Oct 18, 2022 District Affairs Committee Meeting

[00:00:02]

GOOD EVENING.

IT'S NOW 5:30 P.M.

[I. Call to Order and Determination of Quorum]

A QUORUM IS PRESENT.

MS. HOGAN ANYBODY ON PUBLIC FORUM.

LET'S GO TO ITEM THREE.

[III. Superintendent's Message]

LOPEZ. GOOD EVENING.

ON BEHALF OF DR. LOPEZ, I'D LIKE TO WELCOME YOU ALL TO THE MEETING OF THE ACADEMIC AND DISTRICT AFFAIRS COMMITTEE.

DR. LOPEZ IS DOING HIS NUMBER ONE MOST IMPORTANT JOB, WHICH IS BEING A DAD TONIGHT FOR HIS DAUGHTER'S SENIOR NIGHT FOR VOLLEYBALL.

SO ON HIS BEHALF, I'M SITTING IN FOR HIM THIS EVENING.

THANK YOU. LET'S GO TO ITEM FIVE CELEBRATIONS, GUIDANCE AND COUNSELING, DR.

[V. Celebrations: Guidance & Counseling – Dr. Tiffany Gilmore]

WHAT WE'RE TRYING TO DO AT THIS COMMITTEE IS CELEBRATE SOME OF THE AMAZING THINGS GOING ON IN OUR DISTRICT.

IN PAST YEARS, WE HAD A DINNER WHERE WE CELEBRATED THE TOP TEN GRADUATES OF EACH OF OUR SEVEN HIGH SCHOOLS.

I ALWAYS LIKE THE VIDEO THAT WAS PRESENTED AND THEY TALKED ABOUT THE COLLEGE THEY WERE GOING TO GO TO, AND I WAS ALWAYS AMAZED AT THE QUALITY OF THE COLLEGES THAT OUR TOP GRADUATES WERE GOING TO.

I THINK THERE'S A BELIEF THAT YOU HAVE TO LIVE IN A CERTAIN AREA OR YOU HAVE TO GO TO A PRIVATE SCHOOL TO GET INTO THE ELITE SCHOOLS. I THINK YOU'RE GOING TO SEE FROM THIS PRESENTATION THAT THAT'S CERTAINLY NOT THE CASE.

PLEASE PROCEED, MA'AM.

GOOD EVENING, CHAIRMAN GLICK COMMITTEE MEMBERS.

DR. RUSSELL.

TONIGHT, I'M HERE TO CELEBRATE THE POST-SECONDARY ACCESS AND SUCCESS OF OUR GARLAND ISD GRADUATES.

IN TEXAS, CURRENTLY, 65% OF JOBS REQUIRE A POST-SECONDARY CREDENTIAL.

HOWEVER, A STUDY CONDUCTED BY THE NATIONAL STUDENT CLEARINGHOUSE RESEARCH CENTER ACROSS THE NATION, UNIVERSITY AND COLLEGE ENROLLMENT RATES HAVE DROPPED NEARLY 3.5% SINCE SPRING OF 2020.

WHILE MANY PEOPLE DEFINE COLLEGE AS AN INSTITUTION OFFERING A FOUR OR TWO YEAR DEGREE.

IN GARLAND ISD, WE PRIDE OURSELVES ON PROMOTING COLLEGE FOR ALL.

AND TO US, THAT MEANS ENSURING THAT ALL STUDENTS HAVE ACCESS TO OBTAINING A POST-SECONDARY CREDENTIAL WHILE IN HIGH SCHOOL THROUGH VARIOUS PROGRAMS AND ALSO ATTENDING A FOUR UNIVERSITY, A TWO YEAR PROGRAM, A MILITARY ACADEMY, OR EVEN A TECHNICAL COLLEGE IF THEY CHOOSE.

ON AUGUST THE 11TH, 2020, THE TEXAS HIGHER EDUCATION COORDINATING BOARD RELEASED THE HIGH SCHOOL GRADUATES ENROLLED IN HIGHER EDUCATION UPDATE FOR THE FALL 2021 GRADUATES. I COMPILED A REPORT PROVIDED BY THE ECONOMIC MOBILITY SYSTEM REVEALED THAT IN DALLAS COUNTY, 41% OF GRADUATING STUDENTS ENROLLED IN COLLEGE THE FALL IMMEDIATELY AFTER HIGH SCHOOL.

BASED ON OUR NATIONAL STUDENT CLEARINGHOUSE DATA, 52% OF GARLAND ISD STUDENTS ENROLLED IN COLLEGE.

90% OF STUDENTS ENROLLED IN STATE COLLEGES AND UNIVERSITIES.

AND FOR YEARS, OUR ENROLLMENT RATES DECLINED, BUT WE SAW A 2% INCREASE IN FALL 2021, AND THIS WAS THE FIRST INCREASE SINCE FALL 2017.

FOR MANY SCHOOL DISTRICTS WERE UNFORTUNATE BECAUSE THERE IS A LAG IN COLLEGE ENROLLMENT DATA WITH ONLY A LIMITED AMOUNT OF POST-SECONDARY ENROLLMENT DATA BEING CAPTURED BY STATE AGENCIES. FOR EXAMPLE, OUR AGENCIES DON'T NECESSARILY CAPTURE THE MILITARY.

NOR DO THEY FULLY REPORT OUR STATE IN COLLEGE AND UNIVERSITY TRADE ENROLLMENTS.

BUT THANKFULLY, WE UTILIZE THE NATIONAL STUDENT CLEARINGHOUSE.

AND WHILE WE WAIT PATIENTLY ON OUR COORDINATING BOARDS RELEASE OF THE CLASS OF 2022 ENROLLMENT RATES, WE CAN SHARE THAT OUR CLASS OF 2022 SUBMITTED OVER 2623 TEXAS COLLEGE APPLICATIONS.

AND WITH TOP SCHOOLS BEING REFLECTED FROM THE TOP THREE INSTITUTIONS OF UT OF DALLAS, UNIVERSITY OF NORTH TEXAS AND DALLAS COLLEGE.

ON THE SCREEN, YOU CAN SEE SOME OF OUR OTHER POPULAR TEXAS COLLEGES.

IN ADDITION, WE'RE EXCITED TO SHARE THAT THE CLASS OF 2022 EXCEEDED PREVIOUS GRADUATING CLASSES WITH COMPLETING FINANCIAL AID APPLICATIONS AND SCHOLARSHIP OFFERS EVERY SINGLE GISD HIGH SCHOOL SHOWED GROWTH IN FAST APPLICATION COMPLETIONS.

AND THESE NUMBERS DON'T INCLUDE THE ESTIMATED 10% OF STUDENTS THAT WE HAD COMPLETE THE TASK FOR APPLICATION, WHICH HISTORICALLY HAS NOT ALWAYS BEEN TRACKED BY TEA. NOR DOES THIS INCLUDE OUR AMAZING SPECIAL EDUCATION STUDENTS WHO PARTICIPATE IN OUR WORKFORCE PROGRAMS UPON GRADUATIONS.

OUR STUDENTS IN GARLAND ISD HAS SHOWN AND DEMONSTRATED YEAR OVER YEAR GROWTH IN SCHOLARSHIP OFFERS WITH THE CLASS OF 2022 RECEIVING OVER

[00:05:02]

OUR SCHOLARSHIP REPORTS ARE SOLELY BASED ON MERIT SCHOLARSHIPS AND INSTITUTIONAL GRANTS.

WE DO NOT INCLUDE THE ADDITIONAL FUNDS THAT ARE OFFERED BASED ON FINANCIAL NEED OR FEDERAL GRANTS OR LOANS.

WE PROUDLY OFFER NUMEROUS ASVAB TESTING OPPORTUNITIES TO GARLAND ISD STUDENTS AND FOR THE CLASS OF 2022, 175 STUDENTS TOOK ADVANTAGE OF THE OPPORTUNITY TO TAKE THE ASVAB TEST.

TO DATE, WE'VE CONFIRMED AT LEAST 25 OF THOSE STUDENTS PROUDLY ENLISTING IN THE US MILITARY THROUGH THE ARMY OR ARMY RESERVES.

STUDIES SHOW THAT STUDENTS WHO MEET WITH A COUNSELOR TO DISCUSS FINANCIAL AID ARE THREE TIMES MORE LIKELY TO ATTEND COLLEGE AND 6.8 TIMES MORE LIKELY TO APPLY FOR FINANCIAL AID. AND THIS YEAR'S MOTTO FOR THE AMERICAN SCHOOL COUNSELING ASSOCIATION IS THAT EVERY STUDENT DESERVES A SCHOOL COUNSELOR.

AND THANKS TO YOU IN GARLAND ISD, OUR BOARD OF TRUSTEES AND THE WORK THAT YOU'VE DONE WITH HELPING US RE-ALLOCATE COUNSELING FOR THE LAST TWO YEARS, THE NATIONAL POSTSECONDARY STRATEGY INSTITUTE IN ASSOCIATION WITH THE RETIRED IN COLLEGE COMMON APP, SELECTING GARLAND ISD AS THE 2022 POWER OF HOPE AWARDS WINNERS BECAUSE OF OUR DISTRICT'S POST-SECONDARY FRAMEWORK AND STRATEGY AND THE ENGAGEMENT THAT WE INVOLVE COUNSELORS IN TO IMPROVE COLLEGE AND CAREER SUCCESS OUTCOMES.

I'M GRATEFUL FOR THE OPPORTUNITY TO SHARE THE IMPACT OF THE WORK THAT HAPPENS FROM SCHOOL COUNSELORS IN REGARDS TO STUDENT ADVISEMENT, WHICH IMPACTS OUR GRADUATION RATES, OUR COLLEGE PREP COURSEWORK ENROLLMENT, AND ALSO FINANCIAL AID AND COLLEGE SUBMISSIONS.

I BELIEVE THE WORK OF THE SCHOOL COUNSELORS, IT CAN BE BEST SHARED BY STUDENTS.

HERE'S SOME EXAMPLES OF WHAT STUDENTS WHO ARE NOW ENROLLED IN COLLEGE HAVE TO SAY ABOUT THEIR EXPERIENCE.

[VIDEO] HELLO, MY NAME IS ZOE HANKS.

I GRADUATED FROM SACHSE HIGH SCHOOL.

MY COUNSELOR WAS MS. LIRA. SHE WAS SO, SO AMAZING.

I THINK TALKING ABOUT FOCUSING ON A CCMR THING THAT SHE DID TO HELP ME GET READY FOR COLLEGE WAS PROBABLY ME SIGNING UP FOR COLLEGE BECAUSE I WAS LIKE, I WAS SO LOST.

I, I KIND OF WAITED TILL THE LAST MINUTE TO DO ALL MY STUFF AND I WAS FREAKING OUT.

I WAS LIKE, I NEED HELP. I DON'T KNOW WHAT TO DO.

AND SHE HELPED ME SIGN UP AND SHE HELPED ME GET IN CONTACT WITH THE ADMIN ADMINISTRATION, ALL OF THEM, SO I COULD SET UP A MEETING TO SPEAK TO THEM SO I COULD GET MY SCHEDULE DONE AND EVERYTHING LIKE THAT.

SHE REALLY DID HELP ME LIKE THAT.

SHE KIND OF GOT THE THE JUST START OF IT GOING AND NOW I AM IN MY THIRD WEEK OF MY FRESHMAN YEAR OF COLLEGE AND IT'S AMAZING. AND I KNOW THAT I PROBABLY WOULDN'T HAVE BEEN ABLE TO DO IT WITHOUT HER.

SO I LOVE HER SO MUCH.

SHE'S AWESOME. HI, MY NAME IS JOEY MILLS.

I GO TO GARLAND HIGH SCHOOL AND MS. GALBRAITH IS MY COUNSELOR.

MS. GALBRAITH HAS HELPED ME SO MUCH WITH ALL OF MY COLLEGE APPLICATIONS THIS YEAR.

SHE'S BEEN SO HELPFUL AND SO PATIENT AND KIND WITH ME AND ALL OF MY QUESTIONS.

SHE'S TAKEN SO MUCH OF HER OWN PERSONAL TIME TO HELP ME.

ONE MORNING SHE EVEN TOOK ABOUT AN HOUR JUST TO RUN THROUGH THE NEW SCORE WEBSITE WITH ME.

AND I REALLY APPRECIATE ALL OF HER HELP.

SHE'S DONE SO MUCH TO HELP ME AND HER OTHER STUDENTS, AND I REALLY APPRECIATE ALL OF THE EFFORTS THAT SHE'S PUT FORWARD.

I THINK WE HAVE ONE MORE STUDENT.

HI. MY NAME IS [INAUDIBLE] ORNELAS, AND I'M FROM SOUTH GARLAND HIGH SCHOOL.

MY COUNSELOR'S NAME IS MS. HERNANDEZ. MS. HERNANDEZ IS ONE OF THE MAIN REASONS WHY THE EARLY COLLEGE PROGRAM HAS NOT FAILED.

MS. HERNANDEZ ALWAYS HAS A SMILE ON HER FACE, REGARDLESS OF ANY OBSTACLE SHE FACES.

SHE ALSO HELPED ORGANIZE MY FOUR YEAR DEGREE PLAN FOR MY ASSOCIATE'S DEGREE.

SHE ALWAYS ATTENDING TENDED ME WHEN I HAD A QUESTION OR CONCERN.

SHE WOULD HELP ME WITH COLLEGE APPLICATIONS AND SHE WOULD ALWAYS BE THE ONE TO CHEER ME ON WHEN I WOULD GET ACCEPTED TO ANY UNIVERSITY.

MS. HERNANDEZ IS THE TYPE OF COUNSELOR TO ALWAYS BE THERE FOR HER KIDS NO MATTER WHAT.

SHE WILL LITERALLY DROP EVERYTHING JUST TO HELP ONE OF HER KIDS WITH A QUESTION OR CONCERN.

OVERALL, MS. HERNANDEZ IS THE MOST CHARISMATIC UNDERSTANDING AND THE MOST AMAZING COUNSELOR ANYONE CAN EVER ASK FOR.

I'M SO GLAD TO HAVE HER AS A COUNSELOR.

THANK YOU. OK THE LAST PUBLISHED ARTICLE.

[00:10:06]

HAS INCREASED FROM 60 TO 80 81%.

THE REPORT REVEALED THAT THE TOP ADMISSIONS DECISIONS WERE BASED ON CONSISTENT AMONG PUBLIC AND PRIVATE INSTITUTIONS WERE THAT GRADES IN ALL COURSES WERE IMPORTANT GRADES IN COLLEGE PREP COURSES, AND THEN ADMISSIONS TEST SCORES AND THE STRENGTH OF CURRICULUM.

OUR GARLAND ISD STUDENTS ARE HIGHLY QUALIFIED COMPETITORS, AND THEY HAVE AN UNLIMITED AMOUNT OF OPTIONS WHEN IT COMES TO POST-SECONDARY EDUCATION.

ON THE SCREEN YOU WILL SEE LOGOS OF SOME OF THE MOST SELECTIVE COLLEGES AND PRIVATE COLLEGES THAT SOME OF OUR CLASS OF 2022 STUDENTS APPLIED AND ARE NOW ATTENDING. ZIP CODE DOES NOT DETERMINE ONE'S ABILITY TO SUCCEED, AND OUR GARLAND ISD GRADUATES HAVE PROVEN THAT WE AVERAGE ABOUT 200 STUDENTS WHO ATTEND OUT OF STATE COLLEGES AND UNIVERSITIES EACH YEAR, WITH 90% OF OUR STUDENTS STAYING IN STATE.

AND OF THOSE STUDENTS WHO ATTEND OUT OF STATE UNIVERSITIES, ABOUT ONE IN THREE WERE ACCEPTED TO A US NEWS AND WORLD REPORT TOP 60 RATED UNIVERSITY.

AND THE LIST THAT YOU CAN SEE ON THE SCREEN ARE SOME OF THE BEST COLLEGES IN THE NATION.

AND OUR STUDENTS FROM ALL OF OUR SCHOOLS HAVE HAD ACCESS TO APPLY AND MANY ARE ATTENDING.

IN ADDITION, MANY OF OUR GRADUATES ARE ACCEPTED AND CHOOSE TO ATTEND NATIONALLY RECOGNIZED LIBERAL ARTS COLLEGES AND UNIVERSITIES, FOR EXAMPLE.

THE STUDENT ON THE SCREEN IS SHELBY RAINES, FORMER ROWLETT HIGH SCHOOL GRADUATE WHO IS NOW ATTENDING THE US NAVAL ACADEMY.

IN ADDITION, WE HAVE A STUDENT THAT WE KNOW WHO FROM GARLAND HIGH SCHOOL, WHO IS ATTENDING THE BERKLEE SCHOOL OF MUSIC.

SO OUR LIBERAL ARTS SCHOOLS ARE VERY WELL RECEIVED BY OUR STUDENTS AND THEY ARE HAPPILY ENROLLED IN COLLEGE AND OR A MILITARY ACADEMY.

SO AS A DEPARTMENT ACCOUNTING DEPARTMENT, WE'LL CONTINUOUSLY IMPROVE OUR PRACTICES AND PROCESSES TO GET BETTER RESULTS.

BUT THE PASSION OF THE WORK, AS YOU HEAR THAT SCHOOL COUNSELORS DO, CAN ONLY REALLY BE EXPRESSED BY STUDENTS.

BUT I'D LIKE TO LEAVE YOU WITH A STUDENT THAT WASN'T NECESSARILY CAPTURED BY DATA SOURCE BECAUSE, AS I STATED EARLIER, THE COORDINATING BOARD AND TEA DOESN'T ALWAYS CAPTURE IT, OR EVEN THE STUDENT HAS ALWAYS CAPTURE THE RESULTS OF STUDENTS THAT WE AS GISD STAFF HELP.

THIS IS A STUDENT, A FORMER STUDENT FROM NAAMAN FOREST HIGH SCHOOL FROM CLASS OF 2019, COOPER, WHO IS CURRENTLY AT THE US NAVAL ACADEMY AND WORKING ON A BACHELOR'S DEGREE IN SCIENCE AND OPERATIONAL RESEARCH.

HIS STORY IS AS FOLLOWS.

MY APPLICATION TO THE NAVAL ACADEMY WAS NOT AN EASY PROCESS.

IT REQUIRED A TEAM OF SUPPORTERS THAT INCLUDED MY CONGRESSMAN, REPRESENTATIVE COLIN ALLRED.

A TEAM OF SUPPORTERS THAT ALSO INCLUDED MY PRINCIPAL PASTOR, PARENTS, FRIENDS AND MOST IMPORTANTLY, I NEEDED THE ENDLESS AMOUNT OF DEVOTION AND CARE FROM MY HIGH SCHOOL COUNSELORS. I RECALL VISITING THE COUNSEL'S OFFICE SEVERAL TIMES A WEEK AND A WIDE VARIETY FOR A WIDE VARIETY OF HELP.

SINCE I WAS APPLYING TO MULTIPLE SERVICE ACADEMIES AT THE TIME, INCLUDING WEST POINT AND THE AIR FORCE ACADEMY.

I WAS CONSTANTLY ASKING FOR TRANSCRIPTS, LETTERS, RECOMMENDATIONS FROM MY TEACHERS AND COACHES AND HELP WITH MY RESUME.

UNFORTUNATELY, AFTER AN INITIAL AND RIGOROUS APPLICATION PROCESS DURING MY SENIOR YEAR, I RECEIVED NOTHING BUT REJECTION LETTERS IN RETURN.

HOWEVER, SINCE I WAS ALREADY SO INVESTED IN OBTAINING THIS HIGH LEVEL EDUCATION, I DECIDED TO TAKE A LEAP OF FAITH AND ENROLL IN A PREPARATORY SCHOOL TO REAPPLY.

FINALLY, TOWARDS THE END OF MY SECOND YEAR IN THE APPLICATION PROCESS, I RECEIVED A PHONE CALL FROM CONGRESSMAN ALLRED CONGRATULATING ME ON MY APPOINTMENT TO THE US NAVAL ACADEMY.

THE REASON I LOVE AND CHERISH HIGH SCHOOLS COUNSELORS SO MUCH IS BECAUSE EVEN AFTER I GRADUATED FROM GARLAND ISD AND NO LONGER STUDENT AT NAAMAN FOREST HIGH SCHOOL, THEY WERE STILL THERE, COMMITTED TO HELP ME SUCCEED AND EARN ACCEPTANCE TO MY DREAM SCHOOL.

WITHOUT A DOUBT, GARLAND ISD HAS IMMENSELY IMPACTED ME THROUGH THEIR LOVE, DEDICATION AND ENCOURAGEMENT, AND I WILL CONTINUE TO ADVANCE MY CAREER AS AN ASPIRING LEADER AND WARFIGHTER IN OUR US ARMED FORCES.

WELL, OUR CLASS OF 2022 HAVE MOVED ON AND ARE SUCCESSFULLY ACHIEVING THEIR DREAMS. WE THANK YOU AND I WILL OPEN IT UP FOR QUESTIONS.

ANYBODY HAVE ANY QUESTIONS [INAUDIBLE] TRUSTEES.

FIRST OF ALL, LET ME SAY THAT THE US NEWS REPORT THAT YOU REFERENCED IS THE GOLD STANDARD.

