Jul 19, 2023 Board Workshop

[3. Call Meeting to Order]

[00:00:09]

>> GOOD EVENING, EVERY ONE. THANK YOU FOR YOUR PATIENTS.

TODAY'S DAY IS JULY 19TH. THIS IS A BOARD WORKSHOP BEING HELD AT THE ADMINISTRATIVE BOARD AUDITORIUM.

75146. OUR STAR TIME IS 5:07 P.M.

THIS MEETING HAS BEEN POSTED IN THE ACCORDING TO THE MEETING AT.

I WILL CALL ROLE.

AND WE WOULD LIKE TO WHICH MR. SMITH A HAPPY BIRTHDAY ONCE

AGAIN. >> THANK YOU.

[5. Citizen's Communication]

>> WE WILL MOVE ON TO -- ARE THERE ANY CITIZENS

[6. Discussion of Special Education Audit Review]

COMMUNICATIONS? >> NOT TO MY KNOWLEDGE.

>> OKAY. MOVING ONTO THE FIRST OF THEM, DISCUSSION OF SPECIAL EDUCATION AUDIT REVIEW.

>> THANK YOU. I WILL CALL FORWARD OUR TEAM FOR REGION 10. COME AND SHARE THAT INFORMATION WITH OUR BOARD AND OUR COMMUNITY.

AND I BELIEVE DR. PARKER MAY CHIME IN FROM TIME TO TIME.

YOUR FLOOR. >> THANK YOU.

AND HAVING US TODAY. YOU WANT TO TAKE A MINUTE JUST TO GO OVER SOME INFORMATION THAT WE ARE TASKED FOR PROVIDING.

WE'RE GOING TO IDENTIFY AREAS OF STRENGTH AND OPPORTUNITIES FOR EFFICIENCY AND ALSO SHOWS AN OPPORTUNITY IN WAYS WE CAN SUPPORT. AND COMMUNICATION.

SORRY. EVERYBODY HEAR ME OKAY? IS THAT BETTER? THANK YOU.

I'M NOT EXACTLY SURE HOW ALLOW TO.

WE WANT TO TALK ABOUT THE PAUSES.

YOU SEE THERE IN FRONT OF YOU IS AN IMAGE OF THE FIVE ASPECTS OR FIVE COMPONENTS OF OUR SPECIAL EDUCATION PROGRAM REVIEW AND WE ARE GOING TO TAKE A LITTLE TIME TO TALK ABOUT EACH ONE OF THOSE THINGS. AND SO I WILL SIMPLY BEGIN WITH WE WERE TEST TO COME IN TO DO A REVIEW AND TO PROVIDE A REPORT.

THE FIVE COMPONENTS ARE THE FIRST ONE.

WE DID DOCUMENT REVIEW AND DATA ANALYSIS.

YOU CAN SEE SOME THINGS THERE THAT MAY HAVE BEEN INCLUDED IN THAT. WE CAN SPEAK A LITTLE MORE SPECIFICALLY TO THE SUM OF INFORMATION THAT WAS PROVIDED TO US AND THAT WE ACCESSED AND ANALYZED.

WE HAVE GOT SPECIAL EDUCATION ENROLLMENT THAT HAS BEEN FAIRLY STEADY OVER THE LAST SEVERAL YEARS AND 640 TO 660 STUDENT RANGE. CURRENTLY, WE ARE LOOKING AT 21% OF THE STUDENTS AS -- 58% OF THE STUDENTS BETWEEN 41 AND 42 AND 24% OF THOSE COATED, 43, 44. WE CAN EXPLAIN EXACTLY WHAT THOSE ARE BUT ESSENTIALLY EACH STUDENT RECEIVING SERVICES HAS TO BE CODED IN ONE WAY. THAT IS HOW YOUR PERCENTAGE BREAKS DOWN. THAT IS INFOR INFORMATION THAT S AVAILABLE TO THE PUBLIC BUT IT IS ONE OF THE COMPONENTS THAT WE LOOK AT TO DETERMINE IF THOSE STUDENTS ARE IN A CONTAINED QUESTION, IF THE STUDENTS ARE IN A RESOURCE CLASSROOM, IF THEY ARE IN A GENERAL EDUCATION CLASSROOM.

THOSE ARE THE DIFFERENT -- BETWEEN THE -- ADDITIONALLY, WE LOOKED AT ALLOCATIONS. WE TOOK A LOOK AT HOW MANY EMPLOYEES ARE THERE, ALLOCATED TO BE EMPLOYED AND WORKING IN THE AREAS OF SPECIAL EDUCATION. WHAT WERE THEIR RESPONSIBILITIES TO THEIR JOB DUTIES, THEIR PLACEMENTS? WE TOOK A LOOK AT SOME BUDGETARY INFORMATION.

SO WE ANALYZED ALL THIS AS ONE COMPONENT.

ANYTHING YOU WANT ME TO MENTION SPECIFICALLY IN THAT? THE SECOND ASPECT, WE BELIEVE IT IS REALLY IMPORTANT TO GET INFORMATION FROM THE PEOPLE INVOLVED IN SPECIAL EDUCATION.

AND SO WE CONDUCTED 51 INTERVIEWS HERE IN LANCASTER ISD IN PERSON. AND THE PEOPLE THAT WERE INTERVIEWED IN THAT NUMBER 51 ARRANGED ALL THE WAY FROM DIRECTOR, COORDINATORS, CAMPUS PRINCIPLES, EVALUATION STAFF INCLUDING DIAGNOSTICIANS, SPEECH-LANGUAGE PATHOLOGIST AND LESSON SPECIALISTS IN SCHOOL PSYCHOLOGY, CLASSROOM TEACHERS AND -- IN VARYING LEVELS INCLUDING THE THREE I PREVIOUSLY MENTIONED AS WELL AS PARAPROFESSIONALS.

WE TALKED TO PEOPLE OF EVERY ROLE AND ASKED THEM THEIR THOUGHTS ABOUT THEIR JOB RESPONSIBILITIES, THEIR ROLES, ET CETERA. WE GATHERED ALL THAT INFORMATION TOGETHER AS A PART OF THIS AS WELL.

THE THIRD COMPONENT OF THAT HIS VOTER REVIEWS.

WE USED A STATE'S FOLDER DESK REVIEW GROUP THAT CAME IN AND

[00:05:04]

WE GOT INTO EVERY CAMPUS AND OBSERVED APPROXIMATELY 30 CLASSROOMS AND AGAIN, CLASSROOMS ARE SELF-CONTAINED.

CLASSROOMS AT THE ELEMENTARY AND MIDDLE LEVEL AND HAS SCHOOL AND ALL THOSE COMPONENTS WERE CONSIDERED AND ANALYZED AND FINALLY PUT INTO A REPORT WITH FINDINGS AND RECOMMENDATIONS.

SO THAT IS THE PIECE THAT WE WANT TO BE WANT TO BE ABLE TO GO OVER WITH BRIEFLY AND THEN ANSWER QUESTIONS ABOUT THE PROCESS IF YOU HAVE THEM. ESSENTIALLY THERE WERE FOUR FINDINGS. THE FOUR FINDINGS.

>> DEMINED GOING TO THE NEXT SLIDE, PLEASE?

>> I GOT IT. DID I TURN IT THAT WAY?

>> STILL -- >> GO BACK TO THAT.

SORRY. IF YOU GO BACK TO THE TOP, WE CAN SEE IF WE CAN ADVANCE THE SLIDE AND ADVANCE WHAT IS BEHIND YOUR RESUME SCREEN SHARING INFORMATION THERE.

THERE YOU GO. THERE WE GO.

SO IT THROUGH THAT REVIEW PROCESS, WE CAME UP WITH THE FOUR, WHAT WE CALL BIG POCKETS OR THE FOUR FINDINGS.

ONE. THERE'S A NEED TO RELEASE THE DESIGN SPECIAL EDUCATION ORGANIZATIONAL SYSTEMS AND DOING SO ENGAGE IN A VARIETY OF CONTROLLER STAKEHOLDERS.

TWO, THE SERVICE DELIVERY MODELS ARE NOT CLEARLY DEFINED OR IMPLEMENTED. THREE, STAKEHOLDERS REQUIRE ADDITIONAL SUPPORT AND DEVELOPMENT TO ENACT THEIR EXPECTED ROLES. AND THERE'S A NEED TO ESTABLISH SYSTEMS OF INTERNAL MONITORING IN SPECIAL EDUCATION OVERSIGHT.

OKAY? SO.

>> THE ONLY THING I WOULD LIKE TO ADD THERE IF YOU REALLY WANT TO FRAME IT A LITTLE FURTHER BEFORE WE GET INTO RECOMMENDATIONS, I THINK THE FIRST ONE IS MAKING SURE THAT AS THE SPECIAL EDUCATION DEPARTMENT MAKES DECISIONS THAT IT IS ENGAGING WITH PEOPLE OUTSIDE OF THE DEPARTMENT WHO ARE GOING TO HAVE SOME IMPACT ON PRICES AND PROCEDURES AND PRACTICES.

AND THAT IS DONE BEFORE ROLLING ANYTHING NEW OUT.

THINK OF THE SECOND ONE AS MAKING SURE THAT THERE'S CONSISTENCY ACROSS THE DISTRICT IN SPECIAL EDUCATION PROGRAMMING. THINK ABOUT THE THIRD ONE AS A PROFESSIONAL DEVELOPMENT, MAKING SURE THAT IT IS INTENTIONAL AND PLANNED AND THERE'S AN OPPORTUNITY FOR CAMPUS SUPPORT ELBOW TO ELBOW SUPPORT FOR OUR STAFF AT THE CAMPUS PROVIDING INSTRUCTION SERVICES TO STUDENTS AND IN THE LAST ONE AGAIN IS THE OVERSIGHT PIECE OVERSIGHT COULD MEAN OVERSIGHT OF IEP DEVELOPMENT, IEP IMPLEMENTATION BUT IT COULD ALSO BE GENERAL OVERSIGHT OF SUBMISSIONS THAT ARE DUE FOR THE SPECIAL EDUCATION DEPARTMENT AND/OR FINANCE AND BUDGET

IMPLEMENTATIONS. >> THANK YOU.

AS WE TAKE A LOOK AT THESE THINGS.

WOULD HAVE A COUPLE OF EXAMPLES OF THE PRIORITY AREAS THAT WILL DISCUSS. WE WILL GET INTO THAT AS WELL HERE. THE FIRST WHEN YOU SAW US TO DISCUSS FOR ORGANIZATIONAL SYSTEMS. SO FOR EXAMPLE, AS SHARED, IF WE TALK ABOUT UTILIZING SOME ELEMENTS TO MAKE SURE WE ARE MAKING ADJUSTMENTS, IN OTHER WORDS GETS THE PLOTLINE THERE THAT SAYS ENGAGEMENT GROUPS.

IF YOU WERE TO CLICK ON IT, YOU WOULD SEE AN EXAMPLE OF HOW TO DETERMINE WHO TO INCLUDE IN THAT PROCESS.

SO THE DECISIONS ARE NOT NECESSARILY BEING MADE IN ISOLATION. WHEN EXAMPLE I WILL GIVE YOU FOR EXAMPLE I ALWAYS SAY THIS. ALL STUDENTS OF GENERAL EDUCATION FIRST. SOME OF THE RECEIVE SPECIAL EDUCATION SERVICES. GENERAL EDUCATION IS A BIG PART OF THE CONVERSATION. ARE YOU MAKING A FULLY INFORMED DECISIONS? SO WHO ELSE DO YOU BRING TO THE TABLE IN THAT CONVERSATION? THAT IS A KEY POINT, I THINK.

THEN A SECOND WENT THERE AS YOU CAN SEE, HOW DO YOU GET FEEDBACK? OKAY, SO WE ARE PROPOSING WE'RE GOING TO DO THIS. HOW YOU GET FEEDBACK? DO YOU HAVE A FEED THAT -- DO YOU HAVE TO MITIGATION PROTOCOLS SO THAT THE PEOPLE YOU WANT TO INCLUDE TO PEOPLE WHO WILL BE ROLLING OUT DECISIONS AND IMPLEMENTING WHAT YOU DECIDE TO HAVE AN OPPORTUNITY TO SHARE ANY FEEDBACK WITH THAT.

HOW DO YOU ROLL OUT OF THE UPDATES? HOW DO YOU, YOU KNOW, THEM? HOW DO YOU DISSEMINATE THAT INFORMATION? HOW DO YOU TARGET SPECIFIC AUDIENCES? ONE THING WE SAW GOOD THING SENDING OUT NEWSLETTERS, COMMUNICATION.

CONTINUE DOING THAT TO PROBABLY COMMUNICATE AND THEN HOW DO YOU

[00:10:01]

AND THEN FINALLY, ELIMINATING THE POSSIBILITY OF THE I'M NOT SURE WHERE TO FIND THAT PHRASE WHICH WILL BE NUMBER FIVE.

LOCATION WHERE EVERYTHING IS CORRUGATED.

SO THAT PEOPLE WITH THOSE THREE INTERNAL TEACHERS, INTERNAL ADMINISTRATORS, WHETHER YOU HAVE A PUBLIC FACING OPPORTUNITY FOR THEM TO SAY, THIS IS TRANSPARENCY BECAUSE THEY ARE SHARING WITH US ALL THE INFORMATION AND POLICIES AND PROCEDURES AND GUIDELINES OF THE LOCATION.

ONE-STOP SHOPPING SO THEY GET -- OKAY?

>> NO, I THINK THAT LAST ONE IS EXTREMELY IMPORTANT.

CONSISTENT MESSAGING IS GOING TO LEAD INCONSISTENT IMPLEMENTATION OF PROGRAM STANDARDS. AND SO ENSURING THAT THERE IS ONE PLACE THAT ADMINISTRATORS, TEACHERS, THAT PARAPROFESSIONALS, THAT OTHER PEOPLE, OTHER STAKEHOLDERS CAN GO TO GET THE SAME MESSAGES IN EXTREMELY IMPORTANT.

>> AS WE LOOK AT THAT SECOND PRIORITY AREA, PROVIDING CLARITY AND DIRECTION TO THE MODELS, SO LOOKING AT THE PROGRAMS ALONG THE CONTINUUM. IN OTHER WORDS, DO WE HAVE ALL THE OPPORTUNITIES FOR THE STUDENT TO RECEIVE INSTRUCTION BASED ON THEIR NEEDS? DO WE HAVE LEVELS OF SELF-CONTAINED AND LEVEL OF RESOURCE AND LEVEL OF INCLUSION ET CETERA? THEN THE SECOND ONE I THINK -- ONE OF THE THINGS THAT WE HEARD AND SAW WAS THAT PEOPLE WANT AND ARE ASKING FOR A -- TO ME MADE CLEAR DESCRIPTIONS OF WHAT IS IT YOU EXPECT OF THEM. SO CLEARLY COMMUNICATE WHEN WE SAY HERE IS THE JOB RESPONSIBILITY, WHERE IS THAT? ARE THEY MADE AWARE OF THAT? WHAT ARE THE JOB DESCRIPTIONS? SO TAKING A LOOK AT IT, REVISING ANY POTENTIAL DUTIES OR RESPONSIBILITIES BASED ON CONTROLS BEING IMPLEMENTED.

>> AND AS OUR COMMITTEES ARE MAKING DECISIONS, IT IS REALLY IMPORTANT FOR THOSE THAT ARE AT THE TABLE TO UNDERSTAND THE DIFFERENT PROGRAMS, THE DIFFERENT OPPORTUNITIES, THE DIFFERENT METHODOLOGIES THAT ARE USED ACROSS THE CONTINUUM PRIOR TO MAKING A DECISION ABOUT THE FREQUENCY DURATION LOCATION OF

THOSE SERVICES. >> AND SO AS WE LOOK AT THE THIRD ONE WHICH IS, WHAT ARE THE STANDARDS AND OUTLINES WHAT IT IS THAT WE SHOULD BE DOING AND WHAT WE ARE STRUGGLING? ARE. OUR VERY ABLE TO DO THAT IMPLEMENT THOSE THINGS WHICH WOULD HELP THE RESULTS IN THAT EFFECTIVE TO THINK ABOUT TWO DIFFERENT ASPECTS OF SPECIAL EDUCATION, ONE BEING -- WHEN YOU GET COMPLIANCE, THAT YOU BUILT UP FOR THE STRUCTURAL EFFECTIVENESS.

WHAT ARE THE STANDARDS? AND HOW TO EFFECTIVELY PROVIDE THAT INSTRUCTION. AND ONE OF THE THINGS THAT CAN HELP WITH THAT IS NUMBER FOUR, I WILL TELL YOU IS A FORMER PRINCIPAL, NOT HAVING BEEN PREVIOUSLY INVOLVED HEAVILY IN SPECIAL EDUCATION WHEN I WAS A YOUNG PRINCIPAL 20 YEARS AGO, I DID NOT KNOW A LOT ABOUT THIS. WHEN IT DOES LOOK FOR SCOTT HOW ARE -- HOW IS YOUR SPECIAL EDUCATION STAFF HELPING THE CAMPUS STAFF TO KNOW WHAT WE SHOULD LOOK FOR WHAT WE GO AND OBSERVE AND WE MONITOR AND WE SEE SO THAT AGAIN, TRANSPARENCY, COMMUNICATION EXPECTATIONS. AND THEN THE FIFTH ONE, DEPENDING UPON WHAT THAT ROLE IS OF THE PEOPLE IN THAT MEETING, IF YOU HAVE A FACILITATOR VERSUS IF YOU ALLOW A DIAGNOSTICIAN TO HELP OR ASSISTANT PRINCIPAL, IF THAT IS SOMETHING THAT IS CHOSEN TO ENSURING THAT THERE ARE CLEAR EXPECTATIONS JUST LIKE UNDERSTANDING THAT EXPECTATIONS, CLEAR ROLES AND RESPONSIBILITIES

IN PARTICULAR. >> AND I THINK WE SAY ALL THAT BECAUSE WE TRULY BELIEVE ONCE YOU HAVE CLARITY AND DIRECTION, YOUR PROGRAMMING, IT IS GOING TO IMPROVE STUDENT OUTCOMES FOR ALL OF YOUR KIDS IN PARTICULAR, IMPLICATES WHO RECEIVE SPECIAL ED SERVICES. WE KNOW THAT YOU GUYS MADE GAINS LAST YEAR IN STAR THREE THROUGH EIGHT AND POC FOR STUDENTS WITH DISABILITIES. KEEP GOING.

