9.A. Annual financial accountability management report regarding the Financial Integrity Rating System of Texas (Schools FIRST)

[13.A. Consider approval of member district partnership shared service arrangement for 2024-2025 Innovative Services for Students with Autism, Cycle 2 grant]

THIS IS SOMETHING THAT TRUSTEE WELCH PULLED FROM THE CONSENT AGENDA LAST MONTH TO HAVE A DEEPER DISCUSSION ABOUT. SO, MISS MATHIS.

ALL RIGHT. GOOD EVENING. BOARD OF TRUSTEES AND DOCTOR NIVENS.

I'M HERE TO GIVE AN OVERVIEW OF THE SHARED SERVICE ARRANGEMENT FOR INNOVATIVE SERVICES FOR STUDENTS WITH AUTISM.

GRANT CYCLE TO THE INNOVATION. I GOT TO REMEMBER THAT ONE.

SORRY. THE INNOVATIVE SERVICES FOR STUDENTS WITH AUTISM GRANT AWARD PROGRAM WAS CREATED TO ASSIST THE GROWING NUMBERS OF STUDENTS AGES 3 TO 21, ATTENDING PUBLIC AND CHARTER SCHOOLS ACROSS THE STATE.

THIS GRANT PROMOTES AN INCLUSIVE LEARNING ENVIRONMENT BY OFFERING RESOURCES FOR CREATIVE TEACHING STRATEGIES, ADAPTIVE TECHNOLOGY, AND INDIVIDUALIZED SUPPORT.

LAMAR CISD AND COLUMBIA-BRAZORIA ISD WERE AMONG THE TEN RECIPIENTS OF THIS GRANT.

THIS GRANT ALLOWS LAMAR CISD TEACHERS AND PARAPROFESSIONALS TO GAIN ACCESS TO ENHANCED ACADEMIC AND BEHAVIORAL TRAINING THROUGH AN ONLINE CURRICULUM, COMPLEMENTED BY CLASSROOM COACHING, OBSERVATIONS, AND FEEDBACK FROM BEHAVIOR ANALYSTS.

THIS INITIATIVE AIMS TO DEEPEN STAFF KNOWLEDGE AND UNDERSTANDING OF AUTISM, ENABLING THEM TO EFFECTIVELY USE INSTRUCTIONAL AND BEHAVIORAL DATA TO IMPROVE PLANNING AND STUDENT OUTCOMES WHILE FOSTERING POSITIVE BEHAVIORS THROUGH HIGHLY STRUCTURED CLASSROOMS. ADDITIONALLY, A SERIES OF PARENT TRAINING SESSIONS WILL BE OFFERED TO ENSURE CONSISTENCY ACROSS DIFFERENT SETTINGS.

THE TOTAL GRANT AWARDED IS $808,955, WITH $274,878, DESIGNATED TO SUPPORT LCISD STAFF. 15 LCISD CAMPUSES, INCLUDING ALL SPECIAL EDUCATION COMPLIANCE PROGRAMS, WILL RECEIVE DIRECT BENEFITS, WHILE ALL OTHER CAMPUSES WILL GAIN INDIRECT SUPPORT THROUGH ACADEMIC AND BEHAVIORAL TRAINING AS WELL AS DIGITAL RESOURCES.

COLUMBIA-BRAZORIA ISD WILL SERVE AS THE FISCAL AGENT, MANAGING GRANT FUNDS, ENSURING COMPLIANCE, AND OVERSEEING PROGRESS REPORTING TO T.E.A.. TEACHERS AND PARAPROFESSIONALS CAN ATTEND TRAINING IN BOTH LAMAR CISD AND COLUMBIA-BRAZORIA ISD.

ADDITIONALLY, REGULAR COLLABORATIVE MEETINGS WILL BE HELD TO EVALUATE PROGRESS, EXCHANGE IDEAS, AND REFINE INNOVATIVE PRACTICES FOR PROVIDING SERVICES AND SUPPORTS TO STUDENTS WITH AUTISM.

ARE THERE ANY QUESTIONS? I HAVE A QUESTION. ONE OF THE THE TWO SLIDES BACK.

IT SAID THAT 15 CAMPUSES, I GUESS 15 CAMPUSES ARE GOING TO BE RECIPIENTS OF THIS.

YES. THERE WE GO. AND THEN IT SAYS INCLUDES ALL COMPLIANCE PROGRAMS. SO WHAT DOES THAT SPECIFICALLY MEAN? WE HAVE PROGRAMS FOR OUR STRUCTURED LEARNING CLASSROOM AS WELL AS OUR ACADEMIC PROGRAMS WHERE WE HAVE STUDENTS WHO REQUIRE ADDITIONAL BEHAVIOR SUPPORTS. IS THAT LIKE CSC CLASSROOM? IS THAT WHAT YOU MEAN? NO. NO. OKAY. IT'S A PART OF OUR STRUCTURED LEARNING CLASSROOM, SO.

SLCC. OKAY. TYPICALLY IS THE ACRONYM YOU WOULD HEAR, BUT WE DO HAVE COMPLIANCE PROGRAMS FOR THAT PARTICULAR PROGRAM.

AND THEN WE ALSO HAVE THEM FOR OUR EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM AS WELL.

OKAY. SO YOU ONLY HAVE THOSE AT 15 CAMPUSES OR YOU'RE SAYING NO, THEY'RE ACTUALLY NOT AT 15 CAMPUSES.

THEY'RE INCLUDED WITHIN THAT. THE 15 CAMPUSES.

YES. I JUST ASKED FOR A REPORT JUST TO HIGHLIGHT IT, JUST BECAUSE OUR SPED DEPARTMENT WAS AUDITED A YEAR LONG AUDIT RECENTLY, AND I JUST WANTED TO WE SEEM TO THIS IN SOCIETY.

THERE'S A LOT OF STUDENTS. THERE'S MORE STUDENTS NOW WITH AUTISM THAN THERE WAS IN THE PAST.

SO I JUST WANTED TO BRING SOME HIGHLIGHTS TO IT.

SO THANK YOU FOR THE INFORMATION. THANK YOU. ALL RIGHT.

[00:45:06]

WE WILL NOW TAKE ACTION ON THIS. MAY I HAVE A MOTION FOR THE BOARD OF TRUSTEES TO APPROVE THE MEMBER DISTRICTS PARTNERSHIP SHARED SERVICES ARRANGEMENT FOR THE 2024 2025 INNOVATIVE SERVICES FOR STUDENTS WITH AUTISM CYCLE TO GRANT.

SECRETARY WELCH MAKES THE MOTION. DO I HAVE A SECOND? TRUSTEE BOX MAKES THE SECOND. I WILL NOW CALL.

CALL FOR THE VOTE. ALL IN FAVOR, SAY AYE. AYE.

MOTION CARRIES. ALL RIGHT, DOCTOR EVANS, I TRUST THESE.

[13.B. Consider approval of Student Code of Conduct revisions]

WE HAVE. DOCTOR. DOCTOR. ALMOST. DOCTOR. BEN HERNANDEZ AT THE PODIUM TO DISCUSS OUR STUDENT CODE OF CONDUCT REVISIONS.

GOOD EVENING, PRESIDENT LAMBERT. TRUSTEES AND DOCTOR NIVENS.

I AM HERE TO DISCUSS SOME POTENTIAL REVISIONS TO THE STUDENT CODE OF CONDUCT.

WE WOULD LIKE FOR YOUR CONSIDERATION ON THESE REVISIONS.

HAVE TO DO WITH THE THE USE OF CELL PHONES WITH STUDENTS AND MORE SPECIFICALLY, TELECOMMUNICATIONS DEVICES.

SO BUT BEFORE WE GET THERE, I DO WANT TO TALK A LITTLE BIT ABOUT THE COMMITTEE MEMBERS AND GIVE YOU AN IDEA OF WHAT THE MAKEUP WAS OF THE COMMITTEE.

WE HAD THREE TRUSTEES, OUR SUPERINTENDENT, SIX PRINCIPALS ON THE COMMITTEE.

ALSO JOINING US, THE DIRECTOR OF STUDENT DISCIPLINE, THE EXECUTIVE DIRECTOR OF COMMUNICATION OF TECHNOLOGY, AND MYSELF. AND SO WE MET IN NOVEMBER AND DECEMBER.

AND THESE ARE THE ITEMS THAT WERE ACTUALLY ON THE AGENDA THAT WE MET TO DISCUSS.

SO WE REVIEWED THE CURRENT LCISD CODE OF CONDUCT AROUND, AROUND THE STUDENT USE OF CELL PHONES.

WE DISCUSSED CAMPUS LEVEL PRACTICES. PRINCIPALS HAVE THE OPPORTUNITY TO SHARE HOW THEY ENSURE THE EXPECTATIONS OF THE STUDENT CODE OF CONDUCT ARE IMPLEMENTED.

WE ALSO HAD PRESENTATION ON THE STUDENT INFRACTION DATA FROM FROM MR. NAVA. AND THEN WE TALKED ABOUT THE IMPACT OF ON STUDENT LEARNING AND STUDENT CULTURE.

AND THEN FINALLY THE LAST ITEM THAT WE DISCUSSED WAS WE WERE GOING TO DETERMINE WHETHER THERE WAS GOING TO BE A NEED FOR ADJUSTING THE STUDENT CODE OF CONDUCT.

SO NOW LET'S GET INTO THE RECOMMENDATIONS FROM THE COMMITTEE.

SO YOU'VE SEEN THIS BEFORE? THE RED FONT IS WHAT'S CURRENTLY THERE.

AND IT'S BEEN STRIKETHROUGH. AND THE BLUE FONT IS WHAT WE'RE LOOKING TO ADD.