YES. EVERY YEAR PARENTS LOOK AT THAT.

WHERE ARE THE TOP PLACES? COULD YOU GO BACK TO THAT CHART? I THINK IT'S ON PAGE NINE WITH ALL THE UNIVERSITIES.

[00:15:02]

YOU CAN GET THERE FROM HERE.

AND SO LET ME THANK EVERYBODY FROM THIS DISTRICT, BECAUSE IT TAKES EVERYBODY WHO WORKS HERE AND OUR PARENTS TO UNDERSTAND HOW IMPORTANT IT IS THAT YOU CAN GET TO YOUR SCHOOL OF CHOICE RIGHT HERE.

YOU DON'T NEED TO GO TO A PRIVATE SCHOOL.

YOU DON'T NEED TO GO TO A DIFFERENT ZIP CODE SCHOOL DISTRICT.

YOU CAN DO IT HERE.

JUST IN THE FINANCE COMMITTEE MEETING THAT ENDED A FEW MINUTES AGO.

WE'RE ABOUT TO APPROVE NEXT TUESDAY PAYMENT FOR ALL THE PSAT, PSAT, SAT SCHOOL DAY SAT, NATIONAL MERIT TESTS. WE PAY FOR ALL THE AP TESTS.

WE GET YOU PREPARED TO COMPETE FOR THESE TYPE OF UNIVERSITIES.

AND I THINK WE WILL CONTINUE TO DO THAT BECAUSE WE UNDERSTAND THE IMPORTANCE OF AND, DR.

RUSSELL, ANYTHING YOU LIKE TO ADD? NO, SIR, I WOULD JUST AGREE.

DR. LOPEZ TALKS ALL THE TIME ABOUT TALENT IS NOT DEFINED BY YOUR ZIP CODE.

AND OUR BOARD HAS SET A VERY CLEAR EXPECTATION THAT WE ARE ABOUT EQUITY AND ACCESS AND OPPORTUNITY FOR ALL STUDENTS.

AND I THINK OUR DATA REFLECT THE SUCCESS OF OUR COLLABORATIVE EFFORTS FROM THE CAMPUSES, PRE-K THROUGH 12, AND ALSO JUST A NOTE OF APPRECIATION FOR OUR GUIDANCE COUNSELORS AND OUR GHOST CENTER TEAMS. THEY'RE REALLY MAKING IT HAPPEN AS OUR COLLEGE FOR ALL STAFF.

DR. GILMORE. THANK YOU VERY MUCH.

THANK YOU SO MUCH.

WE APPRECIATE YOU.

LET'S GO TO ITEM SIX.

[VI. Information Items]

WE'LL JUST GO TO WHAT'S NOW 6 B.

BESL PROGRAM EVALUATION 2021-22 MS. SOWELS. ALL RIGHT.

HELLO, EVERYONE. GOOD EVENING, CHAIRPERSON GLICK, COMMITTEE MEMBERS, TRUSTEES AND DR.

RUSSELL. TONIGHT'S PRESENTATION IS AN INFORMATION ITEM REGARDING THE BILINGUAL AND ESL AS A SECOND LANGUAGE PROGRAM EVALUATION.

POLICY BOARD POLICY EHB LEGAL REQUIRES THE DISTRICT TO EVALUATE THESE PROGRAMS IN ACCORDANCE WITH 19 ADMINISTRATIVE CODE CHAPTER 89. AND SINCE WE'RE SHARING THIS INFORMATION WITH YOU TONIGHT, WE'RE WELL WITHIN OUR DEADLINE OF NOVEMBER 1ST.

MY NAME IS TARA SOWELS, AND I'M THE DIRECTOR FOR THE DEPARTMENT OF MULTILINGUAL PROGRAMS, AND I HAD THE PLEASURE OF JOINING GARLAND ISD LAST JANUARY.

AND SO WITH ME TONIGHT IS MS. VERONICA JOYNER.

SHE IS THE DIRECTOR OF RESEARCH ASSESSMENT AND ACCOUNTABILITY DEPARTMENT AND OVERSAW THE DEVELOPMENT OF OUR PROGRAM EVALUATION.

AND THAT MAKES HER THE PERFECT CO PRESENTER TO ANSWER ANY GENERAL QUESTIONS YOU MIGHT HAVE, ALTHOUGH NOT AVAILABLE TONIGHT.

DR. PAM NEBLETT IS THE COORDINATOR OF PROGRAM EVALUATIONS AND THE CREATOR OF THE BEAUTIFUL REPORTS YOU HAVE IN YOUR PACKET AND IS AN INTEGRAL PART OF ENSURING THE DATA AND INFORMATION IN THIS PRESENTATION IS TRUE AND ACCURATE.

OKAY, SO IN ORDER TO FAMILIARIZE YOURSELF WITH THE PROGRAM EVALUATION, LET'S REVIEW SOME KEY TERMINOLOGY AND ACRONYMS. EMERGENT BILINGUAL IS A NEW TERM THAT REPLACED THE ENGLISH LEARNER TERMINOLOGY, AND SO THAT'S GOING TO BE IMPORTANT AS WE GO THROUGH THIS AND TO UNDERSTAND THAT THOSE ARE INTERCHANGEABLE EMERGENT BILINGUAL AND ENGLISH LEARNER, BECAUSE IN FEDERAL POLICY IT'S STILL STATED THAT WAY.

AND THEN DUAL LANGUAGE PROGRAM WE'LL USE THE ABBREVIATION DLI.

AND THOSE ARE THE THREE GOALS OF THAT PROGRAM.

AND THEN ESL IS FOR ENGLISH AS A SECOND LANGUAGE.

SO GARLAND ISD HAS A BEAUTIFULLY DIVERSE STUDENT POPULATION.

WE SERVE 19,009 EMERGING BILINGUALS WHO SPEAK 70 PLUS LANGUAGES, AND THE PLUS STANDS FOR ALL THE LANGUAGES THAT WE DON'T HAVE A CODE FOR AND ALL THE INDIGENOUS LANGUAGES.

AND SO THERE ARE THERE ARE MORE THAN 70.

AND THIS SLIDE SHOWS THE TOP FIVE LANGUAGES OTHER THAN ENGLISH SPOKEN IN GISD.

PART THREE OF THE EVALUATION NOTES THAT THERE ARE 19,970 STUDENTS IDENTIFIED AS EMERGING BILINGUAL.

THE REASON THIS SLIDE HIGHLIGHTS 19,009 IS BECAUSE 961 PARENTS, STUDENTS, PARENTS HAVE DENIED PARTICIPATION IN LANGUAGE ACQUISITION PROGRAMS AND SERVICES.

AND THE GRAPH ON THE RIGHT SIDE OF THIS SLIDE CAN BE FOUND ON PAGE FOUR OF YOUR EVALUATION.

YOU'LL NOTE THAT THE BILINGUAL STUDENTS ARE IDENTIFIED BY THE RED LINE ESL IN YELLOW AND OUR DENIALS IN GREEN.

[00:20:02]

SO WE CURRENTLY OFFER FOUR BILINGUAL AND ESL PROGRAM MODELS, INCLUDING SPANISH DUAL LANGUAGE, ONE WAY, VIETNAMESE DUAL LANGUAGE, ONE WAY TRANSITIONAL, BILINGUAL, WHICH IS A LATE EXIT SPANISH PROGRAM AND ESL.

AND DETAILED PROGRAM DESCRIPTIONS CAN BE FOUND IN YOUR EVALUATION STARTING ON PAGE 14.

BUT DUAL LANGUAGE HELPS OUR STUDENTS EXCEL ACADEMICALLY WHILE BECOMING BILINGUAL B ILITERATE AND BICULTURAL.

THE PROGRAM IS TO EDUCATE STUDENTS IN A MULTI LEARNING ENVIRONMENT, A MULTILINGUAL LEARNING ENVIRONMENT, AND ENCOURAGING LEARNERS TO CELEBRATE DIVERSITY AND BECOME RESPONSIBLE CITIZENS OF THE WORLD.

DUAL LANGUAGE STUDENTS PARTICIPATE IN RIGOROUS ACADEMIC EXPERIENCES, AND SO LOOKING AT EACH OF THESE PROGRAM MODELS ARE ONE WAY.

DUAL LANGUAGE SPANISH PROVIDES INSTRUCTION IN BOTH ENGLISH AND SPANISH, AND IT'S INTENDED FOR OUR NATIVE SPANISH SPEAKING STUDENTS.

AND THEN WE HAVE OUR ONE WAY VIETNAMESE DUAL LANGUAGE, WHICH IS FOR OUR VIETNAMESE NATIVE VIETNAMESE SPEAKERS AND THEIR PROVIDE AN INSTRUCTION IN BOTH ENGLISH AND VIETNAMESE. AND BOTH OF THE PROGRAM GOALS IS TO ATTAIN FULL BILINGUALISM AND BILITERACY IN THOSE PROGRAM LANGUAGES.

AND THEN LAST YEAR, IN 2021-2022, THAT WAS THE LAST YEAR OF OUR TRANSITIONAL BILINGUAL LATE EXIT SPANISH PROGRAM.

SO THE FINAL COHORT THAT WAS IN OUR ELEMENTARY SCHOOLS FINISHED FIFTH GRADE LAST YEAR.

LET ME JUST YOU MAY NOT BE AWARE, BUT I THINK THAT WAS WHAT WE USED TO CALL THE RUTH ROACH MODEL FROM ONE OF OUR ELEMENTARY SCHOOLS THAT HAD PRACTICED THAT.

THERE ARE PROBABLY VERY FEW PEOPLE WHO REMEMBER THAT NOW.

THEY DID VERY, VERY WELL IN THEIR IN THEIR RESULTS.

AND THE QUESTION WAS WHY? AND IT BECAME VERY CONTROVERSIAL BECAUSE THE PRINCIPAL AT RUTH ROACH, WHO WAS PRACTICING THAT HER DAUGHTER WAS IN YOUR POSITION AND WAS PREACHING A DIFFERENT METHODOLOGY.

YOU CAN IMAGINE THAT. SO IT WAS SOMEWHAT CONTROVERSIAL, BUT WE DECIDED TO PHASE OUT THE LATE EXIT.

SO ARE WE DOING ANY DUAL LANGUAGE TWO WAY? THERE IS THERE IS CURRENTLY ONE SCHOOL, VIAL ELEMENTARY, THAT HAS THE TWO WAY DUAL LANGUAGE PROGRAM HOWEVER IT IS UNDER THE MAGNET OFFICE.

SO IT'S NOT INCLUDED IN THIS PRESENTATION BECAUSE IT'S NOT PART OF OUR REQUIRED PROGRAM MODELS.

SO THAT IS, IT'S IN ADDITION TO WHAT'S REQUIRED BY CHAPTER 89.

AND JUST EXPLAIN WHAT THAT IS IF YOU CAN.

THE TWO WAY DUAL LANGUAGE MAGNET PROGRAM.

SO THE MAGNET PROGRAMS OBVIOUSLY HAS DIFFERENT CRITERIA FOR ENTRY.

AND SO THE STUDENTS THAT ENTER INTO THE TWO WAY MAGNET HAVE TO SCORE AT A CERTAIN PERCENTILE ON THOSE ABILITY AND ACHIEVEMENT TESTS IN ORDER TO GET INTO THE PROGRAM.

SO THE SPANISH SPEAKERS, EVEN THOUGH THEY'RE EMERGING BILINGUAL AND THEY QUALIFY FOR THE TWO WAY DUAL, THEY STILL HAVE TO SCORE AT THAT CERTAIN PERCENTILE TO GET IN.

AND THEN THE ENGLISH LEARNERS ARE ALSO ADMITTED IN THE SAME FASHION.

I'M SORRY, THE THE KIDS THAT ARE ENGLISH SPEAKERS LEARNING SPANISH ARE ADMITTED IN THE SAME FASHION IN THAT THE PERCENTILE HAS TO BE AT A CERTAIN LEVEL OR HIGHER.

AND THEN THERE THERE'S A WINDOW OF TIME IN WHICH PARENTS CAN APPLY TO THAT MAGNET PROGRAM.

AND THEN DEPENDING ON THAT ORDER IS HOW THEY'RE HOW THEY'RE SELECTED.

AND THEN THERE'S A LONG WAITING LIST.

I'M GOING TO PUT YOU ON THE SPOT, IF THAT'S OKAY.

YES, SIR. DO YOU THINK WE SHOULD HAVE TWO WAY DUAL LANGUAGE AT MORE SCHOOLS THAN JUST A MAGNET? YES, I DO, ACTUALLY.

WE'RE WORKING ON THAT.

SO I'VE BEEN COLLABORATING WITH THE MAGNET PROGRAMS AND STUDENT SERVICES TO LOOK AT POTENTIAL SITE LOCATIONS.

I ACTUALLY SENT OUT A SURVEY IN SPRING OF LAST YEAR TO OUR COMMUNITY MEMBERS, PARENTS, STAFF.

I ALSO INCLUDED IN THE BOARD INSIGHTS SO THAT YOU GUYS COULD HAVE INPUT AS WELL.

AND SOME OF THE SPECIFIC QUESTIONS FROM THAT SURVEY WAS ASKING, DO YOU THINK WE SHOULD HAVE MORE TWO WAY DUAL LANGUAGE PROGRAMS DISTRICTWIDE? AND OVER 75% OF PEOPLE SAID YES.

AND SO I'M HEARING THAT AND WE ARE WORKING ON A PLAN.

SO POTENTIALLY NEXT YEAR? POTENTIALLY. BUT IT HAS TO GO THROUGH YOU KNOW, WE HAVE TO COLLABORATE WITH A LOT OF PEOPLE AND THINKING ABOUT SCHOOL OF CHOICE.

AND WHEN THAT HAPPENS, IT'S GOING TO HAVE TO BE ALL PUT TOGETHER REALLY NICELY BEFORE WE GO INTO SCHOOL OF CHOICE TO MAKE SURE THAT WHEN PARENTS ARE DECIDING WHAT SCHOOL THEY

[00:25:02]

AND SO IF YOU WANT THAT PROGRAM, IT DEPENDS ON WHAT'S IMPORTANT TO THE PARENT, RIGHT? IF YOU WANT THE PROGRAM, THEN YOU CHOOSE THE SCHOOL BASED ON THE PROGRAM.

BUT A LOT OF PARENTS, THEY JUST WANT THAT SCHOOL.

AND IT'S NOT ALWAYS ABOUT THE PROGRAM, YOU KNOW? OKAY. I HOPE THAT ANSWERS YOUR QUESTION.

YES, SIR. ALL RIGHT.

SO I'M GLAD IT'S FUNNY THAT YOU EVEN MENTIONED THAT BECAUSE THAT WAS I WAS GOING TO SAY THE TWO WAY DUAL LANGUAGE PROGRAM IS NOT IN THIS BECAUSE IT'S UNDER THE MAGNET.

SO AND THEN THE ESL PROGRAM IS A LANGUAGE PROGRAM THAT INCLUDES INSTRUCTION ENGLISH USING KEY LANGUAGE ACQUISITION STRATEGIES, AND THAT'S AVAILABLE TO OUR STUDENTS PRE K THROUGH 12.

AND THAT'S FOR ALL LANGUAGE SPEAKERS SPANISH, VIETNAMESE, ARABIC, AMHARIC, ANY LANGUAGE.

AND THEN ONE PROGRAM THAT'S NOT LISTED ON THIS SLIDE IS OUR NEWCOMER PROGRAM AT MEMORIAL PATHWAY ACADEMY, AND THAT'S FOR GRADES SIX THROUGH 12 FOR STUDENTS ENTERING INTO GARLAND ISD IN THEIR FIRST YEAR IN THE UNITED STATES AND THEY SCORE NON ENGLISH SPEAKING ON THEIR INITIAL IDENTIFICATION ASSESSMENT.

AND SO THE GOAL OF THE MEMORIAL PATHWAY PROGRAM FOR OUR NEWCOMERS IS TO REALLY ACCELERATE THEIR ENGLISH ACQUISITION SO THEY'RE ABLE TO TRANSFER TO THE TRADITIONAL SCHOOLS AND BE SUCCESSFUL AND CONTINUE THEIR EDUCATION.

SO THE ULTIMATE GOAL OF ANY OF THESE LANGUAGE PROGRAMS, BILINGUAL OR ESL, IS TO ENSURE THAT OUR STUDENTS HAVE THE APPROPRIATE OPPORTUNITIES TO BECOME ENGLISH PROFICIENT AS THEY NAVIGATE THE DEMANDS OF RIGOROUS ACADEMIC STANDARDS.

AND AS STUDENTS GAIN PROFICIENCY, THEN THEY'RE ABLE TO RECLASSIFY INTO A FOUR YEAR MONITORING STAGE IF THEY MEET THE CERTAIN CRITERIA SET BY TEA.

SO FIRST, STUDENTS MUST PASS THEIR STATE ASSESSMENTS, SUCH AS STAAR OR EOC, ENGLISH ONE AND TWO, OR IOWA, THAT DEPENDS ON THEIR GRADE LEVEL.

AND THEN ALSO THEIR LANGUAGE PROFICIENCY IS MEASURED BY TELPAS, WHICH STANDS FOR THE TEXAS ENGLISH LANGUAGE PROFICIENCY ASSESSMENT SYSTEM, AND THAT MEASURES THEIR ENGLISH PROFICIENCY AND LISTENING, SPEAKING, READING AND WRITING.

AND THIS CHART FOUND ON PAGE 13 OF YOUR PROGRAM EVALUATION SHOWS THE DIFFERENT PATHWAYS FOR STUDENTS TO MEET RECLASSIFICATION CRITERIA DEPENDING ON THEIR GRADE LEVEL.

THE PIE CHART ON THE LEFT ALSO FOUND ON PAGE 11 OF YOUR EVALUATION SHOWS THE PERCENT OF STUDENTS WHO ARE RECLASSIFIED BY CAMPUS LEVEL.

IT STANDS TO REASON THAT THE STUDENTS AT THE ELEMENTARY LEVEL WOULD RECLASSIFY AT A LOWER PERCENTAGE RATE BECAUSE THEY HAVE LESS YEARS OF ACADEMIC SCHOOLING.

STUDENTS WHO ARE CODED EMERGING BILINGUAL FOR FOUR YEARS OR MORE ARE CONSIDERED LONG TERM EBS AND THE INFORMATION ON THE RIGHT NOTES THAT 11,219 LONG TERM EBS WERE ASSESSED ON TELPAS DURING THE SPRING OF 2022.

OF THOSE STUDENTS, 194 MET RECLASSIFICATION CRITERIA AND THE DEPARTMENT OF MULTILINGUAL PROGRAMS. MY DEPARTMENT IS WORKING DILIGENTLY TO ENSURE EACH GIST CAMPUS ENSURES OUR EBS ARE MAKING THE PROGRESS NEEDED TO MEET RECLASSIFICATION CRITERIA THROUGH PROFESSIONAL DEVELOPMENT, COACHING, MODELING, CURRICULUM, MODIFICATIONS AND MUCH MORE.

THE GRAPH ON THE LEFT DEMONSTRATE THE ACADEMIC PROGRESS FOR EMERGING BILINGUALS IN READING AND MATH.

FOR THIRD THROUGH FIFTH GRADE, STUDENTS PARTICIPATING IN THE ESL PROGRAM MADE THE MOST GROWTH, WITH 22% INCREASE IN PERFORMANCE ON STAAR READING.

STUDENTS PARTICIPATING IN BILINGUAL SPANISH PROGRAMS MADE THE MOST PROGRESS, WITH 28% INCREASE IN STAAR MATH.

THE GRAPHS ON THE RIGHT ARE FOR MIDDLE SCHOOL YEARS AND REFLECT SIMILAR GROWTH TO THE STUDENTS IN GRADES THREE THROUGH FIVE.

STUDENTS PARTICIPATING IN THE ESL PROGRAM MADE THE MOST GROWTH, WITH A 15% INCREASE IN STAAR IN PERFORMANCE ON STAAR READING AND AN 11% INCREASE IN MATH.

AND JUST TO NOTE, THE MIDDLE SCHOOL ALGEBRA PERFORMANCE IS INCLUDED IN THIS DATA SET FOR SIX THROUGH EIGHT MATH.

AND THESE CHARTS DEMONSTRATE THE ACADEMIC PROGRESS FOR EMERGING BILINGUAL STUDENTS IN ENGLISH ONE, TWO AND HIGH SCHOOL ALGEBRA.

AS WITH ALL INSTRUCTIONAL PROGRAMS, GISD STRIVES TO PROVIDE ALL STUDENTS WITH CERTIFIED TEACHERS.

THE TABLE IN THIS SLIDE SHOWS TEACHER CERTIFICATION HISTORY FOR BILINGUAL AND ESL STAFF.

APPENDIX D STARTING ON PAGE 84 OF THE PROGRAM EVALUATION SHOWS THE DETAILED TEACHER CERTIFICATION PLAN AS REQUIRED BY THE STATE.

AND ACTUALLY, JUST A SIDE NOTE, DR.

LOPEZ AND I, WE TURNED IN THE WAIVER TO THE STATE THIS MORNING.

