LADIES AND GENTLEMEN, IT IS 6:39 AND THE GARLAND INDEPENDENT SCHOOL DISTRICT
[I. Call to Order and Determination of Quorum ]
[00:00:06]
BOARD OF TRUSTEES DISTRICT AFFAIRS COMMITTEE MEETING ON MAY 11TH OF 2021 WILL BEGIN NOW.ITEM NUMBER TWO MEETINGS OF THE BOARD OF TRUSTEES WILL BE HELD IN THE
[II. Meetings of the Board of Trustees will be held in the Board Room, 601 S. Jupiter Garland, Texas 75042. Due to health concerns related to the COVID-19 coronavirus, members of the public may attend board meetings in the Garland/Rowlett Rooms of Harris Hill Administration Building with live streaming. Per TEA Guidance as referenced in Governor Abbott’s Executive Order GA-34, everyone physically present must wear a face mask at all times and should practice social distancing.]
BOARDROOM AT 601 SOUTH JUPITER GARLAND, TEXAS 75042.DUE TO HEALTH CONCERNS RELATED TO COVID-19 CORONAVIRUS, MEMBERS OF THE PUBLIC MAY ATTEND BOARD MEETINGS IN THE GARLAND ROWLETT ROOMS OF HARRIS HILL ADMINISTRATION BUILDING WITH LIVE STREAMING.
PER TEA GUIDANCE AS REFERENCED IN GOVERNOR ABBOTT'S EXECUTIVE ORDER GA-34 EVERYONE PHYSICALLY PRESENT MUST WEAR A FACE MASK AT ALL TIMES AND SHOULD PRACTICE SOCIAL DISTANCING.
AND ITEM NUMBER THREE IS A PUBLIC FORUM MECHELLE DO WE HAVE ANY ITEMS FOR READING AT THIS TIME? NO SIR.
WE HAVE NO ITEMS AND NOBODY PRESENT.
I'M SORRY, ITEM 4 SUPERINTENDENTS REPORT.
[IV. Superintendent's Report]
WELL, CONGRATULATIONS TO OUR THREE TRUSTEES.ROBERT SELDERS, WES JOHNSON AND OUR NEW MEMBER, DAPHNE STANLEY.
WE CANVASED THEIR OFFICIAL ELECTION AND WE LOOK FORWARD TO THE SWEARING IN FOR OUR NEXT BOARD MEETING.
TODAY ON OUR DISTRICT AFFAIRS COMMITTEE.
THERE'S A LOT THAT'S A HEFTY AGENDA, BUT THERE'S A LOT OF INNOVATION, LOVE, ATTENTION AND THINGS THAT ARE GOING TO EXCITE US ABOUT WHAT'S COMING UP IN THE UP AND COMING SCHOOL YEAR.
WHEN WE TALK ABOUT OUR ACADEMIC ACCELERATION PLAN, YOU'RE GOING TO SEE SOME FRAMEWORKS THAT WE'RE USING THAT WE FEEL ARE GOING TO PUT US OVER THE EDGE TO ENSURE THAT OUR KIDS ARE LEARNING THAT HIGH CAPACITIES, SUMMER INTERSESSION.
WE'RE GOING TO BE UPDATING YOU ON WHAT THAT'S GOING TO LOOK LIKE.
AND OUR ONBOARDING, WE'RE STARTING AN ONBOARDING PLAN AN THE ONBOARDING IS CRUCIAL FOR SETTING THE TONE OF ALL SCHOOL DISTRICTS.
WE'RE GOING TO HAVE CTE UPDATES.
AND THEN FINALLY, CONSIDERATION AND APPROVALS OF SOME THINGS THAT WE NEED.
AND FINALLY, A RESOLUTION TO WORK WITH OUR TRI CITY AREA.
SO IT'S GOING TO BE A GREAT NEXT FEW HOURS.
OK, BOARD, LET'S MOVE FORWARD INTO ITEM FIVE, THE INFORMATION ITEMS.
[V. Information Items]
ITEM A IS ACADEMIC ACCELERATION PLAN.AND DR. JOVAN WELLS, THIS IS ON PAGE THREE.
DR. JOVAN WELLS, KIM CADDELL, DR.
KIM CADDELL, DO YOU WANT TO INTRODUCE THE PEOPLE YOU HAVE PRESENT OR WILL THEY JUST INTRODUCE THEMSELVES AS THEY COME UP? WELL, I WILL GIVE AN INTRODUCTION.
WELLS WANTED TO START US OFF WITH A COUPLE OF WORDS.
COMMITTEE CHAIR MILLER TRUSTEES AND DR.
TONIGHT, YOU WILL RECEIVE AN UPDATE THE ACADEMIC ACCELERATION PLAN.
IF YOU RECALL, WE FORMALLY CALLED THIS PLAN THE ACADEMIC RECOVERY PLAN, BUT RENAMED IT BECAUSE WE ARE ALL ABOUT ACCELERATION.
OUR TEAM LISTEN TO YOUR FEEDBACK ON MARCH THE 9TH DURING OUR DISTRICT AFFAIRS COMMITTEE MEETING.
AND WE ARE HERE TO UPDATE YOU AFTER SEVERAL WEEKS OF REFINING THIS PLAN, LISTENING TO YOUR FEEDBACK AND REALLY WORKING ACROSS THE DEPARTMENTS WITH OUR TEAMS. SO TONIGHT YOU ARE GOING TO HEAR FROM DR.
CADDELL AND SHE'S GOING TO INTRODUCE OUR TEAM THAT REPRESENTS THAT CROSS-FUNCTIONAL TEAM THAT HAS WORKED ON THIS REVISED ACADEMIC EXPLORATION PLAN.
SO AT THIS TIME, I WILL INVITE DR.
CADDELL TO GO AHEAD AND GET US STARTED AND ALSO INTRODUCE OUR TEAM.
WE ARE EXCITED TO BRING THIS INFORMATION FORWARD, TO SHARE WITH YOU OUR CROSS-FUNCTIONAL DEVELOPMENT OF OUR ACADEMIC ACCELERATION PLAN DESIGNED TO INTENTIONALLY LASER FOCUS OUR ACADEMIC TIME AND EFFORTS TO ADDRESSING STUDENT LEARNING GAPS AND IMPROVING STUDENT OUTCOMES FOLLOWING THE UNPRECEDENTED EVENTS THAT WE'VE EXPERIENCED SINCE MARCH 2020.
SPECIFICALLY, GISD'S ACADEMIC ACCELERATION PLAN FOCUSES ON FOUR CRITICAL AREAS PRE-K THROUGH EIGHT, LITERACY, PRE-K THROUGH EIGHT, MATHEMATICS, EOC SUCCESS AND COLLEGE CAREER AND MILITARY READINESS OUTCOMES.
TRUSTEES HAVE BEEN PROVIDED WITH THE FULL ACADEMIC ACCELERATION PLAN IN YOUR BOARD PACKET IN PREPARATION FOR THIS EVENING'S PRESENTATION.
TONIGHT, WE'LL BE SHARING AN ORIENTATION AND OVERVIEW.
WE HAVE ASSEMBLED A PRESENTATION TEAM REPRESENTATIVE OF THE PLANS CROSS-FUNCTIONAL DEVELOPMENT WORK GROUP.
FROM THE DIVISIONS OF ACADEMIC AND DIVISION OF LEADERSHIP.
THIS EVENING'S PRESENTERS, IN ORDER OF APPEARANCE, WILL INCLUDE ZAIDA SALDIVAR, DIRECTOR OF ENGLISH LANGUAGE LEARNERS.
DR. BABETTA HEMPHILL, EXECUTIVE DIRECTOR OF STUDENT SERVICES.
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DR. MELISSA HILL, DIRECTOR OF TEACHING AND LEARNING DEVELOPMENT.MS. IDA PERALES, MIDDLE SCHOOL AREA DIRECTOR.
RAY MERRILL HIGH SCHOOL AREA DIRECTOR.
AND VERONICA JOYNER, DIRECTOR OF RESEARCH, ASSESSMENT AND ACCOUNTABILITY.
GROUNDED IN EXPERIENCES AND SUCCESS WITH SCHOOL IMPROVEMENT EFFORTS BASED ON SCHOOL ACCOUNTABILITY OUTCOMES AND DRIVEN BY THE STATE'S EFFECTIVE SCHOOL FRAMEWORK, IT WAS IMPERATIVE THAT WE COLLABORATE ON CORE COMMITMENTS THAT WE WILL ADHERE TO AS A DISTRICT TO ENSURE STUDENTS REMAIN THE FOCUS OF OUR PLAN.
AS YOU CAN SEE, THE STUDENTS ARE AT THE HEART OF THIS ACADEMIC ACCELERATION PLAN SUPPORTED BY TEACHERS AND OUR CAMPUS LEADERSHIP.
THE FRAMEWORK PROVIDES A PATHWAY TO WORK SYSTEMATICALLY UNDER ALIGNED ACADEMIC STANDARDS, CULTURAL NORMS AND DATA, INFORMED RESPONSIVITY BY ALL STAKEHOLDERS.
IN ADDITION, WE ALSO WANTED TO EMBED OUR LESSONS LEARNED FROM THE IMPLEMENTATION OF OUR ACE PROGRAM, IN WHICH WE EXPERIENCE SUCCESS AT AN ACCELERATED RATE COMPARED TO THE ACE CAMPUSES IN OTHER DISTRICTS.
THESE LESSONS INCLUDE EXTENDED DAY OR MORE INSTRUCTIONAL TIME, TEACHER RECRUITMENT AND SELECTION, STRATEGIC STUDENTS SCHEDULING JOB EMBEDDED TRAINING AND SUPPORT, HIGH INSTRUCTIONAL FOCUS, REIMAGINING OUR CULTURE AND HIGH EXPECTATIONS ENVIRONMENT.
BELIEFS ARE THE CONCLUSION ABOUT HOW THINGS WORK ONCE BELIEFS ARE FORMED.
WE USE OUR BELIEFS TO DIRECT OUR ACTIONS.
BECAUSE OF THIS, THE ACADEMIC ACCELERATION PLAN DEVELOPMENT TEAM WAS COMMITTED TO ENSURING THAT THE PLAN WAS NOT A COMPLIANCE ACTION ITEM, BUT RATHER A DOCUMENT ANCHORED IN OUR BELIEFS, DESIGNED TO HELP GUIDE OUR WORK AT THE DISTRICT LEVEL TO SUPPORT STUDENTS, TEACHERS AND ADMINISTRATION AND THEIR SUCCESS.
THEREFORE, WE DEVOTED TIME TO DEVELOPING A SET OF SHARED BELIEFS, REPRESENTING OUR CONVICTION IN THESE STATEMENTS AS SHARED UNDERSTANDINGS THAT PROVIDE THE FOUNDATION FOR HOW WE WORK ACROSS THE ORGANIZATION.
ONE UNIQUE ASPECT OF OUR BELIEFS IS THAT IT'S NOT ONLY THE WHAT WE WILL DO, BUT ALSO CALLS OUT THE HOW WE WILL DO IT.
JUST A FEW EXAMPLES ARE GISD DEMONSTRATES THAT TEACHERS ARE THE NUMBER ONE DETERMINANT OF STUDENT SUCCESS AND WILL ENSURE TEACHERS PROVIDE EFFECTIVE TIER ONE INSTRUCTION BY SUPPORTING THEM WITH RELEVANT RESOURCES, ONGOING PROFESSIONAL DEVELOPMENT AND COACHING WHILE BEING HELD ACCOUNTABLE FOR STUDENT GROWTH AND ACHIEVEMENT.
GISD COMMITS TO INCORPORATING A GROWTH MINDSET, BEING WILLING TO INITIATE CHANGE AND ADAPT TO NEW INNOVATIVE IDEAS AND EXPERIENCES.
GISD ENGAGES FAMILIES AS AN ADDED VALUE AND EXTENSION TO LEARNING, AND IS COMMITTED TO AND FOCUSED ON BUILDING AUTHENTIC RELATIONSHIPS TO SUPPORT STUDENT LEARNING WHILE BEING CULTURALLY RESPONSIVE TO THE NEEDS OF OUR COMMUNITY.
OUR CALIBRATION OF THESE SHARED BELIEFS HAS ALLOWED US TO BE COMPLETELY VESTED AND COMMITTED TO THE WORK AHEAD.
NEXT ARE OUR, NON-NEGOTIABLES.
THESE SERVE AS A QUICK REFERENCE GUIDE THROUGH WHICH WE ARE ABLE TO REVIEW OUR ACADEMIC ACCELERATION PLAN, AS WELL AS OTHER RELATED PLANS THAT WILL BE DEVELOPED TO SUPPORT THE EDUCATIONAL IMPACT OF THIS GLOBAL PANDEMIC WE'VE EXPERIENCED IN ORDER FOR THIS PLAN OR ANY OTHER TO BE SUCCESSFUL, IT MUST INCLUDE THE FOLLOWING NON-NEGOTIABLE ELEMENTS.
ACCOUNTABILITY, CLEAR COMMUNICATION, DATA DRIVEN DECISION MAKING, EQUITY INSTRUCTION SYSTEMS AND PROCESSES, TEACHER AND COMMUNITY INVOLVEMENT AND INVOLVE A WHOLE CHILD FOCUS.
WHILE THE PLAN HAS FOUR AREAS OF EMPHASIS, PRE-K THROUGH EIGHT LITERACY, PRE-K THROUGH EIGHT, MATHEMATICS AND OF COURSE, SUCCESS AND CCMR OUTCOMES, THE CROSS-FUNCTIONAL TEAM WAS DETERMINED TO DEVELOP A PLAN THAT WOULD NOT ONLY DIRECTLY SUPPORT OUR COVID RELATED ACADEMIC LEARNING LOSS, BUT ALSO ESTABLISH CONSTANTS THAT CAN BE SUSTAINED WELL
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INTO THE FUTURE IN ORDER TO MEET OUR AGGRESSIVE, BOARD STRATEGIC GOAL TARGETS.IN ORDER TO MAKE THIS HAPPEN THE TEAM IDENTIFIED THESE CONSTANTS THAT NEED TO BE EMBEDDED WITHIN EACH AREA OF FOCUS.
THESE INCLUDE TEACHER TRAINING, STUDENTS SCHEDULING, AGGRESSIVE ACADEMIC MONITORING AND RESPONSE PLAN SUSTAINABILITY.
AND THAT IS A PLAN BUILT FOR THE SYSTEM RATHER THAN FOR INDIVIDUALS AND CREATIVE PROBLEM SOLVING.
AS YOU'VE SEEN IN YOUR ACADEMIC ACCELERATION PLAN THAT WAS INCLUDED IN YOUR PACKET THIS EVENING.
EACH OF THESE FOUR AREAS OF EMPHASIS INCLUDE ALSO A DATA DEMONSTRATED NEED, AND THAT IS JUST PROVIDED WITH A QUICK HIGHLIGHT OF THE THREE YEAR DATA TRENDS THAT YOU'LL SEE IN THOSE SECTIONS, KEY STRATEGIES IMPLEMENTED IN OUR CURRENT YEAR ACADEMIC PLAN TO BE IMPLEMENTED THIS SUMMER AND THROUGHOUT THIS SCHOOL YEAR, PROFESSIONAL DEVELOPMENT TRAINING.
AND THERE'S A TIMELINE IN THERE THAT USES A PHASED IN APPROACH AND METHODS FOR MONITORING THAT IDENTIFY THE INTERIM DATA THAT WILL BE AVAILABLE FOR MONITORING OUTCOMES AND PROVIDING A RESPONSE AS APPROPRIATE.
AND FINALLY, THE ANTICIPATED STUDENT OUTCOMES THAT ALIGN TO THIS ACADEMIC ACCELERATION PLAN WITH OUR BOARD STRATEGIC GOALS.
HEMPHILL, I WANT TO TALK TO YOU FOR A MOMENT ABOUT OUR K THROUGH EIGHT LITERACY INITIATIVES.
SO WE HAVE LOOKED AT LITERACY OVER THE LAST SEVERAL YEARS AS AN AREA OF FOCUS IN BOTH THE STATE OF TEXAS AND GARLAND ISD SPECIFIC TO OUR THIRD GRADE LITERACY GOALS.
THOSE NEEDS HAVE NOT CHANGED SINCE COVID.
HOWEVER, WE KNOW THAT DUE TO THAT COVID LEARNING LOSS, MORE STUDENTS ARE IMPACTED AND MORE STUDENTS ARE COMING TO US WITH GREATER GAPS THAN WE WOULD HAVE ANTICIPATED BEFORE.
WITH THAT IN MIND, WE'RE LOOKING AT HER LITERACY FOCUS WITH A MUCH LARGER LENS SPECIFIC TO A K THROUGH EIGHT VERTICAL ALIGNMENT.
I PERSONALLY AM SO EXCITED ABOUT THIS ALIGNMENT BECAUSE IT'S SOMETHING THAT WE'VE NEEDED FOR A LONG TIME AND IT'S ALSO A FANTASTIC INSTRUCTION FOR OUR TEACHERS AND FOR OUR STUDENTS.
AND THIS IS GIVING US THE OPPORTUNITY TO REALLY ALIGN THAT FOCUS AND MAKE SURE OUR STUDENTS ARE GETTING WHAT THEY NEED AT LITERACY CLASSROOMS. BEFORE WE CAN DO THAT THOUGH WE HAVE TO FOCUS ON OUR STUDENT AND SCHOOL CULTURE.
A LOT OF OUR STUDENTS, OVER NINETEEN THOUSAND OF THEM HAVE NOT BEEN IN A GARLAND ISD CLASSROOM THIS ENTIRE SCHOOL YEAR.
OTHERS HAVE BEEN IN AND OUT, MOVING BETWEEN VIRTUAL AND FACE TO FACE, AND HAVE PROBABLY DEVELOPED SOME, TO PUT IT NICELY, NONTRADITIONAL LEARNING HABITS THAT MIGHT HAVE AN IMPACT ON THEIR LEARNING WHEN THEY RETURN TO US FULL TIME IN THE FALL.
SO WE KNOW BEFORE WE CAN ADDRESS THOSE ACADEMIC NEEDS, WE HAVE TO REALLY MAKE SURE THAT OUR STUDENTS HAVE A REENTRY PLAN THAT'S FOCUSED ON STUDENT ENGAGEMENT, DISCIPLINE, MANAGEMENT AND COHESIVE LEARNING THAT'S GOING TO MAKE SURE THAT THEIR ACADEMIC SUCCESSES CAN MOVE FORWARD AND NOT BE HINDERED BY SOME OF OUR LOGISTICAL AND STRUCTURAL SCHOOL THINGS THAT THEY MAY NOT BE AS FAMILIAR WITH ANYMORE.
SO ADDRESSING THAT FIRST IS CRITICAL.
AS FAR AS OUR FOUNDATIONAL LITERACY PRACTICES.
I'M GOING TO KEEP TALKING TO YOU ABOUT READING ACADEMY'S.
SO FROM HOUSE BILL THREE, WE KNOW THAT THE STATE MANDATES ALL KINDERGARTEN THROUGH THIRD GRADE TEACHERS TO ATTEND READING ACADEMY'S.
BUT WE KNOW IN GARLAND ISD THAT THAT IS NOT ENOUGH.
SO ON TLD TEAM, WE'VE ELIMINATED TWO WORDS FROM OUR VOCABULARY, MINIMUM AND MAINTENANCE, AND WE ARE ONLY FOCUSED ON THE WORD MISSION.
SO KNOWING THAT WE KNOW READING ACADEMY'S NEED TO EXTEND UP THROUGH OUR MIDDLE SCHOOL TEACHERS AS WELL, BECAUSE IT'S A SOLID FOUNDATIONAL PRINCIPLES FOR TEACHING STUDENTS HOW TO READ.
AND MIDDLE SCHOOL TEACHERS AREN'T USED TO NECESSARILY TEACHING STUDENTS HOW TO READ.
WITH THE EXCEPTION OF INTERVENTION CLASSES, MOST OF OUR STUDENTS COMING INTO MIDDLE SCHOOL, WE'RE CLOSE ENOUGH TO READ ON A GRADE LEVEL THAT STUDENTS OR THAT TEACHERS DIDN'T OFTEN HAVE TO GO BACK AND TALK ABOUT PHONICS, PHONEMIC AWARENESS AND FOUNDATIONAL GAPS THAT WE KNOW THAT SOME OF OUR STUDENTS COMING INTO SIXTH GRADE HAVEN'T BEEN ASSESSED ON A STAAR TEST SINCE THIRD GRADE.
SO WE WANT TO MAKE SURE THAT EVERY SINGLE LITERACY TEACHER IS PREPARED AND READING ACADEMY'S IS ONE WAY FOR US TO DO THAT.
WE'RE ALSO GOING TO CONTINUE INTEGRATING SHELTERED INSTRUCTION FOR ALL OF OUR STUDENTS ACROSS ALL OF OUR CONTENT AREAS.
WE'RE MOVING INTO ACROSS CURRICULA CURRICULUM, WHICH IS VERY EXCITING AND TAKES US TIME, BUT IT'S WHAT'S BEST FOR STUDENTS.
IT'S ALSO REFLECTING HOW OUR STUDENTS WILL BE ASSESSED ON STAAR.
SHELTERED INSTRUCTION IS A KEY COMPONENT OF THAT, MAKING SURE WE'RE MEETING OUR STUDENTS LANGUAGE NEEDS AND ALSO THEIR SPECIFIC LEARNING NEEDS, WHETHER THEY ARE A LANGUAGE LEARNER OR AN ENGLISH SPEAKING STUDENT, IT'S STRATEGIES THAT ARE GOOD FOR EVERY SINGLE KID.
WE ARE ALSO DOING SOMETHING VERY DIFFERENT AND WE'RE TALKING ABOUT SCHEDULES AND MAXIMIZING INSTRUCTIONAL TIME.
THIS IS A CRITICAL PIECE AT BOTH OUR MIDDLE SCHOOL AND ELEMENTARY LEVELS.
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AT MIDDLE SCHOOL, WE ARE WORKING ON DOUBLE BLOCKING STUDENTS WHO ARE IN NEED OF ADDITIONAL LITERACY INSTRUCTION.THAT IS SOMETHING INNOVATIVE AND EXCITING.
AND IT'S GOING TO GIVE OUR STUDENTS THE ABILITY TO WORK WITH EXCELLENT TEACHERS WHO HAVE THOSE FOUNDATIONAL PRACTICES TO HELP THEM CLOSE GAPS AND GIVING THEM A LOT MORE THAN JUST 43 MINUTES TO WORK WITH THOSE KIDDOS.
AT THE ELEMENTARY LEVEL WE'RE REDESIGNING OUR INSTRUCTIONAL MINUTES.
THERE'S STILL JUST FOUR HUNDRED AND FORTY MINUTES IN INSTRUCTIONAL DAY AT AN ELEMENTARY SCHOOL.
BUT WE'RE ASKING TEACHERS TO DO IS USE EVERY ONE OF THOSE FOUR HUNDRED AND FORTY MINUTES REALLY, REALLY EFFECTIVELY AND ALSO DIFFERENTLY THAN WHAT WE'VE DONE BEFORE.
PREVIOUSLY WE'VE HAD ONE HUNDRED AND TWENTY MINUTES OF BALANCED LITERACY.
WE'VE TALKED ABOUT THAT TO YOU ALL BEFORE.
WHAT WE'RE DOING THIS YEAR IS EXPANDING BUT WE'RE STILL KEEPING THE ELEMENTS OF BALANCED LITERACY THAT ARE WORKING FOR OUR KIDS.
BUT THROUGH THE SCIENCE OF TEACHING READING AND READING ACADEMY'S, WE KNOW THAT WE WEREN'T HITTING ALL OF THOSE REQUIRED ELEMENTS.
AND WE STILL HAD SOME GAPS IN OUR CURRICULUM AND IN OUR BALANCED LITERACY MODEL.
SO WE'RE GOING TO BE MOVING TOWARDS WHAT WE'RE CALLING STRUCTURED LITERACY.
IT'S FOCUSED ON PERSONALIZED INSTRUCTION FOR STUDENTS, WHETHER THEY ARE A STRUGGLING LEARNER AN ON LEVEL LEARNER OR EVEN A HIGHER ACHIEVING LEARNER.
EVERY STUDENT NEEDS TO GET WHAT THEY NEED BASED ON THEIR INDIVIDUAL GOALS WHEN THEY ARE WITH THEIR TEACHER IN THEIR CLASSROOM.
SO THE INSTRUCTIONAL BLOCK IS GOING TO LOOK DIFFERENT FOR BOTH LITERACY AND MATH.
MS. PERALES IS GOING TO TALK TO YOU IN JUST A FEW MOMENTS ABOUT THAT MATH CHANGE, BUT A KEY COMPONENT OF IT IS INTERVENTION.
SO PREVIOUSLY WE HAD WHAT WE CALL THE I-TIME MODEL, WHERE EVERY GRADE LEVEL WOULD HAVE A DESIGNATED BLOCK OF INTERVENTION.
AND THERE WERE ELEMENTS OF THAT THAT WORKED WELL FOR US, BUT IT ALSO STARTED TO LEND ITSELF TO INTERVENTION AND ISOLATION WHERE WE WOULD TEACH AND THEN IT WOULD BE A DEDICATED TIME TO STOP AND INTERVENE.
WE KNOW MOVING FORWARD WITH INSTRUCTION THAT WE DON'T HAVE TIME TO STOP AND INTERVENE ONCE A DAY.
EVERY SINGLE TEACHER IS GOING TO BE AN INTERVENTION TEACHER AND EVERY SINGLE STUDENT IS GOING TO HAVE THEIR INDIVIDUAL INTERVENTION NEEDS MET EVERY SINGLE DAY DURING TIER ONE INSTRUCTION IN THE CLASSROOM AND THOSE EXPANDED INSTRUCTIONAL MINUTES, BOTH DOUBLE BLOCKING AT MIDDLE SCHOOL AND HAVING THAT HUNDRED AND TWENTY MINUTES OF LITERACY AND ONE HUNDRED AND TWENTY MINUTES OF MATH, WE'LL GIVE OUR TEACHERS TIME TO DO THAT.
WE'LL ALSO BE WORKING TO EXPAND OUR PLC PROCESSES TO MAKE SURE WE'RE INCLUDING INSTRUCTIONAL DESIGN, DATA ANALYSIS AND THEN MOST IMPORTANTLY, ACTION IN RESPONSE TO THAT DATA.
WE WON'T BE WAITING UNTIL THE END OF A GRADING CYCLE TO KNOW HOW OUR STUDENTS ARE DOING.
WE WILL HAVE FORMATIVE ASSESSMENTS WEEKLY.
WE WILL HAVE DISCUSSIONS WEEKLY AT CAMPUS LEVEL TO LOOK AT STUDENT WORK AND DECIDE HOW CAN WE INTERVENE SOONER RATHER THAN LATER TO HELP OUR STUDENTS CLOSE THOSE GAPS.
ALL RIGHT, SO THAT WAS A LIST OF ALL THE STRATEGIES THAT ARE GOING TO LOOK DIFFERENT THIS YEAR.
I WANT TO TALK TO YOU A LITTLE BIT ABOUT THE HOW AS MS. SALDIVAR MENTIONED THAT'S ALWAYS A CRITICAL COMPONENT.
WE TALK A LOT ABOUT STUDENT GAPS AND COVID GAPS.
AND I WANT TO TALK FOR A MOMENT ABOUT THE PEOPLE WHO HAVE BEEN STANDING IN THAT GAP FOR THE LAST 15 MONTHS AND THE TEACHERS WHO ARE GOING TO CONTINUE STANDING IN THAT GAP.
AND WE WANT TO MAKE SURE THAT THOSE TEACHERS ARE READY.
SO SHIFTING OUR INSTRUCTIONAL MODELS AND CHANGING WHAT OUR INSTRUCTIONAL MINUTES LOOKS LIKE ISN'T GOING TO MEAN ANYTHING TO STUDENTS IF OUR TEACHERS ARE NOT PREPARED TO EFFECTIVELY TEACH WITHIN THOSE INSTRUCTIONAL MINUTES.
SO THAT IS WHAT THE LITERACY PROFESSIONAL DEVELOPMENT PLAN LOOKS LIKE.
SO ON ONE SIDE OF THE SLIDE, IT'S OUR PLAN FOR READING ACADEMY'S.
WE CAN'T, UNFORTUNATELY, PUT EVERY TEACHER THROUGH READING ACADEMY'S ALL AT ONE TIME BECAUSE IT'S A VERY INTENSIVE PROCESS.
IT GOES TO A DESIGNATED COHORT LEADER.
THEY'RE GRADED BY A COHORT LEADER OUTSIDE OF OUR DISTRICT.
SO WE ONLY HAVE A LIMITED CAPACITY EACH YEAR TO ADD TEACHERS.
SO WE HAVE A THREE YEAR IMPLEMENTATION PLAN OF WHICH WE STARTED THIS YEAR.
NEXT YEAR OUR KINDERGARTEN AND FIRST GRADE TEACHERS WILL ALL BE INVOLVED IN READING ACADEMY'S STARTING JULY 27TH.
WE'RE INCLUDING OUR SECOND ELEMENTARY ADMINISTRATOR WHO DID NOT PARTICIPATE THIS YEAR, OUR INTERMEDIATE SUPPORT TEACHERS WHO SUPPORT FOURTH AND FIFTH GRADE, AND THEN SOME OF OUR MIDDLE SCHOOL ADMINISTRATORS, THEY ARE ANXIOUS AND HUNGRY TO GET ON THE BANDWAGON FOR SMALL GROUP LITERACY INSTRUCTION AT OUR MIDDLE SCHOOL.
SO THERE ARE SOME THAT ARE ALREADY REACHING OUT SAYING, I DON'T WANT TO WAIT FOR MY TEACHERS TO GO IN.
I WANT TO START NOW SO I CAN START LOOKING FOR THINGS IN CLASSROOMS AND KNOW WHAT TO EXPECT OF INSTRUCTION IN MY SCHOOL.
THEN WE'LL CONTINUE WITH OUR SECOND THROUGH FOURTH GRADE TEACHERS MIDDLE SCHOOL AND THEN OUR SECONDARY INSTRUCTIONAL COACHES AND OTHER ADMINISTRATORS WHO HAVEN'T ATTENDED.
BUT READING ACADEMY'S IS A LONG TERM PLAN.
WE'RE STARTING WITH K AND ONE, BUT WE ALSO KNOW WE HAVE TEACHERS WHO HAVE NEEDS IMMEDIATELY.
SO WHAT THAT MEANS FOR EVERYONE ELSE IS A FOCUS ON SMALL GROUP INSTRUCTION, PERSONALIZED INSTRUCTION FOR STUDENTS, HELPING TEACHERS UNDERSTAND THAT WITHIN THEIR DOUBLE BLOCK OR THEIR HUNDRED AND TWENTY MINUTES, THAT EVERY STUDENT'S NEEDS MUST BE MET SPECIFICALLY AND THE ONLY WAY TO DO THAT IS NOT THROUGH WHOLE GROUP TEACHING.
IT IS THROUGH SMALL GROUP INSTRUCTION AT THE TEACHER TABLE, WHETHER IT IS WITH
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THE CLASSROOM TEACHER, THE INTERVENTIONIST AT THE ELEMENTARY LEVEL, THE DYSLEXIA TEACHER OR THE SPECIAL EDUCATION TEACHER.ALL OF THOSE THINGS WILL BE HAPPENING DURING THAT INSTRUCTIONAL BLOCK AND STUDENTS WILL HAVE ALREADY BEEN WORKING ON THEIR PROCEDURES AND ROUTINES THROUGH THAT SCHOOL CULTURE AND COMMUNITY AND CLASSROOM CULTURE TO MAKE SURE THAT EVERYONE KNOWS WHAT THEY'RE SUPPOSED TO BE DOING.
SO EVERYONE IS LEARNING AT THEIR OWN INDEPENDENT LEVEL AND MOVING TOWARDS THEIR GOALS, WHETHER THEY ARE SEVERAL GRADE LEVELS BEHIND OR ONE OF OUR GT STUDENTS WHO STILL NEED TO BE PUSHED FORWARD TO MEET THEIR GOALS.
WE'LL BE FOCUSING STARTING ON JUNE 9TH ON BELL TO BELL INSTRUCTION AT ALL OF OUR LEVELS.
IT DOESN'T HELP US TO GIVE A TEACHER ONE HUNDRED AND TWENTY MINUTES TO TEACH LITERACY IF THEY DON'T KNOW WHAT TO DO IN THOSE ONE HUNDRED AND TWENTY MINUTES.
AND ONCE THEY TEACH THEIR LESSON, THEY MAY STRUGGLE AND THEIR STUDENTS MAY BE WORKING INEFFECTIVELY BECAUSE THEY DON'T KNOW HOW TO INTERACT IN THOSE SMALL GROUPS TO PERSONALIZE THAT LEARNING.
SO THAT WILL BE OUR FOCUS BEGINNING ON OUR PROFESSIONAL DEVELOPMENT DAY ON JUNE 9TH.
OUR THEME FOR PD FOR THE ENTIRE YEAR.
AND EVEN THOUGH JUNE 9TH IS THE LAST DAY OF TEACHER CONTRACT TIME, NOT A DAY, WE TRADITIONALLY DO PD WITH TEACHERS.
BUT IT'S CRITICAL THAT THEY KNOW THIS IS A KICKOFF TO A RESET FOR ALL OF US, FOR OUR STUDENTS AND FOR OUR TEACHERS.
SO OUR THEME FOR THE ENTIRE YEAR IS GROWING FORWARD THROUGH PERSONALIZED INSTRUCTION.
NO MORE COOKIE CUTTER, NO MORE WHOLE GROUP.
THAT'S NOT GOING TO BE WHAT OUR STUDENTS NEED TO CLOSE THOSE GAPS.
AND THEN WE'LL CONTINUE TO MAKE THOSE CROSS CURRICULAR CONNECTIONS AND EMBED SHELTERED INSTRUCTION TO MAKE SURE WE'RE MEETING NEEDS OF ALL OF OUR LEARNERS BECAUSE THEY'RE VERY DIVERSE AND EVERY SINGLE STUDENT NEEDS TO LEARN IN THEIR OWN UNIQUE WAY.
MS. PERALES IS GOING TO SHARE ABOUT OUR MATH PLAN.
MATH LITERACY SKILLS ARE IMPORTANT TO SUCCESS IN SCHOOL WORK AND LIFE.
YET RATHER THAN SERVING AS THE FOUNDATION FOR THE SUCCESS, MATH EDUCATION TOO OFTEN FILTERS AND BLOCKS STUDENT PROGRESS.
RESEARCH SHOWS THAT OF ALL SCHOOL SUBJECTS, MATH SETS UP THE MOST BARRIERS TO COLLEGE.
ALSO OUR DATA SHOWS THAT DUE TO THE PANDEMIC, OUR STUDENTS HAVE LOST MORE GROUND IN MATH THAN IN READING.
THEREFORE, WE HAVE TO BE SUPER EXPLICIT WITH OUR PLAN AND HOW WE WILL ADDRESS THE LEARNING GAPS.
ALL OF OUR TEACHERS WILL BE REESTABLISHING THEIR CLASSROOM CULTURE TO SUPPORT AN OPTIMAL LEARNING ENVIRONMENT.
WE WANT TO TRAIN OUR TEACHERS TO INCREASE THEIR TEACHER CREDIBILITY IN THE CLASSROOM IN ORDER TO SUPPORT STUDENT ENGAGEMENT AND SET MATH GOALS WITH STUDENTS SO THAT STUDENTS OWN THEIR OWN GROWTH LEARNING.
WITH THAT IN MIND, IT IS IMPORTANT THAT THE CONTENT IS RELEVANT TO STUDENTS AND EMPHASIZES APPLICATION TO CAREERS AND LIFE.
TEACHING STRATEGIES NEED TO BE EQUITY FOCUSED, COLLABORATIVE AND ALIGNED TO THE STATE'S STANDARDS TO BETTER ENGAGE STUDENTS.
ALSO TEACHING OUR TEACHERS THE IMPORTANCE IN HAVING STUDENTS WORK THROUGH THE PROBLEM AND USE CRITICAL THINKING SKILLS RATHER THAN JUST GETTING THE RIGHT ANSWER.
PROVIDING TEACHERS WITH ASSESSMENT TECHNIQUES ON HOW TO ASSESS STUDENTS AND GIVE CONTINUOUS FEEDBACK, INCLUDING STUDENT REFLECTION AND STUDENTS APPROACH TO THE PROBLEM.
OUR LOCALLY DEVELOPED MATHEMATICS ACADEMY WILL PROVIDE THE PROFESSIONAL DEVELOPMENT IN THESE AREAS FOR ALL TEACHERS IN GRADES PK THROUGH 8 TO BE ABLE TO FULLY UTILIZE MATHEMATICS INSTRUCTIONAL TIME FOR A STRUCTURED MATH DESIGN.