SO ANYWHERE YOU SEE CELL PHONES WE REPLACE THAT WITH TELECOMMUNICATION DEVICE.

AND THIS IS THE THE GRADUATED LIST OF OFFENSES FOR A STUDENT HAVING A CELL PHONE WHEN THEY SHOULDN'T.

AND AGAIN, EVERYWHERE, YOU SEE PHONE REPLACED WITH TELECOMMUNICATION DEVICE.

BUT ALSO, IF I HAVE YOU LOOK DOWN TO THE FIFTH OFFENSE, WE FELT THAT THE SIXTH OFFENSE WAS WAS REDUNDANT.

SO WE SAID FIFTH OFFENSE AND BEYOND AND AND HAVE OR LOOKING TO ELIMINATE THE SIXTH OFFENSE ALTOGETHER.

AND THEN ALSO ON PAGE 16 IN THE STUDENT CODE OF CONDUCT, WE ADDED THE BLUE LETTERS OR THE BLUE WORDS.

AND FOR THE FIRST SENTENCE, THE USE OF MOBILE PHONES OR ANY DEVICE DURING TESTS THAT ARE IDENTIFIED AS A MAJOR GRADE IS STRONGLY PROHIBITED.

WE WANTED TO BE EXPLICIT AROUND WHAT KIND OF TESTS, AND ALSO THE SECOND SENTENCE TO BE A LITTLE MORE CLEAR.

A TEST IS CONSIDERED A MAJOR GRADE WHEN IT IS ENTERED IN THE GRADE BOOK IN THE MAJOR GRADE CATEGORY.

AGAIN, TO BE VERY CLEAR WITH WITH WHAT THAT MEANS, AND THEN MOVING DOWN TOWARDS THE MIDDLE OF THE PARAGRAPH.

IF AN INDIVIDUAL USES A PHONE WE ADDED OR ANY DEVICE TO VIDEO INDIVIDUALS IN A PRIVATE SETTING, BATHROOM, LOCKER ROOM OR COMPROMISING SITUATION, THEN IT WILL BE CODED WITH REMOVING A STATE JAIL FELONY, AND WE'RE ADDING WILL BE CODED AS INVASIVE VIDEOING OR INVASIVE AND IS A MANDATORY DAP PLACEMENT IN SCHOOLS ALREADY KNOW THIS. WE'RE ALSO ADDING FROM THE STUDENT CODE OF CONDUCT OR A DISCRETIONARY EXPULSION.

AND LASTLY, WE FELT IMPORTANT TO UPDATE THE GLOSSARY WITH THE TERM CONTRABAND.

AND SO ANY ITEM THAT'S CONSIDERED ILLEGAL OR ILLICIT AND OR MATERIALS THAT ARE PROHIBITED IS WHERE YOU'RE CONSIDERING CONTRABAND.

AND A NOTE ON HOW THIS APPLIES TO TELECOM TELECOMMUNICATION DEVICES.

THE MANNER IN WHICH A TELECOMMUNICATIONS DEVICE IS USED DETERMINES ITS STATUS.

IF USED IN A PROHIBITED MANNER, THEN A TELECOMMUNICATIONS DEVICE IS CONSIDERED CONTRABAND.

SO WE ADDED THAT TO THE GLOSSARY. AND FINALLY, IF APPROVED TONIGHT, ALL THESE CHANGES.

IF APPROVED BY YOU, ALL THESE CHANGES WILL WILL BE INCLUDED IN THE STUDENT CODE OF CONDUCT IMMEDIATELY.

ANY QUESTIONS? I JUST WANTED TO MAKE A COMMENT ON THAT.

VIDEOING AND RESTROOMS OR LOCKER ROOMS ARE NOT GOING TO BE CODED AS STATE JAIL FELONY BECAUSE WHEN WE CODE THEM, IT'S INVASIVE VIDEOING, BUT IT ACTUALLY IS INDEED WITH WITHIN THE LAW A STATE JAIL FELONY.

ABSOLUTELY. YES. SO SO THAT KIND OF CODE THEN TRIGGERS A INVOLVEMENT OF THE POLICE.

[00:50:06]

AND THEN THEN THEY'RE THE ONES THAT HANDLE THE FELONY PART.

OKAY. JUST WANT EVERYBODY WHO'S LISTENING. TO BE CLEAR, WE'RE NOT CHANGING ANYTHING.

THANK YOU. FOR THE COMMUNITY AND PUBLIC SAKE, CAN WE TRUSTEE BOX, IF YOU MIND SHARING WHY, AS THE CHAIR OF THE COMMITTEE, SHARING WHY WE SWITCHED FROM CELL PHONE TO TELECOMMUNICATIONS DEVICE.

JUST EXPAND ON WHY THAT. WELL, I THINK BECAUSE YOU CAN USE YOUR IPAD AS A PHONE DEVICE.

YOU CAN USE ANY OF THEM THEY RECORD THEY CAN ACCESS THE INTERNET.

AND SO WE JUST WANTED TO HAVE NOT REALLY A SPECIFIC DISTINCTION OF JUST CELL PHONES.

SO IF YOU HAVE YOUR IPAD, YOU HAVE YOUR, YOUR APPLE WATCH, ALL THE DIFFERENT THINGS THAT YOU CAN USE NOWADAYS TO DO RECORDING, VIDEOING, WHATEVER IT IS. YEAH. ACCESSING THE INTERNET.

YEAH. SO FOR THE PUBLIC'S SAKE YOU IT'S ANY SORT OF YOUR WATCH, YOUR IPAD, ANYTHING.

THERE'S NO BEATING AROUND THE BUSH OR TRYING TO GET AWAY.

WELL IT WASN'T A CELL PHONE. IT DOESN'T SAY THAT. YOU KNOW, IF THERE'S ANYTHING THAT'S GOING TO BE USED INAPPROPRIATELY FOR THIS, POTENTIALLY GOING TO HARM SOMEONE OR EVEN IN A SITUATION WHERE IT SHOULDN'T BE USED, THEN THAT'S WHY THAT.

SO ANY OTHER QUESTIONS DISCUSSION. ALL RIGHT.

WE WILL NOW TAKE ACTION. SO MAY I HAVE A MOTION FOR THE BOARD OF TRUSTEES TO APPROVE THE RECOMMENDED CHANGES TO THE LAMAR SICK STUDENT CODE OF CONDUCT.

ALL RIGHT. TRUSTEE BOX MAKES THEM MOTION. DO I HAVE A SECOND? ALL RIGHT. TRUSTEE BRUNZELL MAKES THE SECOND.

ANY DISCUSSION. ALL RIGHT. HEARING NO DISCUSSION, WE WILL NOW CALL.

CALL FOR THE VOTES. ALL IN FAVOR, SAY AYE. AYE.

NONE OPPOSED. MOTION CARRIES. WE WILL NOW HAVE REPORTS AND PRESENTATIONS ON THE INFORMATIONAL ITEMS,

[14.A. Results of Refunding Bond Sale, Series 2024A]

DOCTOR EVANS. ALL RIGHT, TRUSTEES, WE HAVE MISS LOBO, OUR CFO, COMING BACK TO THE PODIUM TO DISCUSS RESULTS AND OUR REFUNDING FOR A BOND SALE.

GOOD EVENING, BOARD OF TRUSTEES AND DOCTOR NIVENS.

THIS EVENING, I WILL DISCUSS THE RESULTS OF OUR RECENT REFUNDING BOND SALE.

ON NOVEMBER 12TH, 2024, THERE WAS A TEAM OF FIVE UNDERWRITERS LED BY RBC CAPITAL MARKETS THAT PARTICIPATED IN A NEGOTIATED SALE, WHICH ALLOWED THE UNDERWRITERS TO PLACE THE BONDS WITH BUYERS AT VARYING TERMS MATURITIES, INTEREST RATES, THINGS LIKE THAT. WE'VE USED A NEGOTIATED SALE METHOD SINCE AND THREE THERE WAS.

THE ORIGINAL PRICING DATE WAS SCHEDULED FOR OCTOBER 23RD.

HOWEVER, DUE TO HIGH VOLATILITY IN THE MARKET AND EXCESSIVE SUPPLY, THIS WOULD HAVE IMPACTED INTEREST RATES AND BASICALLY COST THE DISTRICT MORE MONEY. SO OUR FINANCIAL ADVISORS AND UNDERWRITER UNDERWRITERS ADVISED US TO POSTPONE.

SO AFTER ABOUT THREE WEEKS OR SO, THE MARKET LOOKED BETTER.

SO WE ENTERED THE MARKET AND LAMAR RSD'S GOALS WERE ACHIEVED.

THERE WAS LESS VOLATILITY IN THE MARKET AND THERE WAS A HIGH DEMAND FOR OUR BONDS.

THE PROCEEDS OF THIS SALE WILL BE USED TO REFINANCE A PORTION OF THE 2015 AND SERIES 2016 A BONDS FOR DEBT SERVICE SAVINGS, AND IT WILL ALSO PAY THE COSTS OF ISSUANCE.

THE MARKET YIELDED STRONG INVESTOR PARTICIPATION.

THERE WERE 20 ACCOUNTS THAT SUBMITTED ORDERS THAT WERE IN EXCESS OF THE PAR AMOUNT.

ALMOST ALL MATURITIES WERE EITHER FULLY SUBSCRIBED OR OVERSUBSCRIBED, AND WHICH MEANT THAT WE HAD MORE PEOPLE WANTING TO BUY THE BONDS THAN WE HAD BONDS TO SELL. THE PAR AMOUNT OF THESE BONDS, WHICH IS THE FACE VALUE OR THE AMOUNT THAT WILL ACTUALLY REPAY, WAS $195.385 MILLION, AND THE BONDS WERE SOLD AT A PREMIUM.

