Aug 09, 2022 District Affairs Committee Meeting

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IT'S NOW 5:32 P.M..

[I. Call to Order and Determination of Quorum]

A NEW NAME, A NEW TITLE.

IT IS AUGUST 9TH.

532. I CALL THIS MEETING TO ORDER AND WE DO HAVE A QUORUM.

OUR MEMBERS ARE MISS DAPHNE STANLEY, WHO IS NO LONGER A ROOKIE AS SHE IS NOW IN HER SECOND YEAR AND WAS APPOINTED BY OUR PRESIDENT, MR. JOHNSON, TO THE IMPORTANT POSITION OF BEING A DELEGATE TO THE TEXAS ASSOCIATION OF SCHOOL BOARDS DELEGATE ASSEMBLY.

MORE ABOUT THAT IN A MOMENT.

OTHER TRUSTEES MR. ROBERT SELDERS JR.

THIS IS HIS EIGHTH YEAR.

HE HAS BEEN BOARD PRESIDENT.

HE CARRIES THE TITLE OF MASTER TRUSTEE AND HE'S ALSO AN OFFICER OF THE NORTH TEXAS AREA ASSOCIATION OF SCHOOL BOARDS.

A LITTLE BIT OF HOUSEKEEPING.

ONE OF THE THINGS THE THREE OF US HAVE TALKED ABOUT IS THE IMPORTANCE OF HAVING A POLICY STATEMENT AS THE TEXAS LEGISLATURE IS ABOUT TO MEET STARTING IN JANUARY, SOMETHING THAT MR. SELDERS AND I REMEMBER DOING ONCE BEFORE.

WE THINK IT'S VITALLY IMPORTANT TO DO IT AGAIN.

WE'RE GOING TO WORK ON THAT TOGETHER AGAIN.

MS. STANLEY BEING A MEMBER OF THE DELEGATE ASSEMBLY WILL DO A LOT OF WORK THERE.

I'M AN ALTERNATE, SO WE'LL HAVE LUNCH TOGETHER.

SHE'LL THEN BE VOTING ON ITEMS THAT TIES ME BELIEVES IS IMPORTANT AS WE GO FORWARD.

MR. SELDERS, BEING AN OFFICER IN NORTH TEXAS AREA OF ASSOCIATION, WE'LL ALSO BE MEETING WITH TRUSTEES FROM AROUND ALL OF REGION TEN AND REGION 11 TO BRING THEIR IDEAS. I SPENT MANY YEARS COMMUTING BACK BETWEEN DALLAS AND WASHINGTON, D.C, AND LOBBYING, SO I HAVE A LITTLE BIT OF EXPERIENCE THERE.

SO THAT'S ONE OF THE THINGS WE'LL BE DOING.

THE OTHER THING IS WE BELIEVE THAT IT'S IMPORTANT TO TALK ABOUT THE VERY POSITIVE THINGS GOING ON IN THIS DISTRICT.

LET'S CALL IT BRAGGING, AND SO ONE OF THE ITEMS AND I'VE DISCUSSED THIS WITH DR.

RUSSELL THAT WILL LEAD OFF MOST OF OUR SESSIONS WILL BE FROM ONE OF THE LEADERS WE HAVE TALKING ABOUT THE GREAT THINGS GOING ON IN THIS DISTRICT.

WE THINK THAT'S REALLY, REALLY IMPORTANT.

THE THIRD THING IS WE HAVE A BOARD GOAL AND THE QUESTION IS, DO WE WANT TO CHANGE IT OR TWEAK IT? WE'VE TALKED ABOUT IT AND WE THINK WE CAN TWEAK IT THIS YEAR.

ALONG THAT END, I'VE INVITED TO OUR NOVEMBER MEETING A GENTLEMAN NAMED DR.

JAMIE MATHIAS.

HE WAS A TWO TIME MEMBER OF THE AUSTIN SCHOOL BOARD.

HE WAS PRESIDENT OF THE MEXICAN-AMERICAN SCHOOL BOARD ASSOCIATION, AND NOW HE'S PRESIDENT OF TEXAS LATINO SCHOOL BOARD ASSOCIATION.

TRUSTEES MAY REMEMBER I TALKED ABOUT FIVE OR SIX SESSIONS THAT I WATCHED HIM PRESENT ONLINE WHERE HE GAVE A LOT OF IMPORTANT DISAGGREGATED DATA, AND I THINK THAT WILL HELP US INFORM US AS WE MOVE FORWARD IN CHANGES TO OUR OUR BOARD GOAL.

AND FINALLY, IN A LONG DISCUSSION WITH DR.

RUSSELL, WE ARE NOT GOING TO BE GETTING OUR GRADES TODAY FROM THE TEXAS ASSOCIATION.

WE WILL BE GETTING RESULTS.

I THINK IT'S ON AUGUST 15TH THAT WE'LL GET OUR ACTUAL LETTER GRADES, BUT IN THAT DISCUSSION AND WITH MY COLLEAGUES.

FRONTIER, WE TALKED ABOUT A GOAL FOR THIS YEAR IS TO TRY TO BECOME AN A DISTRICT.

SO WE ALL AGREE THAT IT'S POSSIBLE, IT'S FEASIBLE, AND WE BELIEVE THAT'S A GOAL TO SHOOT FOR AS WE GO INTO THIS SCHOOL YEAR.

WITH THAT, MS. HOGAN AND ANYBODY IN PUBLIC FORUM.

NO. THANK YOU. NO.

LET'S GO TO SUPERINTENDENT'S MESSAGE.

[III. Superintendent's Message]

WE'RE NOW ON OUR SECOND DAY, AND I'M REALLY PLEASED TO ANNOUNCE A FEW THINGS.

FIRST OF ALL, MR. GLICK ANNOUNCED THAT ON MONDAY, AUGUST 15TH, THEY'RE GOING TO GO AHEAD AND ANNOUNCE THE TEA RATINGS ACROSS THE STATE FOR DISTRICTS AND CAMPUSES.

WE ARE HONORED TO BE SELECTED OF ONE OF THREE SITES THAT THE COMMISSIONER IS GOING TO BE DOING A PRESS RELEASE.

THEY ONLY EXCLUSIVELY LOOK AT SITES OF HIGH PERFORMING AREAS.

THEY CHOSE BACK ELEMENTARY SCHOOL BACK AS AN A BACK IS ONE OF THE SCHOOLS FOUND IN ROWLETT.

THEY MADE TREMENDOUS IMPROVEMENTS.

THE COMMISSIONER WAS REALLY, REALLY IMPRESSED BY THE DATA THAT HE SAW AND THOSE NUMBERS, AND NOT ONLY ARE THEY GOING TO HAVE THAT ANNOUNCEMENT THERE ON AUGUST 15TH, BUT IT'S GOING TO BE THE KICKOFF FOR THE WHOLE STATE.

SO FROM THERE, THEY'RE GOING TO FLY OUT TO EVERYONE.

IT'S GOING TO BE AN INTIMATE AFFAIR OF ELECTED OFFICIALS STARTING AT 9 A.M., AND IT SHOULD LAST ABOUT AN HOUR, AN HOUR AND FIFTEEN MINUTES.

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I DO WANT TO JUST POINT OUT THAT THIS IS THE ACADEMIC AND DISTRICT AFFAIRS COMMITTEE.

I KNOW PEOPLE ARE ACCUSTOMED TO THREE DIFFERENT COMMITTEES NOW.

WE'VE CONDENSED THAT TO THE COMMITTEE MEMBERS.

YOU WOULD SEE ARE THE TRADITIONAL ONES IN THE FRONT.

IT IS POSTED SO EVERYBODY CAN ATTEND AND THE PUBLIC IS ALWAYS WELCOME.

SO I APPRECIATE THAT.

MR. GLICK, AND WITHOUT FURTHER ADO, IT'S BACK TO YOU.

THANK YOU, AND WE ALL ARE VERY EXCITED ABOUT THE COMMISSIONER COMING TO ONE OF OUR SCHOOLS ON MONDAY.

SO LET'S GO TO ITEM FOR A DISCIPLINE UPDATE, DR.

[IV. Information Items]

WELCOME.

HELLO. HELLO.

GOOD EVENING.

CHAIRMAN GLICK, BOARD OF TRUSTEES AND DR.

LOPEZ. TONIGHT, STUDENT SERVICES WILL PRESENT A DETAILED REVIEW OF THE 2021-22 EXCLUSIONARY DISCIPLINE DATA, ALONG WITH BEHAVIOR TRENDS AND AN UPDATE ON THE DISTRICT STUDENT MANAGEMENT GOAL.

OUR PRESENTATION WILL INCLUDE A SUMMARY OF DISTRICT AND LEVEL DATA IN THE CUSTOMARY FORMAT THAT DETAILS ENROLLMENT DATA, INCIDENTS OR REFERRALS AND EXCLUSIONARY CONSEQUENCES IN SCHOOL SUSPENSION, OUT OF SCHOOL SUSPENSION AND PLACEMENTS AT THE DISTRICT ALTERNATIVE EDUCATION CENTER.

IT IS ALSO BROKEN DOWN BY GENDER AND ETHNICITY AND PROVIDES INFORMATION ON ADDITIONAL STUDENT GROUPS SUCH AS SPECIAL EDUCATION, EMERGENT BILINGUALS AND ECONOMICALLY DISADVANTAGED POPULATIONS.

WE WILL ALSO HIGHLIGHT THE TOP REOCCURRING BEHAVIORS AND THE TOP REASON FOR OUT OF SCHOOL SUSPENSIONS BY LEVEL ETHNICITY AND GENDER, AND SEE HOW THE DISTRICT PERFORMED ON OUR STUDENT MANAGEMENT DISTRICT GOAL FOR THE 2122 SCHOOL YEAR.

WE WILL END THE PRESENTATION BY HIGHLIGHTING A FEW OF THE CAMPUSES AND THEIR BACK TO SCHOOL ORIENTATION EFFORTS, AS WELL AS OUTLINING A FEW OF THE SUPPORTS FOR THE FALL SEMESTER. LET'S BEGIN WITH OUR PROVIDED REPORTS.

THESE FOUR REPORTS ARE PROVIDED FOR YOU IN YOUR BOARD FOLDER.

AS YOU MAY RECALL, THE DATA YOU SEE IS A LOOK AT THE DISTRICT AND LEVEL DATA BROKEN DOWN BY GENDER AND ETHNICITY.

THE TERMS USED ON THE REPORT ARE PROVIDED HERE AS A REFERENCE FOR OUR DISTRICT REPORT.

WE SEE THAT APPROXIMATELY 10,000 AND DUPLICATED STUDENTS RECEIVED AROUND 31,000 REFERRALS.

SOME OF THOSE ARE FROM THE SAME STUDENT.

SO THOSE ARE REPORTED AS DUPLICATED STUDENTS.

AS WE LOOK AT OUR IN-SCHOOL SUSPENSION OUT OF SCHOOL SUSPENSION AND DAEPPLACEMENTS, WE SEE THE NUMBER OF STUDENTS RECEIVING PLACEMENTS AND TOTAL NUMBER OF PLACEMENTS.

AS WE MOVE TO THE MIDDLE SECTION OF OUR REPORT, THE SAME PLACEMENT INFORMATION IS DISAGGREGATED BY ETHNICITY AND GENDER.

THE RELATIVE RISK RATIO IS SHOWN HERE AS WELL, WHICH IS THE PROBABILITY OF A DISCIPLINE CONSEQUENCE FOR ONE STUDENT GROUP WHEN COMPARED TO ALL OTHER GROUPS, THE DISTRICT CONSIDERS DISPROPORTIONALITY AT ANYTHING GREATER THAN 1.5.

BUT IN REGARDS TO ACCOUNTABILITY, 2.5 REPRESENTS A SIGNIFICANT DISPROPORTIONALITY WITH RESULTS DRIVEN ACCOUNTABILITY.

SO ANYTHING ANYTHING ABOUT 2.5 OR ABOVE WILL BE INDICATED IN RED.

SO IF YOU HAVE ANY ADDITIONAL QUESTIONS ABOUT THIS DATA, I'LL BE HAPPY TO ANSWER THEM AT THE END OF THE PRESENTATION.

THE NEXT THREE SLIDES.

WELL, GIVE US DATA ABOUT THE SPECIFIC TYPES OF BEHAVIORS THAT ARE BEING REFERRED BY LEVEL AND THE PERCENTAGE OF OCCURRENCES FOR THE TOP BEHAVIORS, AND THAT IS BROKEN DOWN BY GENDER AND ETHNICITY.

ALSO INCLUDED IN EACH CATEGORY IS THE TOP REASON STUDENTS ARE RECEIVING AN OUT OF SCHOOL SUSPENSION AND IT IS INDICATED BY BOLD FONT. TOTAL NUMBERS OF REFERRALS ARE ALSO INDICATED FOR THE ELEMENTARY LEVEL.

PHYSICAL CONFRONTATION IS THE BEHAVIOR THAT OCCURRED MOST FREQUENTLY FOR MOST OF OUR STUDENT GROUPS, AND IT IS ALSO THE TOP REASON FOR SUSPENSION.

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FOR MIDDLE SCHOOL OUR TOP BEHAVIORS VARY AMONG GROUPS, FROM PHYSICAL CONFRONTATION, TRUANCY TO FAILURE TO FOLLOW RULES.

WE DO SEE THAT FIGHTING IS SEEN THROUGHOUT SEVERAL ETHNICITY AND GENDER GROUPS AS A TOP REASON FOR OUT-OF-SCHOOL SUSPENSION. ALTHOUGH IT IS NOT ONE OF THE THREE TOP BEHAVIORS, IT IS JUST ONE OF THE TOP REASONS FOR OUT OF SCHOOL SUSPENSION [INAUDIBLE] BEHAVIORS FOR MIDDLE SCHOOL BECAUSE IT IS A TOP REASON FOR SUSPENSION, THOUGH IT WILL CONTINUE TO BE A TARGET BEHAVIOR AND IT IS A TARGETED BEHAVIOR IN A FOCUS IN THE MIDDLE SCHOOL BEHAVIOR PLAN THAT MRS. PERALES AND HER GROUP AND HER TEAM HAS BEEN WORKING ON WITH THE MIDDLE SCHOOL CAMPUSES THIS SUMMER.

FOR HIGH SCHOOL STUDENTS, TRUANCY AND DRESS CODE VIOLATIONS REMAINED AS A TOP REPORTED BEHAVIOR FOR MANY OF OUR STUDENTS, AND FOR MOST GROUPS, THE THREE TOP OFFENSES REMAINED ONE OF WHAT IS CONSIDERED A NON SERIOUS OFFENSE.

SO THAT IS GOOD NEWS.

THE TOP REASON FOR AN OUT-OF-SCHOOL SUSPENSION WAS FIGHTING FOR MOST GROUPS, BUT AGAIN, AS IN MIDDLE SCHOOL, IT IS NOT A TOP BEHAVIOR.

SO AGAIN, THAT IS GOOD NEWS.

IT'S JUST A TOP REASON FOR OUT OF SCHOOL SUSPENSION.

THIS YEAR'S TARGET FOR OUR DISTRICT STUDENT MANAGEMENT GOAL WAS 43% EXCLUSIONARY CONSEQUENCES WHEN COMPARED TO ALL OTHER CONSEQUENCES GIVEN FOR DISCIPLINE INCIDENTS, AND THE DISTRICT AVERAGE CAME IN JUST BELOW THAT AT 42.8%.

THE 22-23 TARGET IS 42%.

SO WE WILL CONTINUE TO WORK WITH CAMPUSES ON PROVIDING ALTERNATIVES TO GIVING AN EXCLUSIONARY CONSEQUENCE, SUCH AS PROVIDING A RESTORATIVE PRACTICE, TEACHING A REPLACEMENT BEHAVIOR, AND PROVIDING INTERVENTIONS TO STUDENTS WHEN APPROPRIATE.

SO WHEN IT'S APPROPRIATE NOT TO GIVE AN EXCLUSIONARY CONSEQUENCE, WE WILL WORK WITH CAMPUSES ON WHAT WHAT WHAT THOSE CONSEQUENCES ARE AND WHEN WE CAN GIVE THEM. I THINK WE ALL CAN AGREE THAT YESTERDAY WAS A FANTASTIC FIRST DAY OF SCHOOL. FANTASTIC FIRST DAY OF SCHOOL, VERY SMOOTH.

CAMPUSES HAVE BEEN PREPARING FOR YESTERDAY, ALL SUMMER AND THIS YEAR MORE THAN EVER, AND THIS IS MY 31ST YEAR IN GISD YEAR NUMBER 31. I CAN SAY THAT MORE THAN EVER, CAMPUSES MADE SURE THAT DISTRICT AND CAMPUS EXPECTATIONS, PROCEDURES AND POLICIES WERE WELL COMMUNICATED TO BOTH PARENTS AND STUDENTS IN MULTIPLE FORMATS AND TIMES.

CAMPUS ORIENTATIONS AND COMMUNICATION TO FAMILIES TRULY FOCUSED AROUND PREPARING STUDENTS AND PARENTS ON WHAT TO EXPECT NOT ONLY FOR THE FIRST DAY OF SCHOOL, BUT ON WHAT IS EXPECTED OF STUDENTS AND WHAT PARENTS CAN EXPECT FROM THE CAMPUSES IN ORDER FOR STUDENTS TO BE SUCCESSFUL.

TO HIGHLIGHT JUST A FEW OF THE DIFFERENT WAYS CAMPUSES COMMUNICATED AND PREPARE OUR FAMILIES.

WE HAVE OUR NEW PRINCIPAL AT SCHOOL.

THAT'S A PICTURE UP THERE OF SCHOOL.

I DON'T KNOW IF YOU SAW THIS.

MANY OF YOU PROBABLY HAVE MRS. HOOVER. THAT'S OUR NEW PRINCIPAL AT SCHOOL.

SHE'S ALREADY IN THE NEWS, BUT IN A GOOD WAY, GIVING FAMILIES BACK TO SCHOOL TIPS.

SACHSE HIGH PRINCIPAL MR. CREEL. HE HAD CATCH UP WITH CREEL, IN WHICH HE CAUGHT PARENTS UP ON ALL THE CAMPUS EXPECTATIONS, ALL THE BEHAVIOR EXPECTATIONS OF HIS.

HE HAD HIS TOP TEN GARLAND HIGH SCHOOL OFFERED PARENTS AND STUDENTS, SMALL GROUP CAMPUS TOURS HAD TO BE THE PARENTS AND THE STUDENTS , AND ALTHOUGH IT'S NOT PICTURED HERE BECAUSE I JUST SAW IT RIGHT BEFORE THIS WEEKEND, ROWLETT HIGH SCHOOL DID A FABULOUS JOB ON SOCIAL MEDIA, POSTING THEIR DRESS CODE AND THEIR DROP OFF AND PICK UP PROCEDURES.

THE REMINDERS ABOUT ATTENDANCE AND LO AND BEHOLD, SELLERS MIDDLE SCHOOL HAD ON INSTAGRAM ON THE STORIES, THE HER

[00:15:01]

SO IT WAS SO MANY DIFFERENT FORMATS IN MEDIA THAT THESE CAMPUS ADMINISTRATIONS OF ALL LEVELS COMMUNICATED WITH PARENTS COYLE MIDDLE SCHOOL TO STUDENT ORIENTATION TO THE NEXT LEVEL WITH ONBOARDING WORKSHOPS FOR NEW STUDENTS OVER COYLE CULTURE, WHICH INCLUDED CAMPUS EXPECTATIONS FOR BEHAVIOR, AND AS A MATTER OF FACT, ALL OF OUR MIDDLE SCHOOL CAMPUS PRESENTATIONS INCLUDED A DETAILED PLAN FOR PARENTS ON ACADEMIC ATTENDANCE AND BEHAVIOR EXPECTATIONS, IN ADDITION TO PARENT INVOLVEMENT OPPORTUNITIES AND STUDENT INCENTIVE PROGRAMS. SO THEY UNDERSTAND WHAT IS EXPECTED OF STUDENTS AND HOW WE CAN WORK TOGETHER TO ENSURE STUDENTS ARE SUCCESSFUL BECAUSE SAFETY IS A MAJOR FOCUS THIS YEAR.

SOME CAMPUS ADMINISTRATORS ALSO DID MEET AND GREETS WITH SROS AND THE SECURITY BEHAVIOR DEPARTMENT.

THE SECURITY, THE BEHAVIOR DEPARTMENT AND FAMILY ENGAGEMENT HAVE ALREADY SET UP A SERIES OF PARENT WORKSHOPS OVER THE DISTRICT SAFETY PLAN, BULLYING PARENT WORKSHOPS AND POSITIVE BEHAVIOR SUPPORTS AT HOME.

ALSO, CAMPUSES HAVE ORGANIZED VERTICAL PARENT NIGHTS.

SO THE SOUTH SIDE, MONTCLAIR, O'BANION, THE CAMPUS IS ON THE SOUTH SIDE, HAVE ALREADY ORGANIZED THE SAME THING.

THEY ARE HAVING PARENT NIGHTS VERTICALLY FOR THOSE FAMILIES OVER SOME OF THOSE SAME TOPICS.

THEY ALREADY HAVE THOSE ON THE CALENDAR.

THE SPECIALISTS CREATED A STUDENT CODE OF CONDUCT VIDEO FOR BOTH ELEMENTARY LEVELS AND SECONDARY LEVELS, HIGHLIGHTING THE REQUIREMENTS OF THE ID BADGES AND SOME OF THE ISSUES THAT WE HAD LAST YEAR.

SO THE CAMPUSES COULD USE THAT TO GO OVER.

THE LAST SLIDE HIGHLIGHTS A FEW OF THE NEW INITIATIVES THAT WE WILL BE SUPPORTING THIS FALL.

THE FIRST RELATES TO WORKING WITH THE MIDDLE SCHOOL CAMPUSES.

MRS. PERALES AND HER TEAM HAVE OUTLINED A VERY DETAILED PLAN FOR THE MIDDLE SCHOOL CAMPUSES, WITH DISCIPLINE AND ATTENDANCE DATA INCLUDED AS PART OF THE ACCOUNTABILITY.

ALSO INCLUDED IN THE PLAN ARE EXPECTATIONS AND NON-NEGOTIABLES FOR THE CAMPUSES THAT RELATE TO IMPROVING STUDENT BEHAVIOR AND ATTENDANCE AND ARE COMPONENTS OF TIER ONE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS, SUCH AS REQUIRING EACH CAMPUS TO HAVE A CAMPUS BEHAVIOR TEAM MEET REGULARLY TO DISCUSS DISCIPLINE ISSUES AND PROBLEM SOLVE, AND HAVING GRADE LEVEL MEETINGS WITH THESE STUDENTS EACH MONTH TO GO OVER STUDENT EXPECTATIONS SUCH AS ATTENDANCE AND DISCIPLINE, GRADES AND ACADEMICS, AND PROVIDING INCENTIVES AND REWARDS FOR POSITIVE STUDENT BEHAVIOR.

THE BEHAVIOR SPECIALIST WILL MEET WITH THESE TEAMS REGULARLY TO PROVIDE THIS SUPPORT.

THE MIDDLE SCHOOL HAS ALSO RESTRUCTURED THE IN-SCHOOL SUSPENSION PROGRAM.

IT IS A LEVELED IN-SCHOOL SUSPENSION AND THE NUMBER OF DAYS AND THE STRUCTURE OF IT IS BASED ON THE OFFENSE.

THE START AND STOP TIMES HAVE VARIED SLIGHTLY TO THE REGULAR SCHOOL DAY.

SO FOR SOME OFFENSES, MUCH LIKE THE ALTERNATIVE SCHOOL PROGRAM, THE PARENT HAS TO SIGN THE STUDENT IN AND OUT, AND THIS IS DESIGNED TO STRENGTHEN THE COMMUNICATION BETWEEN THE CAMPUS AND THE PARENT.

IN ADDITION TO STUDENTS COMPLETING THEIR ACADEMIC COURSEWORK.

IT IS ALSO A NEW BEHAVIOR CURRICULUM FOR STUDENTS THAT FOCUSES ON SELF-REGULATION.

TWO CAMPUSES PILOTED THIS PROGRAM LAST YEAR WITH MUCH SUCCESS.

THIS YEAR, THE BEHAVIOR PROGRAM SPECIALIST WILL TRAIN ALL ITS TEACHERS IN RESTORATIVE PRACTICES, AND THEY WILL MEET MONTHLY WITH THEM TO PROVIDE BEHAVIOR COACHING SUPPORT. THE ULTIMATE GOAL IS FOR THIS POSITION TO BE THE BEHAVIOR EXPERT ON THE CAMPUS.

A NEW ELECTIVE IS ALSO BEING OFFERED AT THE MIDDLE SCHOOL BEST FOR SUCCESS, AND STUDENTS IN THIS CLASS RECEIVE TARGET SUPPORT FOR PROBLEM SOLVING, GOAL SETTING, EMOTIONAL INTELLIGENCE, CRITICAL THINKING AND TARGET STUDENTS WHO NEED EXTRA SUPPORT IN THIS CLASSROOM.

THE AEC 360 TRANSITION SUPPORT IS IN ADDITION TO THE REQUIRED TRANSITION PLANS THAT AEC ALREADY HAS IN PLACE FOR STUDENTS WHEN THEY ARE RETURNING TO THEIR HOME CAMPUS.

IN ADDITION TO THESE PLANS AND THE TRANSITION MEETINGS THAT ARE ALREADY IN PLACE.

AEC IN THE HOME CAMPUS, THE ATTENDANCE AND BEHAVIOR DEPARTMENT WILL ASSIGN A BEHAVIOR SPECIALIST OR ATTENDANCE CASE MANAGER TO PUT SPECIFIC PLANS INTO PLACE AT THE HOME CAMPUS AND MAKE SURE SPECIFIC SOCIAL EMOTIONAL GOALS ARE BEING ADDRESSED AT AEC, AND THEN MAKE SURE THE STUDENT RETURNS TO THE HOME CAMPUS WITH SUCCESS.

THIS EXTRA SUPPORT WAS CREATED THIS YEAR, AS WE NOTICED A HIGHER RETURN RATE TO AEC AND A HIGHER PERCENTAGE OF ABSENCES OCCURRING DURING TRANSITION TO AND FROM

[00:20:06]

WE HAVE ALREADY MET WITH PROJECT GOAL.

THE SPECIALIST PRESENTED CLASSROOM MANAGEMENT DURING NEW TEACHER ORIENTATION AND ALREADY HAVE SET CHECK INS AND TRAININGS AND HAVE DESIGNATED WHO THOSE NEW TEACHERS ARE ON THE CAMPUSES SO THAT THEY CAN CHECK IN WITH THEM AND PROVIDE THAT ONGOING SUPPORT , AND I WILL PROVIDE UPDATES ON ALL OF THIS AT THE NEXT TIME THAT I PRESENT.

ANY QUESTIONS? YES, MA'AM. MS. STANLEY. WHAT IS AEC? I'M SORRY. ALTERNATIVE EDUCATION CENTER, AND I APOLOGIZE.

I TEND TO CALL IT AEC, DAEP, ALL SORTS OF THINGS.

I APOLOGIZE. THAT'S OUR LOCAL GAEC.

THANK YOU, MR. SELDERS. THANK YOU FOR THE PRESENTATION.

GOING BACK TO YOUR SLIDES WHERE YOU TALKED ABOUT THE ELEMENTARY SCHOOL BEHAVIORS, MIDDLE SCHOOL AND HIGH SCHOOL BEHAVIORS, NOTICING THAT IN ELEMENTARY SCHOOL, PHYSICAL CONFRONTATION, LIKE YOU SAID, WAS SORT OF THE HIGHEST BEHAVIOR THAT WAS DETERMINED, AND THEN IN MIDDLE SCHOOL, IT KIND OF SEEMED LIKE IT WAS A LITTLE ALL OVER THE PLACE, WASN'T REALLY ONE THAT KIND OF STUCK OUT, BUT THEN IN HIGH SCHOOL, THERE SEEMED TO BE A LOT MORE TRUANCY.

SO SPECIFICALLY, WHAT ARE WE DOING IN THOSE AREAS ON THE VARIOUS CAMPUSES TO MINIMIZE THESE SPECIFIC BEHAVIORS? WELL, FOR THE MIDDLE SCHOOL, THERE IS A TARGETED PLAN THAT'S FIGHTING SPECIFICALLY, BECAUSE WE'RE STILL SEEING THAT WE WILL PROBABLY TAKE THAT EXACT PLAN AND MOVE IT TO THE HIGH SCHOOL AS WELL.

AND WHAT WE'RE DOING MAINLY ON THOSE IS USING THE SAFETY PLANS AND THE STAY AWAY AGREEMENTS AND THE BEHAVIOR CONTRACTS.

WE'RE ALSO WE'RE GOING BACK TO JUST A NO TOLERANCE ON IT, AND LAST YEAR WE USED ALTERNATIVE SCHOOL A LOT MORE FREQUENTLY, AND I THINK THAT HELPED QUITE A BIT AND DECREASE THOSE BEHAVIORS.

WE HAD TO PUT A STOP TO IT.

WE DID NOT HAVE AN INCREASE IN FIGHTS.

IF YOU IF YOU NOTICE, FIGHTING IS NOT ONE OF THE TOP BEHAVIORS, IT IS WHAT WE'RE SEEING IS THE REASON YOU'RE SEEING IT ON HERE FOR BOTH LEVELS, FOR MIDDLE SCHOOL AND HIGH SCHOOL IS THAT ADMINISTRATORS ARE SUSPENDING STUDENTS FOR THOSE AGGRESSIVE BEHAVIORS, BUT IT'S NOT A TOP BEHAVIOR, AND SO WHAT WE'RE SEEING IS THEY ARE NOT SUSPENDING STUDENTS FOR NON WHAT WE CALL NON SERIOUS OFFENSES, NONVIOLENT OFFENSES SUCH AS DRESS CODE.

YOU'RE NOT SUPPOSED TO SUSPEND FOR DRESS CODE AND TRUANCY AND THINGS LIKE THAT.

THOSE ARE, IF YOU REMEMBER YEARS AGO WHEN WE SAID WE WERE GOING TO BUILD OUR FOUNDATION AND MAKE SURE OUR PRACTICES WERE ALIGNED YEARS AGO, OUR SUSPENSIONS WERE ALL OVER THE PLACE, OUR PRACTICES WERE NOT ALIGNED.

WE HAD ADMINISTRATORS SUSPENDING FOR THINGS LIKE THAT.

NOW WE'RE KIND OF ALL ON THE SAME PAGE.

WE'RE MAKING SURE OUR PRACTICES ARE ALIGNED.

WE SEE THINGS.

WE SEE THAT EVERYONE IS SUSPENDING FOR THE SAME THINGS, YOU KNOW, THINGS LIKE FIGHTING.

SO YOU SEE THAT ON THERE, BUT THAT ISN'T REALLY A BAD THING.

THAT'S HOW THAT'S WHAT IT SHOULD LOOK LIKE, MR. SELDERS IS ALL I'M SAYING, BUT WHAT ARE WE DOING? WE ARE THE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS THE MONITORING, THE ACTIVE MONITORING, THE LOOKING AT THE BEHAVIOR DATA AND PUTTING THOSE SAFETY PLANS AND THE STAY AWAY AGREEMENTS IN PLACE AND PUTTING THOSE BEHAVIOR CONTRACTS IN PLACE.

THAT'S WHAT WE'RE DOING TO TARGET THAT BEHAVIOR ON THE CAMPUS.

SO, OKAY, I WANT TO MAKE SURE I UNDERSTOOD.

SO I NOTICED THAT FIGHTING DIDN'T HAVE A PERCENTAGE BY IT.

SO DO WE KNOW OR NOT KNOW WHAT PERCENTAGE OF THE BEHAVIORS? IT'S VERY LOW, AND IF YOU WOULD LIKE ME TO PUT THAT IN THE BOARD INSIGHTS, I CAN DO THAT FROM NOW ON.

I WAS CURIOUS BECAUSE [INAUDIBLE] MIDDLE SCHOOL MODEL WAS GOING TO BE USED FOR THE HIGH SCHOOL WHEN THE ISSUES I WAS JUST TALKING ABOUT THAT SEEMED TO BE MORE PREVALENT IN THE HIGH SCHOOLS ARE DIFFERENT.

IT'S NOT EVEN 1 TO 2% IS WHAT I'M SAYING IS SO LIKE LOOK AT THIS HIGH SCHOOL.

FAILURE TO FOLLOW RULES IS ONE OF THE TOP THREE IS 7% JUST THIS FIRST ONE FIGHTING IS THE TOP SPENDABLE BUT IT DIDN'T MAKE THE TOP THREE

[00:25:02]

IT JUST IS THE TOP REASON FOR A SUSPENSION.

OKAY, SO THE ONES THAT'S HIGHLIGHTED THOSE ARE SUSTAINABLE.

YOU'RE SAYING THAT THE TRUANCY, DRESS CODE, FAILURE TO FOLLOW THE RULES, STUDENTS AREN'T GETTING PUNISHED OR PENALIZED OR SUSPENDED OR ANYTHING LIKE THAT BECAUSE OF THOSE REASONS.

THOSE ARE THE TOP THREE REASONS THAT STUDENTS RECEIVED AN OFFICE REFERRAL, AND THEN THE TOP REASON THAT THEY WERE SUSPENDED IS FIGHTING.

GOT IT. SO THE HIGHLIGHTED ONE WAS THE TOP REASON THAT THEY WERE SUSPENDED.

GOT IT.

THAT'S JUST THE WAY THE DATA WAS ORIGINALLY REQUESTED AT THE TIME, BUT THAT'S THE WAY WE WANTED TO LOOK AT IT AT THE TIME.

OKAY, IS THAT IT, SIR? I HAVE ANOTHER QUESTION. I'LL ASK IT.

YOU WANT ME TO GO AHEAD? GO AHEAD. SO DO YOU BELIEVE WE'RE ON TRACK TO GET TO THE 35% NUMBER IN THREE YEARS? I DO. WE WERE ON TRACK.

WE HAD A LITTLE HICCUP THIS YEAR, AS YOU GUYS KNOW.

I MEAN, THIS WAS NOT A NORMAL YEAR, SO THERE WAS NOTHING ON TRACK ABOUT THIS YEAR.

I'M NOT GOING TO SUGARCOAT THAT, BUT YOU BELIEVE WE CAN GET THERE? I DO BELIEVE WE CAN GET THERE.

YOU SAID SOMETHING REALLY FASCINATING TO ME A FEW MINUTES AGO.

