[00:00:06]
          THIS IS MICHAEL. IT IS NOW 5 P.M. ON TUESDAY, AUGUST 12TH, 2025. THIS MEETING OF THE KILLEEN INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES IS NOW CALLED TO ORDER. THE FOLLOWING TRUSTEES ARE PRESENT AND PARTICIPATING. SUSAN JONES, VICE PRESIDENT. BRENDA ADAMS, SECRETARY. MARVIN RAINWATER, BOARD MEMBER OLIVER MINTZ, BOARD MEMBER TINA CAPUTO, BOARD MEMBER. AND ME, BRETT WILLIAMS, PRESIDENT AND PRESIDING OFFICER. ABSENT AND NOT PARTICIPATING IN THIS MEETING IS BOARD MEMBER RODNEY GILCHRIST. FOR THE RECORD, A QUORUM HAS BEEN ESTABLISHED AND IS PRESENT. AS A REMINDER, ANYONE WISHING TO SPEAK AT PUBLIC FORUM MUST SUBMIT THEIR SIGN UP SHEET AT THIS TIME. IT HAS BEEN THE BOARD'S PRACTICE BEFORE EACH REGULAR MEETING TO HAVE AN INVOCATION AND PLEDGE OF ALLEGIANCE TO THE UNITED STATES FLAG AND TEXAS FLAG. TONIGHT, I'M GOING TO ASK MR. RAINWATER IF HE WILL LEAD THE INVOCATION, AND I'M GOING TO ASK MADAM CAPITO IF SHE WILL DO THE PLEDGES TO THE FLAGS. PLEASE STAND. MAY WE PRAY? OUR FATHER AND OUR GOD. WE'RE GRATEFUL TO BE IN A FREE NATION AND BE AMONGST PEOPLE WHO WANT TO SERVE AND WHO ARE HELPING CHILDREN AND TEACHERS AND ALL THE PEOPLE INVOLVED IN SCHOOL STAFFS. IT'S GOING TO BE A BUSY DAY TOMORROW, GOD, WITH PEOPLE DOING THINGS THEY HAVEN'T DONE FOR A WHILE WITH NEW EXPERIENCES AND SOME OLD EXPERIENCES. WE JUST ASK FATHER, YOU WILL WATCH OVER US AND KEEP US SAFE AND HELP US FEEL THE LOVE OF AND GLORY OF AN ALMIGHTY GOD. AMEN. 
          I WANT TO TAKE A MOMENT TO INTRODUCE DOCTOR KING DAVIS, OUR INTERIM SUPERINTENDENT, ON HIS FIRST DAY ON THE DICE WITH US. SO WELCOME. WE APPRECIATE YOU BEING HERE. THANK YOU. THE RECORDING OF THIS MEETING IS BEING MADE AND WILL BE AVAILABLE TO THE PUBLIC AT A LATER DATE. 
          WE'RE ALSO STREAMING THIS MEETING ON OUR CABLE CHANNEL 17 AND ON THE DISTRICT'S WEB PAGE. 
          [1. Public Forum]
AGENDA ITEM NUMBER ONE PUBLIC FORUM. THE BOARD WILL NOW HEAR COMMENTS FROM THOSE WHO SIGNED UP TO SPEAK PER BOARD POLICY. EACH PUBLIC COMMENT IS LIMITED TO THREE MINUTES. I'LL ASK THE AUDIENCE TO PLEASE REFRAIN FROM ANY PUBLIC OUTBURST AND TO MAINTAIN DECORUM. PARENTS, EMPLOYEES AND CITIZENS ARE ENCOURAGED TO UTILIZE THE DISTRICT'S GRIEVANCE PROCESS TO THE FULLEST EXTENT POSSIBLE. RELATED POLICIES ARE AVAILABLE ON THE DISTRICT'S WEBSITE OR UPON REQUEST. FOR THE RECORD, WE ASK THAT ALL PUBLIC FORUM PARTICIPANTS BEGIN BY STATING THEIR NAME AND THE CITY IN WHICH THEY RESIDE. ONCE COMPLETE, YOUR THREE MINUTES WILL BEGIN. FIRST SIGNED UP TO SPEAK, WE HAVE HANK GLAISTER. WELCOME. 
          THE SUPERINTENDENT. SEARCH. I UNDERSTAND WE'VE GOT A PRESENTER HERE. THOMPSON AND HORTON. I BELIEVE THAT'S GOING TO PITCH THEIR RECRUITING PITCH. AND THEREAFTER, YOU ALL ARE GOING TO GO INTO CLOSED SESSION IN ORDER TO DISCUSS THE SUPERINTENDENT QUALIFICATIONS AND SUCH. I GUESS YOU ALL HAVE READ THE I. ROADMAP. I SENT YOU ALL CONCERNING. SEARCHES AND. 
          PERSONNEL HIRING. AS FAR AS HEADHUNTER FIRMS, I THINK ONE OF MY PROBLEMS IS THAT WE USE THE TEXAS GOVERNMENT CODE. TEXAS OPEN MEETINGS ACT TOO FREQUENTLY IN THIS BODY. I DON'T SEE WAY THERE IS A PROBLEM WITH DISCUSSING, AND I WOULD HOPE THAT UPON THE THOMAS AND HORTON PRESENTATION THAT YOU ALL ARE NOT GOING TO CHOOSE THE ORGANIZATION. I UNDERSTAND THEY ARE ALSO. EMPLOYED OR RETAINED BY KSD IN A LEGAL ASPECT, AND I HOPE THEY DON'T, YOU KNOW, GO IN 
          [00:05:08]
AND GIVE YOU INFORMATION WITHOUT MAKING SURE THAT THERE'S A LEGAL SCHISM BETWEEN THAT BECAUSE THEY'RE I GUESS THEY'RE REPRESENTING BOTH HEADHUNTER FIRM AND A LEGAL FIRM AT THE SAME TIME. I'M SOMEWHAT FAMILIAR WITH SELECTION CRITERIA AND WHAT GOES ON, AT LEAST FROM THE COUNTY COMMISSIONER STANDPOINT AND WHAT WENT ON THERE AND WHEN THEY WERE LOOKING FOR IT. AND ELECTION ADMINISTRATOR A FEW YEARS AGO, AND THAT WAS AN OPEN MEETING. SO THAT'S ALL I GOT FOR THE SUPERINTENDENT SEARCH. THE OTHER POINTS ARE. BOARD POLICY AND NOT ALLOWING HOMESCHOOLERS TO PARTICIPATE IN ATHLETICS, EXTRACURRICULAR ACTIVITIES. THAT'S WRONG. THE OTHER ITEM IS WILL THE DONG DONG CHIN SEMI KIM FREE TRADE ZONE. I'M A KIND OF A REPUBLICAN, AND I WANT TO MAKE SURE THAT THE FREE TRADE ZONE DOES NOT PROHIBIT THEM FROM BEING TARIFFED. THANK YOU. THANK YOU SIR. NEXT WE HAVE ELAINA JENNY GREEN. DID I PRONOUNCE THAT RIGHT? NO. HELP ME OUT BECAUSE I WANT TO GIVE CREDIT. IT'S OKAY. IT HAPPENS ALL THE TIME. BUT IT'S A LOT OF GREEN. 
          I'M SORRY. A LOT OF GREEN. MY NAME IS ALANA GREEN. SORRY. AND I RESIDE IN KILLEEN, TEXAS. 
          FIRST OF ALL, GOOD EVENING, Y'ALL. A COUPLE MONTHS AGO, I SPOKE HERE ABOUT OUR ANIMATION CLASS, AND I'M BACK BECAUSE REMOVING THE ANIMATION ENDORSEMENT DOESN'T JUST CUT ONE COURSE, IT ERASES THE CAREER PATHWAY THAT PREPARES STUDENTS FOR ONE OF THE FASTEST GROWING INDUSTRIES WORLDWIDE. SORRY. FOR MANY, IT'S THE BRIDGE. FROM HIGH SCHOOL TO COLLEGE PROGRAMS, INTERNSHIPS, AND INDUSTRY WORK. I REVIEWED SOME OF THE DISTRICT'S OWN NUMBERS, AND THEY SHOW PROMISE. ANIMATION ONE PEAKED AT 36 STUDENTS IN 2023 2024, WHICH IS THE HIGHEST IN RECENT YEARS, AND ANIMATION TWO NEARLY DOUBLED FROM 11 TO 20 IN JUST ONE YEAR, WHILE PROJECTIONS FOR 2024 AND 2025 SHOW A SMALL DIP TO AROUND 30. IN MY OPINION, THAT'S STILL A STRONG BASE, SO WITH THE RIGHT PROMOTION AND RESOURCES, THOSE NUMBERS CAN GROW. AND I'VE RESEARCHED A CONCRETE SOLUTION. THE TOON BOOM ACADEMIC PROGRAM. IT'S USED BY DISNEY, NETFLIX AND CARTOON NETWORK AND OTHER ANIMATION STUDIOS. TOON BOOM OFFERS PROFESSIONAL GRADE SOFTWARE CURRICULUM ALIGNED WITH INDUSTRY STANDARDS AND TEACHER SUPPORT. MOST IMPORTANTLY, STUDENTS CAN GRADUATE WITH AN INDUSTRY RECOGNIZED TOON BOOM CERTIFICATION, A CREDENTIAL THAT OPENS DOOR TO HIGHER EDUCATIONS AND JOBS, AND MOST IMPORTANTLY, MONEY. BECAUSE WE ALL NEED THAT. 
          KISD IS ALREADY KNOWN FOR ITS OUTSTANDING FINE ARTS DEPARTMENT. ANIMATION CAN STAND PROUDLY ALONGSIDE ILLUSTRATION, THEATER AND MUSIC AS ANOTHER AREA WHERE STUDENTS EXCEL, BUT ONLY IF WE ALLOW IT TO THRIVE. IF YOU DON'T HAVE, LET'S. OKAY, LET'S SAY THIS IF YOU DON'T HAVE SHEET MUSIC TO PLAY A TRUMPET, YOU'RE NOT YOU'RE NOT GOING TO PLAY, RIGHT? OKAY, I GUESS ANOTHER EXAMPLE WOULD BE IF YOU DON'T HAVE PAPER TO MAKE A DRAWING, WHAT DO YOU HAVE? YOU HAVE NOTHING. WE DON'T HAVE TO CLOSE THE DOOR ON FUTURE ANIMATORS WHO SIMPLY WANT TO LEARN AND SUCCEED. AND AFTER ALL, YOU NEVER KNOW IF THEIR PASSION PROJECTS COULD LEAVE AN IMPACT ON YOU AND SHIFT YOUR PERSPECTIVE ON LIFE AND MAKE YOU SEE THINGS IN A WAY THAT YOU'VE NEVER REALLY SEEN BEFORE. SO PLEASE CONSIDER INTEGRATING TOON BOOM'S INSTITUTIONAL PROGRAM. WE CAN GIVE STUDENTS THE SKILLS, THE INDUSTRY THAT I'M SORRY THE ANIMATION INDUSTRY DEMANDS. IF WE CHOOSE TO TRY. THANK YOU, THANK YOU. NEXT WE HAVE BETH SNYDER. DID I SAY THAT LAST NAME RIGHT? SNYDER. SNYDER. SUTER. SUTER. THERE YOU GO. MY APOLOGIES. WELCOME. OKAY. DON'T 
          [00:10:12]
LIKE PUBLIC SPEAKING, SO BEAR WITH ME. MY NAME IS BETH SNYDER, AND I JUST WANT TO TALK ABOUT SOME ISSUES I'M ALREADY HAVING AGAIN THIS YEAR BECAUSE IT'S BEEN A REPEATED ISSUE. THIS ONE HAS. SCHOOL NURSE TODAY ASKED ME FOR ANOTHER COPY OF MY CHILDREN'S VACCINES OR THE EXEMPTION, WHICH I DON'T REALLY UNDERSTAND, AND I HAVEN'T LOOKED IT UP. WHY WE NEED ANOTHER ONE. 
          IF THE LETTER STATES THEY'VE BEEN INJURED FROM THE VACCINE AND WON'T BE TAKEN ANYMORE, WHY WE NEED IT YEARLY? BECAUSE NOTHING'S CHANGED. BUT REGARDLESS, IT'S NOT EXPIRED YET. AND SHE SENT ME THE EXPIRATION AND WANTED ME TO TRACK IT DOWN IN THEIR SCHOOL RECORD. BUT I'M PRETTY SURE SHE ALREADY HAS ACCESS TO. THEN SHE TELLS ME SHE'S NEW AND DOESN'T KNOW A LOT OF THINGS, AND THEN A COUPLE HOURS LATER, I GET SOMEBODY ELSE'S HIPAA RECORDS IN MY EMAIL. SO THAT DOES NOT MAKE ME FEEL COMFORTABLE TO SEND MY CHILD TO A SCHOOL WHERE THEY JUST RELEASE. I DON'T EVEN KNOW THIS KID THAT THEY SENT THIS TO ME TODAY. DURING THE SUMMER, I HAD TO FILE ANOTHER GRIEVANCE BECAUSE A NURSE CALLED ME AT HOME TO SAY SHE JUST TREATED MY DAUGHTER FOR SOMETHING, GAVE HER SOME SORT OF MEDICATION. I HAD TO GO BACK TO LISTEN TO THE RECORDING BECAUSE I RECORD EVERYTHING NOW. MY CHILD WAS HOME WITH ME, SO IT WASN'T MY CHILD SHE GAVE MEDICINE TO, AND I EVEN CONFIRMED IT. SHE THOUGHT IT WAS MY CHILD. THEY HAD ALREADY TRIED TO GIVE ME SOMEBODY ELSE'S CHILD DURING THAT EXTENDED THING FOR CHILDREN WITH DISABILITIES. THAT'S ANOTHER THING. MY CHILDREN HAVE DISABILITIES. NON-VERBAL. CAN'T TELL ME ENOUGH. SO IF THIS NURSE REALLY DID HAVE GIVEN MY CHILD SOMETHING, SOMEBODY ELSE'S KIDS PRESCRIPTION MEDICINE AND IT COST HER HARM, SHE WOULDN'T HAVE EVEN KNOWN TO TELL ME. SO THIS ISN'T SAFE AT ALL. AND I JUST DON'T UNDERSTAND. EMPLOYEES THAT CAN'T TAKE OWNERSHIP OF THEIR POSITION AND RESPONSIBILITY FOR IT. THOROUGHLY, THOROUGHLY DOUBLE CHECK THEIRSELF. AND IF THEY DON'T KNOW THE ANSWER, HOLD THE LINE AND GO FIND IT OUT. THIS ISN'T GOOD. THEN I HAD ISSUES PREVIOUSLY I HAD TO FILE GRIEVANCES ON FOR NURSES, NOT EVEN CALLING ME WITH HEAD INJURIES. AND THEN THE NURSE IS LIKE, WELL, IT'S HER FACE. IT'S ON HER HEAD. WHY IS SOMEBODY TREATING CHILDREN WITH DISABILITIES WHO CAN'T EVEN TELL MAMA THEY FELL AND GOT HURT AT SCHOOL BECAUSE A BEACH BALL CAN GIVE YOU A CONCUSSION, BAD ENOUGH THAT YOU DON'T ACT RIGHT THE REST OF YOUR LIFE. Y'ALL. I'M FRUSTRATED. AND THEN ON TOP OF THAT, I REALLY ADVOCATED LAST YEAR FOR MY CHILDREN TO GET MUCH NEEDED SERVICES AND WAS DENIED BY MAUDE-MOORE GOT 42 SECONDS. 
          I'M GOING TO TRY TO MAKE THIS QUICK. DID NOT HAVE A GOOD EXPERIENCE AT MAUDE-MOORE. I HAVE CONFIRMED FROM MANY OTHERS IN THE COMMUNITY THEY'VE HAD SIMILAR EXPERIENCES AT MAUDE-MOORE. THERE'S CONNECTIONS TO THEIR NEW SCHOOL FROM BALTIMORE THAT DOESN'T MAKE ME COMFORTABLE. NOW WE GOT THE NURSE ISSUE. I DON'T WANT ANY MORE PROBLEMS. I JUST WANT MY CHILDREN WITH DISABILITIES TO BE ABLE TO GET THE EDUCATION THAT THEY HAVE A FEDERAL RIGHT TO WITHOUT MAKING MY LIFE MORE STRESSFUL. Y'ALL PROBABLY HEARD HIM SCREAMING OUTSIDE. HE'S A HANDFUL. IMAGINE LIVING WITH THAT ALL DAY, EVERY DAY, AND THEN GETTING CPS CALLED ON YOU AT THE SCHOOL BECAUSE THEY DON'T LIKE THAT YOU WANT SOME MORE MONEY FOR YOUR CHILD TO GET AN EDUCATION? NOT FAIR. I'M STILL DEALING WITH THAT CASE. TALK ABOUT ANOTHER TIME. THANK YOU, THANK YOU. AS WE HAVE NO ONE ELSE SIGNED UP FOR PUBLIC FORUM, WE ARE CLOSING PUBLIC FORUM AND 
          [2. Presentation from Superintendent Search Firm]
WE'RE NOW MOVING TO AGENDA ITEM NUMBER TWO, WHICH IS A PRESENTATION FROM A SUPERINTENDENT SEARCH FIRM. AT THIS TIME, I'M GOING TO ASK DOCTOR MOSES AND MR. THOMPSON, PLEASE COME FORWARD. AND THE MICROPHONE RIGHT THERE. AND THEY'VE GOT A POWERPOINT PRESENTATION. TRUSTEES. EVERYONE SHOULD HAVE A COPY IN FRONT OF THEM AS WELL. WELCOME. THANK YOU. PRESIDENT WILLIAMS. MEMBERS OF THE BOARD AND DOCTOR DAVIS, GOOD TO SEE YOU AGAIN. AND I WILL SAY TO THE BOARD, MIKE MOSES AND I HAVE WORKED CLOSELY WITH YOU AND ON YOUR CAREER FOR A NUMBER OF YEARS, AND I KNOW THEY APPRECIATE HAVING YOU HERE ON AN INTERIM BASIS. AND WE KNOW THIS IS AN IMPORTANT WEEK AND AN IMPORTANT DAY TOMORROW FOR THE BOARD, FOR YOUR ADMINISTRATORS, FOR YOUR TEACHERS, PARENTS, STUDENTS. TAMARA AND I, OUR TWO DAUGHTERS ARE TEACHERS IN PUBLIC SCHOOL. AND MY DAD WAS A TEACHER AND ADMINISTRATOR FOR 35 YEARS. HE ALWAYS TOLD ME THAT JANUARY 1ST IS A NICE DAY ON THE CALENDAR, BUT FOR PEOPLE IN EDUCATION, THE YEAR STARTS WHEN THE KIDS AND THE TEACHERS COME BACK IN TO SCHOOL TO START A NEW YEAR. WE KNOW YOU HAVE HIGH HOPES, HIGH EXPECTATIONS, AND WE KNOW EVERYONE IN THE COMMUNITY IS GOING TO WORK VERY HARD THIS YEAR TO BE SUCCESSFUL. WE WISH YOU WELL. THANK YOU FOR GIVING US AN OPPORTUNITY TO VISIT WITH YOU A LITTLE BIT TONIGHT. ABOUT YOUR SUPERINTENDENT SEARCH. WE ALSO KNOW THIS IS SUCH AN 
          [00:15:02]
IMPORTANT DECISION FOR THE BOARD. IF YOU GET THIS DECISION RIGHT, A LOT OF OTHER DECISIONS GET EASIER. AND WE KNOW THE BOARD'S GOING TO WORK VERY HARD ON IT AND TAKE IT VERY SERIOUSLY. I'M DAVID THOMPSON, I'M AN ATTORNEY IN PRIVATE PRACTICE. OUR FIRM REPRESENTS SCHOOL DISTRICTS, COLLEGES, COMMUNITY SCHOOLS ALL OVER TEXAS. AND IN FACT, AT THE HIGHER ED LEVEL AROUND THE COUNTRY. DOCTOR MOSES AND I HAVE BEEN PERSONAL FRIENDS. MIKE, I DON'T KNOW HOW MANY DECADES NOW, BUT IT GOES BACK WHEN WE WERE BOTH QUITE A BIT YOUNGER. MIKE SERVED AS COMMISSIONER OF EDUCATION UNDER GOVERNOR GEORGE BUSH, AND WHEN HE FINISHED HIS SERVICE AS COMMISSIONER, MIKE AND I ALWAYS TALKED ABOUT WHAT COULD WE DO TOGETHER TO BE HELPFUL TO DISTRICTS. AND SO WE BEGIN IN 2000, ASSISTING DISTRICTS AS BOARDS GO THROUGH SUPERINTENDENT SEARCHES. WE'VE BEEN VERY HONORED TO DO THAT OVER 25 YEARS. I THINK WE'VE WORKED WITH AROUND 200 BOARDS AS THEY'VE GONE THROUGH SEARCHES, AND WE ALWAYS APPRECIATE THE JUST THE SERIOUSNESS AND THE HARD WORK THAT BOARDS PUT INTO THAT. WE HOPE YOUR YOUR COMMUNITY KNOWS JUST HOW MANY HOURS UNPAID BOARDS SPEND IN THIS PROCESS. WE HAVE A SHORT PRESENTATION TO GO OVER IN PUBLIC HERE. WE DO HAVE A POWERPOINT. MIKE, I'M GOING TO CALL ON YOU TO COME INTRODUCE YOURSELF AND RUN THROUGH OUR POWERPOINT. YOU HAD A COMMENT EARLIER ABOUT THE SEARCH. MIKE AND I WITH SEARCHES WE KIND OF GO BY WHAT I'M GOING TO CALL THE FOUR P'S. PROCESS IN PUBLIC, PEOPLE IN PRIVATE. SO AS MUCH CONVERSATION ABOUT THE PROCESS, ANYTHING RELATED TO THE SEARCH THAT CAN BE IN PUBLIC, WE THINK THAT'S APPROPRIATE. AND THE ONLY REASON TO TALK ABOUT PEOPLE IN PRIVATE, OBVIOUSLY, IS TO PROTECT THEIR PERSONAL INTERESTS, BUT ALSO TO GIVE THE BOARD AN OPPORTUNITY TO LOOK AT THE STRONGEST POSSIBLE CANDIDATES. THERE WILL BE A TIME WHEN NAMES ARE MADE PUBLIC, BUT THE PROCESS IS DESIGNED IN A WAY TO ALLOW THE BOARD TO SERIOUSLY CONSIDER AND LOOK AT THE STRONGEST POSSIBLE GROUP OF INDIVIDUALS. MIKE, I'M GOING TO LET YOU INTRODUCE YOURSELF AND SAY A FEW WORDS ABOUT OUR POWERPOINT. AND THEN AND THEN WE'LL RESPOND. WE WILL NOT FILIBUSTER, BUT WE WILL CERTAINLY TRY TO RESPOND TO ANY QUESTIONS THE BOARD MIGHT HAVE. THANK YOU DAVID. MR. PRESIDENT, MEMBERS BOARD, GOOD EVENING. IT'S GOOD TO SEE EVERYONE. AND I'D LIKE TO JUST UNDERSCORE WHAT DAVID HAS SAID, THAT WE KNOW YOU HAVE A VERY, VERY BUSY TIME AND TOMORROW IS A BIG DAY. MY WIFE WAS A TEACHER. MY MOTHER AND DAD WERE TEACHERS. MY MOTHER IN LAW, FATHER IN LAW WAS TEACHER. MY SON'S BEEN ON THE SCHOOL BOARD IN ROUND ROCK. THEY WE ALL THINK THAT THE FIRST DAY OF SCHOOL IS THE. MY WIFE SAYS IT'S BESIDES CHRISTMAS DAY. IT'S THE BEST DAY OF THE YEAR. THE KIDS HAVE ON NEW SHOES, NEW CLOTHES, THE CAFETERIA FOOD SMELLS GOOD AND EVERYBODY'S READY TO GO. SO GOOD LUCK. I HOPE YOU HAVE A GREAT YEAR. HONORED TO BE HERE. CLEAN IS A CONSEQUENTIAL SCHOOL DISTRICT IN TEXAS, AND I SAY THAT NOT ONLY BECAUSE OF YOUR SIZE, BUT ALSO BECAUSE OF THE MILITARY SUPPORT THAT YOU PROVIDE AND ALSO BECAUSE OF THE JUST THE SCHOOL DISTRICT ITSELF. 
          IT IS A CONSEQUENTIAL SCHOOL DISTRICT IN TEXAS. SO THEREFORE, THE LEADERSHIP HERE IS CONSEQUENTIAL. ALSO, I THANK THE BOARD. CHOSE WISELY, WISELY WITH YOUR INTERIM SUPERINTENDENT. AS DAVID SAID, WE'VE KNOWN DOCTOR DAVIS FOR A LONG TIME, HAD THE OPPORTUNITY TO WORK WITH HIM, THINK OF HIM AS AN OUTSTANDING LEADER, AND I KNOW YOU'LL YOU'LL DO WELL WITH HIM. AS DAVID SAID, WE'RE NOT GOING TO FILIBUSTER, BUT WE'RE GOING TO SEE IF WE CAN CAN RUN THROUGH THIS. YOU ALREADY KNOW HOW IMPORTANT THIS IS. WE HAVE ABOUT 1200 DISTRICTS, TEXAS CHARTER SCHOOLS AVERAGE TURNOVER IS ABOUT 15% A YEAR. BRENDA HAS A LIST OF ALL THE VACANCIES THAT WE'VE SEEN IN PROBABLY THE LAST 36 MONTHS IN TEXAS. IT'S SIGNIFICANT. WE HAVE TEACHERS. WE HAVE A TEACHER AVAILABILITY PROBLEM. IN TEXAS. WE USED TO LOSE ABOUT 40,000 TEACHERS A YEAR. IN TEXAS, WE'RE LOSING ABOUT 60,000 A YEAR NOW. WHO BECOMES OUR PRINCIPALS, OUR TEACHERS, WHO BECOMES USUALLY OUR OTHER SCHOOL LEADERS, USUALLY OUR PRINCIPALS. AND THAT INCLUDES SUPERINTENDENTS. THERE IS THERE ARE GOOD POOLS FOR PEOPLE WHO WANT TO BE SUPERINTENDENTS, BUT THEY ARE NOT AS LARGE AS THEY ONCE WERE. WE MIGHT HAVE SEEN 50 PEOPLE APPLY FOR A POSITION LIKE THIS. 
          DISTRICTS THIS SIZE THAT DAVID AND I WORK WITH NOW, PROBABLY WE SEE MORE ALONG THE ORDER OF 25 
          [00:20:02]
TO 30 PEOPLE, AND WE ALWAYS CAN DIVIDE THOSE BETWEEN WHAT WE CALL PRETENDERS AND CONTENDERS. 
          IN ANY EVENT, TENURE 5 TO 6 YEARS. THE REPRESENTATION OF THE DISTRICT OUTSTANDING PEOPLE, WE THINK, IS CRITICAL. AND IF WE'RE FORTUNATE ENOUGH TO BE ASKED TO WORK WITH YOU, THEN WE KNOW THIS IS CRITICAL AND WE WANT TO REPRESENT YOU FAVORABLY. I MIGHT ALSO SAY WHETHER THIS IS A MOMENT. WHEN EVERYBODY NEEDS TO PUT THEIR BEST FOOT FORWARD. THAT'S A NICE WAY OF SAYING THAT THE MARKETPLACE, THE MARKETPLACE MADE UP OF SCHOOL LEADERS, ALSO FORMS THEIR OWN OPINIONS ABOUT WHERE THEY MIGHT WANT TO SEEK EMPLOYMENT. SO WE WANT WE WANT PEOPLE TO SEE KILLEEN AS A GREAT PLACE AND A GREAT OPPORTUNITY. DAVID, I DON'T DO A WHOLE WE DON'T TRY TO DO 15 OR 20 OF THESE A YEAR. WE PROBABLY MORE ON THE ORDER OF PROBABLY 6 TO 7 A YEAR IS PROBABLY THREE PER SEMESTER, SOMETHING LIKE THAT. AND BECAUSE DAVID'S WORK AND BECAUSE OF MY WORK, WE THINK WE ENJOY A PRETTY ROBUST NETWORK OF SUCCESSFUL SCHOOL PROFESSIONALS IN TEXAS. WE'VE WE HAVE BEEN FORTUNATE TO WORK WITH SOME OUTSTANDING BOARDS AND SOME OUTSTANDING INDIVIDUALS. WE HAVE NOT EVER HAD A WORK WITH THE DISTRICT WHERE WE'VE NOT SUCCESSFULLY BEEN ABLE TO EMPLOY A SUPERINTENDENT. REFERENCES ARE IN OUR PROPOSAL. WE ALWAYS SAY WE DO NOT REPRESENT CANDIDATES, WE RECRUIT CANDIDATES AND WE WANT GOOD CANDIDATES, BUT WE REPRESENT THE BOARD. YOU ARE THE CLIENT, AND SO WE WANT TO BE SURE THAT THE SEARCH BELONGS TO YOU. AND WE TRY TO ENDEAVOR TO DO THAT. DAVID, IF YOU SEE ANYTHING YOU WANT TO JUMP IN HERE ON, YOU NEED TO DO THAT. WE TRY TO GUIDE THE BOARD AND SEARCH TEAM TO A DESIRED DATE FOR ACTION. WE HAVE A TIMELINE. 
          IT'S AS DAVID CALLS IT. IT'S A TOOL. IT'S NOT THE MASTER, BUT WE TRY TO HAVE A LITTLE DISCIPLINE TO THE SEARCH. HAVE SOME MARKERS THAT WE'RE ATTEMPTING TO HIT. I DON'T KNOW, BUT I THINK, YEAH, WE HAVE THE SUGGESTED TIMELINE AND BRENDA HAS HAS THIS IN WRITING TOO. 
          THIS IS EMPHASIZED SUGGESTED. BUT IF YOU WHAT I WOULD CALL YOUR ATTENTION TO IS THAT DATE JANUARY 5TH, IF YOU DESIRE TO HAVE A NEW SUPERINTENDENT ON BOARD BY THE FIRST OF THE YEAR, IF YOU WANT TO BACK UP AND SAY, OKAY, WE NEED TO HAVE A CONTRACT SIGNED BY DECEMBER THE 8TH, SO WE GIVE SOMEBODY AT LEAST 30 DAYS TO MAKE A MOVE. WELL, WHAT DO WE HAVE TO DO BEFORE THE LAW REQUIRES 21 DAYS BEFORE WE CAN SIGN A CONTRACT? SO WE HAVE TO IDENTIFY SOMEONE BY NOVEMBER 17TH. WELL, WHAT ABOUT CHECKING REFERENCES, BACKGROUND CHECKS, CRIMINAL BACKGROUND CHECKS, SOCIAL MEDIA CHECKS, VETTING? WELL, WE PROBABLY NEED A WEEK FOR THAT WEEK OF NOVEMBER 17TH. 
          WHAT ABOUT I'M SORRY, THE WEEK OF NOVEMBER 10TH. WHAT ABOUT A SECOND ROUND OF INTERVIEWS? WE USUALLY RECOMMEND TWO ROUNDS OF INTERVIEWS, WHICH WE CAN GET INTO A LITTLE MORE DETAIL. WELL, WE'RE BACK TO OCTOBER 27TH IS WHEN WE WOULD START THAT. AND THEN IF WE IF I CAN GO, GO THE RIGHT DIRECTION HERE. THAT WOULD REQUIRE US TO BE BACK MEETING WITH YOU. AND AROUND OCTOBER 22ND OR THEREABOUTS TO TALK ABOUT YOUR POOL OF CANDIDATES, BY THE WAY. AND WE THINK THIS IS IMPORTANT WHEN WE BRING YOU THE POOL OF CANDIDATES, PEOPLE WHO HAVE ESTABLISHED THEIR CANDIDACY, WE SHOW YOU THE NAMES OF EVERY SINGLE PERSON WHO HAS MADE THEIR CANDIDACY. WE DON'T JUST SHOW YOU OUR THE ONES WE THINK ARE GOOD. WE SHOW YOU EVERYBODY. SO YOU KNOW EXACTLY WHO IS IN THE POOL. WE WILL WORK WITH YOU TO HELP GET THE NUMBER DOWN TO A WORKABLE NUMBER THAT YOU WOULD WANT TO INTERVIEW. BUT YOU SEE EVERYBODY UP THERE. IF IT'S AROUND OCTOBER 22ND, WE NEED A TIMELINE, AN APPLICATION DEADLINE, I SHOULD SAY OCTOBER THE 17TH. IF YOU WANT COMMUNITY INPUT. DAVID AND I DO NOT RECOMMEND OPEN MIC NIGHTS BECAUSE THERE IS IT DOESN'T NECESSARILY GET YOU THE KIND OF INFORMATION THAT YOU WOULD LIKE. BUT WE'VE DONE AND WE DID IT IN THIS SCHOOL DISTRICT A LONG TIME AGO, BUT WE'VE DONE IT WITH ALL OF THE 200 WE'VE SERVED. WE DO WHAT WE CALL FOCUS GROUPS. AND I DON'T KNOW, DAVID, IF THAT BRENDA HAS A LIST OF PEOPLE THAT WE WOULD ASK YOU TO NOMINATE. WE'D SAY NOMINATE A TEACHER, A PRINCIPAL, A PARENT, A NON-PARENT TAXPAYER, A PASTOR, A STUDENT. BUT WE GIVE YOU NINE CATEGORIES FOR EACH ONE OF YOU TO NOMINATE AN INDIVIDUAL FROM. THAT GIVES US ABOUT 63. AND IF YOU WANT TO ADD A FEW MORE 63 TO 70 PEOPLE, AND DAVID AND I RETURN AND MEET WITH THOSE PEOPLE IN GROUPS, WE CALL THEM FOCUS GROUPS. AND IF YOU WE PROPOSE IN THIS PARTICULAR CALENDAR AND AGAIN, THIS IS 
          [00:25:05]
SUGGESTED, BUT WE DIDN'T WANT TO COME UNPREPARED THIS EVENING. THIS IS SUGGESTED THAT SEPTEMBER 24TH, THE BOARD IS NOT REQUIRED TO DO ANYTHING THAT DAY. IN FACT, WE LIKE TO LISTEN. WE LIKE TO WE HAVE A CONVERSATION THAT WE WANT TO HAVE AND WE HAVE QUESTIONS. IT'S A GUIDED CONVERSATION WITH THE FOCUS GROUP MEMBERS THAT YOU HAVE NOMINATED, AND WE WANT TO HEAR FROM THEM. AND THEN AT THE END OF THE DAY, WE LIKE TO GIVE THE BOARD A REPORT ON WHAT WE HAVE HEARD AND WHAT PEOPLE HAVE OBSERVED ABOUT THE SCHOOL DISTRICT, ITS STRENGTHS, ITS WEAKNESSES, SOME OF THEIR DESIRES, ASPIRATIONS AND GOALS FOR A NEW SUPERINTENDENT, BOTH PERSONAL CHARACTERISTICS AND PROFESSIONAL CHARACTERISTICS. SO THAT'S KIND OF THE COMMUNITY INPUT PIECE. AND WE CAN TALK ABOUT THAT SOME MORE IF WE WANT TO GET THAT DONE IN SEPTEMBER. I GOTTA GO THE OTHER WAY HERE. THEN THERE. THERE'S WHEN IF THE BOARD DECIDES TO ENGAGE US, THEN WE WOULD BEGIN ADVERTISING AND POSTING IMMEDIATELY. WE WOULD ALSO MAIL OUT LETTERS FOR PEOPLE TO INVITE PEOPLE TO APPLY, AND ALSO FOR PEOPLE TO INVITE OR TO NOMINATE INDIVIDUALS THAT THEY THINK WOULD HAVE THE NECESSARY SKILLS FOR THIS POSITION. BUT TRUSTEES, THAT'S JUST A QUICK LOOK AT A TIMELINE. MAYBE YOU WANT TO ADD SOMETHING THERE. YEAH. ABOUT THE TIMELINE. SURE. 
          SO YOU MAY BE THINKING WHY JANUARY? FIRST OF ALL, WE HOPE THIS LOOKING AT ALL OF THE STEPS THAT ARE APPROPRIATE IN A SEARCH GIVES YOU A SENSE THAT IF YOU START WITH THE END IN MIND AND WORK BACKWARDS, THIS THIS IS A GOOD FLOW IN THE FALL FOR A FOR A SEARCH, BUT YOU WANT TO ALIGN YOUR SEARCH UP WHEN CANDIDATES ARE ALSO LOOKING. AND WE'RE GOING TO BE VERY CANDID WITH YOU. PEOPLE AREN'T LOOKING TO MOVE IN SEPTEMBER OR OCTOBER OR EARLY NOVEMBER. THEY'RE COMMITTED WHERE THEY ARE NOW. WHEN DO WHEN DO PEOPLE TEND TO MOVE IN LEADERSHIP POSITIONS? IN TEXAS, IT'S TWO TIMES START OF A NEW SEMESTER EARLY 1ST OF JANUARY. THAT'S A GOOD TIME FOR A DECISION. IT'S ACTUALLY A GREAT TIME BECAUSE IT ALLOWS YOUR NEW PERSON TO WORK WITH THE STAFF IN THE SPRING TO BE INVOLVED IN SOME OF THE BUDGET DISCUSSIONS, SOME OF THE EMPLOYMENT DISCUSSIONS, AND IT HELPS WITH ONBOARDING. AND THE OTHER TIME IS AT THE END OF THE SCHOOL YEAR, PEOPLE TEND TO RELOCATE IN JUNE, MAYBE INTO EARLY JULY. SO THAT'S ONE THING WE KEEP IN MIND IS ALSO STRUCTURING YOUR SEARCH SO THAT IT WORKS FOR THE BOARD, BUT YOU ALSO WANT TO ALIGN YOUR SEARCH SO THAT IT'S GOING TO BE ATTRACTIVE TO THE STRONGEST CANDIDATES AND LINES UP AT THE AT THE TIMES WHEN INDIVIDUALS ARE MOST LIKELY TO BE WILLING TO MAKE A CAREER DECISION. THE TIMELINE AGAIN IS SUGGESTED GIVES YOU AN IDEA OF JUST KIND OF SOME OF THE THINGS AND SOME OF THE BENCHMARKS THAT THAT ARE INVOLVED HERE. IF WE'RE SELECTED, WE DO ALL THE ADVERTISING, WE DO STATE ADVERTISING WITH TEXAS ISD AND TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS IN THE MARKETPLACE. THEY WILL GET MOST OF THE HITS OF PEOPLE WHO ARE INTERESTED IN PROFESSIONAL GROWTH. IF YOU HAVE AN INTEREST IN NATIONAL ADVERTISING, WE CAN DO THAT. THERE'S IT'S A LITTLE MORE EXPENSIVE, BUT IT'S NOT EXCEEDINGLY EXPENSIVE. BUT IT'S IT WILL GIVE US GIVE YOU SOME NATIONAL ADVERTISING. YOU'VE WANTED PEOPLE WHO ARE OUT OF STATE WANT TO COME TO TEXAS, GENERALLY FOLLOW TEXAS ISD AND THE AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS. WE, DAVE AND I, HAVE RECRUITED PEOPLE WHO HAVE BEEN IN TEXAS AND LEFT TEXAS AND WHO HAVE GONE OUT OF STATE, HAVE SEEN THE ERROR OF THEIR WAYS AND WANT TO WANT TO RETURN. AND WE'VE RECRUITED FOR A COUPLE OF DISTRICTS. WE'VE ACTUALLY RECRUITED SOME PEOPLE FROM OUT OF STATE WHO HAVE RETURNED TO TEXAS. WE DO OCCASIONALLY FIND JUST SOMEBODY THAT IS SUPER TALENTED THAT WE REALLY AND WE WILL CALL YOUR ATTENTION TO THOSE INDIVIDUALS IF WE THINK THERE IS SOMEONE FROM OUT OF STATE WHO REALLY MERITS YOUR ATTENTION, THEN WE WILL POINT THOSE OUT. WE ENCOURAGE YOU TO LET US HANDLE YOUR COMMUNICATIONS. GOOD CANDIDATES WHO KNOW THE PROTOCOL, WHO KNOW THE PROTOCOL FOR A POSITION SUCH AS KILLEEN I-S-D WILL NOT CALL YOU DIRECTLY. IF THEY DO, THEN THEY DON'T KNOW THE PROTOCOL AND THAT PROBABLY SHOULD TELL YOU SOMETHING. IF THERE'S SOMEONE YOU KNOW, THAT'S GREAT. IF YOU WANT TO NOMINATE THEM TO DAVE AND I AND SAY, HEY, WE I REALLY HOPE YOU'LL INVITE THOSE PEOPLE. WILL WE? IF YOU HAVE PEOPLE THAT YOU'VE HEARD AT CONFERENCES, IF 
          [00:30:03]
YOU HEARD SPEAKERS, YOU KNOW OF PEOPLE YOU WOULD LIKE FOR US TO BE SURE, WE INVITE THEM, REACH OUT TO THEM. IF YOU GIVE US THEIR NAMES, THEN WE WILL HAPPILY DO THAT. WE HAVE A PRETTY GOOD NETWORK, AS I SAID, BUT WE'RE ALWAYS LOOKING FOR PEOPLE AND WE'RE ALWAYS LOOKING FOR WHAT I WOULD CALL THE RISING STARS. SO IN ANY EVENT, WE DON'T RECRUIT PEOPLE WHO HAVE HAD DIFFICULTY OR HAVING DIFFICULTY IF THEY ARE WORKING WITHOUT A CONTRACT OR ARE NOT UNDER CONTRACT, WE WILL TELL YOU THAT WE DON'T. WE REPRESENT YOU, NOT THE CANDIDATES. BUT WHAT WE'RE REALLY LOOKING FOR IS PEOPLE WHO ARE DOING A GREAT JOB WHERE THEY ARE BASICALLY A COMMUNITY THAT'S GOING TO CRY IF THEIR SUPERINTENDENT LEAVES. AND YOU MAY SAY, WELL, THAT'S KIND OF A BAD WAY TO LOOK AT IT. BUT PEOPLE WHO PURSUE WHO PURSUE PROFESSIONAL GROWTH SOMETIMES MAKE AND PURSUE OPPORTUNITIES THAT ARE GOOD FOR THEIR FAMILY AND GOOD FOR THEM. SO IN ANY EVENT, WE'RE INTERESTED IN FINDING PEOPLE WHO ARE DOING A GREAT JOB. BUT THE OTHER PART OF THAT IS THIS, AND DAVID AND I WOULD SAY, IF YOU HAVE SOMEONE WHO'S LIKES THEIR JOB, LIKES THEIR BOARD, THE BOARD LIKES THEM, THEY HAVE A MULTIYEAR CONTRACT. THEY LIKE THEIR CHURCH, THEY LIKE THEIR BANK, THEY LIKE THEIR DOCTOR. THEY LIKE EVERYTHING. THEY'RE GOING TO BE VERY CAREFUL ABOUT ABOUT MOVING ON, WHICH IS ONE OF THE REASONS WE SAY OUR SEARCHES ARE CONFIDENTIAL. WE WILL FOLLOW THE LAW AND WE WILL. DAVID'S A GOOD ATTORNEY. HE'LL MAKE SURE WE ALL FOLLOW THE LAW, BUT WE WILL MAINTAIN CONFIDENTIALITY IN THE RIGHT WAY SO THAT PEOPLE WILL FEEL FREE TO LOOK AT THIS AS AN OPPORTUNITY. AND SKIP. WE DON'T DISCOURAGE NONTRADITIONAL CANDIDATES. I THINK THERE'S THE INVITATION LIST WE'VE TALKED ABOUT. WE HAVE A NOMINATION LIST AS WELL. AND WE HAVE DONE A SEARCH THAT WHERE THE BOARD DID SELECT A NONTRADITIONAL CANDIDATE, NOT NOT VERY TYPICAL, BUT IT DOES DOES HAPPEN. I'VE ALREADY KIND OF TALKED ABOUT DAVID. YEAH. QUICK COMMENT. WE DO WANT TO EMPHASIZE THAT WE WELCOME ALL CANDIDATES, AND THAT INCLUDES PEOPLE WHO MAY NOT BE IN THE COMMUNITY RIGHT NOW, PEOPLE WHO WOULD BE LOOKING FOR AN OPPORTUNITY TO COME AND BE PART OF THE KILLEEN ISD SCHOOL COMMUNITY. BUT IT'S ALSO OPEN TO GREAT PEOPLE WHO MAY ALREADY BE HERE IN THE DISTRICT. AND WE CAN ALWAYS AS THE SEARCH DEVELOPS, IF WE ARE SELECTED, WE THINK WE DO HAVE SOME GOOD PROCESSES TO WORK WITH, BOARDS TO MANAGE INTERNAL CANDIDATES AND EXTERNAL CANDIDATES IN A WAY THAT IS APPROPRIATE FOR EVERYBODY PROFESSIONALLY AND DOESN'T IMPACT YOUR SEARCH. FOCUS GROUPS WE'VE TALKED ABOUT BRENDA HAS THAT LIST, AND IF WE WERE SELECTED, WE WOULD ASK YOU TO NOMINATE ONE PERSON FROM EACH OF THOSE CATEGORIES. THE CAUSE OF THAT TIMELINE, WHICH I'LL BACK UP TO HERE IN JUST A MINUTE. 
          THAT TIMELINE, IF WE WERE GOING TO TRY TO BE BACK HERE SEPTEMBER 24TH, DAVID AND I SINCE JANUARY HAVE HAD A TRIP SCHEDULED THAT'S OUT OF THE COUNTRY AND WE DON'T HAVE TO GO, BUT WE'LL BOTH HAVE TO GET A DIVORCE IF WE DON'T GO. SO WE WILL PROBABLY TRY TO. WE WILL PROBABLY MAKE THAT TRIP, BUT BRENDA WAS KIND ENOUGH TO MEET WITH US, AND I DON'T WANT TO BE PRESUMPTUOUS. WE DO NOT PRESUME THE BOARD NOR ASSUME THE BOARD, BUT IF WE ARE ASKED TO DO THIS, I WANTED TO AT LEAST BE PREPARED TO GET THE BALL ROLLING, BUT IT WOULD REQUIRE YOU, AS TRUSTEES TO SUBMIT NAMES FOR THOSE FOCUS GROUP MEETINGS IN THE CATEGORIES WHEREVER I LEFT THOSE OFF. RIGHT THERE, THOSE CATEGORIES. AND BRENDA HAS THE CATEGORIES. AND IF YOU WERE TO SUBMIT NAMES WITH THE PHONE NUMBERS, EMAILS AND ADDRESSES TO HER, AND THEN SHE AND THE PRESIDENT LOOK OVER IT AND MAKE SURE YOUR COMMUNITY IS COVERED, THEN YOU YOU COULD PROBABLY SEND THOSE LETTERS OUT RIGHT AFTER LABOR DAY AND GET A GOOD RESPONSE AND GET GOOD PARTICIPATION WITH THE COMMUNITY ON THOSE KINDS OF AND IT IS A IT'S A PRETTY RICH CONVERSATION THAT WE WIND UP HAVING. AND DAVID AND I ENJOYED DOING IT. AND I THINK THE PEOPLE THAT YOU NOMINATE ALSO ENJOY IT. I THINK THERE IS. WE PROPOSED TO MEET WITH EACH GROUP FOR ABOUT 1.5 HOURS. WE ASKED BRENDA, DON'T PUT ALL THE TEACHERS IN ONE GROUP. DON'T PUT ALL THE PARENTS IN ONE GROUP. DON'T PUT ALL THE PRINCIPALS IN ONE GROUP. DON'T PUT ALL THE NON-PARENTS IN ONE GROUPS. MIX PEOPLE UP SO THEY GET TO HEAR FROM EACH OTHER. ALSO, AFTER THE FOCUS GROUPS, WE PUT THE QUESTIONS THAT WE POSED TO THE PARTICIPANTS ON YOUR DISTRICT WEBSITE. SO IF SOMEBODY COMES UP AND SAYS, I WOULD HAVE LIKED TO HAVE PARTICIPATED IN THAT, OR I'D LIKE TO HAVE SOME INPUT INTO THAT. QUESTIONS WE 
          [00:35:05]
POSED TO THE COMMITTEE MEMBERS OR FOCUS GROUP MEMBERS ON OUR WEBSITE. PLEASE GO TO OUR WEBSITE AND PARTICIPATE AND COMPLETE THE SURVEY. SO THERE IS THERE IS A CHANCE AND WE USUALLY WE ENCOURAGE THE DISTRICT, LEAVE THAT UP FOR A WEEK AFTER A WEEK. AND THEN WE'RE WE'RE WE'VE COMPLETED THAT PART OF THE PROCESS. I'VE ALREADY MENTIONED CONFIDENTIAL SEARCHES. WHAT DO WE ASK FOR? WE ASK FOR A LETTER OF INTEREST AND A CURRENT RESUME. WE DON'T USE AN APPLICATION FORM. DAVID, YOU WANT TO SAY WHY? THIS IS A CEO POSITION? HOW PEOPLE PRESENT THEMSELVES IS GOING TO TELL YOU AS MUCH ABOUT THE PERSON SOMETIMES AS, AS ANY AS THE INFORMATION ITSELF. OUR EXPERIENCE IS THAT IF YOU IF YOU ASK FOR A VERY GOOD CURRENT RESUME AND A LETTER OF INTEREST, FIRST OF ALL, THE LETTER OF INTEREST LETS YOU SEE HOW SOMEONE COMMUNICATES IN WRITING, BECAUSE WE KNOW THAT'S A VERY IMPORTANT PART OF THE JOB WE FOUND IN THE CURRENT RESUME. THEY'RE GOING TO INCLUDE EVERY INFORMATION YOU WOULD EVER ASK ON AN APPLICATION, AND THEY'RE GOING TO TELL YOU OTHER THINGS. THEY MAY TELL YOU A LITTLE BIT ABOUT THEIR FAMILY. THEY MAY TELL YOU ABOUT WHAT THEIR INTERESTS ARE OUTSIDE OF WORK. 
          NOW, I'M GOING TO PUT MY LAWYER HEAD ON AND SAY, OBVIOUSLY, WHEN THE BOARD MAKES A DECISION, YOU WILL MAKE A DECISION BASED ON THE LEGALLY PERMISSIBLE CRITERIA THAT ARE RELATED TO THE JOB. 
          RIGHT? BUT THE MORE YOU KNOW ABOUT A PERSON, HOPEFULLY THAT'S HELPFUL TO YOU AS YOU GO THROUGH THE PROCESS. WHEN THE DEADLINE IS COMPLETED, WE LIKE TO LEAVE THESE JOBS OPEN ABOUT 45 DAYS. 
          AND WILL THIS ONE WOULD BE OPEN ABOUT 45 DAYS, MAYBE, MAYBE A COUPLE OF 45 TO 60 DAYS. THEN WE HAVE US PROPOSED DATE. COME MEET WITH YOU. WE WILL HAVE DONE VETTING. WE WILL HAVE LOOKED AT THE ALL THE CANDIDATES TALK TO A WHOLE LOT OF THEM. MAYBE NOT EVERYONE, BUT PRETTY CLOSE TO EVERYONE. AND THEN WE WOULD COME READY TO YOU. YOU WOULD. THE EVENING WE MEET OR THE AFTERNOON WE MEET. IT'S A LONG EXTENDED MEETING. IT'S PROBABLY A IT'S AT LEAST A THREE HOUR MEETING OR SO WHEN WE'RE LOOKING AT RESUMES AND CREDENTIALS AND WE'RE TALKING THROUGH CANDIDATES AND SO FORTH. WE ANTICIPATE TWO ROUNDS OF INTERVIEWS. WE HANDLE YOU, WE ASK YOU TO TELL US THE TIMES. IF YOU NOTE ON THE TIMELINE, WE SUGGEST A WEEK FOR THE FIRST ROUND, A WEEK FOR THE SECOND ROUND, YOUR BIG CHALLENGE WITH ALL OF YOU BEING BUSY AND HAVING OBLIGATIONS IS GET GETTING THE DATES ON THE CALENDAR. WE RECOMMEND USUALLY THE FIRST ROUND BE A TWO HOUR INTERVIEW. IF YOU DO SIX OF THOSE, YOU DO 5 OR 6 OF THOSE USUALLY. THAT'S USUALLY WHERE MOST OF OUR BOARDS. WE SUGGEST YOU DO THOSE IN CONSECUTIVE DAYS IF POSSIBLE. IF YOU TRY TO DO ONE ON MONDAY, SKIP TUESDAY, DO A COUPLE ON WEDNESDAY AND DO ONE ON THURSDAY, SKIP FRIDAY AND DO TWO ON SATURDAY. IT'S IT IS NOT CONDUCIVE TO COMPARE GETTING COMPARATIVE INFORMATION ON YOUR CANDIDATES. WE USUALLY SUGGEST LIKE A 4 TO 6 IN THE AFTERNOON, HAVE A BREAK FOR DINNER AND HAVE A 7 TO 9 AND DO THAT FOR THREE DAYS IN A ROW. IN ANY EVENT, THE BOARD PRESIDENT GETS THE DUTY OF SCHEDULING EVERYBODY AND THAT WE AND WE'LL WORK WITH YOU ON THAT. WE'LL HAVE THE CANDIDATES HERE. 
          WE'LL WE'LL SET ALL THAT UP. WE DO NOT TALK TO OTHER CANDIDATES ABOUT THEIR ABOUT WHO ARE THE CANDIDATES. IT'S ALL CONFIDENTIAL. THERE'S NO INFORMATION SHARED ABOUT WHO'S BEING CONSIDERED, WHO'S BEING DISCUSSED. AND WE WILL HANDLE ALL THE COMMUNICATIONS WITH PEOPLE WHO ARE INVITED TO COME BACK WITH, AS WELL AS THOSE WHO ARE NOT. WE DON'T LEAVE PEOPLE HANGING. WE CALL THEM AND SAY, THANK YOU VERY MUCH FOR YOUR CANDIDACY. THE BOARD APPRECIATES IT, DAVE, AND I APPRECIATE IT. HERE'S HERE'S THE BOARD HAS DECIDED TO MOVE FORWARD IN THIS WAY. SO WE TRY TO HANDLE EVERYONE WITH COURTESY AND PROFESSIONALISM. I THINK I'VE ALREADY TOLD YOU WE SHARE. YOU SEE THE NAME OF EVERY PERSON THAT ESTABLISHES THEIR INTEREST. 
          5 TO 6 SEVEN PEOPLE ARE USUALLY WHO WE WOULD SUGGEST YOU YOU ZERO IN ON AFTER YOU'VE SEEN EVERYTHING. WE'LL ASSIST YOU WITH THAT. WE SPEAK WITH CANDIDATE REFERENCES, AND WE DO TALK WITH PEOPLE IN THE PROFESSION WHO ARE NOT ON THEIR REFERENCE LIST. WE HAVE BEEN AROUND A WHILE, AND SO OUR FAMILIARITY WITH A LOT OF THE LEADERS IS, IS ALLOWS US TO TALK TO PEOPLE IN THE PROFESSION AND SOMETIMES OUT OF THE PROFESSION THAT KNOW OF THEIR WORK MAY BE BOARD MEMBERS, IT MAY BE OF THE SUPERINTENDENTS, IT MAY BE BUSINESS PEOPLE, OR IT MAY BE PEOPLE AT IN AUSTIN. WE ALSO LIKE AT THE. AS WE REACH THE NEAR CONCLUSION OF THE SEARCH, WE GIVE YOU NAMES AND CELL NUMBERS OF LEADERS THAT HAVE WORKED WITH THE CANDIDATE. AND 
          [00:40:04]
WE ASK THAT AT LEAST 2 OR 3 OF THE BOARD MEMBERS MAKE CALLS AND VERIFY WHAT WHAT WE'VE TOLD YOU, WE DON'T LIKE TO SAY, WELL, WHATEVER, WHATEVER, DAVID, MIKE SAID, WE APPRECIATE THAT. BUT WE WOULD RATHER YOU HEAR WHAT WE HEAR AND WE WILL TRY TO MAKE SURE THAT THAT YOU'RE ABLE TO DO THAT. YOU HAVE TO DO A CRIMINAL BACKGROUND CHECK. WE'LL ASSIST IN THAT. WE DO A CREDIT SCORE. 
          SO A FINANCIAL BACKGROUND CHECK. IN TODAY'S WORLD, WE ALSO DO SOCIAL MEDIA CHECK TO MAKE SURE THAT THERE'S NOTHING EMBARRASSING THAT SOMEONE HAS POSTED OR THAT IT'S GOING TO REFLECT NEGATIVELY ON THE BOARD OR UPON THEMSELVES. IF YOU WANT A SITE VISIT, THOSE ARE WE DON'T SEE MANY OF THOSE TODAY BECAUSE OF THE INTERNET IS SO FULL OF INFORMATION. BUT IF YOU WANTED TO DO THAT, WE WOULD SET IT UP. IF YOU WANT ASSISTANCE IN THE CONTRACT, WE HAVE A PRETTY GOOD ATTORNEY HERE THAT DOES THAT AND THAT'S INCLUDED IN OUR FEE. BUT IF YOU WANT TO USE YOUR OWN ATTORNEY, WE'RE HAPPY TO WE'RE HAPPY TO TURN THAT OVER AND LET LET YOUR ATTORNEY DO THAT. SO WHATEVER WORKS FOR THE BOARD. BUT YOU DO HAVE CONTRACT DEVELOPMENT INCLUDED IN THE FEE. 
