Mar 08, 2022 District Affairs Committee Meeting

[I. Call to Order and Determination of Quorum]

[00:00:02]

GOOD EVENING, IT IS NOW SIX O'CLOCK, AND I'M CALLING TO ORDER THE GARLAND INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES DISTRICT AFFAIRS COMMITTEE MEETING MARCH 8TH, 2022.

DETERMINE THAT A QUORUM IS PRESENT, AND I DO THINK THE TRUSTEES FOR BEING BACK SO THAT WE COULD START THIS MEETING ON TIME.

MS. HOGAN, ARE THERE ANY PUBLIC FORUM COMMENTS? THANK YOU, WE WILL PROCEED.

DR. LOPEZ. THANK YOU, AND JUST REPEATING THE MESSAGES, PEOPLE WATCH THESE COMMITTEE

[III. Superintendent's Message]

WE WILL NOW BE HAVING ALL OUR COMMITTEE MEETINGS AND OUR REGULAR SCHEDULED BOARD MEETINGS HERE AT THE GRCTC. SO, IF YOU'RE EVER NEEDING TO BE IN ATTENDANCE OR YOU KNOW, SOMEONE THAT'S GOING TO BE HONORED AT ONE OF OUR BOARD MEETINGS, PLEASE MAKE SURE YOU LET THEM KNOW WE'RE AT THE GRCTC, THANK YOU.

THANK YOU, DR. LOPEZ. ALL RIGHT, WE'RE GOING TO PROCEED WITH INFORMATION ITEM, STARTING

[IV. Information Items]

MS. FRANKENBERG AND MS. BASS. GOOD EVENING, CHAIRPERSON SELDERS, DR.

LOPEZ AND BOARD OF TRUSTEES.

WE ARE HERE THIS EVENING TO TALK ABOUT THE CIRCLE PROGRESS MONITORING DATA FOR PRE-K.

GARLAND ISD HAS TRACKED THE CIRCLE PROGRESS MONITORING DATA FOR PRE-K STUDENTS SINCE THE 2017-18 SCHOOL YEAR.

CIRCLE IS PROVIDED TO DISTRICTS.

DO WE NEED HELP FINDING IT? NOPE, WE'RE GOOD, OK? CIRCLE IS PROVIDED TO DISTRICTS AT NO COST AND IS ONE OF THE TEA APPROVED PRE-K PROGRAMS PROGRESS MONITORING TOOLS AVAILABLE IN BOTH ENGLISH AND IN SPANISH.

THE CIRCLE PROGRESS MONITORING SYSTEM INCLUDES MULTIPLE COMPONENTS AND IS ADMINISTERED THREE TIMES A YEAR.

KNOWN AS WAVES BEGINNING OF THE YEAR WAVE 1, MIDDLE OF THE YEAR, WAVE 2 AND END OF THE YEAR WAVE THREE.

CIRCLE IS A STANDARDIZED CRITERION REFERENCED ASSESSMENT THAT ENABLES TEACHERS TO ASSESS A PRE-K CHILD'S PROGRESS ONE ON ONE IN PARTICULAR SKILL AREAS.

FINALLY, CIRCLE PROGRESS MONITOR PROVIDES TARGETED LESSONS TO USE WITH STUDENTS DURING SMALL GROUP INSTRUCTION AND IS CLOSELY ALIGNED TO THE PRE-KINDERGARTEN GUIDELINES.

ON THE NEXT SLIDE, YOU CAN SEE THAT THERE ARE DIRECT ASSESSMENTS AS PART OF THE CIRCLE PROGRESS MONITORING AS WELL AS OBSERVATIONAL ASSESSMENTS.

THE DIRECT ASSESSMENTS INCLUDE VOCABULARY DEVELOPMENT, BOOK AND PRINT KNOWLEDGE, LETTER RECOGNITION LETTERS, SOUND CORRESPONDENCE, PHONOLOGICAL AWARENESS AND EARLY MATH SKILLS.

WHILE THERE ARE ALSO OBSERVATIONAL ASSESSMENTS, EARLY WRITING SKILLS, SOCIAL EMOTIONAL BEHAVIORS, SPEECH PRODUCTION AND SENTENCE SKILLS.

FOR THE EARLY CHILDHOOD DATA SYSTEMS THAT WE REPORT FOR THE STATE, WE ARE REQUIRED TO GIVE RAPID VOCABULARY NAMING, RAPID LETTER NAMING, EARLY WRITING SKILLS AND MATHEMATICS, AS WELL AS ONE SOCIAL EMOTIONAL OBSERVATIONAL ASSESSMENT.

THIS RICH DATA HELPS TEACHERS SUPPORT CHILDREN IN THEIR CLASSROOMS TO STRONGLY RECOMMENDS ASSESSING ALL OF THESE ADDITIONAL MEASURES THAT WE DO IN GARLAND ISD TO CAPTURE A MORE COMPLETE PICTURE OF THE OVERALL CHILD'S DEVELOPMENT, AND NOW I WILL TURN IT OVER TO MR. CHASITY BASS. OUR EARLY CHILDHOOD COORDINATOR TO REPORT ON OUR DATA FROM WAVE 1 TO WAVE 2. GOOD EVENING, MY NAME IS CHASITY BASS, EARLY CHILDHOOD COORDINATOR.

THANK YOU SO MUCH FOR THIS OPPORTUNITY TO SHARE WITH YOU ALL ABOUT OUR PRE-K CIRCLE PROGRESS MONITORING DATA, AND I'M GOING TO TAKE A MOMENT BECAUSE THERE ARE SOME SPECIAL PEOPLE IN THE ROOM THAT I WANT TO RECOGNIZE, AND I WOULD LIKE FOR CHARLIE THOMAS AND [INAUDIBLE] THOMAS TO STAND.

THESE ARE MY PARENTS WHO ARE HERE TO SUPPORT TODAY, [APPLAUSE] AND I AM TRULY GRATEFUL FOR THEM ALL. I AM A GARLAND ISD GIRL.

I WENT TO BRADFIELD ELEMENTARY, JACKSON MIDDLE SCHOOL, AND NORTH GARLAND HIGH SCHOOL, SO WE LOVE GARLAND ISD.

NOW, WE'LL CONTINUE ON.

ON PAGE 16 OF YOUR BOARD BOOK, IT'S A DESCRIPTION OF THE COLOR CODING FOUND IN EACH GRAPH THAT WE WILL VIEW TODAY.

THE BENCHMARKS DESCRIBE THE SPECIFIC KNOWLEDGE AND SKILLS THAT THE STUDENT HAS ACHIEVED ACCORDING TO A PERFORMANCE LEVEL OF ON TRACK, MONITOR, NEEDS SUPPORT OR OUT OF RANGE.

OUT OF RANGE MEANS THE CHILD IS NOT IN THE SPECIFIED AGE RANGE FOR THE BENCHMARK.

RAPID LETTER NAMING ASSESSES A CHILD'S ABILITY TO QUICKLY RECOGNIZE AND NAME UPPERCASE AND LOWERCASE LETTERS.

RECOGNIZING AND NAMING LETTERS IS AN IMPORTANT PART OF BUILDING A STRONG LITERACY

[00:05:02]

THE BENCHMARK GROWTH REPORT IN THE MEASURES OF RAPID LETTER NAMING RESULTS SHOW THAT IN ENGLISH, TEACHERS INCREASE STUDENT LEVELS OF PROFICIENCY BY TWENTY FIVE PERCENT FROM WAVE 1 TO WAVE 2 AND IN SPANISH TEACHERS INCREASED STUDENT LEVELS OF PROFICIENCY BY FIFTY ONE PERCENT FROM WAVE 1 TO WAVE 2.

WE CAN ANTICIPATE THAT WITH A CONSISTENT PATTERN OF INSTRUCTION, STUDENTS WILL SHOW GROWTH IN THIS MEASURE AS TEACHERS INCORPORATE THE LETTER IDENTIFICATION SKILLS DURING SHARED WRITING AND BY PROVIDING HANDS ON SMALL GROUP ALPHABET AND KNOWLEDGE ACTIVITIES, LITERACY CENTERS AND DURING TRANSITIONS.

IN JUST A SEMESTER'S TIME, PRE-K STUDENTS EXPERIENCE NOTABLE INCREASES DUE TO HIGH QUALITY INSTRUCTION, ONGOING PROFESSIONAL DEVELOPMENT ANALYZING THE DATA AND TARGETING INSTRUCTION TO MEET STUDENTS NEEDS.

RAPID VOCABULARY ASSESSES A CHILD'S ABILITY TO QUICKLY RECOGNIZE AND NAME PICTURES OF CERTAIN OBJECTS.

VOCABULARY KNOWLEDGE REFLECTS CHILDREN'S PAST EXPERIENCES AND GROWING KNOWLEDGE OF THE WORLD AROUND THEM, AND IS ONE OF THE MOST IMPORTANT INDICATORS OR PREDICTORS OF LATER READING SUCCESS.

FOR EXAMPLE, A BALL WILL APPEAR ON THE SCREEN AND THE STUDENT IDENTIFIES THAT OBJECT.

IN THIS MEASURE, TEACHERS INCREASED STUDENT LEVELS OF PROFICIENCY BY TWENTY ONE PERCENT, FROM WAVE 1 TO WAVE 2 AND IN SPANISH TEACHERS INCREASED STUDENT LEVELS OF PROFICIENCY BY NINE PERCENT FROM WAVE 1 TO WAVE 2.

STUDENTS WILL CONTINUE TO SHOW GROWTH IN THIS MEASURE AS TEACHERS EXPOSED TO STUDENTS TO NEW VOCABULARY BY INCORPORATING BE GLAD LANGUAGE ACQUISITION STRATEGIES, ENGAGING STUDENTS IN ONGOING CONVERSATIONS AND FREQUENT READ ALOUD, AND ADDITIONALLY, DURING OUR PRE-K PLCS TEACHERS HAVE RECEIVED ONGOING PD ON SHELTERED INSTRUCTION STRATEGIES TO SUPPORT ALL STUDENTS.

FURTHERMORE, PRE-K TEACHERS THROUGHOUT THE DISTRICT HAVE PARTICIPATED IN THE BOOK STUDY 30 MILLION WORDS, WHICH HAS TAUGHT US THE DEVELOPMENTAL PROCESS OF LANGUAGE ACQUISITION.

PHONOLOGICAL AWARENESS ASSESSES A CHILD'S ABILITY TO IDENTIFY AND TO PLAY WITH THE SOUNDS AND SPOKEN WORDS.

THIS SKILL IS AN IMPORTANT FIRST STEP TOWARD THE UNDERSTANDING THAT LETTERS AND GROUPS OF LETTERS REPRESENT THE SOUNDS OF LANGUAGE.

THE SCORE SHOWN IS THE TOTAL SCORE FOR ALL FOUR PHONOLOGICAL AWARENESS AREAS: CIVIL APPLICATION, ONSET RHYME, ALLITERATION, AND RHYMING.

IN ENGLISH, TEACHERS INCREASED STUDENT LEVELS OF PROFICIENCY BY EIGHT PERCENT FROM WAVE 1 TO WAVE 2. IN SPANISH, TEACHERS INCREASE THE STUDENT'S LEVELS OF PROFICIENCY BY 17 PERCENT FROM WAVE 1 TO WAVE 2.

STUDENT IMPROVEMENTS WILL CONTINUE AS TEACHERS INCORPORATE PHONOLOGICAL AWARENESS ACTIVITIES THROUGHOUT THE DAY BY PROVIDING OPPORTUNITIES FOR STUDENTS TO LISTEN, TO SPEAK, TO SING AND TO PLAY WITH THE LANGUAGE.

WHEN YOU COME TO VISIT A PRE-K CLASSROOM, BE PREPARED TO HEAR SOME PRODUCTIVE NOISE THAT INVOLVES TURN AND TALKS AND THE USE OF SENTENCE STEMS AND FRAMES.

LETTER SOUND CORRESPONDENCE ASSESSES A CHILD'S ABILITY TO ARTICULATE THE SOUND OF A GIVEN LETTER. KNOWING HOW LETTERS CONNECT TO THE SOUNDS THAT CHILDREN HEAR IN WORDS IS CRUCIAL TO READING SUCCESS.

FOR EXAMPLE, THE CHILD WILL SEE THE LETTER F APPEAR ON THE SCREEN, AND THEN THEY WILL TELL THE SOUND OF THAT LETTER.

NOTE THERE IS NO FORMAL BENCHMARK DATA SHOWN FOR BOY, BECAUSE IN GISD STUDENTS AGES WERE NOT WITHIN THE AGE RANGE OF THE BENCH.

MARK GISD STUDENTS WERE ASSESSED AT BOY, AND TEACHERS USE INDIVIDUAL STUDENT DATA TO SUPPORT THEIR CLASSROOM INSTRUCTION.

IN ENGLISH, WAVE 2 STUDENTS SHOWED SEVENTY FIVE PERCENT PROFICIENCY IN THE AREA OF LETTER SOUND CORRESPONDENCE AND IN SPANISH WAVE, TWO STUDENTS SHOWED EIGHTY EIGHT PERCENT PROFICIENCY IN THE AREA OF LETTER SOUND CORRESPONDENCE.

WE ANTICIPATE WITH A CONSISTENT PATTERN OF INSTRUCTION, STUDENTS WILL SHOW GROWTH IN THIS MEASURE AS TEACHERS INCORPORATE LETTER SOUND CORRESPONDENCE DURING SHARED READING, SMALL GROUP ACTIVITIES, LITERACY CENTERS AND DURING TRANSITIONS.

MATH ASSESSES A CORE SKILL AREAS INCLUDING ROTE COUNTING, SHAPE NAMING, NO DISCRIMINATION, NUMBER NAMING, SHAPE DISCRIMINATION, COUNTING SETS AND OPERATION.

THIS SETS THE FOUNDATION FOR CHILDREN TO SUCCEED WITH MORE COMPLEX MATH SKILLS AS THEY GET OLDER. TEACHERS INCREASE STUDENT OVERALL LEVELS PROFICIENCY BY 16 PERCENT FROM WAVE 1 TO WAVE 2. ALL STUDENTS ARE ASSESSED IN ENGLISH FOR MATH, AND THE LANGUAGE OF INSTRUCTION DETERMINES THE ASSESSMENT FOR LITERACY.

AS WE LOOK AT THE DATA, WE CAN GO ACROSS THE GRAPH AND NOTICE THAT THE MOST CONCRETE SKILLS ARE ON THE LEFT AND THE MORE ABSTRACT SKILLS SUCH AS OPERATIONS ARE ON THE RIGHT.

[00:10:06]

WHILE WE WILL ANTICIPATE THE ABSTRACT SKILLS WILL CONTINUE TO SHOW GREATER PROFICIENCY FROM MOY TO EOY, AS OUR STUDENTS GAIN MORE MATHEMATICAL KNOWLEDGE.

STUDENTS WILL CONTINUE TO SHOW GROWTH IN THIS MEASURE AS TEACHERS PROVIDE HANDS-ON INSTRUCTION BY USING MANIPULATIVES SHOWING VISUAL REPRESENTATIONS, MATH CENTERS AND HAVING MATHEMATICAL CONVERSATIONS.

NOW THAT WE'VE REVIEWED THE CIRCLE GROWTH DATA, LET'S TALK ABOUT THE INSTRUCTIONAL IMPLICATIONS THAT USE BOTH THE CLASS SUMMARY REPORT AND THE STUDENT GROWTH REPORT.

THESE REPORTS CAN BE FOUND IN YOUR BOARD BOOK ON PAGES 18 AND 19.

CIRCLE PROVIDES TEACHERS WITH REPORTS AND TOOLS TO SUPPORT A DATA DRIVEN CLASSROOM.

SUPPORTS INCLUDE A SMALL GROUPING REPORT WHICH BREAKS THE CHILDREN INTO GROUPS BASED ON THEIR ASSESSMENT RESULTS.

TEACHERS AND PARAPROFESSIONALS USE THE CIRCLE ACTIVITY COLLECTIONS, WHICH PROVIDES LESSONS TO USE DURING SMALL GROUP INSTRUCTION.

THE LESSONS ARE ENGAGING; THEY'RE SYSTEMATIC AND EXPLICIT.

PRE-K TEACHERS USE CHECKLISTS AND ONLINE TOOLS TO PROGRESS MONITOR STUDENTS BETWEEN THE ASSESSMENT WINDOWS TO ADJUST INSTRUCTION TO CHECK FOR STUDENT GROWTH.

AS WE HAVE OBSERVED, STUDENTS HAVE SHOWN GROWTH OVERALL THROUGHOUT ALL OF THE MEASURES IN THE DISTRICT. I ATTRIBUTE THIS GROWTH TO THE HIGH QUALITY OF INSTRUCTION PROVIDED BY OUR PRE-K TEACHERS AND THE IMPLEMENTATION OF OUR NEW CURRICULUM USING OUR FROG STREET RESOURCE THAT HAS BEEN USED THROUGHOUT THE DISTRICT.

FURTHERMORE, OUR PRE-K FAMILIES HAVE BEEN ENGAGED IN THIS ASSESSMENT PROCESS BY BEING PROVIDED WITH THE STUDENTS CIRCLE ASSESSMENT DATA AND PARENT FRIENDLY LANGUAGE, AS WELL AS ACTIVITIES THAT THEY CAN DO AT HOME.

THROUGH THE PARTNERSHIPS OF ADMINISTRATORS, TEACHERS, PARAPROFESSIONALS AND FAMILIES, OUR PRE-K STUDENTS WILL BE KINDERGARTEN READY.

THANK YOU. ARE THERE ANY QUESTIONS? YES, MA'AM. MS. MS. STANLEY. I JUST HAD A QUESTION HOW COME WE DON'T DO THE NUMBERS IN SPANISH IF WE DO THE LETTERS AND STUFF? YES, OKAY, GREAT, SO THE LANGUAGE OF INSTRUCTION FOR MATH, FOR OUR DUAL LANGUAGE STUDENTS, SPANISH AND OUR DUAL LANGUAGE STUDENTS, VIETNAMESE, THE LANGUAGE OF INSTRUCTION IS ENGLISH, AND SO THEREFORE THEIR ASSESSMENT MATCHES THAT LANGUAGE OF INSTRUCTION.

MM HMM. MR. GLICK. THANK YOU.

ARE WE FULL DAY PRE-K.

WE HAVE NO MORE HALF DAY ANYMORE? THAT IS CORRECT. YES, SIR, THIS IS OUR FIRST YEAR TO HAVE FULL DAY AT ALL OF OUR CAMPUSES, ALL THIRTY ONE, YES, SIR.

OK, SO IF HAVE WE DONE THIS CIRCLE BEFORE WHEN WE'RE DOING HALF DAY? YES, SIR, WE CAN TRACK THE DATA BACK TO 2017.

WE WORKED WITH OUR RAD DEPARTMENT TO LOOK AT THAT DATA.

SO WE'VE BEEN TRACKING SINCE 2017 IN OUR DISTRICT WITH THE CIRCLE DATA FOR STUDENTS THAT WERE HALF DAY AND FULL DAY.

ARE YOU ABLE TO GIVE US SOME COMPARISONS BECAUSE I KNOW ONE OF THE IMPORTANT THINGS TO EVERYBODY HERE IS THAT WE WENT TO FULL DAY PRE-K, AND ESPECIALLY WHEN WE WENT TO UNIVERSAL FULL DAY PRE-K.

WHAT WE'D LIKE TO KNOW, AT LEAST I'D LIKE TO KNOW, IS THE IMPORTANCE OF ADDING THOSE EXTRA HOURS AND HOW IT MIGHT AFFECT THESE GRAPHS THAT YOU JUST SHOWED US.

YES, WE PARTNERED WITH OUR RAD DEPARTMENT TO GIVE US THAT INFORMATION AND HAVE THAT IN FRONT OF YOU, AND I CAN SUBMIT THAT TO YOU ALL AS WELL.

SO WHAT THEY DID IS THEY COMPARED THE FULL DAYS THAT WE HAD LAST YEAR AND THEN THE HALF DAYS THAT WE HAD LAST YEAR AS WELL, AND LOOKING AT THAT COMPARATIVE DATA OVER TIME, BY THE END OF THE YEAR, OUR STUDENTS WHO HAD GONE FULL DAY DID OUTPERFORM OUR BOYS AND GIRLS THAT WENT HALF DAY, AND REALLY THINKING ABOUT THAT WITH BOYS AND GIRLS GOING FULL DAY, WE GET MORE OPPORTUNITIES FOR EXPOSURE, AND SO THAT WHOLE DAY GIVES THAT OPPORTUNITY AS WELL AS IT GIVES TEACHERS AN OPPORTUNITY OPPORTUNITY FOR DEPTH, AND THAT'S WHAT WE DEFINITELY WANT TO BE ABLE TO DO WITH THAT FULL DAY THAT THE TEACHERS CAN GO A LITTLE BIT DEEPER WITH THE CONTENT AREAS AND LIKEWISE OUR BOYS AND GIRLS FOR PRE-K, IF THEY'RE THERE THAT FULL DAY, THAT HELPS THEM TO BE MORE KINDERGARTEN READY FOR THAT NEXT YEAR TRANSITIONING INTO KINDERGARTEN. SO WE'RE ON THE RIGHT PATH? I BELIEVE WE'RE ON THE RIGHT TRACK, MR. GLICK, YES, SIR. THANK YOU, MA'AM.

YOU'RE WELCOME. ANY OTHER QUESTIONS? THANK YOU ALL. ACTUALLY, I HAVE ONE QUESTION.

YES? YOU TALKED ABOUT EXPOSURE AND I WAS THINKING ABOUT IT WHEN YOU MENTIONED ABOUT VOCABULARY AND HOW IT'S BASED ON STUDENT EXPERIENCES, AND I'M JUST CURIOUS WITH THE DATA THAT YOU'VE SEEN BEFORE, WE WERE GOING FULL DAY PRE-K.

[00:15:01]

HAVING TAUGHT UPPER GRADES, WE KNOW VOCABULARY HAS A CHALLENGE ALL THE WAY ACROSS THE BOARD, WE SEE THAT BEING AN ISSUE, AND WE NOTICED THAT IN LOOKING AT THE DATA THAT VOCABULARY WAS A CHALLENGE FOR ALL OF OUR ETHNIC GROUPS, BECAUSE REMEMBER, WHEN THEY COME TO US, SOME OF THEM ARE THREE YEARS OLD, SO ALL OF THEM ARE LANGUAGE LEARNERS.

THEY'RE STILL LEARNING THE LANGUAGE, AND SO WE HAVE PRACTICE IN OUR CLASSROOM TO MAKE SURE THAT WE'RE USING SOME OF THOSE SHELTERED INSTRUCTION STRATEGIES TO IMPROVE STUDENT VOCABULARY, AND EVEN IN OUR STUDY WE DID THIS YEAR.

WE TALKED ABOUT PRESENTING OPPORTUNITIES TO TALK MORE.

THAT IS AN OPPORTUNITY THAT REALLY HELPS TO BUILD VOCABULARY AND THEN ALSO READING ALOUD TO THE BOYS AND GIRLS VARIOUS "READ ALOUDS," GIVING THEM OPPORTUNITIES TO HEAR DIFFERENT GENRES, WHETHER THEY'RE ON THEIR LEVEL OR ABOVE THEIR LEVEL GIVES THEM THAT EXPOSURE, AND THEN ALSO INCORPORATING SUPPORTING OUR FAMILIES.

WE'LL SEE THAT VOCABULARY CONTINUE TO GROW AS WE'RE SUPPORTING OUR FAMILIES AND GIVING THEM TOOLS IN ENGLISH AND IN SPANISH AND VIETNAMESE BECAUSE WE SERVICE ALL THREE POPULATIONS. SO THAT WAY WE CAN BUILD THAT STRONG VOCABULARY KNOWLEDGE.

YOU TALKED ABOUT EXPERIENCES AND YOU KNOW, WHEN WE THINK ABOUT THAT, WHAT ARE WE DOING IN TERMS OF HELPING THEM TO OVERCOME THAT PIECE OF IT? BECAUSE STUDENTS ARE GOING TO COME WITH A WIDE RANGE OF EXPERIENCE DIFFERENCES, AND SO HOW DOES THAT FACTOR INTO WHAT WE'RE DOING? YES, SOME OF THE THINGS THAT TEACHERS ARE DOING IN THE CLASSROOM.

SO RIGHT NOW, WE'RE GOING INTO THEME SEVEN, WHICH IS GOING TO BE A VERY SCIENCE-ORIENTED THEME WITH OUR BOYS AND GIRLS, AND SO SOME OF THE THINGS WE'RE DOING TO PROVIDE THEM WITH EXPERIENCES IS I PARTNERED WITH MY TEAMMATES IN OUR SCIENCE TEAM, AND WHAT THEY'RE DOING IS THAT WE'RE HAVING MORE, WE'RE GETTING ALL THE CRITTERS IN THE ROOM.

