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Good evening and welcome to the Victoria Independent School District Board of

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Trustees regular monthly meeting. The date is May 19th, 2022. The time is, it will be,

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6 p.m. in just a few seconds, and we are called to order. If you would, please join

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me in the Pledge of Allegiance to the flag.

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Pledge of Allegiance to the flag of the United States of America and to the

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republic for which it stands, one nation under God,

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indivisible with liberty and justice for all.

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Thank you.

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I know what it is for.

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Hey, if for some reason or you see a raised hand,

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would you poke me?

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Please note that this is a regular meeting,

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and notice of the meeting has been posted in a time

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and manner required, and that there is a quorum present.

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Trustee Keeling is joining us by electronic means

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this evening.

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Thank you so much for making the effort to be a part of the meeting this evening.

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Moving on to item number four, Awards in Recognition, Leadership Academy, Ms. Nikki Taylor.

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Good evening, President Mercer, members of the board, and Dr. Shepard.

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Today we have the privilege of honoring our aspiring leaders who completed the BISD 2022 Leadership Academy.

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The 43 participants include teachers, instructional coaches,

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assistant principals, principals, and district staff

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who are pursuing their professional end.

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Over the course of the spring semester,

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these district leaders met twice a month

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beyond regular school hours

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to explore their leadership topics,

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connect with district staff from a multitude of departments,

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and learn more about leadership opportunities within VISD.

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Experiences have included job shadowing opportunities.

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The final activity for the VISD Leadership Academy participants is mock interviews,

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which will occur within the next few weeks.

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These participants are true examples of VISD staff members leading toward genius.

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We celebrated our participants this evening with a reception, you may have seen,

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and they each received a token of our gratitude.

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At this time, we would like to recognize our 2022 BISD Leadership Academy participants.

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Please stand to be recognized.

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At the University

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Leadership Academy, we look forward to providing an enhanced, role-specific

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experience for our Leadership Academy participants in addition to our current structure.

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Thank you.

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Thank you.

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Thank you.

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Congratulations to each of you.

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Thank you for taking an interest in advancing and finding your professional hand.

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That's awesome.

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Moving on, we are moving to item number five, public testimony in open form.

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Public testimony in open form is an opportunity for community members to address the bulls.

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This is your time and it is your privilege to say whatever you want.

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However, with that privilege comes responsibility.

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This month you may have noticed that public comment has been moved in the agenda order compared to previous months.

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that Chains was brought about based on things said in public comment during our last meeting

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that could be viewed by some as vulgar or profane,

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especially considering the audience that was still present.

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I encourage each of the speakers to remember that we are the adults in the room

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and have a responsibility to model appropriate behavior for the students that we're all here to support.

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Additionally, if within your comments you include complaints or charges against a VISD officer

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officer or employee by name, you will be stopped by this chair in accordance with Section 551.074

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of the Texas government code. At that time, you will be given the option of continuing

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your comments that do not involve specific individuals by name or foregoing the rest

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of your comment to file an official grievance against the individuals based on our current

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policy, GF Legal and GF Local, or the board may adjourn to close meeting under Section

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551.074 of the Texas Government Code to hear such complaints or charges. This closed meeting

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may occur at any point during the meeting. Please be advised that this closed meeting

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will be to address the specific complaint against the individual and will be limited

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to claims the named individual can adequately respond to. And finally, pursuant to the

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the Board Operating Procedures and Policy and the Open Meetings Act, the Board may

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only respond with specific factual information or recitation or recitation of existing policy

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in response to inquiries in the public comment. The Board shall not deliberate or decide regarding

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any subject that is not included on the agenda posted with notice of the meeting, and that

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is Open Meetings Act in the Texas government code 551.042.

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Tonight, we have a total of nine.

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If you go forward, I just blinked my eyes

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and I didn't get a chance to say anything

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to the leadership again.

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I apologize for that.

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And I thought all of the trustees

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would like to say something because of the great sacrifice

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they made and the great work that they did.

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And I just want to say we're proud of you.

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Keep up the great work.

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And I think my colleagues would love to say that as well

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before we get to that point.

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I mean, my president was moving really fast.

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He's pulling at your brother, but I appreciate you.

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Absolutely, sorry.

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But you all are our future, and we, the exception of work that you're doing

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to open up the doors for opportunity, keep it up,

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and we want to say congratulations to you.

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Absolutely.

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Somebody else?

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Oh, yeah.

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So I see familiar faces out there, and it's exciting.

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I see new faces I haven't seen,

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and I see the excitement and the passion on your faces.

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And it just makes me excited that we have leaders coming up

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and the ISD like you guys.

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Thank you all.

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Thanks for bringing that up, Pastor.

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So I definitely see a lot of places

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that I'm familiar with and I'm so excited.

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Thank you all so much, even those

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that I don't necessarily personally know.

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Thank you so much for doing that

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and best of luck in your continuing growth.

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And I hope that you will continue to learn

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and that you will continue your path to whatever success would like.

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Thank you, and congratulations, and we're looking forward to being great thanks to continue coming from you. Thank you.

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I see a cheer person there. I was expecting some cheerleaders.

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Anyway, congratulations. I could have said it better. Thank you.

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My apologies. Ms. Keeling, would you like to say something?

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I think you covered it.

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Okay, excellent.

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Yes, absolutely.

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Oh, yes, she's over here.

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Yes, I'm sorry.

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You can hear her, but you can't see her.

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And my apologies.

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I should have paused a little bit longer, but okay.

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So tonight we have a total of nine speakers.

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Each speaker will have three minutes to deliver their comments.

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There is a clock present on the wall to my right indicating how much time the speaker

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has left.

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Once the clock reaches zero, I will conclude the speaker's time with the gavel and then

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proceed to call the next speaker to the podium.

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It is not my intention to be rude or disagreeable but to ensure an opportunity for all who submitted

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a timely request to speak.

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Thank you for your understanding and thank you for your willingness to address this

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board directly.

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That being said, our first speaker is Ms. Michelle Foster.

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Right

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there would be great.

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That way we can pick you up on the microphone.

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I'm here for the Victoria West debate team.

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Originally, we weren't sure if we were going to get approved to go to nationals,

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but we did look on the agenda and it does say we are approved.

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So first off, I want to thank you for that.

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These kids have fought hard to go very hard.

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The other thing that the team would like me to address is wanting to know how we get more support

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for our debate team.

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There's been times that we weren't even sure

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if we were gonna get to go to competitions,

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transportation issues.

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It seems like certain other activities sometimes

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are put above the academics or the debate.

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And I know the debate team's kind of new in West

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sort of because of all the changes with the staffing.

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We're just hoping that we can get some support

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and the parents and the team for this summer,

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we've already got a lot of fundraisers we'd like to do

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because I know funding's been a big issue.

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What else do we need to do to get,

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I guess, higher up on level with some of the other teams?

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Thank you very much.

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Thank you.

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And congratulations on the success of the teams.

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Yes, yes.

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By effect, you deserve a round of applause.

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Our next speaker is Carrie Bland.

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Good evening.

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Good evening.

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My name is Carrie Bland, and I am currently

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the Reading Instructional Coach

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I understand that our district is at a critical place financially and difficult decisions must

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be made in order to keep our school buildings open and functioning and for us to be able

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to help our students adequately.

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I understand also why the recommendations are important and how they can help our district.

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What I cannot understand and have so much trouble wrapping my head around is the message that

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this decision will send to our community, our families, and our students.

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students. This decision is saying that literacy is not valued and our librarians are unimportant.

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I know that many libraries, possibly most of them, have a Master's Certified Teacher operating

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in their library and is working as a simple circulation desk. Books are being checked

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checked in, checked out, and reshelved.

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But why are we not raising the bar?

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Why are we not requiring our librarians to bring something to their school to help engage

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learning and specifically literacy with our students?

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I know that our library at Sholimer Elementary is an exception, and I am proud of that exception.

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I know that the driving force at our school and our literacy program is our library.

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It is the heart and soul of what we have implemented in our school.

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And it is not because of the books on the shelf.

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It is because of the person that's in the library.

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Teresa Schauer, our amazing librarian.

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I know that there are other librarians in our district

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that have things that they bring to their school

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to enhance the learning of their students.

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There's Marci Becka-Dallow,

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Lori Vote at Rowland who's taking STEM to a whole new level.

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So why are we not looking at the great things

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that these master teachers are doing?

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And why aren't we emulating them?

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Why are we not striving to build a team

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of amazing librarians to enhance the literacy

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of our students?

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Why are we not building a team of librarians that is so critical to our school that this

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recommendation would be laughed at?

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As an educator, I cannot begin to understand why this is even being considered.

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This will negatively impact the literacy in our schools.

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I know that it will personally impact 480 students at Chalimer Elementary.

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Thank you Ms. Bland.

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Our next speaker is Melanie Gaynor.

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Good evening.

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My name is Melanie Gaynor.

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I have a son in seventh grade and a daughter in ninth grade.

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One has been an avid reader from a young age

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and the other took a little longer.

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Both benefited from having a school librarian.

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By having a full-time librarian,

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students have the opportunity to connect with the person

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who encourages them to read,

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knows them and can make suggestions

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tailored to their interests, strengths and weaknesses,

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which increases the chances for each student

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to grow a love of reading.

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I saw it firsthand with my children.

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My daughter discovered books that she may never have chosen on her own that are now some of her favorites.

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My son, who never liked to read, had a librarian introduce him to a variety of series that he would eagerly await the release of the next installment.

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The librarians were able to do this because they knew my children could make individual recommendations and my children trusted their suggested book choices.

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It has been proven that librarians help develop the love of books and sense of connectedness that students need in order to want to read.

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Having a desire to read creates the foundation that students will need for the rest of their lives.

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There have been numerous library impact studies and the data is overwhelmingly clear,

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but there is a correlation between school libraries and student achievement.

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Certified librarians play an important role in teaching critical thinking skills

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leading the way for technology use and inspiring literacy.

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Universal findings from more than 60 impact studies

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Students conducted in 22 states conclude that schools with a well-equipped library, staff

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by a full-time, certified librarian, and appropriate support staff contribute significantly to gains

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in student learning. High-quality school libraries not only help students read more, but also

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help them learn how to use and process information better and to perform better on achievement

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tests. Studies conducted in at least 14 states show that students in schools with

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certified librarians consistently score better on standardized achievement tests

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in reading, compared with students in schools

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without certified librarians.

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Studies of third and sixth graders show that in addition

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to improving literacy and achievement test scores,

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the presence of a teacher librarian

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is the single strongest predictor of reading enjoyment.

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Now especially after the learning disruptions

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affiliated with the pandemic,

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and test scores to climate is not the time to remove

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or reduce these valuable assets.

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Further, the literacy study conducted

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by Dr. Krashen show that school libraries

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are the only thing that matters

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when it comes to closing the gap that exists

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and literacy levels when poverty comes into play.

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The results of Dr. Heragin's analysis were abundantly clear.

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Poverty was the strongest predictor

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of poor reading achievement.

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On the opposite end, school libraries

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were what had a consistent, positive effect on reading.

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The National Center for Education Statistics

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and the Fourth Grade National Assessment

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of Educational Progress actually documented a decline

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in reading scores when schools

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experienced a loss of librarians.

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Research has consistently shown that school libraries

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have a positive long-term impact on students,

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especially in environments where librarians are valued.

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I urge you to reconsider your choice

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concerning the librarians in VISD.

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Our children's futures are at risk.

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Thank you.

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Thank you.

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Our next speaker is Brittany Braden.

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Good evening.

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My name is Brittany Braden

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and I'm the Shaulimer counselor.

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Not only do I work at this school,

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but I also speak tonight as a parent

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since both of my kids attend there as well.

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I stand before you not in anger,

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but more in disappointment and concern

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for the future of our school and our district.

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I currently share the library with Ms. Schauer, so I'm a living testament of her day-to-day

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dealings with students, staff, and parents.

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To say she is the best librarian the district has ever had is an understatement.

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She provides so much more than checking out books to the students that step foot in

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her library.

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She has instilled a love of reading in these kids, not because she forced them, but

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because she fostered their curiosity for learning, grew to know each of them on

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on an individual level and guided them in the direction

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that would best suit them as a human being.

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I've seen firsthand this year that students

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that were not excited about reading

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bloom into some most the confident little souls,

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not only in books, but emotionally as well.

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Her library is like no other I've ever seen.

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It's loud, and I mean loud.

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Full of excitement, learning, and encouragement.

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If you've ever been in her library,

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you know exactly what I mean.

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If she is shuffled between two campuses next year,

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There is no humanly way possible for her to continue at that expense and do it well.

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And believe me, if she's going to do something, it's going to be amazing.

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She has proven time and time again that she gives it her all.

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As a team, our reading teachers are reading IC Ms. Bland and Ms. Shauer work diligently

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to instill a strong sense of literacy to our Shalimer Bears.

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Taking Ms. Shauer out of that team would in turn require more effort from teachers

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and this plan who are already occupied with their own responsibilities. I could

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brag on Ms. Shower for way more than three minutes, but I would invite the

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board to consider the following food for thought. The TASB staffing review was

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done prior to or at the end of COVID. We all know COVID changed everything. Our

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students lost time in the classrooms with their teachers and fell behind

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academically. Does it make sense to change the structure of our elementary

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librarians right now when our students are behind academically and in

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reading. I've always heard you get what you pay for. We shouldn't be a

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district that settles for average. We should put our money where it matters

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and improve the literacy and academic path to success for our students. Please

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consider looking at this situation on a campus by campus basis. I thank you for

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taking the time to listen to and consider the various concerns people

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bring forth this evening. Please approach this with an open mind. Have

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conversations with our librarians and our administrators. Don't let the

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future success of our kids be impacted so we can save a little money. It's never

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too late to change your mind on such a vital decision for the future of our

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district. Thank you. Thank you.

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Our next speaker is Ms. Teresa Shower. My

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name is

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Teresa Shower and I am a librarian. I'm finishing my 32nd year in

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education and hold a master's degree in library science from Sam Houston State

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University. On May 10th the ISD Librarian signed into a remote meeting.

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It began with a cheerful reassurance that none of us were losing our jobs.

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We were guaranteed our positions for as long as we wanted them.

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This was followed by the news that elementary library staff workloads were being doubled

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and our time cut in half.

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The goal, absorb 50% of certified staff and replace them with paraprofessionals.

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We were given no warning that this was planned.

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During my tenure as an educator, I have accomplished things under seemingly insurmountable odds.

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At one point I held the role of district librarian, sixth grade teacher, and part-time reading consultant, traveling the nation.

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I made it work with great success. This is a different situation.

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If I thought I could effect change on a bigger scale because of this staffing shift, I would work myself to the bone.

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but what is being asked is not tenable if you want us to be effective.

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I appreciate the fact that VISD is being fiscally responsible, I do,

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but is this decision looking only at the fiscal component?

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After the report was presented to the board in 2020,

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the TASB representative explained that they were fiscal recommendations only

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and that the district should proceed with due diligence

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and research before following through on any of them.

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Was research done?

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Was research presented to support the idea that achievement would improve or even stay the same without us?

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No one on a district level has ever asked me for data on how my library program aligns with student achievement.

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Were there any local studies conducted?

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If the answer is yes, please show us.

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I am happy to show the difference the library program has made at Shullimer.

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We have solid data to demonstrate how what I do directly benefits our state

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measured performance. Ask me what I do. Let me show you. There is a reason a

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graduate degree is required. In grad school we learned how to be the weight

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bearing beams of a school. As we are stretched to the point of breaking and

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leave we will be replaced with non-certified staff. Is the district

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absolutely certain that this is the right place to save less than $400,000

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dollars, is the financial gain worth the loss? In the classic novel To Kill a Mockingbird,

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Scout Muses, until I feared to lose it, I never loved to read. One does not love breathing.

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This is like having my oxygen cut off. Being a librarian isn't something I do. It's who

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I am. It's not something I can teach a pair of professionals. It's definitely not something

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I can do all learning a new library and establishing relationships with 500 students.

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Please, if it's winded your power to change the trajectory of this decision, look deeper.

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Today, after much prayer and consideration, I started the retirement process with TRS.

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Walking out those doors for the last time will be the hardest thing I've ever done,

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But having an exhausted half me would be worse than the kids not having me at all.

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Our next speaker is Lindsay Young.

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It's

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not a whole lot I can say following that, but I will share with you what I have prepared.

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My name is Lindsay Young, and I'm the mother of fifth grade triplets at Sholimer.

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One will be speaking tonight, and it's important that I communicate that she was not asked or pressured to speak.

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Between the three of them, they are top of their class, academic achievement for

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excellence recipients, GT identified, and completely involved in their campus. My

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children are products of six years worth of dedicated teachers, administrators, and

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a single librarian. Their librarian has instilled in them 11 respect for

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reading. I have been semi-immersed in the accelerated reading program at

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Shalimer since our kids were five years old and I only understand a fraction of

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what it provides. I have a bachelor's and ag leadership from A&M and I

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completed my master's in business when they were three years old and I'm

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certain my kids have run more in six years than I did in my entire academic

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career. One of my children achieved the final certification level in the

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accelerated reading program and has a comprehension average of 94 percent. One

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one of my daughters made a perfect score on the ELAR benchmark this year.

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These achievements would not be possible without a full-time on-campus librarian at their disposal.

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I'm not going to cite data, I'm not going to talk about positive relationships between

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full-time on-campus librarians, student achievement, and standardized test scores, or how full-time

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librarians are critical to low socioeconomic communities.

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I shouldn't have to argue that there are positive correlations.

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I realize the ongoing narrative is that no one is at risk and that each campus will have

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a certified librarian half of the time.

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Have you spent any amount of time in the library at Shalimer or any of the other campuses?

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Do you know how many children rely on our libraries or our librarians' daily presence,

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knowledge and the sanctity of the library that ours in particular has created?

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How can you have a strong library program when librarians are expected to operate two

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campus libraries, two inventories, two literacy programs, and create relationships that are

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needed at the elementary level with over 900 students?

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The literacy program at Shalemur is thriving and it's significant.

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Goal number one of the district improvement plan is to increase the Meets percentage

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of third grade reading star from 34 to 44 percent by 2024.

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core meets being the absolute basic understanding of the material. In two years the district's

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goal is that less than half of the third grade students understand the material presented

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in the star test. Reading comprehension is fundamental and it's the most important part

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of the student's foundation. Certified librarians strengthen that foundation if utilized correctly.

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They are the rebar in the foundation providing strength. Considering all of the data I've

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reviewed, the shift in library staff appears inherently dangerous and irresponsible. Reviewing

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each program and determining why some are working over others seems more responsible. I appreciate

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the district being piscally conservative and trying to find ways to cut and shift costs.

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I do question though whether absorbing librarian positions and doubling the expected caseload

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is worth diluting programs that are successful. Now is not the time to absorb half of

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the rebar in the foundation.

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Lainey Young.

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Hey, we got a stool.

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We got a stool right here.

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We got a stool right here.

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We got it.

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My

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name is Lainey Young and I'm a fifth grader at Schoenler Elementary.

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I'm a triplet and we've been at Schoenler for about six years.

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I earned the Academic of Excellence Award and I'm in the Gifted and Talented Program.

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I can also read all the way up to the ninth grade level.

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I'm here today because I want to ask you a question.

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My question is, why are you slowly getting rid of our librarians

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and replacing them with someone else? I know it has something to do with money,

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but is that worth risking the education of children?

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My relationship with Mrs. Shower is very special, but something

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every student should have. Mrs. Shower isn't just one of those

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librarians that just sits there and says get some books. She actually takes

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the time to help students find books. She shouldn't have to go place to place every week. She should

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get time to have a relationship with kids at Schollmer, like the time I got. I want kids to

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have the same feelings that I felt when I was in the library. The thing is that I only feel that

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I only feel it when the shower is in the library. For example, when the shower is on a vacation

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for a couple of days, the library isn't where I want to be. But when she is there,

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I suddenly really enjoyed being in the library. This has happened ever since I stepped foot in the Shalmer Library in kindergarten.

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I've got the urge to read. I'm sure my brother and sister feel the same way because a couple weeks ago

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my brother got the highest rating achievement at Shalmer and my sister is very close to getting that honor.

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My brother and sister both made a statement for this and they wanted me to include it.

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My brother has a young group. We need librarians at our school.

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The library is just a big room with bookshelves. My sister Dylan found a quote that meant a lot to her.

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It's from R. David Linus. He is a professor and dean scholar for a new librarian ship at a university in Washington.

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He says, bad libraries vote collections, good libraries vote services, but great libraries vote communities.

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Thank you for this opportunity to speak about my librarian and the experience I had. It means a lot to me.

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Thank you.

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Go ahead. I'm not going to step up.

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That was great, young lady.

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You might want to keep her up here for the profile of a graduate.

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Our next speaker is Terry Hermes.

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I'm sure it's hard to follow all of that, but my name is Terry Hermes, and I have been in education for over 30 years.

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I'm here to show support for our certified school librarians and VISD.

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Every school needs and deserves a certified school librarian.

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School librarians work with every student in the school, providing them with the resources

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they need to be successful.

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School librarians are partners with every teacher to help with student learning.

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School librarians are leaders in our schools.

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A certified librarian is a powerful search engine with a heart.

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Our school librarian has helped each one of my students discover a love for books and for

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reading.

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She shares knowledge of books and the students are blessed to have someone who not only loves

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books but loves seeing children reading a book that she has recommended.

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school librarians are a valuable resource that cannot be replaced. A quote by Frank

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Serafini, there is no such thing as a child who hates to read. There are only

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children who have not found the right book. Our librarian helps all children

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find the right book and a love for reading. Thank you for your time and

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00:32:37,970 --> 00:32:44,310
please reconsider keeping our certified school librarians and our

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last one is

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Laurie Schama.

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Good evening ladies and gentlemen and thank you for your service

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to our community. I'm a parent of three VISD students and a concerned

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community member. I think we can all agree that reading is a foundational skill

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that sets a child up for future success. I would encourage you to rethink the

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recommendation of absorbing certified librarians at the elementary level. I

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I understand that the TASB survey provided comparisons to other districts and made recommendations

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based on ratios with the goal to decrease overall payroll in the district.

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But payroll can't be the only determining factor.

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My three boys all attend to Shalimer so I can speak specifically about this particular

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library program although I know there are many programs in the district that are succeeding.

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Mrs. Schauer has cultivated the love for reading and the vast majority of students.

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I have personally seen data correlating increased star scores at Shalimer with increased AR

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certifications, and it was quite astounding.

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These are not simply AR points, but certifications that are achieved by reading progressively

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longer and harder books.

473
00:34:13,250 --> 00:34:17,930
This program builds not only fluency, but also reading stamina, which is equally important.

474
00:34:18,630 --> 00:34:23,150
In addition, this program meets kids right where they are and lifts them up.

475
00:34:23,150 --> 00:34:33,350
Ms. Schauer was able to implement this program because she is a certified librarian with a master's degree, passion, and a comprehensive understanding of children's literature as well as drivers of reading.

476
00:34:33,970 --> 00:34:37,090
I also understand the desire to make campuses across our district equitable.

477
00:34:37,610 --> 00:34:44,610
I think the resounding goal across all programs in our district should be to raise all campuses up to the highest level rather than striving to keep them all average.

478
00:34:45,250 --> 00:34:47,190
Each campus has their own strengths and needs.

479
00:34:47,670 --> 00:34:50,330
The library program at Shalimer happens to be one of its strengths.

480
00:34:50,990 --> 00:34:55,210
When we have a gym in the district like this, we should figure out how to keep it, flourish

481
00:34:55,210 --> 00:34:56,710
it, and grow it to other campuses.

482
00:34:57,270 --> 00:35:01,610
Would it be possible to table this recommendation and spend the next school year really diving

483
00:35:01,610 --> 00:35:06,070
into the jobs of librarians, not just from a fiscal perspective, but with a holistic

484
00:35:06,070 --> 00:35:09,550
approach, without making any changes in current staffing or placements?

