12.B. Consider approval of updates to 2025-2026 Lamar CISD Compensation Plan, amendment of adopted budget(s), and approval of documents relating to 2025 tax year assessment and levy of property taxes

[12.B. Consider approval of updates to 2025-2026 Lamar CISD Compensation Plan, amendment of adopted budget(s), and approval of documents relating to 2025 tax year assessment and levy of property taxes]

THE CFO, MISS LUDWIG, JUST TALKED ABOUT. SO REALLY, THIS MOTION ONLY UNLESS THE BOARD HAS MORE QUESTIONS OR COMMENTS I'D LIKE TO SHARE. OKAY. ANY OTHER QUESTIONS? OKAY. SO MAY I DO YOU WANT TO SAY THAT FIRST I CAN. SO THIS EVENING WE ARE ASKING THE BOARD TO APPROVE THE AMENDMENT OF THE PREVIOUSLY ADOPTED 20 2526 GENERAL FUND BUDGET AS PRESENTED EARLIER, INCLUDING HB TWO SALARY ADJUSTMENTS TO BE INCLUDED IN THE LAMAR CISD COMPENSATION PLAN FOR 20 2526. ALSO TO ADOPT THE 2526 TOTAL TAX RATE OF $1.1469. AS PRESENTED, WITH THE RATE BEING 0.6669 AND THE INS RATE BEING 0.4 $0.08. APPROVAL OF AND THEN ALSO TO APPROVE US SUBMITTING THE THE REQUIRED DOCUMENTS FOR THE ASSESSMENT AND LEVY OF TAX YEAR 2025.

PROPERTY TAXES, AND SUBMIT THOSE DOCUMENTS TO THE TAX ASSESSOR AS REQUIRED. THANK YOU.

OKAY, MAY I HAVE A MOTION FOR THE BOARD OF TRUSTEES TO AMEND THE 2025 2026 GENERAL FUND BUDGET AS PRESENTED AND INCLUDING HB TWO SALARY ADJUSTMENTS TO THE LAMAR CISD

[01:10:05]

COMPENSATION PLAN. TRUSTEE WELCH MAKES THE MOTION. DO I HAVE A SECOND? SECOND? MR. ARROYOS MAKES THE SECOND. ANY DISCUSSION? I'M SEEING? SOME CONVERSATIONS ABOUT THE SALARY ADJUSTMENTS. CAN WE JUST MAKE A NOTE REAL QUICK THAT THAT TECHNICALLY DOES NOT GO INTO EFFECT FROM HB TWO UNTIL SEPTEMBER, CORRECT? CORRECT. SO THAT'S WHY WE'RE AMENDING THIS BECAUSE IT WILL GO INTO EFFECT IN A COUPLE OF DAYS, SEPTEMBER. SO PUBLICLY SAYING SEPTEMBER 15TH IS WHEN WE'LL GO TO EFFECT WILL REFLECT ON PAYCHECKS. OKAY. I'LL NOW CALL FOR THE VOTE. ALL IN FAVOR SAY AYE. AYE. MOTION CARRIES SEVEN ZERO. OKAY. NOW, MAY I HAVE A MOTION FOR THE BOARD OF TRUSTEES TO ADOPT THE 2025, 2026 TOTAL TAX RATE OF $1, 1.1469 OF $100. AS PRESENTED WITH NO TAX RATE OF 0.0.669 AND INNS RATE OF 0.4800. TRUSTEE LAMBERT MAKES THE MOTION. DO I HAVE A SECOND TRUSTEE? MASTERS SECONDS. ANY DISCUSSION? OKAY. ALL IN FAVOR SAY I. MOTION CARRIES SEVEN ZERO. AND NOW, MAY I HAVE A MOTION FOR THE BOARD OF TRUSTEES TO APPROVE DOCUMENTS FOR THE ASSESSMENT AND LEVY OF TAX YEAR 2025, PROPERTY TAXES FOR LAMAR CISD, AND THE SUBMISSION OF DOCUMENTS TO TAX ASSESSOR COLLECTOR AS REQUIRED. TRUSTEE BOX MAKES THE MOTION. DO I HAVE A SECOND TRUSTEE HENDERSON SECONDS. ANY DISCUSSION? OKAY, NOW CALL FOR THE VOTE. ALL IN FAVOR SAY AYE I. MOTION CARRIES SEVEN ZERO. OKAY. WE WILL NOW HAVE REPORTS

[13.A. 2024 and 2025 accountability results and final 2025 STAAR results]

AND PRESENTATIONS ON THE INFORMATION ITEMS, STARTING WITH OUR 2024 AND 2025 ACCOUNTABILITY RESULTS AND STAR RESULTS. ALL RIGHT. WE HAVE MR. MOORE BACK AT THE PODIUM. GOOD EVENING AGAIN. HONORED MEMBERS OF THE BOARD AND DOCTOR NIVENS, WE HAVE COME THIS EVENING WITH BOTH THE 2024 AND 2025 ACCOUNTABILITY RESULTS, AS WELL AS THE FINAL RESULTS FOR 2025.

LOOKING AT THE ACCOUNTABILITY RATINGS, JUST TO GIVE AN UPDATE IN JULY 2025, THE 15TH COURT OF APPEALS OVERTURNED THE INJUNCTION ON THE RELEASE OF A THROUGH F RATINGS FOR THE 2324 SCHOOL YEAR. THESE RATINGS WERE RELEASED TO DISTRICTS FOR THE FIRST TIME ON AUGUST 13TH, 2025, WITH THE A THROUGH F RATINGS FOR 2425 RELEASED ON THE SAME DAY. RATINGS FOR BOTH YEARS WERE RELEASED TO THE PUBLIC ON FRIDAY, AUGUST 15TH THROUGH THE TX SCHOOLS GOV PORTAL. PLEASE NOTE THAT IN THE REVIEW OF THIS DATA, PER STATE LAW, DISCIPLINARY CAMPUSES SUCH AS ALC, FORT BEND COUNTY ALTERNATIVE AND JUVENILE DETENTION CENTER DO NOT RECEIVE RATINGS UNDER THE CURRENT ACCOUNTABILITY SYSTEM. WE'RE PROUD TO SAY THAT WE RECEIVED AN OVERALL RATING SCORE OF 85 IN 2024, AND THAT GREW IN 2025 TO 88, SO WE HAVE EARNED A B RATING AS A DISTRICT. OF THE DISTRICTS OF WITH ENROLLMENT OF 25,000 OR BETTER. THIS PUTS US AT A RANKING OF NUMBER FIVE. COMPARING OURSELVES TO NEIGHBORING DISTRICTS, WE TIED WITH KATY ISD AND WE WERE AHEAD OF FORT BEND ISD. ELEMENTARY CAMPUSES, EARNING AN A IN 2025.

INCLUDED BENTLEY ELEMENTARY. CAMPBELL, THOMAS CARTER, MORGAN, FROST, FROST, MCNEIL, HUGGINS, HUTCHESON, HUBENAK, ADOLPHUS, LINDSEY, WILLIAMS. DICKINSON, TAMRON, TERRELL, RANDALL, AND MELTON. RECOGNITION TO THOMAS MORGAN, AND TAMRON FOR RAISING FROM A B TO AN A, AND SPECIAL RECOGNITION TO HUTCHESON, WHO RAISED FROM A C TO AN A, AND THEY WERE ONE OF 95 CAMPUSES ACROSS THE STATE TO MOVE FROM A C TO AN A. OUR SECONDARY CAMPUSES EARNING AN A IN 2025

[01:15:04]

INCLUDE BRISCOE AND WERTHEIMER. LEHMAN AND ROBERTS. REDDING AND RYAN FOSTER HIGH SCHOOL, FULSHEAR HIGH SCHOOL, AND GEORGE RANCH HIGH SCHOOL WITH BRISCOE, WERTHEIMER, LEHMAN, ROBERTS, FULSHEAR, AND GEORGE RANCH RISING FROM A B TO AN A. CAMPUSES, EARNING A B IN 2025 INCLUDE. BEASLEY, BOWIE, JACKSON. LONG, ARREDONDO, SEGUIN. EARLY CHILDHOOD CENTER.

BUT THAT'S PAIRED WITH OUR DISTRICT SCORES. MEYER, FALLON. SMITH, AUSTIN, PINK, CULVER.

VELAZQUEZ, WRIGHT AND STEENBERGEN. TERRY HIGH SCHOOL, RANDALL HIGH SCHOOL, AND LAMAR HIGH SCHOOL RECOGNITION TO BOWIE AND JACKSON FROM RAISING FROM A D TO A B JANE LONG FROM RISING FROM A C TO A B, AS WELL AS FALLON PINK AND WRIGHT IN STEENBERGEN. CAMPUSES, EARNING A C IN 2025. WE HAD FOUR OF THEM AND THAT INCLUDED GRAY ELEMENTARY, TAYLOR RAY, GEORGE JUNIOR HIGH NAVARRO AND LAMAR JUNIOR HIGH WESSENDORF. I DO WANT TO MENTION GEORGE JUNIOR HIGH. WE HAD ORIGINALLY PROJECTED THAT WAS GOING TO BE A D RATING, BUT THEY ENDED UP EARNING A C, WHICH IS A MEANS THEY'RE ON THE RIGHT SIDE. WE DO EXPECT THAT C RATED CAMPUSES ARE BEING REQUIRED BY ADMINISTRATION TO TARGET SPECIFIC AREAS IN THEIR CAMPUS IMPROVEMENT PLAN TO INCREASE ACCOUNTABILITY OUTCOMES FOR THIS NEXT YEAR. WE DO HAVE ONE CAMPUS THAT EARNED A D RATING, AND THAT WAS TRAVIS ELEMENTARY. D RATED CAMPUSES ARE REQUIRED TO HAVE HIGHER LEVELS OF INTERVENTION AND SUPPORT. THE SUPPORT MAY COME FROM INTERNAL OR EXTERNAL SOURCES, DEPENDING ON WHAT THE DISTRICT'S CHOICES ARE, AND THEY ARE REQUIRED BY STATE LAW TO EMBED TARGETED INTERVENTIONS INTO THEIR CAMPUS IMPROVEMENT PLAN. ONE OF THE HONORS THAT WE GET RECOGNIZED WITH IS SOMETHING CALLED DISTINCTION DESIGNATIONS.

DISTINCTION DESIGNATIONS ARE AWARDED TO CAMPUSES WHOSE ACADEMIC PERFORMANCE IS IN THE TOP 25% OF THEIR DESIGNATED CAMPUS COMPARISON GROUP OF 40 LIKE CAMPUSES. THE MORE DISTINCTION DESIGNATIONS THAT A CAMPUS HAS, THE MORE ELITE IT IS IN SERVING THE NEEDS OF ITS STUDENTS. IN LCISD, OUR CAMPUSES COMBINED RECEIVED A TOTAL OF 109 DISTINCTION DESIGNATIONS, WHICH WAS UP FROM 103IN 2024. WE RECEIVED 14 FOR READING LANGUAGE ARTS, 16 FOR MATH, 11 FOR SCIENCE, FOUR FOR SOCIAL STUDIES, 18 FOR ACADEMIC GROWTH, 23 FOR POST-SECONDARY READINESS, AND 23 FOR CLOSING THE GAPS. OUR FIRST LEVEL OF CAMPUSES, WE'D LIKE TO RECOGNIZE ARE THOSE THAT RECEIVED AT LEAST THREE DISTINCTION DESIGNATIONS, AND THOSE CAMPUSES INCLUDE BEASLEY, THOMAS, CARTER, MORGAN. HUTCHINSON, JACKSON, HUBENAK, ADOLPHUS, SMITH, TERRELL, CULVER, AND VELASQUEZ. AND THEN SECONDARY CAMPUSES INCLUDE WRIGHT AND STEENBURGEN, TERRY HIGH SCHOOL, GEORGE RANCH, AND LAMAR CONSOLIDATED HIGH SCHOOL.

NOW, CAMPUSES THAT EARN ALL BUT ONE DISTINCTION DESIGNATION ARE CONSIDERED IN THE TOP 10% OF SCHOOLS STATEWIDE FOR THIS YEAR. THAT INCLUDED FROST ELEMENTARY, MCNEIL, AND MEYER, AND AT THE SECONDARY LEVEL INCLUDED FOSTER HIGH SCHOOL. CAMPUSES THAT AREN'T ALL DISTINCTION DESIGNATIONS ARE CONSIDERED IN THE TOP 5% OF PUBLIC SCHOOLS, AND THIS YEAR THAT INCLUDED BENTLEY, CAMPBELL, WILLIAMS, AND DICKINSON. ALONG WITH THAT, WE HAVE OUR FINAL STAAR RESULTS.

[01:20:06]

BUT BEFORE WE GO THROUGH THOSE RESULTS, A BRIEF EXPLANATION ABOUT HOW T REPORTS THOSE RESULTS, WHICH WE HAD A HAD A BRIEF DISCUSSION ABOUT THAT IN JUNE. THANK YOU. PARDON ME.

OKAY. TO REPORTS RESULTS BASED ON THREE DIFFERENT AREAS. AND THAT'S APPROACHES GRADE LEVEL OR HIGHER. AND THAT INCLUDES EVERYONE WHO PASSED A STAAR TEST. SO IF IT WAS AN APPROACHES MEETS OR IT MASTERS SO MEETS GRADE LEVEL INCLUDES EVERYONE THAT SCORES AT MEETS AND AT MASTERS. AND THEN FINALLY MASTERS GRADE LEVEL ARE THOSE WHO SCORE AT THE HIGHEST LEVEL ON THE STAAR TEST. SO IF WE WERE TO LOOK AT THIS IN THE CONTEXT OF COMMISSIONER EXPECTATIONS, THE COMMISSIONER OFTEN SAYS THAT A HIGH PERFORMING SCHOOL IS GOING TO HAVE 90% SCORING AT APPROACHES, 60% SCORING AT MEETS, AND 30% THAT ARE SCORING AT MASTERS.

THE LOGICAL PROBLEM WITH THIS IS THAT THAT ADDS UP TO 180%. SO WHILE IT'S AN EXPECTATION THAT CAMPUSES THAT SCORE AT 90, 60 AND 30 WOULD RECEIVE AN A IN THE STUDENT ACHIEVEMENT DOMAIN, OUR EXPECTATION IS THAT WE HAVE MORE STUDENTS SCORING AT EITHER MEETS OR AT MASTERS GRADE LEVEL TO DEMONSTRATE THEIR FULL PROFICIENCY IN THE SUBJECT AREA. SO WHAT THAT REALLY MEANS THAT WHEN WE TAKE THAT APART AND WE DIVIDE IT INTO THREE PIECES, A CAMPUS THAT'S SCORING AT 90 AND 60 AND 30 REALLY HAS 30% THAT ARE ONLY SCORING AT APPROACHES. 30%, THEY'RE ONLY SCORING AT MEETS, AND THEN 30%, THEY'RE ONLY SCORING AT MASTERS. THE REMAINING 10% OF STUDENTS DIDN'T PASS THE TEST OKAY. AND THAT'S CALLED DID NOT MEET STANDARD ACCORDING TO T. SO IF WE LOOK AT OUR RESULTS FROM THIS LAST SPRING IN THAT CONTEXT, WE GET TO SEE A LITTLE BIT OF A DIFFERENT VIEWPOINT. FOR INSTANCE, OUR READING LANGUAGE ARTS, 18% OF OUR STUDENTS THIS YEAR SCORED EXCLUSIVELY AT APPROACHES, 35% AT MEETS AND 32% AT MASTERS. SO ALTOGETHER, THAT MEANS THAT 85% OF THE STUDENTS ON THE TEST PASSED, AND WE HAD MORE STUDENTS PASSING AT THE HIGHEST LEVEL THAN WE DID AT THE LOWER LEVELS. FOR MATH, WE HAD 25% PASS AT APPROACHES, ONLY 28% AT MEETS ONLY, AND THEN 28% AT MASTERS ONLY. WHICH MEANS THAT WHILE WE WERE COMPARABLE IN THESE FIRST TWO AREAS, WE GAINED MORE STUDENTS AT THE VERY END OF THE SPECTRUM THAT WERE SCORING AT THE HIGHEST LEVEL POSSIBLE IN MATH. FOR SCIENCE, 26% AT APPROACHES, ONLY 34% AT MEETS ONLY, AND THEN 23% AT MASTERS. WE HAD MORE STUDENTS THAT WERE SCORING AT THE MID LEVEL, AND THEN FINALLY FOR SOCIAL STUDIES, IT WAS COMPARABLE TO LAST YEAR 22% AT APPROACHES, ONLY 23% AT MEETS ONLY AND 37% AT MASTERS ONLY. ANY QUESTIONS? I HAVE A QUESTION. CAN DOES THE CMR SCORE FIGURE INTO THE SECONDARY RATING? YES IT DOES. IT'S 40% OF A HIGH SCHOOL'S RATING. OKAY IN DOMAIN IN THE FIRST DOMAIN.

AND IT'S ALSO PART OF THE THIRD DOMAIN. CAN YOU SPEAK TO HOW THE CMR GENERALLY, THE CMR GENERALLY IS A COMPONENT IS COMPRISED OF EITHER MEETING A CERTAIN SCORE ON AN AP TEST, EARNING AN INDUSTRY BASED CERTIFICATION, OR EARNING A CERTAIN SCORE ON SAT OR ACT.

THAT MAKES YOU WHAT WE CALL TSC OR TSC READY, OR HAVING TO TAKE THE TSC TEST THAT DEMONSTRATES

[01:25:02]

COLLEGE READINESS. SO THERE AND WE ALSO HAVE CERTAIN COURSES CALLED COLLEGE PREP COURSES THAT HELP STUDENTS GET READY FOR THAT. AND SO ANY ONE OF THOSE INDICATORS, THEY WILL YIELD A CMR OUTCOME WHICH WILL ALLOW US TO COUNT THAT TOWARDS THAT INDICATOR. JUST A QUICK JUST A QUICK FOLLOW UP COMMENT IN THAT WHILE I'M PROUD OF OF ALL THE TOP PERFORMERS, I JUST WANT TO GIVE AN HONORABLE MENTION TO TERRY HIGH SCHOOL FOR FOR THEY CAME VERY CLOSE.

THEY I BELIEVE THEIR RATING WAS 89. IT WAS AN 80 CALCULATION. WE HAD ORIGINALLY PROJECTED THAT THEY WOULD HAVE MADE AN A, BUT WHENEVER THE FINAL DATA CAME BACK FROM TIA, IT, THEY MISSED IT BY JUST LITERALLY THAT MUCH. OKAY. WELL, AT THE END OF THE SEMESTER, I ROUND UP IN MY, MY COURSES. SO IN MY BOOK THEIR NAME. THANK YOU. GOOD ONE. I LIKE THAT MR. ROY, I WAS GOING TO JUST MAKE A COMMENT. THERE'S A LOT OF CRITICISM IN THE STATE ABOUT THE STAAR TEST AND WHETHER WE TEACH TO THE TEST OR NOT. SO WITH THAT IN MIND, WE WE DIDN'T CREATE THE STAR TEST THAT'S THAT'S BEEN FOISTED UPON US BY POWERS ABOVE US. BUT WHEN YOU LOOK AT WHEN I FIRST JOINED THIS BOARD IN 2019, EVERYBODY THAT I TALKED TO OUT IN THE PUBLIC WOULD COMPARE LAMAR CISD WITH KATY ISD AND FORT BEND ISD, AND I'M AN ALUM OF FORT BEND ISD. BUT I JUST WANT TO POINT OUT, WHEN YOU LOOK AT THE DATA A LITTLE BIT DEEPER, WE'RE A REALLY HIGH BE AND THEY'RE A VERY, VERY LOW ONE. SO WE'RE BEING AND YOU GUYS OVER THERE, YOU'RE ALMOST A C THERE. BUT I JUST I WANT TO POINT THAT OUT BECAUSE EVERYBODY KEEPS COMPARING US TO KATY. AND A LOT OF DISTRICTS COMPARE THEMSELVES TO KATY. WELL WE'RE JUST AS GOOD. AND OUR TEST SCORES AND SO MANY OTHER WAYS IS THAT IS THAT BEHEMOTH DISTRICT TO OUR NORTH. SO YES, CONGRATULATIONS TO THE ENTIRE STAFF AND FOR DOING THE PEP RALLIES AND EVERYTHING ELSE, GETTING THE KIDS EXCITED TO TAKE THIS ONE DANG TEST EVERY YEAR. THAT GETS SO MUCH CRITICISM, BUT IT IS THE STANDARD THAT WE ALL USE ALL 1200 SCHOOL DISTRICTS.