AS YOU KNOW, BASED ON SOME OF THE GOVERNOR'S COMMENTS, SOME OF THE EVENTS THAT HAPPENED LAST YEAR AND THE TIE INTO SAFETY, AND YOU'RE TALKING ABOUT YOUR REPORT, AND I THINK THAT'S CRITICALLY IMPORTANT.

TALK MORE ABOUT THAT, PLEASE.

SAY THAT AGAIN. I'M STILL LIKE SAYING I SAID SOMETHING FASCINATING.

I'M SO HAPPY. CAN WE END THE NIGHT? [CHUCKLING] I'M JUST KIDDING.

THERE'S A LOT OF TALK, MR. JOHNSON OR I ARE ON THE SAFETY COMMITTEE, WE'VE TALKED ABOUT IT IN BROADCASTS THAT WE'VE DONE TO ALL THE PARENTS.

WE HAVEN'T TALKED ABOUT YOUR AREA, WHAT YOU'VE TALKED ABOUT TONIGHT, AND YOU'RE TIE IN TO SAFETY, AND I THINK THAT'S REALLY IMPORTANT.

SO YOU TALK MORE ABOUT THAT.

DOES THAT MAKE SENSE WHAT I'M ASKING? I'M NOT SURE, BUT TIE IN TO SAFETY.

I JUST THINK, FIRST OF ALL, WHAT WE DO WITH PBIS AND SAFETY, IT'S ALL ABOUT SAFETY IS IS WE HAVE IS MAKING KIDS FEEL SAFE.

I MEAN, EVERYTHING RELATED TO BEHAVIOR, AND IN TEACHING STUDENTS EXPECTATIONS AND HOW TO BEHAVE IN SCHOOL, IT ALL GOES BACK TO BEHAVIOR, AND WORKING WITH OUR SROS AND OUR ADMINISTRATORS AND OUR FAMILIES AND WELCOMING THEM IN TO THE CAMPUS AND MAKING SURE THAT THEY UNDERSTAND WE ARE ALL WORKING TOGETHER, AND THESE EXPECTATIONS THAT WE SET FOR OUR SCHOOLS AND MAKING SURE WE DON'T JUST MAKE THINGS UP FOR NO REASON, IT'S FOR SAFETY.

EVERYTHING WE DO, DRESS CODE I.D., BADGES, ALL OF THAT IS FOR SAFETY SO KIDS CAN LEARN.

SO LET'S TALK ABOUT IT.

GET OUR FAMILIES IN AND TALK ABOUT IT, EVERYTHING WE DO.

SO I DO FEEL GOOD.

I FEEL LIKE WE'RE ON A GOOD TRACK THIS YEAR BECAUSE I FEEL LIKE THE CAMPUSES COMMUNICATED WITH PARENTS MORE THAN EVER.

OUR HIGH SCHOOLS WERE AMAZING THIS YEAR AND OUR MIDDLE SCHOOLS, IT'S OUR SECONDARY THAT, YOU KNOW, IN THE PAST DID NOT FEEL LIKE THEY HAD TO COMMUNICATE AS MUCH BECAUSE THE STUDENTS WERE OLDER AND THEY REALLY DID AN AMAZING JOB THIS YEAR.

I JUST EVERY DAY THEY SENT EVERYTHING THEY DID TO ME.

IT WAS REALLY WONDERFUL, AND THAT'S WHAT THEY DID IS THEY TOLD THE PARENTS, HERE'S WHAT WE'RE DOING, HERE'S WHY WE'RE DOING IT, AND IT'S FOR SAFETY REASONS, AND I THINK THE PARENTS UNDERSTOOD.

I DIDN'T HEAR ANY PUSHBACK, AND THAT'S THE MESSAGE THAT YOU JUST TALKED ABOUT, THAT SAFETY.

PEOPLE ARE TALKING ABOUT OUTSIDE PERIMETERS AND DOOR LOCKS AND THINGS OF THAT NATURE.

THEY'RE NOT TALKING ABOUT WHAT YOU JUST TALKED ABOUT, AND THAT'S CRITICAL.

SO I HOPE YOU KEEP TALKING ABOUT THAT.

I THINK IT'S SO IMPORTANT.

IT IS OUTSIDE DOORS AND IT IS ALL OF THAT, BUT IT'S ALSO DRESS CODE I.D., BADGES AND STUDENT BEHAVIOR.

ALL OF IT GOES TOGETHER.

YES. MS. STANLEY, ANYTHING FURTHER? MR. SELDERS.

GOING BACK TO BOUNCE AROUND A LITTLE BIT, SLIDE.

[00:30:01]

CAN YOU WALK US THROUGH THAT AGGREGATE NUMBER AND HOW WE ARE ARRIVING AT THE 42.8%? IF I GO BACK TO THE DATA, ALL THE DATA THAT IS PROVIDED TO US AND KIND OF GO THROUGH THAT, WHERE ARE THOSE NUMBERS BEING PULLED FROM? OKAY, SO THE DATA FROM THE REPORTS IS AND THAT'S ALL OF THE IN-SCHOOL SUSPENSIONS OUT OF SCHOOL SUSPENSIONS AND PLACEMENTS AT THE ALTERNATIVE SCHOOL ALTERNATIVE SCHOOL CENTER, AEC/DAEP THOSE ARE EXCLUSIONARY CONSEQUENCES BECAUSE WE EXCLUDE THEM FROM THE CLASSROOM.

RIGHT. SO CAMPUSES CAN GIVE THEM EXCLUSIONARY CONSEQUENCES.

THOSE ARE THE CONSEQUENCES THAT WE HAVE TO REPORT TO THE STATE.

WE EXCLUDE THEM FROM THE CLASSROOM.

WE HAVE TO REPORT THEM TO PEIMS, WE REPORT THEM FROM THE STATE, BUT WE ALSO CAN GIVE THEM A DETENTION OR A SATURDAY SCHOOL, OR WE CAN ALSO GIVE THEM A REFERRAL TO THE COUNSELOR OR COUNSELING A PARENT CONFERENCE, ALL THOSE.

SO THIS PERCENTAGE IS THE COMPARISON OF THE EXCLUSIONARY CONSEQUENCES AS IT RELATES TO ALL THE OTHER CONSEQUENCES THAT WE GIVE, AND WHAT WE DON'T WANT IS THIS TO BE HIGHER THAN THE OTHER CONSEQUENCES.

SO IT'S AS IT RELATES TO ALL THOSE OTHER CONSEQUENCES AND WE PULL IT FROM REVIEW 360.

SO IT'S NOT YOUR HIGH LEVEL STATISTICAL DATA POINT.

IT'S JUST, ARE WE GIVING RESTORATIVE PRACTICES? ARE WE GIVING INTERVENTIONS AS WELL? ARE WE WORKING WITH OUR STUDENTS IN ADDITION TO THESE TYPE OF CONSEQUENCES? BECAUSE IF ALL WE DO IS GIVE OUR STUDENTS EXCLUSIONARY CONSEQUENCES, WE'RE NOT TEACHING THEM.

WE NEED TO GET THIS NUMBER DOWN AND THE OTHER NUMBER UP.

BOTTOM LINE. OKAY, ON SLIDE NUMBER 13, WE TALKED ABOUT HOW WE WERE DEFINING OR THE VALUE OF ONE INDICATES EQUAL RISK FOR DISPROPORTIONALITY IS GREATER THAN 1.5 AND THEN TEA HAS MADE A DETERMINATION A RISK RATIO GREATER THAN TWO AND ONE HALF REPRESENTS A SIGNIFICANT DISPROPORTIONALITY.

WILL YOU WALK US THROUGH WHAT HAPPENS WHENEVER WE HAVE THAT SIGNIFICANT DISPROPORTIONALITY WITH RESPECT TO ANY OF THOSE CATEGORIES.

YES. SO FOR OUR SPECIAL ED ACCOUNTABILITY WITH RDA WITH RESULTS DRIVEN ACCOUNTABILITY, IF WE HAVE ONE OF OUR, AND SO HERE'S THE DEAL IN GISD AS ALWAYS IN GISD, I WANT I WANT TO SAY THIS.

WE LOOK AT THIS DATA, GUYS, BUT WE DON'T HAVE TO WE ARE LOOKING AT THIS DATA IN WAYS THAT OTHER DISTRICTS DON'T BECAUSE THIS SCHOOL BOARD IS ALWAYS AHEAD OF THE GAME.

SO WE ARE LOOKING AT THIS AS THIS IS WE'RE RATED ON THIS BY THE STATE, BUT WE'RE NOT BUT IT'S RIGHT BECAUSE YOU WANT TO DO THE RIGHT THING BY KIDS.

SO WE TALKED ABOUT THIS YEARS AGO AND THIS IS THE WAY YOU WANTED TO SEE IT BECAUSE YOU WANT TO DO RIGHT BY KIDS BUT THE STATE DOESN'T LOOK AT IT LIKE THIS.

SO WE TOOK AN INDICATOR THAT THEY DO LOOK AT WHICH IS SPECIAL.

ED THAT'S HOW THEY LOOK AT IT.

SO WE JUDGE OURSELVES HARDER, JUST LIKE WHEN DR.

LOPEZ, YOU KNOW, LOOKED AT OUR STAAR DATA AND MEET VERSUS EXCEEDS AND ALL OF THAT, RIGHT? SO IT'S THE SAME THING.

WE'RE LOOKING AT OUR DISCIPLINE DATA IN A MORE DIFFICULT WAY.

YOU KNOW, IT'S KIND OF THE SAME THING APPROACHING VERSUS MEETS AND SO IT'S THE SAME THING.

SO WE'RE TAKING THIS AND WE WANT OUR RELATIVE RISK RATIO TO BE A VALUE OF CLOSER TO ONE. WE DON'T WANT ANY STUDENTS TO HAVE A HIGHER RISK RATIO.

SO IF WE HAVE GROUPS OF STUDENTS WHO ARE SUSPENDED MORE FREQUENTLY, THEN WE CAN BE CITED BY TEA IS WHAT HAPPENS.

[00:35:04]

MR. SELDERS ONE YEAR WE HAD SEVERAL GROUPS THAT HAD HIGH RELATIVE RISK RATIOS, SO WE WORKED WITH THOSE ADMINISTRATORS AND WE KNOCKED THEM ALL OFF, AND THAT YEAR WE PRESENTED ON THAT.

WE KNOCKED EVERY ONE OF THEM OFF.

NOW WE REALLY ARE ONLY FOCUSED ON ALL SUSPENSIONS WITH SPECIAL ED.

SO WE REPORT THIS DATA TO YOU SO THAT WE MONITOR IT.

SO IF WE GO ABOVE THAT 2.5, WE CAN HAVE MONEY TAKEN AWAY FROM US.

YOU KNOW, IT'S JUST IT'S ONE OF THOSE THINGS YOU CAN BE CITED BY TEA IF IT CONTINUES TO HAPPEN YEAR AFTER YEAR.

IS IT LIKE A CONSECUTIVE YEAR THING OR IS IT LIKE AFTER THE THIRD YEAR THEN SOMETHING HAPPENS? YES. SO WE'RE OKAY.

WHICH ONE IS IT AFTER THE SECOND YEAR? I BELIEVE AFTER YEAR THREE.

AND THEN I HAVE ONE MORE QUESTION.

YOU HAD MENTIONED EARLIER IN YOUR PRESENTATION AND YOU TALKED ABOUT TRANSITIONAL SUPPORT FOR STUDENTS.

YEAH, AND SO WHO DETERMINES WHAT THAT LOOKS LIKE AND WHO'S INVOLVED IN PROVIDING THAT SUPPORT? OKAY, SO CHAPTER 37, THE STATE HAS MANDATED AND REQUIRED ABOUT THOSE TRANSITION PLANS FOR AEC.

SO THEY OUTLINED WHAT THAT SUPPORT SHOULD LOOK LIKE, THE TRANSITION MEETINGS.

SO THEY REQUIRE IT.

IT'S IN CHAPTER 37.

IT'S OUTLINED VERY CLEARLY.

THIS IS WHAT IT HAS TO LOOK LIKE, AND THAT'S WHAT WE'RE DOING.

WELL, THAT'S WHAT WE DO, BUT I JUST NOTICED LAST YEAR WE HAD A HIGHER NUMBER OF STUDENTS WHO RETURNED TO AEC, AND I ALSO NOTICED OUR ATTENDANCE SUFFERED WHEN STUDENTS WERE TAKING A LITTLE BIT LONGER, GETTING THERE AND RETURNING TO HOME CAMPUS.

SO BECAUSE I'M OVER ATTENDANCE IN BEHAVIOR, I PUT A PLAN INTO PLACE TO HELP SUPPORT THE CAMPUSES IN GETTING THE STUDENTS THERE, SUPPORTING THEM WHILE THEY'RE THERE AND RETURNING.

SO THAT PLAN IS JUST SOMETHING EXTRA THAT I FEEL LIKE WE NEED TO HELP OUR CAMPUSES AND OUR STUDENTS.

OKAY, AND I CAN PROVIDE THAT IN THE BOARD INSIGHT SO YOU CAN SEE WHAT IT LOOKS LIKE, AND THEN I WILL REPORT TO YOU TO SHOW YOU HOW WE'RE DOING ON IT.

THANK YOU, AND THE BEHAVIOR SPECIALISTS ARE GOING TO IMPLEMENT THAT.

OKAY, COMMITTEE MEMBERS, TRUSTEES.

MR. BEACH.

THANK YOU AGAIN, MS. GARCIA.

THANK YOU SO MUCH FOR ALL THE HARD WORK YOU GUYS PUT IN THIS SUMMER, ALL THE TRAINING THAT YOU GAVE TO EVERYBODY OUT THERE, I HEARD REALLY KUDOS TO YOU GUYS, BUT I'M JUST CURIOUS. I KNOW THAT THE CODE OF CONDUCT BOOKLET THAT WAS HANDED OUT TO EVERY STUDENT IN GISD.

HOW DID THE DISTRICT FARE WITH STUDENT AND PARENTS SIGN OFF ON THE BOOKLET? DID WE GET ANY KIND OF FEEDBACK WITH THAT? NO, THEY DO IT ELECTRONICALLY ONLINE, AND I DO NOT KNOW, BUT I CAN GET THOSE NUMBERS AND WE CAN REPORT THAT TO YOU.

THEY'RE NOT COMPLETED YET, I CAN TELL YOU THAT.

MR. BEACH ON THE PARENT SIGN OFF, THERE'S TWO FORMS. WHENEVER YOU SIGN UP ON YOUR KIT, THE ONE SAYS, I WANT A HARD COPY OF THE STUDENT HANDBOOK, AND THEN THE OTHER ONE SAYS, I AM TAKING FULL RESPONSIBILITY.

I ALREADY KNOW I CAN LOOK AT IT ELECTRONICALLY.

SO THEY PICK ONE OF THE TWO AND THEN THEY SIGN OFF ON IT.

THANK YOU. THE REASON I SAID THAT IS BECAUSE IN THERE, OF COURSE, I KNOW, YOU KNOW, AND I'VE SAID IT ALL ALONG, EVER SINCE I'VE BEEN ON THIS BOARD, THAT, YOU KNOW, BEHAVIOR AND STUDENT LEARNING GO HAND IN HAND, AND IT JUST DOES, AND IN THAT CODE OF CONDUCT COURSE, IT TEACHES A LOT ABOUT THE THE DRESS CODE, AND I'M REAL ADAMANT ABOUT THAT ALSO BECAUSE STUDENTS NEED TO BE AT REALIZE THAT IN THE WORKING WORLD, YOU KNOW, WHEN YOU'RE IN THE WORKING WORLD, THE DRESS CODE IS VERY IMPORTANT AND IT'S JUST THAT WE'RE TRYING TO TEACH THE RESPONSIBILITY AND THE RESPECT THAT YOU NEED IN THE WORKING WORLD AND TO GREET YOURSELF TO THE PEOPLE, YOUR TEACHERS, BE RESPECTFUL OF THEM AND THAT TYPE OF THING. SO THAT'S IN THAT BOOKLET AND I JUST HOPE THAT THE PARENTS AND YOU KNOW, WE NEED TO BUY INTO THAT, AND IF THEY DO, YOU WANT YOUR PROBLEMS, YOU KNOW, THEY'RE NOT GOING TO ALL GO AWAY, BUT IT'S JUST RUNS A LOT SMOOTHER.

SO JUST A LITTLE EDITORIAL.

THANK YOU. THE CAMPUS IS REALLY FOCUSED.

THAT'S WHAT THEY FOCUSED ON.

[00:40:03]

WELL, ACTUALLY, KIND OF SEPTEMBER, OCTOBER.

IN ADDITION TO STARTING TO RECOGNIZE LEARNING LOSS, I HEARD THE TERM STUDENTS FORGOT HOW TO SCHOOL, THEY FORGOT HOW TO BEHAVE. WE HAD ALL KINDS OF ISSUES GETTING THEM BACK IN SCHOOL AFTER COVID AND SO FORTH.

I'M HOPEFUL THAT AND THAT'S PROBABLY REFLECTED IN SOME OF THE NUMBERS TODAY.

SO I'M JUST HOPEFUL THAT AS WE GO, SOME OF THE INTERIM DATA THAT WE GET WILL HOPEFULLY SHOW THAT GOT CORRECTED TOWARD THE END OF THE YEAR LAST YEAR. SO THE QUESTION I WOULD HAVE WAS, IN YOUR INCIDENCES, DID IT EASE UP TOWARD THE END OF THE YEAR OR IS THE END OF THE YEAR TYPICALLY A HIGH INCIDENT TIME OF YEAR? I MEAN, COULD YOU TELL DID THE TREND REVERSE? THAT'S ALL I'M REALLY INTERESTED IN.

YES, I COULD, IT DID EASE UP.

YES, IT DID COMPARATIVELY FROM THE BEGINNING.

YES, SIR. MS. STANLEY. SO I JUST HAD A QUESTION.

I GET ALL THAT WE'RE DOING HERE FOR THE BEHAVIOR AND THAT KIND OF STUFF, BUT WHERE'S THE PROTECTION FOR THE KIDS IN THE CLASS THAT HAS TO SUFFER THROUGH ALL THE INTERRUPTIONS? FOR INSTANCE, I WOULD TAKE PITY ON ANYONE WITH MY GRANDDAUGHTER IN THEIR CLASS BECAUSE SHE'S A CONSTANT INTERRUPTION.

HOW DO WE MAKE SURE THAT I KNOW THAT WE'RE TRYING REALLY HARD TO KEEP THE KIDS IN THE CLASSROOM AND I'M NOT ADVOCATING TO REMOVE THEM FROM THE CLASSROOM, BUT WHERE'S THE PERSON LOOKING OUT FOR ALL THE OTHER KIDS WHO ARE CONSTANTLY BEING INTERRUPTED IN THEIR LEARNING WHILE WE'RE FOCUSING SO MUCH ON KEEPING THAT CHILD IN THE CLASS? DOES THAT MAKE SENSE? WHO'S WATCHING OUT FOR THEM? THAT'S WHAT LIKE BEHAVIOR INTERVENTION AND INTERVENTIONISTS AND THE COUNSELORS AND TEACHING THEM INTERVENTION TIER TWO AND THREE INTERVENTION. I CAN'T SPEAK FOR EVERY CLASSROOM AND EVERY TEACHER, BUT THAT'S WHAT THE BEHAVIOR COACH IS AND THE INTERVENTION TOOLS ARE FOR.

I DO UNDERSTAND WHAT YOU'RE SAYING.

WE DO WANT TO MAKE SURE EVERY STUDENT CAN LEARN.

THAT'S THE ULTIMATE GOAL.

WE CAN'T HAVE ONE STUDENT, YOU KNOW, STOP LEARNING.

WE CAN'T HAVE THAT. SO WE HAVE TO PROVIDE INSTRUCTION DURING THE CLASS.

SO IF THERE IS A STUDENT THAT'S INTERRUPTING, WE HAVE TO ADDRESS THAT.

OKAY, ANY OTHER QUESTIONS? BOARD MEMBERS, COMMITTEE MEMBERS.

WE THANK YOU VERY MUCH.

OKAY, LET'S GO TO ITEM 4B.

SPRING 2022 STAAR EOC AND TELPAS PERFORMANCE.

MS. JOYNER. PAGES 21 TO 123.

WELCOME, AND THANK YOU FOR SPENDING TIME ON THE PHONE WITH ME.

I APPRECIATED THAT.

LET'S SEE. SO, YES, OF COURSE.

MR. GLICK. SO, COMMITTEE CHAIR GLICK BOARD OF TRUSTEES.

DR. LOPEZ.

THIS EVENING'S PRESENTATION WILL HIGHLIGHT GISD STUDENT PERFORMANCE ON THE SPRING 2022 STAAR AS WELL AS TELPAS ASSESSMENTS IN ANTICIPATION OF THIS EVENING'S PRESENTATION.

ADDITIONAL REPORTS WERE INCLUDED IN YOUR BOARD PACKETS.

THESE INCLUDE THE STAAR AND EOC RESULTS BY GRADE LEVEL AND CONTENT.

THIS IS A DISTRICT CREATED RESULT REPORT.

IT INCLUDES RESULTS FOR CAMPUS, DISTRICT, REGION AND STATE.

IT ALSO INCLUDES PERFORMANCE RATES FOR 2019, 2021 AND 2022, AS A POINT OF REFERENCE TO.

TO SHOW YOU HOW FAR WE'VE COME SINCE THE START OF THE PANDEMIC.

THE STAAR SUMMARY REPORTS THOSE ARE GENERATED AND INCLUDE DATA VIEWS FOR VARIOUS STUDENT GROUPS SUCH AS RACE AND ETHNICITY, ECONOMICALLY DISADVANTAGED STUDENTS, STUDENTS IN DIFFERENT PROGRAMS SUCH AS SPECIAL EDUCATION AND ESL.

THESE REPORTS ARE ALSO PROVIDING DISAGGREGATED DATA BY THE LANGUAGE OF THE ASSESSMENT AND FOR THE EOCS YOU CAN SEE THE RESULTS FOR FIRST YEAR TESTERS VERSUS TESTERS. THEN AT THE END OF YOUR PACKET YOU HAVE THE TELPAS SUMMARY REPORTS.

THESE ARE ALSO TEA GENERATED AND INCLUDE DATA VIEWS FOR THE VARIOUS STUDENT GROUPS, THE FOUR TESTED LANGUAGE DOMAINS AND AGGREGATE RESULTS FOR STAAR TESTED GRADES VERSUS NON STAAR TESTED GRADES.

SO JUST AS A REMINDER, THE STAAR IS A CRITERION REFERENCE ASSESSMENT, MEANING THAT STUDENTS ARE ASSESSED BASED ON A SET OF STANDARDS THAT TEA HAS DETERMINED FOR EACH PARTICULAR GRADE LEVEL AND CONTENT.

[00:45:02]

SO THESE ARE THE STAAR PERFORMANCE LEVELS, AND TEA HAS GIVEN US A CLEAR DEFINITION FOR EACH ONE OF THEM, AND WHILE NOT NECESSARILY OVERT IN THE PERFORMANCE LEVEL, DESCRIPTION APPROACHES, GRADE LEVEL IS MEETING A MINIMUM PASSING STANDARD.

HOWEVER, BECAUSE OUR BOARD GOALS ARE ALL SET TO THE MEETS GRADE LEVEL AS WELL AS THE ACCOUNTABILITY SYSTEM, IT REALLY HOLDS IN HIGH REGARD STUDENTS THAT PERFORM AT MEETS AND MASTERS.

THE FOCUS OF TONIGHT'S PRESENTATION WILL BE AT MEETS GRADE LEVEL, BUT YOU WILL HAVE INFORMATION FOR EACH PERFORMANCE LEVEL, NOT ONLY IN THE SLIDES BUT ALSO IN YOUR PACKET.

SO LET'S DIVE INTO ELEMENTARY.

OKAY, SO IN READING LANGUAGE ARTS, SPANISH AND ENGLISH COMBINED GARLAND ISD STUDENTS HAVE MADE SIGNIFICANT GAINS AS COMPARED TO THEIR PEERS IN 2021. IN SOME CASES, PERFORMANCE LEVELS REACHED AND OR SURPASSED THE PRE-PANDEMIC PERCENTAGES.

SO IF WE TAKE A LOOK AT THESE CHARTS, THE MAROON STARBURST IS AN INDICATION OF THE GROWTH THAT OCCURRED FOR EACH PARTICULAR GRADE LEVEL FROM SPRING 2021 TO SPRING 2022.

THEN THE GREEN ARROWS WITH THE NUMBER INSIDE SHOW THE COMBINED GAINS WHEN WE ADD UP THE GAINS FROM APPROACHES 21 TO 22 MEETS 21 TO 22 AND MASTERS 21 TO 22.

SO GRADE FOUR READING HAD THE MOST SIGNIFICANT GAINS FROM 2021, WITH A 20 POINT GAIN IN MEETS GRADE LEVEL.

THERE WAS A 48 POINT GAIN WHEN COMBINED.

WHEN COMBINING THE PERFORMANCE GAINS FOR APPROACHES, MEETS AND MASTERS, ALL PERFORMANCE LEVELS SURPASSED THE 2019 PRE-PANDEMIC PERFORMANCE, AND THESE DISTRICT GAINS WOULDN'T BE POSSIBLE WITHOUT THE TREMENDOUS WORK THAT OCCURRED AT THE CAMPUS LEVEL.

WE'VE HEARD ALREADY FROM DR.

LOPEZ THAT THE COMMISSIONER HAS EVEN NOTED THESE GAINS AND IS COMING TO BECK ELEMENTARY.

SO NOT IN YOUR PACKET, BUT I DO WANT TO HIGHLIGHT SOME THINGS.

WE'VE HAD SEVERAL CAMPUSES WITH GREATER THAN 20 POINT GAIN FROM 2021 AT MEET'S GRADE LEVEL FIVE SCHOOLS HAD A 20 POINT PLUS GAIN IN THIRD GRADE READING, WHILE ELEMENTARY 35 POINT GAIN.

WE HAD 19 SCHOOLS WITH A 20 POINT PLUS GAIN IN FOURTH GRADE.

READING TOLER ELEMENTARY.

SO PROUD OF THEM.

52 POINT GAIN FROM THEIR 2021 TO 2022 FOURTH GRADE PERFORMANCE.

AND THIS IS IN YOUR PACKET IN TERMS OF THE SEPARATION BY CAMPUS AND GRADE LEVEL, BUT IN TERMS OF THE SUMMARY, I JUST WANT TO REALLY POINT OUT SOME OF THESE SCHOOLS, FIFTH GRADE READING, WE HAD 11 SCHOOLS WITH 20 PLUS POINT GAIN.

KEELEY ELEMENTARY TOOK THE VOTE ON THAT ONE WITH 32 POINT GAIN, AND BRADFORD ELEMENTARY, THERE ARE THE ONLY ELEMENTARY SCHOOL THAT HAD A 20 POINT PLUS GAIN IN THIRD, FOURTH AND FIFTH GRADE READING.

I ACTUALLY HAD THE PLEASURE OF WELCOMING THOSE TEACHERS BACK TO SCHOOL LAST MONDAY AND THEY ARE SO READY TO SHOW US THAT THEY'RE GOING TO BEAT THEIR 2022 PERFORMANCE IN 2023.

OKAY, MOVING INTO MATH.

ELEMENTARY MATH STUDENTS ALSO MADE SIGNIFICANT GAINS AS COMPARED TO THEIR 2021 PEERS.

AT THESE RATES, THERE IS NO DOUBT THAT WE WILL SURPASS PRE-PANDEMIC PERFORMANCE BY SPRING 2023.

GRADE THREE MATH HAD THE MOST SIGNIFICANT GAINS FROM 2021, WITH A 22 POINT GAIN IN MEETS GRADE LEVEL.

THIS GRADE LEVEL SAW COMBINED GAIN OF 49 POINTS AMONG ALL PERFORMANCE LEVELS.

IN ADDITION, GARLAND ISD OUTPERFORMED REGION AND STATE IN THIRD AND FIFTH GRADE MATH.

YOU HEAR THAT, MR. GLICK? WE OUTPERFORMED REGION AND STATE.

I KNOW THAT WAS A QUESTION LAST YEAR.

I'M SO PROUD OF THEM.

WE HAD 30 SCHOOLS THAT HAD A 20 POINT PLUS GAIN IN THIRD GRADE MATH WITH LIBERTY GROVE WITH 43 POINTS GAINED IN THIRD GRADE. FOURTH GRADE MATH, WE HAD 12 SCHOOLS WITH A 20 POINT GAIN, FIVE OF WHICH HAD A 40 PLUS POINT GAIN IN MATH.

SO ARMSTRONG ELEMENTARY, 52 POINTS, KIMBERLIN 49, SPRING CREEK, 42, KEELEY AND HILLSIDE 40.

IN FIFTH GRADE MATH, WE HAD 20 SCHOOLS WITH A 20 PLUS GAIN BACK ELEMENTARY 36 AND WILLIAMS ELEMENTARY 32.

NOW NOTICE THAT THE SCHOOLS THAT I THAT I HAVE THE PLEASURE OF ANNOUNCING TONIGHT, THEY ARE NOT ALL MAGNET SCHOOLS.

THESE ARE OUR EVERYDAY NEIGHBORHOOD SCHOOLS DOING INCREDIBLE JOBS WITH OUR CHILDREN.

SO WHILE THIS PRESENTATION DOES NOT OUTLINE, OUTLINE PERFORMANCE BY STUDENT GROUP, I WOULD ALSO LIKE TO POINT OUT THAT GARLAND ISD IS ON THE VERGE OF MAKING HISTORY WITH OUR

[00:50:02]

WITH THE EXCEPTION OF FIFTH GRADE READING, THE EMERGENT BILINGUAL STUDENT GROUP HAS OUTPERFORMED THE ALL STUDENT GROUP IN READING AND MATH FOR YEARS. THEY'VE EITHER UNDERPERFORMED OR TIED THE PERFORMANCE, AND WE NEED ONE MORE FIFTH GRADE READING, AND SO I'M REALLY HOPEFUL THAT'S GOING TO BE THE FIRST THINGS THAT I FLIP THROUGH NEXT YEAR, IS JUST TO SEE THAT OUR EMERGENT BILINGUAL POPULATION IS OUTPERFORMING OUR ALL STUDENT CATEGORY, WHICH AGAIN, WE'RE ON THE VERGE OF MAKING HISTORY.

NOW MOVING INTO MIDDLE SCHOOL, THE RLA PERFORMANCE GAINS CONTINUED IN MIDDLE SCHOOL.

ALL GRADE LEVELS SAW GREATER PERFORMANCE AT MEET'S GRADE LEVEL AS COMPARED TO 2019.

GRADE EIGHT READING HAD THE MOST SIGNIFICANT GAINS FROM 2021, WITH A 16 POINT GAIN IN MEETS GRADE LEVEL AND IN THE MASTER'S GRADE LEVEL.

GRADE EIGHT READING ALSO TIED STATE PERFORMANCE AT MEETS AND MASTERS.

BY CAMPUS SELLERS EXPERIENCED A 21 POINT GAIN IN SIXTH GRADE READING.

IN GRADE EIGHT READING, SCHRADE HAD A 21 POINT GAIN AND WEBB HAD A 25 POINT GAIN.

NOW, BEFORE I GO INTO THE MIDDLE SCHOOL MATH, I JUST WANT TO HAVE A POINT OF CLARITY.

SO GARLAND ISD OFFERS MIDDLE SCHOOL HONORS AND ADVANCED HONORS COURSES FOR STUDENTS THAT ARE ABOVE GRADE LEVEL.

NOW, PRIOR TO 2020-2021, THESE SIXTH GRADE STUDENTS TESTED ABOVE GRADE LEVEL.

THAT IS AS A SEVENTH GRADE MATH STAAR DURING 2020-2021, BECAUSE EVERYTHING GOING ON WITH THE PANDEMIC, STUDENTS ENROLLED IN THOSE ADVANCED LEVEL COURSES TOOK AN ON LEVEL ASSESSMENT.

SO IN 2021, WE SEE GREAT IMPROVEMENT IN SIXTH GRADE MATH.

WELL, THAT'S BECAUSE WE HAVE HIGH ACHIEVING KIDS THAT HAVE TYPICALLY COME OUT OF THAT BUNCH TAKING THE SIXTH GRADE MATH.

SO LAST YEAR, GARLAND ISD RETURNED TO THE ABOVE GRADE LEVEL TESTING PRACTICES IN 2021 AND 2022.

THE IMPACT OF THESE CHANGES ARE MOSTLY NOTED AT CAMPUSES SUCH AS AUSTIN ACADEMY, THE CLASSICAL CENTER AT BRANDENBURG AND JACKSON TECHNOLOGY CENTER FOR MATH AND SCIENCE.

SO AS YOU'RE LOOKING AT THAT REPORT THAT SHOWS 18, 21 AND 2022 PERFORMANCE, AND YOU'RE LIKE, OH, MY GOSH, WHY DID AUSTIN HAVE SUCH A BIG DIP IN SIXTH GRADE MATH? WELL, IT'S BECAUSE WE'VE CAPTURED THOSE KIDS.

LOOK AT THEIR GAINS IN SEVENTH GRADE MATH.

SO JUST A POINT OF CLARITY.

OKAY, SO MIDDLE SCHOOL MATH WILL BE AN AREA OF CONTINUED REFINEMENT.

HOWEVER, GRADE EIGHT MATH IS NOTING THE GREATEST PROMISE.

O'BANION AND WEBB SAW THE GREATEST POINT INCREASE IN EIGHTH GRADE MATH WITH 19 AND 22 POINTS RESPECTIVELY.

NOW, BEFORE MOVING TO THE END, OF COURSE RESULTS, I'D ALSO LIKE TO POINT OUT THAT WHILE GARLAND ISD DIDN'T OUTPERFORM REGION AND STATE, IN MANY CASES WE DID HAVE GREATER GAINS FROM 2021 TO 2022 AS COMPARED TO REGION AND STATE.

SO NOW MOVING INTO THE END, OF COURSE, EXAMS, THE DATA SHARED THIS EVENING REGARDING THE EOC TESTERS DOES INCLUDE OUR STUDENTS WHO HAVE YET TO MEET THEIR GRADUATION REQUIREMENTS, AND WE CLASSIFY THEM AS TESTERS.

IN YOUR PACKETS, AGAIN, WHEN YOU LOOK AT THE TEA REPORT, YOU'LL NOTICE THE THE DISAGGREGATION OF THOSE STUDENTS BETWEEN FIRST TIME TESTERS AND TESTERS SO THAT YOU CAN REALLY SEE THE DIFFERENCE BETWEEN THE PERFORMANCE IN THOSE GROUPS.

