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THIS IS NOVEMBER 8TH, 2022 AND THIS IS A REGULARLY SCHEDULED MEETING OF THE GARLAND INDEPENDENT SCHOOL DISTRICT ACADEMIC AND DISTRICT AFFAIRS COMMITTEE.MS. HOGAN, ANY SPEAKERS? NO, SIR. THANK YOU. LET'S GO TO ITEM THREE.
[III. Superintendent's Message]
DR. LOPEZ.WE'RE RUNNING LATE, SO WE'LL GO AHEAD AND TURN IT BACK OVER TO YOU, CHAIRPERSON GLICK.
THANK YOU, SIR. I READ AN INTERESTING ARTICLE THE OTHER DAY.
IT WAS CALLED A CULTURE OF HIGH EXPECTATIONS AND WHAT IT ENTAILS.
IT CERTAINLY COULD BE A SCHOOL DISTRICT, IT COULD BE A CHARITY.
AND I THINK IT'S WHEN YOU SET THOSE EXPECTATIONS, WHICH WE HAVE AT THIS COMMITTEE TRIED TO DO, WE'VE TALKED ABOUT OUR DISTRICT THIS YEAR BECOMING AN A DISTRICT.
AND THAT'S WHY I THINK IT'S IMPORTANT FOR US TO SAY WE WANT TO BE AN A DISTRICT.
SO IN TODAY'S THREE DIFFERENT PRESENTATIONS, ONE, WE'RE GOING TO TALK ABOUT OUR GRANT PROGRAM, WHICH HAS DELIVERED OVER $35 MILLION OVER THE LAST THREE YEARS.
WE'RE GOING TO TALK ABOUT 3500 STUDENTS WHO ARE ON TRACK TO GET ASSOCIATE'S DEGREES.
AND FINALLY, WE'RE GOING TO TALK ABOUT THAT ACCOUNTABILITY SUBJECT I JUST MENTIONED.
AND WE'LL BE LOOKING AT ACCOUNTABILITY TWO DIFFERENT WAYS.
ONE IS ON THE MAP TEST, WHICH WE'LL TALK ABOUT, AND ALSO OUR CURRICULUM BASED ASSESSMENTS AND WHAT WE'RE GOING TO TAKE A LOOK AND SAY, HOW ARE WE DOING FOR THE FIRST THIRD OF THE YEAR? ARE WE ON TRACK TO GET THAT A? IF WE'RE NOT ON TRACK, WHAT ARE WE DOING TO GET THERE?
[IV.A. Information Items]
SO LET'S START WITH ITEM IV.A.GRANT UPDATES. MS. NELSON-FLUKER. WELCOME.
GOOD EVENING. COMMITTEE CHAIR GLICK.
I'M SHERMIKA FLUKER, THE GRANTS ADMINISTRATOR HERE FOR GARLAND ISD.
THANK YOU FOR THE OPPORTUNITY TO SHARE AN UPDATE.
EXCUSE ME. THANK YOU FOR THE OPPORTUNITY TO SHARE AN UPDATE ON THE GRANT AWARDS AND RESOURCES AFFORDED TO GARLAND ISD IN THE 21-22 SCHOOL YEAR AND THE CURRENT 22-23 SCHOOL YEAR.
YOUR BOARD MEMO REFLECTS A TOTAL OF GRANT AWARDS FOR THE 21-22 SCHOOL YEAR AT $9,653,965. I INADVERTENTLY EXCLUDED OUR TCLAS GRANT AWARD, WHICH WAS A DIFFERENCE OF THE $27 MILLION THAT YOU SEE.
SO THE $18 PLUS MILLION WE RECEIVED IN GRANT FUNDS FOR TCLAS WOULD GIVE US A GRAND TOTAL OF $27,819,813. MY APOLOGIES.
OUR MISSION AS THE GRANTS DEVELOPMENT AND MANAGEMENT TEAM IS TO RELENTLESSLY PURSUE COMPETITIVE OPPORTUNITIES THAT ALIGN WITH OUR DISTRICT'S VISION TO REACH THE FUTURE BY DRIVING EXCELLENCE ONE STUDENT AT A TIME.
WE SEEK TO OBTAIN AND MANAGE FUNDING TO SUPPORT SCHOOL DISTRICT, SCHOOL AND DISTRICT OBJECTIVES THAT ENHANCE OPPORTUNITIES FOR FACULTY AND STAFF TO INTRODUCE RESEARCH BASED AND PROVEN EDUCATIONAL PROGRAMS, AS WELL AS FOSTER EXPERIENTIAL LEARNING TO OUR STUDENTS.
COLLECTIVELY, WE ENDEAVOR TO ELIMINATE THE ACHIEVEMENT GAP AMONG OUR STUDENTS, PROMOTE UNITY THROUGHOUT THE DISTRICT, GROW OUR LEADERSHIP PIPELINE, AND DEVELOP A WORLD CLASS SPECIAL EDUCATION PROGRAM.
AS PREVIOUSLY STATED IN THE 21-22 SCHOOL YEAR ALONE, GISD RECEIVED $27,819,813 IN GRANT FUNDS AND ADDED SUPPORTS.
FOR THE 22-23 SCHOOL YEAR WE'VE CURRENTLY RECEIVED $6,300,000.
I'D LIKE TO BRIEFLY PROVIDE YOU AN OVERVIEW, A HIGH LEVEL OVERVIEW OF OUR GRANT OPPORTUNITIES THAT ARE CURRENTLY IN PROGRESS AS WELL AS THOSE THAT WERE AFFORDED IN LAST SCHOOL YEAR. THE FIRST ONE IS TCLAS.
OUR TCLAS OPPORTUNITIES ARE ACCELERATED LEARNING PLANNING STRATEGIC PLANNING SUPPORTS, HIGH QUALITY INSTRUCTIONAL MATERIALS, TEACHER RECRUITMENT AND RESIDENCY SUPPORTS, OUR P-TECH NETWORK SUCCESS REPORTS, DUAL CREDIT, TEXAS COLLEGE BRIDGE SUPPORTS.
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WE WERE AWARDED $18,165,848.OUR TEAM PARTNERS IN THIS EFFORT ARE TEACHING AND LEARNING DEVELOPMENT, ADVANCED ACADEMICS, HUMAN RESOURCES, MAGNET PROGRAMS AND CAREER AND TECHNOLOGY EDUCATION. WE WERE ALSO AWARDED A TCLAS HIGH QUALITY AFTER SCHOOL GRANT.
THIS GRANT WAS IN ADDITION TO THE TCLAS I MENTIONED BRIEFLY JUST A MOMENT AGO.
THIS PROVIDED RESOURCES AND PROGRAMMATIC SUPPORTS TO ACCELERATE STUDENT LEARNING.
WE WERE AWARDED $762,500 AND OUR TEAM PARTNER FOR THIS GRANT IS TEACHING AND LEARNING DEVELOPMENT.
WE HAD AN ITEM IN OUR EARLIER COMMITTEE WHERE WE TALKED ABOUT THE FUNDING.
IS THAT WHAT WE WERE DISCUSSING THEN? YES, THE FUNDING FOR TCLAS EXTENDED DAY LEARNING, THAT'S THE HIGH QUALITY AFTERSCHOOL GRANT.
THAT WAS IN ADDITION TO THE TCLAS GRANT THAT WE WERE AWARDED, THAT WAS THE $18 MILLION PLUS.
WE WERE ALSO AWARDED THE SCHOOL ACTION FUND PLANNING GRANT.
IT TARGETED CLUB HILL, COUCH, HANDLEY, SOUTHGATE, COYLE AND LYLES.
OUR TEAM PARTNER WAS THE OFFICE OF INNOVATION.
COULD I? JUST ONE INTERESTING THING ABOUT THE SCHOOL ACTION FUND GRANT.
THAT WAS, AND ALL THESE GRANTS YOU TALK ABOUT WHEN YOU USE THE WORD COMPETITIVE.
TALK ABOUT THAT A LITTLE BIT. IT'S NOT LIKE YOU JUST WALK IN AND THEY GIVE YOU THE MONEY.
EXPLAIN THE PROCESS, IF YOU WOULD.
CORRECT. SO COMPETITIVE IS DIFFERENT FROM ENTITLEMENT.
TYPICALLY, WE RECEIVE ENTITLEMENT GRANT FUNDS WHEN THEY'RE FORMULA BASED.
SOME ARE SOME OF OUR GRANT AWARDS, WHICH I'LL GO OVER HERE.
ONE IN PARTICULAR WE COMPETED NATIONWIDE WITH THAT ONE.
SO WE WERE SELECTED AMONG 26 OTHER APPLICANTS.
THAT WAS THROUGHOUT THE UNITED STATES.
SO WE ACTUALLY WRITE PROPOSALS, WE CURATE PROPOSALS AND SUBMIT THEM FOR AN AWARD.
SO HOPEFULLY WE, YOU KNOW, WE SEEK TO GET AN AWARD WHEN WE PRESENT THOSE.
GIVE US A LITTLE BIT. HOW DO YOU DO THAT? HOW DO YOU GET ALL THIS MONEY FOR US? IT'S A COLLABORATIVE EFFORT.
I'D HAVE TO SAY EVERY MEMBER THAT'S IN HERE, INCLUDING YOU GUYS, ARE INSTRUMENTAL IN THAT PROCESS.
SO TYPICALLY THERE ARE GRANT OPPORTUNITIES POSTED ON SEVERAL DIFFERENT PLATFORMS. MYSELF AND OUR GRANT SPECIALISTS, WE PERUSE THROUGH THOSE OPPORTUNITIES AND WHAT STICKS OUT TO US ARE THOSE THAT ALIGN WITH WHAT WE'RE DOING.
AND IF THEY ALIGN WITH INCREASING STUDENT ACHIEVEMENT.
SO WE LOOK AT THEM FROM DIFFERENT ANGLES, DIFFERENT CRITERIA.
WHAT ARE THE COMMITMENTS THEY REQUIRE TO THE DISTRICT.
WHAT DOES IT REQUIRE FOR OUR SENIOR LEVEL STAFF MEMBERS? AND THEN ONCE THAT'S DONE, IT'S FILTERED, VETTED.
IF IT IS, WE SIT DOWN AND I GUESS EXPERIENCE OVER THE YEARS WOULD BE ONE KEY FACTOR.
I'VE HELD SEVERAL ROLES OUTSIDE OF GARLAND ISD THAT PREPARED ME FOR WHERE I AM, SO HAVING THAT HOLISTIC VIEW TO SOME DEGREE, BUT ALSO BEING ABLE TO WRITE COMPELLING.
COMPELLING NARRATIVES TYPICALLY LEAD TO FUNDING.
I KNOW ON THE SCHOOL ACTION FUND GRANT, DR.
LOPEZ ASKED MR. BEACH AND MYSELF TO HELP WITH THE PRESENTATION.
I THINK WE ALL APPRECIATE YOUR WORK.
SO THAT SPEAKS TREMENDOUS OF ALL OF OUR EFFORTS HERE IN THE DISTRICT.
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LESS DEMANDING OF US, AND NOW WE HAVE THEM.THIS YEAR WE WERE AWARDED THE SCHOOL ACTION FUND CONTINUATION GRANT AND I WILL ADD THE CONTINUATION GRANT IS ONLY AFFORDED IF YOU'VE MET THE MILESTONES AND COMMITMENTS FROM THE PLANNING GRANT. THE CONTINUATION GRANT IS PROVIDING OPPORTUNITIES TO CREATE AND ENHANCE THOSE LEARNING ENVIRONMENTS FOR OUR STUDENTS TO AGAIN SUSTAINABLY INCREASE STUDENT ACHIEVEMENT. WE WERE AWARDED $6 MILLION FOR OUR SIX CAMPUSES AND AGAIN, OUR TEAM PARTNER IS THE OFFICE OF INNOVATION.
THE BLENDED LEARNING EXECUTION GRANT.
