[00:00:01]
[I. Call to Order and Determination of Quorum]
GOOD AFTERNOON.IT IS 4:09, THIS IS WEDNESDAY, OCTOBER 27TH OF 2021.
THE GARLAND INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.
WE'RE HAVING A WORKING MEETING TODAY.
I'M GOING TO CALL THE MEETING TO ORDER.
WE DO HAVE A QUORUM AT THIS POINT.
WE HAVE A PUBLIC FORUM WHERE PEOPLE CAN SPEAK.
MICHELLE, DO WE HAVE ANY CARDS FOR SPEAKERS TODAY? NO.
OK, WE'LL SKIP DOWN TO ITEM THREE.
WE'RE GOING TO DISCUSS AND REVIEW OUR CURRENT GOAL AND LAST GOAL WORKING MEETING
[III. Discuss and Review Current Goal and Last Goal Working Meeting Workshop]
WORKSHOP, AND DR.LOPEZ IS GOING TO BEGIN THAT DISCUSSION.
GOOD EVENING, BOARD PRESIDENT MR. MILLER TRUSTEE.
YOU KNOW, I'M REALLY EXCITED ABOUT THE SECOND PART OF OUR WORKSHOP.
WE DID A LOT OF WORK THE LAST TIME ON FRAMING WHAT WE WERE AND WHAT WE COULD BE.
WHAT THIS BOARD GOAL JUST AS A RECOMMENDED REFRESH IS BY NO WAY SAYING THIS IS WHAT WE HAVE TO DO, BUT JUST RE-ALIGNING AND PUTTING THIS BACK IN THE FRAME OF WHAT HAPPENED LAST TIME, WHAT WAS RECOMMENDED, WHAT WE CAN DO.
SO AS WE GO INTO OUR FINAL PARTS OF SOLIDIFYING WHAT OUR EXPECTATIONS ARE THIS YEAR, IT ALLOWS US TO CALIBRATE AND THEN SAY THIS IS WHAT WE WANT.
AS A REMINDER, IN JULY, WE'RE GOING TO HAVE TO REVISIT THIS WITH THE CHANGES THAT WE EXPECT FROM THE TEA.
NOW DURING THE PROCESS, YOU'RE GOING TO SEE SOME RED HIGHLIGHTS.
THESE ARE SUGGESTIONS THAT WE GOT DURING THE PRESENTATION LAST TIME, AND WE'RE GOING TO TRY TO IDENTIFY SOME FEEDBACK THAT WE GOT FROM TRUSTEES BEFORE THIS MEETING.
SO WELCOME TO THE BOARD GOAL VERSION 2.0.
SO WE GOT THE GUIDANCE ON THE GOAL SETTING WHY WE DO THIS.
ONE OF THE RECOMMENDATIONS WAS WE SHOULD ADD SENATE BILL 1566.
SENATE BILL 1566 ACTUALLY IS THE GENESIS OF THE TEXAS EDUCATION CODE.
SO IT'S EMBEDDED IN THAT AND THAT'S WHERE IT CAME FROM.
A LOT OF THESE SLIDES I'M GOING TO GO THROUGH QUICKLY BECAUSE WE'VE ALREADY SEEN THEM OUR HISTORICAL PERSPECTIVE, THIS PROCESS, I KNOW HISTORICALLY OUR HISTORIANS ON BOARD WILL TELL US ABOUT REALLY WHEN IT STARTED, BUT WITH ME IT STARTED IN APRIL 2018 AND WE ARE NOW IF YOU LOOK THROUGH THE BOARD GOLD WORKSHOP, OCTOBER 2021, THE GENESIS OF OUR DISCUSSIONS NOW WAS THE COVID IMPACT ON LEARNING AND LEARNING LOSS IN OUR DISTRICT.
WHEN YOU HAVE SEVENTY ONE PERCENT OF YOUR STUDENTS THAT ARE ECONOMICALLY DISADVANTAGED, OUR LEARNING LOSS IS MORE SEVERE THAN OUR NEIGHBORING COUNTERPARTS.
THE CHANGING LANDSCAPE, WE LOOKED AT OUR COVID RECOVERY.
WE ADDED THE STAAR PERFORMANCE FOR REMOTE VERSUS FACE TO FACE.
WE ADDED SENATE BILL 15 NOW WE HAVE ICON.
THAT'S GOING TO BE SOME OF OUR DISTRICT SUPPORTS.
THE ACCOUNTABILITY CHANGES, WE'RE EXPECTING TARGETS TO BE RESET IN 2023 AND THE RATINGS OF 2022 ON CAMPUS OUTCOMES WILL BE THIS YEAR ON CURRENT TARGETS, NOT FUTURE TARGETS AND SO THE CHANGING LANDSCAPE, WE WANT TO BE ABLE TO SET UP OUR TEACHERS FOR SUCCESS.
NOW THE BOARD VISION STATEMENT, THESE WERE THE TWO WHEN WE DID OUR EXERCISES, THESE WERE THE TWO THINGS THAT CAME ABOUT WHENEVER WE DID OUR EXERCISES, WE BROKE UP IN TWO GROUPS AND YOU GUYS CAME UP WITH A VISION STATEMENT FOR THAT DAY.
ONE SAID, THROUGH UNITY AND CONSENSUS OF THOUGHT SET GOALS, POLICIES AND MEASUREMENTS TO ENSURE ALL STUDENTS ACADEMIC SUCCESS AND OUR OTHER PARTIES TO BEGIN A DIALOG ON OUR GOVERNANCE ROLE IN ORDER TO DETERMINE STUDENT ACHIEVEMENT METRICS ON LEARNING AND RECOVERY.
NOW I WANT TO PAUSE RIGHT THERE BECAUSE WE'RE GOING TO GO FROM A DIALOG TO A DISCUSSION.
THE DIFFERENCE BETWEEN THE DIALOG IS WHEN WE COMPARE IDEAS, SO WE'RE NOT MAKING DECISIONS.
WHEN WE GO INTO DISCUSSIONS, THAT'S WHEN WE'RE GOING TO START MAKING DECISIONS.
SO WHILE LAST TIME IT WAS A DIALOG, WE'RE GOING TO BE TRANSITIONING MORE INTO A DISCUSSION AND YOU'LL SEE THAT AFTER WE HAVE THIS PRESENTATION AND THEN WE HAVE, WE WILL ESTABLISH AN OVERARCHING THEME.
WE WILL SET BOARD GUARDRAILS IN ORDER TO MAINTAIN A BOARD FOCUS, AND EVERY DECISION WAS MADE AFTER SETTING THE THEME MUST BE DIRECTLY RELATED AND SAID TO THEM RIGHT NOW, ALL OF THIS IS DO YOU REMEMBER WHENEVER WE GAVE OUT THAT RUBBER BAND WE SAID, THIS IS OUR VISION, BUT THIS IS REALITY, RIGHT? AND SO AS WE'RE SETTING OUR GOAL, PLEASE DON'T FORGET THE HIGHER YOU HAVE YOUR VISION FROM THE CURRENT REALITY, THE MORE STRESS THAT IT PUTS ON OUR ENVIRONMENT.
THE ENVIRONMENT IS NOT ME, SO PLEASE, WHENEVER WE TALK ABOUT GOALS.
WE MIGHT SAY THESE GOALS DIRECTLY REFLECT THE SUPERINTENDENT, THESE GOALS
[00:05:04]
ARE CASCADED THROUGHOUT THE DISTRICT AND WE HAVE TO BE UNDERSTANDING THAT ON THE CAMPUSES, THEY'RE GOING THROUGH SOME REAL TRANSITIONS AND WHEN YOU TALK TO TEACHERS, THEY'LL TELL YOU, MAN, I HAVE FIRST GRADERS THAT ARE STILL LEARNING SCHOOL BECAUSE THEY NEVER WENT TO SCHOOL DURING KINDERGARTEN.SOME EVEN HAVE SECOND GRADERS DOING THAT.
WE HAVE HIGH SCHOOLERS THAT SEEM TO HAVE LOST WHAT SCHOOL IS ALL ABOUT AND RELEARNING HOW SCHOOL OPERATES AND THOSE DYNAMICS.
SO [INAUDIBLE] GOING TO LOOK AT THESE RECOMMENDATIONS THAT THE WORDS THAT YOU WANT TO SEE ARE WE WANT TO LOOK AT PERFORMANCE.
WE INCORPORATED THE GROWTH MODEL AND WE DID THE RISK RATIOS.
WHY THESE AREAS? WELL, THE RISK RATIOS ARE FOR OUR OWN ACCOUNTABILITY PURPOSES, BUT PERFORMANCE AND GROWTH IS WHAT TEA LOOKS AT.
SO WHAT WE DID IS WE WENT FROM ALL OF THE MEASURES THAT WE HAD TO LOOKING AT WHAT IS TO LOOKING AT AND LET'S JUST GRADE OURSELVES ON, LET'S JUST ALIGN OURSELVES TO WHAT TEA WANTS.
YOU SAW OUR PERFORMANCE MEASURES.
WE KNOW WRITING'S GOING AWAY AND WE WENT FROM ALL OF THOSE PERFORMANCE MEASURES TO THE NEW BOARD PERFORMANCE MEASURES THAT WE'RE RECOMMENDING AND I'M GOING TO HIGHLIGHT ONE.
WE'RE GOING TO GO INTO COLLEGE CAREER MILITARY READINESS THAT IS THE MOST WEIGHTED CATEGORY IN THE ENTIRE PROCESS OF OUR CURRENT SYSTEM.
IF YOU FAIL ON THAT, YOU'RE GOING TO FAIL AS A DISTRICT AND YOU'RE GOING TO FAIL AS A HIGH SCHOOL.
IT CARRIES SUCH SIGNIFICANT WEIGHT.
NOW LET'S LOOK AT OUR PRIOR GOALS.
WHAT DOES THAT COLLEGE CAREER MILITARY READINESS INCORPORATE IN OUR PRIOR GOALS IN ORDER TO HIT THAT? IT'S SAT, AP, GRADUATION, WE'VE GOT ALL OF THOSE THINGS GOING IN THAT ONE CATEGORY, SO WHEN YOU SEE THIS, IT MIGHT LOOK LIKE WE HAVE LESS CATEGORIES.
ALL OF THESE OTHER CATEGORIES THAT WE NO LONGER WILL BE MEASURING, LIKE SCIENTIFIC UNDERSTANDING OR, LET'S SAY, ENGLISH LANGUAGE ACQUISITION.
ALL OF THOSE ARE GOING TO BE EMBEDDED IN ONE OF THESE CATEGORIES SOMEHOW BECAUSE IT DIRECTLY RELATES TO OUR ACCOUNTABILITY.
SO THIS IS WHAT IT LOOKED LIKE.
OK, SO ON LITERACY, WE WOULD LOOK AT WE'RE AT 41%.
WE WANT TO GROW TO 46 ALL THE WAY TO 60.
THIS WOULD LOOK ON OUR TRADITIONAL GRAPHS USING THE SYSTEM.
NOW WHEN WE SEE 46 PERCENT, 50 PERCENT, 60 PERCENT, PEOPLE MIGHT SAY, OH MY GOSH, THAT LOOKS SO LOW, YOU ONLY WANT TO INCREASE THE 60 PERCENT.
WELL, THAT'S A 60 PERCENT MEETS CATEGORY THAT GETS YOU AN A.
ALL OF THIS CATEGORICALLY GETS YOU AN A IN OUR SYSTEMS. SO THAT'S WHAT WE'RE LOOKING AT.
WHERE BEFORE WE WERE LOOKING AT, OH, WE WANT TO HAVE 90 PERCENT, BUT DOES THAT REALLY WHAT TRANSLATES TO AN A WHAT TRANSLATES TO A B? THOSE WERE A LOT OF THE QUESTIONS THAT WE WERE ASKING ASKED BY THE BOARD AND THIS KIND OF THIS KIND OF HELPS US.
THEN WE DISAGGREGATED THE DATA, RIGHT? AND THEN WE LOOK AT OUR GROWTH RIGHT FROM MEETS AND STAAR AND EVERYTHING ELSE.
NOW WE CAN SEE THE DIFFERENCE BETWEEN PERFORMANCE AND GROWTH AND THE GROWTH MEASURE IS REALLY IMPORTANT BECAUSE STUDENTS RIGHT NOW, WE WANT TO SEE THEM MOVE UP A GRADE LEVEL, MAYBE HALF A GRADE LEVEL, BUT THEY CAN'T GO BELOW THE GRADE LEVEL WE'RE AT.
ACTUALLY, IF YOU MOVE, IF YOU'RE IN FOURTH GRADE AND YOU SCORE MEETS AND YOU GO TO FIFTH GRADE AND YOU SCORE MEETS, THAT'S CONSIDERED GROWTH BECAUSE YOU GREW EXACTLY ONE SCHOOL YEAR AND YOU WOULD GET HALF A POINT FOR THAT.
SO I JUST WANT YOU TO SEE WHAT WE'RE LOOKING AT.
WE'RE TRYING TO SHOW THAT WE GET MEASURED ON BOTH CATEGORIES AND WHAT WE WERE JUST DOING IS ALIGNING WHAT AND WHERE WE'RE AT.
SO THEN WE WENT INTO RISK RATIOS AND THE RISK RATIOS WAS MAINLY FOR INTERNAL.
WE PUT IT OUT THERE THAT WE COULD HAVE THIS PART OF THE GOAL.
BUT THIS TELLS US LIKE, OH MY GOSH, IF I LOOK AT MY RISK RATIO AND I COMPARE IT, DO WE HAVE PROPORTIONALITY ISSUES? ARE WE PROPORTIONATE? RIGHT? SO IF I COMPARED MY HISPANIC TO AFRICAN AMERICAN, THEY'RE PRETTY CLOSE.
BUT IF I COMPARED MY HISPANIC TO MY ASIAN UNDER LITERACY, WE COULD SEE THERE IS A GAP.
BUT THE GAP ISN'T OVER ONE POINT FIVE, SO IT'S NOT CONSIDERED SIGNIFICANT.
BUT I WANT YOU TO LOOK AT THAT, LOOK HOW HIGH MY GT IS PERFORMING AND LOOK HOW LOW MY ELL AND ECO-DIS ARE PERFORMING.
SO WE CAN JUST BY LOOKING AT THIS, IDENTIFY WHO IS CARRYING US, WHO IS NOT WHERE WE NEED TO FOCUS OUR EFFORTS.
NOW, IF I GO TO THE NEXT SLIDE, WE TALK ABOUT WHAT THE RELATIVE RISK RATIO IS.
WE ADDED SOME CLARIFICATION ON OUR LANGUAGE BECAUSE OF THE FEEDBACK WE GOT, SO
[00:10:02]
REMEMBER, IT'S A GREATER VALUE, IT'S MORE LIKELY.IF IT'S UNDER ONE, THAT MEANS THEY'RE LESS LIKELY TO ACHIEVE IT.
ONE POINT FIVE IS WHAT WE SAY IS SIGNIFICANT.
TWO POINT FIVE IS SIGNIFICANT DISPARITY AS DEFINED BY TEA.
SO HERE'S OUR RISK RATIOS FOR PERFORMANCE MEETS AND GROWTH.
SO ONCE AGAIN, I WENT BACKWARDS.
SO HERE WE GO IS DEFINED RISK RATIOS, RIGHT? SO WE TALKED ABOUT THE MATH AND WE LOOKED AT THE RISK RATIO AND WHEN WE WENT OVER THERE AND WE WENT THROUGH EVERYTHING, WE SAID, OH MY GOSH, WHERE ARE THEY AT? THIS IS JUST A CALCULATION EXAMPLE FOR YOU ALL TO SEE.
SO THAT WAY YOU COULD GET AN IDEA OF HOW WE GET THE RISK RATIO, AND THIS ONE WOULD BE 0.7415 AND THE PROPORTIONALITY IS WHEN WE'RE LOOKING AT THE HISPANIC COMPARED TO THE WHOLE.
SO THEY'RE A LITTLE BELOW THE THRESHOLD.
WE WANT THEM AT ONE POINT, BUT WE UNDERSTAND THAT THEY'RE NOT TOO FAR OFF.
SO WHEN IT LOOKS TO PROPORTIONALITY, WHAT WE DID IS WE INSERTED THIS NEW GRAPH.
LOOKING AT THIS GRAPH, I'M GOING TO CALL ON A TRUSTEE.
JUST REAL QUICK, IF YOU'RE ABOVE THE LINE, THAT MEANS YOU'RE OVERPERFORMING FROM EVERYBODY ELSE.
IF YOU'RE BELOW THE LINE, YOU'RE NOT AT THE MEETS PLACE.
IF WE LOOK AT ALL OUR CATEGORIES, SO WE LOOK AT THEM ALL.
MR. SELDERS, WHICH ONE DO YOU THINK HAS THE MOST SIGNIFICANT, I WOULD SAY, SUCCESS OUT OF ALL OF OUR GROUPS THERE? GT, RIGHT? SO JUST BY LOOKING AT IT, IT'S AN EASY TO READ RATHER THAN LOOKING AT THE PROPORTIONALITY AND THE NUMBERS.
WE DID A LITTLE DIFFERENT TYPE OF PERCENTAGES HERE, AND IF YOU LOOK AT THE GT, THERE ARE ELEVEN POINT EIGHT PERCENT ABOVE WHAT WE WOULD CALL THE BASELINE.
SO, YOU KNOW, IF I TURN TO MR. GLICK, MR. GLICK, WHICH IS THE CATEGORY THAT YOU SEE THAT PROBABLY NEEDS THE MOST SUPPORT.
OK, SO ELL IS A GOOD ONE, SO WE BROUGHT UP BOTH, RIGHT? SO I HEARD SOMEBODY YELL ECO-DIS.
SO THE ELL SEEMS TO BE THE MOST RIGHT AND ELL IS ABOUT ONE THIRD OF OUR POPULATION.
SO WE KNOW ONE THIRD OF OUR POPULATION, CLOSE TO ONE THIRD OF OUR POPULATION IS NOT MEETING THE STANDARDS.
SO IF WE INVESTED IN THE ELL KIDS, THEN WE COULD ALSO MAKE GREAT STRIDES.
BUT LET ME TAKE IT ONE STEP FURTHER.
A LOT OF THOSE ELL KIDS ARE IN THE ECO-DIS CATEGORY, SO YOU COULD FIND THAT THE ELLS ARE NOW WE CAN LOOK AT IT.
THEY'RE PART OF THE HISPANICS, THEY'RE PART OF ECO-DIS AND THEY'RE PART OF ELLS.
IF WE HANDLED THAT, THINK OF HOW THAT COULD FLIP AND SIGNIFICANTLY DECREASE THAT.
THAT'S WHY WE INCLUDED THIS NEW SLIDE.
WE FEEL IT'S VERY EASY TO READ.
NOW, WE'RE NOT RECOMMENDING THAT THIS SLIDE BE PART OF OUR, I GUESS, GOAL, BUT WE'RE RECOMMENDING THAT WHEN WE GIVE YOU DATA, YOU SEE HOW THE DATA IS REPRESENTED IN THIS FORM OR FASHION.
SO JUST THINK ABOUT THAT RIGHT NOW, YOU'RE GOING TO HAVE TIME TO DISCUSS WHAT YOU LIKE OR DON'T LIKE TOWARDS THE END OF THE PRESENTATION, AND WE'RE JUST INTRODUCING THESE TO YOU.
SO YOU'RE NOW SEEING THAT'S FOR LITERACY, PROPORTIONALITY.
YOU CAN ALSO SEE IT FOR GROWTH.
DO YOU SEE A BIG DIFFERENCE IN GROWTH? WHAT POPS OUT TO YOU ON GROWTH? THERE'S A REASON FOR THIS EXERCISE.
MR. JOHNSON, WHAT POPS OUT TO YOU FROM THE GROWTH COMPARED TO WHAT WE JUST SAW? ELL IS ON THE POSITIVE SIDE AS OPPOSED TO THE NEGATIVE SIDE.
SO FIRST OF ALL, ELLS ARE GROWING, THEY'RE NOT GROWING HOW WE WANT THEM, BUT WE'RE DOING SOMETHING A TINY BIT RIGHT.
TINY BIT, BUT THEY'RE ABOVE IT.
OK, WHAT ELSE? THAT'S VERY GOOD OBSERVATION.
WHAT ELSE? GT IS STILL GROWING.
OK, SO WE GOT STILL GROWING RIGHT, SO IT'S NOT LIKE IT IS AT A ZERO.
WE GOT GT STUDENTS THAT ARE DOING BETTER THAN THEY DID BEFORE AT A FOUR POINT ONE RATE AND THE SIGNIFICANCE OF THAT IS USUALLY OUR GT STUDENTS ARE AT THE HIGHEST END OF THE SPECTRUM, RIGHT? THEY ARE PERFORMING.
SO TO CLOSE THAT GAP IS HARDER.
SO WE TALKED ABOUT GOLF GAME YESTERDAY, JAMIE, RIGHT? AND IF YOU'RE AT A 75 AND YOU'RE TRYING TO GET TO A 70, THAT'S HARDER THAN BEING AT ONE HUNDRED, TRYING TO GET TO AN 80.
RIGHT AND YOU WILL SHOW MORE GROWTH FROM ONE HUNDRED TO AN 80, BUT THAT'S HARDER.
I WOULD SAY TOO ALSO THAT ECONOMIC DISADVANTAGED GROUP ABOUT 10 PERCENT.
BECAUSE WE HAD A TWELVE POINT EIGHT AS FAR AS THE PERFORMANCE, BUT WE'RE DOWN
[00:15:04]
TO TWO POINT SEVEN NOW.SO THAT'S ALMOST A 10 PERCENT GROWTH.
YOU KNOW, SO IT'S KIND OF INTERESTING THAT, YOU KNOW, WE SAW THE RESULTS WHERE THERE WERE DISPARITIES, BUT WE'RE SEEING THAT WE CAN MAKE AN IMPACT AND GROW.
BUT IF I UNDERSTAND CORRECTLY ANYTHING THAT'S ON THE BOTTOM LINE IN THIS ONE, THE GROWTH MEANS THAT WHAT YOU SEE IN THE PROPORTIONALITY THAT'S GOING TO INCREASE THAT PROPORTIONALITY LINE.
SO LIKE WHEN JOHNNY IS SAYING, WELL, IT'S 10 POINTS LESS IN THE GROWTH, THAT'S STILL BAD BECAUSE IT'S GOING TO ADD TO LIKE IF THAT STAYED TRUE TO NEXT YEAR, IT WON'T BE NEGATIVE TWELVE POINT EIGHT, IT'D BE SOMETHING WORSE THAN THAT.
SO IT'S GROWING, WHEREAS THE ELL, EVEN THOUGH IT'S NEGATIVE, WHAT 13.4? IF THIS TREND LINE CONTINUES, IT'LL BE A LITTLE BIT LESS NEXT YEAR.
IT WON'T BE NEGATIVE THIRTEEN POINT FOUR, IT WOULD BE SOMETHING ELSE.
BUT SOME OF THOSE KIDS ARE STILL THOUGH ECONOMICALLY DISADVANTAGED.
SO, THE BEAUTIFUL THING IS THIS, RIGHT? SO YOU BOTH ARE RIGHT, AND THIS IS THE WEIRD PART ABOUT IT.
SO YOU'RE RIGHT, MR. JOHNSON, WHEN WE LOOK AT THIS, THERE WILL BE ADDED TO THE GAP, BUT IT'S NOT AT THE RATE WHERE WE CAN'T REVERSE IT.
WHEN YOU'RE TWO POINT SEVEN PERCENT DOWN, IF WE DO THINGS RIGHT, WE CAN EVEN THAT OUT QUICK.
IT'S NOT AT, LET'S SAY, A DEF CON TEN RATE WHERE YOU'RE LIKE, OH MY GOD, WE'RE 20 POINTS BELOW.
THESE KIDS ARE DOOMED TO JUST NOT BE ABLE TO CATCH UP.
SO IN THE SENSE, THERE'S HOPE THERE.
BUT YES, IT DOES ADD TO THE GAP.
BUT WHEN IS A1 USED AND WHEN IS A2 USED WITH THE RESULTS? OK, SO A2 IS JUST PROPORTIONALITY, RIGHT? SO, WE'RE LOOKING AT I MEAN, A1 IS OUR LITERACY PERFORMANCE AND A2 IS OUR GROWTH.
WE TAKE THE BEST OF WHAT HAPPENS IN OUR DISTRICT AND THAT'S WHAT THE STATE USES.
SO WHY I'M ASKING IS BECAUSE WHAT WOULD ACTUALLY BE WHAT WE ARE MEASURING IN THE GOAL, THIS IS HELPING US ANALYZE THE DATA, BUT WHAT WILL BE THE ACTUAL GOAL MEASUREMENT? SO IF WE GO TO--I DON'T HAVE THESE NUMBERS--IF WE GO TO THE FIRST OBJECTIVE A LITERACY SLIDE.
PERFORMANCE, THE PERCENTAGE OF STUDENTS ACROSS GRADES, YES, SO A WOULD BE PERFORMANCE AT MEETS.
THAT DEMONSTRATE STAAR LITERACY PROFICIENCY AND THEN THE OTHER ONE WOULD BE GROWTH.
SO DO YOU SEE THE LINE WHERE WE'RE AT? THAT'S WHERE WE'RE AT AND THEN THE NEXT LINE IS OUR GOAL THAT WOULD BE WHAT OUR GOAL LOOKS LIKE IF WE WERE TO KEEP THESE GOALS THIS YEAR.
AND FOR PERFORMANCE AND FOR GROWTH, IT WOULD BE 70 TO GET AN A.
YEAH, AND I WANTED YOU TO EXPLAIN THAT, BEACUSE ALL OF THIS THAT WE'RE GETTING IS WHAT GETS US TO HOW WE SET THE GOAL.
NOT THAT ANY OF THESE ARE THE GOALS.
SO THIS IS THE DATA THAT WE USE TO EVALUATE YES.
SO THAT'S HOW IT'S GOING TO BE FOR A1, A2, AND THEN YOU SEE THE SAME THING IN MATH, SO IT'S REPETATIVE FOR EACH AND EVERY ONE OF THEM.
SO IN MATH, YOU'LL SEE THE SAME THING.
WHAT DO WE NEED? WHERE ARE WE RIGHT NOW? WE'RE AT A TWENTY FIVE, OUR GOAL IS TO BE AT A 46 AND PERFORMANCE OR SEVENTY ONCE AGAIN IN GROWTH.
COULD YOU GO BACK? YOU SAID SOMETHING ABOUT THE TARGETS THAT WE HAVE IN THAT FIRST SET OF LITERACY PLOTS WHERE THE GOAL IN 2022, IT'S 46 PERCENT FOR MEETS AND FOR LITERACY PERFORMANCE AND SEVENTY FOR LITERACY GROWTH.
SO WILL YOU EXPLAIN AGAIN HOW WE'RE UTILIZING THE OTHER--ROBERT, WILL YOU USE YOUR MIC A LITTLE BETTER? I CAN'T HEAR YOU.
EXPLAIN HOW WE'RE USING THE LITERACY PROPORTIONALITY FOR BOTH OBJECTIVE A1 AND A2, AND THE LITERACY RISK RATIOS TO COME UP WITH THE 46 PERCENT PERFORMANCE AND THEN THE 70 PERCENT GROWTH TARGET.
OK, SO THIS IS WHAT WE'RE DOING.
WE'RE NOT USING THOSE TWO THINGS TO COME UP WITH WHERE WE'RE AT.
46 AND 70, OUR REALITY IS 41 AND 50.
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OK, SO OUT OF THAT 41, WE DISAGGREGATED THE DATA TO LOOK AT OUR RISK RATIOS, TO SEE WHERE OUR GAPS ARE SO WE CAN INVEST TO HEALTHILY HIT THE 46 OR THE 70 THAT TELLS US WHERE WE'RE REALLY MISSING THE BOAT WHEN WE START LOOKING AT THE PROPORTIONALITY AND RISK RATIOS.YEAH, I GUESS I WAS JUST ASKING, WHERE DO WE GET THE 46 IN THE 70 FROM? IS THAT SOMETHING THAT YOU GUYS CREATED OR BASED ON THESE CHARTS, THE LITERACY, THE DISAGGREGATED DATA? YOU MADE A JUDGMENT CALL AND SAID, THAT'S WHAT WE'RE GOING TO GET TO.
YEAH, WELL, PARTLY YES AND PARTLY NO.
SO PARTLY, YES, THE 60 IS GOING TO GET US AN A.
OK AND WE BUILT BACKWARDS AND WE BELIEVE THAT ACCORDING TO THE MEASURES, 46 SHOULD BE CLOSE TO A BAND THE 70 IS A B.
SO WE START OFF AT A BRATING AND THEN WE BUILD UP.
