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[00:00:01]

OKAY.

THIS MEETING

[A. Meeting Opening]

IS NOW CALLED TO ORDER AND WE WILL ENTERTAIN A ROLL CALL DISTRICT TWO.

PRESIDENT LANI.

DISTRICT THREE.

VICE PRESIDENT POWELL.

PRESENT DISTRICT ONE.

MR. BLUE HERE.

DISTRICT FOUR.

MS. STEWART? PRESENT.

DISTRICT FIVE.

MR. LEWIS? PRESENT.

DISTRICT SIX.

MR. RUSS? PRESENT.

DISTRICT SEVEN.

MR. GODDE.

DISTRICT EIGHT.

MS. KENNISON? HERE.

DISTRICT NINE.

MR. MARTIN.

HERE WE HAVE A FORUM.

THANK YOU.

[B. Minutes]

ALPHABET.

B MINUTES.

MEETING MINUTES.

APPROVAL OF THE SCHOOL BOARD MINUTES OF, UH, THE MAY 18TH, 2023, REGULAR BOARD MEETING AND THE MAY 4TH, 2023 AND JUNE 1ST, 2023.

COMMITTEE OF THE WHOLE MEETINGS AS PUBLISHED IN THE OFFICIAL JOURNAL.

UM, IS THERE A MOTION IT HAS BEEN MOVED BY MR. RUSS AND SECONDED, UH, BY MR. MARTIN.

UM, COMMENTS FROM THE BOARD? OKAY.

SEEING NO COMMENTS FROM THE BOARD, WE WILL NOW TURN TO COMMENTS FROM THE PUBLIC.

SEEING NONE, WE RETURN BACK TO COMMENTS FROM THE BOARD.

SEEING NONE, WE WILL ENTERTAIN A VOTE.

PLEASE VOTE.

ARE YOU NOT GETTING ANYTHING? YOU'RE REFRESHED.

CAN YOU REFRESH AND SEE IF IT'LL, THE MOTION CARRIES.

THANK YOU.

ITEM

[C. Information Only]

C, THESE, UM, DOCUMENTS ARE ENTERED FOR INFORMATION ONLY.

UH, NUMBER ONE, MONTHLY FINANCIAL REPORT.

NUMBER TWO, PERSONNEL CHANGES.

NUMBER THREE, PUBLIC RECORDS REQUEST, MONTHLY REPORT SO THAT IT SHOULD SIMPLY, OKAY, ARE THERE ANY QUESTIONS OR COMMENTS FROM OUR BOARD? OKAY.

SEEING NONE,

[D.1. Update from Superintendent]

WE WILL PROCEED FORWARD TO ITEM D.

RECEIVE AS INFORMATION UPDATE FROM OUR SUPERINTENDENT AND, UH, IN DR.

NO'S ABSENCE TONIGHT.

UH, MR. BRICKHOUSE IS MAKING THE PRESENTATION.

GOOD EVENING.

OOH, , THAT MIC.

ON BEHALF OF OUR SUPERINTENDENT, DR.

NARCISSI, I'M HAPPY TO GIVE YOU THE SUPERINTENDENT UPDATES FOR THIS EVENING.

UM, AS WE PREPARE OUR STUDENT ATHLETES FOR THE UP AND COMING SCHOOL YEAR, WE'VE PARTNERED WITH HEALTHCARE CENTERS AND SCHOOLS TO OFFER L H S A A SPORTS PHYSICALS THROUGHOUT THE REMAINDER OF THE MONTH.

THESE SERVICES WILL BE OFFERED FROM 9:00 AM TO NOON ON JUNE 22ND AT PARK FOREST MIDDLE AND JUNE 29TH AT WOODLAWN MIDDLE.

YOU CAN FIND MORE DETAILS ON OUR DISTRICT'S SOCIAL MEDIA ACCOUNTS.

WE'D ALSO LIKE TO EXTEND A SPECIAL CONGRATULATIONS TO PEYTON AND PARIS TURNER, WHO ARE STUDENTS AT E B R VIRTUAL ACADEMY.

PEYTON RECENTLY APPEARED ON THE EMMY AWARD-WINNING TELEVISION SERIES, ABOTT ELEMENTARY AND HER SISTER PARIS IS CURRENTLY FEATURED IN GRAMMY AWARD-WINNING SINGER DOZER KATZ VEGAS MUSIC VIDEO.

CONTINUE TO LET YOUR LIGHT SHINE BRIGHT AS WE CONTINUE, AND WE WISH YOU CONTINUED SUCCESS.

CONGRATULATIONS.

THAT CONCLUDES OUR REPORT FOR THIS EVENING.

THANK YOU.

[E.1. Board Appointees]

NOW MOVING TO ALPHABET E REPORTS FROM BOARD APPOINTEES TO COMMITTEES AND AGENCIES.

ARE THERE ANY REPORTS FROM, UH, OUR COMMITTEES AND OR AGENCIES? OKAY, MR. ROSS, I'LL JUST REPORT REAL QUICK AS OUR APPOINTEE TO OUR BRET COMMISSION.

UM, OUR COMMISSION DID MOVE, UH, LAST MEETING AT THE END OF MAY TO RENEW, UH, MR. COREY WILSON'S, UH, CONTRACT AS THE SUPERINTENDENT OF THAT ORGANIZATION.

UH, WE WENT INTO EXECUTIVE COMMITTEE, DISCUSSED HIS, UH, HIS PERFORMANCE SO FAR.

IF YOU DON'T KNOW, THEY JUST EARNED THE, UH, A GOLD MEDAL AWARD FOR OUR PARK SYSTEM, WHICH IS A NATIONWIDE AWARD, MEANING WE, UH, AND BRECK IS THE TOP, UH, PARKS AND RECREATION SYSTEM IN THE COUNTRY AS OF THIS YEAR.

UM, SO WE, WE SOUGHT TO RETAIN

[00:05:01]

HIM.

UH, COMING UP AT OUR MEETING FOR THIS MONTH IN JUNE, WE WILL SEE HIS CONTRACT, UH, AND BE WORKING ON THAT TO, UH, HOPEFULLY KEEP HIM AS SUPERINTENDENT OF THAT ORGANIZATION.

THANK YOU.

THANK YOU.

UH, VICE PRESIDENT BY UPDATE AS WELL.

YES, MR. MARTIN.

UH, I'M OUR DESIGNEE ON THE, UH, UH, EASTBOUND SCHOOL SYSTEM FOUNDATION.

UM, AND, UH, UM, THE, THE BOARD HAS BEEN WORKING ON A, UH, THE STRATEGIC VISION AND STRATEGIC PLAN ON HOW TO, UM, SIGNIFICANTLY INCREASE ITS ABILITY TO FUNDRAISE FOR THE BENEFIT OF OUR STUDENTS.

UM, AND, AND I ANTICIPATE THAT, UM, ONCE WE GET THROUGH THE BUDGET PROCESS, UH, THAT WE'RE GOING TO, UH, ASK THE BOARD, UH, CHAIR AND THE, AND THE FOUNDATION'S, UM, UM, TOP EXECUTIVE KATHLEEN SARS FIELD TO, UH, GIVE A PRESENTATION ON, UH, WHERE WE ARE AND WHAT THE GOALS ARE, UH, AS PART OF THE ONGOING COLLABORATIVE WORK BETWEEN THE FOUNDATION AND THE SCHOOL SYSTEM TO RAISE MONEY TO HELP OUR KIDS.

SO I JUST WANNA GIVE YOU A HEADS UP THAT THAT'S GOING TO BE COMING.

UH, I'VE ASKED THEM TO, THEY'RE REALLY READY TO GIVE IT JUST ABOUT ANY TIME, BUT I THOUGHT IT'D BE BETTER IF WE GOT THROUGH THE BUDGET BEFORE WE, UM, UH, TOOK TIME TO HEAR THAT.

THANK YOU.

OKAY.

SO WE'VE HAD A REPORT FROM MR. RUSS WITH, UH, THE BRETT COMMISSION AND MR. MARTIN WITH THE EBR R FOUNDATION.

ARE THERE ANY OTHER REPORTS FROM OUR BOARD? OKAY, SEEING NONE, WE WILL CONTINUE TO MOVE FORWARD.

[F.1. Policy: JGBA-Recess]

ALPHABET ELF UNFINISHED BUSINESS ITEM ONE, POLICY J G B A RECESS CONSIDERATION OF A REQUEST FOR THE APPROVAL OF POLICY J G B A RECESS.

IS THERE A MOTION I MOVE TO ADOPT THE POLICY? OKAY.

AND HAS BEEN MOVED BY MR. MARTIN.

IS THERE A SECOND? OKAY.

IT HAS BEEN SECONDED BY MR. RUSS.

OKAY.

COMMENTS FROM THE BOARD? MR. MARTIN? THANK YOU.

VICE PRESIDENT POWELL, VERY BRIEFLY.

UM, YOU KNOW, WE'VE TALKED ABOUT RECESS A LOT.

I THINK WE ALL HEARD FROM THE, UM, INCREDIBLE STUDENTS, UH, MIDDLE SCHOOL STUDENTS THAT CAME AND TESTIFIED IN FAVOR OF RECESS.

UH, I THINK WE WENT OVER AT THAT TIME ALL OF THE, UM, SIGNIFICANT ACADEMIC RESEARCH FROM THE CDC, THE AMERICAN ACADEMY PEDIATRICS, AND OTHERS ABOUT THE, THE, THE EXTRAORDINARY VALUE AND NE NECESSITY THERE IS FOR, UH, MENTAL BREAKS, UH, THROUGHOUT THE DAY FOR, UH, CHILDREN AT MIDDLE SCHOOL AGE.

UM, RIGHT NOW, FOR SOME KIDS, THEY'RE, UM, YOU KNOW, WITH A FOUR BLOCK SCHEDULED THROUGHOUT THE DAY, 97 MINUTES EACH.

SOME KIDS ARE GOING FOR THREE STRAIGHT BLOCKS, FOUR HOURS AND 51 MINUTES WITHOUT A BREAK, OTHER THAN TO CHANGE CLASSES.

UM, AND, AND THAT'S JUST TOO MUCH.

I CAN'T WORK THAT WAY.

EVERY, EVERY MEMBER OF THIS BOARD, I'VE HAD INDIVIDUAL CONVERSATIONS WITH, CAN'T WAIT THAT LONG.

UH, BETWEEN BATHROOM BREAKS, BETWEEN JUST MENTAL HEALTH BREAKS TO UNWIND JUST A LITTLE BIT AND STOP FOCUSING.

UH, AND SO I THINK IT'S VERY IMPORTANT THAT, THAT WE, UH, THAT THIS BOARD SAID AS A MATTER OF POLICY, THAT WE EXPECT OUR KIDS TO HAVE, UH, A RECESS BREAK OUR MIDDLE SCHOOL KIDS TO HAVE A RECESS BREAK.