KEEP YOUR FOOT ON THE GAS AND KEEP WORKING BECAUSE PLEASE NOTE THAT EVEN THOUGH THERE WERE GAINS, YOU WERE STILL BELOW THE STATE AND THE REGION AND ALL OF THOSE AREAS.

SO YOU WANT SO YOU WANT TO CONTINUE CLOSING THAT GAP BETWEEN THE REGION AND THE ST STATE.

>> THANKS. THE THIRD THING THERE IS WE HEARD THIS WHEN WE INTERVIEWED. PEOPLE WANT TO GROW UP.

AND SO WHAT IS IT THAT THEY CAN DO TO GROW? WHAT IS THE PREDICTABLE PROFESSIONAL DEVELOPMENT? HOW ARE YOU PRIORITIZING TOPICS? HOW DO YOU KNOW WHAT TOPICS THAT THEY WANT TO -- IT IS PART OF TTHAT FEEDBACK LOOP OR THE COMMUNICATION IN. WHAT ARE THE DIFFERENT AREAS THAT THEY ARE HOPING TO SEEK THAT DEVELOPMENT IN PROCESS OF PRIORITIZING THOSE TOPICS AND REVISITING THEM.

SO THAT IT IS NOT JUST A ONE AND DONE.

WHERE IS THE FOLLOW-UP ON, OKAY, FOR EXAMPLE, WE WORK ON DIFFERENT INSTRUCTION AND LOOK AT SOME QUALITY LESSON PLANNING AND IN AUGUST AND KNOCK THEM BACK WHERE WE ARE FOLLOWING UP WITH SOME COACHING AND REVISITING AND SEEING THE PEOPLE

[00:15:02]

AND ONE THING THAT HELPS TO DO THAT AND AGAIN, THE TRANSPARENCY IS THAT YOU CREATE A CALENDAR. IT IS THE WHOLE YEAR.

HERE IT IS, EVERYTHING THAT WE ARE GOING TO DO IT SO PEOPLE KNOW AND ARE AWARE AND ELIMINATES THE I DID NOT KNOW.

THEY CAN PLAN FOR ITS UPCOMING AND THEY CAN SEE WITH THE FOLLOW-UP IS. OKAY?

>> AND THE CALENDAR YEAR PROFESSIONAL DEVELOPMENT CAN FOLD IN PREVIOUS PROFESSIONAL DEVELOPMENT TO THOSE TOPICS.

BECAUSE YOU MAY BE ONBOARDING PEOPLE AT DIFFERENT TIMES OF THE YEAR. YOU ALWAYS WANTED TO CIRCLE BACK AND AGAIN MAKE SURE THAT EVERYBODY IS HEARING THE SAME MESSAGE AND UNDERSTANDS THE EXPECTATIONS.

>> AND THE THIRD PIECE THERE WAS REALLY A -- WHAT DOES THAT LOOK LIKE? NOT SIT DOES NOT LISTEN TO SOME AND EXPLAIN WHAT IT IS BUT ENSURING THAT THAT PD IS HANDS-ON AND IT HAS APPLICATIONS OPPORTUNITIES.

AND THAT WILL ALLOW YOU AND HAVING THAT CALENDAR AND HAVING THOSE PROFESSIONAL GROWTH OPPORTUNITIES FOR PEOPLE TO ALSO CREATE A SYSTEM OF CAMPUS BECAUSE NOW YOU ARE TRAINING PEOPLE ON IT AND YOU ARE FOLLOWING UP ON IT.

SO AS BETH MENTIONED EARLIER, HOW ARE YOU GETTING ELBOW TO ELBOW WITH THE OFFICE ON THE CAMPUS WITH THE TEACHERS, WITH THE GINNA TEACHERS, WITH THE ADMINISTRATIONS, ARE LOOKING -- KNOWING WHAT TO LOOK FOR. YOU REALLY HAVE THAT PARALLELS RELATIONSHIP OF TO GET THERE WE ARE DOING THIS.

AND YOU ARE FOLLOWING UP ON HOW YOU CAN SUPPORT THE PEOPLE ON THE CAMPUS. AND FIGURING IT OUT FOR THE REST

OF THE YEAR. >> I THINK THE BEAUTIFUL THING HERE, YAH, IT IS REALLY EXCITING, IS YOU HAVE TEACHERS AND PARAPROFESSIONALS ON NUMBER THREE AND NUMBER FOUR.

THESE WERE THEIR WORDS. YOU HAVE PEOPLE THAT ARE EXCITED ABOUT THESE OPPORTUNITIES. AND THAT SHOULD GET AS EXCITED AS EDUCATORS TO PROVIDE THAT SUPPORTER TO THEM.

THEY SAID THEY WANTED LEARNING BY DOING.

THEY SAID THAT THEY WANTED INFORMATION ON WORKFORCE AND WALK-THROUGH FORMS AND THEY SAID THAT THEY WANTED HELP AND SUPPORT, NOT JUST US TELLING THEM WHAT TO DO BUT ALSO MODELING AND SITTING WITH THEM AND SHOWING THEM HOW TO IMPLEMENT THOSE LESSONS. IT IS A REALLY EXCITING PLACE TO

BE. >> AND ASKED FOR MENTORING.

THEY ASKED FOR COACHING. SO BEING ABLE TO PROVIDE THAT ALLOWS FOR NUMBER FIVE, WHICH IS NOW YOU ARE ESTABLISHING A SYSTEM OF COMMUNICATION RESPONSE.

SO THERE IS SOMEONE WHO SAYS, HEY, TRAINING ON THIS THING.

IF YOU COULD REACH OUT, YOU KNOW WHAT THEY ARE SUPPOSED TO DO TO REACH OUT TO WHO AND WHAT THE INCOMING MESSAGE WOULD BE FROM THE PERSON THAT RECEIVES THAT SO ESTABLISHING THE COMMUNICATION PROTOCOL AND REACHING OUT AND HOW DOES THAT PERSON -- SO THAT

WE CAN FOLLOW UP ON IT. >> ACCOUNTABILITY.

>> THE FOURTH -- THE LAST OF THESE WORDS AND WORDS AND I WOULD LIKE TO SAY BEFORE WE GET INTO ALL OF THIS, THAT I UNDERSTAND THERE'S BEEN A RECENT -- IN THE AREA OF DIRECTOR AND I WOULD SAY THAT LANCASTER ISD IS GOING THE DIRECTION THAT WILL ALLOW FOR IMPROVEMENT AND THIS SIMPLY BASED ON THE FACT THAT THE PRESENT HEART IS A PERSON WHO HAS BEEN THERE FOR -- HEAVILY INVOLVED IN MONITORING. WHEN WE THINK ABOUT MONITORING, KUDOS TO YOU FOR BRINGING IN A PERSON WHOSE BACKGROUND AND EXPERIENCES ARE IN MONITORING AND MAKE THAT PROCESS MUCH

EASIER. >> AND WHAT IS THAT THAT YOU

ALWAYS SAY? >> I SAY MANY THINGS, PROBABLY.

BUT I THINK I SAY THAT COMPLIANCE IS THE FOUNDATION THAT ONCE YOU GET THE FOUNDATION WILL, IT SEEMS TO GO UP FROM THERE. IF YOU DON'T HAVE THAT FOUNDATION, WE WILL WOBBLE AND NOT BE ABLE TO GROW.

SO CREATING THAT SYSTEM AND THEN MAKE SURE YOU SEE SOME THINGS THAT YOU CAN DO WITHIN. WHAT IS THEIR INTERNAL TRACKING SYSTEM? ONE OF THE THINGS THAT I SAID THAT WE DID WAS WE LOOK AT PHOTOS.

WHAT CONTROL HE IS THE DEPARTMENT DOING? ARE THEY LOOKING AT PHOTOS? HOW PERIODICALLY ARE THEY DOING IT? DO THEY TALK ABOUT THINGS GOING ON THE CAMPUS LEVEL. HOW FREQUENTLY ARE THE PRINCIPLES LOOKING AT WHAT IS GOING ON WITH THEIR SPECIAL EDUCATION STUDENTS? SO THINGS THAT THEY CAN MONITOR AND HOW PERIODICALLY AND FREQUENTLY ARE YOU MONITORING? WHAT IS THE CADENCE OF MONITORING THOSE THINGS AND SO THAT IS KIND OF ONE AND TWO TOGETHER.

ONE IS SOME OF THOSE CRITICAL AREAS LIKE BEHAVIOR, LIKE IEP CONTENT AND DEVELOPMENT AND THE BOARD IS ALSO KIND OF THAT, HOW IS THE DEPARTMENT MONITORING THEIR TIMELINES, THEIR SUBMISSIONS? EVALUATION TIME, ET CETERA.

YOU SEE ONE AS SORT OF AT THIS LEVEL AND ONE SORT OF AT THIS LEVEL CAMPUS IN CENTRAL OFFICE AND THEY ARE NOT NECESSARILY INDEPENDENT OF EACH OTHER BUT THEY ARE BOTH THINGS THAT COULD HAVE SOME IMPROVEMENT IN THE INTERNET MONITORING SYSTEM THERE. AND THEN FINALLY, THINK THAT FOURTH ONE IS WE TALKED A LITTLE BIT WITH A COUPLE OF PEOPLE AND WE LOOK A LITTLE BIT AT WHO WAS EMPLOYEE AND WHAT WERE YOUR RESPONSIBILITIES AND HOW WERE THEY PARTED?

[00:20:04]

THIS IS HOW THE PATRIOTS OR THEIR CERTIFICATIONS.

AND NOT, WELL, I THOUGHT THAT WE HAD DISCUSSED BUT MAYBE IT LOOKS LIKE THIS. OR THAT --

>> AND THE ROUTINE UNDERSTANDS THAT THERE ARE TIMES WHEN SOMEONE MAY BE HIRED AS AN INCLUSION TEACHER AND DUE TO VACANCIES OR OTHER CIRCUMSTANCES, THAT PERSON MIGHT NEED TO BE MOVE TO ANOTHER POSITION IN SPECIAL ED.

WHICH IS GREAT. BUT AGAIN, IT IS THAT COMMUNICATION FLOW THAT GOES BACK AND FORTH BETWEEN THE CAMPUS AND SPECIAL EDUCATION AND HUMAN RESOURCES TO UNDERSTAND WHAT IS THIS PERSON. PERSON'S ROLE GOING TO BE A NOW IN THIS OTHER POSITION? WHAT ARE THEIR RESPONSIBILITIES? WHAT IS THEIR CURRENT CERTIFICATION? AND ARE THEY ABLE TO SERVE IN THAT CAPACITY BASED ON THEIR CERTIFICATION? AGAIN, IT IS A CADENCE.

IT IS NOT A ONE AND THEN BECAUSE THERE MOVEMENT THROUGHOUT THE YEAR BASED ON ANY DIFFERENT CIRCUMSTANCES THAT.

>> SO FOLLOWING UP WITH THAT, YOU KNOW, WHEN HE TALKED A LITTLE BIT ABOUT, WHAT ARE THE FINANCIAL IMPLICATIONS OF THAT WE NEED TO HIRE PEOPLE IF THEY WERE TO MOVE THEM AND PEOPLE WITH SPECIAL EDUCATION SERVICES BASED ON WHAT THEY ARE TEACHING AND FUNDED THROUGH --'S RESPONSE PROCESS IF THEY ARE DOING SOME NONSPECIALIST DUTIES AS A PART OF THE PAROLE OR THEY SPLIT FUNDING AND METHOD TO GET TOO NUMERICAL WHETHER IT IS NOT 99 OR TWO TO FOUR CODES BUT WITH THE -- ENSURING THAT THE RIGHT PLAN IS USED FOR THE PEOPLE IN POSITIONS AND THAT THERE ARE, AGAIN, THERE IS A CADENCE OF CHECKING THAT INSTEAD OF STARTING IT, OKAY, IN JULY, JOSH AND WE DO NOT FOLLOW UP WITH THAT. BUT THEY GOT MOVED IN THE MIDDLE OF THE YEAR BUT WE CANNOT GO BACK TO LOOK AT HOW THEY WERE OFFENDED AND MIDSTREAM. SO THAT IS ONE OF THE THINGS.

>> AND I WOULD SAY THE SAME ABOUT THROUGH CONTRACT STAFF AS WELL. CONTINUING TO HAVE CONVERSATIONS ABOUT POSITIONS THAT ARE CONTRACTED VERSUS POSITIONS THAT ARE HIGHER IN HOUSE. AND THINKING ABOUT, YOU KNOW, HOW MIGHT WE HIRE PEOPLE IN HOUSE IF THAT IS THE MOST APPROPRIATE VERSUS CONTRACTING THE COST OF CONTRACTING.

IN SOME CASES, MAYBE MORE FISCALLY RESPONSIBLE TO THE CONTRACT. IN OTHERS, IT IS MORE FISCALLY RESPONSIBLE AND PROVIDES THE RIGHT SERVICES BY HAVING PEOPLE IN HOUSE. AND THAT IS SOMETHING THAT REALLY NEEDS TO BE REVISITED FREQUENTLY.

>> THANK YOU. ANYTHING ELSE YOU WANT ME TO HIT ON SPECIFICALLY? I THINK YES, THERE'S ANOTHER THING SHE WANTS TO MAKE SURE THAT A HIT ON.

I THINK OVERALL, IF WE WERE GOING TO SHARE A MESSAGE WRAPPING ALL OF THIS UP, WE PULLED IN A LOT OF INFORMATION.

WE SAW SOME GOOD THINGS AND SOME THINGS TO OBVIOUSLY COULD BE IMPROVED UPON. THE INFORMATION IS HERE IN A BRIEF FORMAT, A FULL REPORT HAS BEEN PROVIDED AND BASED ON WHAT WE IT IF ANYONE HAS QUESTIONS, WILL BE HAPPY TO ANSWER THEM TO THE BEST OF OUR ABILITY.

BUT REALLY, IT HAS BEEN GREAT TO BE ABLE TO COME TO LANCASTER AND GO TO THIS PROCESS TOGETHER. I WILL LEAVE IT TO THE QUESTIONS

AT MAC. >> THANK YOU, MADAM PRESIDENT.

I JUST WANTED -- REALLY SHOULD HAVE PRACTICED THIS BEFORE PRESENTING SAYING THAT ALL ALONG THE I GUESS LAST YEAR AND YOU HAVE TO WE KNOW THAT THERE WERE SOME THINGS THAT WE NEED TO TWEAK AND IMPROVE IN SPECIAL EDUCATION AND THE FIRST-YEAR DID NOT HAVE A BUDGET FOR PAY OF AN AUDIT IF YOU WELL.

AND MAKE SURE THAT WE DID THIS THIS PAST YEAR.

AND SO I'M REALLY HAPPY THAT WE ARE ABLE TO BRING YOU GUYS IN AND I REALLY DO A THOROUGH OVERVIEW OF WHAT IS GOING ON IN THE SPECIAL ED DEPARTMENT. AND AS YOU ALLUDED TO AN WE DO HAVE NEW LEADERSHIP. WAS AS WHO WILL DEFINITELY, AND OH, WIT WITHOUT A DOUBT, MAKE SE THAT WE HAVE SOME REALLY GOOD MONITORING ACROSS THESE IN PLACE FOR A SPECIAL ED DEPARTMENT.

AND REALLY ULTIMATELY I LOOK FORWARD TO OUR STUDENTS

BENEFITING FROM THOSE SCENARIOS. >> 'S COMMAND TO.

ONE THING I WOULD SAY IF I HAVE NOT SAID IT IS THAT AS YOU LOOK THROUGH THIS AS THE DISTRICT MAKES DECISIONS GOING FORWARD, WHICH IN TURN IS HERE TO BE A PARTNER WITH YOU TO SUPPORT YOU AND HOPE TO COME UP WITH POTENTIAL RECRUITERS AND THINGS AND SOLUTIONS AND SUGGESTIONS TO HOW TO CONTINUE TO PROVIDE THOSE IMPROVED OUTCOMES FOR STUDENTS WHICH IS EVERYONE'S ULTIMATE GOAL. SO THANK YOU.

>> MADAM PRESIDENT. >> THANK YOU, MR. SMITH.

>> A COUPLE QUESTIONS, ACTUALLY. NUMBER ONE THANK YOU FOR YOUR TIME AND EFFORTS YOU PUT FORTH IN THIS AUDIT WHICH WAS LONG OVERDUE. YOU CONDUCTED FOR DOING INTERVIEWS AT EVERY LEVEL OF THE STAFF.

DID ANY OF THAT INCLUDE PARENTS? >> IT WAS NOT GIVEN THAT THE

[00:25:04]

AT THIS POINT, PARENTS WERE NOT A PART OF THE PROCESS.

>> NO PROBLEM. THAT IS NOT A BAD THING.

>> ONE OF THE PIECES I DID WANT TO MENTION WHERE THAT PARENTS WERE A PART OF A PREVIOUS CYCLICAL MONITORING REVIEW DONE BY THE TEXAS ARTS AND EDUCATION AGENCY.

THAT REPORT IS. , REPUBLISH AND SO PIECE OF THAT MONITORING REPORT WERE USED AS A PART.

>> GOT YOU. PASCID THAT TO SAY.

ACTUALLY READ INTO ANOTHER QUESTION.

QUESTION IS, ARE THERE ANY OTHER KEY ELEMENTS OR SIGNS THAT WE COULD HAVE LOOKED FOR ALONG THE WAY BEFORE WE GOT TO THIS POINT AND I'M SAYING THAT BECAUSE AS FAR AS I KNOW, OUTSIDE OF SOME OF THE REPORTS THAT WE RECEIVED OUR FIRST INDICATION -- NEXT WEEK WE GOT SOME OF THE E-MAILS AND LETTERS THAT I THINK I SPEAK FOR ALL OF US WHEN I SAY WE HAVE SEEN THEM AND NOW I'M ASKING, IS THERE SOMETHING ELSE WE COULD LOOK FOR OTHER THAN THAT.

