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[00:00:03]

OK, LADIES AND GENTLEMEN, IT IS NOW 4:03.

[I. Call to Order and Determination of a Quorum]

THIS IS THE ANNOUNCED AND CALLED MEETING NOTICE OF THE WORKING MEETING OF THE BOARD OF TRUSTEES OF THE GARLAND INDEPENDENT SCHOOL DISTRICT.

THIS IS GOING TO BE A BOARD AND GOAL SETTING SESSION.

WE'RE GOING TO LIMIT OUR DISCUSSION TO BOARD GOAL SETTING ITEMS. AND FIRST OF ALL, I'D LIKE TO SAY THE BOARD I APPRECIATE ALL THE TIME YOU SPENT IN THE LAST MANY WEEKS MEETING AFTER MEETING.

AND I KNOW IT'S A BURDEN ON EVERYBODY TO BE HERE TO DO THIS WORK, BUT I APPRECIATE THE EFFORT THAT YOU'VE PUT FORTH.

WE'RE GOING TO BE LED THROUGH THE FIRST PART OF OUR MEETING BY DR.

LOPEZ.

DR.

LOPEZ YOU'RE IN THE CAMERA SHOT.

SO WE CAN'T SEE MR. MILLER TALKING.

WE'RE GOING TO BE LED IN THE FIRST PART OF THIS MEETING BY DR.

LOPEZ.

SO, DR.

[III.A. Discuss Board Goals ]

LOPEZ, AS SOON AS YOU'RE READY, YOU CAN TAKE US THROUGH THE FIRST SECTIONS.

ALL RIGHT.

GOOD EVENING, BOARD.

IT'S AN EXCITING TIME.

YOU KNOW, IT'S BEEN IT'S BEEN ONE WHERE WE'VE BEEN MEETING A LOT.

PEOPLE DON'T REALIZE ALL THE TIME AND ATTENTION THAT YOU GUYS PUT INTO OUR SCHOOLING, OUR STUDENTS, OUR STAFF, THE SAFETY MEASURES AND THE EVER CHANGING GUIDANCE THAT WE GET LEGALLY.

AND SO, FIRST OF ALL, I WANT TO THANK YOU ALL FOR BEING HERE.

I'M REALLY EXCITED ABOUT TODAY, BECAUSE TODAY WE'RE GOING TO BE TALKING ABOUT WHAT'S MOST IMPORTANT, IN MY OPINION, AND THAT'S STUDENT ACADEMIC PROGRESS OR LACK THEREOF.

THE COVID SLIDE IS REAL.

WE'VE HAD A BOARD GOAL AND THE BOARD GOAL WAS FIRST CREATED, THE CURRENT ONE WHEN I WAS HERE.

WE STARTED DISCUSSING IT AND IT WAS FINALLY APPROVED IN 2018.

AND WE'VE BEEN USING THAT AS A MEASURE TO MAKE SURE THAT WE TRACK OUR PROGRESS.

I'M GOING TO CALL THAT VERSION 1.0.

SO WHEN WE TALK ABOUT 1.0, WE KNOW THAT THERE'S ALWAYS UPGRADES AND REDIRECTIONS AND EVERYTHING ELSE.

AND SO WHAT COVID HAS DONE IS REALLY RECALIBRATE AND KIND OF SHAKE US UP LIKE A SNOW GLOBE.

AND THE SHAKE UP IS ACTUALLY GOING TO BE A BLESSING, BECAUSE NOW WHAT WE'RE GOING TO PROPOSE TODAY, THESE ARE JUST PROPOSALS SO WHAT WE'RE GOING TO PROPOSE TODAY IS JUST A DIFFERENT WAY TO MEASURE OUR ACADEMIC PROGRESS.

THESE ARE JUST DRAFT PROPOSALS WE'RE GOING TO PROPOSE TODAY, YOUR INPUT.

WE'RE GOING TO PROPOSE OUR DEVELOPMENT ON EXPECTATIONS OF WHAT'S HAPPENING IN OUR DISTRICTS SO THAT EVERYBODY IS CLEAR ON THE DIRECTION THAT WE'RE HEADING.

NOW, I WANT TO SAY ONE DISCLAIMER.

WE HAVE NOT GOTTEN RID OF OUR OLD GOALS, SO OUR OLD GOAL IS STILL IN EFFECT.

SO THIS ONE'S 2.0.

AND IF WE KEEP DOING DIFFERENT RENDITIONS OF THIS, WE'RE GOING TO GO THROUGH 2.1 2.2 TWO POINT THREE UNTIL WE GET WHAT WE WANT AS A TEAM.

THERE'S NO HURRY.

SO IF WE NEED TO DO IT IN TEN MEETINGS, WE'RE GOING TO DO IT IN TEN MEETINGS.

IF WE'RE GOING TO DO IT IN TWO MEETINGS OR ONE MEETING, THEN WE DO IT.

THERE WILL BE NO ACTION TONIGHT.

I JUST WANT TO SAY THAT THIS IS ALL A WORKSHOP SESSION.

WE'RE GOING TO GATHER INPUT AND WE'RE GOING TO GO AHEAD AND ROLL THAT OUT.

NOW, TODAY'S PRESENTATION IS GOING TO BE IN THREE PARTS.

OK, THE FIRST PART IS WHAT I CALL THE GISD EFFECT.

AND I'LL GO INTO WHAT THE FIRST PART IS.

WE WILL BE GOING FORTY FIVE MINUTES IN THE GISD EFFECT, AND THEN WE'RE GOING TO TAKE A MENTAL BREAK FOR ABOUT 15 MINUTES.

ALL RIGHT.

SO GO ONE PART ONE.

WE'RE GOING TO GO GISD EFFECT.

WE'RE GOING TO HIT IT FOR FORTY FIVE MINUTES AND THEN WE'RE GOING TO TAKE A 15 MINUTE BREAK.

THEN WE'RE GOING TO GO INTO THE FORMAL PRESENTATION.

THE FORMAL PRESENTATION IS GOING TO BE HOPEFULLY AROUND FORTY FIVE MINUTES.

AND WHAT I'M HOPING IS I'M ABLE TO PRESENT YOU GUYS WRITE DOWN YOUR QUESTIONS.

NOBODY ASK QUESTIONS SO WE CAN GO THROUGH IT.

AND THEN WE'RE GOING TO RECALIBRATE, REFRESH OUR MINDS FOR 15 MINUTES.

THEN THE SECOND PART WILL BE ANSWERING QUESTIONS AND THEN REFORMATTING WHAT WE WOULD LIKE TO SEE IN THE FUTURE IN GOALS SETTING OF MAYBE FUTURE MEETING DATES.

AND THAT COULD TAKE UP TO THE LAST TWO HOURS OF THE MEETING.

OK.

WE COULD DO STILL 45 MINUTE TALK, 15 MINUTE BREAK, AND THEN COME BACK.

WE COULD KEEP THAT UP.

BUT THERE IS A CAVEAT THERE.

THE FASTER WE MOVE, THE EARLIER WE CAN DISMISS.

SO WE WILL NOT STAY HERE LATER THAN EIGHT, BUT WE CAN LEAVE HERE EARLIER THAN EIGHT.

SO WITH THOSE PARAMETERS SET, I'M GOING TO ASK ASSISTANCE FROM THE BOARD ON THIS PROCESS.

SO BOARD SECRETARY MS. GRIFFIN, COULD YOU KEEP ME ON TIME AND BE THE TIME KEEPER FOR ME WHEN WE SAY START FOR 45 MINUTES? ARE YOU OK WITH THAT? I'M GOING TO YIELD BECAUSE I DON'T HAVE MY PHONE.

OK, SO WES.

GIVE IT TO ROBERT.

OR WES? OK.

WES.

ALL RIGHT.

AND I'M GOING TO USE OUR ASSISTANT SECRETARY FOR KIND OF LIKE A PARLIAMENTARIAN TYPE OF THING.

AND MR. SELDERS WOULD YOU MIND MAKING SURE THAT WE STAY ON TARGET? WE DON'T GET OFF TOPIC.

YOU KNOW, WE'RE TALKING ABOUT BOARD GOALS AND THEN WE'RE NOT NO LONGER TALKING,

[00:05:04]

YOU CAN RE-CENTER US TO MAKE SURE WE'RE ON BOARD GOALS.

ARE WE OK WITH THAT? AWESOME.

IS MS. STANLEY ONLINE.

WHERE'S SHE AT? NOT YET.

MAYBE SHE'S HAVING PROBLEM WITH THE ZOOM LINK.

I WAS LOOKING AT SHE WAS MESSAGING ME.

LET ME CHECK.

IT SAYS THE PASSWORD IS NOT WORKING.

OK, LET ME.

SO GIVE US A FEW MINUTES WHILE WE GET HER ONLINE.

AND THAT'S WHAT WE'RE WAITING ON.

OH, OK.

MR. YEAGER IS GOING TO BE DOING THAT, SO WE'LL BE ON PAUSE FOR A LITTLE BIT WHILE SHE GETS ONLINE.

NO, NOT YET.

LET'S SEE, WE SHOULD GET HER SOON.

ALL RIGHT.

WE WANT TO WELCOME MRS. STANLEY TO THE AUDIENCE, SO WE'RE GOING TO GO AHEAD AND PROCEED WITH THE GISD EFFECT.

MR. JOHNSON, WOULD YOU MIND STARTING THE CLOCK FOR 45 MINUTES? ALL RIGHT.

WELL, I WANT TO WELCOME EVERYBODY FOR JOINING US AND MEMBERS OF THE PUBLIC ON OUR GOAL SESSION SETTING TODAY.

AND I WANTED TO START OFF THE FIRST PART WITH WHAT WE CALL NOW, THE GISD EFFECT.

WE SENT EVERYBODY A POSTER.

SO I'M GOING TO ASK YOU ALL TO BRING OUT YOUR POSTERS SO WE CAN TALK ABOUT THE GI EFFECT.

SO BRING OUT THE POSTERS AND THE TOP POSTER SHOULD BE A BLACK AND WHITE POSTER.

SO MAKE SURE YOU HAVE THE POSTER, I BELIEVE MRS. STANLEY, WE SENT YOU THE POSTER, THEN YOU SHOULD HAVE IT.

SO I WANT YOU TO LOOK AT THE BLACK AND WHITE POSTER.

WHEN WE TALK ABOUT THE GISD EFFECT, WHAT WE WANT TO BE VERY CLEAR ON IS THAT THE BLACK AND WHITE POSTER REPRESENTS ALL THE HARDSHIPS OF COVID, THE DARKNESS THAT IT BRINGS, THE HARDSHIP THAT IT BRINGS, THE EMOTIONAL, THE SOCIAL, THE ACADEMIC, THE STRESS THAT HAPPENS .

WHEN YOU START LOOKING AT THE GISD EFFECT THIS IS COVID RIGHT NOW.

WE SEE IT ON SOCIAL MEDIA.

WE SEE IT WITH PEOPLE'S INTERACTIONS WITH EACH OTHER.

WE SEE IT ALL OVER WHERE WE'RE AT.

OK, NOW I WANT YOU TO LOOK AT NOW THE COLOR POSTER.

OK.

WHEN YOU LOOK AT THE COLORED POSTER, YOU'RE GOING TO SEE SOMETHING DIFFERENT.

YOU SEE LIGHT.

YOU SEE COLOR.

YOU SEE HOPE.

YOU SEE WHAT SHOULD BE HAPPENING IN OUR WORLD TODAY.

[00:10:02]

NOW, I WANT YOU TO PUT THE BLACK AND WHITE ON ONE SIDE.

ON YOUR LEFT SIDE.

PUT IT ON YOUR LEFT SIDE AND PUT THE COLOR ON YOUR RIGHT SIDE.

NOW, I WANT YOU TO THINK ABOUT THIS.

THIS IS THE GISD EFFECT.

ON ONE SIDE, YOU HAVE COVID.

IT'S VERY REAL.

IT'S AFFECTING US STILL TODAY.

ON THE NEXT SIDE, YOU HAVE WHERE WE SHOULD BE WITH COVID.

AND WHAT CAN HAPPEN WITH THE PROPER GISD EFFECT? WHO WAS IN THE MIDDLE? YOU ARE.

YOU ARE THE GISD EFFECT.

YOU HAVE THE POWER TO SHED LIGHT AND COLOR AND LOVE AND EVERYTHING TO A VERY, VERY DARK SITUATION.

YOU ARE THE GISD EFFECT.

EVERYBODY IN OUR COMMUNITY IS THE GISD EFFECT.

EVERYBODY THAT IS IN OUR SCHOOLS, IN OUR COMMUNITY, IN OUR THREE TRICITY AREA OF OF CITY COUNCIL FIRE, YOU NAME IT, THEY ARE THE GISD EFFECT.

THE POWER OF US TO CHANGE THAT DARKNESS INTO LIGHT IS IN OUR HANDS AND IS IN OUR GRASP.

SO THE FIRST PART OF THIS, I WANT YOU TO REFLECT ON WHY WE'RE HERE TODAY.

WE'RE HERE FOR A BOARD GOAL WORKSHOP.

HOW ARE YOU? WHAT IS YOUR ROLE? AND I WANT YOU JUST TO SELF REFLECT.

WRITE IT DOWN.

WHAT IS YOUR ROLE IN CREATING THAT LIGHT ACADEMICALLY TO A BOARD GOAL IN THE GISD EFFECT? SO I'M GOING TO GIVE YOU A FEW MINUTES JUST TO JOT DOWN HOW YOU CAN SHED LIGHT INTO DARKNESS AS A TRUSTEE AS WE'RE HERE TODAY FOR A BOARD GOAL.

SO I'LL GIVE YOU ABOUT THREE MINUTES TO DO THAT.

WE'LL GIVE YOU ABOUT 30 MORE SECONDS.

PERFECT, PERFECT.

SO, YOU KNOW, THE POSTERS THAT YOU'RE LOOKING AT IS FROM THE GARLAND EDUCATION FOUNDATION, AND THEY DID A TREMENDOUS JOB OF BUYING INTO THE GISD EFFECT.

NO TWO BOARD MEMBERS HAS THE SAME POSTER.

EACH OF THEM IS VERY UNIQUE.

EACH OF THEM IS ENCOMPASSING THE EFFECT OF GISD AND WHAT WE HAVE ON OUR STUDENTS IN

[00:15:04]

FRONT OF NEW CTE PROGRAMS, FINE ARTS, YOU NAME IT.

IT'S ON THERE BECAUSE WE HAVE OVER 200 PROGRAMS WE'RE A LIFE CHANGING INDUSTRY.

WE ARE A LIFE CHANGING INDUSTRY.

AND SO I REALLY APPRECIATE YOU GUYS WRITING THOSE THOUGHTS DOWN.

NOW WE'RE GOING TO DO A SHARE AND I'M GOING TO PAIR YOU UP WITH AN INDIVIDUAL AND I'LL LET YOU HEAR THE DIRECTIONS FROM THERE.

SO I'M GOING TO ASK MR. SELDERS AND MR. JOHNSON TO PAIR UP.

I'M GOING TO ASK MR. MILLER AND MR. BEACH TO PAIR UP.

I'M GOING TO ASK MS. GRIFFIN AND MR. GLICK TO PAIR UP.

AND THEN I'M GOING TO ASK MS. HOGAN, PAIR UP WITH MS. STANLEY VIRTUALLY, OK.

AND WHAT WE'RE GOING TO DO IS I'M GOING TO ASK ONE OF YOU GUYS TO CHOOSE WHO'S A AND WHO'S B.

AND THEN WE'RE GOING TO ALLOW A TO SHARE AND JUST B LISTEN.

AND WE'LL ALLOW THAT FOR ABOUT A MINUTE OR TWO.

AND THEN ONCE WE STOP, THEN WE'LL SWITCH TO THE OTHER PERSON FOR B TO SPEAK AND A TO LISTEN, SORRY ABOUT THAT.

SO GET WITH YOUR PARTNER.

YOU DON'T HAVE TO.

AS LONG AS YOU CAN HEAR EACH OTHER, YOU DON'T HAVE TO SIT SIDE BY SIDE JUST AS LONG AS YOU CAN HEAR EACH OTHER AND DECIDE WHO'S A AND B.

SO LET'S DO THAT FIRST.

ALL RIGHT.

EASY DECISION.

ALL RIGHT.

SO WHAT I'M GOING TO ASK IS A TO SPEAK ON WHAT THEY FELT AND WHAT THEY WROTE DOWN AND B TO LISTEN AND WE'LL GIVE YOU ABOUT TWO MINUTES.

SO IF YOU WANT TO GO AHEAD AND START THAT GO AHEAD.

SWITCH AND LET B SPEAK AND A LISTEN.

WELL, THE CONVERSATIONS HAVE BEEN REAL RICH.

AND SO WITH THE RICH CONVERSATIONS, I'M GOING TO GIVE YOU ABOUT MAYBE 30 MORE SECONDS, MAYBE A MINUTE TO JUST WIND THEM DOWN.

[00:20:08]

SO ABOUT 30 MORE SECONDS.

ALL RIGHT, SO WE GOT FOUR DYNAMIC DUOS, RIGHT? AND I'M HOPING THAT SOME OF THE THINGS HAD SOME COMMONALITIES WHEN YOU WERE SPEAKING TO EACH OTHER.

I HOPE THERE WAS SOME DIFFERENCES ALSO AND SAID I DIDN'T THINK OF THAT IN YOUR MIND OR THAT'S A UNIQUE PERSPECTIVE OR, YOU KNOW, THAT IS SOMETHING THAT MAYBE WE NEED TO ATTEND TO.

RIGHT.

ON THE PURPOSE WHILE WE'RE HERE.

ONE OF THE THINGS THAT WE'RE GOING TO BE MOVING TO RIGHT NOW IS CLARITY.

RIGHT.

SO THE NEXT PHASE IS THIS.

IF WE UNDERSTAND AS A COLLECTIVE TEAM WHY WE'RE HERE, AS WE GET INTO THE NUMBERS, WE CAN LOOK AT IT THROUGH THE RIGHT LENS.

IT'S A TIME OF COLLABORATION, CONSISTENCY AND CLARITY.

RIGHT.

THE THREE C'S ARE ALWAYS HUGE IN EACH AND EVERYTHING THAT WE DO.

SO WHAT I WANT TO ASK YOU TO DO IS NOW GET WITH YOUR PARTNER AND YOU GUYS GOT MARKERS AND I WANT YOU TO WRITE A STATEMENT, PUT EVERYTHING.

DOESN'T HAVE TO BE PERFECT ON WHAT YOU FEEL AS A BOARD MEMBER? YOU ARE HERE TO DO TODAY.

WHAT IS THE PURPOSE OF WHAT WE'RE DOING TODAY? WE'RE NOT WRITING A BOARD GOAL.

THAT'S NOT WHAT WE'RE DOING.

WHAT WE'RE DOING IS HAVING A COMMON VISION OF THE PURPOSE OF THIS MEETING.

AND YOU COULD PUT AS MUCH THINGS ON WHY YOU COULD SAY WE'RE HERE TODAY BECAUSE WE'RE MANDATED BY LAW TO HAVE THIS.

THAT'S FINE.

OK, IF THAT'S HOW YOU FEEL.

YOU MAY SAY, YOU KNOW WHAT, I FEEL THAT WE'RE HERE TODAY BECAUSE OF ABCD AND E.

THESE ARE THE THINGS WE HAVE TO LOOK AT.

YOU MAKE THAT WHAT YOU WANT.

SO GET WITH YOUR PARTNER YOU HAVE A CHART TABLET.

THAT'S RIGHT BESIDE YOU.

THAT'S YOUR CHART TABLET.

PICK A SCRIBE.

AND THEN TOGETHER, COME UP WITH A DECLARATION STATEMENT.

IN FIVE MINUTES, WE'LL SEE WHERE PEOPLE ARE AT.

AND IF WE HAVE TO ADD MORE TIME, WE WILL.

YOU'RE DOING A DECLARATION OF OUR, A DECLARATION OF PURPOSE.

HOLD UP, HOLD ON.

[00:27:14]

SO THANK YOU.

WE WANT TO MAKE SURE EVERYBODY HEARS RIGHT.

SO WHAT WE'RE GOING TO DO NOW IS MOVE INTO WE'RE GOING TO COMBINE GROUPS AND BOTH GROUPS ARE THEN GOING TO USE EACH OTHER'S STATEMENTS TO COMBINE AND MAKE ONE STATEMENT.

SO I'M GOING TO ASK JAMES MILLER, JONNNY BEACH, LINDA GRIFFIN AND LARRY GLICK TO GET TOGETHER.

AND THEN I'M GOING TO ASK FOR ROBERT SELDERS AND WES JOHNSON TO COME OVER HERE, BECAUSE MS. STANLEY'S VIRTUAL.

AND THEN YOU JOIN THEM.

AND SO YOU CAN TEAR OFF.

YEAH, YOU CAN TEAR OFF.

BRING YOURS THOUGH.

AND YOU'RE GOING TO MAKE ONE STATEMENT FROM BOTH OF YOURS.

LOOK AT BOTH OF YOURS AND MAKE ONE STATEMENT.

[00:34:48]

ALL RIGHT, WE'RE GOING TO BE WINDING DOWN AS WE'RE WINDING DOWN, WHAT I WOULD LIKE THE BOARD TO DO IS SELECT A SPOKESPERSON.

THAT SPOKESPERSON WILL COME UP TO THIS MICROPHONE AND BRING THEIR DECLARATION AND

[00:35:04]

READ IT OUT.

SO AND I'M ASKING TO DO THE MICROPHONE SO MRS. STANLEY CAN HEAR VIRTUALLY SO SHE COULD BE PART OF THE CONVERSATION.

SO WHAT I'M GOING TO BE ASKING EVERYBODY TO DO IS HAVE THEIR UNDIVIDED ATTENTION TO THE PRESENTER.

THE NEXT PART OF THE PRESENTATION IS WE'RE GOING TO LOOK AT BOTH THEMES.

WE'RE GOING TO LOOK AT COMMONALITIES.

WE'RE GOING TO LOOK AT JUST OVERALL APPROACHES AND MINDSETS.

AND THEN WE'RE GOING TO SEE IF WE NEED TO MODIFY TO MAKE ONE DECLARATION OF WHY WE'RE HERE.

OK.

DOESN'T MEAN WE HAVE TO DO IT.

BUT I'M GOING TO LET MR. BEACH GO AHEAD AND START US OFF WITH THE EXERCISE.

FIRST AND FOREMOST, OUR TEAM OF JJLL WE CAME TOGETHER AS A GROUP OF FOUR AND CAME TO A CONSENSUS, WHICH IS WHY WE ARE SUCH A GOOD WORKING BOARD IN THE FIRST PLACE.

SO I APPRECIATE AND APPLAUD OUR GROUP AS WE GOT TOGETHER.

SO I'M GOING AS WE READ THIS YOU'LL SEE.

OUR GOAL TODAY, WE FEEL LIKE IS THROUGH UNITY, CONSENSUS OF THOUGHTS, SET GOALS, POLICIES AND MEASUREMENTS TO ENSURE ALL STUDENTS ACADEMIC SUCCESS.

YAY GIVE THEM A ROUND OF APPLAUSE.

YAY.

[APPLAUSE] WE FEEL LIKE THAT THAT IS OUR ULTIMATE GOAL TODAY.

THAT'S A CLASSIC STATEMENT RIGHT THERE, THANK YOU GROUP FOR PARTICIPATION.

AND ALL THOSE STATEMENTS RIGHT THERE CAME FROM BOTH GROUPS AND WE COMBINED IT INTO ONE.

SO THANK YOU VERY MUCH.

AWESOME JOHNSON.

WE DIDN'T HAVE TIME TO COME UP WITH A CLEVER NAME FOR OUR GROUP, SO WE'RE JUST MECHELLE'S BOYS AND GALS AND MECHELLE'S CREW.

[LAUGHTER] SO THAT'S WHAT WE ARE.

OUR DECLARATIVE STATEMENT THAT WE MERGED TOGETHER IS AS FOLLOWS.

WE VIEW OUR OBJECTIVE TODAY AS TO BEGIN A DIALOG ON OUR GOVERNANCE ROLE IN ORDER TO DETERMINE STUDENT ACHIEVEMENT METRICS ON LEARNING RECOVERY.

WE WILL ESTABLISH AN OVERARCHING THEME.

WE WILL SET BOARD GUARDRAILS IN ORDER TO MAINTAIN BOARD FOCUS.

EVERY DECISION MADE AFTER SETTING THE THEME MUST BE DIRECTLY RELATED TO SAID THEME.

ALL RIGHT.

YAY.

CLAP.

SO WE GOT TWO DECLARATIONS.

I'LL GET IT REAL QUICK, I'LL GET ROBERT'S.

DR.

LOPEZ OURS WAS DESIGNED TO FIT ON SCHOOL BUSSES.

[LAUGHTER] THIS IS SO COMPETITIVE, I DON'T KNOW WHAT CAN OF WORMS I OPENED

[00:40:01]

UP HERE.

ALL RIGHT.

BUT WHAT WORDS STOOD OUT FROM YOU FROM BOTH.

FROM BOTH.

I'M GOING TO GO AHEAD AND GIVE YOU 10 SECONDS TO THINK ABOUT IT.

AND I'M GOING TO ASK EVERYBODY TO RESPOND.

I'M GOING TO START WITH OUR BOARD PRESIDENT.

ARE THERE ANY WORDS THAT STOOD OUT TO YOU? JUST QUICKLY.

WOULD YOU MIND MOVING THAT ONE UP A LITTLE CLOSER? I CAN MOVE THEM UP.

YEAH YEAH.

YEAH.

SO WE CAN ALL SEE THEM.

YEAH.

WE CAME UP WITH, I LIKE THE THROUGH UNITY AND CONSENSUS MINDSET OF THAT.

AND THEN THE ONE WITH THE OTHER GROUP, LET'S CALL IT.

I REALLY LIKE THE THOUGHT OF ESTABLISHING BOARD GUARDRAILS.

NICE.

NICE.

VICE PRESIDENT JOHNSON.

I THINK THE COMMONALITY AMONGST ALL OF THEM IS STUDENT ACHIEVEMENT.

I MEAN, THAT'S THEY USE THE TERM STUDENT ACADEMIC SUCCESS.

WE USE STUDENT ACHIEVEMENT METRICS, BUT IT'S THE SAME THING.

NICE.

I MEAN, SO THAT'S THE COMMON THREAD THAT RUNS THROUGH EVERYTHING THAT WE'RE LOOKING TO DO IS WITH THROUGH RESPECT TO GETTING OUR KIDS WHERE THEY NEED TO BE.

AWESOME.

BOARD SECRETARY MRS. GRIFFIN? YES, THE COMMONALITY FOR ME WAS MEASUREMENTS AND MATRIX ACHIEVEMENT STUDENTS AND GUARDRAILS.