UM, WE, UM, UH, POSTPONED DISCUSSION AT THE, UH, COMMITTEE OF THE WHOLE MEETING BECAUSE THE ADMINISTRATION EXPRESSED SOME CONCERN THAT THE UNIQUE NEEDS OF THE ALTERNATIVE SCHOOLS, UM, BECAUSE OF THE DISCIPLINARY AND BEHAVIORAL CHALLENGES THAT THEY FACE, UH, MIGHT HAVE A PARTICULARLY DIFFICULT TIME OR CHALLENGING TIME IMPLEMENTING THE, THE POLICY IN THE SAME WAY THAT OTHER, UM, UH, OTHER SCHOOLS DO.

I DON'T A HUNDRED PERCENT AGREE WITH THAT.

BUT IN THE INTEREST OF MOVING, UM, THE POLICY FORWARD FOR MOST STUDENTS, UH, WE ADAPTED THE RESOLUTION TO PROVIDE, UM, UH, AUTHORITY TO THE SUPERINTENDENT TO WAIVE THE POLICY AS IT APPLIES TO ALTERNATIVE SCHOOLS.

AND MR. SHALIN HAS UPDATED HIS MEMO, AS I UNDERSTAND THE BOARD DOCS, WE HAVE A CLEAR DEFINITION OF WHAT, WHAT COUNTS AS AN ALTERNATIVE SCHOOL, AND THAT'S APPLICABLE TO THIS RESOLUTION.

UM, THERE'S ALSO A PROCESS JUST IN CASE THERE'S SOME REASON FOR A PARTICULAR SCHOOL THAT THEY CAN'T, UM, UH, MAKE THIS WORK, RIGHT? THAT, THAT THEY CAN COME THROUGH THE SUPERINTENDENT TO THE BOARD TO ASK FOR AN EXCEPTION OR A WAIVER.

I DON'T ANTICIPATE THAT THAT'S GOING TO HAPPEN, BUT I DIDN'T WANT TO HAVE ANYBODY BE ABLE TO ACCUSE OF, OF MICROMANAGING OR IGNORING SOME PRACTICAL REALITY THAT MIGHT EXIST.

SO I WANTED TO HAVE A MECHANISM BY WHICH WE COULD REVISIT ON A CASE BY CASE BASIS IF THERE WAS A PROBLEM IN A PARTICULAR SCHOOL.

I DON'T KNOW THAT I WOULD SUPPORT ANY OF THOSE, BUT I JUST WANTED TO HAVE A VEHICLE TO DO THAT.

SO, UM, WITH THAT SAID, I'M HAPPY TO ANSWER ANY QUESTIONS.

UH, I HAVE, UH, MY UNDERSTANDING FROM, FROM MY CONVERSATION WITH THE SUPERINTENDENT TWO WEEKS AGO IS THAT THE ADMINISTRATION WOULD SUPPORT THIS, UM, RESOLUTION WITH THE REVISION TO, TO ACCEPT OUT THE ALTERNATIVE SCHOOLS AND PROVIDE THE OTHER MECHANISM.

[00:10:01]

UM, AND SO I WOULD ASK THAT EVERYBODY, UH, SUPPORT THIS RESOLUTION.

THANK YOU.

THANK YOU.

OKAY.

I HAVE ENTERED THE QUEUE AS WELL.

UM, MS. SILAS, MAYBE YOU CAN HELP ME WITH THIS.

I HAVE A QUICK QUESTION.

UM, JUST FOR A MOMENT OF CLARITY, WAS THERE RECENTLY SOME STATE LEGISLATION THAT HAS BEEN ADOPTED IN REGARDS TO, UH, RECESS POLICIES? SO THE LEGISLATION THAT WAS PASSED RECENTLY WAS IN REGARDS TO KINDERGARTEN THROUGH FIFTH GRADE, AND THAT IT REQUIRED, I THINK, WHAT WAS IT, A 15 MINUTE? YES, MA'AM.

OKAY.

MM-HMM.

, THANK YOU SO MUCH, MR. RUSS.

YEAH.

THANK YOU.

VICE PRESIDENT POWELL.

UH, JUST WANNA FIRST SAY THANK YOU TO, UH, BOARD MEMBER MARTIN FOR PRODUCING THIS ITEM.

IF YOU HADN'T, I WOULD HAVE, UM, JUST A COMMENT ON SOME OF THE CHANGES AND REVISIONS.

I, I'M NOT, I WANT TO GO ON RECORD BY SAYING I'M NOT PARTICULARLY KEEN ON EXCEPTIONS TO THIS.

BUT, UM, MR. MARTIN HAS, THROUGH HIS VERY DEF LEGAL AND LAWYERING SKILLS CONVINCED ME THAT, UM, THERE COULD BE, UH, RIGHTEOUS REASONS WHY THAT COULD HAPPEN.

UH, I, I WILL AGAIN, AS WELL GO ON RECORD THAT IF, UH, IF YOU'RE AN ADMINISTRATOR OVER A SCHOOL AND, AND YOU EXPECT TO BE EXEMPTED FROM THIS, UH, POLICY, UM, YOU'RE GONNA HAVE A HIGH BURDEN OF PROOF TO GET THAT PAST ME .

UM, BUT THANK YOU FOR PRODUCING THIS, AND, UH, I DO SUPPORT THIS.

THANK YOU.

SEEING NO FURTHER COMMENTS IN THE QUEUE, WE WILL NOW TURN TO THE PUBLIC.

DR.

FANNING, THANK YOU.

UM, I TRUST YOU ALL VOTE FOR THIS RATHER THAN LET THE PERFECT INTERFERE WITH THE GOOD.

BUT I'M INCREDIBLY DISTURBED BY THE IDEA THAT PEOPLE IN THE ALTERNATIVE SCHOOL SHOULD JUST GET USED TO THE CONDITIONS OF A PRISON.

THEY PROBABLY NEED A RECESS WORSE THAN ANYBODY.

AND IF THE FOLKS THAT RUN IT, ALTERNATIVE SCHOOLS CAN'T HANDLE IT, FIND SOMEBODY THAT CAN RUN THE ALTERNATIVE SCHOOLS CORRECTLY.

WHEN YOU DECIDED TO KICK THE MIDDLE SCHOOL STUDENTS OUT OF BROOKSTOWN SO YOU COULD HAVE A BIGGER, BETTER ALTERNATIVE SCHOOL OVER THERE, ONE OF THE PROMISES WAS WRAPAROUND SERVICES.

IT'S TIME TO START, UM, FULFILLING PROMISES.

THANK YOU.

THANK YOU, DR.

FINNEY.

SEEING NO FURTHER COMMENT CARDS, WE WILL NOW RETURN TO COMMENTS FROM THE BOARD.

MR. MARTIN.

THANK YOU.

JUST ON, ON DR.

FINNEY'S POINT, UH, THE, EVEN EVEN FOR THE ALTERNATIVE SCHOOLS, THEY, THEY, THE PRINCIPALS OF EACH ALTERNATIVE SCHOOL HAVE TO REQUEST A WAIVER.

THAT WAIVER IS WITHIN THE AUTHORITY OF THE SUPERINTENDENT TO GRANT.

I FRANKLY WOULD URGE THAT IT NOT BE GRANTED.

UM, UH, BUT I, YOU KNOW, SHOOK, SHOOK HANDS WITH HIM THAT THAT'S WHAT THE POLICY I PROPOSED WOULD HAVE IN IT.

UM, AND SO THAT'S WHAT IT DOES.

BUT I WOULD, I WOULD HOPE THAT NOBODY WOULD, UM, ACTUALLY GRANT THOSE, BECAUSE I AGREE THAT, THAT, THAT SOMETIMES THE, THE, THE SOMETIMES THE KIDS THAT ARE GET IN TROUBLE GET IN TROUBLE BECAUSE THEY'RE EXPECTED TO SIT STILL TOO LONG AND LONGER THAN HUMAN NATURE WILL ALLOW.

UM, AND HUMAN NATURE'S DIFFERENT FOR EACH ONE OF US.

SO I WOULD, I WOULD CERTAINLY ENCOURAGE THAT EVERYBODY HAVE RECESS.

THANK YOU, MR. RUSS.

THANK YOU.

I JUST WANT TO MENTION ONE MORE ITEM.

AS THIS CAME IN INTO DISCUSSION BEFORE THE BOARD, IT KIND OF OPENED A BIGGER DISCUSSION ABOUT HOW WE MANAGE OUR, OUR SCHOOLS, THEIR TIME, AND OUR CHILDREN'S EDUCATION.

AND SO, MR. GODDE, WHO'S NOT PRESENT, HAS MADE A VERY, I BELIEVE, EXCELLENT SUGGESTION THAT, THAT WE HAVE TO TAKE A LOOK AT THE BIGGER PICTURE OF WHAT THAT MEANS.

UM, SO, YOU KNOW, IN THAT LIGHT, I, I WANT TO MENTION TO THE BOARD THAT THERE WILL BE AN ITEM BROUGHT BY SOMEONE, UH, IN THE NEAR FUTURE THAT IS GONNA ASK, UM, THAT WE LOOK AT HOW OUR SCHOOL DAY IS RUN AT DIFFERENT TYPES OF SCHOOLS.

BECAUSE I THINK THAT, UM, THE PRESSURE THAT, UH, OVER TIME OF DIFFERENT, UM, EXPECTATIONS FROM OUR KIDS, BOTH IN CURRICULUM, TYPES OF SCHOOLS, THAT THEY'RE IN TIME OF DAY, THAT THEY'RE GOING TO SCHOOL, HAS ULTIMATELY LED US TO HAVE TO FORCE TO MAKE A POLICY LIKE THIS.

UM, AND SO I THINK WE HAVE TO TAKE ANOTHER BIG PICTURE, LOOK AT, YOU KNOW, WHEN DO OUR KIDS SHOW UP TO SCHOOL? HOW LONG IS THEIR DAY? WHAT ARE THEY DOING AT SCHOOL? UM, AND SO THIS IS JUST A SMALL PART OF THAT CONVERSATION.

AND, UH, I JUST WANT, YOU KNOW, THE BOARD AND THE PUBLIC KNOW THAT WE'RE, WE'RE GOING TO BE ASKING MORE AND DE EVEN DELVING DEEPER INTO THAT ISSUE.

THANK YOU.

THANK YOU.

SEEING NO FURTHER COMMENTS IN THE QUEUE, WE WILL NOW CALL FOR A VOTE.

[00:15:02]

PLEASE VOTE.

THE MOTION CARRIES.

THANK YOU.

ITEM TWO.

WELL, BEFORE WE ENTER INTO ITEM TWO, I WOULD LIKE TO MAKE THIS ANNOUNCEMENT AS WELL THAT WE'RE ABOUT TO START, UH, REVIEWING SOME OF THE, UH, UNFINISHED, UH, CONTRACTS AND PRESENTATIONS THAT WERE REQUESTED FROM THE COMMITTEE OF THE WHOLE.