SO WE WANT THE DISTRICT TO REMAIN A BAND I THINK THAT'S WHAT HAS IDENTIFIED AS AN ASSUMPTION.
THAT'S WHAT I WAS GOING TO ASK WORK.
YOU NEVER WANT THE DISTRICT TO FALL BELOW A B, BUT WE HAVE TO KNOW THAT AND AGREE ON THAT, THAT'S WHAT OUR OBJECTIVE IS, RIGHT? BECAUSE SOMETIMES YOU REFERENCE A AND SO IN YOUR CONVERSATIONS, I GET CONFUSED IF EVERYTHING IS BUILT AROUND WANTING US TO GET TO AN A.
WHICH MEANS ALL OF OUR CAMPUSES ARE PERFORMING AT THAT LEVEL, WHICH WE KNOW WE'VE GOT A LOT OF WORK TO DO TO GET TO THERE.
SO I THINK KNOWING THE ASSUMPTION OF THE DISTRICT IS THAT WE ALWAYS WANT THE DISTRICT TO PERFORM AT A BOR BETTER.
CAN I ASK YOU A CLARIFICATION MS. GRIFFIN? CAN I ASK YOU ANOTHER QUESTION TOO, RIC TO GO ALONG WITH THAT? SO THAT 70 PERCENT, IS THAT TEA GUIDELINE TO SAY THIS IS THE BOTTOM B THAT IN OTHER WORDS, IS ANYTHING LOWER THAN THAT 70 THAT WOULD MAKE IT A B? FOR THIS CATEGORY? PROBABLY NOT.
WE BASED IT ON A NUMBER OF DIFFERENT FACTORS.
SO FIRST IS OUR ECO-DIS RATE AND THEN WHAT WE CAN ACHIEVE FROM ALL OF THAT.
SO A LOT OF THINGS ARE TO SCALE.
OK, SO WHEN WE LOOK AT THE SCALE AND WE LOOK AT WHERE WE'RE AT TODAY, THIS IS OUR DISTRICT, THIS IS GARLAND U.S.A.
WE WOULD HAVE TO HAVE 70 PERCENT.
SO 70 PERCENT OF OUR STUDENTS.
SO JUST THINK ABOUT IT IF YOU MEET GRADE LEVEL, AND I BELIEVE IT'S HALF A POINT AND SO ON THE HALF A POINT.
LET'S SAY WE HAVE HALF A POINT AND EVERYBODY JUST GOES EXACTLY ONE YEAR'S GROWTH, AND THEY PASSED LAST YEAR WITH ONE YEAR'S GROWTH.
THERE'S NO WAY TO HIT THAT 70 MARK.
OK? THERE'S NO WAY BECAUSE THIS IS IN THEORY, RIGHT? BUT YOU WOULD EXCEED THAT 60 MARK SO WE WOULD GET AN A.
IT WOULDN'T SHOW TREMENDOUS GROWTH, BUT IT WOULD SHOW LIKE, HOLY MACKEREL OUR PROFICIENCY RATE IS THROUGH THE ROOF.
TO GO FROM, WHERE WE ARE TO TO GET TO AN A , WHAT ARE THE PERCENTAGES DO WE CROSS FOR A B? IN OTHER WORDS, IF 70 PERCENT IS A B, WHAT IF WE HIT 60 PERCENT? IS THAT A C OR IS THAT STILL A B? THAT'S WHAT I'M KIND OF CONFUSED.
MAYBE I'M MAYBE I'M CONFUSED ON THAT MEASURE.
I DON'T HAVE THAT INFORMATION.
IT'S NOT AN F, BUT WE JUST WENT WITH B DATA.
BUT DOESN'T THE SCALE CHANGE? NEXT YEAR, IT WILL CHANGE.
I'M JUST SAYING WHAT WE'RE TALKING ABOUT HERE NOW IS JUST THIS POINT IN TIME BECAUSE TEA IS GOING TO CHANGE, I DON'T KNOW EVERY SO MANY YEARS, AND I THINK IT'D BE SAFE TO ASSUME THAT BASED ON THE DATA WE'RE SEEING COMING FROM THE STATE THAT ALL THIS IS GOING TO SLIDE RELATIVE DOWN BASED ON THE COVID LEARNING LOSS THAT WE'RE EXPERIENCING.
SO AND I THINK THIS KIND OF LEADS TO WHAT I'VE HEARD JOHNNY SAY BEFORE.
I MEAN, THIS IS ALL KIND OF SPECULATIVE TO SOME DEGREE.
AND THAT'S AND I UNDERSTAND THE CHALLENGE THAT YOU GUYS FACED IN TRYING TO TRY TO
[00:25:02]
NAIL THIS DOWN BECAUSE IT'S A MOVING TARGET BECAUSE WE DON'T KNOW HOW MUCH WE'VE LOST OR HOW MUCH THE STATE'S LOST.SO, THAT'S WHAT IT'S BASED ON.
SO WHEN WE LOOK AT THE NEXT FORMS OF DATA FOR MATH AND EVERYTHING ELSE, IT'S GOING TO JUST REFLECT THE SAME TYPE OF THING, JUST DIFFERENT MEASURES.
SO WHEN WE GO FOR MATH, YOU COULD SEE THAT WE TOOK THE BIGGEST HITS IN MATH.
ONCE AGAIN, WE WANT TO GET 46, IN OTHER PARTS, 70.
REMEMBER, THE SAME DATA GIVES US TWO DIFFERENT POINTS OF INFORMATION.
ONE IS WHERE WERE WE ON PERFORMANCE? AND THE OTHER ONE IS WHERE WE WERE ON GROWTH.
THE SAME THING AGAIN, RIGHT? THIS IS WHERE WE ARE IN MATH, AND WE COULD SEE WE WOULD BREAK IT DOWN BY CATEGORY.
NOW WHEN YOU LOOK AT THIS, PLEASE DON'T SAY, OH MY GOSH, FOUR PERCENT OF OUR SEVENTH GRADERS PASSED? NO, FOUR PERCENT HIT THE MEETS TARGET OR OR ACTUALLY KIND OF ABOVE, YOU KNOW, AND IT'S A VERY LOW THRESHOLD.
BUT ONE THING WE GOT TO REMEMBER ON GRADE SEVEN, THERE WAS A SIGNIFICANT INCREASE ON THE CRITICAL THINKING CATEGORIES FROM GRADE SIX.
GRADE SEVEN IS THE FIRST TIME THAT YOU REALLY, REALLY HIT IT.
ACTUALLY, YOU START GETTING MORE OF A TASTE IN IT THAN GRADE SIX AND GRADE SEVEN.
IT'S A MONSTER, AND YOU COULD SEE ALL OF A SUDDEN WE RECOVER AND GRADE EIGHT AND THEN ALGEBRA 1.
SO WE DO SOME RECOVERY, BUT WE'RE REALLY FOCUSING ON GRADE SEVEN.
SO, DR. LOPEZ, WHEN WE GET TO THESE, WHEN WE SEE THESE KIND OF BLIPS IN THE CHART WHERE WE GO KIND OF GROWTH THROUGH THREE FOUR FIVE SIX SLIDES, A LITTLE IN SEVEN SEVENTH GRADE, I'M LOOKING AT THAT BAR CHART THAT ONE, OTHER THAN THEY EXPECTED TO LEARN MORE OR DO MORE INVOLVES CRITICAL THINKING WHAT IS GOING ON IN THE PREPARATION FOR SEVENTH GRADE THAT HAS THAT SUCH A DROP OFF? WHAT ARE THE ELEMENTS THAT ARE INVOLVED WITH--SO MULTI-STEP PROBLEMS ARE ONE, RIGHT? SO THEY'LL GIVE YOU A PROBLEM AND YOU'RE GOING TO HAVE TO INFER HOW TO DO IT THROUGH MULTI STEP PROBLEMS. IT'S NO LONGER WHICH ONE SHOWS AN INCREASE.
IT'S NOT AS DIRECT, IT'S NOT AS EASY.
THE SECOND THING IS THE READING, THE TYPE OF VOCABULARY THEY START ASKING.
KIDS START TO HAVE TO INFER, DO I HAVE TO SUBTRACT, DIVIDE AND ADD? AND BECAUSE IT'S A MULTI-STEP PROBLEM, YOU'RE GOING TO HAVE TO START INFERRING ALL THREE AND THAT'S AND THAT'S WHERE WE FALL SHORT AND IN THE VIRTUAL PLATFORM THAT WE HAD OR THE DUAL PLATFORM THAT WE HAD, IT DOESN'T REALLY HELP KIDS LEARN AT THAT AGE, AND WE'VE ALWAYS HAD PROBLEMS IN SEVENTH GRADE AND SO WE'RE LOOKING AT WHAT WE CAN DO TO REMEDY THAT ISSUE.
OK, ONCE AGAIN, THOUGH, IN THE DATA LIKE ON THE NEXT PAGE, THESE ARE JUST DATA THAT KIND OF CONTAINED WITHIN THE PREVIOUS PAGE.
IT'S JUST OTHER WAYS TO BREAK DOWN AND CATEGORIZE THE PERFORMANCE OF DIFFERENT GROUPS.
BUT THERE'S REALLY NOT A SEVENTH GRADE GROUP BY ITSELF.
THIS IS JUST ALL THE GROUPS, RIGHT? YES.
IF WE WANTED TO DISAGGREGATE ALL THE WAY DOWN 7TH GRADE TO SEE WHAT'S GOING ON IN THE SEVENTH GRADE, IS IT ECO-DIS IS IT ELL, WHAT IS IT, THAT COULD BE DONE? YEAH, THAT COULD ABSOLUTELY BE DONE ONLY FOR ONE GRADE LEVEL.
SO IF THE BOARD WANTED TO DO SOME DATA MINING, WE CALL IT DATA MINING BECAUSE WE'RE LOOKING FOR SOME GOLD, RIGHT? THEY COULD ACTUALLY SAY, YOU KNOW WHAT, YOU AS A BOARD SAY SEVENTH GRADE MATH, WE WANT TO GO DEEPER.
WE WANT TO LOOK AT IT LIKE THIS, BUT JUST SEVENTH GRADE, RIGHT? AND THEN YOU MIGHT WANT TO DO IT BY SCHOOL HOWEVER YOU WANT TO DO IT.
WE GOT THE TOOLS TO BE ABLE TO GO DEEP.
BECAUSE ONE OF THE THINGS AGAIN, I THINK IT'S STUFF, MAYBE TOO PRACTICALLY, BUT I'M THINKING IF KIDS WERE OPERATING AT THE 34 PERCENT MEETS IN THE FIFTH GRADE, AND WE DON'T EVEN GET THEM BACK CLOSE TO THAT BY THE EIGHTH GRADE.
SEE, WHAT I'M SAYING IS THERE'S LIKE THREE YEARS TO CATCH BACK UP FROM WHATEVER IT IS THAT'S HAPPENING IN THE SEVENTH GRADE AND IS THAT A NORMAL STATEWIDE TREND? IS THAT GISD? I'M JUST TRYING TO PUT SOME PERSPECTIVE TO READING THAT GRAPH.
WE'VE GOT A SOLID BASE, BUT I'M TRYING TO UNDERSTAND THIS GRAPH BECAUSE IT'S GOING TO IMPACT OUR GOAL DISCUSSIONS LATER.
WELL, I THINK THAT WHAT WE HAVE TO FOCUS ON IS WHAT'S HAPPENING HERE, WHETHER IT'S A
[00:30:01]
STATE TREND OR NOT.I WILL SAY THIS THAT IN OTHER DISTRICTS I WORK, MAYBE THE DIPS WEREN'T AS SEVERE AS THIS.
I MEAN, COVID REALLY TOOK A HIT.
BUT YOU DO SEE AFTER FIFTH GRADE, THE DROP HAPPENING AND IT'S THE AMOUNT OF CRITICAL QUESTIONS THAT START HAPPENING AT THAT LEVEL AND I WANT YOU TO REMEMBER A FEW THINGS.
WE DO HAVE PEOPLE THAT ARE CERTIFIED TO TEACH SEVENTH GRADE MATH, BUT ALL ALONG THE WAY, MOST OF OUR TEACHERS ARE LITERACY EXPERTS, RIGHT? AND THEN WE HAVE TO GET THEM ON THE MATH TRENDS AND EVERYTHING ELSE AND SO THERE'S MULTIPLE FACTORS THAT COULD BE HAPPENING.
WHEN YOU HAVE A GAP IN MATH, IT CATCHES UP WITH YOU AND IT DOESN'T SURFACE UNTIL LATER, RIGHT? SO MOST MATHEMATICIANS, IF THEY'RE LIKE, MAN, I NEVER LEARNED THAT, YOU KNOW, YOU'VE GOT TO FILL THE GAP.
NOW WE'RE NOT PLACING BLAME ON ANYBODY, BUT WHAT WE'RE TRYING TO DO IS SHOW THAT THERE IS A GAP.
LET'S SAY THE STATE TRENDS ARE EXACTLY LIKE OURS EXACTLY DOESN'T CHANGE OUR DATA.
I MEAN, WE JUST GOT TO FOCUS ON WHAT GARLAND HAS.
TO THAT POINT, DR. LOPEZ, I MEAN, YOU MENTIONED THAT SEVENTH GRADE IS WHEN THE THINGS START TO CHANGE AND YOU HAVE TO THINK ABOUT THE QUESTIONS A LITTLE BIT MORE CRITICALLY.
IS THERE A WAY THAT WE CAN ADAPT IN OUR SYSTEM TO ENSURE THAT THEY GET EXPOSURE TO THAT EARLIER THAN THE 7TH GRADE, SO IT'S NOT THE FIRST TIME THAT THEY'RE SEEING IT WHEN THEY GET TO THE SEVENTH GRADE? SINCE YOU'RE SAYING IT'S MORE OF A NUMERACY ISSUE AND NOT A LITERACY ISSUE.
SO THE INTERESTING PART BEHIND ALL THIS IS, AND I JUST WANT TO CLARIFY SOMETHING ABOUT THE SEVENTH GRADE MATH IS THAT THIS IS ALSO WHEN KIDS ARE NOW HAVING TO GO TO ROTATE.
THEY'RE GOING THROUGH DIFFERENT TYPES OF, I WOULD SAY, EXPERIENCES IN LIFE, RIGHT IN MIDDLE SCHOOL.
SO IF WE GO BACK TO LITERACY, GO BACK TO LITERACY AND GO BACK TO SEVENTH GRADE.
YOU'RE GOING TO SEE IT'S AN INCREASE IN FROM SIXTH TO SEVENTH GRADE BECAUSE ONCE AGAIN, THE CRITICAL THINKING STARTS HAPPENING.
BUT THERE'S A SLIGHT INCREASE, BUT IT'S STILL LOW AND IT GOES UP HIGH IN EIGHTH GRADE AND THEN ENGLISH ONE, IT DROPS AND THEN ENGLISH TWO IT GOES IN THE MIDDLE SCHOOL YEARS ARE SO IMPORTANT AND BECAUSE OF THOSE THREE AND THE REASON I'M BRINGING THIS UP BECAUSE OF THOSE THREE THINGS IS WHY WE HAVE A NEED TO DOUBLE BLOCK MATH.
YOU KNOW, WE HAVEN'T BEEN ABLE TO DO THAT, DO THE STAFFING ISSUES AND GIVING THEM MORE TIME AND BEING ABLE TO PREPARE AND SPEND MORE TIME ON THESE MATH EQUATIONS.
THE MATHEMATIC RATIOS THAT WE HAVE IN FRONT OF US SHOW THAT IN SEVENTH GRADE, WE HAVE A SIGNIFICANT DROP NOW.
WE'VE BEEN DOING EVERYTHING WE CAN WITH PROFESSIONAL DEVELOPMENT SUPPORT, GETTING OUR TEACHERS CALIBRATED, OUR CURRICULUM WRITING.
I MEAN, THERE'S A NUMBER OF OTHER FACTORS THAT GO INTO THIS AS WELL.
OK AND SO WHAT WE'RE TRYING TO DO IS REALLY PUT OUR GUNS AND FOCUS AND MUSCLE AND ENERGY AND TACTICS AND EVERYTHING ON THIS, ON THIS MIDDLE SCHOOL ENVIRONMENT AND FOR SEVENTH GRADE MATH, THAT'S WHERE WE'RE FOCUSING ON AND SO THERE IS WORK TO BE DONE.
SO HOW CAN WE PREEMPT ALL THAT? I MEAN, IT'S HARD ENOUGH TO GET THE KIDS TO PASS THE SIXTH GRADE TEST.
THE KIDS RIGHT NOW TALKING TO MIDDLE SCHOOL TEACHERS AREN'T EVEN AT A SIXTH GRADE LEVEL, COMING INTO SEVENTH AND EIGHTH GRADE, AND THEY'RE TRYING TO CATCH THEM UP AND SO WHEN WE TALK TO TEACHERS, THEY'RE LIKE, LOOK, I'M JUST TRYING TO GET THEM TO SIXTH GRADE.
IF I CAN GET THEM INTO SIXTH GRADE, WE CAN TRY TO CATCH THEM UP NEXT YEAR BECAUSE THEY'RE THAT FAR BEHIND IN A LOT OF SCHOOLS AND A LOT OF SCHOOLS ARE REALLY FOCUSING ON TRYING TO GET MATH THROUGH AND WE DON'T HAVE THE DOUBLE BLOCKING NECESSARILY LIKE WE DO IN ELEMENTARY SCHOOLS, AND IT DEALS WITH CREDITS, SCHEDULING EVERYTHING ELSE.
BUT WE REALLY NEED TO FOCUS ON MATH IS GOING TO BE THE HARDEST TO RECOVER OUT OF ALL THE SUBJECTS, AND THAT'S WHAT ALL THE STUDIES SHOW.
OK, MS. GRIFFIN, I WANT TO ASK BEFORE WE LEAVE THAT.
SO WHEN YOU SET YOUR GOALS, YOU TOOK THAT INTO THE FEEDBACK YOU JUST TOLD US THAT YOU'RE GETTING FROM THE CURRENT MIDDLE SCHOOL TEACHERS ABOUT THEIR EFFORTS ARE THEY'VE ALREADY KIND OF EVALUATED WHERE THE STUDENTS ARE, THEY'RE BEHIND, THEY'RE JUST TRYING TO GET THEM TO SIXTH GRADE.
SO WHEN YOU SET YOUR GOALS IN MATH AT 46, 50, 55 AND 60, THAT PLAYED A PART IN WHERE YOU SET THOSE OR DID YOU PURELY SET THEM TO GET TO AN A? THOSE ARE BS.
THAT'S NOT A'S AND WHAT WE DID WAS IT'S WHAT WE'RE HOPING IS IF WE DON'T MAKE IT ON PERFORMANCE.
SO LET'S SAY THE TEACHERS DON'T MAKE IT ON STRAIGHT OUT THE PERFORMANCE MEASURE.
WE'RE HOPING THAT WE CAN MAKE IT ON GROWTH.
GROWTH WOULD BE A'S; IT'S A 70.
[00:35:02]
THAT'S A B TOO? YEAH, BUT ON THE PREVIOUS PAGE, THAT WAS AN A.WELL, I DON'T UNDERSTAND THE SLIDING SCALE, BUT WE'LL GET THROUGH THAT ANOTHER TIME.
ONE IS FOR PERFORMANCE AND ONE IS FOR GROWTH.
AND BOTH OF THEM HAVE DIFFERENT CUT POINTS TO GET A B AND A.
SO ON ONE, IF I GOT A 60, WE'LL BE CELEBRATING BECAUSE I GOT AN A.
BUT ON THE OTHER ONE, IF I GOT A 60, WE WOULDN'T BE CELEBRATING.
DOES THAT MAKE SENSE? I'M LOOKING AT OBJECTIVE B MATHEMATICS B1 ONE PERFORMANCE 46 FOR NEXT YEAR? PERFORMANCE WE WANT TO HOPEFULLY HIT A 46.
AND THAT WOULD BE A B? YES, SIR.
BUT ON THE OTHER SIDE, GROWTH AT 70 IS ALSO A B.
OK, IT'S JUST A DIFFERENCE IN THE SCALE? YES, SIR.
WHEN WE TALK ABOUT WHERE WE'RE HAVING OUR DIFFICULTIES AND WE'VE ALWAYS MONITORED AND PART OF OUR GOALS HAVE ALWAYS BEEN SUMMATIVE, BUT WE'RE SPENDING A LOT OF TIME, EFFORT AND MONEY FOR THE AREAS THAT WE KNOW WE NEED TO IMPROVE.
SO IS IT NOT TIME FOR US TO LOOK AT 7TH GRADE AND SEVENTH GRADE HAS TO BECOME A PRIORITY OR WHATEVER ELSE HAS TO BECOME A PRIORITY BECAUSE MOST OF THE TIME ALL THE DATA THAT WE GET IS SUMMATIVE AND SO THAT'S WHY WHEN WE HEAR PARENTS INDIVIDUALLY TALKING OR ASKING YOU QUESTIONS, WE DON'T HAVE A POINT OF REFERENCE BECAUSE EVERYTHING THAT WE GET IS SUMMATIVE.
WE SEE THAT WE'RE WORKING ON THESE INITIATIVES OVER THERE, BUT TRYING TO MONITOR THE INITIATIVES AND WE PUT IT ALL SUMMATIVE.
I DON'T KNOW WHAT THAT MEANS, BUT I THINK THAT'S A WAY TO HELP US UNDERSTAND BECAUSE WHAT YOU'RE SAYING WHEN YOU POINT OUT 7TH GRADE IS THAT CONTRIBUTES TO THE OVERALL SCORE.
YES AND YOU FROM YOU ALL'S DATA DIVES AND ALL OF THAT, YOU KNOW WHERE IT IS.
SO IF THAT'S THE CASE, THEN WE HAVE TO BE FOCUSED AND MONITOR THAT SO THAT WE SEE THAT GROWTH.
BUT WITH SUMMATIVE DATA, YOU'RE ASSUMING THAT THERE ARE SOME GROWTH INCREASE AND GROWTH AND INCREASE IN PERFORMANCE.
SO MY CONCERN IS, IS IT NOT TIME TO ALSO KNOW WHERE OUR ISSUES ARE AND THAT WE TRACK AND MONITOR AND SEE THAT ONGOING VERSUS IT BEING IN THE SUMMATIVE DATA? JUST A THOUGHT.
THOSE DISCUSSIONS YOU'LL HAVE SHORTLY ON WHAT YOU WANT TO FOCUS ON AS A GOAL.
I'M SAYING IT BECAUSE WE'RE TRADITIONAL.
AND YOU POINTED THAT OUT, BUT WE'VE NEVER DONE SPECIFICS.
ANY OTHER QUESTIONS? ALL RIGHT.
ONCE AGAIN, DISAGGREGATED DATA ON STAAR AND MEETS GROWTH.
WHEN WE LOOK AT OUR PERFORMANCE AT FOUR PERCENT AND OUR GROWTH AT 10 PERCENT, THIS IS WHAT IT WILL TRANSLATE TO ON OUR RISK RATIOS.
THIS IS ONE OF THE AREAS WHERE WE DO HAVE DISCREPANCIES OF OVER ONE POINT FIVE.
IF WE LOOK AT B ONE, AFRICAN-AMERICANS ARE AT ZERO POINT FIVE EIGHT.
OUR ASIAN POPULATION IS AT TWO POINT FOUR TWO.
THEY'RE SHOOTING THROUGH THE ROOF AND SO AND THEN WHEN WE LOOK AT OUR RISK RATIO FOR GROWTH, WE CAN STILL SEE THAT OUR TWO TOP PERFORMERS ARE WHITE AND ASIAN POPULATIONS ARE STILL ABOVE NORM.
BUT YOU COULD SEE THAT ON OUR GROWTH RATIO, AFRICAN-AMERICANS ARE ACTUALLY ALMOST AT A ONE, AND THE ONES GROWING LESS ARE THE HISPANIC POPULATIONS.
SO THESE ARE ALL VERY TELLING STATISTICS.
IF WE GO ONE STEP FURTHER, WE CAN IDENTIFY IT JUST FROM THE EYES.
YOU SEE THAT? WE CAN TELL WHO'S UNDERPERFORMING AND WHERE.
AT THE MEETS PROPORTIONALITY, AT, YOU KNOW, WE LOOK AT WHERE THEY'RE AT COMPARED TO THE HOLE AND THEN WE GO ON FROM THERE.
SO WE KNOW THAT WE WOULD HAVE TO INVEST SIGNIFICANTLY ON THE ECO-DIS, ELL, HISPANIC POPULATION IN ORDER TO TURN OUR MATHEMATIC PROPORTIONALITY AROUND TO A POSITIVE STATE.
DOESN'T MEAN WE IGNORE ANYTHING ELSE.
[00:40:04]
WHEN WE GO TO THE END OF COURSE SUCCESS, END OF COURSE, IS HIGH SCHOOLS.THAT'S ALL THE HIGH SCHOOLS TOGETHER, OK, FOLLOWS THE SAME MEASURE, IF YOU NOTICE, ALMOST, YOU KNOW, BECAUSE WE'RE ALREADY ABOVE THE 46 ON PERFORMANCE, WE WENT TO 52.
YOU SEE THAT'S THE ONLY DIFFERENCE BECAUSE THE PERFORMANCE MEASURE WAS HIGHER.
ONCE AGAIN, THE GROWTH WAS AT 70 WITH THE GOAL OF SEVENTY SIX PERCENT AND OF COURSE, THIS IS WHAT WE LOOKED LIKE AT ALL AND OF COURSE, ALGEBRA 1, BIOLOGY, ENGLISH ONE ENGLISH TWO AND U.S.
FRESHMAN YEAR, A KID, THEORETICALLY CAN TAKE THREE EXAMS ALGEBRA 1, BIOLOGY AND ENGLISH ONE.
IF YOU ARE IN THE GT NETWORK OR HIGH PERFORMER NETWORK, YOU'RE ONLY GOING TO TAKE PROBABLY BIOLOGY AND ENGLISH ONE, IF THAT.
OK, BECAUSE YOU'LL TAKE YOUR ALGEBRA IN EIGHTH GRADE AND THEN YOU DO ENGLISH TO SOPHOMORE YEAR AND U.S.
THE FOLLOWING CHART WILL SHOW OUR DISPROPORTIONALITY, OR PROPORTIONALITY RATIOS.
AND THEN ON THE LAST ONE, IT'S EASY TO RECOGNIZE ONCE AGAIN WHERE WE SHOULD BE FOCUSING OUR EFFORTS ON GROWTH AND PERFORMANCE AND THE NEXT SLIDE WILL SHOW CCMR OUR FAVORITE ONE.
BY THE WAY, OUR MOST CURRENT CCCMR RATE IS PRETTY HIGH.
SO I MEAN, WE'RE DOING FANTASTIC RIGHT NOW.
SO WHEN WE LOOK AT THIS, WE LOOK AT THE DIFFERENT PARTS OF CCCMR TSI AP/IB DUAL CREDIT INDUSTRY CERTIFICATION, SPECIAL ED IEP WORKFORCE AND AN ASSOCIATE'S DEGREE.
THAT ASSOCIATE'S DEGREE WILL GROW AS OUR EARLY COLLEGE AND [INAUDIBLE] GROW.
WE DON'T HAVE ANY OF THE R'S IN THEIR SENIOR YEAR YET, SO I THINK NEXT YEAR WILL BE THE FIRST YEAR WE GOT THEM IN OUR SENIOR YEARS AND WE'LL START SEEING THOSE KIDS MORE WORKFORCE READY.
BUT IF YOU LOOK, THIS IS WHERE WE'RE SCORING AND YOU COULD SEE THE DIFFERENT YEARS.
SO WE SHOWED INCREASES ON OUR TSI MET.
WE SHOWED, I'LL SAY WE'RE ABOUT THE SAME IN AP/IB.
OUR DUAL CREDIT COURSES WENT 10 PERCENT UP.
WE SAW INDUSTRY CERTIFICATIONS GO WAY UP.
YOU KNOW WHAT WAS INTERESTING WITH ALL OUR COURSE OFFERINGS HERE IN GARLAND, THE INDUSTRY CERTIFICATIONS WE WERE GIVEN WERE NOT ALIGNED TO TEA CCCMR, AND WE HAD TO START CANCELING THEM AND THEN TRANSFERRING THEM.
SO LOOK, WHAT A BIG DIFFERENCE THAT MADE ALMOST 20 PERCENT OF THE POPULATION THAT IS GETTING CCCMR HAS AN INDUSTRY CERT, SO WE EXPECT THE ASSOCIATE'S DEGREE TO GO UP AS WELL.
SO THEN WHEN WE LOOK AT IT, LET'S LOOK AT HOW PEOPLE ARE DOING IN CCMR, RIGHT? WE SEE THE RISK RATIO.