OUR TRUE INTEREST COST, OR TIC, WAS 3.569%, AND THE DISTRICT WILL REFUND OR REFINANCE BONDS WITH A PAR AMOUNT OF 211.8585 MILLION. THE SAVINGS AND INTEREST COST TO THE TAXPAYERS OVER THE NEXT 19 YEARS WILL BE 21.337 MILLION IN CASH, AND THAT ALSO TRANSLATES TO A LITTLE BIT OVER 15 MILLION IN PRESENT VALUE.

SO YOU'VE SEEN THIS TABLE BEFORE? I LIKE TO UPDATE IT EACH TIME WE HAVE A BOND SALE, SO THE TICK OF 3.7% IS VERY FAVORABLE, FAVORABLE AND VERY COMPARABLE TO WHAT WE'VE HAD IN THE PAST.

WITH THAT, I CAN ANSWER ANY QUESTIONS. THANK YOU, MR. LUDWIG. THANK YOU, DOCTOR EVANS. ALL RIGHT, TRUSTEES, NEXT WE HAVE MISS JAMIE VINCENT COMING TO THE PODIUM.

[14.B. Advocacy to State Board of Education about English Proficiency]

GOOD EVENING. I WANT TO SHARE WITH YOU A LITTLE BIT TONIGHT ABOUT OUR ADVOCACY WITH THE TEXAS STATE BOARD OF EDUCATION AND ENGLISH PROFICIENCY FOR OUR ASPIRING TEACHER STAFF.

[00:55:10]

A LITTLE BIT OF BACKGROUND ON HOW THIS BEGAN.

IN FEBRUARY OF 2023, WE LAUNCHED OUR FIRST TEACHER CERTIFICATION COHORT.

WE HAD 31 APPLICANTS TO THAT COHORT, AND 16 WERE NOT ELIGIBLE TO EVEN APPLY BASED ON THE STANDARD.

BECAUSE OF THE TOEFL REQUIREMENT OF THE 16, WE DUG A LITTLE DEEPER AND FOUND THAT 14 OF THEM HAD SPENT AN AVERAGE OF $800 ON TESTING AND PREPARATION, AND STILL COULDN'T MEET THE THRESHOLD OF ELIGIBILITY TO APPLY.

SO WE DID A LITTLE RESEARCH LOOKING INTO WHAT EXACTLY THE TOEFL WAS AND WHY IS IT SUCH A BARRIER FOR OUR DIVERSE COMMUNITY? WE ALSO AT THE SAME TIME, WE PARTNERED WITH THE WORLD LANGUAGE DEPARTMENT AND LAUNCHED A SIX WEEK ACADEMY WHERE SIX OF THOSE CANDIDATES WERE ACTUALLY ABLE TO THEN PASS THE TEST BASED ON ON THAT THAT WORK. SO IN IDENTIFYING WHAT EXACTLY THE TOEFL WAS, IT'S THE TEST OF ENGLISH AS A FOREIGN LANGUAGE INTERNET BASED TEST, AND IT IS REQUIRED FOR ANY TEXAS TEACHER CANDIDATE WHO IS SEEKING CERTIFICATION WITH AN INTERNATIONAL DEGREE.

IF THEIR DEGREE IS FROM A NON-ENGLISH DOMINANT COUNTRY, THEY ARE REQUIRED TO PASS THIS PROFICIENCY EXAM.

IT ORIGINALLY STARTED IN 2006 BY THE STATE BOARD OF EDUCATION, AND THE REQUIREMENT FOR THIS EXAM WAS INCREASED IN 2017.

AN ANALYSIS OF THE TOEFL SCORES REPORTED THAT REPORTS TO ASPECTS.

SO. SO THIS TEST IS REQUIRED FOR FOR MANY DIFFERENT INDUSTRIES.

BUT THE SPECIFIC TEACHER SCORES REPORTED TO SPEAK BETWEEN JANUARY AND MARCH OF 2023 SHOWED THAT 343 SCORES WERE REPORTED AND ONLY 135 OF THOSE WERE 39% PASSED THE TEST.

IT WAS NOT SERVING OUR ASPIRING TEACHERS. ALSO, I WAS ABLE TO DO SOME RESEARCH AND FOUND THAT THE TIA STANDARD WAS TEN POINTS HIGHER THAN ANY TEXAS UNIVERSITY. SO YOU COULD BECOME A PHD STUDENT AT THE UNIVERSITY OF TEXAS WITH A TEN POINT LOWER SCORE THAN A FIRST GRADE TEACHER IN LAMAR ISD.

AND THAT'S A PROBLEM. WE NEED TEACHERS, AND WE NEED WE NEED GOOD TEACHERS IN OUR SCHOOL.

SO AFTER DOING SOME RESEARCH, TALKING WITH THE TEST CREATORS THEMSELVES, ETS, THE RECOMMENDATION IS HIGH PROFICIENCY OF A PROFESSIONAL LANGUAGE PROFICIENCY THAT ALIGNS WITH ALL OF OUR TEXAS PUBLIC UNIVERSITIES, AND BASED ON THE 343 SCORES THAT WE EVALUATED, 114 OF THOSE MET THE HIGH INTERMEDIATE STANDARD THAT WE WERE PROPOSING IN THE ADJUSTMENT, MEANING THAT INSTEAD OF 39%, 72.5% OF THOSE CANDIDATES WOULD HAVE THEN PASSED THE TEST.

I ALSO WANT TO CLARIFY, THOUGH, THAT THE TEST JUST ENABLES YOU TO APPLY TO TEACHER CERTIFICATION.

THESE CANDIDATES STILL HAVE TO TAKE THE COURSEWORK IN ENGLISH, AND THEY STILL HAVE TO PASS OUR TEXAS BASED ASSESSMENTS IN ENGLISH LANGUAGE.

SO WE MADE A RECOMMENDATION FOR A POLICY REVIEW TO THE TEXAS STATE BOARD OF EDUCATION.

IT WAS AN INFORMATION ITEM IN AUSTIN IN FEBRUARY OF 2024.

IT WENT TO DISCUSSION IN APRIL 2024, AND IT PASSED IN SEPTEMBER OF 2024 TO THEN GO TO THE STATE BOARD OF EDUCATION THIS PAST NOVEMBER, THE WEEK BEFORE THANKSGIVING. WE WENT TO COMMITTEE ON NOVEMBER 21ST, WHERE IT PASSED THREE TWO AND PASSED UNANIMOUSLY ON THE 22ND AND IT WILL BE IN EFFECT JANUARY 7TH, 2025. I ALSO WANTED TO SHARE WITH YOU THE IMPACT THIS HAS HERE IN OUR COMMUNITY ON THE MARCY ISD.

IN 2024, WE HAD TWO HAVE TAKEN IN PASSED AND 17 WILL AUTOMATICALLY QUALIFY BECAUSE WHEN THE POLICY GOES INTO EFFECT IN THE TEXAS ADMINISTRATIVE CODE, IT WILL BE RETROACTIVE. SO ANYONE WHO HAS TAKEN THE TEST PREVIOUSLY WILL NOW QUALIFY UNDER THE NEW STANDARDS.

AND OUR OUR CURRENT OUR COHORT THAT JUST FINISHED.

OR IN OUR HOME LANGUAGE SURVEY, WE HAVE 14,415 STUDENTS THAT SPEAK 114 DIFFERENT LANGUAGES AND 33 DIFFERENT LANGUAGES AT LEAST, ARE SPOKEN BY OUR STAFF. AND THAT JUST HELPED ME TO REITERATE HOW IMPORTANT IT IS THAT WE INCLUDE THESE, THESE UNIQUE LANGUAGES AND THESE DIVERSE COMMUNITIES IN OUR TEACHING STAFF, BECAUSE THAT REPRESENTS WHO WE ARE AS A DISTRICT AND WHAT OUR COMMUNITY LOOKS LIKE.

WE ALSO HAVE OUR 2025 COHORT THAT WE ACTUALLY ANNOUNCED TODAY.

WE HAVE 30 CANDIDATES THAT ARE LAMAR ISD DEGREED STAFF MEMBERS, PARAPROFESSIONALS, AUXILIARY STAFF AND SUBSTITUTES.

WHO WE HAD 92, ACTUALLY. ACTUALLY WE HAD WE HAD ONE MORE THAT PASSED THE THRESHOLD TODAY.

SO WE HAD 93 APPLICANTS. WE WERE ABLE TO ACCEPT 30.

11 OF THEM HAVE TOEFL SCORES THAT WILL NOW MAKE THEM ELIGIBLE TO ENTER THE CERTIFICATION.

WE WERE ABLE TO ACCEPT THEM CONDITIONALLY PENDING THE THE POLICY CHANGE IN JANUARY.

SO THEY THEY WILL MEET THE THE STANDARD IN JANUARY WHEN IT PASSES.

ANY QUESTIONS. THANK GOODNESS YOU DID. SO I WANT TO MAKE SURE I UNDERSTAND.

AND I DID TALK TO DOCTOR NIVEN AND I DO UNDERSTAND THIS, BUT I JUST WANT TO PUT THIS OUT THERE PUBLICLY.

[01:00:01]

SO WE HAD FOLKS IN OUR WORK FOR THE SCHOOL DISTRICT WHO MIGHT BE ONE OF OUR FOOD SERVICE WORKERS, WHO MIGHT HAVE A MASTER'S OR PHD FROM THEIR HOME COUNTRY, BUT BECAUSE THEIR ENGLISH PROFICIENCY WAS LOWER THAN THE STANDARD OF THE TEA. THEY COULD NOT BECOME A CERTIFIED TEACHER IN LAMAR OR ANYWHERE IN THE STATE OF TEXAS.