OUR TEAM PARTNER IS TEACHING AND LEARNING DEVELOPMENT.
THIS IS WHAT GRANT THAT I SPOKE TO BRIEFLY A SHORT WHILE AGO.
WE WERE COMPETING NATIONWIDE WITH OTHER DISTRICTS OUT OF ALL OTHER STATES.
AND WE WERE ONE OF 26 CANDIDATES.
THE GARLAND SAFER SCHOOLS PROJECT WAS THE NAME OF OUR PROPOSAL.
WE CURRENTLY ONLY HAD A STATIC TIP LINE.
OUR TEAM PARTNER FOR THIS PARTICULAR GRANT WAS SECURITY.
SO JUST IN THE LAST COUPLE OF WEEKS, GOVERNOR ABBOTT ANNOUNCED ROUGHLY $400 MILLION FOR SCHOOL SAFETY, AND I BELIEVE IT'S GOING TO BE THROUGH GRANTS.
IS THAT SOMETHING THAT YOUR DEPARTMENT WILL BE INVOLVED IN? HAVE YOU HEARD ANYTHING FROM DR.
GARRETT ABOUT THAT? YES, WE HAVE.
WE ARE ACTUALLY REVIEWING THE INFORMATION.
WE ARE ENTITLED TO THAT PARTICULAR GRANT AWARD AND IT IS FOR, THE ACRONYM IS, I BELIEVE IT'S THE SILENT PANIC ALERT TECHNOLOGY.
AND IT DIFFERS FROM THIS IN THAT THIS IS GOING TO BE, THIS IS DIGITAL.
A LOT OF THIS IS THROUGH, HAS THROUGH OUR MOBILE PLATFORM.
THE SPAT FROM JUST MY BRIEF REVIEW WOULD BE BUTTONS THAT WE'RE GOING, THAT WOULD BE PLACED THROUGHOUT THE DISTRICT OR CAMPUSES IN LIKE INCONSPICUOUS PLACES SO THAT THEY COULD PUSH THOSE ALERTS.
THAT'S THE EXTENT TO WHAT I HAVE OF THAT.
BUT YES, WE ABSOLUTELY ARE ELIGIBLE TO APPLY FOR THAT FUNDING.
THE HOLDSWORTH CENTER PARTNERSHIP IS AGAIN A VERY AMAZING OPPORTUNITY.
AS YOU ALL ARE AWARE, IT'S A FIVE YEAR INVESTMENT OF RESOURCES AND SUPPORTS TO DEVELOP OUR EDUCATIONAL LEADERS, BUILD NEW SYSTEMS AND STRUCTURES TO IDENTIFY ASPIRING LEADERS, COMMUNICATE A SHARED VISION THAT PORTRAYS GREAT LEADERSHIP.
THAT'S 36 CAMPUS LEADERSHIP TEAMS. THE AWARD AMOUNT AND VESTED RESOURCES IS $6 MILLION.
WE WERE ALSO AWARDED THE DYSLEXIA GRANT.
SO THEY'RE BROKEN DOWN BY OUR PILLARS.
EVERYTHING WE DO AGAIN SUPPORTS OUR PILLARS AND WHAT WE'RE STRIVING TOWARDS.
SO YOU SEE A COMBINED TOTAL OF $38,349,813.
AND THIS IS AGAIN OVER THE LIFE OF MY REPRESENTATION OR MY TENURE OR MY TIME IN THIS POSITION.
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DO YOU GUYS HAVE ANY QUESTIONS? COMMITTEE MEMBERS, ANY QUESTIONS? BOARD MEMBERS? WE REALLY THANK YOU VERY MUCH.THANK YOU. OKAY, LET'S GO TO ITEM IV.2.
EARLY COLLEGE HIGH SCHOOL UPDATES.
I'LL LET YOU BOTH INTRODUCE YOURSELVES, SINCE THAT'S OUR PROCEDURE NOW.
OF COURSE. GOOD EVENING, CHAIRMAN GLICK.
I AM CHRISTI ALLEN, THE ASSISTANT DIRECTOR OF INNOVATION.
I'M KEVIN MASSEY, ADVANCED ACADEMICS ADMINISTRATOR.
TONIGHT WE'RE GOING TO BE PRESENTING A COLLEGE FOR ALL UPDATE.
TO START OFF JUST WANT TO EXPLAIN THE PROGRAMS BRIEFLY.
WE HAVE COLLEGIATE ACADEMY PROGRAMS AT LAKEVIEW AND NAAMAN FOREST HIGH SCHOOL.
LAKEVIEW REQUIRES A 70TH PERCENTILE SCORE IN READING AND MATH IN ORDER TO APPLY.
NAAMAN FOREST REQUIRES A 50TH PERCENTILE SCORE IN READING AND MATH.
THE EARLY COLLEGE HIGH SCHOOL DOES NOT REQUIRE A TEST SCORE FOR ENTRY OR APPLICATION.
EACH OF OUR P-TECH PROGRAMS. AND P-TECH AGAIN STANDS FOR PATHWAYS TO TECHNOLOGY EARLY COLLEGE HIGH SCHOOLS.
THESE ARE ALL EARLY COLLEGE HIGH SCHOOL PROGRAMS WITH A SPECIFIC CAREER PATHWAY FOCUS.
ROWLETT HAS GAMING AND SOFTWARE DEVELOPMENT.
SACHSE HAS DIGITAL ARTS AND DESIGN AND TEACHING.
SOUTH GARLAND OFFERS AUTOMOTIVE, MECHATRONICS AND WELDING.
DISTRICT WIDE TRANSPORTATION IS PROVIDED FOR ALL OF OUR EARLY COLLEGE AND COLLEGIATE PROGRAMS. THE BENEFITS OF EARLY COLLEGE FOR OUR STUDENTS INCLUDE REDUCING BARRIERS TO COLLEGE ACCESS.
EARLY COLLEGE STUDENTS TAKE CLASSES AT THE COLLEGE CAMPUS IN THEIR SENIOR YEAR.
EARLY COLLEGE PROGRAMS ALLOW STUDENTS TO EARN UP TO 60 HOURS OF COLLEGE CREDIT AT NO COST .
IN THE 21-22 SCHOOL YEAR, GISD STUDENTS EARNED OVER 25,000 COLLEGE CREDIT HOURS WITH A TUITION SAVINGS OF ALMOST $2 MILLION AND A TEXTBOOK SAVINGS OF OVER HALF A MILLION DOLLARS.
SURE. IF YOU REMEMBER, LAST YEAR WE APPROVED CERTAIN NEW FUNDS BECAUSE OUR KIDS WERE GOING TO BE, THIS WAS GOING TO BE, I THINK, THE FIRST YEAR THEY ACTUALLY WERE GOING TO GO TO THE COLLEGE. THAT'S CORRECT.
YOU'LL BE TALKING ABOUT THAT? SO WE'LL BRING THAT FORWARD WHEN WE HAVE OUR BUDGET MEETING, WHEN WE HAVE THOSE BUDGET NUMBERS IN THE SPRING.
BUT HOW IS THAT WORKING SO FAR? IT IS GOING FABULOUS.
AND SO THEY ARE REALLY ENJOYING THE EXPERIENCE OF BEING ON THE CAMPUS.
AND WE HAVE A COUNSELOR THERE AND A NURSE? WE HAVE A WHAT WE'RE CALLING AN EARLY COLLEGE LIAISON.
SO IT'S ONE OF OUR STAFF MEMBERS THAT WORKS WITH ALL OF OUR STUDENTS THERE.
AND THEN WE HAVE A NURSE AS WELL.
AND IS THAT, YOU MENTIONED THREE DIFFERENT CAMPUSES.
IS THAT ALL THREE OR JUST TWO OF THE COLLEGE CAMPUSES? IT'S AT TWO. IT'S THREE OF OUR HIGH SCHOOLS AT TWO OF THE COLLEGE.
SOUTH GARLAND GOES TO EASTFIELD AND THEN NAAMAN FOREST AND ROWLETT GO TO RICHLAND.
SO WE HAVE THOSE INDIVIDUALS AT BOTH CAMPUSES? YES, THAT'S CORRECT.
YES. EARLY COLLEGE PROGRAMS PROVIDE ACADEMIC AND SOCIAL SUPPORTS THROUGH DEDICATED STAFF. TEACHERS NOT ONLY TEACH THEIR CONTENT, BUT ALSO THE HABITS AND SKILLS THAT STUDENTS NEED TO BE SUCCESSFUL IN COLLEGE.
CURRENTLY WE HAVE 1357 P-TECH STUDENTS, 1,268 ECHS STUDENTS, 937 COLLEGIATE ACADEMY STUDENTS, FOR A TOTAL OF 3,562 STUDENTS.
OF THESE, 42% ARE AT RISK AND 66% ARE ECONOMICALLY DISADVANTAGED.
SO WE ARE SUPER PROUD OF OUR STUDENTS.
AND EXPLAIN FOR PARENTS WHO ARE LISTENING AND WANT TO KNOW WHAT THESE PROGRAMS ARE, WHAT DOES THAT ACTUALLY MEAN IN TERMS OF DOLLARS SAVED? ADMISSION TO THE COLLEGE, THE COLLEGE BEYOND THAT.
JUST EXPLAIN THAT. SO IT'S BASICALLY TWO YEARS OF COLLEGE THAT THEY'RE GETTING FOR FREE.
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FOR THE FIRST TWO YEARS.SO IN TERMS OF DOLLARS, IT'S GOING TO BE A LITTLE BIT LESS AT THE COMMUNITY COLLEGE LEVEL.
AND THOSE CREDITS TRANSFER? THOSE CREDITS TRANSFER ANYWHERE IN TEXAS.
YES. SO, I GUESS WE COULD COME UP WITH SOME NUMBERS, LIKE YOU SAID, FOR A PRIVATE UNIVERSITY LIKE BAYLOR OR A PUBLIC UNIVERSITY LIKE UT OR SOMETHING.
BUT WE COULD ACTUALLY FIGURE OUT THE ACTUAL YEAH. ABSOLUTELY.
YEAH. AND I KNOW WE HAVE SEPARATE GRADUATIONS AT THE COLLEGES IF I.
WHAT ELSE DO WE DO? WHAT OTHER CELEBRATIONS DO WE HAVE? SO EACH EARLY COLLEGE PROGRAM WILL HAVE CELEBRATIONS KIND OF THROUGHOUT EACH MILESTONE THAT STUDENT RECEIVES.
AT HIGH SCHOOL GRADUATION THOSE STUDENTS WILL BE RECOGNIZED WITH A CORD.
SO A DIFFERENT COLOR, LIKE LAKEVIEW HAS AS A TRADITION OF WEARING THE BLACK GOWNS FOR THEIR COLLEGIATE PROGRAM ACADEMY GRADUATES RATHER THAN THE BLUE GOWNS THAT THE REST OF THE HIGH SCHOOL GRADUATES WEAR.
ALL RIGHT. WE'RE GOING TO GO LOOK AT OUR STAAR EOC SCORES.
AND EARLY COLLEGE STUDENTS OUTPERFORMED OUR NON PROGRAM STUDENTS ON EACH STAAR EOC TEST.
THIS FIRST ONE IS FOR ALGEBRA ONE.
THE FIRST BLUE BAR REPRESENTS STUDENTS WHO ARE NOT IN ANY KIND OF EARLY COLLEGE PROGRAM.
THE GRAY BAR IS A COMBINATION OF ALL THREE PROGRAMS: THE COLLEGIATE AND THE P-TECH AND THE ECHS.
THE ORANGE IS THE COLLEGIATE ACADEMY.
THE NEXT ONE IS ECHS, AND THE FINAL BAR IS FOR P-TECH.
AS YOU CAN SEE, EARLY COLLEGE PARTICIPANTS SCORE HIGHER IN EACH CATEGORY.
LET'S TALK ABOUT THAT FOR A MOMENT.