          WE DON'T NICKEL AND DIME YOU. WE DO NOT SEND YOU STATEMENTS DURING THE SEARCH. PAY US A LITTLE NOW. PAY US A LITTLE NOW. PAY US. WE SEND ONE INVOICE AT THE END OF THE SEARCH. IF YOU'RE HAPPY, SEARCH BEEN SUCCESSFUL AND THEN WE'LL SEND ONE INVOICE. WE ALSO PROVIDE A GUARANTEE THAT IF SOMEBODY LEAVES YOU THE FIRST TWO YEARS OF SERVICE, WE'LL DO ANOTHER SEARCH. IF IT'S WITHIN TWO YEARS, I THINK WE'LL DO IT FOR HALF PRICE. IF IT'S ONE YEAR, WE'LL DO IT FOR NOTHING. 
          SO WE'VE NOT HAD THAT HAPPEN. PEOPLE THAT WE'VE BEEN FORTUNATE ENOUGH TO WORK WITH HAVE STAYED IN THEIR POSITIONS FOR ANYWHERE FROM FIVE, 7 TO 10 YEARS. SO THAT THAT'S THAT'S OUR GOAL. WE ALWAYS TELL PEOPLE THAT STRONG SUPERINTENDENTS WANT TO WORK FOR STRONG BOARDS. STRONG BOARDS WANT STRONG SUPERINTENDENTS. SO OUR GOAL IS TO TRY TO MAKE THAT HAPPEN. DAVID, YOU WANT TO WRAP UP JUST JUST ONE QUICK LAST COMMENT. AS AS DOCTOR MOSES SAID, THIS IS SOMETHING WE ENJOY DOING BECAUSE WE LIKE WORKING WITH EACH OTHER. MIKE AND I HAVE SAID FOR YEARS, WE'RE ON A MISSION TO EAT AT EVERY QUARTER BURGER IN TEXAS. WE'VE BEEN CHECKING A LOT OF THEM OFF, BUT THEY KEEP BUILDING MORE, SO WE'LL KEEP DOING IT. BUT WE LIMIT HOW MANY DISTRICTS WE WORK WITH. AND JUST FOR YOUR INFORMATION, WE WE'VE ONLY COMMITTED TO TWO OTHER SEARCHES. 
          AT THE PRESENT, WE ARE WORKING WITH THE REGIONAL 11 ESC BOARD AS THEY'RE SELECTING A NEW EXECUTIVE DIRECTOR. THAT'S THE FORT WORTH AREA. AND THEN WE ARE WORKING WITH THE GOOSE CREEK CONSOLIDATED ISD BOARD IN THEIR SEARCH. THAT'S A DISTRICT OF AROUND 20. THEY'RE LESS THAN HALF YOUR SIZE IN THE IN THE GULF COAST AREA ON THE SHIP CHANNEL. YEAH, BAYTOWN. AND WE DO NOT BELIEVE THAT EITHER ONE OF THOSE WOULD BE OVERLAPPING OR CONFLICTING WITH YOUR SEARCH. WE ALWAYS TRY TO BE VERY CAREFUL THAT WE DON'T DO SEARCHES SIMULTANEOUSLY THAT ARE, IN ESSENCE, COMPETING WITH EACH OTHER FOR CANDIDATES. WE'VE ACTUALLY PASSED IN THE LAST COUPLE OF WEEKS ON A COUPLE OF OTHER DISTRICTS, AND WE'VE TOLD THEM THAT WE COULD NOT SUBMIT PROPOSALS. SO IF YOU DID ASK US TO WORK WITH YOU, THAT WOULD BE THREE. AND I WILL JUST TELL YOU RIGHT NOW, OUR PLATE WOULD BE FULL. THAT WOULD BE ALL WE WOULD BE DOING DURING THE FALL. AGAIN, WE TRY TO TAILOR IT FOR EACH DISTRICT AND WE DO NOT DO DISTRICTS AT THE SAME TIME THAT ARE THAT ARE IN ESSENCE IN COMPETITION WITH EACH OTHER FOR, FOR THE SAME POOL OF CANDIDATES. 
          SO, MR. PRESIDENT, MEMBERS OF THE BOARD, WE TRIED TO RUN THROUGH THAT AND HOPEFULLY GOT THROUGH THAT INFORMATION EXPEDITIOUSLY. BUT IF YOU HAVE QUESTIONS HERE IN PUBLIC, WE WOULD BE HAPPY TO TALK TO YOU. AND THEN, MR. PRESIDENT, AT THE BOARD'S PLEASURE, IF YOU IF YOU HAVE ANY ISSUES, EITHER LEGAL ISSUES OR ABOUT PARTICULAR INDIVIDUALS THAT THAT YOU WANT TO DISCUSS, WE WOULD BE HAPPY TO MEET WITH THE BOARD IN CLOSED SESSION. BUT THAT'S THAT'S YOUR CALL. OF COURSE. QUESTIONS FROM TRUSTEES. MADAM VICE PRESIDENT, SIR, IF WE SIR, IF WE WERE TO USE OUR OWN ATTORNEY TO DRAFT UP THE CONTRACT, WOULD YOU DISCOUNT YOUR FEE? BECAUSE WE WOULD NOT BE USING THAT? WE'VE TYPICALLY NOT. I WILL I WILL CONSIDER IT, BUT WE KIND OF VIEW THAT AS SOMETHING THAT WE, WE OFFER THAT DOESN'T ADD COST. I'D THINK ABOUT IT, BUT BUT WE DON'T 
          [00:45:05]
TYPICALLY WE HAVEN'T TYPICALLY DONE THAT. WE VIEW THAT AS SOMETHING THAT WE INCLUDE THAT OTHERS DON'T. BUT I'LL THINK ABOUT IT. THANK YOU. QUESTIONS FROM TRUSTEES. OKAY. THANK YOU 
          [3. Consideration and Possible Action to Hire Superintendent Search Firm]
SIR. WE APPRECIATE YOU. WE'RE NOW GOING TO MOVE TO ITEM NUMBER THREE WHICH IS CONSIDERATION AND POSSIBLE ACTION TO HIRE SUPERINTENDENT SEARCH FIRM. WE'VE JUST HEARD A PRESENTATION. 
          SO THERE WILL BE NO ONE ELSE IS COMING TO THE PODIUM TO PROVIDE ADDITIONAL INFORMATION. WE'VE HEARD FROM A POTENTIAL FIRM WHAT'S THE DESIRE OF THE BOARD? OR IF THERE ARE ANY QUESTIONS? MR. MINTZ? SO I ACTUALLY JUST HAVE ONE. I THINK A FOLLOW UP QUESTION. SO OUR TIMELINE IS NECESSARILY BOUNDED BY TODAY. AND WHEN WE THINK WE WANT TO HIRE IT AS THE. SO THAT CREATES A TIMELINE, RIGHT. THAT PUTS SOME UNNATURALNESS BUMPERS ON IT. IS THERE ANYTHING IN THAT TIMELINE THAT GIVES YOU CAUSE NOT NECESSARILY CAUSE FOR CONCERN, BUT AREAS WHERE WE MIGHT BE COMPRESSED OTHER THAN WOULD NATURALLY BE WITHOUT A LEFT AND RIGHT LIMIT. WE ACTUALLY THINK YOU'RE IN A VERY GOOD PLACE TO BEGIN A SEARCH RIGHT AFTER LABOR DAY. AND I'M ACTUALLY A FULL SEARCH WITH A JANUARY START DATE. WE HAVE FOUND WORKS VERY WELL FOR BOARDS, AND IT WORKS WELL FOR CANDIDATES. WE THINK THIS TIMELINE, AND AS MIKE SAID, WE'RE ALWAYS GOING TO SAY THE TIMELINE IS A TOOL. IT'S NOT A MASTER. IF YOU EVER GET TO ANY POINT IN THE SEARCH WHERE YOU SAY, WE DON'T FEEL COMFORTABLE FOR THE NEXT STEP, WE DON'T EVER WANT YOU TO FEEL LIKE, WELL, GOSH, I GUESS WE HAVE TO DO IT BECAUSE THAT'S WHAT THE TIMELINE WE ADOPTED SAID. YOU KNOW, WE WILL WE WILL ADJUST IF AS NEEDED. WE DO THINK THIS TIMELINE. THINK ABOUT THE REQUIRED STEPS. IT HAS ADEQUATE TIME FOR ADVERTISEMENT AND FOR GAINING COMMUNITY INPUT. IT HAS ADEQUATE TIME FOR THE BOARD TO DO INTERVIEWS. WE'VE WE'VE BLOCKED OUT TWO FULL WEEKS THERE. YOU HAVE A FULL WEEK BLOCKED OUT FOR BACKGROUND CHECKS AND FOR DUE DILIGENCE. THEN YOU'RE REQUIRED BY LAW TO HAVE A 21 DAY PERIOD BETWEEN THE TIME YOU ANNOUNCE THE FINALIST AND THE TIME YOU ACTUALLY ENTER INTO THE CONTRACT. AND THAT. AND THAT'S NO, NO FLEXIBILITY. THAT'S A LEGAL REQUIREMENT. AND THEN YOU HAVE ABOUT 30 DAYS BUILT IN AFTER YOU'VE YOU'VE MADE THE DECISION TO ALLOW THE PERSON AN OPPORTUNITY TO RELOCATE AND BE READY IN JANUARY. SO WE THINK WE ACTUALLY THINK IT'S A PRETTY DISCIPLINED TIMELINE. AS MIKE SAID, THE HARDEST THING FOR BOARDS IS, IS TO FIND DATES THAT WORK FOR ALL OF Y'ALL. BECAUSE WE KNOW YOU'RE BUSY PEOPLE, BUT TRUSTEE MINTZ, WE REALLY DO THINK IT'S A AS MIKE SAID, THIS IS SUGGESTED. SO IF SOME OF THESE DATES NEEDED TO MOVE A DAY OR TWO ONE WAY OR THE OTHER, THAT'S OBVIOUSLY ULTIMATELY THE BOARD'S CALL. BUT WE THINK IT'S WE THINK IT'S A VERY APPROPRIATE TIMELINE AND YOU'RE NOT GOING TO BE RUSHED. OKAY. AND THAT ANSWERED MY QUESTION. THANK YOU. SECOND QUESTION WOULD BE SO AS I LOOK THROUGH THE TIMELINE HERE, THE WINDOW FOR THE BOARD OF TRUSTEES TO PROVIDE, OBVIOUSLY WE NEED TIME. ALL Y'ALL ARE GOING TO DO SOME GETTING YOUR OWN COMMUNITY INPUT. BUT I THINK CERTAINLY THE BOARD IS GOING TO GET COMMUNITY INPUT. IS OUR WINDOW TO PROVIDE THAT TO YOU. IS THAT THE SEPTEMBER 24TH? THEY'RE KIND OF AT THE END OF THE DAY OR IS THERE OTHER TIMES PERIODICALLY WE WERE ANTICIPATING WE WOULD DO IT THEN WHILE WE'RE IN THE COMMUNITY NOW, IF WE NEED TO MEET WITH YOU ON ANOTHER OCCASION, WE CERTAINLY CAN AND WILL, BUT WE THOUGHT THAT USUALLY THAT'S A GOOD OPPORTUNITY AFTER YOU GET YOUR COMMUNITY A CHANCE TO SPEAK FOR THE BOARD TO ALSO GIVE US GIVE US SOME REFLECTION. BUT IF YOU NEED TO DO THAT EARLIER IN THE PROCESS, WE'RE, YOU KNOW, WE'RE WE'RE ALWAYS AS MIKE SAID, IT'S YOUR SEARCH. IT'S NOT OUR SEARCH. WE JUST TRY TO DO THIS TO GIVE YOU A SENSE OF THE SOME BENCHMARKS. SURE. BUT IF YOU SAY, HEY, WE NEED TO DO SOME OF THIS AND THE BOARD SAYS, Y'ALL WANT TO TAKE HAVE AN EVENING TO TAKE, INPUT YOURSELVES ON IT. AS I TELL PEOPLE, PEOPLE WHO WANT TO COME TO THE COMMUNITY DON'T WANT TO TALK TO DAVE AND I AT A BOARD MEETING. THEY WANT TO TALK TO BOARD. RIGHT. SO THAT'S MY QUESTION IS WHEN DOES THAT GO 
          [00:50:04]
FROM. BUT YOU'VE ANSWERED IT, I UNDERSTAND I UNDERSTAND THE RESPONSE TO IT. YEAH. THANK YOU. 
          ANY OTHER QUESTIONS? ANY OTHER QUESTIONS. DO YOU HAVE QUESTIONS, MADAM VICE PRESIDENT. 
          SO WE TALK ABOUT NATIONAL SEARCHES. AND I AGREE TEXAS IS A GREAT PLACE TO BE. BUT VIRGINIANS WOULD PROBABLY SAY THAT THAT GOD LOVES THEM MORE THAN THEY LOVE US. BUT SO IF WE WERE TO DO A NATIONAL SEARCH WHERE WE HAD CANDIDATES THAT CAME FROM OUT OF STATE, THEY WOULD HAVE TO COME WITH A TEXAS SUPERINTENDENT CERTIFICATE. IS THAT CORRECT? THEY HAVE ONE YEAR. THEY THEY CAN, LIKE ANY TEACHER OR ANYONE ELSE MOVING INTO THE DISTRICT, THEY CAN ACTIVATE A TEMPORARY CERTIFICATE FOR A YEAR AND THEN THEY HAVE A YEAR TO COMPLETE. THEY DON'T HAVE TO RETAKE COURSES OR ANYTHING, BUT THEY DO HAVE A YEAR TO COMPLETE AND SUCCESSFULLY PASS THE CERTIFICATION EXAM FOR TEXAS SUPERINTENDENT. BUT THEY CAN THEY CAN GET A TEMPORARY CERTIFICATE IMMEDIATELY SO IT DOESN'T PROHIBIT US FROM REACHING OUT. IT DOES NOT A NATIONAL SEARCH. CORRECT. EVERY STATE IN IN THE UNITED STATES REQUIRES SUPERINTENDENTS TO HAVE CERTIFICATES. I'M ASSUMING IN THEIR STATE. YEAH, CORRECT. AND MOST DISTRICTS HAVE RECIPROCITY. THEY DON'T REQUIRE. EITHER TEACHERS OR ADMINISTRATORS TO GO BACK TO COLLEGE AND IN ESSENCE GET NEW DEGREES. BUT BUT MANY STATES HAVE THEIR OWN EXAM STRUCTURE AND THAT IT'S FAIRLY TYPICAL WHAT WE DO HERE IN TEXAS, THAT YOU GET A GRACE PERIOD. THINK OF IT THAT WAY. YOU CAN GET A TEMPORARY CERTIFICATE FOR A PERIOD OF TIME. IN TEXAS, IT'S ONE YEAR, AND DURING THAT PERIOD OF TIME YOU HAVE AN OPPORTUNITY TO STUDY FOR AND COMPLETE THE CERTIFICATION EXAM. AND MIKE, I BELIEVE IT'S OFFERED THREE TIMES DURING THAT ONE YEAR PERIOD, I HAVEN'T I WANT TO CONFIRM THAT IT'S EITHER 2 OR 3. AT LEAST THAT'S OFFERED DURING THAT WINDOW. OKAY. SO I'M, I'M I'M IN FAVOR OF CASTING A REALLY WIDE NET TO GET US THE BEST CANDIDATES. YOU KNOW, WE HAVE WORKED WITH A NUMBER OF BOARDS THAT HAVE CHOSEN CANDIDATES FROM OUT OF OUT OF STATE. WE DO SAY THAT, YOU KNOW, TEXAS, WE HAVE A SOMEWHAT UNIQUE FINANCE SYSTEM, AND WE HAVE A SOMEWHAT UNIQUE ACCOUNTABILITY SYSTEM, AS EVERY STATE TENDS TO. AND SO THERE IS A LITTLE BIT OF A LEARNING CURVE. BUT, BUT, BUT GREAT PEOPLE FROM OUT OF STATE CAN MASTER IT. SO YES, I MEAN WE ABSOLUTELY IN SUPPORT INCLUDING A NATIONAL BROAD BRUSH IF THAT'S THE BOARD'S A BROAD SEARCH, IF THAT'S THE BOARD'S DESIRE. THANK YOU. ANY OTHER QUESTIONS FROM TRUSTEES? THIS IS AN ACTION ITEM. MADAM SECRETARY. THANK YOU, MR. PRESIDENT. I MOVE TO APPROVE THE BOARD, HIRE THOMPSON AND HORTON TO CONDUCT THE SUPERINTENDENT SEARCH PROCESS FOR KILLEEN ISD. I HAVE A MOTION BY SECRETARY ADAMS. IS THAT A SECOND, MR. RAINWATER? YES, I MOVED THE SECOND MOTION. WE HAVE A SECOND BY MR. RAINWATER. ANY FURTHER DISCUSSION BY TRUSTEES? THERE'D BE NO FURTHER DISCUSSION. ALL THOSE IN FAVOR, SHOW OF HANDS. THAT'S SIX IN FAVOR. NONE IN OPPOSITION. ONE ABSENT OR NOT PARTICIPATING IN BOARD MEMBER RODNEY GILCHRIST, SIX ZERO. ONE VOTE. WE WILL. WE ARE NOT GOING TO GO INTO CLOSED SESSION. WE'RE IT IS 5:53 P.M. AND WE ARE GOING TO TAKE A SEVEN MINUTE RECESS AND RECONVENE THE MEETING AT 6 P.M. SO IT IS 5:53 P.M. AND WE ARE AT RECESS. 
          THE TIME IS NOW 6:01 P.M. AND WE'RE COMING BACK FROM RECESS. AGENDA ITEM FIVE PUBLIC FORUM. 
          [5. Public Forum]
THE BOARD WILL NOW HEAR COMMENTS FROM THOSE WHO SIGNED UP TO SPEAK PER BOARD POLICY. EACH PUBLIC COMMENT IS LIMITED TO THREE MINUTES. I'LL ASK THE AUDIENCE TO PLEASE REFRAIN FROM ANY PUBLIC OUTBURSTS AND TO MAINTAIN DECORUM. PARENTS, EMPLOYEES AND CITIZENS ARE ENCOURAGED TO UTILIZE THE DISTRICT'S GRIEVANCE PROCESS TO THE FULLEST EXTENT POSSIBLE. 
          RELATED POLICIES ARE AVAILABLE ON THE DISTRICT'S WEBSITE OR UPON REQUEST. FOR THE RECORD, WE ASK THAT ALL PUBLIC FORUM PARTICIPANTS BEGIN BY STATING THEIR NAME AND THE CITY IN WHICH THEY RESIDE. ONCE COMPLETE, YOUR THREE MINUTES WILL BEGIN. FIRST, WE HAVE SIGNED UP STAN GOLUBOFF. 
          WELCOME. STAN GOLUBOFF. I STILL LIVE IN OUR HEARTS, SO. I'M GOING TO TRY TO KEEP THIS SHORT. 
          [00:55:09]
I PROBABLY WON'T, BUT I'M HERE TONIGHT TO TALK. YOU'RE THE BOARD. YOU GUYS ARE DOING A GREAT JOB, BUT YOUR MESSAGING SUCKS. I CAN'T PUT IT ANY OTHER WAY. AND I'LL USE THE BUDGET AS AN EXAMPLE. WE HAVE HEARD FOR THE LAST YEAR AT NAUSEAM THAT WE'RE LOSING $10 MILLION IN IMPACT AID, AND WE HAVE HAD PEOPLE RUNNING AROUND LIKE CHICKENS WITH THEIR HEAD CUT OFF. AND TONIGHT WE'RE GOING TO SEE A BUDGET THAT NOT ONLY HAS EVERY DIME OF THAT 10 MILLION IN IT. IT HAS 29 MORE MILLION IN IT THAN WE HAD LAST YEAR, WHICH MEANS WE'RE JUST $2 MILLION SHY OF REACHING THE 31 MILLION THAT WE'RE GOING TO LOSE IN IMPACT AID IN THE NEXT THREE YEARS. 
          NOW, I KNOW IT DOESN'T REALLY WORK THAT WAY, BUT THE POINT IS, MESSAGING WISE, WE'RE NOT BROKE AND WE AIN'T POOR. STOP ACTING LIKE IT. YOU DON'T NEED TO BE WEARING A BARREL AND HOLDING UP A SIGN ON THE STREET CORNER SAYING WE'LL EDUCATE FOR MONEY. WE'RE NOT POOR, WE'RE NOT BROKE. 
          DO WE HAVE SOME STREAMING SERVICES THAT WE MIGHT BE PAYING FOR THAT WE DON'T NEED, LIKE UNUSED BUILDINGS OR PARTIALLY USED BUILDINGS? OR DO WE HAVE SOME DORMANT FEES THAT WE'RE PAYING? MAYBE NOT HAVING ALL OF OUR PEOPLE. WE'RE TRYING TO HIRE TOO MANY. WE'RE BUDGETING TO HIRE TOO MANY PEOPLE THAT WE NEVER GOING TO HIRE. THERE ARE PLACES TO CUT THE BUDGET AND MAKE UP THAT MONEY THAT WE'RE GOING TO NEED TO MAKE UP SO WE CAN CONTINUE TO PAY INCREASES IN SALARY, COST OF LIVING, AND ALSO ACCOUNT FOR INCREASES IN SUPPLY. BUT STOP ACTING LIKE YOU'RE POOR. STOP ACTING LIKE YOU ARE IN THE SAME BOAT AS THE HUNDREDS OF SCHOOL DISTRICTS THAT HAVE MISMANAGED THEIR BUDGET AND ACT AND DONE THINGS THINKING THE LEGISLATURE WAS GOING TO SAVE THEM. AND THE LEGISLATURE HAS IT. SO NOW THEY'RE UP THE CREEK WITHOUT THE PROVERBIAL PADDLE. 
          THAT'S NOT US. STOP. JUST USE BETTER MESSAGING. AND I SAID, I WASN'T GOING TO DO THIS, BUT WELCOME, DOCTOR DAVIS. ASK SOME JACKS. THIS IS HOW I DO IT. MY DAUGHTER TELLS ME THIS IS WRONG, BUT WE DISAGREE. THAT'S HOW WE DO IT. BUT I DO AGREE WITH MY DAUGHTER. I DON'T KNOW WHAT A BEARCAT IS EITHER. SO YOU GUYS HAVE A GREAT EVENING. THAT ONE WAS FOR YOU, MR. WILLIAMS. THANK YOU SIR. BEFORE WE GO TO AGENDA ITEM SIX, WHICH IS A SUPERINTENDENTS REPORT, I DO WANT TO ACKNOWLEDGE THE NEWEST MEMBER TO OUR TEAM, COLONEL MARK MCCLELLAN, THE GARRISON COMMANDER AT FORT HOOD. WELCOME, WELCOME, WELCOME. WE'RE EXCITED TO HAVE YOU HERE. AND AS I SAID, YOU'RE PART OF THE TEAM, PROVIDE INPUT TO US AND HELP US BE A BETTER A BETTER ORGANIZATION. SO 
          [6. Superintendent's Report and First Day of School Overview]
WELCOME. WE'LL NOW GO TO ITEM NUMBER SIX, WHICH IS A SUPERINTENDENTS REPORT AND FIRST DAY OF SCHOOL OVERVIEW. AND I WILL START FIRST WITH DOCTOR DAVIS. THANK YOU MISTER PRESIDENT. FIRST OF ALL THANK YOU. I JUST WANT TO PUBLICLY, FIRST OF ALL, THANK THIS BOARD FOR THE VOTE OF CONFIDENCE TO LEAD THE WAY AS YOUR INTERIM SUPERINTENDENT AND TO ALLOW ME TO PARTNER WITH YOU AND ALSO TO PARTNER WITH OUR SENIOR LEADERSHIP TEAM. THIS IS DAY NUMBER TWO FOR ME. SO I'M CERTAINLY IN THE THROES OF IT AND BECOMING ACCLIMATED. SO I'M VERY EXCITED. I JUST WANT TO SAY BEFORE I PASS THE BATON TO DOCTOR OSBORNE AND MR. HECKENBERG, THAT I'M JUST ASKING OUR COMMUNITY TO BE PATIENT WITH US AS WE START SCHOOL TOMORROW, NOT ONLY THROUGHOUT THE STATE BUT THROUGHOUT OUR NATION AS WE START SCHOOL. IT'S JUST INEVITABLE THAT THERE WILL BE DELAYS, HIGH TRAFFIC AREAS AND SO ON AND SO FORTH. SO WE'RE JUST ASKING FOR YOUR GRACE AND FLEXIBILITY AND ALSO FOR YOUR PRAYERS. SO WE KNOW WHAT THAT'S GOING TO LOOK LIKE IN MY ESTIMATION. IT'S A WIN THIS WEEK IF WE CAN GET KIDS. AS I SHARED WITH THE TEAM, WE GET KIDS TO AND FROM SCHOOL SAFELY THIS TIME OF YEAR, WE TEND TO GET IN A RUSH. THERE'S LOTS OF IMPATIENCE. AND SO I'M REALLY ASKING AS WE PICK KIDS UP AND RELEASING CHILDREN, MAKING SURE THEY GET IN TO AND FROM WHERE THEY'RE SUPPOSED TO GET, ESPECIALLY OUR SMALLEST AND YOUNGEST SCHOLARS. SO IT'S INEVITABLE. IT'S IMPORTANT. IT'S CRITICALLY IMPORTANT THAT WE ENSURE THAT CHILDREN GET OFF AT THE WRONG STOPS. WE DO BUS SWEEPS, MAKING SURE NO CHILD IS FALLING ASLEEP IN THE BACK OF THAT BUS. IF A CHILD IS A CAR RIDER, DON'T SEND THEM WALKING AND SO ON AND SO FORTH GUYS. SO IT'S JUST SLOWING DOWN AND MAKING THOSE RIGHT DECISIONS. WE'LL GET TO THE ABCS ONE TWO THREES I PROMISE YOU. WE KNOW. 
          WE KNOW WHAT'S THE MOST IMPORTANT. WE KNOW WHAT WE'RE HERE TO DO. BUT WE'LL GET TO THAT. BUT THAT FIRST WEEK OR TWO IT'S ABOUT SAFETY. IT'S ABOUT GETTING KIDS TO AND FROM SCHOOL SAFELY UNTIL WE GET SOME THINGS, GET ACCUSTOMED TO PROCEDURES AGAIN, STARTING A NEW YEAR. SO WITH THAT SAID, AGAIN, THANK YOU BOARD AND LOOK FORWARD TO THE TEAM. WE'VE HAD SOME GREAT FIRST 
          [01:00:05]
TWO DAYS AND I LOOK FORWARD TO PARTNERING WITH YOU ALL AS WE MOVE FORWARD. SO AT THIS TIME, I'LL PASS THE BATON TO DOCTOR OSBORNE AND MR. HECKENBERG. I JUST WANT TO MAKE SURE THIS WORKS. THANK YOU, DOCTOR DAVIS. AS BRENDA BRINGS UP THE PRESENTATION, I JUST HAVE TO ECHO THAT SENTIMENT. WE ARE EXTREMELY EXCITED ABOUT THE FIRST DAY OF SCHOOL TOMORROW. I THINK EVERY EDUCATOR PROBABLY SAYS THE SAME THING EVERY YEAR. WHERE DID SUMMER GO? THE TIME ABSOLUTELY FLIES BY AND YESTERDAY FELT LIKE MAY AND TOMORROW IS THE FIRST DAY OF SCHOOL. MUCH LIKE OUR SPECIAL EDUCATION ATHLETES THAT ARE IN SPECIAL OLYMPICS. IN THIS PICTURE. WE ARE SO READY TO TAKE THE BATON TOMORROW FROM OUR PARENTS, AND WE KNOW YOU ARE READY TO PASS IT TO US. I HAVE TO SAY HOW PROUD I AM OF OUR STAFF, OF OUR LEADERS, OF OUR TEACHERS IN PREPARATION FOR OUR FIRST DAY TOMORROW. SO WITH THAT, WE WANT TO PROVIDE SOME KEY INFORMATION FOR OUR FAMILIES SO THAT THEY ARE JUST AS READY AS WE ARE FOR THE KIDS. SO AS WE MAKE AN EFFORT TO IMPROVE OUR COMMUNICATION AT THE DISTRICT LEVEL AND THE CAMPUS LEVEL, WE WANT TO START WITH WHAT FAMILIES CAN EXPECT ON DAY ONE. I DON'T THINK THAT WE CAN SAY ENOUGH TIMES OR TOO MANY TIMES THAT OUR PRIORITY, NUMBER ONE, IS A COLLECTIVE FOCUS ON SAFETY AND SECURITY AT THE DISTRICT LEVEL AND AT OUR CAMPUSES ALL ACROSS THE DISTRICT. ALTOGETHER. WE HAVE NOT LOST OUR URGENCY, AND WE WANT TO MAKE SURE THAT WE CONVEY THAT TO OUR OUR COMMUNITY AND OUR FAMILIES AND OUR STUDENTS AS THEY RETURN TOMORROW. WE KNOW THAT WE HAVE WORK TO DO IN REBUILDING TRUST, AND THAT MEANS THAT WE ARE INVITING YOU IN, IN PARTNERSHIP, AND OUR COMMUNICATION WILL INCREASE, BE MORE CLEAR AND MORE TRANSPARENT MORE OFTEN AS WE ENTER THE FIRST DAY OF SCHOOL TOMORROW, WE ARE HAVING OUR THIRD FULL YEAR OF CAPTURING KIDS HEARTS BACK IN 2023. IN THE FALL, THE BOARD AND OUR CENTRAL OFFICE MEMBERS WERE TRAINED. 
          LAST YEAR, WE SPREAD THAT OUT AND STARTED WITH OUR PRINCIPALS AND OUR TEACHERS. SO WE CONTINUE THAT EFFORT, AND THAT IS BECAUSE WE KNOW THAT THE MOST IMPORTANT THING WE CAN DO FIRST IS HAVE A STRONG RELATIONSHIP WITH STUDENTS. SO WE CONTINUE THAT WORK TO CONNECT AND COMMUNICATE WITH KIDS IN A WAY THAT OPENS THE DOOR FOR LEARNING. ULTIMATELY, AS WE BALANCE THAT RELATIONSHIP WITH STRUCTURE OUR FAMILIES, WE WANT YOU TO KNOW THAT WE ARE IMPROVING OUR STUDENT CULTURE THROUGH PREDICTABLE ROUTINES. SO AS WE START SCHOOL TOMORROW, OUR FAMILIES AND OUR STUDENTS PLEASE EXPECT HEIGHTENED WHOLE SCHOOL SYSTEMS. THAT MEANS OUR APPROACH TO ARRIVAL, OUR APPROACH TO TRANSITIONS, OUR APPROACH TO DISMISSAL. EVERY TIME WE ARE MAKING A NEW DECISION ON OUR CAMPUS IN THE OPERATIONAL REALM, WE HAVE EXPECTATIONS FOR OUR STUDENTS. WE HAVE EXPECTATIONS FOR OUR STAFF AND TEACHERS, AND EXPECTATIONS FOR OUR LEADERS IN ORDER TO MAKE SURE THAT THAT PREDICTABLE STRUCTURE IS IN PLACE AS A FOUNDATION FOR OUR LEARNING. WITH THAT IN MIND, THAT MEANS THAT OUR ADULTS HAVE TO BE VISIBLE, AND THAT IS OUR COMMITMENT TO FAMILIES AS WE GO INTO THIS SCHOOL YEAR. NOT THAT IT WAS NOT OUR COMMITMENT LAST YEAR OR THE DECADES BEFORE, BUT WE UNDERSTAND HOW IMPORTANT IT IS FOR OUR ADULTS TO BE IN PLACES THAT CAN SUPPORT THE LEARNING AND BEHAVIOR OF STUDENTS ON CAMPUS. THAT INCLUDES THE CAMPUS STAFF, THAT INCLUDES OUR DISTRICT STAFF, AND WE ARE THANKFUL FOR THE COMMUNITY MEMBERS AND PARTNERS THAT ARE PRESENT, WHETHER IT'S OUR ADOPTED SCHOOL UNITS OR OUR MEN IN BLACK, OR OUR MENTORS, OR JUST OUR PARENT VOLUNTEERS, ADULTS WILL BE VISIBLE ON OUR CAMPUSES AS WE MOVE FORWARD IN THIS SCHOOL YEAR. AND WITH THAT IN MIND, WE DEFINITELY WANT TO UNDERSCORE THAT THE CAMPUSES ARE NOT IN IT ALONE. TOMORROW, WE WILL BEGIN DISPATCHING AND DEPLOYING OVER 80 DISTRICT STAFF MEMBERS FROM OUR RESPECTIVE OFFICES IN CUBICLES TO GET OUT THERE IN THE TRENCHES AND SUPPORT OUR CAMPUSES WITH THE SERVICE OF STUDENTS. WE WILL DO THAT ON WEDNESDAY, THURSDAY, AND MONDAY, SO CAMPUSES WILL BE INDEPENDENT TO WORK THROUGH THEIR SYSTEMS ON FRIDAY, AND THEN ON MONDAY WE WILL BE RIGHT BACK OUT AT THE CAMPUSES, VISITING AND SUPPORTING IN ANY WAY THAT WE CAN. WE ALSO WANT OUR FAMILIES TO KNOW AS WE ENTER WEEK ONE, AND WE THINK ABOUT THE EXPECTATIONS AROUND STUDENT BEHAVIOR AND THE OPERATIONS OF OUR SCHOOLS, WE WILL BE IMPLEMENTING AND HOLDING ACCOUNTABLE BOTH OUR STAFF AND STUDENTS FOR IMPLEMENTATION OF THE STUDENT CODE OF CONDUCT, PENDING APPROVAL TONIGHT AT THE BOARD'S PLEASURE. WHAT THAT WILL MEAN, ULTIMATELY, IS A PHASED APPROACH TO STUDENT EXPECTATIONS. WE RECOGNIZE WE'LL TALK ABOUT THE STUDENT CODE OF CONDUCT TONIGHT. AND TOMORROW IS 
          [01:05:05]
THE FIRST DAY OF SCHOOL. SO WE ARE IN THE 17TH HOUR FOR SURE. SO WHAT STUDENTS CAN EXPECT ARE A COUPLE OF THINGS. ON DAY ONE, WE WILL IMPLEMENT OUR CLEAR AND MESHED BACKPACKS. ON THE FIRST DAY OF SCHOOL. WE WILL IMPLEMENT DISCIPLINE EXPECTATIONS AS THEY ARE OUTLINED IN THE STUDENT CODE OF CONDUCT. IN ADDITION TO ANY CAMPUS NUANCES FOR THEIR EXPECTATIONS ON THEIR SCHOOL GROUNDS. AND WE WILL IMPLEMENT OUR CELL PHONE POLICY AT BOTH LEVELS. I'LL LEAVE THAT TO THE DISCUSSION THAT WILL COME FORTH TONIGHT. I WON'T GO TOO DEEP INTO THAT, BUT ON THE FIRST DAY OF SCHOOL, WE WANT FAMILIES TO KNOW. BACKPACKS DISCIPLINE CELL PHONES. AS SOON AS YOU WALK IN THE DOOR, THE EXPECTATION IS IN PLACE. WE HAVE LISTED THERE TWO ADDITIONAL THINGS WE WANT OUR FAMILIES TO BE AWARE OF. GETTING TO CLASS ON TIME IS IMPORTANT TO GETTING THE EDUCATION. WE ARE PROMISING OUR COMMUNITIES. THAT MEANS DO NOT BE TARDY. THIS, SAYS TARDIES, WILL COUNT ON THE 18TH. I WANT TO MAKE SURE THAT I EMPHASIZE AND CLARIFY. WE WILL ADDRESS TARDIES TOMORROW. WE WILL ADDRESS TARDIES ON THURSDAY. WE WILL ADDRESS TARDIES ON FRIDAY. BUT WE WILL NOT PUT DISCIPLINE REFERRALS IN THE SYSTEM UNTIL MONDAY. WE RECOGNIZE THAT ON SOME CAMPUSES, STUDENTS WILL BE NEW NEW PORTIONS OF THE BUILDING. NEW SCHOOL COMMUNITY TRANSITION FROM FIFTH TO SIXTH. WE WERE GIVING GRACE IN THOSE AREAS, SO WE CAN EXPECT THAT OUR CAMPUS LEADERS AND STAFF ASK STUDENTS TO HURRY ALONG IN THOSE TRANSITIONS AND GET WHERE YOU NEED TO BE. BUT THOSE WILL BE SIMPLE CONFERENCES AND REMINDERS. BUT WE WILL INTERVENE ON MONDAY, ALONG WITH THE OUTLINED EXPECTATIONS IN THE STUDENT CODE OF CONDUCT. WITH THAT SAME THING IN MIND, ON MONDAY THE 18TH, WE WILL BE IMPLEMENTING THE DISCIPLINE REFERRALS AS OUTLINED IN THE STUDENT CODE OF CONDUCT WITH RELATION TO THE DRESS CODE. SO WE DEFINITELY INVITE OUR FAMILIES TO TAKE A LOOK AT THE DRESS CODE, TAKE A LOOK AT THE CLOTHES THAT MIGHT HAVE BEEN PURCHASED, AND HAVE THOSE GOOD CONVERSATIONS WITH YOUR STUDENTS ABOUT SHOWING UP THE WAY THAT THEY LEAVE THE HOUSE. BUT WITH THAT IN MIND, WE'LL ADDRESS THOSE THINGS ON WEDNESDAY, THURSDAY, AND FRIDAY, AND WE WILL IMPLEMENT THE STUDENT CODE OF CONDUCT IN THAT RESPECT IN REGARD TO DISCIPLINE REFERRALS ON MONDAY. WE ALSO WANT TO SHARE A FEW THINGS WITH REGARD TO OUR DIVISIONAL ORGANIZATIONS. I'LL SPEAK ON BEHALF OF LEARNING SERVICES AND THEN TOSS IT TO MR. HECKENBERG TO TALK ABOUT BUSINESS AND OPERATIONS. IN LEARNING SERVICES. WE HAVE A MULTITUDE OF DEPARTMENTS, BUT MOST SPECIFICALLY AND MOST FAMILIAR TO OUR FAMILIES ARE THE SCHOOLS, SCHOOL LEADERSHIP AND STUDENT SUPPORT SERVICES, ALONG WITH A FEW OTHERS. SO WITH THAT REGARD, I HAVE TO EMPHASIZE ATTENDANCE. TOMORROW MATTERS. I'M GOING TO SAY IT AGAIN. 
          ATTENDANCE ON AUGUST 13TH MATTERS. SOMETIMES WHEN WE START SCHOOL ON A WEDNESDAY, THE FAMILY DECIDES MONDAY IS THE BEST DAY TO COME. AND WE UNDERSTAND WE MAKE THOSE DECISIONS AS YOU WISH, BUT WE WANT TO EMPHASIZE WE NEED YOUR STUDENTS AT SCHOOL TOMORROW. 
          TOMORROW COUNTS. AND IF A STUDENT IS NOT ON CAMPUS TOMORROW AS ALIGNED WITH WHATEVER CAMPUS THEY'RE ASSIGNED TO AND ENROLLED IN, WE WILL HAVE TO INITIATE THE STATE REQUIRED PROCESS OF DROPPING ANY NO SHOW FROM THE SYSTEM. THAT MEANS THE STUDENT DID NOT SHOW UP. THEY ARE DROPPED FROM OUR SYSTEM AS AN ACTIVE STUDENT, AND THEY WILL NEED TO REENROLL ON WHATEVER DAY THAT THEY SHOW UP THEREAFTER. IF IT ENDS UP BEING THURSDAY, FRIDAY, NEXT TUESDAY, YOU WILL BE AFFORDED THE OPPORTUNITY TO REENROLL, BUT IT WON'T LOOK AS SIMPLE AS JUST WALKING IN THE FRONT DOOR AND GOING TO FIRST PERIOD CLASS. WE JUST WANT PEOPLE TO UNDERSTAND THAT. AND ALSO WITH THAT IN MIND, IF YOU ARE A NEW STUDENT, WE'RE EXCITED TO HAVE YOU IN YOUR FAMILY. IF FOR WHATEVER REASON, YOU MIGHT BE DROPPED FROM THE SYSTEM BECAUSE YOU SHOW UP AFTER DAY ONE, WE ASK THAT OUR PARENTS AND OUR STUDENTS BE PATIENT WITH THE REGISTRATION PROCESS. WE WANT TO MAKE SURE THAT EVERY SINGLE STUDENT IS ENROLLED. THEY ARE ASSIGNED TO THE APPROPRIATE CLASSES OR COURSE SCHEDULES, AND THAT TAKES A LITTLE BIT OF TIME. SO I DO WANT TO THANK OUR COUNSELORS IN ADVANCE, OUR REGISTRARS IN ADVANCE, OUR FRONT OFFICE STAFF, OUR LIBRARIAN, BECAUSE WE'LL PROBABLY TAKE OVER THE LIBRARY TOMORROW AND THE DAYS THEREAFTER AS WE ENROLL STUDENTS. BUT JUST BE PATIENT WITH THAT PROCESS AND KNOW THAT IT TAKES TIME, AND WE WANT TO DO IT WELL. WITH REGARD TO STUDENT SCHEDULES AND CLASS CHANGES, I WANT OUR FAMILIES TO KNOW THAT 
          [01:10:02]
WE HAVE BEEN IN THE SCHEDULING PROCESS USING THAT DATA FOR QUITE SOME TIME. I WOULD SAY EASILY 90 DAYS INTO THE PROCESS OF MAKING SURE KIDS ARE IN THE RIGHT CLASSES, WITH THE RIGHT TEACHER, IN THE RIGHT ASSIGNMENTS THAT MATCHES THEIR NEEDS, AND THE DATA THAT THEY BROUGHT INTO THIS SCHOOL YEAR. THERE WILL BE SCHEDULE CHANGES OR CLASS CHANGES, BUT IT WILL BE ON A VERY LIMITED BASIS. THE DECISIONS IN THE SCHOOL ARE PRACTICALLY CONCRETE AT THIS TIME. WHETHER IT'S THE ENTIRE MASTER BOARD, A MASTER SCHEDULE, OR THE STAFFING THAT WE'VE ASSIGNED TO DIFFERENT COURSE AREAS, THAT IS PRETTY CLOSE TO 100% DONE. SO OUR CLASS SCHEDULES OR CHANGES WILL BE AVAILABLE IN EXTENUATING CIRCUMSTANCES OR VERY LIMITED BASIS. AND THEN I WOULD ALSO ADD AT THE SECONDARY LEVEL, THERE IS A STRUCTURED WINDOW OF TIME FOR WHICH THOSE REQUESTS CAN HAPPEN. LAST BUT NOT LEAST, I HAVE REFERENCED ON OUR SLIDE OUR DIVISION RESPONSIBILITIES CHART. WE HAVE DONE SOME STREAMLINING IN THE LEARNING SERVICES DIVISION. SO ATTACHED TO THIS BOARD AGENDA ITEM YOU'LL FIND A COUPLE OF THINGS. SO I JUST WANT TO POINT OUR FAMILIES TO THOSE ITEMS. THE FIRST THAT YOU'LL SEE IS OUR DIVISION RESPONSIBILITIES AND SUPERVISOR ASSIGNMENTS. THESE ARE PUBLIC FACING DOCUMENTS. WE WANT OUR PARENTS TO BE AWARE OF THE SUPERVISORS OF OUR PRINCIPALS, THE SUPPORT SYSTEMS AND STUDENT SUPPORT SERVICES, WHO IS OVER DISCIPLINED, WHO IS OVER ATTENDANCE, WHO DO YOU CALL? IF YOU HAVE A QUESTION ABOUT ADVANCED ACADEMICS THAT IS AVAILABLE ON THE DIVISION RESPONSIBILITIES CHART THAT IS IN THE BOARD BOOK FOR THIS AGENDA ITEM, THE OTHER ITEM THAT IS LISTED THERE OR AVAILABLE AS A DOWNLOAD IS OUR APPROACH TO ADDRESSING CAMPUS CONCERNS. MY LAST BULLET THERE ON THE ON THE SLIDE DECK SAYS WE ASKED PARENTS TO SEEK SOLUTIONS AT THE LOWEST LEVEL FOR DISTRICT THIS LARGE. I WANT TO GIVE A SMALL EXAMPLE. IF WE HAVE 1% OF OUR STUDENTS TOMORROW WITH A CONCERN THAT IS 400 STUDENTS, 10% WOULD BE 4000, 1% IS 400. AND IF ALL 400 CONCERNS GO TO MR. HECKENBERG, HE IS INUNDATED AND WE ASK THAT YOU SOLVE IT AT THE LOWEST LEVEL SO THAT WE CAN BE EFFICIENT IN OUR RESPONSES AND OUR SOLUTIONS THAT WE WANT TO PROVIDE OUR FAMILIES. YOU WILL GET EXCELLENT CUSTOMER SERVICE AND IF YOU DON'T, WE WANT TO KNOW ABOUT IT. 
          BUT WE ALSO WANT TO JUST ENSURE WE'RE SOLVING PROBLEMS FOR KIDS AND FAMILIES, BECAUSE THAT'S THE GATEWAY TO MAKING SURE AN EDUCATION IS GREAT FOR THEM. SO PLEASE MAKE MAKE SURE YOU'VE TAKEN A LOOK AT THAT GUIDE THAT INVITES YOU TO START WITH THE TEACHER, THEN THE ASSISTANT PRINCIPAL. IF YOUR ANSWER IS NOT SUFFICIENT, THEN YOU HAVE THE PRINCIPAL, AND THEN IT WOULD GO TO STUDENT SUPPORT SERVICES OR THE PRINCIPAL SUPERVISOR FOR THAT CAMPUS. PLEASE CHECK THOSE DOCUMENTS OUT AGAIN. THEY'RE PUBLIC FACING AND WE WANT TO GET OFF TO A GREAT, INCREDIBLE YEAR. 
          SCOTT. CAN I WAIT FOR THE DELAY THERE FOR MIKE TO COME ON? SO WE'LL WRAP UP ON LET ME GO TO THE NEXT SLIDE. OH SORRY. THAT'S ME. OH, OKAY. NOPE. GO BACK. THERE WE GO. ALL RIGHT. SO FROM THE BUSINESS AND OPERATIONS SIDE WHAT YOU CAN EXPECT WE'VE KIND OF TALKED ABOUT PATIENCE. IT'S BEEN A THEME IN THE COMMENTS ALREADY. AND WE'RE GOING TO ASK FOR PATIENCE WITH TRANSPORTATION IN AUGUST. WE KNOW THERE'S GOING TO BE DELAYS. WE KNOW THERE'S CONSTRUCTION GOING ON IN KILLEEN. YOU KNOW, BUNNY TRAIL AND STAGECOACH ARE KNOWN COMMODITIES RIGHT NOW AS OUR BUSSES ARE PRACTICING AND REHEARSING THEIR ROUTES. SO WE'RE WORKING ON THAT ALSO WITH THE BUSSES, YOU KNOW, WE ARE RUNNING THE AC. I DO PROMISE THE ACES ARE RUNNING. THEY WILL BE 20 DEGREES COOLER THAN IT IS OUTSIDE. BUT IT'S REALLY HOT IN TEXAS RIGHT NOW. AND SO THE BUSSES AREN'T GOING TO BE AS COOL AS WE WOULD PREFER, BUT THEY ARE COOLER THAN OUTSIDE AND THEY'RE GOING TO DO EVERYTHING THEY CAN TO KEEP THE DOORS SHUT, KEEP THE WINDOWS UP TO KEEP THAT COOL AIR INSIDE. BUT PLEASE BE PATIENT WITH US AS WE WORK THROUGH THESE HOT DAYS OF SUMMER AND AUGUST. WE DEFINITELY ENCOURAGE YOU TO LOOK AT THE LOG APP FOR REAL TIME INFORMATION. 
          YOU CAN TRACK YOUR BUS BY ROUTE, AND THAT'S A GREAT WAY TO SEE WHERE YOUR BUS IS. AS WE GO THROUGH THESE TIMELINES, WE WILL ALSO BE PUSHING INFORMATION OUT AS ROUTES GET DELAYED AND TRYING TO STAY INVOLVED AND GET THAT INFORMATION TO CAMPUSES AND TO FAMILIES TO THE BEST OF OUR ABILITY. WE'RE 93% STAFFED OVERALL. IT'S OBVIOUSLY WE WOULD LOVE TO BE AT 100, BUT WE'RE NOT THERE YET. WE'RE GOING TO CONTINUE TO WORK ON THAT. WE'RE GOING TO CONTINUE TO RECRUIT. 
          WE'RE GOING TO CONTINUE TO FIND GREAT EDUCATORS WHO WANT TO BE HERE. THE POSITIVE NOTE IS THAT WE ARE 61 MORE TEACHERS THAN WE STARTED WITH LAST YEAR. WE'RE MAKING IMPROVEMENTS. WE'RE 
          [01:15:02]
BRINGING IN QUALITY PEOPLE TO WORK IN THIS DISTRICT, PEOPLE WHO CARE ABOUT WORKING WITH YOUR STUDENTS AND YOUR KIDS AND, YOU KNOW, TO DO THE JOB. WE ALSO HAVE A GREAT SUBSTITUTE COVERAGE PLAN IN PLACE, BOTH LONG TERM AND SHORT TERM SUBS, TO MAKE SURE THAT WE HAVE COVERAGE IN THOSE CLASSROOMS TO KEEP CLASS SIZES APPROPRIATE. NEXT ONE IS SCHOOL NUTRITION. YOU KNOW, WE CURRENTLY BREAKFAST WILL CONTINUE FOR ALL YOU KNOW FOR ALL ALL STUDENTS AT NO COST. 
          IT'S A GREAT PROGRAM. AND OVER THE LAST TWO YEARS, OUR SUMMER PROGRAM WAS AT 13 CAMPUSES. 
          WE'RE REALLY EXCITED TO SHARE THAT THIS YEAR WE'RE MOVING TO 45 CAMPUSES, ARE GOING TO HAVE THAT PROGRAM ACROSS THE DISTRICT. SO WE'RE, YOU KNOW, WE'RE CONTINUALLY EXPANDING THOSE PROGRAMS AND TRYING TO PROVIDE THAT TO OUR KIDS. I ALSO WANT TO SHARE THAT, YOU KNOW, OVER THE SUMMER ON A VERY ACCELERATED TIMELINE. YOU KNOW, OUR MAINTENANCE TEAM, THE FACILITIES TEAM, THEY COMPLETELY RENOVATED TEN OF OUR KITCHENS, $12.9 MILLION TO PUT THE BEST EQUIPMENT IN SOME OF THESE SCHOOLS, TO MAKE SURE THAT WHAT WE'RE PROVIDING FOR OUR CHILDREN IS COMMENSURATE WITH THE TYPE OF DISTRICT THAT WE ARE. AND, YOU KNOW, THAT'S ANOTHER GREAT INITIATIVE THAT THE BOARD ALLOWED FOR US TO DO. LAST THING IS, YOU KNOW, WE'RE GOING TO COMMUNICATE. WE'RE GOING TO COMMUNICATE IN A LOT OF DIFFERENT WAYS. WE'RE ROLLING OUT NEW TECHNOLOGIES, WE'RE ROLLING OUT NEW CAPABILITIES THROUGH OUR COMMUNICATIONS TEAM TO TRY AND STAY UP WITH THE 21ST CENTURY AND HOW PEOPLE CONSUME INFORMATION. SO OUR COMMUNICATIONS TEAM WILL BE SENDING OUT DISTRICT EMAILS WITH LAST MINUTE BACK TO SCHOOL NOTES. WE'LL BE SUPPORTING MULTIMEDIA REQUESTS ON THE FIRST DAY OF SCHOOL, AND WE WILL BE CONSISTENTLY COMMUNICATING ON THE WEBSITE, VARIOUS SOCIAL MEDIA PLATFORMS, EMAIL AND TEXT ACROSS THE DISTRICT. IT'S OUR GOAL THAT YOU KNOW WHAT IS GOING ON THAT WE ALLOW YOU TO ANTICIPATE WHAT'S GOING ON AND HAVE EXPECTATION MANAGEMENT FOR YOUR CHILD IN EVERY SITUATION. 
          SO KIND OF IN SUMMARY, YOU KNOW, WE'RE WE'RE WORKING TO BRING THIS TOGETHER. WE ARE DOING A LOT OF THINGS GREAT IN KSD TO IMPROVE WHAT WE'RE DOING FOR THIS SCHOOL YEAR. WE TELL OUR FOLKS ALL THE TIME, YOU KNOW, WE EITHER GET BETTER OR GET WORSE EVERY DAY AND WE'RE GETTING BETTER KIND OF DISTRICT. AND SO THAT'S WHAT WE'RE GOING TO KEEP WORKING ON THROUGHOUT THIS YEAR. 
          AND THAT'S OUR PROMISE TO YOU. SO THAT WRAPS UP THE REPORT. ALL RIGHT. WE'RE NOT WE'RE NOW GOING 
          [7. Discussion of School Safety Update]
TO MOVE TO ITEM SEVEN WHICH IS DISCUSSION OF SCHOOL SAFETY UPDATE. MR. HECKENBERG. 
          HOLD ON. THERE WE GO. GOOD EVENING, MR. PRESIDENT. LADIES AND GENTLEMEN OF THE BOARD OF TRUSTEES, KISD STAFF AND FACULTY, AND MOST IMPORTANTLY, OUR FAMILIES AND STUDENTS OF KISD. AS WE PREPARE TO KICK OFF ANOTHER YEAR OF LEARNING, WE WANTED TO GIVE YOU AN UPDATE ON WHERE WE SIT ON THE SCHOOL SAFETY PROGRAM. IT'S A LOT OF IT'S A UTMOST CONCERN TO A LOT OF FOLKS, AND WE'VE DONE A LOT OF CHANGES. SOME OF THEM ARE STILL ONGOING, SOME OF THEM ARE GOING TO BE FUTURE ORIENTED. AND WE WANTED TO GIVE YOU A BRIEF UPDATE OF WHAT TO EXPECT THIS YEAR. FIRST, KISD HAS ALWAYS HAD A SAFETY CULTURE. WE ALL RECOGNIZE AS PROFESSIONALS THAT SCHOOL SAFETY IS IMPORTANT BECAUSE WE'VE GOT TO ESTABLISH THE CONDITIONS FOR WHICH SAFE LEARNING CAN OCCUR. SO WE'VE ALWAYS BEEN FOCUSED ON PROTECTING STUDENTS AND STAFF. 
