Feb 08, 2022 District Affairs Committee Meeting

[00:00:01]

IT IS 6:05, AND I'M CALLING TO ORDER THE GARLAND INDEPENDENT SCHOOL DISTRICT BOARD OF

[I. Call to Order and Determination of Quorum]

DETERMINE THAT A QUORUM IS PRESENT.

WE WILL PROCEED WITH THE AGENDA AS PRINTED MS. HOGAN. [INAUDIBLE].

THANK YOU VERY MUCH. WE DO NOT HAVE ANY PUBLIC FORUM ITEMS. WE WILL NOW GO TO ITEM THREE, SUPERINTENDENT'S REPORT.

DR. LOPEZ. NOTHING TO REPORT.

WE'RE EXCITED ABOUT THIS ACTION PACKED AGENDA.

YES, IT IS VERY HEALTHY.

ALL RIGHT, SO, WE'RE GOING TO MOVE TO ITEM FOUR.

WE HAVE A PUBLIC HEARING FOR THE 2020-21 ANNUAL PERFORMANCE REPORT.

[IV. Public Hearing]

HEMPHILL. HI THERE, GOOD EVENING, EVERYONE.

YOU KNOW, AS A TEACHER, I WOULD ALWAYS JOKE THAT MY DAD HAD A TREE FARM SO I COULD MAKE AS MANY COPIES AS I WANTED TO BECAUSE MY DAD WAS REPLENISHING IT FOR THE WORLD.

SO NOW I FEEL LIKE I NEED TO DO THAT FOR BOARD MEETINGS BECAUSE I HAVE A LOT OF STUFF FOR Y'ALL TONIGHT. SO COMMITTEE CHAIR SELDERS, TRUSTEES, DR.

LOPEZ, THIS IS ACTUALLY A PRE-HEARING.

YOU'LL HEAR THIS EXACT SAME PRESENTATION IN TWO WEEKS.

WE'VE GONE THROUGH ALL OF THE PROTOCOLS, BUT SINCE WE DO LIKE TO REVIEW EVERYTHING BEFORE AN OFFICIAL BOARD MEETING, THAT IS THE PURPOSE OF THIS REPORT.

SO THE ANNUAL PERFORMANCE REPORT REQUIRED BY TEXAS EDUCATION CODE CHAPTER THIRTY NINE, SECTION 306 PROVIDES SEVERAL PIECES OF INFORMATION ON GISD PERFORMANCE.

OUR GOAL TONIGHT WILL BE TO PROVIDE AN OVERVIEW OF THE ANNUAL PERFORMANCE REPORT ORGANIZATION. AS A REMINDER, MOST OF THE INFORMATION INCLUDED IN THE ANNUAL PERFORMANCE REPORT. WE HAVE ALREADY SHARED THAT WITH YOU PREVIOUSLY.

THIS IS JUST A COMPILATION OF OF ALL OF THE REQUIREMENTS.

TONIGHT, WE'RE HOLDING A PRE-PUBLIC HEARING.

THE PUBLIC HEARING WILL TAKE PLACE ON FEBRUARY 22ND, SO A SPECIAL THANKS TO DR.

BABETTA HEMPHILL AND MARY GARCIA FROM STUDENT SERVICES, ALLISON DAVENPORT AND BUDGET LAUREN MCKINNEY SPECIAL PROGRAMS OR THE DEPARTMENT OF INNOVATION, OUR WEB DEVELOPMENT TEAM. DR. PAM NEBLETT AND JENNY [INAUDIBLE] AND RAD FOR THEIR ASSISTANCE IN PREPARING THIS INFORMATION FOR YOU ALL TONIGHT.

SO JUST TO REVIEW THE COMPONENTS OF THE ANNUAL REPORT, WE HAVE THE DISTRICT ACCREDITATION STATUS IN YOUR PACKET.

I DID INCLUDE TO THE ADMINISTRATOR ADDRESS LETTER ADDRESSING WHY WE DO NOT HAVE AN ACCREDITATION STATUS FOR THIS YEAR.

SO THE PURPOSE OF THIS SLIDE IS TO JUST KIND OF HIGHLIGHT THE YEARS OF THE DATA THAT WE ARE SHARING FOR YOU AND THAT'S PRESENTED IN YOUR PACKET.

SO FOR THE TEXAS ACADEMIC PERFORMANCE REPORT, THAT DATA IS COMING FROM 2020-21 STUDENT RESULTS. THE PEIMS FINANCIAL STANDARD REPORT IS FROM 2019 TO 2020 ACTUAL FINANCIAL REPORT OUR CAMPUS PERFORMANCE OBJECTIVES.

THAT'S FOR THIS SCHOOL YEAR 2021-2022.

THE REPORT ON VIOLENT AND CRIMINAL INCIDENTS SETS FOR LAST SCHOOL YEAR.

2020-2021 AND POSTSECONDARY PERFORMANCE THAT IS BASED ON THE CLASS OF 2019.

AND ALSO INCLUDED IN YOUR PACKET IS THE TAPR GLOSSARY THAT KIND OF DEFINES ALL OF THE SECTIONS OF THE TAPR REPORT.

SO AGAIN, KIND OF GOING THROUGH OUR ACCREDITATIONS AND OUR RATINGS.

2020-2021 TEA DID PUT A HOLD ON THAT RATING.

WE HAVE A SUPERIOR RATING FOR OUR FIRST RATING, WHICH IS OUR FINANCIAL RATING.

AS A REMINDER, BECAUSE OF THE IMPACT OF THE COVID-19 PANDEMIC, WE DO NOT HAVE A RATING FOR OUR ACCOUNTABILITY.

WE ARE STILL DECLARED A STATE OF DISASTER THAT WILL CHANGE WITH SPRING 2022 TESTING AND THE SUBSEQUENT ASSESSMENTS THAT ARE GOING ALONG WITH THAT.

SO THEN OUR 2021 SPECIAL EDUCATION DETERMINATION STATUS THAT IS AT NEEDS ASSISTANCE.

SO I DO WANT TO CLARIFY ON THIS PARTICULAR PIECE THAT OUR SPECIAL EDUCATION DEPARTMENT HAS WORKED WITH TEA TO SUBMIT THEIR PLAN ON HOW THEY ARE ADDRESSING THE DETERMINATION STATUS OF NEEDS ASSISTANCE AS INDICATED BY OUR RDA.

OK, SO AS WE DIVE IN TO THE TO THE MEAT OF THIS ANNUAL PERFORMANCE REPORT IS OUR TAPR, AGAIN, STATE-MANDATED REPORT AND AS YOU FLIP THROUGH THOSE PAGES OR IF YOU ARE LOOKING AT THE WEBSITE AND LOOKING AT THE WEB BASED VERSION, THERE ARE SEVERAL COMPONENTS THAT YOU WILL BE ABLE TO SEE.

SO FIRST OF ALL, IS A STAAR PERFORMANCE, THE PROGRESS AND THE PARTICIPATION.

ALSO, INFORMATION ABOUT CCMR AND OTHER POST-SECONDARY INDICATORS.

WE HAVE STUDENT INFORMATION AND STAFF INFORMATION AS IT RELATES TO DEMOGRAPHICS, STUDENT

[00:05:03]

IT GOES INTO DETAIL ABOUT THEIR YEARS OF SERVICE, EDUCATION LEVELS, SO ON AND SO FORTH.

THEN WE ALSO HAVE A FINANCIAL STANDARDS REPORT IN THE COMPREHENSIVE GLOSSARY.

IN LAST WEEK'S BOARD INSIGHTS, I BELIEVE I LINKED OUT A COLORFUL ONE PAGER THAT KIND OF SUMMARIZES THE TAPR, SO I'M HOPEFUL THAT YOU FOUND THAT HELPFUL.

SO AS WE GO INTO THE TAPR FOR STAAR PERFORMANCE, THIS IS ON PAGE THREE THROUGH NINE OF THE ACTUAL TAPR REPORT.

AS A REMINDER, WE HAVE THREE PERFORMANCE RATES FOR OUR STAAR RESULTS, SO WE HAVE APPROACHES GRADE LEVEL MEETS GRADE LEVEL AND MASTERS GRADE LEVELS.

SO AS YOU DOVE INTO THOSE RESULTS AND YOU CAN SEE IT BY GRADES AND ALSO BY SUBJECT LEVEL, THEN JUST A REMINDER THAT THOSE ARE OUR PERFORMANCE LEVELS.

NOW WE ARE LOOKING AT OUR 2021 ACCOUNTABILITY INFORMATION, BUT BECAUSE WE DON'T HAVE ANY 2020 TEA STILL INCLUDED OUR 2019 RESULTS AS A COMPARISON, IF YOU WOULD LIKE TO CALL IT A COMPARISON. ALSO, AS A REMINDER THAT THESE ARE ONLY STUDENTS THAT ARE IN OUR ACCOUNTABILITY SUBSET.

SO WHEN WE COME TO TESTING STUDENTS IN THE SPRING, WE TEST ALL OF OUR STUDENTS THAT ARE ENROLLED AT THAT TIME.

IN TERMS OF ACCOUNTABILITY, THE STUDENTS THAT COUNT FOR US, THOSE ARE ONLY STUDENTS THAT WERE IN ENROLLMENT AS OF THE LAST FRIDAY OF OCTOBER OF THAT FALL SEMESTER.

SO IF YOU'RE EVER WONDERING WHY NUMBERS MIGHT LOOK A LITTLE BIT DIFFERENT FROM ANY STAAR RESULTS THAT WE MAY HAVE PRESENTED IN JULY, AND THEN WE LOOK AT THESE REPORTS AND THEN WE LOOK AT THE ACCOUNTABILITY DATA TABLES.

THAT'S ONE OF THE REASONS WHY YOU MIGHT SEE THOSE DIFFERENCES.

SO AS WE LOOK AT PERFORMANCE ACROSS ALL GRADES AND ALL SUBJECTS FOR 2021, THIS IS WHERE WE LANDED. SO SIXTY TWO PERCENT APPROACHES, THIRTY FIVE PERCENT MEETS AND FOURTEEN PERCENT MASTERS. OK, THEN WE GO INTO DISTRICT PROGRESS.

YOU'LL NOTICE AGAIN ON PAGE 10 OF YOUR REPORT THAT THIS IS SHOWING INFORMATION FOR THE 2018 AND THE 2019 SCHOOL YEARS AND THAT IS BECAUSE WE DID NOT CALCULATE ANY STUDENT GROWTH OR THE PROGRESS MEASURE FOR THE SPRING 2021 ACCOUNTABILITY, BUT THE STATE STILL LEFT THAT INFORMATION IN THE REPORT.

WE WILL HAVE PROGRESS MEASURE FOR SPRING 2022.

OK, LET'S SEE.

SO AGAIN, JUST THE DATA UP THERE FROM 2019.

NOW, IF YOU'LL TURN TO PAGES 11 AND 12 OF THAT PDF DOCUMENT, YOU'LL NOTICE THE INFORMATION FOR BILINGUAL AND ESL PROGRAMING AND AGAIN, IN THE FALL, WE HAD A WHOLE PRESENTATION ON OUR BILINGUAL AND ESL PROGRAM, BUT THIS RIGHT HERE IS DISAGGREGATING THE DATA AS IT PERTAINS TO THESE PARTICULAR STUDENTS.

OK. SO IN 2021, WE HAD THIRTY FIVE POINT ONE PERCENT OF OUR STUDENTS THAT PARTICIPATED IN BILINGUAL AND ESL PROGRAMS AS COMPARED TO THE PREVIOUS YEAR THAT WE WERE SITTING A LITTLE BIT OVER THIRTY PERCENT.

OTHER SUCCESS INDICATORS THAT TEA MEASURES ON THIS TAPR REPORT.

WE HAVE STAAR PARTICIPATION.

WHEN YOU LOOK AT THAT PARTICULAR LINE, I THINK OF A LINE ITEM.

YOU'LL NOTICE THAT WHEN WE'RE LOOKING AT THE 2021 RESULTS AND YOU SEE THAT DIP, I BELIEVE IT'S NINETY THREE PERCENT AND THEN YOU LOOK AT THE 2019 RESULTS, PLEASE REMEMBER THAT VIRTUAL INSTRUCTION HAD A BIG IMPACT ON STUDENT PARTICIPATION DURING THAT SPRING TESTING.

WE ALSO SEE GRADUATION AND DROPOUT RATES, ATTENDANCE, THE GRADUATION PROFILE.

AGAIN, AS MENTIONED BEFORE, OUR CCAR READINESS, POST-SECONDARY INDICATORS ARE ALL IN THE REPORT. OK.

JUST TO NOTE THE CLASS OF 2019 ENROLLMENT IN TEXAS HIGHER EDUCATION INSTITUTES INSTITUTIONS WAS FIFTY SIX POINT EIGHT, AND THIS IS AN INCREASE.

I BELIEVE IT WAS FIFTY POINT SEVEN THE PREVIOUS YEAR, SO WE ARE SEEING FIFTY FOUR POINT SEVEN. I APOLOGIZE.

SO WE ARE SEEING AN INCREASE IN OUR ENROLLMENT OF STUDENTS IN HIGHER EDUCATION INSTITUTIONS IN THE STATE OF TEXAS.

WE DO NOT HAVE ACCESS TO THOSE WHO ATTENDED COLLEGES AND UNIVERSITIES OUTSIDE OF THE STATE OF TEXAS. OK AND THEN MOVING ON TO PAGES TWENTY THREE AND TWENTY EIGHT OF THE REPORT. AGAIN, YOU SEE THE STUDENT ENROLLMENT INFORMATION, STAFF INFORMATION AND PROGRAM INFORMATION. SO STUDENTS ENROLLED BY PROGRAMS, TEACHER BY PROGRAMS, SO ON AND SO FORTH.

OK, THEN WE GO INTO WE COME OUT OF THE TAPR AND INTO OUR PEIMS FINANCIAL STANDARDS REPORT THAT IS ALSO FOR YOU IN YOUR PACKET.

THIS IS BASED ON OUR PEIMS DATA.

YOU'LL SEE THE REPORT THAT WE HAVE A DISTRICT AND WE HAVE CAMPUS REPORTS.

[00:10:03]

SO EVERYTHING IN DR.

RINGO AREA IS PART OF THIS REPORT.

SO THAT'S WHY WE THANK ALLISON, FOR PROVIDING THAT INFORMATION.

OKAY, ALSO REQUIRED AS PART OF OUR ANNUAL PERFORMANCE REPORT IS WE NEED TO BE ABLE TO PROVIDE TO YOU ALL THE CAMPUS IMPROVEMENT PLANS.

WE HAVE A LOT OF CAMPUSES, SO CAN YOU IMAGINE HOW MANY MORE TREES I WOULD HAVE KILLED IF I WOULD HAVE PROVIDED ALL OF THOSE FOR YOU? SO IN YOUR PACKET, YOU HAVE THE DISTRICT IMPROVEMENT PLAN PROVIDED TO YOU BY LAUREN MCKINNEY AND ON THE WEBSITE, WE HAVE ALL OF THE CAMPUS IMPROVEMENT PLANS OUTLINED THERE.

THEN WE MOVE INTO THE REPORT ON VIOLENT AND CRIMINAL INCIDENTS.

AGAIN, A REQUIREMENT THAT WE PUBLISH THIS AS PART OF OUR ANNUAL REPORT.

BECAUSE THIS IS NOT PART OF TAPR, THIS WILL ALSO BE LOADED TO OUR WEBSITE AFTER THE FEBRUARY 22ND MEETING.

YOU WILL SEE THE SUMMARY THAT WAS PROVIDED BY DR.

HEMPHILL AND MS. GARCIA, AS WELL AS A TABLE THAT INCLUDES ALL OF THE DIFFERENT INCIDENTS BY CAMPUS AND AGGREGATED AT THE END OF THE TABLE.

SO NO SURPRISE IF WE HAVE FEWER STUDENTS ATTENDING CAMPUSES THAT WE HAD FEWER VIOLENT OR INCIDENT OR VIOLENT OR CRIMINAL INCIDENTS DURING THE 2020-21 SCHOOL YEAR.

SO WHEN I STAND BEFORE YOU NEXT YEAR AND WE SEE A SPIKE IN THOSE NUMBERS, JUST REMEMBER THIS IS BECAUSE OF THE IMPACT THAT VIRTUAL EDUCATION HAD ON OUR CAMPUS AND SOME OF OUR KIDDOS STAYING HOME. OK, THEN WE MOVE INTO THE POST-SECONDARY PERFORMANCE PART OF THE REPORT. AGAIN, THIS IS INFORMATION THAT IS PROVIDED BY THE TEXAS HIGHER EDUCATION COORDINATING BOARD.

IT IS A REPORT THAT IS FOR THE 2018-19 GRADUATES AND THEN IT TRACKS THOSE GRADUATES AND THEIR PERFORMANCE IN COLLEGE, THEIR FALL OF THEIR FRESHMAN YEAR, SPRING OF THEIR FRESHMAN YEAR AND SUMMER OF THEIR FRESHMAN YEAR TO DETERMINE THOSE GPA POINTS.

SO IN ADDITION TO THE REQUIRED REPORT, [INAUDIBLE] HAS CREATED THE 2021 GRADUATE REPORT THAT DOES BRING US INTO THE CLASS OF 2020.

OK, SO ANY QUESTIONS ABOUT THE COMPLIANCE SIDE OF THE REPORTS THAT WE'VE PRESENTED FOR YOU TONIGHT? THANK YOU, MS. JOYNER. TRUSTEES, ARE THERE ANY QUESTIONS FOR MS. JOYNER? MR. MILLER? YEAH, JUST REAL QUICK, WHEN I'M READING THROUGH THIS, ALL THIS DATA JUST ON THE FIRST PAGE OF THE DATA, SAYS MY PAGE TWENTY THREE.

I DON'T KNOW IF YOU HAVE THAT, BUT JUST SINGLING OUT SOMETHING LIKE MATHEMATICS, THE PERCENTAGES YOU KNOW AT GRADE LEVEL OR ABOVE WENT FROM SEVENTY FOUR TO THIRTY SIX.

I GUESS WHAT I'M ASKING, IN LOOKING AT THE DATA, IS THERE A WAY TO INTERPRET WHETHER KIDS WHO USED TO MASTERS HAVE NOW SLID TO APPROACHES? IF SO, IF WE SEE AN INCREASE IN APPROACHES BUT A DECREASE IN MASTERS, MAYBE THEY JUST SLID DOWN. IT WASN'T THAT WE IMPROVED, YOU KNOW, FROM THE BOTTOM UP.

THAT'S WHAT I'M TRYING TO TELL BY THIS DATA.

IS THAT WHAT THAT WOULD TELL YOU? NOT PARTICULARLY ON THIS PAGE.

WHERE WE WOULD NORMALLY SEE THAT IS ON THE PROGRESS MEASURE, WHICH AGAIN, WE DON'T HAVE FOR THE TESTING OF 2021.

THAT'S WHERE WE'RE REALLY BEING ABLE TO SEE HOW A STUDENT, WHAT THEIR GROWTH WAS LIKE FROM THE PREVIOUS YEAR AND SO THE WAY THAT THE ACCOUNTABILITY SYSTEM IS SET UP, WE GET EITHER A HALF POINT OR POINT OR NO POINTS, RIGHT.

SO IN THE EXAMPLE THAT YOU GAVE WERE WE HAVE A STUDENT THAT WAS AT MASTERS AND THEY TEETER DOWN, THEY'VE REGRESSED IN THEIR ACADEMICS, THEN WE WOULDN'T BE GETTING THE FULL POINT FOR THAT STUDENT. SO WHILE WE DON'T SEE IT IN THIS DATA SET BECAUSE WE DON'T HAVE THAT GROWTH FROM 2020 SINCE WE DIDN'T TEST IN 2020, WE DO MONITOR AND TRACK THAT AND WE WILL BE SEEING THAT WHEN WE LOOK AT THE 2022 ACCOUNTABILITY.

SO THAT I THINK TO ANSWER YOUR QUESTION, THAT'S WHERE WHERE YOU WOULD REALLY SEE ANY REGRESSION IN TERMS OF STUDENT GROWTH.

SO IF I WERE TO TAKE ON THAT SPECIFIC EXAMPLE, THE DISTRICT, FOR 2021 AT WAS SIXTY FOUR, MEETS WAS THIRTY THREE AND MASTERS IS

[00:15:04]

THAT'S NOT CUMULATIVE IN ANY WAY, IS IT? SO NOW I UNDERSTAND WHERE YOU'RE GOING.

YES, SO STUDENTS THAT ARE IN THE APPROACHES CATEGORY THAT ALSO INCLUDES STUDENTS THAT WERE AT MEETS AND AT MASTERS.

OK. YES, SO IF YOU WERE TO ADD UP THOSE PERCENTAGES OF APPROACHES, MEETS AND MASTERS, YOU'RE GOING TO END UP WITH MORE THAN ONE HUNDRED PERCENT AND LET ME SAY IT IN A WAY THAT I CAN UNDERSTAND.

OF THAT SIXTY FOUR PERCENT, SOME OF THOSE KIDS WENT ON AND DID MEETS GRADE LEVEL AND IN SOME OF THEM WENT ON AND DID MASTERS.

CORRECT. OK.

SO IF WE WERE LOOKING AT ONE HUNDRED PERCENT RIGHT, YOU WOULD SAY THE SIXTY FOUR PERCENT OF STUDENTS WERE AT APPROACHES OR ABOVE.

SO APPROACHES MEETS OR MASTERS AND THEN THE DIFFERENCE OF THAT, THIRTY SIX PERCENT DID NOT MEET THE MINIMUM STANDARD.

SO THAT'S THE ONLY PLACE THAT YOU'LL END UP ADDING UP TO ONE HUNDRED BECAUSE IF YOU TRY TO ADD THE OTHERS, IT'LL MESS YOU UP.

AND THEN THE PRIOR YEAR WAS EIGHTY ONE PERCENT, SO IT WENT FROM EIGHTY ONE SLID DOWN TO SIXTY FOUR. CALL IT THE COVID CLIFF OR WHATEVER YOU WANT TO CALL IT.

IT'S JUST THAT'S WHERE WE ARE TODAY.

YES, SIR AND WHERE WE WANT TO ALWAYS SEE THE BULK OF OUR NUMBERS IS IN THAT MEETS CATEGORY. WE DON'T WANT THE BULK OF OUR NUMBER [INAUDIBLE] WHEN WE LOOK AT IT HERE, BUT IF WE WERE TO EXTRAPOLATE IT RIGHT, IF WE WERE TO TAKE THAT SIXTY FOUR AND SUBTRACT OUT THE MEETS AND SUBTRACT OUT THE MASTERS AND LOOKING AT IT IN ISOLATION, WE WOULD WANT THE BULK OF OUR STUDENTS AT THE MEETS GRADE LEVEL.

OK, AND WERE YOU GOING TO GO THROUGH THE NUMBERS WITH US TONIGHT ANY OR YOU JUST WANT US TO ASK QUESTIONS? IF YOU WANT TO ASK QUESTIONS BECAUSE WE LOOKED AT THESE NUMBERS WHEN WE LOOKED AT THE STAAR PERFORMANCE, WHEN I DID THE PRESENTATIONS IN THE FALL, BUT IF YOU HAVE QUESTIONS, I'M HAPPY TO HAVE THAT PREPARED FOR THE PUBLIC HEARING OR I CAN ADDRESS ANY OF THAT--I HAVE A GENERAL QUESTION.

SURE.

THIS WILL BE MY LAST ONE, MR. SELDERS. [CHUCKLING] YOU KNOW, I'VE BEEN CONCERNED THAT WE DON'T KNOW WHERE THE BOTTOM IS. WE KNOW THAT THERE'S BEEN A COVID CLIFF OR HAVE BEEN A FALL OFF OF GRADES.

WE KNOW THAT THERE HAVE BEEN SO MANY THINGS THAT HAVE INTERFERED WITH EDUCATIONAL EFFORT, COVID LOCKDOWNS, YOU KNOW, VIRTUAL, ALL THE DIFFERENT, YOU KNOW, TEACHER SHORTAGE, BUS DRIVER. EVERYTHING'S A SHORTAGE.

WHAT IS YOUR FEEL FOR, HAVE WE BOTTOMED OUT? DO WE STILL HAVE SOME EFFORT TO STOP THE SLIDE? IS IT GOING TO CONTINUE THROUGH THE REST OF THE YEAR? I MEAN, WHERE ARE WE IN THE WHOLE SPECTRUM? SURE AND WHILE I DON'T INTERACT DAILY WITH TEACHERS, I DO KNOW THAT THEY ARE REALLY STRUGGLING THIS YEAR.

MANY HAVE EXPRESSED JUST THAT THIS YEAR'S EVEN HARDER THAN LAST YEAR, RIGHT? BECAUSE THERE ARE SO MANY DIFFERENT VARIABLES.

I THINK LAST YEAR THEY COULD COMPARTMENTALIZE LIKE THESE ARE MY VIRTUAL KIDS.

THESE ARE MY FACE TO FACE KIDS AND I'M DOING THE BEST TO JUGGLE EVERYTHING.

NOW, HAVE WE BOTTOMED OUT? GOD, I SURE HOPE WE ALREADY HAVE.

NOW, NEXT MONTH, I WILL BE COMING TO YOU WITH OUR MAP RESULTS FOR MIDDLE OF THE YEAR AND WHAT'S REALLY INTERESTING IS I'VE HAD CALLS TEACHERS FRANTIC ABOUT THEIR MAP BECAUSE THEIR KIDS HAVE ALREADY EXCEEDED THE END OF THE YEAR GROWTH AND THEY'RE LIKE, WAIT A MINUTE. SO NOW THEY HAVE TO GROW SOME MORE? SO THAT'S GOOD.

THAT'S GOOD NEWS FOR ME.

IS SAYING MAYBE THEIR PERFORMANCE LEVEL STILL ISN'T AT GRADE LEVEL OR ABOVE, BUT IF WE'RE SEEING THAT MUCH GROWTH IN THE SEMESTER THAT THEY'VE HAD THEM ALREADY AND THEY'RE LIKE, HOW AM I GOING TO GET THEM TO GROW SOME MORE? AND THE MAP DOES GIVE THEM A NEW TARGET FOR END OF THE YEAR.

TO ME, THAT'S A BRIGHT SIGN THAT OUR KIDS AND OUR TEACHERS ARE REALLY HUSTLING OUT THERE TO CLOSE THOSE GAPS.

YES, SIR. ANY ADDITIONAL QUESTIONS WITH REGARD TO THE TAPR? MR. GLICK. THANK YOU.

IS IT FAIR FOR US TO CONTINUE TO USE REGION 10 RESULTS AS A BENCHMARK? I KNOW IT'S A TOUGH QUESTION.

YOU KNEW I WAS GOING TO ASK IT. YES, YES, BECAUSE YOU HAVE MENTIONED IT BEFORE.

I THINK, FAIR OR NOT FAIR, THAT'S HOW WE'VE ALWAYS PRESENTED DATA TO YOU.

SO I FEEL LIKE IF I WERE TO TAKE IT OUT, Y'ALL WOULD WONDER HEY, WHERE'S THE REGION 10 DATA? BUT WHAT I'M HAPPY TO DO AND WE'VE BEEN WORKING ON IT IN MY OFFICE IS COMPILING A LIST OF DISTRICTS THAT ARE SIMILAR TO US IN TERMS OF SIZE AND ECO-DIS STATUS AND ALL OF THAT AND LOOKING AT OUR RESULTS FROM THAT LENS.

SO I THINK I'LL ALWAYS PRESENT TO YOU THE STATE AND THE REGION, BUT IT MAY BE ADDING THAT

[00:20:04]

ALL AND THOSE WOULD BE DISTRICTS ALL AROUND THE STATE? CORRECT. YES, I THINK THAT WOULD BE HELPFUL, IN ADDITION TO REGION 10.

YES, BECAUSE I KNOW THAT WE'VE HAD DATA BEFORE TO YOU THAT HAS LIKE MESQUITE AND RICHARDSON AND, YOU KNOW, THE METROPLEX, BUT OUR STUDENTS ARE EXTREMELY DIVERSE, RIGHT? AND WE DON'T ALWAYS FIT INTO THE MOLD OF WHAT OTHER METROPLEX SCHOOL DISTRICTS LOOK LIKE.

SO WHILE THERE'S NOT GOING TO BE ONE OUT THERE THAT IS IDENTICAL TO US IN TERMS OF STUDENT ENROLLMENT AND OUR ECONOMIC DISADVANTAGE RATE AND OUR RACE AND ETHNICITY BREAKDOWN, I THINK THAT WE'RE FINDING A PRETTY GOOD RANGE TO BRING TO YOU ALL.

SO SO WE ARE WORKING ON THAT SO THAT WHEN WE GET THE RESULTS FOR SPRING TESTING THAT WILL HAVE THAT READILY AVAILABLE TO YOU.

THANK YOU. YES.

THANK YOU. YES.

ALL RIGHT. WE'RE GOING TO NOW MOVE TO THE INFORMATION ITEMS THAT WE HAVE.

AS YOU GUYS CAN SEE, WE HAVE A PRETTY HEALTHY AGENDA HERE, AND I JUST WANTED TO ACKNOWLEDGE AND THANK DR.

RUSSELL AND DR.

CADDELL FOR PULLING THIS ALL TOGETHER.

I KNOW THAT THEIR TEAM HAD SEVERAL CHALLENGES OVERCOMING ILLNESSES, AND SO IT WAS A LITTLE BIT MORE THAN NORMAL LIFT FOR THEM.

SO I JUST WANT TO LET THEM KNOW HOW MUCH I APPRECIATE THEM GETTING THIS PULL TOGETHER FOR OUR DISTRICT AFFAIRS COMMITTEE MEETING TONIGHT.

SO WE'LL START WITH THE INFORMATION ITEM 5A.

[V. Information Items]

NURSE RENEE AND MR. BEACH.

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

LOPEZ. JUST WANT TO GO OVER A COUPLE OF ITEMS ABOUT COVID UPDATE.

THERE'S CERTAINLY A LOT OF THINGS WE HAVE LEARNED OVER THE LAST TWO YEARS, AND WE ONE THING I'VE LEARNED IS THAT JUST WHEN YOU THINK YOU KNOW EVERYTHING.

ANOTHER VARIANT COMES ALONG AND IT CHANGES HOW YOU VIEW COVID ALTOGETHER.

BUT THERE ARE SOME THINGS THAT ARE CONSISTENT.

ONE THING IS IS THAT CURRENT VACCINES ARE EXPECTED TO PROTECT AGAINST SEVERE ILLNESS.

THAT'S WITHOUT A DOUBT IT'S BEEN PROVEN.

IF YOU'RE AN ADULT, YOU HAVE A FIVE TIMES MORE LIKELIHOOD OF GETTING INFECTED WITH COVID IF YOU ARE NOT VACCINATED AND KIDS HAVE A SEVEN TO 11 TIMES HIGHER CHANCE OF GETTING COVID IF YOU'RE UNVACCINATED.

IF YOU HAVE THE BOOSTER VACCINE, YOU'RE 88 PERCENT MORE PROTECTED AGAINST SEVERE ILLNESS.

SO THAT IS GOOD NEWS.

SO THE VACCINES SEEM TO BE WORKING.

THE OMICRON VARIANT, YOU CAN BE VACCINATED EVEN WITH A BOOSTER AND GET THE COVID, SO THAT IS NOT GOING AWAY. SOME OF US WILL GET COVID EVEN IF WE'RE BOOSTED.

ONE OF THE THINGS WE LEARNED ALSO IS THAT THE RAPID TEST, UNLESS YOU ARE TESTING WHEN YOU'RE SEVERELY SYMPTOMATIC, IT IS MISSING SOME POSITIVE RESULTS.

SO WHAT HAPPENS IS YOU MAY RAPID TEST ON ONSET OF SYMPTOMS. IT MAY BE NEGATIVE.

YOU GET A PCR TEST AND THEN IT'S POSITIVE AND THEN YOUR SYMPTOMS PROGRESSIVELY GET WORSE.

SO IT'S NOT 100 PERCENT FAILSAFE, BUT IT IS BETTER THAN NOTHING.

ONE OTHER THING THAT'S BEEN COMING UP LATELY IN THE MEDICAL ARENA IS TALKING ABOUT IDENTIFYING CLOSE CONTACTS AND DOES IT DO ANYTHING TO SLOW THE SPREAD IN SCHOOLS? THERE HAS BEEN MORE AND MORE DATA OUT THERE THAT IDENTIFYING CLOSE CONTACT DOESN'T REALLY HAVE A HUGE IMPACT IN SLOWING THE SPREAD, ESPECIALLY DURING A SURGE.

NOW, WHEN THE SURGE WAS GOING ON, IT WAS THE WORST SURGE WE'VE EVER HAD.

IT WAS WORSE THAN DELTA.

I'LL BE HONEST WITH YOU, WE WERE SEEING OVER A THOUSAND CASES A WEEK, BUT WE WERE IDENTIFYING CLOSE CONTACTS.

WE COULD HAVE A KINDERGARTEN CLASSROOM AND WE IDENTIFY THE CLOSE CONTACTS.

THREE OF THOSE CLOSE CONTACTS MAY HAVE GOTTEN COVID, BUT THEN THREE OTHER KIDS THAT WE DIDN'T IDENTIFY AS CLOSE CONTACTS GOT COVID.

SO IT DOES WORK TO AN EXTENT, BUT WHEN YOU'RE IN A HIGH SURGE, THERE'S REALLY NOT A LOT YOU CAN DO TO PREVENT IT ANYWHERE IN THE GROCERY STORE, IN THE SCHOOL SETTING.

THE ONLY THING WE CAN DO IS MONITOR FOR SYMPTOMS AND THAT'S WHY WE HAVE NURSES AND WE HAVE CLINIC ASSISTANTS ON OUR CAMPUSES TO MONITOR THEM AND GO GET PEOPLE TESTED.

SO IF YOU WANT TO KNOW IF YOU HAVE COVID, GET TESTED.

I COULD BE A DOCTOR, YOU KNOW, WHATEVER, I CAN'T LOOK AT YOU AND SAY, YOU HAVE COVID.

IF YOU WANT TO KNOW IF YOU HAVE COVID, GO GET TESTED.

THERE'S PLENTY OF TESTS OUT THERE RIGHT NOW.

WE DID HAVE A SHORTAGE DURING THE SURGE WITH PCR TESTS, BUT THERE'S PLENTY OF TESTS OUT THERE RIGHT NOW AND THOSE SITES ARE GROWING MORE AND MORE.

ALTHOUGH I DO CAUTION WHERE YOU GO GET TESTED.

[00:25:02]

SO WE HAVE TO BE CAUTIOUS TO COME OUT QUICK, BUT THEY MIGHT NOT BE ACCURATE.

WITH THE HOME TESTS, WE'RE ACTUALLY SEEING A LOT MORE FALSE POSITIVES THAN WE'RE SEEING FALSE NEGATIVES, WHICH IS KIND OF STRANGE.

AT THE PEAK, LIKE I SAID, WE WERE OVER A THOUSAND CASES A WEEK.

THIS WEEK, I SHOULD SAY LAST WEEK WE ONLY HAD 300 CASES SEEMS LIKE A LOT, BUT IT'S A LOT BETTER COMPARED TO WHERE WE WERE.

THE CASES ARE STARTING TO COME DOWN.

I THINK WE HAD 68 TODAY.

ALL CAMPUSES ARE BACK IN THE GREEN ZONE, SO THAT'S GOOD.

WE HAVE NO ONE ON YELLOW AND RED.

I PERSONALLY LOVE THE COLOR ZONE SYSTEM.

IT'S NOT LIKE IT'S A MIRACLE THING.

OH, YOU'RE ON YELLOW. SO NOW YOU'RE NOT GOING HAVE ANY COVID, BUT WHAT IT DOES IS IT PUTS EVERYBODY IN THE MINDSET LIKE, WHOA, WE NEED TO DO SOMETHING.