AND, UH, JUST A REMINDER TO THOSE WHO WILL BE PRESENTING, WHICH WILL BE OUR DISTRICT ADMINISTRATIVE STAFF, UH, THAT YOUR PRESENTATIONS SHOULD BE, UM, ABOUT THREE TO FIVE MINUTES.

AND IT'S GENERALLY A SUMMATION OF THE EXTENDED PRESENTATION THAT HAS BEEN PLACED IN BOARD DOCS.

SO I DID WANNA SHARE THAT WITH YOU ALL, CONSIDERING THAT WE HAVE QUITE A FEW PRESENTATIONS, UH, TO BE MADE TONIGHT.

SO, ONCE AGAIN, THIS IS ITEM

[F.2. Professional Services Contract: Achieve 3000]

TWO.

PROFESSIONAL SERVICES CONTRACT.

ACHIEVE THREE, ACHIEVE 3000 CONSIDERATION OF A REQUEST FOR THE APPROVAL OF THE PROFESSIONAL SERVICES CONTRACTS BETWEEN THE EAST BATON ROUGE PARISH SCHOOL BOARD AND ACHIEVE 3000 IN THE AMOUNT OF $1,391,090 TO PROVIDE A LITERACY WEB BASED SUPPLEMENTAL PROGRAM AND PROFESSIONAL DEVELOPMENT, STRATEGIC ALIGNMENT, STUDENT ACHIEVEMENT FUNDING SOURCE ESTHER THREE, ACTION TWO.

AND, UH, IF THE PRESENTERS WILL MAKE THEIR WAY FORWARD.

ALRIGHT, MS. WARREN, DR.

BETLEY, MS. SMITH, AND I SEE DR.

ROBINSON.

SIR, GOOD EVENING.

VICE PRESIDENT POWELL.

MR. LANNIS, IN HIS ABSENCE, DR.

NARCISS, IN HIS ABSENCE INTO ALL BOARD, BOARD MEMBERS ACHIEVED 3000 IS, UM, ONE OF THE PROGRAMS THAT IS BEING USED FOR, UM, LITERACY SUPPORT.

NOT JUST IS IT BEING USED IN, UM, FOR LITERACY IN ELA, BUT IT IS ALSO BEING USED IN SCIENCE, SOCIAL STUDIES, UM, WHERE THERE EVEN, THERE'S EVEN SOME ADAPTABILITY FOR IT TO BE USED IN MATH, BUT WE'RE FOCUSED IN MATH AROUND DREAMBOX.

SO ACHIEVE IS, IS THE TOOL THAT WE'RE USING, WHICH IS SUPPLEMENTAL SUPPORT TO THE REGULAR CURRICULUM.

UM, AND THAT'S TAUGHT FOR TIER ONE, UM, IN OUR, IN ALL OF OUR SCHOOLS.

SO LET TALK ABOUT SOME OF THE BENEFITS.

SO, UM, I'M GONNA TALK ABOUT MORE OF THE UPPER LEVEL USAGE, AND MS. WARREN IS GONNA TALK A LITTLE BIT ABOUT THE, UM, PRE-K LOWER.

UM, SO STUDENTS, WE REALLY ENCOURAGE FOR, UH, TEACHERS TO HAVE STUDENTS USING ACHIEVE, UM, 3000, UM, DAILY, UH, IF POSSIBLE, BUT AT LEAST TWO TO THREE TIMES, UM, PER WEEK.

UM, THERE ARE VARIOUS LESSONS THAT THE STUDENTS WILL HAVE.

UM, THIS QUESTION CAME UP A LITTLE BIT EARLIER.

UM, I THINK AT THE CAL, WE ARE GONNA BE WORKING WITH OUR TEACHERS DURING TEACHER DEVELOPMENT WEEK, WEEK, WHICH WE CALL T D W TO SUPPORT THEM IN THE IMPLEMENTATION OF HOW TO USE IT IN THE CLASSROOM WITHOUT HAVING TO, UM, STOP THE CLASS.

AND EVERYBODY DOES ACHIEVE 3000, AND THEN WE PICK IT BACK UP.

SO WE'RE GONNA BE WORKING WITH THEM TO IMPLEMENT THIS SO THAT IT CAN BE DONE.

KIDS CAN ACTUALLY DO IT INDEPENDENTLY, UH, WITHIN THE CLASS.

SO, UM, WHEN THE LESSONS ARE DONE, UH, WHAT WE DO WITH THE, WITH THE, UM, ARTICLES THAT COME WITH IT IS WE ARE WORKING ON THE LESSON PLANS FOR THE TEACHERS.

THESE ARTICLES ARE ACTUALLY IMPLEMENTED IN THE LESSON PLANS SO THAT THE TEACHERS ARE NOT HAVING TO GO AND LOOK THEM UP IF IT'S A SCIENCE ARTICLE OR IF IT'S SOCIAL STUDIES OR EVEN FOR ELA, WE'RE ACTUALLY PLACING THOSE IN THE LESSON PLANS FOR THE TEACHERS TO ENSURE THAT THEY, UM, CAN USE THEM, KNOW WHAT TO DO.

AND SO THE PD THAT WE DID LAST SUMMER, UM, SUPPORTED THAT.

WE'LL BE DOING THAT AGAIN, UM, THIS SUMMER DURING TEACHER DEVELOPMENT WEEK AS WELL.

UM, WE HAD A 99%, UM, 99% OF THE STUDENTS WHO COMPLETED THE ART, THE, THE, UM, THE LESSONS, IF IT IS DONE WITH FIDELITY, IF THEY DO THE LESSONS AND REACH THE, UH, 75% OR HIGHER THE FIRST TIME.

[00:20:01]

SO WE REALLY DON'T WANT THE KIDS TO HAVE TO DO IT OVER AND OVER AND OVER AGAIN.

RIGHT? WE ON THAT SAME LESSON, WE, BUT WE WANT THEM TO REALLY CONCENTRATE ON IT THE FIRST TIME THEY TAKE IT, ACHIEVE 75% OR BETTER OR HIGHER THE FIRST TIME.

IF THEY CONTINUE TO DO THAT, IT WILL SHOW VAST IMPROVEMENT AND IT'S GONNA INCREASE THE LEVELS OF OUR STUDENTS, THE READABILITY LEVELS OF OUR STUDENTS, AND IT WILL RESULT IN THEM ACHIEVING HIGHER ON THE LEAP.

SO SMARTY ANTS IS DESIGNED FOR OUR PRE-K THROUGH SECOND GRADE STUDENTS.

IT ACTUALLY GIVES A DIAGNOSTIC, UM, ASSESSMENT FOR OUR YOUNGER STUDENTS.

AND IT PROVIDES AN INDIVIDUALIZED, UM, PROGRAM FOR THEM TO EITHER USE WITH THE TEACHER IN A CLASSROOM, OR THE SOFTWARE DOES GO THROUGH SOME INDIVIDUALIZED, UM, LESSONS FOR THOSE YOUNGER CHILDREN.

IT ACTUALLY LOOKS AT THE PHONEMIC AWARENESS CONTINUUM, SO IT CAN PREPARE THEM TO BEGIN TO READ BY THE END OF PRE-K OR FIRST AND SECOND GRADE.

AND SO, WHEN WE LOOK AT SOME OF THE DATA AT KINDERGARTEN FROM LAST YEAR TO THIS YEAR, WE HAD, UM, A HUNDRED, 1,617 STUDENTS TO 2,201 STUDENTS ON OUR, AT OUR BELOW ABOVE LEVEL, WHICH WAS REALLY GOOD.

AT FIRST GRADE, WE HAD 273 STUDENTS TO 1,509 STUDENTS ON OR AT ABOVE GRADE LEVEL.

AND THEN 273 TO 1,509 ON, UM, AT OR ABOVE GRADE LEVEL.

CUZ REMEMBER WHEN SOME OF THE STUDENTS ARE ENTERING INTO OUR SYSTEM AT PRE-K, THEY HAVE NO EXPOSURE, UM, TO AN EARLY, UM, LEARNING ENVIRONMENT THAT IS HIGH QUALITY.

SO MOVING THEM AT THAT RATE IS REALLY GOOD.

SO WHEN WE, AGAIN, WHEN WE TALK ABOUT THE PERFORMANCE OF OUR STUDENTS AND HOW THEY ACTUALLY ARE ACHIEVING, WE'RE TALKING ABOUT THOSE LEXILE SCORES.

AND FOR EXAMPLE, UM, IF WE HAVE A STUDENT, LET'S SAY IN THIRD GRADE, ALL RIGHT, UM, THE, WE WANT TO MAKE SURE THAT THEY ARE STAYING ON TRACK, WHICH MEANS WE WANT THEM TO ENTER THIRD GRADE BEING ABLE TO READ AT OR ABOVE GRADE LEVEL.

SO THAT WOULD BE WHERE THEY WOULD BE AT A FIVE 20 LEXILE SCORE.

THAT'S WHAT WE WANT THEM TO HAVE, IS A MINIMUM THRESHOLD.

BUT MANY OF OUR SCHOLARS DO NOT ENTER THIRD GRADE READING AT OR ABOVE GRADE LEVEL.

SO THESE TYPES OF SUPPORT RESOURCES IS JUST ONE DATA SOURCE THAT IS USED AMONGST MANY TO HELP SUPPORT THE TEACHERS WITH DEVELOPING SMALL GROUPS AND DEVELOPING WHAT HAPPENS IN THOSE SMALL GROUPS.

THIS DATA FROM ACHIEVE, AGAIN, IS ONE SOURCE.

THERE ARE OTHER SOURCES THAT TEACHERS ARE GONNA USE, BUT IT REALLY WILL SHOW THE DEFICIT AREAS WHERE CHILDREN ARE STRUGGLING, SO THAT AS TEACHERS ARE PREPARING LESSONS, THEY WILL BE ABLE TO PREPARE LESSONS UTILIZING THIS DATA, LOOKING AT THOSE DEFICITS AND THE STRENGTHS OF THE STUDENTS.

OKAY.

TRY TO KEEP THREE MINUTES .

THANK YOU.

ALL RIGHT.

UM, NOW THAT WE'VE HEARD THE PRESENTATION, IF WE COULD, UM, ENTERTAIN A MOTION FOR THIS PARTICULAR ITEM.

OKAY.

AND IT HAS BEEN MOVED BY MR. BALLOU.

IS THERE A SECOND? OKAY.

IT HAS BEEN SECONDED BY MR. RUSS.

UH, COMMENTS FROM THE BOARD, MR. LEWIS, YOU KNOW, LITER LITERACY HAS BEEN A PROBLEM.

OKAY? UM, I KNOW MS. WARREN, I KNOW YOU AND YOUR, YOUR TEAM, YOU, YOU DO AN EXCELLENT JOB.

THE PROBLEM I HAVE, OR THE CONCERN THAT I HAVE WITH, UM, ACHIEVE 3000 IS THE FACT WHEN YOU GO INTO THE, UM, SLIDES, THE PRESENTATION ON THE, UH, MCGRAW HILL ACHIEVED 3000.

