4. INSPIRATIONAL MESSAGE

[7. PUBLIC HEARING ON THE 2019 TEXAS ACADEMIC PERFORMANCE REPORT (TAPR) Presenter: Dr. Dash Weerasinghe, Senior Executive Director of Assessment, Research and Program Evaluation]

PERFORMANCE REPORT OR TAPR.

DR. DASH WEERASINGHE.

I NEVER SAY IT RIGHT. SENIOR EXECUTIVE DIRECTOR OF ASSESSMENT, RESEARCH AND PROGRAM EVALUATION WILL PROVIDE INFORMATION.

AND AFTERWARDS THE BOARD OF TRUSTEES WILL RECEIVE PUBLIC INPUT REGARDING THIS TOPIC.

DASH, PLEASE.

GOOD EVENING, BOARD PRESIDENT AND BOARD OF TRUSTEES.

WELL AS REQUIRED BY TEXAS EDUCATION CODE, TAPR REPORT, WHICH STANDS FOR TEXAS ANNUAL ACADEMIC PERFORMANCE REPORT.

TEXAS ACADEMIC PERFORMANCE REPORT IS PART OF THE ACCREDITATION PROCESS FOR SCHOOLS.

AND MOST OF THE MATERIAL IN THIS REPORT, IT IS LIKE ABOUT 40 OR 50 PAGES LONG.

WE HAVE KIND OF GONE OVER IN DETAIL, BUT SO THIS IS AN OPPORTUNITY TO SHARE THE OFFICIAL REPORT RELEASED FROM THE STATE.

AND I WILL GO THROUGH SOME OF THE KEY COMPONENTS IN HERE.

WELL, LET'S START WITH THE ACCOUNTABILITY PIECE HERE AND AS A DISTRICT, WE WERE AN A-RATED DISTRICT IN THE ACCOUNTABILITY SYSTEM.

AND TECHNICALLY, WE HAVE 71 CAMPUSES IN THE DISTRICT.

AND THAT INCLUDES THE FOUR EARLY CHILDHOOD CAMPUSES.

SO HOW THE SYSTEM WORKS IS THE FOUR EARLY CHILDHOOD CAMPUSES ARE PAIRED WITH A FEEDER CAMPUS. AND SINCE IN PLANO, WE REALLY DO NOT HAVE A STRONG FEEDER PATTERN FOR EARLY CHILDHOOD, WE GET THE OPPORTUNITY TO PAIR THE EARLY CHILDHOOD WITH THE DISTRICT RATING.

BECAUSE THEY GO TO MULTIPLE SCHOOLS, ELEMENTARY SCHOOLS.

SO THAT'S HOW THE 71 CAME ABOUT.

AND EACH ONE OF THEM HAVE MADE THE OVERALL RATINGS OF A, B OR C.

THE OTHER ACCREDITATION REQUIREMENT IS A SPECIAL ED DETERMINATION STATUS AND WE MEET THE REQUIREMENT IN THERE AND AND OVERALL WE HAVE, WE HAVE THE ACCREDITED STATUS.

WE HAVE SEEN THE ACCOUNTABILITY RATINGS BEFORE, SO.

SO THIS IS HOW WE ENDED UP WITH OUR OVERALL SCORE OF 91 IN EACH OF THE DOMAINS AND SIMILAR PATTERNS ARE DISPLAYED FOR EACH OF THE CAMPUSES.

THEY HAVE A DOMAIN ONE IS STUDENT ACHIEVEMENT.

IT'S PRIMARILY STAR FOR ELEMENTARY AND MIDDLE SCHOOLS AND FOR OUR 9 10 CAMPUSES.

FOR OUR. CAMPUSES WITH THE GRADUATING CLASS AND THE DISTRICT, THIS DOMAIN ONE IS ABOUT 40 PERCENT STAR, 40 PERCENT COLLEGE CAREER MILITARY READINESS AND 20 PERCENT GRADUATION.

DOMAIN 2A, ACADEMIC GROWTH.

THAT'S AN ACTUAL GROWTH PIECE IN THAT HOW MUCH YOU'VE GROWN FROM THE PRIOR YEAR TO THE CURRENT YEAR AS WELL AS RELATIVE PERFORMANCE.

DOMAIN 3 IS CLOSING THE GAPS.

AND THIS IS THE PIECE THAT IS OF OUR COMPLIANCE PURPOSES WITH THE FEDERAL EVERY STUDENT SUCCEEDS ACT, AND THAT'S WHERE FOR TITLE 1 CAMPUSES.

THIS IS A MAJOR PIECE OF THAT ACCOUNTABILITY SYSTEM.

OVERALL, THIS IS A BREAKDOWN OF OUR BY ELEMENTARY, MIDDLE, HIGH SCHOOL AND SENIOR HIGH AND ACADEMY. WHAT PROPORTION RECEIVED AS, BS AND CS.

WE HAVE 44 ELEMENTARY CAMPUSES AND 13 MIDDLE SCHOOL CAMPUSES.

6 HIGH SCHOOL CAMPUSES AND THE SENIOR HIGH IN THE ACADEMY.

THOSE ARE THE FOUR. WHEN YOU LOOK AT THIS DATA EVEN AT THE STATE LEVEL, THE SECONDARY SCHOOLS DO VERY WELL IN OUR A-F SYSTEM AND THE PRIMARY REASON BEHIND THAT IS, YOU KNOW, WE HAVE A LOT OF ENGLISH LANGUAGE LEARNERS

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AND ECONOMICALLY DISADVANTAGED STUDENTS.

WHEN THEY ENTER THE SYSTEM, YOU NEED TIME TO DEVELOP THEIR ENGLISH SKILLS.

SO AND SINCE MOST OF THESE STUDENTS ARE GETTING TESTED IN ENGLISH LANGUAGE IN GRADES THREE AND HIGHER ON STAR, WHEN THESE STUDENTS ENTER THE MIDDLE SCHOOL, THEY HAVE MASTERED THE LANGUAGE AND THEY DO PRETTY WELL IN MIDDLE SCHOOL.

SO THE SYSTEM WORKS AS IT IS DESIGNED, BUT THERE ARE DISADVANTAGES.

IT'S ELEMENTARY BY JUST THE NATURE OF HOW MANY YEARS WE GET TO EDUCATE A STUDENT.

MOST OF THE TIME WHEN THEY MASTER THE LANGUAGE, THEY HAVE EXITED THE ELEMENTARY SYSTEM AND THEY ARE GOING INTO THE MIDDLE SCHOOL SYSTEM.

AND THIS PATTERN IS REFLECTED IN MOST IN ALMOST ALL DISTRICTS AND STATEWIDE.

IN ADDITION TO THE OVERALL ACCOUNTABILITY SYSTEM A-F SYSTEM THERE IS A CARRYOVER PIECE FROM THE ALL ACCOUNTABILITY SYSTEM THAT REALLY DIDN'T GET ELIMINATED WHEN THEY REDESIGNED IT, AND THAT'S THE DISTINCTIONS.

AND THEY KIND OF SERVES A PURPOSE.

THE PURPOSE BEHIND THE DISTINCTIONS ARE TO HIGHLIGHT AREAS IN THIS PARTICULAR CASE READING, MATH, SCIENCE, SOCIAL STUDIES IN GROWTH AND IN COMPARISON TO CLOSING THE GAPS, HOW WELL A PARTICULAR CAMPUS DO.

SO NOT ALL THESE ARE AVAILABLE IN ELEMENTARY.

WE DON'T TEST IN SOCIAL STUDIES, BUT THE OTHER SIX ARE.

SO THIS IS THAT EACH ELEMENTARY CAMPUS IS COMPARED TO 40 CAMPUS THAT ARE SIMILAR IN DEMOGRAPHICS TO THAT CAMPUS.

AND IF YOU A CERTAIN PROPORTION OF INDICATORS ARE IN THE TOP 10 OUT OF THE 40, THEN YOU EARNED THE DISTINCTION. SO OUT OF OUR 44 ELEMENTARY CAMPUSES, 14 READING DISTINCTIONS, 15 IN MATH AND 10 IN SCIENCE.

SO THIS IS KIND OF A KIND OF A BREAKDOWN OF HOW THEY EARNED IT.

MIDDLE SCHOOLS ARE UNDER 13.

SO MAJORITY OF OUR CAMPUSES AND AT LEAST ONE DISTINCTIONS OR MORE AND IN HIGH SCHOOLS.

YOU CAN SEE THE RATINGS THERE.

SENIOR HIGH SCHOOLS AND THE ACADEMY, THEY ARE KIND OF LITTLE BIT OF INDICATORS ARE VERY DIFFERENT FOR THEM BECAUSE THERE ARE A LOT OF GRADUATION RELATED AND S.A.T.

A.C.T. INDICATORS IN THERE.

AND ON THE TOP 25 PERCENT, CLOSING THE GAP JUST BY THE STRUCTURE OF THE NINE TEN ELEVEN TWELVE SPLIT. THERE ARE SOME ADVANTAGES TO PLANO AND THERE'S ALSO SOME DISADVANTAGES TO PLANO. AND THIS IS KIND OF A THIS IS KIND OF EXPOSED IN HERE BECAUSE OUR 11-12 CAMPUSES GET ESPECIALLY WITH READING AND MATH.

WE ARE AT A DISADVANTAGE BECAUSE MOST OF THE STUDENTS WHO ARE TESTED IN READING AND MATH ARE THE RETESTERS.

SO BUT THEY ARE GETTING COMPARED TO A REGULAR 9-12 CAMPUS.

SO WE DO HAVE KIND OF A DISADVANTAGE ON THAT ONE IN THE TOP 25 IN CLOSING THE GAPS.

ONE UNIQUE PIECE THAT IS AVAILABLE AND WE ARE REQUIRED TO DISCUSS AT THE ANNUAL TAPR REPORT IS HOW WELL OUR STUDENTS DO WHEN THEY GO TO COLLEGE.

THE VERY FIRST YEAR IN COLLEGE AND THIS IS THIS IS BECAUSE OF THE NATURE OF THIS DATA.

BECAUSE THEY NEED TO GRADUATE FROM PLANO AND THEY HAD TO GO TO COLLEGE AND COMPLETE THE VERY FIRST YEAR. SO THIS IS TWO YEARS BACK DATED DATA.

SO REMEMBER, WE ARE TALKING ABOUT 17/18 ANNUAL REPORT.

I'M SORRY. 18/19 ANNUAL REPORT.

AND THIS DATA IS FOR THE 16/17 GRADUATING CLASS.

SO WE HAD 3,967 IN THAT GRADUATING CLASS.

AND THIS DATA IS ONLY TEXAS HIGHER ED ENROLLMENT.

SO YOU MUST PROBABLY HAVE SEEN REPORTS HERE WE HAVE A 75, 79 PERCENT COLLEGE BOUND POPULATION HERE, BUT THAT INCLUDES OUT-OF-STATE.

BUT THIS REPORT IS THIS IS PUBLISHED BY TEA.

THIS GETS INTO EACH INDIVIDUAL'S STUDENT AND AND SCHOOL, AS WELL AS THE DISTRICT LEVEL AND INCLUDING THEIR GPA IN FIRST YEAR IN COLLEGE.

SO OUT OF THESE 2,391 STUDENTS THAT ARE IN TEXAS COLLEGES.

THAT NUMBER RIGHT HERE.

54 PERCENT EARN A GPA OF 3.0 OR HIGHER IN TEXAS PUBLIC HIGHER ED AND 78 PERCENT HAVE A GPA OF 2.0 OR MORE. SO THAT'S THE ACCUMULATION OF ALL THESE NUMBERS.