IS THAT ACCURATE? THAT IS CORRECT. SO CAN YOU SPEAK A LITTLE BIT TO THE FACT THAT THEIR ENGLISH LANGUAGE PROFICIENCY DIDN'T MEET THAT STANDARD? SO WHAT WOULD THAT MEAN FOR A PARENT WHO'S THINKING, I DON'T WANT MY KIDS SITTING IN THAT CLASS BECAUSE THAT TEACHER DOESN'T KNOW ENGLISH VERY WELL. CAN YOU BREAK DOWN THAT THAT THAT BARRIER THAT SOME PARENTS MIGHT HAVE? SURE. ABSOLUTELY. THE THE SCORES AS THEY WERE, WERE IN THE ADVANCED LEVEL, THE HIGHEST LEVEL OF ACHIEVEMENT FOR THE BASED ON THE ETS REGULATIONS, THAT IS AN ACADEMIC LANGUAGE. THE NEW PROPOSAL IS THE HIGH INTERMEDIATE RANGE, WHICH IS A PROFESSIONAL LANGUAGE. AND THIS IS JUST AN ASSESSMENT TO GET INTO CERTIFICATION.

THESE CANDIDATES, ONCE THEY APPLY TO TO THE TO THE EP OR WHICHEVER PROGRAM THEY CHOOSE TO GET INTO, THEY STILL HAVE TO MEET THE SAME REQUIREMENTS OF EVERY OTHER TEACHER AND EVERY ONE OF OUR CLASSES. THEY STILL HAVE TO TAKE THE SCIENCE TEST IF THEY WANT TO BE A SCIENCE TEACHER AT THE RIGOR OF THAT CURRICULUM. THIS WAS JUST A BARRIER TO ADMISSION TO EVEN BE ELIGIBLE TO TRY FOR THOSE TESTS.

SO OBVIOUSLY IT WAS A NEED BECAUSE YOU YOU CONVINCED THE STATE BOARD OF EDUCATION TO GO ALONG WITH THIS.

AND THIS IS GOING TO HELP NOT ONLY LAMAR BUT ALL DISTRICTS ACROSS THE STATE.

SO CONGRATULATIONS ON YOUR ON YOUR ADVOCACY. THANK YOU.

SO WITH THIS AND SAY THESE TEACHERS DO MAKE IT ON TO THAT NEXT LEVEL AFTER THE TEST.

AND THEY PASS THE CERTIFICATIONS AND ALL THAT. SO YOU TALK ABOUT WE HAVE HOW MANY LANGUAGES NATIVE LANGUAGES SPOKEN IN OUR DISTRICT.

114 NATIVE LANGUAGES. SO THESE TEACHERS WILL THESE POTENTIAL TEACHERS CAN GO AND SERVE THOSE SPECIFIC STUDENTS GIVEN THAT'S PLACEMENT THAT THEY HAVE BEEN PLACED IN PAST THOSE. ABSOLUTELY. THE OF THE ONES THAT THE 11 THAT I REFERRED TO HERE, MOST OF THEM ARE NOT ALL OF THEM. I CAN GET YOU EXACT NUMBERS IF YOU'RE INTERESTED, BUT MOST ARE INTERESTED IN CERTIFYING IN EITHER SPECIAL EDUCATION OR BILINGUAL BECAUSE MANY OF THEM ARE ALREADY WORKING AS PARAPROFESSIONALS IN THOSE AREAS ALREADY.

THAT'S GREAT. ANY OTHER QUESTIONS? DISCUSSION.

THANK YOU SO MUCH FOR ALL YOUR WORK IN THAT. ALL RIGHT.

TRUSTEES, WE JUST HAD OUR WE JUST HAVE OUR BENCHMARKS. RESULTS COME IN.

[14.C. Instructional Update]

AND SO AS WE COMMITTED TO YOU IS EVERY TIME WE HAVE SOME NEW INSTRUCTIONAL INFORMATION, WE WILL BRING IT TO THE BOARD AS INSTRUCTIONAL UPDATE.

SO I HAVE MISS MISS COTTINGHAM, OUR CHIEF LEARNING OFFICER AT THE PODIUM.

GOOD EVENING BOARD. GOOD EVENING, DOCTOR NIVENS. SO AS YOU SAID TONIGHT, I'M GOING TO GIVE YOU AN INSTRUCTIONAL UPDATE. SO BENCHMARK ASSESSMENTS ARE GIVEN TWICE A YEAR, ONCE IN THE FALL AND ONCE AGAIN IN THE SPRING TO ALL STAR TESTED AREAS AS PROGRESS MONITORING.

THE RESULTS OF THESE ASSESSMENTS ARE ANALYZED AND USED TO DETERMINE NECESSARY UNNECESSARY INTERVENTIONS FOR STUDENTS. FALL BENCHMARKS ARE COMPOSED OF RELEASED QUESTIONS, RELEASED STAR QUESTIONS THAT COVER THE CURRICULUM UP TO THE POINT OF TESTING, SO ALL MATERIAL ON THE TEST SHOULD HAVE BEEN COVERED.

SO HERE ARE THE DISTRICT RESULTS FOR THE BENCHMARKS THAT WERE TAKEN BEFORE THANKSGIVING.

COMPARING APPLES TO APPLES SHADED AREAS. GREEN SHADED AREAS ARE GAINS FROM THE FALL BENCHMARK LAST YEAR TO THE FALL BENCHMARK THIS YEAR.

THE PURPLE SHADED AREAS ARE DOUBLE DIGIT GAINS, AND AREAS THAT ARE WHITE STAYED THE SAME, AND THE ORANGE OR TAN COLORED AREAS ARE DECREASES FROM LAST YEAR'S TEST SCORES.

AS YOU CAN SEE, THERE ARE MANY MORE GREEN AND PURPLE AREAS, SO THAT SHOWS THAT WE ARE MAKING IMPROVEMENTS.

SOME ACTIONS CONTRIBUTING TO THE GAINS. ARE THE TEACHERS HAVING MORE TIME TO PLAN A FOCUS ON PLCS, AND TRAINING AND IMPLEMENTATION OF HOW TO USE DATA TO GUIDE INSTRUCTION.

AND SO AS YOU CAN SEE, WE HAVE INCREASE IN APPROACHES, MEETS AND MASTERS IN 16 DIFFERENT ASSESSMENTS AND WE INCREASED BY DOUBLE DIGITS IN 12 ASSESSMENTS. SO ACTIONS WE ARE TAKING TO ADDRESS THE DATA ARE OF COURSE, WE'RE CELEBRATING THOSE GAINS THAT WE DID MAKE.

AND WE'RE CONDUCTING CAMPUS PERFORMANCE REVIEWS, MEETINGS WITH THE HIGH PRIORITY CAMPUSES.

WE'RE DOING LESSON PLAN AUDITS TO CHECK FOR ALIGNMENT WITH THE TEKS.

WE'LL BE VISITING PLCS TO PROVIDE FEEDBACK AT THE DISTRICT LEVEL.

TEAM HAS ALREADY DONE AN ITEM ANALYSIS OF THE THIRD AND FOURTH GRADE READING ASSESSMENTS, THIRD GRADE MATH, AND EIGHTH GRADE SOCIAL STUDIES TO DETERMINE ANY AREAS THAT NEED FURTHER SUPPORT OR TRAINING, WE'LL PROVIDE TRAININGS THROUGH THE INSTRUCTIONAL COACH MEETINGS AND PRINCIPAL MEETINGS, AND THE AREA SUPERINTENDENTS AND THE TEACHING AND LEARNING TEAM WILL ALSO BE WORKING CLOSELY TO CALIBRATE ON PLC AND LESSON PLAN EXPECTATIONS.

[01:05:01]

ANY QUESTIONS? GO AHEAD. HI. HOW COULD YOU GO BACK TO THE CHART FOR A MINUTE, PLEASE? I WANT TO MAKE SURE I UNDERSTOOD. SO WHEN YOU SAY APPLES TO APPLES, LET'S SAY WE GO THIRD GRADE WHERE IT SAYS 65%, THAT'S GOING TO BE A DECREASE BY THOSE SAME STUDENTS OR THAT GRADE LEVEL, THAT GRADE LEVEL.

SO YOU'RE REALLY NOT COMPARING THIS IS A COHORT.

YEAH. WE DIDN'T THIS DOESN'T COMPARE THIRD GRADE LAST YEAR AND HOW THEY'RE DOING IN FOURTH GRADE THIS YEAR OKAY. SO THAT THAT'S WHAT I WANT TO MAKE CLEAR THAT THIS IS HOW THEY CAME TO THEM. AND NOW THEY HAVE TO GET THEM UP TO THE NEXT PART.

OKAY. WELL THEN WE'RE SEEING THAT KIDS ARE STAYING ON TRACK.

YES, MA'AM. I HAVE A QUESTION. SO WHEN Y'ALL GO AROUND AND YOU SAID YOU WERE ON THE NEXT SLIDE IT SAYS YOU'LL DO LESSON PLAN AUDITS WHEN TEACHERS WRITE THEIR LESSON PLANS.

DON'T PRINCIPALS AUDIT AND APPROVE THOSE PLANS BEFORE TO MAKE SURE THEY MEET TIQUES.

ET CETERA. BEFORE THAT THEY'RE TAUGHT THEY DO SOME, THEY DON'T DO ALL.

AND SO WHAT WE'LL BE DOING IS WE'LL BE GOING THROUGH AND WE'LL BE LOOKING AT THE STANDARD, AND THEN WE'LL PULL THOSE LESSONS, LESSON PLANS, ESPECIALLY ON THE LOW STANDARDS WHERE WE SCORED LOW.

AND SO WE'LL LOOK AT THOSE TO SEE DOES THAT LESSON PLAN MEET THE RIGOR.