485
00:35:10,470 --> 00:35:15,090
This could culminate in developing a mentor program with the goal to emulate the

486
00:35:15,090 --> 00:35:20,050
Shalmer program or the ideal model across the district and this would not

487
00:35:20,050 --> 00:35:23,630
affect our budget this year at all. If the board is adamant about proceeding

488
00:35:23,630 --> 00:35:27,030
with the plan to pair a certified librarian with a para for two campuses

489
00:35:27,030 --> 00:35:30,430
would it be possible to let the certified librarian along with the

490
00:35:30,430 --> 00:35:34,130
principals at those campuses have the autonomy to structure that in a way

491
00:35:34,130 --> 00:35:37,390
that best fits their schools. This would give those who know the school

492
00:35:37,390 --> 00:35:41,310
best some decision-making power for their schools. Constantly

493
00:35:41,310 --> 00:35:45,150
alternating staff between schools is not the best is not in the best interest of

494
00:35:45,150 --> 00:35:50,050
either school, the staff or the students. The roughly three hundred fifty thousand

495
00:35:50,050 --> 00:35:54,390
dollars in savings from librarian absorptions is a drop in VISD's budget

496
00:35:54,390 --> 00:35:58,970
bucket. We have some amazing parrots across our district but if we proceed

497
00:35:58,970 --> 00:36:02,850
with this plan to absorb librarians and other certified jobs and replace them

498
00:36:02,850 --> 00:36:07,970
with parrots especially if there is no training program in place we are

499
00:36:07,970 --> 00:36:12,330
sending the wrong message. We're sending a message that we do not value higher education

500
00:36:12,330 --> 00:36:17,150
and certifications. Definitely not the right message for a school district to send. Thank

501
00:36:17,150 --> 00:36:21,250
you for your time. Thank you

502
00:36:29,250 --> 00:36:31,530
again. Thank you to all who came and spoke and presented

503
00:36:31,530 --> 00:36:35,810
before the board this evening. We appreciate your interest and also your concern and

504
00:36:35,810 --> 00:36:41,310
care for all of our students. Moving on to the next item is information item number

505
00:36:41,310 --> 00:36:45,130
of six administration report, Dr. Shepherd.

506
00:36:52,210 --> 00:36:54,930
So this evening you're gonna notice change

507
00:36:54,930 --> 00:36:56,830
in how we present the administration report.

508
00:36:57,310 --> 00:37:00,610
Really grateful and appreciative of the public

509
00:37:00,610 --> 00:37:02,290
who've reached out to some of the trustees

510
00:37:03,090 --> 00:37:05,450
and offered comments and suggestions

511
00:37:05,450 --> 00:37:08,290
about an inability to see what was being presented.

512
00:37:08,510 --> 00:37:10,330
So we're gonna try it a slightly different way

513
00:37:10,330 --> 00:37:12,590
so that you can see what's being presented

514
00:37:12,590 --> 00:37:13,710
and what's being highlighted.

515
00:37:13,710 --> 00:37:19,540
So once we bring that up, I will get started.

516
00:37:20,800 --> 00:37:21,480
Do what?

517
00:37:23,140 --> 00:37:25,040
No, it's not the right one.

518
00:37:28,630 --> 00:37:30,050
It's the whole report today.

519
00:37:32,690 --> 00:37:34,070
Oh, we're going to do the whole report today.

520
00:37:34,510 --> 00:37:35,490
You're going to flip through.

521
00:37:36,550 --> 00:37:36,990
Well,

522
00:37:39,770 --> 00:37:41,870
I don't, I, um, anything.

523
00:37:42,970 --> 00:37:44,510
Because I don't have that one in front of me,

524
00:37:44,510 --> 00:37:46,190
so let me think through how to do that.

525
00:37:59,580 --> 00:38:04,660
Actually, you know what, let's just go this round because I wasn't prepared for presenting

526
00:38:04,660 --> 00:38:05,080
it this way.

527
00:38:05,300 --> 00:38:09,300
Why don't we just go around, Robin, let the board members talk about the things that you

528
00:38:09,300 --> 00:38:14,300
all saw in the administration report, like we typically do, and we'll do comments that

529
00:38:14,300 --> 00:38:14,700
way today.

530
00:38:15,500 --> 00:38:15,780
Excellent.

531
00:38:16,620 --> 00:38:16,940
All right?

532
00:38:18,980 --> 00:38:20,220
There's a link, we'll start with you.

533
00:38:21,040 --> 00:38:22,760
I'll tell you what, why don't we wait.

534
00:38:23,340 --> 00:38:28,920
I know the Leadership Academy came to celebrate and I don't know if y'all want to sit through a long

535
00:38:28,920 --> 00:38:32,860
two hour meeting so if y'all want to take a second I know to

536
00:38:32,860 --> 00:38:37,040
gather and celebrate together. Sausage bowls are still out there.

537
00:38:37,820 --> 00:38:39,820
Thank you ladies so much and gentlemen.

538
00:38:40,660 --> 00:38:41,660
Give them a round of applause.

539
00:38:41,660 --> 00:38:43,160
Yeah, thank you all for coming.

540
00:38:46,430 --> 00:38:47,470
Actually, I can't get the comments.

541
00:38:48,170 --> 00:38:49,030
Oh, yeah, you found it.

542
00:38:49,190 --> 00:38:49,550
Okay, good.

543
00:38:49,930 --> 00:38:50,430
I like that.

544
00:38:50,510 --> 00:38:53,670
Well, I was just going to allow that.

545
00:38:54,830 --> 00:38:55,390
Let's get that.

546
00:38:55,790 --> 00:38:56,530
Let's get it.

547
00:38:56,530 --> 00:38:56,750
Okay.

548
00:38:57,230 --> 00:38:58,750
I wonder if it is in that after.

549
00:38:59,770 --> 00:39:01,650
Yeah, I thought they were going to take a pic or something.

550
00:39:03,130 --> 00:39:03,850
I guess not.

551
00:39:04,090 --> 00:39:04,610
No, we don't.

552
00:39:05,050 --> 00:39:06,570
Actually, I might have done all that out there.

553
00:39:06,810 --> 00:39:07,010
Okay.

554
00:39:07,830 --> 00:39:08,150
Before.

555
00:39:09,270 --> 00:39:10,230
Okay, thank you.

556
00:39:10,490 --> 00:39:12,250
I told some of them, hey, usually,

557
00:39:12,250 --> 00:39:16,970
The picture and y'all can go, and then I was like, ah.

558
00:39:17,190 --> 00:39:17,450
Oh, yeah.

559
00:39:19,890 --> 00:39:21,410
Yeah, so that was awesome.

560
00:39:22,070 --> 00:39:24,030
If you give me two seconds.

561
00:39:24,270 --> 00:39:24,970
All right.

562
00:39:26,730 --> 00:39:27,730
I think you found it.

563
00:39:29,950 --> 00:39:30,750
Oh, okay.

564
00:39:35,100 --> 00:39:36,800
The changing of the bars, maybe.

565
00:39:38,980 --> 00:39:42,400
Yeah, and I saw tons of people out there sitting in here.

566
00:39:42,400 --> 00:39:44,620
So, this is good.

567
00:39:46,080 --> 00:39:47,200
And even the bones.

568
00:40:06,470 --> 00:40:07,690
Yeah, are you good with that?

569
00:40:07,890 --> 00:40:08,090
Yeah.

570
00:40:08,310 --> 00:40:10,910
If it's a pleasure aboard, let's take a five minute recess.

571
00:40:11,510 --> 00:40:11,950
Yeah.

572
00:40:12,470 --> 00:40:12,910
Perfect.

573
00:40:13,330 --> 00:40:13,690
Exactly.

574
00:40:14,190 --> 00:40:15,190
I know we've got a lot ahead of us.

575
00:40:15,330 --> 00:40:15,510
No.

576
00:40:16,190 --> 00:40:17,710
Yeah, no, especially if you're going to be having a shirt.

577
00:40:18,070 --> 00:40:19,970
I could put my minute recess in my shirt.

578
00:40:24,230 --> 00:40:25,790
Get your little hammer there.

579
00:40:25,930 --> 00:40:26,430
All right.

580
00:40:27,790 --> 00:40:29,190
Our five minutes is up.

581
00:40:29,190 --> 00:40:32,350
And we are back in session, picking up where we left off

582
00:40:32,350 --> 00:40:33,230
on the administrative report.

583
00:40:33,510 --> 00:40:35,650
Yes, and the new and enhanced version

584
00:40:35,650 --> 00:40:37,190
so that people in the audience can see.

585
00:40:37,310 --> 00:40:38,830
We've got it loaded up so you can see it now.

586
00:40:39,710 --> 00:40:41,750
And I'm less panicked than I was five minutes ago.

587
00:40:43,010 --> 00:40:44,930
So we're going to do essentially three slides.

588
00:40:45,410 --> 00:40:47,890
Points of pride, areas of concern,

589
00:40:48,090 --> 00:40:49,250
and things that we're working on.

590
00:40:49,350 --> 00:40:51,090
And this was a suggestion from one of the trustees.

591
00:40:51,310 --> 00:40:52,530
I thought it was a great suggestion

592
00:40:52,530 --> 00:40:55,230
for laying out the administration report that way.

593
00:40:55,310 --> 00:40:56,670
So here's how it lays out.

594
00:40:56,810 --> 00:40:58,810
Points of pride in just highlighting three things

595
00:40:58,810 --> 00:41:01,810
out of what could be a list of hundreds and hundreds of things.

596
00:41:02,170 --> 00:41:07,330
First of all, grants for great ideas, $65,000 being handed out for grants for great ideas.

597
00:41:07,470 --> 00:41:08,130
That's just fantastic.

598
00:41:08,510 --> 00:41:10,870
That will happen tomorrow in the prize patrol.

599
00:41:11,850 --> 00:41:12,750
Does they elementary?

600
00:41:13,310 --> 00:41:14,310
I'm sorry.

601
00:41:14,490 --> 00:41:17,330
I don't mean to interrupt you, but would you, for anybody that might be listening

602
00:41:17,330 --> 00:41:20,210
on it, explain where that money goes to, specifically.

603
00:41:20,570 --> 00:41:25,130
That money goes into classroom teachers, right, for grants, teachers and staff,

604
00:41:27,570 --> 00:41:28,350
not

605
00:41:28,350 --> 00:41:30,270
to try activities with students

606
00:41:30,270 --> 00:41:32,150
that they think will enhance the learning process.

607
00:41:32,490 --> 00:41:34,990
These are things that would be outside the traditional budget,

608
00:41:35,170 --> 00:41:36,890
the school budget or program-based budget.

609
00:41:37,250 --> 00:41:39,690
So the foundation raises money for the grants for great ideas

610
00:41:39,690 --> 00:41:41,450
and then the teachers apply for those grants.

611
00:41:41,630 --> 00:41:44,210
The foundation then passes those grants out.

612
00:41:45,070 --> 00:41:46,770
So that money goes straight into the classroom.

613
00:41:46,910 --> 00:41:48,410
Straight to the classroom, straight to the kids.

614
00:41:48,750 --> 00:41:49,130
Thank you.

615
00:41:49,810 --> 00:41:53,010
Dudley Elementary has the quote, highest distinction

616
00:41:53,950 --> 00:41:56,470
that can be earned and that comes from Imagine Learning.

617
00:41:56,470 --> 00:41:59,030
so I wanted to make sure that I gave a shout out to them for that.

618
00:42:04,850 --> 00:42:09,030
And then finally, I just want to celebrate our partner who's

619
00:42:09,030 --> 00:42:13,070
really stood up in the last couple of years in a pretty amazing

620
00:42:13,070 --> 00:42:16,670
way in the YMCA. So they've stepped up this next year.

621
00:42:16,770 --> 00:42:20,810
They're going to fund 60 scholarship students to run

622
00:42:20,810 --> 00:42:24,350
the YMCA program after school at O'Connor for next year.

623
00:42:31,770 --> 00:42:36,630
areas of concern kind of a big one and it it harkens back to what we all heard

624
00:42:36,630 --> 00:42:41,290
yesterday when we were at our CASV so for the audience members who don't know

625
00:42:41,290 --> 00:42:44,690
this board members are constantly going through training hours and so on and so

626
00:42:44,690 --> 00:42:47,990
forth and learning and they actually spent all day yesterday as part of

627
00:42:47,990 --> 00:42:50,970
region three with other school board members around the region learning

628
00:42:50,970 --> 00:42:56,030
about happening around the state, and one of the things that was discussed during the

629
00:42:56,030 --> 00:43:01,430
lunch lecture was social-emotional learning and wellness, mental wellness for students.

630
00:43:02,090 --> 00:43:05,830
And one of the slides that was shown in her presentation, you'll recall, was at that

631
00:43:05,830 --> 00:43:13,590
50% slightly lower than 50% threshold for feelings of hopelessness and resiliency.

632
00:43:13,590 --> 00:43:16,170
If you remember that slide, it was on the left-hand side of the page.

633
00:43:16,170 --> 00:43:20,470
Essentially, our panorama survey bears that out on page 28.

634
00:43:20,670 --> 00:43:26,190
Our students test below 50% in growth mindset and emotional regulation.

635
00:43:26,570 --> 00:43:30,410
So we're seeing very much the same data that was shared yesterday from TEA,

636
00:43:30,530 --> 00:43:33,450
and it's the same data that folks are finding around the country.

637
00:43:33,750 --> 00:43:36,750
Just all of this leading into the conversation that we're going to still

638
00:43:36,750 --> 00:43:38,650
have in front of us this evening.

639
00:43:39,090 --> 00:43:42,310
And then finally, the last slide that I have is things that we're working on,

640
00:43:42,450 --> 00:43:43,990
just stuff that's happening in the district.

641
00:43:43,990 --> 00:43:46,310
So one of those things is the Board of Operating Procedures.

642
00:43:46,810 --> 00:43:51,310
We're going to stand that up for you tonight in the consent agenda to approve.

643
00:43:51,530 --> 00:43:54,330
And we've got that in place, which is a good thing.

644
00:43:54,450 --> 00:43:57,670
And then finally, the portrait of the graduate on page 19.

645
00:43:57,870 --> 00:44:01,130
And that will take up a bulk of our evening this evening.

646
00:44:01,290 --> 00:44:06,630
We've got a pretty robust presentation in front of you to talk about that this evening.

647
00:44:06,850 --> 00:44:07,650
And so that's what I've got.

648
00:44:08,630 --> 00:44:09,030
Excellent.

649
00:44:11,210 --> 00:44:13,890
Do we have any questions or comments on the admin report?

650
00:44:13,890 --> 00:44:21,230
comments. So I love on page three all the great opportunities that we're gonna

651
00:44:21,230 --> 00:44:26,810
offer during the summer for our students in closing that gap so that is awesome I

652
00:44:26,810 --> 00:44:35,290
love that also we as board member we got the opportunity to attend CTE and CNA

653
00:44:35,290 --> 00:44:39,790
penny that was so awesome to see those kids and they have their and some of

654
00:44:39,790 --> 00:44:42,990
them were going to go to work actually when we were at the CNA

655
00:44:44,430 --> 00:44:48,270
pinning the gentleman, Mr. Fowler, and I can't remember his last name, Bettis, maybe?

656
00:44:48,770 --> 00:44:55,190
I hate to misspeak, but anyways, he said, if you're 18, we're ready for you to come

657
00:44:55,190 --> 00:44:59,410
to work for us, and so that was just absolutely amazing, so now they've got their certificate

658
00:44:59,410 --> 00:44:59,950
get in there.

659
00:45:00,000 --> 00:45:05,100
It can go to work. And so that that was a great end. I know some of the other students

660
00:45:05,100 --> 00:45:11,300
as well in the CPE had their certificates and have jobs. They're going to go to work. So Monday

661
00:45:11,300 --> 00:45:16,900
after graduation or maybe already, they're at work. They've got their future. They're

662
00:45:16,900 --> 00:45:22,720
going to be successful and so wonderful that teachers and support that they've had throughout

663
00:45:22,720 --> 00:45:26,240
the years that have gotten them through those programs. So that's just absolutely amazing.

664
00:45:26,240 --> 00:45:31,800
I'm I'm really excited about that and then the last thing I want to talk about is on page for

665
00:45:32,440 --> 00:45:39,060
The shack and I always forget what shack stands for it's health Advisory Committee, right?

666
00:45:39,760 --> 00:45:44,340
School Health Advisory Committee. I know that there's a lot of people involved in that

667
00:45:44,340 --> 00:45:48,880
We've got some parents that are involved in that we've got students that were involved in that

668
00:45:48,880 --> 00:45:53,880
We've got nurses and community members and teachers and so

669
00:45:53,880 --> 00:45:58,900
So I'm just so excited that they came, we got a new health book, they're going, we're

670
00:45:58,900 --> 00:46:00,280
going to, we're going to prove that tonight?

671
00:46:00,460 --> 00:46:01,060
Is that correct?

672
00:46:01,540 --> 00:46:05,640
So we're going to look at that and see about approving their suggestion.

673
00:46:06,000 --> 00:46:10,980
And I know that we had parents involved and we'd love, if you don't know about

674
00:46:10,980 --> 00:46:16,020
SHAC, please go on the website and look at it and learn a little bit more.

675
00:46:16,140 --> 00:46:17,340
We'd love to have parents come.

676
00:46:17,860 --> 00:46:18,860
We need more parents.

677
00:46:18,940 --> 00:46:23,760
We had a couple of parents and they volunteered to go through the health book and do the

678
00:46:23,760 --> 00:46:28,840
the hard work and so the health teachers as well looking through the book and

679
00:46:28,840 --> 00:46:32,460
things and and looking at it and making sure that that's what we wanted and

680
00:46:32,460 --> 00:46:36,940
bringing a recommendation to us tonight so I'm super excited about that and

681
00:46:36,940 --> 00:46:40,880
thank you so much to those that are part of the shack and if you know anybody

682
00:46:40,880 --> 00:46:45,380
that would like to be part of it I'm sure that they are always welcome and

683
00:46:45,380 --> 00:46:48,060
and we'll have the meetings and stuff posted on it.

684
00:46:48,680 --> 00:46:49,380
Thank you.

685
00:46:49,680 --> 00:46:50,680
Excellent, thank you, Ms. Crow.

686
00:46:51,720 --> 00:46:52,460
Ms. Lengel.

687
00:46:52,900 --> 00:46:54,780
Yes, so I had a couple things on the,

688
00:46:54,860 --> 00:46:57,520
I love this new, whoever came up, I'm not sure,

689
00:46:57,620 --> 00:46:59,300
but I love that new highlights.

690
00:47:00,220 --> 00:47:00,660
Love that.

691
00:47:01,720 --> 00:47:04,300
So going through pages here just hitting points

692
00:47:04,300 --> 00:47:06,980
that I wanted to go over on page three,

693
00:47:07,020 --> 00:47:08,620
we talk about TEEX certification,

694
00:47:09,460 --> 00:47:10,740
how the State Board of Education

695
00:47:10,740 --> 00:47:12,280
has certified the TEEX,

696
00:47:12,480 --> 00:47:14,400
our own committee certifies that

697
00:47:14,400 --> 00:47:15,800
that we will be teaching the TEACs

698
00:47:15,800 --> 00:47:18,740
and in saying that we are following the law

699
00:47:19,380 --> 00:47:22,220
and Governor Abbott passed a law in June, 2021.

700
00:47:22,760 --> 00:47:24,900
We're in accordance with the State Board of Education.

701
00:47:25,920 --> 00:47:29,740
Our TEACs and our curriculum do not cover CRT.

702
00:47:30,460 --> 00:47:32,160
And I just wanted to state that for the record.

703
00:47:32,840 --> 00:47:34,880
On page four, just like...

704
00:47:34,880 --> 00:47:35,880
CRT is...

705
00:47:35,880 --> 00:47:36,060
Oh, sorry.

706
00:47:36,180 --> 00:47:38,040
Critical Race Theory is what we're talking about.

707
00:47:38,160 --> 00:47:40,800
There's many different versions of what CRT can be.

708
00:47:41,060 --> 00:47:41,200
Yes.

709
00:47:41,200 --> 00:47:42,680
What we're talking about specifically here

710
00:47:42,680 --> 00:47:43,620
is critical race theory.

711
00:47:43,620 --> 00:47:44,760
Yes, thanks for clarifying.

712
00:47:45,240 --> 00:47:49,880
And then on page four, just like Ms. Margaret was talking about,

713
00:47:50,680 --> 00:47:52,680
I love this health textbook.

714
00:47:53,060 --> 00:47:59,260
You know, there can be a little controversy on some subjects in here.

715
00:47:59,680 --> 00:48:03,340
And I love how we have a textbook and we have a companion textbook.

716
00:48:04,100 --> 00:48:08,780
And the only way, those controversial subjects that we talk about

717
00:48:08,780 --> 00:48:10,740
are in the companion textbook.

718
00:48:10,740 --> 00:48:15,340
And the only way a student will be given that textbook is if a parent opts in.

719
00:48:15,760 --> 00:48:18,120
This is all in our admin record. I'm just regurgitating.

720
00:48:19,600 --> 00:48:24,000
And that parents have 14 days or more to review the material

721
00:48:24,000 --> 00:48:26,900
and to decide if this is something they want their child to see or not.

722
00:48:27,320 --> 00:48:30,480
And so I thought this was very important to bring up to the parents.

723
00:48:30,860 --> 00:48:32,980
It's an opt-in. It's not an opt-out.

724
00:48:33,580 --> 00:48:38,740
So I wanted to bring that up on page...

725
00:48:38,740 --> 00:48:42,440
Oh, page 15, oh, super excited work-based learning.

726
00:48:43,060 --> 00:48:46,080
Caterpillar reached out to VISD to consider

727
00:48:46,080 --> 00:48:47,860
and talk about work-based learning.

728
00:48:48,340 --> 00:48:49,480
That's exciting to me.

729
00:48:51,360 --> 00:48:53,740
Also, VISD, I think you already talked about it,

730
00:48:53,860 --> 00:48:57,580
Education for Over 17 Scholarships, given $23,000.

731
00:48:58,600 --> 00:49:00,860
And I know in the month of May, all of us,

732
00:49:01,260 --> 00:49:02,640
our favorite time is May,

733
00:49:02,860 --> 00:49:05,200
because we get to see these awards, these scholarships,

734
00:49:05,440 --> 00:49:07,820
the people graduating, all the excitement

735
00:49:07,820 --> 00:49:10,140
on these kids faces, and it's exciting.

736
00:49:11,020 --> 00:49:12,960
I think I have one more point.

737
00:49:16,280 --> 00:49:20,120
The Stroman auxiliary buildings are supposed to be in completion,

738
00:49:20,440 --> 00:49:21,620
it says in June, correct?

739
00:49:22,320 --> 00:49:25,280
It's what I read, sorry, it's in here, it says it will be ready in June,

740
00:49:25,440 --> 00:49:28,580
and so I'm excited for the DAP program, credit recovery,

741
00:49:28,900 --> 00:49:32,900
the Family Connection Center, it's all up and ready to go in June,

742
00:49:33,100 --> 00:49:36,040
so August rolls around and we're ready to go over there.

743
00:49:36,040 --> 00:49:38,560
And so reading that, I was very excited.

744
00:49:39,060 --> 00:49:41,860
Whoever is all doing that work, we appreciate you.

745
00:49:42,320 --> 00:49:44,880
Thank you so much for being diligent about that.

746
00:49:45,380 --> 00:49:45,640
Thanks.

747
00:49:46,500 --> 00:49:46,840
Excellent.

748
00:49:48,360 --> 00:49:59,420
In addition to, I want to highlight the special education

749
00:49:59,960 --> 00:50:02,940
program, the journeys, transitions,

750
00:50:02,940 --> 00:50:10,900
and all the work programs that they're involved in and it's just so great to see our kids out there succeeding, finding their end.

751
00:50:11,880 --> 00:50:18,160
And the Smith students, their career showcase, those were fun to look at.

752
00:50:18,980 --> 00:50:21,620
Things that they wouldn't usually dream of.

753
00:50:21,840 --> 00:50:25,600
And thanks to the STEM program, their horizons, it

754
00:50:28,030 --> 00:50:28,910
was very exciting.

755
00:50:31,190 --> 00:50:36,870
I want to talk about the teacher appreciation week, I'm glad that we really moved forward

756
00:50:36,870 --> 00:50:41,470
and appreciated all of our teachers and I think they do a fantastic job all the time.

757
00:50:41,970 --> 00:50:48,570
I can't stop talking about what the YMCA is doing with those 60 students that they're going to be.