WE DIDN'T USE GUARDRAILS, BUT WE USED POLICIES AND POLICIES ARE TO DIRECT OUR ACTION.

NICE, NICE.

VERY GOOD.

GOOD CONNECTIONS.

OUR ASSISTANT SECRETARY AND RIGHT NOW, PARLIAMENTARIAN MR. SELDERS.

TO AVOID RESTATING WHAT EVERYBODY ELSE HAS SAID, I THINK THE COMMONALITY OUTSIDE OF WHAT THEY'VE STATED IS THE FOCUS, THE INTENT FOCUS ON MAKING SURE THAT WE REMAIN ON TASK AND NOT OUT IN THE WEEDS.

AWESOME.

WE'LL GO NOW WITH MR. GLICK.

YEAH, ONE OF THE FIRST CONVENTIONS I WENT TO, THERE WAS A PHRASE, IF YOU DON'T MEASURE IT, THEY WON'T TREASURE IT.

AND SO I'M VERY MUCH A BELIEVER IN NUMBERS.

AND WE BOTH HAVE THE WORD MEASURE OR METRICS, SAME THING.

AND IT GIVES YOU A PATH TO THE FUTURE, TO KNOWING WHERE YOU'RE AT AND WHERE YOU GO.

AWESOME.

AND MS. STANLEY.

I CAN'T SEE THE PAPERS, BUT LISTENING, IT SEEMS VERY SIMILAR IN THE SENSE THAT IT'S WHAT JUMPED OUT AT ME WAS THAT THE MEASUREMENTS, THE FOCUS AND STAYING ON TASK AND THE ABILITY TO MAKE GOOD DECISIONS, BEAUTIFUL.

AND LAST BUT NEVER LEAST, JOHNNY BEACH.

I FEEL LIKE THAT FROM READING BOTH OF THESE, THAT IT SHOWS THAT THE BOARD IS TRYING TO BE INNOVATIVE IN THE TIMES THAT WE ARE IN RIGHT NOW, ON SETTING GOALS FOR ACHIEVEMENT FOR OUR STUDENTS, WHICH IS THE NUMBER ONE GOAL THAT EVERYBODY ON THIS BOARD EVER SINCE I'VE BEEN ON HERE HAS BEEN AFTER.

AND I FEEL LIKE THAT WE ARE FOLLOWING THE POLICIES AND TRYING TO ENSURE THAT ALL STUDENTS HAVE ACADEMIC SUCCESS IN BRINGING UNITY TO THIS DISTRICT.

AND IT'S BEEN WE'VE HAD A LOT OF HICCUPS IN THERE.

BUT I THINK THE OVERALL PICTURE THAT EACH ONE OF THESE IS THE METRICS OF MEASURING THAT AND BEING ABLE TO SEE, YOU KNOW, HOW DO YOU IT'S GOOD TO GET THOSE FIGURES, BUT HOW DO YOU REALLY MEASURE SUCCESS IF IT YOU KNOW, WHERE'S THE STARTING LINE? AND SO I THINK THAT I THINK THAT'S THE ONE THING AS FAR AS GOVERNANCE ROLE FOR US THAT'S IMPORTANT, BECAUSE THAT'S WHERE WE PUT THE DOLLARS.

LISTEN TO WHAT YOU ALL SAID.

YOU'RE ALL ON THE SAME PAGE.

AND THAT IS THE MOST GRATIFYING PART OF ALL.

WE'RE GOING TO WORK IN UNITY.

WE'RE GOING TO MEASURE WHAT WE TREASURE.

WE'RE GOING TO ENSURE THAT WE HAVE GUARDRAILS FOR OUR EXPECTATIONS.

WE'RE GOING TO PROCEED WITH CLARITY.

WE'RE GOING TO USE METRICS, NOT THIS STUFF THAT WE HOPE WE THINK WE FEEL IT'S GOING TO BE CENTERED ON STUDENT SUCCESS AND IT IS TO TARGET THE LEARNING LOSS THAT HAS HAPPENED HERE.

IS THERE ANYTHING ANYBODY WANTS TO ADD TO THE STATEMENTS THAT THEY FEEL WAS NOT ADDRESSED?

[00:45:02]

I HAVE.

MS. GRIFFIN.

YES.

AND WHEN WE COMBINED ALL OF THAT, IT COMES DOWN TO TWO WORDS, BOARD GOVERNANCE.

SO AS WE PROCEED, MS. GRIFFIN HIT THE NAIL ON THE HEAD BOARD GOVERNANCE.

WHAT DOES BOARD DO? THEY SET THE VISION, THE GOALS, THE EXPECTATIONS, THE GUARDRAILS, WHICH WE CALL POLICIES, THE PROCEDURES THAT COME FROM POLICIES, THE REGULATIONS.

SO BELIEVE IT OR NOT, WE'RE PRETTY MUCH CLOSE TO THAT 45 MINUTE MARK.

RIGHT.

HOW CLOSE ARE WE, MR. JOHNSON? THIRTY SEVEN MINUTES, SO ARE WE READY FOR A 15 MINUTE BREAK AND WE WILL RECONVENE AT 5:05? ALL RIGHT, 5:05.

LET'S HAVE A 15 MINUTE BREAK.

THANK YOU.

OK, WE'RE GOOD, WE'RE BACK FROM A SHORT BREAK.

IT IS NOW 5:06 AND DR.

LOPEZ STILL HAS THE FLOOR AS WE GO THROUGH OUR BOARD GOAL SETTING WORKSHOP.

THANK YOU, DR. LOPEZ.

SO, YOU KNOW, WE'RE GOING THROUGH DIFFERENT LEARNING CYCLES, JUST LIKE WE DID IN THE CLASSROOM.

THE FIRST ONE WAS VERY INTERACTIVE INCLUSION.

IT WENT BY QUICK.

RIGHT.

WHEN YOU'RE ACTIVELY TALKING AND ENGAGED, THINGS GO BY QUICKLY.

THIS WILL BECAUSE WHAT GOES BY QUICKLY FOR THE SPEAKER USUALLY GOES BY SLOWLY FOR THE LISTENER.

SO I'M JUST GOING TO TELL YOU, THIS IS GOING TO BE PROBABLY THE MOST DRY PART FOR A LOT OF YOU, BECAUSE WE'RE GOING TO GO THROUGH A PRESENTATION.

AND I JUST WANT TO REMIND YOU THAT THIS IS JUST A DRAFT PRESENTATION.

THERE'S NO FINALITY TO IT.

I ALSO WANT EVERYBODY TO KNOW THAT THIS IS JUST A ONE YEAR PLAN.

THE REASON WHY IT'S ONLY A ONE YEAR PLAN IS BECAUSE THE STATE IS GOING TO CHANGE TWO THINGS.

FIRST, THEY'RE GOING TO CHANGE AT THE END OF THIS YEAR THE CUT SCORES, THEY'RE GOING TO MODIFY THEM.

WE DON'T KNOW UP OR DOWN, BUT THEY'RE GOING TO CHANGE THAT.

SO WE CAN'T USE THE SAME CUT SCORES.

THE SECOND THING THAT THEY'RE GOING TO CHANGE IS THE ELEMENTARY ENGLISH LANGUAGE ARTS.

THEY'RE NO LONGER GOING TO HAVE A WRITING COMPONENT.

IT'S GOING TO BE INTEGRATED.

SO WE KNOW THOSE TWO FACTORS ARE GOING TO DRASTICALLY CHANGE THE GAME.

SO WE'RE GOING TO HAVE TO MEET.

AND WHAT WE'RE PROPOSING IN THIS PLAN IS TO MEET IN JULY, AND WE COULD SET THE DATE TODAY.

IF YOU WANT TO AND WE MEET IN JULY.

SO THAT WAY WE CAN LOOK AT ALL OUR PRELIMINARY SCORES BECAUSE NOTHING WILL BE FINALIZED AND WE COULD SET OUR DIRECTION THEN.

SO WITH THAT, I'M GOING TO GO AHEAD AND PROCEED WITH THE BOARD GOAL AND STUDENT ACHIEVEMENT.

THIS IS THE PRESENTATION.

AND DO WE HAVE THE CLOCK GOING, MR. JOHNSON? FORTY FIVE MINUTES.

THAT'S WHAT WE'RE STICKING TO.

ALL RIGHT.

SO WHAT I'M GOING TO ASK IS EVERYBODY RESERVE THEIR QUESTIONS TO THE VERY END? OK, SO WRITE DOWN ANY QUESTIONS YOU MIGHT HAVE.

PLEASE TAKE NOTE OF THE SLIDE THAT YOU MIGHT BE REFERRING TO.

WE'RE GOING TO BE GOING THROUGH THIS.

SOME OF IT IS GOING TO GO FAST BECAUSE YOU ALREADY KNOW IT.

SOME OF IT'S GOING TO GO SLOW BECAUSE THERE'S A LOT OF EXPLANATION TO IT.

SO AS WE MOVE FIRST, THIS IS THE GUIDANCE OF OUR BOARD GOAL SETTING.

WHY ARE WE HERE? THERE'S A LAW.

IT'S TEXAS EDUCATION CODE, SECTION 11.1511, 11.185, 11.186, AND THE LONE STAR GOVERNANCE PACKAGE.

ALL OF THESE TALK ABOUT EARLY CHILDHOOD LITERACY GOALS, PROFICIENCY PLANS BOARD ADOPT A FIVE YEAR COLLEGE CAREER MILITARY READINESS PLAN AND INCLUDING STUDENT DISAGGREGATION.

AND WE IDENTIFY POWERS OF THE BOARD TO ADOPT COMPREHENSIVE ACADEMIC AND FINANCIAL GOALS TO THE DISTRICT.

SO THERE'S YOUR GUIDING PRINCIPLES RIGHT THERE, POLICY AND GUARDRAILS.

IT'S THE FIRST ONE.

AND THEN FINALLY, LONE STAR GOVERNANCE THAT WE WENT TO.

AND IT WAS AN ACTION PACKED.

WHAT WAS IT? TWO DAYS.

IT IS A CONTINUOUS IMPROVEMENT MODEL FOR GOVERNING TEAMS BASED ON A COMMITMENT TO INTENSELY FOCUS ON IMPROVE STUDENT OUTCOMES.

SO THIS IS OUR HISTORICAL PERSPECTIVE.

THIS IS THE GISD STORY.

SO IN APRIL OF 2018, WE DID THE CURRENT GOAL AND A TWO PAGE SCORE CARD WAS CREATED.

A MATTER OF FACT, BOARD MEMBERS CAME TODAY AND SAID, WHERE'S THAT SCORE CARD? I WANT TO LOOK AT IT.

IT'S KIND OF THE FABRIC OF WHERE WE ARE.

SOME OF THE BOARD MEMBERS HAVE PRESENTED ON THIS MODEL AND OTHERS HAVE SHARED IT AT CONFERENCES AT THE STATE AND NATIONAL LEVELS.

THIS IS THE FABRIC OF OUR EXPECTATIONS.

THEN WE REVIEWED THE PERFORMANCE AND WE INCREASED TARGETS.

OK.

AND WHEN WE INCREASED TARGETS, THAT WAS IN AUGUST OF 2018 WHEN WE GOT OUR RESULTS.

THOSE ARE THE FINAL RESULTS.

THAT'S WHY WE WAITED TILL AUGUST.

WE HAD PRELIMINARY RESULTS.

WE WAITED UNTIL THEY WERE FINALIZED.

WE WENT AHEAD AND MOVED FORWARD.

MARCH 2019, WE ELIMINATED ONE OBJECTIVE UPDATING WORDING FOR STUDENT MANAGEMENT.

[00:50:01]

THEN IN AUGUST 2019, WE REVIEWED PERFORMANCE ADJUSTED LANGUAGE TARGET AND WE DID A POCKET EDITION.

THEN IN HOUSE BILL THREE CCMR AND DISTRICT GOALS WERE CREATED IN NOVEMBER 2019.

AND RIGHT THERE IN MARCH 2020 COVID HIT.

HOUSE BILL THREE IN DECEMBER OF 2020, HAD EARLY COLLEGE DISTRICT CAMPUS GOALS CREATED, AND THEN WE HAD TO REVIEW AVAILABLE PERFORMANCE, INCLUDING STUDENT GROUPS IN JUNE AND JULY.

THAT HAPPENED THIS PAST SUMMER.

AND NOW WE'RE HERE IN AUGUST OF 2021 WITH A BOARD GOAL WORKSHOP.

THIS IS OUR ONE GOAL, ONE FOCUS.

THIS IS STILL IN EFFECT.

NOTHING HAS CHANGED.

AND WE LOOK AT IT THERE'S THREE WORDS THAT WE'RE LOOKING AT.

WE'RE LOOKING AT ALL INCREASING AND DECREASING.

SO WHEN WE LOOK AT GARLAND ISD WE'LL ENSURE ALL STUDENTS GRADUATE PREPARE FOR COLLEGE CAREERS AND LIFE BY INCREASING STUDENT PERFORMANCE MEASURES.

POST-SECONDARY READINESS AND GRADUATION RATES.

AND DECREASING STUDENT MANAGEMENT INCIDENTS.

SORRY.

SO THE THING HERE THAT'S REALLY IMPORTANT TO KNOW IS THAT WE HAVE LIKE ONE THAT'S INCREASING ONE THAT'S DECREASING ON OUR BOARD GOAL.

AND OUR PERFORMANCE MEASURES ARE RIGHT THERE, EARLY LITERACY, READING, EARLY LITERACY WRITING, ENGLISH LANGUAGE ACQUISITION, SCIENTIFIC UNDERSTANDING, MATHEMATICAL PROFICIENCY, POST-SECONDARY READINESS ON SAT AND AP EXAMS, STUDENT MANAGEMENT, MANAGEMENT AND GRADUATION OUTCOMES.

SO WHEN WE LOOK AT WHERE WE WERE AT, OUR TRAJECTORY WAS OK IN EARLY LITERACY AND WE FELL.

NOW, WE GOT TO REMEMBER THE STANDARD THAT WE'RE LOOKING HERE IF ANYBODY FROM THE PUBLIC IS WATCHING IS LIKE THIRTY THREE POINT EIGHT PERCENT PASSED.

THERE'S THREE MEASURES IN.

THERE'S ACTUALLY FOUR MEASURES IN IN STAAR.

THE FIRST ONE IS YOU DID NOT PASS.

THE SECOND ONE IS YOUR APPROACHING GRADE LEVEL.

IF YOU'RE APPROACHING GRADE LEVEL, THEN YOU PASS, OK, BECAUSE YOU'RE APPROACHING IT.

THEY GIVE YOU A PASS MARK.

THEN MEETS GRADE LEVEL.

THE EXPECTATION OF THE BOARD HAS ALWAYS BEEN AT THE MEETS AREA.

IT HAS NEVER GONE ANY LOWER.

OK.

AND THEN FINALLY, THE MASTER'S DEGREE IS ABOVE THAT.

SO WE ARE LOOKING FOR OUR STUDENTS TO MEET EXPECTATIONS.

AND EARLY LITERACY READING ONE OUT OF EVERY THREE STUDENTS MET THAT EXPECTATION.

IF WE LOOK AT IT THIS TIME, WE WERE LOOKING AT IF WE DIDN'T HAVE COVID, WE WOULD HAVE EXPECTED TWO OUT OF EVERY THREE TO BE ABLE TO REACH THAT MARK.

SO WE FELL.

WE ALSO FELL IN WRITING.

WE SAW A DECLINE IN WRITING.

AND COVID REALLY HIT HARD IN WRITING.

AND SO ONCE AGAIN, WE SAW A FALL.

WE KNEW THIS WAS COMING WHEN KIDS AREN'T IN SCHOOL, WHEN THEY'RE NOT DOING FACE TO FACE AND BEING HELD TO HIGH EXPECTATIONS.

WE KNEW THE FALL WOULD HAPPEN.

ENGLISH LANGUAGE ACQUISITION.

WHY IS THERE A BREAK? THEY CHANGED THE TEST ON US.

IF YOU REMEMBER, DOCTOR, SHE'S DOCTOR NOW, DR.

SALDIVAR PRESENTED THAT.

WE CAN'T HAVE ANY MEASURES BECAUSE THERE ARE NO MEASURES, BECAUSE THEY CHANGED THE TEST ON US.

SO WITH THE NEW CALIBRATION ON THE TEST, WE DON'T KNOW HOW THAT RELATES TO OUR OLD PERFORMANCE, BUT WE WERE AT THIRTY SEVEN POINT FIVE.

FINALLY, SCIENTIFIC UNDERSTANDING.

WE WERE DOING WELL.

IT LOOKED LIKE WE'RE GETTING MOMENTUM ONCE AGAIN WE WENT BACK TO ONE OUT OF EVERY THREE.

WE WERE EXPECTING 56 PERCENT TO BE ON GRADE LEVEL.

WE FELL SIGNIFICANTLY.

MATH PROFICIENCY, IF WE LOOK AT THAT, WE WERE REALLY HEADING IN THE RIGHT DIRECTION.

AND MATTER OF FACT, I REMEMBER HAVING A CONVERSATION SAYING, WELL, MAYBE THESE TARGETS ARE TOO EASY, YOU KNOW, AND WE WERE SAYING, WELL, LET'S MAKE THIS EVEN HIGHER.

AND THEN COVID HIT AND WE GOT HIT HARD.

ALL RIGHT.

AND SO OUR MATH PROFICIENCY WENT DOWN SIGNIFICANTLY AT GRADE LEVEL.

AND THEN FINALLY, POST-SECONDARY READINESS AND S.A.T.

EXAMS, IF WE LOOK AT IT IN OUR ENGLISH AND LANGUAGE, WE SEE DROPS SLIGHT DROPS IN THE ENGLISH PART FROM 48 TO 46.

AND SLIGHT DROPS FOR MATH FROM 29 TO 25.

STILL NOT MAKING OUR MARK.

AND I WANT TO SAY THIS.

SO WHAT YOU'RE GOING TO SEE IN THESE SLIDES IS ELEMENTS OF URGENCY FOR K THROUGH EIGHT MODELS.

AND I'M NOT SAYING EXCELLENCE, BUT WE DID EXCELLENT IN REALLY ATTENDING OUR HIGH SCHOOLS.

HIGH SCHOOLS REALLY WERE ABLE TO RALLY THE KIDS IN A DIFFERENT WAY BECAUSE THEY WERE OLDER.

THEY WERE ABLE TO HAVE GRADUATION OUTCOMES.

THEY WANT TO GET OUT.

RIGHT.

SO YOU'RE GOING TO SEE A LOT OF THINGS THAT WE HAVE HUGE DEFICITS IN.

AND YOU'RE GOING TO SEE THAT WE HAVE HUGE ACCOMPLISHMENTS AS WELL.

SO THIS WASN'T AS BAD.

BUT YOU WILL SEE HOW THE HIGH SCHOOL STUDENTS WENT AHEAD AND MOVED FORWARD ON THEIR PROGRESS.

WE SAW THE SAME THING IN AP EXAMS. RIGHT.

SO AP EXAMS WENT DOWN.

THIS IS A FUNKY LITTLE CHART.

IF WE YEAH.

IF WE LOOK AT HOW MANY AP EXAMS WERE ADMINISTERED AND WE COMPARED THEM TO STUDENT

[00:55:02]

PARTICIPATION AND THE QUALIFYING SCORES, THE KIDS THAT WERE DOING AP WEREN'T AS FOCUSED.

THEY DIDN'T COME TO THE STUDY SESSIONS.

THEY DIDN'T COME TO ALL THE OPPORTUNITIES.

AND SO WE SAW A DECLINE IN THEIR PERFORMANCE.

STUDENT MANAGEMENT.

FIRST, GOOD SIGN.

WE WANTED TO SEE A DECREASE HERE IN STUDENT MANAGEMENT USING OUR OLD WAY OF DEALING WITH THIS DISPROPORTIONALITY.

THIS IS THE ONE WHERE WE TALKED ABOUT DECREASE IN THE GOAL.

THIS WAS THE ONE THAT WE WANTED TO SEE GO DOWN.

AND IT DID.

AND WE GOT TO REMEMBER, IT'S KIND OF RELATIVE TO KIND OF THE POPULATION THAT'S BEING SERVED AND THE NUMBERS AND EVERYTHING ELSE.

SO WE'RE BELOW THE THRESHOLD.

WE SAW HOW IT'S GOING DOWN, BUT WE'RE RECOMMENDING HOW WE MONITOR IT IN A DIFFERENT WAY, BECAUSE WE FEEL THIS PART DOES NOT REALLY ENCOMPASS HOW WE'RE HANDLING STUDENT MANAGEMENT.

WOW.

GRADUATION OUTCOMES.

IF WE LOOK AT GRADUATION OUTCOMES, WE HEARD DISTRICTS IN THE SURROUNDING AREA HAVING A CALL TO MAKE SURE STUDENTS WERE FACE TO FACE AND THEY DID THIS WHOLE THING BECAUSE KIDS WERE NOT ATTENDING.

AND THEN THEY DID THIS CALL, WE'RE MANDATING THEM TO COME FACE TO FACE AND THEY STILL RAN INTO PROBLEMS. OK.

IT'S TOUGH.

KIDS HAVE THEIR OWN MINDS.

BUT OUR HIGH SCHOOLS WERE DILIGENT.

IT ASTOUNDS ME THAT OUR GRADUATION RATE WENT UP.

AND I WANT YOU TO THINK ABOUT THIS.

THE EXPECTATION THAT WE SET WHEN WE MADE THIS GOAL WAS 95 PERCENT GRADUATION RATE.

WHEN I GOT HERE, ONE OF THE TOUTS OF GARLAND WAS ALWAYS WE'RE ABOVE THE REGION AND STATE IN GRADUATION RATE.

CAN I GET A HOORAH FOR THAT.

HOORAY.

RIGHT.

WE WERE AT 90 PERCENT.

AND YOU GUYS SAY WE WANT TO BE AT 95.

LOPEZ, I'M LIKE, MAN, YOU'RE SQUEEZING THE JUICE OUT OF ME.

OK, WE'LL FIGURE IT OUT.

OK, BUT IT'S HARD TO BECAUSE NOW THAT'S A SMALL POPULATION.

EVEN IN COVID, WE MOVED UP.

WE ALMOST HIT OUR MARK OF 95 PERCENT THAT WE SHOULD HAVE HIT IN 2024.

THAT WAS DUE TO THE TEAMS THAT WE HAVE IN EVERY CAMPUS, THE CAMPUS LEADERSHIP, THE TEACHERS, THE APS, EVERYBODY RALLYING AROUND STUDENTS TO MAKE SURE THEY MADE IT THROUGH.

BUT WHAT WAS MORE TELLING, WE HAD A SIGNIFICANT JUMP IN CCMR STATUS AND IT WAS SEVENTY POINT NINE, WHICH IS OUTSTANDING.

NOW A 60 IS AN A.

WE DROPPED JUST A SMIDGE.

WE WENT TO SIXTY EIGHT POINT EIGHT.

BUT I WANT YOU TO THINK ABOUT THIS.

IF YOU LOOK AT THAT, WHAT IT DOESN'T SHOW YOU IS EVERY HIGH SCHOOL, IF WE HAD THE CURRENT SYSTEM IN CCMR WOULD GET AN A.

NOW, SOME OF YOU WOULD SAY, MAN, WE'RE DOING GREAT IN CCMR, IT'S ONE OF OUR HIGH POINTS.

IT'S A FEATHER IN OUR CAP.

YOU KNOW, MAYBE WE DON'T NEED TO RELY SO MUCH ON CCMR. CCMR ENCOMPASSES A HIGH PERCENTAGE OF THE HIGH SCHOOL RATING, AND THE DISTRICT RATING.

DISTRICTS ARE RATED AT A HIGHER PERCENTAGE IN THE CCMR RATING THAN ANY OTHER CATEGORY.

OK.

AND SO THIS HAS SIGNIFICANT LEVERAGE ON HOW WE DO, NOT ONLY AS INDIVIDUAL CAMPUSES, BUT AS A DISTRICT.

AND SO THE FOCUS WITH WHAT WE HAVE, REALIGNING WHAT WE DO, ALL OF THAT STUFF IS MAKING A HUGE DIFFERENCE WITH OUR SECONDARY STUDENTS.

SO WE WANT TO CHANGE THE LANDSCAPE JUST A BIT AS WE COME FOR THE NEXT YEAR.

WE HAVE COVID RECOVERY.

WE HAVE THE VIRTUAL ONLY INSTRUCTION THAT HAPPENED FROM MARCH TO AUGUST OF 2020, FACE TO FACE IN REMOTE INSTRUCTION.

THAT HAPPENED FROM SEPTEMBER THROUGH JUNE OF LAST YEAR.

AND THEN UNCERTAINTY GOING NOW ON OUR VIRTUAL INSTRUCTION RIGHT NOW.

THAT'S PARENT LED AND FACE TO FACE.

STAAR CHANGES THAT ARE COMING ABOUT.

THEY'RE ELIMINATING SSI.

REMEMBER, IF YOU FAILED, YOU HAD TO COME BACK AND DO ALL OF THIS STUFF WELL THEY'RE ELIMINATING A LOT OF THAT FOR FIFTH AND EIGHTH GRADERS.

THEY'RE ELIMINATING STAAR WRITING AND COMBINING IT WITH THE ENGLISH LANGUAGE ARTS TEST, THEY'RE REDESIGNING STAAR READING.

AND THEN THE ONLINE ASSESSMENT IS VERY DIFFERENT THAN THE BOOK ASSESSMENT.

I WANT TO MAKE A CLARIFICATION ON SOMETHING LAST YEAR IN PREPARATION, BECAUSE, YOU KNOW, WHEN THE TRAIN IS COMING, YOU MIGHT AS WELL GET OFF THE TRACK.

RIGHT.

SO WE KNEW THAT VIRTUAL, NOT VIRTUAL ONLINE TESTING WAS GOING TO BE MANDATED.

SO WE JUST INSTITUTED IT ALL LAST YEAR TO GET THE KIDS USED TO IT.

AND A LOT OF KIDS STRUGGLED WITH IT.

AS A MATTER OF FACT, THERE WAS SOME I DON'T KNOW IF YOU REMEMBER, THEY HAD SHUT DOWNS IN SOME AREAS BECAUSE THEY WERE OVERLOADED.

ALL OF THOSE ARE CONTRIBUTING FACTORS TO WHAT WAS HAPPENING.

ACCOUNTABILITY CHANGES.

THEY'RE RESETTING DOMAIN TARGETS AND THE ACCOUNTABILITY 22 CAMPUS RATINGS IS BASED ON CURRENT TARGETS.

OK, SO THAT'S GOING TO BE CHANGING.

AND THE DISTRICT SUPPORTS FOR THE LEADERSHIP RESTRUCTURE PARTNERSHIPS WITH, AS YOU KNOW, THE SYSTEM OF GRADE SCHOOL NETWORK COMMIT.