          WE WANT TO FOSTER THAT POSITIVE LEARNING CLIMATE. YOU KNOW, WHEN KIDS FEEL SAFE, WHEN THEY'RE PROTECTED, THEY'RE GOING TO LEARN BETTER. WE KNOW THAT THAT'S THAT'S PROVEN AND WE'RE WORKING TO DO THAT. WE ARE WORKING TO PREVENT INCIDENCES. EVERYONE KNOWS, YOU KNOW, WE'RE TRYING TO KEEP KIDS SAFE. THERE'S NO EMPLOYEE OF KISD WHO IS OUT THERE WANTING TO SEE A CHILD HURT. YOU DON'T GET INTO THE EDUCATION PROFESSION. YOU KNOW, FOR THAT. YOU CARE ABOUT KIDS. IT'S A PROFESSION. IT'S A CALLING FOR EDUCATORS. AND THAT'S THE FOLKS WE'RE BRINGING INTO KISD. AND WE ARE ACTIVELY WORKING TO KEEP THOSE NUMBERS DOWN. AND THEN LAST, YOU KNOW, IT'S STRENGTHENING THE COMMUNITY. YOU KNOW, THE SCHOOL IS THE HEART OF THE TOWN. YOU KNOW, OUR SCHOOLS, OUR 53 CAMPUSES IS WHAT WE RALLY AROUND IN KILLEEN. IT'S WHAT WE FOLLOW TO A SPORTING EVENT. IT'S WHAT WE CHEER ON IN A PLAY. IT'S WHAT WE LISTEN TO. THE BAND AND THAT COMMUNITY. TOGETHERNESS IS WHAT WE WANT, AND WE KNOW THAT SAFETY HAS TO BE THE BEDROCK OF THAT AS WE MOVE FORWARD. WE FULLY RECOGNIZE THERE'S BEEN A CALL FOR CHANGE. NO ONE IS IGNORING THE INCIDENT THAT HAPPENED AT ROY J. SMITH LAST SPRING. FOR THOSE THAT KNOW ME PERSONALLY, MY SON WAS AT ROY J. SMITH WHEN THAT EVENT TOOK PLACE, SO I KNOW FIRSTHAND WHAT THAT IMPACT HAD ON THOSE CHILDREN AND WHAT IT HAD TO THAT CAMPUS. AND ONE OF THE REASONS I WANTED TO COME TO THIS DISTRICT TO WORK WAS TO HELP THE PEOPLE THAT WENT THROUGH THAT AND, YOU KNOW, TO PROVIDE ANY ASSISTANCE WE CAN, BECAUSE THERE ARE A LOT OF GREAT PEOPLE DOING GREAT WORK THAT DAY FOR THE DISTRICT THROUGH THAT PROCESS. BUT WE KNOW WE HAD TO MAKE A CHANGE AT THE END OF THE 
          [01:20:01]
YEAR. WE IMPLEMENTED A LOT OF ENHANCED MEASURES TO ADD SAFETY AND SECURITY TO FINISH OUT THE YEAR. THE DISTRICT TEAM WORKED REALLY HARD TO RAPIDLY CHANGE, TO RAPIDLY INSTILL PROGRAMS, TO ADD, BUT WE KNEW WE HAD TO DO MORE. IN EARLY JUNE, WE BRIEFED THE BOARD OF TRUSTEES, AND THEY PROVIDED US CLEAR GUIDANCE AND SUPPORT TO ALLOW US TO EXPLORE A MULTITUDE OF WAYS OF WHICH WE WERE GOING TO IMPROVE CAMPUS SAFETY. THAT INCLUDED, WE VISITED OTHER DISTRICTS THAT HAD EXPERIENCED SIMILAR INCIDENCES TO US. WE WENT TO ROBINSON ISD. MANSFIELD ISD, HOUSTON ISD. AND IN ALL OF THESE CASES, WE YOU KNOW, WE LEARNED ABOUT WHAT THEY DID, WHAT CHANGES THEY MADE, WHAT PROGRAMS WORKED FOR THEM. AND, YOU KNOW, IT HELPED US SHAPE WHAT WE WANTED TO DO MOVING FORWARD. WE EXPLORED A VARIETY OF SYSTEMS. YOU KNOW, WE'D USED WE'D HAD SYSTEMS IN PLACE PREVIOUSLY, SOME OLDER TECHNOLOGY, A MIX OF NEW TECHNOLOGY, AND WE EXPLORED WHAT WAS AVAILABLE TO US TO INCREASE THE SAFETY PLATFORMS ON CAMPUSES, BOTH SECONDARY AND AT THE ELEMENTARY LEVEL. AND THEN WE TOOK A THOROUGH REVIEW OF EXISTING DISTRICT PROCEDURES ON ALL CAMPUSES. WHAT DO WE NEED TO DO TO CHANGE WHAT WE'RE DOING ON CAMPUSES THAT AREN'T RELATED TO TECHNOLOGY? IT'S ABOUT BEHAVIORS AND HOW WE DO CERTAIN ACTIONS AND HOW WE MONITOR CERTAIN THINGS. AND THEN THERE WERE STATE MANDATED CHANGES. THE CELL PHONE POLICY IS ONE OF THEM. WE WERE OUT IN FRONT OF THAT LAST YEAR, AND NOW THE STATE HAS MANDATED IT, YOU KNOW, STATEWIDE. AND WE'RE OUT IN FRONT OF IT BECAUSE OF OUR PROACTIVE NATURE. SO WE'RE EXPANDING THAT. WE'LL HEAR MORE ABOUT THAT LATER IN OUR STUDENT CODE OF CONDUCT DISCUSSIONS. 
          OTHER ONES ARE EMERGENCY EQUIPMENT THAT'S REQUIRED TO BE ON HAND. YOU KNOW, THE STATE ISSUED OUT SEVERAL MANDATES WITH REGARD TO SAFETY, AND WE'VE TACKLED ALL OF THEM OVER THE SUMMER TO MAKE SURE CONDITIONS ARE SET FOR US TO START THE YEAR. SO WHERE WE ARE RIGHT NOW. 
          SO WE'VE IMPLEMENTED SEVERAL CHANGES HEADING INTO THE NEW YEAR. I MENTIONED ON THE PREVIOUS SLIDE THAT WE HAD THAT, YOU KNOW, THAT GUIDANCE AND THAT THAT MEETING WITH THE BOARD FROM THE TIME WE PRESENTED OUR RECOMMENDATIONS FOR SAFETY CHANGES TO NOW, IT'S BEEN EXACTLY 63 DAYS, 63 FULL CALENDAR DAYS, AND THAT AMOUNT OF TIME, WE'VE DONE A LOT OF WORK TO GET THINGS READY. WE'RE NOT DONE YET, AND WE'LL TALK SOME MORE ABOUT THAT IN A SECOND. BUT WE'VE MADE A LOT OF CHANGES. OUR KISD POLICE FORCE HAS GROWN FROM 46 TO 64 OFFICERS. WE'RE CONTINUING TO GROW THAT TEAM SO WE CAN HAVE OUR OWN DEDICATED POLICE FORCE FOR THE DISTRICT TO COVER DOWN ON ALL OF OUR EVENTS AND CAMPUSES AND PROVIDE THAT SAFETY AT A 1 TO 1 RATIO, WHERE WE DON'T HAVE THAT COVERAGE. WE'RE USING THE CONTRACTED SECURITY TO FILL THE GAPS. SO EVERY CAMPUS SHORT OF THOSE ON POST IS CURRENTLY COVERED. RIGHT NOW, WE'VE INCREASED THE SIZE OF OUR KSD SAFETY DEPARTMENT. WE HIRED TEN ADDITIONAL CAMPUS SAFETY SPECIALISTS FOCUSED ON AUDITS, SAFETY REVIEWS, POLICY REVIEWS, SPOT INSPECTIONS OF THE CAMPUSES, ASSISTANCE WITH NEW TECHNOLOGY. SO INSTEAD OF HAVING A 1 TO 53 RATIO, WE NOW HAVE APPROXIMATELY A 2 TO 10 RATIO AND HOW THEY'RE PARTNERED UP WITH THE CAMPUSES TO PROVIDE MORE COVERAGE. WE HIRED MORE DISTRICT INVESTIGATORS AND A THREAT ASSESSMENT TEAM TO CONTINUE TO TRACK THOSE STUDENTS THAT MAY NEED, YOU KNOW, A MODIFICATION THAT MAY NEED A LITTLE BIT MORE ATTENTION, YOU KNOW, DUE TO THINGS GOING ON IN THEIR LIVES TO MORE QUICKLY GET THROUGH OUR INVESTIGATIVE PROCESSES ON CAMPUSES, INSTEAD OF JUST HAVING ONE INDIVIDUAL TO DO IT ALL. WE'VE ROLLED OUT WEAPONS DETECTION SYSTEMS ON ALL CAMPUSES. NOW, WHEN I TALK ABOUT WE'RE NOT DONE YET, WE ARE STILL WORKING THROUGH THAT PROCESS. WE HAVE SPRINTED HARD FOR 63 DAYS TO GET THIS SYSTEM IN PLACE. THE SYSTEMS ARE ON ALL THE CAMPUSES RIGHT NOW, WHERE WE DID NOT GET TO THE LEVEL THAT WE WANTED TO, IS THE LEVEL OF TRAINING ON ALL CAMPUSES, SPECIFICALLY ON THE ON THE ELEMENTARY SIDE. LAST SPRING, AS I MENTIONED, WE HAD ALREADY ROLLED OUT A DIFFERENT SYSTEM, BUT THE SAME CONCEPT FOR SCREENING WEAPONS DETECTION, AND OUR SECONDARY CAMPUSES WERE MORE READY FOR THE CHANGES THAT WE BROUGHT TO THEM THIS SUMMER. OUR ELEMENTARY CAMPUSES. WE OWE THEM THE PROPER TRAINING, THE PROPER RESOURCE ROLLOUT, AND THE PROPER IMPLEMENTATION TO MAKE SURE THAT WE ARE SETTING CONDITIONS FOR THE ELEMENTARY STUDENTS. SO WE ARE WORKING A PHASED IN APPROACH USING A MODIFIED CRAWL WALK RUN METHODOLOGY. SO THOSE KIDS COMING INTO THE CAMPUS, FIRST, THEY LEARN HOW TO PASS THROUGH THE SYSTEM WITHOUT TREATING IT LIKE A JUNGLE GYM. FOR SOME OF THOSE PRESCHOOLERS AND KINDERGARTNERS THAT THEY LEARN HOW THE SCREENING PROCESS WORKS AND WHAT TO EXPECT FROM IT. SO IT'S NOT SCARY. SO THEY LEARN HOW TO GET TO THEIR CLASSROOM ON TIME. WE'LL GRADUALLY, AS WE WORK THROUGH THAT TRAINING PROCESS WITH THE CAMPUSES AND THE KIDS, WE WILL SLOWLY RATCHET UP THE SCRUTINY PROVIDED ON THOSE CAMPUSES TO MAKE SURE THAT THEY ARE RECEIVING THE SAME TREATMENT AS THE SECONDARY CAMPUSES, BUT WE WANTED TO DO IT WITH A HEART FOCUSED ON THOSE KIDS AND WHAT THEIR WHAT THEIR EXPERIENCE WOULD BE LIKE AND HOW 
          [01:25:02]
WE ROLLED THAT OUT ON THE ELEMENTARY CAMPUSES TO MAKE SURE THAT WE PUT THEM IN THE BEST POSITION TO SUCCEED. WE HAVE ALSO ROLLED OUT SILENT PANIC ALERT TECHNOLOGY. IT WAS A REQUIREMENT FOR US IN THE DISTRICT THAT ALLOWS EVERY CLASSROOM TO BE ABLE TO TRIGGER A SILENT ALERT IF THERE IS SOMETHING GOING ON IN THEIR CLASSROOM. WE ALREADY TALKED ABOUT THE CLEAR BAG POLICY ON ALL CAMPUSES. WE HAVE THE NOW CLEAR WATER BOTTLE POLICY FOR SECONDARY CAMPUSES. THAT ALSO IS AN ADDITIONAL SAFETY FEATURE, THE UPDATED CELL PHONE POLICY, WHICH WE WILL DISCUSS. AND THEN COMING SOON, WE'RE NOT DONE. YOU KNOW, WE'RE GOING TO GET THROUGH THE LIST OF THINGS ABOVE THE BULLET, AND WE'RE GOING TO MAKE SURE THOSE ARE ARE DONE PROPERLY. AND THEN WE ARE GOING TO GET INTO AN ENHANCED VISITOR MANAGEMENT SYSTEM TO MAKE VISITORS TRACKING EASIER, TO GET FOLKS REGISTERED ON CAMPUSES, EASIER FOR VISITS. WE'RE ALSO WORKING AN EXTERIOR DOOR MONITORING SYSTEM THAT HAS, YOU KNOW, TIED TO ALERTS THAT IF A STUDENT POPS OPEN A DOOR FOR THEIR FRIEND OR SOMEONE THAT'S NOT OUR FRIEND, WE'RE GOING TO GET A NOTIFICATION AND AN IMMEDIATE LOCATION OF WHERE THAT OCCURRED SO WE CAN RESPOND PROPERLY. SO CAMPUSES ARE MORE SECURE IN AREAS WHERE THERE'S NOT AN ADULT, YOU KNOW, HOLDING DOWN THAT DOOR. AND THESE ARE ALL SYSTEMS THAT WE'RE GOING TO ROLL OUT THROUGH THE FIRST SEMESTER. ALL RIGHT. NEXT SLIDE I'M SORRY I HAVE THE CLICKER. SO WHAT TO EXPECT. WE'RE GOING TO HAVE POTENTIAL DELAYS ON CAMPUSES AS WE REFINE THE PROCESS I WANT TO BE TRANSPARENT ABOUT THAT. DOCTOR DAVIS TALKED ABOUT WE'RE GOING TO HAVE SOME DELAYS. YOU KNOW NOT EVERY CAMPUS HAD THIS TECHNOLOGY LAST YEAR. A LOT OF THEM ARE DOING IT FOR THE FIRST TIME. A LOT OF THEM ARE DOING IT WITH MORE SYSTEMS THAN THEY HAD LAST YEAR. SOME CAMPUSES ONLY HAD TO DEAL WITH ONE SYSTEM. NOW THEY'RE DOING THREE, FOUR SYSTEMS ON THEIR CAMPUS. SO SOME OF THE PROCEDURES HAD TO BE ADJUSTED. HOW THE SETTINGS ARE SET IS STILL BEING ADJUSTED, BUT WE WILL CONTINUE TO ASSESS AND UPDATE CAMPUS PROCEDURES TO IMPROVE EFFICIENCY. NOBODY WANTS A KID OUTSIDE WAITING IN LINE. WE WANT THEM IN THE CLASSROOM. WE WANT THEM LEARNING. WE'RE GOING TO GET THERE AND THAT IS A FOCUS. BUT WE WANT TO DO IT RIGHT. WE'RE GOING TO SEEK YOUR FEEDBACK. WE'RE GOING TO SEEK YOUR THOUGHTS AND CONCERNS, HOW WE PROGRESS THROUGH THE YEAR. 
          WE'RE GOING TO RECEIVE FEEDBACK FROM THE PRINCIPALS, FROM THOSE ADMINISTRATORS WHO ARE IN THE TRENCHES DOING THE WORK AND HOW THE SYSTEM IS WORKING FOR THEM AND HOW IT'S NOT. WE'RE ALREADY GETTING THAT FEEDBACK NOW, AND WE'RE MAKING ADJUSTMENTS AND PLANNING FOR FUTURE ADJUSTMENTS BASED ON THAT FEEDBACK WE'RE GETTING FROM THOSE CAMPUS LEADERS. EACH CAMPUS COULD DEFINITELY LOOK A LITTLE DIFFERENT. YOU KNOW, WE HAVE WE ALL HAVE THE SAME STANDARDS. WE HAVE THE EXACT SAME EXPECTATIONS AND WHAT THOSE STANDARDS ARE. BUT EVERY CAMPUS IS DIFFERENT. 
          YOU KNOW, WE HAVE 53 CAMPUSES WITH DIFFERENT LAYOUTS, WITH DIFFERENT STAFF THAT. CAN BE VERY SIMILAR IN APPEARANCE, BUT THEY'RE DIFFERENT. ONCE YOU GET THERE AND TALK TO THAT PRINCIPAL ABOUT HOW THEY ARE DOING DIFFERENT THINGS. SO THE PROCEDURES MAY DIFFER SLIGHTLY BASED ON THOSE THINGS, BUT THE OUTCOME IS THE SAME. THE STANDARD IS THE STANDARD FOR THE LEVEL. WE EXPECT THEM TO PROVIDE SCRUTINY, TO PROVIDE SECURITY, TO PROVIDE SAFETY. AND LAST, YOU KNOW, I THINK I TALKED ABOUT AT THE BEGINNING, BUT IT'S A DEDICATED TEAM OF PROFESSIONALS WHO ARE COMMITTED TO ENSURING THE SAFETY OF OUR STAFF AND STUDENTS. 99% OF THE PEOPLE WHO GET AN EDUCATION DO IT BECAUSE THEY CARE ABOUT KIDS AND THEY WANT TO CONTRIBUTE TO THEIR COMMUNITY. THEY WANT WHAT'S BEST FOR THOSE KIDS AND THAT IS WHAT WE ARE WORKING TOWARDS. I TELL MY TEAM WE ARE. WE'RE NEVER GOING TO BE PERFECT, BUT WE'RE GOING TO STRIVE FOR IT EVERY DAY, AND WE'RE CONSTANTLY GOING TO GET BETTER BECAUSE WE WANT TO DO WHAT'S RIGHT FOR THOSE CHILDREN. SO THAT'S IT, SIR. THAT'S OUR SUMMARY PENDING. ANY QUESTIONS? AND I'M LOOKING FORWARD TO A GREAT YEAR. QUESTIONS FROM TRUSTEES. THANK YOU SIR. WE'LL NOW MOVE TO ITEM 
          [8. Consent Agenda]
EIGHT WHICH IS A CONSENT AGENDA A CONSIDERATION OF SCHOOL HEALTH ADVISORY COUNCIL SHACK MEMBERSHIP ROSTER FOR THE 2025 2026 SCHOOL YEAR. B CONSIDERATION OF TEXAS TEACHER EVALUATION AND SUPPORT SYSTEM T TEST CERTIFIED APPRAISAL LIST FOR THE 2025 2026 SCHOOL YEAR. 
          THAT IS THE CONSENT AGENDA I'LL ENTERTAIN A MOTION. MADAM SECRETARY. MR. PRESIDENT, I MOVE TO ACCEPT THE CONSENT ITEM FOR A CONSIDERATION OF SCHOOL HEALTH ADVISORY COUNCIL SHACK MEMBERSHIP ROSTER FOR THE 20 2526 SCHOOL YEAR AND ITEM B CONSIDERATION OF TEXAS TEACHER EVALUATION AND SUPPORT SYSTEM T TEST CERTIFIED APPRAISER LIST FOR THE 20 2526 SCHOOL YEAR. WE HAVE A MOTION BY SECRETARY ADAMS. WE HAVE A SECOND BY MADAM CAPITO. ANY FURTHER DISCUSSION BY TRUSTEES THERE BEING NONE. ALL THOSE IN FAVOR, SHOW OF HANDS. WE HAVE SIX IN FAVOR, 
          [01:30:02]
NONE IN OPPOSITION, ONE ABSENT AND NOT PARTICIPATING IN BOARD MEMBER RODNEY GILCHRIST. THANK 
          [9. Action Items for Consideration]
YOU. WE'LL NOW MOVE TO NINE ACTION ITEMS FOR CONSIDERATION, A CONSIDERATION OF THE KILLEEN INDEPENDENT SCHOOL DISTRICT STUDENT CODE OF CONDUCT FOR THE 2025 2026 SCHOOL YEAR. WELCOME, MR. WELLS. GOOD EVENING, MR. PRESIDENT. MEMBERS OF THE BOARD. DOCTOR DAVIS, WE ARE HERE TONIGHT TO PRESENT THE HOPEFULLY THE FINAL REPRESENTATION OF THE STUDENT CODE OF CONDUCT FOR THIS SCHOOL YEAR, PENDING APPROVAL FOR FROM YOU TONIGHT. MR. WELLS, I'LL ASK YOU. I KNOW WE HAD DISCUSSIONS LAST WEEK, BUT I'M TOTALLY OKAY IF YOU HIGHLIGHT THE REQUESTED CHANGES AND WE'LL KIND OF GO STRAIGHT TO THOSE, OKAY. TO MAKE SURE WE ADDRESS EVERYONE'S CONCERNS. BUT I'LL DEFER TO YOUR PRESENTATION. BUT I'M TELLING YOU, I'M OKAY WITH THAT. ABSOLUTELY. WHAT WE'VE GONE HERE DONE HERE IS HIGHLIGHT ALL OF THE CHANGES. WE'VE KIND OF GONE BACK AND FORTH A LITTLE BIT. SO I BROUGHT ALL OF THE CHANGES FORWARD TO YOU. BUT THAT'S ALL WE'RE GOING TO DISCUSS HERE TONIGHT IN CASE YOU HAVE OTHER QUESTIONS. SO AS WE BRING YOU THE STUDENT CODE OF CONDUCT, AS YOU'RE AWARE, THERE'S BEEN A LOT OF CHANGES AND A LOT OF DISCUSSION HERE OVER THE LAST FEW WEEKS, ESPECIALLY WITH THE LAST LEGISLATIVE SESSION. AND THERE HAS BEEN A LOT OF THINGS THAT HAVE BEEN BROUGHT TO US. SO WE'VE GATHERED FEEDBACK FROM MEMBERS OF THE BOARD, MEMBERS OF THE COMMUNITY, PRINCIPALS. WE'VE PRESENTED TO YOU A COUPLE OF TIMES THESE DIFFERENT CHANGES THAT HAVE BEEN BROUGHT AND ARE SEEKING YOUR APPROVAL TONIGHT FOR THE STUDENT CODE OF CONDUCT. AS WE LOOK HERE ARE THE CHANGES THAT ARE BEING MADE, ARE PRESENTED TO YOU TONIGHT. GRADUATION. PARTICIPATION, ANTI-SEMITISM, PERSONAL COMMUNICATION DEVICES, DOOR SAFETY, PARENTAL INVOLVEMENT, TRANSPORTATION, STUDENT REMOVAL BY THE TEACHERS, SUSPENSIONS BOTH OUT OF SCHOOL AND IN SCHOOL. THERE ARE SOME CHANGES THERE. THE DAP HEARING PROCESS, THE VIRTUAL EDUCATION FOR EXPELLED STUDENTS, THE DRESS CODE TO INCLUDE THE CLEAR BAG POLICY, AND THEN THE CHANGE TO THE E-CIG AND VAPES. ON PAGE EIGHT, YOU'LL SEE THE GRADUATION PARTICIPATION AND THIS IS THE LANGUAGE THAT IS PROVIDED TO YOU THERE. WE HAVE ASKED FOR. BROUGHT TO YOU THE CHANGE THAT ALLOWS STUDENTS THAT ARE PLACED AT DAP AT THE END OF THE YEAR, AND FINISH THE SCHOOL YEAR ASSIGNED TO DAP AND THEIR SENIOR YEAR. IF THEY'VE MET ALL THE REQUIREMENTS, THEN THEY CAN RETURN TO THEIR HOME CAMPUS AND PARTICIPATE IN THAT GRADUATION CEREMONY WITH THEIR WITH THEIR HOME CAMPUS. MR. PRESIDENT, DO YOU WANT ME TO PAUSE EACH TIME? HOW DO YOU WANT. I WOULD GIVE A PAUSE AND IF THERE'S ANY FEEDBACK AT THAT TIME SO WE CAN ADDRESS IT. IF ANYONE HAS AN ISSUE, THAT WOULD BE YOUR TIME TO GIVE A HEAD NOD. SO ARE WE. WE'VE TALKED ABOUT THESE THINGS MULTIPLE TIMES. YES, SIR. YES, SIR. OKAY. ON PAGE 11 WE HAVE INCLUDED THE DEFINITION FOR ANTI-SEMITISM, AND IT'S INCLUDED UNDER THE SECTION FOR MISTREATMENT OF OTHERS. IT'S ALSO INCLUDED IN THE GLOSSARY AT THE BACK OF THE STUDENT STUDENT CODE OF CONDUCT, TO DESCRIBE AND DEFINE THAT TERM AS WELL. 
          PERSONAL PERSONAL COMMUNICATION DEVICES. WE'VE TALKED ABOUT A COUPLE OF TIMES TONIGHT. 
          OBVIOUSLY, WE SEE SOME CHANGES TO THIS WITH THE STATE LAW THAT'S BEING ENACTED. AS WE SPEAK. YOU KNOW, AS WE GET READY TO THIS SCHOOL YEAR, ELEMENTARY STUDENTS, AS IT'S BEING PROPOSED IN THE STUDENT CODE OF CONDUCT, WE HAVE A WRITTEN ELEMENTARY STUDENTS SHALL NOT BRING OR USE PERSONAL COMMUNICATION DEVICES, INCLUDING CELL PHONES OR ANY OTHER ELECTRONIC DEVICE NOT ISSUED BY THE SCHOOL WHILE AT SCHOOL. DURING THE SCHOOL DAY, THE SECONDARY STUDENTS SHALL NOT USE A PERSONAL COMMUNICATION DEVICE, INCLUDING A CELL PHONE, SMARTWATCH, TABLET OR OTHER ELECTRONIC DEVICE ON SCHOOL PROPERTY DURING THE SCHOOL DAY AND SHALL STORE THE DEVICE IN ACCORDANCE WITH THE METHOD OF STORAGE ESTABLISHED BY THE DISTRICT. IN OUR DISTRICT, AT THE SECONDARY LEVEL, WE ARE USING THE YONDR POUCHES AND SO THAT WOULD BE DIRECTED TO THEM THAT THAT DEVICE WOULD BE LOCKED INTO THAT YONDER POUCH WHEN THEY COME ONTO CAMPUS ON UNLOCKED WHEN THEY LEAVE CAMPUS FOR, FOR WHATEVER REASON, AND THEN ANYTHING THAT IS TOO LARGE TO PLACE IN THAT YONDER POUCH WOULD THEN NOT BE ALLOWED OR BE PERMITTED ON CAMPUS. AFTER THE LAST PRESENTATION, WE ALSO LOOKED AT THE SET OF OFFENSES FOR VIOLATION OF THIS POLICY. IT WAS RATHER EXTENSIVE, AND WE HAVE SHORTENED IT AND BROUGHT A LITTLE MORE MEAT TO THIS, TO THIS POLICY. SO YOU CAN SEE THERE, IF A STUDENT DAMAGES THE POUCH, THERE'S IMMEDIATE CONSEQUENCES TO INCLUDE BEING FINED AND TO REPLACE THAT POUCH. IF A STUDENT IS FOUND TO HAVE THEIR CELL PHONE OR PERSONAL COMMUNICATION DEVICE AND IT'S NOT LOCKED UP, THE FIRST OFFENSE YOU CAN SEE THERE THE PHONE IS CONFISCATED. THE PARENT IS CONTACTED. IT IS NOTED WITH A REFERRAL, BUT IT IS A MINOR CODE OF A 201. ON THE REFERRAL THE STUDENT IS ASSIGNED TO ONE DAY OF AFTER SCHOOL DETENTION OR LUNCH DETENTION, AND THE STUDENT IS ABLE TO PICK UP THE PHONE AT 
          [01:35:02]
THE END OF THE DAY FROM THE FRONT OFFICE ON THEIR SECOND OFFENSE, HOWEVER, WE BEGIN TO ESCALATE THE PHONE IS CONFISCATED. THE REFERRAL IS GOING TO BE NOTED WITH A SERIOUS CODE OF 198. THE PARENT OBVIOUSLY IS GOING TO BE CONTACTED AS WELL. THE PARENT MUST COME AND PICK UP THE CELL PHONE FROM THE FRONT OFFICE DURING THE SCHOOL DAY, AND WE'RE GOING TO SCHEDULE A MEETING AND HAVE A CONVERSATION WITH THE PARENT ABOUT THE SERIOUSNESS OF THIS MATTER. THE STUDENT WILL RECEIVE A MINIMUM OF ONE DAY OF ES FOR THE SECOND VIOLATION, AND THE STUDENT WILL BE PLACED ON A CAMPUS PROBATION OF 45 DAYS FOR THIS VIOLATION. ON THE THIRD OFFENSE, THE PHONE IS CONFISCATED, KEPT IN THE CAMPUS, IN THE CAMPUS OFFICE, IT'S NOTED ON A REFERRAL WITH A SERIOUS, SERIOUS VIOLATION CODE OF 198. THE VIOLATION OF CAMPUS PROBATION IS ALSO NOTED ON THAT DISCIPLINARY REFERRAL. THE PARENT GUARDIAN IS CONTACTED. 
          THE PARENT OR GUARDIAN AGAIN MUST COME PICK UP THE PHONE. IT WILL NOT BE RETURNED TO THE STUDENT. THE STUDENT IS ASSIGNED TO THREE DAYS OF ES AND A CAMPUS LEVEL HEARING FOR POSSIBLE PLACEMENT AT DAP WILL BE WILL BE NOTIFIED. INSTITUTED AT THAT TIME. THE REASON THAT WE HAVE DONE THIS AND STEPPED THIS UP SO MUCH IS BECAUSE IT IS NOW A VIOLATION OF STATE LAW. IT'S NO LONGER JUST A VIOLATION OF OUR CODE OF CONDUCT, SO TO SPEAK. AS MR. HACKENBERG REFERENCED EARLIER, THE PROPPING OPEN OF DOORS IS A IS A MAJOR CONCERN. AND SO THIS STATEMENT IS IN THE STUDENT CODE OF CONDUCT. STUDENT SHALL NOT PROP OPEN EXTERIOR DOORS BY ANY MEANS OR OPEN THE DOOR FOR ANY OTHER STUDENT, STAFF MEMBER OR VISITOR UNLESS THEY ARE DIRECTLY TOLD TO DO SO BY A STAFF MEMBER. THIS IS NOW A VIOLATION OF STUDENT CODE OF CONDUCT. THE PARENTAL BEHAVIOR AGREEMENT, AS ALLOWED BY HOUSE BILL SIX. WE DO HAVE. I WANT TO EXPLAIN JUST A LITTLE BIT HERE, THE WAY THAT IT'S REPRESENTED TO YOU AND BEING PRESENTED TO YOU TONIGHT IS OPTION A. YOU HAVE THE LANGUAGE IN THE STUDENT CODE OF CONDUCT OF OPTION A THAT ALLOWS THE USE OF A BEHAVIORAL AGREEMENT, WILL OUTLINE THE PARAMETERS OF THAT WITH AN ASSIGNMENT REDUCTION OF UP TO 10%. IF THE THAT CONTRACT IS MET BY BOTH THE PARENT STUDENT AND THE CAMPUS, OR OPTION B IS THAT THE DISTRICT HAS NOT ADOPTED THIS POLICY BY STATE LAW, WE DO HAVE TO HAVE A STATEMENT OR ONE OR THE OTHER IN OUR STUDENT CODE OF CONDUCT. WE CANNOT. WE HAVE TO REFER TO IT ONE WAY. I DID HAVE UPLOADED. YOU SEE, THERE'S A REFERENCE TO A HANDOUT THERE THAT DOES HAVE THE SPECIFIC LANGUAGE. AND HERE IS THE SPECIFIC LANGUAGE. AGAIN THE TOP PARAGRAPH HERE IS WHAT APPEARS IN THE STUDENT CODE OF CONDUCT. BUT IF THE WILL OF THE BOARD IS TO NOT ADOPT THIS POLICY, THEN WE WOULD REPLACE IT WITH THE STATEMENT THAT'S AT THE BOTTOM OF THE PAGE. MR. MINTZ. SO I THINK I'VE SAID JUST ABOUT EVERYTHING I NEED TO SAY ABOUT THIS AD NAUSEAM. SO I WILL KEEP IT SHORT. I FIRMLY BELIEVE THAT IT SHOULD BE OPTION B, AND IT'S MY BELIEF THAT BY THE TIME A CHILD OR A STUDENT IS GETTING PLACED INTO DEEP, THE PARENTS HAVE HAD AMPLE OPPORTUNITY TO INTERVENE. NOW, ONLY NOW, WHEN WE GET TO THE FINAL WHERE THERE'S SOME CONSEQUENCES WHICH WE CAN TALK ABOUT LATER TONIGHT ABOUT HOW DAP IS RUN. NOW WE'RE ALLOWING THE PARENT IN TO SWOOP IN AND AGAIN SAVE THE CHILD FROM ANY CONSEQUENCE. AND I THINK THAT IS ABSOLUTELY WRONG. IT SPEAKS TO LOW EXPECTATIONS OF OUR STUDENTS. IT SPEAKS TO LOW EXPECTATIONS OF OUR PARENTS. IT TAKES TEETH OUT OF DEEP PLACEMENTS THAT TEACHERS AND STAFF MAY WISH TO USE. SO I WOULD MY OPINION IS THIS NEEDS TO ABSOLUTELY BE OPTION B. ONE THING WE DID DISCUSS THAT I DON'T SEE REFLECTED HERE, ALTHOUGH MAYBE IT'S IN THE HANDOUT. I WOULD SAY OPTION B, BUT PERHAPS A CARVE OUT FOR IF IT'S SOMETHING THAT'S A FIRST TIME MANDATORY PLACEMENT, LIKE FOR A VAPE OR SOMETHING LIKE THAT, WHERE PARENTS DID NOT HAVE A CHANCE TO INTERVENE EARLIER IN THE PROCESS. SO THAT WOULD BE THE CAVEAT THAT I WOULD PUT ON ONTO OPTION OPTION B. 
          FURTHERMORE, I THINK OPTION B SHOULD WE SHOULD STATE THAT THIS IS OUR POLICY AND THIS IS I PREFER STRONGER LANGUAGE IN THERE THAT SAYS WE ARE NOT WE ARE PURPOSELY NOT ADOPTING THIS BECAUSE WE EXPECT BETTER THINGS FROM OUR PARENTS AND BETTER THINGS FROM OUR KIDS, AND WE EXPECT THEM TO INTERVENE EARLIER IN THE PROCESS. THANK YOU, MR. RAINWATER. HELP ME A LITTLE BIT. 
          MICAH, WOULD THE SIGNING PERSON, WHICH IS NOW THE BUILDING PRINCIPAL, HAVE THE OPTION OF SAYING TO THE PARENT AND THE CHILD WHO'S A, YOU KNOW, HAS MADE A MISTAKE AND BUT THAT'S 
          [01:40:02]
THE ONLY ONE FOR NOW. I HAVE THE OPTION OF SAYING TO THAT PARENT UNDER THOSE CIRCUMSTANCES, LOOK, IF YOU'LL AGREE TO THIS, WE CAN TAKE OFF TEN DAYS WHILE IN OTHER CIRCUMSTANCES, LIKE SERIOUS OFFENSES, CRIMES AND REPETITIVE MISCONDUCT, THE PRINCIPAL WOULDN'T HAVE TO DO THAT. CAN IT WORK LIKE THAT? YES, SIR. SO IF YOU SEE THERE'S A NOTE THIS THERE IS A NOTE THERE THAT THE CAMPUS ADMINISTRATION HAS THE ABILITY AT THAT HEARING TO BE ABLE TO MAKE THAT DETERMINATION. 
          IF THERE WAS SOMETHING THAT WAS SO SEVERE, SO PERVASIVE THAT THEY SAID, I'M SIGNING, I'M RECOMMENDING I'M ASSIGNING YOU TO 45 DAYS, AND I WANT YOU TO SERVE THE ENTIRE 45 DAYS. THAT NOTE CAN BE MADE. ABSOLUTELY. ALSO, THERE IS A NOTE AT THE BOTTOM. MR. MR. WE DID SAY THAT THIS WAS ONLY AVAILABLE FOR THAT FIRST ASSIGNMENT OF THE SCHOOL YEAR. SO STUDENTS THAT WERE COMING BACK ON A SECOND OR SUBSEQUENT ASSIGNMENT AFTER THAT WOULD NOT HAVE THIS POLICY IN PLACE OR HAVE THIS OPTION. RIGHT. SO THAT'S I'M SORRY, I DON'T MEAN TO JUMP IN, BUT THAT SO THAT'S I READ THAT AND I AND I AGREE WITH WITH THAT. THIS IS THIS IS A ONE TIME DEAL. BUT AND I THINK MISS CAPITO BROUGHT IT UP EARLIER AT THE LAST TIME WE DISCUSSED IT FOR A MANDATORY PLACEMENT. FIRST TIME MANDATORY PLACEMENT KID BRINGS A VAPE INTO SCHOOL. PEER PRESSURE, WHATEVER. 
          PARENTS HAVEN'T HAD A CHANCE TO INTERVENE. MY WHOLE THE WHOLE REASON OF THIS IS WE IF THE PARENT WE NEED TO AGAIN EXPECT MORE OF OUR PARENTS. WE'VE GOT TO. IF THEY'RE NOT INTERVENING IN THE BEGINNING, THEY SHOULDN'T BE ALLOWED TO INTERVENE AT THE END AFTER WE'VE COST TIME, ENERGY AND, YOU KNOW, LOST INSTRUCTION AND CLASSROOMS AND BLAH, BLAH, BLAH. BUT MY POINT IS, IF I THOUGHT WE TALKED ABOUT A CARVE OUT. SO IF IT'S A FIRST TIME AND OR IT'S A MANDATORY PLACEMENT, FIRST TIME, I WOULD I WOULD BE A LITTLE MORE WILLING TO ALLOW A PARENT TO PROVIDE SOME INPUT. I WOULD CAUTION TO SAY THAT SOME OF THOSE MANDATORY PLACEMENTS, THOUGH, IF WE USE THAT AS THE CATEGORY AS A FIRST TIME, SOME OF THOSE CAN BE VERY, VERY SEVERE FOR MANDATORY DAP PLACEMENTS. AND I THINK I DON'T KNOW IF THAT MIGHT NOT LEAD US INTO A GRAY AREA. I UNDERSTAND YOUR POINT. THANK YOU, MADAM CAPITO. MADAM ADAMS HAD IT FIRST. ARE YOU SURE? OKAY. I'M OKAY WITH THIS LANGUAGE, BUT IS THERE GOING TO BE SOME TYPE OF. AND I DON'T KNOW HOW TO SAY, MAYBE A CHART OR SOMETHING FOR THE PRINCIPALS TO KIND OF HELP GUIDE THEM, BECAUSE, YES, IT'S AT THE DISCRETION OF THE ADMINISTRATION. I NEVER WANT TO TAKE THAT. HOWEVER, I ALSO WANT IT TO BE EQUITABLE ACROSS THE DISTRICT, BECAUSE THAT IS SOMETHING THAT OFTEN GETS BROUGHT UP. IS SOMETHING HAPPENS AT ONE CAMPUS, MAYBE NOT AT ANOTHER CAMPUS. WE DO WANT TO TRY TO BE AS CONSISTENT AS POSSIBLE, UNDERSTANDING THAT CIRCUMSTANCES ARE A LITTLE BIT DIFFERENT. I DO LIKE THE LANGUAGE MUCH BETTER. BEHAVIORAL AGREEMENTS ARE ONLY OFFERED FOR INITIAL PLACEMENTS SO I CAN SUPPORT THIS. YES, MA'AM. WE'LL TAKE THAT BACK AND WORK ON THAT DOCUMENT. MADAM SECRETARY, DID YOU HAVE A QUESTION? THANK YOU. MR. MINTZ. I WANT TO MAKE SURE I UNDERSTAND. YOU'RE SAYING SO. I KNOW YOU REFERENCED FOR FIRST TIME PLACEMENTS AND SAYING, HEY, YOU KNOW THAT. THEN MAYBE YOU LOOK AT THE PARENTAL AGREEMENT. BUT IF A STUDENT HAS HAD REPEATED VIOLATIONS, THAT'S WHEN YOU'RE SAYING YOU DON'T FAVOR THEM. HAVING THE OPPORTUNITY TO HAVE THE BEHAVIORAL AGREEMENT FOR THE INVOLVEMENT. NO. WHAT I'M SAYING IS, SO NORMALLY WHEN A STUDENT GETS PLACED IN DAP, IT IS THAT THEY'VE GONE THROUGH THE WHOLE DISCIPLINE PROGRESSION. 
          RIGHT? SO THE FIRST PHONE CALL HOME, WHICH IS USUALLY THE FIRST STEP IN THE DISCIPLINE PROGRESSION IN A CLASSROOM, A PARENT SHOULD INTERVENE AT THAT POINT. BUT IF WE GO DOWN PHONE CALL TO PARENT, LETTER TO PARENT RIGHT UP MEETING WITH THE WITH THE PRINCIPAL. AND THEN WE ARE GETTING TO SOMETHING THAT WARRANTS PLACEMENT IN DAP, THE PARENT HAS HAD AMPLE TIME TO INTERVENE AND STOP THAT. WHAT I'M SAYING IS. SO I AGREE IF IT'S THE FIRST TIME PLACEMENT ONLY. BUT WHAT I'M SAYING IS, I MEAN, I WOULD BE COMFORTABLE WITH THE WHOLE THING BEING WRITTEN OUT, BUT I THAT'S WHAT I SAID. MULTIPLE OF MULTIPLE PLACEMENTS. IT'S A NONSTARTER. 
          DO I UNDERSTAND THAT CORRECTLY, MR. WELLS? YES. OKAY. YEAH. I STILL THINK FOR THE FIRST TIME THERE'S BEEN PLENTY OF TIME FOR PARENT INTERVENTION. YEAH. AND THAT'S WHAT I WANT TO MAKE SURE YOU'RE. THAT'S HOW YOU SAY IT I APOLOGIZE. THAT'S EXACTLY HOW I WAS UNDERSTANDING WHAT YOU'RE SAYING. SO ANY OTHER TRUSTEE FEEDBACK ON THIS ONE? LET'S LET'S GET TO THE END AND WE'LL COME BACK AND FIGURE OUT BECAUSE WE'LL PROBABLY NEED TO POTENTIALLY AMEND SOMETHING HOW MOTION LOOKS TO FIGURE OUT WHICH ROUTE WE GO. FAIR ENOUGH. YES, SIR. ALL RIGHT. THE SEAT BELT REQUIREMENTS ON THE BUS AGAIN. THIS IS A REFERENCE TO TEXAS EDUCATION CODE 34.013. STUDENTS ARE REQUIRED TO WEAR THEIR SEAT BELTS ON THE BUS. IF THE BUS IS SO EQUIPPED. AND AGAIN, WE'VE TALKED ABOUT THE NUMBER OF BUSSES IN OUR FLEET THAT ARE EQUIPPED THIS WAY. THIS IS A 
          [01:45:01]
MANDATE BY THE STATE, SO WE'RE JUST COMING INTO COMPLIANCE WITH THAT STATE LAW. STUDENT REMOVAL BY TEACHER. THIS ONE WE'VE SPENT SOME TIME ON. AND I WANT TO AGAIN EXPLAIN AND ANSWER QUESTIONS IF WE CAN. THERE'S TWO REASONS BEING ADDED TO THIS THIS THIS POLICY THAT TEACHERS CAN REMOVE A STUDENT FROM THEIR CLASS IF THE STUDENT'S BEHAVIOR REPEATEDLY INTERFERES WITH THE TEACHER'S ABILITY TO TEACH THE CLASS, OR WITH THE OTHER STUDENT'S ABILITY TO LEARN, OR THE STUDENT DEMONSTRATES BEHAVIOR THAT IS UNRULY, DISRUPTIVE, OR ABUSIVE TOWARD THE TEACHER OR ANOTHER ADULT OR ANOTHER STUDENT IN THE CLASSROOM. THOSE ARE TWO ADDITIONS. WHEN THE STUDENT IS REMOVED WITHIN THREE SCHOOL DAYS, THERE MUST BE A MEETING THAT THE MEETING MUST BE BETWEEN THE APPROPRIATE ADMINISTRATOR. ON CAMPUS CAN BE THE CAMPUS BEHAVIOR COORDINATOR OR THE CBC, OR THE CAMPUS PRINCIPAL AS DESIGNATED OR, AND IT WILL ALSO BE WITH THE STUDENT'S PARENT, THE STUDENT, AND THE TEACHER THAT REMOVED THE STUDENT FROM THE CLASS THAT IS IN THE TEXAS EDUCATION CODE. AND THAT'S ON THE INITIAL NOTICE OF THIS. ONCE THE TEACHER HAS MADE THAT WRITTEN, NOTICE THAT THAT THE STUDENT IS GOING TO BE REMOVED, THEN WE HAVE THIS, THIS, THIS, THIS MEETING. WE'VE ADDED THE STATEMENT HERE AT THE END FROM FEEDBACK FROM THE BOARD. THE TEACHER DOES HAVE THE OPTION TO PROVIDE INPUT FOR THIS MEETING THROUGH A WRITTEN STATEMENT. SO THEY'RE STILL GOING TO BE PROVIDING INPUT. THEY'RE STILL GOING TO BE MAKING THEIR STATEMENT AS TO WHY THE STUDENT IS BEING REMOVED, BUT THEY CAN DO IT IN WRITING IF THEY CHOOSE NOT TO BE AT THE MEETING. MR. RAINWATER, I'M SORRY. GO AHEAD, SIR, GO AHEAD. GO AHEAD. MR. RAYMER, WILL YOU GO, PLEASE? GO BACK TO SLIDES. YES, SIR. ON THAT. THE STUDENT'S BEHAVIOR REPEATEDLY SOMEWHERE. I'M LOOKING FOR THE WORD DOCUMENTED. 
          MISBEHAVIORS. OKAY. SO EVERYBODY WILL KNOW. YES, SIR. MADAM SECRETARY. THANK YOU SIR. I'M ALSO LOOKING, MR. WELLS, FOR THOSE DEFINITIONS IN THE BACK. WE MAY THINK THAT EVERYONE HAS A COMMON UNDERSTANDING OF UNRULY, DISRUPTIVE AND ABUSIVE, BUT IT MAY NOT BE COMMON PRACTICE. DO WE HAVE IT IN GLOSSARY ANYWHERE? THAT'S. I DON'T BELIEVE THOSE TERMS ARE IN THE IN THE GLOSSARY. TYPICALLY WE'RE DEFINING TERMS THAT ARE SCHOOL BUT WE CAN ADD THOSE IF YOU LIKE. I WOULD THINK BECAUSE WE'RE TALKING ABOUT A REMOVAL THAT WE'D WANT SOME TEETH THAT SAYS HERE'S THE DEFINITION. SO THAT ALL OF THE STAFF THAT'S OUT THERE USING IT WOULD HAVE SOME BACKBONE AND TEETH TO IT THAT SAYS, THIS IS THE DEFINITION WE'RE USING, BECAUSE MY UNRULY IS DIFFERENT THAN YOUR UNRULY. MR. WELLS, I'M GOING TO ASK BOARD COUNSEL TO COME FORWARD AT THIS TIME. I THINK SHE HAS SOME FEEDBACK FOR US. I JUST WANTED TO SPEAK TO MR. RAINWATER'S COMMENT ABOUT THE WORD DOCUMENTED. HOUSE BILL SIX REMOVED THAT LANGUAGE. THAT IS THAT IS A SIGNIFICANT CHANGE IN TEACHER REMOVAL FOR THE LAST 25 YEARS, PROBABLY AT LEAST THE CRITERIA WAS DOCUMENTED, REPEATED INTERFERENCE. THAT WORD HAS BEEN REMOVED BY HOUSE BILL SIX. WHILE SHE'S THERE. MADAM SECRETARY. SO WHILE YOU'RE THERE, HOW DO WE BEGIN DUE PROCESS? IF IT'S NOT, ARE WE JUST TO ASSUME THERE'S DOCUMENTATION OR WE DON'T HAVE TO HAVE IT? OR THAT IS WHAT HOUSE BILL SIX SAYS NOW THERE YOU GO. HOUSE BILL SIX. I THINK THE INTENT PERHAPS IS TO GIVE MORE AUTHORITY TO THE CLASSROOM TEACHER AND LESSEN THE BURDEN TO SEEK REMOVAL OF A CHILD FROM THEIR CLASSROOM. THAT'S MY UNDERSTANDING OF THE INTENT. 
          THANK YOU. ANY OTHER MR. MINTS IN THIS VERY BRIEF, AND I WANT TO GO BACK. JUST BACK A SLIDE. 
          WHAT'S THE PENALTY FOR PROPPING OPEN A DOOR? IT'S A SERIOUS IT'S A SERIOUS OFFENSE. SO IT WOULD FALL UNDER THAT CATEGORY OF SERIOUS OFFENSE. IT'S DISCRETIONARY OKAY. FOR DAP PLACEMENT ALL THE WAY. BUT IT COULD BE. IT COULD BE DEPENDING ON THE SEVERITY. WHEN THE WHEN THE ADMINISTRATOR DOES THE INVESTIGATION WHAT WAS THE INTENT, WHAT WAS WHAT WAS INVOLVED AND EVERYTHING IT COULD BE. YEP. PERFECT. THANK YOU. YES, SIR. DOCTOR OSBORNE MICAH, FOR BOARD CONTEXT, DO YOU MIND PROVIDING THE DATA ON THE NUMBER OF TEACHERS THAT HAVE INITIATED A STUDENT REMOVAL IN THE LAST TWO YEARS? WE'VE HAD THREE. OKAY, SURE. MIKE. AGAIN, SIR. 
          OKAY. ONCE THE STUDENT IS REMOVED, THERE IS A RETURN TO CLASS PROCEDURE THAT IS PUT INTO 
          [01:50:03]
PLACE. AND THE STUDENT HAS BEEN FORMALLY REMOVED BY THE TEACHER. WE INCLUDED THIS LANGUAGE IN THE STUDENT CODE OF CONDUCT BECAUSE THERE WAS SOME CONVERSATION AROUND THAT PROCESS. NO LATER THAN THE THIRD CLASS DAY, THE STUDENT BEING REMOVED, THE CONFERENCE MUST BE HAD. THE CONFERENCE THAT'S BEING HAD IS NOT GOING TO INCLUDE THE TEACHER THAT IS DOING THE REMOVAL. AND THERE WAS I THINK THERE WAS A LITTLE BIT OF LACK OF CLARITY ON THAT IN PREVIOUS PRESENTATIONS. 
          AND SO THAT TEACHER THAT'S MAKING THAT STATEMENT, THAT'S REMOVING STUDENT CANNOT BE INVOLVED. SO IT IS A CAMPUS ADMINISTRATOR, CAMPUS PRINCIPAL OR THE CBC AND TWO, TWO TEACHERS THAT ARE SELECTED BY THE BY THE PRINCIPAL. THEY WILL COME TOGETHER. THEY WILL REVIEW THE DOCUMENTATION. THEY WILL REVIEW THE INCIDENTS AND DETERMINE WHAT IS BEST FOR THIS CHILD. THAT CHILD CAN BE PLACED IN ES CAN BE SUSPENDED OUT OF SCHOOL. THEY CAN BE RETURNED TO CLASS WITH DIFFERENT STRUCTURES. IF THAT'S THE THAT'S THE DECISION. THERE'S A LOT OF THINGS THAT GO INTO THAT DECISION. IS THIS THE BEST CLASS FOR THEM TO BE IN? IS IT THE ONLY CLASS FOR THEM TO BE IN ON THIS CAMPUS WHERE WE CAN TAKE CARE OF THEIR SPECIFIC NEEDS? THINGS LIKE THAT ARE GOING TO GO INTO THAT DECISION ALL THE WAY UP TO MAYBE DETERMINING IF THIS CHILD NEEDS TO MOVE FORWARD FOR A PLACEMENT THAT CAN BE A PART OF THIS, THIS DECISION AS WELL. OKAY. AND THERE YOU SEE, WE ADDED THE LANGUAGE OF WHO IS INCLUDED IN THE COMMITTEE TO BE ABLE TO REVIEW THIS PLACEMENT. 
          ALSO, WE ADDED THE PARAGRAPH ABOUT THE RIGHT TO APPEAL. SO THE PARENT OR THE STUDENT HAS A RIGHT TO APPEAL THIS CHANGE OR THIS REMOVAL FROM THE CLASSROOM JUST AS PART OF THEIR DUE PROCESS, LIKE THEY WOULD FOR ANY OTHER REMOVAL. THEY HAVE AN OPPORTUNITY TO SPEAK THEIR TALK ABOUT THEIR SIDE OF THE STORY AND HAVE THEIR DAY. ON PAGE 26, WE SEE THE ABILITY NOW FOR THE CAMPUSES TO OUT OF SCHOOL, SUSPEND STUDENTS IN BELOW GRADE THREE. THESE TWO BULLET POINTS HAVE BEEN ADDED TO THE TWO THAT WERE ALREADY EXISTING. CONDUCT THAT THREATENS THE IMMEDIATE HEALTH AND SAFETY OF OTHER STUDENTS, OR DOCUMENTED CONDUCT THAT RESULTS IN REPEATED OR SIGNIFICANT DISRUPTION TO THE CLASSROOM. WE CAN NOW ASSIGN THOSE STUDENTS TO OUT-OF-SCHOOL SUSPENSION WHERE WE COULDN'T IN THE LAST COUPLE OF YEARS. THERE IS A REQUIREMENT BY THE CAMPUS, THOUGH, WITH THESE YOUNGER CHILDREN TO INVESTIGATE AND MAKE SURE THAT THEY HAVE CARE AT HOME. WE CANNOT SEND A CHILD HOME THAT IS BELOW THE GRADE THREE. AND THEN WHERE THEY DON'T HAVE CARE, WE'RE GOING TO MAKE SURE IF THEY DON'T HAVE PROPER CARE AT HOME, THEN THEY WOULD BE BROUGHT BACK TO CAMPUS AND ASSIGNED TO ES. WE NOW SEE A CHANGE, AND THIS IS A SIGNIFICANT CHANGE IN THE LENGTH OF ES THAT STUDENTS CAN BE ASSIGNED TO. THE CAP HAS BEEN LIFTED. STUDENTS CAN BE ASSIGNED TO ES INDEFINITELY. HOWEVER, IF THEY ARE ASSIGNED MORE THAN TEN DAYS, EVERY TEN DAYS THERE HAS TO BE A REVIEW BY DONE BY THE CAMPUS ADMINISTRATOR TO ENSURE THAT THAT STUDENT'S ACADEMIC PROGRESS IS BEING MET, THEIR BEHAVIORAL PLAN IS BEING MET IF THEY ARE A CHILD WITH THAT RECEIVES SERVICES FOR BEING DISABLED, THEY HAVE TO ENSURE THAT THOSE DISABILITIES, THOSE ACCOMMODATIONS ARE BEING AFFORDED TO THAT CHILD WHILE IN ES, OR WE ARE REMOVING SOME OF THEIR FREE AND APPROPRIATE EDUCATION DAYS OR FAPE DAYS, THAT HAS TO BE DOCUMENTED. WE DOCUMENT THAT THROUGH A PROCESS CALLED SMART ES. THAT IS A PART OF THE DOCUMENTATION THAT WE DO FOR THEIR DUE PROCESS. AND SO THE EVERY TEN DAYS THAT PRINCIPAL IS GOING TO REVIEW THAT AND ENSURE THAT THE PLACEMENT IN ES IS STILL APPROPRIATE. WE HAVE MADE A CHANGE TO THE RDAP HEARING PROCESS. THIS IS WHERE WE ON PAGE 29 TO 37, EVERYWHERE THAT THE DISTRICT HEARING OFFICER WAS, WAS MENTIONED THERE AS, AS PRESIDING OVER THAT PROCESS, WE HAVE CHANGED MADE THE CHANGE FOR APPROVAL TO THE CAMPUS PRINCIPAL BEING THE BEING THE HEARING OFFICER. EXCUSE ME. THAT IS A DECISION OF THAT CAMPUS ADMINISTRATOR. AND WE HAVE ADDED TO AGAIN, THROUGH FEEDBACK FROM THE BOARD, THE CAMPUS ADMINISTRATOR OR DESIGNEE SHALL SERVE AS THE HEARING OFFICER. SO THIS COULD BE REQUESTED TO BE THE DISTRICT HEARING OFFICER BY THAT CAMPUS PRINCIPAL. IT COULD BE THE SEVERITY OF THE SITUATION. IT COULD BE THE RELATIONSHIP WITH THE PARENT THAT THEY THAT THEY KNOW THAT THIS IS PROBABLY NOT GOING TO GO WELL. AND THEY WANTED THE DISTRICT HEARING OFFICER TO HEAR THIS, THIS SITUATION. THERE'S LOTS OF REASONS THERE. IT COULD BE ANOTHER CAMPUS PRINCIPAL AS WELL IF WE DESIGNATE THAT. BUT PUTTING IT IN THERE AS CAMPUS ADMINISTRATOR OR DESIGNEE WILL ALLOW US THE OPPORTUNITY FOR THAT PRINCIPAL TO REQUEST ANOTHER HEARING OFFICER. YES, MA'AM. MADAM SECRETARY, I KNOW WE HAD DISCUSSION ON THAT. EXCUSE ME, MR. WELLS. I'M IN 
          [01:55:07]
AGREEMENT FOR HEARING. OFFICER. I STILL AM NOT CONVINCED THAT PULLING A PRINCIPAL TO GO OVER AND HEAR ANOTHER PRINCIPAL'S DE A POSSIBILITY FOR PLACEMENT IS THE BEST WAY TO DO BUSINESS. IT JUST APPEARS OR MIGHT APPEAR TO A PARENT THAT WE ARE NOT BEING ABOVE BOARD. AND SO I'M GREATLY CONCERNED ABOUT THAT. AND I HEAR YOU SAY IT'S STILL A POSSIBILITY, AND I WOULD HOPE THAT WE WOULD USE THAT SUPER SPARINGLY OR NOT AT ALL. I'M JUST ONE MEMBER. I WOULD TELL YOU, OUR INTENT OUT OF OUR OFFICE IS THAT IF A IF A PRINCIPAL REQUESTS SUPPORT IN THIS AREA, WE'RE GOING TO HAVE THAT BE HEARD BY THE DISTRICT HEARING OFFICER. WE DID POLL ALL OF THE PRINCIPALS IN THE DISTRICT, AND OVER 80% WERE NOT ONLY COMFORTABLE WITH TAKING ON THIS ROLE, BUT WERE ALSO COMFORTABLE WITH IF THEY NEEDED, THEN THAT CAMPUS LEVEL HEARING WOULD BE HEARD BY THE DISTRICT HEARING OFFICER. THAT WAS THEIR RESPONSE. AND SO WE'RE GOING TO TAKE THAT FEEDBACK FROM THEM, AS WELL AS THE FEEDBACK FROM THE BOARD TO IMPLEMENT THAT. AND THEY FELT COMFORTABLE BEING IMPARTIAL, NOT FEELING ANY PRESSURE. I KNOW YOU LET ME MAKE THIS ASSIGNMENT. IF I DON'T, YOU'RE GOING TO BE UPSET. I WON'T ANSWER THE REALITY OF THAT. I'M SURE YOU ALL HAD THAT DISCUSSION, BUT THAT'S THE REAL DEAL. I WON'T ANSWER FOR THE PRINCIPALS ON THAT. OKAY, MISS ADAMS, WHAT I WILL SAY IS IN MY IN MY EXPERIENCES AS A PRINCIPAL, WHAT YOU JUST EXPLAINED IS EVERY TIME WE GO TO THE TABLE FOR THIS TYPE OF MEETING. SO WE TAKE THOSE THINGS VERY SERIOUSLY. THIS IS NOT SOMETHING, NOT A PROCESS THAT WE TAKE LIGHTLY AS PRINCIPALS. AND IN OUR DISCUSSIONS WITH PRINCIPALS, THEY UNDERSTOOD WHAT WE'RE ASKING THEM TO DO. AND TH, THE ADDED BURDEN OF BRINGING THIS TO THEM, BUT ALSO THE POSSIBILITY OF ALLOWING THEM TO BE THE DECIDER IN THIS PROCESS AND THE POTENTIAL OF THAT. AND I'M SURE YOU'RE GOING TO GO OVER THE APPEAL PROCESS HERE IN A SECOND. YES, MA'AM. ON THAT DECISION. THANK YOU, MR. MINTZ. OKAY. SO AS I STATED BEFORE, AGAIN, AD NAUSEAM, I THINK THIS IS A GALACTICALLY BAD IDEA. SO ON THE CAMPUS LEVEL, IF THE REMOVAL IS INITIATED BY A ASSISTANT PRINCIPAL AND THE PRINCIPAL THEN WOULD BE A HEARING OFFICER, YOU HAVE A WHAT IS THE LIKELIHOOD THAT THAT PRINCIPAL IS GOING TO SHUT DOWN THEIR SUBORDINATE WHO'S BRINGING SOMETHING FORWARD? IF THEY DO THAT, THEN DOES THE SUBORDINATE KEEP BRINGING THINGS FORWARD? PROBABLY NOT. THAT'S A BAD IDEA. IF THE PRINCIPAL DELEGATES THAT DOWN TO AN AP, THE AP IS THEN IN A POSITION WHERE THEY HAVE TO POTENTIALLY RENDER A DECISION THAT'S IN OPPOSITION TO WHAT THEIR BOSS AND THEIR RATER THINKS. THAT TOO IS A BAD IDEA. WHEN YOU SEND IT TO ANOTHER PRINCIPAL. SO KIND OF JUST TALK THROUGH THAT TO ITS LOGICAL CONCLUSION. RIGHT. THERE'S THE PRINCIPAL HAS TO GET TAKE TIME TO GET FAMILIAR WITH THE CASE. THEN THEY HAVE TO GO ACROSS THE DISTRICT DRIVE HERE IT WHICH TAKES, I DON'T KNOW, AN HOUR MAYBE MORE. THEN THEY HAVE TO MAKE IT UP. MAKE UP, MAKE A DECISION. RIGHT. SOMETHING CERTAINLY. AND THEN COME BACK TO THEIR CAMPUS. SO HOW MUCH TIME DOES THAT COST A PRINCIPAL. AND YET WE'RE GOING TO SIT HERE AND SAY OUR PRINCIPALS ARE INSTRUCTIONAL LEADERS. WE'RE JUST PUTTING IT ON ANOTHER PRINCIPAL. WHEN WE HAVE AN EXISTING STRUCTURE THAT IS PURPOSE BUILT TO HANDLE THIS. SO I THINK THAT'S ANOTHER REASON THAT IT'S A TERRIBLE IDEA. PRINCIPALS ASKING THEIR PEERS TO GO, HEY, I DON'T WANT TO DO THIS. CAN YOU DO THIS FOR ME? WHAT IS THE LIKELIHOOD THAT YOU'RE GOING TO GET A FAIR OUTCOME? I THINK IT'S BETWEEN SLIM AND NONE. NOT TO SAY THAT OUR PRINCIPALS CAN'T BE OBJECTIVE, BUT THESE ARE THEIR PEERS. THESE ARE THE PEOPLE THAT THEY WORK WITH EVERY DAY. I DON'T THINK THAT YOU'RE GOING TO GET A FAIR OUTCOME FOR IT. I STILL BEYOND THE SPEED. I DON'T I DON'T KNOW WHAT THE PROBLEM THAT WE'RE TRYING TO SOLVE IS, IF IT'S THAT WE'RE NOT PROCESSING THESE THINGS FAST ENOUGH, WELL THEN, BY GOD, LET'S JUST HIRE ONE MORE HEARING OFFICER AND AN INDEPENDENT, NEUTRAL, DETACHED PERSON WHO'S LOOKING AT THIS WITH NO PRESSURE WHATSOEVER ON THEM. I JUST, FOR THE LIFE OF ME, CAN'T UNDERSTAND WHY WE'RE DOING THIS. I THINK PUNISHMENT SHOULD BE HARD. I THINK DAP SHOULD BE A PLACE WHERE KIDS DON'T WANT TO GO, BUT BY GOD, WE SHOULD GIVE THEM THE PROPER DUE PROCESS IN GETTING THERE. AND WE'RE STRIPPING THAT AWAY AND WE'RE JUST FABRICATING. WE'RE CREATING ALL OF THIS WORK FOR. I'M STILL NOT SURE WHAT. SO I AM A HARD NO ON THIS. WE SHOULD KEEP IT WITH THE DISTRICT HEARING OFFICERS. MADAM CAPITO, CAN WE GET SOME CLARITY ABOUT WHY THIS IS COMING FORTH? 