SO ALGEBRA ONE HAD THE MOST SIGNIFICANT GAINS, WITH AN 11 POINT GAIN IN MEETS GRADE LEVEL AND A NINE POINT GAIN IN THE MASTER'S GRADE LEVEL.

OUR MIDDLE SCHOOL PROGRAMS AUSTIN, SAM HOUSTON, WEBB AND LYLES ALL HAD 100% PERFORM AT APPROACHES, GRADE LEVEL AND COYLE THEY WERE ONE STUDENT AWAY FROM GETTING BACK TO 100% OF THEIR ALGEBRA ONE KIDDOS PERFORMING AT MEETS GRADE LEVEL.

THAT COYLE TEACHER IS ON FIRE.

LET ME JUST TELL YOU.

BIOLOGY. BIOLOGY NOTED A SIX POINT GAIN AT MEETS GRADE LEVEL ROWLETT HIGH SCHOOL WAS THE CLOSEST AS COMPARED TO PRE-PANDEMIC PERFORMANCE.

THEY NEEDED TWO MORE PERCENTAGE POINTS AT MEETS GRADE LEVEL AND ONE MORE PERCENTAGE POINT AT MASTERS IN ORDER TO PERFORM AT THEIR 2019 PERFORMANCE LEVELS.

NOW STATEWIDE, US HISTORY RESULTS REMAINED RATHER FLAT DURING 2021 AND 2022.

WHILE THE GAINS WERE THE SMALLEST, THEY HAD THE BEST PERFORMANCE ACROSS ALL FIVE AND OF COURSE, EXAMS WITH 80%, 87% OF STUDENTS MEETING THEIR GRADUATION REQUIREMENT, AND AS A REMINDER, REMEMBER THAT ALGEBRA ONE AND BIOLOGY ARE TYPICALLY AT HIGH SCHOOL LEVEL TAKEN BY FRESHMEN, AND US HISTORY STUDENTS ARE TYPICALLY IN 11TH GRADE.

THE ENGLISH, AND OF COURSE, EXAMS HAVE REMAINED THE MOST STABLE, DESPITE NOT HAVING ANY GAINS FROM 21 TO 22.

I'D LIKE TO NOTE THAT IN ENGLISH ONE, THE REGION SAW A FIVE POINT LOSS AT MEETS GRADE LEVEL AND THE STATE EXPERIENCED A THREE POINT LOSS AT

[00:55:05]

WHILE THE STATE AND THE REGION SAW A DECLINE IN THAT PERFORMANCE AT MASTER'S GRADE LEVEL, GARLAND ISD DID EXPERIENCE A ONE POINT GAIN WHILE THE STATE IN THE REGION EXPERIENCED A LOSS.

ENGLISH TWO IS ONE POINT AWAY FROM THE PRE-PANDEMIC PERFORMANCE AT APPROACHES GRADE LEVEL , AND AGAIN, THE REASON I'VE BROUGHT IN APPROACHES FOR OUR EOC RESULTS IS BECAUSE THAT'S WHAT WE CONSIDER MEETING THE GRADUATION REQUIREMENT, AND AT THE END OF THE DAY, THAT'S OUR GOAL WITH THOSE BABIES, IS CAN WE GET THEM ACROSS THAT STAGE? SO WE SAW THE SLOWEST RATE OF DECLINE AT MASTERS GRADE LEVEL AS COMPARED TO REGION IN STATE.

NOW MOVING INTO THE TELPAS.

THE TELPAS ASSESSES THE ENGLISH LANGUAGE PROFICIENCY OF STUDENTS WHO'VE BEEN IDENTIFIED AS EMERGENT BILINGUAL STUDENTS IN FOUR LANGUAGE DOMAINS WHICH ARE LISTENING, SPEAKING, READING AND WRITING.

TELPAS EVALUATES THE PROGRESS THAT EACH ONE OF THESE STUDENTS HAVE MADE TOWARDS BECOMING PROFICIENT IN THE ENGLISH LANGUAGE.

I'VE CALLED ATTENTION TO THE ADVANCED PROFICIENCY LEVEL.

THIS IS WHERE THE BULK OF OUR GISD STUDENTS ARE PERFORMING.

THE GOAL IS TO MOVE THEM INTO ADVANCED HIGH IN ALL FOUR DOMAINS AND SUPPORT THEIR PERFORMANCE ON READING OR ENGLISH ONE OR ENGLISH TWO WITHOUT ANY LINGUISTIC ACCOMMODATIONS IN ORDER FOR THEM TO BE ELIGIBLE FOR RECLASSIFICATION.

SO ONE OF THE DATA VIEWS THAT I'VE BEEN WORKING WITH PRINCIPALS IN THE DEPARTMENT OF MULTILINGUAL PROGRAMS IS A CONNECTION BETWEEN THE PERFORMANCE ON READING ENGLISH FOR MEETS AND MASTERS STUDENTS, THOSE WHO HAVE ATTAINED MEETS AND MASTERS IN READING OR ENGLISH ONE IN ENGLISH TWO AND THE CONNECTION TO THE STUDENTS TELPAS RESULTS.

SO WHILE WE KNOW THE SPEAKING DOMAIN IS THE HARDEST ONE TO ACHIEVE FOR ADVANCED HIGH PROFICIENCY, WE HAVE A SOLID GROUP OF STUDENTS ALREADY PERFORMING AT HIGH LEVELS OF READING ON STAAR, AND IF WE JUST HONE IN SOME OF OUR STRATEGY IN ORDER TO SUPPORT THEIR OVERALL LANGUAGE ACQUISITION POTENTIAL, I CAN TELL YOU THAT WE'RE GOING TO START SEEING SO MANY GAINS IN THE NUMBER OF STUDENTS THAT WERE MOVING FROM THIS ADVANCED LEVEL BAND INTO ADVANCED HIGH SO THAT WE CAN SUPPORT THEIR RECLASSIFICATION.

SO THE 2022 ACCOUNTABILITY RATINGS, THOSE WILL BE MADE PUBLICLY AVAILABLE ON AUGUST 15TH, AS PREVIOUSLY NOTED IN TONIGHT'S MEETING.

SO DURING THE AUGUST 26 BOARD MEETING, THAT WILL INCLUDE OUR DISTRICT AND CAMPUS RATINGS WITH ADDITIONAL 2022 ACCOUNTABILITY INFORMATION.

SO WHILE WE DO HAVE SOME PREDICTIONS TO CELEBRATE AT THIS TIME, THEY STILL ARE ONLY PREDICTIONS.

FINAL RESULTS WILL BE AVAILABLE IN THE COMING DAYS, AND YOU CAN BET THAT WE'RE READY TO CELEBRATE THE TREMENDOUS ACCOMPLISHMENTS OF OUR STUDENTS, TEACHERS, CAMPUS LEADERS AND THE VARIOUS DISTRICT SUPPORT STAFF.

EVERYONE ROLLED UP THEIR SLEEVES LAST YEAR, AND WHILE TODAY ONLY MARKS THE SECOND DAY OF THIS NEW SCHOOL YEAR, I HOPE YOU'VE ALREADY SEEN THAT OUR STAFF IS ALL IN AND READY TO MAKE THIS YEAR THE YEAR OF CLOSED GAPS.

ANY QUESTIONS FOR ME? MS. STANLEY? YEAH IT JUST TAKES ME A LITTLE WHILE TO PROCESS.

SORRY. IT'S A LOT OF NUMBERS.

I KNOW. IF WE COULD FLIP THEM ON THE PAGE AND MAKE THEM A LITTLE BIT BIGGER.

MY EYES WOULD LOVE YOU, TOO.

MAYBE WE CAN GET MICHELLE TO MAKE THEM ON, LIKE, LEGAL SIZE PAPER.

SO THE CONCERN REALLY FOR ME IS THE MATH.

SO I KNOW THAT YOU SAID THAT YOU BELIEVE THAT IN SPRING 2023 THAT WILL SURPASS OUR 2019 PRE-PANDEMIC NUMBERS.

YOU FEEL THAT CONFIDENT WITH THE MATH AS WELL AS THE READING.

SO ON THAT ONE.

SO I DO BECAUSE WE'RE TRENDING UPWARDS, WE'RE REALLY NOT SEEING A DECLINE IN THOSE RESULTS.

RIGHT. SO I KNOW THAT THE ACADEMIC ACCELERATION PLAN IS COMING UP NEXT, AND I BELIEVE THAT THEY'RE ALSO GOING TO BE ADDRESSING WHAT THEY'RE DOING IN ORDER TO CLOSE THOSE MATH GAPS, AND WHEN WE GET TO THAT PRE-PANDEMIC LEVELS, ARE WE I'M NOT SURE HOW TO SAY IT.

ARE THE KIDS, REALLY, TRULY MOVING AHEAD GRADE WISE? I MEAN, I KNOW WE'RE MOVING THEM AHEAD GRADE WISE, BUT WE HAVE THE LEARNING LOSS AND WE GET TO THOSE PRE-PANDEMIC NUMBERS, BUT THAT DOESN'T REALLY MEAN THAT THEY'VE--IT JUST MEANS THAT NOW THEY'VE CAUGHT UP IN TWO YEARS, AND WHERE ARE WE AT AT THAT POINT? THAT'S A GREAT QUESTION. SO ONE OF THE THINGS TO KEEP IN MIND IS OUR LOVELY THING CALLED HB 4545, WHERE THE STATE HAS REALLY ASKED US TO HAVE A LASER FOCUS ON STUDENTS THAT NOT ONLY HAVE FAILED STAAR ONCE, BUT EVEN A GREATER FOCUS ON THOSE THAT HAVE TWO YEARS THAT THEY JUST AREN'T CATCHING

[01:00:05]

SO HOW MANY STUDENTS DID WE LEAVE ON THE TABLE? RIGHT, THAT MAYBE HAD PERFORMED AT MEETS AND MASTERS IN THE PREVIOUS YEAR, THAT SLID A BIT A LITTLE BIT THIS YEAR? SO I THINK ALL OF THAT TOGETHER WE WILL START TO SEE SOME INCREDIBLE GAINS HERE IN GARLAND ISD.

I THINK WE HAVE LOTS TO BE PROUD OF, SO I DON'T WANT ANYBODY TO THINK OTHERWISE.

NO, FOR SURE, AND THAT'S A VALID QUESTION.

LIKE, WILL IT BE ENOUGH, RIGHT? WILL IT BE ENOUGH FOR US TO BE AT 2019 GOALS? AND I DON'T THINK THAT'S THE GOAL OF ANYBODY HERE.

AS A MATTER OF FACT, OUR OUR BOARD GOALS HAVE KEPT ON PUSHING THE CAMPUS GOALS THAT I PUSHED OUT TO THEIR CAMPUSES FOR THEIR CAMPUS IMPROVEMENT PLANS ARE NOT BASED ON 2019.

WE'RE TRACKING FORWARD AND THERE'S A HIGH LEVEL OF EXPECTATION, AND IN ORDER FOR US TO BECOME A DISTRICT, WE HAVE TO GET KIDS BEYOND THE BUBBLE OF APPROACHES AND REALLY PUSHING INTO THAT MEETS AND MASTERS SO THAT THEY CAN BE SUCCESSFUL IN THE SUBSEQUENT GRADE LEVELS.

I THINK YOU RAISE THE BAR, THE KIDS WILL, THEY'LL COME FOR SURE.

YES, MR. SELDERS. THANK YOU FOR THE PRESENTATION, AND I AGREE WITH MS. STANLEY IN TERMS OF THE DIRECTION I FEEL LIKE THINGS ARE MOVING IN A REALLY GOOD DIRECTION.

MY QUESTION IS, AND I WAS TRYING TO FIGURE OUT MAYBE THE CORRELATION, RIGHT? SO THE RESULTS THAT WE'RE SEEING NOW HAVE TO HAVE TO HAVE BEEN IMPACTED BY OUR ACADEMIC ACCELERATION PLAN.

I WANT TO SAY THAT'S TRUE, BUT I DON'T WANT TO MAKE THAT ASSUMPTION.

SURE. OKAY, BUT THEN WE HAD A SIGNIFICANT AMOUNT OF TEACHER TURNOVER.

SO I'M JUST CURIOUS, HOW WILL MOVING FORWARD THOSE PLANS SORT OF WRAP BACK AROUND TO CONTINUE THIS MOMENTUM IF WE HAVE THIS SIGNIFICANT CHANGE OF THE GUARD, IF YOU WILL, AND WE HAVE NEWER TEACHERS IMPLEMENTING A PLAN THAT HAD BEEN PLACED IN MOTION FROM TIME AGO.

I MEAN, WE STARTED FROM SCRATCH.

OR HOW IS THAT LOOKING IN TERMS OF ACTUAL IMPLEMENTATION AND HOW IT'S GOING TO IMPACT THE RESULTS GOING FORWARD? SO IF I CAN ANSWER THAT QUESTION ANECDOTALLY, I AGAIN BEEN WORKING WITH OUR PRINCIPALS OF OUR MORE STRUGGLING CAMPUSES, AND I'LL JUST PUT OUT ROWLETT ELEMENTARY, FOR EXAMPLE.

SHE IS EXCITED THAT SHE HAS TURNOVER BECAUSE SHE CAN START FRESH WITH HIM AND REALLY SET SOME HIGH EXPECTATIONS FOR THESE NEW TEACHERS.

A NO EXCUSES ATTITUDE, RIGHT.

SO I THINK THAT'S GOING TO BE CRITICAL ON OUR CAMPUS LEADERS THAT WHEN THEY DO HAVE THESE NEW TEACHERS THAT COME IN, THAT THEY HAVE A NO EXCUSES ATTITUDE, THAT THEY THAT THEY KNOW WHAT THE GAME IS, THAT THEY KNOW THE STRATEGY, THAT THEY KNOW THAT AT THE END OF THE DAY, WE'VE GOT TO MOVE EVERY SINGLE ONE OF OUR KIDS TO THE RIGHT.

IT DOESN'T MATTER IF THEY WERE AND DID NOT MEET LAST YEAR AND THEY'RE MOVING TO APPROACHES OR SO ON AND SO FORTH.

I THINK THAT'S [INAUDIBLE].

I JUST WANT I WANT THE BOARD TO BE CLEAR THAT VERONICA'S ROLE ISN'T TO IMPLEMENT AND DO THE CURRICULUM AND INSTRUCTION.

I GET THAT. THAT'S STILL THE QUESTION, THOUGH.

YEAH, THE EXPERTISE.

I UNDERSTAND. I UNDERSTAND WHAT HER ROLE IS.

[CHUCKLING] SO I MEAN, I THINK THOSE WILL BE ADDRESSED IN THE ACADEMIC ACCELERATION PLAN , AND THE ONLY REASON I'M SAYING THAT IS SO THAT WAY WE COULD GET THE ORGANIZATIONAL PLAN FIRST.

YEAH, I JUST WANTED TO PUT THAT OUT THERE.

SO WHEN THAT PRESENTATION COMES, THAT STILL WILL BE A QUESTION.

SURE.

I GUESS TO SORT OF GO BACK TO MY QUESTION, WHAT SHE'S TALKING ABOUT IN TERMS OF MOMENTUM GOING FORWARD IS PREDICATED ON WHAT'S GOING TO BE PRESENTED LATER.

SO I JUST I FIGURED THAT SOMEBODY HAD TO HAVE A CONVERSATION FOR HER TO BE ABLE TO BE STANDING THERE AND HAVING THAT LEVEL OF CONFIDENCE.

SO THAT SORT OF WHERE I'M COMING FROM.

QUITE HONESTLY, IT'S THE ABILITY TO CONTINUE TO WORK WITH PRINCIPALS, RIGHT? IT'S NOT THAT I'M DOING THE IMPLEMENTATION, IT'S THE ABILITY TO WORK WITH PRINCIPALS AND HEAR FROM THEM FIRSTHAND ON WHAT THEY'RE DOING.

I THINK WHAT A FAIR THING TO DO A PRELUDE BEFORE WE GO INTO ACADEMIC RECOVERY, WHY DON'T YOU TALK ABOUT WHAT THE STATISTICS WERE SAYING ON THE LEARNING LOSS ON RECOVERY WHEN HARVEY HIT? THAT'S MAINLY THE THING THAT THEY WERE PREDICATING ALL THEIR INFORMATION ON AND HOW LONG IT TOOK APPROXIMATELY READING TO RECOVER AS OPPOSED TO MATH? YES, SEVERAL YEARS.

ON THE READING, IT WAS A LOT FASTER, BUT ON THE MATH, IT WAS SEVERAL YEARS ON THAT, HARVEY, AND I REMEMBER WHENEVER I WAS PREPARING FOR, FOR THIS PRESENTATION, I MENTIONED IT LAST YEAR.

YES, ABOUT FIVE YEARS, TWO MONTHS OUT.

NO, I REMEMBER THAT, TOO.

CAN YOU REFRESH US ON WHAT WAS THE RESEARCH THAT SHOWED WHY THAT WAS THE CASE, WHY IT TOOK LONGER FOR MATH TO RECOVER THAN READING? A LOT OF IT WAS THAT DISPLACEMENT OF STUDENTS, AND THERE WASN'T A CONTINUUM OF LEARNING RIGHT.

[01:05:05]

THEY WERE HERE. WE HAD OUR TEACHERS THAT WERE DOING THE HYBRID MODEL, AND SO IT'S NOT TRYING TO FIGURE OUT WHERE THEY ARE.

OUR TEACHERS KNOW WHERE THEY ARE AND NOW THEY HAVE THE TOOL AND THEY'VE ALWAYS HAD THE TOOLS, BUT THERE WAS JUST SO MUCH WORKING AGAINST THEM WHEN WE HAD A HYBRID MODEL.

BUT THEY HAVE EVERYTHING THAT THEY NEED.

WE HAVE THIS AND AGAIN, I'M NOT THE IMPLEMENTATION GIRL, BUT THE CURRICULUM THAT'S COMING IN, WE JUST HAVE SO MUCH GOING FOR OUR TEACHERS THAT NOW IT'S TIME OF ACTION.

THAT'S ALL. THANK YOU.

THANK YOU. ONE OF THE REASONS I ALWAYS ENJOYED THESE CONVERSATIONS WITH DR.

CADDELL IS THEY WERE VERY HONEST CONVERSATIONS AND WE'VE HAD VERY HONEST CONVERSATIONS.

SO WHEN WE SPOKE OVER THE PHONE, I MENTIONED TO YOU THAT DR.

RUSSELL AND I HAD TALKED ABOUT US BECOMING A POSSIBILITY OF AN A DISTRICT THIS YEAR.

GIVE ME SOME OF THE THOUGHTS YOU SAID TO ME.

IF YOU FEEL CONFIDENT IN EXPLAINING WHY THERE ARE SOME CHANGES COMING IN THE FORMULAS AND GROUP ONE, TWO AND THREE AND WHERE WE WOULD PROSPER IN SOME AND MAYBE NOT PROSPER AND OTHERS.

YES, OF COURSE, AND IF I CAN SAVE SOME OF THAT FOR THE AUGUST 26TH PRESENTATION WHEN WE'LL ACTUALLY HAVE ALL OF OUR DOMAIN INFORMATION, BUT ONE OF THE CHANGES THAT IS COMING IS THAT WE WILL POTENTIALLY--TEA HASN'T MADE THIS OFFICIAL YET--OUR DISTRICT RATING WILL NO LONGER BE SO HEAVY ON CCMR RESULTS.

RIGHT. SO WE KNOW THAT THE PROPORTIONALITY OF WHAT EACH CAMPUS IS CONTRIBUTING TO OUR OVERALL RATING IS GOING TO BE VERY IMPORTANT.

SO IDENTIFYING THOSE CAMPUSES THAT HAVE HIGH ENROLLMENT, BECAUSE THEY'RE GOING TO HAVE A GREATER A GREATER NUMBER THAT THEY ARE PROVIDING TO THE DISTRICT OVERALL RATING, FOR EXAMPLE, BUT, YES, THERE'S JUST SO MUCH, BUT IF I CAN SAVE A LOT OF THAT FOR THAT 26TH MEETING, BECAUSE IT'LL MAKE MORE SENSE WHEN WE'RE LOOKING AT RATINGS IN CONJUNCTION WITH HOW ALL OF THE DOMAINS ARE CALCULATED.

BUT I THINK YOU KIND OF AGREED THAT WE CAN BE AN A DISTRICT.

OH, OF COURSE. HIGH EXPECTATIONS AND NO EXCUSES.

ANYTHING ELSE? YES.

AS YOU WERE GOING THROUGH YOUR PRESENTATION, YOU WERE OUTLINING, LIKE CERTAIN CAMPUSES MISSED IT BY LIKE ONE STUDENT OR FIVE STUDENTS.

I REMEMBER A WHILE BACK AND I DON'T KNOW IF WE'RE STILL DOING THIS.

WE USED TO HAVE FOCUS CAMPUSES THAT WE WOULD MAKE SURE THAT WE HAD ADEQUATE SUPPORT FOR GOING FORWARD.

ARE WE STILL DOING SOME OF THAT STILL? AND THEN HOW IS THE SUPPORT THAT WE'RE CURRENTLY PROVIDING ALONG WITH EVERYTHING THAT WE'RE DOING WITH THE ACADEMIC ACCELERATED ACADEMIC PLAN OR MAY BE SAYING THAT WRONG, BUT HOW IS THAT GOING TO MOVE FORWARD INTO MAKING SURE THAT WE'RE CONTINUING THE MOMENTUM THAT YOU DESCRIBED? SURE, SO THAT WILL BE ONE OF THOSE CONVERSATIONS WITH OUR EDL, BECAUSE THEY'RE THE ONES THAT SUPERVISE THE PRINCIPALS, BUT FROM A STATE'S PERSPECTIVE, WE WILL STILL HAVE CAMPUSES THAT REQUIRE TARGETED SUPPORT, BUT INTERNALLY WE'LL HAVE JUST A DIFFERENT MODEL.

I DON'T KNOW IF DR. CADDELL WANTS TO ADDRESS IT NOW, BECAUSE YOU'RE LOOKING AT THE DATA ON AN ONGOING BASIS, AND SO HOW IS THAT GETTING COMMUNICATED AND WHAT ACTIONS ARE BEING TAKEN BASED ON ONCE YOU SEE THE NUMBERS AND YOU SEE ALL OF THESE PIECES OF ASSESSMENTS COMING BACK WE TALKED ABOUT EARLIER, I DON'T HAVE MY LIST WHEN DR.

CADDELL AND DR.

HILL WERE UP TALKING ABOUT ALL OF THE DIFFERENT WAYS THAT WE'RE GOING TO ASSESS THIS AND EVALUATE WHETHER OR NOT THINGS ARE BEING EFFECTIVE.

I'M IMAGINING THAT YOU'RE GETTING THAT INFORMATION AS WELL AND YOU'RE SEEING IT REAL TIME TO BE ABLE TO COMMUNICATE BACK TO WHOEVER IS MAKING THE DECISIONS, WHOEVER'S DOING THE IMPLEMENTATION, THE SPECIFIC CAMPUSES THAT NEED THE SUPPORT.

SO I'M JUST TRYING TO FIGURE OUT HOW ALL THAT IS PLAYING TOGETHER IN MY HEAD.

YES, AND AGAIN, I THINK IT'S AN ANSWER BETTER SUITED FOR EITHER DR.

RUSSELL AND HER EDL TEAM, BUT AS AN EXAMPLE, KIM MARSH.

RIGHT. SHE'S THE FORMER PRINCIPAL OF SEWELL.

SHE AND I HAVE ALREADY MET ON SEVERAL CAMPUSES THAT REALLY ARE GOING TO GET TARGETED SUPPORT FROM HER AS AN EXPERIENCED PRINCIPAL.

SO THAT'S JUST ONE EXAMPLE, BUT I'LL DEFER THE OTHER ONES TO DR.

CADDELL AND DR. RUSSELL.

OKAY, YOU GUYS HAVE THE QUESTIONS.

ANY OTHER QUESTIONS? TRUSTEES. WE THANK YOU VERY MUCH.

WE'LL LOOK FORWARD TO YOUR PRESENTATION IN TWO WEEKS.

LET'S GO TO ITEM 4C ACADEMIC ACCELERATION PLAN AS WE'VE TALKED ABOUT, DR.

CADDELL. SO I ALMOST FEEL LIKE I SHOULD DITCH THE PRESENTATION AND JUST GO STRAIGHT TO THE QUESTIONS.

YOU ALL HAVE DONE A FANTASTIC JOB OF SETTING UP TONIGHT'S PRESENTATION.

SO, MR. GLICK, COMMITTEE MEMBERS TRUSTEES, WELCOME.

GOOD EVENING. WE ARE EXCITED TO BRING YOU AN UPDATE ON THE IMPLEMENTATION AND YEAR ONE OUTCOMES OF OUR ACADEMIC ACCELERATION PLAN DEVELOPED IN THE SPRING OF

[01:10:10]

AS A REMINDER, THIS PLAN WAS INITIALLY DEVELOPED COLLABORATIVELY BY A CROSS-FUNCTIONAL TEAM WITH THE GOAL OF HYPER FOCUSING OUR ACADEMIC TIME AND EFFORTS TO ADDRESS STUDENT LEARNING GAPS AND IMPROVE STUDENT OUTCOMES.

FOLLOWING THE UNPRECEDENTED EVENTS THAT STARTED IN MARCH OF 2020, WHICH SEEMS LIKE A LIFETIME AGO, THE PREVIOUS PRESENTATION.

THANK YOU, VERONICA.

PUBLICLY, THAT WAS A GORGEOUS PRESENTATION.

AS SOMEONE WHO'S FORMALLY DONE THOSE WELL DONE, I HAD TO DO IT.

THERE IS A GREAT DEAL TO CELEBRATE IN WHAT OUR STUDENTS AND TEACHERS WERE ABLE TO ACCOMPLISH LAST YEAR.

ACROSS THE BOARD, WE SAW IMPROVEMENTS IN [INAUDIBLE] WHEN COMPARED TO 2021.

IN ADDITION, OUR READING LANGUAGE ARTS RESULTS INDICATE THAT WE ARE AT OR ABOVE PRE-COVID PERFORMANCE IN MANY STUDENT GROUPS.

GRADE LEVELS AND OTHER GROUP DISAGGREGATION.

MS. STANLEY, TO YOUR POINT, PRE-COVID WAS KIND OF OUR INITIAL BENCHMARK.

WE'RE NOT SATISFIED THERE.

WE WEREN'T SATISFIED WHEN WE BROUGHT THOSE READING LANGUAGE ARTS RESULTS TO YOU IN 2019 BECAUSE WE DIDN'T HIT OUR 2019 GRADE THREE PERFORMANCE.

SO WE FEEL LIKE WE'VE MADE UP THE RECOVERY, AT LEAST IN READING LANGUAGE ARTS, BUT WE'RE NOT STOPPING, AND SO WHILE WE MAY NOT BE AT OUR PRE-COVID LEVELS IN MATHEMATICS PERFORMANCE, OUR 2022 DATA SUGGESTS THAT WE ARE WELL ON OUR WAY, AND WE TALKED ABOUT LAST YEAR WHEN WE FINALLY GOT OUR FIRST GLIMPSE OF OUR 2021 DATA AFTER NOT HAVING ANY 2020 STAR DATA, HOW FAR WE HAD ACTUALLY FALLEN, PARTICULARLY IN MATHEMATICS, AND I REMEMBER MR. SELDERS YOU ASKING VERY SPECIFICALLY, HAVE WE REACHED THE BOTTOM? ARE WE THERE? AND I HOPE WHAT YOU SAW TONIGHT, IF NOTHING ELSE, IS WE ARE WELL ON OUR WAY TO RECOVERY.

WE'RE NOT SATISFIED, WE'RE NOT STOPPING AT OUR 2019 PERFORMANCE LEVELS, BUT WE ARE MAKING RECOVERY AT AN ACCELERATED RATE.

NOT ONLY DO WE REMAIN OPTIMISTIC ABOUT OUR CONTINUED EFFORTS TO NOT ONLY ADDRESS STUDENT GAPS CAUSED BY THE PANDEMIC, WE ARE EXCITED ABOUT THE GROWTH NOTED IN OUR 2021-22 DATA AND THE ADJUSTMENTS TO OUR ACADEMIC ACCELERATION STRATEGIES FOR THIS CURRENT SCHOOL YEAR 2022-2023.

AS WE SHARED A YEAR AGO, SCHOOL IMPROVEMENT IN ACADEMIC ACCELERATION IS MORE LIKE A MARATHON THAN A SPRINT.

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

SO GROUNDED IN OUR EXPERIENCE AND SUCCESS WITH SCHOOL IMPROVEMENT EFFORTS BASED ON OUR ACCOUNTABILITY OUTCOMES AND DRIVEN BY THE STATE'S EFFECTIVE SCHOOLS FRAMEWORK, OUR ACADEMIC ACCELERATION PLAN WAS FOUNDED ON OUR SHARED BELIEFS IN CORE COMMITMENTS, ALL OF WHICH ARE OUTLINED IN OUR ACADEMIC ACCELERATION PLAN ACCESSIBLE THROUGH THE DISTRICT'S ESSER WEBSITE.

YOU CAN ACTUALLY GET THERE BY THIS QR CODE.

IT'S WORTH NOTING THAT WHILE THE BOARD HAS NINE PERFORMANCE OBJECTIVES, 11 MEASURES OF STUDENT ACCOUNTABILITY OR PERFORMANCE OUTCOMES, OUR ACADEMIC ACCELERATION PLAN REALLY HYPER FOCUSED ON FOUR KEY AREAS, AND IT WASN'T LIMITED TO JUST A SINGLE GRADE LEVEL.

SO WHEREAS OUR BOARD GOAL FOCUSES ON GRADE THREE, READING OUR ACADEMIC ACCELERATION PLAN REALLY FOCUSED ON THAT K-8 READING K-8 MATHEMATICS, OUR END OF COURSE SUCCESS AND OUR CCMR. SO WE'RE GOING TO HIGHLIGHT SOME KEY DATA POINTS FROM 21-22 THAT WILL BE A LITTLE BIT DIFFERENT THAN THE PREVIOUS PRESENTATION, BUT THEY ALSO DEMONSTRATE A SUCCESSFUL IMPLEMENTATION OF OUR ACADEMIC ACCELERATION PLAN.

THIS SCREEN HIGHLIGHTS OUR KEY STRATEGIES FROM 21-22, INCLUDING INSTRUCTIONAL STRATEGIES AND PROFESSIONAL STRATEGIES.

OUR INSTRUCTIONAL STRATEGIES CENTERED ON MAKING THE MOST OF EVERY AVAILABLE MINUTE OF INSTRUCTIONAL TIME, INCLUDING SMALL GROUP INSTRUCTION, DAILY INTERVENTION AND SHELTERED INSTRUCTION TO ENSURE THAT INSTRUCTION COULD BE UNDERSTOOD BY STUDENTS.

OUR PROFESSIONAL STRATEGIES INCLUDED ENSURING THAT OUR STAFF WAS WELL VERSED IN FOUNDATIONAL TEACHING PRACTICES THROUGH THE STATE'S READING ACADEMIES, FOCUSED ON THE SCIENCE OF TEACHING READING AND OUR LOCALLY DEVELOPED MATH ACADEMIES.

AS A REMINDER, THESE ACADEMY TRAININGS WERE INTENDED TO BE ROLLED OUT OVER THE COURSE OF A THREE YEAR TIME FRAME.

SO WE HAVE STARTED YEAR TWO OF OUR ACADEMY TRAINING OUTLINED IN OUR ACADEMIC ACCELERATION PLAN, AND WE'VE MADE SOME ADJUSTMENTS BASED ON WHAT WE LEARNED LAST YEAR AND WE LOOK FORWARD TO CONTINUING THIS INTO THE 23-24 SCHOOL YEAR, AND SO ONE OF THE PREVIOUS QUESTIONS WAS, SO HOW DO WE MAKE SURE THAT WE SUSTAIN IT? IT'S PART OF THE PLAN.

SO WHAT YOU WILL SEE TONIGHT IS NOT A COMPLETE WE'RE DONE WITH THE PLAN.

YAY, OUR SUCCESS. NOW WHAT DO WE DO? THIS IS REALLY GOING TO CONTINUE TO BUILD ON OUR SUCCESS, KEEPING WHAT WE KNOW WORKED AND THEN MAKING ADJUSTMENTS AS WE'RE GETTING NEW INFORMATION.

[01:15:06]

SO HOW ARE WE GOING TO SUSTAIN IT? BECAUSE WE'RE MAKING IT PART OF HOW WE DO EDUCATION HERE IN GARLAND ISD.

SPECIFICALLY, THERE WERE NINE KEY HIGH LEVERAGE PRACTICES THAT OUR TEAM FELT HAD A SIGNIFICANT IMPACT ON OUR STUDENT RESULTS.

THESE PRACTICES INCLUDE GOAL SETTING BOTH BY STUDENTS, BUT ALSO BY TEACHERS AND ALSO BY CAMPUSES, OF WHICH YOU HEARD VERONICA MENTIONED IN THE LAST PRESENTATION THOSE ONE ON ONE CONVERSATIONS WITH PRINCIPALS IN SETTING THOSE GOALS, WEEKLY DATA MEETINGS, BOTH AT THE TEACHER LEVEL, IN THEIR GRADE LEVEL, TEAMS AT THE CAMPUS LEVEL, AND THEN AS WE'RE GETTING THOSE NEW DATA POINTS, MR. SELDERS AT THE DISTRICT LEVEL COLLABORATIVE LESSON PLANNING, THAT LESSON INTERNALIZATION, YOU'VE HEARD A LOT ABOUT THAT.

THAT'S JUST A BIG WORD.

THAT MEANS PRACTICE TEACHING BEFORE I ACTUALLY GET UP IN FRONT OF THE STUDENTS AND DELIVER IT.

FOR OUR FIRST YEAR TEACHERS, THIS IS CRITICAL BECAUSE WE DON'T WANT THEIR FIRST TEACH TO BE IN FRONT OF THEIR STUDENTS WHILE THEY'RE STILL LEARNING IT.

INTENTIONAL USE OF OUR INSTRUCTIONAL DAY THROUGH OUR STUDENTS SCHEDULE.

YOU'VE HEARD A LOT OF TALK ABOUT OUR MIDDLE SCHOOL SCHEDULES AND THE USE OF WIN TIME--WIN TIME STANDS FOR WHAT I NEED.

