[0:00] This work session of the Erring Independent School District Board of Trustees is called order. Mr. Randall, will you please leave the application?

[0:09] Well,

[0:17] 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.

[0:38] and we just thank you for your son and for loving us.

[0:41] So that's these things in your son's name, amen.

[0:43] Thank you, Mr. Randall.

[0:44] 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.

[1:37] Thank you, Mr. Stypes.

[1:41] It's not been that long since we had a refunding opportunity.

[1:44] We did one last summer, and at that time, we did this parameter order.

[1:51] And to my left is Rob Collins, and he is our bond council with Bracewell,

[1:56] Giuliani, and he actually prepares the parameter order in all those layers of documents

[2:01] that you'll get to sign when we actually sell the bonds.

[2:05] And then from RBC Capital Markets, our financial advisor,

[2:08] Dereconia and Clarence Grier.

[2:12] And they're mostly here to answer any questions.

[2:15] And I'm going to go over the parameters

[2:18] that we have on the consent agenda.

[2:20] And then let either Derec or Clarence

[2:22] just talk a little bit about the issues

[2:24] and the potential savings for you.

[2:28] Attached to your document, you have the parameter

[2:31] order as well as the refunding opportunity plan. And if you look in the

[2:37] parameter order and I've outlined it here section 7.01, we're asking you to give

[2:42] authorization for either doctor or myself to actually commit to a refunding issue

[2:48] if in the event that these parameters are met. And what that means is if we can

[2:54] obtain interest savings cost and not have a what they call a net bear net bear interest

[3:03] had a true interest cost greater than 4% then that would be one of the parameters that

[3:08] we would want to be able to meet before we would pull the trigger on this parameter order

[3:13] and actually do the refunding. Now the refunding itself not to exceed 75 million dollars

[3:18] And we're looking at the 2005-6, 2007-A, and 2008, just certain

[3:23] maturities within that.

[3:26] And also the net present value, our goal would be to at least

[3:29] yet an 8% savings, if not greater.

[3:33] And then of course, the maturity, the final maturity

[3:36] of these bonds, are not being extended.

[3:39] It's going to be in the same amount that is currently there.

[3:42] So it's just a pure interest savings.

[3:45] And the gentleman can go over one of the charts

[3:47] 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.

[3:56] 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.

[4:09] 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.

[4:23] 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.

[4:31] So I'll let the gentleman just say a few things.

[4:35] And if you have any questions, we'll go from there.

[4:37] Okay, so we have a information book here in your packet.

[4:41] I'll just hit the highlight.

[4:42] Really just one page to talk about the projected savings.

[4:44] This is in section three of our book.

[4:47] It's actually page 15 on our.

[4:50] I'm not sure what it is in your board packet.

[4:54] But, um, to-

[5:27] So much to the surprise of almost all the economists and our business interest rates have steadily

[5:33] declined throughout the year, pretty much every economist thought interest rates would

[5:36] be higher at this point than they were at the start of the year, and if continually

[5:39] declined to get to a rate where we've identified this other opportunity, so if you look at

[5:43] this page, a summary of the savings, we would look at refinancing about 62.5 million in

[5:50] and that's almost 70 million and proceeds for a total amount of the refinancing.

[5:55] And based on current market rates, we would project that the district could realize, grossed

[5:59] that service savings of about $7.8 million on a present value basis.

[6:03] That's about $6.2 million.

[6:05] And you see these blue highlighted bars here as bankers.

[6:08] We generally look at this as a kind of our bogey, the present value savings percentage.

[6:12] As a percentage of the amount of bonds we're refinancing.

[6:15] really as we mentioned to you before we like to see that in excess of 5% as you can see this

[6:20] opportunity is over 10% right now. So a significant savings could be realized and on the right

[6:26] there we show you what the annual cash flow savings would be structured on a level basis in each

[6:31] year. It's about $435,000 a year. So this is an opportunity that we would recommend the district

[6:36] move forward with and again we would work similarly at the boards approval we would move forward

[6:41] and get all the steps in place to be able to price this transaction,

[6:44] meaning set the interest rates,

[6:46] and go out and market the bonds to investors, lock it up,

[6:49] and early December, and then close it in early January.

[6:52] And again, if the market just moved away from us,

[6:54] and we didn't realize the savings,

[6:56] then we just wouldn't move forward with the transaction.

[6:58] So today, what the board would give us,

[7:00] just give us approval to move forward and get everything in place.

[7:04] And we're happy to take any questions.

[7:05] That's not.

[7:17] Do we have any questions?

[7:20] Great.

[7:22] Thank you.

[7:22] Appreciate it very much.

[7:24] Thank you.

[7:43] Moving back to the work session agenda item number B. Receive presentation on campus-to-career's program, Dr. Greenidge.

[8:05] 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.

[8:17] Thank you very much. Yes, appreciate that. At the time, I'd like to invite Mr. Robert Abel, Division Director for Secondary Schools.

[8:24] and Mrs. Sean Blessing, Director for CTE, and Mr. Gary SEP, Coordinator for CTE, up to make the presentation.

[8:51] Mr. Stypes, Dr. Tara, and members of the Board.

[8:53] Thank you so much for providing us this opportunity to share with you information on campus to career system.

[9:00] 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,

[9:11] And we'll also allow them the opportunity to connect with career opportunities that may be available to them right here in Irving.