WE GOT THE TCLAS GRANT, BY THE WAY.

WE GOT NOTIFICATION JUST YESTERDAY THAT WE'RE GOING TO BE GETTING THAT ALMOST 50 MILLION DOLLARS THAT DR. HILL PRESENTED.

WE GOT A NUMBER OF GREAT THINGS.

OUR ACADEMIC RECOVERY PLAN THAT INCLUDES SEL INTERSESSION, REMOTE

[01:00:04]

CONFERENCING.

AND NOW WE HAVE A NEW ADDED LAYER OF HOUSE BILL 4545 THAT IS MANDATING A CERTAIN AMOUNT OF TUTORING AND VIRTUAL LEARNING THAT'S ALMOST IMPOSSIBLE TO INTEGRATE.

SO WITH THOSE CHANGING DYNAMICS, WE'RE GOING TO MAKE A FEW RECOMMENDATIONS.

OK, NOW BOARD, THIS IS RECOMMENDATIONS.

THIS IS NOT WE'RE SAYING WE HAVE TO HAVE THESE, BUT WE WANT YOU TO CONSIDER THESE WITH THE CHANGES THAT ARE COMING.

THE GAMES ARE DIFFERENT NOW.

WE GOT TO ADJUST.

SO UPDATE THE BOARD GOAL TO REFLECT ALL POSITIVE INTENTIONS.

SO REMEMBER HOW WE SAID INCREASE AND DECREASE? WELL, WE WANT TO CHANGE IT TO WHERE IT'S ALL POSITIVE.

SO IT'S CLEAR THAT EVERYTHING IS MOVING UP.

SO WHAT WE'RE RECOMMENDING GARLAND ISD WILL ENSURE ALL STUDENTS GRADUATE PREPARE FOR COLLEGE CAREERS AND LIFE BY INCREASING STUDENT PERFORMANCE MEASURES, POST-SECONDARY READINESS, AND STUDENT MANAGEMENT PROPORTIONALITY.

SO WE WANT TO INCREASE PROPORTIONALITY.

WE'RE NOT SAYING DISPROPORTIONALITY.

DISPROPORTIONALITY IS A NEGATIVE, YOU WANT TO DECREASE DISPROPORTIONALITY.

SO WE JUST CHANGED OUR WORDING.

SECOND, WE WANT TO CONNECT GOALS TO ACADEMIC ACCELERATION PLAN WITH OUR FOCUS ON READING, MATH, END OF COURSE, AND CCMR. NOW IF YOU LOOK AT END OF COURSE SUCCESS, AND IF YOU LOOK AT CCMR, WE DID PRETTY WELL IN THOSE.

WE DIDN'T DO HORRIBLY BAD.

AND YOU SAW CCMR GOT US ALL AN A.

WHY WOULD WE WANT TO KEEP THAT? BECAUSE THOSE MEASURES ARE HIGHLY, HIGHLY WEIGHTED IN OUR ACCOUNTABILITY.

WE WANT TO ADJUST THE ANNUAL TARGETS IN CORPORATE COVID RECOVERY.

WE WANT TO EXPAND GRADE LEVEL MONITORING.

WE WANT TO UPDATE PERFORMANCE OBJECTIVES, CONSIDER PERFORMANCE GROWTH AND RISK RATIOS.

WE WANT TO ELIMINATE THE EARLY LITERACY WRITING BECAUSE IT'S GOING TO BE ELIMINATED ANYWAY.

WE WANT TO REFOCUS STUDENT MANAGEMENT GOAL ON DISPROPORTIONALITY.

THE RANGE OF DISPROPORTIONALITY AND EXCLUSIONARY CONSEQUENCES WILL DECREASE.

AND THAT'S WHAT WE WANT TO DO, IS DECREASE IT BY ZERO POINT, UNTIL ZERO POINT FIVE BY THE YEAR 2026.

SO THIS IS A FIVE YEAR TRAJECTORY ON THAT GOAL.

IN ADDITION TO THE SCHOOL SCORECARD AND POCKET ADDITION, WE WANT TO CONSIDER DASHBOARDS AND ACADEMIC REPORT CARDS.

THAT INCLUDES INFORMATION OF DISAGGREGATION BY STUDENT GROUP SIMILAR TO A STUDENT MANAGEMENT REPORT.

THESE DASHBOARDS WILL HAVE BOARD INSTANT ACCESS OF WHAT'S GOING ON.

YOU LOG IN, YOU SEE THE DASHBOARD, YOU'LL SEE THINGS IN REAL TIME.

SO THE ONE BOARD, ONE FOCUS WOULD LOOK NOW KIND OF LIKE THIS.

IF WE KIND OF WELL, IF WE WENT FORWARD WITH THIS RECOMMENDATION, IT WOULD SAY GARLAND ISD WILL ENSURE ALL STUDENTS GRADUATE PREPARED FOR COLLEGE CAREERS AND LIFE BY INCREASING STUDENT PERFORMANCE MEASURES, POST-SECONDARY READINESS AND STUDENT MANAGEMENT PROPORTIONALITY.

OK.

THE PERFORMANCE MEASURES, LITERACY, PROFICIENCY, MATH, PROFICIENCY AND OF COURSE, SUCCESS, COLLEGE CAREER, MILITARY READINESS AND STUDENT MANAGEMENT.

WHY DID WE FOCUS ON THOSE? WE FOCUSED ON THOSE BECAUSE THOSE ARE THE MEASURES THAT GET US OUR OVERALL RATING.

OK.

DOESN'T MEAN WE'RE GOING TO IGNORE AP, S.A.T., TSI, ALL OF THOSE OTHER THINGS? WE WANT TO MAKE SURE THAT WE DEFINE WHAT PROPORTIONALITY IS.

IT'S A RISK RATIO.

OK, AN INDICATION OF THE PROBABILITY OF A CERTAIN EVENT HAPPENING WHEN ONE GROUP IS COMPARED TO THE SAME GROUP HAPPENING TO OTHER GROUPS.

SO WHEN WE DO PROPORTIONALITY, WE LOOK AT HIGH LOWS.

WE'RE LOOKING AT THE FOUR MAJOR.

AND YOU COULD SAY THERE'S ACTUALLY FIVE IN OUR DISTRICT, MAJOR ETHNIC CATEGORIES, ASIAN, AFRICAN-AMERICAN, HISPANIC, WHITE AND BIRACIAL.

THOSE ARE REALLY THE FIVE.

WHAT WE DO ON THESE RISK RATIOS IS WE TAKE THE LOWEST ONE, THE LOWEST PERFORMER, WE TAKE THE HIGHEST PERFORMER, WE SUBTRACT THAT.

AND WHAT WE GET IS THE DISPROPORTIONALITY RATE FOR OUR DISTRICT.

AND IT MIGHT CHANGE.

THE LOWEST COULD BE ANY ANYBODY.

THE HIGHEST COULD BE ANYBODY.

BUT WHAT IT DOES IS IT SHOWS OUR DISPROPORTIONALITY RATE.

SO IN THEORY, IN THEORY, WE WANT TO GET TO A ONE ACHIEVEMENT LEVEL FOR ALL SUBGROUPS.

SO ALL SUBGROUPS ARE ONE, ONE ONE ONE.

THE HIGHEST SUBGROUP IS A WHAT? IT'S A ONE.

THE LOWEST SUBGROUP IS A ONE.

SO WHAT'S THE DISPROPORTIONALITY RATE? ZERO.

THAT'S THE IDEAL.

WE KNOW THAT DOESN'T HAPPEN.

SO OUR GOAL IS TO EVENTUALLY GET TO A ZERO POINT FIVE DISPROPORTIONALITY RATE.

SO THAT GOES INTO THE NEXT ONE.

SO IF YOU ARE GREATER THAN 1.0, YOU'RE OVERREPRESENTED.

[01:05:02]

THAT MEANS YOU'RE.

SO IF IT'S DISCIPLINE AND YOU'RE OVER ONE, THAT MEANS THERE'S TOO MANY THERE.

IF YOU'RE BELOW, THERE'S NOT ENOUGH THERE.

SO THAT'S YOUR LIKE BAROMETER.

THAT'S YOUR WATER LEVEL.

IF YOU'RE BELOW, THERE'S NOT ENOUGH IF YOU'RE ABOVE YOUR OVERREPRESENTED.

OK.

SO WE NEED TO REMEMBER THAT.

AND THEN FINALLY WE DECIDE.

WE DEFINED AND THIS CAN CHANGE WITH BOARD INPUT OUR DISPROPORTIONALITY THRESHOLD GREATER THAN 1.5.

THE REASON WHY WE DID THAT IS BECAUSE WE SET THE MEASURE OF POINT FIVE, WHICH IS VERY LOW.

AND TEA SET THAT SIGNIFICANT DISPROPORTIONALITY IS 2.5.

SO WHAT WE DID IS SPLIT THE DIFFERENCE.

AND WE SAY ONE POINT FIVE IS EXACTLY THE MIDDLE OF THERE.

AND IF YOU'RE OVER ONE POINT FIVE, THE ALARMS ARE SET.

THERE'S A DISPROPORTIONALITY THERE.

SO LET'S LOOK AT THIS ONE.

WHAT YOU'RE GOING TO SEE IN OUR NEW PLAN ARE TWO SETS OF GRAPHS.

THE FIRST ONE, WE'RE GOING TO TALK ABOUT LITERACY PROFICIENCY.

SO WE'RE COMBINING EVERYTHING.

THE REASON WHY WE DID IT THIS WAY.

ONE OF THE NUMBER ONE QUESTIONS ON THE OLD SYSTEM WAS HOW DO WE KNOW IF WE GET AN A, RIGHT? SO IF WE MEET THESE MARKS, DO WE GET AN A.

DO WE NOT? WHAT DO WE GET? I DON'T KNOW.

RIGHT.

WE JUST SET THESE MARKS.

BUT HOW DOES THAT TRANSLATE TO REAL ACCOUNTABILITY FOR OUR DISTRICT? SO WHAT WE DID IS WE SWITCHED IT TO THEN THAT WAY, YOU KNOW, IF WE'RE GOING TO MAKE AN A, A B, OR A C IN ANY CATEGORY, THE GOAL IS ALWAYS TO MAKE A B OR AN A.

ALL RIGHT.

REALLY, IT'S AN A.

SO IN THIS ONE, IF WE LOOK AT THE LITERACY PROFICIENCY, THIS ONE, THE A RATING WOULD BE A 60.

OK, SO WHAT WE DO IS WE COMBINE ALL THE TESTS AND WE HAVE THIS FORMULA AND WE GET OUR RESULT.

OUR RESULT THIS YEAR WAS 41 PERCENT, 41 PERCENT MEETS GRADE LEVEL.

THAT'S OUR GOAL.

I MEAN, THAT'S WHAT HAPPENED.

BUT OUR GOAL NEXT YEAR IS GREATER THAN OR EQUAL TO 46 PERCENT.

IF WE DO THAT, WE'LL BE A B.

OK, BECAUSE THERE'S TWO MEASURES WE GOT TO REMEMBER.

THERE'S OVERALL STANDARD, AND THEN THERE'S THE ADJUSTED STANDARD ACCORDING TO OUR ECONOMICALLY DISADVANTAGED RATE.

OUR ECONOMICALLY DISADVANTAGED RATE WENT UP DURING COVID WE'RE 71 PERCENT ECONOMICALLY DISADVANTAGED.

LET ME REPEAT THAT.

WE'RE 71 PERCENT ECONOMICALLY DISADVANTAGED.

SO WHEN YOU SEE THE ECO DIS SCORES ON THIS, YOU WILL KNOW WHERE WE'RE NOT ACHIEVING.

SO I WANT YOU TO LOOK AT THIS GRAPH.

THE PERCENTAGE THERE IS OUR PERCENTAGE OF PROFICIENCY AT MEETS GRADE LEVEL.

OK, I'M GOING TO ASK ANY BOARD MEMBER THAT WANTS TO RAISE THEIR HAND, WHICH GRADE LEVEL DID THE BEST? EIGHTH GRADE.

EIGHTH GRADE.

60 PERCENT WERE AT GRADE LEVEL IN LANGUAGE ARTS.

RIGHT.

WHICH WAS OUR MOST CONCERNING AREA.

SIXTH GRADE.

SIXTH GRADE.

YEAH.

SIXTH GRADE WAS TOUGH.

RIGHT.

SO THEN IF I LOOK OVER WHICH AREA PROBABLY DID THE BEST ELEMENTARY, MIDDLE OR HIGH.

HIGH.

HIGH SCHOOL, LOOKS LIKE THEY DID THE BEST, RIGHT, SO AS WE COULD SEE HERE, YOU COULD ALREADY TELL WHERE WE'RE HITTING THE MARK.

AND WE'RE WE'RE NOT VERY DIFFERENT THAN BEFORE, RIGHT.

WHERE BEFORE YOU WERE KIND OF GUESSING.

AND THEN IF I LOOKED AT IT AND THIS IS THE AVERAGE WHICH GRADE LEVELS WOULD BE GETTING A B OR AN A.

A B IS OVER 46 AND AN A IS 60 AN ABOVE.

WOULD THIRD GRADE, GET A B AND AN A.

NO.

FOURTH GRADE, GET A B AND A.

NO.

FIFTH GRADE GET A B AND A.

NO.

CLOSE THOUGH RIGHT SIXTH GRADE.

NO WAY, RIGHT.

SEVENTH GRADE.

NO.

EIGHTH GRADE.

YES.

NINTH GRADE.

THAT'S END OF COURSE, ONE.

YES.

YES.

TENTH GRADE.

YES.

DO WE HAVE ANY A'S IN THIS CATEGORY? EIGHTH GRADE.

RIGHT.

SO NOW WE CAN SEE SOME STRENGTHS THERE.

DO YOU SEE THE POWER OF HOW THIS IS NOW KIND OF WORKING? AND IT'S NOT PERCENTAGE OF KIDS DOING IT.

YOU'RE SEEING THE PERCENTAGE.

BUT IS THAT GOING TO TRANSLATE TO AN ABCD OR E? WE NEED TO HIT A 46 NEXT YEAR.

DO YOU THINK THAT'S DOABLE? MAY I ASK A QUESTION HERE? NO, NO, NO, NO, NO, NO, NO.

WE'RE GOING TO GO THROUGH IT.

OK, OK.

WRITE IT DOWN, PLEASE.

JOHNNY BEACH.

OK, THANK YOU.

OK, SO NOW WE'RE GOING TO GO TO THE NEXT ONE.

SO WHEN WE GO TO THE NEXT SLIDE, NOW, WE'RE LOOKING AT PROPORTIONALITY.

SO EVERY SCHOOL, EVERY I MEAN, EVERY SLIDE WILL HAVE A PROPORTIONALITY RANGE.

[01:10:01]

THE PROPORTIONALITY RANGE, ONCE AGAIN, IS BY ALL THE RACES.

BUT WHAT WE DID INCLUDE WERE THE SUBCATEGORIES OF EVERY RACE.

THE THREE MAJOR SUBCATEGORIES OF OUR DISTRICT ARE ECO DIS OUR ELL AND SPED.

SO WHAT WE DO IS REMEMBER, WE GET THE TOP AND WE GET THE BOTTOM AND WE SUBTRACT IT.

MR. SELDERS.

WHAT WAS THE ASIAN.

ASIAN.

RIGHT.

SO 1.62, THAT'S HUGE.

ARE THEY OVER REPRESENTED OR UNDER CONSIDERING OUR BAROMETER IS ONE? I MEAN, THE MIDDLE GROUND IS ONE.

OVER.

THEY'RE OVER, RIGHT.

IF YOU'RE OVER ONE, YOU'RE OVERREPRESENTED.

IF YOU'RE UNDER ONE, YOU'RE UNDERREPRESENTED.

SO MR. BEACH, WHAT WOULD BE THE LEAST PERFORMING SUB GROUP ACCORDING TO THIS? SPECIAL ED? OK, NO, NO, NO.

OUT OF JUST THE ETHNIC GROUPS.

NOW LET'S SEE.

I GUESS THAT WOULD BE THE HISPANIC.

RIGHT.

THE HISPANIC.

SO IF I SUBTRACT ONE POINT SIX TWO FROM POINT SEVEN FOUR, I GET POINT EIGHT EIGHT.

ALL RIGHT.

SO POINT EIGHT EIGHT IS OUR DISPROPORTIONALITY RATE FOR ENGLISH PROFICIENCY LANGUAGE.

I MEAN, LITERACY PROFICIENCY.

OK.

NOW, IF WE LOOK AT SUBCATEGORIES, YOU'RE ABSOLUTELY RIGHT, MR. BEACH.

THAT ARE SPECIAL ED IS DISMAL, MAN, 12 PERCENT.

BUT DO WE REALLY EXPECT OUR STUDENTS THAT ARE IN SPECIAL ED TO HIT MEETS GRADE LEVEL? AND THE ANSWER IS YES.

WITH ALL THE SUPPORT MECHANISMS AND EVERYTHING WE DO, WE WANT THEM TO HIT GRADE LEVEL.

THERE'S DIFFERENT FORMS OF SPECIAL ED HERE.

AND WE GOT TO CHANGE THE MINDSET.

THE MINDSET IS ALL KIDS CAN LEARN.

THAT'S WHY THEY HAVE DIFFERENT THINGS.

SOME OF OUR KIDS THAT ARE UNDER SPECIAL ED ARE SPEECH, AUTISTIC, BEHAVIORAL, AND A LOT OF THOSE FALL IN DIFFERENT SPECTRUMS. AND BECAUSE THEY FALL IN DIFFERENT SPECTRUMS, IT HAS NOTHING TO DO WITH INTELLIGENCE.

SO WE GOT TO MAKE SURE THAT WE RAISE THAT ONE.

WE LOOK AT OUR ELLS.

SO DO WE SEE A CORRELATION BETWEEN AN ELL AND HISPANIC? THE ELL IS LOW.

RIGHT.

THE SECOND LOWEST, I WOULD SAY, AND CORRECT ME IF I'M WRONG, IS OUR AFRICAN-AMERICAN POPULATION.

AND MOST OF OUR HISPANIC AND AFRICAN-AMERICANS FALL IN THE ECO DIS AREA.

AND WE COULD SEE THAT ONE THIRD OF THE ECO DIS POPULATION IS MEETING GRADE LEVEL.

SO THIS IS GIVING YOU A GOOD LOOK.

NOW IS THE POINT EIGHT EIGHT ABOVE ONE POINT FIVE OR BELOW.

BELOW.

BELOW.

WE WANT TO KEEP IT BELOW.

IF WE GOT TO POINT FIVE, LIKE IN 2025, IF WE GOT TO THAT MARK IN 2025.

WOULD THAT MEAN WE'RE KEEPING ONE CLASS FROM LEARNING OR NOT TO CLOSE THE GAP? TOUGH QUESTION, RIGHT.

ANSWER IS NO.

THE ANSWER IS NO.

SO ASIAN CAN INCREASE TO 75 PERCENT.

BUT AS LONG AS HISPANIC, AFRICAN-AMERICAN AND WHITE ARE INCREASING, TOO THOSE MEASURES CHANGE.

RIGHT.

SO WE'RE NOT SAYING YOU HAVE TO BE AT A CERTAIN RATE.

WE'RE SAYING THAT WE WANT EVERYBODY TO EVENTUALLY BE AT ONE RIGHT AND ONE MEANS 100.

OK, SO I MEAN, WE DON'T WANT 100 PERCENT OF OUR KIDS NOT TO ACHIEVE.

SO THIS IS GIVING YOU SOME INSIGHT TO WHAT PROPORTIONALITY IS.

SO EVERY SLIDE WILL HAVE A PROPORTIONALITY RATE.

AND SO LET ME ASK THIS LAST QUESTION.

MEETING THIS TARGET, WILL THIS GET US A GRADE LETTER? YES OR NO? YES.

IN THEORY, IT WOULD.

RIGHT.

BUT THERE'S NO DIRECT CORRELATION TO THIS TO A GRADE.

SO IN THEORY, YOU'RE RIGHT, MR. BEACH.

WE RAISE EVERYBODY'S EXPECTATIONS.

WE'RE GOING TO HIT AN A.

BUT THE REALITY IS WE CAN HIT THESE EXPECTATIONS AND NOT HIT AN A DEPENDING ON HOW WE DO IN OTHER CATEGORIES AND EVERYTHING ELSE.

RIGHT.

SO THIS IS NOT PART OF OUR CHART BECAUSE IT DIDN'T DEAL WITH THE EXACT SCIENCE OF BEING MEASURED FOR EXPECTATIONS.

SO NOW LET'S LOOK AT OUR NEXT SLIDE.

LITERACY, GROWTH.

WHY DO WE DO GROWTH? THE REASON WHY WE DID GROWTH IS BECAUSE WE ARE MEASURED IN TWO CATEGORIES.

WE'RE MEASURED ON STRICT PERFORMANCE AND THEN WE'RE MEASURED ON GROWTH.

YOU CANNOT MEET YOUR STANDARDS ON PERFORMANCE, WHEN YOU KNOCK IT OUT OF THE PARK IN GROWTH.

AND YOU CAN GET YOUR GRADE LETTERS.

THERE'S TWO DIFFERENT ONES.

SO HERE YOU COULD SEE THAT WE HAVE OUR WORK TO DO.

THIS IS FOUR THROUGH EIGHT.

AND END OF COURSE, TWO FOR LITERACY GROWTH.

AND SO WHEN WE LOOK AT THIS, IT'S 50 PERCENT.

WE'RE AT 50 PERCENT.

WE WANT TO GET TO 70 PERCENT.

SO WE CAN GET TO 56, 40, 41, 60, AND 45.

NOW, WITH THE LITERACY GROWTH, WHAT IS VERY INTERESTING ABOUT IT IS IF

[01:15:05]

YOU SCORED THE SAME, EVEN IF YOU'RE NOT PERFORMING AT HIGH LEVELS, IF YOU SCORED THE SAME, THAT'S CONSIDERED GROWTH BECAUSE IT'S ONE GRADE LEVEL UP.

SO IF WE CAN GET OUR KIDS TO SCORE THE SAME OR BETTER THIS YEAR THAN LAST YEAR, WE'LL HIT OUR GROWTH TARGETS.

SO WHEN YOU LOOK AT 50 PERCENT, YOU'RE LIKE, OH, MY GOSH, THAT'S A 20 PERCENT DIFFERENCE.

WELL, WE GOT THEM IN SCHOOL.

WE'RE GOING TO HAVE TO GET THEM UP.

AND IF THEY MEET, IF THEY DO AS WELL AS, OR NOT AS WELL.

IF THEY DID WHAT THEY DID LAST YEAR AND THEY MATCH IT OR GET BETTER, WE WILL HIT OUR GROWTH MODELS.

OK.

SO THEN WHEN WE GO TO THE NEXT ONE, WE LOOK AT PROPORTIONALITY.

ONCE AGAIN, THE PROPORTIONALITY IS CLOSER.

EVERYBODY IS GROWING.

THE GROWTH IS HAPPENING AT EVERY LEVEL.

AND MATTER OF FACT, THE HIGHEST IS POINT ONE TWO FIVE AND THE LOWEST IS POINT NINE.

WE'RE VERY CLOSE ON PROPORTIONALITY THERE IN LITERACY GROWTH.

THAT WILL NOT BE THE CASE IN MATH.

THAT WILL NOT BE THE CASE IN MATH.

WE'RE VERY CLOSE IN LITERACY GROWTH.

AND WHAT THAT'S SHOWING IS THAT OUR KIDS ARE GROWING.

SO WHEN WE GET WE GOT A FEW ACCOLADES, PEOPLE DOING RESEARCH, AND THEY'RE SAYING GARLAND ISD IS GROWING AT EXPONENTIAL MATTERS REGARDING THEIR SUBPOPULATIONS IN LITERACY.

AND WE'RE LIKE, WE DON'T SEE IT.

WE DON'T SEE IT.

THE PROBLEM WAS WE WEREN'T MEASURING IT, POINT THREE FIVE WE'RE ALREADY MEETING OUR TARGET.

WE BETTER NOT FALL BEHIND.

WE BETTER NOT FALL BEHIND.

WE CAN ACTUALLY MAKE A HUGE TARGET INCREASE BY ALMOST FLATTENING THAT.

SO THE CONNECTIONS TO OUR ACCELERATED PLAN FOR ACADEMICS IS THIS FOR THESE SECTIONS, FOR LANGUAGE ARTS LITERACY, WE'RE GOING TO DELIVER AND MONITOR SUPPORT STATE REQUIRED HOUSE BILL THREE READING ACADEMIES, THAT'S STATE MANDATED.

THERE'S NO GETTING AWAY FROM THAT.

THAT'S BEEN AROUND SINCE 2019.

SOME PEOPLE HAVE BEEN ON IT.

SOME PEOPLE ARE BARELY GETTING ON BOARD.

WE'RE GOING TO PUT SHELTERED INSTRUCTION.

DR. SALDIVAR TALKED ABOUT SHELTERED INSTRUCTION AND THOSE TYPE OF PRACTICES.

IF WE START EMBEDDING THOSE IN OUR ELL CLASSROOMS AT DEEPER LEVELS, WE'RE GOING TO SEE AN INCREASE IN THEIR PERFORMANCE.

WE'RE GOING TO SHARE P-K THROUGH FIVE ELEMENTARY SCHOOLS, INCLUDE AT LEAST THE REQUIRED 120 MINUTES DAILY OF READING INSTRUCTION.

WE DID THAT.

REMEMBER HOW WE DOUBLE BLOCKED THEM AND SIX THROUGH EIGHT SCHEDULES MAXIMIZE INSTRUCTIONAL TIME AND SUPPORT READING.

WE'RE REALLY FOCUSING ON THE LITERACY AND MATH.

WE'RE HAMMERING THAT DOWN.

THEN WE HAVE SOMETHING CALLED PROFESSIONAL LEARNING COMMUNITIES WHERE WE'RE GETTING ALL OUR TEACHERS TO WORK TOGETHER.

YOU ALL APPROVED A LEAD TEACHER STIPEND FOR THE SECONDARY SCHOOLS.

THE SECONDARY SCHOOLS WILL BE GETTING PLCS BECAUSE THEY DON'T HAVE TIME DURING THE SCHOOL DAY.

SO THEY'RE GOING TO GET EXTRA TIME TO LEAD THESE ACADEMIES FROM PK THROUGH EIGHT.

AND THEN WE'RE REALLY ENGAGING IN DISTRICT CURRICULUM USE.

NEXT MATH.

SO NOW THAT WE GOT THE GIST OF IT, WE COULD JUST SEE OUR MATH PROFICIENCY.

THIS IS NOT PROPORTIONALITY.

THIS IS OUR MATH PROFICIENCY.

IF WE LOOK, OUR HIGHEST PERFORMER WAS ALGEBRA ONE.

RIGHT.

OH, NO, IT WAS ACTUALLY FIFTH GRADE, RIGHT.

