Jun 22, 2021 Workshop

[00:00:01]

GOOD AFTERNOON, THIS IS THE THREE O'CLOCK MEETING OF THE BOARD OF TRUSTEES OF THE GARLAND INDEPENDENT SCHOOL DISTRICT.

THIS IS A WORKING MEETING.

THIS IS TUESDAY, JUNE 22ND, 2021.

TODAY, I'M CALLING THE MEETING TO ORDER, IT'S 3:02 OUR SECOND ITEM ON THE AGENDA IS A PUBLIC FORUM WHERE MEMBERS WHO WISH TO MAKE COMMENTS CAN COME FORWARD AND SPEAK.

MECHELLE DO WE HAVE ANY NOTES OR ANY COMMENTS FOR TODAY? SEEING NONE, NONE PRESENT OR NONE BY EMAIL WE WILL CONTINUE ON TO ITEM THREE, WHICH IS

[III.A. Board Equity Assessment Update: Root Causes of Disproportionality in Garland ISD - Dr. Babetta Hemphill ]

SECTION A BOARD EQUITY ASSESSMENT UPDATE THE ROOT CAUSES OF DISPROPORTIONALITY AND GARLAND ISD. DR.

BABETTA HEMPHILL WILL JOIN US.

BUT FIRST, I'M GOING TO LET TRUSTEE GRIFFIN HAVE THE FLOOR.

THANK YOU, PRESIDENT MILLER.

BOARD MEMBERS IS INDEED AN HONOR TO REPORT ON YOU.

REPORT BACK TO YOU THE WORK THAT WE'VE BEEN DOING BASED ON THE EQUITY DATA ASSESSMENT RESOLUTION THAT YOU PASSED.

AND AS WE LOOK AT OUR REPORT, I JUST WANT YOU TO KEEP IN MIND THAT THE WHOLE INTENT OF WHAT WE'RE LOOKING AT IN TERMS OF DISPROPORTIONALITY IS FOR US TO ELIMINATE ACHIEVEMENT AND OPPORTUNITY GAPS, TO IMPROVE OUR STUDENT OUTCOMES FOR ALL STUDENTS, AND THEN TO MAKE SURE THAT ALL OF OUR CAMPUSES HAVE BASICALLY A WELCOMING ENVIRONMENT.

THERE ARE MANY CONVERSATIONS THAT ARE GOING ON.

BUT I WOULD ASK YOU TO JUST FOCUS TODAY ON THE WORK THAT GARLAND INDEPENDENT SCHOOL DISTRICT IS DOING, AND OUR ASSIGNMENT WAS A DATA ASSESSMENT, EQUITY DATA ASSESSMENT.

SO KEEP THAT IN MIND.

REALIZE THAT THIS IS NOT A REPORT OF BLAME.

NO ONE IS AT FAULT.

THE ONE THING THAT DATA WILL SHOW YOU AND TEACH YOU IS THAT THE DATA IS THE FACTS, AND THAT'S WHAT THAT BASICALLY IS.

SO THIS IS NOT A UPDATE ACCUSING THIS DISTRICT OF ANYTHING, BECAUSE WE ARE A GREAT DISTRICT AND WE SEE THAT BY THE DIVERSITY OF OUR POPULATION, BY THE DIVERSITY OF OUR PROGRAM OFFERINGS, BY THE DIVERSITY OF OUR STAFF.

SO WHAT WE HAVE DONE, WE WANT TO MAKE OUR DISTRICT BETTER.

AND HOW CAN YOU IMPROVE IF YOU DON'T BASICALLY KNOW WHAT ARE THE PARTICULAR AREAS WHERE IMPROVEMENT WILL GIVE US THE GREATEST GAINED.

I ALSO WANT TO SAY IS THAT.

THIS IS A SAFE ENVIRONMENT, TRUSTEES, THIS IS OUR SCHOOL DISTRICT, THIS IS OUR INITIATIVE TO IMPROVE THE ENTIRE DISTRICT.

SO I WOULD ASK YOU, AS WE BRING THE REPORT TO YOU, THE ONE THING THAT I WANT TO POINT OUT IS THAT WE HAVE HAD OVER 40 HOURS OF TRAINING, BUT THE REPORT AND THE IDENTIFICATION IS THE WORK OF THE EQUITY TASK FORCE.

SO EVERYTHING THAT YOU'RE GOING TO SEE IS WHAT WE HAVE LEARNED, HOW TO LOOK AT THE DATA, LOOK AT WHAT NEEDS TO BE DONE.

AND THESE ARE THE RESULTS THAT WE HAVE COME UP WITH.

SO I HAVE HAD THE PLEASURE OF WORKING WITH A GREAT EQUITY TASK FORCE, ALONG WITH OUR SUPERINTENDENT, DR.

RICARDO LÓPEZ AND AT THIS POINT, I WILL CALL OUR CHAIR OF THIS TASK FORCE, DR.

HEMPHILL FORWARD, AND SHE WILL FURTHER DIRECT THE DIRECTIONS OF THIS AFTERNOON.

DR. HEMPHILL. GOOD AFTERNOON, PRESIDENT MILLER, TRUSTEES, DR.

LOPEZ AND MEMBERS OF THE ROUNDTABLE, WE ARE SO PLEASED TO BE COMING TO YOU THIS AFTERNOON TO SHARE THIS INFORMATION WITH YOU.

[00:05:01]

WE WILL NEXT HEAR FROM DR.

LOPEZ WITH AN INTRODUCTION AND THEN WE'LL GO THROUGH THE PROCESSES THAT WE ENGAGED IN TO COMPLETE AND WORK ON THIS EQUITY ASSESSMENT.

YOU'LL BE ABLE TO MEET OUR TEAM AND SHARE IN THE JOURNEY THAT WE WENT THROUGH OVER THE COURSE OF THE SIX DAYS WE SPENT TOGETHER.

WE'LL THEN LOOK AT THE ROOT CAUSES OF DISPROPORTIONALITY.

WE'LL DISCUSS THE DATA THAT WE RECEIVED, AS WELL AS THE FINDINGS THAT WE CAME UP WITH IN CONJUNCTION WITH THE RESEARCHERS FROM NEW YORK UNIVERSITY.

WE'LL FOLLOW UP WITH RECOMMENDATIONS HOW WE INTEND TO OR HOW WE CAN COORDINATE THIS WORK AND MONITOR IT THROUGHOUT THE DISTRICT.

AND FINALLY, HOW DO WE SUSTAIN THIS WORK? WHAT ARE THE THINGS THAT WE NEED TO BE SUCCESSFUL? AND SO NOW, DR.

LOPEZ. PRESIDENT MILLER, TRUSTEES, IT'S AN HONOR TO BE HERE TODAY, THIS EQUITY WORK HAS BEEN GOING ON FOR QUITE SOME TIME.

THIS IS NOT JUST A WHIM THAT WE STARTED A PROCESS THE BOARD BELIEVES THAT EVERY CHILD CAN LEARN. AND THE BOARD HAS BELIEVED CONTINUALLY THAT WE CAN BE THE GREATEST DISTRICT THAT OUR NATION'S EVER SEEN IF WE JUST DO IT RIGHT.

WE KNOW THE DEFINITION OF INSANITY IS DOING THE SAME THING OVER AND OVER AGAIN AND EXPECTING DIFFERENT RESULTS.

SO WHAT WE DID WAS WE COMMISSIONED AN OUTSIDE ORGANIZATION TO DO A DEEP DOVE.

THEY DON'T KNOW US.

THEY DON'T KNOW HOW WE WORK.

JUST WHAT DO YOU SEE FROM THE DATA? LET THE DATA SPEAK AND THEN PROVIDE US FEEDBACK AND RECOMMENDATIONS ON HOW WE CAN IMPROVE. SO AS THE YEARS GO BY, MORE AND MORE STUDENTS ARE PERFORMING AT THE HIGHEST LEVELS. NOW OUR WORK, WHILE IT'S STILL IN PROGRESS, HAS ALREADY BEEN STARTED.

OUR PROFESSIONAL LEARNING COMMUNITIES WHERE TEACHERS GET TOGETHER AND TALK ABOUT DATA ON WHAT KIDS ARE DOING, WHAT THEY'RE NOT DOING, HOW CAN WE REACH THEM? THAT IS STILL IN DEVELOPMENT.

OUR NEW READING ACADEMIES.

OUR SOCIAL EMOTIONAL LEARNING THAT WE HEARD JUST LAST WEEK, THAT'S STILL IN ITS INFANCY.

THAT IS A BIG PART OF THE PUZZLES WE'RE PUTTING TOGETHER ABOUT THAT AGGRESSIVE ACADEMIC RECOVERY PLAN.

DOUBLE BLOCKING, TRAINING TEACHERS, ENSURING EVERYTHING THAT WE'RE DOING IS FOR THE PURPOSE OF STUDENT PROGRESS OR EXPANDING COMMUNITY PARTNERSHIPS.

COLLEGE FOR ALL.

IT DOESN'T SAY COLLEGE FOR SOME.

A MATTER OF FACT, WHEN WE EXPANDED OUR COLLEGE FOR ALL PROGRAM, THE BIGGEST HIT RIGHT OFF THE BAT WAS SOUTH WITH THE WAITING LIST OF 100 KIDS WHERE WE THOUGHT WE HAD ACCESS JUST WITH ONE COLLEGIATE ACADEMY.

WE EXPANDED IT ALL WITH EVERYBODY AND THEN WE ADDED A P-TECH.

AND THEN WE'RE EXPECTING KIDS THAT AREN'T IN THERE TO HAVE TWELVE CREDIT HOURS THAT WILL BE IN YEAR THREE THIS COMING YEAR.

POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORT HOW TO INTERACT AND BUILD THE CHILD, NOT NOT TEAR THEM DOWN. LOOKING AT OUR CODE OF CONDUCT AND SEEING WHAT'S RELEVANT, MAKING SURE THAT WE'RE DOING THE RIGHT THING FOR THE RIGHT REASON.

AND RIGHT NOW WE'RE IN THE MIDST OF A SPECIAL EDUCATION AUDIT.

THESE THINGS ARE ALL PART OF THE PIECES OF THE PUZZLE.

WE CANNOT TURN TO EACH ONE OF THEM AND SAY WE ARE THERE.

BUT IN TIME, AS EVERYTHING MATURES, ALL OF THESE, AS THEY WORK TOGETHER WILL HELP US ADDRESS THE DISCREPANCIES THAT WE ARE GOING TO SEE TODAY.

SO I'LL LEAVE YOU WITH THIS.

WE HAVE WORK TO DO.

WE'RE GOING TO HEAR DISCREPANCIES AND THESE DISCREPANCIES ARE NOT FROM THIS YEAR'S DATA.

SO IT'S GOING TO BE WORSE.

WE TOOK A FEW STEPS BACK WITH COVID, BUT WE'VE BEEN ON THE RIGHT TRACK AND THEY'RE GOING TO GIVE US SOLID THINGS THAT WE CAN WORK ON TODAY TO ENSURE WE'RE DOING IT RIGHT FOR THE KIDS THAT ENTER OUR SCHOOL SYSTEM.

SO WITH THAT, I'M GOING TO RETURN IT BACK OVER TO BABETTA.

AND I'M JUST REAL EXCITED BECAUSE GETTING OUTSIDE EYES TO SEE WHAT WE'RE DOING RIGHT, REINFORCING IT LIKE THEY SAID, OH, MY GOSH, YOU'RE DOING ALL OF THIS ALREADY AND KNOWING THAT WE'RE GOING TO LOOK KNOW HOW TO LOOK AT DATA TO CLOSE THOSE ACHIEVEMENT GAPS.

SO EVERYBODY SUCCEEDS IS GOING TO BE ONE OF THE HIGHLIGHTS THAT GISD HAS HAD.

DR. HEMPHILL. THANK YOU.

[00:10:05]

AND THAT IS OUR GROUP THAT IS ASSEMBLED PARTLY HERE.

BUT WE DO HAVE SOME MEMBERS THAT ARE NOT HERE.

THE MEMBERS OF THE TASK FORCE WERE CHOSEN BY DR.

LOPEZ AND WE EACH ATTENDED SIX SESSIONS.

I'M GOING TO INTRODUCE THE MEMBERS THAT ARE HERE TO YOU AND YOU'LL HAVE THE OPPORTUNITY TO MEET THE OTHER SIX.

VIRTUALLY. THEY CREATED A VIDEO AND SO YOU'LL BE ABLE TO SEE THEM IN ACTION.

BUT HERE WITH US TODAY, WE HAVE MS. EBONEY FORTE FROM TEACHING AND LEARNING, AND SHE HAS BEEN THROUGH WITH US WITH ALL SIX SESSIONS. AND WE'VE ALSO ADDED TWO MEMBERS TO OUR GROUP, MS. MELISSA ROBERTSON FROM SPECIAL EDUCATION AND MS. VERONICA JOYNER FROM RESEARCH AND ACCOUNTABILITY.

MS. JOYNER WILL BE ASSISTING US AS WE WALK THROUGH THE DATA TOGETHER TODAY.

BUT FOR THE NEXT FEW MINUTES, YOU'RE GOING TO HEAR FROM OUR TASK FORCE MEMBERS WHO ARE CAMPUS LEADERS.

AND I WANT TO TELL YOU THE REASON THAT THEY'RE NOT HERE IS BECAUSE THEY ARE ALL VERY MUCH INVOLVED IN PROFESSIONAL DEVELOPMENT.

AND YOU'RE GOING TO SEE HOW THAT PLAYS A VERY BIG PART IN THE RECOMMENDATIONS THAT WERE MADE AS PART OF THIS EQUITY AUDIT.

THEY ARE WORKING ON CREATING COHERENT SYSTEMS WITHIN THEIR BUILDINGS AND ALSO PUTTING TOGETHER THE PLAN FOR REENTRY.

AS OUR STUDENTS COME BACK AND WE START TO LOOK AT HOW WE RECOVER ANY LEARNING LOSS AS WELL AS AS WE CULTURE OUR SCHOOLS.

AND SO THAT'S WHAT THEY'RE SPENDING THEIR TIME ON NOW.

AND WE FELT THAT THAT WAS VERY IMPORTANT AS THEY LEAD THEIR TEAMS THROUGH THIS.

AND SO THAT'S WHY YOU WILL BE SEEING THEM ON VIDEO.

SO HERE'S A LITTLE BIT ABOUT OUR JOURNEY TOGETHER.

HELLO, I AM EARL GILMORE, PRINCIPAL OF SOUTH GARLAND IN HIGH SCHOOL, WE WOULD LIKE TO GIVE A BRIEF INTRODUCTION OF OUR JOURNEY TOGETHER AND I WILL BEGIN WITH SESSION ONE ON OCTOBER 29TH.

THE TASK FORCE ASSEMBLED AT THE GRCTC FOR ITS FIRST MEETING WITH NYU'S, DR.

MARIA HERNANDEZ AND MR. REID [INAUDIBLE]. WE OPENED THE MEETING WITH INTRODUCTION AND ESTABLISHED TEAM NORMS WITHIN THE ROUTE CAUSE PROCESS.

I REMEMBER THE VERY FIRST QUESTION THAT WAS PRESENTED TO US.

WHAT IS DISPROPORTIONALITY? THEN THERE WAS AN ACTIVITY THAT FOLLOWED.

WE WERE RANDOMLY GROUP FOR DISCUSSION AND GROUP LEADERS WERE SELECTED TO SHARE OUT TO THE WHOLE GROUP. I REMEMBER SAYING TO MYSELF, THAT WAS AN EASY QUESTION UNTIL WE WERE THEN PUSHED TO THINK MORE CRITICALLY ABOUT THE TERM WHICH LED TO THE FOLLOWING QUESTIONS WHY SHOULD WE BE CONCERNED ABOUT DISPROPORTIONATELY AND HOW WILL WE ADDRESS IT? I THOUGHT TO MYSELF, SHOULD I RESPOND ABOUT HOW I LOOK AT MY OWN SCHOOL DATA AND HOW DISPROPORTIONATE SOME THINGS WERE.

I WAS CONCERNED ALSO ABOUT HOW FREELY AND OPEN CAN I BE, WHAT COULD BE MISPERCEIVED IF I RESPOND IN A CERTAIN WAY IN FRONT OF MY PEERS, MY SUPERVISOR AND MY COLLEAGUES.

AND THEN LAST BUT NOT LEAST, WHAT IS MY ROLE IN ALL OF THIS? THE TEAM BUILDING ACTIVITIES WE PARTICIPATED IN RELIEVE ME OF THOSE ANXIETIES BECAUSE THE OBJECTIVE OF OUR FIRST MEETING TOGETHER WAS TO BE ABLE TO BUILD TRUST IN EACH OTHER, NO MATTER HOW FACTUAL AND EXPRESSIVE EACH OF US WERE.

TOWARDS THE END OF THE MEETING, THE FOUNDATIONAL AND COMMON GOALS WERE SET.

WE KNEW THAT EACH OF US WERE COMMITTED TO ADDRESSING AND CONTRIBUTING TO THE GREATER GOOD OF OUR DISTRICT. IT WAS DETERMINED THAT EACH OF US LOVE GISD AND WANT TO WORK WITH ALL STAKEHOLDERS IN MAKING OUR DISTRICT THE MOST COMPETITIVE IN THE NATION.

THANK YOU. HELLO, I AM JACKIE RHYMES, PRINCIPAL OF [INAUDIBLE] ELEMENTARY.

IN SESSION TWO WE CONCENTRATE ON DISCIPLINE DATA.

OUR MAIN ACTIVITIES WERE TO ANALYZE DATA RELATED TO EXISTING DISPROPORTIONALITY AND DISCREPANCIES IN THE DISCIPLINARY OUTCOMES AND OTHER IDENTIFICATIONS.

WE LOOK AT BEHAVIOR BY THE DEMOGRAPHICS OF STUDENTS INVOLVING SCHOOL DISCIPLINE PROCESS, THE TYPES OF DISCIPLINE INFRACTIONS, THE OUTCOMES OF THOSE INFRACTIONS IN THE EFFECTIVENESS OF SUSPENSIONS.

ONE OTHER RESOURCES WE USE WAS THE SCHOOL'S DISCIPLINARY DATA MEANT TO PROVIDE BOTH A FRAMEWORK TO EXAMINE EQUITY AND DISCIPLINARY OUTCOMES AND TO POST QUESTIONS ABOUT OUR SCHOOLS DISCIPLINARY PRACTICES.

WE USE DATA REPORTS INDICATING THE PERCENTAGE OF DISCIPLINE REFERRALS BASED ON PROGRAMS SUCH AS SPECIAL EDUCATION, GIFTED AND TALENTED, AS WELL AS ATTENDANCE IN RELATION TO RACE, ETHNICITY AND GENDER.

WE ANALYZED HOW THE COMPOSITION OF STUDENTS WHO ARE REFERRED FOR DISCIPLINE, REFERRALS BY RACE AND ETHNICITY COMPARED TO THE OVERALL STUDENT COMPOSITION OF THE RACIAL ETHNIC

[00:15:04]

WE MUST FIND CONSTRUCTIVE WAYS TO TALK ABOUT THEM IN ORDER TO INTERVENE CONSTRUCTIVELY AND CONSCIOUSLY TO [INAUDIBLE] DISPROPORTIONALITY IN OUR SCHOOLS.

HI, I'M JEFFREY WALLER PRINCIPAL OF SELLERS MIDDLE SCHOOL.

