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Appendix A
PUBLIC FORUM AND FOCUS GROUP COMMENTS
Public Forum Comments - Part 1
Public Forum Comments - Part 2

As part of this review, a community meeting and focus groups were conducted during the early stages of the review process. This appendix contains comments from a public forum held on November 4, 2002 in the cafeteria of Rockwall High School and a series of focus groups with the superintendent and his cabinet, elementary and secondary teachers and principals, counselors, paraprofessionals, business and community representatives, parents of minority students and representatives of minority groups, civic club representatives, PTA/PTO Council, special education parents, gifted and talented education parents, ministerial alliance representatives and representatives of a revenue enhancement group appointed by the board and superintendent. The focus groups were held between November 4 and November 8 at various locations throughout Rockwall.

The following comments convey the public forum and focus groups' perception of Rockwall Independent School District and do not reflect the findings or opinion of the Comptroller or review team. The narrative comments are actual comments received.

DISTRICT ORGANIZATION AND MANAGEMENT

  • Appears to be run by old-time inner circle in Rockwall.
  • Board - doing a great job! Superintendent - doing a great job! School management - [principal] wants to be involved with everything; can't do all things well. Strategic planning - did a nice job planning. Will they follow through with suggestions that were given? Site-based decision-making - we decide, and it gets followed up with. Communication is lacking to staff from this committee.
  • Schools should be doing the same. Programs and ideas shared between the schools. Better communications.
  • The school board has their priorities in bricks and mortar and have the cart before the horse. We can't afford to hire teachers to fill the classrooms they are building. They do not listen to the taxpayers. Every public meeting is lip service only. I have made several attempts to meet with administration- they always say they will call and never do.
  • Strategic planning - this committee worked well last year. Everyone was included and every opinion counted. Site-based decision-making on our campus needs work. Most things are already decided for us. We are told instead of asked. Superintendent is very visible and approachable. He visits the campuses often along with other assistant superintendents. Board - the board communications are regular each month.
  • Superintendent - very accessible, positive, motivated to make good changes in our district. Strategic planning - excellent.
  • Board governance and superintendent - great job informing all employees of decisions and news. School management - teachers need to be held accountable for not following TEKS. Strategic planning - great job. Site-based decision-making - great job.
  • Board [needs] to be involved more on the basis of what schools actual need. All children should be treated equally.
  • I think RISD is on the right track to planning and decision-making. We really need to keep up with the rapid growth of this district.
  • They are working to make school decisions. Strategic planning - trying to be prepared for the future.
  • In strategic planning - rethink increases in new schools in times of economic downturn. Use portable buildings until better population evaluations. Rethink policy of "our kids need everything," which is not a real life situation. Rethink times of public meeting - make allowances for working people.
  • Board governance: is it possible to give teachers more voice in our annual school calendar? By the time teachers received the second draft last year, there was no time to respond positively or negatively.
  • Thank you, board members. Great, unselfish giving of your time. Nice of superintendent to even tutor a student! Good always to see him at Rockwall.
  • Budget for each school - How are funds used by principals? Monies allotted for library vary from school to school. Why does one new school have a wrought iron fence while all others have chain link fencing?
  • I believe the board, superintendent and other administrators are receptive and approachable. The betterment of the district seems to be their foremost concern. The district has an implemented strategic plan, which guides the district.
  • I feel we have a supportive school board and a superintendent who really wants to make a difference.