THE RISK RATIOS AREN'T TOO FAR OFF, BUT WE COULD BE DOING BETTER.
SO WHEN WE LOOK AT OUR CHART, THE RISK RATIO FOR PROPORTIONALITY IS IS LOW ON THIS.
IT ISN'T HIGH, BUT WE HAVE ROOM TO WORK WITH AND A MATTER OF FACT, SOME OF THE TEA EXAMPLES ARE SO, SO PRECISE THAT SOME OF THE TARGETS WE MISS IS LIKE IN OUR ASIAN POPULATION BECAUSE SOME OF OUR SCHOOLS AT THE HIGH SCHOOLS AREN'T GETTING ENOUGH OF THEIR ASIAN POPULATION TO MEET CCMR AND IT'S SUCH A HIGH THRESHOLD, IT'S VERY INTERESTING.
SO THEY GIVE THE DIFFERENT THRESHOLDS ON WHAT THEY EXPECT EACH RACE TO MAKE AND ON THOSE RACES, ACCORDING TO EACH HIGH SCHOOL, OK AND SO LIKE, I'LL USE IT.
I BELIEVE MY DATA COULD BE WRONG, BUT I THINK IT WAS LAKEVIEW HIGH SCHOOL DID NOT MEET THEIR CATEGORY ON GETTING ENOUGH ASIANS CCMR-READY BECAUSE THEY FELL SHORT IN A FEW AREAS.
BUT THE MEASURE IS SO HIGH THAT IF YOU DON'T GET THEM ALL THROUGH, YOU'LL GET THAT DING.
SO IT'S A VERY INTERESTING PHENOMENON.
SO NEXT WE'LL LOOK AT AND THIS IS WHERE WE'RE REALLY, REALLY TRYING TO FIX AND HOPEFULLY ONE DAY WE'LL FIGURE IT OUT.
BUT THE STUDENT MANAGEMENT RISK RATIO AND MAYBE THE WHAT WE'RE LOOKING AT IN-SCHOOL SUSPENSION AND OUT-OF-SCHOOL SUSPENSIONS NEED TO BE CHANGED AND WE SHOULD LOOK AT CATEGORIES RIGHT ON WHAT STUDENTS ARE DOING OR NOT DOING AND HOW WE'RE INTERVENING FOR FOR THAT POPULATION.
BUT YOU COULD SEE, JUST LIKE RIGHT HERE, JUST WHAT THE RISK RATIOS ARE AND THEN WHEN I GO TO THE NEXT SLIDE, THAT'S THE TELLING, RIGHT?
[00:45:01]
THIS IS WHERE YOU WANT TO BE UNDER, YOU ALL, THIS IS THE ONLY SLIDE YOU WANT TO BE UNDER.OK? THIS IS THE ONLY SLIDE YOU WANT TO BE UNDER AND WE COULD START SEEING WHAT THE ISSUES ARE, RIGHT? SO WE KNOW OUR ECO-DIS POPULATION AND OUR AFRICAN-AMERICAN POPULATION AND BELIEVE IT OR NOT, ARE SPED POPULATION.
WHY IS THAT? WE'RE DOING SOMETHING FUNDAMENTALLY WRONG THERE, RIGHT? SO THOSE ARE THE THREE CATEGORIES THAT REALLY POP UP AND GO AHEAD.
SO TO WHAT YOU JUST SAID, I WOULD REALLY LIKE TO SEE THIS DONE BASED ON THE INCIDENCES, BECAUSE I REALLY THINK YOU'RE GOING TO FIND LIKE, I TELL YOU WHAT, I SUSPECT BEING VERY MUCH IN DEPTH WITH SPED WITH WHAT THE CHALLENGE IS AND IT'S GOING TO BE BEHAVIOR AND IT'S GOING TO BE CERTAIN KINDS OF BEHAVIORS.
SO I DON'T LIKE HOW WE'RE DOING THIS BEHAVIOR THING STRICTLY BY THE GROUPINGS BECAUSE IT DOESN'T TELL US, DO WE NEED TO MAKE A PUSH ON A PARTICULAR BEHAVIOR THAT'S BEING ACCEPTED OUTSIDE OF THE SCHOOL THAT WE NEED TO EDUCATE THAT BEHAVIOR INSIDE THE SCHOOL IS NOT ACCEPTABLE AND THAT'S WHAT'S CAUSING.
LIKE IT JUST DOESN'T TELL ME IF THESE INCIDENCES ARE BECAUSE WE'RE DISPROPORTIONATELY PUNISHING THEM FOR BEHAVIOR THAT OTHER PEOPLE ARE GETTING AWAY WITH OR NOT GETTING AWAY WITH, OR IF WE'VE GOT SOME KIND OF A BIGGER ISSUE THAT WE HAVE TO DEAL WITH.
YEAH, AND LOOKING AT BEHAVIORS COULD BE PART OF IT, RIGHT? BECAUSE THERE'S TWO PARTS TO IT, RIGHT? SO THE FIRST PART IS WHY ARE KIDS BEING PUT IN IN-SCHOOL SUSPENSION, OR OUT-OF-SCHOOL SUSPENSION, RIGHT? SO IT COULD LOOK AT CATEGORICALLY THAT WE'RE MORE PATIENT WITH SOME PEOPLE AND NOT WITH OTHERS.
OK AND I'M NOT GOING TO GO INTO RACE, BUT I'LL GO INTO ECONOMICALLY DISADVANTAGED.
SOMETIMES THERE'S AN IMPLICIT BIAS ON THE STRATIFICATION OF ECONOMICALLY ASTUTE AND PEOPLE THAT AREN'T OK AND SO IF I DON'T REALIZE THAT IF A KID FROM A HIGH, MIDDLE CLASS BACKGROUND DOES SOMETHING AND I'M LIKE, DON'T DO IT AGAIN, AND THEY'RE LIKE, WELL, I'M SORRY, I HAD A BAD DAY, AND I'M LIKE, DON'T DO IT AGAIN.
BUT THEN SOMEBODY FROM A LOW ECONOMIC BACKGROUND HAS A BAD DAY, AND I'M ALL LIKE, HEY, I'M TIRED OF IT; YOU'RE GOING SOMEWHERE.
RIGHT? OR THE FREQUENCY AND ALL OF THOSE OTHER THINGS.
SO BEHAVIORS COULD BE SOMETHING THAT WE LOOK AT AND WHY KIDS ARE BEING SENT TO THESE SCHOOL SUSPENSION OR IN-SCHOOL SUSPENSION AREAS.
WELL, TO GO FURTHER, YOU KNOW, IF YOU'VE GOT IMPULSIVITY ISSUES WITH A CHILD AND IT HASN'T BEEN DIAGNOSED IN THAT PERSON, THE CHILD ACTS OUT MORE IN A PHYSICAL WAY AND THEREFORE IS EXPERIENCING MORE DISCIPLINE, BUT IT'S ACTUALLY A MEDICAL CONDITION, BUT IT JUST HASN'T BEEN ADDRESSED, AND IT CAN BE PULLED IN SIMPLY BY ADDRESSING THAT IMPULSIVITY ISSUE AND IT'S NOT REALLY A BEHAVIOR ISSUE.
SO THERE'S A LOT OF THINGS THAT CAN GO INTO THIS OTHER THAN JUST A BAD BEHAVIOR AND A, YOU KNOW, A REACTION AND THEN A CONSEQUENCE.
JUST AN OBSERVATION AND I'M JUST CURIOUS TO KIND OF UNDERSTAND.
YOU MENTIONED EARLIER WHEN WE WERE LOOKING AT THE DISPROPORTIONALITY IN LITERACY AND MATH AND EVEN IN THE EOC SUCCESS PROPORTIONALITY.
WHAT PERCENTAGE OF OUR POPULATION OF ECO-DIS AND ELL STUDENTS ARE HISPANIC AND BLACK? DO YOU KNOW, RELATIVELY SPEAKING WITH THAT NUMBER LOOKS LIKE? I WISH I HAD THAT RIGHT NOW.
I DO NOT, YOU KNOW, BUT I CAN GET THAT TO US.
SO LIKE, IT WOULD BE AN INTERESTING NUMBER IF, LET'S SAY, 17 PERCENT OF OUR AFRICAN-AMERICAN STUDENTS ARE IN OUR DISTRICT.
HOW MUCH PERCENT OF THAT PERCENTAGE IS ECO-DISADVANTAGE? IS THAT CORRECT? YEP.
WHAT WE CAN THROUGH OUR EXPERIENCE ASSUME IS MANY OF OUR ELLS ARE ECONOMICALLY DISADVANTAGED.
NOT ALL OF THEM, BUT MANY OF THEM ARE.
SOMETIMES WE GET ELLS FROM VERY AFFLUENT FAMILIES, FROM OTHER COUNTRIES, AND THEY THEY END UP THRIVING.
[00:50:01]
YEAH, I GUESS WHAT I WAS JUST TRYING TO FIGURE OUT AND WE TALK ABOUT GOAL PROGRESS MEASURES, AND I THINK MS. GRIFFIN WAS TALKING ABOUT THAT EARLIER WITH RESPECT TO HOW WE'RE GETTING DATA AND HOW IT'S AGGREGATED, IT WOULD BE INTERESTING TO SET MAYBE SOME PARAMETERS AROUND THOSE SPECIFIC STUDENT GROUPS TO UNDERSTAND WHAT THAT LOOKS LIKE IN TERMS OF IMPROVEMENT IN TARGETED IMPROVEMENT WITH THOSE GROUPS AND WHAT STRATEGIES WE NEED TO DO AS A DISTRICT TO FOCUS THERE.IF WE'RE SAYING THAT, THAT'S A POTENTIAL OPPORTUNITY FOR US TO IMPROVE OVERALL AND DECREASE GAPS IF WE PUT MORE FOCUSED TOWARDS THE STUDENT GROUPS WHO ARE SHOWING HISTORICALLY TO BE AT A DISPROPORTIONATE PERFORMANCE LEVEL.
I LOVE WHAT YOU'RE SAYING, RIGHT? AND SO WE'RE GETTING DEEP NOW, BELIEVE IT OR NOT.
I MEAN, WE'RE GETTING REALLY THIS IS DATA MINING AND FOR THE BOARD TO SET A GOAL AND WE HAVE TO REMEMBER THERE'S TWO DIFFERENT THINGS, JUST BECAUSE YOU SET AN OVERARCHING GOAL DOESN'T MEAN YOU DON'T INVESTIGATE DEEP INTO SOME SOME OF THE THINGS THAT ARE WITHIN THAT GOAL.
RIGHT? SO, IF WE KEPT LAST YEAR'S GOALS WITH JUST NEW NUMBERS OR WE TRANSFER INTO THIS TYPE OF THING, WHATEVER WE DO DOESN'T MEAN WE DON'T SAY, HEY, WE WANT TO KNOW WHERE OUR 7TH GRADE KIDS ARE IN MATH AND WE WANT TO KNOW THOSE ECONOMICALLY DISADVANTAGED.
HOW MANY ARE THIS, THIS AND THAT? CAN YOU IMAGINE HOW POWERFUL THAT IS FOR A BOARD MEMBER TO SPEAK THAT DEEPLY ABOUT A SUBJECT AREA? I MEAN, THAT IS TOTALLY COOL.
I'VE NEVER SEEN BOARDS TO DO THAT.
I'VE SEEN BOARD SPEAK VERY HIGH LEVEL AND WE GOT THIS.
BUT TO GO DOWN DEEP AND SAY, HEY, YOU KNOW WHAT? WE'RE INVESTIGATING THE SEVENTH GRADE MATH AND WHAT WE'VE NOTICED ARE THESE TRENDS AND WHERE DO WE NEED TO INVEST OR WHAT DO WE NEED TO DO AS A BOARD TO SUPPORT THE EFFORTS OF THE SCHOOL? RIGHT.
I MEAN, ALL OF US ARE HERE AS A RESOURCE FOR OUR SCHOOLS AND SO I WOULD LOVE TO TO GET TO THAT LEVEL.
WELL, DR. LOPEZ, WHEN WE DO THAT, OR `WE BEGIN DOWN THAT JOURNEY, WE HAVE TO CHANGE WHAT OUR BOARD REPORTING STRUCTURE IS OF REPORTS BECAUSE RIGHT NOW WE GET REPORTS OUT OF COMPLIANCE AND THAT USUALLY, AGAIN, IS MY WORD OF CUMULATIVE SUMMATIVE DATA.
SO WHEN WE WANT TO TARGET SPECIFIC GRADE LEVELS ARE SPECIFIC GROUPS, THEN THAT CHANGES HOW YOU WILL HAVE TO COMMUNICATE WITH US ON A REGULAR BASIS.
SO IF WE GET DOWN THAT DEEP, THAT MEANS WHAT'S COMING TO US IS DIFFERENT THAN WHAT WE HAVE NOW AND.
RIGHT, AND YOU KNOW, WHEN YOU TALK ABOUT COMPLIANCE, I ALWAYS CALL THAT ONCE UPON A TIME.
OK? ONCE UPON A TIME, THERE WERE DISTRICTS THAT DIDN'T TELL THEIR BOARDS ANYTHING.
SO THERE HAD TO BECOME A LAW THAT SAID, YOU MUST COMPLY AND SHOW THESE REPORTS.
YEP AND THEN ONCE UPON A TIME, THERE WAS ANOTHER DISTRICT THAT DIDN'T DO THIS.
IT'S ALWAYS ONCE UPON A TIME AND WE WOULD HAVE TO STILL SHOW THOSE BY COMPLIANCE.
WE'LL NEVER BE OUT OF COMPLIANCE, BUT WE WILL BE ABLE TO GO DEEPER AND HAVE THE DISCUSSIONS AROUND ALL OF THOSE INITIATIVES THAT WE'RE LOOKING AT.
IT'S LIKE, HERE'S THE COMPLIANCE REPORT AND WHAT DO WE NEED TO KNOW TO ACTUALLY LOOK AND REVIEW THE COMPLIANCE REPORT? HERE ARE ALL OF THESE OTHER REPORTS THAT NEED TO BE RECEIVED GOING UP TO THAT.
SO EVERY TIME A NEW LAW COMES, I GO ONCE UPON A TIME, ONCE UPON A TIME.
YEAH, JUST REAL QUICK, CURIOUS WITHIN OUR GOAL SETTING STRATEGIES HERE.
IF WE DESIRE, WHETHER IT'S WITHIN A GOAL OR DRILLING DOWN IN A GOAL WHERE WE WANT TO SEE SOME DISAGGREGATED DATA, HOW PRACTICAL AND HOW OFTEN IS IT PRACTICAL TO LOOK AT THAT? WE WOULDN'T LOOK AT IT EVERY MONTH.
MAYBE WOULD WE LOOK AT EVERY QUARTER? WOULD WE LOOK AT IT TWICE A YEAR.
LOOK AT IT AT THE END OF THE YEAR.
HOW OFTEN WOULD WE ACTUALLY? IN OTHER WORDS, WE GO THROUGH OUR BOARD MEETINGS AND I THINK WE'RE VERY INTERESTED TO KNOW HOW WE'RE DOING IN SOME OF THIS STUFF, BUT WE DON'T REALLY KNOW HOW OFTEN TO EXPECT THAT DATA.
IN OTHER WORDS, ONCE WE TEST, HOW LONG IS IT BEFORE THERE'S SOMETHING NEW THAT WE NEED TO LOOK AT? SO I'M ASSUMING WE DON'T DO IT EVERY MONTH, WE DO IT PERIODICALLY.
SO DESCRIBE FOR ME HOW THAT CALENDAR LOOKS IN ANY VERSION OF GOAL SETTING THAT WE CHOOSE THAT WE COME UP WITH, HOW DOES THE MONITORING PIECE OF IT WORK? SO IT'S MULTIFACETED, RIGHT?
[00:55:01]
SO YOU'RE GOING TO GET THE QUALITATIVE AND QUANTITATIVE VERSION OF EACH TYPE OF SYSTEM.DATA, WE GET EVERY FOUR AND A HALF WEEKS, THEORETICALLY, WE SHOULD HAVE AN EXAM AND IT'S NOT A LONG EXAM.
WHATEVER IT IS AND WE GAUGE THE KIDS AND THAT'S DISTRICT WIDE AND WE GET TO DO A COMPARISON.
WE HAVE OUR MAP DATA AND THEN WE'LL HAVE OUR END OF YEAR DATA FROM STAAR.
THOSE ARE THE THREE MAIN SOURCES NOW.
OK, SO IT'S MIDDLE IS THE NEXT VERSION AND THEN WE HAVE THE END.
NOW, TRUTHFULLY, MIDDLE, WHILE WE SAY IT'S A GREAT PREDICTOR, WHAT I CALL IT IS, IT'S A GREAT INSPIRATION TACTIC.
WAKE UP, CALL RIGHT? [CHUCKLING] YES.
YES, THEY GET IT AND THEY'RE LIKE, OH NO AND THEN ALL OF A SUDDEN EVERYBODY RALLIES AND THEN WE GET THE RESULTS THAT WE HOPE WE GET, OK? SO THE DATA COULD BE USED THERE.
WE DO THE INFORMAL DATA, THE WALKTHROUGHS.
WE'RE MAKING SURE THAT WHAT? HOW ARE OUR 7TH GRADE TEACHERS DOING? I'M JUST USING SEVENTH GRADE RIGHT NOW.
HOW ARE THEY DOING? HOW MANY ARE ABSENT, HOW MANY THINGS NEED TO BE FILLED FROM ABSENCES? YOU KNOW, WHAT ARE SOME OF THE PROFESSIONAL DEVELOPMENT MODELS THAT WE'RE EMBEDDING AT THE SCHOOL TO ENSURE THAT THEY'RE DEVELOPING CORRECTLY? HOW DO WE KNOW THEY'RE ON TRACK? HOW DO WE KNOW THEY'RE NOT? BECAUSE IT'S KIND OF LIKE YOU CANNOT WAIT TO THE END OF STAAR TO FIND OUT WHERE YOU'RE AT.
SO THERE'S ALL THESE INFORMAL THINGS AND SO WE JUST HAVE TO BE ABLE TO PROCEED WITH DATA ON WHERE WE'RE AT EVERY, EVERY TIME WE HAVE AN ASSESSMENT, WE SHARE IT OUT WITH YOU AND WE CAN DISCUSS.
AND THEN WE COULD SAY, THESE ARE THE RESOURCES THAT WE'RE LACKING.
OR MAYBE THESE ARE THE THINGS THAT WE NEED TO GET FOR FUTURE YEARS.
I WILL TELL YOU RIGHT NOW, THE NUMBER ONE THING THAT I'M HEARING IS THAT WE NEED TO DOUBLE BLOCK MATH IN THE MIDDLE SCHOOLS.
SO WHAT DOES THAT MEAN? THAT MEANS LIKE WHAT WE'RE DOING? WHO ARE YOU HEARING THAT FROM? FROM TEACHERS, PRINCIPALS THAT IF WE DON'T DOUBLE BLOCK THEM LIKE WE DID IN ELEMENTARY, WE'RE GOING TO HAVE PROBLEMS. RIGHT.
YOU KNOW, WE'RE GOING TO HAVE PROBLEMS. SO THAT'S WHERE THAT'S COMING FROM.
SO, THOSE ARE SOME OF THE INITIATIVES WE HAVE.
BUT THEN THAT COMES SCHEDULING, RIGHT? SO I WANT YOU TO THINK OF THIS.
YOU DOUBLE BLOCK AND IF YOU DON'T HAVE ENOUGH COURSES, YOU'RE GOING TO HAVE KIDS, NOT IN FOOTBALL, NOT IN BAND.
IT'S GOING TO TAKE A LOT OF PLANNING FOR MASTER PLANNING.
SO, YEAH AND LIKE JOHNNY SAYS, IT'S ONE OF THE HARDEST TEACHERS TO HIRE IS THAT MIDDLE SCHOOL MATH TEACHER.
YOU'VE GOT TO BE A LITTLE MIDDLE SCHOOL YOU NEVER GREW OUT OF IT AND YOU'VE GOT TO KNOW MATH, YOU KNOW, AND THEN THAT'S WHAT MAKES A GREAT MIDDLE SCHOOL MATH PERSON.
LOPEZ, BASED ON WHAT YOU JUST SAID, DOES THAT MEAN THAT WE HAVE TO START MAKING DECISIONS ON WHAT WE PRIORITIZE AND WHAT WE ALLOCATE RESOURCES TOWARDS? NO, NOT ON THIS.
WHAT WE'RE DOING FOR DISCUSSION IS--NO, I'M JUST SAYING EVENTUALLY, IS THAT WHAT WE'RE GOING TO HAVE TO DO? IF YOU'RE SAYING THAT WE HAVE TO DOUBLE BLOCK MATH, YET WE'RE SHORT MATH TEACHERS, THAT MEANS WE HAVE TO DO SOMETHING? RIGHT.
RIGHT AND THOSE ARE HARD TO FIND, YOU KNOW, AND I, YOU KNOW, JUST INTERNAL JOKES WITH OTHER SUPERINTENDENTS, I'LL TELL YOU THAT, YOU KNOW, THEY'RE LIKE, MAN, YOU KNOW, IF THEY HAVE A CLEAN BACKGROUND CHECK IN A HEARTBEAT, YOU KNOW, WE'RE HIRING THEM, YOU KNOW? AND IF THEY HAVE A CDL, THEY'RE DRIVING A BUS.
I MEAN, LIKE, YOU'RE LOOKING FOR THOSE PEOPLE THAT CHECK ALL THE BOXES, RIGHT? WE'RE AT THAT POINT IN ALL THE SCHOOL DISTRICTS IN OUR AREA.
I CAN'T SAY ACROSS TEXAS, I CAN JUST TALK ABOUT THE DALLAS FORT WORTH AREA AND WHAT'S HAPPENING IS EVERYBODY IS IN SHORT SUPPLY OF LABOR AND SO PEOPLE ARE NOW WILLING TO PAY A PREMIUM AND NOW TEACHERS ARE AT A POINT WHERE THEY COULD GO GET A DIFFERENT JOB FOR MORE MONEY WITH LESS STRESS.
SO THAT'S WHERE WE'RE AT IN THE IN THE TEACHING PROFESSION AND SO WE'VE GOT TO MAKE SURE WE INVEST IN OUR TEACHERS, WE GIVE THEM THE RIGHT RESOURCES AND WE SET THEM UP FOR SUCCESS.
SO WHO IS PREPARING THIS DATA FOR US THAT WE'RE LOOKING AT TODAY.
SO I'M TRYING TO FIGURE OUT THE CORRELATION BETWEEN WHAT WE'RE SEEING HERE TODAY AND THEN WHAT WE SEE IN THE REPORTS THAT ARE COMING TO US ON THE COMPLIANCE BECAUSE TO ME, THEY CANNOT BE DISJOINTED.
I COULD BE WRONG, BUT I DON'T UNDERSTAND THAT THEY CANNOT BE DISJOINTED.
I KNOW YOU ALL REMEMBER IT TOOK US A YEAR TO GET A CERTAIN REPORT BECAUSE IT WAS A DISCONNECT AND WHAT THEY WOULD DO WHEN THEY COME AND THE BOARD WOULD SAY SOMETHING AND THEN THEY GO BACK AND THEY HAD DISCUSSIONS OVER HERE AND THEY COME BACK, AND IT WAS STILL NOT THE REPORT THAT WAS REQUESTED.
SO IS THIS RESEARCH AND DEVELOPMENT DATA AND IS THIS WHO IS GOING TO BE THE
[01:00:02]
KEEPER OF WHATEVER WE BASICALLY DECIDE? I LOVE THAT QUESTION.YOU KNOW, IT'S BRINGING IT ALL TOGETHER, RIGHT? SO WHY DO WE WANT TO MOVE TO THIS AREA? BECAUSE THIS IS HOW WE REPORT DATA ANYWAY.
SO OUR GOAL, WHAT WE HAVE IS GREAT.
BUT THE WAY WE REPORT OUR DATA IS NOT LIKE OUR GOAL.
SO WHAT WE'RE TRYING TO DO IS JUST KIND OF PUT ALL THE CATEGORIES THE SAME.
SO WE'RE SPEAKING THE SAME LANGUAGE ON--SO WHEN WE BRING YOU DATA ON OUR LET'S JUST SAY AT THE END OF THE YEAR, YOU SEE DATA RIGHT COMING OUT IN OUR PERFORMANCE MEASURES, YOU'RE LIKE, OH, THAT IS AN AVERAGE OF ALL OF THEM, YOU ALREADY KNOW, BECAUSE OUR GOAL IS ALIGNED TO IT, RIGHT? RATHER THAN, WELL, WE LOOKED AT THIRD GRADE WRITING AND WE LOOKED AT THIS AND YEAH, THAT'S PART OF THAT, RIGHT? BUT IT'S NOT THE WHOLE THING.
I'M GOING TO USE LIKE MR. GLICK TALKED ABOUT, WE NEED TO FOCUS ON FOURTH GRADE MATH, RIGHT? FOURTH GRADE MATH, WELL, I'LL BE HONEST WITH YOU, IF YOU FOCUS ON FOURTH GRADE MATH, YOU SHOULD SEE AN INCREASE ON SEVENTH GRADE MATH.
OK? YOU INVEST IN ONE TO GET THE OTHER.
BUT IF YOU DO THIS, YOU'RE LOOKING AT ALL GRADES.
OK AND IT'S EXACTLY WHAT WE'RE PRESENTING.
THE WAY WE WENT DIDN'T NECESSARILY ALIGN TO HOW ALL OF THESE COMPLIANCE THINGS.
YOU'VE GOT COMPLIANCE IN TELPAS, YOU'VE GOT COMPLIANCE IN OUR GRADING AND ALL OF THEM ARE ALL OVER THE PLACE AND DON'T NECESSARILY--WHO DID THIS? I WORKED WITH RESEARCH AND DEVELOPMENT AND KIM CADDELL.
I WORKED WITH BOTH OF THEM EXTENSIVELY ON THIS, MAINLY THROUGH KIM CADDELL.
BECAUSE I DON'T WANT TO SIT HERE TODAY AND COME UP WITH SOMETHING AND THEN WE SEE ON A COMPLIANCE LEVEL OUR REPORTING LEVEL THAT THINGS ARE COMING FROM SOMEONE ELSE.
I DON'T WANT PEOPLE TO THINK THAT THEY KNOW WHAT WE WANT IF WE'RE SAYING THAT THIS IS WHAT WE'RE GOING TO COME TOGETHER TO DO.
SO I DON'T WANT TO SEE REPORTS COMING.
WE LIVE THAT THROUGH A REPORT WE TRIED TO GET THAT TOOK SIX MONTHS TO GET AND YOU KNOW WHICH ONE IT WAS AND SO I'M TRYING TO TIE THE PIECES TOGETHER AND SO IF THAT'S THE FUNCTION OF RESEARCH AND DEVELOPMENT, OR IF THAT'S THE FUNCTION OF TEACHING AND LEARNING OR IF THAT'S THE FUNCTION OF CURRICULUM, I'M JUST TRYING TO UNDERSTAND WHERE WE'RE GOING TO TRY TO GET ALL OF THIS DATA TOGETHER PRESENTED THE WAY BOARD MEMBERS CAN UNDERSTAND IT AND MAYBE I'M THE ONLY ONE HAVING THE PROBLEM.
DR. LOPEZ, I'M CURIOUS TOO WHEN WE'RE REALLY FOCUSING OR SURE LOOKS LIKE EMPHASIS ON 7TH GRADE AND BECAUSE THAT'S THE AREA IN WHICH NORMALLY STATEMENT PROBLEMS AND THOSE TYPE OF THINGS COME INTO EFFECT AS FAR AS STUDENTS AND THEIR LEARNING, AT THAT LEVEL, IF WE'RE MISSING THE BOAT BY NOT DROPPING SOME OF.
THE INFORMATION ARE TEACHING, SINCE WE ALREADY HAVE THE MATH TEACHERS THERE IN THE SIXTH GRADE LEVEL OF THAT THIRD, FOURTH AND FIFTH SIX WEEKS OF SCHOOL OF INTRODUCTION OR INTRODUCING OF MORE TRAINING TO GET PREPARED FOR WHAT'S GOING TO HAPPEN IN THE SEVENTH GRADE.
ARE WE ARE WE LOOKING AT THAT TO HELP TO OFFSET? BECAUSE AS WE SEE THE SIXTH GRADE LEVEL IS OK AS FAR AS THE GRAPH AND EVERYTHING IS CONCERNED WITH THAT BIG DROP OFF IN THE SEVENTH GRADE.
I UNDERSTAND WHAT YOU'RE SAYING AND IT'S MORE COMPLEX THAN JUST DOING THAT.