[00:30:04]

AND NOW THE FUN PART.

[INAUDIBLE] COULD WE GO BACK? YES, SIR. SO LET'S TALK ABOUT THE TOP LINE, 25 NON CERTIFIED.

WHAT DO YOU FEEL ABOUT THAT? WHAT ARE YOUR THOUGHTS? WELL I HAVE A PRETTY DEDICATED AND TALENTED CLIENTS, SO I HAVE COORDINATORS AND SPECIALISTS THAT ARE DEDICATED TO MEETING WITH THESE TEACHERS ON A MONTHLY BASIS, AND THEY DID THAT THROUGHOUT THE ENTIRE YEAR.

WE ALSO PARTNERED WITH TEXAS A&M TO PROVIDE ADDITIONAL TRAININGS.

WE PROMOTED THE REGION TEN PREPARATION COURSES AS WELL.

WE BOUGHT TEST PREPARATION BOOKS.

SO WHAT YOU SEE ON THIS SLIDE IS A VERY SMALL SNAPSHOT OF ALL THE ACTIONS THAT WERE TAKEN TO HELP THESE TEACHERS GET CERTIFIED.

THAT BEING SAID, CAN WE DO MORE? ABSOLUTELY. AND THAT WAS WHAT WAS TURNED INTO THE STATE TODAY, THIS MORNING, OUR NEW PLAN FOR HELPING THE TEACHERS.

WE HAVE EVEN MORE TEACHERS THIS YEAR THAT ARE NOT CERTIFIED.

AND SO MY PLAN IS TO INCREASE THE PERCENTAGE OF TEACHERS THAT ARE CERTIFIED BY THE END OF THE YEAR, BECAUSE THAT'S A REFLECTION OF US AND HOW MUCH SUPPORT THAT WE'RE GIVING TO THEM THROUGHOUT THE YEAR.

SO THESE 25 TEACHERS ALL CAME IN UNDER DISTRICT OF INNOVATION? SOME OF A FEW OF THE TEACHERS FROM THE PREVIOUS YEAR THEIR CONTRACT MAY HAVE BEEN RENEWED DESPITE NOT GAINING THE ESL CERTIFICATION, WHICH I DON'T NECESSARILY AGREE WITH, BUT I UNDERSTAND BECAUSE WITH THE TEACHER SHORTAGE THE WAY THAT IT WAS, I MEAN, WE REALLY JUST NEEDED PEOPLE AND A LOT OF TIMES YOU MIGHT HAVE THAT TEACHER CERTIFICATION, BUT YOU DON'T HAVE THIS ESL OR BILINGUAL CERTIFICATION.

AND WHAT WE CAN DO IS MOVE KIDS AROUND IN CLASSROOMS TO MAKE SURE THAT THE EMERGING BILINGUALS ARE WITH A TEACHER THAT IS CERTIFIED AND QUALIFIED TO SERVE THEM.

SO WHAT WOULD BE YOUR GOAL BY THE END OF THIS SCHOOL YEAR FOR THAT NON CERTIFIED NUMBER? WHERE WOULD YOU HOPE IT GETS DOWN TO? I'M GOING TO SAY MATH IS NOT MY STRONG SUIT, BUT IF I DID 151 DIVIDED BY 176, THAT PERCENTAGE THAT TELLS ME WHAT PERCENTAGE OF OF TEACHERS BECAME CERTIFIED LAST YEAR AND MY GOAL WOULD BE TO INCREASE THAT PERCENTAGE.

SO IF IT'S AT 90 THIS YEAR, I'M AIMING FOR 95.

OKAY. OKAY.

THANK YOU. YES, SIR.

SOME GOOD QUESTIONS.

ALL RIGHT. SO HERE'S THE FUN PART.

SEAL OF BILITERACY.

THIS IS WHAT I WAS REALLY EXCITED TO SHARE WITH YOU ALL ABOUT.

ACCORDING TO THE TEXAS EDUCATION CODE, CHAPTER 74, UNDER PERFORMANCE ACKNOWLEDGMENTS THE TEXAS SEAL OF BILITERACY IS AN AWARD GIVEN BY A SCHOOL DISTRICT OR COUNTY OFFICE OF EDUCATION IN RECOGNITION OF STUDENTS WHO HAVE ATTAINED WHO HAVE ATTAINED PROFICIENCY IN TWO OR MORE LANGUAGES BY HIGH SCHOOL GRADUATION.

AND THE SEAL OF BY LITERACY APPEARS IN THE FORM OF A SEAL ON THE TRANSCRIPT OF A GRADUATING SENIOR REPRESENTING A STATEMENT OF ACCOMPLISHMENT FOR FUTURE EMPLOYERS AND COLLEGE ADMISSIONS.

AND THE SEAL OF BILITERACY WAS AWARDED FOR THE FIRST TIME EVER IN THE HISTORY OF GARLAND ISD TO 472 GRADUATING SENIORS AT THE END OF THE 21-22 SCHOOL YEAR.

THE NEWLY DESIGNED STOLES WERE GIVEN OUT DURING EACH SENIOR AWARDS CEREMONY AND STUDENTS WORE THEM PROUDLY AT GRADUATION.

THIS WAS POSSIBLE AS A RESULT OF A COLLABORATIVE EFFORT BETWEEN MY DEPARTMENT AND MULTI-LINGUAL PROGRAMS, GUIDANCE AND COUNSELING AND PEIMS. THE COMMITTEE HAS BEEN ESTABLISHED.

WE ACTUALLY ESTABLISHED A COMMITTEE FOR THIS CURRENT SCHOOL YEAR THAT INCLUDES MORE STAKEHOLDERS TO ENSURE THE NUMBER OF STUDENTS EARNING THIS AWARD CONTINUES TO GROW.

THIS INITIATIVE HAS BROUGHT AWARENESS AND VALUE TO BEING BILINGUAL AND CELEBRATED THE HARD WORK OF MANY STUDENTS ON THEIR PATH TO BEING GLOBAL CITIZENS.

WE'RE EXCITED TO RECOGNIZE THESE ACCOMPLISHMENTS AND LOOK FORWARD TO CONTINUING THIS PRACTICE FOR MANY YEARS TO COME.

I WILL TAKE ANY QUESTIONS YOU HAVE.

MS. STANLEY. ANY QUESTIONS? TRUSTEES ANY QUESTIONS? I HAVE A COUPLE. YES, SIR.

FIRST, LET ME THANK YOU AND MS. NEBLETT FOR ALL OF THE BACKGROUND INFORMATION YOU GAVE.

I READ IT ALL. THAT'S KIND OF WHAT I DO.

BUT ONE OF THE THINGS THAT I THINK WE'RE STARTING TO DO NOW, WHICH I APPRECIATE NOT JUST IN THIS REPORT, BUT SOME OF THE OTHERS WE'RE GOING TO TALK ABOUT TODAY IS WHERE WE TALK

[00:35:01]

IT'S ALWAYS BEEN A QUESTION HOW DO WE GET THE RESULTS AND HOW CAN WE MEASURE THE RESULTS? SO I'M LOOKING AT AN HOUR BOOK ON PAGE.

IT'S OUR 41.

YOU TALK ABOUT THE CIRCLE PROGRAM M-CLASS.

WE KNOW MAP BECAUSE WE'VE HEARD ABOUT THAT.

BUT THESE ARE SOME OF THE OTHER PROGRAMS WE GIVE.

SO THIS IS HOW YOU CAN MEASURE YOUR SUCCESS, RIGHT? YES. AND SO WHEN YOU LOOK AT, LET'S SAY THOSE FIRST TWO OF THE CLASS AND THE M-CIRCLE, IF YOU DON'T THINK THEY'RE WORKING, YOU'RE GOING TO COME BACK AND SAY, WE NEED SOMETHING ELSE.

RIGHT? IF I DON'T THINK THE ASSESSMENTS ARE ACCURATE OR OK, I WOULD DEFINITELY LOOK INTO AN ASSESSMENT, AN ASSESSMENT IF I SAW A DISCREPANCY.

SO IF ONE ASSESSMENT IS SHOWING ME THE STUDENT IS PERFORMING ON GRADE LEVEL AND ANOTHER ONE SAYS THEY'RE NOT, THEN THAT'S A DISCREPANCY THAT NEEDS TO BE INVESTIGATED. AND IF THERE'S A FAULT IN AN ASSESSMENT, THEN DEFINITELY WE WANT TO TALK TO THE MAKERS OF THAT ASSESSMENT FIRST BEFORE WE JUST THROW IT OUT THE WINDOW. WE FIGURE OUT IS THERE MODIFICATIONS THAT CAN BE MADE THAT WOULD MAKE THE ASSESSMENT ACCURATE AND VALID? AND IF NOT, THEN YES, I'M DEFINITELY OPEN TO EXPLORING OTHER TYPES OF ASSESSMENT.

BECAUSE I THINK IT'S IT'S NOT OUR JOB TO TELL YOU WHETHER YOU'RE USING THE RIGHT ASSESSMENTS.

IT'S OUR JOB TO KIND OF SEE HOW ARE THE RESULTS, ARE THE RESULTS POSITIVE, ARE THE RESULTS WHERE WE WANT TO GO? IF WE'RE SETTING BENCHMARKS, ARE WE REACHING THOSE BENCHMARKS? IF WE'RE NOT, IS WHERE IS THE FAULT? AND NOW WE HAVE WE HAVE SOME NAMES TO LOOK AT AND MAYBE BECAUSE WE'RE GOING TO BE APPROVING BIDS FOR THESE ASSESSMENTS, SHOULD WE BE APPROVING THEM? WE DON'T KNOW, BUT WE CAN LOOK AT RESULTS.

ABSOLUTELY. I THINK I THINK WITH ASSESSMENTS IN MY ROLE, YOU HAVE YOU WANT TO ADD.

WELL, I WAS GOING TO ADD FROM THE ASSESSMENT.

COME ON. SO AS A REMINDER, CIRCLE IS FOR PRE K, AND SO CIRCLE IS OUR DISTRICT WIDE TESTING PROGRAM FOR PRE-K.

AND THERE IS A SPANISH COMPONENT AS WELL AS AN ENGLISH COMPONENT.

SO WHEN YOU'RE LOOKING AT THESE RESULTS, ALSO TAKING INTO CONSIDERATION WHICH VERSION OF THE ASSESSMENT THOSE STUDENTS TOOK.

M-CLASS IS OUR NEWEST TESTING PROGRAM FOR OUR KINDERGARTEN THROUGH FIFTH GRADE FOR THE LITERACY SIDE OF THE HOUSE.

AND SO AGAIN, THOSE ARE ASSESSMENTS THAT WE ARE REQUIRED TO ADMINISTER BECAUSE WE HAVE SOME REPORTING REQUIREMENTS TO THE STATE FOR DIFFERENT THINGS, SUCH AS CANDOR, READINESS AND THINGS LIKE THAT.

SO BEFORE WE WOULD EVEN CONSIDER A CHANGE IN AN ASSESSMENT PROGRAM, WE WOULD PERHAPS LOOK MORE SO AS TO THE PLACEMENT OF THE STUDENT, BECAUSE WE DO HAVE A LOT OF EMERGENT BILINGUAL STUDENTS, SUCH AS MY OWN CHILD, WHO SPANISH IS A HOME LANGUAGE.

HOWEVER, THEY ARE ENGLISH DOMINANT.

SO THOSE WOULD BE THINGS THAT WE WOULD PERHAPS HAVE CONVERSATIONS WITH CAMPUS LEADERSHIP TO SEE IS THE CHILD APPROPRIATELY PLACED? ARE THEY ARE THEY TAKING RECEIVING SPANISH INSTRUCTION WHEN THEY'RE ESSENTIALLY ENGLISH DOMINANT? AND PERHAPS THAT IS SOMETHING THAT'S A DISCREPANCY.

SO NOT SO MUCH THE ASSESSMENT PROGRAM, BUT SOME OTHER THINGS THAT WE CAN TAKE A LOOK AT, BUT LIKE THINGS LIKE CIRCLE AND M-CLASS, IT'S NOT JUST SOMETHING THAT WE CAN JUST WIPE OUT BECAUSE THERE ARE STATE REPORTING IMPLICATIONS TO THOSE.

SO I HOPE THAT HELPS.

ANY OTHER QUESTIONS? WE THANK YOU VERY MUCH.

ABSOLUTELY. THANK YOU FOR YOUR TIME.

OKAY. LET'S GO TO ACTION ITEMS NUMBER 7A, 2022-2023 DISTRICT AND CAMPUS

[VII. Action Items]

DR. CADDELL. MR. GLICK. TRUSTEES.

DR. RUSSELL.

GOOD EVENING. WE ARE EXCITED TO BRING FORWARD TONIGHT OUR 22-23 DISTRICT AND CAMPUS EDUCATIONAL IMPROVEMENT PLANS.

THESE ARE STATUTORILY REQUIRED THROUGH TEXAS EDUCATION CODE 11.251A AND SO IF YOU'RE BORED, YOU CAN ALWAYS PULL UP THAT STATUTE AND REVIEW IT JUST TO MAKE SURE.

BUT I ASSURE YOU, WE ARE IN COMPLIANCE.

AND SO THIS EVENING, JOINING ME FOR THE PRESENTATION, I HAVE MS. LAUREN MCKINNEY FROM OUR FEDERAL PROGRAMS DEPARTMENT.

AND WE'LL BE TAG TEAMING.

AS A REMINDER, ALL OF OUR DISTRICT AND CAMPUS IMPROVEMENT PLANS ARE GROUNDED IN OUR COMMON DISTRICT VISION, MISSION AND VALUES, WHICH ALL HAVE THAT FOUNDATION OF EDUCATION TRANSFORMS LIVES.

THEY ARE ALIGNED TO OUR BOARD AND DISTRICT SINGLE GOAL, AND THAT DOES INCLUDE THE 9 PERFORMANCE OBJECTIVES AND THE 11 MEASURES OF STUDENT

[00:40:08]

THESE ARE ANNUALLY REVIEWED AND DO INCLUDE A COMPREHENSIVE NEEDS ASSESSMENT SO THAT WE CAN ALIGN OUR STRATEGIES BOTH AT THE DISTRICT LEVEL AND AT THE CAMPUS LEVEL TO WHAT OUR CURRENT NEEDS ARE AS ALIGNED TO THOSE PERFORMANCE OBJECTIVES AND THAT ONE GOAL.

A ROOT CAUSE ANALYSIS HELPS US TO GET DOWN TO EXACTLY WHERE WE NEED TO PINPOINT OUR STRATEGIES AND DETERMINE OUR PRIORITY GOALS.

AND THEN WE GO THROUGH THE PROCESS OF GOAL SETTING AND ACTION PLANNING.

AND WE'RE CURRENTLY, ONCE APPROVED, WE'RE ACTUALLY IMPLEMENTING THE PLANS NOW, BUT WE TRANSITION INTO THAT CYCLE OF MONITORING THE IMPLEMENTATION OF OUR DISTRICT AND CAMPUS PLANS AND REVIEWING OUR ANNUAL OUTCOMES.

BOTH AT THE DISTRICT LEVEL AND AT THE CAMPUS LEVEL.

THESE PLANS ARE DEVELOPED COLLABORATIVELY AND INCLUDE DISTRICT AND CAMPUS LEADERS AS WELL AS OTHER DEPARTMENT STAFF, TEACHERS AND OUR COMMUNITY MEMBERS.

AGAIN, HERE YOU SEE ON THE SCREEN OUR ONE DISTRICT GOAL GARLAND ISD WILL ENSURE THAT ALL OF OUR STUDENTS GRADUATE PREPARED FOR COLLEGE CAREERS AND LIFE BY INCREASING OUR STUDENT PERFORMANCE MEASURES, POST-SECONDARY READINESS AND GRADUATION RATES, AND DECREASING OUR STUDENT MANAGEMENT INCIDENCES.

SO EARLIER THIS EVENING THERE WAS A REFERENCE TO OUR CAMPUS IMPROVEMENT PLANS HAVING SEVERAL HIGHLIGHTS ABOUT STUDENT MANAGEMENT.

THAT IS A DIRECT CONNECTION TO OUR CURRENT BOARD GOAL, WHICH DOES CALL THAT OUT.

YOU SEE OUR 9 PERFORMANCE OBJECTIVES LISTED HERE ON THE SCREEN.

WE HAVE OUR EARLY LITERACY THAT DOES DEAL SPECIFICALLY WITH READING.

TRUSTEES ARE REMINDED THAT WE PREVIOUSLY HAD AN EARLY LITERACY WRITING GOAL CONNECTED TO STAAR WRITING.

THAT ASSESSMENT HAS BEEN DISCONTINUED, SO IT'S NOW THAT ONE COMBINED READING GOAL AND THE NEW STAAR WILL INCLUDE SOME WRITING IN THAT.

SO IT'S JUST THE LITERACY.

OUR ENGLISH LANGUAGE ACQUISITION, WHICH IS BASED ON OUR TELPAS PERFORMANCE, WHICH WAS REFERENCED IN THE LAST PRESENTATION, OUR SCIENTIFIC UNDERSTANDING, WHICH IS BASED ON OUR STAAR SCIENCE RESULTS AT GRADE EIGHT, OUR MATHEMATICAL PROFICIENCY, WHICH IS BASED ON OUR ALGEBRA ONE PERFORMANCE BY THE END OF GRADE NINE. REMEMBER, WE DO HAVE STUDENTS IN SEVENTH AND EIGHTH GRADE THAT CURRENTLY TAKE THAT ALGEBRA ONE END OF COURSE EXAM.

WE ALSO HAVE PERFORMANCE OBJECTIVES CONNECTED TO POST-SECONDARY READINESS, INCLUDING SAT OUTCOMES AND AP OUTCOMES.

YOU SEE THAT STUDENT MANAGEMENT GOAL THAT HAS BEEN REFERENCED.

AND THEN FINALLY OUR GRADUATION AND CCMR RATES.

THERE IS ONE ADDITIONAL PERFORMANCE OBJECTIVE IN THE DISTRICT IMPROVEMENT PLAN THAT YOU'LL MAKE NOTE OF, AND THAT IS OUR SCHOOL ACCOUNTABILITY PERFORMANCE OBJECTIVE.

AND THAT IS BECAUSE OFTENTIMES OUR TRUSTEES ASK HOW DO WE GET AN A? AND SO THAT SCHOOL ACCOUNTABILITY PERFORMANCE OBJECTIVE IS REALLY TO MAKE THE CONNECTIONS ACROSS ALL OF THESE PERFORMANCE OBJECTIVES AND MAKE THAT CONNECTION TO WHAT TEA EXPECTS IN ORDER TO MAKE THAT A BOTH AT THE DISTRICT LEVEL AS WELL AS THE CAMPUS LEVEL.

LET ME STOP YOU THERE.

OKAY. SO ON PAGE ONE, 67 IS WHERE YOU HAVE THAT PERFORMANCE OBJECTIVE AND YOU CALL IT SCHOOL ACCOUNTABILITY.

SO. WHAT YOU'RE SUGGESTING IS WE HAD, IT SAYS, NUMBER OF CAMPUSES REQUIRED TO PARTICIPATE IN THE SCHOOL IMPROVEMENT PROCESS.

YES, SIR. AND IT SAYS THIS YEAR THERE WERE 16.

YES, SIR. AND YOU'RE TRYING TO.

YOUR GOAL IS LESS THAN 10.

FOR THIS UPCOMING CURRENT SCHOOL YEAR WITH THE END GOAL OF 2026 ZERO.

SO I'M ASSUMING FOR ARGUMENT'S SAKE, THAT NUMBER OF 16 INCLUDES THE THREE NON RATED CAMPUSES.

NOT NECESSARILY.

NOT NECESSARILY. EXPLAIN THAT.

OKAY. SO HERE'S THE EXPLANATION.

SO THE SCHOOLS OF IMPROVEMENT ARE ALL IDENTIFIED THROUGH DOMAIN THREE.

AND DOMAIN THREE IS THE CLOSING THE PERFORMANCE GAPS.

THIS IS WHERE CAMPUSES AND DISTRICTS HAVE FOUR AREAS THAT THEY ARE EVALUATED IN.

AND WITHIN EACH OF THOSE FOUR AREAS, TEA BREAKS INTO SEGREGATES THE DATA INTO STUDENT GROUPS.

AND SO THERE'S SEVEN RACE AND ETHNICITY GROUPS.

YOU HAVE YOUR ALL STUDENT GROUP, YOU HAVE A CURRENT SPECIAL ED GROUP, A FORMERLY SPECIAL ED GROUP, YOU HAVE AN EMERGENT BILINGUAL GROUP.

YOU ALSO HAVE A CONTINUOUSLY ENROLLED AND NON CONTINUOUSLY ENROLLED AND ECONOMICALLY DISADVANTAGED.

VERONICA HAVE I GOTTEN THEM ALL? I THINK I GOT THEM ALL. OK AND THEN WITHIN EACH OF THOSE FOUR AREAS, WE TAKE A LOOK AT ALL OF THOSE DISAGGREGATED STUDENT GROUPS AND WE COMPARE OUR PERFORMANCE IN THOSE FOUR AREAS, THOSE I BELIEVE IT'S 16 GROUPS AGAINST TEAS TARGETS.