IT'S TIME FOR CRITTERS AND SO MORE HANDS ON OPPORTUNITIES, WHETHER IT'S WITH SCIENCE, BRINGING IN THE CRITTERS, WHETHER IT'S GOING ON VIRTUAL FIELD TRIPS, EXPLORING DIFFERENT PLACES AND WHEN WORKING ON SOCIAL STUDIES, AND THEN I CANNOT EVER TALK TOO MUCH ABOUT "READ ALOUDS" THE POWER OF BUILDING THAT VOCABULARY DEVELOPMENT AS YOU'RE READING, TEXT ALOUD WITH THE BOYS AND GIRLS.

THOSE ARE SOME OF THE THINGS WE'RE DOING IN THE CLASSROOM TO HELP REALLY GIVE THEM HANDS ON EXPERIENCES AND INCREASE THE VOCABULARY.

AWESOME, THANK YOU, AND THEN ONE LAST QUESTION YOU TALKED ABOUT THE DIFFERENT WAVES: WAVES ONE, TWO AND THREE.

I'M IMAGINING THAT IS WAVE 3 IS GOING TO BE END OF YEAR.

WHEN WILL THAT COME BACK TO US? OH, WE GET IMMEDIATE DATA.

THAT'S THE GREAT THING ABOUT CIRCLE.

WE WILL HAVE IMMEDIATE DATA.

NOW IT WILL TAKE A LITTLE BIT ONCE IT GETS TO OUR RAD DEPARTMENT FOR THEM TO BE ABLE TO GET ALL OF IT PREPARED FOR THE STATE.

IT'S REPORTED TO THE STATE.

WHAT IS OUR DATE? IS IT JUNE? WE CAN GET THAT TO YOU THIS SUMMER, BY JUNE, AND THEN I ALSO WAS GOING TO SPEAK TO YOUR QUESTION ABOUT VOCABULARY, I THINK WE CAN ALSO WORK WITH OUR RAD DEPARTMENT TO BREAK DOWN THE RAPID VOCABULARY BY GROUPS AND THEN ALSO DO A COMPARISON WITH OUR HALF DAY AND FULL DAY BECAUSE WE LOOKED AT IT MORE OVERALL, BUT WE COULD ALSO BREAK IT DOWN BY MEASURE AS WELL. AWESOME, AND I IMAGINE THAT 100 PERCENT IS WHAT THE GOAL IS, BUT REALISTICALLY WITH WHAT WE'RE DOING IN TERMS OF IMPLEMENTATION AND EXPOSURE, WHAT CAN WE EXPECT? I MEAN, WHAT'S REALISTIC TO EXPECT IN TERMS OF THE CHANGES BETWEEN WAVE 1 AND 2 AND THEN 2 AND 3? ALL RIGHT.

WELL, WE'VE LOOKED AT OUR GOAL, OUR DISTRICT GOAL AND LOOKING AT OUR LITERACY GOAL OF BEING 90 PERCENT BY 2025.

SO WE JUST KIND OF LOOKED AT IT AND SAID, LOOKING AT THE CURRENT DATA THAT WE HAVE, WHERE WOULD WE EXPECT OUR PRE-K BOYS AND GIRLS TO BE SINCE THEY ARE THE FOUNDATION OF OUR DISTRICT AND WE'RE LOOKING AT ABOUT 80 PERCENT.

80 PERCENT WOULD BE OUR GOAL AND THEN COLLABORATING WITH THE RAD DEPARTMENT LOOKING AT DATA OVER TIME IS HOW WE'RE REALLY GOING TO BUILD THAT TRUE GOAL FOR OUR DISTRICT FOR PRE-K. COOL, THANK YOU.

MR. GLICK? YEAH, WE HAD A PRESENTATION SEVERAL MONTHS AGO ABOUT EXPANDING PRE-K, ADDING MANY MORE CAMPUSES NEXT YEAR.

ARE WE STILL ON TRACK FOR THAT? WE'VE HAD SEVERAL CONVERSATIONS ABOUT THIS MR. GLICK, AND SO THE CONVERSATION IS STILL CONTINUING ON ABOUT WHICH SPECIFIC CLASSROOMS THAT WE ARE GOING TO ADD.

WE HAD ASKED FOR 13 ADDITIONAL ECSE CLASSROOMS, AND SO WE ARE STILL RESEARCHING SPACE FOR THOSE CLASSROOMS AT THIS TIME, AND WE'LL HAVE MORE TO UPDATE ON THAT COMING SOON.

SO, STILL ON TRACK, PROBABLY.

I'LL BE HAPPY TO GIVE YOU MY OPINION.

[LAUGHTER] I KNOW YOU DIDN'T BEHIND THE TV, BUT I'VE BEEN DYING TO TALK ABOUT PRE-K.

SO BOTH BOTH OPTIONS WE SHOWED YOU A FEW MONTHS AGO ALL HAD THE SAME PLAN FOR NEXT YEAR,

[00:20:03]

SO THAT IS MOVING FORWARD.

THE LARGER CONVERSATION IS WHAT COMES NEXT AFTER THAT, BECAUSE AS YOU MIGHT RECALL, WE WANT THEM ALL; WE WANT THREES AND FOURS, AND WE WANT EVERY OPPORTUNITY FOR EVERY INTERESTED EARLY CHILDHOOD STUDENT TO COME GET THE SAME EXPERIENCE THAT OUR KIDS ARE HAVING RIGHT NOW.

SO I THINK THAT'S THE NEXT CONVERSATION WITH YOU ALL, AND DR.

LOPEZ IS WHAT COMES BEYOND THE 22-23 SCHOOL YEAR.

I THINK THE MOST WHAT I REMEMBER THOSE CONVERSATIONS WAS SPACE LIMITATIONS.

SOME OF THE SCHOOLS MAY HAVE HAD SPACE, BUT NOT THE APPROPRIATE SPACE FOR PRE-K.

CORRECT. WOULD WE THINK ABOUT POTENTIALLY BUILDING NEW PRE-K CENTERS OR GO TO OTHER SCHOOLS, REPOSITION THEM.

ABSOLUTELY. SO IN ORDER TO INCREASE OUR CAPACITY, WE WOULD HAVE TO LOOK AT EITHER RENOVATION OR POSSIBLE NEW CONSTRUCTION BASED ON WHAT YOU ALL DECIDE IN ORDER TO HAVE THE CAPACITY TO HOST MORE STUDENTS.

THANK YOU ALL. THANK YOU, SIR.

YOU'RE WELCOME. ANY OTHER QUESTIONS? THANK YOU. THANK YOU.

ALL RIGHT, SO WE'RE GOING TO MOVE TO ITEM FOUR, BE OUR MONTHLY GOAL PROGRESS FOR K-2 DIAGNOSTIC READING SCREENER.

SPEAKING SPECIFICALLY ABOUT MCLASS.

ME AGAIN, YES.

ALL RIGHT. WELL, MOVING ON NOW WE'VE TALKED ABOUT PRE-K, AND I THINK YOU'RE GOING TO FIND SOME CONNECTIONS HERE WHEN WE LOOK AT THE K-2 DIAGNOSTIC SCREENER.

SO AS YOU KNOW, HOUSE BILL THREE FOCUSES ON LEARNING AND IMPROVING STUDENT OUTCOMES BY PRIORITIZING EARLY LITERACY.

THE MCLASS TEXAS EDITION IS THE HOUSE BILL III REQUIRED K-2 DIAGNOSTIC READING SCREENER USED IN GARLAND ISD TO ASSESS FOUNDATIONAL LITERACY SKILLS.

IT'S IMPORTANT FOR YOU TO KNOW THIS IS THE FIRST YEAR THAT GARLAND ISD HAS USED MCLASS K-2 READING SCREENER.

IT'S COMPRISED OF TWO ASSESSMENTS DIBELS 8 FOR ENGLISH AND IDEL FOR SPANISH.

MOST OF THE MEASURES ARE ADMINISTERED FACE TO FACE ONE ON ONE, WITH A TEACHER LISTENING TO THE STUDENT RECALL, MAKE SOUNDS OR READ STUDENT FACING WORK.

THE LITERACY DEPARTMENT HAD SEVERAL YEAR ONE IMPLEMENTATION GOALS, WHICH INCLUDED ADMINISTERING THE ASSESSMENT TOOL WITH FIDELITY.

WE HAD 88 PERCENT OF OUR STUDENTS TAKE THE MCLASS AT THE BEGINNING OF THE YEAR, AND 90 PERCENT OF OUR STUDENTS COMPLETE THE ASSESSMENT AT THE MIDDLE OF THE YEAR.

WE WERE ALSO PROVIDED TRAINING TO OUR EARLY LITERACY SUPPORT TEACHERS ON HOW TO ADMINISTER EACH INDIVIDUAL MEASURE, AND WE WERE ABLE TO TRAIN SMALL GROUPS OF TEACHERS AT EVERY CAMPUS BY UTILIZING THOSE SUPPORT TEACHERS.

IT WAS IMPORTANT TO MAKE SURE THAT TEACHERS UNDERSTOOD HOW TO ADMINISTER EACH ONE MINUTE MEASURE TO MAKE UP THE COMPLETE ASSESSMENT, AND WE ALSO UTILIZED MCLASS CONSULTANTS TO COME IN AND PROVIDE DATA DRIVEN INSTRUCTIONAL PLANNING FOR BOTH OUR ADMINISTRATORS AND OUR EARLY LITERACY SUPPORT TEACHERS AND THEN OUR EARLY LITERACY SUPPORT TEACHERS LED THAT WORK BACK AT EACH INDIVIDUAL CAMPUS BY HELPING TEACHERS TO, THEY'RE ACTUALLY IN THAT PROCESS RIGHT NOW, WHEN WE GET BACK FROM SPRING BREAK TO HELP TEACHERS DEVELOP SMART GOALS FOR THEIR STUDENTS FROM NOW UNTIL THE END OF THE YEAR.

WHERE DO WE NEED TO FOCUS AND WHERE DO WE NEED TO GET OUR STUDENTS MOVED TO? THIS YEAR, WE HAVE ALSO ESTABLISHED BASELINE DISTRICT, CAMPUS AND STUDENT DATA, AND THAT'S GOING TO HELP US SET GOALS FOR THE FUTURE AND MONITOR OUR STUDENT PROGRESS AS WE CONTINUE TO USE THE MCLASS TOOL.

THIS DATA ALLOWS US TO SEE GROWTH FOR OUR STUDENTS AND OPPORTUNITIES WHERE WE STILL NEED TO GROW AS A DISTRICT AND WITH INDIVIDUAL STUDENTS.

SO THE REMAINDER OF THE PRESENTATION THIS EVENING IS GOING TO FOCUS ON OUR YEAR ONE DATA.

SO ON PAGES THIRTY FOUR TO THIRTY SIX OF YOUR BOARD BOOK ARE SNAPSHOTS THAT PROVIDE AN OVERVIEW OF THE DIBLES ASSESSMENT FOR KINDERGARTEN FIRST AND SECOND GRADE, COMPARING THE BEGINNING OF THE YEAR DATA ON THE TOP GRAPH WITH THE MIDDLE OF THE YEAR DATA ON THE BOTTOM GRAPH FOR THE STUDENT'S COMPOSITE SCORE, FOLLOWED BY THE INDIVIDUAL MEASURE.

THE CHART ON THE SCREEN IS GOING TO SHOW THE MEASURES ASSESSED FOR EACH GRADE LEVEL,

[00:25:05]

SO IF YOU WANT TO LOOK AT KINDERGARTEN ON PAGE THIRTY FOUR OF THE BOARD BOOK, THAT'S GOING TO HELP. SO IN KINDERGARTEN, STUDENTS DEMONSTRATED GROWTH IN LETTER NAMES, LETTER SOUNDS AND WORD READING AN AREA PRESENTING AN OPPORTUNITY FOR GROWTH IS PHONEMIC AWARENESS, WHICH WE WILL TALK MORE ABOUT IN JUST A MINUTE.

IN FIRST GRADE, STUDENTS DEMONSTRATED GROWTH IN WORD READING FLUENCY, READING ACCURACY AND READING FLUENCY.

THE AREAS PRESENTING AN OPPORTUNITY FOR GROWTH ARE PHONEMIC AWARENESS, LETTER SOUNDS AND DECODING. I SAID IT JUST A MINUTE AGO WE WOULD COME BACK TO PHONEMIC AWARENESS, AND YOU'LL NOTICE THAT'S AN AREA OF NEED IN BOTH KINDERGARTEN AND FIRST GRADE.

OUR KINDERGARTEN AND FIRST GRADE TEACHERS ARE ALL GOING THROUGH THE READING ACADEMIES, AS YOU KNOW, AND ONE OF THE ARTIFACTS THAT THEY DID FOR MODULE SIX OF THE READING ACADEMY WAS ACTUALLY TO FILM THEMSELVES DOING A PHONEMIC AWARENESS LESSON, AND SO THE IMPORTANT WE ARE GOING TO LEVERAGE THAT LEARNING IN THE READING ACADEMIES BECAUSE WE KNOW THAT PHONEMIC AWARENESS IS A RELIABLE INDICATOR OF LATER READING SUCCESS, AND SO WHEN TEACHERS GET REALLY GOOD AT THAT PHONEMIC AWARENESS INSTRUCTION, THAT'S GOING TO HELP OUR STUDENTS IN THE LONG RUN.

TEACHERS ARE NEW TO THAT LEARNING AND THE IMPORTANCE OF THAT SKILL, AND WE'RE GOING TO CONTINUE TO REINFORCE OUR TIER ONE INSTRUCTION TO FOCUS ON PHONEMIC AWARENESS MOVING FORWARD WITH BOTH OF OUR HMH RESOURCES AND OUR AMPLIFY RESOURCES.

MOVING ON TO SECOND GRADE STUDENTS DEMONSTRATED GROWTH IN LETTER SOUNDS AND DECODING, AS WELL AS WORD READING, FLUENCY, READING, ACCURACY AND COMPREHENSION.

DEVELOPING READING FLUENCY IS AN AREA PRESENTING AN OPPORTUNITY FOR GROWTH.

SO WHAT WE NOTICE IN SECOND GRADE IS THAT STUDENTS ARE ABLE TO RECALL WORDS IN ISOLATION , BUT WHEN WE PUT THE WORDS INTO A PASSAGE AND THEY'RE STRINGING THEM TOGETHER, THEY'RE NOT SCORING AS HIGH ON THAT, AND SO THAT IS SOMETHING THAT WE NEED TO WORK ON IS TO CONTINUE TO BUILD THAT WORD READING FLUENCY.

ALL RIGHT, I'M GOING TO TURN IT OVER TO MS. ESTHER [INAUDIBLE], WHO'S GOING TO TALK TO YOU ABOUT THE IDEL RESULTS.

MS. FRANKENBERG REAL QUICK, I HAD A QUESTION FOR YOU.

YES? SO WHAT CHALLENGES DO WE RUN INTO IF WE'RE NOT AS SUCCESSFUL AS WE HOPE TO BE IN KINDERGARTEN TRANSITIONING TO FIRST GRADE BY NOT ADDRESSING THESE OPPORTUNITIES FOR GROWTH? SAME THING FOR FIRST TO SECOND AND THEN SECOND AND THIRD.

WHAT DOES THAT LOOK LIKE? WELL, WHAT IT LOOKS LIKE IS WE HAVE STUDENTS IN THIRD GRADE THAT STILL AREN'T READING AND COMPREHENDING TEXT, AND SO I AM PERSONALLY VERY EXCITED THAT THE STATE IS PUTTING THAT FOCUS ON EARLY LITERACY THROUGH MANY OF THE INITIATIVES IN HOUSE BILL III TEACHERS GOING THROUGH THE READING ACADEMIES, AND SO GETTING OPPORTUNITIES LIKE THIS TO TALK TO THE BOARD ABOUT A NEW, AMAZING TOOL THAT WE HAVE THAT ISOLATES EARLY LITERACY SKILLS THAT WE'VE NEVER HAD BEFORE.

WE'VE HAD IT IN PRE-K WITH CIRCLE, BUT WE'VE NEVER HAD IT IN KINDER FIRST AND SECOND.

SO WITH, AS YOU KNOW, COVID LEARNING LOSS AND ALL OF THE CHALLENGES THAT WE'RE FACING RIGHT NOW, THIS ASSESSMENT IS GOING TO BE KEY INTO ISOLATING THAT DATA SO THAT WE CAN DIVE IN AND SO THAT DATA CAN INFORM OUR INSTRUCTION, AND IN JUST A FEW MORE SLIDES, I'M GOING TO SHOW YOU GUYS THE TEACHER SUMMARY REPORTS, THE CLASS SUMMARY REPORTS AND THEN HOW TEACHERS USE THE DATA TO INFORM INSTRUCTION.

YOU MENTIONED, YOU SAID, WHEN TEACHERS GET GOOD AT TEACHING PHONEMIC AWARENESS AND IT KIND OF STRUCK ME AS ODD A LITTLE BIT, AND SO I'M JUST CURIOUS, HOW ARE WE MEASURING THE LEVEL OF COMPETENCY THAT THEY HAVE WITH THIS PARTICULAR SKILL? WELL, I THINK WE LOOK AT THE DATA.

WE CAN LOOK AT IT BY CAMPUS AND BY TEACHER DATA, AND WHAT I MEANT BY THAT IS JUST ALL OF THE KNOWLEDGE THAT THEY'RE LEARNING IN THE READING ACADEMIES.

THE SCIENCE OF READING IS NEW TO SOME OF OUR TEACHERS, AND SO UTILIZING THAT KNOWLEDGE AND SO I THINK WE BEGIN AS A DISTRICT TO LOOK AT IT BY CAMPUS.

CAMPUS LOOKS AT IT BY TEACHER, AND THEN WE START TO SEE, IS THIS A WHAT WE CALL A TIER ONE INSTRUCTION PROBLEM?

[00:30:01]

COOL, THANK YOU. MM HMM.

ANY OTHER QUESTIONS BEFORE WE TRANSITION? ALL RIGHT, I'M GOING TO LET ESTHER GO TO IDEL AND THEN I'LL BE BACK UP.

BUENOS NOCHES, GOOD EVENING.

I'D LIKE TO DIRECT YOUR ATTENTION TO WORRY, THAT'S ALL THE SPANISH YOU'LL NEED.

[CHUCKLING] THESE ARE THE MCLASS ASSESSMENTS FOR OUR SPANISH SPEAKING STUDENTS IN GRADES K-2, AND I'D LIKE TO POINT YOUR ATTENTION TO PAGES THIRTY SEVEN TO THIRTY NINE OF YOUR BOARD PACKET. SO IN KINDERGARTEN, OUR STUDENTS DEMONSTRATED GROWTH IN LETTER NAMING AND PHONEME SEGMENTATION.

AN AREA PRESENTING AN OPPORTUNITY FOR GROWTH IS NONSENSE WORD FLUENCY.

WE WANT TO HELP OUR STUDENTS LEARN THE CONNECTIONS BETWEEN SOUNDS AND PRINT LETTERS.

IN FIRST GRADE, OUR STUDENTS DEMONSTRATED GROWTH IN PHONEME SEGMENTATION AND NONSENSE WORD FLUENCY. AN AREA PRESENTING AN OPPORTUNITY FOR GROWTH IS ORAL READING FLUENCY, AND I'LL TALK MORE ABOUT THAT IN A SECOND.

IN SECOND GRADE, OUR STUDENTS DEMONSTRATED GROWTH AND VOCABULARY.

AN AREA PRESENTING AN OPPORTUNITY FOR GROWTH IS ORAL READING FLUENCY, SO WE NEED TO FOCUS ON ORAL READING FLUENCY AND TO IMPROVE THAT IN FIRST AND SECOND GRADE.

WE NEED TO BUILD STUDENTS AUTOMATICITY WITH LETTER SOUND RELATIONSHIPS.

WE ALSO NEED TO BUILD STUDENTS ABILITY TO USE LETTER SOUND RELATIONSHIPS TO DECODE WORDS ACCURATELY AND FLUENTLY, AND--YES, SIR? I'M SORRY, YOU REFERRED US TO PAGE THIRTY SEVEN.

WHAT IS THAT SUPPOSED TO LOOK LIKE? I DON'T KNOW IF MY 37 IS WHAT YOU'RE REFERRING TO.

WHAT'S THE TOP OF IT SAY? HANG ON ONE SEC.

THAT'S OUR PAGE THIRTY EIGHT.

IT LOOKS LIKE THIS ONE.

WHAT'S IT AT THE TOP? KINDERGARTEN IDEL.

OK, SO NOT 37.

OH, I'M SORRY. YEAH, YOU ALL KEEP REFERRING TO PAGES AND I COULD TELL THAT WE'RE A PAGE OR TWO OFF THAN WHAT YOU'RE REFERRING TO WHAT'S PRINTED? OK, I'M SORRY ABOUT IT. YEAH, SO JUST, I GUESS, MAKE SURE THAT WE KNOW THE TITLE OR THE HEADING OF THE CHART YOU'RE REFERRING.

OK, SO THE PAGES I WAS REFERRING YOU TO WHERE THE KINDERGARTEN IDEL PAGE, THE FIRST GRADE IDEL PAGE AND THE SECOND GRADE IDEL PAGE.

OK, THAT'S THIRTY EIGHT, THIRTY NINE AND FORTY IN MY BOOK.

IS THAT RIGHT, BOARD? OK, GO AHEAD. I'M SORRY, I WAS LOOKING AT THE WRONG CHART AND I COULDN'T MAKE IT WORK.

WELL, THAT WOULDN'T HAVE MADE MUCH SENSE, WOULD IT? OK, I'M GOING TO PASS IT BACK TO MEGAN, AND SHE'S GOING TO TELL YOU MORE ABOUT MCLASS.

ALL RIGHT, NEXT PAGE, FORTY ONE.

ALL RIGHT, WILL YOU GO BACK ONE SLIDE MR. YEAGER? THANK YOU.

OK, SO ONE OF THE THINGS THAT MR. SELDERS ASKED WAS ABOUT HOW ARE WE GOING TO USE THIS DATA TO HELP DRIVE INSTRUCTION? SO ONE OF THE THINGS THAT THE CLASS DATA PROVIDES US IS A CLASS SUMMARY REPORT, AND SO WE CAN TAKE A LOOK AT THE DISTRICT DATA IS WHAT WE DID BEFORE WITH THE YELLOW AND THE GREEN BARS. NOW WE'RE DIVING INTO WHAT THE TEACHER DATA LOOKS LIKE, AND SO TEACHERS GET A CLASS SUMMARY REPORT AND THAT GIVES THE TEACHER A SNAPSHOT OF THEIR CLASS PERFORMANCE, AND WHILE THEY GET A COMPOSITE SCORE OR AN OVERALL SCORE ASSIGNED TO THE STUDENT, WHAT WE REALLY WANT TO FOCUS ON IS THE INDIVIDUAL MEASURE, AND SO IF YOU LOOK AT THE SECOND CHART ON THE SCREEN, YOU CAN SEE WE'VE GONE FROM THAT CIRCLE THE COMPOSITE SCORE AND WE'VE GONE TO THE RIGHT TO SEE ALL OF THE INDIVIDUAL MEASURES SO YOU CAN SEE ACROSS THE SCREEN LETTER NAMES, PHONEMIC AWARENESS, LETTER SOUNDS, DECODING WORD READING.

HERE'S WHERE WE START TO DIVE IN TO EACH MEASURE AND WHEN WE START TO INTERVENE WITH STUDENTS AT THE MOST FOUNDATIONAL LEVEL, WHICH WE MENTIONED EARLIER FOR KINDER AND FIRST GRADE IS GOING TO BE THAT STRUGGLE IN PHONEMIC AWARENESS, AND SO THAT'S WHERE WE WOULD START TO INTERVENE WITH OUR STUDENTS.

SO WE GO TO OUR NEXT SLIDE HERE WE CAN ALSO SEE WHEN WE CLICK THE INSTRUCTION TAB, IT TAKES IT A STEP FURTHER.

[00:35:02]

I CAN ALSO CLICK AND GET INSTRUCTIONAL ACTIVITIES BASED ON THOSE LITERACY SKILLS, AND THE WONDERFUL THING ABOUT THE CLASS LESSONS, THEY ARE SYSTEMATIC AND THEY ARE EXPLICIT.

THEY FOLLOW WITH THE SCIENCE OF READING AND THEY'RE 10 MINUTES OR LESS, AND SO THESE ARE TARGETED INSTRUCTIONAL ACTIVITIES THAT CAN BE GIVEN TO STUDENTS, AND SO THAT'S ANOTHER WONDERFUL THING THAT WE LIKE ABOUT THE MCLASS DATA IS THAT IT GIVES US TEACHER REPORTS, BUT INSTRUCTION AS WELL, AND SO NOW THAT YOU'VE HAD SOME EXPOSURE TO MCLASS, WHAT DOES THIS ALL MEAN? LET'S MAKE SOME CONNECTIONS TO INSTRUCTION AND ALSO TO OUR ACADEMIC ACCELERATION PLAN.

SO BASED ON OUR AREAS OF FOCUS FOR EACH GRADE LEVEL, HERE ARE SOME THINGS THAT WE ALREADY KNOW THAT WE'RE DOING.