HILL MENTIONED ABOUT SHELTERED INSTRUCTION IN K THROUGH 8 READING, THE SHELTERED INSTRUCTION PROGRAMING WILL ALLOW MATH TEACHERS TO IMPLEMENT SHELTER INSTRUCTIONAL APPROACHES AND LEVERAGE THEM TO MEET TARGETED INSTRUCTIONAL NEEDS.
CAMPUSES WILL BE USING STUDENT DATA SUCH AS MAP, STAAR INTERIM AND OTHER FORMATIVE ASSESSMENT DATA TO DETERMINE ACADEMIC NEEDS FOR ALL STUDENTS.
IN MIDDLE SCHOOL STUDENTS DEMONSTRATING LEARNING GAPS IN MATH WILL BE SCHEDULED FOR AN ADDITIONAL MATH CLASS OR STRATEGICALLY SCHEDULED INTO AN ADVISORY PERIOD WITH A HIGH QUALITY TEACHER.
IN GRADES PK THROUGH FIVE ONE HUNDRED AND TWENTY MINUTES OF STRUCTURED MATH INSTRUCTION WILL BE UTILIZED TO SUPPORT AN INTENTIONAL INSTRUCTIONAL BLOCK DESIGN.
THIS IS AN EXTRA 50 TO 60 MINUTES OF MATH INSTRUCTION A DAY COMPARED TO ELEMENTARY SCHEDULES IN OUR CURRENT SCHOOL YEAR.
WE'RE ALSO EXPANDING PLC PROCESS TO INCLUDE CONTENT BUILDING DATA ANALYSIS AND ACTION RESPONSE THAT WILL ALIGN WITH OUR MULTILAYER SYSTEMS OF SUPPORT, WHICH IS KNOWN AS MTSS, IT'S OUR FRAMEWORK FOR ALL CAMPUSES TO LOOK AT AND IDENTIFY STRUGGLING STUDENTS SO THAT WE CAN INTERVENE QUICKLY.
AS NOTED ON THE SCREEN, OUR IMPLEMENTATION OF MATH ACADEMY TRAINING FOR ALL MATH TEACHERS IN GRADES PRE-K THROUGH EIGHT WILL HELP ENSURE THAT OUR TEACHERS ARE PROVIDED WITH THE APPROPRIATE TRAINING TO SUPPORT OUR FOUR KEY AREAS OF MATHEMATICS, INSTRUCTIONAL FOCUS.
SMALL GROUP INSTRUCTION, INTEGRATED INTERVENTION TO SUPPORT STUDENTS AT THEIR INSTRUCTIONAL LEVEL, CHUNKED BLOCKS OF TIME WITHIN THE STRUCTURED MATH INSTRUCTIONAL BLOCK TO ENSURE THAT STUDENTS ARE ENGAGED WITH THE CONTENT AND THE WORK EVERY MINUTE OF THE INSTRUCTIONAL TIME PERIOD, AND INTENTIONAL CONNECTIONS WITH THE CONTENT AND INSTRUCTIONAL STRATEGIES TO ENSURE THAT STUDENTS ARE PROVIDED THE SCAFFOLDS NEEDED TO SUPPORT LEARNING.
TRAINING WILL BEGIN THIS UPCOMING SCHOOL YEAR FOR OUR INTERMEDIATE LEVEL TEACHERS,
[00:25:03]
GRADES FOUR THROUGH SIX, AS WELL AS OUR ELEMENTARY AND MIDDLE SCHOOL ADMINISTRATORS.DURING THE 2021 2022 SCHOOL YEAR TRAINING WILL BE PROVIDED TO OUR K ONE AND SEVEN EIGHT TEACHERS, AS WELL AS ANY NEW ELEMENTARY MIDDLE SCHOOL ADMINISTRATORS.
DURING THE THIRD YEAR OF MATH ACADEMY TRAINING, WE WILL FOCUS ON OUR SECOND AND THIRD GRADE TEACHERS, AS WELL AS THE NEW TEACHERS AND ADMINISTRATORS.
HILL MENTIONED, THAT TRAINING WILL BEGIN JUNE 9TH.
MUCH LIKE THE PREVIOUS TWO AREAS OF FOCUS, OUR FOCUS ON EOC SUCCESS WILL BE CENTERED ON STUDENT SCHEDULING, AGGRESSIVE STUDENT PERFORMANCE MONITORING AND INTENTIONAL TARGETED RESPONSE AND SUSTAINABILITY OF SUCCESS.
STRATEGIES HIGHLIGHTED ON THE SCREEN INCLUDE REESTABLISHING A SCHOOL CULTURE WITH AN EMPHASIS ON STUDENT ENGAGEMENT AND EOC SUCCESS, MAXIMIZING AVAILABLE INSTRUCTIONAL TIME STRATEGICALLY, SCHEDULING STUDENTS BASED ON TEACHER EFFECTIVENESS, INTEGRATING SHELTERED INSTRUCTION TECHNIQUES TO MAKE A RIGOROUS CONTENT MORE COMPREHENSIBLE, AS WELL AS EXPAND DATA TRACKERS, STUDENT INTERVENTION PLANS AND PLC'S AS TOOLS TO ASSIST WITH DATA ANALYSIS AND INSTRUCTIONAL DESIGN, AS WELL AS RESPONDING TO STUDENT ACADEMIC NEEDS.
AS FAR AS CCMR, WHILE WE HAVE SEEN A GREAT DEAL OF SUCCESS IN OUR CCMR OUTCOMES PRE PANDEMIC, WE KNOW THAT COVID COULD IMPACT OUR CCMR GOALS IF STUDENTS HAVE FEWER OPPORTUNITIES TO EARN A CCMR INDICATOR, IF THEY HAVE INCREASED REQUIREMENTS FOR FILLING ACADEMIC GAPS.
THEREFORE, OUR CCMR STRATEGY FOCUSES ON GRADES SIX THROUGH 12 ALIGNMENT TO ENSURE THAT ACADEMIC GAPS ARE RESPONDED TO IN A TIMELY MANNER.
SO THE EXPANDED CCMR OPPORTUNITIES REMAIN AVAILABLE.
THIS VERTICAL ACADEMIC ALIGNMENT WILL INCLUDE PREPARATION FOR THE PSAT THE SAT THE TSIA TEST AS WELL AS AP AND ALSO THE EXPANSION OF DUAL CREDIT.
WE WILL ALSO BE EXPANDING OUR DISTRICT AND CAMPUS PLC PROCESSES TO INCLUDE MORE INTENTIONALLY REGARDING THE CCMR OUTCOMES BONUS AND INCREASE OUR PERCENTAGE OF STUDENTS GRADUATING WITH DESIGNATED CCMR COMBOS, WHICH RESULTS IN ADDITIONAL STATE DOLLARS BEING GENERATED.
SO WHILE THIS PROJECT WAS DEVELOPED BY DISTRICT STAFF, WE WANT TO THANK TEA FOR EXTENDING OUR PARTICIPATION IN THE RESILIENT SCHOOL SUPPORT PROGRAM FOR YEAR TWO DURING YEAR TWO OUR TECHNICAL ASSISTANCE PROVIDER, EDUCATION FIRST, WE'LL WORK ALONGSIDE DISTRICT STAFF TO IMPLEMENT, MONITOR AND ADJUST OUR ACADEMIC ACCELERATION PLAN TO ENSURE THAT OUR INTENDED TEACHER AND STUDENT OUTCOMES NOT ONLY ARE MET, BUT ARE EXCEEDED.
AT THIS TIME, WE WILL ENTERTAIN ANY QUESTIONS YOU MAY HAVE.
OK, A LOT OF STUFF AND A REAL SHORT PERIOD OF TIME.
I JUST WANT TO SAY THANK YOU SO MUCH FOR YOUR WORK.
I THINK YOU'LL HEAR AROUND THIS ROOM PRETTY SOON THAT THIS IS A VERY IMPORTANT PROJECT THAT YOU'VE TAKEN ON.
AND JUST THANK YOU FOR THIS EFFORT.
I WANT TO TALK ABOUT SHELTERED INSTRUCTION.
IT SEEMS TO BE KIND OF ONE OF THE BEDROCKS OF THIS PLAN.
AND I GUESS ONE OF MY QUESTIONS I HAVE IS, ARE WE GOING TO EMBED SHELTERED INSTRUCTION IN EVERY K THROUGH 8 CLASSROOM THROUGHOUT THE DISTRICT OR ARE WE TARGETING SHELTERED INSTRUCTIONS ON CERTAIN STUDENTS THAT HAVE LIMITED ENGLISH PROFICIENCY? THANK YOU FOR YOUR QUESTION, MR. JOHNSON.
SO SHELTERED CONSTRUCTION IS AN APPROACH ON HOW WE TEACH OUR ENGLISH LANGUAGE LEARNERS.
BUT WHAT WE KNOW ABOUT THAT APPROACH, IS IT'S GOOD FOR ALL STUDENTS? RIGHT.
AND SO THE STUDENTS THAT WE'RE TARGETING IN THIS PLAN ARE STUDENTS THAT HAVE GAPS.
SO WE CAN EASILY APPLY THE SHELTERED INSTRUCTION STRATEGIES TO ALL OF OUR STUDENTS.
HILL MENTIONED, THIS IS AN INTEGRATED APPROACH.
WHAT WE DON'T WANT IS FOR OUR ELL STUDENTS TO BE ON THE SIDE AND THEN RECEIVING DIFFERENT APPROACHES BECAUSE THEY HAVE LANGUAGE GAPS.
WHAT WE WOULD LIKE TO SEE THAT IS EMBEDDED IN THEIR DAILY INSTRUCTION AS PART AS THEM MEETING INSTRUCTION ON A DAILY BASIS.
IS THIS EFFECTIVELY MEAN THAT WE'RE, ARE WE GETTING RID OF BILINGUAL TRACTS OR ELL
[00:30:01]
SPECIALIZED CLASSROOMS OR.SO WHAT IT WOULD LOOK LIKE AT ELEMENTARY.
AND ELEMENTARY, WE HAVE TWO WAYS THAT WE SERVE OUR EL'S.
WE SERVE THEM THROUGH DUAL LANGUAGE PROGRAMING.
AND IN THE DUAL LANGUAGE CLASSROOMS, WHEN THE STUDENTS ARE BEING INSTRUCTED IN SPANISH, WE CAN EMPLOY THOSE SHELTERED INSTRUCTION STRATEGIES BECAUSE IT'S THE WAY YOU PROVIDE THE INSTRUCTION.
SO LIKE WITH VISUALS, WITH SENTENCE STEMS, MAKING SURE THAT THE ACADEMIC CONTENT THAT THEY'RE BEING FACED WITH IS COMPREHENSIBLE AND ATTAINABLE TO THEM.
SO LIKEWISE, AT ELEMENTARY, WE HAVE STUDENTS THAT ARE IN ESL PROGRAMING.
THOSE STUDENTS SIT IN YOUR GENERAL ED CLASSROOM WITH YOUR GENERAL TEACHER WHO IS CERTIFIED AS AN ESL TEACHER, AND SHE WILL EMBED THOSE STRATEGIES OR HE WILL EMBED THOSE STRATEGIES IN THAT INSTRUCTION THERE.
AND SO THEN THAT WILL LOOK LIKE THE SAME FOR YOUR SECONDARY STUDENTS.
SO AS YOU'RE SITTING IN YOUR ELAR CLASS, YOUR MATH, YOUR SCIENCE OR SOCIAL STUDIES, THESE STRATEGIES ARE PART OF WHAT THE TEACHERS ARE GOING TO USE TO ENSURE THAT THE CONTENT IS COMPREHENSIBLE AND THAT BECAUSE THEY ARE LANGUAGE LEARNERS, WE NEED TO MAKE SURE THAT ACADEMIC VOCABULARY IS EXPLICITLY TAUGHT THROUGH THESE STRATEGIES TO MAKE SURE THAT THERE'S NO GAPS, BECAUSE WHAT WE WANT TO DO IS LEVEL THE PLAYING FIELD FOR THEM.
WE DON'T WANT THEM TO BE LEFT BEHIND BECAUSE OF THEIR LANGUAGE BARRIER.
AND THAT'S OBVIOUSLY WHAT WE ALL WANT.
I'M JUST I'M JUST I GUESS THAT MY CURIOSITY IS ONE OF THE THINGS WE ALSO STRESSED IN THIS.
WE DON'T WANT A COOKIE CUTTER APPROACHES.
SO WE HAVE SOME CAMPUSES THAT HAVE A VERY LARGE AMOUNT OF ENGLISH LANGUAGE LEARNERS OR STUDENTS OF LIMITED LANGUAGE PROFICIENCY.
THIS OBVIOUSLY IS A VERY IMPORTANT PROGRAM, BUT WE HAVE SOME CAMPUSES THAT HAVE RELATIVELY FEW.
WE'RE GOING TO TAKE THE SAME APPROACHES AND STRATEGIES TO THAT CAMPUS AS OPPOSED TO THE OTHER ONE.
WELL, DEPENDING ON THE TEACHER.
SO LIKE WAS MENTIONED, WE WANT TO PERSONALIZE THE INSTRUCTION.
SO IF I AM AT A CAMPUS THAT I DO NOT HAVE VERY MANY EL'S, BUT I GUARANTEE YOU EVERY SINGLE CAMPUS AND ALMOST EVERY TEACHER WILL HAVE AN EL SITTING IN FRONT OF THEM DURING INSTRUCTION.
WE WANT TO MAKE SURE THAT THE TEACHERS ARE EQUIPPED WITH THOSE SHELTERED STRATEGIES FOR THOSE STUDENTS, WHETHER IT'S A LARGE NUMBER OF THEM OR NOT.
SO THEY WOULD BE ABLE TO ENSURE THAT THE STUDENTS ARE ABLE TO ATTAIN TO THE INSTRUCTION.
IS WHEN I READ THIS MATERIAL OVER THE WEEKEND, I WASN'T PARTICULARLY FAMILIAR WITH THE CONCEPT AND CONFESSION.
SO I DID SOME RESEARCH AND I NOTICED THAT IN CALIFORNIA, WHERE IT KIND OF CAUGHT ON IN THAT ENVIRONMENT, IT WAS USED PRIMARILY ON A SECONDARY LEVEL.
BUT WE'RE USING IT FROM K THROUGH EIGHT.
SO KIND OF ONE OF THE THINGS I WAS READING ABOUT IS THE STUDENTS THAT WERE GOING TO THAT SHELTERED INSTRUCTION WOULD BE USED FOR MAY NOT MASTER ENGLISH OR THEY HAVE A LIMITED PROFICIENCY, BUT THEY HAD SOME FOUNDATIONAL KNOWLEDGE IN THE LANGUAGE, SO WE'RE PROBABLY NOT.
ARE WE GOING TO USE THIS FOR STUDENTS WHO HAVE NO ENGLISH SKILLS OR EXTREMELY LIMITED ENGLISH SKILLS? IT IS APPLICABLE FOR ALL STUDENTS AT DIFFERENT LEVELS IN THEIR LANGUAGE PROFICIENCY.
SO IF YOU'RE A NEWCOMER, YOU JUST ARRIVE AND YOU DO NOT HAVE A PROGRAMING, YOU KNOW, BECAUSE OUR DUAL LANGUAGE IS FOR SPANISH STUDENTS AND WE DON'T HAVE THAT, THEN FOR SURE THERE WE HAVE TO EMPLOY THESE SHELTERED INSTRUCTION STRATEGIES BECAUSE THE TEACHER WOULD NOT HAVE A LANGUAGE TO LEAN INTO TO BE ABLE TO TRANSLATE FOR THE STUDENT.
BECAUSE THEY DON'T SPEAK THEIR LANGUAGE.
SO HOW WE WILL ENSURE THAT THE STUDENT CAN STILL ATTEND TO THAT INSTRUCTION IS THROUGH THE SHELTERED INSTRUCTION STRATEGIES.
OK, AND I NOTICED THAT WE HAVE A WHOLE PAGE ON GISD ABOUT SHELTERED INSTRUCTION, PART OF MY RESEARCH.
SO WE'VE BEEN EMPLOYING THESE STRATEGIES IN THE DISTRICT FOR SOME TIME, CORRECT? YES.
OK, WHAT'S DIFFERENT ABOUT THIS APPROACH THAN WHAT WE'VE BEEN DOING? SO THANK YOU FOR THAT QUESTION.
SO LAST YEAR WE BEGAN OUR DISTRICT WIDE IMPLEMENTATION.
SO BEFORE IT WAS TARGETED TO CERTAIN TEACHERS, DEPENDING ON WHICH STUDENTS WERE SITTING IN FRONT OF YOU.
BUT AS YOU KNOW, OUR EL POPULATION IS VERY LARGE IN OUR SCHOOL DISTRICT.
AND LIKE I SAID, THEY'RE IN ALL CLASSROOMS. RIGHT.
AND SO WE STARTED OUR DISTRICT WIDE IMPLEMENTATION WHERE WE HAD A BASELINE OF EVERY TEACHER NEEDS TO KNOW THESE THINGS, THESE STRATEGIES, IN ORDER TO MAKE SURE THAT WHEN THEY'RE MET WITH AN EL, THEY'RE GUARANTEED THAT OPPORTUNITY TO BE ABLE TO ATTEND TO THE INSTRUCTION.
AND SO WE ARE MAKING SURE THAT WE SHORE THAT UP THAT THE TEACHERS THAT WERE NOT TRAINED, THAT WE CAPTURED THEM AND WE TRAIN THEM AND THAT WE COME IN AND SUPPORT AND MAKE SURE THAT IT'S ACTUALLY HAPPENING EVERY SINGLE TIME THAT THE STUDENTS ARE IN FRONT OF THEM FOR INSTRUCTION.
SO YOU GET YOU'RE A PARENT LIKE MYSELF AND YOU'VE GOT A CHILD.
WHAT DIFFERENCES ARE THEY GOING TO SEE IF THEY MOVE FROM A CLASSROOM THAT HAS NOT FEATURED SHELTERED INSTRUCTION TO NEXT YEAR WHEN THEY MOVE FROM SECOND
[00:35:02]
TO THIRD GRADE? YEAH.NOW, THEY'RE SHELTERED INSTRUCTION IN THERE WHAT DIFFERENCE WOULD THE PARENT NOTICE? WELL, WHAT I WOULD LOVE TO HAPPEN IS THAT THERE IS NO DIFFERENCE.
LIKE IF I'M IN A CLASSROOM THAT IS AN ELL CLASSROOM OR DUAL LANGUAGE OR A GENERAL ED THAT IN ORDER FOR US TO BE CULTURALLY RESPONSIVE, THAT THE KIDS DON'T FEEL LIKE, OH, YOU'RE DOING SOMETHING DIFFERENT FOR ME BECAUSE I'M AN EL AND NOW I HAVE TO HAVE SHELTERED INSTRUCTION.
SO IT IS THE INSTRUCTIONAL STRATEGIES, THE ENVIRONMENT THAT IS PRESENTED TO THEM.
SO I WOULD HOPE THAT THROUGH THIS AND THAT'S PART OF OUR PLAN IS TO MAKE SURE THAT THE ENVIRONMENT IS A LITERACY RICH ENVIRONMENT, THAT IT DOESN'T MATTER THAT THE STUDENTS WOULD BE ABLE TO JUST WALK INTO THAT CLASSROOM BECAUSE OF THE SETUP, BECAUSE OF THE ENVIRONMENT.
I'M ABLE TO JUST GO WITH THE INSTRUCTION.
AND JUST BECAUSE ANYTIME THERE'S A CURRICULUM OR PEDAGOGY CHANGE OR SOMETHING ALONG THOSE LINES, I THINK OF IT FROM THE PERSPECTIVE OF THE PARENT THAT'S GOING TO BE INTERPRETING THE HOMEWORK OR SOMETHING THAT'S COMING HOME FOR THE STUDENT.
AND IT'S MY PARENTS WERE ALWAYS ABOUT THE NEW MATH.
THEY ALWAYS COMPLAINED ABOUT THE NEW MATH.
AND I JUST WANT TO MAKE SURE WE'RE NOT LOADING ON NEW MATH FOR PARENTS.
[LAUGHTER] CAN I SPEAK TO THE CURRICULUM PIECE FOR A MINUTE DON'T MIND JUST TO KIND OF HELP FRAME IT A LITTLE BIT.
ALSO, THESE ARE STRATEGIES THAT WE'RE ALREADY WORKING TO EMBED IN OUR CURRICULUM.
SO IT'S NOT GOING TO BE LIKE WE ADOPT A NEW TEXTBOOK OR RESOURCE AND EVERYTHING LOOKS DIFFERENT FROM THE PARENT OR THE STUDENT PERSPECTIVE, LIKE MS. SALDIVAR MENTIONED, LIKE THESE ARE THINGS THAT ARE GOOD FOR ALL KIDS.
SO THINGS LIKE AN ACADEMIC RESPONSE FRAME SENTENCE STEMS THAT LITERACY RICH ENVIRONMENT, THOSE ARE THINGS THAT WE'RE WORKING TO EMBED IN NOT JUST OUR LITERACY CURRICULUM, BUT ALL OF OUR CURRICULUM.
SO REALLY, THERE SHOULDN'T BE A BIG CHANGE IN WHAT A PARENT VIEWS AT HOME.
BUT WHAT A CHILD SHOULD FEEL IS MORE SUPPORTED IN THEIR CLASSROOM.
BUT IF CARRIED OUT PROPERLY AND EVERYONE'S WELL TRAINED, EVEN IF YOU'RE TEACHING MATH, YOU'RE TEACHING LITERACY EFFECTIVELY.
THANK YOU VERY MUCH, MR. GLICK.
I'M REALLY EXCITED THAT YOU'RE TAKING THE READING ACADEMY TO MIDDLE SCHOOL COULD YOU TALK SOME MORE ABOUT THAT, PLEASE.
I'M VERY EXCITED ABOUT THAT ALSO BECAUSE WE'RE ASKING OUR TEACHERS TO DO SOMETHING SO VERY, VERY DIFFERENT.
AND THERE WE HAVE EXCEPTIONAL MIDDLE SCHOOL READING TEACHERS RIGHT NOW BUT RIGHT NOW THEY ARE TARGETED TO SOME OF OUR MOST STRUGGLING STUDENTS WHO MEET CRITERIA BASED ON MAP SCORES OUR STAAR FAILURES THAT WE'RE LOOKING AT THIS GROUP OF KIDDOS COMING INTO SIXTH GRADE, AS EVERYONE NEEDS LITERACY ENRICHMENT, IN FACT, MS. PERALES WE'VE EVEN WORKED TO CHANGE THE NAME OF READING TO LITERACY ENRICHMENT, LIKE HAVING THAT MIND SHIFT OF WHAT WE USED TO DO IS NOT GOING TO WORK FOR US ANYMORE.
SO READING ACADEMY'S AS A PART OF THAT IS WE DON'T ANTICIPATE EVERY MIDDLE SCHOOL TEACHER NEEDING TO LITERALLY TEACH A CHILD HOW TO READ.
BUT WHAT WE DO NEED EVERY TEACHER TO KNOW IS WHAT YOU DO TO TEACH A CHILD HOW TO READ, HELPS YOU IDENTIFY GAPS AND CLOSE SPECIFIC LEARNING GAPS FOR STUDENTS.
AND THAT'S JUST SOMETHING WE'VE NEVER INVESTED IN AT THE MIDDLE SCHOOL LEVEL BEFORE OUTSIDE OF THOSE CORE INTERVENTION TEACHERS.
AND I THINK IT'S GOING TO MAKE A DRAMATIC DIFFERENCE FOR HOW WE INSTRUCT EVERY SINGLE STUDENT, BECAUSE EVEN IF I'M NOT A STRUGGLING LEARNER COMING INTO LITERACY ENRICHMENT, I STILL NEED TO GROW.
AND SO THAT SMALL GROUP INSTRUCTION MODEL, WHETHER IT'S THROUGH THE GUIDED READING TABLE OR IT'S THROUGH PROJECT BASED LEARNING AT THE LITERACY ENRICHMENT.
ALL OF THOSE FOUNDATIONAL PIECES ARE WHAT'S GOING TO HELP PUSH ALL OF OUR STUDENTS FORWARD AND PERSONALIZE THAT LEARNING EXPERIENCE.
AND THAT READING ACADEMY'S IT'S INTENSE OUR LEARNERS WHO'VE GONE THROUGH IT THIS YEAR, WE'VE HAD OUR DYSLEXIA THERAPIST.
WE HAVE HAD OUR ELEMENTARY SUPPORT TEACHERS.
MOST OF OUR ELEMENTARY ADMINISTRATORS HAVE GONE THROUGH IT.
THE FEEDBACK HAS BEEN TREMENDOUS AND IT'S SAY, I WISH WE'D KNOWN ALL THIS BEFORE BECAUSE IT JUST REFRAMES HOW YOU THINK ABOUT READING.
AND IN DOING THAT, IT REQUIRES THEM TO CREATE ARTIFACTS.
AND I MENTIONED EARLIER THEY'RE SOME THAT TEA USES CANVAS TOO IT'S SUBMITTED TO CANVAS, BUT IT'S NOT OUR GARLAND COHORT LEADERS THAT ARE GRADING IT.
IT GOES TO ANOTHER DISTRICT AND THEY GRADE OUR WORK AND GIVE OUR ARTIFACTS BACK TO US.
THERE'S A SPECIFIC BI-LITERACY TRACK FOR OUR BILINGUAL AND DUAL LANGUAGE TEACHERS.
SO IT'S REALLY FRAMED ON THE SCIENCE OF TEACHING READING.
AND I'VE MENTIONED DYSLEXIA A COUPLE OF TIMES BECAUSE WE ARE HAND IN HAND PARTNERING BECAUSE THE SCIENCE OF TEACHING READING IS THE FOUNDATION FOR DYSLEXIA INSTRUCTION TOO.
SO IT'S KIND OF LIKE SHELTERED INSTRUCTION.
WHAT'S GOOD FOR DYSLEXIA STUDENTS IS GOOD FOR ALL STUDENTS BECAUSE IT'S FOUNDED ON THOSE BASIC PRINCIPLES.
SO WE'RE REALLY WORKING HAND IN HAND WITH THAT DEPARTMENT AND INTEGRATING WHAT WE'RE DOING TO SAY EVERY SINGLE STUDENT'S GOING TO HAVE GAPS SPECIFIC TO THEM.
THESE PRACTICES WILL BE WHAT WE NEED TO CLOSE THOSE GAPS.
[00:40:02]
ARE YOU ANNOUNCING THE DEATH NAIL FOR BALANCED LITERACY AND NOW.NO NO AND MOVING TO STRUCTURAL LITERACY? [LAUGHTER] SO, YES, LET ME SAY NO, WE ARE NOT BECAUSE THERE ARE ELEMENTS OF BALANCED LITERACY THAT ALL OF ITS RESEARCH BASED.
BUT WHAT WE'RE LEARNING THROUGH THE SCIENCE OF TEACHING READING IS THAT THERE WERE A FEW ELEMENTS THAT WERE MISSING.
SO WE'RE KEEPING THE FOUNDATIONAL PRACTICES OF BALANCED LITERACY.
I DON'T WANT ANY TEACHER THAT LISTENING TO THINK IT'S GOING AWAY BECAUSE IT'S NOT.
WHAT WE'RE DOING IS INTEGRATING THAT SCIENCE OF TEACHING READING COMPONENT WITH OUR BALANCED LITERACY TO TRULY MAKE WHAT WE FEEL LIKE IS GOING TO BE THE MOST COMPREHENSIVE LITERACY MODEL FOR ALL OF OUR STUDENTS.
AND FOR MS. PERALES, COULD YOU EXPLAIN HOW YOU'RE STARTING A MATH ACADEMY FROM SCRATCH.
THAT'S ACTUALLY ALSO ME SORRY.
OH OK, SO WE'VE BEEN WORKING HAND IN HAND ON THIS, BUT WE SO THE STATE HAS NOT PROVIDED US A MATH ACADEMY.
THEY MAY WANT TO BUY OURS AND I'LL ENTERTAIN THAT OPTION IF TEA COMES KNOCKING BECAUSE WHAT WE'RE DEVELOPING IS REALLY, REALLY GREAT AND IT'S FOCUSED AGAIN ON SMALL GROUP INSTRUCTION.
SO HISTORICALLY, OUR MATH SCORES HAVE LOOKED BETTER THAN OUR LITERACY SCORES.
BUT AS MISS PERALES MENTIONED THE DATA IS TELLING US A DIFFERENT STORY AFTER COVID.
AND SO WE KNOW WHAT'S WORKED FOR US IN THE PAST, WHICH AT THE ELEMENTARY LEVEL, 60 MINUTES, AT THE MIDDLE SCHOOL LEVEL, LESS THAN 60.
IN A TRADITIONAL MIDDLE SCHOOL BLOCK ISN'T GIVING TEACHERS ENOUGH TIME TO COVER THE SKILLS AND THE TEKS AND THEN ALSO SIT DOWN AND PERSONALIZE INTERVENTION INSTRUCTION FOR STUDENTS.
SO THE MATH ACADEMY IS FOUNDED.
WE'RE MODELING AFTER READING ACADEMY'S.
IT'S MODULE BASED AND IT'S GOING TO FOCUS ON WHAT SMALL GROUP INSTRUCTION LOOKS LIKE IN A MATH CLASSROOM AND HOW TEACHERS CAN USE THEIR STUDENT DATA TO DRIVE THAT SMALL GROUP INSTRUCTION.
SO IT'S THIRTY HOURS AND WE'RE STAGGERING OUR IMPLEMENTATION AS WELL, TOO.
BUT TEACHERS ARE GOING TO HAVE SOME THEORETICAL PRACTICE PIECES LIKE WE'RE LOOKING AT SOMETHING CALLED PRODUCTIVE MATH STRUGGLE.
WE WANT TO HELP STUDENTS BECOME PROBLEM SOLVERS BECAUSE THAT'S A KEY ELEMENT IN HAVING SUCCESS IN MATH, PRODUCTIVE MATH STRUGGLE, BUT THEN ALSO HAVING EVERY SINGLE THING A TEACHER DOES, INDIVIDUAL THAT STUDENT AND DRIVEN BY DATA AND PERSONALIZED TO THEM.
DR. CADDELL, PLEASE? SO, WHEN YOU GO OVER A LONG HISTORY OF OUR RESULTS AN OUR SCORES, IT ALWAYS APPEARS THAT OUR STRENGTH WAS IN THE EARLY GRADES AND THEN KIND OF PLATEAUED.
AND THEN WE GOT TO THE MIDDLE SCHOOLS DOWN AND THEN KIND OF CAME BACK UP TO HIGH SCHOOL.
IT SEEMS TO ME WE'RE NOW STARTING TO FINALLY ADDRESS THOSE ISSUES WITH THE EXTENSION OF THESE PROGRAMS INTO THE MIDDLE SCHOOL, WOULD THAT BE A FAIR CONCLUSION.
THAT IS A 100 PERCENT FAIR CONCLUSION.
NOTHING AGAINST THE STRATEGIES, NOTHING AGAINST THE PLAN TO MOVE.
I THINK I UNDERSTAND THE INTENT OF EVERYTHING THAT YOU HAVE SAID.
WE ARE WANTING TO CATCH STUDENTS UP THAT APPARENTLY THE COVID CLIFF HAS DELAYED OUR DECLINE THERE.
I'M STRUGGLING, TRYING TO FIGURE OUT WHAT DOES A SCHOOL DO TO CHANGE, TO IMPLEMENT ALL OF THESE STRATEGIES.
SO DOES THIS MEAN THAT WE HAVE IDENTIFIED ALL OF THE STUDENTS THAT NEED TO BENEFIT FROM ALL OF THIS ACCELERATED LEARNING AND STRATEGIES, BECAUSE I'M TRYING TO FIGURE OUT, ARE WE GOING TO JUST EMPLOY THESE AT THE GRADES THAT HAVE BEEN IDENTIFIED? AND SINCE THEY ARE GREAT STRATEGIES, EVERYBODY SHOULD JUST COME UP AND THERE'S NO LONGER A GAP.
AS A BOARD, WE DON'T HAVE GOALS ANYMORE, WE HAVEN'T REESTABLISHED THOSE.
SO I DON'T KNOW WHAT A TEACHER DOES.
I DON'T KNOW WHAT A PRINCIPAL DOES.
AND THEN HOW IS THAT MONITORING GOING ON ON THAT CAMPUS?
[00:45:04]
BUT BOTTOM LINE, HOW DOES IT GET TO THE STUDENT'S.THE STUDENT THAT HAS THE LARGEST GAP.
THAT'S A BEAUTIFUL QUESTION, AND I'M GLAD YOU ASKED THAT, BECAUSE THOSE ARE THE THE HIDDEN NUANCES THAT ARE WITHIN THE PLAN THAT YOU DON'T SEE IN THE PLAN.
SO WHEN YOU'RE GOING THROUGH K THROUGH EIGHT LITERACY AND THEY TALKED ABOUT THE CULTURE, THE GOAL SETTING THE ACADEMY'S SHELTERED INSTRUCTION.
SO ALL OF THAT IS THEY'RE DEALING WITH TEACHER PEDAGOGY.
WHEN YOU GO INTO OUR BELIEF SYSTEM AND THEY TALK ABOUT CONSISTENT COACHING, ADVOCACY AND EVERYTHING ELSE, WHAT THEY DON'T HAVE IN PART OF THIS PLAN, THIS PLAN IS REALLY WHAT I WOULD CALL THE FRAMEWORK OF WHAT NEEDS TO HAPPEN.
AND I'M GLAD YOU GUYS ARE LOOKING AT THAT.
YOU'RE SEEING CONNECTIONS THAT WE HAVE TO DO SOMETHING IN THE MIDDLE.
OK, BUT SO YOU HEARD SOMETHING ABOUT DOUBLE BLOCKING EXTENDED LITERACY TIME, KIDS HAVING SMALLER GROUPS FOR REINFORCED LESSONS.
ALL OF THAT DOESN'T HAPPEN BY A BLANKET APPROACH.
IT HAPPENS BY HAVING KIDS LOOKING AT THEIR STRENGTHS AND PUTTING THEM IN THE PATH OF SUCCESS.
WITHIN THIS FRAMEWORK WE ALSO ARE TRAINING PRINCIPALS ON WHAT TO MONITOR.
WE'RE REDESIGNING HOW WE'RE ATTENDING TO THE SECONDARY AND ELEMENTARY COMPONENTS FROM CENTRAL OFFICE FROM OUR POINT ON HOW WE DEPLOY PEOPLE, HOW WE CONSTANTLY TRAIN THEM, HOW WE UPDATE THEIR PEDAGOGY, HOW THEY UPDATE THE TEACHERS PEDAGOGY IN REAL TIME.
SO WHEN YOU SAW THE READING ACADEMY'S, THAT IS A FRAMEWORK FOR SUCCESS WITHIN THAT THROUGHOUT THE SCHOOL YEAR, WE HAVE PEOPLE ON SITE, WHETHER THEY'RE INDIVIDUALIZED CURRICULUM, PEOPLE THAT ARE ACTUALLY GOING TO BE WORKING WITH THEM HAND IN HAND TO GET THEM TO ENSURE THAT EVERYTHING IS BEING TAUGHT THE CORRECT WAY.
SO THAT WAY WE HAVE CONTINUITY AND CONSISTENCY THROUGHOUT THE DISTRICT.
WE HAVE PEOPLE THAT ARE GETTING THE BEST OF THE BEST, TRAINING THEM IN REAL TIME.
WE'RE LOOKING AT DATA IN REAL TIME.
AND THEN YOUR CLASSES CHANGE AS ACCORDING TO YOUR DATA NEEDS.
I MIGHT GET SOMEBODY LIKE ONE OF YOU ALL ON BOARD AND YOU PICK UP QUICKLY, YOU CLOSE THAT GAP.
YOU MIGHT NOT NEED THAT ANYMORE.
YOU KNOW, WE HAVE OTHERS THAT MIGHT NEED MORE REINFORCEMENT.
SO DEPENDING ON ALL THAT, IT'S A VERY FLUID THING.
BUT WITHIN THIS FRAMEWORK, YOU'RE RIGHT, MS. GRIFFIN.
I DON'T SEE ALL THAT BECAUSE WHAT WE'RE DOING IS WE'RE RECALIBRATING EVERYBODY.
AND WHAT THAT MEANS IS SOMETHING THAT YOU'LL HEAR IS A PLC WHEN TEACHERS GET TOGETHER TO PLAN THEIR INSTRUCTIONAL LESSON AND ENSURE THAT ESSENTIAL ELEMENT IS TAUGHT AND LEARNED, NOT JUST TAUGHT AND REVIEWED AND GOING ON.
AND ALL OF THAT IS GOING TO BE WITHIN THE SYSTEMIC FRAMEWORK OF WHAT WE'RE DOING.
