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IT IS NOW 6:23, AND I'M CALLING TO ORDER THE GARLAND INDEPENDENT SCHOOL DISTRICT BOARD OF

[I. Call to Order and Determination of Quorum]

[00:00:04]

TRUSTEES DISTRICT AFFAIRS COMMITTEE MEETING, OCTOBER 12TH 2021.

I SEE THAT QUORUM IS PRESENT AND I'M GOING TO PROCEED WITH THE AGENDA AS PRINTED.

MS. HOGAN ARE THERE ANY PUBLIC FORUM ITEMS? NO, SIR. THANK YOU, DR.

LOPEZ SUPERINTENDENT'S MESSAGE.

[III. Superintendent's Message]

I WANT TO THANK EVERYBODY FOR COMING BACK.

IT'S BEEN AN EXCITING TWO DAYS.

BUT THE GREAT PART IS WE GOT LESS THAN SIX WEEKS BEFORE OUR NEXT THANKSGIVING BREAK.

AND WHAT I HOPE YOU START SEEING IS A LASER FOCUS ON INSTRUCTION.

OUR TEAM IS REALLY, REALLY, REALLY GETTING SYNERGIZED AND FOCUSING ON EVERY STUDENT'S NEEDS TO MAKE SURE THAT WE'RE SUCCESSFUL BY THE END OF THE YEAR.

I'M VERY PROUD OF OUR PRINCIPALS, ESPECIALLY OUR TEACHERS AND OUR CENTRAL OFFICE STAFF.

SO WITH TODAY'S PRESENTATIONS, I HOPE YOU GET TO SEE EXCELLENCE IN ACTION.

THANK YOU. THANK YOU.

WE'LL PROCEED WITH ITEM FOUR OUR COVID 19 MONTHLY UPDATE.

[IV. COVID-19 Monthly Update - Renee Kotsopoulos]

NURSE RENEE.

GOOD EVENING, CHAIR SELDERS, BOARD OF TRUSTEES, DR.

LOPEZ, I JUST WANT TO CHECK IN A LITTLE BIT AND GIVE YOU A LITTLE UPDATE OF HOW COVID IS GOING IN OUR DISTRICT.

WE'RE GOING TO START WITH OUR VACCINE UPDATES.

ALL OF OUR HIGH SCHOOL SECOND DOSE CLINICS WERE COMPLETED TODAY.

THEY WERE VERY SUCCESSFUL.

WE'RE ALREADY PLANNING ON SOME VACCINE CLINICS AT OUR ELEMENTARY SCHOOLS WHEN THE VACCINE DOES BECOME AVAILABLE FOR THAT AGE GROUP.

WE'RE PLANNING ON DOING AT A MINIMUM OF 20 CAMPUSES AND THEN WE'LL GO FROM THERE AND SEE IF WE NEED TO DO ADDITIONAL CLINICS.

AS OF 9-24 WE'RE STILL SEEING THE HIGHEST PERCENTAGE OF CASES IN OUR UNVACCINATED ADULTS AND CHILDREN. WE ARE GOING TO ADD SOME ADDITIONAL COVID TESTING TO OUR TOOLBOX, ONE THING WE'RE GOING TO ADD IS OUR PCR TESTING.

THE REASON WHY WE WANT TO ADD THIS ADDITION IS THERE IS HIGHER ACCURACY LEVELS FOR THOSE STUDENTS OR STAFF THAT ARE ASYMPTOMATIC AND MAY HAVE BEEN EXPOSED.

IF WE RECALL LAST TIME I SAID THAT WE WERE UNABLE TO DO THE RAPID TESTING AND KEEP STUDENTS IN THE CLASSROOM AFTER EXPOSURE.

WE WEREN'T ABLE TO PICK THEM UP QUITE QUICK ENOUGH BEFORE THEY BECAME SYMPTOMATIC.

THIS WILL ALLOW US TO GET A LITTLE BIT MORE ACCURACY FOR THOSE STUDENTS AND STAFF THAT WERE EXPOSED AND MAY BE ASYMPTOMATIC.

ALSO, WHAT IT WILL DO WAS ALLOW US TO DO SOME GROUP TESTING.

AND WHAT I MEAN BY THAT IS SAY YOU HAVE TWO STUDENTS IN A CLASSROOM RATHER THAN WAITING UNTIL YOU HAVE SEVERAL MORE TO SHUT THE CLASSROOM DOWN.

WE'LL BE ABLE TO GO IN THERE GROUP TEST THEM AND WITH PARENTS PERMISSION, OF COURSE, AND SEE IF ANY OF THOSE STUDENTS ARE ASYMPTOMATIC.

SO THAT WAY, WE DON'T HAVE TO SHUT DOWN THOSE CLASSROOMS. WE CAN ALSO DO THAT WITH ATHLETIC TEAMS AND SOME OF OUR FINE ART PROGRAMS. I'M HOPING THIS WILL ALLOW US NOT TO HAVE TO SHUT DOWN CLASSROOMS AND OUR SPORTS ACTIVITIES QUITE SO OFTEN.

THIS IS A SCREEN OF WHAT OUR CASES HAVE BEEN SINCE THE BEGINNING OF THE SCHOOL YEAR.

YOU CAN SEE WE STARTED SCHOOL WITH A LOT OF CASES, LIKE I HAD SAID PREVIOUSLY.

WHAT PEOPLE NEED TO UNDERSTAND THIS IS A ROLLING 10 DAY AVERAGE.

SO YOU HAVE CASES COME ON AND CASES GO OFF EVERY DAY.

THE GOAL IS TO HAVE LESS CASES COME ON THAN GO OFF ON A DAILY BASIS.

THAT'S WHEN YOU'LL SEE A TRENDING DOWN.

WHAT WAS HAPPENING AT THE BEGINNING OF SCHOOL, WE WERE GOING UP AND UP.

WE WERE PUTTING ON A LOT MORE CASES THAN WE WERE TAKING OFF.

SOMEWHERE WHEN YOU LOOK, WHEN WE INSTITUTED THE MASKS, YOU'LL SEE THAT WE WERE ALREADY STARTING TO COME DOWN AT THAT TIME.

A COUPLE OF THINGS WE IMPLEMENTED TO MAKE THAT HAPPEN, NOT WELL.

SOME OF IT WAS UNDER OUR CONTROL AND SOME WASN'T.

SOME WAS THE PEOPLE WERE ALREADY BACK FROM TRAVEL.

CASES IN OUR COMMUNITY SEEMED TO BE GOING DOWN AS WELL.

WE WERE MUCH MORE AGGRESSIVE IN OUR QUARANTINE EFFORTS AND OUR CONTACT TRACING EFFORTS.

AND ANYBODY THAT WAS EXPOSED HAD TO QUARANTINE.

THEY WERE NOT ALLOWED TO RAPID TEST.

AND YOU'LL SEE THAT THAT KIND OF SLOWED DOWN THE NUMBER OF CASES IN THE CLASSROOM AND THEN WITH THE MASKING.

SO THERE'S NO WAY TO PINPOINT ONE THING OVER ANOTHER THING.

I'M JUST GIVING YOU A PICTURE OF EVERYTHING THAT HAPPENED SINCE THE BEGINNING OF SCHOOL AND WHERE MASKS CAME IN.

AND BASICALLY, THAT'S IN A NUTSHELL RIGHT NOW, WE'RE VERY, VERY LOW COVID LEVELS, YOU'LL

[00:05:01]

EXPECT A LITTLE SPIKE, PROBABLY ABOUT A WEEK TO 10 DAYS FROM NOW, JUST BECAUSE OF ALL THE TRAVEL THAT OCCURRED. THAT'S JUST THE NATURE OF COVID.

BUT WE'RE AND ONE ADDITIONAL THING I WANT TO MENTION.

WHAT I'M HOPING IS THAT WE CAN START A SITE FOR PCR TESTING ON SATURDAYS.

THAT WAY, WE CAN INSTEAD OF THOSE STUDENTS AND STAFF HAVING TO WAIT TILL MONDAY TO COME IN AND GET TESTED AND THEN BE SENT HOME.

WE COULD KNOW ON SATURDAY IF THEY'RE POSITIVE OR NEGATIVE.

THAT WAY, IF THEY'RE BETTER, THEY CAN RETURN TO SCHOOL ON MONDAY.

SO THAT WILL HELP TO KEEP THE KIDS IN SCHOOL.

AWESOME. DO YOU HAVE ANY QUESTIONS? THANK YOU.

NURSE K. QUESTIONS.

YES. MS. STANLEY, CAN YOU JUST TELL THE DIFFERENCE BETWEEN THE PCR TESTING AND THE RAPID TESTING WE WERE DOING BEFORE? YEAH, THEY'RE BOTH HIGHLY ACCURATE.

BUT WHEN YOU'RE TALKING ABOUT ANTIGEN TESTING, WHAT YOU'RE LOOKING FOR IS THE PROTEINS ARE ON THE SURFACE OF THE VIRUS.

SO THERE CAN BE FALSE NEGATIVES TO THAT AND THERE CAN BE FALSE POSITIVES TO THAT.

BUT WHEN YOU'RE TALKING ABOUT PCR, YOU'RE ACTUALLY SENDING THE SAMPLE TO A LAB AND THE LAB WHAT THEY DO IS THEY HEAT UP THAT SAMPLE AND THEY TAKE THE RNA FROM IT.

AND WHAT THEY'RE TRYING TO DO IS REPLICATE WHAT'S IN THE VIAL.

SO IF YOU HAVE JUST THE TINIEST PIECE OF THE VIRUS, WHEN YOU TRANSFER IT OVER TO CNA, IT REPLICATES VERY QUICKLY.

THAT'S WHY PCR TEST TAKES SO LONG TO COMPLETE BECAUSE YOU'RE REPLICATING, REPLICATING, REPLICATING IT.

SO EVEN IF YOU HAVE THE MINUTEST VIRAL PARTICLE, YOU'RE ABLE TO IDENTIFY IT A LOT EASIER.

ANY OTHER QUESTIONS? THANK YOU.

OK, THANK YOU. ALL RIGHT, WE'LL NOW GO TO NUMBER FIVE INFORMATION ITEMS. WE'LL START WITH ESL PROGRAM EVALUATION FOR 2022 2021.

[V. Information Items]

MS. PECORINO.

DID I PRONOUNCE THAT RIGHT? YES.

BUT YOU'RE PROBABLY WONDERING.

OK, VERONICA DOESN'T LOOK LIKE DIANA PECORINO.

[LAUGHTER] AND MS. NEBLETT. GOOD EVENING, MR. SELDERS.

LIKE PUT MY GLASSES ON. BOARD OF TRUSTEES AND DR.

LOPEZ. SO NO MS. PECORINO IS OUT SICK TODAY.

SO TO SAVE Y'ALL THE STRUGGLES OF WATCHING ME BE SICK LAST MONTH, I WAS LIKE, YOU KNOW WHAT? WE CAN HELP.

SO ESPECIALLY SINCE I'M THE SUPERVISOR FOR PROGRAM EVALUATIONS, IT JUST KIND OF MADE SENSE FOR US TO JUMP IN.

AND THEN WITH ME IS DR.

LIZ GARZA GARCIA.

SHE FORMERLY HELD THE SAME POSITION THAT MRS. PECORINO HAS NOW BEFORE MOVING OVER TO RAAD, AND HER DOCTORAL RESEARCH IS IN BILINGUAL EDUCATION, SO IT JUST MADE PERFECT SENSE FOR HER TO BE MY SIDEKICK TONIGHT.

SO TONIGHT'S PRESENTATION IS AN INFORMATION ITEM REGARDING THE BILINGUAL AND ENGLISH AS A SECOND LANGUAGE PROGRAM EVALUATION.

BOARD POLICY EHBE LEGAL REQUIRES THAT A DISTRICT DO THESE EVALUATIONS FOR THESE PROGRAMS IN ACCORDANCE TO ADMINISTRATIVE CODE 89.1265.

SINCE WE ARE SHARING THIS INFORMATION WITH YOU TONIGHT, WE ARE WELL WITHIN THE DEADLINE OF NOVEMBER 1ST AGAIN SO MS. PECORINO IS OUT, BUT WE WANTED TO MAKE SURE THAT WE WERE WITHIN THE DEADLINE.

IN ORDER TO FAMILIARIZE OURSELVES WITH THE PROGRAM EVALUATION, I'D LIKE TO JUST REVIEW SOME TERMS WITH YOU ALL.

SO EMERGENT BILINGUALS, THIS IS A NEW TERM THAT SURFACED THIS YEAR.

THESE ARE STUDENTS WITH ENGLISH AS A SECOND LANGUAGE WHO SHOW SOME DEFICIT IN THE ENGLISH LANGUAGE. FORMER TERMS FOR THESE STUDENTS ARE ELS ENGLISH LEARNERS OR LIMITED ENGLISH PROFICIENT STUDENTS, SO ALL OF THOSE DIFFERENT TERMS REALLY MEAN THE SAME THING.

BLESS YOU. EMERGENT BILINGUALS ENGLISH LEARNERS, LIMITED ENGLISH PROFICIENT STUDENTS.

THEY'RE ALL THE SAME STUDENT.

NOW, WHEN WE'RE REFERRING TO PROGRAMS, WE HAVE THE DUAL LANGUAGE PROGRAM.

THIS IS A BILINGUAL PROGRAM, SO THE BE FROM THE PROGRAM EVALUATION, AND IT CONSISTS OF REALLY CREATING STUDENTS THAT ARE BILINGUAL AND BI LITERATE.

SO IT'S NOT JUST ENOUGH TO SPEAK ANOTHER LANGUAGE, BUT CAN YOU TRULY READ AND WRITE? AND AS DR. GARZA GARCIA KNOWS, THE MORE YOU GROW THEIR L1, THEIR FIRST LANGUAGE, THE MORE THEIR L2 WILL GROW THEIR SECOND LANGUAGE.

SO THAT'S WHY THESE PROGRAMS ARE EXTREMELY BENEFICIAL TO OUR STUDENTS.

SECONDLY, WE HAVE THE ENGLISH AS A SECOND LANGUAGE PROGRAM, AND THIS PROGRAM HAS BEEN IN EXISTENCE FOR MANY, MANY DECADES.

THIS IS AN IMMERSION PROGRAM WHERE STUDENTS ARE FULLY IMMERSED IN THE ENGLISH LANGUAGE, AND THEY DO NOT RECEIVE ANY SUPPORT IN THEIR NATIVE LANGUAGE.

GARLAND ISD HAS A BEAUTIFULLY DIVERSE STUDENT POPULATION.

THE ENGLISH LANGUAGE DEPARTMENT.

[00:10:01]

THEY HAVE NOT OFFICIALLY CHANGED THEIR NAME YET.

THEY SERVE EIGHTEEN THOUSAND AND NINETY FIVE STUDENTS WITHIN THAT THERE ARE SIXTY NINE DIFFERENT LANGUAGES SPOKEN BY THESE STUDENTS.

SO PAGE THREE OF YOUR EVALUATION NOTES SHOW THAT THERE ARE NINETEEN THOUSAND AND SIXTY FOUR STUDENTS IDENTIFIED AS LIMITED ENGLISH PROFICIENT.

THE REASON FOR THE DIFFERENCE IS BECAUSE THERE ARE ABOUT A THOUSAND STUDENTS WHOSE PARENTS HAVE DENIED SERVICES.

SO IF YOU'RE WONDERING WHY WE HAVE EIGHTEEN THOUSAND ON HERE, BUT WE HAVE 19, A LITTLE OVER NINETEEN THOUSAND IN THE PROGRAM EVALUATION, THAT'S WHY.

WE HAVE ABOUT A THOUSAND PARENTS THAT HAVE DENIED SERVICES.

THE GRAPH ON THE RIGHT OF THE SLIDE CAN BE FOUND ON PAGE FOUR OF YOUR EVALUATION.

THE BILINGUAL STUDENTS ARE IDENTIFIED IN RED.

ESL STUDENTS ARE IDENTIFIED IN YELLOW AND GREEN ARE OUR STUDENTS WHO HAVE A PARENT DENIAL. NOW YOU WILL NOTICE THAT THERE HAS BEEN A SLIGHT DIP IN STUDENTS WHO PARTICIPATE IN THE BILINGUAL PROGRAMS. WE HAVE THE VIETNAMESE AND WE HAVE THE SPANISH, AND THERE HAS BEEN AN INCREASE FROM LAST YEAR IN ESL PROGRAMS AND THERE'S A PLETHORA OF REASONS WHY THAT CAN HAPPEN.

OK, SO NOW I'M GOING TO TURN IT OVER TO DR.

GARZA GARCIA SO SHE CAN DIVE INTO THE PROGRAM JUST A LITTLE BIT MORE WITH YOU.

THANK YOU. SO GARLAND ISD OFFERS FOUR BILINGUAL ESL PROGRAM MODELS, AND THOSE INCLUDE THE SPANISH DUAL LANGUAGE ONE WAY, THE VIETNAMESE DUAL LANGUAGE ONE WAY THE TRANSITIONAL BILINGUAL, WHICH IS THE LATE EXIT SPANISH PROGRAM AND OF COURSE, ESL.

SO DETAILED PROGRAM DESCRIPTIONS ARE FOUND IN THE PROGRAM EVALUATION STARTING ON PAGE 15.

AND BECAUSE GARLAND ISD IS FULLY INVESTED IN THE INCLUSION OF SHELTERED INSTRUCTION STRATEGIES IN ALL THE CLASSROOMS, YOU'LL NOTE THAT THE PROGRAM DESCRIPTION FOR ESL IS UNDER THE SHELTERED INSTRUCTION UMBRELLA.

SO SINCE GISD IS IN ITS LAST YEAR OF THE TRANSITIONAL BILINGUAL PROGRAM, FURTHER DESCRIPTION OF IT IS NOT INCLUDED IN YOUR PROGRAM EVALUATION.

SO THE ULTIMATE GOAL OF ANY BILINGUAL ESL MODEL IS TO ENSURE THAT STUDENTS HAVE THE APPROPRIATE OPPORTUNITIES TO BECOME ENGLISH PROFICIENT AS THEY NAVIGATE THE DEMANDS OF RIGOROUS ACADEMIC STANDARDS.

SO AS STUDENTS GAIN PROFICIENCY, THEY'RE ABLE TO BE RECLASSIFIED INTO A FOUR YEAR MONITORING STAGE IF THEY PASS STAAR.

AND PROFICIENCY IS MEASURED BY THE STATE ASSESSMENT PROGRAM, WHICH IS THE TEXAS ENGLISH LANGUAGE PROFICIENCY ASSESSMENT SYSTEM, OR TELPAS AND TELPAS MEASURES THE STUDENT'S ENGLISH PROFICIENCY IN THE DOMAINS OF READING, WRITING, SPEAKING AND LISTENING.

SO DUE TO THE IMPACT OF COVID ON TRADITIONAL INSTRUCTION AND OUR ASSESSMENT PROGRAMS, THE STATE ALLOWED FOR THE USE OF AN ALTERNATIVE PROFICIENCY ASSESSMENT TOOL, WHICH WAS LAST LINKS. AND IN ORDER.

THIS ALLOWED US TO RECLASSIFY OUR STUDENTS.

SO THIS MEANS THAT STUDENTS WHO PASSED STAAR BUT WERE UNABLE TO COMPLETE EVERY DOMAIN OF TELPAS THEY WERE GIVEN THE OPPORTUNITY TO TAKE THE LOSS LINKS ASSESSMENT BEGINNING IN JUNE THROUGH AUGUST.

SO THIS CHART IS FOUND ON PAGE 14 OF THE PROGRAM EVALUATION AND SHOWS THE DIFFERENT OPTIONS THAT WERE MADE AVAILABLE FOR STUDENTS TO MEET THE RECLASSIFICATION CRITERIA.

THE EL DEPARTMENT MET WITH EACH OF OUR GISD CAMPUSES BETWEEN MARCH AND SEPTEMBER OF 2021 TO ENSURE THAT OUR STUDENTS DATA WAS COLLECTED AND ANALYZED TO HELP STUDENTS SHOW THEIR ENGLISH PROFICIENCY.

YOU'LL NOTE THAT THIS SLIDE DIFFERS FROM THE ONE IN YOUR BOARD PACKET AND CHANGES WERE MADE IN ORDER TO ENSURE THE DATA WERE COMPREHENSIBLE WITHOUT A NARRATIVE OF A PRESENTATION. THE PIE CHART, FOUND ON PAGE 13 OF THE EVALUATION ON THE LEFT SHOWS THE PERCENT OF STUDENTS WHO WERE RECLASSIFIED BY THE CAMPUS LEVEL.

IT STANDS TO REASON THAT STUDENTS AT THE ELEMENTARY LEVEL RECLASSIFY AT A LOWER PERCENTAGE RATE BECAUSE THEY HAVE LESS YEARS OF ACADEMIC SCHOOLING.

SO YOU'LL ALSO REMEMBER FROM THE PREVIOUS SLIDE THAT STUDENTS MUST PASS STAAR READING [INAUDIBLE] ENGLISH TO RECLASSIFY.