SO YOU START TO SEE PEOPLE WEARING THEIR MASKS MORE FREQUENTLY, WASHING THEIR HANDS, ADULTS KEEPING DISTANCE FROM EACH OTHER.

SO IT DOES HAVE AN IMPACT PSYCHOLOGICALLY IF NOTHING ELSE OF WHAT PEOPLE ARE DOING WHEN THEY GET INTO THOSE LEVELS AND THAT IS ALL I HAVE ABOUT COVID. ONE THING I DID WANT TO MENTION, I'M SURE YOU ALL HAVE SEEN IT THAT WE ARE GOING TO CENTRALIZE COVID TRACING.

IT'S GOING TO TAKE OUR PARENTS AND STAFF A LITTLE BIT TO GET USED TO THAT PROCESS, BUT WHAT IT DOES IS IT ALLOWS PEOPLE TO GET ANSWERS A LITTLE BIT MORE QUICKLY, GET THEM ACCESS, GET THEIR ABSENCES EXCUSED AND GET THEIR SCHOOLWORK TO THEM AS QUICK AS POSSIBLE.

THANK YOU, NURSE K.

TRUSTEES, ARE THERE ANY QUESTIONS? OK, THANK YOU SO MUCH.

ALL RIGHT, OUR NEXT ITEM IS OUR MONTHLY GOAL PROGRESS, STUDENT MANAGEMENT AND DISCIPLINE UPDATE FOR THE FALL.

DR. HEMPHILL AND MS. GARCIA.

IT'S BEEN A WHILE. GOOD EVENING.

GOOD EVENING. CHAIRMAN SELDERS, PRESIDENT MILLER, BOARD OF TRUSTEES AND DR.

LOPEZ, TONIGHT'S PRESENTATION HIGHLIGHTS CUMULATIVE DISCIPLINE DATA FOR THE '21-22 FALL SEMESTER. WE WILL BEGIN WITH THE REVIEW OF THE PROVIDED EXCLUSIONARY DISCIPLINE BOARD REPORTS BY DISTRICT AND LEVEL, AS WELL AS AN UPDATE ON OUR STUDENT MANAGEMENT BOARD GOAL.

WE WILL TAKE A QUICK LOOK BACK AT THE SAME TIME PERIOD FOR THE 2019-20 SCHOOL YEAR, WHICH INCLUDES A COMPARISON OF PREVIOUS YEARS, INCIDENTS, CONSEQUENCES AND STUDENT BEHAVIORS BY LEVEL AND LASTLY, WE WILL PROVIDE INFORMATION ON CURRENT AND UPCOMING CAMPUS SUPPORTS FOR STUDENT BEHAVIORS.

LET'S BEGIN WITH OUR PROVIDED EXCLUSIONARY DISCIPLINE REPORTS, WHICH ARE ALSO IN YOUR BOARD PACKET AND ALSO IN YOUR BOARD PACKET IS THE SAME INFORMATION BI-LEVEL ELEMENTARY, MIDDLE AND HIGH SCHOOL.

HERE YOU SEE THE DISTRICT LEVEL REPORT.

THE DATA YOU SEE IS A LOOK AT DISTRICT DISCIPLINE, INCIDENTS AND CONSEQUENCES BROKEN DOWN BY GENDER AND ETHNICITY, AS WELL AS PROGRAM AND GRADE LEVELS.

THE FORMAT AND TERMINOLOGY ON THESE REPORTS REMAINS THE SAME, BUT AS A QUICK REMINDER, THE TOP SECTION PROVIDES OUR ENROLLMENT AND THEN MOVING FROM LEFT TO RIGHT.

YOU WILL SEE INFORMATION ON INCIDENTS AND REFERRALS AND THEN DATA FOR OUT-OF-SCHOOL SUSPENSIONS IN-SCHOOL SUSPENSIONS AND PLACEMENTS AT THE DAEP, WHICH, AS A REMINDER, ARE EXCLUSIONARY CONSEQUENCES THAT WE MONITOR.

ALSO A QUICK REMINDER AND I'VE ADDED IT ON THE SCREEN, EACH SECTION REFERS TO UNDUPLICATED TOTALS, WHICH IS ACTUALLY THE NUMBER OF STUDENTS RECEIVING A REFERRAL OR PLACEMENT AND DUPLICATED TOTALS, WHICH REFERS TO THE TOTAL NUMBER OF INCIDENTS OR REFERRALS OR DISCIPLINE PLACEMENTS FOR THE DISTRICT.

OVER SIX THOUSAND STUDENTS RECEIVED ONE OR MORE OF THE THIRTEEN THOUSAND PLUS REFERRALS, IF YOU'RE READING LEFT TO RIGHT.

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WE ALSO SAW A SHARP INCREASE IF YOU NOTICE IN PLACEMENTS AT THE DAEP OR ALTERNATIVE SCHOOL IN THE DISTRICT.

SO WE PLACED THREE HUNDRED AND TWENTY SEVEN STUDENTS IN DAEP IN THE FALL.

THAT'S THREE HUNDRED AND FORTY ACTUAL PLACEMENTS.

SO WE ACTUALLY HAD A FEW STUDENTS THAT WERE PLACED TWICE AND THAT IS A BIG INCREASE OVER 2019 YEAR TOTALS, WHICH WE'LL TALK ABOUT IN ONE SECOND.

THE MIDDLE SECTION THAT'S HIGHLIGHTED WITH THE BLUE BOX BREAKS DOWN THOSE PLACEMENTS BY ETHNICITY AND GENDER, AND THE PERCENTAGES INDICATE THE RELATIVE RISK RATIO THAT DETERMINES THE LEVEL OF DISPROPORTIONALITY IN DISCIPLINE TOTALS.

IF THE PERCENTAGE REFLECTS A SIGNIFICANT DISPROPORTIONALITY, THAT NUMBER IS HIGHLIGHTED IN RED.

ON OUR DISTRICT REPORT, YOU WILL SEE THAT OUR AFRICAN-AMERICAN STUDENTS RECEIVING OUT-OF-SCHOOL SUSPENSIONS IS DISPROPORTIONATE TO OUR OTHER STUDENT GROUPS AND LAST, THE PIE CHARTS AT THE BOTTOM JUST GIVES A VISUAL REPRESENTATION OF THE RELATIONSHIP BETWEEN OUR ENROLLMENT AND DISCIPLINE NUMBERS BY ETHNICITY.

ON OUR ONE GOAL TRACKER, YOU CAN SEE THAT THE DISTRICT PERCENTAGE OF EXCLUSIONARY CONSEQUENCES GIVEN IS SLIGHTLY HIGHER THAN THE PRE-PANDEMIC FALL SEMESTER OF 2019.

OUR GOAL FOR THIS SCHOOL YEAR IS ACTUALLY 40 PERCENT EXCLUSIONARY CONSEQUENCES.

MS. GARCIA, JUST ONE SECOND.

TRUSTEES BRING YOUR ATTENTION TO THE FOLDER THAT WAS HANDED TO YOU.

THERE'S AN UPDATED VERSION OF THE DOCUMENT THAT YOU SEE IN THE OUR BOARD BOOK FOR THIS PARTICULAR SLIDE. SO JUST WANTED TO MAKE MAKE YOU AWARE OF THAT.

THANK YOU. THANK YOU AND THAT IS BECAUSE WE NOTICED THAT WE WERE MISSING A COUPLE OF HUNDRED STUDENTS ON OUR BOARD REPORTS FOR OUR DAEP PLACEMENTS AND SO ONCE THAT GLITCH WAS FOUND, WE WERE ABLE TO CORRECT THE SLIDE.

SO WE DID PROVIDE YOU.

IT WAS JUST SLIGHTLY OFF, BUT THOSE PLACEMENTS, OF COURSE, ARE IMPORTANT.

SO OUR GOAL FOR THIS YEAR IS THAT OF ALL THE CONSEQUENCES, GIVEN THAT ONLY 40 PERCENT OF THOSE CONSEQUENCES SHOULD BE EXCLUSIONARY.

SO WE WILL CONTINUE THE WORK OF ACHIEVING THAT PERCENTAGE BECAUSE AS YOU CAN SEE, WE ARE BEHIND THE MARK FOUR PERCENT.

SO AS YOU KNOW, OUR DISTRICT LIKE DISTRICTS ALL OVER THE UNITED STATES HAS BEEN EXPERIENCING AN UPTICK IN OUR DISRUPTIVE BEHAVIORS.

BEFORE SCHOOL BEGAN, EXPERTS WERE STATING THAT THE PANDEMIC RESULTED IN A THREE YEAR LEARNING LOSS ACADEMICALLY, BUT WE ARE ALSO REALIZING THAT STUDENTS RETURN TO IN-PERSON LEARNING WITH MAJOR GAPS IN SOCIAL AND COPING SKILLS DUE TO THE LACK OF SOCIAL INTERACTIONS. AS A QUICK REFERENCE, I'VE INCLUDED THE INFORMATION FROM THE 2019 FALL SEMESTER EXCLUSIONARY CONSEQUENCES BOARD REPORT THAT YOU RECEIVED IN 2019 AND SO I PUT THE NUMBERS ON THE SLIDE AND NEXT TO 2021 TOTALS SO YOU CAN SEE A QUICK COMPARISON.

I JUST OUTLINED THAT DATA ON THE SLIDE.

SO SURPRISINGLY, VERY SURPRISINGLY TO MOST, THE ACTUAL NUMBER OF INCIDENTS HAS NOT INCREASED. IF YOU CAN SEE ON THE SLIDE 2019, WE HAD, FOR EXAMPLE, STUDENTS WITH INCIDENTS SIXTY THREE, TWENTY SIX AND IN '21, THE NUMBER OF STUDENTS WITH INCIDENTS TOTALED SIX THOUSAND THIRTY THREE.

THE PERCENTAGE OF THOSE INCIDENTS OR THOSE STUDENTS IS CLOSE, 11 AND 12 PERCENT, BUT LET'S LOOK AT THE TOTAL INCIDENTS RIGHT UNDER THAT.

IN 2019, FOR THAT FALL SEMESTER, WE HAD SIXTEEN THOUSAND TWO HUNDRED AND TWENTY THREE TOTAL INCIDENTS IN THE ENTIRE DISTRICT AND FOR 2021 SAME TIME PERIOD WE ONLY HAD THIRTEEN THOUSAND SEVEN HUNDRED AND FIFTY EIGHT.

SO WHILE WE SEE FROM THE DATA, THE NUMBER OF INCIDENTS REPORTED IS LOWER THAN THE LAST TIME PERIOD IN 2019.

WE ARE ABSOLUTELY SEEING A RISE IN SPECIFIC AND MORE SEVERE BEHAVIORS, AND IN SOME CASES

[00:35:03]

HOWEVER, JUST BEHAVIORS THAT ARE MORE SEVERE IN NATURE AND REFLECT OUR STUDENT SAFETY.

LOOKING AT THOSE SPECIFIC BEHAVIORS WITHIN GROUPS OF STUDENTS WILL ALLOW US TO PROVIDE THAT NEEDED SUPPORT FOR THE CAMPUSES.

SO HERE WE HAVE THE TOP REASONS WHY OUR ELEMENTARY STUDENTS RECEIVED A REFERRAL AND AGAIN, IT'S BROKEN DOWN BY GENDER AND ETHNICITY, AND IT'S ALONG WITH THE PERCENTAGE OF OCCURRENCES FOR THE TOP BEHAVIORS.

THE TOP REASON THAT STUDENTS RECEIVED AN OUT-OF-SCHOOL SUSPENSION IS INDICATED WITH THE BOLD FONT. OFTEN IT IS ONE OF THE TOP BEHAVIORS, BUT IF IT ISN'T, YOU WILL SEE A FOURTH BEHAVIOR. AGAIN, THE NUMBER OF INCIDENTS THAT YOU SEE IN ALL OF THOSE CATEGORIES IS SIMILAR TO PREVIOUS YEARS, IF NOT LOWER, BUT THE PERCENTAGES OF OCCURRENCES FOR THE BEHAVIORS HAS ACTUALLY INCREASED.

THE BEGINNING OF THE YEAR WAS ESPECIALLY DIFFICULT FOR THE ELEMENTARY LEVEL.

WE DID SEE A RISE IN AGGRESSIVE AND PHYSICAL BEHAVIORS, AS WELL AS VERBAL THREATS AND BEHAVIORS THAT RELATED TO VERBAL INCIDENTS, DISORDERLY CONDUCT, WHICH YOU WILL SEE MORE THAN ONCE ON THE ELEMENTARY BEHAVIORS.

IT INCREASED QUITE A BIT THIS YEAR IN THE ELEMENTARY LEVEL.

DUE TO SOME EXTREME BEHAVIORS FROM A SELECT GROUP OF STUDENTS THAT AFFECTED BOTH THE CLASSROOM AND OFTEN THE CAMPUSES, THE GRADE LEVEL MOST AFFECTED WAS OUR KINDERGARTEN LEVEL BECAUSE MANY OF OUR KINDERGARTEN STUDENTS HAD NOT PREVIOUSLY EXPERIENCED ANY TYPE OF STRUCTURED LEARNING ENVIRONMENT DUE TO THE PANDEMIC.

WE ALSO SAW AN INCREASE IN OUT-OF-SCHOOL SUSPENSIONS AT THIS LEVEL AND A HIGH NUMBER OF STUDENTS WHO ARE INVOLVED IN THESE INCIDENTS.

THE GOOD NEWS IS THAT THE NUMBER, THE PERCENTAGE AND ACTUALLY THE SEVERITY FOR THE ELEMENTARY LEVEL HAS DECLINED DRAMATICALLY, PEAKING IN NOVEMBER.

NOVEMBER, THIS YEAR WAS OUR PEAK FOR THE MOST INCIDENTS, AND WE'VE SEEN A DRAMATIC INCLINE FOR THOSE INCIDENTS AND DISCIPLINE PLACEMENTS EACH ADDITIONAL MONTH TO CURRENT DATE. OK, HERE'S OUR MIDDLE SCHOOL BEHAVIOR, SO WE KNOW THAT TRADITIONALLY MIDDLE SCHOOLERS STRUGGLE SOMETIMES WITH INTERACTIONS AND SOCIALIZATION, BUT THIS YEAR WAS ESPECIALLY DIFFICULT, THE TRANSITION ONTO CAMPUS.

MANY OF OUR CURRENT SEVENTH GRADERS HAVE NOT BEEN ON CAMPUS SINCE THE FIFTH GRADE, AND SO THAT WAS AT AN ELEMENTARY SCHOOL.

IN ADDITION TO A RISE IN THE PERCENTAGE OF PHYSICAL CONFRONTATIONS AMONG STUDENTS, WHICH YOU SEE IN ALMOST EVERY GROUP HERE AND YOU SEE THAT ON THE SLIDE.

WE ALSO SAW AN INCREASE IN A FEW BEHAVIORS, ONE OF WHICH I THINK YOU DO SEE DESTRUCTION OF PROPERTY. WE SAW A MANY MORE OF THESE BEHAVIORS, EVEN IF IT DIDN'T MAKE THE TOP THREE AND THIS WAS DUE TO QUITE A BIT OF THE VANDALISM THAT I KNOW YOU'VE PROBABLY HEARD ABOUT BACK IN OCTOBER RELATED TO SOCIAL MEDIA PLATFORMS AND TIKTOK.

SO, YOU KNOW, WE HAVE A REASON FOR THAT.

WE ALSO SAW THAT THE BEHAVIOR OF FAILURE TO FOLLOW RULES INCREASED.

IT INCREASED IN PERCENTAGES, ALTHOUGH WE DO SEE THAT BEHAVIOR OFTEN ANYWAYS, AT THIS AGE, THE PERCENTAGE OF OCCURRENCES INCREASED AND AGAIN, IT'S THE SEVERITY OF EACH INCIDENT THAT OCCURS BEHAVIORS THAT DID NOT MAKE THE TOP THREE BUT INCREASED DRAMATICALLY THIS YEAR AND REALLY HAVE A MAJOR EFFECT ON OUR CAMPUSES.

WE SAW A GREAT RISE IN TERRORISTIC THREATS AND ALSO STARTING FIRES AND INCIDENTS IN THE RESTROOM. IT MAY HAVE JUST BEEN A HANDFUL, BUT A HANDFUL'S A LOT WHEN YOU'RE TALKING TO SCHOOL SAFETY. OF COURSE, WE SAW BEHAVIORS THAT WERE MANDATORY PLACEMENTS AT THE ALTERNATIVE SCHOOL, AND SOME OF THOSE BEHAVIORS OCCURRED OFF CAMPUS, BUT ACCORDING TO CHAPTER THIRTY SEVEN, WE DO RESPOND TO THEM.

SO TAKING A LOOK AT OUR HIGH SCHOOL, THE OCCURRENCE OF TYPICAL BEHAVIOR SUCH AS TRUANCY

[00:40:06]

WE ARE ADDRESSING THAT AND IT'S MOST LIKELY THE AVAILABILITY OF THESE DEVICES ARE ON EVERY CORNER YOU CAN.

IT WAS LEGALIZED SUPPOSEDLY FOR A BRIEF PERIOD OF TIME, SO WE ARE SEEING A GREAT RISE IN THOSE INSTANCES.

SO IN ADDITION TO THAT, AT THE BEGINNING OF THE YEAR, MANY STUDENTS WHO CHOSE TO VAPE IN THE RESTROOMS AT CERTAIN SCHOOLS ALSO SET OFF THE FIRE ALARMS, AND THAT IS ALSO A CAMPUS SAFETY. SO WHEN THOSE STUDENTS ARE IDENTIFIED, OF COURSE, THEY ARE ALSO PLACED AT THE ALTERNATIVE SCHOOL ASSAULTS AND THE SEVERITY OF ASSAULTS THAT OCCURRED INCREASED AS WELL. LUCKILY, THESE BEHAVIORS ARE NOT IN OUR TOP OCCURRENCES, BUT THE HANDFUL AGAIN CAUSES MAJOR DISRUPTIONS.

SO FOR BOTH HIGH SCHOOL AND MIDDLE SCHOOL STRUCTURES AND CAUSES WERE ANALYZED AND ADDRESSED. FOR EXAMPLE, MONITORING RESTROOMS AND THE HALLWAYS WERE A STRUGGLE ON OUR SECONDARY CAMPUSES AT FIRST.

SO OUR BEHAVIOR SPECIALISTS AND WE WORKED WITH THOSE CAMPUSES TO IDENTIFY WHAT THE STRUGGLE WAS AND MAYBE JUST REVISE SOME OF THOSE SIMPLE MONITORING SYSTEMS SO THAT THEY COULD USE PERSONNEL FOR THE CLASSROOM FOR SUB COVERAGE WHEN NEEDED.

HOWEVER, HALLWAYS COMMON AREAS SUCH AS HALLWAYS AND RESTROOMS WERE SUPERVISED, WHICH RESULTED IN A DECREASE IN THESE INCIDENTS.

OK, SO OUR SUPPORTS.

WE'VE GONE THROUGH AN ENTIRE SEMESTER AND WE DIDN'T JUST LET THE BEHAVIORS HAPPEN, OF COURSE, AND NOT ADDRESS THEM.

SO WE START AT THE BEGINNING OF THE YEAR WITH PROVIDING OUR CAMPUSES WITH THAT REGULAR SUPPORT RELATED TO THE TITLES YOU SEE HERE, THE DISTRICT WIDE PBIS INITIATIVE, THE CLASSROOM MANAGEMENT PLANS MODELED AFTER SCHOOL WIDE DISCIPLINE PLANS, CAMPUS WIDE SYSTEMS AND LESSON PLANS FOR TEACHING BEHAVIOR EXPECTATIONS.

EVERYTHING THE CAMPUSES COULD NEED FOR RETURN TO IN-PERSON LEARNING.

OUR FOUR BEHAVIOR SPECIALISTS WORKED WITH THE CAMPUSES TO PROVIDE THOSE RESOURCES SO THAT ALL OF OUR CAMPUSES, BOTH AT THE BEGINNING OF THE YEAR AND AGAIN, WE REVISE THESE FOR THE SEMESTER WERE IN PLACE.

IF YOU TAKE A LOOK AT THE SLIDE.

FOR EXAMPLE, WE HAD A RESET TRAINING IN DECEMBER IN THE BEHAVIOR SPECIALISTS WORKED WITH OUR CAMPUS BEHAVIOR TEAMS AND ADMINISTRATORS.

THEY BROUGHT THEIR CAMPUS INFORMATION IN AND SO WE WERE ABLE TO TAKE THAT INFORMATION AND PUT IT IN FORMATS THAT THEY COULD USE, SO THEY DIDN'T HAVE TO RECREATE THE WHEEL.

RESTORATIVE PRACTICES WERE OFFERED TO RESET ROOM TEACHERS AND IN-SCHOOL SUSPENSION TEACHERS, AND I WOULD LIKE TO INTRODUCE THOSE LADIES, THEY'RE KIND OF SUPERHEROES TO ME RIGHT NOW JUST BECAUSE THEY ARE THE ONES PROVIDING THE SUPPORTS FOR ALL SEVENTY TWO CAMPUSES ON PBIS, CLASSROOM MANAGEMENT AND THOSE SEVERE BEHAVIORS I WAS REFERRING TO.

SO THESE ROCK STARS, IF YOU WOULD STAND UP AND COME JOIN ME, PLEASE QUICKLY.

DAWN J.

AND KEISHA FORD, CINDY RODRIGUEZ AND JULIE MONCRIEFF.

SO I OWE QUITE A BIT TO THESE LADIES TAKING THEY COLLABORATE WITH CAMPUSES ON A DAILY BASIS. THEY STARTED THE YEAR AT THE ELEMENTARY LEVEL, COVERING CLASSES AND HELPING OUT WHERE NEEDED AND HELPING OUT FOR THOSE BEHAVIORS AND THEY WERE ABLE TO ADDRESS THOSE BEHAVIORS BECAUSE THEY SAW THEM THEMSELVES AND THEY COMMUNICATED WITH THE COUNSELORS.

I MEAN, EXCUSE ME WITH THE CAMPUSES AND COUNSELORS AS WELL.

SO I WANT TO RECOGNIZE OTHER DEPARTMENTS WHO WE COLLABORATED WITH THAT PROVIDED SUPPORTS THE ENTIRE SEMESTER.

BACK IN THE MIDDLE OF THE SEMESTER, WE HAD A BEHAVIOR TASK FORCE WHERE WE INVITED ADMINISTRATORS AND TEACHERS IN THE SECURITY DEPARTMENT, MTSS AND COUNSELING JUST TO SEE

[00:45:05]

WE DID THE ROOT CAUSE ANALYSIS WITH THE CAMPUSES AND THE DISPROPORTIONALITY TRAINING AND OUR BEHAVIOR SPECIALISTS DID THAT WITH US SO THAT THEY WERE ABLE TO ADDRESS THOSE SPECIFIC BEHAVIORS THAT WERE UNCOVERED IN THE ROOT CAUSE ANALYSIS.

SO ANOTHER THING WE ARE WORKING ON IS SUPPORT FROM THE DAEP BACK TO CAMPUS AND ADDING EXTRA SUPPORT FOR THAT BECAUSE OF THE NUMBER OF INCIDENTS AND LAST, JUST UPCOMING SUPPORT. WE ARE GOING TO OFFER THE COACHING CLASSROOM MANAGEMENT, WHICH IS FOR ALL THE INSTRUCTIONAL STAFF WE COLLABORATED WITH TEACHING AND LEARNING AND DECIDED, LET'S GET THE PEOPLE WHO ARE IN THE CLASSROOM SUPPORTING TEACHERS TRAINING ON THIS.

SO THAT IS COMING UP.

NO SUBS, EVERYTHING'S GOOD TO GO.

CAMPUSES ASKED FOR DE-ESCALATION TRAINING, SO THE FOUR BEHAVIOR SPECIALISTS ARE DOING A DISTRICT WIDE TRAINING, STARTING WITH ADMINISTRATORS, AND THEY'VE ALREADY STARTED GOING TO CAMPUSES ON DE-ESCALATION TECHNIQUES FOR THE TEACHERS TO USE ON THEIR CAMPUSES.

THEY HAVE ALSO CREATED A BEHAVIOR ACADEMY SERIES THAT IS DELIVERED TO TEACHERS.

IT'S OPEN TO ALL TEACHERS AND ADMINISTRATORS IN THE DISTRICT.

WE HAD OUR FIRST SESSION.

THEY HAVE KIND OF HAD A RESET OF THEIR OWN BECAUSE OBVIOUSLY THESE TRAININGS CAN'T BE DONE DURING THE DAY. WE NEED OUR TEACHERS IN THE CLASSROOM, SO THEY REVISED.

WE HAVE TRAININGS AFTER SCHOOL.

WE HAVE THEM ON SATURDAYS AND VIRTUALLY.

IF YOU BUILD IT, THEY WILL COME.

WE HAVE SEEN A LARGE NUMBER OF TEACHERS AND ADMINISTRATORS COME TO HELP JUST WORK ON THESE SUPPORTS FOR THEIR TEACHERS.

SO VERY PROUD OF ALL OF OUR GISD STAFF AND THE COLLABORATION THAT THE OTHER DEPARTMENTS HAVE HELPED WITH THESE BEHAVIORS AND WITH ALL OF THEM.

HOPEFULLY WE ARE STARTING TO SEE THAT DECLINE.

LIKE I SAID, ELEMENTARY DRASTIC DECLINE.

ALL THREE LEVELS, THERE HAS BEEN A SLIGHT DECLINE IN THESE SEVERE BEHAVIORS THAT WE ARE SEEING. ANY QUESTIONS? THANK YOU FOR THAT PRESENTATION.

MR. BEACH? YES, MS. GARCIA, I'VE GOT QUITE A FEW QUESTIONS I WANT TO ASK IF YOU DON'T MIND.

FIRST OF ALL, THANK YOU FOR YOUR TEAM THAT YOU HAVE THERE BEHIND YOU.

THEY DO A GREAT JOB, BUT I AM CURIOUS IF ONE THING THAT I DIDN'T NOTICE IN THE COMPARISON DATA ABOUT THE NUMBER OF SPECIAL ED CHILDREN THAT WE'RE LOOKING AT THAT ARE ALSO PLACED IN THE IN-SCHOOL SUSPENSION AND ALSO OUT-OF-SCHOOL SUSPENSION, THAT COULD BE WHAT WE USED TO CALL A FREQUENT FLYER AND I'M JUST CURIOUS IF YOU HAVE THAT DATA AVAILABLE FOR US TO SEE BECAUSE I KNOW THAT THOSE ARE STUDENTS THAT ARE PRETTY TOUGH, SOMETIMES.

WELL ON YOUR REPORT, SO FOR THE DISTRICT AND THEN BI-LEVEL, IF YOU WILL MOVE DOWN THERE IS AT THE VERY BOTTOM. I THINK ON THE SECOND PAGE, IF YOU FLIP IT OVER ON YOUR REPORTS, IT SHOWS THE RDA, WHICH IS THE SPECIAL ED DATA.

I KNOW THAT OUR SPECIAL ED DEPARTMENT HAS BEEN WORKING VERY HARD IN MAKING SURE THAT THESE STUDENTS HAVE BEEN PLACED IN THEIR APPROPRIATE SETTINGS, THAT THEIR PAPERWORK, SUCH AS BEHAVIOR, INTERVENTION PLANS AND WHATNOT ARE UP TO DATE SO WE CAN PROVIDE THOSE SERVICES WE SAW, DEPENDING ON THE LEVEL THE NUMBER OF STUDENTS FROM THAT GROUP VARIED.

SO IN ELEMENTARY AT FIRST, THE SPECIAL ED NUMBERS WERE NOT AS HIGH BECAUSE THOSE WERE STUDENTS TRANSITIONING INTO SPECIAL ED.

SO FOR MIDDLE SCHOOL AND SECONDARY, YES, WE ARE WORKING VERY, VERY DILIGENTLY ON ADDRESSING THOSE NUMBERS BECAUSE UNFORTUNATELY, SOME OF THOSE STUDENTS WHO MAY OR MAY NOT HAVE GOTTEN THE SUPPORT THEY NEEDED IN THE LAST YEAR AND A HALF ARE SOME THAT ARE, YOU KNOW, IN ISS AND OUT-OF-SCHOOL SUSPENSIONS AND PARTICIPATING IN THOSE, YOU KNOW, BEHAVIORS THAT THE SEVERE BEHAVIORS THAT WE'RE SEEING SO DEFINITELY BEING ADDRESSED, AND YES, WE ARE SEEING IT.

OKAY, THE OTHER QUESTIONS I HAVE AND I APPRECIATE THE SUPPORT THAT YOU'RE GIVING THE CAMPUSES, BUT I'M ALSO CONCERNED BECAUSE WE'VE HAD DISCUSSION ABOUT IT TONIGHT, ABOUT STUDENT IMPROVEMENT, STUDENT ACHIEVEMENT, DATA SCORES AND ALL THIS TYPE OF THING.

THE PEOPLE THAT ARE HAVING TO DEAL WITH THAT ON THE CAMPUS, YOU'RE ASSISTANT PRINCIPALS THAT CANNOT GET INTO THE CLASSROOMS TO DO THE TIME THAT THEY NEED TO BE WORKING THOSE

[00:50:02]

SO, I WANT TO REALLY HARP TO THE PUBLIC INTO THIS BOARD AND TO EVERYBODY OUT THERE OF HOW IMPORTANT IT IS ON THE STUDENT MANAGEMENT SIDE THAT IS A VITAL IMPORTANCE OF LEARNING AND IT IS A VITAL PART THAT WE PUT TEETH INTO WHAT WE DO IN THIS DISTRICT SO THAT THE KIDS AND THE PARENTS UNDERSTAND THAT WE MEAN BUSINESS WE WANT TO TEACH.

WE WANT YOUR CHILD TO LEARN.

WE WANT TO GIVE THE BEST EDUCATION THAT WE CAN GIVE, BUT WE NEED YOUR HELP AND COOPERATION. SO MY HAT'S OFF TO THE ASSISTANT PRINCIPALS AND TO YOUR GROUP HERE.

I KNOW THAT THEY WORK WITH THOSE STAFFS OUT THERE ON THE ASSISTANT PRINCIPAL SIDE.

MY HAT'S OFF TO THEM BECAUSE I'VE BEEN WANTING TO KNOW WHAT THEY'VE JUST LIKE YOU HAVE MARY AND YOU KNOW WHAT YOU'VE GONE THROUGH WITH THAT, BUT THAT IS A VERY VITAL TOOL THAT THOSE FOLKS, THE ASSISTANT PRINCIPAL, SPEND ALL DAY DEALING WITH ISSUES INSTEAD OF BEING ABLE TO DO WHAT WE REALLY WANT THEM TO BE DOING.

SO SOMEHOW OR ANOTHER, WE'VE GOT TO CORRECT THAT ISSUE.

WELL, AND YOU'RE ONE HUNDRED PERCENT CORRECT.

I JUST I WILL SAY THAT ANYTHING THAT WE CAN DO AND WE CAN PREPARE OR PROVIDE FOR CAMPUSES, THAT'S WHAT THESE LADIES DO AND WE ARE ADDRESSING THOSE SEVERE BEHAVIORS WITH A ZERO TOLERANCE.

HONESTLY, BECAUSE SAFETY IS THE MOST IMPORTANT THING, THE CLASSROOM DISRUPTION.

YES, WE HAVE TO ADDRESS ALL OF THAT OR THE LEARNING ISN'T GOING TO OCCUR.

SO WE KNOW IT'S CRUCIAL I COMMUNICATE WITH THE ADMINISTRATORS EVERY DAY.

THEY APPRECIATE YOUR SUPPORT AS WELL.

COMMUNICATE WITH THE EDLS FOR EACH OF THE LEVELS TO HEAR WHAT THE ISSUES ARE SO WE CAN GET OUT THERE AND ADDRESS THEM.

WELL, I KNOW THAT FROM EVEN MAY OF 2016, WHEN I DID LEAVE THE CLASSROOM AND THEN BECAME A BOARD MEMBER, WE WERE DOING AT THAT PARTICULAR TIME WE HAD DIFFERENT LEVELS TIER ONE, TWO AND THREE, WHICH TO ME NEEDS TO BE THROWN OUT THE WINDOW IN THE FIRST PLACE BECAUSE, WHATEVER THE SITUATION IS OR THE DISCIPLINE SITUATION IS, NEEDS TO BE DEALT WITH IN THAT FORM OR FASHION.

AND I KNOW THAT IT'S REAL EASY FOR PEOPLE TO COMMUNICATE AND RESPECT ONE ANOTHER AND WHEN I HEAR THAT LACK OF RESPECT THAT I HEAR SOMETIMES FROM THE STUDENT TO THE TEACHER, WHEN THAT TEACHER REALLY SWEAT AND TEARS AND BLOOD AND EVERYTHING HELPING THAT STUDENT TRYING TO GET TO ANOTHER LEVEL, IT REALLY BOTHERS ME AND IT BOTHERED ME BACK THEN IN 2016.

SO, YOU KNOW, I'M LOOKING AT THE PLACEMENTS WHEN WE GO TO WHEN WE TALK ABOUT AEC AND OTHER PLACEMENTS THAT WE'RE PUTTING THE CHILDREN, ARE WE LOOKING AT THOSE FACILITIES AS IMPROVEMENT AREAS? IN OTHER WORDS, LET'S SAY A STUDENT'S BEEN PLACED THERE FOR SOMETHING THAT THEY'VE DONE, THAT WAS PRETTY SERIOUS AND WE PUT THEM THERE FOR 30 DAYS.

ARE THEY PUTTING THE FULL TIME IN THERE IN THAT 30 DAY PERIOD? ARE WE GIVING HIM PAROLE, SO TO SPEAK, TO GET THEM BACK IN THE CAMPUS AND BACK INTO THE MAINSTREAM OF CAMPUSES IF THEY FEEL LIKE THEY CAN HANDLE SOMETHING THERE? WELL, WE ARE INCREASING THE SUPPORT BECAUSE OF THE BEHAVIORS AND THAT TRANSITION BACK.

THEY THEY SHOULD NOT BE RELEASED UNLESS THEY'VE SERVED THEIR DAYS, BUT THEY DO EARN GOOD DAYS WHEN THEY HAVE GOOD DAYS.

SO I DON'T THINK WE SEND THEM BACK BEFORE THEY'RE READY, BUT PROVIDING THAT SUPPORT AND TRANSITION BACK TO THE CAMPUS IS CRUCIAL FOR SUCCESS ON THE CAMPUS.

WELL, I JUST WANT TO LET YOU KNOW FROM THIS BOARD MEMBER'S PERSPECTIVE, I WANT TO SUPPORT EVERYTHING THAT YOU ARE DOING BECAUSE I MEAN, I KNOW THAT DISCIPLINE BACK IN THE DAY BECAUSE MR. MILLER IS A PRIME EXAMPLE, GETTING SPANKED AND HE TURNED OUT REALLY WELL.

[CHUCKLING] SO, BUT I JUST WANT TO LET YOU KNOW THAT THINGS, YOU KNOW, I KNOW IT'S TOUGH IN HOW WE'RE TRYING TO HANDLE CHILDREN TODAY, BUT I KNOW ALSO THAT PARENTS NEED TO BE THE BIG ROLE IN HELPING THINGS THAT WHEN WE WERE IN SCHOOL, WE ONLY SAW IN HIGH SCHOOL INCIDENCES THAT ARE HAPPENING NOW BECAUSE OF SOCIAL MEDIA DOWN IN MIDDLE SCHOOL AND ELEMENTARY. SO WE NEED SUPPORT FROM THOSE PARENTS AND I APPRECIATE THE EFFORTS OF YOUR TEAM AND YOU, MARY. THANK YOU VERY MUCH.

MS. GRIFFIN. YES, I AM EXCITED ABOUT WHAT I'VE HEARD THIS EVENING, BUT I I NEED CLARITY JUST A LITTLE BIT.