AND SO WHEN YOU PUT ALL THESE MOVING PIECES TOGETHER, IT CREATES A VERY ROBUST SYSTEM FOCUSED ON LEARNING, NOT FOCUSED ON TEACHING.
AND THAT'S WHAT WE'RE LOOKING AT.
SO YOU'RE GOING TO SEE SOMETHING OR HEAR ABOUT SOME OTHER CHANGES THAT WE'RE DOING STRUCTURALLY.
SO WE COULD BE MORE RESPONSIVE TO THE NEEDS OF EACH AND EVERY CAMPUS AT EACH AND EVERY LEVEL.
I GUESS I'M STILL DOWN TO THE STUDENT.
ARE WE GOING TO BE DOING PRE ASSESSMENTS FOR THEM TO FIT INTO THESE VARIOUS STRATEGIES? ARE WE GONNA USE MAP DATA DOING THIS COVID PERIOD? BECAUSE WHAT I SEE IS THE CAMPUS SCHEDULES ARE GOING TO CHANGE PROBABLY THE CAMPUS AND I'M SEEING ALL OF THIS AND WE'RE GOING TO DO THIS ON AUGUST 2ND OR AUGUST 5TH.
AND I DON'T MEAN ANY DISRESPECT BECAUSE WE HAVE THE MOST KNOWLEDGEABLE PEOPLE, BUT REALITY SETS IN.
AND I HAVEN'T HEARD THAT WE'RE GOING TO PAY TEACHERS ALL THROUGH THE SUMMER FOR THEM TO COME IN AND GET ALL THE TRAINING THAT'S GOING TO BE REQUIRED.
SO, YOU KNOW, I'M IN WITH THE STRATEGIES, MY DEAL IS I'M TRYING TO SEE HERE I AM, LINDA HERE IS SHOWING UP AND I NEED HELP HERE.
[00:50:01]
AND DO I WAIT A SIX WEEK PERIOD BEFORE YOU KNOW WHAT I WANT OR WHAT I NEED? DO I WAIT FOR THE WHOLE YEAR AND.MS. GRIFFIN YOU HIT THE NAIL ON THE HEAD, SO.
WHAT IT IS, IS LIKE THIS, RIGHT? SO THERE'S TWO TYPES OF MEDICAL PROCEDURES, RIGHT? THERE'S THE ONES WHERE WE'RE PROACTIVE AND THE DOCTOR ASSESSES US AND TELLS US WHAT TO WORK ON SO WE CAN KILL IT.
AND THE AUTOPSY, IT'S TOO LATE, BUT WE KNOW WHAT HAPPENED.
THIS PERSON DIED FROM A HEART ATTACK AND WE KNOW WHAT HAPPENED.
SO I CALL STAAR TESTING THE AUTOPSY.
THE AUTOPSY IT HAD ALREADY HAPPENED.
WE YOU KNOW, WE COULD HAVE PREVENTED ALL OF THIS IF WE KNEW ALL OF IT.
SO THIS IS WHAT WE'RE DOING IN CONJUNCTION.
WHAT ARE YOUR PRE ASSESSMENTS.
OUR PRE-ASSESSMENTS, HONESTLY ARE GOING TO BE OUR END OF YEAR MAP DATA, OUR HISTORICAL MAP DATA AND OUR STAAR.
THAT'S GOING TO SET UP THE KID AT THE STARTING LINE.
BUT WHAT'S GOING TO BE DIFFERENT WHEN YOU WORK THESE PLC'S IS WE DON'T WAIT SIX WEEKS TO SEE WHERE A KID IS.
YOU'RE GOING TO BE HAVING PERIODIC WHAT WE CALL COMMON ASSESSMENTS.
A GROUP OF TEACHERS GET TOGETHER.
THESE ARE THE FIVE QUESTIONS WE'RE GOING TO ASK THESE KIDS BY THE END OF THE WEEK.
LET'S SEE WHO GETS IT AND LET'S SEE WHO DOESN'T.
AND THEN YOU STRATEGIZE OVER THAT IN REAL TIME WHEN YOU'RE RESPONDING TO KIDS IN A WEEK.
OK, IT'S AMAZING HOW FAST YOU CAN REMEDIATE.
NOW YOU'RE GOING TO SAY, HOW CAN WE DO THAT SO QUICKLY? WE HAVE A HUNDRED DIFFERENT KIDS.
WE MOVE TO A NEW SYSTEM CALLED EDUPHORIA AND EDUPHORIA HELPS YOU GRADE KIDS IN REAL TIME AND TRACK IT.
SO IT'S LIKE THE MOST VERONICA, BUT WE USED TO WAIT FOR KIM.
AND WE JUST SAT THERE AND WAITED AND WAITED.
WELL, NOW WE DON'T HAVE TO DO THAT ANYMORE.
NOW WE DON'T HAVE TO WAIT FOR VERONICA.
IT'S IN REAL TIME AND YOU'RE IN REAL SYSTEM WITHIN YOUR OWN DEPARTMENT.
AND SO THAT'S HOW WE'RE MONITORING KIDS.
THAT'S HOW WE PLAN TO MONITOR KIDS IN REAL TIME.
IT'S NO LONGER GOING TO BE LET'S WAIT SIX WEEKS WHEN THEY TAKE THE SIX WEEKS TEST.
AND THEN THERE'S ANOTHER AUTOPSY.
WELL, WE COULD LIKE WHO DIDN'T SEE THAT COMING.
WE NEED TO GET THEM IN REAL TIME.
SO ALL OF THOSE MODULES ARE ALL WORKING TOGETHER NOW.
AND WE'RE GOING TO HAVE A WHOLE NEW ROBUST SYSTEM MISS GRIFFIN.
AND I'M NOT GOING TO SAY IT'S GOING TO BE PERFECT OUT OF THE GATE, BUT I'M GOING TO TELL YOU THAT YOU'RE GOING TO GET SOMETHING YOU'RE GOING TO BE PROUD OF.
AND I SEE THAT, YOU KNOW, I GUESS I'M LOOKING AT MEASUREMENTS AND I'M LOOKING AT FOR ALL KIDS, ALL CAMPUSES.
ALL CLASSES, ALL TEACHERS, AND FOR THIS, TO WORK, IT MEANS WHEN WE SAY ALL CAPITAL A CAPITAL L CAPITAL L, THAT'S ALL OF EVERYBODY IN THE DISTRICT.
AND THAT IS ONE THING THAT I'M GOING TO BE LOOKING FOR OF HOW YOU I GUESS I'LL TURN THIS WAY.
YOU, MR. SUPERINTENDENT, MAKE SURE THAT THIS ALL DOES NOT GET DELUDED.
I'M HOPING WE COULD REVIEW THE GOALS IN JULY THAT WOULD GIVE US TIME TO GET SOME DATA, THAT WILL GIVE US TIME TO SEE THE INTERVENTION PLANS.
THAT'LL GIVE US TIME TO PUT OUR NEW BOARD MEMBER UP TO SPEED ON THINGS BECAUSE THE NEW BOARD MEMBER NEEDS TO BE PART OF THAT DISCUSSION.
AND IT STILL GIVES US TIME TO SET THE TONE FOR WHATEVER IS GOING TO HAPPEN FOR THAT SCHOOL YEAR.
IT'S A LOT OF MOVING PARTS, LIKE YOU SAID, AND A LOT OF TRAINING.
BUT IF WE DON'T START NOW WITH THIS TYPE OF AGGRESSIVE APPROACH, WE'RE JUST GOING TO BE LOSING GROUND.
AND READING AND NUMERACY THERE ARE TWO FOUNDATIONS OF A CHILD'S SUCCESS.
AND I BELIEVE THAT IF WE DO THIS RIGHT, WE CAN MAKE GREAT STRIDES.
BUT LET ME TELL YOU THE BEAUTY OF THIS PROGRAM, OK? AND I WANT THE TRUSTEES TO CATCH THIS.
IN THIS PROGRAM DID YOU EVER HEAR THEM TALK ABOUT AFTER SCHOOL TUTORING? NO WHICH I'M EXCITED DID YOU HEAR THEM TALK ABOUT SATURDAY SCHOOLS? HAVE YOU HAVE THEM TALK ABOUT INTERSESSION? WE ARE MAXIMIZING THE TIME WITHIN THE SCHOOL DAY.
AND THEN WHAT YOU DO FOR ALL THAT TIME OUTSIDE OF THE SCHOOL DAY IS THEN YOU
[00:55:01]
CREATE THOSE SUPPORTS, WHICH IS THE WAY IT SHOULD BE.IT'S CALLED TIER ONE INSTRUCTION.
LET'S WRITE THIS DOWN FOR YOUR GOAL THAT WE ARE GOING TO ACCOMPLISH ALL OF THIS WITHIN THE SCHOOL HOUR.
WE'RE STILL GOING TO HAVE OTHER STUFF.
I'M JUST SAYING WHAT I'M JUST SAYING IS WHAT YOU'LL HEAR OTHER DISTRICTS SAY IS LET'S GET THEM AFTER SCHOOL, OK? LET'S DO IT ON SAT.
WE'RE GOING TO HAVE MORE SATURDAYS.
AND WE'RE TRYING TO AVOID ALL THAT.
WE'RE TRYING TO CATCH THEM WITHIN THE SCHOOL HOUR.
AND MS. GRIFFIN, THERE'S ONE OTHER THING I'D LIKE TO ADD ON TOP OF THAT.
WE ARE LEADING INTO THIS WORK.
SO UNLIKE OTHER INITIATIVES WHERE WE MAY HAVE SAID THIS IS WHAT WE'RE GOING TO DO AND THEN DELAYED OUR TRAINING, OUR FIRST TRAINING DATE RELATED TO OUR ACADEMIC ACCELERATION PLAN IS JUNE 9TH.
AND FOR THE FIRST TIME EVER THAT WEEK OF TEACHER PROFESSIONAL DEVELOPMENT DURING JULY 26TH, WE WILL HAVE TWO DISTRICT TRAINING DAYS VERSUS ONE WHERE WE'LL BE ABLE TO CONTINUE TO LEAD INTO THIS WORK.
THANK YOU GUYS FOR THIS PRESENTATION.
AS I WAS LISTENING, A COUPLE OF THINGS SORT OF WAS LIKE MUSIC TO MY EARS.
I THINK IT WAS MS. SALDIVAR YOU TALKED ABOUT WHAT WE DID IN THE ACE PROGRAMS AND YOU LISTED SEVERAL ITEMS. AND WHEN I GO THROUGH AND AS I LISTENED, THE ONLY THING THAT I DIDN'T HEAR THAT WE WERE DOING NOW WITH THIS PROGRAM IS THAT WERE EXTENDING THE SCHOOL DAY.
BUT WE'RE EFFECTIVELY EXTENDING THE SCHOOL DAY BECAUSE WE'RE GOING TO INTEGRATE ALL THIS WITHIN A SCHOOL DAY MODEL RIGHT.
I ALSO HEARD THAT WE'RE GOING TO GUARANTEE THAT ALL STUDENTS HAVE TIER ONE INSTRUCTION.
HOW ARE WE GOING TO DO THAT? THAT IS IN OUR STRUCTURED LITERACY AND STRUCTURED MATHEMATICS AT THE ELEMENTARY LEVEL AND THE REDESIGN OF OUR MIDDLE SCHOOL PROGRAMS. YOU ALL WANT TO SPEAK A LITTLE BIT MORE TO THAT.
SO THIS IS SOMETHING THAT'S REALLY EXCITING.
WHEN I MENTIONED JUST BRIEFLY THE CHANGE TO OUR INTERVENTION MODEL WHERE WE HAD AN ISOLATED TIME OR INTERVENTION TIME AT THE ELEMENTARY LEVEL, WHAT WE'RE DOING IS EMBEDDING THAT IN.
SO THEN EVERY TEACHER HAS THAT CLEAR UNDERSTANDING OF WHAT THEIR ROLE IS AS A TIER ONE INSTRUCTOR, BUT ALSO A TIER ONE INTERVENTION TEACHER.
BUT ALSO WE WANT TO MOVE AWAY FROM ANY TIER TWO AND TIER THREE STUDENTS MISSING TIER ONE INSTRUCTION BY HAVING TO BE PULLED OUT OF THAT TIME.
SO OUR DYSLEXIC STUDENTS OUR SPECIAL EDUCATION STUDENTS OUR OTHER INTERVENTION STUDENTS ALWAYS RUN THE RISK OF MISSING ON GRADE LEVEL TIER ONE INSTRUCTION, WHICH THEY DESPERATELY NEED.
NO MATTER WHAT THEIR LEVEL IS COMING IN, EVERY STUDENT STILL NEEDS EXPOSURE TO HIGH QUALITY TIER ONE INSTRUCTION.
SO OUR NEW INTERVENTION MODEL IS COMPLETELY INTEGRATED DURING THAT SMALL GROUP INSTRUCTION TIME.
WITHIN ONE HUNDRED AND TWENTY MINUTES, THERE'S SOME DIRECT TEACH OF SKILLS.
THERE'S SO MINI LESSONS, THERE'S SOME GUIDED PRACTICE.
BUT THERE'S ALSO WHAT WE'RE CALLING SMALL GROUP INSTRUCTION TIME.
AND THAT'S WHERE OUR SPECIALIZED PROGRAM SUPPORTS, WHETHER THEY'RE SPECIAL ED OR DYSLEXIA OR INTERVENTION WILL EITHER PUSH IN OR PULL OUT DEPENDING ON THE STUDENT AND THE PROGRAM.
BUT AT THE SAME TIME, THAT TEACHER IS WORKING WITH A SMALL GROUP.
EVERY SINGLE STUDENT AT THAT TIME WILL BE GETTING WHAT THEY NEED.
OUR GT STUDENTS WILL BE WORKING ON SOMETHING THAT'S APPROPRIATE FOR THEIR LEVEL.
SO IN DOING THAT, RATHER THAN SAYING 2:00 TO 2:50 IS FIFTH GRADE INTERVENTION TIME, IT'S NOW EMBEDDED WITH INSTRUCTION.
SO TEACHERS HAVE THAT FLUID OPPORTUNITY TO ADDRESS STUDENTS NEEDS ON DEMAND.
AND IT APPLIES TO EVERY SINGLE KID, WHETHER THEY'RE BELOW GRADE LEVEL OR ON GRADE LEVEL OR ABOVE.
AND THEN OUR SPECIALIZED PROGRAM KIDS DON'T HAVE TO MISS OUT ON THAT DIRECT TEACH FROM THEIR CLASSROOM TEACHER.
SUCH A SUCCESSFUL PROGRAM IS THEIR PLC STRUCTURE.
AND SO THEY'RE VERY INTENTIONAL AND THEY HAVE A SYSTEM THAT WORKS.
AND SO IN TRYING TO MODEL THAT SYSTEM IN MIDDLE SCHOOLS AND OUR HIGH SCHOOLS, MIDDLE SCHOOLS DON'T HAVE THE EXTRA PLC CONFERENCE.
SO WE HAD TO GET CREATIVE ON THE TIME THAT WE WOULD USE TO ALLOW THE PLANNING TO STILL CONTINUE, BECAUSE LIKE I SAID, WITH THE ACE PROGRAM, THEY'RE VERY INTENTIONAL DURING THAT TIME.
SO WE HAVE KILLED TWO BIRDS WITH ONE STONE.
WE HAVE A WIND ADVISORY CLASS, WHICH IS GOING TO BE FIRST PERIOD.
AND EVERY ONCE A WEEK TEACHERS WILL HAVE EIGHTY FIVE MINUTES TO PLAN.
AND WE'RE ALSO CREATING SOME WE'RE EMPOWERING OTHER TEACHERS AT THE CAMPUS LEVEL AS LEAD TEACHERS BY CONTENT AREA WHERE THEY CAN SUPPORT THE LEARNING, THE TEACHER LEARNING AND JUST BEING VERY INTENTIONAL WITH THE PLC STRUCTURE.
NOT THAT WE HAVEN'T BEEN INTENTIONAL BEFORE, BUT LIKE I SAID, WE JUST HAVEN'T HAD THE TIME IN SOME OF OUR SCHOOLS BECAUSE WE DON'T HAVE THE STAFFING FOR THE EXTRA PLC.
[01:00:05]
SO WE'RE LOOKING AT DATA DURING THAT TIME.WE'RE PROVIDING SOME STAFF DEVELOPMENT.
WE'RE JUST SPENDING GOOD TIME WITH TEACHERS AND ENSURING THAT THEIR TIER ONE INSTRUCTION IS UP TO PAR.
AND I THINK IT COMES BACK TO REALLY BEING INTENTIONAL WITH THE DATA AS WELL.
SO CAN YOU EXPLAIN WHAT WIN IS ONE CLASS.
SO WE CAME UP WITH A VERY COOL NAME.
CAN ANYBODY GUESS WHAT IT STANDS FOR? THINK STUDENT PERSPECTIVE.
COME ON MR. JOHNSON, YOU'RE GOOD WITH STUFF LIKE THIS.
WELL, IT STANDS FOR WHAT I NEED, SIMPLE.
AND SO PRETTY MUCH THAT ADVISORY CLASS, WHICH WE CHANGED THE NAME TO BECAUSE WE'VE DONE ADVISORY.
WELL, YOU KNOW, PEOPLE HAVE THIS PERCEPTION THAT IT DOESN'T WORK.
IT WORKS IF YOU DO IT CORRECTLY.
AND SO DURING THAT TIME, WHAT I NEED IS BOTH FOR TEACHERS AND STUDENTS, NOT ONLY ARE WE EMBEDDING, EMBEDDING THE INTERVENTION THROUGHOUT THE SCHOOL DAY FOR STUDENTS, BUT WE'RE ALSO PROVIDING PLC TIME FOR OUR TEACHERS SO THAT THEY CAN PLAN FOR THEIR INSTRUCTION.
JUST FOR I GUESS MAYBE MY BENEFIT ALL THE BOARD MEMBERS MIGHT ALREADY KNOW THE ANSWER TO THIS.
TELL ME WHAT EXACTLY TIER ONE INSTRUCTION IS, BECAUSE I GUESS WHAT I'M STRUGGLING WITH IS WE'RE HAVING READING ACADEMY'S AND DOING A LOT OF PD FOR TEACHERS TO DEVELOP AND BE ABLE TO DELIVER INSTRUCTION AT A HIGH LEVEL.
SO MY QUESTION IS, WHY ARE WE DOING ALL OF THAT IF THEY'RE ALREADY DOING IT? WELL, TIER ONE GOOD TIER ONE INSTRUCTION, YOU WILL CATCH AT LEAST 90 PERCENT OF YOUR STUDENTS.
SO AT LEAST 90 PERCENT OF YOUR STUDENTS WILL BE SUCCESSFUL.
AND SO DEPENDING ON WHAT CONTENT AREA, I THINK GOOD TIER ONE INSTRUCTION PROVIDES THE BEST STRATEGIES FOR STUDENTS TO LEARN HIGH STUDENT ENGAGEMENT.
SO IT REALLY COMES BACK ON THE TEACHER IN MAKING SURE THAT THEY'RE ENGAGING STUDENTS AND THEY'RE PROVIDING THE BEST LESSON FOR THE STUDENT.
BUT WITH THAT, THEY NEED TIME AND THEY NEED TO LEARN.
WE HAVE TO PROVIDE TEACHERS OPPORTUNITY TO LEARN FROM EACH OTHER AND REALLY TALK ABOUT BEST STRATEGIES.
WE CAN'T DO THAT WITHOUT THE PLC.
AND SO BECAUSE WE DON'T HAVE THE THE PLC TIME, SOME OF OUR MIDDLE SCHOOLS HAVE NOT BEEN ABLE TO PROVIDE THAT PLANNING TIME.
SO IT'S THE PLANNING PIECE THAT MAKES THE TIER ONE INSTRUCTION MORE EFFECTIVE.
AND SO WE HAVEN'T BEEN ABLE TO DO THAT? NO.
LIKE I SAID, ACE HAS THAT EXTRA CONFERENCE PERIOD TO BE ABLE TO PLAN.
AND THEN WE HAVE CERTAIN WE HAVE MAYBE ABOUT TWO MIDDLE SCHOOLS THAT HAVE THE EXTRA CONFERENCE TO PLAN BUT FOR NEXT YEAR WE WON'T HAVE IT AND WE'LL HAVE TO GO THROUGH THE WIN TIME.
OK, SO WE HAVEN'T HAD A TIER ONE INSTRUCTION ACROSS THE BOARD.
WE'RE SAYING THAT NOW WE'RE GOING TO HAVE AND WE'RE GOING TO GUARANTEE THAT WE HAVE TIER ONE INSTRUCTION ACROSS THE BOARD.
WHAT'S THAT RAMP TIME BETWEEN GOING FROM WHERE WE ARE TODAY TO WHERE WE'RE GOING TO BE IN THE FALL? THE RAMP TIME, AS YOU'RE SAYING, HOW ARE WE GOING TO BE AT 90 PERCENT EFFECTIVENESS? HOW ARE WE GOING TO HAVE 100 PERCENT OF OUR TEACHERS BEING ABLE TO DELIVER TIER ONE INSTRUCTION IN THE FALL? WELL, LIKE I MENTIONED, WE'RE PROVIDING THAT ONCE A WEEK PLANNING.
WE'RE BEING VERY INTENTIONAL WITH THAT TIME.
THAT MEANS ADMINISTRATORS ARE INVOLVED.
WE'VE CREATED A SYSTEM WHERE THE THE PLC AGENDAS WILL HAVE CONSISTENCY.
LOOKING AT OUR PLC AGENDAS IN THE PAST, SOME OF THEM ARE NON INSTRUCTIONAL ITEMS. SO WE ARE TALKING ABOUT THE TYPES OF INSTRUCTIONAL ITEMS THAT SHOULD BE INCLUDED IN THE PLC AGENDAS.
SO THERE IS A LOT OF STRUCTURE AND SYSTEMS THAT WE'VE CREATED SO THAT WE CAN BE VERY EFFICIENT.
OK, SO IT SOUNDS LIKE THERE'S A LOT OF MOVING PARTS.
SO THIS ALL OF THIS HAS BEEN COMMUNICATED WITH PRINCIPALS.
WE STARTED PLANNING IN JANUARY AND JUST KIND OF GOING OVER THE ADJUSTMENTS THAT WE'RE GOING TO HAVE TO MAKE.
I KNOW MS. GRIFFIN ASKED ABOUT, WELL, WHAT ABOUT, YOU KNOW, COMMUNICATION WITH THE SCHOOL, THE CAMPUSES.
BUT THERE'S SO MANY MOVING PARTS THAT WE HAD TO START EARLY ON.
THIS IS NOT SOMETHING THAT'S JUST STARTING NOW.
WE'RE LOOKING AT DATA FOR STUDENTS.
WE'RE USING STAAR, WE'RE USING MAP.
WE'RE USING ALL SORTS OF DATA TO DETERMINE THE GAPS FOR STUDENTS.
AND WE'RE ALSO USING THAT DATA TO DETERMINE WHERE OUR TEACHERS HAVE NEEDS SO THAT WE CAN FOCUS ON STAFF DEVELOPMENT FOR THESE TEACHERS.
AND I KNOW OUR TEACHERS ARE AMAZING.
YOU KNOW, WE SPENT TONIGHT TALKING ABOUT THE TEACHER INCENTIVE ALLOTMENT.
AND SO WHAT WAS INTERESTING IS THAT WE HAVE THIS FRAMEWORK THAT WE'RE GOING TO GO FROM WHERE WE ARE NOW TO HAVING ALL OF OUR TEACHERS BEING ABLE TO DELIVER HIGH TIER
[01:05:02]
ONE INSTRUCTION AND THEN ALSO BEING ABLE TO PROVIDE INDIVIDUALIZED INSTRUCTION TO OUR STUDENTS WHO HAVE DIFFERENT NEEDS AT DIFFERENT TIMES, ON DIFFERENT DAYS.AND SO HOW DOES THAT FRAMEWORK GIVE THEM THE TOOLS THAT THEY NEED TO PROVIDE THAT INDIVIDUALIZED INSTRUCTION FOR THOSE STUDENTS AS THOSE NEEDS CHANGE? WELL, SOMETHING ELSE THAT YOU BROUGHT UP THAT DR.
LOPEZ HIT ON A LITTLE BIT IS THE RESTRUCTURING, RIGHT? THE WHOLE SYSTEM AT THE CAMPUS.
SO NOW THAT WE HAVE OUR PLC TIME, WE STRATEGICALLY PLACED IT AT THE SAME TIME.
NOW, OUR DISTRICT PERSONNEL, MYSELF AND ALL OUR IDFS, EVERYBODY THAT SUPPORTS INSTRUCTION IS AVAILABLE DURING INSTRUCTIONAL TIME TO GO IN AND SUPPORT TEACHERS THAT ARE STRUGGLING OR GO SUPPORT TEACHERS THAT SHOW OR THAT STUDENTS THAT HAVE THE DATA SHOWING THAT THEY'RE STRUGGLING.
SO WE HAVE PEOPLE AVAILABLE TO GO IN AND HELP AND MODEL ON THE JOB WHILE IT'S OCCURRING.
SO THAT'S ONE WAY THAT WE CAN SUPPORT TEACHERS IN CONJUNCTION WITH THE PLC TIME, BUT YOU ASKED ABOUT THE FRAMEWORK, RIGHT, YOU ASKED WHAT EXACTLY DID YOU ASK ABOUT THE FRAMEWORK? I'M SORRY.
SO YOU'RE I MEAN, EVERYTHING THAT YOU GUYS TALKED ABOUT TONIGHT WAS LIKE THE FRAMEWORK OF WHAT WE'RE GOING TO BE DOING IN ORDER TO GET TEACHERS FROM WHERE THEY ARE TODAY TO BEING ABLE TO DELIVER TIER ONE INSTRUCTION.
SO I'M LOOKING AT THAT AS, OK, THAT'S THE FRAMEWORK.
THAT'S WHAT WE'RE GOING TO BE UTILIZING FOR GETTING THEM TO THE PLACE WHERE THEY'RE ABLE TO DELIVER TIER ONE INSTRUCTION.
BUT THEN HOW DO WE TAKE THAT AND THEN HELP THEM THEN BE ABLE TO DO THAT FOR EACH INDIVIDUAL STUDENT THAT HAS ALL OF THESE DIFFERENT NEEDS ON THESE DIFFERENT DAYS, YOU KNOW, AT THESE DIFFERENT LEVELS? WELL, YOU BRING UP ANOTHER GREAT POINT.
WE TALKED ABOUT THE MTSS SAYS SO ANOTHER PORTION OF OUR SYSTEMIC REDESIGN COMES WITH LIKE THE RTI PROCESS.
I THINK YOU'VE HEARD OF IT BEFORE AS THE RTI PROCESS OR MTSS SAYS IT'S THE FRAMEWORK THAT SUPPORTS STUDENTS AND IT'S A FRAMEWORK THAT YOU IMPLEMENT ON A CAMPUS TO DETERMINE STUDENTS THAT HAVE GAPS OR THAT ARE STRUGGLING, WHETHER IT'S ACADEMICS, ATTENDANCE, BEHAVIOR.
AND SO WHAT WE'RE DOING IS WE'RE IMPLEMENTING THAT SYSTEM AT THE CAMPUSES AS WELL, WHERE THEY CAN MEET FREQUENTLY TO DETERMINE THE STUDENTS THAT ARE STRUGGLING AND TO PROVIDE THAT SUPPORT.
SO WE'RE PROVIDING TIER ONE INSTRUCTION.
AND IF STUDENTS ARE NOT BEING SUCCESSFUL IN THAT TIER ONE INSTRUCTION, YOU TALK ABOUT STUDENTS TO SUPPORT THEM AND MOVE THEM TO THE NEXT TIER TWO.
AND SO WE HAVE DIFFERENT SUPPORTS FOR TIER TWO.
AND SO THOSE I MEAN, THOSE MEETINGS THAT WHERE YOU LOOK AT STUDENTS THAT ARE STRUGGLING, THAT IS SUCH A HUGE IMPACT BECAUSE NOW WE'RE HAVING CONVERSATIONS ABOUT STUDENT NOT JUST DATA, BUT WE'RE TALKING ABOUT SPECIFIC STUDENTS THAT ARE STRUGGLING, ACADEMIC OR BEHAVIORALLY OR ATTENDANCE WISE, AND WE'RE MOVING THEM TO THE NEXT TIER OF SUPPORT IF THEY NEED THAT SUPPORT.
AND WHERE DOES THAT SUPPORT COME FROM AGAIN? WELL, IT DEPENDS AT EVERY CAMPUS, TIER TWO MIGHT BE SOMETHING LIKE WHAT DR.
IT COULD BE AFTERSCHOOL TUTORING, IT COULD BE FRIDAY SCHOOL, OR IT COULD BE PULL-OUT SESSIONS, DEPENDING ON WHAT GRADE LEVEL.
AND SO I THINK I HEARD TO SORT OF JUST KIND OF PUT A PIN IN THAT, THAT WE HAVE TO ALSO HELP OUR PRINCIPALS UNDERSTAND HOW TO PROVIDE SUPPORT WITHIN THIS FRAMEWORK.
SO WE HAVE TEACHERS GOING THROUGH THIS PROCESS TO DEVELOP TIER ONE INSTRUCTION CAPACITY AND THEN WE HAVE PRINCIPALS FIGURING OUT HOW TO SUPPORT THEM THROUGH THAT PROCESS.
AND YOU'RE SAYING THAT WE'RE GOING TO HAVE THIS READY AND THIS IS GOING TO BE READY TO GO IN THE FALL.
AND YES, BECAUSE THEY'RE THE DRIVERS.
OK? AND SO THEY'RE DEFINITELY THE HEROES IN THIS BECAUSE THEY'RE GOING TO HAVE, WE'RE WORKING ON MAKING SURE THAT IT HAPPENS.
OK, AND THEN SO HOW DOES OR WHAT DOES ACCOUNTABILITY LOOK LIKE WITHIN THIS NEW FRAMEWORK? ACCOUNTABILITY FOR STUDENTS? IF IT'S NOT HAPPENING.
IF IT'S NOT HAPPENING? WELL, I THINK ANY TIME ACCOUNTABILITY IS NOT HAPPENING I THINK I ALWAYS FOR MYSELF, IT'S ON ME.
IF IT'S NOT HAPPENING, I HAVE TO MAKE SURE THAT IT HAPPENS AND PROVIDING THAT SUPPORT AND MAKING SURE THAT WE'RE MONITORING EFFECTIVELY.
BECAUSE SO ONE ARE WE MONITORING TO ENSURE THAT IT'S HAPPENING AND PUTTING THAT SYSTEM IN PLACE TO MONITOR CONSISTENTLY AND THEN BEING ABLE TO PROVIDE FEEDBACK CONSISTENTLY AND JUST BEING VISIBLE, YOU KNOW, BECAUSE THAT'S ANOTHER PART OF KNOWING AND UNDERSTANDING WHAT'S GOING ON AND HOW IT'S WORKING AND THEN GOING BACK TO THE DATA.
SO I THINK JUST IMPLEMENTING THE SYSTEMS TO BE ABLE TO TO DO ALL THAT IS JUST AS
[01:10:01]
IMPORTANT AS THIS PLAN.ALL RIGHT, SO AS FAR AS MONITORING GOES, I GUESS WHAT I'M TRYING TO UNDERSTAND IS HOW WILL WE KNOW? LIKE WHEN WILL WE KNOW THAT THIS IS WORKING? LIKE, WILL WE GET UPDATED EVERY QUARTER? I DON'T KNOW.
I'M JUST TRYING TO UNDERSTAND WHAT DOES THAT LOOK LIKE? SO, YOU KNOW, I GET WHERE YOU'RE GOING WITH THIS AND YOU'RE TRYING TO CONCEPTUALIZE EVERYTHING.
THIS IS LIKE YOU SAID, IT'S A LONG ROUND.
AND I KNOW THAT WE SAID WE'LL HAVE 90 PERCENT OF OUR TEACHERS ON BOARD WITH IT.
IT'S GOING TO TAKE TIME TO RETRAIN, RECONDITION AND GET THEM WHERE WHERE WE NEED TO BE.
OK, WELL, WE'RE GOING TO BE I'M GOING TO TELL YOU, THIS IS HOW EXACTLY IT'S GOING TO UNFOLD.
WE'RE GOING TO COME IN GUNG HO IN AUGUST AND WE'RE GOING TO COME IN REAL HOPEFUL.
AND EVERYBODY'S GONNA BE LIKE, THIS IS THE GREATEST PLAN EVER.
AND BY THE END OF AUGUST, PEOPLE WILL BE CRYING.
WHAT'S HAPPENING HERE THEN IN OCTOBER, IT JUST CONFIRMS YOUR EVERY WORST NIGHTMARE.
THE KIDS THEY'RE TOO FAR BEHIND.
AND THEN AROUND I WOULD SAY FEBRUARY.
THEY'RE LIKE, OH, NOW I KNOW THE INS AND OUTS.
THEN THE SENSE OF URGENCY COMES.
AND AT THE END OF THE YEAR THEY SEE THEIR GAINS AND THEY'RE LIKE, OH MY GOSH, WE LEARNED FROM THE YEAR BEFORE.
NOW WE KNOW HOW TO DO IT BETTER.
OK, IT'S KIND OF LIKE WHAT WE SAW IN CANVAS.
YOU KNOW WHAT AT FIRST THEY'RE LIKE, OH MY GOSH, THIS IS OK.
AND THEN THEY DIDN'T KNOW WHAT IT WAS.
WE HAVE OUR GLITCHES WITH THEY ALREADY GOT THE RHYTHM.
THAT'S THE WAY IT GOES WHEN YOU'RE INTEGRATING ANY PROTOCOL.
SO YEAR ONE ARE WE GOING TO HAVE GAINS? WE SHOULD.
AND WE SHOULD HAVE GAINS THAT WE'RE PROUD OF.
BUT YEAR TWO IS WHEN YOU'RE GOING TO KNOW WHAT HITS.
AND BY YEAR THREE, IT'S GOING TO BE A SYSTEM THAT WE'RE PROUD OF AND IT'S GOING TO BE EMULATED.
SO THE ANSWER TO THAT, IT'S GOING TO BE IT'S GOING TO BE PEAKS AND VALLEYS.
YEAR ONE, WE'RE GOING TO HAVE GAINS AT THE END.
THAT'S WHEN YOU'RE GOING TO KNOW YEAR TWO YOU'RE GOING TO SEE EVEN BETTER THAN YEAR ONE AND YEAR THREE NO ONE COULD TOUCH US.
LET ME MR. SELDERS, I'M GOING TO MOVE ON TO MR. BEACH.
IF YOU GET SOMETHING, WE'LL COME BACK IN A SECOND.
MR. SELDERS I HAVE ONE, IF YOU DON'T MIND.
SHE'S GOING WE GOT ONE ADDITION THEN.
I JUST WANTED TO MAKE A COUPLE OF QUICK COMMENTS ABOUT.
ABOUT THE TIER ONE INSTRUCTION JUST FOR THE SAKE OF EVERYONE LISTENING AT HOME.
THAT TIER ONE INSTRUCTION IS ON GRADE LEVEL INSTRUCTION LIKE THAT'S TO OUR STANDARD.
SO THAT'S THE STANDARD THAT ALL OF OUR TEACHERS TEACH TO EVERY SINGLE DAY.
IT'S WHAT OUR BASIC CURRICULUM IS FOUNDED ON.
SO TIER ONE INSTRUCTION IS NOT GOING TO BE NEW TO OUR TEACHERS.
WHAT'S GOING TO BE NEW IS HOW THEY ADAPT IT UP OR DOWN BASED ON WHAT THAT STUDENT DATA PIECE THAT YOU WERE ASKING ABOUT IS GOING TO BE.
AND THE OTHER THING I JUST WANTED TO ADD, WHEN YOU ASKED HOW WILL OUR TEACHERS BE READY, WE'RE REVAMPING OUR CURRICULUM DOCUMENTS AGAIN, THE TIME OF COVID THAT IT FEELS LIKE WE'RE DOING IT EVERY SIX MONTHS OR SO, BUT OUR CURRICULUM DOCUMENTS SPECIFICALLY FOR ELEMENTARY AND MIDDLE SCHOOL, WILL ALIGN TO THIS FRAMEWORK.
SO TEACHERS WON'T HAVE TO GUESS WHAT SMALL GROUP INSTRUCTION LOOKS LIKE BECAUSE WE'RE RESTRUCTURING OUR LEARNING PLANS TO REFLECT THAT, TO HELP TAKE THAT GUESSWORK OUT.
WE ALWAYS WRITE OUR CURRICULUM TO THE NOVICE TEACHER, PERIOD.