758
00:50:48,830 --> 00:50:53,010
Equity takes place right there. You guys know I said love to talk about equity.

759
00:50:53,010 --> 00:50:58,030
as no cost being able to make sure that they move forward with that, and then this is the

760
00:50:58,030 --> 00:51:03,130
outstanding part. There is a lady by the name of Margaret Pruitt and there's a lady by the

761
00:51:03,130 --> 00:51:08,290
name of Kathy Bell that were elected to office, and so that's a part of our effort, and we

762
00:51:08,290 --> 00:51:12,710
say congratulations to both of those ladies. By the

763
00:51:18,920 --> 00:51:20,080
way, that's part of the report.

764
00:51:22,580 --> 00:51:24,200
Mr. Baldwin.

765
00:51:24,380 --> 00:51:27,960
Yeah, thank you. So I'm going to try to speak in the microphone. I'm going to work

766
00:51:27,960 --> 00:51:33,860
backwards and I'm going to start with page 34. I noticed that we were working on the bus parking

767
00:51:33,860 --> 00:51:38,580
and I've seen that and that has been really exciting for me to see because I remember the

768
00:51:38,580 --> 00:51:42,760
Potholes when I first started and did a tour with you two years ago so thank you so much.

769
00:51:43,440 --> 00:51:49,280
I also appreciate the page 30, the field positions. I remember last month and we had

770
00:51:49,280 --> 00:51:53,360
quite a few of them so that's exciting for me to see. We still have others to go but thank

771
00:51:53,360 --> 00:51:56,980
Thank you so much for your staff working continuously to get those filled.

772
00:51:58,140 --> 00:52:04,100
I will go to – I echo a lot of the same things that my peers have said, and I appreciate

773
00:52:04,100 --> 00:52:05,520
very much what's been going on.

774
00:52:05,980 --> 00:52:11,000
I love STEM and I love CTE, as you know, that's one of my passions, and I appreciate

775
00:52:11,740 --> 00:52:16,840
Ms. Lingle to say about the opt-in, and I know that that's a big issue for a lot

776
00:52:16,840 --> 00:52:17,260
of parents.

777
00:52:17,420 --> 00:52:20,960
And I'll remind the public that if you choose not to opt-in, there are a lot

778
00:52:20,960 --> 00:52:26,900
of things out there with the sex education can be not only from parents but as our pastor

779
00:52:26,900 --> 00:52:32,720
knows there's several religious organizations and others and so that is a very big step for

780
00:52:32,720 --> 00:52:33,560
us on the opt-in.

781
00:52:34,280 --> 00:52:39,740
And then finally it was noted and I appreciate all the comments tonight on the library and

782
00:52:39,740 --> 00:52:44,860
I believe that was on page seven that I read and so I have appreciation for your thoughts

783
00:52:44,860 --> 00:52:49,360
there but I think now that we will at least say that we have that one in the concerns.

784
00:53:05,650 --> 00:53:06,610
You know,

785
00:53:31,280 --> 00:53:35,040
the one thing that I'm going to point out that I agree with everything everyone

786
00:53:35,040 --> 00:53:42,190
else said here is the community-based accountability for reviews, for the improvement plans.

787
00:53:43,530 --> 00:53:45,150
Man, I cannot stress this enough.

788
00:53:45,750 --> 00:53:49,290
Those links are available to the public through the admin report.

789
00:53:50,530 --> 00:53:52,750
It aligns with what our strategic plan is.

790
00:53:52,810 --> 00:53:56,310
I know sometimes there's a lot of confusion, even sometimes amongst ourselves, confusion

791
00:53:56,310 --> 00:54:02,330
exactly what is our strategic plan, our goals, our objectives and how that lines up, but much

792
00:54:02,330 --> 00:54:07,290
like your administration reports have done, these campus improvement plans follow that

793
00:54:07,290 --> 00:54:13,450
same format. And if you want to get educated real quick on what our strategic plan is here

794
00:54:13,450 --> 00:54:17,730
and how we're going about it and how we're accomplishing it and what is being done, I

795
00:54:17,730 --> 00:54:22,110
highly recommend. I mean it's a rabbit hole, don't get me wrong. I'm two hours into it

796
00:54:22,110 --> 00:54:23,610
but I'm like, oh, Craig, I got to stop and eat lunch

797
00:54:23,610 --> 00:54:24,450
at some point in time.

798
00:54:25,550 --> 00:54:27,850
But it is incredible information.

799
00:54:28,170 --> 00:54:30,350
And again, is it perfect?

800
00:54:30,630 --> 00:54:31,250
Absolutely not.

801
00:54:31,730 --> 00:54:34,970
And I applaud you again for being completely upfront

802
00:54:34,970 --> 00:54:36,970
and honest with this, letting us know where we stand

803
00:54:37,320 --> 00:54:39,590
on each objective and in each strategy.

804
00:54:40,470 --> 00:54:43,910
But I can't stress enough that we as board members

805
00:54:43,910 --> 00:54:46,630
and really members of the community

806
00:54:46,630 --> 00:54:50,290
just take some time and step into those improvement plans

807
00:54:50,290 --> 00:54:56,290
because it is the, I would say the essence of what this district is supposed to be doing.

808
00:54:56,470 --> 00:55:01,350
So thank you for that diligent work and for reporting on that on that quarterly basis

809
00:55:01,350 --> 00:55:05,450
and putting it to us in a, in a way that even I can understand it.

810
00:55:05,550 --> 00:55:06,630
Thank you very much.

811
00:55:07,390 --> 00:55:12,370
All right, if there's nothing else, we will move on to item seven, workshop.

812
00:55:13,170 --> 00:55:16,470
Is it portrait of a graduate or profile of a graduate?

813
00:55:19,930 --> 00:55:24,930
We have used both of those terms, so we're going to have to narrow it down to one, probably,

814
00:55:25,050 --> 00:55:25,530
at some point.

815
00:55:25,910 --> 00:55:27,410
Can I speak to that?

816
00:55:27,710 --> 00:55:27,950
Please.

817
00:55:28,070 --> 00:55:28,790
Just a little bit.

818
00:55:29,450 --> 00:55:34,110
One of the things that maybe is, might be lost in our community is we obviously have

819
00:55:34,110 --> 00:55:38,070
this passion for how we phrase things, how we work, and how we present things to our

820
00:55:38,070 --> 00:55:38,390
community.

821
00:55:38,930 --> 00:55:44,850
And so what that finds is us as administration, sometimes floating phrases or floating words

822
00:55:44,850 --> 00:55:46,270
by the community to see what sticks.

823
00:55:46,430 --> 00:55:48,210
I'll give you a really, really great example.

824
00:55:48,750 --> 00:55:50,510
The power of the ant, right?

825
00:55:50,610 --> 00:55:52,430
That was just something that stuck with our community

826
00:55:52,430 --> 00:55:54,190
and people could get behind it and rally it.

827
00:55:54,430 --> 00:55:57,610
And we're often beta testing phrases, trying to come up with things

828
00:55:57,610 --> 00:56:00,350
that inspire people, but also communicate what it is

829
00:56:00,350 --> 00:56:01,090
that we're trying to do.

830
00:56:01,270 --> 00:56:03,970
This profile of a graduate or portrait of a graduate

831
00:56:03,970 --> 00:56:07,090
or a couple other balloons that we've floated, it's interesting

832
00:56:07,090 --> 00:56:11,150
because Niner is really stuck with our community

833
00:56:11,150 --> 00:56:13,570
in a profound way, so we continue to search.

834
00:56:13,570 --> 00:56:15,590
I say all of that so that I can say this.

835
00:56:15,690 --> 00:56:18,390
If anybody in the audience is like, this is it,

836
00:56:18,510 --> 00:56:21,070
this is the phrase, you ding dong, you should be using this.

837
00:56:21,370 --> 00:56:22,070
Like, let us know.

838
00:56:22,530 --> 00:56:25,030
We're happy to try it and see what works.

839
00:56:27,940 --> 00:56:29,580
There'll be a suggestion box on you.

840
00:56:29,840 --> 00:56:30,080
Well, yeah.

841
00:56:31,480 --> 00:56:31,920
Absolutely.

842
00:56:33,360 --> 00:56:35,640
Good evening, President Narser, members of the board,

843
00:56:35,780 --> 00:56:36,280
Dr. Shepherd.

844
00:56:36,960 --> 00:56:38,680
We're excited this evening to bring you

845
00:56:38,680 --> 00:56:40,980
an update on our work with our portrait

846
00:56:40,980 --> 00:56:42,200
or profile of a graduate.

847
00:56:42,960 --> 00:56:44,640
This has been an ongoing journey

848
00:56:44,640 --> 00:56:50,240
where we have really worked to define the district's vision for our graduates.

849
00:56:50,680 --> 00:56:57,640
So we're really trying to define, you know, all of the skills and attributes that we want our students to have

850
00:56:57,640 --> 00:57:02,320
when they graduate and walk across the stage for Victoria ISD.

851
00:57:02,720 --> 00:57:07,460
This work is kind of grounded in our strategic plan. That's where it started.

852
00:57:08,060 --> 00:57:12,000
And this evening we're going to kind of look at what that journey's been

853
00:57:12,000 --> 00:57:16,200
And then we're going to ask for you to give us some of your thoughts on some input as well.

854
00:57:16,760 --> 00:57:19,160
We're going to start with an activity.

855
00:57:19,840 --> 00:57:25,780
We have been working on this for two years, off and on because COVID kind of slowed things down a little bit for us.

856
00:57:26,160 --> 00:57:31,560
But this is an activity that we have done with lots of groups as we've gone through this journey.

857
00:57:32,260 --> 00:57:35,520
We've had parents involved. We've had students. We've had staff.

858
00:57:35,900 --> 00:57:41,120
We've had community members and business representatives and members of the clergy.

859
00:57:41,120 --> 00:57:46,540
join us for some of our sessions and this evening you have a blue folder that has

860
00:57:46,540 --> 00:57:51,840
your items for this workshop in it. I'm going to ask you to look in the left

861
00:57:51,840 --> 00:57:58,840
pocket of your folder and you have a graduate. So I'm going to ask you to just

862
00:57:58,840 --> 00:58:02,460
take a couple of minutes. This is an activity that we've started many of our

863
00:58:02,460 --> 00:58:07,400
sessions with and I want you to think about some children that you know

864
00:58:07,400 --> 00:58:12,180
personally. So maybe your own children, it may be your grandchildren, it may be your neighbors or

865
00:58:12,180 --> 00:58:17,780
nieces or nephews, but I want you to think about the children in your life that you know personally

866
00:58:17,780 --> 00:58:24,760
and I want you to just kind of jot down some of the hopes and dreams and aspirations that you have

867
00:58:24,760 --> 00:58:31,400
for the children in your life. And then also what do your children need to thrive in this

868
00:58:31,400 --> 00:58:35,880
ever-changing world? So I'll give you a couple of minutes. This is for your use only.

869
00:58:35,880 --> 00:58:38,540
You'll just take a couple minutes to jot this down.

870
00:58:38,740 --> 00:58:39,580
What's the second part?

871
00:58:40,100 --> 00:58:41,700
What are you making?

872
00:58:42,080 --> 00:58:42,420
Thrive.

873
00:58:44,020 --> 00:58:44,520
Thrive.

874
00:58:46,180 --> 00:58:46,680
Thanks.

875
00:58:47,260 --> 00:58:48,020
Mom, number two.

876
01:01:28,340 --> 01:01:32,640
And what do all of our students need to

877
01:01:38,140 --> 01:01:41,840
that lens? And see if there's anything that you would want to change

878
01:01:43,140 --> 01:01:46,900
from when you're thinking about children you know personally to our community at large.

879
01:01:47,640 --> 01:01:53,440
If there's anything you want to add or anything you want to edit, just kind of think of it through that lens.

880
01:01:53,680 --> 01:01:53,940
What

881
01:02:25,490 --> 01:02:31,950
we have found as we've worked through this activity with different groups is that when we start

882
01:02:31,950 --> 01:02:34,190
by talking about our hopes and our dreams,

883
01:02:34,730 --> 01:02:36,770
that it really kind of raises that bar

884
01:02:36,770 --> 01:02:39,330
because it's what is possible for our kids.

885
01:02:40,230 --> 01:02:41,790
What are those goals that we,

886
01:02:41,910 --> 01:02:44,550
those stretch goals that we really want to work towards?

887
01:02:45,230 --> 01:02:47,970
And we're going to be coming back to your graduates

888
01:02:48,530 --> 01:02:51,430
throughout the evening, so keep that close by.

889
01:02:52,170 --> 01:02:54,390
We have several goals for tonight.

890
01:02:55,210 --> 01:02:57,830
First, we're just going to kind of review the timeline

891
01:02:58,570 --> 01:03:01,150
and some of the activities that we've worked through

892
01:03:01,150 --> 01:03:05,890
and give you an update on where we are now as we're working to develop that

893
01:03:05,890 --> 01:03:11,470
portrait or that profile of the VISD graduate. I would want to spend some time

894
01:03:11,470 --> 01:03:16,650
talking about student as person and student as learner. That's some language

895
01:03:16,650 --> 01:03:20,110
that came out in our strategic planning process working with our task

896
01:03:20,110 --> 01:03:24,350
courses, some of those phrases that that kind of really stuck and spoke to

897
01:03:24,350 --> 01:03:28,750
us and that we're going to really focus in tonight on student as a

898
01:03:28,750 --> 01:03:32,570
a person because 90% of the time that we come to you,

899
01:03:32,710 --> 01:03:34,090
we're talking about students as learners.

900
01:03:34,770 --> 01:03:37,910
So we want to spend some time talking about

901
01:03:37,910 --> 01:03:40,050
what does it mean when we say student as a person?

902
01:03:40,610 --> 01:03:43,070
What does that social-emotional development look like?

903
01:03:43,730 --> 01:03:45,990
What do those we've heard them call soft skills

904
01:03:45,990 --> 01:03:47,230
or 21st century skills?

905
01:03:47,790 --> 01:03:49,930
What are these other skills that are so important

906
01:03:49,930 --> 01:03:51,710
for our students to be successful

907
01:03:52,390 --> 01:03:55,870
as they move on and use their and in the future?

908
01:03:56,470 --> 01:04:02,210
We're going to look at the draft of the attributes that have kind of risen to the top in our

909
01:04:02,210 --> 01:04:08,210
last community work session that we had, and talk about how we might organize that into

910
01:04:08,210 --> 01:04:15,050
the portrait or the profile of our graduate, and then we're going to, in the night, talking

911
01:04:15,050 --> 01:04:21,030
about some implementation priorities and asking you for some input on, you know,

912
01:04:21,030 --> 01:04:27,270
a lot of work before us, so where do we start and what do we focus on? What are our priorities?

913
01:04:29,760 --> 01:04:34,780
This is our kind of our timeline of the work that's happened. You can see there's been

914
01:04:34,780 --> 01:04:39,560
lots of things, and I know you can't really read that, but I just wanted to show that

915
01:04:39,560 --> 01:04:45,400
this has been an ongoing process. It started with our task forces and our strategic plan

916
01:04:45,400 --> 01:04:52,300
back in 2018, and we've conducted multiple thought exchanges. We've worked with

917
01:04:52,300 --> 01:04:58,860
our student leaders. They've given us some input. We held student forums this year where

918
01:04:58,860 --> 01:05:04,320
we worked with students who were transitioning into that next school, from elementary to

919
01:05:04,320 --> 01:05:07,760
middle school, from middle school to high school, and they gave us some great feedback.

920
01:05:08,640 --> 01:05:14,160
We had sessions with our East and West staff. We worked with our debt community,

921
01:05:14,820 --> 01:05:19,940
and then on April 13th we had a community work session where we came together and

922
01:05:19,940 --> 01:05:22,040
looked through all of the data that's been collected.

923
01:05:22,680 --> 01:05:25,220
And all of that has brought us to tonight

924
01:05:25,220 --> 01:05:26,420
to our board workshop.

925
01:05:27,220 --> 01:05:30,100
As we have gone through all of these steps,

926
01:05:30,320 --> 01:05:31,700
we have focused on that question,

927
01:05:32,300 --> 01:05:35,400
what are the most important skills that students need

928
01:05:35,840 --> 01:05:37,860
so that when they graduate with their end,

929
01:05:38,020 --> 01:05:39,740
they can successfully use it

930
01:05:40,100 --> 01:05:42,220
and experience success at the next level?

931
01:05:42,780 --> 01:05:45,780
And as we have worked through these steps,

932
01:05:45,980 --> 01:05:47,940
we've really focused on student as a learner

933
01:05:47,940 --> 01:05:53,480
and student as a person and as I said earlier we're going to spend more time

934
01:05:53,480 --> 01:05:58,460
tonight talking about student as a person and really clearly defining that.

935
01:06:02,030 --> 01:06:07,230
I'd like for you to do now take your graduate out again and I want you to draw

936
01:06:07,230 --> 01:06:13,350
a circle around words that are on your description that kind of speak to

937
01:06:13,350 --> 01:06:19,850
student as a person and then underline the words that talk about your

938
01:06:19,850 --> 01:06:20,850
student as a learner.

939
01:06:22,940 --> 01:06:26,620
Kind of see how that plays out in their description. And then if

940
01:06:26,620 --> 01:06:30,500
there's anything you want to add, maybe you really focused on student as a learner and

941
01:06:30,500 --> 01:06:33,860
you'd like to add some things about student as a person or vice versa.

942
01:06:53,320 --> 01:06:55,040
I'm concerned almost everything is online.

943
01:07:03,440 --> 01:07:05,740
I'd love to hear, how did that balance out?

944
01:07:06,660 --> 01:07:09,420
If you have more of a person as a learner, is it a balance?

945
01:07:10,140 --> 01:07:12,580
I think mine's more people. More as a person.

946
01:07:12,580 --> 01:07:13,220
I think it's the same.

947
01:07:13,480 --> 01:07:13,560
Yeah.

948
01:07:13,800 --> 01:07:14,200
Yeah.

949
01:07:17,280 --> 01:07:20,260
Anyone else want to share how there's kind of balanced out?

950
01:07:21,400 --> 01:07:21,640
Half.

951
01:07:22,360 --> 01:07:23,020
Half and half.

952
01:07:24,620 --> 01:07:30,020
I'd like to add, I've watched several iterations and one of the things that I noticed is fascinating

953
01:07:30,020 --> 01:07:33,600
to me is when we're talking about student as a learner, it's really easy to phrase

954
01:07:33,600 --> 01:07:37,960
any one of those phrases that you might have underlined as what we want from our kids.

955
01:07:38,420 --> 01:07:38,820
Right?

956
01:07:39,200 --> 01:07:42,760
But then when you look at student as a person, it's a lot easier to frame those as what

957
01:07:42,760 --> 01:07:43,860
we want for our kids.

958
01:07:43,860 --> 01:07:45,820
And I think that's one of those big distinctions

959
01:07:45,820 --> 01:07:48,360
about what you want from somebody versus what you want for somebody.

960
01:07:48,460 --> 01:07:50,200
And it bears out in the words that you write.

961
01:07:51,620 --> 01:07:56,080
Yeah, I know one thing that really kind of hit me.

962
01:07:56,460 --> 01:08:00,980
The first session we had post COVID was with our student leaders.

963
01:08:01,220 --> 01:08:02,760
And we were in the auditoriums.

964
01:08:03,080 --> 01:08:04,480
We did our sessions separate.

965
01:08:04,780 --> 01:08:08,740
We did our west feeder schools in the west auditorium.

966
01:08:08,780 --> 01:08:10,420
And then we spent the afternoon at east.

967
01:08:10,420 --> 01:08:17,340
And we had about four groups working at that time and they were doing a Venn diagram activity.

968
01:08:17,860 --> 01:08:26,020
But one thing that really stuck out to me that the kids repeatedly wrote was about hope and having hope.

969
01:08:27,380 --> 01:08:36,580
But that just really kind of struck me as like that's not a word that I have put in my definition before, but I thought it was interesting.

970
01:08:36,580 --> 01:08:42,260
When you say drive the world and take a world view, that changes that student.

971
01:08:43,260 --> 01:08:43,760
Yes.

972
01:08:44,380 --> 01:08:45,320
And our world is changing.

973
01:08:45,460 --> 01:08:46,040
For our student.

974
01:08:46,980 --> 01:08:47,320
For sure.

975
01:08:48,800 --> 01:08:49,560
All right.

976
01:08:49,740 --> 01:08:54,540
So we're going to talk about why are we looking at student as a person.

977
01:08:54,660 --> 01:09:00,280
We're going to shift a little bit and just kind of explore what does student as a person mean.

978
01:09:00,280 --> 01:09:06,120
And some of you were in the strategic planning session when we had a student

979
01:09:06,120 --> 01:09:12,160
leader who stood up, and it was just a very profound moment, one of our students

980
01:09:12,160 --> 01:09:19,220
stood up and said, I am more than a test score. And that was what was so important

981
01:09:19,220 --> 01:09:24,480
to that student that our strategic plan spoke to the fact that our students

982
01:09:24,480 --> 01:09:28,840
are more than a test score. And I think that was kind of the moment where we

983
01:09:28,840 --> 01:09:35,760
We really started thinking about students as people and students as learners and making

984
01:09:35,760 --> 01:09:41,580
sure that we never forget that our students are people and that we're growing up to be

985
01:09:41,580 --> 01:09:41,940
adults.

986
01:09:43,400 --> 01:09:49,960
Recently, during our student forum, we collected some more statements from some of our students.

987
01:09:50,780 --> 01:09:51,780
These are just a few.

988
01:09:52,180 --> 01:09:53,000
We have hundreds.

989
01:09:53,000 --> 01:09:59,820
But I thought that some of these speak to our students developing as people.

990
01:10:01,080 --> 01:10:06,940
One of our students said, one of the questions we asked was what is finding your and mean to you?

991
01:10:07,660 --> 01:10:15,560
And one of our students said finding my and means knowing and being prepared for the next step in my life when I graduate.

992
01:10:16,500 --> 01:10:19,440
So knowing what I want to do and being prepared for that.

993
01:10:20,000 --> 01:10:22,580
One of the students said that my and is my purpose.

994
01:10:24,320 --> 01:10:26,320
Simple statement, but man there's a lot.

995
01:10:26,800 --> 01:10:31,380
A lot of meaning behind that. We also asked our students

996
01:10:32,440 --> 01:10:35,680
what they needed to work on to be successful at the next level.

997
01:10:36,200 --> 01:10:38,820
So some of these were 5th graders going into 6th grade.

998
01:10:39,440 --> 01:10:43,360
Some of them were 8th graders going into 9th grade and then we had

999
01:10:43,360 --> 01:10:47,400
some seniors who are about to graduate and move on to their

1000
01:10:47,400 --> 01:10:51,660
next step. So the things we heard from our kids a lot of our students talked

1001
01:10:51,660 --> 01:10:56,680
about time management. I need to learn to manage my time better. I need to learn

1002
01:10:56,680 --> 01:11:03,700
to turn off my video game and focus. This student in particular said I need to make

1003
01:11:03,700 --> 01:11:06,880
sure I start with the big things first with the big assignments or the big

1004
01:11:06,880 --> 01:11:17,380
jobs. One of our students talked about knowing how to set goals and then

1005
01:11:17,380 --> 01:11:19,440
one of them talked about having a positive mindset.

1006
01:11:20,240 --> 01:11:22,520
That kind of speaks to that growth mindset data

1007
01:11:22,520 --> 01:11:23,920
that Dr. Shepard mentioned earlier.

1008
01:11:25,400 --> 01:11:27,120
And then one of our students talked about

1009
01:11:28,080 --> 01:11:30,720
knowing that they need to learn how to communicate more,

1010
01:11:30,920 --> 01:11:33,380
communicate better with adults or with peers,

1011
01:11:33,920 --> 01:11:35,760
but really that skill of communication.

1012
01:11:36,680 --> 01:11:38,860
So these are some of the things that we heard

1013
01:11:39,340 --> 01:11:40,380
from our students.

1014
01:11:41,220 --> 01:11:43,000
And then just a couple of weeks ago,

1015
01:11:43,600 --> 01:11:46,560
we asked our teachers, we did a thought exchange,

1016
01:11:46,560 --> 01:11:52,100
We sent out some information about social emotional learning, and the prompt that we

1017
01:11:52,100 --> 01:11:59,280
gave our teachers was, um, recently the ISD has received questions regarding the need

1018
01:11:59,280 --> 01:12:02,680
and appropriateness of social emotional learning in our schools.