THE TEAM BEHIND YOU, ARE THEY PART OF STUDENT SERVICES OR TELL ME, HOW DOES THAT WORK? YES, THEY ARE THE BEHAVIOR PROGRAM SPECIALISTS.

THEIR FUNDING COMES FROM TITLE FUNDS, BUT THEY ARE PART OF STUDENT SERVICES AND THEY WORK ON THE CAMPUSES PRETTY MUCH EVERY SINGLE DAY.

AND AS YOU HEARD AFTER SCHOOL ON WEEKENDS, ON DEMAND, ONE ON ONE COACHING, WE'RE TRYING TO FILL IN SOME OF THE GAPS FOR THOSE ADMINISTRATORS BECAUSE THEY ARE COVERING CLASSES AND DOING INVESTIGATIONS.

SO YES, MA'AM, THEY ARE KEY MEMBERS OF STUDENT SERVICES.

[00:55:04]

AND I JUST WANTED THE BOARD TO KNOW WHERE THAT FUNDING AT THIS TIME IS COMING FROM, BUT AS THEY ARE MAKING HEADWAY AND PROGRESS ON OUR CAMPUSES, YOU KNOW WHAT MY NEXT STATEMENT IS, IS THAT WE HAVE TO FIND A WAY THAT BEHAVIOR SPECIALIST IS CRITICAL TO THE SUCCESS OF CHANGING OUR STUDENT MANAGEMENT NUMBERS.

THANK YOU. YES, MA'AM.

THANK YOU. THREE OF THEM WERE ASSIGNED TO ELEMENTARY STRANDS THIS YEAR, AND SO THEY MEET WITH THOSE CAMPUS ADMINISTRATORS WITH THE EDLS EVERY WEEK.

EVERY DAY THEY'RE ON THOSE CAMPUSES AND SO THEY'RE RIGHT IN THE MIDDLE OF IT AND THEY KNOW WHAT'S GOING ON.

THEY ARE THE ONES THAT, YOU KNOW, LIKE I SAID, CAME UP WITH THE DE-ESCALATION TRAINING BECAUSE THEIR CAMPUSES WERE ASKING FOR IT AND SO I COMMUNICATE WITH OUR SECONDARY IDOLS AND THEY GET RIGHT OUT THERE AS WELL.

SO THEY'RE KIND OF DOING DOUBLE DUTY, BUT ASK ANY TEACHER ON THOSE CAMPUSES AND I THINK YOU'LL HEAR HOW VALUABLE THEY ARE TO THOSE TEACHERS.

SO I DO APPRECIATE THAT.

ANY OTHER QUESTIONS? I HAD A QUESTION, A COUPLE OF QUESTIONS.

JUST CURIOUS AND ANY ONE OF YOU GUYS CAN ANSWER.

WE'VE HEARD, I GUESS, OVER THE LAST SEVERAL WEEKS ABOUT DIFFERENT INCIDENCES HAPPENING IN TERMS OF BEHAVIOR ESCALATION, ESCALATING IN TERMS OF ASSAULTS AND THOSE KINDS OF THINGS AND I'M JUST CURIOUS, I KNOW YOU GUYS ARE SUPPORTING THE TEACHERS, BUT WE'RE ALSO HEARING THAT THEY'RE REALLY TIRED AND THERE'S A LOT OF DRAIN HAPPENING.

SO I'M CURIOUS YOU'RE SUPPORTING THEM TO HELP THEM DEVELOP SKILLS AND TO BETTER HANDLE OUR STUDENTS. DO YOU THINK THAT THERE ARE ADDITIONAL NEEDS BEYOND WHAT YOU'RE ABLE TO GIVE TO TEACHERS? WHERE ARE THE COUNSELORS COMING INTO THE PLAY OR PICTURE? ARE THERE ADDITIONAL SUPPORTS OUTSIDE OF, YOU KNOW, THAT WE SHOULD BE LOOKING AT AS A DISTRICT TO MAKE SURE THAT, YOU KNOW, NOT ONLY OUR TEACHERS HAVE WHAT THEY NEED, BUT THE STUDENTS HAVE WHAT THEY NEED AS WELL? SO THE SEVERE BEHAVIORS, YES, THE COUNSELORS.

THAT'S KIND OF WHY I MENTIONED THE COLLABORATIVE SLIDE, AND I KNOW YOU GUYS DON'T WANT TO BE HERE FOREVER OR I WOULD HAVE REALLY GONE IN DETAIL THE INFORMATION THERE THESE LADIES ARE IMPLEMENTING, BUT COUNSELORS PLAY A CRUCIAL ROLE BECAUSE WE HAVE TO MAKE SURE THAT THE STUDENTS ARE PROVIDED THOSE INTERVENTIONS AND SUPPORT, AND THE TEACHERS AND THE CAMPUSES ARE PROVIDED THAT SUPPORT.

SO IT'S KIND OF TWOFOLD.

SO IN THE MIDDLE OF ALL THAT IS WHERE WE WOULD GET THE COUNSELING TEAM IN OR THE RESPONSIVE COUNSELORS, THEY ADDRESS THOSE BEHAVIORS TOO.

ONE OF THE THINGS THAT WE CAME UP WITH MIDSTREAM WAS BECAUSE OF THE BEHAVIORS THEY WERE SEEING, THEY STARTED DOING SPECIALIZED COUNSELING GROUPS AGAIN, AND THAT WAS JUST THE TWO-WAY CONVERSATION AND THE COLLABORATION WITH THE COUNSELORS.

I THINK I CAN SPEAK FOR ALL OF THEM THAT WE CAN ALWAYS DO MORE TO HELP THESE STUDENTS.

WHAT WE HAVE EXPERIENCED THIS YEAR IS NOT LIKE ANYTHING THAT WE HAVE EXPERIENCED, AND SO ONE INCIDENT TAKES A LOT OF TIME TO INVESTIGATE AND ADDRESS, AND THOSE INCIDENTS HAPPENING OFF CAMPUS ARE COMING TO SCHOOL SOMETIMES THEY HAVE TO ADDRESS THOSE, TOO.

SO ALWAYS WE CAN DO MORE.

YES. THE REASON WHY I WAS ASKING WAS BECAUSE I NOTICED THAT WE SAW AN INCREASE IN SOME AREAS, AND SO I WAS JUST CURIOUS, YOU KNOW, AS A BOARD AND AS WE'RE HAVING CONVERSATIONS ABOUT SUPPORT AND RESOURCES LIKE WHAT IS IT THAT WE SHOULD BE THINKING ABOUT IN TERMS OF ADDITIONAL ASSISTANCE TO MAKE SURE THAT WE'RE ADDRESSING THESE AREAS AND WE'RE BEING PROACTIVE TO MAKE SURE THAT EVERYBODY HAS THE SUPPORT AND THE RESOURCES THAT THEY NEED.

THAT'S A DEEP QUESTION, BECAUSE THAT'S VERY OPEN ENDED.

I DON'T KNOW IF WE HAVE ANYTHING SPECIFIC.

I KNOW THAT JUST SUPPORTING THE CAMPUSES WORK AND THEIR DUE DILIGENCE EVERY DAY IS SO MUCH APPRECIATED BECAUSE THEY WANT TO DO THE RIGHT THING.

THEY WANT THEIR DISCIPLINE NUMBERS TO BE GREAT AND THEY WANT THE SCHOOLS TO BE SAFE AND THEY WANT, YOU KNOW, ALL OF THAT.

BUT THE BIGGEST, MOST IMPORTANT THING IS IS THE RECOGNITION THAT YOU HAVE MENTIONED JUST HOW HARD THEY ARE WORKING ANY BEHAVIOR SUPPORT WE CAN PROVIDE AND IF I COULD DUPLICATE THESE LADIES AND HAVE THEM ON MORE CAMPUSES, I THINK THAT WOULD BE KEY BECAUSE THE

[01:00:01]

THANK YOU. THANK YOU, GUYS, FOR EVERYTHING YOU DO.

ANYBODY ELSE HAVE ANY QUESTIONS? NO QUESTIONS. ALL RIGHT, THANK YOU.

THANK YOU.

ALRIGHT WE'LL MOVE TO INFORMATION ITEM NUMBER C MONTHLY GOAL PROGRESS UPDATE.

WE HAVE A SEMESTER ONE ATTENDANCE AND FAILURE REPORT.

DR. HEMPHILL GOOD EVENING, CHAIRMAN SELDERS, PRESIDENT MILLER, BOARD OF TRUSTEES AND DR.

LOPEZ. THIS EVENING ARE AT RISK AND ATTENDANCE COORDINATOR MRS. ANGELA DANIELS AND THE EXECUTIVE DIRECTOR OF LEADERSHIP FOR HIGH SCHOOLS, MR. RAY MERRILL WILL PRESENT AN UPDATE ON STUDENT ATTENDANCE AND CAUSED FAILURES FOR THE FALL SEMESTER. FOLLOWING THE PRESENTATION, THE PRESENTERS WILL ENTERTAIN ANY QUESTIONS YOU MAY HAVE. WE ALSO HAVE TEAMMATES WHO ARE RESPONSIBLE FOR THE ACADEMIC AREAS THAT MAY BE ADDRESSED THIS EVENING PRESENT TO ANSWER QUESTIONS IN THE AUDIENCE AS WELL.

MRS. DANIELS. HI, I'M ANGELA DANIELS, AND I'M PROVIDING INFORMATION ABOUT THE ATTENDANCE RATES FOR THE FIRST SEMESTER.

AS YOU CAN SEE, FOR THE FIRST SEMESTER, OUR ATTENDANCE RATE IS ABOUT NINETY TWO POINT EIGHT SIX PERCENT.

LOOKING AT OUR HIGH SCHOOL LEVEL, WE SEE THEY'RE ABOUT NINETY ONE PERCENT AND THEN OUR MIDDLE SCHOOL AND ELEMENTARY LEVELS GO DOWN TO ABOUT 93 PERCENT.

ATTENDANCE RATES HAVE DECREASED FOR THIS SCHOOL YEAR.

IF YOU LOOK AT CYCLE ONE OF LAST YEAR, WE WERE AT NINETY SIX PERCENT AND THIS YEAR WE'RE AT NINETY TWO FOR CYCLE ONE.

FOR CYCLE TWO, LAST YEAR, WE WERE AT NINETY SIX PERCENT AND FOR THIS YEAR WE'RE AT NINETY THREE PERCENT.

ON AN AVERAGE FOR THE SEMESTER LAST YEAR, WE'RE AT NINETY SIX PERCENT AND AT THIS YEAR WE'RE AT NINETY THREE PERCENT.

AS A RESULT OF THE ONGOING PANDEMIC, THE OPPORTUNITY FOR STUDENTS TO LEARN VIRTUALLY WAS GRANTED BY TEA AND ON AVERAGE WE HAD ABOUT ONE HUNDRED AND THIRTY FOUR STUDENTS ENROLLED IN REMOTE CONFERENCE EACH DAY.

ABOUT SEVENTY FIVE PERCENT OF THOSE STUDENTS ATTENDED DAILY WHEN THEY FELT WELL ENOUGH TO PARTICIPATE ONLINE.

TO INCREASE STUDENT ATTENDANCE, THESE DIRECT DISTRICT INTERVENTIONS HAVE BEEN PUT IN PLACE, SO WE HAVE DAILY AUTOMATED PHONE CALLS THAT ARE GOING OUT TO STUDENTS WHO ARE ABSENT. WE PROVIDE THEM WITH LETTERS AND PHONE CALLS AFTER THREE ABSENCES THAT'S HANDLED BY OUR CAMPUS STAFF.

ATTENDANCE EMAILS ALSO GO OUT TO PARENTS ABOUT OUR PROCEDURES AND WHAT THEY CAN DO TO HELP THEIR STUDENTS COME TO SCHOOL.

ALSO, WE HAVE INDIVIDUAL ATTENDANCE PLANS THAT ARE WORKED WITH STUDENTS WHO HAVE EXCESSIVE ABSENCES.

ANY STUDENTS WHO HAVE FIVE OR MORE ABSENCES ON THE HIGH SCHOOL LEVEL ALSO HAVE OPTIONS FOR CREDIT RECOVERY.

IN PAST YEARS, THE DISTRICT WILL REQUEST A WAIVER FOR MOST DAYS THAT WILL FALL BELOW 90 PERCENT. THIS YEAR, WE'VE HAD ABOUT 10 DAYS THAT FELL BELOW OR AT 90 PERCENT ATTENDANCE.

BECAUSE THIS IS A STATEWIDE THING, TEA HAS ADDRESSED THIS AND SO THEY PUT OUT SOME INFORMATION THAT IS AVAILABLE THAT YOU CAN CLICK ON, AND THEY'VE PROVIDED THAT INFORMATION TO LET US KNOW THAT THEY'RE GOING TO WORK WITH US FOR THOSE FOR THAT FUNDING AND THEY WILL NOT ACCEPT WAIVERS AT THIS TIME FOR COVID, BUT THEY HAVE WORKED OUT A FORMULA THAT WILL NOT SIGNIFICANTLY DECREASE OUR FUNDING DUE TO ATTENDANCE RATES.

GOOD EVENING, THANK YOU FOR THIS OPPORTUNITY TO GIVE YOU SOME FAILURE DATA.

WE'RE GOING TO FOCUS ON SECONDARY DATA TONIGHT, AS YOU'RE AWARE, BUT I'LL REMIND YOU, ELEMENTARY GOES YEAR ROUND ALL YEAR AND THEIR FAILURE IS CALCULATED AT THE END, BUT SECONDARY BOTH MIDDLE AND HIGH OR BY SEMESTER AND SO STUDENTS HAVE THE OPPORTUNITY IF THEY FAIL A SEMESTER TO MAKE UP ONE SEMESTER AND WE DO HAVE, ESPECIALLY AT HIGH SCHOOL, SOME HIGH SCHOOL COURSES THAT ARE JUST ONE SEMESTER COURSES, BUT BY AND LARGE THEY'RE GRADED PER SEMESTER.

SO I'M GOING TO DISCUSS THAT TONIGHT.

[01:05:02]

SO IF YOU LOOK AT SOME OF THIS DATA AND YOU'RE PROVIDED WITH MUCH MORE DATA THAN WHAT I'M GOING TO SHOW YOU TONIGHT, GIVING YOU AN OVERVIEW.

LOOK AT THE BAR CHART THAT'S ON THE LEFT.

YOU'LL SEE SOME DATA ACROSS FOUR YEARS.

YOU'LL SEE '18-21.

REMEMBER THAT '19, THAT WAS FALL.

SO THAT WAS STILL PRE-COVID.

AS YOU CAN SEE THAT THE BIGGEST SPIKE WAS DURING THE FALL OF 2020 AND IF YOU RECALL, THAT'S WHEN WE STARTED. I BELIEVE IT WAS FOUR WEEKS WITH VIRTUAL INSTRUCTION AND THEN WE HAD SOME TRANSITION. WE HAD SOME KIDS GOING BACK AND FORTH, ET CETERA.

ONE THING I'D POINT OUT ON THIS CHART AND THERE'S THINGS THAT WE'RE DEFINITELY CONCERNED ABOUT. ONE THING THAT WE'RE PROUD OF IS THAT WHEN YOU LOOK AT THE YELLOW BARS, WHICH IS THIS YEAR, THEY'RE BACK IN LINE WITH WHERE WE WERE AT 2018 AND 2019.

I'M NOT HERE TO TELL YOU THAT'S GOOD OR ACCEPTABLE.

I'M JUST GOING TO SAY THAT WE'RE PROUD.

AT LEAST WE'RE AT THAT POINT.

IF YOU LOOK AT THE TOP CHART ON THE RIGHT AND YOU LOOK AT FAILURES BY SUBJECT WHEN YOU SEE THOSE, THESE ARE FAILURES BY SUBJECT REALIZING THESE ARE KIDS THAT COULD BE COUNTED MULTIPLE TIMES BECAUSE THEY FAILED MULTIPLE SUBJECTS.

YOU ALSO SEE THAT WHAT OTHER DATA SUPPORTS AS WELL, AND EVEN THOUGH IT'S DIFFICULT TO TAKE THAT SUPPORTS, IT SHOULD BE A LINE.

IF WE'RE SEEING THIS IN OUR CBAS AND OUR OTHER DATA THAT WE'RE HAVING, INCLUDING WHAT WE'RE GOING TO GET ON MAP.

SO YOU'RE GOING TO SEE THAT MIDDLE SCHOOL IS STRUGGLING THE MOST IN MATH AND YOU'RE GOING TO SEE THAT HIGH SCHOOL IS STRUGGLING THE MOST IN ENGLISH AND SO THAT ALIGNS WITH OUR OTHER DATA AND THAT HELPS US LASER FOCUS ON THE SUPPORT THAT WE GIVE AND THEN THE LAST CHART ON THE BOTTOM TALKS ABOUT STUDENTS THAT FAILED MULTIPLE COURSES, AND YOU CAN SEE HOW MANY THEY FAILED AND HOW THAT TRANSCENDS OUT INTO THE STUDENTS BY BOTH MIDDLE AND HIGH. ONE OF THE POINTS THAT I POINT OUT TO YOU IS HOW MANY STUDENTS AT HIGH THAT WE DO THAT ARE FAILING MULTIPLE COURSES AND SOMETIMES A LOT.

I WANT TO KEEP YOU IN MIND THAT AS WE'RE LOOKING AT THESE FAILURE RATES, WE'VE REALLY, REALLY STRESSED THAT WE'RE KEEPING THE HIGH STANDARDS FOR OUR CURRICULUM AND WHAT OUR STUDENTS WITH MASTER TO PASS AND THAT'S A BALANCING ACT OF KEEPING STUDENTS ENGAGED AND THINKING, WELL, I'M JUST NOT GOING TO FAIL FOR THE YEAR, BUT WE'RE ACCOUNTABLE, THEY'RE ACCOUNTABLE, AND WE WANT TO MAKE SURE THAT OUR STUDENTS REALIZE THAT EVEN THOUGH THEY CAME BACK WITH SOME LEARNING DEFICIENCIES, WE'RE STILL HOLDING TO THE CURRICULUM AND THE STANDARDS THAT ARE BUILT INTO THOSE COURSES AND THAT'S A VERY IMPORTANT PIECE IS WHAT IS THAT WE'RE LOOKING AT THAT WILL ALIGN WITH OUR CAMPUS GOALS.

TALK TO YOU A LITTLE BIT ABOUT OUR COURSE FAILURE PREVENTION.

OUR FIRST STEP IS ALWAYS GREAT RECOVERY AND THAT'S REALLY NOT ACCURATE.

IT'S REALLY OUR FIRST STEP IS BEFORE GREAT RECOVERY.

LET ME EXPLAIN THAT WHEN WE'RE USING THINGS LIKE DOLS AND SHOWING STUDENTS DON'T MASTER.

WE'RE TRYING TO HELP THEM RECOVER BEFORE THEY EVER GET TO A GRADE.

SO THAT'S REALLY OUR FIRST STEP.

OUR NEXT STEP IN GRADE RECOVERY IS WHEN WE'RE TALKING THINGS THAT ARE MOSTLY TEACHER LED AND THEY'RE BUILT IN WITHIN THE CLASSROOM AND THEY TAKE PLACE EVEN BEFORE A PROGRESS REPORT, BUT THEY DEFINITELY TAKE PLACE DURING A PROGRESS REPORT OR AFTER ONE AND AFTER EVEN THE SECOND PROGRESS REPORT IN A CYCLE.

REMEMBER, STUDENTS ARE GOING TO GET THREE WITHIN A SEMESTER.

THEY'RE GOING TO GET WELL, ACTUALLY, THEY'RE GOING TO GET FOUR WITHIN A SEMESTER.

I'M SORRY, NINE WEEKS.

I'M SORRY, BUT ANYWAY, SO THEY'RE GOING TO GET FOUR PROGRESS REPORTS AND TWO GRADES, TWO DIFFERENT CYCLES AND THEN THE NEXT STEP IS WE HAVE CYCLE RECOVERY AND THIS IS A SECOND LEVEL OF INTERVENTION AND THEN IT BECOMES A LOT MORE COORDINATED WITH A LOT MORE PEOPLE INVOLVED. SO THEN YOU INCORPORATE A CAMPUS FAILURE PREVENTION TEAM, THEY'RE GOING TO WORK WITH THE INDIVIDUALIZED CAMPUS RECOVERY PLAN.

TYPICALLY AT MIDDLE SCHOOL, THIS IS MORE TEACHER LED.

AT HIGH SCHOOL. IT DEPENDS A LOT ON THE COURSES, HOW IT'S LED BECAUSE THERE'S OPPORTUNITIES TO DO THIS ALSO USING SOME OF THE TECHNOLOGY THAT WE HAVE AND THEN WE HAVE CREDIT RECOVERY.

IN CREDIT RECOVERY, SOME OF THE THINGS WE DO, EVEN THOUGH WE'VE HAD PARENT COMMUNICATION THROUGHOUT THIS, THEN WE'RE REALLY GOING TO HOLD REALLY A SERIOUS PARENT, TEACHER, STUDENT-INCLUDED CONFERENCE AND WE'RE GOING TO DISCUSS RECOVERY EFFORTS AND THEN WE'RE GOING TO LOOK AT WHAT WE CAN DO TO SUPPORT THAT, WHAT IS NOW CREDIT RECOVERY, AND WHEN WE'RE LOOKING AT THAT, WE'RE LOOKING AT WHAT WE'RE GOING TO DO DIFFERENTLY AND WHEN WE LOOK AT THAT, WE ALSO WANT TO MAKE SURE THAT MAYBE WE'RE NOT COVERING EVERYTHING THAT THE STUDENT WAS TO COVER IN THAT SEMESTER.

WE'RE LOOKING AT JUST THE THINGS THAT THEY DIDN'T MASTER AND THE THINGS THAT THEY NEED TO

[01:10:05]

WE'RE GOING TO GO THROUGH IT ALL OVER AGAIN AND THAT'S SOME OF THE BEAUTY OF WHAT WE'RE DOING IN OUR CREDIT RECOVERY.

SO THAT WAS THE PART ABOUT COURSE FAILURES FOR FALL OF THIS YEAR.

ARE THERE ANY QUESTIONS.

MR. MILLER? YEAH, REAL QUICK ONE.

THE LAST WORD IN YOUR PRESENTATION, YOU TALK ABOUT OPPORTUNITY TO RECOVER SEMESTER CREDITS THROUGH EDGENUITY, AND I'M NOT SURE I KNOW WHAT THAT IS.

OK, WELL, I'LL START IT AND WE'RE GOING TO HAVE MS. CREEL HELP US A LITTLE BIT, BUT EDGENUITY, WE'VE BEEN USING FOR APPROXIMATELY HOW MANY YEARS, ABOUT SEVEN YEARS, AND WE DON'T OFFER IT FOR EVERY SINGLE HIGH SCHOOL COURSE THAT WE OFFER. BUT I WOULD SAY FOR MOST OF IT AND WHAT IT DOES IS STUDENTS, LITERALLY WHEN THEY BEGIN IT, THEY TAKE A PRETEST AND WE ALREADY HAVE A LOT OF DATA ON IT, BUT THAT HELPS THEM AND THEY TAKE A PRETEST AND SOME STUDENTS CAN GET THROUGH IT VERY QUICKLY BECAUSE THEY'LL DO GOOD ON A PRETEST AND THEN AFTER THAT IT BECOMES SCALE ON WHAT THEY NEED. THAT PRETEST DETERMINES WHAT THEY NEED TO DO THROUGH EDGENUITY TO END UP SHOWING MASTERS AND GETTING CREDIT FOR THE COURSE.

IS THAT AN ONLINE COURSE? IT IS. I'M SORRY.

I DON'T KNOW WHAT IT IS. I'M SO I'M SORRY, ANY TIME THEY HAVE A HARD, PRONOUNCED NAME, YOU CAN COUNT ON IT BEING AN ONLINE COURSE; THAT'S WHAT THAT'S MY DEFAULT.

BUT ANYWAYS, ONE OF THE THINGS THAT'S ABOUT THAT EDGENUITY PROVIDES A LOT OF TUTORIAL AND SUPPORT IN THE PROGRAM, SO IT'S FREEING UP TEACHERS TO DO STUDENTS THAT ARE STILL STRUGGLING AND STUDENTS THAT ARE STRUGGLING, OBVIOUSLY, THEY STILL NEED SOMEONE WITH A THUMB ON THEM HELPING THEM, BUT THERE'S OPPORTUNITIES THAT THEY CAN IF THEY WILL LIKE ADVISORY TIME AND LIKE AFTER SCHOOL AND OTHER TIMES TO WORK ON IT AND SOME SOME SAY, I WANT TO CATCH UP IN A HURRY AND WE WANT ALL THEM TO DO, AND SOME ARE ABLE AND THEN SOME TAKE LONGER. DOES THAT ANSWER YOUR QUESTION? WELL, YEAH, SO WHEN THEY GET INTO THAT, I GUESS THEY'RE ADVISED OR COUNSELED INTO THAT SOMEHOW, AND THEN A PERSON STAYS WITH THEM TO MONITOR HOW THEY'RE DOING AND I MEAN, THEY'RE NOT JUST THROWN A COMPUTER AND SAID, GOOD LUCK, WE STAY WITH THEM THROUGH THE END OF THAT PROGRAM? THAT'S A GREAT QUESTION.

SO, IF WE'RE DOING EDGENUITY, WE'RE DOING CREDIT RECOVERY.

SO WITH THAT, THAT MEANS WE'RE HAVING A SERIOUS MEETING WITH STUDENT AND PARENT AND A TEAM OF SUPPORT AND WE'RE GOING TO NOT ONLY GIVE THAT TO THEM, WE'RE GOING TO SHOW IT WHAT IT MEANS. SOME OF THE THINGS THEY'RE ALLOWED TO DO ON THEIR OWN, BUT SOME OF IT LIKE THE POST-TEST AND THINGS LIKE THAT THEY'LL DO AT THE CAMPUS AND SOME STUDENTS NEED A LOT OF SUPPORT THROUGH IT, AND SOME WILL FIND EDGENUITY IS A GREAT PROGRAM.

THAT WAS MY POINT. WE SAID HOW LONG WE'VE USED IT.

IT'S NOT PERFECT, BUT IT'S REALLY GOOD.

GREAT QUESTION. THANK YOU, MR. MILLER. MR. BEACH MR. MERRILL, I WAS GOING TO ASK YOU.

I DON'T KNOW IF WE'RE DOING THIS, BUT I'VE KIND OF HEARD THE GRAPEVINE WE WERE THAT WE HAVE RETIRED TEACHERS THAT ARE HELPING DO VIRTUAL FOR KIDS THAT ARE EITHER.

IS IT FOR CREDIT RECOVERY OR IS IT ONE OF THESE CYCLES THAT THEY ARE HELPING, AM I BUSTING SOMEBODY'S BUBBLE? WELL, FIRST OF ALL, I'M GOING TO TELL YOU THAT WE DON'T HAVE ENOUGH.

I HOPE WHEN YOU SAY THAT, WE HAVE A LOT MORE THAT WE'RE ENCOURAGING THEM TO HELP US.

WAS SO EXCITED THAT I HEARD THAT RETIRED TEACHERS ARE WANTING TO COME OUT OF THE WOODWORK TO HELP THESE STUDENTS THAT REALLY NEED TO HAVE THE RECOVERY AND WHAT A WAY TO GET IT BACK. I MEAN, THIS IS REALLY OUTSTANDING AFTER SCHOOL HOURS FOR THE KIDS AND I MEAN, THEY CAN WORK DIFFERENT TIMES BECAUSE WE'RE RETIRED.

REALLY AWESOME PROGRAM IF WE DEVELOP SOMETHING LIKE THAT.

FIRST OF ALL, I WANT TO ANSWER THAT QUESTION IN A WAY THAT EVERY RETIRED TEACHER THAT'S LISTENING WANTS TO JOIN IN BECAUSE WE NEED THEM.

OK, SO I'M GOING TO BE VERY CAREFUL IN MY WORDS, OKAY.

BUT I HOPE THEY ARE LISTENING.

I HOPE THEY DO, BUT THERE ARE A LOT OF OPPORTUNITIES, AND I'M SURE SOME PEOPLE ARE GOING TO ELABORATE ON THAT, BUT ONE OF THE THINGS I WOULD SAY IS THAT THERE'S JUST NOT AFTER SCHOOL AND THOSE OPPORTUNITIES WE'VE HAD.

WE HAVE LIKE BOOT CAMPS AND THINGS LIKE THAT THEY DO.

THEY COME IN AND A LOT OF TIMES WE'LL STRUCTURE THOSE TIMES WHEN THEY'RE AVAILABLE BASED ON THEIR SKILL SETS.

SO THERE'S A WHOLE LOT OF DIFFERENT THINGS THAT WE'RE USING FOR THEM, BUT WE NEED MORE FOR SURE. YOU WERE GOING TO ADD TO THAT.

WE DEFINITELY NEED MORE AND WE ARE USING THOSE SUBSTITUTES WHEN IT COMES TO REMOTE CONFERENCING AND THAT HAS HELPED US A LOT.

SO WHEN STUDENTS ARE OUT DUE TO COVID OR SOME SUSPICION OF COVID, THOSE STUDENTS ARE AT HOME AND WE CAN STILL GET ATTENDANCE CREDIT.

EVEN THOUGH THEY'RE AT HOME, WE CAN STILL COUNT THEM PRESENT IF THERE'S A TEACHER WHO'S WORKING WITH THEM ONLINE AND THEY STAY ONLINE FOR TWO TO FOUR HOURS.

SO WE ALREADY HAVE INCORPORATED SOME SUBSTITUTE TEACHERS WHO ARE WORKING WITH THOSE KIDS

[01:15:04]

ARE THOSE SUBSTITUTE TEACHERS BEING PAID AS THEY WERE SUBBING AT A BUILDING? YES. THAT IS NOT A GRANT OR ANYTHING LIKE THAT? NO, AS IF THEY WERE A SUB ON A BUILDING AND THEY'RE HOUSED AT THE PDC, AND THEY ALSO DO RECEIVE SUPPORT.

SO WE DO HAVE SOME PEOPLE WHO ARE THERE SUPPORTING THEM.

MOST OF THEM TRY TO BE LONG TERM SUBS, BUT YOU KNOW, IF THEY'RE RETIRED, THEY DO HAVE THINGS THEY HAVE TO DO. SO WE STILL HAVE TO HAVE A GOOD ROTATION.

Y'ALL ARE HAVING TO GET THE CURRICULUM OUT THERE TO THEM.

MOST OF THEM KNOW HOW TO DO EDGENUITY AND EVERYTHING ANYWAY ALREADY.

YES, SO BONNIE MARTINEZ HAS WORKED WITH THEM AND I'M WAITING TO HELP WITH SOME TRAINING ON HOW WE TAKE ATTENDANCE, AND THEY'VE CREATED A COUPLE OF DIFFERENT WAYS TO SUPPORT THEM, EVEN WITH THE TECHNOLOGY PIECE, BECAUSE THAT WAS A LITTLE SCARY AT FIRST IS, YOU KNOW, I'M RETIRED. I DON'T LOOK AT THE COMPUTER LIKE THAT ANYMORE.

SO EVEN SHOWING THEM, HOW DO YOU WORK THIS PROGRAM, THIS IS WHAT YOU CAN DO, AND THIS IS HOW YOU CAN HELP KIDS AND MAKE AN IMPACT STILL AND WE'VE SEEN SOME GREAT PROGRESS WITH THAT. THAT'S AWESOME.

THANK YOU. MR. SELDERS ALONG THAT LINE BEFORE YOU LEAVE.

KIDS CAN MAKE UP WORK, RIGHT? THEY CAN MAKE UP WORK AND GET THEIR GRADES MADE UP.

CAN THEY MAKE UP ATTENDANCE? YES. SO, THEY CAN BE ABSENT A FEW DAYS AND THEN COME BACK AND MAKE UP THE WORK, BUT THAT DOESN'T REALLY AFFECT THE ATTENDANCE, RIGHT? NO.

AND IT DOESN'T AFFECT THE ADA OR ANY OF OUR ATTENDANCE RECORDS.

IT'S ONLY WITH RESPECT TO THEM MAKING UP WORK FOR THEIR GRADE.

RIGHT. SO THERE ARE TWO DIFFERENT THINGS I KIND OF HEARD IN YOUR QUESTION.

SO I WANT TO MAKE SURE I GIVE YOU THE RIGHT INFORMATION.

SURE. SO REMOTE CONFERENCE, WHICH IS A SEPARATE PROGRAM THAT TEA ALLOWED US TO DO THIS YEAR, IF THEY ARE AT HOME AND ONLINE AND PARTICIPATING IN THIS PROGRAM, THEN THEY CAN GET THE ATTENDANCE RIGHT THEN.

NO, I'M NOT COUNTING THAT AS ABSENCE.

THEY'RE ATTENDING A CLASS.

NO, THEY DO HAVE TO DO SOME TYPE OF RECOVERY WHERE IT'S NOT DAY FOR DAY OR MINUTE, FOR MINUTE THAT THEY MISSED, BUT THEY DO, IF THEY MEET A CERTAIN THRESHOLD OF 90 PERCENT, THEN THEY DO HAVE TO MAKE UP SOME TIME TO GET THEIR GRADE AND EVEN IF THEY DO STUFF AT HOME, IT DOES NOT MAKE UP FOR THEIR ABSENCE THAT DAY.

SO EDGENUITY, FOR INSTANCE, IS JUST MAKING UP A GRADE, IT DOESN'T HELP THEM WITH THEIR ATTENDANCE AT ALL. RIGHT, IT HELPS WITH THEIR CREDIT, BUT IF THEY FALL BELOW 90 PERCENT, ATTENDANCE FOR CREDIT FOR HIGH SCHOOL, IF THEY DO EDGENUITY LIKE AFTER HOURS AT SCHOOL, WE CAN START USING THAT TO GET THEM ABOVE 90 PERCENT.

YEAH, THAT'S KIND OF MY QUESTION.

IT DOESN'T HELP WITH ADA, BUT IT HELPS US GET THEM GRADUATED AND HELPS THEM GET THAT PART.

SO CREDIT. THAT'S WHY I WAS ASKING FOR KIDS WHO, FOR WHATEVER REASON, THEY FIND THEMSELVES BELOW 90 PERCENT.

I MEAN, HOW DO WE KEEP THEM FROM QUITTING GIVING UP? YOU JUST YOU JUST SAID IT.

THAT'S THAT'S THAT'S A PRIME EXAMPLE OF ONE OF THE WAYS THAT WE DO THAT AND WE INCORPORATE THAT AND WHEN WE'RE HAVING THOSE STRUCTURE MEETINGS AND THEY HAVE ATTENDANCE ISSUE, WHICH THAT'S A LOT OF TIMES THE ISSUE FOR FAILURE, IT CERTAINLY IS.

THIS YEAR WE INCORPORATE THAT AND SAY, HEY, AND WE START OFFERING THESE TIMES WHERE OUR BUILDINGS ARE OPEN. SOMETIMES THEY'RE DOING IT WHILE A BASKETBALL GAME'S GOING ON BECAUSE THERE'S PEOPLE UP THERE.

I MEAN, THERE'S NOTHING THAT'S OFF LIMITS TO GET IT DONE.

AND TO RECOVER THAT TIME, IT DOES NOT, AGAIN, HAVE TO BE MINUTE FOR A MINUTE.

SO, THEY MEET WITH THE PRINCIPAL? THEY CREATE A PLAN AND IT CAN BE OKAY, MAKE UP ALL OF YOUR MISSED ASSIGNMENTS AND LET'S DO A STUDY ON IT CAN BE SOMETHING CREATIVE.

IT CAN BE A POWERPOINT PRESENTATION THAT THEY DO.