BUT I WILL SAY OUR TEACHING AND LEARNING TEAM HAS BEEN VERY DILIGENT IN TRYING TO CREATE NOT ONLY AN ALLIANCE BETWEEN WHAT WE TEACH AND WHAT WE TEST, BUT ALSO USING IT AS A BUILDING BLOCK TO TRANSITION TO THE VERY NEXT YEAR.
THERE ARE SOME THINGS LIKE AND I'M GOING TO GET OFF WHERE WE SEEM FIXATED ON MATH WE HAVE NEEDS EVERYWHERE, RIGHT? RIGHT.
I'M GOING TO FOCUS A LITTLE BIT ON THE WRITING DEVELOPMENT.
SO SOME OF THE SKILLS THAT WE'RE LEARNING IN WRITING, WE TRADITIONALLY GOT TESTED IN FOURTH AND SEVENTH RIGHT AND WE SAW THAT WE NEEDED TO REALLY INVEST IN WRITING.
SO WE JUST STARTED TEACHING, WRITING EARLIER AND REINFORCING IT.
SO IT'S NOT LIKE YOU'RE SAYING, OK, HERE'S ONLY SIXTH GRADE AND IN SEVENTH GRADE, WE'RE JUST GOING TO GOOD LUCK, WE'RE GOING TO PRAY FOR YOU, AND WE'RE JUST GOING TO PUSH YOU TO THE NEXT TEACHER AND IF YOU DON'T DO WELL, I WAS NOT YOUR TEACHER, RIGHT? THAT'S NOT WHAT'S GOING ON.
THE CURRICULUM IS BEING MORE ALIGNED, BEING MORE RIGOROUS, CHALLENGING KIDS.
THERE'S A LOT OF TRANSITION THAT'S HAPPENING.
BUT TO GET THE TEACHERS CALIBRATED TO GET THE TEACHERS TO IMPLEMENT THE CURRICULUM, THERE'S A WHOLE PART OF MONITORING BECAUSE I WANT YOU TO THINK OF THIS, OK? A LOT OF YOU WERE ATHLETES OR A LOT OF YOU WERE IN BAND, OK? AND THE EXECUTION OF THE PLAY WAS MORE IMPORTANT THAN THE PLAY ITSELF.
CAN WE NOT AGREE ON THAT, RIGHT?
[01:05:02]
BECAUSE IT WAS A PLAY THAT EVERYBODY KNEW THAT YOU WERE GOING TO DO, AND IT WAS ALL LIKE, I'M SORRY, WE'RE GOING TO BODY YOU UP ON YOU AND WE'RE GOING TO MAKE THIS PLAY WORK AND TRY STOPPING US RIGHT.THE EXECUTION AND DELIVERY OF INSTRUCTION IS THE MOST CRITICAL PIECE, NOT NECESSARILY THE GAME PLAN, RIGHT? SO IF YOU GIVE THEM THE GAME PLAN AND WHAT WE WANT TO DO IS LET EVERY TEACHER BE AT THAT PRECISION LEVEL FOR EVERY ELEMENT OF MATH.
SO WHEN I TALKED ABOUT PROPORTIONS AND RATIOS AND I GO INTO MATH, RIGHT, I GOT TEACHERS THAT MASTER THAT AND I GOT TEACHERS LIKE, MAN, I STUMBLED THROUGH THAT.
WELL, WHEN YOU STUMBLE, WHAT HAPPENS TO THE KIDS? OK, THEN THERE MIGHT BE OTHER PARTS OF THE ALGORITHMS THAT GO ON AND EVERYTHING ELSE THAT THEY THRIVE ON, THAT OTHER TEACHERS STUMBLE THROUGH AND GUESS WHAT HAPPENS? YOU KNOW, YOU CREATE THE GAPS.
SO WHAT WE'RE TRYING TO DO IS GET EVERYBODY AT THE SAME LEVEL.
THAT'S THE CRITICAL PIECE IN CLOSING THESE GAPS.
SO IF I GO IN AND YOU HAVE AN ESL DEPARTMENT, I MEAN ESL CLASS IN LANGUAGE ARTS, IT SHOULD BE AS RIGOROUS AS THE OTHER CLASS NEXT TO YOU THAT'S ALL DONE IN ENGLISH.
IT SHOULDN'T BE WATERED DOWN AT ALL AND WE'RE NOT TO THAT POINT YET.
THAT'S WHY WE CREATED ALL THESE MONITORING SYSTEMS AND IT'S NOT AN I GOTCHA.
IT'S LIKE, WE'RE GOING TO GET YOU THERE, OK? SO THAT'S WHERE WE'RE AT.
SO JUST REAL QUICK, AND I WANT TO AS SOON AS THE BOARD'S READY, I'D LIKE TO
[IV. Dyiad Discussion]
GET YOU TO GO TO YOUR NEXT ITEM, WHENEVER YOU'RE READY.I'M ASSUMING THAT SINCE WE'RE IN THE QUESTION AND DISCUSSION PERIOD THAT YOU'RE ALMOST READY TO GO TO ITEM FOUR.
OK, SO BOARD ARE Y'ALL READY FOR ITEM FOUR AT THIS POINT? ANYBODY NEED A BREAK OR YOU WANT TO PUSH ON? PUSH ON.
ALL RIGHT, ALL RIGHT! DR. LOPEZ.
OK, WE'LL TAKE BREAKS AS WE NEED THEM ON THIS PART.
WE'RE GOING TO BREAK IN DYADS AND THE DYADS, YOU'RE GOING TO START WITH THE QUESTION WITH YOUR PARTNER.
SO WHEN I GIVE YOU YOUR PARTNER'S FIRST, I WANT YOU TO HEAR THE DIRECTIONS.
THE DIRECTIONS ARE THIS: WHAT WOULD YOU WANT TO KEEP FROM WHAT WAS PRESENTED OR WHAT WOULD YOU WANT TO KEEP FROM WHAT WE HAD? OK, SO IT COULD BE WHAT WE PRESENTED OR WHAT WE USED TO HAVE.
WHAT IS IT YOU WANT TO KEEP? THAT'S GOING TO BE THE FIRST PART OF THE DISCUSSION AND WHATEVER YOU AGREE ON, OR DON'T AGREE ON, YOU PUT ON THE BOARD, YOU JUST WRITE DOWN.
IT'S JUST CONSTANT BRAINSTORMING.
OK, SO YOU'RE GOING TO DO THIS NOW.
I'M GOING TO HAVE PRESIDENT MILLER WITH LINDA GRIFFIN.
I'M GOING TO HAVE LARRY GLICK WITH WHO DID I WANT TO PAIR YOU WITH WES JOHNSON? I'M GOING TO HAVE DAPHNE AND ROBERT, AND THEN I'M GOING TO PAIR JOHNNY WITH MICHELLE HOGAN AND SO RIGHT BEHIND YOU, YOU GUYS JUST GO TO A CHART TABLET AND THEN GO, EXCUSE ME.
REMEMBER, I'M LEAVING IN LIKE 15 MINUTES.
WELL, YOU CAN FOR 15 MINUTES WE CAN GET.
I'M JUST SAYING THAT YOU COULD ALSO PAIR JOHNNY WITH THE TWO OF US.
OK, SO WE'LL MAKE IT, JOHNNY, YOU WANT TO GO WITH THEM TOO AND THEN FROM THERE, ONCE WES LEAVES, WE'LL HAVE THAT PAIR.
ALL RIGHT, I'M GOING TO START THE TIMER.
I'M GOING TO GIVE YOU 15 MINUTES.
SO NOW WE'VE GOT TO PROPORTIONALITY.
[01:10:03]
ONE LAST STEP.WHAT DO YOU? HOLD ON, [INAUDIBLE] TOLD SPECIFICALLY, THE MICS ARE OFF [INAUDIBLE] THEY'RE ON.
SHE CAME IN AND I PUT THEM BACK ON.
GRIFFIN, OK, SO WE GET THEM UP TO SPEED WHEN THEY'RE HERE, THE LAST PART OF THIS IS WHAT DO YOU ABSOLUTELY NOT WANT TO SEE IN THIS ON OUR BOARD GOAL? WHAT IS IT LIKE, MAKE SURE IT DOES NOT SURFACE IF THERE'S NOTHING, YOU'RE GOOD, THEN LEAVE IT BLANK.
WHAT IS IT YOU DON'T WANT TO SEE? WHAT YOU'VE GIVEN US SO FAR, WHAT DO WE NOT WANT TO SEE? WHAT DO YOU NOT WANT TO SEE? SO I THINK WE'RE GOING TO BE READY FOR OUR SHARE OUTS.
WE'RE DOING IT A LITTLE DIFFERENT THIS TIME.
NORMALLY, WE WOULD GET INTO TWO GROUPS AND THEN DO A BIG SHARE OUT, BUT SINCE WE'VE ONLY GOT THREE GROUPS WE'RE GOING TO LET ALL THREE GROUPS SHARE OUT.
AND SO MS. GRIFFIN, IF THERE'S ANYTHING YOU WANT TO ADD, WE ADDED ONE MORE THING.
WHAT IS IT YOU DO NOT WANT TO SEE AS A BOARD? AND YOU CAN ADD TO IT.
OK, SO WE'RE GOING TO DO A SHARE OFF.
AND SO I'M GOING TO INVITE THIS GROUP TO COME UP TO THE FRONT AND SPEAK IN THE MIC SO EVERYBODY CAN HERE YOU.
WHAT YOU WOULD LIKE TO KEEP, RIGHT? WHICH ONE DID YOU WANT TO DO? RISK RATIO PROPORTIONALITY.
AND WHAT DO YOU WANT TO MAKE SURE IS NOT DONE IN THE [INAUDIBLE] AS WE SET OUR GOAL? DO YOU GUYS HAVE A NAME FOR YOUR GROUP? BEACH [INAUDIBLE] ENCOURAGERS, I DON'T KNOW.
OK, WE ARE THE ENCOURAGERS, AND SO TO SHOW YOU WHAT WE WANTED TO DO, WE WANT TO KEEP THE FOLD OUT AS AN INSTRUMENT AND TOOL.
WE FEEL LIKE THE CCMR GOAL [INAUDIBLE] IS A NEW DOCUMENT.
WE ALSO WOULD LIKE TO SEE OBJECTIVE A ON LITERACY STAGE.
WE ALSO WOULD LIKE TO KEEP OBJECTIVE E 4TH GRADE MATH AND HAVE MORE HELP AS FAR AS THE IST OR INSTRUCTION IN THAT ARENA.
BECAUSE THE WAY THAT THE PLATFORM IS FOR TEACHERS IN ELEMENTARY SCHOOL, THEY'RE TEACHING ONE COURSE AFTER ANOTHER, COURSES ARE NOT FOCUSED SOLELY ON JUST MATHEMATICS.
THEY HAVE TO DO SOCIAL STUDIES, SCIENCE, ENGLISH, READING.
THEY HAVE TO DO ALL OF THOSE COURSES, AND THAT'S WITH ONE TEACHER SITTING IN THAT CLASS.
SO GET MORE INSTRUCTION HELP FROM THE IST.
ALSO, MORE EMPHASIS ON THE SAT SCORES.
[01:15:01]
KEEP THE STATUS QUO ON THIS SCHOOL YEAR BECAUSE WITH COVID, WE HAD REALLY NOTHING EXCEPT FOR THE TWO 2019 BASES AS FAR AS STAAR EXAMS TO BASE WHAT THE KIDS WHERE THEY ARE TODAY WHEN WE START GETTING THESE SCORES, WE CAN LOOK AT THAT FOR MEASUREMENT AND THAT WAY THEN WE CAN SET SOME PARAMETERS AS FAR AS PERCENTAGES OR WHATEVER TO TRY TO REACH.AND THEN RISK RATIO IS OUR PREFERENCE? AND TAKE OUT THE END OF COURSE.
[APPLAUSE] THAT'S THE HOT MIC.
YOU GUYS WANT TO ASK ANY CLARIFYING QUESTIONS.
MS. GRIFFIN, YES? SINCE WE ALREADY HAVE AN OBJECTIVE E, SO I THINK YOU ALL SHOULD BE SAYING 'ADD.' YOU SHOULD SAY ADD, BECAUSE WHEN YOU SAY KEEP OBJECTIVE E OBJECTIVE E IS STUDENT MANAGEMENT, BUT YOU CALLED IT SOMETHING ELSE.
SO HAVE YOU ELIMINATED STUDENT MANAGEMENT? LET ME CHECK.
THAT'S WHY WE PUT UP HERE KEEP THE FOLDOUT.
WE WANT TO KEEP OBJECTIVE E BUT CHANGE FROM NINTH GRADE TO FOURTH GRADE MATH AND ADD THE ISTS TO ASSIST AT THAT LEVEL.
WHAT DOES THAT MEAN, MORE ISTS? SO IT'S ALMOST LIKE YOU NEED A DIFFERENT CATEGORY, RIGHT? BECAUSE YOU ASKED THE QUESTION WHAT SHOULD WE KEEP FROM WHAT YOU PRESENTED, RIGHT? THAT WAS MY UNDERSTANDING OF THE EXERCISE.
SO WHAT YOU GUYS ARE DOING IS YOU'RE ADDING TO WHAT WAS PRESENTED, RIGHT? SO I THINK THAT SHOULD BE A COMPLETELY SEPARATE SECTION THAT WE SPEND TIME GOING THROUGH BECAUSE I AGREE WITH YOU THAT WE NEED TO PROBABLY TRANSFORM WHAT IT LOOKS LIKE, BUT WE DIDN'T HAVE THAT DISCUSSION.
WE WERE TO SOME EXTENT GOING ON THE LETTER THAT I WROTE TO ALL OF YOU AND TO DR.
LOPEZ OUTLINING WHAT I THOUGHT SHOULD BE AN AMALGAM OF WHAT WE HAVE AND WHAT WE COULD HAVE.
SO THAT'S PROBABLY WHERE THAT CAME FROM, BUT AGAIN, LARRY, JUST LIKE, I TALKED TO DR. LOPEZ EARLIER.
WE HAVE TO BE CLEAR ON WHAT WE'RE WORKING WITH AND WHAT OUR ASSUMPTIONS AND I [INAUDIBLE] THINGS ON THE GOALS, TOO.
SO WITHOUT KNOWING THAT, IT'S CONFUSING.
THAT'S UNDERSTANDABLE, BUT THE THREE OF US FELT VERY STRONGLY ON NOT MAKING ANY MAJOR CHANGES THIS YEAR.
WE WANTED TO STAY WITH THE STATUS QUO, AND WES ESPECIALLY WANTED TO MAKE SURE EVERYBODY UNDERSTOOD THAT IT WAS NOT JUST THE TWO OF US, BUT HE ALSO COMPLETELY AGREED TO KEEP THE STATUS QUO.
TOO MANY OTHER CHANGES ARE GOING ON.
WE DON'T KNOW WHERE THE NUMBERS ARE GOING, AND NOBODY KNOWS WHAT THE NUMBERS ARE GOING.
I MEAN, WE'VE HEARD ALL THESE STORIES ABOUT MATH.
WE ALSO KNOW THE SAME THINGS THAT ARE ENGLISH.
WE KEEP HEARING FROM THE COMMISSIONER OF EDUCATION HOW THE LEARNING LOSS IS GROWING.
SO TO ADD MORE COMPLEXITY AT DIFFERENT FORMULAS TO STAFF AT THIS POINT, WE THINK WOULD BE WRONG.
IF WE WERE GOING TO MAKE CHANGES, WE MIGHT DO SOME OF THOSE THINGS.
DO WE KEEP THE SAME TARGETS OR DO WE MOVE THE TARGETS? ON THE OLD OR THE NEW? ON WHAT YOU'RE PROPOSING.
YES, DO WE CHANGE THE TARGETS? WE DID NOT.
WE DIDN'T CHANGE THE TARGETS BECAUSE WE DON'T KNOW WHAT KIND OF INFORMATION IS GOING TO BE COMING--SO WOULD YOU RECOMMEND CHANGING THE TARGET TO [INAUDIBLE].
AFTER THIS YEAR, AFTER WE GET INFORMATION OR DATA THIS YEAR TO LOOK AT.
OK, CAN I RESPOND HERE? YEAH, SO WHAT YOU JUST SENT US ON SUNDAY, YOU TOOK THIS AND ON EVERY ONE OF THESE, YOU EXTENDED IT FIVE YEARS, RIGHT? SO WE DIDN'T TALK ABOUT THAT, BUT THAT WAS WHAT WE GOT FROM YOURSELF AND STAFF AND WHOEVER ELSE COMPILE THAT AND SAYING, LET'S NOT GO TO THIS YEAR.
LET'S ADD FIVE YEARS TO ALL OF THOSE GOALS AND KEEP THEM THE SAME.
AND I THINK THAT'S THE DISCUSSION WE ALL NEED TO HAVE IF WE DECIDE TO STAY WITH THIS.
AND SHOULD WE GO FIVE YEARS OR SOMETHING MORE OR SOMETHING LESS AND WHAT THOSE NUMBERS ARE.
SO JUST TO CLARIFY OR ASK A QUESTION, SO YOU GUYS SAID YOU WANTED TO KEEP THE GOALS
[01:20:01]
OR KEEP THE STATUS QUO.SO DR. LOPEZ, WITH THE OLD OBJECTIVE E, WHICH WAS MATHEMATICAL PROFICIENCY, IT SHOWED 2021 AS THIRTY SEVEN PERCENT.
AND WHAT YOU SAID EARLIER TODAY WHEN YOU PRESENTED THE NEW MATHEMATICS PROFICIENCY THAT FORTY SIX PERCENT WAS WHERE WE WOULD GET A B.
SO IF WE KEPT THE THIRTY SEVEN PERCENT, WOULD THAT MAKE US A C? IN THAT CATEGORY OR IF IT WAS EVERYTHING COMBINED, YES.
SO I I JUST WANTED--FOR THAT CATEGORY, LIKE, LET'S JUST SAY, FOR THIRTY SEVEN, IF IT'S THE OVERALL CATEGORY, YEAH, PROBABLY.
I DON'T WANT TO SAY, C, I COULD BE WRONG, BUT IT WOULDN'T BE A B.
WELL, THOUGHT YOU SAID EARLIER THAT FORTY SIX WAS A MINIMUM TO BE A B.
RIGHT, SO I DON'T WANT TO SAY WHAT A THIRTY SEVEN IS.
IF I SAY C AND IT'S A D, I'M WRONG, YES, SIR.
AND I DON'T THINK THAT'S WHAT YOU GUYS WANT, RIGHT? SO THAT'S WHY I WAS CLARIFYING.
JUST LIKE YOU'RE SAYING RIGHT NOW, ROBERT, THE CONFUSION OF NOT KNOWING WHAT THOSE NUMBERS REALLY MEAN.
YOU KNOW, TEA MAY COME BACK AND SAY THIRTY SIX IS A B.
IT MAY BE WITH WHAT THE COVID CLIFF HAS CREATED.
I DON'T THINK IT WILL BE--WE KNOW THAT THEY'RE NOT GOING TO CHANGE FOR THIS SCHOOL YEAR, RIGHT? BECAUSE THIS IS STILL WITHIN THAT WINDOW WHERE THEY HAVE COMMITTED NOT TO MAKE ANY CHANGES.
WE CAN ONLY GO ABOUT WHAT THEY SAID, RIGHT? AND THAT'S WHAT THEY PUT OUT THERE.
BUT FOR OUTSIDE OF THAT WINDOW, THEN ALL BETS ARE OFF.
BUT FOR WHAT WE'RE TALKING ABOUT RIGHT NOW, I DON'T THINK NECESSARILY MAINTAINING THE STATUS QUO WOULD NECESSARILY GET US BASED ON WHAT DR.
LOPEZ SAID TO AT LEAST TO BE FOR THAT PARTICULAR OBJECTIVE.
YEAH, WE DID LOOK AT THE ACTUAL NUMBERS.
WE JUST WE WERE TALKING MORE ABOUT CATEGORIES.
SO JOHNNY AND LARRY, AND THANK YOU.
SO I UNDERSTAND YOUR RECOMMENDATION WOULD BE TO KEEP THE OLD GOALS AND MODIFY A COUPLE OF THEM.
AND ANY CONVERSATION? I CAN'T READ YOUR CHART.
BUT WAS THERE ANY CONVERSATION ABOUT THE PROPORTIONALITY FORMULAS OR AND THAT WOULD JUST BE THAT WOULD BE PART OF THE DATA THAT WOULD BE BROUGHT TO THE BOARD AT SPECIFIC TIMES DURING THE YEAR FOR US TO LOOK AT NOT NECESSARILY INCORPORATED INTO THE GOAL AS A ITEM ABCD OR F..
AND WE ALSO LIKE THE DISAGGREGATION, WE THOUGHT THAT WAS REALLY A CRITICAL.
CERTAINLY, I HAVE A QUESTION THAT TO ADD THE ONE AND REPLACE THE ONE TO ME THAT'S GOING TO REQUIRE EFFORTS FROM STAFF.
AND IF WE'RE SAYING WE WANT STAFF TO JUST GET US THROUGH THIS SCHOOL YEAR, I MEAN, I CAN SEE US ADDING THAT FOR NEXT YEAR.
BUT WHY WOULD WE TRY TO ADD IT WHERE WE ARE RIGHT NOW? AND WHICH CAN WORK WHICH CATEGORY? THE E THAT YOU'RE TALKING ABOUT.
WHY WOULD WE IF WE'RE GOING TO STAY STATUS QUO? STATUS QUO MEANS STATUS QUO? YEAH, AND WE CAN SAY THAT IT WITH STATUS QUO.
IT MEANS ELIMINATION, BUT IT DOESN'T MEAN ADD TO.
AND SO THAT'S WHERE I'M KIND OF CONFUSED.
SO OUR PRIORITY IS STATUS QUO.
WE ALL THINK, YES, THAT'S CLEARLY IF WE WERE GOING TO MAKE SOME CHANGES, YES, BUT FOR THE MOST PART THIS YEAR, NOTHING.
ANY OTHER QUESTIONS? YOU'RE GUYS ARE ON FIRE, YOU'RE HOT TONIGHT.
AND I KNOW THESE TWO ARE GOING TO RETURN THE FAVOR.
JAMIE YOUNG, I'LL COME UP WITH A GROUP NAME.
SO ONE WAS THE FIRST ONE WAS ENCOURAGING.
SO THE WORKERS ARE HERE AND THEY'RE GOING TO SHARE WHAT THEY THINK.
WE LIKE WE LIKE THE THE RECOMMENDATIONS FOR THE GOAL SETTING AS SET FORTH IN THE PRESENTATION TODAY BY THE STAFF.
WE LOVE THE PROPORTIONALITY, THE RISK RATIO.
REGARDLESS OF WHAT WE CHOOSE, WE DO WANT TO DEVELOP A CALENDAR OF WHAT
[01:25:01]
REPORTS WILL BE PRESENTED TO THE BOARD AND WHEN, AND THAT'S SOMETHING WE CAN WORK WITH STAFF ON.HOPEFULLY THAT'S NOT A BIG ASK AND A WHOLE BUNCH OF EFFORT TO DO, BUT WE WOULD JUST LIKE TO KNOW WHAT WE'RE MEASURING, WHEN AND HOW, REGARDLESS OF THE METHOD OF GOAL SETTING THAT WE GO THROUGH.
BUT WE ALSO WANT THE MOST MINIMUM INTERRUPTIONS TO STAFF AND ACADEMIC RECOVERY PLAN THAT'S ALREADY BEEN ROLLED OUT THAT WE'RE CURRENTLY WORKING ON.
WE DON'T WANT TO ASK STAFF TO ADD ONE TICK BOX TO WHAT THEY'RE CURRENTLY DOING.
WE WOULD LOVE FOR THEM TO BE ABLE TO STAY ON TASK AND COMPLETE THIS ACADEMIC RECOVERY PLAN AND THEN WE'LL LOOK AT IT NEXT YEAR.
QUESTIONS? NO QUESTION, JUST A COMMENT.
TO YOUR QUESTION REGARDING TESTING CALENDAR AND DATA COMING TO THE BOARD, I'VE SPOKEN TO DR. RUSSELL.
SO WITH THE TESTING CALENDAR THAT WE CURRENTLY HAVE, WE'RE GOING TO WORK TO MAKE SURE THAT WHEN WE HAVE THE TESTING WINDOW AT THE END OF THE TESTING WINDOW, WE'RE GOING TO GIVE RAD AN OPPORTUNITY TO ANALYZE THE DATA AND THEN THAT DATA IS GOING TO COME TO US DURING DISTRICT AFFAIRS? THAT IS THE PERFECT FORMAT FOR THAT TO BE DELIVERED.
SO AND IN ANYTHING DISTRICT AFFAIRS HAS, IT NEEDS TO PASS ON TO THE BOARD JUST TO MAKE SURE THAT THE BOARD IS AWARE OF WHAT HAS BEEN TESTED, WHAT THE RESULTS WERE.
IF WE'RE GOING TO STAY WITH THE PROPORTIONALITY RISK RATIOS, ADD THAT TO THE ANALYSIS AS YOU KNOW, NOT TO REPLACE ANYTHING THAT WE'RE DOING, BUT ADD THAT TO OUR ANALYSIS SO WE CAN START, YOU KNOW, WE DON'T WANT TO DOVE TOO DEEP.
I KNOW STAFF WILL BE DOING THAT, BUT ANYTHING STAFF CAN BRING US TO HELP US UNDERSTAND THE CHALLENGES BECAUSE ONE OF THE THINGS I THINK DR.
LOPEZ IS GOING TO BE DOING WHEN YOU TIE ALL THIS INTO A BUDGET IS WE MAY HAVE TO SHIFT RESOURCES TO ACCOMPLISH SOME OF THE GOALS THAT WE WANT, RIGHT? SO IF THAT'S THE CASE, WE NEED TO UNDERSTAND THE DATA THAT DRIVES THE MATH, DRIVES THE MONEY SO WELL.
THE MISSING PIECE MISSING PIECE HAS BEEN THIS PART RIGHT HERE.
SO RIGHT NOW WE HAVE THESE TESTS THAT ARE HAPPENING.
AND SO IN ORDER FOR THEM TO ANALYZE IT AND THEN GIVE US SOME INSIGHT WITH RESPECT TO HOW THE RESULTS SHOW COMPARED TO THE GOALS THAT WE HAVE, WE HAVEN'T BEEN ABLE TO TO HAVE THAT CONVERSATION BECAUSE WE HAVEN'T HAD WELL-DEFINED GOALS.
BUT I THINK GOING FORWARD, ONCE WE FINISH THIS CONVERSATION AND HAVE THOSE THINGS IN PLACE, WE'LL BE ABLE TO SEE HOW THOSE THINGS RELATE WELL.
I'VE HEARD YOU SAY IT, I'VE HEARD MS. GRIFFIN SAY IT.
I'VE HEARD EVERYBODY IN THE BOARDROOM SAY THAT WE WANT TO MAKE SURE THAT WE'RE MEASURING, INSPECTING WHAT WE EXPECT EXACTLY RIGHT.
AND WE'RE NOT TOTALLY EITHER WE DIDN'T UNDERSTAND OR WE JUST WASN'T TOTALLY COMFORTABLE WITH SOME OF THE REPORTS MATCHING UP TO THE EXPECTATIONS THAT WE HAD AS TO WHAT WAS GOING TO BE DELIVERED FROM AN INFORMATION STANDPOINT, THIS WHOLE CALENDAR THING THAT'S NOT SITTING DOWN FOR AN HOUR AND HERE'S YOUR CALENDAR.
THAT'S PROBABLY A LITTLE BIT OF A PROCESS WITH MAYBE DISTRICT AFFAIRS AND STAFF TO SET UP THAT EXPECTATION OF WHAT THE CALENDAR IS GOING TO LOOK LIKE AND WHAT'S GOING TO BE DELIVERED TO US AND WHEN.
SO IF THAT'S A DISTRICT AFFAIR, BUT I THINK THE CALENDAR HAS ALREADY BEEN SAID.
I MEAN, YOU GUYS HAVE THE ACADEMIC ACCELERATION PLAN ALREADY SET AND THEN I'M TALKING ABOUT FOR REPORTING, OK, THE COMPLIANCE PART FOR US, WHAT WE WANT TO SEE AT THE BOARD LEVEL, THAT'S THE CALENDAR I'M TALKING ABOUT.
I'M NOT TALKING ABOUT THEIR INTERNAL CALENDAR, I'M TALKING ABOUT THE CALENDAR OF THINGS THAT'S GOING TO APPEAR AT THE BOARD MEETING FOR US, OUR PRESENTATION, THE DISTRICT AFFAIRS COMMITTEE, SO THAT THE WHOLE BOARD KNOWS WHAT'S COMING IN WHEN.
ALSO, I'D LIKE TO ASK YOU, WELL, LET ME SAY, WHAT CAN I DO TO CALENDAR FINISH THE DISCUSSION? THAT DATA OR WHATEVER THE CASE MAY BE, IS WE'RE IN THERE.