YES, SIR.

OKAY.

THIS ON SLIDE, UM, FIVE, WHAT, WHAT IMPACT HAS, WHAT IMPACT HAS 3000 HAD ON STUDENTS? IS THAT ON THE LATE 2025? NO, IT'S, IT'S, UH, SLIDE FOUR MAYBE.

OKAY.

WHAT IMPACT HAS ACHIEVED 3000 HAD ON STUDENTS? YES, SIR.

ARE THESE NUMBERS? ARE, ARE, ARE THESE OUR NUMBERS? ARE THESE EBR NUMBERS? UM, THESE, YES, THESE ARE OUR NUMBERS.

[00:25:01]

OKAY.

SO, UH, WHERE DO THEY COME FROM? I MEAN, IS IT DISTRICTWIDE OR WAS IT SELECTED SCHOOLS? NO, THIS IS DISTRICT-WIDE DATA.

DISTRICT-WIDE.

EVERY SCHOOL IN THE DISTRICT.

AS LONG AS THEY'RE DOING IT.

OKAY.

SO IT'S NOT, SO IF IF EVERYONE'S NOT DOING IT, THEN IT'S NOT EVERY SCHOOL.

WHAT SCHOOLS IN PARTICULAR DID THIS DATA COME FROM? DID IT COME FROM CAPITAL MIDDLE? DID IT COME FROM WESTDALE? DID IT COME FROM, WHERE DID IT COME FROM? THAT'S MY QUESTION.

IT THE COMPILATION OF ALL OF OUR SCHOOLS THAT PARTICIPATED IN IT.

OKAY.

WHAT SCHOOLS WE CAN GET YOU SCHOOLS PARTICIPATED IS MY QUESTION.

THE HIGH WE, CAN YOU A LIST HIGH, ARE THEY HIGH PERFORMING SCHOOLS? ARE THEY LOW PERFORMING SCHOOLS? NO.

WHAT SCHOOLS? WELL, WE CAN GET YOU A LIST OF ALL, THAT'S WHAT I'M ASKING.

YEAH, WE CAN PROVIDE YOU A LIST TO YOU.

WE HAD TWO WEEKS TO GET IT FOR ME.

GO AHEAD.

OKAY.

UM, SO TO YOUR POINT, MR. LEWIS, ALL OF THE SCHOOLS ARE EXPECTED TO DO ACHIEVE 3000.

DO THEY USE IT? DO ALL THE SCHOOLS USE IT? THERE IS A REPORT.

THERE'S REPORT ON THE REPORT.

IT'S A YES OR NO QUESTION.

DO ALL THE SCHOOLS USE IT? OKAY, WELL, THE ANSWER WOULD BE YES.

THAT THE SCHOOLS, YOU DO AT LEAST HAVE A STUDENT IN EVERY SCHOOL THAT IS, THAT HAS SIGNED IN AND HAS AND HAS USED IT.

A STUDENT, I SAID AT LEAST A STUDENT.

A AT LEAST A STUDENT, YES.

OKAY.

SO IT'S NOT EVERY SCHOOL TO ME, THAT'S NOT EVERY SCHOOL.

WE CAN GET YOU THE INFORMATION AND, AND THE SPECIFIC NUMBERS.

SCHOOLS WE HAVE, WE HAVE THE DATA ALREADY DONE THAT WE CAN PROVIDE TO YOU IN TERMS OF EACH SCHOOL.

YOU CAN SEE THE USAGE, YOU CAN SEE HOW MANY STUDENTS PARTICIPATED.

UM, WE ARE, WE PROVIDED WHAT WE WERE ASKED TO DO FOR THIS PRESENTATION.

OKAY.

AND WE CAN HAVE THAT FOR YOU TOMORROW.

OKAY.

THIS, THIS CONTRACT COSTS US $1.379 MILLION.

MM-HMM.

, RIGHT? YOU'RE ASKING FOR 157 PD HOURS, DAYS.

MM-HMM.

AT $454,010 AND 60 CENTS.

IT'S ONLY 180 DAYS IN SCHOOL YEAR.

SO YOU ASK, YOU GONNA DO 157 PDS AT THAT COST.

WHERE ARE YOU SEEING 157 PDS? UM, AS SOON AS I CAN GET TO IT, I WILL FIND IT FOR YOU.

OKAY.

THAT'S WHAT'S IN THE PRE, THAT'S WHAT'S IN THE, UH, THE NUMBERS WE HAVE HERE.

LEMME GO DOWN.

SURE.

I'M SURE YOU HAVE IT.

YOU CAN FIND IT BEFORE I CAN MEMO.

THAT'S THE VENDOR'S CONTRACT.

NOW I KNOW THAT PROFESSIONAL DEVELOPMENT IS DONE ON A MONTHLY BASIS.

OKAY.

BUT YOU ARE, YOU'RE ASKING FOR 157, THAT'S WHAT THE CONTRACT COSTS FOR 157.

AT $454,000.

WITH 180 DAY SCHOOL YEAR, YOU'RE GOING TO PROVIDE 157 OPPORTUNITIES FOR PROFESSIONAL DEVELOPMENT AND 180 DAY SCHOOL YEAR.

I HONESTLY AM NOT SURE WHERE YOU'RE READING THAT OR WHAT YOU HAVE, BUT I CAN INFORM.

BUT I AM GOING TO FIND, FIND INFORMATION THAT YOU'RE SCHOOL YEAR.

OKAY.

UM, NOW I KNOW PD IS PROVIDED TO SCHOOL LEADERS.

UM, OKAY.

HERE, I'M COMING UP ON IT.

RIGHT HERE.

THERE WE GO.

IT'S UNDER THE SLIDE THAT SAYS MCGRAW HALL HILL.

I'M SORRY.

NOW I THINK THE SMARTY, THE SMARTY ANTS AND, YOU KNOW, ALL THAT STUFF IS COOL.

BUT UNDER LITERACY PROFESSIONAL LEARNING SERVICES 156, THAT MAY BE SOMETHING 1 56 AT A COST OF $2,910 A POP FOR A GRAND TOTAL OF $454,063 AND 60 CENTS.

AND OF COURSE, THEY DISCOUNTED IT.

$412,950 74 CENTS.

MR. LEWIS, CAN YOU TELL ME WHAT PAGE YOU'RE USING,

[00:30:04]

COACH? CONSIDERING THAT WE ARE NOW ABOUT ONE MINUTE OVER, UM, I KNOW THAT I'M NEXT IN THE QUEUE.

CAN I CONTINUE WITH YOUR QUESTION? PLEASE CONTINUE.

AND THE QUESTION I WANT YOU TO ASK VICE PRESIDENT POWELL, IS THIS CONTRACT SUSTAINABLE? WE BOUGHT IT LAST YEAR.

WE'RE TRYING TO BUY IT AGAIN THIS YEAR.

SO THE, THE PURPOSE OF PROFESSIONAL DEVELOPMENT IS TO BUILD CAPACITY WITH TEACHERS.

SO IF THEY HAD THE SAME PROFESSIONAL DEVELOPMENT LAST YEAR, WHY WE GONNA TURN IT AROUND AND BUY IT AGAIN THIS YEAR? OKAY.

THANK YOU CARLOS.

THANK YOU.

SO, CAN I RESPOND? YES.

AND, AND I'LL, LET ME ASK THIS AS WELL.

I'M WONDERING IS THE 156 IS THAT 156 TEACHERS THAT WILL RECEIVE PROFESSIONAL DEVELOPMENT IN REGARDS TO ACHIEVE 3000? SO YOU HAVE A, UM, PROFESSIONAL DEVELOPMENT THAT'S BEING DONE MULTIPLE TIMES DURING THE YEAR FOR TEACHERS, MULTIPLE TIMES DURING THE YEAR FOR SCHOOL LEADERS.

AND, UM, ALSO OUR EDS ARE A PART OF THAT.

EVEN, UH, OUR COACHES ARE A PART OF THAT.

SO IT'S NOT NECESSARILY JUST FOR THE TEACHERS THAT THEY ARE RECEIVING THIS PD.

THE YES, SIR.

THEY DID RECEIVE PD LAST YEAR, BUT THE PD IS BASED UPON THE DATA AND THE PERFORMANCE OF THE STUDENTS IN THE CURRENT SCHOOL YEAR.

SO AS THE, THE MA AS AS STUDENTS ARE TAKING THE, THE VARIOUS ASSESSMENTS, THE DATA IS GOING INTO THE, INTO THE DATA BANK.

RIGHT.

OKAY.

BUT WHEN ACHIEVE NOW DOES THE PROFESSIONAL DEVELOPMENT IS BASED UPON THE CURRENT DATA AND USAGE AND PERFORMANCE OF THE STUDENTS.

NOT FROM LAST YEAR.

OKAY.

LET ME BACK OFF A LITTLE BIT.

OKAY.

I'M, I'M, I I'M BEING A LITTLE TOO AGGRESSIVE.

THANK YOU COACH.

CUZ I HAVE ANOTHER QUESTION.

YEAH, I'M, I'M BEING A LITTLE TOO AGGRESSIVE.

MATTER OF FACT, MY WIFE JUST TEXT ME AND SHE'S LIKE, WHY ARE YOU BEING SO AGGRESSIVE? OKAY, THANK YOU COACH .

SHE KNOWS THAT'S MY NATURE, BUT I'M, I'M, I'M SORRY.

I'M NOT TRYING TO ATTACK YOU.

I'M JUST GO AHEAD.

GO AHEAD.

THANK YOU.

OKAY.

.

OKAY.

SO MY QUESTION MM-HMM.

AND DR.

ROBINSON AND MS. WARREN, THANK YOU FOR SHARING YOUR PRESENTATION.

UH, I'M NOT SURE IF MY QUESTION APPLIES TO YOU OR IF IT WOULD BE MS. UH, DR.

BETLEY IN IS THE, UH, FUNDING FOR THIS PROGRAM INCLUDED ALREADY? JUST FOR THE, FOR THE SAKE OF, OF MAKING SURE THAT WE ALL HAVE CLARITY, IS THE FUNDING FOR THIS PARTICULAR PROGRAM ALREADY INCLUDED IN YOUR, IN THE SER THREE ACTION, TWO PROJECTION FOR THIS UPCOMING YEAR? YES, MA'AM.

WE ALLOCATED THE AMOUNT FOR THE 2324 SCHOOL YEAR.

OKAY.

AND IS THERE A, AND I THINK I ASKED THIS BEFORE, BUT JUST WANNA MAKE SURE THAT I'VE ASKED AGAIN FOR THE SAKE OF EVERYONE LISTENING, UM, WHAT IS THE EXPIRATION, I GUESS, OF OUR CURRENT LICENSING AND SUBSCRIPTION AND, AND, YOU KNOW, ARE WE IN A TIME CRUNCH TO MAKE SURE THAT WE GO AHEAD AND GET, UH, THE LICENSES PURCHASED FOR THIS UPCOMING YEAR, UH, JUNE 30TH.