WE'VE ALREADY REDESIGNED OUR INSTRUCTIONAL MINUTES TO PROVIDE TIME FOR SMALL GROUP INSTRUCTION. WE'VE TRAINED OUR EARLY LITERACY TEACHERS TO MAKE SURE THEY HAVE A DEEP UNDERSTANDING OF PHONEMIC AWARENESS AND HOW IT IMPACTS READING SO THAT THEY CAN GO IN AND PROVIDE THAT JOB EMBEDDED COACHING FOR OUR TEACHERS.

THEY CAN SIT RIGHT DOWN AT THAT SMALL GROUP TABLE AND MODEL.

WE CAN ALSO HIGHLIGHT EXCELLENT TEACHERS, EXCELLENT TEACHERS CAN GO NEXT DOOR TO THEIR CLASSROOMS AND MODEL FOR ANOTHER TEACHER OR CO-TEACH.

SO THAT'S SOMETHING THAT WE'RE ALREADY DOING.

AS WE MENTIONED EARLIER, ALL OUR KINDERGARTEN AND FIRST GRADE TEACHERS ARE GOING THROUGH THE READING ACADEMY.

WE'RE DEVELOPING OUR COACHES AND TEACHERS' CAPACITY TO USE THE CLASS DATA TO INFORM THEIR INSTRUCTION, BEGINNING WITH THAT MOST FOUNDATIONAL SKILL.

THE INSTRUCTIONAL ACTIVITIES THAT THE PROGRAM PROVIDES ARE BEING USED, AND OUR COACHES ARE WALKING OUR TEACHERS THROUGH A DEEP DIVE AND HOW TO EXAMINE THAT DATA AND TO PROVIDE JUST THE RIGHT INSTRUCTION AND SO WE'VE KIND OF FINISHED HALF-WAY OF YEAR ONE OF UTILIZING THAT MCLASS TOOL.

SO ONE OF OUR GOALS MOVING FORWARD FOR A YEAR OR TWO IS TO REALLY START TO HELP THE TEACHERS DIG DEEP.

WE'VE DONE A LOT OF TRAINING WITH OUR ADMINISTRATORS AND WITH OUR EARLY LITERACY SUPPORT TEACHERS SO THAT WE HAVE COACHES ON THE CAMPUS AND TEACHER LEADERS ON THE CAMPUS, AND THE NEXT STAGES ARE TO GET EVEN MORE TRAINING FOR OUR TEACHERS TO DIVE DEEPER INTO WHAT EACH MEASURE CAN DO FOR THEIR STUDENTS.

WE'RE ALSO EXPLORING THE OPTION OF UTILIZING IN CLASS FOR OUR THIRD, FOURTH AND FIFTH GRADE STUDENTS AS WE WERE PROVIDED FUNDING FOR THAT THROUGH OUR TCLAS GRANT.

SO THOSE ARE SOME THINGS THAT WE'RE LOOKING FORWARD TO IN THE FUTURE WITH MCLASS.

MARCI [INAUDIBLE] IS GOING TO TALK ABOUT HOW WE UTILIZE IN CLASS FOR OUR DYSLEXIA SCREENER. I CAN TURN IT OVER TO HER AND THEN WE CAN COME BACK FOR ANY ADDITIONAL QUESTIONS. HELLO, SO WE'RE GOING TO TALK A LITTLE BIT ABOUT THE DYSLEXIA PIECE, AND WHAT'S REALLY GOOD ABOUT THIS IS YOU ALL KNOW THAT WE ARE REQUIRED TO SCREEN FOR DYSLEXIA IN KINDERGARTEN AND FIRST GRADE.

WE JUST COMPLETED OUR FIRST GRADE SCREENER THIS YEAR, FIRST TIME USING MCLASS AND WHAT MCLASS HAS TO OFFER IS PIGGYBACKS OFF OF EVERYTHING THAT YOU'VE ALREADY BEEN TOLD SO FAR THIS EVENING, WITH THE SCREENING SO MCLASS BEING ABLE TO USE THIS, WE'RE SPEAKING THE SAME LANGUAGE AS OUR K-2 SCREENER, SO WE'RE UTILIZING THE SAME SCREENER FOR K-2 AND FOR THE DYSLEXIA SCREENER.

WE'RE LOOKING AT THE SAME DATA, BUT WHAT MCLASS DOES IS TAKE IT A LITTLE BIT DEEPER AND YOU CAN SEE ON THE SCREEN THERE, WHEN YOU'RE LOOKING AT THE DYSLEXIA RISK, IT TAKES ADDITIONAL MEASURES THAT GO BEYOND JUST THE K-2 PART, AND THEY HAVE THE SPELLING AND THE PHONOLOGICAL PROCESSING PIECE IN ADDITION TO.

SO YOU'RE LOOKING AT SPELLING, YOU'RE LOOKING AT PHONOLOGICAL PROCESSING AND THEN YOU SEE A LITTLE EXCLAMATION POINT.

THOSE ARE THE KIDS THAT ARE SHOWING UP AS AT-RISK FOR DYSLEXIA, ACCORDING TO THE SCREENER. SO IT BREAKS IT DOWN EVEN TO THAT FURTHER LEVEL OF LOOKING AT THAT INDIVIDUAL DATA, AND I DON'T KNOW IF YOU'RE FAMILIAR, BUT WHEN YOU'RE ASSESSING FOR DYSLEXIA AND YOU'RE DOING A TRUE EVALUATION, PHONOLOGICAL PROCESSING IS A BIG PART OF THAT, AND THIS IS A WAY THAT DIGS RIGHT DOWN INTO THE SCREENER PIECE THAT WE'RE ABLE TO ACTUALLY LOOK AT THAT DATA, WHEN YOU SEE THAT THE STUDENT IS AT-RISK, YOU'RE GOING TO SIT DOWN AND YOU'RE GOING TO HAVE A MEETING WITH THE PARENT AND WITH THE TEAM MEMBERS ON THE COMMITTEE.

[00:40:04]

WE'RE ALL SPEAKING THE SAME LANGUAGE AND WE'RE ALL ABLE TO SUPPORT EACH OTHER BY DOING THAT. THANK YOU.

SO HERE'S WHAT WE HAVE BASED ON THE RESULTS OF THE FIRST GRADE SCREENER, AND SO FAR, THIS IS THE FIRST ONE THAT WE'VE DONE, BUT YOU CAN SEE THAT SIX HUNDRED AND FORTY SIX STUDENTS OR TWENTY SEVEN PERCENT OF ALL THE FIRST GRADE ARE AT-RISK FOR DYSLEXIA.

THAT'S WHAT WE'VE COME UP WITH AT THIS POINT.

SO THIS IS WHAT HAS BEEN COMPLETED AND THIS DOESN'T NECESSARILY MEAN THAT EVERY STUDENT ON THE SCREEN, RIGHT, BECAUSE WE'RE TALKING ABOUT IDENTIFICATION, 10 PERCENT WOULD BE SOMETHING REASONABLE, SO NO, BUT THESE ARE THINGS THAT WE HAVE TO DISCUSS IN THESE MEETINGS TO FIND OUT.

WE'RE NOT GOING TO MISS ANY OF THOSE STUDENTS THAT NEED TO BE IDENTIFIED BECAUSE WE KNOW IN THOSE CLASSROOMS YOU MAY HAVE 8 TO 10.

YOU'RE GOING TO BE EXPECTING SOME OF THOSE STUDENTS TO BE FOUND, BUT WE KNOW THAT THIS NUMBER, WE KNOW THAT WE NEED TO REALLY TAKE A GOOD LOOK AT THIS DATA AND GET THE STUDENTS THAT INTERVENTION THAT THEY NEED AND MAKE SURE THAT WE'RE IDENTIFYING APPROPRIATELY, BUT THAT'S THE RESULT OF OUR FIRST GRADE.

MR. SELDERS? YES, MR. MILLER? I'M SORRY. YES.

ON DYSLEXIA, I'M GOING OFF MEMORY, SO Y'ALL KNOW HOW DANGEROUS THAT IS, BUT I THINK WHEN WE FIRST STARTED OUR ENHANCED DYSLEXIA PROGRAM, WE WERE IN FOUR OR FIVE SIX PERCENT DIAGNOSED RANGE WHEN THE STATE AVERAGE, I THINK, WAS 15-16 PERCENT.

OK, YEAH, WE WERE LESS THAN ONE PERCENT WHEN WE STARTED, AND CURRENTLY WE ARE AT FIVE PERCENT. SO, WE WERE REAL' LOW, BUT NOW YOU'RE SAYING FOR THIS FIRST GRADE SAMPLE SET IS TWENTY SEVEN PERCENT.

SO TWO QUESTIONS, IS THE STATE AVERAGE NOW HIGHER THAN IT USED TO BE? NUMBER ONE. AND NUMBER TWO, DO YOU THINK THAT SAMPLE IS INDICATIVE OF THE WHOLE? ALL THE KIDS WE'RE GETTING IN, THE YOUNG KIDS ARE GETTING IN? I MEAN, THERE'S SOMETHING GOING ON WITH THE TREND.

WELL, AND I CAN TELL YOU JUST AND I'M GOING TO SPEAK JUST FROM WHAT I KNOW IN MY EXPERIENCES, AND I DON'T HAVE A DEFINITIVE ANSWER, BUT THIS IS NOT UNIQUE TO GARLAND.

I'M SEEING FROM EVERYWHERE THAT THIS IS WHAT'S HAPPENING RIGHT NOW, THAT THOSE NUMBERS ARE HIGHER. THEY ARE INFLATED.

WE WOULDN'T NECESSARILY TYPICALLY SEE TWENTY SEVEN PERCENT OF OUR FIRST GRADE, AND I THINK THERE'S A LOT OF VARIETY OF REASONS THAT GO INTO THAT AND WHY I THINK IT'S SO IMPORTANT THAT WE ACTUALLY SIT DOWN AS A COMMITTEE WITH A PARENT AND HAVE THESE CONVERSATIONS TO MAKE SURE THAT WHAT WE'RE LOOKING AT IS SOMETHING THAT IS WARRANTED [INAUDIBLE] FULL OF INDIVIDUAL EDUCATION EVALUATION.

WE NEED TO BE CAREFUL.

TO FOLLOW UP WITH THAT, MY UNDERSTANDING, OBVIOUSLY, KIDS WITH UNDIAGNOSED ISSUES LIKE DYSLEXIA TEND TO UNDERPERFORM, LOSE INTEREST, DROP OUT.

WE'VE SEEN THAT WHOLE TRAIL.

I'D BE VERY INTERESTED, INTERESTED TO KNOW HOW OUR DIAGNOSIS INTERVENTION, WHATEVER YOU WANT TO CALL IT, EDUCATION AND OUR DIFFERENTIATED LEARNING EXPERIENCE THAT WE'RE PROVIDING THEM IS CHANGING THOSE OUTCOMES.

I AGREE AND YOU KNOW WHAT, WE'RE GETTING A LOT CLOSER TO KNOW BECAUSE AND I WILL TELL YOU PRIOR TO DYSLEXIA BECOMING, YOU KNOW WHAT IT IS IN THE STATE NOW, IT'S ALSO EASIER NOW, EVEN FOR ME FROM THE TIME I'VE BEEN HERE TO NOW TO BE ABLE TO PULL DATA SPECIFICALLY FOR DYSLEXIA BECAUSE DYSLEXIA FALLS UNDER SO MANY DIFFERENT THINGS.

A DYSLEXIA STUDENT MAY FALL UNDER SPECIAL EDUCATION, MAY BE SERVED IN A RESOURCE SETTING, MAY BE SERVED IN A GEN ED SETTING, AND IT'S REALLY HARD TO PULL THAT DATA SEPARATELY BECAUSE THERE WAS NEVER A DEMOGRAPHIC CODE NECESSARILY FOR THAT.

WELL, NOW SINCE THE STATE'S CHANGING AND THE ONE THING ABOUT MCLASS IS I'M ABLE TO NOW START PULLING DATA, NOT ONLY FOR OUR SPECIAL ED KIDS THAT ARE SERVED WITHIN SPECIAL ED, RECEIVING DYSLEXIA SERVICES WITHIN THEIR LEAST RESTRICTIVE ENVIRONMENT, WHICH MAY BE A RESOURCE SETTING AND THOSE THAT ARE ALSO IN A GEN ED SETTING RECEIVING ANOTHER CURRICULUM. SO WE'RE ABLE TO PULL APART THAT DATA BETTER THAN WE EVER HAVE BEFORE, AND THAT'S SOMETHING THAT I'M REALLY EXCITED ABOUT TO BE ABLE TO ACTUALLY GET DOWN TO THE DATA AND START PULLING THESE DEMOGRAPHICS, AND WE'RE MAKING SURE THAT WE ARE WORKING WITH RAD BECAUSE YOU'RE EXACTLY RIGHT, IT GOES TO THE DROPOUT RATE.

I WANT TO KNOW HOW MANY STUDENTS ARE ACTUALLY NOW THAT WE'RE RECEIVING DISCIPLINARY REFERRALS THAT'S COME DOWN, AND I CAN GIVE YOU CAMPUS BY CAMPUS PIECE DATA, BUT BY HAVING A FULLER DATA, NOW THAT DYSLEXIA IS ONE OF THOSE PIECES THAT WE CAN PULL DEMOGRAPHICALLY AND THEN BREAK IT DOWN WHETHER THEY'RE 504, WHETHER THEY'RE THE ECO-DIS STUDENT, RACE,

[00:45:05]

MS. STANLEY, AND THEN MR. BEACH.

THANK YOU. THANK YOU FOR THIS.

YES. SO I CAN TELL YOU THAT THE BIG WIN, JAMIE WILL BE IN THE EARLY AND CATCHING THEM BEFORE THE SECOND AND THIRD.

SO THAT'S WHERE WE'RE THAT'S THE MISS IF YOU WANT MY HONEST OPINION.

WHEN YOU CATCH THEM AT THE THIRD, IT'S A HARD COMEBACK.

ABSOLUTELY. WHAT I'D REALLY LIKE TO SEE IS A BREAKDOWN ACTUALLY MALE, FEMALE.

YOUR BREAKDOWN OF THE REACTION TO DYSLEXIA FOR MALE AND FEMALE IS VERY DIFFERENT.

THE BEHAVIORS AND HOW THEY DEAL WITH THEIR CHALLENGES ARE VERY DIFFERENT.

YOUR DROPOUT RATE, I THINK WITH MALE IS MUCH HIGHER THAN WITH FEMALE.

MM HMM, AND I WOULD SUSPECT THE SAME, EXACTLY, AND THAT'S BECAUSE WHAT YOU SAY IS RIGHT, BECAUSE WE DID IDENTIFY WE'RE SEEING RIGHT NOW HIGHER NUMBERS AT THE SECONDARY LEVEL LIKE MIDDLE SCHOOL IS REALLY BEING HIT HARD RIGHT NOW, BUT THAT SHOULD SHIFT, RIGHT? BECAUSE THE KEY IS GETTING THEM EARLY, AND LIKE I'M SEEING WITH WHAT THEY'RE DOING WITH EARLY CHILDHOOD WITH MS. BASS AND MS. [INAUDIBLE] AND MS. FRANKENBERG, IF THEY'RE HITTING THOSE SKILLS, THOSE ARE ALL SKILLS SPECIFICALLY--BECAUSE YOU DO HAVE DEGREES AND SO YOU MIGHT HAVE TWENTY SEVEN PERCENT HERE, BUT THEY'RE NOT ALL STRONG TWENTY SEVEN PERCENT.

SOME OF THEM WILL JUST TAKE A LITTLE BIT, OF COURSE CORRECTION AND THEY'LL DROP OFF AND THEY'LL BE MAINSTREAM, AND SOME OF THEM WILL NEED MUCH STRONGER.

RIGHT. THIS IS VERY ENCOURAGING.

I'D LOVE TO SEE IT AT THE K AND PRE-K, BECAUSE THAT'S REALLY WHERE YOUR WIN IS GOING TO BE, AND I APPLAUD YOU GUYS.

YES, AND I'M EXCITED TO BE ABLE TO SHARE THAT DATA.

THE MORE WE GET, LIKE I SAID, WE'RE JUST ESTABLISHING BASELINE RIGHT NOW.

SO LIKE, THIS IS THE FIRST THING THAT WE HAVE TO BE ABLE TO SHARE.

THIS IS BASED ON WHAT THEY'RE DOING.

YOU'RE JUST SEEING THAT WHEN THEY DO, THEY'RE TESTING BECAUSE OF THEIR TEST RESULTS, THAT'S HOW THEY GET FLAGGED, CORRECT? I MEAN, THEY JUST THEY DO POORLY IN CERTAIN AREAS AND THOSE ARE THE FLAGS THAT SAY, BECAUSE THEY DO POORLY, THEY DO WELL AND OTHERS, THEY FLAG UP AS DYSLEXIC.

RIGHT, AND THEY LOOK AT THOSE SPECIFIC SKILL SETS THAT YOU WOULD TYPICALLY LOOK AT WITH THE PHONOLOGICAL PROCESSING FOR DYSLEXIA, WHICH IS REALLY GOOD.

MR. BEACH.

YES, THANK YOU FOR THE PRESENTATION, AND I'M GOING TO KIND OF PIGGYBACK OFF OF MR. MILLER'S QUESTION.

SO I HAVE A BETTER UNDERSTANDING AS A BOARD MEMBER WHERE I CAN JUMP IN AND HELP.

HMM, AND YOU WERE TALKING ABOUT THE DYSLEXIA FALLS UNDER SO MANY CATEGORIES OR AREAS THAT WE'RE TALKING ABOUT.

HOW DO YOU DETERMINE THE BASELINE? WHERE DOES IT START? I MEAN, IN OTHER WORDS, WHAT ARE WE LOOKING AT AS THE MEASUREMENT FIGURE TO RECONCILE WHAT IS BEING SAID HERE, SO I HAVE A BETTER UNDERSTANDING.

WELL, I START WITH THE OVERALL RIGHT AND NOW WITH THIS, IF I'M LOOKING AT IT DISTRICT WIDE, I COULD SEE THE BIG PICTURE, BUT WHAT WE NEED TO DO IS BREAK IT DOWN TO THE STUDENTS THAT ARE RECEIVING INSTRUCTION WITHIN THE GEN ED SETTING, RIGHT? FOR EXAMPLE, THEY MAY BE DOING TAKE FLIGHT.

HOW ARE THOSE STUDENTS DOING? AND THEN WE CAN BREAK IT DOWN.

THEN I CAN TAKE IT EVEN FURTHER TO SAY HOW MANY STUDENTS ARE IN A RESOURCE SETTING RECEIVING SPECIAL EDUCATION IN A RESOURCE SETTING.

WITH THIS TYPE OF INSTRUCTION, HOW ARE THOSE RESULTS? WHAT ARE WE DOING FOR THAT? SO THEY'RE PROVIDING THERAPY, USING A SPECIFIC CURRICULUM IN THEIR OWN CURRICULUM BASED MEASURES ALONG WITH THIS, WHICH IS I'M GOING TO GET TO HERE IN A SECOND AND WE'RE GOING TO BE ABLE TO DETERMINE HOW EFFECTIVE OUR THERAPY IS FOR THESE STUDENTS AND WHAT WE NEED TO DO FROM THERE, WHERE ARE OUR WEAKNESSES, WHERE OUR STRENGTHS AND WHERE DO WE HAVE TO MOVE FROM HERE? THEN, WE CAN LOOK AT THE DEMOGRAPHICS AS WELL.

IS THERE A SPECIFIC DEMOGRAPHIC THAT IS PERFORMING MORE POORLY THAN ANOTHER, AND WHY IS THAT? BECAUSE WE REALLY NEED TO START TAKING OFF OUR WHAT I CALL OUR PI HATS AND START ASKING THE QUESTION WHY? AND THAT TAKES A LOT OF DIGGING.

I'M GOING TO HAVE TO LOOK AT EACH INDIVIDUAL, ONE OF THESE CATEGORIES, RIGHT? START BIG PICTURE AND THEN I'M GOING TO HAVE TO BREAK IT DOWN INTO THE DIFFERENT DEMOGRAPHICS, 504 VERSUS SPECIAL ED, DIFFERENT TYPES OF CURRICULUM BEING USED.

WHICH ONES ARE BEING EFFECTIVE? ARE WE SIGNIFICANTLY LOOKING AT PROPORTIONALITY? ARE WE SEEING ANYTHING DIFFERENT WITH OUR AFRICAN-AMERICAN STUDENTS THAN WITH OUR HISPANIC STUDENTS, THAN WITH OUR CAUCASIAN STUDENTS AND IT DOES IT.

SO I SAID, AND THAT'S BEEN SOMETHING HONESTLY, THAT HAS BEEN VERY DIFFICULT TO DO WITHOUT

[00:50:01]

SO THAT'S WHY I SAID, I THINK THIS IS SOMETHING THAT I'M REALLY EXCITED TO BE ABLE TO DIG INTO AND SHARE WITH YOU ALL.

SO IT SEEMS THAT WE ARE GETTING OUR ARMS AROUND WHAT NEEDS TO BE DONE.

SIX HUNDRED AND FORTY SIX STUDENTS AT-RISK IN THE FIRST GRADE SCREENER.

YES. HOW DO WE GET OUR ARMS AROUND IT AS A BOARD TO HELP GET OUR DISTRICT TO WHERE IT NEEDS TO BE WITH THE HELP OR THE PEOPLE OUT THERE TO MAKE THIS REALITY? WELL, THAT'S A GOOD QUESTION, AND THERE'S I MEAN, I DON'T EVEN KNOW IF I MEAN, I HAVE A LOT OF IDEAS OF DIFFERENT THINGS THAT I COULD SHARE THAT OF TIMELINE ARE WE LOOKING--I MEAN, WE COULD YEAH, WE CAN CONTINUE TO BEAT THE HORSE TO DEATH, BUT THIS IS AN ACTION ITEM.

THIS IS SOMETHING WE NEED TO IMMEDIATELY ATTACK BECAUSE KINDERGARTEN, FIRST GRADE, SECOND GRADE AND LIKE MRS. STANLEY SAID, THIRD GRADER, IT'S HARD TO CATCH THEM UP AGAIN.

SO THAT'S WHY WE NEED TO MAKE SURE NOW THAT THESE KIDS, WE ATTACK IT NOW, AND I MEAN, DON'T WASTE ANOTHER DAY.

SO I'M JUST CURIOUS WHERE THAT TIMELINE IS.

I MEAN, I DON'T LIKE JUST THROWING MONEY AT SOMETHING, UNLESS WE HAVE A PLAN IN PLACE AND A TIMELINE THAT WE CAN JUMP ON IT AND GET OUR ARMS AROUND AS A BOARD TO MAKE THIS A REALITY. WELL, WE'VE ALREADY STARTED AND THE FIRST THING IS BY HAVING THESE MEETINGS AND BE ABLE TO LIKE WE HAVE PROVIDED TRAINING NOT ONLY FOR DYSLEXIA THERAPIST ON WHAT THEY'RE LOOKING AT AND HOW THEY'RE LOOKING AT IT, BUT OUR FIRST GRADE TEACHERS ARE ALSO BECOMING MORE EDUCATED WITH WHAT THEY'RE LOOKING AT.

SO WE'RE HAVING THESE MEETINGS.

THE PARENTS ARE ALSO INVOLVED WITH THESE MEETINGS.

WE'RE ALL BRINGING SOMETHING TO THE TABLE.

THAT'S OUR STARTING POINT, RIGHT AT THE GROUND.

WE ARE GOING TO ADDRESS THIS HEAD ON BETWEEN TRAINING TEACHERS AND BETWEEN LOOKING AT WHAT OUR THERAPISTS ARE DOING FOR DYSLEXIA AND MAKING SURE THAT WHEN WE'RE IDENTIFYING, WE'RE PROVIDING THE CORRECT INTERVENTION.

JUST EXPAND HOW CAN THE BOARD HELP.

THE BOARD HAS DONE A TREMENDOUS JOB OF HELPING.

YOU GUYS HELPED EXPAND PERSONNEL.

WE DO HAVE A PREMIERE DYSLEXIC PROGRAM, AND WHAT THIS IS ALLOWING US TO DO IS TAKE IT TO NEW LEVELS. YOU'VE EXPANDED PRE-K PROGRAMS, YOU'VE HONORED THE DISTRICT RECOVERY PLAN, ALL THE TRAINING AND EVERYTHING THAT'S GOING IN.

SO IT TAKES TIME SOMETIMES BECAUSE EVERYBODY HAS TO GET TRAINED FIRST, RIGHT? AND THEN WE COME OUT AND THEN WE SAY, THIS IS WHERE IT IS, BUT THE BEAUTIFUL THING IS IT STARTS WITH THESE CONVERSATIONS.

SO WHENEVER LET'S SAY WE NEED ADDITIONAL RESOURCES, LIKE SOMETIMES WE NEED TO EXPAND OUR RESOURCES BECAUSE TEACHERS NEED MORE.

YOU ALREADY HAVE A CONTEXT WHENEVER THEY COME IN AND SAY, THIS IS FOR THIS.

THESE DISCUSSIONS ARE ALWAYS GOING TO BE THE FOUNDATION OF THE NEEDS AND WANTS OF WHAT WE NEED TO DO NEXT.