  • We initiated this year an academic calendar in which the first semester does not end until after the December holidays. Enough money needs to be left in reserve to enable school to start in mid-August.
  • School board appears to operate with hidden agendas, especially when dealing with budget execution. Better checks and balances and accountability needs to be available to citizens, Superintendent and school board needs to operate with more openness and greater consensus.
  • Some of the campuses have too little planning for future needs of the district.
  • Chain of command works well. Just wish there was more information passed back down that chain with explanation. In such a large school district, it is easy to get lost.
  • The district seems to be somewhat top heavy in its management. The ability of the schools to make many decisions is not hindered too much by the administration, but I am concerned that the district doesn't necessarily give direction or help when it's needed. The district has been fortunate that many of the individual schools have quality people in leadership positions. District administration also guides or even leads the school board instead of working with them as representatives of the community. In their defense, the board lets them.
  • Last year when they decided on the attendance zone, it was a disgrace!
  • Parents/bond voters are promised more quality and better conditions at schools. Deadlines are missed, teachers are not hired for new schools.
  • Overall, I think the management is good, with strong, knowledgeable leaders. Only concern revolves around a good-old-boy network, or should I say, neighborhood network as some school managers favor a select group of students. This is the exception, not the rule.
  • When the administration is presented with detailed, legitimate concerns, we get nothing but "lip service" and excuses.
  • School management - it seems as if there is no accountability for each school's administration.
  • Superintendent is in over his head. Management style is inconsistent for effective and efficient administration of district.
  • Our last several superintendents have drastically increased administrative positions, which I'm not sure are all needed.
  • Best working board I have worked with.
  • Board serves on committees or liaisons to specific committees.
  • Superintendent focused on students/academic - very active in community - very visible - mentors a student.
  • Administrative retreat for all administration is very beneficial.
  • Central office administrators serve on campus improvement committees.
  • Superintendent's cabinet holds monthly breakfasts at campuses with principals. Includes book study; host principal leads discussion of two to three chapters.
  • Superintendent's Cabinet meets weekly 9 - 11 a.m.
  • Administration keeps board informed with board packet for monthly meeting and then in middle of cycle each member of cabinet provides four to six items in their area to keep board members informed.
  • Superintendent is setting a good tone for the district.
  • Board gives community opportunities for input.
  • Site-based management is working - not much input into budget - high school principal has total control of budget.
  • Site-based management. Very positive - campus improvement plans are hitting the target - principal responsible for tying budget to plan.
  • Majority feel superintendent is doing a good job.
  • Would like to see superintendent have a monthly meeting with teacher representatives - not for gripe sessions but for the exchange of ideas.
  • Site-based management works well - campus plans must correlate with District Improvement Plan.
  • Principal chairs site-based committee.
  • RISD operates as a team.
  • Administration retreat is very valuable.
  • Site-based management follows local policy - business representatives without children are hard to find.
  • A real plus in team management.
  • Central office is understaffed.
  • District is planning 10 years ahead for growth.
  • A great team working relationship.
  • Rarely have visitors at board meetings.
  • Trustees are top notch.
  • District has worked hard to be inclusive and to plan ahead - the superintendent is part of a coalition with Chamber of Commerce, city officials, county officials, utility companies, and local economic development board - meets monthly and four times yearly, includes officials from the smaller communities that are part of RISD.
  • RISD operates with an open door policy.