AND THEN WE CAN GO BACK AND WE CAN TALK TO THE TEACHERS ABOUT WHAT DO YOU NEED TO DO NOW TO GET THAT UP TO WHERE IT NEEDS TO BE.

DIDN'T YOU SPEAK TO US ABOUT SOME OF THIS LAST YEAR THAT YOU WERE GOING AROUND TO THE PLCS TO, BECAUSE YOU SAID, THAT'S A VERY GOOD LESSON PLAN, BUT HOW IS THAT MEETING WHAT YOUR CHILDREN NEED? YES, MA'AM. AND IT GETS TO BE A LOT OF IT IS THE VERB IN THE STANDARD.

TEACHERS HAVE HIGHER LEVEL VERBS, MORE LIKE ANALYZE, COMPARE, CONTRAST, THOSE KINDS OF THINGS.

AND A LOT OF TIMES WHEN WE TEACH IT, WE MAY TEACH IT AT THE IDENTIFY LEVEL.

AND SO IT'S JUST LITTLE TWEAKS LIKE THAT SOMETIMES JUST TO GET IT UP TO THE RIGOR OF THE STANDARD.

ANY OTHER QUESTIONS CONCERNS. NO COMMENTS. THANK YOU.

ALL RIGHT. NEXT BOARD WE HAVE DOCTOR KEVIN PHILLIPS WHO'S GOING TO TALK ABOUT SENATE BILL 1882 AND TEXAS PARTNERSHIPS.

[14.D Senate Bill 1882 Texas Partnerships Update]

PHILLIPS. ALL RIGHT. GOOD EVENING, PRESIDENT LAMBERT.

BOARD MEMBERS. DOCTOR EVANS. IT'S A PLEASURE TO BE BEFORE YOU THIS EVENING, SHARING A LITTLE BIT OF INFORMATION WITH YOU AROUND SENATE BILL 1882.

TEXAS PARTNERSHIP OPPORTUNITY. AND WHAT WE WANT TO DO IS SHARE WITH YOU AND GET YOUR INPUT AND YOUR FEEDBACK ON THIS OPPORTUNITY THAT WE HAVE TO OFFER. INNOVATIVE SCHOOLS OF CHOICE IN LCISD.

WE WANT TO GET YOUR INPUT AS WE CONTINUE TO PLAN AND PREPARE TO SHARE THIS WITH THE COMMUNITY.

AS WE ARE CONTINUING TO WORK WITH OUR STRATEGIC PLAN, WE'LL PARTNER WITH THEM AND PUSH THIS OUT TO THE COMMUNITY.

THE REASON WE'RE HAVING THIS CONVERSATION IS BECAUSE WE WANT TO BE THE ONE. WE WANT TO BE THE ONE IN THIS COMPETITIVE ERA OF EDUCATION THAT IS COMPASSIONATE AND SHOWING OUR PASSION FOR THE PEOPLE OF OUR COMMUNITY. WE WANT TO BE ABLE TO COMMUNICATE, PLAN FOR SUCCESS, AS WELL AS EXPLORE INNOVATIVE EDUCATIONAL MODELS AND APPROACH THINGS WITH A GROWTH MINDSET.

THESE PICTURES HERE TELL A STORY. THEY TELL A STORY OF CUSTOMER CHOICE, INNOVATION, AND A WILLINGNESS TO CHALLENGE THE STATUS QUO. AND IN EDUCATION TODAY, WE HAVE TO DO JUST THAT.

CHALLENGE THE STATUS QUO. BE WILLING TO BE INNOVATIVE IN OUR PRACTICES AND OFFER CHOICE TO OUR CUSTOMERS.

SO WE HAVE TO ASK OURSELVES THE WHY BEHIND THIS IN TERMS OF SCHOOL CHOICE? THE EXPECTATIONS ARE CHANGING FAMILIES. SOME FAMILIES NEED FLEXIBILITY WHEN IT COMES TO HOW THEIR CHILD IS EDUCATED.

WE WANT TO BE ABLE TO PERSONALIZE THE EDUCATIONAL OPTIONS THAT OUR FAMILIES HAVE.

WE KNOW THAT THERE'S A DRIVING RISE IN HOMESCHOOLING, AND I'LL SHOW YOU SOME DATA ON THAT.

PRIVATE SCHOOLS AS WELL AS CHARTERS. WE WANT TO ALSO BE ABLE TO LOOK AT OUR STUDENTS AND THEIR LEARNING NEEDS, AND HAVE PROGRAMS AND OPPORTUNITIES THAT MEET THE DIFFERENT NEEDS OF OUR STUDENTS.

AND AS A HYPER GROWTH DISTRICT, BEING A HYPER GROWTH DISTRICT, WE UNDERSTAND THAT INNOVATIVE MODELS, THEY HELP US. THEY CAN HELP US TO MANAGE THE CAPACITY AT OUR BUILDINGS WHILE ALSO MEETING THE NEEDS OF OUR FAMILIES.

EDUCATION IS NOT A ONE SIZE FITS ALL, AND IT IS OUR RESPONSIBILITY TO PROVIDE A PATHWAY FOR EVERY CHILD TO BE SUCCESSFUL.

SO HERE'S SOME DATA FOR US TO LOOK AT WHEN IT COMES TO HOMESCHOOLING.

AND SINCE 2020, FAMILIES WHO ARE OPTING TO GO WITH THE HOMESCHOOL ROUTE HAS INCREASED BY 10,000

[01:10:10]

FAMILIES. AND THIS IS ACCORDING TO TEXAS INSIDER, SOME DATA THAT THEY'VE POOLED.

AND AS WE LOOK AT CHARTER SCHOOLS, WE UNDERSTAND THAT CHARTER SCHOOLS HAVE SIGNIFICANT GROWTH SINCE 2019, ACTUALLY, 34% GROWTH IN ENROLLMENT IN CHARTER SCHOOLS SINCE 2019.

SO IN ORDER FOR US TO UNDERSTAND THAT DATA AND BE COMPETITIVE WITH THAT, THAT'S PART OF THE REASON WHY WE'RE HAVING THIS CONVERSATION AROUND SCHOOLS OF CHOICE.

GOING BACK TO THAT CONVERSATION AROUND MEETING THE NEEDS OF OUR FAMILIES AND EDUCATIONAL OPTIONS FOR THEM.

THAT DATA SAYS THAT THEY'RE LOOKING FOR ALTERNATIVE EDUCATIONAL OPTIONS.

SO OFFERING CHOICE SCHOOLS WITHIN LCISD CAN DIRECTLY COMPETE WITH THE OTHER OPTIONS THAT FAMILIES ARE SAYING THAT THEY WANT WHILE ALLOWING US TO CONTINUE TO PROVIDE HIGH QUALITY LEARNING ENVIRONMENTS THAT ARE TAILORED TO STUDENTS NEEDS.

AND THEN AGAIN, RESPONDING TO THE DIFFERENT LEARNING STYLES OF STUDENTS, EVERY STUDENT LEARNS DIFFERENTLY.

AND AS WE'VE BEEN TALKING ABOUT THIS, WE STARTED TO USE THE TERM MICRO SCHOOLS AND THEMED ACADEMIES.

THESE WILL ALLOW US TO HAVE CUSTOMIZED TEACHING APPROACHES, IN SOME CASES SMALLER CLASSES, AND IN OTHER CASES, INNOVATIVE CURRICULUMS THAT ARE ABLE TO BE PRESENTED TO OUR STUDENTS.

THESE MODELS WILL SUPPORT DIFFERENT LEARNING STYLES, DIFFERENT INTERESTS, AND OFFER OTHER OPPORTUNITIES FOR US TO ENGAGE STUDENTS OF ALL TYPES OF LEARNERS. THE OTHER PIECE OF WHY WE WANT TO DO THIS.

WE UNDERSTAND THAT WITH LCISD ADDING 2000 STUDENTS ANNUALLY, ANNUALLY, SCHOOL CHOICE CAN HELP US BALANCE THAT GROWTH BY OFFERING SPECIALIZED PROGRAMS THAT APPEAL TO FAMILIES WHO ARE MOVING INTO THE DISTRICT, AS WELL AS OUR FAMILIES WHO ARE CURRENTLY HERE.

THESE OPTIONS WILL SHOW FAMILIES THAT WERE INNOVATIVE IN OUR THOUGHT PROCESS AS IT COMES TO EDUCATING STUDENTS, AS WELL AS HAVING MANY OFFERINGS FOR OUR FAMILIES THAT ARE IN THE DISTRICT.

AND ONE OF THE ONES THAT I REALLY THINK IS BENEFICIAL FOR US IS BEING ABLE TO STRENGTHEN OUR COMMUNITY AND OUR ECONOMIC TIES.

OUR PARTNERSHIPS WITH OUR COMMUNITY ARE CRITICAL, AND PARTNERING WITH LOCAL BUSINESSES, INDUSTRIES, HIGHER EDUCATION INSTITUTIONS WILL ALLOW US TO OFFER MORE ENHANCED LEARNING OPPORTUNITIES FOR OUR STUDENTS.

WE KNOW THAT WE HAVE GREAT RELATIONSHIPS WITH PARTNERS WITHIN OUR COMMUNITY RIGHT NOW, BUT HAVING CHOICE SCHOOLS WILL ALLOW US TO STRENGTHEN THOSE RELATIONSHIPS.

THESE PARTNERSHIPS CAN SUPPORT STUDENT SUCCESS, ATTRACT FAMILIES TO THE AREA, AND THEN ALLOWED THE ECONOMIC IMPACT TO BE THERE AS WELL.

WE HAD TO DO SCHOOL DIFFERENTLY. WE HAVE TO DO SCHOOL DIFFERENTLY.

AND THE GOAL IS BY 2627 SCHOOL YEAR FOR US TO HAVE CHOICE FOR OUR FAMILIES TO EXPERIENCE SCHOOL DIFFERENTLY.