[9:18] The Campus 2 Careers Program will provide all Irving ISD students, beginning in grade 6, with the ability to develop an online portfolio,

[9:26] which will showcase their skills, their interest and successes while they are students in Irving ISD.

[9:32] The online portfolio will house student work, recommendations, awards, videos, and more,

[9:38] all of which can be updated on a regular basis and shared with potential employers and colleges

[9:44] as a student's advance in grade level.

[9:47] The system will allow parents and students to view and discuss their four-year plans and

[9:52] their personal graduation plan as well as test scores, I'm sorry, test scores, attendance,

[9:57] and more.

[9:58] In addition, the student will be able to access their portfolio long after they graduate through a unique feature offered through this system.

[10:06] 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.

[10:17] There we go.

[10:18] The campus to career system, what it does, it aligns high school college and student career pathways into a single system,

[10:25] 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.

[10:38] Campus two careers consists of six modules.

[10:41] So what that means is that the students will have the opportunity.

[10:44] All students will complete four of those modules.

[10:46] The other two will be up to the student whether or not they work with those.

[10:51] Campus two careers will begin with, create, so each student will create a profile, which then becomes their virtual resume.

[10:59] Then the students will learn about careers and opportunities by completing several different assessments that are available to them through the system.

[11:08] 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.

[11:17] 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.

[11:33] There are two other pieces of this, the SS module, which will allow the students to take practice tests for the college readiness.

[11:42] So the SAT prep, ACT prep, and TSI prep will be available

[11:46] to the students through this site.

[11:49] And one very, very unique piece of this particular system

[11:54] that I haven't seen anywhere else is that the students

[11:57] will be allowed to earn merit badges based on their success

[12:03] in different areas.

[12:04] So the badges will be awarded for things like attendance

[12:08] grades if the students are class officer,

[12:11] If they earn a certification, those kinds of things, the school district will decide what we will

[12:18] badge.

[12:19] What the badge is, it's a recognition that will appear on the student's profile.

[12:24] So anyone who accesses that profile, including colleges and employers, parents, anyone else

[12:29] can see all of their high school successes.

[12:33] So we think this is going to be very, very popular with the students.

[12:37] It's a way for them to receive recognition in some case and incentive.

[12:41] Some of the badging will include an incentive, such as perhaps a drink from a local vendor,

[12:49] a soda from a local vendor or perhaps maybe a minor league ticket, something like that.

[12:57] It also may just be a certificate of recognition or maybe a congratulatory email from their principal or teacher.

[13:03] So these badges will accumulate on the student's profile so that, again, everyone can see

[13:10] all that they've done and being successful at while they're in high school.

[13:18] So, it boils down to what will the students really use this side for?

[13:21] The students are really going to use this side to create their digital portfolio and have a

[13:27] single site to house all of their work.

[13:29] It will house all of their projects and grades, letters of recommendation.

[13:34] It will allow them to apply for jobs. Employers can post jobs on this site, specific to a

[13:41] student's area of interest. So they're able to post jobs as well as internships. And then

[13:47] it will help the student to identify their career interests, their skills, and their preferred

[13:51] work environment, which may change over the years. And they will be able to take those assessments

[13:55] more than one time and see how their interests may have changed over the years. You have a lot

[14:01] additional information in the about the program in your packet, but for the sake of having

[14:06] time to answer questions, I'd like to close by saying that campus two careers provide students

[14:11] with resources and tools to help them set their goals and also help them to accomplish

[14:16] their personal goals for success. It allows the students along with their parents to better prepare

[14:23] for their future college or immediate entry into the workforce, and campus two careers will

[14:29] students to network with the business community in a safe, secure, supervised environment. Does anyone

[14:36] have any questions?

[14:39] Okay, let's begin in the eighth grade. That's when they take their career

[14:45] assessments, but they will actually complete their profile beginning in the sixth grade. Okay. All right,

[14:51] we're good. What districts have you used this? Which districts have you used this? Do you want to

[15:02] is using it, Lockhart has used it, and there's another one, right in our ear and I can't

[15:10] think of the other one, there's another one in our ear.

[15:12] Yeah, I'm sorry.

[15:22] 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.

[15:34] I'll tell you what the real beauty of the campus careers C2C process program is.

[15:42] really. Some people say that getting a job, getting a career is really about what you know.

[15:48] Other people say it's really about who you know. And Mars Phoset is what you know and more importantly

[15:55] how you know them. So the whole idea behind campus to career C2C is to find a way to link students

[16:03] with jobs, careers and areas of their interest as well as match them for the employers who also

[16:12] see that same fit, if you will, you know, getting a job, being placed in a job is all about

[16:17] the fit here that all the time. Well, how do you establish that fit? Well, you figure out

[16:21] what students are interested in, you figure out what their skills are, you put them into

[16:25] a system, and on the other side, your employer is doing the same thing. These are characteristics

[16:30] I want to see in students, employees, for me, here are things that I need, and then the system

[16:35] those to work and create some match, you know, I've heard it said that this is somewhat like

[16:41] eharmonie.com. I've not used eharmonie.com nor do I have an interest in that, but I understand

[16:49] it's somewhat similar to that. I've got LinkedIn, Dr. Parbo, but eharmonie's going to do it.

[16:55] Anyway, but you understand the concept here. In the whole idea really is to give students

[17:01] a safe portal for making that a initial connection and really being able to find what it is that

[17:08] excites them would get their passion going in terms of careers and the same for the employers.