WE'RE ACTUALLY REPLICATING THAT AT SOME OF OUR HIGH SCHOOL CAMPUSES BECAUSE IT DID HAVE SUCH SUCCESS CONTINUOUS MONITORING AND ACTION PLANNING BASED ON THE OBSERVATIONS AND DATA. SO WE'RE NOT WAITING UNTIL THE END OF THE YEAR WHEN WE RECEIVE OUR STAAR DATA AND SAY, OH, I WISH WE COULD HAVE.

WE'RE LOOKING AT ALL OF THESE INTERIM DATA POINTS AND MAKING ADJUSTMENTS AS WE GO.

PART OF IT IS THAT FOCUS CAMPUS THAT YOU MENTIONED.

WE DO HAVE LOCAL SCHOOLS THAT AREN'T MAYBE ON TIA'S LIST BECAUSE WE DON'T HAVE THE LIST OF INTERVENTION SCHOOLS FROM THE STATE YET, BUT WE KNOW WHICH OF OUR SCHOOLS NEED ADDITIONAL SUPPORT.

MAYBE THEY'VE HAD HIGH TEACHER TURNOVER, MAYBE THEY'VE GOT A BRAND NEW PRINCIPAL, MAYBE THEY'RE CARRYING A HIGH RISK LOAD.

WE TALKED ABOUT RISK LOADS FOR SEVERAL YEARS AND SO MAYBE THEIR PERFORMANCE RELATIVE TO THE CAMPUS RISK ISN'T IN ALIGNMENT.

SO ALL OF THOSE ARE KEY DATA PIECES THAT WE'RE LOOKING AT.

WE'RE ALSO PROVIDING MONTHLY PROFESSIONAL DEVELOPMENT FOR OUR CAMPUS LEADERS TO ENSURE ALIGNMENT BETWEEN OUR CENTRAL OFFICE AND CAMPUS EXPECTATIONS.

SO IT'S THAT JUST CONTINUAL REMINDER OF THIS IS OUR END GOAL AND THEN REALIGNING OUR DISTRICT INSTRUCTIONAL TEAMS IN ORDER TO PROVIDE MORE AGILITY IN GETTING TEACHER ASSISTANCE AND SUPPORT IN THOSE HIGH NEED AREAS.

WE HAD A LOT OF TALK LAST SUMMER ABOUT OUR TCLAS GRANT AND HOW WE WERE GOING TO REASSIGN DISTRICT LEVEL STAFF INTO OUR EDL TEAMS. ALL OF THAT PROVIDED US WITH THAT AGILITY AND QUICKER RESPONSE.

SO AS A REMINDER, THE ORIGINAL ACADEMIC ACCELERATION PLAN, WHICH IS STILL IN EXISTENCE, IT IS NOT CHANGING BUT INITIALLY CONSIDERED OUR K THROUGH EIGHT MAP FALL TO FALL GROWTH AS A SNAPSHOT OF THE IMPACT OF COVID ON STUDENT LEARNING AT THIS POINT TWO DAYS IN TO THE START OF THE SCHOOL YEAR, I DON'T HAVE OUR FALL YEAR DATA YET, SO WE CAN'T DO THAT FALL TO FALL COMPARISON, BUT WHAT WE DO HAVE IS SOME DATA FROM THE BEGINNING OF THE YEAR TO THE END OF YEAR FOR OUR PRE K STUDENTS WITH THE CIRCLE ASSESSMENT AND FOR OUR K TWO STUDENTS WITH THE MCLASS OR DIBELS EIGHT ASSESSMENT, AND SO YOU CAN SEE THOSE HIGHLIGHTED HERE ON THIS SCREEN. OUR CIRCLE READING DATA LOOK SPECIFICALLY AT TWO KEY CRITICAL AREAS OF READING AND THAT IS VOCABULARY AND PHONOLOGICAL AWARENESS OUTCOMES AS MEASURED BY THE PERCENT OF STUDENTS PERFORMING ON TRACK FOR ALL OF OUR PRE K STUDENTS AT THE BEGINNING AND END OF YEAR AS WELL AS DISAGGREGATED BAR.

OUR LARGEST RACE AND ETHNICITY GROUPS AND OUR ECONOMICALLY DISADVANTAGED STUDENT GROUP.

OUR CIRCLE MATHEMATICS DATA SIMILARLY, AS A SINGLE MEASURE.

IT IS ALSO PRESENTED IN THAT DISAGGREGATED BOY TO EOY COMPARISON.

IN BOTH READING INDICATORS AND OUR SINGLE MATH INDICATOR, OUR STUDENTS EXPERIENCED A GREAT DEAL OF GROWTH IN THE PERCENT OF STUDENTS PERFORMING ON TRACK OR OTHER WORDS ON GRADE LEVEL.

WE SAW SIMILAR DATA FOR OUR K THROUGH TWO STUDENTS WHEN LOOKING AT OUR MCLASS DIBELS 8 OUTCOMES.

AGAIN, WE HAVE THAT BEGINNING OF THE YEAR PERCENT OF STUDENTS PERFORMING AT OR ABOVE THE BENCHMARK.

THAT'S THE GRADE LEVEL BENCHMARK, AND THEN OUR END OF YEAR COMPARISONS THAT IS COMBINED.

ALL STUDENTS THAT TESTED IN GRADES K, ONE AND TWO, BUT IF YOU LOOK IN YOUR BOARD AGENDA, YOU DO HAVE THAT DISAGGREGATED BY GRADE LEVEL AS WELL.

AT THIS POINT IN TIME, WE DO NOT HAVE COMPARABLE PRIOR YEAR PERFORMANCE FOR CIRCLE OR MCLASS ONE DUE TO PROGRAMING CHANGES IN PRE-K.

WHEN YOU GO FROM HALF DAY PRE-K TO FULL DAY PRE K.

YOU'RE GOING TO JUST NATURALLY SEE A DIFFERENCE IN STUDENT OUTCOMES BECAUSE THEY'VE HAD MORE INSTRUCTIONAL TIME, AND ALSO FOR OUR K THROUGH TWO STUDENTS, LAST YEAR WAS THE FIRST

[01:20:03]

SO WE DON'T HAVE ANY PRIOR YEAR, BUT WE'RE DEFINITELY EXCITED ABOUT COMPARING THESE DATA POINTS GOING FORWARD, LOOKING AT OUR OUTCOMES FOR STUDENTS IN GRADES THREE THROUGH EIGHT, AGAIN, THAT INITIAL ACADEMIC ACCELERATION PLAN CONSIDER THAT FALL TO FALL MAP GROWTH, WHICH WE'LL HOPEFULLY BE RECEIVING SOON ONCE THAT ASSESSMENT WINDOW CLOSES, BUT IN ORDER TO PROVIDE TRUSTEES WITH AN EARLY LOOK AT OUR PERFORMANCE AS RELATED TO THE ACADEMIC ACCELERATION PLAN, THIS TABLE INCLUDES OUR ACTUAL STAAR 2019 OUTCOMES.

AGAIN, THAT KIND OF PRE COVID CHECK, OUR ACTUAL STAR 2021 OUTCOMES, OUR PREDICTED 2022 STAAR OUTCOMES BASED ON THE BEGINNING OF YEAR MAP DATA AND THEN OUR ACTUAL STAAR 2022 OUTCOMES TRUSTEES WILL NOTE THE SIGNIFICANT CHANGES IN STUDENT OUTCOMES FROM 2019 TO 2021.

WE TALKED ABOUT THAT COVID CLIFF.

MOST DRAMATIC AGAIN AS A REMINDER IN THE AREA OF MATHEMATICS.

OTHER OBSERVATIONS THAT YOU MIGHT MAKE INCLUDE THAT OUR BOY MAP DATA PREDICTIONS WERE VERY SIMILAR TO OUR ACTUAL 2022 OUTCOMES AND OUR 2022 READING OUTCOMES WERE GENERALLY AT OR ABOVE THOSE PRE-COVID LEVELS IN 2019, AS NOTED BY THE STARS THAT YOU SEE ON THAT TABLE. SIMILARLY, OUR EOC TRENDS WE NOTED ARE VERY SIMILAR TO OUR STAR THREE THROUGH EIGHT WITH THE FIRST NUMBER IN EACH OF THOSE CELLS REPRESENTING STUDENTS THAT WERE FIRST TIME TESTERS PERFORMING AT THE APPROACHES GRADE LEVEL AND THE SECOND VALUE IN EACH CELL REPRESENTING THE PERFORMANCE OF OUR RETESTING STUDENTS FOR THAT SAME SPRING EOC ADMINISTRATION.

DUE TO THE SENSE OF URGENCY RELATED TO EOC AS A GRADUATION REQUIREMENT FOR OUR STUDENTS, WE CONTINUE TO AGGRESSIVELY EVALUATE OUR SYSTEMS THAT ARE PRODUCING THOSE RESULTS AND DETERMINE ADJUSTMENTS IN ORDER TO ACCELERATE OUR STUDENT OUTCOMES.

ON THE RIGHT HAND SIDE OF THE SCREEN, YOU'LL SEE OUR CCMR OUTCOMES AND THIS IS THE PERCENT OF GRADUATES IDENTIFIED AS HAVING EARNED ONE OR MORE COLLEGE CAREER AND MILITARY READY INDICATOR.

THIS CONTINUES TO BE A SIGNIFICANT POINT OF PRIDE FOR GARLAND ISD.

NOT ONLY HAVE WE FAR EXCEEDED OUR PRE-COVID RATES, BUT I'D ALSO LIKE TO DRAW YOUR ATTENTION THAT WE HAVE REDUCED THE RANGE OF PERFORMANCE FROM A 33% DIFFERENCE IN 2018 TO A 13% DIFFERENCE IN 2022.

BASED ON OUR EARLY PREDICTIONS OF THOSE CCMR INDICATORS, BECAUSE WE'RE STILL CAPTURING THAT DATA, BUT THAT REDUCTION HAPPENED IN JUST FOUR YEARS WHILE ALSO GOING THROUGH THE PANDEMIC. SO WHAT'S NEXT? IN ADDITION TO CONTINUING OUR ACADEMIC TRAINING IMPLEMENTATION AND THOSE BEST PRACTICE STRATEGIES THAT WE IDENTIFIED EARLIER, OUR 2022-2023 STRATEGIES WILL ALSO INCLUDE THE IMPLEMENTATION OF OUR STATE RECOMMENDED HIGH QUALITY INSTRUCTIONAL MATERIALS.

YOU MAY HEAR THOSE REFERRED TO AS HQIMS AND YOU CAN SEE THOSE PRODUCTS IDENTIFIED THERE ON THE SCREEN.

WE'RE MAKING A RECOMMITMENT TO FULL UTILIZATION OF OUR DATA PLATFORMS ALIGNED TO OUR INSTRUCTIONAL DECISION MAKING, INCLUDING EDGE EUPHORIA AND LEAD FORWARD RESOURCES, ALL WHICH HELP US TAKE OUR DATA AND TURN IT INTO ACTION.

WE'RE CONTINUING TO REFINE OUR PLC AND CLC PROCESSES FOCUSED ON NOT ONLY THE DATA ANALYSIS, BUT THAT LESSON PLANNING AND THAT LESSON PRACTICE. WE HAVE A COMMITMENT TO ENSURING TEACHER CREDIBILITY.

THERE'S A LOT OF CONVERSATIONS AT BOTH OUR LEAD CONFERENCE, BUT ALSO WITHIN OUR CLCS, ABOUT ENSURING THAT EVERY TEACHER IN EVERY CLASSROOM IS ABLE TO STAND IN FRONT OF HER STUDENTS WITH A SENSE OF OWNERSHIP OF HER TEACHING AND THAT AUTHORITY TO BE ABLE TO DELIVER THE CONTENT TO OUR STUDENTS, AND THEN FINALLY, OUR TEACHER TEACHER APPRAISAL PROCESSES AND DOCUMENTS THROUGH SOME OF THE DATA ANALYSIS THAT WE'VE DONE, WE'VE REALIZED THAT WE'RE SKEWED TO THE RIGHT, AND SO WE HAVE DONE SOME RETRAINING ON THAT TEACHER APPRAISAL TOOL AS SETTING A THIS IS WHAT ROCK SOLID, GOOD INSTRUCTIONAL TEACHING LOOKS LIKE. AND THEN HOW DO WE MOVE TEACHERS TO THOSE HIGHER LEVELS? SO MEMBERS OF MY TEACHING AND LEARNING DEVELOPMENT TEAM HAVE JOINED ME THIS EVENING AND ARE READY TO ASSIST WITH ANSWERING ANY QUESTIONS THAT YOU MAY HAVE THAT HAVEN'T ALREADY BEEN ANSWERED. OK.

[01:25:05]

WHY DON'T YOU REPEAT THEM AND WE'LL GO FROM THERE.

YES, SO THE FIRST QUESTION HAD TO DO MORE OR LESS WITH THE RELATIONSHIP BETWEEN WHAT WE DID WITH THE ACADEMIC ACCELERATION PLAN RELATIVE TO ACCOUNTABILITY AND HOW WITH THE CHANGEOVER AND I KNOW MS. JOYNER TALKED ABOUT PRINCIPALS BEING EXCITED ABOUT HAVING NEW TEACHERS, BUT THERE'S STILL GOING TO BE A LEARNING CURVE, AND I UNDERSTAND THAT YOU DON'T JUST REPLACE THAT.

SO I WAS JUST CURIOUS HOW THOSE TWO ARE GOING TO PLAY TOGETHER.

SO THAT'S WHY YOU SEE THAT IT'S A MULTI-YEAR ROLLOUT SPECIFICALLY FOR THE TEACHER TRAINING, AND SO ANY OF OUR NEW STAFF WILL GO THROUGH THAT PROCESS AS THEY COME TO THE DISTRICT. SO OUR NEW TEACHERS THIS YEAR THAT WERE IN THEIR GRADE LEVELS THAT HAVE ALREADY COMPLETED, WE WILL GET THEM THROUGH THE TRAINING THIS YEAR OR THE NEXT YEAR.

SO THEN WITH THAT, BECAUSE THERE IS A MULTIYEAR ROLLOUT, THERE'S NO EXPECTATION NECESSARILY RIGHT OUT OF THE GATE THAT THEY'RE GOING TO HIT A HOME RUN.

RIGHT. I MEAN, WE WANT THAT AND WE WOULD LIKE TO EXPECT THAT.

BUT ARE WE GOING TO AUTOMATICALLY PROVIDE THE SUPPORT RIGHT FROM THE START JUST TO MAKE SURE THAT THEY HAVE WHAT THEY NEED: RESOURCES, SUPPORT, TOOLS.

SO I'M GLAD YOU ASKED THAT QUESTION.

YES. SO ONE OF THE THINGS THAT WE'VE DONE THIS YEAR, WE'VE ALSO BEEN ABLE TO HIRE SOME ADDITIONAL INSTRUCTIONAL SUPPORT STAFF TO BE ABLE TO SUPPORT, BECAUSE WE KNOW WE DO HAVE A LARGE TEACHER TURNOVER AND WE KNOW THAT WALKING IN DAY ONE, ESPECIALLY AS WE'RE GETTING NEW RESOURCES, CAN BE DIFFICULT, AND SO WE LIKE TO CALL THEM OUR ALPHABET SOUP. YOU ALL HAVE HEARD ABOUT OUR EARLY LITERACY SUPPORT TEACHERS, OUR ELTS TEAMS THAT ARE SUPPORTING, I BELIEVE IT'S PRE-K TWO PRE-K THREE AT ALL OF OUR CAMPUSES.

ALL OF OUR ELEMENTARY CAMPUSES HAVE ONE.

LAST YEAR, WE ALSO HAD 23 CAMPUSES THAT HAD CSTS, WHICH STANDS FOR CAMPUS SUPPORT TEACHERS AND THOSE WERE IDENTIFIED AND SUBMITTED, SENT OUT TO OUR CAMPUSES THAT NEEDED ADDITIONAL SUPPORT, SPECIFICALLY WITH UPPER GRADE LEVELS.

SO THREE, THREE, FIVE, READING AND OR MATH, AND THEN THIS YEAR WE HAVE WHAT'S THE OTHER ALPHABET.

I THINK I GOT THEM MIXED UP, ISTS.

YES, I WAS JUST GOING TO SEE HOW FAR YOU GOT.

YOU WERE DOING AN EXCELLENT JOB.

IT IS VERY CONFUSING.

WE HAVE LOTS OF ACRONYMS, BUT ESSENTIALLY THEY'RE ALL SUPPORT TEACHERS, BUT WITH OUR TCLAS FUNDING, WE WERE ABLE TO SUPPLEMENT OUR ELEMENTARY CAMPUSES THAT DIDN'T HAVE THAT SECOND SUPPORT PERSON.

SO OUR DISTRICT FUNDED POSITIONS STAYED.

MOST OF THEM WERE REALLOCATIONS FROM PREVIOUS POSITIONS, BUT THEN AT THE SECONDARY LEVEL WHERE WE HAVE NOT HAD NEARLY AS MUCH CAMPUS SUPPORT, IT WAS UP TO OUR OUR CAMPUSES TO USE THEIR TITLE ONE FUNDING TO DECIDE IF THEY HAD THE FUNDING TO FUND AN INSTRUCTIONAL COACH.

WE'VE BEEN ABLE TO SUPPLEMENT USING OUR TCLAS FUNDING TO SUPPORT TEACHERS AT MANY OF OUR CAMPUSES.

SOME OF OUR HIGHER PERFORMING MIDDLE SCHOOLS ARE STILL SHARING POSITIONS, BUT PREVIOUSLY THEY DIDN'T HAVE ANY.

SO EVERYONE IS GETTING MORE SUPPORT IN OUR MOST NEEDY CAMPUSES ARE GETTING FULL TIME SUPPORT.

SO THAT IS A BIG SHIFT FOR US THIS YEAR.

WE WERE VERY LUCKY.

SOME OF OUR SURROUNDING DISTRICTS ELIMINATED SOME COACHING POSITIONS AND WE WERE ABLE TO SNAP UP SOME REALLY GREAT COACHES AND THEN SOME OF OUR OWN PEOPLE FROM OUR DISTRICT ARE SERVING IN THAT CAPACITY AS WELL.

OUR PAGE 132 THE 2021-22 GISD GRADE 3 TO 8 CELEBRATIONS.

I'M SORRY, THE GRADE THREE.

CELEBRATIONS. YES.

SO THE OBVIOUS QUESTION TO ME IS THE MAJOR CHANGE I THINK THIS WAS REPORTED IN ALL THE NEWSPAPERS THROUGHOUT THE STATE WAS THE DIFFERENCE BETWEEN 2019, LET'S SAY, MEETS WHERE WERE AT 47 AND 2022 MEETS WERE AT 35.

SO DIRECTLY, WHAT ARE WE GOING TO DO? WE TALKED ABOUT THAT WITH MS. JOYNER THAT'S A HARDER AREA TO BRING PEOPLE BACK UP AS QUICKLY.

ARE WE GOING TO HAVE ADDITIONAL ASSETS AND ADDITIONAL PEOPLE TO DO THAT QUICKER THAN THE FOUR YEARS WE TALKED ABOUT WITH THE HURRICANE? WHAT ARE OUR STEPS RIGHT NOW THAT ARE GOING TO BE CHANGED IN THIS PLAN FROM LAST YEAR? SO IF YOU CAN CONSIDER IT A BENEFIT, ONE OF THE BENEFITS WHEN WE LOOK AT HOW SPECIFICALLY MATHEMATICS HAS BEEN IMPACTED BY THE PANDEMIC VERSUS AN EVENT LIKE HARVEY, OUR STUDENTS ARE STILL HERE.

IN HARVEY, STUDENTS WERE DISPLACED FROM THEIR STATE CURRICULUM, FROM THEIR STATE ENVIRONMENT AND PLACED INTO A NEW SYSTEM, AND THEN WE'RE EXPECTED TO

[01:30:05]

SPECIFICALLY, ALL OF OUR STUDENTS WERE IN OUR SYSTEM PRE-COVID AND THEY CONTINUE TO BE IN OUR SYSTEM POST-COVID, AND SO I THINK THAT HELPS US BECAUSE RATHER THAN ISOLATING A HANDFUL OF STUDENTS IN MY CLASS, MY ENTIRE CLASS HAS THESE LEARNING GAPS THAT I'M GOING TO BE ADDRESSING.

THAT IS ONE OF THE REASONS WHY WE ADOPTED THE HQIM SPECIFICALLY THE EUREKA MATH PRODUCT AND IN THE CARNEGIE MATH FOR OUR MIDDLE SCHOOL LEARNERS, BECAUSE WE KNEW THAT OUR CURRENT PRODUCTS WHERE IT HAD GOTTEN US UP TO THIS POINT, BUT WE KNEW IF WE WANTED TO CONTINUE TO HYPER ACCELERATE IT, WE NEEDED SOME NEW RESOURCES.

SO THIS IS NEW SOFTWARE AND TEXTBOOKS.

CAN WE TALK ABOUT THAT? I THINK THIS IS A REALLY CRITICALLY, CRITICALLY IMPORTANT SUBJECT.

THANK YOU. BRING THE EXPERT.

ABSOLUTELY. SO I'M GOING TO GO AHEAD AND INTRODUCE THEM SINCE THEY HAVEN'T BEEN BEFORE YOU ALL BEFORE, BUT WE HAVE OUR ELEMENTARY DIRECTOR OF MATH AND SCIENCE, MS. TOBY SCHMIDT, AND OUR SECONDARY DIRECTOR OF MATH AND SCIENCE, MR. MICHAEL ARRIOLA.

NOT NEW NAMES OR FACES PROBABLY TO YOU ALL, BECAUSE UP UNTIL THIS JUNE, THEY WERE CAMPUS ADMINISTRATORS IN THIS DISTRICT.

MS. SCHMIDT ACTUALLY TAUGHT BOTH OF MY KIDS AND SHE'S STILL HERE, WHICH IS AMAZING.

[CHUCKLING] YES, SHE DID SHARE THAT WITH ME TODAY, MR. GLICK, BUT THEY HAVE BEEN REALLY LEADING OUR CHARGE THIS SUMMER AND IMPLEMENTING THIS NEW HQIMS. SO I'D LOVE TO LET THEM SPEAK TO YOU ABOUT EUREKA AND CARNEGIE.

CHAIRMAN GLICK DR.

LOPEZ, BOARD OF TRUSTEES.

GOOD EVENING.

I'D LIKE TO SHARE JUST A BIT ABOUT EUREKA AND SOMETHING THAT I THINK IS VERY UNIQUE ABOUT IT AND SOMETHING THAT I THINK IS GOING TO MOVE MOUNTAINS IN OUR DISTRICT.

WHEN TEACHERS, TEACHERS, CAMPUS ADMINISTRATORS ARE GOING TO BUILD IN TIME.

THEY'VE DONE THAT. THEY'VE WORKED LOTS OF HOURS THIS SUMMER BUILDING IN TIME FOR A LESSON INTERNALIZATION PIECE.

YOU'RE GOING TO HEAR THAT A BUNCH, AND LIKE DR.

CADDELL SAID, IT'S JUST A FANCY WORD FOR PRACTICE TEACHING, BUT WHEN WHEN CAMPUS CAMPUS TEACHERS, WE'VE GOT 47 SUPPORT TEACHERS RIGHT NOW.

EVERY CAMPUS HAS AN ELST AND A SUPPORT TEACHER FOR K-5 MATH AND THEN 4-5 ELAR AND THEN WE'VE GOT OUR ELSTS.

SO WE'VE GOT LOTS OF SUPPORT ON CAMPUSES.

THEY'RE GOING TO BE MEETING WITH US, OUR COORDINATORS AND ME ON FRIDAYS, AND WE'RE GOING TO BE MAKING SURE THAT THEY ARE GETTING THE SUPPORT THEY NEED TO SUPPORT CAMPUSES, BUT WHILE WHILE TEACHERS ARE IN, SAY, THEIR PLCS, WHATEVER THAT LOOKS LIKE, WHATEVER TIME OF THE WEEK, HOPEFULLY A CAMPUS ADMINISTRATOR WILL BE ABLE TO BE IN THERE, BUT IF THEY'RE NOT, THOSE SUPPORT TEACHERS ARE GOING TO BE IN THERE WITH THEM.

THEY'RE GOING TO BE GUIDING AND LEADING, BUT THE BEAUTY OF THE INTERNALIZATION PROCESS IS THAT OUR TEACHERS, WE HAVE SO MANY NEW TEACHERS THIS YEAR, SO MANY PEOPLE WHO HAVE NOT EVER TAUGHT, AND AS THEY'RE GOING THROUGH THIS PROCESS, THEY ARE GOING TO BE THINKING ABOUT OUR SPECIAL EDUCATION STUDENTS NEEDS, OUR EMERGENT BILINGUAL STUDENTS NEEDS OUR STUDENTS WHO ARE JUST BEHIND, AND THEY ARE GOING TO BE TALKING ABOUT VOCABULARY, PRIOR KNOWLEDGE, ALL OF THE THINGS THAT IMPACT, THAT FIRST TEACH, AND THAT'S EXCITING TO ME BECAUSE WE ARE GOING TO GO IN.

I HAVE WITNESSED IT AT A VERY SMALL SCALE, SECONDARY LEVEL, THE IMPACT THAT HAS ON STUDENTS BECAUSE THEY'VE THOUGHT THROUGH SO CAREFULLY THAT FIRST TEACH, AND SO WE ARE NOT SPENDING SO MUCH TIME LOOKING BACK OR REMEDIATING, AND WITH EUREKA, WE'VE GOT A PRODUCT CALLED ST MATH THAT THE STATE PURCHASED FOR US THROUGH 2024, I BELIEVE 2024, BUT IT ALIGNS WITH EUREKA.

SO STUDENTS WILL GET 120 MINUTES OF MATH.

THEY GET AN HOUR WITH THE TEACHER, A GREAT LESSON, AND THEN THEY HAVE AN HOUR OF SMALL GROUP INSTRUCTION WHERE THAT MATH IS ALIGNED WITH EUREKA AND THEY'RE GETTING SMALL GROUP 20 MINUTES ROTATING OF SMALL GROUP FOR THAT TOO.

SO IT'S A REALLY EXCITING OPPORTUNITY IF WE DO THIS WITH FIDELITY AND I KNOW THAT CAMPUSES ARE ARE GEARED TO DO THAT.

I KNOW THAT WE'RE GOING TO SEE SOME REALLY POSITIVE OUTCOMES WITH OUR KIDS AND OUR TEACHERS.

SO DO YOU BELIEVE WE'RE GIVING YOU ALL THE RESOURCES YOU NEED? IS THERE SOMETHING MORE WE CAN DO? YOU KNOW WHAT, I THINK WE'VE BEEN VERY FORTUNATE IN THAT WE ONLY HAVE THREE POSITIONS RIGHT NOW THAT ARE UNFILLED FOR OUR CSTS.

WE DO HAVE A HANDFUL OF TEACHERS IN CLASSROOMS, BUT WE'VE ALREADY HEARD THIS WEEK THAT THEY'RE GETTING SUBS, THEY'VE GOT LONG TERM SUBS.

SO THOSE SUPPORT TEACHERS RIGHT NOW, THANKFULLY, ARE ABLE TO JUST GO INTO THE CLASSROOMS AND SUPPORT SUBSTITUTES, WHICH IS A NICE THING THAT WE DIDN'T HAVE LAST YEAR EITHER.

[01:35:08]

QUESTION. SIR.

ALL RIGHT, THANK YOU, MA'AM.

GOOD EVENING. ONE OTHER IN ADDITION TO, LIKE MS. SCHMIDT SAID, IN MIDDLE SCHOOL, WE HAVE CARNEGIE, WHICH IS VERY SIMILAR TO EUREKA.

REALLY GREAT TIER ONE INSTRUCTION RESEARCH BASED SHOWN TO BE EFFECTIVE, AND IT REALLY HAS HELPED OUR TEACHERS, ESPECIALLY OUR NEW TEACHERS, HAVE CURRICULUM THAT THEY CAN HAVE THAT HELPS THEM JUST GO STEP BY STEP.

IN ADDITION TO THE CURRICULUM THROUGH CARNEGIE, WE ALSO HAVE MATTHEW, WHICH IS A SYSTEM THAT ALLOWS STUDENTS TO PRACTICE OUTSIDE OF THE SCHOOL DAY.

IN MIDDLE SCHOOL, WE'VE GONE FROM HAVING ONE PERSON TO SUPPORT 12 CAMPUSES TO NOW HAVING, WHEN WE'RE FULLY STAFFED, 11 PEOPLE TO SUPPORT 12 CAMPUSES. THAT ALONE IS GOING TO MAKE A REALLY SIGNIFICANT DIFFERENCE THANKS TO TCLAS.

THE OTHER BIG FACTOR THAT WE'VE CHANGED IN MIDDLE SCHOOL AND ALSO AT HIGH SCHOOL IS OUR CLC FRAMEWORK.

SO THESE ARE OUR COLLABORATIVE LEARNING COMMUNITIES, AND SO THIS IS THE PLANNING TIME THAT OUR BOARD WORKED REALLY HARD TO MAKE SURE THAT OUR MIDDLE SCHOOL HAD.

THIS IS GOING TO GIVE THEM AN HOUR A DAY TO SIT DOWN, COLLABORATE, USING A PROCESS THAT WE DEVELOPED ALONG WITH LEAD FORWARD TO REALLY INCREASE THE INTENTIONALITY. SO ONE THING THAT CARNEGIE DOES REALLY WELL IS IT GIVES REALLY GREAT LEARNING INTENTIONS FOR OUR TEACHERS TO FOLLOW.

IT REALLY GIVES GREAT SUCCESS CRITERIA SO OUR STUDENTS GET EXACTLY WHAT THEY NEED TO KNOW FROM EACH TEK TO BE SUCCESSFUL ON THE EXAM. THE COLLABORATIVE LEARNING PROCESS ALLOWS OUR TEACHERS TO WALK THROUGH IT.

IT ALLOWS THEM TO GO THROUGH THE LESSON INTERNALIZATION PROCESS, AND IT ALSO ALLOWS THEM TO PLAN FOR REMEDIATION OR ACCELERATION WHEN NEEDED AS WELL.

ANYBODY HAVE ANY QUESTIONS? JUST ON. YES. MR. SELDERS. SO WITH SOME OF THE RESOURCES AND TOOLS THAT ARE BEING IMPLEMENTED RIGHT NOW, T CLASS ESSER FUNDS YOU KNOW, ARE WE ANTICIPATING THAT THESE RESOURCES WON'T BE NECESSARY BEYOND THAT TIME PERIOD OR WILL WE STILL NEED THEM? OR HOW ARE WE GOING TO IDENTIFY WHICH ONES ARE NECESSARY AND WHICH ONES AREN'T? SO WITH TCLAS SPECIFICALLY, IT KIND OF HAS TWO ARMS TO IT.

WE TALKED A LITTLE BIT EARLIER ABOUT DR.

LOPEZ MENTIONING WE DON'T WANT TO KEEP HAVING THE NEED FOR TUTORING LONG TERM.

THE SUPPORT TEACHER MODEL LOOKS VERY SIMILAR.

SO WE DON'T WANT TO NECESSARILY THINK THAT WE NEED TO SUPPORT TEACHERS THREE SUPPORT TEACHERS AT CAMPUSES INDEFINITELY BECAUSE WE WANT TO SHOW THAT WE'RE GROWING, OUR KIDS ARE MOVING IN THE RIGHT DIRECTION AND WE MIGHT BE ABLE TO BACK OFF THAT SUPPORT.

SO WE STAFFED THOSE POSITIONS VERY INTENTIONALLY AT A TEACHER PAY GRADE.

THE STATE GAVE US THE FLEXIBILITY TO PAY THEM MORE WITHIN THE GRANT GUIDELINES, BUT IT WAS IMPORTANT FOR US TO HAVE THAT ABILITY TO HOPEFULLY MOVE OUR WAY OUT OF NEEDING SO MANY, AND THEN THEY CAN RETURN AS EXCELLENT MASTER TEACHERS, POTENTIALLY WITH SOME OTHER INCENTIVE BACK INTO OUR CLASSROOMS AND KEEP WORKING WITH OUR KIDS AND EMPOWERING OUR CAMPUSES THAT WAY.

THAT'S OUR ULTIMATE GOAL.

WE'RE ALWAYS GOING TO NEED EXTRA SUPPORT AT CERTAIN PLACES, JUST DEPENDING ON WHAT OUR DIFFERENT SCENARIOS ARE, BUT OUR ULTIMATE GOAL IS TO NOT NEED THIS MANY INSTRUCTIONAL COACHES AND DEFINITELY THE MATERIALS PIECE, THOUGH, IS, IS KIND OF A DIFFERENT ANIMAL THAT TCLAS HAS FUNDED FOR US.

WHAT WE HAD WASN'T GOOD ENOUGH, ESPECIALLY IN OUR MATH ADOPTION, WHICH WAS REACHING THE VERY END.

WE DO NEW ADOPTIONS EVERY EIGHT YEARS.

EDUCATION HAS CHANGED A LOT IN EIGHT YEARS AND WHAT WE HAD PREVIOUSLY WAS LIKE PDFS AND OLD FASHIONED EVERYTHING, AND SO WE WERE ALREADY REACHING THE END OF LIFE IN MATH.

SO WE'RE ANTICIPATING THAT THE CHOICES WE'VE MADE WITH TCLAS ARE HIGHER QUALITY MATERIALS THAT WE WANT TO KEEP IN OUR CLASSROOMS. SO WHEN A NEW PROCLAMATION DOES COME UP, WE'LL, OF COURSE HAVE THE OPPORTUNITY TO CHOOSE FROM A VETTED LIST AGAIN, BUT IT'S GIVING US A CHANCE TO GET IN EARLY ON.

WHAT NOT JUST TEA, BUT ALSO OUR CONTENT EXPERTS ARE SAYING IS A MUCH BETTER PRODUCT FOR OUR KIDS AND THE SAME THING FOR LITERACY.

WE'VE SEEN A LOT OF CHANGES JUST IN THE LAST FEW YEARS WITH THE SCIENCE OF TEACHING READING.

SO THAT'S OUR ULTIMATE GOAL, IS THAT WE'RE STARTING EARLIER THAN DISTRICTS AROUND US IN ADOPTING HIGH QUALITY INSTRUCTIONAL MATERIALS THAT WE WANT.

WE WOULD LIKE TO HOPEFULLY KEEP, OF COURSE, DEPENDING ON OUR RESULTS, BUT WE THINK THEY'RE GOING TO DO GREAT THINGS IN OUR CLASSROOMS WITH OUR TEACHERS PREPARED THE CORRECT WAY. COOL.

