[I. Call to Order and Determination of Quorum ]
[00:00:03]
GOOD EVENING. IT'S NOW 5:31 P.M..
DR. LOPEZ, ANY MESSAGE, SIR? WE CAN GO AHEAD AND PROCEED.
[V. Celebrations: Career & Technical Education – Coleman Bruman ]
OKAY. LET'S GO TO ITEM 4.THIS IS A CELEBRATION, A CAREER AND TECHNICAL EDUCATION.
MR. BRUMAN IS OUT ILL THIS EVENING.
SO. GOOD EVENING, CHAIRMAN GLICK, BOARD OF TRUSTEES, DR.
LOPEZ IT'S MY DISTINCT HONOR TO SERVE AND PRESENT THIS PRESENTATION TO YOU IN PLACE OF MR. COLEMAN THIS EVENING.
THIS PAST SUMMER HE PLACED FIRST AT THE NATIONAL SKILLS USA FOR INTER NETWORKING.
THIS IS BECAUSE OF THE VISION OF THE BOARD OF TRUSTEES TO SUPPORT THE CTE PROGRAMS AT THE SECONDARY CAMPUSES, THE GRCTC, AND BY SUPPORTING ALL OF THE CERTIFICATIONS THAT WE OFFER TO OUR STUDENTS.
SO TONIGHT WE'RE GOING TO BE CELEBRATING SOME OF THE ACCOMPLISHMENTS OF OUR CTE PROGRAMS .
STARTING WITH THE BIT OF DATA THAT MS. JOYNER AND I LOVE THE DATA.
AND SO RIGHT NOW WE ARE PROJECTING THAT 58% OF OUR SENIORS OF THE CLASS OF 2022 HAVE EARNED AN IBC.
AND SO WHILE WE PRESENTED TO THE BOARD OF TRUSTEES ON SOME OF THE ACADEMIC LEARNING LOSS, WE ARE THRILLED THAT WE'VE BEEN ABLE TO NOT ONLY MAINTAIN BUT ACTUALLY INCREASE OUR CCMR OUTCOMES AND OUR CERTIFICATIONS.
THIS IS A TOTAL OF OVER 4400 ESTIMATED CERTIFICATIONS THAT WERE OFFERED IN 2021 2022, WITH OVER 12,000 STUDENTS IN GRADES 9 THROUGH 12 ENROLLED.
CTE STUDENTS HAVE A HIGHER GRADUATION RATE THAN THOSE NON CTE STUDENTS.
WE HAVE DECREASED THAT FROM 4 TO 2.
NOW WE'RE GOING TO HIGHLIGHT OUR CAREER AND TECHNICAL STUDENT ORGANIZATIONS, STARTING WITH OUR SKILLS USA, WHERE WE HAD TWO NATIONAL WINNERS, OUR DISTRIBUTED EDUCATION CLUBS OF AMERICA OR DECA.
WE HAD ONE TOP TEN INTERNATIONAL AND OUR FUTURE FARMERS OF AMERICA OR FFA, WHERE WE HAD FIVE LONE STAR, WHICH ARE STATE LEVEL AWARD WINNERS.
WE HAD A STATE WINNER FROM LAKEVIEW CENTENNIAL HIGH SCHOOL.
OUR HEALTH, OCCUPATION, STUDENTS OF AMERICA OR HOSA, HAD EIGHT INTERNATIONAL ADVANCEMENTS FROM THAT PROGRAM, AND OUR TEXAS ASSOCIATION OF FUTURE EDUCATORS, OR TAFE ONE THAT'S DEAR TO MY HEART.
WE HAD TWO NATIONAL COMPETITORS THAT COMPETED IN WASHINGTON, D.C.
THIS YEAR. MOVING ON INTO SOME OF OUR CLUBS, OUR UIL ACCOUNTING, WE HAD 3 6A STATE INDIVIDUAL WINNERS IN THAT COMPETITION.
FOR ROBOTICS WE HAD FOUR TEAMS THAT WENT TO WORLDS, INCLUDING HUDSON MIDDLE SCHOOL.
OUR ACT-SO WE APPRECIATE THE SUPPORT OF OUR NAACP PARTNERS IN THIS PROGRAM.
THIS IS THE HIGHEST WE'VE BEEN SO FAR AND WE HOPE TO EXCEED THAT IN THE NEAR FUTURE.
IN EARLY APRIL, OUR CODING ACADEMY.
THIS SUMMER, I HAD 200 PARTICIPANTS AT NORTH GARLAND HIGH SCHOOL AND AT THE GRCTC SPECIFICALLY, WE HAD AN ANNUAL FASHION SHOW WITH FASHION SHOW IN COSMETOLOGY FEATURED ARCHITECTURAL PRESENTED TO THE GARLAND HOUSING REFINANCE CORPORATION ABOUT A NEW RETIREMENT COMMUNITY OFF OF CASTLE IN GARLAND.
[00:05:07]
WE'RE ALSO NOT JUST FOCUSING ON STUDENT OUTCOMES IN OUR CELEBRATIONS TODAY, BUT ALSO SOME OF THE IMPROVEMENTS THAT WE ARE MAKING.WE HAVE NEW WELDING BOOTHS AT THE GARLAND HIGH SCHOOL, AG MECHANICS, AND THE BOARD HAS ALREADY IMPROVED IMPROVEMENTS AT THE CAR-O-LINER FRAME BENCH AT SOUTH GARLAND HIGH SCHOOL AND OF COURSE THE NEW GREENHOUSE AT NAAMAN FOREST.
THIS IS WHERE WE WILL BE ACTIVELY RECRUITING OUR CURRENT STUDENTS TO BE OUR FUTURE TEACHERS.
OUR TEXAS FEDERATION FOR AUTOMOTIVE MANUFACTURING EDUCATION.
WE HAVE TWO COHORTS OF STUDENTS THAT ARE CURRENTLY AT RICHLAND COLLEGE, AND WE'RE CONTINUING TO GROW OUR STEM EDUCATION THROUGH OUR SMU ENGINEERING UTEACH COMPUTER SCIENCE AND TECHSMART PYTHON CERTIFICATES.
SO AS IF THAT WEREN'T ALSO ENOUGH, WHAT ELSE ARE WE WORKING ON WITHIN CTE? WE'RE CURRENTLY ALIGNING OUR TESTING WITH THE YOUTH SCIENCE EXAMS SO THAT WE HAVE INSTRUCTIONAL DATA.
AT THE MIDDLE SCHOOL WE HAVE A NEW CAREER EXPLORATION COURSE COMING IN 23-24.
OF COURSE, THAT'S GOING TO BE PRESENTED TO TRUSTEES FOR CONSIDERATION AND APPROVAL LATER THIS FALL.
THE STATE HAS PUT OUT A NEW IBC LIST AND UNLIKE SEVERAL YEARS AGO WHEN THEY FIRST ANNOUNCED THE INITIAL CERTIFICATIONS LIST AND WE WAITED TO SEE WHO WOULD EARN IT, WE ARE ACTIVELY UPDATING OUR PROGRAM ALIGNMENT ACCORDING TO THIS UPDATED LIST THAT WAS JUST RELEASED AT THE BEGINNING OF SEPTEMBER.
THERE'S LOTS OF NEW OPPORTUNITIES FOR OUR STUDENTS AND OUR PROGRAMS. WE'RE CONTINUING TO IMPROVE OUR CLASSROOM SPACES.
SO MUCH LIKE WE HAVE ATHLETIC SIGNING DAY, WE'RE LAUNCHING A CAREER SIGNING DAY SO THAT WE CAN ACKNOWLEDGE THOSE STUDENTS THAT ARE LEAVING HIGH SCHOOL AND GOING DIRECTLY INTO AN INDUSTRY WITH AN INDUSTRY CERTIFICATION.
WE ALSO HAVE AN UPCOMING EVENT.
SO THIS FUND THAT WE'RE LAUNCHING THROUGH THIS CORNHOLE EVENT IS INTENDED TO BRIDGE THOSE FINANCIAL NEEDS FOR STUDENTS SO THAT THEY CAN COMPETE OUTSIDE THE NORMAL COSTS OF TRANSPORTATION, REGISTRATION, MEALS, ETC..
AS AN FYI, IT IS NOT TOO LATE FOR YOU TOO, TO SIGN UP FOR A CORNHOLE TEAM.
WE'D LOVE TO SEE THE TRUSTEES OUT THERE.
WE'D LOVE TO SEE OUR SCHOOL BOARD.
I'M SORRY, OUR SCHOOL LEADERS, AS WELL AS ALL OF OUR COMMUNITY MEMBERS.
AND AT THIS POINT IN TIME, I WILL ENTERTAIN ANY QUESTIONS.
MS. STANLEY ANY QUESTIONS? MR. PRESIDENT ANY QUESTIONS? THIS IS THE FIRST OF WHAT WILL BE A MONTHLY PRESENTATION ON THE EXCELLENCE GOING ON IN OUR DISTRICT.
IT'S ALWAYS INTERESTING TO ME THAT IF WE DON'T BRAG ABOUT WHAT GOES ON HERE, OTHER DISTRICTS WON'T.
SO WE WANT EVERYBODY TO BE AWARE OF THE INCREDIBLE THINGS.
I THINK IT'S IMPORTANT TO STATE THAT BECAUSE I REMEMBER SEVERAL YEARS AGO I WAS INVITED TO A PANEL FROM THE ROWLETT CHAMBER OF COMMERCE AND THEY SAID, JUST TALK ABOUT SOME OF THE THINGS FROM GISD.
AND I STARTED TALKING AND PEOPLE SAID, I DIDN'T KNOW THAT.
WHY DON'T YOU TALK ABOUT THOSE THINGS? SO WE NOW ARE TALKING ABOUT THEM, AND WE WILL DO THAT AT EVERY ONE OF OUR MEETINGS THROUGHOUT THE END OF THIS FISCAL YEAR, JUST HIGHLIGHTING THE SPECIAL THINGS WE DO HERE IN OUR DISTRICT. SO WE THANK YOU FOR YOUR PRESENTATION.
OH, LET'S GO. MS. HOGAN, IS THERE ANYBODY ON PUBLIC FORUM? NO. OKAY, LET'S GO TO ITEM 6 INFORMATION ITEMS, THE 2022 ADVANCED PLACEMENT PERFORMANCE RESULTS.
[VI. Information Items ]
MS. JOYNER PAGES 15 THROUGH 24.YES. GOOD EVENING COMMITTEE CHAIR GLICK, TRUSTEES, DR.
LOPEZ, THANK YOU FOR THE OPPORTUNITY TO SHARE OUR 2022 ADVANCED PLACEMENT RESULT HIGHLIGHTS.
THESE RESULTS ARE FROM THE AP ASSESSMENTS TAKEN BY GISD STUDENTS MAY 2022.
[00:10:02]
BLESS YOU. TO BE SUCCESSFUL IN COLLEGE, AS WELL AS EXAMS THAT MEASURE ACADEMIC ACHIEVEMENT IN THE COLLEGE LEVEL COURSEWORK.SO KEVIN MASSEY, THE ADVANCED ACADEMICS ADMINISTRATOR ALONG WITH HIS TEAM, THEY LEAD THE WORK WITH ADVANCED PLACEMENT AND DUAL CREDIT THE INFORMATION ON THIS SLIDE HIGHLIGHTS THEIR WORK IN ADDITION TO THE SUPPORT PROVIDED BY YOU ALL AS TRUSTEES.
