00:49:15,934 --> 00:49:20,714 We are here to present plans for a Barton Elementary and Austin Middle School. 513 00:49:20,954 --> 00:49:24,394 These are our two schools that are labeled improvement required. 514 00:49:24,674 --> 00:49:26,514 Based on last year's star data. 515 00:49:30,064 --> 00:49:43,804 What is IR? IR stands for Improvement Required and Schools are labeled Improvement Required when they do not meet the minimum state standards on all four of the state accountability indices. 516 00:49:44,304 --> 00:49:50,464 So that's a difference from what Robert explained his was FIR and these are IR. 517 00:49:50,464 --> 00:50:07,084 The Texas Accountability and Intervention System, which is also known as the Tay System, requires the development of specific improvement plans for all improvement required schools, and you have a copy of the draft plans in your packet. 518 00:50:09,504 --> 00:50:19,384 I'm going to go through the each index for Austin Middle School compared to the state target score, so you can see why they are a part of improvement required. 519 00:50:19,384 --> 00:50:27,944 For index 1, which is student achievement, the target score is 55 and Austin scored 56. 520 00:50:28,924 --> 00:50:36,444 For index 2, student progress, the target score is 28 and Austin scored a 31. 521 00:50:37,404 --> 00:50:45,464 For index 3, which is closing performance gap, the target score is 27 and Austin scored a 29. 522 00:50:45,464 --> 00:51:02,124 For index 4, post-secondary readiness, the target score is 13, and Austin score in 11, so Austin did not meet the standard on post-secondary readiness, and that is why they are in improvement required. 523 00:51:03,504 --> 00:51:11,104 For a Barton Elementary, for index 1, student achievement, the target score is 55 Barton 524 00:51:11,104 --> 00:51:20,044 scored a 52, index 2, student progress, the target score is 33, Barton scored a 36. 525 00:51:20,804 --> 00:51:29,424 For index 3, closing performance gap, the target score is 28, Barton scored a 26, index 526 00:51:29,424 --> 00:51:37,524 for post-secondary readiness. The target score is 12 and Barton scored a 20. Barton did not meet 527 00:51:37,524 --> 00:51:43,724 the standards on student achievement and closing performance gaps. So those two indices 528 00:51:43,724 --> 00:51:46,664 caused Barton to be a part of improvement required. 529 00:51:49,054 --> 00:51:51,294 So as Robert stated earlier, we are presenting 530 00:51:51,294 --> 00:51:58,334 to you because the improvement requires who must present the targeted improvement plans in a public 531 00:51:58,334 --> 00:52:04,854 hearing and for a board approval, and during the regular board meeting on November 17th, 532 00:52:04,994 --> 00:52:10,634 the public will have the opportunity to provide input regarding the plans, and just like 533 00:52:10,634 --> 00:52:16,974 the FIAR campuses, these plans are also housed on the website and hard copies are available 534 00:52:16,974 --> 00:52:25,474 at the campuses. And unlike the FIAR plans, those plans are housed locally. The IR plans 535 00:52:25,474 --> 00:52:35,214 have to be submitted to TEA and we will submit these plans for approval to TEA by November 21st and then we 536 00:52:35,214 --> 00:52:42,894 update quarterly on the plans. So what are the end results? As everyone has mentioned, 537 00:52:43,214 --> 00:52:48,274 at the end of the school year, Austin Middle School and Barton Elementary School will meet 538 00:52:48,274 --> 00:52:54,194 and are exceed the targeted goals on all four indices in the state accountability system. 539 00:52:54,194 --> 00:53:02,054 So next year they will go into F I R because we will not have I R campuses any more 540 00:53:03,054 --> 00:53:04,354 Any questions 541 00:53:08,864 --> 00:53:10,824 for next year? 542 00:53:11,404 --> 00:53:17,624 Yes, the ones that are up there for the moment. Yeah, right now subject to change 543 00:53:18,344 --> 00:53:20,704 But that's what we're working with yes, 544 00:53:26,114 --> 00:53:30,814 that's right. Oh, absolutely. They're working hard. We're we're gonna meet our goals 545 00:53:31,714 --> 00:53:38,294 I do want to say just real quickly that improving student results really is a team effort. 