THANK YOU. YES.

ONE MORE THING. I'M SORRY, MR. GLICK, IF YOU DON'T MIND. ONE MORE THING I WANTED TO JUMP ON THAT TOBY AND MICHAEL SHARED IS JUST AS YOU'RE HEARING FEEDBACK FROM TEACHERS, WE LISTEN TO FEEDBACK FROM TEACHERS INTENSELY AND A GOOD THING WE THINK ABOUT EUREKA AND CARNEGIE AND ALSO AMPLIFY, WHICH IS OUR K THROUGH EIGHT LITERACY ADOPTION FOR TCLAS IS THAT WE'RE STARTING WITH

[01:40:02]

SO WE'VE TALKED A LOT ABOUT HOW MANY NEW TEACHERS WE HAVE, HOW MANY BRAND NEW TEACHERS, MAYBE ALTERNATIVE CERTIFICATION TEACHERS THAT ARE GOING TO NEED A SCRIPTED STARTING PLACE, WHICH WE NEVER HAD BEFORE, BUT THEN OUR VETERAN TEACHERS WHO HAVE SAID, WELL, I DON'T NEED SCRIPTED LESSONS, WELL, WE AGREE, BUT WHAT IT'S DOING IS GIVING OUR TEACHERS THE OPPORTUNITY TO INVEST THAT REALLY PRECIOUS PLANNING TIME, NOT STARTING AT SQUARE ONE SO THEY CAN TAKE THE FOUNDATION OF CARNEGIE OR EUREKA OR AMPLIFY, AND THEN A VETERAN TEACHER WHO HAS THEIR FEET UNDER THEM CAN REALLY TAKE THEIR PLANNING TIME AND FOCUS ON DIFFERENTIATING FOR THE STUDENTS WHO ARE IN THEIR CLASSROOM.

WHEREAS A NOVICE TEACHER OR A BRAND NEW TEACHER MIGHT NEED A MORE FOUNDATIONAL SUPPORT IN THAT WHAT TO TEACH PIECE.

SO WE'VE WORKED A LOT WITH OUR TEACHERS THIS SUMMER THROUGH OUR EXCHANGE DAY TO REALLY HELP THEM UNDERSTAND THAT THIS IS NOT JUST A HERE'S A SCRIPT, READ IT, DELIVER IT TO YOUR STUDENTS. IT'S A CHANCE TO REALLY FOCUS ON THAT.

OUR FAVORITE NEW PHRASE, MR. GLICK, THAT FIRST TEACH YOU DON'T NEED TO SPEND A LOT OF TIME LESSON PLANNING BECAUSE THAT PART'S BEEN DONE FOR YOU.

NOW FOCUS ON MAKING YOUR INSTRUCTION THE BEST IT CAN BE THE FIRST TIME AROUND.

TOBY, MICHAEL, COULD YOU COME BACK, PLEASE, AGAIN? SO ONE OF THE THINGS I ALWAYS REMEMBERED HEARING WHEN I WOULD VISIT SCHOOLS FROM PRINCIPALS, I'D ALWAYS ASK SOMETHING WE COULD BE DOING FOR YOU, AND THE THING I HEARD MOST IS WE ALWAYS HAVE TO SHARE INSTRUCTIONAL SUPPORT STAFF.

FROM WHAT I HEARD FROM BOTH OF YOU, THAT'S NOT THE CASE ANYMORE, IS IT? AND COULD YOU TALK ABOUT THAT A LITTLE BIT? I THINK HOW IMPORTANT THAT IS.

I DON'T KNOW THAT IT'S SINCE I'VE BEEN HERE, THIS IS MY 22ND YEAR THAT IT'S EVER HAPPENED.

I MEAN, IT'S JUST EXCITING.

WE HAVE A VERY UNIQUE OPPORTUNITY TO GET TOGETHER.

WE CAN HAVE A BRIDGE BETWEEN, I THINK, WHAT ADMINISTRATORS STRUGGLE SO MUCH WITH OFTENTIMES, THEY HAVE SO MANY IRONS IN THE FIRE , AND IT'S DIFFICULT SOMETIMES TO BE SO INTENTIONAL WITH LEADING THOSE THE WORK THAT HAPPENS IN PLCS, AND THIS IS AN OPPORTUNITY FOR US TO BE IN BUILDINGS, SUPPORT THOSE SUPPORT TEACHERS WE WANT TO BE WE'VE COMMITTED DR.

CADDELL HAS CHALLENGED US TO REALLY BE IN BUILDINGS SO THAT WE CAN HELP THE ADMINISTRATIVE TEAM WITH THE GUIDE THAT NEEDS TO HAPPEN IN SOME OF THOSE CLCS AND PLCS SO THAT IF THEY DO MISS ONE, IF THEY CAN'T BE IN THERE FOR THE FULL HOUR OR 45 MINUTES, THAT THERE'S SOMEONE IN THERE WHO'S GUIDING VERY STRUCTURED, SOLID WORK SO THAT THE OUTCOMES ARE NOT ANY DIFFERENT, NO MATTER WHO'S IN THERE.

YES, AND WITH MIDDLE SCHOOL, WE'VE BEEN VERY LUCKY.

WE HAVE SIX CST POSITIONS THAT ARE AT ONE CAMPUS AND STAY ON THAT CAMPUS, AND THEN WE DO HAVE ONE THAT'S SHARED BETWEEN OUR HIGHER PERFORMING CAMPUSES.

WE ALSO HAVE A COUPLE THAT ARE CURRICULUM BASED, BUT ONE OF THE BEAUTIES OF THE VIRTUAL ENVIRONMENT IS THAT CST, WHO IS SHARED BETWEEN THOSE FOUR CAMPUSES, CAN STILL BE AT THE CURRICULUM LEARNING COMMITTEE MEETINGS TO MAKE SURE THAT THEY ARE HELPING FACILITATE THOSE CONVERSATIONS, FACILITATE THE IMPLEMENTATION OF CARNEGIE, AND THEN OUR TWO CURRICULUM ARE ALSO AVAILABLE TO FLOAT TO SOME OF OUR HIGHER NEED CAMPUSES TO SUPPORT JUST NOT JUST THE TEACHERS, BUT ALSO THE STUDENTS AS WELL.

THANK YOU, MR. MILLER, DO YOU HAVE A QUESTION? AGAIN, I MAY GET A QUESTION OUT OF THIS.

I'M NOT SURE I MIGHT GET TO A QUESTION, BUT I JUST KIND OF WANT TO DIAL BACK TO LAST YEAR WHEN THIS WAS ROLLED OUT, THE ACADEMIC RECOVERY PLAN, I THINK IT WAS FOR ME ANYWAY.

IT WAS ONE OF THE MOST EXCITING MEETINGS WE HAVE BECAUSE WE WERE JUST COMING OUT OF COVID.

WE KNEW ABOUT THE COVID CLIFF, WE KNEW ABOUT THE PAIN AND SUFFERING OF ALL THE KIDS AND ALL THE STUFF.

AND WE'D BEEN THROUGH A COUPLE OF BOARD MEETINGS THAT WENT ON TILL 2 A.M.

IN THE MORNING. WE HAD THOSE WHO WANTED TO MASK AND THOSE WHO DIDN'T.

YEAH, WE WENT THROUGH ALL OF THAT, BUT WE WERE CONCERNED ABOUT WHERE WERE THE KIDS.

WE DIDN'T EVEN KNOW HOW TO SET A GOAL BECAUSE WE DIDN'T KNOW WHERE WE WERE.

SO WE'VE THIS PAST YEAR, I THINK STAFF HAS DONE A GREAT JOB.

I'D JUST LIKE TO SAY FOR MY PART, FOR DR.

LOPEZ AND YOUR STAFF, THE PIVOT WE MADE.

WHAT STICKS OUT IN MY MIND IS WHERE WE WENT FROM.

EVERYBODY WAS TALKING ABOUT LEARNING LOSS AND WE WENT TO THAT MEETING AND ALL OF A SUDDEN WE WEREN'T TALKING ABOUT LEARNING LOSS, WE WERE TALKING ABOUT ACADEMIC RECOVERY, AND SO THE FACT THAT WE STARTED WHEN WE STARTED, GOT THE PLAN TOGETHER AND.

I COULD TELL IT'S BEEN ADMINISTERED FAIRLY CONSISTENTLY.

IT LOOKS LIKE WE GOT SOME THINGS WE'RE GOING TO IMPROVE UPON, AND WHILE I'M NOT AN EDUCATOR, SO I DON'T KNOW WHAT YOU KNOW, WE USE ELSTS AND RLAR'S AND PLCS AND CLCS AND HQIMS AND T-TESSS [CHUCKLING] AND ALL THE STUFF WE DO.

[01:45:02]

THE TEACHER CREDIBILITY AND THE TEACHER APPRAISAL PROCESS AND DOCUMENTS.

IF THERE'S ANY MORE EXPLANATION, I MEAN, I'M ASSUMING WE'RE NOT GOING TO GET PERSONAL DATA DOWN TO THE CAMPUS OR THE TEACHER LEVEL TO EVALUATE OR TO SEE HERE AT THE BOARD, BUT IF WE COULD JUST UNDERSTAND WHAT THAT IS, OR IF I COULD ANYWAY.

THAT WOULD BE GREAT.

SO I CAN SPEAK TO THE TEACHER CREDIBILITY A LITTLE BIT, AND THERE'S A LOT OF FACTORS THAT GO ALONG WITH TEACHER CREDIBILITY, BUT WHERE THE IDEA COMES FROM IS THERE'S A LOT OF RESEARCH THAT INTO WHAT WORKS AND WHAT DOESN'T WORK IN EDUCATION, AND JOHN HATTIE IS ONE OF THE PREMIER RESEARCHERS, AND HE HIGHLIGHTED TEACHER CREDIBILITY. IF WE CAN GET TEACHER CREDIBILITY RIGHT, WE CAN GET OUR STUDENTS TO ACCELERATE ACADEMICALLY THREE YEARS IN ONE YEAR OF INSTRUCTION , AND SO WHAT MS. PERALES, WITH HER TEAM AND OUR TEAM OF [INAUDIBLE] HAVE REALLY DONE IS WORKING WITH OUR PRINCIPALS AND OUR ASSISTANT PRINCIPALS TO MAKE SURE THAT THEY KNOW WHAT THE FACTORS ARE THAT GO AROUND TEACHER CREDIBILITY IN THE EYES OF THE STUDENT AND MAKING SURE THAT THEY CAN TEACH THOSE TO OUR TEACHERS AND HELP THEM GROW IN THOSE AREAS SO THAT WE CAN ACCELERATE ACADEMIC INSTRUCTION.

JUST AS A FOLLOW UP, MR. GLICK. I'M SORRY, DR.

LOPEZ, DID YOU WANT TO EXPAND? I'LL FOLLOW UP AFTER YOU. OKAY, WHEN I HEAR THAT, I MEAN, AT MY BANK, AT MY FINANCIAL INSTITUTION, WE GO THROUGH SOME OF THE SAME THINGS.

AND WE HAVE THAT SAYING ONCE YOU'VE PREPARED EVERYBODY AND GOTTEN EVERYBODY ON THE SAME PAGE AND EVERYBODY'S ROWING THE BOAT, THEN YOU GOT TO INSPECT WHAT YOU EXPECT.

SO YOU GOT TO CHECK BACK, AND I THINK THOSE CHECK BACKS [INAUDIBLE] TEACHERS.

SO THIS THESE TWO THINGS I'M EXCITED ABOUT ALONG WITH THE SOMEBODY MENTIONED FEEDBACK FROM THE TEACHERS AS PART OF THEIR PROCESS, AND I THINK THOSE ARE ABOUT AS IMPORTANT.

I MEAN, I'VE GOT A DAUGHTER WHO TEACHES AT ANOTHER DISTRICT WE WON'T NAME AND SHE'S IN ELEMENTARY SCHOOL, AND SHE'S JUST DYING TO FIND TIME TO PLAN AND PREPARE.

THEY CAN'T GIVE IT TO HER, AND IT'S I MEAN, THEY DO IT LATE AT NIGHT AND ON THE WEEKENDS AND OTHER TIMES.

SO IF WE CAN CONTINUE WORKING ON THAT FOR ALL OF OUR TEACHERS TO GIVE THEM THAT 30, 45 MINUTES OR WHATEVER THE TIME IS THAT THEY CAN DO THAT.

I THINK THAT ALSO PUTS US AHEAD.

SO THANK YOU. DR.

LOPEZ. SO I'M LOOKING AT HATTIE, AND WHAT WE CAN DO IS THERE'S A FEW BOOKS BY HIM, BUT THE GREAT THING ABOUT HIM IS I USED THE RESEARCH A LOT IN MY DOCTORAL STUDY, AND IT'S A META ANALYSIS OF THE MOST IMPACTFUL THINGS THAT WILL LEVERAGE STUDENT SUCCESS AND SOME OF THEM COUNTER OUR TRADITIONAL BELIEF SYSTEMS. SO THAT'S WHAT MAKES THE BOOK CONTROVERSIAL AND STIMULATING AND A TIME TO TALK ABOUT DIFFERENT THINGS.

IT TELLS YOU WHAT THE LEVERS ARE IF YOU REALLY WANT TO MAKE AN IMPACT AND IT MAKES IT [INAUDIBLE] WHAT THEY'RE NOT, BUT IT'S A VERY DENSE BOOK AND I WAS LOOKING UP AT HOW MUCH A PAPERBACK COST.

RIGHT NOW IT'S ABOUT $40, AND MAYBE I COULD GET THE BOARD TO I'LL GIVE YOU EACH ONE AND YOU CAN READ IT AND ASK QUESTIONS AS YOU GO , BUT WHAT IT'S GOING TO DO IS IT'S GOING TO OPEN YOUR MIND TO WHAT YOU THOUGHT IS IMPACTFUL ON RESEARCH MAY NOT BE AS IMPACTFUL AS YOU THOUGHT, BUT THE BEAUTIFUL THING ABOUT IT IS IT'S ACTUAL DATA THAT'S BEEN ANALYZED FOR YEARS THROUGHOUT THE NATION.

THIS ISN'T JUST LIKE A ONE CASE STUDY TYPE OF THING, AND THAT'S WHY A LOT OF PEOPLE ARE NOW RELATING TO IT, BECAUSE THERE'S ONLY SO MUCH ENERGY WE CAN GIVE, AND SO IF WE DO THE RIGHT ENERGY, IT'S GOING TO BE GREAT.

SO I WANT TO GO BACK TO MR. SELDERS QUESTION, BECAUSE I DON'T FEEL HIS QUESTION WAS ANSWERED.

WE GOT SO MANY NEW PEOPLE IN OUR DISTRICT, NOT NECESSARILY NEW TEACHERS, BUT NEW PEOPLE.

WE HAVE AN ACADEMIC RECOVERY PLAN.

HOW DO WE GET THEM ON BOARD? PART OF IT IS THE COMMON PLANNING TIME THAT WE'RE TALKING ABOUT.

TOBY SCHMIDT TALKED ABOUT A PLC.

A PLC IS WHEN YOU GET TOGETHER WITH COLLEAGUES THAT HAVE THE SAME CONTENT AREA, TRADITIONALLY THE CORE CONTENTS, BECAUSE THOSE ARE ACCOUNTABILITIES AREAS AND THEY GET TOGETHER AND THEY HAVE A MASTER COACH GO THROUGH IT.

NOW, WHAT THEY DIDN'T TELL YOU IS ALL THE LOGISTICS.

[01:50:04]

YOU DON'T JUST DRAW IT ON A CHALKBOARD AND SAY, HEY, REMEMBER THIS PLAY YOU HAVE TO KEEP --IT'S LIKE MUSCLE MEMORY.

THEY'RE NOW REHEARSING LESSON PLANS FOR DELIVERY AND ASKING QUESTIONS AND GETTING DEEP.

SO YOU BECOME A MASTER OF YOUR CRAFT, AND THEN WHEN THE KIDS COME IN, YOU GET THAT LESSON RIGHT THE FIRST TIME.

IT'S NOT A TRIAL AND ERROR.

THAT'S HOW SCIENTIFIC WE'RE GETTING WITH THIS.

THAT'S PART OF [INAUDIBLE] TALKS A LOT ABOUT THAT, SO THAT'S WHERE WE WANT TO GET TO, AND LAST BUT NOT LEAST, I KNOW WE'RE EXCITED ABOUT THE RESULTS, BUT THIS IS A PROCESS. THIS IS A PROCESS.

WE'RE GOING TO HAVE PEAKS AND VALLEYS, RIGHT? WE ARE INVESTING IN THE KIDS THAT NEED IT MOST, BUT WHAT I'M MOST EXCITED ABOUT IS THE MAJORITY OF OUR ISTS, THE ALPHABET SOUP THAT YOU TALK ABOUT THEY'RE INTERNAL CANDIDATES, MOST OF THESE PEOPLE ARE OWN BEST TEACHERS [INAUDIBLE] TO TEACH THE NEXT GENERATION OF GREAT TEACHERS, AND I JUST LOOK AT IT PAYING FORWARD BECAUSE THOSE PEOPLE ARE EVENTUALLY GOING TO BE OUR ASSISTANT PRINCIPALS AND THEN THOSE ASSISTANT PRINCIPALS ARE GOING TO EMERGE AS OUR PRINCIPALS AND THEN ONE DAY WE'RE GOING TO BE LOOKING AT THEM HERE AND THEY'RE GOING TO SAY, WELL, I WAS AN IST IN THE POST COVID ERA, AND WE'RE GOING TO WE'RE GOING TO REMEMBER WE HAD A BIG PART IN THAT. IT'S THE TEAM.

ALL THE CREDIT GOES TO THEM.

THEY'RE DOING A WONDERFUL JOB.

THANK YOU. ANY OTHER QUESTIONS? DR. CADDEL, YOU SAID YOU HAVE SOME OTHER SPECIALISTS HERE.

WOULD YOU LIKE TO INTRODUCE THEM? [INAUDIBLE], BUT IF YOU'LL GIVE ME THE CHANCE, I JUST WANT TO TELL YOU THAT I'M SO GRATEFUL THAT YOU ALL SAW OUR VISION AND HOW WE WANTED TO UTILIZE OUR TCLAS FUNDS, NOT JUST FOR THE HIGH QUALITY INSTRUCTIONAL MATERIALS, BUT ALSO FOR THE REALIGNMENT IN STAFFING.

BECAUSE HOPEFULLY YOU GOT A TASTE OF NOT ONLY IS MS. JOYNER ABSOLUTELY WONDERFUL, BUT MY TLD LEADERSHIP TEAM IS ALSO ABSOLUTELY WONDERFUL AND THEY ARE TRULY COMMITTED TO PUTTING FOOTPRINTS ON THE CAMPUS AS OFTEN AS POSSIBLE, AT LEAST WEEKLY, AT MINIMUM, TO MAKE SURE THAT WE'RE HELPING OUR STUDENTS AND WE WANT TEACHER FEEDBACK, AND SO WE NEED TO, MR. MILLER MENTIONED HEARING FROM OUR TEACHERS.

WE WANT TO KNOW WHEN WE'RE GETTING IT RIGHT AND WE WANT TO KNOW WHEN WE NEED TO IMPROVE.

SO JUST THANK YOU.

THANK YOU. ANY OTHER QUESTIONS? [INAUDIBLE].

I'M THRILLED YOU'RE BRINGING IN THE PRESENTATION THAT YOU BROUGHT.

MY CONCERN AGAIN IS MAINLY I COME OUT OF THE CLASSROOM MYSELF, THE TEACHERS, ARE THEY WALKING ON EGGSHELLS OR ARE THEY REALLY BUYING INTO THE PROGRAM FOR WHAT WE'RE DOING? THAT'S THE KEY.

I MEAN, ARE WE PUTTING A HAMMER ON THEM WITH A NAIL IN THE COFFIN? [CHUCKLING] NO, I DON'T OPERATE THAT WAY, MR. BEACH. ONLY WITH THOSE BOYS AT MY HOUSE.

WE CAN STRATEGIZE, BUT SOMETIMES IT CHANGES DIFFERENT AND IT'S TOUGH WHEN YOU'VE GO NEW TEACHERS THAT ARE COMING OUT OF COLLEGE WHERE ONE, THEY DON'T TEACH DISCIPLINE 101 IN COLLEGE IN THE FIRST PLACE, AND YOU'RE ADDING OTHER THINGS TO IT TOO AS FAR AS CURRICULUM, I THINK THEY'RE PREPARED TO TEACH, BUT WE'VE GOT A WAY THAT WE'D LIKE TO SEE IT PRESENTED.

ABSOLUTELY, AND SO ONE GREAT OPPORTUNITY WE HAD AND IT WAS A TOUGH OPPORTUNITY, WAS FOR US TO PILOT IN THE SPRING WITH THESE NEW RESOURCES IN OUR MOST OF OUR K THROUGH EIGHT CLASSROOMS, AND IT WAS PROBABLY MY MOST CHALLENGING PILOT BECAUSE OF THE TIMING.

WE DIDN'T GET TO PICK THE WINDOW.

TEA GAVE US ALL OF THESE RESTRICTIONS AND IT WAS IN THE MIDDLE OF EVERYTHING ELSE WE HAD GOING ON, BUT THE SILVER LINING FOR THAT IS THAT IT GAVE OUR TEACHERS AN IMMEDIATE INSIGHT INTO THE WHAT IT WAS, THE HOW IT WAS, AN INTRODUCTION TO LESSON INTERNALIZATION, AND IT ALSO GAVE US THAT FIRST OPPORTUNITY FOR FEEDBACK FROM TEACHERS, AND THEY TOLD US WHAT THEY THOUGHT ABOUT IT AND FOR THE MOST PART, THE FEEDBACK WAS THAT IT WAS NEEDED.

NOW, WAS THE TIMING TERRIBLE? YES, IT WAS.

WERE THERE THINGS THAT WE WISH WE HAD DONE A LITTLE BIT DIFFERENTLY, HAD A LONGER INTRODUCTION, THE MATERIALS COULD HAVE COME IN FASTER, ALL THINGS KIND OF OUTSIDE OF OUR CONTROL, BUT SOMETHING VERY POWERFUL SPECIFICALLY AT ELEMENTARY, IS HOW MANY CAMPUSES ELECTED TO CONTINUE USING THE MATERIALS THROUGH THE END OF THE SCHOOL YEAR FOR ALMOST AN ADDITIONAL TWO MONTHS.

THEY CAME BACK TO US AND SAID, THIS WAS SO GOOD, CAN WE PLEASE KEEP USING IT? WHICH OF COURSE THEY COULD, AND SO THAT WAS KIND OF OUR FIRST LIGHT BULB THAT WE'RE ON TO SOMETHING HERE.

THE SAME THING WE HEARD AT SECONDARY IS THAT IT'S RIGOROUS, AND THAT IS ABSOLUTELY TRUE, THAT THESE HIGH QUALITY INSTRUCTIONAL MATERIALS ARE RIGOROUS, THAT THEY

[01:55:01]

SO WE REALLY WORKED THIS SUMMER TO FRAME THAT, IS THAT WE'RE NOT LOWERING EXPECTATIONS AND WE DON'T WANT TO PUT THINGS THAT ARE BELOW A STANDARD IN FRONT OF OUR STUDENTS BECAUSE IT FEELS EASIER.

IT FEELS LIKE JUST A DIFFERENT WAY OF APPROACHING IT.

WE'RE PUTTING IT FORWARD SAYING WE KNOW EVERY SINGLE STUDENT IN GARLAND ISD CAN PERFORM ON GRADE LEVEL, EVERY SINGLE STUDENT, BUT TO DO THAT, WE HAVE TO UP THE STANDARD, AND SO OUR TEACHERS ARE BUYING INTO THAT, THAT TIER ONE FROM DAY ONE.

WE KEEP REPEATING IT LIKE THAT'S BEEN OUR ANTHEM IS THAT ON THE FIRST DAY OF SCHOOL, WHICH WAS YESTERDAY, WE'RE SEEING NOT JUST THESE MATERIALS BUT THAT EXPECTATION FROM TEACHERS WHERE THEY'RE PREPARED AND THEY'RE READY, EVEN THOUGH IT'S SOMETIMES A DAY BY DAY BASIS, AND IF THEY'RE NOT PREPARED AND READY, THAT'S WHERE ALL OF OUR SUPPORT STAFF IS GOING TO BE THERE TO HELP THEM THROUGH IT.

WITH YOUR TEAM THAT YOU HAVE IN PLACE WITH COMING OUT OF THE CAMPUSES, THEY KNOW, TOO, THAT THE TEACHERS, THEIR THOUGHT PROCESS IS WHAT ARE THEY GOING TO PUT ON ME THIS YEAR? WHAT MORE ARE YOU GOING TO GIVE TO ME? I CAN'T HANDLE ANYMORE, BUT I KNOW THAT WITH THE PLC, WITH MORE PLANNING PERIOD, NOW THAT WE HAVE MORE TIME, I THINK THAT'S GOING TO RELIEVE A LOT OF THAT FRUSTRATION THAT SOME OF THEM FEEL OUT THERE BECAUSE NOW THEY FEEL PART OF A TEAM, AND I THINK THAT WITH THIS NEW PROCESS THAT WE'RE DOING, I THINK WE'RE GOING TO SEE GREAT RESULTS.

AGREE.

THREE OUT OF OUR FOUR DIRECTORS, OUR RECENT CAMPUS ADMINISTRATORS, AND WHAT I'VE SEEN IS BEING REALLY POWERFUL.

IS WHAT YOU JUST EXACTLY DESCRIBED.

THEY KNOW THE ROADBLOCKS.

SO PRINCIPALS CAN COME TO US WITH A MASTER SCHEDULING PROBLEM AND THEY'VE LIVED IT.

THEY'VE RESOLVED IT.

[INAUDIBLE] CAMPUSES TO REALIZE [INAUDIBLE] THEY'RE HERE FOR SUPPORT TO HELP YOU [INAUDIBLE] USE THEM.

AND THIS IS GOING TO BE A GREAT SUCCESS.

I CAN SEE A GREAT TEAM BEING BUILT HERE.

THEY WON'T BE ABLE TO GET RID OF US.

[CHUCKLING] GOOD. ANY OTHER QUESTIONS, MR. SELDERS? YEAH, I JUST PULLED UP QUICK, I GUESS A GLIMPSE OF THIS HATTIE BOOK AND ONE OF THE THINGS IT TALKED ABOUT WITH TEACHER CREDIBILITY AND DEFINES IT AS STUDENTS' PERCEPTION OF THEIR TEACHERS COMPETENCE, DYNAMIC DYNAMISM, TRUSTWORTHINESS AND IMMEDIACY.

SO WITH RESPECT TO THE PRESENTATIONS THAT WE HEARD THIS EVENING, WITH RESPECT TO DISCIPLINE AND ALSO WHAT WE'RE HEARING NOW, A LOT OF IT IS MORE GEARED TOWARDS RESOURCES AND GIVING TEACHERS MATERIALS AND CURRICULUM TO HELP STUDENTS WHERE IN THE PD AND ALL OF THE THINGS THAT WE'RE DOING WITH THE INSTRUCTIONAL COACHES IS THERE I GUESS WAYS TO HELP TEACHERS CONNECT BETTER FROM A RELATIONAL STANDPOINT TO THEIR STUDENTS, AND I DON'T KNOW IF THAT'S EMBODIED IN THAT, BUT I KNOW THAT SOME OF THE FEEDBACK THAT I'VE HEARD WAS THAT SOMETIMES THERE SEEMS TO BE A HUGE DISCONNECT, AND SO KIDS MAY ACT OR BEHAVE A CERTAIN WAY BECAUSE WHILE TEACHER CREDIBILITY MIGHT BE PRESENT, THE RELATIONSHIP ISN'T THERE.

SO I'M JUST CURIOUS HOW THAT FACTORS INTO WHAT WE'RE DOING.

YES. SO A BIG COMPONENT OF TEACHER CREDIBILITY IS RELATIONSHIPS AND BUILDING RELATIONSHIPS WITH STUDENTS, AND WHAT WE DID THIS SUMMER IS WE TRAIN THE PRINCIPALS HIGH SCHOOL AND MIDDLE SCHOOL ON TEACHER CREDIBILITY.

WE TRAINED OUR ASSISTANT PRINCIPALS AT HIGH SCHOOL AND MIDDLE SCHOOL ON TEACHER CREDIBILITY.

THEY TURNED AROUND AND USE THAT TRAINING THIS PAST WEEK DURING AUGUST STAFF DEVELOPMENT.

EACH MONTH WE HAVE LEARNING WALKS SET UP TO GO THROUGH THE MIDDLE SCHOOL, THE HIGH SCHOOL.

EACH MONTH WE'RE LOOKING AT ONE SPECIFIC COMPONENT OF TEACHER CREDIBILITY AND HIGHLIGHTING IT, HAVING A LITTLE BIT MORE PROFESSIONAL DEVELOPMENT WITH OUR PRINCIPALS, BUT ALSO LOOKING FOR THOSE BRIGHT SPOTS IN THE DISTRICT SO THAT WE CAN HELP OUR TEACHERS WHO MIGHT BE STRUGGLING HAVE A PLACE TO GO, BUT ALSO, WE PROVIDED A LOT OF RESOURCES, A LOT OF EXAMPLES, A LOT OF VIDEOS, BECAUSE BUILDING RELATIONSHIPS IS ONE OF THE MOST DIFFICULT THINGS TO TEACH.

A LOT OF TIMES WE THINK YOU EITHER HAVE IT OR YOU DON'T, AND THAT'S NOT NECESSARILY TRUE.

THERE IS A LOT OF SCIENCE BEHIND BUILDING RELATIONSHIPS, AND SO HELPING PROVIDE THAT TO TEACHERS, ESPECIALLY WITH OUR NEW TEACHERS THROUGH PROJECT GOAL, IS REALLY GOING TO BE CRITICAL.

COOL. THANK YOU. THANK YOU.

OKAY, ANY OTHER QUESTIONS? WE THANK EVERYBODY VERY MUCH.

WE REALLY APPRECIATE IT.

OKAY, LET'S GO TO ITEM 4D STUDENT HEALTH ADVISORY COUNCIL, ANNUAL REPORT, MS. LEEANN STEPHENSON, WELCOME.

HELLO.

GOOD EVENING.

CHAIRMAN GLICK BOARD OF TRUSTEES DR.

LOPEZ. THE PURPOSE OF THIS PRESENTATION IS TO SUBMIT THE 2021 2022 STUDENT HEALTH ADVISORY COUNCIL ANNUAL REPORT.

[02:00:07]

FAMILY AND COMMUNITY INVOLVEMENT.

COUNSELING AND HEALTH PROMOTIONS FOR STAFF.

THIS EVENING, WE WILL REVIEW SHARK RECOMMENDATIONS, STREAMLINED SHARK MEMBERSHIP PROCESS, HEALTH AND INITIATIVES, INCLUDING ADA PROJECT POWER AND HUMAN SEXUALITY AND RESPONSIBILITY.

PARENT NOTIFICATION LETTERS AS AN OVERVIEW OF THE 2021 2022 SHAC ANNUAL REPORT.

NOW YOU MAY VIEW THE SHAC ANNUAL REPORT IN ITS ENTIRETY BY CLICKING ON THE LINK ON THIS PRESENTATION AND OR ON THE BOARD AGENDA ITEMS. IT IS ALSO INCLUDED IN YOUR BOARD BOOK.

THERE ARE SEVERAL RECOMMENDATIONS, BUT THE SIX MOST IMPORTANT THAT WE VALUE I WOULD LIKE TO HIGHLIGHT ARE THE APPOINTMENT OF SHAC MEMBERS BY THE GISD BOARD OF TRUSTEES, WHICH WE SPOKE ABOUT PREVIOUSLY IN OUR IMA ADOPTION, THE APPLICATION PROCESS FOR MEMBERSHIP, RECOMMENDATION FOR CAMPUS ALLOCATED FUNDS FOR PHYSICAL EDUCATION AND APPROVAL OF THE IMPLEMENTATION OF PROJECT POWER FOR GRADES K THROUGH FIVE FOR THE 2022-2023 SCHOOL YEAR.

THE REPORT INCLUDES THE MINUTES OF ALL FOUR REQUIRED SHAC MEETINGS AND FULL DETAILS ABOUT ONGOING INITIATIVES, PROJECTS AND COMMITTEE RECOMMENDATIONS. AS A REMINDER, THE BOARD OF TRUSTEES IS TASKED WITH RECOMMENDING AT LEAST FIVE MEMBERS TO THE STUDENT HEALTH ADVISORY COUNCIL, AND A FORM HAS BEEN CREATED FOR THE BOARD TO SUBMIT THEIR APPOINTMENTS, WHICH IS INCLUDED IN THIS PRESENTATION AND WILL BE SHARED VIA BOARD INSIGHTS. ADDITIONALLY, MEMBERSHIP OPPORTUNITIES ARE ADVERTISED TO OUR CAMPUSES, FAMILIES AND COMMUNITY MEMBERSHIP FOR THE 2022 2023 SCHOOL YEAR OPEN DIGITALLY ON AUGUST 8TH, 2022, ON THE COORDINATED SCHOOL HEALTH PAGE ON THE GARLAND ISD WEBSITE. INTERESTED PARTIES MAY COMPLETE AND MAY COMPLETE THE APPLICATION AND THE DEADLINE TO SUBMIT AN APPLICATION FOR MEMBERS NOT APPOINTED BY THE BOARD IN SEPTEMBER 1, 2022.

ANOTHER HIGHLIGHT WE WANTED TO SHARE FROM THE ANNUAL REPORT IS THE PLANNED IMPLEMENTATION OF THE AMERICAN DIABETES ASSOCIATION PROJECT POWER PROGRAM.

PROJECT POWER UTILIZES AND OUTCOMES BASED CURRICULUM TO SLOW THE TRAJECTORY OF CHILDHOOD OBESITY THROUGH HEALTH PROMOTION, AND THEY DO THIS BY PROMOTING HEALTHY CHOICES AND NUTRITION EDUCATION, INCREASING PHYSICAL ACTIVITY, AND BUILDING FAMILY ENGAGEMENT AND PEER RELATIONSHIPS.

THIS PROGRAM ALIGNS DIRECTLY WITH OUR COORDINATED SCHOOL HEALTH INITIATIVE AND OUR EXISTING CAMPUS AND COMMUNITY HEALTH PARTNERSHIPS, WHICH IRONICALLY INCLUDE CATCH, WHICH IS OUR COORDINATED APPROACH TO CHILD HEALTH.