EXCUSE ME, SOME OF THOSE ARE CHARTERED. I'M NOT EXACTLY SURE HOW THAT WORKS, BUT AT LEAST 1100 SCHOOL DISTRICTS ACROSS THE STATE USE THE SAME ONE. SO YES. GOOD JOB. ANY OTHER DISCUSSION? OKAY. THANK YOU. THANK YOU, MADAM PRESIDENT. I WANT TO ADD A LITTLE BIT TO THAT. I WAS ALWAYS WANTING TO GIVE GIVE CREDIT WHERE CREDIT IS DUE. AND SO AS I'VE BEEN TALKING ABOUT OUR TEACHERS AND OUR STUDENTS AND OUR ADMINISTRATORS, THE PROOF IS IN THE PUDDING. AND I JUST WANT TO SAY A HUGE A HUGE CONGRATULATIONS TO ALL OF OUR CAMPUSES THAT DID SUCH A GREAT JOB. OUR GOAL IN THIS DISTRICT IS FOR EVERY CAMPUS TO COME UP ONE LETTER GRADE, MAINTAIN THEIR A, COME UP WITH A LETTER GRADE, AND THEN EVENTUALLY ALL CAMPUSES ARE IN A DISTRICT. AND SO EVEN THOUGH THERE'S A LOT OF COMMENT ABOUT, YOU KNOW, THE STAR ASSESSMENT AND GETTING RID OF IT AND ALL THOSE THINGS, STAR IS THE NAME OF THE GAME, STAR IS THE NAME OF THE GAME. AND WE DON'T MIND ACCOUNTABILITY AT ALL. YOU KNOW, WE SHOULD BE HELD ACCOUNTABLE TO MAKE SURE WE'RE TAKING CARE OF YOUNG PEOPLE. AND SO I WAS ALWAYS WANT TO MAKE SURE THAT I GIVE A SHOUT OUT TO ESPECIALLY OUR TEACHERS, YOU KNOW, TEACHING IN 2025 IS MUCH DIFFERENT THAN, YOU KNOW. WHEN I WAS IN THE CLASSROOM BACK IN 2005, IT'S VERY DIFFERENT AND IT IS VERY CHALLENGING AND VERY TOUGH. AND SO I ALWAYS WANT TO ACKNOWLEDGE THAT BECAUSE WE HAVE STAFF SECONDARY SCHOOL. WHEN I WALKED AROUND THE DISTRICT THE SECOND DAY, ALREADY TEACHING, ALREADY ENGAGING STUDENTS IN INSTRUCTION. AND SO I APPRECIATE THAT. BUT ALSO JUST WANT TO REMIND EVERYONE IS WATCHING THAT AS HUMANS, YOU KNOW, HUMAN NATURE IS THAT WE GRAVITATE TOWARDS WHAT'S WRONG.

AND SO I ALWAYS WANT TO MAKE SURE THAT WE BALANCE THAT AND WE GRAVITATE TOWARDS WHAT'S RIGHT AND WHAT'S WRONG, BECAUSE WE DO HAVE TO HAVE SOME ACCOUNTABILITY IN THAT. BUT I HAVE NOT. AND I, IN TALKING TO MY CAMPUS PRINCIPALS, HAVEN'T SEEN EMAILS OR COMMENTS TO THEM FROM OTHERS ABOUT THEIR PERFORMANCE OF THEIR CAMPUS. AND SO I JUST WANT TO ENCOURAGE US TO MAKE SURE THAT AS WE HAVE ISSUES AND WE TALK ABOUT THE THINGS THAT WE NEED TO FIX AND ADDRESS, THAT WE ALSO CELEBRATE THE POSITIVE. BECAUSE IT'S DIFFICULT FOR A TEACHER TO WALK INTO A CLASSROOM EVERY DAY, AND ALL YOU HEAR IS NEGATIVE. THAT'S VERY DIFFICULT. AND YOU IMAGINE GOING INTO WORK. AND IF YOU GO INTO WORK AND EVERY TIME YOU SEE YOUR BOSS, THEY SAY, WHAT'S WRONG? YOU KNOW THAT THAT'S JUST NOT AN ENVIRONMENT THAT YOU WANT. AND OUR STAFF, THEY REALLY RESPECT OUR PARENTS AND THEY REALLY LOOK UP TO THEM, AND THEY REALLY WANT TO MAKE SURE THAT OUR PARENTS RECOGNIZE THAT THEY'RE WORKING HARD FOR THEIR YOUNG PEOPLE. AND SO JUST SAYING THAT EVERY NOW AND THEN WILL GO A LONG WAY TO OUR TEACHERS, BECAUSE TEACHING THE

[01:30:05]

2025 IS VERY DIFFICULT. IF YOU DON'T BELIEVE ME, SIGN UP TO BE A SUBSTITUTE. IF YOU DON'T BELIEVE ME, SIGN UP TO BE A BUS DRIVER. SIGN UP TO BE A CHILD NUTRITION WORKER. IF YOU WANT TO BE A BUS DRIVER, WE'LL PAY FOR YOUR CDL AS A MATTER OF FACT. SO I JUST WANT TO REMIND EVERYBODY OF THAT. LET'S LET'S JUST MAKE SURE THAT WE TAKE THE GOOD WITH THE BAD, AND WE MAKE SURE WE CONTINUE TO CELEBRATE OUR STAFF APPROPRIATELY. AND THE THE CONVERSATIONS I'VE BEEN HAVING LATELY ARE THE ONES THAT I ENJOY. I'VE BEEN I'VE BEEN ENGAGED IN, YOU KNOW, AND WE'LL TALK ABOUT TECHNOLOGY HERE IN A MINUTE. BUT I'VE HAD PARENTS REACH OUT TO ME ABOUT THE LAPTOPS SITUATION. YOU KNOW, MY CHILD CAN'T DO THEIR WORK. AND, YOU KNOW, LAPTOP TAKES A LONG TIME TO, TO, TO BOOT UP. THOSE ARE THE CONVERSATIONS WE SHOULD BE HAVING BECAUSE THAT'S WHAT IT TAKES TO MAKE SURE STUDENTS ARE GOING TO BE SUCCESSFUL IN LIFE. RIGHT. AND SO THOSE ARE THE CONVERSATIONS THAT WE NEED TO BE HAVING. AND SO I JUST WANT TO JUST REMIND EVERYBODY TO DO THAT. BUT IF YOU FIND IN YOUR HEART AND YOU THINK ABOUT IT, EMAIL YOUR CHILD'S CAMPUS, YOUR CHILD'S TEACHER, YOUR CHILD'S PRINCIPAL AND TELL THEM CONGRATULATIONS AND JOB WELL DONE. AND WE HAVE SOME OTHER CAMPUSES THAT ARE A HIGH PRIORITY CAMPUS THAT WE HAVE TO MAKE SURE WE FOCUS ON, AND WE'LL DO THAT AS WELL AND MAKE SURE THAT WE ARE SUPPORTING AND SERVING ALL 49,000 STUDENTS IN THIS DISTRICT. OKAY. THANK YOU. OKAY. WE'RE GOING TO MOVE ON TO

[13.B. Enrollment Management Department Update]

13 B ENROLLMENT MANAGEMENT UPDATE. GOOD EVENING, BOARD OF TRUSTEES. DOCTOR NIVENS.

TONIGHT I'M GOING TO PROVIDE THE BOARD AND THE PUBLIC WITH AN UPDATE ABOUT THE ENROLLMENT MANAGEMENT DEPARTMENT. THIS OVERVIEW WILL HIGHLIGHT THE WORK THAT HAS BEEN DONE OVER THE PAST SCHOOL YEAR IN THE DEPARTMENT, AS WELL AS FOCUS AREAS FOR THE FUTURE. OUR DEPARTMENT FOCUSES ON CRITICAL, HIGH IMPACT INITIATIVES TO SUPPORT THE HYPER GROWTH IN LAMAR ISD WHILE AIMING FOR OPERATIONAL EXCELLENCE. THE MAJOR RESPONSIBILITIES OF THIS DEPARTMENT INCLUDE MONITORING ENROLLMENT AT EACH CAMPUS, COLLABORATING WITH THE DISTRICT DEMOGRAPHER, LEADING THE CAMPUS CAPACITY COMMITTEE, COLLABORATING WITH MULTIPLE DEPARTMENTS WITHIN LCISD, LEADING THE ATTENDANCE BOUNDARY COMMITTEES, AND COLLABORATING WITH 15 MUNICIPALITIES WITHIN LAMAR ISD. THIS IS ALL DONE WHILE COLLABORATING WITH ALL THE STAKEHOLDERS THROUGHOUT THE DISTRICT. EACH DAY, WE PERFORM A STRATEGIC REVIEW OF ENROLLMENT TO ENSURE CAMPUS NEEDS ARE PROACTIVELY ADDRESSED. WE MONITOR AND COMPARE CAMPUS ENROLLMENT TO THE BUILDING AND PORTABLE CAPACITIES. WE CALCULATE THE AVERAGE DAILY STUDENT CHANGE FOR THE CAMPUS, AND WE DETERMINE THE DIFFERENCE FROM THE PROJECTIONS PROVIDED BY THE DISTRICT DEMOGRAPHER, AS WELL AS IDENTIFYING CAMPUSES REQUIRING DEEPER ANALYSIS, AND BRING THEM FORWARD TO THE C.C.C. FOR DISCUSSION. TO SUPPORT THE PROACTIVE PLANNING, WE REGULARLY ANALYZE PROJECTED ENROLLMENT DATA IN RELATION TO THE FACULTIES OR THE FACILITIES CAPACITY. WE COMPARE PROJECTED ENROLLMENT FIGURES TO AVAILABLE BUILDING CAPACITY. WE ANALYZE ENROLLMENT TRENDS AND AT THE GRADE LEVELS ACROSS THE CAMPUSES. THE IMAGES SHOW GRAPHICAL REPRESENTATIONS FOR THE FIVE YEAR PROJECTIONS FOR EACH CAMPUS. COMPARED TO THE CAPACITY OF THE CAMPUS. WE THEN COMPARE THAT TO CURRENT GRADE LEVEL ENROLLMENTS AT EACH CAMPUS TO DETERMINE IF RECOMMENDATIONS ARE NECESSARY FOR ADDING PORTABLES, REMOVING PORTABLES, OR POSSIBLE LEVELING THE CAMPUS CAPACITY COMMITTEE OR THE C.C.C. PLAYS A VITAL ROLE IN MANAGING STUDENT ENROLLMENT AND ENSURING OUR SCHOOLS OPERATE WITHIN THEIR CAPACITY LIMITS. THE COMMITTEE IS MADE UP OF KEY DISTRICT ADMINISTRATORS AND INCLUDES CAMPUS ADMINISTRATORS WHEN RELEVANT DECISIONS ARE AFFECT THEIR CAMPUSES DIRECTLY. ONE OF THE COMMITTEE'S CORE RESPONSIBILITIES IS TO MONITOR ENROLLMENT AT EACH CAMPUS REGULARLY, USING REAL TIME DATA TO IDENTIFY TRENDS AND POTENTIAL ISSUES. BASED ON THE DATA, THE C.C.C. MAKES FORMAL RECOMMENDATIONS TO THE SUPERINTENDENT REGARDING WHETHER A CAMPUS SHOULD BE CAPPED TO MAINTAIN OPERATIONAL EFFECTIVENESS WHEN NEEDED. THE COMMITTEE ALSO IDENTIFIES APPROPRIATE OVERFLOW CAMPUSES FOR THOSE STUDENTS. THE C.C.C.

COLLABORATES CLOSELY WITH CAMPUS PRINCIPALS AND HUMAN RESOURCES TO ENSURE THAT STAFFING IS ALIGNED WITH ANY PROPOSED CHANGES, MAKING SURE SCHOOLS CAN SUPPORT THE NUMBERS OF STUDENTS THEY SERVE. THIS COMMITTEE HELPS ENSURE THAT WE MAKE DATA INFORMED, STUDENT CENTERED DECISIONS AS OUR ENROLLMENT GROWS. THIS SLIDE HIGHLIGHTS THE SYSTEMATIC PROCESS FOR IDENTIFYING AND MANAGING CAMPUSES NEARING OR EXCEEDING CAPACITY. AS A REMINDER, THE C.C.C. MAKES RECOMMENDATIONS TO DOCTOR NIVENS ABOUT CAPPING CAMPUS AND WHICH CAMPUS WOULD BE THE OVERFLOW CAMPUS. THE C.C.C. USES A TIERED THRESHOLD MODEL TO FLAG CAMPUSES BASED ON PROXIMITY TO THEIR ENROLLMENT CAPACITY. SO IF A STUDENT HITS CAMPUS, IT'S PLANNED. THAT'S WHEN IT IS 44 STUDENTS FROM CAPACITY. AT WARREN, IT IS 22 STUDENTS FROM CAPACITY, AND CAP IS AT 15 STUDENTS. FOR CAMPUSES FLAGGED AS UNDER PLAN, THE COMMITTEE BEGINS THE PROCESS OF IDENTIFYING SUITABLE OVERFLOW CAMPUSES, AND THE KEY FACTORS FOR OVERFLOW CAMPUSES INCLUDE CURRENT ENROLLMENT AND THE CAPACITY OF THAT OVERT RECEIVING CAMPUS, THE GEOGRAPHICAL LOCATION AND THE ALIGNMENT OF ACADEMIC AND SPECIAL PROGRAMS. ENSURING STUDENTS MAINTAIN ACCESS TO SIMILAR OFFERINGS. THE C.C.C.

ENSURES CLEAR, TIMELY COMMUNICATION WITH CAMPUS PRINCIPALS SO THEY ARE INFORMED AND INVOLVED IN THE PLANNING OF THE NEXT STEPS. THIS ALLOWS US TO BE PROACTIVE TO MANAGE SPACE CONSTRAINTS WHILE MINIMIZING DISRUPTION TO STUDENTS AND STAFF. EFFECTIVE ENROLLMENT

[01:35:04]

MANAGEMENT DEPENDS HEAVILY ON STRONG COLLABORATIONS ACROSS THE DEPARTMENTS. WE WORK CLOSELY WITH MULTIPLE TEAMS TO ENSURE THAT OUR PLANNING IS ACCURATE, ALIGNED, AND STUDENT FOCUSED. WE BEGIN WITH THE DEMOGRAPHIC REPORTS AND THE ENROLLMENT PROJECTIONS. WE ALSO WORK WITH THE BOND OFFICE TO HELP ALIGN FACILITY PLANNING AND NEW CONSTRUCTION WITH ENROLLMENT TRENDS AND GROWTH AREAS. HUMAN RESOURCES IS A CRITICAL PARTNER IN ENSURING STAFFING ALIGNS WITH CURRENT AND PROJECTED STUDENT NEEDS, ESPECIALLY WHEN MANAGING OVERFLOWS OR NEW SCHOOL OPENINGS. THE FINANCIAL DEPARTMENT SUPPORTS US IN UNDERSTANDING THE BUDGETARY IMPLICATIONS OF ENROLLMENT SHIFTS AND CAPACITY PLANNING.

WE ALSO COLLABORATE WITH TEAMS PROVIDING PROGRAMMATIC SUPPORT, INCLUDING SPECIAL EDUCATION AND MULTILINGUAL SERVICES. THESE PARTNERSHIPS ENSURE THE CAPACITY PLANNING INCLUDES SPACE AND STAFFING FOR SPECIALIZED PROGRAMS FOR BOTH THE SHORT AND LONG TERM. WE ALSO KEEP THE AREA AND AREA SUPERINTENDENTS IN THE LOOP THROUGHOUT, AS THEY ARE ESSENTIAL TO GUIDING CAMPUS LEVEL DECISIONS. WE ALSO WORK WITH INFORMATIONAL SERVICES TO SUPPORT DATA ACCURACY AND SYSTEM FUNCTIONALITY. WE ALSO KEEP TRANSPORTATION IN MIND AS THEY HELP ASSESS THE FEASIBILITY OF OVERFLOW ASSIGNMENTS AND BOUNDARY CHANGES. AND FINALLY, WE WORK WITH THE TEAMS INVESTIGATING AND CREATING MICRO SCHOOLS AND THEMED ACADEMIES TO ENSURE THEIR UNIQUE ENROLLMENT NEEDS ARE ACCOUNTED FOR. THESE COLLABORATIONS HELP US MAINTAIN A DISTRICT WIDE, COHESIVE APPROACH TO SERVING STUDENTS EQUITABLY AND EFFICIENTLY, WHILE INFORMING THE PUBLIC THROUGH PARTNERSHIPS WITH OUR COMMUNICATION DEPARTMENT, THE ENROLLMENT MANAGEMENT DEPARTMENT WILL BE LEADING THE ATTENDANCE BOUNDARY COMMITTEES FOR NEW CAMPUSES OR FOR THE LEVELING PROCESS FOR CURRENT CAMPUS ZONES. THE STEPS WILL REMAIN THE SAME FOR EACH A-B-C PROCESS, AND INCLUDES THE STEPS THAT YOU SEE ON THE SLIDE. AS A REMINDER, THE DISTRICT IS PLANNING ON OPENING TWO ELEMENTARY SCHOOLS FOR THE 2026 2027 SCHOOL YEAR, AS WELL AS SECONDARY COMPLEX EIGHT FOR THE 2728 SCHOOL YEAR. THUS, WE HAVE PLANNED FOR THREE ABCS DURING THIS COMING SCHOOL YEAR IN PREPARATION FOR OPENING THESE NEW SCHOOLS. TO GIVE YOU AN IDEA OF THE SCOPE OF OUR DEPARTMENT'S WORK, HERE IS THE MAP OF LAMAR CISD, WHICH YOU CAN FIND INSIDE OF OUR OFFICE.

AS YOU CAN SEE, WE HAVE HIGHLIGHTED ALL CURRENT AND PLANNED DEVELOPMENTS ACROSS OUR DISTRICT. WE RECEIVE TIMELY UPDATES FROM ALL MUNICIPALITIES THAT LCISD COVERS TO ENSURE THAT WE UPDATE THE MAP ACCORDINGLY. MY ADMINISTRATIVE ASSISTANT, MISS JACKIE ORTEGA, THEN TAKES THE NEW INFORMATION AND ADDS IT TO THE MAP, WHICH INCLUDES DRAWING THE NEW DEVELOPMENTS, THE NEW MAJOR THOROUGHFARES AND PLACING OUR CURRENT CAMPUSES AS WELL AS PLANNED CAMPUSES ON THE MAP. THIS HELPS VISUALIZE WHAT IS OCCURRING THROUGHOUT THE DISTRICT AND HELPS HELPS US MAKE DECISIONS OR RECOMMENDATIONS AS WE PLAN FOR THE FUTURE TO ENSURE RESPONSIVE DATA, INFORMED PLANNING AND COLLABORATIVE GROWTH MANAGEMENT.