IN SESSION THREE, WE DISCUSS EQUITY BY EXAMINING VARIOUS DATA POINTS TO PROVIDE A MEANINGFUL COMMON UNDERSTANDING OF HOW TO INTERPRET THE INFORMATION AND THEIR RELEVANCE IT PROVIDED. WE IDENTIFIED BELIEFS CONTRIBUTING TO DISPROPORTIONALITY IN THE DISTRICT.

WE DISCUSSED LABELS THAT ARE CURRENTLY UTILIZED IN OUR PROGRAMS AND HOW LABELS CAN INFLUENCE OUR BELIEF SYSTEMS. WHEN DISCUSSING STUDENT ACADEMICS AND BEHAVIOR, WE CRITICALLY ANALYZED ACADEMIC DATA BY EXAMINING MULTIPLE SOURCES SUCH AS STAAR GIFTED AND TALENTED MAGNET PROGRAMS, AP HONORS CLASSES AND SPECIAL EDUCATION.

WE DISAGGREGATED PERCENTAGES PER ETHNICITY AND IDENTIFY TRENDS AND PATTERNS IN EACH PROGRAM. WE ALSO IDENTIFIED ACADEMIC AND BEHAVIORAL POLICIES, PRACTICES AND PROCEDURES AND DISCUSSED THE CONNECTION TO DISPROPORTIONALITY.

WE EXAMINED GARLAND ISD CODE OF CONDUCT AND DISCIPLINE REFERRAL SYSTEM AND THE OVERALL EFFECTS ON EACH ETHNICITY.

WE WERE ABLE TO TALK ABOUT OUR ACADEMIC TIER SYSTEM IN RELATION TO THE BEHAVIORAL TIER SYSTEM TO ANALYZE OVERALL PROGRAM EFFECTIVENESS.

I'M TOBI SCHMIDT FROM SCHRADE MIDDLE SCHOOL, AND I'LL BE SHARING WITH YOU THE HIGHLIGHTS FROM OUR WORK FROM SESSION FOUR.

THE PREREADING FOR SESSION FOUR FROM KHALIL MUHAMMAD, CULTURALLY RESPONSIVE SCHOOL LEADERSHIP FOCUSED ON THE NEED TO BE SELF REFLECTIVE PERSONALLY AS A SCHOOL LEADER, AND ALSO EXAMINE THE IMPACT OF OUR SCHOOL PROGRAMS, DEPARTMENTS, HIRING PROCESSES AND ENRICHMENT OPPORTUNITIES FOR THEIR ROLE IN REPRODUCING OPPRESSIVE PRACTICES.

THE READING HIGHLIGHTED THE IMPORTANCE OF HAVING A COMMUNITY VOICE AND THE USE OF BOTH SCHOOL DATA AND COMMUNITY DATA IN SELF REFLECTING.

A SECOND TEXT FOR MUHAMMAD FROM SESSION FOUR PREREADING SPOKE TO THE SIGNIFICANCE OF ALLOWING HISTORY TO GUIDE US TO A DEEPER CULTURAL UNDERSTANDING IN AN EFFORT TO MINIMIZE THE CHANCE OF REPEATING PAST MISTAKES.

OUR PRIMARY FOCUS FOR SESSION FOUR WAS TO REVIEW AND ANALYZE CURRENT EARLY INTERVENTION SYSTEMS. AS PART OF OUR PRE WORK, WE COLLECTED DATA THAT OUTLINED BOTH ACADEMIC AND BEHAVIOR SUPPORT PROVIDED THROUGH TIER ONE, TIER TWO AND TIER THREE INTERVENTIONS FROM KINDERGARTEN THROUGH 12TH GRADE IN OUR DISTRICT.

WE USE AN INTERVENTION INVENTORY DOCUMENT PROVIDED BY NYU TO STRUCTURE THE DATA WE COLLECTED. THE WORK DURING OUR SESSION INCLUDED REVIEWING THE PURPOSE FREQUENCY, PERSON RESPONSIBLE FOR IMPLEMENTATION AND DATA USED TO ASSESS THE EFFECTIVENESS OF EACH OF THE INTERVENTIONS. IN ADDITION, WE REVIEWED WHETHER OR NOT THE INTERVENTIONS ARE TAILORED TO SUPPORT THE EXPERIENCES OF CULTURALLY, RACIALLY AND LINGUISTICALLY DIVERSE STUDENTS AND WHETHER OR NOT THE INDIVIDUAL IMPLEMENTING THE INTERVENTION IS AWARE OF OR TRYING TO WORK WITH DIVERSE POPULATIONS.

THE PREREADING FOR SESSION 4 TIED IN NICELY TO THE WORK ITSELF BY SERVING AS A REMINDER THAT OUR SYSTEMS, PROCESSES AND PROCEDURES SHOULD REMAIN FLUID SO THAT AS WE GROW IN OUR KNOWLEDGE ABOUT HOW TO BEST SERVE ALL STUDENTS, WE ALSO GROW IN PRACTICE.

GOOD AFTERNOON. I'M MICHAEL ARREOLA, PRINCIPAL AT NORTH GARLAND HIGH SCHOOL.

IN SESSION FIVE, WE DISCUSSED THE ROLE WE PLAY AS A DISTRICT IN ADDRESSING INEQUITIES IN ACHIEVEMENT AND IN OUR LEARNING ENVIRONMENTS.

WE'RE PREPARED FOR THE SESSION BY READING, DECONSTRUCTING DEFICIT THINKING, WORKING WITH EDUCATORS TO CREATE MORE EQUITABLE LEARNING ENVIRONMENTS BY SHERNAZ GARCIA AND PATRICIA GUERRA. THIS ARTICLE HELPED US ADDRESS THE IDEA OF DEFICIT THINKING AND THE ROLE IT PLAYS IN OUR COMMITTEE'S WORK DEFICIT.

THINKING IS THE MINDSET THAT IT IS OUR COMMUNITIES FAULT THAT INEQUITY EXISTS.

THE ARTICLE REMINDS US THAT IT IS OUR ROLE AS EDUCATORS WHO WORK TO SERVE OUR COMMUNITY TO DESIGN SYSTEMS AND MEASURES THAT WILL ADDRESS OUR COMMUNITIES NEEDS.

BY TAKING ACCOUNTABILITY FOR INEQUITY IN OUR SCHOOLS.

WE CAN ADDRESS IT AND CORRECT IT WITH SYSTEMS AND BELIEFS THAT WORK TO ELIMINATE INEQUITY. WE ARE CHANGING THE LIVES OF THOUSANDS OF STUDENTS AND HELPING MAKE THE GARLAND ISD COMMUNITY EVEN BETTER.

OUR MAIN ACTIVITY WAS TO ANALYZE THE FEEDBACK AND PERCEPTIONS OF OUR STAFF THAT THEY SHARED ON THE DISTRICT EQUITY SURVEY AS THEY RELATE TO EQUITY AND SYSTEMIC CHANGE.

WE USED THE FEEDBACK TO DISCUSS OUR NEXT STEPS IN DEVELOPING OUR EQUITY AUDIT FOR GISD.

THE REPORT GAVE US BOTH QUANTITATIVE AND QUALITATIVE DATA TO HELP US SEE WHAT THE PERCEPTIONS OF EQUITY ARE IN GISD.

THE TEACHERS, ADMINISTRATORS AND PARAPROFESSIONALS WHO COMPLETED THE SURVEY PROVIDED VALUABLE INSIGHT INTO THE WORK THAT MUST BE DONE TO ENSURE THAT ALL OF OUR STUDENTS RECEIVE AN EXCEPTIONAL EDUCATION WHILE FEELING RESPECTED, VALUED AND CELEBRATED.

THE SESSION CLOSED WITH A LOOK AT OUR NEXT STEPS AND A FEELING OF EXCITEMENT THAT GISD IS

[00:20:01]

HELLO, MY NAME IS TRANG VO, AND I'M FROM HILLSIDE ACADEMY FOR EXCELLENCE.

IN SESSION SIX WE FOCUSED ON PAUL GORSKI'S IDEAS ON AVOIDING RACIAL EQUITY DETOURS.

IN HIS ARTICLE, GORSKI CAUTIONS SCHOOL LEADERS AND EDUCATORS TO BE COGNIZANT OF CERTAIN PRACTICES THAT FALSELY PRESENT THEMSELVES AS WORK IN THE DIRECTION OF EQUITY.

FOR EXAMPLE, ONE DAY EVENTS THAT CELEBRATE DIVERSITY DO NOT ADDRESS THE FOUNDATIONAL INEQUITIES THAT STUDENTS FACE DAY TO DAY.

GORSKI ENCOURAGES SCHOOL LEADERS TO TAKE A FIRM STANCE AGAINST RACIAL INEQUITY BY COMMUNICATING A CLEAR MISSION AND VISION AND EXAMINING OR ADJUSTING POLICIES, PROGRAMS AND RESOURCES TO REDISTRIBUTE ACCESS AND OPPORTUNITIES IN A WAY THAT IS EQUITABLE FOR ALL STUDENTS. WHEN THE EQUITY TASK FORCE GOT TOGETHER TO WORK FOR SESSION SIX, OUR FOCUS WAS TO ANALYZE AND REVIEW HOW FUNDS WERE ALLOCATED ACROSS THE DISTRICT, SPECIFICALLY TO EACH CAMPUS. THE DATA WAS BROKEN DOWN BY EXPENSES, BY FUNCTION AND EXPENSES BY FUND FOR EACH CAMPUS, WE WERE ABLE TO VIEW THE BREAKDOWN OF STUDENT POPULATION BY RACE, MAGNET SCHOOLS, PREFERRED SCHOOLS AND THE LEAST POPULAR SCHOOLS WERE HIGHLIGHTED TO OBSERVE WHETHER OR NOT FUNDS WERE POSSIBLY DISPROPORTIONATELY ALLOCATED TO ANY PARTICULAR SPECIALTY SCHOOL OR PROGRAM, AS SUGGESTED BY GORSKI LOOKING AT HOW FUNDS ARE.

IT IS AN IMPORTANT INITIAL STEP IN UNCOVERING UNINTENTIONAL RACIAL INEQUITIES, FINDING WAYS TO GIVE EQUITABLE ACCESS AND OPPORTUNITIES TO THE WEALTH OF RESOURCES AND PROGRAMS GISD HAS TO OFFER WOULD HAVE THE EFFECT OF PROMOTING THE SUCCESS OF ALL STUDENTS.

ALL RIGHT, SO YOU GOT A CHANCE TO NOT ONLY SEE THE FOLKS WHO ARE ON OUR COMMITTEE, OUR TASK FORCE, BUT YOU ALSO GOT TO HEAR IN THEIR WORDS WHAT THEIR LEARNING WAS.

AND SO, OF COURSE, EACH ONE OF THEM SPOKE IN DEPTH ABOUT DISPROPORTIONALITY, AND WE'VE LOOKED AT IT AS WELL AS A WITHIN DEPARTMENTS, AND WE'VE ALSO BROUGHT INFORMATION ABOUT DISPROPORTIONALITY TO YOU ALL HERE AT THE BOARD.

BUT WE WANTED TO TAKE A FEW MINUTES TO JUST DISCUSS EXACTLY WHAT THAT IS, WHAT THAT MEANS AND WHY IT'S IMPORTANT.

SO WHAT IS DISPROPORTIONALITY THAT EVERYONE KEPT REFERRING TO THERE? WELL, VERY SIMPLY, IT'S THE OVERREPRESENTATION OR THE UNDERREPRESENTATION OF A GROUP.

SPECIFICALLY, IF WE LOOK AT OVERREPRESENTATION, THE INFORMATION THAT WE BRING TO YOU ALL, OF COURSE, IS USUALLY REGARDING DISCIPLINE AND SPECIAL EDUCATION.

WE DON'T OFTEN TALK ABOUT UNDERREPRESENTATION, BUT WE DO SEE THAT IN ACCESSING OF PROGRAMING AND ALSO IN THE CURRICULUM AND INSTRUCTION AREAS AS WELL IN OUR OVERALL COMPARED TO OUR OVERALL STUDENT POPULATION.

SO WHAT ARE SOME OF THE FACTORS THAT INFLUENCE DISPROPORTIONALITY, THE DISPROPORTIONALITY WITH OUR DATA DOESN'T JUST POP UP OVERNIGHT.

IT IS INFLUENCED BY A NUMBER OF FACTORS.

AND CHIEF AMONG THEM ARE THE THREE THAT YOU SEE LISTED HERE, OUR BELIEFS THAT WE BRING INTO OUR SCHOOLS, EITHER THROUGH OURSELVES OR THINGS THAT WE BELIEVE COLLECTIVELY, OUR PROCEDURAL GUIDELINES AND POLICIES THAT WE HAVE IN PLACE AND ALSO JUST OUR PRACTICES.

WHAT IS IT THAT WE DO? AND THAT COULD BE AS A RESULT OF INFORMAL OR FORMAL PRACTICES OR POLICIES THAT WE HAVE.

SO LET'S THINK ABOUT AN EXAMPLE.

AND I KNOW USUALLY WHEN I COME UP HERE, I'M TALKING ABOUT DISCIPLINE, BUT I'M GOING TO CHANGE IT UP A LITTLE BIT.

LET'S THINK ABOUT A STUDENT THAT IS NOT SUCCESSFUL, A STUDENT PERHAPS IN THE FIRST GRADE WHO HAS HAD TREMENDOUS DIFFICULTY READING.

THE STUDENT IS IMMEDIATELY PLACED IN INTERVENTION.

WE HAVE THOSE SYSTEMS IN PLACE.

SO THEY ARE DEFINITELY TAKEN CARE OF.

AND THEN BASED ON THEIR MAP SCORES, THAT'S WHY THEY ARE PLACED IN THERE.

AND WHILE THE YEAR STARTS OFF WITH A LOT OF PROMISE, THE STUDENT SEEMS TO BE DOING REALLY WELL. IT ENDS WITH THE STUDENT PERHAPS FAILING MATH AND READING WITH GRADES WELL BELOW 70. WHAT SHOULD HAPPEN SHOULD THAT STUDENT BE PROMOTED TO SECOND GRADE.

AND IF PROMOTED, WHAT SHOULD BE DONE DIFFERENTLY TO THAT STUDENT BE RETAINED IN FIRST GRADE, EXCUSE ME, PENDING THE OUTCOME OF INTERSESSION, OR SHOULD THAT STUDENT JUST BE RETAINED OUTRIGHT? WHAT SHOULD HAPPEN TO THAT STUDENT? NOW, YOU DON'T HAVE TO ANSWER THIS OUT LOUD, BUT I DO JUST WANT YOU TO THINK ABOUT WHAT WOULD HAPPEN TO THIS PARTICULAR STUDENT.

NOW, BASED ON OUR DATA, WE COULD RETAIN THAT STUDENT, BUT LET'S THINK ABOUT OUR BELIEFS.

[00:25:06]

I THINK IT'S A BELIEF THAT WE HOLD ON TO WHAT DOES OUR POLICY SAY ABOUT RETENTION POLICY, I.E. LOCAL IS THE POLICY THAT WE HAVE AROUND RETENTION.

AND IT'S A PRETTY LENGTHY ONE.

IT'S FIVE PAGES LONG AND AT THE VERY END IT DOES, OF COURSE, GIVE US THE OPTION OF RETAINING THE STUDENT BECAUSE THEY DIDN'T DO WELL IN CERTAIN CLASSES.

BUT AT THE VERY END, IT ALSO SAYS THAT THE DISTRICT SHALL ESTABLISH PROCEDURES DESIGNED TO REDUCE RETAINING STUDENTS AT A GRADE LEVEL WITH THE ULTIMATE GOAL BEING THE ELIMINATION OF THIS PRACTICE.

AND THEN FINALLY, WHAT ARE OUR PRACTICES? AND YOU CAN THINK TO YOURSELF, WHAT WOULD YOU DO IN THIS SITUATION WITH A STUDENT THAT WAS NOT DOING WELL ACADEMICALLY AND HAD GOTTEN TO THE END OF THE YEAR AND STILL HAD NOT MADE PROGRESS? BUT AS A CAMPUS TEACHER, ADMINISTRATORS THINK ABOUT THE PRACTICES THAT THEY'VE DONE IN PREVIOUS YEARS, THE PRACTICES THAT THEY HAVE CURRENTLY, AND THOSE ARE THE ACTIONS THAT ARE FOLLOWED.

AND SO YOU CAN SEE HOW BELIEFS, POLICIES, PROCEDURAL GUIDELINES AND PRACTICES REALLY DO INFLUENCE WHAT IT IS WE DO FOR OUR STUDENTS.

AND I'M NOT GOING TO ASK ANY OF YOU ALL TO SHARE WHAT YOU WOULD DO FOR THIS PARTICULAR STUDENT. BUT I DO JUST WANT YOU TO KEEP THOSE THINGS IN MIND AS WE TALK ABOUT DISPROPORTIONALITY, ESPECIALLY AS WE BEGIN TO LOOK AT THE DATA.

SO WE'RE GOING TO BE DISCUSSING OUR FINDINGS WITH YOU.

WE'RE GOING TO TAKE A LOOK AT THINGS THAT WERE THE DATA THAT WE WERE ABLE TO ANALYZE AND WE'LL BE SHARING WITH YOU THE RECOMMENDATIONS AS WELL AS THE ROOT CAUSES FOR THOSE RECOMMENDATIONS. AS WE GO THROUGH THIS NEXT SESSION SECTION OF THE SESSION, WE'RE GOING TO BE LOOKING AT ACADEMICS, ACCESS AND DISCIPLINE.

I WANTED TO LET YOU KNOW THAT YOU DO HAVE SOME REFERENCE GUIDES, AND I THINK MS. GRIFFIN IS GOING TO BE PASSING THOSE OUT.

WE HAVE TWO BOOKLETS FOR YOU.

ONE OF THEM CONTAINS DATA.

THE OTHER ONE CONTAINS OUR FINDINGS.

AND MS. VERONICA JOYNER IS GOING TO PRESENT SOME OF THIS INFORMATION TO YOU.

SHE IS OUR NEWEST MEMBER AND ACTUALLY DID NOT GO THROUGH THIS PROCESS WITH US.

AND THIS DATA IS NOT HER DATA.

BUT IF YOU NEED ANY QUESTIONS ANSWERED REGARDING DATA OR CALCULATIONS, SHE MAY BE ABLE TO HELP US WITH THAT. AND OF COURSE, THOSE OF US WHO WERE INVOLVED IN THE PROCESS CAN DO SO AS WELL. THIS INFORMATION THAT THIS DATA IS BASED ON WAS SENT FROM OUR DISTRICT TO NYU.

THEY PERFORMED THE CALCULATIONS AND THEY SENT THAT INFORMATION BACK TO US TO ANALYZE IN OUR SESSIONS. AND SO THE INFORMATION, THE ACTIVITIES THAT YOU HEARD OUR PRINCIPALS AND ASSISTANT PRINCIPAL TALKING ABOUT, THOSE ARE THE THINGS THAT WE DID HERE IN THE DISTRICT.

SO WHILE NYU WAS RESPONSIBLE FOR OUR LEARNING AND THE FACILITATION, WE DID THE BULK OF THIS WORK. AND SO I'M VERY PROUD OF WHAT OUR TEAM WAS ABLE TO COME UP WITH BASED ON THE INFORMATION THAT IS ALREADY HERE IN THE DISTRICT.