          [02:00:04]
BECAUSE I THINK THAT'S MAYBE WHAT SOME OF THE QUESTION IS, IS LIKE, WHY ARE WE WANTING TO DO THIS? HOW IS THIS BENEFITING OUR STAFF, OUR FAMILIES, OUR STUDENTS? WHAT IS THE BENEFIT OF THIS? YOU WANT TO SPEAK TO THAT? I KNOW WE TALKED LAST TIME ABOUT HOW WE GOT HERE. ABSOLUTELY. I FIRST WANT TO GO BACK TO MICAH'S POINT ABOUT THE SERIOUSNESS THAT THE PRINCIPALS COME TO THE TABLE WITH WHEN THEY CONDUCT A HEARING. THEY DO NOT TAKE IT LIGHTLY. SO I JUST WANT TO CONTINUE TO REITERATE THAT THERE IS A CLEAR UNDERSTANDING OF THE RESPONSIBILITY OF THE ROLE OF THE PRINCIPALSHIP. AND WHEN YOU ARE EXECUTING A HEARING, I THINK THAT'S IMPORTANT TO SAY FIRST. 
          SECOND TO THAT, WE HAVE HAD NUMEROUS CONVERSATIONS WITH OUR CAMPUS LEADERS AROUND THIS TOPIC GOING BACK INTO APRIL, EARLY MAY, ABOUT HOW WE MIGHT NOT ONLY STREAMLINE FOR EFFICIENCY, BUT ENSURE THAT OUR BEST JUDGMENT AT CAMPUS IS RELATED TO DISCIPLINE, IS BEING EXECUTED WHEN A RECOMMENDATION HAPPENS. I WOULD NEVER WANT TO PLACE OUR CAMPUS PRINCIPALS IN CONFLICT WITH THE DISTRICT HEARING OFFICERS, SO I DEFINITELY AM HESITANT TO GO INTO THAT FORM OF DETAIL HERE. 
          BUT THERE IS SENTIMENT AT OUR CAMPUS LEADERSHIP LEVEL THAT THEY WOULD PREFER THAT THE RECOMMENDATION FOR A PLACEMENT AT DAP RESTS WITH THEM AT THE CAMPUS LEVEL. THERE HAVE BEEN VERY FEW OVERTURNED BY DISTRICT HEARING OFFICERS PREVIOUSLY. I THINK THE NUMBER IS BETWEEN 30 AND 40. HOWEVER, THE NUMBER OF MODIFICATIONS THAT HAVE HAPPENED AT THE DISTRICT HEARING OFFICER DOES CAUSE PAUSE AROUND THE ADMINISTRATORS BEING THE BEST JUDGMENT ABOUT HOW TO MOVE FORWARD WITH IMPROVING BEHAVIOR AND MAKING GOOD DECISIONS FOR DISCIPLINE FOR STUDENTS MOVING FORWARD. IN ADDITION TO THAT, STREAMLINING AND EFFICIENCY IS MOST CERTAINLY A CONCERN. 
          CONCERN THAT INFORMATION WAS RECEIVED TO US IN OUR PROCESS. WALKING THROUGH OUR RESPONSE TO THE DISCIPLINE INCIDENT OF SIGNIFICANT MAGNITUDE IN MARCH. AND THAT RECOMMENDATION IS SOMETHING THAT WE PROCEEDED WITH IDEATING AROUND AND WHAT THAT MIGHT LOOK LIKE. AND IN ADDITION TO NOT HAVING A TWO TIER PROCESS, WE WANT TO BE MOST ALIGNED WITH DISTRICTS THAT ARE A REFLECTION OF OUR POPULATION AND ENROLLMENT SIZE AND THE PRACTICES THAT HAPPEN IN DISTRICTS WITH OVER 40,000 KIDS. SO I WANT TO MAKE SURE I HEARD THIS RIGHT. YOU YOU'RE TELLING ME THAT THE LEADERSHIP, MEANING OUR CAMPUS PRINCIPALS, THIS IS WHAT THEY WANT, CORRECT? THAT'S THEIR RECOMMENDATION AS A WHOLE. WE WE'VE SPOKEN WITH THE PRINCIPALS ON MORE THAN ONE OCCASION, BASED ON THE FEEDBACK WE RECEIVED FROM THE BOARD. WE DID AN ADDITIONAL POLL ABOUT COMFORT AND HOW WE MIGHT PROCEED WITH THAT IN THE BEST WAY BEFORE MAKING A DECISION THAT WAS MISALIGNED. AND I FEEL VERY CONFIDENT THAT WE HAVE NOT MISUNDERSTOOD THE SENTIMENT OF OUR CAMPUS LEADERS. OKAY. THANK YOU, MR. MINTZ. SO I'M JUST GONNA ASK A YES OR NO QUESTION, IS THERE ARE WE NOT PROCESSING THESE THINGS FAST ENOUGH? IS THAT THE PROBLEM WE'RE TRYING TO SOLVE? BECAUSE I'M DOCTOR OSBORNE, WITH ALL DUE RESPECT, I DON'T I DON'T HEAR AN ANSWER TO THE QUESTION. IF WHAT WE ARE. WHAT PROBLEM ARE WE SOLVING? IS IT THAT IT'S TOO SLOW? OR IS IT THAT PRINCIPALS WANT TO MAKE THOSE DECISIONS AT THE CAMPUS LEVEL BECAUSE THEY DON'T? AND I DON'T UNDERSTAND WHAT BEING IN CONFLICT WITH THE DISTRICT HEARING OFFICERS, THERE'S NO CONFLICT DISTRICT HEARING OFFICER. THAT'S THEIR JOB TO MAKE THAT DECISION AGAIN. I JUST I WOULD LIKE JUST PREFER A SIMPLE ANSWER TO THIS. MR. MINTZ, IF I COULD I JUST AS I UNDERSTAND DOCTOR OSBORNE'S COMMENTS, WAS THAT. WON'T SAY CONFLICT, BUT DECISIONS THAT ARE MADE BY HEARING OFFICERS AREN'T NECESSARILY REFLECTIVE OF HOW OUR CAMPUS LEADERSHIP FEELS, AS THOUGH CERTAIN DISCIPLINARY ISSUES THAT ARE REACHING THEM SHOULD BE HANDLED. AND I THINK THEY PREFER TO HAVE MORE CONTROL IN THE ABILITY TO BE ABLE TO CONTROL WHAT I'LL SAY, TO CONTROL HOW THEY RATE THE SEVERITY OF OFFENSES. THAT'S KIND OF HOW I'M. YES, SIR. 
          YOU'RE CORRECT. IN ADDITION TO THAT, I THINK THAT IT'S IMPORTANT FOR CAMPUS LEADERS TO CONTINUE TO BE ABLE TO HAVE RELATIONSHIP WITH THEIR PARENT, PARENTS AND FAMILIES AND REGARDLESS OF THE PLACEMENT DECISION, KEEPING THAT DECISION AT THE CAMPUS LEVEL ALLOWS THAT RELATIONSHIP TO CONTINUE TO BE FOSTERED AS THE STUDENT IS TRANSITIONING AND TRANSITIONING BACK, TRANSITIONING TO AND TRANSITIONING BACK. BUT I WOULD ALSO ADD, IT IS AN EFFICIENCY. 
          [02:05:05]
IT IS AGREEMENT WITH WHAT SHOULD BE HAPPENING, MODIFICATION OR OVERTURNING. AND IT IS ABOUT RELATIONSHIP WITH THE FAMILY AND THE FINAL DECISION ABOUT WHAT MIGHT HAPPEN WITH THE PLACEMENT. 
          MR. MINTZ SO I'M STILL A LITTLE CONFUSED, BUT I THINK I GOT IT NOW. SO WHAT PRINCIPALS ARE SAYING IS PRINCIPALS WANT TO BE THE JUDGE, JURY AND EXECUTIONER. MEANING, WHICH IS ANOTHER WAY OF SAYING THEY WANT TO CONTROL EVERYTHING AT THE CAMPUS LEVEL, BECAUSE SOMETIMES THE FOLKS THAT ARE NEUTRAL AND DETACHED, THE DISTRICT HEARING OFFICERS MAY SEE THINGS A LITTLE BIT DIFFERENTLY. SO WHAT WE'RE GOING TO DO NOW IS WE'RE GOING TO ESTABLISH 54 DIFFERENT CAMPUS STANDARDS, AS OPPOSED TO STANDARDS OR UNIFORM DECISION MAKING THAT'S MADE BY HEARING OFFICERS THAT ARE NOT EMOTIONALLY ATTACHED TO FAMILIES, TO THE CHILDREN. THEY ARE MAKING A DECISION THAT'S IN ACCORDANCE WITH THE CODE OF CONDUCT AND THE RULES THAT THIS BOARD HAS ESTABLISHED. THAT'S THAT'S THE THAT'S I THINK THE DECISION THAT WE'RE BEING ASKED TO MAKE. AND I DON'T I DON'T KNOW THAT WE SHOULD POWER ALL THAT DOWN. YOU'RE GOING TO END UP WITH THIS VARYING INTERPRETATIONS OF THINGS. AND AGAIN, I THINK IT JUST DENIES THE FUNDAMENTAL DUE PROCESS THAT WE'RE TRYING WE'RE TRYING TO PUT THESE THINGS IN PLACE TO MAKE SURE THAT IF KIDS GO TO DAP, THEY'VE EARNED IT. ANY OTHER FEEDBACK FROM TRUSTEES, MADAM VICE PRESIDENT? SO OVER THE YEARS, WE'VE SPOKE ABOUT CONSISTENCY IN OUR DISCIPLINARY PROCESS AND HOW IMPORTANT THAT WAS AND THAT WE WANT THAT. AND SO WHEN I LOOK AT THIS AND I THINK DAP, WHETHER IT'S MANDATORY OR DISCRETIONARY, THE CAMPUS PRINCIPAL IS GOING TO BE THE PERSON WHO IS THE DECIDING PERSON AS TO WHETHER THIS CHILD GOES TO THE D E P, THEN I DON'T THINK WE'RE HAVING CONSISTENT POLICIES ACROSS OUR DISTRICT. AND I'M NOT SURE WHY THE PRINCIPAL WOULD WANT TO BE PUT IN THAT POSITION, BUT AGAIN, I'M NOT IN THEIR SEAT, SO I'M NOT GOING TO WEIGH IN ON THAT. BUT I WOULD LIKE TO SEE CONSISTENCY ACROSS THE DISTRICT. AND IF EACH PRINCIPAL IS DECIDING, THEN I DON'T THINK WE HAVE CONSISTENCY. MADAM CAPITO. OKAY. IS THERE MAYBE A WAY THAT THIS COULD BE A JOINT EFFORT BETWEEN THE CAMPUS PRINCIPAL AND THE HEARING OFFICER? I MEAN, I HEAR THAT PRINCIPALS WANT TO HAVE INPUT. THEY KNOW THEIR FAMILIES, THEY KNOW THE CIRCUMSTANCES. THEY EVEN KNOW MAYBE THAT JOHNNY IS CHANGED AND LIFE HAS GOTTEN ROUGH, OR HIS MOTHER PASSED AWAY OR WHATEVER HAS OCCURRED THAT MAYBE SPARKED SOME OF THESE THINGS. I UNDERSTAND WANTING THEM TO HAVE THAT. I DON'T WANT TO PUT PRINCIPALS IN A POSITION WHERE THEY GET THEY'RE SUBJECT TO SCRUTINY ON ANYTHING OR THE CONSISTENCY OF THE DISTRICT. 
          CAN'T WE DO SOMETHING WHERE THIS GETS TO BE, THAT IT'S THE PRINCIPAL AND THE HEARING OFFICER, THAT THEY HAVE TO JOINTLY COME TO AN AGREEMENT, AND THAT THAT PRINCIPALS INPUT IS VALUED AT THAT LEVEL. I MEAN, I CAN SEE THAT I'M I'M A FORMER EDUCATOR, BUT I WE ALSO WHAT WILL THE HEARING OFFICERS DO IF THEY'RE NO LONGER HEARING CASES? SO THE ANSWER TO YOUR QUESTION IS, YES, WE CAN DO THAT. THEY'RE ALREADY GOING TO BE STILL A PART OF THE PROCESS. SO INITIALLY WHEN THE INITIAL DECISION IS MADE AT THE CAMPUS LEVEL TO OR AT THE CAMPUS TO MOVE A CHILD FORWARD IN THE PROCESS TO THE PRINCIPAL FOR THE FOR THIS HEARING, THEY'RE GOING TO COLLECT ALL OF THE DOCUMENTATION, EVERYTHING. AND THAT'S GOING TO BE FORWARDED TO THE DISTRICT HEARING OFFICE, TO THE TO DISTRICT HEARING OFFICERS TO BE REVIEWED TO ENSURE THAT NOT ONLY ARE THE VIOLATIONS THAT ARE THERE, ARE THEY IN LINE ALIGNED WITH DISTRICT POLICY, STATE POLICIES TO BE MOVED FORWARD FOR A PLACEMENT? BUT IS ALL OF THE OTHER PIECES OF THE DUE PROCESS IN PLACE AT THAT TIME? WHEN WE TALK ABOUT THE DAP WE HAVE, WE'RE GOING TO GO INTO MORE DETAIL ABOUT THAT PROCESS. SO THEY ARE A PART OF THAT PROCESS. SO THERE IS A COMMUNICATION AND A CONVERSATION THAT'S BEING HAD THERE. WE'RE NOT GOING TO AT THIS TIME BE A PART OF WILL IT BE 30 DAYS OR 45 DAYS. BUT I WILL ALSO SAY THAT CURRENTLY, AS WE STAND TODAY, WITHOUT THIS BEING IN PLACE, THE PRINCIPAL ALREADY HAS THAT DECISION, THE RECOMMENDATION OF THE AP WHEN THEY COME FORWARD IS A RECOMMENDATION FOR THE PRINCIPAL TO APPROVE, TO MAKE A RECOMMENDATION TO THE DISTRICT HEARING OFFICER. SO THEY'RE MAKING A RECOMMENDATION FOR A RANGE OF TIME, A RANGE OF ASSIGNMENT ALREADY COULD BE A MINIMUM TEN DAYS. SOME OF OUR 
          [02:10:02]
OFFENSES GO ALL THE WAY UP TO 90. SO THERE'S ALREADY THAT THAT ABILITY OF THAT PRINCIPAL TO MAKE THAT DECISION BASED ON THAT INDIVIDUAL SITUATION, THE PATTERN OF BEHAVIOR, THE INVESTIGATION THAT WAS BROUGHT TO IT, THE ALL OF THE DETAILS SURROUNDING THAT SPECIFIC INCIDENT, WHO WAS INVOLVED, WHAT WHAT WHAT OCCURRED, WHAT WAS THE PREVIOUS INFORMATION THAT WE HAD ON THIS SITUATION? ALL OF THOSE THINGS HAVE TO BE CONSIDERED FOR THAT PRINCIPAL TO MAKE A DECISION. SO WHEN AN ASSISTANT PRINCIPAL COMES FORWARD, THEY MIGHT BRING SOMETHING FORWARD AND SAY, I'M RECOMMENDING 45 DAY PLACEMENT. THE PRINCIPAL MAY SAY, I'M NOT BASED ON WHAT WE HAVE HERE. THEY COULD SAY, I'M GOING TO MOVE FORWARD FOR 30 DAY PLACEMENT, OR WE'RE NOT GOING TO MOVE FORWARD IN THIS PROCESS AT ALL, AND WE'RE GOING TO DO THESE THINGS. THEY ALREADY HAVE THAT ABILITY IN PLACE. WHAT WE'RE SAYING IS INSTEAD OF TAKING THAT DECISION AND MOVING IT FORWARD TO ANOTHER HEARING PROCESS, WHICH IS IDENTICAL TO THAT ONE JUST BEING HEARD BY ANOTHER PERSON, THE PRINCIPAL IS MAKING THE DECISION FOR THE PLACEMENT, BUT YOU'RE ALSO SAYING THAT BEFORE THAT DECISION CAN BE MADE BY THE PRINCIPAL, THAT ALL OF THE DATA AND INFORMATION WAS REVIEWED BY THE DISTRICT HEARING OFFICER? YES, MA'AM. I THINK THAT IF THAT LANGUAGE WAS IN HERE, IT MAY MAKE A LITTLE BIT MORE SENSE. SOMETHING TO THE EFFECT OF THE CAMPUS ADMINISTRATOR OR DESIGNEE SHALL SERVE AS A HEARING OFFICER ONCE THE PACKET HAS BEEN APPROVED OR REVIEWED BY THE DISTRICT HEARING OFFICER, BECAUSE THIS DOESN'T LOOK LIKE IN THIS POLICY THAT THERE IS A DISTRICT LEVEL INPUT, EVEN THOUGH MAYBE IT'S SOMEWHERE ELSE AND I'M JUST NOT SEEING IT. 
          AND THERE'S ANOTHER SENTENCE THERE. WE CAN ADD THAT LANGUAGE IF NECESSARY. I'M GOING TO LET DOCTOR DAVIS HAS BEEN WAITING PATIENTLY AND I THINK HE HAS SOME INPUT MAYBE. YEAH. IF I IF I MAY ADD A LITTLE INSIGHT, I KNOW WE TALKED JUST YESTERDAY SOMEWHAT ABOUT THIS AS IN WHAT YOU'RE TALKING ABOUT NOW IS WHAT WHAT DURING MY TIME WE CALL IT GATEKEEPER MODEL. NOW I THINK WHAT SO LET'S TALK ABOUT THE MANDATORY. THAT'S EASY. THAT'S VERY BLACK AND WHITE. REALLY WHAT WE'RE TALKING ABOUT IS DISCRETIONARY PLACEMENTS. THOSE SHADES OF GRAY WHERE IT CAN GET MUDDY. AND THERE MAY BE SOME DISAGREEMENTS. AND ULTIMATELY AND THEN WE'RE TALKING ABOUT ULTIMATELY WHAT YOU ALL ARE DESCRIBING WHEN WE TALK ABOUT A GATEKEEPER MODEL, AT THE END OF THE DAY, WHO HOLDS THE POWER TO MAKE THAT FINAL DECISION? NOW, IN MY EXPERIENCES, PRINCIPALS ARE REFERRING TO CHILD TO DAP AND THOSE DISCRETIONARY. THE HEARING OFFICER IN MY EXPERIENCE, IS WE'RE WE TOOK TIME TO REVIEW ALL THE THINGS THEY THEY JUST SHARED. AND IF WE CAN'T COME TO AN AGREEMENT, THAT'S WHERE I'M SUGGESTING. THAT'S WHERE I THINK THE RUB IS WHERE THE POWER LIE. BECAUSE THE REALITY IS, GUYS, WE'RE JUST TALKING. LET'S JUST TALK ABOUT HUMAN BEHAVIOR. WELL, I'M NOT SUGGESTING THAT. WELL, LET'S JUST TALK ABOUT IMPLICIT BIASES. 
          AND WHEN YOU'RE IN THE THROES OF SOMETHING, OBVIOUSLY OUR PRINCIPAL DOESN'T COME TO SCHOOL WANTING TO MISTREAT CHILDREN. BUT WE HAVE TO ALSO BE CANDID AND OPEN ABOUT JUST HUMAN, THE HUMAN PSYCHE WHEN YOU'RE CLOSE TO A THING, GUYS. AND SO THINKING ABOUT THOSE IMPLICIT BIASES, POTENTIAL BIASES AS YOU RELATE TO, AS SUPPORTING YOUR TEAM AND SO ON AND SO FORTH. SO HOW ARE WE BEST ABLE TO MAKE THOSE DECISIONS? THAT SAID, I'M JUST SUGGESTING THAT ULTIMATELY, TYPICALLY, I WOULD SAY THE GREAT MAJORITY OF TIME YOU'RE GOING TO COME TO A CONSENSUS THAT HIRING OFFICERS IN THAT PRINCIPAL. BUT FOR THOSE FEW, THOSE, THOSE, THOSE FEW NUMBER OF TIMES THAT WE JUST CAN'T COME TO AN AGREEMENT, THAT'S WHERE TO ME, THE ULTIMATE DECISION HAS TO BE WHERE WAS WHERE DOES THE BOARD FEEL COMFORTABLE WITH THAT DECISION LIES WITH IF WE CAN'T COME TO A HAPPY MEDIUM BECAUSE THERE ARE SHADES OF GRAY AND SOMEONE'S GOING TO HAVE TO MAKE THAT FINAL DECISION, SAY, WELL, HEY, YOU EITHER, YOU KNOW, OVERTURN THIS NOW AT YOUR LEVEL, BECAUSE IF IT GETS TO LEVEL TWO ANYWAY, YOU WILL LIKELY NOT BE SUPPORTED. DOES THAT MAKE SENSE? SO I'M SIMPLY SAYING IN MY HUMBLE OPINION, MOST OF THE TIME WE'LL GET THERE TOGETHER. BUT IF FOR SOME REASON WE CANNOT, I WOULD SUGGEST THAT THAT DECISION LIES WITH THAT, THAT HEARING OFFICER AS AN OVERSIGHT. THAT'S THE WAY MY EXPERIENCES HAVE GONE THROUGH THAT, MR. MINTZ. SO I GUESS IT'S A QUESTION FOR DOCTOR DAVIS. SO AS I UNDERSTAND WHAT YOU'RE SAYING, IS IN IN PRACTICE, WHEN THESE THINGS COME UP, THE IF THE PRINCIPAL, IF EVERYBODY'S KIND OF IN ALIGNMENT, THE DISTRICT HEARING OFFICER IS GOING TO HEAR IT, BUT IT'S JUST GOING TO BE A RUBBER STAMP MOVING THROUGH WHERE THE DISTRICT HEARING OFFICER, WE'RE ASKING HIM TO CALL OR HER TO CALL BALLS AND STRIKES IS WHEN THERE'S WHEN THERE'S DISAGREEMENT. RIGHT. SO WE'RE STILL PROVIDING A LAYER OF PROTECTION. PRINCIPALS ARE STILL GETTING INPUT. THIS IS THIS PROTECTS PRINCIPALS FROM HAVING TO MAKE THESE DECISIONS. SO I THINK I THINK OUR CURRENT MODEL IS JUST WHAT YOU DESCRIBED. I BELIEVE SOMEBODY CAN TELL ME I'M WRONG. MADAM. WELL HOLD ON FIRST 
          [02:15:05]
LET'S I WANT TO GET AN ANSWER TO MR. MENSAH'S QUESTION. THEN I'LL GO TO MADAM SECRETARY. I'M NOT. 
          I DON'T KNOW THAT I HAVE A DEFINITIVE ANSWER TO YOUR QUESTION, MR. MINTZ. YOU'RE ASKING IF OUR CURRENT MODEL WHERE WE. WE GO TO THE CAMPUS LEVEL PRINCIPAL TO MAKE A RECOMMENDATION TO THE DISTRICT HEARING OFFICER, IF THAT PROVIDES A LAYER OF PROTECTION FOR THE PRINCIPAL? NO, NO, WHAT I'M SAYING IS, IN PRACTICE, WHEN THESE CASES COME TO OUR DISTRICT HEARING OFFICERS, THEY'VE GOT INPUT FROM THE PRINCIPAL. AND IF THE DISTRICT HEARING OFFICER LOOKS AT IT AND SAYS, WELL, YEAH, I MEAN, I AGREE WITH THAT. THEN IT THEY MOVE THROUGH KIND OF IT. THAT RECOMMENDATION FROM THE PRINCIPAL WOULD JUST SIMPLY CARRY THROUGH BECAUSE THE DISTRICT HEARING OFFICER WOULD READ THE PRINCIPAL, HAVE THE HEARING AND SAY, WELL, YEAH, THAT'S THAT'S WHERE WE'RE AT. IT'S ONLY LIKE DOCTOR DAVIS DESCRIBED WHERE THERE'S WHERE THERE'S A DISAGREEMENT THAT THE DISTRICT HEARING OFFICER GETS THE FINAL CALL. I THINK THAT ALSO LEADS TO A MORE UNIFORM. LIKE MISS JONES WAS DISCUSSING A MORE UNIFORM DECISION MAKING PROCESS. DOCTOR OSBORNE, I'D JUST LIKE TO CLARIFY WITH DOCTOR DAVIS, AND MAYBE I MISUNDERSTOOD. I HEARD OR INTERPRETED THAT THE CAMPUS PRINCIPAL WOULD BE THE HEARING OFFICER, AND IF THERE WAS DISAGREEMENT ABOUT WHAT TO PROCEED ON, THEN IT WOULD THE DEFERENCE WOULD GO TO THE DISTRICT HEARING OFFICER, BUT THE HEARING WOULD BE WITH THE CAMPUS PRINCIPAL OTHERWISE. IS THAT WHAT YOU WERE DESCRIBING? YES, THAT THAT IS THAT IS CORRECT. AND THE SETUP THAT I WAS ACCUSTOMED TO, THAT I'VE BEEN ACCUSTOMED TO THE WE START OUT THAT THAT HEARING OFFICER. AND I WOULD TELL YOU IF YOU POLLED MOST DISTRICTS PROBABLY IN THE STATE OF TEXAS, THE HEARING THE LEVEL ONE HEARING OFFICER IS TYPICALLY THE PRINCIPAL. BUT MANY OF US HAVE GONE TO THAT GATEKEEPER MODEL BECAUSE OF THESE THINGS. IT'S DISCRETIONARY PLACEMENTS, PERHAPS. COULD THEY NEED GUIDANCE? SOMETIMES. NOT OFTEN, BUT SOMETIMES THEY ARE TOO CLOSE TO IT. AND SO THAT HEARING OFFICER WOULD REVIEW THAT INFORMATION, MAKE SURE THEY'RE THEY'RE IN ALIGNMENT, THAT YOU'RE FOLLOWING THE LOOKING AT THOSE MITIGATING FACTORS INTENT AND SO ON AND SO FORTH. AND IF FOR SOME REASON THERE'S A DISAGREEMENT THERE, IF WE JUST CAN'T COME TO AN AGREEMENT, THEN THAT HEARING OFFICERS WITH THAT SUPERVISORY ROLE TRUMPS THAT DECISION. AND DOCTOR OSBORNE, MIGHT I REQUEST THAT WE TAKE A LOOK AT THE HEARING FLOW PROCESS AS WE DISCUSS THIS, SO THAT WE COULD LOOK AT THE CHART AND DISCUSS SIMULTANEOUSLY. BRENDA, IS IT OKAY IF YOU BRING THAT UP FOR US? THE CAMPUS LEVEL HEARING PROCESS FLOW CHART. AND IT'S AN ATTACHMENT FOR THIS ITEM. MADAM SECRETARY, I THINK I'M STILL STRUGGLING WITH THE RATIONALE. I THINK IF IT HAD BROUGHT BEEN BROUGHT TO US WITH THE DATA THAT SHOWS WE'RE SEEKING EXPEDIENCY, WE HAD A BACKLOG. WE'VE GOT TWO HEARING OFFICERS THERE. BACKLOG. 
          IF WE COULD HAVE SEEN THE RATIONALE OF WHY WE'RE CHANGING IT, I JUST THINK AND, YOU KNOW, AS A FORMER HEARING OFFICER FOR THE SCHOOL DISTRICT, YOU WANT THAT IMPARTIAL PERSON BEING THE ONE THAT MAKES THAT DECISION. BECAUSE WHEN YOU THINK ABOUT THE PARENT AND HOW THE PARENT MIGHT FEEL OR NOT FEEL ABOUT THE DECISION, THE PRINCIPAL WILL SAY, WELL, WE TOOK IT TO THE HEARING OFFICER. THEY'RE IMPARTIAL. THEY'RE NOT A PART OF OUR THEY'VE REVIEWED ALL OF THE FILE, WHATEVER, WHATEVER THIS DECISION HAS BEEN MADE, HERE'S YOUR APPEAL PROCESS. THAT'S WHAT WE'VE HAD FOR DECADES. AND I DON'T UNDERSTAND WHY WE'VE JUST, IN A FATAL SWOOP, TAKEN THE CAMPUS LEVEL OUT. WE PUT THE PRINCIPALS IN THE DRIVER'S SEAT. TO ME, AS A FORMER, AGAIN HEARING OFFICER, WE'RE RUBBER STAMPING AND JUST PLACING KIDS. AND I'M STILL STRUGGLING WITH IT. YOU KNOW, I'M NOT SURE IF WE'RE GOING TO GET THE RESULT THAT WE'RE EXPECTING WHEN WE TAKE THE HEARING OFFICERS OUT OF THE EQUATION. SO I GUESS IT'S STILL YET TO BE SEEN. THERE'S A FLOW CHART, DOCTOR OSBORNE THANK YOU SIR. SO ON THE RIGHT HAND SIDE IF WE JUST TAKE A LOOK AT THE GENERAL EDUCATION STUDENT, THIS ENTIRE FLOWCHART TAKES IN MIND THAT THE OFFENSE HAS TAKEN PLACE AND THE ASSISTANT PRINCIPAL HAS HAD A CONFERENCE SUCH THAT THE RECOMMENDATION IS A PLACEMENT AT DAP. SO IF WE LOOK AT THE SECOND BOX UNDER GENERAL EDUCATION, THAT CAMPUS LEADER WOULD SUBMIT ALL CAMPUS LEVEL HEARING CHECKLIST ITEMS TO THE HEARING OFFICER AND TO THE 
          [02:20:02]
HEARING OFFICER FOR REVIEW AT THE DISTRICT LEVEL, WITH THE REQUIREMENT THAT THE HEARING OFFICER APPROVE ALL OF THE CONTENTS TO INCLUDE THE DATA, THE DISCIPLINE, HISTORY, AND ALL OF THE MITIGATING FACTORS THAT RESULTED IN A RECOMMENDATION FOR THE PLACEMENT. SO THE MODEL OR THE FLOWCHART AS IT'S DESCRIBED HERE, IS A GATEKEEPER MODEL IN THAT SAME WAY. AND I THINK WHAT WE MIGHT ADD WITH THE OPINION AND BACKGROUND OF DOCTOR DAVIS IS THAT MAYBE THERE'S AN ADDITIONAL BULLET THERE THAT SAYS, IN THE EVENT THAT THERE IS DISCREPANCY ABOUT HOW TO PROCEED WITH A DISCRETIONARY PLACEMENT, WE DEFER TO THE CAMPUS. I'M SORRY, DEFER TO THE DISTRICT HEARING OFFICER FOR THE DECISION. MR. MINTZ. SO THE DISTRICT, THE DISTRICT HEARING OFFICER STILL HAS TO DO EVERYTHING EXCEPT MAKE THE DECISION. I MEAN, THAT'S HOW I READ IT. AGAIN, NOBODY HAS ARTICULATED TO ME A REASON WHY WE NEED TO CHANGE THIS. I DON'T SEE AN UPSIDE. WHY ARE WE BROKE? FIXING SOMETHING THAT THAT SEEMS TO WORK. TO WORK? WELL, AGAIN, I, I GOT IT, BUT IT JUST SEEMS LIKE THE DISTRICT HEARING OFFICER IS DOING EVERYTHING EXCEPT THE HEARING. AND WE'RE GOING TO TAKE THAT AND PUT IT ON A CAMPUS PRINCIPAL WHO I'M SURE WILL HAVE SOME OTHER BRIEFING WHERE WE GET FOLKS TO COME UP HERE AND SAY, MY GOD, THE CAMPUS PRINCIPALS DON'T HAVE ANY TIME. AND NOW WE'RE PUTTING ANOTHER REQUIREMENT ON RATHER THAN HAVE PEOPLE IN A SYSTEM THAT'S PURPOSE BUILT TO HANDLE, IT MAKES NO SENSE. DOCTOR OSBORNE, AN EFFORT TO OFFER A IDEA AROUND COMPROMISE. AND BASED ON THE FEEDBACK THAT WE RECEIVED FOLLOWING THE SMITH INVESTIGATION, THE TWO TIER PROCESS IS A CHALLENGE WITH EFFICIENCY AND PRESENTS THE CHALLENGE FOR THE STUDENT REMAINING ON CAMPUS AFTER A SIGNIFICANT INCIDENT. SO IF THE CAMPUS WAS NOT TO CONDUCT THE HEARING, THEN THE RECOMMENDATION FROM THE ADMINISTRATION WOULD MOST CERTAINLY BE FOR US TO ELIMINATE THE CAMPUS LEVEL CONFERENCE, BECAUSE IN HAVING A CAMPUS LEVEL CONFERENCE, WE CREATE A TWO TIER PROCESS. AND FEEDBACK THAT WE'VE RECEIVED FROM FAMILIES IS ESSENTIALLY THEY'RE GOING TO A TRIAL LIKE SETTING TWICE, REVIEWING THE EXACT SAME INFORMATION, ONLY TO FIND OUT AT A LATER DATE WHAT'S UNFOLDING. SO IF THERE IS DISCOMFORT WITH PROCEEDING WITH THE PRINCIPAL AS THE CAMPUS HEARING OFFICER, AND WE WANT TO DEFER TO A DISTRICT HEARING OFFICER, THEN OUR RECOMMENDATION WOULD MOST CERTAINLY BE TO REMOVE THE CAMPUS LEVEL CONFERENCE, WHICH IS A VERSION OF A HEARING. MR. SO WE'RE HAVING A CAMPUS LEVEL. SO. CURRENT PRACTICES, WE HAVE A CAMPUS LEVEL CONFERENCE WHERE PARENTS COME IN, ADMIT CAMPUS ADMINISTRATOR HEARS IT, AND THEN THEY SEND A RECOMMENDATION UP TO THE DISTRICT HEARING OFFICER FOR FINAL DECISION. SO I THOUGHT WE WERE IS THAT THE PROCESS TO CLARIFY THE CURRENT PROCESS IS THREE STAGES. FOLLOWING THE INFRACTION, THERE WOULD BE THE INITIAL PARENT CONFERENCE THAT'S CONDUCTED TO REVIEW THE REFERRAL. THE ADMINISTRATOR IN THAT SCENARIO, WHICH IS 100% OF THE TIME, THE AP GOING TO INFORM THAT FAMILY THAT THE RECOMMENDATION IS FOR DEEP PLACEMENT, AND THAT RECOMMENDATION IN STAGE TWO GOES TO A CAMPUS LEVEL CONFERENCE. THAT CONFERENCE IS FORMAL AND STYLE. IT IS CONDUCTED AS A FORMAL HEARING AND THE AUTHORITY OF THE PRINCIPAL IN THAT SCENARIO IS TO AGREE WITH THE RECOMMENDATION OF THE AP AND THEN MOVE THAT FORWARD TO THE DISTRICT LEVEL HEARING OFFICER. SO IT'S A THREE STAGE PROCESS, AND TWO OF THOSE VERY STRONGLY RESEMBLE THE SAME THING, WHICH IS A FORMAL HEARING SETTING. THE WHOLE PURPOSE OF HAVING THAT IS TO PROVIDE THAT INPUT TO THE DISTRICT HEARING OFFICER AND TO LISTEN TO FAMILIES. THE HEARINGS HEARING OFFICER IS THE DETERMINING FACTOR IN PLACEMENT. SO I WOULD NOT CONSIDER IT OR DESCRIBE IT AS INPUT. IT IS THE DISTRICT HEARING OFFICER IS THE DECIDER IS THE ULTIMATE ARBITER. 
          IT'S. YES SIR OKAY. BUT BUT THE THERE'S THE REASON THAT WE DO THINGS ON CAMPUS IS SO THAT THE DISTRICT HEARING OFFICER CAN BE BETTER INFORMED AND MAKE A BETTER DECISION. REPEAT THE QUESTION ONE MORE TIME. SURE THING. THE REASON WE DO THE CAMPUS LEVEL HEARINGS IS SO THAT THE DISTRICT HEARING OFFICER HAS AS COMPLETE A SET OF FACTS AS THEY CAN INPUT FROM THE CAMPUS 
          [02:25:08]
LEADERSHIP, PERHAPS TEACHERS FROM PARENTS, SO THAT WE FULLY UNDERSTAND WHAT IS HAPPENING THAT'S LEADING TO THIS PLACEMENT. THAT IS NOT THE PURPOSE. MICAH, DO YOU WANT TO TALK ABOUT IT A LITTLE BIT? ABSOLUTELY. SO THE CAMPUS LEVEL CONFERENCE, WHEN IT'S CONDUCTED, THAT'S RECOMMENDATION BY THE AP WE'RE RECOMMENDING. SO THEN THE PRINCIPAL IS MAKING UPHOLDING AN ADJUSTING OR DENYING THAT RECOMMENDATION. AND THEN BASED ON THE OUTCOME OF THAT, IF THEY ARE BEING RECOMMENDED FOR THAT PLACEMENT, THEN THAT ASSISTANT PRINCIPAL WOULD TAKE THAT DECISION. AND IT'S AND IT'S JUST WE'RE MAKING SURE THAT WE'RE INFORMING THE PARENTS. THEN WE WOULD IF THE STUDENT IS A STUDENT WITH A DISABILITY, THEY WOULD HAVE TO GO TO EITHER AN MD OR AN MD TO ENSURE THAT ALL OF THAT'S BEING FOLLOWED. IF THERE'S NO LINK FOUND THERE, THEN THE DISTRICT LEVEL HEARING WOULD BE CONDUCTED AT THAT TIME. THE ASSISTANT PRINCIPAL THEN WOULD TAKE ALL OF THE SAME INFORMATION THAT THEY'VE PRESENTED TO THE PRINCIPAL. THE PARENT IS STILL THERE, THE STUDENT IS STILL THERE. THEY STILL HAVE AN OPPORTUNITY TO ANSWER TO AND HAVE AN OPPORTUNITY FOR INPUT TO ALL OF THE INVESTIGATION AND THE EVIDENCE THAT HAS BEEN PLACED IN FRONT OF THEM. AND THEN THE DISTRICT HEARING OFFICER WILL HEAR THE RECOMMENDATION FROM THE PRINCIPAL VIA THE AP AND DECIDE, DO THEY UPHOLD THAT? DO THEY REDUCE IT, CHANGE IT, OR DO THEY DENY IT AND SEND THE STUDENT BACK TO THE CAMPUS? SO THAT DECISION PROCESS IS REALLY BEING DONE TWICE AND DOCTOR OSBORNE IS CORRECT MANY TIMES LEAVING THE CAMPUS LEVEL CONFERENCE AS A PRINCIPAL, THE PARENT WOULD SAY, WHY DID WE DO THIS? IF I'VE GOT TO GO DO THIS AGAIN IN A IN A FEW DAYS, THEY'RE TAKING OFF OF WORK. AND SO THAT CREATES THAT LACK OF EFFICIENCY IN THAT PROCESS. AND ALSO I THINK WE'VE TALKED ABOUT GOING BACK TO THE INCIDENT IN MARCH. IT'S TO EXPEDITE THE PROCESS. CORRECT? YES, MADAM CAPITO, WHERE'S THE STUDENT IN BETWEEN THE TIME OF THE CAMPUS? I THINK MAYBE THAT NEEDS TO BE CLARIFIED FROM THE CAMPUS LEVEL HEARING THEN TO THE DISTRICT LEVEL HEARING. BECAUSE IF YOUR RATIONALE IS WE NEED TO REMOVE STUDENTS AND KEEP SAFER CAMPUSES. NOW, I CAN GET BEHIND SOME OF THIS A LITTLE BIT BETTER. SO WHERE'S THE CHILD AT THIS TIME. SO PREVIOUSLY THE CHILD AFTER THREE DAYS WAS RETURNED TO CLASS. WE COULD NOT PUT THEM IN A IN AN ALTERNATIVE SETTING LIKE ES OR OSS FOR MORE THAN THREE DAYS AT A TIME. NOW WE ARE WE DO HAVE THE ABILITY TO PLACE THAT CHILD IN THAT ES SETTING FOR THAT DETERMINED AMOUNT OF TIME. HOWEVER, WE DO THAT REVIEW EVERY TEN DAYS, I WILL TELL YOU THAT THERE IT IS. IT'S I'M REVIEWING FILES NOW WHERE IT HAS BEEN SIX WEEKS FROM THE TIME OF THE INCIDENT BECAUSE OF ALL OF THESE STEPS THAT HAVE TO BE CONDUCTED TO THE FINAL DETERMINATION OF PLACEMENT. OKAY. SO THEN THAT'S WHAT WE'RE TRYING TO SOLVE IS HOW LONG IT TAKES FOR A CHILD TO ACTUALLY HAVE WHATEVER THAT CONSEQUENCE IS, MAKE THAT SHORTER, REDUCE THE NUMBER OF MEETINGS FOR PARENTS TO ATTEND, AND MAKE THIS A QUICKER PROCESS. YES, MA'AM. 
          OKAY. LET'S LET'S GET THROUGH EVERYTHING. WE'RE GOING TO COME BACK AND VISIT THAT ONE. YES, SIR. ARE YOU OKAY WITH THAT, MR. MINTZ? MADAM SECRETARY, I MEAN, I'M NOT OKAY WITH IT, BUT I MEAN. BUT WE'LL COME BACK. NO, I'M SAYING THAT WE'LL COME BACK TO THAT ONE SO THEY CAN GET THROUGH ALL THOSE, AND WE'LL COME BACK TO THAT. WE'VE HAD A CHANCE TO PROCESS SOME INFORMATION THAT WILL COME BACK AND MAKE SOME DECISIONS. MR. OKAY. TAKE US BACK TO THE SLIDESHOW SLIDE DECK. WE'RE NOT QUITE TO THAT SLIDE YET. NO. 
          PUT US ON 20 AND I'LL SEE YOU. I'LL GO BACK IF WE NEED TO. OKAY. THAT'S EXACTLY WHERE WE'RE AT. THE VIRTUAL EXPULSION PROGRAM THAT IS BEING ALLOWED TO US BY THE STATE. NOW, IF A STUDENT IS PLACED AT IS EXPELLED AND ASSIGNED TO JJ, THE JUVENILE JUSTICE ALTERNATIVE EDUCATION PROGRAM, AND THEY ARE NOT ENROLLED FOR WHATEVER REASON, THE JJ, JJ PROGRAM DOES NOT TAKE THEM OR IF THEY ARE BECAUSE THEY COULD BE FULL. THERE ARE CAPACITY RESTRICTIONS THERE. WE MAY BE TOLD THAT WE DON'T HAVE WE DON'T HAVE A PLACE FOR THEM. WE COULD ALSO BE TOLD STUDENT WENT THERE. THEY WERE ASSIGNED TO BE THERE FOR 60 DAYS OR 20 DAYS IN. WE'VE GOT SOMEBODY THAT IS MORE SEVERE. THEIR INFRACTION WAS MORE SEVERE. AND THIS CHILD IS BEING RELEASED AND COMING BACK TO YOUR DISTRICT. AS WE STAND HERE TODAY, THAT STUDENT WOULD GO TO DAP IN PERSON AND 
          [02:30:02]
CONTINUE THEIR DAYS AND FINISH THAT ASSIGNMENT. THIS ALLOWS US TO PROVIDE THAT CHILD A VIRTUAL EDUCATION INSTEAD OF SENDING THEM BACK TO THE DAP IN PERSON. THE VIRTUAL EDUCATION WOULD BE CONDUCTED BY THE DAP, BY THE TEACHERS AT DAP, AND WE RECEIVE ADA FUNDING FOR THAT WHILE THAT CHILD IS BEING SERVICED THAT WAY. OKAY. WE MADE AN ADJUSTMENT TO THE DRESS CODE. AS WE TALKED ABOUT EARLIER, THE ADDITION OF THE CLEAR OR MESH BAGS TO THE DRESS CODE IS FOUND THERE IN EXHIBIT C ON PAGE 70 OF THE STUDENT CODE OF CONDUCT DOES LAY OUT THE PARAMETERS FOR THAT THAT EXPECTATION. AND THEN THE LAST ONE HERE, PREVIOUSLY THE VIOLATION FIRST TIME FOR AN E-CIGARETTE VAPE WAS A MANDATORY PLACEMENT. WE NOW HAVE THE ABILITY ON FIRST. THE FIRST INCIDENT TO PLACE THE CHILD IN ES FOR TEN DAYS WHILE THEY ARE IN ES. I DON'T HAVE THE FULL WHILE THEY ARE IN ES. THEY WILL ALSO CONDUCT OUR VAPE ANTI VAPE EDUCATION PROGRAM. IT'S A LESSON THAT THEY WILL DO EVERY DAY. IT'S A SEPARATE SECTION OF THAT EVERY DAY FOR THE TEN DAYS. AS AN AGREEMENT OF THIS WE'RE ALLOWING THEM TO UTILIZE THIS THEY MUST COMPLETE THAT BY THE 10TH DAY OR THEY'LL BE BROUGHT FORWARD FOR POSSIBLE PLACEMENT. DAP BECAUSE THEY'RE NOT THEY'RE NOT MEETING THE EXPECTATIONS THAT WE'VE PLACED FOR THAT. SECOND, AND ANY SUBSEQUENT VIOLATIONS OF THIS WOULD BE A RECOMMENDATION FOR DAP PLACEMENT. AND AGAIN, I WANT TO STRESS THIS IS FOR POSSESSION OR USE BY A SINGLE STUDENT. IF THEY ARE DISTRIBUTING OR SELLING, THAT'S A MANDATORY PLACEMENT. AND THIS IS FOR NICOTINE, VAPES AND OTHER NICOTINE PRODUCTS AS WELL. AND SO THIS IS NOT FOR THOSE VAPES THAT ARE CONTAINING THC. THOSE WOULD GO INTO THE CONTROLLED SUBSTANCE AND THAT WOULD BE A MANDATORY PLACEMENT. AND NOW WE ARE. OKAY. LET'S LET'S GO BACK TO THE FIRST ONE THAT WE HAD DISCUSSIONS ON. AND THAT'S THE PARENTAL AGREEMENT DOCUMENT. AND I WANT TO MAKE SURE AND TRUSTEES, IF WE CAN JUST KIND OF LOCK IN HERE AND GET THIS ONE BEHIND US. MR. MINTZ IS SUGGESTING THAT WE DON'T UTILIZE THE PARENTAL AGREEMENT OPTION IN HERE. I WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS THAT WHEN YOU GET TO THIS POINT WHERE IT'S THE PLACEMENT, THIS STUDENT WOULD HAVE ALREADY HAD UPWARDS OF THREE OPPORTUNITIES DISCIPLINE ISSUES WHERE PARENTS HAVE BEEN NOTIFIED AND PARENTS WOULD HAVE HAD AN OPPORTUNITY TO BE ACTIVE IN THEIR STUDENT'S CONDUCT, IN OUR IN OUR FACILITIES AND TRY TO WORK TOWARDS IMPROVEMENTS IN THEIR STUDENT BEHAVIOR. THAT IS CORRECT. AND SO BY REMOVING THIS, WE'RE SAYING THAT IF YOU'VE HAD THREE OFFENSES AND NO PARENTAL ENGAGEMENT, AND NOW IT'S TIME FOR DAP, WE'RE SAYING, HEY, WE ARE NOT DOING AN AGREEMENT AT THIS JUNCTURE. THAT IS WHAT MR. MENSAH'S RECOMMENDATION IS. I DON'T WANT TO SPEAK FOR YOU. I WANT TO MAKE SURE I'M STATING IT CORRECT. YES, MR. PRESIDENT, YOU'VE YOU HAVE STATED THAT CORRECTLY, I WOULD. I WOULD ASK NOW WHAT IF PARENTS HAVE BEEN INVOLVED ALL THREE STEPS OF THE WAY AND THEY GET TO THAT THAT JUNCTURE? WOULD YOU HAVE AN ISSUE WITH THE POTENTIAL PARENTAL AGREEMENT AT THAT JUNCTURE? PARENTS BUSTING THEIR TAIL TRYING TO GET THEIR KID TO BEHAVE RIGHT? THEY'VE BEEN ACTIVELY INVOLVED WORKING. IT'S BEEN DOCUMENTED BY PRINCIPAL OR AP. THEN THEY GET TO THE DAP. AT THAT POINT, I DON'T KNOW. I MEAN, DO YOU HAVE A PARENT THAT CAN'T AFFECT THE CHILD'S BEHAVIOR? BUT NOW WE'RE GOING TO THEY'RE GOING TO COME IN AND AFFECT THE BEHAVIOR FOR A 10% DISCOUNT. TO ME, THAT SEEMS KIND OF COUNTERPRODUCTIVE. NOW I THINK WHAT IS AGAIN, I'M ONE OF SEVEN, YOU KNOW, OPTION B. WELL MAYBE NOT EVEN OPTION B, BUT I THINK SOME HYBRID WHERE IT SAYS, LOOK, IF IT IS A MANDATORY FIRST TIME PLACEMENT AND PARENTS HAVE NOT HAD IN A PLACE LIKE THAT WHERE PARENTS HAVEN'T HAD THE CHANCE TO GET INVOLVED, BECAUSE THAT'S GOING TO HAPPEN, THERE'S GOING TO BE KIDS WHO DO ONE TIME THINGS WHERE THE PARENTS GET COMES OUT OF THE BLUE, AND A PARENT MIGHT BE VERY EFFECTIVE AT THAT, AND I THINK WE SHOULD GIVE THEM. I'M NOT TRYING TO TAKE RIGHTS AWAY FROM PARENTS. WHAT I'M TRYING TO DO IS MAKE SURE THAT WE HAVE STANDARDS AND DISCIPLINES IN THE SCHOOL. SO IF IT'S THE FIRST TIME, IF IT'S MANDATORY, THE FIRST TIME, I THINK WE'RE ALREADY ESTABLISHED THERE. BUT IF IT'S A MANDATORY PLACEMENT, THEN I THINK THE PARENT SHOULD SHOULD HAVE THE OPPORTUNITY TO GET INVOLVED. IF IT'S A FIRST TIME AND IT'S MANDATORY 100%. BUT IF THEY'VE BEEN INVOLVED THROUGHOUT THE PROCESS AND NOW LET THEM GETTING INVOLVED AGAIN AT THE END WHEN THEY'VE BEEN INEFFECTIVE AT STOPPING IT, I MEAN, DOESN'T MAKE A LOT OF SENSE TO ME. DOES ANYONE HAVE AN ISSUE WITH MR. MINTZ'S PROPOSED REVISION TO 
          [02:35:04]
OPTION B IN PLACE OF THE EXISTING A? WHAT? YEAH, I THINK IT WOULD JUST BE MODIFIED A OKAY, BECAUSE WE ARE ADOPTING A POLICY SPECIFIC LANGUAGE. OKAY. I THOUGHT YOU WERE SAYING A MODIFIED OPTION B, BUT YOU'RE REFERENCING A MODIFIED. YEAH. BECAUSE A SAYS WE OR B SAYS WE'VE NOT. WE'VE CHOSEN NOT TO. I THINK WE'RE CHOOSING TO, BUT WITH SOME COMMON SENSE. I HATE TO USE THAT WORD AND I APOLOGIZE WITH SOME, YOU KNOW, WITH SOME KIND OF THOUGHTFUL PARAMETERS ON IT. CORRECT. SO IT WOULD BE, WELL, A AND B DOESN'T MATTER. IT'S THE LANGUAGE THAT YOU WANT THAT WOULD BECOME WHAT WE WOULD CONSIDER TO ADOPT. AND SO I JUST WANT YOU TO STATE THAT LANGUAGE. 