>> SOMETHING ON THE TOP OF YOUR MIND?

>> NO, I WOULD JUST TAKE A OFTENTIMES, THAT IS GOING TO BE OUR FIRST LINE OF DEFENSE, HEARING FROM OUR FAMILIES OF OUR STUDENTS ARE HEARING FROM THE STUDENTS THEMSELVES.

AND I THINK THAT THAT IS A WAY THAT WE CAN COME BACK AND, AGAIN, WITH THAT CADENCE. AND PERHAPS, YOU KNOW, MAKE IT AN EFFORT TO HAVE QUARTERLY, YOU KNOW, BY YEARDLEY, HOWEVER YOU WANT TO DO IT, UPDATES ABOUT THE THINGS THAT ARE INCLUDED IN SOMETHING LIKE THIS REPORT. HOW ARE WE ENGAGING STAKE STAKEHOLDERS? HOW ARE WE CHANGING OUR PRACTICES? WHAT FEEDBACK ARE YOU RECEIVING ABOUT HOW THINGS ARE GOING WITH IN SPECIAL EDUCATION.

>> THANK YOU. I APPRECIATE THAT.

>> NO PROBLEM. >> ANY OTHER QUESTIONS? MS. MORRIS?

>> THANK YOU ALL SO MUCH FOR DOING THE AUDIT.

I'M ASSUMING THAT YOU ALL ARE IN REGION 10 SPECIAL EDUCATION DEPARTMENT. WITH THAT DEPARTMENT.

>> IT IS,. >> BUT AS MR. MARK ALIFF SITTING NEXT TO ME BIRTHDAY PRESENT SMITH STATED BECAUSE I AM VERY CONCERNED BECAUSE THERE IS A BIG DISCONNECT AND THAT IS A DISCONNECT WITH THE LACK OF INFORMATION INFORMING THE PARENTS OF DECISIONS THAT THEY NEED TO MAKE IN LESS THAN 30 MINUTES. I HAVE A LOT THAT I COULD SPEAK TO BUT I'M NOT GOING TO GO THAT FAR.

BUT I DO THINK THAT -- ARE YOU ALL GOING TO BE A PART -- CROSS

STAFF? >> WHICH IN TURN WOULD HAVE TO BE A PART OF ANY TRAINING THAT WE ARE INVITED TO COME IN AND

DO. >> BECAUSE OF FOR THE SPECIAL ED DIRECTOR, THERE ARE TWO THINGS, TWO THINGS THAT I WOULD LIKE TO SEE AS A BOARD MEMBER HAPPEN. ONE, THAT THERE IS A FULL I.D.

EA BOOK WAS WITH ALL OF THE RAGS FOR A SPECIAL AD THAT OFFICE.

I WOULD LIKE FOR TRAINING, LEGAL TRAINING FROM THE OUTSIDE, NOT FROM THE INSIDE, BECAUSE PARENTS GET MIXED MESSAGES, AND THOSE MESSAGES ARE VERY CONFUSING. AND I BELIEVE THAT IS WHERE MY TRUSTEE IS COMING FROM BECAUSE WHEN YOU ARE NOT CONCERNED -- I MEAN, -- OUR DOOR DON'T KNOST THAT WAS THE WRONG WORK.

WHEN YOU ARE NOT INFORMED, THEN YOU DON'T KNOW THE DECISION TO MAKE AND YOUR CHILD MAY HAVE A DISABILITY THAT YEAR.

BUT YOU DON'T WANT TO SPEND THE TIME TO DO THE EVALUATION.

BUT THE LAW SAYS YOU HAVE TO. AND SO I HOPE THAT YOU ALL WILL BE A PART OF OUR NEW ADMINISTRATION.

OUR NEW LEADERSHIP THERE AND THAT WE ARE ABLE TO SEE DIFFERENT WHERE PARENTS WILL HAVE A CLEAR UNDERSTANDING.

THEY WILL BE ABLE TO WORK TOGETHER.

>> 'S COMMAND. THE FIRST THING I WOULD SAY IS I'M ALREADY AWARE THAT MS. KROEBER IS PLANNING ON ATTENDING A SERIES OF TRAININGS THAT WE OFFER SPECIFICALLY DESIGNED FOR NEW TO THE ROLE SPECIAL EDUCATION DIRECTORS IN AREAS OF COMPLIANCE FROM FUNDING TO IEP DEVELOPMENT AND EVERYTHING IN BETWEEN. SO I KNOW THAT THAT IS ALREADY ON THE BOOKS. I WOULD SAY IF YOU WERE TO REVISIT ONE OF THE SEVERAL POINTS THAT I CAPTURED, IT WILL

[00:30:01]

SOMETHING AS WELL. >> YEAH, I THINK IT KIND OF THOSE TWO BIG BUCKETS. THE FIRST BIG BUCKET OF ORGANIZATIONAL SYSTEMS AND THINKING OF HOW PARENTS PULLED IN AND ENGAGE WITH THE DISTRICT AS YOU ARE DOING THINGS LIKE LOOKING AT THEIR PROCESS CISCO PROCEDURES AND PRACTICES AND ASKING PARENTS WHAT THEY NEED FROM THE DISTRICT.

AND I THINK THE SECOND RECORD THAT THAT GOES INTO HIS PROFESSIONAL DEVELOPMENT. HOW ARE WE TRAINING AND SUPPORTING OUR FAMILIES TO NAVIGATE THE SPECIAL EDUCATION PROCESS SO THAT THEY ARE CRAFTED WHEN THEY GO INTO THOSE IEP MEETINGS AND HAVE A BETTER UNDERSTANDING OF WHAT QUESTIONS THEY MIGHT NEED TO ASK AND WHAT INFORMATION WOULD REALLY HELP DRIVE THAT IEP, MAKING SURE THAT THEY ARE COMFORTABLE IN -- AND THEY ARE CONFIDENT THAT. AND SO I WOULD REALLY ENCOURAGE THE DISTRICT TO THINK ABOUT THAT PROFESSIONAL DEVELOPMENT PLAN NOT JUST FROM A TEACHING OR INSTRUCTIONAL STANDPOINT, BUT HOW ARE WE SUPPORTING OUR FAMILIES AND THE COMMUNITY IN UNDERSTANDING WHAT NEEDS TO HAPPEN WITH STUDENTS BECAUSE ULTIMATELY, YOU ALL, THESE CANDLES AND THESE YOUNG MEN AND WOMEN ARE GOING TO GRADUATE AND IT IS LIKELY THAT THERE GOING TO STAY IN THIS AREA. IF WE WANT TO MAKE SURE THAT THE COMMUNITY IS ALSO READY TO EMPLOY THEM AND MAKE SURE THAT THEY ARE REALLY, REALLY RESPONSIBLE, YOU KNOW, CITIZENS.

>> MADAM PRESIDENT, MAKE I HAVE MS. KROEBER COME IN AND ADDRESS SOME OF THE. I KNOW THAT YOU HAVE ONLY BEEN HERE A COUPLE WEEKS BUT I KNOW THAT WE SPENT A LOT OF TIME WITH THIS AUDIT AND ALSO TRYING TO BE PROACTIVE BEFORE THE SCHOOL YEAR BEGINS. SO IF YOU WANT TO SHARE JUST FOR OUR BOARD AND COMMUNITY, JUST HIGHLIGHT SOME OF THE THINGS THAT I KNOW YOU ARE PREPARED TO DO REGARDING THIS REPORT.

>> GREAT. THANK YOU, DR. PERERA.

AND THANK YOU PORT FOR LETTING ME SPEAK.

ON THIS REPORT AND THE EFFICIENCY OF THE REPORT.

I WAS ABLE TO ACTUALLY DEVELOP A FULL ACTIVE -- ACTION PLAN FOR OUR DEPARTMENT. AND THIS IS JUST A QUARTERLY SORT OF A QUARTERLY CHECK IN OF WHAT YOU WILL SEE IN EACH QUARTER. BASED ON THOSE PRIORITY AREAS.

SO ALL OF THE THINGS THAT THEY SAID, YOU KNOW, I HAVE BEEN PLANNING FOR THE NEXT TWO WEEKS FOR THE LAST TWO WEEKS.

SO IN QUARTER ONE, THE FIRST THING WE ARE DOING IS WE ARE GOING TO GO PROCEDURES IN THE HANDBOOK, LOOKING AT PROGRAM EXPECTATIONS AND SO WE ARE REVIEWING THEM AND UPDATING THEM AND I AM DEFINITELY MEETING WITH STAKEHOLDERS, OTHER MEMBERS OF THE DISTRICT CURRICULUM DEPARTMENT, THE CABINET MEMBERS AND WE ARE LOOKING AT MAKING SURE THAT THOSE PROCEDURES ARE EFFECTIVE AS WELL AS FOLLOWING FEDERAL GUIDELINES.

SO THEN I'M ALSO DOING MONITORING PROCESSES.

THEY HAVE ALREADY BEEN ESTABLISHED FOR EVALUATION TIMELINES. THAT IS ONE OF MY BIGGEST FOCUS AREAS RIGHT NOW IS LOOKING AT EVALUATIONS, MAKING SURE THEY ARE BEING DONE IN A TIMELY MANNER AND PARENTS ARE BEING CONTACTED AND A PART OF THAT PROCESS.

AND THEN OF COURSE, ARE COMPLIANT WITH DEFINITELY SOMETHING THAT I'M VERY COMFORTABLE WITH AND I LOVE THE SUPPORT WHICH IN TURN THAT THEY PROVIDE WHEN IT COMES TO HOURS AND THE COMPLIANCE AND PROVIDING PARENTS WITH THE INFORMATION THEY NEED TO BE A PART. AND SO MY MAIN GOAL WOULD BE TO MAKE SURE THAT ALL STAFF COULD NOT ONLY SPECIAL ED BUT GENERAL EDUCATION STAFF AND SPECIAL EDUCATION STAFF UNDERSTAND OUR PROCESS AND HOW WE ARE INVOLVING PARENTS AND THEM AS A WHOLE GROUP TO MAKE OUR DECISION FOR STUDENTS.

SO WE WILL LOOK AT OUR COMPLIANCE.

WE WILL LOOK AT THE DATA WHICH IS DEFINITELY A BIG PART OF T THAT. AND THEN HOW WE ARE SUPPORTING THOSE SERVICES PROVIDED TO STUDENTS.

SO WE WILL START WITH CLOSE MONITORING PROCESSES BEING DEVELOPED RIGHT NOW IN THE FIRST QUARTER.

WE WILL LOOK AT TRAINING, TRAINING HAS ALREADY BEEN SCHEDULED, WHICH IN TURN WILL ACTUALLY BE BACK AND START TRAINING WITH SECONDARY CAMPUSES ON -- WHAT IS IT? AUGUST 7TH IS THE TRAINING DAY FOR SECONDARY CAMPUSES.

AND THEN WE ARE GOING TO DO A FULL DAY OF TRAINING WITH OUR SPECIAL EDUCATION STAFF, AGAIN, ON OUR PROCESS AND COMPLIANCE.

[00:35:05]

WE WILL BE WORKING WITH INCLUSION AND REACHING OUT TO THEM TO RECEIVE SOME INCLUSION AND COACHING TRAINING AS WELL THROUGHOUT THE YEAR. AND THEN WE ARE ALSO GOING TO BE WORKING WITH THE OTHER DEPARTMENT HEADS TO MAKE SURE THAT WE CAN CONTINUE TO TRAIN OTHER PEOPLE IN OTHER DEPARTMENTS AS WELL. AND THEN IN QUARTER TWO, WE ARE LOOKING AT THE COMMUNICATION AND ENGAGEMENT MORE IN DEPTH, MAKING SURE THAT ON THE WEBSITE, YOU CAN FIND THOSE DIFFERENT AREAS THAT REGION 10 WAS SPEAKING ABOUT, YOU KNOW, MAKING SURE THAT YOU CAN GO INTO ONE PLACE AND UNDERSTAND WHAT YOU NEED TO UNDERSTAND THE SPECIAL ED, HOW TO CONTACT SPECIAL ED, WHAT PROCEDURES ARE IN PLACE, WHAT RESOURCES ARE AVAILABLE.

SO ALL OF THAT WILL BE DEVELOPED BY THE SECOND QUARTER.

AS WELL AS A CONTINUOUS PROFESSIONAL DEVELOPMENT PLAN FOR SPECIAL EDUCATION TEACHERS, SORT OF A RESEARCH -- RESOURCE HUB THAT THEY WILL BE ABLE TO GO TO THE WHENEVER THEY WANTED TO GET ADDITIONAL TRAINING AND RESOURCES.

BIWEEKLY CASE STUDIES WILL BE HAPPENING WHEN IT COMES TO REVIEW OF EVALUATIONS AND TIMELINE.

SO BIWEEKLY. EVALUATORS WILL REVIEW THEIR TIMELINES, WE WILL REVIEW THE CAMPUS EVALUATIONS THAT HAVE BEEN SUBMITTED, WHAT REQUESTS HAVE BEEN SUBMITTED, LOOKING AT TRENDS OF WHAT STUDENTS ARE BEING REFERRED MORE THAN OTHERS, IT WOULD CAMPUSES MAY NEED MORE SUPPORT BASED ON THOSE REFE REFERRALS. AND THEN MIKE LEE STUDY WILL START WHERE WE ARE MOSTLY LOOKING AT IEPS AND WE ARE PULLING RANDOM FILES MONTHLY. SO THAT WILL START ALSO.

THEN WHEN WE LOOK AT QUARTER THREE, BASICALLY GOING TO BE EVALUATING THE PROGRAM AND LIKE YOU SAID, MAKING SURE THAT PARENTS ARE INVOLVED IN ANY EVALUATION.

SO WE WILL SEND OUT A SURVEY JUST TO SEE IF WE ARE GETTING BETTER RESPONSES AND THAT PARENTS ARE FEELING MORE INVOLVED AND FEELING LIKE THEY ARE GETTING WHAT -- THEIR STUDENTS ARE GETTING WHAT THEY NEED.

SO THOSE SURVEYS WILL GO OUT IN THE THIRD QUARTER TO STAKEHOLDERS SUCH AS FAMILY MEMBERS, HE NEARLY TEAM MEMBERS AND TEACHERS AND STAFF. WE WILL CONTINUE WITH OUR TRAINING. WILL CONTINUE WITH MONITORING.

WE WILL START HOPEFULLY, I REALLY WANTED TO START IN QUARTER TWO WITH PARENT ENGAGEMENT ACTIVITIES BUT QUARTER TWO WILL DEFINITELY BE A PART OF THE DISTRICTS, STUDENT SERVICES PARENT ENGAGEMENT AND THEREBY QUARTER THREE WILL HAVE SOME THAT ARE SPECIFICALLY JUST FOR SPECIAL EDUCATION FAMILIES.

SOME PARENT ENGAGEMENT OPPORTUNITIES TO PROVIDE THEM WITH SOME PARENT WORKSHOPS, GIVE THEM AN OPPORTUNITY TO TELL US WHAT THEY NEED AND WE WILL HAVE THOSE LEARNING OPPORTUNITIES FOR THEM. CAMPUS DATA REVIEWS, LOOKING AT THOSE SPECIAL EDUCATION STAR DATA BY THAT TIME AND THEN CAREFULLY WE WILL START COLLABORATING WITH TESTING COORDINATOR MORE AT THAT TIME, LOOKING AT MAKING SURE STUDENTS ARE TAKING THE APPROPRIATE TESTS, START GETTING WHAT THEY NEED DURING THE STAR TESTING AND THEN LOOKING AT THE INSTRUCTIONAL SETTING AND SERVICES ON THE CAMPUSES TO SEE IF THEY WOULD HAVE BEEN AFFECTED THAT YEAR AND ANY IMPROVEMENTS THAT MAY NEED TO BE HAVE DURING THAT TIME WILL START WITH THAT DURING THAT TIME. AS WELL AS PAYING FOR ADDITIONAL PROFESSIONAL DEVELOPMENT BASED ON ALL THE INFORMATION RECEIVED THROUGHOUT THE YEAR. SO I PRETTY MUCH HAVE LAID OUT FOR YOU WITH THE YEAR IS GOING TO LOOK LIKE AND IT WILL BE HEAVILY MONITORED AT EVERY LEVEL.

SO THAT IS PRETTY MUCH IT. YOU WILL HAVE ANY QUESTIONS?

>> MITCH MORSE. >> CAROLYN ANN MORRIS: THANK YOU, AMANDA. 'S SUGGESTION.

PARENT COMMITTEE FOR SPECIAL EDUCATION BECAUSE I HEAR YOU ARE TALKING ABOUT STAKEHOLDERS. IF YOU HAVE A STAKEHOLDER JUST LIKE VISION CARE SERVICES, WILL, IF YOU WELL, IF YOU HAVE A STAKEHOLDER AND THEY DON'T UNDERSTAND SPECIAL EDUCATION, IT IS NOT GOING TO THE BENEFIT OF THE PARENTS.

SO MAYBE YOU WANT TO PUT THAT IN YOUR BUCKET LIST TO CONSIDER A PARENT COMMITTEE, PARENTS THAT ACTUALLY HAVE -- BECAUSE IT IS CONFIDENTIAL. BUT YOU WILL BE ENGAGING IN PARENTS THAT WANT TO TALK AND ACTUALLY GET THAT ONE ON ONE AS A GROUP AND SHARE IT WITH THEIR OTHER PARENTS.

>> AND I THINK THERE IS A GREAT IDEA.

>> AND ALSO CONSIDER AND I KNOW WE HAVE MENTAL HEALTH PERSON.

BUT CONSIDER SOMEONE THAT DOES AT HOME THAT STRONG IMAGE IN OUR BACKGROUND. YOU KNOW, CARE WORK.

[00:40:02]

>> ACTUALLY, I BROUGHT UP METRO CARE COLLABORATION YESTERDAY AND SO WE ARE WORKING ON THAT TO START THIS YEAR.

>> CAROLYN MORRIS: GREAT, THANK YOU.

THANK YOU SO MUCH. >> KATRISE PERERA: THANK YOU.

HOW HOW MANY STAFF MEMBERS. SO RIGHT NOW, WE HAVE ABOUT SIX DIAGNOSTICIANS ON STAFF THAT ARE IN THIS -- OKAY.