BUT THAT'S GOING TO BE, I THINK, VERY BENEFICIAL TO US THIS YEAR AT THE MIDDLE SCHOOL LEVEL, SPECIFICALLY BECAUSE THEY CAN LOOK AT IT AND SAY, HERE'S REALLY DOWN TO THE INSTRUCTIONAL MINUTES WITH ITS WIN TIME FOR MIDDLE SCHOOL, WHETHER IT'S THAT EXTENDED BLOCK AT ELEMENTARY, LIKE HERE'S WHERE MY TIER ONE INSTRUCTION BLOCK GOES.
I DON'T NEED TO SPEND FORTY FIVE MINUTES HERE.
I NEED TO SPEND FIFTEEN, BECAUSE ONCE I INTRODUCE THAT SKILL, IT'S TIME TO THEN GET INTO SMALL GROUPS AND PERSONALIZE LEARNING.
AND HERE'S HOW YOU PERSONALIZE THAT LEARNING BASED ON WHERE YOUR STUDENTS ARE.
I MEAN, ONE OF THE THINGS THAT I'VE HEARD OVER AND OVER AGAIN IS THAT TEACHERS DON'T HAVE TIME TO PLAN.
SO IT'S EXCITING FOR ME TO HEAR THAT.
YOU'RE SAYING THAT TEACHERS ARE GOING TO HAVE TIME TO PLAN AND ALL TEACHERS WILL HAVE TIME TO PLAN AND THAT THE PRINCIPALS WILL BE IN SUPPORT OF THEM HAVING TIME TO PLAN THE PROCESS.
PERALES MENTIONED, IT'S PROBABLY THE MOST CRITICAL PIECE IS THAT THEY HAVE THE DEDICATED TIME BECAUSE NO ONE CAN OPEN A LEARNING PLAN THE MORNING THAT THEIR STUDENTS ARRIVE AND BE EFFECTIVE.
AND I WOULD ADD THAT IS PART OF THE REINVENTION OF OUR PLC PROCESS.
SO THE PLC TIME WITH TEACHERS IS NOT JUST FOR DATA ANALYSIS, IT'S WHERE THEY'RE ALSO INTENTIONALLY DESIGNING INSTRUCTION COLLABORATIVELY AND TOGETHER, BECAUSE WE KNOW THAT THERE'S STRENGTH IN NUMBERS.
AND SO WHEN I WAS A TEACHER, I WAS GIVEN MY TEXTBOOKS AND SAID, HERE'S YOUR TEKS GO AT IT.
AND SO IN THIS PROCESS AND WHAT YOU SEE OUTLINED IN THIS PLAN IS REALLY THAT INTENTIONALITY TO BUILD THAT COLLABORATION NOT JUST FOR DATA ANALYSIS, BUT
[01:15:04]
INSTRUCTIONAL DESIGN.SO MINE IS MAINLY OBSERVATION FROM A VERY TALENTED GROUP OF PEOPLE.
THANK YOU VERY MUCH, EVERY ONE OF YOU, FOR ALL THE HARD EFFORT YOU'VE PUT IN HERE.
AND FROM A BOARD PERSPECTIVE OF WHAT I LOOK AT WHEN I'M LOOKING AT SOMETHING LIKE THIS IS THE FACT THAT WE HAVE TO HAVE A PLAN, WE HAVE TO HAVE SOMETHING IN PLACE TO MAKE IMPROVEMENTS IN OUR SCHOOL DISTRICT.
AND I THINK THAT YOU HAVE BROUGHT THAT TO US TODAY, HOW IT'S IMPLEMENTED AND HOW WE GO FORWARD THERE'S GOING TO BE UP TO YOU GUYS BECAUSE YOU HAVE TO BRING IT TO US.
YOU HAVE TO BUILD A RELATIONSHIP WITH THOSE PEOPLE IN THE SCHOOLHOUSE OUT THERE, THE PRINCIPALS AND THE TEACHERS.
THEY HAVE TO HAVE CONFIDENCE IN YOU AS THE LEADERS OF OUR SCHOOL DISTRICT, THAT WE'RE GOING TO MAKE THIS A SUCCESS BECAUSE WE WANT ALL STUDENTS TO SUCCEED.
IT'S GOING TO BE A TOUGH CHALLENGE.
I COME OUT OF THE MIDDLE SCHOOL AND I KNOW THAT LITERACY AND MATHEMATICS AS FAR AS MIDDLE SCHOOL IS A DEFINITE NEED.
I AGREE WITH MR. GLICK THAT I'M REALLY EXCITED ABOUT SEEING THAT TAKE PLACE.
I KNOW THAT WE NEED TO BUY IN AS A BOARD AND WE NEED TO BE ON BOARD WITH YOU GUYS IN WHAT YOU'RE DOING AND SUPPORT YOU AND WHAT YOU'RE DOING OUT THERE BECAUSE YOU'RE BRINGING THAT INFORMATION TO US.
WE CAN ASK A LOT OF QUESTIONS, JUST LIKE ROBERT HAS TODAY, BECAUSE HE WANTS TO SEE WHERE WE'RE GOING WITH IT.
AND I DO, TOO, BECAUSE THE ONLY DATA THAT WE EVER GET IS MAP STAAR.
WHATEVER THAT'S WHAT WE GET AND THAT'S WHAT WE EVALUATE FROM.
SO THIS IS SOMETHING THAT IS VERY NEW AND IT IS SOMETHING THAT IS EXCITING, IN MY OPINION.
AND I THINK THAT WE'RE GOING TO BE SUCCESSFUL.
AND THAT'S THE ATTITUDE THAT WE NEED TO TAKE.
SO I WANT TO COMPLIMENT EACH ONE OF YOU FOR WHAT YOU'VE DONE, THE HARD WORK THAT YOU'VE PUT IN.
LET'S GET ON BOARD AND MAKE THIS A SUCCESS.
AND I THINK THAT IS WHAT WE'RE GOING TO DO.
TO PIGGYBACK ON MR. BEACH'S COMMENT, I 100 PERCENT AGREE WITH HIM.
I GUESS WHERE I'M COMING FROM IS I WANT TO KNOW WHAT TO EXPECT.
I MEAN, WE TALK ABOUT SETTING BOARD GOALS.
HOW DO WE SET BOARD GOALS WHEN WE DON'T KNOW WHAT TO EXPECT? SO I SEE THIS PLAN.
AND SO I GUESS THAT'S WHAT I NEED HELP TRYING TO FIGURE OUT.
AND I THINK MS. GRIFFIN ALLUDED TO THAT EARLIER.
SO IF Y'ALL CAN HELP ME WITH THAT.
WELL, I COULD REMIND TRUSTEES THAT WE DID BRING THIS FORWARD A COUPLE OF MONTHS AGO AND WITH MAYBE A RE-ENVISIONING OF THE BOARD GOALS THAT WE WILL BE TAKING ANOTHER LOOK AT LATER THIS SUMMER.
BUT IF YOU'LL NOTICE, IF YOU'LL NOTICE IN THE ACADEMIC ACCELERATION PLAN, THERE IS A CONNECTION WITH EACH OF THOSE FOUR BACK TO OUR EXISTING BOARD GOALS.
AND SO IT MAKES THAT CONNECTION WITH LITERACY INTO THE EARLY LITERACY READING AT THE END I'M NOT SURE OF THE EXACT AND ANTICIPATED STUDENT OUTCOMES.
IT DOESN'T TIE IT TO A SPECIFIC NUMBER OR A SPECIFIC GOAL TARGET, BUT IT DOES MAKE THAT CONNECTION.
AND MR. SELDERS, I TRIED TO BE AS REAL AS POSSIBLE WITH YOU ON WHAT TO EXPECT YEAR ONE YEAR TWO YEAR THREE.
I HOPE YOU DIDN'T THINK IT WAS [INAUDIBLE] MARK IN BEING.
AND I'VE BEEN IN PART OF REDESIGNS BEFORE, AND THIS IS AN EXCELLENT PLAN FROM K THROUGH 12.
EXCELLENT PLAN, MR. MILLER IF I COULD SAY ONE THING.
AND I'LL BE QUICK, I KEEP WANTING TO EMPHASIZE WE HAVE NOT SET OUR BOARD GOALS, NOT YOU ALL BRINGING GOALS FOR US TO APPROVE.
WE ARE GOING TO HAVE TO HAVE TIME TO LOOK AT ALL OF THE THINGS THAT HAVE BEEN COMING TO US FROM ALL OF THE INITIATIVES WE HAVE.
AND THEN WE WILL ESTABLISH OUR GOALS BASED ON WHAT WE'VE SEEN.
AND THEN THAT'S WHEN WE WILL PUSH IT OUT OF HOW IT TRICKLES DOWN TO THE CAMPUSES.
BUT WE HAVEN'T HAD THAT MEETING YET.
SO LET US ESTABLISH OUR BOARD GOALS.
THEY MAY NEED TO BE REFINED, BUT WE NEED TO ESTABLISH WHAT OUR VISION IS AND OUR EXPECTATIONS.
IT WAS OH, I THINK ABOUT TWO YEARS AGO, REGION TEN INVITED AMANDA RIPLEY, WHO WROTE THE BOOK THE SMARTEST KIDS IN THE WORLD, AND THEY HAD EXPERTS FROM MULTIPLE COUNTRIES THERE.
ONE OF THE THINGS THAT I BELIEVE IN IS A LONGER SCHOOL DAY, WHICH WE'VE IMPLEMENTED WITH ACE.
WE'VE ALSO LENGTHENED OUR REGULAR SCHOOL DAY AND ADDED MORE ACTUAL DAYS OF INSTRUCTION.
I THINK ALL OF THOSE WORK, THAT'S WHAT'S BEEN PROVEN AROUND THE WORLD.
DO YOU SEE WITH THIS PROGRAM, AND I THINK MR.
[01:20:04]
SELDERS REFERRED TO THIS.ARE THEY GOING TO BE MORE INSTRUCTION MINUTES? I DON'T THINK WE CAN AFFORD OR WE WILL EXTEND THE DAY ITSELF LIKE WE DID WITH ACE.
BUT ARE THERE MORE INSTRUCTION MINUTES? SO UNLESS TRUSTEES WANT TO MAKE THE RECOMMENDATION TO DO AWAY WITH RECESS, WHICH I WOULD NOT ADVOCATE, WE CAN'T NECESSARILY SQUEEZE ANY MORE INSTRUCTIONAL TIME OUT OF THE FOUR HUNDRED AND FORTY MINUTES THAT WE HAVE WITHIN A DAY.
BUT WHAT WE CAN DO IS BE MORE INTENTIONAL AND PURPOSEFUL ABOUT HOW WE USE THAT AVAILABLE TIME.
AND THAT'S WHAT THIS PLAN OUTLINES, IS THAT INTENTIONALITY BETWEEN HOW WE'RE GOING TO USE EVERY SINGLE MINUTE AND HOW WE'RE GOING TO HELP ENSURE THAT TEACHERS ARE USING EVERY SINGLE MINUTE BY REARRANGING OUR CURRICULUM TO ALIGN WITH OUR STRUCTURED LITERACY AND OUR STRUCTURED MATHEMATICS.
SO HAS WHAT YOU'RE ABOUT TO IMPLEMENT STARTING IN THE SUMMER.
HAS THIS EVER BEEN DONE BEFORE IN THIS FORMAT? I KNOW OBVIOUSLY WE'RE DOING SPECIAL THINGS WITH SCHOOLING, BUT HAS IT BEEN DONE? AND WILL THE MINUTES BECOME IF WE CAN'T EXTEND THEM, I UNDERSTAND THAT.
WILL THEY BECOME MORE VALUABLE? MORE VALUABLE? YES.
WE NOW HAVE GOLDEN INSTRUCTIONAL MINUTES.
I'M REALLY SERIOUS ABOUT THIS.
AND I DON'T, THIS IS REALLY SERIOUS STUFF.
THE MORE THE THING IS, MR. GLICK, I'M NOT DISAGREEING WITH YOU.
WE'RE IT'S LIKE MAKING THOSE MINUTES GOLDEN BECAUSE WHAT YOU HEARD HERE IS THEIR INTENTIONALITY ON TIER ONE INSTRUCTION IS GOING TO BE SO FOCUSED THAT THAT MINUTE OR TWO MINUTES IS GOING TO BE MORE VALUABLE THAN WHAT IT HAS BEEN BEFORE.
AND SO THAT'S THE WHOLE PREMISE.
THE PREMISE ISN'T WE CAN'T ADD MORE TIME.
SO THE PREMISE IS WHAT DO WE DO WITHIN THAT TIME FRAME TO MAXIMIZE THE LEARNING? AND SO ONE OF THE THINGS YOU HEARD SO AND I SEE WHERE YOUR BRAIN'S WORKING.
I SAY YES TO YOUR ANSWER IS THERE MORE MINUTES.
THE REASON WHY I SAY YES IS BECAUSE WE TOOK OUT I TIME.
AND SO NOW THOSE KIDS HAVE MORE MINUTES TO ENGAGE IN A LESSON AND IT COULD BE DEEPER AND THERE COULD BE INTERVENTION EMBEDDED INTO THE INSTRUCTION RATHER THAN A PULL OUT PROGRAM.
I SAY YES TO WHAT YOU'RE SAYING BECAUSE YOU HEARD THAT ELL DYSLEXIA AND OTHER STUDENTS GET PULLED OUT DURING TIER ONE INSTRUCTION.
SO WHILE THEY'RE GETTING A REINFORCEMENT ON ANYTHING THEY NEED, THEY JUST MISSED CRITICAL LEARNING.
THAT'S WHAT WE'RE TRYING TO AVOID.
I SAY YES TO WHAT YOU'RE SAYING BECAUSE FINALLY WHAT WE DID BEFORE WAS WE HAD CURRICULUM OVER HERE, DESIGN A CURRICULUM AND DOING A GOOD JOB.
OK, THEN WHAT WE HAD WAS INTERVENTION, CREATING THEIR OWN INTERVENTION CURRICULUM.
OK, INTERVENTION NEEDS TO BE AN EXTENSION OF TIER ONE INSTRUCTION, NOT A WHOLE SEPARATE ITEM.
AND NOW THAT WE'RE REDESIGNING, THAT IS GOING TO NATURALLY BE A NATURAL EXTENSION.
SO I SAY, YES, THERE'S MORE VALUABLE MINUTES THAT THAT MINUTE IS GOLDEN RATHER THAN IT JUST A REGULAR MINUTE, BECAUSE THAT'S WHAT WE'RE TRYING TO STRIVE FOR.
AND IF THIS COMES ACROSS AS CATTY, I'M SORRY, I CAN'T CONTROL WHAT HAPPENS OUTSIDE OF SCHOOL.
I CAN'T CONTROL WHAT HAPPENS WHEN THE KID GOES HOME.
I CAN'T CONTROL WHATEVER A KID DOES ON WEEKENDS.
I CANNOT CONTROL HOW A KID WAKES UP AND WHAT HAPPENS OUTSIDE OF MY WALLS.
BUT I HAVE THEM MORE INSIDE MY WALLS THAN THEY'RE OUTSIDE MY WALLS AND I CAN CONTROL THAT.
AND IF I CAN CONTROL THAT THE RIGHT WAY, THEN YOU WATCH WHAT HAPPENS WITH THOSE KIDS OVER THE COURSE OF TIME, ESPECIALLY WITH THREE DAY PRE-K, FULL DAY PRE-K.
THERE WAS A SENATE HEARING THIS YEAR AND THEY WERE TALKING ABOUT OUT OF SCHOOL SUSPENSION AND TALKING ABOUT HOW MUCH LOSS OF LEARNING OCCURS DURING OUT OF SCHOOL SUSPENSION.
AND ONE OF THE WITNESSES TALKED ABOUT, WELL, THEN LET'S END OUT OF SCHOOL SUSPENSION.
LET'S FIGURE OUT A WAY TO DO IT.
AND THEY WERE TALKING ABOUT THE PROCESS THAT'S HAPPENED DURING COVID WHERE YOU CAN NOW HAVE VIRTUAL LEARNING SO YOU COULD BE OUT OF SCHOOL BUT STILL BE LEARNING.
LOPEZ, AND I APPARENTLY WE ARE ON THE SAME PAGE WITH THE GOLDEN MINUTES.
IT'S THAT CRITICAL BECAUSE THIS IS A MODEL THAT THIS COUNTRY HAS ADOPTED.
OTHER COUNTRIES HAVE LOOKED AT IT AND SAID, THAT MODEL DOESN'T WORK, WE'RE GOING TO EXTEND THE SCHOOL YEAR, WE'RE GOING TO EXTEND THE SCHOOL DAY, AND SOMETIMES
[01:25:04]
THEY EVEN LAUGH AT HOW SHORT OUR TIMES ARE.SO AND WE CAN'T NECESSARILY AFFORD TO DO WHAT WE'VE DONE WITH ACE.
I MEAN, THAT WAS VERY EXPENSIVE.
WE EXTENDED THAT DAY FOR AN EXTRA HOUR.
SO EVERY MINUTE THAT WE HAVE, THAT BECOMES WHETHER YOU WANT TO CALL IT GOLDEN, I THINK IS THAT CRITICAL.
AND THAT'S WHAT I HOPE THIS PLAN DOES.
AND I WILL REINFORCE TOO THAT THE PLAN ISN'T JUST ABOUT REALLOCATING MINUTES.
IT'S ABOUT MAKING SURE THAT WE ARE PROVIDING TEACHERS WITH THE SUPPORT NEEDED TO FULLY UTILIZE THOSE MINUTES.
SO YOU MAY REMEMBER A FEW YEARS AGO, WE TRANSITIONED OUR HIGH SCHOOL CLASSES FROM A SEVEN PERIOD DAY TO A BLOCK SCHEDULE.
AND I SUSPECT I WASN'T IN THIS ROLE.
BUT I SUSPECT THAT WHEN WE DID THAT TRANSITION, WE PROVIDED THEM WITH HOW TO PROVIDE INSTRUCTION IN A ONE HUNDRED AND EIGHTY MINUTE BLOCK.
I DON'T KNOW THAT WE HAVE SUSTAINED THAT LEVEL OF SUPPORT ONGOING FOR ANY NEW TEACHERS THAT ARE NEW TO THE DISTRICT SINCE THEN.
SO THROUGH THIS PLAN, THAT IS OUR GOAL IS TO CONTINUE TO SUPPORT HOW TO USE EVERY MINUTE OF AVAILABLE INSTRUCTION.
OK, I THINK EVERYBODY'S HAD A REALLY GOOD CHANCE AND AGAIN, THANK YOU, STAFF.
I'M ALWAYS ENCOURAGED BY THESE TYPE OF CHANGES AND I HOPE NOBODY HERE WILL MISINTERPRET GOOD, HONEST QUESTIONS AS BEING DOUBTFUL AROUND SUPPORTIVE OF WHAT YOU DO.
AS A MATTER OF FACT, IF WE COULD HAVE A PEP RALLY IN HERE SOMETIME, MAYBE.
MAYBE JUNE 9TH, BECAUSE I THINK IT IS MORE THINGS TO CHEER ABOUT IN THIS THAN POTENTIALLY WITH A FOOTBALL GAME.
SO IT'S MORE IMPORTANT, NO DOUBT.
HAVE YOU EVER SEEN THIS BOARD TAKE THIS LONG TO TALK ABOUT A FOOTBALL GAME? NO.
WE ALL GET HOW IMPORTANT THIS IS.
AND AND WE'RE VERY PROUD TO HAVE YOU ALL ON THE TEAM AND DOING WHAT YOU DO.
I'M GOING TO ASK THE 2 DUMBEST QUESTIONS OF THE NIGHT.
WHAT'S A DOUBLE BLOCK? YOU WANT TO EXPLAIN THAT FOR MIDDLE SCHOOL.
IT'S AN ADDITIONAL CLASS TO SUPPORT THE LEARNING FOR THAT CONTENT AREA, SO OUR FOCUS IS ENGLISH WITH THE READING AND THEN FOR MATH, IT'S THE MATH LAB.
SO WE HAVE THE ADDITIONAL LITERACY ENRICHMENT CLASS SO TO SUPPORT STUDENTS THAT HAVE GAPS IN READING.
AND WE HAVE THE MATH LAB TO SUPPORT STUDENTS THAT HAVE GAPS IN MATH.
SO TO BE A STUDENT WILL HAVE TWO CLASS PERIODS OF ENGLISH.
OK, AND THEN YOU MENTIONED YOU KNOW, I ASSUME THAT'S WHAT IT WAS.
BUT I DIDN'T WANT TO WITHOUT KNOWING FOR SURE.
AND THEN YOU TALKED ABOUT SOMETHING I'M VERY INTERESTED IN SOCIAL EMOTIONAL LEARNING OR SKILLS OR DEVELOPMENT WITH THE KIDS, YOU KNOW, MORE AND MORE AND MORE WHAT I FEEL, WHAT I SEE I THINK ARE KIDS, WHO, IF THEY'RE BEHIND FOR WHATEVER REASON, YOU KNOW, A LOT OF TIMES THEY DON'T KNOW HOW TO HOW TO FIX THAT.
SO THEY ACT UP, THEY GET KICKED OUT OF SCHOOL RATHER THAN, YOU KNOW, NOT CATCH.
SO WHAT I'M HOPING WHAT I WOULD ASK YOU WITH SOCIAL, EMOTIONAL LEARNING IS SOMETHING THAT'S THAT'S DEVELOPED IN A GROUP SETTING OR IS THAT INDIVIDUAL ONE ON ONE TYPE OF THING THAT YOU'D BE DOING WITH THE KIDS.
SO BOTH THE ANSWER TO THAT IS BOTH.
WE WILL BE EMBEDDING SOCIAL EMOTIONAL LEARNING CURRICULUM BUILT INTO OUR SCHEDULES, BOTH AT ALL LEVELS.
SO ELEMENTARY, MIDDLE AND HIGH, SOME OF THAT WILL BE DONE THROUGH THE RE-ENVISIONED ADVISORY PERIOD.
SOME OF THAT MAY BE BUILT INTO SPECIFIC CONTENT AREAS THROUGHOUT THE DAY.
IT'S GOING TO BE VERY INTENTIONAL.
ONE OF THE THINGS YOU NOTICED IN OUR PLAN IS THAT KIND OF RECULTURING OF SCHOOLS.
SO WE HAVE 19000 PLUS STUDENTS WHO HAVE NOT STEPPED FOOT ON A GISD CAMPUS AT ALL SINCE MARCH OF TWENTY TWENTY.
THAT'S A LARGE PORTION OF OUR STUDENT ENROLLMENT.
AND SO IT'S GOING TO BE CRITICAL FOR ALL OF OUR STUDENTS, EVEN IF THEY'VE BEEN ON A GISD CAMPUS THIS YEAR, THAT THEY GET REACQUAINTED WITH BEING IN SCHOOL.
AND SO USING THAT FIRST WEEK OF THE ACADEMIC YEAR TO REALLY SET THOSE EXPECTATIONS AND HELP STUDENTS BECOME FAMILIAR WITH THOSE SO THAT THEY CAN MEET THOSE EXPECTATIONS.
MR. GLICK REFERENCED OUT OF SCHOOL SUSPENSIONS AND ONE OF THE BEST WAYS TO REDUCE OUT OF SCHOOL SUSPENSIONS IS TO INCREASE STUDENT ENGAGEMENT WITHIN THE INSTRUCTIONAL BLOCK.
AND SO THAT'S ALSO A VERY POWERFUL TOOL THAT WE'VE EMBEDDED WITHIN THIS ACADEMIC ACCELERATION PLAN IS TO MAKE SURE THAT OUR STRATEGIES THAT ARE DEPLOYED, THE ACADEMIC SUPPORTS THROUGH SHELTERED INSTRUCTION, HELP STUDENTS FEEL SUCCESSFUL AND ENGAGE WITH THAT CONTENT.
ALL OF THAT IS DESIGNED TO INTENTIONALLY INCREASE THAT STUDENT ENGAGEMENT, LEADING TO STUDENT SUCCESS, LEADING TO LESS AND REDUCED OUT OF SCHOOL SUSPENSION.
[01:30:03]
SUPER.AND THEN WITH RESPECT TO THAT, WE TALK ABOUT OUR STUDENT MANAGEMENT ISSUES.
ONE OF THE THINGS, AGAIN, WHEN KIDS ARE FEELING INADEQUATE IN THE CLASSROOM FOR WHATEVER REASON, I DON'T KNOW THE BEST WAY TO SAY THIS OTHER THAN TO SAY I JUST FEEL LIKE A LOT OF TIMES KIDS USE AND THEY JUST REACT IN WAYS BECAUSE THEY'RE FRUSTRATED.
I WOULD HOPE THAT ANY OF THIS PLAN IS GOING TO GREATLY ALLEVIATE SOME OF THOSE PROBLEMS WE HAVE IN STUDENT MANAGEMENT.
AND I'VE SEEN IN THE GILBREATH-REED THE GRTC THOSE KIDS ARE ENGAGED.
THEY DON'T WANT TO GET KICKED OUT OF SCHOOL.
THEY WON'T BE ABLE TO PLAY WITH THE ROBOT.
THEY WON'T BE ABLE TO LEARN HOW TO BE AN ENGINEER.
AND IF WE COULD JUST GET THESE KIDS ON A PATH AND IF THIS WAS PART OF IT, YOU KNOW, I'VE ALWAYS SAID LIKE A FOOTBALL GAME CALLED TIME OUT, PUT THEM ON THE SIDELINES, GET A CHALKBOARD, COACH THEM UP AND THEN PUT THEM BACK IN THE GAME.
I'VE JUST HEARD FROM DR. LOPEZ.
WE DON'T WANT THEM TO MISS THE GAME.
WE CAN'T REALLY PULL THEM OUT.
SO WE'RE GOING TO DO IT WITHIN THE GAME.
AND IF THAT PLAN IS SUCCESSFUL, I HOPE THAT PLAN WILL BE AS SUCCESSFUL AS WE WANT IT TO BE.
AGAIN, THANK YOU ALL SO VERY MUCH.
OK, I THINK WE'RE GOING TO OUR SECOND ITEM .
[LAUGHTER] IS LEA ANN SCHKADE HERE? OK? THE SECOND ITEM IS THE INTERSESSION AND SUMMER PROGRAMS, ANOTHER EXTREMELY IMPORTANT AND TOPICAL, VERY TOPICAL, AND TIMELY TOPIC.
GOOD EVENING, CHAIRMAN MILLER, BOARD OF TRUSTEES AND DR.
LOPEZ, I WOULD FIRST LIKE TO TAKE THIS OPPORTUNITY TO THANK YOU FOR YOUR COURAGEOUS ACTIONS IN IMPLEMENTING THE INTERSESSIONAL CALENDAR FOR THE STUDENTS OF GISD.
THESE ADDITIONAL DAYS HAVE POSITIVELY IMPACTED THE STUDENTS ACROSS OUR DISTRICT IN A VARIETY OF WAYS.
WE HAVE EVEN HEARD STUDENTS SAY, AND I QUOTE, THIS MAKES LEARNING FUN.
THIS IS THE BEST WEEK OF MY LIFE AND MY FAVORITE ONE INTERSESSION IS MORE FUN THAN SPRING BREAK.
SO THANK YOU TO OUR GISD SCHOOL BOARD FOR TAKING A LEAP OF FAITH TO ENHANCE THE LEARNING EXPERIENCE FOR SO MANY STUDENTS IN GARLAND USA.
I HAVE WITH ME TONIGHT THE COORDINATOR OF INTERVENTION, CHRISTIE CREEL, AND THE ELL DIRECTOR, ZAIDA SALDIVAR.
IN OUR PRESENTATION TONIGHT, WE WILL REVIEW THE SUCCESSES OF MARCH INTERSESSION, DISCUSS THE DETAILS AND OFFERINGS OF THE JUNE SUMMER INTERSESSION, AS WELL AS THE REQUIRED PRE K/ K/ ELL SUMMER SCHOOL AN THE SUMMER CAMP OFFERINGS IN JULY.
I WOULD LIKE TO REMIND YOU THAT WE PRESENTED A PROGRAM REVIEW AFTER THE FALL INTERSESSION AND LISTENED TO YOUR COMMENTS AND MADE ADJUSTMENTS AS NEEDED.
AT THIS TIME, I WOULD LIKE TO EXPLAIN WHAT YOU SEE ON THIS SLIDE.
THIS COMPARES FALL INTERSESSION TO SPRING INTERSESSION.
IF YOU LOOK AT THE FIRST COLUMN, IT'S BROKEN DOWN BY LEVEL, ELEMENTARY, MIDDLE SCHOOL, HIGH SCHOOL, AND ENDING WITH THE TOTAL FOR THE DISTRICT AT THE BOTTOM.
THE SECOND COLUMN IS OVERALL ATTENDANCE FOR THE FALL, FOLLOWED BY THE OVERALL ATTENDANCE FOR THE SPRING.
THE LAST COLUMN IS THE PERCENT OF INCREASE FROM FALL TO SPRING.
NOTICE I SAID PERCENT OF INCREASE.
WE DO NOT MENTION THE WORD DECREASE.
LOOKING AT THE DISTRICT LEVEL, THE FIRST INTERSESSION HAD APPROXIMATELY EIGHTY SEVEN HUNDRED STUDENTS AND YOU CAN SEE THE MARCH INTERSESSION IMPACTED JUST BELOW 12000 STUDENTS, WITH A THIRTY SEVEN POINT FOUR TOTAL INCREASE IN ATTENDANCE FROM
[01:35:02]
THE FALL.IF WE BREAK IT DOWN BY LEVEL, OUR ELEMENTARY SCHOOLS INCREASED TWENTY FOUR PERCENT, MIDDLE SCHOOLS INCREASED NINE PERCENT AN OUR HIGH SCHOOLS TRULY GOT THEIR GAME ON AND INCREASED THEIR ATTENDANCE EIGHTY ONE PERCENT WITH OVER FORTY FIVE HUNDRED STUDENTS IN ATTENDANCE.
OVERALL, AS A DISTRICT WE WENT FROM SEVENTEEN PERCENT TO TWENTY TWO PERCENT OF OUR TOTAL POPULATIONS, WITH STUDENTS ENGAGED IN CLOSING THE GAPS IN BOTH MATH AND READING, LEVELING UP ENRICHMENT OPPORTUNITIES AND GETTING THE EXTRA SUPPORT NEEDED TO GET CAUGHT UP ACADEMICALLY.
THE LAST TIME WE MET WITH YOU ALL, WE TALKED A LOT ABOUT DATA COLLECTION, SO CAMPUSES COLLECTED DATA A VARIETY OF WAYS BASED ON THE INSTRUCTIONAL NEEDS OF THEIR CAMPUS.
THE FIRST TWO PICTURES AT THE TOP OF THIS SLIDE REPRESENT A STUDENT IDENTIFYING THEIR SPECIFIC ELAR GOALS AT THE BEGINNING OF THE WEEK.
THE SECOND PICTURE ILLUSTRATES THE STUDENT'S GOAL TRACKER, WHERE THE STUDENT CHARTED THEIR GROWTH BASED ON A PRE AND POST TEST ON EACH GOAL.
YOU CAN SEE THE STUDENT SHOWED GROWTH ON EACH GOAL IDENTIFIED.
THIS IS A GREAT VISUAL, NOT ONLY FOR THE STUDENT TO SEE THEIR PROGRESS, BUT ALSO THE TEACHER SO THAT IT CAN EASILY BE IDENTIFIED IF A STUDENT NEEDS ADDITIONAL INSTRUCTION ON A PARTICULAR SKILL.
THE BOTTOM CHART, WHICH IS BLUE, IS A TRACKING SYSTEM SHOWING THE GAINS OF FIVE UNIQUE STUDENTS UTILIZING THE PRE AND POST TEST.
THE ASSESSMENT SCORES ARE BOTH FROM READING AND MATH.
THIS IS A VISUAL FOR TEACHERS TO KNOW WHO SHOWS MASTERY AND IDENTIFY STUDENTS THAT NEED ADDITIONAL ONE ON ONE SUPPORT FROM THE TEACHER TO MASTER THE SKILLS.
WITH INTERSESSION ONLY BEING FOUR OR FIVE DAYS SO FAR, DATA TRACKING ALSO CONSIST OF EXIT TICKETS, FORMATIVE ASSESSMENTS, PRE AND POST ASSESSMENTS AND TEACHER OBSERVATIONS.
CAMPUSES HAVE DESIGNED SYSTEMS TO MONITOR THE IMPACT OF ADDRESSING STUDENTS NEEDS AND CLOSING GAPS.
QUICK ASSESSMENT CHECKS ALLOW TEACHERS TO BE MORE RESPONSIVE TO STUDENT NEEDS.
THE TRACKING FOR STUDENTS THAT ATTEND WILL BE ONGOING THROUGHOUT THE SCHOOL YEAR TO DETERMINE HOW MUCH GROWTH STUDENTS HAVE AT THE END OF THE YEAR USING THE MAP DATA.
WE HAVE ALSO WANTED TO LET YOU KNOW ABOUT ADDITIONAL DATA AT THE SECONDARY LEVEL.
TSIA IS A RIGOROUS TEST OUR STUDENTS MUST PASS BOTH THE ELAR AND MATH PORTION IN ORDER TO BE CCMR MET.
AS A RESULT FROM THE INTERSESSION DAYS.
WE ARE HAPPY TO ANNOUNCE THAT SIX HUNDRED AND SEVENTY EIGHT STUDENTS TOOK ADVANTAGE OF THIS TIME AND ARE COMPLETELY CCMR MET OR ONE STEP CLOSER TO GETTING THERE.
TO SUMMARIZE THE FIRST TWO INTERSESSIONS, THEY WERE A HUGE SUCCESS AT SUPPORTING ACADEMIC ACCELERATION FOR OUR STUDENTS.
AND NOW CHRISTIE CREEL WILL GIVE YOU AN UPDATE ON THE SUMMER OFFERINGS FOR 2021.
THIS SUMMER, WE HAVE A LOT OF LEARNING OPPORTUNITIES FOR STUDENTS.
WE HAVE THREE DIFFERENT OPTIONS.
IN JUNE, WE WILL HAVE SUMMER INTERSESSION FOR EIGHT DAYS.
WE WILL HAVE PRE-K / K SUMMER SCHOOL FOR ENGLISH LANGUAGE LEARNERS.
AND IN JULY, WE WILL HAVE CAMP GISD 2021.
WE ARE NOW GOING TO TAKE YOU THROUGH EACH OFFERING AND HIGHLIGHT THE LEARNING OPPORTUNITIES FOR STUDENTS.
YOU WILL ALSO FIND DETAILED INFORMATION ABOUT EACH PROGRAM BEING OFFERED AND ANY ADDITIONAL INFORMATION IN YOUR BOARD BOOK.
AS YOU CAN SEE FROM THE PREVIOUS SLIDES, THE FIRST TWO INTERSESSION WEEKS WERE IMPACTFUL.
WE ARE EXPECTING SUMMER INTERSESSION TO EXCEED THE FIRST TWO.
SO GEAR UP AND GET READY TO GO FOR THE GOLD IN GISD.
[01:40:05]
THIS EDUCATIONAL YEAR HAS THROWN MANY OBSTACLES IN OUR PATH, BUT WE FEEL OUR DISTRICT HELD FAST TO OUR MISSION IN REACHING ALL STUDENTS AND TAILORING TO INDIVIDUAL NEEDS, INTERSESSION HAS PROVIDED US WITH THE MEANS TO ACCOMPLISH OUR MISSION.NOW, I WANT TO TAKE A MOMENT TO TALK ABOUT JUNE INTERSESSION.
THESE TWO SUMMER INTERSESSION OF WEEKS WILL FOCUS ON MATHEMATICS LITERACY.
EOC AND CCMR CAMPUSES WILL CONTINUE TO HAVE THE AUTONOMY TO CUSTOMIZE THEIR LEARNING OPPORTUNITIES FOR CLOSING GAPS, LEVELING UP AND ENRICHMENT FOR IDENTIFIED STUDENTS.
THE HOURS WITHIN THE DAY WILL STAY THE SAME AS STUDENTS WILL ATTEND 4 HOURS EACH DAY FOR EIGHT DAYS.
TARGETED STUDENT RECRUITMENT WILL CONTINUE, AS IT HAS IN THE PAST, TO INVITE SPECIFIC STUDENTS BASED ON THEIR INDIVIDUAL NEED.
INTERVENTION WILL BE IN FULL FORCE.
WE WILL CONTINUE TO CLOSE GAPS IN BOTH MATH AND READING.
STUDENTS WILL BE INVITED THAT NEED TO RECOVER CREDITS FOR GRADUATION.
LEADERSHIP WILL BE OFFERED TO ASSIST ENGLISH LANGUAGE LEARNERS IN ADDRESSING THEIR GRADUATION GAP.
EOC RETESTERS WILL HAVE A UNIQUE OPPORTUNITY TO ATTEND A BOOT CAMP THE FIRST WEEK OF INTERSESSION IN PREPARATION FOR THE ASSESSMENT IN WEEK TWO.