SO AS YOU'LL NOTE ON THE SLIDE, ONE OF THE THINGS THAT THE DEPARTMENT WAS ABLE TO DO IS CREATE THIS AP LEADS FOR COURSES WITH A MINIMUM OF 100 STUDENTS AND FOUR TEACHERS DISTRICT WIDE, A SUPPLEMENTAL PAY FOR TEACHERS ATTENDING AP SUMMER INSTITUTES, AN AP READER STIPEND, 5000 INCREASE IN AP EQUIPMENT AND SUPPLIES FOR PER HIGH SCHOOL CAMPUS AND AP ENROLLMENT INCREASE AND AP EXAM PERFORMANCE INCENTIVES FOR TEACHERS.
13 OF THOSE EXAMS HAD STUDENTS HAD MORE THAN 200 STUDENTS TAKING THE EXAM.
WE ADMINISTERED 8,892 ASSESSMENTS TO OVER 5,500 STUDENTS.
SO OF ALL OF THOSE EXAMS THAT WE ADMINISTERED, 32% OF THOSE EXAMS RESULTED IN A QUALIFYING SCORE.
SO WE HAD ABOUT 1,705 STUDENTS THAT EARNED A QUALIFYING SCORE.
AND LET'S ADD THAT WE PAY FOR THOSE TESTS, RIGHT? OH, YES, SIR, ABSOLUTELY.
THAT IS AT NO COST TO STUDENTS.
HE'S WATCHING HIS SON AT A TENNIS MATCH RIGHT NEXT DOOR.
BUT I'M SURE THAT WHEN HE COMES IN, HE CAN HAVE THAT FIGURE FOR US.
AND THINK OF SOME PARENTS WHOSE CHILDREN TAKE TWO, THREE, FOUR OR FIVE AP TESTS IN A YEAR.
OF COURSE. MR. GLICK, IT'S $96 FOR MOST TESTS.
AND THE AP RESEARCH SEMINAR IS $144.
AND I REMEMBER THE FIRST TIME WE ANNOUNCED THAT WE WERE GOING TO PAY FOR THE AP TEST.
WE GOT SO MANY EMAILS FROM PARENTS SAYING, WOW, YOU JUST SAVED US INCREDIBLE AMOUNT OF MONEY.
SO THAT'S A SIGNIFICANT SAVING FOR OUR PARENTS.
SO THANK YOU, MA'AM. YES, SIR.
AND OF COURSE, WHAT NOT ONLY THE COST OF THE EXAM, BUT FOR STUDENTS THAT DO TAKE THEIR CREDITS AND APPLY THEM TO THEIR COLLEGE PATHWAY, THEN THAT ALSO TURNS INTO SAVE DOLLARS FOR FAMILIES BECAUSE THOSE CREDITS TURN INTO COURSES THAT THEY DO NOT HAVE TO TAKE.
AND I THINK THE OTHER THING THAT I'VE ALWAYS ADMIRED ABOUT THE AP TESTS IS THAT TRAVELS, IF YOU GET A THREE OR FOUR OR FIVE HERE ANYWHERE, IT'S A TEST THAT'S ACCEPTED BY COLLEGES THROUGHOUT THE NATION.
THEY ALL RECOGNIZE THE IMPORTANCE AND THE VIABILITY OF THOSE SCORES.
SO THEN WHEN WE LOOK AT THE DATA AND THIS SLIDE PROVIDES A LOT OF INFORMATION THAT'S OVERLAID, BUT GARLAND ISD DOES HAVE ONE BOARD GOAL SUPPORTED BY ADDITIONAL OBJECTIVES.
OBJECTIVE G ADDRESSES POST-SECONDARY READINESS AS IT RELATES TO AP EXAMS. YOU'LL NOTE THAT WE ARE BEGINNING TO RECOVER FROM THE IMPACT COVID HAD ON INSTRUCTION AS WELL AS STUDENT AP TESTING PARTICIPATION.
THE DARK BLUE LINE IDENTIFIES THE NUMBER OF AP QUALIFYING SCORES.
THE PURPLE LINE IDENTIFIES THE STUDENT PARTICIPATION BY COUNTS, AND THE TEAL LINE IDENTIFIES THE NUMBER OF STUDENTS, THE NUMBER OF EXAMS THAT WERE ADMINISTERED. SO ALL THREE OF THOSE ARE BEGINNING TO TREND UPWARDS AFTER THE DECLINE FROM COVID.
THE DISPLAYED BAR GRAPH WILL DISPLAY GISD STUDENT PARTICIPATION AND EXAMS ADMINISTERED BY OR TAKEN BY THE FOUR LARGEST RACE AND ETHNICITY GROUPS IN THE DISTRICT.
AND THE LEGEND YOU'LL KNOW THAT THE TOTAL NUMBER OF STUDENT EXAMS ARE NOTED BY YEAR.
WE DID SEE A SLIGHT INCREASE IN THE STUDENT PARTICIPATION IN THE NUMBER OF HISPANIC AND AFRICAN AMERICAN STUDENTS PARTICIPATING IN THE AP TESTING PROGRAM AND ULTIMATELY THE AP EXAMS AS COMPARED TO PRE COVID TESTS.
HOWEVER, PARTICIPATION IS NOT THE END ALL, BE ALL.
ULTIMATELY, WE WANT TO SEE IF OUR STUDENTS ARE DEMONSTRATING ACADEMIC SUCCESS.
[00:15:05]
RACE AND ETHNICITY.SO AGAIN, WE BEGIN TO SEE OUR NUMBERS INCREASING, ALTHOUGH NOT QUITE YET TO PRE-PANDEMIC NUMBERS.
AS A REMINDER, RISK DOES NOT EQUAL A NEGATIVE OUTCOME.
SO AGAIN, YOU'LL NOTICE THE INFORMATION THERE ON THE SLIDE FOR YOU.
AND LASTLY, THIS SLIDE HIGHLIGHTS THE NUMBER OF STUDENTS THAT RECEIVE AP SCHOLAR, AP SCHOLAR WITH HONOR, AP SCHOLAR WITH DISTINCTION, AP CAPSTONE DIPLOMA, AND AP INTERNATIONAL DIPLOMA.
AND IT'S NOTED THERE, AND AS YOU ALL KNOW, I LIKE TO HIGHLIGHT THE WORK OF OUR INDIVIDUAL CAMPUSES.
SO WE HAVE 609 TOTAL SCHOLARS.
NORTH GARLAND HAD 226 SCHOLARS, SACHSE 150 SCHOLARS, AND GARLAND HIGH SCHOOL 142 SCHOLARS.
STUDENTS THAT EARN A QUALIFYING SCORE ON LESS THAN THREE EXAMS WILL RECEIVE A CERTIFICATE, AND A LOT OF THE WORK LED HERE IS BY MS. DANAY TAYLOR. SHE IS A CCMR COORDINATOR FOR THE DEPARTMENT OF ADVANCED ACADEMICS.
SO ANY QUESTIONS? MS. STANLEY.
SO IF YOU HAVE ANY QUESTIONS, I'M SURE THAT HE WILL BE HAPPY TO HELP.
IS THAT NORMAL? NO. SO THIS IS STILL PART OF THE COVID RECOVERY.
SO LAST YEAR WE SAW THE DECLINE.
AND SO WE'RE STARTING TO INCH BACK UP TOWARDS OUR ULTIMATE GOAL OF WHAT OUR BOARD GOAL REFLECTS.
WHAT'S OUR HIGHEST THAT WE'VE HAD PRE-COVID? LET ME TAKE A LOOK AT THE GRAPH HERE.
OKAY. SO, IT LOOKS LIKE 43.9 IS THE HIGHEST THAT WE'VE HAD.
AND THAT WOULD HAVE BEEN IN 2019, 2020.
NOW, WE ALSO NEED TO REMEMBER THAT THAT IS THE YEAR THAT THE PANDEMIC STARTED.
AND SO DURING THAT 2020 YEAR, AP HAD TO ADJUST THE WAY THAT THEY WERE ADMINISTERING THE EXAMS, AND THEY ALSO HAD TO CONDENSE THE VERSION.
SO JUST A POINT OF REFERENCE THERE.
BUT HAVE WE EVER DONE I MEAN, I'M NOT PROPOSING GETTING RID OF THE PROGRAM.
BUT WHAT'S THE I MEAN, I THINK OF $96 A TEST AND WE ADMINISTER A LOT OF TESTS TO HAVE A VERY LOW QUALIFYING SCORE, JUST TO ME, SEEMS LIKE THERE'S SOMETHING MISSING.
SO AND AGAIN, I DON'T KNOW IF MR. MASSEY WANTS TO ANSWER THAT QUESTION.
I'LL JUMP IN HERE. SO $96 IS KIND OF THE STANDARD MSRP ON THOSE TESTS.
WE GET THE STATE PROVIDES A REIMBURSEMENT BASICALLY THAT GOES TO THE COLLEGE BOARD.
OUR COST ON AVERAGE IS ABOUT $40 TO $45 PER EXAM.
BUT I LOOK AT THE AP PROGRAM SIMILAR TO OUR ON RAMPS PROGRAM, THAT THIS ISN'T IF OUR FOCUS IS STRICTLY THAT EVERY ONE OF OUR STUDENTS, WE IDEALLY WE'D WANT THEM ALL TO GET QUALIFYING SCORES.
BUT IT'S ALSO ABOUT THE EXPERIENCE AND THE COLLEGE LEVEL COURSE FOR SOME STUDENTS THAT AREN'T YET TSI MET OR A STUDENT THAT ISN'T SURE THAT THEY, SOMETIMES A STUDENT IS HESITANT ABOUT ENROLLING IN A COLLEGE LEVEL COURSE.
SO THIS IS AN IT'S A NON-THREATENING WAY TO GET INTO AND EXPERIENCE THAT WITHOUT HAVING TO BE IN AN ADULT CREDIT COURSE, WHICH THEY'RE ENROLLED AS A COLLEGE STUDENT AND THE GRADE THAT THEY'RE EARNING GOES ON THEIR COLLEGE TRANSCRIPT.
WHEREAS THIS IS A HIGH SCHOOL COURSE AND IT PROVIDES THAT OPPORTUNITY TO BE EXPOSED, BUT AT THE SAME TIME, AT THE END OF THE YEAR, HAVE THAT EXAM WHERE THEY CAN EARN A QUALIFYING SCORE TO EARN COLLEGE CREDIT.
SO I DON'T KNOW THAT WE YES, WE WANT TO GET AS MANY STUDENTS EARNING QUALIFYING SCORES AS POSSIBLE.
[00:20:07]
HAVE IN DUAL CREDIT WHERE THEY HAVE TO BE TSI MET IN ORDER TO TAKE A MAJORITY OF THE COURSES.CAN THEY EXPERIENCE THE COURSE AND NOT NECESSARILY TAKE THE EXAM? IF WE KNOW THAT THERE'S NO? THEY CAN, WE ENCOURAGE THEM TO SIT FOR THE EXAM AND EXPERIENCE THE EXAM BECAUSE THEY'VE BEEN THROUGH THE COURSE, SIT FOR THE EXAM.
THE POINT OF THE COURSE IS TO PREPARE THEM FOR THE EXAM.