NOW, OBVIOUSLY, THEY CAN'T TRACK EVERY KID FROM PLANO THAT WENT TO TEXAS COLLEGE THERE

[00:25:06]

HAS TO BE SOME CRITERIA.

SO THERE WERE ABOUT A HUNDRED AND TWENTY TWO COLLEGES INCLUDED IN TEXAS AND TWO HUNDRED AND NINETY FIVE STUDENTS COULD NOT BE MATCHED WITH WHERE THEY WENT.

AND THEY BY THE WAY, THEY MAY HAVE GONE TO PRIVATE SCHOOL OR THEY MAY HAVE GONE OUT OF STATE. AND THEN ANOTHER 1159 COULDN'T BE FOUND IN THE TEXAS PUBLIC EDUCATION SYSTEM.

SO THAT THE REMAINDER IS THAT 2,391 THAT ARE IN PUBLIC.

IN ADDITION, THIS PARTICULAR REPORT HAS ALMOST EVERY PERFORMANCE INDICATOR WE HAVE ALL STUDENTS BROKEN DOWN BY BILINGUAL AND ENGLISH LANGUAGE AND SECOND LANGUAGE STUDENTS.

IT HAS STUDENT INFORMATION ON DEMOGRAPHICS AND AND BY ETHNICITY, EDUCATION AND INCOME LEVELS. CLASS SIZE INFORMATION FOR EACH SCHOOL AND THE DISTRICT.

SO WHAT PERCENTAGE OF STUDENT TO TEACHER RATIOS PROGRAM INFORMATION HERE.

WHAT WE MEAN BY PROGRAM INFORMATION IS WHO ARE IN BILINGUAL PROGRAMS, TITLE 1 PROGRAM, CTE PROGRAMS, GIFTED PROGRAMS. THE DATA IS BROKEN DOWN BY THOSE.

STAFF INFORMATION IS THERE BY YEARS OF EXPERIENCE DEGREES FOR EACH CAMPUS AND TAX INFORMATION IS ALSO PART OF THIS .

THE FUND BALANCE AND REVENUE AND WHEN YOU GO ON THE WEBSITE.

WE HAVE LINKED ALL THESE TAPR REPORTS ON OUR DISTRICT WEB SITE AND THAT'S ALSO A REQUIREMENT. ON THE VERY LAST PAGE THERE'S A LINK AND WHEN YOU CLICK ON THAT LINK IT GOES TO THE TAX INFORMATION FOR PLANO ISD.

THE OTHER THREE REPORTS THAT WE ARE REQUIRED TO PUBLISH HOW THE DISTRICT, THE POLICIES AND PROCEDURES THE DISTRICT USES TO PROTECT STUDENTS.

SO THERE IS A LINK TO OUR SAFETY AND SECURITY POLICY AND HOW WE MANAGE THAT AT EACH SCHOOL. ALL THE DISCIPLINE, INCIDENCES AND REFERENCES BY SCHOOL ARE ALSO REPORTED ON OUR PUBLIC WEBSITE RIGHT NOW.

AND FOR EACH CAMPUS, THE CAMPUS PERFORMANCE OBJECTIVES IS ALSO LISTED.

NOW, THAT'S A LITTLE BIT MORE THAN CAMPUS PERFORMANCE OBJECT AS WE POSTED THE MOST UP TO DATE AS OF DECEMBER 10TH.

THE CAMPUS IMPROVEMENT PLAN, INCLUDING ALL THE FORMATIVE ACTIONS THAT HAVE TAKEN PLACE UP TO OUR NOVEMBER CHECKPOINT.

WE HAD A CHECKPOINT ON OUR ON OUR CAMPUS IMPROVEMENT PLANS UNDER FORMATIVE REVIEWS AND THAT'S ALSO INCLUDED IN HERE.

SO IF YOU HAVE A LOT OF TIME YOU CAN GET.

THESE ARE LIVE LINKS ON THIS REPORT.

SO YOU CAN CLICK IN THAT GO TO THE WEB SITE AND THERE'S A LOT OF INFORMATION THAT'S AVAILABLE. AND AT THE VERY END OF THIS REPORT, THERE'S A DETAILED LIST OF INDICATORS THAT ARE USED FOR THE DISTINCTIONS.

AND I'M NOT GONNA GO INTO IT IF YOU HAVE ANY QUESTIONS YOU CAN ASK.

THERE ARE LITERALLY 100 INDICATORS THAT ARE USED FOR THE DISTINCTIONS THAT AT THE END OF THIS REPORT. SO THAT IS THE FORMAL PRESENTATION.

AND IF YOU HAVE ANY QUESTIONS, I'M GLAD TO WELCOME IT.

AND WE ALSO HAVE TO OPEN THIS UP FOR A BIG DISCUSSION.

I HAVE ONE QUICK QUESTION.

WHEN WE TALK ABOUT THE COLLEGE TRACKING STUDENTS OUTSIDE OF THE HIGH SCHOOL, INTO THE STATE COLLEGE OR THE STATE COLLEGES, I NOTICED IT'S A PRETTY SIGNIFICANT NUMBER THAT WE DON'T HAVE AN I.D. MATCH FOR.

AND TEA IS REQUESTING THIS INFORMATION.

ARE THEY DOING ANYTHING TO HELP US WITH THOSE I.D.

MATCHES? YES.

AND SOME OF THE I.D.

MATCHES ARE NOT AVAILABLE BECAUSE THEY HAVE LEFT THE STATE FOR COLLEGE.

SO AND THE OTHER PIECE IS NOW WE HAVE A NEW IN THE SYSTEM, IN THE PEIMS SYSTEM.

WE HAVE A UNIQUE I.D.

SYSTEM THAT IS UNIQUE FOR EACH INDIVIDUAL STUDENT ACROSS THE STATE.

FOR THIS PARTICULAR COHORT, THE STUDENTS ARE MATCHED ON SOCIAL SECURITY NUMBER, LAST NAME, FIRST NAME AND DATE OF BIRTH.

AND YOU KNOW HOW THINGS CAN DIFFER FROM ONE.

SO NOT THAT THEY CAN'T TRACK THAT MANY.

I MEAN, YOU KNOW, EVENTUALLY WE GET THE OPPORTUNITY TO CORRECT SOME OF THESE THINGS.

BUT THERE IS A NEW SYSTEM IN PLACE CALLED STATE UNIQUE I.D.

FOR STUDENTS, WHICH WHICH WILL BE CONSISTENT ACROSS EVERY ALL THE DISTRICTS WHICH WILL HELP THEM TRACK THEM VERTICALLY ON K 16.

EVENTUALLY, THAT'S THE GOAL.

THE COLLEGES HAVEN'T KIND OF BOUGHT INTO IT YET, BUT YOU KNOW, YOU KNOW HOW THEY OPERATE.

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BUT THAT'S EVENTUALLY THE GOAL THAT EVERY STUDENT WILL HAVE A UNIQUE I.D..

ARE THERE ANY FURTHER QUESTIONS FROM THE BOARD? IS THERE ANYONE PRESENT WHO WOULD LIKE TO SPEAK REGARDING THE 2019 TEXAS ACADEMIC PERFORMANCE REPORT? NONE. THANK YOU VERY MUCH FOR THE PRESENTATION.

THIS IS THE END OF THE PUBLIC HEARING.

WE NOW MOVE TO THE PUBLIC COMMENT SECTION OF OUR AGENDA.

KARLA OLIVER, ASSISTANT SUPERINTENDENT FOR COMMUNITY ENGAGEMENT IN STRATEGIC PARTNERS WILL ADVISE THE BOARD IF ANYONE HAS SIGNED UP TO SPEAK.

MS. OLIVER. WE DON'T HAVE ANY CARS THIS EVENING.

THANK YOU. WE WILL NOW ADDRESS THE CONSENT AGENDA, WHICH CONSISTS OF ROUTINE ITEMS

[9. CONSENT AGENDA]

GROUPED TOGETHER FOR APPROVAL AS ONE ACTION ITEM UNLESS REMOVED FROM THE CONSENT AGENDA.

THESE ITEMS WILL BE ASKED ON AT ONE TIME WITH NO DISCUSSION.

BOARD MEMBERS ARE THERE ANY REQUEST REMOVE ITEMS FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION. SEEING NONE IS THERE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED.

SECOND. I HAVE A MOTION BY JERI CHAMBERS, A SECOND BY CODY WEAVER THAT THE BOARD OF TRUSTEES APPROVE THE CONSENT AGENDA AS PRESENTED.

WE WILL NOW PROCEED TO VOTE.

ALL THOSE IN FAVOR RAISE YOUR HAND.

MOTION CARRIES UNANIMOUSLY.

THANK YOU.

IT WAS A LONG CONSENT AGENDA.

WE WILL NOW MOVE TO REPORTS ON THE AGENDA AND WE'LL HEAR FIRST FROM DR.

[A. Pre-Kindergarten Update Presenter: Dr. Katrina Hasley, Assistant Superintendent for Academic Services]

KATRINA HASLEY, ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES, REGARDING THE PREKINDERGARTEN UPDATE.

DR. HASLEY. THANK YOU, PRESIDENT RICHARDS.

AS YOU KNOW, WE HAVE BEEN MEETING AS A DISTRICT COMMITTEE ALL FALL, REVIEWING OUR INSTRUCTIONAL PROGRAMS AND THE PLACEMENT OF WHERE THOSE PROGRAMS ARE.

AND SO AS THIS WORK CONTINUES, WE'RE GOING TO BE BRINGING REPORTS THROUGHOUT THE SPRING SEMESTER ON THOSE PROGRAM UPDATING YOU.

SO TONIGHT, WE WILL START WITH TWO OF OUR OUR FIRST TWO REPORTS.

AND WE HAVE THE THE FIRST ONE ON THEIR PRE-K.

ASHLEY DAVIS, OUR EARLY CHILDHOOD DIRECTOR, WILL BRING YOU A FOLLOW UP FROM THE LAST PRESENTATION THAT SHE DID IN OCTOBER, WHICH WAS ON HOUSE BILL 3 AND THE IMPLICATIONS FOR PRE-K. AND SHE WILL ALSO SHARE OUR PLANS AND RECOMMENDATIONS FOR OUR EXPANSION TO FULL DAY FOR ALL ELIGIBLE PRE-K STUDENTS.

ALSO, SHE IS NOW DR.

DAVIS RECEIVED HER DEGREE IN DECEMBER.

THANK YOU.

GOOD EVENING. THANK YOU FOR GIVING ME THE OPPORTUNITY TO SHARE OUR PLAN WITH MOVING TO FULL DAY, AS DR.

HASLEY EXPLAINED.

THE LAST TIME WE MET IN OCTOBER, THESE ARE THE ITEMS THAT WE REVIEWED.

AND TONIGHT, I WANT TO SHARE WITH YOU OUR PLAN FOR MOVING INTO FULL DAY PRE-K FOR ALL OF OUR ELIGIBLE STUDENTS.

DURING THE PROCESS OF DECIDING HOW WE ARE GOING TO BECOME FULL DAY, WE USED OUR GUIDING PRINCIPLES TO GUIDE IN THE DECISIONS THAT WE MADE.

THIS INCLUDES THE MAP ANALYSIS TO DETERMINE GEOGRAPHIC AREA NEEDS.

THE DATA FROM CURRENT PRE-K AND KINDERGARTEN DEMOGRAPHICS ENROLL IN ENROLLMENT, INCLUDING HOW MANY OF OUR CURRENT KINDERGARTEN STUDENTS ATTENDED PRE-K AND WE DID.