ACCELERATION OPPORTUNITIES WILL INCLUDE SCHOLARS ACADEMY, WHERE OUR TOP SCORING STUDENTS WILL BE PREPARED FOR SUCCESS ON THE FALL 2021 PSAT AND NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST.
WE WILL ALSO OFFER AN ACCELERATED MATH AND SCIENCE PROGRAM WHERE STUDENTS WILL HAVE THE OPPORTUNITY TO EARN AN ALGEBRA, GEOMETRY AND BIOLOGY CREDIT.
THE COMPLETE LIST OF OFFERINGS CAN BE FOUND IN THE INVITE ONLY CHART IN YOUR BOARD BOOK.
AGAIN, I WANT YOU TO UNDERSTAND OUR PRIMARY FOCUS WILL BE ON MATHEMATICS, LITERACY, EOC AND CCMR. WE JUST WANTED TO GIVE YOU AN OVERVIEW OF THE UNIQUE OPPORTUNITIES WE HAVE FOR OUR GISD STUDENTS DURING INTERSESSION.
CAMP GISD IS A POPULAR EVENT AMONG THE GISD COMMUNITY.
WE ALWAYS HAVE AN OUTPOURING RESPONSE OF STUDENTS READY TO SIGN UP AND ATTEND THEIR SESSION OF INTEREST.
THIS JULY, A TWO WEEK CAMP ALLOWS STUDENTS TO TAKE PART IN OPPORTUNITIES THAT ARE NOT OFFERED THROUGHOUT THE SCHOOL YEAR.
THIS EXPERIENCE ALLOWS STUDENTS TO LEARN NEW SKILLS IN A SAFE AND NURTURING ENVIRONMENT, HELPING THEM TO DEVELOP SOCIAL, EMOTIONAL AND COGNITIVE SKILLS.
NO MATTER WHAT THEIR INTERESTS ARE.
YOU MAY FIND THE FULL LIST IN YOUR BOARD PACKET.
HOWEVER, I WILL HIGHLIGHT JUST A FEW TONIGHT.
THIS CAMP IS FOCUSED ON THE TRUE MAGIC BEHIND THE SCIENCE, ENGAGING STUDENTS IN EXPERIMENTS WHILE ADDRESSING THE ESSENTIAL METHODS OF THE SUBJECT AREA.
IT IS IMPORTANT TO ENGAGE STUDENTS AT A YOUNG AGE IN DEVELOPING A STRONG INTEREST IN FUTURE SCIENCE RELATED OPPORTUNITIES.
CODING ACADEMY WILL PROVIDE STUDENTS WITH A UNIQUE OPPORTUNITY TO LEARN MORE ABOUT CODING, PROGRAMING AND COMPUTER SCIENCE IN GENERAL.
STUDENTS WILL TAKE A ROAD TRIP ACROSS THE COUNTRY USING READING AND RESEARCH SKILLS HANDS-ON EXPLORATION AND CREATIVITY TO ENGAGE IN THE CULTURE, HISTORY AND ENTERTAINMENT OF EACH REGION.
AS YOU CAN SEE, WE HAVE A VARIETY OF SUMMER LEARNING OFFERINGS FOR OUR GISD STUDENTS.
DIANA MONTGOMERY HAS BEEN THE LEAD IN ORGANIZING CAMP GISD HATS OFF TO HER HARD WORK AND DEDICATION TO THIS SUMMER PROGRAM.
WE HAVE DETAILED INFORMATION ON THE GISD WEBSITE SO OUR STAFF, STUDENTS AND OUR COMMUNITY CAN LEARN MORE ABOUT EACH CAMP SESSION TO DECIDE WHAT BEST FITS THEIR NEEDS.
WE'LL EXPLAIN THE DETAILS OF OUR PRE-K K EL SUMMER SCHOOL.
SO HISTORICALLY, WE HAVE PROVIDED SUMMER SCHOOL FOR OUR PRE KINDERGARTEN AND KINDERGARTEN STUDENTS THAT PARTICIPATE IN OUR ELL PROGRAMS, AND SO WE ARE EXCITED THAT THIS YEAR WE GET TO FOLD THAT INTO OUR INTERSESSION PLAN AS WELL.
SO GISD WILL PROVIDE SUMMER SCHOOL PROGRAM FOR OUR ELL'S THAT ARE CURRENTLY ENROLLED IN PREKINDERGARTEN OR KINDERGARTEN.
[01:45:01]
THE EL PRE-K SUMMER SCHOOL PROGRAM WILL BE OFFERED IN A REMOTE OR FACE TO FACE SETTING FOR ALL OF THE ELIGIBLE STUDENTS.ELL'S WILL PARTICIPATE IN EITHER A PRE-K, DUAL LANGUAGE, SPANISH PRE-K, DUAL LANGUAGE, VIETNAMESE PRE-K ESL PROGRAM, WHATEVER THEIR PROGRAM IS CURRENTLY.
WE WILL FOLLOW THAT INTO THE SUMMER AS WELL.
AND THE PROGRAM WILL BE FOR THREE CONSECUTIVE WEEKS SO THAT WE CAN MEET THE REQUIREMENT BY TEA OF ONE HUNDRED AND TWENTY INSTRUCTIONAL SUMMER SCHOOL MINUTES FOR OUR STUDENTS.
GISD STUDENTS WILL ENGAGE IN LEARNING THAT WILL ENHANCE THEIR LANGUAGE SKILLS THEIR LISTENING, SPEAKING, READING AND WRITING TO CONTINUE THEIR GROWTH IN THEIR LANGUAGE ACQUISITION JOURNEY AND EQUIP THEM TO THEIR CONTINUED SUCCESS.
AND SO OUR HUB CAMPUSES THAT ARE GOING TO BE HOSTING THE PRE K K ELL SUMMER SCHOOL PROGRAM WILL BE FOR PREKINDERGARTEN AT PARSONS AND CISNEROS PRE-K CENTERS.
WE WILL HOST IT AT BULLOCK, PEARSON AND DAUGHERTY.
AND NOW WE WOULD LIKE TO SHOW YOU THIS POWERFUL VIDEO.
WELL, I WAS REALLY EXCITED BECAUSE I FELT LIKE IT WAS GOING TO BE LIKE A GREAT OPPORTUNITY FOR OUR STUDENTS, YOU KNOW, ESPECIALLY WHEN THEY WERE SAYING ABOUT THE FOCUS OF INTERSESSION WAS TO CLOSE THE GAP.
AND SO I KNEW THAT COMING IN FROM THE PANDEMIC, WE NEEDED TO COME UP WITH A PLAN.
AND SO WHEN I HEARD ABOUT IT IN THE SUMMER, I WAS SO EXCITED.
I WAS LIKE, OH, YEAH, SIGN ME UP.
THERE'S A NEW CONCEPT THAT I THINK IS REALLY REMARKABLE AND HAS SO MUCH OPPORTUNITIES TO HELP OUR STUDENTS EITHER IN ENRICHMENT, LIKE THE ROBOTICS PROGRAM THAT WE HAVE HERE.
A LOT OF IT STARTED WITH OUR INTERSESSION IN THE FALL.
IT GOT THE STUDENTS ENGAGED AND REALLY EXCITED ABOUT IT AND THEN ALSO HELPS TO FILL HOLES.
SO IF YOU'RE REALLY HAVING A HARD TIME WITH MASTERING A READING CONCEPT OR MATH OR JUST EXTRA PRACTICE, THEN IT REALLY PROVIDES THAT OPPORTUNITY TO CATCH THE STUDENTS WHERE THEY ARE IN THE MIDDLE OF THE SCHOOL YEAR, INSTEAD OF WAITING TILL THE END.
WELL, MY TEACHER KIND OF TALKED ABOUT IT LIKE, OH, YOU CAN COME HERE FOR EXTRA WORK AND LIKE JUST TO CATCH UP ON MATH AND STUFF AND I FEEL LIKE I NEED TO GO BECAUSE, LIKE, MY GRADES WEREN'T SO GOOD.
AND SO I FEEL LIKE I CAN GET, LIKE, WAY BETTER AT DOING IT, LIKE MATH AND READING, BECAUSE THOSE ARE THE THINGS I WAS TRIPPING ON.
SO I WANT TO GET BETTER AT MATH AND READING.
I KNEW NOTHING ABOUT INTERSESSION.
I KNEW, AS THEY SAID, THIS ROOM AT THIS TIME AND THAT'S ALL I KNEW.
AND I'M LIKE WHEN I WENT I'M, LIKE, I'M SO SURPRISED, IT'S JUST MIND BLOWING THAT THEY COULD DO THAT JUST FOR HALF A DAY OF SCHOOL.
I THOUGHT IT'D BE BORING AND ALL THAT, BUT LIKE THEY INCLUDED A BUNCH OF GAMES AND IT'S FUN.
A LOT OF IT IS JUST THE INSPIRATION THE KIDS LOVE COMING TO INTERSESSION MORE THAN NORMAL SCHOOL BECAUSE IT IS HALF-DAY AND THEY KNOW THAT IT'S GOING TO BE FUN AND ENGAGING.
AND EVEN THE FIFTH GRADERS WHO KIND OF LOSE THE LOVE FOR LEARNING SOMETIMES ARE EXCITED ABOUT INTERSESSION.
THEY WERE ASKING, AM I COMING? AM I REALLY COMING? AND IT ALLOWS YOU TO HAVE A SMALL GROUP SETTING AND MAKING IT FUN, GAME-LIKE, BUT STILL REALLY MAKING SURE WE GET TO THE RIGOR THAT WE HAVE.
THERE WAS A FIFTH GRADER WHO WAS IN ONE OF MY SMALL GROUPS AND SHE WAS LIKE, I'M SO EXCITED THAT I'M GOING TIME TO GO TO THE INTERSESSION BECAUSE I KNOW I'M GOING TO GET BETTER AT SOMETHING WHILE HAVING FUN.
AND I LOVE THAT SHE MADE THAT CONNECTION.
YOU WON'T JUST BE LIKE READING AND DOING MATH.
YOU SAY, OH, WHAT IS THIS? YOU GET TO, LIKE, DO FUN THINGS LIKE GO TO HALLWAYS, ANSWER QUESTIONS.
LIKE, WE TAPPED OUR LEGS TOGETHER AND WE HAD TO GO ANSWER QUESTIONS.
IT WAS LIKE A THREE LEGGED RACE.
AND THAT'S WHEN WE REALLY HAD THE HIGHEST ENGAGEMENT WAS WHEN OUR KIDS WERE PLAYING AND LEARNING AT THE SAME TIME.
AND THAT WAS REALLY THE AH HA MOMENT.
IT'S LIKE WE NEED TO MAKE THIS FUN FOR THEM, YOU KNOW, BECAUSE THEY HAVE THE CHOICE TO NOT COME, YOU KNOW, BUT THEY'RE WANTING TO BE HERE.
SO WE NEED TO TURN IT AROUND AND JUST MAKE IT FUN FOR THEM AND AND DO AMAZING THINGS AND ACTIVITIES FOR THEM.
BEFORE INTERSESSION, IT WAS LIKE REALLY HARD FOR ME TO KEEP UP IN CLASS, BUT NOW I FEEL LIKE IT'S GOTTEN REALLY EASIER.
IT'S REALLY SPECIAL TO SEE THE CONFIDENCE GETTING BOOSTED, BECAUSE I THINK WITH THE PANDEMIC, THEY LOST A LOT.
AND OBVIOUSLY THAT'S WHAT WE'RE HERE FOR.
WE'RE CLOSING THOSE GAPS, BUT BOOSTING THAT CONFIDENCE THAT, YES, YOU CAN DO IT.
[01:50:01]
HERE'S THE STEPS TO GET TO THAT POINT, AND ONCE THEY KNOW THEY'RE THERE, IT IS THAT LIGHT BULB THAT GOES OFF AND THEY'RE LIKE, OH MY GOSH, LIKE, I GOT IT.LIKE, IT'S AND IT'S LIKE, SEE, I TOLD YOU, YOU HAD IT THE WHOLE TIME.
AND NOW IT'S KIND OF JUST LIKE, OK, THEY'VE JUST GOT THOSE BRICKS OFF THEIR BACKS.
A LOT OF KIDS DO GET STRESSED OUT AND HAVE ANXIETY OVER TESTS, QUIZZES, MATH AND READING ALL TOGETHER.
THE CONFIDENCE FOR ME, LIKE INSTILLING IT INTO THEM IS REALLY WHERE IT'S AT FOR INTERSESSION.
WELL, I HAD A LITTLE BIT OF TROUBLE UNDERSTANDING WHAT THE WORD MEANT, HOW TO FIND THE MAIN IDEA WHEN I TOLD THEM AT THE CLASSES AT INTERSESSION.
INTERSESSION IS OPEN TO A WIDE VARIETY OF KIDS.
WE HAVE LOTS OF THINGS GOING ON FOR ENRICHMENT, LIKE A LOT OF CAMPUSES HAVE CODING AND ROBOTICS AND A LOT OF LIKE JUST GAMING TYPE THINGS, AS WELL AS BEING ABLE TO ENRICH FOR TEST TAKING STRATEGIES.
SO HELPING TO GET THEM TO THE MASTER.
SO IT'S NOT JUST INTERVENTION THAT WE'RE FOCUSING ON IN ON IT IS THE WHOLE VARIETY OF STUDENTS.
AND IT REALLY LIKE THE STUDENT THAT YOU INTERVIEWED BEFORE.
SHE WAS SO EXCITED ABOUT THE ROBOTICS PROGRAM FROM INTERSESSION, AND IT INSPIRED HER TO BE A PART OF OUR ROBOTICS PROGRAM FOR THE CLUB.
SO IT ALLOWS THEM TO EXPERIENCE THINGS THAT THEY PROBABLY WOULDN'T HAVE OTHERWISE.
IT'S NOT LIKE YOUR NORMAL SCHOOL DAY.
WE CAN MAKE OUR OWN ANIMATIONS, OUR OWN GAMES.
IT'S A LOT OF FUN AND IT DEFINITELY LIVES UP TO THE EXPECTATION.
YEAH, ACTUALLY, I THINK I MADE PROGRESS, LIKE SOMETIMES I FORGET A LITTLE BIT OF MATH, BUT LIKE SINCE, LIKE MY BRAIN, LIKE REFRESHED, I NOW KNOW IT.
LIKE IF WE LEARN ABOUT IT WHEN I COME BACK, I CAN SEE OH YEAH IT'S THIS AND LIKE I CAN REMEMBER WHAT TO LIKE DO AND LIKE WHAT TO DO NEXT.
WELL I CAME TO INTERSESSION SCHOOL AND I WAS ACTUALLY REALLY SURPRISED.
I LEARNED A LOT AND I JUST ENJOYED IT A LOT.
I THINK THAT INTERSESSION IS ABSOLUTELY VITAL AND I WISH THAT ALL STUDENTS WOULD COME AND I UNDERSTAND THE WEEK BREAK FOR SOME STUDENTS, BUT I DO FEEL THAT IT IS SO BENEFICIAL.
I WISH I'M HOPING I'M LIKE NEXT ROUND.
I'M LIKE, I'M GETTING ALL MY KIDS TO COME.
IT JUST REALLY DOESN'T ALLOW FOR THAT REGRESSION TO HAPPEN.
SO IT'S SO IMPACTFUL TO HEAR THE PERSPECTIVES FROM OUR TEACHERS AND OUR STUDENTS AND THE POSITIVE EFFECTS THAT INTERSESSION HAS MADE ON THEIR LEARNING EXPERIENCES.
AND SO NOW WE ARE OPEN TO ANY QUESTIONS YOU MIGHT HAVE.
DID YOU WEAR YOURSELF OUT ON ITEM NUMBER ONE.
[LAUGHTER] WE'RE TWO HOURS INTO IT THIS IS OUR SECOND ITEM.
BOARD LET ME JUST SAY AGAIN, ECHOING AS WITH THE PREVIOUS GROUP, WE REALLY APPRECIATE THE HARD WORK YOU PUT INTO THIS.
YOU KNOW, THE NEXT INTERSESSION, I GUESS, WILL BE OUR THIRD.
I THINK WE'VE LEARNED EVERY TIME I'VE HEARD FROM DR.
LOPEZ THAT WE'VE LEARNED EVERY TIME AND Y'ALL ARE TAKING IT TO HEART.
I'M SO GLAD YOU SHOWED THE FILM I'M TRYING TO FIGURE OUT WHICH ONE OF THOSE KIDS WAS MY FAVORITE, BUT REALLY LOVE TO SEE THE IMPACT THAT YOU'RE HAVING ON THE KIDS IN THE CLASSROOM.
AND I'M SO THANKFUL THAT WE HAVE TEACHERS LIKE THAT WHO ARE WILLING TO VOLUNTEER AND HAVE THEIR HEART IN IT.
LOPEZ AND THANK YOU FOR ALL YOUR HARD WORK AND LOVE.
I THINK THE MOST CRITICAL PIECE WAS A FEW THINGS.
KIDS MAKING CONNECTIONS, KIDS FEELING VALUED, THE ONE ON ONE AND NOT INTIMIDATING ABOUT STRUCTURE.
AND EVEN ONE KID SAID LET'S GET IT DONE NOW THEN LATER.
AS A BOARD, WE'VE BEEN THROUGH WE'RE GOING ON TO OUR THIRD INTERSESSION.
EACH INTERSESSION HAS KIND OF LIKE ITS OWN CHARACTER.
SO OCTOBER HAS A WHOLE DIFFERENT NEED, WHAT WE FOUND OUT.
AND SO THAT'S GOING TO ATTRACT CERTAIN TYPES OF STUDENTS IN REAL TIME.
AND WHAT WE'RE HOPING IS NOW THAT WE KNOW WHAT THOSE NEEDS ARE, WE CAN GRAB THOSE.
I MEAN, THEY COVERED EVERYTHING FROM TSI TESTING TO AP PREP TO REMEDIATION STAAR, AND YOU SAW THE INFLUX.
[01:55:01]
WE'RE GOING TO SEE WHAT THE SUMMER BRINGS.SO WE'RE GOING TO SEE THE DIFFERENT FLAVOR AND PERSONALITY.
AND THEN AS WE PLAN FOR FUTURE YEARS, WE'LL BE ABLE TO ATTEND TO IT AT EVEN PROBABLY NOT BETTER LEVELS, BUT MORE MEANINGFUL LEVELS BECAUSE WE'LL KNOW WHAT WE'RE DEALING WITH.
BUT THANK YOU FOR EVERYTHING YOU'VE DONE.
AND WE DO HAVE ONE QUESTION FROM MISS GRIFFIN.
EVERYTHING IN THE SUMMER IS FREE.
I REALLY I'M GOING TO TALK ABOUT US TELLING OUR STORY AND MARKETING OURSELVES, MANY OF THESE OFFERINGS IN THE SUMMER USED TO HAVE FEES ATTACHED TO THEM, AND I WILL END WITH THAT.
YOU KNOW, I THINK IT'S INTERESTING, TOO, AS I WAS READING THROUGH THIS AND NOTICING SOME CHATTER ON SOME SOCIAL MEDIA SITES, HOW QUICKLY SUMMER CAMP FILLED UP, I GUESS SOME OF THE COURSES, LIKE IF YOU COULD SIGN UP AT MIDNIGHT, THEY WERE FULL AT 12:03 AND PEOPLE THAT THOUGHT THEY GOT IN DIDN'T GET IN.
AND THERE'S SOME DISAPPOINTMENT IN ALL OF THAT.
I JUST HOPE THAT IF THERE'S A WAY TO GAUGE INTEREST IN CERTAIN COURSES, THAT WE COULD INCREASE OUR CAPACITY SOMEHOW TO ACCOMMODATE.
BECAUSE TO ME, IF A KID WANTS TO BE PART OF A SUMMER SCHOOL MAN, WE GOT TO LET THEM.
WELL, I THINK PART OF IT WAS TEACHER SHORTAGE.
AND MAYBE THIS 40 DOLLARS AN HOUR WILL INCENTIVIZE US TO BE ABLE TO OPEN MORE SECTIONS.
AND JUST SO YOU KNOW, THOSE JULY SUMMER CAMPS, WE HAVE 2090 THAT ARE INTERESTED AND WE ARE WORKING ON TRYING TO RECRUIT A COUPLE MORE TEACHERS SO THAT WE CAN GET MORE OF THOSE STUDENTS IN.
BUT WHAT IS UNIQUE ABOUT THAT IS IT BACKS RIGHT UP TO OUR IN-SERVICE WEEK.
AND SO WE HAVE THE TWO WEEKS OF SUMMER CAMPS AND THEN IN-SERVICE WEEK THAT NEXT WEEK.
SO I THINK SOME OF THE STAFF ARE WANTING TO TAKE A LITTLE BIT OF TIME BEFORE IN-SERVICE.
HOW LONG BETWEEN INTERSESSION AND IN-SERVICE.
WELL, AND I GET IT AGAIN I HAVE NOTHING BUT ADMIRATION FOR THE PEOPLE THAT VOLUNTEER FOR THIS.
I JUST WANTED TO THANK YOU, LEA ANN.
AND CHRISTIE AND ZAIDA FOR THIS.
LOPEZ TALKED ABOUT WERE THE ELEMENTS, BUT THE ONE ELEMENT THAT CAPTURED MY ATTENTION AND WHEN I WENT TO SOME OF THE EVENTS WAS THE LEVEL OF ENGAGEMENT THAT YOU GUYS WERE ABLE TO ACHIEVE WITH THE STUDENTS AND THE TEACHERS AND THEM WANTING TO BE THERE.
AND SO HOPEFULLY WE CAN KIND OF KEEP THAT ENERGY GOING FOR ALL OF THE SUBSEQUENT INTERSESSION SESSIONS AND THEN KEEPING THE LEARNING FUN AND KEEPING THE STUDENTS ENGAGED.
I THOUGHT THAT WAS AWESOME, AND WE ARE GOING TO MISS YOU.
SO THANK YOU SO MUCH FOR WHAT YOU'VE DONE.
WELL, ENGAGEMENT IS A NUMBER ONE PRIORITY IN THE YEARS TO COME, WHOEVER MIGHT HAVE IT.
AND, YOU KNOW, WHEN YOU HAVE ADDITIONAL INSTRUCTIONAL DAYS, YOU HAVE TO HAVE THE ENGAGEMENT TO GET ON THERE.
AND THAT WAS OUR NUMBER ONE PRIORITY.
AND YOU ALL HELPED TO MAKE THAT FUN.
SO THANK YOU, EVERY ONE OF YOU, BRENT TOO.
HE WAS RIGHT IN THE MIDDLE OF ALL THOSE PICTURES.
OK, WELL, THANK YOU ALL VERY MUCH.
WE STILL HAVE SOME AGENDA ITEMS. OK, IT'S BEEN TWO HOURS.
WE'RE GOING TO OUR THIRD ITEM.
WE'VE GOT ITEM C, IT'S ON PAGE FORTY THREE ONBOARDING IN GISD.
DR. SUSANNA RUSSELL, THANK YOU.
WELL, IT'S TOUGH TO FOLLOW TWO PRESENTATIONS OF THAT CALIBER AND WE ARE REALLY GOING TO MISS LEA ANN.
I AM HERE WITH MY WONDERFUL TEAM TO PRESENT TO YOU ABOUT OUR ONBOARDING PLAN FOR GARLAND ISD.
AND ONBOARDING IS I DIDN'T KNOW I HAD THAT TRANSITION IN THERE.
SORRY, WE'RE GOING TO COVER I'M GOING TO PRESENT TO YOU THE TEAM.
WE'RE GOING TO TALK ABOUT WHY ONBOARDING IS IMPORTANT.
WE'RE GOING TO COVER THE RESEARCH BASE THAT LED US TO DEVELOPING OUR PLAN.
AND WE'RE GOING TO GIVE YOU A VERY HIGH LEVEL OVERVIEW OF WHAT OUR PROPOSED FRAMEWORK FOR ONBOARDING WILL LOOK LIKE.
AND WE ALSO WILL PRESENT OUR DRAFT ONBOARDING HANDBOOK, AND WE'RE GOING TO TALK ABOUT HOW WE'RE GOING TO SHOWCASE ALL THE GREAT THINGS THAT ARE HAPPENING.
AS YOU CAN SEE HERE, WE'VE TALKED ALL NIGHT ABOUT CROSS-FUNCTIONAL TEAMS.
[02:00:02]
WELL, THIS IS YET ANOTHER CROSS-FUNCTIONAL TEAM WITH REPRESENTATIVES FROM ALL THREE DIVISIONS.WE WORKED DILIGENTLY TO COME UP WITH A COMPREHENSIVE PLAN THAT WILL NOT ONLY WELCOME NEW EMPLOYEES TO GARLAND ISD, BUT GIVE THEM A SENSE OF BELONGINGNESS FROM THE MOMENT THEY HIT THE DOOR AND KEEP THEM HERE BECAUSE WE'RE INVESTING IN THEM AND WE WANT TO VALUE THEM AND LET THEM KNOW HOW IMPORTANT THEY ARE TO THE OPERATIONS OF GARLAND USA.
SO WHY ONBOARDING? WELL, IT REALLY HELPS OUR NEW EMPLOYEES TO ADJUST AND ACCLIMATE TO BEING EMPLOYEES HERE IN GARLAND ISD.
FROM THE MOMENT THEY HIT THE DOOR AND START PROCESSING IN, THEY'RE FORMING RELATIONSHIPS AND RESEARCH TELLS US THAT BETTER RELATIONSHIPS INCREASE JOB SATISFACTION AND EMPLOYEES HAVE CLEAR UNDERSTANDINGS OF THEIR EXPECTATIONS AND OBJECTIVES THAT THEY SHOULD ACCOMPLISH IN THEIR POSITION.
OVERALL, IT IMPROVES THEIR PERFORMANCE AND IT PREVENTS UNWANTED TURNOVER.
THAT'S ONE OF OUR BOARD GOALS.
WE WANT TO KEEP AND RETAIN THE BEST.
SO THROUGH RESEARCH WE'VE IDENTIFIED THROUGH THE WALLACE FOUNDATION AND THE SHRM ORGANIZATION, BEST PRACTICES THAT YOU WILL SEE REPRESENTED IN OUR ONBOARDING PLAN.
PRIOR TO THE FIRST DAY WORKING ON THE JOB THEY NEED TO UNDERSTAND WHAT THE BASICS ARE.
AND WE WANT TO MAKE DAY ONE REALLY SPECIAL AND MEMORABLE.
WE WANT TO HAVE FORMAL PROGRAMS THAT ARE CAPTURED IN A WRITTEN PLAN.
AND ONBOARDING SHOULD BE PARTICIPATORY, NOT A SIT IN GET.
WE WANT IT TO BE CONSISTENTLY IMPLEMENTED AND MONITORED OVER TIME.
WE WANT TO MAKE SURE THAT WE HAVE COMPLIANCE AS WELL AS MEANINGFUL TRAINING, AND WE WANT TO USE TECHNOLOGY TO FACILITATE THAT PROCESS.
YOU'LL SEE IN OUR PRESENTATION, WE'VE GOT 30, 60, 90 AND 120 DAY PLANS FOR THE ONBOARDING METRICS AND GOALS TO HIT.
AND WE WANT TO ENGAGE THE STAKEHOLDERS IN THAT PLANNING AND INCLUDE MEETINGS AS PART OF THE PROGRAM.
AND YOU'LL SEE THAT REFLECTED IN WHAT WE SHARE WITH YOU TONIGHT.
AND WE REALLY WANT TO BE CRYSTAL CLEAR TO OUR NEW EMPLOYEES BEFORE THEY EVEN HAVE A MOMENT ON THE JOB WITH THEIR ROLES, THEIR RESPONSIBILITIES, THE JOB OBJECTIVES FOR THEM AND THE TIMELINES FOR WHAT WE EXPECT THEM TO ACCOMPLISH IN ACCLIMATING TO GARLAND ISD.
AND SO I'M GOING TO TURN IT OVER TO DR.
CADDELL, WHO'S GOING TO TALK ABOUT DISTRICT LEVEL ONBOARDING.
AND YOU'LL SEE THAT WE HAVE THREE LEVELS OF ONBOARDING THAT WE HAVE PREPARED TO PRESENT TO YOU TONIGHT.
AND THE FIRST IS BECOMING PART OF GARLAND USA.
THE GOAL OF DISTRICT LEVEL ONBOARDING IS TO PROVIDE OUR NEW EMPLOYEES WITH INFORMATION ABOUT GARLAND ISD SO THAT THEY CAN QUICKLY ASSIMILATE INTO THE DISTRICT.
IN ADDITION TO BECOMING FAMILIAR WITH THE DISTRICT, THE DISTRICT LEVEL ONBOARDING IS INTENDED TO CULTIVATE A SENSE OF PRIDE THAT THE EMPLOYEE HAS JOINED THE GREATEST DISTRICT IN THE REGION THE STATE AND ARGUABLY THE NATION.
DISTRICT LEVEL ONBOARDING WILL ACQUAINT NEW EMPLOYEES WITH SEVERAL POINTS OF PRIDE, INCLUDING AN OVERVIEW OF OUR TRI CITY COMMUNITY AND EXPLORATION OF OUR 100 PLUS YEAR DISTRICT HISTORY.
A LOOK AT OUR STUDENT DEMOGRAPHIC TRENDS, INCLUDING HIGHLIGHTS OF STUDENT, ACADEMIC, ATHLETIC, FINE ARTS AND CCMR ACCOMPLISHMENTS.
AND EXAMINATION OF OUR BOARD GOAL AND HOW THE GOAL IS INFUSED ACROSS DISTRICTS AND CAMPUSES AN UNDERSTANDING OF OUR SCHOOL CHOICE PROGRAM AND THE BENEFITS IT BRINGS TO OUR STUDENTS AND OUR COMMUNITY.
AN INTRODUCTION TO OUR DISTRICT VISION FOR CURRICULUM AND INSTRUCTION, INCLUDING OUR CURRICULUM MANAGEMENT FRAMEWORK AND STUDENT PROGRAMS SUPPORTS AS WELL AS A HIGHLIGHT OF OUR BUSINESS AND EDUCATOR TOOLS THAT THE DISTRICT PROVIDES IN ORDER TO SUPPORT DIGITAL COLLABORATION AND EFFICIENCY.
UPON COMPLETION OF THE DISTRICT LEVEL ONBOARDING, NEW EMPLOYEES WILL BEGIN THEIR DISTRICT TENURE WITH A COMMON UNDERSTANDING AND COMMON LANGUAGE AROUND EDUCATING STUDENTS IN GARLAND ISD.
IN ADDITION, NEW EMPLOYEES WILL BE ABLE TO SHARE NOTABLE DISTRICT FACTS, MAKE CONNECTIONS TO WHY THEY MADE THE PERSONAL DECISION TO CHOOSE GARLAND ISD AND JOIN THE RANKS OF OUR OUTSTANDING DISTRICT FACULTY AND STAFF WHO WORK EVERY DAY VERY HARD ON BEHALF OF OUR STUDENTS.
DISTRICT LEVEL ONBOARDING IS THE FIRST STEP IN BUILDING OUR DISTRICT BRAND AND WELCOMING OUR NEWEST DISTRICT AMBASSADORS.
AND AT THIS POINT, I'LL TURN IT OVER TO DR.
WELLS IN OUR DIVISION LEVEL ONBOARDING.
HERE WE HAVE OUTLINED FOR YOU AN OVERVIEW OF THE DIVISION LEVEL ONBOARDING
[02:05:04]
PROCESS AS DIVISION LEADERS.RUSSELL AND I WORK TOGETHER ON THIS ONBOARDING PROCESS, AND THIS IS WHAT WE WILL DO WHEN WE WELCOME NEW EMPLOYEES INTO THE DISTRICT.
REALLY, WE WANT TO START OFF BY ESTABLISHING THOSE POINTS OF PRIDE THAT REINFORCE OUR FOCUS ON STUDENT ACHIEVEMENT AND BASICALLY MAKE SURE THAT THEY UNDERSTAND THAT WE ARE OVERALL FOCUSED ON OUR STUDENTS AS WELL AS A POSITIVE DISTRICT CULTURE.
AS YOU KNOW, GARLAND IS ALSO A VERY LARGE DISTRICT, SO CONNECTING WITH OTHER DIVISIONS AND EMPLOYEES IS VERY CRITICAL FOR NEW EMPLOYEES TO SUCCESSFULLY NAVIGATE THE DISTRICT.
AS SUCH, DURING THIS LEVEL OF ONBOARDING, EMPLOYEES WILL RECEIVE INFORMATION RELATED TO OUR DISTRICT GOALS AND ACCOUNTABILITY, ORGANIZATIONAL STRUCTURE IN HOW WE FUNCTION AS CROSS-FUNCTIONAL TEAMS, PROCEDURES AND PROTOCOLS RELATING TO PURCHASING, AND ALL OF THE PROCUREMENT GUIDELINES AND RULES PUT IN PLACE BY MR. BOOKER AND HIS TEAM TO HELP KEEP US IN COMPLIANCE.
WE HAD TO KIND OF NAVIGATE THAT TOGETHER AS MS. ROBERTSON JOINED OUR TEAM.
BUT ALL THOSE RULES ARE IN PLACE FOR A REASON, AND WE HELP THEM WITH KIND OF NAVIGATING THAT.
ALSO, THE CONTRACT REVIEW PROCESS AND LEGAL POLICIES PUT IN PLACE BY OUR GENERAL COUNSEL HOW TO ACCESS THE INTERNET TECH SUPPORT AND WHERE DO YOU GO FOR HELP IS ONE OF THE MOST IMPORTANT THINGS THAT THEY NEED TO KNOW TO GET THINGS DONE.
ALSO, OUR REOCCURRING MEETING SCHEDULES, AGENDAS AND MEETING PROTOCOLS ARE ALSO COVERED IN THIS LEVEL.
NEXT, THE AD'S WILL PROVIDE INFORMATION ABOUT THE DEPARTMENT LEVEL ONBOARDING PROCESSES.
AS DR. WOLFKILL AND I WERE DEVELOPING THE DEPARTMENT AND CAMPUS LEVEL ONBOARDING WE WORKED WITH MADE A COMMUNITY BOTH OF CAMPUS AND DEPARTMENT REPRESENTATIVES.
THE COMMITTEE WORK TO OUTLINE A FRAMEWORK OF FIVE MODULES THAT SPANS A CONTINUUM, THAT INCLUDES THE INFORMATION THAT IS MORE IMMEDIATE AND THEN PRIORITIZED OTHER ITEMS AND INFORMATION OVER A 30, 60, 90, 120 DAY SUPPORT PLAN.
THIS WILL ALLOW FOR NEW STAFF MEMBERS TO GET THE INFORMATION THAT IS CRITICAL TO THEIR CAMPUS OR DEPARTMENT IMMEDIATELY AND THEN SPACED OUT ACCORDINGLY TO ALLOW FOR ADEQUATE SUPPORT.
THE COMMITTEE THEN SPLIT INTO MORE SPECIFIC AND SMALLER GROUPS THAT ALLOWED US TO NARROW THE FOCUS ON SPECIFIC CAMPUS NEEDS.
OUR DEPARTMENT NEEDS, AS YOU CAN SEE FROM THE LIST OF ESSENTIAL TOPICS, THESE TOPICS COULD BE SOMETHING ON THE CAMPUS OR THE DEPARTMENT WOULD TAKE AND CUSTOMIZE.
THIS LEADS US TO THE ACTUAL FRAMEWORK, WHICH DR.
ALL RIGHT, THANK YOU, MR. MERRILL.
SO SOME GOOD NEWS IS THAT YOU ALL HAD THE FORESIGHT TO ADOPT A LEARNING MANAGEMENT SYSTEM FOR US LAST SUMMER, WHICH HAS IMPACTED OUR TEACHERS AND OUR STUDENTS AND IS NOW GOING TO HAVE A POSITIVE IMPACT ON THIS ONBOARDING PROCESS AS WELL.
SO WE ARE A CANVAS DISTRICT AND WE ARE GOING TO PRACTICE WHAT WE PREACH AND MAKE SURE THAT EVERY NEW EMPLOYEE COMES IN, IN A WAY THAT THEY HAVE THE ABILITY TO NOT JUST GET INFORMATION ONE TIME, BUT THE ABILITY TO CONTINUE REVISITING THAT INFORMATION.
I'M SURE ALL OF YOU HAVE STARTED NEW JOBS IN THE PAST AND 30 DAYS INTO IT.
YOU NEED TO REMEMBER SOMETHING THAT YOU LEARNED ON DAY ONE, AND IT'S OFTENTIMES HARD TO FIND THAT INFORMATION.
