Jan 10, 2023 District Affairs Committee Meeting

[I. Call to Order and Determination of Quorum]

[00:00:02]

GOOD EVENING, IT'S NOW 6:49 P.M..

THIS IS JANUARY 10TH, 2023, AND THIS IS THE REGULARLY SCHEDULED MEETING OF THE GARLAND INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES ACADEMIC DISTRICT AFFAIRS COMMITTEE MEETING.

A QUORUM IS PRESENT.

MS. HOGAN, ANYBODY IN PUBLIC FORUM? OKAY, WE'LL SKIP ITEM THREE THIS EVENING BECAUSE OF THE LATE HOUR AND WE'LL GO TO ITEM FOUR.

[IV. Superintendent's Message]

WELL, I JUST WANT TO SAY GOOD EVENING TO EVERYBODY.

THANK YOU FOR STAYING TUNED WITH US.

JUST WANT TO THANK THE TEAM WE GOT RECENTLY RECOGNIZED AS A FINALIST FOR THE H-E-B AWARDS.

THE H-E-B AWARDS HAVE BEEN AROUND FOR QUITE SOME TIME NOW, AND WE'VE NEVER BEEN RECOGNIZED LIKE THIS.

YOU KNOW, H-E-B IS NEW TO OUR AREA AND THEY TRADITIONALLY DO THIS STATEWIDE COMPETITION WITH BIG, SMALL DISTRICTS, BIG SMALL SCHOOL BOARDS, PRINCIPAL OF THE YEAR AWARDS, TEACHER OF THE YEAR AWARDS, AND THEY DO THIS BIG OLD GALA THAT HAPPENS IN MAY.

WE'RE A FINALIST.

SO WE'RE ONE OF FIVE SCHOOL DISTRICTS IN THIS STATE THAT THEY'RE LOOKING AT AWARDING.

I THINK THE AWARD IS $100,000, I THINK.

SO, IT'S FOR THE SCHOOL DISTRICT, NOT AN INDIVIDUAL PERSON OR ANYTHING ELSE.

JUST WANT TO MAKE THAT CLEAR, AND THAT'S A NICE HONOR TO HAVE.

YOU KNOW SO THE A SITE VISIT'S COMING IN MARCH.

THEY WANT TO VISIT TWO SECONDARY SCHOOLS, ONE DEVELOPING TO GREATNESS, ONE WITH A HISTORY OF GREATNESS, AND THEY'RE GOING TO BE DOING THAT ACROSS THE STATE.

SO IT'S GOING TO BE GOOD.

THE SECOND PART I WANTED TO SAY IS, FIRST OF ALL, WELCOME BACK TO EVERYBODY.

WE'RE IN FULL SWING.

IN JANUARY, WE TALKED ABOUT THE LEGISLATIVE SESSIONS THAT WERE HAPPENING JUST RECENTLY IN THE FINANCES.

WELL, THERE'S ALSO ACADEMIC LEGISLATIVE CHANGES THAT HAVE HAPPENED THROUGH TEA.

SO I JUST WANT TO SEND AN ENCOURAGING WORD TO THE TEACHERS AND THE PRINCIPALS OUT THERE THAT ARE WORKING FIRSTHAND WITH THE KIDS.

YOU KNOW, WE UNDERSTAND THAT WE ARE MEASURED ON A TEST, AND LET'S JUST NOT LOSE SIGHT OF THAT IMPORTANCE THE KID'S GOT TO GET THROUGH, AND WE WANT TO MAKE SURE THAT EVERY KID IS VERY, VERY SUCCESSFUL.

THEY EVEN CHANGE THE MARKS OF CCMR. SO CCMR HAS BEEN TOTALLY RECALIBRATED.

IT'S NO LONGER PART OF THE STRICT ACCOUNTABILITY ANYMORE.

IT'S NOW STRICTLY ON THE HIGH SCHOOL ACCOUNTABILITY, AND ONE OF THE THINGS THAT I WAS REALLY, REALLY PROUD OF OUR CCMR, BECAUSE THEY BREAK IT DOWN.

WHEN THEY BREAK DOWN THE CCMR SCORES, YOU'RE GOING TO SEE HOW DIFFERENT DISTRICTS APPROACH CCMR. WE HAVE LED THE DALLAS COUNTY FOR THE PAST THREE YEARS, BUT THERE'S TWO MARKS THAT STAND OUT IN PARTICULAR.

ONE ALIGNS WITH OUR BOARD GOAL WITH INCREASED, I GUESS THE INCREASE OF SCORES ON IB AND AP SCORES.

OUR CCMR SCORES, LAST YEAR WE HAD 25% OF OUR STUDENTS MEET IB OR AP REQUIREMENTS AND THE STATE AVERAGE IS 21%. SO THAT IS HUGE.

THE SECOND BIG ENDEAVOR IS 33% OF OUR STUDENTS ALSO GET COLLEGE CREDIT THROUGH A DUAL CREDIT OFFERING.

SO OUR KIDS, 33% OF THEM, THAT'S ONE OUT OF EVERY THREE.

FIRST IT WAS ONE OUT OF EVERY FOUR.

THEN IT'S ONE OUT OF EVERY THREE ARE GETTING COLLEGE CREDIT, AND THEN FINALLY, 44% ARE INDUSTRY CERTIFIED, TRUE INDUSTRY CERTIFICATION.

WE EVEN HAD SOMEBODY SPEAK TODAY ON OUR BOND COMMITTEE ABOUT THE IMPACT OF THAT THING.

SO WHILE WE HAVE A LONG WAYS TO GO IN GETTING TO WHERE WE WANT TO BE AS A SCHOOL DISTRICT, THERE'S A LOT OF OUTCOMES THAT ARE SHOWING THAT WHEN OUR KIDS DO LEAVE GISD, THEY ARE PREPARED FOR COLLEGE CAREERS IN LIFE, AND I JUST WANT TO SEND A THANK YOU TO THOSE PEOPLE BECAUSE A LOT OF TIMES WE DON'T GET INTO THE DETAILS OF THAT REPORT AND WE DON'T ACKNOWLEDGE FROM THE COUNSELING STAFF TO THE TEACHERS TO THE PRINCIPALS ORGANIZING THOSE EFFORTS. SO THANK YOU.

THANK YOU, SIR. OKAY, LET'S GO TO ITEM FIVE, INFORMATION ITEMS.

[V.A. Information Items]

DR. LOPEZ, THAT'S YOU.

SO WE HAVE OUR SEMIANNUAL KINKEADE REPORT COMING OUT.

THE SEMIANNUAL KINKEADE REPORT IS FOR YOUR REVIEW.

THIS ONE IS GOING TO BE DELIVERED RIGHT AFTER WE GO AHEAD AND REVIEW IT.

THERE'S NOTHING ALARMING IN THIS REPORT, REALLY.

IT'S KIND OF JUST THE SAME OLD THINGS THAT WE'VE SEEN AS A ROLLOVER.

THAT REPORT TO KINKEADE.

IS THERE ANYTHING ELSE YOU'D LIKE TO ADD? MS. HOGAN? NOTHING SPECIFICALLY REGARDING OUR ENROLLMENT CHANGES, WHICH IS WHAT THE REPORT TARGETS.

I JUST WANT TO PINPOINT THAT THERE WAS A SIGNIFICANT INCREASE IN THE TRANSPORTATION COSTS, BUT WE HAVE A VERY DETAILED EXHIBIT EXPLAINING HOW OUR INCREASE OCCURRED.

JUST LIKE WITH EVERYTHING ELSE, EVERYONE KNOWS THAT GAS PRICES SKYROCKETED THIS YEAR AND IT AFFECTED US, AND WHILE IT WAS TRAGIC, THEY STILL DID NOT INCREASE THE

[00:05:07]

SO THAT'S THE REASON FOR THAT.

EVERYTHING ELSE IS ALONG THE LINES.

YOU CAN ALSO SEE THAT WE ARE HAVING A VERY STRONG UPTICK IN THE P-TECH ENROLLMENT.

SO THAT'S ALSO GOOD, AND YOU CAN SEE THAT ACROSS THE SEVEN SCHOOLS.

YES. THANK YOU FOR ADDING THAT.

THE P-TECH ENROLLMENT, AS A REMINDER, WE'RE ONE OF THE FEW SCHOOL DISTRICTS THAT HAVE AN EARLY COLLEGE AND A P-TECH, WHICH IS AN EARLY COLLEGE DEGREE WITH CERTIFICATION AT EVERY HIGH SCHOOL.

THAT'S SEVEN. SO YOU HAVE 14 CAREER OPPORTUNITIES AT EVERY HIGH SCHOOL.

SO THANK YOU. JUST ONE QUESTION, MS. HOGAN, MAYBE FOR YOU.

IS KEELEY THE ONLY SCHOOL OUT OF THE BAND AT THIS POINT? IT'S TYPICALLY THE ONLY SCHOOL [INAUDIBLE].

SO YES, SIR, AND IT STILL IS.

IT STILL IS, YES.

OKAY, ANY OTHER QUESTIONS OF COMMITTEE, TRUSTEES? OKAY, LET'S GO TO ITEM NUMBER TWO, ATHLETICS AND FINE ARTS CELEBRATIONS.

ONE OF THE THINGS WE'VE TRIED TO DO ON THIS COMMITTEE IS TO CELEBRATE THE GREAT THINGS GOING ON IN OUR DISTRICT, AND ONE OF THE THINGS WE ARE VERY WELL AWARE ABOUT IS OUR EXCELLENT ATHLETIC DEPARTMENT AND OUR FINE ARTS.

SO WHO'S GOING TO MAKE THAT PRESENTATION? OH, OKAY, DR.

GRIFFIN, PLEASE. GOOD EVENING, CHAIRMAN GLICK COMMITTEE MEMBERS.

DR. LOPEZ.

I'M RON GRIFFIN, EXECUTIVE DIRECTOR OF ATHLETICS, AND I'LL BE JOINED WITH THIS PRESENTATION BY JOE FIGARELLI, WHO IS THE DIRECTOR OF FINE ARTS, AND WE'RE PLEASED TO BE HERE WITH YOU THIS EVENING TO SHARE THE CELEBRATIONS AND HIGHLIGHTS OF OUR DEPARTMENTS, AND WE'LL BEGIN WITH ATHLETICS, AND WHAT I'D LIKE TO HIGHLIGHT INITIALLY HERE IS OUR SIGNING DAY CELEBRATION.

MANY OF YOU HAVE HAD THE OPPORTUNITY TO PARTICIPATE IN SIGNING DAY GISD SIGNING DAY, WHICH WE DO IN CONJUNCTION WITH OUR COMMUNICATIONS DEPARTMENT.

WE HAD OVER 50 STUDENT ATHLETES, GRADUATING SENIORS THAT COMMITTED TO PLAY COLLEGE SPORTS ACROSS THE COUNTRY.

THIS EVENT IS A BIG CELEBRATION.

YOU'VE BEEN THERE, WE'VE GOT A DJ, WE'VE GOT KIDS THAT COME IN FROM THE HIGH SCHOOL, OTHER ATHLETES TO SUPPORT THEIR SENIORS THAT ARE GOING ON TO COLLEGE, AND IT REALLY IS A GREAT EVENT AND WE REALLY ENJOY PUTTING THAT OUT AND IT IS A HIGHLIGHT OF OUR YEAR ON THE PRESENTATION HERE YOU CAN SEE THE COACHES PRESENTING THE RECOGNIZING THEIR STUDENT ATHLETES AND CONGRATULATING THEM ON THEIR SUCCESS, WHICH TYPICALLY IS OBVIOUSLY OVER SEVERAL YEARS OF HARD WORK FOR THEM TO BE ABLE TO GO AND PLAY COLLEGE SPORTS THIS YEAR, AND THIS YEAR'S CELEBRATION WE'LL BE BRINGING IN THE MIDDLE SCHOOL STUDENTS BECAUSE WE WANT THEM TO BE ABLE TO SEE THAT IF THEY HAVE GOALS AND ASPIRATIONS OF GOING ON TO PLAY COLLEGE ATHLETICS, THAT THEY HAVE PEERS HERE RIGHT IN THE DISTRICT THAT ARE DOING THAT AND THAT CAN HOPEFULLY INSPIRE THEM TO BE ABLE TO DO THAT AS WELL.

WE ALSO HAD SOME INDIVIDUAL ATHLETES THAT WE'D LIKE TO RECOGNIZE THAT ACHIEVE STATE LEVEL SUCCESS IN THE AREA OF TRACK AND FIELD.

WE HAD THREE TRACK AND FIELD ATHLETES THAT WENT ON TO STATE MARKIS DEAL IN THE SHOTPUT, FAVOUR ANYANWU IN THE SHOTPUT AS WELL FROM SACHSE AND KENNEDY SWANN FROM SACHSE AS WELL.

BIG KUDOS TO FAVOUR; SHE ACTUALLY WON STATE IN THE SHOTPUT WAS THE BEST IN THE STATE SO THAT'S A HUGE HUGE ACCOMPLISHMENT.

SO CONGRATULATIONS TO HER, AND THEY ALL HAD GREAT TRACK SEASONS IN LAST SPRING.

ALSO IN BASKETBALL, ZUBY EJIOFOR WAS JEWELL ALL-REGION, OUR ONLY BASKETBALL PLAYER TO ACHIEVE THAT HONOR.

ZUBY IS DOING WELL RIGHT NOW.

HE'S CURRENTLY ON THE NUMBER TWO RANKED TEAM IN THE NATION OF KANSAS, AND SO HE'S DOING WELL IN COLLEGE AND WE'RE VERY PROUD OF HIM AS WELL.

WE ALSO HAD SOME CROSS COUNTRY ATHLETES QUALIFY FOR REGIONALS FROM SACHSE AND NORTH GARLAND.

VERY PROUD OF THOSE ATHLETES AS WELL.

PICTURED THERE YOU HAVE ABIGAIL PEREZ FROM NORTH GARLAND HIGH SCHOOL.

SO A LOT OF INDIVIDUAL ACHIEVEMENTS THERE.

VERY PROUD OF THOSE STUDENT ATHLETES FOR THEIR INDIVIDUAL ACCOMPLISHMENTS.

WE ALSO HAD SOME GREAT TEAM SUCCESS IN OUR MOST RECENT SEASONS, SACHSE HIGH SCHOOL DID VERY WELL ON THE GIRLS SIDE.

THE VOLLEYBALL TEAM WENT ON AND THEY ENDED UP MAKING IT TO THE AREA ROUND OF THE PLAYOFFS.

THEY ALSO WON THE DISTRICT CHAMPIONSHIP FOR THE 10TH CONSECUTIVE YEAR, SO VERY PROUD OF COACH JONES AND HER TEAM.

WE ALSO HAD COACH MCCULLOUGH.

HER TEAM MADE IT TO THE BI DISTRICT CHAMPIONSHIP, WON BI DISTRICT LAST YEAR IN BASKETBALL SEASON, SO VERY PROUD OF THEM.

COACH V AND THE SACHSE SOFTBALL TEAM WON THE BI DISTRICT CHAMPIONSHIP AS WELL.

SO LOTS OF SUCCESS ON THE GIRLS SIDE AT SEACHSE HIGH SCHOOL.

AREA CHAMPS COACH WILLINGHAM AND THE BASEBALL TEAM AT NAAMAN FOREST WON THE AREA CHAMPIONSHIP LAST YEAR, WHICH WAS A GREAT ACCOMPLISHMENT.

THEY HAD A GREAT RUN.

COACH BUCHANAN AND THE BOYS SOCCER TEAM OVER AT ROWLETT, THEY WON THE DISTRICT CHAMPIONSHIP.

VERY PROUD OF THEM.

GOLF OVER AT SACHSE WON THE DISTRICT 9 6A SIX STATE CHAMPIONSHIP AS WELL, AND THEN COACH LOVE AND THE BASKETBALL TEAM LAST YEAR MADE IT ALL THE WAY TO THE REGIONAL FINALS.

MANY OF YOU WERE THERE TO SEE THAT GAME.

[00:10:01]

SO HE EXITED AFTER THAT AND SAID, I'M LEAVING AFTER THIS.

YOU CAN'T REALLY--WE'LL YOU COULD, BUT THAT WAS A GREAT ACCOMPLISHMENT TO GET THAT FAR.

SO CONGRATULATIONS TO THOSE TEAMS ON THE OUTSTANDING SUCCESS THAT THEY HAD.

ALL RIGHT, OUR SUPERINTENDENT CUP WINNERS, THIS IS OBVIOUSLY FOR EXCELLENCE IN YOUR ATHLETIC PROGRAM.

WE HAVE A HIGH SCHOOL RECOGNITION WHICH WENT TO COACH RED, COACH MCCULLOUGH THE AREA COORDINATORS OVER AT SACHSE HIGH SCHOOL AND THEN WE GOT COACH BANKS AND COACH JACKSON OVER AT BRANDENBURG AT THE MIDDLE SCHOOL LEVEL.

THAT'S FOR OUTSTANDING SUCCESS AMONGST ALL YOUR PROGRAMING BOYS AND GIRLS AT THE MIDDLE SCHOOL AND HIGH SCHOOL LEVEL, AND WE PRESENTED THAT WITH DR.

LOPEZ AT OUR AT OUR ANNUAL IN-SERVICE THAT WE DO EVERY YEAR OVER SACHSE HIGH SCHOOL.

WE ALSO HAD SOME INDIVIDUAL COACHING RECOGNITIONS THAT I'D LIKE TO SHARE WITH YOU AS WELL.

COACH TERRENEE KNIGHT, SHE WAS THE GUEST SPEAKER FOR THE TEXAS HIGH SCHOOL COACHES ASSOCIATION IN THE AREA OF TRACK, WHICH IS WHAT SHE COACHES AND SO WE'RE VERY PROUD OF HER. COACH MCCULLOUGH WAS SELECTED TO BE ON THE ADVISORY BOARD FOR BASKETBALL AND SHE'LL ACTUALLY BE GOING TO A STATE MEETING HERE UPCOMING HERE IN A FEW WEEKS.

SO WE'RE VERY PROUD OF HER.

COACH PERALES WAS RECOGNIZED AS THE COACH.

THE WEEK BY THE HISPANIC COACHES ASSOCIATION FROM NAAMAN FOREST.

COACH SINCLAIR OVER AT LAKEVIEW IS RECOGNIZED AS ONE OF THE TOP COACHES, 40 AND UNDER BY DAVE CAMPBELL'S TEXAS FOOTBALL COACH MIHECOBY OVER AT SACHSE, SHE'S ONE OF OUR GREAT ATHLETIC TRAINERS.

SHE WAS RECOGNIZED IN HONOR OF NATIVE AMERICAN HERITAGE MONTH BY THE ETHNIC DIVERSITY ADVISORY COMMITTEE AND THEN COACH RED BEHRENS.

HE'S GOT THE MOST WINS AS A GISD COACH.

HE'S GOT 119 AND COUNTING.

SO CONGRATULATIONS TO ALL OF THOSE COACHES ON THEIR INDIVIDUAL SUCCESSES, WHICH OBVIOUSLY SHOWS THEIR LEVEL OF EXPERTISE AND WHAT THEY'RE DOING FOR OUR STUDENTS AS WELL , AND THEN LAST, I'D LIKE TO HIGHLIGHT WHAT'S GOING ON OVER AT OUR NATATORIUM.

WE'VE GOT SOME GREAT PROGRAMING THERE.

FIRST OFF, SPOTLIGHT, A COUPLE OF OUR ATHLETES IN OUR SWIMMING AND DIVING PROGRAM.

BOTH OF THESE ATHLETES MADE IT TO THE STATE LEVEL.

PRESTON [INAUDIBLE] HE MADE IT IN THE DIVING REGION ONE DIVING CHAMPION AND THAT QUALIFIED HIM FOR STATE, AND THEN KYLE CRITCHFIELD, HE QUALIFIED IN THE 50 FREESTYLE. SO VERY PROUD OF THOSE ATHLETES FOR QUALIFYING FOR STATES, VERY DIFFICULT TO DO LOTS OF COMPETITION IN SWIMMING AND DIVING, AND THEY DEFINITELY REPRESENTED THEIR SCHOOLS AND OUR DISTRICT WELL.

THEN I ALSO WANTED TO THE WATER SAFETY PROGRAM, WHICH HAS BEEN IMPLEMENTED HERE IN OUR DISTRICT FOUR THIS IS GOING THE SECOND YEAR NOW IS DOING VERY, VERY WELL.

I'VE GOT A FEW QUOTES THERE THAT I WANT TO SHARE FROM THE TEACHERS AND THE CAMPUSES THAT HAVE BEEN COMING.

I WON'T GO THROUGH ALL OF THEM, BUT I WILL JUST HIGHLIGHT A COUPLE OF THEM.

YOU CAN NEVER GET RID OF THIS PROGRAM.

IT'S SO GREAT AND BENEFICIAL FOR OUR STUDENTS AND THE OPPORTUNITY FOR MANY STUDENTS THAT WOULD OTHERWISE NOT HAVE IT IS DEFINITELY A PLUS FOR THE DISTRICT.

WHAT I WANT A SAFETY PROGRAM.

WE ACTUALLY HAVE A LOT OF STUDENTS THAT COME TO THE PROGRAM THAT HAVE NEVER BEEN IN WATER EVER IN THEIR WHOLE LIVES, AND SO THAT'S BIG, AND THE TEACHERS AND THE CAMPUS PRINCIPALS, THEY COME AND WATCH. PARENTS CAN COME AND WATCH, AND IT'S REALLY, REALLY BEEN A HIGHLIGHT OF OUR PROGRAMING, THAT WATER SAFETY PROGRAM THAT WE DO FOR OUR SECOND GRADERS.