SO AT THIS TIME, MS. JOYNER. THANK YOU VERY MUCH, DR.

HEMPHILL, AND AGAIN, THANK YOU TO MS. GRIFFIN FOR ADVOCATING THAT I JOIN THE TASK FORCE.

WHEN THIS TASK FORCE FIRST STARTED, I WAS HOPING THAT MY NAME WOULD GET CALLED TO TO BE PART OF THE GROUP. BUT DESTINY HAS HAS PUT ME RIGHT IN FRONT OF YOU TODAY, BECAUSE I WILL TELL YOU, I GET A LITTLE WORKED UP BECAUSE I WOULD HAVE BEEN THE KID THAT IS REFLECTED IN THIS DATA, A POOR CHILD FROM IMMIGRANT PARENTS THAT STANDING BEFORE THIS TODAY.

SO AS WE JUMP INTO THE DATA IN THAT DOCUMENT THAT WAS SHARED WITH YOU, THOSE DATA TABLES ARE JUST A LOT OF NUMBERS.

SO LET'S KIND OF DISSECT IT LITTLE BY LITTLE.

SO IN THOSE CHARTS FROM THE REPORT IN YOUR WORKBOOK, JUST KNOW THAT THE PURPOSE OF TODAY'S MEETING WERE ONLY GOING TO BE REFERENCING THE 2019-2020 DATA.

BUT THE EQUITY TASK FORCE DID LOOK AT TWO YEARS OF DATA.

[00:30:02]

SO THESE DATA TABLES SHOW COMPOSITION INDEX, RISK INDEX AND RELATIVE RISK RATIO.

SO LET'S JUST DIVE INTO WHAT THOSE ACTUALLY MEAN.

SO THE COMPOSITION INDEX GIVES THE PROPORTION OF STUDENTS BY RACE AND ETHNICITY IN A PARTICULAR OUTCOME.

COMPOSITION INDEXES ARE USED TO DETERMINE IF A PARTICULAR GROUP IS OVER OR UNDERREPRESENTED IN A PARTICULAR OUTCOME.

SO, FOR EXAMPLE, AND JUST JUST SO THAT, YOU KNOW, THE EXAMPLES ARE NOT A REFLECTIVE OF GISD DATA. SO, FOR EXAMPLE, LATIN STUDENTS MAKE UP TWENTY FIVE PERCENT OF A SCHOOL POPULATION. HOWEVER, THEY RECEIVE 50 PERCENT OF ALL SUSPENSIONS IN A GIVEN YEAR.

SO RISK INDEX, THIS IS THE PART THAT IDENTIFIES AT WHAT RATE OR PERCENTAGE OF RISK STUDENTS OF A PARTICULAR RACIAL OR ETHNIC GROUP HAVE AN A PARTICULAR OUTCOME.

SO, FOR EXAMPLE, IF WE SAY TWENTY ONE PERCENT OF WHITE STUDENTS ARE SUSPENDED OR FORTY FIVE PERCENT OF BLACK STUDENTS ARE SUSPENDED.

AND THEN LASTLY, WE HAVE RELATIVE RISK RATIO.

SO THESE ARE COMPARISONS OF THE RISK OF A PARTICULAR OUTCOME OF ONE GROUP TO THE RISK OF THE REMAINING GROUPS EXPERIENCING THE SAME OUTCOME.

SO A RISK RATIO OF ONE INDICATES EQUAL RISK, AN INCREASE IN RISK RATIO, AND INDICATES A RISK OF INCREASED RISK.

SO, FOR EXAMPLE, FORTY FIVE PERCENT OF BLACK STUDENTS ARE SUSPENDED, WHILE TWENTY TWO PERCENT OF ALL OTHER STUDENTS ARE SUSPENDED, LEADING TO A RELATIVE RISK RATIO OF ABOUT TWO. SO THESE STUDENTS ARE TWICE AS LIKELY TO GET SUSPENDED.

OK, SO ANY QUESTIONS ABOUT THE TERMS? THE ACTUAL DATA TABLES, I'LL BE HAPPY TO.

OK, SO DISPROPORTIONALITY AND ROOT CAUSE.

SO DR. HEMPHILL HAS ALREADY MENTIONED THE THREE AREAS THAT WE WILL DISCUSS TODAY.

SO THERE WERE MORE.

BUT THESE ARE JUST THE FOCUS OF OUR MEETING TODAY.

AND THE THOUGHT IS IF WE CAN IDENTIFY THE AREAS OF DISPROPORTIONALITY AND GET TO THE ROOT CAUSE, THEN THE DIRECTION OF OUR WORK IS CLEAR.

THE AREAS WITHIN THESE CIRCLES ARE THE AREAS OF DISPROPORTIONALITY THAT WE'LL FOCUS ON DURING THIS PRESENTATION.

SO WE HAVE DISCIPLINE, ACADEMICS AND ACCESS.

OK, GO BACK.

SO THE CALLOUT BRINGS OUT WHAT THOSE POTENTIAL ROOT CAUSES ARE.

OK, SO WE HAVE DISCIPLINE, SO WE WANT TO LOOK AT THE ROOT CAUSES OF POLICIES AND PRACTICES. ACADEMICS, WE WANT TO LOOK AT INTERVENTION PROCESSES AND PRACTICES AND ACCESS, EXPANDING OPPORTUNITIES FOR ACCESS TO STUDENT CHOICE AS WE MOVE FORWARD WITH THE DATA.

I'D LIKE TO QUOTE MS. GRIFFIN FROM A PREVIOUS BOARD MEETING.

WHEN WE LOOK AT THIS, ALL MEANS ALL.

OK? SO WHEN WE LOOK AT ACADEMICS, YOU CAN FIND THIS ON PAGE ONE OF YOUR DATA BOOKLET.

WE WILL START WITH THE AREA OF ACADEMICS, SINCE IT IS THE HEART OF OUR BUSINESS.

THE DATA FOR ACADEMICS STARTS WITH MAP DATA FROM 2019-2020.

SINCE WE DID NOT HAVE STAAR ASSESSMENTS THAT YEAR, THE FIRST TWO TABLES REFLECT THE STAAR PROJECTIONS BASED ON THE BEGINNING OF THE YEAR MAP ASSESSMENT FROM AUGUST AND SEPTEMBER OF 2019. REMEMBER THAT THE RISK INDEX COLUMNS DO NOT ADD UP TO 100 PERCENT BECAUSE WE ARE NOT SAYING THE NUMBER OF LATINO OR LATINA STUDENTS THAT DID NOT MEET GRADE LEVEL IS TWENTY SEVEN POINT SIX TWO PERCENT OUT OF THE WHOLE.

WHAT THIS MEANS IS THAT THERE ARE ABOUT 28 OUT OF 100 LATINO OR LATINA STUDENTS WHO ARE PROJECTED TO NOT MEET GRADE LEVEL ON STAAR IN SPRING OF 2022.

NOW, LET'S TAKE A LOOK AT THE MASTERS GRADE LEVEL COLUMN.

THE TERM RISK CAN SOMETIMES IMPLY SOMETHING NEGATIVE.

HOWEVER, THAT'S NOT THE CASE.

THE RISK INDEX FOR LATINO OR LATINA STUDENTS TO ATTAIN MASTERS GRADE LEVEL SIMPLY MEANS THAT ONLY 13 OUT OF 100 LATINO OR LATINO STUDENTS WERE PROJECTED TO PERFORM AT THE MASTERS GRADE LEVEL ON STAAR SPRING 2020.

WE WANT THESE RISK INDEX VALUES TO INCREASE FOR ALL STUDENTS IN THIS MASTERS GRADE LEVEL CATEGORY. THESE RISK INDICES ARE REFLECTIVE OF ROOT CAUSES, SUCH AS A LACK OF UNIFORMITY OF INTERVENTION SERVICES PROVIDED FROM CAMPUS TO CAMPUS AND A LACK OF SKILLS TO PROVIDE APPROPRIATE EVIDENCE BASED INTERVENTIONS.

OK, SO I'M GOING TO ASK, CAN WE GO BACK TO ACADEMICS?

[00:35:01]

SO BOARD, ARE YOU.

DO YOU HAVE ANY QUESTIONS? OH, OK. SO, YOU KNOW, COULD YOU GO OVER JUST MAYBE EXPLAIN THAT FIRST CHART AGAIN? SO THE STAAR READING PROJECTIONS.

THAT'S THE FIRST ONE I HAVE.

YES, OF COURSE. SO WHEN WE LOOK AT THIS, THIS IS LOOKING AT RISK INDEX.

SO RISK INDEX IS SAYING HOW MANY STUDENTS OUT OF A WHOLE STUDENT GROUP THAT ARE THAT ARE ALIKE AND WHAT'S THAT PERCENTAGE.

RIGHT. SO IF I'M LOOKING AT I'M JUST GOING TO LOOK AT THE SECOND NUMERICAL COLUMN WHERE IT SAYS.

HOLD ON. SO THE FIRST COLUMN IS REAL.

THAT'S EXISTING. RIGHT.

THE FIRST COLUMN IS THE COMPOSITION.

THAT IS BASICALLY OUR STUDENT DEMOGRAPHICS.

RIGHT. YES. SO LET'S GO TO THE SECOND COLUMN.

YES. SO RISK INDEX SEE APPROACHING GRADE LEVEL.

THIS IS SAYING, OK, OF, IF WE LOOK AT OUR ASIAN POPULATION, WE HAVE A NEW BOARD MEMBER.

MIGHT YOU JUST EXPLAIN APPROACHES, MEETS AND MASTERS FIRST? SO SHE. YEAH.

I WILL BE HAPPY TO. SO FOR STAAR, WE HAVE DIFFERENT PERFORMANCE LEVELS.

OBVIOUSLY DID NOT MEET IS A STUDENT, DID NOT MEET THEIR GRADE LEVEL, BASICALLY DIDN'T PASS. THEN WE HAVE APPROACHES GRADE LEVEL.

SO THAT IS IT'S PASSING FOR STAAR, BUT IT'S TELLING US THAT THEY ARE STILL AT RISK OF FALLING BEHIND IN THE FOLLOWING GRADE LEVEL.

OK, THEN MEETS GRADE LEVEL.

THEY'RE GOOD TO GO.

WE KNOW THAT THEY'RE GOING TO BE SUCCESSFUL IN THE YEAR TO COME.

AND THEN MASTERS IS WE HAVE NO WORRY ABOUT THIS PARTICULAR CHILD.

THEY ARE GOING TO CONTINUE TO BE SUCCESSFUL YEAR AFTER YEAR BASED ON THESE NUMBERS.

OK, WAS THAT HELPFUL.

OK, YEAH. SO WHEN WE LOOK AT THIS AND I DID TELL DR.

HEMPHILL THAT ONE OF MY RECOMMENDATIONS FOR NYU IS FOR THEM TO NEXT TIME, IF THERE IS A NEXT TIME TO ORGANIZE THESE DIFFERENT COLUMNS IN A WAY THAT MAKES MORE SENSE TO US IN TEXAS. SO I WOULD HAVE OBVIOUSLY PUT THE DOES NOT MEET COLUMN FIRST.

SO, AGAIN, AS DR. HEMPHILL SAID, THIS IS THIS IS A DATA THAT WE RECEIVED IN THE FORMAT THAT WE RECEIVED IT. SO WE'LL JUST DO OUR BEST WITH THAT.

SO LOOKING AT THE RISK INDEX FOR APPROACHING GRADE LEVEL AND I'M JUST GOING TO GO WITH THE FIRST STUDENT GROUP.

SO OUR ASIAN STUDENTS, THAT'S NOT SAYING THAT 26.79 PERCENT OF OUR STUDENTS THAT APPROACH GRADE LEVEL ARE ASIAN.

WHAT THAT IS SAYING IS THAT ABOUT 27 OUT OF 100 ASIAN STUDENTS ARE APPROACHES.

SO IT'S ALMOST LIKE AN APPLES TO APPLES.

INSTEAD OF SAYING HOW MANY OF THIS PARTICULAR STUDENT GROUP ARE AT APPROACHES AS COMPARED TO THE WHOLE, WE'RE NOT COMPARING TO THE WHOLE WHEN WE'RE LOOKING AT THE RISK INDEX, WHICH IS A LITTLE BIT DIFFERENT FROM THE WAY THAT WE TYPICALLY PRESENT PERFORMANCE DATA TO YOU ALL. SO JUST EXPLAIN, IS THAT BASED ON PAST TESTS? IS THAT AN ESTIMATE? JUST TAKE THAT THE ASIAN TWENTY SEVEN PERCENT OF APPROACHING.

YES. ON THIS PARTICULAR MAP ASSESSMENT, IT'S OF ALL OF THE ASIAN STUDENTS THAT TOOK THAT ASSESSMENT TWENTY SEVEN OUT OF THE HUNDRED WE'RE LIKELY TO MEET ARE LIKELY TO BE APPROACHING GRADE LEVEL. OK, SO BUT YOU'RE USING THE WORD PROJECTIONS.

SO IS THIS BASED ON FORMER TESTS? THIS IS THE MAP DATA AND MAP CAN ONLY HELP US PREDICT HOW KIDS WILL DO ON STAAR BECAUSE WE DIDN'T HAVE STAAR DATA FOR THIS SCHOOL YEAR.

OK, SO USING MAP, IT PROJECTED THAT IN THE STAAR READING TWENTY SEVEN PERCENT OF ASIAN STUDENTS WOULD APPROACH ON THE TEST.

YES, SIR. OK, YES, OK.

AND ALSO THE OTHER THING TO REALIZE IS THAT MAP DATA AND WHICH IS NOT REFLECTED IN NYU'S REPORT, BUT MAP DATA ISOLATES.

SO FOR EXAMPLE, WHEN WE GET STARTED AND WHEN I STAND BEFORE YOU IN JULY AND I TELL YOU 70 PERCENT OF OUR STUDENTS WERE APPROACHES GRADE LEVEL AND WHATEVER SUBJECT YOU WANT TO CHOOSE. RIGHT. AND THEN I'M GOING TO TELL YOU THEN WE HAD 15 PERCENT THAT WERE AT MEETS.

WELL THAT APPROACHES THAT 70 INCLUDES THE MEETS KIDS.

[00:40:03]

MAP SAYS THESE ARE THE KIDS THAT ARE APPROACHES, NOT INCLUDING THE KIDS THAT ARE AT MEET, NOT INCLUDING THE KIDS THAT ARE AT MASTERS.

SO THAT'S JUST A LITTLE DISTINCTION AS WELL, THAT WHEN COMPARING MAP RESULTS TO STAAR RESULTS AND THE CALCULATIONS ARE JUST A LITTLE BIT DIFFERENT.

OK, SO ANY OTHER QUESTIONS ABOUT THE ACADEMIC DATA THAT YOU SEE BEFORE YOU? JUST ONE, I THINK YOU CLEARED UP MOST OF MY QUESTIONS ANSWERING MR. GLICK'S. BUT WITH RESPECT TO WHEN IT SAYS RISK INDEX DOES NOT MEAN GRADE LEVEL, THAT THAT'S ALMOST LIKE DOESN'T MEAN APPROACHES, CORRECT? CORRECT. THE DOES NOT MEET GRADE LEVEL IS TELLING US THAT THOSE PARTICULAR STUDENTS WERE PROJECTED TO, FOR LACK OF A BETTER EXPRESSION, FAIL STAAR AT THE END OF THE YEAR, WHICH UNFORTUNATELY WE DON'T HAVE THAT 19-20 STAAR DATA TO COMPARE TO SEE HOW WELL THEY DID.

BUT MAP IS PRETTY DEAD ON.

WE WE REALLY VALUE THAT ASSESSMENT TOOL.

ANY OTHER QUESTIONS WITH REGARDS TO ACADEMICS.

SO IF WE JUST LOOK AT THAT FIRST CHART.

YES. ARE WE SUPPOSED TO INTERPRET THAT? IS THAT WHAT NYU OR IS THAT JUST INFORMATION OR HOW SHOULD WE LOOK AT THAT CHART TO EXPLAIN SOMETHING THAT WE'RE GOING TO GET FURTHER? OK, SO LET'S LOOK AT LET'S SEE LET'S LOOK AT THE RISK INDEX, BECAUSE THIS IS WHERE WE WANT THE NUMBERS TO BE HIGH FOR MASTERS.

IF EVERYBODY WILL GO OVER TO THE GRADE LEVEL COLUMN.

AND AGAIN, I APOLOGIZE WHEN WHEN WE HAVE OUR DISTRICT RUN DATA, IT'LL BE IN THE ORDER THAT WE PREFER.

BUT ON THIS ONE, WE WANT THIS RISK INDEX MASTERS GRADE LEVEL.

WE WANT THAT NUMBER TO BE HIGH.

WE WANT THE RISK INDEX DOES NOT MEET GRADE LEVEL.

WE WANT THAT NUMBER TO BE LOW.

OK, SO LET'S TAKE A LOOK AT THE RISK INDEX MASTERS GRADE LEVEL AND PICK OUT THE THE STUDENT GROUPS THAT HAVE THE LARGEST NUMBERS.

OK, NOW LOOK AT THE STUDENT GROUPS THAT HAVE THE LOWEST NUMBERS.

THAT'S WHERE WE'RE SEEING THIS DISPROPORTIONALITY, THESE NUMBERS BETWEEN IF I'M JUST COMPARING IF I'M JUST LOOKING AT THESE, THERE'S LARGE NUMERICAL GAPS BETWEEN THE DIFFERENT STUDENT GROUPS AND AGAIN, THOSE PERCENTAGES WE'RE NOT COMPARING AFRICAN-AMERICAN STUDENTS TO THE WHOLE WE'RE SAYING HOW MANY OF THESE HOW MANY AFRICAN-AMERICAN STUDENTS OUT OF THE TOTAL NUMBER OF AFRICAN-AMERICAN STUDENTS MET THAT MASTERS GRADE LEVEL.

SO IF WE WERE IN A PERFECT DISTRICT WITH THE NUMBERS IN THE COLUMN, THE FIRST COLUMN TO THE LEFT BE SIMILAR OR ALMOST EXACT TO THE COLUMNS IN ANY ONE OF THOSE COLUMNS THEY SHOULD MATCH.

YES, SIR. THAT'S WHAT WE'RE THAT'S.

WELL, IT'S THAT'S KIND OF TRICKY, TOO, BECAUSE THE COLUMN TO THE LEFT, THAT IS JUST OUR PERCENTAGE OF POPULATION.

NOW, IF I WERE PRESENTING THIS DATA AND I AND I WAS SHOWING IT TO YOU AS THESE ARE THE NUMBER OF STUDENTS OUT OF THE WHOLE THAT MET GRADE LEVEL, THEN THAT'S WHERE WE WANT THAT MATCH TO OCCUR. IT'S A VERY GOOD OBSERVATION.

AND THAT'S WHERE THE TERM THAT WE HEARD FROM YOURSELVES AND ALL THE SPEAKERS WAS DISPROPORTIONALITY. YES, SIR.

YES, SIR. BUT EVEN WITHIN SEEING HOW MANY STUDENTS OUT OF A PARTICULAR STUDENT GROUP CAN BE SUCCESSFUL, AND THEN WHEN YOU START LOOKING ACROSS THE DIFFERENT STUDENT GROUPS, YOU STILL SEE THOSE BIG DIPS.

SO ANY WAY YOU SLICE IT, YOU SEE IT.