SO THIS LEAVES OUR RECLASSIFICATION YEARS ONLY FOR FOURTH AND FIFTH.

STUDENTS WHO ARE CODED AS EB FOR FOUR YEARS OR MORE ARE CONSIDERED LONG TERM EMERGENT BILINGUALS.

AND THE INFORMATION ON THE RIGHT NOTES THAT TEN THOUSAND FOUR HUNDRED AND SEVEN LONG TERM EBS WERE ASSESSED ON TELPAS DURING THE SPRING OF 2021, AND OF THOSE STUDENTS, NINE THOUSAND NINE HUNDRED AND FORTY SIX RETURNED TO GARLAND ISD AND ARE PART OF OUR

[00:15:05]

ENROLLMENT FILE THE TIME THIS PROGRAM EVALUATION WAS MADE.

AND OF THOSE STUDENTS, TWO HUNDRED AND TWENTY SIX, I'M SORRY.

TWO HUNDRED AND SIXTY SIX OF THOSE STUDENTS MET THE RECLASSIFICATION CRITERIA FOR THE 21 22 SCHOOL YEAR.

THANK YOU.

MAY I ASK A QUESTION, RIGHT THERE? I'M JUST CURIOUS ON THE PROGRAMS THAT WE HAVE THE ESL.

THIS MAY BE A STUPID QUESTION, BUT I WANT TO ASK YOU.

ESL EB WHEN THIS STARTS OR WHEN A STUDENT IS LABELED OR CODED THAT HOW LONG DOES IT TAKE? OR IS THERE A TIMEFRAME OR TIMELINE THAT THEY COME OUT OF THAT INTO REGULAR CLASSES OR REGULAR CURRICULUM AGAIN? IN OTHER WORDS, AND NOT, DON'T WORRY ABOUT THE ESL OR WHATEVER AS A SECOND LANGUAGE THAT THERE IS IT BECAUSE OF THE STAAR TESTING OR WHERE IS THAT CODE? WHEN DOES IT GO AWAY OR DOES IT EVER GO AWAY ON THAT STUDENT? SO I'M GOING TO LET THEM DO IT, BUT YOU HIT THE NAIL ON THE HEAD MR. BEACH. THAT IS NOT A DUMB QUESTION.

THAT IS A VERY DEEP, INTELLIGENT QUESTION.

WHAT WE DON'T WANT IS LIFERS, RIGHT WHERE THEY COME IN AND THEY NEVER EXIT OUT OF THE PROGRAM.

DEPENDING ON THEIR PROGRAM IT COULD TAKE ANYWHERE TO BE TRULY EMERGENT AND KNOW THE LANGUAGE ANYWHERE FROM THREE TO SEVEN YEARS.

OK. IF YOU'RE IN A TWO WAY DUAL LANGUAGE PROGRAM, IT'S GOING TO BE LONGER BECAUSE YOU'RE LEARNING TWO LANGUAGES AT THE SAME TIME.

AND BY THE TIME YOU THEORETICALLY EXIT OUT, YOU SHOULD BE PROFICIENT IN TWO LANGUAGES.

IF YOU'RE IN AN EMERGENT PROGRAMING, AND YOU'RE TRANSITIONING JUST TO BE ENGLISH.

IT COULD TAKE THREE YEARS, IT COULD TAKE FIVE YEARS, BUT OUR DATA IS SHOWING THAT IT'S SO WE HAVE A LOT OF LIFERS THAT WE NEED TO GET OUT.

THE PART OF THE PROBLEM, TOO, IS WE HAVE HOW MANY DIFFERENT LANGUAGES SPOKEN HERE.

69. HOW MANY? SIXTY NINE LANGUAGES.

OK, SO AS OF TODAY, WE HAVE SIXTY NINE LANGUAGES AND SO WE DON'T HAVE SIXTY NINE DIFFERENT TYPES OF TEACHERS.

WE JUST MAINLY HAVE THREE MAIN ONES.

GIVE OR TAKE VIETNAMESE, SPANISH AND OF COURSE, ENGLISH.

I KNOW THAT, I GUESS WHERE THAT LEADS ME TO IS THAT WE'RE TRYING TO CAPTURE MOST OF THOSE KIDS, PROBABLY IN THE ELEMENTARY LEVEL, I WOULD THINK.

AND YOU KNOW, YOU WOULD THINK THAT AFTER THREE OR FOUR YEARS OF ELEMENTARY EDUCATION, THAT THEY WOULD BE CODED OUT OF THAT.

BUT OF COURSE, I MEAN, I KNOW THERE'S OTHER MOVING ENDS AND EVERYTHING AS FAR AS MIDDLE SCHOOL AN HIGH SCHOOL. BUT STILL, WHEN I SAW THAT NUMBER OF EIGHTEEN THOUSAND, I WENT, GOLLY, BOOM, YOU KNOW HOW MANY OF THOSE KIDS ARE STILL CODED AT THAT LEVEL OR ARE WE GETTING? IS THAT NUMBER COMING DOWN? NO. AND THE TRUTH IS THIS IS THAT WHEN WE'RE LOOKING FOR OUR NEW ELL DIRECTOR, OUR MULTILINGUAL DIRECTORS, IT SHOULD BE CALLED.

YES. THE ONE THING THAT WE'RE LOOKING FOR THEM TO DO IS CREATE A PLAN TO ADDRESS WHAT YOU JUST SAID. THAT IS ONE OF THE PRIMARY THINGS AND WE HAVE NOT UNCOVERED A PERSON TO BE ABLE TO CREATE THAT PLAN FOR OUR DISTRICT.

IF YOU LOOK AT EIGHTEEN THOUSAND, THAT'S BIGGER THAN WYLIE, ISN'T IT? EXACTLY. THAT'S BIGGER THAN THE WHOLE DISTRICT THERE.

SO NO, BUT YES, THOSE ARE.

THOSE ARE EXCELLENT QUESTIONS.

AND AS DR.

LOPEZ MENTIONED, WE DO ONLY HAVE THE SPANISH BILINGUAL PROGRAM.

BUT ALSO YOUR FIRST QUESTION IS HOW DO THEY GET IDENTIFIED AND HOW LONG DOES IT TAKE? IT'S NOT LIKE A SPECIAL EDUCATION REFERRAL PROCESS WHERE YOU HAVE TO GO THROUGH A LOT OF DIFFERENT THINGS. RIGHT. A STUDENT HAS TO COMPLETELY BE TANKING RIGHT IN ACADEMICS BEFORE WE CAN REALLY LIKE WE THEY GO THROUGH TIER ONE, TIER TWO, TIER THREE INTERVENTIONS.

SO WITH THIS IS THEIR HOME LANGUAGE IS WHAT IDENTIFIES THEM, THEN PARENTS ARE EITHER GOING TO ACCEPT EXCUSE ME, ACCEPT THE SERVICES THAT WE OFFER IN GARLAND ISD OR DENY THEM.

SO THAT'S AN IMMEDIATE.

ONCE THEY ARE ENROLLING IN OUR DISTRICT AND THEN TO YOUR QUESTION OF HOW LONG DOES IT TAKE, AS DR. LOPEZ MENTIONED, ALL OF THESE MODELS OVER TIME, WE HAVE ALL OF THIS DATA THAT CHANGES AND IT'S NOT MY WORLD, BUT I'M IMMERSED ENOUGH IN IT, YOU KNOW, BECAUSE THE CAMPUS WHERE I WAS A CAMPUS ADMINISTRATOR WAS A TWO WAY DUAL LANGUAGE PROGRAM WHERE WE HAD BABIES LEARNING ALMOST LIKE A VIAL, IF YOU WILL.

SO IT JUST DEPENDS ON WHAT TYPE OF PROGRAM.

AND SO WE COME TO UNDERSTAND THAT THE LATE EXIT MODEL DOES NOT WORK FOR OUR STUDENTS AND THAT'S WHY WE ARE COMPLETELY TRANSITIONING OUT OF THAT.

AND THEN ALSO, AS HE MENTIONED, WE HAVE STUDENTS THAT SPEAK ALL OF THESE DIFFERENT LANGUAGES. AND SO IT'S REALLY DOING THAT SHELTERED INSTRUCTION THAT HAS BEEN MENTIONED SO

[00:20:01]

MANY TIMES IN PRESENTATIONS WHERE YOU EVEN AND WE KIND OF TEASED ABOUT IT EARLIER WITH THIS PRESENTATION SLIDE OF PUTTING THE DIVIDER THERE, MAKING SURE THAT WE HAVE OUR TITLE FOR OUR GRAPH SEPARATING THINGS OUT.

SO ALL OF THOSE THINGS ARE GOOD STRATEGIES FOR INSTRUCTION THAT WE WANT TO SEE IN OUR EVERYDAY CLASSROOMS SO THAT OVER TIME, WE DON'T HAVE TO RELY ON PROGRAMS, IT'S JUST PART OF GOOD INSTRUCTION. WELL, BECAUSE I KNOW WE PUT SO MUCH EMPHASIS ON READING, LIKE YOU SAID, AND I KNOW THAT EVEN IN THE EARLIER GRADES NOW, WE WANT IF DON'T READ BY THE THIRD GRADE WE NEED TO KEEP YOU THERE UNTIL YOU DO WHATEVER THE CASE MAY BE.

AS FAR AS ENGLISH IS CONCERNED, BECAUSE THE STAAR TESTING, YOU KNOW, IN THE MATH SIDE OF IT IS STATEMENT PROBLEMS TOO WHERE YOU'RE HAVING TO READ STATEMENTS.

AND SO IF THEY'RE NOT UNDERSTANDING THAT I CAN SEE WHERE THAT, YOU KNOW, THAT CREATES AN ISSUE FOR WHY OUR TEST SCORES IN SOME AREAS DO DROP BECAUSE OF NOT HAVING THAT BACKGROUND OR THAT BASIS IN THAT PROGRAM.

SO I WAS JUST CURIOUS I WOULD LOVE TO SEE THAT NUMBER REALLY START COMING DOWN, YOU KNOW, SO THAT THAT MAKES ME AS A BOARD MEMBER SAYING, HEY, OUR PROGRAMS ARE WORKING BECAUSE WE'RE GETTING KIDS OUT OF THIS PROGRAM.

THEY'RE UNDERSTANDING ENGLISH AND THEY'RE GETTING WHERE THEY NEED TO BECAUSE I MEAN, I KNOW THAT THEY OFFER THE PROGRAM IN OTHER LANGUAGES, TOO.

BUT STILL, I KNOW OUR GOAL IS TO GET THEM OUT OF THAT PROGRAM.

RIGHT. OR CODED.

AND YOU ALSO MENTIONED A VERY IMPORTANT PHRASE BECOME PROFICIENT IN ENGLISH.

AND THE TASK HERE IS NOT JUST FOR THEM TO BECOME PROFICIENT IN ENGLISH, BUT BECOME PROFICIENT IN ACADEMIC VOCABULARY IN ENGLISH.

UH-HUH. AND SO AGAIN, JUST PRIOR KNOWLEDGE AND LIZ JUMP IN AT ANY TIME.

A LOT OF TIMES OUR STRUGGLES, EVEN THOUGH WE HAVE STAAR IN READING IN SPANISH OR MATH AND SPANISH, AND WE SEE WOW, IF THE STUDENTS ARE TAKING THESE ASSESSMENTS IN THEIR HOME LANGUAGE, WHERE IS THAT GAP? LIKE WHAT'S CAUSING THE GAP? AND IT'S BECAUSE THEY HAVE COLLOQUIAL SPANISH.

THEY DON'T HAVE THE ACADEMIC VOCABULARY IN SPANISH.

AND SO THE MORE WE CAN BRIDGE THOSE GAPS IN THEIR FIRST, AGAIN, SPANISH ONLY BECAUSE THAT'S OUR BIGGEST PROGRAM.

THE MORE WE CAN BRIDGE THOSE GAPS IN THOSE PROGRAMS AND HAVING THE TEACHERS HAVE THE STRATEGIES THAT WE'VE TAUGHT THEM WITH THEIR WORD WALLS AND ALL OF THAT, THE GREATER WE CAN, OR THE QUICKER WE CAN BRIDGE THE GAP BETWEEN ACADEMIC LANGUAGE IN THEIR HOME LANGUAGE AND ACADEMIC LANGUAGE IN ENGLISH.

SO I MEAN, JUST BEING HONEST, MY PARENTS IMMIGRATED HERE IN THE SEVENTIES.

MY MOM AND DAD ARE ENGLISH LEARNERS, BUT JUST LIKE I WOULDN'T BE ABLE TO PICK UP A BIOLOGY BOOK OR CHEMISTRY BOOK IN SPANISH, EVEN THOUGH I HAVE A MASTER'S DEGREE IN SPANISH LITERATURE, THEY WOULDN'T BE ABLE TO PICK UP A BIOLOGY OR CHEMISTRY BOOK IN ENGLISH BECAUSE THEIR ENGLISH IS CONVERSATIONAL AND IT'S RELATED TO THEIR BUSINESS SO THOSE ARE THE STRUGGLES THAT WE SEE EVEN WITHIN OUR STUDENTS.

EXACTLY. THANK YOU.

GREAT QUESTION. AND THEN YOU MENTIONED THE MATH, SO I'LL JUST JUMP RIGHT INTO THE STAAR INFORMATION. SO THIS HERE IS JUST OUR LONGITUDINAL DATA.

AND IT'S NO SURPRISE BECAUSE YOU SAW THIS INFORMATION BRIEFLY IN THE JULY PRESENTATION WHEN WE TALKED ABOUT ALL STAAR STUDENTS.

WE DID SEE A DECLINE BECAUSE OF, YOU KNOW, WE'RE GOING TO GET TIRED OF THE WORD PANDEMIC.

SO IN SIXTH GRADE AND THROUGH EIGHTH GRADE, WE SEE VERY, VERY SIMILAR RESULTS.

NOW, ONE THING TO NOTE IN THESE SLIDES IS THAT ALGEBRA ONE FOR MIDDLE SCHOOL WAS INCLUDED IN THE DATA SET FOR THE MATH SIX THROUGH EIGHT.

AND THEN LASTLY, THE ACADEMIC PROGRESS FOR ENGLISH ONE ENGLISH TWO AND ALGEBRA.

AGAIN, VERY SIMILAR TRENDS.

NOW YOU WILL NOTICE THE ALGEBRA ONE APPEARS TO BE AN OUTLIER FOR HIGH SCHOOL, AND IT'S BECAUSE IT'S HIGH SCHOOL ONLY.

WE'VE TOTALLY ELIMINATED THE MIDDLE SCHOOL ALGEBRA ONE FROM THE SUBSET.

OK. AND THEN LASTLY, WE HAVE OUR INFORMATION ON THE BILINGUAL AND ESL CERTIFICATION.

SO JUST LIKE ALL OF OUR PROGRAMS AND WE'VE TALKED ABOUT IT A LOT DURING THESE MEETINGS IS WE ARE CONSTANTLY LOOKING FOR THE MOST QUALIFIED TEACHERS FOR ALL OF OUR STUDENTS, NOT ONLY STUDENTS THAT ARE IN BILINGUAL OR IN ESL PROGRAMS, BUT PART OF THE PROGRAM EVALUATION AND THE REQUIREMENTS FOR THE STATE DO REQUIRE US TO MAKE SURE THAT YOU HAVE THIS INFORMATION BEFORE YOU.

SO IN YOUR BOARD PACKET APPENDIX A, WHICH IS FOUND ON PAGE FIFTY SIX, SHOWS A DETAILED TEACHER CERTIFICATION PLAN AS REQUIRED BY THE STATE.

OK, SO VERY, VERY GOOD QUESTIONS MR. BEACH AND ANYBODY ELSE HAVE QUESTIONS? ANY OTHER QUESTIONS? MS. GRIFFIN AND THEN MS. STANLEY AND MR. MILLER. AND I GUESS MY QUESTION IS TO DR.

LOPEZ.

[00:25:01]

AS WE LOOK AT THESE NUMBERS AND THANK YOU FOR THE REPORT, I DON'T THINK WE'VE SEEN IT.

I HAVEN'T SEEN IT THIS CLEARLY BEFORE.

BUT AS WE LOOK AT THESE NUMBERS AND THEN WHEN WE STARTED TALKING ABOUT OUR ACCELERATION PLAN AND THEN WE TALKED ABOUT RE CLASSIFYING OUR AND CORRECT ME, WHEN I'M WRONG SOMEWHERE IN HERE. WHEN WE STARTED REDEFINING OUR AREA DIRECTORS TO EXECUTIVE.

I DON'T KNOW WHAT THE NEW NAME IS.

Y'ALL KNOW WHAT I'M TALKING ABOUT.

OK? THAT I THOUGHT I REMEMBERED THAT THEY WERE GOING TO HAVE SOME OF THESE SUPPORT PEOPLE UP UNDER THEM.

AND I THINK I ASKED THE QUESTION BACK THEN.

HOW IS THAT POSSIBLE? BECAUSE THE SPECIFIC QUALIFICATIONS OF THE PEOPLE THAT ARE PROVIDING SUPPORT TO OUR CAMPUSES? THIS IS MY UNDERSTANDING.

WERE IS SO SPECIALIZED AND CAME FROM THE CENTRALIZED OFFICE HERE IN CENTRAL OFFICE.

AND THEN WHEN WE LOOK AT THE SIZE OF THIS NUMBER, DID WE GO TO THAT MODEL AND PUT THOSE PEOPLE UNDER THERE BECAUSE WE'RE TALKING ABOUT AND MR. BEACH'S QUESTION WAS, YOU KNOW, WHEN I CAME ON BOARD, IT WAS EARLY EXIT OR LATE EXIT, AND THEN THE PARENTS HAD A LOT TO DO WITH WHICH ONE THEY CHOSE.

SO AS WE LOOK AT THIS HUGE NUMBER AND WANTING TO GET IT DOWN, IS IT WITH DISSEMINATION THAT WE'RE GOING TO ACCOMPLISH WHAT WE NEED TO ACCOMPLISH OR SHOULD WE BE STRENGTHENING OUR EL DEPARTMENT TO PROVIDE MORE SUPPORT THAT IS STRATEGIC AND EXPERT THROUGHOUT THE CAMPUSES? SO SOMEWHERE IN THERE, I MIGHT HAVE MISSED SOMETHING.

I WAS GOING TO ADD SOMETHING TO YOU THAT I NOTICED WHERE WE ADDED FORTY NINE ADDITIONAL TEACHERS FROM THE 2019 TO 20 TO THE 2021 THERE.

IF I'M CORRECT, IS THAT RIGHT ON THE TEACHER COUNT? YOU'VE ADDED FORTY NINE TEACHERS TO HELP IN THAT SUPPORT.

SO I THINK THAT WE'RE GOING IN THE RIGHT DIRECTION AS FAR AS SUPPORTING THAT.

I THINK THOUGH AND I MENTIONED TO MR. MILLER, THAT THIS IS WHERE WE AS A BOARD REALLY NEED TO LOOK AT WHERE OUR DOLLARS ARE BEING SPENT IN THIS DISTRICT.

THAT'S SOMETHING THAT BECAUSE THESE ARE THE KIDS THAT ARE ECONOMICALLY DISADVANTAGED, A LOT OF THEM ARE AND THAT WE NEED TO HELP WITH ANY WAY THAT WE CAN WITH FUNDS TO REALLY HELP THESE KIDS SO THAT WE, THEIR GRADUATION RATES GO UP.

I MEAN, SO THAT THEY GET THAT THEY GET IT.

AND SO, YOU KNOW, IT'LL MAKE THEM A CAREER PATH WHERE THEY KNOW WHAT THEY WANT TO DO SO I AM. WHERE THEY CAN BE SUCCESSFUL.

YOU BET. YOU BET. SO THAT'S WHY MY DEAL IS WHEN YOU HAVE AN EXPERTISE AND IT'S DISSEMINATED AMONG PEOPLE WHO DON'T KNOW THIS, THE SPECIALTIES OR WHATEVER.

I JUST REMEMBER THAT VAGUELY THAT WAS PRESENTED TO US.

I DON'T KNOW IF THAT'S WHAT WE ENDED UP DOING OR NOT.

SO I WANT TO GIVE SOME CLARIFICATIONS AND BEFORE I GIVE CLARIFICATIONS, I WANT TO LET YOU KNOW MY BACKGROUND. MY BACKGROUND HAS BEEN TO BE A BILINGUAL ADMINISTRATOR.

ALL RIGHT. SO WHENEVER I WAS IN TEACHING, I GOT INTO A PROJECT CALLED PROJECT MARIPOSA, AND IT WAS TWO YEARS OF INTENSIVE TRAINING ON HOW TO REDEFINE SOME OF THESE PROGRAMS. AND SOME OF THE PROGRAMS THAT WE LEARNED FROM WERE SOME OF THE ONES THAT ARE BEING REPLICATED ACROSS THE STATE AND IN SOME PARTS OF THE NATION.

ONE OF THE RENOWNED PROGRAMS AT THAT TIME WAS ALICIA CHACON, AND I SUPERVISED ALICIA CHICO AND AS I MOVED UP THE RANKS.