SO WE HAVE SEEN THAT CAMPUSES ARE COMING UP WITH CREATIVE WAYS TO SUPPORT STUDENTS BECAUSE WE DON'T WANT THEM TO FAIL.

WE JUST WANT TO UNDERSTAND THAT THEY'VE MASTERED IT.

SO WE DO FIND WAYS TO SUPPORT THEM WHEN THEY ARE BELOW 90 PERCENT.

CAN YOU GIVE ME A NUMBER OF STUDENTS THAT ARE PARTICIPATING IN THAT PROGRAM? PARTICIPATING IN REMOTE CONFERENCE? YES. ON AVERAGE, LAST SEMESTER IT WAS ABOUT ONE HUNDRED AND THIRTY FOUR.

RIGHT NOW WE'RE SEEING WELL AT THE BEGINNING OF THIS SEMESTER, BECAUSE OF THE SURGE, THERE WERE ABOUT SEVEN HUNDRED STUDENTS PER DAY THAT WERE ENROLLED.

WE HAVE DROPPED DOWN TO ABOUT THREE TO FOUR HUNDRED KIDS PER DAY NOW.

THAT'S WHAT I HEARD TOO. THAT'S GOOD, THOUGH.

MS. CREEL. DID YOU HAVE SOMETHING THAT YOU WANTED TO ADD? I JUST WANTED TO ADDRESS MR. BEACH. WE HAVE ABOUT ONE HUNDRED AND FIFTEEN TO ONE HUNDRED AND EIGHTEEN ADDITIONAL TUTORS THAT WE HAVE RECRUITED.

WE ALSO HAVE SUBS THAT ARE COMING IN TO HELP OUR SUPPORT OUR STRUGGLING LEARNERS AND SO THEY'RE PUSHING INTO CLASSROOMS. THEIR CAMPUSES HAVE REALLY THE ADMINISTRATION HAVE REALLY RECRUITED ADMINISTRATORS THAT USED TO WORK ON THEIR CAMPUS OR JUST PEOPLE THAT SUBS THAT THEY LIKE AND SO THEY'RE REALLY KIND OF TERRITORIAL.

THESE ARE MY PEOPLE. YOU CAN'T TOUCH THEM AND SO TO HELP THESE STRUGGLING LEARNERS, SO IT'S BEEN VERY EFFECTIVE.

THAT'S A GOOD POINT YOU JUST MADE BECAUSE WHAT I'VE HEARD THROUGH THE GRAPEVINE AND TALKING WITH SOME FOLKS IS THAT IT'S ALMOST LIKE A ONE ON ONE TUTOR AND SO THEY ARE REALLY

[01:20:04]

SO AND THEN TUTORS ARE WORKING WITH THE TEACHERS AS WELL, SO THEY KNOW HOW TO INDIVIDUALIZE THAT INSTRUCTION TO REALLY TARGET THEIR ACADEMIC NEEDS.

ANY OTHER QUESTIONS? THANK YOU. APPRECIATE YOU.

THANK YOU. ALL RIGHT, WE'RE GOING TO MOVE TO OUR NEXT ITEM.

WE'RE GOING TO HEAR FROM MS. JOYNER FOR QUITE A WHILE HERE.

SO WE HAVE OUR MONTHLY GOAL PROGRESS UPDATE.

2021 AND 2022 SECOND QUARTER CBAS.

GOOD EVENING AGAIN, COMMITTEE CHAIR SELDERS, BOARD OF TRUSTEES AND DR.

LOPEZ.

TONIGHT I WILL BE PRESENTING SEVERAL DATA POINTS, AS NOTED IN THE AGENDA.

I WILL REVIEW THE QUARTER TWO ASSESSMENT DATA, THE DECEMBER 2021 STAAR EOC RESULTS, AS WELL AS THE 2021 AND 2022 PSAT OUTCOMES.

TONIGHT'S AGENDA HAS BEEN STRATEGICALLY ORGANIZED DIFFERENTLY THAN IN PREVIOUS COMMITTEES. WHAT I'M GOING TO DO IS I'M GOING TO FRONT LOAD THE DATA AND OUR DISTRICT LEADERS WHO HAVE A DIRECT IMPACT ON INSTRUCTION WILL ROUND OUT TONIGHT'S PRESENTATION WITH THE PROGRESS IN THE ACADEMIC ACCELERATION PLAN.

SO AFTER EACH OF MY DATA PRESENTATIONS, I'LL BE HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE ABOUT EACH DATA SET.

HOWEVER, IF YOU HAVE QUESTIONS RELATED TO HOW THESE OUTCOMES ARE DRIVING INSTRUCTIONAL DECISIONS, WE DO ASK THAT MAYBE YOU HOLD ON TO THOSE QUESTIONS SO THAT WHEN DR.

CADDELL, DR.

HILL AND OUR EDLS COME UP TO ADDRESS THE ACADEMIC ACCELERATION PLAN, THEY CAN ADDRESS THOSE QUESTIONS THAT YOU MIGHT HAVE.

SO AGAIN, OUR FIRST PRESENTATION IS REGARDING THE QUARTER TWO ASSESSMENTS.

SO AS A REMINDER, THE PURPOSE OF THESE MONTHLY REPORTING PRESENTATIONS IS JUST TO ENSURE THAT YOU ALL HAVE A SENSE OF PROGRESS MONITORING WHEN IT COMES TO THE ACADEMIC PERFORMANCE OF OUR STUDENTS.

THIS PARTICULAR PRESENTATION REVIEWS OUR CURRICULUM BASED ASSESSMENTS DESIGNED BY OUR TEACHING AND LEARNING DEVELOPMENT STAFF.

OUR CURRICULUM BASED ASSESSMENTS START AT GRADE THREE, WITH THE EXCEPTION OF MATH; MATH DOES DIP DOWN INTO SECOND GRADE.

SOCIAL STUDIES ASSESSMENTS ARE ISOLATED TO SECONDARY GRADE, SO WE DON'T HAVE ANY DATA FOR FOR SOCIAL STUDIES IN THE ELEMENTARY GRADES.

THESE ASSESSMENTS ARE ALIGNED TO THE TEKS, WHICH ARE OUR ACADEMIC STANDARDS AS OUTLINED BY OUR DISTRICT CREATED SCOPE AND SEQUENCE DOCUMENTS.

THESE ASSESSMENTS ARE FORMATIVE IN NATURE, MEANING THAT TEACHERS TAKE THIS DATA AND THEN THEY MAKE INSTRUCTIONAL DECISIONS BASED ON THE OUTCOMES OF THAT DATA IN REAL TIME DURING THEIR COLLABORATIVE LEARNING COMMUNITY PLANNING SESSIONS.

DURING THE QUARTER ONE REVIEW, I DID BRING FORWARD THE BEGINNING OF THE YEAR MAP RESULTS.

I DO NOT HAVE MAP RESULTS FOR YOU THIS EVENING AS THAT TESTING WINDOW CLOSES THIS COMING FRIDAY, SO YOU WILL SEE THOSE RESULTS PRESENTED TO YOU NEXT MONTH.

LASTLY, AGAIN, JUST LIKE WE DID LAST MONTH, THIS PRESENTATION IS FORMATTED BASED ON THE BOARD GOAL REFRESH THAT WAS PRESENTED BY DR.

LOPEZ ON OCTOBER 27TH, THAT SPECIAL WORK SESSION SO AGAIN, SIMILAR TO THE WAY THAT I PRESENTED THE QUARTER ONE RESULTS.

WE KNOW THAT YOU HAVE NOT DECIDED ON THE FINAL OUTCOME OF THOSE BOARD GOALS, BUT WE ARE HOPING THAT VIEWING THE DATA IN CURRENT TIME AS WE WORK THROUGH THAT, THAT MIGHT HELP INFORM YOUR DECISION ON HOW YOU VOTE ON THOSE NEW TARGETS.

SO LET'S TAKE A LOOK AT OBJECTIVE A WHICH IS LITERACY.

SO WITH LITERACY, WE ARE SPECIFICALLY LOOKING AT GRADES THREE THROUGH EIGHT FOR READING LANGUAGE ARTS, AS WELL AS ENGLISH ONE AND ENGLISH TWO.

SO WHEN DR. LOPEZ PRESENTED THIS BOARD GOAL REFRESH TO YOU ALL IN OCTOBER, IT WAS REALLY THE IDEA OF TAKING OUR STAAR RESULTS AND VIEWING IT FROM A STUDENT PERFORMANCE LENS AND ALSO A STUDENT GROWTH LENS FOR THE PURPOSE OF OUR MONTHLY UPDATES.

JUST A REMINDER THAT THE STUDENT PERFORMANCE IS GOING TO BE WE'RE GOING TO BE USING OUR CURRICULUM BASED ASSESSMENTS AND OUR MAP DATA, WHICH YOU WILL SEE NEXT MONTH, IS HOW WE'RE GOING TO BE TRACKING THAT GROWTH.

SO JUST A REMINDER OF WHAT YOU SAW LAST MONTH.

THAT SOLID LINE IS REPRESENTATIVE OF THE STAAR RESULTS OVER TIME.

THOSE POTENTIAL GOALS ARE SET FOR.

THE STAAR IS WHERE QUARTER ONE PERFORMANCE WAS, SO THIS WAS THE [INAUDIBLE] PRESENTATION FROM LAST MONTH AND NOW THAT PURPLE PENTAGON IS WHERE QUARTER TWO RESULTS ARE, SO YOU'LL

[01:25:01]

I DID NOT SUMMARIZE THE RESULTS FOR A REASON.

I WANTED YOU TO SEE THE WORK THAT CAMPUSES HAVE BEEN DOING.

I WANTED YOU TO SEE HOW MUCH WE'VE GROWN IN TERMS OF STUDENT PERFORMANCE ON THOSE CURRICULUM BASED ASSESSMENTS.

NOW, IF YOU LOOK AT THE BAR CHART THAT ONE IS SHOWING AGAIN GRADE LEVEL PERFORMANCE PROGRESS ON QUARTER ONE AND PROGRESS ON QUARTER TWO AS IT RELATES TO EACH INDIVIDUAL GRADE LEVEL. SO I DO WANT TO HIGHLIGHT SOME OF THE BRIGHT SPOTS.

SO WE HAVE GRADE FIVE READING AS WELL AS ENGLISH ONE THAT THOSE PARTICULAR GRADE LEVELS SAW THE MOST AMOUNT OF CHANGE IN STUDENT PERFORMANCE WHEN COMPARING QUARTER ONE TO QUARTER TWO. NOW WE LOOK AT THE MATHEMATICS.

SO AGAIN, MATHEMATICS IS THREE THROUGH EIGHT, AS WELL AS ALGEBRA ONE, AND WE ARE USING OUR CBAS TO LOOK TO SEE HOW THESE STUDENTS ARE PERFORMING AT THE MEETS GRADE LEVEL PERFORMANCE. SO AGAIN, WE SAW THAT GIGANTIC DOVE IN OUR STAAR RESULTS FOR FOR MATH NATIONWIDE. RIGHT NOW, WE LOOK AT WHERE THE TARGETS ARE FOR THE BOARD OR THE POTENTIAL TARGETS. THE STAAR IS QUARTER ONE RESULTS AND THE PURPLE PENTAGON IS WHERE OUR QUARTER TWO RESULTS ARE FOR DISTRICT WIDE, BUT AGAIN, WE DON'T WANT TO MASK ANYTHING.

SO AS WE BREAK IT APART AND LOOK AT IT BY GRADE LEVEL, YOU DO SEE THAT OUR ELEMENTARY GRADES, YOU CAN DEFINITELY TELL THE INCREASE IN PERFORMANCE FROM QUARTER ONE TO QUARTER TWO.

OUR MIDDLE SCHOOL GRADES WERE A LITTLE BIT MORE STAGNANT, ESPECIALLY THAT SEVENTH GRADE.

I REALLY DON'T KNOW IF ANYONE IN THIS ROOM HAS A SEVENTH GRADE STUDENT, BUT MAN, I WANT TO ANALYZE SEVENTH GRADERS BECAUSE THEY ARE ALWAYS THE ANOMALY AND THEN WE HAVE AN INCREASE IN EIGHTH GRADE PERFORMANCE, BUT AN AREA OF IMPROVEMENT WOULD BE OUR ALGEBRA ONE PERFORMANCE. OK, NOW IF WE LOOK AT IT BASED ON THE EEOC SUCCESS, IF WE TAKE ALL OF THAT INFORMATION THAT I MENTIONED ALREADY ABOUT ENGLISH ONE, ENGLISH TWO AND ALGEBRA, AND THEN AND THEN WE TIE IN THE BIOLOGY AND THE U.S.

HISTORY. YOU'LL NOTE THAT WE SAW THE GREATEST GAINS FROM QUARTER ONE TO QUARTER TWO IN ENGLISH ONE, ENGLISH TWO AND U.S.

HISTORY AND IF YOU'LL REMEMBER WHEN I PRESENTED THE QUARTER ONE RESULTS THAT THOSE WERE THE ONES I WERE SAYING THAT WE NEEDED TO IMPROVE UPON.

SO JUST KUDOS TO DR.

MARY SHELTON AND HER ENGLISH LANGUAGE ARTS TEAM, AS WELL AS JOHN HATCH AND HIS SECONDARY SOCIAL STUDIES TEAM THAT YOU CAN REALLY SEE THE OUTCOME OF THEIR WORK.

THEY HEARD THAT CALL TO ACTION, AND YOU CAN SEE THE RESULTS NOW.

AGAIN, SUPER BRIEF BECAUSE WE DO HAVE A LOT OF INFORMATION TO SHARE WITH YOU, BUT AS AS YOU CONTEMPLATE THE DATA THAT WAS BEFORE YOU IN THAT IN THESE SLIDES, I JUST WANT TO REMIND EVERYONE THAT WE STILL WANT TO USE CAUTION AS WE COMPARE QUARTER ONE TO QUARTER TWO BECAUSE WE'RE NOT ASSESSING THE SAME STANDARDS, RIGHT? IT WOULD BE DIFFERENT IF WE KNEW THAT WE'RE ASSESSING THE SAME STANDARDS FROM QUARTER ONE TO QUARTER TWO, AND THAT WOULD BE A MUCH MORE ACCURATE MEASURE OF HOW OUR STUDENT PERFORMANCE IS OVER TIME, BUT I DON'T WANT TO DISCOUNT THE WORK THAT OUR TEACHERS AND OUR STUDENTS ARE DOING AND ALL OF OUR CURRICULUM TEAMS. SO ANY QUESTIONS ABOUT THE RESULTS FOR QUARTER TWO BEFORE I TRANSITION? I JUST HAVE ONE QUICK QUESTION.

YES? ON SLIDE, I GUESS THE LITERACY SLIDE? YES. YOU KNOW, WE NOTICED THAT THERE WAS SIGNIFICANT IMPROVEMENT IN EVERY GRADE OR, YOU KNOW, IT WAS PRETTY STABLE WITH THE EXCEPTION OF GRADE FOUR AND SO I WAS JUST CURIOUS WHAT YOUR THOUGHTS WERE WITH RESPECT TO THE DIFFERENCE THERE.

OH YES, DR. HILL, WOULD YOU LIKE TO RESPOND TO THAT? SURE. JUST ON THE SLIDE FOR OBJECTIVE A LITERACY.

YES. MS. JOYNER TALKED ABOUT THE SIGNIFICANT IMPROVEMENTS IN SEVERAL OF THE GRADES, AS WELL AS AN ENGLISH ONE, AND I WAS JUST COMMENTING AND ASKING IN GRADE FOUR.

WE DIDN'T SEE THAT CHANGE THERE, SO I WAS JUST CURIOUS WHAT YOU THOUGHT THE DIFFERENCE THERE WAS. SO GRADE FOUR IS IS A LITTLE BIT OF OUR KIND OF ANOMALY, RIGHT? BECAUSE WE'RE GOING FROM A READING TEST IN A WRITING TEST SEPARATELY IN FOURTH GRADE, AND WE'RE SHIFTING AWAY FROM THAT THIS NEXT YEAR TO THAT INTEGRATED TEST AND FOURTH GRADE

[01:30:03]

THEY MAKE A BIG JUMP IN THE STANDARDS FROM THIRD GRADE TO FOURTH GRADE THAT THEY JUST DON'T NECESSARILY SEE FROM SECOND TO THIRD OR FOURTH TO FIFTH.

SO THAT'S JUST AN AREA WHERE OUR TEACHERS HAVE REALLY BEEN WORKING TO FOCUS ON THOSE EARLY LITERACY SKILLS IN A WAY THIS YEAR THAT THEY HAVEN'T HAD TO BEFORE, BECAUSE THINKING ABOUT REALLY THE LAST TIME OUR FOURTH GRADE STUDENTS WERE IN A TRADITIONAL LIKE REGULAR CLASSROOM, SOME OF THEM WERE FIRST GRADERS.

IS THAT ACCURATE? YES.

DOING THAT MENTAL MATH THERE.

SO THAT'S JUST WHAT WE'RE REALLY SEEING THAT GAP REALLY WIDEN AND IT'S ALSO AT THE MATH LEVEL ON THE MATH SIDE AS WELL TOO WHERE FOURTH GRADE'S REALLY NOT BEEN ONE OF OUR WEAKER MATH FOCUSES.

WE'RE JUST SEEING IT WITH THOSE STUDENTS AND I THINK THAT'S JUST A BIG JUMP IN THE STANDARDS CHANGING FROM GRADE LEVEL TO GRADE LEVEL.

WE'RE REALLY HAVING TO FOCUS ON SMALL GROUP INSTRUCTION PERSONALIZING THAT TO THAT INDIVIDUAL STUDENT NEED AND IT'S BEEN A BIG STRUGGLE IN FOURTH GRADE AND THEN I GUESS THE SAME THING FOR GRADE THREE AS WELL.

I MEAN, THERE WAS A SLIGHT DECREASE, SO YOU'RE SAYING.

IT IS, SO OUR TEACHERS IN THIRD AND FOURTH GRADE ARE REALLY WORKING ON, WE TALK A LOT ABOUT THOSE EARLY LITERACY SKILLS.

THOSE STUDENTS DIDN'T HAVE THAT AS MUCH AS WE WOULD HAVE LIKED IN FIRST AND SECOND AND EVEN KINDERGARTEN. SO THEY'RE REALLY HAVING TO LOOK AT WHAT THEY'RE LOOKING AT IN READING ACADEMIES FOCUSING ON THAT PHONEMIC AWARENESS, PHONOLOGICAL AWARENESS AND HISTORICALLY, OUR STUDENTS CAME TO US IN THIRD AND FOURTH GRADE STRONGER IN THOSE AREAS.

SO WE'VE HAD TO DO A LOT MORE ACCELERATION AND FOUNDATIONAL SKILLS THAN WE HAVE IN THE PAST AND I JUST WANT TO ACKNOWLEDGE THAT, YOU KNOW, WE DID SEE THE INCREASE AND SO WE DO APPRECIATE THAT, YOU KNOW, ALL THE WORK THAT'S GONE INTO MAKING THAT HAPPEN AND I'M JUST CURIOUS, YOU KNOW, WHAT DO YOU ATTRIBUTE SOME OF THAT RAPID GROWTH TO WHAT RESPECT TO, YOU KNOW, WHAT YOU'RE IMPLEMENTING WITH THE ACCELERATION OR ACADEMIC ACCELERATION PLAN OR ALL OF THOSE DIFFERENT PIECES THAT ARE COMING TOGETHER? SO, ABSOLUTELY, WHAT I KIND OF WHAT I JUST MENTIONED A LITTLE BIT IS THAT OUR TEACHERS FOCUS ON FOUNDATIONAL SKILLS.

LOOKING AT THAT MAP DATA AT THE BEGINNING OF THE YEAR, OUR CBAS ARE LOCALLY DEVELOPED, SO THEY'RE NOT EXACTLY ALIGNED YET TO OUR STAAR TEST.

THAT'S SOMETHING THAT WE'RE CONTINUOUSLY WORKING ON AND LITERACY IS OUR HARDEST AREA BECAUSE WE ARE NOT FULL TIME TEST PRODUCERS--THANK GOODNESS, THAT WOULD BE A HORRIBLE JOB--BUT WE HAVE TO USE TEXT THAT'S RELEASED BY THE STATE AND MAKE SURE THAT WE HAVE ADAPTED QUESTIONS THAT ARE APPROPRIATE.

SO THAT'S AN AREA OF GROWTH FOR US ACROSS THE BOARD.

SO WE DON'T JUST GIVE THEM A RELEASED STAAR TEST OVER AND OVER AND OVER AGAIN.

SO THERE'S SOME ALIGNMENT THINGS THAT WE'RE STILL WORKING ON, BUT ALSO JUST THE FACT THAT OUR TEACHERS HAVE REALLY EMBRACED WHAT WE'VE BEEN ASKING THEM TO DO, WHICH IS LOOK AT THEIR MAP DATA AT WHAT INDIVIDUAL STUDENT GAPS ARE AND WORKING IN SMALL GROUP INSTRUCTION BECAUSE WE'RE STILL DELIVERING TIER ONE INSTRUCTION.

EVERY FOURTH GRADER IN GARLAND ISD IS GETTING ON GRADE LEVEL FOURTH GRADE INSTRUCTION EVERY DAY, BUT WHAT HAPPENS AT THAT TEACHER TABLE IS WHERE THAT ACCELERATION REMEDIATION REALLY IS STARTING TO COME TOGETHER AND SO I ATTRIBUTE IT TO THE WORK OUR TEACHERS ARE DOING AT THE TEACHER TABLE WITH SMALL GROUPS OF KIDS.

THANK YOU.

MR. GLICK. YES, THANK YOU, SIR.

WE CAN STAY ON THE LITERACY.

SO I WANT TO SEE IF I UNDERSTAND THIS AS WE GO FORWARD.

SO WHEN WE GET THE END, OF COURSE STAAR RESULTS, SO THE FORTY SIX FOR THIS YEAR, THAT'S OUR GOAL RIGHT NOW FOR WHAT THE STAAR WILL PRODUCE.

IS THAT CORRECT? THAT IS THE GOAL FOR OUR SPRING 2021 PERFORMANCE ON STAAR.

OK. YES, AND THEN ALSO TO COME BACK TO YOUR STATEMENT MR. SELDERS, NEXT MONTH, WE WILL BE PRESENTING DATA ON CLASS, WHICH IS A NEW ASSESSMENT FOR LITERACY, ENROLLING THAT IN WITH MAP AS WELL.

SO I'M RATHER EXCITED ABOUT BRINGING THAT INFORMATION TO YOU AND LETTING YOU KNOW WHAT THE DATA FROM THOSE ASSESSMENT TOOLS ARE DOING SO, MEGAN FRANKENBERG, OUR NEW DIRECTOR OF ELEMENTARY LITERACY, WILL BE JOINING ME FOR THAT PRESENTATION, SO I DO LOOK FORWARD TO SHARING MORE ON THE DATA SIDE.

OBVIOUSLY, DR. HILL HAS THE INSTRUCTION SIDE, BUT WHEN IT COMES TO THAT.

ANY OTHER QUESTIONS WITH REGARD? YES. SO ON THE CURRICULUM BASED ASSESSMENTS.

I'M REALLY TRYING TO UNDERSTAND HOW THEY'RE THEY DONE BY INDIVIDUAL CLASS, INDIVIDUAL GRADE, INDIVIDUAL SCHOOL.

IF I WENT TO A THIRD GRADE CLASS IN THIS ELEMENTARY AND ANOTHER ONE AROUND THE CORNER WITH THE CBAS BE DIFFERENT? THEY WOULD BE THE EXACT SAME.

SO THESE ARE DISTRICT LEVEL CREATED ASSESSMENTS CREATED BY THE TEACHING AND LEARNING DEVELOPMENT TEAM, AND THEY ARE ADMINISTERED TO EVERY SINGLE STUDENT THAT IS ENROLLED IN A

[01:35:03]

OK, BECAUSE WE'VE HEARD DIFFERENT AND THAT'S WHAT'S CONFUSING ME.

OK, SO YOU'RE SAYING WE HAVE A TEST THAT'S GIVEN THROUGHOUT THE DISTRICT BY EVERY SINGLE TEACHER IN EVERY SINGLE SCHOOL THAT'S EXACTLY THE SAME? FOR THE SUBJECTS AND GRADE LEVELS THAT ARE PRESENTED HERE.

YES, SIR. OK. DR.

LOPEZ? NO, I THINK WE'RE GETTING CONFUSED ON OUR THING.

YOU SAID THE CBA ARE DISTRICT ADMINISTERED, BUT THEY'RE LOCALLY DEVELOPED.

THIS ISN'T LIKE A MAP THAT IS DONE SEPARATELY OUTSIDE, I BELIEVE SOCIAL STUDIES, I THINK WE USE TEST RELEASE FOR LOWER GRADE SOCIAL STUDIES.

THESE ARE DEVELOPED BY OUR OWN PEOPLE, AND THEY'RE GIVING PERIODICALLY TO THE STUDENTS AROUND THE SAME TIME.

OK? THE SECOND PART OF OUR CONVERSATION WAS LIKE MIDTERMS, RIGHT? SO IF I GET A CBA, THAT'S DIFFERENT THAN IF A TEACHER GIVES LIKE A MIDTERM OR THEIR OWN ASSESSMENT, AND THOSE ARE DEVELOPED LOCALLY BY TEACHERS OR IN SOME PLACES, TEACHER GROUPS WITHIN A SCHOOL THAT CREATE THE SAME ASSESSMENT AND THEY FOLLOW THE SAME PATHWAYS.

THOSE WERE THE TWO DIFFERENT CONVERSATIONS WE WERE HAVING.

OK, SO WHEN YOU WERE TALKING ABOUT PEOPLE GETTING EXEMPTIONS, THAT WAS NOT EXEMPTIONS FROM CBAS.

NO, SIR. SO FROM THE END OF THE YEAR, TO WHERE I THOUGHT IT WAS, BUT THEN AFTER THAT DISCUSSION, I FELT I WAS IN ANOTHER ANOTHER DIRECTION, RIGHT? SO I GUESS WE GOT CONFUSED WITH THE DIALOG.

OK, SO LET'S THINK OF IT THIS WAY, THERE'S A UNIVERSE OF ASSESSMENTS OUT THERE.

WE ARE BOUND BY LIMITED USE OF ASSESSMENTS AND WE USE CBAS, OK, THE CBAS ARE LOCAL DEVELOPMENT. YOU ASKED IF THEY'RE ARE A STRONG PREDICTOR.

THE CONVERSATION STARTED WITH ARE THEY A STRONG PREDICTOR OF STAAR SUCCESS? I SAID NOT YET.

IT'S A WORK IN PROGRESS.

WE ARE MOVING TOWARDS TO BECOME MORE SCIENTIFIC BECAUSE WE WRITE OUR OWN.

IT'S NOT AN EASY THING TO DO, AND EVERY YEAR WE'RE GETTING BETTER AND BETTER AT IT AND NOW THAT WE'RE LOOKING AT IT, MORE PEOPLE ARE DEVELOPING THEIR STRATEGIES TO MEET THOSE GOALS. LET'S JUST SAY THAT, BUT THEN THE SECOND CONVERSATION SAYS, WELL, WHAT ABOUT THE TEACHERS THAT HAVE INDIVIDUAL TESTS? BECAUSE THE CONVERSATION WAS OUTSIDE OF CBAS, ARE THERE OTHER ASSESSMENTS THAT TEACHERS USE THAT WE COULD USE AS PREDICTORS? AND THE ANSWER WAS NOT NECESSARILY SO, BECAUSE THEN THAT'S WHEN IT'S LOCALLY DEVELOPED BY THEMSELVES OR WHATEVER THEY'RE DOING AND THERE'S NO WAY TO SEE IF THAT ALIGNS WITH THE STAAR AND THEN THAT INCLUDES THE END OF THE YEAR COURSES WHERE YOU CAN GET EXEMPTIONS, WHERE KIDS DON'T EVEN, NOT ALL KIDS TAKE THEM.

SO, YOU SEE THAT IN THE MIDDLE SCHOOL HIGH SCHOOLS.

SO THOSE WERE THE TWO DIFFERENT AREAS.

SO THIS IS A FORM OF ASSESSMENT THAT WE'RE WORKING TO PERFECT TO ALIGN PERFECTLY WITH THE STAAR AS A PREDICTOR.

SO THIS YEAR, LET'S LOOK AT THESE RESULTS, RIGHT? SO AT THE END OF THE YEAR, WE'RE HOPING TO SEE WHERE OUR STRENGTHS ARE BY ANALYZING HOW PREDICTIVE THEY WERE AND THE BETTER WE GET AT IT, THE BETTER PREDICTIVE THEY'RE GOING TO BE. SO WHEN I TAKE ONE OF THESE TESTS, DO I GET A GRADE? YES. AND DOES THIS GO ON MY REPORT CARD? IT DEPENDS, BECAUSE WHEN WE MEASURE THE CBA'S, THOSE TARGET LEVELS ARE BASED ON OUR STAAR TARGET LEVELS, RIGHT? SO IT'S NOT LIKE WHEN WE ALL WENT TO SCHOOL AND 70 WAS PASSING, RIGHT? IF THE APPROACHES GRADE LEVEL IS 48 PERCENT, THEN THAT'S WHAT WE SEE IN OUR SYSTEM.

HOWEVER, THAT'S NOT WHAT WE PUT ON THE REPORT CARD.

SO WE DO HAVE SOME GUIDELINES AND CRITERIA FOR ANY PEOPLE WHO ARE WANTING TO TAKE THE INFORMATION FROM OUR CURRICULUM BASED ASSESSMENTS AND TURN IT INTO A REPORT CARD GRADE.

SO WHEN I LOOK AT THIS AND I SEE THE STAAR AND THEN WHATEVER THE OTHER SYMBOL IS ABOVE IT, WE'RE TRYING TO EQUATE OUR CBAS TO HOW.

THAT WOULD HOW THAT WOULD LOOK IF IT WAS A STAAR TEST AND HOW WOULD IT LOOK ON THE PERCENTAGE UP TO THE COURT, UP TO MEETS RATHER THAN APPROACHES OR MASTERS, THAT'S EXACTLY WHAT WE'RE TRYING TO CREATE? YES, WITH THE UNDERSTANDING THAT STAAR IS A SUMMATIVE ASSESSMENT AND ALL OF THESE CBAS, BECAUSE WITHIN A CYCLE THERE MIGHT BE TWO CBAS WITHIN A CYCLE THAT I'VE TAKEN THAT DATA AND COMBINED IT TO GET AN AVERAGE RIGHT.

SO CBAS ARE FORMATIVE IN NATURE WHERE WE'RE NOT ASSESSING ALL OF THE STANDARDS AT THE SAME

[01:40:03]

SO IT'S A YES AND NO LIKE WE'RE THAT WE'RE TRYING TO SIMULATE WHAT THAT WOULD BE ON STAAR, BUT EVEN WITH THE MOST PERFECT CURRICULUM BASED ASSESSMENT, IT'S STILL NOT GOING TO BE STAAR-LIKE BECAUSE IT'S NOT GOING TO BE SUMMATIVE.

THESE ARE ALL FORMATIVE.

SO AS WE GO INTO THE SEMESTER, WILL THERE BE A POINT WHERE BASED ON THE NUMBER OF THESE TESTS THAT ARE GIVEN THAT NOW I KNOW ARE UNIFORM THROUGHOUT THE DISTRICT WE'LL BE ABLE TO EXTRAPOLATE THOSE NUMBERS AND POSSIBLY BE ABLE TO LOOK AT HOW THE STATE NUMBERS WILL BE AS WE GET GRADED THIS YEAR? NOT SO MUCH WITH OUR CBAS, BUT WHEN I COME TO YOU NEXT MONTH, I'LL USE THE MAP DATA TO TO SHOW THE PROJECTED PERFORMANCE FOR STUDENTS BASED ON MAP.

OK, SO WILL YOU BE USING MAP AND CBA IN CONJUNCTION? YES, AND I'LL BE SURE TO OUTLINE IT, AND YOU'LL SAY, OK, THIS IS WHERE WE THINK WE ARE AS WE GET TOWARD THE END OF THE YEAR? YES, SO I'LL STILL HAVE CBAS FOR QUARTER THREE, BUT THEN I'LL HAVE A SEPARATE PRESENTATION FOR YOU, THAT HAS MAP BECAUSE MAP HAS DONE A STUDY THAT IT'S CALLED A LINKING STUDY WHERE THEY HAVE DONE ALL OF THE RESEARCH AND TAKEN ALL OF THE PERFORMANCE ON STAAR FOR PREVIOUS YEARS. AND LET US KNOW THESE ARE OUR PROJECTIONS BASED ON STUDENT PERFORMANCE ON MAP.

SO THAT TO ME IS GOING TO BE A LITTLE BIT MORE ACCURATE, BUT FOR NOW, WE DON'T HAVE WE DON'T ADMINISTER MAP DURING EVERY CYCLE.

SO AS A BOARD, YOU WANT PROGRESS MEASURE AND HOW WE'RE DOING, AND THIS IS THE CLOSEST WE CAN GET WITH THE UNDERSTANDING THAT IT'S STILL NOT PERFECT AND IT'S STILL NOT IDEAL, BUT IT'S SHOWING US PROGRESS NONETHELESS.

THANK YOU VERY MUCH. I APPRECIATE IT.

YES. OK, THANK YOU.

THAT'S IT. SO I HOPE WE MADE THAT PERFECTLY MUDDLED WATERS FOR EVERYONE THAT'S LISTENING [CHUCKLING] AND ANY ASSESSMENT THAT'S TEACHER CREATED THAT WAS NOT CREATED BY TEACHING AND LEARNING IS NOT INCLUDED IN ANY OF THIS.

SO A TEACHER CAN ASSESS THE HEART OUT OF THEIR LITTLE BABIES, BUT WE ONLY TAKE THOSE THAT ARE STANDARDIZED ACROSS THE DISTRICT.

OKAY, SO I'M READY FOR STAAR RESULTS.

ALSO IN YOUR PACKETS, YOU HAVE EEOC DATA FOR CAMPUSES.

SO JUST WANTED TO SHARE THAT BEFORE MS. JOYNER GOT STARTED. YES, SO AGAIN, COMMITTEE CHAIR SELDERS, TRUSTEES, DR.

LOPEZ. THIS PRESENTATION WILL REVIEW THE HIGHLIGHTS OF DISTRICT PERFORMANCE AS IT RELATES TO OUR DECEMBER 2021 ADMINISTRATION OF THE STAAR AND EOC ASSESSMENTS.

AGAIN, I BELIEVE MR. SELDERS MENTIONED THAT THERE IS A LONGITUDINAL REPORT FOR YOU IN YOUR FOLDER.

I KNOW THAT DR. RUSSELL HAS SHARED THAT PREVIOUSLY.

SO THE FOCUS OF THIS OF WHAT WE DO WITH THE DATA FOR IN THE SPRING REALLY IS ON THE GRADUATION REQUIREMENTS AND HOW WE HELP OUR MOST ACADEMICALLY FRAGILE STUDENTS SURPASS THAT GRADUATION REQUIREMENT AND AGAIN, BECAUSE TONIGHT IS SO DATA HEAVY, I DIDN'T WANT TO GIVE YOU ALL TOO MANY REPORTS, BUT AGAIN, IN BOARD INSIGHTS, I CAN SEND A COUPLE OF OTHER REPORTS THAT I'VE CREATED THAT ANALYZES THE DATA IN A VARIETY OF WAYS.

IF THAT IS YOUR PREFERENCE.

OK, SO AS YOU MAY RECALL, THERE ARE FIVE EOC EXAMS AS MENTIONED IN THE PREVIOUS PRESENTATION ALGEBRA ONE, BIOLOGY, ENGLISH ONE, ENGLISH TWO, AND U.S.

HISTORY, THE GRADUATION REQUIREMENT IS AT APPROACHES GRADE LEVEL.