FIFTH GRADE MATH AND THEN ALGEBRA ONE.

LOOK AT OUR LOWEST PERFORMER SEVENTH GRADE MATH.

FOUR PERCENT WERE AT MEETS GRADE LEVEL FOUR.

OK, SO WE KNOW WHERE WE NEED TO TARGET.

WHY IS THIS IMPORTANT? WHENEVER THE BOARD HAS DAC PRESENTATIONS, YOU COULD START SAYING THESE ARE OUR TARGETED AREAS THAT WE WANT TO FOCUS ON.

WE WANT TO KNOW WHERE THIS GRADE LEVEL IS AT THIS TIME IN REAL TIME.

THIS IS NOW GIVING YOU DEEPER INSIGHT TO WHAT'S GOING ON IN OUR DISTRICT THAN EVER BEFORE.

WE WANT TO HIT A 46.

THAT'S A BIG JUMP FROM 25 TO 46.

AND THAT WOULD GET US A B.

BUT REMEMBER, WE CAN ALSO GET IT IN GROWTH.

IF WE DON'T HIT IT IN PROFICIENCY WE CAN HIT IT IN GROWTH.

AND IF WE HIT IT IN GROWTH, WE GET OUR LETTER GRADE.

SO THIS IS THE PROPORTIONALITY PART OF IT.

IS THIS ABOVE ONE POINT FIVE? ACCORDING TO OUR DISTRICT STANDARDS, WE ARE DISPROPORTIONATE IN MATH AND OUR TWO MAJOR PLAYERS, IF WE LOOK AT ASIANS IN MATH, TWO POINT FOUR TWO, THAT'S A HUGE JUMP OVER ONE, TWO POINT FOUR, TWO.

AND THEN OUR LOWEST IS POINT FIVE, EIGHT.

SO IF WE LOOK AT TWO POINT TWO AND POINT FIVE EIGHT, THAT'S A DIFFERENCE OF ONE POINT EIGHT FOUR.

WE HAVE OUR WORK CUT OUT THERE.

WE HAVE OUR WORK CUT OUT.

BUT NOW THE BOARD UNDERSTANDS WHEN WE'RE LOOKING AT THIS, WHAT ARE WE DOING TO ADDRESS THAT DISPROPORTIONALITY RATE? SO WE HAVE ASIANS AT 54 PERCENT MEETING STANDARD FOR MATHEMATICS.

OK.

CAN ASIANS INCREASE TO 70 PERCENT MATHEMATICAL PROFICIENCY AND US REDUCE THAT ONE POINT EIGHT FOUR? YES.

BECAUSE IF THE REST ARE INCREASING IT LESSENS THE GAP.

THIS FORMULA DOES NOT LIMIT ANYONE IN ANY WAY.

[01:20:05]

IT'S AN ADDITIVE FORMULA.

AND THAT'S WHAT WE WANT.

SO NOW WE TALK ABOUT MATH GROWTH.

ONCE AGAIN, THAT'S AT 70.

WE'RE AT 26.

OUR LOWEST PERFORMER WAS SEVENTH GRADE MATH.

OK.

SO ONCE AGAIN, IF WE MEET OUR STANDARD AND OUR KIDS, UNLESS THERE WERE DEVASTATING LOW LIKE JUST GOT ONE, RIGHT.

THEY'RE NOT GOING TO GIVE YOU A GROWTH MEASURE IF YOU GET THREE RIGHT.

BUT YOU KNOW, WHAT WE NEED TO DO IS GET 70 PERCENT TO DO AS GOOD OR BETTER THAN WHAT WE DID LAST YEAR.

ALL RIGHT.

AND WITH ALL THE THINGS THAT ARE GOING ON, IT'S HARD TO GET THAT TRACTION OF GETTING KIDS TO LEARN.

SO WE WANT TO GET TO 76.

SO THESE MEASUREMENTS WILL TELL YOU ON GROWTH IF WE'RE GOING TO HIT OUR ABCS.

THEN FINALLY, PROPORTIONALITY.

WHAT'S INTERESTING IS WE DIDN'T MAKE OUR MARK BECAUSE IT WAS SIGNIFICANTLY WELL NOT SIGNIFICANTLY.

IT WAS DISPROPORTIONATE IT WASN'T THERE YET SIGNIFICANTLY.

BUT IT'S A LITTLE LOWER ON THE MATH CATEGORY.

SO WHAT IS INTERESTING ABOUT THIS, OUR HIGHEST PERFORMER REMAINS TO BE AGENTS ON GROWTH.

THEY'RE GROWING.

THEY'RE GETTING BETTER AND BETTER AND BUT OUR LOWEST GROWTH MODEL ON THIS ONE WAS NOT AFRICAN-AMERICANS AS IT WAS BEFORE; IT'S HISPANICS.

THEY'RE NOT GROWING AT THE SAME MEASURE.

SO THE GROWTH THING IS 1.01 BETWEEN HISPANICS AND ASIANS, WHERE ON THE OTHER ONE WAS ONE POINT EIGHT EIGHT FROM TRUE PERFORMANCE FROM AFRICAN-AMERICAN AND ASIANS.

SO WHAT WE NEED TO DO IS REALLY DIVE DEEP INTO WHAT WE'RE DOING HERE.

ONCE AGAIN, OUR ACADEMIC ACCELERATION PLAN.

HOW WAS THIS CONNECTED? WE'RE MONITORING LOCALLY DEVELOPED MATH ACADEMIES FOR TEACHERS GRADES FOUR, FIVE AND SIX.

WE INTEGRATE SHELTERED INSTRUCTION APPROACHES.

WE ENSURE THAT PRE-K THROUGH FIVE ELEMENTARY SCHEDULES INCLUDE AT LEAST ONE HUNDRED AND TWENTY MINUTES OF MATH, WHICH THE BOARD APPROVED SIX THROUGH EIGHT SCHEDULES THAT MAXIMIZE INSTRUCTION, TIME FOR SUPPORT, FOR MATH.

WE HAVE PLC PROCESS.

WE ANALYZE, MONITOR AND RESPOND TO MATH PERFORMANCE TRENDS, AND WE ENSURE THE DISTRICT CURRICULUM IS BEING USED.

SO THE SAME FORMAT IS GOING TO BE FOR END OF COURSE.

END OF COURSE SUCCESS LOOK HOW CLOSE WE ARE JUST LOOKING AT WHERE WE'RE AT.

REMEMBER WE SAID OUR HIGH SCHOOLS ARE DOING WELL.

OUR HIGH SCHOOLS ARE ALMOST ON TARGET COMPLETELY TO GET A B, OUR ALGEBRA ONE SCORE DROPPED.

USUALLY THAT'S ONE OF OUR PROUD PERFORMERS.

WE SAW THAT.

BUT YOU COULD SEE THAT AT THE APPROACHES, MARK WE CAN MODIFY ALL THAT.

WE FULLY ANTICIPATE OUR END OF COURSE SUCCESS TO HIT OUR MARK.

OUR DISPROPORTIONALITY FOR END OF COURSE, WE LOOK AT IT AGAIN, IT'S POINT EIGHT SIX.

AND THAT ONE IS OF ASIAN'S COMPARED TO AND WE SAW IT BEFORE.

IT'S NO DIFFERENT OF END OF COURSE, ENGLISH, ALGEBRA, BIOLOGY AND U.S.

HISTORY.

IT'S BETWEEN THEM AND OUR HISPANIC POPULATION OF A POINT EIGHT SIX.

IT MIGHT NOT BE DISPROPORTIONATE ACCORDING TO OUR DEFINITIONS YET, BUT IT'S ON THE WATCH LIST THAT WE COULD GET THAT DOWN.

WHAT ARE WE DOING FOR OUR ACCELERATED PLAN? WE HAVE INTERVENTION CLASSES SPECIFIC TO EOC.

WE ARE MAXIMIZING THE STUDENT RATIO FOR THOSE CLASSES THAT ARE ACCOUNTABLE.

WE HAVE STRATEGIC ASSIGNMENT.

OUR BEST TEACHERS ARE WITH OUR NEEDIEST STUDENTS.

WE HAVE SHELTERED INSTRUCTION.

AND ONCE AGAIN, YOU'RE GOING TO HEAR THE WORD PROFESSIONAL LEARNING COMMUNITIES, PLCS WE HAVE THOSE IN FULL EFFECT.

COLLEGE CAREER MILITARY READINESS.

RIGHT.

WE'RE DOING WELL HERE.

AND YOU COULD SEE THE PERCENTAGE OF HOW WE'RE GETTING THIS MEASURE.

WE HAD SOME TRUSTEES SAYING, ALL RIGHT, WE'RE GETTING THIS MEASURE, BUT WHERE ARE ALL OF THESE COMING FROM? FORTY ONE PERCENT IS THE TSI IS MET.

SO THE TSI IS A COLLEGE ENTRANCE EXAM FOR EARLY COLLEGE.

THIS WILL ALLOW THEM TO GET INTO ANY DALLAS COLLEGE, EARLY COLLEGE P-TECH.

THE SECOND ONE IS AP, IB, PASSING THOSE TESTS, 25 PERCENT ARE FROM THERE.

TAKING DUAL CREDIT COURSES THIRTY FOUR PERCENT.

INDUSTRY CERTIFICATIONS, 19 PERCENT.

SOME SPECIAL ED STUDENTS DON'T QUALIFY FOR ANY OF THAT.

SO THEY HAVE WHAT IS A WORKFORCE PLAN THAT WE SEE THEM IN.

AND SO THAT'S ABOUT FOUR PERCENT.

ASSOCIATE DEGREE IS TWO PERCENT.

AND ON RAMPS IS FOUR PERCENT.

SO THE ONE THING I NEED TO CLARIFY IS WE TOOK THE MILITARY OUT OF THIS BECAUSE IT WAS REALLY AT LIKE A TWO PERCENT.

AND SO PEOPLE ARE LIKE, WHERE'S THE MILITARY READINESS.

THAT ONE THE STATE WAS MODIFYING AND THEN THEY PUT IT BACK IN AND THEY TOOK IT OUT AND PUT IT BACK IN.

AND THE REASON WHY IS LIKE IF SOMEBODY SAID HI TO A RECRUITER, THEN THERE WERE SOME DISTRICTS THAT WERE CHECKING THAT THEIR CCMR MET AND THEY WERE GAMING THE SYSTEM.

[01:25:01]

SO THE AVERAGE FOR MILITARY WAS ABOUT TWO TO FOUR PERCENT.

AND SOME SCHOOL DISTRICTS WERE HAVING 17 PERCENT, 20 PERCENT MILITARY, AND NOBODY WAS ENLISTING AT THAT RATE.

SO WHAT'S THE PROPORTIONALITY RATE.

HEY, THE PROPORTIONALITY RATE IS BELOW WHAT WE EXPECT.

RIGHT.

WE STILL HAVE OUR WORK TO GO WITH OUR AFRICAN-AMERICANS.

HISPANICS ARE ALMOST OUT OF 1.0 OUR WHITES AND ASIANS ARE PRETTY CLOSE TO A ONE AND TWO OR MORE RACES ARE PRETTY CLOSE TO A ONE AS WELL.

IF YOU LOOK AT IT, OUR SPED IS OVERREPRESENTED BECAUSE OF THE PROGRAMS THAT WE PUT THEM THROUGH.

OUR ELL IS WHAT'S HURTING US THE MOST.

SO WE REALLY GOT TO HAVE A CONCERTED EFFORT TO REALLY GO AFTER THEM TO MAKE SURE THAT THEY'RE ENROLLING.

AND ONCE AGAIN, OUR ECO DIS IS ALMOST A ONE POINT ZERO.

THIS IS THE ONE THAT WARMS MY HEART BECAUSE IT'S TELLING ME WHEN KIDS SEE A PURPOSE IN SCHOOL, THEY WILL ENROLL IN SCHOOL.

THIS IS THE CONNECTION, TEST PREP OPPORTUNITIES, WE HAVE COLLEGE FOR ALL.

WHAT'S THE DIFFERENCE BETWEEN COLLEGE FOR ALL AND DUAL CREDIT.

COLLEGE FOR ALL YOU WILL GET A DEGREE, AND THOSE ARE P-TECH, EARLY COLLEGE.

DUAL CREDIT YOU'LL JUST GET COLLEGE CREDIT WITHOUT A DEGREE.

THOSE ARE THE TWO DIFFERENCES.

SO IF A PERSON'S IN AN EARLY COLLEGE OR P-TECH PROGRAM, THEY'RE IN A VERY, VERY RIGOROUS PROGRAM THAT'S GOING TO GET THEM 60 HOURS AND GET THEM THEIR ASSOCIATE'S DEGREE.

WE HAVE DIFFERENT PROGRAMS OF STUDY INDUSTRY BASED CERTIFICATIONS.

AND ONCE AGAIN, WE'RE STARTING THAT PLC PROCESS EVEN WITH ALL OF THESE DIFFERENT EFFORTS.

FINALLY, LET'S LOOK AT STUDENT MANAGEMENT PROPORTIONALITY OR SHOULD I SAY DISPROPORTIONALITY.

THIS IS NOT A SURPRISE.

ONE POINT NINE SEVEN.

OUR INTERNAL STANDARD IS ONE POINT FIVE.

WHAT WE'RE SEEING IS EXCLUSIONARY CONSEQUENCES AT A HIGHER RATE WITH AFRICAN-AMERICANS THAN TO ASIANS.

SO NOW IT'S THE OPPOSITE.

TWO POINT TWO TWO IS THE AFRICAN-AMERICAN RATE, WHILE ASIANS AT ZERO POINT TWO FIVE.

SO THAT IS SHOWING US HOW DISPROPORTIONATE WE ARE.

NOW, YOU CAN ALSO DO THE MATH, RIGHT? YOU CAN ALSO LOOK AT IT AND SAY, WELL, WHAT'S THE DISPROPORTIONALITY RATE BETWEEN HISPANICS AND AFRICAN-AMERICANS OR AFRICAN-AMERICANS AND WHITES OR HISPANICS AND WHITES WHO CAN DO THE MATH AND LOOK AT ALL OF THAT.

BUT WHAT WE SEE CLEARLY IS THAT AFRICAN-AMERICANS ARE ARE OVERREPRESENTED IN EXCLUSIONARY CONSEQUENCES.

AND SO THAT IS GOING TO BE A POINT OF FOCUS.

AND SO WHAT WE'RE DOING IS WE HAVE A QUOTE THAT SAYS TEACHING DOESN'T HAPPEN IN A VACUUM.

THE PROCESS IS BUILT ON A FOUNDATION OF RELATIONSHIPS BETWEEN TEACHERS, STUDENTS, STUDENTS AND OTHER STUDENTS AND STUDENTS AND SELF, STUDENTS AND ENVIRONMENT, AS WELL AS STUDENTS IN ACADEMIC CONTENT.

EACH OF THESE INTERACTIONS IS CRITICALLY IMPORTANT TO THE ACADEMIC SUCCESS OF STUDENTS.

HOWEVER, A RECOVERY ACCELERATION PLAN THAT INCLUDES ALL THESE CRITICAL COMPONENTS CAN SEEM INSURMOUNTABLE.

THEREFORE, GISDS ACADEMIC ACCELERATION PLAN INTENTIONALLY HIGHLIGHTS STRATEGIES INTENDED TO DIRECTLY SUPPORT ACADEMIC ACCELERATION.

THIS INTENTIONALITY IS NOT ONLY MEANT TO NEGATE OR MINIMIZE THE OTHER CRITICAL ASPECTS OF THE TEACHING AND LEARNING PROCESS, BUT RATHER ESTABLISH THE ACADEMIC ACCELERATION PLAN AS ONE COMPONENT OF THE DISTRICT'S OVERALL FOCUS ON ENSURING THE SUCCESS OF ALL STUDENTS.

SO WHAT WE NEED TO DO IS WE NEED TO REESTABLISH OUR REENTERING AND CULTURE OF OUR DISTRICT.

THIS INCLUDES TEACHERS REFLECTION PLANNING, STUDENT ORIENTATION, CAMPUS WIDE CULTURE, CLEAR SYSTEMS, EXPECTATIONS AND BEHAVIOR AND MANAGEMENT PLANS.

IT GOES DEEP.

WE NEED TO ASSIGN TEACHERS IN GRADE 1 THROUGH 8 TO STRATEGICALLY ENSURE THAT STUDENTS WITH THE GREATEST ACADEMIC NEEDS ARE PAIRED WITH THE MOST HIGHLY QUALIFIED READING OR MATH EDUCATORS.

WE SAW THE DISCREPANCIES.

WE NEED TO ADDRESS THEM HEAD ON.

IT CAN'T BE BY CHANCE.

SO THE ONE GOAL, ONE FOCUS CHARTS THAT ARE ALSO PART OF THIS, YOU'LL SEE TWO DIFFERENT ONES.

RIGHT.

AND THESE ARE THE MEASURES.

NOW, YOU WON'T SEE THE PROPORTIONALITY BECAUSE THE PROPORTIONALITY ISN'T MEASURED BY TEA AND STAAR.

WE CAN INCLUDE IT.

REMEMBER, THIS IS ALL A DRAFT.

WHATEVER YOU ALL WANT, WHATEVER HELPS, WHATEVER SETS THE FOCUS IS THE CHARGE THAT WE'RE GOING TO GO WITH.

AND THIS IS THE TIMELINE THAT WE REALLY WANT TO ENSURE THAT YOU THAT YOU SEE.

THE DISTRICT AFFAIRS COMMITTEE MONTHLY PRESENTATIONS HAVE ALREADY BEEN SET, WITH CHAIRPERSON ROBERT SELDERS ON WHAT DATA POINTS THAT ARE GOING TO BE LOOKING AT AND WHAT WILL BE AVAILABLE.

NOT EVERYTHING'S AVAILABLE IN TIME BECAUSE IT DEPENDS ON THE TIME OF YEAR ON WHAT DATA IS AVAILABLE.

THE CURRENT PERFORMANCE OUTCOMES ARE GOING TO BE RELATED TO THE BOARD GOALS.

WE'VE GOT A STUDENT CALENDAR FOR THE 22, 23 AND 23, 24 THAT WILL BE PRESENTED TO

[01:30:03]

THE BOARD EITHER FALL OR EARLY WINTER.

WE HAVE COMMITTEES THAT ARE GOING TO BE FORMING THAT ARE INCLUSIVE FROM THE COMMUNITY.

STAFF, YOU NAME IT.

WE'RE BRINGING THEM ALL IN, MUCH SIMILAR TO THE PROCESS THAT WE USED FOR THE SOUTH GARLAND MASCOT.

IT'S GOING TO BE THAT INCLUSIVE.

SO WHAT WE'RE DOING IS WE WANT EVERYBODY'S VOICE AND WE'RE GOING TO SET NORMS. WE'RE GOING TO MAKE IT VERY CORDIAL.

AND IT'S GOING TO BE A PROCESS THAT WE'RE PROUD OF.

AND HOPEFULLY THEY WILL PRESENT THOSE CALENDARS TO THE BOARD EITHER EARLY FALL OR LATE FALL OR EARLY WINTER.

WE WILL ALSO HIGHLIGHT THINGS IN ACADEMIC INSIGHTS WE WANT YOU TO SEE IT TWO, THREE OR FOUR TIMES BEFORE THERE'S A FORMAL PRESENTATION.

WE HAVE A GOAL RENEWAL THAT WE'RE ASKING TO HAVE IN JULY OF 2022.

WE FEEL WITH ALL THE CHANGES THAT WERE HAPPENING.

WE WILL GET TRUE RESULTS FROM WELL I SHOULDN'T SAY TRUE WITH EVERYTHING GOING ON, BUT WE'LL GET OUR RESULTS THIS YEAR AND WE'LL KNOW HOW TO ATTEND AND MOVE FORWARD.

AND THEN FINALLY, WE WILL ATTEND OUR GOALS AND RECOVERY PLANS.

AND SO NOW IS THE TIME TO SEE IF THERE'S ANY STUDENT ACHIEVEMENT ON THE GOALS.

HOW MUCH TIME DO WE HAVE, MR.? WE HAVE ONE MINUTE SO ONE MINUTE, 30 SECONDS.

WILL YOU GUYS MIND IF WE TAKE OUR 15 MINUTE BREAK AND THEN WE COME BACK WITH QUESTIONS AND ANSWERS? ARE YOU GUYS GOOD WITH THAT? ALL RIGHT.

WE'LL, BREAK FOR 15 MINUTES.

WE WILL COME BACK AT 6:05.

6:06.

YEAH 6:06.

OK, LADIES AND GENTLEMEN, IT IS NOW 6:06.

WE'RE BACK FROM A BRIEF BREAK AS WE GO THROUGH THE BOARD GOAL SETTING WORKSHOP.

DR. LOPEZ HAS HAD THE FLOOR FOR THE PAST COUPLE OF HOURS DOING A MARVELOUS PRESENTATION.

THANK YOU, DR. LOPEZ.

AT THIS POINT, HE HAS OPENED IT UP FOR QUESTIONS.

WE'RE GOING HAVE A PROCESS FOR THAT TOO.

OK, JUST SO YOU KNOW.

RIGHT.

IN THE INTEREST OF ALLOWING EVERYBODY TO HAVE THEIR OWN TIME AND THEIR OWN QUESTIONS.

I'M GOING TO GO THROUGH EVERY TRUSTEE FOR ALL THEIR QUESTIONS.

AND IF ADDITIONAL QUESTIONS COME UP DURING YOUR PRESENTATION, WRITE THEM DOWN FOR CLARITY.

AND THAT WAY, EVERYBODY HAS THEIR OWN TIME.

A LOT OF TIMES SOMEBODY WILL SAY SOMETHING AND THEN WE'LL GET OFF TANGENT AND THEN SOMEBODY IS RAISING THEIR HAND.

I JUST WANT EVERYBODY TO HAVE THEIR TIME.

ARE YOU OK WITH THAT? SURE.

OK.

DO WE HAVE A CHOICE? YEAH.

[LAUGHTER] DO WE HAVE A CHOICE.

JUST OK.

I JUST WANTED A LITTLE BUY IN.

ARE YOU WITH ME? ALL RIGHT.

LET'S GO AHEAD AND START.

OK, SO WHAT WE'RE GOING TO GO AHEAD AND DO IS IF YOU COULD PUT MY PRESENTATION UP MATT.

SO THEN THAT WAY WE CAN REFER TO IT IF THERE'S ANY QUESTIONS DIRECTLY RELATED TO THE PRESENTATION.

MR. MILLER, WHAT I'M GOING TO DO IS GO BACKWARDS NOW AND WE END WITH THE PRESIDENT RATHER THAN START WITH THE PRESIDENT.

AND SO WE WILL GO AHEAD AND START WITH OUR NEWEST MEMBER TO OUR FAMILY, MS. DAPHNE STANLEY.

IS THERE ANY QUESTIONS YOU WOULD HAVE? NO, I DO NOT.

THANK YOU.

TAKES ME LONGER TO FORMULATE.

SORRY.

I KNOW.

I KNOW.

AND A LOT OF IT IS THE TRUSTEES HAVE BEEN DOING THIS FOR YEARS.

RIGHT.

AND SO WE'LL GET YOU CAUGHT UP.

BUT WE'RE HERE FOR YOU.

I JUST WANT YOU TO KNOW THAT.

ALL RIGHT.

SO GOING THEN NEXT, MR. BEACH, I HAVE TWO JUST QUICK QUESTIONS AND THERE WILL BE EASY ANSWERS.

THE FIRST ONE YOU ANSWERED A WHILE AGO WAS HOW MANY STUDENTS ARE LABELED SPECIAL ED, WHEN YOU'RE LOOKING AT THIS CHARTS AND YOU TOLD ME THAT IT WAS 10 PERCENT.

IS THAT CORRECT? IT'S CLOSE TO 10 PERCENT.

WE'RE WITHIN THE THRESHOLD AND NOT OVER REPRESENTED.

DEPENDS ON THE YEAR.

WE COULD GO UP TO 12, MAYBE GO DOWN TO NINE, BUT WE'RE AROUND 10 PERCENT.

DOES THAT, I WAS GOING TO SAY DOES THAT REMAIN PRETTY STABLE DURING THE SCHOOL YEAR? YES, WE'RE WITHIN GUIDELINES.

WE WERE UNDERREPRESENTED YEARS AGO.

AND THEN THE LAWS CHANGED FOR US.

MY UNDERSTANDING, IS THAT WE'RE TRYING TO GET STUDENTS OUT OF SPECIAL ED INSTEAD OF PUTTING THEM IN SPECIAL ED.

YEAH, WE'RE TRYING TO MAKE SURE THAT THEY'RE PROPERLY IN PLACE.

YES.

THE OTHER QUESTION I WANTED TO ASK YOU WAS ON THE LITERACY PROFICIENCY, AND THE QUESTION WAS, WE ARE RATED AT A 41 PERCENT RATING.

ZERO THREE THROUGH ZERO EIGHT E ONE E TWO.

MY QUESTION IS THE TARGET LINE GOING TO 22, 23, 24 AND 25.

WHEN YOU SAY GREATER OR EQUAL TO 46 PERCENT IN 22, WHAT DOES 46 PERCENT EQUATE TO AS FAR AS AN A RATING, B RATING OR C RATING? PERFECT.

IN OTHER WORDS, 60 PERCENT, I GUESS, WOULD BE AN A RATING FOR SURE.

SO WHAT ARE THOSE OTHER THREE RATINGS WHAT DO THEY CONSTITUTE? SO THAT'S REALLY GOOD.

SO THE 46 PERCENT WOULD GET US TO THE B.

REMEMBER, EVERYTHING WE PUT UP THERE WILL GET US TO THE B INITIALLY.

NOW WE'RE PUT THESE RATINGS UP SAYING THAT NOTHING CHANGES.

PRETEND, TEA SAYS NOTHING CHANGES.

WE KNOW THINGS MAY CHANGE.

BUT THIS GIVES YOU A GAUGE OF WHERE WE WANT TO GO AND HOW WE WANT TO GET THERE.

[01:35:04]

SO IF WE HIT 60 PERCENT, YOU'LL KNOW WE HIT AN A.

IF WE HIT FORTY AND BETWEEN FORTY SIX AND ABOVE, WE'LL GET A B.

ANYTHING BELOW FORTY SIX WOULD BE A C OR D, AND WE'RE NOT GOING TO GO THAT LOW BECAUSE WE'RE IN FORTY ONE AND WE'RE EXPECTING TO MOVE UP.

AND IF WE CAN MOVE UP, IT'LL BE GREAT.

THANK YOU.

I APPRECIATE THAT.

SO FROM THERE, I'M GOING TO GO AHEAD AND GO WITH MR. GLICK.

ON THE LITERARY PROFICIENCY OBJECTIVE A ONE.

