IT IS NOW 6:47, I'M CALLING TO ORDER THE GARLAND INDEPENDENT SCHOOL DISTRICT BOARD OF
[00:00:04]
TRUSTEES DISTRICT AFFAIRS COMMITTEE DETERMINED THAT A QUORUM IS PRESENT AND WE WILL PROCEED WITH OUR AGENDA AS PRINTED.MS. HOGAN. ARE THERE ANY PUBLIC FORUM ITEMS? NO, SIR. THANK YOU, DR.
[III. Superintendent's Message ]
LOPEZ, SUPERINTENDENTS MESSAGE.THANK YOU. JUST WANT TO GIVE A BRIEF COVID UPDATE, PART OF OUR NORMAL AGENDA TO ON THE DISTRICT AFFAIRS IS TO TALK ABOUT COVID.
WE HAVE SEEN DECREASING NUMBERS.
WE HAVE A MASK REQUIREMENT WITH OPTIONAL OPT OUT ABOUT TWO PERCENT OF OUR STUDENTS HAVE OPTED OUT FOR VARIOUS REASONS.
AND I WAS HOPING THAT RENEE NURSE KAY COULD JUST COME UP AND GIVE US A BRIEF REPORT AND LET ME KNOW WHAT WE'RE PREDICTING AND WHAT WE'RE SEEING OUT THERE.
GOOD EVENING, MR. SELDERS, BOARD OF TRUSTEES AND DR.
LOPEZ, I KIND OF WANT TO PUT EVERYTHING KIND OF IN PERSPECTIVE WHEN WE LOOK AT LAST YEAR COMPARED TO THIS YEAR.
WHEN YOU LOOK AT LAST YEAR, THE WORLD WAS SHUT DOWN, SO WHEN WE STAAR TED SCHOOL.
PEOPLE NEED TO REMEMBER THAT WE ONLY HAD 50 PERCENT OF OUR STUDENTS ON OUR CAMPUSES.
THEY WERE SCARED. THEY WERE WEARING THEIR MASKS.
WE WERE SEEING CASES THAT WERE HIGHER IN ADULTS THAN IN KIDS.
KIDS TYPICALLY EVEN STILL DO VERY WELL IF DIAGNOSED WITH COVID.
SO WHEN I TRY TO COMPARE LAST YEAR DATA WITH THIS YEAR'S DATA, THERE IS NO COMPARISON BECAUSE IT'S NOT APPLES TO APPLES, IT'S LIKE APPLES TO WATERMELONS.
I MEAN, IT'S JUST TOTALLY DIFFERENT WHERE WE'RE AT.
RIGHT NOW EVERYTHING'S OPEN TO MAXIMUM CAPACITY.
PEOPLE ARE TRAVELING ALL OVER THE WORLD NOW.
SOME RESTRICTIONS ARE BEING PUT BACK IN, BUT AT THE SAME TIME, OVER THE SUMMER MONTHS, PEOPLE WERE JUST GOING EVERYWHERE.
A NUMBER OF STUDENTS IN OUR ELEMENTARY CAMPUSES OBVIOUSLY HAS GROWN WITH ALL THE STUDENTS BACK, AND THEN WE'RE SEEING A LOT MORE KIDS DIAGNOSED WITH COVID.
DOESN'T NECESSARILY MEAN THAT THEIR SYMPTOMS ARE WORSE.
IT JUST MEANS THAT THE COVID VIRUS RIGHT NOW, THE MUTATION IS MORE CONTAGIOUS.
SO YOU'RE GOING TO HAVE MORE KIDS THAT WILL TEST POSITIVE.
WE DO. WE ARE SEEING LOWER ADULT CASES, PROBABLY DUE TO VACCINATION EFFORTS AND HOPEFULLY BY THE END OF, I WOULD SAY, SEPTEMBER, MAYBE THE BEGINNING OF OCTOBER, WE'LL STAAR T TO SEE VACCINES HOPEFULLY APPROVED FOR STUDENTS SIX AND ABOVE.
WE KIND OF CAN COMPARE IT TO LIKE WE WERE IN JANUARY, AFTER WE HAD ALL THE HOLIDAYS, WE WERE SEEING CASES OVER TWO HUNDRED A DAY.
SO WE CAN KIND OF COMPARE IT A LITTLE BIT TO THAT BECAUSE THAT WAS WHAT OUR PEAK LOOKED LIKE WHEN WE LOOK AT OUR PROTOCOLS.
A LOT OF PEOPLE STILL CALL AND SAY, WHAT ARE YOU DOING? WHAT ARE YOU DOING? YOU'RE NOT DOING ENOUGH.
I JUST WANT TO COMPARE THEN AND TO NOW.
THEN WE WERE MISSING DAILY BUSSES AND EVERYTHING CONTACT TRACING.
WE WERE CLEANING OUR CAMPUSES WITH EXTRA CUSTODIAL ASSISTANCE.
WE WERE MASKING, WE WERE HANDWASHING, WE WERE TRAINING STUDENTS AND STAFF ON MITIGATION EFFORTS, HANDWASHING, COVERING COUGHS AND SNEEZES.
IMPORTANCE OF DISTANCING AS MUCH AS YOU POSSIBLY CAN.
AND SOME OTHER RISK FACTORS THAT THEY CAN AVOID.
PLEXIGLASS IN THE CLASSROOM AND CAFETERIA.
AND THEN WE WERE DOING DAILY CAMPUS NOTIFICATIONS TO STAFF AND FAMILIES IF THERE WAS A CASE OF COVID ON THEIR CAMPUS.
IF YOU LOOK NOW, WE'RE DOING ALL OF THOSE SAME THINGS.
WE HAVE THE PLEXIGLASS THAT IS BACK UP.
IF IT'S NOT BACK UP, IT'S GOING TO BE BACK UP.
WE ARE NOW DOING CLASSROOM SPECIFIC NOTIFICATIONS.
WHAT'S THAT MEAN IS DEPARTMENT OF STATE HEALTH SERVICES HAS ALLOWED US BECAUSE OF THE GROWING PANDEMIC NUMBERS OF COVID TO EVEN TARGET CLASSROOMS WHERE KIDS OR STAFF ARE POSITIVE WITH COVID.
WE GOT THANK YOU TO TECHNOLOGY.
THEY ASSISTED US IN GETTING THAT TO BE AN AUTOMATED SYSTEM.
SO I DON'T HAVE TO LOOK AND SEE A KID'S POSITIVE AND I HAVE TO LOOK OK.
THEY HAVE EIGHT TEACHERS THAT OR EIGHT CLASSES.
THEN IF THEY'RE PULLED FOR AN OUT CLASS, THEY'RE ALSO NOTIFIED.
AND I THINK THAT'S GOING TO HELP PEOPLE PAY ATTENTION TO THOSE LETTERS.
TRUST ME ON THE NUMBER OF PHONE CALLS WE GET ABOUT THEM.
SO I THINK IT'S A BETTER WAY TO NOTIFY OUR PARENTS.
AND I THINK MOST OF THEM, THEY'RE SCARED, BUT IT'S BETTER BECAUSE NOW THEY'RE PAYING ATTENTION TO WHAT'S HAPPENING IN THEIR IN THEIR CAMPUSES.
WE ALSO STAAR TED OUR RAPID TESTING.
WE RAMPED THAT UP. WE'RE DOING IT ON OUR CAMPUSES AND THEN AT THE PROFESSIONAL
[00:05:02]
DEVELOPMENT CENTER.I JUST ATTENDED A MEETING ONLINE TODAY WITH DEPARTMENT OF STATE HEALTH SERVICES AND TEA A ND GARLAND ISD HAS BEEN GIVEN A $5.5 MILLION GRANT FOR COVID TESTING.
WE'RE LOOKING AT ADDING PCR TESTING AND ALSO ON CAMPUS TESTING WITH THOSE ADDITIONAL FUNDS WE'LL BE ABLE TO ACCOMPLISH THAT.
THE REASON WHY YOU WANT PCR TESTING NUMBER ONE, IT CAN LESSEN THE AMOUNT STUDENTS HAVE TO QUARANTINE, THE AMOUNT OF TIME IT CAN BRING THAT DOWN TO SEVEN DAYS FROM 10 DAYS, BUT IT'S DIFFICULT TO GET PCR TESTED RIGHT NOW.
IT'S NOT THAT THE LABS ARE BUSY, IT'S THE PLACES THAT DO THE TEST ARE TOO BUSY.
AND SO I THINK THAT WILL BE ANOTHER TOOL IN OUR TOOLBOX THAT REALLY, REALLY IS GOING TO HELP US. ALSO, IF YOU HAVE A FIFTH GRADE, I'M JUST USING FIFTH GRADE AS AN EXAMPLE, FIFTH GRADE OUTBREAK, WE CAN GO AND TEST EVERYBODY ON THAT CAMPUS IN FIFTH GRADE, AND WE CAN USE ON SITE TESTERS TO DO THAT SO THAT GIVES US A LOT MORE ABILITY TO GET COVID OUT OF OUR CAMPUSES.
WE ALSO STAAR TED OUR WHAT WE CALL A PERCENTAGE CHART SYSTEM.
AND WHAT THAT DOES, IT'S KIND OF LIKE, I LIKE IT LIKE A WHOA AND SLOW SYSTEM.
WHEN YOU GET ON TO YELLOW, IT MEANS THAT THERE'S A LOT OF ACTIVITY ON YOUR CAMPUS.
IT DOESN'T MEAN THAT THE CAMPUS CAUSED THAT TO HAPPEN.
THESE CASES, A LOT OF TIMES STILL COME FROM OUTSIDE OF CAMPUSES, BUT IT'S A THING GOING ON IN THE COMMUNITY.
SO IT'S A TIME FOR PARENTS, STAFF, ADMINISTRATORS TO TAKE A PAUSE AND SAY, OK, LET'S SLOW THINGS DOWN A LITTLE BIT AND SEE WHAT WE NEED TO DO.
SO FAR, IT'S VERY EARLY TO TELL BECAUSE WE JUST IMPLEMENTED THIS.
SOME OF THE PULLING BACK ON THE YELLOW CAMPUSES, THEY HAVE NOT PROCEEDED TO THE RED, SO I'M HOPEFUL. AND TOMORROW I'M HOPING THAT ALL OF THE YELLOW CAMPUS WILL BE OFF OF THE YELLOW AND BACK ONTO THE GREEN LEVEL.
AND WITH EACH LEVEL, YOU HAVE INCREASED THE AMOUNT OF PEOPLE THAT CAN COME TO YOUR CAMPUS AND THERE'S LITTLE THINGS THAT YOU JUST HAVE TO TWEAK TO TRY TO GET THOSE NUMBERS DOWN.
WHAT WE KNOW DID NOT WORK WHEN WE STAAR TED THIS YEAR.
EVERYTHING WE LEARNED LAST YEAR JUST THROW IT OUT THE WINDOW BECAUSE IT DIDN'T ACT THAT WAY. SO LAST YEAR, WE STAAR TED RAPID TESTING AT THE LAST SIX WEEKS OF SCHOOL BECAUSE WE WERE TIRED OF SENDING OUR STUDENTS HOME THAT WERE CLOSE CONTACTS AND THEY WERE NOT TURNING POSITIVE. WE HAD A ZERO PERCENT POSITIVITY RATE AT THE END OF LAST YEAR FROM OUR RAPID TESTS THIS YEAR.
WHEN WE STAAR TED, WE STAAR TED TO SEE AND CLIMBED UP TO VERY QUICKLY ABOUT FOUR PERCENT.
AND THAT'S WHEN WE NIPPED IT IN THE BUD.
WE REALIZED WE CAN'T BECAUSE WHAT HAPPENS IS IF WE ALLOW THOSE KIDS TO STAY ON CAMPUSES, THEN THAT PERSON NOW HAS ADDITIONAL CLOSE CONTACTS AND THE ODDS OF THAT NEW CLOSE CONTACT TURNING POSITIVE IS TOO HIGH.
SO THE PERCENTAGE OF CLOSE CONTACTS TURNING POSITIVE WAS TOO HIGH.
SO WE HAD TO NIP THAT IN THE BUD.
I DON'T WANT TO QUARANTINE KIDS.
I WANT TO NIP THAT IN THE BUD AND HAVE ALL OUR KIDS COME, BUT THERE'S JUST NO WAY TO DO THAT. RIGHT NOW WE HAVE DATA THAT SHOWS IT'S JUST TOO EASILY SPREAD.
IT'S NOT WORTH THE RISK BECAUSE THEN YOU HAVE MORE KIDS OUT IN THE LONG RUN THAN YOU WOULD IF YOU JUST QUARANTINE THOSE FEW.
WHAT WE KNOW IS WORKING WELL, CONTACT TRACING AND PUTTING CLOSE CONTACTS ON QUARANTINE SINCE WE STAAR TED PUTTING MORE OF THE CLOSE CONTACTS ON QUARANTINE.
WE'VE SEEN A DECREASE IN CASES ON OUR CAMPUSES.
WE OFFER, YOU KNOW, RAPID TESTING SOME OF THOSE SYMPTOMATIC KIDS.
SO THAT WAY, IF THEY'RE NEGATIVE, THEY CAN JUST BE FOLLOW THE OTHER COMMUNICABLE DISEASE RESTRICTIONS, YOU KNOW, TWENTY FOUR HOURS WITHOUT FEVER, IT DOESN'T HAVE TO BE 10 DAYS.