546 00:53:38,794 --> 00:53:43,814 Last year we had teachers who gave everything they had to help students achieve. 547 00:53:44,314 --> 00:53:50,114 We had principals at those schools who really worked very, very hard, Katyska Herodor at 548 00:53:50,114 --> 00:53:53,854 Paul Keys, a lot of the liner at Schultz, with Rocky Malone at Nimmets. 549 00:53:54,154 --> 00:53:58,934 And we also had at the SRC, we had Rick Nolly come in at the end of the year. 550 00:53:58,934 --> 00:54:04,334 And then Lisa Hill at Pierce, these fine educators worked very hard to lead the school improvement 551 00:54:04,334 --> 00:54:07,554 processes at their schools, and we appreciate all of their efforts. 552 00:54:08,094 --> 00:54:13,174 This year, our three school division directors, Mr. Abel, Mrs. Jones, and Mrs. Trayhow have all been 553 00:54:13,174 --> 00:54:18,934 working together to support each of these schools. So it's not just one central office person. 554 00:54:18,994 --> 00:54:25,354 It is the entire team. So we appreciate all of your support. We appreciate the support from our community, 555 00:54:25,354 --> 00:54:33,774 Central office folks, campus staff, we have absolutely every expectation that we will have no new improvement required schools in the coming school year. 556 00:54:34,014 --> 00:54:38,694 So thank you. I love being on team Irving. We're part of it, too. 557 00:54:39,114 --> 00:54:40,334 Thank you. 558 00:54:41,054 --> 00:54:45,954 Yes, and also the current principals who are leading these schools at Barton and Austin. 559 00:54:46,374 --> 00:54:51,274 They are very experienced and very capable principals, but they are new to their campuses this year. 560 00:54:51,274 --> 00:54:55,414 We have Jackie Garana at Barton Elementary, and we have Tasha Reeves at Austin Middle School, 561 00:54:55,474 --> 00:54:59,614 so we appreciate their efforts to come into these schools and help lead the school improvement 562 00:54:59,614 --> 00:55:06,074 process so thank you for wanting me to do that. And I would like to add to what Lee was saying here. 563 00:55:07,194 --> 00:55:12,254 One of the things that does my heart most good and one of the reasons I'm serving here 564 00:55:13,274 --> 00:55:16,974 is that one of the things I wanted to ensure that this board did 565 00:55:18,514 --> 00:55:24,254 our superintendent did and our administration did was support our classroom teachers. 566 00:55:25,414 --> 00:55:29,694 And from what you were telling me about the coordinators going to the schools, I want to 567 00:55:29,694 --> 00:55:36,514 thank y'all for that, because the teachers of this district are out there every day, bus 568 00:55:36,514 --> 00:55:44,654 in it, to try to make, you know, this a positive place for kids to be educated. 569 00:55:44,654 --> 00:56:00,534 And one of the things that I am really, really proud of is that the administration up here is making every effort to ensure that those teachers get the help that they need for those kids to be successful and for the teachers to be successful. 570 00:56:01,154 --> 00:56:04,454 That really means a lot to me and I appreciate it. 571 00:56:04,454 --> 00:56:04,954 Thank you. 572 00:56:05,694 --> 00:56:07,334 Thank you all very much. 573 00:56:07,674 --> 00:56:08,554 Appreciate it. 574 00:56:08,974 --> 00:56:10,074 Thank you. 575 00:56:11,814 --> 00:56:15,514 We'll stand up back there, and 576 00:56:18,774 --> 00:56:24,514 not to be derelict, but we have Curtis Mauricio who is leading Nimitz, so thank you Curtis. 