THE FACILITY WALKS WITH THE ADMINISTRATORS TO DETERMINE FUNCTIONAL CAPACITY, AVAILABLE SPACE AND FUNCTIONALITY.

AND WE ALSO LOOKED AT KEEPING THE PREFERENCE FOR AT LEAST TWO PRE-K CLASSES BEING TOGETHER ON ALL CAMPUSES.

SO WITH THAT WORK THAT WE DID, WE'VE DECIDED TO ADD PRE-K CLASSES THE NEXT SCHOOL YEAR TO BARRON, BOGGESS, HUGHSTON, MATTHEWS AND CHRISTIE, BARON BOGGESS, HUGHSTON AND MATTHEWS WILL BE NEW PRE-K PROGRAMS. THEY DDN'T CURRENTLY CURRENTLY HAVE PRE-K AND CHRISTIE WILL BE AN ADDITION.

THEY CURRENTLY HAVE TWO PRE-K CLASSES AND WE ARE PLANNING TO ADD ANOTHER FOR A TOTAL OF 10 ADDED PRE-K CLASSES.

A QUICK QUESTION ON THE BOARD UPDATE THAT WE RECEIVED.

THOMAS HAS TWO OF THEIR CLASSROOMS AT 19, WHICH IS ONE OVER THE LIMIT WE FEEL COMFORTABLE WITH. DO YOU ANTICIPATE THAT THOSE CHILDREN WILL MOVE TO ONE OF THESE NEIGHBORING SCHOOLS? SO WE WON'T BE OVERCAPACITY THERE AT THOMAS.

WE WON'T OPEN THESE CLASSROOMS UNTIL THE 2021 SCHOOL YEAR.

THE THOMAS ADMINISTRATION AND TEACHERS ACTUALLY ASK THAT THEY COULD KEEP THOSE STUDENTS BECAUSE THEY'RE THOMAS STUDENTS.

[00:35:01]

AND SO FOR NEXT SCHOOL YEAR, THOSE STUDENTS WILL BE THOMAS KINDERGARTEN STUDENTS.

DO WE ANTICIPATE HAVING A SIMILAR DEMAND AT THOMAS FOR PRE-K FOR THE NEXT YEAR IF WE DO, WE. THESE CLASSES WILL ALLOW US TO OFFER CLOSED CAMPUSES THAT ARE CLOSE TO THAT THE CAMPUS, SO THAT IF WE DO HAVE TO PLACE THEM AT A CAMPUS THAT'S NOT THEIR HOME CAMPUS, IT'LL BE CLOSER TO THOMAS THAN WHAT WE HAD TO OFFER THIS YEAR.

AND BASED ON WHAT WE BROUGHT TO YOU LAST TIME ABOUT THE FEDERAL MEAL PROGRAM, WE HAVE DECIDED TO PARTICIPATE IN THE FEDERAL MEAL PROGRAM.

AND THIS WOULD ALLOW US TO PROVIDE BREAKFAST AND LUNCH EACH DAY TO ALL OF THE STUDENTS.

AND THESE WOULD BE TWO REIMBURSABLE MEALS.

THIS WOULD ALLOW US TO SERVE MORE STUDENTS AND NOT HAVE TO USE A VENDOR.

AND WE HAD OUT THE HB 3, WHICH REQUIRED US TO HAVE A PARTNERSHIP MEETING TO ACCEPT PROPOSALS FOR PARTNERSHIPS WITH PUBLIC OR PRIVATE DAYCARE FACILITIES TO HELP US GROW TO FULL DAY IF NEEDED.

WE HAD THAT PUBLIC PARTNERSHIP MEETING LAST THURSDAY, THE 9TH.

THE PURPOSE WAS TO PROVIDE AN OVERVIEW OF PARTNERSHIPS AND TO ACCEPT ANY PROPOSALS FROM INTERESTED DAYCARES.

WE HAD 12 DAYCARE CENTERS SHOW UP.

SO FAR, ONLY ONE PROPOSAL HAS BEEN SUBMITTED.

SO OUR PLAN IS TO HAVE A DISTRICT COMMITTEE LOOK AT THOSE PROPOSALS.

AND IF THERE'S ANY THAT ARE MUTUALLY BENEFICIAL AND WE MAY HAVE A NEED FOR THEM, WE WOULD THEN PUT A PLAN OF THAT TALK TO FINANCIAL DEPARTMENT, PUT A PLAN TOGETHER AND BRING THAT FORWARD TO YOUR REVIEW.

IF WE FELT THAT THAT WAS NEEDED TO HELP US MOVE TO A FULL DAY.

WHEN'S THE DEADLINE FOR SUBMITTING THESE PROPOSALS.

THE EXEMPTION WE HAVE TO SUBMIT FOR THIS YEAR, IT'S DUE.

SO THE PROPOSAL, THE PARTNERSHIP PROPOSAL APPLICATIONS ARE DUE JANUARY 31ST.

SO THAT WOULD ALLOW US TO PUT IT ON THE FEBRUARY BOARD AGENDA FOR YOU ALL TO REVIEW IF NEEDED. AND DO YOU ANTICIPATE MORE TO SUBMIT OR? TWO EXPLICITLY SAID THAT THEY WERE INTERESTED IN A PARTNERSHIP.

SO I'M ANTICIPATING THAT ONE MORE MIGHT APPLY.

SO WE ARE RECOMMENDING A ONE YEAR WAIVER WHICH WOULD COVER US FOR THIS CURRENT SCHOOL YEAR, AND WE WOULD BE ABLE TO BEGIN PROVIDING FULL DAY PRE-K TO OUR PRE-K STUDENTS NEXT SCHOOL YEAR.

IN ADDITION TO THE WORK WE'VE BEEN DOING WAS MOVING TO FULL DAY.

WE'VE ALSO BEEN WORKING ON IMPROVING OUR ENROLLMENT PROCEDURES.

SO PRE-K ROUND UP, OUR BIG KICK OFF EVENT IS WHERE WE ADVERTISE AND WE BEGAN REGISTERING STUDENTS FOR PRE-K NEXT YEAR.

THAT WILL TAKE PLACE IN APRIL AND WE ARE WORKING ON EXTENDING THE HOURS OF THAT.

WE ARE ALSO GOING TO ADD A SATURDAY TO MAKE IT MORE ACCESSIBLE TO FAMILIES AND WE ARE WORKING ON IMPROVING OUR APPLICATION PROCESS SO THAT THE WAIT TIME IS NOT AS LONG ONCE THEY GET TO ROUND UP. AND THAT WILL ALLOW US TO NOTIFY THEM OF PLACEMENT QUICKER AND EASIER. CAN I ASK A QUESTION? YES. DO WE PARTNER WITH THE PTAS IN THAT.

WE HAVE WITH EARLY CHILDHOOD SCHOOLS.

THAT'S AN OPTION THAT WE COULD LOOK AT.

IF WE DON'T ALREADY, I COULD ASK ABOUT THAT.

OK. I WAS JUST WONDERING IF THEY HAVE OPPORTUNITIES TO, YOU KNOW, OBTAIN THE NUMBERS.

YES. THEN THE PARENTS ARE INVOLVED.

YEAH, THEY PROBABLY DO, BECAUSE OUR ROUNDUP TAKES PLACE AT THE THREE EARLY CHILDHOOD SCHOOLS AND THEY DO HAVE PTAS.

OK. SO I'LL ASK THEM ABOUT THAT BECAUSE THAT WOULD BE A GOOD OPPORTUNITY.

IN ADDITION TO THAT, WE'RE CONTINUING TO UTILIZE EARLY MATTERS TO HELP US WITH OUR ENROLLMENT CAMPAIGN. THAT INCLUDES THEY HELP US WITH COMMUNITY ORGANIZATION AND FLYERS.

THEY DO MASS MEDIA ADVERTISMENTS THROUGH TV AND RADIO AND THEY ALSO USE A LOT OF TEXTING SYSTEM. SO THE FLYERS AND THE ADVERTISMENTS REACH A BROADER AUDIENCE WITHIN THE TEXT MESSAGING SYSTEM AS A WAY THAT WE ARE ABLE TO PROVIDE A PERSONALIZED SERVICE.

SO IT'S A TWO WAY SYSTEM THAT PARENTS CAN USE AND THEY TEXT AND WE ARE ABLE TO REPLY AND RESPOND TO THEIR QUESTIONS.

SO WE HAVE THE BROAD APPROACH AND THEN WE ALSO HAVE THE INDIVIDUALIZED PERSONALIZED APPROACH FOR HELPING PARENTS THROUGH THE PRE-K REGISTRATION PROCESS.

[00:40:03]

AND THEN ALONG WITH THAT, WE'RE ALSO GOING TO CONTINUE TO ADVERTISE LOCALLY WHERE WE HAVE IT ON OUR WEB SITES AND WE SENT HOME FLYERS AT ALL OF THE SCHOOLS.

SO WE'RE WE'RE DOING THAT AS WELL.

SO NOW THERE WON'T BE AN OPTION FOR PARENTS IN TERMS OF CHOOSING HALF-DAY.

THEY WILL HAVE TO DO FULL DAY.

THAT'S CORRECT. I HAD A QUICK QUESTION ABOUT THE SCHOOLS PICKED.

BOGGESS, HUGHSTON AND MATHEWS ARE ALL THREE AND VERY LOW POVERTY AREAS AND PROBABLY OF THE THREE, MAYBE ONLY MATHEWS HAS MANY ENGLISH LANGUAGE LEARNERS.

AND SO WHERE WHICH SCHOOLS WILL BE THE HOME CAMPUSES FOR THE CHILDREN THAT ARE GOING TO THOSE THREE CAMPUSES WHEN THEY GO TO KINDERGARTEN? SO WE USE OUR MAP ANALYSIS TO DETERMINE POCKETS OF NEED.

AND WE NOTICED THAT THE MOST THE MAJORITY OF THE KINDERGARTEN STUDENTS THAT WE MISSED WERE IN AREAS OF TOWN THAT WE DON'T HAVE PRE-K CLOSE TO.

AND SO OUR VISION WAS TO CAPTURE THE STUDENTS THAT WE'VE BEEN MISSING BECAUSE WE DON'T HAVE PRE-K THAT'S EASILY ACCESSIBLE FOR THEM.

AND SO AND WHEN WE MOVE TO FULL DAY, THE STUDENTS WHO QUALIFY FOR PRE-K WILL EXPAND.

RIGHT NOW, OUR LOW INCOME STUDENTS ARE QUALIFYING FOR FULL DAY.

WHENEVER WE GO TO FULL DAY, ALL SEVEN OF THE PRE-K QUALIFIERS WILL BE ELIGIBLE FOR FULL DAY. AND SO WE'RE ANTICIPATING THAT MORE STUDENTS FROM EXPANDED AREAS WILL BE INTERESTED IN APPLYING FOR PRE-K.

I'M JUST SORT OF CURIOUS ABOUT HUGHSTON IN PARTICULAR, BECAUSE IT'S IN AN AREA THAT'S AN ESTABLISHED NEIGHBORHOOD, ALMOST NO MULTIFAMILY.

AND SO THE FACT YOU HAVE THREE CLASSROOMS THERE, JUST GOING TO FIND THAT INTRIGUING.

IT WAS MAINLY BECAUSE OF THE CAMPUSES THAT THEY'RE CLOSE TO.

AND THEN THEY HAD THE AVAILABLE SPACE.

ISN'T THERE A GREAT NEED FOR WELLS AND DAVIS THAT ARE VERY CLOSE TO HUGHSTON.