OKAY.

SO, YES.

SO THANK YOU SO MUCH.

SO WE ARE, TIME IS OF THE ESSENCE.

YES.

OKAY.

SO THOSE WERE MY TWO QUESTIONS.

THANK YOU.

AND, AND THEN COACHES FIVE.

SO, ALL RIGHT, MS. KENNISON, THANK YOU.

UH, I THINK IT'S IMPORTANT THAT WE ASK OURSELVES WHAT THE RETURN ON INVESTMENT IS FOR ALL OF THESE THINGS.

LIKE IT, IT'S HARD TO MEASURE BECAUSE IT'S WHAT IT'S INVESTMENT IN KNOWLEDGE FOR KIDS.

BUT IF WE'RE LOOKING AT JUST THIS PRESENTATION, UH, IF, SO, IF WE LOOK AT 99% OF STUDENTS WHO COMPLETED 40 OR MORE MULTIPLE CHOICE ACTIVITIES AND ACHIEVED 3000 SCORING 75% OR HIGHER ON THEIR FIRST TRY SCORED, SCORE ACHIEVED BASIC OR ABOVE ON LEAP 2025, IT'S, THAT IS FUN WITH NUMBERS.

AND IT DOESN'T SAY, THAT DOESN'T EVEN INDICATE ANY SORT OF GROWTH.

ALL IT SAYS TO ME IS THAT IF YOU'RE A SMART KID AND YOU DID THIS, YOU'RE GONNA REMAIN SMART AND DO GOOD ON THIS OTHER TEST.

SO WHERE'S THE, WHERE'S THE IMPROVEMENT DATA? THIS IS JUST SAYS A KID WHO KNOWS HOW TO READ DOES WELL AND ACHIEVE 3000 AND DOES WELL ON LEAP LIKE THIS, THIS SCREEN SHOULDN'T EVEN BE HERE.

WHAT, WHERE'S THE REAL INFORMATION? LIKE I'VE TALKED TO A BUNCH OF TINY CONSTITUENTS.

NO ONE, NONE OF THEM CLAIMED THAT THEY'VE LEARNED ANYTHING ON A CHEAP 3000.

THAT'S A LOT OF MONEY.

UM, AND LIKE, UH, MS. ESPINOZA, I THINK WAS HER NAME, UM, SAID, YOU KNOW, WE DON'T HAVE MONEY, WE DON'T NEED TO SPEND IT.

AND THIS IS A GOOD CHUNK THAT WE COULD JUST START, WE COULD START CHIPPING AWAY.

[00:35:01]

JUST, JUST START.

AND IT'S NOT, I MEAN, WE HAD A COUPLE WEEKS TO COME UP WITH A PRESENTATION AND THIS IS THE DATA WE GET.

THIS IS, THIS IS, THIS IS NOTHING LIKE, IT'S NOT, IT'S NOT SAYING ANYTHING.

UM, WE, WE VOTE IT DOWN, .

THANK YOU.

SO WE DID SEE IN ELITE LAST YEAR UNDER E L A, WE DID SEE APPROXIMATELY 1.51 SOMEWHERE IN THAT MARKET OF INCREASE, RIGHT? SO WHEN WE CAME INTO THE DISTRICT, UM, SOME OF THE SCHOOLS WERE USING, UM, I CALL THE NAME OF IT MULTIPLE TIMES TODAY, SUCCESS MAKER.

BUT IT WAS NOT BEING IMPLEMENTED IN EVERY SCHOOL.

IT WAS BEING IMPLEMENTED IN SOME SCHOOLS THAT NEEDED THOSE SUPPORTS.

AND WITHIN THOSE SCHOOLS, THERE WERE CERTAIN STUDENTS THAT WERE USING IT BEING, IT WAS BEING USED FOR, FOR THEIR INTERVENTIONS.

SO IT WASN'T FOR EVERY STUDENT AT THAT TIME.

UM, WHAT I WILL SAY, UM, MS. KENNISON, IS THAT IN ORDER FOR US TO REALLY MOVE THE DATA ACROSS THE DISTRICT LITERACY, I'M A PRIME EXAMPLE, IS OF A STUDENT WHO STRUGGLED WITH READING.

CUZ READING IS COMPREHENSION, BEING ABLE TO REALLY D DISSECT WHAT IS ON THE WRITTEN PAGE.

UM, AND IT WAS NOT UNTIL LATER IN MY ACADEMIC CAREER HIGH SCHOOL THAT I REALLY LEARNED HOW TO READ AND APPLY THOSE SKILLS TO OTHER CONTENT AREAS.

UM, AND WENT ON TO BECOME A TEACHER WHO TAUGHT ENGLISH IRONICALLY.

BUT WE NEED TO HAVE, IF IT'S NOT GONNA BE ACHIEVED 3000, YOU'RE GONNA NEED TO HAVE SOME MEANS OF BEING ABLE TO MEASURE SYSTEMICALLY THE PERFORMANCE OF STUDENTS ACROSS THE BOARD IN TERMS OF HOW STUDENTS ARE PROGRESSING.

IF WE REALLY ARE GOING TO BE FOCUSED AROUND IMPROVING LITERARY SKILLS.

NOW LET ME ASK YOU MM-HMM.

THIS, DID YOU IMPROVE YOUR LITERARY SKILLS ON A COMPUTER OR, UH, WITH BOOKS AND PEOPLE AND TEACHERS? WELL, HAVE YOU EVER TRIED TO LEARN HOW TO READ ON A OF US EVER TRIED TO LEARN TIME? I GUESS I CAME BELONG TO IMPROVE OUR LITERACY ON A COMPUTER, .

UM, SO ALL THESE MEASURING, WE HAVE TO MEASURE, WE HAVE TO LIKE MEASURE THE DATA TO MOVE THE DATA, FIND THE DATA TO, WELL WE HAVE LEAP TESTING, THAT'S OUR, BUT IF WE ADD SO MANY DIFFERENT THINGS TO PREPARE, LET'S TAKE THIS TEST TO PREPARE THE KID TO TAKE THIS TEST, PREPARE THE KID TO TAKE THIS TEST SO THEY CAN DO GOOD ON THIS TEST.

LIKE WHAT THEN? YES.

I THINK, I THINK TO MR. LEWIS'S POINT AND TO YOURS AND I GUESS TO ALL OF OUR BOARD MEMBERS, UM, WHAT YOU'RE REALLY ASKING IN TERMS OF THE DATA, UM, WE CAN PROVIDE THAT TO YOU IN, IT'LL BE A LENGTHY, UM, THAT'S WHAT WE FORMAT, BUT WE WE CAN PROVIDE THAT INFORMA.

IT'S, I MEAN IT'S DONE.

WE CAN JUST HAVE THAT WHY ISN'T IT HERE? LIKE WHY ISN'T IT HERE? LIKE THAT'S, WE DON'T WANT THIS, WE WANT THE ACTUAL DATA.

NO.

SO LET'S NOT BRING ANY MORE OF THESE NUMBERS.

LET'S, LIKE WITH HUMAN RESOURCES AND THINGS LIKE THAT.

LET'S COME, IF WE ASKED FOR SOMETHING TWO WEEKS AGO, WE WANT, WE WANT ALL OF IT REALLY .

YEAH.

I'M, I STUCK YOU IN THERE TOO, .

ABSOLUTELY.

I'M DONE.

THANK YOU VERY MUCH.

AND I CAN SAY WITH A CORRELATION FOR THE UPPER GRADES, WE HAVE NOT RECEIVED OUR LEAP SCORES YET.

SO YEAH.

FOR THIS YEAR.

FOR THIS YEAR.

AND SO WHAT THIS PROGRAM DOES IS USES THAT INFORMATION THAT THEY COLLECT IN THEIR SYSTEM TO COMPARE IT WITH THE LEAP.

CUZ THERE IS A CORRELATION THERE.

BUT IF YOU LOOK ON THE SLIDES, YOU WILL SEE THE SMARTY ANTS DATA FROM 20 21, 22 TO 22, 23.

BUT YES, WE, WE CAN, UM, I THINK WE'LL DO A BETTER JOB ONCE THE LEAP SCORES COME OUT TO GET THAT CORRELATION.

THANK YOU MR. MARTIN.

THANK YOU.

VICE PRESIDENT POWELL.

UH, YOU KNOW, I WON'T BELABOR THE POINT THAT'S BEEN MADE, BUT THE, BUT THE STATISTIC PROVIDED FOR ACHIEVE 3000 IS THE EQUIVALENT OF SAYING, WELL, YOU KNOW, 90% OF THE KIDS WHO DO THEIR HOMEWORK, YOU KNOW, PASS THE CLASS THAT, BUT IF ONLY FIVE KIDS IN THE CLASS DO THEIR HOMEWORK, WE HAVEN'T DONE OUR JOB.

RIGHT? SO THIS STATISTIC IS REALLY NOT PROVIDING US, I THINK, YOU KNOW, THE SLIDE THAT, THAT DISCUSSES THE IMPACT OF THE SMARTY ANTS, YOU KNOW, STARTS LOOKING AT A LITTLE MORE OF THE KIND OF, OF DATA THAT WE NEED.

UM, AND WE MIGHT NEED TO LOOK AT SEPARATING OUT THIS CONTRACT BETWEEN THE TWO.

UH, BUT MY QUESTION IS FUNDAMENTALLY, AND I I THINK I ASKED THIS LAST TIME IS HOW WAS ACHIEVE SELECTED? WAS THERE A COMPREHENSIVE

[00:40:01]

SELECTION PROCESS THAT COMPARED ACHIEVE AND SMART ANTS WITH OTHERS? I KNOW, YOU KNOW, MY DAUGHTERS USED LEXIE.

I KNOW THERE'S A LOT OF PRODUCTS IN THE MARKET, SOME ARE OPEN SOURCE AND, UH, NO COST FOR, YOU KNOW, INDIVIDUAL USAGE MAY HAVE TO PAY TO GET THE DATA OUT OF THEM AND SO FORTH.

UM, AND, AND SO CAN YOU TELL ME, UH, WHAT THE SELECTION PROCESS WAS TO SETTLE ON THIS PARTICULAR PRODUCT? WELL, UM, ABSOLUTELY.

WE, WHEN WE CAME IN, WE LIT, WE LOOKED AT VARIOUS SOURCES OF DATA, UM, AND THEN, UM, IT WAS ACHIEVE, AND I FORGET THE OTHER COMPANY THAT, UM, DR.

NOCI WAS LOOKING AT, BUT ACHIEVE ENDED UP BEING THE, UM, COMPANY, A RESOURCE THAT WE WENT WITH TO REALLY ADDRESS THE DEFICITS OF READING ACROSS THE, THE SYSTEM.

WE DID LOOK AT, UM, I JUST CALLED IT, UM, SUCCESS MAKER.