WE HAVE ONE OPENING. WE HAVE ONE ALLOS SP THAT IS IN DISTRICT. OKAY.

SO WE HAVE ONE OPENING ADDITIONAL.

THAT IS THE SCHOOL PSYCHOLOGIST. AND THEN WE HAVE ONE SPEECH PATHOLOGIST AND WE HAVE ANOTHER OPENING FOR THAT AS WELL AND THEN WE HAVE FOUR SPEECH -- FIVE SPEECH ASSISTANCE AND THAT IS WITHIN JUST EVALUATION TEAM. WE HAVE BEHAVIORAL SPECIALISTS.

WE HAVE THREE COORDINATORS. ONE IS CORRELATING AN EVALUATION. ONE CORRELATING WITH SPECIAL PROGRAMS, LOOKING AT 504 INSTRUCTIONAL SUPPORTS AND RTI AND THEN WE HAVE ONE THAT IS CORRELATING FOR SPECIALIZED PROGRAMS. WE ALSO HAVE OT ASSISTANCE AND THEN WE HAVE PT THAT WE CONTRACT FROM -- PHYSICAL THERAPIST.

AND THAT IS JUST IN THE DEPARTMENT.

THAT IS NOT THE TEACHERS.

>> WELL, I'M SEARCHING. BUT THEY MAY NOT BE FULFILLED BUT I -- TODAY WE DID GO AHEAD AND PLAN ASSIGNMENTS FOR THOSE EVALUATORS THAT WE HAVE AND WE HAVE STARTED DISCUSSING AND PLANNING OUT HOW WE WOULD USE CONTRACT SERVICES AS A SUPPORT TO THOSE THAT ARE ON STAFF, NOT NECESSARILY TO TAKE OF A STAFF

MEMBER. >> KATRISE PERERA: ANY QUESTIONS FROM THE BOARD? MS. MOORE'S.

>> PLEASE, PLEASE, PLEASE. SHARE WITH EVERYONE, MY REPORT IS NOT -- 504 IS NOT SPECIAL EDUCATION.

IT IS SPECIAL PROGRAMS. >> NOT A QUESTION BUT A COMMENT.

>> MS. SMITH. >> TO AND THE SENTIMENTS MENTIONED, THANK YOU FOR CONSIDERING BRINGING PARENTS IN.

I WANT TO HIGHLIGHT THE FACT THAT THE NUMBERS DON'T ALWAYS REFLECT THIS BUT MANY TIMES SPECIAL EDUCATION STUDENTS HAVE COME IN FROM ANOTHER PROGRAM SO THEY ARE ALREADY LOOKING AT WHAT WE ARE DOING AND IF WE GET IT RIGHT, IT LOOKS FAVORABLE AND ALSO IF AND WHEN THEY LEAVE OUR PROGRAM, TO KNOW WHAT TO LOOK FOR. SO IT IS A BIGGER PICTURE BEING PAINTED AND UNFORTUNATELY, A LOT OF TIMES, THAT IS WHAT IS HIGHLIGHTING SOME OF OUR TROUBLE.

THAT IS WHAT I WAS ASKING ABOUT EARLIER.

JUST WANTED TO SAY IT IS KIND OF A BIG DEAL AND I THINK YOU -- I APPRECIATE YOU GUYS FOR HAVING ME.

>> AND I THINK WE ARE BASICALLY TO I TOLD SO MANY PEOPLE, THIS IS A NEW DEPARTMENT. AND SO TO START A NEW DEPA DEPARTMENT, WE DEFINITELY NEED INFORMATION FROM OUR PARENTS.

SO IT IS A GREAT IDEA TO START A PARENT COMMITTEE TO HELP WITH

SOME OF THOSE THINGS. >> MADAM PRESIDENT, CAN I JUST, YOU SEE THESE THINGS ARE BROKEN DOWN BY QUARTERLY PIECES.

AND WHAT WE ARE PREPARED TO DO IS BRAKE QUARTERLY UPDATE TO THE REPORT AND OUR COMMUNITY ABOUT WHAT IS HAPPENING.

ERECK -- PROBABLY SAID -- IT IS SPECIAL EDUCATION HERE IN TEXAS.

HERE, SO WE ARE PREPARED TO THE COMEBACK QUARTERLY FOR UPDATES

AS WELL. >> THANK YOU ALL SO MUCH.

>> ACTUALLY, I HAVE SOME QUESTIONS.

I'M SORRY. I WAS TRYING TO LET THEM GET THEIRS OUT. YOU STATED THAT THERE'S -- YOUR CONTRACTING STAFF TO ASSIST WITH THE CURRENT STAFF AND THERE ARE NO STAFF TO ACTUALLY ASSIST WITH THE STUDENTS.

TO HEAR THAT CLEARLY? >> DO YOU MEAN AS A TEACHER?

>> AS FAR AS THE ASSISTANCE. ANY ADDITIONAL ASSISTANCE TO COME INTO ASSIST WITH THE STUDENTS?

>> SO WE ACTUALLY HAVE AND I FORGOT TO MENTION IN THE NUMBER, BUT WE DO HAVE AN STRUCTURAL SUPPORT SPECIALISTS NOW.

WE HAVE TWO INSTRUCTIONAL SUPPORT SPECIALISTS.

SO THEY WILL BE GOING TO THE CAMPUSES AND ASSISTING WITH INDIVIDUAL STUDENTS, BEHAVIORAL SPECIALISTS ASSIST WITH STUDENTS. COORDINATORS ASSIST WITH STUDENTS. AS FAR AS STAFF ON CAMPUS, THE STAFF ON CAMPUS ARE HIRED BY THE CAMPUSES AND SO THEY HAVE A CERTAIN NUMBER DEPENDING ON WHAT THE STUDENT NEEDS ARE.

AND DEFINITELY IF WE HELP STUDENTS THAT NEED ADDITIONAL STAFF, THEN WE WOULD HAVE OPENINGS FOR THOSE STAFF AND

[00:45:02]

DID THAT ANSWER YOUR QUESTION? >> WE DO NOT HAVE ENOUGH STAFF TO SERVICE THE STUDENTS AND THEIR NEEDS.

>> THEY DO HAVE STAFF FOR STUDENTS.

WHAT I WAS SPEAKING TO HER WAS ADDITIONAL STAFF AS CONTRACTING STAFF TO HELP YOU WITH FOR INSTANCE WE HAVE FIVE EVAL EVALUATORS. WE HAVE FIVE EVALUATED -- EVALUATORS THAT ARE DIAGNOSTICIANS.

SO WE HAVE SEVEN, EIGHT -- HOW MANY CAMPUSES DO WE HAVE? 11, 12. 12 CAMPUSES.

SO WE HAVE 12 CAMPUSES. SO RIGHT NOW, I MAY HAVE ONE DIAGNOSTICIAN THAT WORKS WITH THREE DIFFERENT CAMPUSES.

SHE IS THE LEAD DIAGNOSTICIAN FOR THE CAMPUS.

SO SHE WOULD HAVE TO EVAL WITH ALL OF THE STUDENTS THAT NEED EVALUATIONS. IF WE NEED TO CONTRACT FOR ADDITIONAL SUPPORT FOR HER FOR THAT EVALUATION, WE WILL CONTRACT FOR AN EVALUATION. BUT THAT STAFF MEMBER WOULD STILL BE THE MAIN STAFF THAT WAS SERVICE -- WITH A SERVICE THAT STUDENT AND MAKE SURE THE EVALUATION IS COMPLETED AND -- IN A TIMELY MANNER AND COMMUNITY --

>> OKAY. SO HOW DOES THAT WORK AS IT RELATES TO YOU HAVE A STUDENT WHO NEEDS INCLUSION AS WELL AS

LAB, PULL OUT -- >> THOSE ARE TWO -- TEACHING STAFF. I CANNOT SPEAK TO THE TEACHING STAFF. RIGHT NOW, DEPENDING ON CAMPUS, THERE ARE ENOUGH TEACHERS ON THE CAMPUSES.

I BELIEVE THE MOST OPENINGS IS AT LMSES.

THEY HAVE THREE CAMPUS OPENINGS FOR TEACHERS.

BUT THE OTHER STAFF AT THE CAMPUSES HAVE -- WE HAVE ONE OPENING AT ROLLING HILLS. BUT I'M SURE THAT THOSE OPENINGS WILL STAY OPEN UNTIL A TEACHER CAN BE PLACED.

BUT I WON'T BE CONTRACTING TEACHERS.

THEY WILL HIRE SOMEONE IN STAFF AS WELL AS PARAPROFESSIONALS.

>> AND ARE THE ASSISTANTS CERTIFIED?

>> YES, THEY ARE ALL CERTIFIED. >> AND THE INCLUSIONS WILL BE JUST TEACHERS? THERE'S NO CERTIFICATION

REQUIRED FOR THAT? >> YES, ALL INCLUSION TEACHERS

ARE ALSO CERTIFIED. >> OKAY.

THANK YOU FOR THAT QUESTION. I HAVE ANOTHER ONE.

THAT WE SEE. I'M SORRY.

THERE WAS SO MUCH -- BUT ACTUALLY, MY QUESTION WOULD BE FOR -- SO HYPOTHETICALLY, SCHOOL STARTS AND THERE IS A SHORTAGE SOMEWHERE HOW -- WHAT DO WE HAVE IN PLACE TO ADDRESS THAT

SHORTAGE FOR STUDENTS? >> FOR STUDENTS ON THE CAMPUS?

>> TEMIKA WHITFIELD: YES. >> THEY HAVE SUBSTITUTE TEACHERS TO ADDRESS THE SHORTAGE. IF THERE IS A TEACHER THAT HAS NOT BEEN HIRED, THEY CAN HIRE A SUBSTITUTE TEACHER OR WE HAVE COORDINATORS WITH HIGH NEED SITUATIONS WHERE THE SPECIALIST NEEDS TO COME AND PROVIDE SERVICES TO THOSE STUDENTS BECAUSE THERE'S NOT A STAFF THAT CAN DO THAT THAT A SPECIALIST

COULD DO THAT. >> TEMIKA WHITFIELD: AND KNOW I BELIEVE LAST SCHOOL YEAR, WE CONTRACTED OUT FOR SERVICES.

IF I'M NOT MISTAKEN. >> I'M NOT TOTALLY SURE ABOUT EVERYTHING THAT WAS CONTRACTED LAST YEAR.

BUT I KNOW MOST OF THE CONTRACT STAFF WAS EVALUATION STAFF.

>> TEMIKA WHITFIELD: THEY WERE EVALUATION STAFF?

>> YES. >> TEMIKA WHITFIELD: SO IF WE NEEDED TO CONTRACT OUT AGAIN, WILL THIS BE TO A DIFFERENT

COMPANY, NOT THE SAME COMPANY? >> YES.

>> TEMIKA WHITFIELD: OKAY. >> BECAUSE OF ARE LOOKING TO CONTRACT WHEN WE TO OUR CONTRACT SERVICES FOR EVALUATION SERVICES, I'M HOPING THE CONTRACT WITH PEOPLE THAT WILL ACTUALLY BE ABLE TO COME INTO THE DISTRICT AND PROVIDE THAT EVALUATION IN PERSON. I WILL SELDOM LOOK TO -- FOR SOMEONE THAT IS ONLINE. THAT WILL BE THE LAST RESORT AND I BELIEVE THE LAST COMPANY WAS OUT ONLINE.

>> OKAY. SO YOU ARE FAMILIAR WITH THE SHORTAGES THAT HAD TAKEN PLACE THIS PRIOR YEAR.

>> YES. >> TEMIKA WHITFIELD: OKAY.

>> FOR EVALUATION STAFF, YES. >> TEMIKA WHITFIELD: AND

ASSISTANCE, INCLUSION SERVICES. >> NOTHING NECESSARILY.

ARE NOT NECESSARILY SURE ABOUT THE SHORTAGE IN TEACHING STAFF BECAUSE WE DO NOT HIRE TEACHING STAFF AT THAT LEVEL.

SO I DON'T HAVE A LIST OF WHAT TEACHERS WERE NOT AVAILABLE.

>> EXCUSE ME, I WILL TAKE THAT QUESTION.

SO AS WE MENTIONED IN MANY OF OUR PRESENTATIONS OVER THE PAST SCHOOL YEAR, THERE IS A NATIONAL TEACHING SHORTAGE.

AND SO THAT DOES NOT EXCLUDE THE AREA FOR THE SPECIAL EDUCATION PROGRAM AND SO AS FOR THINGS THAT WE HAVE IN PLACE, WE DO TRY

[00:50:02]

THAT IS A STATE REQUIREMENT. THEY MAY NOT NECESSARILY BE CERTIFIED AS A SPECIAL ED PARAPROFESSIONAL.

BUT THERE ARE CERTAIN LEVELS OF THE PARAPROFESSIONAL CERTIFICATE IN GENERAL FOR AN INSTRUCTIONAL PARAPROFESSIONAL.

YOU ASKED THE QUESTION ABOUT INCLUSION.

IN THE REPORT, IT DOES SAY WE ARE THOSE AROUND CLEARLY DEFINING WHAT OUR SERVICES ARE. THAT TO ME SAYS THAT THERE WAS NOT CLEAR DEFINITION AROUND THE SERVICES WERE IN THE PAST AND SO WHAT MS. CROMER HAS MENTIONED IN HER PLAN TO ADDRESS THE DEFICITS IN THE SPECIAL EDUCATION PROGRAM THAT WAS OFFERED IN LANCASTER, THERE WILL BE CLEAR DEFINITION AROUND THAT.

SO WHAT YOU MAY HAVE SEEN LABELED AS INCLUSION IN THE PAST WILL LIKELY LOOK VERY DIFFERENT THIS SCHOOL YEAR.

AND IT WILL FOLLOW THE DEFINITION OF WHAT WE ALL KNOW AS EDUCATORS OF WHAT INCLUSION SHOULD BE.

THERE WAS ALSO A QUESTION ABOUT EARLIER AND I SAW YOU SHAKE YOUR HEAD, TRUSTEE WOULD COACHES ABOUT PARENTS AND WHAT THEY SHOULD SEE. THERE WERE INDICATIONS ABOUT WHAT WE CAN SEE AND THE PROGRAMMING THAT THERE WERE ISSUES WHICH WAS I WOULD SAY FOR IN DISCUSSING THAT DR. GREER AND I HAD HAD ABOUT ANY REGION 10 IN TOW HAVE A SPECIALIST TO GO IN AND EVALUATE IT. WE CAN TELL FROM OUR GENERAL AND TRAINED INSTRUCTIONAL EYES THAT WHAT MAY HAVE BEEN LABELED JUST AS AN EXAMPLE, THE INCLUSION AND EXAMPLE, WHAT MAY HAVE BEEN LABELED AND COMMUNICATED TO PARENTS AS INCLUSION WAS NOT.

BEEN CORRECTLY IMPLEMENTED. AND SO AS WAS MENTIONED IN THE ACTION PLAN THAT THERE ARE CLEAR PROGRAM DEFINITIONS AND THOSE WERE RECOMMENDATIONS OF REGION 10 AS WELL WHEN MS. CROMER SPEAKS ABOUT PROCEDURES AND PROGRAM MANUALS, THOSE WERE NONEXISTENT. THAT THOSE HAVE BEEN UPDATED, CREATED, COLLABORATED WITH OTHER DISTRICTS, THAT DOES EXIST NOW AND CAN BE AND WILL BE MADE AVAILABLE ON OUR WEBSITE.

SO WHAT YOU MAY HAVE SEEN AS INCLUSION IN THE PAST, WE WILL BE WORKING TOWARDS IT LOOKING AS IT SHOULD AS WELL INCLUSION

SHOULD LOOK LIKE. >> SO WITH THAT SAID, I'M GLAD YOU BROUGHT THAT UP AS FAR AS WHAT HAS NOT IMPLEMENTED IN THE PAST. HOW LONG WOULD YOU SAY IS A POSSIBILITY BASED ON YOUR KNOWLEDGE THAT WHAT WAS SUPPOSED TO BE IMPLEMENTED WAS NOT IMPLEMENTED IN YOUR POSITION?

>> I'M NOT SURE. BECAUSE I'M NOT IN ONE PARTICULAR CLASSROOM EVERY SINGLE DAY.

>> I'M JUST SPEAKING OF THE PROGRAM AT HOME BECAUSE THIS IS NOT JUST ONE STUDENT, ONE SCHOOL.

THIS IS DISTRICTWIDE. >> I WILL JUMP IN AND SAY THAT WE KNOW WE HAVE CHALLENGES AND WE ARE WORKING ON FIXING THOSE ACCORDING TO WHAT WAS FOUND IN OUR AUDIT.

WE HAVE NEW PEOPLE AND PLACES IN ORDER TO MAKE THOSE THINGS BETTER AND AS DR. BARKER ALLUDED TO WE KNOW THAT THERE ARE SOME ISSUES AND WE ARE WORKING TO RECTIFY THOSE AS EXPEDITIOUSLY AND EFFECTIVELY AS WE POSSIBLY CAN.

>> THAT GOES BACK TO MY QUESTION? HOW LONG HAVE WE KNOWN THAT THIS HAS BEEN AN ISSUE.

>> THIS IS LEGACY OR WE ARE WORKING ON HERE THAT HAS BEEN IN PLACE FOR A NUMBER OF YEARS THAT WE ARE TRYING TO RECTIFY AGAINST AS I SHOULD, I KNEW THERE WAS A PROBLEM.

I DO NOT HAVE THE BUDGET TO DO THE AUDIT AS I WANTED TO.

WE DID IT -- WE BUDGETED IT FOR LAST YEAR AND PUT THAT IN PLACE AND IN MOTION THIS YEAR IN ORDER TO REALLY IDENTIFY IT BUT EXPERTS WHO KNOW THE WORK THAT GOES AS OPPOSED TO MYSELF OR DRE SOMEONE WHO COULD HELP US GET THAT IN ORDER.