AND HOPEFULLY WITH OUR MONITORING, WE'LL BE ABLE TO GET THOSE NUMBERS BACK DOWN EVEN MORE.
SO WE'RE HEADING IN THE RIGHT DIRECTION.
KNOCK ON WOOD. DOES ANYBODY HAVE ANY QUESTIONS? THANK YOU, NURSE KAY. ANY QUESTIONS FOR NURSE KAY REGARDING OUR COIVD UPDATE? OK, THANK YOU. JUST SO YOU GUYS KNOW WE'RE GOING TO HAVE THIS EVERY DA COMMITTEE MEETING, JUST GET AN UPDATE ON AN ONGOING BASIS ON WHERE WE ARE AND WHAT WE'RE DOING TO MAKE SURE THAT OUR NUMBERS ARE DECREASING.
SO GOING TO MOVE TO OUR INFORMATION ITEMS ITEM 4A ACCOUNTABILITY 2021 REPORT.
[IV. Information Items ]
MS. JOYNER. GOOD EVENING, EVERYONE. AND DON'T WORRY, I HAVE BEEN COVID TESTED THIS ALL OF THIS IS LIKELY JUST[00:10:04]
SINUSES. I DID SEE MY PCP BEFORE COMING TODAY, SO NO WORRIES THERE.SO MR. SELDERS, TRUSTEE AND DR.
LOPEZ, THIS PRESENTATION WILL GIVE AN OVERVIEW OF THE TEXAS STATE ACCOUNTABILITY SYSTEM.
I WILL REVIEW THE DATA MADE AVAILABLE TO US BY THE STATE, AS WELL AS SHOW OUR PREDICTIONS FOR ACCOUNTABILITY 2021.
JUST AS WITH ACCOUNTABILITY 2020, ALL DISTRICTS AND CAMPUSES RECEIVED A RATING OF NOT RATED DECLARED STATE OF DISASTER.
THE DIFFERENCE BETWEEN ACCOUNTABILITY 2020 AND ACCOUNTABILITY 2021 IS THAT STUDENTS DID TEST DURING SPRING 2021.
SO WE DO HAVE THAT DATA FOR YOU TO REVIEW TONIGHT.
TRUSTEES BOARD PACKETS THIS EVENING INCLUDES A DRAFT OF TONIGHT'S PRESENTATION, A ONE PAGE SUMMARY DOCUMENT OF THE ACCOUNTABILITY SYSTEM AS PROVIDED BY TEA AND AN ACCOUNTABILITY RECAP OF 2018, 2019, 2020 AND 2021.
AND FINALLY, THE DATA TABLES RELEASED BY TEA.
SO LET'S BEGIN WITH HOW THE ACCOUNTABILITY SYSTEM WORKS, BECAUSE IT'S BEEN A WHILE SINCE WE'VE TAKEN A LOOK AT IT.
SO TO ACCOMPLISH THE STATE GOALS AND ALIGN TO FEDERAL ACCOUNTABILITY REQUIREMENTS, THE ACCOUNTABILITY SYSTEM IS BUILT AROUND THREE DOMAINS STUDENT ACHIEVEMENT, SCHOOL PROGRESS AND CLOSING THE GAPS.
STUDENT ACHIEVEMENT EVALUATES PERFORMANCE ACROSS ALL SUBJECTS FOR ALL STUDENTS ON BOTH STAAR, STAAR ALT, CCMR INDICATORS AND GRADUATION RATES.
DISTRICT AND CAMPUS OUTCOMES IN TWO AREAS.
THE NUMBER OF STUDENTS THAT GREW AT LEAST ONE YEAR ACADEMICALLY OR ARE ON TRACK AS MEASURED BY STAAR RESULTS.
AND B THE ACHIEVEMENT OF ALL STUDENTS RELATIVE TO DISTRICT OR CAMPUSES WITH SIMILARLY ECONOMICALLY DISADVANTAGED PERCENTAGES.
ACADEMIC GROWTH IS HOW MUCH DID THE STUDENT GROW FROM ONE YEAR TO THE NEXT AND PART B RELATIVE PERFORMANCE.
HOW DID GARLAND ISD OR ITS CAMPUSES PERFORM RELATIVE TO SIMILAR DISTRICTS OR CAMPUSES WITH SIMILAR PERCENT OF ECONOMICALLY DISADVANTAGED STUDENTS? DISTRICTS AND CAMPUSES RECEIVE SCORES AND RATINGS IN PART A AND PART B, AND WHICHEVER IS HIGHER IS TRANSLATED TO THE SCORE AND THE RATING.
THE THIRD DOMAIN CLOSING THE GAPS USES DISAGGREGATED DATA TO DEMONSTRATE DIFFERENTIALS AMONG 14 DIFFERENT STUDENT GROUPS, INCLUDING RACIAL AND ETHNIC GROUPS, SOCIOECONOMIC BACKGROUNDS AND OTHER FACTORS.
THE STRUCTURE OF THIS DOMAIN AND THE INCLUDED INDICATORS ALIGNED TO STATE ACCOUNTABILITY, AS WELL AS FEDERAL ACCOUNTABILITY REQUIREMENTS OF THE EVERY STUDENT SUCCEEDS ACT STATE LAW, REQUIRES THAT THE THREE DOMAINS ARE LEVERAGED TOGETHER IN ORDER TO CREATE AN OVERALL RATING. THE OVERALL RATING IS A COMBINATION OF THE BEST SCORE OF STUDENT ACHIEVEMENT PART A ACADEMIC GROWTH OR RELATIVE PERFORMANCE, PLUS THE CLOSING THE GAPS DOMAIN.
AS YOU CAN SEE, THE BEST SCORE OF THOSE FIRST TWO DOMAINS EQUALS 70 PERCENT OF THE OVERALL RATING AND CLOSING THE GAPS NO MATTER WHAT EQUALS 30 PERCENT OF THE OVERALL RATING. SO WHAT ABOUT THE CHANGES FOR 2021 ACCOUNTABILITY? I'D LIKE FOR US TO WALK THROUGH THE TEA ACCOUNTABILITY FRAMEWORK THAT WAS IN YOUR PACKAGE, SO IT LOOKS SIMILAR TO THIS HERE AND I WON'T PROJECT IT ON THE SCREEN SIMPLY BECAUSE IT IS A PUBLICLY AVAILABLE DOCUMENT, BUT IT'S IN YOUR PACKET, IT SAYS.
2021 ACADEMIC ACCOUNTABILITY SYSTEM.
SO THIS OVERVIEW WAS PROVIDED BY.
IT OUTLINES WHAT IS AND WHAT IS NOT INCLUDED IN THE DATA TABLES THAT WE WILL REVIEW IN THE NEXT SLIDE. SO IN DOMAIN ONE STUDENT ACHIEVEMENT, YOU WILL NOTICE THAT THERE ARE VARIOUS METRICS THAT IS STAAR, CCMR AND GRADUATION RATES, AND THOSE ARE ALL INTACT FOR 2021. THE CCMR INDICATORS EXCLUDE ENLISTMENT IN U.S.
ARMED FORCES, AS WELL AS THE COMPLETION OF CAREER AND TECHNOLOGY OR THE CTE COHERENT SEQUENCE. THOSE WERE EXCLUDED FROM 2021 ACCOUNTABILITY.
THE GRADUATION RATE FOR DOMAIN ONE IS BASED ON THE BEST RATE OF A FOUR YEAR, A FIVE YEAR OR A SIX YEAR GRADUATION RATE.
SO NOW THE MIDDLE COLUMN ON YOUR OVERVIEW DOCUMENT SCHOOL PROGRESS, AS DESCRIBED IN THE PREVIOUS SLIDE, HAS TWO PARTS FOR ACCOUNTABILITY 2021 DISTRICTS AND CAMPUSES WILL NOT HAVE AN ACADEMIC GROWTH CALCULATION.
THIS IS DUE TO MISSING DATA FROM SPRING 2020 TESTING.
[00:15:04]
AND LASTLY, THE THIRD COLUMN CLOSING THE GAPS BECAUSE WE DO NOT HAVE ACADEMIC GROWTH CALCULATOR FOR DOMAIN TWO ELEMENTARY AND MIDDLE SCHOOLS ARE ALSO MISSING THIS COMPONENT FROM DOMAIN THREE, MAKING IT DIFFICULT TO ACCURATELY PREDICT WHAT ACCOUNTABILITY RATINGS WOULD BE FOR ELEMENTARY AND MIDDLE SCHOOL.HOWEVER, FOR HIGH SCHOOLS AND THE DISTRICT, THE ACADEMIC GROWTH STATUS IN DOMAIN THREE IS REPLACED BY THE FEDERAL GRADUATION STATUS, MAKING PREDICTIONS EASIER TO CALCULATE.
I WILL DISCUSS MORE ABOUT PREDICTIONS AT THE END OF THIS PRESENTATION.
LASTLY, TEA DID NOT WAIVE THE NINETY FIVE PERCENT PARTICIPATION REQUIREMENT.
IN GISD OUR RATE DURING THE PANDEMIC WAS PHENOMENAL.
WE HAD NINETY THREE PERCENT OF STUDENTS PARTICIPATE.
ALMOST ALL STUDENTS TAKING A SPANISH VERSION OF STAAR PARTICIPATED, AND WE HAD SEVERAL ELEMENTARY SCHOOLS WITH ONE HUNDRED PERCENT PARTICIPATION.
THOSE INCLUDE PARK CREST, SOUTHGATE, WEAVER, HEATHER GLEN, VIAL AND KEELEY.
CAMPUSES WITH NINETY NINE PERCENT PARTICIPATION RATE INCLUDE SAM HOUSTON MIDDLE SCHOOL, CALDWELL, MONTCLAIR, DAVIS, ROACH, SHUGART AND GLEN COUCH.
AND WHILE I WON'T LIST THE ADDITIONAL TWENTY SIX SCHOOLS THAT HAD NINETY FIVE TO NINETY EIGHT PARTICIPATION RATE, I WANT TO POINT OUT THAT WE HAD 40 PERCENT OF OUR CAMPUSES MEET THE MINIMUM REQUIREMENT OF NINETY FIVE PERCENT PARTICIPATION ACROSS ALL TESTED AREAS.
THIS IS A TREMENDOUS FEAT FOR THESE CAMPUSES, AND IT GOES TO SHOW HOW MUCH THESE COMMUNITIES VALUE ASSESSMENTS, SUCH AS STAAR.
PART OF ME NOW AS WE GO INTO THIS NEXT SLIDE AND I DIRECT YOUR ATTENTION TO THE SCREEN, YOU'LL SEE THE DIFFERENCES BETWEEN THE 2019 AND 2021 ACCOUNTABILITY TABLES.
THE 2021 TABLES ONLY HAVE RAW COMPONENT SCORES FOR DOMAIN ONE AND TWO, AND A PERCENT OF INDICATORS MET FOR THOSE COMPONENTS RELATIVE TO ITS DISTRICT RATING.
WHILE WE SEE A PERCENTAGE RATE FOR STUDENT SUCCESS STATUS, PLEASE NOTE THAT DISTRICT RATINGS ARE ONLY CALCULATED ON THE FOLLOWING FOUR COMPONENTS ACADEMIC ACHIEVEMENT STATUS, FEDERAL GRADUATION STATUS, ENGLISH LANGUAGE PROFICIENCY AND SCHOOL QUALITY.
SO WHAT DO THESE NUMBERS MEAN AND HOW ARE THEY RELATIVE TO PREVIOUS YEAR RATES IN YOUR PACKET? YOU'LL FIND AN ACCOUNTABILITY SUMMARY THAT SHOWS A LONGITUDINAL, RAW COMPONENT SCORE SINCE THIS ACCOUNTABILITY FRAMEWORK WAS ADOPTED BY THE STATE.
TO LOOK SIMILAR TO THIS ONE HERE.
THIS IS ACCOUNTABILITY SUMMARY 2018 TO 2021.
AS A REMINDER, CCMR RATES LAG BY ONE YEAR.
SO FOR ACCOUNTABILITY, 2021, THE RATES ARE FOR THE CLASS OF 2020.
NOTICE THAT I'VE SEPARATED OUT THE CCMR RULES FOR 2018 TO 2020 AS COMPARED TO THE 2021 RULES. AGAIN, THE EXCLUSIONS OF CTE COHERENT SEQUENCE, AS WELL AS THE U.S.
THAT BEING SAID, NOTICE THAT THE CCMR RATE FOR THE CLASS OF 2020 OUTPERFORMED PREVIOUS GRADUATION COHORTS EVEN DURING A PANDEMIC.
THE REST OF THE DATA TABLES ARE AVAILABLE IN YOUR BOARD PACKET, AND THOSE ARE THE ONES PROVIDED TO YOU BY THE STATE AS YOU REVIEW THESE TABLES.
YOU MAY BEGIN TO WONDER HOW RELIABLE IS THIS STAAR DATA? MY HONEST ANSWER IS IT DEPENDS.
AGAIN IN SPEAKING WITH PRINCIPALS, ESPECIALLY OUR MIDDLE SCHOOL PRINCIPALS, WHERE WE SAW THE GREATEST DIPS.
WHAT I'VE GATHERED IS THAT MANY OF OUR CAMPUSES THAT HAD HIGH PARTICIPATION RATES, WE HAD STUDENTS THAT DID NOT TAKE THE TEST SERIOUSLY.