BUT IF THEY WERE ADAMANT THAT THEY DON'T WANT TO SIT FOR FOR AN EXAM, I ALWAYS TELL CAMPUSES THAT WE WANT TO ENCOURAGE, BUT WE'RE NOT INCARCERATING STUDENTS TO TAKE EXAMS LIKE YOU'RE NOT YOU DON'T YOU'RE NOT REQUIRED TO DO IT.
BUT WE HIGHLY ENCOURAGE YOU TO SIT FOR THAT EXAM.
THANK YOU. YES, MR. PRESIDENT. YEAH THE QUESTION I HAVE, I BELIEVE THIS YEAR IS ALSO THE FIRST YEAR THE AP EXAMS AND THE RELATIVE SCORES HAVE ALSO BEEN FIGURED INTO TEA ACCOUNTABILITY GRADES.
SO DOES THAT CHANGE OUR CALCULUS AT ALL WITH RESPECT TO HOW WE NOT NECESSARILY ACCESS.
I QUESTION WHETHER OR NOT A STUDENT WHO HAS MEET HIS TSI SHOULD BE IN AN AP COURSE? I DO BECAUSE I'VE BEEN THROUGH AP COURSES AND AP EXAMS WHENEVER I WAS IN SCHOOLS, AND IT WAS A GREAT DEAL HARDER THAN THE ON LEVEL COURSES, EVEN A GREAT DEAL HARDER THAN A TRADITIONAL HONORS COURSE.
AND I KNOW OF AT LEAST ONE INSTANCE ALREADY WHERE THAT IS FACTORED INTO A CAMPUS THAT OTHERWISE WOULD HAVE GOTTEN A BETTER SCORE, NOT GETTING A BETTER SCORE. AND SO WE HAVE TO EVALUATE THAT FROM THAT PERSPECTIVE.
AND VERONICA, YOU CAN JUMP IN IF YOU WANT.
YES. SO JUST TO CLARIFY, AP EXAMS ARE ONLY PART OF DISTINCTIONS.
WHAT'S FACTORED IN FOR ACCOUNTABILITY THIS YEAR? SAT. I'M SORRY.
BUT, YES, BUT THEY ARE PART OF THE DISTINCTION PROCESS.
BUT I THINK THE SECOND PART OF MY COMMENT IS STILL VALID.
SO THE WAY I GREW UP, IT'S CALLED GANAS.
YOU GOT TO HAVE THE WILL AND GUTS TO DO STUFF.
AND LET'S JUST SAY I'M NOT A GOOD TEST TAKER, SO I CAN'T TEST IN.
WELL, INSTEAD OF HAVING THAT DOOR CLOSED, WE ALLOW YOU TO PUT YOUR BEST FOOT FORWARD AND COME IN.
THAT'S WHEN YOU HAVE A NUMBER OF KIDS JUMP SHIP, LET'S CALL IT THAT.
WE WEREN'T WE WERE ALWAYS PUSHING FOR RESULTS.
WE'RE NOT LOOKING AT IT AS, YOU KNOW, WHAT WE EXPECT 100% BECAUSE WE HAVE THIS UNIVERSAL ACCESS.
BUT WHAT STUDIES HAVE SHOWN TIME AND TIME AGAIN IS KIDS THAT ARE EXPOSED TO RIGOR WILL BE BETTER OFF EVEN IF THEY GET A 70 COMPARED TO A CHILD THAT GOES INTO A REGULAR COURSE AND GETS A 90.
AND SO IT'S WHAT MR. MASSEY WAS TALKING ABOUT IS THAT EXPOSURE AND BEING PART OF THAT RIGOROUS ENVIRONMENT, CONNECTING THE KIDS THAT HAVE THE SAME MINDSET, IT REALLY CHANGES AND FACTORS INTO THE SYSTEM.
NOW, IF YOU'RE LOOKING AT THE LAW OF AVERAGES AND WE COME AROUND AND WE SAY, WELL, WE'RE NOT SATISFIED WITH 31 OR WHATEVER WE HAVE OF QUALIFYING SCORES OF THREE FOURS AND FIVES, THEN YOU CAN BE SELECTIVE ON WHO TAKES THE TEST OR DOESN'T, BUT IT DOESN'T EXCLUDE A KID IF HE WANTS TO TAKE THE TEST AND HE PAYS FOR IT AND IT SHOWS UP ON OUR SYSTEM EITHER WAY.
I'M A BIG BELIEVER IN ALLOWING KIDS WITH ACCESS NOT EVERYBODY'S A GOOD TEST TAKER.
I'M A BIG BELIEVER THAT PEOPLE AROUND RIGOR, EVEN IF THEY MIGHT NOT GET THAT A ARE STRONGER FROM IT.
[00:25:02]
AND WHAT WE SEE IN OUR AP SYSTEM IS THAT THE KIDS THAT GO THROUGH THESE AP COURSES ARE BETTER PREPARED WHEN THEY GO TO COLLEGE. AND THAT'S THE MAIN THING.IF YOU'RE IN THE AP SYSTEM, YOU'RE COLLEGE BOUND.
THIS ISN'T FOR CTE NECESSARILY, KIDS THAT HAVE NO INTEREST IN COLLEGE.
BUT I GUESS MY CONCERN WOULD BE FROM THE PERSPECTIVE OF, YES, THEY'RE COLLEGE BOUND, BUT WHAT COLLEGE DID THEY GET INTO? LIKE, FOR INSTANCE, YOU JUST THREW OUT THE EXAMPLE OF A 90 VERSUS A 70, RIGHT? WELL, I MEAN, THAT'S GOING TO AFFECT THEIR GPA.
AND SO FROM THAT PERSPECTIVE AND LIKE I SAID, THERE'S A MAJOR DIFFERENCE BETWEEN AP AND HONORS, TOO.
AND HONORS DOESN'T HAVE MUCH OF A DEFICIENCY IN TERMS OF THE GPA FROM AP.
YES. THE RIGOR MAY PREPARE THEM BETTER FOR COLLEGE, BUT WHAT IF THEY'RE NOT GETTING INTO AS GOOD A COLLEGE AS THEY COULD HAVE GOTTEN INTO BECAUSE THEIR GPA ISN'T THAT GOOD BECAUSE THEY ENDED UP GETTING A FLAT C IN AN AP COURSE? WELL, IT DEPENDS ON A LOT OF FACTORS.
THEY'RE GOING TO BE LOOKING AT SAT SCORES, ACT SCORES.
THEY'RE GOING TO BE LOOKING AT WHAT YOU'RE INVOLVED IN.
THEY ALSO LOOK AT YOUR TRANSCRIPT.
THEY DO TO SEE IF YOU'VE TAKEN THOSE TYPE OF COURSE.
YEAH, THEY DO LOOK TO SEE IF YOU'RE TAKING YOUR TRANSCRIPT.
SO THEY DO. THAT'S A GOOD POINT, MR. GLICK. THE OPPORTUNITY TO HAVE A KID IN THESE CLASSES IS ABOUT OPPORTUNITY AND ACCESS.
IF A KID CAN'T COMPETE IN THOSE TYPE OF RIGOROUS ENVIRONMENTS, WE DON'T ALLOW THEM TO FAIL.
WE PUT THEM BACK IN THE REGULAR CLASSES.
BUT THE THING IS, IS WHENEVER YOU HAVE BEEN LOCKED OUT OF A SYSTEM AND YOU'RE NOT A GOOD TEST TAKER, YOU MIGHT HAVE DYSLEXIA, YOU MIGHT HAVE ALL THESE OTHER THINGS AND YOU CAN'T GET ACCESS TO THOSE COURSES.
AND SO THE RIGOR DOESN'T CHANGE.
THE KIDS GOT TO KEEP UP AND THE TEACHERS DO A GREAT JOB OF PREPARING THEM.
AND SO I THINK THAT MAYBE THE QUESTION IS, IS WHAT CAN WE DO DIFFERENTLY TO GET THOSE SCORES UP? BUT I DON'T THINK LIMITING ACCESS IS THE ANSWER.
MS. STANLEY ANYTHING FURTHER? YEAH, I WOULDN'T PROPOSE LIMITING ACCESS, BUT ON THE FLIP SIDE, I'VE SEEN THE RESULTS OF THE KIDS THAT DON'T PASS, AND YOU DO TAKE A LITTLE BIT OF STEAM OUT OF THEIR BALLOON.
I WAS MORE FOCUSED ON I'D LIKE TO SEE THAT A HIGHER NUMBER.
I'M SIMPLY SAYING, HOW DO WE GET IT HIGHER? BECAUSE IF THEY'RE GOING THROUGH THE COURSE AND THEY'RE DOING THE WORK, WE SHOULD HAVE SLIGHTLY HIGHER PASSING. I MEAN, THAT'S LIKE SAYING GO AHEAD AND TAKE HONORS.
ONE OF THE BIG THINGS FROM A PD STANDPOINT IS WE WANT ALL OF OUR AP TEACHERS TO BE AP READERS.
THE POWER OF BEING AN AP READER AND UNDERSTANDING THIS IS WHAT IS HAPPENING WHEN THE EXAM IS READ AND SCORED IS EXTREMELY MEANINGFUL.
SO THOSE ARE A COUPLE OF PIECES THERE FROM SUPPORT.
WE NEED THE TEACHER SUPPORT AND THEN THAT PROFESSIONAL DEVELOPMENT THROUGH AP READ AND THEN ALSO ALL OF THE COLLEGE BOARD, PROFESSIONAL DEVELOPMENT THROUGH WORKSHOPS, AP SUMMER INSTITUTE, ETC.
OUR GOAL IS TO GET PROVIDE THE SUPPORT AND IMPROVE THE SCORES BY DOING SO.
SO I'M HOPEFUL THAT WHEN WE HAVE THIS PRESENTATION NEXT YEAR, SEPTEMBER OF 23, WE WILL BE LOOKING AND SAYING THE SCORES, THAT THERE IS AN IMPROVEMENT AND THAT THERE'S AN IMPROVEMENT BECAUSE OF THE ACTION STEPS THAT WERE TAKEN WITH THE ACHIEVEMENT BY DESIGN PLAN.
LOPEZ, I'M SURE, REMEMBERS THREE YEARS AGO, I WAS JOKING WITH HIM SAYING, WE'RE GOING TO MEET OUR 45% MUCH EARLIER THAN WE THOUGHT, WHICH WAS OUR GOAL BECAUSE WE WERE ON TRACK. YOU CAN SEE WHERE WE WERE TRACKING.
[00:30:02]
I WOULD HAVE THOUGHT BASED ON NUMBERS AND WHERE WE'RE GOING, THAT WE WOULD HAVE HAD 45%.NOW WE HAD REASONS WHERE WE DON'T.
SO I THINK WE'LL GET BACK ON TRACK PRETTY QUICKLY.
LOPEZ. I THINK YOU NEED TO SOMEHOW TEST YOURSELF TO SEE IF YOU'RE CAPABLE OF TAKING COLLEGE COURSES, BECAUSE THE CHANGE FROM EVEN HIGHER LEVEL HIGH SCHOOL COURSES, NOT AP TO COLLEGE, IS VERY, VERY DIFFICULT FOR SOME KIDS.
AND AT SOME POINT YOU NEED TO HAVE THAT ABILITY TO UNDERSTAND THIS IS GOING TO BE DIFFERENT.