LK ISD'S ENROLLMENT MANAGEMENT DEPARTMENT HAS ACTIVELY ENGAGED WITH A BROAD RANGE OF MUNICIPAL, GOVERNMENTAL, COMMUNITY AND DEVELOPMENT PARTNERS DURING THE 2425 SCHOOL YEAR. THESE MEETINGS HAVE SUPPORTED THE DISTRICT'S EFFORT TO ANTICIPATE ENROLLMENT TRENDS, ALIGN INFRASTRUCTURE WITH REGIONAL DEVELOPMENT, AND STRENGTHEN CROSS-SECTOR PARTNERSHIPS. THE DEPARTMENT HAS ATTENDED CITY COUNCIL MEETINGS ACROSS THE MUNICIPALITIES WITHIN ISD'S JURISDICTION, INCLUDING FULSHEAR, RICHMOND, SUGARLAND, ROSENBERG, MISSOURI CITY, KATY AND SMALLER COMMUNITIES SUCH AS BEASLEY, ORCHARD, FAIRCHILDS AND THOMPSON'S. MONTHLY AND QUARTERLY MEETINGS WITH SEVERAL CITIES, INCLUDING FULSHEAR, ROSENBERG, MISSOURI CITY, RICHMOND, AND WESTON LAKES HAVE ENABLED CONTINUOUS DIALOG ON GROWTH FORECASTS, ZONING CHANGES, AND INFRASTRUCTURE PLANNING. ENROLLMENT MANAGEMENT MET WITH MULTIPLE DEVELOPMENT DEVELOPMENT CORPORATIONS INSIDE FULSHEAR, RICHMOND AND ROSENBERG, LOCAL PLANNING AND ZONING BOARDS, AND MAJOR DEVELOPERS SUCH AS TAYLOR MORRISON. THESE DISCUSSIONS FOCUSED ON NEW RESIDENTIAL CONSTRUCTION, LONG RANGE DEVELOPMENT PLANS, AND THEIR IMPACTS ON STUDENT POPULATIONS. THE DEPARTMENT HAS ENGAGED WITH THE FORT BEND ECONOMIC DEVELOPMENT COUNCIL, THE GIS CONSORTIUM AND ATTENDED TASK FORCE AND TOWN HALL MEETINGS CONCERNING REGIONAL GROWTH AND TRANSPORTATION INITIATIVES. THE TEAM COLLABORATED WITH THE FORT BEND CHAMBER OF COMMERCE, WOMEN'S COUNCIL OF REALTORS, AND THE FORT BEND BUSINESS PARTNERSHIPS TO ALIGN DISTRICT GROWTH WITH ECONOMIC AND COMMUNITY TRENDS. STRATEGIC PARTNERSHIPS WERE ALSO FORMED WITH ORGANIZATIONS SUCH AS ANCHOR BEND CHURCH, AND WITH PARENTS FOR THE CREATION OF A NEW ORGANIZATION TO SUPPORT THE FOR THE PERFORMING AND VISUAL ARTS IN LCISD TO ENRICH STUDENT OPPORTUNITIES. CROSS-DISTRICT COLLABORATION INCLUDE MEETINGS WITH COMAL ISD AND PARTICIPATION IN LEGISLATIVE ADVOCACY EVENTS SUCH AS LCISD LEGISLATIVE DAY IN AUSTIN, CONNECTING WITH STAKEHOLDERS, ESPECIALLY MUNICIPALITIES AND PLANNING ENTITIES, IS KEY TO A LONG TERM SUCCESS AND ENROLLMENT MANAGEMENT AND SCHOOL DEVELOPMENT. ONE OF OUR CORE GOALS IS TO IMPROVE COORDINATION BETWEEN CITIES AND SCHOOL DISTRICTS, ENSURING THAT GROWTH AND DEVELOPMENT ARE ALIGNED ACROSS BOTH SYSTEMS. WE ADVOCATE FOR EARLY COLLABORATION BETWEEN SCHOOL DISTRICTS AND LOCAL GOVERNMENTS BY ENGAGING EARLY IN THE PLANNING STAGES OF NEW DEVELOPMENTS OR ZONING CHANGES, WE CAN ENSURE THAT EDUCATIONAL INFRASTRUCTURES KEEP PACE WITH COMMUNITY GROWTH. WE WORK TO PROMOTE COMMUNITY ORIENTED SCHOOLS, CAMPUSES THAT NOT SERVE, JUST THAT SERVE NOT JUST AS LEARNING SPACES, BUT AS INTEGRAL PARTS OF THE NEIGHBORHOODS THEY ARE IN. A MAJOR PRIORITY IS THE INTEGRATION OF SCHOOLS INTO DEVELOPING NEIGHBORHOODS, ENSURING WALKABILITY, SAFETY, AND EQUITABLE ACCESS. WE ACTIVELY ENGAGE IN CONVERSATIONS AROUND TRANSPORTATION, STUDENT SAFETY, AND LAND USE TO ADDRESS CHALLENGES THAT CAN ARISE WHEN PLANNING FOR A NEW, NEW, OR EXPANDING SCHOOL SITES. FINALLY,

[01:40:03]

WE SUPPORT AND WANT TO ENHANCE FORMAL AGREEMENTS AMONG MULTIPLE ENTITIES, INCLUDING CITIES, DEVELOPERS, DEVELOPERS, AND THE DISTRICT TO STREAMLINE AND MAKE THE SCHOOL DEVELOPMENT PROCESS MORE EFFICIENT AND COLLABORATIVE. THESE PARTNERSHIPS ARE ESSENTIAL TO BUILDING SCHOOLS THAT NOT ONLY MEET ENVIRONMENTAL ENROLLMENT NEEDS, BUT ALSO ENHANCE THE OVERALL FABRIC OF THE COMMUNITY THEY SERVE. IT'S COMMON FOR SCHOOL DISTRICTS AND MUNICIPALITIES, MUNICIPALITIES TO OPERATE INDEPENDENTLY, OFTEN MAKING CRITICAL DECISIONS IN SILOS. THIS DISCONNECT CAN CREATE CHALLENGES IN EFFECTIVE PLANNING AND RESOURCE ALLOCATION. TO ADDRESS THIS, WE RECOMMEND FORMALIZING COLLABORATION EARLY IN THE PLANNING PROCESS. WE ALSO WANT TO ESTABLISH INTERAGENCY TEAMS, ENSURING THAT EXPERTS FROM BOTH THE DISTRICT AND MUNICIPALITIES ARE INTEGRATED INTO PLANNING EFFORTS. WE ADVOCATE FOR REGULAR MEETING BETWEEN THE MUNICIPALITIES AND THE DISTRICTS TO MAINTAIN ONGOING COMMUNICATION. WE. DATA SHARING IS VITAL WHEN BOTH ENTITIES SHARE ENROLLMENT PROJECTIONS, DEVELOPMENT PLANS AND DEMOGRAPHIC DATA PLANNING BECOMES MORE ACCURATE AND ACTIONABLE. WE SUGGEST SETTING UP JOINT PLANNING COMMITTEES AND CLEAR COMMUNICATION PLANS TO STREAMLINE COORDINATION AND FOSTER TRANSPARENCY. ADDITIONALLY, IT'S IMPORTANT TO LEVERAGE PUBLIC PUBLIC INPUT TO ENSURE THAT COMMUNITY VOICES ARE HEARD AND INCORPORATED INTO JOINT PLANNING EFFORTS. AND JUST FOR THE BOARD'S UPDATE FOR SOME INFORMATION, WE WANTED TO PROVIDE THE IMPACT OF LEGACY PROVISIONS ON THE CAMPUSES. AS A REMINDER, LEGACY PROVISIONS ALLOWED STUDENTS TO REMAIN AT THEIR CAMPUS WHEN THEY WERE ZONED TO A DIFFERENT CAMPUS DUE TO A NEW CAMPUS OPENING OR THE LEVELING OF CURRENT CAMPUSES FOR THIS SCHOOL YEAR, STUDENTS WERE ABLE TO UTILIZE LEGACY PROVISIONS IF THEY MET THE CRITERIA. CRITERIA FOR A LEGACY AND ATHLETICS, PERFORMING AND VISUAL ARTS, OR ACADEMICS, OR IF THEY WERE CURRENT FOURTH GRADE STUDENTS WHO HAVE BEEN REZONED TO NEW ELEMENTARY. AND AS YOU CAN SEE FOR THE LEGACY WE HAD, 184 STUDENTS REMAIN AT THEIR PREVIOUS CAMPUS, AND 27 FOURTH GRADE STUDENTS REMAIN AT THEIR PREVIOUS CAMPUS. I WOULD LIKE TO SHARE THE MAIN PRIORITY OF THE ENROLLMENT MANAGEMENT DEPARTMENT. YOU WILL FIND THIS ON OUR WEBSITE. I'M NOT GOING TO READ IT TO YOU, SO IF YOU'D LIKE TO GO TO IT, YOU CAN GO TO IT ON OUR WEBSITE. BUT IT REALLY TALKS ABOUT HOW WE'RE ENGAGED WITH EVERYONE TO ENSURE THE BEST OUTCOMES FOR OUR STUDENTS. THIS IS THE ENROLLMENT MANAGEMENT DEPARTMENT. BUT IT'S ALSO OUR CONTACT INFORMATION. WE'D LIKE TO HAVE PEOPLE REACH OUT TO US WITH QUESTIONS OR CONCERNS, BUT ALSO FOR ANY DEVELOPERS, REALTORS, BUSINESS OWNERS, OR ANY STAKEHOLDERS THROUGHOUT THE DISTRICT WHO I HAVEN'T ALREADY CONNECTED WITH. IF THEY WOULD LIKE TO COLLABORATE OR JUST NEED OF INFORMATION, PLEASE REACH OUT. WE WANT TO CONNECT TO ENSURE THAT WE ARE FOCUSED ON CREATING THE BEST POSSIBLE COMMUNITY COMMUNITY TO WORK, LIVE, PLAY AND LEARN. AND THAT IS MY ADMIN ASSISTANT, MISS JACKIE ORTEGA, WHO IS HERE TONIGHT, AND I DO WANT TO GIVE HER A SHOUT OUT. SHE'S AN AMAZING PERSON. SHE DOES A FANTASTIC JOB IN HER ROLE AND I COULDN'T DO THIS WITHOUT HER.

SO AT THIS TIME I WILL TAKE ANY QUESTIONS FROM THE BOARD. ANYONE? NO, NO, MADAM PRESIDENT, I DON'T HAVE A QUESTION. I DO HAVE A COMMENT. YOU KNOW, WE HAD THE BENEFIT TO SEE THE FRUITS OF OF THEIR LABOR THIS SUMMER WHENEVER WE WENT ON A TOUR. SO I JUST WANT TO SAY THAT THAT THE, THE QUALITY OF WORK THEY DO IS, IS EFFECTIVE AND IT HELPS US AS A BOARD MAKE INFORMED DECISIONS WHICH ARE, YOU KNOW, BASED ON, ON DATA DRIVEN DATA. AND SO I JUST WANT TO COMMEND HIS TEAM OF TWO FOR DOCTOR MAXWELL'S TEAM OF TWO FOR THE WORK THAT THEY DO FOR

[13.C. Quarterly Demographic Report]

US. ABSOLUTELY. I GUESS YOU'RE STAYING UP THERE BECAUSE YOU'RE ITEM 13 C TWO. YES, MA'AM. OKAY.

GOOD EVENING. BOARD OF TRUSTEES AND DOCTOR NIVENS. USUALLY WE HAVE MR. BOB TEMPLETON HERE FROM ZONDA TO PRESENT OUR FIRST QUARTER DATA FROM 2025. UNFORTUNATELY, HE WAS UNABLE TO BE HERE, SO I WILL DO MY BEST. ONE OF THE FIRST THINGS THAT WE START WITH IS LOOKING AT THE ECONOMICS AROUND THE CITY OF HOUSTON. THIS HAS TWO COMBINED CHARTS. AT THE TOP IT IS THE UNEMPLOYMENT RATE, WHICH IS THE LINE GRAPH, WHICH YOU CAN SEE IS HOVERING AROUND THAT 4%. BUT THEN THE BAR GRAPH ALSO SHOWS THE GROWTH IN THE NUMBER OF JOBS CREATED. AS YOU CAN SEE IN THE FIRST QUARTER, IT HAS HAD SOME INCREASES IN JOBS, NOT AS MANY IN THE PAST, BUT OUR UNEMPLOYMENT RATE IS STILL HOVERING AROUND FOUR, WHICH IS VERY LOW. THAT IS AN INDICATOR OF PEOPLE BUYING HOMES MOVING IN THOSE TYPES OF THINGS. THE HOUSTON AREA, IF YOU'RE UNAWARE, IS THE NUMBER TWO IN THE NATION FOR THE NUMBER OF ANNUALIZED STARTS IN HOMES. ACTUALLY, TEXAS HAS FOUR OF THE TOP SIX. FASTEST GROWING NUMBER ONE IS DALLAS. AND I THINK THEY'RE CHEATING BECAUSE THEY PUT DALLAS AND FORT WORTH TOGETHER. IT'S TWO MAJOR CITIES, BUT HOUSTON IS NUMBER TWO AROUND HOUSTON. YOU CAN ALSO SEE THAT THE NUMBER OF ANNUAL HOUSING STARTS AND CLOSINGS ARE RIGHT ON TOP OF EACH OTHER. WE'VE HAD A LITTLE BIT OF A DIP, BUT IT STAYED STEADY IN QUARTER ONE FOR 2025 AT AROUND 39,165. WHAT'S AMAZING IS THE NUMBER OF CLOSINGS IS AT 38,666. WHAT THAT TELLS US IS THAT THEY'RE HAPPENING WHEN THEY'RE BUILDING.

[01:45:03]

THEY'RE BEING PURCHASED. AND WE DO NOT HAVE A LOT OF INVENTORY OF NEW HOMES IN THE HOUSTON AREA. SO THIS IS OUR DISTRICT COMPARED TO OTHERS AROUND THE AREA. AND AS YOU CAN SEE, LAMAR, SEE, ISD IS NUMBER ONE IN EVERY ONE OF THOSE CATEGORIES, WHETHER IT'S ANNUAL STARTS, ANNUAL CLOSINGS, THE INVENTORY, THE VACANT DEVELOPED LOTS. BUT THE NUMBER I WANT TO DRAW YOUR EYE TO IS FUTURE LOTS 55,480 55,480. FUTURE SPOTS. THIS IS JUST ANOTHER WAY OF SHOWING THE DIFFERENT STARTS BY YEAR. LAST YEAR WE HAD JUST UNDER 5000 ANNUAL STARTS WITH JUST OVER 5000 ANNUAL CLOSINGS, WITH OUR QUARTER ONE AT 1144 FOR ANNUAL STARTS AND 1241 FOR CLOSINGS.

WE'RE ON PACE TO BE WELL ABOVE 4000 FOR THE 2025 YEAR. THIS SHOWS THE GROWTH IN THE ELEMENTARY ZONES, AND THE YELLOW IS THE HIGHEST ACTIVITY. AND THAT IS HAGOOD ELEMENTARY.

SECOND IN THAT CATEGORY IS MORGAN AND THEN THIRD IS BEASLEY AND BENTLEY. LATER IN THIS PRESENTATION, I'LL BE DISCUSSING THE DEVELOPMENTS THAT ARE DRIVING THE GROWTH IN ALL OF THESE AREAS. BUT I DO WANT YOU TO KNOW THAT ALL OF OUR ALMOST ALL OF THE AREAS ARE SHOWING GROWTH ACROSS THE LCISD. IT'S NOT JUST 1 OR 2 AREAS, IT'S ALL ACROSS. AND SPEAKING OF WHICH, THIS IS THE MAP THAT SHOWS LCISD. THE DISTRICT HAS 94 ACTIVE BUILDING SUBDIVISIONS.

THERE ARE 40 FUTURE SUBDIVISIONS IN VARIOUS STAGES, AND OF THESE THERE'S GROUNDWORK ON APPROXIMATELY 15, 20 OR 1520 LOTS. WITHIN 12 SUBDIVISIONS. THERE ARE 626 LOTS WHERE THAT WERE DELIVERED IN THE FIRST QUARTER. JUST TO TELL YOU, THE TOP THREE PERFORMING SUBDIVISIONS IN THE AREA WHERE THEY PRODUCE THE MOST CLOSINGS OF HOMES IS TAMRON WEST, WHICH IS UP IN, OH, MY LASER POINTER DIDN'T WORK. SORRY. IT IS IN THE VERY NORTHERN SECTION. THEY HAD 736 CLOSINGS. CANDELA, WHICH IS THE NORTH CENTRAL PART OF OUR DISTRICT, HAD 317 CLOSINGS. AND AMBERLY, WHICH IS DOWN 5969, HAD 252 CLOSINGS. THERE ARE JUST TWO THAT I WANT TO HIGHLIGHT. ONE IS AUSTIN POINT. IT IS VERY LARGE 14,000 TOTAL LOTS. THEY HAVE ALREADY STARTED CONSTRUCTION. WE'VE DRIVEN BY AND THEY ACTUALLY HAVE HOMES ALREADY BUILT. AND THEY ARE EXPECTED TO BE BEGINNING SALES OF HOMES IN SUMMER. IT'S ALREADY HAPPENED.

THEY'RE ALREADY STARTING TO SELL HOMES IN AUSTIN POINT. THE OTHER ONE I WANT TO HIGHLIGHT IS ONE OF THE BRAND NEW AREAS, WHICH IS WENZEL RANCH. THEY'RE LOOKING AT APPROXIMATELY 2300 SINGLE FAMILY HOMES. THIS ONE SHOULD COME ONLINE. FROM WHAT WE HEARD FROM ZONDA ABOUT 2027, THEY'RE STILL IN THE WORKS WITH ROSENBERG TO GO THROUGH AND HAVE THIS HAPPEN, BUT THAT IS IN THE BOWIE ZONE. AND SO WE'RE LEARNING ABOUT NEW ACTIVITY ALL THE TIME. MOVING ON TO MULTIFAMILY RESIDENTS IN THE AREA, THERE'S A TREND THAT CONTINUES WHERE THE OCCUPANCY OCCUPANCY LEVELS ARE REMAINING BELOW 88%. THIS IS DUE TO THE NUMBER OF ADDED UNITS IN THE AREA. AS OF MARCH 2025, THE AREA ADDED 19,879 NEW UNITS, BUT ONLY RENTED OUT 13,626 UNITS. WHAT IS INTERESTING IS THAT THE MARKET MARKETED RENT AND THE EFFECTIVE RENT CONTINUE TO RISE, EVEN THOUGH THERE'S LOW OCCUPANCY LEVELS IN THE AREA. THIS MAP SHOWS OUR FUTURE MULTIFAMILY UNITS IN THE BLUE OR THE TURQUOISE. I'M NOT GOOD WITH COLORS, BUT THEN IN THE LAVENDER IS ALSO THE UNDER CONSTRUCTION SITES WITHIN OUR DISTRICT. ALL THESE DOTS ARE MULTIFAMILY SITES. THIS ALSO INCLUDES THE BUILD TO LEASE SECTIONS THAT WE'RE SEEING MORE OF IN OUR AREA AND ACROSS THE NATION. THIS TABLE SHOWS THE TEN YEAR FORECAST BY GRADE LEVEL. AS YOU CAN SEE ON THE FAR RIGHT, WE ARE PROJECTED TO MAINTAIN OUR 3 TO 4% GROWTH RATE OVER TIME. THAT MEANS THAT WE'RE BRINGING IN ABOUT 2000 STUDENTS PER YEAR FOR THE FORESEEABLE FUTURE. THIS THEN SHOWS THE TEN YEAR FORECAST BY ELEMENTARY CAMPUS. THE YELLOW INDICATES WHEN A CAMPUS WOULD BE OVER THE CAPACITY OF THE BUILDING, NOT INCLUDING PORTABLE BUILDINGS. YOU CAN SEE THAT WE HAVE GROWTH ACROSS THE ENTIRE DISTRICT. PLEASE REMEMBER THAT WHEN WE WILL BE OPENING ELEMENTARY 37 AND 38IN 2026, AND THESE CAMPUSES MAY RELIEVE HAYGOOD, RANDALL, LINDSEY, BEASLEY, CULVER, AND BOWIE. THIS THEN SHOWS THE TEN YEAR FORECAST BY SECONDARY CAMPUSES. THE AGAIN, THE YELLOW INDICATES WHEN A CAMPUS WOULD BE OVER THE CAPACITY OF THE BUILDING NOT INCLUDING PORTABLES. AND AS A REMINDER SECONDARY COMPLEX EIGHT IS SCHEDULED TO OPEN IN 2027, WHICH WOULD RELIEVE ROBERTS MIDDLE SCHOOL AND JUNIOR HIGH AND HIGH SCHOOL. JUST SOME BIG PICTURE TAKEAWAYS FOR THE DISTRICT. THERE ARE 94 ACTIVE BUILDING SUBDIVISIONS, WITH NEARLY 5700 LOTS CURRENTLY AVAILABLE TO BUILD ON. THERE ARE 40 FUTURE SUBDIVISIONS, WITH MORE THAN 55,450 LOTS IN THE PLANNING STAGES. GROUNDWORK IS CURRENTLY UNDERWAY ON MORE THAN 1500 LOTS IN 12

[01:50:04]

SUBDIVISIONS. AND ALSO WE HEARD FROM ZONDA THAT THEY'RE LOOKING AT TRYING TO DETERMINE HOW THE IMPACT ON THE VOUCHERS WITH PRIVATE SCHOOLS, CHARTER SCHOOLS, AND TO BUILD THAT INTO THEIR DATA TO TRY TO GIVE US A MORE ACCURATE INFORMATION. SO THAT COULD BE COMING IN FUTURE PRESENTATIONS. AND THEN ALSO, LAMAR CISD IS FORECASTED TO ENROLL MORE THAN 57,600 STUDENTS BY THE 2930 SCHOOL YEAR AND APPROXIMATELY 67,400 STUDENTS BY THE 2034 2035 SCHOOL YEAR. AND WITH THAT, I WILL TAKE ANY QUESTIONS. MADAM PRESIDENT. THANK YOU FOR THAT INFORMATION. DOCTOR MAXWELL. OBVIOUSLY WE CANNOT, AS A SCHOOL DISTRICT, SLOW OR STOP GROWTH, IS THAT CORRECT? NO, SIR. OKAY. AND SO THAT'S THAT'S HOW I'D LIKE TO START MY, MY MY COMMENTS. IN YOUR PROFESSIONAL OPINION, WHAT ARE THE CONSEQUENCES TO A FOR A DISTRICT SIMILAR TO OURS THAT DOES NOT PLAN ADEQUATELY FOR THE GROWTH? IF YOU DON'T PLAN ADEQUATELY, THEN YOU'RE NOT ABLE TO SUPPORT ALL THE STUDENTS THAT ARE COMING IN. I GOT TO GIVE A SHOUT OUT TO THE BOND COMMITTEE. MR. BUCHANAN, HIS TEAM DOCTOR NIVENS WITH THE LEADERSHIP OF LOOKING FORWARD, GETTING THE LAND BANKS IN ADVANCE SO THAT YOU'RE ABLE TO BUILD THOSE SCHOOLS AND HAVE THOSE BUILDINGS. IT'S AMAZING WHAT THEY'VE DONE. AND SO NOT NOT BEING ABLE TO SUPPORT THE STUDENTS MEANS WHAT OVERCROWDED SCHOOLS, OVERCROWDED SCHOOLS, POSSIBLE REZONING, EVERYTHING WOULD BE ON THE TABLE TO ENSURE REZONING SO THAT THE THE SCHOOL THAT YOU CAN SEE OUT YOUR WINDOW IS NOT THE ONE YOU CAN ATTEND. YOU HAVE TO GET BUSED TO A ACROSS THE DISTRICT, ANOTHER SCHOOL. IS THAT A POSSIBILITY? EVERYTHING WOULD BE ON THE TABLE TO ENSURE THAT WE CAN MAKE PORTABLES THINGS OF THAT NATURE. YES, SIR. OKAY.