AND THEN WE HAVE CAMPUSES THAT HAD LOWER THAN AVERAGE PARTICIPATION RATES AND THEIR VIRTUAL STUDENTS THAT DID NOT COME IN TO TEST WERE SOME OF THEIR MOST HIGH ACHIEVING STUDENTS. SO AGAIN, THOSE ARE ALL DIFFERENT FACTORS THAT AS WE LOOK CASE BY CASE AT SCHOOLS, WE JUST HAVE TO TAKE INTO CONSIDERATION.
HOWEVER, AT THE DISTRICT LEVEL, I DO BELIEVE THAT THESE THAT THE DATA AND THESE TABLES ARE USEFUL FOR HELPING US DETERMINE WHERE WE GROW FROM HERE.
WE KNOW THAT THE ACADEMIC ACCELERATION PLAN IS WELL UNDERWAY, AND OUR EXECUTIVE DIRECTORS OF LEADERSHIP ARE WORKING IN TANDEM WITH THE DEPARTMENT OF TEACHING AND LEARNING TO CLOSE AS MANY ACADEMIC GAPS AS POSSIBLE.
I'VE MET INDIVIDUALLY WITH ALMOST ALL OF OUR MIDDLE SCHOOL PRINCIPALS AND THEY HAVE THEIR
[00:20:05]
TARGET SET AND ARE WORKING DILIGENTLY.SO WHAT ARE THE PREDICTIONS ON THE SCREEN, YOU'LL SEE THAT THE PREDICTED SCALE SCORES, THAT THE PREDICTIVE SCALE SCORES AND LETTER RATINGS HAVE BEEN POSTED.
AGAIN, THESE ARE SOLELY PREDICTIONS.
THESE PREDICTIONS ARE BASED ON WHAT WE KNOW FROM 2019 ACCOUNTABILITY.
THE ACCOUNTABILITY MANUAL THAT WE RECEIVE EVERY YEAR, HAS SEVERAL TABLES THAT OUTLINE IF OUR RAW SCORE IS X, THEN OUR SCALE SCORE WILL BE Y AND OUR LETTER RATING WILL BE Z.
AS A DISTRICT, GISD EARNED A SCALE SCORE, A PREDICTED SCALE SCORE OF EIGHTY ONE IN STUDENT ACHIEVEMENT, WHICH EQUATES TO A RATING OF A B.
WE DO NOT HAVE AN OVERALL SCALE SCORE FOR SCHOOL PROGRESS BECAUSE AGAIN, WE DO NOT HAVE THAT ACADEMIC GROWTH DATA IN ORDER TO GET THAT CALCULATION, THE SCORE RATING FOR PART B RELATIVE PERFORMANCE IS AN EIGHTY NINE.
IF YOU'LL REMEMBER IN 2019, GISD SCORED A NINETY IN THIS CATEGORY.
SO 2019 PRE-PANDEMIC WE HAD A NINETY, BUT THE STATE KEPT US AT AN EIGHTY NINE BECAUSE WE HAD A D CAMPUS.
THIS YEAR WE EARNED AN OUTRIGHT EIGHTY NINE, SO ONLY A ONE POINT DIFFERENCE, SCALE SCORE DIFFERENCE BETWEEN 2019 PRE-PANDEMIC TO 2021 POST PANDEMIC OR MID-PANDEMIC.
GISD EARNED A SCALE SCORE OF SEVENTY EIGHT OR A C IN THE CLOSING THE GAP 'S DOMAIN. MR. GLICK. JUST A QUICK QUESTION OH YES, SIR, I'LL GIVE ME A CHANCE TO CATCH MY BREATH. OK, I'M JUST I'M A LITTLE CONFUSED, OK, ON THAT CHART RIGHT THERE.
THAT'S A PREDICTION FOR WHAT WE'RE GOING TO GET IN 2022 NO, SIR.
THIS IS A PREDICTION OF WHAT WE WOULD HAVE GOTTEN.
FOR ACCOUNTABILITY FOR 2021 IF EVERYTHING WOULD HAVE STAYED THE SAME FOR ACCOUNTABILITY 2021. BASED ON THE STAAR SCORES TAKEN IN THE SPRING.
SO REMEMBER THAT FOR DISTRICT WE HAVE STAAR, WE HAVE CCMR, WE HAVE GRADUATION RATES.
SO FOR THE DISTRICT RATE, ALL OF THOSE THINGS FACTOR IN TO THE OVERALL RATING.
SO YOU'RE SAYING IF RATINGS OCCURRED, OK, SO THAT'S WHY I GUESS I WAS CONFUSED.
SO WHEN YOU WERE GIVING THE CHART ABOUT WHAT WAS EXISTING AND NOT EXISTING IN THIS YEAR. YES.
THAT WAS FOR ACTUALLY THE LAST YEAR.
B1. SO WE DID NOT HAVE ACADEMIC GROWTH BECAUSE STUDENTS DID NOT TEST SPRING 2020.
SO B1 WAS NOT CALCULATED FOR THE YEAR LAST YEAR.
CORRECT. AND THAT'S ALL YOU'RE TELLING US.
CORRECT. EVERYTHING IS GOING TO BE CALCULATED FOR THIS YEAR.
AS OF NOW, THE STATE HAS NOT DETERMINED THAT THERE WILL BE ANY CHANGES TO ACCOUNTABILITY.
2022, WHICH WILL BE THE ASSESSMENTS THAT WE GAVE THIS PAST SUMMER, THE ASSESSMENTS THAT WE'LL GIVE IN DECEMBER AND THEN THE BIG STAAR THAT WILL HAPPEN IN THE SPRING.
OK, SO YOU'RE SAYING THAT IF THEY HAD TESTED, THEY DECIDED TO GIVE RATINGS, WE WOULD HAVE DROPPED TWO POINTS.
THAT IS CORRECT. EIGHTY EIGHT TO EIGHTY SIX, THAT IS CORRECT.
AND AGAIN, SO AND IT'LL PROBABLY THIS NEXT PART WILL PROBABLY HELP CLARIFY THAT.
SO BECAUSE DISTRICT SCORES CAN BE CALCULATED IN A VARIETY OF WAYS.
YOU ALL MAY WONDER, AS MR. GLICK HAS POINTED OUT, HOW CAN OUR ACADEMIC SHOW SUCH A GREAT DECLINE? YET OUR OVERALL RATING ONLY SAW A TWO POINT SCALE SCORE DECLINE.
THIS IS BECAUSE GRADUATION RATES AND CCMR WEIGH HEAVILY IN DISTRICT AND HIGH SCHOOL CALCULATIONS. OK.
THE ULTIMATE GOAL OF ALL DISTRICTS SHOULD BE TO GRADUATE STUDENTS PREPARED AND READY FOR POST-SECONDARY SUCCESS.
THE COVID PANDEMIC HAS NOT YET AFFECTED THESE OUTCOMES IN GARLAND ISD.
AS TIME GOES ON IF WE DON'T TAKE ACTION IN ELEMENTARY AND IN MIDDLE SCHOOL, THEN WE WILL START TO SEE GREATER DECLINES.
BUT AGAIN, WE ALREADY HAVE THIS GREAT ACADEMIC ACCELERATION PLAN IN PLACE, AND CAMPUSES
[00:25:05]
ARE AWARE OF WHERE THE ACADEMIC DEFICIENCIES ARE ON THEIR CAMPUS.BY THE WAY, I THINK THIS IS A GREAT EXERCISE THAT YOU WENT THROUGH BECAUSE THIS GIVES US SOME PERSPECTIVE AS WE GO INTO THIS YEAR, WHICH IS ACTUALLY A YEAR THAT WE WILL GET GRADED. SO THANK YOU VERY MUCH.
AND AGAIN, DO OUR ACADEMICS NOT MATTER? OF COURSE THEY DO.
IT'S THE HEART OF OUR WORK, RIGHT? BUT IN THE WAY THAT THE SYSTEM HAS BEEN CREATED BY TEA FOR DISTRICTS AND FOR HIGH SCHOOL, OUR CCMR AND OUR GRADUATION RATES, THEY ARE THROUGH THE ROOF.
MR. MERRILL, OUR EXECUTIVE DIRECTOR OF LEADERSHIP OVER HIGH SCHOOLS AND HIS WHOLE TEAM, HAVE DONE AN INCREDIBLE JOB, REALLY HIGHLIGHTING THE IMPORTANCE OF COLLEGE CAREER MILITARY READINESS BECAUSE MILITARY WILL LIKELY COME BACK IN.
SO WE HAVEN'T TAKEN THE M OUT ALTOGETHER FROM OUR VERNACULAR, BUT THEY ARE ALL WORKING TIRELESSLY TO HELP STUDENTS WITH THIS UNFINISHED LEARNING OR THE COVID CLIFF OR WHATEVER RESEARCHERS WILL CALL THIS IN 10 YEARS.
ALL OF OUR SCHOOLS ARE WORKING TIRELESSLY, SO I HOPE THAT HELPED EXPLAIN THAT.
NOW A SLIDE THAT IS NOT IN YOUR PRESENTATION IS THIS HERE.
HOW DO WE KNOW THAT THESE PREDICTIONS ARE ACCURATE, RIGHT? LIKE, DID VERONICA JUST PULL THESE OUT OF THIN AIR? NO, WE HAVE AGAIN THE 2019 ACCOUNTABILITY MANUAL, WHICH IS THE LAST YEAR THAT WE RECEIVED ACCOUNTABILITY. WE HAVE THOSE TABLES, BUT ALSO TEA STILL HAS AVAILABLE THIS A THROUGH F PREDICTABILITY TOOL.
AND WHEN I TYPE IN OUR FIGURES, THEN AGAIN, THIS IS A TEA SCREENSHOT OF THE REPORT THAT THEY HAVE PREPARED.
THIS IS WHAT OUR SCORE WOULD HAVE BEEN.
AGAIN, I WOULD NOT RECOMMEND THAT WE DO THIS WITH ELEMENTARY SCHOOLS BECAUSE WE DON'T HAVE THAT ACADEMIC GROWTH.
BUT FOR THE DISTRICT IT IS, IT IS STILL A VIABLE TOOL.
SO AGAIN, TEA AND EARLY FORWARD PARTNERS, THEY DO NOT RECOMMEND THAT WE ATTEMPT TO PREDICT SCALE SCORES OR LETTER RATINGS FOR DISTRICTS AND CAMPUSES.
HOWEVER, FOR THE DISTRICT IN HIGH SCHOOL, IT IS EASIER TO DO THAN FOR MIDDLE SCHOOL AND ELEMENTARY SCHOOLS, SINCE THE ACADEMIC GROWTH MEASURE WEIGHS SO HEAVILY FOR THOSE CAMPUSES.
AS REQUESTED BY MR. SELDERS THERE ARE SLIDES IN YOUR PACKET THAT SHOW HOW STUDENT PERFORMANCE ON STAAR, CCMR AND GRADUATION ALIGN TO THE BOARD GOALS.
HOWEVER, BECAUSE THE BOARD GOALS YOU ALL CREATED ARE SUBJECT AND GRADE LEVEL SPECIFIC, THERE AREN'T ANY DIRECT TIES OF THESE DATA TABLES TO THE BOARD GOALS, SO THEY'RE ONLY IN YOUR PACKET FOR REFERENCE, WE WON'T ACTUALLY DOVE INTO THEM IN THE PRESENTATION.
OK, SO ANY QUESTIONS ABOUT THE INFORMATION THAT WAS PRESENTED OR THE DATA TABLES FROM THE STATE? THANK YOU, MS. JOYNER, MR. MILLER.
I'M GOING TO SEE IF I CAN FIGURE OUT HOW TO ASK MY QUESTION.
WITH RESPECT TO THE OVERALL GRADE BACK ON THE CHART WITH THE A'S AND B'S AND THE FORMULA YOU REFERENCED WHERE CCMR AND GRADUATION RATES AND ALL THAT ARE WEIGHTED HEAVILY.
HOW SENSITIVE IS IT? IN OTHER WORDS, IF OUR CCMR AND GRADUATION RATES SLIP JUST MINUTELY, HOW GREATLY DOES IT IMPACT THAT FINAL SCORE OR DOES IT TAKE A LARGE MOVE IN THOSE TWO ITEMS? SO WHAT SHOULD WE EXPECT? TO ME, THE WAY THE FORMULA IS WEIGHTED, IT DETERMINES HOW THAT'S GOING TO IMPACT.
IN OTHER WORDS, IF WHAT YOU'RE SAYING IS THOSE TWO ITEMS BEING STRONG OR ABLE TO OFFSET THE ACADEMICS.
BUT COULD IT EVER BE THE OTHER WAY AROUND BECAUSE YOUR ACADEMICS EVER OFFSET THE FACT THAT YOU MIGHT NOT HAVE HAD THE STELLAR GRADUATION CCMR RATES.
JUST TRYING TO UNDERSTAND HOW IT'S WEIGHTED.
YES. SO ON THIS TABLE, AND I KNOW IT'S VERY SMALL, BUT I CAN SEND IT IN THE BOARD INSIGHT . SO YOU'LL ACTUALLY NOTICE THAT OUR CCMR RATE AND OUR GRADUATION RATE FOR 2019 WAS ACTUALLY LOWER IN 2019 THEN IN 2021.
SO IT WOULD TAKE SOME DRASTIC CHANGES IN THOSE AREAS AND OUR STAAR PERFORMANCE WAS OBVIOUSLY HIGHER.