SO WHEN WE TALK ABOUT OUR APPROACH TO SERVING GARLAND AND PLEASE, THIS IS NOT TO DISPARAGE ANYBODY.

THIS IS JUST TO SHOW THE PROGRESS THAT HAS TO BE MADE.

THERE'S TWO CRITICAL FACTORS THAT WE HAVE TO LOOK INTO.

OK, SO THE FIRST CRITICAL FACTOR WE HAVE TO LOOK INTO IS IF I GO INTO A BILINGUAL CLASSROOM, I DON'T CARE IF IT'S VIETNAMESE, SPANISH OR WHATEVER, AND IT'S GOING TO GO INTO WHAT YOU WERE TALKING ABOUT THE ACADEMIC LANGUAGE AND ACADEMIC EXPECTATIONS.

SO I WANT YOU IN THEORY, IF I WENT INTO A SECOND GRADE CLASSROOM, OK, AND WE ARE LOOKING AT SECOND GRADE MATH AND YOU WALKED INTO AN ENGLISH CLASSROOM AND THEN YOU WALKED INTO A BILINGUAL CLASSROOM, THOSE TWO CLASSROOMS WOULD NOT HAVE THE SAME EXPECTATIONS HERE IN GARLAND ISD.

ONE WOULD BE TEACHING NUMBERS IN ENGLISH AND TRYING TO TRANSLATE AT A LOWER LEVEL, AND IT ISN'T COMPLEX. SO JUST BY THAT, THE STANDARDS ARE LOWER AND THE KIDS AREN'T GOING TO BE LEARNING AS HIGH.

OK? THE MAIN PERSON THAT'S RESPONSIBLE FOR SOMETHING LIKE THAT WOULD BE THE CAMPUS

[00:30:03]

PRINCIPAL. THE CAMPUS PRINCIPAL IS THERE DAILY AND IS THERE TO ENSURE THAT INSTRUCTION IS AT ITS HIGHEST POINT.

OK. THE SECOND THING IS WHAT IS THE CURRICULUM AND INSTRUCTION AND EXPECTATIONS COMING FROM THE DISTRICT? SO BEFORE ZIDA LEFT, YOU STARTED HEARING ABOUT SHELTERED INSTRUCTION, SHELTERED INSTRUCTION STRATEGIES.

WE STARTED IMPLORING GLAD, WHICH IS A VERY ROBUST, SHELTERED INSTRUCTIONAL STRATEGY.

WITHIN THOSE INSTRUCTIONAL STRATEGIES, THOSE STRATEGIES HAVE TO BE IMPLEMENTED TO FIDELITY TO BE ENSURING THAT THE TRANSFER OF THE LANGUAGE AND THE HIGH EXPECTATIONS IS THERE.

OK, NOW THE PIECE THAT YOU'RE TALKING ABOUT WHEN WE STARTED DISPERSING TEAMS TO ENSURE THE INTEGRITY IS HAPPENING WITH OUR EDL'S, THEY GOT A BILINGUAL SPECIALIST, EACH OF THEM, THEY DIDN'T GET A TEAM OF BILINGUAL PEOPLE TO ENSURE THE CURRICULUM IS BEING ALIGNED TO THE EXPECTATIONS TO GET THE KIDS EXITED OUT.

ALL RIGHT. THE MORE KIDS THAT WE HAVE IN A NORMAL PROGRAM, THE MORE SUCCESSFUL WE FEEL THEY'LL BE UNLESS THEY'RE IN A DUAL LANGUAGE PROGRAM WHERE THEY'RE LEARNING TWO TO THREE LANGUAGES. ON THAT, THEY'RE SUPPOSED TO STAY THERE UNTIL EIGHTH GRADE.

OK. BUT WHAT TIME THEY LEAVE, THEY SHOULD BE FLUENT IN THREE OR MORE LANGUAGES.

ALL RIGHT. SO AS WE'RE GOING THROUGH ALL THAT, THE PIECES THAT WE WERE MOVING WAS FOR ACCOUNTABILITY PURPOSES TO ENSURE THAT OUR CLASSROOMS ARE HOLDING THE STANDARD OF EXPECTATION, NO MATTER WHAT THE LEARNER IS.

THE SECOND PART IS TO ENSURE THAT THE CURRICULUM IS BEING DELIVERED THE CORRECT WAY AT THE AGE APPROPRIATE WAY, AND IT WASN'T BEING WATERED DOWN.

AND THEN THE THIRD THING IS IF IT'S NOT, WHAT ARE WE GOING TO DO? SO THE TEAM WAS THERE TO RESPOND, TO TRAIN, TO DO ALL OF THOSE THINGS, TO ENSURE FIDELITY IN THE PROGRAM. NOW, IF WE'RE LOOKING AT OUR EDLS, THE PERSON THAT'S GOING TO HAVE THE HIGHEST CONCENTRATION OF BILINGUAL STUDENTS WOULD BE JASON ADAMS. HE HAS THE HIGHEST CAMPUSES THAT HAVE THE HIGHEST NEEDS.

BECAUSE IDA PERALES HAS ALL OF THE MIDDLE SCHOOLS.

WE'RE STARTING TO SEE SOME OF THE MIDDLE SCHOOLS ON THE COMMON ASSESSMENTS THAT THEY GIVE FOR MID-YEAR.

WE'RE STARTING TO SEE RISING SCORES.

WE SAW RISING SCORES IN O'BANION AND BUSSEY.

OK, THOSE ARE A HIGH POVERTY DUAL AREAS.

AND THEN FINALLY, THE HIGH SCHOOLS, THOSE FALL UNDER RAY MERRILL.

WE'RE WORKING HARD WITH SOUTH.

SOUTH HAS A LOT OF BILINGUAL LEARNERS.

OK. WE ARE SEEING THE STRATEGIES BEING IMPLORED IN NORTH.

THEY HAVE A LOT OF BILINGUAL LEARNERS THERE, TOO.

SO WE'RE WORKING AT GETTING THE KIDS EXITED OUT AND DOING THINGS.

AND THAT'S THE STRUGGLE BECAUSE WE'RE TRYING TO FIND THE RIGHT BILINGUAL DIRECTOR TO REALLY TAKE US TO NEW LEVELS.

IT HAS TO BE BEYOND PROGRAM COMPLIANCE, WHAT WE HAVE DONE TRADITIONALLY, AND IT'S NOT A BAD THING BECAUSE IF WE HAVE TO LOOK AT WHERE WE WERE AT WHEN WE HIRED OUR BILINGUAL DIRECTOR. IT WAS NOT WE WEREN'T EVEN FOLLOWING COMPLIANCE.

SO NOW WE'RE AT THE COMPLIANT MODE.

MOST OF THE PEOPLE ARE CHECKING ALL THE BOXES, BUT NOW WE NEED TO GET IN THE PERFORMANCE MODE AND THAT'S WHAT WE'RE WORKING TOWARDS.

AND IF YOU SEE EIGHTEEN THOUSAND KIDS, THAT'S NO SMALL FEAT.

THAT'S NO SMALL FEAT.

ESPECIALLY BECAUSE THEY ALL COME WITH A RANGE OF ACADEMIC NEEDS.

SO WE HAVE A LOT OF STUDENTS THAT ARE NEWCOMERS AND THEY'RE COMPLETELY ILLITERATE IN THEIR FIRST LANGUAGE. SO HOW DO YOU TEACH THEM TO TRANSFER KNOWLEDGE WHEN YOU CAN'T EVEN READ IN YOUR HOME LANGUAGE? SO THERE ARE A LOT OF DIFFERENT NUANCES WHEN IT COMES TO BILINGUAL AND ESL EDUCATION.

IT JUST YOU YOU CAN'T HAVE REALLY BLANKET STATEMENTS FOR ANY KIDS OF ANY LANGUAGE.

MS. STANLEY AND MR. MILLER. I DON'T HAVE SO MUCH AS A QUESTION AS JUST TO SAY THANK YOU BECAUSE YOU GUYS JUST KIND OF HELPED PUT A LIGHT BULB GO OFF IN THAT IT'S NOT TEACHING THEM ENGLISH, RIGHT? IT'S EDUCATING THEM.

AND I DON'T THINK I EVER THOUGHT OF IT THAT WAY UNTIL YOU JUST MADE ME THINK OF THAT AND THAT WE HAVE TO BE TEACHING THEM IN THEIR NATIVE LANGUAGE TO THEN TRANSLATE INTO ENGLISH. SO JUST I JUST WANT TO SAY THANK YOU BECAUSE I HAD NEVER THOUGHT ABOUT THAT.

I WAS JUST THINKING MORE OF JUST TEACHING THEM ENGLISH, RIGHT? BUT IT'S SO MUCH MORE COMPLEX.

[00:35:02]

SO I JUST THANK YOU.

MS. STANLEY, THAT GAVE ME GOOSEBUMPS.

SO YES, THAT'S EXACTLY RIGHT.

WE ARE EDUCATING ALL OF OUR KIDS, NO MATTER WHAT HOME LANGUAGE THEY COME TO US WITH.

IT'S GOOD. AND IN BILINGUAL TERMS, WE CALL THAT ACADEMIC LANGUAGE ACQUISITION.

SO THEY'RE LOOKING TO ACADEMIC LANGUAGE, NOT JUST THE CONVERSATIONAL LANGUAGE.

ABSOLUTELY. MR. MILLER. ONE DAY WE'LL WALK INTO A CLASS TO BE TAUGHT IN SPANISH DOING ALGEBRA TWO.

IT'LL BLOW YOUR MIND.

WE'LL FIND ONE. I'LL FIND ONE FOR YOU.

[LAUGHTER] I THINK DR.

LOPEZ ANSWERED SOME QUESTIONS.

I HAD JUST AN OBSERVATION WHEN I FIRST GOT ON THE SCHOOL BOARD ONE OF THE THINGS THAT SHOCKED ME WAS HEARING FROM SEVERAL PEOPLE THAT WE HAVE KIDS IN THE SECOND THIRD GRADE AND AN ADULT HAD NEVER READ THEM A BOOK AND IS STRUGGLING WITH ENGLISH AND SO FORTH.

I HAVE A FRIEND THAT TEACH NOT TEACHES.

HE HAS A BUSINESS RIGHT BY CENTERVILLE.

AND HE WOULD TELL YOU HE WAS ON THE VERGE OF BECOMING A CURMUDGEON.

YOU KNOW, HE'S OLD LIKE ME, AND HE'S MORE OF A GET OFF MY LAWN KIND OF ATTITUDE MOST OF THE TIME. AND I SAID, YOU KNOW, WHY DON'T YOU GO TO THAT SCHOOL AND SEE IF YOU CAN HELP READ BOOKS OR HELP THESE KIDS READ BOOKS.

SO THEY WERE ABLE TO DO THAT.

AND I THINK IT'S TUESDAY AND THURSDAY.

IS IT SPANISH ON MONDAY, WEDNESDAY, FRIDAY AT CENTERVILLE AND ENGLISH ON TUESDAY AND THURSDAY. SO HE WOULD GO OVER TUESDAY AND THURSDAY.

SIT THERE AND READ BOOKS, HELP THE TEACHER.

AND IT COMPLETELY CHANGED A PERSPECTIVE OF HIM.

NUMBER ONE, BUT ME TOO.

IT OPENED MY EYES TO KNOW THAT A LOT OF OUR KIDS, YOU KNOW, WHEN THEY DO GO HOME, THEY REALLY DON'T HAVE A CHANCE TO PRACTICE ENGLISH BECAUSE THE WHOLE NEIGHBORHOOD SPEAKS IN A DIFFERENT LANGUAGE.

AND YOU CAN GO ANYWHERE IN TOWN AND BUY AND DO BUSINESS, AND YOU CAN USE THAT.

LET'S CALL IT THE NATIVE LANGUAGE, BUT IT'S THE ENGLISH LANGUAGE THAT THERE'S NOT A LOT OF PRACTICE FOR.

SO THE OBSERVATION I HAD WAS HOW DO OUR PROGRAMS PROVIDE OPPORTUNITIES FOR THOSE KIDS TO USE IT? I MEAN, IF I DON'T USE IT I LOSE IT KIND OF THING.

AND I TOOK FRENCH FOR FOUR YEARS.

MAYBE I CAN'T EVEN SAY A WORD OF IT BECAUSE I NEVER USED IT.

NOW I'VE FORGOTTEN IT ALL.

SO I'M JUST WONDERING, HOW DO WE TIE ALL OF THAT IN? WELL, PART OF THAT ALSO IS AND OUR LITERACY EXPERT IS IN THE ROOM, BUT WE LIKE OUR TEKS ARE DESIGNED AROUND LITERACY IS NOT ONLY ABOUT READING RIGHT AND READING COMPREHENSION, IT'S ABOUT READING, WRITING, SPEAKING AND LISTENING AND MAKING SURE THAT OUR STUDENTS ARE ABLE TO PRACTICE ALL OF THOSE THINGS.

AND THAT'S WHAT TELPAS, IS RIGHT? TELPAS IS GAUGING ALL OF THOSE FOUR DOMAINS.

SO YOU ARE ABSOLUTELY RIGHT BECAUSE STUDENTS THAT HAVE ALL OF THE INPUT OF ENGLISH, BUT THEY DON'T HAVE THE OUTPUT OF ENGLISH.

SURE. YOU KNOW, AND I WOULD ASSUME THAT THAT'S WHAT YOUR EDUCATION IN FRENCH WAS, RIGHT? ALL OF THE INPUT WAS IN FRENCH, BUT YOUR OUTPUT, YOU DIDN'T HAVE THE OPPORTUNITY TO PRACTICE. SO AND THOSE ARE PART OF ALSO THE SHELTERED INSTRUCTION STRATEGIES.

WE WANT OUR STUDENTS READING, WRITING, SPEAKING AND LISTENING IN ALL CONTENT AREAS.

EXACTLY. NOT ONLY THE LANGUAGE ARTS.

SO, TO FINISH THAT AND GOING IN, DR.

LOPEZ AND I WENT IN THE CLASS ONE DAY AND THE KIDS CHALLENGED US TO PRESIDENTIAL MATH.

ANYBODY HERE KNOW WHAT THAT IS.

THEY CALL OUT THE NAME OF A PRESIDENT LIKE ABRAHAM LINCOLN, PLUS JOHN ADAMS. THEY HAD TO KNOW WHAT NUMBER IT WAS AND THEN DO THE MATH AND SHOUT IT OUT.

VERSUS YEAH, VERSUS.

OUR ATTORNEY IN THE ROOM. DR.

LOPEZ AND I. WELL, WE WEREN'T DOING.

WE DIDN'T DO VERY WELL.

MY POINT IS WHEN I WALKED OUT OF THERE, IT HAS NOTHING TO DO WITH BRIGHTNESS OF A KID.

AND I THINK I TOLD HIM THIS ONE HUNDRED TIMES, MAN.

I GO IN THESE SCHOOLS.

I'M NOT WORRIED ABOUT THE GENERATION COMING UP.

THEY'RE SMARTER THAN I AM.

IT'S JUST GETTING THEM EQUIPPED OR CAUGHT UP OR WHATEVER WORDS YOU WANT TO USE SO THAT THEY CAN PLAY THE GAME ACCORDING TO THE RULES THAT THEY'RE TESTED ON.

BECAUSE MAN, YOU TALK ABOUT SOME SHARP, SHARP KIDS.

I COULDN'T HOLD THEM. I MEAN, I COULDN'T.

WE HAD TO BUY THROUGH A DONATION TO THE PTA OF THAT SCHOOL.

WE HAD TO BUY ONE OF THE KIDS SO THAT HE COULD BE ON OUR TEAM TO HELP US OUT SO WE WOULDN'T GET EMBARRASSED.

[00:40:01]

SO WE MADE A DONATION TO THE PTA TO TO GET.

AND WE STILL LOSE AND WE STILL LOSE.

BUT ANYWAY, MY OBSERVATION OF THAT WAS THAT THIS TEACHER WHOSE NAME I CAN'T REMEMBER UNFORTUNATELY, IS DOING A MARVELOUS JOB.

MY MY OBSERVATION WAS THERE NO WAY SHE'S GOING TO GIVE THEM A LOWER EXPECTATION THAN WHAT ANOTHER KID MIGHT GET IN A DIFFERENT CLASS.

SHE ABSOLUTELY DEMANDED THEY'D BE EXCELLENT.

AND THAT'S WHAT WE SAW.

IT WAS REALLY AWESOME.

AND I KNOW THAT I'M NOT THE SUPERVISOR OVER THIS AREA.

BUT IF Y'ALL WILL ALLOW, I WOULD LOVE TO SEND THROUGH BOARD INSIGHTS A LINK TO A VIDEO.

SUPER, SUPER SHORT.

AND IT'S EXACTLY THAT.

IT'S WHEN TEACHERS UNDERSTAND THAT THEIR STUDENTS ARE NOT.

THEY DON'T HAVE ACADEMIC DEFICIENCIES, THAT IT'S A LANGUAGE DEFICIENCY.

THEN THAT'S WHERE WE REALLY CAN MOVE THE NEEDLE.

SO AND DR.

LOPEZ ALLUDED TO IT ABOUT THE LOWERING OF EXPECTATIONS AND IN THE FIELD.

THERE'S THIS THEORY. IT'S CALLED THE [INAUDIBLE] THEORY LIKE THE POOR, POOR, PITIFUL THEM, RIGHT? WE LOOK AT THE CHILD AND WE AUTOMATICALLY ASSUME POOR THEM ALL OF THESE DIFFERENT FACTORS THAT THEY'RE COMING TO SCHOOL WITH, AND THAT'S WHY THEY CAN'T ACHIEVE.

AND WE HAVE TO CHANGE THAT MINDSET.

THAT'S HOW IT'S GOING TO HAPPEN MS. GRIFFIN.

MR. GLICK. THANK YOU, SIR.

WE STILL HAVE DUAL LANGUAGE TWO WAY? WE DO AT LYLES.

THAT'S. IN PART IT'S A PARTIAL PROGRAM AT BRANDENBURG.

IT'S NOT A IT'S NOT HOW IT WOULD BE AT [INAUDIBLE], BUT IT IS A PARTIAL PROGRAM AT BRANDENBURG. AND AT ONE POINT, I THINK IT WAS AT RUTH ROACH.

WE HAD THE MAYBE THE MOST SUCCESSFUL LATE EXIT PROGRAM IN THE STATE.

IT WAS AMAZING. I THERE WAS SOME QUESTIONS ABOUT WHAT HAPPENED AFTER, BUT RUTH ROACH WAS A MODEL FOR LATE EXIT.

A COUPLE OF THANKS YOU FOR ALL THE CHARTS YOU'VE GIVEN US.

I LOVE THAT. SO DENY MEANS WHAT? [INAUDIBLE] SO DENY MEANS THAT THE PARENTS WERE OFFERED THE SERVICES FOR THEIR STUDENT THAT WERE AVAILABLE AND THEY CHOSE TO NOT PLACE THEIR STUDENTS INTO ONE OF OUR PROGRAMS. AND FROM THAT POINT ON, YOU MONITOR THE STUDENTS FOR HOW LONG? UNTIL THEY REACH CLASS EVERY CLASSIFICATION CRITERIA.

SO THEY STILL HAVE TO MEET THE EXPECTATIONS OF PASSING STAAR IN ENGLISH AND READING AND AND THEN GETTING THE ADVANCED HIGH LEVELS IN TEL PASS.

OK, AND THEN WHAT DOES MONITOR? MONITOR MEANS THAT THE STUDENTS ARE HAVE MET THE RECLASSIFICATION CRITERIA AND THEN FOR FOUR YEARS AFTER DOING THAT, THEY ARE MONITORED TO ENSURE SUCCESS.

SO WE MONITOR THE LPAT TEAM MONITORS THEM TO MAKE SURE THAT THEY CONTINUE TO BE SUCCESSFUL IN THE GRADING CYCLES, THAT THEY ARE AFFORDED OPPORTUNITIES TO BE ABLE, IF POSSIBLE, TO BE IN THE ADVANCED CURRICULUM.

ALSO WATCHING THEM TO ENSURE THAT THEY CONTINUE TO DO WELL IN CBAS IN STAAR FOR UP TO FOUR YEARS. OKAY, WHY WOULD A PARENT SAY THEY DON'T WANT THE SERVICES? I LIKE TO ANSWER THAT. SO TRADITIONALLY I EXPERIENCED THIS IN THREE DIFFERENT PLACES NOW TWO BORDER TOWNS, AND HERE PARENTS FEEL THAT IT'S LOWER STANDARDS AND THAT THEIR KID THEY BETTER LEARN ENGLISH AND GO, YOU KNOW, THEY JUST DON'T BELIEVE IN THE DUAL PROGRAM OR THE LANGUAGE. IT'S CALLED THE LANGUAGE OF POWER.

THEY'VE SEEN THE LANGUAGE OF POWER BECOME ENGLISH, AND THEY THEY FEEL THAT WAY.

THE SECOND THING IS, THIS IS THE FIRST THING.

THESE ARE IMMIGRANTS THAT ARE COMING IN.