SO BUILDING IT WITHIN A CANVAS COURSE FOR ONBOARDING IS GOING TO GIVE OUR NEW EMPLOYEES, WHETHER THEY ARE A CAMPUS BASED OR DISTRICT DEPARTMENT BASED PERSON, WHETHER THEY ARE A PROFESSIONAL OR A PARAPROFESSIONAL, THE ABILITY TO ACCESS THAT INFORMATION.
SO I AM GOING TO ACTUALLY LOG IN TO CANVAS.
THERE IS NO PRESSURE LIKE TYPING LOGIN INFORMATION LIVE WHILE PEOPLE WATCH, BUT WE TIMED OUT, OBVIOUSLY IT'S BEEN A LONG NIGHT, SO MY APOLOGIES.
THIS SHOULD HAVE JUST OPENED UP, BUT THIS WOULD BE WHAT OUR NEW EMPLOYEES WOULD LOOK LIKE OR WOULD LOOK AT WHEN THEY FIRST LOG INTO THEIR CANVAS.
SO THEY HAVE THE ABILITY TO CHOOSE THEIR LEVEL, WHETHER THEY ARE AT ONE OF OUR PRE-K CENTERS, ELEMENTARY, MIDDLE OUR VIRTUAL SCHOOL, WHICH IS LAUNCHING AUGUST 2ND.
IF THEY ARE CUSTODIAL, EVEN OUR AUXILIARY STAFF OR TRANSPORTATION, WE HAVE THE ABILITY WITHIN CANVAS TO MAKE A COURSE SPECIFIC TO THEIR ROLE.
DR. RUSSELL MENTIONED MAKING SURE THAT THEY FEEL VALUED IMMEDIATELY UPON JOINING GARLAND ISD.
AND THIS IS OUR WAY TO FIRST RECOGNIZE THAT THERE'S SOMETHING SPECIFIC TO JUST YOU.
SO I'M ACTUALLY GOING TO CHOOSE THE ROLE OF A MIDDLE SCHOOL TEACHER.
AND AS A MIDDLE SCHOOL TEACHER, I THEN CHOOSE WHAT I AM AT A CAMPUS, AM I A PARAPROFESSIONAL, A TEACHER OR ADMINISTRATOR.
FOR TONIGHT WE'RE GOING TO BE A TEACHER.
SO AS A COYLE GRADUATE IN 1993, WE ARE GOING TO BE A COYLE COUGAR TONIGHT.
[02:10:03]
AND HERE WE LOOK AT FROM THE TEACHER LENS THAT 30, 60, 90 DAYS.SO THIS IS WHERE WE REALLY STRUCTURED.
SO YOU DON'T NEED EVERYTHING ALL AT ONCE.
BUT THERE ARE SOME CRITICAL COMPONENTS WHEN YOU FIRST START AS AN EMPLOYEE THAT WE WANT EVERYONE TO KNOW RIGHT AWAY.
SO IN THE FIRST 30 DAYS AS A TEACHER AT COYLE MIDDLE SCHOOL, I WILL HAVE AND SOME OF THESE ARE JUST SAMPLES AND DEMOS AS WE POPULATE THIS WITH DEPARTMENTS.
BUT WE KNOW THERE ARE HUMAN RESOURCES TASKS, DAY ONE, THAT THEY NEED TO MAKE SURE THEY ADDRESS THAT THEY KNOW HOW TO SIGN UP FOR THEIR BENEFITS, THAT THEY KNOW HOW THEY'RE GOING TO GET PAID.
TEAM'S GOING TO WALK YOU THROUGH THEIR AMAZING HANDBOOK IN JUST A FEW MOMENTS.
WE KNOW THAT THERE'S THINGS AS FAR AS COMPLIANCE WITH OUR SPECIAL POPULATIONS THAT THEY NEED TO KNOW DAY ONE AS TEACHERS, HOW WE SERVE OUR SPECIAL EDUCATION STUDENTS OR OUR GT STUDENTS.
WE WANT TO MAKE SURE THAT THEY KNOW, FOR EXAMPLE, FOR MY DEPARTMENT HOW TO ACCESS THE CURRICULUM.
SO REALLY CRITICAL THAT THEY KNOW WHEN THEY FIRST GET EMPLOYED, WHERE TO GO, IF THEY'RE GOING TO BE JOINING A READING ACADEMY, IF THEY'RE GOING TO BE JOINING A MATH ACADEMY.
SO ALL OF THOSE ARE JUST EXAMPLES FOR YOU TO SEE WHAT THE ABILITY IS WITHIN CANVAS TO PUT THIS ALL IN ONE PLACE AS A COURSE.
AND IN DOING THAT, I'M SORRY, Y'ALL THIS IS NOT MY USUAL COMPUTER, SO I'M OBVIOUSLY STRUGGLING WITH THE BUTTONS A LITTLE BIT.
BUT AGAIN, TREATING IT AS A REPOSITORY, THIS ALSO GIVES US THE ABILITY TO TRACK COMPLETION OF ACTIVITIES.
SO IN THE PAST, IN THE OLD DAYS WHEN I WAS IN THE CLASSROOM, YOU HAD TO SIGN A PIECE OF PAPER SAYING YOU READ YOUR EMPLOYEE HANDBOOK AND A PRINCIPAL COLLECTED IT AND PUT IT IN A FILE OR SEND IT SOMEWHERE.
BUT NOW WE'VE MOVED INTO LASERFICHE, WHICH IS A MUCH MORE EFFICIENT SYSTEM OF SIGNING FORMS DIGITALLY.
CANVAS GIVES US THAT OTHER ABILITY LIKE WE HAVE REQUIRED AND RECOMMENDED VIDEOS.
WE WANT TO MAKE SURE THAT ALL OF OUR TEACHERS WATCH THEM SO THEY KNOW HOW TO REPORT CHILD ABUSE.
THEY KNOW WHAT OUR COPYRIGHT RULES ARE WITHIN CANVAS ADMINISTRATORS OR DEPARTMENT LEADERS CAN TRACK COMPLETION OF THOSE ACTIVITIES AND SEE AT A GLANCE THAT THEIR EMPLOYEES NOT ONLY HAVE THE INFORMATION, BUT THAT THEY REVIEWED IT AND CAN BE HELD ACCOUNTABLE FOR KNOWING IT AS WELL TOO.
I DON'T KNOW WHY I FIGHT YOU ON THAT, MR. YEAGER.
SO THE OTHER PIECE WHEN WE GET BACK TO MY SLIDE, JUST A FEW MORE NOTES JUST ABOUT OUR ABILITIES WITHIN CANVAS IS THAT WE CAN ESSENTIALLY GAMEIFY THIS.
SO THERE'S A LOT TO DO AS A NEW EMPLOYEE, WHETHER YOU ARE A BUS DRIVER OR YOU ARE A CAMPUS OR DISTRICT ADMINISTRATOR.
SO WHEN YOU COMPLETE YOUR REQUIRED COURSES, WHETHER IN THE 30 OR THE 60 OR THE 90 DAY PROGRAM, THEN YOU CAN RECEIVE A BADGE TO COMPLETE IT WITHIN YOUR CANVAS.
SO ALL OF THAT IS JUST A WAY TO USE OUR LMS TO ENGAGE NOT JUST OUR STUDENTS, BUT ALSO OUR EMPLOYEES AS WELL TOO.
BROWN IS GOING TO TAKE YOU THROUGH THAT HANDBOOK.
DR. BROWN IS GOING TO TAKE HER MASK OFF FIRST.
DR. BROWN IS GOING TO INTRODUCE DR.
[INAUDIBLE] WAS VERY INSTRUMENTAL IN DEVELOPING OUR HANDBOOK.
THE PURPOSE OF THE HANDBOOK IS TO PROVIDE A GUIDE AND INFORMATION THAT MANAGERS AND SUPERVISORS CAN USE AS THEY ORIENT THEIR NEW EMPLOYEES TO GARLAND ISD IS KIND OF LET THE NEW EMPLOYEE KNOW THIS IS US.
AND DR. [INAUDIBLE] WILL WALK YOU THROUGH SOME OF THE HANDBOOK.
OUR HANDBOOK IS STILL IN DRAFT POSITION, BUT WE ARE ADAPTING OUR HANDBOOK BASED ON WHAT WE'VE SEEN IN BEST PRACTICES FROM THE BUSINESS COMMUNITY, RESEARCH FROM SHRM AND THE OTHER ORGANIZATIONS THAT DR.
I'M GOING TO LOG IN TO THE GOOGLE DOCS SO THAT YOU ALL CAN SEE IT.
OK, SO I'M NOT GOING TO GO THROUGH THE ENTIRE HANDBOOK, BUT I WANT TO GIVE YOU A HIGH LEVEL VIEW OF WHAT OUR HIRING MANAGERS CAN USE TO KIND OF PREPARE AND CREATE SOME CONSISTENCY WHEN WE ARE ONBOARDING OUR NEW EMPLOYEES.
SO WE PUT IT FULL OF DIFFERENT FORMS TO MAKE IT REALLY QUICK AND EASY, LIKE A CHECK OFF LIST.
I DON'T KNOW IF YOU'RE LIKE ME, BUT I LIKE TO CHECK OFF WHEN I GET THINGS DONE.
SO IT KIND OF ALLOWS THE EMPLOYEE, I MEAN, THE HIRING MANAGER TO GO THROUGH REALLY QUICKLY AND MAKE SURE THAT THEY'VE DONE THINGS.
[02:15:01]
SO, FOR EXAMPLE, WE HAVE PLANNING QUESTIONS FOR THE MANAGER.SO AS THEY PREPARE TO BRING THE NEW EMPLOYEE ON BOARD, THESE QUESTIONS WILL ALLOW THEM TO PLAN WHAT THEY NEED TO DO TO GET THEM READY AND TO MAKE SURE THAT THEY CREATE SOME EFFECTIVE ENGAGEMENT.
THIS IS A NEW HIRE PREPARATION LIST.
SO, FOR EXAMPLE, IF YOU ARE A CHIEF, YOU CAN HAVE YOUR ADMIN GO THROUGH THIS LIST, MAKE SURE THAT THEY'VE ORDERED THE DIFFERENT THINGS LIKE, FOR EXAMPLE, BUSINESS CARDS, CELL PHONE, IF APPLICABLE, A PCARD.
SO A LOT OF TIMES WHEN WE ARE ONBOARDING NEW EMPLOYEES, WE FORGET, OH, MY GOODNESS, I FORGOT.
I NEED TO SIGN YOU UP FOR THIS.
I FORGOT I NEED TO SIGN YOU UP FOR THAT.
BUT WE HAVE A CHECKLIST NOW SO YOU CAN EASILY GO THROUGH AND YOU CAN SET A TARGET DATE TO BE COMPLETED.
AND ACTUALLY WHEN IT WAS COMPLETED AND THEN YOU CAN NAME THE PERSON THAT IS RESPONSIBLE FOR GETTING THOSE THINGS DONE.
THEN THERE'S A GENERAL ONBOARDING LIST.
JUST KIND OF OVERALL, IF YOU'RE GOING TO DO A TOUR, IT TELLS YOU SOME OF THE DIFFERENT PLACES THAT YOU NEED TO TAKE THIS PERSON.
EMPLOYEE INFORMATION IN NEW EMPLOYEE FORMS, A VARIETY OF DIFFERENT THINGS, INCLUDING TECHNOLOGY.
WE EVEN CREATED A WELCOME CALL TEMPLATE.
SO, FOR EXAMPLE, WE DO ENCOURAGE HIRING MANAGERS TO CONNECT WITH YOUR NEW EMPLOYEE PRIOR TO THEM STEPPING FOOT INTO OUR DISTRICT.
OBVIOUSLY, IT COULD BE CUSTOMIZED, BUT WE REALLY WANT TO MAKE IT EASY FOR THE HIRING MANAGER TO CREATE A GREAT ONBOARDING PROCESS.
THERE'S AN EMAIL FOLLOW UP TEMPLATE AND SO ON AND SO FORTH.
SO, AGAIN, YOU CAN SEE THIS IS REALLY WE WANTED TO CREATE A HANDBOOK THAT IS EASY TO FOLLOW AND THAT WILL CREATE SOME CONSISTENCY.
ALL OF THE FORMS IN THIS HANDBOOK WILL BE DOWNLOADABLE.
THERE'LL BE A LINK ONCE WE ARE DONE WITH THE HANDBOOK SO THAT IT'S ABLE TO BE CUSTOMIZED PER DEPARTMENT AND DIVISION.
LOPEZ, FOCUSING ON HOW WE MARKET GISD TO POTENTIAL EMPLOYEES MAY BE THE EXTRA PUSH THAT WE NEED TO ATTRACT STRONG CANDIDATES.
WE WILL ESTABLISH A STRATEGIC COMMUNICATIONS CAMPAIGN THAT TARGETS EMPLOYEE AND ONBOARDING AWARENESS AND EFFORTS TO IMPROVE OUR CHANCE OF STANDING OUT, AMONGST OTHER DISTRICTS.
WE WILL DO THIS THROUGH STRATEGIC MARKETING TRADITIONAL ADVERTISING, DIGITAL MARKETING, SOCIAL MEDIA ENGAGEMENT, WEB ENGAGEMENT AND EVENT MARKETING.
GISD MARKETING STRATEGIES WILL CONTINUOUSLY BE ANALYZED USING SURVEYS, ANALYTICS, SOCIAL MEDIA INSIGHT AND WILL BE ADJUSTED AND REFINED ACCORDING TO THE DATA WE RECEIVE.
WE WANT TO MAKE SURE THAT NEW HIRES, FEEL WELCOMED, AND WE HELP THEM UNDERSTAND THEIR ROLES AND HOW THEY FIT IN THE ORGANIZATION.
AND WE WANT EVERYONE TO KNOW WHY WE AND WHY THEY HAVE CHOSEN GISD.
AND SO AT THIS TIME, WE'LL TAKE YOUR QUESTIONS, I'D JUST LIKE TO CONCLUDE BY SAYING HOW HARD THIS TEAM HAS WORKED AND HOW VERY PROUD WE ARE OF THE SKELETON AND THE RESOURCES THAT WE HAVE PREPARED TO WELCOME AND RETAIN THE GREATEST EMPLOYEES TO GARLAND ISD.
DO WE HAVE QUESTIONS ABOUT ONBOARDING, WHILE YOU GATHER YOUR THOUGHTS.
I WELCOME THIS TO I KNOW A LOT OF VERY LARGE CORPORATIONS WHO DO A VERY POOR JOB OF BRINGING THEIR EMPLOYEES IN IS PRETTY MUCH THEY SHOW UP THE FIRST DAY.
AND THEY MAY HAVE A BADGE OR KEY AND ABOUT THE THIRD DAY IT COMES BY TO HOOK UP THEIR COMPUTER.
AND THEN, YOU KNOW, PRETTY MUCH YOU'RE INTO THE FIRST MONTH BEFORE THEY EVEN KNOW WHERE THE MEN'S ROOM IS OR THE RESTROOMS. WE HAVE A CHECKLIST FOR THAT.
I PERSONALLY DON'T LIKE THE NAME ONBOARDING.
I HOPE YOU'LL COME UP WITH A BETTER NAME FOR IT.
I MEAN, I KNOW IT'S VERY DESCRIPTIVE FOR WHAT'S HAPPENING, BUT THAT'S A LITTLE TOO TECH FOR ME.
FIND SOMETHING COOL, MAYBE SOMETHING THE EMPLOYEES CAN RALLY AROUND.
BUT AGAIN, THANK YOU FOR YOUR EFFORTS.
LOPEZ, YOUR STAFF HAVE BEEN PRETTY BUSY.
AND I KNOW WE'VE PUT WE THE CONDITIONS HAVE PUT A LOT OF CHALLENGES ON, Y'ALL TO OVERCOME THE PAST 14 MONTHS.
AND SO THAT'S NOT TO BE LOST ON THE FACT THAT ALL THIS IS DONE IN THE MIDDLE OF A VERY HUGE DISTRACTION.
SO THANK YOU AGAIN FOR YOUR ABILITY TO CONCENTRATE AND GET THIS DONE.
[02:20:03]
I'M SURE IT MIGHT NOT HAVE STARTED OUT AS YOUR TOP PRIORITY, BUT THANK YOU FOR THE EFFORT .[LAUGHTER] I'M JUST CURIOUS WITH ONBOARDING.
AND I KNOW THAT WE'RE TRYING TO RETAIN OUR BEST TEACHERS, AND THAT'S OUR PURPOSE FOR DOING THIS.
WHERE DID YOU GET THE IDEA FROM AND HOW LONG DO YOU THINK THAT WE WILL SEE THE SUCCESS STORIES FROM IT? I CAN REMEMBER MAYBE 10 YEARS AGO I WAS A MENTOR FOR TWO OR THREE YEARS IN A ROW TO INDIVIDUAL NEW TEACHERS COMING INTO THIS DISTRICT.
AND IT WAS ME TELLING THEM AND SOME ARE STILL HERE SOME OF THEM AREN'T.
BUT STILL, YOU KNOW, IT WAS JUST INDIVIDUALS TELLING INDIVIDUALS ABOUT THE DISTRICT.
SO THIS IS REALLY SOMETHING VERY UNIQUE.
AND I'M JUST CURIOUS WHERE YOU CAME UP WITH THIS PLAN.
WELL, OUR WONDERFUL SUPERINTENDENT CHALLENGED US TO COME UP WITH A ROBUST AND VIGOROUS ONBOARDING PROGRAM AND THEN COINCIDENTALLY IN OUR WORK WITH THE WALLACE FOUNDATION, ONBOARDING IS A SIGNIFICANT EMPHASIS THAT THEY HAVE IN THEIR RESEARCH.
AND THEN AS WE BEGAN DIGGING DEEPER, DR.
BROWN FOUND ADDITIONAL RESEARCH THROUGH SHRM.
AND I DON'T KNOW WHAT SHRM STANDS FOR.
[LAUGHTER] THEY PRODUCE SIGNIFICANT AMOUNTS OF RESEARCH AND RESOURCES.
AND SO WE ALWAYS ACCEPT THE GANTLET THAT DR.
AND THEN WE WANT TO GO ABOVE HIS WILDEST IMAGINATION AND PRESENT SOMETHING THAT'S SIMPLY SPECTACULAR.
AND SO I FEEL LIKE THE TEAM HAS DONE SO.
WELL WE LOOK FOR BIG DIVIDENDS FROM THIS.
SO CONGRATULATIONS TO THIS GROUP.
MY ONLY QUESTION IS DO THE NEW HIRES GET TO KEEP THE LOPEZ CUT OUT.
YEAH I WAS GOING TO ASK SHERESE IF MAYBE WE COME UP WITH A LITTLE BETTER CUT OUT.
I DON'T THINK IT WAS A GOOD REPRESENTATION OF OUR SUPERINTENDENT, ALTHOUGH HE IS THE KING OF GOOFY POSES.
JUST REAL QUICK, MY QUESTION OF CURIOSITY, WHEN I SAW WHAT YOU DID ON CANVAS AND YOU ADDED THIS WHOLE NEW PORTAL.
IS THAT SOMETHING THAT SOMEBODY HAS THE ABILITY TO ARCHITECT AN ENGINEER OR IS THAT SOMETHING THAT COMES WITH THE SOFTWARE PACKAGE? SO OUR PROFESSIONAL DEVELOPMENT TEAM THAT WORKS FOR THE TEACHING AND LEARNING DEVELOPMENT DEPARTMENT BUILT THAT ESSENTIALLY OVERNIGHT.
SO THAT'S KIND OF THE BEAUTY OF CANVAS IS ONCE IT'S SET UP AND IT WORKS WITH OUR TECHNOLOGY SYSTEMS, WE HAVE THE ABILITY TO DO WHAT WE WANT WITHIN IT.
SO WE DID DESIGN THAT COURSE BASED ON ALL OF OUR DIFFERENT COMMITTEES NEEDS AND FEEDBACK.
AND WE COULD HAVE AN ONBOARDING COURSE FOR THE BOARD OF TRUSTEES, IF YOU WOULD LIKE ONE.
LARRY, VOLUNTEERS TO BE THE FIRST.
WELL, WITH ALL SERIOUSNESS WE TALKED A LITTLE BIT ABOUT, ONCE WE PERFECT THIS, THAT THERE COULD BE AN ONBOARDING PORTAL FOR ANY BUT WE DON'T WANT TO SAY NEW TRUSTEES, BUT WHEN YOU GET A NEW ONE LIKE WE DID THIS TIME, THERE COULD BE SOME CONSISTENCY ON WHAT MESSAGE THE BOARD WANTS DELIVERED, NOT SOMETHING THAT WE DESIGN.
AND THEY COME IN AND THEY GET TO SEE HOW THINGS ARE DONE.
AND BECAUSE BY LAW, WE HAVE TO GIVE AN ORIENTATION PHASE ANYWAY.
AND THEN THAT COULD BRING CONTINUITY AND CONSISTENCY.
BUT I WANT TO COMPLIMENT THE TEAM.
THEY ALWAYS RISE ABOVE AND BEYOND.
ORGANIZATION STRUCTURES ARE BUILT ON SETTING THE PREMISE OF WHAT YOUR CULTURE IS FROM DAY ONE, AND THAT'S WHAT THIS PROGRAM DOES.
ONBOARDING IS VERY NOT EXCITING.
SO, YOU KNOW, WHEN YOU SEE A NEW EMPLOYEE, THERE'S NOTHING MORE EXCITING SAYING WELCOME TO GARLAND, YOU'RE GOING TO BE ONBOARDED, YOU KNOW, AND THEY'RE LIKE, WHAT? AND YOU GET TO DO THIS MODULE.
BUT IF WE CAN COME UP WITH A BETTER PLAN, ONBOARDING WAS UNIVERSAL FOR ALL OF OUR CONTENT KNOWLEDGE.
WE DON'T WANT TO WATERBOARD THEM EITHER.
DR. SELDERS? DEGREES AWAY TODAY HUH.
I JUST WANTED TO JUST MAKE A COMMENT.
JUST BEEN NOTICING AND REALLY EXCITED ABOUT ALL THE COLLABORATION THAT'S HAPPENING.
I'M NOTICING THAT, YOU KNOW, CROSS-FUNCTIONAL COLLABORATION IS HAPPENING ON A REGULAR BASIS.
GUYS ARE DOING IT WITH LEARNING ACCELERATION DUE TO AN INTERSESSION AND NOW ONBOARDING.
AND I'M EXCITED ABOUT ALL THAT'S HAPPENING.
I THINK, YOU KNOW, YOU'RE STRONGER TOGETHER BECAUSE YOU'RE PUTTING BRILLIANT MINDS TOGETHER AND YOU GUYS COME UP WITH A BRILLIANT PRODUCT AND, YOU KNOW, YOU GIVE US
[02:25:01]
THINGS TO THINK ABOUT.AND I THINK THAT'S REALLY ENCOURAGING.
I REMEMBER ATTENDING SEVERAL OF THE NEW EMPLOYEE ORIENTATIONS AND WE HAD ASSIGNED A MENTOR.
I BELIEVED TO EVERY SINGLE NEW EMPLOYEE.
IS THAT STILL THE CASE? HOW IS THAT GOING TO CHANGE? WHAT'S GOING TO BE ALTERED? BECAUSE THAT PROCESS, I THOUGHT, WORKED PRETTY WELL.
BUT WHAT ARE THE CHANGES THERE.
I CAN SAY Y'ALL ARE GOING TO BE SO TIRED OF HEARING FROM ME TONIGHT? I'M SO SORRY.
WE ACTUALLY ASSIGNED A MENTOR TO EVERY TEACHER WHO IS NEW TO THE TEACHING PROFESSION AT THE DISTRICT LEVEL.
AND THEN CAMPUSES ALSO HAVE THEIR OWN CAMPUS DEVELOPED MENTORING PROGRAMS WHERE THEY WILL ASSIGN SOMEONE AT THEIR CAMPUS IF THEY'RE JUST A NEW TO GARLAND PERSON BUT OUR PROJECT GOAL MENTORING PROGRAM CONTINUES.
EVEN THOUGH IT'S BEEN VIRTUAL THIS YEAR, IT'S GROWING.
IT'S NOW A TWO YEAR MENTORING PROGRAM.
SO EVERY BRAND NEW TO TEACHING TEACHER IS ASSIGNED A MENTOR AND THEY WORK WITH THEM OVER THE COURSE OF THAT FIRST YEAR AND THEN INTO THE SECOND YEAR AS WELL TOO TO MAKE SURE THEY FEEL SUPPORTED.
AND WE USED A STATE ALIGNED CURRICULUM FOR TRAINING THOSE MENTORS.
HOW ARE YOU INTEGRATING THAT INTO THIS? WELL, WE HAVE A PROJECT GOAL COURSE.
SO AS A CLASSROOM TEACHER, LIKE IF I WAS TO GO BACK TO COYLE, I WON'T PUT US THROUGH ME LOGGING IN AGAIN.
SORRY, BUT THAT'S ONE OF THE 30 DAY OPTIONS.
SO THEY WOULD CLICK INTO THAT AND THEY WOULD SEE ALL THE THINGS THAT THEY WOULD NEED TO KNOW ABOUT THEIR MENTOR PROGRAM.
AND THEIR MENTOR ALSO HAS THAT SAME ACCESS.
SO WE ASK OUR MENTORS TO KEEP LOGS OF VISITS WITH TEACHERS AND DOCUMENT HOW THEY WORK WITH THEM.
ALL OF THAT WILL HAPPEN WITHIN THIS CANVAS COURSE.
THANK YOU FOR SHOWING UP HERE LATE TONIGHT.
WE ARE NOW ABOUT TWO HOURS AND 40 MINUTES IN.
WE HAVE DONE THREE ITEMS. WE WILL WE'RE JUST ZIPPING ON OVER TO ITEM NUMBER D.
ITEM NUMBER FOUR NUMBER D IS THE GILBREATH-REED CAREER AND TECHNICAL CENTER UPDATE.
AND DR. ERIKA CRUMP AND COLEMAN BRUMAN ARE HERE.
GOOD EVENING, CHAIRMAN MILLER, DISTINGUISHED BOARD, DR.
LOPEZ, WE ARE REALLY, REALLY EXCITED TO SHARE WITH YOU THE GREAT NEWS OF ALL THE STUFF THAT'S HAPPENING AT THE GRCTC.
MR. BEACH, I THINK YOU WERE THE ONE THAT ASKED FOR THE UPDATE AND COLEMAN AND I WERE TALKING.
IT IS REALLY GOOD FOR US TO LOOK BACK ON THIS PAST YEAR AND WHAT ALL HAS HAPPENED AND THEN THE HISTORY OF THE GRCTC.
I THINK OVERVIEW ABOUT THE PROGRAM, THE NUMBERS, THE INTEREST IN THE GROWTH, THE IMPACT, AND TO SEE HOW TRULY BIG, DEEP TIDAL WAVE RIPPLE EFFECT THAT THE GRCTC HAS ON OUR IBC'S, OUR INDUSTRY BASED CERTIFICATIONS FOR CCMR MARKETING, THE GRCTC, AND ALSO LOOKING AHEAD FOR WHAT OUR FUTURE LOOKS LIKE.
SO WITHOUT THAT, I'M GOING TO TURN IT OVER TO COLEMAN BRUMAN, PRINCIPAL OF THE GILBREATH-REED CAREER AND TECHNICAL CENTER.
GOOD EVENING, CHAIRMAN MILLER, BOARD OF TRUSTEES DR.
LOPEZ, I'M REALLY EXCITED TO ACTUALLY DO THIS, TO PUT IT ALL IN ONE PACKAGE AND KIND OF SHOW OFF WHAT WE'VE DONE DURING A YEAR WITH A PANDEMIC HAS BEEN QUITE REWARDING.
AND SO I GET TO BRAG ON MY STAFF.
AND SO I WANT TO ACTUALLY START WITH THAT.
MY STAFF HAS BEEN BOLD THIS YEAR AND REALLY TOOK FACE TO FACE LEARNING ON AS A CHALLENGE AND IN A LATER SLIDE I'M ACTUALLY GOING TO TALK ABOUT HOW WE HAD NINE PROGRAMS THAT WENT FACE TO FACE IN SEPTEMBER AND THEN WE WENT FULL BLOWN FACE TO FACE WITH 80 PERCENT ATTENDANCE IN FEBRUARY.
AND IT TOOK MY STAFF TO DO THAT AND THE SUPPORT OF LEADERSHIP.
SO I'LL WALK YOU THROUGH THAT RIGHT HERE.
I'M NOT GOING TO READ THEM ALL TO YOU, THE LEFT HAND SIDE, YOU KNOW, BUT I JUST WANT TO POINT SOME OUT THAT ARE TIED TO DECISIONS THAT YOU GUYS MAKE.
SO DISTRICT OF INNOVATION IS A HUGE HELP FROM MY CAMPUS WHERE I HAVE 59 PERCENT OF MY STAFF ARE NOT TRADITIONALLY CERTIFIED.
I'M ABLE TO HIRE THEM STRAIGHT OUT OF INDUSTRY AND THAT WAY THE KIDS GET THE SUPPORT THAT THEY NEED.
MY MOST RECENT HIRE, WE HIRED A PHYSICIAN'S ASSISTANT TO TEACH CERTIFIED MEDICAL ASSISTING.
SO THAT'S ONE OR TWO LAYERS UP ABOVE THE CERTIFICATION THAT THEY'RE GETTING.
AND SO TO BE ABLE TO DRAW PEOPLE OUT FROM THE FIELD COMES FROM YOUR DECISION.
SO IT'S A PERSONAL THANK YOU FROM ME TO YOU ON THAT ONE.
WHILE THE TEA HAS IBC'S ABOUT TWO HUNDRED OR TWO HUNDRED AND FORTY OR MORE, WE HAVE TWENTY NINE THAT WE FOCUS ON IN THE CAMPUS.
[02:30:02]
AND WE HAVE EIGHT PROGRAMS THAT HAVE DUAL CREDIT, ANYTHING FROM CULINARY TO EMT TO FIRE.BUT ONE THING I'M VERY PROUD OF IS THAT VERY BOTTOM RIGHT HAND CORNER.
EVERY SINGLE ONE OF OUR PROGRAMS, EITHER THROUGH DUAL CREDIT OR INDUSTRY BASED CERTIFICATIONS, HAS A DIRECT PATHWAY TO CCMR. SO WHAT WE'RE DOING SUPPORTS THE HOME CAMPUS.
WE DON'T HAVE ACCOUNTABILITY AT THE GRCTC.
WE ARE VERY PROUD TO SUPPORT THE VISION AND THE DREAM OF ALL SEVEN HIGH SCHOOLS.
SO WHO ARE WE BY THE NUMBERS? I'VE JUST GOT A BUNCH OF STATISTICS.
THE ONES ON THE LEFT HAND SIDE THAT IS OUR ENROLLMENT FOR THIS NEXT YEAR.
WE JUST FINISHED THAT PROCESS UP AND PUT OUR DATA OUT THERE.
BUT I'M ACTUALLY MORE PROUD ABOUT THE NUMBERS ON THE RIGHT IN THE GRCTC AS WE MADE OUR OFFERS THAT VERY FAR RIGHT HAND COLUMN.
WE ARE WITHIN SINGLE DIGITS OF EVERY ETHNICITY, ECONOMICALLY DISADVANTAGED METRIC THAT'S OUT THERE.
AND SO WE TRULY DO REPRESENT GARLAND ISD.
AND IF YOU KNOW ANYTHING ABOUT P-TECH STRUCTURES, I LEARNED A LOT ABOUT THIS WHEN I WAS AT ROWLETT HIGH SCHOOL.
BUT TO BE WITHIN FIVE PERCENT, YOU ARE A DISTINGUISHED P-TECH IN THE EYES OF THE STATE.
SO WE'RE OPERATING ON THOSE SAME TERMS. AND THE ONE MAIN WAY WE DO IT IS WE TRULY PROTECT SPOTS FOR ALL HIGH SCHOOLS.
TO GIVE YOU AN EXAMPLE, ON A LATER SLIDE, WE'RE GOING TO TALK ABOUT OUR C.M.A PROGRAM, OUR CERTIFIED MEDICAL ASSISTANT PROGRAM.
WE HAD TWO HUNDRED AND TEN APPLICATIONS, WHICH MEANS I CAN FILL IT UP VERY QUICKLY FOR ABOUT ONE HUNDRED AND TWENTY SEATS.
BUT I HAD TO PHYSICALLY BLOCK SEATS IN THAT POPULAR PROGRAM FOR ALL SEVEN HIGH SCHOOLS.
SO ALL SEVEN HIGH SCHOOLS AVERAGED TO ABOUT FOURTEEN PER CAMPUS.
AND THAT WAY WE GET THE REPRESENTATION IN OUR POPULAR OR POPULAR PROGRAMS FOR THE GRCTC SO THAT ONE STEP PROTECTS THE NUMBERS THAT YOU SEE IN FRONT OF YOU TOO.
SO WHAT HAVE YOU BEEN WORKING ON THIS YEAR? WELL, THE PROGRAM INTEREST FORM HAS REALLY BEEN OUR FOCUS AND WITH COVID AND ALL THE BLOCKS THAT YOU HAVE IN COMMUNICATING AND GETTING THE WORD OUT, WE HAD TO THINK DIFFERENTLY.
WE WENT FROM OUR SIGN ON THE ROAD TO BILLBOARDS, TO BUSSES TO CALL OUT TO EMAILS, TO EVERYTHING.
AND SO FROM NOVEMBER 1ST TO 2020 TO FEBRUARY 26, 2021, WE GOT THE WORD OUT AND WE HAD ABOUT NINETEEN HUNDRED APPLICATIONS FOR THE PROGRAM.
UNFORTUNATELY, TO BE TRANSPARENT WITH YOU GUYS, THAT WAS DOWN.
WE DID SEE ABOUT A 400 KID LOSS IN TERMS OF THE INTEREST, BUT I THINK IT WAS A FUNCTION OF BEING FEARFUL OF FACE TO FACE INSTRUCTION.
I THINK JUST THE COMMUNICATION PART OF IT.
BUT NINETEEN HUNDRED IS ABOUT AVERAGE FOR THE PREVIOUS TWO YEARS.
SO IT WASN'T MAYBE WE JUST HAD A BUMP OF TWENTY FOUR HUNDRED THAT YEAR BEFORE.
SO WE'RE BRINGING IN ELEVEN HUNDRED AND TWENTY EIGHT STUDENTS TO FILL IN THE SEATS.
WHAT LIMITS THE PROGRAM THERE WHERE I CANNOT TAKE ALL 1915 THERE.
WELL ONE IS THE CAPACITY OF FULLY STAFFED.
I CAN HIT ABOUT SIXTEEN HUNDRED KIDS, MAYBE A LITTLE BIT LESS.
THE ATTENDANCE POLICY IS ONE THING WE DO LOOK INTO WHENEVER WE ARE ACCEPTING STUDENTS IS TO MAKE SURE THAT THEY HAVE GOOD ATTENDANCE AT THEIR HOME CAMPUS.
SO I CAN TRUST THAT THEY WILL MAKE IT TO THE GRCTC AND THEN PREREQUISITE COURSES.
LOTS OF STUDENTS APPLY AND THEY DON'T HAVE THE PREREQUISITE BACK AT THEIR HOME CAMPUS USING C.M.A.
AS AN EXAMPLE, YOU HAVE TO HAVE HEALTH, SCIENCE THEORY OR CLINICAL BEFORE YOU COME TO ME.
AND THEN WE KICK THE INFORMATION BACK TO THE HOME CAMPUS TO SAY, HEY, TAKE THIS AND THEN COME SEE US NEXT YEAR.
SO HOW ARE OUR PROGRAMS DOING AND I'M HIGHLIGHTING SOME OF OUR HIGH GROWTH ONES HERE, YOU CAN SEE WHY C.M.A IS THE ONE I KEEP TALKING ABOUT.
THEY HIT THE TWO HUNDRED MARK AND THIS IS A CLASS FOR ONLY SENIORS.
AND SO THIS CHART COULD GET A LITTLE CONFUSING AS YOU LOOK.
BUT I WANT TO BRING IT UP TO YOU SO THAT WAY YOU SEE IT.
I'M GOING TO CALL OUT ELECTRICAL TRADES, ELECTRICAL TRADES, IS A BUILDING TRADES CLASS THAT WE HAVE.
AND IF YOU LOOK AT THE FAR RIGHT, IT SAYS FORTY FOUR SEATS.
YOU'RE LIKE, WHOA, YOU'RE ONLY TAKING 44 KIDS.
BUT YOU HAVE TO CONSIDER THAT THAT'S A THREE YEAR PROGRAM.
SO THAT'S 44 NEW STUDENTS, BECAUSE I ALSO HAVE THEM AS JUNIORS AND SENIORS AS THEY GET READY TO GO TO WORK AND ENTER THE APPRENTICESHIP.
BUT I WANT TO CELEBRATE THE PROGRAMS THAT ARE HERE.