PROJECT POWERS, RESULTS, IMPACT KNOWLEDGE, SELF EFFICACY AND BEHAVIOR AND DATA THAT THEY HAVE COLLECTED SHOW THAT 85% OF PARTICIPANTS CAN CORRECTLY IDENTIFY ALL COMPONENTS OF A HEALTHY PLATE.

I ACTUALLY HAD AN EXAMPLE HERE.

HEALTHY FOOD PLATE.

75% OF PARTICIPANTS ARE CONFIDENT IN THEIR ABILITY TO CHOOSE FRUIT AS A SNACK, AND 70% OF PARTICIPANTS DRINK WATER FOUR OR MORE TIMES PER WEEK, WHICH IS OFTEN A CRITICAL CHALLENGE WITH OUR YOUTH, WHICH OFTEN CARRIES FORWARD TO IN OUR ADULTS.

SO THE EARLIER WE CAN COMMUNICATE AND ALSO TEACH THESE IMPORTANT COMPONENTS, THEN THIS ALIGNS TO LIFELONG HEALTH. WE PLAN TO IMPLEMENT THIS PROGRAM IN OUR K THROUGH FIVE PHYSICAL EDUCATION CLASSROOMS. TO REITERATE, IT'S IMPORTANT.

PROJECT POWER WANTS TO SLOW CHILDHOOD OBESITY THROUGH HEALTH PROMOTION AND BY SUPPORTING K THROUGH FIVE PHYSICAL EDUCATION.

THEY HAVE WE HAVE THE OPPORTUNITY AND ADA CAN PROVIDE UP TO $1,500 TO ELEMENTARY PE CLASSROOMS TO PURCHASE EQUIPMENT AND RESOURCES FOR INSTRUCTION WITH THE COMPLETION OF THEIR PROGRAM.

ADDITIONALLY, IT IS RECOMMENDED THAT A BUDGET LINE ITEM BE INCLUDED ON ALL CAMPUS BUDGETS FOR PHYSICAL EDUCATION, SPECIFICALLY FOR THE PURCHASE OF

[02:05:09]

MANY OF OUR CAMPUSES DO NOT ALLOCATE, ESPECIALLY AT OUR ELEMENTARY LEVEL, ANY FUNDS FOR PHYSICAL EDUCATION AND SOMETIMES FOR HEALTH.

AS A RESULT, SOME CAMPUSES HAVE LITTLE TO NONE OUTDATED OR SOMETIMES SEVERELY DAMAGED EQUIPMENT TO USE IN THEIR PHYSICAL EDUCATION CLASSROOMS. AS A RESULT, THE AFOREMENTIONED PROGRAM IS A GREAT REMEDY FOR THIS DEFICIT IN PHYSICAL EDUCATION FOR THE 2022 2023 SCHOOL YEAR. CAN I JUST STOP YOU THERE? SURE. SO YOU'VE MADE THIS REQUEST, AND WHAT HAS HAPPENED TO IT? FOR THE PHYSICAL EDUCATION EQUIPMENT.

THE ONE YOU'RE READING FROM IN OUR REPORT.

YES, SIR. ARE YOU TALKING ABOUT PROJECT POWER? OR ARE YOU JUST TALKING ABOUT RECOMMENDATIONS FOR PHYSICAL EDUCATION EQUIPMENT, LIKE A BUDGET LINE ITEM FOR CAMPUSES? LINE ITEM, AND NECESSITY FOR EQUIPMENT GUIDELINES AND MINIMUM EQUIPMENT [INAUDIBLE], THINGS OF THAT NATURE.

YES. SO ONE OF THE MAIN POINTS OF THE SHAC ANNUAL REPORT, WHICH WE TALKED ABOUT ALSO IN IMA ADOPTION, WAS THIS ISN'T MY UPDATED PRESENTATION.

CAN YOU GRAB THE UPDATED ONE, PLEASE? THE IS THAT SOME OF THESE ITEMS HAVE BEEN PLACED ON THE SHAC REPORT PREVIOUSLY, WHICH IS WHY WE'RE SEEING SOME OF THOSE ITEMS LISTED AGAIN AND AS THE BOARD HAD COMMUNICATED BEFORE AND THE COMMITTEE AS WELL AS THE SHAC COMMITTEE, WE WANT TO GET TO A POINT WHERE WE'RE STRATEGICALLY ALIGNED, WHICH I THINK WE'RE DOING, TAKING THE RIGHT STEPS NOW IN MAKING SURE WE HAVE A PROCESS FOR APPOINTMENT BY BOARD, AS WELL AS MAKING SURE THAT THOSE APPOINTMENTS AND ALSO MEMBERSHIPS TO THE SHAC, WE CAN HAVE THE OPPORTUNITY TO MAKE SURE THAT WE UNDERSTAND WHAT YOU GUYS APPROVE, UNDERSTAND WHAT YOU GUYS UNDERSTAND ARE THE CHALLENGES THAT ARE HAPPENING IN OUR HEALTH AND PHYSICAL EDUCATION CLASSROOMS AS WELL AS ANY OTHER COMPONENTS OF SHAC, WHICH I HIGHLIGHTED THOSE EIGHT BEFORE.

SO I THINK IT'S CONTINGENT ON THE UNDERSTANDING AND APPROVAL OF THOSE AREAS OF DEFICITS THAT WE DO HAVE IN OUR QUITE POSSIBLY HEALTH EDUCATION CLASSROOMS AND OR PHYSICAL EDUCATION CLASSROOMS, SO WE CAN IMPLEMENT THE STEPS TO MAKE SURE THAT THE CHANGES ARE MADE.

SO, DR. LOPEZ, WHAT ARE THE NEXT STEPS FOR THE PLAYGROUND EQUIPMENT AND THINGS OF THAT NATURE? SO WHEN YOU TALK ABOUT PLAYGROUND EQUIPMENT, YOU'RE NOT TALKING ABOUT JUST AN EASY TURNAROUND.

WE KIND OF TALKED ABOUT PLAYGROUND EQUIPMENT.

WHEN WE'RE TALKING ABOUT DIFFERENT TYPES OF EQUIPMENT, WE WILL HAVE TO GO ON A CASE BY CASE BASIS BECAUSE THAT'S A SITE BASED DECISION MAKING ITEM TO SEE WHY CERTAIN ALLOCATIONS AREN'T BEING MADE AND THEN LOOK AT WHAT THOSE ALLOCATIONS NEED TO BE AND HAVE THOSE PRINCIPALS CREATE PLANS TO GET CAUGHT UP BECAUSE THOSE ARE SITE BASED.

[INAUDIBLE] MONEY, AND I AGREE WHICH IS WHY PREVIOUSLY WE MENTIONED PROJECT POWER.

PROJECT POWER CAME UP THIS SUMMER THROUGH OUR HEALTH SERVICES DEPARTMENT WITH OUR DIRECTOR OF HEALTH SERVICES, RENEE KOTSOPOULOS, IN HER COMMUNICATION AND CONTINUED PARTNERSHIP WITH AMERICAN DIABETES ASSOCIATION, WHICH IS IMPLEMENTING PROJECT POWER AND HAS BEEN FOR A LOT OF TIME AND THEY HAVE A LOT OF FUNDS, BECAUSE THEY'VE PARTNERED WITH CVS AND SOME OTHER BUSINESS PARTNERSHIPS AND THEY HAVE NOT BEEN ABLE TO SUCCESSFULLY EXECUTE GIVING THESE FUNDS TO SCHOOLS IN WHICH THEY WANT TO DO, AND WE BASICALLY WANT TO BE THE PILOT HERE IN GARLAND ISD WANT TO DO THAT, AND WE HAVE THE OPPORTUNITY TO DO THAT BECAUSE WE CAN COMPLETE THE PROJECT OR THE PLAN BECAUSE IT'S PROVIDED FOR AGES 5 TO 12.

WE HAVE A LOT OF ELEMENTARY CAMPUSES, SO THEY'RE COMMITTING TO OUR ELEMENTARY CAMPUSES, NOT THOSE POSSIBLY SIXTH OR SEVENTH GRADE MIDDLE SCHOOLS YET, JUST WE HAVE A LOT OF ELEMENTARY CAMPUSES, BUT THEY HAVE THE FUNDS IN ORDER TO DO SO, AND AS WE WERE, I WAS GOING TO INDICATE UPCOMING IS IT STATES IF BASICALLY AT EVERY ONE OF OUR 47 CAMPUSES, ELEMENTARY CAMPUSES, IF OUR TEACHERS IMPLEMENT PROJECT POWER AND THAT MEANS THERE'S A PRE SURVEY, A POST SURVEY AND WE ALSO CONDUCT OUR SIX LESSONS WHICH WE ALREADY ARE REQUIRED TO DO BY CATCH, WHICH IS OUR COORDINATED SCHOOL HEALTH PROGRAM AND THEY DO THAT WITH 75 STUDENTS OR MORE, JUST A MINIMUM OF 75.

OBVIOUSLY, OUR ELEMENTARY TEACHERS HAVE FAR MORE THAN 75 PHYSICAL EDUCATION STUDENTS IN THEIR CLASSROOMS.

[02:10:03]

NOW, I'M NOT REFERRING TO WHEN I TALK ABOUT PHYSICAL EDUCATION OR HEALTH EDUCATION PER SE, THE RECESS PLAYGROUND EQUIPMENT, WE'RE TALKING ABOUT THE ACTUAL PHYSICAL EDUCATION EQUIPMENT THAT WE WOULD UTILIZE IN OUR CLASSROOMS. WE CAN UTILIZE IT OUTSIDE AS WELL, BUT THAT'S USUALLY MANY DIFFERENT THINGS NOT NECESSARILY PLAYGROUND EQUIPMENT, IF THAT HELPS MAKE SENSE.

SO WHAT IS IT THAT WE WOULD NEED TO DO AS A BOARD? FOR PROJECT POWER, APPROVE US TO GO FORWARD.

WE HAVE, OR AT LEAST MYSELF, WHO OVERSEES THE HEALTH AND P.E.

DEPARTMENT, AND RENEE KOTSOPOULOS, WHO OVERSEES HEALTH SERVICES, WHO'S ALSO ON THE SHAC COMMITTEE.

WE'VE ALREADY MET WITH PROJECT POWER.

WE'VE ALSO ALSO HAD THE OPPORTUNITY IN OUR BACK TO SCHOOL TRAINING, HAD THE OPPORTUNITY FOR THE AMERICAN DIABETES ASSOCIATION TO COME AND PRESENT TO ALL OF OUR ELEMENTARY PHYSICAL EDUCATION TEACHERS AND BACK TO SCHOOL PROFESSIONAL DEVELOPMENT.

SO THEY'RE READY. THEY UNDERSTAND WHAT'S REQUIRED OF THEM AND THE EXPECTATIONS IN ORDER TO COMPLETE THE PROGRAM AND ALSO GET THOSE FUNDS.

SO WE'RE READY TO ROLL.

I JUST WANT TO MAKE SURE THAT WE HAVE AS AN INITIATIVE OF SHAC THAT I PRESENTED THAT INFORMATION TO THE BOARD.

SO YOU GUYS ARE AWARE AND HOPEFULLY ALSO APPROVE.

YEAH, THIS IS AN UPDATE AND WHAT'S GOING TO BE ON THE AGENDA FOR AUGUST? THAT WAS THE QUESTION.

WHAT IS IT THEY ACTUALLY HAVE TO APPROVE? IT'S ALREADY GONE THROUGH LEGAL.

IT'S REALLY INFORMATIONAL.

I KNOW WE'VE GONE THROUGH PURCHASING AS WELL AS WE'RE GOING THROUGH LEGAL.

THIS IS JUST ALL DISCUSSION.

IT'S INFORMATIONAL. YES.

SO WE'VE ACTUALLY GONE THROUGH THOSE STEPS.

OKAY, SO IT'S GOING TO HAPPEN.

YOU JUST TELLING US ABOUT IT? [INAUDIBLE] [CHUCKLING] YES.

FORMALLY. OKAY, THAT'S COOL.

JUST AS A NOTE, THIS IS JUST AN INFORMATION ITEM.

WHAT WE DO WANT FROM YOU ALL, SO YOU DO HAVE SORT OF AN ARM INTO THE PROCESS AS THOSE RECOMMENDATION FOR SHAC COMMITTEE MEMBERS, BECAUSE THIS IS NOT JUST MS. STEPHENSON'S RECOMMENDATIONS.

IT'S FROM THE WHOLE COMMITTEE, BUT IT'S JUST PROVIDED AS AN UPDATE TO YOU ALL TODAY.

ANYBODY HAVE ANY OTHER QUESTIONS? YES, MS. STANLEY.

JUST TO MAKE SURE I UNDERSTOOD SO.

WAIT, WAIT, WAIT. OKAY.

YES, MA'AM. SORRY. JUST MAKE SURE.

SO, IN THIS WEEK'S BOARD INSIGHTS, YOU'LL GIVE US THE FORM THAT YOU WANT US TO FILL OUT TO FOR THE RECOMMENDATIONS? YES.

ALREADY PREPARED, JUST HAS TO BE SENT.

ANYBODY ELSE? WE THANK YOU VERY MUCH.

WE LOOK FORWARD TO GETTING THE FORM.

WE'RE NOT COMPLETE.

WE HAD WE HAD HUMAN SEXUALITY AND TECHNOLOGY TO HIT.

SO VERY QUICKLY.

I'M SORRY. SO THE COMMITTEE ALSO RECOMMENDS THE BOARD ALLOCATES EQUAL ACCESS TO TECHNOLOGY FOR PHYSICAL EDUCATION CLASSROOMS ACROSS CAMPUSES. THEY ARE ESSENTIAL FOR PE CLASSROOMS AS TECHNOLOGY SOMETIMES BREAKS, ESPECIALLY AT OUR ELEMENTARY LEVEL SPECIFICALLY BECOMES OBSOLETE AND OUR TECHNOLOGY ADVANCES.

WE HAVE FOUND OVER THE PAST TWO YEARS THAT EQUIPMENT IN OUR PE CLASSROOMS DIFFER SOMETIMES DRAMATICALLY ACROSS OUR CAMPUSES AND MAY NOT REPLACE BE REPLACED WHEN IT DOES BREAK. SO ONE OF THE AREAS WE WERE ABLE TO ADDRESS AT THE END OF THE SCHOOL YEAR IN 2020 AND 2021 WAS PLACING 70 INCH ROLLING TVS FOR ALL OF OUR HIGH SCHOOL CAMPUSES, WHICH WAS OBVIOUSLY IMPERATIVE AS WE WERE ENDING THE PANDEMIC.

THE LAST PIECE OF THE REPORT WE WANTED TO HIGHLIGHT WAS AN UPDATE ON OUR ADOPTION AND IMPLEMENTATION OF PROCLAMATION 2022, AS WELL AS SENATE BILL NINE AND OUR HOUSE BILL 1525, WHICH INCLUDED THE REQUIRED HUMAN SEXUALITY CURRICULUM.

THE ADOPTION MATERIALS, THE ADOPTION OF THE MATERIALS IS COMPLETE AND WE ARE READY TO EXECUTE THE PARENT NOTIFICATION COMPONENT OF THE LAW.

THE HUMAN SEXUALITY AND RESPONSIBILITY PARENT NOTIFICATION LETTERS, THE ANNUAL PARENT NOTICE AS WELL AS THE PARENT OPT IN LETTER, ARE PREPARED AND HAVE BEEN REVIEWED AND APPROVED NOT ONLY BY THE SHACK BUT ALSO BY THE LEGAL AND THE HUMAN SEXUALITY AND RESPONSIBILITY.

[02:15:07]

THEY ARE ACTUALLY PREPARED TO BE RELEASED ON TOMORROW, AUGUST 10TH.

THIS IS WELL IN ADVANCE OF OUR TIMELINE OF RECOMMENDATION.

THE LAW DOES STATE THAT THE ANNUAL NOTICES MUST GO OUT TO ALL ENROLLED STUDENTS AT THE BEGINNING OF THE SCHOOL YEAR, WHICH WE ARE PREPARED TO DO.

AND THE OPT IN LETTER MUST GO OUT AT LEAST 14 DAYS PRIOR TO INSTRUCTION.

WE TALKED ABOUT THOSE ITEMS DURING OUR IAMA ADOPTION.

OUR GOAL IN SENDING IT OUT EARLY IS TO MAKE SURE THAT WE CAPTURE AS MANY PARENTS AS POSSIBLE BY SENDING OUT THE FORMS AT THE BEGINNING OF THE SCHOOL YEAR BEFORE INSTRUCTION BEGINS IN NOVEMBER.

NO, IT'S NOT CORRECT.

AND LASTLY, AS WE NOTED THE DOCUMENTS, IN ORDER TO EXECUTE THOSE INITIATIVES, I'LL MAKE SURE I INCLUDE THOSE IN BOARD INSIGHTS.

SO YOU GUYS HAVE ALL OF THE UPDATED ITEMS FOR PROJECT POWER, SO YOU CAN REVIEW THOSE MATERIALS AS WELL AS YOUR BOARD RECOMMENDATIONS FOR THE SHAC COMMITTEE, AS WELL AS THE REGULAR SHAC MEMBERSHIP APPLICATION FOR ANY OTHER REGULAR MEMBERS.

DOES ANYONE HAVE ANY ADDITIONAL QUESTIONS? WE THANK YOU VERY MUCH. THANK YOU.

LET'S GO TO ITEM E, TEACHER INCENTIVE ALLOTMENT TIA UPDATE.

WHO'S GOING TO DO THAT? DR.

RUSSELL.

WILL YOU PRESS THE ON BUTTON, PLEASE? I'M SO SORRY.

IT SOUNDS LOUD TO ME.

CHAIRMAN GLICK, SUPERINTENDENT LOPEZ AND TRUSTEES, OUR TEAM IS HERE TO PRESENT TO YOU AT THE BOARD'S REQUEST AN UPDATE ON THE TEACHER INCENTIVE ALLOTMENT.

AS YOU KNOW, THE TEACHER INCENTIVE ALLOTMENT WAS ESTABLISHED BY THE TEXAS LEGISLATURE AS PART OF HOUSE BILL THREE AS A WAY TO INCENTIVIZE, RETAINING, ATTRACTING AND IDENTIFYING THE MOST EFFECTIVE TEACHERS FOR OUR RURAL SCHOOLS.

THOSE SCHOOLS ARE TRADITIONALLY HARD TO STAFF.

AND SO THAT WAS AN INCENTIVE AND A MECHANISM THAT THE LEGISLATURE APPROVED AND INVESTED IN TO REALLY BEEF UP THOSE SCHOOLS AND TO PROVIDE A HIGH QUALITY, HIGHLY EFFECTIVE TEACHER FOR EVERY CLASSROOM.

GARLAND ISD OPTED TO PARTICIPATE IN THE TIA PROCESS.

INITIALLY, THERE WERE COHORT A, COHORT B WAS WE WERE PART OF COHORT C INITIALLY, AND OUR VISION WAS TO IDENTIFY BECAUSE WE KNOW WE HAVE GREAT TEACHERS ALREADY ACROSS THIS DISTRICT IN EVERY CLASSROOM, AND OUR GOAL WAS TO CREATE A PATHWAY FOR EVERY TEACHER TO POTENTIALLY EARN A TIA INCENTIVE ALLOTMENT.

I'M GOING TO ALLOW MS. JOYNER AND DR.

CADDELL TO GO INTO MORE DEPTH, BUT I WANTED TO FRAME THAT FOR YOU OF WHAT THE TIA'S PURPOSE WAS AND HOW WE GOT TO THE POINT WHERE WE WERE AT TODAY.

THANK YOU, DR. RUSSELL.

SO BEFORE WE GO INTO SPECIFIC DETAILS ABOUT GARLAND ISD AND OUR PROCESS, WE WANTED TO ALSO SHARE WITH YOU ALL THE PROCESS THAT WE HAD TO GO THROUGH WITH TEA. SO THE TIA PROCESS IS COMPRISED OF TWO PARTS, THE APPLICATION APPROVAL AND THE SYSTEM APPROVAL.

SO TEA FULLY VETS THE APPLICATION AND IT REQUIRES SOME OF THE REQUIREMENTS OF THAT INCLUDE IDENTIFYING OUR TEACHER GROUPS, IDENTIFYING WHICH COURSES THOSE ARE GOING TO BE ALIGNED TO, THE ASSESSMENTS THAT WE'RE GOING TO USE FOR THE STUDENT GROWTH MEASURE, HOW WE'RE GOING TO WEIGHT THE DIFFERENCE BETWEEN OUR T TESTS OR A TEACHER EVALUATION SYSTEM AND OUR STUDENT GROWTH MEASURES.

AND SO THOSE ARE SOME INCLUDING WE ALSO HAD TO INCLUDE A FUNDING PLAN.

SO WE PARTNERED WITH COMMIT IN ORDER TO MAKE SURE THAT OUR APPLICATION WOULD BE FULLY VETTED BY TIA.

FOR BOTH COHORT C AND FOR COHORT D, THIS WAS AT A NO COST TO DISTRICT SUBMITTING THAT APPLICATION.

AFTER THAT APPLICATION IS APPROVED, DISTRICTS GO THROUGH THE DATA COLLECTION PROCESS AND THAT'S AND SYSTEM APPROVAL COMES ABOUT 18 MONTHS

[02:20:07]

AND I'LL SHOW YOU SOME TIMELINES HERE IN A LITTLE BIT.

AND WE'LL ALSO GO INTO SOME DETAILS ABOUT THE RIGOROUS DATA VALIDATION PROCESS.

BUT IT'S IMPORTANT TO NOTE THAT NOT ALL DISTRICTS ARE GUARANTEED SYSTEM APPROVAL DESPITE HAVING AN APPROVED APPLICATION.

AND SINCE I'M YOUR NUMBERS GIRL, I WANTED TO SHARE A COUPLE OF OTHER NUMBERS FOR YOU GUYS.

THERE ARE 1020 SCHOOL DISTRICTS IN TEXAS, ARE PUBLIC SCHOOL DISTRICTS IN TEXAS.

240 OF THOSE HAVE EXPRESSED INTEREST IN TIA VIA AN APPROVED APPLICATION.

OF THOSE, 57 DISTRICTS HAVE BEEN APPROVED BASED ON COHORT A, COHORT B AND OR COHORT C.

AND WHILE 36 DISTRICTS ARE IDENTIFIED AS NON RURAL, ONLY ABOUT EIGHT OF THEM LOOK LIKE US OR SOMETHING THAT WE COULD COMPARE TO.

THOSE INCLUDE DALLAS ISD, WHICH ARE THE PIONEERS IN TEACHER PERFORMANCE PAY, GALVESTON ISD, RICHARDSON, LUBBOCK AND WACO. IT'S ALSO IMPORTANT TO NOTE THAT EVEN THOSE THESE DISTRICTS ARE SIMILAR TO US.

THEY'RE ROBUST.

THEY DID NOT ALL HAVE A ROBUST IMPLEMENTATION PLAN AS GARLAND ISD.

AS A MATTER OF FACT, DISTRICTS SUCH AS RICHARDSON ONLY SUBMITTED THEIR EIGHTH CAMPUSES TO BEGIN WITH.

OF THE SAME 36 DISTRICTS THAT I MENTIONED PREVIOUSLY, 21 OF THOSE THAT HAVE BEEN APPROVED ARE CHARTER SCHOOL DISTRICTS, ONE OF WHICH SUBMITTED AS SEVEN INDEPENDENT SCHOOL DISTRICTS WHEN THEY SUBMITTED THEIR SYSTEM APPROVAL.

ALSO PART OF THE SYSTEM APPROVAL THERE IS A FEE.

TEXAS TECH CHARGES DISTRICTS $500 PER TEACHER SUBMITTED DURING THE DATA VALIDATION PROCESS.

THIS FEE IS LATER REIMBURSED TO DISTRICTS ONCE THAT SYSTEM IS APPROVED.

IN GARLAND ISD, THIS FEE IS PAID WITH OUR 199 FUNDS.

OKAY. SO NOW LET'S LOOK AT THE DIFFERENCE BETWEEN WHAT TEA IS CALLING COHORT C AND COHORT D AS IT RELATES TO GARLAND ISD.

COHORT C IS WHAT WE VIEWED AS OUR K 12 CORE CONTENT GROUP.

FOR THE MOST PART, THESE STUDENT GROWTH MEASURES THAT WERE USED TO CALCULATE WERE BASED ON ASSESSMENTS THAT WERE ALREADY EMBEDDED INTO THE CURRICULUM, AND THOSE ASSESSMENTS ARE NOTED IN THE BRACKETS.

SO WE ALREADY USE CIRCLE, WE ALREADY USE MAP.

THE ONE THING THAT WE DID HAVE TO ADJUST WHEN WE STARTED TIA WAS FOR SOME OF THOSE SECONDARY COURSES.

THE TEACHING AND LEARNING DEPARTMENT DID HAVE TO DEVELOP LOCALLY DEVELOPED ASSESSMENTS FOR THE PURPOSE OF CALCULATING A STUDENT GROWTH MEASURE.

OF THE 1730 TEACHERS THAT WERE PART OF THE INAUGURAL COHORT, THERE WERE 547 OF THEM WHO WE DID SUBMIT A DESIGNATION RECOMMENDATION DURING FALL 2021 TO TEA, NOW COHORT D.

THIS INCLUDES TEACHERS THAT WERE NOT ALREADY PART OF COHORT C.

YOU'LL NOTE THAT THE IN THE BRACKETS WHAT'S NOTED THERE IS THE WAY THAT WE WERE GOING TO BE MEASURING THOSE STUDENTS FOR THOSE DATA SUBMISSIONS.

THESE WERE NOT PREVIOUSLY PART OF THEIR CURRICULUM.

SO OF THE 1800 ADDITIONAL TEACHERS IN THIS COHORT THAT WERE THAT WE STARTED LAST YEAR, ZERO OF THEM WERE PART OF A DESIGNATION RECOMMENDATION DURING FALL 2021.

AND THE REASON FOR THAT IS BECAUSE THEIR DATA COLLECTION HAD JUST STARTED.

SO WE SUBMITTED TO TEA IN OCTOBER OF 2021 AND DATA COLLECTION FOR COHORT D HAD ONLY BEGUN IN AUGUST OF 2021.

SO WE DIDN'T HAVE ANY TEACHERS FROM COHORT D SUBMITTED FOR A DESIGNATION RECOMMENDATION WHEN WE SUBMITTED FALL 2021.

NOW TO BREAK THAT DOWN JUST A LITTLE BIT MORE FOR YOU, CTE, WE HAD 98 TEACHERS OF APPROXIMATELY 260 THAT CHOSE TO PARTICIPATE IN TIA BASED ON KNOWLEDGE OF WHAT WE KNEW IN AUGUST.

FINE ARTS, WE HAD ABOUT 56 TEACHERS, COMPLETE ROSTER VERIFICATIONS IN AUGUST, OUT OF ABOUT 280.

AND WORLD LANGUAGES, WE HAD 55 OF 55 TEACHERS THAT PARTICIPATED IN THE PRE AND POST TEST FOR FOR WORLD LANGUAGES.

NOW WORLD LANGUAGES IS HIGHLIGHTED ON THIS SLIDE BECAUSE TEA HAS GRANTED US APPROVAL TO MOVE WORLD LANGUAGE TEACHERS INTO THE COHORT C GROUP FOR 2022-2023.

DATA FOR THEM WAS NOT COLLECTED DURING 21-22 LAST YEAR BECAUSE AND FOR REASONS THAT WE'LL GO INTO DETAIL IN THE NEXT

[02:25:06]

OKAY. SO MOVING INTO THE TIMELINE, AGAIN, TALKING ABOUT THE INAUGURAL COHORT C, THE VERY FIRST YEAR THAT TIA WAS BROUGHT INTO GARLAND ISD 2019, 2020 IS WHEN WE HAD TO SUBMIT THAT APPLICATION TO TEA 2020-2021.

OUR HYBRID YEAR IS THE YEAR THAT WE CAPTURED DATA FOR ALL OF THOSE K 12 CORE CONTENT TEACHERS PREVIOUSLY NOTED IN THE PREVIOUS SLIDE.

21-22, SO LAST FALL IS WHEN WE SUBMITTED THE DATA VALIDATION AND IN THE SPRING OF 2022 IS WHEN WE WERE NOTIFIED THAT GARLAND ISD DID NOT PASS DATA VALIDATION FOR THE INAUGURAL COHORT C.

SO PRIOR TO KNOWING THAT THIS WAS A TIMELINE FOR THE INAUGURAL COHORT D AND YEAR TWO OF COHORT C, SO THE APPLICATION WAS SUBMITTED SUMMER OF 2021.

THE DATA CAPTURING BEGAN 21-22 AND THERE WAS INTENT TO MOVE FORWARD WITH SUBMITTING DATA VALIDATION ON THESE TEACHERS THIS COMING FALL.

HOWEVER, BECAUSE OF WHAT WE LEARNED FROM COHORT C, WE DID NOT COMPLETE THE DATA COLLECTION ON ANY TEACHERS IN THE INAUGURAL COHORT C OR COHORT D GROUP DURING 21-22.

OKAY. SO LET'S JUST DIVE INTO THE INAUGURAL COHORT C DATA VALIDATION THAT PROMPTED OUR DISTRICT TO SUSPEND THE COLLECTION OF COHORT DATA AND REGROUP IN ORDER FOR US TO REESTABLISH OUR FOUNDATIONAL PROGRAM.

SO THE FIRST THING THAT WE AGAIN WANT TO CLARIFY IS THAT THIS COHORT C DATA VALIDATION WAS FOR DATA THAT WAS COLLECTED DURING 2020, 2021 AND SUBMITTED FOR VALIDATION FALL 2021.

THE FIRST OF THE CHECKS DOMAIN A, IS LOOKING FOR THE RELATIONSHIP BETWEEN TEACHER OBSERVATION RATINGS FROM T TESTS AND STUDENT GROWTH OUTCOMES.

SO THIS IS THE VERY FIRST THING STRAIGHT OUT OF THE GATE THAT THEY'RE LOOKING FOR.

AND DR. CADDELL MENTIONED A LITTLE BIT EARLIER THAT OUR T TEST IS SKEWED TO THE RIGHT.

NOW WE HAVE TO THINK ABOUT THAT FOR A SECOND.

2020-2021, WE HAD TEACHERS IN A HYBRID SITUATION.

THEY WERE WORKING EXCEPTIONALLY HARD IN ORDER TO MAKE SURE THAT ALL OF THEIR STUDENTS WERE BEING TAUGHT TO THE HIGHEST LEVEL RIGHT.

IN BOTH A VIRTUAL WORLD AND IN A FACE TO FACE WORLD.

SO WHEN OUR PRINCIPALS WERE DOING THOSE OBSERVATIONS AND THEY WERE IDENTIFYING TEACHERS AS PROFICIENT OR DISTINGUISHED OR IT'S NOT THAT THEY AREN'T AND IT'S NOT THAT THEY WEREN'T WORKING HARD.

BUT WHEN WE RELATE THAT TO OUR STUDENT PERFORMANCE OF 2020, 2021, THAT'S WHERE YOU SEE THE DISCREPANCY.

WE HAVE TEACHERS WORKING EXCEPTIONALLY HARD DURING THAT HYBRID YEAR, AND THEN OUR STUDENT PERFORMANCE JUST WASN'T THERE.

THERE WAS TOO MUCH OF A GAP FOR TEA RIGHT.

THEY WANT THAT TO BE A LITTLE BIT CLOSER ALIGN, THEY'RE REALLY LOOKING FOR THAT RELATIONSHIP THERE.

SO ONE OF THE THINGS THAT WE'RE DOING IN ORDER TO LOOK FORWARD IS WE ARE ALSO COLLABORATING WITH TXCEE, WHICH YOU GUYS HAVE ALL SIGNED AN AGREEMENT FOR US SO THAT THEY CAN WORK WITH OUR PRINCIPALS ON T TESS CALIBRATION, MAKING SURE THAT WE ARE USING THE T TESS TOOL TO ITS FULLEST INTENT.

THE NEXT THING THAT TEXAS TECH WAS LOOKING FOR IN TERMS OF THE DATA VALIDATION PIECE IS A RELATIONSHIP BETWEEN THE TEACHERS DESIGNATED THOSE DESIGNATION LEVELS AND THEIR VAM AND VAM STANDS FOR VALUE ADD MODEL.

AND THIS CASE IS SPECIFICALLY TIED TO STAR TESTED GRADES AND STUDENT PERFORMANCE ON STAAR AS IT RELATES TO THOSE TEACHERS AND HOW WE DESIGNATED THEM.

SO TEXAS TECH HAS DONE THIS BACK END WORK.

SO AGAIN, THINKING SPRING 2021 AND YOU HAVE YOUR THE RESULTS SHOWING YOU SPRING 2021 RIGHT.

THEY DID THIS BACK END WORK AND THEY DO IT FOR ALL DISTRICTS AND THEY TIE EVERY SINGLE TEACHER BASED ON OUR WINTER ROSTER OR EVERY SINGLE STUDENT TO TEACHER BASED ON THE WINTER ROSTER. SO THEN THEY LOOK AT THE TEACHERS THAT WE DESIGNATED AND THE LEVELS THAT WE SUBMITTED FOR THEIR DESIGNATION, RECOMMENDATION AND STUDENT PERFORMANCE ON STAAR. NOW, MIND YOU, OUR APPLICATION DOES NOT USE STAAR AT ALL FOR 2021-2022 THAT DATA COLLECTION WAS MAP AND CIRCLE.

SO ON MAP, WE DO HAVE STUDENTS THAT ARE EXHIBITING HIGH LEVELS OF GROWTH, BUT ON THE BACK END, THAT CONNECTION IS TIED TO STAAR.

SO ONE OF THE THINGS THAT WE ARE WORKING ON IS WE ARE GOING TO WE'RE ESTABLISHING CUT POINTS ON THE COMPOSITE SCORE.

[02:30:05]

SO FOR EXAMPLE, STUDENT GROWTH MEASURE, THE MINIMUM FOR A RECOGNIZED TEACHER WAS 55% OF THEIR STUDENTS MUST HAVE EXHIBITED GROWTH.

THAT IS WHAT WE USED.

THEY ALSO SAID THAT THE MINIMUM T TESS SCORE WAS A 3.7 OUT OF FIVE FOR DOMAIN TWO AND THREE.

WELL, WE'VE LEARNED NOW THAT THOSE NUMBERS ARE WAY TOO LOW FOR GARLAND ISD.