SO YES, OUR STAAR PERFORMANCE IS 40 PERCENT OF OUR OVERALL SCORE FOR DOMAIN ONE.
OUR CCMR IS 40 PERCENT OF OUR DOMAIN ONE AND THEN GRADUATION RATES ARE 20 PERCENT.
BUT WHAT WE TOOK WAS OUR DOMAIN 2B AS MR. GLICK REFERS TO IT, BECAUSE WE TAKE THAT INFORMATION, WE PLUG IT INTO DOMAIN 2B, WHICH IS
[00:30:04]
RELATIVE PERFORMANCE.AND WHAT HELPS US IS OUR ECONOMICALLY DISADVANTAGED RATE.
SO THE MORE STUDENTS WE HAVE THAT ARE EDUCATIONALLY DISADVANTAGED, WHICH IS A MORE ACCURATE TERM, THE MORE STUDENTS WE HAVE IN THAT CATEGORY, THE LOWER THE BAR IS FOR DOMAIN, B FOR DOMAIN, ONE FOR THAT INFORMATION TO PLUG IN.
SO THE HIGHER OUR ECONOMICALLY DISADVANTAGED RATE, THE LOWER THE BAR IS FOR OUR ACADEMICS.
DOES THAT KIND OF HELP ANSWER THAT QUESTION.
TIME OUT. LET ME MAKE SURE I'M FOLLOWING YOU ALL THIS.
SURE. SO I THINK WHAT YOU'RE SAYING IS THAT ALMOST LIKE GRADING ON A SCALE, BUT THE SCALE IS THE PERCENT OF ECONOMICALLY OR EDUCATIONALLY DISADVANTAGED.
AND THE HIGHER THAT RATE YOU SAID, THE LOWER THE BAR OR HOWEVER YOU WANT TO SAY THE TARGET, THE TARGET CHANGES.
SO IF WE AND WE HAVE SEVENTY ONE PERCENT, IS THAT THE NUMBER I REMEMBER? SEVENTY ONE PERCENT. IT IS SEVENTY ONE PERCENT FOR LAST YEAR.
CAN I TELL THEM WHAT IT IS AS OF NOW.
YES, PLEASE, WE'RE MONITORING IT, BUT THIS YEAR, WE'RE AT SIXTY NINE, SIXTY EIGHT POINT.
WE'RE CURRENTLY AT SIXTY EIGHT POINT FOUR.
WE NEED THAT NUMBER TO KEEP BUMPING UP.
IF WE WERE TO BUMP UP TO SEVENTY FOUR PERCENT ECONOMICALLY DISADVANTAGED, THE TARGET WOULD ACTUALLY GET LOWER FOR US, WHICH IS WHICH IS A GOOD THING.
WE WANT ALL OF OUR FAMILIES AND FAMILIES IF YOU'RE LISTENING TO COMPLETE THAT ECONOMIC SURVEY THAT HAS GONE OUT AND CHECK YES ON THE BOX BECAUSE WE WANT TO ACCURATELY REFLECT THE DEMOGRAPHICS OF OUR DISTRICT, AND THIS IS ONE OF THOSE AREAS THAT THE RATE REALLY, REALLY MATTERS. SO DO YOU BELIEVE THAT SIXTY NINE PERCENT DOES NOT ACCURATELY REFLECT OUR DISTRICT? AS COMPARED TO LAST YEAR? IT'S PRETTY CLOSE.
BUT IF I HAD TO, IF I HAD TO GUESS RIGHT OR HYPOTHESIZE JUST EVEN ON MY OWN FAMILY EXPERIENCE WITH COVID, MY HUSBAND'S JOB WAS NOT AFFECTED LIKE MANY OTHER FAMILIES WERE AFFECTED, BUT HE DIDN'T QUALIFY FOR OVERTIME AT ALL DURING THE DURING THE PANDEMIC.
AND THAT'S A BIG CHUNK OF MONEY AND THAT'S JUST ONE FAMILY.
SO IF WE THINK ABOUT ALL OF THE FAMILIES THAT HAD TRUE IMPACT TO THEIR FINANCIALS DURING THE PANDEMIC, THEY HAVEN'T BEEN ABLE TO FULLY RECOVER.
SMALL BUSINESSES, YOU KNOW, WE SEE SIGNS ALL OVER THE PLACE FOR SMALL BUSINESSES, SO THOSE LITTLE THINGS ADD UP FOR FAMILIES.
SO I WOULD VENTURE TO GUESS THAT OUR RATE BASED ON THE IMPACT OF COVID IS ACTUALLY HIGHER. SO DO YOU THINK WE WILL NAVIGATE BACK TO THE PRE-COVID PERCENT IF COVID NORMALIZES? DO YOU THINK WE'LL GET BACK TO THAT? OR DO YOU THINK THAT'S MORE OF A PERMANENT CHANGE? FOR THE SAKE OF FAMILIES I WOULD HOPE THAT IT GOES BACK TO A MORE STABLE NUMBER, WHICH PRIOR TO LAST YEAR BEING THAT SEVENTY POINT ONE IT WAS IT WAS TEETERING A LITTLE CLOSER TO 69.
SO GIVEN ALL THAT, IF IT GOES BACK TO NORMAL AND THE BAR IS HIGHER, WHAT IMPACT IS THAT GOING TO HAVE ON OUR LETTER GRADES? YOU SEE, WHAT I'M GETTING AT. YES GREAT QUESTION.
YEAH. SO TO ME WE JUST GOT TO KEEP ANTICIPATING WHAT THIS FORMULA.
IN OTHER WORDS YOU GOT TO KNOW THE RULES TO THE GAME BEFORE YOU WIN, RIGHT? AND SO I WOULD THINK THAT THEN THE ACADEMIC RECOVERY PLAN THAT WE HAVE IN PLACE IS BEING ABLE TO ADDRESS ALL THE MOVING FACTORS, DR.
LOPEZ, THAT ARE ENCOMPASSED IN TRULY GIVING US A TRUE PICTURE OF HOW TO EVALUATE HOW WE'VE DONE IN THE DOMAINS.
WHENEVER THINGS ARE NORMALIZED, BECAUSE WHAT I SEE RIGHT NOW, I DON'T WANT TO SET US UP FOR A HUGE DISAPPOINTMENT IF THE ECONOMICALLY DISADVANTAGED NUMBER GOES DOWN AND WE'VE BEEN AIMING AT A LOWER BAR.
WELL, AND TO THROW A WRENCH IN THAT, MR. MILLER, IS THAT ACCOUNTABILITY? 2020 THREE CUT SCORES WILL CHANGE.
SO WE DON'T WE DON'T KNOW WHAT THOSE ARE CURRENTLY.
SO SO FOR CCMR AND FOR GRADUATION RATES, THAT CUT SCORE WON'T AFFECT US.
SO WHETHER WE'RE 50 PERCENT ECONOMICALLY DISADVANTAGED OR WE'RE SEVENTY FIVE PERCENT, WE'RE SAFE THERE. THAT'S THAT IS THE STRENGTH.
AND I SHARED THIS BEFORE AND I'LL SHARE IT AGAIN.
I WAS TALKING TO A SUPERINTENDENT IN ONE OF THE DFW SCHOOL DISTRICTS, AND HE WAS TALKING TO ME ABOUT HOW HIS CCMR RATE DROPPED TO FORTY THREE PERCENT, WHICH IS, I THINK, A C, RIGHT? AND AND HE ASKED HOW MUCH MINE DROPPED AND I SAID, WE DID DROP.
[00:35:01]
WELL, ANYTHING OVER SIXTY FIVE ISN'T A, 60, SORRY, ANYTHING OVER 60.SO WE'RE BLOWING IT OUT OF THE WATER, RIGHT? AND SO WE WERE TALKING ABOUT ALL THE THINGS WE'RE DOING HERE.
AND THEN DURING THE PANDEMIC, OUR GRADUATION RATES ARE HIGH ALMOST NINETY FIVE PERCENT.
AND YOU SAID, YOU KNOW HOW THE GAME IS PLAYED? WELL, WE'RE LUCKY THAT IT'S PLAYED THIS WAY BECAUSE THAT CCMR AND GRADUATION RATES AT 60 PERCENT OF THE GRADE. NOW WHAT THIS DOESN'T ACCOUNT FOR IS GROWTH.
WE KNOW OUR KIDS DIDN'T DO WELL.
SO HOPEFULLY OUR KIDS WILL OUTPERFORM THEMSELVES FROM LAST YEAR.
OK, IF THEY DON'T, WE HAVE A BIGGER PROBLEM THAN WE THOUGHT.
ALL RIGHT. JUST TO BE HONEST WITH YOU, I MEAN, THEN WE HAVE TO REALLY AMP IT UP.
SO WE'RE HOPING TO GET SOME AREAS IN GROWTH AS WELL.
SO THERE'S A LOT OF FACTORS HERE, NOT JUST THE ECONOMICALLY DISADVANTAGED RATE.
SO OUTPERFORM LAST YEAR WHEN IT DIDN'T REALLY COUNT VERSUS THIS YEAR WHERE IT'S GOING TO COUNT. OH YEAH, THE STAKES ARE HIGHER.
AND THEN AFTER, LET'S JUST SAY, WHETHER WE DO GOOD OR BAD DOESN'T MATTER.
THE STATE'S GOING TO REFORMULATE FOR THE FOLLOWING YEAR.
AND THEN IF I MAY ALSO ADD AGAIN, STUDENTS KNEW.
OUR KIDS THERE. THEY'RE NOT DUMB.
I MEAN, ON PAPER, THEY MAY NOT HAVE SCORED THAT WELL.
BUT THEY ARE SMART, RIGHT? WHEN THE COMMISSIONER OF EDUCATION COMES OUT AND SAYS VIRTUAL STUDENTS, YOU DON'T HAVE TO TEST BECAUSE YOU'RE OPTING FOR VIRTUAL LEARNING INSTEAD OF OPTING OUT FOR STAAR TESTING, THAT THAT WAS A BIG BLOW TO DISTRICTS ACROSS THE STATE, RIGHT? THERE WASN'T A LOT OF BITE TO IT.
BUT NOW WE HAVE THIS BEAUTIFUL THING CALLED HOUSE BILL 4545, WHICH IS REALLY WHERE IT IS CAUSING ANXIETY FOR CAMPUSES, BUT ALSO STRESS FOR FAMILIES BECAUSE WE TOLD THEM THERE WOULDN'T BE CONSEQUENCES FOR PERFORMANCE ON STAAR OR FOR NOT TAKING STAAR , BECAUSE THAT'S THE MESSAGE THAT WE WERE RECEIVING.
AND THEN THE LEGISLATIVE SESSION DECIDES, WELL, NO, WE'RE GOING TO HAVE SOMETHING CALLED HOUSE BILL 4545, AND WE NEED TO FOCUS ON STUDENTS THAT ARE FAILING.
WE NEED TO FOCUS ON STUDENTS THAT ARE REPEATEDLY FAILING.
I'M NOT SAYING THAT IT'S NOT A A BAD LAW.
I JUST THINK TIMING IS A LITTLE OFF.
BUT IF STUDENTS KNOW, HEY, IF YOU DON'T DO WELL ON THE STAAR ASSESSMENT NEXT YEAR, THESE ARE YOUR CONSEQUENCES, THEN I DO THINK THAT OUR STUDENTS WILL PERFORM AT A LEVEL THAT IS MORE INDICATIVE OF THEIR KNOWLEDGE.
ANY OTHER QUESTIONS FOR ACCOUNTABILITY? NO QUESTIONS.
THANK YOU, MS. JOYNER. AND AGAIN, I WILL UPDATE AS I KNOW MORE ON ACCOUNTABILITY 2022 AND ACCOUNTABILITY 2023.
OK. ALL RIGHT, SO THE NEXT ITEM INFORMATION ITEM IS GOING TO BE A MONTHLY GOAL PROGRESS FOR THE 2021 AP RESULTS.
MS. JOYNER IS GOING TO BE UP AGAIN FOR US.
LOPEZ, THANK YOU AGAIN FOR THIS OPPORTUNITY TO SHARE OUR 2021 ADVANCED PLACEMENT RESULT HIGHLIGHTS. TRUSTEES ARE REMINDED THAT IN ADVANCE OF TONIGHT'S PRESENTATION IN YOUR PACKET, YOU HAVE A DRAFT OF THE PRESENTATION A DISTRICT CREATED SCORE AGGREGATE OF AP EXAMS HIGHLIGHTING 2021 AP PERFORMANCE, AS WELL AS A LONGITUDINAL REPORT THAT TAKES US BACK TO 2012.
I JUST WANT TO SAY THAT BACKWARDS.
ALSO A DISTRICT CREATED REPORT FOR QUALIFYING SCORES OF GREATER THAN OR EQUAL TO THREE BY CAMPUS AND RACE AND ETHNICITY, AS REQUESTED BY MR. SELDERS. AND THEN THE COLLEGE BOARD GENERATED REPORT HIGHLIGHTING DISTRICT 2021 AP PERFORMANCE DISAGGREGATED BY RACE AND ETHNICITY.
SO AS A REMINDER THAT AP PLACEMENT PROGRAM HAS TWO COMPONENTS OUR STUDENTS TAKE A COLLEGE LEVEL COURSEWORK IN HIGH SCHOOL OR MIDDLE SCHOOL FOR A LOT OF OUR AP SPANISH LANGUAGE TESTERS AND THEN ALSO THE EXAMS THAT MEASURE ACADEMIC ACHIEVEMENT IN COLLEGE LEVEL WORK.