[17:16] Yeah, as a matter of fact, we were the first when I was in Lockhart, we were the first school district

[17:19] in the United States to use this.

[17:21] Tell me about your experience.

[17:23] My experience is going to be very different to what is going to be here in Irving.

[17:26] Our economy and our business community there was, although, you know, healthy.

[17:31] It wasn't as robust as Irving.

[17:34] You have a number of corporations here.

[17:36] We didn't have corporations as such in Lockhart.

[17:39] But when we did experience in the short time that we had in motion was we had good success

[17:44] with getting kids excited about the prospect of developing their online portfolio, the profiles.

[17:51] 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.

[18:02] A lot of the soft things I call food, soft drinks, things like those things.

[18:10] We're important to our kids.

[18:12] 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.

[18:18] And that was the biggest piece to me.

[18:21] And so that's what I'm excited about here in Erby.

[18:23] We're going to have the opportunity to really build this thing

[18:25] from grade eight on up.

[18:28] So that way when kids are starting connect with potential employers

[18:32] in ninth grade, tenth grade, and then, after they leave high school,

[18:36] then they've already got that connection made.

[18:39] And that can follow them wherever it is that they go.

[18:43] So, well, the district then be reaching out to the employers

[18:47] And funny you should ask why should we go ahead and talk about that a little bit, Sean.

[18:52] Okay, we have already started that process.

[18:55] We've met with our district advisory boards.

[18:57] I've also met with a group of individuals who are interested in hiring our students as interns.

[19:02] So we're talking about how we can make that happen.

[19:05] We have, of course, our cluster advisory boards.

[19:09] Every session they have announced and talked about campus to careers.

[19:12] So, we're also working with Thelma Cantu, and she's going to reach out to all of her partners.

[19:19] The other side of this is that our relationship with Schurskore, which houses campus to careers,

[19:25] part of our agreement is that they will assist us with that process.

[19:29] So, our first badge that we plan to award to our students will be for attendance,

[19:36] and they are helping us find a recognition to award those students in January, things as a semester.

[19:42] 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.

[19:51] 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.

[20:03] And so we're going to recognize them at that time. So the first badges should show up in January.

[20:11] Well, in the other pieces is this, the Greater Irving,

[20:15] Lusklands, Chamber of Commerce is going to have a strategic planning session next week.

[20:20] I serve as an ex-efficient member of the Board of Directors,

[20:23] and so they have a lot of us some time to present to that group as well.

[20:28] So, you know, we have a multi-phase approach to actually getting it out there

[20:31] to the business community, which, of course, if they don't know about it,

[20:34] it doesn't do us any good.

[20:37] And I'd like to say to you, as a lot of the partners in education, that we have partnered

[20:42] with in the school district here, have even made the comments as part of their presentations.

[20:49] They want our students coming to work for their companies.

[20:52] And those are companies that are in Irving, Texas.

[20:57] So I mean, I think we've got a good step up on this already.

[21:01] As soon as the students complete their profiles, they can be matched with employers who have already registered their profiles.

[21:08] And of course, we screen all the employers too.

[21:10] I would like to add, too, when we made the presentation to the advisory board two weeks ago.

[21:16] The business members, the community members, were very excited about C2C, campus two careers.

[21:22] 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,

[21:33] reaching out to find those student interns. So the interest is definitely there on behalf of our community.

[21:40] 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,

[21:50] know what C2C is and what it can do for not only their businesses but our community and our students.

[21:59] Who does the data input for each student?

[22:02] The student.

[22:05] When will this roll out to this?

[22:07] I mean when will the students start getting information on this and how will they get that?

[22:11] Okay.

[22:12] Do you want to take the students?

[22:13] The students have already started working on their profiles.

[22:15] They started their profiles officially.

[22:18] They started the middle of the latter part of September.

[22:22] They have until the end of this month or December to get their profile 100% up and running.

[22:30] And the business partners are doing the same thing.

[22:32] So our all of our students have been notified for CTE.

[22:36] We're training all the teachers that are not CTE as well on the different high school campuses

[22:40] so that all students, whether they're CTE or not CTE.

[22:43] We'll be working on a profile.

[22:49] 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.

[22:58] 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?

[23:08] Is that the great question?

[23:11] Well, if that's the profile, and then at the end,

[23:14] it channels gives you 50 jobs that according to your likes

[23:19] and dislikes that they're easy on.

[23:20] So if the students, if they're following the process,

[23:23] which means they go through the modules,

[23:25] when they take the career assessment, it generates a report,

[23:29] which will identify where their skills interests are.

[23:33] Then that is how they get the match once the student is enrolled.

[23:37] their profile is there. They've taken the assessments. That's how they match them with the employers.

[23:44] And so they can the employers can target a group of students based on their career interests at all of our schools.

[23:50] Yeah, I understand that. And U.S. the little kid in elementary school, you want to be.

[23:55] I want to be a fireman or a placement. So do we, is there a timeline where, you know, two years from now,

[24:01] you're going to say, okay, that's what you thought, that's what you did.

[24:05] 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.

[24:19] 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.

[24:34] that will take them through their four-year high school plan and with every grade level they're doing different things.

[24:40] 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,

[24:48] they will formally re-take them at some point when they're one of our CT classes.

[24:53] And so the editing will be ongoing for them to put themselves in a career and take it out.