THERE'S NO MAGIC WAND.

IF THERE WAS A MAGIC WAND, I GUARANTEE EVERYBODY HERE WOULD BE SELLING IT RATHER THAN MAKING IT HAPPEN. OK? THERE'S A LOT MORE TO IT, BUT I DO APPRECIATE HOW VESTED THE BOARD IS IN EARLY EDUCATION, AND I'VE NEVER BEEN AROUND THE BOARD, THIS COMMITTED TO ENSURING ALL KIDS LEARN BEFORE THEY EVEN GET INTO THIRD GRADE, SO THAT'S A HUGE STEP FORWARD, AND NOW THE FACT TOO, IS YOU CAN ASK FOR THESE TYPE OF REPORTS WHEN THEY COME OUT.

THIS IS THE FIRST TIME WE'RE DOING THE MCLASS, AND SO WE DIDN'T HAVE THAT.

SO NOW YOU COULD SAY, NOW YOU HAVE MCLASS, YOU HAVE MAP.

WE DID OUR EARLY CHILDHOOD SCREENER.

NOW, WE'RE GETTING MORE AND MORE DATA THAT'S GOING TO HELP PREDICT WHERE WE'RE AT AND WE CAN ASSESS DOWN TO THE TEACHER ON EFFECTIVENESS.

MR. JOHNSON, THANK YOU SO MUCH FOR THE REPORT.

I THINK IT'S WONDERFUL THAT WE'RE CATCHING SO MANY KIDS AT AN EARLY AGE THAT WE'RE IDENTIFYING AS DYSLEXIC.

I GUESS MY QUESTION WOULD BE, IS THERE ANY RISK FOR FALSE POSITIVES LIKE PEOPLE THAT THIS SYSTEM IS CATCHING AND IDENTIFYING AS DYSLEXIC, BUT THEN THEY'RE NOT? IS THERE ANY RISK INVOLVED WITH TREATING THEM AS DYSLEXIC IF THEY LATER ON TURN OUT NOT TO BE? THAT'S A GOOD QUESTION.

I MEAN, THERE'S NOTHING THAT'S ONE HUNDRED PERCENT FOOLPROOF, AND I'M JUST GOING TO BE HONEST WITH YOU THERE'RE SOME TIMES THEY MAY BE IDENTIFIED EARLY AND FIND OUT LATER THAT THERE'S SOMETHING, A LOT OF TIMES IT GOES THE OPPOSITE DIRECTION.

WHEN YOU HAVE A TWICE EXCEPTIONAL STUDENT THAT MIGHT PERFORM FINE ON A SCREENER, THEY MIGHT GET THAT IDENTIFIED LATER.

SO THERE ARE TIMES AND WE TRY TO NOT HAVE THAT HAPPEN BECAUSE WE KNOW WHAT WE'RE LOOKING AT AND WE'RE GOING TO LOOK AT IT CLOSELY.

SO, IF THAT WERE TO HAPPEN, LET'S SAY WE DID IDENTIFY A STUDENT REALLY WASN'T DYSLEXIC BECAUSE ONCE YOU'RE DYSLEXIC, YOU'RE ALWAYS DYSLEXIC.

RECEIVING THAT TYPE OF INSTRUCTION WILL NOT HURT THE STUDENT AT ALL.

ALL STUDENTS COULD BENEFIT FROM THIS TYPE OF INSTRUCTION, AND THEY WILL, BECAUSE THAT'S

[00:55:01]

SO FOR THOSE YOU KNOW, IF YOU'RE TALKING ABOUT ONE IN FIVE PEOPLE HAVING CHARACTERISTICS OF DYSLEXIA, WE WOULDN'T NECESSARILY HAVE TO IDENTIFY EVERY SINGLE ONE BECAUSE WE CAN REMEDIATE THAT EARLY ON WITH GOOD, SOLID TIER ONE INSTRUCTION FOR THOSE STUDENTS THAT ARE MILD. WE WOULDN'T EVEN NEED TO, BUT IT WOULDN'T HURT THEM, AND THEN WE WOULD BE ABLE TO ADDRESS IT. WE WOULD FIND OUT IF THEY TRULY WEREN'T DYSLEXIC WHEN THE PROGRAM ISN'T WORKING, AND THAT'S WHEN WE GO TO THESE MEETINGS AND DISCUSS, HEY WE NEED TO RELOOK AT THIS. WHAT WE'VE BEEN DOING HASN'T BEEN WORKING AND WE NEED TO LOOK AT ANOTHER OPTION FOR THIS STUDENT.

I WOULD THINK THAT WITH THE ADDITIONAL TIME WE'RE SPENDING TO REMEDIATE THE CONDITION, ESPECIALLY ONCE A CHILD ADVANCES TO SECONDARY SCHOOL, THAT WOULD BE TIME THAT COULD KEEP THEM FROM OTHER PURSUITS, IF NECESSARILY THAT'S SOMETHING THAT THEY WERE INTERESTED IN, AND SO THAT'S ONE OF THE REASONS WHY I ASK THE QUESTION.

I WANT TO CATCH AS MANY DYSLEXIC KIDS AS WE CAN, BUT IT DOES APPEAR THAT WE'RE CATCHING DYSLEXIC KIDS AT A MUCH GREATER RATE THAN THE STATE, AND I'M JUST WORRIED IF OUR NET MIGHT BE CATCHING MORE THAN WE'RE STILL UNDER IDENTIFIED, ACCORDING TO THE REST OF THE STATE. LIKE WE'RE AT FIVE PERCENT.

SO WE'VE MADE TREMENDOUS GROWTH AND THAT IS A HUGE ACCOMPLISHMENT AND SOMETHING THAT I'M VERY PROUD OF TO BE IN THIS DISTRICT TO SEE WHAT WE'VE DONE AND A LOT OF DISTRICTS ALL OVER THE STATE DO LOOK AT US TO SEE WHAT WE'RE DOING AND WANT TO KNOW HOW WE'RE DOING IT.

SO WE'RE DOING SOME REALLY GREAT THINGS AND WE CONTINUE TO GROW AND IT'S GETTING EVEN BETTER. THERE'S OTHER THINGS THAT YOU KNOW WE'RE WORKING ON.

SO THIS IS SOMETHING THAT'S EXCITING, BUT AS FAR AS LOOKING AT IT LIKE, YES, WE'VE EXPLODED AND I KNOW IT SEEMS LIKE THAT AND IT MAY APPEAR EVEN TO TEACHERS OR ADMINISTRATORS THAT'S--YES? YEAH, IF I MAY, THANK YOU.

SO ALSO, YOU HAVE TO KEEP IN MIND, SO THE DISTRICT RATE IS LIKE SIX POINT ONE.

THE STATE RATE IS FOUR POINT FIVE.

THE REGION IS FOUR POINT NINE.

THE TWENTY SEVEN, BECAUSE THAT'S THE STARTLING NUMBER, RIGHT, AS A REMINDER, THIS IS A SCREENER. IT'S NOT THE DIAGNOSIS, NUMBER ONE.

NUMBER TWO, THIS IS FIRST GRADE.

THINK ABOUT KINDERGARTNERS LAST YEAR, AND IF ANY OF THOSE STUDENTS WERE POTENTIALLY VIRTUAL LEARNERS AND THE EXPOSURE TO LITERACY IN THE HOME OR BEYOND, WE HEARD, MS. BASS TALK A LOT ABOUT THE READ ALOUDS.

SO IF THOSE TYPES OF EXPOSURES DIDN'T OCCUR IN THE HOME LAST YEAR, THAT'S WHY WE'RE SEEING THE FLAG. SO AS OF RIGHT NOW, WE DON'T HAVE STATE DATA, SO THE NUMBERS ARE RELATIVE, RIGHT, LIKE HOW IS THE STATE COMPARING? THEY HAVE NOT RELEASED DATA ON MCLASS JUST YET, BUT IT WILL BE INTERESTING TO SEE WHEN THAT DATA COMES IN.

WHAT DOES THAT LOOK LIKE ACROSS THE REGION? WHAT DOES THAT LOOK LIKE ACROSS THE STATE? WHERE ARE WE IN THAT? THEN NEXT YEAR, WHEN WE DO THIS AGAIN, WHAT DOES THAT DIAGNOSE IT OR WHAT DOES THAT NUMBER LOOK LIKE NEXT YEAR BECAUSE WE HAVE MORE KIDDOS PARTICIPATING IN KINDER FACE TO FACE. SO I JUST WANTED TO ADD THAT.

I THINK THAT IS AN IMPORTANT, THIS ISN'T THE DIAGNOSE.

THIS IS JUST--RIGHT, NO, IT IS A SCREENING.

IT'S A SCREENING, WHEN YOU DO A FULL EVALUATION, YOU DO LOOK AT SOME OF THOSE THINGS, BUT THAT'S WHY THOSE MEETINGS THAT ARE HAPPENING RIGHT NOW WITH THE PARENTS, WITH THE TEACHER, WITH THE ADMINISTRATOR, WITH THE DYSLEXIA PEOPLE, THAT'S WHAT'S HAPPENING TO LOOK AT THE DATA. HOW MANY YEARS DO YOU THINK YOU'LL HAVE BEFORE YOU'LL HAVE ENOUGH OF A COHORT TO WHERE YOU'LL BE ABLE TO KIND OF ASSESS AN ACCURACY RATE FOR THE SCREENER NECESSARILY TO WHERE IF WE'RE GETTING TWENTY SIX PERCENT, THEY'RE MAKING A HIT, THAT'LL PROBABLY BE AFTER WE DO MEETINGS AND EVALUATIONS, THAT'S PROBABLY GOING TO RESULT IN A SEVEN PERCENT DIAGNOSIS FOR THAT.

WELL, IF THEY'RE GOING THROUGH A FULL EVALUATION, WE'LL BE ABLE TO GET THAT DATA TO SEE HOW MANY OF THESE RIGHT, HOW MANY OF THE TWENTY SIX PERCENT, HOW MANY OF THOSE ARE ACTUALLY GOING TO BE REFERRED AND THEN HOW MANY ARE ACTUALLY IDENTIFIED? YEAH, AND WE'LL HAVE THAT DATA BY THE END OF THIS YEAR BASED OFF THE TWENTY SIX PERCENT.

THANK YOU VERY MUCH; I APPRECIATE IT.

MM HMM, AND SO HERE'S THE LAST POINT THAT I HAVE BECAUSE THIS IS SOMETHING ELSE IN ADDITION TO THAT MCLASS IS GOING TO HELP DYSLEXIA WITH AS WELL AS OUR RESOURCE TEACHERS.

SO WE ARE ACTUALLY GOING TO BE USING MCLASS IS AN ADDITIONAL PROGRESS MONITORING MEASURE THAT WE CAN LOOK AT DISTRICT WIDE THAT WILL BE GIVEN GRADES K THROUGH FIVE AND FOR ANY STUDENT THAT IS RECEIVING THE DYSLEXIA INSTRUCTIONAL SERVICES.

SO WE'LL BE IMPLEMENTING THE PROGRESS MONITORING PIECE AS WELL, AND WE'RE GOING TO DO IT EVERY TWO WEEKS WITH FIDELITY.

WE'RE GOING TO MAKE SURE THAT WE HAVE COMPLETION REPORTS TO MAKE SURE THAT THESE REPORTS ARE HAPPENING SO WE CAN LOOK AT THAT DATA, AND THEN, JUST LIKE MS.

[01:00:02]

A LOT OF WHAT WE'RE DOING WITH MCLASS, WE WORK WITH THOSE SPECIFIC, THOSE SPECIFIC SKILLS IN A DYSLEXIA THERAPY ENVIRONMENT, SO WE'LL BE ABLE TO TAKE A LOOK AT THAT AS WELL.

WE HAVE OUR BOY, MOY, EOY BENCHMARK MEASURES THAT WE'RE GOING TO BE TRACKING THE STUDENT GROWTH THROUGH MCLASS.

SO IT'S ANOTHER ADDITIONAL PIECE, AND LIKE I SAID, WE'RE GETTING THE BASELINE DATA RIGHT NOW TO BE ABLE TO IDENTIFY THOSE GAPS IN THOSE DEMOGRAPHICS, TO BE ABLE TO HELP SUPPORT THOSE STUDENTS. THAT'S IT.

THANK YOU. I HAVE ONE QUESTION.

I KNOW MR. MILLER AND MR. BEACH TALKED A LITTLE BIT ABOUT THIS, BUT THIS IS FOR K-2, RIGHT? AND SO I WAS JUST CURIOUS.

I KNOW THAT WE'RE DOING SCREENING HERE, BUT WHAT ARE WE DOING FOR 3-5 AND THEN SECONDARY IMAGINING THAT THERE'S SOME THOUGHTS THAT WE'RE KIND OF SWIRLING WITH? WELL, FOR EXAMPLE, IN 7TH GRADE, I KNOW THEY DO SCREENING THERE.

SO WE'RE LOOKING AT THAT DATA BASED OFF OF MAP, BUT LIKE THROUGH THREE THROUGH K-2 IS A SCREENING, BUT THREE FIVE IS OUR PROGRESS MONITORING PIECE, AND WE DO LOOK AT MAP LIKE JUST BECAUSE WE'RE USING MCLASS DOESN'T MEAN THAT WE'RE RULING OUT EVERYTHING THAT MAP HAS TO OFFER. WE'RE LOOKING AT ALL THE DATA.

SO THOSE ARE LIKE LOOKING AT THE MAP DATA.

WE'RE LOOKING AT THAT. WE'RE LOOKING AT HOW THEY'RE DOING IN RELATION TO THOSE OTHER SKILLS, BUT THERE'S NO SCREENER THAT WE CAN GIVE THREE THROUGH FIVE TO BE ABLE TO DO THIS. I WAS JUST TRYING TO BE MORE SPECIFIC IN TERMS OF LIKE WE'RE IDENTIFYING SPECIFIC SKILL SETS THAT KIDS EITHER HAVE THAT DON'T HAVE, AND SO I DON'T KNOW THERE'S ANY POSSIBILITY OR WHAT ARE WE DOING OR I DON'T EVEN KNOW IF IT EXISTS.

YOU KNOW, I'M JUST CURIOUS WHAT WHAT CAN BE DONE? SO MR. SELDERS, IF YOU LOOK AT THE AGENDA, THAT'S KIND OF HOW IT'S BUILT THE SCREENERS FROM PRE-K, THEN THE SCREENERS FROM K -2 AND THEN THREE UP, WHICH WOULD BE MAP.

SO THAT WOULD BE THE NEXT SCREENER.

I UNDERSTAND. WELL, IT'S NOT LIKE THIS.

WELL, WHAT I'M SAYING IS WE'VE HAD MAP FOR A WHILE AND WE STILL HAVE WHAT WE HAVE.

SO I'M JUST CURIOUS IF THERE'S SOMETHING ELSE.

I'M TELLING YOU WITH TRAINING AND WITH THE GREATER UNDERSTANDING OF IT, WE'RE GETTING BETTER REFERRALS TO THAT COME FROM PARENTS THAT COME FROM CLASSROOM, TEACHERS THAT COME BASED OFF OF WHAT THEY'RE SEEING IN THE CLASSROOM AS WELL, BUT THERE IS NO SCREENER OTHER THAN WE LOOK AT THE MAP DATA, AND I KNOW MR. SELDERS, IF I COULD INTERJECT, I KNOW WE HAVE TALKED ABOUT EXPANDING THE CLASS UP AS A SCREENER FOR THREE THROUGH FIVE AS WE SCALE UP, LIKE DR.

LOPEZ MENTIONED, AND THEN WE USED WE DO USE MAP AS ONE OF OUR INDICATORS FOR MIDDLE SCHOOL, BUT WE ALSO LOOK AS MS. [INAUDIBLE] SAID, WE ARE ALSO LOOKING AT THE TOTALITY.

SO WHO ARE STRUGGLING READERS? WE'RE HELPING TO TRAIN OUR TEACHERS, TO IDENTIFY KIDS AND TO LOOK AT SOME OF THOSE ROOT CAUSES AND WE CAN ALWAYS DO BETTER AT IDENTIFICATION, AND THAT'S SOMETHING THAT WE'RE THE TEAM IS WORKING ON SO THAT WE CAN IMPROVE THAT AND CATCH THE STUDENTS WHEREVER THEY MAY BE AND SO WE'RE NOT THERE YET, BUT THAT IS SOMETHING THAT'S DEFINITELY A GOAL FOR THE TEAM SO THAT WE CAN IMPROVE THAT.

WE'RE VERY EXCITED THAT WE CAN BUILD UP OUR EARLY INTERVENTION PIECE, BUT WE'RE ALSO NOT IGNORING THE STUDENTS THAT ARE IN THE PIPELINE.

SO THANK YOU FOR THAT QUESTION.

THANKS. YEAH, AND JUST TO ADD TO THAT, WE ALSO DO TRAINING FOR ALL TEACHERS IN THE DISTRICT WITH THAT AS WELL.

SO WE TEACH THEM WHAT THE CHARACTERISTICS ARE AND THINGS THAT THEY SHOULD BE LOOKING FOR.

SO THANK YOU. THAT'S IT.

ANY OTHER QUESTIONS? MR. GLICK. THIS IS MORE OF A GENERAL QUESTION FOR ALL OF YOU.

SO IS MCLASS A STATE OF TEXAS PROGRAM? IS THAT SOMETHING WE'RE REQUIRED TO USE? THAT'S WHERE I'M CONFUSED.

OKAY, SO I'LL JUMP IN.

OK, SO THE HOUSE BILL III DOES REQUIRE US TO DO A K-2 DIAGNOSTIC SCREENER.

MCLASS IS ON THE COMMISSIONER'S LIST, AND THAT'S THE ONE THAT WE CHOSE FOR GARLAND.

SO WE ARE REQUIRED TO DO A K-2 DIAGNOSTIC SCREENER, AND THAT'S WHAT WE'VE ADOPTED IN GARLAND, AND SO IT'S A GENERAL PROGRAM FOR K-2, BUT WE'RE ALSO NOW USING IT FOR DYSLEXIA.

HOW DID THAT PIECE COME IN? ALL I KNOW IS THAT WE'RE CONSIDERED A MODEL DISTRICT IN THE STATE FOR DYSLEXIA.

SO NOW WE'RE SWITCHING TO THIS MCLASS.

THAT'S WHERE MY CONFUSION IS.

SO SURE, WE HAVEN'T HAD A KINDER FIRST OR SECOND DIAGNOSTIC SCREENER THAT DRILLS DOWN TO THIS SPECIFIC FOUNDATIONAL SKILL.

SO WHEN WE LOOK AT THE 27 PERCENT AT-RISK ON MARCI'S SCREENER, WE'RE ABLE TO LOOK AT THOSE INDIVIDUAL LITERACY SKILLS AND TO ISOLATE AND TO INTERVENE.

SO THAT IS THE BENEFIT OF MCLASS, AND THAT'S WHY WE WANT TO HAVE IT AS A TOOL.

SO--WAIT, ONE SECOND BEFORE YOU ANSWER.

IT'S TWO DIFFERENT THINGS.

SO THIS IS JUST A SCREENER TO HELP US WITH IT.

FOR INSTANCE, TAKE FLIGHT IS THE ACTUAL PROGRAM TO HELP US WITH THE INSTRUCTION.

[01:05:06]

SO THE PROGRAM'S STILL THE SAME.

THIS IS JUST NOW AN ASSESSMENT TO SEE FOR PROGRESSING.

THAT'S ALL IT IS. IT ENCOMPASSES ALL STUDENTS AND HAS A DYSLEXIA--DO YOU GET A SEPARATE REPORT THAT IDENTIFIES DIFFERENT FROM THE REPORT THAT YOU'RE GETTING? DOES EVERYBODY GET THE SAME? THAT'S WHAT I'M TRYING--WE ALL HAVE ACCESS TO THE SAME THINGS, BUT DYSLEXIA IS VERY SPECIFIC.

MICROPHONE, PLEASE. I'M SORRY.

I'M SORRY. SO, YES, THE DYSLEXIA PIECE, WE ALL HAVE ACCESS TO THAT INFORMATION, BUT YES, IT HAS A SPECIFIC PIECE FOR DYSLEXIA THAT WE CAN PULL THE REPORT FOR DYSLEXIA ONLY INSTEAD OF THE WHOLE CLASS, AND WE CAN BREAK IT DOWN BY THAT, THAT GRADE LEVEL, STUDENT LEVEL, WHAT HAVE YOU AS WELL.

SO IT'S ALL THE SAME ASSESSMENT.

THERE ARE ADDITIONAL COMPONENTS THAT WE ADMINISTER FOR THE DYSLEXIA PIECE, BUT WE'RE ALL DOING THE SAME THING.

IN THE PAST, WE HAVEN'T HAD THAT.

WE HAD TO DO ADDITIONAL SCREENING FOR DYSLEXIA.

NOW WE CAN DO IT ALTOGETHER, AND IT COVERS BOTH THE K-2 PIECE AND THE DYSLEXIA PIECE, AND HOW DOES MCLASS WORK WITH CIRCLE? WELL, IT'S SEPARATE.

YES, BUT ONE OF THE THINGS THAT I THINK YOU'LL BE VERY EXCITED ABOUT AND THAT WE'VE ALREADY STARTED TALKING TO RAD ABOUT IS NEXT YEAR FOLLOWING OUR STUDENTS THAT WERE IN FULL DAY PRE-K AND SEEING HOW THEY PERFORM ON THE BEGINNING OF THE YEAR IN CLASS.

THE DIBELS SCREENER TO SEE, HEY, THESE STUDENTS, HOW DID THEY PERFORM? DID THEY OUTPERFORM THEIR PEERS THAT WEREN'T IN A GARLAND ISD PRE-K? SO THAT'S ONE OF THE THINGS THAT WE WANT TO LOOK AT.

THEY'RE SIMILAR IN THE FACT THAT THEY HAVE.

THEY BOTH ASSESS EARLY LITERACY SKILLS, BUT THERE ARE TWO DIFFERENT PLATFORMS. CIRCLE IS SPECIFIC FOR PRE-K AND THEN ALSO INCLUDES MATH COMPONENTS AS WELL.

SO IF YOU CAN COORDINATE THE TRANSITION FROM A TO B, THAT SHOULD REALLY HELP, I WOULD IMAGINE. THAT'S WHAT THE GOAL IS? THAT'S ONE OF THE GOALS, DEFINITELY OF WORKING WITH THE RAD DEPARTMENT TO HELP US START TO ISOLATE SOME OF THE DATA AND SEE THE TRENDS OVER TIME.

ABSOLUTELY, AND WITH OUR DIFFERENT PROGRAMS. THANK YOU. THANK YOU. MR. MILLER, REAL QUICK.

SOMEBODY, SOMEWHERE EARLY IN THE PRESENTATION MENTIONED SMALL GROUP INSTRUCTION.

WHAT IS THAT EXACTLY? HOW MANY IS A SMALL GROUP? WELL, IDEALLY A SMALL GROUP OF STUDENTS WHEN YOU'RE TALKING ABOUT EARLY LITERACY IS FOUR OR LESS. THAT WOULD BE THE BEST CASE SCENARIO.

HOWEVER, IN SOME CLASSROOMS, WE DO GO UP TO FIVE AND SIX STUDENTS.

SO WHEN WE SAY SMALL GROUP INSTRUCTION, WE HAVE OUR ONE HUNDRED AND FIFTY MINUTES OF LITERACY, INSTRUCTION, LITERACY AND SOCIAL STUDIES INTEGRATED, AND THEN WE HAVE AN ISOLATED TIME DURING THE DAY WHERE TEACHERS PULL SMALL GROUPS.

SO WHILE THE REST OF THE STUDENTS ARE ENGAGED IN MAYBE WORKSTATIONS OR AN INDEPENDENT PRACTICE, THE TEACHER CAN PULL OVER A SMALL GROUP OF STUDENTS FOUR STUDENTS, FIVE STUDENTS AND INTERVENE, AND MCLASS PROVIDES INSTRUCTION.

IT GROUPS STUDENTS.

IT SHOWS YOU, HEY, THESE FIVE STUDENTS ARE.

THESE FOUR STUDENTS HAVE THE SAME NEED SO WE CAN GROUP THOSE STUDENTS AND PROVIDE INSTRUCTION TO THOSE STUDENTS.

WELL I'VE ALWAYS THOUGHT THAT WE NEEDED A WAY TO CALL TIMEOUT AND GIVE EXTRA INSTRUCTION TO KIDS. SO, AND I REMEMBER AS PART OF OUR ACADEMIC ACCELERATION, ACADEMIC RECOVERY, WHATEVER YOU WANT TO CALL IT, I HEARD THOSE KIND OF TECHNIQUES BEING USED, SO I'M THRILLED ANYTIME WE CAN CALL TIMEOUT AND GIVE EXTRA ATTENTION TO KIDS.

I USE THE EXAMPLE IF YOU'RE PLAYING A FOOTBALL GAME AND YOUR RIGHT GUARD IS NOT BLOCKING WELL, YOU CALL TIME, YOU PULL HIM OUT OF THE GAME, YOU GET A CHALKBOARD, YOU COACH HIM UP AND THEN WHEN HE'S READY, YOU PUT HIM BACK IN THE GAME, AND THAT'S KIND OF WHAT THIS FEELS LIKE TO ME IS THE ABILITY TO CATCH A KID UP AND GET THEM TO WHERE THEY CAN GO BACK IN THE GAME. SO THANK YOU FOR THAT.