AND THAT'S PART OF THE REASON. BUT WELLS AND DAVIS DON'T HAVE THE SPACE.

SO THAT'S WHY.

AND WE ARE CHANGING THE TIMES WITH EARLY CHILDHOOD SCHOOLS AND HEAD START.

RIGHT NOW THE EARLY CHILDHOOD SCHOOLS ARE 8 TO 3 AND WE'RE CHANGING THEM FROM 7:55 TO 3.

AND HEADSTART RIGHT NOW IS 8:15 TO 1:45 AND WE ARE CHANGING THAT FROM 7:45 TO 3.

BEFORE HEAD START HAD THEY WERE FOLLOWING HEADSTART GUIDELINES THAT STATED THAT THIS WAS FULL DAY. AND NOW THAT WE HAVE EXPANDED OUR FULL DAY PRE-K TO MORE STUDENTS, WE WANT TO MAKE THAT TIME THAT WE'RE GIVING TO HEADSTART STUDENTS EQUITABLE TO OUR PRE-K STUDENTS.

AND SO DR. [INAUDIBLE] HAS BEEN WORKING HARD THIS YEAR TO MAKE THAT WORK FOR HER FOR HER HEADSTART CAMPUS.

AND TRANSPORTATION WILL CONTINUE TO BE PROVIDED FOR STUDENTS WHO ARE ATTENDING THEIR HOME CAMPUS AND WHO QUALIFY FOR TRANSPORTATION.

STUDENTS ATTENDING THE EARLY CHILDHOOD SCHOOLS, THEY WILL GET THEY QUALIFY FOR TRANSPORTATION TO AND FROM.

AND, OF COURSE, STUDENTS ATTENDING HEADSTART.

AND THEN WITH US EXPANDING WHERE WE'RE OFFERING PRE-K THAT ALLOWS US TO MAKE PRE-K MORE ACCESSIBLE TO MORE FAMILIES.

DO YOU HAVE ANY QUESTIONS? ANY MORE QUESTIONS? THANK YOU VERY MUCH.

THANK YOU. MOVING TO THE NEXT ITEM, WE WILL NOW HEAR A BEHAVIORAL THREAT ASSESSMENT

[B. Behavioral Threat Assessment Protocol Presenter: Susan Modisette, Assistant Superintendent for Student and Family Support Services]

PROTOCOL FROM SUSAN MODISETTE, ASSISTANT SUPERINTENDENT FOR STUDENT AND FAMILY SUPPORT SERVICES. MS. MODISETTE.

THANK YOU, PRESIDENT RICHARDS.

I'M INVITING MARK ALLEN TO THE PODIUM.

MARK HAS LED THIS WORK.

AND I THINK YOU'LL RECALL WHEN WE SHARED OUR OVERVIEW OF THE WRAPAROUND SERVICES EXPANSION AND WORK, WE TOUCHED BRIEFLY ON THIS IN THE FALL.

BUT MARK WILL SHARE THE DETAILS OF THE IMPLEMENTATION.

MARK. GOOD EVENING, PRESIDENT RICHARDS AND BOARD OF TRUSTEES.

SO AS SUSAN MENTIONED, THIS IS REALLY WORK THAT CAME CAME FROM OUR WRAP-AROUND SERVICES INITIATIVE LAST YEAR WHERE WE HAD OUR FIVE DIFFERENT PILLARS THAT WE WERE LOOKING AT, THOSE BEING BEHAVIOR SUPPORTS, ACADEMIC SUPPORTS, MENTAL HEALTH AND THREAT ASSESSMENTS, FAMILY SUPPORTS AND SOCIAL EMOTIONAL HEALTH.

AND SO WE BEGAN THIS WORK WITH OUR TEAM LAST YEAR AS THAT EXPANDED, SOME THINGS HAPPENED IN THE STATE THAT WE'RE GOING TO TALK A LITTLE BIT ABOUT THAT ALSO COINCIDED WITH WHAT WE WERE DOING.

SO REALLY TO UNDERSTAND WHAT BEHAVIORAL THREAT ASSESSMENT IS IT'S REALLY A IT'S A

[00:45:04]

EVIDENCE BASED APPROACH THAT REALLY CAME OUT OF A SECRET SERVICE REPORT BACK IN 2002 THAT THEY DID IN TERMS OF USING THEIR KNOWLEDGE ON HOW TO ASSESS TARGETED ACTS OF VIOLENCE AND TRYING TO COME UP WITH PROTOCOLS TO HELP OTHER ENTITIES BE ABLE TO ANALYZE THOSE SITUATIONS AND TAKE APPROPRIATE ACTION.

SO THE IDEA AND THIS IS FROM THE TEXAS STATE SCHOOL SAFETY CENTER, WHICH LEADS THE EFFORTS IN THE STATE AROUND SCHOOL SAFETY AS THEY AS THEY DEFINE IT.

SO IT'S REALLY IT'S REALLY TO HELP IDENTIFY STUDENTS THAT ARE THE INDIVIDUALS THAT POSE A THREAT TO TAKE SOME INTERVENTION ASSOCIATED WITH THAT HOPE, ULTIMATELY IMPROVING THE SAFETY AND WELL-BEING OF THE INDIVIDUALS IN THE SITUATION.

SO OUR TIMELINE, AS WE SAID LAST YEAR, WE HAD A THREAT ASSESSMENT WORK GROUP THAT WORKED ON LOOKING AT DIFFERENT PROTOCOLS ACROSS THE NATION IN DETERMINING KIND OF THE PATHWAY THAT WE WOULD MOVE FORWARD WITH.

AT THE SAME TIME, WE HAD A LEGISLATIVE SESSION AND THE LEGISLATURE WAS TAKING SOME RECOMMENDATIONS. THE GOVERNOR HAD A COMMITTEE COME TOGETHER AND MAKE AND PUT SOME THINGS IN THE LAW. AND ONE OF THOSE THINGS WAS THAT SCHOOL DISTRICTS WOULD ESTABLISH THESE THREAT ASSESSMENT TEAMS. AND SO WE WERE ALREADY WELL ON BOARD STUDYING THAT BEFORE THAT REQUIREMENT CAME.

BUT WITH THAT REQUIREMENT, IT CAME WITH SOME SPECIFIC STATE TRAINING THAT WE HAD TO DO.

SO THAT KIND OF PUT OUR EFFORTS A LITTLE BIT.

WE WANTED TO MAKE SURE WHAT WE HAD PLANNED WAS IN ALIGNMENT WITH THAT.

SO WE FINALIZE THAT THREAT ASSESSMENT PROTOCOL IN AUGUST AND BEGAN TRAINING CAMPUS ADMINISTRATORS AND TEAMS IN SEPTEMBER.

THAT WAS FINISHED IN OCTOBER AND WE BEGAN IMPLEMENTING THAT PROCESS SOON AFTER THAT.

SO. LET'S TALK A LITTLE BIT ABOUT WHAT THAT LOOKS LIKE.

SO JUST I THINK IT'S IMPORTANT TO UNDERSTAND WHAT BEHAVIORAL THREAT ASSESSMENT IS VERSUS WHAT IT'S NOT. IT REALLY IS A FACT BASED INVESTIGATIVE APPROACH TO DETERMINING HOW LIKELY A PERSON IS TO CARRY OUT A THREAT OF VIOLENCE.

IT'S A MEANS TO IDENTIFY AND ASSESS AND MANAGE INDIVIDUALS WHO ARE AT RISK FOR VIOLENCE.

IT'S A WAY TO IDENTIFY SOMEONE WHO HAS THE POTENTIAL FOR VIOLENCE IN MANY FORMS, WHETHER THAT'S SELF HARM, ASSAULT, RISKY BEHAVIORS, SUBSTANCE ABUSE, VARIOUS THINGS.

IT'S NOT REALLY MEANT TO BE A CHECKLIST OF WARNING SIGNS.

IT'S NOT MEANT TO BE SOMETHING TO IDENTIFY KIDS THAT MIGHT BE TROUBLEMAKERS OR ACT CONSEQUENCES, OR IT'S REALLY NOT MEANT TO TRY TO IDENTIFY WHAT THEY SAY IS THE NEXT SCHOOL SHOOTER. THE RECOMMENDATION IS THAT IT'S DONE BY A MULTI-DISCIPLINARY TEAM SO THAT YOU HAVE LOTS OF DIFFERENT VOICES LOOKING FROM LOTS OF DIFFERENT ANGLES TO DETERMINE REALLY LOOKING AT THE STUDENT, THE INDIVIDUAL'S BEHAVIOR IN CONTEXT OF THE ENVIRONMENT AND SITUATIONAL FACTORS, BECAUSE THOSE BOTH MATTER WHEN YOU'RE EVALUATING THE RISK OF TARGETED VIOLENCE. IT'S NOT JUST ABOUT WHETHER A INDIVIDUAL HAS A POTENTIAL FOR VIOLENCE.

IT'S ALSO AROUND THE CONTEXT IN WHICH THAT'S OCCURRING.

THAT THAT HELPS YOU WITH THAT.

SO THE REQUIREMENTS IN THE STATE ARE LISTED THAT THE TOP ITEMS THAT WE HAVE THE MULTI-DISCIPLINARY TEAM THAT INVOLVES PEOPLE WITH THAT LEVEL OF EXPERTISE.

AND SO HOW THAT TRANSLATE INTO A CAMPUS TEAM IS TYPICALLY THAT WOULD INVOLVE AN ADMINISTRATOR, A COUNSELOR, AN SRO, A GENERAL EDUCATION TEACHER, A SPECIAL EDUCATION TEACHER AND POSSIBLY OTHERS THAT MIGHT HAVE SOME EXPERTISE AROUND THAT SITUATION.

THESE TEAMS ALL ARE TRAINED AROUND THIS THREAT ASSESSMENT AND THE THREAT ASSESSMENT PROTOCOL BEFORE THEY THEY COMMIT THAT BEFORE THEY GO THROUGH THE PROCESS.

SO OUR THREAT ASSESSMENT PROTOCOL IS REALLY A SYSTEMATIC PROCESS.

THAT'S ONE THAT'S THAT'S IDENTIFIED THAT'S MEANT TO DO THESE FIVE THINGS.

IDENTIFY PERSONS OF CONCERNS, REALLY INQUIRE AND GATHER INFORMATION ABOUT THAT CONCERN, KIND OF ASSESS, MANAGE AND MONITORS.

WE'LL TALK A LITTLE BIT INDIVIDUALLY ABOUT THAT IN THE IDENTIFICATION PROCESS.

YOU KNOW, THE OBVIOUS THINGS LIKE SOMEBODY MAKES A THREATENING STATEMENT, SOMEBODY DOES A VERY HIGHLY HAS A BEHAVIOR THAT'S VERY CONCERNING THAT SEEMS TO BE THREATENING.

BUT IT ALSO MAY BE JUST THAT SOME THINGS ARE GOING ON THAT WE MAY WANT TO LOOK CLOSER LOOK AT THIS PARTICULAR STUDENT.

IT'S REALLY NOT MEANT TO JUST SAY THIS IS A BAD STUDENT, BUT ARE THERE THINGS THAT WE CAN DO TO HELP MITIGATE, YOU KNOW, POSSIBLE SITUATIONS THAT MAY OCCUR.

IN THE INQUIRE SITUATION, WE'RE REALLY GATHERING INFORMATION FROM A VARIETY OF SOURCES.

WE'RE DOING PARENT INTERVIEWS, WE'RE DOING STUDENT INTERVIEWS.

WE'RE CHECKING MAYBE WITH THEIR FRIENDS.