THE SECOND THING IS LIKE MY MOM'S GENERATION, THEY WERE PUNISHED FOR SPEAKING A SECOND LANGUAGE. THEY WERE PUT IN DETENTION.

THEY WERE EXPELLED.

AND SO WHEN I GREW UP, THEY DID NOT WANT ME TO SPEAK SPANISH IN SCHOOL AT ALL.

SO I WAS. I EVEN WENT TO SPEECH CLASSES TO SPEAK A CERTAIN WAY.

SO THAT WAY, WHEN I WENT TO SCHOOL, I WAS NOT GOING TO GET PUNISHED.

RIGHT. SO I CAN JUST IMAGINE BECAUSE MY PARENTS ARE BOTH BILINGUAL, THEY CHECK THE BILINGUAL BOX. HE'S GOING TO BILINGUAL PROGRAMS AND IT WAS A DENIAL, OK? AND THE ONLY REASON IS WHEN I GO BACK.

I REMEMBER AT ONE TIME WHEN MY DAD MOVED, I WAS IN ONE OF THOSE CLASSES.

NOW, WHEN WE TALK ABOUT THESE EIGHTEEN THOUSAND STUDENTS, NOT ALL OF THEM ARE IN SHELTERED AND EVERYTHING ELSE.

THE SECOND THING WHEN WE TALK ABOUT THESE EIGHTEEN THOUSAND STUDENTS, WE WHEN WE START LOW, THE KIDS WILL GO HIGH.

SO WHEN WHEN I LEFT [INAUDIBLE], THE AREA THAT WE HAD WHEN WE REVAMPED THE BILINGUAL

[00:45:02]

STUDENTS OUTPERFORMED THE MONOLINGUAL STUDENTS, WHEN I CAME HERE.

TOD WILLIAMS FROM [INAUDIBLE] MET WITH ME AND HE GOES, HOW DID YOU GET YOUR MISSION, BILINGUAL STUDENTS TO OUTPERFORM YOUR MONOLINGUAL STUDENTS? OK, NOW IT'S MORE COMPLEX HERE, BECAUSE THAT'S TWO LANGUAGES OVER ON THE BORDER.

THAT'S ALL I HAD TO WORRY ABOUT TWO, NOT SIXTY NINE.

THAT'S WHY I WANTED HER TO. THEY SAY SIXTY NINE REPEATEDLY.

IT'S A LOT MORE COMPLEX HERE.

AND THE THE THE THOUGHT PROCESS IS DIFFERENT BECAUSE THE MAJORITY OF THE PEOPLE TEACHING THE SECOND LANGUAGE LEARNERS WEREN'T ALWAYS SECOND LANGUAGE LEARNERS.

SO THERE'S A LOT OF MOVEMENT.

BUT I PROMISE YOU, WHEN WE START DOING ALL THE THINGS AND WE DON'T, WE DON'T WORK IN SILOS AND WE WORK COLLABORATIVELY.

WE'RE GOING TO SEE AN INCREASE IN PERFORMANCE FROM THESE STUDENTS.

SO WHEN YOU WHEN YOU LOOK AT THE CHARTS WITH ALL THESE DIFFERENT CATEGORIES, WHAT DOES IT SAY TO YOU? IT'S SAYING SOMETHING TO ME.

I'M WONDERING WHAT, HOW YOU INTERPRET IT? SO WHEN YOU LOOK AT THESE RIGHT HERE? ANY OF THE CHARTS, THEY ALL HAVE THE SAME CATEGORIES.

SO IT JUST DEPENDS ON THE LEVEL OF SUPPORT, RIGHT? WITH THE EXCEPTION OF MONITORED BECAUSE MONITORED, THESE STUDENTS HAVE ALREADY SHOWN THAT THEY THAT THEY HAVE MET THEIR ENGLISH LANGUAGE PROFICIENCY STANDARDS.

SO IT JUST IS VERY, VERY DEPENDENT ON THE LEVEL OF SUPPORT AND ALSO THE ISOLATION OF THE LANGUAGE. OUR BILINGUAL PROGRAM IS GOING.

TO OUTPERFORM OUR ESL PROGRAM IN MANY CASES, BECAUSE WE ARE ISOLATING THE LANGUAGE AND THERE'S IT'S A IT'S A VALUE ADD.

COMING TO SCHOOL WITH THE HOME LANGUAGE OF SPANISH OR VIETNAMESE IS VIEWED AS A BONUS, AS OPPOSED TO THE EXPERIENCES THAT DR.

LOPEZ'S MOTHER EXPERIENCED, RIGHT? ESL, WE CANNOT.

WE JUST SIMPLY CANNOT OFFER ALL OF THE DIFFERENT THINGS THAT WE HAVE IN BILINGUAL FOR SPANISH AND VIETNAMESE, FOR ALL OF THE OTHER SIXTY SEVEN LANGUAGES.

SO THAT LEVEL OF SUPPORT AND IT'S ALMOST LIKE A DEFICIT MODEL WHERE WHERE STUDENTS ARE LOSING THEIR HOME LANGUAGE IN ORDER TO ACQUIRE ENGLISH BECAUSE THERE IS UNLESS THERE IS SUPPORT AT HOME AND A LOT OF OUR FAMILIES OF THE VARIOUS LANGUAGES.

AND I KNOW BECAUSE WE OFFER CREDIT BY EXAMS FOR THESE STUDENTS WHENEVER THEY GO TO HIGH SCHOOL, THEY ARE EXTREMELY PROFICIENT IN OTHER LANGUAGES.

BUT THAT LEVEL OF SUPPORT IN THE ACADEMIC SETTING IS VERY, VERY DIFFERENT.

SO WOULD YOU POSTULATE THAT DENY SHOULD BE BETTER OR WORSE THAN SOMEONE TAKING OUR PROGRAM? THAT'S VERY DEPENDENT ON THE FAMILY.

WELL, BUT YOU HAVE A LARGE GROUP NOW, SO WHAT WOULD YOU THINK SHOULD BE AND WHAT ARE THE RESULTS SEEM TO SAY? THAT THAT ONE'S A TOUGHER QUESTION BECAUSE A LOT OF THE FAMILIES THAT ARE DENY, IT'S BECAUSE THE LEVEL A PARENT'S LEVEL OF EDUCATION IS POTENTIALLY HIGHER.

OK. AND SO WHEN MR. MILLER TALKED ABOUT READING IN THE HOME, FAMILIES THAT ARE AND THIS IS SUCH A GENERALIZATION AND IT SOUNDS TERRIBLE, BUT POTENTIALLY FAMILIES THAT ARE IN THAT DENY STAGE THAT THEY'RE LIKE, YOU KNOW, OUR CHILD WILL BE OK BECAUSE WE WILL READ WITH HIM IN ENGLISH OR OUR HOME LANGUAGE AT HOME.

WHEREAS MANY OF OUR WORKING PARENTS, INCLUDING MY OWN, MY MOM WORKED THREE TO ELEVEN, RIGHT? SHE COULDN'T READ WITH ME AT HOME AFTER SCHOOL BECAUSE SHE WASN'T THERE.

SHE WAS WORKING RIGHT.

SO I THINK THAT THAT IS ALSO SO THERE ARE A LOT OF DIFFERENT REASONS WHY I GET A LITTLE MORE EMOTIONAL ABOUT THAT. BUT THERE'S JUST A LOT OF DIFFERENT REASONS WHY AND WITHOUT HAVING A STEREOTYPE OR A GENERALIZATION, IT'S JUST REALLY HARD TO.

SO IF WE WILL LOOK AT A BENCHMARK BECAUSE I JUST QUICKLY LOOK THROUGH THE CHARTS, IT DOES APPEAR THAT THE DENIES ARE DOING BETTER IN ALMOST EVERY CATEGORY FROM JUST A QUICK LOOK.

SO IF WE WERE TO SET A BENCHMARK AS TO TRY TO SAY, HOW CAN WE RAISE THOSE PEOPLE IN OUR PROGRAMS AGAINST THE DENY PEOPLE, WOULD THAT BE A FAIR WAY TO TEST? CAN WE CLOSE THAT GAP? THIS SEEMS TO BE OVER MANY, MANY YEARS.

THE CHART SEEMS TO BE REFLECTIVE OF DENY AGAINST PROGRAMS. IF WE CAN CLOSE THAT GAP, I THINK THAT'S THAT WOULD BE A MEASURE OF SUCCESS.

JUST JUST THE POINT. AND AND I KNOW WE'RE BEING POLITICALLY CORRECT, RIGHT? IN A PERFECT SITUATION, IN AN IDEAL SITUATION.

IDEAL SCHOOLING, IDEAL ELL ENVIRONMENT, A STUDENT FROM THE SAME TYPE OF HOME LIFE.

RIGHT. IF ONE GOES TO DENY AND ONE GOES INTO OUR PROGRAMS, IF OUR PROGRAMS ARE AS ROBUST AS THEY SAY, THAT PERSON IN OUR PROGRAM SHOULD SIGNIFICANTLY OUTPERFORM A DENIAL, OK,

[00:50:03]

ESPECIALLY IN THE EARLY STAGES OF WHEN THE DENY IS GOING.

I'M SAYING FROM PERFECT APPLES TO APPLES, RIGHT? WHAT WE'RE SAYING HERE, WE HAVE WORK TO DO WITH OUR DEPARTMENT TO MAKE SURE THAT IF IT'S APPLES TO APPLES, THOSE PROGRAMS AND THAT FOCUS FOR ACADEMIC EXCELLENCE IS IN EVERY CLASSROOM, RIGHT? I'M TELLING YOU THAT WHILE I HAVE OUTSTANDING ELL TEACHERS, THERE'S A LOT OF ROOM FOR GROWTH, FOR CONTINUITY AND CONSISTENCY TO GET TO THOSE STELLAR TEACHER LEVELS ACROSS THE DISTRICT. OK.

AND THAT'S WHAT WE'RE WORKING TOWARDS.

SHE IS RIGHT THERE ARE. MY MOM, MY MOM, READ TO ME A LOT.

SHE WORKED WITH ME A LOT WHERE MOST PEOPLE HAD SUMMERS OFF.

I DIDN'T. OK.

THAT WAS THE HOME ENVIRONMENT I GREW UP IN.

OK. I CAN'T SAY EVERYBODY GROWS UP IN THAT ENVIRONMENT, SO PLEASE UNDERSTAND THAT WHAT WE CAN CONTROL IS THE KIDS WHILE THEY'RE AT OUR SCHOOL, AND WHAT WE CAN CONTROL IS HOW WE TEACH THEM IN THE LEVEL OF EXPECTATIONS.

AND SO WE NEED TO GET TO THAT POINT.

SO IN TIME, WE CAN START SEEING A REVERSAL HERE.

SO I THINK WHAT YOU'RE SAYING IS, I THINK THE POINT I'M TRYING TO MAKE IS WITH WHERE YOU HOPE WE'RE GOING TO GO OR EXPECT WE'RE GOING TO GO IS FOR THAT LEVEL TO RISE.

TO EQUAL THE DENIES AND THEN POTENTIALLY SURPASS IT, IS THAT IS THAT IS THAT A FAIR? YES. YES.

AND WHAT'S BEAUTIFUL ABOUT IT IS THE NEW WAY WE'RE LOOKING AT DATA.

WE'RE NOW LOOKING AT BILINGUAL LEARNERS, RIGHT? WE NEVER SEPARATE THE DATA THAT WERE IN THE WHOLE RIGHT PUT THEM IN, NOT IN A HOLE, BUT THE WHOLE POPULATION.

SO YOU LOOK AT A WHOLE POPULATION AND THE LAW OF AVERAGES MASKS WHAT WE HAVE TO DO HERE, AND I HOPE THE PRINCIPALS ARE LISTENING TODAY.

SO THEN THAT WAY THEY UNDERSTAND THE WORK THAT NEEDS TO BE DONE.

THANK YOU ALL. MR. BEACH.

LARRY, I'M GOING TO KIND OF PIGGYBACK OFF OF WHAT YOU JUST SAID BECAUSE THIS IS A GOOD WAKE UP CALL. AND YOU KNOW, IT'S NOT A QUICK FIX OVERNIGHT, WE WILL CLOSE THAT GAP IF WE FOLLOW WHAT DR.

LOPEZ IS SAYING IN THE PRESENTATION THAT YOU'RE MAKING HERE, THE ONE THING THAT CAME TO MIND TO ME WAS 15 TO 20 YEARS AGO.

WE WEREN'T EVEN THINKING ABOUT THE ESL.

I MEAN, WE HAVEN'T GONE TO THE OTHER LEVELS THAT WE ARE TO.

YOU KNOW, WE JUST NOT WEREN'T THERE.

SO WHAT BROUGHT THIS TO MIND WAS JUST THIS LAST YEAR, A GROUP OF NEWCOMERS AT MEMORIAL PATHWAY IN MATH, NOT SPEAKING ONE LICK OF ENGLISH.

EVERYONE IN THE CLASS PASSED THE STAAR EXAM.

SO THERE YOU GO.

THERE IS AN EXAMPLE OF DRIVE OF EDUCATION THAT THEY REALLY WANTED.

THEY COULDN'T EVEN SPEAK ENGLISH, BUT YET STILL HAD THAT DRIVE.

SO I THINK THAT THAT THE TEACHERS THAT YOU KNOW, THAT WE HAD THAT WE STILL HAVE IN OUR DISTRICT THAT HAVE 20, 15 YEARS, 20 YEARS UNDER THEIR BELT.

YOU KNOW, IT'S THAT BUY-IN OF REALLY SEEING WHAT WE'RE WANTING TO DO.

AND I THINK THAT THEY ARE, LIKE YOU SAID, THE PRINCIPALS OF THE SCHOOL.

IT'S IT'S IT CAN BE ACCOMPLISHED.

AND I THINK THAT WE WILL.

IT'S NOT A QUICK FIX OVERNIGHT, BUT WE WILL CLOSE THAT GAP.

THAT 18000 NUMBER WILL COME DOWN, DEFINITELY.

AND I THINK THAT WE'RE GOING TO SEE GREAT RESULTS FROM IT.

SO THANK YOU FOR THE PRESENTATION.

THANK YOU. THANK YOU.

AND JUST TO CLOSE, I MEAN, IF IT WASN'T IMPORTANT, WE WOULDN'T HAVE TO STAND BEFORE YOU AS A COMPLIANCE PIECE WITH THE PROGRAM EVALUATION, AND WE WOULDN'T GET ALL OF THE TITLE FUNDING. SO IT IS IMPORTANT THE STATE KNOWS IT'S IMPORTANT.

THE FEDERAL GOVERNMENT KNOWS IT'S IMPORTANT.

SO IT'S JUST TIME TO CONTINUE TO MOVE FORWARD AND TAKE ACTION.

ALL RIGHT, THANK YOU. THANK YOU GUYS FOR THAT PRESENTATION.

ALL RIGHT, SO WE'RE NOT GOING TO MOVE TO ITEM SIX AGENDA ITEMS THAT WILL BE ON OUR AGENDA

[VI. Agenda Items for Board of Trustees’ Meeting October 2021]

FOR THE OCTOBER MEETING, OCTOBER 26 MEETING AND THE FIRST IS AN ACTION ITEM, ONE FOR CONSIDERATION AT THE MEETING IS GOING TO BE A CONSIDERABLE APPROVAL OF A 2021 2022 CAMPUS IMPROVEMENT PLANS. MS. MCKINNEY. GOOD EVENING, CHAIRMAN SELDERS, SORRY, BOARD TRUSTEE, DR.

LOPEZ, MY NAME IS LAUREN MCKINNEY, AND I SERVE AS YOUR FEDERAL PROGRAMS GRANT MANAGER HERE IN THE GARLAND INDEPENDENT SCHOOL DISTRICT.

WHAT I'M GOING TO BE BRIEFLY REVIEWING WITH YOU IS THE PROCESS THAT WE WENT THROUGH WITH ENSURING THAT OUR CAMPUS PLANS WERE AS STRONG AS POSSIBLE.

WE'RE THINKING ABOUT SERVING THE NEEDS OF OUR STUDENTS, OUR FAMILIES AND OVERALL MEETING THE PROGRAMMATIC INTENTS OF TITLE ONE PART A.

SO THE FIRST PIECE OF THIS IS THE COMPREHENSIVE NEEDS ASSESSMENT.

DUE TO TIME CONSTRAINTS, I CAN GO ON AND ON AND ON ABOUT THIS, BUT I'M JUST GOING TO

[00:55:04]

SUMMARIZE THIS IN SAYING THAT WE'RE LOOKING AT MULTIPLE SOURCES OF DATA IN ORDER TO ENSURE THAT WE ARE USING THIS DATA TO GUIDE OUR INSTRUCTIONAL PRACTICES ON THE CAMPUSES.

SO WHEN REVIEWING OUR COMPREHENSIVE NEEDS ASSESSMENT, THERE ARE FOUR PRIMARY AREAS THAT WE LOOK AT. WE REFER TO THEM AS THE MULTIPLE MEASURES, AND THOSE COMPRISE DEMOGRAPHICS, THE STUDENT ACADEMIC ACHIEVEMENT PERCEPTIONS, AS WELL AS SCHOOL PROCESSES AND PROGRAMS. NOW, A SUPER, SUPER SUPER BRIEF DEFINITION OF ALL OF THESE DEMOGRAPHICS IS EXACTLY THE WAY IT SOUNDS IS QUANTITATIVE HARD DATA.

IT'S THE WHO, THE WHAT AND THE WHY.

SO IT'S GOING TO BE OUR ENROLLMENT.

IT'S GOING TO BE THE LANGUAGES THAT ARE SPOKEN ON OUR CAMPUSES AS WELL AS GRADE LEVELS.

OUR STUDENT ACADEMIC ACHIEVEMENT, WE HAVE THAT DATA GALORE.

THAT IS OUR STAAR DATA.

IT'S OUR LOCAL ASSESSMENT DATA.

IT'S ALL OF THAT HARD DATA AGAIN, THAT WE USE TO BE ABLE TO SAY AND IDENTIFY OPPORTUNITIES FOR GROWTH WITHIN OUR EDUCATIONAL PRACTICES, OUR PERCEPTIONS.

THAT'S HOW WE FEEL.

AND IT'S NOT JUST THE STUDENTS, IT'S ALSO OUR FAMILIES, AS WELL AS OUR COMMUNITY MEMBERS THAT ARE INVOLVED WITH SERVING THE KIDDOS THAT WE SERVE ON OUR CAMPUSES AND THE VERY LAST SECTION SCHOOL PROCESSES AND PROGRAMS. THAT IS WHAT WE AS CAMPUSES ARE DOING.

WE AS THE GARLAND ISD ARE DOING IN ORDER TO ENSURE THAT TEACHERS CAN BE AS SUCCESSFUL AS POSSIBLE WHEN SERVING OUR KIDS IN GARLAND.

TO ENGAGE IN THE PROCESS, THERE ARE MULTIPLE WAYS YOU CAN DO IT.

THE AGENCY DOES NOT GIVE A PRESCRIPTIVE YOU MUST DO IT THIS WAY.

HOWEVER, ONE OF THE APPROACHES THAT THEY LIKE AND HAVE TALKED ABOUT FOR A LOT OF YEARS IS BASICALLY A FIVE STEP PROGRAM.

THE FIRST STEP AT THE VERY TOP SAYS YOU'RE REVIEWING YOUR DATA.

WE'RE TRYING TO FIGURE OUT WHY WE ARE DOING THIS, WHY WE'RE ENGAGING IN THE COMPREHENSIVE NEEDS ASSESSMENT PROCESS.

WE ESTABLISH COMMITTEES AND THOSE COMMITTEES WILL COVER THOSE FOUR MULTIPLE MEASURES THAT WE JUST BRIEFLY TOUCHED BASED ON.

FROM THERE, YOU GO INTO DECIDING WHAT SPECIFIC DATA PIECES WE ARE GOING TO HAVE A DEEPER DIVE WITH, AND WE TRY TO FINE TUNE IN AT THIS AREA AND START TO PRIORITIZE.

THESE ARE OUR BIGGEST BANKS FOR OUR BUCKS.

THIS IS WHAT WE AS A CAMPUS, AS AN ORGANIZATION, ARE GOING TO DEDICATE OUR TIME AND RESOURCES TO FIRST.

BECAUSE AS WE KNOW, FROM THE MOMENT YOU STEP FOOT ON A CAMPUS, WHEN YOU'RE STARTING TO WORK WITH THOSE WHO SERVE THERE, THERE'S ALWAYS GOING TO BE A GAZILLION NEEDS.

THERE'S ALWAYS GOING TO BE A LOT OF THINGS THAT WE COULD DEDICATE OUR RESOURCES, MEANING OUR TIME, OUR PEOPLE, OUR MONEY TO.

SO TO MAKE SURE THAT WE'RE MAKING THE BIGGEST IMPACT.