WHAT IS THE 41 PERCENT MEAN? BASICALLY THAT MEETS EXPECTATIONS? THAT MEANS 41 PERCENT OF EVERYBODY WHO TOOK THE TEST IN ALL THOSE GRADES GOT MET STANDARD? YES.

GOT MET EXPECTATIONS.

41 PERCENT OF EVERY STUDENT.

YES.

OK.

OF EVERYONE WHO TOOK THE TEST.

RIGHT.

EVERYONE TAKING THE TEST 41 MET.

OK.

LET'S JUST GO TO THE NEXT CHART.

ARE WE STAYING WITH LITERACY? LITERACY, PROFICIENCY, PROPORTIONALITY? YES, SIR.

WHAT IS THE.

HOW IS THE ONE LET'S SAY TAKE THE ASIAN ONE POINT SIX TWO.

HOW IS THAT DERIVED? OH, I KNEW YOU WERE GOING TO ASK THE FORMULA, RIGHT? WELL, WE'RE BASING SO MANY OF THESE CHARTS ON THE FORMULA.

THE PERCENTAGE OF THE WHOLE.

RIGHT.

THE PERCENTAGE OF THE WHOLE THAT ENCOMPASSES THAT TARGET.

SO I DON'T HAVE THE EXACT METRICS TO SAY EXACTLY HOW THAT'S DONE.

BUT YOU'RE GOING TO LOOK AT THE WHOLE POPULATION.

AND THEN THERE'S A METRICS THAT WILL SAY THIS IS AT ONE POINT SIX TWO.

IT'S NOT A ONE TO ONE.

IT'S ABOVE THE ONE TO ONE.

AND THE HISPANIC IS BELOW THAT AT SEVEN POINT SEVEN FOUR.

I CAN GET YOU THE EXACT CALCULATION.

SO EXPLAIN THAT WHOLE THEORY OF WHAT MAKES IT ONE POINT SIX TWO AND WHAT MAKES A POINT SEVEN FOUR.

OK, SO IT'S THE PERCENTAGE OF THE WHOLE THAT IS MEETING THE STANDARD THAT.

LET'S TAKE IT SLOWLY.

OK.

OK, GOOD.

TAKE YOUR SENTENCE AND LET'S BREAK IT UP SO I CAN UNDERSTAND.

OK, SO WE HAVE LET'S LOOK AT OUR OVERALL RATES, RIGHT.

SO THIS IS I DON'T WANT TO BE TRIVIAL, BUT WE DID THIS WHOLE PRESENTATION FOR ALMOST HOW MANY DAYS MS. GRIFFIN IN OUR EQUITY WORKSHOP TO LOOK AT DISPROPORTIONALITY.

IT'S NOT A FORMULA THAT'S EASILY INTERPRETED.

40 HOURS.

IT'S ABOUT 40 HOURS THAT WE DID WITH THESE TYPE OF THINGS.

SO I FEEL THAT GETTING INTO THAT NITTY GRITTY IS GOING TO LOSE A LOT OF PEOPLE.

BUT I COULD GIVE YOU A BREAKDOWN OF THE THING ON A SEPARATE SHEET.

BUT AGAIN, MY PURPOSE IS SO WE UNDERSTAND WHAT APPARENTLY IS GOING TO BE ON CHARTS THAT WE'RE GOING TO HAVE AT OUR DESK, THAT WE'RE GOING TO PUBLISH AND BE ON OUR WEBSITE.

WE'RE GOING TO MAKE BOOKLETS UP OF ALL THIS.

RIGHT.

AND AT SOME POINT, SOMEONE'S GOING TO ASK US, WHAT DOES THIS MEAN.

I MEAN, IF THIS IS PART OF WHAT WE'RE GOING TO CALL OUR GOALS, I THINK WE HAVE TO HAVE SOME UNDERSTANDING.

OK, SO LET'S LOOK AT THE PERCENTAGE.

RIGHT.

SO THE FIRST PART OF IT IS THIS.

IF YOU SEE THIRTY FIVE PERCENT.

RIGHT.

THAT IS.

AND THIS IS HISPANIC, WE'RE GOING TO GO WITH HISPANIC.

RIGHT.

SO THAT IS THIRTY FIVE PERCENT OF THAT STUDENT GROUP MEETING EXPECTATION.

OK I GET IT.

SO IT'S 35 SOMEHOW EQUALS .

74.

RIGHT.

AND ONE POINT FOUR NINE SOMEHOW EQUALS FIFTY SIX.

WELL, IT'S FIFTY SIX OF THE PERCENTAGE OF THE WHOLE.

SO YOU GET THE PERCENTAGE OF THE WHOLE.

YOU HAVE THAT.

AND THEN NOW YOU HAVE AN ALGORITHM TO SHOW HOW THAT'S DIFFERENTIATED AS YOU BREAK IT DOWN FROM EVERYBODY ELSE.

SO WHAT THEY'RE SAYING IS IF YOU HAVE THIRTY FIVE PERCENT, LET'S SAY WE HAVE A 35 PERCENT HISPANIC ATTAINMENT AND MEETS PROFICIENCY LEVELS.

RIGHT.

AND THEN WHAT WE HAVE IS.

THEN WE HAVE THE ASIAN, RIGHT? THAT'S 62 PERCENT, OK? IN THE OLD WAY, WE WOULD SAY 35 AND 62.

THAT'S WHAT THEY HAVE.

BUT WE DON'T KNOW WHAT THE TRUE GAP IS, BECAUSE THIS IS A RATIO THAT'S SHOWING THAT THERE'S GOING TO BE A GAP.

AND SO WHAT HAPPENS IS WHEN YOU DO THAT, THAT PERCENTAGE IS DIVIDED BY ALL STUDENTS.

[01:40:04]

RIGHT.

SO YOU'RE GOING TO GET A HIGHER PERCENTAGE OR LOWER PERCENTAGE.

SO, FOR INSTANCE, THE PERCENT OF AFRICAN-AMERICAN STUDENTS AT MEETS IS DIVIDED BY ALL STUDENTS AT MEETS.

AND THAT GETS YOU THAT PERCENTAGE.

THE REASON I'M ASKING THAT IS WHEN WE WENT TO THE MATH GROWTH PROPORTIONALITY, WE HAD A LOWER PERCENTAGE OF MEETING GRADE.

AND YET A MUCH, MUCH HIGHER NUMBER FOR THE ASIAN.

SO IF YOU GO FROM [INAUDIBLE] A 4 TO B4 ON THE GROWTH, NOT B4.

B2.

B2 WHERE YOU HAVE ONLY 54 PERCENT.

AND I SAY ONLY MEETING GRADE LEVEL.

AND YET SOMEHOW THAT'S A TWO POINT FOUR TWO.

AND THAT'S WHEN I LOOKED AT THIS.

I SAID, I DON'T UNDERSTAND WITH THESE NUMBERS HOW WE ARRIVED AT THESE.

WHERE.

SO, OK, SO.

WE'RE GOING TO BE MEASURING THESE NUMBERS AGAINST ANOTHER NUMBER, THE FOUR DIFFERENT GROUPS SUBTRACTING, ADDING AND SOMEHOW TRYING TO GET TO A .

50 WHEN WE REALLY DON'T KNOW.

NO, WE DO KNOW.

I NEED TO IT'S HARD TO EXPLAIN.

THESE ARE INTERNAL ALGORITHMS. SO ONE OF THE THINGS I WANT YOU TO LOOK AT.

OK, SO WHY IS THE ASIAN POPULATION OVERREPRESENTED? LET'S NOT LOOK AT THIS.

YOU'VE BEEN LOOKING AT PROPORTIONALITY FOR DISCIPLINE.

LET'S GO TO SOMETHING THAT EVERYBODY UNDERSTANDS.

IT'S THE SAME NUMBERS, JUST DIFFERENT THINGS.

OK, SO WE'RE GOING TO GO TO DISPROPORTIONALITY IN STUDENT MANAGEMENT.

THIS IS ACTUALLY THE SAME FORMULA THAT WE PRESENTED TO THE BOARD AND WE GOT APPLAUDED ON BY SAYING THIS IS HOW WE NEED TO MEASURE DISPROPORTIONALITY.

WHEN WE STARTED GOING THROUGH DISPROPORTIONALITY TRAINING WITHIN OUR SCHOOL DISTRICT, THESE ARE THE EXACT WAYS THAT THEY MEASURE DISPROPORTIONALITY.

THESE AREN'T JUST LIKE GARLAND WAYS OF DOING THESE THINGS.

SO IF WE LOOK AT IT RIGHT AND I WANT TO LOOK AT EXCLUSIONARY CONSEQUENCES, AFRICAN-AMERICANS.

IS THERE A CHART WHERE WE SHOULD LOOK AT.

YEAH, IT'S GOING TO BE PAGE THIRTY FOUR.

I DON'T.

OBJECTIVE E.

OKAY.

OBJECTIVE E.

OK, PAGE 34 OBJECTIVE E.

RIGHT.

SO IF WE LOOK AT THIS.

RIGHT.

WE'VE ALWAYS KNOWN THAT AFRICAN-AMERICANS HAVE HAD HIGHER, DISPROPORTIONATE EXCLUSIONARY CONSEQUENCES.

OK.

IS THAT CORRECT? WHAT PERCENTAGE ABOUT DO WE HAVE IN AFRICAN-AMERICANS? OK, ABOUT 18 PERCENT.

CORRECT.

SO WE KNOW THAT AFRICAN-AMERICANS ARE NOT THE MAJORITY POPULATION IN OUR SCHOOL DISTRICT.

A MATTER OF FACT, YOU HAVE ASIANS THAT ARE AT 10 PERCENT.

OK.

SO WHEN WE LOOK AT THE NUMBERS AND WE SAY HOW MANY EXCLUSIONARY PRACTICES ARE BEING THERE AND WE DIVIDE IT BY THE WHOLE AND THEN WE USE THAT WHOLE NUMBER AND WE SAY, NOW, HOW DOES THAT COMPARE TO THE ENTIRE GROUP? THAT'S WHAT YOUR DISPROPORTIONALITY COMES FROM.

SO YOU'RE EXCLUSIONARY CONSEQUENCES FOR AFRICAN-AMERICANS IS AT A HIGHER RISK LEVEL BECAUSE IT'S DOUBLE THAN WHAT EVERYBODY ELSE IS DOING.

SO IT'S THE ALGORITHM THAT WE'RE USING.

AND I COULD GET IT SENT TO YOU SO YOU COULD REALLY SEE, BECAUSE I KNOW YOU ARE A MATH GUY AND YOU WOULD REALLY BENEFIT FROM IT.

BUT WHAT WE'RE DOING IS WE'RE DIVIDING HOW MANY OF THOSE EXCLUSIONARY CONSEQUENCES ARE OF THE WHOLE.

THEN WE'RE DOING A SECOND ANALYSIS WITH THE WHOLE NOT THE WHOLE THE WHOLE SUBGROUP WITHIN THE WHOLE GROUP.

AND THEN YOU'RE GOING TO GET YOUR RATIO.

AND THEN WHAT WE'RE SUBTRACTING IS THE HIGH RATIO FROM THE LOW RATIO TO GET YOUR DISPROPORTIONALITY.

AND THOSE ARE YOUR AND THESE DISPROPORTIONALITY'S ARE RISK RATIOS.

THESE ARE ALARMS. THESE AREN'T SAYING ANYTHING BUT LIKE, HEY, HERE'S YOUR RISK.

THIS IS WHERE PEOPLE ARE DOING REALLY WELL.

THESE ARE WHERE PEOPLE ARE NOT.

OK, SO BUT LET'S GO BACK TO THE IF WE COULD TO B2 BECAUSE YOU'RE INDICATING THAT IN FOUR YEARS YOU'RE GOING TO TAKE THE DIFFERENCE BETWEEN .

64 AND TWO POINT FOUR TWO, AND YOU'RE GOING TO SOMEHOW LOWER THAT TO POINT FIVE OR LESS.

SO LET'S I'M GOING TO MAKE AN ASSUMPTION JUST FROM MY POINT.

SO WHICH SLIDE ARE WE ON? WHICH SIDE ARE WE ON? B2.

OK, SO I'M JUST GOING TO THROW OUT A NUMBER AND LET'S SAY THE HIGHEST NUMBER THE ASIAN CAN GET TO IS 2.5.

LET'S JUST SAY THAT FOR ARGUMENT'S SAKE.

OK.

THAT MEANS YOU'RE GOING TO HAVE TO WE.

WE ARE GOING TO HAVE TO GET THE HISPANIC POPULATION TO TWO.

[01:45:01]

NO.

WELL, YOU SAID.

NO BECAUSE OF THE WHOLE.

SO WHAT HAPPENS AS.

WOAH.

WAIT, WAIT.

I THOUGHT YOU SAID YOU SUBTRACT THE HIGHEST FROM THE LOWEST.

THE HIGHEST WOULD BE TWO POINT FIVE.

AND TO GET YOUR POINT FIVE, THE LOWEST WOULD HAVE TO BE TWO THE LOWEST RIGHT NOW IS POINT SIX FOUR.

SO TWO POINT FIVE MINUS TWO IS THE FOUR AND POINT FIVE.

SO ASSUMING THE ASIANS STAY ABOUT WHERE THEY ARE, I JUST RAISED THEM FROM POINT TWO POINT TWO POINT FOUR TWO TO TWO POINT FIVE, JUST POINT ZERO EIGHT INCREASE.

THEIR NUMBERS GO DOWN.

WHAT.

THEIR NUMBERS GO DOWN.

THEIR NUMBERS GO DOWN.

HOW DO THEY GO DOWN.

AS WOULD CHANGE THE ASIAN GROUP TO THE WHOLE.

IT'S A RATIO.

AGAIN, IF YOU LOOK AT THAT DEFINITION IN THE RIGHT HAND CORNER OF THE PAGE, IT'S WHAT THEY'RE MEASURING IS AN INDICATION OF THE PROBABILITY OF A CERTAIN EVENT HAPPENING FOR ONE GROUP COMPARED TO THE RISK OF THAT SAME GROUP HAPPENING TO ANOTHER GROUP.

A VALUE OF 1 TO O MEANS EQUAL RISK.

SO RIGHT NOW, THE GROUP OF ASIANS THAT ARE PERFORMING, LET'S SAY, AT A HIGHER RATE IS A 162.

BUT IF THE HISPANIC OR AFRICAN-AMERICAN WERE TO INCREASE, THE ASIAN WOULD AUTOMATICALLY DECREASE BECAUSE THE NUMBER AT THE BOTTOM IS RISING UP TO MEET THE NUMBER AT THE TOP.

SO WHAT YOU'RE SAYING ESSENTIALLY IS THIS MR. GLICK.

BUT WAIT.

OK.

TWO POINT FOUR TWO OF THE ASIAN POPULATION, IS WELL, IT'S TWO POINT TWO MORE TIMES LIKELY TO HIT MEETS EXPECTATION THAN ITS COUNTERPARTS.

YES.

OK.

THAT'S WHAT IT'S SAYING.

YES.

SO IF HISPANIC GOES UP, LET'S JUST SAY THEY GO UP TO 25 PERCENT.

RIGHT.

YOU KNOW, BECAUSE ALL THOSE NUMBERS ARE DIFFERENT.

OK.

SO IF THAT GOES UP AND ASIANS STAY THE SAME OR GO UP A LITTLE.

BUT HISPANICS GO UP MORE THAT NUMBER CHANGES FROM TWO POINT FOUR TWO TO MAYBE TWO POINT THREE TWO POINT ONE.

OK.

AND THEN THE REST GO UP.

AND SO THE DISPROPORTIONALITY RATE STARTS TO LEVEL.

IF THAT MAKES ANY SENSE.

I GET THAT.

BUT THE QUESTION IS, IS THE GAP SO WIDE THAT YOU COULD EVER MEET YOUR POINT FIVE? THE GAP IS HUGE.

AND SO ARE YOU SAYING THAT MIGHT SEEM UNREALISTIC? I DON'T KNOW.

I DON'T KNOW EITHER.

BUT WE'RE GOING TO TRY.

I MEAN.

WE HAVE TO AND I KNOW I'M NOT IN MY QUESTION ANSWER, BUT I THINK IT WOULD BE HELPFUL ON THESE IF WE HAD THE 1.0 RATIO AND THE CORRESPONDING WHAT KIND OF THE OVERALL PASS RATE WOULD BE.

FOR ME, IT'S ON THE CHART.

AND SO IT'S A GOOD REFERENCE POINT.

WE COULD DO THAT.

THAT'S CLEAR.

I DON'T KNOW IF WE ANSWERED YOUR QUESTION, THOUGH.

ONE POINT TO MR. GLICK'S QUESTION.

MAYBE WHAT WOULD BE HELPFUL IN THIS PARTICULAR EXAMPLE IS TO SHOW WHAT DOES POINT FIVE IN TERMS OF THE PROPORTIONALITY ACTUALLY LOOK LIKE WITH WHAT YOU HAVE THERE? WHAT WOULD THAT LOOK LIKE? SO A POINT FIVE IN THEORY COULD LOOK LIKE THIS.

RIGHT.

YOUR HIGH IS ONE POINT TWO FIVE.

YOUR LOW IS POINT SEVEN FIVE.

THAT WOULD ESSENTIALLY IT WOULD LOOK LIKE.

SO IN THAT SCENARIO THAT YOU JUST GAVE, THE ONE POINT SEVEN FIVE WOULD BE THE TWO POINT FOUR TWO WOULD DECREASE TO ONE POINT SEVEN FIVE, ONE POINT TWO FIVE.

WHAT WAS THE ONE POINT SEVEN FIVE.

THE POINT SEVEN FIVE WOULD BE OUR .

25 AND THEN POINT SEVEN FIVE.

RIGHT.

THAT WOULD BE THE BIGGEST DISCREPANCY.

AND IN TERMS OF PERCENTAGE, THEN, BECAUSE THE 54 PERCENT AND THE 16 PERCENT, THE 54 PERCENT REFLECTS THAT WE HAVE 54 PERCENT OF THE ASIAN STUDENT POPULATION THAT'S AT MEETS GRADE LEVEL WITH RESPECT TO MATHEMATICS PROFICIENCY, IS THAT CORRECT? WE HAVE 54 PERCENT OF THE ASIAN PROFICIENT WITHIN THE ASIAN GROUP.

YES.

RIGHT.

SO IF THAT TWO POINT FOUR TWO NUMBER DECREASES TO POINT ONE POINT TWO FIVE, WHAT HAPPENS TO THAT PERCENTAGE? IT COULD GO UP.

OK.

IT COULD GO UP.

YOU KNOW, THAT'S THE BEAUTY ABOUT IT.

THAT'S THE BEAUTY THAT COULD GO UP TO 80 PERCENT AS LONG AS EVERYBODY ELSE RAISES, TOO.

SO, FOR INSTANCE, ROBERT, IF WE HAD 80 PERCENT IN THEORY AND LET'S SAY IT'S THE SAME TYPE OF DEMOGRAPHIC AND WHATEVER WITH ASIAN AND LET'S SAY HISPANIC HAD 80, IT WOULD BE PRETTY CLOSE TO MIRRORING EACH OTHER.

RIGHT.

THEY WOULD BE PRETTY CLOSE TO WHATEVER PERCENTAGE, WHATEVER THAT POINT WOULD

[01:50:03]

BE, WOULD BE VERY CLOSE.

OK, SO I'M SORRY, LARRY.

DO YOU WANT TO KEEP GOING? LET'S GO BACK TO B ONE YEAH B ONE'S FINE.

GO AHEAD.

SO.

WE'RE USING NUMBERS HERE, THAT OCCURRED UNDER THE WORST CIRCUMSTANCES.

ASSUMING WE GET BACK TO WHERE WE THINK WE NEED TO BE.

ARE YOU SUGGESTING THAT YOU BELIEVE THAT 2022 NUMBERS ARE REALISTIC? OK, THAT'S A 22 EXPECTATION TO HIT A B.

OK.

WE HAVEN'T SET EXPECTATIONS ON WHERE WE SAY WE'RE GOING TO BE.

THAT'S WHERE WE WANT TO HIT.

AND THAT'S WHY WE SAID DO ONE YEAR, BECAUSE WE FEEL A NUMBER OF THINGS.

FIRST OF ALL, WAS THE DATA REALLY SOMETHING THAT WE COULD RELY ON LAST YEAR? PROBABLY NOT.

WE HAD ONLINE TESTING.

WE HAD KIDS NOT SHOWING UP ALL YEAR.

WE HAD PROBABLY WE HAD ABOUT NOT A FULL 100 PERCENT OF OUR STUDENTS TESTING, BUT NOT QUITE AS SHORT AS EVERYBODY ELSE.

OUR VIRTUAL LEARNERS PROVED NOT TO DO AS WELL AS OUR FACE-TO-FACE.

THERE WERE SO MANY VARIABLES.

AND THEN THE KIDS KNEW THAT THERE WERE NO CONSEQUENCES TO FAILING.

THEY SET UP A STANDARD SAYING, WELL, GUESS WHAT IF A KID FAILS, WE DON'T KNOW WHERE WE'RE AT.

AND THAT'S WHY WE REALLY NEED TO FOCUS ON OUR MAP TESTING, GETTING KIDS READY.

BUT I WILL SAY THIS.

OUR TEACHERS RIGHT NOW FIRST THING THEY'RE TELLING ME IS THESE KIDS ARE LOWER THAN I HAVE EVER HAD IN MY LIFE.

THEY'RE NOT SAYING LIKE, OH, IT WASN'T THAT BAD.

THEY'RE LIKE, NO, THESE KIDS ARE LOW.

SO THE PROBABILITY OF US NOT HITTING THAT FORTY SIX PERCENT THIS YEAR IS HIGH.

BUT WE CAN GET IT ON GROWTH.

WE CAN HIT IT ON GROWTH.

THAT'S WHY THE BOTH MEASURES ARE THERE.

OK, SO ONE OF THE THINGS I THINK WAS INTERESTING ABOUT YOUR PRESENTATION IS YOU.

I'M NOT SAYING WE'RE CONCENTRATING, BUT WE UNDERSTAND THE IMPORTANCE OF THE LETTER GRADES THAT ARE ABOUT TO COME OUT AT THE END OF THE YEAR.

SO BUT IS THAT HOW WE'RE MEASURING OURSELVES BY LETTER GRADES OR WHERE WE WANT TO BE BASED ON LETTER GRADES OR WHERE WE WANT? THAT WAS WHY I WAS CONFUSED THERE.

YEAH.

SO THIS YEAR, I THINK THAT'S WHAT WE FOCUSED ON AND THAT'S WHY WE PUT A WHOLE RECALIBRATION THING UP FRONT IN JULY.

REMEMBER, WE DID THE RUBBER BAND EXERCISE.

WE CAN'T DO EVERYTHING RIGHT NOW.

WE JUST REALLY CAN'T.

TEACHERS ARE STRETCHED THIN.

TEACHERS, JUST WANT DIRECTION.

THAT'S ALL THEY WANT.

TELL US WHAT YOU'RE EXPECTING AND LET US GO AFTER IT.

THERE'S A HEIGHTENED SENSE OF JUST FRUSTRATION.

THAT'S WHY THERE'S A TEACHING SHORTAGE IN TEXAS.

AND SO IF WE START PUTTING ALL THESE GOALS, WHO HAS TO MONITOR IT? THE ENTIRE CAMPUS TEAMS, RIGHT.

EARLY ON, WE SAID WE'RE GOING TO FOCUS ON MATH AND READING.

DOESN'T MEAN WE IGNORE EVERYTHING ELSE.

THEY'RE GOING TO BE THERE.

BUT THAT'S GOING TO BE OUR HYPERFOCUS, BECAUSE IF WE CAN GET THEM IN MATH AND READING THEN NEXT YEAR, WE CAN START THAT RECALIBRATION OF MOVING FORWARD.

YOU KNOW, I MEAN, SO WHAT ARE SOME OF OUR DILEMMAS RIGHT NOW.

TEACHER SHORTAGE.

SOME OF THE TEACHERS AREN'T EVEN, LIKE, QUALIFIED TO TEACH THEIR COURSES BECAUSE THEY'VE GOT A DEGREE SOMEWHERE ELSE AND EVERYBODY'S LIKE HAVING TO DO EMERGENCY CERTIFICATION PROGRAMS. RIGHT.

THE BOARD APPROVED ON TUESDAY ORDER TO ALLOW US TO PAY TEACHERS THAT HAVEN'T BEEN CERTIFIED YET IN THE PROCESS THREE THOUSAND DOLLARS, NOT THE FULL AMOUNT.

EVERYBODY'S DOING EVERYTHING THEY CAN TO HAVE THE BEST AMOUNT THE BEST PERSON IN FRONT OF THEM.

AND THE POOL IS THIN.

AND SO, YOU KNOW, THAT'S WHERE WE'RE AT.

MR. GLICK, IF YOU WANT ME TO SPEAK, FRANKLY.

NO, I UNDERSTAND.

ON SOME OF THE CALCULATIONS THAT WE'VE DONE.

SO ON EITHER LITERARY PROFICIENCY, WHICH IS A ONE OR I'VE BEEN TALKING ABOUT MATH PROFICIENCY B1.

HOW DO WE TIE THEM IN AT ALL TO WHERE WE WERE ON THE CHARTS THAT WE BEGAN EARLIER, WHICH WAS OUR EXISTING CHARTS?

[01:55:03]

SO DO WE.

WE HAD OBJECTIVE A WHICH WAS EARLY LITERACY.

AGAIN, MEASURING A SPECIFIC GRADE.

I AGREE.

AND MATH DURING ALGEBRA TEST.

BUT WE HAD ALL THE OTHER SCORES WE HAD THEM ON THESE CHARTS, WE HAD EVERY SCORE, THERE WAS FOR ALL THE GRADES, SO IT WASN'T.

THEY EXISTED.

IS THERE ANY RELEVANCE TO WHERE WE THOUGHT WE WOULD BE ON THE CHART? THE CHARTS THAT STILL EXISTS.

IF WE HAD CONTINUED, IF WE HADN'T HAD THIS PERIOD OF TIME AND WHAT WE'RE PROJECTING NOW.

SO GOING INTO THE 2020 SCHOOL YEAR, WE WERE HIGHLY OPTIMISTIC THAT WE WOULD GET THAT A.

OK.

WE WERE HIGHLY OPTIMISTIC.

WE FELT LIKE WE'RE GETTING WE FINALLY HAD RHYTHM.

THERE'S NOTHING IN LIFE LIKE HAVING RHYTHM.

COVID HAS NOT ALLOWED US TO HAVE RHYTHM.

AND THAT'S WHAT'S FRUSTRATING TEACHERS.

THEY CAN'T HAVE RHYTHM.

THEY CAN'T START SOMETHING NEW, SOMETHING NEW, SOMETHING NEW, SOMETHING NEW.

YOU KNOW, GIVE THEM RHYTHM.

GIVE THEM DIRECTION.

RIGHT.