THE TEXAS EDUCATION CODE 51.968 REQUIRES TEXAS INSTITUTIONS OF HIGHER EDUCATION TO ADOPT, IMPLEMENT AND PUBLISH POLICIES TO GRANT UNDERGRADUATE COURSE CREDIT TO ENTERING FRESHMEN STUDENTS WHO HAVE SUCCESSFULLY COMPLETED THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM, WHO HAVE RECEIVED REQUIRED SCORES ON ONE OR MORE EXAMINATIONS IN THE ADVANCED PLACEMENT PROGRAM ARE GREATER THAN THREE OR THE COLLEGE LEVEL EXAMINATION PROGRAMS, THE TEST OR WHO HAVE SUCCESSFULLY COMPLETED ONE OR MORE COURSES OFFERED THROUGH CONCURRENT ENROLLMENT IN HIGH SCHOOL AT AN INSTITUTION OF HIGHER EDUCATION OR WHAT WE CALL DUAL CREDIT.
[00:40:06]
THERE ARE THIRTY FOUR DIFFERENT AP SUBJECT AREAS THAT WERE ADMINISTERED TO GISD STUDENTS IN SPRING 2021.ELEVEN OF THOSE EXAMS SAW PARTICIPATION RATES OF TWO HUNDRED PLUS STUDENTS.
THESE INCLUDE ENGLISH LANGUAGE COMPOSITION, ENGLISH LITERATURE AND COMPOSITION, HUMAN GEOGRAPHY, MACROECONOMICS, U.S.
HISTORY, WORLD HISTORY, CALCULUS, AP BIOLOGY, PHYSICS ONE AND SPANISH LANGUAGE AND CULTURE. PARTICIPATING IN AP, WE HAD ALMOST SEVEN THOUSAND SEVEN HUNDRED EXAMS ADMINISTERED TO OVER FOUR THOUSAND SEVEN HUNDRED STUDENTS.
OF THOSE, TWENTY NINE PERCENT OF EXAMS ADMINISTERED RESULTED IN A QUALIFYING SCORE OR OF A THREE, FOUR OR FIVE.
AND SO THIS TRANSLATES TO ROUGHLY TWO THOUSAND ONE HUNDRED NINETY SIX EXAMS, OR ONE THOUSAND SEVEN HUNDRED AND FIVE STUDENTS THAT EARNED A QUALIFYING SCORE.
THIS IS THE BOARD GOAL CHART THAT WAS PRESENTED TO YOU ALL IN THE BOARD GOAL WORKSHOP AND ON AUGUST 26TH POST-SECONDARY READINESS EXAMS. THOSE ARE DEFINED AS THE PERCENTAGE OF STUDENTS THAT PARTICIPATE IN AP THAT EARN A QUALIFYING SCORE OF THREE OR HIGHER.
SIMILAR TO SAT WE DO HAVE 2021 DATA OR 2020 DATA FOR COMPARISON, BECAUSE COLLEGE BOARD WAS ABLE TO REMOTELY ADMINISTER THE 2020 AP EXAMS. I WOULD LIKE TO EXPLAIN THE SPIKE IN THE 2020 AP QUALIFYING SCORES AS COMPARED TO PREVIOUS YEAR AND OF COURSE TO THIS YEAR SINCE THE MAJORITY OF THE COUNTRY HAD CONCERNS ABOUT THE ABILITY TO TEACH THE ENTIRE AP CURRICULUM DURING 2019 2020, THOSE 2020 AP EXAMS WERE CONDENSED VERSIONS OF THE ORIGINAL EXAM THAT HAD A POSITIVE EFFECT ON STUDENT SCORES.
BUT THEN IT CAUSES US TO SEE A STARK DECLINE IN PERFORMANCE FROM 2020 TO 2021.
SO IF YOU'RE WONDERING, WOW, WE HAD SUCH A GREAT SUCH A GRAVE DECLINE, IT'S BECAUSE THAT 2020 SCORE IS A LITTLE FLUFFED ON THE FOR THE BENEFIT OF OUR STUDENTS.
NOW, WHAT IS NOT FLUFFED ARE THE POTENTIAL BENEFITS THAT THIS AP PROGRAM HAS ON OUR STUDENTS BASED ON THE SCORES BASED ON THE QUALIFYING SCORES.
WE HAVE STUDENTS THAT COULD POTENTIALLY EARN ALMOST ELEVEN THOUSAND POTENTIAL CREDIT HOURS. THIS IS A POTENTIAL COST SAVING OF OVER $3 MILLION FOR GISD FAMILIES.
I JUST I HAVE A DAUGHTER THAT'S GOING TO TARLETON, AND MY GOLLY, I'M SO GLAD SHE TOOK A.P. LOT OF MONEY.
MS. JOYNER REAL QUICK, HOW DOES THAT COMPARE TO PREVIOUS YEARS IN TERMS OF THE POTENTIAL COLLEGE CREDITS AND THEN THE AMOUNTS THERE? I DON'T HAVE IT HANDY, BUT I'M HAPPY TO SEND THAT TO YOU BECAUSE THAT NUMBER IS SO SPECIFIC. BUT I WANT TO SAY IT WAS STILL THE 2019 WAS STILL IN THAT TEN THOUSAND COLLEGE CREDIT RANGE. YES, MA'AM.
SO GOING BACK TO THE AP BY THE NUMBERS.
SO ARE WE SAYING THAT TWENTY NINE PERCENT QUALIFYING SCORES IS A GOOD NUMBER? NO MA'AM.
THIS IS A DIRECT IMPACT OF COVID.
THIS OUR AP PROGRAM, JUST LIKE EVERY OTHER ACADEMIC PROGRAM, DID SEE A DECLINE IN PERFORMANCE. WHAT'S THE COST TO THE DISTRICT, THOUGH, BECAUSE THOSE EXAMS COST MONEY CORRECT TO TAKE THOSE EXAMS? YES, THEY DO. SO WHAT WAS THE COST TO TAKE ALL THOSE EXAMS TO HAVE SUCH A LOW PASSING? I'LL NEED TO GET THAT INFORMATION FROM OUR DEPARTMENT OF ADVANCED ACADEMICS SO THAT WE CAN GET YOU AN ACCURATE NUMBER, BUT I'LL BE SURE TO SEND THAT OVER.
AND ALSO JUST TO AS A REMINDER, NOT THAT THESE SCORES ARE GOOD AND NOT TO TAKE AWAY FROM THE IMPACT THAT COVID HAS HAD ON THIS.
BUT ALSO KEEP IN MIND THAT AS WE SEE A DECLINE IN PARTICIPATION RATE, WE'RE SEEING AN INCREASE IN OUR DUAL CREDIT, RIGHT? SO WHEN YOU HAVE A FAMILY THAT IS POTENTIALLY LOOKING AND I'M JUST GOING TO SPEAK SPANISH BECAUSE THAT WAS MY PREVIOUS WORLD, DO I TAKE AN AP SPANISH CLASS AND EARN POTENTIALLY SIX TO 14 HOURS OF CREDIT? OR DOES MY CHILD TAKE THE AP? I MEAN, I'M SORRY, THE DUAL CREDIT CLASS, WHERE I KNOW THAT THEY'RE GOING TO GET A
[00:45:02]
GUARANTEED SIX HOURS.SO AGAIN, NOT TO DIMINISH THE PERFORMANCE ON OUR EXAMS, BUT WE DO HAVE DUAL CREDIT THAT ALSO IS IN THE MIX.
SO AS WE SEE THOSE DECLINES IN PARTICIPATION OVER THE YEARS, WE'RE LIKELY SEEING OUR DUAL CREDIT NUMBERS INCREASE.
BUT I'LL BE SURE TO GET THAT INFORMATION TO YOU, MS. STANLEY. ANY OTHER QUESTIONS ON THIS SLIDE BEFORE I MOVE ON? OK. SO AS WITH ALL OF OUR PRESENTATIONS, WE DO TRY TO DISAGGREGATE THE DATA BY STUDENT GROUPS. SO THE DISPLAYED BAR GRAPHS WILL DISPLAY GISD STUDENT PARTICIPATION IN EXAMS ADMINISTERED BY THE FOUR LARGEST RACE AND ETHNICITY GROUPS IN OUR DISTRICT.
NOTICE THAT ON BOTH GRAPHS, THE TOTAL NUMBER NOTICE THAT IN THE GRAPHS, THE TOTAL NUMBER OF STUDENTS OR EXAMS INCLUDED IN THE LEGEND, AS WELL AS THE DISTRICT 9 THROUGH 12 PERCENTAGE OF STUDENT ENROLLMENT BY RACE AND ETHNICITY, IS BELOW THE EACH COLUMN.
OK. WE DID SEE A SLIGHT INCREASE IN STUDENT PARTICIPATION IN THE NUMBER OF HISPANIC AND BLACK STUDENTS PARTICIPATING IN THE AP PROGRAM AND ULTIMATELY ON AP EXAMS. HOWEVER, PARTICIPATION IS ONLY PART OF THE EQUATION.
OUR GOAL IS FOR STUDENTS TO DEMONSTRATE ACADEMIC SUCCESS BY EARNING A QUALIFYING SCORE OF THREE, FOUR OR FIVE ON THEIR AP EXAM.
AS SEEN WITH STAAR RESULTS A DECLINE IN QUALIFYING SCORES FOR ALL STUDENTS IS NO DOUBT THE DIRECT IMPACT OF COVID 19 ON INSTRUCTION.
SO THESE ARE ALL OF OUR IS OUR BREAKDOWN.
WHILE, YOU ALL HAVE NOT OFFICIALLY ADOPTED NEW BOARD GOALS THAT USE RISK INDEX OR RELATIVE RISK RATIOS.
I WANTED TO USE CURRENT DATA TO SHOW WHAT THESE CALCULATIONS WOULD LOOK LIKE FOR OUR LARGEST RACE AND ETHNICITY GROUPS.
AS A REMINDER, RISK DOES NOT EQUAL A NEGATIVE OUTCOME.
IN THIS CASE, RISK INDEX REFERS TO THE RATIO OF PROBABILITY OF AN OUTCOME OF A STUDENT GROUP IN ANY PARTICULAR RACE OR ETHNICITY GROUP AS COMPARED TO ALL STUDENTS.
THE RELATIVE RISK RATIO IS A COMPARISON OF A STUDENT GROUP AS COMPARED TO THE ALL STUDENTS CATEGORY, BECAUSE ON AUGUST 28TH MEETING, YOU ALL ASKED FOR THE FORMULA.
I'M GOING TO WALK THROUGH WHAT THIS LOOKS LIKE FOR HISPANIC STUDENTS AS AN EXAMPLE.
NOW, JUST NOTE THAT THE RISK INDEX HAS BEEN ROUNDED TO THE NEAREST WHOLE NUMBER, A WHOLE NUMBER PERCENT ON THE SLIDE, JUST FOR EASE OF UNDERSTANDING.
BUT WHEN I'M LOOKING AT THE RELATIVE RISK RATIO, IT IS BASED ON THE DECIMAL NUMBER TO ONE TENTH OF A POINT.
SO MY MACHINIST BROTHER WOULD SAY THAT'S STILL TOO MUCH OF A VARIANCE.
HE WOULD WANT US TO GO TO 10 THOUSANDTHS OR WHATEVER HE SAYS.
SO IF WE TAKE THE HISPANIC RISK INDEX OF 21.1, WHICH IS ROUNDED TO TWENTY ONE PERCENT AND DIVIDE IT BY THE ALL STUDENT RISK INDEX OF 28.5, OR ROUNDED UP TO 29 ON THE SCREEN.
THAT'S HOW WE GET THE RELATIVE RISK RATIO OF .74.
IDEALLY, THE RELATIVE RISK RATIO FOR ALL OF OUR STUDENT GROUPS WOULD BE AS CLOSE TO 1.0 AS POSSIBLE. THAT WOULD INDICATE THAT WE HAVE A PROPORTIONATE AP PROGRAM IN TERMS OF STUDENTS EARNING A QUALIFYING SCORE OF GREATER THAN OR EQUAL TO THREE.
IN YOUR BOARD PACKET, YOU'LL FIND A TABLE THAT SHOWS SIMILAR RESULTS FOR VARIOUS STUDENT GROUPS FOR ALL HIGH SCHOOLS, AS REQUESTED BY OUR TRUSTEES.
THIS SLIDE HIGHLIGHTS THE NUMBER OF STUDENTS THAT RECEIVE AP SCHOLAR, AP SCHOLAR WITH HONORS, AP SCHOLAR WITH DISTINCTIONS AND THE AP CAPSTONE DIPLOMA.
ALL STUDENTS GET A MEDAL WITH THEIR DESIGNATION DURING THE END OF THE YEAR CAMPUS CEREMONY. STUDENTS THAT EARN A QUALIFYING SCORE ON LESS THAN THREE EXAMS WILL STILL GET A CERTIFICATE. I WOULD LIKE TO HIGHLIGHT THE WORK OF MS. DENAY TAYLOR. SHE WORKS IN THE ADVANCED ACADEMICS DEPARTMENT.
HER ROLE IN ENSURING THAT ALL OF OUR STUDENTS ARE CELEBRATED IS TREMENDOUS.