ALL RIGHT. THANK YOU SO MUCH. ANYBODY ELSE COMMENTS. ALL RIGHT. THANK YOU. OKAY. SPECIAL

[13.D. Special Education Update]

EDUCATION UPDATE. GOOD EVENING. BOARD OF TRUSTEES. DOCTOR NIVENS. I'M HERE THIS EVENING TO GIVE YOU AN UPDATE ON OUR SPECIAL EDUCATION PROGRAM. OF COURSE, WE'VE HAD A LOT OF GROWTH ALONG WITH THE HYPER GROWTH IN THE DISTRICT. SO I'M HERE TO JUST GIVE YOU SOME SOME INFORMATION IN REGARDS TO OUR NUMBERS. OVER THE PAST FIVE YEARS, THE PROGRAM HAS GROWN BY APPROXIMATELY 2500 STUDENTS. WE'RE BASING OUR ENROLLMENT ON OUR SNAPSHOT, AND IT'S TAKEN ON THE LAST FRIDAY IN OCTOBER EACH YEAR BETWEEN 2020 AND 2021, ENROLLMENT INCREASED BY 408 STUDENTS. THE FOLLOWING YEAR, THE PROGRAM GREW BY AN ADDITIONAL 467 STUDENTS, REACHING A TOTAL OF 5746. THIS UPWARD TREND CONTINUES, WITH 595 MORE STUDENTS ADDED BY THE 2023 SNAPSHOT, AND ANOTHER 850 BY THE 2024 SNAPSHOT, BRINGING THE TOTAL SPECIAL EDUCATION ENROLLMENT TO 7192 STUDENTS. WHILE TEAM SNAPSHOT DATA PROVIDES A SNIPPET OF THE NUMBER OF STUDENTS RECEIVING STG SERVICES, IT DOES NOT REFLECT ON ONGOING ENROLLMENT GROWTH.

FOR EXAMPLE, AT THE BEGINNING OF THE 2425 SCHOOL YEAR, 6714 STUDENTS WERE RECEIVING SPECIAL EDUCATION SERVICES BY THE TEAM. SNAPSHOT DATE ENROLLMENT HAD INCREASED TO 7194 STUDENTS, REFLECTING A GROWTH OF 480 STUDENTS. BUT BY THE LAST DAY OF SCHOOL, THE NUMBER HAD RISEN TO 7766 STUDENTS, REPRESENTING A TOTAL INCREASE OF 1052 STUDENTS DURING THE YEAR. EVEN AFTER GRADUATING SENIORS WERE REMOVED FROM THE COUNT, 7461 STUDENTS REMAINED ACTIVE FOR THE UPCOMING SCHOOL YEAR. THIS IS IMPORTANT BECAUSE THIS TYPE OF GROWTH INCREASES SELF-CONTAINED CLASS SIZES AND TEACHER CASELOADS. THE PRIMARY REASON FOR THE GROWTH IS THE NUMBER OF SPECIAL EDUCATION REFERRALS WE RECEIVE EACH YEAR, ACCORDING TO BOARD POLICY.

LEGAL. IF A STUDENT CONTINUES TO EXPERIENCE DIFFICULTY IN THE GENERAL EDUCATION CLASSROOM WITH THE PROVISION OF INTERVENTIONS AND SUPPORT SERVICES, OR AT ANY TIME DISTRICT PERSONNEL SUSPECT A DISABILITY AND A POSSIBLE NEED FOR SPECIAL EDUCATION AND RELATED SERVICES. THE DISTRICT PERSONNEL MUST REFER THE STUDENT FOR A FULL INITIAL INDIVIDUAL EVALUATION. A REFERRAL A REFERRAL MAY BE INITIATED AT ANY TIME BY SCHOOL PERSONNEL, THE PARENT OR LEGAL GUARDIAN, OR ANOTHER PERSON INVOLVED IN THE EDUCATION OR CARE OF THE STUDENT. BY THE END OF THE 2024 2025 SCHOOL YEAR, A TOTAL OF 1586 REFERRALS WERE

[01:55:01]

SUBMITTED. IN ADDITION, THERE WERE 471 REFERRALS CARRIED OVER FROM THE PREVIOUS SCHOOL YEAR, RESULTING IN 2057 ACTIVE REFERRALS. DURING THE 2024 2025 SCHOOL YEAR. OUT OF THE 2057 TOTAL REFERRALS, THE DEPARTMENT COMPLETED 1348 EVALUATIONS. OF THOSE EVALUATED, 1091 STUDENTS QUALIFIED FOR SPECIAL EDUCATION SERVICES, WHILE 257 DID NOT MEET ELIGIBILITY CRITERIA. WHEN REVIEWING THIS DATA, IT CAN APPEAR AS THOUGH WE ARE REFERRING OR QUALIFYING TOO MANY STUDENTS. HOWEVER, LET'S TAKE A LOOK AT THE PERCENTAGES. OVER THE PAST FIVE YEARS, THE PERCENTAGE OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES IN OUR DISTRICT HAS INCREASED FROM 13.4% TO 15.4%, WHICH THE MOST SIGNIFICANT GROWTH OCCURRING IN THE PAST TWO YEARS. WHILE OUR DISTRICT'S GROWTH RATE REMAINS HIGHER THAN THE STATE AVERAGE, IT'S IMPORTANT TO NOTE THAT THE GAP BETWEEN THE DISTRICT AND STATE LEVELS HAS NARROWED, DECREASING FROM 2.1% TO 0.4%. THE STATE'S GROWTH TRAJECTORY IS ACTUALLY HIGHER THAN LCISD, AND IS INDICATIVE OF THE STATEWIDE INCREASE IN STUDENTS WITH DISABILITIES. TO MEET THE GROWTH DEMANDS OF OUR SPECIAL EDUCATION POPULATION, WE HAVE SIGNIFICANTLY EXPANDED THE NUMBER OF SELF-CONTAINED PROGRAMS OVER THE PAST THREE YEARS. A TOTAL OF 50 NEW SELF-CONTAINED PROGRAMS HAVE BEEN ADDED, INCLUDING NINE EARLY CHILDHOOD SPECIAL EDUCATION PROGRAMS, ONE COMPLIANCE, EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM, 25 STRUCTURED LEARNING CLASSROOMS, TWO COMPLIANCE STRUCTURED LEARNING CLASSROOMS, TWO SOCIAL AND EMOTIONAL SUPPORT CLASSROOMS, AND 11 COMPLIANCE ACADEMIC PROGRAM CLASSROOMS. THIS EXPANSION REFLECTS OUR COMMITMENT TO ENSURING STUDENTS RECEIVE APPROPRIATE AND EFFECTIVE SERVICES IN THEIR LEAST RESTRICTIVE ENVIRONMENT AS ENROLLMENT CONTINUES TO GROW.

ALONG WITH THE ADDITIONAL PROGRAMS, WE HAVE ADDED 34 TEACHERS IN 29 PARAPROFESSIONALS THIS YEAR. DESPITE THESE ADDITIONS, WE CURRENTLY FACE 17 TEACHER VACANCIES IN 18 PARAPROFESSIONAL VACANCIES, WHICH REPRESENT 4.3% TEACHER VACANCY RATE AND 4% PARAPROFESSIONAL VACANCY RATE. WHILE HIGHER THAN WE WOULD LIKE, THESE RATES ARE RELATIVELY LOW GIVEN THE PROGRAM'S RAPID GROWTH IN RESPONSE TO EVOLVING CAMPUS NEEDS. WE HAVE PROVIDED ADDITIONAL PARAPROFESSIONAL SUPPORT TO SOME CAMPUSES, TAKING INTO ACCOUNT THE SEVERITY OF THE STUDENT'S DISABILITIES AND PROGRAM ENROLLMENT LEVELS. ADDITIONALLY, A BEHAVIOR SUPPORT SPECIALIST WAS ASSIGNED TO EVERY ELEMENTARY AND MIDDLE SCHOOL SOCIAL EMOTIONAL SUPPORT CLASSROOM, PROVIDING IMMEDIATE, ON SITE, ON SITE SUPPORT TO STAFF DURING BEHAVIORAL INCIDENTS. LASTLY, THE SPECIAL EDUCATION DEPARTMENT ALSO RESTRUCTURED AND CONVERTED SEVERAL ROLES TO CREATE MORE BEHAVIOR COORDINATORS AND BEHAVIOR SPECIALIST POSITIONS, THEREBY STRENGTHENING DISTRICT WIDE BEHAVIORAL SUPPORT. TO ADDRESS TEACHER AND PARAPROFESSIONAL RETENTION. WE WILL CONTINUE TO OFFER STIPENDS TO ALL SPECIAL EDUCATION TEACHERS AND PARAPROFESSIONALS, SUPPORTING THEIR DEDICATION AND CONTRIBUTIONS. RESOURCE AND INCLUSION TEACHERS WILL RECEIVE A $2,000 STIPEND, WHILE SELF-CONTAINED TEACHERS WILL RECEIVE $5,000 COMPLIANCE.

TEACHERS WILL RECEIVE BOTH THE SELF-CONTAINED AND COMPLIANCE STIPENDS, TOTALING $10,000 IN STIPENDS. TEACHERS AT POWELL POINT WILL RECEIVE THE SELF-CONTAINED COMPLIANCE AND POWERPOINT STIPENDS, WHICH TOTAL $15,000. RESOURCE AND INCLUSION PARAPROFESSIONALS WILL CONTINUE TO RECEIVE A $1,000 STIPEND, AND SELF-CONTAINED PARAPROFESSIONALS WILL RECEIVE $1,500. PARAPROFESSIONALS SERVING IN A COMPLIANCE PROGRAM WILL RECEIVE THE SELF-CONTAINED AND COMPLIANT STIPENDS, TOTALING $6,500 IN STIPENDS.

POWELL WILL RECEIVE THE SELF-CONTAINED COMPLIANCE AND POWERPOINT STIPENDS TOTALING $11,500. OUR ADDITIONAL SUPPORT PARAPROFESSIONALS AND INTERVENERS WILL EACH CONTINUE TO RECEIVE $5,000 STIPENDS. FINALLY, THE SELF-CONTAINED STAFF WERE APPROVED FOR TWO EXTRA WELLNESS DAYS, BRINGING THEIR TOTAL TO FOUR WELLNESS DAYS FOR THE YEAR. THE INCREASE IN PROGRAMS, STAFFING AND RETENTION EFFORTS IS NECESSARY BECAUSE WE HAVE OBSERVED AN INCREASE IN BOTH PHYSICAL AND VERBAL AGGRESSION IN SOME OF OUR STUDENTS, TEACHERS, PARAPROFESSIONALS AND ADMINISTRATORS ARE EXPERIENCING HIGHER INCIDENTS OF STUDENTS HITTING, KICKING, AND SPITTING. THESE BEHAVIORS OFTEN ARISE IN RESPONSE TO ACADEMIC OR TASK RELATED DEMANDS, AND CAN RESULT IN NONCOMPLIANCE AND ELOPEMENT OR ESCAPE BEHAVIORS. ADDITIONAL

[02:00:01]

BEHAVIORS SUCH AS SMEARING AND HEADBANGING ARE TYPICALLY LINKED TO COMMUNICATION DIFFICULTIES AND SENSORY PROCESSING CHALLENGES. IT IS IMPORTANT TO RECOGNIZE THAT THESE BEHAVIORS VARY SIGNIFICANTLY FROM STUDENT TO STUDENT, AND PRESENT COMPLEX CHALLENGES IN THE CLASSROOM. OUR TEACHERS MUST INVEST TIME IN UNDERSTANDING EACH STUDENT IN ORDER TO EFFECTIVELY IMPLEMENT THEIR INDIVIDUALIZED EDUCATION PLANS AND BEHAVIOR INTERVENTION PLANS, AS REQUIRED BY LAW. TO SUPPORT STAFF AND ENSURE THEY WERE PREPARED FOR THE CHANGES WE HAVE SEEN IN OUR CLASSROOMS, WE MADE A SIGNIFICANT INVESTMENT IN PROFESSIONAL DEVELOPMENT. A KEY COMPONENT OF THIS EFFORT WAS A FOUR DAY SUMMER CONFERENCE LED BY GINA BATES, THAT WAS ATTENDED BY APPROXIMATELY 400 GENERAL AND SPECIAL EDUCATION TEACHERS AND SPECIAL EDUCATION PEER PROFESSIONALS, EACH OF WHOM RECEIVED A DAILY STIPEND OF $125 FOR THEIR PARTICIPATION. IN PREPARATION FOR POSSIBLE VACANCIES IN SELF-CONTAINED CLASSROOMS. STACY QUARLES AND SAVANNAH REED PLANNED A WEEK LONG TRAINING FOR POTENTIAL SUBSTITUTE TEACHERS, FOLLOWED BY FIVE DAYS OF IN-CLASS TRAINING COMPLETED LAST WEEK, AND WILL FINALIZE THE 15 DAY PAID TRAINING BY UTILIZING THE FINAL FIVE DAYS TO FOCUS ON BEHAVIOR MANAGEMENT, DE-ESCALATION STRATEGIES AND CPI TRAINING. AT THE BEGINNING OF THE SCHOOL YEAR. PROFESSIONAL DEVELOPMENT. WE HAD A SELF-CONTAINED SECONDARY TEACHERS. WE HAD SELF-CONTAINED SECONDARY TEACHERS FOR TWO DAYS AND ELEMENTARY SELF-CONTAINED TEACHERS FOR THREE DAYS. THERE WAS A FOCUS ON STUDENT ENGAGEMENT, COMMUNICATION SYSTEMS, DE-ESCALATION STRATEGIES, AND AUTISM BEHAVIORAL INSTRUCTIONAL STRATEGIES, COMPLIANCE TEACHERS AND PARAPROFESSIONALS ALSO ATTENDED TRAINING WITH AN AUTISM CONSULTANT TO ENSURE THEY ARE UTILIZING BEST PRACTICES. WE ALSO INCLUDED DEDICATED TIME FOR CASELOAD PREPARATION, SUPPLIED ESSENTIAL MATERIALS TO SELF-CONTAINED TEACHERS, AND PROVIDED SELF-CARE STRATEGIES DURING TEACHER WORKDAYS, SELF-CONTAINED SPECIAL EDUCATION COORDINATORS AND PROGRAM SPECIALISTS PROVIDED SUPPORT TO FIRST YEAR TEACHERS, WITH CLASSROOM SET UP AND OFFERED ON SITE ASSISTANCE DURING THE FIRST TWO WEEKS OF THE SCHOOL YEAR. BEYOND TEACHER AND PARAPROFESSIONAL TRAINING, WE INCREASED THE NUMBER OF NCI TRAINERS FROM 2 TO 6 AND TRAINED TEN MEMBERS IN A NEW DE-ESCALATION PROGRAM CALLED EUCHARA, ENSURING STAFF ARE WELL EQUIPPED TO MEET THE EVOLVING NEEDS OF OUR GROWING SPECIAL EDUCATION POPULATION. WITH THAT, I'LL ANSWER ANY QUESTIONS YOU MAY HAVE. MISS MATHIS, CAN YOU GO BACK TO THE STIPENDS, PLEASE? YES. I WAS ALSO ALSO WANT TO ACKNOWLEDGE OUR SCHOOL BOARD BECAUSE, YOU KNOW, YOU HAVE STIPENDS AND AND BUDGET, AND YOU GIVE AN ADDITIONAL WELLNESS DAYS AND ADDITIONAL PEOPLE. ALL THOSE THINGS ARE APPROVED BY THE SCHOOL BOARD. AND SO A LOT OF THESE STIPENDS ACTUALLY GENERATED. THE IDEAS CAME FROM OUR TRUSTEES. AND SO I WANT TO MAKE SURE THAT WE SAY THAT PUBLICLY THAT, YOU KNOW, ALTHOUGH, YOU KNOW, A TEACHER AT POWERPOINT WOULD GET A $15,000 STIPEND THAT WAS APPROVED BY THE SCHOOL BOARD. AND THAT ACTUAL IDEA CAME FROM OUR BOARD. AND SO I'M NOT SURE HOW MANY EMAILS Y'ALL HAVE GOTTEN SAYING, THANKS FOR THAT.