AND SO WHEN WE'RE LOOKING AT IT TODAY, WHAT WE DECIDED IS WE CAN'T LOOK AT THE PAST ANYMORE.

WE GOT TO LOOK AT HERE.

THAT'S WHY WE INCLUDED EVERY GRADE LEVEL ON WHERE WE ARE TO GET THAT B NOW.

WE INCLUDED EVERY SUBCATEGORY AS IT RELATES TO THE LITERACY PERFORMANCE OF ALL THE GRADE LEVELS.

AND THEN WE DID TWO MEASURES, BECAUSE THE LAST ONE WE DIDN'T DO WAS GROWTH.

GROWTH RATE NOW IS JUST AS IMPORTANT TO US AS OUR REGULAR PERFORMANCE.

AND IT'S DEEPER THAN WHAT YOU THINK OUR TIA OUR TEACHERS INCENTIVE ALLOTMENT IS BASED ON GROWTH.

IT'S NOT BASED ON SCORES.

WE SAID WE WANT KIDS TO GROW EVERY YEAR, EITHER MAINTAIN OR INCREASE FROM THE YEAR PRIOR.

THAT'S WHAT TEACHERS ARE FOCUSED ON.

AND SO WE HAD TO DO BOTH.

SO EVERYBODY KNEW WHERE THEY STOOD.

SO IF WE MISS ONE MARKET, WE HIT THE OTHER.

HEY, WE CONSIDER THAT A WIN.

WE'RE GOING TO TAKE THAT AND RUN WITH IT.

BUT THAT'S WHY WE WANT TO RECALIBRATE, WE HOPE.

KNOCK ON WOOD.

RIGHT.

WE HOPE THAT AT THE END OF THE YEAR, OUR SCORES WILL BE A GOOD REFLECTION OF WHAT HAPPENED.

WE'LL HAVE BETTER INFORMATION AND THEN WE COULD DECIDE WHAT WE WANT TO ADD, SUBTRACT, DELETE AND MOVE ON FROM THERE.

OK, SO JUST A COUPLE MORE QUESTIONS, IS THAT OK? YES.

OK.

YES SIR.

SO WE KNOW THERE'S THREE CATEGORIES, A, B AND C.

UNDER B, THERE'S B ONE AND B TWO.

WE KNOW 70 AND 30 OF EITHER A OR B OR A B ONE, B TWO, 70 AND 30 OF C GROWTH IS REALLY A B CATEGORY.

YES.

SO, YEAH, THERE YOU GO.

PERFECT.

NO, I GET IT.

I GET IT.

SO IT SOUNDS TO ME LIKE FOR THE MOST PART, AS YOU JUST SAID, IT'S VERY DIFFICULT FOR US TO COMPETE UNDER A.

AND IN PAST DISCUSSIONS WITH YOURSELF AND KIM, A IS REAL DIFFICULT FOR US BECAUSE THAT'S AN ABSOLUTE.

RIGHT.

SO WE'RE LOOKING FOR MORE B1, BUT PROBABLY MAYBE EVEN MORE B2 AND TRYING TO GET THAT 70 PERCENT THERE AND 30 PERCENT AND C.

AND I THINK THAT'S PROBABLY FOR OUR DISTRICT, THE DIRECTION TO GO.

AND I APPLAUD THAT.

SO MY FINAL THING IS, AS WE SPOKE ABOUT YESTERDAY, WE CAN IF WE ARE INTERESTED IN ADDING ADDITIONS TO THIS, WE CAN DO THAT.

YES.

MAYBE NOT TONIGHT, BUT IN THE FUTURE.

WE'RE OPEN TO EVERYTHING, MR. GLICK.

OKAY.

YES, SIR.

THANK YOU.

THANK YOU.

GREAT QUESTIONS.

MR. SELDERS, YOU'RE NEXT.

AND YOU KNOW WHAT? I WAS FLIPPING THROUGH THESE SLIDES.

I THINK I'M GOING TO ANSWER YOUR QUESTION ON WHAT POINT FIVE LOOKS LIKE IF YOU GUYS CAN GO TO SLIDE 21.

THIS IS OUR LITERACY GROWTH PROPORTIONALITY FROM A FOUR.

OKAY.

THIS WOULD BE THE CLOSEST REPRESENTATION OF WHAT POINT FIVE MAYBE LOOKED LIKE.

SO IF WE'RE LOOKING AT IT, WE DID HIT IT WITH THE ONE POINT TWO, FIVE WITH ASIAN.

BUT THE SECOND THE LOWEST IS POINT NINE.

IT'S ALMOST EVEN A ONE.

AND THIS IS OUR LOWEST GROWTH PROPORTIONALITY RATE IN OUR DISTRICT.

AND I'M GOING TO TELL YOU THAT IT'S NOT SURPRISING, BECAUSE IT JUST SHOWS THAT EVERYBODY'S KIND OF GROWING AT THE SAME RATE.

THAT'S ALL THAT'S SHOWING.

EVERYBODY IS GROWING OR NOT GROWING AT THE SAME RATE.

SO I HOPE THAT CLARIFIES SOMETHING FOR YOU.

BUT DO YOU SEE THE HIGHEST IS 1.25.

THE SECOND IS 1.05.

THEN IT'S POINT NINE AND POINT NINE FIVE AND POINT NINE FIVE FOUR BIRACIAL.

YEAH.

OK.

SO WE'RE HERE FOR YOUR QUESTIONS, SIR.

YOU TALKED ABOUT AND MY SLIDE DOESN'T HAVE NUMBERS ON IT PROBABLY ONE OF THE LAST SLIDES THAT YOU HAD.

[02:00:03]

CONNECTION TO I DON'T KNOW.

IT'S THIS SLIDE RIGHT HERE.

OK, I'VE GOT IT.

THIS ONE CONNECTION TO OUR ACCELERATION PLAN FOR DISPROPORTIONALITY.

YES.

YES.

THERE'S A STATEMENT IN HERE THAT YOU'RE GOING TO ASSIGN TEACHERS IN GRADES ONE THROUGH EIGHT STRATEGICALLY TO ENSURE THAT STUDENTS WITH GREATEST ACADEMIC NEEDS ARE PAIRED WITH HIGHLY EFFECTIVE READING EDUCATORS.

AND THEN MY QUESTION IS, WHAT PROCESS ARE WE GOING TO USE TO STRATEGICALLY ASSIGN HIGHLY EFFECTIVE READING EDUCATORS WITH THESE STUDENTS THAT HAVE THE GREATEST ACADEMIC NEED AND IS ACADEMIC IN THIS SPECIFIC INSTANCE ONLY RELATED TO STUDENT MANAGEMENT ARE WE TALKING ABOUT LITERACY, MATH.

SO THAT'S A GOOD QUESTION.

SO LET ME GO BACK TO LIKE WE USED THE WHOLE ANALYTIC TO DO OUR ACE PROGRAM.

RIGHT.

AND WE SAID THESE ARE THE BEST TEACHERS THAT WE HAD.

AND WE LOOKED AT WE LOOKED AT A NUMBER OF DIFFERENT FACTORS TO RECRUIT PEOPLE TO GO TO OUR ACE PROGRAMS. WE WEREN'T AS SCIENTIFIC AS THAT.

BUT I WILL SAY EVERY CAMPUS LOOKED AT WHO HAD THE HIGHEST IMPACT OF STUDENT SUCCESS AND STAAR RELATED EXAMS. NOW, USUALLY FROM MY EXPERIENCE AS PRINCIPAL, OK, IF A TEACHER IS SUPER EFFECTIVE AT GETTING HIGH SCORES, YOU DON'T SEE A LOT OF EXCLUSIONARY PRACTICES.

YOU DON'T SEE THEM DEALING WITH STUDENT MANAGEMENT ISSUES.

YOU DON'T SEE.

THERE'S A HIGH LEVEL OF ENGAGEMENT ENDEARMENT AND EVERYTHING ELSE.

NOW, WHAT HAPPENS A LOT OF TIMES IS IT'S JUST BEEN THE CULTURE OF SCHOOL DISTRICTS, NOT A GARLAND ISD THING, BUT WHATEVER IT IS.

AND YOU'LL SEE PEOPLE SAY, WELL, I WANT THE HONORS KIDS.

YOU KNOW, I'VE BEEN HERE 10 YEARS.

I GOT RESULTS.

I'M GOING TO GET.

CAN I HAVE THE HONORS KIDS? AND THEY'RE LIKE, YEAH, ABSOLUTELY.

CAN I HAVE THE AP KIDS? CAN I HAVE THE KIDS THAT ARE IN DUAL CREDIT PROGRAMS OR ARE PARTICIPATING IN THOSE PROGRAMS? YOU KNOW, THEY'RE NOT NECESSARILY GT, BUT THEY'RE HIGHLY MOTIVATED.

SO WHAT WE SHIFTED IN SAYING FOR THIS YEAR, WE GOT TO GET OUR ROCK STARS WITH THE KIDS WITH THE BIGGEST DEFICITS AND JUST JUST HIT IT OUT OF THE PARK.

AND SO WHAT HAS HAPPENED UNEXPECTEDLY? WE DON'T HAVE THE BENCH THAT WE DID TWO YEARS AGO.

TWO YEARS AGO, WE HAD A GOOD BENCH.

THIS YEAR, WE HAD TO PROFILE WHO WE HAVE.

WE HAVE NEW TEACHERS AND WE JUST SAY, ALL RIGHT, FROM THE PICK OF THE LOT, THESE PEOPLE HAVE A HISTORY OF SUCCESS BRING IT IN.

SOME SCHOOLS HAVE EVEN ASKED THEIR TEACHERS FROM OTHER DISTRICTS TO BRING IN THEIR STAAR RATINGS.

YOU KNOW, PRINCIPALS SAY LET ME SEE YOUR STAAR RATINGS SO I COULD EFFECTIVELY PLACE YOU AND SEE WHERE WE COULD GO, YOU KNOW? SO THAT'S PART OF THE PROCESS OF PUTTING YOUR HIGHEST IMPACTFUL TEACHER WITH YOUR STUDENTS THAT NEED IT THE MOST.

SO THERE'S USUALLY A CORRELATION.

BUT NO, IT ISN'T THE ONE THAT KICKS OUT THE KIDS THE LEAST, BECAUSE THAT COULD BE THE NICEST TEACHER IN THE WORLD AND LET KIDS DO WHATEVER.

AND THERE'S NO RESULTS.

IT'S RESULTS DRIVEN.

SO YOU'RE GONNA TO FOLLOW BASICALLY A SIMILAR PROCESS THAT YOU HAVE FOR ACE.

IT'S KIND OF.

IT'S NOT GOING TO BE AS, I GUESS, DESCRIPTIVE OR AS SPECIFIC AS THAT.

BUT YOU HAVE A PROCESS FOR IDENTIFYING THOSE TEACHERS, A PROCESS.

FOR EACH CAMPUS.

FOR EACH CAMPUS.

AND THERE'S LIVE DATA.

AND THEN THE SECOND PART IS THIS.

SO THIS IS WHAT THIS DOESN'T SHOW.

REMEMBER HOW WE TALK ABOUT PLCS.

SO THE STRONGEST TEACHERS ARE GOING TO BE MENTORING ALL THE OTHER TEACHERS, TRYING TO GET THEM ON BOARD AND EVERYTHING ELSE FOR THESE STUDENTS.

SO WE'RE DEVELOPING CADRES OF TEACHERS TO WORK TOGETHER AND LEARN FROM EACH OTHER.

WE FEEL THAT'S GOING TO BE THE MULTIPLIER EFFECT, TO BE ABLE TO TRANSCEND EVERYBODY TO TO DO REALLY WELL.

THERE WAS A QUESTION.

AFTER OBJECTIVE'S A.

YOU HAVE THE CONNECTION TO THE AAP AS IT RELATES TO READING ACADEMIES AND WHAT WE'RE DOING THERE.

I GUESS ONE OF THE THINGS I THINK I HEARD IN A PREVIOUS PRESENTATION SOME TIME AGO, AND MAYBE IT WAS THE FIRST TIME THAT YOU GUYS INTRODUCED THE ACADEMIC ACCELERATION PLAN THAT WE HAD.

SOME TEACHERS THAT WEREN'T AS EFFECTIVE AS TEACHING READING TO HIGHER GRADES.

SO I SEE THAT THE READING ACADEMIES ARE GOING TO BE SUPPORTING TEACHERS FOR GRADES K THROUGH ONE.

BUT WE ALSO SOUNDS LIKE WE HAVE NEEDS FOR TEACHERS TO BE ABLE TO TEACH READING TO HIGHER GRADE LEVELS.

HOW IS THAT CAPTURED IN HERE TO ENSURE THAT THAT LITERACY COMPONENT IS GOING TO BE AT

[02:05:04]

THOSE VARIOUS GRADES? THAT'S A GREAT QUESTION.

SO PART OF OUR ACADEMIC RECOVERY PLAN ONE IS THE EARLY LITERACY INITIATIVES WITH THE READING ACADEMIES, BUT ALSO IT'S THE LITERACY IN LEARNING AND CURRICULUM THAT WE'RE DEVELOPING FOR CONTINUITY AND CONSISTENCY THROUGHOUT THE DISTRICT.

SO WHAT WE'RE DOING IS WE REFRAMED OUR APPROACHES SO THAT WAY IN YEARS PAST WHAT HAPPENED WAS, HOW CAN I PHRASE IT.

SO IN YEARS PAST, WHAT HAPPENED WAS IT WAS A HANDOFF.

SO IN THEORY, THE CURRICULUM AND INSTRUCTION DEPARTMENT DID THIS AWESOME CURRICULUM.

THEY DID SOME ASSESSMENTS.

THEY HANDED IT OFF IN HOPES THAT IT WAS BEING IMPLEMENTED.

IT WAS IMPLEMENTED IN THE SCHOOL.

AND THEN WHEN THE SCHOOLS HAVING PROBLEMS WITH SOME OF THE TEACHER, NOT TEACHERS, SOME OF THE STUDENTS, THE STUDENTS WERE THEN DIRECTED TO GO TO THE DEPARTMENT OF INTERVENTION.

BUT THE DEPARTMENT OF INTERVENTION WROTE THEIR OWN CURRICULUM.

RIGHT.

SO IT WAS TWO DIFFERENT HANDS TRYING TO BE IN THE SAME COOKIE JAR WITHOUT NECESSARILY HAVING CONTINUITY AND CONSISTENCY.

SO NOW WHAT WE DID IS WE FRAMED A LOT OF THAT.

SO THERE'S A LOT OF CONTINUITY AND CONSISTENCY, BECAUSE NOW THE TEACHER OF RECORD IS IN CHARGE OF FULL TIER ONE INSTRUCTION FOR THEM.

THAT INCLUDES THE REMEDIATION, NOW WHAT'S NOT ON HERE IS HOUSE BILL 4545.

AND THAT'S INTENSE WHERE WE HAVE TO DO ALL THIS TARGETED TUTORING FOR THE STUDENTS SO THE KIDS ARE NOT DOING WELL.

THEY HAVE TO COME TO TUTORING AND GET REINFORCED TUTORING.

SO WHEN WE TALK ABOUT READING STRATEGIES, READING PROGRAMS, MELISSA HILL CAME UP AND STARTED TALKING ABOUT A LOT OF THE THINGS THAT WE WERE DOING AS WE MOVE FORWARD THROUGH THE ELEMENTARY LEVELS.

RIGHT.

AND SO THE TRAINING, THE TEACHING ACADEMIES, ALL OF THOSE THINGS, THOUGH, THE HOUSE BILL THREE HAS READING ACADEMIES FOR TEACHERS IN GRADES K THROUGH ONE NOW.

BUT THERE'S THIS WHOLE APPROACH TO THE READING ACADEMIES THAT ARE HAPPENING.

NOW, THE SECOND PART IS WITH THE TCLAS GRANT, WE NOW HAVE NEW INTRODUCTION TO BETTER MATERIALS THAT ARE BETTER GOING TO SUPPORT US, NOT NECESSARILY FOR THIS YEAR BECAUSE THE IMPLEMENTATION PHASE GOES THROUGH THIS YEAR.

RIGHT.

IT'S NOT GOING TO BE IMPACT, BUT FOR NEXT YEAR WHEN THE TEST CHANGES WE'LL HAVE A FOUNDATION.

I DON'T KNOW IF THAT ANSWERS YOUR QUESTION, REALLY, BUT THERE ARE A BUNCH OF PROFESSIONAL DEVELOPMENT OPPORTUNITIES.

AND THAT'S WHY SOME OF OUR TEACHERS ARE AT STRESSFUL POINTS, BECAUSE IT FEELS LIKE EVERYTHING'S NEW TO THEM AGAIN.

AND SO HOW WILL THAT BE MONITORED? IS THAT JUST GOING TO COME AS A RESULT OF JUST ONGOING ASSESSMENTS THAT ARE HAPPENING WITHIN THE DISTRICT? IS IT GOING TO BE LIKE, OH, COOL, I'M GLAD YOU ASKED THAT.

SO WHEN WE TALK ABOUT THE PLC'S THE BIGGEST HEAD OF THE PLC IS THE PRINCIPAL.

SO THE PRINCIPAL IS GOING TO HIT THE DIRECTION AND SET THE TONE.

THE SECOND THING IS WE HAVE A CADRE OF DIFFERENT SUPPORT PERSONNEL THAT ARE AT OUR CAMPUSES, NOT IN HIGH SCHOOL, BUT IN K THROUGH EIGHT.

AND THEY'RE GOING TO BE TRAINED AND MONITORED AND GO THROUGH THESE PLCS AND GET TRAINED, THE EDLS ARE GOING TO WORK WITH THE PRINCIPALS ON HOW TO MONITOR EFFICIENTLY HOW TO USE COMMON ASSESSMENT DATA.

WE HAVE A PROGRAM THAT WE GOT LAST YEAR CALLED EDUPHORIA.

THEY CAN SEE EVERYTHING IN REAL TIME WHO'S DOING WHAT LIKE THIS.

IT'S AN AWESOME PROGRAM THAT THEY CAN WHEN THEY PUT THEIR DATA IN THERE; IT'S INSTANTANEOUS.

AND THEN FROM THERE, THERE'S A FEEDBACK LOOP THAT CURRICULUM AND INSTRUCTION IS USING FROM THE IDFS AND EDLS AND ALL THE PEOPLE THAT ARE THERE.

AND THEY'RE GETTING BACK ON WHAT'S WORKING AND WHAT ISN'T WORKING AND MAKING MODIFICATIONS TO THE CURRICULUM AS NECESSARY.

SO IT'S LIKE A ORGANIC PROCESS CONSTANTLY IN MOTION.

AND OF COURSE, THERE'S INSTRUCTIONAL WALKTHROUGHS.

FORGOT TO TELL YOU THAT.

YEAH.

AND IS THAT GOING TO SHOW UP OR AT LEAST, YOU KNOW, YOU PUT A SLIDE UP ABOUT, YOU KNOW, IN DISTRICT AFFAIRS, WE'RE GOING TO BE LOOKING AT DATA ON A REGULAR BASIS, ON A MONTHLY BASIS.

IS IT POSSIBLE TO HAVE SOME SORT OF UPDATE THAT KIND OF GIVES US AN IDEA OF WHAT THAT PROCESS IS LOOKING LIKE? HOW EFFECTIVE IS IT ON TRACK? OFF TRACK ARE WE MAKING PROGRESS.

HOW COULD THAT BE COMMUNICATED? BECAUSE I KNOW THAT WE'RE NOT GOING TO HAVE TONS OF DATA EVERY MONTH, BUT I MEAN, HOW CAN WE, I GUESS, HAVE A GLIMPSE OF WHAT THAT'S LOOKING LIKE.

THE LOOK FORWARD IS GOING BE DETERMINED BY THE DISTRICT AFFAIR CHAIR, WHICH IRONICALLY IS YOU.

AND IF YOU WANT TO SEE CERTAIN ASPECTS OF I CALL, THOSE THE MECHANICS.

RIGHT.

SO YOU WANT TO SEE WHAT ARE THE MECHANICS MAKING THIS WATCH RUN.

RIGHT.

AND HOW DO WE KNOW THIS WATCH IS KEEPING RIGHT TIME? OK, BECAUSE SOMETIMES I SAY IT'S FOUR AND EVERYBODY'S LIKE IT'S 4:30.

WELL IS MY WATCH RIGHT OR IS YOUR WATCH, RIGHT? OK.

SO WHAT ARE THE MECHANICS HAPPENING IN THE BACKGROUND? AND THEN YOU CAN ASK SPECIFICALLY WHEN YOU WANT THOSE MECHANICS.

YEAH.

ALL RIGHT.

THE LAST QUESTION THAT I HAVE AND I'M NOT SURE I MEAN, I CAN VISUALIZE THE QUESTION THAT I HAVE, BUT I'M NOT SURE I WANT TO ARTICULATE IT VERY WELL.

[02:10:05]

SO I'M LOOKING AT THE OBJECTIVES THAT WE HAVE LISTED HERE AND THE TARGETS THAT WE HAVE.

HOW WILL WE BE INTENTIONAL WITH HITTING THOSE TARGETS AND HOW WILL WE IDENTIFY TARGETS WITHIN EACH GROUP TO ENSURE THAT IF WE'RE HITTING THOSE TARGETS, THEN WE AUTOMATICALLY REACH THE TARGET THAT WE SET? DOES THAT MAKES SENSE? SO THERE'S NO EXACT SCIENCE TO THAT.

AND I'LL TELL YOU, IF I DEVELOP IT, I'M RETIRING AND MAKING MILLIONS AND MILLIONS OF DOLLARS.

OK, SO BE FOREWARNED.

BUT I WILL SAY THIS.

SO THE MECHANICS THAT WE USE ARE COMMON ASSESSMENTS.

THOSE ARE TEACHER GENERATED.

THEY'RE THE ONES THAT MAKE A FOUR OR FIVE QUESTION THING.

THE SECOND THING IS WE GOT TO PERFECT OUR ASSESSMENTS.

ARE OUR ASSESSMENTS ALIGNED TO THE STUDENT OUTCOMES.

ARE THEY ALIGNED TO THE STAAR? THESE ARE THE ONES THAT WE DO TWICE A YEAR FROM THE CURRICULUM.

THEY CALL THEM CURRICULUM BASED ASSESSMENTS.

BUT SO THE CBA'S, ARE THEY REALLY MEASURING WHAT WE ARE EXPECTING HERE? BECAUSE THE BOARD WANTS THAT.

THEY DON'T WANT TO KNOW IF YOU KNOW HOW WHATEVER.

THEY WANT TO KNOW ARE THE KIDS LEARNING STAAR RELATED MATERIALS.

SO WE'VE GOT TO MAKE SURE OUR ASSESSMENTS ARE ON TARGET.

THEN WE GOT, OF COURSE, OUR PASSING RATES, OUR RETENTION RATES.

WE GOT MAP.

WE GOT OUR END OF THE NINE WEEK ASSESSMENTS.

ALL OF THOSE ARE WHAT WE CALL LITTLE PULSE POINTS, BUT THEY'RE NOT EXACT BECAUSE THEY'RE NOT THE STAAR, RIGHT? THEY'RE NOT THE STAAR.

AND IT'S NOT UNDER THE SAME CONDITIONS.

IT'S NOT UNDER, IT'S NOT AN EXACT SCIENCE.

SO WHEN WE GO IN, WE DO EVERYTHING AND THEN WE DO OUR PREDICTIONS FROM IT.

SO THOSE ARE ALREADY PART OF THE DAC PRESENTATIONS.

THAT WAS MY QUESTIONS.

COOL.

THANK YOU.

ROBERT.

YEAH, I THINK YOUR QUESTION WAS, HOW DO WE DETERMINE WHERE WE'RE AT? WAS THAT KIND OF WHAT YOU WERE ASKING? SO IF YOU LOOK AT JUST TAKE LITERACY PROFICIENCY.

THE PROPORTIONALITY OR EVEN JUST GO TO LITERACY PROFICIENCY.

AND WE SEE THAT, YOU KNOW, IN THIRD GRADE, WE HAVE 34 PERCENT, FOURTH GRADE, 32 PERCENT FIFTH GRADE 44 AND SO ON AND SO FORTH.

AND THEN WE GO DOWN TO THE PROFICIENCY PROPORTIONALITY.

MY QUESTION WAS MORE OR LESS, HOW DO WE LOOK WITHIN EACH OF THESE SUBGROUPS TO DETERMINE WHAT THE IMPROVEMENT NEEDS TO BE REALISTICALLY, WITHIN EACH GROUP TO REACH OUR TARGET GOAL.

SO ON A, I THINK DR.

LOPEZ SAID THERE WOULD BE REPORTS MONTHLY OF THE COMMITTEE.

THAT COULD RELATE IF THEY ARE RELATABLE, SO THERE'S NOT LIVE DATA FOR EVERYTHING EVERY MONTH.

I NEED TO CLARIFY THAT.

YEAH.

SO I MEAN, WE KNOW WE HAVE.

THE FIRST MAP AND THE WINTER MAP.

RIGHT.

THAT'S TWO.

WE HAVE, AS YOU SAID, ASSESSMENTS DONE BY THE TEACHERS AND THE SCHOOLS.

IS THAT GOING TO BE ENOUGH TO GIVE US ON THESE MEETINGS OF DISTRICT AFFAIRS, ENOUGH TO BE ABLE TO PREDICT ARE WE IN THE RANGE OF WHERE WE NEED TO BE DURING THE COURSE OF THE YEAR? I GUESS AS A MEMBER OF DISTRICT AFFAIRS ALSO, THAT'S MY CONCERN.

YEAH.

SO TWO THINGS ARE THIS.

SO I WANT US TO REMEMBER THAT OVER ASSESSMENT WILL KILL YOUR PROGRESS, BECAUSE ALL'S YOU ARE DOING IS TEST TO TEST.

KIDS WON'T PROGRESS.

THAT'S JUST AN EDUCATION FACT.

OK, SO WE CAN'T BE OVERDOING THAT.

THE SECOND THING IS, WHAT WE HAVE NEVER DONE IS TRANSFORM OUR DATA TO LOOK LIKE THIS.

RIGHT.

WE'VE NEVER TRANSFORMED OUR DATA TO LOOK AT PROPORTIONALITY FOR MAP.

I WANT YOU TO THINK ABOUT THAT.

WE'VE NEVER TRANSFORMED OUR MIDTERM ASSESSMENTS TO LOOK AT PROBABILITY FOR THIS.

AND SO THE ANSWER TO YOU IS, I DON'T KNOW UNTIL I GET THE DATA FOR THE FIRST TIME AND COULD MAKE DRAW COMPARISONS.

THIS IS FOREIGN LAND FOR ALL OF US.

AND THEN AS WE DO THAT AND WE HAVE THIS NEW WAY OF DOING DATA, THEN WE'LL BE ABLE TO SEE IF WHEN WE FIND AND WHEN THE AUTOPSY COMES, WE'RE GOING TO SEE WHAT WERE PREDICTORS OR NOT.