I KNOW WE'VE HAD THIS CONVERSATION BACK AND FORTH ON WHAT DO WE USE WHEN WE DO BOARD PRESENTATIONS, BUT BECAUSE THIS IS A DECEMBER TEST AND THE FOCUS REALLY IS ON OUR TESTERS, THE INFORMATION PRESENTED TO YOU TONIGHT IS ON APPROACHES GRADE LEVEL.

HOWEVER, IN YOUR BOARD PACKET, YOU DO HAVE THE STAAR - EOC SUMMARY REPORTS, AND THOSE DO HAVE THE PERFORMANCE FOR ALL OF THE PERFORMANCE LEVELS.

SO AND AGAIN, TO HIGHLIGHT THE BIGGEST WHY.

OF THE 2021 TESTERS OF ALGEBRA ONE, EIGHTY SIX PERCENT OF THOSE WERE RE-TESTERS.

OF THE BIOLOGY STUDENTS, SEVENTY NINE PERCENT WERE RE-TESTERS.

EIGHTY NINE PERCENT OF THE ENGLISH ONE KIDDOS WERE OR RE-TESTERS.

EIGHTY SEVEN OF ENGLISH TWO AND SIXTY TWO PERCENT OF U.S.

HISTORY. SO AGAIN, THE FOCUS ON THAT GRADUATION REQUIREMENT AND US HELPING THEM GET OVER

[01:45:03]

SO THROUGHOUT THE PRESENTATION, YOU WILL NOTICE THAT OUR STUDENT PERFORMANCE IS COMPARED TO THE REGION AND TO THE STATE.

ALSO, JUST TO NOTE THE IMPACT OF COVID 19 ON PARTICIPATION COUNTS, WE ARE STILL SEEING THE EFFECTS OF WAIVERS IN TERMS OF STUDENTS NOT HAVING TO TAKE A PARTICULAR EOC BASED ON WHERE THEY WERE DURING SPRING 2020 IN THEIR ACADEMIC CAREER.

SO WHERE WE MIGHT HAVE MORE RE-TESTERS IN A NON-COVID WORLD.

SOME OF THOSE NUMBERS ARE A LITTLE BIT LOWER BECAUSE OF SOME OF THE LENIENCY THAT WE'VE GOT FROM TEA.

OK, SO AS WE LOOK AT ALGEBRA ONE STAAR EOC AGAIN.

AT APPROACHES GRADE LEVEL, YOU'LL NOTICE THAT THE GRAPH INCLUDES OUR OVERALL DISTRICT COMPARISON WITH THE STATE AND THE REGION, AS WELL AS SIX STUDENT GROUPS.

THE NUMBER OF PARTICIPATING STUDENTS WITHIN EACH GROUP IS NOTATED IN PARENTHESES BELOW THE BAR. FOR EXAMPLE, GARLAND ISD HAD ONE THOUSAND ONE HUNDRED AND THREE STUDENTS PARTICIPATE IN THE ALGEBRA ONE EOC, BOTH RE-TESTERS AND NON RE-TESTERS.

SIX HUNDRED AND EIGHTY EIGHT OF THOSE WERE HISPANIC.

THIRTY FOUR OF THOSE STUDENTS WERE ASIAN, AND FOUR HUNDRED AND THIRTY FIVE WERE EMERGENT BILINGUAL STUDENTS JUST TO JUST TO HIGHLIGHT A FEW OF THEM.

OK, SO WHEN I MOVE INTO BIOLOGY IS TYPICALLY A COURSE TAKEN IN A STUDENT'S 9TH GRADE YEAR. HOWEVER, OF THESE SEVEN HUNDRED AND FOURTEEN RE-TESTERS OR TESTERS, WE DO HAVE STUDENTS THAT ARE CLASSIFIED AT ALL LEVELS.

SO FRESHMAN, SOPHOMORE, JUNIOR AND SENIOR.

THE OTHER THING TO NOTE IS THAT IN THE SPRING, WE STILL HAD A HANDFUL OF STUDENTS THAT DIDN'T TAKE THE STAAR EXAM BECAUSE OF VIRTUAL LEARNING AND CHOOSING TO STAY HOME DURING TESTING. SO THOSE FIRST-TIME TESTERS ARE MORE THAN LIKELY THOSE STUDENTS WHO SHOULD HAVE TAKEN THE ASSESSMENT IN THE SPRING AND THEY DIDN'T COME IN THE SUMMER, AND THEN WE FINALLY WERE ABLE TO CAPTURE THEM IN DECEMBER.

SO IF YOU HAVE QUESTIONS ABOUT THOSE, IT'S ALSO IMPORTANT TO NOTE WHEN YOU'RE LOOKING AT PERFORMANCE BY STUDENT GROUP THAT THE SMALLER THE NUMBER, THE GREATER EACH STUDENT CARRIES IN THAT CATEGORY, RIGHT? SO IN THIS PARTICULAR SLIDE, YOU SEE THAT WE HAD THIRTY THREE STUDENTS WHO WERE ASIAN STUDENTS, AND THEY PERFORMED THE HIGHEST IN THIS PARTICULAR GROUP.

THAT'S A SMALL NUMBER, RIGHT? SO THE SMALLER THE NUMBER, THE GREATER THE IMPACT OF STUDENT HAS.

SO AGAIN, JUST A POINT OF CLARITY WHEN IT COMES TO OUR STUDENT GROUPS AND KNOWING THE GROUP SIZE.

ENGLISH ONE.

ENGLISH ONE BY FAR ACROSS THE STATE IS THE MOST DIFFICULT EXAM.

AND WE KNOW THAT BY THE NUMBER OF RE-TESTERS IN ANY GIVEN YEAR AT THE STATE, REGION, EVERY SINGLE DISTRICT, YOU ASK THEM WHAT IS YOUR HIGHEST TEST OF RE-TESTERS? AND IT'S ALWAYS GOING TO BE ENGLISH ONE, AND IT ALMOST GOES BACK TO THE LITERACY QUESTION THAT MR. SELDERS ASKED, BUT FROM THE HIGH SCHOOL PERSPECTIVE, RIGHT? AND ALSO THE PRESENTATION THAT MR. MERRILL PRESENTED ABOUT COURSE FAILURES, RIGHT? SO WE HAVE A HIGH NUMBER, OF COURSE, FAILURES IN OUR ENGLISH COURSES, AND WE'RE SEEING OUR STUDENTS STRUGGLING THE MOST ON THESE ASSESSMENTS.

SO THERE'S DEFINITELY A CORRELATION THERE.

ALSO, WHEN YOU LOOK AT THE STUDENT GROUP, SO WE HAD ONE THOUSAND THREE HUNDRED FORTY SIX STUDENTS TAKE THE ENGLISH ONE ASSESSMENT AND ALMOST HALF OF THOSE STUDENTS--AND I SHOULD HAVE CORRECTED IT ON THIS SLIDE, I APOLOGIZE--ARE EMERGENT BILINGUAL STUDENTS.

SO, THERE IS A CORRELATION TO COURSE FAILURE AND STAAR PERFORMANCE, AS WELL AS LANGUAGE PROFICIENCY. SO AS YOU LOOK AT THE ENGLISH TWO RESULTS, YOU WILL SEE SIMILAR NUMBERS, RIGHT? SO WE HAD ONE THOUSAND FORTY SIX STUDENTS THAT RETOOK THE ENGLISH TWO EXAM AND OVER HALF OF THOSE OR ALMOST QUITE HALF OF THOSE WERE EMERGENT BILINGUAL STUDENTS.

SO WE HAVE A NEW DIRECTOR OF MULTILINGUAL PROGRAMS AND I'M VERY CONVINCED THAT SHE'S GOING TO TAKE THIS BULL BY THE HORNS AND HELP US RUN WITH IT SO THAT WE CAN START CLOSING THOSE GAPS WHEN IT COMES TO OUR MULTILINGUAL LEARNERS.

OK, AND THEN LASTLY, OUR U.S.

[01:50:02]

THIS IS THE SMALLEST RETAKE OR I KEEP SAYING RETAKE, BUT THEY'RE NOT ALL RE-TESTERS.

THE SMALLEST TESTING GROUP IN DECEMBER, WE ONLY HAD FOUR HUNDRED AND SEVENTY NINE STUDENTS TAKE THE U.S.

HISTORY EXAM IN DECEMBER AND THEN YOU CAN SEE THE BREAKDOWN BY STUDENT GROUP IN THE BLUEISH BARS.

OK. OK, SO CAN I ANSWER ANY QUESTIONS ABOUT EOC? MR. JOHNSON AND MR. MILLER? YES.

I UNDERSTAND THAT THIS IS A SMALLER POOL THAN YOU WOULD GET NECESSARILY IN THE SPRING STAAR EEOC'S, BUT ONE THING I'VE NOTICED CONSISTENTLY IS THAT REGION 10 IS UNDERPERFORMING THE STATE AND WE'RE UNDERPERFORMING REGION 10.

YES, SIR. DO WE HAVE ANY CURRICULUM ASSESSMENT FORMED ANY OPINIONS AS TO WHY THAT IS? I'LL LET DR. HILL ANSWER THAT QUESTION OR DR.

CADDELL. THANK YOU FOR THE OPPORTUNITY TO STAND.

[CHUCKLING] SO WHEN WE FIRST INITIALLY GOT THESE RESULTS THIS DECEMBER, WE DIDN'T LOOK AT THEM IN ANY KIND OF CONTEXT.

WE JUST LOOK AT WHAT WERE OUR FALL 2021 DATA AND OF COURSE, WE WERE ALL DEVASTATED.

WE'VE SPENT A LOT OF TIME OVER, PARTICULARLY THIS FALL SEMESTER, REALLY TIGHTENING UP SOME OF OUR SYSTEMS RELATED TO DATA ANALYSIS AND REALLY DRIVING THOSE INSTRUCTIONAL DECISION MAKINGS.

AFTER SOME CONVERSATIONS, WE PULLED SOME HISTORICAL DATA.

AND THAT'S PART OF THE REASON WHY YOU HAVE THE DATA THAT YOU SEE IN FRONT OF YOU RELATED TO LOOKING AT HOW WE PERFORMED TWO YEARS PRE-COVID, THE FIRST FALL AFTER COVID AND THEN THE MOST RECENT FALL AND IT GAVE US A LITTLE BIT, NOT NECESSARILY COMFORT, BUT WE NOTICED THAT IT WASN'T AS DRAMATIC OF A DROP AS MAYBE WE INITIALLY THOUGHT, JUST LOOKING AT THOSE FIRST GLARING NUMBERS WITH THOSE VERY LOW PERCENTAGES, MUCH LOWER THAN WE WOULD HAVE ANTICIPATED. SO WE'VE HAD SOME ONGOING CONVERSATIONS.

ONE, IT'S REALLY HARD AT THE HIGH SCHOOL LEVEL BECAUSE OUR GOAL IS TO GRADUATE STUDENTS FROM HIGH SCHOOL AND THEY HAVE A FINITE NUMBER OF COURSES THAT THEY CAN TAKE TAKE EACH ACADEMIC YEAR AND THEY HAVE A SPECIFIC NUMBER OF ACADEMIC CREDITS THAT THEY HAVE TO ACHIEVE AND EARN IN ORDER TO GRADUATE AND SO IN ORDER TO HAVE STUDENTS GET ALL FOUR OF THEIR REQUIRED FOUR CORE CONTENT AREAS, READING, ENGLISH LANGUAGE ARTS, MATH, SCIENCE AND SOCIAL STUDIES, AND THEN DEPENDING ON IF THEY'RE A SEVEN DAY SCHEDULE OR AN EIGHT DAY SCHEDULE, THEY ONLY HAVE A CERTAIN NUMBER OF ROOM FOR ELECTIVES.

THE HIGH SCHOOL LEVEL, WE KNOW IT'S THOSE ELECTIVES, BE IT ATHLETICS, BAND, FINE ARTS, CTE. THAT'S WHAT'S REALLY KEEPING OUR STUDENTS HAPPY AND SUCCESSFUL IN OUR HIGH SCHOOL CAMPUSES AND SO IT'S HARD TO SCHEDULE FIRST OF ALL THOSE INTERVENTION COURSES SO THAT STUDENTS ARE GETTING THE RETEACH.

THE OTHER THING THAT WE'VE OBSERVED IS OUR INTERVENTION COURSES THAT WE ARE ABLE TO GET STUDENTS SCHEDULED IN.

THEY ARE CURRENTLY CONNECTED TO SPECIFIC COURSES THAT ARE ALIGNED TO THE PEIMS COURSE SERVICE IDS, WHICH MEANS THEY HAVE THEIR OWN UNIQUE SET OF STUDENT STANDARDS OR TEKS ALIGNMENT. SO IF I GIVE A STUDENT AN INTERVENTION COURSE AND LET'S SAY IT IS CHRISTIE CREEL, WHAT'S ONE THAT WE USE FOR A READING COURSE? SO THE READING COURSE FOR ENGLISH ONE, IF THEY FAIL ENGLISH ONE, THEY'RE SCHEDULED INTO A READING COURSE AS A SOPHOMORE AS WELL AS ENGLISH TO THAT READING COURSE HAS SPECIFIC TEKS ASSOCIATED WITH THAT READING COURSE THAT WE'RE REQUIRED TO MAKE SURE THAT THE STUDENT IS TAUGHT IN. IN ADDITION TO THOSE TEKS ASSOCIATED WITH THE INTERVENTION COURSE, WE HAVE TO CYCLE BACK IN THE THINGS THAT THEY MISSED FROM THE ORIGINAL ENGLISH ONE COURSE IN ENGLISH. IT'S A LITTLE EASIER BECAUSE SO MUCH OF THAT IS RECURSIVE.

WHEN WE GET TO AREAS LIKE BIOLOGY.

FOR EXAMPLE, A STUDENT THAT DID NOT MEET WITH SUCCESS ON THE BIOLOGY IS TYPICALLY SCHEDULED INTO AN IPC, WHICH STANDS FOR INTEGRATED PHYSICS AND CHEMISTRY, WHICH AGAIN HAS A FULL CORE SCOPE AND SEQUENCE THAT IS REQUIRED TO TEACH AND WE HAVE TO GET THAT FULL CORE SCOPE AND SEQUENCE, BUT ALSO SPIRAL IN.

SO AFTER WE GOT THESE RESULTS, WHEN YOU ASKED WHAT WE'RE DOING, WE ARE NOW GOING TO ACCELERATE STARTING THIS SPRING AND THEN REALLY FULLY DEVELOPING OUT NEXT SCHOOL YEAR, ACCELERATE THE EXPOSURE TO THE TEKS FOR THE COURSE THAT THEY ARE ENROLLED IN AND THEN BUILD IN THAT INTERVENTION.

SO IT'S MORE PURPOSEFUL AND INTENTIONAL.

I LIKE TO EXPAND A LITTLE BIT ON THAT BECAUSE IT REALLY DOESN'T ANSWER YOUR QUESTION.

OK? WHY IS REGION 10 AND US LOWER THAN THAT? I'VE GOT TO WORK IN THREE DIFFERENT REGIONS, AND ON THIS POINT I COULD TELL YOU A FEW FACTORS ON WHAT I'VE OBSERVED.

FIRST OF ALL, AS A REGION, THIS REGION DOESN'T REALLY FOCUS ON A LOT OF THE RE-TESTERS.

[01:55:01]

I'M GOING TO OFFER YOU SOME COURSES AND WE'RE GOING TO GO AND YOU JUST DO YOUR BEST.

THE SECOND THING IS, IN OTHER REGIONS YOU HIT, YOU HIT KIND OF WHAT WAS GOING ON.

YOU'LL PLACE THEM IN THE COURSE AND THE TEACHER WILL WILL LITERALLY SAY, HEY, THIS IS WHAT THE COURSE OBJECTIVES ARE.

THESE ARE THE TEXTS, AND THEY WILL TEACH THE TEXTS WHERE I'M SAYING I'VE KNOWN OTHER REGION, AREA, SCHOOL DISTRICTS.

WHAT THEY SAY IS THIS IS AN END OF COURSE ONE RE-TESTER YOU WILL TEACH THEM END OF COURSE ONE UNTIL THEY'RE OUT OF YOUR CLASS.

YOU'RE INCENTIVE TO GET OUT OF THIS CLASS IS PASS THAT TEST IN OCTOBER, DECEMBER, SPRING OR SUMMER, AND YOU GET OUT OF THIS CLASS.

ONCE YOU SPRING, YOU GET TO GO BACK INTO WHATEVER YOU WANT OR EVEN HAVE A FREE CLASS.

WELL, ALL OF A SUDDEN THERE'S AN INCENTIVE.

ALTHOUGH THE COURSE ISN'T SAYING YOU'RE DOING END OF COURSE ONE RETESTING BECAUSE THERE'S REALLY NOT THAT COURSE UNLESS YOU DEVELOP IT AND PAY FOR IT AND DO THESE OTHER [INAUDIBLE] CODES THAT DON'T EXIST AND THEN THEY TEACH THEM THAT UNTIL THEY GET OUT, OK? AND YOU SEE THAT AND PEOPLE WILL OPENLY HAVE SESSIONS AND TALK.

ABOUT THE TESTERS AND HAVE INITIATIVES ON THAT.

SO THOSE ARE THE TWO MAJOR DIFFERENCES THAT I'VE SEEN IN OTHER REGIONS THAT ATTEND TO THE END, OF COURSE, RE-TESTERS.

ON THE FLIP END, OUR GRADUATION RATE SEEMS TO BE HIGHER THAN MOST, AND SO IS OUR CCMR RATE. SO ALTHOUGH THESE KIDS AREN'T INITIALLY PASSING THE FIRST, MAYBE TIME OR TWO, MAYBE IT'LL TAKE THEM FOUR TIMES, BY THE TIME THEY GET THROUGH, THEY'RE GETTING THEIR CCMR CREDITS, BUT THERE IS A CULTURAL THING TO REALLY SAY HEY, THIS IS WHAT THE KID FAILED.

THIS IS WHAT YOU'RE GOING TO TEACH.

THIS IS HOW IT GOES.

WELL, MY CONCERN OBVIOUSLY IS AND LARRY CAN JUMP IN HERE AND HELP ME, BUT AS LONG AS I'VE BEEN ON THE ORIGINAL GOAL WAS WE WANTED TO MAINTAIN PARITY WITH REGION 10, AND WE SLIPPED A LITTLE BELOW REGION 10 ON SOME STAAR DATA, BUT WE WERE STILL ON PAR WITH THE STATE, WHICH WAS LOWER THAN REGION 10, AND ON EVERY SINGLE ONE OF THESE, THE STATE, I MEAN, ON BIOLOGY. WE'RE 13 PERCENTAGE POINTS BELOW THE STATE AND REGION 10 IS LIKE SEVEN PERCENTAGE POINTS BELOW THE STATE AND THESE NUMBERS JUST ARE LIKE ANOTHER WORLD FROM WHAT I'M USED TO SEEING AND SO WHAT PERCENTAGE OF THESE ARE RE-TESTERS, DO WE KNOW? YES. SO LET ME GO BACK TO MY NOTES AND THEN I THINK I HAVE ANOTHER ANSWER FOR YOU.

SO RE-TESTERS ALGEBRA ONE EIGHTY SIX PERCENT OF THE KIDS WERE RE-TESTERS BIOLOGY, SEVENTY NINE PERCENT OF THE KIDS WERE RE-TESTERS ENGLISH ONE, EIGHTY NINE PERCENT, ENGLISH TWO, EIGHTY SEVEN AND SIXTY TWO U.S.

HISTORY. NOW TO YOUR QUESTION ABOUT OUR PERFORMANCE AS COMPARED TO THE STATE I LIVE IN RURAL AMERICA. I GREW UP IN RURAL AMERICA.

RURAL AMERICA DIDN'T SHUT DOWN LIKE URBAN DISTRICTS DID DURING COVID.

MY GIRLS KEPT GOING TO SCHOOL, MY NIECES KEPT GOING TO SCHOOL FULL SCHOOL, SO THOSE STUDENTS DIDN'T MISS A BEAT WHEN IT CAME TO THEIR EVERYDAY INSTRUCTION.

OUR KIDS, THE KIDS IN REGION 10, THEY DID.

SO, VERONICA'S HYPOTHESIS, RIGHT? IF NORMALLY THE STATE IS UNDERPERFORMING THE REGION BECAUSE WE HAVE MORE RESOURCES IN URBAN AREAS, IN RURAL AREAS NOW, WE HAVE A FLIP SIDE.

COMMUNITIES DIDN'T SHUT DOWN IN RURAL AREAS.

SO IF I HAD TO GUESS, MY BEST GUESS IS THAT THOSE STATE NUMBERS INCREASED BECAUSE THOSE KIDS DIDN'T MISS AS MUCH INSTRUCTION AS URBAN AREAS.

AND TO BE FAIR, THIS IS KIND OF WHAT I WAS TRYING TO FLESH OUT BECAUSE THIS IS WHAT I'M SUPPOSING TOO AND THE QUESTION I HAVE AND DR.

LOPEZ, YOU CAN CHIME IN, TOO: ARE WE SEEING KIND OF A PERMANENT, NOT PERMANENT, BUT AT LEAST MORE THAN JUST A BLIP SHIFT IN TERMS OF EDUCATION, BECAUSE SO MANY RURAL AND NOT EVEN NECESSARILY RURAL--LUBBOCK'S NOT RURAL, BUT IT DIDN'T SHUT DOWN--LIKE MID-SIZED CITIES IN THIS STATE, DIDN'T GO THROUGH VIRTUAL, DIDN'T GO THROUGH LOCKDOWNS, DIDN'T HAVE SOME GOVERNMENT MANDATE TELLING THEM NOT TO GO AND ARE WE SEEING THAT START TO BE REFLECTED AS WE'RE FINALLY GETTING DATA THAT NOT ONLY ARE WE BEHIND, BUT NOW ALL OF OUR REGIONAL PARTNERS ARE BEHIND AND WE HAVE TO ADDRESS THAT.

COULD I ADD ANOTHER THEORY, POSSIBLY? [CHUCKLING] OF COURSE.

THESE ARE APPROACHING NUMBERS? I WONDER IF THE MEETS AND MASTERS WOULD SHOW THE SAME PATTERN? OH, ABSOLUTELY YES AND IN YOUR IN YOUR PACKET, YOU DO HAVE THE FULL REPORT AND SO YES AND

[02:00:03]

SO BECAUSE OF THE MST PROGRAM.

SO THERE ARE A LOT OF NUANCES WHEN LOOKING AT THE DATA, AND I KNOW THAT IT MAY BE IMPOSSIBLE, BUT IS THERE ANY WAY WE COULD DO IT, AND I HATE USING THE TERM DEEP DIVE ON THE DATA, BUT I THINK THAT'S KIND OF WHAT IT IS TO DETERMINE WHAT PERCENTAGE OF OUR FAILURES IN THIS CYCLE WHERE WE'RE VIRTUAL IN THE LAST ACADEMIC YEAR.

AND I TOTALLY AGREE THE SCHOOLS THAT HAD MORE FACE TO FACE STUDENTS, I THINK ARE THRIVING.

I THINK THERE'S NO DENYING THAT IN MY MIND THERE'S NOTHING BETTER THAN HAVING A LIVE TEACHER. I'M JUST CONCERNED ABOUT THE KIDS NOW AND I TRUST THAT WHATEVER INTERVENTIONS WE PUT IN PLACE FROM OUR DISCUSSIONS TODAY, I HOPE NEXT YEAR YOU SEE PROGRESS.

THAT'S GOING TO BE MY GOAL.

SO THEN WHEN WE MEET HERE, WE WILL WOW WHAT HAPPENED AND YOUR CONVERSATION SPURRED ON A LOT OF MOVEMENT. WELL, THIS ISN'T NECESSARILY JUST SO WE CAN FIGURE OUT WHAT HAPPENED.

THIS IS TO PUT TOGETHER A PLAN FOR I MEAN, BECAUSE IF OUR VIRTUAL STUDENTS ARE REALLY FAR APART FROM THE ONES THAT WERE FACE TO FACE, THEN IT'S STARTING TO SHOW UP TO THESE RE-TESTERS AND OUR STAAR EOC AND WE'RE STARTING TO NOTICE THIS.

THEN THAT HELPS US IDENTIFY AND PLAN INTERVENTIONS WITH RESPECT TO IT.

IT ALSO HELPS MAKE CERTAIN THAT WE DON'T SET POLICY AND WE DON'T GO DOWN THIS ROAD AGAIN.

RIGHT, SO AS YOU LOOK AT THE REPORTS IN YOUR PACKET, YOU'LL NOTICE THAT THERE'S A SUMMARY FOR EACH SUBJECT AREA.

THAT'S AN ALL STUDENTS SUMMARY.

THEN YOU LOOK AT FIRST TIME TESTERS AND THEN RETESTING STUDENTS AND SO IF WE ARE MAKING THE ASSUMPTION THAT FIRST TIME TESTERS WERE OUR VIRTUAL STUDENTS LAST YEAR AND THAT'S WHY THEY DID NOT TAKE THE ASSESSMENT THE FIRST TIME IT WAS, IT WAS GIVEN TO THEM, THOSE STUDENTS ARE OUTPERFORMING OUR TESTERS, BUT AGAIN, AND MR. MERRILL HAS SAID THIS A NUMBER OF TIMES.

BY THE TIME THEY GET TO 11TH OR 12TH GRADE, THEY'RE NOT JUST RE-TESTERS, THEY'RE RE-TESTERS OF RE-TESTERS OF RE-TESTERS, RIGHT? SO IF WE AND AGAIN, JUST THAT QUICK GLANCE THAT FIRST TIME TESTER GROUP IS MORE THAN LIKELY OUR STUDENTS THAT WERE VIRTUAL IN THE SPRING, BUT THE FIRST TIME TESTERS ARE ALWAYS GOING TO OUTPERFORM.

ABSOLUTELY. I MEAN, A RE-TESTER HAS ALREADY FAILED ONCE; THEY'RE MORE LIKELY TO FAIL A SECOND TIME AND I'M NOT [INAUDIBLE] DOWN, IT'S JUST HOW IT IS.

YOU CAN LOOK AT ANY SINGLE EXAM, INCLUDING THE BAR EXAM.

THE RE-TESTERS ARE ALWAYS REALLY BAD, AND THE FIRST TIME TESTERS USUALLY PASS ABOUT 80 PERCENT, RE-TESTERS AT 20 PERCENT.

SO BUT IT'S NOT SO MUCH, AND I'M NOT TALKING ABOUT THE SPRING WHERE WE SHUT DOWN AT SPRING BREAK. THAT WAS EVERYONE.

THAT WAS OUR WHOLE. I'M MORE TALKING ABOUT THE DIFFERENCE BETWEEN THE KIDS THAT DIDN'T COME BACK TO SCHOOL THE NEXT YEAR AND DID REMOTE.

IT'S THE REMOTE LEARNERS THAT I'M WORRIED ABOUT BECAUSE AT THE TIME, I THINK THAT A LOT OF PEOPLE THOUGHT THAT IT WAS GOING TO BE RELATIVELY COMPARABLE.

I DON'T NECESSARILY THINK THAT IT WAS AND I THINK WE STILL NEED TO ASCERTAIN HOW HOW DISADVANTAGED REMOTE LEARNERS ARE THAT WENT THROUGH AN ENTIRE YEAR OF REMOTE LEARNING SO WE CAN FIGURE OUT WHAT WE CAN DO TO CATCH THEM UP AND THIS DATA, I THINK, CAN GO A LONG WAY TO ISOLATING AND ASCERTAINING THAT.

YES, AND I CAN DEFINITELY RUN THAT REPORT AND SEND IT OVER TO YOU.

I JUST WANT TO ADD ONE OTHER LAYER ON THERE, TOO, BECAUSE WE DID GET A REPORT RECENTLY ABOUT OUR STAAR VIRTUAL BASED ON LAST YEAR'S PERFORMANCE.

IT'S PART OF THAT TAPR REPORT THAT YOU CAN COMPARE VIRTUAL LEARNERS TO IN-PERSON LEARNERS. I THINK WHAT I'M MOST WORRIED ABOUT IS KIND OF THIS WHAT I CALL BUBBLE KIDS IN THIS AREA, RIGHT? EACH GRADING CYCLE, WE ASKED STUDENTS LAST SCHOOL YEAR TO TELL US, ARE YOU GOING TO BE A FACE TO FACE LEARNER OR ARE YOU GOING TO BE VIRTUAL, RIGHT? AND THEY MADE A DECISION, AND WE CAN CAPTURE THAT DATA AND WE CAN ANALYZE ALL OF THIS FOR SEVERAL YEARS FORWARD BASED ON THOSE SELECTIONS.

WHAT WE CAN'T TELL YOU IS ALL OF THE KIDS THAT SLID BACK AND FORTH BETWEEN THOSE.

THOSE ARE THE KIDS I'M WORRIED ABOUT.

THE KIDS THAT SAID THEY WERE GOING TO BE FACE TO FACE, BUT MAYBE WOKE UP LATE, AND BECAUSE THERE WAS THAT VIRTUAL OPTION AVAILABLE LAST YEAR, THEY DIDN'T SHOW UP FACE TO FACE, BUT THEY DID SHOW UP VIRTUALLY.

SO WE'VE GOT THIS GROUP OF KIDS THAT REALLY WE CAN'T NECESSARILY PINPOINT BECAUSE THEY

[02:05:05]

THOSE, FOR ME, THOSE ARE THE KIDS THAT I'M WORRIED ABOUT, THAT I DON'T KNOW THAT WE'LL BE ABLE TO SEE IN THAT DATA.

THANK YOU VERY MUCH. ANY ADDITIONAL QUESTIONS RELATED TO STAAR? YEAH. YES, I WAS HEADED DOWN THE LINE THAT WES WAS, BUT JUST FOR ME ON THE CHARTS LIKE ALGEBRA ONE, REMIND ME, I CAN'T REMEMBER WHAT GRADE LEVEL IS THAT? ALGEBRA ONE IS TYPICALLY A COURSE THAT IS TAKEN AS A NINTH GRADE STUDENT.

SO MOST OF THESE STUDENTS ARE CURRENT 10TH GRADERS, BUT WE DO HAVE SOME THAT ARE JUNIORS AND SENIORS AND SO IN THE EXTRA REPORTS THAT I HAVE RUN ALREADY, I JUST DIDN'T WANT TO BOMBARD YOUR PACKET, I DO HAVE THE STUDENTS THAT DID NOT MEET BROKEN UP BY GRADE LEVEL, AND I PARTICULARLY HIGHLIGHT THE ONES THAT ARE CURRENT SENIORS BECAUSE FOR MR. MERRILL AND HIS TEAM, THOSE ARE THE ONES THAT ARE OUR TRIAGE STUDENTS.

WE NEED TO HELP THEM OVERCOME WHATEVER OBSTACLE IS IN THEIR ACADEMIC WAY IN ORDER TO BE SUCCESSFUL IN THE SPRING.

AND ON THE FIRST CHART, YOUR LAST COLUMN IS EB.

THAT'S A NEW TERM FOR EMERGENT BILINGUAL AND THEN THE OTHER SUBSEQUENT CHARTS, I MADE THE MISTAKE OF NOT UPDATING THAT.

SO, ELL AND EMERGENT BILINGUAL ARE THE SAME THING.

SO MY APOLOGIES, I DIDN'T UPDATE THOSE.

THANK YOU. YES, BUT THE NEW TERM IS EMERGENT BILINGUAL, BUT THEY'RE THE SAME.

OK. ANY ADDITIONAL QUESTIONS ABOUT STAAR? OK, I'M READY FOR PSAT.

MS. JOYNER BEFORE YOU MOVED THERE, I THINK WE ARE GOING TO TAKE A QUICK BREAK, IF THAT'S OK. IT'S A LOT OF DATA, OF COURSE.

YOU GUYS GOOD FOR 10 MINUTES, 15 MINUTES? SURE. YES. WHICH ONE? 10 MINUTES.

ALL RIGHT. SO, WE'LL BREAK AND THEN WE'LL BE BACK AT 8:23.

THANK YOU.

AND WE ARE GOING TO MOVE TO ITEM 5F, WE'RE GOING TO GO OVER COLLEGE READINESS ASSESSMENTS.

2021 2022 PSAT OUTCOMES.

MS. JOYNER.

YES. SO AGAIN, AS IF YOU HAVE NOT HAD ENOUGH DATA FOR TONIGHT, THIS ONE IS A LITTLE BIT DIFFERENT. IT'S NOT STAAR.

IT'S NOT CBA.

I ACTUALLY DON'T KNOW THAT WE'VE BROUGHT PSAT TO YOU IN A LITTLE WHILE BECAUSE OF THE COVID PANDEMIC, BUT WE DID WANT TO HIGHLIGHT SOMETHING BECAUSE THIS IS SOMETHING THAT AS A BOARD AND AS A DISTRICT, WE INVEST HEAVILY IN.

SO WE WANTED TO KIND OF SHARE WHERE THOSE ARE AGAIN, A RATHER QUICK PRESENTATION.

BUT IF YOU HAVE ANY QUESTIONS ABOUT THIS, I'M HAPPY TO ADDRESS THEM.

SO AGAIN, CHAIRMAN SELDERS TRUSTEE, DR.

LOPEZ, THIS LAST PRESENTATION I HAVE FOR YOU ALL TONIGHT IS ALIGNED TO OUR PURSUIT OF ONE HUNDRED PERCENT OF OUR STUDENTS BEING COLLEGE CAREER MILITARY READY AND WHILE THE PSAT IS NOT A CCMR INDICATOR, IT IS HELPFUL FOR OUR STUDENTS TO SEE THEIR PERSONAL GROWTH FROM 8TH GRADE UNTIL 10TH GRADE AND REALLY 11TH GRADE IN ANTICIPATION OF THEIR SAT DAY THAT AGAIN, YOU ALL INVEST SO HEAVILY IN DURING THEIR JUNIOR YEAR.

SO JUST A LITTLE RECAP ON THE PSAT PROGRAM.

WE DO HAVE A COUPLE OF DIFFERENT ASSESSMENT VERSIONS, SO WE HAVE A PSAT FOR GRADES EIGHT AND NINE AND AGAIN, THAT GIVES A BASELINE MEASUREMENT OF COLLEGE AND CAREER READINESS AS STUDENTS ENTER HIGH SCHOOL PRELIMINARY OR PSAT FOR GRADE 10 AND THEN PSAT-- THIS ONE'S ALWAYS A TONGUE TWISTER--NMSQT, SO NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST.

SO IN GARLAND ISD, OUR 10TH AND 11TH GRADERS DO TAKE THIS VERSION THAT IN NMSQT ASSESSMENT, AND THIS IS ALWAYS GIVEN IN OCTOBER.

SO EVEN WHEN WE'RE LOOKING AT THE DATA, I KIND OF ATTRIBUTE THIS, THIS IS OUR HIGH SCHOOL VERSION OF MAP BECAUSE WE CAN COMPARE TO NATIONAL NORMS. WE CAN SEE HOW OUR STUDENTS ARE PERFORMING AS COMPARED TO THE STATE AND TO THE U.S.

SO IF I HAD TO SUM UP WHAT PSAT IS AND HOW IT HELPS OUR STUDENTS, IT'S OUR IT'S OUR MAP

[02:10:08]

SO JUST SOME COMPONENTS OF THE ASSESSMENT.

EACH ASSESSMENT DOES HAVE TWO SECTIONS THE EVIDENCE BASED READING AND WRITING.

SO ERW AND MATH.

THE ERW SECTION SCORE IS COMPRISED OF THE READING TEST SCORE AND A WRITING AND LANGUAGE TEST SCORE.

THE MATH SECTION IS COMPRISED OF A MATH TEST SCORE.

THE READING TEST MEASURES COMPREHENSION AND REASONING SKILLS AND FOCUSES ON CLOSING READING ON CLOSE READING OF PASSAGES IN A WIDE ARRAY OF SUBJECT AREAS.