WE DID PRICE IT IN COMPARISON TO, BECAUSE THAT WAS A CONCERN THAT CAME UP TO ACHIEVE AND IT WOULD'VE BEEN A LITTLE BIT MORE EXPENSIVE EVEN THAN ACHIEVE IF HAD WE GONE SYSTEMICALLY, RIGHT? BECAUSE REMEMBER WHEN THEY WERE DOING IT BEFORE, IT WAS BASED UPON SCHOOL BY SCHOOL SELECTION.

UM, BUT THIS WAS A, UH, FOCUS AROUND THE LITERACY PLAN FOR THE DISTRICT.

UM, THAT WE WERE LOOKING AT ALL SCHOOLS BEING ENGAGED IN THIS SO THAT WE COULD HAVE MEANINGFUL CONVERSATIONS AROUND DATA AND LOOKING AT ACCOUNTABILITY.

UM, I WILL SAY TO MR. LEWIS'S POINT, UM, YES, YOU'LL FIND THAT THE VAST MAJORITY OF THE SCHOOLS HAVE SIGNIFICANT HIGH NUMBERS OF STUDENTS THAT ARE USING IT AS OPPOSED TO SOME OTHERS.

THAT IS AN ISSUE THAT WE DO NEED TO AND WILL BE ADDRESSING.

I'VE ALREADY ADDRESSED THAT WITH MR. BRICKHOUSE IN TERMS OF OUR SCHOOL LEADERS REALLY DOING THESE THINGS WITH FIDELITY.

AND THAT'S SOMETHING THAT WE DO NEED TO WORK MORE ON AND HAVE A PLAN FOR IMPLEMENTATION OF SUCCESS FOR THAT FOR NEXT YEAR.

UM, AS A FORMER PRINCIPAL, YOU KNOW, I MAY NOT HAVE LIKED EVERYTHING THE SUPERINTENDENT HAD TO TELL ME, OR I MAY NOT HAVE LIKED EVERY PROGRAM OR INITIATIVE THAT I HAD TO DO.

AND I HAD ACHIEVED 3000 IN A WHOLE ABOUT 50 MORE PROGRAMS IN MY TURNAROUND TRANSFORMATIONAL SCHOOL.

UM, BUT I HAD TO GET IT DONE BECAUSE I WAS BEING HELD ACCOUNTABLE FOR THAT DATA.

AND SO WHEN WE DO OUR DATA REVIEWS, UM, WITH PRINCIPALS, THIS IS INFORMATION THAT WE WILL BE, WE'VE ALREADY STARTED WORKING WITH, UH, MR. BRICK HOUSE'S, UH, DIVISION FOR NEXT YEAR WHEN WE DO OUR DATA REVIEWS WITH SCHOOLS, OUR DATA ROUND TABLES WITH SCHOOLS TO MAKE SURE THAT WE ARE SPENDING A LITTLE BIT MORE TIME, UH, LOOKING AT THE ACCOUNTABILITY MEASURES.

BECAUSE YOU'RE RIGHT, YOU'RE SPENDING AN ENORMOUS AMOUNT OF MONEY AND WHAT IS THE RETURN ON INVESTMENT IF EVERY STUDENT, UM, IS NOT DOING IT.

BUT, UM, I ONLY HAVE SO MUCH CONTROL OVER CERTAIN THINGS.

SO WE TRY TO MAKE SURE THAT WHAT WE ARE DOING, BUT WE ARE GOING TO WORK EVEN CLOSER NEXT YEAR AROUND ACCOUNTABILITY.

UM, I KNOW YOU GUYS DON'T REALLY KNOW, BUT WHEN IT COMES TO ACCOUNTABILITY, UM, I EMPHASIZE THAT A LOT.

AND SO HE GETS TIRED OF ME SAYING IT, BUT I CONTINUE TO SAY IT.

WE HAVE TO ENSURE THAT SCHOOLS ARE, WHATEVER WE USE, WHETHER IT'S SUCCESS, MAKE OR ACHIEVE, WHATEVER IT IS, IT HAS TO BE DONE WITH FIDELITY AND IT HAS TO BE DONE BY EVERY SCHOOL WITH EVERY CHILD PARTICIPATING AND ENGAGING IN IT.

SO I THINK THERE'S, THERE'S, THERE'S TWO CONCERNS THAT I HAVE AT THE END OF, AT THE END OF THE DAY.

UM, AND, AND I CERTAINLY, I UNDERSTAND THE, THE, THE PREMISE OF AND, AND THE POTENTIAL FOR SOFTWARE LIKE THIS CUZ KIDS REALLY DO NEED THE HUMAN TOUCH TO, TO, TO LEARN.

BUT, UH, SOFTWARE THAT YOU CAN USE AT HOME TO SUPPLEMENT THAT LEARNING, THAT ALSO MEASURES HOW YOU'RE DOING ALONG THE WAY.

I CAN SEE THE TREMENDOUS VALUE IN THAT.

I'VE, I'VE MADE MY OWN CHILD SIT THERE AND DO HER ALEXIA, UM, UM, TO, TO, TO GET THAT BOOST.

AND IT'S HELPED EVEN THOUGH SHE DOESN'T LIKE IT AND SHE GRUMBLES.

UM, THAT, THAT SAID, UM, AS WE ALL KNOW, A LOT OF OUR STUDENTS COME FROM SCHOOL, FROM, FROM HOMES THAT ARE NOT THE BEST ENVIRONMENTS.

YES SIR.

UM, AND, AND THIS MAY HAVE LIMITED BENEFIT FOR THEM.

MAYBE FOR SOME IT'S GONNA HAVE A LOT OF BENEFIT, RIGHT? CUZ THEY HAVE A LITTLE ESCAPE TOOL THAT THEY CAN USE TO GO DO THEIR THING.

FOR OTHERS IT'S NOT.

SO I THINK AS WE, YOU KNOW, AND FOR ANY SOFTWARE LIKE THIS, SOME OF IT'S MORE ATTRACTIVE TO KIDS AND MORE LIKELY TO BE USED AND SOME OF IT'S

[00:45:01]

NOT.

SO I THINK AS WE MEASURE PERFORMANCE, THAT'S GOTTA BE, YOU KNOW, KIND OF PART OF WHAT WE MEASURE.

MY, MY MY HESITATION TO, TO VOTE FOR THIS CONTRACT RIGHT NOW THEN STEMS THOUGH FROM THE SELECTION PROCESS.

CUZ WHAT I'M HEARING IS THAT WE DID NOT GO OUT AND SAY, HEY, ALL THE SOFTWARE PUBLISHERS OUT THERE WHO ARE COMPETING IN THIS SPACE, AND THERE ARE A BUNCH OF 'EM, IT'S NOT JUST TWO, RIGHT? UM, THAT, THAT COME, COME, COME SHOW US YOUR DATA.

COME SHOW US YOUR ADOPTION RATES.

COME SHOW US YOUR SUCCESS.

LET'S EVALUATE THAT.

LET'S MAKE SURE THAT ALL THE TEACHERS WHO ARE ULTIMATELY GONNA BE MANDATED AND ORDERED UNDER PAIN OF GETTING DISCIPLINE THAT YOU HAVE TO USE THIS AND YOU HAVE TO USE IT WITH FIDELITY.

CUZ IF YOU'RE NOT GONNA USE IT WITH FIDELITY, I AGREE WITH YOU, THERE'S NO POINT IN DOING IT ALL RIGHT.

THAT, THAT, THAT, THAT, THAT WE'VE HAD A, A, A, A COMPREHENSIVE SELECTION PROCESS THAT DOESN'T NEED TO TAKE LIKE TWO YEARS, RIGHT? I'M NOT SAYING THAT, BUT THAT WE HAVE A REAL PROCESS THAT'S FAIRLY AND OPENLY LOOKING AT ALL THE AVAILABLE OPTIONS FROM BOTH A BUDGET AND A SUCCESS ROI STANDPOINT.

SO THAT'S, THAT'S, THAT'S MY CONCERN AND HESITATION OVER, OVER SUPPORTING THIS RIGHT NOW.

THANK YOU.

THAT'S ALL I UNDERSTOOD.

THANK YOU MR. RUSS.

ALMOST FORGOT I WAS IN THE QUEUE.

UM, SO SOME OF WHAT I WAS GONNA ASK AND SAY, UM, WAS ALREADY COVERED, SO THANK YOU.

I THINK, UM, SO I WANNA SAY I'M, I'M IN SUPPORT OF CONTINUING USING THIS TOOL.

UM, ONE BECAUSE I DO BELIEVE THAT WE NEED TO LIKE THIS TO SUPPORT OUR TEACHERS AND STUDENTS.

UM, IF YOU JUST SIT DOWN AND DO THE MATH, THE COST OF THIS CONTRACT, THE AMOUNT OF TEACHERS YOU COULD HIRE WOULDN'T SCRATCH THE SURFACE OF THE AMOUNT OF STUDENTS THIS IS TOUCHING, RIGHT? WE KNOW DATA SHOWS THAT THE MOST, THE BEST THING YOU CAN DO FOR A STUDENT IS ONE-ON-ONE INSTRUCTION.

IT'S VERY DIFFICULT FOR US TO DO THAT WITH THE RESOURCES THAT WE HAVE.

UM, THERE'S CERTAINLY ADDITIONAL SUPPORT THAT STUDENTS, UH, RECEIVE AND THAT CAN BE VERY EFFECTIVE.

BUT I THINK WE NEED TO BE ABLE TO ATTACK THIS FROM EVERY ANGLE.

AND I THINK THAT IS WHY WE HAVE THIS SERVICE.

CORRECT ME IF I'M WRONG, UM, I DO AGREE THAT AT LEAST THE, UH, THE AMPLIFY, EXCUSE ME, NOT AMPLIFY GETTING OFF ON A DIFFERENT SIDE.

THE ACHIEVE PRODUCT, THE DATA THAT WE'RE SHOWING IS, IS REALLY HARD TO EXTRAPOLATE WHAT THAT MEANS.

BUT I'LL POINT OUT THAT AT THE VERY LEAST THIS, THIS SMARTY ANTS PRODUCT THEY'RE SHOWING LIKE THAT THIS IMPACTED 2000 STUDENTS THIS YEAR.

THAT IS A VERY SIGNIFICANT NUMBER OF KIDS THAT WENT FROM ESSENTIALLY NOT AT GRADE LEVEL TO GRADE LEVEL.

THAT IS, THAT IS THE MAGIC DATA POINT THAT WE ARE ALL SEEKING IN EDUCATION.

HOW DO WE GET KIDS TO READ AT GRADE LEVEL? UM, I AGREE THAT THIS IS A BIG NUMBER FOR A PIECE OF SOFTWARE.

UM, TO MS. SEN'S COMMENT, MY CHILD IS AT HOME RIGHT NOW USING TECHNOLOGY TO HELP HER READING COMPREHENSION.

UM, WE'RE USING MCLASS, WHICH IS A AMPLIFIED PRODUCT THAT WAS GIVEN BY THE SCHOOL.