AND MAYBE MS. JOYNER COULD JOIN US.
IS THERE, IS THERE A MESSAGE BEING SENT IN YOUR GRAPHS IN TERMS OF RIGOR? LET'S EXPLORE THAT, BECAUSE.
SURE. I THINK IT'S IMPORTANT BECAUSE THERE CLEARLY IS A DIFFERENCE.
ABSOLUTELY. REASON I ASKED YOU TO EXPLAIN THE CRITERIA FOR GETTING IN THE PROGRAMS AND THANK YOU FOR DOING THAT IS FOR THE MOST OF OUR EARLY COLLEGE YOU DON'T NEED, ANYBODY CAN JOIN.
CORRECT. SO LET'S SEE WHY ARE WE GETTING GREAT SCORES LIKE THIS FOR THESE PROGRAMS? SO WE FOLLOW OUR EARLY COLLEGE HIGH SCHOOL AND P-TECH BLUEPRINT THAT TEA SETS FORTH FOR US.
SO THEY KIND OF GIVE US A GUIDEBOOK OF HERE'S WHAT IT MAKES A SUCCESSFUL EARLY COLLEGE.
PART OF IT IS WE COHORT OUR STUDENTS.
SO THAT'S KIND OF THE FIRST SECRET SAUCE INGREDIENT.
THE SECOND PIECE IS WE FOCUS ON ACCELERATING INSTRUCTION.
SO THAT'S ALL THOSE AVID SKILLS.
SO TIME MANAGEMENT ORGANIZATION, HOW TO READ A TEXTBOOK.
WE'RE HELPING THEM MATURE A LITTLE BIT QUICKER BECAUSE WE'VE GOT TO GET THEM READY FOR COLLEGE BECAUSE BY THE TIME THEY'RE JUNIORS, THEY'RE REALLY TAKING A FULL LOAD OF COLLEGE CLASSES. SO THE PRESCRIPTION YOU MENTIONED IS ALMOST, IS VERY SIMILAR TO WHAT AVID DOES, RIGHT? THERE IS A LOT OF AVID.
YES. YEAH. THAT'S ONE OF THE THINGS I LOVE IS HOW AVID IS SPREAD THROUGHOUT OUR OUR DISTRICT.
WE HAVE THREE DEMONSTRATION SCHOOLS.
SO, HOW DO WE TRANSLATE THESE HIGHER LEVELS AND THESE SCORES FOR THE KIDS WHO ARE NOT IN THESE PROGRAMS? HOW DO WE DO THAT? I DON'T KNOW THAT I HAVE AN ANSWER FOR THAT.
YOU KNOW, I WOULD SAY THAT WHAT MAKES OUR, THESE PROGRAMS SO POWERFUL IS THAT COHORT MODEL.
AND IT REALLY IS A SMALL SCHOOL MODEL.
AND SO WE CAN GET FIVE TEACHERS TO AGREE TO DO THESE THINGS THAT WE'RE ALL GOING TO DO TOGETHER TO GET THE KIDS ACCELERATED THROUGH INSTRUCTIONS, EASIER THAN WE CAN GET A WHOLE HIGH SCHOOL OF 200 TEACHERS TO AGREE TO ALL DO THE SAME THINGS.
SO, DR. LOPEZ, I GUESS WHAT I'M TRYING TO SAY IS, WE'RE TALKING ABOUT ACHIEVEMENT.
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HOW DO WE GET FROM WHAT'S ON THE BOARD AND THOSE TYPE OF RESULTS TO WHERE WE WANT TO GET TO? SO SOME OF THE ACHIEVEMENT THAT YOU SEE HERE IS PRETTY COMPELLING ON HOW WELL A LOT OF OUR KIDS ARE DOING.IF WE JUST THINK OF OURSELVES BACK IN, ALL OF US HERE AND BACK IN 2018, WE DIDN'T HAVE ALL THESE ROBUST PROGRAMS AND WE PROBABLY DON'T EVEN THINK WE NEEDED THIS MANY. LITTLE DID WE KNOW THEY'D FILL UP, RIGHT? AND THEN THE RESULTS SPEAK FOR THEMSELVES.
SO WHAT WE'VE DONE IS WE'VE CAPTURED MORE KIDS.
IF THE KID FEELS THAT THERE IS SOMETHING FOR THEM IN THE END THEY'RE GOING TO BE HIGHLY ENGAGED.
REMEMBER, YOU SAW THAT AT RISK FACTORS HIGHER AND THE ECONOMICALLY DISADVANTAGED HIGH.
SO A CHILD THAT SAYS, HEY, IF I GO AND DO THIS, I'M GOING TO GET A COLLEGE EDUCATION AND THIS IS SOMETHING I LIKE AND I LIKE MY FRIENDS, THOSE TYPE OF COHORT MODELS REALLY HELP.
THE SECOND THING IS THE RIGOR.
THEY DO HAVE TO PASS TESTS SO THEY'RE NOT LIKE AUTOMATICALLY TAKING COLLEGE COURSES.
THEY'VE GOT TO PASS THE TSIA, WHICH ISN'T EASY.
SO YOU SHOULD BE ABLE, AND IT GIVES THEM THAT CONFIDENCE, RIGHT? AND THEN THE THIRD THING IS, IS BECAUSE IT'S A SMALL SCHOOL MODEL, YOU'RE AROUND PEOPLE THAT ARE MOTIVATED, YOU'RE NOT BEING DETRACTED OR YOU'RE NOT BEING DISTRACTED.
YOU'VE GOT KIDS THAT ARE ALL FOCUSED BECAUSE YOU WANT TO GET THE CREDIT.
SO YOU FACTOR IN THAT TYPE OF ENVIRONMENT, IT'S CRITICAL.
A LOT OF THEM THINGS DON'T COME EASY, BUT THEY'LL PUT IT IN THE EXTRA WORK BECAUSE SCHOOL MEANS SOMETHING TO THEM.
IF WE CAN GET THAT HOOK WITH EVERY CHILD, ALL OUR SCORES WILL GO UP.
AND THAT'S WHY WE'RE REALLY PROFILING HOW MANY KIDS ARE ENGAGED IN SCHOOL? BECAUSE THE MORE KIDS THAT ARE ENGAGED, THE MORE LIKELIHOOD THEY'LL TAKE THEIR ACADEMIC SERIOUSLY.
WE'VE SEEN INCREASES IN OUR GRADUATION RATES.
WE'VE SEEN INCREASES NOW IN OUR COLLEGE RATES.
AND IT'S A TESTAMENT TO THIS TEAM UP HERE AND THE PEOPLE AROUND THEM TO TO GET THAT DONE.
BUT IT IS A COMPLEX MATTER TO DO THAT.
YES, THANK YOU. I JUST WANT TO MAKE SURE I'M UNDERSTANDING.
DO WE HAVE THE STATISTICS ON HOW MANY KIDS IN THESE PROGRAMS ARE AVID STUDENTS AND CAME TO US FROM MIDDLE SCHOOLS AND HOW MANY OR NOT? BECAUSE WHEN I LISTEN, THERE'S ONE THING TO SAY THAT WE'RE EMPLOYING AND USING AVID STRATEGIES.
SO I GOT CONFUSED IN THE EXPLANATION BECAUSE THESE PROGRAMS ARE OPEN TO EVERYONE IS MY UNDERSTANDING, IF THEY MEET THE CRITERIA.
OR IS IT ALL STUDENTS? YES, THANK YOU. IT IS ALL STUDENTS.
WE MAKE ALL OF OUR FRESHMEN EARLY COLLEGE STUDENTS TAKE AVID.
SO WHETHER OR NOT THEY HAD IT IN MIDDLE SCHOOL, THEY WILL HAVE IT AS A FRESHMAN.
AND WE DO HIGHLY RECRUIT FROM THE AVID IN MIDDLE SCHOOL.
BUT IT'S NOT A REQUIREMENT TO BE IN EARLY COLLEGE, IN MIDDLE SCHOOL.
OK. THANK YOU. OK, PLEASE PROCEED.
WE'RE JUST GOING TO GO THROUGH THE REST OF THE STAAR DATA REAL QUICK.
THIS IS BIOLOGY, AND THE SAME TREND APPLIES.
OUR EARLY COLLEGE HIGH SCHOOL STUDENTS ARE OUTPERFORMING THE NON EARLY COLLEGE HIGH SCHOOL.
[00:30:01]
AND BY THE WAY, THOSE MEETS NUMBERS ARE WONDERFUL, AREN'T THEY? US HISTORY.I'M GOING TO TURN IT OVER TO KEVIN FOR THE REST OF THE PRESENTATION.
SO .YES, COMMISSIONER SELDERS.
I HAD A QUICK QUESTION. I'M SORRY.
I WAS JUST LOOKING AT THE NUMBERS AND JUST GOING BACK TO ONE OF YOUR EARLIER SLIDES WHERE YOU SHARED THE ACTUAL NUMBERS OF STUDENTS ENROLLED IN P-TECH EARLY COLLEGE, AS WELL AS COLLEGIATE ACADEMY STUDENTS. AND AS WE WERE GOING THROUGH THE DATA HERE WITH THE STAAR EOC INFORMATION, A LOT OF THE COLLEGIATE ACADEMY STUDENTS WERE SCORING AT THE HIGHER PERCENTILES. AND JUST OUT OF CURIOSITY, WHAT HAVE WE IDENTIFIED AS TO WHAT NEEDS TO HAPPEN FOR OUR EARLY COLLEGE STUDENTS AND OUR P-TECH STUDENTS TO BE ABLE TO SCORE THOSE HIGHER LEVELS IN THE MEETS AND THE MASTERS CATEGORY? THAT PDEV FOR THOSE TEACHERS THAT ARE TEACHING THOSE EARLY COLLEGE COHORTS COMES IN TO IMPROVE INSTRUCTION, IMPROVES STUDENT UNDERSTANDING, SCAFFOLDED LEARNING, ACCELERATED INSTRUCTION, ALL OF THOSE PIECES.
SORRY. AND ALSO OUR COLLEGIATE ACADEMY STUDENTS HAVE THAT TEST SCORE REQUIREMENT.
SO THEY'RE ALREADY COMING IN AT A HIGHER LEVEL.
OUR ECHS IS FOCUSING ON OUR AT RISK POPULATION.
I WAS JUST TRYING TO THINK ABOUT LIKE MECHANICALLY, WHAT ARE WE DOING MECHANICALLY OR I DON'T KNOW IF THAT'S THE RIGHT WORD, BUT JUST PROCEDURALLY TO MAKE SURE THAT WE'RE CLOSING THE GAP. AND THAT'S ACTUALLY.
EXACTLY WHAT KEVIN SAID. YEAH.
IS THIS ON? CAN YOU HEAR ME? CAN YOU HEAR ME NOW? OKAY.
SO THIS IS OUR EARLY COLLEGE PROGRAM PROGRESSION.
IN GISD OUR PROGRAM MODEL AND IMPLEMENTATION IS UNIQUE COMPARED TO OTHER SCHOOL DISTRICTS ACROSS THE STATE BECAUSE WE OFFER BOTH ECHS AND PTECH AT THE SAME CAMPUS.
THE FIRST GISD EARLY COLLEGE PROGRAM STARTED DURING THE 2019-2020 SCHOOL YEAR, AND ALL PROGRAMS WILL HAVE FRESHMAN THROUGH SENIOR COHORTS IN THE PROGRAMS DURING THE 24-25 SCHOOL YEAR.
WITH THE GISD 3-1 MODEL FOR EARLY COLLEGE PROGRAMS STUDENTS TAKE COLLEGE COURSES AT THE HIGH SCHOOL CAMPUS THEIR FRESHMAN, SOPHOMORE AND JUNIOR YEARS. THEN DURING THEIR SENIOR YEAR, THE STUDENTS TAKE COLLEGE COURSES AT A DALLAS COLLEGE CAMPUS.