THE WRITING AND LANGUAGE TEST MEASURES A RANGE OF SKILLS, INCLUDING COMMAND OF EVIDENCE, EXPRESSION OF IDEAS AND THE USE OF STANDARD ENGLISH CONVENTIONS AND GRAMMAR AND PUNCTUATION. THE MATH TEST COVERS A RANGE OF MATH PRACTICES, WITH AN EMPHASIS ON PROBLEM SOLVING, MODELING, USING TOOLS STRATEGICALLY AND USING ALGEBRAIC STRUCTURE.

SO EACH SECTION SCORE OF THE PSAT FOR 8/9 RANGES FROM 120 TO 720, WITH THE TOTAL SCORE RANGE OF 240 TO 1440.

FOR PSAT 10 AND PSAT NMSQT, EACH SECTION SCORES RANGES FROM 160 TO 760, WHILE THE TOTAL SCORE RANGING FROM 320 TO 1520.

THE SCORE REPORT INCLUDES AN INDICATOR FOR EACH SECTION, SO ERW AND MATHEMATICS, WHICH SHOWS WHETHER A STUDENT'S SCORE MEETS THE GRADE LEVEL BENCHMARK OR LIKE IF WE WERE COMPARING TO STAAR THE GRADE LEVEL NORMS. THESE BENCHMARKS ALLOW STUDENTS AND EDUCATORS TO UNDERSTAND HOW THEY ARE PROGRESSING TOWARDS COLLEGE READINESS, SO THE REST OF THE SLIDES ARE GOING TO GO INTO THE RESULTS AS COMPARED FROM 8TH GRADE TO 9TH GRADE TO 10TH AND 11TH AND IN YOUR BOARD PACKET.

YOU DO HAVE THE FULL REPORT FOR EACH PARTICULAR GRADE LEVEL AND IT HAS THE U.S., TEXAS GARLAND THEN HOW EACH OF THE DIFFERENT CAMPUSES PERFORMED FOR EACH GRADE LEVEL.

OK, SO AGAIN, NOT NOT TO BELABOR ALL OF THE INFORMATION HERE, BUT I SHOULD HAVE MADE IT GO ALL ON ONE. FOR EIGHTH GRADE STUDENTS, WE HAD FOUR THOUSAND EIGHTY ONE STUDENTS TAKE THE ASSESSMENT IN OCTOBER, AND AGAIN, WE HAVE SUCH A HIGH PARTICIPATION RATE BECAUSE WE HAVE A CAPTIVE AUDIENCE, WE SHUT DOWN THE SCHOOL AND WE ADMINISTER THE PSAT.

SO FOR THE EVIDENCE BASED READING AND WRITING, 50 PERCENT OF OUR EIGHTH GRADERS MET THE BENCHMARK AND AGAIN, NO SURPRISE HERE THAT OUR MATH RESULTS WERE LOW AND THIS IS A TREND THAT YOU WILL SEE ACROSS EVERY ONE OF THE SLIDES.

SO I'M NOT GOING TO BELABOR ANY OF THESE POINTS BECAUSE THEY'RE PRETTY MUCH ABOUT THE SAME IN TERMS OF THE PERCENT OF STUDENTS THAT MET THEIR GRADE LEVEL BENCHMARKS.

SO NINTH GRADERS FORTY FIVE HUNDRED KIDS.

FORTY EIGHT PERCENT OF THEM MET THE EVIDENCE BASED READING AND WRITING.

TWENTY EIGHT PERCENT MET THE MATH.

SO THERE WAS A DIP IN THE NINTH GRADE AS COMPARED TO THE PREVIOUS GRADE LEVEL COHORT.

THEN FOR 10TH GRADE, WE HAVE AGAIN THE COMPARISONS.

WE COME BACK UP AND GAIN THAT ONE POINT BACK IN EACH ONE OF THOSE AREAS AND THEN IN 11TH GRADE, NOW 11TH GRADE HAS A LITTLE BIT MORE MEAT TO IT BECAUSE THIS IS WHEN THE STUDENTS CAN REALLY QUALIFY AS THE SEMIFINALISTS FOR THAT NATIONAL MERIT SCHOLARSHIP, WHICH IS SUCH A PRESTIGIOUS HONOR FOR OUR STUDENTS.

SO FORTY SEVEN PERCENT OF OUR STUDENTS MET THEIR [INAUDIBLE] LEVEL BENCHMARK IN EVIDENCE BASED READING AND WRITING, AND THEN 20 PERCENT OF THEM MET IT IN MATH, SO FAST AND FURIOUS BECAUSE I KNOW WE ALL HAVE RECEIVED A LOT OF DATA TONIGHT, BUT ANY QUESTIONS ABOUT THE INFORMATION PRESENTED TO YOU OR ANY ONE DRINKS? THANK YOU, MS. JOYNER.

MS. GRIFFIN. YES, MY QUESTION IS TO DR.

RINGO.

OFF THE TOP OF YOUR HEAD, WHAT IS THAT NUMBER THAT WE SPEND FOR THESE TESTS? DO YOU REMEMBER? MS. GRIFFIN, I DO NOT WANT TO GUESS.

I WOULD PREFER TO GET AN EXACT NUMBER.

I DO NOT REMEMBER OFF THE TOP OF MY HEAD.

OK, I DO NOT BELIEVE I'M GOING TO SAY THIS, BUT MAYBE YOU COULD PUT IT IN THE BI.

[LAUGHTER] THE BOARD MEMBER WILL GET A KICK OUT OF THAT.

YES, MA'AM. IT SHOULD BE JUST THE NUMBER.

WE WILL. IT SHOULD BE ONE PHRASE, AND WE MIGHT EVEN BE ABLE TO GET IT TO YOU BEFORE

[02:15:03]

CADDELL AND MR. MERRILL AND MY GOODNESS, IT COMES OUT OF MY BUDGET.

I SHOULD KNOW, BUT AGAIN, I DON'T WANT TO GUESS.

OK. ALL RIGHT. OK.

ALL RIGHT. OK. MR. GLICK. YEAH, THANK YOU.

FROM WHAT I'VE HEARD, WE'RE ONE OF THE FEW DISTRICTS THAT ACTUALLY PAYS FOR THESE TESTS ALL THE WAY FROM EIGHTH GRADE ON.

YES, SIR. AND WE HAVE SET ASIDE SPECIFIC DAYS FOR THE KIDS TO TAKE THE TEST.

YES, SIR. SO I'M NOT SURE IF THESE RESULTS WOULD BE ACCURATE BECAUSE WE'RE WE'RE TESTING EVERYBODY. I THINK A LOT OF THE OTHER DISTRICTS, IT'S SELECTIVE KIDS WHO TAKE THE TEST AND PARENTS IN SOME CASES WHO CAN AFFORD TO PAY FOR THE TEST.

I REMEMBER WHEN WE DECIDED TO PAY FOR ALL THESE TESTS, HOW MANY CALLS WE GOT HAVE OF THANK YOU. AND THEN WE STARTED PAYING FOR THE SAT TEST AND WE STARTED PAYING FOR THE AP TESTS. WE COULDN'T HAVE BEEN THANKED MORE.

SO I THINK I DON'T THINK THESE ARE ACCURATE RESULTS OF HOW WE COMPARE TO THE STATE OR THE OR THE NATION. THAT'S CORRECT.

AND SO EVEN WHEN DISTRICTS BEGAN TO PAY FOR THE AP ASSESSMENTS, THE MORE KIDS YOU TEST, THE LOWER YOUR YOUR PERFORMANCE RATE IS GOING TO GO.

BECAUSE AGAIN, IT'S NOT A SELECT GROUP OF STUDENTS THAT THEIR FAMILIES HAVE DETERMINED OR PREDETERMINED THAT THEY'RE COLLEGE READY STUDENTS WE'RE WE ARE REMOVING THAT BARRIER TO ACCESS. YES, SIR.

THANK YOU. YES.

ANY OTHER QUESTIONS? OK.

THAT'D BE ALL, THANK YOU. I WILL AND I WILL SEND SOMEBODY A TEXT WITH THAT INFORMATION BECAUSE I KNOW IT'S ON MY PHONE.

WELL, WE WANT THE FULL BOARD TO KNOW SO WE CAN WAIT TILL SUNDAY.

YEAH, YEAH.

LINK WITH AN INVOICE.

I'M JUST PLAYING. ALL RIGHT.

SO WE'RE DOWN.

[LAUGHTER] YOU'LL BE ALL RIGHT. ALL RIGHT.

SO WE'RE GOING TO MOVE TO ITEM G ACADEMIC ACCELERATION, PLAN IMPLEMENTATION.

GOT DR. CADDELL, MR. MERRILL, MS. PERALES. DR.

ADAMS, MS. ALEXANDER, WOLFKILL AND DR.

HILL.

RIGHT. WELL, GOOD EVENING, CHAIRMAN SELDERS, TRUSTEES, DR.

LOPEZ. WE'RE EXCITED TO SHARE THE COLLABORATIVE CROSS-FUNCTIONAL IMPLEMENTATION OF OUR ACADEMIC ACCELERATION PLAN DESIGNED TO HYPER FOCUS ON OUR ACADEMIC TIME AND EFFORT IN ORDER TO ADDRESS OUR STUDENT LEARNING GAPS AND IMPROVE STUDENT OUTCOMES FOLLOWING THE UNPRECEDENTED EVENTS EXPERIENCED SINCE MARCH OF 2020.

TONIGHT, TRUSTEES HAVE RECEIVED SEVERAL PRESENTATIONS HIGHLIGHTING OUR FALL ACADEMIC PERFORMANCE OUTCOMES.

WE ARE ENCOURAGED BY EARLY SIGNS OF STUDENT SUCCESS AS WELL AS ACKNOWLEDGE ONGOING AREAS OF ATTENTION. WE REMAIN OPTIMISTIC ABOUT THE OUTCOMES WE WILL WITNESS THIS SPRING BASED ON THE WORK OF THE DISTRICT AND CAMPUS LEVELS.

TRUSTEES ARE REMINDED THAT SCHOOL IMPROVEMENT, WHICH DOES INCLUDE ACADEMIC ACCELERATION, IS MORE LIKE A MARATHON THAN A SPRINT.

IT DOES NOT HAPPEN OVERNIGHT AND IT DOES NOT HAPPEN WITHOUT PRACTICE.

THROUGH THIS PRESENTATION, YOU WILL BE PROVIDED WITH A LOOK AT OUR PRACTICES.

THAT IS, WHAT DOES ACADEMIC ACCELERATION WORK LOOK AND FEEL LIKE IN ORDER TO IMPACT OUR ACADEMIC OUTCOMES FOR 2022 AND BEYOND? AS A REMINDER, OUR ACADEMIC ACCELERATION PLAN FOCUSES ON FOUR CRITICAL NEED AREAS, PRE-K EIGHT LITERACY, PRE-K EIGHT MATHEMATICS, EOC SUCCESS AND CCMR OUTCOMES.

OVER AND OVER THE RESEARCH LITERATURE IS CLEAR THAT THE KEY TO STUDENT SUCCESS IS THE CLASSROOM TEACHER.

THEREFORE, THE DAILY WORK OF IMPLEMENTING OUR ACADEMIC ACCELERATION PLAN WAS NOT CENTERED ON GIVING STUDENTS MORE TEST, BUT RATHER FOCUSED ON INSTRUCTION AND TEACHER PROFESSIONAL DEVELOPMENT.

INSTRUCTIONALLY WE HAVE NARROWED OUR ATTENTION TO SMALL GROUP INSTRUCTION, INTEGRATED INTERVENTION TO SUPPORT STUDENTS AT THEIR INSTRUCTIONAL LEVEL WHILE STAYING CONNECTED TO THE GRADE LEVEL EXPECTATIONS.

STRUCTURED LITERACY AND MATHEMATIC INSTRUCTIONAL BLOCKS TO ENSURE THAT STUDENTS ARE ENGAGED IN THE SUBJECT AREA EVERY MINUTE OF THE INSTRUCTIONAL TIME PERIOD PROVIDED.

AND INTENTIONAL CONNECTIONS WITH CONTENT AND INSTRUCTIONAL STRATEGIES TO ENSURE THAT STUDENTS ARE PROVIDED THE SCAFFOLDS NEEDED TO SUPPORT LEARNING.

OUR PROFESSIONAL DEVELOPMENT FOCUS WAS NOT ON PROVIDING TEACHERS WITH MORE OPPORTUNITIES TO SIT WITH THE PRESENTER AND BE PASSIVE PARTICIPANTS AND LISTENERS, BUT RATHER FOCUSING

[02:20:01]

AS YOU CAN SEE FROM OUR MIDYEAR DATA DISPLAYED ON THE SCREEN, WE ARE SEEING GREAT PARTICIPATION AND SUCCESS AT OUR TARGETED GRADE LEVELS AND ARE LOOKING FORWARD TO EXPANDING TO ADDITIONAL GRADE LEVELS OVER THE NEXT TWO YEARS.

SO AT THIS TIME, I'M GOING TO ASK DR.

ADAMS TO SHARE INFORMATION ABOUT THE ACADEMIC ACCELERATION PLAN MONITORING AND SUPPORT.

SYSTEMS AND PRACTICES IN PLACE TO MONITOR AND SUPPORT THE DISTRICT'S ACADEMIC ACCELERATION PLAN, UNDERSTAND THE IMPACT OF THE PANDEMIC HAS HAD ON STUDENT ACHIEVEMENT.

WE KNEW THAT WE NEEDED TO MAKE ADJUSTMENTS TO OUR SYSTEMS AND OUR PRACTICES TO ENSURE HIGH LEVELS OF COHERENCE BETWEEN CENTRAL OFFICE SYSTEMS AND CAMPUS SYSTEMS. THIS SLIDE OUTLINES WHAT DATA HAS BEEN MONITORED OR IS BEING MONITORED, AND ALSO WHAT SUPPORT PLANS ARE IN PLACE.

ON THE MONITORING SIDE, YOU'LL NOTICE THAT FIVE OUT OF THE SEVEN ITEMS LISTED HERE DEAL DIRECTLY WITH ACADEMIC PERFORMANCE.

SO CURRICULUM BASED ASSESSMENTS, WEEKLY ASSESSMENTS, INTERIM ASSESSMENTS, MAP AND ALSO FAILURE REPORTS. WE'VE TALKED ABOUT A LOT OF THOSE TONIGHT, BUT WE ALSO UNDERSTAND THAT FAILURE, DISCIPLINE REPORTS AND ATTENDANCE RATES ARE ALSO IMPORTANT, AND THEY NEED TO BE MONITORED AND ADDRESSED TO ENSURE THAT STUDENTS ARE PROGRESSING EFFECTIVELY.

THE SUPPORT COLUMN DRILLS DOWN TO HELP IDENTIFY ANY GAPS THAT OCCUR IN THE IMPLEMENTATION IN ORDER TO RESPOND EFFECTIVELY.

SO STARTING WITH COLLABORATIVE WALKS, A SYSTEM WAS CREATED WHERE PRINCIPALS AND ASSISTANT PRINCIPALS WOULD REGULARLY OBSERVE INSTRUCTION AND HAVE CONVERSATIONS AROUND IMPROVING PRACTICE. DIFFERENTIATED COACHING IS JUST THAT.

HAVING COACHING CONVERSATIONS WITH PRINCIPALS REGARDING THE MONITORING SYSTEMS AND DATA LISTED HERE, WHAT'S WORKING, WHAT'S WORKING WELL, WHAT'S NOT WORKING WELL, HOW DO WE ADDRESS ANY AREAS THAT ARE NOT MOVING IN THE RIGHT DIRECTION? WE ALSO IDENTIFY EFFECTIVE MODELS OR EXEMPLARS AT CAMPUSES THAT WE CAN LEVERAGE ACROSS THE AREA LEVELS AND ACROSS THE DISTRICT.

WHAT'S WORKING WELL AND WE DO HAVE BRIGHT SPOTS THROUGHOUT THIS DISTRICT.

PROFESSIONAL DEVELOPMENT IS TAILORED ACCORDING TO THE DATA FROM THE MONITORING SYSTEMS BASED ON CAMPUS AREA AND LEVEL DATA.

YOU KNOW, CAMPUSES AND AREA OBSERVATION AND FEEDBACK SYSTEMS ARE IN PLACE TO PUT EYES ON WHAT'S HAPPENING IN CLASSROOMS. IN ORDER FOR US TO BE ABLE TO PERSONALIZE SUPPORT ACCORDING TO CAMPUS NEEDS, WE HAVE TO BE CLOSE TO TEACHING AND LEARNING IN ORDER TO SUPPORT EFFECTIVELY.

AND THE LAST BULLET HIGHLIGHTS DATA ANALYSIS AND ACTION PLANNING SYSTEMS THAT ARE IN PLACE TO SUPPORT CAMPUS LEADERSHIP TEAMS AND ANALYZING AND RESPONDING TO CAMPUS DATA.

AREA SUPPORT TEAMS ALSO FOLLOW A SIMILAR PROCESS TO ENSURE THAT WE'RE PROVIDING ADEQUATE SUPPORT AND SPENDING OUR TIME WHERE IT NEEDS TO BE SPENT.

WE ALL KNOW IT TAKES HIGH LEVELS OF COLLABORATION AND CLARITY TO IMPLEMENT THIS ACCELERATION PLAN.

OUR FOCUS HAS REALLY BEEN ROOTED ON THESE FOUR AREAS LISTED HERE GOAL SETTING BEING REALLY CLEAR ABOUT THE GOALS AND WORKING WITH LEADERSHIP TEAMS TO MAKE SURE THAT SYSTEMS ARE IN PLACE TO CONSISTENTLY MONITOR PROGRESS TOWARDS CAMPUS GOALS AT THE CAMPUS LEVEL, THE TEACHER LEVEL, THE STUDENT LEVEL AND ALSO DISTRIBUTIVE LEADERSHIP, YOU KNOW, CLARITY AROUND ROLES AND RESPONSIBILITIES AND HOW CAMPUS LEADERSHIP TEAMS CAN OWN DIFFERENT PIECES OF THIS ACCELERATION PLAN TOGETHER.

ALIGN SYSTEMS INTENTIONALITY AROUND HOW CAMPUS SYSTEMS CONNECT.

HOW DO WE MONITOR DATA AT THE CAMPUS LEVEL, THE DISTRICT LEVEL PLANNING SYSTEMS, OBSERVATION AND FEEDBACK SYSTEMS, SCHEDULES, ET CETERA, AND LEADERSHIP CAPACITY.

ULTIMATELY, EVERYTHING LISTED HERE IS HELP BUILD LEADERSHIP CAPACITY OF CAMPUS AND DISTRICT LEADERSHIP TEAMS SO WE CAN DO A BETTER JOB OF SUPPORTING TEACHERS IN CLASSROOMS. THE COLOR CODED COLUMN ON THE RIGHT OUTLINES THE DIFFERENT LEVELS OF SUPPORT AND COLLABORATION.

AT THE BOTTOM ARE THE FOUNDATIONAL LEVEL OF THIS TEAM ARE PRINCIPALS, ASSISTANT PRINCIPALS, INSTRUCTIONAL COACHES AS WELL AS TEACHERS.

THE ROLE OF EVERYONE LISTED ABOVE THE TEACHER IS REALLY TO SUPPORT THEM IN CLOSING ACHIEVEMENT GAPS FOR STUDENTS.

THE YELLOW BLOCK THE YELLOW BLOCK BOX, EXCUSE ME, IS THE AREA LEADERSHIP TEAM AND THE

[02:25:02]

AND AGAIN, WE'RE ALL WORKING COLLABORATIVELY TO SUPPORT CAMPUSES IN THIS WORK.

THIS SLIDE SHOWS HOW ALL THESE SYSTEMS AND PROCESSES ARE CONNECTED.

EACH LEVEL ROLE IS OUTLINED HERE, ALONG WITH THE CORRESPONDING SYSTEMS AND PRACTICES THAT ARE IN PLACE.

IN THE CENTER ARE THE EDLS AND TEACHING AND LEARNING WORKING TOGETHER TO ENSURE THERE'S CLEAR STRUCTURES AND SYSTEMS THAT ARE IN PLACE TO SUPPORT IMPROVEMENT EFFORTS.

THE AREA LEADERSHIP TEAM SERVES AS A KIND OF INTERMEDIARY ROLE THAT NOT ONLY HELPS SUPPORT CAMPUSES, BUT THEY ALSO SERVE AS A BRIDGE BETWEEN CAMPUSES AND CENTRAL OFFICE, WHERE THEY BRING BACK INFORMATION TO SUPPORT ANY MODIFICATIONS TO CURRICULAR RESOURCES AND TO DETERMINE WHAT ADJUSTMENTS NEED TO BE MADE TO PROFESSIONAL DEVELOPMENT PLANS.

YOU ALSO NOTICE SIMILARITIES WITH THE SYSTEMS AND PRACTICES FOR EACH OF THESE LEVELS, BUT THE ROLES AND RESPONSIBILITIES LOOK DIFFERENT, ACCORDING TO THE LEVEL.

AND SO NOW I'M GOING TO TURN THINGS OVER TO MS. ALEXANDER TO GO A LITTLE BIT DEEPER INTO SOME OF THESE PRACTICES.

AS I MOVE THROUGH THIS PORTION OF THE PRESENTATION, YOU WILL FIND KEY ARTIFACTS THAT ARE USED FOR IMPLEMENTATION OF THE PRACTICES DISCUSSED LOCATED IN YOUR BOARD NOTES.

THIS SLIDE THAT YOU SEE PROVIDES A GLIMPSE INTO CORE HIGH LEVERAGE PRACTICES EDLS AND PRINCIPLES ENGAGE IN WITH THE INTENTION OF HONING IN ON THE MOST IMPACTFUL ACTIONS DESIGNED TO INCREASE ACHIEVEMENT FOR ALL OF OUR STUDENTS.

AT THE CAMPUS LEVEL, EDLS SET GOALS WITH PRINCIPLES AND PRINCIPLES FOLLOW SUIT WITH THEIR TEACHERS AND TEACHERS WITH STUDENTS.

GOALS AND TARGETS ARE ESTABLISHED AROUND CAMPUS AND DISTRICT DATA POINTS.

SINCE THE BEGINNING OF THE YEAR, THE EDL TEAM HAS WORKED WITH THE TEACHING AND LEARNING DEPARTMENT TO SET THE FOUNDATION FOR INSTRUCTIONAL PLANNING WITH PRIORITY CAMPUSES.

IN ALIGNMENT WITH THE DISTRICT'S ACADEMIC ACCELERATION PLAN THIS PLANNING ADDRESSES BOTH READING AND MATH INSTRUCTION AT BOTH THE WHOLE, AT THE WHOLE GROUP, SMALL GROUP AND INTERVENTION LEVELS.

TEACHER TEAMS FROM THESE PRIORITY CAMPUSES WORK TOGETHER TO IDENTIFY HIGH LEVERAGE TEKS AND DISCUSS BEST PRACTICES FOR DELIVERY OF THOSE TEKS INSTRUCTION WISE.

DATA MEETINGS, OR PLCS, ENSURE THAT GRADE LEVEL TEAMS ARE LOOKING AHEAD AT UPCOMING TARGET TEKS TO MAKE INSTRUCTIONAL DECISIONS, AS WELL AS REVIEWING STUDENT DATA TAKEN AFTER THE LEARNING OF THESE TARGETED TEKS HAS OCCURRED.

CLASSROOM WALKS, COUPLED WITH FEEDBACK AND COACHING, ARE REGULAR COMPONENTS OF THIS RECURSIVE PROCESS.

AT THE DISTRICT LEVEL, EDLS WORK WITH THEIR INSTRUCTIONAL SUPPORT TEAMS TO PROVIDE OPPORTUNITIES FOR BOTH PRINCIPALS AND ASSISTANT PRINCIPALS TO PARTICIPATE IN MONTHLY COLLABORATIVE WALKS.

PRINCIPALS ROTATE CAMPUS HOST RESPONSIBILITIES, ALLOWING OTHER ADMINISTRATORS TO VISIT A VARIETY OF CLASSROOMS USING LOOK FOR DOCUMENTS THAT FOCUS ON THE DELIVERY OF INSTRUCTIONAL BEST PRACTICES.

AS OUTLINED IN THE DISTRICT'S ACADEMIC ACCELERATION PLAN THE FOCUS AND LOOK FOR'S DURING THESE WALKS CENTERED AROUND ALIGNMENT, SMALL GROUP INSTRUCTION AND DATA MEASURING PROCESSES. EDLS MEET WITH THE CAMPUS LEADERSHIP TEAMS EACH QUARTER TO REVIEW CBA DATA AND PATTERNS. OUR INSTRUCTIONAL SUPPORT TEAMS PROVIDE SUPPORT TO THE CAMPUSES BASED ON THE FINDINGS OF THOSE QUARTERLY DATA RESULTS.

IN ADDITION TO THIS, EDLS MEET WEEKLY WITH OUR INSTRUCTIONAL SUPPORT TEAMS TO REVIEW PROCESS PROGRESS IN THE AREAS OF OBSERVATIONS, COACHING, PLANNING AND DATA MAKING ADJUSTMENTS TO CAMPUS SUPPORT AS NEEDED.

AND NOW YOU WILL HEAR FROM MR. MERRILL TO SHARE THE PERSPECTIVE FROM SECONDARY.

THANK YOU, THIS SLIDE IS FORMATTED VERY MUCH LIKE OUR ELEMENTARY SLIDE.

ON THE CAMPUS LEVEL A LOT OF FOCUS HAS BEEN PUT IN UTILIZING TEAM LEADS.

TEAM LEADS IT'S THE FIRST FOR THIS YEAR IS TO HAVE TEAM LEADS IN OUR CORE CONTENT AREAS.

THESE ARE ON THE CAMPUS AND THEY'RE PART OF THE CAMPUS AND THEIR PRIMARY FOCUS HAS BEEN WITH PLCS AND THAT LEADERSHIP NOT ONLY IS IT'S MAKING WHAT'S HAPPENING IN THE PLCS BETTER. IT'S ALSO BUILDING THE CAPACITY OF STAFF THAT ARE AT THE CAMPUS.

ALSO, A BIG PART OF THAT HAS BEEN OUR IDS AND THE SUPPORT FROM THE CONTENT AREA COORDINATORS AND MAKING SURE THAT THAT'S A SUCCESS.

THE TEAM LEADS ALWAYS FACILITATE THESE PLCS, BUT THEY MEET TOGETHER ACROSS CAMPUSES TO

[02:30:06]

FOR AS FAR AS INSTRUCTION WHEN THE TEACHERS ARE DESIGNING LESSONS.

WE'VE GREATLY IMPROVED OUR EFFECTIVENESS AS TEACHING CONCEPTS THAT STUDENTS HAVE REAL LEARNING EXPERIENCES THAT'S CRITICAL FOR THEIR DEVELOPMENT OF CONCEPTUAL UNDERSTANDING.

FOR OUR CCMR. I KNOW THAT WE'VE ALWAYS BEEN PROUD OF OR RECENTLY BEEN PROUD OF WHAT WE'RE DOING WITH CCMR, BUT I'LL SHARE SOME THINGS THAT WE'RE DOING EVEN TO UP OUR GAME.

ONE IS THAT WE HAVE A CCMR ADMINISTRATOR ON EVERY CAMPUS, BUT NOW WE HAVE A CCMR TEAM ON EVERY CAMPUS AND THAT'S MADE OF AN AMBASSADOR OR A TEACHER OR A COUNSELOR, USUALLY A MAGNET ADVISOR AND OTHERS THEY MEET MONTHLY.

WE'RE USUALLY INVOLVED IN THOSE MEETINGS.

DENAY TAYLOR OUR COORDINATOR FOR CCMR IS ALWAYS PART OF THAT AND A BIG PART OF THIS SUCCESS. ANOTHER THING THAT WE'RE DOING THIS FIRST TIME THIS YEAR IS WE HAVE ACT DAYS, NOT SAT, ACT BOTH FALL AND SPRING SO TWO TIMES.

AS FAR AS BUILDING SOME EXTRA TIME WITHIN THE INSTRUCTIONAL DAY, BOTH MIDDLE AND HIGH AND TO DEVELOP ACROSS ALL OF OUR CAMPUS.

IN THE PAST, SOME OF OUR CAMPUSES DID, AND SOME OF THEM DIDN'T.

BUT NOW WE HAVE IT AT MIDDLE SCHOOL.

IT'S CALLED WIN.

Y'ALL REMEMBER WHAT WIN MEANS? VERY GOOD, WHAT I NEED REALLY GETTING THE STUDENTS INVOLVED IN THAT.

AND IT'S STILL IT'S CALLED ADVISORY AT HIGH SCHOOLS, WE'RE WORKING ON A CATCHY NAME.

AND THIS IS ABILITY TO OFFER INTERVENTION, THE SPECIALIZED INTERVENTION FOR OUR STUDENTS.

BUT IT ALSO GIVES TIME FOR ENRICHMENT AND ALSO TO MEET THE SOCIAL AND EMOTIONAL NEEDS THAT OUR STUDENTS ARE EXPERIENCING.

THERE'S ANOTHER PART AT OUR MIDDLE SCHOOL THAT'S HAPPENING THROUGH THIS WIN TIME BECAUSE OF HOW THIS IS STRUCTURED.

IT'S VERY, VERY CREATIVE.

IT ALSO GIVES A BUILT IN TIME FOR TEACHERS TO MEET AND PLAN THAT HASN'T BEEN HAPPENING BEFORE AT MIDDLE SCHOOLS BECAUSE YOU REALIZE AT HIGH SCHOOL, THEY DO SIX OF EIGHT IN MIDDLE SCHOOL, THEY HAVE THAT ONE CONFERENCE PERIOD.

SO THIS WIN TIME BUILDS THAT IN TIME AS WELL, AND THAT'S BEEN VERY POWERFUL, SIMILAR TO THE ELEMENTARY PRESENTATION ON THE DISTRICT LEVEL AND SOME OF THE DOCUMENTS THAT WERE SHARED WITH YOU IN EXAMPLES, WE'RE FOLLOWING OUR LINES ALONG THOSE LINES AS FAR AS OUR MONITORING.

I'M GOING TO TURN IT OVER TO DR.

HILL TO TALK ABOUT US MOVING FORWARD.

THANK YOU. ALL RIGHT, SO WE'VE SEEN A LOT OF DIFFERENT DATA POINTS TONIGHT AND HEARD ABOUT NEW AND UPDATED SYSTEMS THAT ARE CURRENTLY IN PLACE TO ACCELERATE INSTRUCTION FOR ALL OF OUR STUDENTS.

I WANT TO TAKE A MOMENT AND TALK ABOUT A FEW ACTIONS THAT ARE EITHER HAPPENING RIGHT NOW OR ON THE IMMEDIATE HORIZON THIS SEMESTER.

THAT'S GOING TO PUT SOME OF THESE ADDITIONAL PRACTICES INTO PLACE.

STARTING THIS WEEK, SOME OF OUR TARGETED GRADE LEVELS IN THIRD THROUGH EIGHTH GRADE ARE STARTING THEIR TCLAS HIGH QUALITY INSTRUCTIONAL MATERIALS PILOT FOCUSING ON LITERACY AND MATH. WHAT THESE ARE, ARE INSTRUCTIONAL RESOURCES PROVIDED BY TEA THAT ARE REALLY DESIGNED TO MEET STUDENTS WHERE THEY ARE, AND ALSO GIVE OUR TEACHERS THE OPPORTUNITY TO FOCUS ON INTERNALIZING LESSONS RATHER THAN JUST LESSON PLANNING AND TEACHING ON THE FLY.

WHAT WE'VE HEARD OVER THE LAST FEW YEARS FROM TEACHER FEEDBACK, EVEN PRE-PANDEMIC, BECAUSE WE DID HAVE TEACHER FEEDBACK PRE-PANDEMIC AS WELL, THAT WHAT THEY NEED IS MORE INSTRUCTIONAL PLANNING TIME.

OUR TEACHER'S TIME IS VERY LIMITED.

NOW MORE THAN EVER, OUR TEACHERS ARE STRUGGLING TO GET EVERYTHING DONE IN THE VERY FINITE AMOUNT OF TIME THAT THEY HAVE.

A BIG STEP FORWARD FOR US WAS OUR CALENDAR FOR NEXT SCHOOL YEAR THAT YOU RECENTLY APPROVED.

OUR HALF DAYS ON THIS YEAR'S CALENDAR WERE NOT AS SUCCESSFUL AS WE WOULD HAVE LIKED AS FAR AS PROFESSIONAL DEVELOPMENT AND INSTRUCTIONAL PLANNING TIME.

WHEN YOU HAVE KIDDOS ON CAMPUS, THEY DON'T ALWAYS GET PICKED UP ON TIME WHEN IT'S AN EARLY RELEASE DAY AND THERE'S DUTY AND ALL OF THOSE KIND OF THINGS, AND IT'S HARD TO GET TEACHERS TOGETHER, MOVING FORWARD FOR NEXT YEAR.

WE HAVE DEDICATED PROFESSIONAL DEVELOPMENT DAYS THROUGHOUT THE THROUGHOUT THE SCHOOL CALENDAR THAT'S GOING TO GIVE OUR TEACHERS NOT ONLY EXPOSURE TO PROFESSIONAL DEVELOPMENT, BUT ALSO TIME TO INSTRUCTIONALLY PLAN.

GONE ARE THE DAYS WHERE WE USED TO BE ABLE TO GET A TEACHER A SUBSTITUTE IN ORDER TO LET THEM PLAN DURING THE INSTRUCTIONAL DAY, AS YOU GUYS HAVE HEARD.

WE DON'T HAVE A LOT OF SUBSTITUTES AVAILABLE ANYMORE.

SO WHAT OUR NEW CALENDAR GOING FORWARD IS GOING TO DO IS GIVE US THAT DEDICATED TIME AND SPACE FOR OUR TEACHERS TO NOT JUST LEARN NEW THINGS AND GET BETTER AT THEIR CRAFT, BUT ALSO HAVE TIME TO INSTRUCTIONAL PLAN.

WHERE THOSE MATERIALS FIT IN FROM OUR TCLAS GRANT THAT WE'RE PILOTING RIGHT NOW IS THAT PIECE ON LESSON INTERNALIZATION.

SO RIGHT NOW, OUR TEACHERS ARE WORKING AS HARD AS THEY CAN IN THE AMOUNT OF TIME THAT THEY HAVE. WHAT WE NOTICE THAT THERE IS A GAP IN THE RESOURCES THAT WE GAVE OUR TEACHERS, THEY WERE SPENDING TOO MUCH TIME ON THE FRONT END, LESSON PLANNING AND NEVER REALLY GETTING TO GO AS IN-DEPTH AS WE WOULD HAVE LIKED TO MAKE SURE THAT THEY NOT ONLY

[02:35:01]

SO WHAT THESE MATERIALS DO IS GIVE ESSENTIALLY A STARTING PLACE FOR TEACHERS.

IT'S FOR SOME TEACHERS IT COULD BE AS SIMPLE AS A SCRIPT IF YOU'RE A STRUGGLING TEACHER AND DON'T KNOW WHERE TO BEGIN START HERE.

FOR OUR MORE VETERAN OR ADVANCED TEACHERS WHO FEEL MORE COMFORTABLE, IT'S THE OPPORTUNITY TO SAY YOU DON'T HAVE TO FRONT LOAD AS MUCH AS A TEACHER.

YOU CAN SPEND YOUR TIME WORKING ON THAT GOING DEEPER PIECE THAT'S GOING TO MAKE YOUR INSTRUCTION THAT MUCH BETTER WHEN YOU GET IT IN FRONT OF YOUR KIDS.

JUST A QUICK NOTE OF AN EXAMPLE OF THE POWER OF INTERNALIZATION OR THE LACK OF INTERNALIZATION. I REMEMBER A FIRST YEAR TEACHER.