HOW ARE WE PRIORITIZING THAT? AND THEN LASTLY, WE'RE MAKING SURE THAT THE NEEDS THAT WE IDENTIFIED ARE THEN FOCUSED OR CENTERED AROUND AND DIRECTLY MEETING ARE MET THROUGH THE ACTIONS AND STEPS THAT WE TAKE WITHIN OUR CAMPUS IMPROVEMENT PLANS.

SO WHEREAS OUR COMPREHENSIVE NEEDS ASSESSMENT JUST SAYS, HEY, THESE ARE OUR NEEDS, IT'S NOT SUBJECTIVE.

I'M SORRY, IT'S NOT OBJECTIVE, IT'S IT'S IT'S COMPLETELY OBJECTIVE.

IT'S NOT BASED ON WHAT WE'RE SAYING.

WE THINK WE HAVE IS BASED ON THE DATA.

FROM THERE, WE TAKE OUR CAMPUS IMPROVEMENT PLAN AND DEVELOP THE STEPS, THE ACTIONS THAT WE ARE GOING TO DO TO MEET THE NEEDS THAT WE'VE IDENTIFIED THROUGH THAT CNA PROCESS.

AND THEN AT THE VERY END AND THROUGHOUT, WE'RE EVALUATING OUR WORK THROUGH OUR FORMATIVE AND SUMMATIVE EVALUATIONS.

AND ALL OF THIS IS PART OF THE REQUIREMENT OF BEING AN EDUCATOR IN THE STATE OF TEXAS.

SO YES, I AM HERE TO TALK TO YOU ABOUT THE IMPORTANCE OF ENGAGING IN THE CNA AND CIP WORK FROM A FEDERAL FUNDING PERSPECTIVE BY VIRTUE OF US BEING EDUCATORS IN THE STATE OF TEXAS.

TEXAS EDUCATION CODE REQUIRES THAT WE GO THROUGH THESE SAME STEPS, SO THIS ALLOWS US TO BE COMPLIANT NOT JUST FROM A FEDERAL STANDPOINT, BUT ALSO FROM A STATE STANDPOINT.

NOW, ONCE WE'VE IDENTIFIED ALL THOSE NEEDS, WE DEVELOP OUR ACTIONS.

THE CIP OR THE CAMPUS IMPROVEMENT PLAN IS EASY BECAUSE THAT IS WHAT YOU ARE DOING.

IT'S MUCH HARDER TO TRULY DIG DOWN INTO AND FIND OUT WHAT YOUR NEEDS ARE THAN IT IS TO SAY, WELL, THESE ARE THE STEPS THAT I'M GOING TO TAKE.

SO BASED ON THE DATA FROM THE CNA, OUR CIP IS DEVELOPED BASED ON A IT'S QUITE A FEW COMPONENTS, BUT WE START OFF WITH OUR GOAL.

WE ARE GARLAND ISD, WE HAVE ONE GOAL, WE HAVE ONE MISSION, WE ARE ONE GARLAND ISD.

FROM THERE OUR PERFORMANCE OBJECTIVES.

ALWAYS FOCUS ON OUR ACADEMIC GOALS.

AND THEY ARE PRIORITIZED BASED ON WHAT YOU ALL OBJECTIVELY COME UP WITH AND SAY, THIS IS THE FOCUS THAT WE HAVE AS AN ORGANIZATION, AND THEN YOU LEAVE THE FREEDOM TO THE CAMPUSES OF SAYING HOW WE'RE GOING TO MEET THOSE INDIVIDUAL GOALS BASED ON THE NEEDS THAT AS A CAMPUS, WE HAVE.

LASTLY, OUR STRATEGIES, OUR STRATEGIES THAT WE DEVELOP MEET NOT ONLY OUR ACADEMIC NEEDS, BUT THEY ALSO MEET OUR PARENT AND FAMILY ENGAGEMENT NEEDS, AS WELL AS OTHER TEC REQUIREMENTS SUCH AS GIFTED AND TALENTED, SUCH AS WHAT WE'RE DOING FOR OUR STATE COMPENSATORY ED, WHAT WE'RE DOING FOR OUR BILINGUAL ESL STATE ALLOTMENTS.

SO OUR ACTUAL PLAN ITSELF IS AN AMALGAMATION OF A LOT OF DIFFERENT THINGS.

[01:00:02]

WE'RE ALL MAKING SURE THAT AT THE END OF THE DAY, WE'RE ADDRESSING THE ACADEMIC NEEDS OF OUR OUR KIDS.

GARY CALLED THEM KUDOS.

BECAUSE I CALL THEM KIDDOS, OUR STUDENTS AND OUR KIDS OVERALL.

SO I WANT TO GO OVER A COUPLE OF QUICK THINGS WITH YOU BEFORE I GO ON TO CLOSING.

THE FIRST OF WHICH IS FROM A FEDERAL PERSPECTIVE, WHEN I ASSIST OUR EDLS AND WE GO THROUGH OUR PLANS WHEN I'M CHECKING IS PURELY FROM A COMPLIANCE LENS, IT'S NOT COMING DOWN TO, OH, I WOULDN'T HAVE DONE THAT STRATEGY BECAUSE THAT'S NOT MY ROLE.

THAT'S NOT HOW I SERVE.

I ENSURE AND HELP TO ENSURE THAT WE ARE MEETING THOSE COMPLIANCE TICK MARKS, RIGHT? SO PART OF THAT IS IS OUR FUNDING NOTED IN OUR PLANS? FROM A COMPLIANCE STANDPOINT, ANY PENNY THAT WE GET ON A CAMPUS HAS TO BE ACCOUNTED FOR WITHIN OUR CIPS BEYOND LOCAL FUNDING.

SO WHEN WE LOOKED AT IT, WE WERE DOUBLE CHECKING, HEY, IS OUR MAGNET PROGRAM FUNDING ACTUALLY WITHIN OUR CIP? HAVE OUR CAMPUSES ACTUALLY DESIGNATED THROUGH STRATEGIES BASED ON THE NEEDS THAT THEY IDENTIFIED, HOW THEY'RE GOING TO MEET THE MAGNET NEEDS OF OUR STUDENTS AND OUR FAMILIES? WE ALSO LOOK AT OUR STATE ALLOTMENTS.

OUR CAMPUSES RECEIVE THREE.

THAT'S GOING TO BE OUR BILINGUAL ESL ALLOTMENT, AS WELL AS OUR STATE COMPENSATORY EDUCATION ALLOTMENT, WHICH IS SIMILAR TO TITLE ONE PART A.

AND THEN ALSO THEY CLOSE OUT WITH OUR SPECIAL EDUCATION ALLOTMENT.

WE HAVE SIXTY SIX CAMPUSES THAT ARE ELIGIBLE FOR THAT TITLE ONE PART A.

WE CURRENTLY HAVE SIXTY FIVE CAMPUSES THAT PARTICIPATE IN OUR TITLE ONE PART A PROGRAM, SPECIFICALLY SCHOOL WIDE, MEANING THAT EVERY KID ON THAT CAMPUS GETS AN OPPORTUNITY TO TAKE ADVANTAGE OF THE PROGRAM.

AND THEN THE VERY LAST PIECE THAT WE CHECK FOR IS OUR TITLE ONE PART A PROGRAM PARENT AND FAMILY ENGAGEMENT ALLOTMENT.

NOW, PARENT AND FAMILY ENGAGEMENT IS A REQUIREMENT NOT ONLY AT FEDERAL BUT ALSO AT THE TEC LEVEL. NOW, FROM A FEDERAL PERSPECTIVE, WE ARE CHECKING TO MAKE SURE WE ARE BUILDING THE CAPACITY OF FAMILIES IN THOSE CIPS.

NOT ONLY IS IT A REQUIREMENT IN TITLE ONE PART A, IT'S ALSO A REQUIREMENT IN TITLE THREE PART A, AS WELL AS SOME PIECES IN TITLE FOUR PART A.

SO WHEN WE'RE REVIEWING IT, WE'RE MAKING SURE THAT ACROSS THE BOARD WE'RE DOING MORE THAN JUST CHECKING BOXES.

ARE WE TRULY BUILDING THE SKILL SETS OF OUR FAMILIES TO BE ABLE TO SUPPORT THE ACADEMIC ENVIRONMENT AT HOME AND IS NOT ASKING THEM TO BE TEACHERS? BECAUSE THAT'S NOT WHAT WE DO.

WE'RE TRYING TO MAKE SURE THAT WE'RE EQUIPPING OUR FAMILIES WITH THE SKILLS NEEDED TO SUPPORT THE LEARNING AT HOME.

AND WE DO CHECK BECAUSE EACH OF OUR TITLE ONE PART A CAMPUSES GETS AN ALLOCATION OF TWO THOUSAND AND FIFTEEN DOLLARS TO DO THAT WORK.

NOW, IF THEY EXCEED THAT, AS SOMEONE WHO AT THE REGIONAL LEVEL WORKED WITH OUR PARENT AND FAMILY ENGAGEMENT INITIATIVE AT REGION 10 MAKES ME VERY HAPPY.

BUT AT A MINIMUM, WE ENSURE THAT THEY MEET THAT 2015, CLOSING OUT.

I WANT TO SHOW SHARE WITH YOU A COUPLE OF RESOURCES THAT WE PROVIDE SO THAT OUR CAMPUS LEADERSHIP AND THOSE WHO ENGAGE IN THIS CNA CIP WORK ARE NOT IN THE DARK.

THEY KNOW EXACTLY WHAT IT IS THAT WE'RE CHECKING FOR FROM A COMPLIANCE LENS.

WE HAVE TWO THINGS HERE.

THE FIRST IS A QR, IS OUR A QUICK REFERENCE SHEET.

I DEVELOPED THIS NOT LONG AFTER I RETURNED TO GARLAND IN JANUARY OF 2020, BUT BASICALLY IT LETS THEM KNOW FROM A FEDERAL STANDPOINT, AT A MINIMUM, WHAT DO YOU HAVE TO HAVE? SO THEY KNOW WHEN WE'RE GOING THROUGH THIS, THIS RUBRIC OF SORTS.

WHAT WE'RE LOOKING FOR AND IT COVERS TECH AS WELL AS TITLE ONE PART A.

THE SECOND PIECE THERE IS CALLED THE M&MS OF ESA.

WHEN I SERVED AT REGION 10 AND HELPED TO TRANSITION CAMPUSES AND DISTRICTS TO TITLE ONE STATUS, I DEVELOPED THIS BECAUSE I TOOK THE STRAIGHT FROM STAT.

SO PER STATUTE PER TITLE, ONE PART A.

THESE ARE THE PIECES AND IT'S FRONT AND BACK THAT WE MUST INCLUDE IF WE WANT TO MAKE SURE FROM A COMPLIANCE LENS, WE'RE MEETING THAT MINIMUM EXPECTATION.

SO BOTH OF THESE RESOURCES ARE AVAILABLE TO OUR CAMPUS LEADERSHIP.

THEY GET AN OPPORTUNITY THROUGH OUR TRAININGS THAT WE OFFER THROUGHOUT THE YEAR TO SEE IT ASK QUESTIONS. WE DO TECHNICAL ASSISTANCE MEETINGS WITH THEM BEFORE WE REVIEW THEIR PLANS. LAST COUPLE OF THINGS ARE VIRTUAL.

CNA AND CIP REVIEWS WERE COMPLETED THE WEEKS OF SEPTEMBER 13 IN THE WEEKS OF SEPTEMBER 20TH THIS YEAR IN ATTENDANCE, WHERE OUR CAMPUS LEADERSHIP, AS WELL AS OUR EXECUTIVE DIRECTORS OF LEARNING, FORMERLY KNOWN AS 80S AS MYSELF AND THEN OUR STUDENT SERVICES AND OTHER DISTRICT STAFF, AS WELL AS OTHERS WITHIN FEDERAL PROGRAMING, INCLUDING AMANDA MILLER, MY TITLE ONE COORDINATOR AND KELLY CORNELIUS WHO IS OUR TITLE ONE PARENT AND FAMILY ENGAGEMENT FACILITATOR.

FROM THERE, WE WERE ABLE TO OFFER RECOMMENDATIONS TO ENHANCE THEIR OVERALL CNA AND CIP, AS WELL AS STRATEGIES AND RESOURCES.

AND THEN WE WERE ABLE TO PROVIDE SUPPORT WITH FINE TUNING THAT PLAN PRIOR TO US BRINGING IT TO YOU. OUR EDLS, OF COURSE, ARE GOING TO SUPPORT THE WORK THROUGHOUT THE YEAR AND HELPING THEM WITH IMPLEMENTATION TO ENSURE THAT THOSE NEEDS THAT THEY'VE IDENTIFIED IN THEIR COMPREHENSIVE NEEDS ASSESSMENT ARE ACTUALLY BEING ADDRESSED THROUGH THE WORK AND THROUGH THE SUPPORT OF THE TITLE ONE PART A PROGRAM CLOSING OUT.

THIS IS OUR FEDERAL PROGRAMS DEPARTMENT, IF YOU HAVE ANY QUESTIONS FOR ME.

[01:05:04]

I AM HERE TO OFFER THAT, BUT WE ARE COMPLIANCE RESOURCES AND SUPPORT.

PART OF OUR WORK HERE IS TO ENSURE THAT NOT ONLY ARE WE PROVIDING OUR CAMPUS LEADERSHIP WITH THOSE BARE MINIMUM COMPLIANCE ASPECTS, BUT WE PROVIDE THE RESOURCES THAT THEY NEED AND THE SUPPORT THAT THEY NEED TO TRULY ENGAGE IN THE PROGRAM.

BECAUSE TITLE ONE PART A IS A PROGRAM THAT HAPPENS TO HAVE FUNDING ASSOCIATED WITH IT, AS DO ALL OF OUR FEDERAL GRANTS.

OK. I TALK VERY FAST, BUT I'M TRYING TO BE COGNIZANT OF YOUR TIME.

IS THERE ANYTHING YOU HAVE FOR ME AND YOU QUESTIONS ANYTHING THAT I DID NOT ANSWER THAT YOU WOULD LIKE MORE INFORMATION ABOUT? THANK YOU. MS. MCKINNEY FOR THAT PRESENTATION.

I APPRECIATE ALL THE WORK THAT YOU AND YOUR TEAM DO TO KEEP US IN COMPLIANCE AND MAKING SURE THAT WE HAVE EVERYTHING STRAIGHT.

TRUSTEES. ARE THERE ANY QUESTIONS? MR. GLICK.

THANK YOU, SIR. YOU WOULD PROBABLY BE THE RIGHT PERSON.

SO THERE'S BEEN A LOT OF TALK IN WASHINGTON ABOUT DRAMATICALLY INCREASING THE TITLE ONE FUNDING. WHAT ARE YOU HEARING ABOUT THAT? WELL, AS OF RIGHT NOW, THAT HAS NOT.

IT'S A LOT OF TALK, BUT NOTHING HAS ACTUALLY COME DOWN TO US YET.

AS YOU ALL ARE AWARE, WITH THE PASSING OF THE THE VARIOUS COVID RELIEF SUPPLEMENTAL GRANTS WE'VE RECEIVED FROM CARES TO THE THREE ESSERS THAT WE HAVE AND THERE ARE A COUPLE OF MORE THAT ARE STILL COMING DOWN THE PIPELINE.

THE AGENCY HAS MADE IT CLEAR THAT THEY WANT US TO USE ALL OF THAT SUPPLEMENTAL FUNDING STRATEGICALLY BECAUSE THEY CANNOT GUARANTEE WHAT FUNDING FROM AN OUR BREAD AND BUTTER ESA TITLE, ONE PART A, YOU KNOW, PROGRAM WILL LOOK LIKE IN THE FUTURE.

THERE'S ALWAYS RUMBLINGS OF POSSIBLY INCREASING THE ALLOCATION NOT JUST, YOU KNOW, OBVIOUSLY FOR US AS A NATION, BUT WHICH WOULD IN TEXAS, US BEING AS LARGE AS WE ARE SIGNIFICANTLY INCREASED OUR ALLOCATION AS WELL.

BUT AS OF RIGHT NOW, IF I CAN DO A SHAMELESS PLUG REALLY QUICK, ONE OF THE THINGS THAT I KEEP PUSHING FOR OUR CAMPUSES IS TO MAKE SURE THAT FREE AND REDUCED LUNCH PAPERWORK IS COMPLETED. AND I SAY THAT BECAUSE TITLE ONE PART A IS FORMULAIC.

IT'S VERY SIMPLE.

IT IS YOUR FREE AND REDUCED LUNCH PERCENTAGE TIMES THE BUILDING AND THAT GETS YOU YOUR PER PUPIL ALLOTMENT.

MY FEAR WHEN IT COMES TO SERVING OUR KIDDOS ON CAMPUSES AND BEING ABLE TO IMPLEMENT THE TITLE ONE PART A PROGRAM IS THAT OUR FAMILIES WILL HEAR GARLAND ISD IS GOING TO ENSURE THAT YOUR BABY EATS AND THEY'RE NOT GOING TO COMPLETE THE FREE AND REDUCED LUNCH FORM, WHICH WILL SIGNIFICANTLY IMPACT THEIR ALLOCATION GOING FORWARD WITH TITLE ONE PART A.

IT'S VERY SIMPLE IN THAT IF YOUR POVERTY PERCENTAGE IS SEVENTY FIVE PERCENT OR HIGHER, YOU ARE GUARANTEED THE POSSIBLE HIGHEST ALLOCATION YOU CAN GET FROM YOUR LEA FROM YOUR SCHOOL DISTRICT. MY FEAR AGAIN, IS THAT IF WE'RE NOT, IF OUR FAMILIES AREN'T RECEIVING THAT, YOU KNOW, PUSH TO, HEY, MAKE SURE YOU FILL THIS OUT NEXT YEAR.

CAMPUSES ARE NOT GOING TO HAVE THE MONEY THAT THEY NEED, THE SUPPLEMENTAL FUNDING THAT THEY NEED TO ACTUALLY IMPLEMENT THE PROGRAM SO HOLISTICALLY.

GOING BACK TO YOUR QUESTION, WE WON'T KNOW FROM USDE UNTIL THEY ACTUALLY PASS STUFF, BUT FROM WHAT WE CAN ON GROUND DO TO MAKE AN IMPACT.

AS FAR AS MAKING SURE OUR CAMPUSES HAVE THE FUNDING TO SUPPORT THEIR PROGRAM, WE NEED TO GET THOSE FREE AND REDUCED LUNCH FORMS FILLED IN BECAUSE NEXT YEAR WILL BE BASED ON WHAT THEY DO NOW, AND THAT'S COMING UP TO A CLOSE VERY SHORTLY HERE.

THANK YOU. THANK YOU.

ANY OTHER QUESTIONS? NOPE.

THANK YOU, MS. MCKINNEY. THANK YOU ALL.

MOVE TO ACTION ITEM NUMBER TWO FOR CONSIDERATION AT OUR OCTOBER 26 MEETING, CONSIDER APPROVAL OF OUR 2021 2022 DISTRICT IMPROVEMENT PLAN.

DR. CADDELL. MR. SELDERS, TRUSTEE, DR.

LOPEZ, THANK YOU. GOOD EVENING.

LAUREN MCKINNEY IS DEFINITELY A HARD ACT TO FOLLOW.

TONIGHT, I'LL BE PROVIDING YOU WITH A VERY HIGH LEVEL OVERVIEW OF OUR DISTRICT IMPROVEMENT PLAN, WHICH FOLLOWS VERY MUCH THE SAME PROCESS AS OUR CAMPUS IMPROVEMENT PLANS AND THEY ARE LEGISLATIVELY REQUIRED, PER TEXAS EDUCATION CODE CHAPTER ELEVEN POINT TWO FIVE ONE.

A DRAFT DATED SEPTEMBER 14, 2021 OF THE DISTRICT IMPROVEMENT PLAN WAS PROVIDED TO TRUSTEES IN ADVANCE OF TONIGHT'S PRESENTATION.

AN UPDATED HARD COPY WAS JUST PASSED OUT BY DR.

HILL. THANK YOU, DR.

HILL. AND IT DOES INCLUDE MINOR EDITS FOR SPELLING AND PUNCTUATION, AS WELL AS ALL OF THE COMPLETED ADDENDUMS THAT WERE NOT INCLUDED IN THE DRAFT YOU RECEIVED IN ADVANCE.

YOU WILL NOTICE, THOUGH, THAT THE HARD COPY DOES NOT INCLUDE THE ACADEMIC ACCELERATION PLAN, MOSTLY TO PRESERVE PAPER BECAUSE YOU ALL HAVE SEEN THAT MULTIPLE TIMES AND THERE ARE NO CHANGES TO THAT FROM WHEN YOU ALL APPROVED IT BACK IN MAY.

THE DISTRICT IMPROVEMENT PLAN, JUST LIKE OUR CAMPUS IMPROVEMENT PLANS, IS GROUNDED IN OUR DISTRICT'S MISSION, VISION AND VALUE STATEMENTS, ALL OF WHICH ARE CENTERED ON THE BELIEF THAT EDUCATION TRANSFORMS LIVES.