OTHER QUESTIONS, YES, MR. SELDERS.

THANK YOU. THIS GIVES US INFORMATION ON THE WHOLE GROUP TOGETHER.

IF YOU TAKE IT ANOTHER STEP IN THE SEGREGATED ACCORDING TO GENDER, DOES THAT GIVE YOU DIFFERENT INFORMATION? AND DOES THAT INFORMATION THEN REQUIRE A DIFFERENT ACTION ITEM OR DIFFERENT ACTION? THAT'S A THAT'S A WONDERFUL QUESTION.

I HAVE NOT LOOKED AT THE PREVIOUS DATA BY GENDER, BUT I'M HAPPY TO DURING THE NEXT BOARD MEETING WHEN WE ACTUALLY DO COME TO YOU WITH THE STAAR DATA AND THE THE MAP DATA, BECAUSE WE CAN ASSUME THAT THERE THERE ARE SOME DISCREPANCIES AS WELL.

BUT WITHOUT HAVING THE NUMBERS IN FRONT OF YOU, I DON'T WANT TO MAKE A GENERALIZATION.

[00:45:02]

AND THEN AT THE NEXT BOARD MEETING WITH CURRENT YEAR DATA, I MEAN, LET ME JOT THAT NOTE DOWN. ANY OTHER QUESTIONS ABOUT ACADEMICS BEFORE WE GO INTO ACCESS AND AGAIN, ONCE YOU KIND OF CAN UNDERSTAND HOW NYU MANAGED THE CALCULATIONS WITH OUR GISD DATA, THE REST OF THE THE REST OF THE TABLES ARE RATHER SIMILAR IN THE INTERPRETATION.

OK, SO THEN I'M GOING TO MOVE US FORWARD TO ACCESS AND IN THE AREAS OF ACCESS.

OUR DATA REFLECTS AN OVERREPRESENTATION OF WHITE AND ASIAN STUDENTS IN AP HONORS AND IB, MEANING THAT THESE STUDENT GROUPS ARE LIKELY TO HAVE AN ADVANTAGE OF BEING ABLE TO EARN COLLEGE CREDIT AND OR ENROLLED IN GIFTED AND TALENTED PROGRAMS. SO NOW ARE WE SAYING THAT WE NEED TO ADMIT FEWER WHITE AND ASIAN STUDENTS INTO THESE PROGRAMS? THAT IS NOT AT ALL WHAT THIS ASSESSMENT IS ABOUT.

WHAT WE NEED TO LOOK AT IS THE POLICIES AND PRACTICES THAT WE HAVE IN PLACE THAT MAY HINDER US GROWING THAT DENOMINATOR, THAT OVERALL NUMBER OF STUDENTS THAT ARE ACTUALLY GETTING INTO OR HAVING ACCESS TO THESE ACADEMICALLY RIGOROUS PROGRAMS. CURRENTLY, OUR SYSTEM WITH ABUNDANT RESOURCES RELIES ON PRINCIPLES OF EQUITY, ON EQUALITY AND NOT EQUITY TO PROVIDE ACCESS TO EDUCATIONAL OPPORTUNITIES FOR STUDENTS TO GAIN.

JUST WHAT I'VE HIGHLIGHTED ON THE SLIDE IS FROM PAGE FOUR.

IF YOU WANTED TO MOVE OVER TO PAGE FOUR.

SO PAGE THREE STARTS THE TABLES ON ACCESS AND THEN PAGE FOUR IS THE ONE THAT'S REFLECTED ON YOUR SCREEN. SO BEFORE MOVING ON TO DISCIPLINE, ANY QUESTIONS ABOUT, I'LL GIVE YOU A MOMENT TO TAKE A LOOK AT THOSE.

MS. JOYNER. YES, YES, YOU KNOW, I'M GOING TO ASK YOU THIS.

YES, ASK AWAY.

SO WHAT IS THESE TABLES SHOW TO YOU? OK, SO WHEN WE'RE LOOKING AT THESE TABLES, WE ARE SEEING THAT WE HAVE SOME STUDENT GROUPS THAT DO NOT HAVE A PROPORTIONATE PARTICIPATION RATE AS COMPARED TO OTHER STUDENT GROUPS. SO, FOR EXAMPLE, IF WE'RE LOOKING AT THE ONE ON THE SCREEN, LET ME PULL IT UP HERE. SO IF WE'RE LOOKING AT THE ONE ON THE SCREEN AND THIS ONE IS ABOUT COLLEGE CREDITS AND GIFTED AND TALENTED BY RACE, AND WE LOOK AT THE COLUMN THAT SAYS THE VERY, VERY LAST ONE ON THE RIGHT RISK INDEX, STUDENTS EARNING COLLEGE CREDIT ENROLLED IN GIFTED PROGRAMS. SO ON THIS ONE AND I'M JUST GOING TO GO TO THE WHITE STUDENTS JUST TO MAKE IT DIFFERENT FROM ALL OF THE EXAMPLES I'VE GIVEN THUS FAR.

SO THIS IS TELLING ME THAT 33 OUT OF 100 WHITE STUDENTS ARE EARNING COLLEGE CREDITS OR ENROLLED IN GIFTED AND TALENTED PROGRAMS. SO IT'S NOT TELLING ME THAT IT'S THIRTY THREE OUT OF THIRTY THREE PERCENT OUT OF THE WHOLE GROUP. IT'S 33 PERCENT OF THE SAME STUDENT GROUP.

WHERE YOU MIGHT EXPECT IF YOU GO BACK TO THE FIRST COLUMN, THAT WOULD BE 16 PERCENT.

RIGHT? WELL, REMEMBER, THE FIRST COLUMN IS JUST OUR DISTRICT COMPOSITION.

SO IT'S ALMOST LIKE A YES AND NO.

WE JUST WANT ALL OF THE NUMBERS THAT ARE IN THAT RISK INDEX TO BE MORE PROPORTIONATE.

AND SO IF WE LOOKED AT YOUR EXAMPLE OF WHITE, IT WOULD ALMOST BE TWO TO ONE, 16 TO 30.

YES, THAT'S WHAT YOU'RE SAYING. YES, SIR.

ARE YOU SURE? BECAUSE TO ME THE FIRST COLUMN TO SAY AS A PERCENT OF WHITE KIDS IN OUR DISTRICT. IN THE DISTRICT. YES.

HAS NOTHING TO DO WITH THIRTY THREE OUT OF 100 WHITE KIDS ARE LIKELY TO BE IN A.P..

CORRECT. WHEREAS IF YOU GO RIGHT UP TO THE NEXT ONE IS FIFTEEN POINT SIX PERCENT, A 15 AND A HALF KIDS OUT OF A HUNDRED OF LATINO.

SO IT REALLY DOESN'T MATTER WHAT COLUMN 1 SAYS.

THE THE DISTRICT COMPOSITION, THAT'S JUST KIND OF, I GUESS, GIVE A NUMBER IS THE REASON NYU PUT IT THERE. RIGHT.

IT WOULD BE MORE OF A COMPARISON TO THAT ALGORITHM WHERE WE HAVE 23 OUT OF 100 OF ALL STUDENTS ARE PARTICIPATING IN A PROGRAM.

SO AND THEN WHAT DOES THAT LOOK LIKE WHEN WE GO STUDENT GROUP BY STUDENT GROUP? SO IF YOU HAD 10 KIDS THAT WERE WHITE, THEN THREE POINT THIRTY THREE PERCENT OF THOSE WOULD BE IN THE CLASS OF THREE.

CORRECT. AND IF YOU HAD A THOUSAND LATINO STUDENTS, THEN THE NUMBER OF KIDS IN THERE WOULD

[00:50:01]

IT'S JUST THE PERCENTAGE WOULD BE LOWER FROM 33 DOWN TO 15.

YES. AND SO THAT'S WHY THERE'S BEEN REALLY HASN'T.

AND IF I MISUNDERSTOOD YOUR QUESTION, LARRY, I'M SORRY, BUT I WAS JUST INTERPRETING THIS WHOLE THING A LITTLE DIFFERENTLY.

WELL, LOOK, IF MY INTERPRETATION IS IF WE TAKE 100 KIDS AND BASED ON THE CHART, LET'S CHOOSE THE WHITE NUMBER, ABOUT SIXTEEN OF THOSE HUNDRED WOULD BE WHITE.

IN OUR DISTRICT. AND IN OUR DISTRICT.

BUT IN TERMS OF EARNING COLLEGE CREDITS, IN THE LAST COLUMN, THERE'D BE 33 OUT OF 100.

WELL, IT'S 16 OUT OF ALL STUDENTS.

SO IF WE'RE LOOKING AT COLUMN NUMBER ONE, OUR COMPOSITION, IT'S 16.

THERE ARE 16 WHITE STUDENTS FOR THE TOTAL NUMBER 100 OF OUR GISD STUDENTS.

AND THIRTY THREE OF 100 WHITE STUDENTS.

ONLY THIRTY THREE OF THE SIXTEEN.

RIGHT. THAT MAKES SENSE.

YES, IT'S NOT. THIRTY THREE OF THE WHOLE IS THIRTY THREE ONLY OF THAT PARTICULAR STUDENT GROUP. YES.

AND I THINK WHY THE COMPOSITION IS THERE IS FOR AS WE LOOK AT EACH AREA, THAT'S JUST A REMINDER OF HOW WHAT'S THE COMPOSITION OF THE DISTRICT.

YES. IT DOESN'T INFORM ANY OF THOSE OTHER CATEGORIES.

SO, LARRY, WHEN I'M DOING THE MATH, WHAT I WAS LOOKING AT, ASSUMING WE HAVE 50,000 KIDS IN THE DISTRICT AND LOOKING OVER AT THE WHITE PERCENT IS 16 THAT WOULD BE ROUGHLY 8000 STUDENTS, IF YOU WOULD RIGHT ABOVE IT TO THE LATINO, THAT'D BE TWENTY SIX THOUSAND FIVE HUNDRED STUDENTS. SO THEN YOU GO TO THE RIGHT HAND COLUMN AND 15 PERCENT OF THOSE 26000 LATINO STUDENTS WOULD BE IN THAT PROGRAM, WHEREAS THIRTY THREE PERCENT OF THE 8000.

SO THERE MAY STILL BE FAR MORE OF ONE RACE IN ANOTHER.

JUST YOU GOT TO GO BACK TO THIS ORIGINAL MAKEUP TO KNOW HOW THE MATH WOULD TRANSLATE IN TERMS OF REAL NUMBERS.

YES. AND THAT'S WHY THEY USE PERCENTAGES, BECAUSE IF WE WERE TO USE REAL NUMBERS, THEN THAT IN ITSELF PAINTS A SKEWED PICTURE.

IF WE JUST BASE IT ON NUMBERS.

RIGHT. AND REMEMBER, WE'RE TALKING ABOUT ACCESS.

SO IT'S NOTHING TALKING ABOUT A SPECIFIC PROGRAM OFFERING.

WHAT IT IS SAYING IS, HOW CAN WE GET THESE NUMBERS UP, AND THAT'S WHAT'S THE THE BOX IS SAYING, EXPAND OPPORTUNITIES FOR ACCESS THROUGH STUDENT CHOICE.

SO THE CHALLENGE THAT YOU'LL SEE LATER IS WHAT IS THE RECOMMENDATION THAT WILL HELP CHANGE THIS.

AND WE KNOW THAT EVERYTHING IN THE SCHOOL DISTRICT IS STUDENTS UNDERSTANDING WHAT THEIR OPTIONS ARE, PARENTS UNDERSTANDING WHAT THEIR OPTIONS AND CHOICES ARE.

SO IS NOT CRITICIZING THE COLLEGE CREDITS AND THE GIFTED AND TALENTED PROGRAMS IS JUST SAYING DISPROPORTIONALITY AND THAT THIS IS AN AREA THAT WE NEED TO WORK WITH.

MS. STANLEY. SO WHAT'S THE COLUMN SAYS COMPOSITION OF STUDENTS EARNING COLLEGE CREDITS.

SO IF WE GO WITH THE LATINO FORTY EIGHT POINT NINE PERCENT, BUT THEN ONLY FIFTEEN POINT SIX PERCENT FOR THE RISK.

CAN YOU EXPLAIN THE FORTY EIGHT PERCENT? YES. SO ALL THE FIRST THREE COLUMNS TO TALK ABOUT COMPOSITION, THAT IS A COMPARISON OF THAT STUDENT GROUP TO THE WHOLE AS COMPARED TO THAT LAST COLUMN WHERE IT'S THE NUMBER OF STUDENTS THAT ARE EARNING THESE CREDITS ARE ENROLLED IN THE PROGRAM AS COMPARED TO ONLY STUDENT ONLY LIKE STUDENTS.

SO YOU'RE SAYING SO IF I LOOK AT THE RACIAL COMPOSITION OF THE DISTRICT, THAT'S IF I HAD FIVE THOUSAND STUDENTS, NINE OF NINE PERCENT OF THEM WOULD BE ASIAN, SO ON AND SO FORTH.

BUT THEN THE COMPOSITION OF THE STUDENTS THAT ARE TAKING COLLEGE CREDITS, IF WE HAD FIVE THOUSAND KIDS, IT WOULD ONLY BE FORTY EIGHT PERCENT OF THEM WOULD BE LATINO.

THAT ARE TAKING COLLEGE CREDITS.

THAT'S CORRECT. OK, YES.

SO YES, THOSE FIRST THREE COLUMNS THAT TALK ABOUT COMPOSITION, IT'S THAT STUDENT GROUP COMPARED TO THE WHOLE. YES.

WOULD IT BE FAIR TO SAY THAT ANY TIME THE WORD COMPOSITION APPEARS, WE'RE COMPARING AGAINST THE WHOLE ANY TIME RISK ASSESSMENT OF PEERS WE'RE COMPARING AGAINST THAT PARTICULAR DISAGGREGATED ETHNIC GROUP? YES, SIR. THANK YOU. YOU'RE WELCOME.

OK, AND THEN THE LAST ONE, WE'LL JUST WE'LL MOVE INTO DISCIPLINE BECAUSE, AGAIN, THE THE

[00:55:01]

SO LET ME WALK THROUGH THAT WITH YOU.

SO THIS IS OUR DISTRICT LEVEL REFERRAL AND SUSPENSION DATA.

SO THIS IS PAGE FIVE OF YOUR DATA WORKBOOK, THE RISK INDEX.

SO, AGAIN, REMEMBER, RISK INDEX TELLS US THAT ROUGHLY 25 OUT OF 100 BLACK STUDENTS ARE PART OF THE REFERRAL PROCESS.

OK, SO RISK INDEX, AS MR. JOHNSON SAID, WE'RE LOOKING AT STUDENT GROUP AS COMPARED TO STUDENT GROUP.

SO LIKE GROUPS.

NOW, RELATIVE RISK RATIOS ARE LISTED IN THE DISTRICT LEVEL SUSPENSION DATA SHOW THAT STATISTICALLY SPEAKING, BLACK STUDENTS ARE TWICE AS LIKELY OR ALMOST TWICE AS LIKELY TO GO THROUGH THE REFERRAL PROCESS AND RECEIVE A SUSPENSION AS COMPARED TO THE OVERALL WHOLE GROUP OF THEIR PEERS. OK, SO THE IDENTIFIED ROOT CAUSE FOR THIS AREA OF DISPROPORTIONALITY IS THAT OUR STUDENT CODE OF CONDUCT LACKS RESTORATIVE MEASURES.

SO I'LL GIVE YOU JUST A MOMENT TO TAKE A LOOK AT THIS ONE.

AND AGAIN, IF I'M IF I'M BRINGING YOU BACK TO YOUR WORKBOOK ON THESE TABLES, THE ONE THAT IS DIFFERENT THAT YOU HAVEN'T SEEN ON THE PREVIOUS TABLES IS THE VERY LAST COLUMN WHERE IT SAYS RELATIVE RISK.

YES, MS. STANLEY. IS THIS LIKE INCIDENT LIKE INCIDENTS OR ARE WE SAYING THAT FOR EVERY CHILD THAT BREAKS A WINDOW TWO TIMES MORE LIKELY, OR IS IT JUST IS IT LIKE CRIME, SO TO SPEAK? NO, THIS IS JUST BASED ON REFERRALS.

SO OUT OF ALL OF THE REFERRALS, IT'S NOT BROKEN DOWN BY INCIDENT.

IT'S NOT BROKEN DOWN BY CONSEQUENCE.

JUST ALL OF THE REFERRALS.

DO WE HAVE THAT TO SAY? SO I'M NOT SAYING IT'S DISPROPORTIONATE, BUT I'M TRYING TO WRAP MY HEAD AROUND THE NUMBERS, OK.

SO IF THE BOYS BREAK THE GLASS AND THE GIRLS SCRATCH THE GLASS, I WOULD EXPECT A STRONGER DISCIPLINE ON THE BREAK VERSUS THE SCRATCH, CORRECT? YES. AND I BELIEVE THAT MS. GARCIA, SOME OF THE INFORMATION SHE PRESENTED TO YOU WAS THAT LAST WEEK, THAT REPORT DOES HAVE IT BROKEN DOWN A LITTLE MORE SPECIFIC.

SO IT IT TELLS MORE ON THE CONSEQUENCES FOR EXCLUSIONARY.

SO OUT OF SCHOOL SUSPENSION, IN SCHOOL SUSPENSION, DAP.

SO I THINK THAT WHAT YOU'RE ASKING IS WHEN WE GET TO THESE REFERRALS, WHAT DOES THAT LOOK LIKE AT THE CONSEQUENCE LEVEL? RIGHT. YES.

AND SO IT'S NOT REFLECTED IN THE NYU REPORT, BUT THE THE DISCIPLINE REPORT THAT MS. GARCIA PRESENTED, I BELIEVE HAS.

I REMEMBER THAT REPORT.

I JUST DON'T REMEMBER IT BEING THAT DISPROPORTIONATE SO I'LL AT IT.

I APPRECIATE THAT. YES, MA'AM.

AND THEN ALSO TO TO THAT POINT IS THE INFORMATION THAT WE'VE REALLY PRESENTED ALL ALONG.

WE'VE NEVER REALLY DONE THAT RELATIVE RISK WHERE WE'RE TAKING THE RISK OF ONE GROUP AND THE RISK OF THE OTHER. AND HOW DID THOSE RISKS COMPARE? SO IN FUTURE, IN THE FUTURE, IF THIS IS IF THIS INFORMATION IS INTERESTING TO YOU ALL IN MOVING FORWARD WITH THE WORK, THEN WE CAN DEFINITELY TAKE A LOOK AT THE WAY THAT WE PRESENT JUST DIFFERENT VIEWS OF THE DATA TO YOU ALL.

OK, YES, MR. SELDERS. JUST OUT OF CURIOSITY, THOUGH, THE DATA THAT WE HAVE BEFORE US IS THE DATA THAT IS WITHIN OUR DISTRICT.

HOW DOES THIS COMPARE TO SIMILAR DISTRICTS THAT HAVE SIMILAR DEMOGRAPHICS OR SOME OF THE DEMOGRAPHIC PROFILE AND MAYBE EVEN SIMILAR SIZE? IS IT IN LINE WITH THAT? IS IT GREATER, LESS? DO WE HAVE ANY IDEA? SO I HAVE NOT DONE THAT RESEARCH DR.