NOW TEA SET THOSE TARGETS BASED ON THE EVERY STUDENT SUCCEEDS ACT, ESSA, AND THOSE TARGETS ARE SET TO BE RENEWED EVERY FIVE YEARS, WHICH GUESS WHAT WE ARE UPCOMING OUR TARGET RENEWAL THIS YEAR.

[00:45:05]

AND SO THIS IS BASED ON THOSE SCHOOLS OF IMPROVEMENT IDENTIFIED THROUGH DOMAIN THREE, AND IT'S BASED ON SEVERAL DIFFERENT INDICATORS.

SO ONE IS THE COMPREHENSIVE SCHOOL OF IMPROVEMENT, AND THOSE ARE CHRONICALLY UNDERPERFORMING SCHOOLS FOR MULTIPLE YEARS.

AND SO YOU MAY RECALL, HEATHER GLEN WAS A COMPREHENSIVE SCHOOL OF IMPROVEMENT, I BELIEVE, THREE YEARS AGO WHEN THEY EARNED THEIR D RATING.

THE SECOND YEAR, THEY WERE REQUIRED TO BE IDENTIFIED AS A COMPREHENSIVE SCHOOL OF IMPROVEMENT FOR TWO YEARS.

AND SO ALL THEY MADE, ALTHOUGH THEY MADE GREAT GAINS AND ACTUALLY IMPROVED, I BELIEVE, TO AN 85 THAT SECOND YEAR, THEY STILL HAD TO GO INTO THAT SECOND YEAR AS A COMPREHENSIVE SCHOOL AND THEN COVID HIT AND THEY KIND OF GOT STUCK WITH THAT FOR A COUPLE OF YEARS.

WE ALSO HAVE TARGETED IMPROVEMENT SCHOOLS, WHICH ARE BASED ON STUDENT GROUP SIZE, CURRENTLY BASED ON STUDENT GROUPS THAT DON'T MEET THEIR TARGETS FOR THREE CONSECUTIVE YEARS.

AND THAT'S HOW YOU GET IDENTIFIED.

AND THEN WE HAVE ADDITIONAL TARGETED SUPPORT SCHOOLS OF IMPROVEMENT.

AND YOU MAY RECALL FROM A COUPLE OF YEARS AGO, ARMSTRONG ELEMENTARY WAS ACTUALLY IDENTIFIED AS AN ADDITIONAL TARGETED SCHOOL OF IMPROVEMENT.

AND THAT WAS BECAUSE THEIR HIGHEST PERFORMING STUDENT GROUP, WHICH WAS THEIR ASIAN STUDENTS, DIDN'T PERFORM HIGH ENOUGH TO MEET TEAS TARGETS, WHICH RESULTED IN THEM EARNING THAT IDENTIFICATION.

SO WHETHER THEY THREE ARE OR ARE OR NOT INCLUDED THOSE THREE SCHOOLS BY THEIR NOT BEING RATED.

INDICATED THE STATE WOULD NOT ALLOW US TO THEN GET A CERTAIN GRADE.

RIGHT. SO WE ARE CAPPED.

YES. SO BY DOMAIN OK.

SO, YES. I GUESS MY QUESTION IS AND WE'VE TALKED ABOUT IT MULTIPLE TIMES HERE ABOUT WANTING TO BECOME AN A DISTRICT THIS YEAR.

YES, SIR. I THINK THIS CATEGORY AND WE'LL TALK ABOUT SOME OF THE OTHER ONES.

BUT SCHOOL ACCOUNTABILITY, IF WE SUCCEED HERE WITH EVERYTHING ELSE WE'RE DOING, I THINK THAT GETS US VERY CLOSE TO AN A.

WOULD YOU AGREE WITH THAT? YES, SIR. SO.

OF EVERYTHING THAT'S IN THE DISTRICT IMPROVEMENT.

BESIDES ALL THE GOALS YOU'VE SET ON ALL THE OTHER CATEGORIES AND THEY'RE IN HERE, THIS SEEMS TO BE THE ONE THAT WE HAVE TO CONCENTRATE ON.

SO MY QUESTION TO YOU IS, WHAT ARE WE DOING HERE? THIS IS WHERE WE'RE PUTTING OUR RESOURCES, WHETHER IT'S 16 SCHOOLS, 19 SCHOOLS, WHATEVER THE NUMBER IS, HOW DO WE MAKE SURE THESE SCHOOLS SUCCEED? SO I THINK I WOULD PUSH BACK A LITTLE BIT AND SAY THAT THIS ISN'T NECESSARILY WHERE WE FOCUS IN ORDER TO GET THE A.

I THINK WHERE YOU SEE OUR FOCUS IS WHEN YOU START GETTING INTO THE ADDENDUMS, THE DISTRICT IMPROVEMENT PLAN, THE MAIN VERSION OF THE DOCUMENT THAT INCLUDES ALL OF THOSE STRATEGIES IS BUILT AROUND THE BOARD GOAL.

THE BOARD GOAL WAS SET BACK IN 2018, I BELIEVE, BASED ON THE BOARD GOAL PRIORITIES BEFORE THE STATE LEGISLATURE EVER REQUIRED SCHOOL BOARDS TO SET GOALS.

YOU ALL LED THE WAY AND REALLY SERVED AS A MODEL FOR THE STATE.

AND THEN THE LEGISLATOR CAME BACK AND AND MADE THAT A REQUIREMENT, WHICH IS WHY IN THE LIST OF ADDENDUMS, YOU SEE THE HB THREE EARLY CHILDHOOD AND CCMR PLANS, BECAUSE THE STATE LEGISLATURE RECOGNIZED THAT NOT GARLAND BUT OTHER DISTRICTS AROUND THE STATE WEREN'T SETTING THESE AMBITIOUS STUDENT ACHIEVEMENT GOALS.

SO THEY BUILT THAT INTO STATUTE.

SO WHEN YOU LOOK AT OUR ADDENDUMS, THAT'S WHERE YOU SEE THE MEAT OF THE WORK CONNECTED TO WHAT WE'RE ACTUALLY DOING.

WHERE IS THAT FORMAL DISTRICT IMPROVEMENT PLAN IS REALLY CONNECTED TO THOSE EARLY BOARD GOALS THAT WE SET AND HOW WE'RE GOING TO ACHIEVE THOSE MEASURES.

AND THOSE MEASURES ARE ISOLATED.

SO IF YOU LOOK AT THE EARLY LITERACY PERFORMANCE OBJECTIVE, IT'S CONNECTED TO GRADE THREE STAAR PERFORMANCE AT THE MEETS GRADE LEVEL.

IT DOESN'T TAKE INTO CONSIDERATION ANYTHING THAT HAPPENS AFTER GRADE THREE.

WE DO HAVE THE LITTLE I FORGET WHAT WE CALLED IT, POCKET EDITION OF THE BOARD GOALS FROM PREVIOUS YEARS, WHERE WE DO HIGHLIGHT AND REPORT HOW OTHER GRADE LEVELS AND OF COURSE ARE PERFORMING IN READING, BUT THEY'RE NOT NECESSARILY DRIVING THE DISTRICT IMPROVEMENT PLAN.

WHEN WE GET INTO THE ADDENDUMS IN ADDITION TO THE HB THREE EARLY CHILDHOOD AND CCMR PLANS, WHERE WE'RE OUTLINING MORE STRATEGIES RELATED TO HOW WE'RE ACTUALLY GOING TO MEET THE ACCOUNTABILITY REQUIREMENTS, YOU ALSO SEE THAT ACADEMIC ACCELERATION PLAN, THE ACADEMIC ACCELERATION PLAN IS HYPER FOCUSED ON FOUR KEY AREAS THAT ARE IMPACTING ACCOUNTABILITY OUTCOMES, AND THAT'S WHERE WE SEE LITERACY.

[00:50:01]

IT LOOKS AT K EIGHT MATHEMATICS, NOT JUST MEASURING MATHEMATICS AS ALGEBRA ONE BY THE END OF NINTH GRADE.

IT'S LOOKING AT CCMR SUCCESS.

WE'VE SEEN A GREAT DEAL OF INCREASES AND CELEBRATIONS WITH OUR CCMR OUTCOMES HERE IN GARLAND, THE STATES CHANGING THE RULES.

SO WE WANT TO CONTINUE TO SEE IMPROVEMENTS IN WHERE OUR CURRENT PERFORMANCE IS UNDER CURRENT RULES.

BUT THEN ALSO WHAT ARE THE NEW RULES AND HOW ARE WE MEETING THOSE GOALS? SO CCMR IS ANOTHER GOAL WITHIN THE ACADEMIC ACCELERATION PLAN.

AND THEN FINALLY WE HAVE THE END OF COURSE, SUCCESS, BECAUSE WE KNOW IF WE CAN'T GET OUR STUDENTS TO PASS THOSE END OF COURSE EXAMS, THEY'RE NOT GOING TO MEET THEIR GRADUATION REQUIREMENTS. SO THOSE ARE THE KEY FOUR PRIORITIES IN THE ACADEMIC ACCELERATION PLAN THAT ARE DRIVING OUR PATH TO AN A.

SO I'VE LOOKED AT SOME OF THE NUMBERS THAT YOU'VE PUT DOWN ON THE OTHER GOALS.

YES. MATH, FOR EXAMPLE, WHICH IS ALGEBRA, THAT'S ON PAGE 156, GOING FROM A 46.7 OF MEETS TO 75.

VERY AMBITIOUS GOALS.

THOSE ARE YOUR GOALS, SIR.

NO, I UNDERSTAND. YES.

AND WE'VE KEPT THEM.

YES. SO SCIENCE.

43 TO 62, THIRD GRADE READING, 47.3 TO 71.

SO WE HAVE WE HAVE THAT IN PLACE.

THE POINT I WAS TRYING TO MAKE IS EVEN IF WE SUCCEED IN ALL OF THIS CRITERIA AND ALL THE OTHER FIRST 9, IF WE DON'T IF WE HAVE CAMPUSES AND THIS YEAR THEY WILL BE GRADED.

I MEAN, D'S AND F'S WILL BE GIVEN THIS YEAR WE GET THOSE WHERE WE'RE BACK TO THE SAME STATUTE WHERE WE CAN'T GET AN A, CORRECT.

WE DON'T KNOW THAT OFFICIALLY, BUT I BET THAT'S WHAT THAT'LL BE WHAT THE STATE SAYS.

SO WE WERE ACTUALLY UNDER THAT REQUIREMENT THIS YEAR.

CAMPUSES DID NOT RECEIVE A LETTER GRADE OF D OR F THEY RECEIVED A NUMERIC GRADE.

SO YOU ALL CAN TELL A 69 IS A D AND YOU CAN TELL A 55 IS AN F WITHOUT THAT LABEL.

AND IF WE HAD CAMPUSES IN A DOMAIN THAT DID NOT REACH THAT 60% OR THAT 70% BENCHMARK THAT EARNED THAT NOT RATING LABEL, BUT ACTUALLY HAD A NUMERIC VALUE LOWER THAN 70, WE WERE CAPPED AT 89 IN THAT DOMAIN.

AND SO THAT'S THE POINT I'M TRYING TO GET.

YES. SO I THINK IF OUR EFFORTS ARE ON THE EARLIER CATEGORIES THAT WE JUST MENTIONED, SOME OF THE NUMBERS I TALKED ABOUT AND THIS CATEGORY, I THINK THAT'S OUR PATH TO SUCCESS . AND TEAS PENDING CHANGES ON ACCOUNTABILITY.

AND WE HAVE NO CONTROL OVER THAT, I WOULD IMAGINE.

NO, BUT VERONICA HAS THE OPPORTUNITY TO PROVIDE LOTS OF INPUTS.

OKAY. I'M SORRY.

PLEASE. PLEASE PROCEED.

ALL RIGHT. SO AT THIS POINT, I'M GOING TO TURN IT OVER TO MS. MCKINNEY. GOOD EVENING AS DR.

CADDELL HAS ALREADY MENTIONED, MY NAME IS LAURIE MCKINNEY, AND I SERVE AS YOUR FEDERAL PROGRAMS GRANT MANAGER IN THE GARLAND ISD.

THANK YOU FOR ALLOWING ME TO BE HERE BEFORE YOU THIS EVENING.

SO I WANTED TO GO OVER A COUPLE OF THINGS, AND SINCE WE WERE BEING COGNIZANT OF TIME, I WANTED TO MAKE SURE I HAD PARENT AND FAMILY ENGAGEMENT FIRST, BECAUSE THAT IS THE AREA THAT UNFORTUNATELY SEEMS KIND OF IT GETS FORGOTTEN SOMETIMES.

AND MY FEDERALLY FUNDED COMPLIANT HEART COULD NOT REST IF I DID NOT MENTION IT.

SO WITH PARENT AND FAMILY, ENGAGEMENT IS A REQUIREMENT THROUGHOUT ESSA.

SO OUT OF OUR TITLE ONE PART A, OUR TITLE THREE PART A, OUR TITLE THE MAJORITY OF THE SOURCES THAT GARLAND RECEIVES FROM A FEDERAL PERSPECTIVE HAS THAT PARENT AND FAMILY ENGAGEMENT REQUIREMENT.

TITLE ONE PARTY IS THE LARGEST FUNDED AREA THAT WE RECEIVED UNDER ESSA IN THE GARLAND ISD, AND THAT HAS A REQUIREMENT OF AN ANNUAL TITLE ONE PART A PARENT MEETING.

PART OF THE THINGS THAT THEY GO OVER DURING THAT TIME IS MAKING SURE THAT WE ARE TOUCHING ON THE COMPACT AS WELL AS THE POLICY.

AND THOSE ARE TWO SEPARATE REQUIREMENTS UNDER STATUTE.

SO THE COMPACT I LIKE TO DESCRIBE AS BASICALLY YOUR PROMISE, IT'S YOUR EXPECTATIONS THAT THE STUDENTS CAN HAVE OF THE SCHOOL OF THAT THE SCHOOL CAN HAVE OF THE PARENTS AND THAT THE PARENTS CAN HAVE THE SCHOOL AS WELL.

IT'S THAT PROMISE OF WHAT WE'RE GOING TO DO TO MAKE SURE THAT WE'RE MEETING THE HOLISTIC NEEDS OF OUR KIDDOS THAT WE'RE SERVING.

THE POLICY, I REFER TO AN EDUCATOR TERMS AS LIKE YOUR LESSON PLAN.

IT'S THAT LARGER PIECE OF WE'RE GOING TO COVER THIS, THIS AND THIS THROUGHOUT THE YEAR.

SO THIS IS WHAT YOU CAN PARTNER WITH US PARENTS AND FAMILIES TO MAKE SURE THAT WE MEET THE GOALS OF EDUCATING OUR KIDS AND MAKING SURE THAT HOLISTICALLY THEY ARE PROVIDED FOR WHILE THEY'RE WITH US.

AND THE LAST THING WE HAVE UP HERE ARE PARENT AND FAMILY ENGAGEMENT STRATEGIES.

TITLE ONE PARTY REQUIRES THAT WE BUILD THE CAPACITY OF OUR PARENTS AND FAMILIES IN THOSE THAT WE SERVE.

SO THAT MEANS MAKING SURE THAT WE'RE NOT TEACHING THEM TO BE TEACHERS, BUT TO MAKE SURE THAT THEY HAVE THE SKILL SETS TO SUPPORT THE ACADEMIC ENVIRONMENT AT HOME.

[00:55:09]

SO TITLE ONE PART A REQUIRES THAT WE ARE DOING THESE THINGS AND WITH OUR WITHIN OUR DEPARTMENT AND FEDERAL PROGRAMS, WE HAVE KELLY CORNELIUS, WHO DIRECTLY HELPS TO ENSURE THAT THESE THINGS ARE OCCURRING THROUGH ADDITIONAL INITIATIVES THAT SHE PROVIDES TO OUR STAFF MEMBERS AND OUR CAMPUSES.

THE NEXT THING THAT I HAVE HERE, WHEN WE'RE TALKING ABOUT THE IMPROVEMENT PLAN REVIEW PROCESS, WE HAVE A QR OR WHAT I CALL A QUICK REFERENCE SHEET.

THAT'S THAT ONE THAT'S THERE ON YOUR LEFT.

IT'S SUCCINCT.

IT GOES THROUGH ALL OF THOSE KEY PIECES THAT FROM A VALIDATION STANDPOINT, MEANING IF THE AGENCY WERE TO COME IN TOMORROW AND SAY WE NEED TO SEE X, Y, Z CAMPUS, WOULD THEY BE ABLE TO PASS IT? THIS QR IS A QUICK REFERENCE SHEET ON THE LEFT HELPS CAMPUSES TO KNOW FROM A STATUTE PERSPECTIVE WHAT IS REQUIRED WITHIN THE CNA, WHAT IS REQUIRED IN THEIR CAMPUS IMPROVEMENT PLAN WHEN IT COMES TO FUNDING, WHEN IT COMES TO STAFFING, ALL OF THOSE ADDITIONAL SUPPLEMENTAL SOURCES THAT COMES ON THE CAMPUS, THAT QUICK REFERENCE SHEET IS WHAT THEY USE TO GO THROUGH AND JUST CHECK THEMSELVES.

DO WE HAVE THESE THINGS? THERE ON THE RIGHT YOU SEE WHAT I REFER TO AS THE M&MS OF ESSA? BACK WHEN I SERVED AT REGION TEN, I DEVELOPED THIS CHART BECAUSE IT IS STATUTE, IT TAKES STATUTE AND SAYS, ARE YOU ARE YOU DOING THESE THINGS? CAN WE FIND THESE THINGS WITHIN YOUR IMPROVEMENT PLAN? SO OUR CAMPUSES UTILIZE BOTH THAT QUICK REFERENCE SHEET AS WELL AS THAT M&MS CHART TO ENSURE THAT THEY ARE MEETING THOSE BASIC GUIDELINES, THOSE BASIC REQUIREMENTS WHEN IT COMES TO PASSING A VALIDATION, SHOULD TEA COME KNOCKING.

THE OTHER THING THAT I WANT TO POINT OUT BEFORE I MOVE ON TO THE FUNDING SOURCES IS THAT THIS WAS A COLLABORATIVE PROCESS THROUGH ALL OF OUR MAJOR DEPARTMENTS, OUR TEACHING AND LEARNING DEPARTMENT, OUR FOLKS, OUR CCMR. EVERYONE CAME TOGETHER TO HELP ENSURE THAT WE'RE MEETING AND SUPPORTING CAMPUS NEEDS AS THEY JOURNEY THROUGH THIS PROCESS OF ENGAGING IN THE TITLE ONE PARTY PROGRAM.

OUR ELS WERE OBVIOUSLY VERY INVOLVED AS WELL WHEN IT CAME TO PROVIDING THAT TECHNICAL ASSISTANCE.

WHAT YOU SEE HERE ON THE SCREEN IS A VERY SUCCINCT, HIGH LEVEL.

THESE ARE SOME OF THE FUNDING SOURCES THAT OUR CAMPUSES RECEIVE WHO ARE PARTICIPATING IN THAT TITLE ONE PART A PROGRAM AND OUTSIDE OF IT.

SO THE MAGNET PROGRAM, WE HAVE 19 CAMPUSES THAT PARTICIPATE IN THAT.

I COULDN'T GIVE YOU A FIRM AMOUNT BECAUSE IT DOES VARY CONTINGENT UPON THE MAGNET INDICATORS.

ALL 66 CAMPUSES THAT WE HAVE HERE RECEIVE WHAT WE HAVE, MORE THAN 66 IN OUR [INAUDIBLE] BUT THERE ARE 66 CAMPUSES ARE ELIGIBLE FOR THOSE THREE STATE ALLOTMENTS.

SO THAT'S GOING TO BE YOUR ESL BILINGUAL ALLOTMENT.

IT'S GOING TO BE YOUR STATE COMPENSATORY ED ALLOTMENT, AND IT'S ALSO GOING TO BE YOUR SPECIAL EDUCATION ALLOTMENT.

THAT AMOUNT ALSO VARIES BECAUSE IT'S ALSO AGAIN CONTINGENT ON THE AMOUNT OF KIDDOS THAT THEY HAVE SERVED AT THE CAMPUS AND OTHER FACTORS TITLE ONE PART A.

WE CURRENTLY HAVE 65 CAMPUSES THAT ARE ENGAGED IN THAT PROCESS.

I SAY CURRENTLY BECAUSE WE ALSO HAVE SIX NEW CAMPUSES THAT WE ARE TRYING TO TRANSITION TO THAT TITLE ONE PART A STATUS BY THE END OF THE SCHOOL YEAR.

THOSE ARE THE SAFG CAMPUSES, THOSE SCHOOL ACTION FUND GRANT CAMPUSES IN ORDER TO ENSURE THAT THEY'RE GETTING ADDITIONAL SUPPLEMENTAL FUNDS TO OPERATE THESE NEW CAMPUSES.

WE ARE GOING THROUGH THAT PROCESS OF TRANSITIONING THEM.

WE'VE ALREADY HAD ONE MEETING AND I HAVE FOUR MORE SCHEDULED WITH THEM WITH THE INTENT OF THEM BEING TRANSITIONED THOSE SIX NEW CAMPUSES TO A TITLE ONE PART A ELIGIBLE STATUS BY MARCH.