IT WAS MYSELF TEACHING FOURTH GRADE AND WORKED REALLY HARD ON MY LESSON PLANS, AND I DID A WHOLE LESSON ON MY OLD FASHIONED CHALKBOARD LONG DIVISION TO MY FOURTH GRADERS.

GOT IT ALL UP THERE TO ONLY HAVE A STUDENT TELL ME MS. HILL, YOU DID THAT WRONG AND I HAD DONE IT WRONG.

I REALLY WOULD HAVE BENEFITED FROM SOME TIME TO INTERNALIZE THAT LESSON AND HAVE A DRESS REHEARSAL OF SORTS.

AND THAT'S WHAT SOME OF OUR EDLS HAVE TALKED TO ABOUT.

THE POWER OF OUR PLCS AND OUR CLCS IS TO GIVE TEACHERS THAT OPPORTUNITY TO DO A DRY RUN OF THEIR INSTRUCTION BEFORE THEY GET IT IN FRONT OF THEIR STUDENTS TO MAKE SURE THAT IT'S THE ABSOLUTE BEST THAT IT CAN BE.

THE OTHER PIECE OF THIS IS CONCURRENTLY WE HAVE POSTED VACANCIES FOR OUR TCLAS INSTRUCTIONAL COACHES.

SO ALONG WITH THOSE INSTRUCTIONAL MATERIALS, HAND IN HAND COME SUPPORT FOR OUR TEACHERS AND IMPLEMENTING THEM.

SO THOSE HAVE RECENTLY POSTED, AS YOU KNOW, STAFFING IS A CHALLENGE, SO WE'RE GOING TO SEE HOW QUICKLY THOSE CAN BE FILLED, BUT THEY'RE OUT THERE.

WE ARE GOING TO ACTIVELY RECRUIT ROCK STAR TEACHERS FROM OTHER DISTRICTS WHO'D LIKE TO COME OVER AND WORK IN OUR CAMPUSES WITH OUR TEACHERS.

BUT AT THE ELEMENTARY LEVEL, WE CURRENTLY HAVE EARLY LITERACY SUPPORT TEACHERS AT ALL FORTY SEVEN OF OUR CAMPUSES AND 18 OF OUR CAMPUSES HAVE ALREADY HAD IN PLACE INSTRUCTIONAL SUPPORT TEACHERS WHO SUPPORT THE UPPER GRADE LEVELS.

THOSE PROGRAMS HAVE BEEN INCREDIBLY SUCCESSFUL, BUT THE FEEDBACK FROM CAMPUSES IS THOSE WHO DON'T HAVE AN INSTRUCTIONAL SUPPORT TEACHER NEED THE HELP.

SO THIS TCLAS FUNDING IS GOING TO BE ABLE TO PROVIDE EQUITABLE SUPPORT ACROSS OUR CAMPUSES AND GIVE EVERY CAMPUS, WITH THE EXCEPTION OF A FEW OF OUR MAGNET PROGRAMS WHO WILL SHARE A POSITION THE SAME SUPPORT THAT THOSE OTHER CAMPUSES HAVE HAD AS WELL.

AND THEN WE'LL ALSO HAVE 10 POSITIONS AT OUR MIDDLE SCHOOL THAT HAVE BEEN ALLOCATED BASED ON INDIVIDUAL CAMPUS NEEDS TO SUPPORT LITERACY AND MATH.

NOT JUST THAT TCLAS IMPLEMENTATION, BUT ALL.

SO ALL OF THE STRATEGIES IN OUR ACADEMIC ACCELERATION PLAN.

THROUGHOUT THIS IS A CONTINUAL DATA AND FEEDBACK LOOP FOR YOU.

SO YOU'VE RECEIVED A LOT OF DATA TONIGHT.

MORE IS COMING, AS YOU MIGHT CAN EXPECT MS. JOYNER MENTIONED IN MARCH, WE'RE EXPECTING TO BRING YOU OUR MIDDLE OF YEAR MAP DATA, MCLASS, WHICH JUST AS A REMINDER, IS OUR REQUIRED THROUGH HOUSE BILL THREE KINDERGARTEN THROUGH SECOND GRADE DIAGNOSTIC SCREENER FOR LITERACY.

IT'S AMAZING. WE'RE SO EXCITED TO TELL YOU MORE ABOUT THAT IN MARCH, AND THEN OUR PRE-K CIRCLE DATA WILL ALSO BE PRESENTED WITH THAT MARCH PRESENTATION, AND THEN WE WILL FINISH THE YEAR OR FINISH THE SEMESTER AS WE ALWAYS DO WITH OUR STAAR AND EOC DATA IN JUNE-ISH AND JULY. WHAT QUESTIONS CAN WE ANSWER FOR YOU? MS. GRIFFIN.

YES, THANKS TO ALL OF YOU ALL FOR THE INFORMATION, CAN YOU OUTLINE TO ME HOW THIS LOOKS ON CAMPUS? YOU'VE MENTIONED ALL OF THE SUPPORT STAFF.

SO FOR. ALL OF THE COLLABORATIVE.

I THINK THAT MIGHT BE DR.

ADAMS. LOOKING AT? YEAH. AS A BOARD MEMBER FOR SUCCESS OF THE ACCELERATION PLAN.

YEAH. AND THEN YOU ALL YOU ALL REFERENCE SCHOOLS THAT YOU'VE ALREADY SEEN.

AND OF COURSE, I KNOW WE HAD THAT IN THE INITIAL DEAL.

BUT HOW DOES THIS LOOK ON A CAMPUS WHEN EITHER YOU GO AND I DON'T KNOW WHERE THESE SUPPORT PEOPLE ARE COMING FROM.

I GUESS THEY'RE COMING FROM OTHER DEPARTMENTS OR WHATEVER.

ARE THEY WORKING FOR YOU ALL INDIVIDUALLY? JUST HOW, HOW DOES THAT LOOK? OK, I THINK THE SHORT ANSWER IS WHAT DATA IS MOVING YOU KNOW WE'RE MOVING STUDENTS.

I THINK IT LOOKS DIFFERENT BASED ON THE CAMPUS, BUT KIND OF GIVE YOU JUST ZOOM IN A LITTLE BIT AND JUST GIVE YOU AN EXAMPLE.

YOU KNOW WHAT WE'RE ASKING TEACHERS TO DO IS HARD.

WE'RE ASKING TEACHERS TO PLAN FOR MATH.

FOR EXAMPLE, WE TALK ABOUT OUR MATH THAT ARE BEING LOW FROM A 60 MINUTE BLOCK TO ONE HUNDRED TWENTY MINUTE BLOCK.

[02:40:01]

STOP RIGHT THERE.

SO TO GET THEM FROM THAT TO WHERE WE'RE GOING, YEAH, WHAT HAPPENS TO THAT TEACHER? SO YOUR TEAM COMES IN, ARE YOU WORK WITH THE PRINCIPAL? I'M JUST HAVING A HARD TIME TRYING.

I UNDERSTAND THE CONCEPT.

I UNDERSTAND THE INTEGRATION OF THE SYSTEMS THAT YOU'RE PUTTING IN PLACE.

BUT HOW DOES THAT LOOK IN A CLASSROOM OR ON A CAMPUS? AND IT REALLY IS CONTINGENT ON WHERE THE TEACHERS ARE.

BUT WHAT IT COULD LOOK LIKE IS IF I'M A TEACHER AND I'M NEW TO A SUBJECT AND I'M LEARNING THIS RIGHT, THE CAMPUSES HAVE SUPPORT TEAMS LIKE THEY HAVE, LIKE THEY HAVE COACHES AT THE CAMPUS LEVEL, BUT SOMETIMES THE COACHES ARE SPREAD SO THIN WORKING WITH DIFFERENT GRADE LEVELS. THEY MADE A DECISION, MADE ME ADDITIONAL SUPPORT TO HELP TEACHERS PLAN.

FOR EXAMPLE, MEMBERS OF OUR AREA SUPPORT TEAMS WILL PUSH IN TO ACTUALLY SIT DOWN WITH TEACHERS, SIT DOWN WITH COACHES TO PLAN THROUGH THE INTERNALIZATION, GET TEACHERS TO ACTUALLY MOVE BEYOND JUST LESSON PLANNING TO REALLY PRACTICE AND FEEL CONFIDENT GETTING IN FRONT OF KIDS.

AND THEN WHAT THIS TEAM WOULD DO WAS FOLLOW BACK UP, SAY, OK, WE PLANNED THIS TOGETHER.

I FEEL CONFIDENT IN IMPLEMENTING PLAN NOW AS A SUPPORT TEAM, I'M GOING TO GO AND OBSERVE AND SIT WITH YOU WHILE YOU DELIVER INSTRUCTION SO I CAN BETTER, BETTER SUPPORT YOU IN THE PLANNING SIDE.

AND THEN WHEN TEACHERS GET THAT, YOU KNOW THAT, YOU KNOW, KIND OF CONFIDENCE AND UNDERSTANDING OF THAT KIND OF THAT THAT CYCLE, THEN WE CAN PULL BACK SUPPORT AND GO ELSEWHERE. AND SO REALLY, I THINK IN A PERFECT WORLD, ALL CAMPUSES HAVE COACHES AND THE COACHES ARE ADEQUATE ENOUGH TO BE ABLE TO SUPPLY, YOU KNOW, THE NEEDS ARE JUST SMALL ENOUGH, THE COACHES TO BE ABLE TO SUPPORT TEACHERS AND ADDRESS IT.

BUT RIGHT NOW, OUR NEEDS ARE GREAT.

WE HAVE A LOT OF GAPS, NOT JUST IN STUDENT LEARNING, BUT, YOU KNOW, TEACHER CAPACITY.

THIS IS HARD. AND SO WHAT WE ARE DOING IS TRYING TO PUT SYSTEMS IN PLACE TO HELP SUPPORT CAMPUS LEADERSHIP TEAMS. AND SO AFTER THAT TEACHER FEELS CONFIDENT, THEIR SUCCESSFUL STUDENT DATA IS MOVING, THEN WE MOVE TO A DIFFERENT CAMPUS BASED ON DATA.

SO WE MEET WE EDLS MEET WITH OUR AREA SUPPORT TEAMS WEEKLY AND WE'RE CONSTANTLY LOOKING AT DATA. WE'RE LOOKING AT FORMATIVE DATA IN CLASSROOMS. WHAT DOES THE PLANNING LOOK LIKE? WHAT DOES IMPLEMENTATION LOOK LIKE? BECAUSE ULTIMATELY IT HAS TO BE ABOUT US GETTING CLOSE ENOUGH TO STUDENT OR TO TEACHERS BECAUSE THEY'RE DOING THE WORK.

THEY'RE THE MOST IMPORTANT PERSON IN OUR SYSTEM YES, MA'AM. AND YOU HAVE PRIORITY CAMPUSES.

YES, MA'AM. AND YOU ARE DOING IT CAMPUS BY CAMPUS, COLLABORATIVELY OR MAYBE ELEMENTARY AND SECONDARY OR ELEMENTARY, MIDDLE AND HIGH.

YES, MA'AM. AND THAT'S HOW YOU ARE WORKING AND MOVING IT FORWARD.

YES, IT'S SOMETIMES.

SOMETIMES IT'S INDIVIDUALLY LIKE I EXPLAINED.

BUT OTHER TIMES YOU'LL SEE TRENDS BETWEEN CAMPUSES.

OK, WE HAVE, YOU KNOW, X [INAUDIBLE] WILL HAVE 5TH GRADE MATH THAT'S REALLY STRUGGLING WITH THIS. WE NOTICED A TREND ACROSS ALL 16 OF OUR CAMPUSES IN AN AREA.

THEN WHAT WE DO IS WE'RE BRINGING OUR IDFS TOGETHER WITH CAMPUS COACHES AND START HAVING CONVERSATIONS LIKE WHERE IS THE GAP? BUT WE HAVE TO GET CLOSE ENOUGH TO THE TEACHING AND LEARNING TO EFFECTIVELY IDENTIFY THE GAP. DOES THAT HELP? BEACH.

YES, I NEED TO YOU TO ANSWER A QUESTION ABOUT ON PAGE 235 IN OUR BOOK ON THE SPRING 2022 IMPLEMENTATION. SO WE'RE IN FEBRUARY AND HERE WE ARE 3-8 TCLAS PILOT.

YES. SO THAT'S WHAT WE'RE BASICALLY GOING THROUGH TONIGHT.

THAT CORRECT? SO THAT IS ONE THING THAT'S STARTING UP.

SO YES. AND WHERE I'M GOING WITH THIS IS AND YOU'VE GIVEN THE TIMELINE HERE THAT I'M LOOKING AT AND YOU'RE GOING TO GIVE US SOME DATA NEXT MONTH AS FAR AS MAP AND SOME OTHER THINGS TO US TO HELP US KIND OF SEE WHERE WE ARE.

BUT THERE WAS ONE THING THAT THAT KIND OF CAUGHT MY ATTENTION THAT I WAS KIND OF CURIOUS, LIKE, HOW IS THIS GOING TO WORK? BECAUSE OR IMPLEMENT BECAUSE YOU'RE NOT REALLY GOING TO BE ABLE TO PUT ALL THE TEACHERS TOGETHER UNTIL THE FALL ON THOSE PROFESSIONAL DEVELOPMENT DAYS AND ALL THOSE PLANNING TIMES. SO IS THIS JUST KIND OF GETTING THE BALL ROLLING TO GET TO THAT POINT AND FOR THE NEXT SCHOOL YEAR SO THAT WE CAN THAT EVERYBODY CAN KIND OF BE ON BOARD AND SEE WHAT WE'RE TRYING TO DO HERE? AND THEN THAT WAY WE HAVE THE PLANNING THAT WE NEED TO BE ABLE TO GET TOGETHER AS TEACHERS IN CERTAIN GROUPS SO THAT THEY CAN PLAN BETTER.

SO ABSOLUTELY, THAT'S A THAT'S A GREAT WAY TO SUM IT UP IS THAT AS A PILOT, WE'RE TALKING ABOUT ROUGHLY FOUR WEEKS OF INSTRUCTION.

IT VARIES BY BY DAY, DEPENDING ON THE GRADE LEVEL.

BUT THE IDEA IS TO GET TEACHERS INTO THE PRACTICE OF INTERNALIZATION TO SHIFTING THEIR FOCUS FROM FRONT LOADING LESSON PLANNING TO REALLY LOOKING AT THE ACTUAL IMPLEMENTATION OF WHAT, HOW THEY HOW THEY INSTRUCT STUDENTS.

AND SO THERE ARE WHAT TEA SO TEA IS ALSO SUPPORTING OUR IMPLEMENTATION EFFORTS AS PART OF

[02:45:01]

SO WE ARE SUPPORTING HERE IN GARLAND AT A LOCAL LEVEL WITH OUR TEAM, WITH THE EDLS MAKING SURE THAT ALL OF OUR SYSTEMS ARE IN PLACE, BUT ALSO TEA IS GIVING TEACHERS OPPORTUNITIES TO COME TOGETHER, TALK THROUGH PLAN, WORK THROUGH INTERNALIZATION TOGETHER IN THE HOPE THAT AS WE MOVE INTO A FULL YEAR IMPLEMENTATION NEXT YEAR, THOSE PROTOCOLS ARE IN PLACE BECAUSE IT'S NOT NECESSARILY RESOURCE SPECIFIC.

IT'S PRACTICE SPECIFIC IS WHAT WE'RE WANTING TO HELP OUR TEACHERS MAKE THAT SHIFT TO AND GIVE THEM THAT TIME AND SPACE TO DO THAT.

SO, DR. HILL, HOW IS THIS BEING RECEIVED, AS EVERYBODY HAS MENTIONED IN THEIR PRESENTATION ABOUT HOW THE TEACHERS ARE TIRED, YOU KNOW THAT THE WORKLOAD HAS BEEN TOUGH.

AND SO NOW WE'RE HERE, WE'RE DOING A NEW IMPLEMENTATION OF SOMETHING FOR AN ACCELERATED PLAN, YOU KNOW, AND WE'RE ASKING IN THE SPRINGTIME HERE FOR THEM TO REALLY ACCELERATE, WHICH WE KNOW THAT WE NEED TO GET THE KIDS UP TO A CERTAIN LEVEL BECAUSE THEY HAVE FALLEN BEHIND. HOW IS IT BEING RECEIVED THROUGH THE DEPARTMENT THROUGH THE LEADERSHIP? ARE WE GETTING A GOOD RESPONSE AND SAYING, HEY, THIS IS GREAT, THIS IS WHAT WE WANT TO DO. THANK YOU FOR THE CALENDAR FOR NEXT YEAR.

I'M EXCITED ABOUT THAT.

SO WHAT DO WE WHAT ARE WE GETTING? SO WE ARE HEARING A LOT OF POSITIVE FEEDBACK.

THERE'S ALSO FEEDBACK, OF COURSE, THAT THINGS ARE HARD, DR.

ADAMS SAID. I MEAN, THERE IS NO ONE AT ANY LEVEL AND IN GARLAND ISD THAT'S SAYING THAT THIS IS NOT A CHALLENGE.

WHAT WE'VE TRIED TO DO IS FRONT LOAD THE INFORMATION TO TEACHERS.

SO JANUARY 7TH, WHICH WAS A DISTRICT PROFESSIONAL DEVELOPMENT DAY.

WE REALLY INVESTED IN THE WHY BEHIND IMPLEMENTING TALKING ABOUT WHAT OF COURSE, TEA'S EXPECTATION IS BECAUSE WE DIDN'T SET THE WIN FOR THE IMPLEMENTATION TEA DID.

SO TALKING THROUGH THAT PIECE OF HOW IT FITS INTO OUR SCOPE AND SEQUENCE AND AND WHY THEY FELT LIKE IT WAS IMPORTANT TO ADDRESS THESE SPECIFIC SKILLS, THESE STANDARDS BEFORE STAAAR TESTING FOR GRADES THREE THROUGH EIGHT AND THEN WHY THEY DELAYED KINDERGARTEN THROUGH SECOND GRADE CLOSER TOWARDS THE END OF THE YEAR.

SO REALLY TRYING TO FRONT LOAD THE WHY BEHIND IT.

IT'S NOT JUST NEW FOR THE SAKE OF NEW, IT WAS AN OPPORTUNITY TO GET EXPOSURE TO SOMETHING IN A SHORTENED WINDOW RATHER THAN SAYING, HEY, WE'RE GOING TO JUMP IN FOR A FULL SCHOOL YEAR. WE'VE NEVER DONE IT BEFORE, SEEN IT BEFORE.

WE DIDN'T FEEL LIKE THAT WAS GIVING US ENOUGH RUNWAY TO GET READY.

SO THIS IS JUST THIS ONE MONTH IMPLEMENTATION TO SAY, WE WANT YOUR FEEDBACK ALSO, AS GARLAND ISD TEACHERS, WE WANT TO KNOW WHAT YOU THINK ABOUT THIS NEW RESOURCE.

WE WANT TO KNOW HOW YOU THINK IT WORKS WITH YOUR STUDENTS.

WE'RE DOING WALKS CONSISTENTLY ACROSS OUR PILOTS TO SEE IT AT WORK.

AND I'LL ALSO JUST SAY, YOU KNOW, MR. BEACH, WE'RE SEEING A LOT OF EXCITEMENT FROM SOME OF OUR TEACHERS THAT ARE DRESSING UP, THEY'RE TREASURE ISLAND IS OUR FOURTH GRADE AMPLIFY UNIT.

AND WE'VE GOT TEACHERS DRESSED AS PIRATES, AND THEY'RE GETTING THEIR STUDENTS EXCITED ABOUT THIS OPPORTUNITY FOR CROSS CURRICULAR TEXT AND ALL OF THOSE GREAT THINGS.

SO NEW IS HARD.

IT ABSOLUTELY IS. BUT WE'RE WHAT WE'RE HOPING TO DO IS PROVIDE THE SUPPORT THEY NEED TO SEE THE BENEFITS OF THIS IMPLEMENTATION, OPPORTUNITY FOR TEACHERS TO HAVE THAT PLANNING TIME TOGETHER BECAUSE IT'S REALLY GOING TO BE INSTRUMENTAL AND WE'RE GOING TO SEE GREAT IMPROVEMENT BY DOING THAT.

I GUARANTEE YOU WILL SEE IT IMMEDIATELY IN THAT FIRST YEAR IN AUGUST IMMEDIATELY.

SO BECAUSE THEY THAT'S WHERE THEY CAN COLLABORATE WITH ONE ANOTHER BECAUSE SOMETIMES TEACHERS WON'T TELL THE LEADERSHIP RIGHT WHAT THEY NEED, BUT THEY WILL TELL EACH OTHER AND THEY WILL WORK.

THEY WILL WORK TOGETHER IN THAT CAMPUS TO SUCCEED.

AND SO THAT'S THAT'S A REALLY IMPORTANT THING.

SO I'M REALLY TICKLED ABOUT THAT.

AND PRE-PANDEMIC, WE WERE MAKING, I THOUGHT, SOME REALLY GREAT HEADWAY WITH USING SUBS AND PULL OUTS BEFORE WE HAD THIS SUB SHORTAGE TO REALLY GIVE OUR TEACHERS TIME TO HAVE THOSE DRESS REHEARSALS FOR HOW THEY WERE GOING TO TEACH THEIR STUDENTS.

AND THE FEEDBACK WAS SO POSITIVE FROM THAT WE'VE STRUGGLED TO FIND A WAY TO KEEP DOING THAT WITHOUT HAVING TEACHERS LEAVE THEIR CLASSROOMS, WHICH IS OBVIOUSLY NOT GOING TO BE THE BEST CASE FOR ANYONE. SO WE JUST REALLY FEEL LIKE GIVING THEM THESE RESOURCES AS A STARTING PLACE AND SAYING, NOW HERE'S YOUR TIME AND SPACE TO INTERNALIZE TO PRACTICE IS IT'S GOING TO REALLY HAVE A POWERFUL IMPACT ON OUR STUDENTS.

YEAH, I AGREE.

AND AGAIN, I LOOK FORWARD TO THE DATA PRESENTATION IN JUNE AND JULY THAT WE CAN SEE AND REALLY LOOK FORWARD TO AUGUST WHEN WE START IMPLEMENTING THE NEW PROGRAM ALTOGETHER.

I THINK IT'S GOING TO BE GREAT. SO THANK YOU.

YES.

MR. MILLER. YEAH.

SEVERAL OF THE THINGS I WAS GOING TO TALK TO YOU ABOUT, I THINK WERE TOUCHED UPON.

I THINK I GLEANED IT TOGETHER, BUT I WAS GOING TO ASK ABOUT YOUR WALKS TO THE DIFFERENT CAMPUSES AND THE ACCELERATION PLANS AND HOW CUSTOMIZED ARE THEY FROM CAMPUS TO CAMPUS.

BUT I THINK YOU ALLUDED TO THIS A MINUTE AGO THAT THEY'RE VERY CUSTOMIZED FOR CAMPUS.

ONE CAMPUS MAY BE LACKING IN MATH, AND SO YOU BRING TOGETHER A GROUP AND COLLABORATE TO FIX THAT. AND THEN, YOU KNOW, SO IF THAT'S THE CASE, THEN THAT'S I THINK THAT'S GOOD TO

[02:50:03]

ABSOLUTELY NOT.

AND THEN I WAS GOING TO ASK, YOU KNOW, WE'VE BEEN DOING THIS SINCE THE FIRST OF THE YEAR, RIGHT? ACCELERATION.

YES. KIND OF WHAT ARE THE MOST IMPACTFUL THINGS THAT WE'VE DONE? WHAT'S WORKING AND IS THAT BASED ON FEEDBACK FROM DATA AND THE TEACHERS, I MEAN, I GUESS I'M REAL INTERESTED IN HEARING WHAT FEEDBACK YOU'RE GETTING FROM THE TEACHERS.

I JUST HEARD A LITTLE BIT ABOUT THAT, BUT AS WELL TO MAKE THE PROGRAM WORK AND I APPLAUD THIS. I THINK EVERY BOARD MEMBER SITTING UP HERE APPLAUDS ANYTHING WE CAN DO TO GIVE BACK MORE TIME TO THE TEACHERS SO THAT THEY CAN PLAN SO THEY CAN PREPARE AND THEN BE MORE SUCCESSFUL THAT WAY. SO THAT'S MUSIC TO OUR EARS.

IT'S BEEN A CONCERN OF OURS NOW FOR A WHILE.

SO THANK YOU FOR THAT.

SO I'LL STOP JUST IMPACTFUL THINGS.

AND BASED ON THE FEEDBACK FROM WHAT DATA OR DATA AND TEACHERS OR WHAT? YEAH, I'LL START THEN I'LL HAND IT OFF TO FELLOW EDLS.

BUT ONE OF THE AREAS WHERE WE'RE SEEING, YOU KNOW, THE ACADEMIC NEEDLE MOVE THE MOST IS BEING REALLY INTENTIONAL AROUND GOAL SETTING AND HOW WE'RE HAVING CONVERSATIONS WITH TEACHERS AROUND GOALS TO KIND OF REFOCUS.

HERE'S WHAT WE'RE SHOOTING FOR AND NOT IN THE KIND OF BROADER SENSE OF WE'RE SHOOTING FOR THIS, YOU KNOW, EIGHTY FIVE, FIFTY THREE PERCENT MEETS LEVEL, BUT REALLY DRILLING DOWN TO, OK, I'M AT TWENTY FIVE PERCENT MEETS LEVEL NOW.

HOW MANY KIDS DO WE HAVE TO MOVE FROM APPROACHES TO MEETS IN ORDER TO HIT THAT AND REALLY DRILLING DOWN THAT SPECIFICALLY AND CELEBRATING LIKE CRAZY WHEN WE DO? AND THEN I THINK THE NEXT STEP IS REALLY DRILLING DOWN TO STUDENT LEVEL, EVEN IN ELEMENTARY AND HAVING CONVERSATIONS WITH KIDS.

JASON, YOU KNOW, HERE'S WHERE YOU'RE AT.

WE'RE ABOUT TO TAKE, YOU KNOW, THIS IS WHERE WE'RE TRYING TO GO.

AND JUST HAVING CONVERSATIONS WITH KIDS AND TO CELEBRATE PROGRESS WITH THEM AS WELL.

AND WHAT WE'VE STARTED TO SEE IS THIS HUNGER FOR CHASING GOALS AND WE CALL IT GOAL CHASING WHERE WE START HAVING CONVERSATIONS.

WE GO WHAT YOUR GOAL? WHAT'S YOUR TARGET? HOW CLOSE ARE YOU? AND REALLY GETTING TEACHERS AND KIDS AND BUILDINGS TO CELEBRATE AND THAT'S WHERE WE'RE REALLY STARTING TO SEE THE NEEDLE MOVE.

AND I KNOW IT SOUNDS KIND OF LIKE AN OVERSIMPLIFICATION, BUT IT STARTS THERE AND THEN IT ALLOWS US TO START HAVING MORE INTENTIONAL CONVERSATIONS AROUND PRACTICE.

WHAT ARE YOU DOING TO REALLY MOVE THIS, THIS GROUP OF KIDS TOWARDS THEIR GOALS AND I'LL KIND OF STOP THERE AND HAND IT OVER TO MS. ALEXANDER.

ALL RIGHT. SO I WANT TO FOLLOW UP AND JUST TALK A LITTLE BIT MORE ABOUT THE COLLABORATIVE WALKS. THEY ARE IMPACTFUL FOR A NUMBER OF REASONS.

NUMBER ONE, THIS CENTERS AROUND, EXCUSE ME, THE MATH AND THE READING EXTENDED BLOCKS OF TIME, INSTRUCTIONAL TIME.

AND SO WHEN WE GET THESE PRINCIPALS AND ASSISTANT PRINCIPALS TOGETHER AND THEY'RE WALKING ON THESE CAMPUSES, THEY HAVE A LOOK FOR A DOCUMENT AND YOU GUYS HAVE A SAMPLE OF IT IN YOUR PACKET. THEY HAVE THE LOOK FOR'S THAT ARE GOING TO HELP THEM CALIBRATE AS TO THIS IS WHAT WE SHOULD BE SEEING.

THIS IS EFFECTIVE INSTRUCTION.

THESE STUDENTS ARE LEARNING, SO THEY HAVE THAT TOOL WITH THEM.

ADMINISTRATORS ARE ABLE TO VISIT THESE CLASSROOMS AND TAKE AWAY BEST PRACTICES THAT THEY CAN TAKE TO THEIR CAMPUSES, WORK WITH THEIR LEADERSHIP TEAMS TO REPLICATE.

SO MUCH OF THIS IS ABOUT REPLICATION, BEST PROCESS, BEST PRACTICES AND REPLICATION.

SO THAT'S JUST ONE EXAMPLE.

IT'S WHEN OUR PRINCIPALS GET TOGETHER AND THEY HAVE DISCUSSIONS ABOUT WHAT'S GOING ON ON THEIR CAMPUSES.

THEY IGNITE THESE LIGHT BULBS WITHIN EACH OTHER, AND AGAIN, REPLICATION HAPPENS.

I'LL GIVE YOU ANOTHER EXAMPLE OF WHERE I THINK THE IMPACT IS PRESENT.

WHEN I MET WITH MY INSTRUCTIONAL SUPPORT TEAM TODAY, OF COURSE THEY GO OUT THEY'RE OBSERVING TEACHERS, THEY'RE COACHING TEACHERS, THAT SORT OF THING, WELL, THEY WERE ON A CAMPUS TODAY AND IT'S A HISTORICALLY STRONG PERFORMING CAMPUS, BUT THEY WERE MEETING WITH THE GRADE LEVEL IN PLC AND AS THEY GOT INTO DEEPER CONVERSATIONS, THEY WERE HEARING SOME SIGNALS THAT MAYBE ALIGNMENT NOT MIGHT NOT BE PRESENT.

THE TEACHERS WERE LOOKING AT THE DATA THE TEAM WAS HELPING THEM WITH GUIDING THEM THROUGH THE DATA, AND SO ALIGNMENT SURFACED.

AND SO WHEN I HEARD ABOUT THIS, YOU KNOW, WE TALKED AS A TEAM TO DECIDE, OK, WE ARE WE SEEING THIS ACROSS THE AREA? ARE WE SEEING THAT MAYBE ALIGNMENT IS NOT AS TIGHT AS IT SHOULD BE? AND THEY ALL KIND OF NODDED YES, WE ARE.

SO THAT SAID THAT WE'VE GOT TO PUT SOMETHING IN PLACE.

I'M GOING TO START NEXT WEEK BY HAVING A CONVERSATION WITH MY PRINCIPALS ABOUT MAKING SURE WHEN THEY'RE DOING THEIR WALKS THAT THEY'RE LOOKING FOR ALIGNMENT.

[02:55:03]

ALIGNMENT IS ALWAYS A GOOD PURPOSE BECAUSE EVEN THOUGH YOU MIGHT THINK YOU'RE TEACHING TO THE RIGOR OF THE TEK, YOU MIGHT BE OFF.

AND SO IT'S THOSE TYPES OF THINGS THAT ARE GOING TO GIVE US THE LEVERAGE AND THE POWER MOVING FORWARD SO THAT WE CAN FILL THESE GAPS.

AND SO AGAIN, THIS WHOLE PROCESS AND IT IS A PROCESS, BUT THE WHOLE PROCESS WHEN IT COMES TOGETHER IS GOING TO YIELD THE RESULTS THAT WE'RE THAT WE'RE ALL WANTING.

SO JUST TO FOLLOW UPS TO THAT, I'M SORRY.

SO YOU MENTIONED DATA.

SO GOOD GRIEF, WE HAVE A LOT OF DATA.

I'M ASSUMING ALL THAT DATA SHARED ALL THE WAY DOWN TO THE TEACHER LEVEL, DEPENDING ON WHAT PERTAINS TO THEM.

OK, GOOD. Y'ALL DON'T GIVE THEM THE WHOLE BOOK LIKE WE HAVE, PROBABLY, BUT THEY GET AT LEAST GET THEIR CLASSROOM OR THEIR CAMPUS.

THEY DO.

SO WITH RESPECT TO THAT IS THIS A PROGRAM? IS THIS A PROGRAM THAT WE'RE GOING TO DO AGAIN NEXT YEAR, OR ARE WE GOING TO BE DOING SOMETHING NEW? THIS IS NOT A PROGRAM.

IT'S NOT A PROGRAM.

NEXT YEAR SO I'M GETTING THAT. I THINK THE MAIN THING WE CAN DO AS A DISTRICT IS TO DEVELOP A CONSISTENCY OF DELIVERY AND GET GOOD, REAL GOOD AT SOMETHING, YOU KNOW, REAL GOOD AT SOMETHING. AND EVERY TIME WE CHANGE, INTRODUCE CHANGE OPERATING SYSTEM, YOU KNOW, IT'S LIKE JERKING THE RUG OUT FROM UNDER OUR TEACHERS, OUR STUDENTS AND EVERYBODY.

SO IF WE CAN GET CONSISTENT WITH OUR DELIVERY OF WHAT WE'RE CALLING THIS ACCELERATION PLAN, I WOULD HOPE THAT WOULD REALLY START YIELDING SOME ACCELERATED RESULTS.

I THINK WE SHOULD ALSO HEAR WHAT'S HAPPENING IN THE SECONDARY LEVEL.

SO YOU COULD SEE COMPREHENSIVELY WHAT IS HAPPENING IN THE DISTRICT.

WELL, I JUST WANT TO ADD QUICKLY THAT THE PLANNING TIME THAT WE'VE ESTABLISHED AT THE SECONDARY LEVEL HAS MADE A HUGE DIFFERENCE, NOT ONLY IN BEING ABLE TO TALK ABOUT BEST PRACTICES, BUT I THINK OUR IDFS.

IT'S WORTH TWOFOLD FOR US.

WE'RE ABLE TO BUILD CAPACITY WITH THESE LEADERS ON CAMPUS AS TEACHERS AND YOU MENTIONED YOURSELF THAT A LOT OF TIMES TEACHERS ARE NOT WILLING TO HAVE HONEST CONVERSATIONS WITH ADMINISTRATORS. BUT THESE ARE THESE TEAM LEADS ARE TEACHERS, AND SO THEY'RE BUILDING TEACHERS AROUND THEM.

BUT THE REASON I SAY IT'S TWOFOLD BECAUSE THEY ALSO GIVE US INFORMATION SO THEY'RE WORKING CLOSELY WITH DISTRICT PERSONNEL.

AND SO WE'RE JUST MORE IN TUNE WITH WHAT THEY NEED.

THEY GIVE US FEEDBACK ON STAAR ALIGN CBAS, AND THEY LET US KNOW WHEN SOMETHING'S NOT GOING OK, SO WE'RE ABLE TO ADAPT AND ADJUST A LOT QUICKER.

AND SO IT'S BEEN REALLY NICE.

AND YOU ASKED WHAT'S BEEN WORKING VERY WELL? I THINK TEAM LEADS AT THE AT THE CAMPUS LEVEL AND THE PLANNING TIME, AND IT MAKES ME SO HAPPY THAT THAT YOU'RE TALKING ABOUT PLANNING TIME FOR NEXT YEAR BECAUSE THAT IS GOING TO MAKE A BIG DIFFERENCE.

MR. GLICK.

THANK YOU. COULD YOU BRING UP THE SLIDE.

MR. GLICK, CAN WE HEAR FROM MR.? YEAH. SO THAT WAY WE HEAR FROM EVERYBODY, AT LEAST WHAT'S GOING WELL AT ALL LEVELS.

I'LL MAKE IT BRIEF.

FIRST OF ALL, AND I THINK IT'LL ALLUDE TO FOR AT LEAST THE SECONDARY, WHAT YOU ASKED MS. GRIFFIN AND WHAT WE'RE TALKING ABOUT DOING.

SO I'LL GO TO A REALLY QUICK CYCLE AND I'LL DO IT VERY BRIEFLY.

AND THERE'S NOT REALLY A BEGINNING, THE END, BUT THERE'S A CYCLE.