EDUCATIONAL SERVICE DELIVERY AND STUDENT PERFORMANCE MEASURES

  • There should be clearly defined guidelines regarding 504 eligibility hearings. The schools have too much input in process. Nothing in writing.
  • We believe that the kindergarten and first grade curriculum borders on excess and has a high likelihood of creating a bad attitude in students toward school.
  • Our experience with Advanced Placement in middle school has been very bad. The curriculum does not seem in any way related to advancement in the relevant subject.
  • It is my impression that the Rockwall schools are clueless at identifying learning differences in students and tailoring teaching modes to effectively teach these students.
  • Per AP English - how about having them have a regular writing assignment? Something turned in at least once a month. In kindergarten, we only teach reading one way. Our child didn't learn reading phonetically. The gifted-talented program seems to only notice one type of personality: outgoing, verbal and creative. Shy kids, forget it.
  • Gifted and talented - what a joke! When non-GT students help G/T students do their homework, something is wrong. Our elementary G/T program is no more than an express your creativity time.
  • TAAS - we teach TAAS too much.
  • Principals do not take parent feedback well at times. Too protective of teachers when parent calmly reports problem.
  • We need to do a better job of teaching handwriting, starting in kindergarten. The pre-AP course is disappointing.
  • TAAS/TAKS - third and fifth grade teachers stressed out because that is all that is taught until the tests are over. Bilingual - how can student "be promoted" without learning the requirements?
  • I am continually frustrated with the lack of concern about classroom modification. Teachers have little concern for kids with special needs.
  • Many Hispanic children are placed in special education because of language problems.
  • [I] believe high standards are important. Have seen expectations communicated that were not in accordance with state requirements, although the expectation was higher. In some respects, the high standard is good; it creates environment to exceed. In other respects, it creates frustration.
  • My experience with special education services in RISD is frustrating.
  • We do not have a bilingual instrument to test bilingual students for SAGE. The students we recommend for SAGE do not qualify because of language problems. We do not have a bilingual SAGE teacher.
  • Weak fine arts program at almost all schools especially high school. No emphasis on fine arts - choir, band or art and poor teaching, thus, no students sign up.
  • The school board seems to be concerned about TAAS tests and not much more. Their goals are not high enough. The SAT scores are lower than Plano and several other area schools. The students are not pushed enough.
  • I don't feel we are receiving the full budget for the bilingual/ESL students.
  • The new pre-AP math curriculum at the middle school is a travesty. The teachers do not explain the subject very well.
  • I pay my taxes, I send my child to school, and I still end up having to do 50 percent home schooling to make up for the non-performance of the teaching staff.
  • Need to have math textbooks that actually have examples of the problems.
  • Too much homework and too many projects. My child's backpack usually weighs 25 pounds (yes, we actually weighed it) due to all his homework.
  • Too much emphasis and drilling for TAAS.
  • Why can't lesson plan be floating, i.e., if the teacher doesn't get to a topic during the allotted nine weeks, why can't they just start there at the beginning of the next grading period?
  • Very concerned with the kindergarten program. The state recommends full day curriculum in order to succeed in the next grades, but we are still a one-half day program. The size of the class is another concern. Twenty-two five-year olds is not my idea of a quality learning experience.
  • Need improvement in science courses at middle school level.
  • Very good.
  • Teachers in general need training to identify and help children with learning differences within the classroom.
  • I would like to see the gifted and talented program be improved and become more efficient. I believe that a teacher at each grade level should be G/T-certified.
  • I would like to see students grouped by ability to better facilitate the learning process. This would ease the strain on teachers and the frustration for the students.
  • Instructions for parents for the first time writing IEPs and preparing for ARDS, before the actual meeting.
  • Continue programs for dyslexic students. Teach them how mature teens handle the challenge of reading disabilities and spelling dysfunctions.
  • The new curriculum documents are great and so helpful! Our TAAS scores are improving each year. Our teachers and principals are always finding new and creative ways to help our students pass. We have the best G/T and resource program on our campus, and the teachers are awesome.
  • RISD does a great job meeting the needs of all students.
  • All teachers need to be monitored for proper and required educational service delivery.
  • We would like to see more consistency within the district regarding curriculum. The current procedure for participation in the gifted and talented program is flawed, i.e., a child must retest for the program after a change of school.
  • Athletes get more accommodations than learning disabled students.
  • More time for G/T students to receive instruction and more accelerated curriculum for high achievers.
  • Not all faculty is using district curriculum guides. Needs closer supervision.
  • I am extremely concerned about the percentage of funds being used for education. I am not opposed to TAAS, but I am opposed to an inordinate amount of time spent "teaching for the test."
  • Have textbooks available for all classes by the first week of school.
  • Need more services for bilingual. At-risk group needs attention.
  • Bilingual is trying to get more organized - better than previous years. Special education - very organized.
  • High quality of curriculum and classes offered at the high school. It is very deceptive having a rating of Acceptable at this district. I know personally that my children are getting a much better education in Rockwall than in other area districts.
  • This district has the best special education department I have ever worked with. They give me all the support and information I need.
  • The vertical alignment for the curriculum is updated and changed to fit the needs of each group.
  • TAAS is important but not all consuming.
  • Test scores - proud of - do have some areas on which to focus.
  • Beginning to make Individual Educational Plans for at-risk students.