THE FAR RIGHT HAND COLUMN OF THIS TABLE LISTS THE FIRST ACADEMIC YEAR THAT STUDENTS WILL BE ON A DALLAS COLLEGE CAMPUS FOR EACH OF THE PROGRAMS. NEXT SCHOOL YEAR THERE WILL BE 706 SENIORS ON DALLAS COLLEGE CAMPUSES WITH 408 STUDENTS ON THE RICHLAND CAMPUS, 201 STUDENTS ON THE EASTFIELD CAMPUS, AND 25 STUDENTS FROM NAAMAN FOREST AT THE NORTH LAKE CONSTRUCTION SERVICES CENTER.
CURRENTLY, THERE ARE 230 EARLY COLLEGE SENIORS TAKING COURSES AT A DALLAS COLLEGE CAMPUS.
AND WE TALKED A LITTLE BIT ABOUT THIS, THE CRITERIA TO ENROLL IN THE COLLEGE COURSES.
EARLY COLLEGE STUDENTS ARE HELD TO THE SAME ENROLLMENT CRITERIA STANDARDS AS ALL OTHER STUDENTS FOR ENROLLMENT IN THE COLLEGE COURSE, WHICH INCLUDES MEETING TSIA2 TESTING REQUIREMENTS OR MEETING THE TSI EXEMPTIONS THROUGH SAT, PSAT AND MASKED OR MEETING THE STAAR MINIMUM SCORE IN ENGLISH II OR ALGEBRA I.
IN ADDITION TO THAT, THE STAAR SCORES THAT MS. ALLEN SHARED, THEIR EVIDENCE OF THE IMPACT OF ACCELERATED INSTRUCTION AND SCAFFOLDED INSTRUCTION ON OUR EARLY COLLEGE STUDENT COHORTS.
STUDENTS MUST REMAIN IN ACADEMIC GOOD STANDING WHILE THEY'RE IN THE PROGRAM WITH DALLAS COLLEGE, WHICH IS A MINIMUM AVERAGE GPA OF 2.0 IN ORDER TO CONTINUE ENROLLING IN THOSE COLLEGE COURSES AND NOT BEING PUT ON ACADEMIC PROBATION.
I WANT TO TALK A SECOND ABOUT DUAL CREDIT PROGRAM PROGRESS AS A WHOLE.
DUAL CREDIT COURSE OFFERINGS HAVE EXPANDED ON ALL OF OUR HIGH SCHOOL CAMPUSES.
[00:35:02]
COURSES. THIS EXPANSION INCLUDES COURSE OFFERINGS BEING OFFERED DURING THE SUMMER TO OUR STUDENTS.THE COURSE OFFERING EXPANSION WOULD NOT HAVE BEEN POSSIBLE WITHOUT THE ASSISTANCE AND COLLABORATION FROM THE TEACHING AND LEARNING, FINE ARTS, CTE AND TECHNOLOGY DEPARTMENTS AND ALL THE WORK THAT THOSE COORDINATORS AND DIRECTORS DO TO SUPPORT COURSE ALIGNMENTS.
WE HAVE OVER 300 DUAL CREDIT COURSE ALIGNMENTS IN GISD.
SO TO CLOSE, HERE'S A QUICK VIDEO.
ACTUALLY, I'M GOING TO COME BACK TO THAT.
YEAH. HERE'S A QUICK VIDEO FROM OUR EARLY COLLEGE STUDENTS.
SO FAR, MY EXPERIENCE HAS BEEN GREAT.
I'VE DEVELOPED AS A PERSON AND I GOT MY STUFF TOGETHER.
BASICALLY BEFORE COLLEGE I WAS ALL OVER THE PLACE.
I DIDN'T KNOW WHAT I WAS DOING.
I WAS SCARED ABOUT COLLEGE, BUT ACTUALLY COMING TO COLLEGE HELPED ME UNDERSTAND MORE ABOUT IT.
AND NOW I'M MORE INTO THE COLLEGE PROGRAM AND I'M MORE ORGANIZED, AND I FOUND PEOPLE THAT HELPED ME A LOT THROUGH WHAT I'VE GONE THROUGH AND PEOPLE THAT ARE BASICALLY MORE LIKE ME.
THEY LIKE COLLEGE AND THEY DO WHAT THEY LOVE.
MY NAME IS WENDY. AND A FEW THINGS I ENJOY ABOUT COLLEGE ARE DEFINITELY THE MORE MATURE ENVIRONMENT WE HAVE AND ALSO HOW I MANAGE TO LEARN MORE BY MYSELF AND BECOME MORE RESPONSIBLE AT THE SAME TIME.
ONE THING I LIKE ABOUT COMING TO EASTFIELD IS HOW THE PROFESSORS ACT WITH THE STUDENTS.
I LIKE HOW THEY TREAT US LIKE WE'RE ADULTS.
THEY HOLD US ACCOUNTABLE FOR ALL OUR WORK AND OUR OTHER MISSION ASSIGNMENTS.
ADULTS AND HOLD US ACCOUNTABLE FOR ALL OUR WORK.
AND THEN REAL QUICK, I WANT TO MAKE SURE THAT WE STRESS THANK YOU TO ALL OF OUR BOARD MEMBERS FOR SUPPORTING THE ADVANCED ACADEMICS ACHIEVEMENT BY DESIGN PROGRAM, BECAUSE THROUGH THAT PROGRAM WE HAVE EXPANDED OUR DUAL CREDIT CREDENTIALING AND NOW WE PAY FOR 36 CREDIT HOURS FOR TEACHERS THAT ARE INTERESTED IN TEACHING DUAL CREDIT, WHICH IT WAS FORMERLY 18 CREDIT HOURS AND IT ONLY COVERED TUITION AND FEES.
WE CURRENTLY HAVE 16 TEACHERS WORKING THROUGH THAT PROGRAM.
WE HAVE SOME ADDITIONAL TEACHERS STARTING IN THE SPRING.
SO WE'RE BASICALLY MAXED OUT WITH OUR CURRENT FUNDING AND WE'RE GOING TO CONTINUE.
SO WE HAVE TEACHERS COMPLETING THEIR GRADUATE COURSEWORK AND THEN WE HAVE NEW TEACHERS COMING ON BOARD AND WE HAVE THE LARGEST NUMBER OF DUAL CREDIT INSTRUCTORS THAT ARE OUR TEACHERS TEACHING ON OUR CAMPUS OF ANY OTHER ISD PARTNER WITH DALLAS COLLEGE.
AND THEN THE LAST THING I WANT TO ADDRESS IS THE DALLAS COLLEGE REPORT CARD.
WE DON'T HAVE LAST YEAR'S REPORT CARD YET.
THOSE ARE GOING TO BE COMING OUT NEXT MONTH.
BUT THE 2021 REPORT CARD SHOWED THAT WE HAD 84% OF OUR STUDENTS IN FALL 2020 EARN A C OR BETTER, AND WE HAD 83% IN THE SPRING OF 2021, WHICH IS ABOUT 7 TO 8% BETTER THAN ANY OTHER, EXCUSE ME, THAN ALL OTHER ISDS COMBINED FOR DUAL CREDIT PERFORMANCE.
AND SO THAT'S A TESTAMENT TO ALL OF THE HARD WORK THAT'S HAPPENING WITH OUR DUAL CREDIT TEACHERS ON CAMPUSES AND THE SUPPORT THEY'RE GETTING FROM THOSE DUAL CREDIT TEAMS THAT ARE ON EACH CAMPUS. THAT INCLUDES A DUAL CREDIT ADMINISTRATOR, COUNSELORS, MAGNET ADVISORS.
I'M GOING TO LEAVE SOMEBODY OFF THIS LIST, BUT THEY ARE AMAZING TEAMS. AND THAT WAS ALL ACCOMPLISHED.
ALL THIS HAS BEEN ACCOMPLISHED IN THE ROLLING OUT OF THESE PROGRAMS DURING A PANDEMIC.
AND IT'S JUST, IT'S CRAZY IMPRESSIVE WHAT THE CAMPUSES HAVE DONE.
ANY QUESTIONS FOR US? COMMITTEE MEMBERS, BOARD MEMBERS? ONE OF THE REASONS WE WANTED TO START EACH OF OUR COMMITTEE MEETINGS IS TO BRAG.
I THINK IT'S IMPORTANT, AS DR.
LOPEZ AND I HAVE TALKED, WE ARE COMPETING FOR KIDS.
WE'RE COMPETING AGAINST OTHER DISTRICTS.
WE'RE COMPETING AGAINST CHARTERS.
WE DON'T KNOW WHAT'S ABOUT TO COME FROM THE STATE ONCE THE LEGISLATURE BEGINS WITH VOUCHERS.
WE DON'T KNOW WHERE THAT'S AT. WE ARE NOW EVERY DAY COMPETING.
LOPEZ? I THINK THAT'S CRITICAL TO SAY ALL THE POINTS THAT ARE MADE.
THAT'S WHY WE TALKED ABOUT GRANTS AND HOW WELL WE'RE DOING WITH GRANTS, HOW WELL WE'RE DOING WITH EARLY COLLEGE PROGRAMS. WE WANT OUR POPULACE TO KNOW THIS.
[00:40:02]
WE WANT THEM TO KNOW, THIS IS THE PLACE TO BRING YOUR KIDS.LAST TIME, LAST MEETING WE TALKED ABOUT ALL THE GREAT COLLEGES OUR KIDS ARE GETTING INTO.
YOU DON'T HAVE TO LIVE IN ANOTHER ZIP CODE.
SO AGAIN, THANK YOU VERY MUCH.
ANYBODY ELSE? YOU BET. YOU WERE TALKING ABOUT TUITION.
SO IF A STUDENT'S GOING TO UT OR A&M OR ONE OF THE BIG FOUR YEAR PUBLIC INSTITUTIONS IN TEXAS, IF THEY'RE GETTING 60 CREDIT HOURS THROUGH OUR EARLY COLLEGE PROGRAMS, THAT'S EQUIVALENT TO ABOUT 28 TO $30,000 IN TUITION AND FEE SAVINGS GOING INTO THOSE PROGRAMS ON THOSE CAMPUSES.
IT'S SUPER. IT'S JUST IT'S AMAZING.
NO ONE ELSE IS DOING IT. NO ONE ELSE DOES P-TECH AND ECHS AT ALL THE CAMPUSES.
WE SHOULD BE, WE SHOULD BE SHOUTING IT, YELLING AT EVERYBODY THAT WILL LISTEN.
YES. [APPLAUSE] OKAY, LET'S GO TO ITEM 3. BOY AND CBA MAP SCORES.
MS. JOYNER, PLEASE INTRODUCE YOURSELF.
I AM THE DIRECTOR OF RESEARCH ASSESSMENT AND ACCOUNTABILITY.
SO COMMITTEE CHAIR GLICK, BOARD OF TRUSTEES, DR.
LOPEZ. IT'S KIND OF HARD TO FOLLOW UP ALL THAT FUNDING AND ALL OF THOSE AMAZING OPPORTUNITIES FOR OUR STUDENTS, BUT NONETHELESS, OUR STUDENTS ARE PERFORMING AND I HAVE THESE RESULTS FOR YOU TONIGHT.
SO TONIGHT'S PRESENTATION WILL HIGHLIGHT MAP PERFORMANCE FROM THE BEGINNING OF THE YEAR.
SO TONIGHT I'M ALSO JOINED BY TWO MEMBERS OF THE EXECUTIVE LEADERSHIP TEAM, MRS. PERALES AND MRS. ALEXANDER, AND THEY WILL COME UP A LITTLE BIT LATER IN THE PRESENTATION AND THEY WILL HELP ESTABLISH A CONNECTION BETWEEN THE DATA IN THE SLIDES AND THE ACTION THAT IS OCCURRING AT DISTRICT AND CAMPUS LEVEL.
SO THE BLUE BARS THAT YOU SEE REPRESENTED ON THE SLIDE ARE THE CHANGE IN RIT BY GRADE LEVEL FROM FALL 2021 TO FALL 2022.