[25:00] because otherwise they, you know, one of the things that happens I just, as example, with

[25:07] teachers, they require them to, when they get to college, they said, if you're going

[25:13] to be a teacher, you have to do observation.

[25:15] We're not going to let you take all these classes and then discover after you've got

[25:19] near degree that that's really not, you're looking at something.

[25:23] So it's kind of a, well, the site has many, many capabilities that we,

[25:30] We haven't gone into that we've given you the basics, which are the modules that have to get the kids started.

[25:36] But there are so many more pieces to it for college preparation.

[25:40] There are lots of resources for scholarships and videos to talk about different careers.

[25:45] And there are many, many pieces to this system.

[25:48] We wanted to bring to light the pieces that make it unique,

[25:51] which are really the connection with the community partners and the badging.

[25:54] That's very unique to this system and you're not going to get anywhere else.

[25:57] One of the things that I guess we need to always look at

[26:00] is a security of their information and all of that because once it's open up to whoever

[26:08] or whatever, whenever these businesses, I mean, you have a box of information about a student

[26:16] that may not be needing to share.

[26:20] So who is in control of the system is set up so that it protects the student, it's a very secure

[26:27] environment, all of the communication if there is any communication is via email, it's filtered

[26:32] through the teacher and then also the parent can see every piece of communication and

[26:38] every portion of the site is open to the parents as well and we can hear at the admin building

[26:43] we have control over that site so if we can cut that person off if we want to but I mean the employer

[26:50] or whatever if we don't think it's quite right or not except them we have to approve every single

[26:54] employer before they're allowed access at all. The student's profile, although I'll see on the profile,

[27:00] is the student, their career interest, their picture will not be shown ever to the potential employer,

[27:07] and what the way this works is to employ your post positions and the position goes to the profile

[27:14] of every student with that career interest. So it's up to the student then to apply for the position.

[27:19] Does that make sense?

[27:20] communication directly between the employer or possible employer and the student is very

[27:25] minimal. Typically, it's through job postings and general information. We don't foresee too many

[27:33] circumstances where they are emailing back and forth, however. If they do, certain protocols are

[27:39] in place to make sure that that communication is monitored so that nothing inappropriate takes place.

[27:44] I do want to add two trustee mostly when you were talking about the profiles and changing them.

[27:50] I just want to make sure that we're clear that students are not locked into a choice.

[27:56] Once that choice or that profile has been developed, they can make adjustments to that all along the way.

[28:03] And Mr. Shep's matrix helps students to continue to redefine their interest and where they would like to go.

[28:14] options to students, not about limiting them, but they're having made a choice early on in their secondary career.

[28:22] 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.

[28:30] Sounds like a fantastic program for our students.

[28:33] 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.

[28:42] Oh yes.

[28:44] So they're needing maybe that little boost or recognition or like I think it just helped

[28:50] them see how all of the stuff ties together that can get them on a potential career

[28:55] pass.

[28:59] I'm there.

[29:00] That's awesome.

[29:01] Thank you.

[29:01] There hasn't been any mention of the cost or how it was paid for, it seems like it probably

[29:06] was in the past since we were already utilizing it, but I'm just still curious about that.

[29:12] No, it was, yes, it was a very, very reasonable cost for all of our campuses.

[29:20] We did pay for it, I don't want to commit to that, I want, I can't remember at this point

[29:25] of this federal or local funds, but it was paid for reasonable cost for all of our schools

[29:30] all of our students.

[29:31] I think it was $20,000.

[29:34] Yes.

[29:38] three dollars a student as per like secondary students or sixth grade up yeah middle school

[29:47] in high school yeah we get up there sure any more questions thank you all very much

[29:59] appreciate it. Thank you. Don't go anywhere Dr. Venetra.

[30:10] Move to item C, which is receiving overview on the 2014-2015 PBMAS TIA required district improvement plan, Dr. Greenwich.

[30:22] 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.

[30:29] He will take the lead on the presentation, but to begin, I do want to state that this plan

[30:36] that we are presenting tonight is the plan that we spoke to you about last month.

[30:41] We mentioned to you our staging and PBMAS and our TEA preliminary findings.

[30:47] The plan that has been developed as a result of those two things are what's been presented tonight.

[30:54] So Mr. Natividad?

[30:58] 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.

[31:11] Thank you for the opportunity for me to present.

[31:22] Although we met all four indexes from this state system of accountability.

[31:30] As a district, we miss some safeguards on the federal side of accountability.

[31:40] So the PVMAS report stands for performance-based monitoring analysis system shows that we

[31:54] may some safeguards in two areas mainly the ESL bilingual students and the special education

[32:04] students for the bilingual ESL side. We miss the star passing rate three or third grade

[32:14] to egg rate in math, reading, science, social studies and writing and in special education

[32:22] inside, we miss a safeguard in everything except in math.

[32:32] Because of that, we are required

[32:35] to create a targeted improvement plan, which

[32:42] includes two components, the data analysis

[32:46] summary and the corrective action plan.

[32:54] The data analysis summary is pretty much the

[32:57] Why? Why did we miss this area? It is designed to identify the reason or the source of the

[33:06] lower performance. The data analysis also help us to develop the comprehensive need assessment.

[33:18] The data analysis summary is divided into six sections. We as a district are not required to address

[33:25] The second and the fourth section and the first section. It states the area in which we are a stage

[33:32] We are a stage level four for special. Level three for bilingual ESM and level two for no child every kind

[33:45] number three

[33:46] we stated that

[33:48] There is a lack of academic instructional support for this special for our special populations.