SO WE'RE REALLY GOING TO HAVE TO GO THROUGH THIS YEAR SEEING THAT IF WE CAN CONTROL THIS.

RIGHT.

AND HAVE THOSE CONVERSATIONS.

BUT I'M GOING TO TELL YOU WHAT, YOU SAID WE MEASURE WHAT WE TREASURE.

[02:15:02]

HOW POWERFUL IS THE CONVERSATION FOR THE FIRST TIME, WHENEVER YOU HAVE A CONVERSATION WITH A TEACHER, A PRINCIPAL SAYING, HEY, MAN, EVERYBODY DID GREAT WITH OUR BLANK POPULATION, BUT THIS WAS SUBSTANDARD.

HOW CAN I HELP YOU GET IT? LOOK HOW YOUR NEIGHBORS DID WITH THE SAME STUDENTS.

WHAT CAN WE DO FOR YOU? WHAT IS IT THAT WE'RE LIKE.

IT'S GOING TO IDENTIFY.

IT'S GOING TO BE HAVING CONVERSATIONS LIKE THIS IS GOING TO DRAW AWARENESS.

SO THE BEST BENCHMARK WE HAVE DURING THE YEAR TO ME IS MAP.

AND MAP CERTAINLY IS DEFINITELY GROWTH.

RIGHT.

ARE WE GOING TO BE ABLE TO USE TO CONVERT MAP RESULTS INTO THE PROPORTIONALITY? I THINK KIM AND VERONICA COULD CONVERT ANYTHING TO ANYTHING.

I'LL BE HONEST WITH YOU.

THEY'RE REALLY, REALLY DYNAMIC.

AND THEY NEED KUDO'S FOR ALL THIS SO MAP SPECIFICALLY DOESN'T DO THIS.

WE KNOW THAT.

NO.

BUT WHAT WE CAN DO FOR MAP, ALL RIGHT.

IS MAKE OUR ALGORITHMS, BECAUSE STAAR DOESN'T DO THIS.

RIGHT.

THIS IS US USING OUR MATHEMATICAL FORMULA OF THE PART TO THE WHOLE.

AND SO WE COULD SET THOSE MARKS AND THEN PRESENT THEM TO YOU, THEN HAVE TO DETERMINE.

WELL, I THINK WE'LL BE ABLE OVER TIME TO SAY HOW GOOD A PREDICTOR WAS THAT.

RIGHT.

RIGHT.

IT'S EXCITING.

YEAH, IT'S EXCITING.

AND YOU HIT THE NAIL ON THE HEAD RIGHT THERE, MR. GLICK TOO WHEN YOU SAID OVER TIME.

IT'S GOING TO TAKE TIME FOR US TO GET THIS INFORMATION, ABSORB IT AND EVALUATE IT AND THEN SEE EXACTLY WHERE WE'RE GOING FROM.

I MEAN, HAVING IT EVERY DISTRICT AFFAIRS COMMITTEE.

IF WE'RE GOING TO SEE THE SAME RESULTS, LIKE BACK TO BACK, YOU KNOW, SEPTEMBER AND OCTOBER BE THE SAME, UNTIL WE GET RESULTS.

NOVEMBER WE MIGHT HAVE SOMETHING THAT WE COULD LOOK AT.

SO IT'S GOING TO TAKE TIME FOR, YOU KNOW, FOR US TO GET ALL THE TEST RESULTS.

THANK YOU.

WAS THERE ANY OTHER QUESTIONS, MR. SELDERS.

I WAS JUST GOING TO ASK, LIKE THE COMMIT DATA, IS THAT ONLY RELATED TO THE STAAR DATA? YEAH, THEY'RE PRETTY MUCH RELATED TO THE STAAR.

AND THE COMMIT DATA USES DATA THAT WE GIVE THEM AND THEY COMPARE US TO OTHER DISTRICTS AND THEN THEY GET OTHER DATA.

COMMIT IS ONE OF THE MANY FORMS OF DATA WE GET FROM DIFFERENT ENTITIES.

IT'S NOT THE SOLE.

IT'S NOT THE SOLE FOUNDATION OF WHAT WE DETERMINE SUCCESS AND FAILURE WITH.

AND WHILE THEY GIVE US GOOD ANALYTICS, YOU KNOW, WE GET GOOD ANALYTICS FROM REGION 10.

WE GET GOOD ANALYTICS FROM THE STATE OF TEXAS.

I MEAN, WE GET A LOT OF DATA FROM A LOT OF PEOPLE, AND THEN WE USE THAT TO LAY OUR PLANS OUT.

YOU KNOW, AND WE RELY ON THE STATE DATA BECAUSE THAT TELLS THE BEST STORY.

DR. LOPEZ, WE HAVE REACHED 45 MINUTES.

OK, SO 45 MINUTES.

ARE WE OK? DO YOU WANT A BREAK OR DO WE WANT TO KEEP GOING? BREAK.

ALL RIGHT.

SO WE'LL HAVE A 15 MINUTE BREAK.

THANK YOU.

BE BACK AT WHAT TIME? WE WILL BE BACK AT 7:07.

THANK YOU.

7:08.

OKAY JAMIE, BRING US BACK.

OK, LADIES AND GENTLEMEN, WE ARE NOW IN THE.

IT IS NOW 7:05.

WE'RE IN THE LAST STAGE OF OUR GOAL SETTING WORKSHOP.

DR. LOPEZ IS ENTERTAINING QUESTIONS FROM THE BOARD OF TRUSTEES.

AND I'LL TURN THE FLOOR BACK OVER TO DR.

LOPEZ.

WELL, SPEAKING AT MR. SELDERS, HE SAID HE'S FINISHED WITH HIS QUESTIONS.

AND SO WE'LL GO AHEAD AND MOVE TO OUR SECRETARY, MS. LINDA GRIFFIN.

THANK YOU, DR.

LOPEZ.

JUST A COUPLE OF OBSERVATIONS I WANT TO MAKE BEFORE WE START.

I THINK ONE OF THE THINGS THAT WOULD HELP US WITH THE RATIO IF THAT WE WOULD ACTUALLY PUT OUR STUDENT POPULATION AND OUR PERCENTAGES AND THE NUMBER OF STUDENTS FOR EACH OF THOSE.

AND I THINK WITH THAT ADDITIONAL DATA, YOU CAN KIND OF PROCEED THROUGH THAT RISK INDEX.

IT MAY NOT ANSWER ALL YOUR QUESTIONS, BUT THAT MAY BE ONE.

GOOD OBSERVATION.

I ALSO WOULD LIKE TO EXTEND A GREAT DEAL OF GRATITUDE TO VERONICA JORDAN AND KIM CADDELL, BUT THIS PRESENTATION IS VERY DEAR AND NEAR TO MY HEART.

SO SOME OF THE THINGS THAT, YOU KNOW, I'M EXCITED THAT WE HAVE FINALLY ARRIVED.

AT THE BEGINNING OF OUR BOOK I WOULD ASK THAT WE ADD ONE ADDITION WHEN WE TALK ABOUT GUIDANCE ON BOARD GOAL SETTING.

WE NEED TO PUT HOUSE BILL, SENATE BILL 1566 IS REQUIRED BY LAW THAT WE HAVE TO ATTEND NOW AND THESE USED TO BE THE ONES THAT WAS THE GUIDANCE.

YOU'RE RIGHT.

I HAVE A QUESTION FOR YOU, DR.

LOPEZ.

AND MY QUESTION IS SHOULD THE BOARD GOALS INCLUDE MORE THAN JUST ACADEMIC AND ACCOUNTABILITY DOMAINS?

[02:20:01]

BECAUSE THE SCHOOL DISTRICT, IF WE LOOK UNDER OUR GOVERNANCE UMBRELLA, HAS MORE DOMAINS THAN ACADEMIC SUCCESS.

AND THAT'S BY DESIGN, AGAIN, OF THE GOVERNOR TASB, WHATEVER.

SO THERE ARE OTHER THINGS THAT THE BOARD SHOULD HAVE SOME GOAL SETTING ON.

ACADEMICS IS OUR MOST IMPORTANT.

BUT IT IS NOT ALL OF WHAT WE'RE RESPONSIBLE FOR UNDER OUR UMBRELLA OF GOVERNANCE.

SO I DON'T KNOW IF YOU AGREE WITH THAT OR DISAGREE WITH THAT.

SO TODAY WE WERE TALKING ABOUT JUST ACADEMICS.

BUT, YOU KNOW, THERE ARE DIFFERENT STRANDS THAT THE BOARD MAY WANT TO FOCUS ON COMING DOWN THE ROAD.

WE KNOW THAT FINANCIALLY WERE TIGHT.

EXACTLY.

WE HAVE ESSER FUNDS THAT REALLY HELPED US.

ARE THERE GOING TO BE SOME FINANCIAL THINGS THAT MAYBE WE WANT TO LOOK AT, MAYBE FACILITIES AND MAINTENANCE? THERE'S NO DENYING WE NEED A BOND.

OK.

AND IF WE CAN SET A BOND DATE AND LEADING UP TO IT WITH STRATEGIC MEASURES FROM THE BOARD SET OUT, IT WILL BE MORE OF AN INCLUSIVE, COLLECTIVE UNIFIED.

YOU GUYS USE THE WORD UNIFIED PROCESS.

SO THERE'S A NUMBER OF THINGS THAT WE COULD ADD TO THAT IF WE WANTED TO.

OK.

THE ONLY THING I CAUTION, AND THIS IS MY CAUTION IS DON'T ADD MORE STUFF THAT ACADEMIC DEPARTMENT NEEDS TO DO.

RIGHT.

BECAUSE ACADEMICS IS SO BROAD.

RIGHT.

AND IF WE SIT HERE AND WE SAY, HEY, LET'S DO MORE THAN JUST THIS NOW, WE'RE STRETCHING THAT RUBBER BAND IN THE ACADEMIC DEPARTMENT.

THE FACILITIES AND MAINTENANCE DEPARTMENT HAS THE BANDWIDTH TO DO THINGS.

WE'RE GOING TO HAVE A SPECIAL ED AUDIT THAT IS GOING TO SHOW WE NEED A BIG CALL TO ACTION.

THAT COULD BE A BOARD GOAL ON HOW WE ATTEND TO THAT.

AND THAT'S MY DEAL, I THINK, FOR ACADEMICS I THINK WHAT WE HAVE PRESENTED HERE, I DON'T HAVE A PROBLEM.

I'M JUST SAYING TO COMPLETE OUR BOARD GOVERNANCE UMBRELLA.

WE HAVE MAINTENANCE.

WE HAVE SPECIAL THINGS THAT HAVE COME ABOUT BASICALLY AS A RESULT OF BASICALLY ASSESSMENTS AND AUDITS THAT WE'RE GOING TO DO.

THE OTHER THING IS THE COMMENT THAT I DIDN'T SEE IN THE CONNECTION TO THE ACCELERATION PLAN IS WE TALKED ABOUT THE HEAVY NEED FOR PROFESSIONAL DEVELOPMENT.

YES.

AND YOU'VE SEEN THAT IN THE ESSER DATA YOU'VE GIVEN US AND ALL OF THAT.

SO I WOULD SAY THAT WE SHOULD ADD THAT IN THE APPROPRIATE PLACE WHEN YOU SAY WE'RE TYING, BECAUSE A LOT OF THIS IS GOING TO TIE BACK TO PROFESSIONAL DEVELOPMENT.

I DON'T KNOW WHAT YOU FEEL ABOUT THAT ARE.

AND I THINK THIS IS WHAT I'M GOING TO SAY ABOUT THAT.

THE MORE PROFESSIONAL DEVELOPMENT TO OUR TEACHERS THAT WE GIVE, THE MORE WE NEED TO KEEP THEM, BECAUSE WE DON'T WANT TO START FROM GROUND ZERO.

AND THAT'S PART OF OUR TWO THOUSAND DOLLAR INCENTIVE NEXT YEAR AND PLUS WHATEVER WE CAN GIVE THEM TO RETAIN THE BEST TEACHERS THAT WE HAVE.

WE'RE HOPING THAT THE TIA, THE TEXAS, THE ALLOTMENT.

TEACHER INCENTIVE.

TEACHER INCENTIVE ALLOTMENT.

I'M SORRY.

WE'RE HOPING THAT WILL INCENTIVIZE PEOPLE TO STAY BECAUSE SOME OF THESE TEACHERS IN OUR MOST STRESSED AREAS ARE GOING TO MAKE A LOT OF MONEY.

PLUS, ALL THE STIPENDS WE'RE GIVING THEM FOR ALL THESE ADDED PROJECTS.

A TEACHER COULD MAKE A VERY GOOD SALARY UNDER THIS COVID RECOVERY ERA.

RIGHT.

AND I JUST THINK THAT THAT NEEDS TO BE EXPRESSED SOMEWHERE.

I AGREE.

IT IS PART OF THE ACCELERATED ACADEMIC PLAN.

PROVIDES CLARITY.

YES.

THE OTHER THING THAT I'M EXCITED ABOUT IS WE CAN CALL IT ANYTHING WE WANT TO CALL IT.

AND I CAN GO WITH LITERACY, PROFICIENCY, PROPORTIONALITY AND PROPORTIONALITY, WITH MATH AND PROPORTIONALITY WITH EVERYTHING.

WHAT IS GOOD ABOUT THIS IS THAT IT SHOULD BE NO QUESTIONS IN OUR MINDS NOW TO THE PUBLIC AND TO ANYONE ELSE THAT GAPS EXIST AND WHERE BEFORE ALL WE HAVE DONE IS SUMMATIVE DATA.

AND THEN YOU COME UP WITH COMPARISONS.

THAT IS WHAT THE BEAUTY IS OF THE RELATIVE RATIO RISK RATIO.

SO HOW WE ADDRESS THAT I THINK IS GOOD.

I THINK IT'S A LOT THAT IS IS IN ALL OF THIS, EVEN WITH THE GROWTH METRICS THERE IS THERE'S THINGS THAT CAN BE DOING.

THE ONLY THING THAT I HAVE TRUE HEARTBURN ON RIGHT NOW IS STUDENT MANAGEMENT PROPORTIONALITY.

AND THAT IS OBJECTIVE E.

MY QUESTION TO YOU IS, IS THE SUM TOTAL OF OUR STUDENT MANAGEMENT JUST GOING TO BE MEASURED AROUND THESE DISCRETIONARY EXCLUSIONARY CONSEQUENCES BECAUSE DISCIPLINE OR STUDENT MANAGEMENT SORRY, MR. BEACH, I'M AWARE EVERY TIME IT SLIPS, I'M LIKE, OK, I GOT IT, I GOT IT, MR.

[02:25:05]

BEACH.

IT IS SO MUCH MORE TO STUDENT MANAGEMENT THAN THAT.

AND THESE ARE MORE OUT OF THE CLASSROOM.

AND I UNDERSTAND THAT WE COULD PROBABLY GET OUR HANDS AROUND IT.

BUT I AM REALLY CONCERNED ABOUT WHAT IS THE MEASUREMENT TRULY FOR STUDENT MANAGEMENT AND ITS PROPORTIONALITY.

AND YOU DON'T HAVE TO ANSWER THAT AT THIS POINT.

OK.

BUT I JUST I HAVE HEARTBURN WITH THESE.

I HAD IT FOUR YEARS AGO, AND IT HASN'T GONE AWAY.

AND I'M A TEAM PLAYER SO I CAN GO ON.

BUT I STILL THINK I HAVE A NEED TO SAY IT BECAUSE IT IS MORE TO STUDENT MANAGEMENT THAN THESE THREE AREAS OR FOUR AREAS.

SO I DON'T KNOW IF YOU WANTED TO COMMENT ON THAT.

I WILL COMMENT ON IT.

YOU KNOW, STUDENT MANAGEMENT, EXCLUSIONARY CONSEQUENCES IS RELATED A LOT TO WE'RE RATED ON IT FROM TEA.

RIGHT.

OK, AND SO I THINK THAT'S WHERE THAT FOCUS COMES FROM.

AND WHAT WE DID IS WE LOOKED AT UNDUPLICATED STUDENTS.

WHAT DOES UNDUPLICATED STUDENTS MEAN? WELL, WE ONLY GOT THE STUDENTS THAT WERE SENT.

IF A STUDENT WAS SENT 10 TIMES BECAUSE THEY'RE HABITUAL, THAT'S VERY DIFFERENT.

RIGHT.

THAT'S A HABITUAL STUDENT.

AND WITH THAT, WE'RE SEEING WHAT THE EXCLUSIONARY CONSEQUENCES ARE.

BUT THE KEY WORD FOR ME IS ISS AND OSS.

RIGHT.

THOSE ARE THE IN-SCHOOL SUSPENSIONS AND OUT OF SCHOOL SUSPENSIONS.

AND I THINK WHAT YOU'RE GETTING, TOO, IS SOMETIMES KIDS ARE KICKED OUT FOR DRESS CODE.

LET'S JUST SAY.

AND THEY'RE KICKED OUT TWICE AND THEY'RE KICKED OUT THREE TIMES.

RIGHT.

AND THEN THEY SAY, WELL, I'M TIRED OF YOU BEING KICKED OUT.

YOU'RE GOING TO ISS, RIGHT, FOR DRESS CODE.

WELL, DID THAT INHIBIT LEARNING? WAS THAT TRUE DISTRACTION? IT DEPENDS WHAT THE DRESS CODE VIOLATION IS.

IT COULD BE A MINIMAL DRESS CODE.

IT COULD BE A MAJOR DRESS CODE.

BUT THE TIME YOU SEND THE KID TO THE OFFICE AND THE FREQUENCY YOU SEND THEM TO THE OFFICE WILL LEAD DIRECTLY TO AN ISS OR OSS OVER TIME.

AND I THINK THAT'S WHAT YOU'RE GETTING TO.

LET'S FRONT LOAD IT AND SEE WHY THEY'RE BEING SENT.

STOP IT AHEAD OF TIME.

AND THEN THAT WOULD HELP ALLEVIATE A LOT OF THE ISS OSS.

RIGHT.

AND I JUST THINK IT MAY NEED TO BE A FURTHER BREAK DOWN OR IT MAY BE A E ONE, OR AN E TWO JUST SOMETHING TO THINK ABOUT.

THIS DOESN'T GIVE US A TRUE PICTURE OF HOW WELL WE ARE DOING IN STUDENT MANAGEMENT.

OK.

MY LAST QUESTION, MR. JOHNSON AND MR. MILLER, IS GIVE ME A BRIEF SUMMARY OF HOW IN THESE PLCS OR WHATEVER IS THE CAMPUS STAFF DEVELOPMENT TIME OF DATA DIVING AND ACTUALLY SEEING THEIR DATA.

TELL ME HOW THIS IS.

HOW'S THE DATA GOING TO LOOK AT THE CAMPUS LEVEL? IS IT GOING TO BE BROKEN DOWN BY SCHOOLS? BECAUSE THIS IS A SUMMARY.

RIGHT.

SO FROM THIS, WE DON'T REALLY KNOW WHAT SCHOOLS AND YOU'RE HINTING AT IT WHEN YOU SAY YOU'RE GOING TO REPOSITION TEACHERS.

BUT, YOU KNOW, THERE'S PROBLEMATIC SOMETIMES SOME THINGS.

AND SO WHAT ARE TEACHERS GOING TO SEE FOR THEIR DATA DIVE OR WHAT ARE PRINCIPALS GOING TO SEE FOR THEM TO ROLL IT OUT TO THEIR TEACHERS? SO, YES, THE MAJORITY OF THIS DATA DIVE IS CAMPUS DRIVEN.

OK.

AND IT WILL BE PARTICULARLY TO THEIR CAMPUS, TO THEIR GRADE LEVEL BROKEN DOWN BY TEACHER.

SO LET'S PRETEND THIS IS A SCHOOL AND ALL OF US ARE MATH TEACHERS.

AND I'M GOING TO USE FOURTH GRADE MATH, OK? AND THEY BRING OUT THE DATA AND THE DATA SHOWS LINDA GRIFFIN'S KIDS SCORED ALMOST AT 100 PERCENT IN THE TESTS.

AND LARRY GLICK'S WAS 97.

DON'T GET UPSET, SIR I KNOW YOU'RE VERY COMPETITIVE, YOU KNOW, AND JOHNNY BEACH'S WAS 90 AND JAMIE MILLER'S WAS 90 AND WES JOHNSON WAS 91 AND ROBERT SELDERS WAS 93 AND RICK LOPEZ WAS 47.

RIGHT.

WELL, THAT'S GOING TO BRING OVER THE AVERAGE BECAUSE LESS THAN HALF CAME TO ME.

SO WE'RE GOING TO LOOK AT IT AND SAY, OK, YOU'RE DOING GREAT, YOU'RE DOING GREAT, YOU'RE DOING GREAT, YOU'RE DOING GREAT, ALL OF YOU ARE DOING GREAT.

WHAT HAPPENED TO RICK LOPEZ? RIGHT.

AND THEN WE BREAK DOWN MY DATA.

AND THEN I WAS LIKE, WELL, YOU KNOW, IT'S JUST I TOOK A DIFFERENT APPROACH AND I DID THIS, THIS AND THIS.

AND MORE THAN LIKELY, THE PRINCIPAL'S GOING TO DIRECT.

LINDA, YOU GOT 100 PERCENT.

WHAT DID YOU DO ON THIS OBJECTIVE WITH BECAUSE REMEMBER, IT'S BY OBJECTIVE AND GO, OH, I AM REALLY GOOD AT THIS OBJECTIVE.

AND YOU SHOW US WHAT YOU'RE DOING.

AND THEN LARRY SAYS, OH, MY GOSH, IF I DID THAT ONE EXTRA STEP, I BET YOU I WOULD HAVE GOTTEN A HUNDRED.

AND EVERYBODY ELSE SAYS THE SAME THING.

[02:30:01]

BUT I GOT WORK TO DO ON THIS OBJECTIVE, BECAUSE THE NEXT OBJECTIVE THAT WE DO WITH COMMON ASSESSMENTS AND WE GET THE COMMON ASSESSMENTS, I MAY HAVE THE HIGHEST BECAUSE I'M GOOD AT WHATEVER THAT OBJECTIVE IS AND EVERYBODY ELSE MIGHT HAVE TO COME TO ME FOR THAT.

AND SO WE START DISCUSSING AND WE START TO SEE WHOSE STRENGTHS, WEAKNESSES, OR I MIGHT BE THE WEAKEST LINK.

AND IT'S GOING TO BE EXPOSED.

AND THE PRINCIPAL WILL HAVE TO PULL ME OVER AND SAY, HEY, LOPEZ, YOU KNOW, YOU'RE PART OF A TEAM HERE.

WHAT CAN WE DO TO GET YOU UP? RIGHT.

SO THAT'S HOW THAT'S GOING TO WORK.

AND SO THEY LOOK AT INSTRUCTIONAL DELIVERY.

THEY LOOK AT DATA.

THE LESSON PLAN, THEY LOOK THEY DO ALL OF THAT STUFF.

SO THAT WAY, THEY'RE ALL ON THE SAME PAGE.

WHAT HAPPENED IN YEARS PRIOR? IT'S NOT BAD THEY GOT THEIR SCOPE AND SEQUENCE.

THEY GOT THEIR STUFF AND THEN THEY WENT AHEAD AND PLANNED ON THEIR OWN.

AND IF YOU HAD AN EXPERT TEACHER THEY DIDN'T SHARE, AND IF YOU HAD A TEACHER THAT WAS FALLING SHORT, THERE WAS NO WAY OF THEM KNOWING WHAT THEY WERE DOING WRONG OR RIGHT.

THEY WOULD TURN AROUND AND SAY, WELL, YOU KNOW, ROBERT SELDERS GOT ALL THE THE HONORS KIDS.

AND ROBERTS LIKE NO I DON'T.

YES, YOU DO.

I GOT THE ELLS AND I GOT THIS, OF COURSE, YOU ARE GOING TO.

YOU KNOW, IT BECAME THAT WITHOUT EVEN KNOWING WHAT THE BREAKDOWN IS.

AND THAT'S WHY THE IMPORTANCE OF WHAT YOU JUST SAID WAS KNOWING THE ETHNICITY'S, KNOWING IF THEY'RE ECONOMICALLY DISADVANTAGED, WE GOT TO GET DOWN TO THAT LEVEL ALL THE TIME.

OKAY.

AND I YIELD THE REST OF MY TIME TO MR. JOHNSON.

[LAUGHTER] VICE PRESIDENT JOHNSON.

WELL, ONE OF THE BENEFITS OF GOING LATE IS MOST OF YOUR QUESTIONS ARE ALREADY ANSWERED.

I GUESS I ONLY HAVE ONE QUESTION.

IT WOULD SEEM THAT ONCE THE ALGORITHMS ARE CREATED AND THEY'RE ESTABLISHED YOU COULD THEORETICALLY APPLY THIS DOWN TO THE INDIVIDUAL CLASSROOM LEVEL, COULD YOU NOT? WE COULD GIVE THAT TO YOU IF WANT IT.

NOW, IT'S GOING TO BE A BOOK THIS THICK, BUT WE COULD DO THAT.

I'M NOT TALKING ABOUT FOR YES.

I'M TALKING ABOUT FOR YOUR EVALUATIONS OR OF TEACHERS AND STAFF.

OH, YEAH.

SO, YES, TECHNICALLY, YES.

IS THAT SOMETHING YOU INTEND TO DO? SO WHEN WE DID OUR T-TESS AND EVERYTHING, A LOT OF OUR EVALUATION SYSTEMS ARE BASED ON THE GROWTH OF STUDENTS, ESPECIALLY THROUGH MAP TO GET THE TIA.

BUT THEIR PERFORMANCE IS PART OF A MULTIFACETED MEASUREMENT CALLED T-TESS.

SO PRINCIPALS AND TEACHERS, PRINCIPALS ARE T-TESS EVALUATED, AND TEACHERS ARE T-TESS.

THAT IS PART OF THE COMPONENT, BUT IT'S NOT THE SOLE DETERMINING FACTOR.

SO THERE'S ELEMENTS OF THIS THAT ARE ALREADY BEING EVALUATED.

BUT I GUESS THE QUESTION I WOULD HAVE IS, OBVIOUSLY, WE'RE NOT GOING TO SEE, YOU KNOW, MS. WILSON'S 3RD GRADE CLASS FROM TOLER OR WHATEVER SHOW UP ON OUR DESK.

AT LEAST I HOPE WE DON'T, BECAUSE THAT MEANS WE'RE WAY IN THE WEEDS.

BUT IS THERE GOING TO BE SOME EQUIVALENT TO THE RATIO THAT WE HAVE HERE THAT'S GOING TO BE ASSIGNED TO THAT CLASS AT THE END OF THE YEAR? YES.