BUT, YOU KNOW, I'M ON I'M ON THIS CRUSADE TO MAKE SURE THAT WE'RE BALANCED. YOU KNOW, WE WANT WE WANT TO BE BALANCED. AND SO I ALWAYS WANT TO MAKE SURE THAT WE THAT WE ACKNOWLEDGE THAT. BUT EVERYTHING THAT WE SEE THAT WE'VE GIVEN TO OUR STAFF MEMBERS TO SHOW THAT THEY'RE CARED ABOUT, THAT, YOU KNOW, GIVEN RESOURCES. SOME ARE TRAININGS AND STIPENDS FOR SUMMER TRAININGS IN ADDITIONAL STAFF. ALL THAT COMES FROM OUR BOARD OF TRUSTEES. AND SO IF YOU HAVE NOT SENT AN EMAIL TO OUR BOARD OF TRUSTEES TO SAY THANK YOU FOR THAT, YOU SHOULD DO THAT. I HAVE A QUICK QUESTION. I DON'T KNOW IF YOU CAN, JUST LIKE A BRIEF EXPLANATION OF WHAT UNDER THE PARAPROFESSIONALS YOU HAVE RESOURCE INCLUSION, SELF-CONTAINED AND COMPLIANCE. CAN YOU JUST GIVE A BRIEF DESCRIPTION OF KIND OF HOW THOSE DIFFERENTIATE AND WHY THE STIPENDS ARE DIFFERENT? AND ABSOLUTELY, OUR RESOURCE INCLUSION PARAPROFESSIONALS WORK WITHIN THE GENERAL EDUCATION SETTING. THEY GO IN AND SUPPORT A GENERAL EDUCATION. TEACHERS, OUR SELF-CONTAINED PARAPROFESSIONALS ARE WITH OUR STUDENTS IN SELF-CONTAINED PROGRAMS. THEY TYPICALLY EITHER HAVE SOME TYPE OF BEHAVIORAL DISABILITY OR COGNITIVE DISABILITY, AND THEY SOMETIMES HAVE BEHAVIORS, YOU KNOW, THAT ARE NOT PLEASANT. AND SO THEY DO DEAL WITH A LOT MORE THAN YOU WOULD IF YOU WERE JUST IN A GENERAL ED CLASSROOM. OUR COMPLIANCE PARAPROFESSIONALS, THEY DEAL WITH OUR STUDENTS THAT HAVE MORE SEVERE BEHAVIORS. AND SO IF THEY ARE UNSUCCESSFUL IN OUR SELF-CONTAINED PROGRAMS, THEY MOVE INTO COMPLIANCE, AND THEREFORE THEY ARE DEALING WITH OUR KIDS THAT REQUIRE THE MOST SUPPORT. AND THAT'S WHY THE STIPENDS ARE HIGHER. MISS MATHIS, I HAVE A LOT OF QUESTIONS AND I WON'T GET TO THEM ALL. I'M SURE I DO WANT TO

[02:05:05]

ASK TO THAT. THAT CAME TO ME BY THE INTERNET OF PEOPLE WHO WERE CURIOUS ABOUT THIS. DID ALL OF OUR CAMPUSES BEGIN THE YEAR WITH EVALUATION, STAFF? ASSESSMENT LIKE TESTING STAFF? YES, I WOULD HAVE TO CHECK ON THAT. BUT WE DO HAVE A SYSTEM TO SUPPORT CAMPUSES IF THERE'S A VACANCY. AND SO WE DO CONTRACT WITH ASSESSMENT STAFF AS WELL. SO THERE SHOULD BE COVERAGE AT ALL CAMPUSES. CAN STAFF AT A CAMPUS CONDUCT ARDS LEGALLY? OR DOES IT TAKE SOMEONE FROM YOUR DEPARTMENT GOING TO A CAMPUS TO CONDUCT THOSE ARDS. SO ARDS ARE CONDUCTED BY PEOPLE WHO ARE TRAINED TO HOLD THE MEETINGS BECAUSE THERE ARE LEGAL DOCUMENTS. AND SO THEREFORE, YOU MUST ENSURE THAT YOU'RE COVERING ALL OF THE LEGAL COMPONENTS. AND SO OUR ARD SPECIALISTS AND OUR DIAGNOSTICIANS AND OUR SPEECH PATHOLOGISTS ARE ALL TRAINED IN THE ART PROCESS. AND SO THEY ARE THE ONES WHO HOLD THE ARDS.

EARLIER, MRS. LUDWIG SAID THAT THE THE SPED EVALUATIONS COST APPROXIMATELY $1,000 EACH. IS THAT ACCURATE? THAT IS. COULD YOU SPEAK TO AS TO WHY THAT IS WHAT WHAT IS WHAT'S WHERE DOES THAT COST GO. RIGHT. SO THE EVALUATIONS TAKE APPROXIMATELY ANY, YOU KNOW, 4 TO 8 HOURS DEPENDING ON WHAT TYPE OF EVALUATION. AND SO IF YOU CALCULATE DAILY RATES OR IF YOU LOOK AT WHAT WE PAY IN CONTRACTS, IT'S SOMEWHERE AROUND THE $1,000 MARK. IF A STUDENT IS ASSESSED IN MULTIPLE AREAS, OF COURSE THAT COST COULD BE HIGHER. SO THERE ARE SOME EVALUATIONS THAT COST MORE THAN $1,000. BUT THERE ARE OTHERS, YOU KNOW, THAT COULD BE SLIGHTLY LESS. WHAT ARE A FEW STEPS IN THE EVALUATION PROCESS? SO IN THE EVALUATION PROCESS, NUMBER ONE, THERE'S A SIT DOWN ASSESSMENT OR A PLAY BASED ASSESSMENT DEPENDING ON THE AGE OF THE STUDENT. THE YOUNGER THE STUDENT, THE MORE PLAY BASED IT MAY BE BECAUSE YOU'RE LOOKING AT DEVELOPMENTAL MILESTONES FOR STUDENTS WHO ARE GRADE LEVEL DRIVEN OR TEAKS DRIVEN, THERE ARE SIT DOWN ASSESSMENTS THAT, YOU KNOW, THERE'S AN ASSESSMENT STAFF THAT ASKS QUESTIONS AND THEY RESPOND. IN ADDITION TO THAT, IF A PSYCHOLOGIST IS DOING THE ASSESSMENT, THEN THERE ARE A LOT OF OBSERVATIONS INCLUDED IN THAT AS WELL. AND THAT CAN TAKE MULTIPLE DAYS TO COMPLETE. HERE WE ARE AT THE BEGINNING OF A SCHOOL YEAR, AND I'VE HEARD A FEW PEOPLE TELL ME SOME STORIES OF STUDENTS WHO THEY SWEAR NEED TO BE IN THE SPED DEPARTMENT, BUT WHO ARE NOT, AND THAT MAY OR MAY NOT BE ACCURATE, BUT MY QUESTION IS HOW? WHAT IS THE PROCESS THAT GOES FROM FROM WHEN A STAFF MEMBER MIGHT IDENTIFY A STUDENT WHO THEY THINK NEEDS TO BE EVALUATED, TO WHAT'S THE TIMELINE AND WHAT'S THE PROCESS TO HAVING THAT EVALUATION DONE? OKAY. SO THE ACTUAL TIMELINE IS 45 SCHOOL DAYS FROM THE CONSENT THAT THE PARENT HAS SIGNED. AND THEN THERE'S AN ADDITIONAL TIMELINE FOR AN ART OF 30 DAYS FROM THE DATE OF THE EVALUATION.

HOWEVER, AT THE START OF THE SCHOOL YEAR, WHEN THERE ARE STUDENTS THAT HAVE SEVERE BEHAVIORS, THEY MAY NOT HAVE EVER BEEN TESTED. YOU KNOW, IN ANY WAY. WE HAVE TESTED BOTH SATURDAYS SINCE SCHOOL STARTED TO GET THOSE EVALUATIONS COMPLETED. WE TESTED 16 STUDENTS THE FIRST SATURDAY, AND WE TESTED ANOTHER NINE STUDENTS THIS PAST SATURDAY.

AND SO WE DO TRY TO EXPEDITE THE TESTING IF THE BEHAVIORS ARE INTERFERING WITH INSTRUCTION TO THAT DEGREE. THERE'S SO MUCH MORE I WANT TO ASK, AND I JUST WANT TO I WANT TO PAUSE AND LET SOMEBODY ELSE ASK SOME QUESTIONS. I HAVE SORT OF A FOLLOW UP QUESTION. DO YOU IS IS IT STAFF WHO MORE REGULARLY REFERS KIDS FOR EVALUATIONS, OR DO WE SEE PARENTS AS THE LEADER IN THAT? YEAH. SO WE DO GET REFERRALS FROM PARENTS AS WELL AS CAMPUSES. AND IT CAN BE TEACHERS. IT COULD BE ADMINISTRATORS. THE MAJORITY OF THEM DO COME FROM THE CAMPUS. CAMPUS. IF A PARENT ASKS FOR AN EVALUATION, THOUGH, CAN THEY BE DENIED OR IF WE DON'T, IF THE TEACHER OR SOMETHING DOESN'T SEE A NEED FOR THAT? YES, WE CAN DO WHAT IS CALLED PRIOR WRITTEN NOTICE AND RESPOND TO THE REQUEST. AND WE COULD SAY THAT THERE'S NOT, YOU KNOW, ENOUGH EVIDENCE TO SUPPORT AN EVALUATION, BUT THAT IS TYPICALLY LESS THAN 5% OF OF REFERRALS THAT WE RECEIVE. OKAY. AND THEN I'M ASSUMING THEY CAN GO GET THEIR OWN TESTING DONE IF THEY WANT TO. SO THEY CAN AND WE CAN REVIEW THOSE

[02:10:02]

EVALUATIONS AS WELL. THEY ALSO HAVE THE ABILITY TO DISAGREE WITH OUR EVALUATIONS AND REQUEST THAT AN IEP IS COMPLETED, WHICH IS AN INDEPENDENT EDUCATIONAL EVALUATION. AND WE DO HAVE TO PAY FOR THAT. OKAY. ANYBODY ELSE? MR. WELCH, DO YOU WANT TO.

I THINK I'LL PROBABLY ASK MORE OF MY QUESTIONS OFFLINE JUST BECAUSE I YOU KNOW, SOME OF THE STUFF IS VERY SENSITIVE. OKAY. EVERYBODY IS I WOULD JUST WANT TO MAKE A COMMENT. EVERYBODY IS VERY, VERY SENSITIVE TO THE NEEDS OF THE STUDENTS AND THIS DEPARTMENT. MY HEART BREAKS FOR THE FAMILIES WHO ARE DEALING WITH THIS ON A ON A REGULAR BASIS. AND IT'S NOT ANY, ANY ACTION FROM THEM THAT'S CAUSED IT. BUT MY HEART ALSO BREAKS FOR THE STAFF, YOU KNOW. WELL.

ARE WE I KNOW WE HAD A BIG SPED JOB FAIR OVER THE SUMMER. HOW MANY VACANCIES DO WE HAVE IN THIS DEPARTMENT RIGHT NOW? CURRENTLY WE HAVE 17 TEACHERS AND I DO HAVE THAT. SORRY. SO.

OKAY. 18 I'M SORRY. THAT'S OKAY. CAN'T FIND IT. OKAY. I MEAN THERE IT IS. 17 TEACHERS AND 18 PARAPROFESSIONALS. I'M SORRY. OH THAT'S OKAY. IT IS A VERY DIFFICULT JOB. AND I KNOW THAT THE LEAST WE CAN DO IS GIVE, YOU KNOW, THESE TEACHERS IMPAIRS THE WELLNESS DAYS AND THE EXTRA STIPENDS. I WOULD LOVE TO KNOW, LIKE, MAYBE AT THE END OF THE YEAR SINCE THE EXTRA WELLNESS DAYS. AND I THINK THE EXTRA SUB PAY AND THE ADDITIONAL PARA PAY IS NEW THIS YEAR, YOU KNOW, DID THAT HELP US RETAIN DID THAT HELP US. BECAUSE I IMAGINE THE TURNOVER RATE IS VERY HIGH. JUST YOU CAN BE THE SWEETEST PERSON IN THE WORLD, BUT EVENTUALLY YOU GET TIRED. SO I'D LIKE TO KNOW THAT INFORMATION AT THE END OF THE YEAR. OKAY. YEAH, WE CAN DEFINITELY BRING A REPORT BACK TO THE BOARD. OKAY, GREAT. THANK YOU. ANY OTHER QUESTIONS? OKAY. THANK YOU MISS. THANK YOU. ALL RIGHT, DOCTOR JONES. GOOD EVENING, MADAM PRESIDENT. BOARD OF TRUSTEES AND DOCTOR NIVENS. TONIGHT, I'LL BE PROVIDING A TECHNOLOGY UPDATE REGARDING THE START OF THE 20 2526 SCHOOL YEAR, AS WELL AS A BRIEF OVERVIEW OF THE TECHNOLOGY REBALANCE PLAN AND A DISCUSSION OF HOUSE BILL 1481. TO BEGIN, I WANT TO PROVIDE A BRIEF RUNDOWN OF THE LAMAR ISD TECHNOLOGY TEAM. IN TOTAL, WE HAVE 57 TEAM MEMBERS, MOSTLY SPREAD ACROSS THREE DEPARTMENTS. INFORMATION SERVICES HAS 12 STAFF MEMBERS AND SUPPORTS INTEGRATIONS BETWEEN APPLICATIONS. APPLICATION DEVELOPMENT, SKYWARD, OUR ERP SYSTEM AND MUCH MORE. NETWORK SERVICES ALSO HAS A TEAM OF 12 STAFF MEMBERS AND THEY SUPPORT OUR INTERNET AND WI-FI, OUR PHYSICAL AND VIRTUAL SERVERS, SECURITY CAMERAS AND ACCESS CONTROL, AND DISTRICT WIDE PHONE SYSTEM TECHNOLOGY. SUPPORT AND SERVICES IS OUR LARGEST TEAM, WITH A STAFF OF 30 STAFF MEMBERS. THIS TEAM SUPPORTS PHYSICAL DEVICES SUCH AS DESKTOPS, LAPTOPS, IPADS, INTERACTIVE FLAT PANELS, PROVIDES DIRECT CUSTOMER SUPPORT, AUDIO AND VISUAL SUPPORT, PRINTERS AND COPIERS, AS WELL AS SUPPORTING A VARIETY OF OUR ONLINE TOOLS LIKE MICROSOFT OFFICE 365. IN ADDITION TO THOSE TEAMS, THERE IS MYSELF AND MY ADMINISTRATIVE ASSISTANT, AS WELL AS OUR CYBER SECURITY MANAGER ACROSS OUR 58 CAMPUSES AND SPECIAL SITES, AS WELL AS ALL DEPARTMENTS AND BUSINESS OFFICES. THE TECHNOLOGY TEAM SUPPORTS OVER 34,000 STUDENT LAPTOPS, 22,000 IPADS, 10,500 DESKTOPS, 4800 STAFF LAPTOPS, 5000 INTERACTIVE FLAT PANELS, AND A VARIETY OF MAJOR APPLICATIONS SUCH AS SKYWARD, MUNIS, KRONOS AND MANY, MANY MORE APPLICATIONS. IN TOTAL, WE SUPPORT OVER 76,000 DEVICES BY A TEAM OF 17 FIELD SERVICE TECHNICIANS AND THREE AUDIO VISUAL TECHNICIANS.

LOOKING AT THE START OF THE SCHOOL YEAR, I WOULD LIKE TO TALK THROUGH A VARIETY OF THE PROJECTS WE COMPLETED IN PREPARATION FOR THIS SCHOOL YEAR. THIS SUMMER, THE TEAM WORKED ON A VARIETY OF PROJECTS TO PREPARE US FOR THE START OF THE SCHOOL YEAR AND ENSURE WE WERE WELL POSITIONED FOR A SUCCESSFUL START. THIS INCLUDED SYSTEM AND PLATFORM CHANGES. WE IMPLEMENTED A NEW PRINCIPAL COMMUNICATION PORTAL THAT WAS DEVELOPED IN-HOUSE TO HELP STREAMLINE COMMUNICATION AND MAKE INFORMATION SHARING EASIER FOR OUR LEADERS. CHRONOS TO UKG READY TRANSITION BEGAN AS WE STARTED TO PREPARE FOR OUR TIMEKEEPING TRANSITION. LATER

[02:15:02]

THIS SCHOOL YEAR, PARENTSQUARE WAS EXPANDED TO MORE USERS, INCLUDING OUR TEACHERS. CANVAS AUTHENTICATION CHANGES WERE MADE TO SIMPLIFY LOGGING INTO THIS PLATFORM FOR ALL OF OUR USERS. SKYWARD PROCESSES ENHANCEMENTS OCCURRED, INCLUDING THE TRADITIONAL YEAR END ROLLOVER, BUT THEN A NEW AUTOMATED SECURITY AND ACCESS MANAGEMENT PROJECT WAS CONCLUDED, WHICH WILL HELP ENSURE THAT STAFF ARE AUTOMATICALLY GIVEN THE ASSIGNED CORRECT ACCESS AND SCOURED. BUT FROM THAT, IT WILL FLOW OUT TO MANY MORE OF OUR SYSTEMS TO ENSURE THEY ARE IN THE RIGHT SITES INSIDE OF OUR OUR DISTRICT VERSUS TRANS UPDATES WERE ALSO DONE TO SUPPORT OUR TRANSPORTATION TEAM TO HAVE A SMOOTH START OF THE SCHOOL YEAR, WEB AND DATA SECURITY. OUR WEBSITE TRANSITION AND TRAINING CONTINUED AND WAS MADE AVAILABLE, AND TRAINING WAS MADE AVAILABLE THROUGHOUT THE SUMMER. DATABASE ENCRYPTION PROJECT WAS STARTED TO PROTECT OUR VALUABLE DATA. THE LIGHT SPEED DNS EDGE FILTER IMPLEMENTATION HAPPENED TO ENSURE THAT ALL OF OUR NETWORKS WERE ON THE SAME FILTER, ALLOWING US TO BETTER CONTROL, ACCESS AND ENSURE THE SAME EXPERIENCE NO MATTER WHAT DEVICE THE USER IS ON. INFOBLOX IMPLEMENTATION WILL ALLOW OUR NETWORK TEAM TO BE MORE EFFICIENT AND BETTER MANAGE OUR NETWORK ENVIRONMENT. THE.GOV EMAIL DOMAIN WAS CREATED FOR OUR LAMAR. SEE ISD POLICE DEPARTMENT TO SUPPORT INTERAGENCY COORDINATION, AND BITDEFENDER, OUR DEVICE ANTIVIRUS TOOL, HAD ADDITIONAL FEATURES ROLLED OUT TO BETTER PROTECT OUR DEVICES AND STAFF AND STUDENTS. INFRASTRUCTURE AND FACILITY UPDATES INCLUDED THE COHESITY AND SECURITY CAMERA UPGRADES THAT WERE MADE TO ENSURE THE SYSTEM WAS READY FOR THE START OF THE SCHOOL YEAR, A CAMPUS CABLING AND MDF AND IDF PROJECT WAS COMPLETED IN COORDINATION WITH THIRD PARTY VENDORS RUNNING ALL NEW CABLES, INTERNET PLATES, NEW NETWORK SWITCHES AND MORE AT EACH OF THESE SCHOOLS, MAKING THEIR NETWORK ENVIRONMENT ON PAR WITH OUR NEWEST CAMPUSES THAT INCLUDED JACKSON ELEMENTARY SCHOOL, MEYER ELEMENTARY SCHOOL. SMITH ELEMENTARY SCHOOL, LAMAR JUNIOR HIGH, AND LAMAR CONSOLIDATED HIGH SCHOOL. AN MDF IDF UPS REFRESH PROJECT IS KICKED OFF THIS SUMMER. THIS IS GOING TO REPLACE ALL OF THE BATTERIES IN EVERY SINGLE NETWORK CLOSET TO ENSURE THAT IF WE HAVE MOMENTARY ELECTRICAL BLIPS, OUR NETWORK WILL STAY UP MOMENTARILY ON THOSE CAMPUSES FOR AS LONG AS THOSE BATTERIES STAY GOING. OUR INTERNET CONNECTION UPGRADE. WE'VE MOVED FROM A TEN GIGABIT PER SECOND TO 20 GIGABIT PER SECOND, AND BASICALLY WE'VE INCREASED THE SIZE OF OUR INTERNET PIPE TO MEET THE NEEDS OF A HYPER GROWTH DISTRICT. WE'RE GROWING REALLY FAST AND WE NEED A LITTLE BIT MORE INTERNET. AND THEN WE ALSO HAD THE DIALING PLAN TRANSITION. WE MOVED FROM A FOUR DIGIT EXTENSION TO A FIVE DIGIT EXTENSION. THAT SOUNDS REALLY, REALLY SIMPLE, BUT EVERYBODY'S HAD THE SAME FOUR DIGITS MEMORIZED FOR THE PAST 15 YEARS, AND NOW ADDING A THREE IN FRONT OR A FIVE IN FRONT IS REALLY, REALLY IMPOSSIBLE. YOU'VE FORGOTTEN EVERYBODY'S PHONE NUMBERS. SO THAT WAS A BIG PROJECT THAT WE DID. THE REASON WHY THAT IS SO IMPORTANT IS IT ALLOWED US, AS A DISTRICT, WITH OUR HYPER GROWTH, TO NOT HAVE TO BUY A WHOLE NEW STRING OF PHONE NUMBERS AND TRANSITION TO A TEN DIGIT DIALING PLAN? THIS THIS WAS A CHANGE THAT ALLOWED US TO BE MORE EFFICIENT AND SAVE SOME MONEY. DEVICE MANAGEMENT AND OPTIMIZATION WORK. STUDENT AND STAFF COMPUTER CLEANUP HAPPENED THIS SUMMER. THIS PROJECT, AS WELL AS THE CAMPUS DEVICE SUPPORT TEAM PROJECT LISTED BELOW, INCLUDED STUDENT WORKERS THAT WERE HIRED TO SUPPORT THIS EFFORT. WE UPGRADED OVER 90% OF DEVICES TO WINDOWS 11 BEFORE SCHOOL STARTED. THAT'S A KEY THING TO NOTE WHEN MICROSOFT IS SAYING THAT ALL DEVICES MUST BE ROLLED OVER BY OCTOBER OF THIS YEAR. SO THIS IS A PROJECT WE REALLY NEEDED TO MAKE HAPPEN. SO WE UPGRADED OVER 90% OF THOSE DEVICES, TOUCHING 40,066 LAPTOPS AND DESKTOPS. WE ADJUSTED OUR SETTINGS TO ALLOW OUR STAFF CONTROL OVER THEIR OWN LAPTOPS AND HOW THEY WANT THOSE POWER SETTINGS TO BE CONTROLLED, BUT WE ALSO IMPLEMENTED POWER MANAGER SETTINGS FOR OUR STUDENT DEVICES TO IMPROVE THEIR BETTER BATTERY LIFE. WE ALSO ENABLED MICROSOFT UPDATES TO MAINTAIN OUR DEVICE SECURITY. CAMPUS DEVICE SUPPORT TEAMS ALSO VISITED ALL CAMPUSES AND PHYSICALLY INSPECTED STUDENT LAPTOPS. 1110 OF THOSE LAPTOPS WERE SENT OUT TO REPAIR DUE TO PHYSICAL DAMAGE. FINALLY, WE OPENED SIX NEW SITES IN WHICH THE TECHNOLOGY TEAM DEPLOYED DESKTOPS, LAPTOPS, IPADS, AND OTHER TECHNOLOGY ITEMS. IN TOTAL, 5600 TOTAL DEVICES, INCLUDING 3500 STUDENT LAPTOPS, 400 STAFF LAPTOPS, 1100 DESKTOPS, AND 500 IPADS WERE DEPLOYED. WITH ALL THE WORK THAT WAS DONE OVER THE SUMMER THAT STARTED THE SCHOOL YEAR WAS NOT QUITE AS SMOOTH AS WE HAD HOPED. WE HAVE SEEN SOME CHALLENGES OVER THE FIRST TWO WEEKS OF SCHOOL, AND IN AN EFFORT TO BE FULLY TRANSPARENT, I WOULD LIKE TO ADDRESS THOSE ISSUES. BEGINNING AROUND AUGUST 14TH, WE STARTED RECEIVING REPORTS OF TWO PRIMARY CONCERNS INEFFICIENT LAPTOP CHARGING AND BATTERY ISSUES AND VERY LONG LOGIN TIMES FOR LAPTOPS. ISSUE NUMBER ONE WAS ADDRESSED WITH A SYSTEM UPDATE TO IMPROVE CHARGING EFFICIENCY ON THURSDAY, AUGUST 21ST, AND ISSUE TWO IS BEING ADDRESSED WITH A MICROSOFT UPDATE THAT WAS RELEASED TO THE THAT WAS RELEASED DISTRICT WIDE ON FRIDAY, AUGUST 22ND. FOR MORE SPECIFIC REVIEW OF THIS ISSUE AND TROUBLESHOOTING, HERE'S A DAY BY DAY REVIEW. ON FRIDAY 815, WE PAUSED ALL WINDOWS UPDATES AND BEGAN ADDRESSING SOME ITEMS THAT COULD BE RELATED TO LONG, LONG END TIMES, SUCH AS A BLACK SCREEN AFTER INITIAL LOGIN WITH THE, WITH THE HOPE THAT THIS WOULD RESOLVE THOSE ISSUES BY TUESDAY 819, IT BECAME CLEAR THAT THIS