WE'RE LOOKING AT SOME OF THEIR PAST BEHAVIORS.

WE'RE LOOKING AT SOME OF THEIR EDUCATIONAL RECORDS, AND WE'RE BRINGING ALL OF THAT TOGETHER TO REALLY, REALLY LOOK AROUND THESE 11 THEMES THAT THE SECRET SERVICE HAS SAID OR THE THINGS YOU NEED TO BE LOOKING AT.

AND SOME OF THOSE THEMES ARE VERY MUCH WHAT YOU WOULD EXPECT, LIKE WHAT'S THE MOTIVATION

[00:50:02]

BEHIND THIS? IS THERE A PLAN? BUT IT ALSO LOOKS AT OTHER FACTORS LIKE WHAT'S GOING ON IN THE ENVIRONMENT.

WHAT MIGHT MAKE THIS MORE LIKELY TO HAPPEN OR LESS LIKE LESS LIKELY HAPPEN AS WELL AS WHAT KIND OF SUPPORTIVE FACTORS DOES THIS INDIVIDUAL HAVE? DO THEY HAVE A TRUSTED ADULT? DO THEY HAVE SOME SUPPORTS IN THE FAMILY? BECAUSE ALL OF THOSE THINGS MATTER IN TERMS OF A PATHWAY TO MAYBE A TARGETED ACT OF VIOLENCE. THEN AFTER THEY GATHER ALL THAT, THEY'RE GOING TO MAKE AN ASSESSMENT OF WHETHER THAT'S A SIGNIFICANT HIGH RISK OR SOMETHING THAT MAYBE NOT AS AS HIGH.

AND THEN THE BIG PIECE IS HOW ARE WE GOING TO GO ABOUT ADDRESSING THAT AND MANAGING THAT SITUATION? AND SO REALLY THAT MANAGEMENT PIECE IS REALLY THE PURPOSE BEHIND THAT IS REALLY TO MITIGATE THE POTENTIAL FOR TARGETED FOR A SITUATION OF TARGETED VIOLENCE.

AND SO YOU'RE LOOKING AT HOW DO YOU MINIMIZE SITUATIONAL FACTORS AND TRIGGERS THAT MAKE IT MORE LIKELY AS WELL AS PUTTING IN SOME PROTECTIVE FACTORS AS WELL.

THE SAME TIME IS HOW ARE WE PROVIDING SUPPORTS FOR THAT INDIVIDUAL AND MAYBE EVEN BUILDING SOME SKILLS TO WORK THROUGH THOSE THINGS IN A BETTER WAY.

SO THAT PLAN IS DEVELOPED BY THAT THREAT ASSESSMENT COMMITTEE AND THEN IT'S MONITORED BASED ON THE LEVEL OF THREAT AND WE HAVE GUIDELINES FOR HOW LONG THAT'S GONNA BE MONITORED AND HOW THEY SHOULD BE LOOKING AT THAT.

SO IT'S NOT ABOUT JUST DOING THIS ASSESSMENT, BUILDING A PLAN AND THEN JUST SAYING, OK, EVERYTHING'S GOING TO BE FINE, WE'RE STEPPING BACK AND LOOKING TO SEE WHAT'S CHANGED, WHAT WE DO WE NEED TO TWEAK, IS IT WORKING, AS WE MOVE ALONG THAT PROCESS? SO I'LL TURN IT OVER TO ANY QUESTIONS YOU MIGHT HAVE AT THIS POINT.

I HAVE A QUESTION.

SO LAST YEAR WE HEARD ABOUT [INAUDIBLE] BEHAVIORAL SERVICE AND WHEN STUDENT WAS ADMITTED TO THE SERVICES, THEY HAVE TO HAVE PARENTS CONSENT AND NOTIFICATION.

I JUST WONDER TO BE FOR A STUDENT TO BE ADMITTED TO AND TO BE THREAT ASSESSED.

SO DO PARENTS HAVE TO KNOW? DO YOU HAVE TO NOTIFY THE PARENTS? WE DO NOTIFY THE PARENTS.

THE PARENTS DO NOT HAVE TO CONSENT TO THAT PROCESS HAPPENING.

AND ALSO, OUR THREAT THREAT ASSESSMENT TEAM, ALL TEAM MEMBERS, ARE THEY ALL SCHOOL OFFICIALS? BECAUSE IF THEY'RE NOT AND HOW DO YOU HANDLE THAT PRIVACY ISSUE? BECAUSE SO THE ONLY ONE THAT MIGHT THAT THAT IS LIKE THE SRO IS KIND OF.

BUT I MEAN, WE DESIGNATE THEM ANYBODY THAT'S ON THAT TEAM AS A SCHOOL OFFICIAL FOR THIS PURPOSE. AND THEN THEY WOULD BE SUBJECT TO CONFIDENTIALITY JUST LIKE EVERYBODY ELSE WOULD. THANK YOU. AT WHAT POINT DO YOU FIND A THREAT IS NECESSARY TO REPORT TO LAW ENFORCEMENT OR DO WE GET TO THAT? YEAH, I MEAN, I THINK. YEAH.

I MEAN, I THINK THAT'S ONE OF THE REASONS THE SRO MIGHT BE THERE AS WELL.

BUT I MEAN, ANYTIME ANYTIME THERE'S AN URGENT SITUATION, WE'RE GONNA GO TO LAW ENFORCEMENT FIRST. SO IT'S NOT YOU KNOW, IF WE HAVE WHAT WE BELIEVE IS A CREDIBLE THREAT, WE'RE GONNA GO TO LAW ENFORCEMENT FIRST AND THEN THIS IS GONNA COME UP BEHIND LAW ENFORCEMENT. IN TERMS OF THAT.

WOULD THE GOAL BE THAT THIS COMES BEFORE LAW ENFORCEMENT, THOUGH, THAT THIS IS MORE OF AN EARLY INTERVIEW? YEAH. I MEAN, I THINK I THINK IDEALLY, IF WE CAN CATCH THINGS EARLY ENOUGH, WE CAN INTERVENE IN A WAY TO MITIGATE THE POSSIBILITY OF IT GOING FURTHER DOWN THAT WAY. SO, YEAH, THAT WOULD BE THE IDEA IS THAT IT CAN BE BOTH A PROACTIVE AND A REACTIVE THING THAT IF YOU CAN GET ON THE PROACTIVE SIDE OF IT, THEN IT'S YOU'RE REALLY SUPPORTING THAT INDIVIDUAL THROUGH THE PROCESS MUCH BETTER.

DID YOU FEEL THAT THE STATE MANDATED TRAINING PREPARED OUR TEACHERS AND PARTICIPANTS THAT ARE NOW ON TEAMS IN A MEANINGFUL WAY? YOU KNOW, YEAH, I THINK SO.

I MEAN, I THINK WE. I MEAN, I MEAN, I'LL JUST SAY I WAS SURPRISED.

YOU KNOW, I THINK THE TOOLS THAT WE'VE PROVIDED FOR OUR CAMPUSES TO USE.

THEY FEEL VERY COMFORTABLE WITH THOSE.

AND IT'S REALLY HELPED THEM ACTUALLY UNDERSTAND WHAT'S REALLY GOING ON TO BUILD A PLAN FOR THAT KID IN A DEEPER WAY THAN PROBABLY THEY HAD IN THE PAST.

I THINK THEY FROM THE FEEDBACK WE'VE GOTTEN, IT'S BEEN A VERY EMPOWERING PIECE FOR THOSE PEOPLE THAT HAVE BEEN TRAINED TO GO THROUGH THAT.

AND DO YOU HAVE THE NOTIFIED YOU WHAT THE CONTINUED EDUCATION WOULD LOOK LIKE FOR THAT? SO THERE'S STILL THE STATE STILL DEVELOPING SOME OF THAT FROM THE STATE STANDPOINT.

ONE OF THE RECOMMENDATIONS FROM THE EXPERTS IN THIS BEFORE THE STATE CAME IN IS DEVELOPING THEIR TRAINING IS THAT YOU DO ONGOING SCENARIO TRAINING.

SO PART OF OUR TRAINING IS WE ACTUALLY PROVIDE SCENARIOS AND HAVE THE TEAM WORK THROUGH THAT SCENARIO. SO LIKE A CAMPUS OR A TEAM THAT DOESN'T DO THAT VERY OFTEN, YOU WANT TO KEEP THEIR SKILLS UP.

AND SO WE'VE CONTINUED TO PROVIDE SCENARIOS TO THOSE TEAMS FOR THEM TO TAKE THAT BACK AND GO THROUGH THOSE WITH THEIR TEAM TO HELP SELL THEIR SKILLS.

AND ONE LAST QUESTION IN TERMS OF, I GUESS, KIND OF DEVELOPING A BENCH AS WE DO, SOMETIMES TEACHERS ARE PROMOTED OR THEY MIGHT MOVE TO OTHER CAMPUSES.

ARE WE TRAINING MORE TEACHERS, ADMINISTRATORS AND COUNSELORS THAN WE NEED TO FOR THE ACTUAL TEAM THERE? DO WE HAVE BACKUPS? SO IT'LL BE AN ONGOING TRAINING.

SO TEAMS WILL YOU KNOW, I MEAN, THEY'LL HAVE TO BE SOMETHING THAT KEEPS.

[00:55:02]

LIKE IF SOMEBODY COMES OFF THE TEAM, BECAUSE THAT'S A REQUIREMENT THAT ANYBODY ON THE TEAM HAS TO BE TRAINED.

AND SO WE'VE GIVEN THE TOOLS TO THE CAMPUSES ACTUALLY TO DO THAT TRAINING SO THEY CAN DO THAT TRAINING AS THEY GO ALONG IF THEY NEED TO OR WE WILL HELP.

AND EVERY CAMPUS AS A TEAM.

THANK YOU. OTHER QUESTIONS.

THANK YOU VERY MUCH. WE REALLY ENJOYED IT.

JUST JUST JUST TO ONE FINAL COMMENT, I'M SORRY, IS IT YOU KNOW, THIS IS AGAIN, AS WE LOOK AT OUR MULTI SYSTEMS OF SUPPORT, WHICH WE'LL BE BRINGING FORTH, DIFFERENT ASPECTS OF THAT IS GOING THIS REALLY FITS INTO THAT VERY WELL FROM THAT THAT PIECE.

BUT, YOU KNOW, THERE'LL BE ADDITIONAL THINGS LIKE BEHAVIOR AND ACADEMICS THAT REALLY WORK ON THAT WHOLE CHILD PIECE.

THANK YOU, MARK. FOR OUR FINAL REPORT TONIGHT, WE WILL HEAR FROM DR.

[C. Special Education Program Update Presenter: Dr. Katrina Hasley, Assistant Superintendent for Academic Services]

KATRINA HASLEY REGARDING SPECIAL EDUCATION PROGRAM UPDATE.

DR. HASLEY, THANK YOU, PRESIDENT RICHARDS.

THIS IS OUR SECOND OF THE PROGRAM UPDATE PRESENTATIONS TONIGHT.

AND JANNA CROW, OUR EXECUTIVE DIRECTOR FOR SPECIAL EDUCATION IS COMING FORWARD FOR THIS PRESENTATION. JANNA HAS JUST COMPLETED HER FIFTH MONTH WITH THE DISTRICT, I BELIEVE, WORKING ON SIXTH MONTH.

SO WE ARE REALLY GRATEFUL TO HAVE HER IN THIS POSITION.

SHE'S ALREADY SHOWN A LOT OF SUPPORTIVE AND STRONG LEADERSHIP IN THE DEPARTMENT AND IN THE DISTRICT, AND WE'RE GLAD TO HAVE HER EXPERTISE.