DID YOU ALL HAVE ANY DISCUSSION ABOUT WHERE THE INTERSECTION WOULD FALL INTO THAT INFORMATION FOR THAT CALENDAR TO GIVE? NO, NO, WE DID NOT.
BECAUSE BECAUSE TO ME IN A SESSION OUGHT TO BE COMING TO US THROUGH THE ACCELERATION PLAN.
AND SO WHAT RESULTS WE'RE SEEING WITH THE ACCELERATION PLAN UNLESS I'VE MISSED IT IN A SESSION IS PART OF THE ACCELERATION.
SO SINCE WE HAVEN'T SEEN ANY OF THAT YET, I DON'T KNOW WHAT THAT'S GOING TO LOOK LIKE.
OK, BUT THE ONE THING I WANT TO TALK ABOUT THIS CALENDAR, LET'S TALK ABOUT THE CALENDAR.
CAN I? OH, YOU GOT A CALENDAR? OK, SELDERS.
I'M NOT SURE IF YOU JUST SAID WE DIDN'T HAVE GOALS, BUT WE'VE HAD.
[01:30:03]
NO.WHAT I'M SAYING IS WE'RE TALKING ABOUT GOALS RIGHT NOW.
SO ARE WE SAYING THAT THE DATA THAT'S BEING ANALYZED IS GOING TO BE GIVEN TO US IN TERMS OF HOW DO WE STACK OR COMPARE TO THE GOALS THAT WE HAVE ALREADY IN PLACE? AND THAT'S NOT THE CONVERSATION THAT WE'VE BEEN HAVING BECAUSE WE HAVEN'T BEEN REFERENCING THOSE, THOSE GOALS WHEN WE HAD THOSE CONVERSATIONS.
THERE WAS RECENTLY A ONE OF THESE STATEWIDE CALLING OR WEBINARS, I GUESS, ABOUT ALL THE TRUSTEES ARE VERY CONCERNED ON HOW DO WE KNOW THAT WE'RE CATCHING UP? HOW DO WE KNOW THE GAP IS CLOSING? HOW DO WE KNOW WE'RE RETURNING TO TRACKING NINETEEN NUMBERS? AND EVERYBODY HAD THE SAME QUESTION.
EVERYBODY SAID, WELL, WE KNOW, WE KNOW WE HAVE ONE TEST THAT WE CAN ALWAYS RELY ON, AND IT'S GIVEN THREE TIMES A YEAR.
WHAT OTHER TESTS DO WE HAVE? AND IT WAS VERY CONFUSING, EVERYBODY SAID, WELL, WE KIND OF DO THIS AND WE KIND OF DO THAT, BUT NOBODY EVER SAID, DO WE HAVE SPECIFIC TESTS THAT WILL BE REPORTED TO THE BOARD? AND DR.
LOPEZ, I'M NOT SURE YOU INDICATED THERE ARE SPECIFIC TESTS BECAUSE I DON'T KNOW IF WE'VE EVER SEEN THOSE TESTS BEFORE.
I MEAN, WE KNOW AT THE END OF THE YEAR SOMETIME, USUALLY IN AUGUST, THE RESULTS MIGHT COME OUT EARLIER IN AUGUST, MAYBE EVEN A SEPTEMBER.
WE'LL GET THE RESULTS OF THE END OF YEAR TESTS, WHATEVER THEIR NAME HAS ALWAYS BEEN THE CHANGES, BUT WE KNOW WE'LL GET THOSE RESULTS.
WE'LL SEE RESULTS IN THE THREE RESULTS OF THE OTHER TESTS.
BUT WHAT WE DON'T KNOW IS IN BETWEEN THOSE TESTS, WHAT KIND OF CALENDAR DO YOU EXPECT WE'RE GOING TO HAVE THAT WILL ACTUALLY SHOW THIS IS WHAT WE DID IN LET'S JUST TAKE MATH OR READING OR ANYTHING.
THIS IS WHAT WE'RE SHOWING OF IMPROVEMENT IN MATH RESULTS FOR THESE EIGHT WEEKS OR THESE SIX WEEKS OR THIS QUARTER OF THE YEAR OR THIS SEMESTER BEFORE WE'RE WAITING FOR RESULTS.
AND THE QUESTION IS, DO THOSE EXAMS EXISTS? BECAUSE WE I MEAN, AS FAR AS I KNOW, I'VE NEVER SEEN THEM.
AND IF WE CAN'T GET THEM, THEN WE'RE GOING TO BE WAITING AGAIN FOR EITHER MAP TO COME BACK.
THE NEXT EXAMS WE'LL SEE WILL BE MAP THAT'S TAKEN IN EARLY JANUARY.
WE WON'T SEE ANY END OF THE COURSES.
WE UNDERSTAND THAT UNTIL THOSE ARE TAKEN AT THE END OF THE YEAR.
WE NEED SOMETHING ON THIS CALENDAR THAT WE'RE ALL TALKING ABOUT TO SAY THIS IS WHERE WE'RE AT.
WE CAN NOW SAY TO IF PARENTS SAY, HOW IS THE DISTRICT DOING? WELL, WE'VE JUST GOT SOME RESULTS OF DISTRICT WIDE TESTS.
BUT IF WE DON'T HAVE THEM, OK? WHEN I SAY COMPLIANCE AND WHAT WE'VE TRADITIONALLY WAITED FOR ARE WHAT TASB HAS DICTATED THAT WE SHOULD RECEIVE.
WHAT WE'RE TALKING ABOUT IN THIS CALENDAR IS NOT A FLY BY OR DRIVE BY CALENDAR.
IT WILL BE AN ENTIRE SCHOOL YEAR THAT WE AS A BOARD PLAN BECAUSE WE INTERNALLY AS A DISTRICT HAVE VARIOUS CONTENT TESTS THAT WE GIVE PERIODICALLY THROUGHOUT THE DISTRICT.
SO ALTHOUGH WE WOULD KEEP THOSE MAJOR TESTS ON THEIR CALENDARS.
BUT IF WE AGREE ON WHATEVER GOES THERE, WE'RE GOING TO ESTABLISH WE WILL BE ASKING DR.
LOPEZ AND HIS EXECUTIVE TEAM, WHAT ARE THE OTHER TESTS THAT ARE BEING ADMINISTERED IN THE DISTRICT, WHETHER IT'S FROM THE ENGLISH DEPARTMENT OR THE MATH DEPARTMENT, WHETHER IT'S FROM STUDENT MANAGEMENT, STUDENT SERVICES AND ALL OF THAT THEY HAVE INTERNALLY THEMSELVES, THAT THEY ARE WATCHING THINGS.
AND SO WHATEVER WE DEEM OF PRIORITY, THERE MAY BE SOME NEW REPORTS THAT WE'RE ASKING TO BE CREATED BECAUSE YOU ALL ARE BASICALLY DOING THE WORK.
SO WHAT WE'RE SAYING IS WE WANT TO STOP AND ELIMINATE THIS GUESSWORK FROM MAP TO MAP.
WHERE ARE WE IN BETWEEN AND YOU ARE WE GOT TO BE DOING SOME TYPE OF ASSESSMENT.
MY GOODNESS, WE'RE ISSUING REPORT CARDS.
SO REPORT CARDS ARE COMING OUT OF CLASSROOMS AND TEACHERS AND EVERYTHING ELSE.
WE HAVE ALL OF THESE CENTRALIZED GROUPS AND THINGS, SO WE GOT TO STEP BACK AND LOOK AT WHAT DO WE NEED IN BETWEEN.
BASED ON THE GOALS THAT WE WANT TO MONITOR, HOW DO THOSE REPORTS LOOK SO THAT WE AREN'T WAITING TO THE END OF A SEMESTER OR AN END OF A SCHOOL YEAR TO SAY, OH, I
[01:35:01]
THOUGHT WE WERE ON TRACK? OH, NOW LOOK LIKE WE'RE NOT.AND I THINK WHAT YOU'RE SEEING ACROSS THE COUNTRY WITH SCHOOL BOARD MEMBERS AND THIS ERA OF KNOWING EXACTLY WHAT WE'RE DOING AND THAT'S WHY WHAT DOES INTERCESSION LOOK LIKE? WHAT HAVE WE SEEN AS THE RESULTS IN A SESSION OUGHT TO BE FEEDING IN TO A GOAL THAT WE HAVE ALREADY ESTABLISHED? AND SO THE CALENDAR IS GOING TO REQUIRE WORK OF ALL OF US WORKING TOGETHER ALONG WITH STAFF TO SAY EVERY SIX WEEKS WE SHOULD KNOW THIS EVERY FOUR WEEKS, WE SHOULD KNOW THAT AND CONTINUE TO GIVE US THAT INFORMATION SO WE WOULD BE ABLE TO ALLOCATE RESOURCES AS WELL AS THAT STAFF AND FUNDS THAT'S NEEDED IF WE'RE NOT MEETING THE.
GOALS THAT WE ARE PROJECTING, AND I DON'T KNOW WHAT'S POSSIBLE AND WHAT'S NOT POSSIBLE.
I KNOW IN MY WORLD OF BANKING WE HAVE DASHBOARDS WHERE RESULTS LIKE THAT CAN BE POSTED PERIODICALLY.
IT DOESN'T TAKE A WHOLE REPORT IN TWO THREE HOURS IN A BOARD MEETING IS SOMETHING THAT CAN BE POSTED ON A DASHBOARD FOR US TO GO REVIEW.
I DON'T KNOW WHAT'S POSSIBLE AND WHAT'S NOT.
I JUST KNOW THAT THERE ARE SOME PRETTY GOOD WAYS TO GET THAT INFORMATION TO THE BOARD.
AND WITH TECHNOLOGY AND ELECTRONICS, THERE OUGHT TO BE SOME WAY FOR US TO MINE WHATEVER DATA WE'VE GOT.
BUT THE WHOLE I THINK, LARRY, YOU'RE RIGHT.
SOME OF THE CVAS, I THINK IS THAT RIGHT? MR. SELDERS? THE CBAS HAPPEN EVERY FOUR WEEKS, I THINK.
AND SO WHATEVER THOSE TEST RESULTS ARE, I DON'T KNOW HOW LONG IT TAKES TO GET THEM IN THE SYSTEM AND GET THEM REPORTED, BUT THAT'S WAY QUICKER THAN WAITING ON THE MAP THREE TIMES A YEAR, RIGHT? YEAH.
AND THAT'S THE KIND OF DATA WE'RE LOOKING AT.
AND I THINK IF AND AGAIN, THAT'S THE SAME QUESTION TRUSTEES THROUGHOUT THE STATE, WE'RE ASKING EVEN FROM FROM THE LARGEST DISTRICT BECAUSE THEY'RE NOT GETTING IT EITHER.
APPARENTLY, NOBODY AT THIS POINT, NOT NOT ONE TRUSTEE SAYS.
OH YEAH, WE'RE GETTING NOBODY.
SO WHATEVER WE DECIDE WHAT'S REALLY STANFORD IS GOING TO SAY, THESE ARE THE RESULTS WE CAN GIVE YOU ON A RELATIVELY PERIODIC AND TIMELY BASIS, AND THIS WILL GIVE US SOME IDEA OF WHERE WE ARE.
AND AGAIN, AS MS. GRIFFIN SAID, TO ALLOCATE RESOURCES BASED ON THAT FOR ANY NEW TESTING, IT'S JUST SO YOU ALREADY DO KNOW NO NEW TESTING.
SO, SO IN OUR IN OUR WORLD, THAT'S WHAT WE THOUGHT WOULD BE A A GOOD GO FORWARD.
AGAIN, I THINK WE ECHO WHAT WAS THE NAME OF YOUR TEAM ENCOURAGEMENT, TEAM ENCOURAGEMENT IN THAT WE WANT IT TO BE THE LEAST DISRUPTIVE TO THE TEACHING STAFF AND THE CAMPUSES AS POSSIBLE, BECAUSE THAT'S KIND OF WHERE THE RUBBER IS HITTING THE ROAD RIGHT NOW.
AND IT IS OUR PLEASURE AS THE WORKERS TO BE ENCOURAGED BY THE ENCOURAGER.
AND SO WITHOUT ANY MORE QUESTIONS, WE WILL TAKE OUR SEAT AS WE CONTINUE TO WORK ON BEHALF OF THE BOARD.
WELL, YOU KNOW, HEARING WHAT SO, SO GOOD THINGS TO SHARE.
WE SEE SOME COMMONALITIES, WE WANT TO MAKE IT AS LEAST IMPACTFUL ON THE CAMPUSES AS POSSIBLE, BUT KEEP OUR STANDARDS.
WE SAW ONE SET THE NEW SET OF DATA.
WE, LIKE THE OTHER ONE, SAID, LET'S STAY WITH THE OLD LET'S SEE RISK RATIO.
AND THEN WAS THIS PROPORTIONALITY OVER HERE? RISK RATIO? OK, SO WE HAVE TWO RISK RATIOS.
AND THEN FINALLY, I WANT TO SAY SOMETHING WHEN WE TALKED ABOUT THE CALENDAR, I WANT TO GIVE MR. SELDERS A ROUND OF APPLAUSE.
HE HAS STARTED DEVELOPING THIS TYPE OF CALENDAR WITH DR.
RUSSELL, AND I'M NOT SAYING IT'S PERFECT.
AND MAYBE YOU GUYS WILL HAVE GOOD EYES ON IT.
BUT MR. SELDERS, WOULD YOU BE OPEN TO SHARING IT AT THE INSIGHTS? SURE.
OK, SO WE'RE GOING TO PUT IT IN THE INSIDE SO YOU COULD SEE THE CALENDAR THAT HE DEVELOPED.
WHAT'S GOING TO BE PRESENTED TO YOU WHEN AND EVERYTHING ELSE? THESE ARE QUESTIONS.
WHEN HE BECAME THAT CHAIR, HE STARTED ASKING AND I JUST WANTED TO SHARE THAT OUT.
I DIDN'T WANT THAT TO GO UNNOTICED.
SO WHAT IS THE NAME OF YOUR TEAM? THE EMPATHETIC ENFORCERS.
WE GOT, I DON'T KNOW, MAN, LET'S WRITE THAT ON A HAT.
YEAH, I'M PRETTY IMPRESSED WITH THAT, TOO.
THEY'RE GOING TO ENFORCE EMPATHY.
JUST THINK ABOUT WHAT THEY'RE SAYING.
SO THEY'LL TURN IT OVER TO YOU.
YEAH, I'M GOING TO JUST HOLD OFF ON THAT.
[01:40:05]
ALL RIGHT.SO WE WERE ASKED, WHAT SHOULD WE KEEP? AND WE THOUGHT THAT THE PERFORMANCE MEASURES THAT WERE PRESENTED TO US TODAY WERE ONES THAT WE THOUGHT WERE ALL APPROPRIATE, GIVEN, YOU KNOW, WITH THE HOUSE BILL OR HB 3 AND SB 1566 TRAINING THAT WE WENT THROUGH, WE THOUGHT, YOU KNOW, FROM LITERACY TO MATH PROFICIENCY, CCMR, AND THEN WE HAVE THE EOC AND THE STUDENT MANAGEMENT.
ALL OF THOSE MEASURES WE THOUGHT AND OBJECTIVES WERE WHERE APPROPRIATE.
AND ALSO, IT ALLOWS US TO SORT OF NARROW OUR FOCUS SO THAT WE CAN JUST FOCUS ON THE RECOVERY PIECE FROM COVID.
YOU KNOW, WE REALIZE THAT, YOU KNOW, EVERYTHING IS HAPPENING.
WE DON'T WANT TO SPREAD OURSELVES AND OUR STAFF'S TOO THIN.
SO THAT'S WHAT WE WANTED TO KEEP.
SO AS FAR AS THE PROPORTIONALITY QUESTION WHERE WHETHER OR NOT WE WANT TO USE PROPORTIONALITY OR RISK RATIOS, WE THOUGHT THAT THE PROPORTIONALITY GAVE YOU BETTER VISIBILITY TO SEE WHERE THE ISSUES WERE.
SO AT A GLANCE, YOU CAN LOOK AND SEE, YOU KNOW, YOU HAVE ECO DIST, YOU HAVE ELL.
WE HAVE HISPANIC STUDENTS, AFRICAN-AMERICAN STUDENTS, ANYTHING, ANY GROUP BELOW THAT LINE.
WE KNOW THAT NEEDS TO BE ADDRESSED.
AND I THINK THAT HELPS US TO INFORM WHAT ACTIONS WE NEED TO TAKE FROM AN IMPROVEMENT STANDPOINT.
THE RISK RATIOS, I THINK, IS GOOD INFORMATION BECAUSE THAT DRIVES WHAT THOSE PROPORTIONALITY LOOK LIKE AND THAT'S HOW WE GET THEM, I THINK.
BUT, YOU KNOW, I FELT LIKE HAVING THE PROPORTIONALITY ON THE DISPLAY AND THEN MAYBE THE RISK RATIO INFORMATION, PROBABLY IN A AN EXHIBIT OR SOMETHING LIKE THAT MIGHT MAKE SENSE WHEN THE DATA COMES TO US MORE IMPACTFUL.
SO WHEN YOU'RE VISUALLY, WHEN YOU LOOK AT IT, IT'S A HUGE AHA.
WHEN YOU SEE THAT FAR BELOW THE LINE, THAT'S REALLY BIG AS OPPOSED TO JUST THAT NUMBER, BECAUSE IN YOUR MIND, YOU HAVE TO SAY, OH, THAT'S SIGNIFICANTLY BIGGER THAN ONE OR THAT'S SIGNIFICANTLY SMALLER THAN THE ONE, RIGHT, AS OPPOSED TO THAT VISUAL UP AND DOWN.
AND THEN WE SEE THE PERCENTAGES, PERFORMANCE VERSUS GROWTH.
SO THAT GIVES US INFORMATION AT A GLANCE ON WHAT THINGS WE NEED TO ADDRESS AND HOW WE CAN MAKE THE BIGGEST IMPACT.
AS FAR AS THE FORMAT, I MEAN, YOU KNOW, DR.
LOPEZ ASKED WHAT WE NEED TO WHAT DID WHAT DID WE WANT? EVERYTHING THAT WAS PRESENTED TODAY, I THOUGHT WAS SOMETHING THAT WE WANTED TO SEE AND DAPHNE AND I TALKED ABOUT.
BUT TO LARRY AND JOHNNY'S, WE HAD SOME THINGS THAT WE WANTED TO ADD, YOU KNOW? AND SO SINCE WE DIDN'T HAVE THAT DISCUSSION, I FIGURED THAT, YOU KNOW, WHEN WE GOT TO THAT POINT, WE COULD TALK ABOUT THAT.
SO THAT BROUGHT UP A REALLY GOOD POINT IN TERMS OF STUDENT MANAGEMENT AND WANTING MORE DEFINITION AROUND INSTEAD OF JUST, YOU KNOW, PUTTING OUT WHERE WE WERE DISPROPORTIONATE DISPROPORTIONATELY WITH OUR STUDENT GROUPS, INFORMATION ABOUT SPECIFICS IN TERMS OF BEHAVIOR, MENTAL HEALTH, SOCIAL EMOTIONAL LEARNING AND REALLY TRYING TO GET AT THE ROOT CAUSE SO THAT WE CAN ACTUALLY SEE WHERE OUR CHALLENGING AREAS ARE BECAUSE, YOU KNOW, IF WE ARE JUST KIND OF ALL OVER THE.
AND WE'RE NOT HAVING THE SINGULAR FOCUS THAT WE NEED IN ORDER TO GET AT THE ROOT CAUSE AND THEN PROVIDE SOLUTIONS TO MAKE SURE THAT THOSE THINGS ARE FINE, THAT WE HAVE TRULY SOMETHING THAT WE NEED TO BRING IN MORE OUTSIDE HELP FROM OR SOMETHING LIKE THAT WE DON'T REALLY KNOW HOW TO ADDRESS.
I MEAN, SURE, WE KNOW THAT WE HAVE THIS PROBLEM.
BUT WHAT'S REALLY THE ROOT? WE KEEP PUTTING THAT BAND-AID ON IT, BUT WE DON'T REALLY KNOW HOW TO HAVE THAT LONG TERM FIX.
AND THEN THE OTHER THING, SOMETHING MS. GRIFFIN SAID THAT KIND OF TRIGGERED A THOUGHT FOR ME WAS PUTTING MORE EMPHASIS ON GOLD PROGRESS MEASURES.
WHEN WE LOOK AT THESE OBJECTIVES, WE HAVE ALL OF THIS AGGREGATE DATA, BUT WE HAVE THE ISSUE OF, YOU KNOW, SEVENTH GRADE MATH AT FOUR PERCENT MEETS, RIGHT? SO IF WE JUST KIND OF HAVE THIS OVERALL GOAL AND IT'S AT A CERTAIN PERCENTAGE AND WE'RE JUST LOOKING AT THAT, THEN IT DOESN'T REALLY GIVE US THE INFORMATION THAT WE NEED TO GO AHEAD AND IMPLEMENT STRATEGIES TO HELP ADDRESS THAT SPECIFIC ISSUE, AND IT CAN CHANGE FROM YEAR TO YEAR.
BUT IF WE SET THE STANDARD THAT WE'RE GOING TO KEEP EVERYTHING AT A B OR BETTER THAN WHAT THAT LOOKS LIKE WITHIN THE CONTEXT OF THE DATA THAT WE GET AND WHAT ACTIONS WE TAKE, I THINK THAT'S HOW WE START TO MAKE THOSE DECISIONS AND THAT SETTING THAT STANDARD DOESN'T CHANGE HOW WE ADDRESS MAKING SURE THAT WE MEET THAT STANDARD DOES.
YES, I LIKE THAT ABOUT THE STUDENT MANAGEMENT SIDE OF IT.
AGAIN, I'M GOING TO REEMPHASIZE AGAIN OVER AND I'VE SAID IT 100 TIMES AT THIS BOARD MEETING.
AND TO ME, IT'S THE CONCENTRATION THAT WE REALLY, AS A GISD, AT THE BEGINNING OF SCHOOL, THAT FIRST SIX WEEKS OF SCHOOL IS SO CRITICAL WHEN YOU'RE TALKING ABOUT THE EMOTIONAL EVERYTHING OF ABOUT OF A STUDENT, IF THAT STUDENT GOES IN THERE AT THE BEGINNING OF SCHOOL, EVERYBODY STARTS SCHOOL.
[01:45:02]
THEY'RE EAGER AS ALL GET OUT WANTING TO LEARN.IN MY OPINION, BECAUSE I'VE DONE IT FOR 20 YEARS AND I'VE SEEN IT, AND AFTER ABOUT THREE WEEKS AND YOU GET THAT PROGRESS REPORT, THAT'S WHEN WE START SEEING THE FALLOUT AND THEN WE START SEEING THE ISSUES AS FAR AS A KID GIVING UP SOCIAL, ECONOMIC, YOU KNOW, NOT FINDING OUT IN THAT FIRST THREE WEEKS OF SCHOOL WHAT IS GOING ON IN THAT KID'S LIFE.
YOU KNOW, SO TECHNICALLY, AFTER ABOUT A WEEK OR WEEK AND A HALF IN THAT FIRST WEEK OF SCHOOL, SOMEHOW OR ANOTHER, WE NEED TO FIGURE OUT HOW TO RECOGNIZE THOSE STUDENTS THAT ARE REALLY IN NEED OF SOME KIND OF ASSISTANCE, WHETHER IT BE FROM ISDS FROM IT, WHETHER IT BE FROM COUNSELING, WHATEVER THE CASE MAY BE.
AND IF WE EVER CAN EVER WRAP OUR ARMS AROUND THAT, I THINK THAT WE'RE GOING TO BE ABLE TO CAPTURE SO MUCH MORE LEARNING POSSIBILITIES THAN YOU CAN SHAKE A STICK AT.
SO I AGREE WITH WHAT YOU'RE SAYING THERE AS FAR AS THOSE THINGS, BUT IT'S GOING TO BE I DON'T KNOW HOW AS A BOARD, JUST LIKE WE TALKED ABOUT DYSLEXIA, YOU KNOW, NOT RECOGNIZING A KID UNTIL IT'S TOO LATE, YOU KNOW, AND THOSE TYPE OF THINGS, BECAUSE IT DOES IMPACT THOSE RATIOS TREMENDOUSLY.
BUT IF KIDS NOT CATCHING IT, THEY'RE NOT GOING TO PASS AND THEY'RE NOT GOING TO DO WELL AND IT AFFECTS THAT PROPORTIONALITY.
AS I'VE BEEN IN A LOT OF SESSIONS WHERE THERE ARE DISCUSSIONS OF THE MENTAL HEALTH ISSUES TIED IN WITH DISCIPLINE ISSUES.
AND SO MY QUESTION TO YOU ALL WOULD BE, SHOULDN'T WE JUST LOOK AT AN SEL OBJECTIVE? AND THERE'S NO REASON WE HAVE TO COMBINE IT UNDER STUDENT MANAGEMENT OF ONE UMBRELLA BECAUSE IF WE PUT IT WHERE IT BELONGS, BECAUSE WE'RE WE ARE NOW INTRODUCING SOCIAL, EMOTIONAL LEARNING TECHNIQUES ON EACH OF OUR CAMPUSES.
LOPEZ, IS THAT RIGHT? IS THAT IF WE BECAUSE WHAT IN THE DISCUSSIONS OF SOME, SOME OF THESE CONFERENCES, IT'S LIKE, DON'T TIE DISCIPLINE AND BEHAVIOR, NECESSARILY TOGETHER.
BUT THEN MANY TIMES YOU DO NOT.
I JUST MY QUESTION IS, SHOULD WE PROBABLY HAVE A SEPARATE SCHOOL AND SEPARATE THOSE THINGS? AND THAT WOULD TAKE CARE OF THE MEDICAL AND THE SPECIAL CONSIDERATION FOR STUDENTS AND THEN KEEP THE STUDENT MANAGEMENT PIECE THERE? WE DID IT THIS WAY LAST TIME.
WELL, FOUR YEARS AGO, BECAUSE SEL WASN'T UP AND COMING, WE WEREN'T HAVING TO TRACK ALL OF THIS STUFF.
NOW WE'RE HAVING IT, WE HAVE SYSTEMS. SO THAT'S JUST THE QUESTION THAT I WOULD ASK.
I CAN ANSWER THIS IS SOME OF IT'S NOT SUPER.
I'LL ANSWER IT IS MORE OF NOT BEING SUPER FAMILIAR WITH THE CEO.
AND TO ME, YOU CAN'T SEPARATE OUT BEHAVIOR AND MENTAL ILLNESS AND DISABILITIES AND WHEN YOU TRY TO, THAT IS WHEN YOU DO THE DISSERVICE BECAUSE BECAUSE WHEN YOU TRY TO PUT IT IN THE BOX AND YOU TRY TO SAY, OK, IF WE TEACH AND WE RECOGNIZE MENTAL HEALTH, WHAT YOU'RE NOT UNDERSTANDING IS IS THE SYMPTOMS OF MENTAL HEALTH.
YOU CAN YOU CAN ADDRESS MENTAL HEALTH AND YOU CAN GET THEM THEIR MENTAL HEALTH.
BUT HOW THEY ACT WHEN THEY'RE TAKING THEIR TESTS AND HOW THEY ACT IN SCHOOL AND HOW THEY ACT WITH KIDS AND HOW THEY BEHAVE IN GENERAL IS VERY DIFFERENT THAN SOMEONE WHO DOESN'T HAVE THESE INSTANCES.
SO THE ACCOMMODATIONS COME INTO AS IN EVERYDAY LIFE.
SO HOW DO YOU WHEN YOU'RE TALKING DISCIPLINE, IF YOU HAVE SOMEONE WHO HAS? I'LL GO BACK TO IMPULSE CONTROL ISSUES AS IMPULSE CONTROL ISSUES AND PUTS HIS HAND THROUGH THE THROUGH THE WALL.
OK, BUT HAS A HISTORY OF THIS.
SO WE KNOW IT'S REALLY NOT A VIOLENT BEHAVIOR.
IT'S NOT AN ACT OF ANGER AND AGGRESSION.
AND THEN YOU HAVE THE CHILD THAT PUTS HIS HAND THROUGH THE WALL BECAUSE IT'S TRULY AN ANGER OUT OF CONTROL ISSUE.
IT BECOMES BEHAVIOR, BECOMES PART OF YOUR BEHAVIOR STATISTICS, RIGHT? BUT YOU'RE GOING TO DISCIPLINE THOSE TWO THINGS VERY DIFFERENTLY, AND YOU SOMEHOW HAVE TO ACKNOWLEDGE THAT IN YOUR REPORTING.