WELL, LET ME JUST STOP. AND THAT WAS VERY CONFUSING BECAUSE THEY THEY WERE I THINK BEFORE WE TRANSITIONED THEM, THEY WERE TITLE ONE.

RIGHT. I'M GLAD YOU ASKED THAT.

SO WE STILL HAVE SO LET'S SAY CAMPUS GLICK IS CURRENTLY A TITLE ONE PART A CAMPUS.

YOU ARE STILL A TITLE ONE PART A CAMPUS.

IT'S JUST THE WAY THE SCHOOL ACTION FUND GRANT IS IMAGINED AND BECAUSE OF THE REQUIREMENT OF ENGAGING IN THAT PROGRAM, THEY ALSO HAVE AN OLD GLICK OFFENSE AND A NEW GLICK RIGHT? SO NEW CAMPUS IS A BRAND NEW CAMPUS, HAS NEW IDENTIFICATION NUMBERS, HAS THE BENEFIT OF STARTING FRESH SO THAT CAMPUS DOES NOT HAVE TITLE ONE PART A FUNDING.

OLD GLICK DOES.

OLD GLICK HAS GONE THROUGH THAT PROCESS OF BEING ABLE TO SHOW THAT THEY HAVE MET ALL OF THE PROGRAMMATIC INTENTS TO BE A PARTICIPANT OF TITLE ONE PART A.

IT'S JUST NEW GLICK WHO NOW HAS ONE OR TWO DEPENDING ON THE LEVEL GRADE LEVELS THERE AT THAT CAMPUS HAS NO FEDERAL FUNDS, NO TITLE ONE PART A SCHOOLWIDE FUNDS. SO NOW, IN ORDER TO HELP ENSURE THAT THEY GET THAT ADDITIONAL SUPPLEMENTAL FUNDS TO BE ABLE TO FURTHER SUPPORT AND MEET THE NEEDS OF THEIR KIDDOS, WE ARE TRANSITIONING THEM. SO PART OF THE SCHOOL IS TITLE ONE AND PART IS NOT IS.

[01:00:03]

WE HAVE IMAGINE LIKE A LINE WHERE YOU'RE WALKING DOWN THE HALL WHERE YOU GET TO THIS LINE.

YOU ARE NOW A NEW GLICK SO YOU DON'T GET TITLE ONE FUNDING.

UNFORTUNATELY.

SO SORRY.

SO THAT IS THAT PERFECTLY THE WAY YOU DESCRIBED IT THAT IT IS CURRENTLY WHAT IT IS.

WE HAVE SOME PARTS OF THE CAMPUS AND IT MAKES IT A LITTLE BIT MORE CONFUSING SINCE EVERYONE IS STILL HOUSED ON THE SAME CAMPUS.

BUT YES, YOU GET TO THAT IMAGINARY LINE.

YOU ALL ARE PART OF NEW CAMPUS, SO THEREFORE THEY CANNOT ACCESS TITLE ONE PART A SCHOOL WIDE FUNDING.

SO THAT'S WHAT WE'RE WORKING ON WITH THEM.

WE'VE ALREADY HAD OUR FIRST MEETING.

WE GOT SEVERAL MORE SCHEDULED.

WE'LL GO THROUGH EVERYTHING WITH THEM BY THE BY THE END OF DECEMBER WITH THE INTENT OF BEING ABLE TO SIGN OFF ON EVERYTHING FINALIZED, BEING DONE IN MARCH SO THAT THEY CAN ALSO BE RECIPIENTS OF THAT FUNDING NEXT YEAR.

YOU MENTIONED SOMETHING EARLIER, SCHOOL.

WE JUST GOT BACK FROM OUR STATE CONVENTION IN SAN ANTONIO.

AND ONE OF THE THINGS WE HEARD IN SEVERAL OF THE SEMINARS WE ATTENDED IS THAT SCHOOL DISTRICTS ARE UNDER ATTACK POLITICALLY BECAUSE WE DON'T INVOLVE THE PARENTS.

BUT YOU KEPT TALKING ABOUT PARENT ENGAGEMENT.

WOULD YOU SPEAK A LITTLE BIT MORE ABOUT THAT, PLEASE? YOU ARE GOING TO PUT ME ON A SOAPBOX AND I KNOW DR.

CADDELL IS GOING TO SAY, DON'T DO IT.

AND THE REASON I SAY I THINK THIS IS REALLY IMPORTANT BECAUSE WE DON'T DO EVERYTHING RIGHT.

WE ALL KNOW THAT.

BUT WE DO A LOT OF THINGS VERY, VERY WELL.

AND ONE OF THE THINGS I THINK WE DO VERY WELL, ESPECIALLY IN THIS DISTRICT, IS PARENT ENGAGEMENT.

SO THAT'S WHAT I'D LIKE YOU TO TALK ABOUT.

I CAN TELL YOU FROM A COMPLIANCE STANDPOINT, BECAUSE I AM I'M FEDERAL.

I AM ALL ABOUT WHAT THE ESSA AND [INAUDIBLE] AND LOCAL AND TEA SAY.

SO FROM A COMPLIANCE PERSPECTIVE, I CAN TELL YOU THAT ALL OF OUR CAMPUSES ARE DOING EXACTLY WHAT WE'RE SUPPOSED TO FROM A TITLE ONE PART A PERSPECTIVE.

NOW WHEN IT COMES TO BEING ABLE TO BUILD THE CAPACITY OF PARENTS AND FAMILIES AND COMMUNITY MEMBERS MORE, THAT IS A QUESTION THAT I WOULD DEFER TO DR.

RAMONA AGUILAR BECAUSE SHE IS OVER OUR FAMILY AND COMMUNITY ENGAGEMENT ACTUAL DEPARTMENT.

I CAN TELL YOU FROM A COMPLIANCE PERSPECTIVE THAT WE ARE DOING EXACTLY WHAT IT IS THAT WE'RE SUPPOSED TO BE DOING, AND TEA ALWAYS IS AN ADVOCATE OF MAKING SURE THAT WE ARE BRINGING IN FAMILIES AS PARTNERS AS MUCH AS POSSIBLE.

THANK YOU. I APPRECIATE THAT.

OF COURSE. JUST A QUICK NOTE.

ON THE 25TH, WE WILL HAVE AN INTERNAL AUDIT REPORT REGARDING OUR FAMILY AND COMMUNITY ENGAGEMENT DEPARTMENT.

SO YOU'LL SEE THAT PRELIMINARY REPORT BEFORE IT'S PRESENTED ON NEXT TUESDAY, ON FRIDAY WITH YOUR BOARD DOCS.

SO YOU'LL BE ABLE TO REVIEW WHAT OUR INTERNAL AUDITORS HAVE ALSO SAID ABOUT OUR FAMILY COMMUNITY.

GREAT. THANK YOU, MICHELLE.

THE LAST THING I WANT TO SAY WHEN IT COMES TO FUNDING, BECAUSE OF STATUTE, WE PROVIDE A FROM THE DISTRICT ALLOCATION, $2,229 PER CAMPUS AND TO SPECIFICALLY BE EARMARKED FOR MEETING THE NEEDS OF OUR PARENT AND FAMILIES WHEN IT COMES TO THOSE COMPLIANCE ASPECTS OF PARENT AND FAMILY ENGAGEMENT.

WE ALSO OFFER A LOT OF SUPPORTS THROUGH OUR DEPARTMENT AS WELL.

SO THAT'S ALL I WANTED TO TALK TO YOU ABOUT.

A QUICK HIGHLIGHT OF THE OVERALL FUNDING SOURCES THAT COME INTO THE CAMPUS.

AS I SAID, WE ARE WE'RE HERE, OUR DEPARTMENT PARENT.

WE'RE HERE TO MAKE SURE THAT WE'RE PROVIDING RESOURCES, SUPPORT AS WELL AS COMPLIANCE.

AND, YOU KNOW, WE'RE WE'RE ALWAYS HERE TO BE A RESOURCE TO YOU ALL.

SO THANK YOU GUYS FOR YOUR TIME.

THANK YOU. REAL QUICK, BEFORE WE ENTERTAIN ANY QUESTIONS YOU MAY HAVE, I DID WANT TO LET TRUSTEE'S COMMITTEE MEMBERS KNOW THAT OUR DISTRICT EDUCATIONAL IMPROVEMENT COUNCIL, DEIC, IS CURRENTLY REVIEWING THE DRAFT THAT YOU HAVE BEFORE YOU RIGHT NOW.

THEY'LL HAVE A FORMAL PRESENTATION TOMORROW AFTERNOON AT THEIR NEXT MEETING AND WE WILL BRING YOU THEIR FEEDBACK WHEN WE BRING THIS FORWARD FOR YOUR ACTION ITEM AT OUR NEXT MEETING. AND I JUST WANT TO DO MENTION ONE THING IN YOUR YOU MENTIONED THE ACADEMIC ACCELERATION PLAN, AND WE HAVE THOSE ON PAGE AROUND 180 IN THOSE PAGES AND THEY DO REFERENCE THE FALL MAP RESULTS AND WE WILL HAVE THAT PRESENTATION FROM MS. JOYNER AT OUR NOVEMBER MEETING.

SO BECAUSE OF CIRCUMSTANCES, WE WEREN'T ABLE TO GET IT DONE, BUT WE WILL SEE IT NEXT MONTH.

YES, I BELIEVE THAT'S CORRECT. YES.

OKAY, MS. STANLEY, ANY QUESTIONS? TRUSTEES. ANY QUESTIONS? MS. GRIFFIN YES.

THANK YOU FOR THE OPPORTUNITY.

[01:05:04]

GOOD. AND THE QUESTION WAS, HOW DO WE MONITOR THESE CAMPUS IMPROVEMENT PLANS? AND I KNOW YOU ALL KNOW WE HAD DIFFICULTIES OVER THE BREAK GAINING ACCESS TO ACTUALLY REVIEW THOSE PLANS.

BUT ONE OF THE THINGS IS ON THE PAGE 139 FOR THIS QUICK I THINK YOU CALLED IT A CHEAT SHEET OR WHATEVER.

I WOULD LIKE TO REQUEST THAT WE HAVE THE SINGLE PAGES OF THESE BECAUSE I'VE NEVER UNDERSTOOD THAT WE WERE TOTALLY MODERATING ALL OF THE INFORMATION IN THE CAMPUS IMPROVEMENT PLANS.

SO WHEN WE READ THOSE AND WE GO PLAN, YOU KNOW, STEP BY STEP IN THOSE VARIOUS OBJECTIVES, WHAT WE'RE SEEING IN THIS INITIAL ONE, THERE'S NO GRADING, THERE'S NO ANYTHING, BECAUSE THIS IS THE FIRST ONE.

AND WHAT WAS MISSING, AND I'M GLAD YOU MENTIONED IT FROM THE INFORMATION THAT WE RECEIVED, WAS THAT THE DISTRICT DEIC HAD NOT ACCEPTED THE PLAN. SO THAT IS SO WE REALLY NEED TO KEEP SAYING WHAT ALL OF THE PROCESS IS.

BUT THE OTHER PART OF THE MONITORING, SO WE HAVE THE CHEAT SHEET HERE.

THE OTHER THING IS WHO IS RESPONSIBLE WHEN SOMEONE IS OUT OF COMPLIANCE WITH THIS SHEET.

NOW WE DO COMPLIANCE VERY WELL.

AND I ASK THE QUESTION FOR ONE AREA THAT WHEN I READ THESE CAMPUS IMPROVEMENT PLANS, THERE IS A THREAD OF CONCERNING STUDENT MANAGEMENT AND WHETHER WE WANT TO CALL IT STUDENT MANAGEMENT OR WE WANT TO CALL IT STUDENT DISCIPLINE, YOU CAN CHOOSE WHATEVER YOUR LANGUAGE IS, BUT THAT IS A CRITICAL POINT FOR US RIGHT NOW.

SO MY CONCERN IS IT'S GREAT TO HAVE THIS SHEET IS GREAT TO HAVE A PROCESS, BUT WHAT HAPPENS? WHAT HAPPENS AND IT'S EASY.

I CAN SEE THE ANSWER TO THAT EASILY ABOUT FAMILY ENGAGEMENT, $2,000 IS A GOOD SUM OF MONEY, BUT IT'S NOT A LOT OF MONEY.

SO YOU CAN DO AN ACTIVITY AND YOU WOULD HAVE USED UP YOUR $2,200 ENGAGEMENT.

BUT TELL ME ABOUT THE PROCESS WHEN PEOPLE ARE OUT OF COMPLIANCE BECAUSE WE NEVER GO BACK TO THESE PLANS.

SO WHEN WE GET VARIOUS REPORTS COMING TO US, WHETHER IT'S THE ACADEMIC SUCCESS OR ANY OF THE PROGRAMS THAT WE'RE IMPLEMENTING, WE'RE NEVER REFERRING BACK TO THE CAMPUS IMPROVEMENT PLAN, BUT THAT'S THE CAMPUS ROADMAP FOR THAT PARTICULAR SCHOOL YEAR.

AND I WANT TO UNDERSTAND HOW WE CONNECT THOSE, BECAUSE THEY SHOULD BE TIED TOGETHER.

THANK YOU. THANK YOU FOR THE QUESTION.

AM I. CAN YOU GUYS HEAR ME? I FEEL LIKE I'M OFF.

LET'S TRY. OH, THERE I AM.

OK. THANK YOU SO MUCH FOR THE OPPORTUNITY TO ANSWER THAT.

I CAN TELL YOU THAT IN 2 HOURS, THAT QUICK REFERENCE SHEET YOU HAVE IS WHAT I DEVELOPED WHEN I FIRST TRANSITION BACK TO THE DISTRICT IN JANUARY OF 2020.

I USED THAT AS A WAY, ALMOST AS A RUBRIC FOR CAMPUSES TO HAVE A CHANCE TO SEE FROM A COMPLIANCE STANDPOINT.

THIS IS WHAT I AM CHECKING FOR.

I'M NOT CHECKING TO SAY WHETHER OR NOT, OH, I WOULD DO THAT OR I WOULDN'T DO THAT ON YOUR CAMPUS MORE.

SO THESE ARE THE THINGS THAT FROM A STATUTE, BOTH TEC AND ESSA, THIS IS WHAT HAS TO BE THERE AS A MINIMUM.

NOW WE HAVE THOSE INDIVIDUAL ALWAYS FOR OVER A TWO WEEK TIME SPAN FEDERAL PROGRAM.

SO MY DEPARTMENT IS AMANDA MILLER.

KELLY CORNELIUS WE GET TOGETHER, WE SIT DOWN, WE OFFER TECHNICAL ASSISTANCE APPOINTMENTS.

THAT'S SOMETHING THAT'S A RESIDUAL FROM WHEN I SERVED AT REGION TEN, AND IT'S JUST AN OPPORTUNITY FOR THEM TO HAVE ONE ON ONE CONVERSATIONS WITH US.

THERE'S NOBODY ELSE THERE.

AND THEY ASK THE QUESTIONS, MEANING CAMPUS LEADERSHIP.

HAVE A QUESTION ABOUT THIS. I HAVE A QUESTION ABOUT THAT.

WE TALK IT THROUGH. THEN WE SET UP AN OPPORTUNITY TO HAVE A FORMAL REVIEW.

WE LET THEM KNOW WE ARE DOWNLOADING YOUR CNAS AND CIPS AT THIS TIME.

WE GO THROUGH THEM LINE BY LINE, DOT BY DOT, PERIOD BY PERIOD.

OUR EDOS, OUR MULTILINGUAL DEPARTMENT, THE VARIOUS DEPARTMENTS ARE ACTUALLY IN THAT MEETING AND WE GO THROUGH LINE BY LINE.

WE SEE THAT YOUR NEEDS ASSESSMENT STATES THIS.

HOW IS THAT CORRELATED? OR I WAS EXPECTING TO SEE STEPS OR STRATEGIES ABOUT THIS IN YOUR CIP BECAUSE THAT'S WHAT WE CHECK FROM A COMPLIANCE STANDPOINT.

IF YOU IDENTIFY THIS AS A NEED, IT HAS TO BE ADDRESSED IN YOUR PLAN AND THAT JUSTIFIES YOU UTILIZING YOUR FEDERAL DOLLARS.

NOW, ONCE WE GO THROUGH THAT PROCESS WITH THEM, WE GIVE THEM THE FEEDBACK, WE GIVE THEM A DATE BY WHEN IT HAS TO BE IN THERE IN ORDER FOR US TO DOWNLOAD IT, TO MAKE IT AVAILABLE FOR BOARD REVIEW.

ONCE IT'S APPROVED, THE NEXT TIME THAT WE LOOK AT IT IS IF A CAMPUS WANTS TO MAKE A PURCHASE WITH TITLE ONE PART A FUNDS.

SO IF NEW GLICK I'M SORRY.

OH GLICK SUBMITS A REQUISITION FOR SOMETHING AND THEY SAY OKAY, WE NEED TO PURCHASE CALCULATORS, TI INSTRUMENT CALCULATORS.

[01:10:09]

THEN THEY'LL DOUBLE CHECK THEIR CNA.

WHY ARE YOU PICKING CALCULATORS? HOW DOES THIS ALIGN WITH THE NEED THAT YOU ARE ACTUALLY STATED IN YOUR CNA THAT YOU HAVE? ONCE THEY DO THAT, IT GOES THROUGH THE QUEUE GOES THROUGH [INAUDIBLE] GOES THROUGH MYSELF, AND THEN WE LOOK AT IT AND SAY, YES, THIS IS SOMETHING THAT WOULD BE CONSIDERED ALLOWABLE AND WE APPROVE IT.

WE MAKE SURE THE FUNDING IS THERE, WE APPROVE IT, THAT THEY DON'T OVERDRAW THEIR ACCOUNT, AS IT WERE.

TO YOUR POINT, THOUGH, OF WHO CONTINUOUSLY MONITORS IT OUTSIDE OF THEM ACTUALLY MAKING A PURCHASE, FEDERAL PROGRAMS DOES NOT GO BACK AND DO QUARTERLY CHECKS.

THAT IS SOMETHING THAT I WOULD IMAGINE THEIR ELS DO WITH THEM SINCE THEY HAVE REGULAR CONVERSATIONS WITH THEM CONSTANTLY GUIDING THAT PROCESS.

WE CHECK IT UPFRONT.

WE CHECK IT EVERY TIME A CAMPUS TRIES TO MAKE A PURCHASE.

AND THEN IF THERE'S SOMETHING THAT WE NOTICE, LIKE, HEY, THIS DOESN'T WHAT YOU'RE TRYING TO PURCHASE DOES NOT ALIGN WITH WHAT THE NEED YOU SAID YOU HAD.

WE REJECT IT. WE'LL CALL THEM AND SAY, LOOK, THIS ISN'T GOING TO BE ALLOWABLE.

IT DOESN'T SUPPORT THE NEED THAT YOU SAY THAT YOU HAVE OR THIS ISN'T SOMETHING ALLOWABLE UNDER TITLE ONE, PART A.

MAYBE CONSIDER YOUR PICK 24 OR YOUR STATE, YOUR STATE COMP FUNDING SOURCE.

BUT THAT'S THE THE LAST OF THE FORMAL REVIEWS IS AFTER WE GO THROUGH THAT PROCESS, AFTER THEY TRY TO PURCHASE AND THEN WE'LL GO BACK AND CHECK IT AGAIN.

BUT THERE ISN'T WITHIN FEDERAL PROGRAMING THAT CONSTANT QUARTERLY WE GO BACK AND CHECK TO MAKE SURE THAT YOU'RE DOING EXACTLY WHAT'S IN THERE.

THAT'S GOOD. BUT THERE IS AT THE CAMPUS IMPROVEMENT TEAM LEVEL BECAUSE YOU MAY HAVE REMEMBERED THE MEETING.

THAT'S WHAT THE MEETINGS ARE FOR.

YES. THEY GO BACK AND THEY REVIEW THEIR CAMPUS IMPROVEMENT PLANS QUARTERLY.

AND YOU ALL MAY RECALL APPROVING A PURCHASE FOR A SYSTEM CALLED PLAN FOR LEARNING.

PLAN FOR LEARNING IS A IS AN ONLINE PORTAL THAT WE PURCHASED THAT ITS SOLE PURPOSE IS TO SUPPORT OUR CAMPUS AND DISTRICT IMPROVEMENT PLANS.

SO THEY ARE THERE AND AVAILABLE AND WE CAN MONITOR THAT THEY ARE BEING REVIEWED AND WE'RE MONITORING THAT PROGRESS TOWARDS THOSE STRATEGIES THAT THEY OUTLINED.

IN ADDITION, WE ARE NOW ENTERING A CYCLE WHERE WE'VE STARTED A CYCLE WHERE WE ARE QUESTIONING ALL OF OUR TITLE ONE EXPENDITURES.

AS OUR STUDENT ENROLLMENT IS DECREASING, THERE'S A POTENTIAL THAT OUR TITLE ONE FUNDS COULD ALSO BE DECREASING.

AND SO WE'RE LOOKING AT ALL OF OUR PURCHASES.