577 00:56:32,365 --> 00:56:49,385 Let's see. Now we will move to item E. Are you staying up for this one? I am staying for this one as well. All right, item E is, we plan to present to you the parameters tonight for discussion regarding the school calendar for the upcoming school year. 578 00:56:49,825 --> 00:56:56,345 We are seeking input from you as trustees regarding the parameters for the 2015-2016 school year calendar. 579 00:56:56,345 --> 00:57:08,225 In looking at the 2015-16 School here, the Star of School would be August 24, 2015, and the projected end of school would be during the week of June 1, 2016. 580 00:57:08,665 --> 00:57:15,845 In regards to 2016 graduation just so you know, we have secured a venue for Saturday at June 4, 2016. 581 00:57:16,465 --> 00:57:23,865 So, in your board book, your packet, you have the parameters, driving previous calendar 582 00:57:23,865 --> 00:57:30,505 developments here below, we are seeking your input if you have any suggestions or 583 00:57:30,505 --> 00:57:33,885 anything you'd like for us to consider, we are ready to hear that. 584 00:57:34,205 --> 00:57:40,045 Well, last year we decided to move the Friday in the February, let's hope it works 585 00:57:40,045 --> 00:57:41,905 this year to have the perfect day. 586 00:57:44,125 --> 00:57:49,725 We don't have a lot of you putting it there and we hope that we can have a good Friday as 587 00:57:49,725 --> 00:57:50,285 the holiday. 588 00:57:50,825 --> 00:57:51,045 Okay. 589 00:57:51,125 --> 00:57:52,345 That was a good move. 590 00:57:52,865 --> 00:57:53,885 I'd like to see that there. 591 00:57:54,325 --> 00:57:54,565 Okay. 592 00:57:54,885 --> 00:57:56,245 We have plans for that as well. 593 00:57:56,525 --> 00:58:00,145 Where's the potter's house? 594 00:58:03,105 --> 00:58:12,505 The only thing I would offer for must-have point is that I've heard for many years teachers 595 00:58:12,505 --> 00:58:19,785 say that they're input that they give for the counters is not listened to. And that's the only thing. 596 00:58:20,225 --> 00:58:27,545 I hope you're getting input from the teachers themselves and I hope you at least listen to them, 597 00:58:28,865 --> 00:58:42,485 because when a lot of my family was working here in the district, they said that we don't even give the 598 00:58:42,485 --> 00:58:46,085 to the teachers when they give their input regarding the calendar. 599 00:58:46,765 --> 00:58:48,125 And thank you, Trustee Nessusari. 600 00:58:48,165 --> 00:58:50,805 I will tell you that we do listen to the teacher input. 601 00:58:50,965 --> 00:58:53,865 I can give you two specific examples for this calendar. 602 00:58:54,285 --> 00:58:58,465 One piece is teachers have told us that they would like for us to consider 603 00:58:58,465 --> 00:59:02,305 moving the early release day in October that first Thursday, 604 00:59:02,385 --> 00:59:03,445 back a week. 605 00:59:04,045 --> 00:59:07,245 And so we certainly have incorporated that into the plan for next year. 606 00:59:07,525 --> 00:59:10,165 Another suggestion that was given to us through 607 00:59:10,165 --> 00:59:15,885 By teachers through the Superintendent's Advisory Council is to move our district assessment program 608 00:59:15,885 --> 00:59:19,985 to the week after the sixth week of the preceding six weeks. 609 00:59:20,165 --> 00:59:25,025 This year we hadn't done that, it was the last week of the six weeks, so we have developed 610 00:59:26,065 --> 00:59:30,385 plans to make sure that that piece of feedback has been incorporated. 611 00:59:30,725 --> 00:59:35,185 We do receive a lot of input regarding the teacher calendar and we do a very best 612 00:59:35,185 --> 00:59:39,125 to marry those pieces of input with the instructional program. 613 00:59:39,125 --> 00:59:48,745 We can't take everything, but I can guarantee you that everything that comes through to us with regards to feedback and input from teachers is doly considered. 