WE HAVE TO REESTABLISH WHAT THOSE POINTS ARE GOING TO BE IN ORDER FOR US TO HAVE A CHANCE AT VALIDATING WITH OUR 21-22 DATA.

THE OTHER THING THAT WE ARE DOING IS SCIENCE.

WE VALUE SCIENCE EDUCATION IN GARLAND ISD, BUT WE DON'T HAVE A SCIENCE STAAR FOR SECOND GRADE.

WE DON'T HAVE ANY STAR FOR SECOND GRADE.

BUT WE HAD SCIENCE INCLUDED IN OUR CALCULATIONS FOR SECOND GRADE, THIRD GRADE, FOURTH GRADE AND FIFTH GRADE.

WELL, IF THE STATE ISN'T LOOKING AT THAT, THEN WE NEED TO REESTABLISH OUR SYSTEM IN ORDER TO ALIGN TO THE RULES THAT WE'RE PLAYING.

SO WE ARE ELIMINATING THE USE OF MAP DATA FOR SECOND GRADE, THIRD GRADE, FOURTH GRADE, UNLESS A TEACHER ONLY TEACHES SCIENCE, WHICH IS VERY, VERY RARE.

AND IN FIFTH GRADE, WE ARE ONLY USING MAP DATA FOR STUDENTS THAT TOOK AN ENGLISH SCIENCE EXAM.

AND THE REASON FOR THAT IS BECAUSE ON MAP WE DON'T HAVE A SCIENCE OPTION.

SO IF WE THROW INTO THE MIX FOR A BILINGUAL TEACHER, THERE ARE SCIENCE SCORES, BUT THERE ARE STUDENTS TESTED IN ENGLISH OR THEY OR THEY TESTED IN SPANISH.

AND THE STATE IS TRYING TO MAKE THAT BACK IN CONNECTION.

IT'S GOING TO SKEW OUR RESULTS.

SO WE'RE REALLY TRYING TO TAKE A LOOK AT ALL OF THE AREAS OF IMPROVEMENT AND MAKE THOSE ADJUSTMENTS ALONG THE WAY.

DOMAINS SEE THE DEGREE OF RELIABILITY OF OBSERVATION.

IN GROSS JUDGMENTS.

THE THING HERE ALSO I MENTIONED WHILE AGO, WE USE THE STATE MINIMUMS AND THAT JUST WASN'T GOOD ENOUGH FOR OUR SYSTEM TO PASS.

NOW, I FULLY TOOK ON TIA IN SEPTEMBER, AND ONE OF MY FIRST TASKS WAS TO DO THE COURSE SUBMISSIONS TO TEA.

AND I ASKED THEM, WHY AM I SUBMITTING COURSES TO YOU FOR LAST YEAR WHEN THIS NEW SCHOOL YEAR HAS STARTED? LIKE, THAT'S A GOOD IDEA.

WE DON'T KNOW. SO ONE OF THE CHANGES THAT TEA HAS MADE IS THEY ACTUALLY HAD A SUBMIT OUR COURSE SUBMISSIONS FOR 21-22 DATA YEAR BEFORE WE CLOSED OUT THE YEAR, SO THAT WE WERE CONFIDENT THAT EVERY SINGLE MASTER'S SCHEDULE CHANGE THAT WAS GOING TO NEED TO OCCUR FOR 2022-23 DATA CAPTURE, WE WOULD HAVE ALREADY KNOWN THAT.

THE OTHER THING WAS THE WINTER ROSTER LIST.

SO WHEN WE SUBMITTED OUR DATA, THE FIRST THING THAT CAME BACK WAS THAT WE DIDN'T HIT 90% OF TEACHER PARTICIPATION.

WE'RE LIKE, WHERE DID THAT COME FROM? IT'S NOT WRITTEN IN STATUTE.

IT'S NOT WRITTEN ANYWHERE THAT WE HAVE TO HAVE 100% OF OUR TEACHERS PARTICIPATE.

NOW, WHAT'S WRITTEN IN STATUTES THAT WE'RE SUPPOSED TO SUBMIT DATA FOR EVERYBODY, BUT THERE ISN'T ANYWHERE THAT TELLS US THAT WE WOULD BE DINGED FOR NOT SUBMITTING THE TEACHERS THAT DON'T PARTICIPATE.

AND SO I WROTE A NARRATIVE.

WE HAD TO FIND 670 TEACHERS AND EXPLAIN EXACTLY LINE BY LINE WHERE THE DATA FOR THESE TEACHERS WERE. NOW, ONE OF THE THINGS THAT TEA GRANTED IS PERMISSION, BUT AGAIN, NOT WRITTEN ANYWHERE IS WE WERE STILL DOING AFTA, WHICH IS APPRAISE LESS FREQUENTLY THAN ANNUALLY.

SO WE HAD TO EXPLAIN WHY WE HAD SO MANY TEACHERS THAT WERE TIA ELIGIBLE THAT DIDN'T HAVE A TEACHER OBSERVATION.

AND WE'RE LIKE, WELL, HERE'S AN EMAIL FROM LIKE AUGUST OF 2020 WHERE YOU TELL US WE DON'T HAVE TO.

I HAD EXPLAINED THAT WE HAD NINE STAFF MEMBERS THAT PASSED AWAY THAT WERE ON OUR WINTER ROSTER, BUT THEN I DIDN'T HAVE DATA FOR.

THERE WERE JUST A LOT OF DIFFERENT THINGS THAT I HAD TO GET PRINCIPALS TO REALLY GIVE ME LINE BY LINE.

WHY DOESN'T THIS TEACHER HAVE DATA? SO IN LEARNING SO THE 90% RULE, THE INTERNAL THRESHOLD THAT'S NOT WRITTEN ANYWHERE, BUT IT WAS LIKE PULLING TEETH TO TRY TO GET TEA TO GIVE ME A LIST OF TEACHERS BECAUSE I'M LIKE, I HAVE MY LIST OF TEACHERS THAT WE HAVE IN ORACLE, BUT MY NUMBERS AREN'T ADDING UP TO YOUR NUMBERS.

WHERE ARE YOU GETTING THESE PEOPLE FROM? WE CAN'T TELL YOU, IT'S YOUR TEAM'S WINTER ROSTER.

I'M LIKE, OH MY GOSH, HOW ARE WE GOING TO HOW ARE WE EVER GOING TO BALANCE OUR BOOKS RIGHT?

[02:35:01]

SO THAT'S ONE OF THE THINGS THAT TEA HAS CONCEDED ON.

AND IN APRIL, THEY SENT ALL OF OUR WINTER ROSTERS TO EVERY SINGLE TIA DISTRICT IN TEXAS THAT WAS PARTICIPATING, BECAUSE THERE'S NO WAY THAT WE CAN MONITOR OUR DATA EFFECTIVELY IF WE DON'T KNOW WHAT WE'RE BEING MEASURED AGAINST AND WHAT'S NOT INCLUDED IN THE PRESENTATION.

BUT I'M VERY HOPEFUL FOR IS THEY'RE GOING TO CHECK OUR NUMBERS BEFORE WE SUBMIT.

SO I HAVE TO SUBMIT IN OCTOBER, I HAVE A MEETING WITH TECH C NEXT WEEK.

AND ONCE WE GET OUR NEW CUP POINTS ESTABLISHED, TEA IS GOING TO CHECK OUR NUMBERS BEFORE WE SUBMIT, MAKE SURE THAT ALL OF OUR EYES ARE DOTTED, MAKE SURE THAT ALL OF OUR T'S ARE CROSSED. THEN LASTLY, ONE OF THE THINGS THAT HAS BUBBLED UP FROM THE DISAPPOINTMENT OF COHORT C NOT PASSING VALIDATION IS A TEACHER ADVOCACY TASK FORCE.

IT'S SOMETHING THAT DR.

RUSSELL HAS REALLY TAKEN OWNERSHIP ON AND IN SO MANY GREAT THINGS HAVE COME ABOUT FROM THAT GROUP, REALLY LISTENING TO THAT TEACHER FEEDBACK, MAKING SURE THAT THEY FEEL COMPLETELY INVOLVED IN THE PROCESS.

SO NEXT WEDNESDAY I MEET WITH TECH C IN THE MORNING AND THAT AFTERNOON I GET TO MEET WITH THE TEACHER ADVOCACY TASK FORCE TO LET THEM KNOW WHAT OUR FINDINGS ARE BASED ON OUR PRELIMINARY DATA.

AND THEN ALSO THEY'RE GOING TO HELP US ORGANIZE A TIA TOUR FOR OUR DISTRICT, WHERE WE'RE GOING TO BE GOING OUT AND MAKING SURE THAT THE EXPECTATIONS AND THE INFORMATION ON TIA IS VERY CLEAR TO ALL OF THE TEACHERS THAT ARE PARTICIPATING.

JUST A QUICK QUESTION. YES.

AS I WAS LISTENING THAT YOU KIND OF GO THROUGH THESE VARIOUS DISCOVERIES, IT SOUNDS LIKE WE SUBMITTED FOR TIA, KIND OF LIKE FLYING BLIND.

AT LEAST THAT'S KIND OF HOW I'M HEARING IT, BECAUSE THESE THINGS ARE BEING DISCOVERED AFTER THE INVALIDATION HAPPENED.

SO WHAT GUIDELINES WERE WE USING TO SUBMIT IN THE FIRST PLACE? SURE. AND THEN MY UNDERSTANDING FROM WHAT YOU SAID IS THAT TEA APPROVED THE SUBMISSION.

SO HOW IS IT THAT THEY APPROVE A SUBMISSION TO GUIDELINES AND THEN TURN AROUND AND REDISCOVERING SOME NEW THINGS LIKE IT JUST KIND OF SEEMS VERY [INAUDIBLE]. YES.

SO WHEN TEA APPROVED OUR APPLICATION, EVERY TIME WE GO TO THEM WITH A QUESTION, THERE IS A STATEMENT OF THAT'S LOCAL CONTROL.

RIGHT. WE HAVE LOCAL CONTROL.

WELL, HOW MANY DID I TELL YOU? 240. THERE'S 240 SYSTEMS THAT HAVE LOCAL CONTROL.

AND IF EVERY SYSTEM IS DIFFERENT, THEN HOW CAN WE CALIBRATE? RIGHT. SO THAT'S THAT'S NUMBER ONE.

I GUESS I'M ANSWERING YOUR SECOND QUESTION FIRST.

THEN WE DO HAVE A MANUAL THAT GIVES US WHAT THESE CHECKS ARE.

BUT IT'S JUST AS VAGUE AS AS YOU SEE IT HERE, LIKE THE 90% THING OF TEACHER PARTICIPATION WAS NOT AT ALL INCLUDED.

AND SO IF WE WOULD HAVE MOVED FORWARD WITH THE DATA COLLECTION FOR COHORT D.

THEN FOR EVERY TEACHER THAT DIDN'T PARTICIPATE, I WOULD HAVE HAD TO PUT IN A ZERO FOR THE STUDENT GROWTH MEASURE THAT WOULD HAVE COMPLETELY SKEWED.

CHECK ONE STRAIGHT OUT OF THE GATE.

WE WOULD HAVE FAILED IMMEDIATELY.

SO THEN YOU MENTIONED THAT.

NOW WAIT ONE SECOND.

I THINK YOU NEED TO TELL THEM HOW THOSE STATUTE SAYS WE'RE NOT BOUND BY STAAR SCORES, BUT THEN THEY USE STAAR SCORES.

THEY DIDN'T GIVE US THE ALGORITHM TO USE.

THEY DIDN'T GIVE US ANYTHING.

ALL THEY TOLD US WAS, THIS IS WHAT YOU SHOULD USE AND YOU SHOULD MOVE FORWARD.

THE THIRD THING THAT WAS TO ME THE MOST OUT OF THE THINGS THAT YOU MENTIONED, THE MOST SURPRISING TO ME IS WHEN WE STILL ASK THEM TODAY, WHAT WAS THE CUT SCORE, HOW OFTEN WERE WE? THEY SAY THERE'S NO CUT SCORE.

THERE'S NO CUT SCORE. THE RESPONSE IS THAT IT'S A HOLISTIC REVIEW OF OUR SYSTEM.

SO WE ACTUALLY ARGUED FOR 1/100 OF A POINT BECAUSE THE RUBRIC SAYS FOR CHECK NUMBER ONE THAT IN ORDER FOR US TO GET TWO POINTS FOR THAT PARTICULAR CHECK, NOW I'M GETTING REALLY NITTY GRITTY, BUT THE MINIMUM FOR TWO POINTS IS A 0.16.

WOULD Y'ALL LIKE TO KNOW WHAT OUR NUMBER WAS WHEN WE SUBMITTED? YEAH, 0.159.

IN A TRADITIONAL WORLD THAT ROUNDS TO A 0.16.

WOULD YOU ALL LIKE TO KNOW WHAT TEA DID? WHEN I PUSHED BACK ON THAT, THEY SENT US BACK A NEW REPORT.

AND THE NEW REPORT CHANGED THE RANGE SO THAT THE 0.159 WOULDN'T ROUND TO A

[02:40:08]

SO IT'S POSSIBLE, I DON'T KNOW, BECAUSE WE DON'T WE DON'T GET A REPORT TO LET US KNOW HOW THESE DISTRICTS PERFORMED.

IT'S POSSIBLE THAT THERE'S A DISTRICT OUT THERE THAT HAD THE SAME NUMBER OF RUBRIC POINTS THAT WE DID THAT VALIDATED AND WE DIDN'T RIGHT.

YES. AND SO WE HAVE TO BE ABLE IF WE DON'T KNOW WHAT WE DON'T KNOW, THEN HOW CAN WE CONTINUE TO ADD WALLS TO OUR FOUNDATION IF OUR FOUNDATION ISN'T SOLID? RIGHT. 100% AGREE.

BUT THEN ALSO YOU SAID THAT WE'RE GOING TO GO WORK WITH TEA TO KIND OF FIGURE OUT SOME OF THIS STUFF.

BUT THEY GAVE US BAD INFORMATION TO BEGIN WITH, SO WHY ARE WE WORKING WITH THEM? DID I HEAR THAT CORRECTLY? YES, SIR.

AND BECAUSE THEY HAVE THEY ULTIMATELY HOLD THE KEY, THE KEYS TO THE KINGDOM RIGHT.

AND SO WHILE I REALLY APPRECIATE HAVING THE ABILITY TO ESTABLISH PARTNERSHIPS, I'VE GOT TO GO TO THE ROOT SOURCE.

AND SO WORKING DIRECTLY WITH TEA IS THE ONLY WAY THAT I KNOW AND HAVING THEM CHECK OUR NUMBERS.

BUT HERE'S THE THING THEY'RE GOING TO CHECK OUR NUMBERS, BUT THEY STILL CAN'T TELL ME ONCE THEY MATCH IT TO A RUBRIC IF THAT'S ENOUGH.

RIGHT. AND MR. SELDERS TO ADD TO THAT WHEN WE ASKED ABOUT THE VALUE ADD MODEL AND POINT BLANK TOLD TEA I HAVE REALLY SMART PEOPLE THAT WORK FOR MY DEPARTMENT AND THEY CAN DO SOME AMAZING THINGS WITH FORMULAS AND CALCULATIONS.

SO JUST TELL ME, HOW DO YOU CALCULATE THE VALUE ADD MODEL? RESPONSE. IT'S PROPRIETARY INFORMATION AND THEY WON'T GIVE IT TO US.

ONE LAST QUESTION. I'M SORRY.

OKAY. SO WE SPENT ALMOST $275,000 FOR NOT GETTING ANY OF THAT MONEY BACK, TO DO WHAT? SO THAT MONEY AND DR.

CADDELL USES THIS TERM AND IT MAKES CLEAR, CLEAR SENSE.

IT'S AN IT'S AN ESCROW ACCOUNT.

SO WHEN WE SUBMIT OUR DATA VALIDATION THIS FALL FOR HOWEVER MANY TEACHERS WE SAY WE'RE SUBMITTING FOR DESIGNATION RECOMMENDATION. WE WILL NOT HAVE TO CUT TEXAS TECH ANOTHER CHECK.

SO ONCE WE PASS VALIDATION, THEN THAT MONEY WILL BE REIMBURSED TO GARLAND ISD.

IT'S ALMOST LIKE A GOOD FAITH THING WHERE THEY JUST DON'T WANT PEOPLE WILLY NILLY SUBMITTING.

AND I UNDERSTAND.

I DO UNDERSTAND.

DO Y'ALL? THERE ARE SCHOOL DISTRICTS OUT THERE THAT WERE TRYING TO HIDE THEIR POOREST PERFORMING TEACHERS BY NOT SUBMITTING THEM, AND THAT'S WHY THEY CAME UP WITH THE 90% THRESHOLD. WE WEREN'T HIDING OUR TEACHERS.

THERE WERE VALID REASONS.

I MEAN, THE PEOPLE DIED ON US, RIGHT? THERE'S VALID REASONS FOR WHY WE DIDN'T SUBMIT PEOPLE, BUT IT CAME BACK AND IT HURT US BECAUSE OUR COHORT D AND THEY'RE SITTING IN THE AUDIENCE, WE RECOGNIZE YOU, RIGHT? WE DIDN'T KNOW THAT WE HAD TO SUBMIT 100% OF OUR TEACHERS.

SO WHILE COHORT C, WHILE THERE WERE CLEAR REASONS WHY WE DIDN'T SUBMIT FOR THEM, WE WEREN'T GOING TO HAVE THOSE VALID REASONS FOR COHORT D OTHER THAN WE LET THEM OPT OUT.

I WAS THE ONE TO ASK FOR THIS TO BE HERE TONIGHT.

SO, BUT I'M CONFUSED.

I THINK YOU'RE PRESENTING WHY THE FIRST ONE FAILED.

AND ALSO GIVING INFORMATION ABOUT THE SECOND SUBMISSION IS AT THE SAME, RIGHT? YES. IT'S AN OVERLAP.

YES SIR. OKAY. SO IF I UNDERSTAND WHAT YOU'RE SAYING NOW, YOU SAID 1730 TEACHERS WERE PART OF COHORT C.

YES. WE SUBMITTED FOR 547.

YES. THEY WANTED 90% OF THE 1730 TO BE SUBMITTED.

NO, THEY WANT WELL WE HAD TO SUBMIT DATA FOR ACTUALLY IT'S MORE THAN WE HAD TO SUBMIT DATA FOR LIKE 1800 AND SOMETHING.

AND SO BECAUSE WE HAD VALID REASONS WHY WE DIDN'T HAVE DATA FOR THEM, THEN THAT FINAL SUBMISSION WAS 1730 TEACHERS HAD BOTH A T TESS SCORE AND STUDENT GROWTH.

BUT YOU SAID WE RECOMMENDED 547.

YES, 547 OUT OF A TOTAL 1730 ELIGIBLE TEACHERS.

[02:45:06]

NO, SIR. OH, THEY DIDN'T WANT THAT.

NO, SIR. WHAT 90% OF WHAT NUMBER DO THEY WANT? THEY WANT 90% OF ALL TEACHERS THAT ARE ELIGIBLE.

SO LIKE SOME TEACHERS WERE ESL TEACHERS, IB TEACHERS.

SO THE NUMBER WOULD HAVE BEEN LIKE 18 AND A LITTLE BIT 1800 AND SOMETHING.

SO IT'S NOT THAT THEY WANTED US TO SUBMIT FOR A DESIGNATION RECOMMENDATION IS THEY WANTED US TO HAVE DATA FOR THEM AND WE DIDN'T HAVE DATA.

SO REAL QUICK JUST FOR CLARIFICATION, SO LET'S LOOK AT COHORT C, THEY WANT DATA FOR THEIR THEY NEVER TOLD US 90%.

NOBODY KNEW THIS. THIS IS A GHOST NUMBER THAT CAME OUT AFTER THE FACT.

BUT YOU HAD TO HAVE MULTIPLE THINGS IN THERE.

YOU HAD TO HAVE YOUR T TESS SCORE AND YOU HAD TO HAVE THE DATA THAT THEY WERE LOOKING FOR, NOT THE DATA THAT WE WANTED TO GIVE, THE DATA THEY WERE LOOKING FOR. WELL, WHEN YOU'RE DEALING WITH MOST OF THOSE PEOPLE, THE VALIDATION WAS GOING TO BE OKAY, EXCEPT FOR NOT EVERYBODY HAD THE EVALUATION.

WHY? BECAUSE TEA EXEMPTED PEOPLE FROM HAVING EVALUATIONS THAT YEAR, SO THAT PUT A SKEW.

SO ALL OF A SUDDEN WE HAD 600 AND SOME ODD PEOPLE WITHOUT A SCORE.

WE HAD SOME PEOPLE WITHOUT ANYTHING.

WE HAD TO SAY THEY WERE DECEASED, AND THEN WE HAD TO VALIDATE THAT THEY WERE DECEASED BECAUSE THIS IS ALL VALID DATA. THE REASON WHY THIS IS IMPORTANT IS BECAUSE NOW ALL OF THIS COMES IN TO COHORT D, SO THIS IS HITTING WHILE WE'RE DEVELOPING THE SECOND THING AND RIGHT OFF THE BAT WE WON'T HAVE NEAR 90%.

AND BECAUSE YOU COMBINE THEM BOTH, YOU CANNOT DO THEM SEPARATELY, C AND D BECOME ONE BIG GROUP.

THEY'RE NOT GOING TO SAY, WELL, WE'RE GOING TO LOOK AT C, WE'RE GOING TO LOOK AT D AS SOON AS YOU PUT D IN.

IT WILL INVALIDATE EVERY C MEMBER THAT WE'RE LOOKING TO PUT IN IN OCTOBER.

IT WILL AUTOMATICALLY INVALIDATE ALL THE WORK THAT WE DID TO GET PEOPLE VALIDATED WOULD BE OUT.

I THINK WHAT HAPPENED AND I TRY TO REMEMBER DR.

CADDELL IS YOUR FIRST PRESENTATIONS AND IT WAS ALL VERY POSITIVE.

I MEAN, TOTALLY POSITIVE.

IF YOU HAD SAID TO ME, IS THIS GOING TO HAPPEN? TO ME IT SEEMED LIKE IT WAS 100%, HONESTLY, 100%.

AND I THINK ONE OF THE REASONS WAS, AS YOU SAID, DALLAS WAS IN THE NEWSPAPERS.

ALL I READ THREE NEWSPAPERS TODAY.

THEY WERE IN THE NEWSPAPERS EVERY DAY WITH THEIR PLAN, HOW SUCCESSFUL IT WAS, HOW MUCH IT TEACHERS WERE GETTING.

IT WAS THERE. I REMEMBER RICHARDSON MAYBE NOT AS MUCH.

OBVIOUSLY, DALLAS GETS MOST OF THE COVERAGE IN THE DALLAS MORNING NEWS.

DALLAS, RICHARDSON, THEY WERE THERE ALL HOW SUCCESSFUL THIS WAS.

AND I REMEMBER WHEN YOU CAME TO US AND SAID WE'RE GOING TO BE COHORT C WAS LIKE, WHO CARES WHAT COHORT IT WAS? WE'RE JUST THE NEXT ONE IN LINE AND WE'LL BE APPROVED.

AND I THINK THAT'S THAT WAS THE EXPECTATION.

AND THE FIRST TIME I KNEW WAS WHEN WE GOT THE REPORT FROM LIKE I REMEMBER READING IT ON SUNDAY AND SAYING THIS CAN'T BE THIS IS IMPOSSIBILITY.

SO THE REASON I ASKED FOR THIS IS AND WE'VE HAD THE ART TEACHERS AND THE FINE ART TEACHERS FROM COHORT D COME BEFORE US BECAUSE AS THEY'VE SAID, THEY KNEW THEY WERE NOT PART OF COHORT C, BUT THEY WERE ALSO IN THE PROCESS OF PREPARING ALL THE MATERIALS THEY FELT THEY NEEDED AND DID WORK ON PREPARING ALL THOSE MATERIALS TO SUBMIT UNTIL IT FINALLY OUT THAT NOBODY GOT IT.

SO I THINK THAT'S WHERE WE'RE AT RIGHT NOW.

WE MADE A DECISION TO REWARD COHORT C WITH DIFFERENT DOLLARS.

BUT WE DID AND THAT'S WHY I THINK THE COHORT D PEOPLE SAYS WE KNOW WE'RE NOT PART OF COHORT C, WE WERE A DIFFERENT COHORT, BUT WE DID ALL THE WORK TO GET TO THAT POINT. WE KNOW WE'RE DIFFERENT, BUT YOU'RE REWARDING SOMEONE AND THAT'S THE POINT I'M TRYING TO RAISE.

SO NOW WHAT YOU'RE SAYING IS WE'RE GETTING READY TO SUBMIT AGAIN FOR COHORT C, C PLUS, PLUS.

THERE'S MORE TO THE PRESENTATION AND I WOULD WANT THE BOARD TO LISTEN MORE BECAUSE WE'RE KIND OF GETTING OFF TOPIC.

BUT WE DID NOT GIVE COHORT C, WE GAVE THE RECOMMENDED PEOPLE FOR COHORT C, THE PEOPLE THAT WE ADVANCED THAT WE GAVE NOTIFICATION THAT WE'RE ADVANCING.

IT'S VERY DIFFERENT BECAUSE THERE WERE 1700 PEOPLE.

THESE ARE THE PEOPLE THAT ARE GOING TO BE ADVANCED IN THIS NEXT OCTOBER COHORT.

IT'S REALLY IMPORTANT TO KNOW.

I WOULD I'M NOT A BETTING MAN.

I'M HORRIBLE AT GAMBLING, OKAY?

[02:50:01]

BUT A BET I WILL WIN.

WE'RE NOT GOING TO BE FORWARDING 500 TEACHERS BECAUSE IF YOU LOOK AT IT, THE MAGNITUDE OF 500 TEACHERS ISN'T SUSTAINABLE THROUGH THIS TIA PROCESS FOR ONE DISTRICT.

OK, THE SECOND PART IS WE GET CONFUSED WITH COHORT A AND B.

THEY DID NOT HAVE STIPULATIONS.

THEY WERE AUTOMATICALLY GRANDFATHERED.

EVERYBODY THEY SUBMITTED GOT IN, EVERYBODY.

THIS WAS NOT, IT WAS NOT THE SAME CRITERIA.

AND MATTER OF FACT, SOME OF THOSE DISTRICTS THAT WERE IN COHORT A AND B DID NOT SUBMIT C, BECAUSE REMEMBER, ONCE YOU SUBMIT A NEW COHORT, IT BECOMES ONE, IT WOULD HAVE INVALIDATED ALL OF THEIR A AND B PEOPLE.

IT WOULD HAVE THEY THEY'RE DOING THE SAME THING THAT WE'RE DOING NOW BECAUSE THEN NOBODY WOULD HAVE GOTTEN MONEY AND ALL THOSE THINGS WOULD HAVE STOPPED BECAUSE NOBODY KNEW THE METRICS THAT WERE BEING USED TO GO THROUGH.

NOW WE'RE USING A DIFFERENT VENDOR.

WE ARE USING DIFFERENT PARTNERS.

WE'RE STILL PARTNERING WITH TIA.

TEA, THIS IS A VERY COMPLEX ISSUE.

DO I FEEL THE MAGNITUDE OF TEACHERS THAT WE FORWARDED, THEY MADE THEM BALK? ABSOLUTELY. THAT'S WHY WE DON'T GET STRAIGHT ANSWERS.

DO I THINK THAT THERE WERE OTHER DISTRICTS DOING THINGS AND THAT'S WHY WE GET THESE ARBITRARY RULES OF 90%? AND I WAS ON THE CALL WITH TEA WHEN THAT HAPPENED, AND I NEED TO SAY THIS.

I WAS SPECIFICALLY ON THE CALL AND THEY WOULDN'T ANSWER THE QUESTION AND THEY KEPT DANCING AROUND IT.

AND I HAD TO FLAT OUT SAY, IF I DON'T HAVE 90% OF MY TEACHERS MOVE FORWARD.

ONLY THE ONES THAT DID, WILL THEY BE VALIDATED? SHE FINALLY SAID, WELL, HOW MANY? OUT OF HOW MANY? AND WE GAVE HER ONE SAMPLING GROUP AND SHE GOES OUT AND VALIDATE EVERYBODY.

AND THAT'S WHERE WE WERE AT.

I WAS ON THAT CALL.

THIS WAS NOT ONE OF THE STAFF MEMBERS.

THAT WAS ME. BECAUSE I NEEDED TO GET TO THE BOTTOM OF THIS.

AND THIS WAS WAY BEFORE WE STARTED NOTIFYING.

THIS IS WHEN WE WERE STILL HOLDING ON TO INFORMATION, TRYING TO FIGHT FOR OUR TEACHERS TO GET THE MONEY.

THERE WAS A LOT OF BACK AND FORTH AND THEN THAT'S WHEN I KNEW THAT THERE WAS THERE WAS THINGS THAT WE WERE NEVER GOING TO KNOW.

AND SO CAN WE LET THEM GO THROUGH.

SO I'LL ANSWER SOME OF THE QUESTIONS.

SO I JUST WANT TO REITERATE WHAT DR.

LOPEZ SAID, BECAUSE IT IS A KEY CRITICAL POINT.

COHORTS A AND B ALL HAD THEIR TIA DESIGNATION RECOMMENDATIONS APPROVED WITHOUT DATA VALIDATION, AS LONG AS THEY HAD AN APPROVED APPLICATION AND DATA COLLECTION AND DESIGNATIONS DETERMINED BEFORE THAT COHORT C DATA COLLECTION YEAR.

AND SO ANYONE THEN THAT WANTED TO SUBMIT RECOMMENDATIONS IN THE FALL OF 2021 WAS SUBJECT TO DATA VALIDATION. SO THEY WERE ALL KIND OF SUBJECT TO THIS.

SO HOW DID WE GET TO THIS PRESENTATION TODAY? BECAUSE YOU ALL HAVE HEARD VERY PASSIONATE PLEAS.

AND I WILL TELL YOU THAT THERE'S NOT A DISTRICT EITHER LEADER THAT DOESN'T BELIEVE THAT 100% OF ALL OF OUR TEACHERS DESERVE THE TIA, MONEY. WE'RE TALKING SIGNIFICANT AMOUNTS OF MONEY, UP TO 32,000 ADDITIONAL DOLLARS ANNUALLY FOR FIVE YEARS OF THAT DESIGNATION. OUR TEACHERS DESERVE IT.

UNFORTUNATELY, THE GAME WASN'T DESIGNED FOR 100% OF OUR TEACHERS TO EARN IT.

SO LOOKING AT TIA COHORT C AND THE ESSER PERFORMANCE STIPEND, BECAUSE YOU ALL HAVE RECEIVED SOME PLEAS TO COMPENSATE COHORT D TEACHERS, HOW DID THAT ESSER STIPEND COME BEFORE YOU AS A RECOMMENDATION? WELL, FIRST AND FOREMOST, TIA STIPEND DOLLARS HAVE NOT BEEN AVAILABLE AS A RESULT OF OUR 2020, 2021 DATA COLLECTION.

IN FACT, WE TALKED ABOUT THAT ESCROW ACCOUNT AND DR.

RINGO MENTIONED IT IN A SEPARATE PRESENTATION.

BUT I THINK IT'S WORTH NOTING, NOT ONLY IS THERE THIS ESCROW ACCOUNT FOR THE DATA VALIDATION FEE, WE ALSO HAVE TO FRONTLOAD ANY TIA STIPENDS.

WHEN WE DO PASS VALIDATION BECAUSE WE WILL PASS DATA VALIDATION, WE ACTUALLY HAVE TO OUTLAY THOSE MONIES IN ADVANCE AND THEN TEA REIMBURSES US IN THE FALL.

SO THAT WILL BE AN ADDITIONAL KIND OF FLOW THROUGH EXPENSE THAT YOU'LL SEE IN SUBSEQUENT BUDGET YEARS.

BUT NO MONEY AT THIS POINT HAS BEEN RECEIVED FROM TEA IN RESPONSE TO THE TEACHER INCENTIVE ALLOTMENT OR TIA.

IN THE FALL.

MR. GLICK GOOD FAITH.

I WOULD HAVE SWORN ON A BIBLE LAST FALL THAT ALL 547 OF OUR TEACHERS WERE GOING TO EARN THEIR DESIGNATION AS WE RECOMMENDED, I WOULD HAVE.

AND SO IN GOOD FAITH WE SENT OUR COHORT C ALL 1700 APPROXIMATELY OF THEM A SCORECARD.

[02:55:04]

AND ONE OF THE CRITICISMS THAT THEY'VE HAD IS THIS KIND OF THIS MAGIC BEHIND THE SCENES HOCUS POCUS.

I GET A NUMBER, I DON'T REALLY KNOW HOW I GOT THE NUMBER, BUT I'M GETTING MONEY, RIGHT.

WE WERE VERY INTENTIONAL WITH OUR DESIGN OF OUR TEACHER INCENTIVE ALLOTMENT SYSTEM, BOTH IN COHORT C AND COHORT D.

SO OUR TEACHERS KNEW EXACTLY WHAT WAS BEING INCLUDED IN THERE, HOW IT WAS BEING CONNECTED, HOW IT WAS BEING ANALYZED.

AND THEN WE ALSO GAVE OUR COHORT C TEACHERS LAST FALL, IN THE FALL OF 2021, PRIOR TO DATA SUBMISSION, A SCORECARD AND A SCORECARD THAT SAID HERE ARE YOUR STUDENT RESULT OUTCOMES THAT WE HAVE CAPTURED AND WE'VE CALCULATED THIS IS WHAT WE HAVE AND HERE ARE YOUR TEACHER APPRAISAL OUTCOMES.

WE CAN'T CHANGE ANY OF THE DATA, BUT IF YOU SEE ANY ERRORS, LET US KNOW.

SOMETIMES WHEN YOU'RE DOWNLOADING INFORMATION FROM DATA SYSTEMS, THERE CAN BE SOME DATA ERRORS.

SO WE WANTED A DOUBLE CHECK.

AND IN FACT, VERONICA HAS OFTEN MENTIONED THAT THAT WAS A GOOD THING, THAT WE DID THAT BECAUSE IN HER CLASSICAL TRAINING AS A LANGUAGE INSTRUCTOR, THE LANGUAGE OF INSTRUCTION NEEDS TO MATCH LANGUAGE OF ASSESSMENT.

AND WE ACTUALLY FOUND SOME BILINGUAL TEACHERS THAT WE, BY LANGUAGE OF INSTRUCTION, SHOULD HAVE BEEN TESTED IN SPANISH.

THEY'RE STUDENTS, BUT THEY ACTUALLY HAD AN ENGLISH ASSESSMENT.