1019
01:12:03,400 --> 01:12:09,680
Please share your thoughts about the SEL needs of your students and the ISD's efforts

1020
01:12:09,680 --> 01:12:10,860
to meet these needs.

1021
01:12:11,580 --> 01:12:14,300
And this exchange was open for a week.

1022
01:12:14,880 --> 01:12:20,300
We had 247 participants who entered 168 thoughts

1023
01:12:20,860 --> 01:12:22,680
and over 4,000 ratings.

1024
01:12:23,680 --> 01:12:28,000
So we're going, you have in your folder, you have all of the thoughts

1025
01:12:28,000 --> 01:12:30,600
from number one to number 168.

1026
01:12:31,280 --> 01:12:33,020
We could be here all night going through those.

1027
01:12:33,200 --> 01:12:34,500
So I'm going to do that.

1028
01:12:34,900 --> 01:12:38,860
But we're going to look at the top, I think I have nine up here

1029
01:12:38,860 --> 01:12:39,700
that we're going to look at.

1030
01:12:41,200 --> 01:12:42,600
So we'll do a little countdown.

1031
01:12:44,360 --> 01:12:47,460
Number nine, I was going to do the top 10, but they did not fit.

1032
01:12:48,080 --> 01:12:50,620
And then I realized you couldn't see the top nine either.

1033
01:12:50,740 --> 01:12:52,880
So you're going to see some things going on top of others.

1034
01:12:53,880 --> 01:12:57,000
Number nine, SEL is an important component

1035
01:12:57,000 --> 01:12:59,360
of educating the whole child and helping

1036
01:12:59,360 --> 01:13:02,340
our students overcome life challenges and obstacles.

1037
01:13:03,540 --> 01:13:06,080
Over 2 thirds of our children experience some form

1038
01:13:06,080 --> 01:13:10,300
trauma before the age of 16, which interferes with their success at school.

1039
01:13:12,720 --> 01:13:17,620
At number eight, we're going to talk about this one a little bit more later in our workshop.

1040
01:13:18,680 --> 01:13:22,540
At time of the steps, our social and emotional behavior specialists, but I think in general,

1041
01:13:22,720 --> 01:13:29,780
it's talking about our system as a whole, should still hold students accountable for their behaviors.

1042
01:13:30,580 --> 01:13:35,160
Sure, SEL should be addressed, but there should still be accountability for behaviors.

1043
01:13:35,160 --> 01:13:40,360
so we're going to talk later on this evening about what that balance may look

1044
01:13:40,360 --> 01:13:48,060
like between support and responsibility and accountability. And number seven in

1045
01:13:48,060 --> 01:13:52,000
many cases the parents or our students have not addressed social learning nor

1046
01:13:52,000 --> 01:13:56,180
did they discuss their child's emotional needs. This year more than any

1047
01:13:56,180 --> 01:13:59,800
other I've had a large number of students who simply do not know how to

1048
01:13:59,800 --> 01:14:01,900
behave in class or treat others.

1049
01:14:04,910 --> 01:14:08,570
Number six, this one's talking about the need

1050
01:14:08,570 --> 01:14:11,430
at the high school for counselors to have some time

1051
01:14:11,430 --> 01:14:13,630
dedicated to social-emotional learning support

1052
01:14:14,390 --> 01:14:16,130
and group and individual therapy.

1053
01:14:17,290 --> 01:14:18,970
Our counselors spend much of their time

1054
01:14:18,970 --> 01:14:20,550
advising students on classes

1055
01:14:21,350 --> 01:14:23,050
and working with their schedules.

1056
01:14:27,080 --> 01:14:29,900
Number five, we need people available

1057
01:14:29,900 --> 01:14:32,880
to assist students in emotional crisis at school.

1058
01:14:33,880 --> 01:14:42,040
A student learning needs can not be met when they are dealing with other crisis and emotions that come in the lock-up kind of school.

1059
01:14:46,030 --> 01:14:46,970
Number four,

1060
01:14:49,920 --> 01:14:55,800
definitely need social-emotional learning at school. Students are acting out because they don't know how to handle their emotions.

1061
01:15:05,840 --> 01:15:11,320
You can't teach if a student's social-emotional needs aren't met first. Students can't focus

1062
01:15:11,320 --> 01:15:14,440
on learning if they aren't in a good mental and emotional state.

1063
01:15:19,390 --> 01:15:20,630
This one, number two,

1064
01:15:20,830 --> 01:15:25,130
this one stayed at the top the entire time the exchange was open. It kind of hovered

1065
01:15:25,130 --> 01:15:30,290
between number one and number five, but this one talks about needing to make sure we also

1066
01:15:30,290 --> 01:15:36,370
address the social-emotional needs of our teachers and having resources available

1067
01:15:36,370 --> 01:15:40,210
for our teachers for their wellness as well.

1068
01:15:41,210 --> 01:15:43,890
And then number one, children need

1069
01:15:43,890 --> 01:15:45,990
to learn how to regulate their emotions,

1070
01:15:46,390 --> 01:15:48,890
learn how to share, and respect differences.

1071
01:15:52,170 --> 01:15:55,130
So those were the top thoughts that came in

1072
01:15:55,130 --> 01:15:57,770
from our thought exchange that we did with teachers

1073
01:15:57,770 --> 01:15:59,950
around social and emotional learning, which

1074
01:15:59,950 --> 01:16:02,790
is a piece of that student as a person.

1075
01:16:03,790 --> 01:16:10,930
I couldn't see the average rating because it's once below five, you only have the top five.

1076
01:16:11,270 --> 01:16:14,610
I think it's in your list.

1077
01:16:15,410 --> 01:16:15,910
Another point.

1078
01:16:16,890 --> 01:16:17,550
Oh, okay.

1079
01:16:18,390 --> 01:16:22,490
The average rating was above 4.2.

1080
01:16:22,570 --> 01:16:24,230
For many of them, yes.

1081
01:16:25,950 --> 01:16:30,090
We had a lot that were above that 4.0.

1082
01:16:30,090 --> 01:16:31,030
And

1083
01:16:33,080 --> 01:16:48,860
if you read through the top lens, you hear the same sentiment kind of repeatedly that our teachers as a whole saw a significant need for social emotional learning and emotional support for our students.

1084
01:16:49,960 --> 01:16:55,860
I'm trying to look here all the way to number 46.

1085
01:17:01,890 --> 01:17:04,550
46 and above were all rated 4.0 or higher.

1086
01:17:07,640 --> 01:17:10,480
But in your packet you have every class that was shared.

1087
01:17:10,860 --> 01:17:11,100
Talk

1088
01:17:19,140 --> 01:17:22,100
about what do the skills look like for a learned person.

1089
01:17:22,680 --> 01:17:28,680
I'm going to put some skills up and I want you to just kind of take a minute to look at it.

1090
01:17:28,680 --> 01:17:33,660
And we're going to talk about whether this is student as a learner or student as a person.

1091
01:17:34,540 --> 01:17:36,620
So what do you think about this person?

1092
01:17:43,070 --> 01:17:43,770
You want me to read it?

1093
01:17:43,770 --> 01:17:44,650
Student as a learner.

1094
01:17:45,190 --> 01:17:47,450
Apply mathematical process standards.

1095
01:17:49,430 --> 01:17:51,250
So that one is a learner.

1096
01:17:53,310 --> 01:17:54,790
The next one.

1097
01:17:55,230 --> 01:18:00,910
The student develops the capacity for self-assessment and evaluation, goal setting and decision making.

1098
01:18:05,840 --> 01:18:12,300
identify and apply strategies to develop social emotional health, self-regulation, and healthy

1099
01:18:12,300 --> 01:18:13,140
relationships.

1100
01:18:15,860 --> 01:18:20,300
That's almost exactly what that taught. I thought it was interesting how that one

1101
01:18:20,300 --> 01:18:25,940
really aligned to our number one rated thought in our thought exchange. The difference is

1102
01:18:25,940 --> 01:18:27,340
between elements and compounds.

1103
01:18:30,820 --> 01:18:34,780
Using critical inquiry to analyze author's choices and how

1104
01:18:34,780 --> 01:18:38,060
how they influence and communicate meaning within a variety of texts.

1105
01:18:40,020 --> 01:18:42,740
And then we have identify and apply strategies

1106
01:18:42,740 --> 01:18:46,940
to develop socio-emotional health, self-regulation, and healthy relationships.

1107
01:18:48,040 --> 01:18:51,100
Identify ways to respectfully communicate verbally

1108
01:18:51,100 --> 01:18:55,020
and non-fully. So we have three examples

1109
01:18:55,020 --> 01:18:57,420
of student as person, three as student as learner.

1110
01:18:58,140 --> 01:19:00,280
And you might be wondering where these come from.

1111
01:19:01,360 --> 01:19:06,500
These are all actually state standards, yeah, absolutely.

1112
01:19:07,240 --> 01:19:12,520
The first number that you see about the standard is the grade level for that standard.

1113
01:19:13,120 --> 01:19:17,940
And then the second number and the letter tell you where to find it within that content.

1114
01:19:18,740 --> 01:19:22,660
So our new, our health standards have been updated.

1115
01:19:23,400 --> 01:19:28,080
Our revised health standards will go into effect in August.

1116
01:19:29,640 --> 01:19:36,500
Our old health standards, which are still in effect now, also have social-emotional standards

1117
01:19:36,500 --> 01:19:41,720
in them, but they fall under, it's called, interpersonal-interpersonal skills.

1118
01:19:42,800 --> 01:19:48,400
And in our new health standards, they've changed that strand, and they're now calling

1119
01:19:48,400 --> 01:19:49,560
it mental health and wellness.

1120
01:19:50,620 --> 01:19:59,200
So from kindergarten on up, in our health standards, there's a strand on mental health and wellness.

1121
01:19:59,900 --> 01:20:09,440
And this is the statement from our techs, our antiques that kind of explains what that standard is.

1122
01:20:10,320 --> 01:20:14,300
Can I make a presentation to presentation connection for our trustees?

1123
01:20:14,300 --> 01:20:19,520
You remember yesterday, we talked about this very same thing that was presented to you,

1124
01:20:19,560 --> 01:20:21,960
so I just want you to kind of draw all that together.

1125
01:20:22,680 --> 01:20:24,660
I remember thinking, we're doing that.

1126
01:20:24,820 --> 01:20:25,600
Yeah, great.

1127
01:20:28,020 --> 01:20:33,200
So I think this last, the first part just kind of explains what that strand is.

1128
01:20:33,820 --> 01:20:40,540
This last part starting right here really kind of explains how it progresses from the early grades up.

1129
01:20:40,540 --> 01:20:47,420
So in the early grades, students are developing fluency around their emotions, self-regulation,

1130
01:20:47,800 --> 01:20:53,440
and understanding the relationship between feelings, thoughts, and behaviors.

1131
01:20:53,820 --> 01:21:00,180
We've had a lot of discussions with principals recently where we've talked about how our feelings

1132
01:21:00,180 --> 01:21:03,900
create emotions and our emotions impact our behaviors.

1133
01:21:03,900 --> 01:21:11,160
And so, helping students recognize those feelings and getting a grasp on it before they let it

1134
01:21:11,160 --> 01:21:13,380
control their behaviors completely.

1135
01:21:13,760 --> 01:21:18,500
I think I said it to almost every principal as we were, you know, kind of debriefing at the end of the year.

1136
01:21:18,900 --> 01:21:21,900
Renee Brown has this great book, if you haven't read it, Atlas of the Heart.

1137
01:21:22,260 --> 01:21:27,980
And in that book she talks about understanding your feelings deep enough that you don't allow them to hijack your emotions.

1138
01:21:28,560 --> 01:21:33,780
I thought, what an interesting turn of phrase, and we talked about that with, I think, almost all the principals here in the last couple of months.

1139
01:21:38,500 --> 01:21:44,520
So as our students are getting older, the focus kind of shifts to really learning appropriate

1140
01:21:44,520 --> 01:21:51,040
ways to solve interpersonal conflicts, working to develop that positive self-image, and then

1141
01:21:51,040 --> 01:21:53,800
developing healthy self-management skills.

1142
01:21:54,700 --> 01:21:59,320
And I would imagine that some of those things would encompass what you wrote on your graduate

1143
01:21:59,320 --> 01:22:08,900
We are going, you're now going to get like the best part of tonight's workshop because we're going to invite our principal to that.

1144
01:22:09,580 --> 01:22:11,860
Ms. Hill and Ms. Gabbish, come on in.

1145
01:22:13,120 --> 01:22:24,660
I asked Ms. Hill and Ms. Gabbish and we could have asked any principal here, but asked them to just talk about, still kind of focused on students as a person,

1146
01:22:24,660 --> 01:22:28,400
kind of talk about what that looks like at their campus.

1147
01:22:29,480 --> 01:22:33,160
So if you're just going to start us off, thank you.

1148
01:22:34,920 --> 01:22:36,020
I'm going to dip you in the stuff.

1149
01:22:39,020 --> 01:22:40,840
I'm not nervous at all.

1150
01:22:44,100 --> 01:22:47,720
So very first when a student comes to Hopkins

1151
01:22:47,720 --> 01:22:49,080
and they get to school in the morning,

1152
01:22:49,420 --> 01:22:51,760
they are greeted by an adult.

1153
01:22:51,760 --> 01:22:56,640
If you look up at the picture, you can see an adult is meeting them either at the car

1154
01:22:57,060 --> 01:23:00,040
if they're getting out of their car or they're meeting them at the bus.

1155
01:23:00,640 --> 01:23:07,600
From that point, when they first get to campus, we can get a judge of how that child's day is going to be.

1156
01:23:08,000 --> 01:23:12,680
But the child comes out and they're excited and they're telling us about what they ate for dinner last night.

1157
01:23:12,960 --> 01:23:14,260
We know that child is good to go.

1158
01:23:14,580 --> 01:23:17,620
But if they're coming out and they have tears or they're a little bit leery,

1159
01:23:17,620 --> 01:23:22,560
and we know that we need to get that person to an adult, that they can talk to them.

1160
01:23:23,480 --> 01:23:28,820
As you get out of your car, you don't just see myself, the instructional coaches, or a teacher.

1161
01:23:29,460 --> 01:23:31,680
When you get to the door, my nurse is there.

1162
01:23:32,440 --> 01:23:35,500
I have my attendance clerk that is there that's telling them,

1163
01:23:35,660 --> 01:23:39,620
oh, you did good, you're going to get another Starbucks because you made it here to school today

1164
01:23:39,620 --> 01:23:41,420
and you're on time, that makes you get two.

1165
01:23:41,420 --> 01:23:45,760
So the students are automatically acknowledged.

1166
01:23:46,620 --> 01:23:51,540
We have determined if we need to intervene so that then when they go to class,

1167
01:23:51,660 --> 01:23:54,280
they can actually have a good day while they're in class.

1168
01:23:55,640 --> 01:24:02,620
Being a blended learning campus, we were fortunate enough to be growing at the T-Class grant.

1169
01:24:03,840 --> 01:24:09,060
In that, we have developed what we call the characteristics of a star learner.

1170
01:24:09,060 --> 01:24:17,880
In that, we have them shooting and striving to be reflective problem solvers, a collaborative

1171
01:24:17,880 --> 01:24:24,540
teammate, of course a star learner in the academic area, and we also invite them to

1172
01:24:25,060 --> 01:24:28,120
grow their inner compass navigation.

1173
01:24:29,000 --> 01:24:31,900
That means they're self-regulating, knowing when to come and tell us,

1174
01:24:32,320 --> 01:24:35,200
I'm really having a bad day, can I go and talk to Ms. Hill?

1175
01:24:35,380 --> 01:24:36,560
Can I go and talk to the counselor?

1176
01:24:36,560 --> 01:24:41,440
these are the things that we're working on with our students and it is working we

1177
01:24:41,440 --> 01:24:45,480
are seeing those students come to us and some of the behaviors in the classroom

1178
01:24:45,480 --> 01:24:52,500
are declining. If you look up at the pictures that we have, these are just

1179
01:24:52,500 --> 01:24:57,200
some of our shining examples that we are so proud of. You see our student

1180
01:24:57,200 --> 01:25:01,560
council members and they are the ones in the Bermond t-shirts. These ladies

1181
01:25:01,560 --> 01:25:05,900
and gentlemen go to the food bank once a month and they do community

1182
01:25:05,900 --> 01:25:11,060
service hours for two hours the first Monday the first Saturday I'm sorry every

1183
01:25:11,060 --> 01:25:18,940
month our students volunteer their time there they are also volunteering at one

1184
01:25:18,940 --> 01:25:22,900
of the walks or some other type of community service so they are getting

1185
01:25:22,900 --> 01:25:26,420
back into the community and they're working on that inner compass of

1186
01:25:26,960 --> 01:25:30,920
themselves the picture below with the students with the backpack that is

1187
01:25:30,920 --> 01:25:35,300
also our student council they came to their student council sponsor which

1188
01:25:35,300 --> 01:25:40,440
who, as I said, and they wanted to do something more than what they were doing.

1189
01:25:40,940 --> 01:25:49,740
So these young ladies and gentlemen actually took up donations and were able to purchase

1190
01:25:50,180 --> 01:25:56,600
25 backpacks full of supplies for the cancer patients that are here in Victoria, and they

1191
01:25:56,600 --> 01:26:00,700
delivered those 25 backpacks to citizens, to the cancer patients.

1192
01:26:00,700 --> 01:26:05,300
Then those backpacks had had water, it had snacks, it had anything, it had cooling towels,

1193
01:26:06,040 --> 01:26:08,800
everything that they thought would help those cancer patients.

1194
01:26:09,620 --> 01:26:14,440
Come over to the next picture. Hopkins is very fortunate to have a mentor connect program.

1195
01:26:15,020 --> 01:26:19,860
When we have mentors from the community come in and work with our struggling first and second grade leaders.

1196
01:26:20,600 --> 01:26:26,840
To date we have, I believe it's approximately 83 mentors right now that work with our students.

1197
01:26:26,840 --> 01:26:30,460
Our goal is 100, we're still striving for that goal.

1198
01:26:30,900 --> 01:26:31,420
84.

1199
01:26:31,940 --> 01:26:32,460
84?

1200
01:26:32,820 --> 01:26:35,600
Yes, if you're willing to start off all out of this, 30 minutes.

1201
01:26:36,120 --> 01:26:40,860
30 minutes, one time a week, and you can help one of our kids become a more fluent reader.

1202
01:26:41,820 --> 01:26:46,140
These boys and girls have had a relationship with the University of Houston,

1203
01:26:46,900 --> 01:26:49,480
University of Victoria, Houston, Victoria.

1204
01:26:50,080 --> 01:26:50,960
They're softball team.

1205
01:26:50,960 --> 01:26:56,540
They have been sponsors of our Mentor Connect program for the last 14 years.

1206
01:26:57,000 --> 01:26:58,960
I thought it was 11 but it has been 14.

1207
01:26:59,480 --> 01:27:04,460
Their current coach was a softball player with UHV.

1208
01:27:04,920 --> 01:27:10,580
When she played ball and she is now a coach and they make preparations for the girls to come

1209
01:27:10,580 --> 01:27:12,520
and they mentor our students.

1210
01:27:13,580 --> 01:27:18,000
They are a vital part and this year was the first year

1211
01:27:18,000 --> 01:27:22,980
that our students were actually able to go and see those girls do what they do best, play softball.

1212
01:27:23,520 --> 01:27:32,160
So our entire students who were being mentored, which is about 42 students, were able to go to a USP softball game,

1213
01:27:32,700 --> 01:27:35,200
totally sponsored with the University of Houston, Victoria.

1214
01:27:36,820 --> 01:27:42,320
In our last picture in our photo, you see we have the Victoria Police Department here.

1215
01:27:42,320 --> 01:27:47,820
We were fortunate enough to challenge the Victoria Police Department to a kickball game against our fifth graders.

1216
01:27:48,560 --> 01:27:54,440
Our fifth graders were very ingenious. They developed what they called a police trap.

1217
01:27:55,000 --> 01:27:57,220
And they had donuts and honeybones in there.

1218
01:27:58,520 --> 01:28:01,640
They pulled the police department before they played the game.

1219
01:28:02,420 --> 01:28:07,840
I am proud to say that the Victoria Police Department did graciously let our fifth graders win.

1220
01:28:07,840 --> 01:28:14,040
But it also developed a really good community relationship with the police department because

1221
01:28:14,040 --> 01:28:17,380
a lot of our students' relationships with law enforcement is not positive.

1222
01:28:18,020 --> 01:28:21,200
So we feel that this was a very good opportunity for them.

1223
01:28:21,660 --> 01:28:26,620
They have also come, some of you same officers and some other ones have come and had lunch with our students.

1224
01:28:28,560 --> 01:28:34,720
So when a child comes to school in the morning, we are looking at them as the whole person.

1225
01:28:34,720 --> 01:28:39,600
We are looking at them from when they get out of the car and we're saying, how are you doing?

1226
01:28:39,900 --> 01:28:40,840
Do you need something?

1227
01:28:41,320 --> 01:28:41,900
We are there.

1228
01:28:42,300 --> 01:28:47,660
In return, we have noticed that the students are more comfortable in coming to ask us, what do we need?

1229
01:28:48,040 --> 01:28:55,060
And we are seeing that inter-compass navigators, they're going into some very rich and fulfilling personalities.

1230
01:28:56,000 --> 01:29:02,220
My last example, which I don't have a picture of here, but it is our room.

1231
01:29:04,360 --> 01:29:11,500
We were able to get a book vending machine for our campus, and in order to get a book,

1232
01:29:11,640 --> 01:29:16,900
you get a token and you can go and pick whatever book you want out of the book vending machine.

1233
01:29:17,680 --> 01:29:28,500
Our very first recipient of our vendor book was a young lady who noticed that when we were in the wintertime,

1234
01:29:28,500 --> 01:29:31,780
her classmate was coming to school in shorts.

1235
01:29:32,520 --> 01:29:35,060
This young lady went home, went into her closet,

1236
01:29:35,420 --> 01:29:38,460
and brought back pants for the young lady

1237
01:29:38,460 --> 01:29:41,460
in order for her to wear a school suit

1238
01:29:41,460 --> 01:29:42,380
that she would not be caught.

1239
01:29:42,900 --> 01:29:44,500
The teacher acknowledged that.

1240
01:29:44,700 --> 01:29:48,400
They sent them to the office with their star.

1241
01:29:49,040 --> 01:29:50,040
This worked hard.

1242
01:29:50,400 --> 01:29:50,780
We wrote.

1243
01:29:51,380 --> 01:29:52,820
The teacher wrote what she did.

1244
01:29:53,200 --> 01:29:54,740
We, as the principal's administrators,

1245
01:29:55,180 --> 01:29:56,200
wrote a note back to the school.

1246
01:30:00,000 --> 01:30:04,800
So this is how we are seeing our students as the whole person, and it is working.

1247
01:30:20,570 --> 01:30:21,690
No, no, it's fine.

1248
01:30:22,190 --> 01:30:27,790
Hello. As you know, Schild Elementary received the blended learning grant last year as well,

1249
01:30:27,950 --> 01:30:31,830
and so one of the components is that you had to have an SEL piece to it.

1250
01:30:32,230 --> 01:30:36,010
Also, you had to have extended school year or extended day,

1251
01:30:36,250 --> 01:30:41,310
and so at the end of the day, everybody's tired, the kids are done, the teachers are done,

1252
01:30:41,310 --> 01:30:45,570
And so we decided to put 15 minutes on the front end of our day.

1253
01:30:45,790 --> 01:30:52,270
So Shilva Elementary starts every morning at 7.45 to get an SEL component in.

1254
01:30:52,730 --> 01:30:57,470
Now our day doesn't start really at 7.45 because it starts when the kids get out of the car.

1255
01:30:57,590 --> 01:31:02,910
So much like Hopkins, we have people greeting the children at the door, I'm sorry,

1256
01:31:03,010 --> 01:31:06,170
at the car doors by the time they even make it to their classroom.

1257
01:31:06,270 --> 01:31:08,350
They've already been greeted by two other adults.