AND IN FACT, TWO SIGNIFICANT VENDORS, $2 MILLION, I THINK THAT WE USED AND SPENT OUT OF TITLE ONE FUNDS LAST YEAR.

WE ARE NOT PURCHASING THIS YEAR BECAUSE THEY HAVE NOT YIELDED STUDENT RESULTS AND WE'RE NOT CONTINUING THOSE CONTRACTS FOR THAT PURPOSE.

OUR CAMPUSES OF IMPROVEMENT THAT YOU REFERENCED EARLIER, THOSE ONES THAT HAVE D'S OR F'S WITHOUT THE THE LETTER GRADE.

CURRENTLY, IN THE PROCESS OF REVIEWING THEIR TITLE ONE SPENDING PLANS FROM LAST YEAR AND SAY YOU HAD THIS CAMPUS IMPROVEMENT PLAN, YOU HAD THESE ADDITIONAL FUNDS, YOU USED THEM THIS WAY, THESE WERE YOUR ACCOUNTABILITY OUTCOMES.

SO THAT'S ALWAYS BEEN KIND OF SOMETHING THAT DONE AT THE CAMPUS LEVEL WITH THE SUPPORT OF THE EDLS.

BUT WE'RE KIND OF MAKING IT MORE TRANSPARENT NOW.

AND TO ME, THAT IS TO ME THAT IS THE CORRELATION TO THE SUCCESS.

I DON'T WANT TO NECESSARILY TALK ABOUT A DISTRICT GRADE OR WHATEVER WE WANT.

TO ME, CAMPUS IMPROVEMENTS ON EACH CAMPUS, THAT'S WHAT THESE ARE FOR.

THEY COVER EVERYTHING THAT SHOULD BE THERE.

AND IF THOSE ARE MONITORED AND THINGS ARE CORRECTED THERE, THEN WE OUGHT TO YIELD THE RESULTS THAT WE WANT.

SO, I MEAN, IT'S CALLED CAMPUS IMPROVEMENT PLANS.

WE'VE GOT 72 OF THEM.

ALL RIGHT. I'M SORRY, JUST POPPED IN MY HEAD.

YOU ALSO MENTIONED OVERALL STUDENT MANAGEMENT SYSTEMS AND WHO WAS A PART OF THAT PROCESS.

DR. HEMPHILL'S DEPARTMENT, SPECIFICALLY, MARY GARCIA ALSO WAS ACTIVELY INVOLVED WITH THE TRAINING AND THE MONITORING OF ANY EXCLUSIONARY DISCIPLINE PRACTICES OR ANYTHING OF THAT NATURE THAT OCCURS.

SO SHE'S ALSO A PART OF THE [INAUDIBLE] MEETINGS.

SHE'S ALSO VERY ACTIVE IN THAT, AND THAT FALLS UNDER DR.

HEMPHILL'S STUDENT SERVICES DEPARTMENT.

MS. STANLEY YEAH. SO I WONDER WHAT MS. GRIFFIN IS TALKING ABOUT.

I AND MAYBE IT CAME BEFORE US, AND I JUST DON'T REMEMBER IT.

BUT I DON'T, I DON'T FEEL LIKE WE GET ANY KIND OF REPORTING OF THESE CAMPUS IMPROVEMENTS, LIKE, YOU KNOW, WE'RE A QUARTER INTO THE YEAR

[01:15:07]

AND NOW WE'RE HALFWAY INTO THE YEAR AND WE'VE GOT SOME SLIPPAGE OR WHAT? OR ARE WE SUPPOSED TO JUST GO SEEK OUT AT SOME PLACE? AND IF THAT'S THE CASE, AND YOU KNOW, I'D LOVE TO KNOW WHERE THAT IS.

ABSOLUTELY. THANK YOU FOR THAT QUESTION.

SO HISTORICALLY, THE PLANS HAVE BEEN PRESENTED, BOTH THE DISTRICT AND THE CAMPUS PLANS HAVE BEEN PRESENTED TO TRUSTEES A SINGLE TIME PER YEAR FOR THEIR REVIEW AND APPROVAL.

WE DO TYPICALLY BRING THE COMPLETED PLANS FROM LAST YEAR.

DURING THIS PRESENTATION, I THOUGHT THERE WAS A SEPARATE FOLDER.

YES, I SEE. I SEE. SO THERE SHOULD BE TWO FOLDERS OF ACCESS, ONE FOR OUR CURRENT YEAR PLANS THAT WILL SAY THIS IS WHAT WE'RE DOING THIS YEAR, BUT THERE SHOULD BE A SECONDARY FOLDER AND IF I'M SEEING SOME NO'S, SO WE'LL MAKE SURE THAT WE GET THAT.

YOU ALL HAVE ONE LINK, ONE LINK THAT HAS EVERYTHING IN IT.

IT'S A GOOGLE DRIVE.

SO IF YOU GO BACK TO THE EMAIL THAT WAS SENT TO YOU ON OCTOBER 6TH, I BELIEVE THAT WAS OUR LAST FRIDAY HERE, 7TH THAT FRIDAY.

IF YOU GO TO YOUR ADAC DOCUMENTS AND IF YOU ARE REVIEWING YOUR DOCUMENTS DIGITALLY, IT WAS LINKED THERE AND IT WAS ALSO IN THAT EMAIL.

SO YOU SHOULD HAVE IT THERE.

AND I'LL ALSO DURING THIS MEETING BECAUSE I KNEW THIS QUESTION WOULD COME UP, IT WAS RE SENT TO YOU ALL AND IT WILL BE SENT AGAIN THIS FRIDAY.

SO YOU WOULD HAVE GOTTEN IT AT LEAST FOUR TIMES.

IT'S THE CURRENT STUFF.

ARE THEY IN THERE? LAUREN, WOULD YOU PLEASE REFERENCE THAT IF THE PRIOR YEARS OR NOT, WE CAN GET THEM TO YOU.

THE PRIOR YEAR. THE LINK IS STILL ACTIVE FROM WHEN WE SENT IT LAST YEAR.

I TRY NOT TO INUNDATE WITH SO MANY PLANS, SO WHAT I CAN DO IS RESEND THE LINK THAT WAS SENT LAST YEAR.

THAT WAY IS NOT SO MUCH ON YOU AT ONE TIME, BUT I'LL RESEND BECAUSE IT'S STILL ACTIVE.

I NEVER CLOSED IT OUT. I'LL SEND THE FOLDER, THE GOOGLE FOLDER LINK FROM LAST YEAR.

THAT WAY YOU CAN. HOW ABOUT I JUST SEND ONE EMAIL THAT SAYS LIKE 2020 I THINK THAT'D BE GREAT. AND ALL WE WILL DO IS DO IT THE SAME WAY I JUST MENTIONED.

IT'LL COME TO YOU AS SOON AS LAUREN PROVIDES IT.

I'LL DO IT RIGHT THEN I'LL ATTACH IT AGAIN TO YOUR EMAIL WITH THE DOCUMENTS FOR NEXT TUESDAY AND THEN I'LL PROBABLY SEND IT DURING THE MEETING NEXT TUESDAY SO YOU CAN PULL IT UP AND REFERENCE IT. BUT LET'S JUST, JUST, JUST, JUST BE CLEAR.

ON THE 7TH, WE ONLY GOT THE CURRENT PLANS THAT WAS FOR THE 22-23.

WHEN I HAVE A SEAT, I WILL RESEND THE EMAIL AND HAVE BOTH 21-22 AND 22-23 LINKS.

IT'S THE SAME FORMAT PRE K ELEMENTARY, MIDDLE, HIGH.

ONCE EVERYTHING IS IN THERE.

A SUGGESTION JUST KEEP ONE LINK AND JUST PUT THE FOLDERS FOR THE DIFFERENT YEARS.

THAT WAY. THERE'S ALWAYS A REFERENCE NO MATTER WHAT.

EVERY YEAR THEN NEXT YEAR WHAT WE'RE GOING TO HAVE TO DO IS SEND TWO LINKS AGAIN AND IT'LL BE EASIER TO SEND ONE LINK AND THEN THEY GO TO THE FOLDER THAT THEY WANT TO SEE.

THAT'S PERFECT. WE'LL KEEP THE LINK THEN THAT WE USE THIS YEAR AND I'LL JUST KEEP ADDING FOLDERS FOR AS LONG AS I I'LL JUST KEEP ADDING VOTERS IN THERE.

AND THAT WAY IT'S THAT ONE LINK.

YOU CAN BOOKMARK IT AND THEN GO BACK AND SEE MULTIPLE YEARS IN THAT ONE LINK.

OK.

ANY OTHER QUESTIONS? SO ON THAT NOTE, IS THERE ANY WAY TO BRING THIS TO OUR ATTENTION IN A MORE, MORE OFTEN SO THAT WE KNOW KIND OF WHERE WE'RE STANDING? BECAUSE I JUST THINK THAT WOULD BE A GOOD THING TO KNOW AS OPPOSED TO AT THE END OF JUST ONCE A YEAR.

I DON'T I DON'T KNOW HOW I KEEP MY EYE ON THAT ONCE A YEAR.

SO THE ANSWER IS YES.

THE ANSWER TO THAT IS YES AND NO.

OK. SO THE THE OK SO LET'S TALK ABOUT THE THEORETICAL VERSION OF A CAMPUS IMPROVEMENT PLAN IS THAT YOU'RE MONITORING THE CAMPUS AND THEN YOU'RE ENTERING THE DATA AT THESE ASSIGNED CHECKPOINTS.

RIGHT? BUT IF YOU REALLY GO INTO THE ASSIGNED CHECKPOINTS, THEY'RE NOT ALL AT THE SAME TIME.

ALL RIGHT. SO THE THE FUNCTIONAL PART AS A AS A CAMPUS PRINCIPAL, WHEN YOU HAVE THESE THIS IS YOUR YOUR GUIDING POINT IN THIS. THIS IS WHERE WE HAVE OUR BOARD GOALS AND THEN THEY'RE CASCADED DOWN.

AND I NEED TO MAKE SO OFTEN A DIFFERENT TYPE OF ADJUSTMENT.

RIGHT. AND EVERY CAMPUS IS UNIQUE.

AND SO YOU COULD SEE THAT IN THE CAMPUS IMPROVEMENT PLANS.

WHEN YOU GET THE WHEN YOU GET THE LET'S JUST SAY WE DO A MIDYEAR REVIEW OF CAMPUS IMPROVEMENT PLANS, WHICH COULD BE FAIR.

YOU'RE GOING TO SEE THAT IT'S ALL OVER THE PLACE.

IT'S IT'S TRULY ONE OF THOSE ORGANIC FLUID DOCUMENTS THAT YOU'LL GET HITS HERE AND THEN YOU'LL BE BEHIND HERE AND YOU'LL BE ALL OVER THE PLACE.

IT'S JUST IT'S KIND OF LIKE A GUIDE.

[01:20:01]

AND IF YOU REMEMBER WHEN WE WERE TALKING ABOUT USING OUR DATA LIKE MAP DATA AND A FEW OF THE OTHER TYPE OF DATA, DOES IT TRULY CALIBRATE ITS EXPECTATIONS? RIGHT. AND THE ANSWER WAS NOT ENTIRELY.

SO ALL OF THAT COMES INTO PLACE WHEN WE'RE DEALING WITH THAT.

SO WHEN YOU IF WE DID QUARTERLY THAT, THAT WOULD BE A LOT OF PAPERWORK FOR PRINCIPALS THAT INPUT THINGS AND IT WOULD BE INCOMPLETE BECAUSE NOT EVERYTHING FOLLOWS THE SAME TIMELINE. AND THEN SO ON THE ON THE FUNCTIONAL PART, WE COULD DO A MID-YEAR REVIEW.

AND WHAT WE DO INSTEAD OF GIVING YOU THE CAMPUS IMPROVEMENT PLANS, WHEN WE GIVE YOU THE MID YEAR REVIEW LIKE OF THE STATUS OF WHERE WE'RE AT, WE'RE LOOKING AT ESSENTIAL POINTS FOR ACCOUNTABILITY, RIGHT? WE'RE NOT LOOKING AT ALL THE FUNCTIONAL ITEMS OF THE CAMPUS IMPROVEMENT PLAN BECAUSE THE CAMPUS IMPROVEMENT PLAN GOES BEYOND ACCOUNTABILITY.

AND SO THAT'S WHERE WE TRY TO MAKE THE MEASURE.

WE SAY, HEY, IN SIXTH GRADE MATH, WE'RE FALLING SHORT HERE, AND EOC ONE, WHERE WE NEED MORE ATTENTION IN THESE SCHOOLS.

AND THAT'S HOW THAT HAPPENS.

AND SO THE DOCUMENT ISN'T GOING TO PROVIDE THE, I GUESS, THE DEPTH AND UNDERSTANDING OF WHAT WE WOULD SEE, BECAUSE, ONE, WE'VE GOT TO REMEMBER WHO'S FILLING IT OUT THE CAMPUS.

IT'S NOT US. SO THEY COULD PUT WHATEVER THEY WANT.

YEAH, WE DID ALL THIS STUFF AND THEN WHAT GETS VERIFIED IS THE RESULTS, RIGHT? AND THEN THE TIMELINES ARE NOT ALL ALIGNED.

IF YOU GO THROUGH THE TIMELINES AREN'T ALL LIKE, I'M JUST USING AN ARBITRARY NUMBER.

NOVEMBER 1ST WE'RE GOING TO DO THIS THEY'RE IN DIFFERENT PARTS.

SOME ARE AT NINE WEEKS, SOME ARE AT END OF SEMESTER, SOME SOME FALL IN WEIRD PLACES.

SO THAT'S THE HARD PART, YEAH.

MS. STANLEY, IF I COULD DRAW YOUR ATTENTION TO PAGE 151 IN YOUR BOARD BOOK, LOOKING AT THE RED NUMBERS, WHAT THOSE KIND OF QUARTERLY CHECKS LOOK LIKE IS ON THIS PAGE, YOU HAVE STRATEGY THREE, STRATEGY FOUR, STRATEGY FIVE, AND STRATEGY SIX.

AND THEN OVER THERE ON THE RIGHT HAND SIDE, YOU'LL SEE THAT YOU'VE GOT A NOVEMBER REVIEW OF FEBRUARY IN APRIL AND A JUNE.

AND SO WHAT HAPPENS IN THIS SYSTEM IS THAT CAMPUS STAFF GO IN AND THEY DON'T SAY OUR PERFORMANCE IS A, B OR C, THEY GO IN AND APPLY AN ICON, WHICH YOU SEE NOTED THERE AT THE BOTTOM OF THE PAGE, EITHER WITH NO PROGRESS, ACCOMPLISHED, CONTINUE OR MODIFY OR DISCONTINUE.

SO YES, WE COULD EXTRACT THESE FROM THE PLAN FOR LEARNING SYSTEM.

I DON'T KNOW THAT THEY WOULD GIVE YOU ANY MORE INFORMATION THAN WHAT WE PROVIDE, LIKE LET'S SAY ON OUR ASSESSMENT REPORTING RESULTS.

THEY JUST THOSE RESULTS DON'T COME PRESENTED IN THIS CAMPUS IMPROVEMENT PLAN FORMAT.

ANYTHING ELSE? ANYBODY ELSE HAVE ANY OTHER QUESTIONS? MR. JOHNSON.

YEAH. JUST WANT A POINT OF ORDER THAT WE DON'T REFER TO ANY INFRASTRUCTURE AS NEW OR OLD GLICK IN THE FUTURE [LAUGHTER].

DR. LOPEZ DOESN'T EVEN KNOW WHAT YOU'RE TALKING ABOUT.

[INAUDIBLE] HE'S GOT AN IDEA.

[INAUDIBLE] A REQUEST.

WAY BACK IN 2018, WHEN YOU AND I WORKED ON OUR BOARD GOALS.

YES, DR. CADDELL.

AND LATER WE TALKED ABOUT AND WE EVEN HIGHLIGHTED ON THE LITTLE FOLDOUT PAMPHLET THAT YOU REFERENCED.

WE HIGHLIGHTED FOURTH GRADE MATH WITH A SPECIAL COLOR.

AND NOW THAT WE'VE GOTTEN RID OF THE ELIMINATED THE WRITING PORTION OF OUR BOARD GOAL.

IF WE COULD PUT SOME MORE EMPHASIS ON FOURTH GRADE MATH.

I KNOW COMMIT DOES THAT THEY EMPHASIZE THIRD GRADE READING, FOURTH GRADE MATH.

OTHER DISTRICTS ALSO LOOK AT FOURTH GRADE MATH.

SO MAYBE WE COULD SPEND SOME MORE TIME IN OUR BOARD GOAL OF LOOKING AT THAT THAT CRITERIA.

SURE. THANK YOU.

WHICH GOAL IS THAT, MR. GLICK? I'M SORRY. WHICH GOAL IS THAT? IT IT'S IT'S IT'S ON THE GOAL FOUR, WHICH IS WHERE WE MEASURE THE NINTH GRADE ALGEBRA EOC.

WE'VE ALSO HIGHLIGHTED FOURTH GRADE MATH FOR SOME TIME AS A SPECIAL CATEGORY BECAUSE THAT'S THE FIRST TIME WE EVER LOOK AT MATH IS NINTH GRADE.

WE NEED TO LOOK AT IT MUCH SOONER.

EARLY, EARLY CHILDHOOD, EARLY CHILDHOOD NUMERACY.

YEAH, WE KEEP REFERRING ALL DATA AND NEW DATA AND OLD DATA AND NEW DATA AND MIXED DATA IN THIS.

IT'S BEEN THERE SINCE 2018.

ON YOUR POCKETS. THAT'S MY POINT.

YES, ON YOUR POCKET EDITION IT IS THE PERFORMANCE OBJECTIVE FOUR RELATED TO MATHEMATICS AND IT'S AN ORANGE BAR.

RIGHT. YEP. OK ANYBODY ELSE? WE THANK YOU VERY MUCH.

THANK YOU. OKAY, LET'S GO TO ITEM 7B HB THREE ACADEMIC GROWTH PLANS AND GOALS.

EARLY CHILDHOOD LITERACY IN MATH PROFICIENCY AND CCMR. MS. JOYNER, ARE YOU GOING TO START THAT OFF?

[01:25:03]

AND IT WON'T BE FOURTH GRADE MATH, BUT YOU'LL HAVE THIRD GRADE MATH.

I KNOW. SO GOOD EVENING, COMMITTEE CHAIR GLICK DR.

LOPEZ TRUSTEES, TONIGHT WE COME TO YOU WITH THE HOUSE BILL THREE BOARD ADOPTED GOALS AND PLANS AS THEY RELATE TO LEGAL POLICY EA REGARDING THE INSTRUCTIONAL GOALS AND OBJECTIVES.

ALL PLANS ARE REQUIRED TO INCLUDE AT LEAST ONE ASSIGNED DISTRICT LEVEL ADMINISTRATOR TO COORDINATE THE IMPLEMENTATION AND SUBMIT THE ANNUAL REPORT TO THE BOARD ON THE DISTRICT'S PROGRESS, WHICH IS THE PURPOSE OF TONIGHT AN ANNUAL REVIEW BY THE BOARD AT A PUBLIC MEETING.

SO YOU WILL SEE US AGAIN NEXT WEEK ON OCTOBER 25TH FOR THE BOARD MEETING WITH THE SAME EXACT PRESENTATION.

IN ADDITION, WE WILL HAVE ANNUAL REPORTS POSTED TO THE DISTRICT AND CAMPUS WEBSITES.

HOWEVER, WE WILL NOT POST THOSE UNTIL AFTER BOARD APPROVAL OR PENDING BOARD APPROVAL NEXT WEEK, AND THEN ALSO HAVING SPECIFIC QUANTIFIABLE ANNUAL GOALS FOR FIVE YEARS AT EACH CAMPUS. THIS ANNUAL REVIEW IS PRESENTED BY SEVERAL MEMBERS OF THE DEPARTMENT OF TEACHING AND LEARNING, AS WELL AS THE DEPARTMENTS OF CAREER TECH, EDUCATION AND ADVANCED ACADEMICS, AS WE PREFER FOR THE FIELD EXPERTS TO PROVIDE THIS INFORMATION TO YOU.

IN YOUR BOARD PACKETS YOU WILL NOTE THAT THERE IS A HANDOUT FOR WHAT HOUSE BILL THREE ACTUALLY COVERS, BECAUSE THERE IT GOES ABOVE AND BEYOND JUST THE TWO AREAS THAT WE ARE GOING TO MENTION TONIGHT, AS WELL AS THE PLANS BROKEN OUT BY LITERACY, NUMERACY AND CCMR. SO THOSE ARE THE THOSE ARE THE AREAS THAT IF YOU HAVE QUESTIONS AT THE END, I'LL BE HAPPY TO ADDRESS THOSE.

SO HOUSE BILL THREE AMENDS THE TEXAS EDUCATION CODE TO ADD SECTION 11.185 AND 11.186 TO INCLUDE PLANS THAT TARGET EARLY CHILDHOOD LITERACY AND MATH PROFICIENCY, AS WELL AS COLLEGE CAREER AND MILITARY READINESS.