ANY QUESTIONS, MR. MILLER. THIS IS NOT REALLY A QUESTION, JUST A REQUEST ON THESE PRESENTATIONS, NOT THE REPORTS, BUT THE SLIDESHOW PRESENTATION.
I'D LOVE TO GET A PAPER COPY OF THAT WITH MAYBE ONE SLIDE PER PAGE JUST BIGGER SO I CAN READ IT A LITTLE BETTER. YES, ABSOLUTELY.
THANK YOU. THAT'S AN EASY ONE, MR. MILLER. THANK YOU. THANK YOU, MS. JOYNER. WE'LL MOVE TO ITEM 4C MONTHLY GOAL PROGRESS FOR THE 2021
[00:50:04]
MAP BOY RESULTS MS. JOYNER AGAIN.I PROMISE. OK, SO MR. SELDERS, BOARD OF TRUSTEES, DR.
LOPEZ. THIS PRESENTATION HIGHLIGHTS THE FOUR PILLARS ASSOCIATED WITH OUR USE OF MEASURES OF ACADEMIC PROGRESS ASSESSMENT OR THE MAP.
THESE PILLARS ARE ACHIEVEMENT GROWTH PREDICTIONS AND INSTRUCTION.
I WOULD LIKE TO PUBLICLY RECOGNIZE THE FOLLOWING RAD TEAM MEMBERS WHO WERE INSTRUMENTAL IN PREPARING THE MATERIALS FOR TONIGHT'S PRESENTATION TO BEGIN.
CARRIE WHITAKER. SHE'S OUR COORDINATOR OF LOCAL ASSESSMENTS.
SHE WORKS WITH CAMPUSES ON THE LOGISTICS OF TESTING, AND SHE, ALONG WITH DR.
PAM NEBLETT, WHO WAS OUR COORDINATOR OF PROGRAM EVALUATION.
THEY WERE ABLE TO TURN THIS DATA AROUND IN RECORD TIME.
NEVER BEFORE HAVE WE TURNED THIS DATA AROUND IN A WEEK AFTER WE'VE CLOSED THE WINDOW, SO I'M VERY, VERY THANKFUL FOR THE DEDICATION THAT THEY HAVE TO OUR DEPARTMENT.
SO JUST A BRIEF REMINDER OF WHAT WHAT MAP ACTUALLY IS.
IT IS A COMPUTER ADAPTIVE ASSESSMENT, AND THE ITEM DIFFICULTY ADJUSTS AS STUDENTS RESPOND TO ITEMS. THE RIT SCORE IS A PRECISE MEASUREMENT OF A STUDENT'S ACHIEVEMENT AT THAT LEVEL AT THAT MOMENT OF TIME.
SO WE TAKE THE MAP ASSESSMENT THREE TIMES A YEAR AND WE WILL GET A DIFFERENT RIT SCORE AS THE STUDENT PROGRESSES IN THEIR PERFORMANCE.
THE RIT SCORES HAVE BEEN MAPPED TO THE TEKS.
IT IS A STABLE, EQUAL INTERVAL SCALE AND WE ARE ABLE TO COMPARE THESE SCORES OVER TIME AND OBSERVE GROWTH. THE SCORES ARE NORMED, WHICH MEANS THAT IN 2020, THE NWEA PRESENTED A REPORT TO US THAT SAID THESE ARE WHERE STUDENT GROUPS SHOULD FALL WHEN THEY TAKE THESE EXAMS. NOW, KEEP IN MIND THAT ALTHOUGH THAT REPORT CAME OUT IN 2020, IT WAS FOR ASSESSMENTS TAKEN PRIOR TO THE PANDEMIC.
SO WHEN WE SEE VARIANCES, JUST KEEP THAT INTO CONSIDERATION.
SO THE 2021 FALL TESTING SCHEDULE, WE OPENED THE WINDOW FROM AUGUST NINE TO SEPTEMBER 3RD BECAUSE OF COVID AND STUDENTS BEING OUT FOR QUARANTINE WE WILL OPEN THE WINDOW ONE MORE TIME, THE 20TH TO THE TWENTY FOURTH, BUT WE DON'T ANTICIPATE VERY MANY STUDENTS TAKING THE EXAM AT THAT TIME.
IT'S JUST A HANDFUL OF KIDS, SO THE RIT SCORE THROUGH THE RIT SCORE MAP PROVIDES A MEASUREMENT OF ACHIEVEMENT, WHICH IS A MEASURE OF BASIC ACADEMIC KNOWLEDGE OFTEN USED TO DETERMINE STUDENT PREPAREDNESS FOR DIFFERENTIATED LEVELS OF INSTRUCTION.
BUT ACHIEVEMENT ISN'T THE ONLY THING WE CARE ABOUT IN TERMS OF STUDENT OUTCOMES.
WE ALSO CARE ABOUT WHETHER OR NOT A STUDENT IS GROWING ACADEMICALLY.
GROWTH IS THE CHANGE IN RIT SCORES BETWEEN TWO ADMINISTRATIONS.
THESE GROWTH NORMS ALLOW US TO UNDERSTAND HOW STUDENT PERFORMANCE COMPARES TO OTHER STUDENTS AND A COMPARISON GROUP.
ONE MOMENT? THANK YY'ALL FOR BEARING WITH ME.
SO THESE PREDICTIONS ARE BASED ON STATISTICAL OBSERVATIONS WITHIN THE NORMING SAMPLE.
SO IF A STUDENT PERFORMANCE MIRRORS TYPICAL GROWTH OBSERVED IN THE NORM, THE STUDENTS WILL ACHIEVE THEIR PREDICTED GROWTH.
HOWEVER, WE KNOW THAT THAT'S NOT LIKELY THAT ALL STUDENTS WILL MEET OR MAY EXCEED THOSE PREDICTIONS. EXCUSE ME.
FINALLY, THE ALIGNMENT BETWEEN MAP AND THE TEKS ALLOW EDUCATORS TO UNDERSTAND STUDENT ACADEMIC STRENGTHS AND NEEDS.
SO HOW DO WE TURN DATA INTO ACTION? VARIOUS DEPARTMENTS IN THE DIVISION OF ACADEMICS, AS WELL AS CAMPUS LEADERS AND TEACHERS, ARE USING THIS DATA TO GUIDE INSTRUCTION BASED ON TEKS ALIGNED LEARNING CONTINUUM.
WE ALSO USE THIS TO DIFFERENTIATE OUR SMALL GROUP INSTRUCTION AND FOR THE FIRST TIME BECAUSE OF THAT HOUSE BILL 4545, STUDENTS THAT DID NOT PARTICIPATE IN STAAR, WE USE THE MAP ASSESSMENT AS THEIR BOY TO SATISFY THAT REQUIREMENT.
SO THIS HERE SHOWS OUR STUDENT PERFORMANCE FOR FALL 2019, FALL 2020 FALL 2021. NOW AS YOU LOOK AT THESE TABLES, PLEASE NOTE THAT IT'S FALL 2020 WE HAD MANY OF OUR STUDENTS TAKING THIS EXAM REMOTELY.
SO AS YOU'LL REMEMBER, LAST YEAR, WE STARTED THE FIRST FEW WEEKS OF SCHOOL IN A VIRTUAL
[00:55:04]
SETTING. SO IF WE SEE SOME DISCREPANCIES, ESPECIALLY IN THE PRIMARY GRADES, I WOULD ATTRIBUTE IT TO TO THAT THAT WE HAD STUDENTS TAKING THIS EXAM AT HOME.AND OUR GROWTH. THIS SLIDE SHOWS ACADEMIC GROWTH FROM FALL 2020 TO FALL 2021.
IN READING, STUDENTS IN OUR PRIMARY GRADES GAINED LESS THAN HALF OF THE EXPECTED GROWTH AND THEIR MAP SCORES.
SO IF YOU'LL NOTICE WE HAVE THE LITTLE DIAMOND AT THE TOP, AND THAT'S THE THAT'S THE EXPECTED GROWTH.
SO AS STUDENTS MOVE OLDER AND THEIR ACADEMIC CAREER, THE CLOSER THEY ARE TO THAT TARGET.
THE OTHER BEAUTY OF MAP IS A PREDICTABILITY FOR PERFORMANCE ON STAAR.
NOW AGAIN, THESE NUMBERS ARE STILL ALARMING.
WE STILL HAVE A LOT OF RED ACROSS THE BOARD, BUT WE HAVE INTERCESSION COMING UP.
WE HAVE SMALL GROUP INSTRUCTION THAT'S OCCURRING.
OUR MIDDLE SCHOOLS HAVE WIND TIME.
OUR HIGH SCHOOLS HAVE ANOTHER ACADEMIC TIME BUILT INTO THE SCHEDULE.
SO CAMPUSES ARE DEFINITELY BEING PROACTIVE WHEN IT COMES TO ENSURING THAT WE HAVE INSTRUCTIONAL TIME BUILT INTO THE DAY TO MAKE SURE THAT THESE NUMBERS IN RED WANE TO THE LEFT. SO ANY QUESTIONS WITH OUR MAP? MR. GLICK. YES, THANK YOU.
COULD YOU GO BACK TO THE CHART, THE ACHIEVEMENT FALL 2021-22? YES. SO YOU INDICATED THAT WE SHOULD.
LOOK, WITH SOME QUESTION ABOUT THE FALL 2020 SCORE.
SO WOULD IT BE FAIR TO THEN MEASURE THE NINETEEN AGAINST TWENTY ONE SCORES? YES, ESPECIALLY IN OUR PRIMARY GRADES.
NOW AGAIN 19, IT'S PRE-PANDEMIC, SO IT'S NEVER GOING TO BE APPLES TO APPLES.
BUT IN OUR PRIMARY GRADES, I WOULD BE VERY CAUTIOUS.
LIKE IF YOU LOOK AT OUR KINDERGARTEN, KINDERGARTEN SHOWS A TEN POINT GROWTH FROM 2019 TO 2020 AND THAT IS WITH NOT HAVING ANY INSTRUCTION AFTER SPRING BREAK OF 2020.
SO I WOULD I WOULD BRING CAUTION TO OUR PRIMARY GRADES.
CAN WE USE THAT KINDERGARTEN MODEL? SO THIS IS HOW I WOULD TRACK IT AS A PRINCIPAL.
IF I'M LOOKING AT THE KINDERGARTEN MODEL AND I LOOK AT THE 2020, THAT'S THE MIDDLE GREEN, RIGHT? AND IT LOOKS LIKE THEY DID EXCEPTIONAL.
NOW I'M GOING TO SAY LITTLE CAVEAT.
THERE WAS A PERSON ON SOCIAL MEDIA THAT POSTED THAT THESE MAP TESTS ARE RIDICULOUS BECAUSE HER KIDS IN KINDERGARTEN DOING ALGEBRAIC REASONING PROBLEMS. OK, THE TEST IS ADAPTIVE, SO THE BETTER YOU DO, THE HARDER THE PROBLEMS ARE.
SO EITHER THE KID IS A GENIUS OR AN ADULT WAS HELPING THEM OR HER WITH THE TEST, RIGHT? SO IN THEORY, WE SHOULD BE ABLE TO TRACK KINDERGARTEN AND THEN LOOK AT FIRST GRADE AND MAN SEE LIKE ANOTHER 10 POINT INCREASE BECAUSE THEY WERE THAT PREPARED.
SO WE SEE THAT THE GREEN IN THE YEAR BEFORE, RIGHT, IT TURNS INTO BLUE THE NEXT YEAR.
SO YOU CAN START TRACKING THE MIDDLE GREEN WITH THE BLUE.
AND IF YOU REALLY WANTED TO, YOU COULD DO THE FIRST GREEN AND GO TWO YEARS DOWN TO SEE WHERE THE KIDS ARE AT. SO IT'S A GREAT IT'S A GREAT WAY FOR THE EYE TO REALLY LOOK AT.
HOW DID OUR KIDS GROW OR NOT GROW? WAS IT A FALSE POSITIVE TOWARDS SORT OF THING? OK, SO WHAT I'VE BEEN LOOKING AT IS 19 TO 21 RIGHT? AND IT LOOKS LIKE WHAT WE WOULD HAVE EXPECTED IS THE TWENTY ONE IS LESS THAN NINETEEN IN ALL. ALL BUT ONE CASE.
SO. WHAT ARE BASED ON ALL THE EFFORTS WE'RE MAKING RIGHT NOW H OW WOULD YOU THINK THE MID-YEAR TEST, THE MID-YEAR MAP WILL COMPARE TO THE MID-YEAR OF TWO YEARS AGO, I WOULD HAVE EXPECTED THESE RESULTS, WHICH IS LOWER FROM 19 TO.
FORGET ABOUT 2019 AND TWENTY ONE IS LOWER.
SO DO YOU BELIEVE THAT WHEN WE SEE THOSE RESULTS, PROBABLY IN MAYBE FEBRUARY, AS FAST AS
[01:00:07]
YOU'RE GETTING THEM NOW, MAYBE EVEN AS EARLY AS FEBRUARY? YES, WE WILL SHOW THAT GAP CLOSING AND GETTING CLOSER TO THE 19 NUMBERS.AND WHAT I CAN DO MR. GLICK FOR THAT PRESENTATION IS I CAN ACTUALLY PAIR UP THOSE CLOSER WHEN IT COMES TO A TABLE SIMILAR TO THIS.
INSTEAD OF DOING WHAT I CAN, I CAN HAVE BOTH SLIDES RIGHT THAT HAVE IN THAT CASE IT'LL BE 2020 2021 2022.