SHE LIKES IT.

I'M NOT A TEACHER.

I DON'T KNOW HOW TO TEACH MY KID HOW TO READ.

I'M TAKING EVERY RE RESOURCE I CAN.

I WANT HER TO HAVE EVERY RESOURCE SHE CAN AT SCHOOL.

UM, IF THAT MEANS THEY GET TO SIT HER DOWN AT A TABLE AND SAY, HERE DO THIS FUN THING AND THEY PRACTICE PHONETICS AND IT HELPS USE, UM, ESSENTIALLY WHAT SEEMS LIKE, YOU KNOW, EARLY AI TO DETERMINE WHERE IS A CH A CHILD'S WEAKNESS IN THEIR PHONETIC LEARNING.

AND THEN TELL A TEACHER, HEY, THIS IS WHERE YOU HAVE TO FOCUS WITH THIS STUDENT.

THAT'S VERY DIFFICULT TO DO WITH FIDELITY AS A TEACHER AND WITHOUT TOOLS.

WE NEED TO GIVE OUR TEACHERS TOOLS TO DO THAT.

MOVING ON FROM THAT POINT, WE'VE HEARD, AND YOU'RE GOING TO HEAR TEACHERS THAT SAY THIS TOOL SUCKS.

I WILL TELL YOU THAT THERE ARE GONNA BE PEOPLE THAT HAVE A PROBLEM WITH EVERY TOOL.

WHETHER THAT'S CURRICULUM, WHETHER THAT'S TECHNOLOGY, WHETHER THAT'S HR, LIKE THERE'S ALWAYS GONNA BE A PROBLEM WITH SOMETHING.

NOTHING THAT WE BRING TO THE TABLE IS PERFECT.

WHAT I THINK THAT WE NEED TO DO IS SEE THE FOREST FOR THE TREES HERE.

THIS IS, I BELIEVE THE GOING TO BE IF WE KEPT THIS PRODUCT THE THIRD YEAR, RIGHT? THAT WE HAVE THIS SECOND YEAR.

IS THIS, THIS SCHOOL YEAR IS THE SECOND YEAR, RIGHT? CURRENT SCHOOL YEAR HAVE WE HAD IS IT WAS WAS THIS SCHOOL YEAR? IT WOULD BE THE SECOND.

UM, OKAY, SO 2223 WAS THE FIRST YEAR WE HAD THIS PRODUCT.

20, NO, NO, I'M SORRY.

THIS WOULD BE THE THIRD YEAR.

OKAY.

[00:50:01]

SO 2324 WOULD MAKE 2 23 MAKE 23, 24 YEAR.

UM, I, I THINK WE NEED TO KEEP IN MIND THAT IT TAKES, IT DOES TAKE TIME TO GET, YOU KNOW, SOMETHING LIKE, I DON'T KNOW, 70 DIFFERENT SCHOOLS THAT WERE ALL DOING THEIR OWN THING, UM, TO USE THIS STUFF.

OBVIOUSLY AS YOU'VE SAID, WE, WE HAVE ROOM FOR IMPROVEMENT THERE AND WE CAN'T GET DATA THAT WE DON'T HAVE.

THAT DOESN'T MEAN WE THROW THE BABY OUT WITH THE BATH WATER.

THAT'S MY ONLY POINT.

SO, UM, I THINK WE NEED TO MOVE FORWARD.

I THINK WE NEED TO SUPPORT THIS.

MY ONLY CONCERN WITH THIS IS NEXT SCHOOL YEAR, NEXT BUDGET CYCLE BECAUSE THIS IS AN SER FUNDING.

UM, ARE WE GONNA CONTINUE USING THIS PRODUCT? IS IT SUSTAINABLE? ARE WE GOING TO DO A PROPER RFP AND LOOK AT OTHER SOLUTIONS? UM, ARE WE GONNA HAVE TO ROLL THIS BACK AND TAKE AWAY SUPPORT THAT WE'VE OFFERED? SO THANK YOU.

YES SIR.

THANK YOU.

AND BEFORE WE CONTINUE WITH COMMENTS IN THE QUEUE, WE WILL NOW TURN TO COMMENTS FROM THE PUBLIC.

MS. MATTHEWS, DR.

ROBINSON.

UM, CUTS NEED TO START NOW.

LIKE MRS. ESPINOZA SAID EARLIER, AIN'T NOBODY GETTING NOTHING.

UH, PROGRAMS DO NOT TEACH CHILDREN, TEACHERS DO.

PROGRAMS ARE SUPPLEMENTARY.

I LIKE ALREADY IT SHOWED GREAT GROWTH BUT GUESS WHAT, I'M NOT GONNA ASK YOU FOR IT CUZ THAT COSTS MONEY.

I CAN TEACH MY STUDENTS, UM, WITHOUT ASKING FOR SOMETHING THAT COSTS OVER A MILLION DOLLARS.

UM, NEWS ELA IS FREE AND I CAN DO THE SAME THING WITH NEWS ELA ON THE CLASSROOM LEVEL AS ACHIEVE.

SO LET'S START SAVING BY CUTTING $1,391,090.

I MEAN I WILL BE FINE IF YOU DID USE A PORTION OF THAT TO BUY OUT DR.

NA'S CONTRACT.

THANK YOU.

THANK YOU DR.

FANNY.

FIRST.

CORRELATION DOES NOT PROVE A CAUSE AND EFFECT RELATIONSHIP.

AS MS. KENNISON POINTED OUT.

YOU CAN GET A DATA POINT OR A COUPLE OF THEM TO SUPPORT ANYTHING.

WHAT'S MISSING HERE FROM THE REALLY WELL PAID FOLKS THAT WERE UP HERE DEFENDING THIS EXPENDITURE IS ANYTHING THAT RESEMBLES A CONVINCING CASE THAT YOU SHOULD BUY THIS PRODUCT.

AGAIN, NOT EVERY CHILD IS ALIKE AND I'M SURE ALL OF YOU HAVE GONE ON RECORD AT LEAST CLAIMING THAT YOU VALUE THE PARTICIPATION OF THE HUMAN RESOURCE CAPITAL OF THIS DISTRICT.

EITHER YOU RESPECT TEACHERS OR YOU DON'T.

I AM INCREDIBLY DISTURBED HERE IN DR.

ROBINSON SAY THAT THE REASON THIS ISN'T EVEN BETTER IS BECAUSE SOME TEACHERS ARE RESISTING IT.

BUT WE'RE GONNA FIX THAT BY PING THEM INTO SUBMISSION.

SO THEY'LL DO WHAT THEY'RE SUPPOSED TO, THEY'LL ALL ACT ALIKE AND WILL TAKE THEIR INDIVIDUAL ABILITY TO RUN THEIR CLASSROOMS IN THE WAY THAT WORKS BEST FOR THEM AND THEIR KIDS AWAY FROM THEM.

I HOPE YOU'RE DISTURBED BY THAT TOO.

FOUR WORDS YOU SHOULD NEVER EVER ACCEPT FROM THE VISITOR FROM MARYLAND OR FROM ANY OF THESE OTHER PEOPLE MAKING 130,000 THAT WORK FOR HIM ARE WE CAN GET YOU FOLLOWED BY WHATEVER, YOU KNOW EARLIER MR. RUSS ASKED FOR SOMETHING.

IT SHOULD HAVE BEEN ANSWERED IN PUBLIC, IT SHOULD BE AVAILABLE IN BOARD DOCS.

IT SHOULD'T BE AN EMAIL SENT TO ONE BOARD MEMBER.

YOU WERE VERY SPECIFIC WITH THE FIRST CONTRACT THAT WAS ON THE AGENDA TWO WEEKS AGO ABOUT WHAT YOU WANTED REALLY WELL PAID PEOPLE TO BE ABLE TO COME BACK AND ANSWER IN TWO WEEKS.

THEY GET AN F THEY SHOULD NOT BE RETAINED.

SO, UM, MR. RUST IS RIGHT.

YOU WILL HAVE PEOPLE COMPLAINING ABOUT ANY PRODUCT.

WHAT I HAVE NOT HEARD ABOUT THIS PRODUCT AND MAYBE I'LL BE SURPRISED AND THERE WILL BE ENTHUSIASTIC PEOPLE SPEAKING BEHIND ME ABOUT HOW ACHIEVED 3000 IS THE GREATEST THING FOR THEM AND THEIR KIDS AND IT WAS GREAT FOR THEM.

AND SO MAYBE IT'S GREAT FOR ANOTHER 40,000 STUDENTS.

I'LL BE WAITING.

I'LL TRY NOT TO HOLD MY BREATH THOUGH CUZ I LIKE TO REMAIN ALIVE.

UM, BUT MOST IMPORTANT YOU DON'T HAVE AN S OR THREE ACTION TWO BUDGET.

YOU'RE NOWHERE CLOSE TO IT.

YOU DON'T HAVE SCHOOL OPEN IN JULY.

AT THE VERY

[00:55:01]

LEAST DEFER THIS, BUT I DON'T THINK YOU HAVE EVIDENCE THAT SUPPORTS SPENDING ANOTHER MILLION 0.3.

AS MS. MATTHEWS POINTS OUT, THERE ARE OTHER WAYS TO SPEND THIS MONEY AND I DO HAVE A SUGGESTION FOR HOW YOU CAN SPEND SOME OF THE S OR MONEY YOU CAN MOVE DR.

NA'S CONTRACT SINCE HE'S A TEMPORARY EMPLOYEE LOOKING FOR OTHER WORK ENTIRELY FROM THE GENERAL FUND.

OVER TO US SIR.

THANK YOU.

THANK YOU MS. CARMICHAEL.

GOOD EVENING.

KATHY CARMICHAEL, DISTRICT SEVEN.

I JUST WANTED TO QUOTE MR. ROBINSON WHEN HE WAS SPEAKING ABOUT, UH, CHIEF 2000 THAT THE TEACHERS ARE REALLY ENCOURAGED OR REQUIRED TO USE THE PRODUCT SO TEACHERS ARE MANDATED TO USE IT.

SO WHEN WE MAKE OUR TEACHERS USE A SYSTEM, THAT MEANS THEY DON'T GET TO DO THE LESSON THAT THEY HAVE PLANNED OR THE TEACH THE POEM THAT THEY WANNA TEACH OR THE BOOK OR THE NOVEL BECAUSE THEY ARE REQUIRED TO STOP AND TEACH THIS PARTICULAR PROGRAM THAT COME DOWN, COME DOWN FROM THE TOP.

SO WE ARE UNDERMINING THEM AS PROFESSIONALS TELLING THEM TO DO THAT.

SO I UNDERSTAND THAT ACHIEVE 3000 IS GREAT FOR SOME KIDS AND SOME KIDS MIGHT NEED MORE MINUTES THAN OTHERS, BUT ALL OF YOU LIKE TO TALK ABOUT EQUITY.

AND EQUITY IS NOT THE SAME FOR EVERY KID.