SO I CAN'T REALLY TELL YOU HOW MANY YEARS FOR HOW LONG OR WHATEVER. BUT I CAN TELL YOU HIS LEGACY WORK JUST AS SEVERAL OTHER THINGS THAT WE WERE ON BECAUSE THESE ARE THINGS WHERE THEY WERE NOT BEING PAID ATTENTION TO OR NOT DONE TO THE FULL CAPACITY FOR A NUMBER OF YEARS.

[00:55:02]

>> TO ADD TO YOU COULD DR. PERERA, THE MONITORING SYSTEMS THAT WERE IN PLACE BY PREVIOUS LEADERSHIP INDICATED TO US THAT THINGS WERE DIFFERENT FROM WHAT THE AUDIT TOLD US.

SO THERE WERE MONITORING SYSTEMS IN PLACE TO MAKE SURE THAT, IN A, WHAT WAS BEING REPORTED TO US WAS THAT WE WERE COMPLIANT, THAT OUR IEPS WERE REPORTED. EVALUATION, ALL OF THAT AS IT WAS REPORTED TO US, WHETHER IT WAS IN ONE OR ONES OR SUPERINTENDENT CABINETS THAT WE WERE IN COMPLIANCE.

AND SO ONCE THIS AUDIT WAS COMPLETED, OBVIOUSLY, WHAT HAD BEEN BEING REPORTED TO US BY THE LEADERSHIP WAS NOT NECESSARILY THE CASE. THAT IS WHAT MAKES IT HARD TO ANSWER THE QUESTION OF HOW LONG BECAUSE WHAT WAS BEING TOLD TO

US WAS THAT WE WERE COMPLIANT. >> OKAY, SO WITH THAT SAID, AND WITH THE SUPERINTENDENT STATING THAT THIS WAS THE FIRST AUSCHWITZ TODAY -- WELL, THIS REVIEW IS THE FIRST -- THOROUGH REVIEW IN THE PAST YEARS, I GUESS MY CONCERN WOULD BE, WHY WOULD THIS PUSH OUTSIDE OF IT BEING THE AUDIT AND NOT HAVING THE BUDGET FOR IT, LET'S TAKE OUT THE BUDGET SIDE OF IT AND JUST THE POSITION ITSELF, WHY WOULD THIS BE THE FIRST REVIEW OR THOROUGH REVIEW OF THE SPED DEPARTMENT BECAUSE THE QUESTION DID COME OF LAST YEAR REGARDING SPED AND THE OPERATIONS AND BUDGETS AND THINGS OF THE SORT. BUT DURING THE BOARD MEETING, HOWEVER, WHY WOULD THIS BE THE FIRST --

>> I DON'T THINK HE SHE COULD GO.

>> I'M NOT ASKING. THE QUESTION IS FOR EITHER THE

SUPERINTENDENT -- >> BASED ON WHAT THEY JUST SAID, SHE DOES NOT REALLY HAVE AN ANSWER FOR IT.

THIS HAS BEEN GOING ON PRIOR TO HER ARRIVAL.

>> MY QUESTION IS WHAT SHE STATED PRIOR TO THIS WHEN AND IF YOU CAN ALLOW HER TO ANSWER HER QUESTION, I WOULD GREATLY

APPRECIATE IT. >> I WILL ALLOW YOU ANOTHER TWO MINUTES ON THIS DISCUSSION AND THEN WE WILL NEED TO MOVE FORWARD. COULD SOMEONE PLEASE KEEP TIME?

THANK YOU. >> WHY WOULD WE BE KEEPING TIME

-- >> I UNDERSTAND BUT TIME IS OF THE ESSENCE AND WE HAVE TWO ADDITIONAL THINGS TO COVER.

YOUR TWO MINUTES HAVE STARTED. >> NO, IT HAS NOT.

IF ANYONE ELSE IS ABLE TO SPEAK AND ASK QUESTIONS THROUGHOUT THIS MEETING, THEN I SHOULD BE ABLE TO ASK QUESTIONS.

>> MARION HAMILTON: YOUR TIME IS GOING TO EXCEED.

NO ONE ELSE HAS USED 15 MINUTES. >> TEMIKA WHITFIELD: WE ARE

WORRYING ABOUT THE PEOPLE. >> MARION HAMILTON: COULD YOU PLEASE START THE TWO MINUTES FOR ME? I UNDERSTAND. AIRPORT TWO MINUTES HAVE

STARTED. >> TEMIKA WHITFIELD: EVERY TIME A QUESTION IS ASKED ANY CONCERN IS BROAD, IT IS -- I'M CUT OFF FOR HIS OFFENSE OR NOT BEING APPLIED TO OR THERE IS A CONCERN. THAT IS WHY WE ARE HERE NOW.

SO THE QUESTIONS I'M ASKING ARE VALID AND THEY SHOULD BE ENTERED IN ANY ONE THAT IS WATCHING TED IS NOT ABLE TO BE HERE SHOULD BE ABLE TO HEAR THESE QUESTIONS AND GET THEM ANSWERED.

THEY DESERVE THAT. THE STAKEHOLDERS DESERVE THAT.

SO IN THE IS NOT ABOUT YOU. IT IS NOT ABOUT THE TIME AND IS NOT ABOUT THEM. IT IS ABOUT THESE KIDS.

>> MARION HAMILTON: YOUR PRIORITIES ARE MESSED UP.

>> TO ANSWER THE QUESTION, AS A PART OF THE AUDIT, THE MONITORING SYSTEM THAT MS. CROMER MENTIONED IN HER ACTION PLAN IS VERY SIMILAR TO THE REGION 10, SUGGESTED ALL THAT WE SHOULD BE DOING. WE SHOULD BE PULLING FOLDERS FOR PULLING IEPS CAN ON A REGULAR BASIS.

THAT WAS NOT THE PRACTICE. AND SO THE MONITORING SYSTEM THAT WAS IN PLACE WAS NOT BEST PRACTICE.

AND SO WHAT WE ARE PUTTING IN PLACE IS WHAT IS BEST PRACTICE AND IS WHAT IS SUPPORTED BY REGION 10 AND OTHER STAKEHOLDERS THAT WE HAVE. AND SO THAT IS HOW WE INTEND TO MOVE FORWARD JUST SO THAT WE CAN COLLABORATE WITH OTHERS ON WHAT BEST PRACTICE IS AND THAT WE CAN OFFER THE CORRECT SUPPORT.

SO THE MONITORING SYSTEM THAT WAS IN PLACE OR IF OR WHAT WAS BEING REPORTED TO US WAS NOT BEST PRACTICE AND THAT WAS IN PLACE PRIOR TO THE ARRIVAL OF THE SUPERINTENDENT.

>> AND I THANK YOU FOR THAT. BUT I GUESS MY QUESTION WAS STATED, MORE OR LESS, THAT ADMINISTRATION IS THAT ADMINISTRATION. AND WE ARE UNDER A NEW ADMINISTRATION. SO WHAT EXACTLY WAS A -- WAS PUT IN PLACE WHEN THIS NEW ADM ADMINISTRATION STARTED?

[01:00:04]

>> SO THERE HAS BEEN A ROTATION OF ALMOST EVERY DEPARTMENT TO BE AUDITED. AND SO I'M NOT -- I HAVE NOT BEEN A SUPERINTENDENT. BUT I HAVE BEEN TRAINED AS ONE AND CAN PROBABLY SPEAK TO THIS BETTER THAN I.

YOU ASKED THE QUESTION OF MAY. >> DR. PERERA CAN ANSWER THE

QUESTION. >> EVERY -- IT IS NOT NECESSARILY BEST PRACTICE TO HAVE EVERY SINGLE DEPARTMENT AUDITED AT THE SAME TIME. AND IF YOU RECALL AT THE BEGINNING OF THIS ADMINISTRATION, THERE WAS AN EXTENSIVE AUDIT THAT WAS HAPPENING AT THE TIME.

AND SO THIS -- AS DR. PERERA MENTIONED, YES, SHE DID MENTION PROJECT. BUT IT IS NOT BEST PRACTICE TO THE AUDIT EVERYTHING. AND THE FIRST-YEAR WE ALSO -- WE AUDITED THE INSTRUCTIONAL SERVICES DEPARTMENT.

WE HAVE COME TO YOU AND WE HAVE TALK TO YOU ABOUT THINGS THAT WE WERE ABLE THAT WERE NOT BEING USED UTILIZE CORRECTLY.

THOROUGHLY OR PAY WITH FIDELITY. WE SHIFTED COURSE THERE AND IT SAVED THE DISTRICT INTO A NUMBER OF ALMOST $2 MILLION OF CUTTING AWAY THE FACTS, SO TO SPEAK. WE WERE -- THE FINANCE DEPARTMENT HAS GONE THROUGH AN AUDIT.

AND SO IT IS JUST NOT BEST PRACTICE TO THE AUDIT EVERYTHING AT THE SAME TIME. AND WHEN I SAY INSTRUCTIONAL PROGRAMS, I MEAN, THE OVERALL INSTRUCTION PROGRAMS, SPECIAL EDUCATION IS A SPECIAL PROGRAM THAT IS A PART OF IT.

WITHIN INSTRUCTIONAL SERVICES, WE ARE DOING -- WE AUDITED THIS PAST YEAR, EARLY CHILDHOOD AND DID AN OVERHAUL THERE OF SOME OF THE PROGRAMS THAT WE HAVE LOOKED AT.

WE LOOKED AT ERIC GRANT PROGRAM AND WE DID AN OBJECT THERE.

WE LOOKED AT OUR IMA FUNDS. WE CAME TO YOU AND WE TALKED ABOUT OUR INSTRUCTIONAL MATERIALS.

AND SO IT IS A PART OF OUR MONITORING SYSTEM TO LOOK AT ALL OF OUR PROGRAMS AND MAKE SURE THAT THE FUNDS THAT WE ARE BEING FISCALLY RESPONSIBLE BUT ALSO THAT WE ARE FULFILLING OUR MORAL IMPERATIVE TO GIVE OUR STUDENTS ARE ABSOLUTE VERY BEST.

HR, WE WERE RECENTLY LOOKING AT ACTUAL JOB DESCRIPTIONS DO THEY FIT WHAT IS HAPPENING NOW IN OUR SCHOOLS? SO THE AUDITS, THAT IS A CONTINUOUS IMPROVEMENT PROCESS.

BUT AS FAR AS NO SUPPORT FOR HIM TO BE A CONTINUOUS IMPROVEMENT PROCESS, I WILL CLOSE BY SAYING IT IS NOT BEST PRACTICE TO AUDIT

EVERYTHING AT ONCE. >> AND I WILL TAKE IT BASED ON YOUR ANSWER AND I THANK YOU FOR THAT.

BUT BASED ON YOUR ANSWER TO YOU ARE SPEAKING OF AUDIT.

AND I'M SPEAKING OF A REVIEW, PERIOD.

YOU HAVE NEW ADMINISTRATION COMING IN.

IT IS DOING THEIR OWN REVIEW. IT IS TAKE -- IT IS YOUR OWN DUE DILIGENCE AS A RELATES TO THE DEPARTMENT BECAUSE IT HAS BEEN AN ONGOING ISSUE AND IT HAS BEEN BROUGHT FORWARD BY STAFF AND PARENTS AS WELL AS REFLECTING TO THE STUDENTS AND THEIR SCORES, SPECIFICALLY. WE ARE NOT TALKING ABOUT AN OVERALL, YOU KNOW, DISTRICT GETTING A B.

BUT NOT ACTUALLY LOOKING INTO WHERE DOES THAT WEIGHT CARRY BECAUSE WE KNOW THE DISTRICT GIVES A B BECAUSE WE HAVE ELEMENTARY SCHOOLS THAT ARE GETTING A'S OR WHAT HAVE YOU.

SO THE ELEMENTARY SCHOOLS ARE CARRYING THE WEIGHT.

WHAT I'M SPEAKING OF IS THOSE. >> THAT IS NOT TRUE.

>> WHAT I'M SPEAKING OF A SPECIAL EDUCATION ITSELF AND THAT IS THE REASON WHY WE ARE HERE AND THE DETAILS OF THAT.

>> I DIGRESS AT THIS TIME. >> I DO HAVE TO ADDRESS THE FACT THAT JUST BECAUSE WE HAVE AN ECAMPUS, THAT IS NOT THE ONLY CAMPUS THAT FEEDS THOSE THAT MAKES UP THE TORCH.

>> I UNDERSTAND. >> AND ALSO THAT REGION 10 DID MENTION THAT WE HAD GREAT GAINS IN THE AREAS OF SPECIAL EDUCATION. WE ARE NOT AT THE SAME LEVEL AS WHAT THE ESTATE AND EVEN THE REGION, HOWEVER, WE HAD HUGE GAINS WITH OUR SPECIAL EDUCATION STUDENTS.

>> WE WILL LEARN MORE ABOUT THAT LATER TONIGHT.

>> DR. BARKER, THANK YOU FOR YOUR COMMENTS.

MISS WINFIELD, WE ARE EATING GENERAL QUESTIONS AND COMMENTS

AT THIS TIME IT. >> AS FAR AS THE DOCUMENTS THAT ARE BEING SHARED ON THE SLIDE, NONE OF THE INFORMATION.

>> MS. WINFIELD, WE ARE JOINING POSTCLOSING GENERAL CONVERSATION

[01:05:02]

MIC FOR ME. >> TEMIKA WHITFIELD: TURN OFF MY

MIC, REALLY? >> MARION HAMILTON: AT THIS TIME, WE WANT TO, WE WANT TO THANK YOU FOR YOUR PRESENTATION.

[7. Discussion of What If Report]

>> THANK YOU, MADAM PRESIDENT. GOING TO CALL FORWARD MS. PATONIA BELL AND AS SHE COMES UP, I JUST WANTED TO ALSO PROFESS THAT WITH AS WE MOVE FORWARD, WE CONTINUE TO BE SOMEWHAT IN AN UNCERTAINTY MODE, NOT JUST LANCASTER ISD BUT YOU TALKED TO YOUR COLLEAGUES ACROSS THE STATE, AT THE SAME THING, WE HAVE HAD SEVERAL TWEAKS AND CHANGES TO OUR OUTCOMES DATA AND WE WON'T HAVE THE FILES FOR THAT UNTIL AUGUST SOMETIMES.

HOWEVER, IT IS IMPORTANT I THINK YOU UNDERSTAND WHAT THE PREDICTIONS ARE, PROJECTIONS. AND LOOKING AT WHAT HAS CHANGED FOR EXAMPLE, ONE OF YOU HAD ASKED ME SOMETHING ABOUT CCMR RECENTLY. LAST YEAR TO GET AN A AND CCMR WAS YOU HAVE TO HAD A 66 FROM LAST YEAR INTO THIS YEAR ALL THE WAY UP TO AN 88 IN ORDER TO ACHIEVE AN A FOR CCMR AND AS WE WERE ON TRACK AND REALLY VERY CLOSELY -- CLOSE TO THAT, WE STILL DID NOT MAKE THAT A BECAUSE I THINK WE WERE LIKE 83, 84, SOMEWHERE AROUND THERE. LAST YEAR, AGAIN, THESE OTHER TYPES OF CHANGES THAT THE STATE HAS MADE, USUALLY THERE'S A SCAFFOLDING PROCESS. HOWEVER, WITHOUT FURTHER ADO, AND ACTUALLY DOES THERE'S AN EXPERT IN FRONT OF ME THAT WILL EXPLAIN THAT BETTER THAN I CAN. DID I GIVE YOU TOO MUCH

PRESSURE? >> YES, MA'AM.

THE QUESTION IS ON. GOOD EVENING, AMERICAN BAR PRESIDENT, OUR DISTINGUISHED BOARD MEMBERS.

I'M EXCITED TONIGHT TO DISCUSS WITH YOU OUR WHAT IF REPORT.

AND ALSO JUST GIVE YOU AN UPDATE ON WHERE WE ARE WITH MAKING THOSE PROJECTIONS BASED ON APPLES-TO-APPLES AND SO WHAT I WILL TELL YOU IS THAT THIS WHAT IF REPORT BASICALLY IS A DOCUMENT THAT T.A. CREATED FOR US AND IT TAKES OUR 2022 DATA STAR -- DATA FROM LAST YEAR AND THE PRICE OF 2023 ACCOUNTABILITY METRICS AND SO THE INFORMATION THAT I WILL BE PRESENTING TO YOU TONIGHT WILL HIGHLIGHT THE IMPORTANT CHANGES IN THE ACCOUNTABILITY SYSTEM AND HOW THESE CHANGES WILL IMPACT OUR

DISTRICT ACCOUNTABILITY RANKING. >> SO THIS IS ACTUALLY OUR AGENDA AND I WANTED TO JUST MENTIONED THAT TONIGHT WE WILL LOOK EXCLUSIVELY AT DOMAINS ONE STUDENT ACHIEVEMENT, STUDENT GROWTH, DOMAIN LETTER 2B RELATIVE PERFORMANCE AND DOMAIN THREE FALLS IN THE GAPS. WITH EACH DOMAIN, I WILL SPEND A FEW MINUTES OR A COUPLE OF MINUTES.

HE WILL BE LEARNING ABOUT SOME OF THE SIGNIFICANT CHANGES AND WE WILL ALSO TAKE SOME TIME TO EXAMINE AND COMPARE THE 2022 ACTUAL DATA WITH OUR 2023 WHAT IF REPORT DATA.

REMEMBERED THAT THIS IS ONLY SCENARIO.

THE WHAT IF REPORT INFORMATION IS NOT REAL DATA.

I WILL SAY THAT ONE MORE TIME. THE WHAT IF REPORT INFORMATION IS NOT REAL DATA. I WILL KEEP THEM FROM THOSE EMPHASIZING THIS BECAUSE IT IS MEANT TO ONLY GIVE US A REALITY CHECK BASED ON THE ACCOUNTABILITY METRICS.

I WILL ALSO INCLUDE FOR YOU IN OUR -- IN YOUR DECK OR IN THE BOARD FOLDER THIS IS AN ACCOUNTABILITY UPDATE THAT WAS COMPLETED TOWARDS THE END OF THE SCHOOL YEAR.