SOME OF YOU MAY BE FAMILIAR WITH THE WATER SAFETY PROGRAM, SOME OF YOU MAY NOT, BUT WHAT I WANT TO DO HERE IS KIND OF GIVE YOU A OVERVIEW OF IT BY SHOWING YOU A BRIEF THREE MINUTE VIDEO OF WHAT OUR WATER SAFETY PROGRAM ENTAILS.

THIS WAS SHOT DURING COVID TIME.

SO YOU'RE GOING TO SEE COACH WIGGINS, WHO RUNS OUR NATATORIUM.

WELCOME TO THE GARLAND ISD NATATORIUM.

I AM PHILLIP WIGGINS, THE AQUATICS MANAGER FOR THE DISTRICT.

THE FOLLOWING VIDEO WILL COVER WHAT TO EXPECT WITH OUR WATER SAFETY AND AWARENESS PROGRAM.

I AM VERY EXCITED ABOUT THE OPPORTUNITY TO PROVIDE THIS PROGRAM.

THE PROGRAM IS DESIGNED TO PROMOTE SAFETY AND AWARENESS AROUND ANY BODY OF WATER.

IT IS NOT INTENDED TO TEACH ANY STUDENT TO SWIM.

HOWEVER, STUDENTS WILL BE ASSESSED ON CURRENT ABILITIES AND COMFORT IN THE WATER.

THE PROGRAM IS LED AND TAUGHT BY THE NATATORIUM STAFF AND QUALIFIED INSTRUCTORS.

WE ARE AVAILABLE TO ANSWER ANY QUESTIONS ABOUT THE PROGRAM.

STUDENTS WILL ARRIVE AT THE NATATORIUM BY BUS WITH THEIR HOMEROOM TEACHER AND ENTER THE BUILDING UPON ENTERING THE FOYER.

STUDENTS WILL BE GREETED BY NATATORIUM STAFF AND BE ABLE TO LOOK AT THE POOL AND THEN MOVE INTO THE CLASSROOM FOR INSTRUCTION.

[00:15:01]

A VIDEO WILL BE SHOWN ABOUT A WATER SAFETY LESSON.

AFTER THE VIDEO, STUDENTS WILL MOVE ON TO THE POOL DECK AND BE SHOWN ASSIGNED SEATING ON THE BLEACHERS FROM THE BLEACHERS.

THE STUDENTS WILL CHANGE AS NEEDED IN THE LOCKER ROOMS AND RETURN TO ASSIGNED BLEACHER SEATS WITH ALL CLOTHES AND BELONGINGS.

GOGGLES AND CAPS WILL BE PROVIDED AS NEEDED.

ALL STUDENTS WILL BE PROVIDED A TOWEL.

THE TEACHER AND STAFF WILL CHECK ROLL TO MAKE SURE ALL STUDENTS ARE PRESENT, AND THEN THE STAFF WILL PROVIDE AN EXAMPLE OF A SAFETY LESSON THAT CAN BE PERFORMED OUT OF THE WATER.

AN EXAMPLE WOULD BE HOW TO CORRECTLY PUT ON A LIFE JACKET ON THE FIRST DAY.

ALL STUDENTS WILL BE ASSESSED FOR CURRENT ABILITIES AND COMFORT IN THE WATER.

THE STUDENTS WILL FIRST ENTER THE WATER ONE AT A TIME BY JUMPING IN FEET, FIRST WALKING DOWN THE STAIRS OR SITTING ON THE EDGE AND EASING IN.

STUDENTS MAY WEAR A LIFEJACKET IF NEEDED, AND CAPS AND GOGGLES WILL BE PROVIDED UPON REQUEST.

GOGGLES WILL BE RETURNED AFTER CLASS, BUT CAPS WILL BE KEPT BY THE STUDENTS.

AFTER THE STUDENT ENTERS THE WATER, THEY WILL SWIM OR WALK THE LENGTH OF THE POOL WITH AN INSTRUCTOR NEARBY AND MONITORING THEIR PROGRESS.

THE INSTRUCTOR IS LOOKING FOR SEVERAL KEYS.

CAN THEY SWIM? CAN THEY KICK? ARM MOVEMENTS, FACE IN THE WATER, AND HOW COMFORTABLE ARE THEY IN THE WATER? DO THEY WALK OR STAND ON THE BOTTOM? ALL STUDENTS WILL BE ASSIGNED TO A GROUP BASED ON THE ASSESSMENT AND THEN COVER DRILLS AND TECHNIQUES THAT WILL AID IN THE STUDENT BECOMING MORE COMFORTABLE IN THE WATER.

GROUPS WILL BE KEPT AS SMALL AS POSSIBLE.

AT THE END OF INSTRUCTION, ALL STUDENTS WILL RETURN TO THE LOCKER ROOMS TO CHANGE IN PREPARATION FOR RETURNING TO SCHOOL.

SHOWERS WILL BE TURNED ON BY NATATORIUM STAFF FOR A QUICK RINSE OFF IF NEEDED.

TOWELS WILL BE PROVIDED FOR ALL STUDENTS EACH DAY.

ONCE CHANGED, STUDENTS WILL RETURN TO DESIGNATED SEATS ON THE BLEACHERS.

THE HOMEROOM TEACHER WILL ESCORT HIS OR HER CLASS OUT OF THE NATATORIUM TO RETURN TO SCHOOL.

FOR MORE INFORMATION, PLEASE VISIT THE GARLAND ISD NATATORIUM WEBSITE.

ALL RIGHT, SO THAT'S A LITTLE BIT OF INFORMATION ON THAT, AND AT THIS TIME, I'VE CONCLUDED WITH THE ATHLETICS AND I'M GOING TO BRING UP MR. FIGARELLI, WHO'S GOING TO SHARE SOME THINGS THAT ARE HIGHLIGHTED IN THE FINE ARTS DEPARTMENT.

BEFORE WE GET INTO THAT, JUST SOME INTERESTING COMMENTS ON THE WATER SAFETY PROGRAM.

SO THE REASON OUR MEETING IS STARTING AS LATE AS WE HAD A BOND PRESENTATION FROM THE TWO CHAIRS OF THE UPCOMING HOPEFUL BOND WAY BACK IN 2014 IS WHEN WE DECIDED TO INCLUDE THE NATATORIUM, AND ONE OF THE KEY COMPONENTS BACK THEN, EVEN FROM THE START, WAS THAT WE WOULD HAVE EXACTLY WHAT YOU PRESENTED A WEEK IN THE POOL LEARNING WATER SAFETY, AND IT'S EXACTLY WHAT WE HOPED IT WOULD BE.

WE DESIGNED A SPECIAL POOL SEPARATELY, HEATED POOL, WHEELCHAIR ACCESSIBLE FOR SPECIAL NEEDS KIDS, AND THAT'S WORKED OUT VERY WELL.

SO THANK YOU. YEAH, IT'S GOING GREAT.

THANK YOU.

THANK YOU, DR. GRIFFIN.

GOOD EVENING, CHAIRPERSON GLICK COMMITTEE MEMBERS AND DR.

LOPEZ. IT HAS BEEN AN AMAZING SEMESTER OF SUCCESS FOR OUR FINE ARTS DEPARTMENT.

STARTING OFF WITH OUR HIGH SCHOOL MARCHING BANDS.

THERE HAVE BEEN INCREDIBLE PERFORMANCES AT OUR THURSDAY AND FRIDAY NIGHT FOOTBALL GAMES AND UIL COMPETITIONS.

FIVE OF OUR SEVEN HIGH SCHOOL MARCHING BANDS RECEIVED A FIRST DIVISION AT THEIR UIL MARCHING CONTEST.

THESE FIVE HIGH SCHOOL MARCHING BANDS ADVANCED TO AREA SEMIFINALS AND SACHSE HIGH SCHOOL ADVANCED AREA FINALS AND PLACED NINTH IN THE AREA.

WE'RE VERY EXCITED FOR NEXT YEAR'S STATE RUN AND OUR PLANNING HAS ALREADY BEGUN.

MIDDLE SCHOOL AND HIGH SCHOOL BANDS, CHOIRS AND ORCHESTRAS HAVE HAD AMAZING RESULTS AT THE TMEA REGION AREA AND STATE LEVEL TRYOUTS FOR HIGH SCHOOL JAZZ BAND.

16 STUDENTS MADE ALL REGION AND SIX MADE ALL AREA.

MIDDLE SCHOOL AND HIGH SCHOOL BAND, 118 STUDENTS MADE ALL REGION FOR MIDDLE SCHOOL 42 IN HIGH SCHOOL MAY 9TH GRADE AUDITIONS 136 STUDENTS MADE OUR REGION AND 46 MADE ALL AREA MIDDLE SCHOOL AND HIGH SCHOOL ORCHESTRA.

33 STUDENTS MADE ALL REGION FOR MIDDLE SCHOOL.

32 STUDENTS MADE ALL REGION FOR HIGH SCHOOL.

EIGHT MADE ALL AREA, AND WE HAD ONE ALL-STATER FOR ORCHESTRA, MIDDLE SCHOOL AND HIGH SCHOOL CHOIR.

MIDDLE SCHOOL ALL REGION IS COMING UP NEXT MONTH.

SO AS SOON AS WE GET THOSE RESULTS, WE'LL PRESENT THEM.

[00:20:02]

MIDDLE SCHOOL THEATER.

UIL ONE ACT PLAY.

THIS IS OUR FIRST ANNUAL MIDDLE SCHOOL ONE ACT PLAY CONTEST.

WE WANTED TO ALIGN OUR MIDDLE SCHOOL PROCESS WITH A HIGH SCHOOL SO THAT OUR STUDENTS CAN GET A ONE ACT PLAY EXPERIENCE AT THE MIDDLE SCHOOL LEVEL AND BE BETTER PREPARED ONCE THEY REACH THE HIGH SCHOOL LEVEL.

SO WE INCLUDED ALL 12 MIDDLE SCHOOL THEATER PROGRAMS. ONE ACT PLAY SETS WERE ORDERED FOR ALL MIDDLE SCHOOLS.

HIGH SCHOOL DIRECTORS OFFERED CLINICS TO MIDDLE SCHOOL STUDENTS.

12 MIDDLE SCHOOLS RANDOMLY SPLIT INTO TWO ZONES.

TOP THREE SCHOOLS OF EACH ZONE ADVANCED TO DISTRICT.

IN ZONE ONE COYLE SELLERS AND WEBB ADVANCED.

IN ZONE TWO AUSTIN ACADEMY LYLES AND SCHRADE ADVANCED.

I'M PROUD TO ANNOUNCE THAT LYLES MIDDLE SCHOOL WAS THIS YEAR'S DISTRICT JUNIOR HIGH ONE ACT PLAY CHAMPION.

GARLAND HIGH SCHOOL SPEECH AND DEBATE IS ANOTHER GROUP THAT HAS PRODUCED AMAZING RESULTS THIS YEAR FROM AUGUST TO NOVEMBER.

GARLAND HIGH SCHOOL SPEECH AND DEBATE HAS WON 48 AWARDS, A SECOND PLACE SWEEPSTAKES, AND HAS HAD SIX NATIONAL QUALIFIERS AND COUNTING, AND LASTLY, AUSTIN ACADEMY JAZZ ENSEMBLE PERFORMED AT THE MIDWEST INTERNATIONAL BAND ORCHESTRA CONFERENCE IN CHICAGO, ILLINOIS, ON DECEMBER 19TH, 2022.

MIDWEST IS AN INTERNATIONAL CONFERENCE THAT FEATURES ONLY THE VERY, VERY BEST STUDENT ENSEMBLES FROM AROUND THE WORLD.

AT THIS TIME, I'D LIKE TO INTRODUCE MISS MARGARET WIS, DIRECTOR OF BANDS FOR AUSTIN ACADEMY, SO SHE CAN SAY A FEW WORDS ABOUT THIS TRIP AND HOW AMAZING IT WAS.

MS. WIS. THANK YOU, MR. FIGARELLI.

WELL, I WOULD LIKE TO SAY THAT I'VE KNOWN MR. GLICK FOR A LONG TIME, AND HE'S A FINE ARTS, YOU KNOW, LIKE HE'S REALLY DEDICATED TO MAKING SURE THE FINE ARTS RECEIVE RECOGNITION AND HAVE HIGH EXPECTATIONS FOR ALL OF US, AND I REMEMBER HIM TALKING TO ME ABOUT TAKING THE JAZZ BAND. I DON'T REMEMBER WHAT TRIP IT WAS.

IT MIGHT BE TO NEW YORK FOR IAG, AND MR. GLICK SAID, IT'LL BE LIKE, WELL WORTH IT, IT'LL BE AWESOME, AND HE REMINISCED ABOUT THE COYLE BAND GOING TO MIDWEST.

I'VE GONE TO MIDWEST A COUPLE OF TIMES AS LEARNING AS A TEACHER AND I'VE ALWAYS WANTED TO DO THAT, AND THIS YEAR, IN THE SPRING, WHEN WE FOUND OUT THAT WE WERE GOING TO PLAY, IT BECAME A JOURNEY AND ONE A JOURNEY.

IT WAS BECAUSE I THINK MANY OF YOU PROBABLY HEARD OUR BAND WHEN WE PLAYED AT WHEELS OF HOPE AND OTHER PLACES IN DOWNTOWN GARLAND, AND LIKE EVERY MOMENT WAS LIKE A STEPPING STONE TO THE FINAL MIDWEST CLINIC.

I'M GOING TO TELL YOU, IT REALLY WAS EVERYTHING MR. GLICK SAID IT WOULD BE.

WE GOT THERE, HAD A PRETTY STRESS FREE TRAVEL DAY AS MUCH AS IT CAN BE WHEN YOU GET UP AT 3:30 IN THE MORNING TO MEET A BUS, AND THEN WE HAD OUR REHEARSAL THAT NIGHT, AND THEN THE NEXT MORNING I WOKE UP AND FOR THE FIRST TIME IN LIKE SIX MONTHS, I WAS ACTUALLY RELAXED.

SO SOMETHING TOLD ME THAT WE WERE PREPARED.

SO WE WENT TO GO PERFORM, AND I CAN TELL YOU IT WAS A PERFORMANCE OF A LIFETIME, AND I WANT TO THANK I'M SORRY.

IT WAS A GREAT ROBERT SELDERS AND DAPHNE STANLEY BECAUSE THEY WERE THERE FROM THE SCHOOL BOARD.

WE HAD OUR PRINCIPAL THERE, LAKEISHA RIDER, AND OF COURSE MR. FIGARELLI AND HIS WHOLE FAMILY, AND MY FAMILY WAS THERE AND I SHOULDN'T BE EMOTIONAL, BUT I HAVE NEVER THOUGHT I'D WALK OFF A STAGE AS A MUSIC DIRECTOR FEELING LIKE THEY ACCOMPLISHED MY EXPECTATIONS BECAUSE WE ALWAYS SET THEM SO HIGH AND THEY DID.

SO I WANT TO THANK EVERYBODY THAT WAS INVOLVED IN HELPING US GET HOME FROM CHICAGO.

[LAUGHTER] THAT WAS INTERESTING AND I WANT TO THANK THE SCHOOL BOARD AND, WELL, JUST EVERYBODY, BECAUSE, I MEAN, I TALKED TO TIM LOGAN AND TRANSPORTATION.

I KNOW I WAS ON [INAUDIBLE] WITH DR.

RUSSELL. I TALKED TO, OF COURSE, MR. FIGARELLI MANY TIMES, AND ALSO MR. BOOKER WAS RIGHT THERE MAKING SURE WE HAD WHAT WE NEEDED, AND YOU KNOW WHAT? THE KIDS, IT JUST ROLLED OFF THEIR BACK.

I THINK IT'S BECAUSE THEY KNEW THEY HAD FAITH IN GARLAND ISD.

SO I WANT TO THANK EVERYBODY, AND BY THE WAY, WAYNE BERGERON AND MICAH BELL WERE OUR GUEST ARTISTS.

[00:25:07]

OKAY, WELL, THANK YOU SO MUCH AND THANK YOU TO EVERYBODY WHO MADE IT HAPPEN, AND DR.

LOPEZ KEPT US INFORMED OF THE ODYSSEY OF YOUR RETURN TRIP.

[CHUCKLING] SO IT WAS KIND OF INTERESTING.

IT WAS INTERESTING, BUT IT REALLY WAS IT WAS GREAT BECAUSE YOU ALL GOT US HOME FOR CHRISTMAS.

THANK YOU. SO CONGRATULATIONS TO ALL OF OUR STUDENTS AND STAFF ON BEHALF OF ATHLETICS AND FINE ARTS.

THANK YOU ALL.

DR. RUSSELL, I KNOW YOU'RE WORKING ON A PRESENTATION TALKING ABOUT THE PARTICIPATION OF OUR STUDENTS IN EXTRACURRICULAR ACTIVITIES AND THE IMPORTANCE OF THAT AND I KNOW JUST WHAT WE'VE HEARD TODAY BETWEEN ATHLETICS AND FINE ARTS, AND I CAN'T WAIT TO SEE THAT PRESENTATION BECAUSE OF THE GREAT PROGRAMS WE'VE ALREADY SEEN THIS EVENING.

SO WE EXPECT THAT SOON, RIGHT? YES, SIR. I THINK THAT'S FOR FEBRUARY [INAUDIBLE].

GOOD. THANK YOU.

THANK YOU BOTH.

OKAY, LET'S GO TO ITEM THREE SPECIAL EDUCATION UPDATE, MISS RAMOS.

THAT'S PAGES 130 TO 180.

YOU DID RECEIVE A A FOLDER UPDATE IN THE MANILA FOLDER.

ANYBODY HAVE THAT? YEAH.

ALL RIGHT, GOOD EVENING, CHAIRMAN GLICK, PRESIDENT JOHNSON, BOARD MEMBERS, AND DR.

LOPEZ. AGAIN, I'M TANYA RAMOS.

I'M EXECUTIVE DIRECTOR OF STUDENT SUPPORT AND SPECIALIZED SERVICES, AND IT'S MY PLEASURE TO PROVIDE AN UPDATE OF OUR SPECIAL EDUCATION DEPARTMENT'S ACTION PLAN AND JUST LET YOU KNOW WHERE WE'RE AT WITH THIS.

TO PROVIDE SOME BACKGROUND, IN 2021.

AN AUDIT OF THE SPECIAL EDUCATION PROGRAMING WAS CONDUCTED AND IT REVEALED SEVERAL CRITICAL AREAS FOR IMPROVEMENT, AND IT WAS EVIDENT THAT WE NEEDED A SYSTEMATIC PLAN TO ADDRESS THOSE AREAS, AND THAT WOULD BE KEY TO IMPROVE STUDENT OUTCOMES , AND SO WE BEGAN THAT PROCESS OF ACTION PLANNING IN THE 21-22 SCHOOL YEAR, GISD PARTNERED WITH PUBLIC CONSULTING GROUP TO DEVELOP A LONG TERM ACTION PLAN TO IMPROVE THE EFFECTIVENESS AND OVERALL QUALITY OF OUR SPECIAL EDUCATION PROGRAMS AND SERVICES.

A FINAL ACTION PLAN WAS PROVIDED TO YOU DURING THE JUNE 2022 BOARD UPDATE.

AND SO THIS FIVE YEAR PLAN HAS 14 PRIORITY AREAS WITH MULTIPLE ACTION STEPS, AND AS SUCH, NOT EVERY GOAL WILL BE ADDRESSED EVERY SEMESTER. SO IN THIS UPDATE, WE'LL TALK ABOUT JUST THOSE THINGS THAT WE'VE ACCOMPLISHED IN THIS PAST SEMESTER.

I'VE INCLUDED A KEY FOR ADDRESSING WHERE WE ARE OVERALL ON THE PROGRESS FOR EACH ONE OF THOSE GOALS, AND SO THIS I'VE ALSO INCLUDED A HIGH LEVEL OVERVIEW OF EACH PRIORITY AREA WITH THOSE PICTORIAL REPRESENTATIONS OF PROGRESS TOWARD THE FIVE YEAR, THE END GOAL OF THE FIVE YEAR ACTION PLAN.

SO YOU'LL SEE THAT REPRESENTATION ON THE RIGHT CORNER OF ALL THE INDIVIDUAL SLIDES.

SO OUR FIRST GOAL WAS GETTING A PARENT FOCUSED GROUP AND ESTABLISHING THAT SO THAT WE CAN USE THEM AS COLLABORATORS, AND WE HAD THESE FOCUS GROUPS CONDUCTED IN BOTH ENGLISH AND SPANISH, AND WE RECEIVED GREAT FEEDBACK FROM THEM ABOUT WHAT THEIR NEEDS ARE.

AS WE WERE DEVELOPING THE TRAINING SCHEDULE FOR OUR PARENTS IN THIS SCHOOL YEAR, THE 22-23 SCHOOL YEAR, WE ALSO OFFERED SEVERAL SESSIONS DURING THE SUMMER FAMILY ENGAGEMENT CONFERENCE, SUCH AS UNDERSTANDING THE [INAUDIBLE] PROCESS, UNDERSTANDING THE FULL AND INDIVIDUAL EVALUATION, A GUIDE TO SECTION 504 AND ALSO WHAT IS DYSLEXIA.

IN SEPTEMBER, WE HAD A MEET AND GREET FOR OUR PARENTS TO COME IN AND VISIT WITH OUR SPECIAL EDUCATION ADMINISTRATORS, AND COMING UP, WE WILL BE HOSTING THE REGION TEN CONNECTING THE DOTS EXPO.

SO WE'RE REALLY EXCITED ABOUT THAT.

THEY WILL BE WORKING ON TRANSITION.