AND WHAT WE DO.

THOSE ARE CONSIDERED SOME OF THE TALKING POINTS, I WOULD SAY, FOR EACH PRINCIPAL IN EACH GRADE LEVEL, BECAUSE IT COULD VARY BY GRADE LEVEL.

RIGHT.

AND IT COULD VARY BY TEACHER.

RIGHT.

SO THAT'S THE FIRST THING.

BUT I THINK WHAT THE MORE IMPORTANT THING IS AND IT GOES BACK TO I SAW IT WE MEASURE WHAT WE TREASURE.

IF TEACHERS KNOW YOU'RE MEASURING IT, THEY WILL TEACH TO IT.

YOU KNOW, THEY JUST WANT CLARITY.

IF YOU'RE GOING TO MEASURE ME ON ABCD AND E JUST TELL ME.

AND I WILL MAKE SURE THAT THAT HAPPENS WITH ALL MY HEART.

OK.

BUT IF THEY'RE GUESSING, THAT'S WHERE WE RUN INTO PROBLEMS. NOW, THE SECOND PART IS, IS WE UNDERSTAND THAT THERE'S GOING TO BE MITIGATING FACTORS.

ONE OF THE THINGS WE TRY TO PROFILE, BUT IT WENT BY THE WAYSIDE WAS DID OUR EVALUATIONS, BECAUSE WE DO THIS, DID OUR EVALUATIONS ALIGN TO TEACHER PERFORMANCE.

SO WE DO THAT WITH OUR PRINCIPALS, BUT WE WAIVED OUR, WHAT'S IT CALLED? TWO YEARS AGO TO REALLY LOOK AT PERFORMANCE.

AND THEN WE BOMBED LAST YEAR.

SO IT'S HARD TO GET A GAUGE OF WHERE A TEACHER REALLY IS AT.

NOW SO THIS YEAR, WE'RE GOING TO GET A GOOD FOUNDATION OF WHERE THEY'RE AT.

OK.

AND IN THE INTEREST OF THE FACT THAT WE'VE BEEN GOING VERY LATE, I WILL NOT ASK ANY MORE QUESTIONS.

WOW.

THANK YOU.

ALL RIGHT.

PRESIDENT MILLER.

THANK YOU.

AND I JUST HAVE ONE.

FIRST, I'M GOING TO START OFF BY THANKING THE BOARD AGAIN.

WE HAVE ASKED A LOT OF YOU OVER THE PAST YEAR AND A HALF REALLY GO BACK TO ALL THE EMERGENCY MEETINGS OF COVID.

THANK YOU FOR YOUR COMMITMENT.

THANK YOU FOR THE TIME THAT YOU SPEND HERE.

BOARD GOAL SETTING IS ONE OF THE MOST IMPORTANT THINGS WE DO.

I WOULD JUST MAKE A COMMENT AND IT MIGHT BE PROPER ON SOME OF THESE ADDITIONAL BOARD GOALS, MS. GRIFFIN THAT YOU BROUGHT UP.

MAYBE SOME OF THOSE ARE APPROPRIATE TO SET UP AS GOALS WITHIN COMMITTEES

[02:35:05]

FACILITIES FINANCE, DISTRICT AFFAIRS, YOU KNOW, IF WE ARE TALKING ABOUT SPED OR BUDGET OR AUDIT OR EVEN A SUPERINTENDENT REVIEW, YOU KNOW, ALL THE DIFFERENT OTHER THINGS THAT WE HAVE AS PART OF BOARD GOVERNANCE.

WE DO HAVE A ROBUST COMMITTEE SYSTEM SET UP THAT WE CAN HANDLE SOME OF THAT.

BUT REALLY, MY ONLY QUESTION WAS, RIGHT BACK AT THE BEGINNING, YOU TALKED ABOUT, IN ADDITION TO SCORECARD POCKET ADDITION DATA.

CONSIDER DATA DASHBOARDS AND ACADEMIC REPORT CARD THAT INCLUDES INFORMATION DISAGGREGATED BY GROUP.

AND YOU SAID THIS WOULD MAYBE BE SOMEWHERE WHERE WE COULD JUST PLUG IN.

AND I WAS JUST WONDERING, YOU KNOW, KIND OF WHERE THAT WOULD BE.

HOW OFTEN WOULD IT BE UPDATED? YOU KNOW, WHEN DO WE GET IN IT KIND OF THING? IS IT A PUBLIC THING OR IS IT JUST FOR THE BOARD AND STAFF? HOW IS IT DISPLAYED, YOU KNOW? TELL ME MORE ABOUT HOW THAT WORKS.

I DON'T HAVE ALL THE LOGISTICS ON WHAT IT'S GOING TO LOOK LIKE, BUT PARTICULARLY A DASHBOARD IS KIND OF LIKE WHAT YOU HAVE ON YOUR CAR.

IT TELLS YOU HOW FAST YOU ARE GOING SLOW YOU'RE GOING RPM'S, YOU NEED GAS.

SO WHAT WE'RE DOING IS CREATING A DASHBOARD.

A LOT OF SCHOOL DISTRICTS HAVE DASHBOARDS.

SO I'M GOING TO BE HONEST WITH YOU.

AND BOARDS HAVE ACCESS TO THOSE DASHBOARDS.

SO YOU COULD GO IN REAL TIME AND SEE WHAT'S GOING ON.

AND IT COULD BE ANYTHING THAT YOU GUYS FEEL ARE NEEDED.

SOME OF IT COULD BE THIS, BUT SCORES IN THEM AREN'T ALWAYS GOING TO BE UPDATED.

RIGHT.

BUT YOU MAY WANT TO KNOW ATTENDANCE.

YOU MAY WANT TO KNOW.

I MEAN, THERE'S DIFFERENT TYPES OF THINGS THAT YOU COULD LOOK AT THAT YOU COULD JUST LOG IN, CLICK AND THEN SEE IN REAL TIME WHAT'S GOING ON.

AND THEN THAT WAY, YOU KNOW YOU GET STOPPED BY COMMUNITY MEMBER A AND THEY'RE LIKE, HEY, I HEAR THAT, BLAH, BLAH, BLAH, BLAH IS GOING ON HERE.

LIKE, I DON'T KNOW IF THAT'S TRUE.

IT MIGHT BE SOMETHING ON THE DASHBOARD THAT YOU CAN GO HOME AND LOOK INTO.

AND THEN, BOOM, YOU GOT YOUR ANSWER RIGHT.

I WILL TELL YOU THAT THOSE DASHBOARDS ARE ADDICTIVE.

OK.

YOU KNOW, YOU START LOOKING AT THEM, YOU'RE LOOKING FOR TRENDS OR SOMETHING MOVE.

YOU'RE GOING TO FIND YOURSELF LOGGING INTO THEM.

SO WHAT WE WANT TO DO IS DESIGN IT TO BE USER FRIENDLY.

WE WANT TO BE ABLE TO DESIGN IT SO YOU GUYS CAN JUST GET IN, SEE THE INFORMATION YOU NEED AT A GLANCE, AND THEN HAVE SOME CLICKS TO GET DEEPER INFORMATION AND THEN GO FROM THERE.

IS IT SIMILAR TO WHAT'S ON THE WEBSITE FOR OUR COVID TRACKING, IS THAT A DASHBOARD? YOU COULD SAY COVID TRACKER IS KIND OF A DASHBOARD.

SO THINK OF COVID TRACKER LIKE WITH GAUGES.

I GUESS WHAT I'M MORE INTERESTED IN WOULD WE ACCESS IT SIMILARLY TO WHAT WE DO WITH THAT, OR IS IT A IS THERE AN ICON OR I MEAN, I KNOW YOU MAY NOT KNOW THAT, BUT THAT'S WHAT I'M INTERESTED IN.

HOW EASY IS IT? AND IS IT SOMETHING WHERE PART OF THE INFORMATION IS UPDATED DAILY.

DO YOU SEE OR DO YOU SEE THIS AS A WEEKLY, MONTHLY, QUARTERLY? HOW OFTEN WOULD SOMETHING CHANGE THAT WOULD BE WORTHY OF US VIEWING, IN YOUR OPINION? I THINK IT'S SOMETHING THAT IT DEPENDS.

AGAIN, THAT'S ALL I CAN SAY.

SO IF YOU HAD A MAP DATA DASHBOARD, RIGHT.

THAT'S ONLY GOING TO BE WHENEVER WE HAVE MAP DATA.

BUT IF YOU HAVE AN ATTENDANCE DASHBOARD, THAT WOULD BE MORE FREQUENT.

IF YOU HAVE IF YOU WANT TO LOOK AT THE NUMBER OF SUSPENSIONS HAPPENING, EXCLUSIONARY PRACTICES AT WHAT SCHOOL IN REAL TIME, THAT WOULD BE PROBABLY A DAY OR TWO DELAY AS SOON AS THINGS HAPPEN.

RIGHT.

ALL RIGHT.

WELL, WHY DON'T WE.

I'M SORRY.

GO AHEAD, MR. BEACH.

BOARD INSIGHTS.

MIKE.

ON YOUR BOARD INSIGHTS THAT YOU GIVE US ON SUNDAY TO SAY BOARD TRUSTEES, MAKE SURE YOU CHECK THE DASHBOARD IF THERE IS INFORMATION THERE FOR YOU TO LOOK AT.

YEAH.

AND MAYBE THAT THAT WAY YOU WOULD KNOW THAT YOU UPGRADED OR PUT SOMETHING THERE.

YEAH.

YEAH.

MR. LOPEZ, WHAT IS THE NEXT STEP? WE CAN.

I THINK WE NEED TO SCHEDULE SOMETHING TO FINALIZE OR WORK TOWARD FINALIZING.

HOW WILL THAT WORK? THAT'S A VERY GOOD QUESTION.

WHAT I WOULD LIKE TO ASK FROM THE BOARD, RIGHT, IS IF YOU GO HOME TONIGHT, IT'S KIND OF LIKE THE THEORY IN LIFE.

YOU GO HOME AND YOU'RE LIKE, WHY DIDN'T I ASK THIS? DANG IT.

THIS NEEDS TO INCLUDE THIS.

LET US KNOW, OK? AND I'M JUST GOING TO ASK YOU TO COPY ME AND COPY MECHELLE, BECAUSE WE HAVE A FAILSAFE, RIGHT.

BECAUSE WE'RE GETTING A LOT OF DIFFERENT EMAILS FROM PEOPLE ON A NORMAL BASIS.

RIGHT.

IT COULD BE VENDORS.

IT COULD BE INTERNAL.

AND SOMETIMES WE MISS THOSE EMAILS OR WE OPEN IT ON OUR PHONE AND WE FORGET TO GO BACK TO IT.

SO THE FAILSAFE WOULD BE GREAT FOR US TO WORK ON IT.

AND THEN THAT WAY I CAN INCLUDE IT.

AND THEN WHAT I'LL DO IS WE WILL CLEAN UP THIS VERSION WITH ANYTHING ELSE THAT YOU WANT.

YOU WANT TO SEE.

WE DIDN'T TALK ABOUT THE CHARTS.

IF YOU WANT TO SEE PROPORTIONALITY IN A CHART FORMAT, WE COULD DO THAT IF YOU.

WHATEVER IT IS.

I JUST WANT THE BOARD TO FEEL COMFORTABLE TO GIVE US THOSE SUGGESTIONS.

WE CAN MAKE THAT MODIFICATION.

[02:40:01]

AND THEN MY VISION AND IT COULD BE DIFFERENT IS THAT WE RE-PRESENT WHAT'S HAPPENING IN THE DISTRICT AFFAIRS COMMITTEE, POSSIBLY IN DECEMBER.

RIGHT.

AND THEN WE COULD POSSIBLY APPROVE THIS, I MEAN, IN DECEMBER, IN SEPTEMBER.

AND THEN WE COULD POSSIBLY APPROVE IT IN THE LATE SEPTEMBER BOARD MEETING.

AND YOU GUYS CAN START WORKING ON THE SECOND PART OF THE GOALS.

IT DOESN'T ALL HAVE TO BE ONE BIG PACKAGE.

OR WE COULD JUST GO DRAFT A DRAFT B UNTIL WE GET IT TO WHERE WE WANT IT.

IT JUST IT REALLY DEPENDS.

OK, WELL, I WOULD SUGGEST ONE THING WHENEVER.

AND WE PROBABLY NEED TO WORK AT SETTING ANOTHER DATE.

AND I'LL GET WITH MICHELLE.

WE'LL DO THE SAME THING.

WE'LL SEND OUT SOME SUGGESTED DATES TO GET BACK VISITING WITH DR.

LOPEZ.

AND WHEN WE CAN DO THAT, AND WE'LL SET A DATE.

BUT IF IT'S POSSIBLE, I THINK WHAT I WOULD LIKE TO SEE IS IF SOMEBODY COULD BE HERE WITH THE ALGORITHM, THE SPREADSHEET OR WHATEVER IT IS THAT SHOWS US THE DATA MS. GRIFFIN TALKED ABOUT THE TOTAL NUMBERS OF STUDENTS WITHIN A GROUP THAT MAKE UP THE TOTAL.

AND THEN JUST SAY IN ONE OF THESE CATEGORIES, LOOKING AT A CHART, IF IN THIS INSTANCE, 60 MORE KIDS HAD MET, HOW WOULD IT CHANGE? HOW WOULD THAT MATH CHANGE THE NUMBERS? SO WE GET AN IDEA OF THE SHEER VOLUME OF KIDS THAT NEED TO ACCELERATE IN THE SYSTEM.

RIGHT.

AND WHAT IT DOES TO THE MATH AND THE FORMULA AND THE RATIO AND THE RISK RATIO AND ALL THE OTHER THINGS THAT WE WERE LOOKING AT IT WOULD BE REAL COOL, I THINK, TO SEE HOW IT WORKS.

AND JUST DO SOME DIFFERENT SCENARIOS.

THAT COULD BE REALLY COOL.

AND WHAT WE'RE GOING TO DO IS MAKE SURE THAT YOU GUYS GET THAT ALGORITHM.

I DID A POOR JOB OF EXPLAINING IT.

WE WERE 40 HOURS OF TRAINING, BUT BASICALLY YOU'RE GETTING THE PART TO THE WHOLE.

AND THEN THAT PART TO THE ENTIRE HOLE.

I THINK I UNDERSTAND THE THEORY, BUT I REALLY DO.

IT HELPS ME TO SEE THE MATH ON A CHALKBOARD OR IN THIS CASE, A SPREADSHEET.

AND THEN I THINK MR. GLICK HAD QUESTIONS ALONG THAT LINE ALSO SO IT MIGHT HELP ALL OF US TO SEE IT.

JUST SHOW US HOW THE NUMBERS MOVE.

OK.

MR., GRIFFIN.

YES, I'M CONFUSED IN YOUR TIMELINE IN THE PRESENTATION.

IT TALKED ABOUT WE WOULDN'T REASSESS THE GOALS UNTIL THE JULY TIMEFRAME WHEN WE GOT UPDATED DATA.

SO THEN I'M HEARING YOU SAY THAT WE WOULD UPDATE THE PRESENTATION IN SEPTEMBER.

[INAUDIBLE].

UPDATING AND WHY I'M CONFUSED BECAUSE IF THIS IS A DRAFT AND A WORK IN PROGRESS, WHAT ARE WE TRYING TO ACCOMPLISH? WHAT IT SOUND LIKE YOU SAID, APPROVING SOMETHING IN SEPTEMBER? WHAT ARE WE APPROVING.

THE NEW FORMATS THAT WE'VE GIVEN YOU? THE NEW FORMATS TO EVALUATE OUR PROGRESS, TO MAKE IT AN ABC FOCUSED JUST ON THOSE NEW MEASURES THAT WE TALKED ABOUT, REALLY FOCUSING ON MATH AND LANGUAGE ARTS AND DISPROPORTIONALITY CCMR. RIGHT NOW, WE HAVE NOT TAKING AWAY WHAT'S IN EFFECT, SO WE'RE FOCUSING ON ALL OF THAT.

WHAT WOULD CHANGE WAS DOING DATA THIS WAY AND FOCUSING IT ON OUR MEASURES THIS WAY.

THEN FOR THE REMAINDER OF THE YEAR, HAVE THAT AND THEN REFOCUS TO SEE IF THAT'S WHAT WE WANT TO DO IN JULY AND THEN CHANGE THAT IN JULY, IF WE WANT TO KEEP IT, MODIFY IT WITH THE NEW DATA.

SO THAT'S WHAT WE'RE MOVING TOWARDS.

SO WHAT WOULD COME BEFORE US BETWEEN NOW AND JULY? THE RECOMMENDATIONS THAT YOU GUYS CAME TO SEE, IF YOU'RE MORE IF YOU'RE COMFORTABLE WITH WHAT WE GAVE, IT GIVES YOU ABOUT I THINK OUR NEXT MEETING IS ALMOST MID-SEPTEMBER BECAUSE IT'S THE SECOND WEEK OF SEPTEMBER.

YEAH, I GUESS I'M JUST CONFUSED ABOUT WHAT STAFF WOULD BE SPENDING THEIR TIME DOING WHEN WE'RE NOT GETTING READY TO CHANGE THIS BASICALLY, RIGHT NOW.

I GUESS I'M MISSING SOMETHING BECAUSE MY BIGGEST FEAR IS THAT ONCE WE HAVE AN ACTION ITEM, THEN IT'S JUST WHAT THE BOARD SAID.

WELL, THE BOARD SAID, WELL, THIS IS WHAT WE'VE GOT TO DO.

WELL, THIS IS ALL TENTATIVE.

SO I JUST HAVE A FEAR OF CONFUSION OF WHAT WE'RE DOING.

IF WE NEED TO TAKE A VOTE TO SAY WE'RE NOT GOING TO USE THE EXISTING GOALS.

THAT'S ONE THING.

BUT THEN TO COME BACK AND DO A PRESENTATION AND THEN DO ALL THAT.

I DON'T KNOW WHAT WE'RE TRYING TO ACCOMPLISH.

OK, SO TWO THINGS.

FIRST THING IS WE HAD RECOMMENDATIONS FOR CLARITY ON THIS DOCUMENT.

OK, FROM SEVEN BOARD MEMBERS, OK, NOT DEEP RECOMMENDATIONS, NOT REVAMPING.

[02:45:01]

THAT WAS THE FIRST THING.

THE SECOND THING WE HAD LACK OF CLARITY OF HOW THESE ALGORITHMS WORK.

AND THE BOARD NEEDS TO FIND OUT.

NEEDS TO HAVE FURTHER DISCUSSIONS IF THEY'RE COMFORTABLE, IF THESE ALGORITHMS WORK.

IF WE DON'T MOVE TO THIS, THEN THE OLD GOALS STAY IN PLACE.

WHATEVER WE DECIDED FROM THE OLD GOALS, BECAUSE WE HAVE NOT REMOVED THOSE.

THOSE ARE BOARD VOTED ON GOALS.

AND SO I CAN'T MOVE FORWARD WITH THIS WITHOUT A BOARD VOTE.

IN PLACE.

I'M JUST SOMETHING I'M MISSING A CONNECTION HERE BECAUSE I KNOW WHAT WE DO.

WE PASS SOMETHING.

AND THEN THE NEXT THING I KNOW IN OCTOBER, I'M GOING TO GET ANOTHER REPORT THAT SAYS THIS AND THEN WE ARE GOING TO GET ANOTHER REPORT.

AND LIKE I SAID, I'M NOT PLEASED WITH THE STUDENT MANAGEMENT, BUT IF THE REST OF THE BOARD IS, I'LL GO ALONG.

BUT I JUST DON'T KNOW WHAT WE'RE TRYING TO ACCOMPLISH.

AND I DON'T KNOW.

OK.

THAT'S JUST MY OBSERVATION.

SO MS. GRIFFIN, I WOULD SUGGEST LET ME MAKE A SUGGESTION ALONG THAT LINE.

IF YOU IF YOU HAVE AS DR.

LOPEZ STATED TO US, IF YOU GET HOME, WE HAVE TIME TO CLEAR OUR HEADS AND THINK ABOUT STUFF, IF THERE'S ADDITIONAL THINGS, QUESTIONS OR COMMENTS THAT YOU WANT THOSE ARE ALL THINGS THAT COULD BE CIRCULATED TO DR.

LOPEZ AND MECHELLE HOGAN.

AND IF THEY NEED TO BE A PART OF THE NEXT DISCUSSION, IF YOU HAVE A RECOMMENDATION OF A CHANGE TO THE PRESENTATION, BASICALLY BUT I THINK THE BOARD IS ALL EARS AND WE'RE EAGER TO LISTEN TO ALL VIEWPOINTS ON THIS.

AND SO THAT THAT GOES ALONG WITH LIKE THE RECOMMENDATION YOU MADE.

SO WE WOULD LIKE TO EXPLORE OTHER WAYS TO SEE HOW WE CAN LOOK AT DISCIPLINING THIS PROPORTIONALITY.

RIGHT.

AND WE COULD BRING MAYBE THAT MODIFICATION PLUS WHATEVER OTHER ONES THAT COME ABOUT.

MR. GLICK.

I'M ALSO A LITTLE UNCLEAR, MR. PRESIDENT, ARE YOU PLANNING TO HAVE ANOTHER SESSION STRICTLY DEVOTED TO BOARD GOALS? ABSOLUTELY.

OK.

AND I THINK IT'S BETTER IF WE CAN FOCUS ON ONE THING AT A TIME.

OK.

WE ALL KNOW THE DISTRACTIONS THAT ARE OUT THERE.

OKAY AND THAT WILL NOT BE.

I THINK YOU JUST CLARIFIED IT FOR ME.

THAT WILL NOT BE AT THE SEPTEMBER COMMITTEE MEETING, CORRECT? NO.

OK, THANK YOU.

WE WILL BE I WILL GET WITH MECHELLE AND DR.

LOPEZ TO SEE WHEN THE NEXT PRACTICAL TIME IS WE CAN MEET AND STAFF WOULD BE READY WITH A FEW THINGS THAT WE MENTIONED THAT WE'D LIKE TO SEE NEXT TIME.

AND THEN WHEN I KNOW THAT DATE, THEN WE'LL DO LIKE WE DID LAST TIME.

I'LL SEND OUT 15 DIFFERENT DATES AND Y'ALL TELL ME WHICH ONE WORKS.

AND WE'LL JUST PICK A DATE AND THEN WE'LL DO THAT.

IF IT'S SEPTEMBER IN BETWEEN OUR MEETINGS.

FINE.

THAT WOULD BE GOOD.

AND FOR CLARITY, I JUST WANT TO SAY THEN THAT MEANS EVERYTHING STANDS AND ALL DATA THAT WE'RE PRESENTING IS STILL IN THE OLD FORMAT.

UNLESS YOU WANT ME TO TRANSITION IN THE MIDTERM.

BUT WE DON'T HAVE ANYTHING COMING BEFORE US YET.

IN DAC WE DO.

IN DAC WE'RE STARTING OUR PRESENTATIONS IN SEPTEMBER FOR DIFFERENT TYPES OF DATA.

THAT'S WHY I WAS BRINGING THIS UP.

OK.

THEN THAT'S THE CLARITY WE NEED.

LET ME UNDERSTAND THAT.

GOOD POINT.

WHAT YOU JUST SAID IS STARTING IN DAC, THE NEW FORMAT WILL BE STARTING TO BE PRESENTED IN DAC MEETINGS GOING FORWARD.

NO IT WON'T BE BECAUSE IT'S NOT APPROVED.

OK, SO YOU WILL PRESENT ON THE OLD DATA UNTIL THE NEW.

THE OLD FORMAT.

APPROVE THIS NEW GOAL SETTING AND THE FORMATS THAT GO WITH THE NEW.

UNLESS YOU GUYS GIVE ME DIRECTION AND SAY IN THE MIDTERM, JUST DO THIS AND THEN WE'LL WORK ITSELF OUT.

I'M OKAY EITHER WAY I JUST WANT CLARITY THAT.

BECAUSE I'M GETTING READY TO SAY WHAT WOULD WE SEE IN THE DAC PRESENTATION CHAIR THAT IS DIFFERENT FROM WHAT WE'VE SEEN TODAY? IT WOULD BE WHAT THE OLD FORMAT WAS.

THAT WAS WHAT I WAS EXPECTING TO SEE.

THE OLD FORMAT NOT THE.

FROM BEFORE, BUT TONIGHT, TODAY, WHATEVER TIME IT IS, WE HAVE SEEN SOME OF THAT DATA.

WHAT'S COMING AT OUR NEXT COMMITTEE MEETING IS GOING TO BE AP DATA IN MY EXPECTATION WAS THAT IT WAS GOING TO BE IN THE SAME FORMAT THAT WE HAD IT BEFORE.

SO, OK, LET'S GET CLARITY.

SO THAT MEANS THAT WE WON'T HAVE A TOTAL DATA PRESENTATION.

NO.

IT WILL BE ON CERTAIN AREAS OF THE PREVIOUS GOALS.

AS WE GET THE DATA.

I GOT THAT.

YEAH.

I WAS HERE STUCK ON THE FACT THAT WE WERE GOING TO GET THIS ROBUST 50 PAGES.

[02:50:01]

NO, NO.

OK.

OK, SO IF IT'S SPECIFIC DATA THAT'S COMING, I THINK I UNDERSTAND.

OK, THANK YOU.

I'M FINE WITH IT BEING ON OLD DATA IF ANYONE CARES.

OK, WHAT I THINK.

OK.

YES.

OK, SO WE'RE GOOD.

WE'RE GOOD.

SO THAT COMMITTEE BE A SPECIFIC DATA UNDER THE OLD PRESENTATION FORMAT.

AND THEN WE WILL PICK A DATE.

I'LL GET WITH MECHELLE.

WE'LL SEND IT OUT WE'LL PICK A DATE FOR THE NEXT BOARD GOAL SETTING WORKSHOP, WHICH WILL BE SPECIFICALLY FOR THAT ONE ITEM AND NOTHING ELSE.

AND THEN WHO KNOWS, MAYBE WE'LL HAVE A ACTION ITEM THAT COMES OUT OF THAT MEETING.

OK.

AND I WANT TO THANK EVERYBODY FOR THEIR TIME.

I KNOW IT'S BEEN AN INTENSE TWO WEEKS.

I WANT TO THANK KIM AND VERONICA FOR ALL THEIR WORK.

AND I APPRECIATE YOUR DILIGENCE IN SERVING STUDENTS.

IT'S REALLY NOTICED AND APPRECIATED.

THANK YOU.

TO YOU AND STAFF PLEASE TELL EVERYBODY THANKS A LOT.

OK, LADIES AND GENTLEMEN IT'S 7:38, DO I HAVE A MOTION TO ADJOURN.

SO MOVED.

WE HAVE A MOTION.

THE MEETING IS ADJOURNED AT 7:38 AND 55 SECONDS.

* This transcript was compiled from uncorrected Closed Captioning.