PROBABLY THE FASTEST GROWING IS VIDEO GAME PROGRAMING WITH E-SPORTS.
WE WENT FROM ONE SECTION TO THREE SECTIONS AND NOW I'M TURNING KIDS AWAY LIKE JUST THAT QUICK.
AND SO THAT'S ONE THAT WE DEFINITELY WILL BE EXPLORING IN THE FUTURE.
AND HOW DO WE EXPAND THAT AND WHAT OTHER PROGRAMS FALL OUT? ALSO, LAST TIME, ONE OF THE LAST TIMES I WAS HERE, WE TALKED ABOUT THE FIRE TRUCK.
[02:35:04]
YOU LOOK AT THAT TOP RIGHT CORNER.YOU NOTICE WHERE THAT IS? THAT'S ON CAMPUS.
YES, THE FIRE TRUCK IS ON CAMPUS AND WE'RE USING IT.
SO I JUST WANT TO GIVE A LITTLE SHOUT OUT THAT WE'VE FINALLY GOT IT.
OK, SO LET'S TALK ABOUT REAL NUTS AND BOLTS.
JUST PLAIN AND SIMPLE TO THE BOARD GOAL.
THE LAST ONE ABOUT CCMR AND GRADUATION RATES.
BUT LAST YEAR IN 2020 ONLY FOUR OF MY STUDENTS DID NOT WALK THE STAGE, SO WE HAD A 99 PERCENT GRADUATION RATE FOR THIS GRCTC.
ALSO WITH CCMR, THE DISTRICT GOAL IS 80 AND RIGHT NOW WE'RE ON TRACK AS OF LAST WEEK AT EIGHTY ONE PERCENT.
SO WE'RE SUPPORTING THE CAMPUS GOALS ON THAT AND ALSO YOUR BOARD GOALS.
BUT WHAT I'M VERY PROUD OF AND I WANT TO SAY IT AGAIN IS WE LOVE THAT WE SUPPORT THE SEVEN HIGH SCHOOLS.
THAT'S THERE'S NO MORE REWARDING THING THAN THAT AS A HOME CAMPUS TO BE ABLE TO BE AN EXTENSION OF THEIR HALLWAYS.
ESSENTIALLY, THEY SEND ME TO GET THE SPECIAL WORK DONE AND I SEND THEM BACK TO GET THE REST OF THEM DONE.
SO IT'S JUST REALLY REWARDING.
SO THE ONE I HAVE TO GIVE LOTS OF SHOUT OUT TO, SPECIFICALLY DR.
RUSSELL, WE HAD A LOT OF THINKING, TIME AND CONVERSATION ABOUT BRINGING THE KIDS BACK.
AND WE HIT A THRESHOLD IN JANUARY WHEN EVERYTHING WAS AT THE HEIGHT OF THE PANDEMIC.
AND WE WERE STARTING TO REALIZE, HEY, OUR INSTRUCTIONAL GAP IS GETTING AWAY FROM US AND WE ARE HANDS ON CURRICULUM.
AND SO WE WERE BOLD TOGETHER, HAD SUPPORT WITH MR. MERRILL, DR. CRUMP, MY TEACHERS, AND WE WENT FOR IT.
AND THAT'S PROBABLY THE HARDEST SET OF PHONE CALLS I DEALT WITH FOR ABOUT THREE WEEKS BECAUSE PEOPLE WERE SCARED.
BUT ONCE THE KIDS CAME BACK, THEY ENERGIZED KIDS, STARTED PASSING OTHER CLASSES AGAIN.
AND I CAN'T TELL YOU JUST TRANSPARENTLY THE CONVERSATIONS I HAD WITH PARENTS WHERE THEY SAID, I'M SCARED, WHAT DO I DO? I CAN'T SEND THEM.
AND I WOULD JUST BE CALM AND POLITE AND SAY, WELL, I'M REALLY WORRIED ABOUT THEIR EDUCATIONAL HEALTH, TOO.
THEY'RE ALSO FAILING HISTORY AND ENGLISH.
WE REALLY WANT THEM TO COME BACK TO A SCHOOL AND WE'D RATHER IT BE HERE WHERE IT'S SAFE.
AND THEY STARTED PASSING AND IT WAS AWESOME.
AND SO THAT TAKES Y'ALL'S SUPPORT, TOO.
AND SO JUST A COLLECTIVE THANK YOU.
AND ONE BIG SHOUT OUT THAT I WANT TO PUT OUT THERE IS JEREMY SMITH.
IF YOU DON'T KNOW HIM, HE'S A WIZARD WITH TRANSPORTATION.
AND WHAT THEY DECIDED TO DO WITH TRANSPORTATION IS TO HELP OUT VIRTUAL ONLY STUDENTS THAT WOULD COME TO ME.
SO LET'S SAY I'M A FIRE-FIGHTING STUDENT AND I'M VIRTUAL ONLY, BUT I STILL WANT TO COME FOR FIRE-FIGHTING.
TRANSPORTATION MADE THE CALL TO HELP A STUDENT OUT WITH TRANSPORTATION AT MIDDAY.
AND SO I WAS TAKING KIDS BACK TO SHUTTLE LOCATIONS AROUND LUNCHTIME.
SO THAT WAY THEY COULD CONTINUE THEIR VIRTUAL INSTRUCTION THE REST OF THE TIME.
SO JUST AS IT WAS A HUGE EFFORT AND IT WORKED.
ONE THAT I'M REALLY PROUD OF THAT'S FINALLY COMING TO LIGHT THIS YEAR, IT KIND OF FIZZLED LAST YEAR IS WHAT WE'RE DOING WITH THE FEDERATION FOR ADVANCED MANUFACTURING EDUCATION, PARTNER WITH THE GARLAND CHAMBER OF COMMERCE.
WE HAD ABOUT THIRTY TWO KIDS THAT WERE INTERESTED IN SIGNING UP TO TAKE ON A JOB AND GET TWO DAYS OFF A WEEK TO GO TO COLLEGE TO BECOME AN ADVANCED MAINTENANCE TECH.
AND WE HAD FIFTEEN INTERVIEW ON CAMPUS ON MAY 6TH.
AND SO WE HAD A SMALL JOB FAIR SAFELY IN THE LECTURE HALL AND ACTUALLY ON THURSDAY, THIS PARTNERSHIP IS DRIVING SO MUCH ENERGY THAT THE GARLAND CHAMBER IS GOING TO TAKE THOSE 15 KIDS THAT ARE COMPETING FOR THE 12 SPOTS AND THEY ARE GOING TO DO RESUME BUILDING AND INTERVIEW SKILLS DIRECTLY FROM WORKFORCE REPRESENTATIVES.
AND SO WE'RE INCREDIBLY EXCITED ABOUT THIS AND WE HOPE IT TURNS INTO SOMETHING BIGGER.
MOST PEOPLE THAT DO FAME IT COMES OUT OF KENTUCKY, BUT HERE IN TEXAS, THEY DO IT IN SAN ANTONIO.
USUALLY THEY BRING TWO HUNDRED PEOPLE INTO A ROOM AND TWO KIDS SIGN UP.
AND SO WE'VE INTEGRATED INTO WHAT WE DO.
AND IN ONE SCHOOL, WE HAD 15 THAT HAVE SIGNED UP.
AND SO I'M REALLY PROUD OF HOW WE'RE ALREADY TAKING THIS STEP IN THE RIGHT DIRECTION AND SUPPORTING THE MANUFACTURING NEED HERE IN GARLAND, TEXAS.
WE HAVE OVER 300 MANUFACTURERS HERE.
WE SHOULD BE THE PIPELINE AND WE'RE DOING IT.
ALSO, JUST TO PUSH THINKING, COVID POSES A SPECIAL PROBLEM FOR US.
[02:40:02]
LAST YEAR WITH CCMR, WE LITERALLY COULD NOT TEST IN ABOUT FIVE OF MY CLASSROOMS BECAUSE WE COULD NOT GET THE STUDENTS TO A TESTING SITE.THE MOST FAMOUS ONE, THE EASIEST TO UNDERSTAND IS THE CISCO TESTS.
YOU HAVE TO GO TO A PEARSON SITE, DO YOUR THUMBPRINT, TAKE A PHOTO GIVE YOUR FIRSTBORN, WHATEVER IT MAY BE, AND THEN YOU GO IN AND TAKE THE TEST.
WELL, SINCE WE COULDN'T DO THAT, MY STAFF CAME TOGETHER AND SAID, WHY DON'T WE BRING THE PEARSON LAB TO US? AND SO WITH THE HELP OF A ROUNDTABLE, ESPECIALLY LEGAL, WE TALKED A LOT ABOUT IT BECAUSE THERE'S A LOT OF THRESHOLD'S WITH IT THAT WE'D NEVER EXPERIENCED BEFORE.
AND SO WE'VE GONE LIVE WITH OUR OWN PEARSON SITE.
WE RUN THE SCHEDULE AND THEY CAN CISCO TEST WITH US.
AND THE ONES THAT WE'RE GOING TO PUSH ON TO THAT WE GOT TO GET BIGGER CLEARANCES FOR THE PHARMACY TECH TEST.
AND SO WE'VE GOT TO GET THAT DEVICE.
AND THEN EMT ALSO HAS ANOTHER THING WE'VE GOT TO DO, BUT WE'VE GOT IT STARTED.
KIDS TEST FOR THE FIRST TIME IN CISCO NEXT WEEK AT OUR PLACE AND ZERO FIELD TRIPS.
AND SO WE SOLVED A COVID SOLUTION AND THEN WE BROUGHT A LONG TERM SOLUTION WITH IT.
BUT EVERYBODY LISTED THERE IN THE SPECIAL THINGS TECHNOLOGY HAD TO DO ALL KINDS OF DIFFERENT THINGS WITH OUR COMPUTERS AND FIREWALLS.
AND PEARSON HAS TO BE ABLE TO WATCH THE COMPUTER ANY TIME IT'S ON THE TEST.
AND SO PERSISTENCE MATTERS AND THAT'S KIND OF WHAT WE'VE ALL LEARNED IN COVID.
OK, YOU GOT TO KNOW ABOUT THIS ONE, BECAUSE THEY WERE HERE AND YOU GAVE THEM EVIDENCE OF EXCELLENCE BACK IN THE FALL, OUR ENGINEERING CREW THAT GOT THE TEN THOUSAND DOLLAR GRANT FROM LEMELSON-MIT.
I JUST WANTED TO PUT UP HERE WHAT THE PROTOTYPES TURNED INTO.
IF YOU LOOK DEAD CENTER, THERE'S THE WOODEN ONE THAT MADE NBC FIVE AND TELEMUNDO.
IF YOU LOOK ON THE RIGHT, THAT IS A WELDED, 3D PRINTED, WELL DESIGNED MACHINE.
AND SO IF YOU WALK UP TO IT, YOU SEE THE LITTLE WOODEN CIRCLE IN THE MIDDLE.
THE 3D PRINTED PARTS WILL COME OUT, TAKE THE FIREFIGHTER BOOT, BRING IT IN, YOU SHUT IT, FIRE UP THE UV LIGHTS AND YOU ARE SANITIZING BOOTS.
AND THIS HAS BEEN AN AWESOME EXPERIENCE FOR THE KIDS.
THE PARTNERS AT MIT EXCUSE ME, THE PARTNERS AT MIT HAVE BEEN GIVING FEEDBACK TO STUDENTS VIRTUALLY AND DIRECTLY.
WE'VE HAD COMMUNITY EVENTS WHERE WE'VE GOTTEN MORE FEEDBACK.
BECAUSE OF THE PACING OF IT, AND I DON'T THINK THE KIDS ARE ACTUALLY GOING TO BE GOING TO BOSTON.
THE EUREKA FEST IS ALL VIRTUAL.
I THINK THIS IS GOING TO CONTINUE INTO NEXT YEAR AND GET TO SPREAD INTO MORE IDEAS AND MORE STUDENT GROWTH.
BUT I WANTED TO SHOW IT OFF SINCE WE DID EVIDENCE OF EXCELLENCE WITH YOU GUYS.
WE'VE BEEN DOING A LOT OF MARKETING TOO.
ONE THING ABOUT THE CENTER BEING OPEN FOR FOUR YEARS IS THERE WAS A LOT OF EXCITEMENT AND THEN THEY ALL GRADUATED.
AND SO NOW WE'RE LOOKING INTO HOW DO WE SPREAD THE WORD MORE? I PUSHED MY OWN THINKING AND TAKING THE SCHOOL COUNTS TO FACEBOOK AND INSTAGRAM.
INSTAGRAM IS SOMETHING I NEVER LOOKED AT, BUT IT USUALLY GETS MORE LIKES THAN ANYTHING I PUT ON TWITTER.
AND SO I'VE GOT TO PUSH THE CAMPUS OUTWARD.
WE'VE DONE A WEBSITE OVERHAUL WHERE WE PUT IT IN MORE KID FRIENDLY LANGUAGE.
IF YOU LOOK ON THAT LEFT HAND SIDE, IT JUST SAYS SIMPLE THINGS ABOUT EACH PROGRAM AND IT HAS A STUDENT FOCUSED VIDEO FOR EVERY PROGRAM.
AND SO I ENCOURAGE YOU TO CHECK THEM OUT.
I'LL LET YOU FIGURE OUT WHICH ONES.
SO THAT WAY IT'LL HAVE A LASTING IMPACT.
IT'S NOT ABOUT OUR TEACHERS OR ABOUT ME.
IT'S ABOUT WHAT KIDS GET OUT OF OUR PROGRAM.
AND SO THAT'S WHAT WE CHANGED OUR WEBSITE TO.
THE STUDENTS RIGHT NOW I'VE ACTUALLY ENCOURAGED SOME OF THEM TO WATCH TONIGHT BECAUSE THEY'RE WORKING ON A STUDENT DESIGN MARKETING PLAN THAT THEY'RE PRESENTING TO ME NEXT WEEK IN MARKETING, GRAPHICS AND BUSINESS.
AND SO I TOLD THEM, OK, CHALLENGE IS UP BECAUSE I GOT ASKED TO DO A PRESENTATION, TOO.
SO THAT WAY, YOU KNOW, YOUR COMPETITION.
AND SO IF YOU'RE WATCHING, HEY, WHAT'S UP? BUT ALSO, WE HAD TO PUSH THE BOUNDARIES IN TERMS OF WHAT WE DID FOR OPEN HOUSES AND THE FASHION SHOW.
WE DID THE FIRST OPEN HYBRID OPEN HOUSE IN THE DISTRICT.
AND THAT'S WHERE WE USED THESE VIDEOS AND QR CODES ALL OVER OUR BUILDING AND LAID OUT A PATHWAY FOR PARENTS TO COME IN OUR SCHOOL AND STILL INTERACT WITH OUR PROGRAMS WITHOUT ANY OTHER HUMANS THERE.
IT WAS REALLY INTERESTING, BUT WE HAD 400 PEOPLE SHOW UP SO THAT WORKED OUT AND WE KEPT IT SAFE AND WE KEPT OUR OUR TEACHERS SAFE.
AND THEN WE HAD OUR FASHION SHOW BACK IN MAY, WHICH WAS MORE TRADITIONAL AND IT WAS AWESOME.
AND CHECK IT OUT ON YOUTUBE IF YOU GET A CHANCE.
THEY DIDN'T MAKE ANYTHING SIZED FOR A SIX SEVEN MALE, THOUGH.
[02:45:05]
SO LOOKING AHEAD, WHAT ARE WE WORKING ON, ONE PLACE THAT I HAVE A SUCCESS AND SOMETHING I'M NOT TOO PROUD OF, BUT IT'S JUST REAL TALK.WE HAVE A REALLY SUCCESSFUL COURSE WITH OUR OUTDOOR POWER PROGRAM, OTHERWISE KNOWN AS OUR MOTORCYCLE CLASS.
AND THEY DO A GREAT JOB, BUT ONE THAT WE'VE HAD TO CLOSE BECAUSE OF INTEREST IS OUR LOGISTICS PROGRAM.
AS WE HEAD INTO THE NEXT YEAR.
THE I DON'T KNOW IF IT'S THE COMMUNICATION OR THE UNDERSTANDING OF IT.
AND LOGISTICS IS SO BROAD THAT HAVING A KID GRAB ON TO IT WAS PRETTY TOUGH AND WE ONLY HAD FIVE STUDENTS SIGN UP FOR IT.
AND SO IN HONOR OF WHAT WE'RE WORKING ON IN THE DISTRICT, WE DECIDED TO COLLAPSE IT FOR THE YEAR.
AND BUT WITH THE PLAN TO GROW IT BACK TO A BIGGER IDEA AND I KNOW THE GRCTC WAS BUILT TO THINK ABOUT THE BUILDING IN PHASES.
AND WHENEVER WE MOVE ON TO TALKING ABOUT NEW PROGRAMS, LOGISTICS WOULD FIT IN WITH OTHER TRANSPORTATION THINGS IF IT HAD THE RIGHT ENVIRONMENT AROUND IT.
THE ONE THING I'VE LEARNED AS PRINCIPAL OF THE GRCTC IS ENVIRONMENT MATTERS.
WHEN YOU CHANGE THE ENVIRONMENT, YOU CAN CHANGE A KID'S THINKING FROM DOOR TO DOOR.
AND IF WE PURSUE COURSES LIKE AVIATION, DIESEL MECHANIC AND LOGISTICS AS KIND OF A PACKAGE TRANSPORTATION DEAL, THEN WE CAN DRUM UP MORE INTEREST AND REALLY FOCUS IT INTO THE PRINCIPLES CLASSES IN EIGHTH AND NINTH GRADE.
SO THAT WAY THEY HAVE A BROAD UNDERSTANDING OF TRANSPORTATION IN GENERAL.
I PUT THE MAP THERE ON THE RIGHT HAND SIDE BECAUSE WHAT DRIVES THIS NEED IS WE'RE SIMPLY THE DRY DOCK OF THE UNITED STATES.
WE HAVE ALL THE INTERSTATES, TWO MAJOR AIRPORTS, MAJOR RAILWAYS, ALL COMING THROUGH THE METROPLEX, WHICH MEANS FOR OUR KIDS JOBS.
AND SO IF WE AS WE PURSUE NEW THINGS AT THE GRCTC, WE'RE GOING TO BE ACTIVELY LOOKING IN THESE REALMS BECAUSE THEY CAN GET JOBS STRAIGHT OUT OF HIGH SCHOOL.
AND THEN YOU SEE THE RANGES THAT I PULLED FROM TEAS PROGRAMS OF STUDY.
AND SO THOSE ARE GOOD PAYING JOBS WHERE YOU CAN SUPPORT A FAMILY.
THE ONE HUNDRED AND THIRTEEN THOUSAND DOLLAR ONE.
IF THAT DRAWS YOUR EYE, THAT'S A SUPPLY CHAIN MANAGER.
OK, WHAT ARE WE LOOKING ON BEFORE OR BEYOND ONE I JUST WANT TO PLAY REAL FAST.
I'VE GOT 18 SECONDS OF HOPEFULLY THE SOUND WORKS.
SO I JUST WANTED TO PLAY IT REAL FAST.
[INAUDIBLE] WANT TO WALK IN AND SHOW THIS OFF.
THAT'S TODAY, ACTUALLY, THEY JUST GOT IT RUNNING AND IT'S GOING TO GO TO A SHOW AT THE NEW BLACK AND GOLD HARLEY-DAVIDSON.
AND IT IS MY HONOR TO WELCOME YOU TO NEILAN STADIUM, WHERE THIS IS.
I KNEW MATT ALWAYS HAD MY BACK.
SO LOOKING BEYOND TRULY, WE'RE A CAMPUS THAT BELIEVES NO KIDS SHOULD LEAVE EMPTY HANDED.
WE'LL NEVER REST UNTIL CCMR HITS ONE HUNDRED PERCENT.
IF YOU COME TO THE CENTER, YOU SHOULD LEAVE WITH SOMETHING.
WE WORK REALLY HARD TOWARDS IT.
REENERGIZING OUR PARTNERSHIPS IS GOING TO BE A HUGE MOVE IN 2021 22 BECAUSE WITH COVID AN THE RESTRICTIONS, WE JUST HAVEN'T BEEN ABLE TO HAVE THE RICH CONVERSATIONS THAT WE NORMALLY DO.
EXPANDING OUR MARKETING PLAN TO GET THE WORD OUT, GETTING INTERNSHIPS AND EMPLOYMENT.
LIKE ONE EXAMPLE THERE IS IT TOOK US A WHILE TO GET KIDS INTO VET CLINICS AND DENTIST CLINICS AFTER COVID AND THAT IF YOU KNOW ANYTHING ABOUT THE VETERINARY CERTIFICATE, THEY HAVE TO HAVE 300 HOURS OF CLINICAL TIME TO GET THE CERT.
WELL, IF THEY CAN'T GET INTO THE CLINIC, WHAT DO WE DO? AND SO WE'VE GOTTA RE-CULTURE, WHAT WE DO IN OUR AREA.
AND THEN ONE I'M REALLY PROUD ABOUT, IT'S CAUSED A LOT OF CONVERSATION WITH MY STAFF.
AS WE'VE DONE OUR SUMMATIVE CONFERENCE.
WE'VE GOT TO HAVE SOME CONVERSATIONS WITH MR. SELDERS, MR. MILLER AND SOME OF OUR LOCAL PARTNERS AND TALKED ABOUT GROWING OUR OWN ENTREPRENEURS AS A WAY TO SOLVE THE OPPORTUNITY GAP.
AND WHAT DO WE DO TO LIGHT THAT FIRE INTO KIDS SO THAT WAY THEY CAN GO INTO A FIELD, THEY CAN LEARN ABOUT IT.
AND THEN ALL OF A SUDDEN IN 10 YEARS LATER, THEY'LL GO, OH, I CAN DO THIS MYSELF AND MAYBE I'LL DO THIS RIGHT HERE IN GARLAND, USA.
AND SO THAT'S A VERY LONG TERM VISIONARY PLAN.
BUT THE WAY WE'RE SCALING IT TO THE CAMPUS IS TO START REALLY USING OUR PARTNERS.
WE HAVE A LOT OF GUEST SPEAKERS THAT COME IN.
[02:50:02]
THEY LOVE TALKING TO OUR KIDS.BUT THEN WHAT DO WE DO TO GET THE KIDS TO MAKE A PLAN AND THEN HAVE OUR GUEST SPEAKERS RETURN AND GIVE THEM UNSOLICITED REAL TALK FEEDBACK, BOTH GOOD AND BAD, CELEBRATE THEM AND SHOW THEM WHAT'S WRONG WITH IT.
SO THAT WAY, IF THAT SPARK GETS TO BEING LIT, MAYBE THEY CAN DO SOMETHING BIGGER AND THEN MAYBE THEY CAN COMPETE AGAINST EACH OTHER WITH THESE BUSINESS PLANS.
AND IN OUR MEETINGS, WE ALREADY HAD SOME PEOPLE SAY, HEY, I'LL GIVE YOU A THOUSAND BUCKS AND THEY CAN GO DO SOMETHING WITH IT.
SO WE'RE REALLY EXCITED TO GET IT GOING.
IT'LL BE SOMETHING THAT'S ON THE FOREFRONT IN AT THE START OF THE YEAR.
BUT IT'S BEEN GOOD CONVERSATION, TOO.
SO I THINK THE TWO BOARD MEMBERS THAT HELPED ME OUT THERE.
BY THE WAY, THAT'S WHAT BUS DUTY LOOKS LIKE FOR ME IN THE MORNING.
OK, QUESTIONS, ANYTHING YOU WANT.
ANYTHING ELSE YOU WANT ME TO BRING UP ABOUT THE GILBREATH-REED CAREER AND TECHNICAL CENTER.
TO WALK THOSE HALLS, AND HOW GREAT IT IS TO HAVE KIDS THERE.
I WILL SAY THAT COLEMAN YOU TOUCHED ON SOMETHING I'VE ALWAYS FELT ONCE YOU GIVE A KID A PATH, IT OPENS THE DOOR TO MUCH SUCCESS AND A LOT OF DIFFERENT THINGS.
LIKE YOU SAID, YOU FINALLY GOT THEM BACK IN THE CLASS.
AND NOT ONLY DID THEY DO ENGAGE IN THEIR BUILDING ROBOTS, BUT THEY'RE ALSO THEIR MATH GRADE WENT UP AND THEIR ENGLISH GRADE ARE UP BECAUSE ALL OF SUDDEN THEY HAD A PURPOSE.
AND I THINK THE MORE WE CONNECT WITH KIDS ON THAT, THE BETTER OFF WE ARE.
SO I TALK ABOUT YOUR HOW THE KIDS ENGAGE AND THE MAGIC THAT GOES ON.
SO CONGRATULATIONS TO BOTH OF Y'ALL FOR LEADING THAT EFFORT.
BOARD, DO YOU HAVE ANY QUESTIONS? CAN I MAKE ONE COMMENT ON THAT, THOUGH? YES SIR.
IT TAKES YOU ALL'S VISION TO DO THAT, ESPECIALLY FOR TO MAKE IT WHERE ANY KID CAN GO TO IT.
THERE'S A LOT OF MODELS OUT THERE THAT HAVE RESTRICTIONS ON IT.
BUT THE GRCTC IS HAVE YOU TAKEN A CLASS THAT SAID YOU WANT IT AND YOU COME TO SCHOOL AND THAT TAKES VISION ON YOU ALL'S PART? AND THEN I WAS FORTUNATE TO FOLLOW A GREAT LEADER THAT HAD IT ALL SET UP.
AND I JUST HAPPENED TO BE A FUN GUY.
SO YOU'RE ALMOST FOR NEXT YEAR AT FULL CAPACITY, RIGHT? YES, SIR.
I'M TRYING TO REMEMBER WHO THE BUILDING THE BUILDING.
WAS IT 400 MORNING 400 IN THE AFTERNOON ? THOSE ARE THE NUMBERS, RIGHT? YES, SIR.
AND SO AND WE'VE TALKED DIRECTLY, INDIRECTLY ABOUT POTENTIALLY ADDING ON ANOTHER WING BECAUSE THE BUILDING WAS ACTUALLY BUILT WITH THAT CAPACITY TO ADD ANOTHER 40,000 SQUARE FEET, WHATEVER DIRECTION THAT IS GOING.
WELL, REALLY, ON ONE SIDE GOING THAT WAY, I GUESS ON THE SOUTH SIDE.
THE AIR CONDITIONING, ALL THE VENTS AND EVERYTHING WERE PREPARED OR PREPPED TO BE CONTINUED ON AND THE LANDS THERE.
SO AT THIS POINT YOU HAVE POTENTIAL NEW COURSES THAT YOU REFERENCED.
IS THAT THE THOUGHT THAT TO GROW IT MORE BECAUSE YOU'RE AT FULL CAPACITY, WE NEED TO EXPAND THE BUILDING.
FOR THOSE PROGRAMS SPECIFICALLY? I WOULD SAY YES, BECAUSE AVIATION NEEDS A UNIQUE LABORATORY.
DIESEL MECHANIC NEEDS ANOTHER GARAGE, AND THOSE ARE ALL PACKED CURRENTLY WITH MY FOUR PROGRAMS WITH THE GARAGES.
AVIATION COULD START WITH A GOOD SPACE.
BUT JUST TO GO WITH THE THEME OF THE BUILDING, WHAT I SAID EARLIER ABOUT CHANGE THE ENVIRONMENT, CHANGE THE WORLD, IF YOU BUILD THE RIGHT ENVIRONMENT AROUND IT AND I'LL USE LOGISTICS AS AN EXAMPLE, LOGISTICS WASN'T NECESSARILY PUT IN A ROOM THAT WAS BUILT FOR THE LOGISTICS.
BUT I THINK YOU DRUM UP A FEW MORE KIDS AND THEY'RE INTERESTED IN IT IF IT'S TRULY A DOCK WITH A DRIVABLE FORKLIFT OR SOMETHING ALONG THOSE LINES.
SO THAT'S KIND OF A LONG ANSWER TO SAY YES.
IN SHORT, WE HAVE SOME COMPUTER LABS THAT WE COULD BRING SOME OTHER PROGRAMS OVER AS WE KEEP DOING PROGRAM ANALYSIS YEAR BY YEAR.
BUT THERE'S NOT VERY MANY LIKE MY DENTAL LAB IS ACTIVE ON B DAYS, BUT SHE'S A PART
[02:55:01]
TIME TEACHER, SO IT'S A DAY.SO THE HOPE WOULD BE THAT I GROW HER INTO A FULL TIME UNIT AS KIDS KEEP GETTING INTERESTED.
I HAVE A HALF TIME ARCHITECTURE TEACHER THAT I HOPE TO KEEP GROWING.
BUT FOR THOSE ONES I BROUGHT UP, IT WOULD BE ABOUT THE SPACE.
OK, I'VE LOST TRACK OF THE TIME AND HOW MANY ITEMS WE'VE ACHIEVED, BUT THE NEXT ONE THAT I SHOW IS INSTRUCTIONAL MATERIALS ALLOTMENT AND I THINK DR.
MELISSA HILL WILL MAKE HER FOURTH APPEARANCE FOURTH AND FINAL.
I DO ENJOY GETTING TO TALK ABOUT THE GREAT THINGS IN GARLAND ISD WITH YOU ALL LATE INTO THE NIGHT.
THIS WILL BE VERY BRIEF BECAUSE I DO NOT ACTUALLY HAVE A PRESENTATION FOR YOU TODAY.
THIS IS AN ANNUAL CERTIFICATION.
TEA REQUIRES THAT THE SCHOOL BOARD CERTIFY AND OUR SUPERINTENDENT CERTIFY THAT WHAT WE PURCHASED WITH OUR INSTRUCTIONAL MATERIALS ALLOTMENT, WHAT WE COLLOQUIALLY CALL OUR TEXTBOOK FUND, 100 PERCENT ALIGNS TO OUR STATE STANDARDS TO THE TEKS.
SO WHAT YOU HAVE IN YOUR BOARD PACKET IS AN OVERVIEW OF OUR ADOPTED OUR CURRENT ADOPTED PURCHASES THAT HAVE BEEN FUNDED THROUGH OUR IMA FUNDS.
IT WOULD INCLUDE ALSO RECENTLY PROCLAMATION 2021, OUR PRE K ADOPTION THAT WE WILL BE IMPLEMENTING THIS UPCOMING SCHOOL YEAR.
SO IT'S GENERALLY VERY STRAIGHTFORWARD, BUT I'M HAPPY TO ENTERTAIN ANY QUESTIONS YOU MIGHT HAVE ABOUT THIS CERTIFICATION.
THANK YOU FOR WAITING LATE, OF COURSE.
OK, I THINK WE'RE DOWN TO OUR FINAL ITEM.
THIS IS A AGENDA ITEM PUT ON BY MR.
[VI. Agenda Items for Consideration at May 25, 2021 Board Meeting]
SELDERS TO CONSIDER APPROVAL OF A RESOLUTION TO BUILD A COALITION WITH THE CITY OF SACHSE, THE CITY OF GARLAND AND THE CITY OF ROWLETT.WELL, LOOKS DIFFERENT FROM THIS ANGLE.
ARE YOU NERVOUS? NO, NOT AT ALL.
YOU GUYS HAVE IN YOUR FOLDERS A MARKED UP VERSION OF A RESOLUTION TO BUILD A COALITION WITH THE TRI-CITIES THAT I'D LIKE FOR US TO CONSIDER APPROVING ON OUR MAY 25TH BOARD MEETING.
JUST FOR CLARITY, THIS IS NOT THE SAME AS THE ECONOMIC STEERING COMMITTEE.
SO I JUST WANT TO MAKE SURE THAT THAT'S CLEAR RIGHT OUT OF THE GATE.
AND IT COMES DIRECTLY FROM OUR DISTRICT'S WEBSITE, EDUCATING FIFTY FIVE THOUSAND STUDENTS ACROSS 72 CAMPUSES.
FIFTY SIX CAMPUSES IN GARLAND, 12 IN ROWLETT, FOUR IN SACHSE GARLAND ISD RANKS AS THE SECOND LARGEST DISTRICT IN DALLAS COUNTY, FIFTH LARGEST IN DALLAS, FORT WORTH, FIFTEENTH LARGEST IN TEXAS AND AMONG THE 75 LARGEST IN AMERICA.
WITH A RICH 100 YEAR TRADITION OF EXCELLENCE, GISD BOASTS A DIVERSE POPULATION THAT SPEAKS MORE THAN 100 LANGUAGES AS WELL AS TECHNOLOGY DRIVEN CAMPUSES, MAGNET PROGRAMS AND APPROXIMATELY TWO HUNDRED CAREER AND TECHNICAL EDUCATION COURSES.
AND THIS IS THE ONE SENTENCE THAT IN THAT PARAGRAPH THAT WAS A CENTRAL THOUGHT FOR THIS RESOLUTION.
OUR DIVERSE FAMILY OF THREE CITIES SHARES A VISION THAT SERVES TO PROVIDE AN EXCEPTIONAL EDUCATION TO ALL STUDENTS.
NOW, WHEN SCHOOL BOARDS AND CITY COUNCILS DON'T WORK TOGETHER, STUDENTS AND THE POSITIVE OUTCOMES WE PLAN FOR, WORK FOR AND HOPE FOR THEM CAN SUFFER.
SCHOOL DISTRICTS WHERE THE SCHOOL BOARD AND THE CITY COUNCIL WORK TOGETHER REGULARLY CAN STRENGTHEN THE DISTRICT COMMUNITY CONNECTION WITH A SHARED VISION THAT IS MUTUALLY BENEFICIAL.
SO ONE OF THE THINGS I RECOGNIZE FROM SEVERAL CONVERSATIONS AND MEETINGS WITH VARIOUS COMMUNITY MEMBERS IS JUST HOW UNIQUE OUR CITIES, HOW UNIQUE THEY ARE.
GARLAND IS VERY DIFFERENT FROM ROWLETT.
ROWLETT IS VERY DIFFERENT FROM SACHSE AND SACHSE IS VERY DIFFERENT FROM GARLAND.
AND IF YOU ASK ANY RESIDENT OF ANY OF THESE CITIES, THEY'LL TELL YOU EXACTLY THE SAME AND IT'LL BE EMPHATICALLY WE'RE NOT THAT RIGHT.
SO I ASKED, ALSO, DURING THOSE CONVERSATIONS, WHILE BECOMING INCREASINGLY AWARE OF THOSE UNIQUE DIFFERENCES, I SAW AN OPPORTUNITY FOR THE DISTRICT TO IMPROVE ITS COMMUNICATION WITH EACH CITY IN A MORE MEANINGFUL AND MORE STRUCTURED WAY BY CREATING A COALITION OF DISTRICT AND CITY LEADERS.
SO I'VE CAPTURED WHAT I THINK ARE IMPORTANT ELEMENTS OF WHAT THIS CORRELATION CAN LOOK LIKE AND WANTED TO HAVE A DISCUSSION WITH YOU ALL TO ONE, FIND OUT IF YOU FEEL
[03:00:01]
SIMILARLY TWO GET YOUR QUESTIONS, INPUT AND FEEDBACK, AND THREE, MAKE ANY ADJUSTMENTS THAT CREATES AN EFFECTIVE PATH FORWARD SO THAT WE CAN CONSIDER THIS FOR APPROVAL AT OUR MAY 25TH BOARD MEETING.AND THEN BEGIN TAKING ACTION TO WORK TOGETHER TO ULTIMATELY IMPROVE OUR SCHOOL DISTRICT.
SO I'LL GIVE YOU GUYS AN OPPORTUNITY TO KIND OF READ THROUGH IT.
I'M NOT GOING TO READ IT BECAUSE THAT'LL TAKE TOO LONG.
I KNOW WE HAVE SOME TIRED EYES HERE, BUT I WANTED TO AT LEAST INITIATE THE CONVERSATION BECAUSE I THINK THAT THERE'S AN OPPORTUNITY FOR US TO BE ABLE TO INCREASE THAT LEVEL OF COMMUNICATION WITH OUR CITY'S.
YES, I AM VERY GLAD TO SEE THIS.
WE TALK ABOUT IT IN SEVERAL DIFFERENT WAYS.
I THINK THE CITIES THAT ARE DOING EXTREMELY WELL, EVEN IN COVID AND DURING THIS TIME THEY HAVE A COLLABORATION WITH RESPONSIBILITIES BETWEEN THE CITY AND THE SCHOOL DISTRICT.
MANY SCHOOL DISTRICTS AND CITIES MEET ON A REGULAR BASIS, ESPECIALLY WHEN THERE IS CONSTRUCTION AND BUILDING GOING ON.
ONE I DON'T KNOW IF YOU ALL REMEMBER, BUT THE ROUNDABOUTS WERE A BIG THING THAT WERE BEING INSTALLED IN THE CITY OF GARLAND AND WE HAD ONE THAT GOT INSTALLED AND THE FIRST DAY OF SCHOOL IT WAS A NIGHTMARE AND WE HAD NEVER BASICALLY TALKED ABOUT IT.