[02:20:03]

WAS A LARGER ISSUE, AND WE BEGAN LOOKING FOR DIFFERENT WAYS TO RESOLVE THINGS. WE BROUGHT IN A THIRD PARTY VENDOR TO REVIEW OUR ENVIRONMENT AND WORK WITH US TO TROUBLESHOOT THIS ISSUE. AROUND THIS SAME TIME, WE DISCOVERED A MICROSOFT NOTICE FROM TUESDAY, AUGUST 12TH, IN WHICH MICROSOFT STATED THAT THEY HAD RELEASED A BAD UPDATE IN JULY, WHICH CREATED THE SAME SYMPTOMS WE WERE SEEING AT THE START OF THE SCHOOL YEAR. SINCE WE WERE ACTIVELY UPDATING DEVICES TO WINDOWS 11 AT THAT TIME, UNFORTUNATELY, MANY OF OUR DEVICES HAD RECEIVED THAT BAD PATCH. ON WEDNESDAY 820, WE DID OUR FIRST RELEASE OF THE FIXES TO BOTH ISSUES AT A PILOT HIGH SCHOOL CAMPUS, AND SAW POSITIVE RESULTS FOR THE CHARGING ISSUES AND NEEDED ADDITIONAL TESTING FOR THE MICROSOFT FIX. ON THURSDAY, EIGHT 2821, WE AGAIN DID A MORE AGGRESSIVE RELEASE OF THE FIX TO A PILOT HIGH SCHOOL AND SAW NEARLY 1000 DEVICES PULL THE UPDATE WITH A LARGER NUMBER OF DEVICES. WITH THE UPDATE, WE WERE ABLE TO SEE THE MORE STABLE RESULTS WE WERE LOOKING FOR. ON FRIDAY 822, WE BEGAN ROLLING OUT THE DISTRICTWIDE FIX. AS OF SUNDAY, 824, OVER 20,000 STUDENT DEVICES HAD ALREADY RECEIVED THE MICROSOFT UPDATE. IN ADDITION, WE STARTED ROLLING OUT A LOGIN CLEANUP PROCESS TO HELP SUPPORT SOME OF OUR OLDER MACHINES. OVER 13,000 DEVICES HAD RECEIVED THOSE UPDATES BY SUNDAY. AS OF TUESDAY. TODAY, 826 OVER 23,500 STUDENT DEVICES HAVE RECEIVED THE UPDATE.

PROGRESS AND NEXT STEPS OVER THE WEEKEND. THIS PAST WEEKEND, 823 AND 824 MEMBERS OF THE TECHNOLOGY TEAM WERE OUT VISITING CAMPUSES, VERIFYING THAT WE WERE SEEING THE FIX SHOW ON COMPUTERS AND TESTING LOGIN TIMES FOR DEVICES THAT HAD RECEIVED THE UPDATES. WE WERE SEEING LOGIN TIMES BETWEEN 30S AND THREE MINUTES, WITH MOST BEING CLOSE TO THAT ONE MINUTE MARK. WE ARE DAILY MONITORING THE ROLLOUT OF THE FIXES AND THE TECHNOLOGY. FIELD SERVICE TECHNICIANS WILL START IDENTIFYING DEVICES THAT CONTINUE EXPERIENCING ISSUES AND ADDRESSING THOSE INDIVIDUALLY. AND I'LL PAUSE HERE IF THERE'S ANY QUESTIONS OVER THIS ISSUE AND WHAT WE'VE BEEN GOING THROUGH. OKAY, TRUSTEES, I'M ACTUALLY GOING TO I'M GOING TO LET HIM CONTINUE AND HOLD YOUR QUESTIONS. WE DO HAVE SOME PUBLIC PARTICIPATION AND ESPECIALLY A STUDENT HERE. AND SINCE IT'S GETTING LATE, I'M GOING TO LET THEM AFTER THE PRESENTATION, THEN DO PUBLIC PARTICIPATION. AND THEN WE WILL DISCUSS AND ASK QUESTIONS IF THAT'S OKAY. OKAY. MOVING FORWARD, JUST A BRIEF I WANT TO BE ON THE TECHNOLOGY ISSUES WE'VE SEEN AT THE START OF THE SCHOOL YEAR. WE WERE ALSO WORKING ON THE TECHNOLOGY REBALANCE AND DEVICE TRANSFER PLAN TO SUPPORT ACCESS TO TECHNOLOGY. IN RESPONSE TO HOUSE BILL 1481 LAMAR, SEE, ISD HAS LAUNCHED A STRATEGIC DEVICE TRANSFER INITIATIVE AIMED AT ACHIEVING A NEAR 1 TO 1 STUDENT LAPTOP RATIO FOR STUDENTS IN GRADES THREE THROUGH 12. WE WILL REALLOCATE LAPTOPS FROM CAMPUSES WITH SURPLUS INVENTORY TO THOSE WITH SHORTAGES, ENSURING EVERY CAMPUS HAS THE RESOURCES NECESSARY TO SUPPORT INSTRUCTION. THIS IS NOT THE PURCHASE OF ADDITIONAL DEVICES, RATHER, MOVING BETWEEN DEVICES BETWEEN CAMPUSES TO SUPPORT AS BEST WE CAN FOR THIS SCHOOL YEAR. THE PROJECT TIMELINE. THE LAST WEEK, WE WERE MONITORING ENROLLMENT TO ALLOW NUMBERS TO STABILIZE, FINALIZING THE REALLOCATION BASED ON CONFIRMED ENROLLMENT AND INVENTORY. I'M STILL FINISHING THAT UP. BEEN WORKING ON SOME OTHER THINGS THE PAST FEW DAYS, BUT FINALIZING THAT AND THEN IDENTIFYING, SENDING AND RECEIVING CAMPUSES TO DETERMINE QUANTITIES TO BE MOVED THE WEEK OF AUGUST 25TH THROUGH THE 26TH.

SO LATER THIS WEEK, I'LL BEGIN CONDUCTING ONE ON ONE MEETINGS WITH CAMPUS PRINCIPALS TO EXPLAIN THE EXPLAIN THE PLAN AND SHARE DATA. I'LL BE REINFORCING THE COLLABORATIVE NATURE OF THIS INITIATIVE THAT PRINCIPALS MAY BE GIVING, BUT THEY MAY ALSO BE RECEIVING THE WEEK OF NEXT WEEK, SEPTEMBER 2ND WILL BEGIN TRANSFERRING LAPTOPS TO RECEIVING CAMPUSES WITH MINIMAL DISRUPTION TO INSTRUCTION, AND COORDINATE WITH CAMPUS LEADERS TO ENSURE A SMOOTH INTEGRATION OF ADDITIONAL DEVICES. AND THEN THE LAST THING I WANTED, A FINAL NOTE HERE IS WE WANTED TO PROVIDE CLARIFICATION ON HOUSE BILL 1481 AND PERSONAL DEVICES, A COMMON QUESTION IN OUR COMMUNITY AND AROUND THE STATE RIGHT NOW IS, CAN A STUDENT BRING A PERSONAL LAPTOP TO SCHOOL FOR INSTRUCTIONAL PURPOSES? PER THE TEXAS EDUCATION AGENCY GUIDANCE ON HOUSE BILL 1481, THEY STATE A PERSONALLY OWNED LAPTOP OR TABLET BROUGHT TO SCHOOL AND USED FOR INSTRUCTION WOULD LIKELY BE PROHIBITED UNDER THE NEW LAW, ABSENT A TECHNOLOGICAL SOLUTION THAT PREVENTED THE LAPTOP FROM BEING A COMMUNICATION DEVICE AND ABSENT A SET OF BYOD OPERATIONAL PROCEDURES THAT SERVE THE PURPOSE OF MANAGING AND PROVIDING THE DEVICE TO THE STUDENT BY THE SCHOOL SYSTEM FOR INSTRUCTION. DEFINING THE PARAMETERS OF WHAT MANAGING MEANS IS WHAT WE ARE RESEARCHING. MANAGING A PERSONAL DEVICE COULD MEAN CONTROLLING WHAT APPLICATIONS ARE USED ON THE LAPTOP. CURRENTLY, LAMAR ISD DOES NOT HAVE A SOLUTION THAT WOULD PROVIDE THAT TYPE OF MANAGEMENT ON NON LAMAR CISD COMPUTERS. ANOTHER DEFINITION COULD JUST MEAN HAVING PROPER FILTERS IN PLACE AND CLEAR EXPECTATIONS AND ACCEPTABLE USE. WE ARE SEEKING LEGAL COUNSEL TO SEE WHAT DEFINITION ENSURES WE ARE IN COMPLIANCE WITH HOUSE BILL 1481. THANK YOU, MISS JOHNSON. IS THERE PUBLIC PARTICIPATION? OUR FIRST SPEAKER IS SOFIA SCHICK. HI. GOOD EVENING, DOCTOR EVANS AND THE SCHOOL BOARD. I'M HERE ON BEHALF OF MY

[02:25:09]

DAUGHTER. SHE COULDN'T BE HERE BECAUSE OF A PRIOR COMMITMENT. SO I'M GOING TO READ HER LETTER, WHICH SHE WROTE. I ALREADY SENT YOU GUYS SOMETHING THROUGH EMAIL, SO YOU MUST HAVE RECEIVED MY COMMUNICATION. SO HER NAME IS ZARA SHEIKH AND SHE'S A STUDENT AT GEORGE RANCH HIGH SCHOOL, AND SHE'S WRITING TO SHARE HER CONCERNS ABOUT THE LACK OF ACCESS TO UPDATED TECHNOLOGY IN THE DISTRICT AND HOW IT IS AFFECTING STUDENTS LIKE HER. WITH THE RECENT RESTRICTIONS ON PERSONAL DEVICES, STUDENTS PERSONALLY OWN, LAPTOPS REMAIN A GRAY AREA.

WHILE NOT SPECIFICALLY MENTIONED IN THE NEW LAW, I KNOW YOU MENTIONED THAT IN THE TECHNOLOGY UPDATE, THE TA GUIDANCE ADVISED THAT THESE LAPTOPS LIKELY FALL UNDER THE DEFINITION OF PROHIBITED DEVICES. AT THE SAME TIME, T ALSO PROVIDES A MODEL POLICY FOR DISTRICTS THAT ALLOW STUDENTS TO BRING THEIR OWN LAPTOPS, STATING THAT SUCH DEVICES CAN BE EXCLUDED FROM THE BAN UNDER CERTAIN CIRCUMSTANCES. THIS CREATES.

THIS CREATES A DILEMMA FOR DISTRICTS LIKE OURS THAT HAVE BRING YOUR OWN DEVICE PROGRAMS. DISTRICTS MUST FIND A SOLUTION TO PREVENT PERSONAL LAPTOPS FROM BEING USED AS COMMUNICATION DEVICES, OR THEY MUST BAN THEM ALTOGETHER AND PROVIDE DISTRICT OWNED CHROMEBOOKS INSTEAD. OTHER SCHOOL DISTRICTS ARE ALREADY MOVING FORWARD WITH THEIR DECISIONS. FOR EXAMPLE, KERALA ISD HAS CHOSEN TO CONTINUE AND EVEN ENCOURAGE THEIR OWN BYOD PROGRAM, CITING FINANCIAL CHALLENGES AND STUDENT COMPLIANCE, AND FORT BEND ISD, ISD. KLEIN ISD ALREADY PROVIDE TAKE HOME LAPTOPS. IN CONTRAST, LCI STUDENTS ARE STILL WAITING FOR CLARITY. WITHOUT RELIABLE ACCESS TO LAPTOPS, MANY OF US STRUGGLE TO COMPLETE ASSIGNMENTS, CONDUCT RESEARCH, AND FULLY PARTICIPATE IN CLASS ACTIVITIES. MEANWHILE, STUDENTS IN NEARBY DISTRICTS ARE GIVEN PERSONAL DEVICES, ALLOWING THEM TO SUCCEED ACADEMICALLY BOTH INSIDE AND OUTSIDE THE CLASSROOM. HAVING MY OWN LAPTOP LAST YEAR ALLOWED ME TO STAY ON TOP OF MY WORKLOAD DURING CLASS AND ADVISORY TIME. TECHNOLOGY IS NO LONGER OPTIONAL. IT IS ESSENTIAL FROM TURNING IN ASSIGNMENTS ONLINE TO PREPARING FOR COLLEGE AND CAREERS, STUDENTS NEED CONSISTENT ACCESS TO A DEVICE. WITHOUT THIS, WE ARE AT A DISADVANTAGE. I RESPECTFULLY URGE THE BOARD TO PRIORITIZE TECHNOLOGY UPGRADES AND PROVIDE EVERY MIDDLE AND HIGH SCHOOL STUDENT WITH ACCESS TO A PERSONAL LAPTOP OR A DISTRICT DEVICE. THIS INVESTMENT WILL HELP ENSURE WE ARE NOT LEFT BEHIND ACADEMICALLY AND ARE BETTER PREPARED FOR THE FUTURE. THANK YOU FOR LISTENING. THANK YOU FOR LISTENING FROM A STUDENT'S PERSPECTIVE. I HOPE YOU WILL CONSIDER THIS REQUEST AND MAKE EQUITABLE TECHNOLOGY ACCESS A TOP PRIORITY FOR ALL LCISD STUDENTS. AND AS A PARENT, I WOULD SAY I WOULD DO ANYTHING POSSIBLE TO GET THE BOND PASSED. I'M NOT. WE NEED TO DO BETTER AT GETTING THE WORD OUT TO THE PARENTS. WHEN THE BOND COMES OUT, I WILL. I'M YOU KNOW, I'M PUTTING MY I HAVE TWO MINUTES.

SO I'M JUST GOING TO SAY YOU CAN SIGN ME UP HOW WE CAN GET, YOU KNOW, PEOPLE TO, YOU KNOW, WORK TOGETHER AND, YOU KNOW, REALLY UNDERSTAND WHY THE BOND IS SO IMPORTANT TO PASS AND NOT JUST, YOU KNOW, WE WE JUST CANNOT FAIL THIS TIME. SO THANK YOU SO MUCH FOR LETTING ME COME TODAY AND SPEAK. OUR NEXT SPEAKER IS BETTY BROWN. GOOD EVENING, DOCTOR NEVINS AND THE LCISD BOARD. I'M SURE MY NAME IS BETTY BROWN, AND I'M THE MOTHER OF A SOPHOMORE AT GEORGE RANCH HIGH SCHOOL. I'M HERE TODAY TO JUST, LIKE SOPHIA, RAISE AN URGENT ALARM ABOUT THE TECHNOLOGY ISSUE IN LCISD DUE TO THE PASSING OF HOUSE BILL 1481, THE LACK OF WORKING DEVICES IS NOT AN INCONVENIENCE. IT IS ACADEMIC SABOTAGE. THE DISTRICT IS. THE DISTRICT SAYS IT IS REALLOCATING AND UPDATING DEVICES TO MOVE CLOSER TO A 1 TO 1 RATIO. BUT WHAT DOES CLOSURE MEAN? WHICH STUDENTS WILL BE LEFT BEHIND? AND HOW MANY MORE WEEKS OF LOST LEARNING ARE ACCEPTABLE? THIS BOARD MUST FIND IMMEDIATE WORKAROUND OR PRESS THE STATE FOR A TEMPORARY SOLUTION. PARENTS ARE CIRCULATING A PETITION FOR BRING YOUR OWN DEVICE IF THE TECHNOLOGY BOND FAILS AGAIN. WHAT IS LC ISD'S PLAN? VOTERS, NOT JUST PARENTS, MUST UNDERSTAND THE STAKES. EVERY DAY WITHOUT A WORKING DEVICE STEALS LEARNING FROM OUR STUDENTS. TEACHERS ARE EXHAUSTED, PARENTS ARE FRUSTRATED, AND CHILDREN ARE BEING FAILED. OUR STUDENTS DESERVE DEPENDABLE TECHNOLOGY. NOW. THIS BOARD OWES CONCRETE ANSWERS, FIRM TIMELINES, AND A PLAN THAT GUARANTEES EVERY STUDENT HAS A WORKING DEVICE.

FINALLY, I WOULD LIKE TO SHARE EXCERPTS FROM EMAILS FROM OTHER CONCERNED PARENTS AND A STUDENT WHO CANNOT BE HERE TONIGHT. A MOTHER WHO HAS TWO CHILDREN AND GEORGE RANCH HIGH SCHOOL AND A NIECE. MY NIECE, WHO IS A SEVENTH GRADER AT READING JUNIOR HIGH, HAD TO WAIT AN HOUR AND A HALF FOR MAP TESTING FOR SOMEONE TO FIX HER COMPUTER BECAUSE IT KEPT LOGGING HER OUT.