THE DISTRICT IMPROVEMENT PLAN PROCESS INCLUDES STARTING WITH THAT ALIGNMENT TO THE STRATEGIC BOARD GOAL, A COMPREHENSIVE NEEDS ASSESSMENT WHICH CONSIDERS THE DISTRICT

[01:10:05]

CONTEXT AND PRIOR HISTORICAL PERFORMANCE AND MOST RECENT DATA TRENDS ARE ANALYZED TO IDENTIFY STRENGTHS AND GAPS.

ROOT CAUSE ANALYSIS LOOKS AT THE WHY BEHIND OUR PERFORMANCE OUTCOMES.

WHAT ARE WE DOING TO REALIZE THE OUTCOMES? THIS HELPS TO IDENTIFY OUR SUCCESSFUL STRATEGIES AS WELL AS OUR STRATEGY NEEDS.

PRIORITIZATION HELPS TO IDENTIFY CRITICAL AREAS OF FOCUS.

THIS YEAR, THOSE PRIORITY AREAS WERE ARTICULATED IN OUR ACADEMIC ACCELERATION PLAN, WHICH PROVIDES AN INCREASED SENSE OF URGENCY AND ATTENTION TO THOSE FOCUS AREAS.

WHILE THE PERFORMANCE OBJECTIVE TARGETS ARE SET THROUGH THE BOARD GOAL VISION ACTION PLANNING IS WHERE STRATEGIES ARE DETERMINED TO HELP REALIZE THE INTENDED STUDENT PERFORMANCE OUTCOMES.

AND ONCE THIS PLAN IS DEVELOPED, PLAN IMPLEMENTATION IS MONITORED AND SUPPORTED AND, WHEN NECESSARY, REFINED AND REFOCUSED.

ANALYZING OUR OUTCOMES IS WHERE WE REVIEW OUR DATA TO DETERMINE THE EFFECTIVENESS OF OUR PLAN, AND THE SAME DATA IS THEN RECYCLED INTO THE CNA FOR THE UPCOMING SCHOOL YEAR.

TRUSTEES ARE INTIMATELY FAMILIAR WITH OUR OVERARCHING GOAL OF THE DISTRICT IMPROVEMENT PLAN, AND GARLAND ISD WILL ENSURE THAT ALL STUDENTS GRADUATE PREPARED FOR COLLEGE CAREERS AND LIFE BY INCREASING STUDENT PERFORMANCE MEASURES, POST-SECONDARY READINESS AND GRADUATION RATES, AND DECREASING STUDENT MANAGEMENT INCIDENCES.

THE DISTRICT IN BOARD GOAL IS SUPPORTED BY EIGHT PERFORMANCE OBJECTIVES WHICH HAVE REMAINED CONSISTENT FROM LAST YEAR, EXCEPT FOR THE REMOVAL OF THE PERFORMANCE OBJECTIVE RELATED TO EARLY LITERACY WRITING PERFORMANCE.

DUE TO THE ELIMINATION OF THE STAR WRITING ASSESSMENT THIS SCHOOL YEAR, THERE IS ONE ADDITIONAL PERFORMANCE OBJECTIVE IN THE DISTRICT IMPROVEMENT PLAN, WHICH IS NOT CURRENTLY INCLUDED IN OUR BOARD GOAL, AND THAT IS THE NINTH PERFORMANCE OBJECTIVE RELATED TO SCHOOL ACCOUNTABILITY, WHICH BASICALLY STATES THE NUMBER OF CAMPUSES REQUIRED TO PARTICIPATE IN THE SCHOOL IMPROVEMENT PROCESS.

USING THE EFFECTIVE SCHOOL'S FRAMEWORK WILL DECREASE FROM THIRTY FIVE CAMPUSES, OR FIFTY ONE PERCENT IN 2019 TO FEWER THAN 29 CAMPUSES, OR FORTY THREE PERCENT IN 2022, WITH THE ULTIMATE GOAL OF DECREASING TO ZERO PERCENT BY 2026.

AS TRUSTEES KNOW, THE ACADEMIC PERFORMANCE OF OUR STUDENTS HAS BEEN SIGNIFICANTLY IMPACTED SPECIFICALLY IN THE AREAS OF READING AND MATHEMATICS AS SUCH, AND TO ENSURE ALIGNMENT WITH OUR ACADEMIC ACCELERATION PLAN.

THE FOUR PRIORITY PROBLEM STATEMENTS HAVE BEEN IDENTIFIED IN OUR DISTRICT IMPROVEMENT PLAN. THESE INCLUDE GRADE THREE READING PERFORMANCE THAT MEETS GRADE LEVEL GRADES K THROUGH EIGHT READING GROWTH, ALGEBRA ONE PERFORMANCE AT MEETS GRADE LEVEL AND GRADES K THROUGH EIGHT MATHEMATICS GROWTH, AS STATED AT THE BEGINNING OF THIS PRESENTATION.

THE DISTRICT IMPROVEMENT PLAN ADDENDUMS HAVE BEEN UPDATED SINCE THE DRAFT WAS SHARED WITH TRUSTEES IN SEPTEMBER.

THE HARD COPIES PROVIDED TONIGHT DO NOT INCLUDE THE ACADEMIC ACCELERATION PLAN, BUT DO INCLUDE STATE AND FEDERALLY REQUIRED COMPONENTS SUCH AS TITLE ONE AND COMPENSATORY EDUCATION FUNDED STRATEGIES, MIGRANT SERVICES ACTION PLAN AND OUR TRANSLATION PROCEDURES.

WHAT'S NOT ATTACHED YET TO THE DISTRICT IMPROVEMENT PLAN ADDENDUMS ARE THE REQUIRED HB THREE EARLY CHILDHOOD AND COLLEGE CAREER AND MILITARY READINESS PLANS THAT ARE BEING SHARED WITH TRUSTEES LATER THIS EVENING.

ONCE THOSE ARE SEPARATELY APPROVED, WE WILL ATTACH THOSE DOCUMENTS INTO THE ADDENDUMS OF THE DISTRICT IMPROVEMENT PLAN.

THE DISTRICT IMPROVEMENT PLAN WAS PRESENTED TO THE DISTRICT EDUCATIONAL IMPROVEMENT COUNCIL DEIC FOR THEIR REVIEW AND CONSIDERATION DURING THE COMMITTEE SEPT.

15. 2021 MEETING.

THE DEIC MEMBERSHIP DID NOT RECOMMEND ANY CHANGES TO THE PLAN IS PRESENTED.

SO AT THIS TIME, I LOOK FORWARD TO ADDRESSING ANY QUESTIONS YOU MAY HAVE.

THANK YOU. THANK YOU, DR.

CADDELL, FOR THAT PRESENTATION.

TRUSTEES, ARE THERE ANY QUESTIONS? MS. GRIFFIN. YES, THANK YOU FOR THIS INFORMATION.

WE'VE HAD LINKS THAT WE COULD GO TO WITH THE INFORMATION THAT WAS SENT TO US FOR ALL OF THE CAMPUSES.

A THOUGHT CAME TO MIND AS I WAS GOING THROUGH THOSE CAMPUSES.

THE DISTRICT IMPROVEMENT PLAN HAS TO BE FILED, AND THAT'S WHAT YOU HAVE GIVEN, WHAT THE REQUIREMENTS ARE HERE FOR THE FILING PROCESS WITH THE STATE.

[01:15:02]

BUT WHEN WE LOOK AT WHAT OUR TARGETS ARE ON THOSE EIGHT OR NINE DIFFERENT OBJECTIVES AND THEN YOU LOOK AT THE INDIVIDUAL CAMPUS IMPROVEMENT PLANS.

THE DATA IS CLEARLY THERE IN THOSE CAMPUS IMPROVEMENT PLANS OF WHERE THE CAMPUSES ARE.

IS IT POSSIBLE TO GET SOME TYPE OF EXECUTIVE SUMMARY PER OBJECTIVE? BASED ON THE CAMPUSES THAT OR WHERE THE CAMPUSES ARE ON EACH OF THE MEASUREMENTS THAT ARE TRYING TO BE PERFORMED, BECAUSE WHEN YOU GO DOWN TO THE CAMPUS LEVEL, EVERYTHING THAT'S THERE IN A CAMPUS IMPROVEMENT PLAN IS PART OF THAT CAMPUS.

BUT IT'S PER THE OBJECTIVES ALSO.

SO ONCE I GO THROUGH ALL 72 AND FINISH THAT, WELL, LET'S JUST GO.

ONCE I GO THROUGH THE I'M GOING TO TAKE THE EASY AND THEN ONCE I GO THROUGH THE MIDDLE SCHOOL AND HIGH SCHOOL. SO ONCE I GO THROUGH THOSE 20, WHEN I FINISH GOING THROUGH ALL OF THAT, ALL THE DATA JUST KIND OF RUNS TOGETHER TO ME.

SO IS THERE SOME WAY THAT I'M NOT TRYING? I KNOW WE HAVE TO RECEIVE THE PLAN AND I KNOW WE NEED TO READ THE PLANS.

MY CONCERN IS AS A BOARD, HOW DO WE TRACK WHAT IS THE INFORMATION THAT CAN BE GIVEN TO US PER CAMPUS OTHER THAN IN THE FORMAT OF THE REQUIRED FORMAT FOR THE CIP BECAUSE THEY'RE BEING IN COMPLIANCE? AND DO YOU UNDERSTAND? SO SO FOR CLARITY, THIS IS HOW I'M ENVISIONING THE QUESTION.

YOU DON'T NEED TO KNOW ALL THE STRATEGIES AND BUDGET ITEMS AND EVERYTHING ELSE ON THIS SUMMARY. WHAT THE SUMMARY WOULD SAY IS THIS IS OUR GOAL AS A DISTRICT, SO THAT WOULD BE THE GOAL. AND THEN WHAT ARE THE GOALS FOR EACH INDIVIDUAL CAMPUS AFTER THAT? SO YOU COULD SEE WHAT THEY'RE DOING AND AT THEN END OF THE YEAR, WE COULD CHECK OFF IF THEY MET THEIR GOALS.

RIGHT? GRIFFIN EXPERTS AT PRESENTATIONS.

THAT TWO PAGE REPORT CURRENTLY EXISTS AND CAN BE MADE AVAILABLE.

AND YES, YES.

WHY IS IT NOT HERE? THAT WAS INTERNAL FOR US.

YEAH, WE'VE PROVIDED IT WITH OUR BECAUSE QUITE HONESTLY, OUR EXECUTIVE DIRECTORS OF LEADERSHIP HAVE USED THAT TO HAVE CONVERSATIONS WITH THEIR CAMPUSES, AND WE JUST USED IT INTERNALLY. YES. AND WE WILL CONTINUE TO PROVIDE IT.

WE WILL PROVIDE IT GOING FORWARD.

YOU SAID IT EARLY.

YOU KNOW WHAT WAS THAT COMMENT YOU MADE IN FACILITIES ABOUT? WE DON'T ALWAYS GIVE EVERYTHING, WHATEVER.

WELL, OK. SO YEAH, THERE'S A LOT OF THINGS THAT WE DO THAT WE DON'T COMMUNICATE WITH THE BOARD BECAUSE WE'RE MANAGING IT RIGHT? YOUR MANAGING IT. AND FROM OUR FROM MY PERSPECTIVE, THIS IS A LINDA GRIFFIN I.

OK. I CAN'T SPEAK FOR EVERYONE ELSE.

IT IS GOOD FOR ME TO HAVE A PERSPECTIVE OF HOW ARE WE DOING? I MEAN, YOU KNOW WHAT I'M SAYING? I DON'T WANT TO MANAGE IT FOR YOU BECAUSE THAT'S NOT MY RESPONSIBILITY.

BUT SHOULD I HAVE THE KNOWLEDGE OR SHOULD I HAVE SOMEWHERE I CAN GO AND RECALL THE INFORMATION AND I'M ASKING WE DON'T MIND TO SHARE.

I MEAN, IT'S SOMETHING TO SHARE AND FOR FOR IT'S AND IT'S A HIGHER LEVEL OF ACCOUNTABILITY. I KNOW IF I WAS A PRINCIPAL AND I KNEW MY BOARD MEMBER HAD THOSE NUMBERS, I MIGHT I MIGHT BE LIKE, OK, I BETTER MAKE MY MARK.

I WANT, I WANT AND EXCEED.

PRINCIPAL I AM NOT COMING TO YOUR CAMPUSES.

AND SO BUT YOU'LL BE COMING TO MY MINE.

MY ONLY HAVE ONE EMPLOYEE AND I CAN UNDERSTAND WHERE THAT WOULD.

BUT MY DISCLAIMER IS IT'S A LOT OF DATA TO GO THROUGH, AND I FEEL COMPELLED TO READ WHAT YOU SEND ME BECAUSE YOU PREPARED IT.

BUT THEN WHEN I FINISH READING, I'M LIKE, SO.

SO WHAT DOES THAT MEAN TO ME? SO WHAT? WHAT DID I GLEAN FROM THAT? YOU KNOW, AND I FIND MYSELF PICKING OUT SCHOOLS AND THE GO BACK AND AND THAT'S NOT WORKING FOR ME RIGHT NOW.

[01:20:02]

OK. I MEAN, WE CAN WORK WITH THAT.

YES. THANK YOU, MS. GRIFFIN, ANY OTHER QUESTIONS? MR. GLICK.

I'M JUST QUICKLY TRYING TO GO THROUGH THE PROJECTIONS FOR THIS YEAR.

THEY SEEM VERY AGGRESSIVE.

THE PROJECTIONS HAVE NOT CHANGED.

WE'RE KEEPING THE SAME PROJECTIONS BECAUSE WE HAVE NOT CHANGED OUR GOAL STANDARDS SO THAT REMEMBER WHEN I HAD MY CONVERSATION AND I KIND OF YOU ASKED, WHAT'S THE HURRY? AND I SAID, BECAUSE IT'S GOING TO BE IN OUR CAMPUS IMPROVEMENT PLANS AND IT BECOMES PART OF THE PLANNING STRATEGY.

AND THAT'S WHY I WANTED IT.

BUT THE THING IS IS THESE ARE VERY, VERY HIGH STATED GOALS AND ANYTHING WE COME UP WITH. I DON'T THINK THE BOARD IS GOING TO LOOK AT THE GOALS AND SAY, THIS ISN'T ENOUGH, WE'RE GOING TO GO HIGHER.

SO WE FEEL GOOD ABOUT ADJUSTING WHATEVER IT IS WE NEED TO ADJUST.

OK, SO THIRD GRADE READING FORTY SEVEN, THIRTY THREE, SIXTY FIVE.

RIGHT? RIGHT. OKAY.

RIGHT. THAT'S UNLESS IT'S CHANGED, GOALS YET. OK.

OK. THAT'S ALL I NEED TO KNOW.

THANK YOU. ANY OTHER QUESTIONS? THANK YOU, DR. CADDELL. THANK YOU.

ALL RIGHT, MOVE FOR ACTION ITEM NUMBER THREE.

THAT'S GOING TO BE FOR CONSIDERATION AT OUR OCTOBER 26 MEETING.

IT'S GOING TO CONSIDER APPROVAL OF HB THREE ACADEMIC GROWTH PLANS AND GOALS FOR EARLY CHILDHOOD LITERACY AND MATH PROFICIENCY AND CCMR. I PUT MY GLASSES ON THIS TIME TO MAKE SURE WE GOT MS. JOYNER, MS. FRANKENBERG, MS. VICARY AND MR. MASSEY. ALL RIGHT, SO MR. SELDERS TRUSTEES, DR.

LOPEZ, TONIGHT'S PRESENTATION IS IN ACCORDANCE WITH GISD BOARD POLICY EAL LEGAL IN RESPONSE TO THE HOUSE BILL THREE INSTRUCTIONAL GOALS AND OBJECTIVES.

THIS IS AN INFORMATION ITEM TONIGHT, BUT IT WILL MOVE TO AN ACTION ITEM ON OCTOBER 26TH.

AS DR. CADDELL MENTIONED, SO THAT ONCE IT'S APPROVED, THEN IT CAN GO INTO OUR DISTRICT IMPROVEMENT PLAN. IT GIVES ME SUCH GREAT PLEASURE TO BE SURROUNDED BY THESE WONDERFUL INDIVIDUALS HERE.

WE HAVE JUST AN ORDER OF APPEARANCE.

MS. FRANKENBERG. SHE'S OUR EARLY LITERACY PROGRAM ADMINISTRATOR.

TRACY VICARY IS OUR COORDINATOR OF ELEMENTARY MATHEMATICS.

KEVIN MASSEY IS OUR ADMINISTRATOR OF ADVANCED ACADEMICS AND [INAUDIBLE] TAYLOR IS OUR COORDINATOR OF CCMR. AND THEY REALLY ARE THE HEART AND BRAIN OF THE ACADEMIC ACCELERATION PLAN.

AND SO IT JUST GIVES ME GREAT PLEASURE TO HAVE THEM HERE.

CO-PRESENTING WITH ME TONIGHT, AND I'M SURE YOU'LL JUST GET TIRED OF HEARING ME MONTH AFTER MONTH. AND, YOU KNOW, SO IT GIVES YOU ALL A BREAK AS WELL.

SO DISTRICTS ARE REQUIRED BY STATUTE TO ADOPT DETAILED PLANS FOR THE FOLLOWING AREAS.

SO EARLY CHILDHOOD LITERACY PROFICIENCY EARLY CHILDHOOD MATH PROFICIENCY IN COLLEGE CAREER AND MILITARY READINESS.

NOW THE 3RD GRADE READING GOAL AND THE CCMR ARE IDENTICAL TO WHAT ARE ALREADY PART OF OUR GISD BOARD GOALS.

BEFORE I DO TURN THE PRESENTATION OVER, I WOULD LIKE TO POINT OUT SOME OF THE MATERIALS THAT ARE IN YOUR PACKET TONIGHT.

HOUSE BILL THREE IS REPLETE WITH DIFFERENT POLICIES AND INITIATIVES, SO YOUR PACKET HAS A SEVEN PAGE SUMMARY OF THE VARIOUS POLICY AREAS.

YOU'LL ALSO FIND THE GOAL REPORTS FOR LITERACY, MATHEMATICS AND CCMR. THESE WERE ORIGINALLY DEVELOPED BY DR.

CADDELL AND USING THE BOARD GOALS THAT YOU HAVE HAD PREVIOUSLY ESTABLISHED.

EACH OF THE PROGRAM'S SUPERVISORS ARE GOING TO DOVE DEEP INTO THEIR SPECIFIC AREAS.

BUT WHAT I DO WANT TO HIGHLIGHT BECAUSE THE REPORTS ARE VERY, VERY SIMILAR, IS THAT AGAIN, THESE GOALS ARE ALIGNED TO OUR CURRENT BOARD GOALS.

SO IF YOU DO CHANGE THEM, THEN WE WILL GO BACK AND CHANGE THE VIEW OF THIS REPORT.

IN ADDITION, THE TEXAS TARGETS ARE BASED ON DOMAIN THREE.

OUR GROWTH TARGETS ARE CLOSING THE GAP TARGETS.

SO IF YOU'RE WONDERING WHERE THOSE ARE COMING FROM, THOSE ARE STRAIGHT FROM OUR ACCOUNTABILITY MANUAL.

THESE GOALS ARE TIED TO DOMAIN THREE.

CLOSING THE GAPS SO WHEN YOU WERE LOOKING AT THE REPORTS AND YOU'RE WONDERING ABOUT ALL OF THE DIFFERENT STUDENT GROUPS, THOSE ARE THE DIFFERENT STUDENT GROUPS THAT ARE PART OF OUR ACCOUNTABILITY SUBSETS.

SO VERY, VERY SIMILAR TO THE DATA TABLES THAT WE SHARED WITH YOU LAST MONTH.

OK, SO MS. FRANKENBERG.

ALL RIGHT. GOOD EVENING.

I'M JUST GOING TO WALK YOU THROUGH OUR EARLY CHILDHOOD ACTION PLAN FOR LITERACY.

[01:25:04]

AS YOU CAN SEE ON THE SLIDE THAT WE HAVE INCREASED INSTRUCTIONAL MINUTES, AND I KNOW THAT YOU'RE FAMILIAR WITH THAT FROM THE ACADEMIC ACCELERATION PLAN.

AND SO I'M GOING TO HIGHLIGHT A FEW OF THE THINGS THAT THAT REALLY MEANS WHEN WE SAY ADJUSTED INSTRUCTIONAL MINUTES, ONE OF THE THINGS THAT WE'VE DONE THAT YOU GUYS HAVE BEEN VERY INVOLVED IN IS OUR PRE-K EXPANSION.

WE'RE SERVING OVER TWENTY ONE HUNDRED STUDENTS AND GISD NOW AT THIRTY ONE CAMPUSES.

AND WE KNOW THAT EARLY INTERVENTION LEADS TO GREATER ACADEMIC SUCCESS.

SO WE CONSIDER OUR PRE-K EXPANSION INCREASED INSTRUCTIONAL MINUTES FOR OUR STUDENTS HERE IN GARLAND ISD.

WE'VE ALSO INCREASED OUR INSTRUCTIONAL MINUTES FROM 120 TO ONE HUNDRED AND FIFTY FOR LITERACY AND ALSO EMBEDDED SOCIAL STUDIES.