SURE, AND THAT IS DEFINITELY THE GOAL.

WE KNOW THAT WHEN WE INTERVENE EARLY ON IN A CHILD'S LIFE, THEY HAVE BETTER ACADEMIC OUTCOMES, AND SO THAT'S CERTAINLY THE GOAL WHEN WE FOCUS ON EARLY LITERACY, AND TO ECHO DR. LOPEZ, YOU ASKED A QUESTION EARLIER ABOUT WHAT IS THE BOARD DOING, AND I JUMPED RIGHT UP BECAUSE I'M ON JUST ABOUT MY SECOND YEAR HERE AND I'VE SEEN AMAZING THINGS FROM THIS BOARD AND THE LEADERSHIP AND THE SUPPORT OF EARLY LITERACY.

SO THANK YOU FOR THAT AND I WANT TO ACKNOWLEDGE THAT, AND I'M EXCITED THAT WE NOW HAVE SOME THINGS THAT WE CAN SHOW YOU THAT THESE EFFORTS ARE GOING TO PAY OFF IN THE FUTURE.

SO THANK YOU FOR YOUR TIME,.

ANY OTHER QUESTIONS?

[01:10:02]

ALL RIGHT, WE'RE GOING TO GO TO ITEM 4C, MEASURES OF ACADEMIC PERFORMANCE.

SO WE'RE GOING TO GET MAP DATA FOR WINTER '21-22.

MS. JOYNER. MATT, ARE YOU GIVING ME A THREE MINUTE PRESENTATION? [CHUCKLING] NOW, WEREN'T THEY JUST TO TREAT, YOU ALL? I KNOW THAT WE WANTED TO SHARE THAT INFORMATION WITH YOU BECAUSE WE'D NEVER HAD MCLASS BEFORE, AND I DON'T BELIEVE THAT CIRCLE HAD BEEN BROUGHT TO THE BOARD BEFORE.

SO I WANTED TO MAKE SURE THAT OUR CONTENT EXPERTS HAD A CHANCE TO SHARE THAT INFORMATION FIRSTHAND, AND THEN WE CAN ALSO REVISIT WHEN WE HAVE OUR BEGINNING OF THE YEAR, MIDDLE OF THE YEAR UPDATES ON ON HOW WE PROVIDE THAT INFORMATION TO YOU ALL.

OK, SO MAP PERFORMANCE, YOU GUYS ARE NO STRANGERS TO THIS.

SO CHAIRMAN SELDERS, BOARD OF TRUSTEES, DR.

LOPEZ. THE PURPOSE OF TONIGHT'S PRESENTATION IS TO SHARE THE RESULTS FROM THE MAP MIDDLE OF THE YEAR PERFORMANCE.

SO FOR CONTEXT, THIS DATA IS NOW ABOUT FIVE TO SIX WEEKS OLD, DEPENDING ON THE CAMPUS, AND CAMPUSES HAVE ALREADY STARTED TO TAKE ACTION ON NEW DATA, WHICH IS INTERIM ASSESSMENTS THAT ARE ROLLING OUT RIGHT BEFORE SPRING BREAK AND THEN RIGHT AFTER SPRING BREAK. SO IN ADDITION TO THE PRESENTATION SLIDES, YOU'LL FIND THE FOLLOWING DOCUMENTS IN YOUR PACKET A SUMMARY REPORT SHOWING PROJECTED STAR PROFICIENCY IN MATH AND READING FOR GRADES THREE THROUGH EIGHT. BECAUSE WE KNOW THAT WE HAVE STAAR COMING UP SOON, SO THAT REPORT IS IN YOUR POCKET.

STUDENT GROWTH SUMMARY REPORTS FOR MATH AND READING THESE ARE THE TYPICAL MAP REPORTS THAT YOU ALL GET THAT ARE VERY, VERY DENSE, BECAUSE IT'S DOWN TO THE CONTENT GRADE LEVEL AND THEN ALL OF THE DIFFERENT STUDENT GROUPS THAT YOU HAVE THERE, AS WELL AS NWEAS NORMATIVE DATA GUIDE THAT PROVIDES ADDITIONAL BACKGROUND INFORMATION REGARDING ASSESSMENT NORMS. OK, SO JUST A REMINDER, A LITTLE OVERVIEW, BECAUSE WE DID SEE THREE DIFFERENT ASSESSMENT, OR YOU WILL SEE THREE DIFFERENT ASSESSMENT PROGRAMS TONIGHT, WHAT IS MAP? SO MAP IS A COMPUTER ADAPTIVE ASSESSMENT WHERE AS STUDENTS ANSWER A QUESTION CORRECT OR INCORRECT, THE COMPUTER AUTOMATICALLY ASSIGNS THE NEXT QUESTION ON THE DIFFICULTY LEVEL BASED ON THAT PRIOR QUESTION.

SO COMPUTER ADAPTIVE, IT IS NOT TEACHER-DRIVEN, JUST LIKE MCLASS OR CIRCLE THAT YOU HEARD OF JUST A MOMENT AGO.

IT IS DESIGNED WITH STUDENT GROWTH IN MIND.

SO TONIGHT WE'LL LOOK AT THE DATA BASED ON FOUR DIFFERENT PILLARS, WHICH ARE ACHIEVEMENT, INSTRUCTION, GROWTH AND PREDICTION, BUT NONETHELESS, WE'VE TALKED A LOT BEFORE ABOUT RIT SCORE, AND IT'S LIKE, OK, WHAT IS A RIT SCORE? IT'S THIS SCALED SCORE THAT OVER TIME, A STUDENT, AS LONG AS THEY'RE IN OUR DISTRICT, WE CAN TRACK THEIR GROWTH OVER TIME AND THEIR STUDENT REPORTS EVEN SHOW THAT PROGRESS OVER TIME. OK, SO WE'RE GOING TO LOOK AT THIS AGAIN THROUGH THE LENS OF THOSE FOUR DIFFERENT PILLARS. WE'LL START WITH THE ACADEMIC ACHIEVEMENT PILLAR.

THIS CHART HERE SHOWS THE AVERAGE PERFORMANCE BY GRADE LEVEL BASED ON THEIR RIT SCORE.

THE BLUE BARS THAT YOU SEE HERE ARE THE RESULTS FOR FALL '21-22.

SO HOW DID WE DO AT THE BEGINNING OF THE YEAR AS COMPARED TO HOW OUR STUDENTS PERFORMING OR HOW DID THEY PERFORM AT MIDDLE OF THE YEAR? SO YOU CAN SEE THAT INCREMENTAL GROWTH FOR MATH BETWEEN FALL AND WINTER.

KINDER IS THE ONE THAT SAW THE GREATEST AMOUNT OF CHANGE BETWEEN BEGINNING OF THE YEAR AND MIDDLE OF THE YEAR, WITH ALMOST 12 POINTS OF IMPROVEMENT BETWEEN THE TWO ADMINISTRATIONS.

OK, THE DATA TABLE FOR READING LOOKS VERY SIMILAR WHERE THE BLUE BARS REPRESENT THE FALL PERFORMANCE AND THE GREEN BARS REPRESENT THE WINTER PERFORMANCE, AND SECOND GRADE HAD THE GREATEST IMPROVEMENT BETWEEN BOTH OF THE ADMINISTRATIONS, WITH AN INCREASE OF ALMOST 10 POINTS BETWEEN FALL AND WINTER.

NOW WE GET INTO GROWTH, WE KNOW THAT STUDENT PERFORMANCE ISN'T ALL, AND WITH SO MUCH UNFINISHED LEARNING, THERE IS A BIG FOCUS ON STUDENT GROWTH AND BEING ABLE TO CLOSE SOME OF THOSE UNFINISHED LEARNING GAPS.

SO THIS PILLAR HERE IS ALL ABOUT GROWTH, AND IT'S A UNIQUE FEATURE OF MAP IN THAT WE'RE ABLE TO LOOK AT THAT SCORE FROM A PREVIOUS ADMINISTRATION AND CALCULATE HOW MANY POINTS OF GROWTH DO THEY HAVE FROM ONE TO THE OTHER, AND THOSE POINTS, HOW IS THAT NUMBER COMPARED TO OTHER STUDENTS THAT STARTED OUT WITH THE SAME EXACT RIT SCORE? SO IT'S NOT GRADE LEVEL TO GRADE LEVEL, IT TRULY IS INDIVIDUALIZED TO THE STUDENT.

SO STUDENTS WITH LOWER RIT SCORES ARE EXPECTED TO MAKE GREATER GROWTH THAN STUDENTS WITH A HIGHER RIT.

[01:15:01]

THE DATA HERE WE'RE PRESENTED LOOKS AT THE PERCENTAGE OF STUDENTS THAT HAVE MET GROWTH.

THE LIGHT GREEN IS MATH, THE DARK GREEN IS READING.

SO YOU'LL NOTICE THAT IN KINDERGARTEN AND IN THIRD GRADE, THOSE STUDENTS, BASED ON AVERAGES HAD ABOUT THE SAME RATE OF GROWTH FOR BOTH OF THOSE CONTENT LEVELS.

IN MIDDLE SCHOOL. YOU'LL NOTICE THAT SEVENTH AND EIGHTH GRADE READING SHOWED THE GREATEST GROWTH GAINS FOR MIDDLE SCHOOL SUBJECTS.

FOR GRADES 3-8, PERHAPS THE MOST CRITICAL PILLAR FOR CAMPUS LEADERS IS PREDICTION.

NWEA HAS DONE AN AMAZING JOB CONNECTING RIT SCORE PERFORMANCE TO STAAR PERFORMANCE.

THESE PROJECTIONS, ESPECIALLY DURING A PERIOD OF ACADEMIC ACCELERATION, PROVE TO BE AN EXCEPTIONAL VALUE FOR TEACHERS AND PRINCIPALS.

I'M EXCITED TO SHARE THAT NWEA HAS RECENTLY COMPLETED THE LINKING STUDY FOR THE SPANISH READING ASSESSMENT.

SO THAT INFORMATION WAS RELEASED AFTER WE SUBMITTED ALL OF THE DOCUMENTS FOR TONIGHT'S PRESENTATION, BUT IN THE FORTHCOMING PRESENTATIONS WE WILL HAVE DATA THAT SHOWS HOW OUR STUDENTS ARE PROJECTED TO PERFORM ON THE SPANISH STAAR EXAM FOR READING.

THE RESULTS I SHARE WITH YOU TONIGHT ARE THE PREDICTED STAAR PERFORMANCE LEVELS FOR MATH AND READING GRADES THREE THROUGH EIGHT.

SO BEFORE I PUT THEM ON THE SCREEN, JUST A FEW THINGS TO NOTE.

THE FIRST IS THAT MAP DOES NOT CALCULATE PERFORMANCE THE SAME WAY THAT STAAR CALCULATES PERFORMANCE. SO THAT'S THE REASON FOR THE ADDITIONAL REPORT IN YOUR PACKET.

MAP ONLY COUNTS PERFORMANCE BASED ON UNIQUE VALUES, SO APPROACHES IS APPROACHES ONLY, MEETS IS A MEETS ONLY.

WHEREAS WHEN WE LOOK AT THE STAAR DATA, WE LOOK AT WHAT I CALL APPROACHES PLUS.

SO APPROACHES AND ABOVE, MEETS AND ABOVE.

SO IF YOU'RE LOOKING AT THOSE DISCREPANCIES, THAT'S A REASON WHY YOU SEE THAT.

OK, SO IF WE LOOK AT THE MAP FOR MATH, FOR EXAMPLE, IF THIS WERE A STAAR PRESENTATION, I WOULD DRAW YOUR ATTENTION TO THIRD GRADE MATH, AND INSTEAD OF TELLING YOU WE HAVE THIRTY THREE PERCENT OF STUDENTS THAT ARE APPROACHES, WE WOULD ACTUALLY ADD THAT TOGETHER.

SO IT WOULD BE SIXTY ONE PERCENT OF STUDENTS ARE AT APPROACHES AND ABOVE, AND TWENTY EIGHT PERCENT OF STUDENTS WOULD BE AT MEETS AND ABOVE.

SO WE WANT TO KEEP WHAT THE SAME VIEW AND THE SAME VISUALS AS MAP, SO THERE'S NO CONFUSION AT THE CAMPUS LEVEL, BUT IT IS VERY HELPFUL TO GO AHEAD AND AGGREGATE THOSE RESULTS FOR THE PURPOSE OF UNDERSTANDING WHERE WE ARE IN TERMS OF PROJECTED PROFICIENCY FOR STAAR.

THEN IF WE LOOK AT READING USING THE SAME EXAMPLE OF THIRD GRADE.

SO IN THIRD GRADE, IF WE COMBINE THE APPROACHES, MEETS AND MASTERS, WE HAVE SEVENTY ONE PERCENT OF STUDENTS THAT PERFORMED AT GRADE AT APPROACHES, GRADE LEVEL OR ABOVE, AND FORTY THREE PERCENT OF STUDENTS WHO PERFORMED AT MEETS GRADE LEVEL AND ABOVE, AND THEN LASTLY, I'D LIKE TO CALL YOUR ATTENTION TO THE EIGHTH GRADE MATH.

WHILE IT'S VERY ALARMING THAT WE HAVE FORTY ONE PERCENT OF STUDENTS IN EIGHTH GRADE THAT DID NOT MEET GRADE LEVEL KNOW THAT THOSE STUDENTS ARE IN ON-LEVEL COURSES.

SO MAP, THEY DO IT BASED ON GRADE LEVEL AND NOT BASED ON COURSE.

SO THERE ARE SOME SEVENTH GRADE STUDENTS THAT ARE IN THE 7TH GRADE CATEGORY THAT WE KNOW ARE GOING TO PERFORM WELL FOR US ON THE EIGHTH GRADE ASSESSMENT.

SO JUST KNOW THAT THE MATH IS A LITTLE SKEWED THERE.

IN ADDITION, THERE IS NOT A PROJECTED PROFICIENCY FOR ALGEBRA ONE, SO THE STUDENTS THAT ARE IN EIGHTH GRADE ALGEBRA ONE OR EVEN IN 7TH GRADE ALGEBRA ONE FOR OUR REALLY BRIGHT STUDENTS. THOSE RESULTS ARE NOT CALCULATED IN THESE PROJECTIONS.

NOW, I WON'T GO THROUGH THE LIST OF INSTRUCTIONAL USES BECAUSE YOU'VE HEARD THE LAST TWO PRESENTATIONS AND GOOD INSTRUCTION AT THE END OF THE DAY IS GOOD INSTRUCTION WITHOUT REGARD TO THE ASSESSMENT PROGRAM, BUT I DO WANT TO MAKE NOTE THAT A COUPLE OF TERMS THAT YOU HEAR REGULARLY: TIER ONE INSTRUCTION, SMALL GROUP DIFFERENTIATION, BASICALLY PROGRESS MONITORING. ALL OF THOSE ARE STILL VERY MUCH VALUABLE WITH THE MAP ASSESSMENT PROGRAM.

OK, AND THEN LASTLY, IF I COULD ACTUALLY ENCOURAGE MAP TO CHANGE THEIR ICON INSTEAD OF HAVING FOUR PILLARS TO HAVE THREE AND HAVE INSTRUCTION AS THE BASE OF THE PILLAR BECAUSE TEACHING AND LEARNING IS REALLY THE HEART OF THE CLASSROOM, RIGHT? SO FOR THE TEACHERS, JUST LIKE YOU SAW IN THE PREVIOUS REPORTS, AND THE REASON I'M BRINGING IT BACK UP IS BECAUSE OF THE MCLASS PRESENTATION, I DIDN'T WANT YOU ALL TO THINK THAT WE DON'T HAVE SIMILAR REPORTING CAPABILITIES FOR MAPS, SO JUST BRINGING IT BACK UP, IF YOU'VE SEEN THIS BEFORE, I APOLOGIZE, BUT THERE'S A QUADRANT REPORT. SO IT BASICALLY TELLS THE TEACHER ALL THOSE LITTLE DOTS FOR STUDENTS WHERE THEIR STUDENTS PERFORMED IN THESE DIFFERENT QUARTILES AND THEY'RE ABLE TO DRILL

[01:20:04]

IT ALSO HAS A CLASS BREAKDOWN REPORT, SO IT TAKES A STRAND THEN IDENTIFIES WHICH STUDENTS FALL WITHIN THAT STRAND BASED ON THEIR BASED ON THEIR RIT SCORE.

SO AGAIN, HELPS WITH THAT SMALL GROUP INSTRUCTION, AND THEN LASTLY, THE LEARNING CONTINUUM THAT PROVIDES INSTRUCTIONAL FOCUS AREAS FOR EACH STUDENT, AND WHILE THE MAP ASSESSMENT STANDARDS ARE NOT DIRECTLY LINKED TO OUR STATE STANDARDS OR OUR DISTRICT SCOPE AND SEQUENCE DOCUMENTS, THE INFORMATION IS NONETHELESS VALUABLE IN GUIDING A TEACHER'S LESSONS. OK, SO AGAIN, MAP IS NOT A NEW ASSESSMENT PROGRAM, BUT I'M HAPPY TO ANSWER ANY QUESTIONS THAT YOU ALL MAY HAVE.

ANY QUESTIONS? MR. JOHNSON? YES, MR. JOHNSON? WHEN TALKING ABOUT, AS YOU MENTIONED, THE EIGHTH GRADE MATH EXAMS, I UNDERSTAND THAT WE HAVE A NUMBER OF STUDENTS THAT ARE TAKING THEY'RE NOT ON GRADE LEVEL; THEY'RE ABOVE GRADE LEVEL. FOR INSTANCE, IF THEY'RE EIGHTH GRADE AND THEY'RE IN ALGEBRA, THEY'RE TECHNICALLY ON A NINTH GRADE LEVEL.

CORRECT. WITH RESPECT TO THAT, ARE YOU SAYING THE MAP DOESN'T EVER ASSESS THOSE KIDS AT ALL OR WE HAVE AN ALGEBRA ONE MAP ASSESSMENT, BUT BECAUSE A MAP, JUST LIKE MCLASS, THEY'RE NATIONAL ASSESSMENTS.

THEY'RE NOT ALWAYS TIED TO THE TEKS.

SO MAP HAS NOT INVESTED IN DOING A LINKING STUDY TO LET US KNOW OK, IF A STUDENT PERFORMS WITHIN THIS RANGE OF RIT SCORE, WE PROJECT THAT THEY WILL BE AT MEETS.

WE PROJECT THAT THEY WILL BE AT MASTERS.

SO BECAUSE OF THAT, I DID EXCLUDE IT FROM THE DATA SET.

SO IS THERE A BIT OF A HOLE NECESSARILY WITH RESPECT TO OUR PROJECTIONS FOR THE BASICALLY THE HONORS MATH STUDENTS? THERE IS, BUT THOSE STUDENTS, WE LOOK AT THEIR CURRICULUM BASED ASSESSMENTS, WE LOOK AT THEIR MAP DATA ON THE MAP.

WE STILL ARE ABLE TO SEE THEIR PERFORMANCE.

SO THERE'S A QUINTILE.

IF THEY'RE PERFORMING AT HIGH AVERAGE ON ALGEBRA ONE, WE CAN PREDICT, EVEN THOUGH WE DON'T HAVE A LINKING STUDY, THAT THEY'RE GOING TO BE AT MEETS GRADE LEVEL OR ABOVE.

MY UNDERSTANDING IS THEY DON'T TAKE THE EIGHTH GRADE ASSESSMENT AND STAAR.

THAT IS CORRECT; THEY TAKE THE ALGEBRA ONE.

WHICH IS EOC, CORRECT? YES. YEAH, AND SO WHEN WE'RE USING THE CBAS AND WE'RE TRYING TO CALCULATE WE'RE DETECTING HOW WELL THESE EIGHTH GRADERS MAY DO ON THE EOC.

YES, AND WITH RESPECT TO COVID DEFICIENCIES AND THINGS OF THAT NATURE, I'M ASSUMING THAT'S MORE OF A CHALLENGE.

YES, AND SO ONE OF THE THINGS THAT WE'RE ACTUALLY ADMINISTERING RIGHT NOW, I MEAN, OBVIOUSLY NOT THIS MOMENT BECAUSE OF INTERCESSION IN SPRING BREAK IS THE INTERIM ASSESSMENTS, AND SO BY THE TIME THAT WE GET THAT DATA, IT'LL BE TOO LATE TO DO A FORMAL BOARD PRESENTATION BECAUSE OF THE NATURE OF THE ASSESSMENT, BUT I WILL BE PUTTING THAT IN BOARD INSIGHTS JUST SO THAT YOU CAN SEE HOW THEY ARE PERFORMING AND FOR EIGHTH GRADE ALGEBRA ONE, MR. JOHNSON, THAT'S WHAT WE'LL BE ABLE TO REALLY CAPTURE TO SEE HOW WELL ARE THESE KIDDOS SPECIFICALLY IN EIGHTH GRADE ALGEBRA ONE PROJECTED TO PERFORM IN MAY? I HOPE THAT HELPS.

THAT DOES, THANK YOU. OKAY, YOU'RE WELCOME.

ANY OTHER QUESTIONS.

MR. GLICK. I SEE, AS WE GO FURTHER INTO THE REPORTS THAT WE HAVE WHAT I CALL THE FAMOUS DIAMOND, BUT WE DON'T HAVE THE DIAMONDS ON PAGE FORTY SIX AND FORTY SEVEN LIKE WE NORMALLY GET. MR. GLICK YOU WOULD BE THE ONE THAT NOTICES THAT THE SINKING DIAMOND REPORT IS MISSING.

FOR THE PURPOSE OF THIS YEAR, WE REALLY WANTED TO FOCUS ON THE PERSON OF THE KIDDOS THAT WERE MEETING OR EXCEEDING THEIR GROWTH, AND BECAUSE THAT SINKING DIAMOND REPORT IS PART OF THE DISTRICT REPORTING, WE DID EXCLUDE IT, BUT I'M HAPPY TO BRING IT BACK TO YOU NEXT TIME. YEAH, AND THE REASON I THINK THE DIAMOND REPORTING IS BECAUSE ONE OF THE REASONS I'VE ALWAYS LIKED MAP IS BECAUSE IT'S RECOGNIZED NATIONALLY AND HUNDREDS AND HUNDREDS OF THOUSANDS OF KIDS TAKE THE TEST, AND THE DIAMONDS WOULD INDICATE WHERE ON THEIR PROJECTIONS BASED ON ALL THE KIDS TAKING IT AROUND THE COUNTRY WHERE WE STOOD.

YES, AND SO THE DIAMOND IS MORE FOR THE GROWTH SIDE AND NOT THE NOT THE PROJECTIONS TO STAAR, BUT JUST AS A REMINDER, SINCE MR. GLICK DID BRING IT UP, THE SINKING DIAMOND REPORT IS BASICALLY TAKING HOW MANY ACTUAL POINTS, NOT THE PERCENTAGE, BUT HOW MANY ACTUAL ON AVERAGE POINTS [INAUDIBLE] A GRADE LEVEL IN A CONTENT AREA GROW IN GARLAND ISD, AND THEN THERE'S LITTLE DIAMOND.

[01:25:01]

YOU COULD GET IT TO US ON A DISTRICT [INAUDIBLE].

YES, SIR, AND IT'S ON THE SINKING DIAMOND, IT'S BY CONTENT AND GRADE LEVEL, BUT I'M HAPPY TO SUMMARIZE THAT FOR YOU BY CONTENT.

YEAH, RIGHT NOW IT LOOKS LIKE IT'S JUST INDIVIDUAL.

WELL, I GUESS WE DO HAVE IT FOR GISD.

YEAH, YES, ALL OF THAT IS GARLAND ISD DATA.

YES, SIR. YEAH, SO ON THE BIG ON THE YEAH, THAT WOULD BE HELPFUL, AND MR. GLICK, I'LL TAKE RESPONSIBILITY ON THAT BECAUSE WE'RE FOCUSING ON PROJECTIONS ON HOW THIS IS GOING TO PROJECT WHAT WE GET, AND SO SHE'S RIGHT, THE DIAMOND'S BASED ON HOW MUCH PEOPLE SHOULD GROW, NOT NECESSARILY A PROJECTION OF WHAT WE'RE GOING TO DO.

SO I HAVE NO PROBLEM INCLUDING IN FUTURE REPORTS, BUT JUST UNDERSTAND THAT WAS HER DECISION. THAT WAS MINE TO FOCUS ON DELIBERATELY CALCULATING WHAT MEASURES ARE ARE GOING TO BE PREDICTABLE OR NOT.