AND HAD WE NOT GIVEN THAT SCORECARD, WE WOULD HAVE MISSED THEM.

SO WE NOT ONLY GAVE TEACHERS A SCORECARD THAT SAID, HERE'S YOUR STUDENT PERFORMANCE OUTCOMES THAT WE'RE CALCULATING.

HERE ARE YOUR TEACHER APPRAISALS HERE, HOW THEY COMBINE.

HERE'S WHERE YOU COMPARE DISTRICT WIDE.

AND AS A RESULT, WE ARE SO EXCITED TO PUT YOU FORWARD WITH A RECOMMENDATION OF THIS.

AND WE PUT A NOTE ON THAT SCORECARD THAT SAID, WE ARE RECOMMENDING YOU FOR ONE OF THREE DESIGNATIONS OR WE'RE NOT RECOMMENDING YOU.

NOW, WAS THERE AN ASTERISK ON THE REPORT THAT SAID PENDING TEA DATA VALIDATION? WELL, OF COURSE, THERE WAS NOTHING IS GUARANTEED RIGHT.

BUT THE TIA AT ALL THE AMOUNTS BY DESIGNATION AND BY CAMPUS ARE DISPLAYED AND UPDATED ANNUALLY ON THE TIA TEA'S WEBSITE.

SO A TEACHER CAN SAY, OH MY GOODNESS, I AM SO PROUD TO WORK AT HANDLEY ELEMENTARY AND I'M BEING RECOGNIZED AS AN AH, RECOMMENDED FOR AN EXEMPLARY TIA DESIGNATION.

DID YOU KNOW THAT THAT EXEMPLARY IDENTIFICATION COULD EARN LET'S JUST GO WITH $20,000 EVERY YEAR FOR THE NEXT FIVE YEARS. NOW, I DO REMEMBER DR.

CADDELL MENTIONING SOMETHING ABOUT NOT ALL OF THAT MONEY, BUT IT MIGHT BE PROPORTIONATELY.

THAT'S A LOT OF MATH IN RECALLING THAT TIA MANUAL THAT WE'VE GOT POSTED OUT THERE.

BUT A LOT OF OUR TEACHERS GOT EXCITED AND DIDN'T SEE THE FINE PRINT.

I WOULDN'T HAVE.

I WOULDN'T HAVE. AND SO WHAT HAPPENED WHEN WE RECEIVED THAT DATA VALIDATION IS WE'VE GOT TEACHERS THAT WE SAID IN GOOD FAITH.

WE BELIEVE IN OUR SYSTEM, WE BELIEVE IN OUR TEACHERS.

WE BELIEVE IN OUR DESIGNATIONS.

THEY BELIEVED IN US.

AND THEY HAD GONE OUT AND PRE SPENT THE MONEY, SOME OF THEM ON FAMILY VACATIONS, SOME OF THEM ON WEDDINGS, SOME OF THEM ON DOWN PAYMENTS ON HOUSES BECAUSE THEY BELIEVED IN US.

AND SO EVEN THOUGH WE HAD COMMUNICATED THAT THIS WAS A POTENTIAL, WE STILL HAD TO PASS ANOTHER HURDLE.

OUR DATA VALIDATION FAILED.

AND AS A RESULT, WE, OUR TEACHERS, LOST TRUST IN US.

SO WE CAME BEFORE YOU WHEN YOU ALL APPROVED THE ESSER PERFORMANCE STIPEND, WHICH IS A RECOGNITION THAT, YES, WE MADE THE DESIGNATION RECOMMENDATIONS.

WE BELIEVE IN OUR TEACHERS AND WE BELIEVE IN THAT STUDENT RESULTS THAT THEY HAD EARNED.

AND SO YOU ALL APPROVE THAT DESIGNATION.

AND IT'S BASED ON THAT COLLECTED DATA OVER 2020-2021 SCHOOL YEAR AND THAT FALL DATA SUBMISSION.

THIS WAS NEVER INTENDED TO REPLACE TIA.

IN FACT, IF YOU LOOK AT THE AMOUNTS, THEY ARE NOT EQUAL TO WHAT THEY WOULD HAVE RECEIVED HAD WE GOTTEN THOSE TIA DOLLARS FROM THE STATE AND THEN DISTRIBUTE THEM ACCORDING TO THE PLAN. HOWEVER, THEY WERE A WAY TO ACKNOWLEDGE THAT WE STILL BELIEVE IN YOU AND WE ARE COMMITTED TO YOU.

IT'S A LITTLE BIT DIFFERENT FROM WHAT HAPPENED WITH TIA COHORT D.

DATA COLLECTION HAD JUST STARTED FOR THE FIRST TIME IN THE FALL OF 2021.

BEFORE WE HAD EVEN SUBMITTED ANY OF OUR COHORT C DATA, THEY WERE IN THE PROCESS OF GETTING READY TO DO THEIR END OF YEAR DATA COLLECTION WHEN WE RELEASE THE NOTIFICATION THAT WE HAD NOT PASSED OUR DATA VALIDATION.

AS A RESULT, WE DID NOT CONTINUE WITH OUR COHORT D DATA VALIDATIONS FOR TWO REASONS.

ONE, WE ALREADY KNEW THAT IF WE COMPLETED COHORT D AS WE WERE GOING THROUGH THE 2122 SCHOOL YEAR AND SUBMITTED THAT DATA, THE ENTIRE

[03:00:06]

THE OTHER REASON THAT WE PAUSE THE DATA COLLECTION FOR THE END OF THE YEAR, WHEN YOU SAW SOME OF THOSE REQUIREMENTS FOR THE DATA COLLECTION, IT'S VERY LABOR INTENSIVE ON THE PART OF OUR TEACHERS KNOWING THAT WE WERE GOING TO FAIL.

WE COULDN'T THEN IN GOOD CONSCIENCE SAY, CONTINUE WITH YOUR DATA COLLECTION, EVEN THOUGH THE ENTIRE THING IS GOING TO BLOW UP.

SO WE DISCONTINUED AND STOPPED THE DATA COLLECTION.

NOW, I WILL TELL YOU, WE HAVE SOME AMAZING EDUCATORS IN THIS DISTRICT AND A LOT OF OUR FINE ARTS TEACHERS AND OUR CTE TEACHERS WENT AHEAD AND COMPLETED THAT END OF THE YEAR DATA. WE ASKED THEM, IF YOU'RE STILL INTERESTED INTO, WE'D LOVE FOR YOU TO COLLECT THAT DATA BECAUSE WE'D LIKE TO VALIDATE THE RUBRICS THAT WE'VE DESIGNED.

I THINK IT WAS OUR CTE TEAM DR.

VERONICA. THEY ACTUALLY HAD TO REDESIGN THEIR RUBRICS TWICE BECAUSE WHEN TEA FIRST TOOK A LOOK AT AND THEY'RE LIKE, YEAH, THAT DOESN'T QUITE MEET WHERE WE NEEDED TO BE. SO THEY REDESIGNED THEM AND SO WE COULDN'T CONTINUE AND ASK THEM TO DO ALL THE WORK TODAY TO COLLECT IF WE KNEW WE WEREN'T GOING TO PASS.

SO WE DID NOT COMPLETE ANY OF OUR TIA COHORT D DATA COLLECTION THIS PAST SPRING.

ANOTHER POINT OF CLARIFICATION, MR. SELDERS I THINK WE REFERENCED THIS EARLIER, TIA.

UNLIKE OUR SCHOOL ACCOUNTABILITY SYSTEM, WHERE EVERY DISTRICT KNOWS HOW TO GET AN A.

IN A COUPLE OF WEEKS, VERONICA IS GOING TO SHARE WITH US SOME INFORMATION ABOUT HOW GARLAND ISD WILL ACHIEVE AN A IN 2023.

WITH TIA, IT'S NOT INTENDED FOR 100% OF TEACHERS TO EARN A DESIGNATION.

BY DESIGN, IT'S INTENDED TO RECOGNIZE AND HONOR APPROXIMATELY A THIRD OF OUR VERY BEST TEACHERS ACROSS THE STATE.

AND THEN ONE OF THE THINGS THAT WE DID LEARN IN OUR DATA VALIDATION IS THAT A DISTRICT'S RATE OF TEACHERS THAT WE SHOULD BE PUTTING FORWARD FOR A DESIGNATION SHOULD BE CORRELATED TO OUR STAAR PERFORMANCE LEVEL RELATIVE TO THE STATE.

SO WE'VE TALKED A LOT ABOUT OUR 2021 STAAR OUTCOMES.

WE'VE TALKED A LOT ABOUT THAT COVID CLIFF AND HOW WE FELL.

AND NOT ONLY DID WE FALL, BUT WE FELL PRETTY HARD IN 2021.

WE FELL HARDER THAN THE STATE AND THE REGION.

AND SO WHILE WE IN GOOD FAITH PUT FORWARD ABOUT 33% OF OUR TEACHERS, IS VERONICA MENTIONED EARLIER PROPORTIONATE TO HOW OUR STAAR PERFORMANCE WAS RELATIVE THE STATE IT SHOULD HAVE BEEN A MUCH SMALLER PERCENTAGE FOR OUR COHORT SEEM.

SO EVEN IF WE HAD COMPLETED OUR DATA VALIDATION AND SATISFIED THAT TEA 90% PARTICIPATION CHECK.

OUR COHORTS D SUBMISSION FOR DESIGNATIONS.

IF WE HAD COMPLETED THE DATA WOULD NOT HAVE BEEN SUBMITTED UNTIL OCTOBER OF 2022.

DATA VALIDATION WOULD NOT HAVE BEEN RECEIVED UNTIL SPRING OF 2023, AND THE FIRST PAYOUTS FROM TEA FOR TIA WOULD NOT HAVE BEEN AVAILABLE UNTIL SPRING OF 2023 FOR OUR COHORT D.

SO ONE OF THE THINGS THAT OUR RAD TEAM HAS PUT TOGETHER AND THANK YOU, VERONICA, IS KIND OF A WHO'S ELIGIBLE FOR AN ESSER PERFORMANCE STIPEND.

AND THIS IS ALSO FOR OUR COHORT C.

ONE OF THE THINGS THAT THEY REALLY HAD TO CONSIDER VERY INTENTIONALLY AS WE RELEASED THE ESSER PERFORMANCE STIPEND.

AND SO THIS FLOWCHART REALLY JUST HELPS THEM IDENTIFY AM I EVEN ELIGIBLE? AND THAT DID WAS A DECIDING FACTOR FOR SOME OF OUR TEACHERS THAT WERE AMONG THE 547, BUT WERE BEING RECOMMENDED FOR ONE OF THOSE ALPHABET SOUP POSITIONS. SOME OF THEM OPTED NOT TO TAKE THE ALPHABET SOUP POSITION BECAUSE THEY WOULD HAVE LOST THE ESSER PERFORMANCE STIPEND.

BECAUSE IF YOU LOOK AT THIS FLOWCHART, THE ESSER PERFORMANCE STIPEND WAS INTENDED TO KEEP OUR HIGH PERFORMING TEACHERS IN OUR CLASSES WITH OUR KIDS.

SO IN ORDER TO EVEN BE ELIGIBLE FOR THE RECOMMENDED AND BOARD APPROVED ESSER PERFORMANCE STIPEND, THEY HAD TO REMAIN IN A CLASSROOM SETTING WORKING WITH STUDENTS.

AND YOU CAN FOLLOW THE FLOWCHART TO DETERMINE WHETHER OR NOT THEY WILL BE ELIGIBLE TO RECEIVE THAT ESSER PERFORMANCE STIPEND THAT WILL BE PAID OUT THIS FALL. SO WITH THAT, THAT'S THE OFFICIAL PRESENTATION AND WE'LL ENTERTAIN YOUR QUESTIONS.

ANYBODY HAVE ANY QUESTIONS? YES, MR. MILLER.

DO YOU WANT TO CHECK WITH THE COMMITTEE FIRST? OKAY. WOW.

THAT'S A LOT OF STUFF IN A VERY COMPLICATED SYSTEM.

[03:05:03]

THE WHOLE SYSTEM WAS NEVER DESIGNED TO REWARD OTHER THAN A FEW TEACHERS IN EVERY DISTRICT.

AND WE WENT IN KIND OF WITH AN ALL IN ATTITUDE, BUT WE WERE NEVER GOING TO GET THAT.

THERE WAS GOING TO BE SOME WAY THEY WOULD FIND TO DISQUALIFY OUR ENTIRE GROUP BECAUSE WE SUBMITTED TOO MANY TO BEGIN WITH.

SO THAT'S KIND OF ONE READ.

I HAVE MY OTHER.

MY QUESTION IS GOING TO BE IF WE HAD JUST SUBMITTED 30.

BUT ONE OF THEM DIDN'T PASS.

DOES IT ELIMINATE THE ENTIRE SUBMISSION OR IS IT AN ALL OR NONE? HOW DOES THIS SYSTEM WORK? NOW, THAT'S A GREAT QUESTION.

IT IS AN ALL OR NONE IN TERMS OF EITHER WE ALL GET IT OR WE DON'T.

NOW, IN TERMS OF TEACHER BY TEACHER, SO THIS IS ALSO THINGS THAT IT'S NOT WRITTEN ANYWHERE.

BUT REMEMBER, I TALKED ABOUT THE BACK END CONNECTIONS BETWEEN TEACHERS AND STAAR DATA AND ALL OF THAT.

THEY BASICALLY GIVE US AN ALLOTMENT AND THEY SAY, YOU CAN YOU WILL BE ABLE TO QUALIFY X NUMBER OF TEACHERS.

NOW, OUR LOCALLY DEVELOPED LOCAL CONTROL COULD BE, LET'S JUST SAY 30.

COULD IT BE 30 TOTALLY DIFFERENT TEACHERS THAN WHAT THEY HAVE SAID.

BUT WE'RE WITHIN THE PARAMETERS OF 30, RIGHT? SO IT IS AN ALL OR NONE.

THEY'RE GOING TO GIVE US A AN AMOUNT THAT THEY THINK THAT WE CAN QUALIFY, BUT THEY'RE NOT GOING TO TELL US BEFOREHAND WHAT THAT AMOUNT IS OR THE NUMBER THAT WILL BE ELIGIBLE FOR.

AND THEN THE TEACHERS THAT ARE PART OF THAT MIX.

I MEAN, THERE HAS TO BE A FORMULA, BUT IF ONE TEACHER IS OFF BASED ON THE TOTAL NUMBER, IT'S NOT GOING TO INVALIDATE THE WHOLE SYSTEM.

IT'S AN ALL OR NONE.

SO LET ME MAKE SURE I UNDERSTAND.

COHORTS COHORT A WAS BASICALLY DALLAS.

THEY WERE ALREADY IN IT. THEY WERE FIRST IN.

THERE WAS NO QUALIFICATION.

WHOEVER THEY SUBMITTED BASED ON HOWEVER THEY SUBMITTED IT BECAME PART OF THE TIA AND THEN COHORT B WAS ADDED AS CAMPUSES FROM AROUND THE STATE. AND IT VARIES.

SO AGAIN, BETWEEN A, B AND C, THERE ARE 57 TOTAL DISTRICTS THAT HAVE AN APPROVED SYSTEM.

SO ANOTHER EXAMPLE WOULD BE LUBBOCK.

THERE ARE ANOTHER LARGER..

WERE THEY B OR C? SIZED DISTRICT THEIR ALL OF THE ABOVE.

OH, THEY WERE AB&C? THEY HAVE SUBMITTED IN SMALL NUMBERS.

AND REMEMBER WHEN I SAID THE PROPRIETARY INFORMATION FOR THE VALUE ADD MODEL, THEY CONTRACT DIRECTLY WITH THAT VENDOR TO RUN ALL OF THEIR ANALYSIS AND DO ALL OF THEIR STUDENT GROWTH MEASURES FOR BEING EVOL SAS.

IS THAT CONNECTED TO TECH SOMEHOW? NO, BUT TECH IS INVOLVED IN THIS BECAUSE THEY DO THE ACTUAL VALIDATION.

YES. AND GUESS WHAT, CITY..

AND THEY DO THE VALIDATION BASED ON STAAR..

AND GUESS WHAT CITY TEXAS TECH IS LOCATED IN? IT'S IN LUBBOCK. YES, SIR.

SO SO THOSE ARE OUR BIG ONES RIGHT NOW.

NOW, I'M NOT TRYING TO STAND UP HERE AND KNOCK EVERY OTHER DISTRICT IN TEXAS THAT HAS SUBMITTED.

RIGHT. BUT WE ALSO DON'T UNDERSTAND WE NEED TO UNDERSTAND THE BIG PICTURE SO THAT WHEN SOMEONE SAYS, WELL, RICHARDSON HAD THEIR SYSTEM APPROVED.

YES, RICHARDSON HAD THEIR SYSTEM APPROVED BASED ON A HANDFUL OF CAMPUSES, NOT BASED ON 72, WITH ALMOST 1800 TEACHERS RIGHT.

AND IF YOUR ACE CAMPUS ISN'T GROWING, THEN YOU HAVE BIGGER PROBLEMS RIGHT.

RIGHT. SO THERE'S JUST A LOT NOW.

UP TO NOW, TEA HAS NOT RELEASED ANY INFORMATION ON WHEN EACH DISTRICT HAD A SYSTEM APPROVED.

THE INFORMATION THAT WE KNOW IS JUST BASED ON CONNECTIONS WE'VE MADE WITH OTHER SCHOOL DISTRICTS.

SO WHAT I'M INTERESTED IN IS THE OTHER DISTRICTS THAT ARE IN EXCLUDING DALLAS THAT EVERYBODY ARE COHORT A WHERE EVERYBODY WAS IN.

WHAT TEACHING DISCIPLINES ARE INCLUDED IN THOSE SUBMISSIONS? THE MAJORITY OF THOSE WERE CORE CONTENT ONLY..

YOU MEAN MATH AND ENGLISH? MATH, READING, SCIENCE AND SOCIAL STUDIES.

A LOT OF THEM WERE ONLY MATH AND READING FOR STAAR TESTED GRADES.

SO WHILE WE OUR COHORT C WAS A CORE CONTENT, WE DID ACTUALLY I KEEP SAYING K 12, BUT IT'S A PRE K THROUGH 12 MODEL, BUT A LOT OF THEM HAVE NOT HAVE NOT ADDED ON OR THEY'RE SLOWLY ADDING ON.

MR. GLICK, JUST ONE MORE.

DO YOU THINK GOING FORWARD, FOR WHATEVER THE NEXT CYCLE IS GOING TO BE, THERE'S ANY CONFUSION WITH TEACHERS AS TO WHAT'S KIND OF GOING TO BE IN AND WHAT'S GOING TO BE OUT.

SO THAT'S GOING TO BE PART OF THAT TIA THAT WE'RE DOING.

[03:10:01]

SO IN THE SPRING, ONE OF THE QUESTIONS WAS AM I IN OR AM I OUT.

SO I HAVE A DOCUMENT THAT GIVES THE COURSE NUMBER, THE COURSE DESCRIPTION, AND THE TEACHERS CAN LOOK IT UP.

I'LL BE PUSHING OUT ALL OF THE 2022-2023 UPDATES TO STAFF THIS WEEK, AND THEY'LL GET AN EMAIL DIRECTLY FROM ME WITH THE UPDATED MANUAL WITH A LINK TO THE COURSES THAT ARE IN OR OUT.

AND THEN WE'LL BEGIN WE'LL BEGIN TO DO THE TIA TOURS.

SO THAT JUST FACE TO FACE..

SO WHEN YOU SAY COURSES THAT ARE IN OR OUT WITHIN THOSE DISCIPLINES WE JUST TALKED ABOUT MATH, READING, SCIENCE, THOSE THINGS? YES, SIR. BECAUSE IT'S AGAIN, EVEN WHEN WE SAY SECONDARY SCIENCE, IT'S EVEN MORE COMPLICATED THAN THAT.

RIGHT, BECAUSE WE HAVE AP COURSES, DC COURSES, ON LEVEL COURSES.

AND SO NOT ALL OF THEM ARE IN.

WHEN YOU [INAUDIBLE] LET ME KNOW.

YES, SIR. MR. JOHNSON. HAVE A FEW COMMENTS AND MAYBE A COUPLE OF QUESTIONS.

FIRST, I WANT TO ECHO MR. MILLER'S THOUGHTS.

I MEAN, TO ME AS AN ATTORNEY, WHEN I HEAR A HOLISTIC APPROACH THAT TELLS ME WE WERE GOING TO NUKE YOU NO MATTER WHAT YOU DID.

THAT'S BASICALLY WHAT THAT SAYS IN MY MIND.

THERE'S JUST TOO MANY OF YOU, AND IT WOULD TAX THE SYSTEM MORE THAN THEY ALLOWED.

WHEN I ASKED HOW MANY? HOW MANY TEACHERS DID RICHARDSON GET APPROVED? IT WAS IN THE TWENTIES, RIGHT? AND WE WERE SEEKING 547.

AND THEY'RE A LITTLE SMALLER THAN IT'S BEEN OF THAT MUCH SMALLER.

SO FROM THAT PERSPECTIVE, WHEN YOU ROLL OUT SOMETHING NEW LIKE THIS.

DIFFERENT DISTRICTS SEE IT DIFFERENT WAYS.

MAYBE WE READ THAT WRONG FROM THAT PERSPECTIVE, BUT THERE WAS NO CRITERIA NECESSARILY THAT SAID, HEY, DON'T PUSH 33% OF YOUR BEST TEACHERS.

SO I GUESS MY QUESTION WOULD BE, ONE, THIS ACTUALLY IS GOING TO BE FOR SOMEONE WHO PROBABLY DIDN'T EXPECT TO GET A QUESTION, MS. RAE? SEE, SHE WAS SURPRISED.

IS THERE ANYTHING SPECIFIC OR UNIQUE ABOUT TIA DATA THAT WOULD MAKE IT NOT SUBJECT TO A PUBLIC INFORMATION ACT REQUEST? SO THERE'S NO STUDENT IDENTIFYING STUDENT DATA.

SO IF THAT WAS REQUESTED, WE WOULD REDACT THAT INFORMATION, ANY IDENTIFYING STUDENT INFORMATION.

BUT OTHER THAN THAT, IF WE HAD PARTNERED WITH SOMEONE ELSE, WE WOULD PER THE ACT, GIVE NOTIFICATION AND ASK THAT VENDOR IF THERE'S ANY PROPRIETARY INFORMATION THEY WISH TO BE EXCLUDED.

AND WE WOULD SEND IT TO THE AG'S OFFICE FOR A RULING.

AND I THINK YOU MAY BE MISUNDERSTANDING.

I'M TALKING ABOUT US BEING REQUESTER, NOT REQUEST, NOT THE REQUESTEE..

TO THE TEA? OR TEXAS TECH.

THAT SHOULDN'T BE. IT'S OUR DATA AND WELL..

NOT OUR DATA, OTHER DISTRICTS DATA THAT HAVE GOTTEN APPROVED TO SEE IF THEY MET THIS 90% THRESHOLD AS WELL.

SO WE CAN CERTAINLY DO A PUBLIC INFORMATION REQUEST.

BECAUSE I THINK WHEN MS. JOYNER SAID, MY GUT IS CORRECT THAT THERE ARE DISTRICTS THAT CAME IN LOWER THAN US THAT VALIDATED BECAUSE THEY HAD EIGHT TEACHERS.

THAT'S MY GUT, IS THAT WE MAYBE PLAYED THEIR GAME A LITTLE BIT TOO WELL, AND THEY WERE ABOUT TO HAVE TO PUSH LITERALLY MILLIONS OF DOLLARS OUR WAY. AND THEY'RE LIKE, HEY, WE WANTED TO THIS WAS A STUNT.

THIS WAS A SHOW TO SHOW HOW MUCH WE CARE ABOUT TEACHERS DON'T REALLY CARE ABOUT THAT MUCH, BUT BECAUSE THAT'S WHAT WE GET FROM AUSTIN ALL THE TIME.

AND MR. JOHNSON, IF I CAN EVEN ADD TO THAT, DO YOU KNOW THE CHECK THAT WE GOT A PERFECT SCORE ON, BUT WE DIDN'T GET ANY POINTS FOR? BEING ALIGNED TO STATE MINIMUMS WHERE WE HAD 33% OF OUR TEACHERS THAT MET VALIDATION, BUT WE DIDN'T GET ANY POINTS BECAUSE THAT WASN'T PART OF THE SCORING.

SO YOU'RE ABSOLUTELY RIGHT.

WELL, IT'S NOT PART OF THE SCORING NOW.

IT WILL BE.. BECAUSE IT'S NOT PART OF THE HOLISTIC REVIEW.

YEAH, BECAUSE I WAS LIKE WHERE'S MY POINTS FOR THIS ONE BECAUSE WE SCORED A PERFECT SCORE AND THEY'RE LIKE, OH, THAT'S NOT GOING TO.

THOSE POINTS AREN'T GOING TO BE ADDED TO THE RUBRIC.

YOU SAY THINGS LIKE THAT WHEN YOU HAVE NO LEGITIMATE ARGUMENTS TO MAKE TO SHOW, NO, YOU DIDN'T VALIDATE.

IF THEY HAD IT, THEY WOULD PUSH THAT DATA FOR US.

THEY WOULDN'T HAVE BEEN HIDING BEHIND PROPRIETARY OR HOLISTIC OR ANY OF THAT.

NO, THEY DIDN'T HAVE GOOD ARGUMENTS.

SO THE REALITY IS SOMEBODY SAID, WE CAN'T DO THAT MANY.

YOU JUST GOT TO FIGURE OUT A WAY TO.

SO NOW WE GOT TO GO BACK WITH COHORT C AND PARE IT DOWN.

WE HAVE NO IDEA HOW MANY WE'RE GOING TO SUBMIT FOR C PLUS.

YEAH, BUT IT WON'T BE 547 LIKELY, BUT WITH RESPECT TO TEACHER INCENTIVE

[03:15:06]

CORRECT. SO JUST BEING IN COHORT C AND FILLING OUT SAYING I'M INTERESTED, DID NOT GET YOU ESSER INCENTIVE MONEY, CORRECT? YES, THAT'S CORRECT.

OTHERWISE WE WOULD HAVE HAD TO PAY OUT TO 1730 TEACHERS.

YEAH. AND SO IT REALLY IS NOT A SIMILAR ANALOGOUS SITUATION BETWEEN COHORT C AND COHORT D BECAUSE WE HAVEN'T GOTTEN THERE ON COHORT D YET.

WE DON'T HAVE THE SCORECARDS, WE DON'T HAVE THE RUBRICS.

WE HAVEN'T FIGURED OUT WHO WOULD HAVE MADE THE CUT EFFECTIVELY, CORRECT? THAT'S CORRECT. THANK YOU.

I'M A LITTLE CONFUSED ABOUT THAT LAST POINT.

YOU INDICATED THERE WERE 56 FINE ARTS TEACHERS.

YOU GAVE THAT A SPECIFIC NUMBER.

AND SO WHAT IS WHAT IS ISN'T THAT? SO THERE WERE 56 FINE ARTS TEACHERS THAT IN AUGUST AND SEPTEMBER OF LAST YEAR RETURNED THEIR ROSTERS, VERIFYING THE RANDOMIZED GROUP OF STUDENTS THAT THEY WERE GOING TO EVALUATE FOR THAT SCHOOL YEAR.

OKAY. SO THEY WERE NOT QUALIFIED? THEY HAD NOT BEEN QUALIFIED? NO. WE DON'T HAVE ANY TEACHER FROM COHORT D.

WE DON'T HAVE A FINE ARTS TEACHER IN THE DISTRICT.

WE DON'T HAVE A CTE TEACHER IN THE DISTRICT OR WORLD LANGUAGE TEACHER IN THE DISTRICT THAT WE COMPLETED DATA COLLECTION ON IN ORDER TO SAY OF THE X NUMBER OF TEACHERS THAT WERE PART OF COHORT D, THESE ARE THE TOP 33% OR THESE ARE INTER WHATEVER POINT WE'RE GOING TO HAVE NOW, WE DON'T HAVE A LIST OF THAT BECAUSE WE STOPPED THE DATA COLLECTION ON COHORT D BECAUSE HAD WE CONTINUED TO THE DATA COLLECTION AND THIS WAS ANOTHER TEA CALL, THIS WAS ONE OF THOSE THINGS THAT DR.

RUSSELL REALLY ADVOCATED FOR BECAUSE THEY WEREN'T GOING TO ALLOW US TO, IN HER TERMS, DIVORCE COHORT D FROM COHORT C AND SHE POINTED OUT YOU DON'T HAVE THAT WRITTEN IN STATUTE.

AND YOU KNOW WHAT HAPPENED TWO WEEKS LATER? IT'S IT'S WRITTEN SOMEWHERE.

SO THE 56 WERE JUST THE ONES WHO ARE PREPARING TO.

THAT IS CORRECT. AND THEY WOULD HAVE BEEN POTENTIALLY PARED DOWN.

IS THAT WHAT YOU'RE SAYING? YES, SIGNIFICANTLY.

OK, ANYBODY ELSE HAVE ANY OTHER QUESTIONS? COMMITTEE, BOARD.

WE THANK YOU VERY MUCH. THANK YOU.

OKAY. LET'S GO TO ITEM FIVE ACTION ITEMS FOR CONSIDERATION AT OUR NEXT REGULAR MEETING.

[V. Action Items]

MR. [INAUDIBLE] PAGE 155-158.

GOOD EVENING COMMITTEE CHAIR GLICK, BOARD OF TRUSTEES, DR.

LOPEZ. TONIGHT I BRING BEFORE YOU A THREE YEAR WAIVER FOR COMPENSATORY EDUCATION, HOME INSTRUCTION FOR STUDENTS THAT RECEIVE PREGNANCY RELATED SERVICES.

SO THIS IS A ANNUAL UPDATE THAT WE GIVE, BUT THIS IS OUR RENEWAL YEAR.

AND SO CEHI PROVIDES ACADEMIC SERVICES FOR STUDENTS THAT HAVE A MEDICAL NECESSITY AND REQUIRE EXTRA ASSISTANCE.

MAIN GOAL KEEP THEM FROM BEING ABSENT AND KEEP THEM ON TRACK.

WHEN A STUDENT QUALIFIES FOR THIS MEDICAL NECESSITY, THE STUDENT ACCOUNTING I'M SORRY, THE STUDENT ATTENDANCE ACCOUNTING HANDBOOK REQUIRES MANDATORY ONE ON ONE INSTRUCTION AND LIKE A HOMEBOUND SERVICE RELATIONSHIP.

BUT WITH OUR WAIVER THAT I'LL BRING TO YOU AT THE NEXT BOARD MEETING, OUR DEPARTMENT SEEKS TO HAVE THE APPROVAL TO CONTINUE FOR OUR THREE YEAR WAIVER TO CONTINUE COMPENSATORY EDUCATION INSTRUCTION FOR STUDENTS IN SMALL GROUPS NO BIGGER THAN FOUR AND PROVIDE TRANSPORTATION TO THE WARREN INFANT CENTER. WHAT WE HAVE, WHAT WE SEE WITH THE STUDENTS IS WE ARE ABLE TO RECOVER LOTS OF ATTENDANCE DAYS.

ALSO, THE STUDENTS KIND OF BECOME THEIR OWN GROUP.

THEY CAN SUPPORT ONE ANOTHER.

THEY'RE NOT THE ONLY ONE AT THEIR OWN CAMPUS THAT NEEDS THIS SUPPORT.

AND SO I'VE INCLUDED SOME OF THE DATA IN THE IN YOUR BOARD PACKET.

SO THAT WAY YOU KNOW WHAT'S GOING ON IN THE DISTRICT.

WE SERVED 29 STUDENTS LAST YEAR.

WE SAVED 439 ATTENDANCE DAYS.

AND SO SOME OF THE EARLIER PRESENTATIONS TALKED ABOUT FUNDING.

WELL, ALL THOSE DAYS COUNTED FOR US.

SO IT'S WELL WORTH THE EFFORT TO HELP THE STUDENTS STAY ON TRACK AND STAY IN SCHOOL.

SO I'LL BE BRINGING THAT TO YOU AT THE NEXT BOARD MEETING IN AUGUST.

OKAY. COMMITTEE MEMBERS, ANY QUESTIONS? BOARD MEMBERS, ANY QUESTIONS? SIR, WE THANK YOU VERY MUCH.

OKAY. LET'S GO TO ITEM FIVE B, CONSIDERATION AT OUR NEXT MEETING.

CONSIDER APPROVAL OF THE 2022- 2023 T TESS CALENDAR.

[03:20:02]

I BRING BEFORE YOU THIS EVENING OUR TEACHER APPRAISAL CALENDAR FOR 2022-2023.

WE USE THE TEXAS TEACHER EVALUATION AND SUPPORT SYSTEM IN ORDER TO EVALUATE OUR TEACHERS AND IT IS IN ACCORDANCE WITH BOARD POLICY, DNA, LEGAL AND THE CALENDAR IS ATTACHED TO YOUR AGENDA ITEM.

AND THE CALENDAR INCLUDES THE FOLLOWING INFORMATION.

IT EXCLUDES CLASSROOM OBSERVATIONS DURING THE FIRST TWO WEEKS FOLLOWING T TESS ORIENTATION.

IT EXCLUDES CLASSROOM OBSERVATIONS ON THE DAY BEFORE A STUDENT HOLIDAY.

IT INDICATES THE LAST DAY FOR CONDUCTING THE ANNUAL CONFERENCE OR SUMMATIVE CONFERENCE FOR EACH TEACHER.

IT ALSO SAYS THAT EACH TEACHER MUST HAVE A GOAL SETTING CONFERENCE AS A PART OF THEIR PROFESSIONAL DEVELOPMENT PLAN AND A COMPLETED APPRAISER APPROVED GOAL SETTING AND PROFESSIONAL DEVELOPMENT PLAN TO BE SUBMITTED NO LATER THAN SIX WEEKS AFTER ORIENTATION. ALL OF THOSE DATES ARE ON THE CALENDAR THAT IS ATTACHED TO YOUR AGENDA ITEM.

ANY QUESTIONS? COMMITTEE MEMBERS? ANY QUESTIONS, BOARD MEMBERS.

WE THANK YOU VERY MUCH.

YOU'RE WELCOME. DR.

LOPEZ. IS THERE ANY NEED FOR AN EXECUTIVE SESSION? NO, SIR. CHAIRPERSON GLICK NO EXECUTIVE SESSION SCHEDULED AT THIS TIME.

IT IS NOW 8:54 IS THERE A MOTION TO ADJOURN?

[VII. Adjournment]