HEMPHILL HAS YOUR OFFICE DONE RESEARCH BASED ON OTHER DISTRICTS? WE HAVE NOT. BUT IT IS SOMETHING THAT WE CAN LOOK AT AND I THINK OUR ON PAR DATA THAT WE RECEIVED FROM [INAUDIBLE].

SO WE HAVE NOT LOOKED AT THAT DATA AS OF YET.

HOWEVER, IT IS SOMETHING THAT WE CAN LOOK AT IN OUR ON DATA SUITE AND OUR ON PAR SECTION I'M LOOKING AT MR. YEAGER BECAUSE WE DO HAVE ACCESS TO SOME OF THAT INFORMATION SO THAT WE CAN START TO DO COMPARISONS TO SEE WHERE WE ARE.

OK, I WAS JUST CURIOUS. THANK YOU.

OK, SO ANY OTHER QUESTIONS ON READING THE TABLES.

SO YES. MR. GLICK.

[01:00:02]

SHE KNOWS I WOULD.

I KNOW YOU AND I'VE SAID THIS BEFORE I DON'T HAVE DR.

CADDELL'S TENURE, SO PLEASE KEEP ME FOR TOMORROW.

IF I'M BEING.

BUT SHE TOLD YOU, I WOULD. YOU KNOW.

I KNOW. I KNOW.

IF I'M IF I'M BEING RATHER HONEST, I DON'T SADLY, NONE OF THIS IS SURPRISING.

BUT IF I HAD TO POINT OUT ONE THING THAT MADE ME GASP AND MAYBE AND MAYBE IT'S MY MAMA SIDE, OK, IF YOU LOOK AT ELEMENTARY AND YOU LOOK AT THE SUSPENSION DATA FOR ELEMENTARY, THAT THAT TO ME WAS WAS VERY, VERY TELLING.

SO, AGAIN, JUST AS A FORMER ELEMENTARY ADMINISTRATOR AND THEN THE MOTHER OF A TWO YEAR OLD, THAT IS A WILD CHILD.

OH, YEAH. MY KID'S GOING TO GET SUSPENDED.

SO HE WOULD HE WOULD BE REFLECTED IN THIS DATA.

AND IF I CAN EXPAND SOMETHING THAT WAS PRETTY UNIQUE, WHENEVER WE'RE GOING THROUGH THIS DATA ANALYSIS, YOU KNOW, WE DON'T EXPECT EVERYBODY TO UNDERSTAND IT RIGHT OFF THE BAT.

WE HAD DAYS AND DAYS TO ANALYZE IT, ANALYZE IT.

THEN THE NEXT TIME WE MET, WE USED THIS DATA PLUS MORE.

SO WE BECAME VERY ACQUAINTED WITH IT.

RIGHT. SO I COULD ONLY TALK ABOUT MY EXPERIENCE IN BUILDING THIS TYPE OF DATA.

THE FIRST THING ABOUT DATA IS THE MORE WE USE IT, THE MORE WE RECOGNIZE IT, THE MORE WE CAN UNDERSTAND ITS USES.

WHAT SOME PEOPLE LIKED ABOUT THE RISK FACTOR, YOU KNOW, PEOPLE LIKED SOMETIMES TO GO WITH THE END AND THEN GO THE OTHER WAY.

THEY COULD GO REAL QUICKLY.

AND IF THEY SEE ANYTHING ABOVE 1.0 RIGHT. THAT'S SO THINK OF OUR ONE TO ONE INITIATIVE, ONE STUDENT, ONE DEVICE.

SO IDEALLY, THAT'S THE IDEAL THAT'S THE PERFECT BALANCE.

BUT IF THE RATIO IS TOO HIGH, RIGHT.

AND YOU START LOOKING AT 2.87, IT STICKS OUT AND THEN YOU CAN START LOOKING AT, WAIT A MINUTE, WHAT'S GOING ON WITH THERE? AND THAT'S WHERE WE CAN START TALKING ABOUT THAT'S A VERY BIG GAP WHERE YOU CAN LOOK AT OTHERS AND THEN WE CAN START NOTICING TRENDS AND THEN START ASKING QUESTIONS ON WHY THAT'S HAPPENING AND WHAT WE NEED TO DO TO FIX IT.

RIGHT. AND THERE'S NOT ONE REMEDY TO DO IT RIGHT.

OK, THERE'S NOT ONE REMEDY.

NOW, I WILL SAY SOMETHING.

IN SOME DISTRICTS, WHAT THEY'LL DO IS HAVE A GATEKEEPER AND SAY, WELL, YOU'RE NOT ALLOWED TO DO THAT ANYMORE. AND THAT WILL GO TO ONE TO ONE.

BUT THEN THAT DOESN'T CHANGE ANYTHING REALLY, BECAUSE YOU STILL HAVE THE ISSUES THAT THAT TRIGGERED WHATEVER WAS HAPPENING.

RIGHT. SO WE NEED TO GO DEEP AND IT'S GOING TO BE A MULTIFACETED PROCESS.

OK, SO ANY OTHER QUESTIONS ABOUT READING YOUR DATA SETS? I'VE GOT ONE. MR. PRESIDENT, IF THAT'S OK. WHEN YOU LOOK ESPECIALLY AT THIS LAST ONE THAT YOU DIRECTED US TO ON THE SUSPENSIONS AND YOU SEE RELATIVE RISK.

IT STRIKES ME THAT WHEN YOU LOOK AT THE ELEMENTARY SCHOOL LEVELS AND I UNDERSTAND SMALL, I'VE GOT THREE MYSELF, BUT AND YOU SEE, FOR INSTANCE, LET'S FOCUS ON THE BLACK NUMBER WITH THIS THREE POINT EIGHT THREE RELATIVE RISK.

THAT'S I JUST THINK THAT THAT EVEN THOUGH THE 5.34 IS HIGH COMPARED TO THE OTHER GROUPS, THERE'S STILL NINETY FIVE PERCENT OF BLACK ELEMENTARY SCHOOL STUDENTS RECEIVE NO SUSPENSIONS, CORRECT? YES. BUT IF YOU MOVE OVER TO THE NEXT COLUMN.

YES. WHERE THE AFRICAN-AMERICAN ELEMENTARY STUDENTS ARE FOUR TIMES AS LIKELY TO RECEIVE A SUSPENSION, I GUESS I DON'T HAVE A PROBLEM WITH THE RATIO THAT WE'RE USING. I THINK IT HELPS.

I JUST WANT THE PUBLIC TO KNOW THAT WHEN WE SAY RELATIVE RISK, IT'S JUST IN RELATION TO OTHER GROUPS. IT'S NOT A RELATIVE RISK OF, MY GOSH, ALL THESE KIDS ARE GETTING SUSPENSIONS BECAUSE ESPECIALLY LIKE WHEN WE'RE DEALING WITH ELEMENTARY, EVEN THE HIGH GROUPS ARE STILL RELATIVELY SMALL.

YES.

[01:05:01]

SO THAT THAT IS SOMETHING ELSE TO CONSIDER.

AND I THINK THAT'S IMPORTANT, PUTTING THE WHOLE NUMBER THAT WE WOULD WE WERE USING FOR SOMETHING LIKE THIS SO PEOPLE COULD LOOK AT IT AND NOT ASSUME BECAUSE YOU DON'T KNOW IF THIS IS ONE HUNDRED THOUSAND OR FIFTY FIVE THOUSAND.

RIGHT. SO THEN THAT WAY WE HAVE A BASELINE, BECAUSE IN SOME OF THE DISCIPLINE REPORTS THAT WE WERE DOING, THE DATA SET WAS SO SMALL WITH SOME OF THE PEOPLE.

BUT THEN, OF COURSE, THERE HAS TO BE A PERCENTAGE OF THE DATA.

SO IF YOU HAD 10 ALL YEAR, 10 EXCLUSIONARY REFERRALS FOR ELEMENTARY ALL YEAR 10 UP THERE, YOU'RE GOING TO SEE 30 PERCENT, YOU'RE GOING TO SEE 20 PERCENT, MAYBE EVEN 50 PERCENT.

AND PEOPLE ARE LIKE 50 PERCENT.

YOU KNOW, AND THE SCHOOL DISTRICT THAT THIS LARGE WHAT YOU'RE TALKING ABOUT 10 KIDS, YOU KNOW. YES. IN A SCHOOL DISTRICT THIS LARGE.

SO I THINK THAT THAT WOULD BE GOOD.

OK. ALL RIGHT.

ANY OTHER QUESTIONS THAT YOU MAY HAVE? YES. MR. SELDERS. QUESTION.

SO WITH THE DISCIPLINE DATA, WE ALSO HAVE THE RELATIVE RISK RATIOS.

IS THERE LIKE A RELATIVE LIKELIHOOD ASSOCIATED WITH LIKE FOR ACCESS.

WOULD THAT BE A NUMBER THAT WOULD BE.

NYU DID NOT DO THOSE CALCULATIONS FOR ACCESS OR ACADEMICS.

BUT I'M HAPPY TO RUN THOSE NUMBERS FOR YOU.

BECAUSE IT IS EVERY COLUMN GIVES A DIFFERENT PERSPECTIVE.

RIGHT. SO I'LL BE HAPPY TO RUN THAT RELATIVE RISK RATIO FOR ACADEMICS AND FOR FOR ACCESS TO THINGS LIKE. AND REMEMBER, THIS INFORMATION IS JUST FOR US TO IMPROVE THE INFORMATION THAT WE RECEIVE ON A REGULAR BASIS BECAUSE, YOU KNOW, WE SAY THAT WE DON'T WE DIDN'T KNOW THIS, SO WE DIDN'T UNDERSTAND IT.

SO IF THERE ARE THINGS THAT YOU LIKE ABOUT SOME OF THESE DATA POINTS, I AM SURE THAT STUDENT SERVICES CAN INCORPORATE THAT.

I THINK, DR.

LOPEZ, HOW FREQUENT CAN WE GET THIS INFORMATION TO STAY ON TOP OF IT? BECAUSE WHAT I SEE IS WHEN SCHOOL STARTS IS PRETTY MUCH A LEVEL PLAYING FIELD WHEN KIDS START SCHOOL, THEY'RE ALL READY TO GO AND THE BAR IS PRETTY EVEN.

BUT AFTER THAT FIRST THREE WEEKS AND WE START SEEING PROGRESS REPORTS COME OUT, THEN WE START TO SEE THE DISPROPORTIONALITY START TAKING PLACE.

WHAT I WITNESSED IN THE CLASSROOM, BECAUSE KIDS THINK THAT THEY CAN'T MAKE IT AND ALL OF A SUDDEN THEY ARE NOT GETTING THE CURRICULUM BEING TAUGHT.

HERE COMES THE STUDENT MAY HAVE BEEN ON THE OTHER END OF IT.

SO IS THERE SOMETHING THERE THAT WE CAN CAPTURE THAT EARLY SO THAT ONCE IT GOES, WE GET DEEPER INTO OUR SCHOOL YEAR, WE'LL SEE A DROP? SO, YES, THERE HE IS.

AND THAT'S ONE OF THE THINGS WE'RE GOING TO TALK ABOUT JUST A LITTLE BIT ABOUT WHEN WE GET TO THE RECOMMENDATIONS FOR DISCIPLINE.

BUT ONE OF THE THINGS THAT MS. GARCIA SHARED LAST WEEK WAS THE DASHBOARD.

AND SO THAT DASHBOARD CAN BE UPDATED ON A MONTHLY BASIS.

SO EVERY FOUR TO SIX WEEKS WE CAN KEEP UP WITH THIS INFORMATION.

NOT ONLY DOES IT GIVE US THE INFORMATION, THERE'S ALSO A PROTOCOL THAT'S BUILT INTO THE DASHBOARD THAT ALLOWS THE ADMINISTRATIVE TEAM, THE DISCIPLINE TEAM, TEACHERS TO GO IN AND THINK THROUGH, OK, WHY IS THIS HAPPENING? WHAT WERE SOME OF THE THINGS THAT MAYBE PRECIPITATED THESE PARTICULAR THINGS IN HAPPENING? AND WHAT ARE WE GOING TO DO TO RESPOND AND ALSO LETS THEM LOOK AT THE MEASURES THEY ALREADY HAVE IN PLACE AND PERHAPS TWEAK THOSE AS THEY'RE GOING THROUGH SO THAT WE CAN REALLY DRILL DOWN AND IMPROVE OUR SYSTEMS. AND THAT WAS ONE OF THE RECOMMENDATIONS THAT.

BUT HOW DO WE TRYING TO BE TRANSPARENT WITH OUR COMMUNITY AND OUR PARENTS HOW DO WE COMMUNICATE THAT TO THEM, MAYBE THEIR CHILD OR SOMETHING LIKE THAT, THAT WE CAN HELP INTERVENE TO GET THEM INTO INTERVENTION OR WHATEVER THE CASE MAY BE TO HELP CHANGE THE COURSE OF WHAT'S TAKING PLACE AS FAR AS RAISING THE BAR? WELL, ANY TIME A STUDENT NEEDS INTERVENTION OR IS REQUIRES ADDITIONAL SUPPORT, THAT FAMILY IS COMING IN.

AND SO WE'RE, OF COURSE, SHARING THAT INFORMATION ABOUT THE INDIVIDUAL STUDENT.

BUT THEN WE CAN ALSO SHARE THIS INFORMATION WITH OUR FAMILIES.

YOU'RE HELPING ME KIND OF ORGANICALLY ADDRESS SOME OF THE RECOMMENDATIONS THAT WERE MADE.

[01:10:03]

WE TOOK THAT INFORMATION IN AND HAVE KIND OF CONDENSED IT INTO JUST ABOUT SEVEN DIFFERENT AREAS THAT WE WOULD LIKE TO FOCUS ON.

BUT ONE OF THE THINGS THAT THEY DID SAY WE NEEDED TO DO A BETTER JOB OF WAS MAKING SURE THAT WE ARE SHARING INFORMATION WITH OUR FAMILIES SO THAT THEY DON'T HAVE TO COME ASK FOR IT. WE HAVE ALREADY GOTTEN THE INFORMATION OUT TO THEM AND, YOU KNOW, BEING RESPONSIBLE FOR A DEPARTMENT, I JUST THINK, MAN, I'M GETTING THAT INFORMATION OUT AS MUCH AS I CAN.

A STUDENT THOUGHT HE WAS READY TO GRADUATE FOR THE SUMMER NOW, FOR THE SUMMER SESSION, HE'S FULL CREDIT SHORT AND HIS MOTHER DIDN'T EVEN KNOW IT.

AND SO WHAT CAN WE DO? SO I'M JUST WONDERING WHERE THAT COMMUNICATION BARRIER, TOO, WILL HELP.

IF WE CAN GET THAT INFORMATION OUT TO THEM, THAT WILL THAT DISPROPORTIONALITY WON'T REALLY BE.

I THINK WE'LL WE'LL BE ABLE TO RAISE THE BAR REALLY GOOD IF WE CAN JUST GIVE THAT INFORMATION TO THE PARENTS.

IF WE ARE HAVING ISSUES AS FAR AS THE STUDENT MANAGEMENT OR THEY'RE JUST NOT GETTING THE GETTING THE CURRICULUM, WHATEVER THE CASE MAY BE, YOU KNOW, WHATEVER THEY NEED TO COME INTO TUTORIALS, WHATEVER THE CASE MAY BE, THAT THAT WOULD HELP THAT STUDENT.

SO I DON'T KNOW THAT'S JUST FOOD FOR THOUGHT.

ALL RIGHT. SO LIKE I SAID, THAT DID KIND OF ALLOW US TO SEGUE DID ANYONE HAVE ANY MORE QUESTIONS BEFORE I JUMP IN.

NO, JUST REAL QUICK, IT'S 4:15, BASICALLY.

AND WE DO WANT TO TRY TO FINISH UP JUST SLIGHTLY BEFORE 5 IF WE CAN.

WE WILL.

YES MA'AM. WE WILL.

JUST REMINDING YOU THANK YOU.

SO IS THAT DIRECTED AT THE BOARD? SO YOU WANT THEM TO.

I"M REMINDING EVERYBODY. SO YOU WANT THEM TO GO STRAIGHT THROUGH THE PRESENTATION AND MAYBE WE CAN WRITE DOWN OUR QUESTIONS AND HOLD THEM TILL THE END.

LET'S DO THAT. OK, I JUST WANT US TO HAVE CLARITY OF HOW WE CAN OPERATE.

WE DO HAVE A QUESTION FROM MS. STANLEY. DO YOU WANT TO GO AHEAD? OK. ALL RIGHT.

SO I JUST WANTED TO SAY WE DID HAVE THOSE 16 RECOMMENDATIONS FROM NYU AS A GROUP, WE CONDENSE THOSE INTO THESE SIX AREAS, PROFESSIONAL DEVELOPMENT, OUR MULTITIERED SYSTEMS OF SUPPORT, DISCIPLINE, ACCESS TO PROGRAMING.

AND THAT'S WHERE YOU SAW I BGT THOSE PROGRAMS AND THEN ALSO OUR HUMAN CAPITAL AREA.

SO RECRUITING AND RETAINING AND ELEVATING THE HUMAN CAPITAL THAT WE HAVE HERE.

THE FINDINGS THAT THEY HAD THERE WERE PRETTY INTERESTING.

THERE WERE SOME THINGS THAT WE HADN'T CONSIDERED BEFORE, LIKE DEVELOPING OUR OWN KIND OF HOMEGROWN. I KNOW THAT WE'VE HAD PROGRAMS LIKE THAT IN THE PAST, BUT THEY THEY PUT SOME MORE INTO THEIR RECOMMENDATIONS AND THEN ALSO OUR FAMILY AND COMMUNITY ENGAGEMENT, ENSURING THAT WE ARE REACHING ALL OF OUR FAMILIES AND MAKING SURE THAT THEIR VOICE IS HEARD IN THOSE THINGS THAT WE DO.

AND FINALLY, LOOKING AT THE AREA OF SPECIAL EDUCATION NOW IN THE INTEREST OF TIME, WE KNEW THAT WE WOULD PROBABLY RUN A LITTLE LONG.

SO WE'D LIKE TO FOCUS ON THREE AREAS AND REALLY EXPLAIN THOSE WELL AND SPEAK TO SOME OF THE PROPOSED ACTIONS THAT WE HAVE.

SOME ARE ALREADY UNDERWAY AND SOME ARE THINGS THAT WE KNOW THAT WE NEED TO DO IN THE FUTURE. SO WE ARE GOING TO START WITH PROFESSIONAL DEVELOPMENT AND THIS IS A PROPOSED ACTION AND MS. EBONEY FORTE WILL WALK US THROUGH THIS.

GOOD AFTERNOON, PRESIDENT MILLER, BOARD OF TRUSTEES, DR.

LOPEZ AND ROUNDTABLE, LET ME START BY SAYING THAT WE HAVE A VERY ROBUST PROFESSIONAL LEARNING PLAN FOR GARLAND ISD YOU MAY NOT KNOW THIS, BUT WE OFFER OVER THREE THOUSAND COURSES A YEAR IN GISD ALONE.

SO TODAY I WANT TO TALK TO YOU ABOUT HOW WE WERE GOING TO TAKE THE RECOMMENDATIONS AND APPLY THEM TO OUR CURRENT PROFESSIONAL LEARNING PRACTICES IN GARLAND ISD.