614 00:59:49,205 --> 00:59:51,105 And we make those adjustments as necessary. 615 00:59:51,905 --> 00:59:52,045 Sure. 616 00:59:58,055 --> 01:00:01,215 We can actually do 180 instructional days. 617 01:00:01,955 --> 01:00:06,295 And we apply each year for three days for professional development. 618 01:00:06,775 --> 01:00:12,015 We request a waiver from the state, so students come 187 days. 619 01:00:12,015 --> 01:00:17,215 So, I'm sorry, 108-6 because three, yeah. Thank you. 620 01:00:17,475 --> 01:00:22,435 Yeah. We've done that for staff development, professional development, that's when we do our training for teachers. 621 01:00:25,025 --> 01:00:26,865 Any any questions? Any questions? 622 01:00:29,305 --> 01:00:40,145 No, and I will tell you that that's been a discussion we've had for many years about weighing the importance of the instructional days for students and the professional development for teachers. 623 01:00:40,145 --> 01:00:46,705 And we've varied that 176 up and around there over the course of my tenure on the board 624 01:00:46,705 --> 01:00:51,845 to, you know, 178 maybe and down to 100, you know, around there. 625 01:00:53,085 --> 01:00:59,185 But, and I, you know, always asked for the maximum amount of student instructional days, 626 01:00:59,385 --> 01:01:04,405 but I've also come to realize that it's very important for teachers to be prepared and the 627 01:01:04,405 --> 01:01:10,645 system that they have, in giving the teachers those waivers and the days off, I don't even 628 01:01:10,645 --> 01:01:16,745 know what they're called, you know, exchange days, those exchange days are what I'll give 629 01:01:16,745 --> 01:01:21,825 those four day things and gives the teachers that ability to go in the summer and get that 630 01:01:21,825 --> 01:01:27,005 training and then we can't because we can't pay them in the summer unless they have time 631 01:01:27,005 --> 01:01:31,845 in the school year because they're contracts, it's complicated. But it took me a long time 632 01:01:31,845 --> 01:01:37,425 figure that out. But does that help a little bit? Okay, because I know that's where you were 633 01:01:37,425 --> 01:01:44,305 going, because that's where my mind always still goes, actually. But I just know that I've taken 634 01:01:44,305 --> 01:01:49,125 some good feedback over the years from teachers and from our administrators and from the 635 01:01:49,125 --> 01:01:54,405 professional development office, especially about the importance of teachers being prepared and that's 636 01:01:54,405 --> 01:01:59,565 the only way really they can get them there in the summer for that good, for the really good 637 01:01:59,565 --> 01:02:03,925 professional development that they give is to have that built-in of the calendar. 638 01:02:05,985 --> 01:02:13,025 Thank you. Thank you. Thank you. Thank you. Thank you. 639 01:02:13,327 --> 01:02:22,627 We'll move the items on the regular board meeting agenda now. Mr. Randall, will you recognize the teacher of the month? 640 01:02:22,907 --> 01:02:25,787 Thank you, and Dr. Jones, the employee of the month. 641 01:02:28,617 --> 01:02:31,397 Moving the action items, anything with the minutes? 642 01:02:34,377 --> 01:02:41,897 Mr. Randall Adams 2, 3, and 4, consider approval of financial statement, consider approval 643 01:02:41,897 --> 01:02:49,537 of resolution order, 14506 authorizing November amendment to the 2014-15 budget, and consider 644 01:02:49,537 --> 01:02:55,337 approval of resolution order number 14507, approving supplements to the Irving ISD tax 645 01:02:56,497 --> 01:03:07,137 Yes, Mr. Stops, the Finance Committee didn't meet previously and when overall these items and everything was in order and there were no exceptions to any of them. 646 01:03:08,577 --> 01:03:10,257 Any questions from Mr. Randall? 647 01:03:11,837 --> 01:03:21,057 We've already taken care of item five, we've already taken care of item six, item seven, anything, nothing there. 