IT'S FOR OUR STUDENTS THAT ARE GETTING A LITTLE BIT OLDER AND NEED TO START THINKING ABOUT WHAT THEIR PLANS ARE

[00:30:07]

WE MET WITH TRACY BURCHFIELD IN THE FALL TO TALK ABOUT WAYS THAT WE CAN SUPPORT AND COMMUNICATE THE THINGS THAT THEY WILL BE PROVIDING TO PARENTS, BECAUSE THAT WAS ONE FOCUS AREA OF HAVING A SUPPORT GROUP FOR OUR PARENTS THAT ARE LED BY PARENTS, AND SO ANYTHING THAT WE CAN DO TO COMMUNICATE THEIR EVENTS AND THEN WE ALSO WILL USE THEM TO COMMUNICATE EVENTS THAT WILL BE HOSTING AS WELL. ONE THING WE HAVE DONE SEVERAL OF THE ACTION STEPS FOR GOAL ONE, HOWEVER, NOT TO THE LEVEL THAT WE EXPECT, ALTHOUGH WE DID HAVE PARENTS ATTEND OUR FOCUS GROUP MEETINGS, IT WAS VERY LOW IN ATTENDANCE.

JUST A HANDFUL OF PARENTS SHOWED UP AND SO WE THOUGHT OF WAYS THAT WE COULD INCREASE THAT , AND ONE OF THE WAYS IS HAVING OUR SESSIONS THAT ARE COMING UP SCHEDULED ON THE CALENDAR.

SO THEY HAD IT WAY IN ADVANCE, AND SO WE DO HAVE ADDITIONAL FOCUS GROUP MEETINGS SCHEDULED FOR FEBRUARY 15TH AND MAY 11TH, AND THAT'S BEEN COMMUNICATED, AND THEN WE'LL COMMUNICATE MORE AS THOSE DAYS ARRIVE AND WE GET CLOSER TO THOSE DATES.

GOAL TWO IS OUR MULTI TIERED SYSTEM OF SUPPORT.

SO WE'VE PROCURED BRANCHING MINDS AS A PLATFORM FOR ALL OF OUR MTSS DOCUMENTATION AND PROVIDED A LOT OF TRAINING TO OUR CAMPUS ADMINISTRATORS AND OF WAYS THAT THEY CAN USE BRANCHING MINDS AS RESOURCE, NOT JUST FOR THE DOCUMENTATION BUT ALSO TO FIND ADDITIONAL RESOURCES ON PROVIDING SUPPORTS FOR STUDENTS THAT NEED THAT THOSE SUPPORTS IN INTERVENTION FOR BEHAVIOR AND INTERVENTION FOR EMOTIONAL, SOCIAL, EMOTIONAL LEARNING, AND THEN ALSO INTERVENTION WITH ACADEMICS.

OF COURSE, WE ALSO UPDATED OUR TIERED PROCESS WITH NEW PROGRESS MONITORING TOOLS, AND WE MET WITH REPRESENTATIVES FROM TEACHING AND LEARNING STUDENT SERVICES, GUNS AND COUNSELING, AND WE WORKED TOGETHER ON ENSURING THAT WE HAD A COMPREHENSIVE TIERED PROCESS AND THEN SHARED THAT WITH OUR ELEMENTARY PRINCIPALS, WHICH IS WHERE MUCH OF THE MTS AND IDENTIFICATION OF STUDENTS HAPPENS.

SO WE STARTED WITH THEM, BUT OF COURSE WE'LL HAVE MORE TRAINING TO COME.

GOAL THREE IS IDENTIFICATION PRACTICES AND DISPROPORTIONALITY MONITORING.

WE HAVE RECEIVED OUR 2022 RESULTS DRIVEN ACCOUNTABILITY REPORT, AND SO WE HAD OUR CONSULTANT FROM REGION TEN AND MS. JOYNER COME AND MEET WITH OUR SPECIAL EDUCATION ADMINISTRATORS TO REVIEW THE RESULTS AND IDENTIFY KEY STRATEGIES THAT WE MIGHT BE USING TO INCREASE OUR ACCOUNTABILITY, AND ONCE I GET TO GOAL EIGHT AND WE'LL TALK A LITTLE BIT MORE ABOUT THAT, BECAUSE THAT'S IN OUR ELEVATING THE RIGOR PART OF OUR PLAN, BUT THE RESULTS DRIVEN ACCOUNTABILITY OR RDA, ALSO ADDRESSES DISPROPORTIONALITY. SO IN OUR STRATEGIC SUPPORT PLAN THAT WE'VE CREATED, WE ARE ADDRESSING DISPROPORTIONALITY IN THAT ACTION PLAN AS WELL.

AND WE'RE SCHEDULING ADDITIONAL DATA DIVE MEETINGS WITH STUDENT SERVICES AND CAMPUS LEADERSHIP TO TALK ABOUT SPECIFIC CAMPUS DATA, TO SHOW WHETHER ON THAT CAMPUS HOW MUCH DISPROPORTIONALITY IS APPLIED IN THEIR DISCIPLINARY PRACTICES, AND WE ALSO REVIEW TEAMS AND VERIFY OUR PEIMS DATA TO ENSURE THAT EVERY STUDENT IS IDENTIFIED AND CODED PROPERLY IN OUR SYSTEM.

HOW MUCH HANDS ON DOES TEA HAVE? A LOT? A LITTLE? ARE THEY INVOLVED WITH THIS? SO OUR PRESENT LEVEL RIGHT NOW ON RDA IS LEVEL TWO AND THAT MEANS THAT WE NEED ASSISTANCE IS WHAT IT'S CALLED, AND SO WE DO HAVE QUARTERLY I THINK IT'S QUARTERLY CHECK INS WITH OUR TEA REPRESENTATIVE.

WE DID HAVE TO TURN IN OUR STRATEGIC SUPPORT PLAN BEFORE WE LEFT FOR BREAK AND WE HAVE OUR FIRST MEETING WITH OUR TEA REP IN ABOUT

[00:35:09]

YES, WE HAVE THAT VIRTUALLY.

OKAY, GOAL FOUR HAS TO DO WITH OUR IEP INDIVIDUAL EDUCATION PLAN DEVELOPMENT, AND SO WE HAVE COMPLETED THE GISD IEP DEVELOPMENT GUIDE AND WE'VE UPDATED THAT SO THAT OUR TEACHERS AND SERVICE PROVIDERS HAVE THAT TO HELP THEM IN THEIR IEP DEVELOPMENT AND ALL OF THE PROCESSES, AND THAT'S BEEN ESPECIALLY IMPORTANT WITH ALL OF OUR NEW TEACHERS AND THOSE THAT ARE STARTING MID-YEAR AND WE HAVE TRAINING AND MONTHLY PLCS WITH OUR TEACHERS BY PROGRAM.

SO OUR ABC TEACHERS HAVE THEIR PLCS WITH THEIR COORDINATOR AND RESOURCE AND SUCH.

GOAL FIVE IS EXPANDING THE LEAST RESTRICTIVE ENVIRONMENT, AND SO WE HAVE ADDED THIS YEAR SCHOOL PARTNERSHIP THAT CAME BEFORE YOU IN A PREVIOUS BOARD MEETING, AND WE'RE CURRENTLY ALSO REVIEWING OUR PROGRAMS TO ENSURE THAT THOSE ARE UPDATED AS WELL.

SO I CLUSTERED THESE GOALS TOGETHER BECAUSE WHAT WE'RE DOING WITH OUR INCLUSIVE PRACTICES GUIDE AND THESE STRATEGIES, ACTION STEPS RELATE BACK TO EACH OF THESE THREE GOALS.

SO OUR INCLUSIVE PRACTICES GUIDE IS COMPLETED AND PUBLISHED.

WE'VE ALSO LAUNCHED THE CUSTOMIZED PROFESSIONAL DEVELOPMENT CONTENT THROUGH PLAYBOOK, AND THAT INCLUDES VIRTUAL CHICKENS AND COACHING FOR THOSE SEVEN SCHOOLS THAT ARE GOING THROUGH THAT PLAYBOOK PROFESSIONAL DEVELOPMENT.

WE'VE COMPLETED INDIVIDUAL CAMPUSES' NEEDS ASSESSMENTS THROUGH PLAYBOOK.

SO FOR THOSE SEVEN CAMPUSES AND WE ARE ALSO GOING TO REVIEW INCLUSIVE OPPORTUNITIES FOR OUR STUDENTS.

ONE THING THAT WE LOOKED INTO IS JUST WHAT WE'RE DOING WITH OUR NATATORIUM AND INCLUDING OUR STUDENTS WHO HAVE SPECIAL EDUCATION SERVICES AND ENSURING THAT WHAT WE'RE DOING IS ALL THAT WE CAN BE DOING TO INCLUDE THEM IN THOSE ACTIVITIES, AND SO WE CHECKED WITHIN ANOTHER LOCAL DISTRICT TO SEE WHAT THEY'RE DOING WITH THEIR NATATORIUM AND THEIR STUDENTS AND FOUND OUT THAT THEY DON'T HAVE ANY THINGS SPECIAL FOR THEM, AND IF THOSE STUDENTS REQUIRE A MUCH SMALLER STAFF TO STUDENT RATIO THAT PARENTS JUST OPT OUT OF SENDING THEM TO THE NATATORIUM AND WHAT WE DO IS WE PROVIDE AN ADDITIONAL OPPORTUNITY SO THAT IF THEY NEED THAT SMALLER RATIO FOR SAFETY PURPOSES, THEY ARE ACCOMMODATED ON ANOTHER DAY. GOAL EIGHT IS ELEVATING THE RIGOR.

WE'VE DONE INITIAL CAMPUS ADMINISTRATIVE TRAINING ON ACCOMMODATIONS AND UNIVERSAL DESIGN FOR LEARNING RESOURCES, AND ALSO IN GOAL EIGHT ARE RESULTS DRIVEN ACCOUNTABILITY.

THE STRATEGIC SUPPORT PLAN THAT WAS CREATED LAST SCHOOL YEAR SPECIFICALLY TARGETED THESE AREAS IN MATH AND READING.

NOW I ADDED SCIENCE AND SOCIAL STUDIES JUST SO THAT YOU CAN SEE THE PROGRESS THERE AS WELL, BUT YOU CAN SEE HERE THAT IN MATH WE INCREASED BY TEN POINTS.

SO THIS IS STUDENTS IN GRADES THREE THROUGH EIGHT CUMULATIVELY THAT PASSED THEIR MATH STAAR ASSESSMENT WITH APPROACHES MEETS OR MASTERS.

SO WE'RE VERY PROUD OF OUR STUDENTS WITH THAT INCREASE, AND THEY ALSO INCREASED JUST OVER TEN POINTS IN READING.

WITHOUT GETTING TOO FAR INTO THE WEEDS, WHEN WE'RE AT A PERFORMANCE LEVEL OF TWO THAT IS BASED ON ALL OF THE INDIVIDUAL INDICATORS.

SO OUR MATH INDICATOR ALSO HAS A PERFORMANCE LEVEL, OUR READING INDICATOR HAS A PERFORMANCE LEVEL.

SO FOR READING, BECAUSE WE HIT THAT CUT SCORE OF 40, WE REDUCED OUR PERFORMANCE LEVEL FROM A THREE TO A TWO.

SO THE SMALLER THE NUMBER, THE BETTER THE SCORE.

SO IT'S FROM 0 TO 4, AND SO WE'RE REALLY EXCITED THAT WE'RE TRENDING IN THE RIGHT DIRECTION

[00:40:05]

YES, I'D LIKE TO TAKE FULL CREDIT FOR THAT, BUT OBVIOUSLY ALL THAT HAPPENED BEFORE I JOINED THE TEAM.

SO IT REALLY IS THE TEAM AND THE TEACHERS THAT DID THAT WORK.

I WENT AHEAD AND ADDED IN EOC, WE DON'T SEE THE GAINS THERE, BUT WE DO SEE SOME GAINS.

SO AGAIN, TRENDING IN THE RIGHT DIRECTION WITH JUST A LITTLE BIT OF A BACKSLIDE WITH US HISTORY AND ENGLISH ONE AND TWO BY HALF A PERCENTAGE POINT.

GOAL 12 IS OUR SPECIAL EDUCATION STANDARD OPERATING PROCEDURES MANUAL, AND SO WE HAVE COMPLETED THE REQUIRED UPDATES AND ARE WORKING WITH OUR ATTORNEYS TO REVIEW THE ADDITIONAL OPERATING PROCEDURE SO THAT WE HAVE A COMPLETE SET OF PROCEDURES.

I DIDN'T SPECIFICALLY ADDRESS THESE GOALS, BUT I DO WANT TO JUST SHARE WITH YOU ON SPECIALLY DESIGNED INSTRUCTION.

GOAL SIX. WE ARE IN THE PROCESS OF PLANNING PROFESSIONAL DEVELOPMENT FOR THE 23-24 SCHOOL YEAR AND BEYOND TO MAKE SURE THAT ALL OF OUR TEACHERS UNDERSTAND HOW TO PROVIDE SPECIALLY DESIGNED INSTRUCTION.

AGAIN, WITH ALL OF THE NEW STAFF THAT WE HAVE EVERY YEAR, YOU KNOW, AND JUST THOSE FIRST YEAR TEACHERS, THEY NEED A LOT OF SUPPORT, AND SO WE'RE DEVELOPING A SYSTEMATIC WAY TO ADDRESS THAT LEARNING THAT THEY NEED.

GOAL 11 HAS TO DO WITH PROFESSIONAL DEVELOPMENT.

SO SOME OF THESE GOALS YOU CAN SEE ARE INTERTWINED, AND AGAIN, THAT'S GOING TO BE OUR BIG PROJECT FOR THE SPRING SEMESTER IS MAKING SURE THAT WE'VE ADDRESSED ALL OF THE PROFESSIONAL DEVELOPMENT NEEDS FOR ALL OF OUR TEACHERS.

GOAL 13 IS FACILITIES PLANNING.

WE HAVE ATTENDED ONE MEETING.

THE FACILITIES PLANNING GROUP IS A LITTLE BIT LARGER THAN JUST SPECIAL EDUCATION.

SO IT'S REALLY EXCITING BECAUSE SOME OF THE THINGS THAT WE'VE THOUGHT ABOUT IN TERMS OF FACILITIES PLANNING IS IN LINE WITH OTHER PROGRAMS, AND SO WE HAD A REALLY GREAT DISCUSSION EARLIER THIS WEEK.

WE HAD A MEETING AND THAT WAS I GUESS THAT WOULD HAVE BEEN YESTERDAY, RIGHT? AND SO WE'RE WORKING ALL TOGETHER NOT JUST FOR SPECIAL EDUCATION, BUT FOR ALL PROGRAMS TO MAKE SURE THAT OUR FACILITIES ARE MEETING THE NEEDS OF THE STUDENTS, AND GOAL 14 IS THE GISD ORGANIZATIONAL STRUCTURE AND EXPANDING THE ROLES OF MENTAL HEALTH PRACTITIONERS IN OUR ACTION PLAN.

THERE AREN'T ANY SPECIFIC ACTION STEPS UNDER 14, AND THAT WAS DONE BECAUSE WHAT WE WOULD NEED TO DO UNDER GOAL 14 REQUIRES BUDGET RESOURCES, AND SO I'LL BE PREPARING SOME PROPOSALS FOR THE NEW FISCAL YEAR SO THAT WE CAN ADDRESS GOAL 14.

MORE OF OUR NEXT STEPS IS TO CONTINUE HOSTING THOSE QUARTERLY TRANSITION MEETINGS FOR PARENTS.

FINDING WAYS TO IMPROVE PARENT ATTENDANCE AND FEEDBACK MEETINGS AND TRAINING SURVEY PLAYBOOK COHORT TO EVALUATE AND REVIEW ITS EFFECTIVENESS AND ESTABLISH WRITTEN GUIDANCE FOR DEVELOPING A MASTER SCHEDULE THAT PROMOTES INCLUSIVITY, PROFESSIONAL DEVELOPMENT AGAIN AND CREATING ASYNCHRONOUS TRAINING MODULES ON THE POLICY AND PROCEDURE MANUAL.

ANY QUESTIONS? COMMITTEE, ANY QUESTIONS? TRUSTEES? I DO HAVE A COUPLE ON THE FACILITIES PLANNING.

SO, YOU KNOW, WE'RE PREPARING POTENTIALLY FOR A BOND ELECTION IN MAY.

IN 2014, WE WERE ABLE TO DO SOME SPECIAL PROJECTS.

I REMEMBER THE BIGGEST ONE WAS MANY, MANY ALE BATHROOMS, AND THAT WORKED OUT VERY, VERY WELL.

ARE YOU IN IN TOUCH WITH OUR PEOPLE IN FACILITIES AS TO WHAT YOU NEED SPECIFICALLY, SO THAT'S PART OF THE STRUCTURE? YES. SO EACH DEPARTMENT WAS TALKING ABOUT WHAT THEY NEED SPECIFICALLY, AND SO WHAT WE'LL BE DOING IS PROJECTING OUT, LOOKING AT OUR ENROLLMENT TRENDS.

WE KNOW THAT OUR SPECIAL EDUCATION POPULATION HAS GROWN AND CONTINUES TO GROW AND ENROLLMENT IN OUR SELF CONTAINED PROGRAMS HAS ALSO GROWN, AND SO WE WANT TO GO AHEAD AND PROJECT OUT WHAT OUR ANTICIPATED GROWTH WILL BE BASED ON PAST TRENDS

[00:45:02]

IN THE BOND PROGRAM, THEY TALKED ABOUT HAVING THOSE OPEN CONCEPT CLASSROOMS NOT BE OPEN CONCEPT FOR SAFETY AND SECURITY.

WELL, THAT ALSO IMPACTS THE KIND OF PROGRAMS THAT WE CAN PUT ON THOSE CAMPUSES WHEN THEY HAVE OPEN CONCEPT LIKE THAT, AND SO SOME OF THAT WILL DEPEND ON WHETHER WE'LL BE ABLE TO DO THOSE BOND PROJECTS.

IF THE BOND YOU KNOW, IF YOU ALL VOTE TO PUT IT FORTH AND ALL OF THAT, WE'RE JUST REALLY WAITING ON SOME OF THOSE PIECES. SO WE'LL HAVE TO WORK ON CONTINGENCY PLANS IF THIS OR IF THAT.

SO THAT'LL BE OUR PROJECTS FOR THE SPRING FOR SURE, AND AGAIN, CONGRATULATIONS FOR GOING FROM A THREE TO A TWO.

HOW DO WE GO FROM A 2 TO 1 AND THEN EVENTUALLY? FOR EACH OF THOSE INDIVIDUALS, YES SO EVERY YEAR THEY HAVE DIFFERENT CUT SCORES FOR EACH INDICATOR.

NOW, OVERALL, WE'RE A TWO AND WE WERE A TWO LAST YEAR, BUT AS WE WORK ON THOSE INDIVIDUAL INDICATORS TO MOVE THEM FROM THREES TO TWOS, THEN WE'LL BE ABLE TO MOVE OUR OVERALL PERFORMANCE LEVEL TO A ONE AND HOPEFULLY TO A ZERO AT SOME POINT.

WE JUST HAVE TO WAIT AND SEE EVERY YEAR BECAUSE THEY CHANGE THE COURSE.

THIS YEAR FOR 2022 RDA, WE GOT THE MANUAL ABOUT 30 DAYS BEFORE THE RDA REPORT CAME OUT TO KNOW WHAT THOSE CUT SCORES WERE GOING TO BE.

SO AGAIN, WE'RE KIND OF GOING BLIND IN TERMS OF NOT KNOWING WHAT THE SCORE WILL BE UNTIL THE YEAR IS WELL OVER.

I THINK WE MAY HAVE GOTTEN IT IN OCTOBER FOR THE PREVIOUS YEAR.

SO IT JUST DEPENDS ON WHAT THEIR CUT SCORES ARE.

MR. SELDERS, THANK YOU FOR THE UPDATE.

GOING BACK TO GOAL ONE, I HAD A COUPLE OF CONVERSATIONS WITH DIFFERENT PARENTS THAT HAVE SPECIAL NEEDS KIDS AT DIFFERENT SPECTRUMS, AND I WAS JUST CURIOUS, UNDERSTANDING THAT THE MORE THEY UNDERSTAND ABOUT THE PROCESS AND WHAT HAS TO HAPPEN OR WHAT SUPPORTS ARE AVAILABLE FOR THEIR CHILDREN IS REALLY IMPORTANT.

REGARDING THE FOCUS GROUPS, HOW ARE YOU GUYS ABLE TO LEVERAGE THE RESOURCES AND TOOLS THAT OUR COMMUNICATIONS DEPARTMENT HAS AND THEN THE REACH OF THE SAGE GROUP TO CONNECT WITH OTHER FAMILIES OR MORE FAMILIES? IS THAT SOMETHING THAT.

YEAH, THE SAGE GROUP IS DEVELOPING ITSELF.

YOU KNOW, THEY'RE STILL VERY SMALL AND TRYING TO GROW.

IN FACT, DURING OUR MEETING IN IN SEPTEMBER, THERE WERE SOME ADDITIONAL CONNECTIONS THAT WERE MADE AS BROOKFIELD WAS THERE, AND SO THEY, YOU KNOW, DID SOME TALKING ABOUT, HEY, WE'VE GOT THIS GROUP, AND SO LITTLE BY LITTLE THEY'RE GOING TO BE EXPANDING.

WE CERTAINLY CAN LOOK INTO UTILIZING COMMUNICATIONS.