THESE PROFESSORS, EVEN THOUGH WE CALL THEM TEACHERS HERE.
BUT I'M GLAD WHAT YOU TALKED ABOUT BY BECOMING AP READERS.
THEY'RE AMAZING, RIGHT? YOU KNOW, WE'LL TALK ABOUT THAT IN A MOMENT.
AND SO I THINK THAT'S THE IMPORTANCE.
SO COULD YOU TALK A LITTLE BIT MORE ABOUT THE WANTING OUR OUR TEACHERS TO BE AP READERS? AP READERS, THOSE ARE THE INDIVIDUALS THAT ARE GRADING THE AP EXAMS. AND SO KNOWING EXACTLY WHAT THOSE AP READERS ARE LOOKING FOR AS THE INDIVIDUAL TEACHER IN THE CLASSROOM EMPOWERS YOU WITH THE KNOWLEDGE TO BE ABLE TO HELP YOUR STUDENTS UNDERSTAND WHAT THEY'RE LOOKING FOR AND IMPROVE THEIR CHANCES OF EARNING A QUALIFYING SCORE AND INTIMATELY FAMILIAR WITH IT.
SO THAT'S A GREAT STANDARD TO SET.
ONE THING I WOULD ASK MS. JOYNER, THE NEXT TIME PRESENTATION YOU BRING TO US, OBVIOUSLY NOT TONIGHT, WOULD YOU JUST HAVE A LIST FOR US? SO THE BOARD MEMBERS AND THE PUBLIC CAN SEE WHAT THE 33 TEST SUBJECTS WERE? I THINK THAT'LL BE INTERESTING TO SEE HOW MANY DIFFERENT AP COURSES WE GIVE, WHICH IS INCREDIBLE.
ANY OTHER QUESTIONS? GOOD. WE THANK YOU BOTH.
LET'S GO TO ITEM B, BACK TO SCHOOL UPDATE NURSE KOTSOPOULOS.
GOOD EVENING, CHAIRMAN GLICK, BOARD OF TRUSTEES, AND DR.
LOPEZ, I APOLOGIZE IF I HAVE TO STEP OUT FOR JUST A MINUTE IF I GET A PHONE CALL, MY SON IS AT THE DOCTOR AND THE DOCTOR WANTS TO TALK TO ME, SO HOPEFULLY SHE WON'T CALL DURING THIS PRESENTATION.
ONE OF THE THINGS WE ACCOMPLISH IS WE PROVIDED 146 FREE EYE EXAMS AND GLASSES TO OUR STUDENTS.
WE HAD VARIOUS ESSER CLINICS, WHICH IS A MOBILE CLINIC THAT COMES TO VARIOUS CAMPUSES.
AND ALSO THANKS TO THE SUPPORT OF STUDENT SERVICES CLINIC, WE'RE ABLE TO HAVE TWO LIONS VISION CLINICS WHERE WE'RE ABLE TO GIVE FREE EYEGLASSES TO OUR STUDENTS. WE COMPLETED OVER 2000 COVID TESTS, RAPID COVID TEST BY OUR NURSES.
WE SPENT OVER 2 MILLION, ALMOST 2.5 MILLION MINUTES IN DIRECT STUDENT MEDICAL CARE IN OUR DISTRICT.
WHAT'S INTERESTING IS PREVIOUS YEARS, OUR AVERAGE LENGTH OF TIME WAS ABOUT 11 MINUTES PER STUDENT.
IT'S WELL OVER 15 AND GOING INTO THE 16 MINUTE.
SOME OF THAT IS BECAUSE THE HEALTH NEEDS OF OUR STUDENTS HAVE INCREASED GREATLY, ESPECIALLY DURING COVID, WHERE THESE STUDENTS WERE NOT GETTING MEDICAL CARE FOR THEIR CHRONIC CONDITIONS.
SO NOW WE'RE PLAYING CATCH UP IN TRYING TO GET THOSE CHRONIC CONDITIONS UNDER CONTROL.
WE PERFORMED OVER 1000 NURSING PROCEDURES.
WE RE-IMPLEMENTED THE ASTHMA MANAGEMENT PROGRAM, SO WE STARTED THAT BACK UP AGAIN.
WE MOVED TO CENTRALIZED COVID TRACING WHAT THIS ALLOWS THE NURSES TO DO IS FOCUS ON THE STUDENTS OF THERE AT THE CAMPUS AND PROVIDE THOSE MEDICAL NEEDS WHERE THEY NEED THEM. WE WENT AHEAD AND CHANGED OUR EVALUATION AND OUR EXPECTATIONS TO MORE MIRROR WHAT THE 21ST CENTURY SCHOOL NURSES SHOULD BE DOING.
AND THAT WAY WE LOOK AT WHAT IS EFFECTIVE AND WHAT ISN'T EFFECTIVE.
[00:35:01]
ETC. WE DID START A NEW MENTORING PROGRAM FOR FIRST YEAR NURSES.THEY KNOW WHAT OUR GOALS AND OBJECTIVES ARE, AND SO THAT WAY THEY STAY ON THE RIGHT PATH.
WE PERFORMED OVER 1300 HAZEL PHYSICAL HEALTH VISITS.
WE'VE TRAINED MANY DEPARTMENTS, TRANSPORTATION, SECRETARIES, MANY, MANY DIFFERENT TRAININGS.
WE CREATED SOME HEALTH TRAINING THAT IS NOW IN OUR NEW VECTOR TRAINING PROGRAM.
AND SO STAFF HAVE ACCESS TO LOTS OF DIFFERENT MATERIAL THAT THEY DIDN'T HAVE ACCESS TO BEFORE.
WE'RE ABLE TO TRAIN 153 CPR STAFF ON CPR.
AND THEN WE HAVE WE'RE ABLE TO TRAIN 41 NEW STAFF MEMBERS ON HOW TO CARE FOR STUDENTS IN THE CLINIC IN THE NURSES ABSENCE, WHICH WE REALLY, REALLY TRIED TO PREVENT. AND THEN, OF COURSE, EVERYTHING COVID, SHOTS, TRACING, YOU NAME IT.
SO WE WERE VERY EXCITED THAT THEY THOUGHT ABOUT US AND THEY AWARDED HER THAT.
FRANCIS LUNA THIS YEAR WON THE TEXAS SCHOOL NURSE OF THE YEAR FOR REGION 10.
SHE HAS JUST BECOME THE VICE PRESIDENT OF THE NATIONAL ASSOCIATION OF SCHOOL NURSES, AND SHE HAS BEEN A HUGE ADVOCATE FOR OUR DISTRICT AND ALL OF THE STUDENTS IN THE STATE OF TEXAS. SO WE'RE VERY, VERY EXCITED OF THAT.
AND THEN WE DID WIN AN AWARD FOR SO YOU DON'T HAVE TO TALK ABOUT YOURSELF.
OH, RENEE DID WIN AN AWARD AS THE LEADER OF THE GARLAND ISD NURSING PROGRAM AS THE BEST EXAMPLE OF TEACHER AND STUDENT WELL BEING PROGRAMS FROM TECH FOR LEARNING.
AND WE ALSO KNOW THAT SHE IS IN GENERAL A ROCK STAR.
JUST ONE SECOND. I'M SO SORRY.
IF YOU'LL JUST GIVE ME ONE MINUTE.
SO ONE OF THE BIG INVESTMENTS THAT THE BOARD OF TRUSTEES HAS MADE IS TO HAVE AN RN AT EVERY CAMPUS.
SO ONE OF THOSE IS TO INCREASE THE NUMBER OF GLASSES BY 10% THAT WE'RE ABLE TO PROVIDE TO STUDENTS.
RE-INSTIGATING, REINSTATING, THAT'S THE WORD.
OUR ASTHMA MANAGEMENT PROGRAM, SO THAT WE WOULD DO AN ASSESSMENT ON EACH CAMPUS.
THANK YOU. SORRY ABOUT I APOLOGIZE WHOLEHEARTEDLY FOR THAT, BUT I COULDN'T MISS THAT PHONE CALL.
THANK YOU SORRY. I APOLOGIZE WHOLE HEARTEDLY FOR THAT.
WE HAD IT DOWN BEFORE COVID, WHERE WE HAD ALMOST ZERO 911 ASTHMA RELATED CALLS.
BUT THAT ISN'T THE CASE RIGHT NOW WE'RE BACK TO KIND OF WHERE WE WERE.
AND THEN WE'RE GOING TO UTILIZE HAZEL HEALTH FOR THAT.
WE ARE GOING TO INCREASE HAZEL VISITS BY 20%.
AND WE'RE NOT JUST ARBITRARILY SAYING, OH, WE'RE JUST GOING TO MAKE UP VISITS THAT OUR KIDS NEED IT.
WHAT IT'S ABOUT IS THE TIME MANAGEMENT TO BE ABLE TO INCLUDE THOSE VISITS IN YOUR DAILY PRACTICE.
THEY NEED HELP WITH ALL SORTS OF STUFF.
SO WE'RE TRYING TO GET THAT UNDER CONTROL.
SOME GI PROBLEMS THAT THEY'RE HAVING THAT IS CAUSING THEM TO STAY HOME QUITE A BIT.
SO WE'VE ALREADY TOLD YOU ABOUT OUR PARTNERSHIP WITH THE AMERICAN DIABETES ASSOCIATION AND THE PE DEPARTMENT, AND WE'RE GOING TO TRY TO FIND SOME OTHER ORGANIZATIONS TO PARTNER WITH.
THE MORE FREE RESOURCES WE HAVE TO GET OUR KIDS WELL, THE BETTER OFF WE'RE GOING TO BE.
SO WE'RE REALLY LOOKING AT SOME OTHER ADDITIONAL RESOURCES.
[00:40:03]
SO I DON'T WANT TO SAY THAT IT WILL.THE FEDERAL GOVERNMENT HAS REALLY CUT THOSE FUNDS DOWN.
SO WE'RE NOT GOING TO BE DOING THAT.
WE ARE GOING TO TRY TO FIND SOME ON SITE DENTAL PROGRAMS. I JUST HEARD FROM TEXAS A&M AS I WAS COMING OVER HERE TODAY, AND THEY I BEGGED THEM TO START WITH OUR DISTRICT.
AND SO I'M GOING TO MEET WITH HIM TOMORROW.
AND WHAT THEY DO IS THEY GO AND PROVIDE FREE SEALANTS TO OUR STUDENTS.
AND WHAT THAT DOES IS PREVENT CAVITIES IN THE FUTURE.
FLOSSY IS A PROGRAM THAT I'VE BEEN TRYING TO GET, RUNNING UP AND RUNNING.
AND THEN IF THEY HAVE CAVITIES, THEY CAN GO TO OFFSITE TO HAVE FREE FILLINGS.
COULD YOU TALK MORE ABOUT THE PROGRAM WITH BAYLOR DENTISTRY? YEAH. WHAT THEY DO IS IT'S STUDENTS THAT ARE IN THE TEXAS A&M BAYLOR DENTISTRY PROGRAM.
THEY COME TO A PARTICULAR CAMPUS AND THEY SET UP SEVERAL CHAIRS.
SO WHAT THEY DO IS THEY TRY TO PREVENT CAVITIES IN THOSE PARTICULAR TEETH, AND THEN IF THEY NEED SERVICES, THEY SEND THEM REFERRALS TO GO TO TRY TO GET SERVICES FOR FREE.