USING GRADE FOUR AS AN EXAMPLE, THE AVERAGE OF STUDENT GROWTH WAS 16 POINTS.
SO YOU'LL NOTICE THE BAR, THE BLUE BAR GOES UP TO ABOUT THE 16TH LINE, WHICH SIGNIFIES THAT THEY ARE, WHICH IS SIGNIFICANTLY GREATER THAN THE DIAMOND MARKER, WHICH IS AT 11.6, WHICH WAS THE GROWTH PROJECTION FOR THAT GRADE LEVEL.
ANOTHER DATA POINT THAT IS LAYERED IS THE PRESENTATION RATE NOTED WITHIN THE BARS.
SO THIS IS A PERCENT OF STUDENTS WHO MET OR EXCEEDED THEIR EXPECTED GROWTH TARGET.
IN KEEPING WITH THE FOURTH GRADE EXAMPLE, YOU'LL NOTE THAT 75% OF CURRENT FOURTH GRADE STUDENTS MET OR EXCEEDED THEIR GROWTH ESTABLISHED AFTER THEIR THIRD GRADE BEGINNING OF THE YEAR MAP ASSESSMENT.
IN CONNECTION WITH OUR STAAR RESULTS, I'D LIKE TO REMIND YOU ALL THAT MOST OF THESE STUDENTS THAT ARE REFLECTED IN THIS FOURTH GRADE MATH GROUP WERE PART OF THE THIRD GRADE MATH COHORT THAT TOOK STAAR LAST YEAR, AND THEY HAD THE GREATEST GAINS WHEN WE WERE COMPARING TO OTHER GRADE LEVELS WITHIN THE DISTRICT AS WELL AS THE REGION AND THE STATE.
YOU'LL NOTICE HERE THAT THESE ARE THE RESULTS FOR THE READING GROWTH.
THE DATA LAYERS ARE SIMILAR TO WHAT WAS NOTED ON THE MATH SLIDE.
YOU'LL NOTE THAT THE STUDENTS IN GRADE FOUR EXPERIENCED AN AVERAGE OF 12%, 12.6 RIT POINTS, AS COMPARED TO THE 10.5 GROWTH PROJECTION FOR THE SAME GROUP OF STUDENTS.
SO AGAIN, IN CONNECTION WITH OUR STAAR RESULTS, MOST OF THESE STUDENTS WERE PART OF THE THIRD GRADE COHORT OF STUDENTS THAT PERFORMED ONE POINT GREATER THAN THE COHORT OF THIRD GRADE STUDENTS FROM 2019.
SPECIFICALLY THIS FOURTH GRADE GROUP.
[00:45:06]
SO THE NUMBERS THAT YOU SAW IN THE PRECEDING SLIDES, WE JUST PUT THEM SIDE BY SIDE HERE.AS A RESEARCH ORGANIZATION NWEA, THE PROVIDERS OF MAP, THEY CONDUCT LINKING STUDIES TO PROVIDE DIRECT RELATIONSHIPS BETWEEN MAP ASSESSMENTS AND OTHER STATE PROGRAM ASSESSMENTS SUCH AS STAAR.
THE PREDICTIONS ARE LINKED, ARE LINKS, ARE BASED ON ACTUAL OBSERVED PERFORMANCE IN OVER 100,000 STUDENTS THAT PARTICIPATED IN STAAR AND MAP READING AND MATH IN 2017. DISPLAYED ON THE SCREEN ARE THE PREDICTED STAAR PERFORMANCE LEVELS IN MATH FOR STUDENTS THAT WERE ASSESSED WITH MAP DURING THE FALL MAP ADMINISTRATION. SO WHAT I WANT TO CALL YOUR ATTENTION TO ON THE GRAPHS IS THAT THESE COLORED BANDS ACTUALLY REPRESENT THE STUDENT PERFORMANCE LEVELS UP TO 100%.
SO JUST KIND OF WALKING THROUGH THIS VIEW REAL QUICK.
SO THE COLORED BANDS ARE REPRESENTATIVE OF THE UNIQUE VALUES THAT ADD UP TO 100%.
BUT BECAUSE WE ARE SO USED TO SEEING OUR STAAR RESULTS IN AN APPROACHES PLUS OR A MEETS PLUS OR A MASTERS, THEN THE THE LAYER, THE DATA LAYER THAT YOU SEE THERE, THAT 67%, THE 72, SO ON AND SO FORTH, THOSE ARE AT THE RESPECTIVE APPROACHES PLUS OR MEET PLUS.
SO IN CASE ANYONE'S LOOKING AT THE BAR AND LIKE, UMM VERONICA, THESE COLOR BANDS DON'T ADD UP TO THE NUMBERS, IT'S JUST A LAYERING OF DATA BECAUSE WE ARE SO USED TO SEEING IT FROM THE STAAR LENS.
SO LET'S TAKE THIS PARTICULAR CHART YOU HAVE.
WHAT DOES THIS SAY TO YOU? AND BASED ON WHAT IT SAYS TO YOU, WHAT ACTIONS DO YOU TAKE? I KNOW YOU GET THAT, YOU GET TO THE ACTUAL CAMPUS LEVEL, TO THE PRINCIPAL, WHAT DOES IT SAY TO YOU? SO RIGHT NOW, ONE OF THE BIGGEST THINGS IS WE KNOW THAT OUR MAP RESULTS ARE TAKEN OR OUR MAP ASSESSMENTS ARE TAKEN IN AUGUST AND SEPTEMBER PRIOR TO REALLY GETTING INTO THE CURRICULUM.
SO PRIOR TO TO REALLY GOING INTO OUR CURRICULUM.
SO THE INFORMATION NOTED ON THIS SLIDE AGAIN PRESENTED IN A SIMILAR FORMAT.
THESE ARE THE RESULTS FOR THE PROJECTIONS FOR READING AND BASED ON VERY, VERY EARLY ON STUDENT ASSESSMENTS FOR MAP IN AUGUST AND SEPTEMBER.
SO ANSWERING JUST A LITTLE BIT OF YOUR QUESTION, MR. GLICK, BUT I BELIEVE THAT THE THE EDLS WILL BE ABLE TO GO A LITTLE BIT DEEPER ON ON WHAT WE DO NEXT.
OKAY, NOW WE MOVE INTO CURRICULUM BASED ASSESSMENTS FOR QUARTER 1.
MOST CURRICULUM BASED ASSESSMENTS START AT GRADE THREE.
ASSESSMENTS ARE FORMATIVE IN NATURE, MEANING THAT THESE TEACHERS TAKE THIS DATA AND THEY MAKE ADJUSTMENTS TO THE INSTRUCTION DURING THEIR PROFESSIONAL LEARNING COMMUNITIES OR THEIR COLLABORATIVE LEARNING COMMUNITY PLANNING SESSIONS.
LOPEZ AND I HAD A REAL INTERESTING DISCUSSION ABOUT THIS CURRICULUM BASED ASSESSMENT.
DO WE HAVE THEM? DO WE NOT HAVE THEM? JUST EXPLAIN WHAT THAT MEANS.
EXPLAIN WHAT A CURRICULUM BASED ASSESSMENT IS.
YES. SO THE CURRICULUM BASED ASSESSMENTS ARE ASSESSMENTS THAT ARE ALIGNED TO OUR STANDARDS IN TEXAS.
SO AS COMPARED TO MAP WHERE THOSE ARE SKILLS, BUT IT'S A NATIONALLY NORMED ASSESSMENT.
[00:50:05]
COVER THE CONCEPTS OR THE STANDARDS THAT WERE PREVIOUSLY TAUGHT.SO IF I AM A TEACHER AND I'M TEACHING MATH AND I JUST WENT THROUGH A UNIT, THEN THIS IS BASICALLY THE OLD WAY OF THINKING OF IT, OF A UNIT TEST.
DOES THAT HELP, MR. GLICK?SO, I WAS IN SCHOOL A LONG TIME AGO.
YES, SIR. YEAH, IT'S NOT THAT FUNNY [LAUGHTER].
AND WE TOOK TESTS AND WE GOT GRADES AND WE BRING THEM HOME TO SHOW OUR PARENTS, WHATEVER.
DOES EVERY STUDENT, LET'S SAY, IN FOURTH GRADE MATHEMATICS, TAKE THE SAME TEST.
YES, SIR. IT'S LIKE YOU'VE LOOKED AT MY NOTES BEFORE ASKING YOUR QUESTION.
SO. YES, ABSOLUTELY. THESE CBAS ARE ALIGNED TO OUR UNIT OR MODULES THAT ARE ASSESSED AND STUDENTS THAT ARE ENROLLED IN THIS COURSE THEY TAKE THE EXACT SAME ASSESSMENT WITH THE EXACT SAME QUESTIONS.
OKAY. YES, SIR. SO WE HAVE A PRETTY GOOD IDEA.
AND WHAT YOU'RE GOING TO SHOW US AS WE GO ON IS THE COMBINATION OF MAP AND CBAS, AND IT TELLS US WHERE WE'RE AT, RIGHT? NO, SIR. THE PRESENTATION TONIGHT ISOLATES MAP FROM CURRICULUM BASED ASSESSMENTS.
BUT IF WE, IF WE SAY, HERE'S WHERE WE WERE WITH THE MAP AND HERE'S WHERE WE ARE AT CBA, IF WE COMBINE BOTH OF THOSE RESULTS, THAT GIVES US A PRETTY GOOD IDEA, DOESN'T IT, WHERE WE'RE AT, OR IT SHOULD? WELL, BECAUSE WE HAVE TO REMEMBER THAT THERE ARE TWO DIFFERENT ASSESSMENTS.
SO THE MAP ASSESSMENT IS A HOLISTIC VIEW ASSESSMENT.
IT'S NOT CENTERED ON AN ISOLATED GROUP OF STANDARDS.
SO WE HAVE TO REMEMBER THAT WHEN WE LOOK AT CURRICULUM BASED ASSESSMENTS, IT'S JUST A SNIPPET, RIGHT? SO IT'S ALMOST LIKE TAKING A DIPSTICK AND PULLING IT OUT AND SEEING MORE OR LESS WHERE WE ARE.
BUT IT'S NOT A COMPREHENSIVE VIEW.
SO A COUPLE OF ASSESSMENTS THAT WE HAVE ROLLING RIGHT NOW ARE THE FALL INTERIMS. THAT'S A LITTLE BIT MORE COMPREHENSIVE BECAUSE THOSE ASSESSMENTS DO COVER MORE CONTENT, MORE OF THE STANDARDS.
WOULD IT BE FAIR TO SAY THAT THE CBA, THIS IS BASED ON THE TEKS, THIS IS WHAT I SHOULD HAVE LEARNED IN THIS SUBJECT UP TO THIS POINT? YES AND NO, BECAUSE SOME OF OUR STANDARDS ARE SO BROAD.
SO WHEN YOU LOOK AT US HISTORY STANDARD, FOR EXAMPLE, IT COULD BE FROM 1876 TO PRESENT DAY.
SO WE ISOLATE SOME OF THOSE QUESTIONS DEPENDING ON THE UNIT OF ASSESSMENT.
IN ADDITION, I HAVE HEARD MS. SCHMIDT AND TRACY VICKERY TALK A LOT ABOUT THE NEW MATH CURRICULUM.
AND IN THE PAST, AGAIN, FROM MY UNDERSTANDING IS THAT WE WOULD HAVE A UNIT AND WE WOULD TEST OR WE WOULD ADDRESS INSTRUCTION TO THE DEPTH OF THAT STANDARD.
AND NOW IT'S LITTLE SNIPPETS OF TIME OVER TIME TO MAKE SURE THAT OUR STUDENTS ARE GETTING THAT SPIRALED INSTRUCTION.