[33:56] 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,

[34:10] 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.

[34:26] We have included, in your board packet, we have included the district targeted plan, so you can review it.

[34:40] Okay, so I'm going to talk a little bit about the corrective action plan.

[34:46] Back in April of 2014, T.A. had a on-site visit.

[34:52] The reason why they visited Irving IZ was because we were stage in three areas.

[35:00] Stage 4 for special air, stage 3 for bilingual ESL, stage 2 for no child every kind.

[35:08] 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.

[35:19] The finding of the visit was the

[35:44] specificity and the special data.

[35:49] 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.

[35:57] One issue, the highly qualified status of teachers who served the students at the Wheeler Building.

[36:03] Since the preliminary findings made their way to our district, we did our own thorough review,

[36:09] and what we found was every teacher indeed was highly qualified at the Wheeler Center last year,

[36:15] and none of our special education students were served by a student who was not highly qualified.

[36:21] 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

[36:31] 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.

[36:45] 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.

[36:58] 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.

[37:08] None of the 36 boulders that they asked to review content or were missing any documentation from last year.

[37:17] Some of the folders I'll give you an example.

[37:18] They may have looked at a 10th grader, said Nimitz High School, looked at her LPEC folder,

[37:24] and may have sided the district for they're not having been some form of documentation added to that folder in preschool or kindergarten.

[37:34] So it's a long history, and then the third area, the specificity with regards

[37:40] First, we suggested duration, location, and frequency of services. What we found was, as a district, we were not providing that information.

[37:49] 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.

[38:00] And we weren't specifying the amount of time, the duration, as well as the location. That we corrected before the school year started.

[38:09] So the three areas on the corrective action plan have been addressed very successfully.

[38:14] We will continue to meet with TEA Monthly to have conversations with them with regards

[38:19] to our progress towards meeting the PBMAS plan and its goals.

[38:27] One more thing, the discipline management plan was to meet a few weeks ago.

[38:34] It wasn't, I said, it wasn't part of the basis, but they asked us to include it, anyway.

[38:40] Okay, so at this time, we are happy to take any questions about the PBMAS plans?

[38:48] Any problem meeting us, 6.15, go.

[38:52] I hear what you're telling me is, we've met every, we've met all these requirements.

[38:58] For the corrective action plan, I can say yes, we have indeed.

[39:03] So it shouldn't be any problem meeting us, 6.15.

[39:05] It absolutely will not. Give us a time line. I think you're every three months or something and

[39:11] or much of submitting or yes. And when is this all can disappear? Well, it would be great if that were tomorrow.

[39:20] However, we will meet monthly with TEA. We've established the meeting dates by phone.

[39:27] We will also be submitting verification documentation for example with regards to the highly qualified

[39:32] status of our teachers at the Wheeler Center. When we meet again in December, we will then provide

[39:37] our documentation to show that all of our teachers are highly qualified. The process is at least a

[39:44] year long. The corrective action plan is a year long regardless of the fact that we have everything in place

[39:49] now to ensure that we are not cited for the same issue, again next year. And yes, we would soon mean

[39:57] report every quarter.

[40:06] Well PBMAS we will continue to be monitored for as long as we are staged.

[40:11] Our goal is a district of course is to improve student performance in every area across the board.

[40:16] So our goal is to be out of the PBMAS monitoring cycle altogether.

[40:22] With regards to the corrective action plan, I can tell you

[40:25] without qualification that we will meet all three of those issues and have and will not be

[40:32] for areas of non-compliance related to these really three issues for next year.

[40:41] As we talked about, Dr. Green is was, and this may be a little bit off of forward discussing

[40:47] here right now, but some of the goals that the state was coming out with through T.E.A.

[40:54] We weren't really, they hadn't established those as to what the districts were to accomplish over

[41:02] this next year. Do we know what any of those goals are today? We do know what the target

[41:10] scores are. Trust the necessary. We do know that. Okay. Now I will say that there are

[41:17] modifications each year as we go through the system but in the Irving I see our focus is on

[41:23] student achievement and doing the very best that we can do every single day and every single

[41:27] classroom. So we know that that approach will be our best approach with regards to bringing

[41:33] ourselves out of PBMAS and meeting the state's performance objectives. As Mr. Nativity

[41:38] Dodds mentioned, we did meet the performance projected as a district, the targets as a district.

[41:46] We just had individual campuses that did not.

[41:54] Okay, thank you.

[41:57] Will you move to item D? Dr. Rennage, keep your seat. Yes.

[42:02] Receive overview of 2014-15, formally improvement required and improvement required plans for schools.

[42:10] 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.

[42:23] Also, Mrs. Tanya Jones and Mrs. Shannon Treho, our Division Directors for K-8 schools,

[42:30] they will then present the plans for the two current improvement required schools.

[42:36] So we'll begin with Mr. Able.

[42:39] Thank you.

[42:40] Mr. Stipe, Dr. Paara, and School Board.

[42:42] Thank you very much for letting me come out and talk to you all tonight about our FIR plans and

[42:47] schools.

[42:49] We're here today to discuss what those plans are, some of the requirements and what the outcome

[42:52] is of these plans and what we're hoping to achieve is a district.

[42:57] So in 2014, we have three schools who are considered formerly IR schools.

[43:02] We want to clarify, FIR is formerly IR, so they are not IR.