AND YOU HAVE SECURED AN AGREEMENT OR YOU'RE WORKING ON THAT? OH YEAH, WE ALREADY HAVE A WE'VE HAD AN MOU WITH THEM FOR A WHILE.
BECAUSE THEIR PROGRAM IS ONE OF THE MOST ACCLAIMED PROGRAMS IN THE COUNTRY, FROM WHAT I'VE HEARD.
SO, YES, YEAH, THEY HAVE AN EXCELLENT PROGRAM.
WE'VE USED THEM BEFORE AND WE JUST NEED THEM TO GET BACK IN THE PROGRAM.
SO WE GET ALL THE AVAILABLE SPOTS, EVERYONE THAT WE WANT.
WE DID START IMPLEMENTING MASS SCREENING.
WHAT THAT MEANS IS WE GO ROUND WITH THE TEAM AND DO HEARING, VISION, SPINAL, ACHE, AND PTOSIS.
WE IMPLEMENTED A MONTHLY OPEN DEPARTMENT MEETINGS AND WHAT THAT IS DOING IS ALLOWING NURSES TO COME IN DURING A SET OF TIME PROBLEM, SOLVE, TALK ABOUT ISSUES OR BARRIERS THAT THEY'RE HAVING ABOUT MAYBE IT WOULD BE A PARTICULAR STUDENT THAT NEEDS ASSISTANCE OR NOT COMING TO SCHOOL.
WHAT CAN WE DO AND HOW DO WE REMOVE THOSE BARRIERS? SO THAT'S SOMETHING WE STARTED.
WE GOT KIND OF BEHIND BECAUSE OF COVID.
SO I WANT TO MAKE SURE THAT WE'RE BACK UP TO PAR LEVEL.
AND THEN VACCINATION INPUT WE'RE STREAMLINING HOW THAT IS DONE.
SO WE WANT TO PUT THE IMMUNIZATIONS IN AS QUICKLY AS POSSIBLE.
ANY QUESTIONS? MS. STANLEY? I HAVE NO QUESTIONS.
THANK YOU. THERE WAS AN UPDATE FROM DR.
LOPEZ RECENTLY ABOUT MAKING SURE WE KEEP WE CONTINUE HAVING RNS AT EVERY CAMPUS AND RECRUITING.
COULD YOU TALK A LITTLE BIT ABOUT THAT, PLEASE? YEAH, SO I WILL.
WE DID HAVE A NURSING SHORTAGE.
IT'S EVERYWHERE AND IN SCHOOLS AS WELL.
RIGHT NOW WE ARE FULLY STAFFED.
WE HIRED THE LAST TWO CLINIC ASSISTANTS AND WE JUST HIRED THE LAST NURSE.
SO IT WAS A DIFFICULT STRUGGLE.
BUT WHAT HAPPENS IS IT'S HARD TO MAKE THAT ADJUSTMENT FROM A HOSPITAL TO A SCHOOL.
PEOPLE THINK IT'S THE SAME, BUT IT'S REALLY A SPECIALTY FIELD AND IT DOES TAKE SOME EDUCATION.
[00:45:05]
ONCE WE GET THEM, WE WANT TO MAKE SURE THAT WE CAN KEEP THEM, THAT THEY HAVE THE BASIS OF DOING THAT.ALSO, WHAT WE'VE BEEN DOING IS GOING TO TEXAS SCHOOL NURSE ASSOCIATION CONFERENCES, GETTING OUR NAME OUT THERE AND TELLING EVERYBODY TO TALK ABOUT GARLAND ISD.
AND THE ONLY WAY WE CAN DO THAT IS TO KEEP FULLY STAFFED.
AND, YOU KNOW, I OPENED THIS MEETING TALKING ABOUT BRAGGING ABOUT OUR DISTRICT.
PARENTS WANT TO KNOW THAT THAT IF THERE'S SOMETHING WRONG WITH THEIR CHILD THERE'S AN RN RIGHT THERE, AND I THINK THAT'S INCREDIBLY IMPORTANT. YEAH.
ARE YOUR NURSES INVOLVED IN THAT AT ALL? WE STARTED THE STOP THE BLEED PROGRAM IN MY DEPARTMENT, BUT THEN WE TURNED IT OVER TO SECURITY.
SO WE GOT EVERYONE TRAINED AND THEN WE HANDED IT TO SECURITY.
I DON'T KNOW IF SHE PUT THEM ON BUSSES, THAT WOULD BE SHELLEY GARRETT WOULD HAVE TO ANSWER THAT.
AND I THINK SHE DID MENTION THAT IN THE LAST MEETING.
OKAY WE THANK YOU VERY MUCH FOR YOUR TIME.
THANK YOU. AND I APOLOGIZE FOR THE INTERRUPTION.
[VII. Action Items ]
OKAY. WE HAVE TWO ITEMS THAT WILL BE ON OUR MEETING IN TWO WEEKS.THE FIRST IS 7 A REMOTE HOMEBOUND WAIVERS FOR SFP FUNDING.
CHAIRMAN GLICK, MEMBERS OF THE BOARD, MEMBER OF THE BOARD, AND DR.
[LAUGHTER] TONIGHT. THIS IS A SPECIAL MEMBERS OF THE BOARD ONLY.
TONIGHT I PRESENT A REQUEST TO SUBMIT APPLICATIONS TO THE TEXAS EDUCATION FOUNDATION OR THE TEXAS EDUCATION AGENCY ON BEHALF OF HOMEBOUND STUDENTS FOR REMOTE INSTRUCTION WITH THE USE OF A ROBOT.
SO TO GIVE YOU A LITTLE BACKGROUND, THIS ISN'T A NEW CONCEPT.
GARLAND ISD HAS BEEN USING THESE ROBOTS FOR TEN YEARS.
THEY PROVIDE THE SAME DIRECT INSTRUCTION CONCURRENTLY WITH PEERS.
SO IT'S LIKE THE ROBOT ATTENDS SCHOOL AND THE CHILD IS HOME AND CAN SEE EVERYTHING AND INTERACT WITH THEIR PEERS AND RECEIVE ALL OF THEIR INSTRUCTION IN THAT WAY. WHAT HAS CHANGED IS THAT THERE ARE NEW GUIDELINES THAT REQUIRE SCHOOL BOARD APPROVAL FOR A WAIVER APPLICATION.
SO WE CAN'T SUBMIT AN APPLICATION UNLESS WE GET APPROVAL FROM YOU TO PUT THAT IN.
CONCURRENT INSTRUCTION DOES NOT RECEIVE FSP FUNDING WITHOUT THIS WAIVER, AND GISD HAS STUDENTS RETURNING THAT HAVE RE THAT HAVE USED ROBOTS IN THE PAST.
AND WE'D LIKE TO CONTINUE THAT SERVICE.
SO THERE ARE SOME EXAMPLES LIKE ORGAN TRANSPLANTS OR CHEMOTHERAPY THAT THEY MIGHT BE UNDERGOING.
SO HERE WE HAVE A COUPLE WELL, ONE ARTICLE AND THEN ALSO A VIDEO OF HAILEY, WHO IS A GARLAND OR WAS A GARLAND ISD STUDENT.
I WAS DIAGNOSED WITH BRAIN CANCER IN 2014 AND I USED THE VGO ROBOT TO HELP ME ATTEND SCHOOL.
IT WAS HARD NOT BEING ABLE TO BE IN CLASS BEFORE I HAD THE VGO ROBOT IT WAS I FELT REALLY ISOLATED BECAUSE I WASN'T ALLOWED TO GO TO SCHOOL JUST BECAUSE OF GERMS. I DEFINITELY FELL BEHIND A LITTLE BIT WITH EACH TREATMENT AND STUFF LIKE THAT AS I COULDN'T DO WORK.
MY FRIENDS AND CLASSMATES THOUGHT IT WAS REALLY COOL THAT I WAS ABLE TO BE IN CLASS THIS WAY.
[00:50:01]
I COULD TALK TO THEM AND HAVE CONVERSATIONS LIKE NORMAL.IT MADE ME FEEL MORE CONNECTED TO PEOPLE AND TO MY TEACHERS ALSO.
IT REALLY WOULD HELP ME TO COMPLETE THE ASSIGNMENTS THE TEACHERS GAVE ME.
I WAS ABLE TO UNDERSTAND MORE OF WHAT THEY WERE TALKING ABOUT BECAUSE I WAS ABLE TO LISTEN IN CLASS.
HAVING THE ROBOT AND JUST BEING ABLE TO SEE CLASS, ESPECIALLY WHEN I WAS AT HOME, HELPED A LOT.
IT GAVE ME SOMETHING TO LOOK FORWARD TO.
THE HOPE THAT ONE DAY I WOULD GET TO RETURN TO SCHOOL AND SEE MY FRIENDS.
HOPE IS JUST AS IMPORTANT TO KEEP YOU GOING, ESPECIALLY FOR SOMETHING LIKE THIS.
CANCER IS HARD ENOUGH GETTING AN EDUCATION, WHICH SHOULDN'T ALSO BE A CHALLENGE.
WE WANT TO BRING A SENSE OF NORMALCY WHEN EVERYTHING ELSE IN THEIR LIFE HAS BEEN TURNED UPSIDE DOWN.
WITH THE ROBOT PROGRAM, WE'RE ABLE TO HELP THESE PATIENTS STAY ON TRACK WITH THEIR EDUCATION.
WE'RE ABLE TO HELP THEM CONNECT WITH THEIR FRIENDS AND THEIR CLASSMATES, AND WE'RE ABLE TO GIVE THEM SOMETHING TO LOOK FORWARD TO SO THAT THEY'RE NOT FOCUSING ON THEIR DIAGNOSIS AND THEIR MEDICAL CHALLENGES.
THEY HAVE SOMETHING THAT THEY CAN WORK TOWARDS.
SO HAILEY IS NOW SIX YEARS CANCER FREE.
SHE'S A SENIOR AT AND IS MAJORING IN PSYCHOLOGY.
HER LONG TERM GOAL IS TO BECOME A COUNSELOR AND PURSUE A MASTER'S DEGREE IN ART THERAPY.
SHE SAID FAMILIES LIKE OURS ARE IN THE MINORITY AND THEY KNOW IT.
SO IT MAY NOT SEEM LIKE A BIG DEAL, BUT SHE SAID IT IS A VERY BIG DEAL.
WE'RE REALLY, REALLY PROUD OF HER.
REQUIREMENTS FOR FSP FUNDING AGAIN, WE NEED A WAIVER.
ANY QUESTIONS? MS. STANLEY? SO DO YOU HAVE TO COME TO THE BOARD FOR EVERY CHILD THAT WE NEED TO GIVE THE WAIVER FOR? OR DO WE GET TO JUST SAY THIS YEAR, DO YOUR THING.
SO THAT'S NEW? WE'RE NOT SURE WE'RE GOING TO ATTEMPT TO GO AHEAD AND DO IT FOR THE STUDENTS THAT NEED IT.
AND IF WE'RE REJECTED, THEN WE'LL COME BACK.
BUT I HOPE NOT, BECAUSE TO HAVE TO WAIT FOR A BOARD MEETING TO GET THE STUDENT THE NECESSARY TOOLS THEY NEED FOR INSTRUCTION, IT WOULD BE A SHAME. YES, MR. SELDERS. YEAH. I JUST CAME IN ON THE LAST TAIL END OF THIS CONVERSATION.