CAN WE PROJECT HOW THE STUDENTS ARE DOING TO SAY THIS IS HOW WE CAN PROJECT HOW THEY MIGHT DO ON AN END OF COURSE TEST, A STAAR TEST? NO, SIR. NOT ON OUR CURRICULUM BASED ASSESSMENTS AGAIN, BECAUSE IT'S JUST THAT SNIPPET OF TIME.
SO WE DO AGAIN, AS YOU SEE ON THE SLIDE, WE DO TRY TO MODEL A LITTLE BIT OF THE STAAR DATA, BUT WE, AND WE INTERNALLY CREATE LIKE DOMAIN ONE PROJECTIONS AND THINGS LIKE THAT, OR DOMAIN ONE RATES, BUT NONE OF IT IS REALLY INTENDED TO BE FORECASTED OUT BECAUSE IN MOST CASES FOR OUR ASSESSMENTS THIS YEAR THEY'RE NEW.
SO WE HAVEN'T DONE A VALIDATION TO SEE IF THERE'S A TRUE CORRELATION BETWEEN OUR CBAS AND THE STAAR.
BUT NONETHELESS, IT'S STILL A MONITORING PIECE.
OKAY. SO THEN ON THE NEXT SLIDE, AGAIN, SIMILAR SETUP HERE FOR THE READING RESULTS.
[00:55:01]
THESE RESULTS DO INCLUDE ENGLISH AND SPANISH RESULTS FOR READING COMBINED FOR GRADES THREE THROUGH EIGHT, WELL THREE THROUGH FIVE FOR SPANISH AND READING.AND THEN ALSO KEEPING IN MIND THAT WITH ALL OF THE CHANGES OCCURRING AT THE STATE LEVEL, WITH OUR STATE ASSESSMENT PROGRAM AS WELL AS ACCOUNTABILITY, THIS YEAR WE ARE, WE KNOW THAT WE HAVE THIS STAAR REDESIGN OR STAAR 2.0 WHERE ALL OF OUR COURSES AND ASSESSMENTS WILL HAVE NEW ITEM TYPES.
BUT THE READING LANGUAGE ARTS CURRICULUM IS WHERE WE WILL SEE THE GREATEST CHANGES.
SO AS AN EXAMPLE, PRIOR TO SPRING OF 2021-22, WE HAD WRITING ASSESSMENTS, STANDALONE TESTS FOR GRADES FOUR AND GRADE SEVEN, AND NOW THOSE STANDARDS AND THOSE ASSESSMENT ITEM TYPES WILL BE EMBEDDED INTO THE READING ASSESSMENTS. SO JUST KEEPING THAT IN MIND AS YOU SEE THESE RESULTS THAT WE ARE ASKING STUDENTS TO PERFORM IN A DIFFERENT WAY THAN WE PREVIOUSLY HAD WHEN WE JUST HAD READING STANDALONE ASSESSMENTS AND NOW WE ARE AND THE CURRICULUM TEAM IS BEGINNING TO EMBED THESE NEW ITEM TYPES AND THESE WRITING STANDARDS IN THE ASSESSMENTS.
SO AS YOU NOTICE, THE READING RESULTS REFLECTED A LITTLE BIT DIFFERENTLY THAN ANTICIPATED.
JUST KNOW THAT THIS IS A IMPLEMENTATION CURVE BASED ON PREPARING FOR STAAR 2.9.
AND SO WE HAVE ISOLATED FOR THE END OF COURSE EXAMS FOR HIGH SCHOOL.
WE HAVE FIVE ASSESSMENTS AT THE HIGH SCHOOL LEVEL.
AND JUST NOTE THAT THESE ARE FOR STUDENTS CURRENTLY ENROLLED IN THE CLASS THAT TOOK THE ASSESSMENTS WITHIN THE FIRST TESTING WINDOW. SO ANY RETESTERS THAT ARE NOT ENROLLED IN THE CLASS IN MOST CASES DO NOT PARTICIPATE IN THESE ASSESSMENTS.
YOU HAVE, AND THANK YOU FOR ALL THE DATA YOU SUPPLIED.
OF COURSE. BASED ON EACH OF THE INDIVIDUAL SCHOOLS, BECAUSE THAT'S REALLY HELPFUL.
SO WHEN I LOOK AT THAT DATA AND I'M NOT GOING TO PICK INDIVIDUAL SCHOOLS, BUT IT'S CLEAR WHEN YOU LOOK AT THE WHOLE LIST OF ELEMENTARIES, THERE'S SOME.
ALL THE COLORS OF THE RAINBOW ARE THERE.
RIGHT? YES, SIR? SO I'M LOOKING, FOR EXAMPLE, PAGE 91, THAT HAS TO MEAN SOMETHING, RIGHT? AND WHERE, HOW DOES THAT TRANSLATE TO HOW WE'RE HELPING THE INDIVIDUAL SCHOOLS BASED ON THESE RESULTS? SO, AGAIN, I WILL DEFER THAT TO THE EDLS, IF THAT IS OKAY.
GOOD EVENING, CHAIRMAN GLICK, BOARD OF TRUSTEES AND DR.
LOPEZ. MY NAME IS IDA PERALES, AND I'M A PROUD EXECUTIVE DIRECTOR OF LEADERSHIP.
I'M GOING TO GO OVER A LITTLE BIT ON THE PROCESSES AND SYSTEMS, THE HIGH LEVERAGE PROCESSES AND SYSTEMS THAT OUR CAMPUSES HAVE IMPLEMENTED TO RESPOND TO MAP AND CBA DATA. BUT BEFORE I DO THAT, I JUST WANT TO QUICKLY SEND A SHOUT OUT TO ALL OUR PRINCIPALS AND OUR CAMPUS LEADERS WHO DAY IN, DAY OUT, SHOW UP TO ENSURE THAT OUR STUDENTS ARE PROVIDED WITH THE BEST AND MOST OPTIMAL ENVIRONMENT FOR LEARNING.
THIS WORK IS VERY DIFFICULT TO DO.
AND SO I JUST WANT TO MAKE SURE THAT WE HIGHLIGHT THEIR WORK.
SO KNOWING THAT WE HAD TO BE VERY DELIBERATE AND EFFICIENT WITH OUR RESPONSE, OUR SECONDARY CAMPUSES HAVE CREATED A STUDENT SUCCESS PLAN THAT DETAILS COMPREHENSIVE ACTION STEPS TO ADDRESS THE ACHIEVEMENT GAP.
INTERVENTION MAY INCLUDE TUTORING BEFORE AND AFTER SCHOOL, SATURDAY SCHOOL PULL OUTS, AND WE ALSO USE THIS DATA TO ADJUST OUR ADVISORY, WHICH IN MIDDLE SCHOOL IS KNOWN AS WIN.
SO WE'VE LEARNED THAT IT'S JUST AS CRUCIAL FOR OUR CAMPUSES TO CREATE URGENCY IN REGARDS TO CLOSING STUDENT LEARNING GAPS AND THEREFORE PROPER COMMUNICATION TO ALL STAKEHOLDERS ABOUT SPECIFIC STUDENT DATA, INTERVENTION PLANS AND STUDENT EXPECTATIONS IS KEY.
OUR CAMPUSES UNDERSTAND THAT A CRITICAL DRIVER IN STUDENT LEARNING ARE OUR WONDERFUL TEACHERS.
[01:00:06]
THEREFORE, AS PRINCIPALS AND CAMPUS LEADERS RESPOND TO DATA, THEY'RE ALSO HYPER FOCUSED ON TEACHER DEVELOPMENT, NOT ONLY THROUGH PROFESSIONAL DEVELOPMENT THAT IS ONGOING, TAILORED AND FOCUSED, BUT ALSO THROUGH CONTINUOUS COACHING AND FEEDBACK CONVERSATIONS.THIS PROVIDES ADDITIONAL CONTEXT AROUND THE DATA TO IDENTIFY STRUGGLING TEACHERS.
IN ADDITION TO ALLOWING TIME FOR TEACHERS TO PLAN AND COLLABORATE ON LESSONS, CLCS PROVIDE AN OPPORTUNITY FOR DISTRICT AND CAMPUS INSTRUCTIONAL LEADERS TO STRATEGICALLY SUPPORT TEACHERS WITH CLASSROOM SYSTEMS AND PROCEDURES AND LESSON DEVELOPMENT.
IT ALSO GIVES TEACHERS THE OPPORTUNITY TO ROLE, PLAY AND PRACTICE THEIR FIRST TEACH.
YOU TALKED ABOUT RIGOR, AND SO THAT IS ONE OF OUR ONE OF THE MAIN THINGS WE FOCUS ON TO ENSURE THAT OUR LESSONS ARE AT THE APPROPRIATE RIGOR TO ENSURE THAT OUR STUDENTS ARE SUCCESSFUL.
AND TEACHERS HAVE THE OPPORTUNITY TO REFLECT ON WHAT STUDENTS ARE LEARNING, NOT JUST WHAT THEY'RE LEARNING, BUT HOW THEY'RE LEARNING AND WHETHER THEY'RE ENGAGED AT THE APPROPRIATE RIGOR.
I WILL NOW PASS IT OVER TO MS. ALEXANDER, WHO WILL GO OVER IN MORE DETAIL SOME SYSTEMS AND PROCESSES AT THE ELEMENTARY LEVEL.
SO AGAIN, WE HAVE THE CHARTS THAT ARE NOT ON THE PRESENTATION, BUT FOR EACH OF THE MIDDLE SCHOOLS WE HAVE SIXTH, SEVENTH AND EIGHTH GRADE MATH AND ENGLISH, AND THERE'S A CLEAR DIFFERENTIATION BETWEEN CERTAIN SCHOOLS, RIGHT? AND YOU'VE SEEN THESE RESULTS.
SO I GUESS THAT WAS MY QUESTION MS. JOYNER. I'LL SAY THE SAME QUESTION TO YOU.
HOW DO YOU TAKE THESE NUMBERS, THESE RESULTS, AND WHAT DO WE DO ABOUT THEM? WELL, I THINK THE NUMBERS ALLOWS YOU TO TAILOR THE SUPPORT DEPENDING ON WHAT THE CAMPUS NEEDS.
AND SO DEPENDING ON THAT SUPPORT, WE'LL LOOK AT THE DATA AND WE'LL EITHER PROVIDE SPECIFIC TEACHER DEVELOPMENT, WE'LL PROVIDE SUPPORT THROUGH THE DISTRICT CAMPUS, I MEAN, DISTRICT INSTRUCTIONAL TEAMS. WE MEET WITH PRINCIPALS AND COACH THEM ON SPECIFIC ITEMS. AND SO IT'S A PRETTY COMPREHENSIVE PLAN WHEN WE TARGET THESE AREAS.
DO WE GIVE YOU ENOUGH RESOURCES TO BE ABLE TO SEE THE DIFFERENTIATION AND SAY, I NEED MORE PEOPLE AT THIS CAMPUS.
CAN I ANSWER THAT HONESTLY? THAT'S WHY I ASKED IT.
SOME OF THESE CAMPUSES THAT STRUGGLE HAVE A LOT OF TURNOVER WITH TEACHERS.
AND SO WE WERE GETTING THESE NEW TEACHERS THAT WANT TO BE THERE.
SO THERE'S KNOWING HOW TO MANAGE A CLASSROOM.
THERE'S A LOT OF COACHING THAT GOES ON.
AND I THINK ONE OF THE, I THINK WHAT WE'VE SEEN THAT'S WORKED THE BEST IS BEING ABLE TO COACH TEACHERS ON THE JOB, WHICH MEANS WHILE THEY'RE TEACHING AND THEN BEING ABLE TO COACH THEM RIGHT AFTER.
AND YOU'RE AT THESE SCHOOLS EVERY DAY.
IS THERE ANYTHING WE NEED TO DO TO HELP YOU? BECAUSE IF OUR JOB IS ,I THINK WE'RE A BUSINESS, RIGHT? I MEAN, WE'RE A BUSINESS WITH A HALF A BILLION DOLLAR BUDGET WITH 7,500 EMPLOYEES.