[43:07] IR basically means that they did not meet the state expectations.

[43:11] These three campuses, they did meet the qualifications for the testing, so we want to make

[43:18] sure that they know that FIR is not IR.

[43:22] All right, formerly IR is our big piece.

[43:25] Those three campuses are key telemetry,

[43:27] shell telemetry, and NIMIT's high school.

[43:32] And we have a copy of those draft plans,

[43:33] which are presented in your board book as well.

[43:37] So again, FIR, we want to make sure

[43:39] how you receive the FIR designation.

[43:42] Sorry, let me go back one.

[43:44] I'm how you receive the FIR designation.

[43:46] As if you were an IR campus in 2013, but then you met

[43:50] state standards and you met standard in 2014, but you did not meet as a campus.

[43:55] Everyone of those system safeguards that was talked about in earlier presentation.

[44:03] Our first school is Keyes Elementary.

[44:06] For each one of the FIR schools in your packet, you can see that there are four indexes

[44:10] that we've talked about before as far as for the state level of accountability.

[44:14] The target score, which is the minimum of what they had to achieve to meet standards,

[44:22] is

[44:22] elementary. They clearly met all four of those indexes and keys was labeled as a metstandard

[44:29] campus for last year. Sheldt Elementary, if you look at their state target scores,

[44:36] you can see again for all four indexes, Sheldt's met all four indexes for our state of

[44:41] accountability system by far, and they were met standards campus last year.

[44:50] And then

[44:51] is that an index 2 for high schools, there was not an index 2 scored last year because they

[44:56] changed from going from four tests in 9th and 10th grade English language arts and reading

[45:01] to two tests therefore that disqualified that index 2 will come back this year but it was not

[45:06] calculated statewide last year for index 2. So looking at those limits met all standards that

[45:11] were available and met all indexes for our state level of accountability.

[45:18] So why present to the

[45:20] 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.

[45:29] So this is the first step of that going through that process.

[45:34] During the November 17th school board meeting, we will actually have an opportunity for the plans to be presented to the public.

[45:40] They will have opportunity for input on those plans.

[45:43] 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.

[45:59] One big difference is that FIR campus is a formerly

[46:02] primary required campuses. All those plans are housed locally here

[46:06] within Irving ISD. Those are not submitted to the state,

[46:09] or anybody of that nature, they're all housed locally here within Irving ISD.

[46:16] We also had two campuses last year who were IR campuses who were not

[46:19] FIR campuses this year. Pierce Early Childhood.

[46:23] They are labeled as Met All Standards and is no longer IR.

[46:27] And Wheeler Transitional Center is no longer

[46:29] doesn't need to campus as TEA, and they are not considered FIR as well.

[46:38] Hopefully we believe that the in-results of our targeted eye intervention plans are going

[46:42] to be the key's, salts, and nimmets are going to again for the second year in a row, meet

[46:46] all four indexes, and they will no longer be qualified as FIR campuses, they will just solely

[46:51] be met standard campuses.

[46:54] Do you have any questions for me?

[47:03] Well, the campuses each year are determined, so we know what the campuses would go on from

[47:07] last year, we have our two IR campuses and based in Miss Jones, and Miss Tray,

[47:12] who are going to talk about them, but all of our campuses are going to be

[47:16] the expectations this year. That is definitely our clear goal and definitely

[47:20] achievable when we feel very confident in the systems we put in place.

[47:23] And I will say to, if I may add, we have evaluated and looked at each of our schools

[47:27] to determine what level of support those schools may need in order to ensure that we

[47:34] improve student achievement across the board. One of the things I've mentioned to you before

[47:39] is our coordinator impact program where we have coordinators going out to the schools to support

[47:44] campuses. I did want to give you an update because it is very germane to this conversation.

[47:49] As a Friday of last week, we have had 3100 coordinator visits to campuses within the first two and

[47:56] a half months of school, which is amazing. Our coordinators are highly qualified, they're skilled,

[48:02] their experts in their field.

[48:05] They have spent 32% of their time walking through classrooms to look at how instruction is

[48:11] taking place across the district pre-K to 12.

[48:15] 24% of their time, they have spent visiting with principals and administrative teams giving

[48:20] them feedback on the teaching and learning that has been observed in the classrooms.

[48:26] 3100 visits by coordinators.

[48:28] We have made the expectation that all central office staff, all campus staff support schools

[48:34] This is a direct example of what that really means. We have absolutely every belief that all of our schools will meet

[48:41] Expectations next year and we will not have any improvement required schools next school year. That's our goal

[48:51] Okay, thank you very much

[48:53] We're gonna switch

[48:54] So we're going to switch out.

[49:11] Thank you.

[49:12] Mr. Stive, Sector Power, Board of Trustees.

[49:15] We are here to present plans for a Barton Elementary and Austin Middle School.

[49:20] These are our two schools that are labeled improvement required.

[49:24] Based on last year's star data.

[49:30] 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.

[49:44] So that's a difference from what Robert explained his was FIR and these are IR.

[49:50] 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.

[50:09] 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.

[50:19] For index 1, which is student achievement, the target score is 55 and Austin scored 56.

[50:28] For index 2, student progress, the target score is 28 and Austin scored a 31.

[50:37] For index 3, which is closing performance gap, the target score is 27 and Austin scored a 29.

[50:45] 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.