ONE OF THE THINGS IN SPEAKING WITH THE BOARD, IT'S CLEAR THAT WE WANT TO BE MORE SCIENTIFIC ON THE DATA THAT WE USE THAT IS SPECIFICALLY GOING TO ALIGN US TO MAKE OUR GOALS RIGHT, AND ONE OF THE THINGS WE TRY TO ANALYZE DOES THAT GROWTH PART WHERE THE DIAMOND IS, GIVE US THAT FACTOR AND BECAUSE WE COULDN'T SAY YAY OR NAY, WE SAID, LET'S PUT THAT ON PAUSE UNTIL WE KNOW FOR SURE.

OK, SO IT WASN'T MORE INTENTIONAL THAN JUST THAT.

YEAH, AND TO ME, BECAUSE THIS PANDEMIC LITERALLY AFFECTED THE WHOLE UNITED STATES, IT'D BE INTERESTING TO SEE WHERE WE STAND BASED ON WHAT WE'RE TRYING TO DO IS WE REFER TO OUR CATCHING UP WITH OUR KIDS [INAUDIBLE] WHERE THE REST OF THE COUNTRY IS SO, THAT'LL BE HELPFUL AND I'M HAPPY TO SUMMARIZE THAT FOR YOU, BUT AGAIN, FOR THE PURPOSE OF TONIGHT, IT IS IN THE REPORT BASED ON GRADE LEVEL AND CONTENT.

GOOD, THANK YOU, SIR. YES.

THANK YOU, MA'AM. OF COURSE.

ANY OTHER QUESTIONS? NO OTHER QUESTIONS. THANK YOU.

THANK YOU ALL VERY MUCH. I APPRECIATE IT.

ALL RIGHT, SO WE'RE GOING TO MOVE TO ITEM FIVE AND THESE ARE GOING TO BE AGENDA ITEMS

[V.A. Action Items]

I'M GOING TO GO 5A ACTION ITEMS FOR CONSIDERATION AT THE MARCH 2022 BOARD MEETING.

CONSIDER APPROVAL OF THE RECOMMENDATION TO A NEW DISTRICT OF INNOVATION PLAN.

MR. BLAND. GOOD EVENING, CHAIRMAN SELDERS, BOARD OF TRUSTEES, DR.

LOPEZ. I'M HERE TO PROVIDE AN UPDATE ON THE DISTRICT OF INNOVATION LOCAL INNOVATION PLAN AND THE RENEWAL PROCESS WITH THE INTENT FOR THE BOARD OF TRUSTEES TO CONSIDER THE APPROVAL OF THE RECOMMENDATION TO RENEW THE DISTRICT OF INNOVATION PLAN AT THE MARCH BOARD MEETING. AS YOU CAN RECALL, FROM OUR JANUARY 25TH MEETING, THE BOARD OF TRUSTEES GRACIOUSLY APPROVED THE DISTRICT TO PROCEED WITH THE RENEWAL PROCESS FOR OUR LOCAL INNOVATION PLAN, USING THE DISTRICT OF THE DISTRICT WIDE EDUCATIONAL IMPROVEMENT COMMITTEE, AND THAT COMMITTEE IS LED BY NONE OTHER THAN DR.

CADDELL, WHO IS THE CHAIRPERSON THERE, AND I'M GOING TO ALLOW FOR HER TO COME UP AND GIVE YOU SOME INSIGHT ON THAT PROCESS AND HOW THAT TRANSPIRED THIS PAST MONTH.

THANK YOU, MICHAEL. SO DEIC DID HOLD ITS PUBLIC MEETING ON FEBRUARY 2ND, THAT MAY BE A NOTORIOUS DATE BECAUSE THAT WAS THE WEDNESDAY BEFORE OUR TWO ICE DAYS ON THURSDAY AND FRIDAY THAT SAME WEEK.

THIS WAS A SPECIAL CALLED MEETING.

IT WAS POSTED ON OUR DISTRICT WEBSITE ANNOUNCING WHERE FOLKS COULD LOG IN.

IT WAS HELD VIRTUALLY VIA ZOOM, AND WE HAD A HANDFUL OF COMMUNITY MEMBERS IN ATTENDANCE THAT PARTICIPATED, AND WE HAD ALSO A HANDFUL OF OUR DEIC MEMBERS WHO PARTICIPATED.

ATTENDANCE WAS NOT TYPICALLY WHAT WE SAW.

I'M TRYING TO REFER BACK TO MICHAEL'S NOTES, BUT WE HAVE APPROXIMATELY 103 MEMBERS ON OUR GISD COMMITTEE AND BECAUSE OF THE CONCERN OF WEATHER WE ENDED UP WITH THIRTY NINE MEMBERS IN VIRTUAL ATTENDANCE.

HOWEVER, ALL OF OUR MEMBERS DO RECEIVE A COPY OF THE MINUTES AND THE AGENDA IN ADVANCE, AND SO THE RECORDING OF THE PUBLIC HEARING WAS INCLUDED ON THEIR AGENDA, AS WELL AS THE OPPORTUNITY TO REVIEW ALL OF THE PRESENTATION MATERIALS.

SO WE DID PROCEED WITH THE MEETING.

IT WAS POSTED ON OUR DISTRICT WEBSITE.

THERE WERE A FEW INACCURATE STATEMENTS IN THAT THE POSTING WAS ON OUR DISTRICT WEBSITE.

IT WAS NOT IN THE NEWSPAPER, AND PART OF THAT HAD TO DO WITH SOME CLARIFICATIONS, AND WE'LL SHOW THAT ON THE NEXT SLIDE WITH WHAT THE REQUIREMENTS WERE RELATED TO PUBLIC

[01:30:05]

SO YOU HAVE RECEIVED IN YOUR BOARD PACKET A COPY OF THE AGENDA, WHICH DOES INCLUDE A LINK TO THE RECORDING AND THE PASSWORD BECAUSE IT IS PASSWORD PROTECTED.

IF YOU WOULD LIKE TO GO AND VIEW THAT RECORDING, AS WELL AS COPY OF THE MINUTES AND THE MEMBERSHIP IN ATTENDANCE AT THIS PUBLIC HEARING.

LET'S SEE, I'M GOING BACK TO THE NOTES NOW.

FOLLOWING THE PUBLIC HEARING, THE INTENT WAS TO HAVE THE DISTRICT OF INNOVATION PLAN THAT THE DEIC REVIEWED AND APPROVED.

THEY MADE THEIR RECOMMENDATIONS IN THE CHAT, WHICH IS INCLUDED IN YOUR BOARD PACKET, ALL CONSENTING TO PROCEED WITH THE RENEWAL AS PROPOSED AND PRESENTED AT THE SPECIAL MEETING.

THE INTENT WAS TO POST THAT ON OUR DISTRICT WEBSITE BY FRIDAY.

THE DISTRICT WAS CLOSED ON FRIDAY SO THAT PUBLIC POSTING OF THE RENEWAL PLAN ACTUALLY WENT LIVE ON FEBRUARY 11TH AND AS REQUIRED BY TEA, PUBLIC POSTING OF THAT DOCUMENT WILL REMAIN POSTED FOR 30 DAYS, WHICH MEANS IT'S TECHNICALLY STILL UP RIGHT NOW AND WILL REMAIN UP AND OPEN FOR PUBLIC COMMENT THROUGH FRIDAY, MARCH 12TH.

IS THAT FRIDAY? OK, I HAVE MARCH 12TH; I DIDN'T HAVE FRIDAY.

SO THROUGH FRIDAY, MARCH 12TH.

I WILL SAY THAT THERE WAS AN OPPORTUNITY DURING THE PUBLIC MEETING OF DEIC TO DO DURING MEETING COMMENTS.

THAT WAS A SEPARATE COMMENT ACTIVITY FOR THOSE THAT PARTICIPATED IN THE ACTUAL PRESENTATION AND HAD THE OPPORTUNITY TO ENGAGE IN IN QUESTIONS.

THERE IS A SEPARATE PUBLIC COMMENT LINK THAT IS POSTED ON OUR DISTRICT WEBSITE MR. BLAND WILL SHOW YOU WHERE ALL OF THAT'S POSTED HERE MOMENTARILY.

SO, WE ARE COMING UP ON MARCH 22ND, WHEN THE BOARD OF TRUSTEES WILL RECEIVE ONE MORE TIME, THE FULL PLAN AFTER IT'S BEEN POSTED.

YOU'VE RECEIVED A DRAFT FOR TONIGHT AND YOU WILL ALSO RECEIVE AT THAT MARCH 22ND TIME ANY PUBLIC COMMENTS THAT WE HAVE RECEIVED THROUGH THAT 30 DAY PERIOD OF THAT PUBLIC POSTING AND THEN PENDING BOARD OF TRUSTEE APPROVAL, WE WILL NOTIFY TEA OF THE APPROVAL WITH THE LIST OF THE FOUR EXEMPTIONS AGAIN THAT MR. BLAND WILL REVIEW MOMENTARILY, AND WE WILL ALSO PROVIDE TO WITH THAT PERMANENT LINK TO OUR RENEWED DISTRICT OF INNOVATION PLAN, WHICH AGAIN WILL INCLUDE THE FOUR RECOMMENDATIONS. THANK YOU, DR.

CADDELL. THIS NEXT SLIDE GIVES YOU ALL A SIDE BY SIDE VIEW OF THE SIMILARITIES AND DIFFERENCES PROVIDED FOR DISTRICTS TO FOLLOW BY TEA FOR EITHER AMENDING OR RENEWING THE DISTRICT OF INNOVATION PLAN.

WE FOLLOWED THE RENEWAL PROCESS TO THE LETTER TO THE 'T' SET BY TEA, AND AS A RESULT, WE HAVE MET ALL THE REQUIREMENTS SET BY THE AGENCY.

WE POSTED THE PLAN FOR PUBLIC VIEW AND COMMENT FOR 30 DAYS, AS STATED BY DR.

CADDELL EARLIER ON FEBRUARY THE 11TH, AND IT WILL CLOSE ON MARCH THE 12TH, I THINK, WHICH IS SATURDAY. WE ARE ON STEP FIVE OF THE PROCESS.

IF YOU COUNT FIVE STEPS DOWN FROM THE RENEWAL SIDE OF THAT DOCUMENT THERE AND THE RENEWAL REQUIREMENTS AND PROCEDURES ARE OUTLINED THERE TO BE AGAIN FINALIZED ON [INAUDIBLE] AT THE NEXT BOARD OF TRUSTEES MEETING FOR STEP SIX, WHERE THE BOARD WILL HOPEFULLY OFFICIALLY ADOPT THE DOI'S RENEWAL PLAN BY A TWO THIRDS MAJORITY AND THEN THE LAST STEPS ARE TO NOTIFY TEA OF THE APPROVAL OF THE DOI PLAN BY POSTING A LIST OF EXEMPTIONS, AS WELL AS A NEW ANOTHER BOARD PRESENTATION AT THAT TIME, WHERE YOU ALL WILL BE UPDATED ON THE LAST AND FINAL STEPS AND ANY ADD-ONS OR CHANGES DUE TO THE DUE TO THE DISTRICT OF INNOVATION PLAN AND THE APPROVED DOI PLAN IS THEN PERMANENTLY POSTED ON THE DISTRICT'S WEBSITE, AS WELL AS TEAS WEBSITE AT THE VERY END OF THOSE STEPS.

SO I STATED EARLIER, WE HAVE THE WE HAVE THE PLAN POSTED ON THE DISTRICT'S WEBSITE FOR PUBLIC COMMENT, AND THAT'S BEEN THERE SINCE, AGAIN, FEBRUARY THE 11TH.

THIS IS A SAMPLE FROM THE WEBSITE OF THE FORM USED TO COLLECT PUBLIC COMMENT.

TO DATE, WE HAVE RECEIVED ONE COMMENT FROM THE FROM ONE GARLAND ISD STUDENT, ACTUALLY.

THIS STUDENT'S COMMENT WILL BE SHARED WITH YOU ALL ON BOARD INSIGHTS, BUT IN A NUTSHELL, HE WAS COMPLAINING ABOUT THE EARLY START DATE TO THE SCHOOL YEAR.

THERE ARE CURRENTLY FOUR EXEMPTIONS IN THE CURRENT PLAN.

SO TO RECAP THOSE FOUR EXEMPTIONS, AGAIN, THESE ARE EXEMPTIONS THAT ARE BEING RECOMMENDED FOR RENEWAL BUT ARE BEING USED CURRENTLY IN OUR DISTRICT.

[01:35:01]

THE CALENDAR COMMITTEE CAN DECIDE TO ADJUST OUR START DATE TO BALANCE OUR INSTRUCTIONAL DAYS AND HOURS.

TRADITIONAL LAW WOULD NOT ALLOW FOR US TO START THE SCHOOL YEAR BEFORE THE FOURTH MONDAY OF AUGUST. SO THAT EXEMPTION AGAIN ALLOWS FOR US TO HAVE LOCAL CONTROL OVER OUR START DATES. THE NEXT EXEMPTION IS TO IMPLEMENT TEACHER CERTIFICATION FLEXIBILITY FOR CTE COURSES, HIGH DEMAND, AND DUAL CREDIT COURSES WITHOUT HAVING TO APPLY FOR EACH EXEMPTION REQUIRED BY TEA.

THIS EXEMPTION ALLOWS THE DISTRICT THE FLEXIBILITY TO HIRE COMMUNITY COLLEGE INSTRUCTORS, UNIVERSITY PROFESSORS AND INDUSTRY EXPERTS WITH A MINIMUM OF THREE YEARS OF EXPERIENCE OR INTERNAL APPLICANTS WHO ARE SEEKING ASSIGNMENTS OUTSIDE OF THEIR TRADITIONAL CERTIFICATION AREAS TO TEACH.

OUR THIRD EXEMPTION IS THE IS THE FLEXIBILITY TO ELIMINATE THE VALUE ADDED MEASURE FOR TEACHER AND ADMINISTRATOR APPRAISALS.

THE TRADITIONAL T-TESS AND T-PESS SYSTEM REQUIRES TEST SCORES AS THE PRIMARY EVALUATION MEASURE FOR BOTH TEACHERS AND ADMINISTRATORS.

HOWEVER, THIS CREATES CHALLENGES FOR TEACHERS WHO TEACH NON-CORE CONTENT OUR STATE TESTED SUBJECTS, FOR EXAMPLE.

THE FOURTH EXEMPTION IS TO EFFECTIVELY COLLABORATE DISCIPLINE AMONG MULTIPLE CAMPUS ADMINISTRATORS. TRADITIONALLY, CAMPUSES WOULD HAVE TO DESIGNATE ONE CAMPUS BEHAVIOR COORDINATOR WHO WOULD BE RESPONSIBLE FOR MAINTAINING STUDENT DISCIPLINE AND THE IMPLEMENTATION OF CHAPTER 37 SUBSET A.

OUR INNOVATION PLAN ALLOWS US TO IMPLEMENT A MORE COLLABORATIVE APPROACH WITH MULTIPLE ADMINISTRATORS BEING INVOLVED WITH STUDENT DISCIPLINE OR MANAGING STUDENT DISCIPLINE.

AS YOU ALL ARE AWARE, OUR PLAN WILL CURRENTLY EXPIRE AFTER APRIL 11, 2022.

THUS, WITH THE APPROVAL YOU ALL PROVIDED IN JANUARY, WE PROCEEDED WITH THE RENEWAL PROCESS AS OUTLINED BY TEA.

SO AT THIS TIME, THIS BRINGS THE PRESENTATION TO A CLOSE AND WE WILL PROVIDE ANY UPDATES AND OUR BOARD INSIGHTS COMING UP THIS WEEK AND FOLLOWING WEEKS.

ARE THERE ANY QUESTIONS RELATED TO THE DOI RENEWAL PROCESS OR QUESTIONS IN GENERAL? MR. BEACH. I'D LIKE TO KNOW THIS MAY BE A CRAZY QUESTION, BUT I'LL ASK ANYWAY.

HOW MANY TEACHERS DO WE HAVE THAT ARE NON-CERTIFIED THAT ARE IN OUR DISTRICT OF INNOVATION PLAN? CAN YOU GIVE ME THAT NUMBER? I DON'T HAVE THAT INFORMATION WITH ME TONIGHT, BUT I CAN GET THAT TO YOU AS SOON AS POSSIBLE. I'M JUST CURIOUS TO KNOW HOW MANY WE HAVE THAT'RE INVOLVED AND HOW VALUABLE THAT IS TO US.

RIGHT, DEFINITELY, WE'LL GET THAT FOR YOU.

THANK YOU.

MS. STANLEY. I HAVE THREE QUESTIONS.

OK, SO WHEN WE SAY THAT YOUR COMMITTEE HAD APPROVED THE PLAN WHEN WE LOOK BACK HERE ON THESE NOTES, IS THAT PART OF THE APPROVAL PROCESS, AND THEN WAS THE OTHER APPROVAL PROCESS THROUGH YOUR EMAIL OF THE SENDING OUT THE AGENDA? HOW DID YOU GET YOUR APPROVALS FROM YOUR MEMBERS? YES, SO THE CONSENT TO PROCEED WITH THE RENEWAL WAS TAKEN FROM THOSE THAT WERE IN ATTENDANCE AT THAT SPECIAL CALLED MEETING FOR THE PURPOSE OF THE DOI RENEWAL AND THEN THOSE THAT WERE UNABLE TO ATTEND HAVE THE OPPORTUNITY, JUST LIKE OUR COMMUNITY ABROAD TO PROVIDE PUBLIC COMMENT THROUGH THAT WEBSITE LINK.

PERFECT, AND THEN IF PEOPLE GO TO THE WEBSITE AND DO COMMENTS ON HERE, WOULD IT SPUR A CHANGE TO THE PLAN OR IS IT JUST MORE OF JUST COMMENTS FOR FUTURE CHANGES? IT WOULD DEPEND ON THE RECOMMENDATION AND THE VOLUME OF RECOMMENDATIONS.

SO I'M SAD TO INFORM OUR STUDENT THAT WE REALLY APPRECIATE THEIR COMMENT, BUT IT IS UNLIKELY THAT WE WILL NOT HAVE A START DATE AFTER THE FOURTH MONDAY IN AUGUST.

WE PUBLISHED OUR CALENDARS AT THIS POINT, RIGHT, BUT THAT INPUT IS VERY, VERY VALUABLE.

IT'S SIMILAR TO WHAT TEA DOES WITH THEIR RULE POSTING.

THEY SAY THIS IS HOW WE WANT TO DO THE RULEMAKING.

THIS IS HOW WE WANT TO DO OUR DOI PLAN.

LET US KNOW WHAT YOUR FEEDBACK IS, AND THEN IF THERE IS OVERWHELMING FEEDBACK IN ONE AREA OR ANOTHER, THEN THAT FEEDBACK CAN BE BROUGHT BEFORE THE BOARD AND AN UPDATE OR A CHANGE CONSIDERED. OK, AND THEN YOU HAD MENTIONED BEFORE IN THE PRESENTATION BEFORE, AND I THINK IN THE ZOOM MEETING THAT ALTHOUGH WE'RE NOT PROPOSING ANY CHANGES PER SAY IN OUR GO FORWARD PLAN, THAT WE CAN ALWAYS AMEND IT.

[01:40:02]

SO THERE IS ON TEA'S SITE A LIST OF AVAILABLE AMENDMENTS THAT COULD BE ADDED TO A PLAN, AND SO DISTRICTS HAVE THAT FLEXIBILITY.

YOU CAN'T DO ANYTHING THAT'S NOT ON THEIR AVAILABLE LIST.

THREE YEARS AGO, THERE WAS AN OPTION TO DO A HEALTH CARE AMENDMENT, WHICH WE DID PUT INTO OUR PLAN. THEY'VE NOW SINCE CHANGED TEXAS EDUCATION CODE, SO THAT AMENDMENT THAT WE ADDED RELATED TO HEALTH CARE IS NO LONGER NEEDED, AND SO AS THE STATUTES CONTINUE TO EVOLVE, THOSE DOI OPTIONS WILL CONTINUE TO EVOLVE, AND IF WE NEED TO ADD ADDITIONAL OPTIONS, WE HAVE THAT FLEXIBILITY TOO, AND SO WHAT WE'LL BE DOING IS JUST CONTINUING TO SHARE THOSE ONGOING OPTIONS THAT ARE AVAILABLE TO SEE IF WE NEED TO TAKE ADVANTAGE OF ANY OF THOSE ADDITIONAL FLEXIBILITIES.

PERFECT. THANK YOU VERY MUCH, AND THEN MS. STANLEY, JUST FOR YOU AND ANY OF THE PUBLIC THAT MAY BE WATCHING IN OUR NEW SPACE, OUR PRESENTATION DID LINK TO THE ACTUAL SITE.

SO THIS IS AT GARLANDISD.NET/ABOUT/DISTRICT-INNOVATION.

YOU CAN ACTUALLY SEE THE RENEWAL DOCUMENT RIGHT THERE BY CLICKING ON IT AND IF YOU WOULD LIKE TO SUBMIT COMMENTS AND THERE'S A FEW DAYS LEFT--COME ON, Y'ALL; GIVE US SOME COMMENTS-- YOU HAVE THE OPTION TO SUBMIT COMMENTS RIGHT HERE.

WE ARE ASKING FOLKS TO SIGN IN AND PROVIDE A VALID EMAIL ADDRESS JUST SO THAT WE CAN MAKE SURE THAT WE HAVE LEGITIMATE RESPONSES AND NOT RUSSIAN BOTS.

YES. MR. JOHNSON.

YOU CAN STAY UP THERE AND OBVIOUSLY YOU, TOO, MICHAEL.

THE DEIC, THIS ORGANIZATION THAT I MEAN, IT'S JUST A COMMUNITY INPUT ORGANIZATION THAT TEA REQUIRED WE HAVE A LOCAL COMMITTEE GIVE FEEDBACK AND STUFF, CORRECT? THEY ARE PART OF OUR IMPROVEMENT RESPONSIBILITIES.

YES, IT'S LEGISLATIVELY MANDATED.

IT DOES INCLUDE TEACHERS, TEACHER REPRESENTATIVES FROM EVERY SINGLE ONE OF OUR CAMPUSES, AND THEN I BELIEVE IT'S 13 CAMPUSES ALSO HAVE EITHER AN ADMINISTRATIVE OR PARAPROFESSIONAL REPRESENTATIVE. WE DO HAVE DISTRICT LEVEL REPRESENTATIVES ON THE COMMITTEE AS WELL, AND THEN WE HAVE PARENT AND COMMUNITY REPRESENTATIVES.

THERE ARE NO ACTUAL SCHOOL BOARD MEMBERS THAT ARE A MEMBER OF THE DEIC, RIGHT? NO, BUT WE DO INVITE PRESENTATIONS.

SO IF THE SCHOOL BOARD WOULD EVER LIKE TO COME AND PRESENT TO DEIC, I CAN HELP YOU ARRANGE THAT. WELL, WE HAVE TO BE CAUTIOUS TO MAKE SURE THERE'S NOT MORE THAN THREE, [CHUCKLING] AND THAT'S KIND OF MY POINT.

WITH RESPECT TO IT, THE DEIC, WHILE IT'S PROVIDING US NECESSARY AND STATUTORY MANDATED FEEDBACK, IT'S NOT EXERCISING JUDGMENT AND ASSUMES NO RULEMAKING POWERS, CORRECT? NO, IT IS AN ADVISORY COMMITTEE TO THE DISTRICT AND TO THE TRUSTEES.

SOLELY MAKING RECOMMENDATIONS THAT THE SCHOOL BOARD OF TRUSTEES WILL EITHER ACCEPT, ADOPT OR MODIFY. CORRECT? YES, SIR. OK, THANK YOU VERY MUCH; I APPRECIATE IT.

ANY OTHER QUESTIONS? THERE ARE NO OTHER QUESTIONS. THANK YOU FOR THAT PRESENTATION.

WILL NOW MOVE TO THE SECOND ITEM FOR ACTION AND CONSIDERATION AT OUR MARCH 22ND BOARD MEETING. WE'RE GOING TO CONSIDER APPROVAL OF HEALTH CURRICULUM MATERIALS RESOLUTION MS. STEVENSON. YES, ALL RIGHT, LET'S BEGIN.

CHAIRPERSON SELDERS, DR.

LOPEZ AND TRUSTEES.

GOOD EVENING, MY NAME IS LEEANN STEVENSON AND I'M THE COORDINATOR OF HEALTH AND P.E.

FOR PRE-K THROUGH 12.

THIS EVENING, I AM GOING TO REVIEW NEW BILLS THAT DIRECTLY RELATE TO OUR HEALTH AND PHYSICAL EDUCATION CURRICULUM AND DEPARTMENT, AS WELL AS THE HEALTH RESOLUTION.

SO, LET'S BEGIN.

FIRST AND FOREMOST, HOUSE BILL 1525, THIS BILL DIRECTLY FOCUSES ON OUR SEXUAL HEALTH CURRICULUM, MATERIALS AND THE LOCAL SCHOOL DISTRICT'S ADOPTION PROCESS.

UNDER HOUSE BILL 1525.

THERE ARE SEVERAL STIPULATIONS THAT SPECIFICALLY RELATE NOT ONLY TO OUR CURRICULUM, BUT ALSO PARENT NOTIFICATION, AS WELL AS ACCESS AND AVAILABILITY OF THIS CURRICULUM.