AND SO WE WERE ABLE TO UTILIZE THIS MECHANISM TO ALLOW HER TO STILL INTERACT WITH HER CLASS.
AND THAT MADE A HUGE DIFFERENCE FOR HER AT THAT PARTICULAR TIME.
SHE WAS IN ELEMENTARY SCHOOL WHEN IT HAPPENED.
SO I FULLY SUPPORT THIS INITIATIVE.
THAT'S WONDERFUL. I HAVE NO FURTHER QUESTIONS.
SO WE THANK YOU. AND LET'S GO TO ITEM 7B MEMORANDUM OF UNDERSTANDING WITH PLANO ISD.
OK. SO I'M SUBMITTING THIS REQUEST TO ENTER IN AN AGREEMENT.
SO PLANO ISD IS GOING THROUGH THE REGION TEN EDUCATIONAL SERVICE CENTER.
SO THE MOU IS ACTUALLY WITH THEM.
AND INCLUDED IN YOUR PACKET IS THE INFORMATION.
IT'S A PARTNERSHIP DESIGNED TO SERVE OUR STUDENTS.
[00:55:01]
THIS PARTICULAR PROGRAM IS FOR WE'RE LOOKING AT IT FOR OUR STUDENTS WITH AN EMOTIONAL DISTURBANCE WHO HAVE EXCEPTIONAL NEEDS.THEY CALL IT THE SIERRA SCHOOL.
PLANO ISD HAS CONTRACTED WITH SPECIALIZED EDUCATION SERVICES TO HOST THE SIERRA SCHOOL IN AN IN-DISTRICT CLASSROOM THAT IS A SMALL, HIGHLY STRUCTURED, THERAPEUTIC LEARNING ENVIRONMENT.
THE PROGRAM SERVES STUDENTS IN GRADES SIX THROUGH 12.
THIS PROGRAM INCLUDES A FULL TIME LICENSED CLINICAL SOCIAL WORKER OR LICENSED CLINICAL SOCIAL WORKER FOR THE TWO CLASSROOMS WHO CAN PROVIDE MENTAL HEALTH SERVICES AND WORK WITH THE FAMILIES TO ACCESS COMMUNITY RESOURCES.
SO THIS WOULD BE AN ADDITIONAL SETTING ON THE CONTINUUM OF SERVICES.
SO YOU SEE THERE ON THE LEFT EVERYTHING THAT WE PROVIDE AND OFFER HERE IN THE DISTRICT.
SO CONTINUING TO BE IN A PUBLIC SCHOOL SETTING BEFORE GOING NONPUBLIC WHEN WE HAVE STUDENTS WHO HAVE SEVERE MENTAL ILLNESS AND WHOSE BEHAVIOR IS SUCH THAT IT POSES A THREAT TO THEMSELVES OR TO OTHERS ON A CONSISTENT BASIS.
SO HOW IS THIS DIFFERENT FROM OTHER GISD PROGRAMS AGAIN? MR. SELDERS HAS A QUESTION. I'M SORRY.
FOR THE STUDENTS THAT WE HAD THAT TRANSITIONED FROM PAC OF THAT NUMBER OF STUDENTS, HOW MANY OF THEM WOULD QUALIFY OR FIT WITHIN THIS CATEGORY OF STUDENTS THAT YOU'RE TALKING ABOUT IN THINKING AND REVIEWING OUR STUDENTS AND THEIR NEEDS AT THIS TIME, WE MAY CONSIDER IT FOR TWO OF OUR STUDENTS THAT WE'RE WATCHING TO SEE IF SUPPORTS THAT WE'VE PUT IN PLACE AN ADDITIONAL RESTRICTIVE SETTING IF THOSE SUPPORTS ARE WORKING.
BUT IF THEY'RE NOT, WE'D LIKE TO HAVE THESE SEATS AVAILABLE AND IF THEY WERE TO NEED THEM.
SO WE ARE GOING TO BE ASKING FOR TWO SEATS AT THE SIERRA SCHOOL IN PLANO.
THAT'S WHAT THE REQUEST IS FOR AT THIS TIME.
NO, IT ACTUALLY IS IN THEIR ALTERNATIVE EDUCATION CENTER.
YEAH. SO AGAIN, THAT'S HOW IT'S DIFFERENT THAN WHAT WE'RE OFFERING HERE IN GISD.
SO THE RATIO OF THE STUDENTS FOR THE LCSW IS MUCH SMALLER.
AND AGAIN, IT WOULD BE LIMITED TO STUDENTS WITH THE HIGHEST BEHAVIORAL NEEDS.
SO THIS SCHOOL IS GOING TO BE ON AN ALTERNATIVE CAMPUS AND I'M JUST TRYING TO GET A VISUAL OF HOW ARE THEY SEPARATED FROM THE OTHER STUDENTS THAT ARE ALSO ON THE ALTERNATIVE CAMPUS? HOW DOES THAT WORK? THERE'S SEPARATE CLASSROOMS. SO THESE ARE SELF-CONTAINED CLASSROOMS, ONE MIDDLE SCHOOL CLASSROOM AND ONE HIGH SCHOOL CLASSROOM.
AND SO THE LICENSED CLINICAL SOCIAL WORKER GOES BETWEEN THE TWO.
THERE'S ALSO AN ADMINISTRATOR THERE OVER THE PROGRAM FOR THE 20 STUDENTS.
THEY HAVE A TEACHER AND TWO PARAPROFESSIONALS IN EACH CLASSROOM AS WELL.
SO THEY'RE NOT INTERACTING WITH IN THEIR OWN COHORT FOR THE MOST PART.
FOR THE MOST PART. AND SO THAT'S WHY WHEN WE'RE THINKING ABOUT WHO MAY BE REFERRED TO THIS THIS CLASS, IT IS, AGAIN, STUDENTS WHO HAVE PROFOUND MENTAL ILLNESS THAT THEIR BEHAVIOR IS SO SEVERE THAT IT PRESENTS A CONSISTENT THREAT TO THEMSELVES OR OTHERS, THAT STUDENTS WHO'VE MADE MINIMAL OR NO PROGRESS WITH THE SUPPORTS THAT WE'VE PUT IN PLACE HERE IN THE DISTRICT AND WHO HAVE EXHAUSTED THE MOST RESTRICTIVE ENVIRONMENT THAT WE HAVE OFFERED HERE IN GISD.
[01:00:09]
THOSE THOSE OTHER PLACEMENTS.SO OPTIONS THAT WE'VE CONSIDERED.
THIS IS ACTUALLY THE SIERRA SCHOOL IN WYLIE.
SO A SIMILAR PROGRAM JUST IN WYLIE.
THEY THEY HAVE ELEMENTARY SCHOOL OFFERINGS.
THAT'S WHY WE REACHED OUT TO SESI TO TRY TO FIGURE OUT IS THERE A PROGRAM THAT THEY COULD OFFER US THAT WOULD HELP NOT ONLY THE STUDENTS, BUT ALSO OUR STAFF AND OUR ADMINISTRATION? TOGETHER, WE CREATED THE CLASSROOM THAT SERVES STUDENTS WITH SEVERE HIGH NEEDS BEHAVIORALLY AND ACADEMICALLY AND BEEN ABLE TO HAVE SUCCESS WITH THEM AND PREVENT THEM FROM HAVING TO LEAVE THEIR DISTRICTS.
WE'RE LOOKING AT THE STUDENTS WHO ARE CONSISTENTLY HAVING THAT DISRUPTION, NOT BEING SUCCESSFUL WHEN THEY'RE IN A CLASSROOM, THEY'RE STRUGGLING TO STAY ON TASK WHERE THEY'RE HAVING SOME OUTBURSTS OR AGGRESSION.
WE BRING THEM IN AND WE DO A THERAPEUTIC, POSITIVE BEHAVIORAL INTERVENTION AND STRATEGIES PROGRAM THAT BRINGS THOSE KIDS WHERE THEY NEED TO BE. WE KNOW THAT THE PROGRAM IN ITSELF IS RUNNING EACH DAY AT ITS HIGHEST LEVEL, CONSTANTLY IN THAT SMALL GROUP ENVIRONMENT AND SO THEY'RE GETTING THAT ONE ON ONE OR THAT TWO ON ONE.
THEY'RE ABLE TO INDIVIDUALIZE.
IT IS A HUGE BENEFIT THAT SESI DOES MANAGE ALL THE STAFFING.
THEY WORK ON FINDING THE RIGHT TEACHERS FOR THE PROGRAM, TRAINING THE TEACHERS.
WHEN YOU RUN OUT OF OPTIONS FOR A KID, USUALLY IN TEXAS YOU FEEL LIKE SUCH A FAILURE.
LIKE OUR KIDS HAVE WAY BIGGER NEEDS AND WE CAN OFFER THEM SOMETIMES.
THIS IS ALSO A PIVOTAL MOMENT IN THEIR LIVES.
THIS IS THE TIME THAT THEY'RE GOING TO CHANGE.
AND I LOVE BEING PART OF THAT.
THERE IS HOPE FOR YOU, FOR THE OTHER CLASSROOM, FOR THE STUDENT.
SO THAT'LL GIVE YOU JUST A VISUAL OF WHAT THAT PROGRAM ENTAILS.
SO ARE YOU POTENTIALLY THINKING OF USING WYLIE FOR ELEMENTARY? WHEN WE WERE REVIEWING WHAT OUR NEEDS MIGHT BE, WE REALLY DIDN'T FEEL LIKE AT THIS TIME WE HAVE AN ELEMENTARY AGE STUDENTS THAT WE WOULD BE REFERRING TO THIS PROGRAM.
BUT THAT DOESN'T MEAN THAT IN THE FUTURE WE WOULDN'T EITHER WITH A CURRENT STUDENT OR SOMEBODY WHO MOVED IN SO THAT THAT COULD POTENTIALLY BE SOMETHING ELSE THAT WE WOULD CONSIDER LATER ON.
JUST FOR MY INFORMATION, JUST BECAUSE YOU MENTIONED EARLIER EXHAUSTING ALL SUPPORTS OR THINGS THAT WE HAVE AVAILABLE TO US HERE, WHAT'S THAT TIME FRAME TYPICALLY? I GUESS IT CHANGES SO IT'S DIFFERENT FOR DIFFERENT STUDENTS, BUT ON AVERAGE, WHAT WOULD YOU SAY THAT TIME FRAME IS FROM THE INITIAL IDENTIFICATION THAT THE STUDENT HAS SOME CHALLENGES THAT WE NEED TO ADDRESS TO THE POINT WHERE THEY GET TO HERE, WHERE THEY'RE READY TO BE REFERRED.
WELL, IT REALLY DEPENDS ON WHERE THEY START.
AND SO IF WE HAVE A STUDENT THAT MOVED IN AND IS ALREADY IN A SELF-CONTAINED SETTING AND IS SPENDING THE MAJORITY OF THEIR TIME IN A SELF-CONTAINED CLASSROOM WITH VERY LITTLE TIME OUTSIDE IN GENERAL EDUCATION AND IS STILL NOT BEING SUCCESSFUL.