  • Why can't the district have the report cards translated to Spanish to help communication between the parents and the school?
  • In September, grades 1-6 were tested for reading fluency and comprehension. English speaking students not reading on grade level receive tutoring. Why can't bilingual children get the same service with a reading specialist?
  • Parents have been asked to serve on LPAC.
  • ESL classes are offered for parents, but not available at some schools this year.
  • Hispanic student was not in bilingual program, lived in Williams zone, but was not allowed to enroll. Was told the student would be uncomfortable there. Enrolled at Dobbs.
  • Not a lot of Hispanic students participating in extracurricular activities - do not know why.
  • Getting no information at Pullen in Spanish.
  • G/T forms are not in Spanish. Hispanic child did not return forms because parent unaware of how to complete forms.
  • Need reports in Spanish - not all Hispanics are in Bilingual/ESL - can a parent mark on the Home Language Survey if they need communication in Spanish?
  • Notice for LPAC meetings are not in Spanish.
  • Tutoring not available in ESL.
  • Bilingual classes are without books.
  • Very strong instructional program.
  • Community cares.
  • Civic club honors student of the month.
  • Many private school students returning to public RISD.
  • Counselors have a guidance plan - revised last year and re-looking at it this year.
  • Staff development is specific to counselor needs.
  • At risk adult mentors.
  • High school PAL program helps at risk.
  • At-risk adopt student program - excellent.
  • Curriculum guides are useful and used - all are vertically aligned.
  • Not enough bilingual/ESL teachers.
  • Staff development is good.
  • Special populations do not meet needs- ARD says it meets their needs.
  • Staff development ties to instructional improvement- would like to see more choices.
  • Curriculum guides vertically aligned and used.
  • Accelerated Reader program great on some sites and not operating on other sites.
  • Four Block curriculum structure good.
  • Kids Hope mentoring program excellent.
  • Would like to see scope and sequence on line.
  • Voyager Reading program.
  • Math and Science labs - learning lab for at-risk Life Skills/motor lab.
  • Good G/T plan with parent support group- G/T training program is a one day pullout program.
  • Writing IEP for at-risk - before and after school tutoring- Reading specialist - Language/Science program for dyslexics.
  • Curriculum guides are revised on a cycle.
  • Good line of communication from central to campus.
  • Testing coordinator disaggregates test data - ACET program.
  • May propose any program that is research-based.
  • G/T plan is evolving- there is a parent advisory group- Robin Leon meets regularly with group.
  • Bilingual on three campuses ESL on all-50/50 model for bilingual.
  • Special Education program - very effective along with Pre-AP, AP , Reading Intervention and Head Start Program.
  • Vertical alignment K- 12 is a positive.
  • Reading specialist for K-2 at-risk is good.
  • Language/Science combined program is effective.
  • Inclusion program is working well.
  • Affluent Special Education parents know rights - not true of Economically Disadvantaged.
  • Goal to have all teachers with 30 hours in G/T training.
  • New hires must commit to 30 hr G/T training.
  • Mandatory tutoring program is effective - also pull students out of electives for tutoring.
  • Choice program for credit recovery - good program.
  • Dual credit options with Eastfield College.
  • Great strides with ESL.
  • Grant- Ninth Grade Initiative used for Nova Net to assist with at-risk.
  • Free TAAS tutorials.
  • Summer programs for at-risk.
  • TAKS Center - a pull out to address at-risk.
  • District in denial toward bilingual.
  • Textbooks not available for bilingual.
  • All newsletters are not translated into Spanish.
  • Poor communication with Special Education parents - parent must figure out what is available and then be aggressive.
  • Counselor changed what was assigned in ARD without notifying parent.
  • Child was in a good program one year - then program is discontinued the next year.
  • They only tell you what they want you to know- diagnostician was told not to give info to parent - concern is for students whose parents are not aware or are not supportive.
  • Counselor and principal refused testing when parent made request.
  • Was not allowed to meet with teacher unless principal was present.
  • Refused services when private testing showed need - was told student was not failing, therefore does not need help.
  • Elementary Special Education is great.
  • Child Find information is not available.
  • Child was in Academic support program that was discontinued - now child in resource using 9th grade texts when reading level is 4th grade.
  • Need SE identification training for teachers.
  • Inconsistent programs across the district - one elementary offers full day kindergarten to at-risk and all other students in zone; another elementary only to at-risk.
  • Would like to see standardized tests other than TAAS given to see how RISD students compare.
  • RISD provides a SAT academy.
  • G/T teacher was guiding force to get this organization together.
  • Is the G/T program being funded at the appropriate level?
  • G/T program needs standardization across the district.
  • There is no differentiation in Pre-AP and AP program.
  • There needs to be a partnership between the regular teacher and G/T teacher- no new material in regular class while students are in G/T.
  • Program is not challenging enough.
  • There needs to be enrichment in the regular classroom.
  • Why do G/T students have to take TAAS review?
  • Why are transfer students not placed in program until RISD tests?
  • Look at G/T identification process.
  • Teaching to the test is a concern.
  • Why aren't the arts covered in G/T program?
  • Bilingual program is not what it should be.
  • Need better leadership in bilingual.
  • Is TAAS remediation necessary for all - should focus only on those who need it.
  • School district is doing a great job.
  • A wide variety of athletic offerings - gymnastics-soccer-wrestling.
  • Why is the district tolerant of religion in the classroom?
  • Concern about Special Education placement of minority students.
  • Believe RISD one of best districts in Metrople1
  • Dollars are going in the correct direction.
  • Instructional program produces great achievers - 80 percent go to higher education.
  • Principals care about kids - a real sense of community.
  • Teachers available before and after school.
  • Dyslexia - ball gets dropped.
  • Advanced students always get the better teachers when the at-risk are in need of the best.
  • Libraries are not funded appropriately.