BUT MY POINT IS THERE WAS NO COMMUNICATION.
AND FOR YEARS I HAVE TALKED WITH OTHER SCHOOL BOARD MEMBERS WHO BEFORE THEY OPEN SCHOOL FOR THE NEXT YEAR OR WHATEVER, THERE'S COLLABORATION, IT'S LIKE KNOWLEDGE OF WHAT'S GOING ON AND IT'S A TWO WAY STREET AND IT TOOK US A WHILE TO GET THAT PARTICULAR STREET.
I THINK IT TOOK A WHILE BECAUSE IT WAS ALREADY INSTALLED AND PEOPLE LIVING IN THE COMMUNITY AS THEY WATCHED IT BEING INSTALLED.
I JUST WONDER IF WE HAD HAD SOMETHING LIKE THIS, THERE WOULD HAVE BEEN A PLACE FOR SOME QUESTIONS TO BE ANSWERED AND THEN WE COULD HAVE BASICALLY HAD A CONVERSATION.
I THINK THE OTHER CONFLICT THAT WE HAVE, OUR CONFUSING POINT IS THAT WE HAVE PARTICIPATED IN CHAMBERS AND ARE SHOWING UP BEFORE COVID AT THE CHAMBER MEETINGS ON A MONTHLY BASIS.
AND SO PEOPLE THINK THE CHAMBER IS THE CITY AND THE CHAMBERS ARE THE CHAMBERS.
AND THEN THE OTHER ONE WE HAVE IS THE GARLAND ECONOMIC DEVELOPMENT PARTNERSHIP, WHICH LOOKS LIKE IT KEEPS CHANGING BASICALLY ITS DIRECTION, BUT IT'S STILL NOT THE CITY.
SO WE HAVE OTHER THINGS THAT ARE IN PLACE.
SO I AM EXCITED TO SEE US WORK TOWARDS SOMETHING AND COME UP WITH MOU'S FOR EACH OF BASICALLY THE CITY WITH THE ECONOMIC DEVELOPMENTS OF THE THREE CITIES, WE FINALLY DEVELOPED THE MOU'S AND WE'RE GIVEN DOLLARS.
THIS IS NOT NECESSARILY ABOUT MONEY, IT'S ABOUT KNOWLEDGE AND WORKING TOGETHER AND BUILDING RELATIONSHIPS.
TO THAT POINT, MS. GRIFFIN, ONE OF THE THINGS THAT I HEARD A LOT AND WHEN WE TALKED ABOUT THE PRESENTATION AND LEARNING ACCELERATION TODAY AND HOW WE WERE GOING TO BE ADDRESSING THE INDIVIDUAL NEEDS OF OUR STUDENTS, I THINK THAT THIS GIVES US AN OPPORTUNITY TO ALSO ADDRESS THE INDIVIDUAL NEEDS OF OUR CITIES AND THE SCHOOLS THAT WE HAVE IN THOSE CITIES BY GETTING FEEDBACK FROM THE LEADERS WHO UNDERSTAND WHAT'S GOING ON THERE.
AND I THINK WE CAN ACT A LOT MORE QUICKLY AND MORE RESPONSIBLY TO THOSE NEEDS.
WELL, FIRST, IT'S A LONG TIME COMING HAVING SOMETHING LIKE THIS, SO THIS IS A GOOD IDEA.
I GUESS ONE OF MY QUESTIONS IS THERE'S A LOT OF ADDITIONS BETWEEN WHAT WAS IN THE BOARD BOOK AND WHAT WAS DISTRIBUTED TODAY.
IS THIS BASED UPON DISCUSSIONS WE'VE HAD WITH THESE CITY SPECIFIC
[03:05:03]
PARTNERS, OR IS THIS KIND OF JUST A FRAMEWORK WE THINK WOULD WORK WELL.THE INITIAL IDEA WAS JUST TO KIND OF PUT A SKELETON IN PLACE.
AND SO JUST TO BE COMPLETELY TRANSPARENT, I HAD TO TRAVEL THIS PAST WEEK AND I DIDN'T HAVE ACCESS TO MY EMAIL.
AND THEN THE DRAFT THAT HAD GOTTEN SENT OUT, I DIDN'T GET A CHANCE TO LOOK AT IT.
SO WHEN I HAD A CHANCE TO LOOK AT IT, THESE WERE SOME OF THE THINGS THAT I HAD SORT OF ENVISIONED GOING FORWARD.
AND SO I WANTED TO GET THOSE CHANGES IN FRONT OF YOU GUYS SO THAT YOU CAN HAVE A LOOK AT THIS.
AND THEN WE COULD BASE OUR DISCUSSION OFF OF THE CHANGES THAT YOU HAVE IN FRONT OF YOU NOW.
I THINK SOME TYPE OF COALITION LIKE THIS IS ESPECIALLY IMPORTANT FOR OUR DISTRICT MORE THAN MOST.
NOT ONLY DO WE SERVE MULTIPLE CITIES, THERE ARE LOTS OF DISTRICTS THAT SERVE MULTIPLE CITIES.
NOT ONE OF OUR CITIES IS COMPLETELY IN OUR DISTRICT.
ABOUT 40 PERCENT OF SACHSE IS IN A DIFFERENT DISTRICT.
ABOUT 25, 30 PERCENT OF ROWLETT IS IN A DIFFERENT DISTRICT.
RIGHT, LARRY? AND ABOUT 15 PERCENT OF GARLAND LIES IN ANOTHER CITY, TOO.
SO WHEN YOU DEAL WITH THESE MUNICIPAL LEADERS, SOMETIMES THEY'RE JUST LIKE, WELL, I MEAN, WHY SHOULD I HELP YOU? I'VE GOT THESE OTHER DISTRICTS I HAVE TO WORRY ABOUT, TOO.
BUT IF WE HAVE, LIKE, THE FOCUS ON YOU'RE PART OF A COALITION, THEN OUR KIDS ARE ALWAYS GOING TO BE AT THE FOREFRONT.
THEY'RE ALWAYS GOING TO BE IMPORTANT IN THE MINDS OF CITY HALLS AND ALL THREE OF THEM, BECAUSE IT'S REALLY EASY FOR THESE GUYS TO JUST SAY, HEY, I CAN'T START DEALING WITH THREE SCHOOL DISTRICTS.
BUT IF THEY GET INTO A PARTNERSHIP, THEN IT'S NO LONGER AN OPTION FOR THEM NOW.
NOW THEY'RE ENGAGED AND WE GET THE BUY-IN THAT WE NEED.
YEAH JUST REAL QUICK, JUST TO MAKE SURE THERE'S NOT OVERLAP, BECAUSE I KNOW THERE'S THE ECONOMIC DEVELOPMENT STEERING COMMITTEE THAT INVOLVES JUST GARLAND AND THE CITY AND THE CHAMBER AND THE DISTRICT.
SO I JUST THINK SOMEHOW WHENEVER WE GET TO THE POINT WHERE THERE'S MOU'S AND PEOPLE BUY IN, WE JUST NEED TO MAKE SURE THAT WE'RE HAVING A FOCUS FOR THE GROUP, THE DON'T LOSE FOCUS KIND OF THING.
AND I'VE ALSO EXPERIENCED IN DIFFERENT GROUPS LIKE THIS, AS PEOPLE ROTATE THROUGH DIFFERENT PERSONALITIES IN THE GROUP, STARTS TAKING ON ALL KINDS OF DIFFERENT THINGS AND GOES DIFFERENT DIRECTIONS.
SO I WOULD JUST SAY WITHIN THE BYLAWS OR WHATEVER, THIS IS GOING TO BE THE GUIDING DOCUMENT JUST NEED TO BE PRETTY INTENTIONAL ABOUT WHAT THIS GROUP IS SUPPOSED TO DO.
AND THAT'S SOMETHING THAT WE CAN ESTABLISH, YOU KNOW, AS WE'RE GOING THROUGH AND FINALIZING THE DOCUMENT.
WHAT I'D LIKE TO ALSO DO, BECAUSE I HAD CONVERSATIONS WITH EACH OF THE MAYORS IN EACH OF THE CITIES, AND THEY LIKE THE IDEA.
THEY WERE DEFINITELY ON BOARD.
AND SO I WOULD LIKE TO HAVE A DRAFT OF WHAT WE DISCUSS THIS EVENING SHARED WITH THEM SO THAT THEY CAN SHARE IT WITH THEIR CITY COUNCIL AND HAVE THEIR DISCUSSION.
AND THEN WE SORT OF GET TOGETHER AND TALK AND INCLUDE THAT INPUT, BECAUSE I THINK IT SHOULD BE A COLLABORATIVE EXPERIENCE AND SO THAT EVERYBODY'S ON THE SAME PAGE.
SO LIKE I 100 PERCENT AGREE WITH YOU THAT, YOU KNOW, REGARDLESS OF ANY CHANGES THAT ARE MADE GOING FORWARD AND IF THAT HAPPENS, THAT THE PRINCIPLE DOCUMENT IS STILL IN PLACE AND THAT GUIDES AND GOVERNS THE DISCUSSIONS THAT HAPPEN WITH THIS COALITION.
DO YOU ENVISION IT BEING HOSTED BY THE DISTRICT? YES, ABSOLUTELY.
I THINK THAT IT'S IMPORTANT FOR US TO INITIATE IT BECAUSE IT'S, YOU KNOW, SOMETHING THAT WE ARE SEEKING INPUT AND FEEDBACK FROM OUR CITIES, NOT THE OTHER WAY AROUND.
ANY OTHER QUESTIONS? I'D JUST LIKE TO MAKE A COMMENT PIGGYBACK ON WHAT MR. MILLER SAID IS AND YOU AND I HAVE BEEN AROUND FOR A MINUTE AND JOHNNY'S BEEN AROUND FOR A MINUTE.
AND WHEN GROUPS FORM AND THEY ARE NO MOU'S AND THERE ARE NO BYLAWS, ARE THERE NOTHING, THEN YOU'RE RIGHT.
ANYONE CAN STEP FORTH AND THINK THEY KNOW WHAT THE OBJECTIVE IS.
AND THEN WHEN YOU LOOK AROUND, WHICH MAY BE TOO LATE, IT'S TOTALLY CHANGED.
SO I LIKE THE FACT THAT THIS IS WHAT WE ARE ASKING FOR AND THAT IT'S GOING TO BE RUN BY THE DISTRICT.
SO I JUST KNOW I'VE BEEN AROUND LONG ENOUGH TO SEE JUST EXACTLY WHAT YOU SAID.
COOL IF THERE ARE NO QUESTIONS, JUST GIVE THIS A GLANCE AND REVIEW IT, AND IF YOU HAVE ANY QUESTIONS OR ANY FEEDBACK OR THINGS THAT YOU FEEL WE NEED TO ADD AS A BOARD BEFORE WE SHARE THIS WITH THE MAYORS OF GARLAND, ROWLETT AND
[03:10:02]
SACHSE, LET ME KNOW.YOU CAN, I GUESS, SEND IT DIRECTLY TO ME AND COPY MS. HOGAN, AND WE'LL JUST MOVE FORWARD WITH THAT.
YOU WANT THEM TO COPY YOU TOO, RIGHT? OK, ALSO COPY.
I'M TRYING TO GET A SENSE OF WHAT WE'RE TRYING TO ACCOMPLISH.
I'VE BEEN INVOLVED WITH ROWLETT GOVERNMENT NOW FOR OVER 30 YEARS IN DIFFERENT CAPACITIES AND I WONDER WHAT THE IDEA IS, WE'RE TRYING TO GET THE THREE CITIES, I GUESS, TOGETHER AT ONE TIME, RIGHT? YES.
TO WHAT END? IS THAT THE QUESTION.
SO ONE OF THE THINGS IS, AS I WAS HAVING CONVERSATIONS WITH VARIOUS PEOPLE, GETTING FEEDBACK ABOUT WHAT EACH CITY NEEDS IS NOT SOMETHING THAT WE'VE NECESSARILY ENTERTAINED, TO MY KNOWLEDGE, RIGHT AS A BODY.
AND I THINK THAT IT'S IMPORTANT THAT WHEN WE'RE TALKING ABOUT SERVING STUDENTS IN THOSE COMMUNITIES, IN THE SCHOOLS THAT ARE IN THOSE COMMUNITIES, IT'S IMPORTANT FOR US TO KNOW SPECIFICALLY WHAT THEY NEED.
AND IF WE DON'T HAVE THAT INFORMATION AND HOW WE COMMUNICATE THAT IF WE'RE JUST KIND OF BROADCASTING INFORMATION AND JUST EXPECTING IT TO LAND THE WAY THAT WE WANT IT TO LAND, THAT MIGHT NOT NECESSARILY BE THE CASE.
BUT IF WE HEAR FROM THOSE CITY LEADERS ABOUT WHAT IT IS THAT THEY NEED, THEN MAYBE WE CAN ADDRESS THOSE SPECIFIC ISSUES AND ITEMS THAT THEY HAVE IN A MORE DIRECT WAY.
SO THAT WAS THE IMPRESSION THAT I GOT AS I WAS HAVING THOSE CONVERSATIONS.
AND THAT IS TO THE END TO BUILD THAT COLLABORATIVE EXPERIENCE AND THOSE OPEN LINES OF COMMUNICATION.
I GUESS THE ONLY NEGATIVE I SEE, HAVING SPENT SOME TIME WITH GARLAND CITY GOVERNMENT, NOT AS MUCH AS SOME OF THE OTHER PEOPLE IN THIS ROOM AND MAYBE VERY LITTLE WITH SACHSE IS, AS YOU SAID, THE OPENING OF YOUR REMARKS, THE THREE CITIES CONSIDER THEMSELVES TOTALLY DIFFERENT FROM THE OTHERS.
I MEAN, TOTALLY DIFFERENT AND I WONDER HOW WE MANAGE TO CONVINCE THEM THAT THERE IS AN ENTITY CALLED GISD THAT HAS MEANINGS TO ALL OF THEIR CITIZENS OR THOSE ONES IN OUR AREA.
I DON'T THINK WE'VE DONE THAT SO FAR.
I KNOW I HAVE MONTHLY MEETINGS WITH THE CHAMBER OF COMMERCE.
I HAVE MONTHLY MEETINGS THAT THE MAYOR AND THE CITY MANAGER IN WITH ECONOMIC DEVELOPMENT.
AND I THINK THEY WOULD SAY THEIR POSITIONS ARE VERY MUCH RELATED TO THEMSELVES.
I'VE SEEN ACTIONS TAKEN FROM ALL THREE CITIES THAT AT SOME TIME SEEMED TO ME AND MAYBE OTHER BOARD MEMBERS DETRIMENTAL TO GISD WE'VE COMMENTED ON THEM.
HOW DO WE CONVINCE PEOPLE FROM DIFFERENT CITIES, DIFFERENT PERSPECTIVES, DIFFERENT DIRECTIONS, THAT WE ALL NEED TO GO IN THE SAME DIRECTION? YOU KNOW, I DON'T THINK THAT THERE'S ANY QUESTION AMONGST ANY OF THE CITIES THAT WE WANT TO MOVE THE DISTRICT FORWARD.
LIKE IF YOU ASK ANY OF THOSE CITIES, THEY WILL LIKELY AGREE.
NOW, WHAT THAT LOOKS LIKE FOR EACH INDIVIDUAL CITY MIGHT BE DIFFERENT, AND THAT'S OK.
BUT IF YOU MAKE AND YOU GO UNDER THE ASSUMPTION THAT, YOU KNOW, THEN I THINK THAT'S WHERE YOU KIND OF GET INTO TROUBLE.
SO I THINK HAVING THE CONVERSATION ALLOWS US TO UNDERSTAND WHAT THAT LOOKS LIKE AND TO PUT OUR HEADS TOGETHER COLLECTIVELY AND FIGURE OUT AND HOW WE NEED TO MOVE FORWARD.
YOU JUST GOT TO GET THEM IN THE ROOM.
I MEAN, THAT'S THE FIRST STEP.
YOU ASKED, WHAT ARE WE TRYING TO ACCOMPLISH, GETTING THEM IN THE ROOM.
WE'VE DONE THAT ON OCCASION BEFORE.
THIS WOULD NOT BE THE FIRST TIME.
[03:15:04]
NO, WAS IT STRUCTURED.THERE WAS A IF THAT HAS HAPPENED, IT HASN'T HAPPENED IN MY TENURE.
SO ANYTHING PRIOR TO EIGHT YEARS AGO REALLY ISN'T EVEN A SPEAKING POINT AT THIS POINT, BECAUSE THE MAYORS HAVE CHANGED.
CITY COUNCILS HAVE CHANGED THE DISTRICT THE DEMOGRAPHICS OF ALL TRI-CITIES HAVE CHANGED.
THE GROWTH AND DEVELOPMENT OF OUR DISTRICT HAS CHANGED.
YOU ASK WHAT WAS THE ENDGAME? AND THE REASON I'M SPEAKING UP IS BECAUSE ROBERT AND I SPOKE A LOT ABOUT THIS.
THOSE CITY REPS GOT WITH ROBERT HE DIDN'T GET WITH THEM WHEN HE WAS WORKING POLLS.
AND THEY'VE CONTACTED MULTIPLE OF YOU ALL ON VARIOUS OCCASIONS.
SHE'S BROUGHT SIMPLE IDEAS LIKE THIS TO OUR ATTENTION THAT WE'VE TRIED TO GET THE CITIES INVOLVED WITH AND WITH THE VARIOUS LEADERS CHANGING OVER THE YEARS.
AND IT'S WORKING WITH THOSE INDEPENDENT GROUPS LIKE YOU'VE WORKED WITH MR. GLICK ECONOMIC DEVELOPMENT AND THE CHAMBERS WHERE THOSE CITY REPRESENTATIVES DO SIT AND HAVE ROLES BUT NOT LEAD.
WE'VE NOT BEEN ABLE TO PUT THE DISTRICT IN THOSE POSITIONS TO COMMUNICATE EFFECTIVELY ON BRINGING THIS COALITION.
AND THE REASON WHY WE PICK A COALITION IS BECAUSE THAT'S EXACTLY WHAT WE WANT.
WE WANT THIS TO BE A TEAMWORK EFFORT.
YOU'VE MENTIONED MULTIPLE TIMES HOW YOU WORK THE POLLS HEAVILY FOR THE BOND, HEAVILY FOR THE TRE.
HAD WE HAD MORE OF THIS COALITION IN PLACE AT THE TIME, WE COULD HAVE BEEN ASSISTED BY CITY REPS WHO HAD ITEMS ON THOSE AGENDAS AND THOSE BALLOTS AS WELL, TO PUSH OR ASSIST US IN PUSHING OUR INITIATIVES TO POSSIBLY GET US TO OUR GOAL AND US DO THE SAME FOR THEM AND INDEPENDENT ROLES OF HAVING BOTH OUR BOARD, OUR STAFF US WORK IN COLLABORATION AS A COALITION TO SUPPORT EACH OTHER'S GOALS.
WE WANT NOT ONLY TO WORK WITH ALL CITIES TOGETHER, BUT TO WORK WITH THEM INDEPENDENTLY AS WELL UNDER THE SAME RESOLUTION.
WHILE WE MAY NOT BE ABLE TO GET ALL OF THE TRI CITIES IN ONE ROOM AT THE SAME TIME EVERY MONTH, BECAUSE WE WANT THIS TO BE A RECURRING THING SET UP ON A FREQUENCY SCHEDULE, WE'LL HAVE NAMED INDIVIDUALS UNDER OUR GUIDELINES OF OUR MOU'S SO THAT ONCE WE GET TO THAT POINT FROM THE CITIES AVAILABLE AT EACH MEETING AND REPRESENTATIVES FROM THIS BOARD, THIS WILL ALSO BE A ASSIGNED COMMITTEE THAT WE'RE GOING TO MOVE FORWARD WITH.
JUST LIKE ALL OF OUR OTHER GROUPS, LIKE YOU'RE ASSIGNED TO ROWLETT ECONOMIC DEVELOPMENT.
THERE WILL ALSO BE THE BOARD PRESIDENT AND ANOTHER TRUSTEE ASSIGNED TO THIS COALITION TO BE THOSE DISTRICT REPRESENTATIVES TO BRING THOSE ITEMS BACK TO DISTRICT AFFAIRS.
SO THIS WILL BE A COMMITMENT NOT ONLY FROM OUR TRUSTEES, BUT FROM THEM.
AND THEY HAVE IN THESE INITIAL CONVERSATIONS WITH MR. SELDERS AGREED TO THESE TERMS. SO OUR BIGGER ENDGAME IS TO WORK AS A TEAM WITH THE CITIES THAT ENCOMPASS GARLAND ISD FOR US NOT TO BE THE DISTRICT AND THEN THE CITY, BECAUSE THAT'S BEEN A LOT OF OUR ISSUE AND OUR INABILITY TO WORK TOGETHER AS A TEAM.
AND IF I CAN JUST EXPAND A LITTLE BIT ON IT.
I'VE ONLY BEEN HERE A FEW YEARS, SO I DO NOT HAVE ALL THE HISTORICAL CONTEXT OF THESE TYPE OF THINGS.
BUT IN MY PERSPECTIVE THAT IN YEARS PAST IT WAS ALSO FELT THAT THE NEEDS OF ONE CITY OVERRODE THE NEEDS OF ANY OF THE OTHERS.
OK, AND OVER TIME THAT BREEDS SOMETIMES MAYBE DISCONTENT OR WHY REACH OUT OR, YOU KNOW, WE'RE ALWAYS GOING TO BE NUMBER TWO OR THREE.
COMPARED TO THE NUMBER ONE AND THEN SOMETIMES THE NUMBER ONE DIDN'T ALWAYS RECIPROCATE THE THINGS THAT WE NEEDED AT THE SAME TIME, RIGHT.
SO IT JUST BECAME EVERYBODY WORKING IN ISOLATION.
AND I THINK THIS IS A GOOD WAY TO HAVE AN OPEN FRONT.
THIS IS A VERY UNIQUE BOARD AND IN A GOOD SENSE.
OK, AND I THINK THIS IS A GOOD WAY.
AND IT'S THE TIME IS RIPE TO NOW REBUILD AND RECONNECT WITH ALL OF THREE CITIES BECAUSE, I MEAN, ALL THREE OF THEM REPRESENT WHO WE ARE AS GISD.
AND I THINK WITH THE RIGHT PLATFORM, I REALLY APPLAUD YOUR VISION, MR. SELDERS, AS PRESIDENT TO GET THIS ENACTED.
WHEN YOU FIRST BROUGHT IT UP TO ME, I'M EXCITED.
I THINK THIS COULD BE A POINT OF REFERENCE THAT WE COULD USE TO HELP ADDRESS AND BE PROACTIVE ON A LOT OF THINGS THAT WE CAN MUTUALLY WORK ON YOU.
YOU TALKED ABOUT ROUNDABOUTS, BUT THERE'S SO MANY OTHER THINGS OUT THERE.
YOU KNOW, I THINK WHEN WE TALK A SIMPLE THING, IF I GO TO ROWLETT AND SACHSE THEY SEE ALL THESE ROOFTOPS COMING UP AND THEY'RE LIKE, HOW DO WE HAVE LOW ENROLLMENT? RIGHT, WHEN THEY DON'T SEE THE OTHER PARTS? AND WHEN WE SIT AND TALK ABOUT, HEY, YOUR ROOFTOPS ARE HELPING US, BUT THIS IS
[03:20:03]
WHAT ELSE IS HURTING US.AND THIS IS WHAT THE DEMOGRAPHER SAYS, HAVING THOSE POINTS OF CONTEXT HELP.
I KNOW YOU DO TALK TO THE MAYOR AND PEOPLE AND ROWLETT FREQUENTLY, LARRY, AND I DO APPRECIATE THAT.
BUT WHAT I'M SAYING IS THEN IT'S ORGANIZED.
ONE OF THE THINGS IN SOME OF THE CITIES ARE WE GOING TO HAVE ROOM IN OUR SCHOOLS WHEN ALL THESE ROOFTOPS ARE BUILT.
AND IF WE CAN PROACTIVELY MEET THOSE NEEDS AND THEN AT THE SAME TIME TALK TO THEM ABOUT OUR NEEDS, I THINK A LOT COULD BE DONE.
AND WITH THE RIGHT AGENDA AND PLATFORM, THIS IS GOING TO BE VERY POWERFUL.
AND I'M NOT DISAGREEING WITH ANYTHING THAT'S BEEN SAID.
I JUST THINK OF SOME OF THE HISTORY THAT STILL EXISTS THAT I STILL HEAR ABOUT FROM THREE DIFFERENT CITIES.
AND THE QUESTION WILL BE, HOW DO WE GET PAST THAT? HOW DO WE SAY YOUR INTERESTS FROM WHATEVER CITY ARE EQUIVALENT TO THOSE OF THE OTHER TWO CITIES, EVEN THOUGH WE HAVE HUGE DISCREPANCIES IN SIZE WITH ONE OF ALMOST TWO HUNDRED AND FIFTY THOUSAND.
ONE, A LITTLE OVER SIXTY THOUSAND AND ONE AT TWENTY THOUSAND, THAT'S ALWAYS BEEN ONE OF THE ISSUES OF, AS YOU REFERENCED, DR.
LOPEZ, YOU HAVE ONE VERY BIG CITY AND A MIDDLE CITY AND A VERY TINY CITY.
AND THAT COALITION HAS TO UNDERSTAND THAT SOMETIMES THE BIGGER CITY WILL WIN OUT.
BUT AS LONG AS EVERYBODY WALKING IN UNDERSTANDS THAT IT'S THE EDUCATION OF THE KIDS.
AND THE MORE IMPORTANT THING TO ME.
PEOPLE AND I TRIED TO DO THIS AS MS. HOGAN WAS REFERENCING WHEN I WAS AT THE POLLS, ALL THOSE HOURS IS TRYING TO EXPLAIN THAT EVERYBODY THERE HAS A CHILD OR LIVES OR A HOME OR IS PAYING RENT, BUT THEY HAVE A CONNECTION TO GISD.
AND THE MORE SUCCESSFUL OUR SCHOOL DISTRICT IS IN THE THREE CITIES, THE MORE SUCCESSFUL AND THE HIGHER VALUE THEIR HOME WILL HAVE AND THEIR BUSINESS WILL HAVE.
MY DAUGHTER LIVES IN THE PORTLAND AREA AND THEY WERE LOOKING FOR A HOME AND EVERY RETAILER DISPLAYS THE QUALITY OF THE SCHOOLS IN THEIR CITY.
EVERY TIME YOU WENT OUT WITH AN AGENT TO LOOK FOR A HOME.
THESE ARE THE SCHOOLS AND THEY BLAST THE QUALITY, THE SCHOOLS, THE RATING OF THE SCHOOLS AS A NATIONAL RATING SYSTEM.
AND THEY YOU COULD TELL TOWNS THE SAME HOUSE, SAME TOWN, MULTIPLE VALUES, BECAUSE THAT'S WHERE THAT IS, THAT SCHOOL DISTRICT.
SO IF THIS COALITION IS GOING TO WORK, THE THREE CITIES HAVE TO UNDERSTAND, YES, WE HAVE ALL DIFFERENT REASONS.
PEOPLE LIVE HERE FOR A DIFFERENT REASON.
PEOPLE LIVE HERE FOR DIFFERENT REASONS.
BUT THE COMMON DENOMINATOR IS THE QUALITY OF THE SCHOOLS.
AND THAT'S WHAT DR. LOPEZ AND I WE'VE TALKED ABOUT MULTIPLE TIMES.
THAT'S THE BINDING FORCE FOR THOSE MEETINGS IS IF WE ALL GET TOGETHER AND WE WORK FOR THE QUALITY OF THE SCHOOLS, WHATEVER YOUR DIFFERENCES ARE BECAUSE OF YOUR CITIES, THAT SHOULDN'T MATTER.
SO I THINK IT CAN BE SUCCESSFUL, BUT THERE HAS TO BE A REASON EVERYBODY IS GETTING TOGETHER.
YEAH, I MEAN, THAT'S THE WHOLE REASON FOR THIS, IS TO MAKE SURE THAT THE DISTRICT CONTINUES TO MOVE FORWARD.
BUT WITH, YOU KNOW, THIS COLLABORATION, JUST WANTED TO KIND OF I WAS THINKING ABOUT AN ANALOGY, AS YOU TALKED ABOUT THE SIZE OF THE DISTRICTS AND HOW ONE WOULD GET MORE THAN THE OTHER AND HOW ONE WOULD WIN.
LIKE, I DON'T LOOK AT IT AS A ZERO SUM GAME.
THIS IS NOT A WIN LOSE SITUATION.
IF I COULD JUST TELL YOU MY PERSONAL STORY, MY WIFE AND I, WE HAVE A KID IN COLLEGE, KID IN MIDDLE SCHOOL AND A KID IN HIGH SCHOOL.
AND SOME PEOPLE WOULD SAY THAT MY CHILD IN COLLEGE HAS MORE NEEDS THAN MY CHILD IN HIGH SCHOOL MAYBE HAS MORE NEEDS THAN MY CHILD IN I'M SORRY, HIGH SCHOOL AND MIDDLE SCHOOL.
BUT THAT'S NOT NECESSARILY TRUE, BECAUSE IF WE'RE TRULY DOING WHAT'S IN THE RIGHT INTEREST OR THE RIGHT THE BEST INTEREST FOR EACH ONE OF THEM, THEN THEY'RE GOING TO ALL WIN.
AND WHAT WINNING LOOKS LIKE TO EACH ONE OF THEM IS GOING TO LOOK DIFFERENT.
I THINK THE OTHER THING, TOO, IS IT'S IMPORTANT FOR US TO RESPECT THE BOUNDARIES.
RIGHT? LIKE, WE ENCOMPASS THREE CITIES.
EACH OF THOSE CITIES IS UNIQUE.
SO THEY'RE GOING TO RESPECT THEIR OWN BOUNDARIES.
[03:25:01]
RIGHT.AND WE NEED TO MAKE SURE THAT THAT REMAINS INTACT.
I'M NOT TRYING TO MAKE GARLAND OR I'M NOT LOOKING AT THIS AS A WAY TO TRY TO MAKE GARLAND ROWLETT OR ROWLETT SACHSE OR SACHSE GARLAND.
THEY'RE GOING TO BE UNIQUE IN THEIR OWN RESPECT.
BUT I THINK THAT ONE OF THE THINGS THAT, YOU KNOW, PEOPLE WILL HEAR WHAT YOU SAY, BUT THEY'LL BELIEVE WHAT YOU DO.
AND SO AS WE ARE MOVING FORWARD WITH THIS, I THINK THE TRUE MAGIC IS IN HAVING THE CONVERSATIONS AND ADDRESSING THE ELEPHANTS THAT ARE IN THE ROOM, RIGHT JUST BEING UP FRONT AND TALKING ABOUT IT.
AND SO TO GET AT THE HISTORY THAT YOU'RE TALKING ABOUT, IF THAT'S STILL THERE, THEN THAT MIGHT BE SOMETHING THAT NEEDS TO GET ADDRESSED.
I'M NOT SURE THAT MATTERS AS MUCH AS THE ONE COMMON DENOMINATOR, AND THAT'S US.
THAT'S THE ONLY COMMON DENOMINATOR.
AND IF THE INTERESTS ARE, HOW DO WE MAKE GISD BETTER BY DOING THAT ALL THREE CITIES AND THEIR RESIDENTS AND THEIR HOUSES AND THEIR BUSINESSES GET BETTER.
THAT'S THE MAGIC THAT I THINK.
AND IF I MIGHT INTERJECT JUST REAL QUICKLY.
NUMBER ONE IF THE SCHOOL DISTRICT IS HOSTING IT FOR A DESIGNED PURPOSE.
THEN IT WOULD BE UP TO, YOU KNOW, THE PEOPLE IN THAT ROOM TO KEEP FOCUSED ON THE THINGS THAT IS THERE TO DO.
AND NUMBER ONE NUMBER TWO, THE ONLY WAY I'VE EVER FIGURED OUT HOW MUCH I HAVE IN COMMON WITH PEOPLE IS TO SPEND SOME TIME WITH THEM.
AND IF ANYTHING, AFTER MY SIXTY THREE YEARS OF BEING IN GARLAND, HAVING LIVED IN ROWLETT AND PLAYED BASEBALL IN SACHSE, I DON'T THINK THERE'S ENOUGH OF THAT COLLABORATION THAT GOES ON, I DON'T.
THERE'S NO USE REHASHING A LOT OF HISTORY, I JUST THINK THERE ARE THINGS HERE THAT CAN DRAW US TOGETHER.
THE GISD IS THE THING THAT CAN DRAW THREE COMMUNITIES TOGETHER BECAUSE IT BENEFITS EVERYBODY EQUALLY.
YOU KNOW, IF IT'S GOOD FOR A KID, IS GOOD FOR A KID.
WE DON'T CARE WHAT CITY THEY LIVE IN.
SO I THINK THOSE KIND OF THINGS WE CAN RALLY AROUND, KEEP OUR CONVERSATIONS FOCUSED.
AND IF THIS GROUP CAN DO THAT, I THINK IT'D BE VERY VALUABLE.
I MEAN, THEY MAY HAVE WE CAN ALL BENEFIT FROM THAT, FINDING OUT HOW MUCH WE DO HAVE IN COMMON.
AND THE ONLY WAY TO DO THAT IS TO SPEND TIME WITH PEOPLE.
SO I WAS ENCOURAGED WHEN ROBERT BROUGHT IT UP, ALTHOUGH I KNOW THAT THERE'S A MILLION DETAILS.
LINDA AND I HAVE SEEN SOME THINGS THAT GOT OFF THE RAILS BEFORE AS LONG AS WE CAN PUT IT BACK ON THE RAILS.
IT OUGHT TO BE GOOD AND I'M WILLING TO TRY IT.
AND IT'S JUST TIME IT DOESN'T COST ANYTHING.
SO AND YOU HAVE SOME LIKE MINDED PEOPLE THAT WANT TO GIVE THIS A SHOT.
SO, AGAIN, CONGRATULATIONS ON THE IDEA.
AND WE'LL NEVER KNOW WHAT WE'RE ABLE TO ACCOMPLISH UNLESS WE TRY.
WE'RE THE BOARD OF THE SCHOOL DISTRICT AND WE'RE ALWAYS TELLING OUR STUDENTS THAT THEY MUST TRY AND WE MUST PUSH THEM TO A DIFFERENT LEVEL AND WE HAVE TO GET OUT OF OUR COMFORT ZONES.
AND THE ONE THING THAT WE'VE STRIVED ON FOR A NUMBER OF YEARS IS THE INDIVIDUAL KIND OF ISOLATED CONVERSATIONS.
AND THAT'S WHAT WE'RE SAYING IS LET'S COME TOGETHER AND BUILD SOME RELATIONSHIPS AND LET'S SEE WHAT CAN BASICALLY HAPPEN.
BUT IF WE NEVER START AND IF WE NEVER TRY, WE'LL NEVER KNOW WHAT WE CAN DO.
YEAH, I THINK IF WE'RE COMING TOGETHER FOR THE EXPRESS PURPOSE OF IMPROVING STUDENT OUTCOMES AND MAKING THE DISTRICT THE BEST THAT IT CAN BE, IF WE COULD ALL CRYSTALLIZE ON THAT FACT AND IF ANYTHING GETS WAYWARD, THERE'S JUST A CONVERSATION AND SAY HEY I THINK WE'RE GOING OFF IN LEFT FIELD.
WE SHOULD ALL BE ABLE TO GET STRAIGHT, BUT I THINK IT'S HAVING THE CONVERSATION.
AND SO WHAT YOU WANT TO DO WITH THIS IS JUST GET OUR FEEDBACK IN THE NEXT COUPLE OF DAYS.
BECAUSE MECHELLE HAS TO ENTER IT AND PUT IT ON THE AGENDA, AN THE DOCKET.
AND AGAIN, THERE'S NO MAGIC IN THE END OF THE MONTH.
I MEAN, IF IT NEEDS TO SPILL OVER, I THINK ROBERT HAS STARTED SOMETHING THAT IS REALLY GOOD HERE.
SO WE'LL TAKE OUR TIME AND DO IT RIGHT IF THAT'S REQUIRED.
BOARD I THINK WE MADE IT TO THE END.
WE HAVE ONLY BEEN HERE THREE AND A HALF HOURS, SO IF YOU ALL WOULD LIKE TO TAKE SOME MORE TIME.
OTHERWISE, I DON'T THINK WE HAVE ANYTHING FOR EXECUTIVE.
SO I WOULD ACCEPT IN A MOTION TO ADJOURN OR IS IT AN EMOTION TO ADJOURN .
[03:30:01]
THANK YOU.* This transcript was compiled from uncorrected Closed Captioning.