HOWEVER, TONIGHT, WE GOING TO GO THROUGH EVERYTHING THAT IS INSIDE OF THIS SLIDE DECK AND SO THIS IS JUST ANOTHER RESOURCE FOR YOU. SO AS WE GET STARTED, WITH THE OVERALL SCORING AND ACCOUNTABILITY, I WANT TO DISCUSS A FEW MAJOR CHANGES THAT WILL IMPACT THE DISTRICT AND OUR PERFORMANCE RATING. SO VEA HAS DEFINITELY UPDATED OUR ACCOUNTABILITY SYSTEM PRIMARILY TO ESTABLISH A NEW BASELINE DATA. SO THAT WE ARE ABLE TO ENSURE PROPER SCORES AND SO THERE IS A BIGGIE FOR T.E.A.

THEY HAVE UPDATED THE CCMR INDICATORS IN THE ACHIEVEMENT STANDARDS THERE. SO NOW THE NEW A IS 88.

IN THE PAST, IT WAS 60S. BIG SHEETS THERE.

30-POINT JUMP IN ORDER FOR US TO GET AN A WITH THE CCMR. T.E.A. ALSO WANTS TO RECOGNIZE SUCCESSFUL LEARNING WITH OUR ACCELERATED STUDENTS SO THOSE ARE HOUSE BILL 45 KILOS.

THOSE ARE ALL OF THE STUDENTS WHO FEEL STAR.

THEY WANT TO TRACK THEIR PROGRESS AS WELL.

T.E.A. IS ALSO WANTING TO LOOK AT PROPORTIONAL WEIGHT THAT

[01:10:03]

WHAT YOU'RE LOOKING AT ON THE SLIDE DECK IN FRONT OF YOU THIS ACTUALLY A TOAST TO YOUR TOAST TO YOUR RIGHT SHOWS ALL OF OUR CAMPUSES AND IT SHOWS THE WEIGHT, PROPORTIONAL WEIGHTS.

SO THIS IS SOMETHING THAT IS NEW.

IT IS SOMETHING THAT IS IMPORTANT FOR ALL OF US TO TAKE NOTE OF BECAUSE IN THE PAST, ALL OF OUR SCHOOLS HAD EQUAL WEIGHTS. AND SO NOW ALL OF OUR SCHOOLS HAVE DIFFERENT WEIGHTS DEPENDING ON THEIR STUDENT POPULATION.

ARE GOING TO DIG INTO A LITTLE BIT HARDER OVER THE NEXT COUPLE OF SLIDES. IS NOT MOVING.

-- IT IS NOT MOVING.

OVERALL, AND I THINK IT SKIPPED A SLIDE.

HERE WE GO. SO I WANTED TO GIVE THE SCENARIO REALLY QUICKLY BEFORE WE ACTUALLY LOOKED AT HER ACTUAL PROPORTIONAL WEIGHTS. SO JUST AS IN A TEACHER IN A CLASSROOM, TEACHERS WILL TYPICALLY HAVE THEIR GRADES.

THEY WILL HAVE A GREAT BOOK, TEST ALWAYS COUNT AS THE MOST, HOMEWORK IN THIS INSTANCE. IN PRISON CLASSWORK.

20% PROJECTS. AND ALL OF AND ALL THE WAYS TOGETHER OF COURSE MADE ONE WHOLE 100%.

SCENARIO ONE WE HAVE A STUDENT WHO SCORES 72 SCENARIO TWO, WE HAVE A STUDENT WHOSE TEST SCORE IS 90%.

SO AGAIN, WITH THE TAX COURT WEIGHING 40%, THAT MEANS THAT TESTS ARE MORE IMPORTANT THAN THE OTHER, THE OTHER AREAS OF THE STUDENTS. SO IT IS REALLY IMPORTANT THAT STUDENTS DO WELL ON THE TEST SCORES.

RIGHT? ' AND YOU CAN SEE THE IMPACT.

SO THE STUDENT OUT OF 72 AVERAGE OVERALL IT WAS AN 82.

THE STUDENT HAD A 90 AVERAGE WAS OVERALL IT WAS A 91 SO LET'S LOOK AT HOW DOES THIS LOOK PROPORTIONAL WEIGHTS WITH OUR DISTRICTS? SO NOW LANCASTER HIGH SCHOOL IS COUNTING 42% OVERALL IN A DISTRICT.

AND LANCASTER MIDDLE SCHOOL, THE COUNTY IS 22%.

AND AS YOU NOTICE, THAT ADDS UP TO ABOUT 70% OF OUR PERFORMANCE THERE AND THE REST OF THE CAMPUSES MAKE UP ABOUT THE OTHER 30%. SO I WANTED TO POINT THAT UP BECAUSE THAT IS DEFINITELY GOING TO IMPACT US.

THEY ARE USING THOSE PROPORTIONAL WEIGHTS AND ALL OF THE DOMAINS AND THEY ARE ALSO USING THE OVERALL SCHEME OF ADDING UP THE AGGREGATING DISTRICTS RATING AS WELL.

SO IF YOU LOOK HERE, TOO, THE OTHER THING I WANTED TO PLAY OUT IS YOU ARE LOOKING AT A WHAT IF REPORT OF THE OVERALL DATA.

TO REPORT LEFT FOOT YOU SEE THE 2122 OVERALL DATA FOR ALL OF OUR CAMPUSES IN THE DISTRICT. AND AN OVERALL VIEW OF YOUR WRITE YOU WILL SEE WITH THE ORANGE HIGHLIGHT YOU WILL SEE 21, 22 WHAT IF OVERALL. SO THAT WHAT IF REPORT IS SAYING IF WE TOOK OUR DATA FROM LAST YEAR AND APPLY TO THE METRICS THIS YEAR, WE WOULD GO FROM 88 AS IN ADDITION TO AN A.

THAT IS AN EIGHT-POINT DROP. THAT IS VERY SIGNIFICANT IN MY BOOK. THIS IS JUST SHOWING US THE SAME REPORT THAT WE JUST LOOKED AT. AGAIN, THE OVERALL REPORT.

ONE THING I WANT TO ALSO EMPHASIZE IS THAT IF YOU ARE -- IF YOU NOTICE THE CHART AT THE BOTTOM AND IT IS SMALL, IF YOU NOTICE THAT WE HAD A 71 EQUATED TO 93 WHEN YOU SCALED IT.

AND THEN 71 IF 71% OF OUR STUDENTS WERE TO RECEIVE A CCMR INDICATOR AGAINST THE NOW TO STANDARD HAS CHANGE BECAUSE THAT WOULD EQUATE TO A 75. AND SO NOTICE THAT THAT IS A SIGNIFICANT DECREASE BY 18 POINTS.

SO THAT WOULD POTENTIALLY IMPACT THE HIGH SCHOOL USUALLY.

NOW, LAST YEAR, WE HAD 71 AND THE FUNNY THING ABOUT CCMR'S WHAT YOU CAN, MEANING THEY USE THE YEAR BEFORE AND THE YEAR PRIOR. SO THIS YEAR WE HAD CLOSE TO 86% OF AMERICANS WHO HAVE ACHIEVED A CCMR INDICATORS.

BUT THIS YEAR'S DATA FOR CCMR WHAT A PART NEXT YEAR.

SO THAT MAY SOUND A LITTLE ODD TO YOU.

BUT THAT IS THE WAY T.E.A. LOOKS AT IT.

[01:15:03]

WE'RE GOING TO MOVE OUR CONVERSATION AROUND HERE.

SO WITH THIS PARTICULAR SESSION, THIS INCLUDES THE APPROACHES AND MASTERS. PART OF THE DATA AND SO MOST OF THE TIME, YOU ARE HEARING APPROACHES.

ONE POINT, TWO POINTS AND MASTERS IS THREE POINTS.

THE OTHER THING THAT I WOULD LIKE TO POINT IS THAT WITH ALL OF OUR ASSESSMENTS THIS YEAR, THEY HAVE INCLUDED 25% APPARENT RESPONSES AND 95% OF THE RESPONSES ARE WHICH WAS 75% OF THE TEST IS NOT MULTIPLE CHOICE. AND ANOTHER THING I THINK IS IMPORTANT TO REALLY UNDERSCORE IS THAT A READING TEST, READING AND LANGUAGE ARE TESTS AND THE ENGLISH ONE AND TWO, THEY ARE INCLUDING SHORT CONSTRUCTIVE RESPONSES AND EXTENDED CONSTRUCTIVE RESPONSES. HAVE A FOURTH GRADER.

SO SHE CAME HOME A LOT TALKING ABOUT THIS AND WE WORKED ON WRITING A LOT THIS HERE AND A WANT TO SAY, SHE WAS WRITING PHYSICALLY A HIGH SCHOOL? WRITE IN FIRST GRADE.

SO IT IS PRETTY INTENSE. I WANTED TO MENTION THAT TO EVERYONE. SO THE RIGOR IS REALLY GOING UP FOR HIGH SCHOOL AND ALSO SOMETHING THAT IS IMPORTANT FOR EVERYONE TO KNOW WHEN IT COMES TO THE AGGREGATING THE SCORE FOR DOMAIN ONE, THE HIGH SCHOOL DOES NOT JUST USE THE APPROACHES DATA. THEY BREAK IT UP A LITTLE DIFFERENTLY. 40% GOES TO STUDENT ACHIEVEMENT, WHICH IS THE MASTERS. ANOTHER 40% GOES TO A CCMR AND 20% GOES TO THE GRADUATIONS, GRADUATION COMPONENTS.

PURPOSE OF CONSIDERING THAT 40% OF THE MAIN ONE IS CCMR, THAT POTENTIALLY WOULD HIT US ABOUT 18 POINTS IN THE AREA FOR THE HIGH SCHOOL WITH DOMAIN ONE. SO AGAIN, THIS IS THE ORDER OF REPORTING AS YOU CAN SEE THERE'S A DECREASE WITH 14% THERE.

SO THIS INFORMATION ON THE WHAT IF SIDE CAME DIRECTLY FROM T.E.A. AND AS YOU CAN SEE, THE HIGH SCHOOL DID GET HIT BY WE LOST SOME POINTS THERE AND THE AGGREGATE WHEN I WAS LOOKING AT IT. SO YOU SEE THE OTHER SCHOOLS KIND OF ROUNDED OFF AND THEY WERE POTENTIALLY AT THE SAME PLACE THEY WERE FROM LAST YEAR. SO -- BUT ESSENTIALLY THE HIGH SCHOOL IMPACTED US OVERALL IN DOMAIN ONE BY 13 POINTS.

SO LET'S TALK ABOUT DOMAIN 2A AND THIS IS TO STUDENT GROWTH.

THIS IS PROBABLY ONE OF MY FAVORITE AREAS OF ACCOUNTABILITY BECAUSE IT SAYS THAT ALL STUDENTS HAVE AN OPPORTUNITY TO GROW BY ONE YEAR AND ALL STUDENTS HAVE AN OPPORTUNITY TO GROW. THEY HAVE INCLUDED TWO NEW CHARTS REALLY. IN THE PAST, THE CHART WAS COMPRISED OF BASICALLY DID NOT MEET THE APPROACHES MEETS AND MASTERS. NOW THEY HAVE TWO CHARTS.

IN FRONT OF YOU, YOU WILL SEE THE TOPIC OF THE ACCELERATED LEARNING POINTS. THEY ARE BASICALLY MONITORING HOUSE BILL 4545 STUDENTS AND ALL THE STUDENTS WHO ESSENTIALLY FAILED PREVIOUS STAR TEST. AND AREA AREA, ANY SUBJECT, ANY GREAT. AND NOW THEY ALSO HAVE TWEET THE CHART AT THE BOTTOM. THEY HAVE ADDED A -- AND LOWER APPROACHES. SO FOR ME, THIS GIVES OUR STUDENTS OPPORTUNITIES TO EARN A POINT WHERE THEY WOULD HAVE EARNED A PARK LAST YEAR YEAR BECAUSE NOW STUDENT WHO IS -- THEY POTENTIALLY MADE A 20% -- A 20-POINT JUMP OR A SCALED SCORE JUMP AND NOW THEY HAVE AN OPPORTUNITY TO EARN ONE POINT.

SO ALSO FOR THE KID WHO HAS MOVED TO A HIGHER APPROACHES, THIS ALSO GIVES THEM AN NOTION OF OPPORTUNITY THERE.

WE HAVE OPPORTUNITIES TO GRASP POINTS FOR STUDENTS WHO ARE ON THE LOWER END OF THE ACHIEVEMENTS.

THEY ARE MAKING PROGRESS. WITH THE MOST PIECES, YOU HAVE TO KNOW THAT STUDENTS HAVE ACHIEVEMENTS AGAIN OR HIGHER AND STUDENTS WHO WERE PICTURES LAST YEAR AFTER A CHIEF MASTERS.

THAT IS ALWAYS A LITTLE CHALLENGING BUT WE HAVE TO KEEP OUR EYES ON ALL OF OUR STUDENTS AND I WANT TO POINT OUT THAT GROWTH THE SECTION IS FOR MASS AND FOR READING FOR GRADES 44 OF THOSE THROUGH 10. THEY ADDED ENGLISH TWO SO IT IS NO FOURTH THROUGH 10 FOR THE MATH.

SO AGAIN, THIS IS THE REPORT AND WE WILL BE MOVING ALONG A LITTLE SWIFTER BECAUSE THAT WAS KIND OF GOT OUR GROUP GOT OUR GROUP AND WE CAN SEE THAT ON THE LEFT SIDE IS THE 2021/2022 DISTRICT EXECUTIVE FROM LAST YEAR. AND THAT YOU SEE THE WHAT IF REPORT AND THEN IF YOU LOOK IN THE ORANGE COLUMN, YOU WILL SEE THE DIFFERENCE. SO HERE FOR DOMAIN 2A IS AN EIGHT-POINT DROP. AS HE LOOKED DOWN THE CHART, YOU WILL NOTICE MOST OF OUR CAMPUS TEAMS LOST POINTS THEIR WHAT IF

[01:20:02]

LET'S LOOK AT THE MAIN LETTER TWO -- 2B.

THIS ONE IS SORT OF IS DIFFERENT BECAUSE BASICALLY WHAT THE STATE DOES IS THEY TAKE OUR CAMPUS AND THEY COMPARE OUR CAMPUS TO OTHER SIMILAR CAMPUSES TO DISTRICTS IN THE STATE HAVE THOSE THAT HAVE THIS VANISHED NUMBERS AND WAS IN THAT SCOPE, THE AGGREGATE AND LIKE TO SAY WHO IS THE HIGHEST PERFORMING OF THOSE GROUPS AND THE HIGHER PERFORMING GROUPS GETS A HIGHER SCORE.

SO WHAT IS SIGNIFICANT FOR US IS THAT LAST YEAR, WE DID EARN A 91 IN THIS AREA BUT THE ORDER REPORT IS PROJECTED THAT WE WOULD EARN A 74 FOR POTENTIALLY. SO MANY, AGAIN, I WILL KEEP KIND OF REITERATING THIS BECAUSE IT TAKES SOME TIME I THINK FOR THE STATISTIC. BUT WHAT THEY ARE SAYING IS IF WE DO THE EXACT SAME THING WE DID LAST YEAR, IF WE PERFORM THE EXACT SAME WAY WE DID LAST YEAR, AND THEY APPLIED THIS YEAR'S METRICS TO LAST YEAR, THEY ARE PROJECTED THAT WE WOULD EARN A 74. TO ME, THAT IS HUGE BECAUSE WE LOST 17 POINTS RIGHT THERE WITH A RELATIVE PERFORMANCE.

SO AGAIN, I WILL KEEP KIND OF POINTING THOSE THINGS OUT BECAUSE MIKE HAD MENTIONED QUOTE/UNQUOTE THAT MOST SCHOOLS WOULD MOVE FROM A B TO C AND A LETTER C TO A T.

SO I WENT TO SEDITIOUS EQUIPMENT THAT HE SAID THAT BECAUSE PHYSICALLY IN HIS DICTATOR AND HIS FRIENDS THAT HE WAS SEEING AS THEY WERE DOING THEIR WHAT IF REPORTS IS THAT THE MAJORITY OF THE CAMPUSES WERE TURNED DOWN. AND SO AS WE LOOK AT ANNEXED AREA, DOMAIN THREE, THIS IS CLOSING THE GAPS AND I LIKE THIS AREA A LOT AS WELL. I LIKE ALL ACCOUNTABILITY.

BUT IN LOOKING AT DOMAIN THREE, YOU CAN SEE OUR STUDENT GROUPS AND SO ONE OF THE THINGS I WANT TO EMPHASIZE IS THEY HAVE ADDED SOME AREAS. THEY HAVE ADDED HOMELESS, HIGHLY MOBILE AND A FOCUS GROUP. SO WHAT IT DOES IS IT ALLOWS US IF YOU EVER HEARD OF RDA, WHICH IS OUR -- IS PART OF -- IS PART OF AN ACCOUNTABILITY THAT WE RETURN TO A LARGER SPECIAL ED STUDENTS BASICALLY IN SOME OF OUR SPECIAL POP.

>> AND SO WITHIN THAT REPORT, WE HAVE SOME OF THESE GROUPS.

WE HAD THE FOSTER STUDENTS. WE HAD HOMELESS KIDS.

HAD DIFFERENT GROUPS IN THERE THAT WE HAVE NOT HAD IN OUR REGULAR ACCOUNTABILITY FOR IN THE PAST.

SO NOW IT LOOKS TO ME THAT THEY ARE MERGING SOME OF THAT IN THERE. IT MEANS THAT WE CAN KEEP OUR EYE ON EVERYONE A LITTLE CLOSER. THE BIGGEST CHANGE TO ME IN THIS AREA IS THAT IN THE PAST, WE HAD A LIST OF 14 AREAS THAT WE WERE MONITORING AND YOU EITHER GOT IT OR DID NOT GET IT.

SO YOU GOT A YES OR YOU GOT A NOTE.

SO NOW WHAT THEY HAVE DONE IS THEY HAVE -- THEY ARE GIVING US A SCALE FOR EACH AREA. SO WE CAN EARN 80, 12, THREE, OR FOUR. OF COURSE, THREES AND FOURS ART WHERE WE WANT TO BE. BUT YOU COULD POTENTIALLY EARN ONE POINT OR TWO POINTS AS WELL AND SO IT JUST GIVESR DISTRICTS OPPORTUNITIES TO EARN POINTS THERE AND I JUST GAVE IT DOES GET A FLAT OUT NO OR A YES OR A NO.