SO SPECIFICALLY OUR PARENTS, THEY MUST BE NOTIFIED OF THE SEXUAL HEALTH CURRICULUM PRIOR TO EACH SCHOOL YEAR. THIS IS NOT DIFFERENT THAN ANYTHING THAT WE TYPICALLY DO.

TYPICALLY, WE HAVE AN ANNUAL NOTIFICATION SPECIFICALLY ABOUT SPECIFICALLY OUR HEALTH OR SEXUAL HEALTH CURRICULUM.

SO THIS IS NOT ABNORMAL.

WE ALSO MUST POST OUR THESE CURRICULUM MATERIALS ONLINE.

SO THIS IS A NEW ADDITION TO WHAT WE TYPICALLY DO, AND PARENT CONSENT MUST BE OBTAINED

[01:45:03]

THAT'S ALSO NOT ABNORMAL.

TYPICALLY, WE HAVE HAD THE OPT-OUT METHOD IN THE PAST FOR OUR HEALTH CURRICULUM SPECIFICALLY RELATED TO SEXUAL HEALTH.

THIS TERMINOLOGY HAS CHANGED NOW TO OPT-IN, AND BECAUSE OF THAT, THAT MEANS THAT WE CAN'T TEACH ANY HEALTH CURRICULUM SPECIFIC TO SEXUAL HEALTH CURRICULUM TO OUR STUDENTS UNLESS WE HAVE PARENT OPT-IN.

SO JUST TO KIND OF CHANGE IN THAT STRUCTURE, THAT MUST BE OBTAINED PRIOR TO INSTRUCTION AND THAT AN ADDITIONAL LETTER OR THAT LETTER OF CONSENT OR REMINDER SHALL BE SENT 14-DAYS PRIOR TO THAT INSTRUCTION.

SO TO SPECIFY ABOUT THAT, ONE OF THE REQUIREMENTS FOR HOUSE BILL 1525, WHICH I ALLUDED TO, IS THE PROCESS OF WHICH SCHOOL BOARDS MUST ADOPT A FORMAL POLICY ESTABLISHING A PROCESS FOR THE ADOPTION OF THE SEX ED CURRICULUM MATERIALS UNDER HOUSE BILL 1525.

WE HAVE COMPLETED THAT PROCESS AND THAT WENT INTO ADOPTION IN OCTOBER OF LAST YEAR.

2021. THE NOTIFICATION AND CURRICULUM AVAILABILITY TALKS AGAIN ABOUT, AS I STATED BEFORE, THAT PARENT AND GUARDIAN ACCESS TO THAT SEX ED CURRICULUM.

SO WE TALKED ABOUT BEFORE EACH SCHOOL YEAR POSTING THOSE ITEMS ONLINE, OR WE HAVE TO HAVE AN ALTERNATIVE WAY IN WHICH PARENTS CAN HAVE ACCESS TO THAT.

TYPICALLY, OBVIOUSLY, WE'RE IN THE DIGITAL AGE AND TYPICALLY ONLINE IS OUR BEST METHOD TO DO THAT. WE TALKED ABOUT WHAT PARENT CONSENT LOOKS LIKE, AND IT ALSO TALKS ABOUT ONE OF THE ITEMS THAT I DID NOT COVER IS THAT THERE MUST NOT BE A PENALTY FOR WITHHOLDING A STUDENT FROM INSTRUCTION IF THOSE PARENTS DO NOT OPT-IN.

OBVIOUSLY, WE WANT PARENTS TO OPT-IN BECAUSE WE WANT TO MAKE SURE THAT WE'RE TEACHING OUR STUDENTS THE CURRICULUM, ALL LEVELS OF HEALTH, EDUCATION THAT'S NECESSARY, BUT IF STUDENTS OR PARENTS DO NOT OPT-IN, THEN WE HAVE TO HAVE AN ALTERNATIVE METHOD OF INSTRUCTION PREPARED FOR THOSE STUDENTS SO THAT THEY'RE LEARNING DURING THAT TIME FRAME.

WE'VE ALREADY STARTED WORKING ON A PROCESS IN CONJUNCTION WITH OUR GUIDANCE AND COUNSELING DEPARTMENT TO PREPARE TO TEACH SEL INSTRUCTION DURING THAT TIME.

OUR DISTRICT HAS DONE A GREAT JOB OF DEVELOPING A LEVEL OF, YOU KNOW, SOCIAL EMOTIONAL LEARNING, AND THAT WAY WE WILL BE PREPARED WHEN WE HAVE ADOPTED OUR RESOLUTION AND WE'VE MADE OUR RECOMMENDATIONS AND APPROVED THAT WE HAVE AN APPROPRIATE LEVEL OF CURRICULUM THAT STUDENTS CAN LEARN IF THEIR PARENTS HAVE NOT OPTED IN.

SENATE BILL IX, SENATE BILL IX, MIRRORS HOUSE BILL 1525 ALMOST VERBATIM, BUT IT ALSO INCLUDES THE PROCESS OF NOTIFYING PARENTS OF INSTRUCTION FOR THE TOPICS SPECIFIC TO CHILD ABUSE, FAMILY VIOLENCE, DATING, VIOLENCE AND SEX TRAFFICKING.

SO THOSE ARE THOSE IMPORTANT SPECIFIC ITEMS OF THAT FOR COVERING FOR THE SEXUAL HEALTH CURRICULUM THAT I WAS REFERRING TO BEFORE.

THIS INCLUDES A TIMELINE OF INSTRUCTION FOR HUMAN SEXUALITY CURRICULUM, FOLLOWING THAT 14-DAY NOTIFICATION REQUIREMENT AND THAT OPT-IN GUIDELINE FOR THE TOPICS THAT I JUST MENTIONED.

SO AS WE TALKED ABOUT BEFORE THAT 14-DAY NOTIFICATION REQUIREMENT, MAKING SURE THAT WE OPT-IN AND THEN PROVIDING A DELIBERATE TIMELINE OF INSTRUCTION.

NOW WITH THESE TOPICS THAT WE'RE COVERING, THAT KIND OF CROSS THE LINE TO THINGS THAT WE'VE TAUGHT BEFORE IN OUR HEALTH CURRICULUM, HEALTHY RELATIONSHIPS, WE'VE ALWAYS TAUGHT HEALTHY RELATIONSHIPS, ITEMS ABOUT THE REPRODUCTIVE SYSTEM AND THINGS OF THAT NATURE.

SO FOR DISTRICTS THAT HAVE ALREADY BEGUN TO IMPLEMENT THIS PROCESS, IT'S GOING TO BE REALLY IMPORTANT THAT LIKELY ALL OF THOSE REALLY EITHER HEALTH SENSITIVE TOPICS AND OR SEXUAL HEALTH CURRICULUM TOPICS ARE LIKELY SCHEDULED TO BE TAUGHT AT THE SAME TIME.

SO ONCE WE'RE DEVELOPING OUR SCOPE AND SEQUENCE OR PARTICULARLY OUR YEAR-AT-A-GLANCE OF WHEN WE'RE TEACHING THAT CURRICULUM, SPECIFICALLY DECIDING UPON THE BEST METHOD AND TIMEFRAME IN WHICH TO TEACH THAT INSTRUCTION SO THAT WE CAN COVER AND HIT ALL THOSE TOPICS. IT ALSO DEFINES THAT WE CAN MAKE SURE THAT WE MEET THE REQUIREMENT OF THE BILL TO GIVE THE 14-DAY NOTIFICATION TO PARENTS AND SAY, WE'RE GOING TO HIT ALL THESE TOPICS AND MAKE SURE THAT PARENTS HAVE OPTED IN NOW WITH THAT WRITTEN NOTIFICATION.

WE TALKED ABOUT THOSE SPECIFIC TOPICS, THE SPECIFIC TOPICS OF COVERING FOR THE SEXUAL HEALTH CURRICULUM, THAT SENATE BILL IX AND HOUSE BILL 1525 FOCUS ON ARE THESE THAT INCLUDE OUR CHILD ABUSE, FAMILY VIOLENCE, DATING, VIOLENCE AND SEX TRAFFICKING.

[01:50:01]

PROCLAMATION 2022 IS DIRECTLY IMPACTED BY NOT ONLY HOUSE BILL 1525, BUT ALSO SENATE BILL IX. PROCLAMATION 2022 CALLS FOR THE ADOPTION OF NEW HEALTH AND PHYSICAL EDUCATION INSTRUCTIONAL MATERIALS TO GO INTO THE CLASSROOMS FOR THE UPCOMING SCHOOL YEAR, 2022 AND THE 2023 SCHOOL YEAR.

ALL OF OUR TEKS FOR HEALTH AND PHYSICAL EDUCATION HAVE GONE THROUGH A TOTAL REVISION AND WILL DIRECTLY ALIGN TO THE NEW INSTRUCTIONAL MATERIALS THAT WE ADOPT.

THIS ALSO INCLUDES THE SEXUAL HEALTH INSTRUCTIONAL MATERIALS THAT WE ADOPT THAT DIRECTLY RELATE TO OUR HOUSE BILL 1525 AND SENATE BILL IX IN WHICH WE'RE REFERRING TO.

NOT ONLY WILL THESE INSTRUCTIONAL MATERIALS BE IMPORTANT, BUT THEY ALSO MUST AND WILL ALIGN TO THE NEW COURSES THAT WE HAVE IN GRADES 9 THROUGH 12.

THE TEXTBOOK ADOPTION COMMITTEE HAS BEEN FORMED AND REVIEWED CURRICULUM MATERIALS, ACCORDING TO OUR ITEM A ADOPTION CALENDAR FOR OUR TEXTBOOK ADOPTION CALENDAR, IT REQUIRES NOT ONLY THAT WE REVIEWED FOR PROCLAMATION 2022 PUBLISHERS FOR OUR NEW CURRICULUM AS WELL AS OUR NEW CURRICULUM, INSTRUCTIONAL MATERIALS AND TEKS DURING A PROCESS FOR GARLAND ISD IN NOVEMBER, AS WELL AS THE PROCESS OF MAKING SURE THAT WE REVIEW.

WE HAVE AN APPROPRIATE VOTE AND WE HAVE, AS NOTED HERE, A COMMITTEE OF APPROXIMATELY TWENTY FIVE EDUCATORS, ADMINISTRATORS, PARENTS AND COMMUNITY MEMBERS TO REVIEW AND RECOMMEND INSTRUCTIONAL MATERIALS NOT ONLY FOR OUR K THROUGH 12 HEALTH EDUCATION, BUT ALSO OUR K THROUGH 12 PHYSICAL EDUCATION.

THE NEW MATERIALS THAT WE WILL RECEIVE AND IMPLEMENT FOR THE UPCOMING SCHOOL YEAR'S HIGHLY IMPORTANT FOR THE HEALTH AND PHYSICAL EDUCATION DEPARTMENT, OUR STUDENTS AND ALSO OUR TEACHERS BECAUSE WE HAVE NOT HAD NEW INSTRUCTIONAL MATERIALS AND OR A REVISION OF TEKS FOR 15 PLUS YEARS.

SO IT'S REALLY, REALLY IMPORTANT THAT WE'RE GOING TO HAVE NOT ONLY RELEVANT TEKS, BUT ALSO INSTRUCTIONAL MATERIALS THAT ARE IN-LINE TO WHAT'S ACTUALLY HAPPENING TODAY IN THE WORLD. AS NOTED BEFORE, THIS IS WHY THE NEW BILLS ARE REALLY IMPORTANT AND ALSO DIRECTLY AFFECT PROCLAMATION.

2022.

THERE'S A REQUIREMENT OF OUR SHAC TO REVIEW THE SEXUAL HEALTH CURRICULUM AS WE HAVE ALREADY REVIEWED JUST THE NORMAL HEALTH AND PHYSICAL EDUCATION CURRICULUM AFTER THE BOARD HAS ADOPTED A RESOLUTION WHICH WAS ADOPTED FRIDAY, FEBRUARY 25TH OF THIS YEAR, 2022 AND IN RELATION TO OUR HEALTH AND PE CURRICULUM.

THEREFORE, THE COMMITTEE FOR ADOPTION WILL FOLLOW NOT ONLY WHAT WE DO HERE IN GARLAND ISD, BUT ALSO IN OUR DEPARTMENT.

WE FOLLOW THE STATE'S CURRICULUM AND WE DIRECTLY ALIGN OUR TEKS AS STATED NOT ONLY BY LAW, BY THE TEKS, BUT ALSO BY THE NEW BILLS THAT HAVE BEEN DEVELOPED AND IMPLEMENTED.

WE DO NOT DEVIATE FROM OUR TEKS AND/OR OUR ADOPTED CURRICULUM, AND WE'RE LOOKING FORWARD TO AS MANY OF OUR TEACHERS, OUR SHAC.

MANY OF OUR DISTRICT AND SCHOOL PERSONNEL, AS WELL AS MANY OF OUR COMMUNITY MEMBERS, HAVE ALREADY HAD THE OPPORTUNITY TO REVIEW SOME OF THE PUBLISHERS THROUGH OUR NORMAL TEXTBOOK ADOPTION CALENDAR AND TIMELINE.

JUST TO NOTE IN OUR LAST BULLET, AS REQUIRED BY BDF LEGAL, THE SCHOOL HEALTH ADVISORY COUNCIL, WHICH I REFERRED TO AS THE SHAC, ALSO IS COMPRISED OF APPROXIMATELY TWENTY FIVE PARENTS, COMMUNITY MEMBERS, TEACHERS AND ADMINISTRATORS.

THAT, AS WE STATED, WILL REVIEW AND RECOMMEND INSTRUCTIONAL MATERIALS FOR THE TOPICS THAT WE DISCUSSED PRIOR: CHILD ABUSE, FAMILY VIOLENCE, DATING, VIOLENCE, SEX TRAFFICKING AND OVERALL HUMAN SEXUALITY.

SO ACCORDING TO THAT TIMELINE, WHAT YOU SHOULD KNOW PARTICULARLY ABOUT HOUSE BILL 1525 IMPORTANT INFORMATION STATES THAT PARENTS MUST HAVE THE RIGHT TO PURCHASE INSTRUCTIONAL MATERIALS AT THE SAME PRICE AS THE SCHOOL DISTRICT.

THE SCHOOL BOARD MUST APPROVE AND ADOPT SEXUAL HEALTH CURRICULUM MATERIALS BASED ON THE RECOMMENDATION OF OUR SHAC, OUR STUDENT HEALTH ADVISORY COUNCIL.

THESE MATERIALS MUST BE SUITABLE FOR SUBJECT AND GRADE LEVELS.

THEY MUST BE REVIEWED BY ACADEMIC EXPERTS AND THAT IS THE REASON WE HAVE OUR COMMITTEE.

WE, WHEN FORMING OUR COMMITTEE, REQUEST AND ASK FOR MEMBERS FROM ALL OF OUR TEXTBOOK ADOPTION ASKS THAT WE HAVE A REPRESENTATIVE, ESSENTIALLY, FROM EVERY CAMPUS, WE'RE NOT

[01:55:04]

WE INVITE EVERYONE FROM ALL SEVENTY TWO OF OUR CAMPUSES THAT WORK IN THE HEALTH AND PHYSICAL EDUCATION DEPARTMENT.

ONCE THEY COMMIT TO THE PROCESS AND OBVIOUSLY ATTEND MEETINGS AS WELL AS INVOLVE OUR SHAC AND OUR SHAC DIRECTLY HAS COMMUNITY MEMBERS, PARENTS AS WELL AS DISTRICT REPRESENTATIVES.

SO WE HIT ALL OF THE BULLETS OF THE REQUIREMENTS, NOT ONLY BY THE BILLS OUR DISTRICT AND OUR BOARD ADOPTION FOR TEXTBOOK ADOPTION.

SO WE MEET ALL OF THE REQUIREMENTS FOR THE CURRICULUM TO BE REVIEWED BY ACADEMIC EXPERTS AS WELL AS PARENTS, AS WELL AS COMMUNITY MEMBERS AND AS WELL AS ESSENTIALLY DISTRICT PERSONNEL, AND THEN OBVIOUSLY MUST COVER THE TEKS IN WHICH, ACCORDING TO OUR BOARD POLICY, WE CAN'T ADOPT ANY INSTRUCTIONAL MATERIAL UNLESS OBVIOUSLY IT'S 100 PERCENT ALIGNED TO THE TEACHER AS REQUIRED BY THE STATE NOW, REFERRING BACK ONCE AGAIN TO HOUSE BILL 1525 AND THE STATEMENT THAT MUST GO OUT TO THE PARENTS BASICALLY THAT PARENT NOTIFICATION LETTER IT MUST INCLUDE.

EXCUSE ME, INFORMATION REGARDING HUMAN SEXUALITY INSTRUCTION REQUIREMENTS UNDER THE LAW.

A DETAILED DESCRIPTION OF THE CONTENT AND GENERAL SCHEDULE A STATEMENT OF PARENTS RIGHTS TO REVIEW AND PURCHASE THE MATERIALS AS I STATED BEFORE THE STATEMENT OF PARENT'S RIGHT TO REMOVE STUDENTS FROM INSTRUCTION AND ALSO OBVIOUSLY JUST ACCORDING TO OUR TYPICAL POLICIES, USE OF GRIEVANCE AND APPEALS PROCESS CONCERNING A COMPLAINT AND OR VIOLATION.

SO WITH THIS, THIS ALLOWS OR THIS PROCESS ALLOWS FOR ALL STAKEHOLDERS TO BE INCLUDED IN THIS PROCESS. SPECIFICALLY IN THE ADOPTION OF SEXUAL HEALTH INSTRUCTIONAL MATERIALS AND THAT OVERALL PROCESS.

JUST TO REITERATE THE REQUIREMENTS AND THE NEEDS OF OUR SCHOOL BOARD, THE SCHOOL BOARD MUST APPROVE AND ADOPT THE SEXUAL HEALTH CURRICULUM MATERIALS BASED ON THE RECOMMENDATIONS OF THE SHAC, AND THEN, AS I STATED BEFORE, WE HAVE CONFIRMED BECAUSE OF THE REQUIREMENTS, ACCORDING TO OUR TEXTBOOK ADOPTION PROCESS AND ACCORDING TO THE TEA LAW, THAT THEY'RE SUITABLE BY SUBJECT AND GRADE LEVEL.

THEY'RE REVIEWED BY ACADEMIC EXPERTS, AND THEN THEY WILL BE 100 PERCENT ALIGNED TO THE TEKS. SO SPECIFIC TO OUR BOARD OF TRUSTEES, IMPORTANT INFORMATION FOR SENATE BILL IX STATES THAT THE BOARD MUST ADOPT THE POLICY TO ESTABLISH A PROCESS FOR THE ADOPTION OF CURRICULUM MATERIALS RELATING TO THE PREVENTION OF SEXUAL HEALTH CURRICULUM.

WE HAVE COMPLETED THAT PROCESS, WHICH IS NOTED IN BULLET NUMBER ONE, AND THAT WAS COMPLETED OCTOBER 29TH OF 2021 AS I MENTIONED BEFORE.

THE BOARD WILL THEN ADOPT A RESOLUTION TO CONVENE THE SHAC TO RECOMMEND CURRICULUM MATERIALS AND IN THIS CASE, THE CURRICULUM MATERIALS THAT WE'RE REFERRING TO ARE OBVIOUSLY SEXUAL HEALTH CURRICULUM, AND THAT RESOLUTION WAS ALSO ADOPTED AND APPROVED.

FEBRUARY 25TH OF THIS YEAR, 2022, AND THEN ONCE WE HAVE OUR RESOLUTION, WHICH WE DO NOW, THE LOCAL SHAC WILL HOLD TWO PUBLIC MEETINGS TO REVIEW THOSE CURRICULUM MATERIALS.

THE SHAC WILL THEN SUBMIT RECOMMENDATIONS TO THE BOARD AND UPON RECEIPT, THE BOARD WILL RECORD A VOTE TO TAKE ACTION TO ADOPT AND THROUGH OUR PUBLIC MEETINGS.

AGAIN, THIS ALLOWS ALL STAKEHOLDERS TO REVIEW ASK QUESTIONS AND SHARE THEIR INPUT, AND SPECIFICALLY, WE WANT TO REITERATE AS A DISTRICT, WE STRIVE TO BE TRANSPARENT, AND WITH THAT, WE GIVE THE OPPORTUNITY THROUGH OUR SHAC AND ALSO THROUGH THE PUBLIC MEETINGS THAT WE WILL HOLD THAT OPPORTUNITY FOR EVERYONE TO BE INVOLVED IN THAT PROCESS.

IF WE ARE LOOKING AT THIS SLIDE, IT WILL NOTE THAT JUST THE INFORMATION OF WHERE OUR SHAC INFORMATION IS HOUSED JUST SPECIFIC TO--LET ME SEE IF I CAN GET THIS COMPUTER TO WORK.

IT'S HOUSED ON OUR DISTRICT WEBSITE UNDER OUR DEPARTMENT OF HEALTH AND PHYSICAL EDUCATION.

WE HAVE A TAB THERE, SPECIFIC OR PARAGRAPH SPECIFIC TO OUR SCHOOL HEALTH ADVISORY COUNCIL. IT GIVES ALL MEMBERS OF OUR COMMUNITY THE OPPORTUNITY TO APPLY TO BE ON THE SHAC. SO THEREFORE THEY RECEIVE INFORMATION WHEN WE HOLD OUR MEETINGS AS WELL AS TAKE PART IN THAT PROCESS.

[02:00:02]

ONCE THEY ARE PREPARED, ALSO, THERE'S A NOTIFICATION PROCESS IN MAKING SURE THAT PARENTS CAN LEARN ABOUT THAT INFORMATION NOT ONLY OBVIOUSLY IN THE PUBLIC DOMAIN, BUT ALSO THROUGH ALL OF OUR 72 CAMPUSES.

SO THE SHAC PLAYS A LARGE PART IN THE IMPLEMENTATION AND ALSO THE LEVEL AND TYPE OF HEALTH AND PHYSICAL EDUCATION CURRICULUM THAT WE IMPLEMENT WITHIN OUR SCHOOL DISTRICT, AND THIS DENOTES TO OUR TRANSPARENCY AS A DISTRICT OF HOW OUR COMMUNITY MEMBERS AND OR OUR PARENTS CAN GET INVOLVED AND ALSO KNOW HOW WE'RE GOING THROUGH THIS PROCESS.

WHAT QUESTIONS DO YOU GUYS HAVE? MR. MILLER? YEAH, THANK YOU, AND THANKS FOR THE PRESENTATION.

WITH REGARD TO THE SHAC, YOU TALK ABOUT IT SAYS TWENTY FIVE PEOPLE THAT WHAT I READ? APPROXIMATELY. OH, SO IT'S NOT A FINITE NUMBER.

IT NEEDS TO BE APPROXIMATELY, BUT SPECIFICALLY MADE UP OF THOSE STAKEHOLDERS IN WHICH I MENTIONED, AND ACCORDING TO THE SHAC, IT SHOULD BE MOSTLY PARENT MEMBERS.

SO WE DO SOME THINGS TO TRY TO GET MORE PARENT MEMBERS.

WE AREN'T ALWAYS SUCCESSFUL IN GETTING THAT PARTICIPATION, BUT WE POST ON SOCIAL MEDIA.

WE SOMETIMES SEND THE INFORMATION DIRECTLY OUT THROUGH OUR CAMPUSES OR HEALTH AND PHYSICAL EDUCATION TEACHERS ON CAMPUS THAT HAVE GREAT PARENTS THAT WANT TO BE INVOLVED AS WELL AS OUR SHAC MEMBERS. SO THERE'S AN OPPORTUNITY TO VOLUNTEER, BUT IT WILL BE APPOINTED BY THE DISTRICT? THERE'S AN APPLICATION SO THAT WE CAN RECEIVE THAT INFORMATION, AND IF THEY WANT TO BE INVOLVED, THEN WHEN WE HOLD OUR MEETINGS, THEY WILL RECEIVE THAT INFORMATION TO PARTICIPATE. OK, BUT BUT THE SHAC IS APPOINTED BY THE DISTRICT.

IS THAT WHAT I READ? YES, SIR.

OK, AND SO THAT PROCESS OF THE APPOINTMENT, DID YOU SAY PEOPLE CAN VOLUNTEER FOR THAT JOB OR IT JUST COMES PRIMARILY FROM DISTRICT STAFF, OR DOES IT COME FROM RECOMMENDATIONS FROM THE BOARD? HOW DOES THAT HAPPEN? NO, THE SHAC IS A COMMITTEE MADE UP OF PARENTS, COMMUNITY MEMBERS.

YEAH, BUT HOW IS IT APPOINTED? IT IS APPROVED BY THE DISTRICT, BUT IT IS A REQUIREMENT OF TEA TO HOUSE.

OK, I'LL DO THAT.

ARE YOU CLICKING ON IT OR YOU WANT ME TO CLICK ON IT? OK. OH, I HAVE IT.

WELL, I HAVE IT HERE, I HAVE IT HERE.

SO SPECIFIC TO WHAT IS REQUIRED WHEN WE WERE TALKING SPECIFICALLY ABOUT BOTH OF THE NEW BILLS THAT HAVE BEEN PUT IN PLACE BY TEA, SENATE BILL IX AS WELL AS HOUSE BILL 1525, BUT SPECIFICALLY THE BOARD.