[01:50:02]
DOES THAT MAKE SENSE? YEAH.BUT I THINK NOW THAT WE ARE HAVING THOSE AT THE TABLE, THERE ARE THERE IS A DIFFERENTIATION IN TERMS OF HOW IT'S REPORTING.
REMEMBER, ALL OF THIS IS NEW, BUT THE INTENT IS TO REALLY SEPARATE THE TWO SO THAT WE KNOW EXACTLY WHAT'S GOING ON.
I'M JUST SAYING WHAT SOME STUDIES AND LIKE I SAY, THIS IS ALL NEW TO MOST SCHOOL DISTRICTS.
SO I'M JUST OFFERING THAT THERE MAY BE SOME CONSIDERATION BASED ON SOME OF THE TECHNIQUES AND TRAININGS THAT I'VE SEEN ON HOW THINGS ARE REPORTING.
AND I'M NOT AN EXPERT ON IT EITHER, BUT IT'S JUST WHAT I'VE BEEN TOLD.
ONE OF THE THINGS THAT WE COULD LOOK AT MS. GRIFFIN TO YOUR POINT, AND I AGREE THAT, YOU KNOW, NOW THAT SCHOOL IS KIND OF COMING ONLINE.
I THINK THE UMBRELLA, THE OVERARCHING UMBRELLA WOULD STILL BE STUDENT MANAGEMENT.
BUT IF WE HAD AN SEL OBJECTIVE UNDERNEATH STUDENT MANAGEMENT, WE COULD CALL THAT OUT AND BE SPECIFIC THERE BECAUSE I THINK TO YOUR POINT, IT ALL DRIVES THOSE PROPORTIONALITY NUMBERS.
SO IF WE KEPT IT UNDER THAT CATEGORY OR THAT OBJECTIVE, I THINK EVERYTHING WILL BE PRETTY MUCH PRETTY WELL CONTAINED.
SO YOU WOULD ADD THAT KIND OF REPORTING LEVEL? YEAH, LIKE A GOAL PROGRESS MEASURE OR SOMETHING LIKE THAT.
BUT WOULD THAT GOAL AGGREGATE INTO THE MAIN GOAL? AND SO YOU MAKE IT A SUBSET OF STUDENT MANAGEMENT STUDENT MANAGEMENTS GOING TO BE GRADED ON OR EVALUATED ON A SYSTEM? I MEAN, RIGHT, THIS IS WHAT WE'VE GOT INCIDENCES.
I THINK MS. STANLEY WAS ASKING FOR SOME DATA BEHIND THAT.
AND MAYBE JOHNNY, YOU KNOW WHAT THE KIDS DO? WHAT HAPPENED? HOW DID IT GET THERE? WHAT? WHAT ARE THE CIRCUMSTANCES THAT LED TO IT THAT WE CAN START EVALUATING APPLES TO APPLES, ORANGES AND ORANGES KIND OF THINGS WITHIN THE DISCIPLINE ARENA? BUT ALL THAT STILL ADDS UP TO A, YOU KNOW, IT'S KIND OF LIKE, I DON'T KNOW IF YOU GOT I DON'T CARE HOW YOU GOT THE FIRST BASE, YOU GOT HIT IN THE HEAD OR YOU GOT A BASE HIT, YOU STILL GOT THE FIRST BASE.
IF YOU GOT IF YOU GOT REMOVED FROM A CLASS, YOU GOT REMOVED FROM A CLASS.
AND WE KNOW THAT EVERY TIME WE REMOVE ANYBODY FROM A CLASS, THEY'RE NOT LEARNING.
SO FROM MY OBJECTIVE TO ME, THE GOAL SHOULD BE, YOU KNOW, LOWERING THE EXPULSIONS, ET CETERA, OUT OF SCHOOL DISCIPLINE MAJORS FOR THE KIDS.
THAT'S A GOAL WE'VE BEEN TRACKING, RIGHT? AND WE'VE GOT THE DATA.
WHAT WE'VE BEEN ASKING FOR THAT I'VE NEVER SEEN, WE'VE SEEN IT A COUPLE OF TIMES, BUT NOT MAYBE OFTEN ENOUGH WAS THAT STUFF UNDERNEATH IT.
HOW DID HE GET THERE AND GIVE US A WAY TO START EVALUATING WHETHER WE HAVE SOME UNEQUAL TREATMENT GOING ON? OR MAYBE WE JUST NEED TO ADDRESS SOME BEHAVIOR PATTERNS? YOU KNOW, I'VE SAID IT ALL ALONG.
I DON'T REALLY THINK WE ALWAYS GIVE THESE KIDS THE PROPER LOVE, IF YOU KNOW WHAT I MEAN.
THEY MAY WALK IN THERE WITH AN ISSUE, HAVE AN INSTANCE, GET KICKED OUT OF SCHOOL, IT GOES AGAINST OUR REPORT.
WE NOT ONLY GET MAD AT THE TEACHER FOR SOMETHING.
REALLY, WHAT I WANT TO DO IS GO ADDRESS WHATEVER THE NEED IS WITH THE KID, RIGHT? SO THAT'S WHAT I'VE BEEN TRYING TO FIND OUT ALL ALONG IS TELL ME WHAT'S GOING ON IN THE CLASSROOM? WHAT ARE THE EVENTS THAT LED TO THIS? IF THERE'S A WAY TO MEASURE THAT, PUT IT IN A CATEGORY SO WE CAN LOOK AT IT.
AND THEN IF WE AS A BOARD WITHIN THAT GOAL, IF WE NEED TO DEVELOP A STRATEGY OR COME UP WITH FUNDING FOR SOMETHING DIFFERENT FOR THESE KIDS, THEN I'M ALL FOR IT.
THAT'S WHAT I REALLY WANT OUT OF THIS IS HOW DO WE HOW DO WE GET THOSE KIDS, CAPTURE THOSE KIDS IN A WAY THAT ARE THE DATA FOR THESE KIDS IN A WAY THAT WE CAN SERVE THEM BEST? MR. GLICK AND MR. BEACH.
SO WHEN WE CAME UP WITH THESE NUMBERS AND EVERYTHING, THE REASON I THINK WAS SUCCESSFUL AND COPIED AROUND THE STATE WAS ITS SIMPLICITY AND SIMPLICITY.
TO EXPLAIN SIMPLICITY, TO UNDERSTAND SIMPLICITY, TO TO REMEMBER NUMBERS AND TO REMEMBER GOALS AND TO BE ABLE TO SAY, HOW ARE WE DOING IN THAT SPECIFIC CATEGORY FOR THAT SPECIFIC GRADE? AND NOW WE'VE GONE IN A WHOLE DIFFERENT DIRECTION.
WE'RE LUMPING EVERYTHING TOGETHER WITH LUMPING ALL THE GRADES TOGETHER.
SO IN THE LETTER I SENT TO EVERYBODY, I TALKED ABOUT TWO SPECIFIC AREAS, ONE THAT WHERE.
THE EMPHASIS, INCLUDING OUR DECISION TO ADVANCE FULL DAY UNIVERSAL PRE-K THIS YEAR.
[01:55:11]
WHAT DOES THAT LEAD TO? EARLY CHILDHOOD, EARLY CHILDHOOD SUCCESS.ALL THE REPORTS INDICATE HOW YOU DO IN THOSE EARLY YEARS IS A GREAT PREDICTOR AND NOT A GOOD PREDICTOR, GREAT PREDICTOR OF THE REST OF YOUR TIME IN ELEMENTARY SCHOOL AND IN HIGH SCHOOL.
NOW YOU SAID THERE WERE SOME CATEGORIES YOU WANTED TO MAYBE ADD.
SO TO ME BY LUMPING EVERYTHING TOGETHER, WE SAY, AND THIS IS ME SPEAKING ABOUT WHAT I'M LOOKING AT HERE.
WE'RE SAYING EARLY LITERACY IS NOT QUITE AS IMPORTANT AS IT SHOULD BE.
AND THEN AND THEN THE BACK PORTION, WHICH WE HAVE ONE TWO THREE FOUR CHARTS ON END, OF COURSE, SUCCESS FOR CHARTS.
EXCEPT THE PROBLEM TO ME WITH END, OF COURSE, IS THAT 60 PERCENT, SOMETIMES EVEN AT LEAST 60 PERCENT OF THE TESTS ARE TAKEN IN YOUR FRESHMAN YEAR, CLEAR THE BY LAW, 60 PERCENT, 80 PERCENT ARE TAKEN BY THE END OF YOUR SOPHOMORE YEAR.
AND THE TEST THAT IS EASIER AND WE HAVE THE MOST SUCCESS ON IS THE SOCIAL STUDIES AND THAT'S TAKEN IN YOUR JUNIOR YEAR.
SO 80 PERCENT OF THE TESTS YOU'RE DONE WITH, YOU PRETTY MUCH KNOW YOU'RE GOING TO GRADUATE BY THE END OF YOUR SOPHOMORE YEAR.
SO IN OUR CHART, WE WANTED TO ADD BACK AT LEAST SATS.
SO YOU MAY SAY, WELL, WAIT A MINUTE ON CMR, WE TEST AP AND B, BUT THAT'S A FRACTION OF THE NUMBER.
THAT'S NOT THE NUMBER WE'RE TRYING TO GET TO.
THAT'S NOT THE PROPORTIONATE NUMBER.
IT'S A SMALL NUMBER OF A MUCH BIGGER NUMBER.
SO THE QUESTION IS, DO WE REALLY ARE WE WORRIED ABOUT HOW OUR KIDS ARE REALLY DOING AT HIGH SCHOOL OR ARE WE WORRYING ABOUT A CCMR NUMBER? AND THAT'S I GUESS THAT'S MY REAL QUESTION.
BY YOUR, YOU KNOW, YOU INDICATED WE WANT TO ACCEPT THIS REPORT, AS IS AND THERE ARE A LOT OF CHARTS ON HERE.
NUMBERS ARE DIFFICULT FOR TRUSTEES, THEY ALWAYS HAVE BEEN.
CAN I JUST KEEP MY COMMENTS GOING, MS. GRIFFIN? THANK YOU.
AND WHEN TRUSTEES ARE ASKED QUESTIONS, IT'S DIFFICULT TO SAY, WELL, THIS IS OUR GOAL.
AND WHEN YOU GO TO TASB SEMINARS AND THEY TALK ABOUT, THEY SAY IT SHOULD BE SOMETHING THAT YOU CAN EXPLAIN IN A FEW SECONDS.
WE WANT TO GET THIS NUMBER FOR THIS GRADE.
WE CAN GO TO THE GENERAL PUBLIC AND EXPLAIN IT.
WE'RE NOW GETTING VERY COMPLICATED HERE, WHICH WHICH IS FINE IF YOU'RE COMFORTABLE WITH HOW THE NUMBERS ARE ARRIVED AT, EVEN IN THE QUESTIONS WE WERE ASKING DR.
LOPEZ EARLIER ON THIS EVENING.
THERE ARE COMPLICATED QUESTIONS.
HOW DO WE ARRIVE AT THESE NUMBERS? BECAUSE IF SOMEONE'S GOING TO ASK YOU HOW YOU GOT TO THOSE NUMBERS, THE QUESTION IS CAN YOU EXPLAIN IT WELL? AND IF YOU SAY, I CAN'T EXPLAIN IT, BUT THAT'S WHAT STAFF GAVE US.
WELL, THEN IS THAT A BOARD GOAL? BOARD GOAL? NOT A STAFF GOAL.
NOT AN ADMINISTRATION GOAL, NOT A SUPERINTENDENCE GOAL.
IS IT OUR GOAL? AND SO AS WE, I'M NOT SURE WHAT WE'RE GOING TO DO TONIGHT, I KNOW WHAT OUR GROUP'S RECOMMENDATION WAS WITH STATUS QUO.
I'M NOT SURE IF WE'RE GOING TO ADOPT ALL THIS OR NOT.
I THINK AT SOME POINT WE HAVE TO MAKE IT.
SO WE WHEN WE GO INTO THE GENERAL PUBLIC BECAUSE WE'RE CALLING IT OUR GOAL, WE NEED TO BE ABLE TO REALLY EASILY EXPLAIN WHAT THE NUMBERS MEAN.
AND THAT'S WHY I TALKED ABOUT THE FORMULA.
I MEAN, IT'S NOT A COMPLICATED FORMULA.
THIS IS ABLE TO BE OVER B MINUS C.
I MEAN, IT'S PRETTY COMPLICATED IF YOU START EXPLAINING IT.
BUT THAT'S NOT WHAT WE WANT TO BE ABLE TO EXPLAIN BECAUSE PEOPLE DON'T CARE ABOUT THAT.
AND ARE WE EDUCATING KIDS THE RIGHT WAY? SO THAT WOULD BE MY QUESTION.
DO YOU WANT TO CHANGE SOME OF THIS? JUST LEAVE IT AS SUCH? I GUESS THAT'S YEAH.
SO WHAT MS. STANLEY AND I TALKED ABOUT WAS LEAVING IT AS IT WAS BECAUSE WE THOUGHT IT WAS PRETTY SIMPLE.
BUT I DON'T DISAGREE WITH YOU IN TERMS OF SOME OF THE SPECIFICS, BUT I BELIEVE THAT COULD BE CAPTURED, PARTICULARLY LIKE THE PRE-K ITEMS THAT YOU TALKED ABOUT THAT COULD GO UNDER A LITERACY FOCUS, RIGHT? YOU CAN HAVE A GOLD PROGRESS MEASURE SPECIFICALLY GEARED TOWARDS MAKING SURE THAT WE HAVE SPECIFIC TARGETS FOR, YOU KNOW, THOSE GRADE LEVELS.
SO IT STILL FALLS UNDER A LITERACY UMBRELLA.
BUT THEN YOU'RE FOCUSING ON THOSE PARTICULAR MEASURES TO MAKE SURE THAT AS WE'RE GETTING DATA, WE CAN SEE WHETHER OR NOT WE'RE MAKING IMPROVEMENTS AND MEETING THE MARKS IN THOSE PARTICULAR MEASURES.
SO WITH THE END, OF COURSE, I MEAN, THAT'S WHAT DR.
[02:00:03]
LOPEZ AND HIS STAFF RECOMMEND TO US.I THOUGHT IT WAS A GOOD GOAL, BUT I DEFINITELY CAN SEE THE BENEFIT OF AP AND SAT.
BUT WHEN I LOOK AT IT, YOU KNOW, WITH HB 3 AND THEN THE SB 1566 AND WHERE WE ARE.
I WAS JUST TRYING TO THINK FROM SIMPLICITY STANDPOINT, WHAT IS GOING TO ACTUALLY MOVE THE NEEDLE? WHAT CAN WE MONITOR? TO GIVE US THE OPPORTUNITY TO SEE IF WE'RE ACTUALLY MAKING SOME PROGRESS OUT OF COVID? THE OTHER QUESTION I HAVE, AND I HAVEN'T FOR REALLY EVERYBODY.
A LOT OF THIS IS GEARED TO STATE BENCHMARKS GET GRADES IF WE GET TO THIS NUMBER AND WE WE'VE BEEN TALKING ABOUT IT ALL EVENING.
IF WE GET TO THIS NUMBER WITH THIS THIS, THEN WE'RE GOING TO GET A B.
AND IF WE GET TO THIS, THIS AND THIS, WE GET AN A..
I KNOW THE IMPORTANCE OF THAT BECAUSE I KNOW WE'RE GOING TO BE JUDGED BY THAT.
I KNOW THE DISTRICT IS GOING TO BE JUDGED BY HOW EACH CAMPUS IS GOING TO BE JUDGED BY THE NUMBER OF THE LETTER GRADE THEY GET.
BUT IS THAT THE BEGINNING AND END OF WHAT WE WANT TO DO IS WORRY ABOUT THE LETTER GRADES? I MEAN, THEY'RE IMPORTANT AND THE LEGISLATURE HAVE SAID THEY'RE NOT GOING AWAY.
WE UNDERSTAND THAT AND WE WANT TO BRAG LIKE WE BRAGGED WE WENT FROM A LOW B TO A VERY HIGH B.
I THINK WE CALLED IT EVEN AN A-MINUS AT ONE POINT OR A B-PLUS.
BUT I THINK SOMEWHERE WE HAVE TO DECIDE WHAT'S REALLY IMPORTANT ABOUT THE NUMBERS THAT WE WANT TO KNOW BECAUSE WE COULD BE SAYING, JUST LIKE CCMR. WHEN CCMR FIRST CAME ABOUT, DISTRICTS STARTED PLAYING GAMES.
WE'VE HEARD THE STORIES, DISTRICTS SAID.
LET'S SAY THAT MANY, MANY OF OUR KIDS WENT DOWN TO A RECRUITING OFFICE AND THEY'RE GOING TO BE IN THE MILITARY AND THEY PUT THEM DOWN IN THE MILITARY CATEGORY.
THE STATE PRETTY QUICKLY FOUND OUT THAT WASN'T TRUE AND JUST WIPED IT OUT.
WE HAVE TO MAKE SURE THAT WE ARE NOT TRYING TO QUOTE GAME A SYSTEM, BUT WE'RE TRYING TO MAKE SURE WHEN OUR KIDS GRADUATE, THEY ARE GOING TO BE THE MOST SUCCESSFUL WE CAN MAKE THEM.
AND I WANT TO MAKE SURE THAT'S WHAT WE'RE DOING.
AND I THINK I THINK WE'RE HAVING DISCUSSIONS THAT WILL LEAD US THERE.
I MEAN, WHEN WE WENT THROUGH THAT SB 1566 TRAINING.
AND THEY TALKED ABOUT THE CORRELATION BETWEEN WHAT YOU KNOW, MEETS MEANS AS IT RELATES TO A PREDICTOR FOR HOW KIDS ARE GOING TO PERFORM IN THE NEXT GRADE LEVEL.
I MEAN, THERE'S RESEARCH THAT SHOWS WHAT THAT NUMBER IS.
AND SO IF WE'RE FOCUSING OUR GOALS AROUND THAT MEETS NUMBER AND MEETS PERCENTAGES, IT'S IN ADDITION TO GETTING US A B OR AN A OR WHATEVER THAT IS.
WE'RE ALSO ALMOST IMPLYING THAT WE ARE MAKING SURE THAT OUR KIDS ARE GOING TO BE ABLE TO PERFORM AT OR ABOVE GRADE LEVEL FOR THE NEXT AND SUBSEQUENT SUBSEQUENT GRADES.
SO I DON'T KNOW THAT, YOU KNOW, A FOCUS ON MEETING THE TARGETS THAT WE TALKED ABOUT TODAY DOESN'T SATISFY THE STATE SITUATION.
I THINK IT ALSO, YOU KNOW, MAKE SURE THAT WE'RE DOING WHAT'S BEST FOR OUR KIDS MOVING FORWARD.
AND THEN AGAIN, I WANT TO THANK YOU AND DAPHNE FOR YOUR PRESENTATION.
BUT YOU KNOW, AS A BOARD, WE KEEP LOOKING FOR WAYS TO IMPROVE EDUCATION AND WHAT YOU'RE TALKING ABOUT HERE TODAY BY GETTING MORE INFORMATION.
AND I APPRECIATE THE FACT THAT YOU'RE GOING TO BE DOING THE CALENDAR WITH MS. RUSSELL.
I THINK IT'S GOING TO BE SOMETHING WHERE WE'LL HAVE MORE DATA AND INFORMATION THAT WE'LL BE ABLE TO TAKE, AND IT'S GOING TO HELP TOWARD THE STUDENT MANAGEMENT SIDE OF IT BECAUSE WE CAN REACT TO SO MANY AREAS THAT WE'VE BEEN TALKING ABOUT TODAY.
BUT YOU KNOW, WE HAVE TO HAVE THE PARENTS, WE'VE GOT TO BUY IN.
THEY HAVE TO KNOW WHAT WE'RE TALKING ABOUT HERE.
WE'RE BEATING OUR HEADS UP AGAINST THIS TABLETOP AND IT'S GREAT DISCUSSION AND WE'RE TRYING TO PUT THINGS ON PAPER TO HELP DR.
LOPEZ AND HIS TEAM TO REALLY GIVE US DIRECTION FOR THEM TO LEAD US AND FOR US TO SPEND THE DOLLARS WHERE WE NEED TO TO HELP THE KIDS.
BUT THE NUMBER ONE FACTOR AGAIN IS IS WE'RE IN THE BUSINESS FOR EDUCATION.
WE HAVE TO TRY TO TEACH THE KID.
BUT WHEN THEY COME HOME, IT'S THE PARENTS' RESPONSIBILITY AND THEY'VE GOT TO BUY IN WITH US TO HELP US ON THE DISCIPLINE MANAGEMENT SIDE OF WHAT WE'RE DOING IN THIS DISTRICT BECAUSE I'M SEEING MORE AND MORE NUMBERS.
AND I THINK THAT THE, YOU KNOW, I KEEP SEEING, YOU KNOW, THE DISPROPORTIONALITY AND IT REALLY BOTHERS ME ABOUT WHAT IS BEING TAUGHT AT HOME BY THE PARENTS.
ARE THEY READING TO HIM? BUT ARE THEY TALKING ABOUT IT OR ARE THEY REACHING OUT TO OUR COUNSELORS AND OTHER PEOPLE FOR HELP OR ASSISTANCE, WHATEVER WE NEED TO DO AS A BOARD? WE NEED TO.
WE NEED TO HELP AND WE NEED TO BE ABLE TO DO THAT.
AND I DON'T KNOW HOW WE GET THERE, BUT I LIKE WHAT YOU GUYS TALKED ABOUT THERE BECAUSE IF IT'S SOCIAL, EMOTIONAL, WHATEVER THE CASE MAY BE.
[02:05:01]
BUT WHEN I GO TO A SCHOOL OR ESPECIALLY A HIGH SCHOOL AND I SEE IN THE MORNING AND I'M SITTING HERE AT 7:30 AND I'M WATCHING KIDS GET DROPPED OFF AND I SEE 15 OR 20 JUST WALK ACROSS THE STREET AND LEAVE AND NOT GO TO CAMPUS.WHY AREN'T THEY WANTING TO LEARN? AND PROBABLY THOSE 10 ARE PROBABLY DISCIPLINE ISSUES.
AND THEY CAN COME BACK AND THEY CAN GO INTO TWENTY FIVE DIFFERENT DOORS TO GET BACK IN THE BUILDING.
SO HERE WE ARE TALKING ABOUT DISPROPORTIONALITY OR RATIOS OR WHATEVER THE CASE MAY BE.
THOSE ARE KIDS THAT ARE HURTING THOSE RATIOS.
SO I LIKE THAT YOU BROUGHT AT THAT POINT SPECIFICALLY ABOUT THOSE KIDS.
I REMEMBER WE HAD A PRESENTATION ONE TIME.
WE HAD JUST STARTED BOOSTING OR RAMPING UP OUR DYSLEXIA PROGRAM, AND WE HAD A FATHER COME IN AND TALK TO US ABOUT PERCENTAGES.
AND I HAD THIS AHA MOMENT AND I WAS THINKING TO MYSELF, WHAT IF WE HAD A LARGER PERCENTAGE OF OUR KIDS THAT WERE DYSLEXIC AND WERE UNIDENTIFIED? I HAD GONE THROUGH A DYSLEXIA SIMULATION AND FOR TWO HOURS, AND THEY PUT YOU THROUGH EXAMPLES AND EXERCISES OF HOW IT WOULD BE TO LEARN AS A DYSLEXIC STUDENT.
SO IMAGINE BEING DYSLEXIC AND NOT HAVING A 504 PLAN OR HAVING ACCOMMODATIONS TO MAKE SURE THAT YOU HAD WHAT YOU NEEDED IN ORDER TO BE ABLE TO LEARN.
PROBABLY WOULDN'T WANT TO ENGAGE.
YOU MIGHT FEEL A LITTLE EMBARRASSED.
YOU MIGHT NOT WANT TO BE IN THE CLASS.
SO INSTEAD OF SAYING IT'S THE KID'S PROBLEM NECESSARILY, I THINK WE WE NEED TO LOOK SORT OF MORE COMPREHENSIVELY AND JUST LOOK AT WHAT WE CAN DO FROM A VILLAGE STANDPOINT AND FIGURE OUT HOW DO WE MAKE SURE THAT EVERY KID HAS WHAT THEY NEED IN ORDER TO LEARN AND TO BE SUCCESSFUL? SO THAT'S THAT WOULD BE MY ANSWER.
NOT NECESSARILY AN ANSWER TO THAT, BUT I THINK YOU'RE RIGHT.
I MEAN, WE HAVE TO INVOLVE EVERYBODY AND EVERYBODY HAS TO BE ON BOARD.
SO TO MR. GLICK POINT ABOUT, YOU KNOW, HAVING THE SIMPLICITY TO BE ABLE TO EXPLAIN WHAT THESE GOALS ARE AND WHY THEY ARE AS THEY ARE AND HOW THEY'RE GOING TO HELP US TAKE THE NEXT STEP AND NOT NECESSARILY MAKE GARLAND AN A DISTRICT, BUT HOW WE'RE GOING TO HAVE THE BEST SUCCESS FOR OUR KIDS.
I THINK THOSE ARE THE CONVERSATIONS THAT WE NEED TO HAVE WITH OUR PARENTS AND OUR COMMUNITY SO THAT THEY CAN UNDERSTAND WHY WE'RE DOING AND WHY WE'RE DOING WHAT WE'RE DOING AND MAKING SOME OF THE DECISIONS THAT WE MAKE.
WE'RE I MEAN, WE'RE DIVING DEEP TODAY AND WE'RE WANTING TO GO DEEP BECAUSE WE WANT TO BE IN A DISTRICT WE WANT TO BE.
ALL OF OUR STUDENTS AND EDUCATE THEM TO THE BEST OF OUR ABILITY THAT THEY ALL WANT TO COME BACK AND BE A WORTHY CITIZEN IN THE CITY OF GARLAND, POSSIBLY GO BACK TO WORK FOR GISD, MAYBE SOME OF THEM.
AND SO I KNOW THAT THE KIDS OUT THERE AND MR. MILLER HAD MADE REFERENCE TO JUST WRAPPING THEIR UMBRELLA AND SOME LOVE SOMETIMES, YOU KNOW, HELPS.
BUT ANYWAY, I YOU KNOW, IT'S SOMETHING WE GOT TO GET THE PARENTS INVOLVED.
AND I KNOW THAT WE'LL PUT THIS OUT THERE AND IT'LL BE ON THE WEBSITE.
YOU KNOW HOW MANY PEOPLE ARE REALLY LOOKING AT IT? HOW ARE WE GOING TO MARKET THIS TO REALLY? AND I THINK IT'S GOING TO BE REALLY GOOD.
WHAT MR. GLICK SAID THAT IF WE DO GET AN MS. GRIFFIN, TOO, IF WE GET MORE DATA FROM THE TESTING FROM DIFFERENT AREAS, WE WILL BE ABLE TO TELL PEOPLE IN THE COMMUNITY, YOU KNOW, THAT HERE WE ARE.
THIS IS WHERE WE STAND, YOU KNOW, AND WE ARE DOING BETTER.
WE'RE FALLING SHORT AND YOU KNOW, WE NEED TO INVEST DOLLARS THERE OR WHATEVER THE CASE MAY BE.
SO I THINK THAT'S THERE'S BEEN SOME REALLY GOOD VALID POINTS MADE HERE TODAY AND I APPRECIATE EVERYBODY'S INPUT.
I THINK I THINK PARENTAL ENGAGEMENT LOOKS DIFFERENT FOR DIFFERENT PEOPLE.
YOU KNOW, I KNOW THAT IF YOU HAVE A FAMILY OR A HOUSEHOLD WHERE THE PARENTS WORKING TWO OR THREE JOBS, THEY MIGHT NOT BE ABLE TO BE AS ENGAGED AS MAYBE SOME OTHER PARENTS WHO HAVE A TRADITIONAL JOB SITUATION OR A STAY AT HOME FAMILY.
SO I THINK WE JUST NEED TO MAKE SURE THAT WE'RE TRYING TO ENGAGE EVERYBODY AND DO ALL OF THE THINGS THAT WE CAN THAT'S WITHIN OUR CONTROL AND TRY TO INFLUENCE THE OTHER FACTORS AS MUCH AS WE POSSIBLY CAN.
BUT AT SOME POINT, YOU KNOW, WE JUST NEED TO MAKE SURE THAT EVERYBODY HAS A SEAT AT THE TABLE AND A VOICE SO THAT WE CAN HEAR AND ACT THE WAY THAT WE NEED TO FOR THE SUCCESS OF KIDS.
AND AS YOU'RE WELL AWARE TO BE ON THE BOARD AS LONG AS YOU'VE BEEN ON HERE, THE CULTURE CHANGE AND THE DIVERSITY CHANGE THAT IS HAPPENING IN THE GARDEN INDEPENDENT SCHOOL DISTRICT, YOU KNOW, BECAUSE OF THE NUMBER OF HISPANIC THAT WE HAVE IN OUR COMMUNITY IS GROWN ANY PERCENTAGE THAT WE HAVE.