BUT THEN ON THE NEXT SLIDE, WHAT I CAN DO IS I CAN TAKE OUT THAT 2021, WHICH WAS LAST YEAR, AND SEE HOW THOSE NUMBERS COMPARE.
SO I CAN DEFINITELY DO THAT FOR THE SPRING ADMINISTRATION.
I THINK THAT'LL BE HELPFUL AS WE START LOOKING AT WHERE WE WOULD BE WHEN WE ACTUALLY GET TO THE STAAR SCORES AND THE GRADING AT THE END OF THE YEAR, I THINK THAT'LL BE A BIGGER PREDICTOR THAN WHERE WE ARE RIGHT NOW.
YES, I THINK THAT'LL TELL US, ARE WE ALL ARE WE GETTING WHERE WE NEED TO BE TO GET BACK TO THE HIGH EIGHTIES OR MAYBE EVEN LOW 90S? SURE. AND ESPECIALLY SINCE WE ALSO THIS YEAR, WE'LL HAVE THAT WINTER INTERCESSION.
SO I'M VERY, VERY HOPEFUL THAT ALL OF THESE EFFORTS ARE GOING TO BE HELPING OUR KIDS GROW, EVEN IF IT'S A LITTLE BITS AT A TIME OR A FEW STUDENTS AT A TIME AS THE YEAR PROGRESSES. ALL OF THAT COLLECTIVELY, WILL MAKE AN IMPACT.
MS. STANLEY. I GET WHAT MR. GLICK SAYING AS FAR AS CATCHING UP, BUT DO WE HAVE A BENCHMARK OF WHERE WE NEED TO BE IN ORDER FOR THAT LONG RANGE GOAL? SO IN MY MIND, I GET WHAT WE'RE SAYING WHERE WE HAVE THIS DEFICIT RIGHT, THE LOSS.
BUT WE ALSO HAVE THAT FORWARD THINKING WHERE THAT THIRD GRADER THAT LOST THEY, THEY DON'T NEED TO JUST GAIN WHAT THEY LOST.
BUT WE ALSO HAVE TO GET THEM JUMPED AHEAD.
CORRECT? RIGHT. OR THEY'RE JUST THIS PROLONGED LOSS CONTINUES BECAUSE THEY'RE JUST ALWAYS PLAYING CATCH UP. SO DO WE HAVE LIKE WHERE IS OUR BENCHMARK TO KNOW NOT ONLY HAVE WE CAUGHT UP, BUT WE'RE NOW TRACKING TO GET TO WHERE WE NEED TO BE TO HIT THAT GOAL FOR NOT JUST THIS YEAR, BUT NEXT YEAR AS WELL.
THAT'S A GREAT QUESTION. SO IN OUR DISTRICT CREATED REPORTS, YOU WILL SEE THAT WE HAVE OUR DATA BROKEN UP NOT ONLY BY RIT SCORE, WHICH IS HERE, BUT IT'S ALSO IN THE DIFFERENT QUINTILES. SO WE HAVE LOW, LOW AVERAGE, AVERAGE, HIGH AVERAGE AND HIGH.
AND SO WHAT I CAN SEND YOU ALL IN THE NEXT BOARD ACADEMIC INSIGHTS IS THAT COMPARISON TO 2019 BECAUSE THAT WOULD BE A BETTER TARGET.
AND EVEN WHENEVER I CREATED SCORECARDS FOR CAMPUSES, I ALWAYS TELL THEM THAT IS STILL YOUR TARGET. YOU CAN BEAT 2019, AND IF YOU CAN'T BEAT IT, AT LEAST GET AS CLOSE TO POSSIBLE ON THERE.
SO WHAT I CAN DO IS I CAN TAKE THAT 2019 FOR ALL OF THE DIFFERENT GRADE LEVELS, FOR READING AND FOR MATH.
AND THEN BUT UP OUR FALL 2021 RESULTS SO THAT YOU CAN SEE HOW FAR OFF WE ARE IN THE DIFFERENT QUINTILES.
AND I THINK THAT WILL BE MORE TELLING THAN AN OVERALL RIT SCORE FOR YOU BECAUSE WE WANT NOW IT'S A BELL CURVE AND THIS EXAM IS IS DESIGNED TO BE ON A BELL CURVE IS NOT DESIGNED FOR ONE HUNDRED PERCENT OF OUR KIDS TO BE IN THAT HIGH, IN THAT HIGH CATEGORY.
BUT IT'S ALSO NOT DESIGNED FOR THE MAJORITY OF OUR KIDS TO BE IN THE LOW CATEGORY, EITHER.
RIGHT. SO I THINK THAT IF I PAIR IT THAT WAY, I THINK IT'LL BE HELPFUL TO SEE.
SO I'LL BE SURE TO SEND THAT THIS WEEK.
THANK YOU. ANY OTHER QUESTIONS? THANK YOU, MS. JOYNER. THANK YOU ALL FOR DEALING WITH MY RASPY NESS.
[V. Action Items ]
I'M GOING TO NOW MOVE TO ITEM FIVE.THIS IS AN ITEM THAT WILL POTENTIALLY MOVE TO OUR TRUSTEE MEETING FOR ACTION ON THE 28TH, AND THIS IS GOING TO BE APPROVAL OF THE 2022 2023 CHOICE OF SCHOOL CALENDAR.
DR. HEMPHILL IS GOING TO SHARE THAT INFORMATION WITH US NOW.
IT REALLY IS A VERY SHORT PRESENTATION, EVERYONE, SO I THINK WE'RE JUST GETTING TO IT HERE, BUT GOOD EVENING, CHAIRMAN SELDERS, PRESIDENT MILLER, TRUSTEE AND DR.
LOPEZ. WE HAVE THIS EVENING OUR CHOICE OF SCHOOL FOR SELECTION PERIOD FOR THE YEAR 2022-23 FOR US.
AND EVERY TIME I SAY THESE FUTURE DATES, I STILL JUST CANNOT BELIEVE WE ARE AT THIS POINT. BUT WE'RE LOOKING AT OUR SELECTION PERIOD.
AND SO I'M JUST GOING TO JUMP IN TO OUR CHOICE OF SCHOOL WINDOW THAT WE HAVE SET.
[01:05:05]
LAST YEAR, WE AMENDED POLICY THAT SO THAT OUR CHOICE WINDOWS COULD BE A LITTLE LONGER THAN 30 DAYS SO THAT WE COULD INCORPORATE BOTH THE CHOICE OF SCHOOL TIME AS WELL AS OUR MAGNET WINDOW.AND SO THE CHOICE OF SCHOOL AND MAGNET WINDOW WILL OPEN TOGETHER, AND THAT WILL BE ON JANUARY 3RD, WHICH IS QUITE A BIT EARLIER THAN NORMAL.
WE USUALLY OPEN CLOSER TO THE KING HOLIDAY, AND WE WILL CLOSE THE WINDOW ON FEBRUARY 20TH. ONE OF THE REASONS THAT WE ARE OPENING VERY EARLY IS SO THAT WE CAN ENSURE OUR STUDENTS WHO ARE TRANSITIONING FROM FIFTH TO SIXTH GRADE AND FROM EIGHTH TO NINTH GRADE HAVE TIME TO MAKE GOOD DECISIONS AROUND THEIR COURSES.
AND SO WE WANT TO ALLOW OUR FAMILIES TIME TO DO THAT.
WE WILL BE PROCESSING THEIR CHOICES BEFORE ANYONE ELSE'S SO THAT WE ENSURE WE GET THAT INFORMATION TO COUNSELORS AND THEY'RE ABLE TO THEN MAKE SURE THAT FAMILIES ARE OFFERED.
THOSE COURSES HAVE TIME TO LOOK OVER THOSE AND MAKE REALLY GOOD DECISIONS ABOUT THE COURSES FOR THEIR STUDENTS THAT ARE TRANSITIONING.
OUR NEXT CHOICE OF SCHOOL WINDOW WILL OPEN WITH PRE-K ON MARCH 21ST, THAT IS AFTER SPRING BREAK AND WE'LL CLOSE ON MAY 4TH.
AND SO THOSE ARE THE DATES THAT WILL REQUIRE APPROVAL ON THE 28TH.
SO OUR FIRST GRADE THROUGH 12TH GRADE CHOICE OF SCHOOL PERIOD FROM JANUARY 3RD TO FEBRUARY 20TH AND THEN OUR PRE-K AND KINDERGARTEN FOR MARCH 21ST TO MAY 4TH.
SOME OF THE FEATURES THAT WILL BE IMPLEMENTED, THIS CHOICE OF SCHOOL PERIOD IS THAT WE WILL BE TESTING OUR PUBLIC A NEW PUBLIC FACING CHOICE OF SCHOOL SYSTEM.
WE SUBMITTED OUR INFORMATION TO PURCHASE THINGS SO THAT WE CAN GO OUT FOR AN RFP FOR AN INTEGRATED CHOICE OF SCHOOL AND ENROLLMENT APPLICATION.
ONE OF THE THINGS THAT WE FOUND, AND IT'S RELATED TO THE VERY LAST THING THAT YOU SEE ON THERE, US BEING COMPLETELY ONLINE IS THAT WE DO NEED A SYSTEM THAT IS MORE PARENT FRIENDLY, MORE USER FRIENDLY.
WHEN WE WERE BACK FACE TO FACE WITH MORE PEOPLE COMING INTO OUR BUILDING, ONE OF THE THINGS THAT WE SAW IS THAT IT'S TAKEN AN INORDINATE AMOUNT OF TIME FOR MANY OF OUR FAMILIES TO COMPLETE THE ONLINE PROCESS.
IT'S ALSO DIFFICULT ON THE BACK END FOR OUR DATA CLERKS AND EVEN THEIR ENROLLMENT CENTER FOR OUR OUR CLERKS TO GO THROUGH, FIND THE INFORMATION FOR EACH FAMILY AND THEN FOLLOW UP WITH THE FAMILIES. AND SO WE ARE, OF COURSE, HANDLING EACH OF THE APPLICATIONS MULTIPLE TIMES BECAUSE WE DON'T HAVE DASHBOARDS BUILT INTO THE CURRENT SYSTEM THAT WE HAVE.
SO WE NEED A SYSTEM THAT'S GOING TO BE CUSTOMER FRIENDLY ON OUR PUBLIC FACING SIDE AS WELL AS THE BACK END.
AND SO WE'RE GOING OUT FOR THAT.
AND THEN SOMETHING THAT I TRY TO FORGET, BUT I CANNOT, IS THE ISSUE THAT WE HAD WITH THE CHOICE OF SCHOOL THIS SPRING FOR OUR FIRST THROUGH 12TH GRADE STUDENTS, AND WE CANNOT HAVE THAT EVER HAPPEN AGAIN.
SO WE WANT TO MAKE SURE THAT WE ARE OFFERING A GOOD EXPERIENCE TO OUR FAMILIES AS IT RELATES TO CHOICE OF SCHOOL, AND THAT INCLUDES THE ENROLLMENT PROCESS AND THE MAGNET PROCESS AS WELL.
SO I SAY THAT WE'RE GOING TO BE TESTING.
I DID NOT SAY WE WERE GOING TO BE IMPLEMENTING BECAUSE WE ARE GOING TO TAKE OUR TIME WITH THE IMPLEMENTATION.
WE ARE GOING TO ENSURE THAT WE'RE GETTING IT RIGHT THE FIRST TIME OUT WITH OUR FAMILIES WHEN WE DO FINALLY IMPLEMENT NOT THE 22-23 CHOICE PERIOD, BUT THE 23-24 CHOICE PERIOD.
SO WE'LL BE DOING SOME TESTING, RUNNING THINGS PARALLEL TO ONE ANOTHER TO MAKE SURE THAT OUR DATA IS MATCHING UP SO THAT WHEN WE GO OUT FOR THE 23-24 CHOICE PERIOD, WE ARE MAINTAINING THE TRUST THAT OUR DISTRICT'S PARENTS AND PATRONS HAVE IN US BY PUTTING OUT A GREAT PRODUCT AND MAKING THAT CUSTOMER EXPERIENCE ONE THAT HOPEFULLY THEY WILL ENJOY AND THAT THEY WILL CONTINUE TO TAKE ADVANTAGE OF CHOICE HERE IN GARLAND ISD.
SO THE ONLY OTHER THING ON THIS SLIDE IN PARTICULAR, IS THAT WE ARE MAINTAINING THAT EXTENDED CHOICE PERIOD THAT WE WERE ABLE TO GET APPROVED LAST YEAR.
AND THAT INCLUDES OUR MAGNET WINDOW MAKING SURE THAT WE HAVE THAT OPEN.
IF PARENTS DO NOT RECEIVE THE CHOICE THEY WANTED FOR MAGNETS, THEY'RE THEN ABLE TO GO BACK IN AND MAKE ANOTHER SELECTION FOR THEIR REGULAR NEIGHBORHOOD SCHOOL OR FOR ANOTHER CHOICE THAT IS NOT A MAGNET CHOICE.
[01:10:02]
AND SO THOSE ARE THE FEATURES WE'LL BE IMPLEMENTING THIS UPCOMING FOR THIS UPCOMING CHOICE PERIOD. AND NOW I JUST NEEDED TO KNOW IF YOU ALL HAD ANY QUESTIONS.ALL RIGHT, WE'LL GO MR. GLICK, MS. GRIFFIN AND THEN MR. BEACH. WE'VE HEARD THAT THROUGH THE SYSTEM OF GRADE SCHOOLS THROUGH TEA WE MAY HAVE SIX NEW CAMPUSES THAT COULD BE MAGNETS.