AND THE AVENUE THAT WE'LL TAKE FOR THIS IS SENATE BILL 1882.

THE STATE HAS GIVEN US THIS OPPORTUNITY TO DO SCHOOL DIFFERENTLY.

AND WHAT THIS LOOKS LIKE IS US BEING ABLE TO CREATE AN IN-DISTRICT CHARTER THAT CAN BE MORE FLEXIBLE IN THE SCHOOL OPERATIONS.

WHEN WE TALK ABOUT WHAT THAT FLEXIBILITY LOOKS LIKE, IT CAN BE THE LENGTH OF THE SCHOOL DAY, THE NUMBER OF DAYS OF THE WEEK, THE CURRICULUM, THE CALENDAR FOR THE STUDENTS, AS WELL AS THE STUDENT EXPERIENCE.

THE VISION IS THAT WE HAVE MORE CLASSES THAT LOOK LIKE THIS RIGHT HERE, WHERE STUDENTS ARE UP AND THEY'RE AUTHENTICALLY ENGAGED IN THE LEARNING.

HANDS ARE UP. THERE'S AUTHENTIC LEARNING POSTED ALL AROUND THE CLASSROOM.

THE TEACHER IS THE FACILITATOR OF THE LEARNING, MORE SO THAN THE DISTRIBUTOR OF INFORMATION.

SO LET'S DIG INTO THIS A LITTLE BIT. WHAT IS SENATE BILL 1882? SENATE BILL 1882 WAS PASSED IN 2017 BY THE TEXAS LEGISLATORS, AND IT ALLOWS SCHOOL DISTRICTS TO FORM PARTNERSHIPS WITH NONPROFIT ORGANIZATIONS, HIGHER ED INSTITUTIONS, OR OTHER ELIGIBLE ENTITIES TO OPERATE DISTRICT CAMPUSES AS IN DISTRICT CHARTERS.

THE GOAL OF 1882 IS TO IMPROVE STUDENT OUTCOMES THROUGH INNOVATIVE EDUCATIONAL MODELS, AND THAT'S WHAT WE'RE LOOKING FOR.

AND THEN TO INCREASE SCHOOL CHOICE FOR FAMILIES.

EXPAND PD OPPORTUNITIES, PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR OUR EDUCATORS, AND TO PROVIDE THE DISTRICT WITH ADDITIONAL FUNDING INCENTIVES FROM THE STATE TO SUPPORT THE SUCCESS OF THESE PARTNERSHIPS. SO AS WE BEGIN TO TALK ABOUT SCHOOLS OF CHOICE IN LCISD, I WANT TO BE REAL CLEAR ABOUT WHAT WE'VE TALKED ABOUT SO FAR AND GET YOUR FEEDBACK AND INPUT HERE.

[01:15:04]

WE'VE TALKED ABOUT TWO MODELS. ONE MODEL IS WHAT WE CALL THE MICRO SCHOOLS.

IT'S A DISTRICT CREATED CHARTER UNDER SENATE BILL 1882.

THE OTHER MODEL IS THEMED ACADEMIES, AND THOSE TWO STAND SEPARATELY.

LET'S TALK ABOUT THE MICRO SCHOOLS AND THE OPPORTUNITY THAT WE HAVE THERE.

WITH THE 1882 PARTNERSHIP. A MICRO SCHOOL CAN BE A SCHOOL THAT IS 100 TO 200 STUDENTS PER SITE.

WITH THAT FLEXIBLE SCHEDULE THAT WE TALKED ABOUT STANDARDS BASED CURRICULUM, MEANING THAT THE TEXTS ARE STILL TAUGHT IN A MICRO SCHOOL.

WE STILL HAVE TO UPHOLD THE STATE STANDARDS, BUT WE CAN ALSO ADD VALUES BASED CURRICULUM INSIDE OF THE MICRO SCHOOL, BECAUSE WE HAVE FLEXIBILITY THERE, AND THEN INCREASING OUR COMMUNITY PARTNERSHIPS TO HELP DEVELOP AND ENHANCE THAT LEARNING EXPERIENCE FOR OUR STUDENTS.

AND THEN WHEN WE TALK ABOUT THE MICRO SCHOOL AND OUR APPROACH TO THAT STARTS WITH US LAUNCHING AN RFQ WHERE WE WILL LOOK FOR POTENTIAL PARTNERS. AND ONE OF THOSE PARTNERS, AS WE STATED, CAN BE A NONPROFIT ORGANIZATION.

WE STARTED TALKING ABOUT A DISTRICT INITIATED NONPROFIT ORGANIZATION, POSSIBLY LAMAR LEGACY PARTNERS, OTHER ELIGIBLE NONPROFIT EDUCATIONAL ORGANIZATIONS.

WE WOULD INVITE THEM TO SUBMIT A REQUEST FOR QUALIFICATIONS AS WELL AS HIGHER ED PARTNERS, POTENTIAL PARTNERS. AND THE THING THAT I REALLY WANT TO EMPHASIZE HERE IS THAT THERE'S A CONTRACT THAT WOULD BE APPROVED BY LCISD BOARD OF TRUSTEES AND THE PARTNER. AND THAT WILL BE THE GOVERNING AGREEMENT THAT'S MANAGED BY LCISD LEADERSHIP TEAM SO THAT THE BOARD MAINTAINS SOME OVERSIGHT WHILE THE DISTRICT LEADERS CONTINUE TO MONITOR AND ENSURE THAT THE GOALS OF THE MICRO SCHOOLS ARE PRESENT ON THE CAMPUS. SO THE MICRO SCHOOLS ARE STANDING THERE AND NOW THE THEMED ACADEMIES.

WELL, I ALSO WANT TO MAKE SURE THAT I CLARIFY FOR OUR MICRO SCHOOLS, WE'RE TALKING ABOUT SERVING STUDENTS FROM KINDER TO EIGHTH GRADE IN THOSE MICRO SCHOOLS.

AND THEN THE THEMED ACADEMIES IS SOMETHING DIFFERENT.

THE KEY COMPONENTS OF THE THEMED ACADEMIES IS THAT IT COULD OR COULD NOT BE A PART OF THE 1882 PARTNERSHIP JUST DEPENDS ON HOW WE FINALIZE THOSE PLANS AND THEN IT WILL BE MANAGED BY DISTRICT LEADERS, COULD BE ON OUR EXISTING CAMPUSES AND EMPHASIZE THROUGH SPECIALS, ROTATIONS OR ELECTIVE CLASSES MODELED FROM OUR INNOVATIVE SCHOOL DAY, WHICH WE'VE HEARD GREAT THINGS ABOUT, AND TO ALSO DEVELOP TO INCREASE COMMUNITY PARTNERSHIPS AS WELL AS WE FINALIZE THE THEME OF A CERTAIN CAMPUS, WE WOULD BE LOOKING FOR PARTNERS TO PARTNER WITH THAT CAMPUS TO BRING THAT LEARNING ALIVE.

THEMED ACADEMIES OFFER SPECIALIZED ACADEMIC PROGRAMS THAT ARE TAILORED TO STUDENTS INTERESTS, THEIR NEEDS, AND THEIR TALENTS. SOME OF THOSE THEMES COULD BE SOMETHING LIKE ENVIRONMENTAL SCIENCE OR STEM, WHICH IS SCIENCE, TECHNOLOGY, ENGINEERING AND MATH AND THE FINE ARTS, A WORLD LANGUAGE OR EVEN A GLOBAL LEADERSHIP ACADEMY.

AND FOR THE THE THEMED ACADEMIES, WE'RE LOOKING AT GRADES KINDER THROUGH FIVE TO START AT OUR ELEMENTARY CAMPUSES.

SO NOW WHEN WE TALK ABOUT SCHOOLS OF CHOICE, WE TALK ABOUT OUR MICRO SCHOOLS AND OUR THEMED ACADEMIES AND OUR STEPS THAT WE HAVE TO BE SURE THAT WE TAKE AS WE WORK TOWARDS DECIDING WHICH WAY TO GO WITH THAT IS WE'LL CONDUCT THE NEEDS ASSESSMENT WHERE WE SURVEY FAMILIES, WE ANALYZE THAT DATA, AND WE'RE ABLE TO IDENTIFY WHERE THE DEMAND IS FOR THOSE SPECIALIZED PROGRAMS. WE WANT TO GET STAKEHOLDER ENGAGEMENT. WE WANT TO INVOLVE PARENTS, STUDENTS AND STAFF IN THE PLANNING PROCESS.

THEN WE WILL SELECT CAMPUSES AND THEN POSSIBLY SOME RENOVATIONS THAT NEED TO HAPPEN ON THOSE CAMPUSES.

AS WE TALK ABOUT THE MICRO SCHOOL OR THE THEMED ACADEMY, IF THERE'S SOMETHING THAT WE NEED TO DO ON THE CAMPUS TO MAKE THAT COME ALIVE.

THEN WE'LL HAVE THAT AS PART OF OUR PLANNING CURRICULUM DEVELOPMENT, WHERE WE CREATE SPECIALIZED CURRICULUM UNITS ALIGNED WITH THE SCHOOL THEMES. AND THEN WE'LL TALK ABOUT STAFFING AND LOOKING AT THE STAFFING AND THE TRAINING THAT THE STAFF MAY NEED TO BE ON A CAMPUS THAT HAS A CERTAIN FOCUS

[01:20:04]

AREA. AND THEN OUR ENROLLMENT CAMPAIGN WOULD BE THE CRITICAL STEP WHERE WE ARE REALLY MARKETING OUR CHOICE SCHOOLS TO THE COMMUNITY.

THE BENEFITS TO US AS A DISTRICT, THERE'S THREE MAJOR GOALS WITH THIS.