I HAVE IT IN THERE IF YOU CAN ACCESS THE OTHER LINK, BUT THE BOARD SHALL ESTABLISH A LOCAL HEALTH ADVISORY COUNCIL, THE SHAC TO ASSIST THE DISTRICT IN ENSURING THE LOCAL COMMUNITY VALUES ARE REFLECTED IN THE DISTRICT'S HEALTH EDUCATION INSTRUCTION.

SPECIFICALLY, YOU'LL SEE ANOTHER TEXAS EDUCATION CODE THAT IT REFERS TO HEALTH AND PHYSICAL EDUCATION INSTRUCTION AS WELL, BUT SPECIFIC TO HERE WE'RE TALKING ABOUT HEALTH, EDUCATION INSTRUCTION, AND THAT'S EDUCATION CODE 28.0048 AND EHAA LOCAL IS REGARDING THE DUTIES OF THE SHAC, AND AS A RESULT OF THAT, IN COMPOSITION, IT TALKS ABOUT THE BOARD SHALL APPOINT AT LEAST FIVE MEMBERS TO THE SHAC.

A MAJORITY OF MEMBERS MUST BE PERSONS WHO ARE PARENTS OF STUDENTS WHO ARE ENROLLED IN THE SCHOOL DISTRICT. SO AT LEAST FIVE MEMBERS HAVE TO BE ON THE SHAC? ALL I'M TRYING TO GET AT IS WE'RE GOING TO HAVE APPROXIMATELY TWENTY FIVE, I DON'T CARE ABOUT. THE NUMBER THAT MUCH IS GOING TO BE A COMMITTEE.

I'M JUST WONDERING, YOU SAID THE BOARD IS RESPONSIBLE FOR ESTABLISHING IT, AND THEN I

[02:05:01]

I THOUGHT I READ THAT.

SO MY QUESTION WAS, WHO DOES THE APPOINTING? THE BOARD? STAFF? ADMINISTRATION? WHO APPOINTS? ARE YOU REFERRING DIRECTLY TO JUST THE SHAC? ARE YOU REFERRING TO THE COMMITTEE OR THE TEXTBOOK ADOPTION PROCESS? I'M TALKING SPECIFICALLY ABOUT SHAC.

MAYBE I'M ASKING WRONG.

YOU'RE NOT ASKING WRONG, MR. MILLER.

THE SHAC IS ESTABLISHED BY A BOARD POLICY.

SO ESSENTIALLY YOU ALL HAVE A POLICY THAT DICTATES THE CREATION OF, SAID SHAC.

I'M NOT DISPUTING HOW IT EXISTS.

HOW DOES SOMEBODY GET APPOINTED TO IT? THAT'S ALL I'M ASKING.

IT'S BY VOLUNTEER AND APPLICATION.

GO BACK TO YOUR SHAC WEBPAGE. SO THERE'S GOING TO BE VOLUNTEER APPLICATIONS.

THERE'S AN APPLICATION ON THE SHAC'S WEBSITE.

IF YOU'LL GO BACK TO YOUR PAGE, THERE'S ACTUALLY A BOX MID PAGE ONCE YOU GO DOWN TO SHAC, WHERE PEOPLE CAN APPLY TO JOIN.

SO VOLUNTEER BASIS.

SO, IF NOBODY APPLIES, THEN WHAT HAPPENS? LIKE ALL OTHER THINGS THAT GO BACK TO THE START WHEN WE START ASKING PEOPLE, WOULD YOU LIKE TO JOIN SHAC? YOU'VE DONE IT BEFORE YOU'VE BEEN INVOLVED WITH OTHER THINGS.

WOULD YOU LIKE TO BE A PARTICIPANT? TO BE SPECIFIC, WE HAVE APPROXIMATELY CURRENTLY, PER OUR LAST MEETING, ABOUT TWENTY ONE TO TWENTY THREE MEMBERS, DEPENDING UPON WHO [INAUDIBLE] UP PER WEEK.

SO WHAT IF WE HAD ONE HUNDRED AND TWENTY THREE? WOULD WE NARROW IT DOWN TO 25-ISH, WHO MAKES THAT DECISION? THAT'S ALL I'M TRYING TO GET TO.

HOW DOES IT GET DECIDED WHO GETS APPOINTED AND WHO DOESN'T? HAVE TO HAVE A STUDENT ENROLLED IN THE DISTRICT IN ORDER TO PARTICIPATE? THAT'S A QUALIFICATION.

I'M JUST WONDERING WHO'S IN CHARGE OF THAT COMMITTEE? I AM IN CHARGE OF THE COMMITTEE.

MY CO-CHAIR IS A PARENT, THAT SERVES ON THE SHAC, BUT I HAVE NOT HAD EVEN THE NECESSITY OF DENYING A PERSON AND I DON'T FIND A REASON THAT WE WOULD HAVE TO DENY PERSON.

IF A PARENT WANTS TO BE INVOLVED IN THE IMPLEMENTATION OF HEALTH AND PHYSICAL EDUCATION, AS WELL AS ALL THE OTHER ELEMENTS THAT ARE REQUIRED OF THE SHAC THEN I WOULD LOVE FOR THEM TO BE INVOLVED. SO WILL THERE BE A CHAIRMAN ELECTED? I MEAN, DO THEY RUN LIKE THAT? WILL THERE BE A CHAIRMAN OR OFFICERS OR ANYTHING LIKE THAT? HOW'S THE MEETING CONDUCTED? YES, WE HAVE A CHAIR AND A CO-CHAIR.

I AM A CO-CHAIR AND ONE OF OUR PARENTS SERVES AS THE OTHER CO-CHAIR OF THE COMMITTEE; WE'RE THE CHAIR AND THE CO-CHAIR.

OK. MS. STANLEY. IF I'M PART OF THE BOARD THAT CREATES THIS, HOW COME I DON'T KNOW WHO'S ON THE COMMITTEE? I'M HAPPY TO PROVIDE THAT INFORMATION TO YOU, I DIDN'T BRING IT SPECIFICALLY TONIGHT, BUT YOU WILL ALSO BE ABLE TO NOTE ON ALL OF THE MEETINGS THAT ARE REQUIRED TO BE POSTED ONLINE.

IT SHOWS FOR EACH MEETING, EVERY PERSON THAT IS IN ATTENDANCE AND TYPICALLY AT THE END OF THE YEAR, WE'RE REQUIRED TO SUBMIT A REPORT WHICH WILL OUTLINE THAT INFORMATION AS WELL.

I'M HAPPY TO PROVIDE THAT SUNDAY, A LIST OF THE SHAC MEMBERS WHO ARE PRESENTLY SERVING, AND THEN MAYBE ALSO IF THERE'S ANY OTHER COMMITTEES THAT WE APPOINT TO THAT WE DON'T KNOW WE APPOINT TO OR--WAIT, WAIT, I THINK WE ARE GETTING TWO THINGS.

WHY DON'T WE OPEN UP WHAT THAT MEMBER APPLICATION IS? BECAUSE AT ONE POINT SOMEBODY SAID WE APPOINTED AND THEN IT WAS SAYING--IT SAYS IT IN OUR BOARD POLICY THAT WE CREATE THE BOARD, CORRECT? STANLEY, THE BOARD APPOINTS AT LEAST FIVE MEN.

OK, SO HAS ANYBODY ON THIS BOARD APPOINTED ANYBODY TO THE SHAC COMMITTEE? NOT TO MY KNOWLEDGE, NO. OK, SO I'M NOT SAYING THAT WE NEED TO.

I'M JUST ASKING THAT I PERSONALLY WOULD LIKE TO KNOW WHO WAS ON THE BOARD.

IT COULD BE IN THE BOARD INSIGHTS; I'M FINE WITH THAT, BUT IF THERE'S ANY OTHER COMMITTEES OR GROUPS THAT WE SHOULD ALSO BE APPOINTING TO OR HAVE APPOINTED TO THAT WE HAVE A LIST OF THOSE AS WELL.

THAT'S ALL. MR. GLICK.

SEVERAL YEARS AGO, I DID APPOINT SEVERAL PEOPLE, NOT RECENTLY, BUT SEVERAL YEARS AGO.

I DID. PEOPLE CALLED ME.

TRUSTEES, JUST A POINT TO BRING US BACK TO THIS AGENDA ITEM.

OK, SO WE WILL ADD THE COMMITTEE MEMBERS TO YOUR INSIGHTS ON SUNDAY.

IN ADDITION, THIS IS THE REASON FOR THE IMPORTANCE OF POLICY ADVISORY COMMITTEE MEETINGS

[02:10:02]

THIS WAS A POLICY THAT WAS BROUGHT BEFORE THE BOARD IN OCTOBER 29TH, 2021.

AT THAT TIME, IF WE WOULD HAVE HAD SAID MEETING, WE WOULD HAVE BEEN ABLE TO GO DOWN THAT RABBIT HOLE THEN, BUT AS FAR AS TONIGHT, WHAT MS. STEVENSON IS PRESENTING TO US IS THE RESOLUTION.

IT WAS NOT IN FEBRUARY.

SO I JUST WANT TO BRING A POINT OF CLARITY THAT IT WILL BE ON FOR THE 22ND, WHICH IS WHY SHE'S HERE PRESENTING TONIGHT.

IT WASN'T ON THE FEBRUARY 25TH AGENDA.

SO DON'T GO BACK AND LOOK FOR IT.

YOU'RE REVIEWING IT TONIGHT.

SO THAT'S ANOTHER POINT OF CLARITY BECAUSE I KNOW YOU WERE GOING THERE.

YOU WERE LIKE, WHERE IS THE RESOLUTION? I RECEIVED THE FEBRUARY 25, 2022.

SHE'S PRESENTING IT TONIGHT FOR ACTION FOR THE 22ND.

SO IT'S IN YOUR BOARD BOOK AS ONE OF THE LAST PAGES.

MOST OF THE WORK AS IT RELATES TO RESOLUTION IS ALREADY ESTABLISHED IN THE POLICY THAT YOU GUYS APPROVED WHEN WE DID OUR BLANKET APPROVAL OF UPDATE118 IN OCTOBER.

AS FAR AS THE SPECIFICS OF YOUR PEOPLE, SHE WILL DEFINITELY GET THAT TO US.

YOU HAD A SECOND QUESTION, BUT I WANTED TO MAKE SURE WE ADDRESS THEM ALL IN INSIGHTS SO THAT WHEN WE BRING THIS BACK FOR ACTION, WE DON'T HAVE A DELAY IN APPROVAL.

SO WHAT WAS YOUR SECOND QUESTION, MS. STANLEY. IF THERE'S ANY OTHER COMMITTEES OR BOARDS, PUT IT INTO INSIGHTS AS WELL.

CORRECT, WE GOT YOU.

I GOT YOU. MS. GRIFFIN. YES, THANK YOU SO MUCH FOR YOUR PRESENTATION.

WE HAVE NOT BEEN CONSISTENT AS A BOARD, AS A DISTRICT, I DON'T KNOW WHAT TO SAY, BUT WE HAVE NOT BEEN CONSISTENT WITH BRINGING SHAC INFORMATION AND UPDATES ON AN ANNUAL BASIS.

SO BASICALLY THE GROUP HAS BEEN FUNCTIONING SINCE IT WAS ESTABLISHED AND WE HAVE NOT UPDATED THAT.

OK, AND SO THANK YOU FOR BRINGING US CURRENT BECAUSE YOUR DEAL HERE TONIGHT WAS TO BRING US UP ON THE ON THE LAST RECENTLY PASSED BILLS THAT WE NEED TO BE AWARE OF, BUT OUR JOB TONIGHT IS ON PAGE 170 IN OUR BOARD BOOK TO ACTUALLY APPROVE THE RESOLUTION.

SO I THINK WHEN WE GO BACK ADMINISTRATION AND LOOK AT THIS, WE NEED TO GO BACK TO WHEN WE STARTED AND THAT WE HAVEN'T BEEN CONSISTENT WITH THE REPORT.

SO THEN WHATEVER WE DO AS THE UPDATE, WE LIST ALL OF THE STEPS THAT WE'VE HAD TO DO BECAUSE I THINK YOU BASICALLY SAID THAT THE CURRICULA HAD NOT CHANGED IN 15 YEARS.

SO IT'S KIND OF DIFFERENT.

IT'S A LOT OF STUFF ALL ROLLED UP HERE INTO ONE, BUT I THINK IF WE SEPARATE IT OUT, WE'LL KNOW ALL OF THE STEPS THAT WE NEED TO PROVIDE UNLESS I MISS HER THAT.

MR. JOHNSON.

I DON'T HAVE QUITE SO SUCH A PHILOSOPHICAL QUESTION, IT'S MORE BASIC, I THINK YOU'LL BE PLEASED.

WHEN IT SAYS WE PROVIDE 14-DAYS NOTICE, HOW ACTUALLY IS THAT NOTICE GOING OUT? IS IT GOING OUT LIKE SKYWARD OR SOME MECHANISM LIKE THAT? CLEARLY, I'VE BEEN WAITING ON THE RESOLUTION SO THAT I CAN TAKE THE NEXT STEPS AS REQUIRED BY SHAC.

I DIDN'T WANT TO, AS YOU SAY, PUT THE CART BEFORE THE HORSE, BUT MY RECOMMENDATION WOULD BE THAT IT OBVIOUSLY GOES OUT DIGITALLY ELECTRONICALLY.

I THINK IN ORDER FOR US TO MAKE SURE THAT WE ARE RECORDING AND KNOW THAT WE HAVE RECEIVED THE OPT-IN THAT'S REQUIRED BY PARENTS FOR STUDENTS THAT ARE ENROLLED IN OUR DISTRICT, THAT IT NEEDS TO BE ATTACHED TO SKYWARD IN SOME WAY SO THAT WE CAN, AS OUR TEACHERS ARE GOING TO BE NEED TO BE REQUIRED AND PROBABLY LIKELY IN THE KNOW AS WELL AS OUR ADMINISTRATORS AND POSSIBLY OUR COUNSELORS, IT NEEDS TO BE RECOGNIZABLE IN OUR SKYWARD.

SO I RECOMMEND THAT WE CREATE A DIGITAL NOTIFICATION SO THAT WE CAN ONE, TRACK IT EASIER AND TWO, IT CAN BE ATTACHED TO SKYWARD SO THAT WE CAN SAY, OK, YES, THIS KID IS OPT-IN.

WE CAN RUN A QUICK REPORT AND SAY THESE KIDS HAVE NOT OPTED IN.

THESE ARE, SAY, THE SEO CURRICULUM INSTRUCTION THAT WE'RE GOING TO PROVIDE DURING THIS TIMELINE OF INSTRUCTION, AND THE IMPORTANT PART OF THAT IS WHEN WE CREATE THAT PARENT NOTIFICATION LETTER THAT INCLUDES ALL OF THAT SEXUAL HEALTH CURRICULUM, WE'RE GOING TO HAVE TO DECIDE HOW WE DO THAT.

ARE WE GOING TO MAKE IT ALL ENCOMPASSING, WHICH I DON'T REALLY THINK THAT WE CAN BUT LIST OUT THOSE TOPICS FOR PARENTS TO OPT-IN BECAUSE THAT'S GOING TO DETERMINE, SAY, POSSIBLY FOR THIS WEEK, THIS STUDENT MAY NOT PARTICIPATE AND MAYBE FOR NEXT WEEK, THAT STUDENT COULD PARTICIPATE BECAUSE IT MAY BE MORE, SAY, REPRODUCTIVE HEALTH DURING THAT TIME, AND MAYBE DURING THE FIRST WEEK, IT WAS MORE DATING VIOLENCE OR CHILD ABUSE, WHICH A PARENT POSSIBLY DIDN'T OPT-IN FOR, BUT I THINK THAT'S ALSO WHY OUR COUNSELORS WILL NEED TO BE LOOPED IN BECAUSE IF WE HAVE A PARENT THAT DOESN'T OPT-IN WHEN WE'RE TALKING ABOUT THINGS

[02:15:05]

WE NEED TO BE AWARE, OK, THESE STUDENTS AREN'T OPTED IN, AND ARE WE MAKING SURE THAT WE'RE PAYING ATTENTION TO WHAT'S HAPPENING IN OUR SCHOOLS AND OUR CLASSROOMS TO LOOP IN OUR ADMINISTRATORS AND COUNSELORS WHEN NECESSARY.

THANK YOU SO MUCH. MS. GRIFFIN. YES, I HAVE ONE QUESTION.

DR. LOPEZ, WHOSE AREA DIVISION IS THIS UNDER? THIS FALLS UNDER ACADEMICS, SO THIS WOULD TECHNICALLY FALL UNDER NOW, DR.

HILL. OK, THEN I THINK A LOT HAS COME OUT IN THE DISCUSSION FROM I THINK ALMOST EVERY BOARD MEMBER HAD A DIFFERENT QUESTION OR SOMETHING.

SO AND THE SHAC'S BEEN AROUND; THIS ISN'T A NEW THING.

IT'S BEEN AROUND AND I JUST HAD A FLASHBACK AND I'LL SHARE WITH YOU AFTER THE MEETING.

PERFECT. OK.

MR. MILLER. SO THE WAY THIS OPT-IN WORKS LIKE A NO RESPONSE IS AN OPT-OUT? IS THAT CORRECT? HOW DOES IT WORK? BEFORE, THE PROCESS BY LAW WAS OPT-OUT.

SO ESSENTIALLY, IF WE DID NOT RECEIVE A RESPONSE, PARENTS, YOU KNOW, WE DID NOT RECEIVED AN OPT-OUT, WHICH MEANS WE COULD TEACH THE CURRICULUM TO THE STUDENTS THAT WE HAD PREPARED, PER THE DISTRICT.

NOW IT HAS CHANGED SPECIFIC IN A COUPLE OF WAYS.

IT'S OPT-IN. SO IF WE DON'T SPECIFICALLY RECEIVE AN OPT-IN, WE CANNOT TEACH THAT CURRICULUM TO THOSE STUDENTS DURING THAT TIME LINE OF INSTRUCTION.

WHICH IS WHY WHEN WE SEND OUT THAT INITIAL NOTIFICATION LETTER, I THINK IT'S IMPORTANT THAT WE HAVE THE TIMELINE.

WE NOTE, OK, THESE ARE THE TOPICS THAT WILL BE COVERED, AND I ALSO THINK IT'S IMPORTANT THAT WE HAVE A DIGITAL MEANS TO RECEIVE IT BECAUSE WE'RE GOING TO HAVE OBVIOUSLY, WE'RE A LARGE DISTRICT, WE HAVE A MULTITUDE OF CAMPUSES AND WE NEED TO MAKE SURE THAT OUR CAMPUSES CAN SAY, I'VE RUN A REPORT AND I KNOW THESE STUDENTS.

WE CAN TEACH THESE STUDENTS.

WE KNOW WE CAN'T TEACH THESE STUDENTS AND DURING THIS TIMELINE.

SO IF WE DO NOT RECEIVE THAT OPT-IN, WE CANNOT TEACH THEM THAT INSTRUCTION, AND SO IS THAT A SEMESTER QUARTERLY, YEARLY, WEEKLY? HOW OFTEN PER YEAR WOULD SOMEBODY NEED TO EITHER OPT-IN OR OUT? MY RECOMMENDATION WOULD BE ONE.

WE HAVE TO SEND THAT ANNUAL NOTIFICATION HEY, GARLAND ISD IS TEACHING SEXUAL HEALTH CURRICULUM AT THE BEGINNING OF THE YEAR.

WHAT'S IMPORTANT, ACCORDING TO THESE BILLS AS WELL? WE CANNOT ATTACH THAT EXCUSE ME TO ANYTHING ELSE.

SO TYPICALLY WE HAVE OUR BACK TO SCHOOL PACKET DIGITALLY.

SO IN SOME WAYS, THE STATE MAKES IT AS DIFFICULT AS POSSIBLE WHEN THEY IMPLEMENT NEW BILLS, WE UNDERSTAND THAT AND WITH THIS PARTICULAR PART IN REGARDS TO SEXUAL HEALTH CURRICULUM, IT CAN'T BE ATTACHED TO ANYTHING ELSE.

IT HAS TO STAND ALONE.

SO ONCE WE SEND THAT OUT ANNUALLY, THE SECOND PIECE OF THAT IS 14-DAYS BEFORE INSTRUCTION, WE NEED TO NOTIFY, AS A REMINDER, IN 14-DAYS, WE ARE GOING TO TEACH OUR SEXUAL HEALTH CURRICULUM.

NOW, OUR HEALTH INSTRUCTION IS STILL ONLY ONE SEMESTER.

IT'S A HALF CREDIT.

SO AS I HADN'T ALLUDED TODAY, I RECOMMEND BECAUSE SOME DISTRICTS HAVE DONE A GREAT JOB IN GETTING THEIR RESOLUTION AND IMPLEMENTING THIS YEAR THAT THEY'VE DONE THE PRACTICE OF ATTEMPTING THIS YEAR AND SEEING WHAT THAT LOOKS LIKE.

I'D RECOMMEND THAT IT BE IN NOVEMBER ONE BECAUSE IT GIVES US, YOU KNOW, OUR BEGINNING OF THE YEAR NOTIFICATION.

WE THEN HAVE A FEW MONTHS WHERE WE'RE GOING TO THEN SEND OUR 14-DAY NOTIFICATION AND THEN AS WE'RE TYPICALLY STRUCTURED IN NOVEMBER, WE PRETTY MUCH HAVE THREE WEEKS WITH KIND OF A BREAK. SO WE HAVE TWO WEEKS TO IMPLEMENT AS MUCH INSTRUCTION AND THEN ANYTHING THAT WE HAD NOT BEEN ABLE TO COVER WITH, YOU KNOW, OUR TYPICAL HOLIDAY WEEK, WE CAN HOPEFULLY GET IN DURING THAT TIMELINE, AS WELL AS NORMAL SCHOOL THINGS AND DISTRICT THINGS THAT WERE REQUIRED TO DO IT.

IT BASICALLY WOULD GIVE US A THREE WEEK TIMELINE OF INSTRUCTION TO GET THOSE ITEMS IN, WHICH MEANS WE NEED TO PIECE ALL THOSE ITEMS TOGETHER.

BECAUSE OF THE TOPICS THAT ARE COVERED, WE'RE LIKELY GOING TO NEED TO PUT THOSE ALL IN ONE PIECE IN THAT TIMELINE INSTRUCTION, YOU KNOW, SAY, REPRODUCTIVE HEALTH, HEALTHY RELATIONSHIPS, ET CETERA.

SO STUDENTS CAN'T SPEAK FOR THEMSELVES, RIGHT? THEY MUST HAVE PARENTS.

WHAT IF THEY'RE 18 AND 19, AND MAYBE OLDER? THE LAW DOES NOT DESCRIPTIVELY STATE THAT.

IT SAYS A STUDENT ENROLLED, WHICH KIND OF GOES BACK TO SOMETIMES THAT DISCIPLINARY LAW, IT SAYS A STUDENT ENROLLED IN A SCHOOL MUST HAVE A PARENT OPT-IN.

THAT'S HOW IT STATES.

[02:20:04]

YOU FILL OUT THE APPLICATION AND THE COORDINATOR AT THE TIME JUST ACCEPTED MY APPLICATION AND I JUST KIND OF CAME IN AND BECAME A PART OF SHAC, AND THEN AS FAR AS PARENT CO-CHAIR, IT WAS JUST A CONVERSATION THAT WE HAD AND WE DECIDED OR AT LEAST THOSE MEMBERS AT THE TIME, YOU KNOW, ASKED WHO WANTS TO BE CO-CHAIR?I GOT APPOINTED.

SO IT WASN'T A VERY DIFFICULT PROCESS.

ANYBODY THAT WANTED TO BE A PART OF IT WAS ABLE TO, AND LIKE SHE SAID, YOU KNOW, IF PARENTS WANT TO GET INVOLVED, YOU KNOW, MS. STEVENSON, AS SHE SAID MS. [INAUDIBLE] AT THE TIME WAS LIKE MORE THAN HAPPY TO HAVE PARENTAL INVOLVEMENT.

SO YOU SERVED ON THAT COMMITTEE AND YOU DECIDED TO JOIN THE SCHOOL BOARD ANYWAY? [LAUGHTER] YES, I FIGURED THAT THIS QUESTION WOULD COME UP AT SOME POINT IN TIME, AND I'D NEED TO BE ABLE TO ANSWER IT. [LAUGHTER] I'M SURE THERE ARE SOME TESTING WE NEED TO DO ON YOU. ANY OTHER QUESTIONS? THANK YOU GUYS FOR YOUR TIME.

THANK YOU. THAT WAS A GREAT COMEBACK, MR. SELDERS. I THINK THAT NOW MOVES US TO ITEM SIX, EXECUTIVE SESSION.

DR. LOPEZ, ARE THERE ANY EXECUTIVE SESSION ITEMS? NO, SIR. AWESOME, IF THERE ARE NO OTHER ITEMS, I WILL ACCEPT THE MOTION FOR ADJOURNMENT.

[VII. Adjournment]