YOU KNOW, AND AS CHANGE AGENTS, WE HAVE TO ADAPT TO THAT IN OUR GOAL SEEKING FOR THIS DISTRICT.
AND AGAIN, HOW YOU COMMUNICATE THAT WITH THE MAYBE NOT ANYBODY SPEAKING ANYTHING BUT SPANISH AT THE HOUSE, IT MAKES IT TOUGH BECAUSE YOU WANT TO GET THAT INFORMATION OUT ABOUT THE BUY IN AS FAR AS DISCIPLINE.
AND I'M NOT SAYING THAT'S WHERE ALL THE DISCIPLINE COMES FROM, BECAUSE IT'S NOT, BUT THEY'RE ALL EVERYBODY'S RESPONSIBLE IN THAT RESPECT.
IT'S JUST ABOUT TEACHING THE SIMPLE FACTS, AND SOME KIDS DON'T GET IT UNTIL THEY GET NINETEEN, TWENTY TWENTY ONE OR WHATEVER THEY REALIZE.
[02:10:01]
MAN, I WISH I WOULDN'T HAVE DONE THAT, YOU KNOW, AND BECOME WORTHY CITIZENS, BUT THEY JUST CAN'T.I MEAN, I WAS A KID ONCE AND I DID SOME STUPID THINGS TOO.
I ALWAYS RESPECTED MY TEACHERS, I RESPECTED SCHOOL, I LOVED IT, YOU KNOW, I WANTED TO BE THERE AND I WANTED TO GET AN EDUCATION.
SO YOU HAVE TO HAVE THAT DRIVE AND DETERMINATION AND HOW WE INSTILL THAT WE'VE GOT TO GET THAT ACROSS SOMEHOW OR ANOTHER.
WE ALL EVOLVE AT DIFFERENT RATES FOR SURE.
MR. MILLER, I'M SORRY NOT TO WORRY YOU GUYS OUT.
YOU'VE BEEN STANDING UP FOR A LONG TIME, BUT THANK YOU.
I JUST, I GUESS, MY FINAL COMMENT TO WHERE IS THE GOALS THAT'S PRESENTED TONIGHT OR THE GOALS AS WE HAD PREVIOUSLY.
YOU KNOW, TO ME, THE IMPORTANT PART IS WHICHEVER STRUCTURE WE GO WITH.
THIS YEAR IS PROBABLY NOT A YEAR, I'M NOT GOING TO SAY I DON'T EVEN CARE WHAT THE NUMBERS ARE.
THIS YEAR IS PROBABLY NOT A YEAR WHERE THE NUMBERS ARE GOING TO BE AS RELATIVE AS THEY WILL NEXT YEAR.
IF WE'VE HAD A LEVEL OF TESTING AND MORE NORMALCY WITHIN OUR TEACHING FACE TO FACE AND ALL THE THINGS THAT WE'RE DOING TO KEEP OUR KIDS IN CLASS.
SO WHATEVER SYSTEM WE USE, I'M NOT AS ARGUMENTATIVE ABOUT THAT AS I AM TO MAKE SURE I REALLY LIKE THE PROPORTIONALITY.
I LIKE THE RATIO ASPECT OF IT.
IF WE WANT TO ADD SOME LEVELS TO STUDENT MANAGEMENT, I'M FINE.
I THINK MR. GLICK MADE A GREAT POINT.
IT'S KIND OF BEEN ONE OF MY THEMES ALL ALONG.
I DON'T I DON'T WANT TO PLAY THE GAME.
I DON'T WANT TO GAME THE SYSTEM AS MUCH AS I WANT TO PROVIDE OPPORTUNITIES FOR THE KIDS.
AND BUT WE'VE GOT TO WE'VE GOT TO PLAY THE GAME RIGHT.
SO WE HAVE TO HAVE OUR SYSTEMS SET UP.
AND I THINK STAFF DOES A GREAT JOB OF KEEPING US ON TRACK AND COMPLIANCE AND ALL THE DIFFERENT THINGS THAT WE HAVE TO DO.
SO ONCE WE GET THROUGH THIS GOAL SETTING, MY REAL THING IS I WANT EVERYBODY TO JUST CLOSE THEIR EYES AND IMAGINE THEMSELVES 50000 FEET UP ABOVE IT AND JUST LOOK AT WHAT WE'VE DONE AND THE GOALS WE'VE SET AND SEE IF WE ARE GETTING THE KIDS, GIVING THEM THE OPPORTUNITY TO BE AS COMPLETE AS THEY POSSIBLY CAN.
CREATING OPPORTUNITIES FOR ALL OF OUR STUDENTS TO ACHIEVE WHATEVER THEIR PATH IS AND SOME OF THE KIDS, WE'VE GOT TO GRAB THEM AND PUT THEM ON A PATH, RIGHT? THEY MIGHT NOT BE ON ONE YET.
SO I JUST REALLY WANT US TO KEEP IN MIND AS A GOAL, YOU KNOW, WHEN WE'RE THROUGH.
OUR RESPONSIBILITY IS TO KIND OF GET ABOVE THE, YOU KNOW, THE WEEDS AND LOOK DOWN AT WHAT WE'VE CREATED AND SAY.
DOES THIS GET US WHERE WE WANT TO GO? IS THIS A TOOL THAT'S GOING TO BE VALUABLE FOR DR.
LOPEZ AND THE STAFF? SO BUT THANK YOU ALL FOR YOUR YOUR WORK AND YOUR PRESENTATION.
WE'RE GOING TO LEAVE IT TO WE GOT OTHER COMMENTS COMING UP.
MS. DALY AND THEN, I DON'T KNOW, MR. GRIFFIN, MR. GLICK AND MR. GRIFFIN.
OK, SO I JUST WANTED TO MAKE A COUPLE OF COMMENTS.
SO WHAT I REALLY WANTED TO TAKE AWAY FROM TODAY IS IS I JUST WANTED SOME, SOME REPORTING THAT HAD SOME, YOU KNOW, I DON'T KNOW WHERE WE'RE AT THIS YEAR TO LAST YEAR, AND WE CONSTANTLY GET A BOATLOAD OF DATA.
AND TO ME, IT'S NOT VERY COHESIVE IN MOST DAYS, AND IT'S BECAUSE IT'S NOT VERY ANALYTICAL, IT'S NOT GIVING A RECAP AND IT'S NOT GIVING US SOME THAT SAYS THIS IS WHERE WE WERE AT THIS YEAR.
THIS IS WHERE WE'RE AT THIS YEAR.
WE WERE AT LAST YEAR AND THIS WAS OUR GOAL AND THIS WAS OUR FORECAST.
AND WHERE'S OUR DELTAS? I MEAN, IT'S JUST IT'S REALLY IT'S NOT ROCKET SCIENCE, BUT BECAUSE WE ARE SO SPREAD OUT TRYING TO CAPTURE SO MANY DIFFERENT THINGS.
AND ONE OF THE REASONS WHY I WENT WITH THE NEW LAYOUT WAS BECAUSE WE HAD BIG PROBLEMS. WE HAVE THE COVID AND WE HAVE THE COVID RECOVERY.
AND ALTHOUGH I WOULD LOVE TO BE ABLE TO TRACK LOTS OF THINGS, WE REALLY NEED TO PARE IT DOWN.
WHAT DO WE GOT TO TRACK, OK AND GET SOME GOOD REPORTING OF THOSE MUST HAVES SO THAT THE BEST, BEST DATA COLLECTION YOU CAN DATA MINE.
YOU KNOW, I'M BURYING DATA MINING, BUT WHAT MAKES A GOOD DATA PERSON IS SOMEONE WHO CAN LEARN HOW THAT DATA NEEDS TO BE PRESENTED FOR ITS AUDIENCE.
BUT IF THERE'S SO BOGGED DOWN WITH THE DATA MINING, THEY CAN'T COME UP WITH THAT DATA PRESENTATION.
LAST YEAR, YOUR FORECAST YOUR YOUR GOAL AND COME UP WITH WHAT YOU LIKE.
GIVE GIVE THE ABILITY TO DO YOUR DETAIL.
AND WHEN YOU HAVE THAT, WHEN YOU'VE GOT THAT, THAT'S WHEN YOU START GOING, OK, NOW LET'S LOOK AT THIS SUBSET.
[02:15:01]
OH, OK, NOW LET'S START DOING THIS.AND I THINK THAT'S WHERE WE NEVER OR AT LEAST SINCE I'VE BEEN ON THE BOARD, WE DON'T CLOSE THAT GAP, AND IT'S BECAUSE IT'S JUST, YOU KNOW, IT'S JUST AS CONSTANT WHEEL OF WANTING TO GIVE EVERYBODY WHAT THEY WANT INSTEAD OF SOME REAL, SOME REAL KNOWLEDGE POWER.
DOES THAT MAKE SENSE? SO THAT'S REALLY SO THAT I JUST WANT TO KIND OF GIVE A TO SENSE OF WHERE I COME FROM WITH THIS AND, YOU KNOW, WHETHER WE DO THE EOC OR THE SATS, I'M NOT SAYING YOU WOULDN'T EVENTUALLY WANT TO DO THAT.
BUT TO ME, WHEN I, YOU KNOW, WHEN I TOLD MR. SELDERS WAS, YOU KNOW, WE GOT REALLY BIG FISH TO FRY.
GET IT, GET IT DOWN, GET OUR REPORTING, GET IT HOW WE WANT IT.
AND THEN NEXT YEAR WE CAN WE CAN COME UP WITH SEVEN HUNDRED EXTRA THINGS THAT WE CAN REPORT WAY MORE THAN WHAT THE STATE SAYS.
BUT LET'S AT LEAST START REPORTING SOME REALLY GOOD, SOLID, EASY NUMBERS THAT COME ON A FREQUENT BASIS.
THAT DOESN'T TAKE, YOU KNOW, 20 PEOPLE TO CREATE.
THE LAST TWO QUESTIONS BECAUSE WE GOT TO MOVE ON.
ONE OF THE THINGS I HOPE WE DO IN THE FUTURE TONIGHT, WE'VE MAINLY BEEN TALKING ABOUT CATEGORIES.
DO WE WANT OLD CATEGORIES, NEW CATEGORIES? WE WANT TO BLEND THE CATEGORIES.
WHAT WE REALLY DON'T TALK ABOUT, BUT WE MUST TALK ABOUT BECAUSE AGAIN, THESE ARE OUR GOALS, NOT THE SUPERINTENDENT'S GOALS.
THESE WE SHOULD BE IN CONJUNCTION WITH THE SUPERINTENDENT, BUT THE NUMBERS THAT WE SET SHOULD BE NUMBERS THAT WE WANT TO SET.
THE NUMBERS WE HAVE HERE ARE ALL COMING FROM THE ADMINISTRATION; RIGHT? NOT ONE OF US HAD SAID WE NEED TO BE AT THIS NUMBER, BUT AT THIS POINT WE NEED TO CLOSE THIS GAP.
AT THIS POINT, WE ACTUALLY HAVE TO.
BECAUSE IF WE SET THE NUMBERS, IF WE TALK ABOUT THE ACTUAL NUMBERS PER CATEGORY, THAT'LL GIVE US A MUCH BETTER UNDERSTANDING OF WHAT WE WANT TO ACCOMPLISH.
I MEAN, YOU KNOW, WE CAN ARGUE ABOUT CATEGORIES ALL WE WANT, BUT THE NUMBERS IN THE CATEGORIES ARE WHAT'S GOING TO MAKE THE SUCCESS AND GOING TO HELP OUR UNDERSTANDING.
BECAUSE IF WE SAY, WELL, SHOULD WE DO IT, SHOULD IT BE? I'M JUST GOING TO TAKE A NUMBER SHOULD BE 80 PERCENT OR SHOULD BE SEVENTY FIVE PERCENT.
WHAT DO WE WANT? WHAT DO WE WANT THE NUMBER TO BE? WHAT DO WE WANT THE NUMBER TO BE? BECAUSE THEN ONCE WE SET, THE NUMBER WILL BE COMFORTABLE WITH IT.
IN THE PAST, WE HAVEN'T REALLY CONCENTRATED ON THE NUMBERS AS MUCH AS CATEGORIES.
AND SOMETIMES WE'VE GOTTEN TO THE POINT WHERE WE'VE BEEN SO SUCCESSFUL THAT WE'VE ALREADY PASSED THE NEXT YEAR'S GOAL, BUT WE'VE KEPT THE OLD NUMBER LIKE, WHY WOULD YOU EVER DO THAT? I MEAN, WE'RE GOING BACKWARDS.
SO WE NEED TO MAKE SURE MR. SELDERS THAT I HAD SOME KIND OF FUNNY DIALOG ABOUT THAT.
AND IF YOU DO A CERTAIN NUMBER OF PUSH UPS, WE WERE KIND OF JOKING ABOUT IT.
BUT THE REALITY WAS WE HAD ALREADY ACHIEVED THE GOAL WE SET LAST YEAR AND NOW WE SET A LOWER NUMBER FOR THE FOLLOWING YEAR.
SO ONCE WE GET COMFORTABLE WITH CATEGORIES, LET'S DO A LOT OF TIME AND SPEND THE NUMBERS AND THEN WE WILL ALL UNDERSTAND EXACTLY WHERE WE HAVE TO GO.
MS. GRIFFIN? YOUR PRESENTATION, ALL YOUR THOUGHT PROCESS.
WHAT I JUST WANT TO SAY IS THIS EXERCISE TO ME HAS BEEN VERY CONFUSING.
IT'S BEEN VERY THOUGHT-PROVOKING AND A LOT OF THINGS CAME OUT OF IT BECAUSE WE'RE EACH GROUP HAS BEEN ALL OVER THE PAGE WITH SOME OF ITS COMMENTS OF WHETHER OR NOT WE WERE WITH THE OLD OR WHETHER WE WAS WITH THE NEW FOR THE DAY OR IF WE WERE WITH THE REFRESH OR THE DAY, THEN WE GOT OFF INTO.
WE HOPE WE HAVE BOARD GOALS AND WE HAVE TO DO THIS, THAT THE OTHER AND WE WE DON'T HAVE ANY OF THIS.
THE WHOLE DEAL WAS THAT STAFF AND DR.
LOPEZ GAVE US A POINT TO START FROM.
AND SO IT'S ALMOST LIKE WE THINK WE ARE.
WE ARE DIALED INTO THIS AND WE'RE NOT DIALED INTO IT.
AND LET'S JUST BE REAL BEFORE WE HAVEN'T ALL PARTICIPATED EITHER IN UNDERSTANDING THE NUMBERS.
AND ALSO, IT'S NOT JUST SO UNIQUE TO THIS TIME BECAUSE THEY'VE BEEN CERTAIN SUBSETS OF THE BOARD THAT HAS COME UP WITH THE NUMBERS AND THE PERCENTAGES AND ALL OF THOSE THINGS.
SO I THINK ALL WE'VE DONE TODAY IS PREPARE US WITH UNDERSTANDING WHERE THE NUMBERS COME FROM.
SO THEREFORE, WHATEVER OBJECTIVES AND CATEGORIES WE END UP WITH, WE AT LEAST KNOW WHAT THE THE DATA IS FOR US TO USE TO COME WITH THAT.
LOPEZ BECAUSE WHEN WE'VE BEEN TALKING ABOUT BEHAVIORS, WE HAVE THAT SHEET AND THIS WAS SPECIFICALLY FOR US TALKING ABOUT BASICALLY STUDENT MANAGEMENT.
[02:20:03]
SO REALLY, WE WE'RE SAYING WHAT WE LIKE AND WHAT WE DON'T LIKE, BUT WE REALLY HAVE NOT NECESSARILY ESTABLISHED THE GOALS WITH THE WITH THE OBJECTIVES.SO IT'S LIKE SOME STATEMENTS HAVE BEEN MADE LIKE WE'VE BOUGHT INTO ALL OF THIS.
WE'VE ONLY BOUGHT INTO WHAT WE WANT TO SEE FOR THIS YEAR WITHOUT INTERRUPTING SCHOOL DAY AND GIVING STAFF MORE WORK TO DO THAN WHAT THEY'RE ALREADY DOING RIGHT NOW.
EMPATHETIC ENFORCERS, NOT EMPATHY ENFORCEMENT.
ALL RIGHT, SO THE MS. GRIFFIN KIND OF SET THE STAGE FOR WHAT'S HAPPENING NEXT.
I WANT YOU ALL TO THINK ABOUT A FEW THINGS BEFOREHAND.
OK, SO SOMETIMES WE FORGET THE PAST BECAUSE WE'VE MOVED ON FROM IT.
THE REASON WHY WE ORIGINALLY LOOKED AT OSS AND ISIS FOR DISCIPLINARY DISPARAGEMENT WAS BECAUSE IT FELL ON A LOT OF ACCOUNTABILITY ISSUES AND WE WERE UNDER SANCTION FOR TEA, PARTICULARLY IN OUR EXCLUSIONARY PRACTICES FOR BLACK STUDENTS AND SPECIAL ED.
SO WE'VE GOT TO REMEMBER WHY WE STARTED THAT.
ALSO, I WANT TO TALK A LITTLE BIT ABOUT FOCUSING ON ONE ENTRANCE EXAM FOR THE WHY WE DON'T FOCUS ON ONE ENTRANCE EXAM.
WE HAVE EARLY COLLEGE AND THEY HAVE TO TAKE TSIA.
THE PROBLEM WITH SAT, IT'S A NORM REFERENCE TEST.
SO WHEN THE NORM REFERENCE TEST, IT'S ALWAYS GOING TO BE ON THE BELL CURVE, OK? AND THEN YOU HAVE THE ACT.
THE ACT IS A CRITERION BASED TEST, SO THERE IS NO BELL CURVE.
EVERYBODY CAN ACHIEVE ON THAT.
AND I THINK IF WE'RE LOOKING FOR HIGHER LEVEL EDUCATION, IF WE EVER DO FOCUS ON THOSE FOLKS FOCUS ON ALL THREE, FOCUSING ON A NORM REFERENCE TEST IS NEVER GOING TO GET YOU THE RESULTS YOU THINK, BECAUSE IT'S ALWAYS NORM REFERENCE.
EVEN THOUGH YOUR SCORE GOES HIGHER, YOU MIGHT NOT SCORE AS WELL OR GET NATIONAL MERIT.
IT'S ALWAYS IT'S A CONSTANT MOVING TARGET.
SO YOU'VE GOT THOSE THREE THINGS, OK? THE EXERCISE TODAY WAS ALSO DEEPER THAN JUST GETTING TO KNOW THE DATA.
THE EXERCISE TODAY WAS ALSO TO SHOW HOW DIFFERENT ALL OF YOU SEE THINGS.
YOU SPENT MORE TIME TALKING TO EACH OTHER THAN YOU DID TALKING TO IN PAIRS FOR CLARIFICATION, SOMETIMES TO TAKE A STANCE AND MAKE MAKE MAKE YOUR POINT KNOWN.
SOMETIMES TO SHOW LIKE, HEY, I'M OPEN TO A CERTAIN ASPECT.
AND SO THAT'S HOW COMPLICATED THIS GOAL IS.
AND IT GETS EVEN MORE COMPLICATED BECAUSE MR. GLICK HIT A POINT.
SO HE SAID LIKE, AND I'M GOING TO USE THE EXAMPLE IN ALGEBRA ONE, WE EXCEEDED OUR FIVE YEAR AVERAGE FOR A FEW YEARS.
HE WANTED TO NOW MAKE THAT THING HIGHER.
WHAT WE FORGOT AND WHAT WE FORGET IS WE'RE NOT DOING THIS AT THE APPROACHES STANDARD.
IF WE DID APPROACHES, WE CAN MAKE THESE THESE THESE PERCENTAGES LOOK HIGHER.
MEETS IS VERY DIFFICULT TO GET TO AND WE FORGET THE AMOUNT OF STRESS AND PRESSURE THAT IT GOES TO EVERYBODY ELSE.
AND JUST BECAUSE YOU MAKE IT ONE YEAR, YOU WANT TO SEE MULTIPLE YEARS IF IT'S NOT A FLUKE.
WHO'S TO SAY WE HAD A GREAT YEAR? AND THEN ALL OF A SUDDEN WE MAKE THE THE MEASURE HIGHER AND THEN WE REGRESS, AND THEN WE'RE GOING TO GO BACK AND WE'RE GOING TO SAY, WELL, WHY DID WE REGRESS? WAS IT BECAUSE WE DIDN'T PUT ENOUGH EMPHASIS IN IT? WE DIDN'T DO THIS.
WE HAD A FIVE YEAR EXAM, RIGHT? AND IT DOESN'T MEAN THAT YOU YOU TAKE YOUR FOOT OFF THE GAS, BUT IT JUST MEANT THAT WE WE EXCEEDED FOR THAT YEAR THE MARK AND WE DID A GREAT JOB.
BUT WE KNOW EVERY IT'S LIKE WINNING THE SUPER BOWL.
THEN THE NEXT TEAM ISN'T THE SAME.
SO WE UNDERSTAND, WE UNDERSTAND ALL THAT.
THE ONE THING WE DO AGREE ON, WE DO NEED DATA.
IT WAS INTERESTING TO SAY THAT WE WANT TO BE ON THE TEST.
NOBODY'S GAMING THE SYSTEM, OK? NOBODY HERE'S GAMING THE SYSTEM.
BUT IF YOU AREN'T FOCUSED ON THE PRIZE, WE CAN'T COME BACK LATER AND THEN SAY, WELL, WHY DO WE DROP TO A C? WELL, WE FOCUSED ON SAT, AND THAT'S SO HARD TO GET TO THAT THESE MEASURES WENT DOWN AND OUR CCCMR WENT DOWN.
IT'S ALWAYS GOING TO BE A GIVE AND TAKE.
WE RECOGNIZED OUR CCCMR TEAM FOR GETTING US AN A JUST AT THIS PAST BOARD MEETING, AND I'M GOING TO TELL YOU IT'S A HEAVY LIFT.
[02:25:01]
AND IF IT WAS SO EASY, EVERYBODY WOULD BE DOING IT.AND THERE'S A LOT OF SCHOOL DISTRICTS LOOKING TO US SAYING, WHAT IS IT? YOU'RE DOING THAT WE'RE NOT DOING? WELL, A LOT OF THE THINGS THAT WE HAD WERE FOUNDATIONALLY HERE, BUT I'M GOING TO GIVE YOU A FEW THINGS TO UNDERSTAND WHAT A BOARD GOAL DOES.
CCMR. CAN ANYBODY TELL ME HOW MANY TASI TESTING SITES WE HAD IN GARLAND IN OUR DISTRICT, ANYWHERE IN GARLAND, SO KIDS COULD TAKE THE TEST AND TAKE EARLY COLLEGE AND GET THEIR ASSOCIATES? REMEMBER, WE'VE HAD LAKEVIEW SINCE WHAT YEAR? AS AN EARLY COLLEGE HIGH SCHOOL.
OK, SO 2005, WE'VE HAD IT, SO HOW MANY TESTING CENTERS DID WE HAVE IN GARLAND IN 2018? WE WE HAD ZERO ZERO.
SO IN THAT IN THAT PROCESS, YOU EITHER HAD IT IN YOU TO PASS THAT TEST OR NOT.
BUT LET ME ASK THEN WHAT WAS THE HOW MANY TEST PREPS DID WE HAVE FOR THAT TEST IN OUR DISTRICT? ZERO.
SO WE WENT FROM ZERO TO A TESTING SITE AT EVERY HIGH SCHOOL ALMOST MULTIPLE TIMES.
YOU CAN TAKE RETAKE THAT TEST IF YOU FAIL.
PLUS, I MEAN, WE HAVE [INAUDIBLE].
IT DOESN'T COME NATURALLY TO KIDS.
RIGHT? THAT'S WHAT THE FOCUS DOES.
SO UNDERSTAND THAT OUR FOCUS DOES HAVE AN IMPACT ON WHAT WE DO.
AND THEN MORE AND MORE ARE GOING TO COME.
THEY'RE 70 PERCENT ECONOMICALLY DISADVANTAGED.
WE CAN'T EXPECT THEM TO BE GOING OUT PLACES AND TAKING TAKING TRANSIT.
SO WITH THAT, WHO NEEDS A BREAK? OR DO WE WANT TO CHARGE ON? WE'RE AT 6:56 AND WE GOT FOUR MORE HOURS.
THE FIRST GOAL OF GOAL SETTING IS TO BE OUT OF HERE BY EIGHT O'CLOCK OK? THE FIRST GOAL AND.
SO, ALL RIGHT, SO WE'RE GOING TO CHARGE ON.
IF YOU'RE IN FOOTBALL, WHAT DOES THIS MEAN?
[V. Breakout Session: Discuss and Prioritize Goal Suggestion(s)]
HUDDLE UP.WE'RE GOING TO HUDDLE UP RIGHT NOW AS A TEAM.
OK, SO WHAT I'M GOING TO ASK YOU TO DO IS HAVE EVERYBODY BRING A CHART TABLET, PUT IT ON THE FLOOR AND YOU GUYS ARE GOING TO HUDDLE UP IN A CIRCLE AND YOU'RE GOING TO GET AROUND YOUR TEAM CAPTAIN, WHO'S YOUR BOARD PRESIDENT, AND HE'S GOING TO TAKE YOU THROUGH EACH OF THESE.
BECAUSE RIGHT NOW, MS. GRIFFIN HIT THE NAIL ON THE HEAD.
WHAT ARE WE GOING TO DO JUST FOR THIS YEAR? WE KNOW AT THE END OF THIS YEAR IT'S GOING TO CHANGE.
WE ALREADY AGREED THAT WE WANT TO HAVE THE MINIMAL IMPACT ON OUR SCHOOLS.
WE HAVE NOW DIFFERENT SETS OF DATA.
NOW WE HAVE THE DIFFERENT PROPORTIONAL RATES.
WHAT COULD WE ALL LIVE WITH MOVING FORWARD? SO WHY DON'T WE PUT THOSE THOSE THREE CHARTS DOWN? AND LET'S HUDDLE UP IN A CIRCLE AND JAMIE LEAD THE DISCUSSION ON WHAT WE WOULD LIKE TO SEE.
WE'LL PUT IT ON THE FLOOR AND YOU GUYS WILL HUDDLE UP SO YOU GUYS CAN LOOK DOWN ON THEM AND YOU CAN WALK IN CIRCLES.
DO YOU WANT ALL THREE OF THEM? YES, ALL THREE.
[02:30:44]
WE WANT TO GET TO THE FINISH LINE WHEN WE TALK ABOUT WHEN WE TALK ABOUT MEASURES, LARRY IS RIGHT.THE MEASURES DIDN'T COME FROM STAFF BECAUSE WE DIDN'T HAVE MEASURES TO GO.
[02:35:42]
BUT IF YOU LOOK AT WHERE WE WERE AT HOW WE MOVED UP EVERYBODY THE FIRST YEAR WE GOT IT, LARRY AND YOU'RE INCLUDED THIS.EVERYBODY SAID THESE ARE TWO HIGH.
[02:47:02]
GIVING THEM, AND THEN THEY WERE TOO LOW.[VI. Regroup: Finalize Goal Focus Areas]
[03:19:30]
SO REMEMBER[03:19:37]
NOT AN[03:19:39]
ATTACK.[03:19:41]
SO PLEASE DON'T BE DEFENSIVE.[03:19:47]
WHAT I'M SAYING THIS, BUT WHAT I'M SAYING IS ON THESE, ON THESE MEASURES, IT'S[03:20:06]
ALWAYS[03:20:07]
GOING TO BE RELATIVE.[03:20:12]
OK? IT'S ALWAYS WORTH IF WE OUTDO IT, WE SET THE BAR TOO LOW.OH MY GOD, THE STRESS ON THESE TEACHERS.
UNDERSTAND IT'S ON BOTH ENDS OF THE SPECTRUM.
SO LET'S FOCUS ON WHAT WE COUNT, WHAT WE WANT TO MEASURE AND THEN WHAT WE'LL DO.
IF YOU'RE NOT SATISFIED WITH THE NUMBERS.
WE CAN FILL IN THE NUMBERS AFTERWARDS.
I DON'T WANT US TO GET BOGGED DOWN ON NUMBERS, RIGHT? AND THEN ONCE WE HAVE THIS, ROBERT IS ABSOLUTELY RIGHT.
THEN WHENEVER WE GO IN TO THAT, YOU COULD SAY, HOW CLOSE ARE WE TO THIS NEW TARGET? ARE WE UP FOR THAT? OK.
SO WE CAN AGREE ON THAT AND THEN WE CAN MOVE FORWARD.
SO WE'RE NOT TALKING ABOUT NUMBERS OR ANYTHING ELSE.