[02:30:02]

THE DEVICES AT SOME CAMPUSES ARE SIMPLY NOT RELIABLE. ANOTHER PARENT BACK IN MAY OF LAST YEAR, MY SOPHOMORE TOOK AN AP EXAM IN HISTORY ON A FRIDAY. HE CAME HOME THAT DAY AND TOLD ME HE'D HAVE TO RETAKE THE EXAM ON MONDAY. APPARENTLY, MIDWAY THROUGH THE EXAM, HE HAD TO CHANGE LAPTOPS BECAUSE THERE WERE NOT ENOUGH CHARGING DEVICES AND STATIONS TO SUSTAIN THE BATTERY POWER ON THE SCHOOL ISSUED DEVICE. ANOTHER PARENT YESTERDAY, MY CHILD HAD A TEST IN ALGEBRA TWO. THIS IS HER THIRD PERIOD CLASS. SHE HAD TO PULL FIVE LAPTOPS FROM THE CART BEFORE SHE FOUND ONE THAT WAS CHARGED. THIS WAS ONLY THIRD PERIOD. THE LAPTOP SHOULD STILL BE CHARGED THIS EARLY IN THE DAY. AND ON TOP OF THAT, THE LAPTOP SHE FINALLY FOUND WAS CHARGED, ENDED UP CRASHING ON HER AND THE MIDDLE OF THE TEST AND SHE HAD TO GO FIND ANOTHER LAPTOP. ANOTHER PARENT. MY SOPHOMORE ALSO STRUGGLED. ON A RECENT SCHOOL DAY. SHE HAD ATTEMPTED USING THREE DIFFERENT LAPTOPS, NONE OF WHICH WERE PROPERLY CHARGED OR FUNCTIONAL BEFORE SHE BEGAN HER, BEFORE SHE COULD BEGIN HER WORK. SUCH DELAYS ARE NOT ISOLATED INCIDENTS, BUT RATHER COMMON DISRUPTIONS TO THE LEARNING PROCESS AND TOTALLY UNACCEPTABLE. EVEN MORE CONCERNING IS THE CASE OF A SENIOR AT GEORGE RANCH HIGH SCHOOL DURING HIS SAT EXAM ADMINISTERED ON THE SCHOOL ON SATURDAY THE 23RD. HIS COMPUTER FAILED HALFWAY THROUGH THE TEST. WHILE HE MAY BE ALLOWED TO RETAKE IT FREE OF CHARGE, SUCH FAILURES DURING CRITICAL ACADEMIC MOMENTS ARE SIMPLY UNACCEPTABLE. ANOTHER PARENT ON AUGUST THE 15TH, HER DAUGHTER HAD TO EXCHANGE LAPTOPS THREE TIMES. ON AUGUST THE 19TH, SHE HAD TO GO THROUGH SIX LAPTOPS, AND ON AUGUST THE 20TH, THERE WERE NOT ENOUGH LAPTOPS AVAILABLE IN THE CLASS FOR THE STUDENTS TO COMPLETE A PROJECT FROM A STUDENT. DURING MY ADVISORY CLASS, I OFTEN UTILIZE LAPTOPS TO COMPLETE HOMEWORK ASSIGNMENTS. HOWEVER, MANY OF THESE LAPTOPS ARE EITHER DEAD OR DAMAGED. THIS SITUATION HAS SIGNIFICANTLY IMPACTED MY ACADEMIC PERFORMANCE, AS I HAVE LIMITED TIME TO COMPLETE ASSIGNMENTS FOR OTHER CLASSES AFTER SCHOOL. I'M PART OF MANY EXTRACURRICULAR ACTIVITIES AND HAVE MINIMAL TIME TO DEVOTE TO HOMEWORK AT HOME. ANOTHER PARENT TECHNOLOGY IS NO LONGER AN OPTIONAL TOOL. IT IS A NECESSITY IN TODAY'S LEARNING ENVIRONMENT, RESTRICTING PERSONAL DEVICES WITHOUT PROVIDING RELIABLE ALTERNATIVE WIDENS THE EQUITY GAP AND PLACES UNNECESSARY OBSTACLES IN FRONT OF STUDENTS WHO ARE EAGER TO LEARN. THIS PARENT IS HAS TWO CHILDREN, ONE AT READING AND ONE AT GEORGE RANCH, AND BOTH HAVE BEEN EXPERIENCING DIFFICULTIES. MY OWN DAUGHTER HASN'T EXPERIENCED A LOT OF DIFFICULTIES, BUT STARTING TODAY, SHE HAD A COUPLE OF DIFFERENT DIFFICULTIES AND ONE SHE DIDN'T EVEN GET TO FINISH HER GEOMETRY TEST BECAUSE THEY PUT THEM IN IN THE COMPUTER LAB TO TAKE THEIR TEST. AND THERE WEREN'T ENOUGH COMPUTERS. THEY DIDN'T WORK, THEY DIDN'T HAVE ENOUGH CHAIRS, THEY WEREN'T IN THEIR CLASSROOM. AND SHE'LL HAVE TO FINISH THAT TEST TOMORROW. WE DON'T HAVE ENOUGH FUNCTIONING COMPUTERS IN THE LABS. THEY'RE BROKEN OR MALFUNCTIONING. AND I UNDERSTAND THERE'S BEING UPDATES DONE. AND I CERTAINLY APPRECIATE ALL THE WORK THAT'S BEING DONE. BUT SOME OF THESE STATISTICS ARE MISLEADING. HOW CLOSE ARE WE REALLY TO 1 TO 1 OF ACTUALLY FUNCTIONING LAPTOPS? OUR CHILDREN'S EDUCATION IS TOO IMPORTANT TO BE JEOPARDIZED BY PREVENTABLE TECHNOLOGY FAILURES.

THIS DISTRICT MUST ACT NOW, NOT NEXT MONTH, NOT NEXT SEMESTER, AND NOT NEXT YEAR TO GIVE STUDENTS THE RELIABLE TOOLS THEY DESERVE. THANK YOU SO MUCH FOR LISTENING TODAY. AND MOST OF THIS HAS BEEN EMAILED TO YOU, AND I'M GOING TO CONTINUE TO ASK PARENTS TO EMAIL THE BOARD.

THANK YOU. OUR NEXT SPEAKER IS LAUREN JACKSON. HI. I JUST WANT TO START OFF BY SAYING HELLO TO THE BOARD AND DOCTOR NEVINS. MY NAME IS LAUREN. GABRIELLE JACKSON AND I ATTEND RANDALL HIGH SCHOOL. AS YOU CAN SEE, I CAME HERE STRAIGHT AFTER MY VOLLEYBALL GAME, AND I JUST WANTED TO EXPRESS SOME CONCERNS ABOUT THE LACK OF READING DEVICES FROM THE PERSPECTIVE AS A FRESHMAN. AS A STUDENT WHO HAS BEEN TAKING ADVANCED COURSES SINCE SIXTH GRADE, TECHNOLOGY CAN BE A HELPING FACTOR IN THE LEARNING PROCESS. SADLY, WE ALL KNOW OUR PUBLIC SCHOOLS IN TEXAS DON'T HAVE THE RESOURCES WE WOULD LIKE THEM TO HAVE, ESPECIALLY REGARDING ELECTRONICS. IT TAKES ALMOST TEN MINUTES JUST TO LOG ON TO A SCHOOL IPAD. SOME CHALLENGES, SOME OTHER CHALLENGES THAT STUDENTS FACE ARE THAT LAPTOPS ARE MISSING KEYS, SOME DON'T WORK, AND IPADS ARE ALWAYS DEAD AND UNRESPONSIVE. AND IF YOU'RE TAKING AN AP CLASS LIKE ME, YOU KNOW THAT EVERY SECOND COUNTS. I UNDERSTAND YOUR REASONING FOR NOT WANTING PHONES PERMITTED ON CAMPUS, BUT IPADS AND LAPTOPS SHOULD BE CONSIDERED. SORRY. BUT ULTIMATELY, BEFORE ENFORCING THIS, MAYBE IMMEDIATE FUNDS SHOULD HAVE BEEN ALLOCATED TO MAKE SURE THAT THERE WOULD BE ENOUGH DEVICES FOR EVERY STUDENT. THE SCHOOL SHOULD HAVE A STABLE, SHOULD HAVE A STABLE WI-FI CONNECTION AND RELIABLE RESOURCES. IN CONCLUSION, I ASK THAT YOU GIVE US, YOUR STUDENTS, A FIGHTING CHANCE BECAUSE IT FEELS LIKE ACADEMIC SABOTAGE. AS SOMEONE IN THE 95TH PERCENTILE FOR MY AGE RANGE, I SEE IT FIRSTHAND. EVERYONE IS FALLING BEHIND. SO LET'S WORK TOGETHER TO FIX THIS. FOR ME PERSONALLY, I WOULD USE MY DEVICE TO TAKE BETTER NOTES AS HANDWRITING, AS HANDWRITTEN NOTES TAKE LIKE MORE TIME. AND THAT TEN MINUTES THAT YOU WASTE

[02:35:05]

WAITING ON THE SCHOOL ISSUED LAPTOP TO LOAD CAN BE THE DIFFERENCE BETWEEN HAVING HOMEWORK OR FINISHING YOUR WORK IN THE PERIOD. I JUST WANT TO SAY AGAIN, THANK YOU TO THE BOARD MEMBERS FOR ALLOWING ME TO EXPRESS MY CONCERNS. THAT ALL. OKAY. THANK YOU. GOOD JOB.

NOW WE WILL HAVE DISCUSSION. OH I'M SORRY. I MIGHT NOT NEED IT, BUT I'VE GOT SOME STUFF IN THERE. THANK YOU. OKAY. THAT'S AWESOME OKAY. ANYBODY HAVE ANY QUESTIONS? WANT TO KICK US OFF? WHO WANTS TO START? YEAH I'LL GO AHEAD. DOCTOR JONES, WELCOME TO THE HOT SEAT, BY THE WAY.

YES, SIR. THERE IS A DIFFERENCE BETWEEN AN EXCUSE AND A REASON. I KNOW IT SOUNDS LIKE YOU'RE NOT MAKING AN EXCUSE, BUT THE REASON IT SOUNDS LIKE YOU'RE GIVING AND I WANT TO MAKE SURE THIS IS ACCURATE. IS IS A BAD SOFTWARE PATCH FROM MICROSOFT. YES, SIR. THE BIG CORPORATION THAT EVERYBODY KNOWS IS. WOULD THAT BE ACCURATE? YES, SIR. THAT THAT AT THIS TIME, THAT'S WHAT WE'VE BEEN ABLE TO POINT TO. AND THE PATCH THAT THEY RELEASED TO RESOLVE THE ISSUE THAT THEY HAVE IDENTIFIED HAS FIXED THE ISSUES THAT WE'VE SEEN. SO TO ME, THAT BEING THE ISSUE WITH THE FIX, FIXING IT SAYS THAT WAS WHAT THE PROBLEM WAS. IF WE WERE GOING TO ALLOCATE MAINTENANCE AND OPERATION MONEY TO PURCHASE MORE LAPTOPS TO GET US TO 1 TO 1 BEFORE THE BOND IS EVEN VOTED ON BY THE PUBLIC, AND YOU WERE TO PUT THAT ORDER IN TOMORROW.

HOW LONG WOULD IT TAKE TO RECEIVE THOSE LAPTOPS, LOAD THEM WITH THE PROPER SOFTWARE AND GET THEM DISTRIBUTED THROUGHOUT THE DISTRICT? I WOULD GUESS IT PROBABLY 6 TO 8 WEEKS. IF WE PUT IN AN ORDER TOMORROW, I WOULD SUSPECT IT WOULD TAKE 6 TO 8 WEEKS TO COME IN AND GET THEM ALL READY AND GET THEM ALL ROLLED OUT AND ROLLING, AND WE WOULD JUST BE USING PART OF OUR SURPLUS FUNDS. WHAT WE ARE, WE HAVE LIKE A 80 TO 90 DAY. FUND BALANCE ON HAND, THAT WE'D HAVE TO USE PART OF THAT MONEY TO, TO PURCHASE THAT. IS THAT CORRECT? YES. SO I'LL PAUSE FOR OTHERS. WHICH CAMPUSES WOULD YOU SAY ARE FEELING THE PINCH THE MOST RIGHT NOW AS FAR AS NOT HAVING ENOUGH DEVICES, GEORGE RANCH IS DEFINITELY OBVIOUSLY ONE OF THEM THAT'S FEELING IT. FULCHER HIGH SCHOOL IS FEELING IT PROBABLY THE MOST OF ANY OF OUR CAMPUSES THAT THEIR THEIR GROWTH HAS BEEN SO HIGH. SO THERE ARE NUMBER ONE FOR SURE.

OKAY. THE YOU SAID THE WORD MANAGING WAS KIND OF WHAT WE'RE GETTING HUNG UP ON ON HB 1481.

I'M DEFINITELY NOT A LAWYER, BUT I KNOW ABOUT LIKE THE INTENT OF A LAW VERSUS YOU KNOW, IT IN PRACTICE. AND I FEEL LIKE. EVEN THOUGH HB 1481 ISN'T EXPLICITLY CLEAR ON IT, I FEEL LIKE THE SPIRIT OR THE INTENT OF THE LAW IS TO MINIMIZE DISTRACTIONS, TO GET KIDS OFF OF CELL PHONES. I DON'T KNOW THAT THE INTENT OF THE LAW IS TO KEEP KIDS FROM BRINGING PERSONAL LAPTOPS, EVEN THOUGH, I MEAN, I THINK KIDS CAN GET ON THINGS, EVEN ON OUR SCHOOL LAPTOPS THERE THERE ARE WORKAROUNDS. KIDS ARE SMART. BUT AT THE SAME TIME, I DON'T THINK MANY OF OUR KIDS ARE ACTUALLY GOING TO DO THAT. SO AS WE ARE SEEKING THE LEGAL OPINIONS, I FEEL LIKE WE NEED TO BE ASKING THAT QUESTION AS WELL. LIKE THE INTENT OF THE LAW VERSUS WHAT IT ACTUALLY MEANS IN PRACTICE. IF WE, LET'S SAY, HYPOTHETICALLY, WE WERE TO IMPLEMENT SOME SORT OF BYOD PROGRAM OR SAY CERTAIN MAYBE A PILOT PROGRAM, WHAT WOULD THAT LOOK LIKE? DO YOU HAVE ANY IDEA WHAT WHAT WOULD WE NEED TO PUT IN PLACE AS FAR AS SECURITY MEASURES ON PARENTS OR ON STUDENTS LAPTOPS? ARE WE TALKING ABOUT LIKE CONSENT FORMS? LIKE WHAT DOES IT LOOK LIKE? I THINK IT WOULD. I'D PROBABLY HAVE TO LEAN TOWARDS SOME OF MY MY POLICY PEOPLE OVER THERE OR, YOU KNOW, STUDENT DISCIPLINE PIECES, BECAUSE I THINK THERE WOULD PROBABLY HAVE TO BE SOME VERY CLEAR HERE ARE THE EXPECTATIONS.

THIS IS WE WANT TO BUILD OUT AN ACCEPTABLE USE POLICY OF IF YOU'RE USING BYOD, HERE IS, YOU KNOW, THE EXPECTED BEHAVIORS WITH THAT, MUCH LIKE WITH OUR CELL PHONES, THERE WOULD HAVE TO BE A VERY CLEARLY DELINEATED DISCIPLINE STRUCTURE, PROBABLY. AND SO IT WOULD BE DEVELOPING

[02:40:05]

THOSE THINGS. AND THEN, YOU KNOW, WE HAVE A BYOD NETWORK THAT IS ON THAT SAME FILTER AS OUR OTHER DEVICES. AND SO THE TECHNICAL PART FOR THAT SIDE OF IT WOULD BE THERE. BUT IF, IF IT WAS TO, IF, IF THAT WAS THE PART WE WERE ABLE TO GO TO, THOSE WERE SOME OF THE THINGS WE'D HAVE TO LOOK AT FOR SURE. CAN I ASK A QUESTION ABOUT WHAT YOU JUST SAID? SO OUR NETWORK IS SEGMENTED LIKE IT HAS THE ADMIN LOGIN AND THEN YOU HAVE THE BYOD. SO WHEN IF A STUDENT WERE TO BRING THEIR OWN LAPTOP AND THEY STILL DO HAVE TO LOG IN TO THE BYOD, YES. CORRECT.

SO THEN YOU WOULD HAVE AN IP ADDRESS. YES, MA'AM. SO IF ANY MAC ADDRESS. SO ANYTHING IF THERE WERE BEHAVIORS, INAPPROPRIATE BEHAVIORS OR WHATEVER YOU WOULD BE ABLE TO TRACK IT DOWN WOULD YOU NOT BY IP ADDRESS. WE IN THEORY WE COULD YES IT'S VOLUME. AND WHEN WE CAN CATCH THOSE TYPES OF THINGS THAT GETS DIFFICULT THAT IT'S THE AMOUNT OF DATA THAT'S FLOWING. BUT IT IS IN THERE. YES. WOULD YOU BE ABLE TO DIFFERENTIATE BETWEEN STUDENTS WHO ARE LOGGED IN ON THEIR OWN DEVICE VERSUS STUDENTS WHO ARE LOGGED IN ON SCHOOL DEVICES? YES, THOSE ARE COMPLETELY SEPARATE NETWORKS. SO YOU WOULD BE ABLE TO SEE LIKE ON A DAILY BASIS. YOU COULD GO IN AT FULCHER AND SEE, OKAY, THERE'S 150 BYOD DEVICES AND THEN THERE'S THE SCHOOL LAPTOPS. YES, MA'AM. OKAY. CAN I ASK A CLARIFYING QUESTION ABOUT THAT? WOULD IT BE COULD A TEACHER SEE LIKE IN HER CLASSROOM? WOULD SHE BE ABLE TO SEE WHO ALL. NO, MA'AM. SHE WOULD NOT HAVE THAT LEVEL OF VISIBILITY. OKAY. I HAVE SOME QUESTIONS. YES, MA'AM.

SO I HAVE BEEN TOLD THAT STUDENTS WERE ALLOWED TO BRING DEVICES ON CAMPUS LAST YEAR. IS THAT TRUE? YES. WHY IS IT THAT THEY WERE ALLOWED TO BRING THEM LAST YEAR? AND WE. IT ALL WORKED GREAT, I'M ASSUMING. BUT NOW THIS YEAR WE'RE SAYING ASIDE FROM HOUSE BILL 1481, THIS YEAR WE'RE SAYING NOW WE DON'T HAVE THE INFRASTRUCTURE IN PLACE FOR THEM TO CONTINUE TO DO THAT. IT GOES BACK TO THAT DEFINITION OF WHAT MANAGE IS FROM HOUSE BILL 1480, BECAUSE 1481 IS THE KEY DIFFERENCE BETWEEN LAST YEAR AND THIS YEAR. IN IN HOUSE BILL 1481, IT SPECIFICALLY SAYS YOU MUST BE ABLE TO MANAGE DEVICES. WHAT IS THAT DEFINITION? AS I MENTIONED EARLIER, IT'S THAT DEFINITION OF WHAT IS MANAGED MEAN THAT FOR OUR STUDENT LAPTOPS, MANAGED MEANS WE HAVE FULL CONTROL OVER THAT DEVICE. WE CAN TAKE OVER THAT DEVICE AT ANY MOMENT IF WE NEEDED TO. WE CAN SHUT THAT DEVICE DOWN IF WE NEEDED TO. WE CONTROL WHAT APPS ARE ALLOWED TO BE DOWNLOADED ONTO THAT DEVICE. WE HAVE FULL MANAGEMENT CONTROL OVER THAT DEVICE THAT WE DO NOT HAVE OVER SOMEONE'S PERSONAL DEVICE. AND SO IF THE IF THE OPINION IS IT MUST BE THAT DEFINITION OF MANAGE. THAT'S WHY WE WOULD HAVE A PROBLEM. ABSOLUTELY I UNDERSTAND THAT. COULD WE GET THE NUMBERS OF AP STUDENTS BECAUSE I THINK THESE ARE SOME OF OUR GREATEST ASSETS TO THIS DISTRICT. AND I KNOW THAT WE'RE CURRENTLY FAILING THEM AND NOT TO ANYONE'S BLAME. OBVIOUSLY. I'M SO IMPRESSED WITH THE WORK THAT'S BEEN DONE IN A MERE TWO WEEKS, BUT I ALSO KNOW THAT AP MOVES VERY QUICKLY, AND EVERY DAY OF INSTRUCTION THAT'S LOST SETS THEM BEHIND. I'M VERY CURIOUS IN LOOKING AT THIS AS SOMETHING THAT WE COULD POTENTIALLY PILOT IN JUST OUR AP CLASSROOMS AND SEEING WHAT THAT LOOKS LIKE FOR THE REST OF THE DISTRICT, HOW IT WAS MANAGED WITH THAT HIGH SCHOOL AP GROUP, IF THAT IS EVEN A POSSIBILITY. BECAUSE IN THE LONG RUN, WHEN THEIR PERFORMANCE GOES DOWN, EVERYTHING'S GOING TO TRICKLE DOWN. AND SO IF WE CAN KEEP THOSE OUR HIGHEST OF THE HIGH IN OUR DISTRICT, IF WE CAN KEEP THEM ACTIVE AND ENGAGED AND AND PERFORMING WELL, THEN DOES THAT SOLVE THE MAJORITY OF THE PROBLEM? I KNOW THE PARENTS THAT I AM HEARING FROM 100% ARE AP HIGH SCHOOL PARENTS. AND SO I THINK IF WE JUST MAYBE PULLED THAT GROUP OUT AND, AND LOOKED AT THESE KIDS NEED THESE DEVICES, I THINK A LOT MORE THAN A THIRD GRADER OR A SIXTH GRADER. BUT REALLY FOCUSING ON THAT AP POPULATION AND WHAT'S HAPPENING TO THEM EVERY SINGLE DAY IF THESE DEVICES AREN'T WORKING. AND I THINK THERE MAY HAVE BEEN SOME YES, WE BROUGHT OUR DEVICES. WE WEREN'T SUPPOSED TO, BUT IT WAS ALL IN THE NAME OF LEARNING. AND SO NOW THERE'S A LOT OF CONFUSION ON, BUT THIS IS THE WAY WE'VE ALWAYS DONE IT AND NOW WE CAN'T.