IT'S WHAT EVERY KID NEEDS.

SO IF ONE KID AT SCHOOL A NEEDS 32 MINUTES OF ACHIEVE 3000, WELL AND WE FIGURE THAT OUT AND THE TEACHER THINKS IT'LL WORK, THEN LET'S DO THAT.

BUT IF ANOTHER KID AT SCHOOL B DOESN'T NEED THAT AND THEY'RE GONNA READ A NOVEL, THEN LET'S LET THEM READ THE NOVEL AND NOT LOOK AT THE SCREEN.

AND MAYBE THEY DON'T NEED TO DO ALL THOSE MINUTES AT HOME BECAUSE THEY'RE GONNA BE WORKING ON SOMETHING ELSE.

SO WHEN WE MANDATE IT FOR EVERY SINGLE STUDENT, WE'RE REALLY NOT SERVING EVERY SINGLE STUDENT EVERY SINGLE DAY IN THE WAY THEY NEED TO BE SERVED.

AND IT'S REALLY EXPENSIVE.

AND SO WE CAN FIGURE OUT OTHER WAYS TO MAKE THAT WORK.

CUZ I'VE HAD KIDS IN THIS DICTOR FOR MANY YEARS.

MANY I COULD NAME OFF ALL THE PROGRAMS. THINK THROUGH MATH, LEXIE, I MEAN ALL THE DIFFERENT ONES THAT THE TEACHERS DISCOVERED THAT THEY NEEDED.

WHAT WAS THE SPELLING ONE? THERE WAS ANOTHER SPELLING ONE.

SO THERE'S TONS OF PROGRAMS OUT THERE, BUT LET'S NOT MAKE, MAKE THE TEACHERS DO IT THAT STRESSES THEM OUT AND DOESN'T LET THEM TEACH.

THANK YOU.

THANK YOU MS. ESPINOZA.

I WILL BE BRIEF.

MY NAME'S SMART ESPINOZA.

I WILL BE VERY BRIEF.

UM, I HEARD WHEN DR.

ROBINSON WAS TALKING AND I JUST THOUGHT ABOUT WHAT HE HAD SAID AND IT WAS KIND OF GLANCED OVER, BUT YOU WANT 1.3 MILLION TO USE A PROGRAM THAT YOU'VE HAD FOR TWO YEARS AND YOU'VE ONLY SEEN 1.5% GROWTH IN A FOR ACHIEVE 3000, WHICH IS FOR THREE THROUGH 12.

WELL LET'S GO AHEAD AND DO THAT.

LET'S GO AHEAD AND GIVE THE NUMBERS THAT WE, LET'S PRETEND EAST BATON ROUGE PARISH HAS 41003RD THROUGH 12TH GRADERS.

THAT'S ONLY 410 KIDS THAT ARE BENEFITING.

AND IT'S TRUE.

BUT I ALSO WANT YOU TO THINK ABOUT, YES WE DO NEED INTERVENTIONS.

YES, THERE ARE THINGS THAT NEED TO BE DONE, KIDS CANNOT READ, BUT WE'RE PUTTING THEM ON THIS PROGRAM THAT WE'RE REQUIRING YOU TO SIT DOWN AND DO THIS.

WHAT, WHEN ARE THEY GONNA GET THE INTERVENTION THAT THEY ACTUALLY NEED WITH A TEACHER? IF WE CAN PUT AN INTERVENTIONIST BACK INTO SCHOOL, THEY COULD GET THE L I PROGRAMS THAT ARE COLLECTING DUST IN THE DIBELS ROOMS. WE COULD USE THE READING 180 PROGRAMS THAT WE HAVE THAT HAVE BEEN COLLECTING DUST AND THE ONLY PEOPLE ENJOYING THE ONLY THING ENJOYING THEM ARE THE, UH, BUGS THAT LIKE TO EAT PAPER.

THERE ARE SO MUCH RESOURCES IN THIS DISTRICT THAT NO ONE'S EVER SAT DOWN AND LOOKED AT.

WHAT PROGRAMS DO WE ACTUALLY HAVE? IS THERE A WAY WE CAN USE SOME OF THOSE? BUT NO, WE'RE JUST GONNA GO AND BUY THE NEXT SHINY CAR EVERY YEAR BECAUSE IT'S PRETTY, IT'S GOT LEATHER SEATS.

IT'S NICE AND WARM IN THE WINTER, BUT I DON'T KNOW CAUSE I'VE BEEN DRIVING THE SAME CAR FOR ABOUT SIX YEARS, SO I GET USED TO IT.

I DROVE MY OTHER CAR TO THE FLOOD, TOOK IT OUT AFTER I MADE THE LAST PAYMENT.

.

SO LIKE I SAY, I MEAN I JUST, I JUST THINK ABOUT THAT AND IT, I'LL GET THE SMARTY AN SMARTYANTS FOR THE K2 BUT FOR THREE THROUGH 12, IF

[01:00:01]

THEY DON'T MAKE THE 75 PERCENTER BETTER, I CAN'T READ IN THE FIRST PLACE.

YOU KNOW, I CAN'T READ, BUT YOU WANT ME TO GET ON THE PROGRAM THEN MAKE ME READ.

I CAN'T READ.

I NEED SOMEBODY TO HELP ME BLEND, MAKE SOUNDS.

GIVE ME CVC.

I NEED THAT.

AND IT MAY WORK FOR SOME CHILDREN WHO ARE READY JUST LIKE SHE SAID, BUT IT'S NOT ONE SIZE FITS ALL.

IF THAT WAS THE CASE, WE WOULD BE AT A DISTRICT CUZ EVERYTHING WE DO WOULD BE PERFECT IF EVERYBODY COULD BENEFIT FROM EVERYTHING WE DO.

THEY DON'T, EVERY CHILD IS DIFFERENT.

THANK YOU MS. ESPINOZA.

NOT SEEING ANY OTHER PUBLIC COMMENT CARDS.

WE WILL NOW RETURN TO COMMENTS FROM THE BOARD.

MR. LEWIS.

FIVE MINUTES.

MR. LEWIS.

I'M NOT EVEN GONNA NEED, I'M NOT GONNA NEED FIVE, BUT I'D LIKE TO SAY THIS.

FIRST OF ALL, MS. WARREN AND, AND HER TEAM, MR. ROBINSON, YOU GUYS WORK EXTREMELY HARD AND THERE'S NO DOUBT IN MY MIND THAT YOU HAVE THE, THE BEST INTEREST OF IKES AT HEART.

UM, MS. ESPINOZA MADE COMMENTS ABOUT THE PROGRAMS AND THERE'S, THERE'S TONS OF PROGRAMS OUT THERE, BUT I HAD A VERY WISE EDUCATOR MAKE A POINT TO ME JUST A FEW DAYS AGO THAT ALL OF THE PROGRAMMING AND ALL THESE THINGS THAT WE HAVE AT OUR DISPOSAL, ONE THING MAKES A DIFFERENCE IN A CHILD LEARNING.

AND THAT IS A GREAT TEACHER, A GREAT TEACHER MAKES THE DIFFERENCE.

BEFORE PROGRAMMING AND ALL THESE THINGS BECAME SO IN VOGUE, YOU HAD GREAT TEACHERS TEACHING CHILDREN HOW TO BE GREAT.

A LOT OF IT WAS DONE WITHOUT EQUITY.

A LOT OF IT WAS DONE IN SCHOOLS THAT WERE UNDERFUNDED, BUT YOU HAD GREAT TEACHERS.

SO IF WE, AND IF YOU'VE GOT A GOOD TEACHER, YOU DO WHAT YOU HAVE TO DO TO MAKE THAT TEACHER A GREAT TEACHER.

KIDS ARE WIRED DIFFERENTLY.

I'VE GOT GRANDKIDS THAT COULD OPERATE A COMPUTER AT FOUR YEARS OLD.

ALL I HAD TO DO WAS TURN IT ON AND PUT THE PASSWORD IN.

IN 1997, I HAD A COMPUTER IN MY OFFICE, I TURNED IT ON TWICE.

I WAS SCARED TO DEATH OF IT.

KIDS ARE WIRED DIFFERENTLY.

WHAT'S NEEDED ARE GREAT TEACHERS.

AND WHAT ARE WHAT'S NEEDED IS WAYS AND MEANS TO SUPPORT THEM, TO HELP THEM GO FROM GOOD TO GREAT OR FROM GREAT TO GREATER.

THAT'S HOW WE ARE GOING TO SOLVE OUR ISSUES IN THIS DISTRICT.

WE'RE GOING TO HAVE TO STREAMLINE, WE'RE GOING TO HAVE TO OPERATE THIS DISTRICT, LIKE A DISTRICT THAT HAD ONLY HAS 30 SOME ODD THOUSAND STUDENTS AND WE'RE GOING TO HAVE TO PUT GREAT TEACHERS IN FRONT OF THEM AND ALLOW THEM TO TEACH.

WE'RE GOING TO HAVE TO ALLOW PRINCIPALS A AUTONOMY IN THEIR SCHOOLS TO RUN THEIR SCHOOLS THE WAY THAT THEY KNOW HOW BEST TO RUN THEIR SCHOOLS WITHOUT BEING MICROMANAGED.

A FEW YEARS AGO I WAS AT A SCHOOL THAT WAS A FAILING SCHOOL AND THERE WAS ALL THESE PROGRAMS. THE PRINCIPAL, AND I HOPE SHE'S NOT WATCHING BECAUSE SHE SWORE ME TO SECRECY ABOUT 15 YEARS AGO, SHE WENT INTO HER POCKET AND SHE WENT OUT AND PURCHASED HOOKED ON PHONICS THE YEAR BEFORE.

THE YEAR SHE DID THAT WE BARELY MISSED COMING OUT OF CORRECTIVE ACTION WHEN SHE PUT THE HOOKS THEN PHONICS ON PLACE IN PLACE.

GUESS WHAT HAPPENED THE NEXT YEAR WE CAME OUT OF CORRECTIVE ACTION IN FLYING COLORS AND THEN THE STATE SUPERINTENDENT MOVED THE GOALPOST AND WE WENT RIGHT BACK IN.

BUT SHE HAD GREAT TEACHERS AND YOUR MOTHER, MS. SMITH WAS ONE OF THEM.

WE HAD GREAT TEACHERS IN THAT SCHOOL EDUCATING KIDS THAT WERE FREE AND REDUCED LUNCH FROM, UH, SINGLE PARENT HOMES, NO PARENT HOMES.

WE HAD STUDENTS WHO CAME TO SCHOOL BECAUSE THEY HAD A GREAT TEACHER STANDING IN FRONT OF THEM EVERY DAY WHO WENT TO BATTLE FOR THEM EVERY DAY.

THAT'S

[01:05:01]

WHAT'S GOING TO MAKE THE DIFFERENCE.

PROGRAMMING IS ONE THING, IT'S ALL GOOD.

IT'S ALL GREAT BECA