SO, MS. CROW, WOULD YOU PRESENT OUR BEHAVIOR SPECIAL EDUCATION.

THANK YOU. DR. HASLEY.

SO THE PRESENTATION TONIGHT WILL COVER TWO AREAS.

THE FIRST AREA IS GOING TO BE ABOUT THE CONTINUUM OF SERVICES THAT WE CURRENTLY OFFER IN THE AREA OF BEHAVIOR FOR OUR CAMPUSES AND THE SECOND PART IS GOING TO BE AN OVERVIEW OF OUR WORK WITH OUR SPECIAL EDUCATION CONSULTANT, DR.

[INAUDIBLE]. SO I WANTED TO QUICKLY JUST TALK TO YOU ABOUT WHAT A CONTINUUM OF SERVICES LOOKS LIKE. WE WE'RE TALKING ABOUT TWO THINGS.

WE HAVE THE ENVIRONMENT AND WE ALSO HAVE THE SUPPORT WE HAVE FROM LEAST RESTRICTIVE ENVIRONMENT, WHICH WOULD BE MINIMAL SUPPORT TO A STUDENT.

AND THEN WE HAVE TO OUR MOST RESTRICTIVE ENVIRONMENT, WHICH WOULD BE THE MOST INTENSIVE SUPPORT THAT A STUDENT WOULD RECEIVE.

I WANT TO TALK TO YOU ABOUT THE CAMPUS BASED BEHAVIORAL SERVICES FIRST.

SO WHEN WE LOOK AT THIS SLIDE HERE, WE SEE THE LEVEL OF SUPPORT.

AGAIN, TALKING ABOUT THAT MINIMAL SERVICE ALL THE WAY UP TO THE HIGH SUPPORT.

THE FIRST THING THAT WE WOULD HAVE ON OUR CAMPUSES WHEN WE'RE TALKING ABOUT MINIMAL SUPPORT WOULD BE THE GENERAL EDUCATION SETTING WITH THE BEHAVIOR CONSULTANT AND WHAT THAT WOULD LOOK LIKE. OR I SHOULD SAY, WITH CONSULTATION.

AN EXAMPLE OF THAT WOULD BE A SPECIAL EDUCATION TEACHER WHO IS SUPPORTING THE GENERAL EDUCATION TEACHER WITH STRATEGIES OR THE IMPLEMENTATION OF THE BEHAVIOR GOALS THAT IS WRITTEN ON THE ART.

AS WE MOVE FROM THAT SERVICE, WE GO INTO A GENERAL EDUCATION SETTING WITH INCLUSION.

AN EXAMPLE OF THAT WOULD BE A SPECIAL EDUCATION TEACHER WHO IS WORKING WITH EITHER THE TEACHER OR THE STUDENT WITHIN THE GENERAL GENERAL EDUCATION CLASSROOM.

FROM THERE, WE GO INTO WHAT'S CALLED A BASE SUPPORT OR A BASE CLASSROOM.

AND THIS STANDS FOR THE BEHAVIOR AND ACADEMIC SUPPORT ENVIRONMENT.

THIS KIND OF CLASSROOM WOULD BE MORE OF A FLUID CLASSROOM WHERE A STUDENT WOULD RECEIVE SOME BEHAVIOR SUPPORT THROUGHOUT THE DAY IF NEEDED.

BUT THE OBJECT IS ALWAYS TO GET THE CHILD BACK INTO GENERAL EDUCATION AS QUICKLY AS POSSIBLE. AND THEN WE ALSO HAVE WHAT'S CALLED THE SPECIAL EDUCATION SELF-CONTAINED CLASSROOM. THESE ARE FOR STUDENTS WITH MORE SEVERE NEEDS.

THEY CAN BE SERVED IN THE CAMPUS SELF-CONTAINED CLASSROOM.

AND WE WOULD DO THIS FIRST BEFORE WE EVER EVEN CONSIDERED A CENTRALIZED PLACEMENT.

SO MOVING ON TO TALK ABOUT THAT CENTRALIZED BEHAVIOR SERVICE.

AND I WANT TO STOP A MINUTE AND EXPLAIN WHAT CENTRALIZED MEANS.

WHEN WE TALK ABOUT CENTRALIZED, THESE ARE SPECIAL PROGRAMS FOR OUR STUDENTS TO MEET THE NEEDS OF HIGH LEVELS OF BEHAVIOR SUPPORT.

THE PROGRAMS ARE VERY SPECIFIC TO ELIGIBILITY CRITERIA AND OFFER VERY FOCUSED SUPPORT FOR OUR STUDENTS. WHAT MAKES THEM CENTRALIZED IS THAT THESE CLASSROOMS ARE NOT ON EVERY SINGLE CAMPUS.

AND WE TRANSPORT OUR STUDENTS TO THESE CLASSROOMS. AND AGAIN, IT'S ACCORDING TO THEIR NEEDS.

WE CURRENTLY HAVE CENTRALIZED CLASSROOMS THROUGH THE MIDDLE SCHOOL, HIGH SCHOOLS AND SENIOR HIGHS HAVE BEHAVIOR CLASSROOMS TO SUPPORT THEIR OWN STUDENTS.

SO WHEN WE LOOK AT THIS CENTRALIZED BEHAVIOR SERVICE SERVICES, AGAIN, WE HAVE THAT CONTINUOUS CONTINUUM OF SERVICES FROM HIGH TO INTENSIVE.

SO BEAR WITH ME AS I WORK THROUGH THESE.

THERE'S A LOT OF SS AND A LOT OF CS THAT AS WE TALK ABOUT THOSE.

SO THE FIRST THING WE'RE GOING TO LOOK AT IS THE BEHAVIOR SUPPORT CLASSROOM.

THESE ARE TYPICALLY STUDENTS WHO FOLLOW THE GENERAL EDUCATION CURRICULUM, BUT THEY HAVE SIGNIFICANT SOCIAL, EMOTIONAL AND BEHAVIORAL NEEDS.

[01:00:01]

USUALLY THESE STUDENTS HAVE A PRIMARY ELIGIBILITY OF EMOTIONAL DISTURBANCE OR IT CAN BE AS OTHER HEALTH OTHER HEALTH IMPAIRED DUE TO THEIR ADHD.

LOOKING AT OUR CENTRALIZED STRUCTURE CLASSROOM, WHICH IS KNOWN AS THE CSC CLASSROOM, THESE STUDENTS ARE USUALLY VERY LOW COGNITIVELY.

THEY HAVE A LOW AVERAGE COGNITIVE FUNCTION AND THEY ARE USUALLY ON THE ALTERNATIVE, THE ALTERNATE CURRICULUM.

THESE STUDENTS IN THESE CLASSROOMS HAVE SIGNIFICANT COMMUNICATION, SOCIAL, FUNCTION AND ACADEMIC NEEDS.

FOR OUR C S S C CENTRALIZED SOCIAL SKILLS CLASSROOM.

THOSE STUDENTS ARE TYPICALLY FOLLOWING THE GENERAL EDUCATION CURRICULUM.

HOWEVER, THEY HAVE A SIGNIFICANT SOCIAL AND BEHAVIORAL NEEDS RELATED TO THEIR PRIMARY DIAGNOSIS, WHICH WOULD BE USUALLY AUTISM.

I WANT TO SPEND A MOMENT TO EXPLAIN THE WAYS WE SUPPORT OUR BEHAVIOR TEACHERS.

WHEN WE TALK ABOUT THIS CONTINUUM OF SERVICES.

WE SUPPORT OUR BEHAVIOR TEACHERS, ADMINISTRATORS AND PARAPROFESSIONALS AT ALL OF OUR CAMPUSES IN A VARIETY OF WAYS.

OUR BEHAVIOR ACADEMY HAS COMPLETED ITS SECOND YEAR THIS YEAR ALONE.

WE HAD ALMOST 500 STAFF MEMBERS WHO ATTENDED THE BEHAVIOR ACADEMY BEFORE THE FIRST DAY OF SCHOOL. THE ACADEMY IS SPECIFIC TO TRAINING STAFF WHO WORK IN SELF-CONTAINED CLASSROOMS. TO DATE, WE'VE HAD ALMOST FOURTEEN HUNDRED STAFF MEMBERS WHO HAVE BEEN TRAINED IN WHAT'S CALLED CRISIS PREVENTION INTERVENTION OR KNOWN AS CPI.

WE ALSO PROVIDE TEAM LEADER MEETINGS.

THESE ARE PROVIDED ONCE A MONTH AND THIS GIVES OPPORTUNITY FOR OUR TEACHERS TO MEET WITH DISTRICT LEVEL STAFF AND THAT WAY WE CAN DISCUSS CAMPUS CONCERNS AND HELP WITH OUR CAMPUSES. WE ALSO HAVE ADMINISTRATORS WHO HOUSE THE CENTRALIZED PROGRAMS THEY MEET AND FOCUS GROUPS WITH DISTRICT BEHAVIOR STAFF.

AND THIS IS USUALLY OCCURRING EVERY NINE WEEKS WITH THOSE MEETINGS AS A CRITICAL PART OF SUPPORTING OUR BEHAVIOR TEACHERS IS OF COURSE, THE WORK OF OUR BEHAVIOR INTERVENTION SPECIALIST AND THEN TALK THEM INTO ABOUT THE ROLE OF THE BEHIND THE BIS IS WHAT WE CALL THE BEHAVIOR INTERVENTION SPECIALIST.

EACH OF OUR CENTRALIZED CLASSROOMS HAS AN ASSIGNED BIS OR BEHAVIOR IN INSTRUCTIONAL SPECIALIST WHO IS ON THE CAMPUS A MINIMUM OF A ONE TIME A WEEK OR MORE.

AND THAT USUALLY DEPENDS ON WHAT THE NEEDS OF THE CAMPUS ARE.

THE FOCUS OF THE BEHAVIOR INSTRUCTIONAL SPECIALIST IS TO PROVIDE THAT ONE ON ONE SUPPORT WITH A TEACHER OR WITH A PARA.

THEY DO A LOT OF TRAINING AND THEY DO A LOT OF DATA COLLECTING.

EVERY CAMPUS WHO HAS THE CENTRALIZED PROGRAM MEETS WEEKLY TO DEBRIEF AND TALK ABOUT WHAT HAS HAPPENED THROUGHOUT THAT WEEK.

AND OFTENTIMES OUR BIS WORKER IS THERE WITH THEM.

THEY PROBLEM SOLVE, BUT THEY ARE PART OF THOSE MEETINGS TO LEND THEIR EXPERTISE.

EVERY HIGH SCHOOL AND EVERY SENIOR HIGH IS ALSO ASSIGNED A BEHAVIOR SPECIALIST WHO PROVIDES SUPPORT TO THE SELF-CONTAINED CLASSROOMS. THEY DO PROVIDE THE WEEKLY SUPPORT TO THOSE CAMPUSES, HOWEVER, THE CAMPUS IS THE ONE THAT USUALLY COMMUNICATES THE NEEDS AND WHAT THEY REALLY WANT TO HAVE THE SUPPORT FROM FROM THE BIS WORKER.

THERE ARE TIMES AT OUR HIGH SCHOOL, IN OUR SENIOR HIGH CAMPUSES WHERE THEY NEED TO MEET MORE THAN ONCE A WEEK AND THAT'S OK.

OUR BEHAVIOR SPECIALISTS ARE THERE TO HELP THEM.

SO THAT'S JUST GIVING YOU AN IDEA OF WHAT OUR BEHAVIOR SPECIALISTS ARE DOING.