WE KNOW THAT WHEN STUDENTS HAVE A GREATER BACKGROUND KNOWLEDGE, THEY DO BETTER IN READING COMPREHENSION. SO BY EMBEDDING SOCIAL STUDIES INTO LITERACY, WE'RE INCREASING THEIR CONTENT AND BACKGROUND KNOWLEDGE.

WE'VE ALSO ALIGNED TO THE STRUCTURED LITERACY FRAMEWORK WITH AN EMPHASIS ON FOUNDATIONAL SKILLS. OUR TEKS, THE VERY FIRST LIST ON OUR TEKS IS THE FOUNDATIONAL SKILLS, AND ESPECIALLY WITH THE GAPS THAT WE'RE SEEING NOW, WE'RE PUTTING AN EMPHASIS ON THAT PHONEMIC AWARENESS AND PHONICS FOUNDATIONAL SKILLS LESSONS IN OUR K TO LITERACY CLASSROOMS. WE ALSO ARE FOCUSING ON PERSONALIZED SMALL GROUP INSTRUCTION, SOMETHING THAT MIGHT BE NEW TO YOU THAT YOU'VE SEEN FOR THE FIRST TIME.

IS THIS IN CLASS DIAGNOSTIC SCREENER THAT'S LISTED IN THE EARLY CHILDHOOD ACTION PLAN.

THIS IS A NEW SCREENER THIS YEAR THAT PINPOINTS FOUNDATIONAL GAPS IN READING.

AND IT ALLOWS FOR US TO INTERVENE WITH STUDENTS AT THE LOWEST LEVEL OF LITERACY GAP FOR OUR STUDENTS. IT PROVIDES TEACHERS WITH EXPLICIT AND SYSTEMATIC LESSONS AND ALSO GROUPS THE STUDENTS FOR THE TEACHERS.

WE HAVE HAD VERY POSITIVE FEEDBACK FROM OUR TEACHERS AND OUR ADMINISTRATORS IN GIVING THE CLASS ASSESSMENT TO STUDENTS, AS WELL AS THE RESULTS IT PROVIDES IN REAL TIME.

SO THAT'S BEEN A SUCCESS SO THAT ALL OF THOSE THINGS SPEAK TO OUR INCREASED AND AN ADJUSTED INSTRUCTIONAL MINUTE.

SO NOW I'LL TALK A LITTLE BIT ABOUT THE READING ACADEMY.

WE KNOW THAT WE HAVE TO ALIGN OUR INSTRUCTION TO THE SCIENCE OF READING.

I'M SURE THAT YOU'VE HEARD THAT READING COMPREHENSION IS THE SUM OF TWO PRODUCTS WORD RECOGNITION AND LANGUAGE COMPREHENSION.

BOTH OF THOSE TWO THINGS LEAD TO GREATER READING COMPREHENSION, AND SO THAT LEADS TO SKILLED READING. AND SO BY ENROLLING OUR TEACHERS IN THE READING ACADEMY, THEY ARE GETTING A FOUNDATION IN THE SCIENCE OF TEACHING READING.

WE ALSO AS PART OF THE READING ACADEMY, WE DIDN'T JUST DO IT.

EVERYBODY GOES TO THE READING ACADEMY ALL AT ONE TIME.

WE ARE VERY SYSTEMATIC AND WHO WE PUT THROUGH THE READING ACADEMIES AT WHAT TIME.

SO LAST YEAR AND YEAR, ONE OF THE READING ACADEMIES, WE STARTED WITH ALL OF OUR SUPPORT TEACHERS, WHICH INCLUDES OUR EARLY LITERACY SUPPORT TEACHERS THAT ARE ON EVERY CAMPUS.

OUR DYSLEXIA THERAPIST, OUR INTERVENTIONISTS AND ONE CAMPUS ADMINISTRATOR FROM EVERY ELEMENTARY SCHOOL.

WE WANTED TO DO THAT YEAR ONE SO THAT NOW HERE WE ARE, YEAR TWO OF THE READING ACADEMIES.

WE HAVE SUPPORT ON OUR CAMPUS FOR OUR TEACHERS THAT ARE NOW EMBARKING ON THIS READING ACADEMY ADVENTURE.

SO THIS YEAR WE HAVE ALL OF OUR KINDER AND FIRST GRADE TEACHERS AND OUR SPECIAL EDUCATION RESOURCE TEACHERS ENROLLED IN THE READING ACADEMY, PLUS THAT ONE ADDITIONAL CAMPUS ADMINISTRATOR THAT DID NOT GO THROUGH LAST YEAR.

AND THEN ANY NEW TO THE ROLES FROM THE PREVIOUS YEAR, YEAR THREE WILL BE ALL OUR SECOND AND THIRD GRADE TEACHERS AND ANY NEW TO THE POSITION.

ALL RIGHT. ONE OF THE GREAT THINGS THAT YOU GUYS HAVE BEEN SO SUPPORTIVE OF IS OUR EARLY LITERACY SUPPORT TEACHERS BY GIVING THOSE POSITIONS TO EVERY SINGLE CAMPUS.

THOSE ARE OUR FEET ON THE GROUND AT EVERY CAMPUS THAT ARE HELPING TO MAKE SURE THAT OUR TEACHERS ARE ABLE TO IMPLEMENT THE KNOWLEDGE FROM THE READING ACADEMY.

SO THEY'RE DOING THAT THROUGH JOB EMBEDDED COACHING, MODELING OF TEACHERS, SUPPORTING AND PLANNING ALL OF THAT WORK THAT THEY'RE LEARNING IN THE READING ACADEMY AND THEN BACK TO PRE-K. WE DO NOT HAVE THE READING ACADEMY FOR THE FOR PRE-K YET, BUT WE DO HAVE OUR EARLY CHILDHOOD COORDINATOR THAT PROVIDES PRE-K COACHING FOR OUR TEACHERS THROUGH WEEKLY PLCS.

AND THEN ALSO WE HAVE OUR ELTS AT ALL OF OUR SATELLITE CAMPUSES THAT ALSO OFFER COACHING TO OUR PRE-K TEACHERS.

[01:30:02]

AND THEN WE TALKED ABOUT SHELTERED INSTRUCTION EARLIER.

ALL OF OUR TEACHERS HAVE EMBED INSTRUCTIONAL STRATEGIES TO INCREASE LANGUAGE ACQUISITION.

AND ONE OF THE PROGRAMS THAT WE USE HERE IN GARLAND THAT WE TALKED ABOUT EARLIER IS BE GLAD, WHICH IS A LANGUAGE ACQUISITION DESIGN MODEL.

AND WE'VE PUT ALL OF OUR EARLY LITERACY SUPPORT TEACHERS THROUGH THE BE GLAD TRAINING SO THAT THEY CAN IN TURN, HELP AND SUPPORT AND COACH RIGHT THERE ON THEIR CAMPUS WITH THOSE LANGUAGE ACQUISITION STRATEGIES.

AND THAT AGAIN LEADS US TO OUR EARLY LITERACY SUPPORT TEACHER WHO ARE ON EVERY CAMPUS THAT HELP US WITH ACCOUNTABILITY.

AND AGAIN, YOU SEE ALL OF THOSE ASSESSMENTS CIRCLE IN CLASS MAP CBAS AND OUR STAAR DATA ARE ALL GOING TO HELP US ENSURE THAT OUR EARLY CHILDHOOD ACTION PLAN IS WORKING.

OK, I'M GOING TO LET TRACY GO.

ALL RIGHT. SO FOR MATH, THEN GO FOR IT.

[INAUDIBLE] SO FOR MATH YOU'RE GONNA NOTICE WE HAVE A LOT OF SIMILARITIES AS READING.

WE WORK WELL TOGETHER.

SO PRE-K OBVIOUSLY IS THE SAME.

BUT THE BIGGEST CELEBRATION I'M GOING TO HAVE FOR MATH IS LAST YEAR, MOST OF MY CLASSROOMS HAD 60, MAYBE 70 MINUTES FOR MATH INSTRUCTION.

THIS YEAR WE HAVE ONE HUNDRED AND TWENTY MINUTES K THROUGH FIVE.

SO WE'RE SO EXCITED FOR THAT BIG CHANGE IN THE SCHOOLS, IN THE CLASSROOMS TO HAPPEN.

SO THE BIGGEST CHANGE IS HAPPENING WITH THAT IS THEY'VE THEIR NORMAL 60 MINUTES THAT THEY'RE USED TO WITH [INAUDIBLE] REVIEW, WHOLE GROUP INSTRUCTION AND EXIT TICKETS.

THEY'RE USED TO THAT. BUT WHAT WE'VE INCORPORATED NOW IS THAT PERSONALIZED SMALL GROUP MATH INSTRUCTION.

AND SO NOW THEY HAVE AN EXTRA 60 MINUTES WHERE THE STUDENTS ARE ACTUALLY DOING STATIONS AND THE TEACHERS PULLING SMALL GROUPS AT DIFFERENT TIMES.

SO WE ACTUALLY HAVE AN ACRONYM FOR OUR STATIONS CALLED BRITE.

AND YES, I'M THE MATH PERSON, NOT THE SPELLING.

IT'S BRITE. I KNOW IT'S NOT SPELLED CORRECTLY, BUT WE WANT OUR STUDENTS TO BECOME BRITE STUDENTS AND IT FOCUSES ON THE BASIC FACT FLUENCY IS THE B THE R IS THE REVIEW.

SO THE BIG PART OF THE SMALL GROUP INSTRUCTION IS THAT'S THE FILLING IN THE GAPS.

THAT'S WHY I SEE INDIVIDUAL LEARNING.

SO THE STUDENT MIGHT BE IN A REVIEW STATION FOR THEMSELVES.

NOT THE SAME AS EVERYBODY ELSE.

THE WHOLE GROUP TIME IS WHERE WE'RE TEACHING GRADE LEVEL TEKS AND THEN THE SMALL GROUP INSTRUCTION IS FILLING IN THE GAPS INDIVIDUAL FOR EACH STUDENT.

THE I THEN IS THE INSTRUCTION WITH THE TEACHER OR THE STUDENT'S BEING PULLED AT DIFFERENT TIMES. THE T IS TECHNOLOGY, SO WE'RE USING OUR IMAGINED MATH AND WE HAVE [INAUDIBLE] MATH AS WELL THIS YEAR TO USE WITH OUR STUDENTS.

AND THEN E IS OUR ESTIMATION AND OBVIOUSLY OUR PROBLEM SOLVING WE NEED TO DO.

LET'S SEE THEN MATH ACADEMY.

SO WE DIDN'T WANT TO BE LEFT OUT AS WELL.

WE HAVE CREATED A LOCAL ACADEMY SO THAT WE'RE DOING THIS YEAR, AND WE STARTED WITH FOURTH, FIFTH AND SIXTH GRADE TEACHERS THAT WE STARTED WITH IN THIS SUMMER.

AND WE REALLY WORKING ON THAT VERTICAL ALIGNMENT BECAUSE WE KNOW THAT OUR MIDDLE SCHOOLS COURSE CONTINUE TO GO DOWN IN SIXTH GRADE.

SO WE'RE REALLY TRYING TO FOCUS ON WHY ARE THOSE GAPS HAPPENING.

SO WHAT WE'VE DONE THIS YEAR IS WE'VE STARTED TWO DIFFERENT TYPES OF BOOK STUDIES.

ONE IS A GUIDED MATH BOOK AND WE'RE USING ESSER FUNDS TO PURCHASE THOSE.

AND THEN ALONG WITH THAT, I KNOW THIS BACKWARDS AND FORWARDS.

IT'S LIKE, OK, ALONG WITH THAT IS A PRODUCTIVE MASS STRUGGLE BOOK THAT WE'RE USING WITH OUR SECOND AND THIRD GRADE TEACHERS THIS YEAR AS WELL.

SO WITH OUR MATH GUIDED MATH BOOK, WE'RE WORKING ON VERTICAL ALIGNMENT AND WE'RE REALLY WORKING ON WHAT DOES IT LOOK LIKE IN THE CLASSROOM BECAUSE HAVING THEM PULL THOSE STUDENTS IS VERY DIFFERENT.

THEY'RE USED TO A LOT OF WHOLE GROUP INTERACTION AND SMALL GROUP INTERACTION, BUT NOT REALLY. WHAT DO I DO WHEN I HAVE A STUDENT AT MY DESK AND AT MY TABLE? SO THAT'S REALLY WHAT THE FOCUS IS OF THAT GUIDED MATH THAT WE'RE DOING WITH THEM.

AND THEN FOR OUR SHELTERED INSTRUCTION, WE HAVE DONE THE EMBEDDED SENTENCE STEMS AS WELL.

JUST LIKE WE'VE DONE FOR SHELTERED INSTRUCTION THIS YEAR, WE'VE ADDED LEARNING BRIDGE LESSONS BECAUSE WE'RE WORKING WITH THE ELL DEPARTMENT, THEY'RE PROVIDING THOSE TO HELP WITH IN MATH. WE TEACH EVERYTHING IN ENGLISH EXCEPT IN FIFTH GRADE.

WE STILL HAVE THE DUAL LANGUAGE GOING ON.

SO WE'RE BRIDGING THAT GAP FOR THE ACADEMIC LANGUAGE, FOR THE SPANISH, FOR THEM AND THEN FOR TELEPATHS. WHAT WE DID WAS, WE ADDED LAST YEAR SPEAKING ACTIVITIES.

WE HAVE TELEPATHS WRITING ACTIVITIES FOR THE KIDS.

BUT LAST YEAR TO HELP WITH THEIR SPEAKING, WE INCORPORATED THINGS THAT THEY COULD VIDEOTAPE THEMSELVES SPEAKING SO THEY COULD THEN HEAR THEMSELVES.

AS WE KNOW IN MATH, IF YOU CAN EXPLAIN HOW TO DO IT, THAT'S EVEN BETTER THAN JUST DOING THE MATH. THEN WE DO HAVE 18 INSTRUCTIONAL SUPPORT TEACHERS ON OUR CAMPUSES THAT HELPS PROVIDE SUPPORT FOR TWENTY SEVEN OF OUR ELEMENTARY CAMPUSES, AND THEY DO THE SAME THING OF THE COACHING AND THE MODELING AND TRAINING OF THE BEST PRACTICES.

BUT HOPEFULLY NEXT YEAR WITH THE T CLASS GRANT WILL BE ABLE TO EXPAND THAT SO THAT WE CAN HAVE ONE PER CAMPUS TO WORK WITH THE TEACHERS K THROUGH FIVE.

AND AGAIN, WE USE CIRCLE, MAP AND CBA AND STAAR DATA AS WELL.

ALL RIGHT, I'M DONE SHAKING MY VOICE.

GOOD EVENING, SO I'M GOING TO GET US STARTED WITH THE CCMR PLANS FOR 21 22.

[01:35:08]

[INAUDIBLE] AND I WILL BE PRESENTING THIS, BUT THE REALITY IS THAT THERE ARE MANY DEPARTMENTS THAT WORK ON THIS AND IT'S NOT POSSIBLE WITHOUT ALL OF THOSE DEPARTMENTS AND THEN ALL OF THE CAMPUS PERSONNEL AND THEY'RE EXCEPTIONAL.

AND WE'VE ACHIEVED EXCEPTIONAL THINGS WITH CCMR BECAUSE OF ALL OF THESE INDIVIDUALS COMING TOGETHER AND MAKING SURE THAT STUDENTS ARE BEST SERVED AND THAT THEY'RE ABLE TO MEET CCMR INDICATORS, BUT JUST NOT MEET THOSE CCMR KEY INDICATORS, BUT ALSO MEET THE OUTCOMES BONUS FUNDING EXPECTATIONS FOR THE DISTRICT.

SO YOU'VE SEEN THIS SLIDE BEFORE, AND THIS IS JUST A REMINDER THERE'S A CALL TO ACTION.

SO IN 2015, WE WANT TO UNDERSTAND THE WHY THE TEXAS HIGHER EDUCATION COORDINATING BOARD, THEY SAID. BY THE YEAR 2030, WE WANT TO ENSURE THAT WE HAVE 60 PERCENT OF THOSE AGED TWENTY FOUR TO THIRTY FIVE HAVE A DEGREE OR A CERTIFICATE.

SO THAT'S KIND OF THE WHY BEHIND WHERE THIS HB THREE CCMR CAME FROM.

WHEN YOU LOOK BACK HISTORICALLY CLASS OF 2008, 2009 AND 2010, ONLY FORTY FOUR PERCENT OF THOSE GRADUATES WERE GRADUATING AND THEN HAVING A COLLEGE DEGREE OR CERTIFICATE WITHIN SIX YEARS OF HIGH SCHOOL GRADUATION.

SO THERE'S A NEED THERE.

THAT'S THE WHY BEHIND WHAT WE DO WITH CCMR, NOT ONLY IN GISD, BUT AT THE STATE LEVEL AS WELL. AND THEN IN 2018, THE BOARD SET AN AMBITIOUS GOAL THAT 80 PERCENT OF GISD GRADUATES WOULD DEMONSTRATE COLLEGE CAREER AND MILITARY READINESS.

AND AT THE TIME THERE WAS SOME.

ARE WE GOING TO BE ABLE TO DO THIS BECAUSE THIS IS AMBITIOUS, BUT NOT ONLY HAVE WE BEEN ABLE TO DO THAT, WE'VE DONE BETTER THAN THAT.

AND SO IT'S EXCITING WHAT HAS HAPPENED IN GARLAND ISD.

SO YOU'RE FAMILIAR WITH THESE CCMR INDICATORS.

THESE ARE WHAT THE STATE HAS SAID.

IF STUDENTS MEET THESE, THEY'VE MET A CM IN THE CCMR INDICATOR IN GARLAND.

WE'RE NOT JUST ABOUT MEETING THAT CCMR INDICATOR, WE'RE ALSO WE WANT TO ENSURE THAT STUDENTS ARE TSI MET.

SO EVEN THOUGH THEY MAY HAVE MET A CCMR INDICATOR, FOR EXAMPLE, IN EARNING AN INDUSTRY BASED CERTIFICATION, WE ALSO WANT TO MAKE SURE THAT THEIR TSI MET.

THAT'S THE FIRST INDICATOR THAT'S LISTED.

AND THEN THE STATE HAS ADDED A NEW 11TH INDICATOR, WHICH IS COMPLETE A PROGRAM OF STUDY IN CTE. SO WHEN YOU LOOK AT WHAT WE'VE DONE HISTORICALLY IN GARLAND AND THE INITIATIVES IN THE PROGRAM FUNDING THAT THE BOARD HAS APPROVED, ALL OF THOSE THINGS LEAD UP TO STUDENTS MEETING THESE CCMR INDICATORS.

SO I'M GOING TO TURN THE TIME OVER TO [INAUDIBLE] SHE'S GOING TO TALK A LITTLE BIT ABOUT ACTION, STEPS FOR SUCCESS AND THINGS WE'RE DOING IN GARLAND AND ALSO THE DIFFERENCE MAKERS AND HOW YOU'LL SEE HOW IT GOES FROM CAMPUS LEVEL ALL THE WAY UP TO DISTRICT LEVEL AND INCLUDING STUDENTS AT THE CAMPUS.

GOOD EVENING, GISD OFFERS SO MANY AMAZING OPPORTUNITIES FOR ALL OF OUR KIDS, AND, YOU KNOW, DEFINITELY EMBRACING ALL MEANS ALL AND THE CAMPUSES ARE AT THE POINT WHERE THEY'VE, YOU KNOW, THEY'VE REALLY HIT A LEVEL OF SUCCESS THAT NOW THEY'RE INTERESTED IN FINE TUNING BEING A LITTLE BIT COMPETITIVE AND JUST THEY EMBRACE ALL MEANS ALL THEY WANT IT TO MEAN ALL KIDS NOT JUST GETTING TO THE A BUT OR THE SCALED A, BUT A TRUE A.

AND THEN HOW CAN WE REACH MORE STUDENTS, ALL STUDENTS? SO SOME OF THE THINGS THAT THE ACTION STEPS HERE, CTE MATCHED CTE PROGRAMS TO DUAL CREDIT AND INDUSTRY BASED CERTIFICATION OPPORTUNITIES, PROGRAMS OF STUDY, INNOVATIVE CERTIFICATION TESTING, BUDGET PRIORITIES, PRIORITIZATION FOR CCMR COLLEGE FOR ALL OPPORTUNITIES LIKE AP, IB, DUAL CREDIT, ON RAMPS, TEXAS COLLEGE BRIDGE, PSAT EIGHT NINE PSAT AND [INAUDIBLE] SAT SCHOOL DAY AND NOW ACT OPPORTUNITIES FOR OUR KIDS.

JUST TO TOUCH ON THIS A LITTLE BIT.

YOU KNOW, AS AS KEVIN MENTIONED, YOU KNOW, TSI IS SO IMPORTANT BECAUSE NOT ALL OF OUR CAMPUSES ARE TSI A TESTING SITES, WHICH IS HUGE AND WE OFFER ACT AND SAT.