          AND THAT'S WHAT I. DOES ANYONE HAVE ANY ISSUES WITH THAT FIRST. THAT'S KIND OF I DON'T REALLY LIKE THE PRINCIPLE THEY STATED THERE. IT SAYS THE. UNIVERSITY IS COMMITTED TO. THIS IS FAIR. 
          MR. PRESIDENT, THE DECISION TO REVOKE OR MANY DISCIPLINARY PLACEMENT PERIOD IS AT THE SOLE DISCRETION OF THE SCHOOL ADMINISTRATOR. SO I WOULD LEAVE IT AT THAT. SO THAT WOULD END, OF COURSE, FOR MANDATORY. COULDN'T DO THAT. YOU WOULDN'T HAVE TO DO THAT. SO YOU FAVOR OPTION A AS AS PUBLISHED. THAT'S EXACTLY ANY OTHER. MADAM CAPITO, COULD WE TRY TO GET EVERYONE IN. 
          HERE IS WHERE IT SAYS NO BEHAVIORAL AGREEMENTS ARE ONLY OFFERED FOR INITIAL PLACEMENTS AND ARE NOT AVAILABLE FOR REPEATED PLACEMENTS WITHIN THE SAME SCHOOL YEAR. COULD WE ADAPT THAT TO SAY AND ARE NOT AVAILABLE FOR REPEATED PLACEMENTS OR DISCIPLINARY ACTION, OR DISCIPLINARY INCIDENCES WHERE THE PARENT WAS NOT INVOLVED OR ACTIVE OR SOMETHING LIKE THAT, SO THAT THEN WE'RE BASICALLY SAYING IF THAT PARENT HAS BEEN WE'VE BEEN TRYING TO NOTIFY THE PARENT FOR REPEATED INCIDENCES, IF THAT PARENT HAS NOT BEEN, IF THEY'VE BEEN GHOST THE WHOLE TIME, BECAUSE WHAT WE'RE SAYING IS WE DON'T WE WANT THEM TO BE INVOLVED, RIGHT. MR. RAINWATER, I HAVE TO SAY, I JUST DON'T FEEL SCHOOL ADMINISTRATORS NEED TO BE MICROMANAGED TO THE EXTENT WE'RE TALKING ABOUT NOW. THANK YOU, SIR, MR. MINTZ. SO I THINK I MEAN, THE LAST SENTENCE IS PRETTY GOOD TO SAY. BEHAVIORAL AGREEMENTS ARE ONLY OFFERED FOR INITIAL D D A. PLACEMENTS ARE NOT AVAILABLE FOR REPEATED PLACEMENTS WITHIN THE SCHOOL YEAR, AND ARE OTHERWISE ONLY AVAILABLE FOR FIRST TIME MANDATORY PLACEMENTS OR SOMETHING TO THAT EFFECT. SO AGAIN, THE EXAMPLE I THINK OF IS LIKE A I GUESS A VAPE DOESN'T EVEN TRIGGER A MANDATORY PLACEMENT, BUT SOMETHING THAT WOULD IF IT WAS A THC VAPE, IF IT WAS A THC VAPE ONE TIME, NO OTHER ISSUES. OUT OF THE BLUE KID HAS ONE. A PARENT SHOULD BE ALLOWED TO GET INVOLVED AT THAT POINT, BUT IF IT'S HIS, YOU KNOW, IF HE'S HAD ALL THESE OTHER ISSUES THAT LEAD UP TO IT. SORRY, PARENT, YOU'VE LOST YOUR OPPORTUNITY TO TRY TO GET YOUR 10% OFF COUPON. OKAY. NOW LET'S GO TO THE. THE HEARING A HEARING. WELL, I DON'T KNOW THAT WE RESOLVE THAT, BUT WE'RE ABOUT TO GET TO A MOTION AND WE'RE THAT'S GOING TO KIND OF SOLVE IT. SOMEONE'S GOING TO PUT A MOTION ON THE FLOOR. YES, SIR. THE HEARING PROCESS. WHERE ARE WE? I'M SORRY. WE ARE BACK TO THE WE'RE GOING BACK TO TRY TO GIVE THE LAST BIT OF INPUT ON THE HEARING PROCESS. AND I WANT TO MAKE SURE I THINK YOUR COMMENT YOU REFERENCED NOT TO PUT WORDS IN YOUR MOUTH. YOU REFERENCED THE, THE CAMPUS LEVEL. I THINK MAYBE YOU'RE REFERENCING THIS ONE, THAT HE JUST WENT TO THE HEARING PROCESS, BUT I WANT TO MAKE SURE I'M NOT OFF ON THAT IN TERMS OF THE PARENTAL AGREEMENT FOR YOUR INPUT ON THAT. BUT THE PARENTAL INVOLVEMENT IN THE DISCRETIONARY, THE BUILDING PRINCIPAL IS PUBLISHED IN THE PREVIOUS SLIDE, OPTION A I GUESS REPUBLIC. OKAY. SO, MADAM VICE PRESIDENT. MAY WE GO BACK TO THE CLEAR BAG POLICY THAT WE HAD UP THERE EARLIER? I KNOW YOU GUYS JUMPED IN. OKAY. HOLD ON, HOLD ON, HOLD ON, HOLD ON. LET'S WE'RE GOING TO GET THIS ONE OUT THE WAY I ASK THAT WE PLEASE GET THIS ONE AND THEN WE'LL JUST BECAUSE I, I THINK THIS IS A PRETTY IMPORTANT ONE I THINK THAT THE CLEAR BAG. BUT ANY OTHER FEEDBACK ON THIS ONE? I KNOW MR. MINTZ HAS OFFERED HIS 
          [02:40:01]
FEEDBACK. ANY OTHER SIR? I'M DONE. THANK YOU. OKAY. MISS. MADAM CAPITO, MADAM SECRETARY, TIME WILL TELL. OKAY. ALL RIGHT. CLEAR. BACKPACK. MR. MORRISON. SO SOME OF THE QUESTIONS THAT I HAD IN REFERENCE TO OUR CLEAR BAG POLICY, AND I KNOW WE DID THAT TOWARDS THE END OF THE SCHOOL YEAR AND REFRESH MY MEMORY ON WHY WE DID THAT. THE CLEAR BAG. YES, SIR. I WAS NOT A PART OF THAT DECISION AT THAT TIME. SO I DON'T KNOW THE CONVERSATION THAT SURROUNDED GOING TO CLEAR BAGS THE SCHOOL YEAR. DOCTOR OSBORNE, THANK YOU. AS WE REVISITED THE CIRCUMSTANCES IN WHICH WE FACED THE INCIDENT IN MARCH AS A SENIOR STAFF, WE REVIEWED OPTIONS AND RECOMMENDATIONS FOR SIMILAR DISTRICTS AND SIMILAR CIRCUMSTANCES. OUR SENIOR STAFF HONESTLY MADE PROBABLY A LIST OF 20 PLUS OPTIONS AS WE PROCEEDED WITH WHAT INCREASING SAFETY AND SECURITY MEASURES MIGHT LOOK LIKE. WE REFERENCED DISTRICTS LOCALLY AND OUTSIDE OF THIS AREA. ONE OF THE COMMON THREADS WAS MOVING TOWARDS A CLEAR OR MESH BAG POLICY, AND ALSO COMING INTO ALIGNMENT WITH THE PRACTICES THAT ARE SIMILAR IN ATHLETIC STADIUMS OR AT LARGE EVENTS AND CONCERTS THAT EXPEDITE THE PROCESS OF UNDERSTANDING IF THERE MIGHT BE A WEAPON OR CONTRABAND OR A PROHIBITED ITEM. SO AMONG LOTS OF THINGS THAT ENDED UP BEING A PART OF THE DISCUSSION, THIS WAS ONE OF THE PRECEDENTS FOR AN INCIDENT LIKE WE EXPERIENCED. SO TO THAT, TO THAT STATEMENT, WE ALLOW LUNCH BOXES AND WE ALLOW PURSES. IS A LUNCH BOX SIX INCHES BY NINE INCHES. SO WE'VE HAD QUITE A BIT OF FEEDBACK AROUND THIS. AND WE RECOGNIZE THAT SIX BY NINE IS NOT THE EASIEST TO LOCATE. AND OUR MOST RECENT DISCUSSION AS A LEADERSHIP TEAM, WE TOSSED AROUND THE IDEA OF STATING SIX BY NINE, 2 TO 12 BY 12, WHICH MIGHT BETTER ACCOMMODATE OUR COMMUNITY AND THE AVAILABILITY OF LUNCH BOXES OR NONTRANSPARENT BAGS THAT COULD BE BROUGHT INTO THE BUILDING. SO THAT IS AN ADJUSTMENT WE'RE PREPARED TO MAKE AND HAVE DISCUSSED. SO I UNDERSTAND THAT WE WANT TO DO IT FOR SECURITY REASONS, AND I UNDERSTAND THAT A LOT OF PARENTS HAVE GONE OUT AND PURCHASED CLEAR BAGS OR MESH BAGS, ETC. 
          BUT IF I AM A STUDENT WHO WANTS TO BRING A GUN TO SCHOOL OR A KNIFE TO SCHOOL, THAT LUNCH BOX WILL DO JUST FINE FOR ME AND MY POCKET WILL TOO. SO I DON'T KNOW IF WE'VE ULTIMATELY MADE OUR SCHOOL SAFER BY REQUIRING A CLEAR BAG, BECAUSE IF I'M INTENT ON DOING SOMETHING, I'M GOING TO DO IT. AND IF I'M BRINGING CONTRABAND AT THE SAME THING, I CAN PUT IT IN MY PENCIL CASE, I CAN PUT IT IN MY LITTLE PURSE, I CAN PUT IT IN MY POCKET. AND IT'S THERE UNLESS I GO THROUGH THE METAL DETECTOR AND IT SNAPS ME. IT'S THERE. SO I DON'T KNOW, I DON'T KNOW, I JUST THE CLEAR BAG ISSUE. I JUST, I JUST DON'T KNOW IF WE'RE REAL EFFECTIVE WITH THAT. ANY OTHER INPUT FROM TRUSTEES? OUR TRUSTEES. WE'VE HEARD THE INFORMATION. WHAT'S YOUR DESIRE? MR. PRESIDENT? I MEAN, I'M HAPPY TO MAKE A MOTION ON SOME OF THESE THINGS, AND WE CAN JUST PUT IT TO A VOTE AND STOP THE WAILING AND GNASHING OF TEETH, MR. MINTZ. TAKE A MOMENT. YES, SIR. OH, I WANT TO MAKE SURE. I DON'T KNOW IF I NEED TO LOOK TO JOY MORE. OUR COUNCIL. SO IT'S THE STUDENT CODE OF CONDUCT. AND THE QUESTION WAS POSED BY MR. RAINWATER. CAN WE TAKE THEM ONE AT A TIME OR AS. 
          OR SHOULD WE JUST TRY TO VOTE IT UP WITH THE CHANGES THEN IF IT DOESN'T PASS WITH THE CHANGES AND YOU I MEAN, CERTAINLY SOMEONE COULD MAKE A VERY EXTENSIVE MOTION, RIGHT? THAT SAYS I MOVE THAT WE HAVE PASSED THE STUDENT CODE OF CONDUCT WITH THE FOLLOWING MODIFICATIONS. YOU COULD CERTAINLY MAKE SUCH A MOTION. I MEAN, THIS BOARD'S RIGHT IS TO APPROVE THE STUDENT 
          [02:45:02]
CODE OF CONDUCT, AND IT'S BEING BROUGHT TO YOU WITH RECOMMENDATIONS. AND TYPICALLY THAT WOULD BE AT THIS STAGE, VOTING IT UP OR VOTING IT DOWN. BUT YOU CERTAINLY COULD HAVE THE RIGHT TO MAKE A EXTENSIVE MOTION TO SAY EXCLUDING THIS PROVISION OR EXCLUDING THAT PROVISION. BUT HOW WOULD WE GET THEN WE'D COME BACK TO THE AND IF THAT FAILS, MISS, MISS MOORE, WOULD IT BE APPROPRIATE TO MAKE A MOTION. SO FOR EXAMPLE, ON THE PARENTAL AGREEMENT, MAKE A MOTION REGARDING PARENTAL AGREEMENT OPTIONS AS OUTLINED IN PAGE 19. I MOVE THAT STATE WHAT WE THINK IT SHOULD BE VOTED UP OR DOWN, THEN MOVE TO THE SECOND ONE, WHICH IS OF SOME I THINK THERE'S THREE OF THEM. THERE'S THE PARENTAL AGREEMENT AND THEN THERE'S THE DAP PLACEMENT. JUST MAKE TWO SEPARATE MOTIONS, VOTE THEM UP OR DOWN, AND THEN VOTE ON THE CONDUCT WITH WITH ACKNOWLEDGING MOTIONS AS PREVIOUSLY VOTED ON BY THE BOARD. YEAH, I THINK YOU COULD DO THAT. I MEAN, YOU COULD CERTAINLY, IF THAT'S WHAT THE BOARD HAS TO DO TO GET CLARITY ON PIECEMEAL THESE ISSUES, YOU COULD VOTE ON EACH ITEM AND THEN MAKE AN OVERALL WITH THE PRECEDING MOTIONS. I MOVE, YOU KNOW, WITH THOSE UNDERSTANDINGS, I MOVE TO ADOPT THE STUDENT CODE OF CONDUCT. OKAY. ALL RIGHT. LIKE A MOTION AND AMEND INDIVIDUALLY TO BRING IT ONTO THE FLOOR. AND THEN AMENDMENT TO THOSE THINGS AND THEN. CLEAR, I THINK I THINK AS, AS LONG AS THE BOARD DOESN'T HAVE OBJECTION, THEY CAN DO HOW THEY. YEAH. AS LONG AS THERE'S NO OBJECTION FROM THE BOARD. I THINK YOU CAN, WITH NO DEBATE FROM THIS BOARD ABOUT THE ROBERT'S RULES OF ORDER. I THINK YOU CAN DO IT WITHOUT OBJECTION, HOWEVER YOU'D LIKE. OKAY, OKAY. THANK YOU, MA'AM. MADAM VICE PRESIDENT, I WAS GOING TO ASK IF IT WOULD BE FEASIBLE THAT WE JUST PULLED THE ITEM THAT MR. MINTZ IS REFERRING TO. WE APPROVE IT WITH THAT ITEM BEING PULLED OUT, AND THEN WE COME BACK TO THAT ITEM SEPARATELY. BUT I THINK THAT'S I THINK WE NEED A STUDENT CODE OF CONDUCT TOMORROW. YES. WELL, IS YOUR QUESTION THAT'S WHAT WE'VE JUST TALKED ABOUT IS EXTRACTING AN OUT VOTING ON IT INDEPENDENTLY. BUT YOU'RE SAYING PULL IT OUT TO NOT VOTE AT ALL TONIGHT. ARE YOU SAYING PULL IT OUT AND THEN GO BACK AND VOTE ON IT. YEAH. YEAH. THAT'S WHAT WE'RE THAT'S WHAT WE'RE TALKING ABOUT RIGHT NOW. CORRECT? YES. MR. JONES, I THINK WE'RE JUST DOING IT JUST IN THE REVERSE ORDER. I THINK WE'RE GOING TO VOTE, PULL THEM OUT, VOTE THEM SEPARATELY, AND THEN VOTE THE WHOLE THING. FIRST THING. CAN WE CAN WE ENTERTAIN THE STUDENT CODE OF CONDUCT AS PRESENTED WITH THE FOLLOWING MENTIONED EXTRACTIONS FOR SOLE CONSIDERATIONS? ARE YOU WILLING TO PRESENT IT THAT WAY? I CAN, I CAN. I THINK I CAN MAKE A MOTION TO THAT EFFECT. WILL YOU CAPTURE THE PARENTAL AGREEMENT THE HEARING? I THINK IT'S THE PARENTAL AGREEMENT, THE HEARING. AND I THINK YOU WANT TO BACKPACK. NO, I JUST WANT TO CLARITY AND I WANT IT TO BE STATED IN PUBLIC BECAUSE THE PUBLIC IS ASKING, WHY DO WE HAVE TO SPEND THE MONEY ON CLEAR BAGS? THAT'S MR. RAINWATER. I WOULD MAKE A MOTION TO APPROVE THE STUDENT. PACKAGE. OKAY. SO HERE'S WHAT I THINK. THAT'S I THINK THAT'S A MOTION. MOTION. I JUST WANT TO CONFIRM THAT. YES. YES, PRESIDENT. GET A SECOND, MR. PRESIDENT. HOLD ON ONE SECOND. I JUST I JUST WANT TO GET CLARIFICATION. SO MAKE A MOTION TO SIR. MR. PRESIDENT, WITH ALL DUE RESPECT, I THINK MR. RAINWATER STARTED THIS OUT AS A QUESTION. HE SAID, WHAT IF OR I WOULD LIKE HE DIDN'T. THE INITIAL DISCUSSION WAS AND I SAID I WOULD LIKE TO MAKE I WOULD MAKE A MOTION FOR IT. SO IF YOU AS, AS CHAIR I THINK IT'S A REALLY SLIPPERY SLOPE. BUT I THINK WE WERE I'M GOING TO DEFER TO MR. MINTZ AND ALL DUE RESPECT THAT HE WAS PREPARING A MOTION. 
          WHEN I PAUSE TO GET CLARIFICATION FROM MISS MADAM VICE PRESIDENT THAT SHE WANTED TO ADD THE CLEAR BACKPACKS WHICH CAUSED THE PAUSE, WHICH IS THEN WHEN YOU SHOT AND NOT SHOT IN, WELL, WE'LL SAY DARTED IN OR AND. BUT I JUST ASKED THE QUESTION AND IT WAS A QUESTION. 
          YES. SO WE'RE UNDERSTANDING, MR. MINKS, TO BE SO. I THINK WE ARE FINE. THANK YOU FOR THE CLARIFICATION, SIR. SO AND I THINK PART OF THE REASON IS LET'S JUST GET AN UP OR DOWN VOTE ON IT. SO, MR. MINTZ, IT IS TO YOU, MR. PRESIDENT. I MOVE THAT AS IT RELATES TO THE 
          [02:50:04]
PROPOSED STUDENT CODE OF CONDUCT. I MOVE THAT WE VOTE TO AMEND. THE REQUIREMENTS. GIVE ME ONE MOMENT. I JUST LOST MY PLACE HERE. I VOTE TO VOTE TO AMEND. AS CURRENTLY REFLECTED ON PAGE 19, SUPPLEMENTED BY HANDOUT A REGARDING PARENTAL AGREEMENT OPTIONS AS ALLOWED BY HOUSE BILL SIX. I MOVE THAT WE ALLOW THE USE OF BEHAVIORAL AGREEMENTS UNDER THE CONDITIONS OF A THAT IT IS THE FIRST. PLACEMENT IN VAP, AND B THAT IT IS FOR MANDATORY PLACEMENTS FIRST TIME WHERE A PARENT HAS NOT BEEN ALLOWED THE OPPORTUNITY TO CORRECT THE OFFENSIVE BEHAVIOR. 
          DID EVERYONE DOES EVERYONE UNDERSTAND THAT MOTION? REPEAT IT ONE MORE TIME, SIR, I APOLOGIZE, BUT I JUST WANT TO MAKE SURE WE. MR. PRESIDENT. YES, SIR. MR. PRESIDENT, I MOVE THAT WE AMEND THE STUDENT CODE OF CONDUCT AS PRESENTED SPECIFICALLY THE PARENTAL AGREEMENT PROVISION CURRENTLY DESCRIBED ON PAGE 19 AND SUPPLEMENTED BY HANDOUT A AND AS PERMITTED BY HOUSE BILL SIX, THAT WE ALLOW THE USE OF BEHAVIORAL AGREEMENTS FOR THE STUDENTS FIRST ASSIGNMENT TO DAP AND FOR ANY ASSIGNMENT TO DAP. THAT IS A MANDATORY PLACEMENT. 
          AND THE STUDENT'S FIRST TIME PLACEMENT, WHERE THE PARENT HAS NOT OTHERWISE HAD AN OPPORTUNITY TO BE INVOLVED. I JUST WANT TO MAKE SURE I HAVE CLARITY BECAUSE YOU SAID FOR THEIR FIRST PLACEMENT TO DAP, AND THAT MEANS THEY POTENTIALLY COULD HAVE BEEN COUNSELED AT THREE STEPS UP TO THAT. THAT'S WHY I WANT TO MAKE SURE HOW I HEARD IT. I WANT TO MAKE SURE THAT YES, SIR. SO IT'S THE FIRST THE FIRST PLACEMENT, MEANING THAT THEY'VE NOT HAD ANOTHER PLACEMENT IN DAP THIS YEAR AND THAT IT IS A MANDATORY PLACEMENT. SO IF IT'S A FIRST TIME AND MANDATORY, I THINK YOU'RE NOT SAYING WHAT YOU WANT TO SAY, BECAUSE IF IT'S THEIR FIRST TIME GOING TO DAP, THEY COULD HAVE BEEN THROUGH THREE STEPS OF ISSUES WITH THE PRINCIPAL IN WHICH THE PARENTS WERE NOT INVOLVED. MAYBE I BELIEVE I DID MISSTATE IT FIRST TIME AND MANDATORY. OKAY. IT IS YOUR MOTION, BUT I DON'T THINK THAT'S WHAT YOU'VE ARTICULATED PREVIOUSLY WHEN YOU'RE SAYING THAT, BECAUSE IT COULD BE THEIR FIRST TIME GOING TO DAP, BUT THEY'VE GOT THEY COULD HAVE GONE THROUGH THREE DIFFERENT DISCIPLINE ISSUES. AND WHAT I'M SAYING IS, IF IT'S A FIRST TIME AND MANDATORY MEANING THAT IF THEY ARE, IT IS A MANDATORY PLACEMENT WHERE THERE'S BEEN, AS MR. HARPER ILLUSTRATED, A DA A PEN THAT REQUIRES AN IMMEDIATE PLACEMENT, THAT THEN AND UNDER THOSE CONDITIONS, WOULD WE ALLOW A PARENTAL AGREEMENT? OKAY. SO I THINK YOU WANT TO STRIKE SAM FIRST TIME. I THINK THAT'S I THINK I'M PROBABLY JUST BEING DUPLICATIVE BECAUSE FIRST TIME IS THIS ONLY APPLIES UNDER FOR FIRST TIME ANYWAY. MADAM, I THINK I'M SORRY. THERE'S ALSO GOING TO BE SOME AND CORRECT ME IF I'M WRONG, MICAH IS THAT IF THE LAW REQUIRES THAT WE ARE UNABLE TO ADAPT A DEEP PLACEMENT, SO IT HAS TO BE AN ELIGIBLE PLACEMENT, IS THAT CORRECT? NO. ON EVEN MANDATORY THERE THERE IS A RANGE OF DAYS. OKAY. SO WE CAN STILL DO THAT OKAY. YEAH. I APOLOGIZE SIR. SURE. YOU WANT TO START FROM THE BEGINNING? YEAH I'M PRETTY CONFUSED, BUT GO AHEAD. YEAH. OKAY. WOULD YOU LIKE TO GET. OKAY, MR. PRESIDENT, I MOVE YET AGAIN THAT WE MODIFY THE STUDENT CODE OF CONDUCT AS PRESENTED SPECIFICALLY, PAGE 19 REGARDING PARENTAL AGREEMENT SUPPLEMENTED BY HANDOUT A AND AS ALLOWED BY HOUSE BILL SIX, THAT WE ALLOW THE USE OF BEHAVIORAL AGREEMENTS ONLY IN INSTANCES WHERE THE PLACEMENT IS THE A MANDATORY PLACEMENT. I THINK THAT'S MY MOTION, BECAUSE WE'RE ALREADY PROTECTED BY THE FIRST THE FIRST FIRST OFFENSE ONLY. SO I THINK THAT IS ONLY WE ARE ALLOWING IT FOR MANDATORY PLACEMENTS. IF IT 
          [02:55:05]
WAS THE SECOND TIME, THEN YOU WOULDN'T BE ELIGIBLE ANYWAY. WE HAVE A MOTION BY MR. MINTZ. GOOD QUESTION. CAN I ASK A QUESTION? I THINK I NEED TO WAIT TO SEE IF I GET A SECOND FIRST. THEN I'LL OPEN UP FOR QUESTIONS. I HAVE A MOTION BY MR. MINTZ. WE HAVE A SECOND BY SECRETARY ADAMS. FURTHER DISCUSSION, MR. RAINWATER. WHAT ABOUT DISCRETIONARY ASSIGNMENTS? WOULD THAT OMIT THEM FROM THE. IF WE ADOPTED THIS AS POLICY? SO IF IT IS A. DISCRETIONARY, THEN I'M ASSUMING. LET ME THINK THROUGH THAT FOR A SECOND, MR. RAINWATER, IF IT'S A DISCRETIONARY PLACEMENT, THEN A PARENT SHOULD HAVE HAD AN OPPORTUNITY TO INTERVENE. SO IT WOULD NOT INCLUDE DISCRETIONARY ONLY INCLUDE MANDATORY AS AS THE EXAMPLE THAT MR. HARPER DESCRIBED EARLIER WHERE IT'S A THC VAPE PEN I THINK IS KIND OF THE PERFECT THE PERFECT EXAMPLE. 
          SO WE'VE GOT A MOTION BY MR. MINTZ. WE HAVE A SECOND BY SECRETARY ADAMS. ANY OTHER QUESTIONS? THERE BEING NONE. ALL THOSE IN FAVOR? SHOW OF HANDS. WE HAVE ONE. IS THAT UP OR DOWN? WELL, I DON'T KNOW IF YOU'RE WAVING. THAT'S THAT'S ONE, TWO, THREE. THAT'S FOUR IN FAVOR. 
          THOSE OPPOSED, ONE OPPOSED THOSE ABSTAINING. SO IT LOOKS LIKE IT PASSES BY A VOTE OF FOUR IN FAVOR OF ONE IN OPPOSITION. AND MR. RAINWATER, ONE ABSTAINING AND MYSELF. SO THERE YOU GO FOR ONE, ONE, ONE AND ONE ABSENT, NOT PARTICIPATING. AND TRUSTEE RODNEY GILCHRIST. OKAY, SO IT PASSES. SO NOW WE GO TO THE NEXT STEP, WHICH IS THE REDRESS PARENTAL AGREEMENTS. NOW WE'RE TALKING ABOUT THE HEARING. MADAM CAPITA DO WE CAN WE BRING THIS BACK OR TABLE THIS ONE AND USE WHAT WE CURRENTLY HAVE UNTIL WE COME BACK AND HAVE MAYBE SOME MORE DISCUSSION? I FEEL LIKE WE'RE RUSHING A DECISION, I DON'T KNOW, ANYTHING IS POSSIBLE, BUT WE'VE GOT AN ITEM BEFORE US. I'M ENTERTAINING MOTIONS, MR. PRESIDENT. MR. MINTZ, I MOVE THAT WE MAINTAIN THE CURRENT DEEP PLACEMENT PROCESS USING OUR DISTRICT HEARING OFFICERS. WITHOUT CHANGE. WE HAVE A MOTION BY MR. MINTZ. WE HAVE A SECOND BY SECRETARY ADAMS. ANY FURTHER DISCUSSIONS? ALL THOSE IN FAVOR? SHOW OF HANDS. WE HAVE ONE. YES, YES. NOT AS PRESENTED, BUT AS IS. OKAY. ARE YOU SURE YOU KNOW WHAT YOU'RE VOTING ON? SO WE HAVE. I'M ABSTAINING. NEVERMIND. 
          ABSTAINING. I CAN JUST HOLD YOUR HAND UP OR DON'T HOLD IT UP. ALL THOSE IN FAVOR? WE HAVE THREE IN FAVOR. THOSE OPPOSED? WE HAVE TWO OPPOSED. THOSE ABSTAINING. WE HAVE ONE ABSTAINING. AND MADAM CAPITO, WE HAVE ONE ABSENT NOT PARTICIPATING, SO I. I DON'T THINK THAT'S A THAT'S. FOUR. SO, SO FAILS DUE TO A LACK OF MAJORITY ON A321 VOTE. LET ME MAKE A MOTION I WANT IS IT THOSE PRESENT. IS IT A SIMPLE MAJORITY. IT'S A SIMPLE MAJORITY OF THOSE PRESENT. 234. BUT THREE I MEAN YOU HAVE TO HAVE. YES. YOU'RE RIGHT, YOU'RE RIGHT. YOU GOT IT BECAUSE IT'S AN EVEN NUMBER. CORRECT. SO IT PASSES IT. I'M SORRY. IT FAILS ON A321 VOTE DUE TO A LACK OF A MAJORITY OF THE QUORUM THAT IS PRESENT. CORRECT. NEVER TOO OLD TO LEARN. OKAY, NOW WE HAVE THE REMAINDER OF THE STUDENT CODE OF CONDUCT TO CONSIDER. MADAM SECRETARY, MR. PRESIDENT, I MOVE TO ADOPT THE PROPOSED STUDENT CODE OF CONDUCT AS PRESENTED, THE REMAINING ITEMS THAT WERE NOT TAKEN UP. YES. SO WE HAVE A MOTION BY SECRETARY ADAMS. WE HAVE A SECOND BY MYSELF, BRETT 
          [03:00:02]
WILLIAMS. ANY FURTHER DISCUSSION BY TRUSTEES? ALL THOSE IN FAVOR? SHOW OF HANDS. ONE, TWO. THREE. 
          THOSE OPPOSED? WE HAVE THREE IN FAVOR, TWO OPPOSED. THOSE ABSTAINING. OH I'M SORRY. NO NO NO NO NO, I NEED YOU TO JUST GIVE ME A HAND ON FOR A HAND AGAINST OR A HAND TO ABSTAIN, I WOULD CALL I WOULD RECALL THE VOTE. WE HAVE A MOTION BY SECRETARY. COME ON, LET'S LOCK IN. LET'S LOCK IN, EVERYBODY. LET'S GO. COME ON. I KNOW IT'S TOUGH, BUT LET'S LOCK IN AND FOCUS. WE HAVE A MOTION BY SECRETARY ADAMS. WE HAVE A SECOND BY MYSELF, BRETT WILLIAMS. ANY FURTHER DISCUSSION? NO, I ACTUALLY DIDN'T MEAN TO SAY THAT, BUT. 
          YES. SO IN DOING SO, WE'VE ALREADY VOTED ONE ITEM. AND THE SECOND ITEM THAT WE LOST OR WE HAD THREE, TWO, ONE, WHATEVER THOSE CRAZY NUMBERS WERE. SO THAT'S STILL NOW IN THE BODY OF THIS MOTION. THAT'S CORRECT. THE MOTION THAT'S GOING FORWARD. NOW IT'S STILL IN THAT BODY OF THAT MOTION. CORRECT. AS WRITTEN, AS WRITTEN AND AS PRESENTED. OKAY. THE PRINCIPAL'S HEARING OFFICER. 
          ALL RIGHT. THANK YOU. AS PRESENTED. BUT WE EXTRACTED THOSE ITEMS OUT AND VOTED FOR THOSE SEPARATELY THAT FAILED. FAILED. MS. ADAMS VOTED THEN TO BECAUSE IT'S NOW BACK IN TO A TO VOTE FOR TO PASS THE AS PRESENTED WITH THAT AMENDMENT. THAT'S WHY NO NO NO NO NO OKAY. 
          SO I'M GONNA TELL YOU THAT'S NOT HOW I MEAN I KNOW WE I THOUGHT I'M UNDER THE UNDERSTANDING THAT WE EXTRACTED OUT THE TWO ITEMS, CONSIDERED THOSE, AND NOW WE'RE CONSIDERING THE REST OF THE STUDENT CODE OF CONDUCT MINUS THOSE TWO ITEMS. NO. THAT'S AWESOME. WE CAN ASK THE MAKER OF THE MOTION WHAT HER INTENT WAS. BUT BECAUSE THERE WAS A MOTION ON THE SECOND EXTRACTED ITEM AND IT FAILED, IT NOW REMAINS IN THE STUDENT CODE OF CONDUCT AS WRITTEN. CORRECT. AND THERE WAS A MOTION TO APPROVE THE STUDENT CODE OF CONDUCT AS REMAINS. IF THAT'S NOT WHAT MISS ADAMS INTENDED, SHE CAN CLARIFY THAT. MR. PRESIDENT, I BELIEVE THE MOTION'S BEEN VOTED ON. CAN I MAKE ANOTHER MOTION? WELL IT HASN'T. I'VE GOT TO GET CLARIFICATION BECAUSE. BECAUSE MISS CAPITO VOTED YES FOR. BUT AT THE END AND I DON'T KNOW OKAY, LET'S LET'S BACK UP. LET'S BACK UP. LET'S GET CLARIFICATION ON THE MOTION STATE. LET'S JUST STATE YOUR MOTION ONE MORE TIME. 
          WE NEED TO RECALL THE MOTION. WE NEED TO RECALL THE MOTION BECAUSE WHEN IT FAILED THEN IT BECAME A PART OF THE PROPOSED SCLC. THAT'S CORRECT. THAT WAS MY MOTION. THAT'S CORRECT. 
          MEANING THE PRINCIPALS BEING THE BECAUSE IT FAILED. YES. CORRECT. SO THE WAY THEY PROPOSED IT IS THE WAY THAT I INCLUDED IT IN MY MOTION. THAT'S RIGHT. BECAUSE IT FAILED. YES. OKAY. I. MADAM COUNCIL BECAUSE IT FAILED. NOW SHE'S PRESENTING IT AS HER MOTION AS PRESENTED, WHICH MEANS THE PRINCIPALS WOULD HAVE THAT AUTHORITY. CORRECT? YES. BUT THE, THE AGREEMENTS HAVE THAT HAS CHANGED FOR THE FIRST VOTE. SO THAT IS OKAY. YES. I'M ON THE RIGHT PAGE. THANK YOU FOR YOUR CLARIFICATION. SO DOES EVERYONE UNDERSTAND THE MOTION THAT'S IN FRONT OF THEM? IT'S TO APPROVE THE REMAINDER OF THE STUDENT CODE OF CONDUCT, WHICH DOES INCLUDE, AS PRESENTED BY STAFF, THAT PRINCIPALS WOULD BE THE HEARING OFFICERS. THE TOPIC THAT WE SPENT A SIGNIFICANT AMOUNT OF TIME DISCUSSING. THAT IS WHAT HER MOTION IS PRESENTED AS. SO NOW, ARE THERE ANY QUESTIONS BEFORE I CALL THE VOTE? WHAT ABOUT THE QUESTION OF THE PARENT INVOLVEMENT FROM THE 10% THAT THAT GOT VOTED DOWN IN THE FIRST ACTION THAT MR. MINTZ PRESENTED? BUT NOW THAT GOT APPROVED, I MEAN, GOD, I'M SORRY IT GOT VOTED DOWN. WE DIDN'T VOTE FOR IT AS PRESENTED ORIGINALLY. IT WAS ALTERED TO BE WHAT MR. MINTZ DESIRED IT TO BE. WE PASSED HIS AMENDMENT TO THE TO THE PRESENTATION TO THE STUDENT GOING TO BE IN THE STUDENT CODE OF CONDUCT PARENTAL AGREEMENTS AS HIS AMENDED MOTION. YES. SO, MR. PRESIDENT, WE VOTED ON MISS ADAMS MOTION. CORRECT. WELL, WE'RE ABOUT TO CALL FOR THE CLARIFICATION VOTE BECAUSE I DIDN'T REALLY GET FIRST MOTION. 
          YOU VOTED ON THE SECOND ONE. WE HAVE NOT. THAT'S WHAT WE'RE ABOUT TO OKAY. SO WE'RE VOTING 
          [03:05:02]
ON IT AGAIN. YES. WELL, SHE RETRACTED IT. WHAT. NO NO NO NO NO, WE DIDN'T RETRACT IT. THE FIRST ONE WAS VOTED ON. THE SECOND ONE WHICH FAILED DUE TO THE 321 VOTE. AND THEN SHE HAS NOW PRESENTED THIS IS OUR THIRD ACTION THAT SHE'S PUT OUT THERE ON THIS. AND IT IS AS PRESENTED, MINUS THE ITEM THAT WAS AMENDED, PER MR. MINTZ, THE ORIGINAL ONE. THAT IS CORRECT. I SEE, MADAM SECRETARY. THAT IS CORRECT. SO DOES EVERYONE UNDERSTAND THE MOTION? ALL THOSE IN FAVOR, SHOW OF HANDS. OKAY. TWO IN FAVOR. ALL THOSE OPPOSED. FOUR OPPOSED, ONE ABSENT AND NOT PARTICIPATING. SO WE DON'T HAVE. YOU DO NOT HAVE AN APPROVED STUDENT CODE OF CONDUCT, MR. PRESIDENT. YES, SIR. I'D LIKE TO MAKE A MOTION. I MOVE THAT WE PASS THE STUDENT CODE OF CONDUCT AS PRESENTED. WITH THE EXCEPTION OF THE PARENTAL AGREEMENT AMENDMENT PREVIOUSLY VOTED ON, AS WELL AS. THAT, WE MAINTAIN THE CURRENT DA PLACEMENT AS IT EXISTS TODAY AND NOT AS IT IS PRESENTED IN THE CURRENT STUDENT AND THE PROPOSED STUDENT CODE OF CONDUCT. THE MOTION. MR. PRESIDENT, I MOVE THAT WE APPROVE A STUDENT CODE OF CONDUCT ACKNOWLEDGING OR INCORPORATING THE PREVIOUS VOTE REGARDING PARENTAL AGREEMENTS. AND SO THIS IS A CHANGE THE TO WHAT IS CURRENTLY PRESENTED THAT WE MAINTAIN THE DA PLACEMENT PROCESS AS IT CURRENTLY EXISTS WITHOUT CHANGE. WE HAVE A MOTION BY MR. MINTZ. DOES EVERYONE UNDERSTAND WHAT THAT MOTION IS? I HAVE A QUESTION. LET'S SEE IF WE GET A SECOND. FIRST, I HAVE A MOTION BY MR. METZ. I HAVE A SECOND BY MADAM CAPITO. QUESTIONS? MADAM VICE PRESIDENT, WHEN YOU SAY WITHOUT CHANGE OR AS IT EXISTS, IS IT IN REFERENCE TO THE DOCUMENT BEFORE US OR PREVIOUS? IT IS MY INTENTION IS THAT LAST YEAR'S AS IT'S BEING EXECUTED TODAY, IT WILL BE EXECUTED TOMORROW. THANK YOU. 
          MADAM CAPITO. WHEN WE VOTE ON THIS, I JUST FEEL LIKE THERE'S NOT ENOUGH CLARITY RIGHT NOW. IT SOUNDS LIKE THAT THE STAFF WANTS SOME TYPE OF A CHANGE. BUT WE NEED TO APPROVE A CODE OF CONDUCT. CAN THEY BRING IT BACK TO US LATER? AND WE AMEND THE CODE OF CONDUCT IF NECESSARY? OR IS THIS IT FOR THE WHOLE YEAR? ALL RIGHT. SORRY, I'M NOT TRYING TO MAKE IT COMPLICATED. I WOULDN'T WANT TO DO THAT. I WOULD SAY, LET'S ADOPT THE STUDENT CODE OF CONDUCT. LET'S GIVE OUR LET'S GIVE OUR TEAM, OUR ADMINISTRATORS. THEY'VE GOT GUIDANCE. LET'S LET THEM GO. I THINK IT WOULD BE DIFFICULT TO CHANGE YOUR STUDENT CODE OF CONDUCT IN THE MIDDLE OF THE SCHOOL YEAR. SO WE HAVE A MOTION BY MR. MINTZ. WE HAVE A SECOND BY MADAM CAPITO. ANY FURTHER DISCUSSION BY TRUSTEES, MR. RAINWATER? GREW THE STUDENT CODE OF CONDUCT. WOULD IT REVERT BACK TO WHAT'S IN PLACE? YES. YOU NEED TO PROVE YOU NEED TO APPROVE A STUDENT CODE OF CONDUCT THAT'S REQUIRED BY LAW. OKAY. DO YOU HAVE A MOTION BY MR. MINTZ, A SECOND BY MADAM CAPITO. ANY OTHER QUESTIONS? ALL THOSE IN FAVOR? SHOW OF HANDS. OH, I'M SORRY OF CLARITY, SECRETARY ADAMS. SO THIS MOTION IS ESTABLISHING THAT WE'RE GOING BACK TO CAMPUS LEVEL HEARINGS THE WAY WE DID PREVIOUSLY. AND THE DISTRICT HEARING OFFICER HAVING THE FINAL SAY OF PLACEMENT, IS THAT WHAT YOUR MOTION IS? YES. OKAY. ANY OTHER QUESTIONS? ALL THOSE IN FAVOR? SHOW OF HANDS. 1234. FIVE. IN FAVOR. THOSE OPPOSED ONE. AND MYSELF BRETT WILLIAMS, THOSE ABSENT ARE NOT PARTICIPATING IS TRUSTEE RODNEY GILCHRIST. SO PASSES BY A511 VOTE. THANK YOU FOR YOUR GOOD WORK. THANK YOU, MR. WELLS. SO NOW WE'LL GO TO ITEM B, WHICH IS CONSIDERATION OF A SECOND ADDENDUM TO SUBSTITUTE STAFF PLACEMENT AGREEMENT WITH S SOUTH CENTRAL LLC. WELCOME, MR. WILL BAKER. ALL RIGHT. THANK YOU, MR. PRESIDENT. DOCTOR DAVIS THANK 
          [03:10:05]
YOU. AND BOARD MEMBERS THANK YOU. WE ARE AS YOU KNOW, WE HAVE AN AGREEMENT WITH S TO CO SOURCE OUR SUBSTITUTE PLACEMENTS. WE ARE SUGGESTING AN AMENDMENT TO OUR AGREEMENT IN TERMS OF PAY FOR OUR GREAT SUBSTITUTES THAT WORK FOR US. SO JUST TO REVIEW SOME FACTS, WE DID INCREASE OUR OVERALL FILL RATE BY 11% OVER 2324. WE'RE NOT SATISFIED WITH THAT. WE'RE LOOKING AT THE STATS. WE SAW SOME REALLY GOOD MOVEMENT IN FILL RATES THOUGH AT THE END OF THE YEAR. SO FROM MARCH TO MAY, OUR FILL RATES FOR TEACHERS WENT UP BETWEEN 80 AND 95%. THAT'S WHAT WE WERE TARGETING AND WE'D LIKE TO HIT IT FOR THE FULL YEAR. SO OUR THE GOOD THINGS THAT WE HAVE GOING ARE OUR CURRENT SUB POOL IS NOW THREE TIMES AS LARGE AS IT WAS AT THE BEGINNING OF THE YEAR LAST YEAR, THAT THAT IS CRUCIAL THAT WE KEEP GETTING THAT SUB POOL INCREASED. HOWEVER, WE KNOW THAT OUR CURRENT SUB PAY LAGS BEHIND OUR OUR NEIGHBORING DISTRICTS BY ABOUT 10 TO $15 PER AT EVERY LEVEL. SO WE ALSO KNOW THAT OUR PAY FOR ASSISTANT AND SECRETARIAL POSITIONS IS NOT HIGH ENOUGH FOR FOLKS TAKING THE JOB. AND YOU CAN SEE THAT IN THE STATS AS WE'RE PRESENTING THEM. 
          AND WE DIDN'T GIVE A SUB SUB PAY INCREASE LAST CYCLE. SO WHAT WE'D LIKE TO DO IS RAISE THE PAY. WE THINK THAT WILL FILL THE PAY RATES, THE INCREASE THE FILL RATES IN ALL THE POSITIONS, NOT JUST THE TEACHERS, BUT ALSO IN OUR SECRETARIAL AND AIDE JOBS. SO WITHOUT FURTHER ADO, UNLESS YOU NEED ME TO STOP AND TALK ABOUT ANY OF THOSE ISSUES, I'LL PRESENT WHAT WE'RE PROPOSING AT THE TOP OF THIS CHART. YOU'LL SEE WHAT WE CURRENTLY HAVE. WE HAVE FOR NON-DEGREED FOLKS, WE HAVE 90 DEGREE FOR $90 A DAY FOR A TEACHER, $80 FOR EIGHT OR SECRETARY, A FULL DAY TEACHER FOR WITH A FOUR YEAR DEGREE GETS $100 A DAY. AND THEN IF WE HAVE A CERTIFIED TEACHER, THEY GET 115. WHAT WE'D LIKE TO DO AND WHAT'S IS PROPOSED TO US, AND THEY WOULD LIKE TO SEE, IT'S KIND OF A GRADUATED RATE AS WE GO THROUGH THE YEAR. THIS IS TO ENCOURAGE FOLKS NOT TO JUST TAKE 2 OR 3 JOBS AND THEN QUIT ON US, OR WHERE WE SINK ALL THE MONEY AND TIME INTO TRAINING THEM. WE WANT TO REWARD FOLKS WHO TAKE MORE JOBS THROUGH THE YEARS. SO YOU CAN SEE AS WE GO THROUGH THE YEAR, IF YOU'RE A NON-DEGREED FOLKS, YOU'LL START THE FIRST TEN DAYS AT 95, THEN YOU'LL GO TO 100 UNTIL YOUR 30TH JOB. AND THEN WHEN YOU TAKE YOUR 31ST JOB, YOU GO TO 105. YOU GET OVER 50 DAYS, YOU GET 110. NOW, IN THAT FIRST COLUMN, I WANT TO REALLY EXPLAIN THIS CORRECTLY. 
          THE LONG TERM FULL DAY RATE IS AT 100 DEGREES, $100 AT THE 1 TO 10 MARK, BUT WHEN YOU GET TO 11, IT WILL START INCREASING BY $5. SO YOU'LL GET A LITTLE. DOES THAT MAKE SENSE? YOU'LL GET A LITTLE BUMP IN THERE FOR IF YOU TAKE A LONG TERM ASSIGNMENT, THEN FOR OUR FOUR YEAR DEGREE WE DO SAME KIND OF THING. WE START OUR 105, THEN 110, 115. AND THEN IF YOU GET ALL THOSE 50 DAYS, THOSE FOLKS ARE REALLY, YOU KNOW, GIVE US A LOT OF THEIR TIME. WE GIVE THEM REWARD THEM WITH $120 A DAY. AND THEN IF THEY TAKE A LONG TERM ASSIGNMENT, WE GIVE THEM 135. 
          AND THEN I WON'T READ THEM ALL. BUT YOU CAN SEE THE RATES FOR THE FULL DAY STATE CERTIFIED TEACHERS. SO THIS IS WHAT WE'RE PROPOSING. WE THINK USING THIS KIND OF SALARY AGREEMENT ARRANGEMENT WILL ENCOURAGE MORE FOLKS TO TAKE MORE JOBS THROUGH THE YEAR. OKAY. AND SO THAT'S WHAT WE'RE PROPOSING. ANY QUESTIONS? QUESTIONS FROM TRUSTEES, MR. MINTZ? MR. BAKER, HAVE YOU BEEN GENERALLY PRETTY SATISFIED WITH WITH S AND WITH THE PROGRAM? I MEAN, OBVIOUSLY WE HAVE TO PUT SOME MONEY INTO IT TO ATTRACT MORE, BUT I'M ON THE MANAGEMENT LEVEL. HAS IT BEEN SUCCESSFUL? I WAS PLEASED TOWARDS THE END OF THE YEAR, WE WOULD HOLD MEETINGS WITH THEM, HOLD MEETINGS WITH THEM. THEY GOT BETTER AND BETTER AND IMPROVED TO THE END OF THE YEAR. 
          I'VE HAD AN END OF YEAR MEETING, WENT OVER THEIR PERFORMANCE WITH THEM. I PUT FORTH WHAT I EXPECT THIS YEAR, WHICH IS FOR US TO MEET THOSE STANDARDS THAT WE SAW IN MARCH, APRIL AND MAY OF LAST YEAR. I LET ME ADD, MR. MINTZ, IF YOU WILL. I'M SORRY. WE ALSO LOOKED AT CAMPUSES WHERE THEY THEY WERE LAGGING BEHIND THE DISTRICT AVERAGE, AND WE ASKED FOR A TARGETED PLAN FOR EACH OF THOSE CAMPUSES. AND WE HAVE THAT FROM USS. ANY OTHER QUESTIONS FROM TRUSTEES? THIS IS AN ACTION ITEM. MADAM SECRETARY, I MOVE TO APPROVE THE SECOND ADDENDUM TO THE SUBSTITUTE STAFF PLACEMENT AGREEMENT WITH SS SOUTH CENTRAL, LLC. AS PRESENTED MOTION BY SECRETARY ADAMS OF A SECOND BY MADAM CAPITO. ANY FURTHER DISCUSSION BY TRUSTEES THERE BEING NONE. ALL THOSE IN FAVOR, SHOW OF HANDS. IF SIX IN FAVOR. NONE IN OPPOSITION. ONE ABSENT OR NOT PARTICIPATING IN BOARD 
          [03:15:05]
MEMBER RODNEY GILCHRIST. THANK YOU. WE'LL NOW MOVE TO C, WHICH IS CONSIDERATION OF A LETTER OF NO OBJECTION FOR DONGJING SEMICHEM TEXAS, INC. FOREIGN TRADE ZONE DESIGNATION. MR. HECKENBERG. GOOD EVENING, MR. PRESIDENT. I'VE GOT AGAIN TYLER ROBERT WITH ME FROM THE ECONOMIC DEVELOPMENT CORPORATION. AGAIN, THEY'RE SEEKING A CONSIDERATION FOR A LETTER OF NON-OBJECTION FOR THE DONGJIN KIM AS THEY PURSUE AN FTC EXEMPTION. THIS IS, AGAIN, AS WE BRIEFED LAST WEEK. CURRENTLY, THE FTC WOULD ALLOW THEM TO BE EXEMPT FROM INVENTORY TAX AND ALLOW DEFERRAL OF IMPORT DUTIES ON PRODUCTS ENTERING THE US. QUESTIONS FROM TRUSTEES. MR. RAINWATER, WHAT'S THE LENGTH OF TIME? CURRENTLY? TODAY, THE COMPANY HAS NOT DESIGNATED A LENGTH OF TIME. 
          THEY HAVE INDICATED TO US THAT IT IS A POTENTIAL SHORT TERM USE AS THEY DEVELOP OUT THEIR SYSTEMS. OBVIOUSLY, WITH THE CHANGEOVER IN CONTRACT BETWEEN SAMSUNG AND TESLA, THAT IS KIND OF ACTUALLY ACTIVATED THE SITE, AND SO THAT WILL POTENTIALLY EXPEDITE THE NEED TO DEVELOP MORE SYSTEMS IN THEIR PROCESSES TO DISTILL THE PRODUCTS THAT THEY HAVE. SO WE HAVE BEEN TOLD POTENTIALLY AROUND FIVE YEARS THAT THEY WOULD USE THE FTC AS THEY GET NEW SYSTEMS ONLINE IN THE NEW DEVELOPMENT, IT SEEMS LIKE THEIR INVENTORY WOULD GROW A LOT IN FIVE YEARS. SO WHAT WE'VE SHOWN YOU RIGHT NOW IS CURRENT MAX CAPACITY FOR THE TANKS THAT THEY HAVE ON SITE, WHICH IS AT $46,000. OBVIOUSLY, ANY GOOD ACCOUNTANT FOR A COMPANY BASED ON HOW YOU PROJECT OUT WHEN YOU TAKE THE SNAPSHOT FOR YOUR INVENTORY LEVELS, THAT WILL CHANGE THROUGHOUT THE CALENDAR YEAR AS IT TRANSITIONS FROM THEIR SITE TO OTHER COMPANIES SUCH AS SAMSUNG. SO WHAT WE'RE SHOWING YOU TO THE SCHOOL DISTRICT IS THE MAX POTENTIAL FOR THE IMPACT OF THE SCHOOL DISTRICT, BUT WE WOULD ANTICIPATE THAT IT WOULD BE MUCH, MUCH LESS JUST DEPENDING ON WHERE THEY ARE IN TERMS OF THEIR SALES TO THE COMPANY. ANY OTHER QUESTIONS FROM TRUSTEES? THIS IS AN ACTION ITEM. THANK YOU. MR. MINTZ. MR. PRESIDENT, I MOVE TO APPROVE THE LETTER OF NO OBJECTION FOR DONGJIN CEMETERY, TEXAS INCORPORATED AS PRESENTED. WE HAVE A MOTION BY MR. MINTZ. A SECOND BY MADAM MADAM CAPITO. ANY FURTHER DISCUSSION BY TRUSTEES? ALL THOSE IN FAVOR? SHOW OF HANDS. ONE, TWO. THREE. WE HAVE FIVE IN FAVOR. THOSE OPPOSED. WE HAVE ONE OPPOSED. 
          AND VICE PRESIDENT JONES. AND WE HAVE ONE ABSENT AND NOT PARTICIPATING IN. TRUSTEE RODNEY GILCHRIST 511 VOTE. THANK YOU, MR. HATCHER. THANK YOU. WE'LL NOW GO TO D WHICH IS CONSIDERATION AND POSSIBLE ACTION REGARDING A RESOLUTION APPROVING THE SALE OF THE REAL PROPERTY SURFACE ONLY TOGETHER WITH ANY AND ALL IMPROVEMENTS FOR THE PROPERTY COMMONLY KNOWN AS SUGARLOAF ELEMENTARY SCHOOL. 1517 BARBARA LANE, KILLEEN, TEXAS. WELCOME, MR. RICH. THANK YOU SIR. SO AS WE BRIEFED AT THE BOARD WORKSHOP ON OCTOBER 27TH OF 2020, FOLLOWING THE CONSOLIDATION OF SIX ELEMENTARY SCHOOLS INTO THREE AS PART OF THE 2018 BOND, THE BOARD APPROVED A RESOLUTION TO DECLARE FORMER BELLAIRE AND CLIFTON PARK ELEMENTARY SCHOOLS AS EXCESS PER GOVERNMENT CODE. THIS IS THE FIRST STEP THAT WE MUST TAKE IN ORDER TO AUCTION OR EXCHANGE REAL PROPERTY. AT THE TIME, WE DID NOT INCLUDE FORMER SUGARLOAF ELEMENTARY SCHOOL AS PART OF THAT RESOLUTION, AS WE EXPLORED OTHER OPTIONS. THIS ITEM INCLUDES A RESOLUTION THAT WILL DECLARE FORMER SUGARLOAF ELEMENTARY AS EXCESS, SO THAT STAFF CAN TAKE THE NEXT NECESSARY NEXT STEPS TO ADVERTISE THE PROPERTY AND HOST A PUBLIC BID. EACH OF THE THREE DECOMMISSIONED PROPERTIES I'VE MENTIONED COST THE DISTRICT APPROXIMATELY 90 TO $100,000 ANNUALLY, SO IF WE ARE ABLE TO SELL ALL THREE, IT WILL RESULT IN AN ANNUAL SAVINGS OF ROUGHLY $300,000. THE ADMINISTRATIVE RECOMMENDATION IS TO APPROVE THE PROPOSED RESOLUTION AUTHORIZING THE SALE OF DISTRICT OWNED PROPERTY. QUESTIONS FROM MR. RICH. THIS IS AN ACTION ITEM. 
          MADAM CHAIR, I MOVE TO APPROVE THE PROPOSED RESOLUTION AUTHORIZING THE SALE OF DISTRICT OWNED REAL PROPERTY THAT IS IN EXCESS TO THE NEEDS OF THE DISTRICT. AS PRESENTED. I HAVE A MOTION BY MADAM CAPITO. HAVE A SECOND BY SECRETARY ADAMS. ANY FURTHER DISCUSSION BY TRUSTEES THERE BEING NONE. ALL THOSE IN FAVOR? SHOW OF HANDS OF SIX. IN FAVOR. NONE IN OPPOSITION. ONE ABSENT. NOT PARTICIPATING IN TRUSTEE RODNEY GILCHRIST. THANK YOU, MR. RICH. WE'LL NOW GO TO E WHICH IS CONSIDERATION OF PROPOSED REVISIONS TO BOARD POLICY FOR LOCAL ADMISSIONS AND 
          [03:20:06]
BOARD POLICY FOR LOCAL STUDENT ACTIVITIES. WELCOME, DOCTOR BUCKLEY. THANK YOU. THIS FIRST PROPOSAL IS REALLY A CLEAN UP. WHEN WE PASS THE SENATE BILL 401 FOR HOMESCHOOL, WE PLACE THAT BASED ON HIS RECOMMENDATION IN FM LOCAL. SINCE THEN THEY HAVE REVISED IT AND THEY PUT THE LANGUAGE FOR THE HOMESCHOOL THAT WE HAVE TO PUT IN. THEY'VE MOVED THAT TO FD LOCAL. SO IF YOU IF YOU WANT TO LOOK AT THE ACTUAL PROCEDURE, IT'S TAKEN THE TOP OF FM LOCAL AND IT IS PLACING IT OVER AN FD LOCAL WITH A CAVEAT ADDED TO FD LOCAL TO REFER CAVEAT AN FM LOCAL TO REFER TO FD LOCAL FOR THAT SAME LANGUAGE. THEY JUST PUT THE HOMESCHOOL PORTION IN A DIFFERENT POLICY. 