BUT I WANT TO GO BACK TO THE SLIDE AND TALK ABOUT OUR MOST INTENSIVE PROGRAM, WHICH IS THE INSPIRE PROGRAM.

SO INSPIRE STANDS FOR THIS IS RATHER LONG.

INNOVATION, SUPPORT, PERSISTENCE, INTERDEPENDENCE AND SELF REGULATION.

AND I'VE NAMED ON THE SLIDE THERE.

ALL THE FEATURES OF INSPIRE.

WE ARE SO EXCITED TO BE ABLE TO OPEN THIS PROGRAM THIS SPRING.

WE HAVE IDENTIFIED HARRINGTON ELEMENTARY AS A PLACE WHERE IT IS GOING.

THEY HAVE STARTED THE CONSTRUCTION.

THEY'RE FAR ALONG.

HOPEFULLY WE'LL BE OPENING IN THE NEXT FEW WEEKS.

BUT OUR INTENT, TOO, IS TO EXPAND THIS PROGRAM AT THE ELEMENTARY LEVEL.

BY AUGUST 2020, WE HOPE TO OPEN ANOTHER CLASSROOM AT THAT TIME.

SO LOOKING AT MIDDLE SCHOOL.

OUR HOPE IS TO ALSO EXPAND INTO MIDDLE SCHOOL BY NEXT YEAR.

WE ARE LOOKING TO HIRE AND TRAIN STAFF BY THIS SPRING AND SUMMER.

WE HAVE NOT DETERMINED THE LOCATION YET, BUT WE ARE HOPING TO OPEN IN THE AUGUST OF 2020 FOR NEXT YEAR. I JUST WANT TO EXPLAIN A MINUTE WHAT INSPIRE IS THE PURPOSE AND WHAT WE

[01:05:06]

ARE DOING WITH THAT PROGRAM.

IT IS A SPECIALIZED CRISIS PREVENTION, INTERVENTION AND RESPONSE.

ALL OF THE STAFF IN THIS IN THIS PROGRAM ARE TRAINED TO MEET SOCIAL, EMOTIONAL, BEHAVIORAL AND SENSORY NEEDS.

WE HAVE PROVIDED TRAINING TO OUR STAFF THROUGH THE MARCUS AUTISM CENTER.

THEY HAVE BEEN TO OUR DISTRICT.

THEY SPECIALIZE IN SEVERE BEHAVIOR SUPPORTS.

WE'VE ALSO PROVIDED TRAINING WITH THE LIFE SPACE CRISIS INTERVENTION AND THE PURPOSE OF LIFE SPACES TO TALK TO STUDENTS DURING AND AFTER A CRISIS TO WORK THROUGH THAT WITH THEM.

SENSORY COMMUNICATION AND SOCIAL SKILLS TRAINING ARE PROVIDED DIRECTLY TO THE STAFF, AND WE UTILIZE THOSE SPECIALISTS TO HELP SUPPORT OUR INSPIRE STAFF MEMBERS.

OK, I'M GOING TO MOVE INTO THE SECOND PART OF THIS PRESENTATION.

ACTUALLY, BEFORE YOU MOVE, WE MAY HAVE A FEW QUESTIONS.

AND SO I ACTUALLY HAVE ONE.

HOW MANY ELEMENTARY SCHOOL CHILDREN DO YOU ANTICIPATE SERVING WITH INSPIRE OVER THE NEXT FEW MONTHS? WE ARE LOOKING AT FOR ONE CLASSROOM TO HAVE FIVE TO SIX STUDENTS IN THAT CLASSROOM. AND WILL THEY HAVE A WIDE RANGE OF COGNITIVE SKILLS OR.

THEY WILL, BUT IT WILL NOT BE.

IT WILL BE MORE FOR OUR HIGHER FUNCTIONING STUDENTS RATHER THAN OUR LOWER.

OKAY. AND JANNA WHAT IS THE PERCENTAGE OF US STUDENTS ARE IN ARE IN THE HIGH INTENSIVE CARE SERVICES.

SO ARE YOU TALKING ABOUT OUR SELF-CONTAINED BEHAVIOR CLASSROOM? YES. I DON'T HAVE THE NUMBERS WITH ME, BUT I CAN PROVIDE THAT TO YOU.

AND THE THING IS THAT I THINK THERE WAS BEEN OUR PROGRAMS FROM ELEMENTARY PROGRAMS TO MIDDLE SCHOOL PROGRAMS, REALLY GOOD.

ARE WE EVER GOING TO DO HIGH SCHOOL PROGRAM FOR INSPIRE? I AM GETTING READY TO GET INTO THAT.

BUT WE AS FAR AS THE INSPIRE, WE HAVE NOT TALKED ABOUT THE INSPIRE PROGRAM FOR HIGH SCHOOL YET IS JUST INTO THE UP INTO THE MIDDLE SCHOOL.

CAN YOU GIVE A CONTEXT AND NOT SPECIFIC NUMBERS, BUT FOR THE SEASON, THE CS AND THE SS? HOW MANY? LIKE NOT EVERY CAMPUS HAS A SPECIALIZED UNIT.

CORRECT? THAT'S CORRECT.

SO ABOUT HOW MANY CAMPUSES ARE THOSE AND ARE THEY EVENLY DISTRIBUTED? I WANT A CONTEXT FOR HOW MANY BUILDINGS HAVE THOSE CLASSROOMS? YES, MA'AM. SO CURRENTLY FOR BSC, WE HAVE ELEVEN ELEMENTARY AND SEVEN MIDDLE SCHOOLS.

FOR CSC, WE HAVE 13 ELEMENTARY AND SIX MIDDLE.

AND FOR THE C S S C, WE HAVE TWO ELEMENTARY.

CAN YOU TELL ME FOR THE INSPIRE PROGRAM WHAT THE TEACHER TO STUDENT RATIO OR THE IDEAL WOULD BE? AND I KNOW THERE'S OTHER PARAPROFESSIONALS THAT MIGHT BE INVOLVED AS WELL.

SO WE WILL HAVE THE TEACHER AND THEN WE'LL HAVE PARA AND THEN WE WILL TALK ABOUT THE WRAPAROUND SERVICES. THEY ARE ALL HOUSED ON THAT CAMPUS.

SO YOU'LL HAVE YOUR COUNSELOR, YOUR SOCIAL WORKER ARE ALL PART OF THAT PROGRAM.

BUT WITH FIVE STUDENTS, YOU'RE GONNA HAVE FIVE STUDENTS WITH ALL OF THOSE SERVICES.

ONLY ONE SUPERVISING TEACHER? ONE TEACHER IN THAT CLASSROOM, CORRECT.

NOW, DON'T WE HAVE OTHER CLASSROOMS WHERE THE RATIOS ARE SOMETIMES ONE TO ONE OR EVEN TWO TEACHERS TO ONE STUDENT? WE DO NOT HAVE A 1 TO 1 RATIO WITH TEACHERS TO STUDENTS.

NOW, AT TIMES AS THE INCREASE OF BEHAVIORS OR THEIR INCREASE OF NEEDS OF A STUDENT, WE WOULD CONSIDER ADDING AN ADDITIONAL PARA IF NEEDED.

JANNA. HAVE YOU NOTICED THAT? HAVE YOU DONE ONE OF YOU HAVE DONE A STUDY ALREADY TO TO DETERMINE LIKE OUR STUDENTS FROM ELEMENTARY ARE DROPPING OFF FROM NEEDING SUPPORT? HAVE YOU NOTICED THAT THEY'RE GETTING EARLY SUPPORT? ARE THEY ARE THERE LESS STUDENTS THAT NEED IT IN MIDDLE SCHOOL AND THE LESS STUDENTS ARE NEEDING IT IN HIGH SCHOOL BECAUSE WE'RE STARTING EARLY.

THAT WOULD BE THE HOPE THAT WE WOULD WANT TO SEE THAT TO PROVIDE THAT INTENSIVE SUPPORT SO THAT THEY CAN MOVE ON AND NOT HAVE SO MUCH INTENSITY.

THE REALITY IS THAT SOMETIMES WE DO HAVE STUDENTS THAT NEED INTENSIVE SUPPORT TO CARRY THROUGH. ANY OTHER QUESTIONS? OK. ALL RIGHT.

WHEN WE LOOK AT THE WORK WITH DR.

[INAUDIBLE], I'M GOING TO GO THROUGH THIS.

SHE HAS BEEN WITH THE DISTRICT.

SHE'S GOING ON YEAR THREE, SO WE'RE GOING TO LOOK FIRST AT WHAT WE HAVE ACCOMPLISHED DURING YEAR ONE. SO DURING THE 2017 18 SCHOOL YEAR, THE FOCUS WAS TO ENSURE HIGH STANDARD

[01:10:03]

OF EDUCATIONAL SERVICE.

DR. [INAUDIBLE] WAS INSTRUMENTAL IN MEETING WITH CAMPUSES, DOING A LOT OF OBSERVATIONS ACROSS THE DISTRICT AND PROVIDING FEEDBACK.

SHE ALSO HELPED THE LEADERSHIP TEAM WITH THE NEEDS ASSESSMENT AND IDENTIFYING PRIORITIES ACROSS THE DISTRICT.

SHE PROVIDED TRAINING FOR THE LEADERSHIP AND LEADERS, FOR ADMINISTRATORS AND BEST PRACTICES. AND THEN SHE LED THE DEPART OF THE DEVELOPMENT OF THE BEHAVIOR ACADEMY, WHICH I SPOKE ABOUT EARLIER, AND THE ATTENDANCE THAT WE HAVE THERE IN DOING THE OBSERVATIONS ACROSS THE DISTRICT.

SHE UTILIZED A QUALITY INDICATOR CHECKLIST SO THAT SHE WAS VERY INTENTIONAL AND SPECIFIC OF WHAT SHE WAS LOOKING AT.

DURING THE 2018, 19 SCHOOL YEAR LAST YEAR, THE FOCUS WAS TO INCREASE ACADEMIC AND BEHAVIORAL OUTCOMES THROUGH THE LEVELS OF SUPPORT.

HAVE YOU? AS YOU SAW IN MY EARLIER SLIDES, WE TALKED ABOUT THOSE LEVELS OF SUPPORT.

SHE ORGANIZED AND HELD THESE ROUNDTABLE DISCUSSIONS WITH PRINCIPALS AND SHE REALLY JUST DROVE IN TO WHAT WAS NEEDED ACROSS THE DISTRICT AND ON THEIR CAMPUSES.

FROM THAT INFORMATION, SHE LISTENED TO UNDERSTAND THEIR NEEDS.

AND FROM THAT INFORMATION, SHE LED THE WORK AND DEVELOPING THE LEVELS OF SUPPORT AND THE GUIDANCE FOR SPECIAL EDUCATION.

A NEEDS ASSESSMENT WAS COMPLETED LAST YEAR AND THEN PRIORITIES WERE ESTABLISHED TO REALLY DIVE IN TO WHERE WE NEED TO GO FROM HERE.

THIS IS WHERE THE LEVELS OF SUPPORT BEGAN AND THE TRAINING AND THE WORK IS FOCUSED.

YET IT IS ONGOING AT THIS TIME.