1258
01:31:08,350 --> 01:31:15,110
and so the teacher is standing at the door and every morning, especially when you come down the first grade hallway,

1259
01:31:15,690 --> 01:31:20,270
the teacher is standing there and the children get to decide how do they want to be greeted by the teacher.

1260
01:31:20,730 --> 01:31:25,090
And so it might be a fist bump or a high five or a silly dance that they do.

1261
01:31:25,650 --> 01:31:29,050
The most favorable one is, of course, a hug.

1262
01:31:29,290 --> 01:31:32,130
The kids are just so excited. They're smiling.

1263
01:31:32,650 --> 01:31:37,090
It also gives the teacher a chance to gauge, you know, are they coming in with a smile?

1264
01:31:37,090 --> 01:31:38,630
do they have tears in their eye?

1265
01:31:38,730 --> 01:31:40,110
What kind of day are we going to have?

1266
01:31:40,490 --> 01:31:43,010
So it really starts the moment they get out of school,

1267
01:31:43,090 --> 01:31:45,210
I mean, out of their car.

1268
01:31:45,770 --> 01:31:47,710
And so it doesn't stop there.

1269
01:31:48,170 --> 01:31:52,410
We decided that really, based on what our needs were last year,

1270
01:31:52,670 --> 01:31:55,230
we could send out surveys to staff members,

1271
01:31:55,670 --> 01:31:58,350
to the community, to alumni, to the students,

1272
01:31:58,490 --> 01:32:00,750
like what do you want in this redesign for SEL?

1273
01:32:01,250 --> 01:32:04,010
And the words that continuously were heard

1274
01:32:04,010 --> 01:32:09,890
were relationship skills, growth mindset, curiosity, and empathy. We knew that we not

1275
01:32:09,890 --> 01:32:14,470
only wanted to focus on the academic side, but we wanted to focus on the whole child,

1276
01:32:14,830 --> 01:32:19,230
which goes hand-in-hand with the student as a learner and the student as a person.

1277
01:32:19,830 --> 01:32:23,510
And so by focusing on the whole child, we are able to have our students engage in

1278
01:32:23,510 --> 01:32:28,750
experiences that nurture the totality of cognitive, emotional, social, and physical

1279
01:32:28,750 --> 01:32:33,570
factors that impact their learning, development, character, and overall health and well-being.

1280
01:32:34,430 --> 01:32:39,370
So once the kids come into the classroom, they start with a community circle every morning.

1281
01:32:39,630 --> 01:32:46,010
And so just imagine you have carpet and you have kids that are sitting in a circle.

1282
01:32:46,450 --> 01:32:51,230
And so it starts with affirmation statement, and so everybody is doing the same one for

1283
01:32:51,230 --> 01:32:51,550
the week.

1284
01:32:52,010 --> 01:32:55,530
And so this week it was, you can be anything you want to be.

1285
01:32:55,530 --> 01:32:57,590
And so the teacher reads the affirmation.

1286
01:32:57,870 --> 01:33:00,110
We also have slides that go along with quotes

1287
01:33:00,110 --> 01:33:01,170
on the morning announcements.

1288
01:33:01,770 --> 01:33:03,750
And then the teacher leads a discussion.

1289
01:33:04,170 --> 01:33:05,830
And so she'll make a personal connection

1290
01:33:05,830 --> 01:33:09,610
to those students about how does that quote or question

1291
01:33:10,930 --> 01:33:11,930
relate to her.

1292
01:33:12,150 --> 01:33:14,490
And so for example, this week I just

1293
01:33:14,490 --> 01:33:16,350
happened to be in the classroom.

1294
01:33:16,570 --> 01:33:18,070
And the teacher was sharing a story

1295
01:33:18,070 --> 01:33:21,430
about how her dad wanted to work for NASA

1296
01:33:21,870 --> 01:33:24,310
and how he had to take this math class.

1297
01:33:24,310 --> 01:33:25,930
and he had to take it three different times,

1298
01:33:26,010 --> 01:33:28,510
but his end goal was to work at NASA.

1299
01:33:28,790 --> 01:33:30,570
And so sometimes things are challenging,

1300
01:33:31,010 --> 01:33:32,330
but you have to persevere.

1301
01:33:32,470 --> 01:33:35,050
And so it was really, and he did work for NASA.

1302
01:33:35,190 --> 01:33:38,390
Like, it was a fascinating sort of thing all the way.

1303
01:33:38,910 --> 01:33:40,450
But the point being is,

1304
01:33:40,570 --> 01:33:42,510
they're also making those relationships.

1305
01:33:42,790 --> 01:33:44,550
And then the question for the students was,

1306
01:33:45,210 --> 01:33:46,670
what do you want to be when you grow up?

1307
01:33:46,850 --> 01:33:47,210
And why?

1308
01:33:47,450 --> 01:33:49,470
And so then we have a talking piece.

1309
01:33:49,650 --> 01:33:52,630
And so this has become full circle for our campus

1310
01:33:52,630 --> 01:33:57,210
from the beginning of the year to now and just to see at the beginning nobody wanted to talk.

1311
01:33:57,410 --> 01:34:00,330
They would just pass the talking piece because they were not comfortable.

1312
01:34:00,630 --> 01:34:03,510
It was, you know, communication is a hard thing, especially when you're talking about

1313
01:34:03,510 --> 01:34:08,330
fifth graders. I don't want to say anything because, you know, I'm way too cool to tell you,

1314
01:34:08,470 --> 01:34:12,850
you know, and let me just tell you the difference from the beginning to how it is now.

1315
01:34:13,370 --> 01:34:18,570
It is incredible. The students have found their voice. They have found their comfort.

1316
01:34:19,670 --> 01:34:24,870
And that's a lifelong skill, and if you don't have something set aside, like, we're so focused

1317
01:34:24,870 --> 01:34:29,830
all the time on academics, which is important, but this is lifelong skills that we are setting.

1318
01:34:30,630 --> 01:34:34,610
Even when you walk in, I went to a kindergarten class the other day, and a little student

1319
01:34:34,610 --> 01:34:38,270
got up in the carpet, and I'm like, you know, it's okay, and she's like, this is my job.

1320
01:34:38,710 --> 01:34:43,790
And so she came, and she greeted me like, oh, like, you know, it's just one of those things,

1321
01:34:43,930 --> 01:34:47,110
like, these are lifelong skills, and if we didn't have this opportunity,

1322
01:34:50,090 --> 01:34:51,350
It really is.

1323
01:34:51,850 --> 01:34:54,630
Even just the kids have like purposeful partnering.

1324
01:34:55,070 --> 01:34:58,070
And so they are giving affirmations to each other.

1325
01:34:58,270 --> 01:34:59,710
And like, how are you today?

1326
01:34:59,810 --> 01:35:00,870
I'm so glad you're here.

1327
01:35:01,250 --> 01:35:03,670
And, you know, they'll ask for, you know, how do you want to be greeted?

1328
01:35:03,850 --> 01:35:06,350
Like as a hug or a fist bump.

1329
01:35:06,530 --> 01:35:08,810
The same way, but it's still, it's making those connections.

1330
01:35:09,130 --> 01:35:11,250
And it's really made a difference.

1331
01:35:11,570 --> 01:35:13,650
Looking at just some of our pictures from our school,

1332
01:35:13,650 --> 01:35:21,530
We also wanted to focus on the whole child and so that comes with curiosity and so I love this picture of the gardens

1333
01:35:21,530 --> 01:35:27,690
This also was a grant for great ideas that we had received a couple years ago and it has continued

1334
01:35:27,690 --> 01:35:33,430
and if you ever come to Shields like you will see every grade level has garden boxes

1335
01:35:33,430 --> 01:35:37,990
and so the front of the school is the kindergarten boxes so that's where these are taken

1336
01:35:37,990 --> 01:35:41,810
and they really are teaching the kids about how the food,

1337
01:35:41,970 --> 01:35:43,650
you know, doesn't just come from H-E-B,

1338
01:35:43,850 --> 01:35:46,070
like it comes from a plant, and what do you have to do?

1339
01:35:46,170 --> 01:35:48,750
You have to have skills to, you know,

1340
01:35:49,050 --> 01:35:51,030
take care of the plant, and you have to nurture it,

1341
01:35:51,030 --> 01:35:53,350
and so it's more than just academics.

1342
01:35:53,530 --> 01:35:57,050
We are hands-on doing these things

1343
01:35:57,050 --> 01:35:58,810
just like the butterfly, the curiosity,

1344
01:35:59,070 --> 01:35:59,810
and I don't know if you can see

1345
01:35:59,810 --> 01:36:04,750
the little boy is pointing the cooperation

1346
01:36:04,750 --> 01:36:11,790
And just really the joy of what we're doing, I think, is huge.

1347
01:36:11,990 --> 01:36:13,590
And it just, you have to have time.

1348
01:36:13,970 --> 01:36:18,110
And so, oh, I do want to have one more thing in closing.

1349
01:36:18,790 --> 01:36:19,890
So in, oh, I'm sorry.

1350
01:36:20,450 --> 01:36:28,390
In closing, our whole child or student person vision and shield is a school where students

1351
01:36:28,390 --> 01:36:31,570
will feel safe, loved, valued, empowered, and successful.

1352
01:36:31,570 --> 01:36:37,350
The aims of students include building positive relationships, resolving conflicts productively,

1353
01:36:37,510 --> 01:36:42,130
managing stress effectively, and honestly communicating with their feelings without judgment.

1354
01:36:42,590 --> 01:36:46,730
And that has been huge because we're talking about it daily in our community circles.

1355
01:36:47,250 --> 01:36:53,350
They're setting the class goal of what do you want this week to focus on as a group.

1356
01:36:53,750 --> 01:36:58,730
And so if it's walking in the hallway or just being kind, it just takes time.

1357
01:36:58,730 --> 01:37:07,570
And it takes that patience, and you're giving them the skills to be productive members of our society.

1358
01:37:08,470 --> 01:37:09,010
Awesome.

1359
01:37:18,560 --> 01:37:18,980
That was

1360
01:37:22,880 --> 01:37:25,280
the best part, right?

1361
01:37:25,620 --> 01:37:26,360
Yeah, absolutely.

1362
01:37:27,320 --> 01:37:33,140
I told Mrs. Gavrish, like that butterfly picture, if that doesn't show self-control,

1363
01:37:33,800 --> 01:37:38,680
like our kids learning, because every one of those kids wants to just jump up and grab that butterfly.

1364
01:37:39,420 --> 01:37:41,700
Look at them, they're just waiting so patiently.

1365
01:37:43,000 --> 01:37:45,980
So we wanted to kind of share what it looks like

1366
01:37:45,980 --> 01:37:49,360
in our schools for multiple reasons

1367
01:37:50,320 --> 01:37:53,320
because it's not about one little piece of time.

1368
01:37:53,840 --> 01:37:56,160
There may be a designated time for a guidance class

1369
01:37:56,780 --> 01:38:01,340
or for SEL 15 minutes, but it's all day long.

1370
01:38:01,500 --> 01:38:02,840
The minute students get out of the car

1371
01:38:02,840 --> 01:38:04,540
into the minutes they get back on the bus

1372
01:38:04,540 --> 01:38:06,140
or back in the car at the end of the day.

1373
01:38:06,140 --> 01:38:11,960
And so, you know, sometimes you ask, how do I opt my child out of SEL?

1374
01:38:12,700 --> 01:38:19,880
Well, that's why the answer is you really can't because it's not a designated period of time in the day.

1375
01:38:20,060 --> 01:38:26,020
It's all day long and it's in the relationships that students are building with their teachers and with their peers.

1376
01:38:26,780 --> 01:38:33,400
And so that is what our student as a person looks like in a couple of our elementary schools.

1377
01:38:33,400 --> 01:38:39,100
And we could spend, like I said, all evening hearing stories from other principals as well.

1378
01:38:39,340 --> 01:38:45,240
But we're going to kind of get back to our portrait, our profile, and where we are in that journey.

1379
01:38:45,600 --> 01:38:49,940
Now that we've explored a little bit about what student as a person looks like.

1380
01:38:51,700 --> 01:38:57,900
On April 13th, we came together with a group of community and staff and students.

1381
01:38:57,900 --> 01:39:04,720
We had representatives from several of our churches with us, some of our non-profits

1382
01:39:04,720 --> 01:39:06,340
were there with us.

1383
01:39:07,040 --> 01:39:11,440
And on that day, each one of our groups, it was truly a work session.

1384
01:39:12,100 --> 01:39:13,340
We met all afternoon.

1385
01:39:13,680 --> 01:39:16,900
I think we started right around noon and we worked up until five o'clock.

1386
01:39:18,020 --> 01:39:20,740
And they didn't quite get a stack that tall.

1387
01:39:20,740 --> 01:39:28,220
But every group has a stack of data and information that we've collected through all of these sessions

1388
01:39:28,600 --> 01:39:29,700
up until this point.

1389
01:39:30,200 --> 01:39:35,920
And everybody in their folder had pieces of student voice and adult voice.

1390
01:39:36,520 --> 01:39:44,560
So these are just some of the things that were included in the information and the data that they were working through.

1391
01:39:44,560 --> 01:39:48,180
and we asked them to go through with their group,

1392
01:39:48,700 --> 01:39:50,780
go through everything in that holder,

1393
01:39:51,040 --> 01:39:53,000
and look for the patterns and the trends

1394
01:39:53,000 --> 01:39:53,940
that you see emerging.

1395
01:39:54,880 --> 01:39:57,500
So these were notes of Venn diagrams

1396
01:39:57,500 --> 01:39:58,660
from our student leaders.

1397
01:39:59,480 --> 01:40:02,420
They were the feedback forms from our student forums.

1398
01:40:02,740 --> 01:40:05,500
Method exchange is we asked our most recent graduates,

1399
01:40:06,280 --> 01:40:08,440
other classes of 2020 and 2021,

1400
01:40:08,760 --> 01:40:10,680
we sent them a thought exchange and asked them,

1401
01:40:10,780 --> 01:40:12,520
like, what was it that made you successful

1402
01:40:12,520 --> 01:40:13,540
in your next step?

1403
01:40:13,540 --> 01:40:17,280
And then we had adult voice in our strategic plan.

1404
01:40:17,860 --> 01:40:19,900
We had input from our high school staff.

1405
01:40:20,420 --> 01:40:24,100
We had a school quality survey, community thought exchange.

1406
01:40:24,800 --> 01:40:30,220
And then we had some note cards that the participants that day had completed

1407
01:40:30,220 --> 01:40:33,120
very similar to what we did at the beginning of our workshop tonight.

1408
01:40:33,760 --> 01:40:40,400
And as they worked through that, we asked them to create a chart

1409
01:40:40,400 --> 01:40:49,540
with their top skills or attributes and in your packet you have copies of each group's work.

1410
01:40:50,720 --> 01:40:54,200
So this is what they created for us during their work time.

1411
01:40:54,660 --> 01:41:00,580
They had a student as a learner and a student as a person and they were asked to look through

1412
01:41:00,580 --> 01:41:06,700
all of the information, pull out those top indicators and then write a description

1413
01:41:06,700 --> 01:41:10,860
for what they saw in those indicators.

1414
01:41:11,860 --> 01:41:15,060
And once they did that, we came back together

1415
01:41:15,780 --> 01:41:18,040
and combined all of our information.

1416
01:41:21,220 --> 01:41:23,780
And we did a hot dot activity at the end,

1417
01:41:23,920 --> 01:41:25,980
because if you know we want a hot dot activity, something.

1418
01:41:27,300 --> 01:41:30,240
But at the end, I'm going to share the top three.

1419
01:41:30,760 --> 01:41:33,360
And then we'll look kind of at the top findings.

1420
01:41:33,680 --> 01:41:35,700
But you have all the notes there as well.

1421
01:41:35,700 --> 01:41:40,680
As a student as a person, the top three were adaptable.

1422
01:41:41,160 --> 01:41:42,840
Being able to adapt to change.

1423
01:41:43,620 --> 01:41:45,180
That was the third highest.

1424
01:41:46,480 --> 01:41:48,440
Our second one was critical thinking.

1425
01:41:48,840 --> 01:41:50,020
Please excuse the handwriting.

1426
01:41:50,260 --> 01:41:51,900
We were trying to write as fast as we could

1427
01:41:51,900 --> 01:41:54,700
because people were just throwing out words

1428
01:41:54,700 --> 01:41:58,640
and then effective communication

1429
01:41:58,640 --> 01:42:00,880
or effective communicator was the top.

1430
01:42:01,420 --> 01:42:04,760
ended up being the top trait on that student as a person side.

1431
01:42:06,940 --> 01:42:09,840
So what we did to get to this point is we

1432
01:42:09,840 --> 01:42:13,320
kind of just went round Robin around the room and asked each group

1433
01:42:14,220 --> 01:42:17,980
one at a time to give us one thing off of their list for student

1434
01:42:17,980 --> 01:42:22,120
as a person. So if somebody said communication, then we

1435
01:42:22,120 --> 01:42:26,120
asked all the other groups in the room, does anybody else have communication? And that's why

1436
01:42:26,120 --> 01:42:30,140
it has so many descriptors, or separate

1437
01:42:30,140 --> 01:42:34,340
descriptors because multiple groups had that down and they had defined it a

1438
01:42:34,340 --> 01:42:39,680
little bit differently. We did that all the way through until everybody's thoughts

1439
01:42:39,680 --> 01:42:43,180
that were on their note-taking page have been captured and these were the top

1440
01:42:43,180 --> 01:42:48,160
three for students person. We did the same thing with students as a learner.

1441
01:42:50,180 --> 01:42:50,700
The

1442
01:42:50,700 --> 01:42:58,620
second highest number of hot dots was growth mindset and then we had two

1443
01:42:58,620 --> 01:43:07,340
that tied, as the highest, desire to learn and critical thinker, that problem

1444
01:43:07,340 --> 01:43:14,870
solver and solution oriented. And we took that information and you have this

1445
01:43:14,870 --> 01:43:17,190
paper in your packet as well.

1446
01:43:19,440 --> 01:43:22,380
We took that information and we compiled it

1447
01:43:26,060 --> 01:43:34,680
into which skills, which attributes came up the most often in all of this

1448
01:43:34,680 --> 01:43:36,180
information that we have collected.

1449
01:43:39,120 --> 01:43:42,020
I'll give you a minute to read through those.

1450
01:43:43,460 --> 01:43:47,020
I wish I had a copy for everybody. I know the screen is not easy

1451
01:43:49,030 --> 01:43:49,470
to read.

1452
01:43:57,590 --> 01:43:59,110
The administration report too, right?

1453
01:43:59,670 --> 01:44:03,110
Yes, it is. Thank you. There's a link to it in the administration report.

1454
01:44:03,710 --> 01:44:03,990
So

1455
01:44:21,620 --> 01:44:23,260
what are some things that you notice?

1456
01:44:28,610 --> 01:44:31,070
The ones we wrote on here or on here?

1457
01:44:31,190 --> 01:44:31,710
Oh, are they?

1458
01:44:31,810 --> 01:44:33,090
Yeah, that's kind of neat.

1459
01:44:33,270 --> 01:44:33,910
Almost in order.

1460
01:44:34,450 --> 01:44:34,610
Really?

1461
01:44:34,650 --> 01:44:34,850
Yeah.

1462
01:44:36,870 --> 01:44:37,650
You're in sync.

1463
01:44:37,650 --> 01:44:38,470
Yeah.

1464
01:44:39,050 --> 01:44:43,750
What else do you notice about the skills on the student as person and student as learner?

1465
01:44:44,090 --> 01:44:45,270
Several show up on both columns.

1466
01:44:45,410 --> 01:44:45,510
Yeah.

1467
01:44:49,790 --> 01:44:52,630
They show up on both columns with slightly different descriptions.

1468
01:44:54,710 --> 01:44:56,330
Without looking at every one...

1469
01:45:00,180 --> 01:45:02,300
I believe everybody prophesied effectively.

1470
01:45:05,750 --> 01:45:07,010
Are there any surprises?

1471
01:45:08,630 --> 01:45:14,710
Anything that shows up there that surprises you or that doesn't show up there that surprises you?

1472
01:45:31,030 --> 01:45:35,030
I just thought maybe it's in there in a different way and there's a lot of words to read through.

1473
01:45:35,150 --> 01:45:43,670
But one of the things that I'm pretty bullish on and I really hope for my community to be more cognizant of is the world surroundings.

1474
01:45:44,170 --> 01:45:47,670
We see more and more, and it's not going to do anything but less.

1475
01:45:48,230 --> 01:45:50,410
The things that go on that impact us here.

1476
01:45:51,210 --> 01:45:54,470
And I don't think I see that point as much as I would like.

1477
01:45:59,700 --> 01:46:01,960
Also, I see that word adaptability.

1478
01:46:02,900 --> 01:46:09,320
When we talk about world as well, my student is going to have to be able to handle racism smartly.

1479
01:46:20,190 --> 01:46:23,170
Anything else that isn't up there that's surprising to you?

1480
01:46:28,620 --> 01:46:33,300
I will say, I know you asked the question, but I'm pleased to see the critical thinking.

1481
01:46:33,300 --> 01:46:39,300
I hear that a lot in the circles I run and not only that, the business of people, even

1482
01:46:39,300 --> 01:46:43,920
with two sons that I'm trying to get through things a lot more than what they do.

1483
01:46:44,380 --> 01:46:49,560
Yes, and it shows up in the top two of both sides.

1484
01:46:50,320 --> 01:46:53,220
Number two, as soon as person number one and student is learning.

1485
01:46:56,300 --> 01:47:01,760
I wonder if that, you were talking about the global perspective, if I'm going to speak,

1486
01:47:01,760 --> 01:47:09,420
But under desire to learn and that descriptor driven to broaden their knowledge and experience new opportunities,

1487
01:47:10,600 --> 01:47:13,760
it may kind of fit in there that may be a place to...

1488
01:47:14,480 --> 01:47:18,200
It does, but I mean, I still think it could be limited.

1489
01:47:18,500 --> 01:47:22,340
There are, I've experienced people that have not really been outside the county much.

1490
01:47:23,480 --> 01:47:29,240
So that could mean going to a larger city, flying on an airplane for the first time,

1491
01:47:29,240 --> 01:47:33,800
even though it's from Victoria to Houston but I just think that the global

1492
01:47:33,800 --> 01:47:35,600
impact is a lot more than that.

1493
01:47:42,150 --> 01:47:42,630
I

1494
01:47:48,320 --> 01:47:52,060
love the way they're very self-aware but they've

1495
01:47:52,060 --> 01:47:57,040
got to work on themselves so that they can be you know just in general.

1496
01:48:00,320 --> 01:48:00,940
I don't

1497
01:48:00,940 --> 01:48:06,520
know I don't see respectful or to be respectful I guess active and reflective

1498
01:48:06,520 --> 01:48:11,840
or speakers, maybe active listeners, I mean that's being respectful, yeah.

1499
01:48:11,960 --> 01:48:20,080
And loving the effective communicator, so do you have control of your emotions and your behaviors, you're communicating well with others?

1500
01:48:28,480 --> 01:48:32,960
If I could personalize, this thought came to me, and I'm going to age myself here.

1501
01:48:34,740 --> 01:48:40,080
One of the reasons why I believe that I have a compassion for international goes back to

1502
01:48:40,080 --> 01:48:42,580
a show called Kukla Fran and Ollie.

1503
01:48:43,580 --> 01:48:49,800
They always highlighted an international student and how they view the world and how they may

1504
01:48:49,800 --> 01:48:51,440
walk a long ways, what have you.

1505
01:48:52,180 --> 01:48:57,500
So you don't necessarily have to travel in today's world with virtuality to have that

1506
01:48:57,500 --> 01:49:02,200
type of exposure begins to give them a perspective that maybe they hadn't thought about.

1507
01:49:02,200 --> 01:49:18,080
sure did for me nobody knows about that so you really know the next question we

1508
01:49:18,080 --> 01:49:22,520
had some of you already hold on hold on one second this is Keely sorry miss Keely

1509
01:49:22,520 --> 01:49:25,830
Yes ma'am.

1510
01:49:26,610 --> 01:49:26,890
Yes.

1511
01:49:26,890 --> 01:49:27,190
I think this

1512
01:49:36,660 --> 01:49:38,700
is our portrait of Bradwood.