          SO WE ARE FIRST ASKING FOR APPROVAL ON THAT SWAP QUESTIONS FOR DOCTOR BUCKLEY. THIS IS AN ACTION ITEM. MADAM SECRETARY, I MOVE TO APPROVE THE PROPOSED REVISIONS TO BOARD POLICY FOR LOCAL ADMISSIONS AND BOARD POLICY FOR LOCALS. STUDENT ACTIVITIES AS RECOMMENDED BY TASB POLICY SERVICES. I HAVE A MOTION BY SECRETARY ADAMS. WE HAVE A SECOND BY MADAM CAPITO. 
          ANY FURTHER DISCUSSIONS ABOUT TRUSTEES THERE BEING NONE? ALL THOSE IN FAVOR? SHOW OF HANDS. 
          ONE. TWO. THREE. FOUR. WE HAVE SIX IN FAVOR. THOSE OPPOSED. MR. MINTZ IS OPPOSED AND ABSENT AND NOT PARTICIPATING IS TRUSTEE RODNEY GILCHRIST. SO 611 I'M SORRY, 511 VOTE WITH MR. MINTZ IN OPPOSITION. WE'LL NOW GO TO F, WHICH IS CONSIDERATION OF PROPOSED REVISIONS TO BOARD POLICY F AND C, LOCAL STUDENT CONDUCT, PERSONAL TELECOMMUNICATIONS ELECTRONIC DEVICES. DOCTOR BUCKLEY, THIS IS A REVISION OF FNC LOCAL TO ADDRESS THE STATE LAW OF BANNING CELL PHONES. THEY HAVE TOTALLY SCRAPPED THE OLD POLICY AND REPLACED IT WITH THE NEW POLICY HERE. AND SO WE ARE BRINGING THAT FORWARD FOR APPROVAL. QUESTIONS FOR DOCTOR BUCKLEY. 
          THIS IS AN ACTION ITEM. MADAM CAPITO, I MOVE TO APPROVE THE PROPOSED REVISIONS TO BOARD POLICY. F C LOCAL STUDENT CONDUCT PERSONAL COMMUNICATION ELECTRONIC DEVICES AS RECOMMENDED BY THE TASB POLICY SERVICES. WE HAVE A MOTION BY MADAM CAPITO, A SECOND BY SECRETARY ADAMS. ANY FURTHER DISCUSSIONS BY TRUSTEES THERE BEING NONE. ALL THOSE IN FAVOR? SHOW OF HANDS. SIX IN FAVOR. NONE IN OPPOSITION, ONE ABSENT AND NOT PARTICIPATING IN TRUSTEE RODNEY GILCHRIST. THANK YOU, DOCTOR BUCKLEY. WE'LL NOW GO TO G, WHICH IS A CONSIDERATION OF THE TEXAS ASSOCIATION OF SCHOOL BOARDS POLICY MANUAL. UPDATE 125 AFFECTING LOCAL POLICIES AS LISTED BELOW ONE B-DA OFFICERS AND OFFICIALS, DUTIES AND REQUIREMENTS OF BOARD OFFICERS TWO. BDB BOARD INTERNAL ORGANIZATION BOARD COMMITTEES THREE. BDF BOARD. INTERNAL ORGANIZATION ADVISORY COMMITTEES FOUR. ACADEMIC ACHIEVEMENT, FIVE FTE ADMISSION. SCHOOL SAFETY TRANSFERS SIX FEC ATTENDANCE. ATTENDANCE FOR CREDIT. MR. HARPER THANK YOU, MR. PRESIDENT. 
          MEMBERS OF THE BOARD. DOCTOR DAVIS WAS ASKED AT THE LAST BOARD WORKSHOP ABOUT TWO DIFFERENT QUESTIONS CONCERNING THESE. FIRST OF ALL, THE BDA, THE OFFICERS AND OFFICIALS UPDATED POLICY HOW THAT COMPARED TO OUR BOARD OPERATING PROCEDURES AND THEY ARE IN ALIGN WITH EACH OTHER. SO IN FACT, THE BOARD OPERATING PROCEDURES SPECIFICALLY REFER TO PDR FOR OFFICER ELECTION. SO THEY ARE IN COMPLIANCE WITH EACH OTHER. THE SECOND QUESTION WAS IN REGARDS TO FEC ATTENDANCE. ATTENDANCE FOR CREDIT, A QUESTION ABOUT THE PERCENTAGE OF PERCENTAGE OF ATTENDANCE CREDIT THAT WAS GIVEN FOR THE REQUEST. THEY ARE STILL ENTERING NUMBERS FOR THIS YEAR, SO IT'S PRETTY FAR OFF FROM THE NUMBERS THE LAST TWO YEARS. BUT IN THE 2024 SCHOOL YEAR, THERE WERE A TOTAL OF 1408 DIFFERENT REQUESTS AND 85.9% OF THOSE WERE APPROVED. AND THE YEAR BEFORE THAT AND THE 2023, THERE WAS A TOTAL OF 1095 REQUESTS OR APPEALS, AND 88.8% OF THOSE WERE APPROVED. QUESTIONS FOR MR. HARPER, THIS IS AN ACTION ITEM. MADAM SECRETARY, I MOVE TO APPROVE THE ADDITION, REVISION OR DELETION OF LOCAL POLICIES AS RECOMMENDED BY TASB POLICY 
          [03:25:01]
SERVICES AND ACCORDING TO THE INSTRUCTION SHEET FOR TAPPS LOCALIZED POLICY MANUAL UPDATE 125. AS PRESENTED, WE HAVE A MOTION BY SECRETARY ADAMS, SECOND BY MR. MINTZ. ANY FURTHER DISCUSSION BY TRUSTEES THERE BEING NONE. ALL THOSE IN FAVOR? SHOW OF HANDS. WE HAVE SIX IN FAVOR, NONE IN OPPOSITION, ONE ABSENT OR NOT PARTICIPATING. AND TRUSTEE RODNEY GILCHRIST. THANK YOU, MR. HARPER. WE'LL NOW GO TO H, WHICH IS DISCUSSION OF FISCAL YEAR 2026 ACCELERATED INSTRUCTION BUDGET. MISS VADEN, THANK YOU AND GOOD EVENING. NO. THERE WE GO. FIRST ITEM WE'RE GOING TO TALK ABOUT TONIGHT. EVERY YEAR BEFORE WE CAN ADOPT OUR REGULAR BUDGET, WE ARE LEGALLY REQUIRED TO ADOPT SOME FUNDS FROM OUR STATE COMPENSATORY FUNDING. AND SO THE DISTRICT HAS HISTORICALLY DONE THAT BY ADOPTING OR APPROVING $100,000 THAT IS SET ASIDE FOR STUDENTS THAT HAVE NOT PASSED THEIR END, OF COURSE, EXAMS. AND SO THIS IS JUST AN AWARENESS EVENING ITEM TONIGHT, THAT ON THE 26TH, WHEN WE COME FOR ADOPTION, THIS WILL BE THE FIRST ITEM BUDGET RELATED THAT WE WILL ASK FOR APPROVAL ON QUESTIONS ON ACCELERATED INSTRUCTION BUDGET. 
          ALL RIGHT. THANK YOU, MR. BIDEN. WE'LL NOW GO TO I, WHICH IS A CONSIDERATION OF PROPOSING THE FISCAL YEAR 2026 DISTRICT BUDGETS, ONE GENERAL FUND BUDGET, TWO SCHOOL NUTRITION FUND BUDGET, THREE DEBT SERVICE FUND BUDGET. MISS VADEN, THANK YOU AGAIN. SO WE WILL AS YOU SAID, WE WILL LOOK THROUGH THE THREE FUNDS THAT THE BOARD IS REQUIRED TO ADOPT, THOSE BEING THE GENERAL FUND, WHICH WE TALK ABOUT VERY OFTEN. EVERY DISTRICT IN THE STATE IS GOING TO HAVE A GENERAL FUND, AND THIS IS USED FOR REGULAR OPERATIONS AT THE DISTRICT. IN ADDITION TO THAT, THE BOARD IS REQUIRED TO ADOPT A SCHOOL NUTRITION FUND, WHICH ACCOUNTS FOR THOSE FEDERAL FUNDS THAT ARE RELATED TO THE NATIONAL SCHOOL LUNCH PROGRAM, AND THEN THE DEBT SERVICE FUND, WHICH IS TO ACCOUNT FOR INCOMING REVENUES AND RELATED EXPENSES FOR OUTSTANDING VOTER APPROVED BONDS. SO WE'LL START OUT TALKING ABOUT THE GENERAL FUND WE TALKED ABOUT BEFORE. AT THIS POINT, OUR APPROVED RATE, THE MAXIMUM COMPRESSED RATE FROM T, AND THEN THE $0.05 THAT WE CAN ADD LOCALLY THAT THE BOARD VOTED TO DO SO OUR RATE WILL REMAIN THE SAME AT 0.6682 PER $100 VALUATION. TALKED ABOUT THIS ITEM. ALSO, THE HOMESTEAD EXEMPTION HAS BEEN INCREASED THIS YEAR TO $140,000. AND THEN JUST A REMINDER, WE ARE FUNDED PRIMARILY BASED ON OUR ADA. AND SO AS WE LOCAL TAXES GO UP OR DOWN, THE STATE REVENUE IS INVERSELY RELATED TO THAT. SO JUST I THINK THAT'S A COMMON MISPERCEPTION. I LIKE TO REPEAT THAT TO THE COMMUNITY. I THINK OFTENTIMES THEY THINK IS AS PROPERTY TAXES GO UP, THAT THAT MEANS THE DISTRICT GETS QUITE A BIT MORE REVENUE. AND SO I JUST WANT TO POINT THAT OUT, THAT THAT'S A MISCONCEPTION THAT SOMETIMES OCCURS. HERE ARE OUR BUDGET ASSUMPTIONS, AS WE'VE LOOKED AT IN THE PAST. AGAIN, WE'VE TALKED ABOUT THE TAX RATE, THE HOMESTEAD EXEMPTION. WE DO HAVE THE STARTING TEACHER PAY AT 59 160. WE DO HAVE THE RAISES THAT WERE PREVIOUSLY APPROVED, AS WELL AS THOSE THAT WERE REQUIRED BY HOUSE BILL TWO INCLUDED, AND THEN THE ADDITIONAL FOUR ADDITIONAL $25 TOWARDS EMPLOYER CONTRIBUTION TOWARDS HEALTH INSURANCE INCLUDED AS WELL. AND ONE REMINDER, ONE CHANGE THAT WE DID MAKE TOWARDS THE BOTTOM, THE VACANCY FACTOR, THE UNFILLED POSITIONS WE HAVE INCREASED OR DECREASED. WHICHEVER WAY YOU WANT TO LOOK AT IT, TO 94%. SO WE EXPECT THAT RATE TO INCREASE JUST A LITTLE BIT. THIS NEXT ITEM IS TEN YEARS WORTH OF ENROLLMENT AND ADA INFORMATION. YOU CAN SEE ACROSS THE CHART. FOR THE MOST PART THEY TRACK VERY WELL IN LINE. THE DIFFERENCE IS YOU CAN SEE THAT 2019 AND 20 KIND OF THE IMPACTS AFTER THAT THAT COVID COVID HAS HAD AND THOSE DECREASES AFTER THAT. AND THEN DO NOTICE 2425 THERE WAS FAIRLY SIGNIFICANT DECREASE. AND WE EXPECT THAT DECREASE TO CONTINUE INTO OUR 50, OUR OUR 20 2526 BUDGET AS WELL. THIS IS INFORMATION THAT WE WENT OVER AS WELL LAST TIME. 
          JUST CHANGES IN OUR CERTIFIED PROPERTY VALUES THAT WE RECEIVE EACH YEAR FROM THE TAX APPRAISAL DISTRICT. AGAIN, THE HOMESTEAD EXEMPTION HAS HAS CHANGED THROUGHOUT THE COURSE OF THIS. 
          [03:30:06]
IN 2022 IT WAS 40,023 AND 24. IT WAS THE 100,000. AND THEN OUR 25 VALUES ARE AT THE 140,000. AND SO THE IMPORTANT PIECE TO THIS IS THE BOTTOM RIGHT NUMBER, THE FREEZE ADJUSTED TAXABLE FOR THE CURRENT YEAR THAT WE'RE LOOKING AT. OVERALL THE VALUE THAT WE WILL BE TAXING OR THAT WILL BE TAXED ON OUR BEHALF HAS GONE DOWN JUST OVER 3.3%. AND HERE IS THAT SAME INFORMATION REPRESENTED GRAPHICALLY OVER THE LAST TEN YEARS. AGAIN, VERY, VERY SIGNIFICANT INCREASES OVER THE EARLY YEARS AND THEN NOT QUITE AS SIGNIFICANT THE MOST RECENT YEARS. AND THEN ACTUALLY THE DECREASE GOING INTO THIS YEAR. THIS IS OUR OVERALL TAX RATE COMPARISON. THE TWO THINGS THAT WANT TO POINT OUT ON HERE, THE TAX RATE FOR OUR KNOW WILL REMAIN STEADY AGAIN, TYPICALLY AS VALUES INCREASE, THERE IS SOME FORCED COMPRESSION OF THE TAX RATE ON THE NO SIDE SINCE OUR OVERALL VALUE TAXABLE VALUE DID DECREASE, THEY DON'T. THERE'S NOT ANY ADDITIONAL TAX COMPRESSION. SO OUR RATE WILL REMAIN EXACTLY THE SAME. WE HAVE FINALIZED CALCULATIONS ON OUR INTEREST IN SINKING TAX RATE. THERE IS A VERY VERY MINOR INCREASE. AND WE'LL GO INTO THAT MORE AS WE TALK THROUGH THE DEBT SERVICE FUND. SO HERE IS THE ACTUAL COMPARISON OF OUR NUMBERS. REVENUES ARE ACROSS THE TOP. YOU SEE THE FIRST COLUMN IS OUR CURRENT YEAR ADOPTED BUDGET. 
          THE 2526 BUDGET PROPOSAL IS IN THE MIDDLE. AND THEN THE ANTICIPATED INCREASE OR DECREASE THE TOP PORTION IS THE REVENUES. YOU WILL SEE THE LOCAL REVENUES OVERALL DECREASE OF 7.9 MILLION. 
          AGAIN, WE KIND OF TALKED ABOUT THAT. WE ANTICIPATE THE VALUES OVERALL HAVE GONE DOWN. AND PART OF THAT'S RELATED TO THAT HOMESTEAD EXEMPTION VERY MUCH. ON THE OTHER SIDE OF THAT, ON THE STATE REVENUES HAVE GONE UP OVER 38 MILLION. THE BIGGEST PART OF THAT IS, LIKE WE'VE TALKED ABOUT THAT INVERSE RELATIONSHIP WITH THE PROPERTY TAXES. THE BIGGEST PIECE OF THAT IS HOUSE BILL TWO THAT CAME OUT OF THE LEGISLATURE. AND THEN OUR FEDERAL REVENUES, THERE'S A SLIGHT DECREASE THERE INCLUDED IN THOSE FEDERAL REVENUES. THAT DOES INCLUDE OUR -10 MILLION FOR OUR IMPACT AID. THERE ARE SOME INCREASES RELATED TO OUR E-RATE REVENUE THAT COMES IN INDIRECT COSTS. THAT'S ASSOCIATED WITH OUR GRANTS AS WELL, AND A VERY MINOR INCREASE IN OUR CHARGE REVENUE. SCHOOL HEALTH AND RELATED SERVICES REVENUES. THE EXPENDITURES AT THE BOTTOM ARE SUMMARIZED BY WHAT WE CALL OUR OBJECT CODE. THIS IS A DESCRIPTION OF WHAT WE ARE PURCHASING. SO WHETHER WE'RE YOU KNOW, WHAT WE'RE BUYING, WHETHER IT'S PAYROLL, WHETHER WE'RE BUYING EQUIPMENT, YOU CAN SEE THE LARGEST INCREASE IN EXPENDITURES, AS I THINK YOU WOULD EXPECT IS THE PAYROLL AND THE BENEFITS, AGAIN, PRIMARILY AS A RESULT OF HOUSE BILL TWO. 
          THE NEXT CATEGORY THAT'S HIGHEST IS OUR PROFESSIONAL SERVICES. THIS IS GOING TO INCLUDE SINCE WE OUTSOURCE WITH S THIS IS OUR SUBSTITUTE FUNDING. SO THERE'S A LITTLE BIT OF AN INCREASE THERE. 
          JUST OVERALL RELATED SERVICES FROM POTENTIALLY LEGAL SERVICES, AUDIT SERVICES, ANY CURRICULUM CONSULTANTS ETC. WOULD BE IN THIS CATEGORY. AND THEN AN OVERALL EXPENDITURE INCREASE OF 29.2 MILLION. AND SO YOU'LL NOTICE AT THE BOTTOM THE ACTUAL CHANGE IN WHAT WE ARE PROPOSING IS JUST A SLIGHT DECREASE OF $186,000. HERE'S THAT SAME INFORMATION JUST SHOWN GRAPHICALLY. AS YOU WOULD EXPECT, OUR PAYROLL IS OUR LARGEST EXPENDITURE. WE'VE OFTEN TALKED ABOUT THE PERCENTAGE THAT IS SPENT ON PAYROLL. AS YOU CAN SEE HERE, OUR PLANNED EXPENSES FOR NEXT YEAR ARE SLIGHTLY OVER 80.84%. THEY WERE AT 83 THIS YEAR. SO WE'VE AGAIN ADDED A LITTLE BIT TO WHAT WE'VE SPENT ON PAYROLL. THE REMAINING ITEMS WE'VE KIND OF TALKED ABOUT, THE PROFESSIONAL SERVICES ARE THE NEXT HIGHEST GROUP. AND THEN WE'VE GOT OTHER OPERATING, WHICH IS TYPICALLY YOUR TRAVEL RELATED, EITHER STAFF AND OR STUDENT, AND THEN A SMALL PORTION THAT'S SPENT ON EQUIPMENT. SO THIS IS THIS IS THAT BUDGET BY WHAT WE CALL 
          [03:35:08]
FUNCTION. SO THE FIRST ONE TELLS YOU WHAT YOU WERE BUYING. THIS TELLS YOU THE PURPOSE OF YOUR EXPENDITURE, WHY YOU'RE BUYING IT. AND THIS IS THE BUY FUNCTION CODE IS WHAT THE BOARD IS LEGALLY TO LEGALLY REQUIRED TO ADOPT. AND SO WE HAVE HERE ALL OF THOSE BY FUNCTION. AND AGAIN THE INCREASE OR DECREASE OVER THE CURRENT YEAR ADOPTED IS IN THE FAR RIGHT COLUMN INSTRUCTION. THE VERY FIRST ONE IS BY FAR THE LARGEST INCREASE AT JUST OVER 22 MILLION. AND AGAIN, MOST OF THAT'S GOING TO BE YOUR TEACHER RAISES, STAFF RAISES. AIDES WOULD BE IN THERE. 
          BUT AGAIN THE LARGEST PIECE OF THAT IS GOING TO BE OUR HOUSE BILL TWO INCREASES. THE NEXT HIGHEST CHANGE IS TOWARDS THE BOTTOM. THE OTHER THING I WANT TO POINT OUT, SECTION 52 IS OUR SECURITY AND MONITORING. AS MR. HECKENBERG POINTED OUT AT THE BEGINNING OF THE MEETING, QUITE A BIT OF EXPENDITURES WERE ADDED REGARDING OUR SAFETY SAFETY TEAM, SAFETY EQUIPMENT AND THEN OUR OUR POLICE FORCE AS WELL. SO OVERALL INCREASE OF 29.2 MILLION AS FAR AS EXPENDITURES ARE CONCERNED IN THE GENERAL FUND. MR. PRESIDENT. MR. COULD YOU JUST TALK BRIEFLY ABOUT LINE ITEM 13? THAT'S A PRETTY SIGNIFICANT INCREASE. COULD YOU JUST TELL US WHAT THAT IS A LITTLE MORE DETAIL. FUNCTION 13 IS GOING TO BE ANYTHING WITH CURRICULUM AND INSTRUCTION. SO THAT STAFF THAT COULD BE STAFF RELATED TO THOSE THAT SUPERVISE CURRICULUM AND INSTRUCTION, IT COULD BE THE ACTUAL PURCHASE OF CURRICULUM AS WELL. SO IS THAT THE ADDITION OF THE PLC PERSONNEL, OR IS THAT WE JUST BOUGHT MORE STUFF? I DON'T KNOW, PARTICULARLY. I'M GOING TO SAY IT'S NOT THE ADDITION OF THE PLC. I CAN GET MORE INFORMATION. IF YOU COULD JUST BRING THAT. I CAN BRING YOU THAT NEXT WEEK. OKAY. THAT. OKAY. PERFECT. THERE'S NO QUESTIONS. I'M MOVING ON. SCHOOL NUTRITION FUND IS NEXT. I WANT TO POINT OUT COMMUNITY ELIGIBILITY PROVISION, WHICH PROVIDES FREE BREAKFAST AND FREE LUNCH AT CAMPUSES, IS STILL PROVIDED. CONTINUE TO BE PROVIDED AT THE SAME 37 CAMPUSES THAT IT WAS THIS CURRENT YEAR. THE CHILD AND ADULT FOOD CARE PROGRAM. THIS WILL BE NEW. WE'RE REALLY EXCITED TO BRING THIS TO YOU. IT'S CURRENTLY ON, I THINK, 1113 CAMPUSES, SORRY, 13 CAMPUSES CURRENTLY. AND SO OUR SCHOOL NUTRITION TEAM WILL LEAD THAT. AND THEN OVER THE COURSE OF PROBABLY SEPTEMBER, BRING ON ADDITIONAL ELEMENTARIES AND THEN OCTOBER ISH TIMEFRAME, BRING ON ADDITIONAL SECONDARY CAMPUSES. AND SO THAT WOULD BE FREE MEALS FOR STUDENTS AFTER SCHOOL, PARTICIPATING IN AFTER SCHOOL PROGRAMS OR JUST STAYING AT SCHOOL. ANY OF THOSE KINDS OF ACTIVITIES. SO EXCITED ABOUT THAT ONE FREE BREAKFAST. WE DO PROVIDE FREE BREAKFAST AT ALL OF OUR CAMPUSES. AND THEN ON THE FAR RIGHT PIECE OF INFORMATION, JUST THE NUMBER OF STAFF THAT ARE INVOLVED IN THIS PROGRAM WITH THE CAMPUS STAFF AND THE OFFICE STAFF. THE SCHOOL NUTRITION TEAM HAS OVER 500 STAFF MEMBERS THAT THEY'RE WORKING WITH. MADAM VICE PRESIDENT. ON OUR FOOD, OUR SCHOOL NUTRITION FUND, ESPECIALLY THE ADULT AND CHILD AND ADULT CARE FOOD PROGRAM FOR THE SUPPER PROGRAM. YES. ARE WE REIMBURSED FROM BY THE USDA OR FROM THE USDA FOR THESE PROGRAMS? YES. WE WOULD BE REIMBURSED IN, IN A IN ITS ENTIRETY. OR ARE WE HAVING TO FUND SOME OF THIS PROGRAM? NO. 
          IT WILL. WELL, IT WILL BE REIMBURSED IN ITS ENTIRETY. PART OF THAT DEPENDS ON WHAT WE WOULD HAVE TO SPEND ON IT. THERE IS A REIMBURSEMENT RATE. SO AS LONG AS WE MANAGE TO SPEND LESS FOR IT THAN THE REIMBURSEMENT RATE, IT WOULD BE A MONEY MAKING ACTIVITY. SO SOMEWHAT DEPENDS ON ON HOW THE PROGRAM IS RUN. BUT I FULLY EXPECTED TO COVER THE AND THAT INCLUDES PRODUCT AND STAFFING. YES OKAY. THANK YOU. ABSOLUTELY. AND I HAD A QUESTION. WELL I'LL WAIT TILL THE END. GO AHEAD. MADAME CAPITO LAST YEAR I REMEMBER THAT WHEN YOU BROUGHT US SOME OF THE SCHOOL. I'M GONNA LET YOU GET TO THE NEXT SLIDE, AND THEN I'M GOING TO. OKAY, SAME TYPE SETUP 
          [03:40:06]
FOR SCHOOL NUTRITION FUND REVENUES ARE LOCAL REVENUE. STATE, FEDERAL LOCAL REVENUES. 
          WE EXPECT TO INCREASE PARTIALLY RELATED TO BREAKFAST IN THE CLASSROOM PROGRAMS. AND THEN PARTIALLY RELATED TO THIS AFTER SCHOOL CARE. THE BIGGEST INCREASE IS THE FEDERAL REVENUE. 
          THAT'S KIND OF WHAT YOU WERE JUST REFERRING TO, MISS JONES, THIS SUPPER PROGRAM, WE EXPECT AN INCREASE, NOT ENTIRELY, BUT THE MAJORITY OF THAT INCREASE IS RELATED TO ASSUMING THE ROLL OVER THE SUPPER PROGRAM, THE EXPENDITURES BELOW, AS YOU WOULD EXPECT, PAYROLL BENEFITS INCREASES ARE RELATED TO THE BOARD APPROVED RAISES THAT WERE DONE EARLIER THIS YEAR. THE LARGEST INCREASE IS IN SUPPLIES AND MATERIALS. AGAIN, THAT'S GOING TO BE RELATED TO THAT SUPPER PROGRAM AS WELL AS SOME OTHER PROGRAMS, YOU KNOW, AND JUST COSTS IN GENERAL. BUT MOST OF THAT'S RELATED TO THE SUPPER PROGRAM. AND THEN THE BIGGEST DECREASE UNDER CAPITAL OUTLAY, IF YOU REMEMBER LAST YEAR, PART OF THE BUDGET, WE TALKED ABOUT THE EXCESS FUND BALANCE AND THAT WE HAD IN FACT, THIS SUMMER DID THERE WERE TEN KITCHENS THAT WE DIDN'T COMPLETE EQUIPMENT REPLACEMENT. AND SO THAT ACTIVITY WILL NOT BE IN THE NEXT YEAR'S BUDGET. SO THAT'S THE MAJORITY OF THE DECREASE AS FAR AS THE CAPITAL OUTLAY. SO IT BRINGS YOU TO A NET FOR PROPOSED FOR NEXT YEAR IS AN INCREASE OF $277,000 TO FUND BALANCE, BUT IT DOES LOOK LIKE A LARGE INCREASE WHEN YOU'RE LOOKING AT THE INCREASE DECREASE. BUT THAT'S WHY IT'S RELATED TO THOSE KITCHEN EQUIPMENT REPLACEMENTS. MADAME CAPUTO, DO WE HAVE ANY OTHER KITCHENS THAT NEED? LAST YEAR WE TALKED ABOUT ALL OF THE KITCHENS AND SUPPLIES AND EQUIPMENT WE NEEDED TO ORDER, AND SOME OF IT MAY HAVE BEEN ON BACK ORDER. SO WITH THOSE TEN KITCHENS, ARE WE DONE OR DO ANY OF OUR OTHER CAMPUSES? I MEAN, IF WE'RE HAVING THAT MUCH OF AN INCREASE, ARE THERE OTHER ONES THAT NEED TO BE DONE? I'M GOING TO SAY THERE ARE ALWAYS GOING TO BE PARTS OR PIECES OF EQUIPMENT THAT WE COULD REPLACE. I KNOW THERE WAS AN EVALUATION DONE TO HIRE THAT PROFESSIONALLY TO GO THROUGH AND RANK ALL OF THE KITCHENS AND RECOMMEND WHICH ONES NEEDED THE ATTENTION THE MOST. AND SO THEN, BASED ON OUR FUNDING, THAT WAS THE SOURCES THAT WE DID THIS SUMMER. AND PART OF THAT, I THINK HAD TO DO WITH TIMING AS WELL. OBVIOUSLY, WE NEEDED TO GET THAT DONE DURING THE SUMMER. SO I, I FEEL CONFIDENT AS WE CONTINUE TO GO THROUGH BUDGET PROCESS EVALUATIONS, THAT WE WOULD BE BRINGING SIMILAR RECOMMENDATIONS FORWARD. THANK YOU, MADAM SECRETARY, FOR THE NEW SUPPER PROGRAM. YOU SAID 13 CAMPUSES. ARE THEY ALL ELEMENTARY? ARE THEY ELEMENTARY, MIDDLE, HIGH OR THE ONES THAT ARE CURRENT? YOU SAID THERE WERE 13 CAMPUSES THAT WOULD BE DOING THE SUPPER PROGRAM. YES. SO A VARIETY OF I MEAN, CORRECT. THERE'S 13 THAT ARE CURRENT. AND THEN THE ADDITIONAL AS THE YEAR PROGRESSES WE WILL ADD THOSE IN AS WELL. BUT THEY'RE ALL DIFFERENT GRADE LEVELS, ALL DIFFERENT GRADE LEVELS. CORRECT. 
          HERE IS THAT SAME SUMMARY VERY SIMILAR TO THE GENERAL FUND. THIS IS THAT THE OBJECT CODE REPRESENTED GRAPHICALLY VERY SIMILARLY. YOU SEE A LARGE PORTION SPENT ON PAYROLL. BUT AS AS AGAIN WE TALKED THROUGH THE BUDGET A LARGE PORTION, THE LARGEST PORTION IS ACTUALLY SPENT ON SUPPLIES, MATERIALS, FOOD, ETC. BUT IT IS OBVIOUSLY A VERY SUPPLY. AND STAFF HEAVILY ORIENTED PROGRAM. SAME INFORMATION PRESENTED, BUT BY THE FUNCTION CODE. AGAIN, THIS IS THE PURPOSE OF THE EXPENDITURES. THERE ARE THE REVENUE IS THE SAME AT THE TOP, THE EXPENDITURES THERE ARE ONLY TWO THAT ARE TYPICALLY USED IN YOUR SCHOOL NUTRITION PROGRAM. 
          THOSE BEING 35 WHICH IS DESIGNATED FOOD SERVICE, WHICH AS YOU CAN TELL BY THE PROPOSED BUDGET OF JUST OVER 33 MILLION, THAT'S GOING TO BE THE LARGEST PIECE THAT'S GOING TO BE YOUR DAY TO DAY OPERATIONS. ANY OF THOSE KINDS OF ACTIVITIES, EVEN YOUR EQUIPMENT PIECE WOULD BE IN THERE. THE 51 REALLY IS BASICALLY YOUR UTILITIES. AND SOME PARTICULARLY SOME EQUIPMENT, MAYBE MAINTENANCE IN THOSE KINDS OF ACTIVITIES. AND OVERALL PROPOSED CHANGE IN FUND BALANCE. AGAIN, 277,000 FOR SCHOOL NUTRITION. AND DOCTOR DAVIS I'M SORRY. I'M SORRY TO MAKE YOU GO BACKWARDS. MISS BADEN, JUST A QUICK QUESTION FOR CLARITY FOR ME. BACK TO THE UNIVERSAL FREE BREAKFAST FOR ALL CAMPUSES AND REDUCED. DOES THAT REQUIRE I DON'T QUITE REMEMBER 
          [03:45:03]
AS IT RELATES TO PARENTS. STILL, THEY NO LONGER HAVE TO FILL OUT THE FREE AND REDUCED FORMS. OR DO THEY STILL HAVE TO COMPLETE THOSE THAT FOR THE UNIVERSAL BREAKFAST? NO, THERE ARE NO REQUIRED FORMS FOR THAT. WE PROVIDE THAT FREE FOR ALL STUDENTS. KNOW WHAT YOU'RE TALKING ABOUT IS FREE AND REDUCED LUNCH APPLICATIONS. WE HAVE SOME CAMPUSES. IT'S ON THE COVER PAGE 37 CAMPUSES THAT FALL UNDER THE COMMUNITY ELIGIBILITY PROVISION, WHICH IS A LIKE A DIRECT CERTIFICATION TYPE PROGRAM BASED ON OVERALL NUMBER OF STUDENTS AT THAT CAMPUS THAT WOULD QUALIFY. AND SO THE PERCENTAGE IS HIGH ENOUGH THAT IT'S TO OUR ADVANTAGE TO OFFER THAT FREE LUNCH TO ALL OF THE STUDENTS ON THAT CAMPUS AS WELL. AND THAT, OF COURSE, IS GROUNDED IN I KNOW A FEW YEARS AGO WHEN THIS CAME ABOUT, I'M JUST WONDERING, HOW DOES THAT GO INTO UNIVERSAL NO LONGER NO LONGER HAVE TO COMPLETE THE FORMS? HOW DOES THAT IMPACT ACCOUNTABILITY? NOW? IT'S NOT REFLECTIVE PER SE OF OUR TRUE GIVING, A TRUE GLIMPSE OF OUR STUDENT POPULATION. AND THAT MAKES SENSE. I'M JUST SAYING THAT I'M JUST CURIOUS FROM THE STAFF, HOW IS THAT POTENTIALLY NEGATIVELY? AND I'M NOT SUGGESTING LET ME BE CLEAR TO THE PUBLIC, I'M NOT SUGGESTING THIS IS A BAD THING. UNIVERSAL FREE. I'M JUST WONDERING WHAT'S THE UNINTENDED CONSEQUENCES AS IT RELATES TO ACCOUNTABILITY SYSTEM AND POTENTIAL FUNDING FOR THE OTHER CAMPUSES? WE DO HAVE A FAMILY INCOME SURVEY FORM, AND IN FACT, OUR CAMPUSES ARE IN THE PROCESS OF HAVING PARENTS FILL THOSE OUT. AND SO THOSE WOULD BE USED FOR THE ACCOUNTABILITY PIECE FOR THOSE CAMPUSES. WHAT DO WE FEEL LIKE WE'RE CAPTURING THE NUMBERS OR GETTING THOSE FORMS BACK? THAT'S THE ULTIMATE QUESTION. I JUST KNOW SOME DISTRICTS, WHEN THIS OCCURRED, WE HAD A HARD TIME BECAUSE PARENTS NO LONGER HAVE TO FILL THEM OUT TO EAT FREE OR INDOOR REDUCED. SO ARE WE TRULY CAPTURING GETTING THOSE FORMS BACK TO IMPACT? DOES THAT MAKE SENSE? I'M GOING TO SAY YES ON BOTH SIDES. I KNOW AS FAR AS THE SCHOOL NUTRITION TEAM, THEY HAVE DEDICATED STAFF. THEY REACH OUT MULTIPLE TIMES, EITHER WRITTEN CORRESPONDENCE, PHONE CALLS, THOSE KINDS OF THINGS, AND VERY, VERY DILIGENT IN REACHING OUT AND GETTING THOSE FORMS COMPLETED. AND VERY LIKEWISE, THE FAMILY INCOME SURVEY AS WELL. WE'VE WE'VE GOT STAFF THAT MONITOR THAT. WE KNOW, YOU KNOW, WHICH STUDENTS HAVE HAVE COMPLETED THAT, WHICH ONES HAVE NOT, AND ARE CONTINUALLY MONITORING THAT AND GIVING FEEDBACK TO THOSE, TO THOSE CAMPUSES. SO THOSE FORMS GET COMPLETED AND TURNED IN. THANK YOU I DIGRESS APPRECIATE IT. SO THE LAST FUND WE'RE GOING TO TALK ABOUT IS OUR DEBT SERVICE FUND. AGAIN THIS COUNTS FOR THE PROPERTY TAX REVENUE THAT COMES IN. AND THEN THE PRINCIPAL AND INTEREST PAYMENTS THAT GO OUT EACH YEAR FOR OUR VOTER APPROVED BONDS. THE YOU SEE ON THE LEFT THERE, THIS IS OUR TOTAL THROUGH. WE'VE GOT DEBT SCHEDULED OUT THROUGH 2044. SOME OF THOSE WERE VOTED DIRECTLY. AND THEN AS WE HAVE HAD OPPORTUNITIES OVER THE YEARS TO EITHER REFUND OR WHAT WE CALL REFINANCE THOSE, WE'VE TAKEN ADVANTAGE OF THAT OPPORTUNITY. THE PROPOSED TAX RATE FOR OUR INTEREST AND SINKING FUND WILL GO UP BY 0.2 CENTS, NOT $0.02, BUT 0.2 CENTS. SO WHICH IS VERY, VERY MINIMAL. SO JUST ROUGHLY DID DID CALCULATION. SO ON LIKE $100,000 HOUSE. THAT'S GOING TO BE $2. SO HALF A MILLION HOUSE WOULD BE $10. SO IT IS VERY VERY MINIMAL. THE IMPACT THAT THAT WILL HAVE. AND THEN ON THE RIGHT YOU SEE THERE OUR TYPICAL ANNUAL PAYMENTS. AGAIN THE INTENT WHEN THOSE ARE SCHEDULED OUT AS WE'VE HAD BONDS ARE TO KEEP THOSE PAYMENTS VERY STEADY OVER THE LIFE OF THOSE BONDS. AND SO ANNUALLY THAT'S ABOUT A 26 TO $27 MILLION PAYMENT. DO WANT TO POINT OUT THAT DEBT SERVICE WE'VE TALKED ABOUT ON THE SIDE, THERE'S TAX RATE COMPRESSION MANDATED BY THE LEGISLATURE THAT DOES NOT IMPACT OUR INTEREST IN SINKING. THERE IS VERY MUCH THAT SAME COMPONENT. WE TALKED ABOUT THE INVERSE RELATIONSHIP. SO AS OUR PROPERTY VALUES GO UP OR DOWN, STATE ASSISTANCE RELATED TO DEBT WOULD GO UP OR DOWN AS WELL. AGAIN, VERY MUCH OFFSETTING. AND THEN JUST KIND OF A REMINDER PART OF THE PROPERTY TAX AS WELL. ON THE SIDE WE HAVE THE 321 DISCOUNT THAT ALSO IS APPLICABLE TO OUR DEBT SERVICE FUND. SAME COMPARISON. THIS ONE WE'VE GOT BY FUNCTION BECAUSE THERE REALLY IS ONLY ONE ONE FUNCTION AND ONE OBJECT WITHIN THE DEBT SERVICE 
          [03:50:06]
FUND. SO WE'VE ONLY GOT ONE COMPARISON. BUT YOU SEE OUR REVENUE IS EXPECTED ANTICIPATED TO GO DOWN BY JUST JUST UNDER $900,000. LOOKING AT 27.9 IN REVENUES, EXPENDITURES, LOOKING AT THE 27.5. SO AT THIS POINT, PROJECTED TO ADD 361,000 TO OUR FUND BALANCE, WHICH YOU CAN SEE IS COMPARED TO WHAT WE ADOPTED LAST YEAR, THAT'S VERY MUCH A DECREASE OF 1.1 MILLION. AND SO WITH THAT SAID, I KNOW YOU PROBABLY CAN'T SEE THIS, BUT THIS WOULD BE THE APPROVAL FORMAT. THIS IS THE THREE FUNDS AND THE FUNCTION TOTALS OFF ON THE LEFT THAT THE BOARD WOULD WE WOULD ANTICIPATE THE BOARD APPROVING ON THE 26TH OF AUGUST. AND THEN THE LAST THING I HAVE PUT IN HERE, YOU'VE SEEN THIS BEFORE. THESE ARE THE EVENT DATES AGAIN AT TONIGHT. WE'RE HERE TO PROPOSE BUDGETS. WE HAVE A THE REQUIRED NEWSPAPER AD. IT'S EXPECTED TO BE PUBLISHED IN THE KILLEEN DAILY HERALD ON FRIDAY. AT THAT SAME POINT, WE WILL PUT A SUMMARY ONTO OUR WEBSITE AND THEN ANTICIPATION OF BUDGET ADOPTION ON THE 26TH. SO TELL ME WHAT QUESTIONS YOU HAVE QUESTIONS FROM TRUSTEES, MADAM VICE PRESIDENT. SO, CAROLYN, PROBABLY MID-JULY WE HAD A BRIEFING AND WE WERE TALKING ABOUT A BALANCED BUDGET. AND I WAS ECSTATIC, ABSOLUTELY ECSTATIC. AND NOW WE'RE AT A $4 MILLION DEFICIT. AND I KNOW THE ADMINISTRATION IS GOING TO SAY WE'RE GOING TO SHAKE THAT OUT. WHERE DO WE PLAN ON SHAKING THAT OUT AT? THIS IS THE SAME IDEA THAT WE DID LAST YEAR. IF YOU REMEMBER, LAST YEAR WE ADOPTED THE $4 MILLION DEFICIT THAT ALLOWED US TO USE PRIOR YEAR FUND BALANCE, TO COMPARE OUR FUND BALANCE INTENTIONALLY TO PAY FOR INSTRUCTIONAL COACH SALARIES. THIS IS A CONTINUATION OF THAT. SO IT'S ABSOLUTELY ON PURPOSE. AND THE INTENT IS TO USE PRIOR YEAR FUND BALANCE. BECAUSE UNDER THE RESTRICTIONS OF THE FUND BALANCE, WE HAVE TO HAVE A NEGATIVE IN ORDER TO ACCESS THOSE FUNDS. CORRECT. SO I JUST WANT TO MAKE SURE. CORRECT. ALL RIGHT. THANK YOU. ANY OTHER QUESTIONS? THIS IS AN ACTION ITEM. MADAM SECRETARY, I MOVE TO OFFICIALLY PROPOSE THE FISCAL YEAR 2026 DISTRICT BUDGETS FOR THE GENERAL FUND, SCHOOL NUTRITION FUND AND DEBT SERVICE FUND IS PRESENTED FOR CONSIDERATION AT A PUBLIC MEETING TO BE SCHEDULED FOR THIS PURPOSE. I HAVE A MOTION BY SECRETARY ADAMSON, SECOND BY BOARD MEMBER MINTS. ANY FURTHER DISCUSSION BY TRUSTEES THERE BEING NONE. ALL THOSE IN FAVOR? SHOW OF HANDS. WE HAVE FIVE IN FAVOR. NONE IN OPPOSITION, TWO ABSENT, NOT PARTICIPATING, AND TRUSTEE MARVIN RAINWATER AND TRUSTEE RODNEY GILCHRIST. SO IT'S A502 VOTE. THANK YOU, MISS FENTON. LET THE RECORD REFLECT. AT 8:57 P.M. MR. RAINWATER HAD TO EXCUSE HIMSELF FROM THE MEETING. WE'LL NOW GO TO AGENDA ITEM J, WHICH IS CONSIDERATION OF PROPOSING THE 2025 TAX RATE OF 0.8778, CONSISTING OF 0.87.877 $0.08, CONSISTING OF MAINTENANCE AND OPERATIONS AT 0.668 $0.02 AND DEBT SERVICE AT 0.209 $0.06. FOR THE FISCAL YEAR 2026 REVENUE BUDGET. MISS BARTON, AS WE JUST DISCUSSED, TALKED ABOUT THE RATE WOULD REMAIN THE SAME, VERY SLIGHT INCREASE TO OUR INS RATE, WHICH WOULD BE A AN OVERALL TOTAL OF 8.778. AND WE WOULD ADOPT THIS AS WELL ON THE 26TH. QUESTIONS FROM TRUSTEES. THIS IS AN ACTION ITEM. MADAM VICE PRESIDENT, MR. PRESIDENT, I MOVE TO OFFICIALLY PROPOSE THE 2025 TAX RATE CONSISTING OF MAINTENANCE AND OPERATIONS AT 0.662882 AND DEBT SERVICE AT 0.2096, FOR A TOTAL TAX RATE OF 0.0.8778. FOR THE FISCAL YEAR 2026 REVENUE BUDGET, I HAVE A MOTION BY VICE PRESIDENT JONES. I HAVE A SECOND BY BOARD MEMBER MINTS. ANY FURTHER DISCUSSION BY TRUSTEES, THERE BEING NONE. ALL THOSE IN FAVOR? SHOW OF HANDS. WE HAVE FIVE IN FAVOR. NONE IN 
          [03:55:02]
OPPOSITION TO ABSENT, NOT PARTICIPATING. AND TRUSTEE MARVIN RAINWATER AND TRUSTEE RODNEY GILCHRIST, 502. THANK YOU, MISS VADEN. WE'LL NOW GO TO K, WHICH IS CONSIDERATION OF SCHEDULING PUBLIC PUBLIC MEETING TO DISCUSS AND ADOPT THE FISCAL YEAR 2026 BUDGETS AND TAX RATE. 
          YOU'RE STILL HERE? MR. I AM, AS PART OF THE BUDGET ADOPTION PROCESS, WE ARE REQUIRED TO HAVE A PUBLIC HEARING AND GET EVERYONE'S INPUT FROM THE COMMUNITY THAT WOULD LIKE TO SPEAK. AND SO PART OF THAT IS HAVING A NEWSPAPER AD OR ARTICLE IN THE NEWSPAPER TO NOTIFY THAT IT HAS TO BE AT LEAST TEN DAYS BEFORE A BUDGET ADOPTION. WE'VE GOT THAT AD SCHEDULED TO RUN ON FRIDAY, WHICH WILL AGAIN NOTIFY THE PUBLIC OF OUR AUGUST 26TH PROPOSED ADOPTION AND THE OPPORTUNITY FOR THEM TO ATTEND THE PUBLIC HEARING QUESTIONS FROM TRUSTEES. THIS IS AN ACTION ITEM, MR. MINTZ. MR. PRESIDENT, I MOVE TO OFFICIALLY SCHEDULE AUGUST 26TH, 2025, AS THE DATE OF THE PUBLIC MEETING TO DISCUSS AND ADOPT THE FISCAL YEAR 2026 BUDGETS AND RELATED TAX RATES. I HAVE A MOTION BY MR. MINTZ. WE HAVE A SECOND BY MADAM CAPITO. ANY FURTHER DISCUSSION BY TRUSTEES THERE BEING NONE. ALL THOSE IN FAVOR, SHOW OF HANDS. WE HAVE FIVE IN FAVOR AND NONE IN OPPOSITION, TWO ABSENT AND NOT PARTICIPATING IN TRUSTEE MARVIN RAINWATER AND TRUSTEE RODNEY GILCHRIST. THANK YOU, THANK YOU, THANK YOU FOR YOUR HARD WORK. ABSOLUTELY. YES, MA'AM. WELL, NOW, A LOT OF OTHER PEOPLE INVOLVED IN THAT BESIDES ME. WELL, THANK YOU TO YOU AND 
          [10. Information Items for Discussion]
YOUR ENTIRE TEAM. THANK YOU. AND PLEASE SHARE THAT WITH THEM. YES, MA'AM. WE'LL NOW GO TO ITEM TEN INFORMATION ITEMS FOR DISCUSSION. A WILL BE DISCUSSION OF SPRING 2025 STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS. STAAR RESULTS FOR GRADES THREE THROUGH EIGHT AND HIGH SCHOOL INTER-COURSE ASSESSMENTS. MISS SILLS WELCOME. THANK YOU, MR. PRESIDENT. DOCTOR DAVIS, BOARD MEMBERS, THIS IS A THIS PRESENTATION WILL BE A HIGH LEVEL REVIEW OF OUR DISTRICT RESULTS. ON THIS SLIDE HERE. THESE ARE JUST SOME OF THE TOPICS THAT WE WILL DISCUSS AT ANY POINT IN TIME. SHOULD YOU HAVE ANY QUESTIONS PLEASE FEEL FREE TO ASK. WE WANT TO LOOK AT SOME GENERAL INFORMATION AND WE'LL START WITH THE TIMELINE. SO HERE WHAT YOU SEE IN APRIL WE ADMINISTER THE STAAR TEST. THEN WE RECEIVE OUR EARLY RESULTS. AND THAT KIND OF GIVES US A GLIMPSE OF THE DATA FROM THE STUDENTS. THEN AS WE SHIFT INTO OUR PRELIMINARY STAR SCORE REPORTS THAT RIGHT THERE IS MORE ABOUT REVIEW AND APPEAL. AND SO YOU SEE THAT THAT WILL RUN SIMULTANEOUSLY WITH OUR RESCORE WINDOW. AND DURING THAT RESCORE WINDOW, WE HAVE THE OPPORTUNITY TO CHANGE A SCORE CODE, MAYBE FROM AN ABSENT TO A SCORE. BUT WE ALSO HAVE THE OPPORTUNITY TO DO A RESCORE. IN THIS CASE, WE HAVE OUR EXTENDED CONSTRUCTIVE RESPONSES. THAT'S THE WRITTEN RESPONSES THAT THE STUDENTS GIVE ON THE LA ELA TEST. SO IF A CAMPUS SAYS THEY WANT TO HAVE A RESCORE, THEY WOULD SUBMIT IT DURING THAT WINDOW. IF THERE WAS A POSITIVE CHANGE ON THAT SCORE, THEN IT WOULD BE REFLECTED IN THE FINAL SCORE AND THAT IS THE CONCLUSIVE RESULTS THAT WILL THEN TRANSLATE INTO OUR A THROUGH F RATINGS. AND SO NOW HERE WE ARE ON THE CUSP OF ACTUALLY GETTING A THROUGH F RATINGS FOR THE FIRST TIME SINCE 2022, IN THE MONTH OF AUGUST. SO THEY WILL BE PUBLICLY RELEASED ON TEXAS SCHOOLS GOV ON AUGUST 15TH. BEING THAT I'M SHARING WITH YOU SPRING RESULTS, THIS DEMOGRAPHIC PAGE AND THE NEXT SLIDE WILL ACTUALLY BE REPRESENTATIVE OF STUDENTS THAT WERE ENROLLED IN THE FOURTH NINE WEEKS AT THE END OF THE FOURTH NINE WEEKS. SO WE DO HAVE BOTH THE PERCENTAGES AND ALSO THE STUDENT COUNT, SHOULD YOU WANT TO LOOK AT BOTH. WHEN WE'RE LOOKING AT OUR ECONOMICALLY DISADVANTAGED, WE'RE SITTING AT AROUND 62% MILITARY CONNECTED. WANT US TO BE VERY CAREFUL WITH THAT, HOW WE LOOK AT IT THROUGH ACCOUNTABILITY AND HOW YOU LOOK AT IT THROUGH IMPACT AID ARE VERY DIFFERENT. SO WE DO SEE THAT ROUGHLY 50% OF OUR STUDENT POPULATION AT THAT TIME IS MILITARY. WAS MILITARY CONNECTED SPECIAL EDUCATION. WE HAVE ROUGHLY 8800 STUDENTS THAT WERE IDENTIFIED UNDER THE SPECIAL EDUCATION UMBRELLA. AND THEN OUR EMERGENT BILINGUAL HAD ROUGHLY 5500 STUDENTS. AS FAR AS OUR STUDENT POPULATION, ROUGHLY 85% OF OUR STUDENTS FALL WITHIN THE AFRICAN AMERICAN, HISPANIC, OR WHITE SUBPOPULATIONS. SO NOW WE WILL LOOK AT THE OVERALL STAAR PERFORMANCE. SO I JUST WANT US TO KIND OF WRAP OUR BRAINS AROUND THE ALL STUDENTS, ALL SUBJECT CONCEPT. THIS IS WHERE WE TAKE ALL 20 ASSESSMENTS, ALL 20 STAAR ASSESSMENTS FROM GRADES THREE ALL THE WAY UP TO HIGH 
          [04:00:02]
SCHOOL. AND THEN WE TAKE ALL OF THOSE SCORES OF ALL OF THE STUDENTS, AND WE DO A COMPREHENSIVE CALCULATION. AND SO IT WILL LOOK LIKE THIS WHEN WE LOOK AT THE RIGHT HAND SIDE ON THAT CHART, YOU CAN SEE COLLECTIVELY ALL STUDENTS, ALL ASSESSMENTS AT THE APPROACHES. 
          WE WERE AT 70. AT THE MEETS WE WERE AT 41%. AND AT MASTERS WE WERE AT 15%. SO YOU CAN SEE OUR DATA IS REMAINING RELATIVELY CONSTANT. SO TO SUMMARIZE WHAT YOU WILL SEE ON SUBSEQUENT SLIDES, READING DOES CONTINUE TO BE OUR STRONGEST CONTENT AREA SCIENCE. WE HAD MARKED IMPROVEMENT ACROSS ALL OF OUR PERFORMANCE LEVELS. MATH DOES STILL REMAIN AN AREA OF CONCERN, ESPECIALLY IN GRADE SEVEN, AND WE DO STILL HAVE PERFORMANCE GAPS AMONG OUR STUDENT GROUPS, PARTICULARLY STUDENTS RECEIVING SPECIAL EDUCATION SERVICES AND OUR EMERGENT BILINGUAL STUDENTS. 
          AND YOU'LL SEE THAT ON THE NEXT SLIDE. SO I WANT TO MAKE SURE THAT WE'RE ORIENTING OURSELVES WITH THIS SLIDE. SO WE CAN SEE ON THE LEFT HAND SIDE WE HAVE APPROACHES ARE ABOVE AND THE RIGHT HAND SIDE WE HAVE THE MEATS ARE ABOVE. STUDENTS WHO ARE IN THE MEATS ARE ABOVE ALSO DOES FALL WITHIN THAT APPROACHES ARE ABOVE. VERY WANT TO MAKE SURE THAT WE UNDERSTAND HOW THAT WORKS. IF WE SHIFT OVER TO THE LEFT HAND SIDE UNDER THE APPROACHES OR ABOVE, WE WILL LOOK AT THAT FIRST COLUMN ON THE LEFT THAT REPRESENTS THE DISTRICT. SO IF WE'RE LOOKING AT THE TOP OF THAT BAR, WE SEE THAT THAT REPRESENTS 70% OF OUR STUDENTS WERE AT APPROACHES OR ABOVE FOR 2025. IF WE GO DOWN TO THE BOTTOM OF THAT BAR, YOU WILL SEE THAT NEGATIVE ONE. BASICALLY WHAT THAT IS TELLING US IS THAT IN 2024, OUR DISTRICT AT APPROACHES OR ABOVE WAS AT A 71%. SO WE HAD A 1% DECREASE. THEN WE WANT TO ACTUALLY TAKE OUR SUBPOPULATIONS OR SUBGROUPS, AND WE WANT TO COMPARE THEM TO HOW THE DISTRICT PERFORMED. AND SO IN OUR APPROACHES ARE ABOVE, YOU CAN SEE THAT OUR EMERGENT BILINGUAL AND OUR SPECIAL EDUCATION POPULATIONS DO HAVE A HIGHER DEVIATION FROM OUR ALL STUDENTS, WHICH IS THE DISTRICT. BUT NOT ONLY DID THEY HAVE A DEVIATION, BUT IF WE GO DOWN TO THE BOTTOM OF THOSE BARS, WE ALSO SEE THEY REGRESSED FROM 2024 TO 2025. AS WE SHIFT OVER INTO THE MEATS, YOU CAN SEE AGAIN THE DEVIATION FROM THE ALL STUDENTS, WHICH IS THE DISTRICT AMONG OUR OTHER SUBPOPULATIONS. BUT I REALLY WANT TO MAKE SURE THAT WE'RE HIGHLIGHTING THAT SPECIAL EDUCATION COLUMN THERE. NOT ONLY DO WE HAVE OVER A 20% DEVIATION FROM ALL STUDENTS, WE ALSO SAW THAT IT REGRESSED. NOW WE'LL BREAK IT DOWN BY CONTENT AREA AND GRADE LEVEL. WHEN WE LOOK AT OUR READING PERFORMANCE, THIS SLIDE HERE IS ACTUALLY SHOWING US ALL STUDENTS WHO TOOK A READING TEST FOR 2025. SO AGAIN, LET'S ORIENT OURSELVES WITH THIS PAGE. IF WE LOOK AT THE DISTRICT BAR, THE NUMBERS WITHIN THE CENTER IS THE PERCENT OF STUDENTS WHO EARN THAT PERFORMANCE LEVEL OR ABOVE. UNTIL WE GET TO MASTERS. SO WE CAN SEE THE PURPLE IS APPROACHES, THE MEETS IS IN BLUE, AND THE MASTERS IS GREEN. 
          AS WE SHIFT OVER TO THE RIGHT, WE CAN SEE THE POSITIVE OR NEGATIVE NUMBERS. THAT IS REFLECTING A DIFFERENCE FROM 2024 DATA TO 2025 DATA. SO HERE YOU CAN SEE WHEN WE LOOK AT JUST THE DISTRICT WE DID HAVE A DECREASE AT APPROACHES AND MEET. WHEN WE'RE LOOKING COMPARATIVELY AGAINST THE STATE, WE CAN SEE THAT WE'RE IN RELATIVE ALIGNMENT BETWEEN OUR APPROACHES LEVELS. 