SO. THROUGH COMMUNICATION, TRAINING AND CONVERSATION, WE CAN WORK TOGETHER TO ENSURE THAT WE ARE MEETING THE NEEDS OF ALL STUDENTS, PROFESSIONAL LEARNING, SPECIFICALLY INTERACTIVE PROFESSIONAL LEARNING THAT ENCOMPASSES THE VOICE OF STAKEHOLDERS, PROVIDES A PATHWAY FOR THESE CONVERSATIONS.

PROFESSIONAL LEARNING CAN HELP OUR EDUCATORS WORK TO BUILD FOUNDATIONAL SKILL SETS FOR INTERACTING AND SUPPORTING STUDENTS IN AN EQUITABLE AND EFFECTIVE MANNER.

IT CAN ALSO ALLOW THEM TO CREATE PROCESSES AND TEAMS TO SPECIFICALLY EMBRACE THE NEEDS OF OUR UNDERSERVED STUDENTS.

WE CAN ALSO LEARN AND CONSIDER HOW THE DYNAMICS OF SOCIAL IDENTITY MAY BE SHAPING OUR OWN STAFF EXPERIENCES.

BY DEFINING DIVERSITY THROUGH PROFESSIONAL LEARNING, ALL EMPLOYEES WILL HAVE A WAY TO PUT THEMSELVES INTO THAT VERY IMPORTANT CONVERSATION OF DIVERSITY, EQUITY AND INCLUSION.

[01:15:03]

THAT VENDOR WOULD HELP US CREATE A DISTRICT WIDE PROFESSIONAL LEARNING FRAMEWORK, AND THIS FRAMEWORK WOULD NEED TO BE A MULTI-YEAR FRAMEWORK.

IT'S NOT A ONE AND DONE THING.

IT'S NOT EVEN A ONE IN ONE YEAR.

AND ANYTHING WHEN WE TALK ABOUT PROFESSIONAL LEARNING AND EQUITY, DIVERSITY AND INCLUSION, THIS WILL BE AN ONGOING PROFESSIONAL DEVELOPMENT PROCESS FOR OUR DISTRICT FROM THIS POINT ON. THE SECOND THING I WANT TO TALK ABOUT IS THE FRAMEWORKS THAT WE ALREADY HAVE THAT WE CAN INTEGRATE INTO.

FOR EXAMPLE, WE HAVE A VERY ROBUST LEADERSHIP AND COACHING PROGRAM.

I DON'T KNOW IF YOU KNOW THIS, BUT ALL OF OUR ADMINISTRATORS GO THROUGH COACHING, TRAINING. IT IS AN INTENSE FOUR DAY TRAINING THAT REALLY IS LOVED.

HONESTLY, AFTER THE FOUR DAYS, WE'VE NEVER HAD ANYONE SAY ANYTHING BAD ABOUT IT.

SO THIS IS A PLACE WHERE WE CAN ALL THAT WE CAN TAKE THE RECOMMENDATIONS AND INSERT THEM.

ANOTHER PROGRAM THAT WE HAVE IS OUR FIRST AND SECOND YEAR NEW TEACHER MENTORING PROGRAM.

WE MEET WITH THESE NEW TEACHERS BEFORE THE BEGINNING OF THE SCHOOL YEAR AND WE MEET WITH THEM REGULARLY THROUGHOUT THE YEAR.

THIS IS ANOTHER PLACE IN WHICH WE CAN INSERT THE RECOMMENDATIONS FROM NYU.

THE THIRD RECOMMENDATION FOR THAT I HAVE PROFESSIONAL DEVELOPMENT IS TO BUILD AWARENESS OF DISPROPORTIONALITY WITH TARGETED ACTION.

AND YOU MAY BE WONDERING WHAT I MEAN WHEN I SAY TARGETED ACTION.

WHAT I MEAN IS, FOR EXAMPLE, HAVE STAFF MEMBERS TRAINED IN SMALL GROUPS, HAVE THEM TRAINED IN SAFE SPACES W THEY FEEL COMFORTABLE ASKING QUESTIONS ABOUT THINGS THAT THEY MAY NOT KNOW OR WHERE THEY FEEL COMFORTABLE BRINGING UP ISSUES ABOUT DISPROPORTIONALITY, DIVERSITY, EQUITY AND INCLUSION THAT THEY MAY NOT FEEL COMFORTABLE SAYING IN FRONT OF A LARGE GROUP, BUT MAY FEEL COMFORTABLE SAYING IN A VERY SAFE SPACE WITH A GROUP AND A COHORT TO GO THROUGHOUT THE YEAR.

THAT'S ONE EXAMPLE. THE FOURTH RECOMMENDATION IS TO PROVIDE ONGOING PROFESSIONAL DEVELOPMENT OPPORTUNITIES OVER A MULTI-YEAR FRAMEWORK.

I DID MENTION THIS EARLIER, BUT I WANT THIS TO STAND OUT ALONE, THAT ONCE AGAIN, THIS IS NOT A ONE AND DONE TRAINING.

THIS IS NOT EVEN A ONE YEAR DONE TRAINING.

THIS IS A MULTIYEAR TRAINING THAT WILL BE WITH THE DISTRICT FROM THIS POINT ON.

AND FINALLY, THAT WE OFFER VERY, VERY WELL, WELL PUT TOGETHER PROFESSIONAL DEVELOPMENT.

IF I SAY SO MYSELF WITHIN THE DISTRICT, WE ALSO WANT TO GIVE OUR TEACHERS AND OUR STAFF MEMBERS THE OPPORTUNITY TO BUILD LEARNING PARTNERSHIPS WITH OTHER PROVIDERS OUTSIDE OF GARLAND ISD. AND THIS INCLUDES THE OPPORTUNITY TO TAKE PROFESSIONAL DEVELOPMENT DAYS AND FUNDING SO THAT THEY CAN ATTEND THOSE EVENTS.

WHAT I HAVE TO SAY IS SHORT AND SWEET, BUT I HOPE YOU TAKE IT TO HEART.

ANY QUESTIONS.

WE'RE AT THE END.

SORRY FORGOT THAT PART.

THAT'S ALL I HAVE. THANK YOU.

THE NEXT AREA WE WANTED TO LOOK AT IS OUR MULTI-TIER SYSTEMS OF SUPPORT.

THERE WERE FOUR RECOMMENDATIONS THAT SPOKE TO THIS WORK, REFOCUSING ON OUR TIER ONE FOUNDATION, DEVELOPING TIER ONE ACADEMICS, AND THEN MAKING SURE THAT WE HAVE A ROBUST TRAINING PROGRAM AND FINALLY CREATING TOOLS SO THAT WE CAN MONITOR.

SO THIS TERM IS ACTUALLY A LITTLE DIFFERENT FOR US.

I'M GOING TO GO THROUGH AND EXPLAIN WHAT MTSS EVEN IS.

SO MULTITIERED SYSTEMS OF SUPPORT FOR THE LAST PAST, THE PAST DECADE, MAYBE A LITTLE BIT LONGER. WE HAVE USED RESPONSE TO INTERVENTION.

SO HOPEFULLY THIS PYRAMID THAT YOU SEE UP HERE LOOKS REALLY FAMILIAR TO YOU.

WE'VE USED RESPONSE TO INTERVENTION AS A WAY OF ENSURING THAT WE ARE PROVIDING THE PROPER SUPPORTS TO OUR STUDENTS AT DIFFERENT LEVELS OF INTENSITY.

SO MTSS IS JUST A NEW WAY OF SAYING, SPEAKING ABOUT THESE DIFFERENT SYSTEMS. RTI IS A COLLABORATIVE APPROACH TO MEETING STUDENTS NEEDS AND GIVING THEM THE INSTRUCTION THAT THEY NEED FOR LEARNING SUCCESS.

THIS PROCESS FOCUSES ON THREE AREAS MATH, READING AND BEHAVIOR.

AND THE GOAL OF RTI IS FOR US TO INTERVENE EARLY FOR OUR STUDENTS.

WHEN STUDENTS BEGIN TO STRUGGLE WITH LEARNING OR BEHAVIOR, WE WANT TO PREVENT THEM FROM FALLING BEHIND AND WE WANT TO MAKE SURE THAT WE ARE DEVELOPING THEIR LEARNING AND HELPING THEM THROUGH ANY BEHAVIORAL DIFFICULTIES THAT THEY HAVE.

AND SO WE'RE GOING TO TAKE A LOOK AT THIS SYSTEM AND WE'RE GOING TO START AT THE BOTTOM OF THE PYRAMID. AND THAT IS TIER ONE.

THAT IS THE FOUNDATION OF RTI.

AND EVERY STUDENT PARTICIPATES IN TIER ONE BECAUSE THAT IS OUR BASIC EVERYDAY CLASSROOM INSTRUCTION AND IT'S ALSO OUR CLASSROOM MANAGEMENT PLAN IS WE THINK ABOUT THE RULES THAT YOU SEE WHEN YOU GO INTO THE CLASSROOM, WHAT THE TEACHER EXPECTATIONS ARE, WHAT ARE THE CONSEQUENCES, HOW DO WE BEHAVE AT CERTAIN TIMES? HOW DO YOU GET TO GO TO CENTERS? THOSE SORTS OF THINGS.

VERY FOUNDATIONAL.

SO EVERY STUDENT PARTICIPATES IN THAT.

AND ROUGHLY 80 TO 90 PERCENT OF OUR STUDENTS ARE GOING TO BE SUCCESSFUL WITH JUST OUR

[01:20:05]

IF THEY'RE NOT, THEN WE DO HAVE TIER TWO, WHERE WE MOVE TO MORE SUPPLEMENTAL INTERVENTION STILL PROVIDED BY THE TEACHER.

AND WE ARE SITTING DOWN WITH THE FAMILIES.

IF STUDENTS HAVE BEEN STRUGGLING WITH THE TIER ONE INFORMATION AND WE'RE COMING UP WITH A PLAN, HOW CAN WE BEST SERVE THE STUDENT TO ELIMINATE THEIR STRUGGLES WITH BEHAVIOR AND ALSO TO MEET THEIR OR ALSO TO MEET THEIR NEEDS WITH ACADEMICS? SO THOSE THOSE INTERVENTIONS ARE PROVIDED BY THE TEACHER AND THEY'RE BASED ON EVIDENCE.

SO WE'RE USING EVIDENCE BASED READING STRATEGIES.

WE'RE USING EVIDENCE BASED MATH STRATEGIES.

AND WE ALSO HAVE EVIDENCE BASED BEHAVIOR STRATEGIES AS WELL THAT WE'RE USING WITH OUR STUDENTS. WE'RE JUST TAKING THOSE STUDENTS ASIDE AND YOU'RE GOING TO SEE THIS OCCUR IN SMALLER GROUPS.

AND THEN IF STUDENTS ARE STILL NOT SUCCESSFUL IN TIER TWO, THEN WE HAVE EVEN MORE INTENSIVE INTERVENTION THAT WE PROVIDE AT TIER THREE.

AND OF COURSE, IT'S NOT JUST THE TEACHER WHO IS THE PARENT WHO ARE INVOLVED AT THIS PARTICULAR TIER. WE'RE ALSO BRINGING IN A MULTIDISCIPLINARY TEAM HERE IN GARLAND ISD.

WE CALL THAT OUR STUDENT SUPPORT TEAM.

THEY COME IN AND THEY LOOK AT WHAT'S ALREADY BEEN DONE FOR THE STUDENT AND THEN THEY MAKE A RECOMMENDATION FOR A SUPPORT PLAN FOR THE STUDENT THAT IS IMPLEMENTED OVER TIME.

AND IT'S ALSO MONITORED BY THIS GROUP OF PROFESSIONALS THAT COME TOGETHER TO SUPPORT THE STUDENT IN ADDITION TO THEIR FAMILIES.

AND SO THIS OCCURS FOR MATH READING.

IT OCCURS FOR BEHAVIOR.

WE HAVE THIS SYSTEM IN PLACE.

BUT WHAT OUR RECOMMENDATION IS TELLING US IS THAT WE NEED TO SHORE UP SOME PARTS OF THIS SYSTEM. AND SO THE FIRST THING IS TO ENSURE THAT WE'RE IMPROVING OUR EDUCATORS ABILITY TO DIFFERENTIATE AND TO MONITOR PROGRESS AS WE ARE IMPLEMENTING THIS SYSTEM.

AND WE'RE LOOKING PRIMARILY AT TIER ONE.

SO THIS IS FOR EVERY SINGLE STUDENT THAT IS GOING THROUGH AN EDUCATION HERE IN GARLAND ISD WANT TO SHORE UP OUR TIER ONE INSTRUCTION AS FAR AS BEHAVIOR, WE WANT TO LOOK AT THE PRACTICES THAT WE ARE IMPLEMENTING IN BEHAVIOR AND ENSURE THAT THEY ARE MORE RESTORATIVE IN THEIR SUPPORTS. AND WHEN WE SAY RESTORATIVE, WE'RE LOOKING AT THE RELATIONSHIP.

WE'RE LOOKING AT KEEPING THAT STUDENT IN THE CLASSROOM BECAUSE WE'RE ASKING THEM TO STEP BACK AND REFLECT ON THEIR BEHAVIORS NOW.

I KNOW THAT THERE ARE OTHER SCHOOL DISTRICTS THAT ARE SAYING, YOU KNOW, WE'RE DOING AWAY WITH ALL OF OUR EXCLUSIONARY PRACTICES AND THINGS LIKE THAT, THERE ARE BEHAVIORS THAT RESTORATIVE. WE DO THOSE THINGS, WE IMPLEMENT THEM, AND WE'RE STILL GOING TO HAVE TO MOVE TO MORE INTENSIVE VERSIONS, MORE INTENSIVE CONSEQUENCES FOR STUDENTS.

WE'RE NOT SAYING THAT BY IMPLEMENTING THESE RESTORATIVE SUPPORTS THAT WE ARE DOING AWAY WITH ANY OF THOSE THINGS.

WHAT WE'RE SAYING IS WE NEED TO INCORPORATE MORE OF THOSE SO THAT WE RELY LESS ON PUNITIVE RESPONSES FOR OUR LESS SEVERE BEHAVIORS.

AND SO WE WANT TO MAKE SURE THAT WE ARE INCORPORATING MORE RESTORATIVE PIECES AND GIVING TEACHERS AND STUDENTS, STUDENTS MORE RESTORATIVE PRACTICES THAT THEY CAN USE.

SO INSTEAD OF WHEN THEY GET ANGRY, MAYBE LASHING OUT AT SOMEONE THINKING, WELL, YOU KNOW WHAT, MAYBE THIS ISN'T AS IMPORTANT AS I THOUGHT AND SORT OF REDIRECTING THAT BEHAVIOR ON THEIR OWN. SO WE WANT TO MAKE SURE THAT WE'RE GIVING NOT JUST OUR STUDENTS OR TEACHERS THE SKILLS TO TEACH THAT, BUT WE'RE MAKING SURE THAT OUR STUDENTS HAVE SKILLS THEY CAN TAKE FORWARD IN ANY SITUATION, NOT JUST IN SCHOOL AND FINALLY EVALUATING THE EFFECTIVENESS OF THIS SYSTEM.

SO WE OFTEN LOOK AT THE IMPACT OF THE INTERVENTION FOR OUR STUDENTS.

ARE THEY SUCCESSFUL? ARE THEY ABLE, LIKE, LET'S SAY THEY WERE IN A TIER TWO? ARE THEY ABLE TO MOVE BACK INTO.

WELL, THEY ALWAYS RECEIVE CLASSROOM INSTRUCTION, BUT ARE THEY ABLE TO BE WEANED OFF OF THE INTERVENTIONS THAT THEY WERE RECEIVING AT TIER TWO AND JUST BE SUCCESSFUL IN THEIR REGULAR CLASSROOM INSTRUCTION? SO WE REALLY NEED TO START LOOKING AT THAT DATA ABOUT THE SYSTEM AND ITS IMPACT ON INDIVIDUAL STUDENTS AND GROUPS OF STUDENTS.

AND THAT WAS ONE OF THE RECOMMENDATIONS.

AND WE WANT TO JUST ENSURE THAT OUR INTERVENTIONS THAT WE HAVE INCLUDED IN THIS SYSTEM ARE VIABLE AND THAT THEY REALLY DO WORK.

AND YOU KNOW WHAT, IF THEY DON'T, WHY DO WE SPEND TIME ON THEM? SO THOSE ARE THE THINGS THAT WE'LL NEED TO EVALUATE.

AND SOME OF THE PROPOSED ACTIONS IN RELATIONSHIP TO OUR MULTITIERED SYSTEMS OF SUPPORT.

[01:25:06]

AND ONE OF THE THINGS AND I PUT IT UP HERE IS OUR STUDENT CODE OF CONDUCT THAT WAS CITED AS ONE OF THE ROOT CAUSES OF SOME OF THE DISPROPORTIONALITY.

AND IT WAS BECAUSE WE DID NOT HAVE THOSE THOSE CONSEQUENCES THAT OR THOSE SUPPORTS THAT CENTER AROUND RESTORATION OUR CULTURE AND OUR CLIMATE.

AND SO WE ARE GOING TO CONTINUE TO EVALUATE OUR STUDENT CODE OF CONDUCT.

AND REMEMBER THAT THE DATA THAT YOU ALL HAVE IN YOUR ACTUAL POSSESSION IS FROM 19-20.

AND THEN THE OTHER SET OF DATA THAT NYU LOOKED AT WAS FROM 18-19.

WELL, LAST YEAR, YOU MAY REMEMBER THAT WE CAME BEFORE YOU AND WE ACTUALLY MADE SOME CHANGES TO OUR CODE OF CONDUCT.

WE TOOK OUT A LOT OF THE AMBIGUOUS LANGUAGE AND WHAT OUR STUDENTS SAID WERE SOME OF THE ANTIQUATED PUNISHMENTS OR ANTIQUATED RULES THAT WE HAD IN PLACE.

WE REALLY DID LISTEN TO THEM.

AND WE KNOW THAT WE NEED TO CONTINUE THOSE PRACTICES IN ORDER TO ADVANCE OUR STUDENTS AND DECREASE THE DISPROPORTIONALITY THAT WE SEE IN THE AREA OF DISCIPLINE.

AND SO WE WILL, OF COURSE, CONTINUE TO DO THAT.

THE STEPS THAT WERE RECOMMENDED FOR DISCIPLINE AS FAR AS OUR CODE OF CONDUCT WERE TO INCLUDE OUR STUDENT AND FAMILY VOICES AND TO CONTINUE TO REMOVE THAT AMBIGUOUS LANGUAGE SO THAT IT IS VERY CLEAR TO EVERYONE EXACTLY WHAT NEEDS TO HAPPEN OR WHAT CAN HAPPEN AS IT RELATES TO PARTICULAR INFRACTIONS.

SO WE WILL CONTINUE TO DO THAT.

BUT WE ALSO KNOW THAT WE HAVE TO BALANCE THAT WITH TASB BECAUSE WE DO STILL WANT TO REMAIN UNIFORM IN THAT WAY.

THE NEXT THING WAS TO IMPROVE OUR TIER ONE BEHAVIOR.

AND OF COURSE, AGAIN, THE RESTORATIVE PRACTICES, YOU SEE THAT THERE, BUT ALSO TO ENSURE THAT PBIS ISN'T JUST AT A FEW CAMPUSES, BUT THAT EVERY SINGLE CAMPUS IS IMPLEMENTING PBIS. WE ALSO WANT TO ENSURE THAT WE ARE REVISING THE SUPPORTS THAT WE'RE PUTTING OUT THERE FOR OUR STUDENTS.