TO PROVIDE CHOICE FOR STUDENTS WITH DIFFERENT INTERESTS AND TALENTS.

TO DEVELOP INNOVATIVE INSTRUCTIONAL PRACTICES, AND TO PROMOTE THAT COMMUNITY ENGAGEMENT THROUGHOUT THE DISTRICT.

SO THE NEXT FEW SLIDES WILL OUTLINE A TIMELINE FOR THE STRATEGIC VISION OF BRINGING MICRO SCHOOLS AND THEMED ACADEMIES TO LIFE WHILE FOSTERING A CULTURE OF CHOICE, EXCELLENCE AND OPPORTUNITY.

BECAUSE WE KNOW THIS IS A SIGNIFICANT CHANGE IN HOW WE DO SCHOOL.

THIS PROCESS WILL TAKE TIME. IT WILL TAKE PLANNING, COLLABORATION.

SO WE'VE OUTLINED A TWO YEAR PROCESS FOR THIS.

HERE'S A TIMELINE TO JUST KIND OF OUTLINES WHERE WE STARTED THIS CONVERSATION BACK IN AUGUST 2024.

AND THEN ALONG THE WAY WE'VE HAD SEVERAL MEETINGS.

AND TO THIS POINT TODAY WHERE WE ARE HAVING THIS CONVERSATION AS AN INFORMATION ITEM WITH YOU AS BOARD MEMBERS.

SO THEN WE WILL CONTINUE THIS CONVERSATION ON THROUGH THIS TIME NEXT YEAR, WHERE IF THE BOARD APPROVES, WE'LL BE SUBMITTING OUR APPLICATION TO TO. AND THERE'S LOTS THAT GOES ON IN BETWEEN THERE, BETWEEN COMMUNITY MEETINGS AND SELECTING A PARTNER AND ESTABLISHING A CONTRACT.

ALL THOSE THINGS WILL HAPPEN OVER THE NEXT TWO YEARS AS WE WORK TOWARDS THIS.

CONTINUE WITH THAT TIMELINE. YOU'LL SEE WHERE WE'LL HAVE COMMITTEE MEETINGS.

WE'LL HAVE MEETINGS WHERE OUR CURRICULUM TEAM WILL BEGIN TO WORK ON THAT CURRICULUM.

WE'LL BE COLLABORATING ONCE WE ESTABLISH THOSE PARTNERS COLLABORATING, COLLABORATING WITH THOSE PARTNERS, AND THEN BEGIN RECRUITING TEACHERS AND DRAFTING THE ENROLLMENT PROCESS AND THE APPLICATION THAT STUDENTS WOULD USE TO SUBMIT THEIR APPLICATION TO A PARTICULAR SCHOOL. JANUARY 2026 WE'LL LAUNCH OUR RECRUITMENT EFFORTS, WORK OUR WAY ON THROUGH THE YEAR, SOLIDIFYING THE PARTNERS, DEVELOPING SCHOOL HANDBOOKS OUTLINING THE THEMATIC UNITS, AND THEN BY AUGUST 2026, OUR GOAL WOULD BE TO LAUNCH OUR SCHOOLS OF CHOICE IN LCISD.

I KNOW THAT WAS A LOT. I'M OPEN TO ANSWER ANY QUESTIONS OR ELABORATE ON ANY DISCUSSION POINTS.

WELL, I'LL JUST SAY THIS. I SERVING ON THE BOARD OF A PUBLIC SCHOOL DISTRICT.

I'M ALL FOR SCHOOL CHOICE, WHETHER THAT'S PRIVATE, WHETHER THAT'S CHARTER, WHETHER THAT'S PUBLIC.

AND I'M ALSO FOR PUBLIC SCHOOL CHARTER SCHOOLS, WHICH IS WHAT WE'RE TALKING ABOUT HERE.

ONE OF THE THINGS WE'RE TALKING ABOUT. SO I LIKE THE IDEA I KNOW WE'VE HAD DISCUSSIONS BEHIND THE SCENES ON ON THIS, AND I'M GLAD THAT WE'RE ROLLING IT OUT TO THE PUBLIC.

I'M VERY CURIOUS OF OF THIS BEING BECAUSE OF OUR GROWTH AND ALL THE PEOPLE WE HAVE MOVING INTO THE FOOTPRINT OF LAMAR, THE 385MI², I THINK THE MORE OPPORTUNITIES WE CAN OFFER TO EDUCATE KIDS IN DIFFERENT WAYS IS JUST A WIN WIN.

SO I'M ALL FOR IT. THANK YOU FOR THAT. AND THE STATE GIVES US THAT OPPORTUNITY.

SO THE MICRO SCHOOLS YOU'RE SAYING K THROUGH EIGHT AND THE THEMED ACADEMIES.

K THROUGH FIVE. YES, MA'AM. SO WHAT ARE WE WE JUST HOLDING OFF ON HIGH SCHOOL OR BECAUSE WE HAVE SO MANY OTHER AREAS ALREADY IN PLACE WITH THE HIGH SCHOOL THAT WOULD COME NEXT.

AND OUR CTE PROGRAMS REALLY ENCOMPASS THE SAME TYPE OF LEARNING EXPERIENCE AT THE HIGH SCHOOL AND MIDDLE SCHOOL LEVELS.

OKAY. AND THIS TO ME WOULD MEAN SOME OF THE THINGS WE'RE OFFERING WOULD GIVE THEM BETTER OPPORTUNITY TO DELVE INTO SOME OF THESE AREAS SO THEY HAVE MORE OF AN IDEA WHEN THEY GET TO HIGH SCHOOL, WHICH DIRECTION THEY WANT TO GO.

YES, MA'AM. BECAUSE WE HEAR THAT QUESTION ALL THE TIME, HOW WOULD THEY KNOW WHAT THEY WANT TO DO? BUT THIS WAY WE'RE GIVING THEM A LITTLE TASTE OF THINGS BEFORE THEY HAVE TO MAKE THOSE DECISIONS.

YES. OKAY. WELL, AND ALSO WHEN YOU TALK ABOUT DOING SCHOOL DIFFERENTLY AND HAVING CLASSROOMS THAT LOOK LIKE THAT, AND ARE THESE THINGS THAT WE WOULD LEARN DOING THESE SCHOOLS AND THEN POSSIBLY BRING THEM OVER

[01:25:01]

TO OUR THE SCHOOLS THAT EXIST CURRENTLY IN LCISD? I MEAN, DO YOU SEE WHAT I'M SAYING? LIKE, WHY CAN'T WE HAVE CLASSROOMS LIKE THAT IN LCISD RIGHT NOW? OR WHY CAN'T WE IF WE LEARN HOW TO DO THINGS DIFFERENTLY AND INNOVATIVELY THERE? AND THAT WAS ONE OF THE GOALS WAS INNOVATIVE INSTRUCTIONAL PRACTICES.

I DON'T KNOW EXACTLY WHAT ALL THAT ENCOMPASSES, BUT IF THERE'S THINGS THAT WE LEARN IN THESE SMALLER SCHOOLS, CAN WE TAKE THEM AND IMPLEMENT THEM TO SOME DEGREE IN OUR LARGER SCHOOLS? YES, MA'AM. BENEFIT STUDENTS? YEAH. AND I THINK WE ARE IN SOME CASES, I THINK THE DIFFERENCE WOULD BE LIKE IN A MICRO SCHOOL WHERE THE SETUP MIGHT BE DIFFERENT IN THE SENSE OF THE SCHOOL DAY AND HOW LONG KIDS ARE THERE.

AND THAT EXPERIENCE, IN THE SENSE OF YOU MIGHT HAVE KINDER AND FIRST GRADE CLASSES TOGETHER AND SECOND AND THIRD GRADE STUDENTS TOGETHER BECAUSE IT IS A SMALLER SETTING.

AND SO THAT WOULD BE A LITTLE UNIQUE AND DIFFERENT FROM WHAT WE'RE DOING NOW.

BUT IN THE SENSE OF AN ENGAGING CLASSROOM, WE'RE DOING SOME OF THAT NOW.

THE DIFFERENCE WOULD BE LIKE IN A THEMED ACADEMY WHERE IF IT IS A FINE ARTS FOCUSED, THEN IT'S TRULY A FINE ARTS FOCUS WHERE KIDS ARE SINGING AND DANCING AND THEATER AND EVEN THE BEHIND THE SCENES.

FOR SOME KIDS THAT DON'T WANT TO BE ON THE STAGE BUT WANT TO BE BEHIND THE SCENES, LEARNING HOW TO BE A PRODUCTION MANAGER OF SOME SORT WHEN IT COMES TO PRODUCING. SO THOSE KINDS OF SKILLS ARE WHAT WE'RE TALKING ABOUT, WHEN THAT MIGHT BE DIFFERENT IN THAT LEARNING EXPERIENCE.

I APPRECIATE THE EFFORT AND THE THOUGHT THAT'S GOING INTO THIS, BECAUSE WE'RE IN AN INDUSTRY WHERE WE'RE TRYING TO TEACH STUDENTS HOW TO THINK CREATIVELY AND THINK CRITICALLY. AND SO AS WE'RE LOOKING AT OUR SYSTEM AS LEADERS, I APPRECIATE THE LEADERSHIP STEPPING UP AND SAYING, OKAY, NOT ONLY ARE WE TRYING TO TEACH OUR STUDENTS TO DO THIS, WE'RE DOING IT OURSELVES.

AND LOOKING AT AN INDUSTRY THAT HAS BEEN THE SAME FOR HOW MANY YEARS AND HAS NOT CHANGED OR GROWN OR ADAPTED TO THE CHANGE AND THE GROWTH AND ADAPTATION THAT OUR SOCIETY IS TAKING. SO EVERY OTHER INDUSTRY, YOU LOOK AT IT DRASTICALLY DIFFERENT THAN IT WAS 50 YEARS AGO.