AND WHAT'S OUR GOAL? TO GIVE EVERY SINGLE CHILD THE BEST EDUCATION POSSIBLE.
THAT'S WHAT I THINK OUR GOAL SHOULD BE.
WE CAN SAY IT A LOT OF DIFFERENT WAYS.
FOR THOSE CHILDREN IN THESE SCHOOLS WHO ARE STRUGGLING, ARE WE GIVING THEM THE BEST EDUCATION POSSIBLE AND ARE WE GIVING YOU THE RESOURCES YOU NEED TO GIVE THEM THE BEST EDUCATION POSSIBLE? I THINK YOU'VE BEEN GREAT IN GIVING US THE RESOURCES THIS YEAR.
YOU ALLOWED US THE PLANNING TIME.
THAT WAS, THAT HAS BEEN A TREMENDOUS HELP WITH OUR TEACHERS BECAUSE WE HAVE PLANNING EVERY DAY.
[01:05:02]
AND SO, NOT TO SAY THAT YOU HAVEN'T PROVIDED A LOT OF RESOURCES, BUT I DO FEEL LIKE SOME OF THESE LOWER PERFORMING SCHOOLS THAT STRUGGLE WITH STUDENTS THAT DON'T HAVE THE SAME SUPPORT AT HOME OR JUST DON'T HAVE THE SAME RESOURCES AT HOME, AND ALSO DEALING WITH THE HIGH TURNOVER OF TEACHERS.I WOULD SAY THAT MAYBE MORE STAFF WOULD SUPPORT THESE CAMPUSES.
AND I'M GLAD YOU'RE SAYING THAT I GET A CHANCE IN THIS POSITION TO MEET WITH THE TWO CHIEFS AND DISCUSS HOW DO WE MAKE THIS THE BEST DISTRICT WE COULD EVER, IT CAN BE.
THAT'S BEEN MY GOAL SINCE I'VE BEEN HERE FOR 16 YEARS.
AND I APPRECIATE THE HONESTY YOU'RE GIVING US BECAUSE I THINK THAT'S IMPORTANT.
I THINK IT'S IMPORTANT FOR DR.
LOPEZ TO HEAR IT. I THINK IT'S IMPORTANT FOR THE CHIEFS TO HEAR IT, WHAT WE NEED.
SO THANK YOU. MS. GRIFFIN. YES, I APPRECIATE THE INFORMATION ON THE SYSTEMS AND ALL OF THAT.
BUT TELL ME HOW YOU INCORPORATE ALL OF THAT.
LARRY SAID YOU'RE ON THE CAMPUSES EVERY DAY.
IT'S NOT BUT SO MANY OF YOU ALL.
AND OUR SCHOOLS OUTNUMBER YOU.
BUT GIVE ME AN IDEA OF HOW AND WHEN ALL OF THIS COACHING IS TAKING PLACE, ESPECIALLY FOR THE INDIVIDUALIZED INSTRUCTIONS THAT YOU WERE SAYING FOR THE STUDENT SUCCESS PLANS.
WHEN IS IT THAT YOU START MONITORING STUDENTS? ARE YOU MONITORING X AMOUNT OF STUDENTS EVERY DAY? IS THERE A, ARE YOU DOING THEM AFTER THE CURRICULUM BASED DEAL? I JUST STRUGGLE.
YOU'RE TRYING TO FIGURE OUT ON A CAMPUS, YOU KNOW, WHO THE STRUGGLING CAMPUSES ARE.
SO IF YOU GO TO THAT CAMPUS, HELP ME UNDERSTAND HOW ALL OF THESE THINGS THAT YOU ARE DOING WORK.
AND THEN YOU ALSO SAID THAT WE BRING IN THE PARENTS AND HOW DO YOU BRING IN THE PARENTS? SO IS THAT, IS IT DURING THE SIX WEEKS? IS IT AFTER SIX WEEKS? I MEAN, WHAT IS THE, WHAT'S THE DATA THAT YOU'RE STARTING WITH PER THAT STUDENT THAT YOU'RE GIVING INDIVIDUALIZED PLANS FOR? DID I MISS THAT OR IS THAT WHAT THAT INTENT IS? NO.
THERE'S A LOT OF QUESTIONS THAT I'M GOING TO TRY TO ADDRESS.
BUT PRETTY MUCH THE STUDENT SUCCESS PLAN IS WRITTEN.
IT WAS A FRAMEWORK PROVIDED TO OUR PRINCIPALS TO ENSURE THAT THEY MET ALL THE NEEDS, THAT INTERVENTION THAT YOU NEED TO PROVIDE INTERVENTION AT OUR CAMPUSES. SO THE PRINCIPAL AND THAT STAFF IS WRITING YES. THEY'RE CREATING THESE PLANS USING A FRAMEWORK THAT WE PROVIDED.
REMEMBER, ONE OF THE FIRST STEPS IS LEVELING STUDENTS TO SEE WHERE THEY'RE AT.
NOW YOU'RE ASKING HOW US, AT THIS LEVEL, DISTRICT LEVEL, HOW CAN WE TELL? HOW DO WE MONITOR? SO WE NOT ONLY MONITOR THAT, BUT WE CAN WALK INTO A SCHOOL AND WE LOOK AT SYSTEMS. WE LOOK AT SYSTEMS THAT SHOULD BE HAPPENING AT THE CAMPUS LEVEL.
AND SO BECAUSE WE'VE BEEN DOING THIS FOR SO LONG, THERE'S CERTAIN SYSTEMS THAT HAVE TO BE IN PLACE IN ORDER FOR THE STUDENTS TO PROVIDE STUDENTS AN OPTIMAL LEARNING ENVIRONMENT.
AND SO OUR JOB IS TO COACH THEM ON THOSE SYSTEMS. IT'S NOT NECESSARILY TO TELL THEM THIS STUDENT IS HERE, WHAT'S HAPPENING HERE? WE HAVE TO GO OVER SYSTEMS WITH THEM AND PROCESSES.
WE ALSO MAKE TIME TO MEET WITH THEM AT LEAST ONCE OR TWICE A MONTH, DEPENDING ON THE NEEDS OF THE PRINCIPAL, IN ORDER TO COACH THEM ON SPECIFIC AREAS.
ALL RIGHT. THANK YOU. ALL RIGHT.
I'LL PASS IT OVER TO MS. ALEXANDER. GOOD EVENING, CHAIRMAN GLICK, BOARD OF TRUSTEES AND SUPERINTENDENT DR.
LOPEZ. I AM CHERYL ALEXANDER AND I'M ONE OF THE ELEMENTARY EXECUTIVE DIRECTORS OF LEADERSHIP.
SO ON THE ELEMENTARY CAMPUSES, DATA IS REVIEWED AT EACH ASSESSMENT POINT.
WE'VE BEEN OVER MAP AND CBA AS WELL AS QUARTERLY AT THE DISTRICT LEVEL WITH OUR AREA INSTRUCTIONAL TEAMS AND OUR CAMPUS LEADERSHIP . TARGETED PLCS FOCUS ON THIS DATA AND THE INSTRUCTION THAT RESULTS FROM THE ANALYSIS.
[01:10:07]
IN THE PLCS, WE GO OVER HIGH LEVERAGE, LOW PERFORMING TEKS.WE ANALYZE THOSE, WE LOOK AT ROOT CAUSES, TRYING TO IDENTIFY THOSE.
WE MAKE DECISIONS ABOUT RETEACHING AND WHEN THAT SHOULD OCCUR.
STUDENT PROGRESS MONITORING SYSTEMS ARE DISCUSSED AS WELL.
CAMPUS AND AREA INSTRUCTIONAL TEAMS WORK TOGETHER WITH THE TEACHERS DURING THIS PROCESS.
THEY'LL BE IN THE CLASSROOM, THEY CAN MODEL A LESSON OR CO TEACH.
OBSERVATIONAL WALKS ARE PLANNED AT THE CAMPUS AND DISTRICT LEVELS.
THE EDL AND TNL TEAMS RECENTLY CREATED INSTRUCTIONAL ROUNDS FOR PRINCIPALS AND ASSISTANT PRINCIPALS WITH THE PURPOSE OF OBSERVING EFFECTIVE TEACHING IN CLASSROOMS. DEBRIEF SESSIONS AFTER ROUNDS ALLOW FOR FEEDBACK TO BE SHARED WITH TEACHERS AND BETWEEN CAMPUSES TO IMPROVE CLASSROOM PRACTICES, COACHING TEACHERS AND PROVIDING PROFESSIONAL LEARNING OPPORTUNITIES BASED ON DATA ARE CRITICAL TO IMPROVING INSTRUCTION IN OUR CLASSROOMS, AND THESE ACTIVITIES OCCUR FREQUENTLY.
VARIATIONS OF STUDENT SUCCESS PLANS ARE IMPLEMENTED ON CAMPUSES, STUDENT LEARNING DATA IS MONITORED, TRACKED, AND INSTRUCTIONAL DECISIONS ARE MADE AS A RESULT. INTERVENTION, SMALL GROUP INSTRUCTION AND MORE EFFECTIVE INSTRUCTIONAL PRACTICES ARE PUT IN PLACE BASED ON THE ANALYSIS OF THE DATA WHICH IS ONGOING. ARE THERE ANY QUESTIONS? SO I WILL ASK YOU THE SAME QUESTION.
AND AGAIN, AS WE LOOK AT THE RESULTS FROM THE INDIVIDUAL SCHOOLS, HOW DO YOU ASSESS THE RESULTS AND HOW DO YOU PLAN? BECAUSE EACH OF THE RESULTS ARE SO DIFFERENT FROM SOME, ON THE SCHOOLS.
HOW DO YOU LOOK AT THEM? HOW DO YOU ASSESS THEM? AND WHAT DO YOU DO FOR MANPOWER TO BRING ALL THE SCHOOLS TO WHERE WE WOULD LIKE THEM TO BE? WITH THE REPORT THAT YOU'RE LOOKING AT.
SAY, FOR EXAMPLE, MY TEAM WILL LOOK AT OUR 17 CAMPUSES AND WE SEE WHERE THEY FALL ON THIS CONTINUUM.
AND SO IF A CAMPUS IS IN THE GOLDENROD OR THE ORANGE OR THE RED INDICATING A LOWER PERFORMANCE, THEN WE KNOW THAT IT'S A CAMPUS THAT WE NEED TO PUSH INTO.
SO WE'LL LOOK AT DATA LIKE THIS.
BUT THIS IS FROM A BALCONY VIEW, IF YOU WILL.
SO, FOR EXAMPLE, WHEN WE LOOK AT QUARTERLY DATA, WHICH IS THAT ACCUMULATION OF THAT COMPILATION OF SKILLS AND CONCEPTS THAT HAVE BEEN TAUGHT BY QUARTER, WE LOOK AT THAT DATA AND WE LOOK AT SEVERAL MEASURES.
SO WE'RE LOOKING AT THE LOW TEKS.
AND WE TAKE THAT INFORMATION AND OUR TEAMS WILL GO AND PUSH IN TO THOSE CLASSROOMS. THAT'S WHERE THAT COACHING PIECE HAPPENS.
THAT'S WHERE OUR TEAM WILL PARTICIPATE IN THE PLC MEETINGS TO MAKE SURE THAT OR TO ENSURE THAT THE CAMPUS LEADERSHIP AND OUR TEAM AS WELL, WE'RE FOCUSING ON THOSE LOWEST AREAS THAT WE SCORED ON.
ONCE WE FLESH THAT OUT AND THEN WE GO INTO THE RETEACH OF HOW THIS NEEDS TO LOOK, THEN TEACHERS GO BACK INTO THE CLASSROOM TO EITHER RETEACH OR IN SOME CASES A LOT OF CASES THEY'LL WORK ON THAT FIRST TEACH.
AND SO WE'LL PRACTICE THAT AND GO IN.