DURING THIS YEAR, SHE ALSO DEVELOPED WAS CALLED A CONTINUUM OF SERVICES, WHICH INCLUDED THE EARLY CHILDHOOD THROUGH THE ADULT TRANSITION SERVICES, AND WHAT THEY WORKED ON WAS IDENTIFYING AN ENTRY AND EXIT CRITERIA, ESPECIALLY A CHANGE OF PLACEMENT FOR OUR CENTRALIZED PROGRAMS. AND THEN OF COURSE, WHILE SHE WAS HERE, SHE MET WITH CAMPUSES AND PROVIDED HER EXPERTISE WHERE NEEDED. SO THIS YEAR, THIS IS WHERE I COME IN AND MY WORK WITH DR.

[INAUDIBLE] AT THE BEGINNING OF THE YEAR, WE VISITED ALL OF THE SENIOR HIGH AND HIGH SCHOOL CAMPUSES JUST TO GAIN A BETTER UNDERSTANDING OF WHAT WAS HAPPENING AND FOR ME TO JUST BE ABLE TO SEE FIRSTHAND WHERE WE WERE GOING AND WHAT WE NEEDED TO DO.

FROM THAT TIME, WE DEVELOPED AND FACILITATED A HIGH SCHOOL AND SENIOR HIGH PRINCIPAL FOCUS GROUP, AND IT WAS VERY IMPORTANT FOR US TO SIT, TO SIT AND LISTEN TO THE NEEDS OF EACH CAMPUS. THEY WERE VERY TRANSPARENT WITH US.

THEY SHARE THEIR CONCERNS.

THEY SHARE THEIR CHALLENGES.

THEY ALSO SHARE THE POSITIVES OF WHAT WAS WORKING ALSO AND WHAT WAS NOT WORKING.

SO FROM THOSE MEETINGS, WE IDENTIFIED A GAP IN WHAT WE WERE TALKING ABOUT EARLIER OF MOVING OUR STUDENTS FROM THE JUNIOR HIGH INTO THE HIGH SCHOOL LEVEL.

WE USE DATA TO ANALYZE AND SHOW THE NEED FOR MORE SUPPORT WITHIN GENERAL EDUCATION FOR BEHAVIOR SUPPORTS, BUT ALSO FOR THE RESOURCE SETTING FOR OUR STUDENTS WITH BEHAVIOR NEEDS. WE ALSO IDENTIFY THE NEED TO BRING CONSISTENCY TO ALL BASE PROGRAMS, WHICH IS A PROGRAM FOR OUR BEHAVIOR STUDENTS.

SO WE'LL SAY THAT DR. [INAUDIBLE] IS CONTINUE TO FACILITATE THE WORK AND THE TASK FORCE AND WE ARE MOVING FORWARD WITH WHAT NEEDS TO BE DONE.

SO I HOPE THIS GAVE YOU A BETTER UNDERSTANDING OF WHAT'S HAPPENING IN BEHAVIOR AND SPED.

DO YOU HAVE ANY QUESTIONS? IT JUST. AND EVEN AS A CLASSROOM TEACHER, I'M JUST AMAZED AT THE COMPLEXITY AND THE COMPLICATIONS OF ALL THIS AND HOW IT ALL ALL THE MOVING PIECES SO YOU KNOW, HOW STUDENTS IDENTIFIED TO BE PUT IN WHICH PLACE.

AND I'M SURE IT'S HARD.

I AM GUESSING THAT SOMETIMES A STUDENT COULD BE ONE OR THE OTHER.

TRUE. YEAH. THERE ARE TIMES THAT WE DO HAVE TO MAKE A CALL.

WHAT WOULD BE THE BEST PLACEMENT FOR THE CHILD? DO WE HAVE AN ONGOING CONTRACT OR ENGAGEMENT WITH DOCTOR IS, OR HOW DOES THAT WORK? YES, MA'AM. FROM YEAR TO YEAR THAT WE REVISIT THAT CONTRACT AND WE LOOK AT THE NEEDS OF HOW MUCH WE CAN UTILIZE HER THROUGHOUT THE YEAR.

THE INSPIRE PROGRAM THAT'S GONNA BE AT HERRINGTON SHOWS FIVE TO SIX STUDENTS.

CORRECT. AND THAT'S PRETTY MUCH DISTRICT WIDE.

WE'VE IDENTIFIED STUDENTS THAT HAVE THAT WOULD BENEFIT FROM THE MOST INTENSIVE ENVIRONMENT THAT WE CAN PROVIDE.

YES, SIR. SO WE WE UTILIZE THAT CHANGE OF PLACEMENT PROCESS WHEN WE GO THROUGH THAT.

BUT IT IS HEAVILY DATA DRIVEN.

WE REALLY WANT UNDERSTAND ALSO THE WHOLE CHILD BEFORE WE MAKE THAT INTENSIVE, CENTRALIZED RECOMMENDATION. GOOD.

THANK YOU. WELL, THANK YOU VERY MUCH, I THINK FOR THE BOARD THERESA AS WE MOVE INTO BUDGET TIME. THIS IS GOING TO BE AN AREA OF INCREASING CONCERN.

[01:15:04]

I REMEMBER BACK 2011 WHEN WE HAD TO DO BUDGET CUTS AND WE CUT TOO MUCH IN SPECIAL ED.

AND WE DON'T WANT TO DO THAT AGAIN TO ENSURE WE HAVE THE PROPER RATIOS.

SO THE CHILDREN ARE WELL SERVED AND OUR TEACHERS ARE IN A GOOD SITUATION.

AND I DO BELIEVE THAT THE LAST TWO YEARS WE'VE BEEN VERY FOCUSED ON SPECIAL EDUCATION IMPROVEMENTS AND AND GIVING OUR LEADERSHIP IN SPECIAL EDUCATION SOME MORE, PROVIDING THEM MORE SUPPORT. SO WHAT WE'RE DOING RIGHT NOW IS ACTUALLY MOVING FORWARD WITH SPECIAL EDUCATION, WHICH IS GREAT.

THANK YOU, GENTLEMEN. THANK YOU.

WE WANT TO KEEP THAT PROGRESS GOING.

THE BOARD WILL NOW CONSIDER ACTION ON POLICIES.

[A. TASB Localized Policy Manual Update 114 affecting (LOCAL) policies (codes listed in Policy List) on First Reading Presenter: Karla Oliver, Assistant Superintendent for Community Engagement and Strategic]

THE FIRST POLICY PRESENTED THIS EVENING IS TASB LOCALIZED POLICY MANUAL UPDATE 1 1 4 AFFECTING LOCAL POLICIES LISTED ON THE POLICY LIST.

ON FIRST READING, MS. OLIVER WILL PRESENT. MS. OLIVER. THANK YOU, PRESIDENT RICHARDS.

AS YOU SAID, TASB LOCALIZED POLICY MANUAL UPDATE 114.

AS FOR YOUR APPROVAL THAT TONIGHT UNDER FIRST READING THERE ARE THREE SPECIFIC EDITED POLICIES AS WELL AS AN EXHIBIT THAT YOU'VE ALL REVIEWED.

MAY I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES ADDS, REVISES OR DELETES LOCAL POLICIES AS RECOMMENDED BY TASB POLICY SERVICE.

AND ACCORDING TO THE INSTRUCTION SHEET FOR TASB LOCALIZED POLICY MANUAL UPDATE 114 WITH REVISIONS AS NOTED TO THE FOLLOWING POLICIES BED LOCAL BOARD MEETINGS, PUBLIC PARTICIPATION, CDA LOCAL OTHER REVENUES INVESTMENTS.

D F A LOCAL REDUCTION IN FORCE, FINANCIAL EXIGENCY.

THE FOLLOWING EXHIBIT WAS ADDED WITH THE UPDATE: BED EXHIBIT, BOARD MEETINGS, PUBLIC PARTICIPATION. SECOND.

I HAVE A MOTION BY NANCY HUMPHREY IN A SECOND BY JERI CHAMBERS THAT THE BOARD OF TRUSTEES ADDS REVISES OR DELETES LOCAL POLICIES AS RECOMMENDED BY TASB POLICY SERVICE.

AND ACCORDING TO THE INSTRUCTION SHEET FOR TASB LOCALIZED POLICY MANUAL UPDATE 1 1 4 WITH REVISIONS AS NOTED TO THE FOLLOWING POLICIES: BED LOCAL BOARD MEETINGS.

PUBLIC PARTICIPATION.

CDA LOCAL. OTHER REVENUES.

INVESTMENTS. DFAA LOCAL.

REDUCTION FORCE. FINANCIAL EXIGENCY.

YOU GOT ME MESSED UP TOO, NANCY.

THE FOLLOWING EXHIBIT WAS ADDED UPON THE ADDED WITH THE BOARD.

UPDATE. BED EXHIBIT.

BOARD MEETINGS. PUBLIC PARTICIPATION.

IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE.

ALL THOSE IN FAVOR RAISE YOUR HAND.

MOTION CARRIES UNANIMOUSLY.

THANK YOU. THE BOARD WILL NOW CONSIDER ACTION ON CFC LOCAL ACCOUNTING AUDITS ON FIRST

[B. CFC(LOCAL) Accounting: Audits on First Reading Presenter: Karla Oliver, Assistant Superintendent for Community Engagement and Strategic]

READING, MS. OLIVER. THANK YOU, PRESIDENT RICHARDS.

CFC LOCAL IS PRESENTED THIS EVENING FOR FIRST READING AND IT'S REGARDING UPGRADE OF A TITLE OR EDIT OF A TITLE.

MAY I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES POLICY CFC LOCAL UNDER FIRST READING.

SECOND. I HAVE A MOTION BY CODY WEAVER, A SECOND BY DR.

HEATHER WONG, THAT THE BOARD OF TRUSTEES APPROVE POLICY CFC LOCAL UNDER FIRST READ.

IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE.

ALL THOSE IN FAVOR RAISE YOUR HAND.

MOTION CARRIES UNANIMOUSLY.

[C. GKA(LOCAL) Community Relations: Conduct of School Premises on First Reading Presenter: Karla Oliver, Assistant Superintendent for Community Engagement and Strategic Partnerships]

THE BOARD WILL NOW CONSIDER GKA LOCAL COMMUNITY RELATIONS CONDUCT OF SCHOOL PREMISES ON FIRST READING, MS. OLIVER.

THANK YOU. AGAIN. THIS IS AN EDIT TO A TITLE.

WE HAVE A MOTION. I MOVE THAT THE BOARD OF TRUSTEES APPROVES POLICY GKA LOCAL UNDER FIRST REAING. SECOND.

I HAVE A MOTION BY DR.

HEATHER WONG, A SECOND BY CODY WEAVER THAT THE BOARD OF TRUSTEES APPROVES POLICY GKA LOCAL UNDER FIRST READING.

IS THERE ANY FURTHER DISCUSSION? SEEING NONE, WE WILL NOW PROCEED TO VOTE.

ALL THOSE IN FAVOR RAISE YOUR HAND.

MOTION CARRIES UNANIMOUSLY.

SO, MS. OLIVER, THERE WERE NO CARDS FOR PUBLIC COMMENT ON NOT AGENDA ITEMS. THAT'S CORRECT. IF THERE'S NO FURTHER BUSINESS BEFORE THE BOARD, THE MEETING WILL BE ADJOURNED. IF I IF I COULD MAKE ONE COMMENT, I'M SORRY.

RELATING TO THE POLICY UPDATE.

I JUST WANT TO MAKE A COMMENT THAT THERE WERE A LOT OF UNFUNDED MANDATES IN THOSE POLICIES. AND I DON'T KNOW IF TASB IS COMING UP WITH A LIST FOR US OR IF WE'RE TRACKING THAT. BUT THERE'S TRAINING AND ALL OF THESE THINGS, LIKE CYBERSECURITY, FOR INSTANCE.

WE HAVE TO HAVE TRAINING FOR.