SO I APPRECIATE THAT. AND LIKE SECRETARY WELCH SAID EVERY PARENT, I AGREE WITH THAT ONE.

IT'S EVERY PARENT GETS TO DECIDE WHAT IS BEST FOR THEIR STUDENTS. AND SO AS A SYSTEM, WE'RE NOT SAYING WE'RE TRYING TO PUT OUR NOSE IN THESE OTHER AREAS, BUT WE KNOW THAT THERE ARE FAMILIES WITHIN OUR COMMUNITY THAT DON'T HAVE ACCESS TO SOME OF THOSE OTHER SYSTEMS. AND SO WE WANT TO SAY, OKAY, YOU KNOW WHAT? WE'RE GOING TO WORK ON MAYBE CREATE THIS SMALL ONE RIGHT NOW TO CREATE THAT OPPORTUNITY SO THAT THIS ONE STUDENT THAT COULD REALLY BENEFIT FROM A SMALLER CLASS SIZE, A SMALLER, MORE ONE ON ONE INSTRUCTION, WE WANT TO BE ABLE TO HELP, NOT ONLY SEE THE NEED, BUT ALSO MEET THE NEED OF THAT INDIVIDUAL STUDENT AS WELL.

SO KUDOS TO THE ADMIN AND LEADERSHIP OF SAYING, OKAY, YOU KNOW WHAT? WE'RE GOING TO THINK DIFFERENTLY ABOUT THIS AND TRY TO MEET NEEDS.

YES, SIR. DOCTOR EVANS, ANYTHING ELSE? YES, SIR.

SO I JUST WANT TO BE BE CLEAR TO THE COMMUNITY AND EVERYONE ELSE IS THAT WE KNOW THIS IS THIS WILL BE A THIS WILL BE A HEAVY CHANGE.

THIS WILL BE A SIGNIFICANT CHANGE FOR OUR COMMUNITY. AND THINKING ABOUT, YOU KNOW, DISTRICT IN DISTRICT CHARTER.

AND SO THAT'S WHY WE HAVE A TIMELINE THAT WE HAVE.

SO WE WANT TO MAKE SURE WE GET AS MUCH INPUT.

WE'RE VERY THOUGHTFUL ABOUT THIS AND THAT WE CAN MOVE FORWARD VERY STRATEGICALLY.

AND SO, YOU KNOW, IT'S A SAYING, YOU KNOW, TO MOVE FAST YOU HAVE TO GO SLOW.

AND SO WE WANT TO GO VERY SLOW WITH THIS AND HAVE A LOT OF INTENTIONAL CONVERSATIONS.

AND SO AS WE START TO ROLL OUT SURVEYS AND HAVE CONVERSATIONS AS WE'RE DOING WITH THE STRATEGIC PLANNING PROCESS, WE WANT TO MAKE SURE EVERYBODY HAS HAS AN OPPORTUNITY TO HAVE INPUT.

BUT AT THE END OF THE DAY, WHAT I WANT EVERYONE TO NOTICE IS EVERYTHING THAT WE'RE DOING IN OUR SCHOOL SYSTEM.

THE COMMON THEME WITH EVERYTHING WITH INNOVATIVE SCHOOL DAY AND NOW MICRO SCHOOLS AND THEMED ACADEMIES AND OTHER THINGS WE'RE DOING IN OUR SCHOOL SYSTEM, IS WE WANT TO GIVE STUDENTS CHOICES AND OPPORTUNITIES.

WE WANT STUDENTS TO BE ABLE TO GO LIVE LIFE RIGHT WHEN THEY LEAVE US.

AND SO, YOU KNOW, WE'RE THINKING ABOUT A BIGGER PICTURE IS THAT WHEN OUR YOUNG PEOPLE LEAVE US, HOW ARE THEY GOING TO BE YOUNG, RESPONSIBLE, PRODUCTIVE CITIZENS THAT CONTRIBUTE TO SOCIETY? AND AND WE KNOW THAT, YOU KNOW, WE SAY DOING SCHOOL DIFFERENTLY.

WE KNOW THAT ALL OF OUR STUDENTS DON'T THRIVE IN THE SCHOOL THAT WE CAME UP IN.

RIGHT. WE HAVE A LOT MORE STUDENTS NOW THAT NEED A FLEXIBLE ENVIRONMENT.

THEY MAY NEED SOME DIFFERENT, DIFFERENT TYPES OF LEARNING. NOT EVERY STUDENT WILL THRIVE IN A TRADITIONAL CLASSROOM SETTING.

AND SO WE WANT TO DO IS GIVE ALL OF OUR STUDENTS SOME KIND OF OPPORTUNITY TO HAVE A UNIQUE EXPERIENCE.

SO WHEN THEY LEAVE US, THEY CAN HAVE SOME FOUNDATION TO STAND ON, RIGHT? IT'S OUR JOB TO HELP OUR SOCIETY, RIGHT? SO THEY HAVE SOME FOUNDATION TO STAND ON.

AND SO I APPRECIATE THIS BOARD'S SUPPORT. I'M GOING TO APPRECIATE THE COMMUNITY SUPPORT.

AGAIN, YOU KNOW, WE'RE GOING TO ROLL THIS OUT SLOWLY, METHODICALLY AND INTENTIONALLY TO MAKE SURE THAT WE'RE DOING THIS THE RIGHT WAY.

[01:30:03]

AND TO ANSWER YOUR QUESTION, MISS DANZIG HIGH SCHOOL IS NOT OFF THE TABLE, YOU KNOW, BUT, YOU KNOW, WE'RE GOING TO START RIGHT NOW HERE. AND THEN AS WE MOVE FORWARD, WE MAY SEE A NEED FOR IT. WE MAY NOT SEE A NEED FOR IT, BUT RIGHT NOW WE DO.

WE DO KNOW THAT WE HAVE STUDENTS THAT NEED A DIFFERENT ENVIRONMENT.

AND SO WE WANT TO MAKE SURE WE MEET THE NEEDS OF ALL OF OUR STUDENTS, BECAUSE OUR STUDENTS DON'T HAVE A CHOICE TO BE HERE. RIGHT? PARENTS HAVE A CHOICE, BUT STUDENTS DON'T HAVE A CHOICE. AND SO WHEN THAT PARENT SENDS THAT CHILD TO SCHOOL, IT'S OUR JOB TO MAKE SURE THAT THAT CHILD IS IN AN ENVIRONMENT THAT'S GOING TO HELP THEM GROW ACADEMICALLY, SOCIALLY AND EMOTIONALLY AS WELL.

SO I APPRECIATE THE WORK OF THE TEAM AND WE LOOK FORWARD TO KEEP MOVING.

MOVING. ALL RIGHT. THANK YOU. ALL RIGHT. TRUSTEES ARE THERE ANY ITEMS ON THE FUTURE CONSENT

[15. FUTURE CONSENT ITEMS]

AGENDA THAT TRUSTEES WOULD LIKE TO PULL FOR DISCUSSION IN OUR JANUARY BOARD MEETING? ALL RIGHT, THAT IS NONE. WE'RE GOING TO MOVE TO CLOSED SESSION.

[16. CLOSED SESSION]

IT IS 9:08 P.M.. WE ARE ADJOURNING TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTIONS 551.071551.072551.074 AND 551.082 OF THE OPEN MEETINGS ACT TO DISCUSS PERSONNEL LAND ACQUISITION OR CONSULTATION WITH OUR ATTORNEY.

LAMAR. SEE ISD BOARD OF TRUSTEES ARE RETURNING FROM CLOSED SESSION. LAMAR ISD BOARD OF TRUSTEES ARE RETURNING FROM CLOSED SESSION.

ALL RIGHT. IT IS 9:21 P.M., AND WE HAVE A QUORUM.

IS THERE ANYTHING THAT ANYBODY WOULD LIKE TO ANNOUNCE OR ANY UPCOMING EVENTS? COMING UP FRIDAY NIGHT, RANDALL HIGH SCHOOL IN STATE.

I'LL SAY RANDALL HIGH SCHOOL WILL WIN ITS FIRST STATE CHAMPIONSHIP ON FRIDAY NIGHT. YES IT WILL, YES IT WILL. SO IF ANYONE'S STILL WATCHING, WHICH I HOPE EVERYONE IS STILL WATCHING, DRIVE IT TO ARLINGTON ON FRIDAY, 7:00 PM. I DON'T WANT TO PROLONG THIS, BUT I DO WANT TO SAY, YOU KNOW, WHEN I WAS ON THE SIDELINE AT THE GAME THE OTHER NIGHT, YOU KNOW, I THOUGHT, I THOUGHT OUR YOUNG MAN WON WITH CLASS.

AND I WATCHED THEIR HEAD COACH STILL SPEAKING LIFE INTO THEM AND STILL DIRECTING THEM ON HOW TO WIN WITH CLASS.

I'M TALKING ABOUT BRIAN RANDALL NOW I WAS DOWN THERE ABLE TO WATCH THAT.

AND SO I REALLY DO APPRECIATE THE KIND OF MODEL THAT HE IS FOR THE YOUNG MAN THAT HE'S THAT HE'S SUPPORTING, BUT ALSO, YOU KNOW, HAVE YOUNG LADIES THAT ARE TRAINERS THE ASSISTANT COACHES AND THE FAMILIES ARE WATCHING.

AND SO I DO APPRECIATE THE ROLE MODEL AND THE LEADERSHIP THAT HE'S PROVIDING TO THOSE YOUNG MEN. ALL RIGHT.

SO GO RANDALL. AND IT IS 9:22 P.M. AND THE MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.

Dec 17, 2024 Regular School Board Meeting

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