AND SO, AS I'VE SAID BEFORE, INCLUDING MORE OF THOSE RESTORATIVE PRACTICES AND FINALLY EVALUATING THE EFFECTIVENESS OF OUR INTERVENTIONS AND SUPPORTS.

AND WE THINK THAT ONE OF THE WAYS WE CAN DO THAT IS BY INCORPORATING THE DISCIPLINE DASHBOARD AND THIS ROOT CAUSE ANALYSIS PROCESS IN ORDER TO REVIEW OUR DATA PRACTICES, ALL CAMPUSES. SO HOW DO WE SUSTAIN THE WORK, WHAT ARE THOSE THINGS THAT WE NEED TO ENSURE THAT WE CAN BE SUCCESSFUL? FIRST OF ALL, WE NEED YOUR SUPPORT AND YOUR APPROVAL ON CERTAIN THINGS.

AS MS. FORTE MENTIONED, WE DEFINITELY WANT TO LOOK AT ADDITIONAL PROFESSIONAL DEVELOPMENT. AND, OF COURSE, THAT REQUIRES FUNDING.

IT ALSO REQUIRES A TIME AND A AND A LONG RANGE PLAN FOR TRAINING.

WE NEXT MONTH WILL ACTUALLY BE COMING FORWARD WITH OUR CODE OF CONDUCT, AND WE WILL DEFINITELY BE CONSIDERING ADDITIONAL MEASURES TO SUPPORT THE CLIMATE CULTURE AT OUR SCHOOLS, RESTORATIVE PRACTICES AGAIN, AND INCLUDING OUR STUDENT AND FAMILY VOICE.

WE DID CONDUCT SOME SURVEYS AT THE END OF THE SCHOOL YEAR OF SOME OF OUR OLDER LEARNERS, OUR 10TH, 11TH AND 12TH GRADERS.

AND SO WE'LL BE INCORPORATING SOME OF THAT INFORMATION INTO THE CODE OF CONDUCT THAT WE BRING FORWARD TO YOU.

AND FINALLY, LOOKING AT THIS, FOR SOME FOLKS, IT IS GOING TO BE A CHANGE.

AND SO JUST MAKING SURE THAT WE ARE FOCUSING IN ON OUR DATA AND AND ACTUALLY MONITORING AND LOOKING AT HOW THESE CHANGES ARE BEING IMPLEMENTED AND WHAT THEIR IMPACT IS.

AND THEN FINALLY, OF COURSE, WE ASK FOR YOU TO HOLD US ACCOUNTABLE FOR THESE THINGS, AND WHEN I SAY WE, IT'S NOT THE EQUITY TASK FORCE.

THIS WORK, AS YOU HAVE SEEN, IS PROBABLY GOING TO SPAN ALMOST EVERY DEPARTMENT.

AND SO YOU'LL BE HEARING PROPOSALS FROM DIFFERENT DEPARTMENTS, FROM DIFFERENT GROUPS.

AND WE JUST WANT YOU TO, AS YOU HEAR THESE PROGRAMS OR INITIATIVES TO HOLD US ACCOUNTABLE BY ASKING THESE FOUR QUESTIONS THAT YOU SEE HERE.

HOW DOES THIS PLAN SEEK TO REDUCE DISPROPORTIONALITY OR ADVANCE EQUITY? HOW MIGHT THIS THIS PLAN CONTINUE THE STATUS QUO? AND IF IT DOES, ARE THERE ANY ALTERNATE ACTIONS OR OPTIONS THAT WE COULD LOOK AT THAT MIGHT MAKE THE OUTCOMES MORE INCLUSIVE OR EQUITABLE? AND THEN FINALLY, HOW WILL THIS IMPACT BE DOCUMENTED? THESE ARE THINGS THAT WE SHARED AND THAT WE WILL SAY TO YOU THAT WE ARE DEFINITELY GOING

[01:30:04]

AND SO WE DEFINITELY EXPECT YOU ALL TO HOLD US ACCOUNTABLE TO THIS INFORMATION.

SO AT THIS TIME, DO YOU ALL HAVE ANY QUESTIONS OR COMMENTS? THANK YOU. GREAT PRESENTATION.

WE'LL START WITH QUESTIONS TOMORROW AT MR. BEACH. JUST REAL QUICKLY, BABETTA, I THOUGHT LAST YEAR THAT WE WERE GOING TO MAKE IT ON YOUR PRESENTATION, WHICH, BY THE WAY, A VERY GOOD JOB ON THIS.

FOR YOUR TEAM AND EVERYBODY, I REALLY LIKE THIS PRESENTATION, BUT WE WERE GOING TO CHANGE THE WORD DISCIPLINE TO STUDENT MANAGEMENT.

WE DID. I JUST KEPT THE LANGUAGE FROM THE ACTUAL REPORT I WENT THROUGH AND I SAW THAT I HAD IT TWO DIFFERENT WAYS.

I JUST WENT AHEAD AND KEPT WHAT WE HAD FROM NYU.

BUT, YES, WHEN WE COME BACK TO YOU, AS GARLAND ISD AS THE STUDENT SERVICES DEPARTMENT, WE WILL DEFINITELY BE SAYING STUDENT MANAGEMENT.

GOOD. I JUST THINK THAT THAT IT JUST ENCOMPASSES MORE.

I MEAN, AS FAR AS WHAT WE CAN DO, INSTEAD OF JUST SAYING DISCIPLINE, IT'S A LITTLE HARSH, IN MY OPINION. AND SOME KIDS TAKE IT THAT WAY.

BUT ANYTHING THAT WE CAN DO THERE, I THINK WOULD BE GOOD.

SO THANK YOU FOR A GREAT PRESENTATION.

OK, MR. GLICK.

THANK YOU, SIR. DALLAS ISD JUST MADE, I THINK, NATIONAL NEWS, CERTAINLY THE FIRST IN THE STATE, ONE OF THE FIRST IN THE NATION TO AND FOR THE MOST PART, OUT OF SCHOOL SUSPENSIONS. I KNOW YOU REFERENCED THAT.

WE'RE NOT PLANNING TO DO THAT, BUT DID WE CONSIDER THAT AND HOW CLOSE ARE WE GOING TO GET TO DOING THAT? SO JUST TO LET YOU KNOW, AS FAR AS THE OUT OF SCHOOL SUSPENSIONS, WE ARE LOOKING AT WAYS THAT WE CAN, OF COURSE, REDUCE THOSE.

AND OVER THE PAST SEVERAL YEARS, WE HAVE AIMED AND WE HAVE REDUCED THEM.

HOWEVER, THERE'S STILL SOME THINGS THAT CAN BE DONE TO QUICKLY ADDRESS AND ELIMINATE SOME OF THOSE THAT WE SEE.

BUT WE HAVE BEEN WORKING OVER THE PAST YEARS TO DO IT.

WE HAVE NOT LOOKED AT ELIMINATING IT BECAUSE IT IS STILL A TOOL THAT OUR CAMPUSES CAN USE. HOWEVER, AS I SAID DURING THE PRESENTATION, WE ARE LOOKING AT SHARING WITH THEM MORE OPTIONS, DIFFERENT CONSEQUENCES AND STRATEGIES THAT THEY CAN USE WITH STUDENTS IN LIEU OF OUT OF SCHOOL SUSPENSIONS.

SO WOULD YOU SUSPECT IF WE LOOK AT REPORTS AT THE END OF THE NEXT ACADEMIC YEAR, THE NUMBER OF OUT OF SCHOOL SUSPENSIONS WILL BE DRASTICALLY REDUCED? IS THAT A FAIR ASSUMPTION AT THIS POINT? I THINK THAT THE NUMBER DEFINITELY WILL BE REDUCED.

AND I THINK WE SHOULD DEFINITELY SEE THAT OVER TIME AS WE START TO PAY MORE ATTENTION TO THAT. AND AS THERE, I THINK, ARE MORE PEOPLE WHO ARE LOOKING AT THAT ACROSS THE BOARD.

I WILL JUST SAY THAT, YOU KNOW, COMPLETELY ELIMINATING A STRATEGY IS NOT SOMETHING THAT THAT WE WOULD PROMOTE BECAUSE THERE ARE TIMES WHEN CERTAIN THINGS ARE APPROPRIATE.

BUT, YES, WE DEFINITELY SHOULD SEE A REDUCTION.

THANK YOU. THANK YOU. MS. STANLEY. THANK YOU FOR THE PRESENTATION.

JUST A COUPLE OF THINGS, IT'S NOT QUESTIONS, IT'S MORE JUST THOUGHTS.

OK, AND THIS IS JUST PERSPECTIVE, SO INFORMATION OVERLOAD AND I FEEL LIKE IT'S A COMMON THING, I HEAR OFTEN THAT WE'RE TRYING TO REACH THE PARENTS IN TOO MANY DIFFERENT WAYS AND IT'S IT'S OVERLOAD.

AND SO I'M JUST GONNA THROW IT OUT THERE.

I DON'T KNOW WHAT WORKS, JUST THROWING IT OUT THERE.

AND THEN THE OTHER THING IS IN ALL OF THIS, HOW DO HOW ARE WE ADDRESSING THE PARENTS PART IN IT? BECAUSE, I MEAN, WE CAN IMPLEMENT ALL OF THIS AND WE CAN BE PROS AT IT.

BUT IF WE DO NOT BRING THE PARENTS INTO THE PROGRAM AND PROVIDE MENTORSHIP FOR PARENTS, SO TO SPEAK, I'M NOT SURE ANYTHING WE DO IS GOING TO BE AS SUCCESSFUL AS WHAT WE WANT IT TO BE. PARENTS, JUST TO ME, I JUST EVERY TIME WE DO THESE PRESENTATIONS, I KEEP ASKING MYSELF IS HOW ARE WE ADDRESSING THE PARENTS? DR. HEMPHILL, COULD YOU GO BACK TO THAT SLIDE WHERE WE HAD ALL OF THE AREAS? BUT THIS PRESENTATION, BECAUSE OF THE TIME, WE COULD ONLY ADDRESS THREE ITEMS. THAT'S ALL WE THOUGHT.

WHAT YOU WERE SAYING IS WHAT CAME ACROSS LOUD AND CLEAR.

AND IN THIS FAMILY AND COMMUNITY ENGAGEMENT, THAT PART NEEDS TO BE FURTHER DEVELOPED.

THE TASK FORCE WILL REMAIN TOGETHER.

AND ALL OF THESE THINGS ON THIS SLIDE THAT WE DIDN'T PRESENT IS THE WORK WE STILL HAVE TO WORK ON. BUT THERE WAS ONE THING THAT CAME THROUGH LOUD AND CLEAR WAS THAT THE VOICES OF

[01:35:05]

WELL, I'M NOT SAYING VOICES OF OUR PARENTS AND COMMUNITIES.

SO IF I'M THAT'S WHAT I'M GIVING THE IMPRESSION.

BUT YOU SAID HOW WE COULD.

SO WHAT I'M SAYING IS WHEN I SAY BRINGING IN THE PARENTS TO THIS, MANY TIMES, THE STRUGGLES THAT YOUR CHILDREN ARE HAVING AND IN IS BECAUSE THEY DON'T HAVE THE PARENTS DON'T UNDERSTAND THE PROCESS.

THE PARENTS DON'T UNDERSTAND AP COURSES.

PARENTS DON'T UNDERSTAND.

PARENTS DON'T UNDERSTAND WHAT IT IS THAT YOU'RE TEACHING OR GETTING THE KIDS TO DO.

AND SO IF YOU DON'T HAVE THAT SUPPORT AT HOME TO ENCOURAGE THAT, THAT'S WHAT WE'RE MISSING. AND MANY TIMES I FEEL LIKE THE PARENTS AREN'T BEING BROUGHT UP INTO THE LEARNING CURVE AS WELL. DOES THAT MAKE SENSE? YES, IT DOES. AND THAT IS.

IT'S NOT THEIR VOICE I'M TALKING ABOUT.

IT'S JUST WELL, MAYBE I MISSPOKE WITH THE WORDS, BUT EMBEDDED IN THIS IS AN EXISTING PROCESS RIGHT NOW THAT IS FAMILY VOICES.

BUT THERE'S A FACE DEPARTMENT THAT DOES PARENTAL TRAINING.

AND RIGHT NOW IT'S SPORADIC OR IS BASED ON A NEED THAT WAS ADDRESSED.

BUT WHEN THIS ELEMENT IS IS DISSECTED AND DONE, ALL OF THAT PARENT TRAINING THAT WE ARE NOW DOING CAN GROW AND BE ROBUST.

AND TO EVERYTHING THAT BASICALLY YOU'RE SAYING OF WHAT OUR OFFERINGS ARE LIKE RIGHT NOW, WHEN WE GET QUESTIONS, IT'S SENT TO STUDENT SERVICES.

AND IF IT'S SOMETHING THAT PARENTS NEED TO BE TRAINED ON, THEN THEY USUALLY DEVELOP A PROGRAM. THERE'S A NEWSLETTER, THERE'S A WHOLE BUNCH OF STUFF.

BUT OBVIOUSLY IT'S NOT HITTING EVERYTHING.

SO THAT'S WHAT I WAS NOT ONLY VOICES, MEANING WHAT DO YOU THINK? BUT ALSO VOICES, MEANING SETTINGS AND CLASSES THAT ARE BEING DONE.

AND IN MS. STANLEY, TO YOUR POINT, THOSE THINGS WERE CALLED OUT IN THE AUDIT AS WELL.

AND WE DEFINITELY WANT TO ENSURE THAT WE HAVE STRUCTURES BUILT, BUT THAT THEY ARE AUTHENTIC. AND SO IN CONJUNCTION WITH SAYING THAT WE NEED THESE STRUCTURES AND WE NEED TO MAKE SURE THAT WE HAVE THE INFORMATION AND THAT IS EASILY ACCESSIBLE.

IT ALSO TALKED ABOUT THAT THERE'S A RELATIONSHIP BETWEEN THE PARENTS AND THE FOLKS THERE AT THE CAMPUS, WHETHER IT'S A TEACHER OR ADMINISTRATOR, SO THAT IT IS AUTHENTIC, IT IS HAPPENING. AND THERE IS SOMEONE THAT THE FAMILIES FEEL LIKE I CAN GO AND ASK THIS PERSON A QUESTION, BUT I ALSO KNOW THEY'RE LOOKING OUT AND THEY'RE GOING TO MAKE SURE THAT I GET THIS INFORMATION. SO I THINK THAT'S WHAT I HEAR YOU SAYING AS WELL.

YEAH, PRETTY MUCH.

BUT I ALSO BELIEVE IT CAN FALL WITHIN YOUR COMMUNITY AS WELL.

SO I DON'T THINK AT ALL HAS TO BE ADMINISTRATION AND EDUCATORS.

I BELIEVE THAT YOU CAN INSPIRE SUPER PARENTS TO BECOME MENTORS AS WELL WITHIN THAT CAMPUS COMMUNITY. SO AND THEN THE ONLY OTHER THING, SCHOOL CHOICE SPREADS OUR FAMILIES THIN, JUST I DON'T KNOW IF ANYBODY'S EVER THOUGHT ABOUT THAT IN THE SENSE THAT IF YOU'RE LUCKY ENOUGH TO HAVE CHILDREN WHO ARE ALL GIFTED AND TALENTED.

OR ALL SPECIAL NEEDS, OR ALL [INAUDIBLE].

THAT'S FANTASTIC, BUT I'VE NOT BEEN SO, SO LUCKY, SO SCHOOL CHOICE OFTEN SPREADS US VERY THIN. AND I THINK THAT'S ALSO A LITTLE BIT OF THE CHALLENGE THAT WE HAVE IN GETTING TO THE PARENTS AND GETTING THOSE PARENTS TO ATTEND AND RESPOND BECAUSE THEY MAY BE AT ENTIRELY DIFFERENT CAMPUSES, ALL HAPPENING AT TIMES THAT ARE TOGETHER.

SO THOSE ARE JUST MY THOUGHTS.

AND I APPRECIATE YOU LISTENING.

THANK YOU. MR. SELDERS. THANK YOU, DR.

HEMPHILL. AND I ECHO SOME OF THE COMMENTS THAT I'VE MADE.

APPRECIATE THIS PRESENTATION AND ALL THE WORK THAT YOU GUYS DID.

I KNOW THAT THIS IS A TREMENDOUS LIFT FOR YOU AND THE TIME THAT YOU GUYS SPENT, YOU KNOW, IN CONVERSATION AND GOING THROUGH ALL OF THE INFORMATION THAT YOU HAD TO TO WORK THROUGH.

SO I APPRECIATE APPRECIATE THAT.

I HEARD A COUPLE OF TIMES MENTIONED ABOUT CAPACITY BUILDING.

AND WHEN WE TALK ABOUT PD AND WHAT THAT LOOKS LIKE AND I'M JUST CURIOUS, HOW DO WE MEASURE THAT IN TERMS OF THE OUTCOMES THAT WE'RE LOOKING FOR OR WANTING TO SEE? HOW DO WE KNOW THAT THE PD IS EFFECTIVE AND IT BUILDS THE CAPACITY WITHIN OUR TEACHER RANKS OR ADMINISTRATOR RANKS?

[01:40:03]

THANK YOU, MR. SELDERS, THAT'S A VERY IMPORTANT QUESTION AND THAT'S A QUESTION THAT THE PROFESSIONAL DEVELOPMENT TEAM WORKS WITH ON A DAILY BASIS.

SO WE HAVE A COUPLE OF PROCESSES IN PLACE ALREADY.

THE NUMBER ONE PROCESS BEING TEACHERS REQUIRED TO FILL OUT SURVEYS, FEEDBACK FOR ALL OF OUR BIG PROFESSIONAL DEVELOPMENT, WHICH IS QUITE A FEW.

SO WE LOOK AT THAT FEEDBACK AND WE REFLECT ON THAT.

WE ALSO GET A LOT OF FEEDBACK IN THE FORM OF EMAILS WHERE TEACHERS JUST TALKING TO US AND THEN THE OTHER WAY THAT WE CAN ACTUALLY LOOK AT THE CAPACITY AS WHEN I KIND OF MENTIONED OUR WALK THROUGH DOCUMENTS WHEN WE HAVE THESE 'LOOK FORS' AS PRINCIPALS DO THEIR WALK THROUGHS, WHICH THEY DO ON A WEEKLY BASIS, THEY HAVE A SHEET OF 'LOOK FORS' AND BEHAVIORS THAT THEY WANT TO SEE HAPPEN IN CLASSES.

AND SO WE WOULD WORK WITH THE VENDOR TO TO ISOLATE SOME OF THOSE 'LOOK FORS' AND WHAT THAT LOOKS LIKE IN THE CLASSROOM AND WHAT THAT LOOKS LIKE WHEN THE TEACHER IS TEACHING AND ADD THAT TO THAT CLASSROOM WALK THROUGH.

SO AS OUR APS AND OUR PRINCIPALS ARE REVIEWING, THEY HAVE THAT DATA AS WELL AND WE CAN AGGREGATE THE DATA FROM THAT WALK THROUGH FORM AS WELL.

AND THEN FINALLY, WE HAVE EDUPHORIA OUR SYSTEM, WHICH ALSO ALLOWS US TO TAKE FEEDBACK AND WALK THROUGH INFORMATION AND SORT OF PROCESS IT ALL UNTIL REPORT WHERE WE CAN SEE HOW OUR CAPACITY IS GROWING OR NOT.