FOR THE FOCUS GROUP, WE HAD A GROUP OF PARENTS THAT WERE INTERESTED AND THAT SAID THAT THEY'D LOVE TO BE A PART OF IT, AND WE MADE PHONE CALLS TO THEM, AND A LOT OF TIMES THEY WERE LIKE, OH, WELL, WE ALREADY HAD SOMETHING PLANNED THAT DAY, AND THAT'S WHAT GOT US THINKING, WELL, LET'S GO AHEAD AND PLAN OUT THE DATES AND DO IT AHEAD OF TIME SO THAT THEY KNOW WHAT THOSE DATES ARE GOING TO BE, BUT YES, WE CAN CERTAINLY LOOK AT THAT AS WELL, AND WHAT WE MAY ALSO DO IS TRY TO GET A SURVEY OUT TO OUR PARENTS AND DO IT THAT WAY SO THAT WE HAVE FOCUS GROUP INFORMATION WHERE WE CAN DIVE A LITTLE BIT DEEPER AND THEN ALSO A SURVEY, I BELIEVE THERE WAS A SURVEY THAT WAS SENT OUT EARLIER IN THE SPRING SEMESTER LAST YEAR, AND SO GETTING AS MUCH INFORMATION AS WE CAN SO THAT WE CAN BEST SERVE OUR COMMUNITY AND OUR PARENTS.

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

OKAY, LET'S GO TO ITEM FOUR BOARD GOAL 2022 UPDATE DR.

CADDELL.

[00:50:01]

TRUSTEES, DR. LOPEZ, GOOD EVENING.

TONIGHT, WE'LL BE SHARING WITH TRUSTEES AN UPDATE ON OUR BOARD GOAL AND THE AVAILABLE STUDENT PERFORMANCE DATA.

THIS PRESENTATION WILL NOTE OUR BOARD GOAL RELATED PERFORMANCE FOR THE 2021-2022 ACADEMIC YEAR AND IS BEING PROVIDED FOR YOUR INFORMATION.

WITH ME THIS EVENING IS MRS. VERONICA JOYNER TO ASSIST WITH RESPONDING TO ANY QUESTIONS YOU MAY HAVE.

BEFORE WE BEGIN, THOUGH, I WOULD LIKE TO REMIND TRUSTEES THAT OUR BOARD GOAL WAS CREATED TO MEASURE STUDENT PERFORMANCE IN AREAS OF DISTRICT PRIORITIES.

WHILE THERE IS ALIGNMENT BETWEEN OUR BOARD GOAL AND THE TEXAS SCHOOL ACCOUNTABILITY SYSTEM.

OUR BOARD GOAL WAS NOT CREATED AS A TOOL TO PREDICT SCHOOL ACCOUNTABILITY RATINGS.

OUR TEN MEASURES OF STUDENT PERFORMANCE ARE OUR KEY PERFORMANCE METRICS.

AS A REMINDER, TRUSTEES FIRST ADOPTED OUR ONE STUDENT FOCUSED BOARD GOAL IN APRIL OF 2018.

THE BOARD GOAL HAS REMAINED CONSISTENT SINCE THEN.

GARLAND ISD WILL ENSURE THAT ALL STUDENTS GRADUATE PREPARED FOR COLLEGE CAREERS AND LIFE BY INCREASING STUDENT PERFORMANCE MEASURES, POST-SECONDARY READINESS AND GRADUATION RATES, AND DECREASING STUDENT MANAGEMENT INCIDENCES.

THE BOARD WAS AS COMMITTED THEN AS IT IS TODAY IN SETTING RIGOROUS STUDENT PERFORMANCE EXPECTATIONS THROUGH 2026 WITH ANNUAL INCREASING PERFORMANCE OBJECTIVE TARGETS.

THESE STUDENT PERFORMANCE OBJECTIVES FOCUS ON THESE EIGHT KEY AREAS AND INCLUDE TEN MEASURES OF STUDENT PERFORMANCE.

AS ANOTHER REMINDER, OUR BOARD GOAL AND PERFORMANCE OBJECTIVES WERE VERY INTENTIONALLY SET TO REFLECT ON GRADE LEVEL PERFORMANCE.

DEPENDING ON THE ASSESSMENT, ON GRADE LEVEL, PERFORMANCE MAY BE IDENTIFIED AS MEETS GRADE LEVEL, GRADE LEVEL BENCHMARKS, COLLEGE READY BENCHMARKS, AND OR QUALIFYING SCORES.

EACH OF THESE PERFORMANCE DESCRIPTORS REPRESENT THE ABILITY TO THINK CRITICALLY AND APPLY KNOWLEDGE IN FAMILIAR CONTEXT.

BEING ABLE TO DEMONSTRATE ON GRADE LEVEL PERFORMANCE IS CRITICAL SO THAT STUDENTS ARE PREPARED TO ACCESS ADVANCED LEVEL COURSEWORK, PARTICULARLY AT THE SECONDARY LEVEL WHERE STUDENT CORE SELECTIONS LEAD TO COLLEGE AND CAREER READINESS.

A REFERENCE LIST OF SEVERAL RESEARCH ARTICLES HIGHLIGHTING THE IMPORTANT ROLE THAT GRADE THREE LITERACY AND GRADE FOUR MATHEMATICS PLAY IN LEADING INDICATORS OF FUTURE SUSTAINED ACADEMIC SUCCESS WAS PROVIDED IN YOUR BOARD PACKET FOR THIS EVENING'S PRESENTATION.

THE FIRST PERFORMANCE OBJECTIVE IS THE MEASUREMENT OF EARLY LITERACY, DEFINED AS THE PERCENTAGE OF GRADE THREE STUDENTS PERFORMING AT OR ABOVE THE MEETS GRADE LEVEL STANDARD BASED ON PERFORMANCE OF OVER THE LAST SEVERAL YEARS.

THIS REMAINS A PRIORITY PERFORMANCE OBJECTIVE FOR THE DISTRICT.

YOU MAY NOTICE THAT THE X AXIS THAT THE LINE IS DISRUPTED BETWEEN THE 2018-19 AND THE 2020-21 SCHOOL YEAR.

THIS IS BECAUSE ALL STAR ASSESSMENTS WERE SUSPENDED IN SPRING 2020.

DUE TO THIS DISRUPTION, THE ORIGINAL 2020 GOAL WAS PUSHED TO 2021, WITH THE OTHER ANNUAL TARGETS EXTENDED THROUGH 2026.

THIS SLIDE IS A PRESENTATION HAS BEEN UPDATED TO INCLUDE A LINE GRAPH THAT PROVIDES HISTORICAL PERFORMANCE RELATIVE TO THE DISTRICT TARGETS.

ON THE RIGHT SIDE OF THE SCREEN, TRUSTEES WILL NOTE 2022 PERFORMANCE FOR THE GRADE LEVEL SPECIFIED IN THE PERFORMANCE OBJECTIVE, AS WELL AS CORRESPONDING GRADE LEVELS IN THE SAME CONTENT AREA.

SO AS AN EXAMPLE ON THIS SLIDE, YOU'LL SEE GRADE THREE NOTED IN THAT DARKER BAR, AND THEN WE'LL ALSO SEE PERFORMANCE FOR THE OTHER READING GRADES TESTED IN GRADES FOUR THROUGH EIGHT, AS WELL AS ENGLISH ONE AND ENGLISH TWO.

BOTH THESE GRAPHS ARE PROVIDED ON THE DISTRICT SCORECARD.

COLORED LAMINATED COPIES OF THE SCORECARD HAVE BEEN HANDED OUT IN ADVANCE OF [INAUDIBLE] STARTING TONIGHT.

THEY ARE NOT HOLE PUNCHED YET BECAUSE WE'RE WAITING TO GET BACK TO HARRIS HILL SO THAT YOU CAN THEN HOLE PUNCH THEM AT YOUR PLACES.

PERFORMANCE OBJECTIVE B FOCUSES ON ENGLISH LANGUAGE ACQUISITION, DEFINED AS THE PERCENT OF EMERGENT BILINGUAL STUDENTS DEMONSTRATING ENGLISH LANGUAGE ACQUISITION AS MEASURED BY EARNING YEARLY PROGRESS INDICATOR ON THE TEXAS ENGLISH LANGUAGE PROFICIENCY ASSESSMENT SYSTEM OR TELPAS, AND WHILE TRUSTEES SET ANNUAL PERFORMANCE TARGETS FOR THIS PERFORMANCE, OBJECTIVE CHANGES IN THE TELPAS ASSESSMENT DESIGN AND THE COVID DISRUPTIONS HAVE HAD A SIGNIFICANT ABILITY ON OUR ABILITY TO MEASURE THIS PERFORMANCE OBJECTIVE FROM YEAR TO YEAR.

ANOTHER INTERESTING NOTE ABOUT THE ENGLISH LANGUAGE ACQUISITION PERFORMANCE OBJECTIVE IS THAT THIS IS THE ONLY PERFORMANCE OBJECTIVE THAT CAN BE DIRECTLY CONNECTED TO ACCOUNTABILITY OUTCOMES BECAUSE THIS CALCULATION IS INCLUDED WITHIN THE CLOSING THE GAPS DOMAIN OR DOMAIN THREE AS REQUIRED BY THE EVERY STUDENT SUCCEEDS ACT

[00:55:04]

BEGINNING IN 2023, THE NEW TARGET WILL BE SET AT 34%, WITH 2% INCREASES EVERY FIVE YEARS, AND WHILE THIS IS NOT AN ACCOUNTABILITY PRESENTATION, JUST A REMINDER, I DO WANT TO NOTE THAT TEA HAS RECENTLY RELEASED 2023 ACCOUNTABILITY UPDATE INFORMATION LAST WEEK, AND WE ARE PREPARING TO BRING THIS TO YOU AT THE FEBRUARY [INAUDIBLE].

OUR FOURTH THIRD PERFORMANCE OBJECTIVE FOCUSES ON SCIENTIFIC UNDERSTANDING AS MEASURED BY MEETS GRADE LEVEL PERFORMANCE ON THE EIGHTH GRADE STAAR SCIENCE.

IT'S ALSO UNREPORTABLE IN 2022 DUE TO THE STAAR CANCELLATION, BUT MUCH LIKE WE OBSERVED IN THE EARLY LITERACY PERFORMANCE, OBJECTIVE GISD SAW SIGNIFICANT INCREASES IN EIGHTH GRADE STUDENT PERFORMANCE IN SCIENCE AT THE MEETS GRADE LEVEL FROM 2021 TO 2022, WITH AN INCREASE OF 9.5% OF OUR STUDENTS PERFORMING ON GRADE LEVEL, AND OUR LAST STAR MEASURE PERFORMANCE OBJECTIVE IS MATHEMATICAL PROFICIENCY AS MEASURED BY GRADE LEVEL PERFORMANCE ON THE ALGEBRA ONE STAAR END OF COURSE, EXAM.

ONCE AGAIN, THE LINE GRAPH DOCUMENTS THE SIGNIFICANT INCREASE IN MEETS GRADE LEVEL, UP 16.3% FROM 2021 TO 2022, BUT STILL BELOW WHERE WE WERE PERFORMING AT PRE-PANDEMIC LEVELS.

ON THE RELATED BAR GRAPH, AGAIN, GRADE FOUR MATH PERFORMANCE HAS BEEN NOTED AS A LEADING INDICATOR FOR ALGEBRA ONE, AND THEN REMEMBER THAT YOU DID HAVE SOME REFERENCES PROVIDED IN YOUR BOARD PACKET SHOULD YOU WISH TO UNCOVER MORE ABOUT WHY THAT IS A LEADING INDICATOR.

AS YOU CAN SEE FROM THESE GRAPHS, THE PANDEMIC OUTCOMES CONTINUE TO HAVE AN IMPACT ON OUR SAT PERFORMANCE WITH DECREASES NOTED SINCE THE 2020 ADMINISTRATION.

THIS IS DEFINITELY A TREND THAT CAMPUS AND DISTRICT LEADERS HAVE TAKEN NOTE OF AND ARE ACTIVELY WORKING TO ADDRESS, NOT ONLY TO HAVE A POSITIVE OUTCOME ON OUR SAT DATA, BUT ALSO BECAUSE SAT PERFORMANCE AT THE COLLEGE READINESS BENCHMARKS IS ONE WAY THAT STUDENTS CAN DEMONSTRATE COLLEGE CAREER AND MILITARY READINESS THROUGH SCHOOL ACCOUNTABILITY. NEXT, WE HAVE UPDATED PERFORMANCE OBJECTIVE F, WHICH MEANS THAT POSTSECONDARY READINESS DEFINED AS THE QUALIFYING AP EXAM SCORE.

SO THAT'S A SCORE OF THREE OR HIGHER, AND AS YOU CAN SEE, OUR PARTICIPATION TESTS ADMINISTERED AND PERFORMANCE ARE ALL TRENDING UP WHEN COMPARED OUR 2022 DATA TO 2020 AND 2021.

TRUSTEES MAY RECALL THAT THIS WAS THE ORIGINAL STUDENT MANAGEMENT PERFORMANCE OBJECTIVE.

THIS MEASURE WAS BASED SOLELY ON REDUCING THE PERCENTAGE OF DISCRETIONARY EXCLUSIONARY CONSEQUENCES FOR STUDENTS.

SINCE THE DEVELOPMENT OF THIS ORIGINAL PERFORMANCE, OBJECTIVE TRUSTEES HAVE BEEN INTRODUCED TO REPRESENTATION AND DISPROPORTIONALITY.

A VIEW OF REPRESENTATION IS PRESENTED THROUGH THE BAR GRAPH ON THE RIGHT SIDE OF THE SCREEN, WHERE THE PERCENTAGE OF EXCLUSIONARY CONSEQUENCES EXPERIENCED BY STUDENTS IN ONE GROUP IS COMPARED TO THE PERCENTAGE OF TOTAL ENROLLMENT ALSO REPRESENTED BY THAT GROUP.

SO AS AN EXAMPLE, IF WE'LL LOOK AT THE BOTTOM BAR ON THIS GRAPH, WHEN LOOKING AT THE EXCLUSIONARY CONSEQUENCES, 46.6% OF EXCLUSIONARY CONSEQUENCES WERE EXPERIENCED BY OUR HISPANIC STUDENTS.

WHILE OUR HISPANIC STUDENTS ONLY REPRESENT 54.2% OF OUR ENROLLMENT.

SO THE DIFFERENCE BETWEEN THEIR 46.6% OF EXCLUSIONARY CONSEQUENCES AND THE 54.2% OF ENROLLMENT RESULTS IN A REPRESENTATION DIFFERENCE OF A -7.6%, AND LASTLY, OUR FINAL PERFORMANCE OBJECTIVE IS ABOUT OUR GRADUATION OUTCOMES AT THE DISTRICT LEVEL AND ALL SEVEN OF OUR TRADITIONAL HIGH SCHOOLS.

WE CONTINUE TO BE EXTREMELY PROUD OF OUR GRADUATION AND CCMR RATES, WHICH HAVE CONTINUED TO SURPASS EXPECTATIONS BASED ON OUR ORIGINAL GOAL SETTING BACK IN 2018.

THESE HIGH PERCENTAGES OF GRADUATION AND CCMR REPRESENT REAL POST-SECONDARY OPPORTUNITIES FOR OUR STUDENTS THAT MIGHT NOT HAVE BEEN POSSIBLE WITHOUT OUR CONTINUED FOCUS AND RELENTLESS PURSUIT OF EXCELLENCE IN THIS AREA.

WE ARE IN THE PROCESS OF FINALIZING THE BOARD GOAL POCKET EDITION.

[01:00:01]

SO AT THIS TIME, WE WILL ENTERTAIN ANY QUESTIONS YOU HAVE ABOUT THIS UPDATE.

COMMITTEE MEMBERS, ANY QUESTIONS? YES, MS. STANLEY? CAN WE GO TO OBJECTIVE G, THE STUDENT MANAGEMENT? YES, AND EXPLAIN THIS TO ME, BECAUSE YOU THREW OUT A BUNCH OF NUMBERS THAT AREN'T ON HERE.

SO WHAT DOES A -7.6% HISPANIC MEAN TO ME? SO WHAT THAT MEANS IS THAT WHEN YOU LOOK AT OUR EXCLUSIONARY CONSEQUENCES AND COMPARE THAT TO OUR STUDENT ENROLLMENT, HISPANIC STUDENTS ARE UNDERREPRESENTED IN EXCLUSIONARY CONSEQUENCES BY 7.6% COMPARED TO THEIR ENROLLMENT PERCENTAGES . SO YOU'RE SAYING THAT THEY'RE NOT BEING SENT OUT OF CLASS? THEY'RE NOT EXPERIENCING EXCLUSIONARY, YES.

BECAUSE THEY'RE NOT DOING ANYTHING OR JUST BECAUSE WE'RE IGNORING IT? SO THIS ONLY SEEKS TO PROVIDE THE DATA.

I KNOW IT'S DATA THAT HAS NO, I DON'T, THE REFERENCE POINT AND THIS IS SOMETHING I'VE BROUGHT UP MULTIPLE TIMES, IT'S ONLY DISPROPORTIONATE IF THEY'RE ALL DOING THE SAME THING AND THEY'RE BEING TREATED DIFFERENTLY, BUT NOTHING IS EVER BROUGHT TO US.

IT SAYS THAT FOR THE SAME OFFENSES, THE SAME CRIMES, I DON'T KNOW WHAT YOU WANT TO CALL IT, THE SAME WHATEVER.

WE'RE EXPERIENCING THIS KIND OF PUNISHMENT, AND WHEN YOU LOOK AT IT THROUGH THESE BANDS, THIS IS WHERE OUR DISPROPORTIONALITY LIES, BUT DOES IT TELL ME ANYTHING? SO WHEN WE DEAL WITH DISPROPORTIONALITY AND WE BRING THIS, WE HAVE EXCLUSIONARY PRACTICES, RIGHT? SO WHEN WE STARTED DELVING INTO THIS, PART OF THE PART OF THE DISPROPORTIONALITY WAS, LET'S SAY, EXCLUSIONARY PRACTICES DEAL WITH FIGHTS, OR AT THE TIME MAYBE DRESS CODE OR AT THE TIME ACTING OUT AND SO WE WENT INTO THAT, WE SAID, OKAY, TO YOUR POINT, LET'S STANDARDIZE WHAT IT IS THAT SHOULD BE EXCLUSIONARY AND WHICH ISN'T.

SO THEN WE DEVELOPED THE SYSTEM THAT WENT THROUGH STUDENTS SERVICES THAT PRETTY MUCH IF YOU'RE GOING TO PLACE A KID OUTSIDE OF THE SCHOOL, I'M NOT TALKING ABOUT JUST IN-SCHOOL SUSPENSION, BUT THIS IS AEP.

IT HAS TO BE VETTED. SO WE'RE LOOKING AT APPLES TO APPLES NOW.

SO WHEN WE LOOK AT APPLES TO APPLES ON KIDS THAT ARE BEING PUNISHED FOR EXCLUSIONARY PRACTICES, WE FIND THAT THERE'S TWO OVERREPRESENTATION MARKS, KIDS IN SPECIAL EDUCATION AND AFRICAN AMERICAN STUDENTS, AND SO WHEN WE LOOK AT THE AMOUNT OF EXCLUSIONARY PRACTICES, RIGHT COMPARED TO THE POPULATION, THEN THAT HELPS US UNDERSTAND THAT WHERE THERE MIGHT BE SOME OVERREPRESENTATION IN SOME SOME INTERVENTION THAT NEEDS TO HAPPEN. SO THE INTERVENTION COULD LOOK MULTIFACETED, RIGHT? IN SOME CAMPUSES IT COULD BE A PARTICULAR GROUP OF INDIVIDUALS, IN OTHERS IT MIGHT BE THEIR PRACTICES AND IN OTHERS WE MAY HAVE TO RETRAIN THE ENTIRE STUDENT POPULATION ON WHAT THE EXPECTATIONS OF THE CULTURE ARE.

SO THAT'S WHERE IT COMES IN.

SO THE CODING BECAUSE WE'RE NOT THERE FOR THE CODING.

THE CODING IS APPLES TO APPLES FOR EXCLUSIONARY PRACTICES.

SO I WILL ADD ON TOP OF THAT, THE PURPOSE OF THE BOARD GOAL PRESENTATION WAS REALLY TO PROVIDE AN UPDATE.

WE ARE ABLE TO DIVE INTO SOME OF THOSE OTHER ISSUES AND WHAT'S CAUSING THIS AS FAR AS WHAT'S CAUSING SOME OF THE BEHAVIOR ISSUES, WHEN OUR STUDENT SERVICES TEAM DOES OUR DISCIPLINE UPDATE, AND I BELIEVE THOSE COME QUARTERLY.

ANY OTHER QUESTIONS? LET'S TALK ABOUT THE AP EXAMS. ALL RIGHT. YES, AND WE HAVE THREE DIFFERENT CATEGORIES.

WE DO QUALIFYING PARTICIPATION AND EXAMS ADMINISTERED FROM YOUR INDIVIDUAL POINT OF VIEW, WHICH IS THE MOST IMPORTANT LINE FOR US TO LOOK AT ? ALL THREE. NO, I DIDN'T THINK THAT WAS MY QUESTION.

WAS IT? IT'S ALWAYS ALL OF THE ABOVE OPTION [CHUCKLING].

REALLY, YOU'RE ASKING ME TO MAKE A DETERMINATION I CAN'T BECAUSE I REALLY I THINK ALL THREE ARE JUST AS IMPORTANT.

WHEN WE FIRST SET THIS GOAL BACK IN 2018, WE WERE LOOKING AT SOME VERY HIGH RATES OF AP PERFORMANCE HISTORICALLY, BUT OLD DISTRICT PRACTICE WASN'T THAT GARLAND PAID FOR AP EXAMS, STUDENTS SELF SELECTED TO PARTICIPATE, STUDENTS SELF FUNDED TO PARTICIPATE, AND

[01:05:05]

OF THOSE 5526 UNIQUE STUDENTS, THERE WERE 1862 UNIQUE STUDENTS THAT EARNED AT LEAST ONE QUALIFYING SCORE. WHEN I LOOK AT THAT TOP GREEN LINE ABOUT THE QUALIFYING EXAMS, THERE WERE 8892 AP EXAMS ADMINISTERED LAST SPRING.