WHAT WHAT IS IT, THE DATA YOU WANT AND THEN WHAT SO LET ME GO.
BUT THE ONE THING I THINK WE NEED TO ALL AGREE ON WAS THAT WE HAVEN'T FIGURED OUT STUDENT MANAGEMENT AND WE MAY NEED A GROUP TO CREATE WHAT STUDENT MANAGEMENT WE'RE LOOKING AT.
I THINK AND THEN YOU'VE GOT TO GO TO THE [INAUDIBLE] OF WHAT ARE THE OPTIONS OF WHAT WE CAN DO TO EVEN FIX [INAUDIBLE]? RIGHT? SO, ALL RIGHT, GO AHEAD.
OK, SO THE MAIN THING, I THINK SO IT'S NOT GOING TO WORRY TOO MUCH ABOUT THE NUMBERS, SO REALLY THE START RIGHT NOW WITH DISCUSSION ABOUT HOW DO WE WANT TO BLEND THESE MIC] AS THE GOOD ELEMENTS FROM THE NEW PRESENTATION I THINK THAT'S A GREAT IDEA.
SO, SO OR WE TAKE THE NEW STRUCTURE AND THEN WE ADD THE ELEMENTS FROM HERE, FROM THE MIC].
MIC] EXACTLY WHAT TIME IS ONE OR THE OTHER? THAT HAS BEEN FOR WHAT THE STATE REQUIRES.
SO WE JUST MEASURED WHAT WE WANT FROM THE STATE.
SO DO YOU THINK SO YOU'RE SAYING THAT? GO DO THIS.
MIC] WHAT WE'RE TALKING ABOUT THE FRESH VERSION OR THE OLD VERSION [INAUDIBLE] SAY WHERE WE'RE GOING TO START, WHICH ARCHITECTURE ARE GONNA WE CHOOSE? WENT AWAY FROM THE STATE, BUT WE ELIMINATED SOME OTHER BECAUSE WE SAID THAT SINCE
[03:25:01]
HOUSE BILL 3, WE'RE NOT GOING TO BE [INAUDIBLE].SO THE QUESTION I'VE GOT THE ONES,THERE ARE SOME CATEGORIES ON THERE THAT AREN'T ON THE REFRESH I'VE ONLY HEARD THE RESOURCES ABOUT THE GOAL.
YES, AND THE FRUIT BEHIND THAT, THE CLIENTS THAT YOU RECRUIT FROM [INAUDIBLE] SAID, DID YOU CHANGE ANYTHING? WE WANT TO MAKE ANOTHER CHANGE THAT WOULD REALLY BE EFFECTIVE IN THE SECOND HALF OF THIS YOU'RE JUST CHANGING NOT CHANGING YOUR CORE DATA ARE YOU? DOING IS JUST CHANGING A LITTLE BIT OF HOW IT LOOKS.
NUMBERS THAT WE HAD DON'T NECESSARILY GET US WHERE WE WANT TO BE.
SO IS THAT SOMETHING THAT WE'RE TALKING ABOUT THIS SCHOOL YEAR THAT WE'RE GOING TO BE GRADED FROM AT THE END OF THE YEAR BY TEA.
I THINK THAT NUMBERS ARE SOMETHING WE NEED TO LOOK I DON'T THINK WE NEED TO SAY ON JUST CHANGE EVERYTHING.
THE NUMBERS ARE GOING TO BE DIFFERENT.
THE CATEGORIES ARE GOING TO BE DIFFERENT.
SO THIRTY SEVEN PERCENT VERSUS.
THIS WOULD BE THIS WOULD BE US CLIMBING, TRYING TO GET BACK THE ONE THAT IS MORE AGGRESSIVE, MIC]SPEAKERS] JUST BITE THE BULLET AND LET PEOPLE KNOW YOU.
SO THOSE ARE TWO DIFFERENT THINGS WE DIDN'T ABIDE BY THE SAME WAY TEA REPORTS WE DID OUR OWN.
I NEED TO DROP ONE OF THE VERSIONS.
I PREFER TO GO TO THE Y'ALL STAY WITH ME.
YOU WANT TO DO THE UPDATED VERSION OF THE OLD GOALS, LINDA, WHAT DO YOU WANT TO DO? UPDATED VERSION OR THE REFRESH, WHICH IS THE NEW ONE.
WHEN YOU SAY UPDATED VERSION OF WHAT DOES THAT MEAN? THE NEW TARGETS? THE NEW TARGETS? SO THE NEW TARGETS.
SO WE'RE SAYING THAT FOR MATHEMATICAL PROFICIENCY, WE'RE ONLY GOING TO LOOK AT THE MIC].
SO LARRY, LARRY IN THE REFRESHED VERSION, WHAT IS IT THAT YOU WOULD ADD TO ACCOMPLISH WHAT IT IS YES.
AGAIN, MY CONCEPT IS VERY, VERY IT'S VERY DIFFICULT FOR .
I KNOW WHERE YOU ARE GOING BUT THAT'S NOT THE.
THE QUESTION IS, IF THIS VERSION IS CHOSEN, WHAT WOULD YOU LIKE TO SEE? IT'S GOING TO BE I CAN'T SOLVE THAT FOR YOU.
I'M JUST SAYING IF WE WENT TO REFRESHED VERSION ARE THERE ANY MECHANICS THAT YOU LIKE TO ADD.
YOU WILL KNOW, ONCE YOU'RE FAMILIAR WITH EVERYTHING, LARRY IS RIGHT.
IT'S GOOD BECAUSE YOU'RE GOING TO HAVE TO ENGAGE IN THE DATA, OK? BUT YOU'LL KNOW WHERE WE'RE HEADED.
LIKE IF I SAID, HEY, WE ARE AT A 54.
WHAT DOES THAT TELL YOU SO WHAT WOULD THAT YOU KNOW, IT'S NOT A WHAT.
SO NOW WHAT DO YOU THINK WE'VE GOES FOR EACH INDIVIDUAL CAMPUS TO THE DISTRICT.
SO WE DON'T HAVE THAT IN THE OLD UPDATED WE HAVE THAT IN THE SO WE SEE THAT GLANCE WITH PERFORMANCES SO, SO IS AT THAT POINT SO JUST LIKE WITH YOU, IT'LL TAKE TRAINING FOR THEM TO REPROGRAM THEIR BRAINS ON WHAT WE NEED TO GET WE'RE STILL RIGHT? .
NOW, FROM THIS POINT ON, WE'LL BE ABLE TO RANK THAT FROM EITHER IS THAT CORRECT? AND HE SAID, OH, REALLY, HOW MUCH INVOLVEMENT IS IS IT GOING TO TAKE STAFF DEVELOPMENT MIC].
SO I MEAN, WHAT ARE YOU TALKING ABOUT WHEN YOU WERE SAYING TO DO THIS THE TEMPLATE IS ALREADY HERE.
AND THEN IT'S INDIVIDUALIZED, SUPPORTING EACH CAMPUS SO THE DISTRICT CAN GET WE NEED TO GET A 70.
SO WE'LL SAY, YOU NEED TO DO THIS, YOU NEED TO DO THAT.
SOME SCHOOLS WILL HAVE AN EASIER WAY ON GROWTH.
SOME SCHOOLS WILL JUST HIT IT ON PERFORMANCE.
OK, SO NOW LOOK AT YOU GUYS EVEN KNOW MORE THAN MOST SCHOOL BOARD MEMBERS BY THIS WHOLE SESSION.
SO THE QUESTION IS THE BETWEEN THAT REFRESHED OBJECTIVES.
US DOING WHAT WE NEED TO DO TO COVER ANY AIR BALLS, SO DR.
LOPEZ, WITHIN THE STRUCTURE OF THE REFRESH WITH RESPECT TO ACT, SAT ANY OTHER OF THE TESTING THINGS WITH RESPECT TO MAP PROFICIENCIES, WITH RESPECT TO SCIENCE, BUT SAT AND THOSE ARE IN THIS REFRESH.
SO WHEN YOU LOOK AT THE CCMR RATING, .
AND IF THE DISTRICT DIDN'T MEET THE GOAL, THEN THAT WOULD BE DIDN'T MAKE THE GOAL.
BUT IN YOURS IT'S PART OF CCMR, DOES THAT GET US WHERE WE WANT TO BE FOR THE KIDS? I SAY THAT THIS IS WHEN WE COMBINE THESE THINGS, THOSE ARE REPORTS THAT WE WANT.
I'M SAYING FOR US TO KNOW HOW SO WE GET THE RESULTS FROM CCMR IS WE GET THIS DATA ALSO.
SO I DO BELIEVE YOU WOULD WANT THAT REPORTING AT WHATEVER WE DECIDE, OUR QUARTERLY AND MECHANISMS ARE GOING TO BE PART OF WHAT COMES OUT OF THE DISTRICT AFFAIRS COMMITTEE AS TO REPORTS THAT WE'RE GOING TO GET TO LOOK AT.
MY QUESTION IS IF WE'RE LOOKING AT BOARD DID WE MAKE IT OR DID WE NOT THAT'S NOW WITHIN A BIG GROUP AND I DON'T KNOW HOW IT'S WEIGHTED, IF IT'S EVENLY WEIGHTED YOU KNOW, IF YOU FAILED ONE AND PASSED THE OTHER THREE, YOU'RE STILL GOING TO GET A ON THAT OR.
SO LIKE, LET'S TAKE CCMR. WE'RE AN A IN CCMR THAT'S KIND OF.
WHAT YOU'RE SAYING IS WE'RE NOT SATISFIED WITH OUR A.
I WANT TO PUT OUR A IN OUR SATS, RIGHT? AND THEN IF YOU PUT YOUR S.A.T.S IN THERE YOU'RE GOING TO GET PEOPLE SAYING, I'M JUST GOING TO SIGN MY NAME CAUSE YOU'RE MAKING ME DO IT AND YOU'RE NOT GOING TO GET THE RESULTS YOU WANT BECAUSE THEY ALREADY GOT THEIR TSI, THEY'VE GOT THEIR COLLEGE
[03:30:02]
CREDIT.THEY GOT YOU KNOW, WHEN YOU WERE LOOKING AT LOOKING AT THOSE MEASURES.
THAT'S THAT WAS A DIFFERENT TIME.
SO LET ME ASK YOU THIS, LARRY.
WITH RESPECT TO DISCUSSION ON SATS, I KNOW THAT'S BEEN IMPORTANT TO YOU SINCE YOU ORIGINALLY DID THE FIRST SO TALK TO ME NOW ABOUT THE CONNECTION WITH ALL THE OTHER THINGS GOING ON.
AND OF COURSE, PART OF YOUR MATH THAT OK.
SO WE'RE MEASURING BUT WE HAVE SEPARATE MEASURES OUR MAJOR HIGH SCHOOL MEASURING STICK TO ME IT IS ANYWAY.
CCMR IS AN AMALGAMATION OF A WHOLE BUNCH OF THINGS AND I KNOW IT'S AN IMPORTANT MEASUREMENT, BUT IT'S ONE THAT YOU CAN PLAY YOU CAN TRY TO INFLUENCE THE NUMBER.
BUT AGAIN, WE'RE I THINK WHERE WE'RE HEADING IS.
CAN WE USE A DIFFERENT TERM SYSTEM.
THAT'S WHAT OTHER DISTRICTS DO.
WHEN I TALKED TO TRUSTEES AROUND THE STATE AND SOME OF THEM DIDN'T HAVE ANY GOALS AT ALL.
THEN THEY STARTED ADDING GOALS AND THEY WERE USING GOALS LIKE WE HAD.
DALLAS YOU COULD RECITE IT IN FIVE MINUTES WITH THE GOALS THESE ARE GOING TO BE DIFFICULT, AND WE REALLY WANT TO SPEND, THIS IS GOING TO BE A LOT OF WORK AGAIN, I GET ALL THAT.
ALL I'M SAYING IS WE YES, YES, I DO.
WE HAD SCHOOL DISTRICTS THAT HAVE A CCMR RATE THROUGH THE ROOF AND 20 PERCENT OF THEIR KIDS WERE JOINING THE MILITARY.
THE AVERAGE ACROSS THE NATION IS ONE AND TWO PERCENT.
BUT BECAUSE NOW IT'S BROKEN DOWN THIS WAY, YOU GUYS WOULD HAVE AN AHA MOMENT.
LET'S JUST SAY GUYS LIKE THAT MANY KIDS ARE JOINING THE MILITARY, AND WE ONLY HAVE ONLY ONE JROTC PROGRAM THAT MAKES NO SENSE, RIGHT? RIGHT.
SO BREAKING IT OUT LIKE THIS DOES HELP.
BUT AT THE SAME TIME, WHEN YOU CAN START SEEING GOING TO EARLY COLLEGE AND IS NO LONGER TAKING THE SAT BUT HEY, WE NEED AN SAT/ACT FOCUS.
TOO MANY KIDS ARE NOT TAKING THOSE COURSES, RIGHT? THOSE ARE THE THINGS THAT COULD COME UP RIGHT.
AND THEN YOU CAN DO JUST LIKE WE TALKED ABOUT SEVENTH GRADE MATH.
LET'S FOCUS ON FOURTH GRADE MATH OR, YOU KNOW.
SO THINK ABOUT WHAT LARRY SAID ABOUT FOURTH GRADE MATH.
YEAH, YOU WANT TO INVEST IN SEVENTH? YOU SHOULD BE INVESTING IN FOURTH.
BECAUSE YOU WANT TO GET BEFORE THE DAM IS BROKEN.
THEY'RE ALL IMPORTANT TO ALL KIDS, THEY'RE ALL IMPORTANT.
BUT LET'S GO BACK TO WHY S.A.T.
AND AP EXAMS ARE SO IMPORTANT FOR US TO TRACK AS A WHOLE.
WE HAD NO MINORITY STUDENTS IN SAT PASSING THE S.A.T.
AND AP EXAMS. THIS IS WHERE IT STARTED.
IT STARTED BEFORE WE DID THESE GOALS, WHEN WE SAID WE WANTED MORE KIDS IN A.P.
BECAUSE YOU GO TO THE ADVANCED LEVEL COURSES, WHO WAS MISSING? MINORITY KIDS, LET'S NOT.
AND BEFORE THIS AND THEN WE CHANGED TO SAY HOW MANY PEOPLE ARE PASSING THE AP EXAMS B ECAUSE WHAT WE HAVE PEOPLE DOING BUT THE KIDS EITHER WERE DROPPING OUT OR NOT SITTING FOR THE EXAM TO MAKE THE THREE.
BY THE TIME THIS CAME AROUND, WE HAD A FOCUS THAT WE WERE BORN TO REMOVE BARRIERS FOR UPPER LEVEL COURSE AND ALSO, WE WOULD REMOVE BARRIERS FOR ANY TEST THAT STUDENTS NEEDED TO PAY FOR.
WHEN WE DECIDED TO PAY FOR EVERY NATIONAL EXAM, ALL OF THE TESTING, ALL OF A.P.
AND SO WHERE WE WERE THEN AND WHERE WE ARE NOW IS A DIFFERENCE AS DAY AND NIGHT.
AND NOW WE HAVE A COUNSELING DEPARTMENT WITH THOSE CENTERS THAT ARE KNOCKING THIS STUFF OUT OF THE WATER AND MAKING SURE THAT KIDS ARE BEING EXPOSED.
HOW DO WE KNOW? WE LOOK AT HOW MANY KIDS WERE ENROLLED IN COLLEGES THIS AUGUST.
SO MY POINT IS AT A POINT IN TIME, THINGS ARE MORE IMPORTANT THAN BEFORE.
THIS WAS SOMETHING WE HAD TO SOLVE BECAUSE THIS DISTRICT HAD TOO MANY BARRIERS FOR KIDS TO SUCCEED SO WE'RE NOT THERE RIGHT NOW.
ACT AND ALL THOSE THINGS ARE PART OF THE REPORTING SUBSET WITHIN CCMR, IF YOU THINK YOU CONSIDER THAT AN AIR BALL ON OUR PART WITH RESPECT TO GOAL SETTING, THAT'S WHAT I'M TRYING TO GET AT.
NOT REALLY, BECAUSE I STILL SEE ALL THESE SUB REPORTS THAT WE CAN RECEIVE.
WE'RE SPENDING X AMOUNT OF DOLLARS ON ALL THESE EXAMS. HERE'S A QUESTION.
I THINK THIS IS WHERE RUBBER HITS THE ROAD.
AND I'M NOT SURE SATS WASN'T THE GREATEST, DID WE STILL SERVE THE KIDS, RIGHT? YEAH, I THINK SO.
THE WAY WE'RE MEASURING IT TODAY WITH ALL THE DIVERSITY IN THE DISTRICT.
IF THEY'RE MEETING THE CCMR NUMBERS, THEN WE'RE DOING SOMETHING RIGHT FOR THE KIDS AND THEY MAY NOT ALL BE TAKING THE SATS.
I JUST WANT TO MAKE SURE WE'RE SERVING THE KIDS IN THE RIGHT WAY.
ATTENTIVE TO LARRY, I WOULD SAY IF WE WENT WITH THE REFRESH AND WE GET THOSE PROGRESS REPORTS THAT WE SEE, THAT ARE SATS OR ACT OR ANY OF THOSE TESTS ARE NOT GETTING THE ATTENTION WE CAN ELEVATE THE HECK OUT OF BUT I THINK WE SHOULD STILL KEEP TO LARRY'S POINT.
WE COULD STILL KEEP THESE AS THEY ARE.
WE CAN STILL KEEP THOSE AS GOALS AND MONITOR THOSE BECAUSE WE'RE GOING TO GET THE DATA TO SHOW US WHERE WE ARE.
SO WE CAN ADD THAT TO THE YEAH, SO WHAT I WAS ALWAYS TRYING SO WE ACTUALLY KEEP WHAT WE HAVE BECAUSE THAT WAS WHAT I WAS JUST TRYING TO DO.
SO IF YOU LOOK SO IF YOU JUST TAKE LITERACY AS AN EXAMPLE, RIGHT IN THE.
THE PREVIOUS EXAMPLE THAT WE HAD.
SO WE'RE LOOKING AT THIRD RATE STAAR READING, AND WE SAID THIS IS GOING TO INCREASE FROM 48.2 PERCENT IN 2017 TO 90 PERCENT BY 2025.
WHEN YOU LOOK AT THE REFRESH, THE REFRESH IS THE SAYING THAT 46 PERCENT MIC] STANDPOINT, SO MY THOUGHT WAS WE COULD HAVE THE LITERACY GO CAPTURE WHERE WE NEED TO BE FOR A B OVERALL.
BUT UNDERNEATH THERE WE CAN STILL FOCUS ON LITERACY AS IT RELATES TO A THIRD GRADE INCREASES THEN WE HAVE THE DISPROPORTIONALITY INFORMATION THAT WE CAN SAY FOR THE GROUPS THAT ARE SHOWING THAT NEED IMPROVEMENT, WE CAN HAVE A FOCUS SPECIFICALLY GEARED TOWARDS THAT GROUP, RIGHT? I MEAN, WE'RE GETTING THAT DATA ANYWAY.
SO IT'S JUST SAYING WE'RE LOOKING AT IT AND IT SORT OF SATISFIES THE OLD TARGETS IN TERMS OF HOW WE HAD THINGS STRUCTURED.
AND THEN TO YOUR POINT ABOUT THE EOC OR CCMR, I SEE THE SAT AND THE AP STUFF MIC] SO YOU HAVE AN OVERALL WHAT WE WANT TO SEE AND THEN HAVE THOSE MEASURES THAT WE MIC] BECAUSE WE'RE GOING TO GET THOSE DATA, THOSE DATA POINTS ANYWAY.
SO AND THEN AND THEN WE CAN TARGET SO ALL OF THOSE PIECES AND HOW THEY FEED THE PROGRESS MEASURES I THINK THOSE MEETINGS NOW BECOME SO MUCH MORE IMPORTANT AND MEANINGFUL TO US.
WHEN WE'VE GOT THE GOALS WE GOT THEM SET, WE CAN SIT THERE AND LOOK AT THE DATA AND TALK ABOUT THIS.
[03:35:01]
WE CAN SEE WHERE WE STARTED TO SEE WHERE WE ARE AND SEE WHAT THE GOAL IS, RIGHT? DIRECTION.IT LIKE LARRY MENTIONED YOU KNOW, MAYBE, MAYBE THE GOALS WERE SET IS THAT WE'VE BEEN WE STARTED OUT BY TRYING TO DECIDING WE WANT THE REFRESH OR DO WE WANT THE AND I THINK WHAT WE'RE SAYING, IF YOU LIKE THE PRESENTATION OF THE DATA AND THE REFRESH, BUT NO ONE HAS A PROBLEM WITH ADDING A COUPLE OF OBJECTIVES FROM THE OLD, SINCE THEY WERE ALREADY SAID THIS THAT'S ALREADY BEEN COMMUNICATED TO THE DISTRICT.
I'D LOVE TO SEE HOW OUR ITEMS THAT WE'RE APPROVING AND VOTING ON ALL THE TIME RELATE BACK TO YEAH.
AND RECAP WHAT WE'RE GOING TO BE.
WHAT TEAM IS THIS? THIS IS TEAM GISD.
OK, BOARD FIRST OF ALL, THANK YOU.
SO WHAT WE'VE DONE HERE TODAY IS WE'VE HAD WHAT I THINK THESE ARE THE GREATEST CONVERSATIONS THAT THE BOARD HAS.
WE COME CLOSER TO SERVING OUR POPULATION OF STUDENTS AND STAFF WHEN WE HAVE DISCUSSIONS LIKE THIS THAT ARE MEANINGFUL.
I APPRECIATE EVERYBODY'S INPUT.
WE HAVE TREMENDOUS EXPERIENCE AND TREMENDOUS, TREMENDOUS EXPERTISE.
AND THE RESPECTFUL WAY THAT THIS BOARD GOES ABOUT THEIR BUSINESS TO ME IS JUST A GREAT TESTIMONY TO THE CHARACTER OF THE BOARD.
SO WHAT I WOULD LIKE TO SAY IS WE'RE GOING TO INSTRUCT DR.
LOPEZ AND STAFF TO GO WITH THEIR REFRESHED, WE CALL IT THE REFRESHED VERSION OF THE GOAL SETTING FORMAT.
WE'RE GOING TO ADD SOME TWEAKS THAT WE WILL COMMUNICATE TO DR.
THEY HAVE TO DO WITH SOME ACT/SAT MEASURES, AND THEY HAVE TO DO WITH SOME THIRD GRADE.
TO SATISFY, YEAH, WE'RE GOING TO SATISFY HOUSE BILL THREE.
THERE ARE SOME ADDITIONAL MEASURES THAT WE WILL GIVE TO YOU AND SOME NOTES, DR.
LOPEZ, WITH RESPECT TO SUBCATEGORIES WITHIN OUR VARIOUS GOALS THAT WE WANT TO MEASURE.
ROBERT SELDERS WILL WITH THE HELP OF, I GUESS, SUSANNA RUSSELL WILL CONTINUE TO WORK ON THE REPORTING CALENDAR OF HOW OFTEN THINGS ARE GOING TO BE REPORTED TO THE BOARD AND WHEN AND WHAT THE MEASURES ARE.
I THINK MS. GRIFFIN MAYBE ASK OR LARRY, ASK A GREAT QUESTION ABOUT WHAT ARE THE OTHER TESTS THAT EXISTS THAT WE CAN EVEN LOOK AT.
SO MAKE SURE THE BOARD IS EDUCATED AND AWARE ABOUT WHAT THOSE ARE AND HOW THEY'RE ADMINISTERED AND WHEN THEY'RE ADMINISTERED AND WHERE THEY'RE COMING FROM, THOSE KIND OF THINGS SO THAT WE CAN UNDERSTAND THE NUMBERS WHEN THEY'RE COMING BEFORE US.
I THINK ROBERT WILL IN HIS COMMITTEE WILL WILL DO THAT WORK.
AND THEN WHAT I HOPE TO DO IS I'LL LET.
YOU AND I WILL TALK ABOUT YOUR NEW DRAFT, IF YOU WILL.
I THINK BOARD, WE NEED TO COME TOGETHER THEN AND LOOK AT THE NUMBERS ON THOSE MEASURES.
WHEN WE GET THIS NEW DRAFT OUT, I'LL CIRCULATE IT TO EVERYBODY.
IF YOU HAVE COMMENTS ABOUT THE ACTUAL GOAL, THE NUMBERS ON THE GOALS, IF YOU HAVE COMMENTS ON THOSE.
I WILL TRY TO AGGREGATE THOSE.
AND IF IT'S NECESSARY TO HAVE ANOTHER BOARD MEETING SPECIAL WORK SESSION, HOPEFULLY NOT FOUR HOURS, ANOTHER WORK SESSION TO FINALIZE THAT DOCUMENT.
THEN WE'LL DO THAT AND THEN WE'LL HAVE HAVE IT PRESENTED, I GUESS, AT A BOARD MEETING.
MICHELLE, WOULDN'T WE NEED TO TO APPROVE THIS AT A BOARD MEETING? HOPEFULLY, WE GET THAT DONE YOU KNOW, THIS CALENDAR YEAR, MAYBE NOVEMBER, IF NOT NOVEMBER, THEN CERTAINLY.
SO IT'LL BE A IT'LL BE A JANUARY ADOPTION.
SO BOARD ARE THERE ANY QUESTIONS OR DR.
LOPEZ, DO YOU HAVE ANY QUESTIONS ON THAT.
DID I LEAVE ANYTHING OUT, ROBERT? DR. LOPEZ.
WE AGREED THAT WE'RE GOING TO USE ALL COLLEGE ENTRANCE EXAMS THAT INCLUDES TSIA, IB, AP.
AND WHAT IS IT FROM NORTH GARLAND? WE GOT A FEW EXAMS THERE.
SO BOARD, GIVE YOURSELVES A ROUND OF APPLAUSE.
[APPLAUSE] ACTUALLY, I HAD TWO GOALS TODAY.
SO MY FIRST GOAL WAS WHAT WE DID HERE FOR US TO GET GUIDANCE ON HOW TO PROCEED TO FINALIZE WHAT THE BOARD WOULD LIKE TO SEE IN THE FUTURE.
BUT THE SECOND GOAL WAS A PERSONAL GOAL WHERE YOU GUYS ACTUALLY TAUGHT EACH OTHER.
I WAS JUST HERE AS A POINT OF REFERENCE AND TO WATCH YOU GUYS CALIBRATE AND UNDERSTAND EACH OTHER'S DIFFERENT VIEWPOINTS.
SOME PEOPLE WERE ADVANCED INTO SOME SUBJECT MATTER.
AND YOU GUYS TOOK THE TIME TO EXPLAIN AND BRING EACH OTHER ON BOARD AND REALLY CARE ABOUT EACH OTHER.
YOU, YOU LISTENED TO EACH OTHER, YOU LISTENED TO EACH OTHER, YOU DIDN'T HEAR EACH OTHER, YOU LISTENED AND YOU POLITELY DISAGREED.
AND WE GOT TO A POINT WHERE, YOU KNOW, WE'RE TIRED AND WHEN WE'RE TIRED, YOU KNOW, WE EITHER NEED A SNICKERS BAR OR NAP, ALL RIGHT OR BOTH.
AND YOU GUYS WEATHERED THROUGH IT.
WE'RE GOING TO END ABOUT FIVE MINUTES EARLY, AND I WANTED TO THANK YOU BECAUSE THE MOST IMPORTANT PART OF THIS PROCESS WAS NOT REALLY MAKING SURE WE HAD A GOAL BECAUSE WE STILL HAVE ONE, NO MATTER WHAT WAS FOR US TO CALIBRATE WHERE WE ARE AS A BOARD, NOBODY KNOWS WHAT IT'S LIKE TO BE A BOARD MEMBER UNTIL THEY'RE SITTING IN THAT CHAIR.
AND THEN AT THE END OF THE YEAR, LET ME TELL YOU WHAT'S GOING TO HAPPEN.
YOU GUYS ARE GOING TO HAVE A MORE ASTUTE RESPONSIBILITY TO WHAT WE'RE DOING, THE HOW THE PROCESS WORKS, EVERYTHING WE'RE DOING.
SO WHEN WE HAVE TO MAKE OUR MODIFICATIONS, YOU GUYS ALREADY KNOW WHERE EACH OTHER IS COMING FROM AND YOU KNOW WHAT THE STATE IS EXPECTING.
AND I GUESS, JAMIE, YOU TAKE IT OVER FOR ADJOURNMENT.
OK, THE NEXT ITEM IS THE EXECUTIVE SESSION, BUT I DO NOT SEE.
SO ANYBODY MOVE FOR ADJOURNMENT? SO MOVED.
THANK YOU, BOARD.
* This transcript was compiled from uncorrected Closed Captioning.