          BUT AS WE MOVE TO MEETS AND MASTERS, WE ACTUALLY HAVE THAT SEVEN POINT GAP BETWEEN THE DISTRICT AND THE STATE. NOW WE WANT TO START BREAKING IT DOWN BY SCHOOL TYPES AND OUR GRADE LEVELS. SO AGAIN, ALWAYS WANT TO MAKE SURE WE ORIENT FIRST. WHEN I'M LOOKING AT THIS. AND BRENDA I DON'T KNOW IF YOU CAN SLIDE BUT THAT THERE'S A BLOCK ON THERE. I THINK YOU JUST HAVE TO HOVER OFF OF IT. THANK YOU. I WANT US TO FIRST LOOK AT THE BOTTOM OF THIS SLIDE. THERE WE GO. THANK YOU. WHEN WE'RE LOOKING AT THAT APPROACHES MEETS THE MASTERS. THAT IS THE THRESHOLD A STUDENT MUST EARN IN ORDER TO MEET ONE OF THOSE PERFORMANCE LEVELS. SO I WANT TO JUST GIVE US AN EXAMPLE. WE HAVE TOTAL POSSIBLE POINTS. REMEMBER I SAID WE HAVE 20 TESTS. EVERY ONE OF THEM COULD POTENTIALLY HAVE A DIFFERENT DENOMINATOR. TOTAL POSSIBLE POINTS. THE NUMERATOR WOULD BE HOW MANY POINTS THE STUDENT EARNED. SO WE'RE SIMPLY JUST DOING BASIC MATH. WE'RE TAKING THE NUMERATOR WHICH IS THE POINTS THE STUDENT EARNED DIVIDING IT BY THE TOTAL POSSIBLE POINTS. SO IF I'M A STUDENT AND I DID THAT MATH AND I EARNED A 35%, I JUST PASSED 
          [04:05:01]
THE TEST AT A 35%. AND THE APPROACH IS PERFORMANCE LEVEL. I WOULD USE THAT SAME MATHEMATICAL CONCEPT TO DO THE MEETS AND THE MASTERS. SO WHEN I'M LOOKING AT THIS BAR, WHAT I'M LOOKING AT AND HOW I WOULD READ IT IS IF I LOOK AT THE PURPLE WHERE I SEE 78%, 78, 78% OF THE STUDENTS SCORED A 35% OR ABOVE, 49% OF THE STUDENTS SCORED A 52% OR ABOVE, AND THEN 18% OF THE STUDENTS SCORED A 71% OR ABOVE. SO IN LOOKING AT OUR ELEMENTARY RESULTS, WE CAN SEE THAT GRADE THREE AND FOUR HAD IMPROVEMENTS AT BOTH APPROACHES AND MEETS. OUR FIFTH GRADE HAD A BIT OF A VARIATION IN THE RESULTS AMONG THE PERFORMANCE LEVELS. SHIFTING TO MIDDLE SCHOOL, WE CAN SEE THAT WE HAD GRADE SIX, HAD A GENERAL OVERALL IMPROVEMENT. GRADE SEVEN DID SEE A SLIGHT IMPROVEMENT AT APPROACHES, BUT WE SAW THAT DECREASE AT THE MEETS AND THE MASTERS LEVEL. WE REALLY WANT TO START SEEING AN IMPROVEMENT AT OUR MEETS AND OUR MASTERS. THAT IS SOMETHING THAT IS GOING TO HELP US IN ACCOUNTABILITY WHEN WE GET TO DOMAIN THREE ACADEMIC ACHIEVEMENT, THEN WHEN WE'RE LOOKING AT GRADE EIGHT, WE DID HAVE A DECREASE AT APPROACHES, BUT WE DO SEE AN INCREASE AT THE MEETS AND THE MASTERS, AND THEN SHIFTING INTO HIGH SCHOOL, WE CAN SEE WE AT FOR ENGLISH ONE. THERE WAS A DECREASE AT MEETS AND MASTERS, WHILE ENGLISH TWO SAW A DECREASE AT APPROACHES AND MEETS. SHIFTING INTO MATH. YOU CAN SEE HERE THAT WE HAD A DECREASE AT THE APPROACHES AND THE MEETS. WE DO HAVE A DEVIATION FROM THE STATE. YOU CAN SEE AT THE APPROACHES WE HAVE A 5% DEVIATION. AT THE MEETS WE HAVE THE NINE POINT DIFFERENCE. AND THEN AT THE MASTERS WE HAVE A SEVEN POINT GAP. LOOKING AT OUR ELEMENTARY SCORES, THIRD GRADE DID HAVE A DECLINE AT THE APPROACHES IN THE MEETS. FOURTH GRADE REMAINED RELATIVELY STABLE FIFTH GRADE EVEN THOUGH IT OUTPERFORMED GRADE THREE AND FOUR, IT DID HAVE A DECREASE AT BOTH THE APPROACHES AND THE MEETS. AND IT DID HAVE THAT SLIGHT INCREASE AT THE MASTERS. SHIFTING INTO SECONDARY. YOU CAN SEE THAT WE HAD IMPROVEMENTS AT GRADE SIX AND GRADE EIGHT, GRADE SEVEN, JUST AS WE MENTIONED AT THE OVERALL SUMMARY, CAN GRADE SEVEN CONTINUES TO BE AN AREA OF CONCERN IN REGARDS TO MATH. AND THEN FOR ALGEBRA, THERE WAS A DECREASE AT THE APPROACHES, BUT WE CAN SEE THAT MORE STUDENTS ARE MEETING AND EXCEEDING THEIR PERFORMANCE LEVELS AT THE MEETS AND THE MASTERS. SCIENCE, GENERAL IMPROVEMENT AT THE DISTRICT AND THE STATE. ALL POSITIVE. WE DO STILL LAG BEHIND THE STATE. AGAIN, LOOKING AT THE THREE GRADE LEVELS THAT ARE ASSESSED IN SCIENCE, YOU CAN SEE THAT THERE WAS AN IMPROVEMENT ACROSS ALL PERFORMANCE LEVELS, PARTICULARLY LOOKING AT GRADE FIVE. THE APPROACHES HAD A 12% INCREASE AND BIOLOGY HAD A 10% INCREASE AT THE MEETS PERFORMANCE LEVEL. SOCIAL STUDIES WE DO SEE AGAIN A 3 TO 4% DEVIATION BETWEEN THE DISTRICT AND THE STATE, AND WE HAD A DECREASE AT THE APPROACHES AND THE MEETS PERFORMANCE LEVEL. SO BEFORE I DISCUSS DATA ON THIS PAGE, I THINK IT'S VERY IMPORTANT FOR US TO LOOK AT THOSE THRESHOLDS AT THE BOTTOM, BECAUSE US HISTORY DOES HAVE THE LOWEST THRESHOLD FOR APPROACHES AMONG ALL OF OUR CONTENT AREAS. 
          SO WHEN WE LOOK AT THIS DATA, WE CAN SEE THAT GRADE EIGHT HAD TO MAKE A 43% TO GET APPROACHES, WHEREAS US HISTORY HAD TO MAKE A 29% TO GET APPROACHES. SO WE DID HAVE A GENERAL DECREASE AMONG ALL PERFORMANCE LEVELS AT GRADE EIGHT, AND WE DID SEE A DECREASE AT US HISTORY IN THE APPROACHES AND THE MEETS LEVEL. ANY QUESTIONS OR COMMENTS YOU WOULD LIKE TO MAKE? QUESTIONS? COMMENTS. MR. MINTZ, MISS HILLS, THANK YOU. THAT WAS VERY IT WAS I THINK THAT YEAH, THAT WAS A GREAT, GREAT WAY TO CONVEY THE DATA. SO THANK YOU. COULD WE GO BACK TO THE WHEN WE TALKED THE SLIDE NUMBER WHERE WE TOWARDS THE BEGINNING WHERE WE WERE TALKING ABOUT, WE MADE THE COMMENT THAT THE KEEP GOING BACK ALL THE WAY TOWARDS THE BEGINNING HAD THE DIFFERENT DEMOGRAPHICS RIGHT THERE. THAT ONE RIGHT THERE. PERFECT. SO AS I DRAW A LINE FROM 70 BEING THE DISTRICT AVERAGE DOWN TO THE 43 BEING THE SPECIAL EDUCATION APPROACHES OR ABOVE, AND THEN 
          [04:10:01]
THAT SAME LINE FROM THE 41 TO THE 16 IS THAT A NORMAL GAP OR IS IT EXCEPTIONALLY HIGH HERE IN IN KISD? THIS IS PRETTY CONSISTENT OF WHAT WE HAVE SEEN OVER THE PAST FEW YEARS SINCE WE'VE HAD THE REDESIGN. AND ALSO POST COVID, WE WHEN WE LOOK AT OUR COMPARATIVE DISTRICTS, WE DO SEE THAT THEY HAVE SOME GAPS. THEY'RE STARTING TO CLOSE THEM AS WELL, SOME TIGHTER THAN OTHERS. IF WE LOOK AT SOME ON THE HIGHER END OF OUR COMPARATIVE DISTRICTS. BUT WHAT IS ALARMING HERE FOR US WOULD BE MORE SO. THAT SPECIAL EDUCATION GAP IS WHAT WE'RE LOOKING AT. SO AS FAR AS THE OTHER SUBPOPULATION, THERE ARE GOING TO BE DEVIATIONS AMONG OUR OTHER DISTRICTS IN THE STATE OF TEXAS, BUT THAT ONE'S NOTABLE. THAT IS NOTABLE WAS HERE IT IS. AND THAT IS SOMETHING THAT IS BEING ADDRESSED WITH DOCTOR LORENSON AND HER TEAM IN CONJUNCTION WITH CURRICULUM, INSTRUCTION AND ASSESSMENT. OKAY. THANK YOU. YOU'RE WELCOME. ANY OTHER QUESTIONS FROM TRUSTEES, MADAM VICE PRESIDENT? YES, MA'AM. ON THAT SAME CHART, EB WHAT IS EB STAND FOR? SORRY. EMERGENT BILINGUAL. ALL RIGHT. AND SO WE HAVE ALL THE DIFFERENT GROUPS ON HERE AA HISPANIC. WE DON'T HAVE ASIAN OR OTHERS THE PERCENTAGE. SO I'M GOING TO GO BACK A COUPLE OF SLIDES IF I MAY. I BROKE IT DOWN THIS WAY BECAUSE OF 85% OF OUR SUBPOPULATIONS ARE OUR THREE LARGEST. THOSE ARE OUR THREE LARGEST SUBPOPULATIONS RATHER. AND SO THEY ARE GOING TO HAVE THE BIGGEST IMPACT ON OUR STAR RESULTS, WHICH THEN WILL IMPACT OUR ACCOUNTABILITY, WHICH IS WHY I BROKE IT DOWN THAT WAY. ALL RIGHT. THANK YOU. YOU'RE WELCOME, MR. PRESIDENT. COLONEL. 
          THANKS. SORRY. JUST LOOKING AT THE DATA. IS THERE A WAY TO PORTRAY IT BY GRADUATION YEAR? SO YOU'RE, LIKE, SEEING THE SAME GROUP OF PEOPLE YEAR BY YEAR SO WE CAN LOOK AT OUR SENIORS AND HOW THEY PERFORMED AND IF THEY WERE RE TESTERS OR NOT. BUT THE WAY THAT IT'S ASSESSED, MOST OF OUR STUDENTS ARE DONE TESTING BY THEIR JUNIOR YEAR. NO, NO, I'M SORRY, I WASN'T CLEAR. SORRY. 
          JUST, YOU KNOW, WHEN YOU'RE IN FIRST GRADE, YOUR GRADUATION YEAR IS 18 YEARS, YOUR SECOND GRADE, ETC. 12 YEARS. THAT WILL BE A SUBSEQUENT PRESENTATION. OKAY, ABSOLUTELY. THAT'S A GREAT QUESTION. BUT WE DO NOT PORTRAY IT HERE BECAUSE THIS IS JUST OUR SPRING RESULTS. IT'S JUST ONE SNAPSHOT. HIGH SCHOOL STUDENTS ACTUALLY TAKE HAVE THREE TIMES TO TAKE IT DURING AN ACCOUNTABILITY CYCLE, SO WE CAN START TRACKING STARTING THIRD GRADE. THAT'S WHEN WE START STAR. AND WE CAN LOOK AT HOW THAT COHORT IS ACTUALLY MOVING TOWARDS THEIR GRADUATION. 
          BECAUSE THEN YOU HAVE TO TAKE INTO CONSIDERATION FACTORS SUCH AS RETENTION TO DETERMINE IF THEY'RE GRADUATING ON TIME AND IF THEY WERE ABLE TO PASS THE TEST ONCE THEY GET TO HIGH SCHOOL THE FIRST TIME, BUT JUST SEPARATE FROM FROM HIGH SCHOOL, LIKE THE WAY YOU LOOKED AT IT, YOU COULD JUST SEE THE PERFORMANCE AS THEY MOVE THROUGH. YOU KNOW, IF YOU HAD LIKE IN FOURTH GRADE POOR TESTS, THEN IN FIFTH GRADE YOU'LL PROBABLY HAVE POOR TEST. IS THERE A WAY TO LOOK AT THE DIFFERENCE BETWEEN HOW THEY DID IN FOURTH GRADE AND THEN HOW THEY DID IN FIFTH GRADE AND HOW THEY DID IN SIXTH GRADE? WE DO WE HAVE THAT CAPABILITY? YES, SIR. DOCTOR OSBORN, DON, DO YOU MIND SPEAKING A LITTLE BIT ABOUT HOW THAT IS CAPTURED IN DOMAIN TWO? AND WE TRACK THAT SPECIFICALLY IN MATH AND READING WITH SUBSEQUENT TESTS. SO WHAT I SHOWED YOU WAS REALLY A LOT OF DOMAIN ONE, BUT IT'S ONLY A PORTION OF DOMAIN ONE. I DON'T WANT US TO THINK THAT STAR IS JUST THE ONLY ASSESSMENT THAT GOES INTO DOMAIN ONE. BUT AS WE LOOK AT DOMAIN TWO, WHICH IS OUR GROWTH OF OUR STUDENTS, WE ARE LOOKING AT BASICALLY A TRANSITION TABLE. SO WHEN I MADE THE COMMENT ABOUT OUR WE WANT OUR STUDENTS PERFORMING HIGHER AT THAT MEETS AND MASTERS. WHAT WE'RE LOOKING AT FOR GROWTH IS WE'RE TRYING TO SEE IF STUDENTS WILL MOVE FROM THE DID NOT MEET TO APPROACHES. ARE THEY GOING TO MOVE FROM APPROACHES TO MEETS TO MEETS TO MASTERS? BUT IF THEY STAY AT MEETS THEN WE CAN GET A POINT FOR THAT. IF THEY STAY AT MASTERS, WE CAN GET A POINT FOR THAT. THE CONCERN IS, AND I KNOW THAT WE'VE TALKED ABOUT IT, WHEN WE TALK ABOUT THOSE THRESHOLDS, THEY HAVE A TENDENCY TO CHANGE JUST SLIGHTLY EVERY YEAR BECAUSE WE TALKED ABOUT POST EQUATING. WE WILL NOT DWELL ON THAT AT ALL. BUT HERE'S THE THING. WHEN WE'RE LOOKING AT THE SCORES, IF THEY REGRESS FROM MASTERS TO MEETS, THEN WE DO NOT GET POINTS FOR THEM. SO ONCE WE HAVE STUDENTS PERFORMING AT HIGHER LEVELS, WE NEED TO MAINTAIN THAT. AND SO THAT IS REALLY THE GOAL. SO WHENEVER WE'RE LOOKING AT DATA, WE WANT TO SEE GOING BACK TO WHAT DOCTOR OSBORN, DOCTOR CREIGHTON WERE PUSHING OUT CONSISTENTLY ANY ASSESSMENT THAT IS GIVEN. WE REALLY AND OBVIOUSLY THIS IS A MINIMUM. WE WANT A MINIMUM OF 70% OF OUR 
          [04:15:03]
STUDENTS PERFORMING AT THAT APPROACHES. WE WANT 40% OF OUR STUDENTS ARE AT THE MEETS, AND WE WANT TO SEE ABOUT 12% AT THE MASTERS, BECAUSE THAT'S THEN GOING TO TRANSLATE INTO OUR ACCOUNTABILITY SYSTEM OF A C. AND I KNOW THAT WE WANT TO AIM HIGHER THAN A C, BUT WE HAVE TO START SOMEWHERE AS WELL. AND SO AS YOU SAW OUR SCORES, WE HAVE SOME ROOM FOR IMPROVEMENT TO GROWING ALONG THAT CONTINUUM FROM APPROACHES, MEETS AND MASTERS. YOU'RE WELCOME, MR. MINTZ. SO 70, 40, 12. THOSE ARE KIND OF OBVIOUSLY THAT THERE'S SOME VARIANCE IN THERE. YES. 
          THAT'S BENCHMARKING. YES OKAY. THANK YOU. ANY OTHER QUESTIONS FROM TRUSTEES. THANK YOU. GREAT PRESENTATION. THANK YOU. WE'LL NOW GO TO ITEM B WHICH IS DISCUSSION OF 2025 2026 KILLEEN INDEPENDENT SCHOOL DISTRICT DISCIPLINARY ALTERNATIVE ALTERNATIVE EDUCATION PROGRAM PROCESS IMPROVEMENTS. I'VE SEEN THIS GUY FOR A FEW. GOOD EVENING, MR. PRESIDENT. WELCOME BACK. MEMBERS OF THE BOARD. DOCTOR DAVIS, HOW ARE YOU DOING TONIGHT? AWESOME. OKAY, WE ARE HERE. I'M HERE TONIGHT TO TALK ABOUT THE DAP PROGRAM, THE DISCIPLINARY ALTERNATIVE EDUCATION PROGRAM. BRING SOME INFORMATION TO YOU, ANSWER SOME QUESTIONS ABOUT THE CURRENT PROGRAM THAT WE HAVE. WE'RE GOING TO TALK TONIGHT ABOUT THE REVIEW OF THE HOUSE BILL SIX CHANGES ONLY IN REGARDS TO HOW IT IMPACTS AND HOW IT'S GOING TO IMPACT OUR ENROLLMENT AT DAP. 
          DISCRETIONARY VERSUS MANDATORY PLACEMENTS. THE HEARING PROCESS, STUDENT EXPERIENCES AT DAP, AND THE TRANSITION FROM DAP TO HOME CAMPUS AND OUR REQUIREMENTS IN THAT AREA. OBJECTIVE. TONIGHT WE WANT TO EXPLAIN DAP PROCESS AND OUR FOCUS ON SAFETY AND SECURITY WITHIN THAT BUILDING, PRESENT EXPECTATIONS FOR PARENTAL INVOLVEMENT AND PARTNERSHIP THROUGHOUT THAT PROCESS. ADDRESS SUPPORTS FOR STUDENTS ACADEMIC, EMOTIONAL, AND BEHAVIORAL NEEDS. OUTLINE ORIENTATION AND EXIT MEETING PROCEDURES FROM BEGINNING TO END WHEN THEY'RE ENROLLED AT DAP. PRESENT THE TRANSITION PLAN FOR SUCCESSFUL STUDENT REINTEGRATION TO THEIR HOME CAMPUS, AND EXPLAIN CONTINUED MONITORING AND SUPPORT FOR STUDENTS BEYOND THAT PROBATION PERIOD. WHAT ARE WE DOING FOR CHILDREN AFTER THEY HAVE COMPLETED THAT DISTRICT PROBATION? SO WE'VE COVERED AND TALKED A LOT ABOUT THE HOUSE BILL, SIX CHANGES. WE'VE WE'VE REVIEWED THAT OBVIOUSLY TONIGHT IN THE STUDENT CODE OF CONDUCT. SO WHAT IS THAT GOING TO DO TO OUR ENROLLMENT AT DAP? WELL, THERE'S A COUPLE OF THINGS THAT IS ACTUALLY GOING TO BE A POSITIVE IMPACT ON OUR ENROLLMENT. DAP, THE E-CIG AND THE VAPE RULES CHANGING NOW ALLOWING US TO USE ES AND THAT TEN DAY PLACEMENT ON CAMPUS INSTEAD OF PLACING THEM AT DAP. OBVIOUSLY WE'LL LOWER ENROLLMENT AND NUMBER OF PLACEMENTS THERE. THE VIRTUAL EDUCATION FOR EXPELLED STUDENTS RETURNING TO KSD. AS EXPLAINED EARLIER TONIGHT, STUDENTS THAT ARE RETURNING BEFORE THEY HAVE COMPLETED THEIR EXPULSION, EXPULSION ASSIGNMENT OR NOT BEING ENROLLED AT ALL IN THE JJAEP. THEY CAN BE VIRTUALLY EDUCATED AND SO THEY'RE NOT GOING TO BE ENROLLED DIRECTLY AT THE DAP. AND THEN PARENTS, THROUGH THE USE OF THE PARENT AGREEMENT THAT WE WILL WORK THROUGH AND WORK AND TALK ABOUT BY BEING ABLE TO REDUCE THAT ASSIGNED DAYS IN THOSE CERTAIN SITUATIONS BY UP TO 10%, WOULD ALLOW US TO BRING THAT ENROLLMENT DOWN JUST A LITTLE BIT. BUT THINGS LIKE FELONY OFFENSES THAT ARE NOW OCCURRING OFF CAMPUS, THOSE ARE NOW GOING TO BE MANDATORY PLACEMENTS. AND SO WE ALREADY HAVE SOME OF THOSE THAT WE'RE WORKING THROUGH RIGHT NOW, BECAUSE WE'VE HAD SOME STUDENTS THAT HAVE BEEN ENGAGED IN THIS OVER THE SUMMER. AND SO WE ARE LOOKING AT HOLDING HEARINGS THIS WEEK TO DO THOSE PLACEMENTS. STUDENT CODE OF CONDUCT COMES FROM CHAPTER 37, THE TEXAS EDUCATION CODE, AND IT STATES THAT A STUDENT MAY BE PLACED WHEN THEIR BEHAVIOR MEETS SPECIFIC CRITERIA OUTLINED IN THIS. IN THIS CHAPTER, THE PLACEMENTS CAN EITHER BE MANDATORY, WHICH WOULD BE REQUIRED, OR DISCRETIONARY, WHICH IS ALLOWED BY THE ADMINISTRATOR OR THE DISTRICT'S DISCRETION. SO WHEN WE LOOK AT SOME OF THESE THESE ITEMS DISCRETIONARY VERSUS MANDATORY DISCRETIONARY, WE'RE GOING TO LUMP INTO ONE CATEGORY AND SAY THAT'S THE ADMINISTRATOR'S DISCRETION. AND SO HERE ARE SOME EXAMPLES. THIS IS NOT AN EXHAUSTIVE LIST BY ANY MEANS. BUT THESE ARE SOME EXAMPLES OF THINGS THAT THAT WE SEE STUDENTS ENGAGING IN. CYBER BULLYING IS A DISCRETIONARY PLACEMENT, ENGAGING IN BULLYING THAT ENCOURAGES THE STUDENT TO COMMIT SUICIDE OR ATTEMPT SUICIDE. THIS IS A DISCRETIONARY PLACEMENT. LET ME STOP ON THESE FIRST TWO AND SAY THESE TWO SOUND IN WRITING LIKE THAT'S DISCRETIONARY. BUT THE POINT HERE IS, IS THAT THE CAMPUS ADMINISTRATOR HAS THE ABILITY TO INVESTIGATE THE SITUATION AND DETERMINE THE SEVERITY AND ALL OF THE CIRCUMSTANCES SURROUNDING THIS. SO YOU COULD HAVE A, A VERY YOUNG STUDENT THAT SAYS SOMETHING OUT OF CONTEXT, NOT KNOWING, REALLY, TRULY UNDERSTANDING THE WEIGHT OF THEIR WORDS, BUT WOULD FIT THIS DEFINITION. SO WE GOT TO HAVE SOME LEEWAY AT THE CAMPUS LEVEL 
          [04:20:06]
TO HAVE THAT DISCRETION INVOLVING IN CRIMINAL STREET GANG ACTIVITY, ANY BEHAVIOR THAT'S CLASSIFIED AS A SERIOUS OFFENSE. AND THIS IS KIND OF WHAT WE TALKED ABOUT BEFORE. 
          THAT'S A LOCAL CODE FOR US. SO THESE ARE SERIOUS THINGS THAT GO OUT OF THAT MINOR CATEGORY. 
          MINOR CATEGORY WOULD BE THINGS LIKE TARDY ID VIOLATIONS, DRESS CODE VIOLATIONS. NOW EVEN THOUGH THEY CAN STACK UP AND BECOME SERIOUS VIOLATION, THEN ANOTHER ONE OF ITSELF WOULD NOT BE. BUT OTHER OFFENSES COULD BE CONSIDERED SERIOUS, AND THEY WOULD BE EVEN ON THE FIRST VIOLATION, COULD BE A SERIOUS, WOULD BE A SERIOUS ISSUE, AND COULD BE A DISCRETIONARY PLACEMENT DAP AND THEN ASSAULT WITH THREAT WITH THE THREAT OF IMMINENT BODILY INJURY. SO NOT ONLY ARE YOU IS A CHILD ASSAULTING ANOTHER STUDENT, BUT THERE IS THE THREAT OF THE IMMINENT BODILY INJURY WOULD FIT INTO THE DISCRETIONARY CATEGORY. THINGS THAT ARE MANDATORY, WHICH ARE REQUIRED BY LAW TO BE A PLACEMENT AT DAP IF THEY COMMIT A FELONY ON CAMPUS, IF THEY SELL, GIVE, DELIVER UNDER THE INFLUENCE OF THC OR ALCOHOL WHILE ON CAMPUS OR ANOTHER CONTROLLED SUBSTANCE. I PUT THIS HERE. IF YOU SEE IN PARENTHESES IT SAYS AMOUNT NOT RESULTING IN A FELONY. SO IF A CHILD IS IF A STUDENT IS IN POSSESSION OF MARIJUANA, BUT IT IS A LESS THAN MEASURABLE AMOUNT, THAT WOULDN'T CONSTITUTE NECESSARILY A FELONY CHARGE. SO IT WOULD NOT GO INTO THAT FIRST CATEGORY OF COMMITTING A FELONY ON CAMPUS. BUT HOWEVER, THAT POSSESSION OF ANY AMOUNT OF MARIJUANA ON CAMPUS IS A MANDATORY PLACEMENT, FIGHTING OR ASSAULT. WE PUT THESE TWO HERE. THESE ARE LOCAL, AND WE HAVE MADE THE STATEMENT OBVIOUSLY, OVER THE LAST YEAR, WE'VE ACTUALLY ESCALATED THIS IN THE NUMBER OF DAYS PLACEMENT. AND SO TO PORTRAY TO OUR STUDENTS AND OUR FAMILIES THE SERIOUSNESS OF THESE THINGS OCCURRING ON OUR CAMPUS WITH BEHAVIOR THAT WILL NOT BE TOLERATED. AND EVEN ON THE FIRST OFFENSE, WE ARE GOING TO TAKE A TAKE A SERIOUS STAND HERE. I WANT TO POINT OUT THE DIFFERENCE BETWEEN FIGHTING AND ASSAULT. 
          THIS IS NOT CRIMINAL ASSAULT. THIS IS A LOCAL DEFINITION OF ASSAULT. AND I OFTEN HAVE TO EXPLAIN THAT AND TALK PARENTS THROUGH THAT. WE'RE NOT FILING CHARGES ON YOUR CHILD FOR ASSAULT. THIS IS THE DIFFERENCE HERE IS IN A FIGHT, YOU HAVE TWO OR MORE STUDENTS THAT ARE IN A MUTUAL COMBAT. ONE STUDENT HITS ANOTHER STUDENT, THE OTHER STUDENT HITS THE STUDENT BACK. 
          THAT, BY DEFINITION, WOULD BE A FIGHT. IF A STUDENT. I'M SORRY. IF A STUDENT HITS ANOTHER STUDENT AND THE SECOND STUDENT DECIDES, WHOA, I'M NOT, YOU KNOW, HEY, WHY'D YOU DO THAT? AND THAT'S THE END OF IT. THE FIRST STUDENT HAS STILL COMMITTED THE SAME OFFENSE AS THEY DID BEFORE, BUT IT WOULD BE DEFINED AS AN ASSAULT BECAUSE THEY DIDN'T RETURN. THERE WAS NOT A MUTUAL COMBAT. IT WAS ONLY ONE STUDENT INVOLVED. THAT'S IMPORTANT BECAUSE OUR CODING BECOMES VERY IMPORTANT. AND WHEN YOU HAVE TWO STUDENTS INVOLVED, THEY BOTH HAVE TO HAVE THE SAME LINKED EVENT. BUT IN ASSAULT THERE WOULD ONLY BE ONE. THEY COMMIT A BEHAVIOR THAT IS DEFINED AS PUBLIC LEWDNESS OR INDECENT EXPOSURE ON CAMPUS. THAT WOULD BE CONSIDERED A MANDATORY PLACEMENT, AND THEN CONDUCT IS DEFINED AS HARASSMENT AGAINST AN EMPLOYEE. UNDER THE PENAL CODE 42.07. NOW, I'VE BEEN IN CONTACT WITH CHIEF HEIDORN ABOUT THIS, AND THIS IS THIS IS INTERESTING BECAUSE WE HEAR A LOT WHEN A TEACHER OR STAFF MEMBER GETS HIT OR ASSAULTED, BUT IN ORDER FOR IT TO FIT INTO THIS CATEGORY, THEY HAVE TO FOLLOW THROUGH WITH THE INVESTIGATIVE PROCESS AND THE CHARGES. IF THEY DON'T, DOESN'T MEAN THAT THE CHILD IS GETTING OFF SCOT FREE, BUT IT MAY NOT FIT INTO THAT MANDATORY PLACEMENT CATEGORY IF THAT STAFF MEMBER DOESN'T FOLLOW THROUGH, I'LL PAUSE FOR I'M TALKING REALLY FAST, BUT I WANT TO. 
          NOPE. NO FEEDBACK. FEDERAL. YES SIR. REALLY QUICK QUESTION. YES SIR. ON THE EXAMPLE YOU GAVE, JUST IN CASE SOME PARENTS ARE WATCHING. YES, I CAN SEE A QUESTION COMING UP. THAT SCENARIO, THE DIFFERENCE OF WHAT YOU DESCRIBED VERSUS SELF-DEFENSE, DOES THAT MAKE SENSE IN WHICH ONE DOCTOR DAVIS AND THEN THE ONE STUDENT OBVIOUSLY ASSAULT. THAT'S PRETTY SIMPLE. YES. YOU HIT I DON'T HIT BACK. YES, I'M TALKING SOMETIME. IT GETS MUDDY, THE WATERS GET MUDDIED. AT LEAST MY CHILD WAS ASSAULTED. THEY HAD TO DEFEND THEMSELVES. DOES THAT MAKE SENSE? YES, SIR. GOING THROUGH THAT PROCESS OF MITIGATING FACTORS, BECAUSE THAT IS ONE OF THEM. BUT ANYWAY, GO AHEAD. ABSOLUTELY. AND I WOULD I WOULD ONLY SAY THAT IT'S ALWAYS MUDDY WHEN YOU GET INTO THESE SITUATIONS AND INVESTIGATING. SO THE INVESTIGATIVE RESPONSIBILITY OF THAT CAMPUS IS TO DETERMINE FIRST OF ALL, WAS IT SELF-DEFENSE? SO JUST BECAUSE A CHILD RETURNS RETURNS THAT, YOU KNOW, THAT PHYSICAL AGGRESSION DOES NOT MEAN BY DEFINITION THAT THEY WERE INVOLVED IN A FIGHT, IT COULD MEAN THAT THEY COULD BE INVOLVED IN A FIGHT BY DEFINITION. BUT THE STATEMENTS OF EVERYBODY INVOLVED POTENTIALLY HAVING VIDEO OF THE INCIDENT, PRIOR KNOWLEDGE, PRIOR ACTIVITY THAT LED TO THAT, WHERE WAS IT LOCATED? ALL OF THOSE ARE 
          [04:25:03]
INVESTIGATIVE DETAILS THAT COULD LEAD TO THAT DETERMINATION OF WHETHER IT'S A FIGHT OR WHETHER ONE STUDENT WAS INVOLVED IN A SELF-DEFENSE SITUATION. YES, SIR. DID THAT ANSWER SUFFICIENTLY? THANK YOU. OKAY. FEDERAL AND TECH TOUCH EDUCATION CODE DUE PROCESS REQUIREMENTS. 
          SO WHEN WE TALK ABOUT DUE PROCESS, WHAT ARE WE WHAT ARE WE REQUIRED AND WHAT ARE WE DOING HERE IN THIS SITUATION. AND SO WHAT'S WHAT THE INTERESTING THING HERE OF THIS, OF THIS SLIDE IS THAT FEDERAL REQUIREMENT, THE STATE REQUIREMENTS UNDER TEXAS EDUCATION CODE FOR DUE PROCESS ACTUALLY EXCEED THE FEDERAL REQUIREMENTS. AND SO BY THE TEXAS EDUCATION CODE, WE ARE BOUND TO THE LEFT HAND COLUMN THERE OF. WE'RE GOING TO GIVE THE NOTICE OF ALLEGED CONDUCT TO THE STUDENT AND THE PARENT. WE'RE GOING TO EXPLAIN THE EVIDENCE. WHAT DID WE GATHER? JUST LIKE WE WERE JUST TALKING ABOUT WHAT WAS THE EVIDENCE THAT WE GATHERED TO MAKE THAT DETERMINATION, THAT THIS WAS THE CODE BEING USED? THEY HAVE TO HAVE AN OPPORTUNITY TO RESPOND. YOU KNOW THAT. WHAT DID HAPPEN? WHAT'S THEIR SIDE OF THE STORY? PROVIDE A STATEMENT FOR US AS WELL. THERE IS A HEARING. IF WE MOVE TO THE LEVEL OF EXPULSION, THEY ARE REQUIRED BY DUE PROCESS TO HAVE A HEARING FOR THAT, AND THEY HAVE A RIGHT TO REPRESENTATION AT THAT HEARING. THEY HAVE A RIGHT ALSO TO PRESENT THEIR EVIDENCE. AND IF IN THE IN THE INSTANCE WHERE THEY ARE EXPELLED, THEY HAVE A RIGHT TO APPEAL. EXPULSION IS THE ONLY ONE UNDER TEXAS EDUCATION CODE THAT THEY ARE GIVEN THE OUTRIGHT THE RIGHT TO APPEAL. THE OTHERS WOULD FLOW THROUGH THE LOCAL DISTRICT POLICY FOR CONCERNS. ANY ANY QUESTIONS OR THOUGHTS ON DUE PROCESS. WE'RE GOING TO TALK A LITTLE BIT MORE ABOUT THAT DUE PROCESS, HOW THAT GOES. HERE'S THE FLOWCHART FOR OUR HEARING. THIS OBVIOUSLY IS GOING TO CHANGE AFTER OUR PREVIOUS CONVERSATION. AND IT'S GOING TO LOOK A LITTLE BIT DIFFERENT. BUT WE WILL MAKE THOSE ADJUSTMENTS AS WE DISCUSSED EARLIER TODAY AND BRING THE CAMPUS, THE DISTRICT HEARING OFFICER BACK IN TO MAKE THE DECISION. HOWEVER, I DO WANT TO SAY THAT THE PROCESS ITSELF IS STILL VERY SIMILAR TO WHAT WE WERE TALKING ABOUT EARLIER. YOU'RE GOING TO HAVE THE OFFENDING INCIDENT OR THE TRIGGERING INCIDENT, WHETHER IT BE MANDATORY DISCRETIONARY, THE ASSISTANT PRINCIPAL IS GOING TO CONTACT THE PARENT. THEY'RE GOING TO SCHEDULE A CAMPUS LEVEL CONFERENCE. THE THEY PRESENT THE MATERIAL TO THE TO THE PRINCIPAL, MAKE A RECOMMENDATION. THE PRINCIPAL WILL UPHOLD, ALTER, MAKE WHATEVER DECISION. AND IF THEY'RE MOVING FORWARD, THEN IT WILL BE FORWARDED. AND THE AP WILL TAKE THAT THEN TO THE DISTRICT HEARING OFFICER TO BE HEARD. AND THEN THE FINAL DETERMINATION WILL BE MADE. THIS IS JUST A REPRESENTATION OF ALL THE THINGS THAT HAVE TO BE DONE DURING THAT PROCESS. ALL THE PAPERWORK AND DOCUMENTS THAT HAVE TO BE FILED ON BEHALF OF THAT STUDENT TO ENSURE THAT THAT WE ARE MAKING, THAT WE ARE TAKING CARE OF ALL ASPECTS OF THAT DUE PROCESS ALONG THE WAY. 
          THIS ALSO REPRESENTS AND SHOWS THAT IF A STUDENT IS SPECIAL, SPECIAL EDUCATION OR A 504 STUDENT, THAT THAT HAS TO BE TAKEN INTO CONSIDERATION BEFORE THE HEARING TO FIND OUT IF THE BEHAVIOR THAT WE EXHIBITED OR TRIGGERED THE REFERRAL IS LINKED TO THEIR DISABILITY, AND IF IT IS, THEN WE HAVE TO FLOW BACK INTO AN IEP OR 504 MEETING TO DETERMINE WHAT ACCOMMODATIONS WE CAN PUT IN PLACE TO HELP THAT CHILD. THIS AGAIN OBVIOUSLY IS GOING TO CHANGE. THIS IS BUT THIS IS A STILL A REPRESENTATION OF ALL OF THE THINGS THAT WE TAKE INTO CONSIDERATION WHEN MOVING A CHILD FORWARD FOR DAP PLACEMENT. AND SO ALL OF THE DOCUMENTATION, PART OF THAT DUE PROCESS THAT HAS TO BE IN PLACE AND DOCUMENTED BEFORE THAT PLACEMENT CAN BE MADE, YOU HAVE TO HAVE THE STUDENT DATA WORKSHEET, WHICH CONTAINS ALL OF THE STUDENT'S INFORMATION, ACADEMIC INFORMATION, AS WELL AS ATTENDANCE. THE ACKNOWLEDGMENT CARD THE PARENT AND STUDENT SIGNED THAT THEY HAVE READ AND UNDERSTAND THE STUDENT CODE OF CONDUCT, DUE PROCESS, HEARING PROCEDURE, AND PARENT RIGHTS BEFORE THAT DISTRICT LEVEL HEARING IS CONDUCTED. THEY HAVE TO. THEY HAVE TO READ AND SIGN A THE FORM THAT SHOWS THAT THEY UNDERSTAND WHAT THEIR RIGHTS ARE AS THEY MOVE FORWARD. ANY RTI OR RTI RESPONSE TO INTERVENTION MTSS IS MULTI-TIERED STUDENT SUPPORTS. THOSE ARE PROCESSES THAT WE USE WHEN WE'RE RECOGNIZING THAT A STUDENT MIGHT HAVE AN ISSUE, ESPECIALLY BEHAVIORALLY, ACADEMICALLY AS WELL. WHAT ARE THE PROCESSES? WHAT ARE WHAT INTERVENTIONS ARE WE PUTTING IN PLACE TO SEE IF WE'RE HELPING THE CHILD? THAT DOCUMENTATION NEEDS TO BE THERE AS WELL. IT FITS INTO A CATEGORY. IF YOU HAVE A CHILD THAT HAS HAD A REPEAT IS SHOWING A REPEATED PATTERN OF BEHAVIOR, WE DON'T JUST LET THEM CONTINUE DOWN THAT PATTERN OF BEHAVIOR WITHOUT HELPING THEM. SO WHAT ARE WE DOING? WHAT ARE WE 
          [04:30:02]
STEPPING IN TO DO? THAT'S THE DOCUMENTATION PIECE FOR THAT IEP. IF THE STUDENT IS SPECIAL EDUCATION STUDENT OR 504 STUDENT, THEY HAVE TO HAVE ALL THE COMPLETE DOCUMENTS FROM THAT FILE INCLUDED IN THIS HEARING REPORT, INCLUDING THE BIP, WHICH IS THE BEHAVIOR INTERVENTION PLAN. AGAIN, ONCE WE GO THROUGH RTI AND MTS, IF WE HAVE DIAGNOSED THAT STUDENT GO THROUGH THE PROCESS, THE STUDENT IS NOW ENTERED INTO SPECIAL EDUCATION OR 504. THAT BEHAVIOR INTERVENTION PLAN WILL OUTLINE THOSE GOALS AND THE SPECIFIC INTERVENTIONS THAT ARE IN PLACE. 
          AND WE'RE GOING TO DOCUMENT THAT WE'RE USING THOSE INTERVENTIONS AND THOSE ACCOMMODATIONS FOR THAT CHILD AND WHAT THE OUTCOME IS. THE SMART ES TRACKING DOCUMENTS I'VE TALKED ABOUT THAT. IF A STUDENT IS SIGNED THAT IS, A STUDENT WITH DISABILITIES IS ASSIGNED TO ES, WE HAVE THAT DOCUMENTATION PROVING THAT WE'RE USING AND PROVIDING THOSE ACCOMMODATIONS WHILE IN ES, ANY TRUANCY PREVENTION PREVENTION MEASURES, OFTENTIMES WE SEE STUDENTS THAT ARE BEHAVIORALLY CHALLENGED. THEY'RE ALSO HAVE ATTENDANCE ISSUES. AND SO WHAT IS THE TRACKING DOCUMENTATION. WHAT ARE WE DONE THERE WITH THE PARENTS TO GET THAT KID TO CLASS? CAMPUS PROBATION CONTRACT. OFTENTIMES THE CAMPUS AGAIN WILL USE THIS AS AN AS A DEVICE TO GET THE PARENT AND GET THE STUDENT TO UNDERSTAND, HEY, ENOUGH IS ENOUGH. IF YOU DON'T STOP WHAT YOU'RE DOING, WE'RE GOING TO WE'RE GOING TO MOVE FORWARD IN THIS PROCESS. AND THEY SIGN A CONTRACT. THE PARENT SIGNS, IT GETS A COPY. IF THAT HAS BEEN DONE. THAT NEEDS TO BE A PART OF THIS HEARING HEARING FOLDER AS WELL. AND THEN THE STUDENT TRANSITION PLAN AND STUDENT SUCCESS PLAN, THAT IS DOCUMENTATION THAT IS CONTAINED IN THAT STUDENT'S PERMANENT FILE AND TRAVELS WITH THE STUDENT AS WELL. ONCE WE HAVE GONE THROUGH THE HEARING PROCESS AND MADE THE DETERMINATION THAT THE STUDENT IS GOING TO BE PLACED AT DAP, THE STUDENT IS WITHDRAWN FROM THEIR HOME CAMPUS AND THEY GO TO THE DAP CAMPUS FOR ENROLLMENT AND ORIENTATION. THE ENROLLMENT PROCESS IS VERY SIMILAR TO ENROLLING IN ANY ONE OF OUR CAMPUSES, BUT THE ORIENTATION PROCESS IS OBVIOUSLY DIFFERENT. WE DO HAVE A REQUIREMENT THAT THAT PARENT, A PARENT, AND THE CHILD ATTENDS THE ORIENTATION BEFORE THEY CAN BEGIN SCHOOL. AT DAP, IT'S VERY, VERY IMPORTANT THAT THEY UNDERSTAND EXACTLY WHAT THE EXPECTATIONS ARE AND EXACTLY ALL OF THE PROCESSES THAT ARE INVOLVED AT DAP. IT IS VERY DIFFERENT THAN THEIR HOME CAMPUS. THEY NEED TO UNDERSTAND EXACTLY WHAT THEY'RE STEPPING INTO AT THE CAMPUS DURING THIS MEETING. THEY DO RECEIVE A PARENT HANDBOOK AGAIN THAT OUTLINES ALL OF THESE EXPECTATIONS AND PROCEDURES. THE ORIENTATION PROCESS IS GOING TO FOCUS ON SOME MAIN AREAS. THE BEHAVIOR EXPECTATIONS, OBVIOUSLY, OF THAT STUDENT COMING INTO THE DAP, THE ACADEMIC EXPECTATIONS. WE CANNOT FORGET THE STUDENT IS COMING TO SCHOOL TO BE EDUCATED, AND THE ACADEMIC PROGRESS HAS GOT TO BE MET ALONG THE WAY SO THAT WHEN THAT WHEN THAT STUDENT GOES BACK TO THEIR HOME CAMPUS, THEY ARE IN GOOD ACADEMIC STANDING AND WE DIDN'T CREATE OR CAUSE OR HINDER OR A ROADBLOCK FOR THAT STUDENT ACADEMICALLY. THE DEFINITION OF THE DRESS CODE WE'RE GOING TO TALK A LITTLE BIT ABOUT THERE. 
          YES, THERE IS A REQUIRED UNIFORM FOR DAP. IF THEY DO NOT COME IN DRESS CODE, THEY CANNOT ATTEND THAT DAY. IT'S NOT A SUCCESSFUL DAY. ARRIVAL AND DISMISSAL PROCEDURES. OBVIOUSLY THEY'RE GOING TO BE VERY DIFFERENT. SO WHAT ARE THEY? WHERE DO THEY ENTER THE BUILDING? HOW DO THEY ENTER THE BUILDING? WHAT'S THE PROCESS FOR THAT? IT'S NOT GOING TO BE LIKE THEIR REGULAR SCHOOL WHERE THEY JUST SHOW UP AND COME INTO THE BUILDING. THERE'S A SPECIFIC PROCESS. FOR SOME TIME, CELL PHONES AT DAP HAVE BEEN PROHIBITED. SO THIS IS THIS IS A PIECE OF TECHNOLOGY THEY'RE NOT ALLOWED TO BRING. WE DO NOT USE YONDER POUCHES AT GATEWAY MIDDLE SCHOOL OR HIGH SCHOOL LIKE WE DO ON OUR OTHER SECONDARY CAMPUSES. THERE'S NO NEED. THEY CANNOT HAVE THE CELL PHONE, SO THERE'S NO NEED FOR A YONDR POUCH. SO THE DRESS CODE I'M GIVING YOU A SIDE BY SIDE HERE WITH THE ELEMENTARY DRESS CODE AND THE SECONDARY DRESS CODE. THEY THE ELEMENTARY BLACK PANTS. THEY ARE ALLOWED TO WEAR SHORTS, SOLID WHITE TOP. THERE'S NO LOGOS OR GRAPHICS ON THE TOP. IT CAN BE A COLLARED SHIRT OR A T SHIRT, BUT THERE CANNOT BE ANY GRAPHICS OR EMBLEMS IF THEY'RE FROM THIRD GRADE THROUGH FIFTH GRADE AT THE ELEMENTARY LEVEL, IF THEIR PANTS HAVE BELT LOOPS, THEN WE DO REQUIRE THEM TO WEAR A BELT, COATS AND JACKETS. THEY CAN WEAR THEM TO SCHOOL, BUT THEY TAKE THEM OFF WHEN THEY COME INTO THE CLASSROOM AND PUT THEM AWAY. THEY DO NOT WEAR THEM THROUGHOUT THE SCHOOL DAY. NO HEAD COVERINGS AT EITHER ELEMENTARY OR SECONDARY. I JUST RAN OUT OF A COLUMN OVER THERE. NO HEAD COVERINGS. SO NO HATS, NO BANDANAS, NO HEADBANDS, THINGS LIKE THAT. AND ALSO AT BOTH CAMPUSES, THERE'S NO JEWELRY ALLOWED. THAT NOT FIRST AND FOREMOST CAN BE A DISTRACTION, BUT IT CAN ALSO BE A SAFETY CONCERN. IF YOU HAVE STUDENTS THAT ARE INVOLVED IN A IN A PHYSICAL ALTERCATION, IT COULD BE A IT COULD BE A CONCERN THERE AS WELL. THE SECONDARY CAMPUS, YOU HAVE BLACK PANTS. THEY'RE NOT PERMITTED TO WEAR SHORTS. NO 
          [04:35:01]
CARGO PANTS. WE DON'T NEED EXTRA POCKETS AND THINGS LIKE THAT FOR OUR STUDENTS AT DAP. THEY WEAR A BLACK TOP. SO A LITTLE BIT DIFFERENT. THEY'RE COLLARED SHIRT, T SHIRT, CREWNECK SHIRT. 
          BUT AGAIN, NO GRAPHICS, NO LOGOS, THINGS LIKE THAT. THEY DO HAVE TO WEAR A BLACK OR BROWN BELT AND IF YOU SEE DOWN, THE PANTS MUST BE WORN AT THE WAIST. THEY CANNOT WEAR SHORTS UNDER THEIR PANTS. AND SO THAT CREATES A CREATES A PROBLEM WHEN THEY DO THAT. SO ONE JACKET OR SWEATSHIRT CAN BE WORN BUT NO HOODS. SO NO HOODED SWEATSHIRTS WHILE THEY'RE IN THE BUILDING AT DAP. THIS IS STRICTLY ENFORCED EVERY SINGLE DAY THAT THEY COME TO SCHOOL. SO WHEN WE TALK ABOUT STRUCTURE AND SAFETY IN ON THE CAMPUS, BOTH BOTH THE ELEMENTARY DAP AND THE AND THE MIDDLE SCHOOL AND HIGH SCHOOL DAPS, WE HAVE MULTIPLE KSD OFFICERS ON DUTY THROUGHOUT THE DAY, ESPECIALLY PRESENT DURING ARRIVAL AND DISMISSAL. WHERE WHERE WE HAVE KIDS COMING AND GOING OFF CAMPUS. STUDENTS CELL PHONES, AS WE SAID, ARE NOT PERMITTED ON CAMPUS. WE CONDUCT DAILY METAL DETECTOR AND WAND SWEEPS. AGAIN, THIS HAS BEEN A COMMON PRACTICE AT THE DAP CAMPUS FOR SOME TIME. THE STUDENTS COME IN, WALK THROUGH THE METAL DETECTOR. THEY ARE WANTED. THEY ARE PATTED DOWN IF NECESSARY. EVERY DAY. WHEN THEY COME THROUGH, THEY TAKE THEIR. 
          AT THE MIDDLE SCHOOL AND HIGH SCHOOL, THEY ACTUALLY REMOVE THEIR SHOES TO CHECK AND MAKE SURE THAT NOTHING IS HIDING THERE. SO WE'RE GOING A STEP ABOVE AND BEYOND ON THAT BUILDING SAFETY. EVERY SINGLE DAY. WE ARE GOING THIS YEAR, THIS SCHOOL YEAR, WE'RE GOING TO CHANGE AT THE MIDDLE SCHOOL AND HIGH SCHOOL TO A BLOCK SCHEDULE WHERE THE CLASS PERIODS ARE DOUBLED UP. THAT WILL NOT ONLY ALLOW THEM TO HAVE MORE, MORE UNINTERRUPTED TIME IN THE CLASSROOM TO WORK ON THEIR ACADEMIC TIME. BUT IT IT CUTS DOWN ON THE TRANSITIONS AND THE PASSING FROM ONE CLASS TO THE NEXT. WE'LL TALK A LITTLE BIT ABOUT TRANSITION PERIODS HERE IN JUST A SECOND. STUDENTS ARE TIERED AT THE MIDDLE SCHOOL AND HIGH SCHOOL. THEY'RE TIERED BASED ON SEVERITY OF BEHAVIORS. SO WE DO HAVE A LOCATION WHERE IF THEY HAVE COMMITTED A SEVERE SEVERE FELONY FELONY, SOMETHING LIKE THAT, THEY COULD BE PLACED INTO A DIFFERENT AREA WHERE THERE'S NOT AS MUCH MOVEMENT. AND SO YOU'RE NOT THOSE STUDENTS THAT ARE AT DAP FOR A LESSER INFRACTION, SORRY. LET'S SAY THE 20 DAY PLACEMENT FOR THAT FIRST TIME VAPE. WE'LL USE THAT AS AN EXAMPLE. SINCE WE DID EARLIER, THEY'RE NOT GOING TO BE SITTING IN CLASS OR ON THE SAME HALLWAY WITH A STUDENT THAT'S COMMITTED A FELONY. WHEN THE STUDENTS ARRIVE TO THE BUILDING IN THE MORNING. AND I USED THE MIDDLE SCHOOL AND HIGH SCHOOL FOR, FOR THE EXAMPLE HERE TO GO THROUGH THE SPECIFIC ENTRY AND ARRIVAL AND DISMISSAL PROCEDURES BECAUSE THEIR THEIR ENROLLMENT IS MUCH HIGHER. AND SO EVERY STUDENT IS SCREENED UPON ENTRY, AS I TALKED ABOUT BEFORE. SO THEY COME IN, THEY ENTER, THEY GO THROUGH THE METAL DETECTOR, HAND-HELD DETECTORS USED. THEY REMOVE THEIR SHOES, THEY'RE PATTED DOWN IF NECESSARY. WHEN THE BUS ARRIVES, MIDDLE SCHOOL STUDENTS REMAIN ON THEIR BUS. THEY DON'T COME OFF THEIR BUS. WE DON'T WANT MIDDLE SCHOOL STUDENTS TO BE LINED UP DOWN THE HALLWAY WAITING TO GO THROUGH THIS SCREENING. THAT'S WHERE SOME OF THE MISBEHAVIOR CAN TAKE PLACE. AND SO WE KEEP THEM ON THE BUS. WE WORK WITH TRANSPORTATION. 
          THERE IS AN AIDE ON THE BUS TO HELP US PROVIDE THAT SECURITY AS WELL. THE GOOD THING IS WITH TRANSPORTATION, THIS IS THE LAST STOP ON THESE RUNS. SO IF WE TAKE A LITTLE BIT LONGER TO GET THOSE KIDS OFF THE BUS, WE'RE NOT HOLDING UP ANOTHER CAMPUS FROM GETTING STUDENTS TO SCHOOL ON TIME. THE THEY AS THEY CAN ALLOW, THEY WILL HAVE ADMINISTRATORS THAT WILL GO AND REMOVE. THEY'LL TAKE GROUPS OF 3 OR 5 STUDENTS, BRING THEM IN, RUN THEM THROUGH, GO BACK AND GET THE NEXT 3 OR 5 AND BRING THEM IN IN STAGES TO KEEP THE NUMBERS DOWN SO THAT WE CAN STAY ON TOP OF THINGS. THE HIGH SCHOOL STUDENTS DO A LITTLE BIT BETTER JOB WITH THIS ARRIVAL PROCEDURE, SO THEY DO ACTUALLY GET OFF THE BUS AND COME AND STAND IN LINE. HOWEVER, IF THERE ARE ISSUES AT ANY TIME, WE CAN GO BACK TO THIS OTHER PIECE AND THAT'S AT THE ADMINISTRATOR'S DISCRETION. ALL DURING THIS TIME, I WANT TO NOTE THAT ADMINISTRATORS ARE IN THE HALLWAY. THEY'RE THEY'RE MOVING THROUGHOUT THE BUILDING. THEY'RE IN THIS AREA. THEY'RE OUT. 
          THEY'RE OUT BACK WHERE THE BUSSES ARE COMING IN, AND THE PARENTS ARE DROPPING OFF, AND THEY'RE DOING THE MONITORING OF THE BEHAVIOR AND MAKING SURE THAT THE KIDS ARE FLOWING IN TO THE BUILDING IN, IN THE PROPER WAY. AT THE END OF THE DAY, YOU HAVE STUDENTS THAT ARE REALLY FIT INTO THREE CATEGORIES. YOU HAVE BUS RIDERS, YOU HAVE WALKERS, AND YOU HAVE PARENT PICKUP. AND SO DURING THE ENROLLMENT PROCESS, THOSE THE PARENT IS GOING TO DECLARE WHAT TYPE OF CHILD YOU KNOW, WHERE THEIR STUDENT FITS. NOW WE KNOW WE CAN DECLARE TODAY AND TOMORROW THAT COULD BE DIFFERENT. SO EVERY SINGLE DAY IF THE PARENT THE PARENT HAS A REQUIREMENT, IF THE CHILD IS GOING TO BE IS A BUS RIDER NORMALLY. AND TODAY I'M GOING TO PICK THEM UP, I HAVE TO NOTIFY THE SCHOOL. AND EVERY MORNING THE CAMPUS SENDS OUT TO THE 
          [04:40:03]
TEACHERS, THEIR STUDENTS AND WHERE THEY FIT ON THAT DAY. AND SO THE TEACHERS ARE AWARE BEFORE THE END OF THE DAY, EXACTLY WHICH CATEGORY THOSE STUDENTS FIT INTO. THE ADMINISTRATIVE STAFF MONITORS THE HALLWAYS AGAIN DURING THIS DISMISSAL PROCESS AND THE EXIT POINTS, ALL OF THE EXITS ARE DONE THROUGH THE BACK OF THE BUILDING AT GATEWAY MIDDLE AND HIGH SCHOOL. 