1513
01:49:40,120 --> 01:49:42,060
I think you said after he said,

1514
01:49:42,160 --> 01:49:44,560
write down posted frames for children he does.

1515
01:49:45,820 --> 01:49:46,360
And then,

1516
01:49:55,780 --> 01:49:56,420
yes?

1517
01:49:57,540 --> 01:49:57,800
Yes.

1518
01:49:58,560 --> 01:49:59,560
Then you said,

1519
01:50:11,600 --> 01:50:12,640
write down some of

1520
01:50:16,130 --> 01:50:18,050
the most generous comments

1521
01:50:18,390 --> 01:50:20,750
about what do we want

1522
01:50:20,750 --> 01:50:22,670
for our students to come

1523
01:50:22,670 --> 01:50:24,350
from our

1524
01:51:37,760 --> 01:51:42,720
to the, how do your descriptors align to the attributes

1525
01:51:42,720 --> 01:51:44,740
that kind of came to the surface

1526
01:51:44,740 --> 01:51:46,420
during that community work session.

1527
01:51:47,440 --> 01:51:49,940
And as we were, you know, several of you mentioned

1528
01:51:49,940 --> 01:51:52,540
that you see indicators that are on both sides.

1529
01:51:53,080 --> 01:51:55,860
And so that kind of got us to thinking as well

1530
01:51:56,650 --> 01:51:59,960
because one of our next steps is to start thinking

1531
01:51:59,960 --> 01:52:02,020
about how do we want to organize this?

1532
01:52:02,800 --> 01:52:05,460
Because we need to organize it and create a visual

1533
01:52:05,460 --> 01:52:08,940
that really speaks to our community, to our students, to our parents.

1534
01:52:10,020 --> 01:52:13,180
And originally, you know, our first thought was

1535
01:52:13,180 --> 01:52:16,720
we would have kind of two columns or two different lists,

1536
01:52:17,300 --> 01:52:21,420
student as a person and student as a learner. But as we

1537
01:52:21,420 --> 01:52:25,320
got deeper into the work, we're realizing

1538
01:52:25,320 --> 01:52:28,040
that there may be some other ways to organize it.

1539
01:52:29,260 --> 01:52:33,640
So maybe we organize it by the attributes

1540
01:52:33,640 --> 01:52:37,960
or the characteristics, and we underneath that

1541
01:52:37,960 --> 01:52:41,080
in the descriptors address student of person,

1542
01:52:41,280 --> 01:52:41,960
student of learner.

1543
01:52:44,760 --> 01:52:46,700
Maybe we do it by attributes.

1544
01:52:46,880 --> 01:52:49,220
This is what we've seen a lot of other districts do.

1545
01:52:49,520 --> 01:52:51,600
They just kind of have those skills listed

1546
01:52:51,600 --> 01:52:53,480
to define their portrait of a graduate.

1547
01:52:54,040 --> 01:52:57,520
So that's an option, and there's probably lots

1548
01:52:57,520 --> 01:53:01,180
of structures out there that we haven't considered.

1549
01:53:01,180 --> 01:53:05,440
So I'd like to just kind of get some feedback from you.

1550
01:53:05,460 --> 01:53:13,320
I see a Venn diagram since there's an intersection of the two circles.

1551
01:53:15,610 --> 01:53:20,190
I hadn't thought of that. We did that with our student leadership group though.

1552
01:53:26,380 --> 01:53:28,420
Anybody have a preference for anything?

1553
01:53:28,420 --> 01:53:30,680
I like V. Yeah, I like V.

1554
01:53:30,680 --> 01:53:37,460
Especially when I look at the sheet that you provided for all the top answers, the fact that so many exist in both,

1555
01:53:37,820 --> 01:53:41,580
but they may mean a little bit something different on each one.

1556
01:53:45,460 --> 01:53:48,260
Exactly. I'd say that kind of draws in where everything overlaps.

1557
01:53:48,300 --> 01:53:49,960
I like this one. I like being done.

1558
01:53:50,720 --> 01:53:51,540
That's great feedback.

1559
01:53:52,100 --> 01:53:54,260
It seems to be landing with all of you the same way.

1560
01:53:56,540 --> 01:53:58,320
So what are our next steps?

1561
01:53:59,840 --> 01:54:02,620
We'll have some more discussion in just a bit as well,

1562
01:54:02,620 --> 01:54:10,480
but one of our next steps is to really go back to that list, kind of our working list

1563
01:54:10,480 --> 01:54:16,200
or draft that we just looked at briefly, and refine that language so that it aligns to

1564
01:54:16,200 --> 01:54:21,600
our strategic plan and to the leadership definition that we've been working on developing

1565
01:54:21,600 --> 01:54:27,000
so that we have a common language that we're using across the district, creating

1566
01:54:27,000 --> 01:54:33,740
drafts of that visual and organizing that information and then seeking some input from

1567
01:54:33,740 --> 01:54:40,040
our stakeholders, our community, our students, our staff, and then you as well bringing that

1568
01:54:40,040 --> 01:54:46,920
back for some more input and making some final revisions and we also, once we kind

1569
01:54:46,920 --> 01:54:51,900
of have that, we really want to look at some gateway expectations so you heard

1570
01:54:51,900 --> 01:54:56,940
and Ms. Hill and Ms. Gabbard, she both talked about the graduate aims that they have for

1571
01:54:56,940 --> 01:55:01,940
their elementary school. And the skills they want their fifth graders to master before

1572
01:55:01,940 --> 01:55:09,940
they go to sixth grade. Once we have our vision of our graduate, we want to break that down

1573
01:55:09,940 --> 01:55:13,400
so that in order to get there, where does a child need to be at the end of second

1574
01:55:13,400 --> 01:55:17,880
grade? Or maybe it's a different grade, but second grade, fifth grade, eighth grade.

1575
01:55:17,880 --> 01:55:23,380
what are those gateways along the way where we can say if you are here by

1576
01:55:23,380 --> 01:55:26,840
second grade you're on track. If you're here by fifth grade you're on track.

1577
01:55:29,970 --> 01:55:30,370
We

1578
01:55:30,370 --> 01:55:34,570
want to integrate our portrait or a profile of a graduate into our community

1579
01:55:34,570 --> 01:55:40,590
based accountability. So this work will go side by side. These indicators will

1580
01:55:40,590 --> 01:55:44,330
be part of that community based accountability dashboard. That's our

1581
01:55:44,330 --> 01:55:52,070
goal is to align these things. We have plans to host a parent institute in September to

1582
01:55:52,070 --> 01:55:57,850
really define for parents what student as a person, a student as a learner are and what

1583
01:55:57,850 --> 01:56:03,290
they look like and get some more input there. Incorporating it into our student advising

1584
01:56:03,290 --> 01:56:10,370
sessions. And then we talked a little bit about this earlier and Mr. Salsinas is

1585
01:56:10,370 --> 01:56:16,670
going to come up in just a minute to talk more about it, but trying to define that balance

1586
01:56:17,310 --> 01:56:23,190
because we talked a lot with this about student support. So how do we support students so

1587
01:56:23,190 --> 01:56:28,690
that they learn the skills that they need to be successful as learners and as people?

1588
01:56:29,810 --> 01:56:37,150
But balancing that with holding students accountable for their behaviors and for

1589
01:56:37,150 --> 01:56:43,450
the choices that they make. So how do you balance that support with that accountability? And

1590
01:56:43,450 --> 01:56:48,450
so we're going to kind of move into a discussion around that now, and Mr. Esposiness is going

1591
01:56:48,450 --> 01:56:51,650
to come up to lead that discussion.

1592
01:56:52,470 --> 01:56:53,010
Good evening.

1593
01:56:53,430 --> 01:56:53,730
Good evening.

1594
01:56:54,350 --> 01:57:00,150
Oh, right. So I have some very open questions. I can land a lot of different ways. So we're

1595
01:57:00,150 --> 01:57:04,550
going to try to keep up this play, Mr. We just had a great conversation on a portrait

1596
01:57:04,550 --> 01:57:08,110
sort of a graduate for student as a person, student as a learner.

1597
01:57:09,030 --> 01:57:16,350
And so I think looking to the lens of that discipline balance

1598
01:57:16,830 --> 01:57:19,970
as far as growing the student as a person,

1599
01:57:20,090 --> 01:57:22,530
but also having some consequences when needed

1600
01:57:22,530 --> 01:57:24,210
and what that kind of looks like.

1601
01:57:25,230 --> 01:57:27,670
What do you think our community perceives

1602
01:57:27,670 --> 01:57:30,230
as the biggest challenge when it comes to discipline?

1603
01:57:32,660 --> 01:57:33,800
Very open-ended question.

1604
01:57:34,240 --> 01:57:34,660
Oh, man.

1605
01:57:34,660 --> 01:57:38,060
Cal, let me get back to my emails right now.

1606
01:57:39,330 --> 01:57:48,100
I would say consistency, and even so, consistency within different campuses.

1607
01:57:48,620 --> 01:57:56,460
So what one campus does, and maybe another campus doesn't think that that's as, I don't

1608
01:57:56,460 --> 01:58:04,140
want to say bad, as severe maybe, and so how they react to a specific behavior would

1609
01:58:04,140 --> 01:58:11,360
be different than at Dudley or at Shields or at Allo or you know just that

1610
01:58:11,360 --> 01:58:17,500
consistency throughout the campus that if you do it everyone has the same

1611
01:58:17,500 --> 01:58:24,000
consequence. Just wrote to a student who continues to be able to go back to the

1612
01:58:48,250 --> 01:58:54,810
And then just hearing how, you know, behavior disrupts the learning environment, right?

1613
01:58:55,450 --> 01:59:01,350
So all the other kiddos are missing on that learning when we're having a discipline problem.

1614
01:59:03,900 --> 01:59:06,140
Okay, I'm going to ask another very open question.

1615
01:59:07,360 --> 01:59:11,160
So, in a perfect world, what would it look like to you?

1616
01:59:11,180 --> 01:59:14,200
Like, if everything, like, what is that gold standard?

1617
01:59:14,400 --> 01:59:15,360
What is that gold bar?

1618
01:59:15,620 --> 01:59:16,880
So, we're talking about all the challenges.

1619
01:59:17,340 --> 01:59:18,480
We thought you had that answer, Jane.

1620
01:59:20,260 --> 01:59:21,560
That's actually why we're here.

1621
01:59:23,220 --> 01:59:24,040
I'm just joking.

1622
01:59:24,380 --> 01:59:27,620
Yeah, but I think it's, and the reason why is

1623
01:59:27,620 --> 01:59:30,400
because sometimes people have different interpretations

1624
01:59:30,400 --> 01:59:34,280
of what that is, and is it the direct opposite

1625
01:59:34,280 --> 01:59:37,520
of what we just said or is it I would like to hear if we talk about it.

1626
01:59:37,520 --> 01:59:40,140
To repeat the question again, I'm sorry for me, I apologize.

1627
01:59:40,360 --> 01:59:43,960
What is that old standard for discipline in a school?

1628
01:59:46,480 --> 01:59:47,860
Whether I'm not going to be good at this.

1629
01:59:47,880 --> 01:59:51,040
I didn't know if I said gold standard or the perfect situation.

1630
01:59:51,540 --> 01:59:52,120
Either one.

1631
01:59:52,640 --> 01:59:58,780
The perfect situation, in my opinion, would be the consistent problem

1632
02:00:01,780 --> 02:00:08,580
Specific students to narrow down to see if there is other concerns that we have to address

1633
02:00:09,040 --> 02:00:16,440
because it's repetitive. And that's what I see often outside looking in. The same students

1634
02:00:16,440 --> 02:00:22,940
on the disruptive ones and we're not going any further to see what can be done with that

1635
02:00:22,940 --> 02:00:23,340
person.

1636
02:00:24,580 --> 02:00:28,740
So, like, your goal standard would be that we were doing that consistently.

1637
02:00:29,180 --> 02:00:35,040
Yeah, consistently identifying that individual, sitting down and trying to meet every need possible,

1638
02:00:36,340 --> 02:00:38,620
including mental health, if that's the case.

1639
02:00:38,740 --> 02:00:39,440
Or learning discipline.

1640
02:00:39,680 --> 02:00:43,800
I think Margaret was wanting to speak in the middle class.

1641
02:00:43,960 --> 02:00:44,920
That's a perfect word.

1642
02:00:45,040 --> 02:00:49,620
I mean, I have, you know, a lot of ideas and I know you guys do too.

1643
02:00:49,620 --> 02:00:57,660
I like the idea of consistency across the board and then, you know, great communication with parents, right?

1644
02:00:58,160 --> 02:01:05,200
So I kind of feel like in my younger grades I had a consistent communication and that kind of falls off.

1645
02:01:05,520 --> 02:01:07,180
Kind of like PTO involvement, right?

1646
02:01:07,620 --> 02:01:12,480
Like it's crazy exciting supportive and kinder and then like in junior high it falls off, right?

1647
02:01:12,480 --> 02:01:22,640
So I feel like I would like a little more parent communication, but then the downside of that is,

1648
02:01:22,920 --> 02:01:26,520
now you're putting that on the teacher and they've got to talk about 25 students every day

1649
02:01:26,520 --> 02:01:28,800
and they already got a great papers and prepare for the next day.

1650
02:01:29,140 --> 02:01:30,880
So I mean, it's a balance, right?

1651
02:01:32,120 --> 02:01:34,840
I like your comment as well.

1652
02:01:35,260 --> 02:01:41,640
I mean, there's a repeat offender or, you know, a consistent disruption from a few kids

1653
02:01:41,640 --> 02:01:50,240
and I think it's important to we need to help that child but also we need to you

1654
02:01:50,240 --> 02:01:54,400
know we have a classroom we're trying to teach right so we have this learning

1655
02:01:54,400 --> 02:01:58,920
environment and we're trying to maintain but we need to help that child figure out

1656
02:01:58,920 --> 02:02:03,270
is it a learning disability is it something at home is it I don't I don't

1657
02:02:03,270 --> 02:02:08,870
I don't know, but I don't know what the answer is.

1658
02:02:08,990 --> 02:02:14,330
And I was saying also to bring it back into that learning environment without putting as

1659
02:02:14,330 --> 02:02:18,750
much resources that we need to put into that individual before doing so.

1660
02:02:19,130 --> 02:02:22,650
I mean, time, effort, you know, what's really going on?

1661
02:02:22,930 --> 02:02:23,150
Right.

1662
02:02:23,850 --> 02:02:29,150
I think in the end, the gold standard for me is we don't treat the symptom, we treat

1663
02:02:29,150 --> 02:02:34,410
the root that our discipline, whatever we do in discipline, takes care of whatever's

1664
02:02:34,410 --> 02:02:39,570
causing the problem. Not masking it, not sort of like what you were saying, same

1665
02:02:39,570 --> 02:02:43,430
kids going back into alternative education, whatever the case may be, over

1666
02:02:43,430 --> 02:02:46,490
and over and over again, but at some point in time there is a, yeah I got her,

1667
02:02:46,810 --> 02:02:51,930
there is a, we address what, go back whether it's a learning disability,

1668
02:02:52,370 --> 02:02:55,190
whether it's a mental health issue, whatever the case may be, gold standard

1669
02:02:55,190 --> 02:02:59,770
to me is that, hey, we go to the root, we take care of the root, and then that person can

1670
02:02:59,770 --> 02:03:04,970
flourish and go on from that point on in a normal setting. Ms. Keeling has her hand up.

1671
02:03:59,410 --> 02:04:06,870
That's what it is, getting to the root and allowing the child to be responsible but to provide help.

1672
02:04:08,290 --> 02:04:09,370
What's that? Hope?

1673
02:04:10,130 --> 02:04:16,990
Yeah, I thought the same thing. I was just thinking in different terms of being proactive instead of reactive.

1674
02:04:18,050 --> 02:04:21,430
And that's what Mike said about getting to the root of the problem.

1675
02:04:23,730 --> 02:04:24,250
Oh,

1676
02:04:28,250 --> 02:04:28,910
sorry, Fred.

1677
02:04:29,690 --> 02:04:35,650
For me, you asked perfect, and to me is student self-management.

1678
02:04:36,670 --> 02:04:40,990
Obviously that comes with maturity and age, but to me that's the ideal world.

1679
02:04:40,990 --> 02:04:47,330
And that comes from the leadership of the teacher and the school administration as a whole.

1680
02:04:47,930 --> 02:04:49,070
That sets the expectation.

1681
02:04:51,580 --> 02:04:55,480
I agree with asking why.

1682
02:04:56,320 --> 02:04:56,920
Why?

1683
02:04:57,800 --> 02:04:59,920
And the root, why?

1684
02:05:00,220 --> 02:05:01,660
And how can we help?

1685
02:05:03,920 --> 02:05:05,120
Okay, so...

1686
02:05:05,120 --> 02:05:06,300
Andy, do you have anything else?

1687
02:05:07,320 --> 02:05:09,200
That's okay. I'm good.

1688
02:05:09,200 --> 02:05:19,500
So what I'm hearing is that we want a perfect elementary school, like was here in Victoria and I believe we have 14 of them.

1689
02:05:20,360 --> 02:05:21,040
Absolutely.

1690
02:05:21,860 --> 02:05:33,000
It's here and we would expect that every classroom in that perfect elementary school that we're seeing kids that are very mindful of their emotions,

1691
02:05:33,000 --> 02:05:37,340
They self-regulate pretty well at a high level.

1692
02:05:38,700 --> 02:05:44,420
We have, if there is an issue we're identifying the root cause across the board pretty much every time.

1693
02:05:44,560 --> 02:05:46,240
Like we have a high batting average.

1694
02:05:46,660 --> 02:05:51,280
But in those situations where a kid that we've identified as root cause

1695
02:05:51,280 --> 02:05:56,380
and we've tried to accommodate multiple, multiple times and it's continuously disruptive,

1696
02:05:56,900 --> 02:06:01,220
that kid may need a consequence, right, in that perfect elementary school.

1697
02:06:03,060 --> 02:06:09,980
I think I heard you say it really well, there's a difference between those who can't and those

1698
02:06:09,980 --> 02:06:10,740
who won't.

1699
02:06:10,960 --> 02:06:13,320
And I think that's kind of what you're talking about right there.

1700
02:06:13,640 --> 02:06:13,740
Right.

1701
02:06:14,240 --> 02:06:20,460
And so knowing that our gold standard, our perfect classroom, and our current reality

1702
02:06:20,460 --> 02:06:26,680
may be a little bit different in certain situations, we're looking at a few different

1703
02:06:26,680 --> 02:06:26,960
things.

1704
02:06:26,960 --> 02:06:29,520
It's like when we have that gap, let's say academically,

1705
02:06:30,000 --> 02:06:31,700
like we have so many tools in our tool value.

1706
02:06:32,260 --> 02:06:34,660
Like we can do small group, we do interventions,

1707
02:06:34,900 --> 02:06:36,780
we'll have all these huge summer programs,

1708
02:06:36,980 --> 02:06:39,440
Saturday schools, like we're really good

1709
02:06:39,440 --> 02:06:42,040
at a lot of those academic issues, all right?

1710
02:06:42,920 --> 02:06:46,340
But in the world of this, within discipline and behavior,

1711
02:06:46,860 --> 02:06:50,380
there's so many approaches and they're all valid.

1712
02:06:51,120 --> 02:06:53,060
And there's always, they're all correct,

1713
02:06:53,060 --> 02:06:58,080
But there's some that could be better suited in certain situations for sure

1714
02:07:00,380 --> 02:07:06,140
So as we go through this, like what does this look like when the child struggles behavior in BISD and

1715
02:07:07,460 --> 02:07:09,880
What does getting it right look like to you?

1716
02:07:10,580 --> 02:07:15,320
At the end of the day, so knowing we have this gap and saying like hey, we want to hit this gold standard

1717
02:07:15,320 --> 02:07:19,680
Like moving forward. What is getting it right look like for us for next year?

1718
02:07:20,480 --> 02:07:22,480
Is it is it the consequence?

1719
02:07:23,060 --> 02:07:27,200
Is it the, or is it the support of the root cause, or is it a blend of both?

1720
02:07:28,300 --> 02:07:30,060
I think that that's...

1721
02:07:30,960 --> 02:07:36,220
Especially when you talk in a year's time, I think, yeah, it's both, yeah, absolutely.

1722
02:07:38,120 --> 02:07:38,840
Blend of both.

1723
02:07:40,440 --> 02:07:45,980
So let's just talk that out a little bit, because I really do want to make sure that we're all of the same mind on this.

1724
02:07:46,080 --> 02:07:51,960
We've talked a lot about this theory of capacity, of capacity to do the work.

1725
02:07:52,780 --> 02:07:58,720
capacity is three-legged stool, priority resources and processes. And if we're

1726
02:07:58,720 --> 02:08:04,860
saying we're going to do both, we're decreasing our capacity in both because

1727
02:08:04,860 --> 02:08:08,040
not everything can be a priority. It's not like these are the only two things

1728
02:08:08,040 --> 02:08:12,040
we're going to work on, right? And so it's like it's a conscientious decision

1729
02:08:12,040 --> 02:08:14,400
that I want to make sure that we're being very, very deliberate about, because

1730
02:08:14,400 --> 02:08:17,500
of course we want both. We want everything for our kids. That's how we

1731
02:08:17,500 --> 02:08:21,440
started our meeting tonight. We want the best and more for our kids, all

1732
02:08:21,440 --> 02:08:26,740
us like that. The reality is there's just certain constraints to our ability to make

1733
02:08:26,740 --> 02:08:31,080
progress and if we really want to improve our capacity, what is the priority?

1734
02:08:31,460 --> 02:08:35,380
Because whatever we prioritize, that's where we're going to put our resources.

1735
02:08:35,940 --> 02:08:40,060
That's where we're going to put our people, our time, money, and then we're

1736
02:08:40,060 --> 02:08:43,620
going to develop processes and that takes lots of effort and energy as well.

1737
02:08:44,180 --> 02:08:48,140
And if the answer is both, of course the answer is both, but are you

1738
02:08:48,140 --> 02:08:55,340
I'm feeling it now that the bigger issue with our community is discipline, what it very bluntly,

1739
02:08:55,960 --> 02:09:03,000
or is the bigger issue developing like a social-emotional wellness program at early age?

1740
02:09:04,780 --> 02:09:05,320
Discipline.

1741
02:09:09,610 --> 02:09:11,330
Those are the calls I get from people.

1742
02:09:12,750 --> 02:09:18,250
I think discipline is what we see. I think that is what's in our face.

1743
02:09:18,250 --> 02:09:23,850
if there's a fight, if there's someone vaping in the bathroom rooms, those are the things

1744
02:09:24,210 --> 02:09:24,990
that we see.

1745
02:09:25,230 --> 02:09:31,170
Those are the things I think that draw attention away from administrators and from classroom

1746
02:09:31,170 --> 02:09:38,010
teachers from being able to serve us, you know, the 18 other students in the room.

1747
02:09:38,310 --> 02:09:46,270
So I lean towards a discipline because it impacts what we're trying to do here so

1748
02:09:46,270 --> 02:10:04,010
very much with with those others you're damaging or you're you're upsetting or

1749
02:10:04,010 --> 02:10:10,950
you're affecting that entire classroom so I lean towards discipline first and then

1750
02:10:10,950 --> 02:10:17,610
even if you can, if you get that under control, I know this is not helping you, and I'm sorry,

1751
02:10:17,970 --> 02:10:23,090
but get that under control, and then we start working on those root cause, then we start

1752
02:10:23,090 --> 02:10:28,410
working on modifying that behavior, changing that behavior, nurturing whatever, you know,

1753
02:10:28,510 --> 02:10:34,070
the resources there, but I just, I think initially the response I would give is, let's

1754
02:10:34,070 --> 02:10:40,390
fix it so that learning can continue for the vast majority of our students and then

1755
02:10:40,390 --> 02:10:42,130
work-pract from that. Ms. Keely.

1756
02:10:44,090 --> 02:10:44,490
Ms. Keely.

1757
02:10:52,620 --> 02:10:55,080
Help me out. It's hard to hear.

1758
02:11:00,250 --> 02:11:02,350
But our kids and student learning is hard.

1759
02:11:04,310 --> 02:11:04,750
Right.

1760
02:14:56,880 --> 02:14:59,890
And I think that's the challenge.