COMMUNITY INVOLVEMENT

  • Good marks here. Parental involvement welcomed.
  • At my campus, I see good business-school partnerships, good mentor programs.
  • Only parental involvement is PTA or bilingual parent night - would like to see more.
  • Communications are very controlled. Information on the Web site, reports about anything are always what a great job we are doing.
  • Very little teacher to parent communication.
  • This district is very fortunate to have a strong core group of volunteers. These volunteers have pulled through and delivered funds for programs, technology and academic recognition.
  • I think we need to get better in the area of business-school partnerships. Our local businesses support schools a lot in small ways. We could use partnerships with larger companies as well.
  • We have adult mentor, volunteers coming to our campus. Would love to have more. Communication could be better inside and out.
  • Parental involvement - excellent. Community relations - good. Could be better business-school partnerships. Communications - good.
  • Very good publications from RISD. School well covered in local newspapers. Community education program is well run, good community participation.
  • There is tremendous involvement in this community considering the district administration does not communicate very well. At the school level, there is an incredible amount of volunteerism.
  • There is great communication between the school and parents but hardly any between district administration and community. It is as if the administration does not want input from parents and the community other than what is legally required.
  • Parents not informed when textbooks are one to two months late.
  • As a taxpayer with no school age children, I receive little or no direct information on school board/superintendent strategic plans, problems or budget issues.
  • Community involvement is only evident in the athletic programs or social activities. The community is not asked or involved in school projects like lectures, demonstrations of products, workshops, etc. The school seems very closed and unwelcoming to ideas, activities other than sports and dances.
  • RISD has the best community involvement in the area! Great communication with public!
  • We have awesome parent involvement! Our parents are spectacular and extremely involved. The communications are always perfect. The teachers are kept informed daily.
  • RISD appears to be the typical East Texas school district where all the emphasis in the community is on athletics. Very little is heard about academic accomplishments.
  • I have had only positive parental involvement. The community supports us and any business approached has been very generous.
  • We are required to have every home communication/notice provided in Spanish, which I agree with, but we need to have a translator at our school in order to facilitate this. The translation at the district is overwhelmed - takes three weeks to translate and doesn't do anything that isn't extremely important.
  • RISD does a great job involving the community.
  • Would like to see more mentoring for at-risk students. Need better communication internal and external.
  • Some problems with communication - technology does not work, especially email.
  • I support and commend the community involvement in our district, but I would hate to see it mandated by the federal government. It only works when it is truly from the heart.
  • Volunteers very active.
  • Need to focus on Hispanic volunteers.
  • Partnerships with city for use of parks.
  • Only one school interprets meetings in Spanish.
  • Most communication from school is not in Spanish.
  • No one in Administration building to translate for the Hispanic parents when there is a concern with the superintendent.
  • Bilingual director is not bilingual.
  • Community involvement is a strength of the district.
  • Volunteer program excellent- every teacher has multiple volunteers.
  • Newsletters at two schools in Spanish.
  • New student orientation at all schools one week prior to start.
  • Some schools send home-school connection.
  • Counselor connection e-mailed intra-district.
  • Grade level newsletters.
  • PTA newsletters.
  • Brochure about counseling.
  • Cain Middle School has coffee for parent meetings with principal.
  • Head Start parent meetings.
  • High school welcoming club.
  • High school HOOL provides Senior Passport information and junior wallet information.
  • Present scholarship information in the classroom - all local scholarships in one packet for students to pick up - have big red notebook in office for students to use for scholarship opportunities.
  • Financial aid night.
  • Individual senior conferences.
  • Good - could have more bilingual communication.
  • Volunteers - sufficient.
  • Many scholarships from community involvement.
  • Communication to staff is timely e-mail good when working.
  • Central uses a red folder to send items that need immediate attention.
  • Teachers send postcards to parents with positive comments.
  • Business community very supportive - sponsor many scholarships.
  • Students who record 100 hours of community service are recognized at graduation.
  • Most secondary schools involved in helping underprivileged- high school raises dollars for United Way - some schools have canned food drives - Angel trees.
  • Board briefs are special.
  • RISD is open to community and community involvement- a great partnership between PTA and schools- a lot of parent involvement.
  • Volunteer orientation is required initially and is recommended yearly.
  • Great mentor program.
  • Need district support for reaching bilingual parents - difficult to get information translated into Spanish - causes a delay.
  • If you volunteer at more than one campus, you must complete a form for background check- why not have a central file?
  • Cain Middle School provides a separate Open House for bilingual parents.
  • District is a good listener but then not afraid to do what is right for students.
  • Did a great job with the naming of the new high school.
  • District holds many community meetings.
  • Need more communication about moving Administration to J.W. Williams- what else will be housed there?
  • Used community members on committee to study equality of male and female athletic program.
  • RISD works cooperatively with other agencies such as Helping Hands.
  • Parent meetings are held at county library.
  • Business and community organizations fund many programs.
  • Schools and district are very receptive.
  • Good communication from the schools and district.
  • Provide campus tours for large group of residents.
  • District provides space for city band to practice.
  • Superintendent attended county library long range planning meetings.
  • Chamber of Commerce sponsors new teacher welcome.
  • District provides space for county library to provide tutoring.
  • Library mentors assist with Community Education GED classes.
  • Rotary and Chamber are very supportive of the schools.
  • Administration is good with communication.
  • Booster clubs very active - athletic and academic.