          THE MIDDLE AND HIGH SCHOOL STUDENTS ARE KEPT SEPARATE DURING THIS. THIS MIDDLE SCHOOL STUDENTS EXIT DURING ONE DOOR AND GO ONE DIRECTION. THE HIGH SCHOOL STUDENTS EXIT ANOTHER DOOR AND GO THE OTHER DIRECTION. SO HERE ARE THE THREE CATEGORIES AGAIN. SO LET'S THE THIS ALL THIS PROCESS BEGINS A FEW MINUTES BEFORE THAT FINAL BELL OF THE DAY. AND SO WE START GETTING STUDENTS SO THAT WE CAN GET THE BUS RIDERS ON THE BUS AND GET THEM HOME IN A TIMELY MANNER. BUT PARENT PICKUP BEGINS. AND DEPENDING ON IF THE PARENTS ARE ALREADY SHOWING UP, THEY'LL HOLD THE WALKERS. IF THE PARENTS ARE NOT QUITE THERE YET, THEN THEY CAN RELEASE THE WALKERS. SO THAT'S KIND OF A LITTLE BIT DIFFERENT. BUT IF THE WALKERS, THE WALKERS ARE RELEASED, IF THEY ARE WALKERS AND THEY'RE DECLARED AND THE TEACHERS KNOW, THEY KNOW WHICH STUDENTS IN THEIR CLASSROOM ARE WALKERS, THEY ARE RELEASED AS A GROUP. THEY EXIT THE REAR OF THE BUILDING. LIKE I SAID, MIDDLE SCHOOL GOES ONE WAY, HIGH SCHOOL GOES THE OTHER, AND THEY IMMEDIATELY LEAVE CAMPUS. THEY'RE NOT ALLOWED TO STAY HANG AROUND. THEY HAVE TO IMMEDIATELY LEAVE CAMPUS AND HEAD HOME. THE PARENT PICKUP AS A PARENT PULLS UP INTO THE PICKUP LINE, THE STAFF MEMBER WILL VERIFY THE PARENT WHO THEY'RE THERE TO PICK UP, AND THEY RADIO INTO THE CLASSROOM. THE TEACHERS ARE STAYING IN THE CLASSROOM WITH THE KIDS DURING THIS TIME. THE STAFF MEMBER RELAYS INTO THE CLASSROOM AND SAYS GIVES THE STUDENT NAME THAT STUDENT IS RELEASED, COMES OUT, GETS INTO PARENT'S CAR AND THEY GO ON, PARENT PULLS UP AND THE PROCESS IS REPEATED. THE BUS RIDERS REMAIN IN THEIR CLASSROOM UNTIL THAT BUS PULLS UP. WHEN THEY'RE THE FIRST BUS PULLS UP, THEY WILL MAKE A CALL INTO THE BUILDING. EVERYBODY THAT RIDES BUS 101. THEY WILL LEAVE THE CLASSROOM, WALK DOWN THE HALLWAYS AGAIN MONITORED BY THE CAMPUS STAFF AND ADMINISTRATORS. GET ONTO THEIR BUS. WHEN EVERYBODY'S ON THE BUS, THAT BUS PULLS AWAY, THE NEXT BUS PULLS IN AND THEY CONTINUE THE PROCESS. WHEN I TALKED TO MISS HERRERA, SHE SAID THEY HAVE ANYWHERE DEPENDING. THIS FLUCTUATES THROUGHOUT THE YEAR, DEPENDING ON THEIR ENROLLMENT AND THE NEEDS, BUT THEY'LL HAVE ANYWHERE FROM THREE TO ABOUT SEVEN BUSSES AT THE END OF THE DAY. TRANSPORTING KIDS. SO WE TALK ABOUT THE TRANSITION PERIODS THROUGHOUT THE DAY. THIS IS THAT THAT CLASS THAT THAT TIME NORMALLY WOULD BE A PASSING PERIOD ON A REGULAR CAMPUS. ALL STAFF ARE ON DUTY DURING THIS TIME. THEY'RE IN THE HALLWAYS, THEY'RE AT THEIR DOORS. THEY'RE MAKING SURE THAT STUDENTS ARE MOVING FROM ONE LOCATION TO THE NEXT. HIGH SCHOOL STUDENTS HAVE A THREE MINUTE PASSING PERIOD. THEY DON'T NEED THEY DON'T NEED THE TIME. THE SCHOOL IS MUCH SMALLER. WHERE THEY'RE GOING IS POINT A TO POINT B, GET TO YOUR NEXT CLASS AND GET READY. MIDDLE SCHOOL STUDENTS, WE DO NOT RELEASE ALL AT ONCE. THEY'RE RELEASED BY GRADE LEVEL. AND SO DOWN IN IN THEIR PART OF THE BUILDING ON THAT CAMPUS, THE SIXTH GRADERS ARE RELEASED FIRST. ONCE ALL THE SIXTH GRADERS ARE OUT OF CLASS, THEN THE SEVENTH GRADERS ARE RELEASED TO GO TO THE NEXT PERIOD, AND THEN THE EIGHTH GRADERS ARE RELEASED TO GO TO THEIR NEXT PERIOD. IF A CHILD IS CALLED OUT OF CLASS, LET'S SAY THEY'RE CALLED TO THE NURSE'S OFFICE OR CALLED TO THE FRONT OFFICE OR COUNSELOR'S OFFICE. THEY HAVE TO BE ESCORTED. THEY WILL BE ESCORTED FROM THEIR CLASSROOM TO THAT NEXT LOCATION AND CARRY KIND OF HAND TO HAND CARRY TO MAKE SURE THAT THERE'S NOTHING HAPPENING IN BETWEEN AND THAT THEY GET TO THEIR LOCATION IF THEY NEED TO GO TO THE RESTROOM. SAME THING. DURING LUNCH, THEY RELEASE TO THE LUNCHROOM ONE CLASS AT A TIME. THEY GO TO THE LUNCHROOM THEY GO THROUGH, THEY PICK UP THEIR LUNCH, GO BACK TO THAT CLASSROOM, AND HAVE AND HAVE THEIR LUNCH IN THE CLASSROOM. ONCE THEY'RE BACK TO THE CLASSROOM, THEN THE NEXT CLASS GOES DOWN TO PICK UP THEIR LUNCH AND CONTINUES TO PROCESS RESTROOM BREAKS THROUGHOUT THE DAY. AGAIN, WITH A BLOCK SCHEDULE, THERE'S NOT AS MANY YOU KNOW, THERE'S NOT AS MUCH TIME, SO THEY DO HAVE TO DURING THE DAY, GO AND TAKE SOME RESTROOM BREAKS SO THEY TAKE THEIR CLASS SCHEDULE. IT IS SUPERVISED BY THE TEACHER AND THE AIDE TO MAKE SURE THAT THAT THE STUDENTS ARE GOING IN ONE AT A TIME, THAT WE'RE NOT GOING INTO THE IN GROUPS, IN THE RESTROOM AND GETTING INTO TROUBLE. WE'RE REALLY TRYING TO MITIGATE ALL OF THESE ISSUES BEFORE THEY BEFORE THEY HAPPEN IN THE BATHROOM. ALL THE BATHROOMS ARE LOCKED THROUGHOUT THE DAY, SO IF THEY NEED TO GO TO THE RESTROOM, THEY HAVE TO GET PERMISSION. THEY HAVE TO HAVE SOMEBODY ESCORT THEM THERE, UNLOCK THE RESTROOM. THEY GO IN. WHEN THEY LEAVE, THAT PERSON THAT UNLOCKED THE DOOR GOES IN TO CHECK TO MAKE SURE NOTHING WAS LEFT BEHIND, THAT NOTHING WAS DAMAGED OR ANYTHING LIKE THAT. THEY COME OUT, THEY LOCK THE DOOR, TAKE THE KID BACK TO THE CLASSROOM. SO IF A STUDENT IS ASSIGNED TO DAP FOR, LET'S SAY, 45 DAYS, THE ONLY WAY TO COUNT THOSE 45 DAYS IS, IS BY COUNTING THEM AS A SUCCESSFUL DAY. AND IN ORDER FOR IT TO BE A SUCCESSFUL DAY AT DAP, THEY HAVE TO MEET THE BEHAVIORAL EXPECTATIONS THAT DAY. IF A STUDENT GOES TO SCHOOL THAT DAY 
          [04:45:01]
AND GETS A REFERRAL, THAT IS NOT GOING TO BE IT'S GOING TO BE COUNTED AS A AS AN ATTENDANCE DAY, BUT NOT AS A SUCCESSFUL DAY TOWARDS THEIR 45 DAY PLACEMENT. SO THE BEHAVIOR EXPECTATIONS HAVE TO BE MET. NO DISCIPLINE REFERRALS ON THAT DAY. THEY'RE PRESENT FOR MORE THAN HALF THE DAY. SO WE'RE LOOKING AT THERE IS THAT WE'RE GETTING CREDIT FOR THAT STUDENT BEING PRESENT AT SCHOOL DURING THE DAY. AND SO THAT THAT THAT IS THE STANDARD RIGHT NOW THAT THEY HAVE TO BE PRESENT MORE THAN HALF THE DAY. AND ALL ACADEMIC EXPECTATIONS HAVE TO BE MET AS WELL. WE'RE NOT GOING TO ALLOW STUDENTS TO GO TO CLASS, SIT IN A CLASSROOM AND DO NO WORK JUST BECAUSE THEY DIDN'T GET IN TROUBLE AND THEY WERE THERE FOR MORE THAN HALF THE DAY, GET A SUCCESSFUL DAY. 
          AND NOW THEY'VE STAYED THERE 45 DAYS AND THEY HAVE NO GRADES TO SHOW. AND NOW THEY'RE IN ACADEMIC TROUBLE WHEN THEY GO BACK TO THEIR HOME CAMPUS. SO IN ORDER FOR IT TO BE A SUCCESSFUL DAY, THEY HAVE TO MEET THEIR ACADEMIC EXPECTATIONS AS WELL. WE HAVE A LOT OF PROCESSES IN PLACE THAT HELP STUDENTS CHANGE THEIR BEHAVIOR. WE HAVE TO UNDERSTAND THAT THIS IS A TEMPORARY PLACEMENT. WE ARE NOT SENDING STUDENTS TO GATEWAY OR ELEMENTARY DAP FOR A PERMANENT CHANGE OF CHANGE OF ASSIGNMENT. THIS IS TEMPORARY, SO WE WANT TO HELP THEM, PROVIDE THEM SUPPORTS TO CHANGE THEIR BEHAVIOR FOR SO THAT WHEN THEY GO BACK TO THEIR HOME CAMPUS THEY CAN BE SUCCESSFUL. SO WE HAVE A SOCIAL EMOTIONAL LEARNING SPECIALIST OR SEL SPECIALIST. AS WE AS WE OFTEN REFER TO THEM, THEY PROVIDE LESSONS, THEY PROVIDE GROUP SESSIONS, THEY PROVIDE ONE ON ONE STUDENT MENTORING OPPORTUNITIES TO HELP BUILD THOSE EMOTIONAL, SOCIAL AND ACADEMIC SKILLS. WE'RE GOING TO USE THE CAPTURING KIDS HEARTS PROGRAMS AS WE ARE IN ALL OF OUR CAMPUSES, TO WORK WITH THOSE SEL LESSONS AND PROVIDE THOSE ACTIVITIES FOR THE STUDENTS. 
          AGAIN, WE'RE WE'RE GOING TO THERE'S GOAL SETTING. THERE'S REFLECTION ON THEIR BEHAVIOR THAT GOT THEM TO THE PLACE WHERE THEY ARE TODAY. HOW ARE WE GOING TO CHANGE THAT? WHAT DO WE WANT TO DO? THERE'S A LOT OF WORK THAT IS BEING DONE THERE FROM THAT SOCIAL EMOTIONAL STANDPOINT. WE WANT TO TRACK THEIR ACADEMIC AND BEHAVIORAL PROGRESS. WE'RE NOT ONE ONE. WE NEED BOTH BECAUSE A STUDENT THAT KEEPS UP WITH THEIR GRADES BUT HASN'T CHANGED THEIR BEHAVIOR IS GOING TO GO BACK TO THEIR HOME CAMPUS AND BE BACK AT DAP BEFORE WE KNOW IT. AND THAT'S THE THAT'S THE CYCLE THAT WE'RE TRYING TO BREAK TARGETED INTERVENTIONS TO ADDRESS CHALLENGES. AGAIN, WE'RE WE'RE TALKING WITH THE STUDENTS. WE'RE WE'RE REFLECTING ON THEIR BEHAVIOR. WHAT WHAT WAS GOING ON DURING THAT TIME, WHAT LED THEM TO BE WHERE THEY ARE TODAY, AND WHAT CAN WE DO TO CHANGE THAT? WE KNOW THAT THEY'VE GOTTEN THERE, BUT THIS MAY BE THE PERSON THAT THEY CONNECT WITH FOR THE VERY FIRST TIME THAT THEY LISTEN TO. AND IF WE IF WE CAN GET THEIR EAR AT ANY POINT, WE'RE GOING TO TAKE IT STAFF AND COMMUNITY AGENCIES TO REMOVE BARRIERS AND ADVOCATE FOR STUDENT SUCCESS. JUST AS A AS A SHORT LIST, WE HAVE ADVENT HEALTH THAT DOES COME IN AND HELP US FROM A BEHAVIORAL STANDPOINT. WE HAVE OTHER COMMUNITY AGENCIES THAT COME IN AND VOLUNTEER TO PROVIDE SERVICES FOR OUR CHILDREN, TO HELP THEM GAIN THE ACCESS THAT THEY NEED AND RESOURCES THAT THEY NEED. IT COULD BE THERE'S A MYRIAD OF THINGS THAT COULD COULD BE PROVIDED TO THE STUDENTS, OR WE FIND OUT BECAUSE THEY'VE BEEN PLACED AT DAP AND THIS IS OUR OPPORTUNITY TO HELP THEM. UNDER TEXAS EDUCATION CODE 37.023, THIS IS THE SECTION THAT REQUIRES THAT WE HAVE A TRANSITION PROCESS IN PLACE AND A TRANSITION PLAN IN PLACE. WHEN THAT STUDENT RETURNS TO THEIR HOME CAMPUS, THEY FINISH THEIR 45 DAY SUCCESSFULLY. THEY'RE IN GOOD STANDING ACADEMICALLY. THEY'RE READY TO GO BACK TO THEIR HOME CAMPUS. WE DON'T JUST PAT THEM ON THE BACK AND SEND THEM BACK TO THEIR HOME CAMPUS AND SAY, GOOD LUCK. WE HAVE TO HELP THEM THROUGH THAT PROCESS. WE HAVE TO MAKE SURE THAT GOING BACK TO THAT HOME CAMPUS IS NOT GOING TO BE A SUDDEN RETURN OF RESPONSIBILITY, AS WE OFTEN REFER TO. AND THEY'RE GOING TO THEY'RE GOING TO BE SUCCESSFUL WHEN THEY GET THERE. SO THEY'RE GOING TO HAVE A TRANSITION MEETING BEFORE THEY GO. AND WE'RE GOING TO TALK ABOUT THE PROCESSES, THE CHANGE, THE GOALS THAT THEY SET. WHAT WENT WELL FOR YOU HERE, WHAT WHAT CHANGED FOR YOU AND WHAT NEEDS TO CONTINUE HAPPENING IN YOUR LIFE SO THAT YOU CAN CONTINUE BEING SUCCESSFUL AT YOUR HOME CAMPUS? IT'S LED BY THE SOCIAL, THE SPECIALIST. THIS MEETING MUST INCLUDE AND WE HAVE DOCUMENTED EVIDENCE THAT IT DOES THAT IT'S GOT TO HAVE THE STUDENT, THE PARENT, THE AP, THE COUNSELOR AND THE TEACHER ALL HAVE TO HAVE INPUT IN THIS PROCESS. WHEN THE STUDENT RETURNS TO THEIR HOME CAMPUS. SOME OTHER PRACTICES THAT WE HAVE IN PLACE, WE HAVE WEEKLY TARGETED INTERVENTIONS DURING THE 45 DAY DISTRICT PROBATION. SO WE'RE TALKING THEY'RE BACK ON THEIR HOME CAMPUS NOW. THEY'RE GOING TO BE ASSIGNED OR BE BE UNDER A 45 DAY DISTRICT PROBATION DURING THAT PERIOD. WE'RE GOING TO MEET WITH THEM WEEKLY TO TALK ABOUT THEIR PROGRESS, TALK ABOUT WHAT'S WHAT'S GOING ON. THAT SEL SPECIALIST IS GOING TO STAY PLUGGED IN AND ENGAGED WITH THAT STUDENT TO MAKE SURE THAT THEY HAVE WHAT THEY NEED. THERE'S GOING TO BE A WEEKLY PROGRESS REPORT THAT IS COMMUNICATED TO THE PARENT, CAN BE WRITTEN AND 
          [04:50:02]
SENT HOME, OR IT COULD BE IN PERSON WITH THAT PARENT TO DISCUSS THE ACADEMIC, THE ATTENDANCE AND THE BEHAVIORAL PROGRESS OF THEIR CHILD. PRO PROBATION MONITORING. ONCE THEY REACH THAT 45 DAY, WE AGAIN, WE'RE NOT GOING TO PAT THEM ON THE BACK, SAY, YOU'VE DONE A GOOD JOB. YOU KNOW, WE'RE GOING TO CONTINUE NOW. WE'RE GOING TO STEP IT BACK. WE'RE NOT GOING TO CONTINUE BEING RIGHT THERE BESIDE THEM AS MUCH AS WE HAVE BEFORE. IT'S NOT GOING TO BE A WEEKLY MEETING. IT'S GOING TO BE MORE PERIODIC THAN THAT. BUT WE ALSO WANT THAT STUDENT TO KNOW THAT THEY STILL HAVE THE SUPPORT THAT THEY NEED IF THEY HAVE AN ISSUE. SO IT'S GOING TO BE MORE OF A WE'RE GOING TO BACK UP AND MONITOR WATCHING THE GRADE BOOK, MAKE SURE THEIR GRADES HAVEN'T STARTED TO SLIP. ARE THEY STILL COMING TO SCHOOL? IS THEIR ATTENDANCE GOOD AND MAKING SURE MONITORING THEY'RE NOT GETTING ANY DISCIPLINARY REFERRALS? THE PRINCIPALS REPORT THIS IS A REPORT THAT THE SEL DOES FOR THE PRINCIPAL. THEY'RE GOING TO HAVE A FAMILY ENGAGEMENT LOG WHERE THEY'RE PROVIDING THE INFORMATION OF THE PARENTS AND FAMILIES THAT THEY'RE COMMUNICATING WITH. THROUGHOUT THE THROUGHOUT THAT TIME, THE ACADEMIC PERFORMANCE OF THE STUDENTS THAT HAVE RETURNED FROM DAP, HOW ARE THEY DOING ONCE THEY'VE RETURNED TO THEIR HOME CAMPUS? ANY INTERVENTIONS THAT HAVE BEEN PROVIDED? WHAT ARE WE DOING TO HELP THESE STUDENTS? AND THEN THE OUTCOMES AND CHANGES OF ALL OF THESE THINGS COLLECTIVELY, AND HOW IS IT HELPING THOSE STUDENTS? WHEN WE PROVIDE WHEN WE HAVE A STUDENT THAT EXITS FROM DAP AND GOES BACK TO THE HOME CAMPUS, ONE OF THE THINGS THAT WE DO IS TO PROVIDE AN EXIT SURVEY FOR THE PARENTS. WE WANT TO COLLECT SOME DATA FROM THE PARENTS, GATHER SOME FEEDBACK THROUGH THEIR LENS. WHAT WAS THE EXPERIENCE LIKE FROM THEM WITH THEIR CHILD BEING AT DAP? DID THEY WAS THERE TIMELY AND YOU KNOW, AND DIRECT FEEDBACK ON THEIR STUDENTS BEHAVIORAL ATTENDANCE AND ACADEMIC BEHAVIOR, ACADEMIC PROGRESS. AND THEN WE'RE JUST GOING TO COLLECT SOME OVERALL PERCEPTIONS. WHAT THIS GIVES US A GOOD INSIGHT INTO BEING ABLE TO SAY, WHERE DO WE NEED TO GROW? WHAT DO WE NEED TO GET BETTER? WHAT ARE SOME THINGS THAT WE CAN DO TO HELP STUDENTS BE EVEN MORE SUCCESSFUL? WHEN THEY'RE BACK ON THE HOME CAMPUS? THE SEL SPECIALISTS ON THE HOME CAMPUS IS GOING TO CONTINUE TO MONITOR THE ACADEMIC, SOCIAL, EMOTIONAL, AND BEHAVIORAL SUCCESS. AGAIN, WE'RE NOT TURNING THE STUDENT LOOSE AND JUST LETTING THEM LETTING THEM GO BACK TO THEIR OLD WAYS. THE WORD RECIDIVISM IS EXTREMELY IMPORTANT DATA POINT FOR US. IF YOU ASK ME WHAT IS A FOR A GOAL NEXT YEAR, I WANT. HOWEVER MANY STUDENTS ARE ASSIGNED TO DAP. I DON'T EVER WANT I DON'T WANT ANY OF THEM TO GO BACK A SECOND TIME. I WANT THIS PROCESS TO BE IMPACTFUL IN THEIR LIVES, PROVIDE STRUCTURES AND CHANGES SO THAT THEY DO NOT GO BACK TO DAP. AND IF WE CAN START THERE AND WORKING THROUGH THAT PROCESS AND BREAK THE CYCLE WHERE WE HAVE STUDENTS THAT ARE GOING FROM DAP BACK TO HOME CAMPUS, BACK TO DAP, BACK TO HOME CAMPUS, THOSE ARE STUDENTS THAT ARE FALLING FURTHER AND FURTHER BEHIND ACADEMICALLY. THEY'RE FALLING FURTHER AND FURTHER BEHIND SOCIALLY. AND WE'RE WE'RE LETTING THEM SPIRAL OUT OF CONTROL. HOLDING KIDS ACCOUNTABLE IS EXTREMELY IMPORTANT. AND I DO BELIEVE IF STUDENTS DO NOT FOLLOW THE STUDENT CODE OF CONDUCT, THEN WE NEED TO MAKE SURE THAT THEY THEY ARE HELD ACCOUNTABLE FOR THAT BEHAVIOR. BUT WHAT WE DON'T WANT TO DO, ONCE WE RECOGNIZE THAT THAT'S A CAPABILITY OR A POSSIBILITY FOR THEM, WE DON'T WANT THEM TO CONTINUALLY SLIP DOWN THAT TRAIL. SO IN SUMMARY, WE WANT TO FOCUS ON STRENGTHENING STUDENT ACCOUNTABILITY. WE WANT TO AGAIN, WE WANT TO MAKE SURE IF WE HAVE STUDENTS THAT ARE MISBEHAVING ON CAMPUS, WE HAVE GOT TO STEP IN AND TAKE CARE OF THAT. THE WE HAVE THE POLICIES IN PLACE. LET'S ADHERE TO THOSE AND HOLD THE KIDS ACCOUNTABLE. EVEN WHEN IT'S UNCOMFORTABLE. 
          IT'S THE BEST THING FOR THAT STUDENT. IT'S ALSO THE BEST THING FOR THE STUDENTS THAT ARE IN THEIR CLASSROOM AS WELL, THAT ARE FOLLOWING THE RULES. EVERY DAY. WE'RE ENGAGING PARENTS IN THE PROCESS. WE'VE TALKED A LOT ABOUT PARENT ENGAGEMENT TONIGHT. I'M I'M A I AM A FIRM BELIEVER THAT AT ANY POINT WHEN WE ARE ABLE TO GET THE PARENT ENGAGED IN THE PROCESS, NO MATTER WHERE IT IS, THAT IS A GOOD THING, AND WE'RE GOING TO TAKE THAT OPPORTUNITY. WE WANT TO SUPPORT THEIR ACADEMIC GROWTH AND BEHAVIORAL CHANGES, AND WE WANT TO INCORPORATE SAFETY MEASURES AT HOME, CAMPUS AND ON CAMPUSES TO MAKE SURE THAT WE HAVE A STRONG AND SECURE CAMPUS AND THAT STUDENTS CAN GO TO SCHOOL EVERY DAY SAFELY LIKE THEY CAN ON THEIR HOME CAMPUS. AND THEN AGAIN, WE'RE AIMED AT REDUCING REPEAT INCIDENTS AND PROMOTING THAT LONG TERM STUDENT SUCCESS. 
          A STUDENT MAKING A DECISION, POOR DECISION OR MISTAKE AT ONE POINT IN THEIR CAREER SHOULD NOT IMPACT THEM FOR THE REST OF THEIR CAREER. THEY SHOULD LEARN FROM IT, CHANGE IT, AND CONTINUE TO MOVE ON SUCCESSFULLY FROM THAT POINT. NOW I WILL PAUSE FOR QUESTIONS AND COMMENTS. MR. MINTZ, SO I'VE BEEN BEATING THIS DRUM FOR A WHILE. I'M GOING TO SAY MY PIECE, AND THEN IF THERE'S NO ORGANIZATIONAL IMPETUS ON THE LEADERSHIP LEVEL, CHANGE THIS, THEN WE LIVE WITH THE CONSEQUENCES. SO I'M WHAT I'M LOOKING AT, I GOT I UNDERSTAND THAT I'M LOOKING AT THE PRESENTATION THAT WAS GIVEN TO US BACK IN MARCH CALLED DAP REIMAGINED. SO MY QUESTION, I 
          [04:55:01]
GUESS MY QUESTION THIS, IS THIS STILL GOING OR IS THIS STILL THE MODEL THAT WE'RE EXECUTING WITHIN THE FOUR WALLS? ARE YOU TALKING ABOUT THE DAP REIMAGINED? CORRECT. SO I WAS A PART OF A COUPLE OF THOSE EARLY MEETINGS AND PART OF THAT PROCESS THROUGH MY WORK WITH CAPTURE AND STUDENT SUCCESS. SO I DON'T KNOW SPECIFICALLY WHAT YOU'RE WHAT YOU'RE REFERENCING THERE. WHAT I DO KNOW ABOUT THE DAP REIMAGINED PIECE, AND I KNOW YOU WERE INVOLVED IN THAT, SO YOU CAN SPEAK TO IT IF YOU'D LIKE, BUT THE THAT PIECE WAS CAME OUT OF THE GIBSON AUDIT AND THE TRANSITION PIECE THAT WE SPOKE TO HERE WAS REALLY THE BIGGEST FIRST STEP FOR US IN THAT DAP REIMAGINED TO BRING THAT AND MAKE THAT A MEANINGFUL PART OF THIS PROCESS TO AGAIN IMPACT THAT RECIDIVISM AND THAT STUDENT SUCCESS LONG TERM. RIGHT. AND THE OTHER THING IS, I DON'T KNOW WHAT COMPLETELY UNDERSTAND THE I MEAN, IT'S BY LAW, WE HAVE TO HAVE IT. I UNDERSTAND IT, BUT SO WHAT I'M READING HERE IS, IS WE AIM TO TRANSFORM THE DAP BY FOCUSING ON SOCIAL EMOTIONAL LEARNING, CREATING A SUPPORTIVE ENVIRONMENT FOR STUDENTS. SO AND I'VE HEARD I THINK, I THINK PEOPLE EVEN COME UP IN PUBLIC COMMENT AND SAY, AND I CAN'T TELL YOU HOW MANY TIMES I'VE HEARD INDIRECTLY AND DIRECTLY, MAN, MY KID LOVES BEING AT DAP. 
          LIKE THEY THEY'LL GO BACK, LIKE, IF THAT IS A CAMPUS PRINCIPAL HERE. I THOUGHT I SAW HER EARLIER. SHE DID, BUT WE LET HER GO. SHE HAS SCHOOL TOMORROW. I MEAN, SHE HAS KIDS ON CAMPUS, SO. SO WE LET HER GO. NOTED. YES. SITS HERE THE WHOLE MEETING. AND THEN IT'S NOT HERE FOR THIS. IF THE KIDS WANT TO GO BACK, THEN YOU CAN PUT ALL THE SUPPORTS YOU CAN HAVE. WE CAN HAVE ALL. AND LOOK, I'M GLAD YOU GOT YOUR CHEST PROTECTOR ON TONIGHT. WE CAN HAVE ALL THE SUPPORTS. WE CAN DO ALL OF THESE WONDERFUL TRANSITION PLANS. BUT IF THE KIDS WANT TO GO BACK, WE'RE SPITTING IN THE WIND. AND, YOU KNOW, I MEAN, LIKE, AGAIN, AND I'VE KIND OF SAID IT TONGUE IN CHEEK, BUT IT'S NOT LIKE WE'RE DOING YOGA HERE. LIKE, HAVE WE LOST OUR COLLECTIVE MINDS? IF THE KIDS WANT TO GO BACK TO DAP, I UNDERSTAND TRYING NOT TO. AND AGAIN, THIS IS NOT YOU. YOU'RE JUST THE GUY STANDING THERE. BUT WE HAVE GOT TO ALIGN THIS. WE CAN SIT HERE AND ARGUE ABOUT HOW STRICT OUR STUDENT CODE OF CONDUCT SHOULD BE, BUT IF THERE'S NO PUNISHMENT AT THE END OF THE LINE, IF THERE'S NOT A PLACE WHERE KIDS CAN, I DON'T WANT TO GO BACK THERE, LIKE I'M GOING TO GET MY. AND WHY ARE WE NOT TAKING EVERYTHING THAT'S IN HERE? IT'S ALL GOOD. I'M NOT SAYING IT'S BAD. I'M JUST SAYING IT'S MISPLACED. TAKE IT AND PUT IT INTO THE INTO THE INTO THE CAMPUSES SO THAT ALL OF THESE THINGS ARE PREVENTING THE CHILDREN FROM THE STUDENTS FROM GOING TO THE AP. AND IF WE DON'T FUNDAMENTALLY CHANGE HOW WE VIEW THIS, AND PEOPLE AREN'T REPETITIVELY SAYING, GOSH, MY KID LIKES TO GO THERE, IT'S NOT IT'S NO DETERRENT EFFECT. SO WE'RE JUST COMPLETELY WASTING OUR TIME. LET'S TAKE ALL OF THESE RESOURCES, MOVE THEM ONTO THE CAMPUSES AND STOP IT BEFORE IT EVEN GETS THERE. WE SAY, YOU KNOW, AND THIS THIS WHOLE PIPELINE TO PRISON NONSENSE, THIS IS NOT A PIPELINE TO PRISON. YOU KNOW WHAT? A PIPELINE TO PRISON IS ALLOWING BAD BEHAVIOR TO CONTINUE WITH NO CONSEQUENCE. THAT'S THE PIPELINE TO PRISON. THE KIDS ARE GOING TO GO TO THE D AEP, AND THEN THEY'RE GOING TO GO TO THE JJ, AEP. AND IF WE CAN'T PUT SOME STOP IN THERE, THEN AGAIN WE'RE JUST WASTING OUR TIME AND MONEY. THERE'S GOT TO BE SOME LEADERSHIP EMPHASIS ON THIS. I'M ONE MAN OUT IN THE WILDERNESS, I FEEL AND I GUESS THAT'S THE END OF IT. IT'S NOTHING'S GOING TO CHANGE HERE TODAY. AND AGAIN, I WOULD HAVE LOVED IF THE CAMPUS PRINCIPAL WAS HERE, SAT HERE THE WHOLE MEETING, NOT HERE TODAY FOR THE DISCUSSION ABOUT HER CAMPUS. SO SOME OF WHAT YOU SAID, MR. MINTZ, IN TERMS OF FOR THE CAMPUS, WE STARTED LAST YEAR WITH JUST A TRANSITIONING FROM DAP AND BACK TO REDUCE RECIDIVISM FROM THE GIBSON AUDIT THIS YEAR. THE SECOND PART OF THAT WAS A LOT OF THESE THINGS THAT WE STARTED WITH. THAT TRANSITION PLAN IS INTO THE SCHOOLS. WE REDEFINED THE CELLS JOB DESCRIPTION AT THE CAMPUSES SO THAT IT'S STARTING THERE, THAT THE CASELOAD IS THE AT RISK STUDENTS. WE HAVE TAKEN THAT CASELOAD, THAT ANY KID THAT IS COMING BACK FROM DAP, THEY ARE STARTING THIS PLAN NOW SO THAT THROUGHOUT THE SCHOOL YEAR THEY HAVE A MENTOR, THEY HAVE THE CELL COUNSELOR, PLUS THE REGULAR COUNSELING PIECES. SO ALL OF THE THINGS THAT WE STARTED AT DAP FROM RECIDIVISM HAS SHIFTED TO THE CAMPUS TO PREVENT THEM FROM GOING BACK TO DAP. SO IT WAS A STARTING THERE, TAKING THAT BIG UMBRELLA, PUSHING IT TO THE SCHOOL SO THAT TIER ONE IS STARTING AT THE CAMPUSES SO THEY DON'T GO BACK. AND THEN THE LAST PHASE IS NOW WHAT'S THE NEXT PART FOR DAP? BECAUSE IT WAS A WHOLE LOT TO DO. SO WE JUST STARTED WITH THOSE PIECES, THEN SHIFTED IT TO THE SCHOOL AND MAKING THE FOCUS THIS YEAR SAFETY. AND HOW DO WE MAKE THE ADJUSTMENTS AT DAP THAT ARE NEEDED SO THAT IT'S NOT WHAT IT WAS BEFORE? OKAY. THANK YOU. THAT'S A WONDERFUL EXPLANATION. I THINK THAT'S A STEP IN THE 
          [05:00:05]
RIGHT DIRECTION. ARE WE? SHOOT, I JUST LOST MY TRAIN OF THOUGHT. OKAY. I THINK AS WE CONTINUE TO. 
          SO MY I GUESS MY QUESTION IS THEN WHY DO KIDS WANT TO GO BACK? LIKE, WHAT ARE WE DOING IN THE FOUR WALLS THAT IS CREATING THAT SITUATION? ONE PART OF THAT IS THE FACT THAT IF I'M IN A CLASSROOM, I HAVE 20 SOMETHING KIDS IN A CLASSROOM, AND AS A TEACHER AT DAP, IT'S SMALLER NUMBERS. SO FOR SOME OF THE KIDS, IT'S JUST SAFETY BECAUSE I'M NOT IN A CROWD OF PEOPLE, SOME OF THEM WANT TO GO BACK BECAUSE I'M SEEN EVERY DAY. I HAVE A ONE ON ONE PERSON BECAUSE IT'S A SMALLER NUMBER VERSUS BEING IN THE CLASSROOM. AND I'M STRUGGLING, AND I DON'T WANT SALLY AND SUE TO KNOW THAT I REALLY DON'T UNDERSTAND THE CONTENT. SO I'M GOING TO ACT OUT IN FRONT OF EVERYBODY. VERSUS THE DAP IS A SMALLER GROUP. THEY HAVE TUTORS IN THERE AND IT'S ONE ON ONE, AND THEY'RE GETTING A MORE PERSONAL INSTRUCTION VERSUS THE TYPICAL CLASSROOM. 
          AND THEN THEY'RE AWAY FROM SOME OF THE PEOPLE WHO THEY FEEL PEER PRESSURED FROM, BECAUSE I'M NOT WITH THEM ANYMORE. I HAD TO LOOK THIS WAY FOR THEM. AND NOW I'M OVER HERE. I CAN JUST BE ME A LITTLE BIT MORE. SO FOR SOME OF THEM, IT'S NOT THAT I LIKE DAP. THAT ENVIRONMENT GIVES ME A SAFE FEELING BECAUSE I'M NOT IN THIS BIG THING THAT I REALLY DON'T FEEL COMFORTABLE IN, AND THAT'S AN AND THAT'S SOMETHING THAT'S PROBABLY DIFFICULT TO REPLICATE ON A STUDENT'S HOME CAMPUS. YES, SIR. YES. BUT I GUARANTEE YOU, IF YOU ASK MOST KIDS, THEY DON'T WANT TO GO BACK. THEY'RE HESITANT TO GO BACK TO THEIR HOME CAMPUS BECAUSE THEY'RE GOING TO BE THROWN BACK INTO THE BIG POND. SO IT'S A LITTLE POND. WE'RE WORKING ON THE BEHAVIOR. WE'RE TALKING ABOUT THEIR CHOICES. THEY'RE STUDYING, THEY'RE DOING THEIR WORK. THEIR DISTRACTIONS ARE REMOVED. 
          THEY'RE ESCORTED TO THE BATHROOM. SO THEIR FOCUS AND I IT'S A BAD ANALOGY, BUT I KIND OF LOOK AT IT LIKE GOING TO REHAB. YOU GO TO REHAB, YOU FIGURE OUT WHAT YOU NEED TO DO, AND YOU'RE HESITANT TO GO BACK TO THE SAME FRIENDS, THE SAME TEMPTATIONS, THE SAME GROUP. AND WE'RE TRYING TO BUILD THAT. THAT KNOWLEDGE WHERE THEY HAVE A VOICE TO SAY NO AND NO, I'M NOT GOING TO GO DO THAT. AND WE'VE I REMEMBER TALKING TO KIDS SAYING, YOU CAN JUST SAY, MY MOM'S GOING TO KILL ME. I CAN'T GO BACK TO GATEWAY. YOU KNOW, WE TRY TO GIVE THEM THOSE WORDS. SO I THINK IT'S MORE OF JUST THAT ADOLESCENT FEAR. AND IT IS IT'S SMALL BECAUSE. AND THAT'S GOOD. 
          WE DON'T WANT IT TO BE LARGE CLASSES. THERE'S NOT AS MANY KIDS THERE. SO I THINK I THINK IT MIGHT BE WORTH A ONE ON ONE CONVERSATION WITH SOME KIDS TO SEE THE DIFFERENCE BETWEEN THE TWO. BUT THE COUNSELORS, I THINK, AND THE COMMITTEE HERE THAT WORKED ON THIS WERE REALLY TRYING TO EMPOWER IT. SO WE HAVE THAT SUPPORT TALKING TO THE KIDS. THEY DID NOT HAVE A LOT OF SUPPORT WHEN THEY WENT BACK, AND WE'RE TRYING TO PUT THAT THERE ON A CASELOAD. NOW, WHEN YOU GO BACK TO KIND OF GENTLY HAND OFF SO YOU DON'T GET SUCKED RIGHT BACK INTO THE OLD ENVIRONMENT. 
          AND WE THINK THAT THE TRANSITION WE'VE WE'VE IMPROVED THAT, THAT TRANSITION. YES, SIR. FOR SURE. 
          OKAY, DOCTOR. OKAY. IMPROVED. BUT THE WORK IS NOT DONE. FAIR ENOUGH. YES. I THINK WHAT'S IMPORTANT FOR EVERYONE TO UNDERSTAND, BECAUSE I UNDERSTAND, MR. MINTZ, IS PASSION FOR DAP. MR. GILCHRIST IS NOT HERE, AND HE'S PRETTY PASSIONATE ABOUT THIS ONE AS WELL, IS THAT WE JUST WANT TO MAKE SURE THAT WE ARE NOT TRYING TO INCENTIVIZE KIDS TO WANT TO BE IN DAP. WE WANT WHEN THERE'S CONDUCT THAT'S DETRIMENTAL TO A PRODUCTIVE CLASSROOM. WE DON'T WANT KIDS TO FEEL AS THOUGH THEY ARE REWARDED FOR THAT. AND WHEN YOU GO TO DAP, WE WANT YOU TO FEEL REMORSE AND GO LIKE, I WANT TO MAKE SURE THAT I DON'T MAKE THAT MISTAKE AGAIN. AND I THINK THAT'S WHERE MR. MINTZ HAD CONCERNS BASED ON SOME OF THE THINGS THAT WERE COMMUNICATED, WERE TRANSPIRING AT THE AT GATEWAY WAS LIKE, YOU KNOW, HEY, YOU COULD ARGUE THAT THAT MAKES SOMEONE FEEL ALMOST MORE WELCOME IN THERE. NOW, I DO APPRECIATE ALL THE KNOWLEDGE FROM MISS FELDER AND DOCTOR BUCKLEY ABOUT WHY THAT MAY BE THE CASE FOR SOME STUDENTS, AND I THINK THAT PROVIDES A LOT OF CLARITY, AND THAT'S REALLY GOOD. BUT I, I DON'T THINK THERE'S ANYONE WHO SITS UP HERE THAT'S IN DISAGREEMENT THAT WE WANT TO MAKE SURE THAT WE ARE NOT INCENTIVIZING BAD BEHAVIOR THAT IS CAUSING PROBLEMS ON OUR MAIN CAMPUSES, BECAUSE THERE IS A LEVEL OF EXPECTATIONS THAT NEEDS TO BE IN PLACE FOR HOW YOU SHOULD CONDUCT YOURSELF TO BE A PRODUCTIVE MEMBER OF OUR CAMPUSES. AND WE JUST WANT TO MAKE SURE WE DON'T REWARD IT. 
          WHEN YOU ARE REMOVED FOR CONDUCT THAT IS DETRIMENTAL. AND I, I FEEL MR. MINTZ IS A PAIN ON THIS ONE BECAUSE IT'S BEEN HARD TO GET IT BACK. SO WE COULD REALLY GET TO A POINT OF SAYING, HEY, HERE'S A REALLY GOOD CONSENSUS OF WHAT WE WANT TO DO, BUT I THINK IT'S SAFE TO SAY THAT THERE IS A CONSENSUS THAT WE JUST WANT TO MAKE SURE IT'S NOT AN ENVIRONMENT THAT'S REWARDING FOR YOUR BEHAVIOR. WE DON'T WANT TO COMPROMISE YOUR ACADEMIC JOURNEY, BUT IT SHOULD NOT BE A REWARDING EXPERIENCE IN TERMS OF, HEY, I'M HERE DOING WHATEVER YOU MAY BE DOING RIGHT. DOES 
          [05:05:02]
THAT PROVIDE ENOUGH GUIDANCE TO THE STAFF? ABSOLUTELY. AND MR. BENSON, DID I DID I MISS ANYTHING YOU DID? AND I'M YOU KNOW, I'M NOT A CHEERLEADER, BUT I APPRECIATE THE WORK. RIGHT. 
          AND, MISS FELDER, THANK YOU FOR LIKE, THAT'S KIND OF THE THING THAT I, THAT I NEED TO HEAR THAT WE ARE AND I THINK I DON'T WANT TO SPEAK FOR THE BOARD, BUT I MEAN, WE WANT TO MAKE SURE THAT WE'RE, WE'RE. AND YOU'VE HEARD ME SAY THIS KIND OF LINING UP ALL THE ARROWS. WE'VE GOT TO HAVE BETTER, HIGHER EXPECTATIONS OF OUR KIDS AND OUR PARENTS. AND IF WE'RE NOT DOING ALL THESE THINGS IN CONCERT, YOU GET THIS KIND OF WHAT'S THE WORD I'M LOOKING FOR DISSONANCE. THERE'S A DISSONANCE BETWEEN WHAT WE'RE WHAT WE SAY AND WHAT WE DO. SO THANK YOU BOTH. AND I LOOK FORWARD TO CONTINUED IMPROVEMENT. THANK YOU, MADAM VICE PRESIDENT. SO I HAVE A QUESTION ABOUT THE BUSSING. SO THE CHILDREN THAT ARE GOING TO D D E P, WHERE DO THEY GET PICKED UP AT FROM BUS STOPS, THEIR HOMES OR AT THEIR HOME CAMPUS? OR HOW DOES THAT WHOLE WHOLE PROCESS WORK? THEY HAVE DIFFERENT BUS STOPS DEPENDING ON THE AREA. IT'S ONLY A COUPLE OF KIDS THAT MIGHT BE RIGHT AT THEIR HOUSE. IF IT'S A SEVERAL, IT MIGHT BE 2 OR 3 KIDS AT A BUS STOP THAT'S TOTALLY DIFFERENT FROM THE REGULAR BUS STOP, AND THEIR TIME IS DIFFERENT FROM THE REGULAR KIDS PICKUP TIME AND DROP OFF TIME. THEY'RE PICKED UP EARLIER, THEY'RE DROPPED OFF LATER SO THAT THEY'RE NOT MIXING WITH THE REGULAR CAMPUS KIDS. IT'S TOTALLY SEPARATE. SO WE'RE DRIVING BUSSES ALL OVER CENTRAL TEXAS TO PICK UP A FEW KIDS, TO GET THEM OVER TO D E P, BECAUSE THEY DIDN'T BEHAVE IN THE MAIN CAMPUS. YES, MA'AM. AND WHY WOULD THAT NOT BE THE PARENT'S RESPONSIBILITY AT THAT POINT? OH, DOCTOR OSBORN, THANK YOU. IT IS UNIQUE IN KILLEEN ISD THAT WE OFFER TRANSPORTATION FOR STUDENTS THAT HAVE BEEN PLACED AT DEEP. BECAUSE I WAS UNDER THE IMPRESSION AND SHAME ON ME FOR NOT KNOWING THIS, BUT I WAS UNDER THE IMPRESSION THAT PARENTS WERE RESPONSIBLE TO GET THOSE CHILDREN BACK AND FORTH, PICK DROP THEM OFF AND PICK THEM UP. AND YOU JUST SAID, THERE'S SEVEN BUSSES SOMETIMES THAT ARE THERE. THAT'S SEVEN BUS DRIVERS THAT'S DRIVING ALL OVER CENTRAL TEXAS, SPENDING TAXPAYERS MONEY ON GAS AND STAFFING BECAUSE THEIR KIDS DIDN'T BEHAVE IN SCHOOL. SO PARENTS AREN'T BEING PUNISHED FOR CONTROLLING THEIR KIDS OR AND MAYBE IN SOME CASES, THEY SHOULDN'T BE PUNISHED FOR CONTROLLING THEIR KIDS BECAUSE SOME KIDS ARE JUST OUT OF CONTROL. I GET THAT, I TRULY GET THAT. BUT THERE'S GOT TO BE SOME PAIN IN THIS FOR EVERYBODY INVOLVED IN THIS PROCESS. AND SO, I DON'T KNOW, I JUST I JUST CAN'T BELIEVE WE'RE BUSING THESE KIDS ALL OVER CENTRAL TEXAS. SO THAT'S MY RANT. I WOULD JUST SAY, I THINK WE'RE GOING TO OWN THEIR TEST SCORES AND THEIR ACADEMIC FAILURES REGARDLESS. 
          AND YOU MIGHT WANT TO ASK YOURSELF ABOUT THE COMMUNITY WHICH YOU RESIDE IN, THE ABILITY FOR THEM TO BE ABLE TO GET TO A CAMPUS IF THERE'S NOT TRANSPORTATION. I'M NOT SAYING THAT THEIR BEHAVIOR SHOULD BE CONDONED, BUT AT THE END OF THE DAY, WHEN THEY COMMIT A SERIOUS OFFENSE, THEY GO TO JJ. JJ, WE PAY FOR THAT AND WE PAY FOR SPOTS THERE. NOT SAYING THAT THIS GROUP CAN'T DO IT, THAT THAT'S A BIGGER CONVERSATION THAT WE'D HAVE TO HAVE. BUT I WOULD JUST THINK YOU MIGHT WANT TO LOOK AT THE ECONOMIC STATUS OF YOUR STUDENTS IN YOUR DISTRICT. AND WE MIGHT HAVE SOME PARENTS, WHETHER IT'S RIGHT OR WRONG, THEY MAY NOT. THEY MAY BE OKAY WITH THEIR KIDS BEING TRUANT AND NOT GOING TO SCHOOL. WE'RE GOING TO OWN THE ADA. THE AVERAGE DAILY ATTENDANCE AND ALL THAT STUFF AND THE ASSOCIATED CONSEQUENCES. AND SO I THINK WE MIGHT HAVE TO PICK AND CHOOSE OUR BATTLES. I'M ALL FOR STRONGER DISCIPLINE IN MAKING THEM BEHAVE, BUT I DO WANT THEM AT SCHOOL FOR SURE. BUT WE COULD ALWAYS LOOK AT THAT FOR THE FUTURE AND SEE IF THAT'S MAYBE SOMETHING. THERE'S AN APPETITE FOR THAT FROM THIS BOARD, BUT I, I DO CAUTION THIS GROUP AGAINST JUST THERE'S A FINE LINE I THINK, THAT WE'RE WALKING. I AGREE WITH A LOT OF THE THINGS THAT MR. MINTZ AND MR. GILCHRIST HAVE COMMUNICATED, BUT I GET IT. 
          HOLD PARENTS ACCOUNTABLE. BUT THERE ARE PARENTS THAT COULD DO EVERYTHING RIGHT, AND THEIR KIDS DO EVERYTHING WRONG. AND WE JUST HAVE TO BALANCE THAT. AND I JUST I WANT TO BE FAIR TO OUR COMMUNITY AND OUR APPROACH ON SOME OF THESE THINGS. IT'S JUST MY $0.02. ANY OTHER INPUT FEEDBACK? DOCTOR OSBORN, I WOULD BE REMISS IF I DID NOT TAKE RESPONSIBILITY FOR INSTRUCTING MISS HERRERA TO HEAD HOME IN PREPARATION FOR TOMORROW. THANK YOU. ANYTHING ELSE? DOCTOR DAVIS? SO REAL QUICK, I KNOW IT'S LATE. REAL QUICK QUESTION. AS IT RELATES TO DOCTOR BUCKLEY, SOMEONE ELSE BRINGS UP A BRILLIANT POINT AS IT RELATES TO THOSE STUDENTS. A SMALLER LEARNING COMMUNITY THAN FILLING. SO AM I WONDERING IS I'M GETTING ACCUSTOMED TO ALL THE 
          [05:10:02]
TERMINOLOGY. GATEWAY IS A TERM WE USE FOR DAP, IS THAT CORRECT? OKAY. OUR MIDDLE SCHOOL AND HIGH SCHOOL CAMPUSES ARE AT GATEWAY. I'M SORRY, GATEWAY MIDDLE SCHOOL AND GATEWAY HIGH SCHOOL IS THE NAME OF THE CAMPUS THAT OUR SECONDARY STUDENTS ARE ASSIGNED TO FOR DAP. AWESOME. AND THEN DO WE ALSO HAVE A CAMPUS TO THAT VERY POINT? MANY SCHOOLS DIDN'T HAVE AN ALTERNATIVE SCHOOL FOR CHILDREN WHO DON'T FUNCTION WELL IN A TRADITIONAL HIGH SCHOOL SETTING OR MIDDLE SCHOOL SETTING, WHERE IT'S A SMALLER LEARNING COMMUNITY. THAT MAKES SENSE. DO WE HAVE THAT CAMP AND WHAT IS THAT CALLED? PATHWAYS ACADEMIC CENTER, PATHWAYS, ACADEMICS FOR CHILDREN, WHATEVER. MAYBE PERHAPS WE'RE BEHIND ON CREDITS AND ALL THOSE TYPES OF THINGS. RIGHT. YEAH. SO THAT'S THE SAME CONCEPT. SO IF THOSE CHILDREN AT DAP ARE FEELING THAT THEY'RE GETTING THAT TYPE OF FEEL RIGHT, AND THAT WILL BE ENTICING FOR A LOT THAT TRANSITION FROM FROM THAT. 
          ABSOLUTELY. THAT MAKES PERFECT SENSE. THAT MAKES PERFECT SENSE. ANY OTHER FEEDBACK? THANK YOU, MR. WELLS. MISS FELDER, I APPRECIATE YOU. 
          GOT YOU. OKAY. WE'RE NOW GOING TO GO TO ITEM C WHICH IS DISCUSSION OF FUTURE BOARD MEETING AGENDAS AND TRUSTEE REMARKS. DOCTOR TERRY OSBORNE THANK YOU SIR. MEMBERS OF THE BOARD, IF YOU'LL TAKE A LOOK AT THE AGENDA FOR TUESDAY, AUGUST 19TH. AFTER PUBLIC FORUM, WE WILL HAVE A SUPERINTENDENTS REPORT AND MYSELF AND MEMBERS OF THE SENIOR STAFF WILL REVIEW THE FIRST WEEK OF SCHOOL, INCLUDING SUCCESSES, OPPORTUNITIES FOR IMPROVEMENT, ENROLLMENT DATA AND ANY PRELIMINARY IMPORTANT DATA POINTS TO SHARE WITH THE BOARD. MOVING ON TO ACTION ITEMS THREE A WE WILL BE BRINGING FORWARD A DISCUSSION OF A PARTNERSHIP WITH GRADUATION ALLIANCE. THAT PARTNERSHIP IS DESIGNED TO REENGAGE STUDENTS AND INCREASE OUR GRADUATION RATE THROUGH A PROGRAM THAT IS GEARED FOR DROPOUT, RECOVERY, AND ITEM THREE B AND C, SCHOOL ATTORNEY MIKE HARPER WILL BE BRINGING PROPOSED REVISIONS TO BOARD POLICY E FOR LOCAL, AND THAT'S IN ALIGNMENT WITH THE SENATE BILL 13. SKIPPING DOWN TO D, WE ARE GOING TO CONTINUE DISCUSSION AROUND THE EMPLOYEE CLINIC PROVIDER REQUEST FOR QUALIFICATIONS, RANK ORDER AND REQUEST THAT WE DO NOT BRING THAT FORWARD TO ENSURE WE CONTINUE CONVERSATION FIRST IN THE BOARD OFFICER MEETING AND THEN ADDITIONAL DISCUSSION. SO THAT WOULD BE STRUCK. LOOKING AT E, F AND G AND THE ACTION ITEMS. IN LIGHT OF OUR PLAN TO MOVE TO ONE LOCATION AS A DISTRICT LEVEL LEADERSHIP TEAM, WE HAVE A COUPLE OF ITEMS TO WHAT WE WOULD CALL BACKFILL OR RENOVATE OUR EXISTING BUILDINGS THAT WOULD NO LONGER BE OCCUPIED, AND MR. ADAM RICH WILL BRING THOSE ARCHITECT CONTRACTS FOR CONSIDERATION. AND THEN SKIPPING DOWN TO FOUR A CALLAN WILL CONTINUE BUDGET PLANNING DISCUSSION. WE'LL REVIEW AGENDA ITEMS AND THEN CLOSED SESSION. THANK YOU. ANY QUESTIONS IN REGARDS TO THE AGENDA FOR THE 19TH OF AUGUST? OKAY. TRUSTEE REMARKS MADAM CAPITO, MR. MINTZ, SECRETARY ADAMS, MADAM VICE PRESIDENT. TOMORROW'S A BIG DAY TO ALL THE EDUCATORS. IT'S A NEW YEAR TO ALL OUR STUDENTS. IT'S A NEW YEAR, A NEW OPPORTUNITY TO BE GREAT. GO BE SPECIAL. IT'S A GREAT OPPORTUNITY. ENJOY THE JOURNEY. WE APPRECIATE YOU. 
          THANK YOU FOR ALL YOU DO FOR OUR KIDS AND KIDS. TAKE ADVANTAGE OF WHAT THE KIDS ARE GOING TO PROVIDE TO YOU AND TO ALL THE STAFF, THOSE THAT HAVE BEEN HERE TILL 1021 TONIGHT AND TOMORROW'S THE FIRST DAY OF SCHOOL. THANK YOU FOR YOUR PATIENCE. I APOLOGIZE FOR KEEPING YOU OUT SO LATE. SO HUSTLE OUT OF HERE AND GET HOME AND GET READY FOR THE KIDS ON THE BIG DAY TOMORROW. 
          DOCTOR DAVIS, ANYTHING YOU WANT TO ADD, SIR? OKAY, NEXT WE'RE GOING TO MOVE TO 11, WHICH IS 
          [11.  Closed Session]
CLOSED SESSION. THE BOARD WILL NOW CONVENE IN CLOSED SESSION FOR THE FOLLOWING AGENDA ITEMS. IN SECTION 11. I'M GOING TO CALL ALL OF THESE ITEMS. DOES NOT MEAN WE'RE GOING TO TALK ABOUT ALL OF THEM. A DISCUSSION REGARDING DUTIES OF ACTING INTERIM SUPERINTENDENT AS ALLOWED BY TEXAS GOVERNMENT CODE 551. 074B DISCUSSION OF PERSONNEL MATTERS AS ALLOWED BY TEXAS GOVERNMENT CODE 551.074. SEE DISCUSSION OF SCHOOL SAFETY AND SECURITY AS ALLOWED BY TEXAS GOVERNMENT CODE 551.076 AND 551. 089D ATTORNEY CONSULTATION FOR PENDING OR CONTEMPLATED 
          [05:15:04]
LITIGATION AS ALLOWED BY TEXAS GOVERNMENT CODE 551. 071E DELIBERATE REGARDING BOARD AND SUPERINTENDENT, COMMUNICATIONS BOARD OPERATING PROCEDURES, BOARD MEMBER DUTIES AND RESPONSIBILITIES AS ALLOWED BY TEXAS GOVERNMENT CODE 551.074. NO VOTING WILL TAKE PLACE IN CLOSED SESSION, ANY ACTION THE BOARD WISHES TO TAKE AS A RESULT OF DISCUSSIONS IN CLOSED SESSION WILL TAKE PLACE AFTER THE BOARD RECONVENES IN THE OPEN MEETING. THE TIME IS NOW 10:23 P.M. AND WE ARE IN CLOSED SESSION HERE.
* This transcript was compiled from uncorrected Closed Captioning.