1761
02:15:00,000 --> 02:15:01,640
We've got to continue to talk about with our community.

1762
02:15:02,000 --> 02:15:03,440
So I'll wrap up by saying this.

1763
02:15:04,420 --> 02:15:06,320
We are planning on having, hopefully,

1764
02:15:06,600 --> 02:15:09,700
we can draw together a community forum around this conversation.

1765
02:15:10,160 --> 02:15:12,220
And it's not going to be DISD-driven,

1766
02:15:12,840 --> 02:15:16,160
but get, hopefully, our hospitals involved,

1767
02:15:16,580 --> 02:15:19,580
get our local law enforcement involved,

1768
02:15:20,180 --> 02:15:21,260
get folks together.

1769
02:15:21,640 --> 02:15:24,080
And I'm working with Jeff Tunnell at Gulf End

1770
02:15:24,080 --> 02:15:27,640
to see if he would potentially help moderate a lunch and learn

1771
02:15:27,640 --> 02:15:29,320
and potentially a community-wide session.

1772
02:15:29,320 --> 02:15:34,040
We're going to have this conversation with everyone and get every entity we can at the

1773
02:15:34,040 --> 02:15:37,780
same table and say, okay, if we want to do some downstream work and we want to do some

1774
02:15:37,780 --> 02:15:40,140
upstream work, what's it going to look like as a community?

1775
02:15:40,440 --> 02:15:45,300
And not just a school district because we've all heard this is much, much bigger than

1776
02:15:45,300 --> 02:15:48,600
what's happening in the classrooms and in the schools.

1777
02:15:49,020 --> 02:15:51,800
So again, if you have these thoughts and you're laying awake tonight, don't hesitate

1778
02:15:51,800 --> 02:15:54,860
to shoot me an email or text if you make a call.

1779
02:15:56,080 --> 02:15:56,740
Thank you all.

1780
02:15:57,260 --> 02:15:57,640
Absolutely.

1781
02:15:58,000 --> 02:15:58,320
Thank you.

1782
02:15:58,320 --> 02:15:59,220
Great

1783
02:16:06,840 --> 02:16:08,000
presentation by the state.

1784
02:16:08,260 --> 02:16:08,540
Thank you.

1785
02:16:09,440 --> 02:16:11,260
Do I get to keep my little graduate?

1786
02:16:11,560 --> 02:16:12,480
It's yours to keep.

1787
02:16:12,940 --> 02:16:13,580
Absolutely.

1788
02:16:14,120 --> 02:16:15,640
Thank you very much.

1789
02:16:16,700 --> 02:16:20,880
Moving on, we move to action items number eight on the agenda.

1790
02:16:21,140 --> 02:16:22,480
Issue certificate of election,

1791
02:16:22,720 --> 02:16:26,040
administer statement of elective officer and oath of office

1792
02:16:26,040 --> 02:16:30,780
to district six trustee and district seven trustee.

1793
02:16:30,780 --> 02:16:31,520
Wait

1794
02:16:49,340 --> 02:16:49,700
at all.

1795
02:16:50,000 --> 02:16:53,820
I'm going to give those.

1796
02:16:55,460 --> 02:16:56,160
Thank you.

1797
02:16:56,640 --> 02:17:00,300
Second, members of the board, Dr. Shepard, and the committee members,

1798
02:17:01,180 --> 02:17:04,800
the BIS Board of Trustees has recently moved out for election this year.

1799
02:17:05,320 --> 02:17:07,920
District 1, represented by Chapter 7, nine hoops.

1800
02:17:08,420 --> 02:17:10,720
District 6, represented by Margaret Pruitt,

1801
02:17:10,900 --> 02:17:12,900
and District 7, represented by Mike Mercer.

1802
02:17:13,400 --> 02:17:15,540
Chapter 1, hoops, and not to the election.

1803
02:17:26,960 --> 02:17:31,240
We will now administer the Statement of Officer and Host of Office.

1804
02:17:31,980 --> 02:17:32,420
Okay.

1805
02:17:33,240 --> 02:17:34,340
I'll go for a comment.

1806
02:17:34,740 --> 02:17:34,840
Okay.

1807
02:17:36,700 --> 02:17:37,260
Hi.

1808
02:17:38,060 --> 02:17:38,440
Hi.

1809
02:17:38,620 --> 02:17:38,740
Hi.

1810
02:17:38,980 --> 02:17:39,260
Hi.

1811
02:17:39,740 --> 02:17:40,300
Hi.

1812
02:17:41,760 --> 02:17:42,040
Hi.

1813
02:17:42,320 --> 02:17:42,880
Hi.

1814
02:17:45,280 --> 02:17:46,700
and I have gotten.

1815
02:17:47,120 --> 02:17:48,740
Directly or indirectly paid,

1816
02:17:49,200 --> 02:17:50,630
directly or indirectly paid,

1817
02:17:51,280 --> 02:17:52,760
we need offers, promises to pay,

1818
02:17:53,220 --> 02:17:54,700
offers, promises to pay,

1819
02:17:54,980 --> 02:17:57,260
contributed or promised to contribute,

1820
02:17:57,600 --> 02:17:59,820
contributed or promised to contribute,

1821
02:17:59,900 --> 02:18:01,340
any money or thing of value,

1822
02:18:01,740 --> 02:18:03,220
any money or thing of value,

1823
02:18:03,660 --> 02:18:06,060
or promised any public office or employment,

1824
02:18:06,680 --> 02:18:08,480
will promise many of us a lot of support.

1825
02:18:09,060 --> 02:18:11,220
For giving, for giving,

1826
02:18:11,760 --> 02:18:12,980
or the polling of the vote,

1827
02:18:13,300 --> 02:18:14,460
or the polling of the vote,

1828
02:18:14,460 --> 02:18:17,700
at the election, at the chose elected,

1829
02:18:18,020 --> 02:18:20,180
at the chose elected, or as a reward,

1830
02:18:20,340 --> 02:18:22,720
or as a reward to future life appointments,

1831
02:18:23,160 --> 02:18:24,980
to future life appointments, confirmation,

1832
02:18:26,240 --> 02:18:27,600
whichever the case may be,

1833
02:18:27,800 --> 02:18:30,980
whichever the case may be, so help me God.

1834
02:18:31,880 --> 02:18:33,600
Now we're going to get over the topic.

1835
02:18:33,620 --> 02:18:34,780
That was just to the point of fact,

1836
02:18:34,960 --> 02:18:36,080
I felt you've heard that once,

1837
02:18:36,200 --> 02:18:37,440
we're not going to do it again next time.

1838
02:18:37,660 --> 02:18:37,960
Right?

1839
02:18:38,460 --> 02:18:39,400
We're going to repeat it forever.

1840
02:18:51,860 --> 02:19:09,380
I will basically execute the views of the office of the ISEE more trustee of the state of Texas of the state of Texas.

1841
02:19:09,400 --> 02:19:27,400
and will to the best of my ability to preserve, protect, and defend the Constitution and the law of the United States and the law of the United States and the law of the United States.

1842
02:19:34,280 --> 02:19:34,760
That

1843
02:21:42,820 --> 02:21:45,160
being said, nominations are now in order.

1844
02:21:47,650 --> 02:21:49,930
Are there any nominations? Dr. De Los Santos,

1845
02:21:53,330 --> 02:21:55,790
nomination for Mike Mercer for president? Are there any other nominations?

1846
02:22:02,030 --> 02:22:03,070
You don't have some. That's okay.

1847
02:22:05,270 --> 02:22:15,910
Seeing no others, Mike Mercer has been nominated for the office of president. Being no further nomination, if it so pleases the board, we will elect Mike Mercer by acclamation.

1848
02:22:17,230 --> 02:22:19,490
I'm really like talking to the third person.

1849
02:22:21,650 --> 02:22:23,730
Mike Mercer now will go to the next time.

1850
02:22:28,020 --> 02:22:28,460
We don't.

1851
02:22:28,520 --> 02:22:29,080
I'm the only candidate.

1852
02:22:44,560 --> 02:22:45,720
Please indicate with your right hand.

1853
02:22:46,540 --> 02:22:48,060
All those opposed, same sign.

1854
02:22:48,820 --> 02:22:49,260
That's it.

1855
02:22:49,580 --> 02:22:49,880
Thank you.

1856
02:22:50,000 --> 02:22:50,320
7-0.

1857
02:22:50,760 --> 02:22:51,600
Thank you very much.

1858
02:22:51,700 --> 02:22:52,300
Appreciate you guys.

1859
02:22:53,180 --> 02:22:56,140
I will be leaning on you at least for the next month.

1860
02:22:57,540 --> 02:22:58,200
Moving on.

1861
02:22:58,380 --> 02:23:00,840
The nomination is now in order for the office of vice president.

1862
02:23:00,840 --> 02:23:02,200
are the nomination Dr. DeLos Santos.

1863
02:23:02,520 --> 02:23:06,520
I nominate Margaret Pruitt for the office of vice president.

1864
02:23:07,040 --> 02:23:08,720
We've got a nomination for Margaret Pruitt

1865
02:23:08,720 --> 02:23:09,940
for the office of vice president.

1866
02:23:10,020 --> 02:23:11,420
Are the other nominations at this time?

1867
02:23:14,320 --> 02:23:16,860
Being once, going twice.

1868
02:23:17,900 --> 02:23:18,260
Excellent.

1869
02:23:18,920 --> 02:23:21,600
Nominations, if they're not being the other,

1870
02:23:21,680 --> 02:23:22,240
it is closed.

1871
02:23:22,540 --> 02:23:24,360
All those in favor of electing Margaret Pruitt

1872
02:23:24,360 --> 02:23:26,080
as vice president at this time, raise your right hand.

1873
02:23:26,920 --> 02:23:28,880
All opposed, same sign, motion carries,

1874
02:23:29,120 --> 02:23:30,600
or the election carries 7-0.

1875
02:23:30,600 --> 02:23:37,660
And finally nominations are now in order for the Office of Secretary. Are there any nominations for the Office of Secretary at this time?

1876
02:23:42,590 --> 02:23:42,910
Say what?

1877
02:23:43,190 --> 02:23:43,690
Mandy Ling.

1878
02:23:44,750 --> 02:23:50,670
We have a nomination for Mrs. Lingle for the Office of Secretary. Are there any other nominations at this time?

1879
02:23:54,520 --> 02:23:55,160
I have one question.

1880
02:23:55,560 --> 02:23:55,720
Yes.

1881
02:23:55,860 --> 02:23:57,780
You willing to take officer training?

1882
02:23:58,140 --> 02:23:58,480
Yes.

1883
02:23:58,820 --> 02:23:59,100
Awesome.

1884
02:23:59,200 --> 02:24:00,500
I'm doing it in San Antonio.

1885
02:24:00,740 --> 02:24:03,660
Perfect. Perfect. Yeah, it's quite helpful.

1886
02:24:03,660 --> 02:24:06,160
All right, seeing no other nominations.

1887
02:24:06,340 --> 02:24:07,900
Nominations are closed for this.

1888
02:24:08,000 --> 02:24:10,080
All those in favor, please indicate by raising your right hand.

1889
02:24:10,780 --> 02:24:12,000
All those opposed, same sign.

1890
02:24:12,540 --> 02:24:14,240
Motion carries, seven, nothing.

1891
02:24:14,660 --> 02:24:15,080
Congratulations.

1892
02:24:15,640 --> 02:24:16,860
Hold on, that's one more position.

1893
02:24:17,680 --> 02:24:19,960
I nominate Kevin Bennett as being retired.

1894
02:24:22,800 --> 02:24:23,860
He's done it.

1895
02:24:24,080 --> 02:24:26,120
According to Mike's rule of state,

1896
02:24:26,360 --> 02:24:30,080
the Mike Mercer's rule of order here is non-debatable.

1897
02:24:30,440 --> 02:24:31,260
And it cannot be.

1898
02:24:31,440 --> 02:24:32,480
It cannot be.

1899
02:24:34,380 --> 02:24:39,720
I do want to say that we are absolutely pleased to have you with us again this week and we

1900
02:24:39,720 --> 02:24:42,380
thank you for your continued service as we wait to see Ms. Bell.

1901
02:24:43,300 --> 02:24:43,740
Excellent.

1902
02:24:44,020 --> 02:24:48,220
So now we move on to item C and action items discussed and take action to approve the

1903
02:24:48,220 --> 02:24:51,880
VISD 2022-2023 compensation plan.

1904
02:24:52,160 --> 02:24:52,480
Mr. Meyer.

1905
02:24:52,480 --> 02:24:53,500
President

1906
02:24:59,130 --> 02:25:05,790
Mercer, members of the board, Dr. Shepard, Ms. Goel and I are very happy to

1907
02:25:05,790 --> 02:25:09,410
be here with you to see the Chair and the Joint.

1908
02:25:11,630 --> 02:25:12,970
We're going to take you just through

1909
02:25:12,970 --> 02:25:17,910
some of the highlights of the compensation plan that you have been provided. Just some

1910
02:25:17,910 --> 02:25:22,590
interesting information. Employee compensation in most school districts will take up

1911
02:25:22,590 --> 02:25:25,590
between 80 to 85% of the entire budget.

1912
02:25:26,910 --> 02:25:30,290
That is typical, especially for Victoria ISD.

1913
02:25:31,070 --> 02:25:33,890
Last year, we implemented a new concept

1914
02:25:33,890 --> 02:25:36,730
of taking all the compensation in the district,

1915
02:25:37,130 --> 02:25:39,690
whether it's an hourly rate or an extra duty pay

1916
02:25:39,690 --> 02:25:41,450
or a base salary or a stipend.

1917
02:25:41,890 --> 02:25:45,410
And we compiled it into one giant compensation plan

1918
02:25:45,410 --> 02:25:47,310
that is available on our website.

1919
02:25:47,590 --> 02:25:49,710
It's easy for anybody to find and to see.

1920
02:25:49,710 --> 02:25:56,390
And so this compensation plan will replace the 21-22 compensation plan.

1921
02:25:57,930 --> 02:26:03,690
And we promised a year ago that we would bring to you a compensation plan in the month of May.

1922
02:26:04,310 --> 02:26:05,510
It does a couple of things.

1923
02:26:05,670 --> 02:26:10,390
It's very selfish on the CFO's part because it certainly helped budget planning during the summer

1924
02:26:10,390 --> 02:26:14,870
to know what everybody's going to make in May rather than August.

1925
02:26:14,870 --> 02:26:22,350
But it also is good for our folks who are finishing up a very difficult challenging year to know

1926
02:26:22,350 --> 02:26:25,090
what their compensation is going to be for next year.

1927
02:26:25,230 --> 02:26:28,970
So we're happy to honor that commitment to bring it to you in May.

1928
02:26:29,770 --> 02:26:33,510
We do look at other sources to help us with these decisions.

1929
02:26:34,210 --> 02:26:41,330
TASB, Texas Association of School Boards for many years, has provided market analysis for school districts

1930
02:26:41,330 --> 02:26:47,670
to help in looking at what they should be what it is where we're higher than the market where we're

1931
02:26:47,670 --> 02:26:52,830
below the market how we're doing comparing to other districts so here in the highlights we are

1932
02:26:52,830 --> 02:26:58,430
proposing a two percent of midpoint pay increase across the board for every employee who follows

1933
02:26:58,430 --> 02:27:03,210
one of the pay plans for the twenty twenty two twenty twenty three school year

1934
02:27:04,670 --> 02:27:10,450
for a teacher and anybody on the teacher and teacher hiring schedule that's an eleven hundred

1935
02:27:10,450 --> 02:27:17,710
increase. Some teachers get actually a little bit of step from year to year and the 1100 is on top of that.

1936
02:27:19,270 --> 02:27:27,790
With the one-time ESER retention stipend that has already been approved of $3,000 and the one-time

1937
02:27:27,790 --> 02:27:35,430
teacher ESL certification, if they have it by September 1, of an extra $1,000, for next year

1938
02:27:35,430 --> 02:27:40,030
a teacher could earn $5,100 more than they did this year.

1939
02:27:42,130 --> 02:27:42,890
For

1940
02:27:46,020 --> 02:27:48,520
the first time in several years,

1941
02:27:48,740 --> 02:27:51,440
we are actually increasing the starting salary

1942
02:27:51,440 --> 02:27:54,260
for a teacher at BISD for several years.

1943
02:27:54,440 --> 02:27:58,420
It has been $46,200 and the new starting salary

1944
02:27:58,420 --> 02:28:02,460
will be $48,200 for BISD.

1945
02:28:03,120 --> 02:28:07,280
And all new hires are also eligible

1946
02:28:07,280 --> 02:28:10,900
for the $3,000 one time in 10 months.

1947
02:28:11,860 --> 02:28:14,220
So then we're recruiting for next year.

1948
02:28:14,680 --> 02:28:17,960
A brand new teacher is looking at over $51,000

1949
02:28:17,960 --> 02:28:21,700
in the starting price of the first year with the FES.

1950
02:28:21,740 --> 02:28:22,300
Yes.

1951
02:28:25,140 --> 02:28:26,260
So some other highlights.

1952
02:28:26,820 --> 02:28:29,440
Everybody else who's not on a teacher salary schedule

1953
02:28:29,440 --> 02:28:32,160
falls under the traditional minimum,

1954
02:28:32,460 --> 02:28:34,140
midpoint maximum schedule.

1955
02:28:34,140 --> 02:28:37,260
and there will be a 2% of midpoint pay increase

1956
02:28:37,980 --> 02:28:41,620
on the new proposed minimum maximum midpoint.

1957
02:28:42,360 --> 02:28:45,940
And so TASP has recommended that we take all minimums

1958
02:28:45,940 --> 02:28:47,780
in our district and shift that.

1959
02:28:48,000 --> 02:28:51,880
So the starting salary for every single position

1960
02:28:51,880 --> 02:28:53,520
in this district will be higher.

1961
02:28:53,980 --> 02:28:55,440
Therefore the midpoint is higher

1962
02:28:55,440 --> 02:28:58,640
and therefore the 2% is based on the new higher midpoint.

1963
02:29:01,070 --> 02:29:04,590
Staff salary notifications will no longer be in September

1964
02:29:04,590 --> 02:29:09,470
When you find out what you're making, we're going to try to get those out in mid-June because

1965
02:29:09,470 --> 02:29:13,950
after tonight, should you approve, we've got 2,200 people who would love to know what does

1966
02:29:13,950 --> 02:29:14,750
that look like for me.

1967
02:29:15,410 --> 02:29:17,630
And so we're going back to our departments.

1968
02:29:18,150 --> 02:29:24,290
We've cappinged up the payroll ladies and they're going to start printing these numbers

1969
02:29:24,290 --> 02:29:28,790
out and we want to get a nice letter out to every employee in mid-June letting them

1970
02:29:28,790 --> 02:29:30,990
know this is what you're going to make next year.

1971
02:29:31,070 --> 02:29:31,550
That's great.

1972
02:29:32,910 --> 02:29:37,630
This proposal is going to cost us about $2.7 million dollars.

1973
02:29:37,630 --> 02:29:40,250
Not all of that comes out of the general fund.

1974
02:29:40,490 --> 02:29:45,190
We do have a number of employees who are paid out of grant and title.

1975
02:29:45,730 --> 02:29:51,470
And so title and grant will make the increase and if we have to reduce somewhere in those budgets

1976
02:29:51,470 --> 02:29:53,630
other expenses to cover this we will.

1977
02:29:54,090 --> 02:29:59,850
Although the federal government and the 2022 fiscal year omnibus bill did

1978
02:30:00,000 --> 02:30:05,420
We're going to increase title funding to schools, not to meet the inflation rate, but some of

1979
02:30:05,420 --> 02:30:09,820
our title funds are going to be increased by 2 to 6 percent. So we feel like we can absorb

1980
02:30:09,820 --> 02:30:16,380
the portion of the raise out of those funds without negatively impacting other services.

1981
02:30:17,020 --> 02:30:22,600
Everything else comes from the work of an amazing team of administrators who have worked so

1982
02:30:22,600 --> 02:30:28,740
well with me, trying to scale back spending. If we absolutely need it, we want to do it.

1983
02:30:28,740 --> 02:30:32,460
If we absolutely don't need it, can we leave something left for the raise?

1984
02:30:32,780 --> 02:30:34,180
Because it's a matter of shifting.

1985
02:30:34,400 --> 02:30:37,900
There's no need money to pay for this raise, for the general fund.

1986
02:30:38,300 --> 02:30:42,940
Last year's 4% was paid for by our community with a yes vote on the VATRE.

1987
02:30:43,540 --> 02:30:46,900
This year's raise has to come by cutting other expenses elsewhere.

1988
02:30:47,500 --> 02:30:52,620
And so I am, couldn't be happier to be able to work with an amazing team of

1989
02:30:52,620 --> 02:31:04,300
and administrators who have helped us do that and they know the slogan or do you want that either.

1990
02:31:04,780 --> 02:31:11,940
And so they just kind of regurgitated and so they have helped so much by trying to find savings

1991
02:31:11,940 --> 02:31:14,980
and they have come up with some brilliant ways of doing that too.

1992
02:31:15,380 --> 02:31:20,320
We also have amazing people who have gone out searching for new revenue sources through grants

1993
02:31:20,320 --> 02:31:27,000
and so forth to help us make this possible just some things we recognize we

1994
02:31:27,000 --> 02:31:32,100
recognize that we are not where we want to be we would love to be able to have a

1995
02:31:32,100 --> 02:31:36,740
higher starting salary and a higher salary for teachers across the board we

1996
02:31:36,740 --> 02:31:41,320
recognize that we recognize there are districts that still pay more than us we

1997
02:31:41,320 --> 02:31:45,380
recognize that there are districts that pay less than us we want to be at

1998
02:31:45,380 --> 02:31:50,160
or above the average across the state it is a work in progress if the

1999
02:31:50,160 --> 02:31:54,260
state legislature when they meet in January would love to share some of that

2000
02:31:54,260 --> 02:31:59,380
extra 25 billion in surplus with us we will be happy to put in the pockets of

2001
02:31:59,380 --> 02:32:05,140
our employees we also recognize that the national inflation rate is out of sight

2002
02:32:05,140 --> 02:32:11,600
and that a 2% does not keep us up with inflation we are sorry we wish we could

2003
02:32:11,600 --> 02:32:15,820
fix it here in Victoria Texas but we're hoping that with the pay

2004
02:32:15,820 --> 02:32:21,840
increase and the one-time stipend, it's going to help our staff a little bit with the outrageous

2005
02:32:21,840 --> 02:32:29,120
cost of everything out in the private sector. And then we also recognize that we still have

2006
02:32:29,120 --> 02:32:35,800
a number of millions of dollars in facility needs. And if we are trying to do both, give

2007
02:32:35,800 --> 02:32:40,760
pay increases and fix our facilities, there are some facilities that we're simply not

2008
02:32:40,760 --> 02:32:44,560
going to be able to address because we're trying to keep up with the competitive

2009
02:32:45,240 --> 02:32:50,540
We're trying to do a very delicate balance act to do both as best as we can.

2010
02:32:51,380 --> 02:32:55,140
And there you have your 2022 compensation plan.

2011
02:32:55,900 --> 02:33:00,200
And Ms. Nobles and I will be happy to answer any questions you may have.

2012
02:33:00,960 --> 02:33:01,180
Excellent.

2013
02:33:01,740 --> 02:33:02,440
Ms. Griffin.

2014
02:33:02,860 --> 02:33:03,660
Just a comment.

2015
02:33:03,980 --> 02:33:04,860
Thank you so much.

2016
02:33:05,060 --> 02:33:08,880
A very much well deserved 2%.

2017
02:33:08,880 --> 02:33:12,260
And thank you all for all the hard work that you do.

2018
02:33:12,260 --> 02:33:18,340
I know it's daily diligent work that you do in trying to find money that we can give

2019
02:33:18,340 --> 02:33:21,500
to our teachers because they definitely deserve, but not just teachers,

2020
02:33:21,660 --> 02:33:24,860
everyone that they deserve very, very much.

2021
02:33:25,820 --> 02:33:26,500
Thank you.

2022
02:33:26,820 --> 02:33:30,540
It is important the community knows that we're doing our very best to make sure

2023
02:33:30,540 --> 02:33:34,860
that our teachers are paid adequately and most of all paid well.