SO WITH THOSE SURVEYS THAT FEELS AND I COULD BE WRONG FEELS TO ME LIKE IT'S MORE SUBJECTIVE AND THAT THE TEACHER FEELS LIKE THEY GOT THE LEARNING THAT THEY WERE SUPPOSED TO GET. BUT THEN WHAT DOES THAT ACTUALLY LOOK LIKE IN PRACTICE? ARE THEY ACTUALLY ABLE TO DELIVER OR DEMONSTRATE PROFICIENCY WITH THE MATERIAL OR THE INFORMATION THAT THEY JUST WENT THROUGH PD WITH? AND SO IS THAT A DIFFERENT MEASUREMENT SYSTEM THAT WHAT THEY'RE ACTUALLY ABLE TO DO? BECAUSE I CAN SAY, YOU KNOW, I KNOW HOW TO LIFT WEIGHTS, BUT I FEEL LIKE I KNOW HOW TO LIFT WEIGHTS. BUT THEN WHEN I ACTUALLY GET INTO THE GYM AND START LIFTING AND YOU LOOK AT MY FORM LIKE YOU REALLY DON'T KNOW WHAT YOU'RE DOING, YOU KNOW? SO I'M JUST I'M JUST CURIOUS HOW THAT ALL COMES OUT.

THANK YOU FOR THAT ANALOGY.

I'M JUST GOING TO BE HONEST, PART OF THAT PROCESS WE'RE GOING TO HAVE TO DEVELOP WITH A VENDOR. AND BECAUSE THIS IS NEW TO US AS WELL, AND WE WANT TO MAKE SURE THAT WHATEVER WE DECIDE IS WHAT'S BEST FOR OUR STUDENTS AND OUR TEACHERS.

AND THEN THE OTHER PART IS THAT TRAINING OUR ADMINISTRATORS WHO KNOW WHAT THAT LOOKS LIKE TO MODEL WHAT THAT WE'VE BEEN VERY, VERY LUCKY, NOT LUCKY.

WE'VE ACTUALLY HAD A WONDERFUL EXPERIENCE WITH ALL OF THE TRAINING WE'VE OUR ADMINS HAVE BEEN THROUGH. THEY ARE THEY'VE BEEN CALIBRATED ON WHAT TO LOOK FOR IN THE CLASSROOM.

THEY HAVE THEIR DEI, THEIR BAMBRICK, ALL OF THAT INSTRUCTION.

AND SO WE WOULD WORK WITH THE AREA DIRECTORS TO MAKE SURE THAT THAT 'LOOK FOR' LIST AND THAT MODELING IS DONE FOR OUR ADMINISTRATORS.

AND THEN THEY WOULD MODEL IT ON THE CAMPUS.

BUT IDEALLY, WE WOULD WORK ON THAT PLAN WITH A VENDOR AS THE EQUITY TASK FORCE IS NOT GOING TO BE THE EXPERT ON DEI PD.

RIGHT. AND IN TIER ONE INSTRUCTION, THIS IS SOMETHING THAT I FIND FASCINATING BECAUSE WE'RE TALKING ABOUT THAT THERE'S AN 80 TO 90 PERCENT SUCCESS RATE WITH RESPECT TO TEACHERS BEING ABLE TO DELIVER TIER ONE INSTRUCTION.

IF I'M SAYING THIS CORRECTLY AND MY UNDERSTANDING IS IF IT'S DELIVERED, THEN YOU'RE SAYING 80 TO 90 PERCENT OF THE STUDENTS THAT RECEIVE THAT UNDERSTAND IT THE FIRST TIME IS THAT AM I NOT THINKING ABOUT THAT RIGHT? WELL, THERE'S THERE'S THINGS SPIRAL.

THINGS COME THROUGH MULTIPLE TIMES.

IT MAY BE DELIVERED IN DIFFERENT WAYS.

BUT WHAT THE RESEARCH SAYS IS THAT YOUR TIER ONE INSTRUCTION IS GOING TO BE EFFECTIVE FOR 80, 90 PERCENT OF YOUR STUDENTS.

AND THERE WILL NEED TO BE SOME BE SOME.

SHOULD BE. SHOULD BE.

THERE'S ALWAYS VARIANCE ONE WAY OR THE OTHER.

AND THEN THERE WILL NEED TO BE PERHAPS SOME SUPPLEMENTAL INTERVENTION TO ENSURE SUCCESS AT A HIGHER LEVEL FOR DIFFERENT STUDENTS.

SO THAT TIER ONE INSTRUCTION SHOULD BE.

YES, RIGHT.

THAT SHOULD IS THE PART THAT I'M WANTING TO EXPLORE A LITTLE BIT MORE AND UNDERSTAND LIKE WHAT ARE WE DOING TO MAKE SURE THAT OUR TEACHERS HAVE THAT ABILITY TO DELIVER WITH ALL OF THE DIFFERENT TYPES OR THE DIFFERENT LEARNING STYLES THAT THEY WILL BE, YOU KNOW, TEACHING ON A DAY TO DAY BASIS.

I KNOW IT'S A BIG THING, BUT I'M JUST JUST CURIOUS IN GENERAL, LIKE, HOW ARE WE ADDRESSING THAT TO MAKE SURE THAT THAT'S GOING TO HAPPEN CONSISTENTLY THROUGHOUT THE SYSTEM? SO I'M GOING TO USE KIND OF LIKE ATHLETE TALK.

OK, SO FOR ME, IT'S EASIER TO DO IT THAT WAY.

SO THE INSTRUCTION IS THE KEY WORD.

WHAT YOU JUST SAID. THAT IS THE DELIVERY.

THAT IS THE EXECUTION OF THE GAME PLAN.

SO THE GAME PLAN IS CURRICULUM, THE EXECUTION IS INSTRUCTION.

THAT'S THAT'S THE EASIEST WAY TO THINK ABOUT IT.

IN ANY GAME, GAMES ARE ORGANIC.

[01:45:01]

SO AS THINGS ARE GOING, THERE'S MULTIPLE THINGS THAT YOU SEE THAT WE'RE WORKING ON.

YOU SAW THE DIFFERENT TYPE OF PROFESSIONAL DEVELOPMENT THAT WE'RE GOING TO HAVE FOR OUR TEACHERS WHEN IT COMES TO OUR RECOVERY PLAN.

YOU SAW THE TIMES THAT NOW TEACHERS ARE GOING TO HAVE LOOKING OVER DATA, DISCUSSING DATA, BECAUSE NOW BEFORE IT WASN'T.

WELL, I THINK THAT WORKED.

WE'RE FOCUSING ON LEARNING, NOT THE TEACHING.

OK, SO IF WE'RE FOCUSING ON THE TEACHING, THAT MEANS I DELIVERED IT AND WHETHER THEY GOT IT OR NOT.

DOESN'T MATTER IF YOU'RE FOCUSING ON THE LEARNING.

I DELIVERED IT. DID THEY GET IT RIGHT? AND SO IN THE PLCS THEY DISCUSSED THAT, LOOKING AT DATA AND THEY HAVE HONEST DISCUSSIONS, ALL OF US HAVE DIFFERENT STRENGTHS.

TEACHER A IN MATH COULD BE REALLY GOOD WITH PROBABILITIES AND THAT THAT CLASS SCORED WELL AND THE OTHER ONES DIDN'T.

WHAT DID YOU DO DIFFERENT.

HOW DID YOU ATTEND TO IT? WHAT WERE SOME OF THE NUANCES? SO THOSE ARE THE THOSE ARE THE THINGS THAT KEEP GOING ON AND ON AND ON.

THEN YOU'RE GOING TO BE LOOKING AT DATA.

YOU'RE GOING TO SAY, WELL, MY HIGH PERFORMERS, ARE THEY PERFORMING AS HIGH AS THEY'RE EXPECTED? SO JUST BECAUSE THEY'RE THEY'RE HITTING MAYBE MEET'S LEVEL, MAYBE THEY SHOULD BE AT MASTER'S LEVEL, THOSE ARE THE TYPE OF DISCUSSIONS TO MAKE SURE THEY'RE GOING THE SAFETY NETS FOR STUDENTS.

WHAT'S HAPPENING WITH THESE STUDENTS THAT WE NEED TO CHANGE OUR INSTRUCTIONAL MODES TO ENSURE WE HIT THEM. SO IT IS A WHOLE PROCESS THAT ISN'T LIKE YOU'RE GOING TO DO A PLUS B PLUS C PLUS D.

IT'S AN ONGOING PROCESS FOR THAT INSTRUCTIONAL DELIVERY AND IT VARIES FROM THE CAMPUSES.

SO YOU'RE GOING TO SEE A DIFFERENT TYPE OF MODEL BEING IMPLEMENTED IN THE CLASSROOM, SAME GAME PLAN, DIFFERENT IMPLEMENTATION PHASE.

IF THEY'RE AT KIMBERLIN ACADEMY, THEN IF THEY'RE AT SHORE HAVEN, BUT THEY'RE GOING TO HAVE THE SAME EXPECTATIONS.

I UNDERSTAND THAT. AND SO THEN HOW DOES THAT PART OF THE FIDELITY OF THAT GET TRANSFERRED? IS THAT HAPPENING OR DOES THAT REST WITH THE PRINCIPAL OF THE CAMPUS? ARE THEY RESPONSIBLE FOR MAKING SURE THAT THAT'S HAPPENING FOR THE TEACHERS ON THE CAMPUS? THAT IS ONE OF THE KEY FACETS OF OUR LEADERSHIP DESIGN.

AND THEN WHO'S HELPING THE PRINCIPAL, THE TEAM OF PEOPLE THAT YOU SAW IN OUR REORGANIZATION WITH THE EDLS, THE EXECUTIVE, I MEAN, ELDS , EDLS EXECUTIVE DIRECTORS OF LEADERSHIP. SO IT'S A WHOLE TEAM.

AND THEN THEY'RE GOING TO GET FEEDBACK TO THE CURRICULUM DEPARTMENT.

SO LET'S JUST SAY THE GAME PLAN WAS BAD.

THEN WE HAVE TO REDO THE GAME PLAN AND THEN WE EXECUTE WHATEVER MISHAPS WE HAD THERE.

SO IT IT'S A CONSTANT CALIBRATION.

BUT JUST REMEMBER, I THINK MELISSA HILL, DR.

HILL SAID IT BEST. TIER ONE INSTRUCTION IS GRADE LEVEL INSTRUCTION.

OK, RIGHT. RIGHT ON THE BAT THAT THEY'RE GETTING TO THAT GRADE LEVEL AND LEARNING IT AT GRADE LEVEL. MR. MILLER? YES. AS WE TRY TO WIND DOWN AND CLOSE, THERE IS ONE SLIDE THAT WE NEED TO CALL.

I THINK IT'S THE VERY NEXT ONE.

NO CONTINUE.

WHERE IS THE ASK? OH. SO TRUSTEES THE BEAUTY OF THIS WORK IS THE MORE WE WE DIVED INTO THE DATA AND THE FIRST PUZZLE THAT YOU SAW OF ALL OF THE VARIOUS DIFFERENT INITIATIVES THAT HAVE BEEN GOING ON JUST THROUGH NORMAL DISTRICT OPERATION, WHAT WAS SURPRISING TO SEE IS THAT MUCH OF THE SOLUTIONS ARE MUCH OF THE ROOT CAUSES HAVE BEEN ADDRESSED TO A DEGREE.

AND SOME OF THAT INITIAL WORK THAT WE SAW IN THE PUZZLE OF BEING PUT TOGETHER, WHAT IS NEEDED FROM THE TASK FORCE TO CONTINUE.

AND IF YOU REMEMBER, THIS TASK FORCE IS IN PLACE FOR THREE YEARS, IS THAT WE NEED THE PROFESSIONAL DEVELOPMENT.

AND BASED ON THE INFORMATION THAT WAS PRESENTED, YOU RECEIVE WHAT THAT IS TO LOOK LIKE.

THE SECOND THING IS ABOUT THE CHANGES OF THE STUDENT CONDUCT, KNOWING THAT WE'VE ALREADY IMPROVED SOME JUST FROM NATURAL DISTRICT OPERATION.

AND THEN THE THIRD THING IS FOR EVERYTHING THAT WE'RE DOING, HOW WE ARE GOING TO BASICALLY MANAGE THE CHANGE.

SO, DR.

HEMPHILL, IF YOU WOULD GO BACK TO THE FIRST SLIDE THAT HAD THE PUZZLE.

SO AS WE ARE WORKING TO IMPLEMENT ALL OF THESE INITIATIVES, WHEN THE LAST SLIDE

[01:50:09]

WHAT WE HAVE HERE IS WE HAVE WORK IN PROGRESS THAT HAVE ALREADY STARTED.

SO THE BIGGEST PIECE RIGHT NOW OF THE THREE AREAS THAT WE'VE COVERED THUS FAR WITH THE DATA ASSESSMENT IS THE NEED FOR US TO DO THE PROFESSIONAL DEVELOPMENT ALONG DIVERSITY, INCLUSION AND EQUITY.

AND SO THOSE THREE POINTS THAT WAS UP BEFORE, THAT IS WHAT WE NEED TO CONTINUE DOING IN THE TASK FORCE. SO AS NOT ALL YOU DIDN'T SEE THAT WE CAME WITH ALL OF THESE POLICIES.

ARE ALL OF THIS CHANGES? ALL OF THAT IS THAT WE ARE WE'RE LETTING THE DATA GUIDE US.

AND THAT'S HOW WE GOT TO THE FACT OF THE DISPROPORTIONALITY.

AND YOU SEE THAT A LOT OF IT IS BASED ON HOW WE DEVELOP OUR TEACHERS AND ADMINISTRATORS AND THEN HOW DO WE MONITOR THE WORK THAT WE'RE DOING.

AND DR.

LOPEZ, IF YOU WANTED TO FURTHER EXPLAIN THAT, I THINK THAT THAT'S WHAT WE HAD AGREED ON.

I THOUGHT THAT THAT'S WHERE WE WERE.

AND SO YOU.

NO, YOU NAILED IT.

YOU SAID IT BEST.

OK, SO LET ME LET ME SUMMARIZE.

THANK YOU, BOARD. THANK YOU, EVERYBODY.

FOR THOSE NOT FAMILIAR WITH THIS PROCESS.

THE BOARD ASKED MS. GRIFFIN TO BE A PARTICIPANT OR MAYBE I DON'T WANT TO SAY OVERSIGHT LIAISON TO THE TASK FORCE BECAUSE OF HER BACKGROUND AND WORK IN THE PAST IN THIS AREA.

AND SO SHE HAS BEEN PARTICIPATING WITH WITH THAT GROUP JUST IN CASE ANYBODY WAS WONDERING WHY LINDA MIGHT HAVE SOUNDED MORE LIKE A PRESENTER THAN THAN A BOARD MEMBER ASKING QUESTIONS. BUT SHE'S BEEN DEEPLY INVOLVED IN THIS FOR SOME TIME.

AND I THINK THE BOARD REALLY APPRECIATES HER WORK FOR THAT.

THE STUDY IS GREAT.

THANK YOU SO MUCH FOR THE DATA.

I DO HAVE ONE QUESTION MYSELF, AND IT'S ONE OF UNDERSTANDING AND I DON'T WANT TO SAY WHAT ARE WE DOING? I JUST WANT TO SAY I HEARD SEVERAL TIMES THE TERM ABOUT STUDENTS THAT ARE UNDER SERVED. AND SO I'M TRYING TO GRASP EXACTLY WHAT WE MEAN WHEN WE SAY UNDER SERVED.

IS IT ON A SCALE OF ONE TO 10M SOME STUDENTS ARE GETTING 10, BUT WE'VE JUST MEASURED AND FOUND OUT SOME STUDENTS WERE ONLY SERVING AT A SEVEN.

ARE WE SAYING THAT WE SERVE ALL STUDENTS AT A 10, BUT SOME OF THEM WE MAY NEED TO GO TO A 15 JUST SO I'LL KNOW I MEAN, TO ME, IT WOULD HURT ME TO KNOW THAT WE HAVE SOME KIDS WE ONLY SERVE THEM AT A 7 AND EVERYBODY ELSE WE'LL SERVE THEM AT A 10.

BUT IF WHAT WE'RE SAYING IS A DISTRICT THAT WE RECOGNIZE THAT EVERY KID IS DIFFERENT AND HAS SPECIAL NEEDS AND WE MAY NEED TO SPEND MORE TIME, SOMEBODY USED THE TERM GETTING THEM OVER THE BAR. I THINK IT WAS A TERM USED YESTERDAY IN OUR GOAL SETTING, WE GOT A LOT OF KIDS THAT WE NEED TO GET OVER THE BAR.

WE TALK ABOUT THAT ALL THE TIME.

AND IF THIS BOARD HOLDS TRUE TO EVERYTHING I'VE HEARD, WHICH IS EVERY KID MATTERS, YOU KNOW, EVERY KID IS IMPORTANT AND EVERY STUDENT CAN LEARN, YOU KNOW, SO KIND OF KIND OF PUT IT FOR ME WHAT WE'RE REALLY WHAT THE EMPHASIS OF THIS WHEN WE USE THE TERM UNDERSERVED. THE PYRAMID.

HOW DOES IT FIT? YEAH. AND YOU'VE GOT THE PYRAMID.

DOES THE PYRAMID TAKE US FROM A SEVEN TO 10 OR DOES A PYRAMID TAKE US FROM A 10 TO 15? OR WHAT'S THE CONCEPT OF WHAT WE'RE TRYING TO DO FOR THESE KIDS? SO I THINK WHEN WE SAY UNDERSERVED THAT WE ARE WE'RE LOOKING AT STUDENTS THAT MIGHT HAVE NEEDS GREATER THAN THAT, THAT WE HAVE NOT ADDRESSED EITHER BECAUSE OF THE SYSTEM OR BECAUSE THEY LACKED ACCESS TO TO WHAT IT WAS THAT THEY NEEDED.

AND SO I THINK THAT'S WHAT WE ARE SAYING WHEN WE SAY UNDERSERVED.

AND I DON'T THINK ANYONE IS WILLFULLY NEGLECTING THESE STUDENTS.

BUT I THINK THAT THE THINGS THAT WE'VE POINTED OUT ARE PLACES THAT WERE PERHAPS BLIND SPOTS TO US IN THE PAST THAT WE KNOW WE NEED TO SHORE UP SO THAT WE ARE MEETING EVERY STUDENT'S NEEDS.

WE HAD A CONVERSATION IN A SEPARATE GROUP.

THIS MORNING, AND WE SAID THAT, YOU KNOW, WE DO NEED TO TREAT EVERY STUDENT AS THOUGH THEY HAVE SOME SORT OF INDIVIDUALIZED PLAN BECAUSE THEY ALL COME TO US WITH DIFFERENT

[01:55:05]

ABSOLUTELY. THANK YOU, BOARD.

WERE THERE ANY OTHER QUESTIONS? IT IS NOW 4:57.

WE HAVE A REGULARLY SCHEDULED BOARD MEETING.

I WOULD LIKE TO START IT AT TEN AFTER FIVE, IF THAT'S POSSIBLE.

BE BACK IN HERE TEN AFTER 5.

MS. BABETTA, THANK YOU SO MUCH.

AND YOUR TEAM, YOUR WHOLE YOUR WHOLE GROUP.

GOOD WORK. AND THANK YOU SO MUCH, AUDUR.

* This transcript was compiled from uncorrected Closed Captioning.