SO FIRST WE SAID WE TEAM LEADS MEET WITH IDFS AHEAD OF PLANNING TO PLAN OUT WHAT THEY'RE GOING TO DO NEXT IN THE PLC.

NOW THIS IS ACROSS MULTIPLE CAMPUSES LIKE ALL THE MIDDLE OR ALL THE HIGH OVER A CERTAIN CONTENT, A CERTAIN SUBJECT.

SO THEY MEET OUTSIDE OF THE SCHOOL DAY AND THEY MEET AND THEY PLAN THAT OUT.

THEN THE TEAM LEAD GOES TO THE CAMPUS AND WORKS WITH THE TEACHERS, AND IDF IS THERE AS WELL. SOMETIMES THERE'S SOME CONFLICTS, BUT ALSO AN ADMINISTRATOR IS THERE AS WELL.

OK, SO THAT'S THE NEXT STEP.

AFTER THAT, THEN WE HAVE DELIVERY BY THE TEACHERS, WHICH THEY'VE PRACTICED IN THE PLC, AND THEY'VE IDENTIFIED WHAT THEY NEED TO DO AND HOW THEY NEED TO DO IT.

THEN WE CIRCLE WITH THE WALKS AND DURING THE WALKS.

WE'RE SEEING WHAT'S HAPPENING AND WE'RE GETTING FEEDBACK FROM A LOT OF AREAS.

BUT WHEN WE COME OUT OF THE WALKS, WE'RE PRACTICING FOR THE COMMUNICATION WE'RE GOING TO GIVE BACK TO THE TEACHER FROM THE WALKS.

PRINCIPALS ARE PRACTICING ON EACH OTHER.

SO THE INFORMATION THEY GIVE IS IN A POSITIVE WAY IS AN UPLIFTING WAY AND A HELPFUL WAY TO THE TEACHER. AND THEN THE CYCLE JUST REPEATS.

SO THAT KIND OF TELLS YOU WHY WE NEED THE TIME, HOW WE DO IT AND THE LAST PIECE, I WOULD SAY IS THIS IS MADE US BE MORE COLLABORATIVE THAN EVER BECAUSE WE HAVE EDLS AND TEACHING

[03:00:04]

THEY WORK FOR CAMPUSES AND WE AND THERE'S A BUNCH OF DEPARTMENTS THAT SUPPORT THEM AND THEY SUPPORT ALL. SO THAT'S WHAT I WOULD ADD.

THANK YOU. MR. GLICK. YEAH. COULD YOU BRING UP THE SLIDE THAT SAYS MONITORING AND SUPPORTING IMPLEMENTATION? THAT'S IT.

OK. SO I'VE HEARD SOME COMMENTS, AND I'LL JUST REPEAT THEM AND THEN I'LL ASK MY QUESTION, OK? I MET WITH MY INSTRUCTIONAL SUPPORT TEAM TODAY.

AREA SUPPORT TEAM JUST IDF.

THEY I'M ASSUMING TEACHERS GIVE US INFORMATION.

SO WORKING UPWARD FROM THAT SLIDE, STARTING WITH TEACHERS.

ALL RIGHT. EXPLAIN WHAT'S DIFFERENT IS AFFECTING THE TEACHERS WE HAVE OBVIOUSLY OVER THREE THOUSAND TEACHERS. I DON'T KNOW WHAT THE NUMBER IS.

THIRTY FIVE HUNDRED.

HOW DOES ALL THAT WORK UP AND WORK DOWN? GREAT QUESTION, BECAUSE EACH OF THESE LEVELS, THE WORK LOOKS DIFFERENT.

OR IT SHOULD SOMETIMES THE LINES GET BLURRED.

NOT GONNA TALK ABOUT THAT.

SO AT THE CAMPUS TEAM, YOU'RE GOING HAVE A LEADERSHIP TEAM CONSISTING OF CAMPUS PRINCIPAL, ASSISTANT PRINCIPAL, INSTRUCTIONAL COACHES.

AT THE ELEMENTARY LEVEL, THEY HAVE ELSTS.

MANY SCHOOLS HAVE ALSO ISTS.

SO THERE'S AT LEAST THREE PEOPLE A MEMBER OF THE LEADERSHIP TEAM.

SOMETIMES THEY'LL INCLUDE DIAGNOSTICIANS AND OTHER COUNSELORS, OTHER PEOPLE ON THEIR TEAM. THEY MEET REGULARLY TO LOOK AT DATA.

HAVE CONVERSATIONS ABOUT THAT TEAM, THIS FIRST TEAM RIGHT HERE AT THE VERY BOTTOM.

WILL BE COUNSELOR.

IT MIGHT BE A DIAGNOSTICIAN, INTERVENTIONIST, REALLY DEPENDING ON THE FOCUS OF THAT LEADERSHIP TEAM MEETING, BUT THE LEADERSHIP TEAM HAS BEEN ESTABLISHED AT THE CAMPUS LEVEL, RIGHT.

AND SO THEIR PRIMARY JOB IS TO SUPPORT TEACHER AND IMPLEMENTATION TO MAKE SURE THAT WE HAVE WELL-PREPARED AND TRAINED AND SUPPORTIVE TEACHERS.

ABOVE THAT IS THIS AREA LEADERSHIP TEAM OR EDL LEADERSHIP TEAM THAT KIND OF SERVES A COUPLE OF DIFFERENT FUNCTIONS.

THEIR MAIN FUNCTION IS TO SUPPORT CAMPUSES WITH ALL THE THINGS THAT WE'VE TALKED ABOUT TODAY, BUT THEY ALSO ARE RESPONSIBLE FOR HELPING DEVELOP CURRICULUM AND CURRICULUM RESOURCES. YOU SAY AREA LEADERSHIP TEAM? YEAH. SO EACH THERE'S FIVE EDLS.

AND SO EACH OF THESE PEOPLE THAT YOU SEE HERE IN YELLOW.

YEP. ARE PART OF A GROUP LEADERSHIP GROUP ASSIGNED TO EITHER YOU KNOW ADAMS AREA, MERRILL AREA, PERALES AREA.

AND SO WE MEET REGULARLY WITH THEM TO TALK ABOUT THE SUPPORT STRUCTURES THAT ARE IN PLACE AT THE CAMPUS LEVEL AND WHAT'S WORKING WELL.

WHAT ARE THE HIGHLIGHTS? WHERE ARE THE EXEMPLARS, WHO IN OUR AREA IS JUST REALLY FIGURED THIS OUT THAT WE CAN LEVERAGE? AND SO WHAT WOULD HAPPEN FROM THOSE CONVERSATIONS WOULD BE, HEY, I HAVE, YOU KNOW, THIS ONE TEACHER OR THIS ONE COACH OR THIS ONE TEAM THAT'S DOING THIS ONE THING EXCEPTIONALLY WELL. AND SO THEN WE'RE ABLE TO CONNECT OTHER CAMPUSES THAT THAT MAY BE A GAP, ACCORDING TO THEIR DATA, AND THEY MAY COME OUT AND DO COLLABORATIVE WALKS WITH THEM.

THEY MAY COME OUT SIT IN A PLC TO OBSERVE IT.

THEY MAY SHARE RESOURCES.

OK, EXPLAIN WHO IS THE WHO? I KEEP SAYING THEY I'M SORRY.

SO THEY WOULD BE EVERYBODY LIKE, SO IF YOU LOOK AT THIS YELLOW, THAT'S THE LEADERSHIP TEAM THAT I'M TALKING ABOUT THE AREA OR THE EDL KIND OF, YOU KNOW, LEADERSHIP TEAM AT THE CENTRAL LEVEL. EACH OF THOSE NAMES IS THAT ONE PERSON? YES. THAT'S IN THE WHOLE DISTRICT, THERE'S ONE PERSON? TIMES FIVE.

TIMES FIVE. OH, OK.

OK, SO YOU EACH HAVE EACH OF THE FIVE OF YOU HAVE THIS TEAM WORKING UNDER YOU? YES. OK.

THAT'S WHAT I WAS MISSING.

OK. JUST IN MY MIND, THIS IS SO CLEAR.

MAKES SO MUCH SENSE.

SO I'M REALLY GLAD YOU'RE ASKING QUESTIONS.

SO I'M SORRY FOR MAKING ASSUMPTIONS ABOUT.

OK, NOW, I GET THE TEAM NOW GO, OK, I'M SORRY.

AND SO THEN FROM THIS YELLOW BOX OR THIS KIND OF, YOU KNOW, CENTRAL LEVEL TEAM, THEY DO A COUPLE OF THINGS. AND SO A LOT OF TIMES, IF THEY SEE EITHER GAPS IN CURRICULAR RESOURCES OR GAPS IN TRAINING, THEN THEY'RE ABLE TO COME BACK TO DR.

HILL AND HER TEAM AND JUST HAVE CONVERSATIONS.

AND SO KIND OF WHAT MR. MERRILL KIND OF ALLUDED TO IS JUST, WE'RE COLLABORATING ON A LEVEL THAT IS DEEPER THAN WE HAVE BEFORE. AND SO THIS ACCELERATION PLAN HAS FORCED DEEPER LEVELS OF COLLABORATION.

OK, SO THIS YOUR LET'S SAY, YOUR TEAM.

YES. OF ALL THESE, ARE THEY ARE THEY IN THIS BUILDING, YOUR TEAM, ARE THEY ALL IN THIS BUILDING? AT LEAST 80 PERCENT OF THE TIME, THEIR ON CLASSROOM, THEY'RE IN BUILDINGS.

BUT I MEAN, THEY HEADQUARTERED HERE.

WELL, NO, NOT REALLY.

WELL, SOME OF THEM HAVE IT, ONE OF THEM.

SOME OF THEM HAVE OFFICES HERE. BUT NO, THEY'RE NOT MOST OF THEM HERE ARE NOT.

OK. SOME OF THEM ARE HOUSED ARE THE FACILITATORS WOULD BE HOUSED AT THE PDC.

[03:05:01]

SO THIS TEAM ACTUALLY GOES TO THE CAMPUS.

YES. AND SO WE'LL HAVE FIVE DIFFERENT TEAMS OUT EVERY DAY OR MOST DAYS VISITING DIFFERENT CAMPUSES. SO YEAH, AND SO IF I'M A SCIENCE FACILITATOR OR A MATH FACILITATOR, I MAY BE PUSHING INTO CAMPUS A, B AND C ON TUESDAY TO BE A PART OF THEIR PLC OR THEIR PLANNING BLOCK TO HELP WITH INTERNALIZATION.

AND THEN THE NEXT DAY, I MAY THEN I MAY COME BACK AGAIN ON A THURSDAY TO WATCH IMPLEMENTATION SO I CAN BETTER SUPPORT PLANNING THE FOLLOWING WEEK.

AND THEN IN BETWEEN ALL OF THAT CYCLE, WE MEET TOGETHER AS A TEAM TO TALK ABOUT WHAT'S WORKING WELL, WHAT ARE SOME HOT SPOTS WE STILL HAVE AND WE TALK ABOUT LEVEL AND AS A WHOLE TEAM TO SEE WHAT TRENDS WE'RE SEEING.

THEN WE HAVE CONVERSATIONS WITH T&L.

THIS IS OK NOW THIS THIS SLIDE AND THAT GROUPING THAT IS THAT PART OF THE ACCELERATION OR THAT EXISTED BEFORE? WE'VE HAD ITERATIONS OF SOME OF THIS, BUT WE'VE CHANGED SYSTEMS TO BE MORE RESPONSIVE TO CAMPUS NEEDS AND TO BE MORE STREAMLINED AND TRY TO MOVE SILOS AND SOME OF OUR SYSTEMS. SO WHEN WE WERE TALKING MR. MILLER WAS TALKING ABOUT, IS THIS GOING TO GO FORWARD THIS BLOCK? IS THAT THE IDEA TO GO FORWARD AS IS? YEAH. AND THESE SYSTEMS, THESE ARE BEST PRACTICES.

THESE ARE THINGS THAT WILL LAST, YOU KNOW, BEYOND PANDEMICS.

IT'S JUST IT'S JUST THE BEST PRACTICE.

THESE ARE THINGS THAT MAYBE WILL EVOLVE OVER TIME.

BUT THESE ARE KIND OF FOUNDATIONAL FUNDAMENTAL SYSTEMS THAT ARE IN PLACE.

YEAH. SO THEY WILL CONTINUE.

SO WILL WHEN DOES THIS GROUP, I'M GOING TO CALL IT THE YELLOW GROUP.

DO THEY COME AND MEET WITH THE PRINCIPAL, THE ASSISTANT PRINCIPAL, THE INSTRUCTIONAL, OR THEY MIGHT MEET WITH THAT WHOLE TEAM AT THE CAMPUS? IT COULD BE OK.

I'LL ANSWER ALL THE ABOVE.

IT DEPENDS. I THINK, YOU KNOW, NOT TO GET TOO MUCH IN THE TECHNICAL WEEDS ABOUT LEVELS OF WORK. YEAH, YEAH.

BUT I THINK, YOU KNOW, THINK ABOUT TCLAS AND SOME OF THE POSITIONS THAT ARE COMING IN A PERFECT WORLD. EVERY CAMPUS HAS, YOU KNOW, COACHES, THEY'RE ALL STAFFED, YOU KNOW, THESE HIGHLY COMPETENT COACHES THAT ARE WELL TRAINED IN SUPPORTING TEACHERS.

AND SO THIS GROUP HERE, THE YELLOW GROUP, WOULD IN A PERFECT WORLD, BE WORKING WITH COACHES TO HELP SUPPORT AND BUILD CAPACITY WITH THEM.

SO THEY IN TURN COULD BUILD CAPACITY WITH TEACHERS BECAUSE ULTIMATELY THE INSTRUCTIONAL SUPPORT STAFF THEY'RE ON CAMPUSES EVERY DAY, THIS YELLOW GROUP MAY BE ON CAMPUS A TWO OR THREE TIMES A WEEK. THEY'RE NOT THERE EVERY DAY.

SO OUR ROLE REALLY IS TO HELP DEVELOP CAPACITY AND PROVIDE CLARITY AROUND THE LEVELS OF WORK. BUT BECAUSE OF WHERE WE'RE AT IN TWO AND A HALF YEARS OF DISRUPTION OR TWENTY ONE MONTHS OF DISRUPTION, MAYBE IS THAT SOMETIMES A CAMPUS MAY NOT HAVE THE CAPACITY TO SUPPORT THIRD GRADE, FOURTH GRADE AND FIFTH GRADE OR WHATEVER.

SO SOMETIMES A COACH FROM THIS YELLOW GROUP MAY PUSH DOWN TO THE TEACHER LEVEL AND SUPPORT A TEACHER. THAT WAS MY QUESTION, YEAH.

BUT IN A PERFECT WORLD, FAST FORWARD A YEAR FROM NOW.

TWO YEARS FROM NOW, THE HOPE WOULD BE THEY PUSH IN AND PRIMARILY SPEND TIME SUPPORTING COACHES.

WHO WILL THEN HAVE THAT KNOWLEDGE TO BE ABLE TO SUPPORT THE TEACHERS.

YES. OK. OK.

GOT IT. OK, THANK YOU.

MS. GRIFFIN. YES.

SO THE GROUP IN THE MIDDLE, THE GROUP, IN THE MIDDLE DO THEY HAVE OTHER DUTIES AND RESPONSIBILITIES? AND IS THAT BEHAVIOR SPECIALIST THE SAME GROUP THAT WE SAW WHEN WE WERE DISCUSSING THE STUDENT MANAGEMENT REPORT? BECAUSE WHAT'S CONFUSING AND I WON'T SAY WHAT I SAID EARLIER, DR.

LOPEZ, BUT YOU KNOW WHY WE'RE SO CONFUSED? OK, MOVING FORWARD.

OK. THAT DO THEY HAVE OTHER FUNCTIONS? YES. OK, SO.

AND IT DEPENDS ON. AND THAT BEHAVIOR SPECIALIST GROUP.

THOSE WERE THE SAME PEOPLE WE SAW EARLIER.

YES. AND THERE'S WANT TO ANSWER SOMETHING.

GO AHEAD. YEAH, PLEASE. SO YOU MAY RECALL, MAYBE, MAYBE NOT, BECAUSE WE'VE ALL SLEPT A LOT SINCE THE LAST SUMMER WE CAME TO YOU AND TALKED ABOUT A REORGANIZATION OR A RESTRUCTURING. HOLD THAT THOUGHT JUST ONE SECOND.

OK. THAT'S MY POINT.

THOSE ARE THOSE PEOPLE.

WHEN YOU WHEN YOU ALL GIVE US UPDATES, IT WOULD BE VERY BENEFICIAL TO HAVE THE INITIAL INFORMATION THAT YOU ALL PRESENTED, JUST AS YOU DISCOVERED HERE TONIGHT.

WITH SO MANY QUESTIONS, WE ASK ON SIMILAR THE SIMILAR QUESTIONS ASKED DIFFERENTLY FOR US TO GET TO THE UNDERSTANDING OF THE MIDDLE GROUP.

[03:10:02]

WE GET TONS OF DATA.

AND SO WHEN YOU ALL PRESENT, ALL YOUR REPORTS ARE IMPORTANT, ALL THE DATA IS IMPORTANT.

BUT I WOULDN'T BE TELLING THE TRUTH IF I SAID I CAN REMEMBER EVERYTHING THAT YOU PRESENTED. SO I KNOW WE'VE SEEN THINGS, BUT IT'S JUST WHEN YOU PRESENT IF WE HAVE REFERENCES BACK OR SOMETHING OR, YOU KNOW, WE COULD HAVE ANYTHING HERE FOR US TO DRAW OUR ATTENTION TO WHAT THAT SYSTEM BASICALLY LOOKS LIKE.

SO I GOT IT. THANKS.

AND ASIDE FROM THE TCLAS COACHES THAT WE'VE POSTED AND IF ANYBODY FROM ANY OTHER DISTRICT IS AN EXEMPLARY TEACHER AND WOULD LIKE TO APPLY, WE ARE ACCEPTING APPLICATIONS CURRENTLY.

THIS IS NOT A RECRUITING.

IT CAN BE. IT COULD BE.

SO IN ADDITION, WITH THE EXCEPTION OF THOSE POSITIONS, ALL OF THESE WERE EXISTING POSITIONS WITHIN THE DISTRICT.

WE DID NOT ADD ANYTHING.

ALL WE DID WAS RESTRUCTURING.

MR. GLICK YOU ASKED A QUESTION ABOUT IDF THAT STANDS FOR INSTRUCTIONAL DESIGN FACILITATOR, BUT WHEN YOU LOOK AT THE YELLOW GROUP, IT'S BEEN ABBREVIATED TO FACILITATOR.

THOSE ARE THE THOSE ARE THE EXACT SAME PEOPLE.

OK. WHEN WE TALK ABOUT CAMPUS INSTRUCTIONAL SUPPORT STAFF, RIGHT, THAT'S THE SAME THING AS ALL OF THOSE COACHES, THOSE INSTRUCTIONAL COACHES THAT ARE CAMPUS BASED.

SO WHEN WE THROW OUT ACRONYMS LIKE IST INSTRUCTIONAL SUPPORT TEACHER, THEY ARE BASED AT A SINGLE CAMPUS MOST OF THE TIME, VERY RARELY.

BUT THEY MIGHT SHARE ELSTS EARLY LITERACY SUPPORT TEACHER.

THOSE ARE BASED AT AN INDIVIDUAL CAMPUS, AND THEY'RE ALL PART OF THAT BOTTOM GROUP.

SO HOPEFULLY THAT HELPS.

ACTUALLY, I HAVE A FEW QUESTIONS.

ALL RIGHT. FIGURE OUT HOW TO ASK THIS QUESTION NICELY.

JUST, WELL, NICELY IS NOT THE WORD.

I'M JUST TRYING TO FIGURE OUT HOW TO ASK THE QUESTION.

SO I'M A LITTLE CONFUSED BECAUSE I'VE BEEN HEARING ABOUT TEACHER SHORTAGES AND SUB SHORTAGES AND LIKE THE QUESTION KEEPS COMING BACK TO ME ARE WE CREATING ADDITIONAL STRESS WITH THE IMPLEMENTATION OF THIS ACCELERATION PLAN ON OUR TEACHERS? AND I'M JUST CURIOUS, YOU KNOW, WITH TEACHERS THAT ARE LEAVING THE DISTRICT AND WE'RE TRYING TO STAFF PROPERLY, LIKE, DO WE HAVE ENOUGH PEOPLE TO ACTUALLY PULL THIS OFF? BECAUSE IF WE ONLY HAVE FIVE OF THESE TEAMS AND WE HAVE SEVENTY TWO CAMPUSES LIKE WHERE IS THE TIME BEING SPENT AND IF THEY'RE GOING OUT TO SUPPORT TEACHERS THAT AREN'T EVEN THERE AND THEY HAVE SUBS IN THE CLASSROOM? LIKE TALK TO ME, HELP ME UNDERSTAND WHAT'S HAPPENING.

THE WORK IS REALLY, REALLY HARD.

WE CAN'T MAKE PEOPLE.

UNDERSTAND. SO WHAT WE DO IS WE ARE ALLOCATING OUR RESOURCES AND OUR STAFF TO THE BEST OF OUR ABILITY. WE ALSO CAN'T BECAUSE OUR STUDENTS, IF YOU'VE LOOKED AT ALL THE DATA TONIGHT, WE CAN'T BACK OFF OF EXPECTATIONS FOR OUR STUDENTS.

SO WE CAN'T SAY, WELL, WE HAVE A STAFFING SHORTAGE.

SO WE'RE GOING TO LOWER OUR EXPECTATIONS.

AND, YOU KNOW, WE'LL BE UPSET WHEN WE GET OUR ACCOUNTABILITY RESULTS.

BUT THAT'S, YOU KNOW, WE GAVE.

I DON'T THINK I'M ASKING FOR THAT.

I'M JUST CURIOUS. I'M JUST TRYING TO UNDERSTAND LIKE HOW WE'RE MAKING THIS WORK BECAUSE I JUST SAT AND LISTENED TO EVERYBODY TALK AND JUST LISTENING.

IT SOUNDED LIKE EVERYTHING WAS GREAT.

AND WE'RE ROLLING THIS OUT AND YOU KNOW, YOU KNOW, LIKE AND I'M AND I'M TRYING TO BALANCE THAT OFF ALL OF THE REALITY OF THE SITUATION THAT I'M HEARING.

AND THAT'S JUST THE PART THAT WAS A DISCONNECT FOR ME.

SO I'M JUST TRYING TO UNDERSTAND.

AND THEN ALSO, I THINK MR. MILLER ASKED THE QUESTION ABOUT FEEDBACK FROM TEACHERS LIKE WHAT MECHANISMS DO WE HAVE IN PLACE TO HEAR FROM TEACHERS TO KNOW IF HOW THIS IS ACTUALLY LANDED ON THEM AND WHAT THIS IS? IS THERE BUY IN OR ARE THEY BEING [INAUDIBLE] TOLD THAT THIS IS WHAT YOU'RE GOING TO DO? LIKE, I DON'T HAVE A GOOD FEEL FOR THAT.

SO CAN YOU HELP ME UNDERSTAND? I'LL TRY WITH THE FIRST PART OF THE QUESTION.

I'LL COME BACK TO THAT LAST THING.

THAT'S SUPER IMPORTANT. I THINK, YOU KNOW, FIRST OF ALL, ANY OF THESE POSITIONS, NONE OF THESE ARE NEW POSITIONS, THEY'RE REPURPOSED.

SO WE'RE NOT PULLING FROM ONE AREA TO FILL ANOTHER.

[03:15:02]

AND SO ANY TIME THERE'S A VACANCY ON ONE OF THESE POSITIONS WHERE SOMEBODY GETS PROMOTED BECAUSE THESE ARE VERY HIGHLY TRAINED PEOPLE AND THEY ARE DEEP IN THE WORK.

AND SO MANY TIMES THESE FACILITATORS AND THIS PEOPLE IN THIS YELLOW GROUP OFTEN ASCEND AND THEY MOVE UP. AND SO WHEN THAT'S HAPPENING, WE HAVE ONE THAT'S BECOMING AN ASSISTANT PRINCIPAL. AND SO WHEN THAT HAPPENS, WE'RE NOT PULLING TEACHERS OUT OF CLASSROOMS, YOU KNOW, CAMPUSES ARE THE PRIORITY.

AND SO I THINK THE LONG GAME.

THAT'S WHY DR. CADDELL IS UP HERE.

I THINK. YOU KNOW, WE'RE ALWAYS RECRUITING BECAUSE WE KNOW THERE'S GOING TO BE A NEED.

AND SO I THINK THAT'S THE KIND OF THE FIRST, YOU KNOW, I THINK POINT AND THE SECONDLY, WITH THESE LIMITED PEOPLE, THAT MEANS WE HAVE TO BE VERY INTENTIONAL WITH WHERE WE SPEND OUR TIME AND OUR RESOURCES.

AND THAT'S WHY WE ARE SO CAREFUL ABOUT HOW WE LOOK AT DATA.

AND AGAIN, THE IDEA IS TO HELP BUILD CAPACITY AT THE CAMPUS LEVEL AND REALLY AND IDEALLY BUILDING CAPACITY OF THIS CAMPUS INSTRUCTIONAL SUPPORT STAFF TEAM AND THEIR CAMPUS PRINCIPALS. TO COME BACK TO YOUR QUESTION AROUND TEACHER FEEDBACK.

YEAH, YOU KNOW, TEACHER IS THE PROGRAM AND ONE OF THE PLACES WHERE WE RECEIVE A LOT OF FEEDBACK IS WHEN THIS TEAM PRINCIPALS, COACHES ARE DEEP IN THE PLANNING WORK WITH THEM.

IT'S GOING TO REQUIRE EXTRA PLANNING FOR TEACHERS.

I MEAN, IT'S HARD.

TEACHERS ARE PUTTING A LOT OF PLANNING IN THERE NOW.

AND SO WHAT WE'RE TRYING TO BE VERY COGNIZANT OF THE FACT THAT HOW DO WE HELP SUPPORT THEM IN THE PLANNING, WHAT'S WORKING, WHAT'S NOT WORKING AND SOMETIMES IT'S HAPPENING DURING SCHOOL. SOMETIMES THIS HAS HAPPENED BEYOND THE SCHOOL DAY AND WE'RE PAYING TEACHERS BECAUSE THEY WERE GOING TO TAKE PLANNING HOME ANYWAY, AND THEY'RE GOING TO BE PLANNING ON THEIR OWN TIME.

AND SO WE'RE DEVELOPING SYSTEMS, EVEN PAY THEM TO HELP SUPPORT THEM IN PLANNING.

SO THEY FEEL LIKE, OK, HAVE A THOROUGH PLAN AND I CAN DO THIS.

AND SO THE FEEDBACK LOOP FROM TEACHER LEVEL REALLY IS HAPPENING AT THE CAMPUS LEVEL.

THE CAMPUS PRINCIPAL, CAMPUS A.P., THIS YELLOW GROUP GETS A LOT OF FEEDBACK TOO, FROM COACHES AND BEING REALLY RESPONSIVE TO TEACHER NEED BECAUSE AS WE ALL TALKED ABOUT TODAY, THAT'S THE MOST IMPORTANT ADULT IN ANY SCHOOL SYSTEM.

YOU WANT TO ADD.

I JUST ADD ON BECAUSE YOU ASKED US ABOUT THIS SEEMS VERY MUCH LIKE UTOPIA ABOUT THE WAY IT'S IMPLEMENTED. AND BECAUSE THE WORK IS HARD, THERE ARE SOME DAYS WHERE WE DON'T HIT THIS GOAL. THERE ARE SOME DAYS WHERE WE DON'T HAVE ENOUGH SUBS TO COVER CLASS.

SO THOSE IDFS, THOSE FACILITATORS, THE YELLOW PEOPLE THEY'RE IN CLASSROOMS, JUST LIKE OUR PRINCIPLES ARE IN CLASSROOMS AND OUR ASSISTANT PRINCIPALS ARE IN CLASSROOMS. AND DURING THE SURGE THAT WE TALKED ABOUT EARLIER TONIGHT, WE HAD CENTRAL OFFICE PEOPLE OUT IN CLASSROOMS BECAUSE WE HAVE TO TAKE CARE OF OUR KIDS.

AND SO YOU'RE RIGHT, WE TALKED A LOT ABOUT THIS IS THE PLAN AND WE ARE IMPLEMENTING THIS PLAN TO THE HIGHEST AND FULLEST POTENTIAL.

AND WE ARE SEEING A LOT OF A LOT OF GAINS, STILL A LOT OF AREAS FOR IMPROVEMENT.

BUT WE ALSO KNOW SOME DAYS WE JUST HAVE TO STOP AND JUST TAKE CARE OF CLASSROOMS, JUST TAKE CARE OF OUR KIDS AND MAKE SURE THEY HAVE AN ADULT THAT CAN CONTINUE THAT INSTRUCTION . RIGHT. AND I APPRECIATE THAT YOU GUYS TALKED A LOT ABOUT WHAT'S WORKING WELL, BUT YOU DIDN'T TALK ABOUT WHAT'S NOT WORKING WELL AND THEN WHAT CAN WE DO AS A BOARD TO HELP? WELL, IF I CAN DO MY RECRUITING VIDEO ONE MORE TIME, WE NEED MORE PEOPLE.

WE NEED MORE COACHES.

THE WORK IS HARD, LIKE OUR TEACHERS NEED SUPPORT.

THEY NEED SUPPORT IN WORKING THROUGH THIS PLANNING PROCESS BECAUSE PLANNING IN MID OR POST-PANDEMIC, BUT MAINTAINING HIGH ACADEMIC, RIGOROUS STANDARDS THAT HAVE NOT LESSENED AS A RESULT OF THE PANDEMIC, THAT'S HARD WORK, IT TAKES TIME, IT TAKES FOCUS, IT TAKES ENERGY. FINDING MORE SUBSTITUTES WOULD BE HELPFUL.

YOU KNOW, YOU ALL DID A HUGE LIFT IN OUR ACADEMIC CALENDARS AND I THINK THAT IS GOING TO BE BENEFICIAL NEXT YEAR.

BUT THAT'S NOT IT SOLELY.

I NEED MR. MERRILL WAS IN MY OFFICE THIS WEEK TALKING ABOUT HIS CHILDREN THAT ARE NOT IN EDUCATION, THAT ARE WORKING IN RECRUITING AND OTHER FIELDS.

OTHER FIELDS ARE ACTIVELY RECRUITING OUR TEACHERS WITH PROMISES TO WORK FROM HOME, MAKING THE SAME MONEY BECAUSE THEY'RE DEGREED AND HIGHLY SKILLED.

SO I DON'T KNOW IF IT'S SOMETHING WE CAN IMMEDIATELY RESOLVE RIGHT NOW, BUT WE NEED TO START HAVING CONVERSATIONS ABOUT WHAT SORT OF FLEXIBILITIES CAN WE ARE WE ABLE TO OFFER? WE KNOW THAT REMOTE LEARNING IN OUR DISTRICT IS JUST NOT ONE OUR KIDS NEED TO BE IN FRONT OF THE CARING ADULT THAT'S PROVIDING THEM WITH HIGH QUALITY INSTRUCTION EVERY SINGLE DAY.

SO HOW CAN WE DO THAT, BUT ALSO OFFER OUR EMPLOYEES SOME FLEXIBILITY IN THEIR WORK SCHEDULES OR IN OTHER OTHER THINGS? [INAUDIBLE] SINCE YOU ASKED, I THINK I NEED TO TAKE THE TIME TO ALSO THINK ABOUT HOW EFFECTIVE THE [INAUDIBLE] MODEL WITH THE ACE IN DOUBLE BLOCKING MATH HAS BEEN VERY

[03:20:01]

THE OTHER THING THAT I THAT I THINK ABOUT IS THE PLANNING.

THE PLANNING IS DEFINITELY SOMETHING THAT WOULD HELP NOT ONLY SECONDARY MIDDLE SCHOOLS, BUT ALSO AT THE ELEMENTARY LEVEL.

AND SO WE REALLY FOCUSING ON ON THE TIER ONE INSTRUCTION AND DEVELOPING OUR TEACHERS AT THE ELEMENTARY LEVEL IN THE END IS GOING TO HELP EVERYONE.

AND SO EMPHASIZING THAT TIME WHERE WE DEVELOP TEACHERS AND GIVE THEM THAT TIME TO WORK ON THEIR TIER ONE INSTRUCTION IS GOING TO BE CRUCIAL.

AND RIGHT NOW, THEY DON'T HAVE THE TIME.

THEY GET FORTY FIVE MINUTE CONFERENCE PERIOD AT THE ELEMENTARY LEVEL AND THAT'S IT.

AND SO I KIND OF THINK, YOU KNOW, WE'RE THINKING SECONDARY HAS IT AT THE HIGH SCHOOL LEVEL, WHICH IS GREAT.

I WAS A HIGH SCHOOL TEACHER, BUT WE HAVE TO THINK ABOUT THE FOUNDATION AND THAT'S OUR ELEMENTARY STUDENTS AND THE IMPORTANCE OF OUR TIER ONE INSTRUCTION AND DEVELOPING OUR TEACHERS AT THE ELEMENTARY LEVEL.

AND I COULD GO ON, BUT THAT'S THAT'S THE FIRST ASK.

ROBERT. YES.

ONE OF THE COOL THINGS I HEARD TONIGHT.

YEAH, WE'RE TALKING ABOUT DRILLING DOWN AND CELEBRATING THOSE SMALL VICTORIES.

SOMEBODY TALKED ABOUT WHEN YOU LOOK AT WHAT IT TAKES TO GO FROM, YOU KNOW, A B CAMPUS TO AN A CAMPUS OR IS MAYBE FIVE KIDS PER CAMPUS, YOU KNOW, IT'S AN ATTAINABLE GOAL ONCE YOU BREAK IT DOWN TO THAT LEVEL.

AND I REALLY LIKE THAT YOU'RE FINDING WAYS TO CELEBRATE EVERY TIME SOMEBODY MAKES IT OVER A BAR. AND I WOULD JUST SAY AS A BOARD, IF THERE'S ANY MEANINGFUL WAY THAT WE CAN HELP YOU CELEBRATE IF IT'S MEANINGFUL AT ALL, THE BOARD WOULD BE.

I MEAN, I KNOW I WOULD.

I WOULD BE FULLY READY TO HELP PEOPLE UNDERSTAND HOW APPRECIATIVE THIS BOARD IS FOR THOSE GRASSROOT EFFORTS.

INVESTING IN OUR TEACHERS.

THANK YOU. I MEAN, WE GET THAT IT'S HARD.

I MEAN, I HOPE MY QUESTION DIDN'T COME OFF WITH ME BEING A BUTTHOLE OR ANYTHING LIKE THAT. [LAUGHTER] I JUST I'M JUST BEING REAL.

I JUST WANT TO MAKE SURE.

I SPEAK FOR EVERYONE UP HERE, IT DID NOT.

I'M SORRY. I JUST I JUST SO I TOTALLY AGREE WITH MR. MILLER. I MEAN, AND I WANT TO MAKE SURE THAT WE TAKE CARE OF OUR TEACHERS AS WELL.

BUT I ALSO WANT TO MAKE SURE THAT WE KEEP THE MAIN THING, THE MAIN THING.

AND THAT'S OUR KIDS, RIGHT? SO I JUST THANK YOU.

THAT'S IT. ANYBODY ELSE HAVE ANYTHING ELSE? ANYTHING ELSE, DR.

LOPEZ, OR THANK YOU, GUYS.

I'M SORRY. THANK YOU, SIR.

THANK YOU. DO WE HAVE ANY THING FOR EXECUTIVE SESSION? I THINK WE'RE CLEAR.

AWESOME. DO I HAVE A MOTION FOR ADJOURNMENT? SO MOVED.

* This transcript was compiled from uncorrected Closed Captioning.