SO THERE'S OPPORTUNITY THERE. ALSO IT IS IMPORTANT TO THE POINT OUT OF THAT WHEN THEY APPLY TO WHAT-IF SCENARIOS, AND CLOSING THE GAP LAST YEAR'S DATA, WHILE OF THE CAMPUSES GROUP. SO WHAT THAT TELLS ME IS THAT OVERALL, WE ARE CLOSING THE GAPS.

WE WILL BE CLOSING GAPS. HE TELLS ME OUR CAMPUSES AND TEAMS HAVE THE POTENTIAL TO CONTINUE TO MAKE THOSE CUTE CONTINUOUS IMPROVEMENT EFFORTS. BUT IT ALSO SAID THAT IT IS GOING TO TAKE A SOME TIME TO POTENTIALLY REACH SOME OF THE MANDATES AND SOME OF THE UPDATES, HOW THEY HAVE DONE AN OVERHAUL ON THE STAR ACCOUNACCOUNTABILITY SYSTEM.

IT TELLS US THAT IT IS GOING TO TAKE A HIM TO WORK INTO THE PROCESS. SO THE NEXT PIECE I WOULD LIKE TO MENTION IS CALCULATING THE SCORE.

SO OVERALL, BASICALLY WHAT THE STATE DOES IS WE HAVE TO LOOK AT DOMAIN ONE DOMAIN TWO DOMAIN 2B. OF THOSE THREE AREAS, THE HIGHEST OF THE THREE COUNT IS 70% OF THE SCORE AND THEN CLOSING THE GAP COUNTS AS 30% OF THE SCORE.

SO IF YOU LOOK WITH ME ON TO YOUR FAR RIGHT OF THE DEFENSE COLUMN, WHEN WE COMPARE HER LAST YEAR'S DAY, THAT ARE WHAT OF REPORTING, YOU CAN SEE THAT OUR STUDENT ACHIEVEMENT AND AT RELATIVE PERFORMANCE, THAT IS WHERE WE GOT HIT THE HARDEST.

AND SO -- BUT THERE IS ALWAYS -- WE ARE ALWAYS WORKING -- WE ARE WORKING ON THE GROUND AND WORKING EXTRA TIME, OVER TIME TO MAKE SURE THAT THIS YEAR WE ARE ABLE TO MITIGATE WHATEVER POTENTIAL ACADEMIC CHALLENGES THAT WE'RE GOING TO HAVE.

[01:25:02]

SO I WANT TO SAY THAT FOR 2021, 2022, OUR HIGHS TO MAN OUT OF DOMAIN WON NOT ONLY 2A, DOMAIN 2B WAS RELATIVE PERFORMANCE.

AND THEN THE OTHER PIECE WAS CLOSING THE GAPS.

SO THE 81% COUNTED IN HIS TO PRESENT AND THEY GAVE US THAT 88. THE WHAT IF REPORT GIVES US A DIFFERENT PICTURE IT PAINTS A DIFFERENT SCENARIO.

IT SAYS THAT THAT DOMAIN 2A WHICH WILL BE OUR GROWTH WOULD BE OUR 70% AND THAT ARE 30%, AGAIN, IT WOULD BE THE CLOSING THE GAP AND THAT WILL BE 83%. SO WE WOULD ROUND OFF AT 80.

SO THIS IS NOT REAL TRUE ACTUAL DATA.

THIS IS USING OUR WHAT IF REPORT TO LOOK AT LAST YEAR'S DATA.

THE OTHER THING I WANTED TO SAY IS THAT AS WE ARE WORKING HARD, WE HAVE DONE SO MANY THINGS TO PREPARE FOR NEXT YEAR.

AND I WANT DR. ERIKA BECK DR. BARKER TO DR. BARKER TO SPEAK TO US WHEN WE CREATE A FRAMEWORK.

HE WANT TO ADD TO THAT. >> I WILL SPEAK A LITTLE BACK TO THAT IN THE DIP. OUR COACHING FRAMEWORK.

WE ARE TRYING TO STANDARDIZE THE PRACTICES THAT HAVE BEEN SHOWN EFFECTIVE. NOT ONLY SEEMS IN THE PAST TWO YEARS BUT EVEN AS A PART OF INCORPORATING AS USING DR. GREG'S TERM IN THE EARLIER LEGACY FRAMEWORK.

TO SEE THINGS. LANCASTER HAS HAD OVERALL LANCASTER HAS HAD A HISTORY OF BEING SUCCESSFUL IN EDUCATING STUDENTS AT A HIGH LEVEL. AND SO AND BUILDING THE FRAMEWORK WE WANTED TO MAKE SURE THAT WE CAPTURED THOSE THINGS AS WELL AS BUILD UP ON IT WITH INNOVATIVE PRACTICES THAT ARE RESEARCH-BASED THAT HAVE SHOWN TO REALLY ENRICH THE CLASSROOM EXPERIENCE FOR THE STUDENTS AS WELL AS THEIR LONG-TERM PERFORMANCES, WHETHER THEY ARE HERE IN LANCASTER OR IN OTHER PLACES THAT WE ASPIRE TO BE. WE WILL TALK A LITTLE BIT ABOUT.

WITH THE GOP IN THE. >> ABSOLUTELY.

>> AND I WANT TO MENTION, TOO, THAT WE ARE ADDING THE ADVISORY PERIOD. SO THAT 100% OF OUR STUDENTS CAN ACHIEVE AN INDICATOR BY THE TIME THEY GRADUATE.

WE ARE WORKING HARD ON A ROBUST PLAN THERE AND I IN AND I THINK WE KNOW BEEN A PLAN. THE LAST COUPLE OF SLIDES ARE VILLAGERS BASICALLY RESOURCES FOR YOU.

>> I ALSO WANTED TO ADD JUST TO ACKNOWLEDGE, WE CREATED THE MULTITIERED SYSTEM OF SUPPORT WHICH REALLY TRULY SUPPORTED A LOT OF OUR SECONDARY SCHOOLS. THIS YEAR WE HAVE EXPANDED THAT TO THE COMING YEAR. WE EXPAND THAT TO OUR ELEMENTARY SCHOOLS AS WELL. AND THIS TEAM R PAYS OF THE WOR.

AWAY TO MAKE SURE THAT THE COMMUNITY KNOWS -- AND WE DO A LOT WITH OUR SECULAR AND NOT NECESSARILY SO MUCH IN OUR ELEMENTARY BUT WE HAVE ADDED OPPORTUNITIES SO THAT IN ORDER TO HELP, IF YOU DON'T TAKE CARE OF MASLOW'S BASICALLY THE STUDENTS THAT I REALLY CARE WHAT KIND OF INSTRUCTIONAL MODELS YOU HAVE, FRAMEWORKS, ET CETERA, THOSE THINGS DON'T MEAN A THING IF THEIR BASIC NEEDS ARE NOT MET.

THAT HAS EXPANDED AND HAS BROUGHT ABOUT SOME GREAT SUCCESS AND AGAIN, I ATTRIBUTE THAT A LOT TO DR. JACKSON AND HIS TEAM.

SORRY TO MISS BILL. THIS IS MORE THAN JUST ABOUT, A

LOOK AT THE CURRICULUM PIECE. >> ABSOLUTELY, DR. PERERA.

THE LAST COUPLE OF SLIDES ARE PUTTING YOU ALL TO IMPORTANT RESOURCES. ERA LAST YEAR'S TEPERA REPORT ACCOUNTABILITY MANUAL, BY THE RECORD THERE ARE ONLY ABOUT A HALF AWAY THROUGH THROUGH AT THIS POINT.

AND I THINK THEY ARE UP CHAPTER 12 NOW.

IF YOU WANT TO EXPLORE AND LEARN MORE ABOUT THE DIFFERENT QUESTION TYPES AND HOW TO ASSESS THE STRUCTURED CONDITION VARIOUS GRADE LEVELS AND CONTENT AREAS. THERE'S A TEXAS ASSESSMENT SITE AND THEN ALSO THE TEXAS STATE GO SITE WHERE YOU CAN GO AND LOOK AT SCORES AND DATA AND INFORMATION.

IS ARE GOING TO BE IN OTHER WHAT IF REPORT THAT IS GOING TO COME OUT IN AUGUST AND THAT WHAT IF REPORT IS GOING TO COMPARE THE ACTUAL DATA WAS LAST YEAR'S DATA.

A WORD TO WAIT A TO THE END BECAUSE IT IS A LOT GOING ON, A LOT OF MOVING PIECES AND PARTS BUT I ALSO WANT TO END ON THIS NOTE AND SEE THE T.A. CONTINUES TO WORK ON AN ACCOUNTABILITY

[01:30:01]

THEY WERE RELEASED THINGS LIKE AT CERTAIN POINTS AT CERTAIN TIMES OF A YEAR AND WE COULD ALWAYS COUNT ON THEM TO DO THAT.

THAT IS NOW GONE AWAY. AND WE CAN ACTUALLY OR RELY ON MAKING CHANGES THROUGHOUT AND DURING THE YEAR.

SO WE WON'T GET OUR STARTED TO FOR OUR THIRD THREE H ROOFER OVER REVIEW. WE DO HAVE ALL OUR DATA IN AT THIS TIME. WE WON'T GET ALL OF THE THIRD TO EIGHTH UNTIL AUGUST 11. AGAIN, I ALSO WANT TO EMPHASIZE THAT THERE ARE LOTS OF CHANGES GOING ON AND THIS IS ESSENTIAL AND COMPLETE OVERHAUL. I THINK INITIALLY, THEY HAD MENTIONED THEY WERE GOING TO MAKE SOME TWEAKS AND CHANGES BUT IT ACTUALLY TURNED INTO A COMPLETE OVERHAUL.

THANK YOU. ARE THERE ANY QUESTIONS AT THIS

TIME. >> THANK YOU.

NO QUESTIONS FROM DICES. OKAY.

THANK YOU. >> THANK YOU.

[8. Discussion of 2022-23 End of Year District Improvement Plan (DIP)]

>> NEXT ITEM IS DISCUSSION OF THE 2022/23 END OF-YEAR IMPROVEMENT PLAN. DR. PERERA.

>> KATRISE PERERA: THANK YOU. I WILL CALL FORWARD DR. BARKER WHO WILL PRESENT THE INFOR INFORMATION.

>> CASSANDRA BARKER: GOOD EVENING AGAIN.

MET HIM FOR PRESIDENT. DISTINGUISHED.

SUPERTUNICA DR. PERERA AND THE COMMUNITY.

WE HAVE COME TO YOU SEVERAL TIMES THROUGHOUT THE SCHOOL YEAR AND TALKED ABOUT THE DISTRICT IMPROVEMENT PLAN AND HOPEFULLY YOU MAY HAVE BEEN INVOLVED IN THE CAMPUS IMPROVEMENT PLAN PROCESS. AND SO JUST GOING TO TALK A LITTLE BIT ABOUT THE FLOW OF THE PROCESS.

WHEN I INITIALLY CAME TO YOU, TALK TO YOU ABOUT YOU ALL SETTING THE GOALS AND THEN GOING TO DO DEPARTMENT TO SET PERFORMANCE OBJECTIVES IN THE CAMPUSES.

BUILD CAMPUS STRATEGY. WE HAD SUBCOMMITTEES AND THEN WE PRESENTED TO YOU, POST IT TO THE WEBSITE AND GAVE PROGRESS.

THIS IS THE YOU KNOW WHY REPORT. A DIFFERENT IN THIS PROCESS IN YEARS THAN PRIOR YEARS, PREVIOUS YEARS IS THAT PIJNAKER WE WOULD HAVE AS MISSPELLED MENTION, WE WOULD HAVE OUR STATE RESULTS AND SO OUR STATE RESULT, COULD HOPE IS TO DETERMINE, WHAT DID WE REACH THE GOAL? DID THESE STRATEGIES HELP US TO IMPROVE STUDENT PERFORMANCE, AND ALSO COULD US TO BUILD GOALS FOR MOVING FORWARD FOR YEARS MOVING FORWARD TO MAKE DECISIONS.

MISTY VEIL -- MISS BELL DID MENTION THAT THE STATE WAS SOMEWHAT BUILDING THE SHIP AS THE YEAR WAS GOING ALONG AND SO ONE THING I DO WANT TO STRETCH THAT IN THIS DISTRICT, WE USE ALL OF THE DATA THAT WAS AVAILABLE, NOT JUST OUR STAR SCORE TO. WE USE MAP SCORES TO BUILD HER GOALS. WE -- DISTRICT ASSESSMENTS.

GRADES. OR WE ARE AND ONE THING THAT WE HAVE LEARNED AND I'M GOING TO GO THROUGH THE THINGS THAT WE'RE GOING TO UP AND START MORE THAN THE THINGS THAT WE WILL CON CONTINUE. JUST REMIND EVERYONE OF THE GOALS. WE WANT TO PROVIDE -- WE WILL PROVIDE WORLD-CLASS TEACHING AND LEARNING EXPERIENCE, WERE KILLED BY EACH STUDENT GROWS AND DEVELOPS AND ONE GRADE LEVEL.

THIS YEAR WE HAVE HAD TO OUR MAP SCORES TO MEASURE BECAUSE WHEN WE DON'T HAVE OUR START SCORES. WE WILL PROVIDE SAFE AND SECURE LEARNING ENVIRONMENTS WHEREBY ALL STUDENTS AND STAFF ARE PHYSICALLY AND EMOTIONALLY SAFE. THANK YOU PARA TALK ABOUT MTSS WHERE WE ARE TAKING INTO AT SOME SUPPORT IN ELEMENTARY.

WE WILL MAINTAIN FISCAL INTEGRITY AND WILL ESTABLISH CONFIDENCE WITHIN OUR COMMUNITY. WHEREBY WE DEVELOPED A CULTURE OF TRUST AND ACTION. ONE OF THE THINGS THAT WE WENT THROUGH AT THE DISTRICT LEVEL AS WE LOOKED AT SOME OF OUR PROBLEMS THAT WE NEED TO ADDRESS AND WE LOOKED AT OUR DEMOGRAPHIC AND WE KNEW THAT COVID LEFT US SOME PANDEMIC.

'S. IT BROUGHT OUT THE NEED TO EMPHASIZE OUR SOCIAL EMOTIONAL WELL-BEING OF OUR STUDENTS FROM ALL DEMOGRAPHICS. WE KNEW THAT OUR TEACHERS ARE EXPERIENCING AN EXTREMELY HIGH LEVEL OF TRAINING.

REINVESTED WHERE WE NOTED OUR TEACHERS HAVE DEFICITS.

[01:35:02]

EVEN THOUGH THEY ARE CERTIFIED, THEY ARE STILL INTERESTED IN IT AS WELL. AND THEN ANOTHER PROBLEM IS THAT WE KNEW THIS CERTIFIED TEACHERS, IT IS SHALLOW.

WE DID NOT SAY WAS. IT IS.

THAT IS EVERYWHERE. WE COMPETE WITH -- THEY PAY MORE THAN US. SO SOME PEOPLE ARE CHOOSING TO DRIVE 10 MILES OF THE ROAD TO MAKE MORE MONEY IN A LARGER DISTRICT. THAT IS THEIR CHOICE.

OTHER PROBLEMS, STATEMENTS THAT WE WERE AT IN THE FINE AND FORWARD AND I'M SPEAKING TO US BECAUSE THESE ARE PROBLEM STATEMENTS THAT STILL EXIST. THEY INFLUENCED OUR WORK AND OUR DECISION-MAKING. OF THE PROBLEM STATEMENTS WHEN AT STUDENT LEARNING NEEDS THAT WE ARE STILL LOOKING AT THE LEARNING THAT OCCURRED EVEN THOUGH IT MAY NOT HAVE BEEN ACADEMIC LEARNING THAT WAS STEERED OR SHAPED BY US.

SO WE WERE AT HOME. SO WE ARE DOING SOME AND DOING.

STUDENTS WHO ARE IN EIGHTH GRADE NOW, THEY WERE IN THIRD GRADE.

THEY WERE JUST LEARNING TO READ -- JUST LEARNING TO AGREE.

THAT IS IMPACTING SOME OF THE DECISION THAT WE ARE MAKING.

IT ALSO CONTRIBUTES TO OUR DECREASED.

AND IT HAD BEEN ON THAT WE HAD TOUTED NOT ONLY THE BEST SOUTHWEST OR THE DFW AREA BUT ACROSS THE STATE WITH OUR DEMOGRAPHICS WITH OUR STUDENTS ARE PERFORMING IN MATH.

IT WAS DEFINITELY SOMETHING THAT WE CELEBRATED IN THIS DISTRICT, HOWEVER, THAT WAS A PANDEMIC PERK TO STRENGTHEN IN THAT AREA.

WE KNOW THAT WE HAVE STUDENTS ACROSS OUR GRADE LEVEL, ARE APPROACHES AND ARE APPROACHES AT BOTH READING AND MATH AND IT WAS THAT IT HAD DECREASED AND THEN OR OTHER PROBLEM STATEMENT BECAUSE WE KNEW THAT WE NEEDED TO ADD EXTRA SUPPORT TO THE GWC.

WE LOOKED AT GWC. FROM THE INCEPTION OF THAT SCHOOL THAT THAT DATA HAD BEEN PROBLEMATIC TO ME AND TO THE TEAM THAT IS LOOKING AT THAT. FAILED TO SYSTEMS AND WE TALK ABOUT IT ALL THE TIME. PUTTING SYSTEMS, RESEARCH-BASED SYSTEMS IN PLACE THAT REGARDLESS OF WHERE THE STUDENTS COME FROM, THE GWC IS A LAUNCHING PAD FOR THEM.

SOMETHING THAT WILL BE ADDED HERE AS A PROBLEM STATEMENT AND AGAIN, I'M REVIEWING 233 FOR 2022, 2023, FOR 2023, 2024, THERE WILL BE A PROBLEM STATEMENT AS IT RELATES TO THE SPECIAL EDUCATION. ONE THING THAT DR. PERERA HAS ASKED MS. TO MAKE SURE THAT THE ACTION PLAN THAT MS. CROMER HAD SPOKEN TO HIS PART OF OUR DISTRICT IMPROVEMENT PLAN.