AND THERE'S CONFUSION IN THAT. EXCUSE ME, TRUSTEE HENDERSON, TO ANSWER YOUR QUESTION, HOW

[02:45:03]

MANY AP STUDENTS WE HAVE IN THE DISTRICT? IT'S AROUND THREE 3300 BETWEEN 3500 STUDENTS. AND I'LL JUST SAY I HAVE STUDENTS AT FOLGER, AND MY SON IS IN AP AND DUAL ALL CLASSES. AND BUT HE HASN'T BEEN EXPERIENCING THESE PROBLEMS, SO I KNOW IT I KNOW IT'S IT'S SOME KIDS ARE SOME KIDS AREN'T. AND I THINK A LOT LESS ARE. AS YOU KNOW, AS OF MONDAY EVEN. BUT I MEAN A PILOT FOR AP DUAL CLASSES, I MEAN SOUNDS YEAH, I WAS GOING TO MENTION DUAL DUAL CLASSES AS WELL. I FEEL LIKE TECHNOLOGY, IT'S JUST IT'S A MONEY PIT. LIKE IT'S IT'S CONSTANT AND SO.

GOING OUT FOR A BOND FOR A 1 TO 1 INITIATIVE IS GREAT, RIGHT? LIKE WE NEED TO DO THAT. OTHER DISTRICTS HAVE DONE THAT AND THOSE HAVE PASSED. I HOPE YOU KNOW THAT'S OUR CASE. BUT EVEN STILL, LIKE A DISTRICT LIKE KATY ISD, THEY PASSED THEIR BOND. THEY GAVE EVERYONE A CHROMEBOOK AND THEY'RE STILL PILOTING A BRING YOUR OWN DEVICE PROGRAM JUST BECAUSE IT'S A CONSTANT UPKEEP. AND IF WE DON'T HAVE A MORE SUSTAINABLE PATHWAY TO LIKE, KEEP GIVING THESE KIDS COMPUTERS BECAUSE WHAT ARE WE GOING TO DO? WE CAN'T JUST KEEP EVERY 4 OR 5 YEARS GOING BACK TO THE TAXPAYERS AND SAYING, WE NEED A NEW FLEET OF COMPUTERS.

LIKE EVENTUALLY THEY'RE GOING TO TIRE OF THAT, I FEEL LIKE. AND SO. THAT'S WHAT WE THAT'S WHAT WE'VE DONE SO FAR IN MY SHORT TIME ON THE BOARD. AND THAT'S WHAT WE'RE GOING TO CONTINUE TO DO, I THINK. AND THAT'S WHAT THE EXPECTATION IS OF SOCIETY. JUST JUST TO BE HONEST, I'M NOT SAYING IT'S A GOOD OR BAD THING. I'M JUST COMMENTING. YEAH. I MEAN TECHNOLOGY IS IT'S HERE TO STAY. IT'S NOT GOING ANYWHERE. I DO WANT TO MENTION AND ACKNOWLEDGE THAT I THINK AARON BURGESS IS IN THE ROOM. HE IS A HE'S THE LEGISLATIVE DIRECTOR FOR REPRESENTATIVE LEILANI. HIM AND I HAD A CHANCE TO CONNECT TODAY AND TALK ABOUT JUST THE THE BILL. AND MAYBE, YOU KNOW, THERE'S NOTHING TO REALLY BE DONE THIS SESSION. BUT TALKING ABOUT IN THE INTERIM, MAYBE HELPING AMEND OR CHANGE SOME OF THE LANGUAGE GOING FORWARD TO MAKE THE BILL A LITTLE BIT MORE CLEAR, BECAUSE I JUST DON'T SEE I KNOW, I KNOW, CERTAIN DISTRICTS ARE REALLY STRUGGLING WITH THIS AND. IT'S JUST GOING TO BE DIFFICULT. SO THANK YOU FOR BEING HERE, MR. BURGESS. IT'S ALWAYS APPRECIATIVE WHEN OUR ELECTED OFFICIALS OR THEIR STAFF ARE HERE HEARING FROM THE COMMUNITY. SO. I THINK IT IS IMPORTANT. I MEAN, THERE ARE DISTRICTS IN TEXAS THAT ARE DOING IT. SO IT'S DOABLE IF, IF ISN'T FAR SO FAR AS BY THE LAW BECAUSE PEOPLE ARE DOING IT. SO YEAH, I THINK A LOT OF THAT IS LIKE INTERPRETATION OF THE LAW JUST BECAUSE, LIKE PRESIDENT HUTSELL SAID, ONE OF THE QUOTES THAT JUST STUCK OUT TO ME THROUGHOUT THIS WHOLE THING, IT'S SAYS THE CHIEF CAUSE OF PROBLEMS IS SOLUTIONS. SO HOUSE BILL 1481 HAS SOLVED A LOT OF PROBLEMS FOR OUR TEACHERS. KIDS ARE ENGAGED. I'LL WALK THROUGH RANDALL TO TAKE SOMETHING UP TO MY SON THAT FORGOT SOMETHING, AND I SAW KID PASS ANOTHER KID A NOTE. I'M LIKE, THIS IS THE 90S AGAIN. THIS IS GREAT. KIDS ARE TALKING. CHINS ARE UP, NOT DOWN. SO THE CHIEF CAUSE OF PROBLEMS IS SOLUTIONS. SO NOW WE'RE IN A REAL PICKLE THAT I THINK MAYBE SOME OF OUR STATE LEGISLATORS AND SENATORS JUST DID NOT KNOW WHAT THE REAL WORLD IMPACT WOULD BE. I HAVE A AP DUAL CREDIT STUDENT MYSELF THAT HALFWAY THROUGH FIRST PERIOD, HIS COMPUTER DIED TODAY. SO, I MEAN, WITH THE PARENTS, IT'S LIKE, YOU KNOW, WE MANY OF US UP HERE HAVE STUDENTS THAT ARE IN THAT SITUATION. SO WE UNDERSTAND. SO TO GIVE CREDIT TO HOUSE BILL 1481, KIDS ARE ATTENTIVE. KIDS ARE ENGAGING. THEY'RE PLAYING UNO AT LUNCH.

THEY'RE PLAYING. THEY'RE ENJOYING EACH OTHER TALKING TO EACH OTHER. SO THERE IS A SOLUTION. BUT IT HAS CAUSED MORE PROBLEMS. SO THIS IS WHERE SOME OF THAT. THE QUESTIONING OF LIKE, OKAY, WHENEVER THESE LAWS ARE BEING PASSED, IS THERE THOUGHTS ABOUT THE UNINTENTIONAL FINANCIAL CONSEQUENCES THAT WE'RE WALKING THROUGH RIGHT NOW. SO THAT'S SOMETHING THAT, YOU KNOW, I RECEIVED A LOT OF EMAILS FROM PARENTS, WHICH I AM DEFINITELY APPRECIATIVE OF BECAUSE THESE ARE THE CONVERSATIONS WE NEED OUR PARENTS INTERACTING WITH US ON. AND I HAVE SEEN THAT MANY OF THEM SUCCEED OUR STATE LEGISLATORS ON THOSE EMAILS. SO THAT IS MASSIVELY HELPFUL AND THANKFUL. I'M THANKFUL FOR THAT BECAUSE COMING FROM US, WHEN WE INTERACT WITH THEM, IT'S KIND OF EXPECTED THAT WE INTERACT. BUT WHEN THE MOM OF A STUDENT WHO IS ACTUALLY, YOU KNOW, GOING THROUGH THIS INTERACTS WITH THE STATE, THEY LISTEN, THEY THEY SEE THOSE EMAILS, THEY GET THOSE CALLS. THEIR OFFICES ARE OPEN TO DO THAT. SO

[02:50:04]

THANK YOU FOR THOSE THAT HAVE REACHED OUT. SO I WOULD SAY A CHARGE TO OUR COMMUNITY TO CONTINUE TO REACH OUT AND EXPRESS WHAT SOME OF THOSE WORLD WORLD PROBLEMS THAT WE'RE FACING NOW BECAUSE OF A SOLUTION. SO THANK YOU FOR THAT. DOCTOR JONES. ARE WE 1 TO 1 ON ALL OF OUR TITLE ONE HIGH SCHOOL CAMPUSES? NO, WE ARE NOT. I BELIEVE RANDALL HIGH SCHOOL IS A TITLE ONE CAMPUS. CORRECT. AND RANDALL HIGH SCHOOL WOULD NOT BE. WE ARE WE ARE 1 TO 1 AT TERRY AND LAMAR CONSOLIDATED HIGH SCHOOL. DO WE WE RECEIVE FEDERAL MONEY. IS THAT CORRECT TO PURCHASE THOSE DEVICES ON TITLE ONE CAMPUSES, IT IS LIKELY THAT TITLE ONE FUNDS WERE USED AT SOME POINT TO PURCHASE TECHNOLOGY ON THOSE CAMPUSES. YES, SIR. PERFECT QUESTIONS REGARDING THE BRING YOUR OWN DEVICE POLICY THAT WE'RE KICKING AROUND IT, BECAUSE WE CAN'T GET A CLEAR UNDERSTANDING OF WHAT THE WHOLE MANAGEMENT IS RIGHT NOW. IT MIGHT JUST BE A BETTER IDEA TO, YOU KNOW, DO IT AND ASK FOR FORGIVENESS INSTEAD OF PERMISSION AT THIS POINT, BECAUSE IT SEEMS LIKE WE'RE BEHIND IN A LOT OF WAYS. AND I'M NOT AGAINST THE IDEA OF AND I DON'T WANT TO GET ANY EMAILS AND PEOPLE BASH ME ON FACEBOOK BECAUSE I'M SAYING THIS. I'M NOT TALKING ABOUT GOING BACK TO THE STONE AGES, ABOUT USING A LITTLE MORE PAPER AND PENCIL IN LESSONS AND IN TESTS AND STUFF. I KNOW THAT'S NOT PRACTICAL ON ALL CLASSES AND EVERYTHING, BUT THERE'S SOMETHING TO BE SAID ABOUT THAT AS WELL. I KNOW THE STUDENT WHO SPOKE TALKED ABOUT THE TIME IT TAKES TO TAKE NOTES, BUT SINCE WE ARE IN THIS CRUNCH RIGHT NOW IN THE DISTRICT AND THE TEACHERS THAT MIGHT BE IMPACTED, THEY MIGHT FORMULATE THEIR LESSONS IN THE NEXT COUPLE OF WEEKS OR MONTHS, A LITTLE BIT TOWARDS MORE OF THAT PERSONAL NOTE TAKING AND MAYBE TEST ON PAPER. I JUST THINKING OF IDEAS HERE. YEAH. THE OTHER THING IS IN HB, IN THE BILL AND IN THE TA GUIDELINES, IT DOESN'T SEEM I CAN'T FIND ANY PUNITIVE MEASURES. IF WE WERE TO DO SOMETHING LIKE THAT. SO I DON'T KNOW WHAT THE CONSEQUENCES WOULD BE IF WE DID WHAT MR. WELCH SUGGESTED AND ASK FOR FORGIVENESS LATER. BUT AGAIN, I UNDERSTAND TAKING THE CAUTIOUS APPROACH. I UNDERSTAND BEING LEGALLY CAUTIOUS, OF COURSE, BUT IF WE DID LOOK AT SOMETHING LIKE AN AP DUAL CREDIT PILOT PROGRAM ON THE CAMPUSES, WHO ARE NOT 1 TO 1, HOW QUICKLY DO YOU THINK WE COULD MAKE THAT HAPPEN, DOCTOR NIVENS NO, I THINK THAT THAT THAT'S A THAT'S JUST A MATTER OF THE TEAM GETTING TOGETHER AND, YOU KNOW, COMING UP WITH THE IDEAS AND THE PARAMETERS TO SET. IF THE BOARD CHOOSES TO GO IN THAT DIRECTION, WE CAN DEFINITELY GO IN THAT DIRECTION. WHAT HAS SLOWED ME DOWN ON GOING IN THAT DIRECTION IS FINDING THE SUPPORT FOR WHAT HAPPENS IF WE'RE, YOU KNOW, FOR WHAT HAPPENS IF A BYOD IS NOT THE CORRECT THING TO DO. RIGHT. AND SO WHAT I, WHAT I DON'T WANT TO DO IS PUT US IN A SITUATION WHERE WE'VE DONE SOMETHING. SO NOW WE HAVE TO SPEND MILLIONS OF DOLLARS IN DEFENDING OURSELVES BEHIND SOMETHING, BEHIND SOMETHING THAT WE KNOW IS COMMON SENSE. YOU KNOW, WE KNOW THIS IS COMMON SENSE. WE KNOW OUR KIDS NEED DEVICES. THEY NEED WORKING DEVICES, BECAUSE THAT IS NOW. THAT IS THE FUTURE. WE KNOW THAT. BUT ALSO I WANT TO BE A GOOD STEWARD OF TAXPAYER DOLLARS, AND I DON'T WANT TO MAKE A DECISION THAT'S RASH AND SAY, HEY, LET'S JUST DO THIS. AND THEN, YOU KNOW, A YEAR LATER SOMETHING HAPPENS AND WE GET EXPOSED, AND NOW WE HAVE TO PAY ALL THIS MONEY, OR ATTORNEY GENERAL COMES AFTER US. YOU KNOW, THERE ARE A LOT OF THINGS THAT HAPPEN IN THE SCHOOL SYSTEM THAT PEOPLE DON'T KNOW. AND, YOU KNOW, OUR ATTORNEY GENERAL IS SUING DISTRICTS BEHIND DECISIONS. AND SO I JUST WANT TO MAKE SURE WE DO THAT. BUT I BELIEVE, YOU KNOW, WE GOT WE RECEIVED AN EMAIL TODAY THAT MIGHT BE A SLIVER. THERE MIGHT BE A WINDOW THAT CAN OPEN UP.

AND SO I'M TALKING WITH THE TEAM ABOUT THAT. AND I'LL UPDATE THE BOARD ON THAT DEFINITELY BY TOMORROW OR THE NEXT DAY. BUT WE CAN HAVE SOMETHING IN PLACE, ESPECIALLY A PILOT, A PILOT PROGRAM FOR AP AND DUAL CREDIT STUDENTS. IF THAT'S WHAT THE BOARD CHOOSES TO DO, WE CAN DO THAT. YEAH. I MEAN, I THINK MOST OF US ARE WOULD BE IN SUPPORT OF EXPLORING THAT FOR SURE. OKAY. YES. ARE THERE ANY OTHER QUESTIONS FOR DOCTOR JONES? NO.

I DO JUST REALLY WANT TO SAY THANK YOU BECAUSE I KNOW RIGHT NOW WE WE ARE HEARING A LOT OF THE NEGATIVE. AND I THINK BACK TO IT'S THE NEGATIVE, BUT IT'S BECAUSE KIDS ARE WANTING TO WORK. BUT MY DAUGHTER JUST STARTED SIXTH GRADE AT WERTHEIMER. SHE HAS A WORKING DEVICE THAT SHE CAN LOG INTO VERY QUICKLY IN EVERY SINGLE ONE OF HER CLASSES. AND SO IT'S HARD WHEN WE HEAR ONE SIDE OF IT, BUT THEN AGAIN TO THE OTHER SIDE OF IT, TO KNOW THAT IT IS

[02:55:04]

WORKING AND YOUR HARD WORK IS BEING SHOWN. AND SO JUST THANK YOU VERY MUCH. THANK YOU. AND TO THAT POINT THAT YOU YOU HAVE 17 STAFF MANAGING 70,000 DEVICES. SO FOR THOSE 17 PEOPLE THAT ARE MANAGING THOSE DEVICES IN THE NETWORK AND ALL THAT, LIKE KUDOS TO THEM. THEY'RE WORKING HARD. YEAH. CAN I JUST ALSO ADD ON TO THAT? I HAD A SON WHO DID SOME WORK IN THE DISTRICT THIS SUMMER AND DOING COMPUTER STUFF. AND I MEAN, HE WOULD COME HOME AND TELL ME THAT HE FOUND COMPUTERS WITH, LIKE, THIS, MUCH OF A PENCIL SHOVED INTO THE SIDE, INTO THE USB DRIVE. SO I JUST THINK ANOTHER SIDE OF IT THAT PARENTS MAYBE DON'T UNDERSTAND IS THAT, YES, WE WE SPEND A LOT OF MONEY ON THESE THINGS, BUT WE ALSO SPEND A LOT OF MONEY ON PULLING OUT PENCILS AND THINGS. AND NOT ALL STUDENTS DAMAGE THINGS INTENTIONALLY. ACCIDENTS DO HAPPEN, BUT MUCH OF IT, A LOT OF IT IS INTENTIONAL. AND SO EVERY ALL OF THAT COSTS MONEY AND IT REMOVES IT REMOVES LAPTOPS FROM CARTS, IT REMOVES THEM FROM CLASSROOMS. AND YOU JUST SAID IN YOUR PRESENTATION, WE'RE OVER A THOUSAND HAD TO BE PULLED AFTER INSPECTION OVER THE SUMMER BECAUSE THEY WERE MISSING KEYS OR THEY WERE, YOU KNOW, DAMAGED. AND SO I JUST THINK WE NEED TO RECOGNIZE THAT, TOO. IT'S NOT JUST THAT WE DON'T HAVE IT. WELL, THERE'S SOMETIMES THERE'S A REASON WHY THINGS ARE BEING PULLED AS WELL. SO. AND I WAS GOING TO SAY, DOCTOR JONES, I APPRECIATE ALL YOUR WORK. YOU KNOW, I HAVE ALL THE FAITH IN THE WORLD IN DOCTOR CHAD JONES. YOU KNOW, I'M A CHAD JONES FAN, FIRST OFF. BUT SECONDLY, I WANT TO I WANT TO SAY THANK YOU TO THE PARENTS WHO SPOKE ESPECIALLY TO OUR YOUNG LADY. GREAT JOB, VERY ARTICULATE, GREAT JOB. AND YOU ARE PARENTS. YOU ARE YOUR CHILD'S NUMBER ONE ADVOCATE.

AND SO I APPRECIATE THAT. AND THESE ARE THE CONVERSATIONS WE SHOULD BE HAVING. AND WE'LL, WE'LL WE'LL GET IT RIGHT. WE'LL GET IT RIGHT. THANK YOU THANK YOU THANK YOU, DOCTOR JONES.

[14. FUTURE CONSENT AGENDA]

OKAY. ARE THERE ANY ITEMS ON THE CONSENT AGENDA THAT TRUSTEES WOULD LIKE TO PULL FOR DISCUSSION AT THE SEPTEMBER MEETING? NO. OKAY. HEARING NONE. IT IS 927. WE ARE ADJOURNING TO

[15. CLOSED SESSION]

CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071551.072551.074 AND 551.082 THE OPEN MEETINGS ACT TO DISCUSS PERSONNEL LAND ACQUISITION OR CONSULTATION

* This transcript was compiled from uncorrected Closed Captioning.

Aug 26, 2025 Regular School Board Meeting

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