[51:03] For a Barton Elementary, for index 1, student achievement, the target score is 55 Barton

[51:11] scored a 52, index 2, student progress, the target score is 33, Barton scored a 36.

[51:20] For index 3, closing performance gap, the target score is 28, Barton scored a 26, index

[51:29] for post-secondary readiness. The target score is 12 and Barton scored a 20. Barton did not meet

[51:37] the standards on student achievement and closing performance gaps. So those two indices

[51:43] caused Barton to be a part of improvement required.

[51:49] So as Robert stated earlier, we are presenting

[51:51] to you because the improvement requires who must present the targeted improvement plans in a public

[51:58] hearing and for a board approval, and during the regular board meeting on November 17th,

[52:04] the public will have the opportunity to provide input regarding the plans, and just like

[52:10] the FIAR campuses, these plans are also housed on the website and hard copies are available

[52:16] at the campuses. And unlike the FIAR plans, those plans are housed locally. The IR plans

[52:25] have to be submitted to TEA and we will submit these plans for approval to TEA by November 21st and then we

[52:35] update quarterly on the plans. So what are the end results? As everyone has mentioned,

[52:43] at the end of the school year, Austin Middle School and Barton Elementary School will meet

[52:48] and are exceed the targeted goals on all four indices in the state accountability system.

[52:54] So next year they will go into F I R because we will not have I R campuses any more

[53:03] Any questions

[53:08] for next year?

[53:11] Yes, the ones that are up there for the moment. Yeah, right now subject to change

[53:18] But that's what we're working with yes,

[53:26] that's right. Oh, absolutely. They're working hard. We're we're gonna meet our goals

[53:31] I do want to say just real quickly that improving student results really is a team effort.

[53:38] Last year we had teachers who gave everything they had to help students achieve.

[53:44] We had principals at those schools who really worked very, very hard, Katyska Herodor at

[53:50] Paul Keys, a lot of the liner at Schultz, with Rocky Malone at Nimmets.

[53:54] And we also had at the SRC, we had Rick Nolly come in at the end of the year.

[53:58] And then Lisa Hill at Pierce, these fine educators worked very hard to lead the school improvement

[54:04] processes at their schools, and we appreciate all of their efforts.

[54:08] This year, our three school division directors, Mr. Abel, Mrs. Jones, and Mrs. Trayhow have all been

[54:13] working together to support each of these schools. So it's not just one central office person.

[54:18] It is the entire team. So we appreciate all of your support. We appreciate the support from our community,

[54:25] Central office folks, campus staff, we have absolutely every expectation that we will have no new improvement required schools in the coming school year.

[54:34] So thank you. I love being on team Irving. We're part of it, too.

[54:39] Thank you.

[54:41] Yes, and also the current principals who are leading these schools at Barton and Austin.

[54:46] They are very experienced and very capable principals, but they are new to their campuses this year.

[54:51] We have Jackie Garana at Barton Elementary, and we have Tasha Reeves at Austin Middle School,

[54:55] so we appreciate their efforts to come into these schools and help lead the school improvement

[54:59] process so thank you for wanting me to do that. And I would like to add to what Lee was saying here.

[55:07] One of the things that does my heart most good and one of the reasons I'm serving here

[55:13] is that one of the things I wanted to ensure that this board did

[55:18] our superintendent did and our administration did was support our classroom teachers.

[55:25] And from what you were telling me about the coordinators going to the schools, I want to

[55:29] thank y'all for that, because the teachers of this district are out there every day, bus

[55:36] in it, to try to make, you know, this a positive place for kids to be educated.

[55:44] 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.

[56:01] That really means a lot to me and I appreciate it.

[56:04] Thank you.

[56:05] Thank you all very much.

[56:07] Appreciate it.

[56:08] Thank you.

[56:11] We'll stand up back there, and

[56:18] not to be derelict, but we have Curtis Mauricio who is leading Nimitz, so thank you Curtis.

[56:32] 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.

[56:49] We are seeking input from you as trustees regarding the parameters for the 2015-2016 school year calendar.

[56:56] 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.

[57:08] In regards to 2016 graduation just so you know, we have secured a venue for Saturday at June 4, 2016.

[57:16] So, in your board book, your packet, you have the parameters, driving previous calendar

[57:23] developments here below, we are seeking your input if you have any suggestions or

[57:30] anything you'd like for us to consider, we are ready to hear that.

[57:34] Well, last year we decided to move the Friday in the February, let's hope it works

[57:40] this year to have the perfect day.

[57:44] We don't have a lot of you putting it there and we hope that we can have a good Friday as

[57:49] the holiday.

[57:50] Okay.

[57:51] That was a good move.

[57:52] I'd like to see that there.

[57:54] Okay.

[57:54] We have plans for that as well.

[57:56] Where's the potter's house?

[58:03] The only thing I would offer for must-have point is that I've heard for many years teachers

[58:12] say that they're input that they give for the counters is not listened to. And that's the only thing.

[58:20] I hope you're getting input from the teachers themselves and I hope you at least listen to them,

[58:28] because when a lot of my family was working here in the district, they said that we don't even give the

[58:42] to the teachers when they give their input regarding the calendar.

[58:46] And thank you, Trustee Nessusari.

[58:48] I will tell you that we do listen to the teacher input.

[58:50] I can give you two specific examples for this calendar.

[58:54] One piece is teachers have told us that they would like for us to consider

[58:58] moving the early release day in October that first Thursday,

[59:02] back a week.