THAT WAY WE MAKE SURE THAT OUR EFFORTS AND OUR FINANCIAL EFFORTS THAT THIS PLAN HOLDS US RESPONSIBLE FOR MAKING SURE THAT WE DO WHAT WE SAY. WHEN WE LOOK AT PROCESSES, PROGRAMS AND NEEDS TO AGAIN, SPECIAL AND WOULD BE THERE.

DEVELOPMENT AND MAINTENANCE OF BUDGETARY AND FINANCIAL PLANNING PROCESSES WERE A CHANGE IN THE DECREASE IN ENROLLMENT.

WE HAVE BEEN LOOKING TO THE RIGHT SIZE TO DISTRICT.

WE LOST OVER THE PAST FIVE YEARS ABOUT 400 STUDENTS AND THAT EQUATES, DR. PERERA, HELPING TO HOW MUCH IT REVIEW? $4 MILLION IN REVENUE. WE HAVE BEEN FUNCTION WITH THE FORMULA AND IN OUR BUDGET AND WE HAVE BEEN WORKING TO MAKE SURE THAT ONE, WE DO NOT SHORT OUR STUDENTS AND THAT USER EXPERIENCE IN THE CLASSROOM. HOWEVER, WE WANT TO MAKE SURE THAT WE ARE -- AND BEING FISCALLY RESPONSIBLE.

ANOTHER PROBLEM STATEMENT WE HAVE AN OBLIGATION TO OUR STUDENTS AND STAFF TO PROVIDE A SAFE LEARNING ENVIRONMENT, AS SAFE AS POSSIBLE AND TO TAKE'S PREVENTATIVE MEASURES.

AND WE HAVE COME TO YOU SEVERAL TIMES.

WE HAVE CHANGED OR PRINTED TO BE INNOVATIVE AROUND WHAT SECURITY LOOKS LIKE IN THE OTHER PROBLEM STATEMENT, THAT TRANS CARE SHOW

[01:40:04]

PARENT INVOLVEMENT. WE HEARD THIS TONIGHT, THERE'S A REQUEST, HOW ARE WE INVOLVING OUR PARENTS? AND WE TALKED ABOUT THAT ALL THE TIME.

JUST TONIGHT, MRS. THORNE IS NOT HERE BECAUSE WE HAD TWO -- TO MEET THE PRINCIPAL EVENTS THAT ARE HAPPENING.

ONE AT WEST MAIN. JUST TRYING TO MAKE SURE THAT PEOPLE UNDERSTAND THAT OUR PRINCIPALS ARE PEOPLE AND THAT THEY ARE ACCESSIBLE. WE HAD ONE LAST NIGHT THAT THIS WILL REST OVER AT BMO. AND SO WE WANT TO MAKE SURE THAT WE ARE LISTENING TO OUR PARENTS CONTACT WE OFFER OPPORTUNITIES FOR OUR PRINCIPALS TO BE ACCESSIBLE, TRUSTEE WHITFIELD WAS THERE LAST NIGHT AS WELL. AND THEN WE OFFER RESOURCES TO SUPPORT OUR PARENTS BECAUSE THAT WAS SOMETHING THAT NOT SAYING THAT THE DISTRICT DID NOT DO IT BUT COMING OUT OF THE PANIC, THERE WAS SOMETHING THAT WAS BEING ASKED OF US.

WE WANTED TO INCLUDE THAT LATER. THE NEED FOR TEACHERS AND ADMINISTRATORS TO HAVE RESOURCES AVAILABLE TO INCLUDE PARENTS TO HELP THEIR STUDENTS AT HOME. AND THEN ENROLLMENT DATA SHOWS THAT NEEDS TO DEVELOP A PRIMITIVE RECAPTURING AND RETAINING PLAN TO ENSURE PARENTS -- THE BENEFITS OF STAYING IN LANCASTER ISD. MS. SIMPSON IS NOT HERE.

SHE IS ACTUALLY PRESENTING AT A NATIONAL CONFERENCE.

BUT SHE WANTS A AND TO -- SHOW U ALL THE PROJECT.

THAT IS PART OF TRYING TO GET THE STORY OUT ABOUT THE DISTRICT WHAT IS THE VALUE OF THE PROPOSITION VALUE THAT WE OFFER? WHY IS IT TO YOUR STUDENTS ARE HERE AND SHOULD BE HERE IN LANCASTER? AND SO AS I MENTIONED TO YOU, I WAS NOT GOING TO THROUGH ALL OF THE THINGS IN THE DISTRICT IMPROVEMENT PLAN I WANTED TO PUT THOSE THINGS OUT JUST SO THAT YOU KNOW THAT THESE ARE THE THINGS THAT SOME OF THE THINGS THAT HELP TO SHAPE OUR DECISION-MAKING. I AM GOING TO GO THROUGH ONLY THREE OF THE GOALS BECAUSE THOSE WERE THREE PLACES THAT WE KNEW THAT WE EITHER DID NOT COMPLETELY MEET THE GOAL OR THAT WE KNEW FOR SURE THAT WE WANTED TO CONTINUE.

AND SO PROVIDING A WORLD-CLASS TEACHING AND LEARNING EXPERIENCE WHEREBY ALL OF OUR STUDENTS GAINED AT LEAST ONE-YEAR OF GROWTH, IF YOU LOOK AT STRATEGY TWO, INTEGRATE SCHOOLWIDE ACROSS CURRICULAR STEAM LEARNING EXPERIENCES ON EVERY CAMPUS, WANTED TO ENSURE THAT ALL OF OUR STUDENTS GET AT LEAST TWO OF THOSE EXPERIENCES PER YEAR. WE DID BY MARCH, WE DID MEET THAT GOAL. WE DO APPRECIATE THE BOARD WHEN YOU APPROVE THE BUDGET THAT YOU ALLOWED US TO BE ABLE TO FOR THAT WHETHER IT WAS IN THE HERITAGE GOAL, BLACK HISTORY GOAL TO WE HAD OUR STEAM EXPO. EVEN HER FINANCE PERFORMANCES, ALL OF THOSE THINGS ARE A PART OF INTERESTING EXPERIENCES.

THE REASON THAT THE ARROW IS THERE FOR CONTINUE TO MODIFY IS ACTUALLY TO THE BUTTERFLY BECAUSE REALIZE IS THAT STEAM IS WHAT WE DO HERE. LANCASTER WAS ONE OF THE FIRST STEM DISTRICTS IN THE STATE OF TEXAS AND IT HAS INTEGRATED INTO WHAT WE DO AND SO TWO TIMES WAS, LIKE, A LOW BAR.

AND SO THEN THIS UPCOMING YEAR, EVEN THOUGH WE ARE MODIFYING THE EXPERIENCES THAT WE OFFER, ELEMENTARY SCHOOLS WILL ALL HAVE A STEAM ELEVATION LAB. WE HAVE LOOKED AT OUR LIBRARIES AND THE ELEMENTARY LEVEL AND WE ARE TRYING TO INNOVATE AND BECOME MORE OF A MEDIA CENTER WHERE OUR K2 STUDENTS WILL HAVE A MAJOR SPACE AND THEY WILL HAVE A HANDS-ON STEM EXPERIENCE.

THE DATA THAT WE DO HAVE HAS SHOWN THAT ONE, WHEN WE WERE TRULY WORKING STEM WITH FIDELITY HERE, THAT WAS EIGHT SUPPORT.

WE REALLY HAVE TO GET BACK TO THAT AND THEN SECONDLY, OUR SCIENCE SCORES AND WHAT WE ARE MEASURING DON'T LOOK LIKE WHAT WE THINK. AND PART OF THAT REASON IS WE NEED TO BE RECRUITED REALLY BE RECRUITED REALLY WORKS RECRUITED REALLY WORKS THROUGH THE EARTH THROUGH EARLY.

THEY WILL START BEING EXPOSED TO SOME OF THE SCIENCE PRINCIPALS.

IF YOU LOOK AT PORT GOLD TWO AND I DID SAY CONTINUE MODIFY OR

[01:45:02]

AND SO JD WILL "WAS THE OTHER? GWC, THEY WERE ABLE TO GO THROUGH ALL OF THE METHODS, WORK ALL OF THE ACTIVITIES AND HAVE THOSE THINGS IN PLACE. THE POST FOR THIS YEAR IS THAT THOSE STUDENTS THAT WERE IN GWC, THEY WILL MOVE ON TO OUR MASS.

AND SO AND OUR NEXT ITERATION OF THIS PROGRAM, THEY WILL CONTINUE FOR THE 23/24 SCHOOL YEAR, AS YOU CAN SEE.

WHAT WE WILL FOR THAT PARTICULAR STRATEGY BE VERY FOCUSED AND MAKE SURE THAT WE DO IT RIGHT. IN GOAL THREE, THE PHYSICAL INTEGRITY PEACE, THERE'S A HERE ABOUT HR REINFORCING THE GOAL OF PROVIDING MEANINGFUL PROFESSIONAL DEVELOPMENT.

THE STRATEGY THERE WAS LINKEDIN LEARNING.

WHAT WE LEARNED BY HAVING STUDENT LEARNING IS THAT IT WAS NOT EFFECTIVE FOR US HERE IN LANCASTER.

ASKED STAFF TO NOT ENGAGE AS WE WOULD LIKE -- AS HE WOULD HAVE LIKED THEM TO WITH ONLINE PROFESSIONAL LEARNING OPPORTUNITIES. WHAT WE LIKE HERE IN LANCASTER IS FACE-TO-FACE. AND SO WE TRIED IT.

WE DID THIS FOR TWO YEARS. OUR STAFF TO BUILD IT, WHICH IS VERY MUCH. AND SO WE WILL TAKE THOSE DOLLARS AND USE THEM DIFFERENTLY NEXT YEAR.

WE WILL NOT CONTINUE WITH THIS PARTICULAR STRATEGY.

IN BOARD GOAL THREE, AND PERFORMANCE OBJECTIVE SIX, AND THIS WAS ABOUT FINANCING MAINTENANCE.

WE WILL CONTINUE TO DEVELOP SYSTEMS OF INTEREST AND SEE MONITOR THE RETURN ON INVESTMENT.

THE FINANCE DEPARTMENT WILL ANALYZE MONTHLY REPORTS TO EVALUATE YEAR-TO-DATE AS WELL AS THE DAY TO TRACKS PUTTICK IN ORDER TO ME, BUDGET GOALS AND YOU SEE THE ARROW TO CONTINUE.

WE WILL CONTINUE THAT. ALSO EXPAND.

WE TALKED ABOUT AS IT RELATES TO SPEND REPORTS AND MAKING SURE THAT WE ARE ABLE TO CAPTURE WHAT IS HAPPENING ON A MONTHLY BASIS SO THAT IF THERE IS A STOPGAP THAT IS NEEDED THAT WE ARE ABLE TO PUT THAT AND CHANGE COURSE. AND THEN ONE THING THAT WE WILL CONTINUE THIS PROMOTE ENERGY EFFICIENCY.

WATER IS NOT HERE WHICH WE KNOW THAT THE TEMPERATURE IS VERY GOOD HERE AND ALL THE LIGHTS ARE ON.

BUT WE DO PRACTICE ENERGY EFFICIENT PRACTICES WITH E-MAIL AND IT LOOKS LIKE NOBODY IS HOME.

A WHOLE BUNCH OF PEOPLE ARE WORKING HERE SOMETIMES.

THE LIGHT IS THE LIGHT IS A LITTLE BIT DIMM.

AND SOME PEOPLE TURN THEIR EAR OFF.

BUT IF YOU ARE EVER HEARING THE RETURNING AIR OFF, JUST COME UP AND THERE IS ONE BIT. AND THEN OTHER STRATEGIES, IF WE LOOK AT PERFORMANCE OBJECTIVE SEVEN, AND THIS WAS IN THE TECHNOLOGY DEPARTMENT, IF YOU SEE WERE AS YOU CAN SEE STRATEGY TWO HAS TO DO WITH THE FIREWALL. WE ARE ACTUALLY IN THE PROCESS RIGHT NOW BECAUSE OF THE COST OF THE FIREWALL.

WE WENT TO R&B AND PAINT A PUBLIC ENTITY, THERE'S A PROCESS AND WE'RE GOING TO MAKE THAT HAPPEN.

THAT PROCESS WILL CONTINUE THROUGH PASSPORT HAS CONTINUED PASTURE. IT WILL -- IS -- IF I WERE TO ASSURE YOU THIS, IF THE SUMMATIVE FOR THE SUMMATION OF THIS WAS AUGUST, WILL PROBABLY HAVE -- BECAUSE WE WILL HAVE GONE THROUGH THIRD. YOU THROUGH BUBIC TO PROTECT OUR DISTRICT. AND SO FUTURE MEETINGS, DATES, IF AUGUST IS THERE, BECAUSE AND IT PROBABLY SHOULD SAY SEPTEMBER. TO BE ON IS, GETTING READY FOR THE NEXT ITERATION THIS ORDER 23/24 SCHOOL YEAR, WE HAVE AND I WILL GO BACK IF YOU LIKE TO SCAN THE QR CODE AND I HAVE ASKED MSL THIS TO YOU ALL SO THAT IT IS IN YOUR DISTRICT E-MAIL.

ALL OF THE DISTRICT IMPROVEMENT PLANS 122023, RICARDO OWENS HAVE BEEN UPLOADED TO OUR WEBSITE. AND MANY OF THE CAMPUSES DON'T WANT TO SAY ALL BECAUSE I DON'T KNOW THAT TO BE EFFECT.

[01:50:01]

PART OF WHAT HAS BEEN SUGGESTED TO THEM IS THAT WE STAYED WITH MANY OF THE STRATEGIES THAT WE HAVE PRAYER THAT WE HAD IN THE.

PLAEHN AND THEN WHENEVER THE STATE -- FINALLY RELEASE THE STAR SCORES THAT WE ARE ABLE TO UPDATE THEM.

SO THE EAST COAST THAT IS WHAT IT SAYS SUGGESTIONS.

IS REALLY DETERMINED BY WHEN WE GET THE FINAL INFORMATION BACK ON THIS DATING. SO WITH THAT, I ASKED FOR THIS TO BE A PART JUST TO REVIEW. OF BUD LIGHT THERE WAS -- WE RECEIVED INFORMATION ABOUT THE SPECIAL ED AUDIT.

THAT THAT IMPACTS THIS DATA. IT IMPACTS OUR STUDENT PERFORMANCE. OR WHATEVER PART, WHICH IS HERE IS LAST YEAR'S PERFORMANCE WITH THE NEW ACCOUNTABILITY SYSTEM AND THEN NOW THIS IS WHAT WE USED TO INFLUENCE THE DATA THAT YOU SAW. AND SO WITH THAT, I WILL TAKE

ANY QUESTIONS. >> THANK YOU, DR. BARKER.

ANY QUESTIONS? >> MARION HAMILTON: MS. WHITFIEL

D. >> TEMIKA WHITFIELD: THE LINKEDIN LEARNING, YOU STATED THAT WAS -- WE HAD THAT BEEN FORMATTED FOR TWO SCHOOL YEARS. AND CAN YOU -- HOW MUCH WAS

ALLOCATED FOR THAT PROGRAM? >> CASSANDRA BARKER: IT WAS LESS THAN 50,000, WHICH IS WHAT TO MY KNOWLEDGE, AND LET ME BACK UP AND SAY, I AM NOT REALLY SURE OF THE EXACT AMOUNT PER.

>> TEMIKA WHITFIELD: ARE YOU ABLE TO PROVIDE ANY RECOMMENDATIONS FOR THE PROGRAM? AND WHO LED THE PROGRAM?

>> CASSANDRA BARKER: WHEN LINKEDIN LEARNING WAS IMPLEMENTED, WE WERE COMING BACK FROM COVID.

AND SO WE WERE LOOKING FOR OPTIONS AS A WAY TO MAKE SURE THAT WE DID HAVE ONGOING PROFESSIONAL DEVELOPMENT WITHOUT BEING ABLE TO MAKE CONTACT. WE COULD NOT.

WE WERE NOT AT A PARK WHERE WE WERE DOING FACE TO FACE PROFESSIONAL LEARNING. AND SO THERE WAS A COMMITTEE AND THE COMMITTEE LOOK AT WHAT WAS OUT THERE.

AND TO BE ON IS, WHAT WAS COST EFFECTIVE.

AND THEN THE OTHER THING IF I REMEMBER CORRECTLY, WE WERE LOOKING FOR AN OPTION THAT EVERYONE COULD BE INVOLVED IN, WHETHER IT WAS TECHNOLOGY OR MAINTENANCE AND OPERATIONS OR TRANSPORTATION AS WELL AS OUR TEACHING STAFF.

PEOPLE HEARING FINANCE, WE WERE TURNED TO LOOK FOR A PLATFORM THAT WOULD ADDRESS EVERYONE AND THAT WAS HOW WE GOT TO LEARNING.

BUT TO BE HONEST, WHAT WE FOUND IS THAT ONCE WE WERE ABLE TO BE TOGETHER, PEOPLE WANTED TO BE TOGETHER.

THEY DID NOT WANT TO DO -- AND THAT WAS THROUGH HR HAS DONE SOME SURVEYS AND JUST IN ASKING THE DEPARTMENT LEADS TO A USE LINKEDIN LEARNING OUT TO THE ABOUT PEOPLE AND SEE WHAT THE FEEDBACK WAS AND WHAT WE RECEIVED WAS THAT WE WANT TO BE

TOGETHER. >> TEMIKA WHITFIELD: I'M SORRY?

>> CASSANDRA BARKER: THIS WAS HR.

THE EXACT PERSON IN HR. ACCOUNTS.

TO THAT. >> TEMIKA WHITFIELD: NO, THAT IS FINE. THANK YOU.

>> MARION HAMILTON: ANY OTHER QUESTIONS? OKAY, TAKE A, DR. BARKER. OKAY, NEXT ITEM ON THE AGENDA IS A GERMAN. IS THERE A MOTION TO ADJOURN?

>> I MOTION THAT WE ADJOURN. >> SECOND BY MR. SCHMIDT.

ALL IN FAVOR, AYE. AYE.

* This transcript was compiled from uncorrected Closed Captioning.