SO YOU CAN DO SOME QUICK MATH TO DETERMINE HOW MANY KIDS ARE TAKING MULTIPLE EXAMS. OF THOSE 8892 EXAMS ADMINISTERED, 2839 EARNED A QUALIFYING SCORE, WHICH IS WHERE WE GET THE 31.9%. SO IF I COULD FIGURE OUT A WAY TO PUT ALL THREE OF THOSE ON ONE LINE, THAT WOULD BE THE ONE THAT'S MOST IMPORTANT.

THE WAY I LOOK AT IT IS IT SEEMS TO ME, FIRST OF ALL, THE IMPORTANCE IS TAKING A HIGHER LEVEL COURSE, RIGHT? WE KNOW THAT'S ONE OF THE MAIN POINTS OF AVID AND WE PUSH THAT YOU MUST TAKE A HIGHER LEVEL COURSE.

WE'VE LEARNED THAT STUDENTS WHO TAKE HIGHER LEVEL COURSES IN HIGH SCHOOL ARE MORE PREPARED FOR COLLEGE.

SO I THINK THAT'S NOT MEASURED HERE, BUT I THINK THE NEXT STEP WOULD BE IF YOU'RE WILLING TO AT LEAST SIT FOR THE TEST.

WHETHER YOU PASS OR NOT.

WE WANT YOU TO PASS IT.

WE WANT YOU TO GET COLLEGE CREDIT.

WE WANT YOU TO BE ABLE TO GO TO SCHOOLS.

WE WANT YOU TO HAVE IT ON YOUR RESUME AND ALL THAT AND YOUR TRANSCRIPT, BUT I THINK JUST THE IDEA OF SITTING FOR THE CLASS AND TAKING THE TEST MEANS YOU'RE READY.

YOU'RE MORE PREPARED FOR COLLEGE THAN A LOT OF STUDENTS WHO TAKE LESSER COURSES, LESSER QUALITY COURSES, AND GET TO COLLEGE AND FIND, WHOA, THERE'S A BIG DIFFERENCE. SO THAT WOULD BE HOW I WOULD LOOK AT IT.

LET'S TALK ABOUT ACCOUNTABILITY AS COMPARED TO WHAT YOU JUST PRESENTED.

COULD YOU DO THAT? VERY BRIEFLY.

AT A VERY HIGH LEVEL, YES.

OKAY, SO AP IS STILL A CCMR INDICATOR.

CCMR IS PART OF OUR ACCOUNTABILITY SYSTEM.

THERE ARE MULTIPLE PATHWAYS TO EARN A CCMR INDICATOR.

CCMR WILL CONTINUE TO BE 40% OF DOMAIN ONE.

FOR HIGH SCHOOLS. FOR HIGH SCHOOLS.

CCMR WILL CONTINUE TO BE 50% OF DOMAIN TO BE RELATIVE PERFORMANCE FOR HIGH SCHOOLS.

CCMR WILL CONTINUE TO BE 30% OF 30% OF DOMAIN THREE.

CLOSING THE GAPS FOR HIGH SCHOOLS.

SO IT'S STILL IMPORTANT.

ACADEMIC DISTINCTION DESIGNATIONS.

AP IS CONSIDERED IN THAT AS WELL.

THANK YOU. THANK YOU.

ANY OTHER QUESTIONS? THANK YOU VERY MUCH. LOOK FORWARD TO THE PRESENTATION NEXT MONTH.

IT'S GOING TO BE AWESOME.

GREAT. OKAY, LET'S GO TO ITEM NUMBER FIVE, STAR REDESIGN AND FALL INTERIM DATA.

DR. HILL, AND AGAIN, WHEN WAS THE LAST TIME, WAS THERE EVER A TIME WITH A REDESIGNED STAAR? NOW THIS IS THE NEW STAAR 2.0.

THAT'S THE FIRST REDESIGN? CORRECT, SO PREVIOUSLY WE GOT A WHOLE NEW TEST AND WE MOVED FROM [INAUDIBLE] TO [INAUDIBLE] TO WHATEVER EVERYTHING ELSE IS, BUT NOW THEY AREN'T RENAMING IT BECAUSE IT'S A REDESIGN OF THE EXISTING TEST, NOT A WHOLE BRAND NEW TEST.

SO THAT WAS A GREAT SEGUE, MR. GLICK, THANK YOU.

DR. LOPEZ, TRUSTEE, PRESIDENT JOHNSON, WE APPRECIATE THE OPPORTUNITY TO COME TO YOU AND TALK TO YOU ABOUT THE REDESIGN STAR TEST AND HOPEFULLY SHARE NEW INFORMATION AS WE'VE BEEN LEARNING IT.

[01:10:01]

THEY GIVE YOU A LITTLE BIT AND THEN THEY THINK ON IT SOME MORE AND THEY MAKE MORE DECISIONS AND THEY GIVE YOU A LITTLE BIT MORE.

SO WE'VE ALL BEEN HEARING COLLECTIVELY ABOUT A REDESIGNED STAAR TEST FOR QUITE A WHILE, WELL OVER A YEAR, BUT WE ARE NOW FEEL LIKE WE HAVE ENOUGH INFORMATION TO COME AND GIVE YOU AN OVERVIEW ABOUT WHAT IS REALLY GOING TO LOOK SIGNIFICANTLY DIFFERENT.

IT'S DEFINITELY NO LONGER GOING TO BE AN APPLES TO APPLES COMPARISON.

IT'S MORE LIKE AN APPLES TO ELEPHANTS COMPARISON AND A LOT OF WAYS, BUT WE WANTED TO START WITH THE WHY BEHIND IT, AND THAT'S BEEN REALLY HELPFUL FOR US AS A TEACHING AND LEARNING TEAM.

AS WE STARTED THIS JOURNEY REALLY IN THE SPRING, IN THE SUMMER OF LAST YEAR, IS UNDERSTANDING THE WHY AND THEN MAKING SURE THAT WE COULD HELP OUR TEACHERS AND PRINCIPALS ANCHOR THAT WHY AS WELL.

BECAUSE YOU GUYS KNOW THAT OUR TEACHERS HAVE BEEN THROUGH A LOT AND A NEW STAAR TEST ON TOP OF THAT IS NOT SOMETHING ANYONE HAS BEEN PARTICULARLY EXCITED ABOUT, BUT IT'S HERE, AND THE WHY IS REALLY, THOUGH, VERY IMPORTANT.

SO WHAT TEA IS SAYING IS THAT THIS STAAR TEST, RATHER THAN BEING SOMETHING COMPLETELY NEW, IS MEANT TO BE A BETTER MEASURE OF EFFECTIVE TEACHING AND HIGHLY EFFECTIVE CLASSROOMS. IT'S NOT MEANT TO BE SOMETHING NEW THAT TRICKS OUR STUDENTS.

IT IS MEANT TO BE AN OPPORTUNITY FOR OUR STUDENTS TO SHOW WHAT THEY KNOW IN DIFFERENT WAYS.

SO THINK BACK TO YOUR OWN PERSONAL TESTING EXPERIENCE AS A STUDENT.

FOR MANY OF US, IT WAS MOST LIKELY ANSWERING A LOT OF MULTIPLE CHOICE QUESTIONS ON A SCANTRON OR IN A BLUE BOOK ON A PIECE OF PAPER, WHICH THOSE ARE DEFINITELY GONE TOO, BUT WE PROBABLY ALL KNOW FROM THAT EXPERIENCE THAT IT REALLY ISN'T THE BEST WAY TO MEASURE WHAT YOU TRULY KNEW, AND SO THIS NEW SEASON OF STAAR, THE FOCUS IS ON BUILDING THAT BACKGROUND KNOWLEDGE FOR OUR KIDDOS' VOCABULARY IN ALL SUBJECT AREAS, ASKING STUDENTS TO WRITE ABOUT WHAT THEY READ RATHER THAN WRITE A PIECE OF WRITING IN ISOLATION ON A TOPIC THAT THEY REALLY DON'T HAVE A CONNECTION TO, AND THEN GIVING STUDENTS THE OPPORTUNITY TO SHOW THAT THEY HAVE A DEEP UNDERSTANDING OF THAT CONTENT IN A MULTITUDE OF WAYS, NOT JUST IN A PICK A, B, C, OR D TYPE OF WAY.

THIS WHY HAS REALLY BEEN DRIVING OUR WORK IN TEACHING AND LEARNING.

SO WE LAUNCHED AT THE BEGINNING OF THE SUMMER THIS LAST YEAR, OUR TIER ONE FROM DAY ONE LEARNING CAMPAIGN.

SO IT'S GREAT THAT DR.

CADDELL JUST TALKED TO YOU ABOUT, AND WE LOVE AND BELIEVE IN THE FACT THAT OUR GOALS ARE SET AT THE MEETS LEVEL BECAUSE WE KNOW EVERY STUDENT IN GARLAND ISD DESERVES TO BE ON GRADE LEVEL, AND THAT'S THAT TIER ONE INSTRUCTION THAT HAS TO BE DEVELOPED AND DELIVERED DAILY IN HIGHLY EFFECTIVE CLASSROOMS TO GET OUR KIDS TO THAT TIER ONE LEVEL THAT MEETS LEVEL, AND SO THAT'S REALLY A BIG PART OF THE WHY BEHIND THE STAR REDESIGN.

WE'RE FOCUSING ON INSTRUCTION RATHER THAN JUST THE OUTCOME, AND THEN ALSO IT'S SUPPOSED TO BE BETTER PREPARING OUR STUDENTS FOR NOT JUST THAT ONE ASSESSMENT, BUT REALLY SHOWING WHAT THEY KNOW TO GET THEM PREPARED FOR WHAT HAPPENS BEYOND THEIR TIME HERE WITH US IN GARLAND ISD.

OUR REDESIGN CURRICULUM AS PART OF THAT TIER ONE FROM DAY ONE CAMPAIGN INCORPORATES APPROPRIATE ELEMENTS OF OUR NEW TCLAS RESOURCES, AND IT'S CURRENTLY BEING IMPLEMENTED AND WE'RE IN THE MIDDLE OF IT RIGHT NOW.

FOR EXAMPLE, OUR NEW LITERACY CURRICULUM REFLECTS THE ELEMENTS OF TELPAS, WHICH, AS ANOTHER SIDE NOTE, IS ALSO GETTING REDESIGNED AS ASSESSMENT THIS YEAR.

SO THAT'S GOING TO LOOK DIFFERENT FOR OUR KIDDOS AS WELL, BUT THAT NEW CURRICULUM REFLECTS A FRAMEWORK THAT INCLUDES LISTENING, SPEAKING, READING AND WRITING SHELTERED INSTRUCTION STRATEGIES, AND WE ALSO ARE INCORPORATING A MUCH MORE DIVERSE COLLECTION OF TEXT.

WE REALLY WANT OUR STUDENTS TO SEE THEMSELVES AND WHAT THEY'RE READING WITH A HEAVIER EMPHASIS ON NONFICTION AND INFORMATIONAL TEXT THAT BUILDS THAT HIGHER LEVEL OF BACKGROUND, KNOWLEDGE AND VOCABULARY, BECAUSE THAT'S WHAT OUR REDESIGN TEST IS GOING TO LOOK LIKE.

ALL OF OUR NEW CURRICULUM, RESOURCES AND ASSESSMENTS ALSO REFLECT NEW ITEM TYPES, AND I KNOW THIS IS VERY SMALL, BUT IT'S NICE TO HAVE IT ALL IN ONE CHART AS WELL. THESE NEW ITEM TYPES ARE PROBABLY THE THING WE'VE KNOWN THE MOST ABOUT SINCE THEY ANNOUNCED NEW STAAR, BUT THERE IS AN OVERVIEW HERE OF WHERE YOU WILL SEE THESE IN DIFFERENT CONTENT AREAS AND GRADE LEVELS.

EVERY GRADE LEVEL AND EVERY CONTENT AREA WON'T SEE ALL OF THESE NEW ITEM TYPES, BUT GOING BACK TO WHAT TRADITIONAL TESTING USED TO LOOK LIKE, OBVIOUSLY BASED ON THIS, IT'S GOING TO LOOK VERY DIFFERENT.

SO THIS IS AN OPPORTUNITY TO SHOW THAT GOOD TEACHING HAS TO GIVE STUDENTS OPPORTUNITIES TO GO IN DEPTH AND SHOWING WHAT THEY KNOW BEYOND JUST A TEACHER ASKING A QUESTION AND EXPECTING A STUDENT TO JUST PRODUCE A SIMPLE ANSWER.

SOME OF YOU MAY KNOW A STUDENT OR MAY HAVE BEEN THAT STUDENT WHO CONSIDERS HIMSELF A GOOD GUESSER ON TESTS.

I HAVE ONE OF THOSE AT HOME, SO WE HAVE BEEN HAVING SOME DISCUSSIONS THAT BEING A GOOD GUESSER IS NOT GOING TO REFLECT WHAT YOU KNOW ON THIS NEWLY REDESIGNED STAAR TEST. YOU KNOW, MS. STANLEY, I'VE GOT TO KEEP IT REAL WHAT WE GOT GOING ON, AND THAT IS A CHARACTER TRAIT THAT WILL PROBABLY SERVE THEM WELL IN SOME WAY, BUT IT IS

[01:15:08]

SO THAT'S WHY OUR INSTRUCTION HAS TO MATCH WHAT THIS TEST IS GOING TO LOOK LIKE, AND THAT'S REALLY WHAT WE'VE BEEN FOCUSING ON OUR TEACHER SUPPORT AS WELL TOO, AND I'M ABOUT TO HAND IT OVER TO OUR CONTENT EXPERTS TO TALK TO YOU ABOUT NOT JUST OUR INTERIM ASSESSMENT DATA, BUT ALSO WHAT THE SUPPORT LOOKS LIKE FOR OUR TEACHERS, OUR BRAND NEW TEACHERS, OUR NON-CERTIFIED TEACHERS, AND HOW THEY'RE GETTING OUR KIDDOS READY FOR THIS ASSESSMENT, BUT BEFORE I DO HAND IT OVER, I WANT TO TALK TO YOU ABOUT THE TRAINING THAT OUR CAMPUS LEADERS HAVE BEEN RECEIVING.

SO THIS HAS BEEN A HUGE COMPONENT BECAUSE HEARING A CENTRAL OFFICE OR TEACHING AND LEARNING TELL YOU THAT SOMETHING IS CHANGING OR THAT IT'S GOING TO BE DIFFERENT IS NOT NEARLY AS IMPACTFUL AND TEACHERS DON'T ANCHOR TO IT AS WELL AS WHEN THEIR OWN CAMPUS LEADERSHIP HAS THAT, HAS THAT BUY IN AND HAS THAT UNDERSTANDING.

SO WE REALLY WANTED TO MAKE SURE THAT OUR CAMPUS LEADERS WERE PREPARED.

SO STARTING IN THE SUMMER, WE INVITED ALL OF OUR PRINCIPALS, ASSISTANT PRINCIPALS, CAMPUS LEADERSHIP TEAMS SUCH AS INSTRUCTIONAL COACHES, OUR SUPPORT TEACHERS, TO START ENGAGING IN A LEAD FORWARD LEADERSHIP LEARNING SERIES.

SO THEY DIDN'T JUST FOCUS ON STAAR REDESIGN, BUT WE ALSO ADDRESSED REALLY CRITICAL ELEMENTS SUCH AS STUDENT ENGAGEMENT INTERVENTION, AND THEN JUST MOST RECENTLY IN NOVEMBER WAS A BIG PRESENTATION ON STAR REDESIGN, FOCUSING ON THAT, WHY WE THEN ASKED THEM ALMOST IMMEDIATELY TO TURN IT AROUND WITH THEIR TEACHERS ON OUR NOVEMBER 8TH PROFESSIONAL DEVELOPMENT DAY, TO GIVE THOSE TEACHERS THE OVERVIEW--ANCHOR THAT WHY AGAIN.

AND THEN WE ALSO CAN CONTINUE THAT FROM THE DISTRICT LEVEL AT OUR DISTRICT PROFESSIONAL DEVELOPMENT DAYS THAT WE HAVE HAD MOST RECENTLY IN JANUARY.

ALL RIGHT, SO IF LET'S SAY MIKE MORATH, OUR COMMISSIONER OF EDUCATION AND A GARLAND HIGH SCHOOL GRADUATE, HAD CALLED YOU UP AND SAID, WE'RE GOING TO HAVE A NEW 2.0, HELP ME DESIGN IT.

FROM WHAT YOU'VE SEEN SO FAR, IS THIS WHAT YOU WOULD HAVE DONE? WHAT DO YOU AGREE WITH? WHAT DO YOU DISAGREE WITH? BECAUSE EVENTUALLY OUR KIDS ARE GOING TO TAKE THESE TESTS AND WE'RE GOING TO GET RESULTS NOW ON THIS COMMITTEE, WE'VE TALKED ABOUT BECOMING AN A DISTRICT THIS YEAR.

WE WERE IN 88 THEN AN 87.

SO WE'RE RELATIVELY CLOSE TO A 90, WHICH WOULD BECOME A DISTRICT.

LOT OF THAT'S GOING TO DEPEND ON THIS REDESIGN THAT'S GOING TO BE ACTIVE COME TESTING TIME.

SO WHAT DO YOU THINK? SO I DO UNDERSTAND THE WHY, WHEN YOU THINK ABOUT WE KEEP SAYING THAT EVERY STUDENT LEARNS DIFFERENTLY.

EVERY SINGLE KID IS AN INDIVIDUAL LEARNER AND WE CAN'T TEACH OUR KIDS ALL THE SAME WAY.

SO I UNDERSTAND THE WHY BEHIND WHY DO WE ASSESS THEM? WHY DO WE ASK THEM TO PRODUCE THEIR KNOWLEDGE IN THE EXACT SAME WAY ON AN ASSESSMENT? SO I DO UNDERSTAND THAT, AND I THINK THAT THE NEED AND I WAS FORTUNATE ENOUGH TO HEAR COMMISSIONER MORATH TALK ABOUT THIS LAST SPRING TO A LARGE GROUP OF DISTRICTS AND ALSO UNDERSTANDING THE IMPORTANCE OF STUDENTS NEED TO SEE THEMSELVES REFLECTED AND NOT JUST THEIR INSTRUCTION IN THEIR CLASSROOM, IN THEIR CURRICULUM, BUT ALSO IN WHAT THEY'RE READING AND SEEING ON ASSESSMENTS.

SO I DO THINK THAT IT'S NEEDED.

IS IT NEEDED RIGHT NOW? MAN, IT'S A BIG BUMMER THAT ALL OF THIS HAPPENED RIGHT NEXT TO COVID AND EVERYTHING ELSE WE'VE BEEN GOING THROUGH, BUT I UNDERSTAND THINGS ARE IN THE WORKS AND IT'S HARD TO STOP THAT MOVING TRAIN.

SO THAT MAKES IT A DIFFICULT THING FOR OUR TEACHERS TO UNDERSTAND BECAUSE CHANGE IS ALWAYS DIFFICULT AND IT IS MUCH MORE RIGOROUS.

IT IS NOT HARDER, IT IS MORE RIGOROUS, AND SO OUR INSTRUCTION HAS TO RISE TO THAT LEVEL AND THAT TAKES TIME.

YOU CAN'T TEACH THE SAME WAY YOU'VE ALWAYS TAUGHT AND EXPECT TO GET INCREASED RESULTS ON AN ASSESSMENT THAT'S DESIGNED COMPLETELY DIFFERENT.

SO I DON'T KNOW IF THAT REALLY ANSWERED IT OR NOT, MR. GLICK. ARE WE MAKING AN ASSUMPTION EARLY ON THAT THE CUT SCORES WILL PROBABLY BE LOWER OR IS THAT AN ASSUMPTION YOU'RE MAKING? SO I AM NOT GOING TO TALK TO YOU ABOUT CHANGES BECAUSE YOU ARE GOING TO GET A FULL IN DEPTH PRESENTATION ON THAT IN FEBRUARY.

I DON'T KNOW IF DR. CADDELL YOU WANT TO SPEAK TO THAT OR IF YOU WANT ME TO STICK TO THAT PARTY LINE FOR NOW, BECAUSE WE'RE JUST LEARNING NEW THINGS ABOUT THAT AND WE WANT TO MAKE SURE WE PRESENT THAT INFORMATION TO YOU REALLY ACCURATELY.

NOW, WHEN I MET WITH DR.

ADAMS AND DR. RUSSELL, WE'VE ALREADY ADMINISTERED A PRACTICE STAAR 2.0.

THAT'S WHAT WE'RE ABOUT TO SHARE THE DATA OF THAT WITH YOU ALL IN THE NEXT SLIDE, AND I WAS KIND OF SURPRISED WHEN I HEARD THAT MEETING WITH THEM, LIKE, OH, OKAY, SO IT'S OUT.

WE CAN PRACTICE ON IT, WE CAN LEARN AND THAT'S WHAT WE'RE GOING TO TALK ABOUT NOW.

ABSOLUTELY, AGAIN, A PERFECT SEGUE.

SO I'M GOING TO HAND IT OVER TO MR. ARREOLA, OUR SECONDARY DIRECTOR OF MATH AND SCIENCE, AND HE'S GOING TO GIVE YOU MORE CONTEXT ON AND ACTUALLY GIVE YOU A REALLY GREAT VIDEO ON THE EXPERIENCE AND THE WHY

[01:20:01]

WE DID. I THINK WE SHOULD BE COMMENDED FOR DOING THAT.