648 01:03:21,057 --> 01:03:26,157 Mr. Lane, out of mate, consider approval of a boundary line agreement with Cyber Cemetery? 649 01:03:32,987 --> 01:03:33,627 Good evening. 650 01:03:35,067 --> 01:03:41,247 This is a situation where we're just trying to correct some documentation that resides 651 01:03:41,247 --> 01:03:47,427 at the city. There's a discrepancy between the Title D information and the survey. 652 01:03:48,067 --> 01:03:53,787 So we're asking for approval of the boundary line agreement that lines everything up and 653 01:03:53,787 --> 01:04:01,067 actually the people who own the cemetery want to replace their fence and they cannot do that until we 654 01:04:01,067 --> 01:04:02,487 we get this straightened out. 655 01:04:05,137 --> 01:04:05,617 Get a questions? 656 01:04:05,677 --> 01:04:06,817 I think it's pretty suffocated. 657 01:04:07,357 --> 01:04:08,437 It's the point of history. 658 01:04:08,857 --> 01:04:14,837 This cemetery was founded in 1897, so it's been there a long time. 659 01:04:15,257 --> 01:04:19,837 And it was actually the town of Sauer, back then, Irving wasn't even around. 660 01:04:23,327 --> 01:04:26,627 And I especially want to say thank you for getting that taken care of. 661 01:04:26,627 --> 01:04:29,407 And you're welcome for a little, bring it forward. 662 01:04:29,867 --> 01:04:35,267 A little side note that's where the Haley's are born, very nice. 663 01:04:35,807 --> 01:04:42,167 And those two schools got together with a Skype, and they had an interview with a granddaughter 664 01:04:42,167 --> 01:04:50,887 of one of the Haley's, and they went through each tombstone, and she told about each of 665 01:04:50,887 --> 01:04:53,347 the two people that the schooler named. 666 01:04:53,347 --> 01:05:01,167 I'm not sure where to find it on the website, but it was quite a venture in our community 667 01:05:01,167 --> 01:05:02,907 theater, the Gloria. 668 01:05:03,407 --> 01:05:11,967 She was a commentator for that, so I don't know who has that archive, but it's a little 669 01:05:11,967 --> 01:05:17,607 history that was given to the schools and the students got to watch it while it was happening 670 01:05:18,167 --> 01:05:19,407 right there from this inventory. 671 01:05:20,527 --> 01:05:21,047 Thanks, Scott. 672 01:05:21,267 --> 01:05:21,727 Thank you. 673 01:05:21,727 --> 01:05:32,767 Item B is to consider approval of the second reading and filing authorization or proposed board policies or as amended BQB local planning and decision making process campus level 674 01:05:32,767 --> 01:05:37,867 CE local annual operating budget CH local purchasing and acquisition 675 01:05:37,867 --> 01:05:47,387 DIA local employee welfare freedom from discrimination harassment retaliation EIF local academic achievement and update 100 676 01:05:47,387 --> 01:06:12,367 CKE Local Safety Program Risk Management Security personnel, CPC Local Office Management, Records Management, CRD Local Insurance and Anuities Management, Health and Life Insurance, DCD Local Employment Practices at Will Employment, DCE Local Employment Practices, other types of contracts, GKB Local, Community Relations, Advertising and Fundraising and Schools, Ms. Wattley. 677 01:06:13,967 --> 01:06:22,747 Good afternoon members of the Board, Dr. Parr, since your consideration of these policies 678 01:06:24,147 --> 01:06:31,507 at the Policy Committee meeting and the first reading, there have been no changes suggested 679 01:06:32,397 --> 01:06:34,127 to the proposed policies. 680 01:06:34,567 --> 01:06:41,727 If anyone would like, I can briefly state the changes that have been made to each policy. 681 01:06:48,867 --> 01:06:54,367 Yes, you do, but I didn't know if any one wanted to remind her, I'd be happy to provide any other information. 682 01:06:56,657 --> 01:06:57,337 Any other questions? 683 01:06:59,317 --> 01:07:01,557 Same then, we are adjourned.