THE EARLY CHILDHOOD PLANS ARE REQUIRED TO INCLUDE ANNUAL GOALS FOR AGGREGATE STUDENT GROWTH ON THIRD GRADE MATH AND READING STAAR.

THE COLLEGE CAREER MILITARY READINESS PLANS ARE REQUIRED TO INCLUDE ANNUAL GOALS FOR AGGREGATE STUDENT GROWTH ON CCMR READINESS INDICATORS, AND BOTH PLANS REQUIRE ANNUAL TARGETS FOR STUDENTS IN EACH OF THE GROUPS EVALUATED UNDER THE CLOSING THE GAPS DOMAIN.

SO YOU'RE SEEING A LOT OF CONNECTIONS TONIGHT BECAUSE THOSE CLOSING THE GAPS DOMAIN STUDENT GROUPS.

MR. GLICK ARE THE ONES THAT YOU WERE ASKING DR.

CADDELL ABOUT WITH THE TARGETED SUPPORT CAMPUSES IN THE 16 CAMPUSES THAT WE HAVE IDENTIFIED.

SO ON THE SCREEN, YOU WILL SEE THE THE BOARD GOALS THAT YOU ALL ADOPTED FOR THESE PARTICULAR AREAS AND WHERE WE STARTED IN 2017 AND THE EXPECTATION FOR GARLAND ISD TO WHERE WE WILL BE BY 2026.

SO JUST TO NOTE THAT AGAIN, MENTIONED A LITTLE BIT EARLIER THAT THE TARGETS THAT YOU SEE FOR 2023 AND BEYOND, THOSE ARE AS WE KNEW THEM PRIOR TO THIS ACCOUNTABILITY REFRESH.

SO WHEN WE RECEIVE THE NEW INFORMATION ON THE ACCOUNTABILITY REFRESH AND THE TARGETS FOR CLOSING THE GAPS DOMAIN, WE WILL HAVE TO AMEND THOSE TARGETS FOR SUBSEQUENT YEARS.

BUT JUST WANTED TO SHARE THAT INFORMATION WITH YOU BEFORE WE MOVE ON, IN CASE YOU WERE LOOKING AT THOSE REPORTS.

SO IF YOU DON'T HAVE ANY QUESTIONS FOR ME BEFORE I MOVE THIS ON TO MRS. FRANKENBERG AND SHE'LL TALK ABOUT THE EARLY CHILDHOOD LITERACY, JUST JUST A BRIEF COMMENT.

THANK YOU AGAIN ON PAGE 216 AND 217 WHERE YOU REFERENCED WHAT THE ACCOUNTABILITY STANDARDS ARE.

AND I THINK THAT'S IMPORTANT FOR US TO KNOW.

WE MENTIONED IT EARLIER IN THE EVENING, I THINK, AND YOU MENTIONED AGAIN.

SO I THINK THAT'S THE FIRST TIME WE'RE ACTUALLY SAYING THIS IS HOW WE'RE GOING TO MEASURE OUR STANDARDS.

SO THANK YOU. OF COURSE, JUST TRYING TO KEEP IT ALL TIED TOGETHER FOR YOU ALL.

GOOD EVENING. I'M HERE TONIGHT TO DISCUSS OUR EARLY CHILDHOOD ACTION PLAN IN REGARDS TO LITERACY.

YOU CAN SEE ON THE SCREEN THAT WE HAVE SOME REVISED K FIVE INSTRUCTIONAL PROGRAM AND RESOURCES THIS YEAR RELATED TO OUR ACTION PLAN.

AS A RESULT OF THE TEXAS COVID LEARNING ACCELERATED SUPPORTS WHICH WE CALL T CLASS GRANT HERE IN GARLAND, WE ARE PARTICIPATING IN THE FULL YEAR CRIMSI PILOT. THAT'S OUR COVID INSTRUCTIONAL MATERIALS SUPPORT INITIATIVE, AND WE RECEIVED AMPLIFY LITERACY MATERIALS IN GRADES K THROUGH FIVE.

AND THIS RESOURCE IS ROOTED IN THE SCIENCE OF TEACHING, READING AND LANGUAGE ACQUISITION THEORY.

THIS RESOURCE ALLOWS US TO FOCUS ON ACCELERATING LEARNING VERSUS REMEDIATING LEARNING BY PROVIDING ALL OF OUR STUDENTS WITH ACCESS TO HIGH QUALITY, ENGAGING GRADE LEVEL TEXT WITH CROSS CURRICULAR CONNECTIONS.

[01:30:06]

IT IS ALSO PROVIDED THROUGH THE CLASS GRANT AND IT IS UTILIZED IN ELEMENTARY SCHOOLS AND IT IS A COMPUTERIZED ADAPTIVE PROGRAM USING OUR DIAGNOSTIC DATA FROM OUR CLASS ASSESSMENT.

SO IT'S GREAT WE'RE NOT GIVING ANOTHER ASSESSMENT.

WE'RE USING THE M CLASS DATA TO DRIVE THE TARGETED INSTRUCTION PROVIDED WITHIN AMPLIFIED READING, AND IT PROVIDES FOR TEACHERS, SPECIALISTS, DISTRICT LEADERS, PARENTS AND CAREGIVERS.

GOING TO THE NEXT SLIDE ON OUR EARLY CHILDHOOD ACTION PLAN, WE'LL TALK A LITTLE BIT ABOUT OUR INSTRUCTIONAL PROGRAMS AND RESOURCES FOR PRE K.

AT THE BEGINNING OF SEPTEMBER, WE HAD 2195 STUDENTS IN PRE-K.

WE ADDED TEN ADDITIONAL ECSE CLASSROOMS THIS YEAR.

THE AMAZING PRE-K COORDINATOR, MISS CHASITY BASS, THAT YOU HAVE MET BEFORE, ENGAGES IN WEEKLY PROFESSIONAL LEARNING COMMUNITIES WITH OUR PRE-K CENTERS AND SATELLITE CAMPUS, AS WELL AS PROVIDES TEACHER COACHING ON BEST PRACTICES IN EARLY CHILDHOOD.

WE'RE ALSO FORTUNATE THAT WE HAVE THOSE EARLY LITERACY SUPPORT TEACHERS THAT COACH AT ALL OF OUR SATELLITE CAMPUSES, OUR PRE K TEACHERS AS WELL.

THIS YEAR THEY'RE UTILIZING A BOOK STUDY KNOWN AS CONSCIOUS DISCIPLINE AND REALLY HELPING OUR STUDENTS WITH THAT SOCIAL EMOTIONAL LEARNING AS WELL. MOVING ON TO OUR ACTION PLAN CENTERED AROUND THE READING ACADEMY, WHICH YOU'VE HEARD ME TALK ABOUT BEFORE AS WELL.

IT IS A TEA MANDATED PROGRAM FOR ALL KINDER THROUGH THIRD GRADE TEACHERS AND ADMINISTRATORS SO THAT TEACHERS HAVE A BETTER UNDERSTANDING OF HOW A CHILD LEARNS TO READ. WE'VE HAD A VERY SYSTEMATIC IMPLEMENTATION OVER THE YEARS, STARTING WITH OUR SUPPORT TEACHERS, THEN MOVING TO KINDERGARTEN FIRST, AND THEN FINALLY THIS YEAR, OUR SECOND AND THIRD GRADE TEACHERS ARE PARTICIPATING IN THE READING ACADEMIES.

WITH THE SUPPORT OF THE BOARD AND DR. LOPEZ, WE'RE FORTUNATE ENOUGH THAT WE HAVE EARLY LITERACY SUPPORT TEACHERS AT EVERY CAMPUS THAT PROVIDE JOB EMBEDDED COACHING, AND THAT'S PROBABLY ONE OF THE BEST THINGS THAT WE'RE DOING FOR OUR YOUNGEST LEARNERS HERE.

AND GARLAND ISD IS PROVIDING THAT EXTRA LAYER OF SUPPORT AT THE CAMPUS.

YOU ALSO RECENTLY APPROVED THE PURCHASE OF LETTERS THROUGH OUR ESSER FUNDS, WHICH STANDS FOR LANGUAGE ESSENTIALS FOR TEACHERS OF READING AND SPELLING.

OUR PRE-K TEACHERS, BECAUSE THEY DON'T HAVE ACCESS TO THE READING ACADEMY, ARE PARTICIPATING IN LETTERS PROFESSIONAL LEARNING THIS YEAR TO GAIN AN EVEN FURTHER UNDERSTANDING OF HOW OUR YOUNGEST LEARNERS GAIN ACCESS TO LITERACY AND BECOME READERS.

WE ALSO HAVE THAT PLAN IN PLACE FOR OUR KINDER THROUGH THIRD GRADE TEACHERS.

WE HAVE 99 TEACHERS IN OUR DISTRICT WHO'VE APPLIED TO GO THROUGH THE LETTERS PROFESSIONAL LEARNING TRAINING.

SO WE'RE VERY EXCITED TO GET THAT UNDERWAY AS WELL.

AND LAST BUT CERTAINLY NOT LEAST, WE HAVE SHELTERED INSTRUCTION THAT WE EMBED IN OUR INSTRUCTION.

WE WORK VERY CLOSELY WITH THE MULTILINGUAL DEPARTMENT AS WELL AS WE HAVE AN AMAZING BILINGUAL [INAUDIBLE] COORDINATOR ON OUR LITERACY TEAM.

AND ONE OF THE THINGS THAT WE'VE BEEN DOING THIS YEAR WITH AMPLIFY LITERACY IS BEING ABLE TO INCORPORATE LISTENING, SPEAKING, READING AND WRITING INTO OUR DAILY INSTRUCTION.

AND WE KNOW THAT THAT FOSTERS LANGUAGE ACQUISITION SKILLS WHICH DIRECTLY CORRELATES TO BETTER RESULTS IN READING AND WRITING.

AND THEN THROUGH BE GLAD AND OUR OTHER SHELTERED INSTRUCTION STRATEGIES, WE ARE EMBEDDING THOSE DAILY.

WE'VE BEEN OUT ON LITERACY WALKS THE WEEK BEFORE FALL BREAK AND THIS WEEK, AND WE'RE SEEING SOME REALLY GREAT STRATEGIES AND RELATED IN RELATION TO SHELTERED INSTRUCTION AND HOW THEY'RE INCORPORATING THAT WITH AMPLIFY LITERACY.

AND FINALLY, AS I MENTIONED EARLIER, THOSE EARLY LITERACY SUPPORT TEACHERS ARE A GREAT PIPELINE THAT WE HAVE ON EVERY CAMPUS TO HELP COACH, MODEL AND TRAIN TO ENSURE OUR BEST PRACTICES AND LITERACY INSTRUCTION.

AND OUR ACCOUNTABILITY IS MEASURED BY STUDENT GROWTH IN CIRCLE FOUR PRE K, MAP, M CLASS, OUR CB DATA, AND OF COURSE OUR STAAR DATA.

AND THAT'S ALL I HAVE FOR THE LITERACY ACTION PLAN.

WE SHOULD ALL REALLY KIND OF CONGRATULATE OURSELVES.

I REMEMBER IT SEEMED LIKE THE LAST NUMBER I REMEMBER WAS 1,500 IN PRE K.

WE'RE ABOUT TO BREAK 2,200.

WOW. THAT'S INCREDIBLE.

SO, YES, I AGREE.

YES. IT'S REALLY GREAT NEWS.

REALLY GREAT NEWS. AND LOOK FOR YOUR ACADEMIC INSIGHTS REPORT THIS WEEK TO HAVE A LITTLE ANOTHER LITTLE PIECE OF INFORMATION ABOUT PRE K AND THE PROGRESS THAT WE'RE SEEING AS

[01:35:09]

WE'RE VERY EXCITED ABOUT THE RESULTS WE'RE SEEING.

AND WE WERE IN THE FOREFRONT OF MOVING TO FULL DAY PRE-K EVEN SOMETIMES WHEN WE WEREN'T GETTING PAID FOR IT.

I THINK WE EMBRACE THAT.

SO THANK YOU, DR.

LOPEZ, FOR SAYING WE NEEDED TO DO THAT.

I THINK THAT WAS SO IMPORTANT.

AND NOW 2,200.

WOW. THANK YOU.

WE APPRECIATE IT. THANK YOU.

GOOD EVENING.

I'LL BE PROVIDING AN OVERVIEW OF THE EARLY CHILDHOOD ACTION PLAN FOR MATH.

AS MEGAN MENTIONED, GISD IS PARTICIPATING IN THE FULL YEAR CRIMSI PILOT.

FOR MATH AS PART OF THE PILOT, WE'VE PULLED OUT.

I'M SO SORRY. CAN YOU HEAR ME OKAY? OH, I'M SO SORRY. LIKE AMPLIFY THIS RESOURCE ALLOWS US TO FOCUS ON ACCELERATION VERSUS REMEDIATION.

IT SUPPORTS A STRONG HOME AND SCHOOL CONNECTION WITH FAMILY TIP SHEETS FOR EACH LESSON.

THE TIP SHEETS PROVIDE FAMILIES WITH SPECIFIC INFORMATION ON HOW THEY CAN HELP AT HOME, VOCABULARY WORDS AND TERMS, EXEMPLARS, MODEL EXAMPLES FOR EACH LESSON, AND WE HAVE JUST RECENTLY PUSHED OUT A FAMILY GUIDE.

IT IS A REALLY IT TIGHTENS THE STANDARDS THAT ARE BEING TAUGHT AT EACH MODULE AND HIGHLIGHT SOME DIFFERENT RESOURCES.

AND IT INCLUDES ALL OF THE FAMILY TIP SHEETS FOR EACH MODULE.

SO WE ARE PUSHING THOSE OUT.

WE'RE WORKING ON THEM IN SPANISH RIGHT NOW AND THEN WE'LL WORK ON VIETNAMESE.

BUT THEY'RE REALLY GREAT PRINCIPLES.

I'VE REALLY ENJOYED THOSE. THEY'RE GOING TO BE PUSHING THOSE OUT TO FAMILIES AS WELL AS TEACHERS.

SO WE'RE EXCITED ABOUT THAT.

EUREKA MATH BUILDS IN DAILY FLUENCY PRACTICE, SO STUDENTS ARE ABLE TO REINFORCE PREVIOUSLY LEARNED SKILLS EVERY DAY.

WITH AN OVERALL FOCUS ON THE WHY BEHIND THE MATH.

THE LESSONS MOVE THROUGH FOUR PHASES FLUENCY, PRACTICE, APPLICATION CONCEPT DEVELOPMENT, AND THEN A STUDENT DEBRIEF.

THIS RESOURCE PROVIDES THE CONSISTENT USE OF THE SAME MODULES AND PROBLEM SOLVING THROUGHOUT OUR DISTRICT SO THAT WE HAVE ALIGNMENT ACROSS GISD.

EUREKA MATH TEACHES CONCEPTUALLY BY MOVING FROM CONCRETE TO PICTORIAL TO ABSTRACT.

AGAIN, FOCUSING ON THE HOW AND THE WHY BEHIND THE MATH.

THE LESSON INTERNALIZATION PROCESS SOMETHING THAT WE'VE TALKED ABOUT LOTS THIS SCHOOL YEAR HAS ALLOWED TEACHERS TO REALLY BUILD IN THOSE SCAFFOLDS WHILE WORKING WITH THE MATH THEMSELVES.

THEY'RE WORKING ON THE PROBLEMS, THEY'RE CREATING PROBLEM SETS FOR STUDENTS, AND THEN THEY'RE PRACTICING THAT BEFORE THEY ACTUALLY TEACH THE LESSON.

LIKE MEGAN MENTIONED, THE EXPANSION OF OUR PRE-K PRE-K CLASSROOMS HAS ALLOWED MANY OF OUR STUDENTS TO LEARN AND PRACTICE BASIC MATH SKILLS BEFORE KINDERGARTEN.

STUDENTS IN OUR K THROUGH FIVE CLASSROOMS RECEIVE A TOTAL OF 120 MINUTES OF MATH INSTRUCTION.

60 MINUTES OF THAT IS TIER ONE.

AND THEN THE ADDITIONAL 60 MINUTES IS SMALL GROUP.

ST MATH AS A TIER ONE T CLASS FUNDED COMPUTER BASED PROGRAM THAT IS ALIGNED WITH EUREKA MATH MODULES.

SO ONCE THEY HAVE THAT TIER ONE INSTRUCTION FOR EUREKA, THEY MOVE TO AN ST MATH AND THAT'S SOMETHING THAT ALL STUDENTS ARE MOVING TOWARDS AND THEY WILL MOVE TOWARDS THAT IN SMALL GROUP INSTRUCTION AND THEY'RE GETTING THE SAME STANDARD PRACTICE.

SO THEY'RE GETTING THAT INDEPENDENT PRACTICE ON THE COMPUTER.

ST MATH PROVIDES STUDENT IMMEDIATE FEEDBACK FOR STUDENTS AND THE OPPORTUNITY TO ADJUST THEIR THINKING UNTIL THEY SUCCESSFULLY SOLVE THE PROBLEMS. ST MATH PROVIDES.

OUR SCHOOL LEADERS, OUR CAMPUS LEADERS REPORTS ON SKILLS AND USAGE SO THAT WE CAN MONITOR HOW THAT'S GOING AND HOW MANY CAMPUSES, HOW MANY STUDENTS ARE USING THAT AND THEIR SUCCESS RATE WITH THE USE.

TO SUPPORT LANGUAGE ACQUISITION.

THE MATH CURRICULUM PROVIDES EMBEDDED INSTRUCTIONAL STRATEGIES LIKE QUESTION STEMS AND OPPORTUNITIES FOR STUDENT COLLABORATION.

OUR TEAM IS CURRENTLY WORKING ON WE ARE PULLING THOSE FACILITATION SLIDES THAT EUREKA HAS AND WORKING AHEAD OF THE TEACHERS SO WE KNOW THAT TEACHER'S TIME IS LIMITED RIGHT NOW WITH PLCS.

SOME OF THEM ARE TEACHING NEW RESOURCES IN BOTH MATH AND READING, SO WE'RE WORKING AHEAD OF THE TEACHERS AND REALLY PULLING OUT SOME OF OUR STRATEGIES, SOME OF OUR FOCUSES THAT WE ARE WORKING ON, OUR DISTRICT FOCUSES AND WE ARE PULLING LEAD FORWARD STRATEGIES.

SOMETHING THAT WE'RE HEARING IS THEY WANT MORE OPPORTUNITIES FOR COLLABORATION.

SO WE'RE LISTENING TO TEACHERS.

WHEN WE DO WALKS, WE'RE LOOKING AT WHAT'S WORKING, WHAT'S NOT WORKING, AND WE'RE GETTING AHEAD OF THOSE TEACHERS WITH THOSE FACILITATION SLIDES AND THEY ARE APPRECIATING THAT VERY

[01:40:02]

WITH THE 29 NEW CURRICULUM.

I'M SORRY I SKIPPED SOMETHING.

EUREKA MATH FURTHER SUPPORTS LANGUAGE ACQUISITION THROUGH THE CONSISTENT USE OF ACADEMIC VOCABULARY AND OPEN ENDED RESPONSES.

IN ADDITION ST MATH SUPPORTS STUDENTS CONCEPTUAL UNDERSTANDING REGARDLESS OF SKILL, LEVEL OR LANGUAGE BACKGROUND.

MEGAN MENTIONED OUR CURRICULUM SUPPORT TEACHERS, THEIR ELTS IN ELEMENTARY.

WE ARE SO EXCITED TO HAVE THOSE ON OUR CAMPUSES RIGHT NOW.

THEY ARE PROVIDING MODELING, TRAINING, THEY'RE LEADING PLCS AND PROVIDING JUST THAT JOB EMBEDDED SUPPORT FOR OUR TEACHERS EVERY SINGLE DAY. WE'RE HEARING FROM PRINCIPALS EVERY DAY HOW MUCH THEY APPRECIATE THE WORK THAT OUR SUPPORT TEACHERS ARE DOING.

WE KNOW THEY HAVE THEIR WORK CUT OUT FOR THEM.

OUR CSTS AND ISTS ARE PROVIDING SUPPORT FOR K-5 MATH AS WELL AS 405 LITERACY, SO THEY ARE WORKING HARD TO MAKE SURE THAT OUR KIDS ARE GETTING WHAT THEY NEED AND WE'RE REAL PROUD OF THEM.

THANK YOU. ANYBODY HAVE ANY QUESTIONS? THANK YOU FOR HIGHLIGHTING THE CONTINUITY, THE CONSISTENCY AND THE COLLABORATION THAT THIS MODEL IS BUILDING.

SO I REALLY THINK THAT IN TIME, THAT CALIBRATION BETWEEN OUR NOVICE TEACHERS AND THOSE THAT REALLY ARE EXPERTS IN THE FIELD IS CRITICAL BECAUSE WHAT NORMALLY HAPPENS IS ELEMENTARY PEOPLE ARE LITERACY CERTIFIED.

THEY'RE NOT NECESSARILY MATH EXPERTS.

AND JUST HEARING YOU SPEAK ABOUT ALL THE WORK THAT YOU'RE DOING REALLY MADE MY DAY NOT TO TAKE AWAY FROM THE LITERACY PORTION.