AND WE'VE INCREASED THEIR AMOUNT OF TIME IN THE SPECIAL EDUCATION CLASSROOM AND WE'VE INCREASED THE SUPPORTS AND WE'VE REVISE THEIR BEHAVIOR INTERVENTION PLAN THAT WOULD BE MUCH SHORTER TIME FRAME THAN A STUDENT THAT IS IN GENERAL EDUCATION, THAT IS DISPLAYING THESE KINDS OF BEHAVIORS. THAT HAS TO GO THROUGH AN INITIAL EVALUATION TO BE IDENTIFIED AS A STUDENT WITH A DISABILITY THAT WOULD BE MUCH LONGER.
SO IT REALLY DEPENDS ON WHERE THEY START WITH US AND HOW SEVERE THEIR BEHAVIOR IS, HOW SEVERE THEIR
[01:05:07]
NEEDS ARE.BUT IN THE FIRST SCENARIO, IT COULD BE A COUPLE OF MONTHS, WEEKS.
SO IT'S DIFFERENT FOR EVERY STUDENT, BUT JUST TO KIND OF GIVE A BALLPARK, FOR EXAMPLE, IF WE HAVE A STUDENT IN A BEHAVIOR ADJUSTMENT CLASS AND WE MOVE THEM TO AN FBE CLASS, WHICH IS THE CLASSROOMS THAT CAME FROM PAC, AND THEN IF THEY WEREN'T SUCCESSFUL IN FBE, THAT'S WHEN WE WOULD START LOOKING.
AND SO THAT COULD BE AGAIN, DEPENDING ON THE SEVERITY AND INTENSITY OF THE BEHAVIOR AND WHAT THEIR JUST HOW DEEPLY THEIR MENTAL ILLNESS IS AFFECTING THEM IN THE CLASSROOM, THEN THEY WOULD BE THE ONES THAT WE WOULD BE CONSIDERING FOR THIS PROGRAM.
I WAS JUST TRYING TO GET SOME TIME OR SOME PERSPECTIVE ON LIKE THE EVALUATION PERIOD.
IS THERE LIKE A PROCESS THAT WE FOLLOW TYPICALLY? THERE IS, IF WE SEE SOME PROGRESS, THEN WE MIGHT, YOU KNOW, GIVE THEM MORE TIME.
BUT IF WE SEE ZERO PROGRESS, THEN THAT AMOUNT OF TIME WOULD BE SHORTER.
WEEK, TWO WEEKS, A MONTH? I WOULDN'T SAY A WEEK.
I WOULD PROBABLY SAY ANYWHERE FROM 3 TO 5 WEEKS.
WE WANT TO GIVE IT THE STUDENT AN OPPORTUNITY TO BECOME SUCCESSFUL.
ALSO, IT COULD BE MEDICATION CHANGES.
SO THAT'S WHY IT'S VERY HARD TO QUANTIFY, BECAUSE IT COULD BE SOMETHING THAT THAT THE PARENT HAS TO COME TO TERMS WITH THE FACT THAT THEY HAVE TO PUT THEIR CHILD ON MEDICATION, NUMBER ONE, WHICH IS, BELIEVE IT OR NOT, A VERY HUGE STUMBLING BLOCK WITH A LOT OF THESE KIDS IS THE PARENTS' ACCEPTANCE THAT MEDICATION IS THE WAY TO GO.
AND WITH MENTAL HEALTH MEDICATION IS A FUNNY THING.
SO IT'S YOU CAN'T QUANTIFY IT.
AND EVERY SET OF CIRCUMSTANCES IS DIFFERENT FOR EVERY STUDENT.
SO I COMMEND YOU GUYS ON THIS STUFF.
THIS IS A HARD THING TO COME TO TERMS WITH AND IT'S A HARD THING TO UTILIZE THEM.
SO WE THOUGHT, IS THERE ANOTHER WAY THAT WE COULD DO THIS HERE IN OUR DISTRICT? YOU KNOW, WE THOUGHT ABOUT A ONE ON ONE PARAPROFESSIONAL THAT WOULD BE SLIGHTLY LESS EXPENSIVE.
THE MORE INTENSE CLASSROOM SETTING THE THERAPEUTIC SETTING WITH A ONE ON ONE PARAPROFESSIONAL.
AND AND WHEN WE'RE THINKING ABOUT STUDENTS IN THE LONG TERM WILL THEY ALWAYS HAVE ONE PERSON THERE TO HELP THEM GET THEM THROUGH THE DAY? SO WE WANT TO MAKE SURE THAT WE'RE PUTTING STUDENTS IN A SETTING WHERE THEY CAN LEARN HOW TO REGULATE AND MANAGE THEMSELVES.
IF WE WERE TO HIRE COMPARABLE STAFF AND CREATE A CLASSROOM LIKE THIS IN OUR DISTRICT, WE'D HAVE TO HIRE A TEACHER TO, YOU KNOW, ONE PARAPROFESSIONAL TO TWO PARAPROFESSIONALS, DEPENDING ON HOW MANY STUDENTS WE WOULD HAVE, A LICENSED MENTAL HEALTH PROFESSIONAL AND A PROGRAM DIRECTOR TO TO IMPLEMENT THAT.
BUT IT WOULD BE QUITE A BIT OF A LIFT TO HIRE FOR POSITIONS THAT I MEAN, AT THIS POINT WE'RE HAVING DIFFICULTY HIRING OTHER POSITIONS JUST TO STAFF OUR SCHOOLS.
[01:10:02]
SO IN ADDITION TO THE COST, JUST THE PRACTICALITY OF IT JUST WAS NOT SOMETHING THAT THAT WE FELT WE CAN DO AT THIS TIME. SO JUST A COMPARABLE QUICK COST.SIERRA SCHOOL IS $45 PER SEAT.
WE'RE LOOKING AT TWO SEATS, SO THAT'S $90,000.
NON PUBLIC SCHOOL IN ADDITION TO BEING A MORE RESTRICTIVE PLACEMENT IS IT COSTS MORE TO SEND A STUDENT THERE AND OF COURSE RESIDENTIAL PLACEMENT THEY'RE THERE 24 SEVEN.
AND SO WE REALLY FEEL STRONGLY THAT WE WANT TO PROVIDE AN ADDITIONAL SETTING BEFORE THEY GO TO THOSE MORE RESTRICTIVE PLACEMENTS ALL THE WAY TO RESIDENTIAL.
FOR THESE STUDENTS THAT WE'RE TALKING ABOUT JUST FROM A PROCESS STANDPOINT.
AS WE ARRIVED AT THIS PLACE, HOW MUCH INTERACTION AND INPUT DID YOU GUYS GET FROM THEIR PARENTS OR COMMUNICATION WAS HAPPENING WITH THEIR PARENTS IN TERMS OF THE NEXT STEPS AND HOW BOUGHT-IN TO THIS PROCESS WERE THEY? SO THE REQUIREMENT FOR THE SIERRA SCHOOL IS THAT A PARENT VOLUNTARILY ENTERS INTO AN AGREEMENT TO SEND THEIR CHILD.
AT THE TIME THAT WE'RE LOOKING AT A PLACEMENT LIKE THIS, THE PARENT IS LIKELY STRUGGLING QUITE A BIT AT HOME WITH THE STUDENT AND NEEDS THOSE COMMUNITY RESOURCES THEMSELVES.
AND SO AGAIN, WE PROVIDE THE TRANSPORTATION.
WE CHANGE THEIR ACCOMMODATIONS, WE REVIEW THEIR BEHAVIOR INTERVENTION PLAN.
THAT ALL GOES THROUGH AN ART COMMITTEE.
AND SO THE PARENT IS A PART OF THAT COMMITTEE IN MAKING DECISIONS AND LOOKING AT WHAT MORE ARE WE GOING TO DO? WE'RE GOING TO INCREASE THEIR TIME WITH THEIR SPECIAL EDUCATION TEACHER, WITH SPECIALIZED SERVICES, WITH COUNSELING.
WE INCREMENTALLY INCREASE ALL OF THOSE SERVICES.
ANY OTHER QUESTIONS? MS. STANLEY MR. SELDERS? WE THANK YOU VERY MUCH.
THANK YOU. LET'S GO TO ITEM 7C 2023-2024 CHOICE OF SCHOOL CALENDAR.
CHAIRMAN GLICK TRUSTEES AND DR.
LOPEZ, WE'RE BRINGING YOU THE 2023-24 CHOICE OF SCHOOL CALENDAR FOR YOUR REVIEW THIS EVENING.
WE WILL SEEK APPROVAL AT THE MEETING ON THE 27TH.
I WILL ALSO JUST BRIEFLY REVIEW THE RESULTS FROM LAST YEAR'S CHOICE PERIODS.
SO WE'RE GOING TO JUMP RIGHT INTO WHAT THOSE RESULTS LOOK LIKE.
LAST YEAR, WE HAD 87.6% OF OUR FAMILIES WHO MADE A CHOICE RECEIVED THEIR FIRST CHOICE.
ANOTHER 6.8% RECEIVED THEIR SECOND CHOICE.
AND THEN 2.5% RECEIVED THEIR THIRD CHOICE.
AND SO WE WILL MORE THAN LIKELY SEE THOSE PARENTS THROUGH OUR WAITING LIST PROCESS OR ALSO THROUGH OUR TRANSFER PROCESS THAT WE HAVE WITHIN THE SCHOOL, WITHIN OUR PURVIEW AT STUDENT SERVICES.
WE ONLY HAD 3.1% OF OUR FAMILIES WHO MADE A CHOICE, WHO DID NOT GET ANY OF THEIR CHOICES.
SO WE HAD OVER 96% OF OUR FAMILIES WHO RECEIVED ONE OF THEIR CHOICES.
BUT AGAIN, IF IT WASN'T THAT FIRST CHOICE, WE KNOW THAT THERE IS SOME ROOM FOR IMPROVEMENT.
[01:15:02]
SO CURRENTLY WE HAVE 52,855 STUDENTS ENROLLED.THAT WAS OUR NUMBER AS OF THE EVENING YESTERDAY.
AND ONCE OUR CHOICE DATES ARE APPROVED, IF THEY ARE APPROVED ON THE 27TH, WE'RE GOING TO SHARE THAT INFORMATION WITH EVERY SINGLE FAMILY BECAUSE WE KNOW THAT EVEN OUR SENIORS WHO WILL BE LEAVING US ARE GOING TO BE AMBASSADORS FOR SHARING WITH OUR FAMILIES WHEN FAMILIES ARE ABLE TO ENROLL IN OUR DISTRICT AND WHEN PEOPLE NEED TO MAKE THEIR CHOICES.
WE WOULD CLOSE THE CHOICE WINDOW ON FEBRUARY 16TH FOR OUR FIRST THROUGH 12TH GRADE STUDENTS.
THEN WE WOULD REOPEN THE CHOICE WINDOW ON MARCH 21ST FOR OUR PRE-K AND OUR KINDERGARTEN STUDENTS.
THOSE ARE STUDENTS ENTERING THOSE TWO GRADE LEVELS ON MARCH 21ST.
THAT IS IN LINE WITH THE DATES THAT THE PRE K CAMPAIGN GENERALLY STARTS IN THE NORTH TEXAS AREA.
WE ARE A PART OF THE COMMIT EARLY EARLY MATTERS DALLAS GROUP AND SO WE DO TRY TO STAY AROUND THE SAME TIME PERIOD FOR THE BEGINNING OF OUR PRE K AND KINDERGARTEN CHOICE OF SCHOOL AND ENROLLMENT WINDOW.