THE BOARD INVESTED THAT MONEY TO TO SUPPORT OUR KIDS BECAUSE TSI, AS KEVIN MENTIONED, IS SO IMPORTANT BECAUSE NOT ONLY DOES IT ALLOW OUR STUDENTS TO TRANSITION TO COLLEGE, YOU KNOW, WITHOUT NEEDING REMEDIATION, BUT IT HELPS OUR CAMPUSES MEET THEIR ACCOUNTABILITY GOALS. YOU KNOW, IT HELPS THE THE DISTRICT MEET THEIR ACCOUNTABILITY GOALS, BOARD GOALS.

BUT THE STATE GOAL, SO IT'S SOMETHING THAT BENEFITS AT ALL LEVELS.

[01:40:04]

TSI A SUCCESS COACHES ON EVERY CAMPUS THERE IS A VERBAL AND A MATH COACH AT EVERY CAMPUS TO SUPPORT STUDENTS IN THEIR TSI NEEDS.

PSAT SAT BOOT CAMP COACHES IN THE FALL.

WE FOCUS ON PSAT AND IN THE SPRING WE FOCUS ON SAT.

[INAUDIBLE] TEST PREP. THE BOARD PAYS FOR OR APPROVED FOR [INAUDIBLE] TO BE FOR ALL KIDS TO HAVE ACCESS TO TEST PREP AND COURSES.

AND THIS THESE THIS IS SOMETHING THAT STUDENTS HAVE ACCESS TO AT HOME 24/7.

AS I'VE MENTIONED, ALL HIGH SCHOOLS ARE TSI A TWO TESTING SITES, BUT ALSO IT GOES FURTHER THAN THAT, LOOKING AT SPED CODING AND MAKING SURE WE'RE DOING WHAT'S BEST BY ALL OF OUR ALL STUDENTS, MAKING SURE THAT THE CODING WILL SERVE THEM IN LIFE.

WE NOTE CAMPUSES KNOW THAT THAT CODING SPED CODING CAN CHANGE IN AN ARD MEETING, AND SO IT'S IT'S A MOVING TARGET AND THEY WATCH THAT.

ALSO, SOME ATTENDANCE COATINGS MILITARY RECRUITMENT INTEREST FORMS, INVITING THE RECRUITERS ONTO THE CAMPUSES TO ACTUALLY HAVE FACE TO FACE TIME WITH STUDENTS.

GOAL SETTING AND PROGRESS TRACKING IS KEY.

THE CAMPUSES THEY START THE YEAR, SOME ARE EVEN EVEN BEFORE THEY'RE EVEN ASKED.

THEY ARE ASKED TO LOOK AT ALL OF THEIR KIDS NINE THROUGH 12 AND DETERMINE AN INDIVIDUALIZED PATH FOR EACH STUDENT THEY USE ON DATA SUITE THE EARLY WARNING SYSTEM TO DETERMINE WHERE KIDS ARE AND WHERE THEY NEED TO BE.

THERE ARE CAMPUS CCMR TEAMS THAT ARE REALLY EMULATE THE DISTRICT CCMR TEAM, AND THE SYNERGY BETWEEN THE TWO TEAMS IS JUST IT'S IT'S JUST IT'S CONTAGIOUS.

SO RECOGNITION WE CELEBRATE BIG IN GISD, BULLETIN BOARDS.

NOW YOU MAY SAY, OH, IT'S A CCMR BULLETIN BOARD.

KIDS WANT TO SEE THEIR NAMES ON THE WALL THAT THEY'RE CCMR MET.

THEY WANT TO SEE THEIR NAMES ON T-SHIRTS.

THEY, YOU KNOW, THE PRINCIPALS WILL SAY.

JUST RECENTLY, ONE SAID, YOU KNOW, A CHILD THAT PROBABLY, YOU KNOW, YOU DIDN'T EXPECT THEM TO TO REALLY CARE CAME UP AND SAID, HEY, I WANT MY NAME ON THAT WALL.

HOW DO I, HOW DO I GO ABOUT DOING THAT? THEY WANT THE MEDAL AT GRADUATION, BUT THEY WE ALSO THE COLLEGE RECOGNITION.

THE COLLEGE BOARD RECOGNITION PROGRAMS. THIS IS SOMETHING THAT COLLEGE BOARD STARTED A COUPLE OF YEARS AGO TO RECOGNIZE OUR AFRICAN-AMERICAN, HISPANIC AND INDIGENOUS SCHOLARS AND OURS.

OUR NUMBERS ARE GROWING IN THOSE AREAS, AND IT'S TRULY IMPRESSIVE.

AP SCHOLAR CERTIFICATES AND MEDALS.

AND IN THE COURSE OF THE GRADUATION MEDAL FOR CCMR, IF THEY RECEIVE AN INDICATOR, SOME ACHIEVEMENT, SOME BRAGGING POINTS.

OUR STUDENTS HERE IN GISD.

CLASS OF 2021, YOU MAY SAY THAT WELL, THEY GRADUATED IN JUNE, BUT THEY'RE STILL CONTACTING US TO TSI TEST AND WE HAVE UNTIL THE END OF OCTOBER TO CAPTURE THEM.

AND SO WHEN THEY REACH OUT, THEY'RE MORE COMFORTABLE WITH THEIR WITH THEIR HIGH SCHOOL CAMPUSES, THE PEOPLE, THE RELATIONSHIPS THEY BUILT THERE.

SO EIGHTY ONE POINT THREE PERCENT OF THE 2021 MET AT LEAST ONE CCMR INDICATOR.

NOW WHAT WE SAW LAST YEAR, WHERE KIDS WEREN'T SATISFIED WITH JUST ONE THEY WANTED TO OR, YOU KNOW, IT'S IT REALLY IS INSPIRING.

ALL GISD HIGH SCHOOL CAMPUSES HAVE ACHIEVED A RATINGS IN CCMR AND THEN MILLIONS OF DOLLARS RECEIVED FROM TEA FOR CCMR PERFORMANCE.

NOW THERE IS A COUPLE A TWO YEAR LAG IN THE MONEYS.

AND SO HERE IN A FEW YEARS, WE'RE GOING TO SEE THE BENEFITS OF THESE NUMBERS.

BUT IT'S, YOU KNOW, IN THIS, EIGHTY ONE POINT THREE IS STILL GROWING Y'ALL IN 2017 CLASS OF 2017, WE WERE AT FIFTY POINT TWO AND WE'RE AT EIGHTY ONE POINT THREE PERCENT AND STILL CLIMBING BECAUSE THEY HAVE UNTIL THE END OF THIS MONTH.

SO IF YOU KNOW OF ANYONE THAT WANTS TO TSI TEST, YOU KNOW, TELL THEM TO REACH OUT.

BUT WE WE CAN'T SAY ENOUGH ABOUT THE DEPARTMENTS, THE CAMPUSES, THE BOOTS ON THE GROUND, THE TEACHERS IN THE CLASSROOM AND JUST EVERYONE'S EMBRACED IT.

AND THAT'S WHY IT WORKS.

SO, YOU KNOW, MS. GRIFFIN MENTIONED, YOU KNOW, TALKING ABOUT THE TEAMS, THE EDL TEAMS AND WE HAVE A DISTRICT, CCMR TEAM AND CAMPUS TEAMS AND THE TEAMS AT THE DISTRICT LEVEL.

IT'S BECAUSE WE CAN'T SPEAK TO EVERYTHING, BUT THERE ARE EXPERTS ON THOSE TEAMS THAT CAN SPEAK TO THAT CAN LEAN IN.

I CAN'T SPEAK TO SPED CODING, BUT I CAN LEAN IN ON AMY QUINN, WHO CAN GET ME WHAT I NEEDED, WHAT I NEED TO KNOW.

AND SHE SUPPORTS THOSE CAMPUSES.

[01:45:03]

AND SO JUST A LOT OF PEOPLE DOING AMAZING WORK, AND THAT LEADS ME TO MY FINAL SLIDE HERE.

IT TAKES EVERYONE, YOU KNOW? IT TRULY DOES. WE'VE GOT COUNSELORS THAT ARE THAT FIRST TOUCH THAT MEET WITH FAMILIES AND SAY, THIS IS WHAT CCMR IS.

THESE ARE OPTIONS FOR YOUR STUDENT.

YOU KNOW, HOW DO YOU SEE YOURSELF GETTING TO CCMR? HOW CAN WE HELP YOU GET TO CCMR? AND STUDENTS ARE GETTING ALL THESE DIFFERENT OPPORTUNITIES TO EXPLORE THINGS LIKE CTE PATHWAY OR AP DUAL CREDIT, YOU KNOW, GRADUATING WITH ASSOCIATE'S DEGREE.

BUT SO OUR STUDENTS AND PARENTS GISD TEACHERS, OBVIOUSLY THE BOOTS ON THE GROUND ARE TEACHING AND LEARNING DEPARTMENT REALLY HELPS SUPPORT OUR, YOU KNOW, WE CAN TSI A BOOT CAMP AFTER SCHOOL AND BEFORE SCHOOL, BUT BECAUSE THEY'RE TAKING STEPS TO PUT IT INTO THE CURRICULUM AND TO THE ASSESSMENTS, WE'RE HITTING ALL KIDS DURING THE SCHOOL DAY, GISD CAMPUS AND DISTRICT LEADERSHIP DISTRICT LEADERSHIP, THE PRINCIPALS, ASSISTANT PRINCIPALS, CAMPUS, CCMR TEAMS, COUNSELORS OUR TSI FACILITATORS, MAGNET ADVISORS, AVID, YOU NAME IT, EVERYONE'S ON BOARD.

AND I THINK THAT'S WHY IT'S SO EASILY EMBRACED BECAUSE IT KIND OF SPEAKS TO THE HEART OF WHAT WE DO. AND THAT'S FOR ALL KIDS.

YOU KNOW, WE'RE HERE FOR KIDS AND WE WANT KIDS TO BE SUCCESSFUL BEYOND HIGH SCHOOL.

AND SO THAT'S WHAT CCMR DOES.

AND THEN, OF COURSE, OUR BOARD OF TRUSTEES WITH THEIR COLLEGE FOR ALL COMMITMENT, THE MAGNET GROWING THE MAGNET PROGRAM ALL MEANS ALL.

SO AP, IB EXAMS, PAYING FOR THOSE EXAMS SAT ACT TSI A2 EXAMS AND JUST MAKE OPENING THOSE DOORS A POSSIBILITY.

AND I'M GOING TO WRAP UP BY SAYING THIS THERE ARE CAMPUSES THAT THEY ARE COMFORTABLY AT AN A AND THEY REACH OUT TO OUR CAMPUSES THAT MAYBE AREN'T QUITE THERE, AND THEY SEND OVER THEIR EXPERTS TO HELP WALK ALONGSIDE AND SUPPORT.

MAYBE ROWLETT HIGH SCHOOL HAS A CTE TEACHER THAT HAS A CERTIFICATION.

SHE'LL GO TO MEMORIAL, TO MEMORIAL, TO MPA TO TO TO CERTIFY OR TO OFFER THE CERTIFICATION TEST FOR THE KIDS. MR. MONTANA. I KNOW THAT MR. BEACH YOU MENTIONED THAT IN ANOTHER BOARD MEETING.

MR. MONTANA IS IS PART OF THE AMAZING CTE DEPARTMENT AND HE WENT OVER TO MPA AND HE WAS GOING TO MAKE SURE KIDS GOT A CERTIFICATION AND THERE WERE KIDS THAT WERE WALKING IN THE RAIN TO GET TO THIS CERTIFICATION CLASS.

IT WAS A WEEK LONG CLASS AND AND IT WAS TO SEE THE PICTURES, TO SEE THE VIDEO.

IF YOU WANT TO SEE THEM, I HAVE THEM, BUT IT'S TRULY INSPIRING AND IT GETS AGAIN.

IT SPEAKS TO WHAT WE DO DAY IN AND DAY OUT, AND WE COULD NOT DO THAT WITHOUT EVERYONE.

SO THAT'S ALL I HAVE, AND I PROBABLY TALKED TOO LONG AND I'M SORRY.

NO, YOU'RE GOOD. THANK YOU ALL FOR THAT PRESENTATION.

AND FOR THE WORK THAT YOU GUYS DO TO HELP OUR STUDENTS AND HELP OUR DISTRICT.

TRUSTEES, ARE THERE ANY QUESTIONS ABOUT THIS ITEM? MR. GLICK, THANK YOU.

COULD WE TALK EARLY CHILDHOOD MATH AND READING? SO I THINK ALMOST EVERY DAY NOW, ANOTHER REPORT COMES OUT ABOUT THE LOSS A GEN, A LOST GENERATION. OUR COMMISSIONER OF EDUCATION HAS TALKED ABOUT HOW MANY YEARS HAVE BEEN LOST.

SO TELL US ABOUT THE PLAN.

ONE HUNDRED AND TWENTY HOURS, ONE HUNDRED AND FIFTY HOURS INDIVIDUALIZED EXTRA TEACHERS.

IS THAT WORKING AND HOW WILL YOU KNOW IT'S WORKING? OK, I'M A LITTLE TALLER, OK? I WILL SAY THAT WE'RE IN THE BEGINNING STAGES OF FIGURING OUT IF IT WORKS, AND THAT'S WHY WE HAVE THE ACCOUNTABILITY.

THE CBAS, THE STAAR, THE M CLASS.

AGAIN, TO REITERATE THAT WE ADOPTED THE NEW K2 READING DIAGNOSTIC SCREENER.

THE CLASS THIS YEAR TO HELP US PINPOINT THOSE FOUNDATIONAL SKILL GAPS.

AND WE DO BELIEVE THAT THAT'S GOING TO HELP OUR TEACHERS, WHICH WILL IN TURN HELP OUR STUDENTS CLOSE THOSE GAPS.

WE HAVE NOT HAD AN ASSESSMENT LIKE THAT HERE IN GARLAND BEFORE.

AND SO THAT IS WHAT WE THERE'S A BUG FLYING AROUND.

SORRY. AND SO THAT IS WHAT WE ARE HOPING AND WE WILL DEFINITELY BE LOOKING.

WE'VE ALL WE'VE DONE SO FAR IS THE BOY SCREENER.

WE DID HAVE 90 PERCENT COMPLETION, WHICH IS REALLY HIGH.

WE JUST HAD A MEETING WITH OUR CLASS REPS THE OTHER DAY AND THEY SAY THAT'S A HUGE PERCENTAGE OF COMPLETION FOR A LARGE DISTRICT LIKE GARLAND.

AND OF COURSE, WE HAVE OUR AT HOME LEARNERS STILL.

SO WE'RE IN THE INFANCY STAGES OF FIGURING OUT IF THAT WORKS.

BUT WE TRULY BELIEVE ALL OF THE COACHING THAT WE'RE DOING IN THE FOUNDATIONAL SKILLS AND GETTING THE MESSAGE OUT THAT WE HAVE TO START FOCUSING ON WORD RECOGNITION AND LANGUAGE

[01:50:06]

COMPREHENSION BECAUSE THAT'S GOING TO LEAD TO SKILLED READING.

SO MUCH OF OUR TIME, I THINK, IS SPENT ON COMPREHENSION WHEN THEN WE'RE MISSING OUR EARLY LITERACY FOUNDATIONAL SKILLS.

SO WE'RE TRYING TO KIND OF TRYING TO TURN TURN IN THE OTHER DIRECTION.

I THINK YOU MENTIONED THAT WE HAD OVER 2000 KIDS IN PRE-K FULL DAY PRE-K.

YES, SIR. THAT'S SUCH A WONDERFUL NUMBER.

OVER 2100. WE'VE TALKED ABOUT THAT AND TALKED ABOUT THAT.

AND HALLELUJAH, IT'S A HUGE FULL DAY, OVER TWO THOUSAND KIDS AND GETTING THIS KIND OF EDUCATION. THAT'S JUST TO ME.

THAT'S INCREDIBLE. THAT'S RIGHT.

AND WE KNOW THAT THAT'S GOING TO HELP THEIR LONG TERM ACADEMIC SUCCESS.

SO THE EARLIER WE CAN GET THEM HERE IN GARLAND ISD WITH HIGH QUALITY PROGRAMING IS A WIN FOR OUR DISTRICT AND OUR STUDENTS.

COULD YOU TALK ABOUT THE ISTS AND MATH? SO FOR MATH, I MEAN, IT IS GOING TO BE A PROCESS.

IT IS NEW FOR THEM HAVING SO MUCH TIME.

AND SO THE FIRST FOUR WEEKS WAS BASICALLY NOT PULLING STUDENTS YET.

IT WAS GETTING KIDS SET INTO THAT ROUTINE BECAUSE WE HAD TO GET ROUTINES AND PROCEDURES FOR THE KIDS TO EVEN UNDERSTAND ROTATING STATIONS AND WHAT THEY DO.

BUT NOW THE TEACHERS ARE PULLING GROUPS, AND THEY'RE SO EXCITED BECAUSE THEY'RE TALKING ABOUT MORE INDIVIDUALIZED FOR THE STUDENTS.

THEY CAN TELL YOU MORE ABOUT THAT KID VERSUS ABOUT MY CLASS, WHICH I THINK IS GOING TO BE AMAZING, BUT I THINK IT'S GOING TO TAKE SOME TIME.

I DEFINITELY DO. ONE OF THE OTHER THINGS THAT I LIKE IS THAT WE'VE HAD IMAGINED MATH AND NOW WE'RE ADDING MATH TO IT.

BUT WE HAD PROGRAMS THAT OUR STUDENTS WEREN'T SPENDING TIME IN BECAUSE WE DIDN'T HAVE THE TIME WE WERE HOPING THEY'D DO IT AT HOME, BUT NOT EVERY KID WAS ABLE TO DO AT HOME.

SO NOW BY HAVING THAT DEDICATED 15 MINUTES EVERY DAY, THEY'RE DEFINITELY GETTING THE PROGRAM AND THAT'S THAT INDIVIDUALIZED FOR EACH INDIVIDUAL STUDENT.

ISTS FOR ME, I'LL BE HONEST, I HAVE A GAP RIGHT NOW.

SO ACTUALLY I HAVE 15 BECAUSE OF LOSSES AND EVERYTHING GOING TO APS THEY KEEP SWIPING THEM FROM ME. BUT THEY'RE GREAT LEADERS AND THEY ARE DEFINITELY HELPING THOSE TEACHERS WITH FILLING IN.

HOW DO I MAKE MY STATIONS MOST MEANINGFUL, NOT JUST A STATION FOR BUSY WORK THAT SOME OF THE STUDENTS NEVER GOT PULLED WHEN WE HAD TIME BEFORE, OUR HIGHEST KIDS NEVER GOT PULLED.

EVERY KID IS GETTING PULLED, SO WE HAVE EXPECTATIONS WHERE LOW KIDS HAVE TO BE PULLED THREE TIMES A WEEK.

MEDIUM KIDS ARE PULLED TWICE A WEEK AND YOUR HIGH KIDS ARE PULLED AT LEAST ONCE A WEEK.

SO, EVEN SO, EVERYBODY, BECAUSE OUR GOAL IS NOT JUST TO HAVE OUR APPROACHES IS TO GET OUR MASTERS. SO THE STEPS THAT YOU BOTH TALKED ABOUT, I'M NOT SURE IF THAT WE WOULD CALL THEM EMERGENCY STEPS, BUT THEY WERE RADICAL CHANGES TO WHAT EXISTED.

ARE YOU BOTH GOING TO RECOMMEND THAT WE CONTINUE THIS FOR THE FUTURE? YES, I WANT THE HUNDRED TWENTY.

I LIKE THE TIME AND WE MADE A BIG CHANGE TO OUR LEARNING PLANS THAT WE GAVE TO THE TEACHERS AND JUST TEACHING THEM HOW TO SHORTEN THAT.

THE BIGGEST THING FOR ME IS THAT WHOLE GROUP TIME USED TO BE TOO MUCH TEACHER TALK.

I WANT STUDENT TALK.

AND SO BY HAVING SMALL GROUP SETTINGS, THE KIDS ARE HAVING TO WORK WITH PARTNERS OUT IN THE STATION, SOMETIMES THEIR INDIVIDUALIZED.

BUT BY HAVING THAT SMALLER GROUP, THE TEACHERS DOING LESS TALKING.

SO THAT WAY, WE HAVE MORE OF THAT ABILITY OF WATCH THEM DO THE WORK VERSUS WATCH ME DO.

THE WORK HAS BEEN OUR BIG MESSAGE THIS YEAR.

THANK YOU. THANK YOU. MR. SELDERS.

WELCOME. ANY OTHER TRUSTEES.

THANK YOU GUYS. REALLY APPRECIATE IT.

THOSE ARE THE ACTION ITEMS THAT WE WILL CARRY OVER TO THE OCTOBER 26TH MEETING.

DR. LOPEZ, ARE THERE ANY EXECUTIVE SESSION ITEMS? NOT AT THIS TIME.

AWESOME. I WILL ACCEPT THE MOTION FOR ADJOURNMENT.

IT IS SIX OR 8:17.

* This transcript was compiled from uncorrected Closed Captioning.