I DON'T WANT YOU TO THINK. BUT, YOU KNOW, IT'S JUST THERE'S THERE'S A BIG VOID IN MATH.

AND IT KIND OF TIES BACK TO THE PEDAGOGY THAT CHAIRPERSON GLICK WAS TALKING ABOUT.

WHEN YOU MEASURE FOURTH GRADE MATH, WHAT CAN WE DO BETTER? WELL, YOU MAKE THE PEDAGOGY BETTER, ESPECIALLY IF THEY'RE NOT MATH CONTENT EXPERTS, AND IT MAKES IT DIFFERENT WHEN THEY BECOME EXPERTS.

SO THANK YOU. WHEN WE SAW THE RESULTS COME OUT EARLY SUMMER FOR THE STAAR EXAMS, I THINK THERE WAS AN EXPECTATION THAT BOTH READING AND MATH WOULD TAKE BIG DIPS.

BUT READING REALLY DIDN'T DIP VERY MUCH IN ALMOST EVERY DISTRICT, INCLUDING OURS, BUT MATH DID.

ARE WE DOING EVERYTHING? AND WHAT CAN WE DO AT THIS BOARD LEVEL TO HELP YOU TO GET THOSE RESULTS BACK WHERE WE NEED THEM TO BE? IS THERE ANYTHING MORE WE CAN DO? OH, MY.

YOU'RE ASKING THE WRONG LADIES.

I'M MELISSA [INAUDIBLE] YOU KNOW ME SO WELL, BUT I CANNOT MISS AN OPPORTUNITY.

SINCE YOU ASKED TOBY MENTIONED THE FEEDBACK WE'RE GETTING FROM CAMPUSES ON THE SUPPORT TEACHER POSITIONS, YOU AS AS A BOARD HELPED US FUND THE EARLY LITERACY SUPPORT TEACHERS. WE REALLOCATED MANY POSITIONS THREE YEARS AGO TO CREATE ONE AT EVERY SINGLE CAMPUS THAT ADDRESSED OUR EARLY LITERACY NEEDS.

AND I THINK WE'RE SEEING THAT PAY OFF.

T CLASS HAS FUNDED SUPPORT TEACHERS FOR OUR CAMPUSES AT THE UPPER GRADES, WHICH GIVES US MATH SUPPORT, UPPER LITERACY SUPPORT.

BUT AS YOU ALL KNOW, OUR T CLASS GRANT IS ONLY TWO YEARS AND WE ARE HALFWAY THROUGH YEAR ONE.

AND SO I WOULD JUST PUT THIS FORWARD THAT FOR US TO SUSTAIN POSITIONS MOVING FORWARD WOULD BE INCREDIBLY POWERFUL.

I THINK OUR PRINCIPALS WOULD FORM A LINE OUT THIS DOOR TO SAY THE SAME THING, TO HAVE THAT ON CAMPUS FIVE DAYS A WEEK, COACHING SUPPORT, ESPECIALLY WITH HOW MANY BRAND NEW TEACHERS THAT WE HAVE IN OUR BUILDINGS, HAS BEEN INCREDIBLY POWERFUL.

OUR TEAM OF TEACHING AND LEARNING IS VERY SMALL AND THERE IS NO WAY WE CAN GO OUT AND COACH EVERY SINGLE TEACHER CONSISTENTLY.

BUT HAVING THAT TEAM THERE THAT WE CAN TRAIN AND BUILD THAT CAPACITY HAS BEEN HUGE AND SO WE WOULD LOVE TO KEEP THEM WHEN T CLASS ENDS.

I'M GOING TO JUST SPEAK FOR MYSELF.

WE LEARNED A COUPLE OF HOURS AGO FROM OUR ACCOUNTING FIRM, NOT OFFICIALLY YET, BUT IT WILL BE OFFICIAL ON TUESDAY, NEXT TUESDAY, THAT OUR FUND BALANCE WENT UP.

THIS IS THE UNENCUMBERED FUND BALANCE JUST WENT UP $5 MILLION.

AGAIN, I'M SPEAKING FOR MYSELF, NOT FROM THE BOARD MEMBERS AND NOT FOR THE SUPERINTENDENT.

WE HAVE THE MONEY.

WE HAVE THE MONEY IF YOU NEED, IF YOU IF YOU HAVE A SPECIFIC PURPOSE THAT WILL HELP OUR STUDENTS IN THE AREA THAT WE MOST NEEDED.

WE NEED TO HEAR THAT WE HAVE THE MONEY.

AND AGAIN, THIS IS LARRY GLICK SPEAKING, NOT ANY BOARD MEMBER OR THE SUPERINTENDENT.

[01:45:02]

WELL, WE ALSO HAVE THEM AT MIDDLE SCHOOL AND WE'D LIKE TO KEEP THEM TOO [LAUGHTER].

THANK YOU. BUT THEY ARE CAMPUS BASED POSITIONS THAT ARE REALLY EXPENDITURES AND REOCCURRING COSTS.

OKAY. YES, YES.

BUT WE APPRECIATE THAT CAMPUS BASED POSITIONS THAT ARE WORKING WITH TEACHERS ARE SO POWERFUL.

SO THAT WOULD BE SOMETHING WE BELIEVE IN.

AND WE NEED TO HEAR THAT. SO THANK YOU.

WE APPRECIATE IT. GOOD EVENING.

I'M HERE WITH DENAY TAYLOR TO TALK ABOUT OUR COLLEGE CAREER MILITARY READINESS PLAN AND THE SUCCESSES THAT WE'VE HAD AND WHAT WE'LL CONTINUE FORWARD WITH.

JUST TO GIVE A LITTLE BACKGROUND SO WE CELEBRATE WHAT WE'VE DONE AS A DISTRICT.

SO THE TEXAS HIGHER EDUCATION COORDINATING BOARD SET FORTH A 60 BY 30 PLAN, WHICH WE ALL KNOW VERY WELL, AND YOU SEE THE DISTRICT DATA THERE.

BUT YOU AS A BOARD LED THE WAY IN SETTING SOME CCMR EXPECTATIONS IN 2018 PART OF OUR STRATEGIC GOAL, AND WE'VE HAD SOME VERY FAST SUCCESS WITH DR. LOPEZ'S LEADERSHIP, YOUR SUPPORT AND THE CAMPUS LEADERSHIP, EVEN IN THE LAST ACCOUNTABILITY YEAR.

SO THE ACCOUNTABILITY YEAR OF 2022, WE HAD THE CLASS OF 2021 HAVE 79% OF THEIR STUDENTS MAKE CCMR INDICATORS. SO IF YOU REMEMBER THE CCMR INDICATORS, I'M NOT GOING TO LIST THEM ALL OUT, BUT AP SCORES, DUAL CREDIT, TSI PERFORMANCE, IBCS, WORKFORCE DEVELOPMENT AND SO ON.

SO DANNY AND I ARE GOING TO TALK A LITTLE BIT ABOUT WHAT WE'RE DOING IN EACH PART.

AND SO I'M GOING TO FOCUS ON CTE.

THE IBC HAS BEEN A HUGE PART OF OUR SUCCESS.

IN OUR CELEBRATIONS LAST MONTH, WE CALLED OUT THE 57% OF ALL SENIORS LAST YEAR GOT AN IBC THROUGH THE WORK OF THE TEACHERS AND THE ADMINISTRATORS AT THE CAMPUS.

BUT NOW THE WORK GOES A LITTLE BIT DEEPER AND WE'RE GOING TO CONTINUE ALIGNING THEM TO PROGRAMS OF STUDY, MAKING SURE THAT WE'RE INCREASING THE PARTICIPATION IN THE PROGRAMS. IF IT'S OFFERED IN THE COURSE, WHY NOT HAVE 100% OF THE STUDENTS TAKE THE CHALLENGE, ESPECIALLY WITH THE BOARD SUPPORT, TO MAKE SURE THAT THEY ARE PAID FOR, AT LEAST AT THE FIRST OPPORTUNITY, IF NOT THE SECOND, AND THEN CONTINUING OUR COMPLETE STATUS AND OUR PARTNERSHIPS WITH THE P-TECH, WHICH CONTINUES ON TO COLLEGE FOR ALL.

SO COLLEGE FOR ALL OUR AP EXAMS AND COURSES, IB EXAMS AND COURSES, DUAL CREDIT AND ON RAMPS, WHICH IS OUR DUAL ENROLLMENT PROGRAM. THANKS TO BOARD SUPPORT AND LEADERSHIP, OUR STUDENTS ARE ABLE TO TAKE AP, IB, AND TSI EXAMS. TEXAS COLLEGE BRIDGE IS ON THE SCENE AND DOING QUITE QUITE A BIT OF GOOD FOR OUR KIDDOS.

THERE ARE STUDENTS WHO PARTICIPATE IN THE TEXAS COLLEGE BRIDGE PROGRAM.

IT'S COLLEGE PREP, ENGLISH AND MATH PROGRAMS, AND STUDENTS WHO COMPLETE THE TEXAS COLLEGE BRIDGE MODULES CAN TRANSITION TO COLLEGE WITH A TSI WAIVER FOR SCHOOLS THAT ARE PART OF THE MEMORANDUM OF UNDERSTANDING.

ALSO, OUR PSAT 8/9, PSAT AND NMSQT, SAT SCHOOL DAY.

OUR STUDENTS ARE ABLE TO PARTICIPATE IN THOSE EXAMS AND OPENING UP MORE COLLEGE OPPORTUNITIES FOR THEM.

TSI A, THERE ARE TSI A SUCCESS COACHES AT EVERY CAMPUS, THERE'S AN ENGLISH COACH AND A MATH COACH THAT SUPPORTS INTERVENTION AND TESTING AT THE CAMPUS LEVEL.

ALSO NEW THIS YEAR, CAMPUSES WERE ASKED TO SUBMIT TSI A TESTING PLAN SO THAT WE CAN SEE WHAT IS GOING ON BEFORE TESTING, DURING TESTING AND THEN AFTER TESTING.

BUT ALSO IF REMOTE TESTING IS NEEDED, THAT IS THERE AS WELL FOR OUR STUDENTS IN EXTREME SITUATIONS.

AND THEN TEST PREP IS AVAILABLE TO ALL STUDENTS IN K THROUGH 12.

AND THAT HAS BEEN USED TO HELP WITH TSI A AT OUR HIGH SCHOOL LEVEL.

AND THEN ALL OF OUR HIGH SCHOOLS AGAIN THANKS TO BOARD SUPPORT OUR TSI TESTING SITES, WHICH MAKES THAT PROCESS QUITE EASY.

IT'S AWESOME.

AND SPED OUR SPED FACILITATORS, OUR SPECIAL EDUCATION FACILITATORS AT THE CAMPUS LEVEL.

THEY SIT IN ON THE CCCR CAMPUS TEAMS TO ADVISE AND RUN CODING AUDITS TO MAKE SURE THAT WE'RE SUPPORTING OUR SPECIAL EDUCATION POPULATION. MILITARY.

OUR COUNSELORS DO A GREAT JOB MAKING SURE THAT WE PROVIDE OPPORTUNITIES FOR ASVAB TESTING AND THEY ALSO KEEP UP WITH ENLISTMENT DOCUMENTATION.

GOAL SETTING COUNSELORS AND THE REST OF THE CCMR TEAM DO A GREAT JOB WORKING WITH STUDENTS ON A SPECIFIC CCMR PLAN

[01:50:09]

CAMPUSES SUBMIT CCMR PLANS AT THE BEGINNING OF EVERY YEAR, AND IT IS THE FOCUS OF EVERY CCMR CAMPUS MEETING.

WE USE ON DATA SUITE EARLY WARNING SYSTEM AS OUR TRACKING SYSTEM, ALONG WITH THE REPORTS THAT ARE PULLED BY THE FABULOUS VERONICA JOYNER AND OUR CAMPUS. THE CAMPUS CCMR TEAMS MEET ONCE A MONTH AND DISTRICT.

WE'RE DOING SOMETHING DIFFERENT THIS YEAR.

WE STARTED AT THE END OF LAST YEAR AND CAMPUSES, WE GOT GREAT FEEDBACK.

WE DO MEET AT AS A DISTRICT LEVEL, BUT CAMPUSES DO REACH OUT AND REQUEST DISTRICT LEADERS TO ATTEND THEIR CAMPUS MEETINGS.

FOR INSTANCE, CTE IS A HOT TOPIC RIGHT NOW, AND SO THE CAMPUSES JUST GARLAND HIGH AND BEFORE THAT, LAKEVIEW, YOU KNOW, THEY'VE REQUESTED CAN I HAVE THIS LEADER OR THAT LEADER? BUT COLEMAN HAS PUSHED IN TO SUPPORT.

WE HAVE A MEETING LATER THIS WEEK AND OTHER DISTRICT LEADERS HAVE BEEN INVITED.

SO IT'S NICE FOR CAMPUS AND DISTRICT LEADERS TO WORK TOGETHER ON THIS WORK INSTEAD OF HAVING DIFFERENT MEETINGS.

SO THAT'S BEEN NICE.

AND THEN RECOGNITION, ALL KINDS OF RECOGNITION, SOCIAL MEDIA, CAMPUS WALLS, THE DIGITAL FIRE, THE DIGITAL BILLBOARDS AT FIREWHEEL MALL, KIDS WHO WHO MEET AN INDICATOR, THEY GET A MEDAL AT GRADUATION IF THEY GO ABOVE AND BEYOND AND THEY'RE TSI MET AND APPLY TO COLLEGE.

IF THEY ARE TSI MET AND EARN AN IBC OR IF THEY TAKE THE ASVAB AND ENLIST IN THE MILITARY, THEY GET A COURT.

SO IT'S CELEBRATING THOSE KIDS THAT GO THAT EXTRA EXTRA MILE.

AND THEN WE ALSO HONOR OUR AP SCHOLARS AS WELL AS OUR PSAT SCHOLARS AT THE END OF YEAR CAMPUS CEREMONIES.

OUR AP SCHOLARS ARE STUDENTS WHO QUALIFY ON THREE OR MORE EXAMS. OUR STUDENTS WHO QUALIFY ON ONE OR TWO EXAMS DO GET A CERTIFICATE.

SO LOTS OF LOTS OF RECOGNITION.

SO IN THIS NEXT PART, I GOT A CHANNEL HOW VERONICA STARTED THIS OUT.

SO THE STUDENT IMPACT WITH CCMR, THE PROJECTION THAT WE HAVE THERE IS BASED ON THE 2022 MODELS THAT WE'VE ALWAYS USED.

SO WHAT I WANT TO CELEBRATE, THOUGH, GOING BACK TO THE EARLIER SLIDE WHERE I CALLED OUT OUR GOAL FOR CCMR, WHERE IT WAS 80% BY 2025, WE HIT THAT MARK.

WE EXCEEDED THAT MARK IN THIS LAST SENIOR CLASS.

SO BASED ON THE 22, 2022 ACCOUNTABILITY MODELS, 86.1% OF OUR STUDENTS ARE THERE.

AND SO THAT'S A VERY PROUD MOMENT FOR OUR DISTRICT, VERY PROUD OF THE SUPPORT THAT YOU GUYS GIVE US BEHIND THAT.

BUT THEN I ALSO HAVE TO PUT THE LITTLE ASTERISK THAT THE ACCOUNTABILITY MODELS ARE CHANGING.

AND SO WE ARE BEING VERY NIMBLE IN MAKING SURE THAT WE DO RESPOND TO THEM EFFECTIVELY.

WE'VE HAD ALL SEVEN, ALL SEVEN HIGH SCHOOLS RATED AS A A IN CCMR FOR THE PAST TWO YEARS.

AND THEN WE SEE INCREASING OUTCOMES, BONUS MONEY, IF YOU REMEMBER THAT.

THAT'S WHERE STUDENTS CAN GET TWO OF THE INDICATORS, MOST COMMONLY THE TSIA AND THE IBC, THE INDUSTRY BASED CERTIFICATION THAT GETS US MORE MONEY BASED ON DIFFERENT DEMOGRAPHIC GROUPS.

AND SO YOU'VE SEEN THAT INCREASED YEAR AFTER YEAR AND POTENTIALLY WE'LL SEE THAT COMING MORE THIS NEXT YEAR.

SO ON BEHALF OF THE WHOLE GROUP, I DON'T KNOW IF I CAN ANSWER PRE K QUESTIONS, BUT WE'D LOVE TO ENTERTAIN ANY QUESTIONS FOR YOU GUYS.

FOR THE CCMR INDICATORS, I WAS IN A CONFERENCE DURING FALL BREAK AND THEY WENT OVER EXACTLY WHAT THE STATE IS TRYING TO PROMOTE.

THE CONCERNS THAT WE'RE HAVING ON THE CCMR INDICATORS BECAUSE THEY'RE SAYING NOW TOO MANY PEOPLE ARE ACHIEVING THAT HIGH RATES, GO FIGURE THAT ONE.

SO THE FIRST THING THEY SAID WAS THEY WANTED A CERTAIN THRESHOLD OF CCMR TO BE UNDER THE COLLEGE CAREER READINESS COLLEGE READINESS, NOT CAREER READINESS.

SO IF YOU GOT A CERTIFICATE, THEY YOU HAVE TO HAVE A CERTAIN PERCENTAGE.

THE ORIGINAL PERCENTAGE THAT THEY WERE GOING TO PROPOSE WAS 45% OF YOUR STUDENTS.

NOW THEY'RE TRYING TO NEGOTIATE BETWEEN 20 AND 25.

THE SECOND THING THEY'RE GOING TO DO IS TAKE AWAY THE WEIGHT OF THE CCMR ON THE DISTRICT RATING.

SO THEN THAT WOULD DROP SCHOOL DISTRICTS ANYWHERE FROM 3 TO 9 POINTS.

AND THE THIRD THING THAT THEY'RE LOOKING AT ON THE CCMR INDICATORS IS NOW TAKING AWAY THINGS THAT WERE ORIGINALLY DONE AT CCMR. BUT THIS IS THE CATCH.

CCMR IS ON THE LAG, SO WE GET LAST YEAR'S ACCOUNTABILITY AFFECTS US THIS YEAR.

THEY WANT TO MAKE THE CHANGE NOW FOR EFFECTIVE AT THE END OF THE YEAR WHEN WE DON'T EVEN HAVE TIME TO EVEN CHANGE IT.

[01:55:04]

AND THEN THE OTHER THING IS, WELL, MAYBE WE'LL DO IT FOR NEXT YEAR AND WE'LL ANNOUNCE IT BY DECEMBER.

DO YOU KNOW HOW HARD IT IS TO DO SCHEDULING AND CHANGE KIDS AND DO ALL OF THAT TO MEET YOUR INDICATORS BEFORE THE YEARS END? SO THERE'S A BIG PUSH ON NOT HAVING IT SO SOON BECAUSE IT'S KIND OF LIKE SAYING, HEY, YOU TOOK THE STAAR TEST LAST YEAR. NOW WE'RE GOING TO GIVE A DIFFERENT TEST AND WE'RE GOING TO SEE HOW YOU WOULD MEASURE, BUT YOUR KIDS CAN'T TAKE IT.

WE'RE GOING TO USE THOSE RESULTS.

OH, THEY ALL FAIL.

RIGHT. AND THAT'S THAT'S CREATING CONCERN AND A RIPPLE EFFECT ACROSS THE STATE, ESPECIALLY SINCE THEY'RE THE ONES THAT SET THE THRESHOLD.

IT'S NOT AN ARBITRARY THRESHOLD.

SO WE'LL KEEP YOU POSTED AS THINGS COME.

AND THE BEAUTIFUL THING I WANT TO CONGRATULATE YOU, COLEMAN, IS THAT YOU'RE IN FRONT OF IT.

RIGHT. AND SO WE SHIFT WILL HAPPEN AND WE WILL BE AGILE.

SO THANK YOU FOR THAT.

OK IF I CAN ADD JUST ONE THING TOO AND BOARD INSIGHTS FROM THE WEEKS PRIOR TO THE FALL BREAK, I INCLUDED JUST INFORMATION ABOUT CERTIFICATIONS THAT ARE CHANGING AND SPECIFICALLY WHAT DR.

LOPEZ BROUGHT ABOUT WITH PROGRAMS OF STUDY AND HOW THEY REALLY ARE NARROWING IT DOWN TO EVEN WHAT CLASS THE STUDENT LEARN THE INFORMATION IN BEFORE THEY COULD TAKE THE INDUSTRY BASED CERTIFICATION. SO IT'S A CONSTRICTING ON WHAT WE'VE PROVEN TO BE VERY SUCCESSFUL AT .

MS. STANLEY. CAN YOU CLARIFY WHO THEY ARE THAT'S CHANGING THIS? TEA, IT'S COMING FROM THE COMMISSIONER TEXAS EDUCATION AGENCY FOR THE RECORD.

YES. THANK YOU, STANLEY.

ANYTHING FOR THE TRUSTEES? WE THANK YOU VERY MUCH.

OKAY. LET'S GO TO ITEM EIGHT EXECUTIVE SESSION.

DR. LOPEZ, ANY FOR EXECUTIVE SESSION? NO, SIR. MOTION FOR ADJOURNMENT.

[IX. Adjournment]