AND WE WOULD CLOSE THAT WINDOW ON THE 5TH OF MAY.
SO CINCO DE MAYO WILL BE EASY FOR FAMILIES TO REMEMBER.
THAT'S WHEN WE ARE CLOSING OUR DATES FOR OUR PRE-K AND KINDERGARTEN STUDENTS.
FOUR 23-24 IS THAT WE WILL BE TESTING A PUBLIC FACING SYSTEM.
SO WE ARE CURRENTLY WORKING WITH OUR PURCHASING DEPARTMENT TO GET OUR PROCUREMENT OF A NEW CHOICE OF SCHOOL SYSTEM ONLY FOR OUR UPCOMING SCHOOL CHOICE PERIODS.
WE WOULD TEST IT ALONGSIDE THE SYSTEM THAT WE CURRENTLY USE WITHIN SKYWARD.
THE GREAT THING ABOUT THIS IN FUTURE YEARS IS THAT IT WILL INCORPORATE BOTH THE CHOICE OF SCHOOL PERIOD AS WELL FOR OUR GENERAL EDUCATION STUDENTS AS WELL AS FOR OUR MAGNET STUDENTS.
SO IT'LL ALL BE UNDER ONE UMBRELLA, MAKING IT A SEAMLESS EXPERIENCE FOR OUR FAMILIES.
WE HAVE EXTENDED THE CHOICE WINDOWS.
WE'VE CONTINUED TO LEAVE IT OPEN A LITTLE LONGER THAN THE 30 DAYS SO THAT WE CAN ENSURE OUR FAMILIES WHO WANTED TO BE ABLE TO TEST INTO A MAGNET PROGRAM OR TO PERFORM THROUGH DIFFERENT REHEARSALS EXCUSE ME, REHEARSALS.
THEY WOULD BE ABLE TO DO THAT.
AND WE MAKE SURE THAT WINDOW IS LONG ENOUGH FOR THEM TO COMPLETE THE MAGNET CHOICE THAT THEY MAKE.
AND THEN FINALLY, THIS IS COMPLETELY ONLINE AND IT HAS BEEN SINCE THE SPRING OF 2020.
SO AT THIS TIME, ARE THERE ANY QUESTIONS? MISS STANLEY? MR. SELDERS. YES, SIR. WITH THE TESTING OF THE NEW SYSTEM, IS THAT GOING TO BE DONE IN COLLABORATION WITH TECHNOLOGY TO MAKE SURE THAT ALL OF THAT IS SEAMLESS AND THERE'S NO HICCUPS? OF COURSE. YES, THEY ARE DEFINITELY A PART OF OUR COMMITTEE IN LOOKING AT THE THE SYSTEM THAT WE WOULD BRING INTO THE DISTRICT.
SO WE ALSO HAVE MEMBERS OF TECHNOLOGY.
WE HAVE ALSO FRIENDS FROM OUR MAGNET DEPARTMENT, INNOVATION.
HAVE THEY FOUND OR IDENTIFIED A SYSTEM AND KIND OF WIN WITH THAT IMPLEMENTATION ALL TAKE PLACE? I MEAN, LIKE A TIMELINE.
I WAS TRYING TO GET A SENSE OF THAT BEFORE THE 23-24 SCHOOL YEAR.
SO WE WON'T USE IT TO SEND OUT RESULTS.
WE WOULD JUST BE TESTING IN THE SPRING AND LOOKING AT OUR CALENDAR, WE'RE HOPEFUL TO GET IT INTO THE DISTRICT IN TIME TO TEST IT WITH OUR PRE-K AND KINDERGARTEN CHOICE PERIOD.
SO WE'LL STILL RUN EVERYTHING IN SKYWARD FOR THIS UPCOMING CHOICE PERIOD.
COULD YOU GIVE US THE NUMBER? YOU SAID 52,000.
AND THIS WAS AS OF THE CLOSE OF BUSINESS YESTERDAY.
WE WERE AT 52,855 STUDENTS IN THE DISTRICT.
[01:20:02]
AND THAT'S ENROLLMENT NUMBERS.ENROLLMENT NUMBERS, JUST RAW ENROLLMENT.
AND THAT NUMBER IS INCREASING EVERY SINGLE DAY.
SO THOSE ENROLLMENTS ARE COMING IN EVERY SINGLE DAY.
DR. RINGO, ARE THOSE NUMBERS GOOD OR IS THAT KIND OF WHERE YOU EXPECTED TO BE? HIGHER? LOWER? IT IS SIMILAR TO WHERE WE EXPECTED TO BE.
WE'RE RIGHT IN LINE WITH OUR ADA PROJECTION ON THIS YEAR'S BUDGET.
IT'S A LITTLE BIT WE BUILT A BUDGET ON 48,600, I BELIEVE AS OF LAST WEEK IT WAS AROUND 48,500.
SO OF THE 12 AND ONE HALF PERCENT OF FAMILIES WHO DON'T GET THEIR FIRST CHOICE, WOULD YOU BE ABLE TO GIVE US KIND OF AN ANALYSIS OF WHY? ARE THEY MAINLY FROM MAGNET SCHOOLS THAT ARE FILLED, THINGS OF THAT NATURE? SO A LARGE PERCENTAGE OF THE STUDENTS THAT WE SEE AND ONE OF THE REASONS THAT WE WANT TO MARRY THE SYSTEMS IS THAT WE HAVE FAMILIES WHO MAKE THEIR MAGNET SELECTIONS. THEY CHOOSE, THEY GO THROUGH THE PROCESS AND THEN THEY DON'T GET INTO THE MAGNET CAMPUS THAT THEY WANTED.
AND SO THEY USE THEIR REGULAR CHOICE TO TRY TO GET INTO A MAGNET SCHOOL.
WELL, YOU'RE NOT TRYING TO GET INTO A MAGNET SEAT WHEN YOU DO THAT.
YOU'RE TRYING TO GET A NEIGHBORHOOD SEAT.
AND WE HAVE VERY LIMITED NEIGHBORHOOD SEATS AT OUR MAGNET SCHOOLS.
AND THOSE SEATS ARE GOING TO GO TO OUR KIDDOS WHO LIVE VERY NEAR THOSE MAGNETS.
LIKE IF YOU LIVE NEAR WATSON, THEN YOU'RE LIKELY TO GET INTO ONE OF THE NEIGHBORHOOD SEATS.
SO I'M GOING TO CALL THIS THE FIRST YEAR WE GOT THE GRANT FROM THE TEA SYSTEM OF GRADE SCHOOLS.
AND WE HAVE SIX SCHOOLS THAT ARE I'M NOT SURE THE ACTUAL DESIGNATION.
I'VE SEEN SOME OF THE NAMES, LET'S CALL THEM QUASI AT THIS POINT, QUASI MAGNETS.
IS THAT FAIR, DR. LOPEZ? HOW DO YOU THINK THAT THOSE DESIGNATIONS, AS THAT BECOMES MORE PUBLIC AND AS THEY'RE ALLOWED TO CHANGE MARQUEES AND AS THE PUBLIC STARTS TO UNDERSTAND WE'VE ADDED MORE, HOW WILL THAT EFFECT? I HONESTLY THINK THAT THEIR ENROLLMENT IS GOING TO GROW.
WHAT WE SAW THIS YEAR IN THE ONES THAT DO HAVE THE NEW NAME AND ALSO HAVE A NEW NUMBER, THOSE GRADE LEVELS HAVE HELD THEIR OWN. SO WE'RE LOOKING AT PRE K, K-1 AND THEY'VE HELD THEIR OWN FROM YEAR TO YEAR.
AND TRADITIONALLY THOSE WERE SOME OF OUR CAMPUSES WHERE WE HAD LOWER ENROLLMENT.
ONE OF THOSE WAS A CAMPUS THAT WE REFERRED TO AS LIKE AN OVERFLOW CAMPUS.
SO STUDENTS FROM AN ENTIRE AREA, LIKE IN SOUTH GARLAND, WE USED TO OVERFLOW INTO SOUTH GARLAND.
AND THEY'VE HELD STRONG WITH THERE.
THEY HAVE PRE-K, BILINGUAL KINDERGARTEN AND FIRST.
AND SO THEY HAVE FILLED THOSE SECTIONS.
I THINK THAT'S GOING TO BE A VERY EXCITING CHANGE.
YES, AND SO IN OUR CURRENT ENROLLMENT SYSTEM, WE HAVE OF COURSE, EVERYTHING IS ONLINE.
AND SO AS PARENTS ARE ENROLLING, WE CAN SEE WHERE THEY ARE IN THE ENROLLMENT PROCESS.
HAS SOMEONE LOOKED AT IT? ARE THEY ASKING THEM FOR DOCUMENTS? AND SO RIGHT NOW WE HAVE ABOUT 200 AND SOME ODD STUDENTS WHO ARE WAITING TO COMPLETE THEIR ENROLLMENT PROCESS.
AND SO IT'S NOT JUST ONE PERSON.
THEY'RE NOT IN LINE IN FRONT OF ONE PERSON.
IT'S ALL 72 CAMPUSES ARE GOING IN AND ENROLLING THOSE STUDENTS.
AND SO THEY TAKE CARE OF THOSE ON A DAILY BASIS.
BUT OUR ENROLLMENT CONTINUES TO GROW.
WE STILL HAVE PEOPLE COMING IN TO OUR CENTER.
ARE ALL OF THESE STUDENTS COMING FROM OUTSIDE OF THE DISTRICT? ARE THESE STUDENTS THAT WERE ONCE IN THE DISTRICT AND RETURNING OR?
[01:25:01]
SOME ARE RETURNING STUDENTS.SOME ARE STUDENTS WHO WERE NO SHOWED AT THE BEGINNING OF THE SCHOOL YEAR.
AND THAT MEANS THAT THEY DID NOT SHOW UP ON THE FIRST DAY OF SCHOOL.
AND SO SLOWLY SOME OF THESE STUDENTS ARE TRICKLING IN AND THEN SOME ARE BRAND NEW TO OUR DISTRICT AND COMPLETING THE ENROLLMENT PROCESS AND BECOMING STUDENTS HERE IN GARLAND ISD.
HAVE WE SEEN A NUMBER OF STUDENTS WHO LIKE DURING COVID, YOU KNOW, THERE WAS A SIGNIFICANT DROP OFF IN TERMS OF STUDENT ATTENDANCE COMING BACK INTO THE DISTRICT.
HAVE WE BEEN ABLE TO IDENTIFY ANY OF THOSE STUDENTS THAT WE FELT WE MIGHT HAVE LOST DURING THAT PERIOD? SO WE HAVEN'T DONE A SPECIFIC ANALYSIS.
OUR NUMBERS HAVE NOT GROWN AS QUICKLY AS THEY USUALLY DO.
THE FIRST 30 DAYS OR SO OF SCHOOL.
ANY OTHER QUESTIONS? MS. STANLEY? SELDERS? MR. PRESIDENT.
WE THANK YOU FOR THE PRESENTATION.
[IX. Adjournment ]
IS THERE A MOTION TO ADJOURN? WE ARE ADJOURNED. THANK YOU.* This transcript was compiled from uncorrected Closed Captioning.