[59:04] And so we certainly have incorporated that into the plan for next year.

[59:07] Another suggestion that was given to us through

[59:10] By teachers through the Superintendent's Advisory Council is to move our district assessment program

[59:15] to the week after the sixth week of the preceding six weeks.

[59:20] This year we hadn't done that, it was the last week of the six weeks, so we have developed

[59:26] plans to make sure that that piece of feedback has been incorporated.

[59:30] We do receive a lot of input regarding the teacher calendar and we do a very best

[59:35] to marry those pieces of input with the instructional program.

[59:39] 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.

[59:49] And we make those adjustments as necessary.

[59:51] Sure.

[59:58] We can actually do 180 instructional days.

[1:00:01] And we apply each year for three days for professional development.

[1:00:06] We request a waiver from the state, so students come 187 days.

[1:00:12] So, I'm sorry, 108-6 because three, yeah. Thank you.

[1:00:17] Yeah. We've done that for staff development, professional development, that's when we do our training for teachers.

[1:00:25] Any any questions? Any questions?

[1:00:29] 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.

[1:00:40] And we've varied that 176 up and around there over the course of my tenure on the board

[1:00:46] to, you know, 178 maybe and down to 100, you know, around there.

[1:00:53] But, and I, you know, always asked for the maximum amount of student instructional days,

[1:00:59] but I've also come to realize that it's very important for teachers to be prepared and the

[1:01:04] system that they have, in giving the teachers those waivers and the days off, I don't even

[1:01:10] know what they're called, you know, exchange days, those exchange days are what I'll give

[1:01:16] those four day things and gives the teachers that ability to go in the summer and get that

[1:01:21] training and then we can't because we can't pay them in the summer unless they have time

[1:01:27] in the school year because they're contracts, it's complicated. But it took me a long time

[1:01:31] figure that out. But does that help a little bit? Okay, because I know that's where you were

[1:01:37] going, because that's where my mind always still goes, actually. But I just know that I've taken

[1:01:44] some good feedback over the years from teachers and from our administrators and from the

[1:01:49] professional development office, especially about the importance of teachers being prepared and that's

[1:01:54] the only way really they can get them there in the summer for that good, for the really good

[1:01:59] professional development that they give is to have that built-in of the calendar.

[1:02:05] Thank you. Thank you. Thank you. Thank you. Thank you.

[1:02:13] We'll move the items on the regular board meeting agenda now. Mr. Randall, will you recognize the teacher of the month?

[1:02:22] Thank you, and Dr. Jones, the employee of the month.

[1:02:28] Moving the action items, anything with the minutes?

[1:02:34] Mr. Randall Adams 2, 3, and 4, consider approval of financial statement, consider approval

[1:02:41] of resolution order, 14506 authorizing November amendment to the 2014-15 budget, and consider

[1:02:49] approval of resolution order number 14507, approving supplements to the Irving ISD tax

[1:02:56] 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.

[1:03:08] Any questions from Mr. Randall?

[1:03:11] We've already taken care of item five, we've already taken care of item six, item seven, anything, nothing there.

[1:03:21] Mr. Lane, out of mate, consider approval of a boundary line agreement with Cyber Cemetery?

[1:03:32] Good evening.

[1:03:35] This is a situation where we're just trying to correct some documentation that resides

[1:03:41] at the city. There's a discrepancy between the Title D information and the survey.

[1:03:48] So we're asking for approval of the boundary line agreement that lines everything up and

[1:03:53] actually the people who own the cemetery want to replace their fence and they cannot do that until we

[1:04:01] we get this straightened out.

[1:04:05] Get a questions?

[1:04:05] I think it's pretty suffocated.

[1:04:07] It's the point of history.

[1:04:08] This cemetery was founded in 1897, so it's been there a long time.

[1:04:15] And it was actually the town of Sauer, back then, Irving wasn't even around.

[1:04:23] And I especially want to say thank you for getting that taken care of.

[1:04:26] And you're welcome for a little, bring it forward.

[1:04:29] A little side note that's where the Haley's are born, very nice.

[1:04:35] And those two schools got together with a Skype, and they had an interview with a granddaughter

[1:04:42] of one of the Haley's, and they went through each tombstone, and she told about each of

[1:04:50] the two people that the schooler named.

[1:04:53] I'm not sure where to find it on the website, but it was quite a venture in our community

[1:05:01] theater, the Gloria.

[1:05:03] She was a commentator for that, so I don't know who has that archive, but it's a little

[1:05:11] history that was given to the schools and the students got to watch it while it was happening

[1:05:18] right there from this inventory.

[1:05:20] Thanks, Scott.

[1:05:21] Thank you.

[1:05:21] 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

[1:05:32] CE local annual operating budget CH local purchasing and acquisition

[1:05:37] DIA local employee welfare freedom from discrimination harassment retaliation EIF local academic achievement and update 100

[1:05:47] 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.

[1:06:13] Good afternoon members of the Board, Dr. Parr, since your consideration of these policies

[1:06:24] at the Policy Committee meeting and the first reading, there have been no changes suggested

[1:06:32] to the proposed policies.

[1:06:34] If anyone would like, I can briefly state the changes that have been made to each policy.

[1:06:48] Yes, you do, but I didn't know if any one wanted to remind her, I'd be happy to provide any other information.

[1:06:56] Any other questions?

[1:06:59] Same then, we are adjourned.

Nov 10, 2014 Work Session

Transcript