2024
02:33:35,540 --> 02:33:39,540
And so thank you so much for making those efforts because we want to be

2025
02:33:39,540 --> 02:33:43,420
recognize as a district doing the best we can for our teachers.

2026
02:33:46,200 --> 02:33:46,880
Any other comments?

2027
02:33:47,520 --> 02:33:47,740
Questions?

2028
02:33:48,720 --> 02:33:50,600
I'd like to appreciate the acknowledgment,

2029
02:33:50,780 --> 02:33:52,120
and I may have some more questions

2030
02:33:52,120 --> 02:33:55,060
here in a second for the discussion portion.

2031
02:33:55,180 --> 02:33:56,980
But I really appreciate the acknowledgments

2032
02:33:56,980 --> 02:34:00,020
and for you to acknowledge the inflation rate

2033
02:34:00,020 --> 02:34:02,120
and the hard times that we're facing.

2034
02:34:02,840 --> 02:34:04,720
I also personally would like to acknowledge

2035
02:34:04,720 --> 02:34:06,900
that we are the, we being the district,

2036
02:34:07,080 --> 02:34:09,120
is the largest employer in this county.

2037
02:34:09,120 --> 02:34:15,840
And I feel strongly that we have a leadership role in that and that we ought to be looking

2038
02:34:15,840 --> 02:34:24,160
at ways even further, continuing to make us a premier employer as far as a leader to what

2039
02:34:24,160 --> 02:34:33,080
I think in this market is an underpaid society and I've just – I've got a lot of my

2040
02:34:33,080 --> 02:34:37,480
own data that I do in my own business that even further this over the Christmas break

2041
02:34:37,480 --> 02:34:41,380
before we started seeing all the things going on that I was shocked by some

2042
02:34:41,380 --> 02:34:47,300
places still playing in the 80s. And so I challenge us as the premier employer of

2043
02:34:47,300 --> 02:34:51,740
the county to step up and set the role model for the other people that are in

2044
02:34:51,740 --> 02:34:52,140
this county.

2045
02:34:54,870 --> 02:34:56,510
Any other? Oh, Mrs. Kealan.

2046
02:34:57,590 --> 02:35:06,470
It just had one question or verification that the ESR funds or other funds

2047
02:35:06,470 --> 02:35:12,170
that are being used for stipends are not revenue replacement.

2048
02:35:12,550 --> 02:35:18,050
I.e., these are one-shot funds, so they are going to a one-shot stipend

2049
02:35:18,050 --> 02:35:21,070
without using a shot in the arm, for example,

2050
02:35:21,150 --> 02:35:25,090
to cover ongoing expenses, because you're ever protecting us

2051
02:35:25,090 --> 02:35:27,910
from rolling off a fiscal cliff when...

2052
02:35:28,510 --> 02:35:29,310
That is correct.

2053
02:35:30,030 --> 02:35:33,610
The Esther III funds that were approved earlier this year

2054
02:35:33,610 --> 02:35:37,670
for the one-time retention stipend are ESER funds.

2055
02:35:37,850 --> 02:35:39,710
When they go away, the stipend goes away.

2056
02:35:40,030 --> 02:35:40,310
Two

2057
02:35:47,900 --> 02:35:49,380
percent across the board increase

2058
02:35:49,380 --> 02:35:51,940
and does not include, that's not a cost in the end,

2059
02:35:51,980 --> 02:35:52,740
but it's a fine factor.

2060
02:35:53,740 --> 02:35:54,840
I didn't catch that one.

2061
02:35:54,840 --> 02:35:55,880
Was that last part, Jamie?

2062
02:35:57,020 --> 02:35:58,080
You understand what I'm asking?

2063
02:35:58,240 --> 02:36:00,680
We didn't hear the last part of you.

2064
02:36:01,280 --> 02:36:03,640
So, let me see how it makes shorter.

2065
02:36:04,140 --> 02:36:08,060
The $2.7 million cost is for the two percent increase.

2066
02:36:08,060 --> 02:36:17,320
correct and we are not using any extra funds to cover that 2.7 million you

2067
02:36:22,160 --> 02:36:27,140
touched on it a second ago you said the 4% from the VAT are this is something

2068
02:36:27,140 --> 02:36:35,360
above and beyond that okay right we're cutting other areas in our budget to be

2069
02:36:35,360 --> 02:36:42,260
able to cover this cost I move that the board approved the Victoria ISD

2070
02:36:42,260 --> 02:36:48,440
compensation plan for 2022-2023 school year as presented by the administration.

2071
02:36:48,920 --> 02:36:50,740
I have a motion by Dr. Carlos.

2072
02:36:51,400 --> 02:36:52,900
And a second by Mrs. Pruitt.

2073
02:36:54,620 --> 02:36:55,100
Discussion.

2074
02:36:56,260 --> 02:36:57,780
Is there any discussion at this time?

2075
02:36:57,960 --> 02:36:58,940
You said you might have had some questions.

2076
02:36:59,540 --> 02:37:02,400
Yeah, I just, again, I appreciate the hard work.

2077
02:37:03,400 --> 02:37:06,260
I just, I would like to see us do more.

2078
02:37:07,460 --> 02:37:09,720
And I think we have it within our capacity.

2079
02:37:10,240 --> 02:37:17,720
And I think, honestly, I would love to have a workshop in the future with you and or any

2080
02:37:17,720 --> 02:37:22,880
other people that you feel because maybe I'm missing something, but maybe we have some ideas

2081
02:37:22,880 --> 02:37:27,240
that we could bring as opposed to waiting until we get closer to like we've done in the past.

2082
02:37:28,200 --> 02:37:31,420
So for that point, I'm just still would like to see more.

2083
02:37:33,230 --> 02:37:34,610
I think we all would.

2084
02:37:35,130 --> 02:37:36,950
I think you would, right?

2085
02:37:37,430 --> 02:37:41,950
I'll take all the money they want to give us, and we'll put it in the pockets of our teachers

2086
02:37:41,950 --> 02:37:42,490
and staff.

2087
02:37:42,770 --> 02:37:43,350
Right, right.

2088
02:37:43,390 --> 02:37:49,110
And the legislature again, they've got some extra money this year, so let us not be silenced.

2089
02:37:49,110 --> 02:37:49,710
Start writing letters.

2090
02:37:50,410 --> 02:37:52,090
We'll start our letter writing campaign right now.

2091
02:37:52,770 --> 02:37:53,210
Advocacy.

2092
02:37:54,090 --> 02:37:59,590
Just like to thank you for having us physically responsible and doing what we need to do,

2093
02:37:59,730 --> 02:38:00,990
and you doing a great job.

2094
02:38:01,250 --> 02:38:01,610
Thank you, sir.

2095
02:38:03,370 --> 02:38:04,850
Mrs. Keenley?

2096
02:38:07,030 --> 02:38:09,310
I don't have any other questions.

2097
02:38:10,910 --> 02:38:15,310
I would say this deserves our support.

2098
02:38:16,590 --> 02:38:16,830
I

2099
02:38:20,480 --> 02:38:22,240
feel like we can accomplish that.

2100
02:38:23,740 --> 02:38:25,080
This is a priority.

2101
02:38:26,200 --> 02:38:28,760
And you have shown this board, I believe,

2102
02:38:29,000 --> 02:38:32,660
and demonstrated the existing capacity in the district

2103
02:38:32,660 --> 02:38:34,900
to do the best we can on a high priority.

2104
02:38:34,900 --> 02:38:37,300
So I will support the question.

2105
02:38:41,940 --> 02:38:43,240
Anyone else have any?

2106
02:38:44,240 --> 02:38:45,800
I never comment on the first round.

2107
02:38:45,980 --> 02:38:48,440
But I am on board with everything I was saying.

2108
02:38:48,600 --> 02:38:52,180
It's exciting to be supporting our teachers more.

2109
02:38:53,560 --> 02:38:56,240
They were saying it's the highest ever in VISD

2110
02:38:56,240 --> 02:38:58,600
for the paraprofessional and classified employees.

2111
02:38:59,620 --> 02:39:01,900
The highest ever starting salary.

2112
02:39:02,340 --> 02:39:03,800
I mean this is amazing.

2113
02:39:04,180 --> 02:39:04,900
I'm excited.

2114
02:39:05,380 --> 02:39:07,820
And I'm also excited how you're clarifying

2115
02:39:07,820 --> 02:39:13,300
how we're going to, the 2.7 million, what we're doing to make that work right.

2116
02:39:13,980 --> 02:39:15,360
So we made a vote.

2117
02:39:15,960 --> 02:39:16,320
Yeah.

2118
02:39:17,600 --> 02:39:22,880
And I, too, am in support of this with the mindset that I do agree with Mr. Baldwin.

2119
02:39:24,500 --> 02:39:26,280
This is the cornerstone of our community.

2120
02:39:26,680 --> 02:39:29,460
I absolutely believe that public schools is a cornerstone of our community.

2121
02:39:29,880 --> 02:39:30,920
We are the largest employer.

2122
02:39:31,100 --> 02:39:33,360
We want to do everything we can.

2123
02:39:33,360 --> 02:39:40,580
to that end we're making steps maybe not giant leaps but we're making steps and

2124
02:39:40,580 --> 02:39:44,980
we're moving in the right direction and that comes from I know you guys crunch

2125
02:39:44,980 --> 02:39:48,800
in those numbers on those budgets as long as you think cutting that two

2126
02:39:48,800 --> 02:39:52,560
percent in other areas is sustainable I know we talk about the raises being

2127
02:39:52,560 --> 02:39:56,020
stable as long as you're comfortable looking down the road saying hey we

2128
02:39:56,020 --> 02:40:01,840
can continue to function without that 2.7 million in other places then I'm

2129
02:40:01,840 --> 02:40:06,560
And I'm absolutely thrilled that we are continuing to move forward.

2130
02:40:07,900 --> 02:40:12,580
So if there's no other discussion, all those in favor, please indicate by raising your right

2131
02:40:12,580 --> 02:40:14,720
hand, all those opposed, same sign.

2132
02:40:15,720 --> 02:40:17,720
Motion passes six to one.

2133
02:40:18,220 --> 02:40:19,680
Mr. Baldwin voting no.

2134
02:40:22,940 --> 02:40:23,320
Thank you.

2135
02:40:24,040 --> 02:40:24,340
Thank you.

2136
02:40:27,270 --> 02:40:30,270
Next item is our consent agenda.

2137
02:40:30,810 --> 02:40:35,530
Having not received any input from anyone about an agenda item that they would like

2138
02:40:35,530 --> 02:40:40,810
removed from consent for this week the chair would now recognize a motion I move

2139
02:40:40,810 --> 02:40:45,170
that the board approve the consent agenda as presented by administration we

2140
02:40:45,170 --> 02:40:51,310
have a motion by Mrs. Pooitt and a second by Pastor Van Hooke any momentary

2141
02:40:51,310 --> 02:40:57,290
discussion I'll give you just that much just that much okay I appreciate that

2142
02:40:57,290 --> 02:41:03,250
it's a big agenda but for me it's it's what I don't want the public to take

2143
02:41:03,250 --> 02:41:08,630
by having a lot of items on the consent agenda is that we don't take them seriously,

2144
02:41:09,530 --> 02:41:12,050
because we don't have a lot of discussion about them.

2145
02:41:12,450 --> 02:41:17,010
And I know you've given us plenty of opportunity to ask questions prior,

2146
02:41:17,730 --> 02:41:20,230
but I feel like there's a lot of things that are in here

2147
02:41:20,230 --> 02:41:23,350
that warrant at least some more recognition,

2148
02:41:23,870 --> 02:41:28,190
and I won't go into it because I respect your desire there,

2149
02:41:28,190 --> 02:41:35,150
but I definitely feel that there's quite a bit that is on this consent agenda and that

2150
02:41:36,190 --> 02:41:42,750
I wish that we would have had a little bit more time to look into and I know that there's

2151
02:41:42,750 --> 02:41:45,630
– I'll just leave it at that.

2152
02:41:45,730 --> 02:41:49,970
I think that we could have had more time to look into it and I know that we were given

2153
02:41:50,510 --> 02:41:53,630
the packet and everybody has the same amount of time.

2154
02:41:54,270 --> 02:41:58,470
And one of the things that I've just really stricken by as an example is our policies

2155
02:41:58,470 --> 02:42:03,350
procedures which is in the consent agenda and I know that people have told us

2156
02:42:03,350 --> 02:42:07,770
that they want more time to talk and I think that we've actually limited that

2157
02:42:07,770 --> 02:42:11,870
so those are the type of things that I felt we could have really a few of the

2158
02:42:11,870 --> 02:42:19,690
items could have been talked about more immediately that number four is found on

2159
02:42:19,690 --> 02:42:28,450
page three of the administration number four is found on page three of the

2160
02:42:30,010 --> 02:42:33,030
The details are here for everyone.

2161
02:42:33,450 --> 02:42:37,670
It's on the webpage, but we also receive more detail with our packet.

2162
02:42:38,710 --> 02:42:43,750
So I would just rebut that and say, hey, you know, it's there, even for the public.

2163
02:42:44,210 --> 02:42:47,790
I appreciate that, but I like to look at things a little bit more in detail,

2164
02:42:47,990 --> 02:42:51,970
and sometimes I do some comparisons, and then the fact is that you have the...

2165
02:42:51,970 --> 02:42:54,230
Yeah, hold on a second, because I think this is gone.

2166
02:42:57,930 --> 02:43:04,750
I think that if any board member feels like a then

2167
02:43:06,860 --> 02:43:09,480
they would simply suggest that we amend

2168
02:43:09,480 --> 02:43:15,360
the motion that's been made to approve the consent agenda and lift one if it dies for

2169
02:43:15,360 --> 02:43:20,500
like a second then the board is comfortable with the agenda. But basically we have procedures

2170
02:43:20,500 --> 02:43:27,780
If we want to have a conversation for how our agenda can better work for us and maybe

2171
02:43:27,780 --> 02:43:36,220
as a board and maybe for our community so that they can follow along with us, then I

2172
02:43:36,220 --> 02:43:39,360
think, you know, that's a conversation for another time and place.

2173
02:43:40,040 --> 02:43:45,820
But it's not the motion that is before us right now.

2174
02:43:45,820 --> 02:43:55,060
And so I would respectfully ask that the government makes the motion, please offer it otherwise.

2175
02:43:55,620 --> 02:44:00,500
Let's have a discussion for how our agenda is framed up and whether or not we want to

2176
02:44:00,500 --> 02:44:07,100
change our culture from having our board work be about student learning and be about other things.

2177
02:44:07,660 --> 02:44:09,020
And we can do that at a workshop.

2178
02:44:09,760 --> 02:44:10,380
I agree.

2179
02:44:10,600 --> 02:44:10,980
Thank you.

2180
02:44:11,180 --> 02:44:13,860
Thank you for those comments, Mrs. Keeling.

2181
02:44:14,500 --> 02:44:18,200
Again, I do want to stress for those that are here, those that might be listening to this

2182
02:44:18,200 --> 02:44:19,860
movie, are listening to this.

2183
02:44:21,560 --> 02:44:22,440
It's long enough.

2184
02:44:22,720 --> 02:44:24,420
It's literally long enough to be an epic.

2185
02:44:25,740 --> 02:44:36,540
If you're still following along, if you're still following along, and the one comment

2186
02:44:36,540 --> 02:44:40,520
that I do want to rebut is that there's a lot of time and a lot of attention that

2187
02:44:40,520 --> 02:44:45,140
we as board members spend on this packet when we receive it. That's part of our job. That's

2188
02:44:45,140 --> 02:44:49,540
part of what we agreed to do when we took that oath of office and made that statement of office.

2189
02:44:50,600 --> 02:44:54,420
So I do. I don't want there to be some misunderstanding floating out there

2190
02:44:54,420 --> 02:44:58,780
that we do not look through this stuff or spend appropriate time on that.

2191
02:44:58,780 --> 02:44:59,980
That being said...

2192
02:45:00,110 --> 02:45:12,930
If there is no further discussion, all those in favor, please raise your right hand. All those opposed, same sign. Motion carries seven or six, excuse me, six to one, Mr. Baldwin.

2193
02:45:13,710 --> 02:45:27,870
Moving on to the next item. Item number nine, closed meeting. The governmental body may go into closed meeting as authorized by VTCA government code chapter 551 sub chapter D is provided in the notice of this meeting.

2194
02:45:27,870 --> 02:45:31,950
The following items may be discussed in closed meeting.

2195
02:45:32,370 --> 02:45:33,170
It's going to be real short.

2196
02:45:33,450 --> 02:45:37,230
Just B-C-T-E-F-G-N-I.

2197
02:45:39,150 --> 02:45:40,110
See you in a few hours.

2198
02:45:40,730 --> 02:45:40,950
All right.

2199
02:45:43,030 --> 02:45:43,670
Bye.

2200
02:45:44,130 --> 02:45:46,770
That being said, we are adjourned to closed session.

2201
02:45:47,350 --> 02:45:49,450
The board

2202
02:45:53,420 --> 02:45:55,360
will reconvene and take any action deemed necessary

2203
02:45:55,360 --> 02:45:58,360
based on discussion held in closed meeting.

2204
02:45:58,680 --> 02:46:00,060
We are in session.

2205
02:46:01,180 --> 02:46:02,680
Is there a motion, Dr. DeLos Santos?

2206
02:46:04,160 --> 02:46:11,520
Under Item C, I move that the Board employee personnel is recommended by the administration.

2207
02:46:12,760 --> 02:46:14,280
The motion by Dr. DeLos Santos.

2208
02:46:14,460 --> 02:46:14,960
Is there a second?

2209
02:46:15,320 --> 02:46:16,640
Second by Pastor Van Hook.

2210
02:46:17,400 --> 02:46:17,900
Any discussion?

2211
02:46:18,860 --> 02:46:21,000
All those in favor, please indicate with your right hand.

2212
02:46:21,460 --> 02:46:25,490
As opposed, same sign, motion carries 7-0.

2213
02:46:29,620 --> 02:46:30,740
The tables are ready for the next motion.

2214
02:46:30,860 --> 02:46:31,580
Yes, Dr. DeLos Santos?

2215
02:46:31,580 --> 02:46:47,640
Under item D, I move that the board approve the superintendent's recommendation for the appointment of Yasmina Sancini, who serve as principal of Prane Elementary School subject to future reassignment by the superintendent.

2216
02:46:48,580 --> 02:46:59,840
Motion by Dr. De Los Santos. Do I hear a second? Second by Mrs. Lingle. Any discussion? Seeing none. All those in favor, please indicate with your right hand. All those opposed, same sign. Motion carries, seven to zero.

2217
02:46:59,840 --> 02:47:00,560
for

2218
02:47:09,110 --> 02:47:20,590
the appointment of Mrs. Mandy Pritchard to serve as principal of mission...

2219
02:47:20,590 --> 02:47:23,170
Oh, I'm just a gun. I'm on E. No, we're on E.

2220
02:47:23,390 --> 02:47:23,710
You're right.

2221
02:47:23,970 --> 02:47:24,390
You're right.

2222
02:47:26,610 --> 02:47:27,570
You're right.

2223
02:47:28,450 --> 02:47:28,930
I'm on E.

2224
02:47:29,610 --> 02:47:30,010
Excellent.

2225
02:47:30,390 --> 02:47:33,030
The motion by Mrs. Keeling is second by Mrs. Lingle.

2226
02:47:33,630 --> 02:47:33,990
Any discussion?

2227
02:47:34,750 --> 02:47:37,130
Seeing none, all those in favor please indicate with your right hand.

2228
02:47:37,130 --> 02:47:38,830
All opposed, same sign.

2229
02:47:38,990 --> 02:47:40,870
Motion carries seven to zero.

2230
02:47:41,610 --> 02:47:47,810
Mr. President, under closed session item F, I move that the board approve the appointment

2231
02:47:47,810 --> 02:47:55,110
of Dion Hughes as the P-TECH program administrator and subject to future reassignment by the superintendent.

2232
02:47:55,570 --> 02:47:58,810
We've got a motion by Mrs. Pruitt, second by Pastor Van Hook.

2233
02:47:59,130 --> 02:47:59,470
Any discussion?

2234
02:48:00,170 --> 02:48:00,770
Seeing none.

2235
02:48:00,890 --> 02:48:02,530
All those in favor, please indicate with your right hand.

2236
02:48:03,150 --> 02:48:04,690
All those opposed, same sign.

2237
02:48:05,570 --> 02:48:07,090
Motion carries 7-0.

2238
02:48:07,870 --> 02:48:12,970
Mr. President, under item G, the closed meeting, the Board will approve.

2239
02:48:13,150 --> 02:48:15,630
I move the Board will approve the superintendent's recommendation

2240
02:48:15,630 --> 02:48:21,850
for appointment of Dr. Tanya Patterson to serve as the principal of Victoria West High School

2241
02:48:21,850 --> 02:48:25,630
and subject to free future of reassignment by the superintendent.

2242
02:48:26,190 --> 02:48:27,770
Thank you. We have a motion by Mr. Baldwin.

2243
02:48:28,010 --> 02:48:28,730
Is there a second?

2244
02:48:29,010 --> 02:48:29,250
Second.

2245
02:48:29,650 --> 02:48:30,990
I've got a second by Mrs. Pruitt.

2246
02:48:31,490 --> 02:48:32,250
Any discussion?

2247
02:48:33,430 --> 02:48:34,130
Seeing none.

2248
02:48:34,130 --> 02:48:38,190
All those in favor, please indicate with your right hand, all opposed, same sign.

2249
02:48:38,890 --> 02:48:49,530
Mr. President, I move under Item L that the board approve the superintendent's recommendation

2250
02:48:49,850 --> 02:48:55,730
for the appointment of Denise Moreno to serve as a Strowman, STEM middle school, and subject

2251
02:48:55,730 --> 02:48:58,110
to future reassignment by the superintendent.

2252
02:48:58,690 --> 02:48:59,790
To serve as president.

2253
02:49:00,830 --> 02:49:01,050
Principal.

2254
02:49:01,190 --> 02:49:01,330
Second.

2255
02:49:02,290 --> 02:49:05,470
We have a motion by Mrs. Lingle, a second by Mrs. Keeling.

2256
02:49:06,250 --> 02:49:06,830
Any discussion?

2257
02:49:07,870 --> 02:49:10,290
Seeing none, all those in favor, please indicate with your right hand.

2258
02:49:10,970 --> 02:49:12,190
All those opposed, same sign.

2259
02:49:12,710 --> 02:49:15,030
Motion carries seven to zero.

2260
02:49:16,490 --> 02:49:19,450
That concludes our business for the evening.

2261
02:49:19,690 --> 02:49:21,430
Thank you all very much for coming prepared.

2262
02:49:21,630 --> 02:49:24,630
Thank you all very much for making it through this.

2263
02:49:25,510 --> 02:49:26,670
Thank you again.

2264
02:49:26,990 --> 02:49:30,150
I've been honest with each and every one of you all.

2265
02:49:30,630 --> 02:49:32,350
And I'm certainly going to miss you.

2266
02:49:32,870 --> 02:49:34,930
The relationships that have been established

2267
02:49:34,930 --> 02:49:36,810
are going to be lifelong relationships.

2268
02:49:37,370 --> 02:49:40,510
So if I call you to cry, please let me cry.

2269
02:49:41,630 --> 02:49:42,190
Likewise.

2270
02:49:43,150 --> 02:49:43,710
Please.

2271
02:49:44,370 --> 02:49:46,490
I'll do everything but call you for money.

2272
02:49:49,090 --> 02:49:50,190
Don't start with education.

2273
02:49:50,650 --> 02:49:51,910
Don't start with health care.

2274
02:49:51,910 --> 02:50:11,190
Thank you guys. One last note before we leave. This is Dr. Beaumont's last meeting with us before he assumes his new position at Wembley ISD and on behalf of myself and the entire board I want to express our appreciation for the work that you've done here over the last eight years. Your legacy lives on and we are eternally grateful for all you've done.

2275
02:50:11,190 --> 02:50:13,850
best we are. And congratulations and best wishes.

2276
02:50:16,130 --> 02:50:16,630
We're

2277
02:50:23,510 --> 02:50:25,290
out on a bittersweet note. That's what happens.

2278
02:50:25,830 --> 02:50:28,430
With that being said, this meeting is adjourned.