WE DID. SO IF YOU'RE OKAY WITH IT, I'M GOING TO PASS THAT OVER TO MR. ARREOLA AND HE'S GOING TO TAKE YOU THROUGH SOME OF THE INTRICACIES OF THE REDESIGN.

ANY QUESTIONS AT THIS POINT? GOOD EVENING, CHAIRPERSON GLICK TRUSTEES, DR.

LOPEZ, COLLEAGUES AND GUESTS.

THE DATA FROM THE FALL STAAR INTERIM ASSESSMENTS REQUIRES A NUANCED UNDERSTANDING.

THE TEXAS EDUCATION AGENCY WEBSITE CAUTIONS DISTRICTS AGAINST USING THIS DATA TO PREDICT PERFORMANCE ON SPRING STAAR ASSESSMENTS.

THERE ARE SEVERAL REASONS FOR THIS.

FIRST, THE STATE HAS NOT ESTABLISHED PASSING RATES FOR THE SPRING ASSESSMENTS BASED ON THE NEW TEST FORMAT.

FOR SEVERAL YEARS, WE WERE ABLE TO ACCURATELY PREDICT HOW MANY QUESTIONS A STUDENT NEEDED TO ANSWER CORRECTLY TO SHOW MASTERY.

THIS YEAR, AS DR.

HILL DISCUSSED, AND AS YOU WILL SOON SEE, THERE WILL BE QUESTIONS WORTH MORE THAN ONE POINT, WHICH MEANS PASSING STANDARDS WILL BE BASED ON THE PERCENTAGE OF POINTS A STUDENT RECEIVES. THE SECOND REASON WE MUST ANALYZE THIS DATA WITH CAUTION IS THE STRUCTURE OF THE ASSESSMENT.

UNLIKE OUR SPRING STAAR ASSESSMENTS, THE STAAR INTERIM WAS AN ADAPTIVE TEST FOR ENGLISH AND MATH.

ON THESE ASSESSMENTS, ALL STUDENTS COMPLETED THE SAME INITIAL SET OF QUESTIONS.

THEIR PERFORMANCE ON THESE QUESTIONS DETERMINED IF THEY WOULD TAKE THE HIGH, MEDIUM OR LOW VERSION OF THE ASSESSMENT FOR THE REMAINING QUESTIONS.

FOR ALGEBRA, THE INITIAL SET INCLUDED 17 QUESTIONS.

OF THOSE 17 QUESTIONS, OUR CURRICULUM HAD COVERED ONLY FIVE OF THE QUESTIONS AT THE TIME THE STUDENTS TOOK THE TEST.

BECAUSE OF THE LIMITED EXPOSURE TO THE CONTENT ASSESSED, WE KNEW THAT THIS ASSESSMENT WOULD PROVIDE US WITH DATA THAT WOULD BE BEST UTILIZED FOR INDIVIDUAL DATA CONFERENCES WITH STUDENTS, TO GIVE TEACHERS AN IDEA OF THEIR STUDENTS UNDERSTANDING OF UPCOMING MATERIAL, AND TO INFORM OUR DISTRICT WIDE NEXT STEPS TO ASSESSING NEW STAAR ITEM TYPES.

ONE EXAMPLE OF HOW OUR DEPARTMENT WILL ADJUST DUE TO THIS ASSESSMENT IS THE INCLUSION OF EVEN MORE CONSTRUCTED RESPONSE PROMPTS AND ASSESSMENTS IN OUR CURRICULUM TO COMPENSATE FOR THE LACK OF CONSTRUCTED RESPONSE QUESTIONS ON THE FALL AND SPRING INTERIM ASSESSMENT.

EVEN WITH ALL OF THESE NUANCES, THE STAAR INTERIM PROVIDED AN INVALUABLE OPPORTUNITY FOR OUR STUDENTS TO GAIN EXPERIENCE IN THE CAMBIUM TESTING SYSTEM, WHICH, AS YOU'LL SEE IN THIS VIDEO, IS NECESSARY CONSIDERING THE NEW FORMAT OF THE TEST.

OKAY. I NEED TO LOG IN TO SEE THE VIDEO. JUST GIVE ME ONE SECOND.

NOW WE WILL WALK YOU THROUGH THE PRIMARY REASON FOR OUR STUDENTS TAKING THE STAAR INTERIM EXAM IN THE FALL AND IN THE SPRING, AND THAT IS THE ABILITY TO EXPERIENCE THE EXAM IN THE CAMBIUM SYSTEM, WHICH IS THE SAME SYSTEM THAT WE'LL USE WHEN THEY TAKE THEIR STAAR TESTS IN THE SPRING.

WE WILL TAKE YOU THROUGH QUESTIONS FROM EACH SUBJECT AND A VARIETY OF GRADE LEVELS SHOWING THE ITEMS AS THEY WERE ASSESSED BEFORE AND AFTER THE STAAR REDESIGN.

YOU WILL NOTICE THAT WHILE THE CONTENT HAS NOT CHANGED, THE RIGOR OF THE QUESTIONS IS SIGNIFICANTLY HIGHER.

OUR FIRST EXAMPLE IS FROM FIFTH GRADE SCIENCE.

HERE, STUDENTS ARE SHOWN A FOOD WEB AND ASKED A MULTIPLE CHOICE QUESTION.

IN OUR REDESIGNED QUESTION, STUDENTS ARE STILL SHOWN THE FOOD WEB, BUT NOW ARE ASKED TO WRITE A SHORT CONSTRUCTED RESPONSE, IDENTIFYING TWO SIMILARITIES BETWEEN THE LIZARD AND SNAKES IN TERMS OF ENERGY FLOW.

FOR THIRD GRADE READING, THE PREVIOUS DESIGN ASKED STUDENTS TO ANSWER MULTIPLE CHOICE QUESTIONS WHICH WERE RELATED TO AN ARTICLE OR PASSAGE.

[01:25:07]

WHEN WE TRANSITIONED FROM PAPER TESTING TO ONLINE, WE NOTICED THAT MANY STUDENTS WERE UNAWARE OF THE SUPPORTS AND MATERIALS AVAILABLE TO THEM IN CAMBIUM.

THIS TESTING EXPERIENCE HAS ALLOWED TEACHERS TO MAKE STUDENTS AWARE OF THEM AND ENSURE THAT THEY ARE USING THEM.

OUR NEXT EXAMPLE IS A STANDARD MULTIPLE CHOICE QUESTION FROM THE 2022/8TH GRADE SOCIAL STUDIES EXAM.

IN THE REDESIGN, STUDENTS ARE ASKED TO DRAG AND DROP THE FOUR ANSWER CHOICES INTO THE CORRECT BOXES.

THIS QUESTION ASSESSES MULTIPLE SIGNIFICANT FIGURES WITH ONE QUESTION.

AN ALGEBRA EXAMPLE FROM THE PREVIOUS DESIGN ASKS STUDENTS TO IDENTIFY A GRAPH WHICH REPRESENTS THE SOLUTION SET TO A SYSTEM OF INEQUALITIES.

WITH THIS QUESTION, STUDENTS COULD TEST ONE POINT AND ELIMINATE HALF OF THE ANSWER CHOICES.

THE NEW DESIGN ASKS STUDENTS THE SAME QUESTION, BUT NOW STUDENTS ARE ASKED TO ACCURATELY GRAPH BOTH LINES.

DECIDING WHETHER IT IS A DASHED OR SOLID LINE AND THEN CHOOSE FROM THE FOUR POSSIBLE SOLUTION SETS TO DETERMINE THEIR ANSWER.

THIS IS A MUCH MORE RIGOROUS QUESTION.

AS WE SAW IN OUR READING EXAMPLE, OUR MATH EXAMS IN CAMBIUM ALLOW STUDENTS TO ACCESS REFERENCE MATERIALS, A CALCULATOR AND SCRATCH PAPER.

TAKING THE EXAM WITH THEIR TEACHERS ABLE TO MONITOR HAS ENSURED THAT STUDENTS ARE UTILIZING ALL OF THE RESOURCES AVAILABLE AND THAT THEY ARE PREPARED TO BE SUCCESSFUL ON THEIR STAAR EXAMS IN THE SPRING.

SO IN ADDITION TO THE NUANCES MENTIONED PREVIOUSLY, IT IS IMPORTANT TO NOTE THAT THE NUMBER OF STUDENTS WHO TESTED IN THE REGION AT THE TIME THAT WE PULLED OUR DATA RANGED BETWEEN FOUR THOUSAND, AND TEN THOUSAND DEPENDING ON THE ASSESSMENT.

LAST YEAR THE REGION HAD BETWEEN 62,000 AND JUST OVER 82,000 STUDENTS TAKE EACH HIGH SCHOOL SPRING STAAR ASSESSMENT.

WE ALSO DO NOT KNOW WHICH DISTRICTS IN OUR REGION HAVE TESTED.

BECAUSE OF THIS, WE WERE UNABLE TO GAIN A TRUE COMPARISON TO THE 2022 DATA.

AS WE DISCUSSED PREVIOUSLY, ANOTHER FACTOR TO CONSIDER WITH THIS DATA IS THAT THE STAAR INTERIM ASSESSMENT IS DESIGNED TO ASSESS THE ENTIRE YEAR'S CURRICULUM.

WHEN OUR STUDENTS TOOK THE ALGEBRA ONE EXAM, WE HAD COVERED 35% OF THE CONTENT ASSESSED FOR BIOLOGY, IT WAS 47%, AND FOR US HISTORY IT WAS 40%.

ADDITIONALLY, OUR US HISTORY STUDENTS IN ADVANCED PLACEMENT OR DUAL CREDIT COURSES HAD NOT SEEN ANY OF THE CONTENT COVERED ON THE STAAR INTERIM DUE TO THE SCOPE AND SEQUENCE OF THEIR COURSES. THOSE COURSES ARE REQUIRED TO COVER AMERICAN HISTORY FROM 1491 TO THE PRESENT.

WHILE OUR 11TH GRADE ON LEVEL STUDENTS BEGAN IN 1877.

IN ENGLISH, NEITHER INTERIM INCLUDED EXTENDED CONSTRUCTED RESPONSE QUESTIONS, WHICH WILL BE WORTH UP TO FIVE POINTS AND NO TEST INCLUDED SHORT CONSTRUCTED RESPONSE QUESTIONS WORTH UP TO TWO POINTS, AND WHICH WILL BE ON OUR SPRING EXAMS IN ENGLISH SCIENCE AND SOCIAL STUDIES.

DUE TO THE TIMING OF THE TEST AND THE PERCENTAGE OF CONTENT COVERED, WE'RE PRESENTING THE DATA TODAY USING APPROACHES PLUS MEANING THAT THE NUMBERS YOU WILL SEE INCLUDE STUDENTS WHO REACHED APPROACHING, MEETS AND MASTERING GRADE LEVEL.

IN ALGEBRA ONE, WE CAN HIGHLIGHT THAT TWO OF OUR CAMPUSES WERE WITHIN ONE PERCENTAGE POINT OF THE REGION IN OVERALL PASSING AND NAAMAN FOREST MATCHED THE REGION AVERAGE FOR MEETS AND MASTERS.

IN BIOLOGY, THREE CAMPUSES OUTPERFORM THE REGION AND NORTH GARLAND EXCEEDED THE OVERALL PASSING AVERAGE BY 13 PERCENTAGE POINTS AND THE MEETS PERCENTAGE BY TEN POINTS.

IN ENGLISH, ONE THREE CAMPUSES EXCEEDED THE REGION OVERALL PASSING PERCENTAGE AND THE PERCENTAGE OF MEETS AND MASTERS.

IN ENGLISH TWO, WE ALSO HAD TWO CAMPUSES EXCEED THE REGION PASSING AVERAGE AND THE PERCENTAGE OF MEETS.

IN US HISTORY, WE HAD TWO CAMPUSES EXCEEDED THE REGION PASSING PERCENTAGE AND THE PERCENTAGE OF MEETS, AND WE HAD THREE CAMPUSES EXCEEDED THE PERCENTAGE OF MASTERS.

[01:30:04]

EVEN WITH ALL OF THE NUANCES AND CHANGES TO THE ASSESSMENT.

THIS EXPERIENCE HAS HELPED US GAIN A BETTER UNDERSTANDING OF WHAT OUR TEACHERS AND STUDENTS CAN EXPECT TO SEE IN THE SPRING AND THEREFORE TO BETTER SUPPORT THEM FOR SUCCESS.

NOW, DR. AMBER HOPE, DIRECTOR OF SECONDARY INTEGRATED LITERACY STUDIES, WILL REVIEW OUR MIDDLE SCHOOL DATA.

WILL THERE BE ANOTHER PRACTICE TEST COMING OUT? YES, SIR. WE WILL TAKE THE SPRING INTERIM EXAM, AND WHEN IS THAT GIVEN? THOSE WILL BE IN FEBRUARY FOR OUR ENGLISH, SINCE THEIR EXAM IS EARLIER AND THEN IN MARCH FOR BIOLOGY, ALGEBRA AND SOCIAL STUDIES AND OBVIOUSLY, AT THAT POINT, WE WOULD HAVE EXPECTED TO COVER A MUCH HIGHER PERCENTAGE.

YES, AND I'M ASSUMING BASED ON YOUR ANSWER, WE HAVE CHOSEN AS A DISTRICT TO TAKE THAT TEST.

YES. DO WE HAVE ANY IDEA OF OTHER DISTRICTS IN REGION TEN OR? A LOT OF THE DISTRICTS THAT WE DO KNOW TESTED BASED ON DISCUSSING IT WITH DIFFERENT GROUPS THAT MEET WITHIN THE REGION, THERE WERE NOT A LOT OF THE DISTRICTS THAT LOOK LIKE US.

SO, FOR EXAMPLE, WE KNOW THAT MESQUITE, WYLIE, PLANO, DALLAS, THOSE DISTRICTS, THEY DID NOT TAKE IT.

WHY DO YOU THINK THAT WOULD BE THE CASE? I MEAN, MAYBE, DR.

LOPEZ, YOU CAN ANSWER, YOU KNOW, THE SUPERINTENDENTS THERE.

I DIDN'T CARE TO ASK. [CHUCKLING] I GOT MY OWN WORRIES HERE.

I'M NOT GOING TO CALL THEM AND SAY, WELL, I WANT TO COMPARE OURSELVES.

YOU KNOW, WE JUST DID THIS FOR INTERNAL REASONS.

I THINK THAT THE FACT THAT THE KIDS GET EXPOSURE TO WHAT'S HAPPENING IS HUGE FOR US.

I CAN TALK ABOUT THE REASONS WE DID IT.

WE WANT TO KNOW WHAT'S OUT THERE.

WE WANT THE KIDS TO BE EXPOSED TO IT, AND WE WANT TO SEE THE TEACHERS GET EXPOSED TO IT BECAUSE THEN THEY'LL BE COMPELLED TO REDO THEIR INSTRUCTIONAL ASPECTS TO ALIGN BETTER TO WHAT THESE ASSESSMENTS ARE.

NO GUARANTEES THAT THEY'RE NOT DOING THAT, BUT WHEN WE LOOK AT THIS, JUST FOR EXAMPLE, WE MIGHT BE HAVING THESE ALL THESE SUPPORTS THAT WE GET FOUR STAAR THAT WE NORMALLY BUY AND WE MIGHT SAY, HEY, THESE ARE USELESS.

WE NEED NOW TO GO ON COMPUTER BASED MODULES.

WHAT'S OUT THERE? ALL OF THOSE THINGS CHANGE HOW YOU APPROACH IT, AND SO IT'S SCARY.

WE DON'T KNOW WHAT THE CUT SCORES ARE.

WE KNOW THAT THEY HAVE TO GET TWO POINTS ON A THING AND THERE'S NO EDUCATED GUESSING GOING ON IF YOU DON'T GET THE FIRST PART RIGHT.

YOU KNOW, THEY'RE ACTUALLY HAVING TO DO HANDS ON AND REMEMBER DIFFERENT ASPECTS OF WHATEVER CRITERIA THEY'RE DOING FROM READING TO LANGUAGE ARTS.

IT'S A LOT, AND IF KIDS HAVE NOT BEEN EXPOSED TO THAT, THEN REMEMBERING IT ON TEST DAY, WE'RE PUTTING OUR FAIT ON TEENAGERS TO TO REMEMBER ALL OF THAT ON THE FIRST TRY, AND SO WE THE MORE WE EXPOSE THEM TO IT, THE MORE COMFORTABLE THEY'LL BE WITH IT.

THAT'S JUST OUR PHILOSOPHY.

MR. JOHNSON. MR. ARREOLA, THANK YOU VERY MUCH.

IT WOULD SEEM TO ME THAT ONE THING WE'RE GOING TO I'M KIND OF WITH YOU.

I DON'T KNOW HOW VALUABLE THIS IS NOT KNOWING THE OTHER SCHOOL DISTRICTS THAT KIND OF TOOK PART IN IT, BECAUSE BASED ON JUST WHAT YOU SAID, MY SUSPICION IS THAT A LOT OF THE DISTRICTS THAT ELECTED TO TAKE THE FALL IN A ROOM DIDN'T HAVE A HIGH PERCENTAGE OF ELL LEARNERS BECAUSE WE SEEM TO BE VERY COMPETITIVE, IF NOT BETTER, THAN THE REGIONS IN AVERAGE, EXCEPT FOR THE TWO ENGLISH ONES AND WE OBVIOUSLY HAVE A FAIRLY HIGH COMPONENT OF ELL LEARNERS, AND SO THAT WOULD WHENEVER YOU SAID THEY DON'T LOOK MUCH LIKE US, THAT'S KIND OF WHAT I'M TAKING FROM IT.

MY SUSPICION, AND CORRECT ME IF I'M WRONG, IS THAT WE HAVE A MUCH HIGHER PERCENTAGE OF DISTRICTS TAKING THE SPRING INTERIM.

YES, PRETTY MUCH ALL OF THEM WILL PROBABLY DO THAT, I WOULD SUSPECT.

I BET YOU THE ENGLISH NOT ONLY ARE WE GOING TO HAVE MORE OF A CURRICULUM IN, BUT I THINK WE'LL ALSO HAVE A BETTER PEER GROUP TO GAUGE BY.

YEAH, ONE OF THE THINGS THAT DR.

HILL TALKED ABOUT EARLIER IN THE REDESIGN WAS MAYBE SHE MENTIONED I WAS JUST READING ABOUT IT BEING 100% ONLINE AND ALL THESE RESOURCES THAT THEY HAVE ACCESS TO THAT THEY WEREN'T USING PREVIOUSLY.

HOW MUCH OF AN IMPACT DOES THAT PLAY IN TERMS OF THEIR ABILITY TO MANAGE THE PROCESS WHILE THEY'RE TAKING THE STAAR, UTILIZING THOSE NEW RESOURCES THAT THEY HAVEN'T USED BEFORE? DOES THAT IMPACT? YES, ABSOLUTELY.

SO WHEN WE FIRST TRANSITIONED TO ONLINE STAAR TESTING, WHAT WE NOTICED WAS A LOT OF OUR STUDENTS WERE NOT USING THE SCRATCH MATERIALS.

THEY WEREN'T USING THE DICTIONARIES, THEY WEREN'T USING THE EMBEDDED CALCULATORS BECAUSE THEY JUST DIDN'T KNOW THAT THEY WERE THERE, AND WHEN YOU'RE TAKING A TEST FOR THE FIRST

[01:35:06]

THEY REALLY SAW THE BENEFITS OF GOING THROUGH THE STAAR INTERIM PROCESS, AND THERE'S A LOT OF OUR TEACHERS THAT ARE GETTING SOME OF OUR HIGHER RESULTS IN OUR CBAS AND NOT JUST IN OUR HONORS CLASSES, BUT ALSO IN OUR OWN LEVEL, AND IS IT ONLY FOR THE TEST OR IS IT FOR OTHER OPPORTUNITIES THAT THEY HAVE? YOU KNOW, AND FROM THE TEACHER STANDPOINT, TALKING ABOUT TIER ONE INSTRUCTION.

HOW DOES THAT FEED INTO THEM BEING ABLE TO USE THAT ACROSS THE BOARD.

YES, SO, FOR EXAMPLE, WE WENT OVER TO SOME ALGEBRA ONE CLASSROOMS AT NAAMAN FOREST AND WE SAW THEM IN THE CAMBIUM SYSTEM, NOT FOR AN ASSESSMENT, JUST AS AN ACTIVITY.

THE TEACHER HAD GONE THROUGH THE ASSESSMENT AND FOUND ALL OF THE QUESTIONS THAT RELATED TO THAT STANDARD THAT THEY WERE TEACHING THAT DAY AND SHE HAD THEM GO INTO CAMBIUM, TAKE THE TAKE THE QUESTIONS IN THERE USING THEIR SCRATCH PAPER TO DOCUMENT THEIR WORK AND ALSO AREAS OF THE ASSESSMENT THAT MAYBE CONFUSED THEM WORDS THAT MAY HAVE CONFUSED THEM SO THAT THEY COULD GET THAT FEEDBACK AS WELL, AND IT WAS PROVING TO BE HIGHLY EFFECTIVE.

THE STUDENTS WERE HIGHLY ENGAGED AS WELL.

IS THAT SOMETHING THAT'S GETTING COMMUNICATED ACROSS CAMPUSES THAT, BECOME SORT OF LIKE BEST PRACTICES? YES, ABSOLUTELY.

ANY OTHER QUESTIONS? THANK YOU, SIR. ALL RIGHT, GOOD EVENING.

AS WE PREVIOUSLY DISCUSSED, THE STAAR INTERIM DOES NOT COVER THE FULL YEAR'S CURRICULUM.