PERSONNEL MANAGEMENT

  • Administration salaries are too high for amount of work done.
  • Too many administrators, not enough support staff.
  • More education for teachers, including assessments to see if they can really handle the challenge of children with disabilities.
  • Great recruitment and hiring.
  • Salaries for veteran teachers not keeping up!
  • More teachers, smaller classes.
  • Staff development for the most part has been good.
  • Salaries could be better, but when measured with the insurance the school picks up, it makes up for it.
  • Why does the high school only have one librarian and one aide?
  • Hiring practices - good, need money to hire more.
  • Staff development - RISD works closely with Region 10 to provide staff development for teachers.
  • With the state physical education time requirement in place, RISD and others will have to increase budgets, hire extra teachers and increase gym size.
  • The job fair was an excellent idea. Let's do that again.
  • RISD gets a lot of first year teachers. It would benefit our district to get more experienced teachers. Teachers need to be aware of who is being interviewed.
  • Salary could be more comparable to other large/growing districts.
  • I look forward to the district expanding staff development. The district is growing and really could benefit from this.
  • The district is big enough to start offering job share to employees.
  • Recruitment - we work hard to recruit quality teachers. Great input is put into the staff's input on recruits. Salary - we didn't receive the raise we were told about! Staff development - we work closely with Region 10. Our principal tries to make our training relevant to our needs and wants.
  • More concern about aid to teachers, especially special education. Need more help with inclusion procedures.
  • Staff development - have meetings more specific to grade or special class needs.
  • Higher salary for instructional aides.
  • Hiring practices - not enough teachers were hired - district office said it was because we couldn't find the teachers to hire. Others said that the district didn't have the funds to hire.
  • We don't have very many bilingual office aides or assistants in the schools. They also pay office aides or paraprofessionals very poorly.
  • Why do we have coaches getting paid a teaching salary and a coaching stipend when they don't teach a class? They do either lunch duty or SAC.
  • Salaries will need to be raised in order to compete with other schools in the Metrople2
  • Need staff development for special education, 504 and classroom modification.
  • For the most part, this area is a bright spot. Although the salary is average, when put together with other benefits, I believe this a great environment for teachers.
  • They don't have enough money to hire enough teachers. Money is spent on the wrong things. Spend too much on coaches.
  • [Need] minority people in administration. It would be good if they were bilingual.
  • Hired easily! Great experience. Salary, as always, could be better. Staff development - no training to mention. I'm a paraprofessional - office staff - I feel that I've been given a job to do with no training, but I'm held accountable for the final reports.
  • Don't recruit at that many universities.
  • Local job fair last year was very successful.
  • Mentor program is good - last year 29 in program - lost only one.
  • Job fair was excellent.
  • Open door policy in personnel is excellent.
  • Would like to be notified of policy changes on-line.
  • Concerned about counselor pay scale.
  • Concerned that ineffective staff not terminated.
  • Good pool of applicants.
  • Local job fair very effective.
  • BESST mentoring program is outstanding.
  • Look at North and South schools' staffing patterns.
  • Vacancies are posted on Local Cable TV 41.
  • Look at coaches' salaries.
  • UIL academic coach had no previous experience- a school this size should have better staff.
  • Not enough teachers hired for new schools - two teachers pulled from a school at beginning and then the school had to be staffed with substitutes.
  • High school doesn't have enough counselors.
  • Why do two schools have to share a G/T teacher? Students' time in G/T less than last year.
  • Concern about the small number of minority teachers and administration.

Public Forum Comments - Part 2