AND SO IT'S AN ONGOING RECURSIVE PROCESS.
SO AGAIN, WHAT YOU'RE LOOKING AT IS MORE OF A BIRD'S EYE VIEW.
[01:15:07]
WE ALSO HAVE CAMPUSES, CAMPUS LEADERSHIP, ENGAGE IN CONVERSATIONS ABOUT PATTERNS AND TRENDS THAT THEY MIGHT SEE AS A RESULT OF THE NORMAL WALKS THAT THEY ENGAGE IN EVERY WEEK, BECAUSE THAT'S TELLING AS WELL.AND SO IF WE'RE NOT SEEING STUDENTS ENGAGED, IF WE'RE NOT SEEING ALIGNMENT, THEN AGAIN, THAT PUSH IN WITH THAT COACHING IS WHAT GETS OUR TEACHERS BACK ON TRACK SO THAT WE'RE ACHIEVING THAT RIGOR THAT WE'RE LOOKING FOR.
CADDELL PRESENTED HER REPORT, IT WAS, I THINK, CATEGORY TEN.
SO WE HAD OUR NINE BOARD GOALS AND CATEGORY TEN WAS THE, I'M GOING TO CALL LOWER PERFORMING SCHOOLS.
I WANT TO SAY THERE WERE 16, I THINK IS THE NUMBER, IF I'M RIGHT.
SO I IMAGINE SOME OF THOSE ARE YOUR SCHOOLS.
I DO HAVE ONE OF THOSE SCHOOLS.
YES, SIR. SO WHEN YOU TAKE THAT SCHOOL AND YOU LOOK HERE, HOW DO WE, HOW DOES THAT PARTICULAR SCHOOL DOING? HOW DO WE REACT TO THAT SCHOOL KNOWING THAT THAT'S ONE OF THE SCHOOLS WE WANT TO PUT MORE EMPHASIS ON? SO THAT'S MY OTHER QUESTION.
SO THERE ARE EXTRA SUPPORTS FOR THOSE CAMPUSES THAT ARE STRUGGLING THE MOST.
MY CAMPUS IN PARTICULAR IS A PART OF, I'M NOT SURE IF YOU'RE FAMILIAR WITH RSSP.
IT'S RESILIENT SCHOOLS, RESILIENT SCHOOLS SUPPORT PROGRAM, AND IT'S AFFILIATED WITH TEA.
AND WE LOOK AT JUST BEST PRACTICES ON HOW TO ACHIEVE INSTRUCTION AT THE LEVELS THAT WE'RE TRYING, TIER ONE FROM DAY ONE AND MAKING MAKING SURE IT'S RIGOROUS.
SO WE LOOK AT COMPONENTS THAT LEAD TO GOOD INSTRUCTION, GOOD ORGANIZATION.
MS. PERALES REFERRED EARLIER IN HER, WHICH SHE SHARED, IS THAT YOU HAVE TO HAVE GOOD ORGANIZATIONAL PIECES IN PLACE ON A CAMPUS AND IN A CLASSROOM TO MAKE SURE THE LEARNING HAS HAPPENED. SO OUR RSSP SUPPORT IS THERE.
WE ALSO, MY CAMPUS IN PARTICULAR, ALSO WORKS WITH TK AND ASSOCIATES FROM THE COACHING END.
AGAIN, THAT'S LOOKING AT NOT ONLY INSTRUCTION OF WHAT'S GOING ON IN CLASSROOMS, BUT ALSO THAT LEADERSHIP PIECE THAT NEEDS TO BE IN PLACE IN ADDITION TO, AGAIN, THAT ORGANIZATIONAL PIECE.
ALL THESE COMPONENTS HAVE TO COME TOGETHER.
AND SO WE'VE GOT THE SUPPORTS FROM A MORE LOCALIZED LEVEL.
MY TEAM IS VERY, MY INSTRUCTIONAL TEAM IS VERY ACTIVE ON THAT CAMPUS.
AND SO WE'RE ON THAT CAMPUS SEVERAL TIMES A WEEK.
WE'RE WALKING IN CLASSROOMS, WE'RE OBSERVING, WE'RE HAVING DEBRIEF CONVERSATIONS.
I'M LOOKING FOR THE SYSTEMS THAT ARE IN PLACE.
WE ARE MAKING SOME GROWTH AREAS ON CBAS.
AND SO WE'RE JUST LOOKING TO MAKE SURE THAT THOSE PIECES ARE COMING INTO PLACE.
AND WHEN WE THINK ABOUT KEEPING OUR EYE ON HOW CLASSROOMS ARE DOING WITH DATA.
THAT PARTICULAR CAMPUS IN PARTICULAR.
I HAVE WORKED WITH THEM ON WHEN TEACHERS TEACH A LESSON AND THEY GET TO THE END OF THE LESSON, THERE'S ALWAYS EITHER AN EXIT TICKET OR A DOL, A DEMONSTRATION OF LEARNING.
WELL, ONE OF THE THINGS I DID AT HANDLEY WAS THAT EVERY CLASSROOM HAD A CHART THAT TRACKED HOW STUDENTS DID EVERY DAY ON THE DOL, BECAUSE I NEEDED TO KNOW QUICKLY WHETHER OR NOT STUDENTS WERE GETTING THE LEARNING OR NOT.
AND SO THAT'S SOMETHING, ONE OF THE TOOLS THAT WE HAVE EMPLOYED AT THAT PARTICULAR CAMPUS .
AS A MEASURE OF, AGAIN, TRACKING STUDENT PROGRESS, IT'S AN INDICATOR FOR WHEN TEACHERS NEED TO RETEACH, WHETHER IT NEEDS TO BE A WHOLE GROUP RETEACH OR WHETHER IT CAN BE A SMALL GROUP RETEACH.
IT'S JUST A, IT'S A GOOD, SOLID INDICATOR OF HOW STUDENTS ARE DOING.
DID THAT ANSWER YOUR QUESTION? THANK YOU. THANK YOU.
YES, SIR. COMMITTEE MEMBERS ANY QUESTIONS? TRUSTEES? WE THANK THE THREE OF YOU VERY MUCH.
[IV.B. Action Items]
LET'S GO TO ACTION ITEM B STUDENT SERVICES CLINIC AND GARLAND HEALTH DEPARTMENT MOU.GOOD EVENING, CHAIRMAN GLICK, COMMITTEE MEMBERS AND DR.
[01:20:03]
LOPEZ. I AM DR.BABETTA HEMPHILL AND I'M THE EXECUTIVE DIRECTOR OF STUDENT SERVICES AND SCHOOL CHOICE.
THIS EVENING I'M HERE TO REVIEW THE RENEWAL OF OUR MOU WITH THE GARLAND HEALTH DEPARTMENT.
WE WILL BE RECOMMENDING APPROVAL OF THIS MOU AT THE FULL BOARD MEETING ON NOVEMBER 29TH.
THE MOU SUPPORTS THE EDUCATIONAL AND PUBLIC HEALTH MISSIONS OF BOTH OUR ORGANIZATIONS.
IT ALLOWS US TO PROVIDE IMMUNIZATIONS TO ALL OF OUR STUDENTS WHO QUALIFY UNDER THE TEXAS VACCINES FOR CHILDREN PROGRAM FREE OF CHARGE BY APPOINTMENT AT THE STUDENT SERVICES CLINIC. BEING A PART OF THIS PROGRAM ALLOWS US TO VACCINATE CHILDREN ON SCHEDULE, PROTECT THEM FROM DISEASE, STAY IN SCHOOL.
SO JUST A RECAP OF THE AMOUNT OF VACCINE WE HAVE SHARED SINCE THE BEGINNING OF OUR PARTNERSHIP, AND WE STARTED OUR PARTNERSHIP LAST DECEMBER AT THE BOARD MEETING WHERE OUR MOU WAS APPROVED.
AND SO THE FIRST VACCINES WERE GIVEN IN JANUARY.
THAT'S NOT TO SAY THAT THE GARLAND HEALTH DEPARTMENT DIDN'T PARTNER WITH US ON OTHER COMMUNITY HEALTH VENTURES, BUT OUR OFFICIAL PARTNERSHIP DID BEGIN IN JANUARY.
THERE YOU CAN SEE FROM JANUARY 1ST TO SEPTEMBER 30TH, WE WERE ABLE TO VACCINATE 427 THREE TO SEVEN YEAR OLD STUDENTS AND 1185 EIGHT TO 18 YEAR OLD STUDENTS.
YOU SEE THERE THE SAVINGS THAT WE WERE ABLE TO PASS ALONG TO PARENTS HERE IN GARLAND ISD.
AND I DO JUST WANT TO MAKE IT VERY CLEAR THAT EVEN THOUGH IT IS THE GARLAND HEALTH DEPARTMENT, WE DO ENSURE THAT THESE SERVICES ARE RECEIVED BY ALL STUDENTS IN GARLAND ISD, WHETHER THEY RESIDE IN GARLAND, ROWLETT OR SACHSE, OR OUR STUDENTS WHO ARE PARTICIPATING IN THE OPEN ENROLLMENT PROGRAM.
SO THEY MIGHT BE OUTSIDE OF OUR DISTRICT, BUT THEY ARE GARLAND STUDENTS.
OUR BACK TO SCHOOL CLINICS, WHICH WERE HELD DURING THE MONTHS OF JUNE, JULY AND AUGUST.
AND YOU CAN SEE THE SAVINGS THAT WE WERE ABLE TO PASS ALONG TO OUR FAMILIES THERE.
SO IN SUMMARY, THIS PARTNERSHIP IS A WIN WIN FOR OUR DISTRICT, OUR FAMILIES AND THE CITIZENS OF GARLAND, ROWLETT AND SACHSE WERE ABLE TO ENSURE, LIKE I SAID AT THE BEGINNING, OUR PUBLIC HEALTH INTERESTS AND OUR EDUCATIONAL INTERESTS THAT WE HAVE AS A COMMUNITY.
SO AT THIS TIME, DO YOU HAVE ANY QUESTIONS? I HAVE TO GIVE A BIT OF A DISCLAIMER.
NURSE ZELA DANIEL IS NOT HERE WITH ME THIS EVENING.
SHE COULDN'T BE HERE DUE TO SOME FAMILY ILLNESS.
SO IF I DON'T KNOW THE ANSWER, I CAN CERTAINLY PASS IT ALONG TO HER.
AND WE'LL GET YOU THE BEST POSSIBLE ANSWER.
YES. RECENTLY, I'VE BEEN READING MORE AND MORE ARTICLES ABOUT THIS ANTI VAX MOVEMENT IN THE COUNTRY.
ARE WE SEEING ANY OF THAT HERE IN OUR DISTRICT? I DON'T THINK THAT WE'VE SEEN A LARGE UPTICK OVER THE PAST COUPLE OF YEARS, BUT WE HAVE ALWAYS HAD A PRESENCE OF FAMILIES WHO CHOOSE NOT TO VACCINATE THEIR STUDENTS AND THEY DO APPLY FOR I THINK THEY HAVE TO SUBMIT PAPERWORK EACH YEAR LETTING US KNOW THAT THEY ARE NOT GOING TO HAVE THOSE VACCINATIONS FOR THEIR STUDENTS.
BUT IT IS EVERY YEAR, RIGHT? THAT I WILL HAVE TO DOUBLE CHECK WITH NURSE ZELA, THAT IT IS A YEARLY, A YEARLY PROCESS FOR THE FAMILIES.
BUT WE DO HAVE THOSE DOCUMENTS ON FILE FOR STUDENTS WHO DO NOT HAVE THOSE VACCINATIONS.
THIS ITEM WILL BE ON OUR AGENDA AT THE END OF THE MONTH.
DR. LOPEZ, ANY NEED FOR AN EXECUTIVE SESSION? NO, SIR. OK.
[VI. Adjournment]
AT 7:19, A MOTION FOR ADJOURNMENT.WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.