SO FOR OUR I'M SORRY, FOR OUR MIDDLE SCHOOL FALL INTERIM, I WANT TO MAKE SURE THAT WE ALL KNOW THAT FOR MATH, IN SIXTH GRADE, WE HAD COVERED UP TO 58% OF THE CONTENT.

FOR SEVENTH GRADE MATH, WE HAD COVERED 49% OF THE CONTENT, AND FOR EIGHTH GRADE WE COVERED 51%.

OUR EIGHTH GRADE SCIENCE HAD COVERED 45% OF THE CONTENT.

US HISTORY AND EIGHTH GRADE HAD COVERED 36% OF THE CONTENT.

AS WE ALL KNOW, OUR READING AND LANGUAGE ARTS TEKS ARE DIFFERENT BECAUSE THEY'RE CONTINUALLY SPIRALING STANDARDS THAT REOCCUR IN OUR CURRICULUM.

SO ALL THE CONTENT IS ALWAYS COVERED DUE TO THAT NATURE.

HOWEVER, ON OUR RLA INTERIM, AS MICHAEL STATED EARLIER, THERE WAS NOT AN EXTENDED CONSTRUCTED RESPONSE AND THAT WILL BE WORTH FIVE POINTS.

ALSO, NO TEST INCLUDED THE SHORT CONSTRUCTED RESPONSE, WHICH IS UP TO TWO POINTS.

BOTH OF THESE NEW ITEM TYPES WILL BE ON THE SPRING INTERIM IN RLA, SCIENCE AND SOCIAL STUDIES.

AS WE LOOK AT OUR MIDDLE SCHOOL DATA, IT'S IMPORTANT TO NOTE THAT OUR SIXTH GRADE PERFORMED ABOVE THE REGION IN RLA.

IN MATH, WE CAN HIGHLIGHT THAT BOTH SIX AND EIGHTH GRADE PERFORMED ABOVE THE REGION, AND IN SCIENCE, WE ARE RIGHT AT THE REGION'S PERCENTAGE, AND THAT'S WITH HALF OF OUR CONTENT COVERED.

ALSO, IN SOCIAL STUDIES, IT'S VERY IMPORTANT TO NOTE THAT THE 4% DIFFERENCE IS DUE TO THE FACT THAT OUR CONTENT HAS COVERED THE 1700S, AND THAT BASICALLY IS SAYING THAT WE'VE COVERED THREE AND ONE HALF OUT OF OUR TEN UNITS WITHIN OUR CURRICULUM BASED ON OUR PACING CALENDAR.

THE GOOD NEWS IS WE'RE ONLY 4% BELOW, AND THAT'S WITH ONLY 36% OF OUR CONTENT COVERED.

SO AS WE DISCUSSED EARLIER, AS WE PROGRESS THROUGH THE SPRING, OUR CURRICULUM WILL BE COVERED AND THEN WE PREDICT THAT OUR PERCENTAGES WILL INCREASE IN OUR SPRING INTERIM.

THIS HAS BEEN A WONDERFUL PRACTICE BECAUSE OUR STUDENTS HAVE BEEN EXPOSED TO WHAT IT'S GOING TO LOOK LIKE, OUR TEACHERS HAVE AND IT'S BEEN A PRACTICE RUN, SO THEY'RE GOING TO KNOW WHAT TO EXPECT AS WE HIT THE SPRING INTERIM, AND THEN WHEN WE ACTUALLY TAKE THE REAL STAAR NOW, I WILL TURN IT OVER TO TOBI SCHMIDT, DIRECTOR OF ELEMENTARY MATH AND SCIENCE, TO REVIEW OUR ELEMENTARY DATA.

JUST A QUESTION.

YEAH, I THINK, DR.

HILL, I'M NOT SURE IF THIS IS WHAT YOU SAID.

THE TEST IS NOT HARDER, IS MORE RIGOROUS.

WAS THAT WHAT YOU SAID? I DON'T WANT TO MISQUOTE YOU.

THAT IS WHAT TEA SAYS.

OH, WHAT DO YOU SAY? WELL, YES, BECAUSE THERE'S A DIFFERENCE IN SOMETHING BEING HARDER AND SOMETHING BEING MORE RIGOROUS.

THE STANDARDS HAVE NOT CHANGED.

THE EXPECTATION FOR STUDENT UNDERSTANDING HAS NOT CHANGED.

SO THE TEKS HAVE NOT CHANGED, BUT THE WAY WE'RE ASKING STUDENTS TO PRODUCE THEIR KNOWLEDGE OF THOSE TEKS IS MORE CHALLENGING, AND SO THAT'S WHY THEY'RE SAYING INSTEAD OF BEING HARDER, HARDER TO THEM WOULD BE, HEY, WE HAVE NEW TEKS IN THESE GRADE LEVELS, WE HAVE NEW CONTENT.

[01:40:04]

SO YOU COULD JUST GUESS, RIGHT? YES. SO NOT HAVING THE ABILITY TO GUESS THAT WOULD SEEM TO BE HARDER, BUT YOU'RE SAYING IT'S NOT HARDER, IT'S MORE RIGOROUS.

WELL, AND IT'S GOING TO DEPEND ON THAT PERSONAL STUDENT.

SO I'M GOING TO GIVE YOU AN EXAMPLE.

SO WE ALL HAVE TAKEN SO TEA HAS BEEN KIND ENOUGH TO PUBLISH PRACTICE, TEST, OPEN TO THE PUBLIC OUTSIDE OF THE INTERIMS THAT WE'RE TAKING WITHIN THE SYSTEM.

SO, DR. CADDELL TEST ALL OF US TO GO IN AND TAKE PRACTICE TESTS.

SO I'M GOING TO USE HER AND I AS AN EXAMPLE, I'M NOT LOOK AT HER FACE BECAUSE I SCORED BETTER THAN HER, BUT I WASN'T GOING TO SAY THAT UNTIL I SAW YOUR FACE, BUT WE TOOK A FIFTH GRADE MATH BECAUSE MATH AS A STUDENT AND AS AN EDUCATOR HAS NEVER BEEN MY STRONG SUIT BECAUSE I AM A PASSIONATE LITERACY PERSON.

SO WE TOOK THE FIFTH GRADE MATH, BUT SOMETHING THAT APPEALED TO SHE AND I, EVEN THOUGH UNFORTUNATELY I DID OUTSCORE HER, WAS THE OPPORTUNITY TO ANSWER A QUESTION.

I DON'T DO FRACTIONS.

I DON'T LIKE THEM. THEY ARE NOT MY THING, BUT TRADITIONALLY ON A STAAR TEST, I WOULD HAVE HAD TO CHOOSE FROM FOUR FRACTIONS AND HOPE I GUESS TO THE RIGHT ONE.

I DO UNDERSTAND DECIMALS, SO I WAS ABLE TO THEN ANSWER AS A DECIMAL.

SHE WAS ABLE TO ANSWER AS A FRACTION AND WE BOTH GOT THAT QUESTION CORRECT.

SO IT'S REALLY JUST THAT WAY OF AS A STUDENT AND THE WAY MY BRAIN PROCESSED, I WAS GOING TO HAVE TO GUESS TO FIGURE IT OUT AS A FRACTION, BUT I COULD DO THE DECIMAL AND PUT IT THAT WAY.

SO THAT TO ME HAS BEEN A REALLY CRYSTAL CLEAR WAY OF LOOKING AT, Y'ALL, WE COULDN'T DO THE ALGEBRA ONE.

IT WAS REAL HARD, BUT FIFTH GRADE MATH, THAT WAS A REAL CLEAR SIDE BY SIDE COMPARISON OF A WAY A STUDENT WHO THINKS THEIR OWN UNIQUE WAY COULD REPRESENT THE FACT THAT THEY DID UNDERSTAND WHAT THAT STANDARD WAS ASKING AND ANSWER CORRECTLY.

SO NOW THAT YOU'VE TOLD US THAT'S THE DEFINITION.

YEAH. DO YOU AGREE WITH THAT? YES, BUT I ALSO THINK THAT THERE ARE A LOT OF CHALLENGES THAT ARE OUTSIDE THE SCOPE OF THE SAME STANDARDS AND A MORE RIGOROUS TEST THAT ARE IMPACTING INSTRUCTION WITH STUDENTS, WHICH IS TEACHERS.

IT'S JUST OUR TEACHERS.

SO THE INSTRUCTION HAS TO RAISE UP TO MEET THIS LEVEL OF RIGOR.

SO I THINK I MENTIONED IT EARLIER.

WE CAN'T SAY WE'RE GOING TO TEACH THE SAME WAY OR LOOK AT OUR POOL OF TEACHERS, MANY OF WHICH MORE THAN EVER BEFORE MY 19TH YEAR IN GARLAND ISD, WE'VE NEVER HAD SO MANY BRAND NEW TEACHERS AND TEACHERS WITH VERY LITTLE EXPERIENCE.

SO THAT'S THE VARIABLE THAT CAN'T BE MEASURED WITHIN HOW STUDENTS JUST ANSWER ON THESE TESTS, IF THAT MAKES SENSE.

YES. THANK YOU. HOW REALISTIC IS IT TO EXPECT OUR TEACHERS TO TRANSITION ON A DIME LIKE THAT? WELL, SO WE HOPE THAT IT'S NOT A TRANSITION ON A DIME, BECAUSE IT'S NOT LATE BREAKING NEWS TO THEM.

IT IS A VERY THIS HAS BEEN A MUCH CLEARER, CONCRETE EXAMPLE OF WHAT IT TRULY WILL LOOK LIKE FOR OUR TEACHERS, BUT THE REDESIGN AND MR. ARREOLA REFERENCED ON IT TO THE REDESIGN OF THE CURRICULUM REFLECTS MORE RIGOR IN WHAT THEY'RE TEACHING DAY TO DAY.

SO BEFORE THEY EVEN GET TO THESE ASSESSMENTS, THE FORMATIVE ASSESSMENTS WE EMBED ARE REFLECTIVE OF A HIGHER RIGOR.

THE RESOURCES THAT WE ADOPTED THIS YEAR ARE MUCH MORE RIGOROUS.

SO THE TEXTS THAT STUDENTS ARE SEEING ARE AT A HIGHER LEVEL.

IT'S A LOT MORE INFORMATIONAL TEXT.

SO ALL OF THOSE THINGS HAVE BEEN IN PLACE SINCE WE STARTED THIS SUMMER AND TRAINING WITH TEACHERS.

IT'S STILL JUST ADDRESSING THE FACT THAT THEY'RE JUST NOT COMING TO US WITH THE DEPTH OF UNDERSTANDING OF THINGS LIKE CLASSROOM MANAGEMENT, DISCIPLINE, ALL OF THOSE VARIABLES THAT MAKE IT CHALLENGING TO TEACH.

SO WE'RE KIND OF FIGHTING IT ON MULTIPLE FRONTS, BUT MAKING SURE THAT OUR TEACHERS KNOW THEY'VE GOT THE SUPPORT THEY NEED AND THAT WE'RE GOING TO HELP THEM GET THEIR STUDENTS WHERE THEY THEY NEED TO BE.

DO YOU OR IS IT YOUR IMPRESSION THAT IT'S ONE MORE THING FOR THEM ON TOP OF EVERYTHING ELSE? AND I WORRY THAT STRESS AND FATIGUE SURE GET HEIGHTENED AS A RESULT OF THIS.

SURE. WHAT HAS BEEN YOUR IMPRESSION OR PERSPECTIVE AS IT RELATES TO THAT? I DON'T KNOW IF NEW, JUST NEW STAAR ON ITS OWN FEELS LIKE ONE MORE THING.

IT DEPENDS ON THE TEACHER, OF COURSE.

I THINK THE INCREASED RIGOR OF ALL OF THE PREPARATION FOR NEW STAAR HAS BEEN VERY RIGOROUS FOR OUR TEACHERS TO KEEP YOUR USING THAT WORD.

[01:45:01]

SO THAT'S BEEN A HUGE JUST FOCUS FOR US IS NOT JUST TO SAY HERE'S A CURRICULUM WITH NEW RESOURCES AND IT HAS NEW ITEM TYPES AND A NEW SYSTEM FOR YOU TO DO IT IN, BUT HOW ARE WE HELPING YOU PREPARE STUDENTS TO DO THIS? LIKE, WHAT ARE WE DOING ON OUR INSTRUCTIONAL SIDE TO GET YOU READY? AND SO WE TALKED A LOT I KNOW IN PAST PRESENTATIONS ABOUT HOW WE ARE DOING THAT PRACTICE TEACH COMPONENT, THAT REHEARSAL THAT'S BEEN REALLY POWERFUL AND WE ARE CONTINUING THAT FOCUS IS THAT YOU CAN LOOK AT A CURRICULUM ALL DAY LONG, YOU CAN LOOK AT A RESOURCE ALL DAY LONG, BUT IT CAN OFTENTIMES FALL APART WHEN IT'S DELIVERED TO STUDENTS IN THE CLASSROOM BECAUSE THAT'S THE VARIABLE 22 OR 25 OR 30 KIDDOS.

IT DOESN'T ALWAYS GO ACCORDING TO PLAN, AND SO HAVING TEACHERS HAVE THAT OPPORTUNITY AND OUR MOST RECENT JANUARY 4TH PROFESSIONAL DEVELOPMENT IS HEAVILY FOCUSED ON THAT, TEACH EACH OTHER GO THROUGH IT.

SO THEY BUILD THAT CONFIDENCE, ESPECIALLY OUR NEW TEACHERS ARE BUILDING THAT CONFIDENCE BEFORE THEY DO THAT FIRST TEACH WITH KIDS.

SO THAT'S GOING TO CONTINUE TO BE OUR FOCUS MOVING FORWARD THROUGH THIS TEST AND BEYOND THIS TEST.

THANK YOU. ANY OTHER QUESTIONS AT THIS POINT? THANK YOU. SO MISS SCHMIDT IS GOING TO TAKE US THROUGH THE ELEMENTARY DATA.

GOOD EVENING, AS MENTIONED WITH THE SECONDARY ASSESSMENTS, WE MUST ALSO CONSIDER THAT THE INTERIMS TAKEN AT THE ELEMENTARY LEVEL, ARE DESIGNED TO ASSESS THE ENTIRE YEAR'S CURRICULUM AT THE TIME OF THE ASSESSMENT.

WE HAD ABOUT 50% OF THE CONTENT FOR ELEMENTARY MATH AND SCIENCE COVERED.

IN ADDITION, AS WITH SECONDARY, THE ASSESSMENT FOR ELEMENTARY READING DID NOT INCLUDE SHORT OR EXTENDED CONSTRUCTED RESPONSES.

LOOKING AT MATH, OUR STUDENTS EXCEEDED THE REGION'S OVERALL PASSING IN ALL THREE GRADE LEVELS FOR MATH.

OUR GIFTED STUDENTS ALSO OUTPERFORM THE REGION IN THIRD, FOURTH AND FIFTH GRADE READING.

WE WERE JUST BELOW THE REGION IN FIFTH GRADE SCIENCE.

IN RESPONSE TO THE STAAR REDESIGN AND OUR RECENT EXPERIENCE WITH THE INTERIM ASSESSMENTS, WE REMAIN FOCUSED ON RIGOROUS TIER ONE INSTRUCTION THROUGH OUR HIGH QUALITY INSTRUCTIONAL MATERIALS. WE KNOW THAT PREVIOUS MATERIALS HAD GAPS IN THEIR ABILITY TO REACH THE RIGOR OF THE TEKS THAT ARE NEEDED FOR STUDENTS TO BE SUCCESSFUL ON STAAR THIS YEAR.

WE'RE SPENDING TIME ON CAMPUSES WITH OUR SUPPORT TEACHERS IN CLASSROOMS, REVIEWING FEEDBACK AND ANALYZING DATA.

OUR SUPPORT TEACHERS ARE MODELING LESSONS AND LEADING PLCS FOCUSED ON DATA, INSTRUCTIONAL PREPARATION AND DELIVERY, LIKE DR.

HILL MENTIONED, AND REVIEWING STUDENT WORK.

OUR SUPPORT TEACHERS PROVIDE VALUABLE INSIGHT INTO WHAT'S WORKING, WHAT'S NOT WORKING, AND WHAT ADDITIONAL ADJUSTMENTS SHOULD BE CONSIDERED.

ONE POWERFUL RESOURCE ENHANCEMENT IS THE WORK ON THE FACILITATION SLIDES.

VERY EARLY IN THE YEAR, WE REALIZED THE CHALLENGE TEACHERS WERE FACING WITH FINDING TIME TO FULLY INTERNALIZE EVERY LESSON, ESPECIALLY THOSE WHO ARE SELF CONTAINED AT THE ELEMENTARY LEVEL. OUR TEAMS QUICKLY WENT TO WORK TO CLOSE THIS GAP.

WORKING OUT OF THE TEACHERS AT EVERY GRADE LEVEL, OUR TEAMS NAVIGATE THROUGH THE MODULE OVERVIEW TO DETERMINE INSTRUCTIONAL CONSIDERATIONS SUCH AS PACING, SEQUENCE AND ALIGNMENT WITH THE TEACHERS. THEN THEY REVIEW EACH LESSON IN THE MODULE AND CONSIDER IMPLICATIONS FOR STUDENTS AND TEACHERS.

THE FACILITATION SLIDES GUIDE TEACHERS THROUGH LESSONS THAT INCLUDE LEAD FORWARD ENGAGEMENT STRATEGIES THAT WERE MENTIONED EARLIER IN THE PRESENTATION.

STAAR CONNECTIONS SUPPORTS FOR OUR EB STUDENTS VOCABULARY, THE LEARNING OBJECTIVE, AND A DAILY DEMONSTRATION OF LEARNING THAT WILL QUICKLY ALLOW TEACHERS TO DETERMINE THE NEEDS THAT STUDENTS HAVE ADDITIONAL NEEDS ON THE SUPPORT FOR SUPPORT THAT THEY ON THE SKILL THAT THEY JUST PRACTICED.

ANOTHER ENHANCEMENT IS THE STAAR CHECK POINTS USING THE NEW STAAR ITEM TYPES.

THESE PROVIDE STUDENTS OPPORTUNITIES TO SEE SKILLS THEY'RE CURRENTLY WORKING ON IN CLASS AND HOW THEY'LL BE ASSESSED ON STAAR USING THE ONLINE PLATFORM.

IN ADDITION, WE WILL CONTINUE TO UTILIZE THE MANY LEAD FORWARD RESOURCES WE HAVE AVAILABLE TO US.

OUR TEAMS WILL CONTINUE TO ENHANCE OUR INSTRUCTIONAL RESOURCES TO ENSURE WE'RE MEETING THE NEEDS OF ALL OF OUR STUDENTS AND TEACHERS IN GISD.

I'LL NOW TURN IT OVER TO MEGAN FRANKENBERG, DIRECTOR OF ELEMENTARY INTEGRATED LITERACY STUDIES.

SO A QUESTION BASED ON ALL THE STUDIES, THE FIRST TEST WE'VE TAKEN, ALL THE WORK YOU'RE DOING WITH THE SPECIAL PEOPLE WE HAVE IN EACH SCHOOL, ARE WE GOING TO BE READY? AS OF NOW, WHAT DO YOU THINK? I THINK WE'RE GOING TO DO EVERYTHING WE CAN TO BE READY.

YES, WE'RE GOING TO BE READY.

WE HAVE SO MUCH SUPPORT RIGHT NOW.

WE'RE WORKING DAILY TO FIGURE OUT WHAT WE NEED TO MOVE FROM DAY TO DAY.

WHAT IS NEEDED ON CAMPUSES AT ALL GRADE LEVELS? WHAT DO TEACHERS NEED? WHAT DO PRINCIPALS NEED? WHAT DO STUDENTS NEED? IT'S DIFFERENT, AND I'VE ASKED YOU THIS BEFORE, SO YOU ARE GETTING YOU BELIEVE ALL THE SUPPORT THAT THIS DISTRICT CAN GIVE TO YOU.

[01:50:08]

I UNDERSTAND, BUT AT THIS POINT, BASED ON THE RESULTS WE GOT, WE'RE GOING TO TAKE ANOTHER TEST AND I GUESS A FEW MORE WEEKS.

AT THIS POINT, THOUGH, YOU FEEL PRETTY CONFIDENT? I FEEL CONFIDENT IN THE SYSTEMS WE HAVE IN PLACE TO MAKE SURE THAT OUR STUDENTS ARE GOING TO BE SUCCESSFUL.

GOOD. THANK YOU.

MR. GLICK, CAN I ASK SOMETHING? YES, MISS GRIFFIN.

THESE QUESTIONS THAT YOU ARE ASKING, IS IT BASED ON YOU ASKING IF WE'RE GOING TO GET TO AN A? OR ARE WE HERE FOR KIDS TO LEARN AND LEARN ALL THE TEKS? I'VE GOTTEN CONFUSED, SO I'M TRYING TO FIGURE OUT WHAT THE WHAT THE QUESTIONS ARE ABOUT, BECAUSE I YES, WE HAVE A LOT OF NEW TEACHERS.

YES, WE HAVE A LOT OF KIDS.

YES, WE HAVE A LOT OF DIVERSE STUDENTS, BUT ARE THE QUESTIONS TALKING ABOUT THE EDUCATION OF THE WHOLE CHILD, OR ARE WE TALKING ABOUT A SPECIFIC SECTION HERE? I'M JUST TRYING TO UNDERSTAND MAYBE I'M JUST LOST AND MAYBE, YOU KNOW, I'M THE ONLY ONE THAT'S LOST.

NO, I THINK IT'S A FAIR QUESTION.

I THINK WHETHER WE AGREE WITH IT OR NOT AND I THINK THE STATE LEGISLATURE DOES AGREE WITH IT THAT WE ARE GOING TO TEST OUR STUDENTS.