YES. WHAT IS THE PLANNING? FROM WHAT MY UNDERSTANDING IS, THE WORK IS BEING DONE OR WILL BE DONE THIS YEAR.
AND AGAIN, MY UNDERSTANDING IS THAT NEXT YEAR THEY WILL BECOME POTENTIAL MAGNETS.
SO I KNOW YOU'RE GOING TO RECEIVE ADDITIONAL INFORMATION.
BUT FOR THIS UPCOMING SCHOOL YEAR FOR THE ELEMENTARYS, WE'RE LOOKING AT PRE-K THROUGH FIRST GRADE AND THEY WILL NOT BE MAGNETIZED.
WE'RE REALLY GOING TO FOCUS ON THOSE FAMILIES THAT ARE IN THE COMMUNITY AND WE'LL HAVE OUR FACE DEPARTMENT WORKING ALONG WITH INNOVATION TO DEVELOP WHAT THAT MODEL IS FOR THE CAMPUS. AND WE'RE HOPING TO GET EXCITEMENT AROUND THE SCHOOL MODEL FOR THE FAMILIES IN THE NEIGHBORHOOD FIRST AND THEN EXPAND EACH YEAR.
SO WE DO PRE-K FIRST FOR THIS CHOICE OF SCHOOL PERIOD, AND THEN WE MOVE ON TO SECOND GRADE FOR THE FOLLOWING AND THEN THIRD AND SO ON UNTIL IT'S BUILT OUT.
SO THIS FIRST YEAR, WE'RE REALLY HOPING TO BUILD EXCITEMENT AROUND IT AS A NEIGHBORHOOD OPTION. AND THEN AS WE PROGRESS FOR IT TO BECOME MAGNETIZED, SO IT WILL REMAIN JUST A REGULAR CHOICE ON THE CHOICE OF SCHOOL FORM.
AND WE WILL DEFINITELY BE WORKING WITHIN THE COMMUNITIES TO RAISE AWARENESS AND TO CELEBRATE THE OPTION THAT WE'RE BUILDING AND CO-CREATING WITH OUR FAMILIES.
I'M NOT QUITE SURE I UNDERSTOOD IT.
SO WILL THERE BE QUALIFICATIONS.
FOR THIS FIRST YEAR WE'RE HOPING TO, AS I SAID, TO GET MORE INVOLVEMENT FROM OUR COMMUNITY BECAUSE THEY ARE GOING TO BE CO-CREATING THIS MODEL WITH US.
AND SO THEY NEED TO HAVE OWNERSHIP OF IT.
AND SO THIS FIRST YEAR, THERE WILL NOT.
IT'S MY UNDERSTANDING THERE WILL NOT BE ANY ADDITIONAL QUALIFICATIONS.
THAT IS ONE OF THE THINGS THAT WE SPOKE TO IN OUR EQUITY AUDIT WAS THE FACT THAT SOME OF OUR QUALIFICATIONS WERE DETERRENCE INSTEAD OF ATTRACTORS WITHIN OUR CHOICE PROGRAM.
SO WILL THE SCHOOLS ACTUALLY HAVE A DESIGNATION AS A MAGNET? IN SUBSEQUENT YEARS YES.
NOT NEXT YEAR. THIS IS A SORT OF A DEVELOPMENTAL YEAR.
OK, THANK YOU. MS. GRIFFIN. YES.
MY COMMENT IS WHEN YOU'RE GOING OUT FOR THIS RFP AND WHATEVER THAT TEAM LOOKS LIKE.
TRY TO MAKE SURE, IF POSSIBLE, THAT THERE IS SOME BUILT IN ONE YEAR MAINTENANCE AND SUPPORT AND TO INCLUDE THAT IN THE COST BECAUSE OUR LIVELIHOOD DEPENDS ON THIS ROBUST CHOICE SYSTEM.
SO MAKE SURE THE MAINTENANCE AND THE SUPPORT, AND IT'S A COMPANY THAT CAN WORK WITH YOU AS YOU COME UP AND BRING THIS SYSTEM LIVE DURING THE DEVELOPMENTAL YEAR.
THE OTHER THING IS, AS YOU OUTLINE YOUR FUNCTIONALITY AND THE PURPOSE OF THE PROGRAM, I THINK THAT TECHNOLOGY AND THE DEPARTMENT RESPONSIBLE BEING BEING STUDENT SERVICES, THAT YOU ALL HAVE TO COEXIST.
IT CAN'T BE SEPARATE MEETINGS WITH TECHNOLOGY AND APPROVING THAT TECHNOLOGY IS THERE TO MAKE SURE THAT IT FITS IN TO OUR INFRASTRUCTURE AND IT INTERFACES WITH THE THINGS THAT WE NEEDED. BUT AT THE SAME TIME, IN DEVELOPING AND IMPLEMENTING NEW SYSTEM, THERE'S TRAINING AND KNOWLEDGE THAT IS BEING ACQUIRED AND IT NEEDS TO BE ACQUIRED NOT ONLY BY THE DEPARTMENT THAT IS GOING TO MAINTAIN THE SYSTEM, BUT OUR AND ALL THE END USER AS YOU STUDENT SERVICES IS THE END USER.
BUT THAT KNOWLEDGE FROM THERE TO THE TECHNOLOGY SUPPORT TEAM, WHOEVER THAT IS, BE AS KNOWLEDGEABLE AS YOU ARE ON THE FUNCTIONALITY BASICALLY OF THE SYSTEM.
I'M EXCITED TO SEE THAT WE'RE GOING OUT.
[01:15:04]
I DON'T KNOW WHAT THE WORD IS BECAUSE SYSTEMS WILL DO ONCE YOU ANALYZE THEM AND WHAT YOU IMPLEMENT THEM TO DO.SO I'M JUST HOPING THAT THERE'S A MORE COHESIVE AND I GUESS I SHOULD BE TALKING TO DR.
LOPEZ BECAUSE ONE OF THE THINGS WITH ROBUST SYSTEMS IS THAT THOSE DEPARTMENTS NEED THEIR DEDICATED TECHNICIAN BECAUSE OUR LIVELIHOOD OF OUR PARENTS AND OUR COMMUNITY DEPEND ON THE SUCCESSFUL WORKING OF THIS SYSTEM.
SO THAT'S JUST MY OBSERVATIONS AND COMMENTS.
THANK YOU, MR. BEACH. THANK YOU.
THIS MAY NOT HAVE ANYTHING TO DO WITH THIS PRESENTATION, BUT I'M GOING TO BRING IT OUT THERE ANYWAY. ARE THE STUDENTS DURING THE CHOICE OF SCHOOL PROCESS ARE THEY CODED AT THAT PARTICULAR TIME WITH A WITH THE CODE AS FAR AS THEIR NUMBER IS, WHEN YOU REGISTER THAT STUDENT.
SO WHICH CODING DO YOU MEAN, LIKE FOR MAGNET OR SPECIAL EDUCATION OR.
WHEREVER IT MAY BE, WHATEVER SCHOOL THEY'RE GOING TO BE PLACED AT.
AND WHAT WE'RE I'M TYING THIS WITH THE COMMUNICATION AND THE TECHNOLOGY SHE JUST TALKED ABOUT WITH TRANSPORTATION.
HOW IS THAT WORKING DURING THE SCHOOL CHOICE PROGRAM? IS THERE ANYTHING THAT WE'RE DOING DIFFERENT NOW THAT CAN SPEED UP THAT PROCESS? I MEAN, I KNOW THERE'S A LOT OF WRINKLES THAT WE'RE HAVING TO WORK THROUGH, BUT I'M JUST CURIOUS OF WHERE WE CAN GO WITH THAT PROCESS BECAUSE I'VE HEARD IT'S TAKING QUITE SOME TIME OF COMMUNICATING BETWEEN THE STUDENT SERVICES AND THE TRANSPORTATION AND WHEN THE STUDENT IS CODED OF HOW WHERE THEY'RE GOING TO GET THEIR TRANSPORTATION.
SO THIS COMING SCHOOL YEAR, WE WILL ACTUALLY INCORPORATE A BUS REGISTRATION FORM IN OUR CHOICE OF SCHOOL LETTER THAT WE SENT HOME, LETTING FAMILIES KNOW THIS IS THE SCHOOL YEAR ASSIGNED TO IT HAS TRANSPORTATION.
CLICK THIS LINK AND YOU WILL BUT THAT INFORMATION THAT THEY WANT TRANSPORTATION AND THEY'RE IN AN ELIGIBLE AREA WILL GO TO TRANSPORTATION SO THAT THEY CAN IMMEDIATELY BEGIN THAT ROUTING PROCESS.
SO I KNOW THAT THEY WILL DO THAT DURING THE CHOICE OF SCHOOL PROCESS AREA.
AND AGAIN, THIS IS PROBABLY NOT THE QUESTION TO BE ASKED RIGHT HERE AT THIS TIME BECAUSE YOU'RE TALKING ABOUT CHOICE OF SCHOOL, BUT AFTER THAT HAS BEEN DONE AND IT'S OVER AND THEN STUDENTS COME IN THIS SUMMER RIGHT BEFORE SCHOOL STARTS AND THERE'S A MAD RUSH ON YOU GUYS DOWN THERE IN STUDENT SERVICES.
WHAT? WHAT CAN WE DO? WHAT ARE WE DOING THERE? BECAUSE THAT'S JUST LIKE CHOICE OF SCHOOL AGAIN.
I MEAN. YOU'RE HAVING TO PLACE THEM AT SCHOOLS WHERE THERE'S OPENINGS.
RIGHT. AND SO HOW IS IT? WILL THAT STILL THAT BUS INFORMATION BE THERE WITH THAT SO THAT.
YES, WE CAN INCORPORATE THAT INTO OUR NEW STUDENT ONLINE ENROLLMENT PROCESS.
AND SO UPON ASSIGNMENT, THEY CAN GET THAT SAME LINK AND FOLLOW THROUGH WITH THAT.
ANOTHER THING THAT WE'RE DOING WITHIN STUDENT SERVICES, AND IF IT PROVES OUT THAT WE HAVE REALLY UNCOVERED SOME BEST PRACTICES IS THAT WE'RE REALIGNING OUR SERVICE MODEL.
SO WITHIN OUR DEPARTMENT, WE HAVE PEOPLE WHO ARE MOVING AROUND.
NOT EVERYBODY IS HAPPY ABOUT IT RIGHT NOW, BUT WE ARE MAKING SOME MOVES SO THAT WE HAVE A LARGER CADRE OF PEOPLE WITHIN OUR DEPARTMENT WHO CAN SUPPORT ENROLLMENT DURING THE SUMMER, BUT WHO CAN ALSO SUPPORT OUR DATA CLERKS AND OUR CAMPUS PERSONNEL THAT TAKE OVER ENROLLMENT ONCE WE RETURN IN THE SUMMER AFTER THE SUMMER IS OVER.
SO WE'RE WE'RE TRYING TO DO SOME THINGS DIFFERENTLY TO REALLY PROVIDE A BETTER SERVICE TO OUR FAMILIES. THAT'S WHAT I WAS GOING TO SAY.
I'M NOT TRYING TO PUT YOU ON THE SPOT HERE.
I'M JUST SAYING THAT THAT'S A BETTER SERVICE THAT WE REALLY NEED TO LOOK AT AND WORK ON BECAUSE I KNOW IT'S BEEN CREATED SOME HEADACHES FOR A LOT OF PEOPLE.
BUT THANK YOU FOR YOUR ANSWER.
YOU'RE WELCOME. AND WE ALSO INCLUDED SOME INFORMATION.
HOPEFULLY, WE'LL BE ABLE TO COORDINATE A LITTLE BIT BETTER WITH OUR NEW ENROLLMENT AND CHOICE SYSTEM AND THE TRANSPORTATION SYSTEMS THAT WE HAVE.
DR. LOPEZ, WE HAVE NO EXECUTIVE SESSION ITEMS. I DO WANT TO ELABORATE WITH MS. GRIFFIN. YOU'RE ABSOLUTELY RIGHT.
WHEN WE TALK ABOUT TECHNOLOGY AND SYSTEMS, THE BOARD PROBABLY IS GOING TO BE SEEING IN THE FUTURE A NEW SERVICE PROVIDER.
WE'VE BEEN HAVING PROBLEMS WITH THIS PROVIDER FOR QUITE SOME TIME.
THIS IS NOT WE'RE NOT CHANGING A PLATFORM.
WE'RE CHANGING THE PROVIDER TO THE PLATFORM.
ONE IS CONSIDERING DROPPING THEM TOO.
THEY'RE EXPERIENCING THE SAME TYPE OF DIFFICULTIES AND ANOTHER ONE HAS ALREADY DROPPED
[01:20:02]
THEM. AND THESE ARE DISTRICTS ALMOST IDENTICAL TO OUR SIZE.SO WITH THAT, I DO WANT TO SAY THANK YOU FOR EVERYTHING, AND THAT'S ALL I HAVE TO SAY ABOUT THAT SINCE THERE ARE NO EXECUTIVE AGENDA ITEMS. I GET A MOTION FOR ADJOURNMENT.
IT IS 8:07, AND THE DISTRICT AFFAIRS COMMITTEE MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.