WE'RE GOING TO TEST THEM IN THE GRADES THAT HAVE BEEN TESTED SO FAR, AND WE'LL CONTINUE TO TEST THEM.

I DON'T THINK THEY'RE GOING TO ELIMINATE ANY TESTS FROM WHAT I'VE BEEN READING.

SO AT SOME POINT, LET'S USE THE WORD ACCOUNTABILITY.

WE ARE GOING TO BE MEASURED WHETHER WE LIKE IT OR NOT, WHETHER WE AGREE WITH IT OR NOT, WITH THE RESULTS OF THESE TESTS, AND FROM THAT COMES A LETTER GRADE FOR EACH CAMPUS AND FOR THE DISTRICT.

IS THAT A FAIR MEASURE? SHOULD WE SOME SOME DISTRICTS SAY, WELL, WE'LL DESIGN OUR OWN TESTS, WELL, THEY'RE NOT GOING TO ALLOW THAT.

SO, YES, WE HAVE TO GIVE EACH OF OUR KIDS THE BEST EDUCATION POSSIBLE, AND I AGREE WITH THAT, BUT ALSO, THERE HAS TO BE SOME TYPE OF ACCOUNTABILITY.

SO I THINK IT WORKS BOTH WAYS, AND IF THAT'S WHAT THE STATE HAS DECIDED ARE THE CRITERIA FOR THIS YEAR, THEN I THINK IT BEHOOVES US TO USE ALL THE RESOURCES, WHICH IS WHAT WE'RE DOING.

THAT'S WHY I ASKED THAT QUESTION.

ARE WE GIVING EVERYBODY AS MUCH HELP AS WE CAN? ARE WE SPENDING THE DOLLARS WE HAVE $160 MILLION OF ESSER DOLLARS TO SPEND.

WE HAVE ADDITIONAL DOLLARS.

WE HAVE A VERY, VERY HIGH FUND BALANCE AGAIN, THAT WENT UP.

SO ARE WE SPENDING THOSE DOLLARS FOR THE BEST PURPOSE, WHICH IS ONE, EDUCATING OUR KIDS, BUT ONE OF THE WAYS WE MEASURE THAT IS HOW WE DO ON EXAMS. SO I THINK IT'S BOTH.

I'M JUST TRYING TO GET THE CONNECTION BACK TO ACCOUNTABILITY.

YEAH, AND OKAY, THANK YOU.

GREAT. JUST A REMINDER, MISS GRIFFIN, YOU ARE GOING TO GET A FULL ACCOUNTABILITY PRESENTATION IN FEBRUARY THAT I THINK WILL HELP CLOSE SOME OF THOSE GAPS IN MAKING THAT CONNECTION, BUT THAT'S NOT MY POINT, SO WE CAN TALK OFFLINE, AND I'LL TELL YOU THAT'S NOT WHAT MY QUESTION WAS.

SO MEGAN FRANKENBERG IS GOING TO TALK US THROUGH OUR FINAL SECTION, WHICH IS ON THAT TRAINING AND SUPPORT PIECE.

GOOD EVENING. ALL RIGHT, SO LOTS OF GOOD QUESTIONS SO FAR, AND AS WE BEGIN THE SECOND SEMESTER, LET'S LOOK AT SOME OF THE SUPPORTS WE HAVE IN PLACE TO ENSURE THAT THE NUMBERS THAT YOU JUST SAW IN THE GRAPHS CONTINUE TO RISE AS WE CONTINUE TO INSTRUCT THE SPRING SEMESTER AND TAKE ADDITIONAL EXAMS. SO THE FALL AND SPRING INTERIM ASSESSMENTS, AS WE'VE STATED, DID NOT INCLUDE THE SHORT CONSTRUCTED RESPONSE OR EXTENDED CONSTRUCTED RESPONSE WHERE STUDENTS RESPOND IN AN ESSAY FORM TO A PASSAGE THAT WAS READ DURING THE READING PORTION, AND SO WE NEED TO CONTINUE TO ENSURE THAT OUR STUDENTS ARE WRITING DAILY SO THAT THEY ARE PREPARED FOR THOSE EXTENDED CONSTRUCTED RESPONSES.

OUR CURRICULUM DOES HIGHLIGHT THE NEW ITEM TYPES THROUGHOUT THE CURRICULUM IN DAILY INSTRUCTION, BUT ALSO OUR CURRICULUM BASED IN ASSESSMENTS THAT WE HAVE AS A DISTRICT.

SO IT WILL BE IMPORTANT FOR OUR TEACHERS TO CONTINUE THOSE LOCAL ASSESSMENTS THAT WILL INCLUDE THESE EXTENDED AND SHORT CONSTRUCTED RESPONSES SO THAT TEACHERS CAN PROVIDE

[01:55:07]

DURING OUR JANUARY PROFESSIONAL DEVELOPMENT, JUST A FEW DAYS AGO, TEACHERS TOOK A DEEP DIVE INTO THE STAAR EXTENDED CONSTRUCTED RESPONSE RUBRIC AND HAD AN OPPORTUNITY TO ANALYZE STUDENT EXEMPLAR WRITING SAMPLES.

SO AGAIN, THAT'S GOING TO COUNT TOWARDS THE POINTS WHEN WE GET TO THE STAAR REDESIGN.

WE ALSO HAVE OUR AMAZING SUPPORT TEACHERS THAT WE THANK YOU FOR ALL THE TIME THAT ARE ON OUR CAMPUSES THAT WE UTILIZE TO SUPPORT HIGH QUALITY INSTRUCTION THROUGH PURPOSEFUL TEACHER PREPARATION, ENSURING THAT THE LEVEL OF RIGOR FOR STAAR IS EMBEDDED IN EACH LESSON, AND THAT REGULAR FEEDBACK IS PROVIDED TO TEACHERS AND TO STUDENTS.

WE WORK CLOSELY WITH OUR CAMPUS ADMINISTRATORS TO ASSIST SUPPORT TEACHERS WITH PRIORITIZING WHICH TEACHERS NEED THE MOST SUPPORT.

WE'VE TALKED ABOUT IT A LOT TONIGHT THAT WE HAVE A LOT OF BRAND NEW TEACHERS, NON CERTIFIED TEACHERS AND TARGETING THE SUPPORT NEEDED FOR THOSE TEACHERS IS ANOTHER THING THAT WE DO, WORKING CLOSELY WITH OUR CAMPUS ADMINISTRATORS.

AS A TLD TEAM, WE CONTINUALLY MONITOR INTERIM DATA, BUT ALSO OUR INTERNAL CBA DATA AND RESPOND BY ADDING OPPORTUNITIES FOR RETEACH WITHIN OUR ONLINE RESOURCES.

WHEN THE DATA REFLECTS THAT CERTAIN TEKS ARE NOT BEING MASTERED AND WE RESPOND BY OFFERING ADDITIONAL SUPPORT TO CAMPUSES THAT DATA THAT SHOW THAT THEIR DATA NEEDS SIGNIFICANT IMPROVEMENT.

SO LET'S TAKE A LOOK AHEAD AT THE SPRING SEMESTER.

I THINK WE'VE KIND OF TOUCHED ON SOME OF THESE THINGS ALREADY, BUT THE DATA COLLECTED FROM THE FALL INTERIM ASSESSMENT WILL HELP TEACHERS TARGET PREVIOUSLY TAUGHT TEKS. SO WHILE WE KNOW ONLY A PORTION OF THE TEKS WERE TAUGHT, WE CAN TARGET THOSE TEKS SO THAT WE CAN ENSURE STUDENT SUCCESS WHILE CONTINUING TO TEACH TEKS THAT HAVE NOT YET BEEN TAUGHT.

IN JANUARY, STUDENTS WILL WRITE AN EXTENDED CONSTRUCTED RESPONSE ON THEIR CBAS, AND TEACHERS WILL HAVE THE OPPORTUNITY TO SCORE THAT USING THEIR NEW LEARNING FROM THE JANUARY PROFESSIONAL DEVELOPMENT.

SCORING STUDENT WRITING WILL IDENTIFY AREAS OF STRENGTH AND WEAKNESS AND AREAS OF GROWTH SO THAT TEACHERS CAN CONTINUE TO TARGET THAT WRITING INSTRUCTION THROUGHOUT THE SPRING SEMESTER, AND AS YOU CAN SEE IN THE TIMELINE HERE, STUDENTS WILL HAVE TWO ADDITIONAL OPPORTUNITIES TO SEE THE STAAR REDESIGN AND NEW ITEM TYPES WITH SPRING INTERIM ASSESSMENTS AND THEN THE FINAL CURRICULUM BASED ASSESSMENT.

THE DATA GATHERED FROM THE LAST TWO ASSESSMENTS WILL BE USED TO CREATE SMALL GROUPS FOR STAAR REVIEW SO THAT TEACHERS CAN RETEACH TEKS THAT ARE STILL NOT AT MASTERY. THE TWO WEEK INTENSIVE STAAR REVIEW FOCUSES ON TEKS ELIGIBLE FOR TESTING AND AN OPPORTUNITY TO PROVIDE ANY TEST TAKING STRATEGIES, AND AS ALWAYS, EVERY YEAR WITH OUR CURRICULUM RESOURCE, WE ASSESS AND ADJUST BASED ON OUR STAAR RESULTS, AND WE WILL CERTAINLY DO THAT AGAIN WITH OUR PLANNING FOR THE 2324 SCHOOL YEAR, AND AT THIS TIME, I'D LIKE TO OPEN IT UP TO ANY ADDITIONAL QUESTIONS. ANY ANY QUESTIONS.

WE THANK YOU VERY MUCH. WE THANK ALL THE PRESENTERS.

ANYTHING FURTHER? LET'S GO TO ITEM 5B, WHICH IS ACTION

[V.B. Action Items (Non Consent) ]

WE'LL LOOK AT THESE AT OUR MEETING IN TWO WEEKS.

ITEM ONE CONSIDER APPROVAL OF OPTIONAL FLEXIBLE SCHOOL DAY APPLICATION.

DR. HEMPHILL, PAGE 222.

GOOD EVENING, CHAIRMAN GLICK COMMITTEE MEMBERS.

PRESIDENT JOHNSON AND DR.

LOPEZ. OUR STUDENT SERVICES AT RISK COORDINATOR, MS. ANGELA DANIELS WILL PRESENT INFORMATION REGARDING OUR PLAN TO PROVIDE ALTERNATE PROGRAMING FOR STUDENTS WHO HAVE DROPPED OUT OF SCHOOL OR WHO ARE AT RISK OF DROPPING OUT.

THE OPTIONAL FLEXIBLE SCHOOL DAY PROGRAM, OR OFSDP, WAS ADOPTED INTO ADMINISTRATIVE CODE BACK IN 2007 AND LAST MINUTE IN 2018.

IT ALLOWS DISTRICTS TO PROVIDE FLEXIBLE HOURS AND DAYS OF ATTENDANCE FOR STUDENTS WHO MEET AT LEAST ONE OF THE REQUIREMENTS OF THE TEXAS EDUCATION CODE 29.0822, AND I'M GOING TO GO DIRECTLY TO THE CODE AND JUST READ THOSE THREE GROUPS OF STUDENTS THAT WE'RE TALKING ABOUT HERE.

THOSE STUDENTS WHO HAVE DROPPED OUT OF SCHOOL ARE AT RISK OF DROPPING OUT, AS DEFINED BY EDUCATION CODE STUDENTS WHO ATTEND A CAMPUS THAT IS IMPLEMENTING AN INNOVATIVE

[02:00:07]

THE PURPOSE OF THIS OPTIONAL FLEXIBLE SCHOOL DAY, AS I SAID, IS TO ENSURE THAT THESE STUDENTS HAVE ADDITIONAL LEARNING OPPORTUNITIES AND TO ALLOW HIGH SCHOOL STUDENTS WHO MIGHT NEED AN ALTERNATE STANDARD AN ALTERNATIVE TO THE STANDARD SCHOOL SCHEDULE.

MRS. DANIELS WILL SHARE TRENDS OUTLINED OUTLINING OUR NEED FOR THIS PROGRAM AND THE REQUIREMENTS WE'RE FOLLOWING IN THE CREATION OF THE PLAN AND ONE OF THOSE REQUIREMENTS IS WHY WE'RE HERE THIS EVENING.

WE MUST SUBMIT AN ANNUAL APPLICATION NOTIFYING TEA OF OUR PLAN TO PARTICIPATE IN THE OPTIONAL FLEXIBLE SCHOOL DAY.

WE ARE REQUESTING APPROVAL OF OUR PLAN AT THE JANUARY 24TH BOARD MEETING, AND SO, WITHOUT FURTHER ADO, MS. ANGELA DANIELS WILL COME AND SHARE INFORMATION WITH YOU ABOUT THE PROGRAM.

HI, THE OPTION OF FLEXIBLE SCHOOL DAY PROGRAM IS A NONTRADITIONAL SCHOOL OPPORTUNITY FOR STUDENTS WHO ARE AT RISK OF NOT GRADUATING AND EXPERIENCING SOME EXTENUATING CIRCUMSTANCES THAT PREVENTS THEM FROM ATTENDING SCHOOL REGULARLY.

THE NEED FOR THIS NONTRADITIONAL OPTION HAS GROWN AS MORE STUDENTS ENTER THE WORKFORCE.

INCREASED MENTAL HEALTH NEEDS ARE RECOGNIZED, AND DUE TO THE UPTICK IN THE NUMBER OF STUDENTS WHO ARE RETAINED OR MISSED SCHOOL YEARS AFTER COVID.

BASED ON 15 TEA INDICATORS, 53% OF STUDENTS IN GISD ARE AT RISK OF DROPPING OUT.

IDENTIFIED STUDENTS WHO PARTICIPATE IN THIS PROGRAM WILL BE ABLE TO ATTEND AS LIFE ALLOWS EVEN AFTER HOURS ARE HALF TIME.

LOOKING AT GISD RETENTION RATES POST-PANDEMIC.

THERE IS AN INCREASE IN THE NUMBER OF STUDENTS THAT HAVE NOT GAINED ENOUGH CREDITS TO BE PROMOTED IN GRADES NINE AND TEN.

THIS AFFECTS THE AGE RANGE OF STUDENTS IN UNDERCLASSMEN COURSES AND INCREASES THEIR AGE AT GRADUATION.

IN 2021, 3% OF 12TH GRADE STUDENTS HAD BEEN RETAINED POST-PANDEMIC AND POST PANDEMIC.

8% OF FRESHMEN DID NOT GAIN ENOUGH CREDITS TO BE PROMOTED.

WHILE THAT NUMBER HAS DECREASED, THE AFFECTED STUDENTS WILL NEED OPTIONS AS THEY GET OLDER AND MOVE FORWARD.

POST PANDEMIC.

WE ALSO NOTICED AN INCREASE IN THE NUMBER OF PARENTS SEEKING HOMESCHOOL NONTRADITIONAL OPTIONS FOR THEIR CHILDREN DUE TO MANY FACTORS, AND MOST OF THESE REASONS INCLUDED COMPLEX CIRCUMSTANCES THAT WERE HAPPENING IN THEIR LIVES.

THERE WAS A PERCENTAGE INCREASE OF ABOUT 13% OF FAMILIES WHO NEEDED HOME SCHOOLING OPTIONS.

WE ALSO NOTICED AN INCREASE IN THE NUMBER OF REPORTED DROP OUTS FROM 127 AND 2021 TO 207 IN 2023. SO THE NUMBER OF STUDENTS WHO HAVE FACED INCREASED COMPLEX SITUATIONS NEED OTHER OPTIONS.

THE GOAL OF THE PROGRAM IS TO INCREASE THESE OPPORTUNITIES FOR STUDENTS TO ATTEND SCHOOL ON A SCHEDULE THAT WORKS FOR THEM IN THEIR LIFE.

FOR EXAMPLE, WE ARE CURRENTLY WORKING WITH SOME STUDENTS THAT ARE PARENTS AND NEEDED AN ADJUSTED SCHEDULE DUE TO CHILDCARE RESTRICTIONS.

WE ALSO WANT TO INCREASE ENROLLMENT FOR STUDENTS THAT MAY BE OVER AGE AND HAVE FEW CREDITS.

AS WE WENT TO LOOK FOR STUDENTS DURING DROPOUT RECOVERY TIME, WE FOUND THAT STUDENTS WERE OFTEN WORKING FULL TIME TO SUPPORT THEIR FAMILIES, BUT THEY REALLY WANTED TO FINISH SCHOOL, BUT THEY COULDN'T FIT IT INTO THEIR EVERYDAY SCHEDULE.

SOME STUDENTS ACTUALLY STOPPED ATTENDING ALTOGETHER.

THE OPTION OF FLEXIBLE SCHOOL DAY WILL ALLOW STUDENTS TO ATTEND ON THE DAYS THAT THEY CAN AND INSTEAD OF LOSING MONEY FOR STUDENTS WHO ARE NOT ATTENDING, WE CAN GAIN FUNDING FOR THE DAYS THAT THE STUDENTS ACTUALLY ATTEND.

THE PROGRAM MUST INCLUDE THE FOLLOWING TO BE IN COMPLIANCE.

[02:05:02]

WE DO HAVE TO MONITOR PROGRAM CHANGES AND ADJUST THE ADA, AND A ONE SEMESTER COMMITMENT WILL BE REQUIRED FOR THE STUDENTS.

WE DO HAVE TO BE IN COMPLIANCE WITH THE SAAH, THE STUDENT ATTENDANCE ACCOUNTING HANDBOOK AND TEACHERS WILL REVIEW MINUTES WEEKLY AND USE PRELIMINARY REPORTS TO DETERMINE CORRECTNESS. WE DO HAVE TO AUDIT THE MINUTES THAT THE STUDENTS ARE COMPLETING SO CAMPUS DATA CLERKS WILL RUN REPORTS, STUDENT SERVICES AND PEIMS PERSONNEL WILL SPOT CHECK TO ENSURE ACCURACY.

WE DO HAVE TO HAVE CORRECT STATUS CHANGE DATES AND FOR SPECIAL POPULATIONS, THE COUNSELING STAFF WILL COORDINATE UPDATES TO LEARNING PLANS, ACCOMMODATIONS AND MODIFICATIONS.

SO IN THIS PROGRAM, STUDENT ATTENDANCE IS RECORDED AND THE ADA IS RECEIVED FOR ANY TIME THAT THE STUDENT ATTENDS, EVEN IF IT'S NOT DURING THE DESIGNATED FUNDING HOUR.

SO THERE IS A DISTRICT AGREEMENT FOR PARTICIPATION IN THE APPLICATION MUST BE SUBMITTED TO TEA AFTER ITS BOARD APPROVED. THE DISTRICT MUST AGREE TO THESE FOLLOWING THINGS.

TO PARTICIPATE TESTING WE MUST ADMINISTER MANDATORY ASSESSMENT INSTRUMENTS DURING THE REGULAR ASSESSMENT CYCLE INSTRUCTION WE HAVE TO ENSURE THAT ALL INSTRUCTIONAL MATERIALS AND FACILITIES ARE COMPARABLE.

COUNSELING STUDENTS MUST HAVE ACCESS TO SCHOOL COUNSELORS, PRE AND POST ENTRY COUNSELING, ACADEMIC PERSONAL COUNSELING, ALL THE COUNSELING CAREER COUNSELING STAFF.

WE MUST HAVE HIGHLY QUALIFIED STAFF AND CERTIFIED TEACHERS FOR CLASS CREDIT.

WE CANNOT PENALIZE STUDENTS FOR PARTICIPATING IN THE PROGRAM IN ACCORDANCE TO THE 90% RULE.

AS FAR AS ATTENDANCE, THEY DO HAVE TO ATTEND.

SO WE DO HAVE TO REQUIRE THAT THEY ATTEND REGULARLY, BUT BASED ON THEIR SCHEDULE AND 4 MINUTES, WE WILL TRACK THE NUMBER OF MINUTES THAT THE STUDENT RECEIVES INSTRUCTION EACH DAY AND OF COURSE, COMPLY WITH THE SAAH GUIDELINES.

EQUITY. WE CANNOT DISCRIMINATE BASED ON DISABILITY, RACE, COLOR, NATIONAL ORIGIN, RELIGION OR SEX.

CURRENTLY WE DO HAVE SOME NONTRADITIONAL SUPPORT OPTIONS FOR STUDENTS ON THE CAMPUS.

CREDIT RECOVERY IS OFFERED AFTER STUDENTS HAVE FAILED SPECIFIC COURSES FOR THE SEMESTER, AND STUDENTS MUST BE ABLE TO ATTEND CLASSES DAILY TO PARTICIPATE IN CREDIT RECOVERY.

WE DO HAVE MEMORIAL PATHWAYS AND THIS DOES OFFER OPPORTUNITIES FOR STUDENTS AS WELL, BUT THEY DO HAVE TO FIT A CERTAIN CRITERIA.

IT ALSO REQUIRES DAILY ATTENDANCE ALONG WITH THAT RECOMMENDATION FROM THE CAMPUS, AND WE ALSO LIKE TO SEE THOSE STUDENTS BE UPPERCLASSMEN CLASSIFIED AS AN 11TH GRADER OR 12TH GRADER WITH THE OPTION OF FLEXIBLE SCHOOL DAY.

IT ALLOWS STUDENTS FOR GRADES 9 THROUGH 12 TO PARTICIPATE.

SO THOSE WHO MAY BE OVER AGE AND UNDER-CREDITED.

STUDENTS WHO PARTICIPATE IN THIS PROGRAM WILL HAVE SOME TYPE OF EXTENUATING CIRCUMSTANCE HAPPENING IN THEIR LIFE.

SO FOR FLEXIBLE SCHEDULING SCHEDULES ARE CREATED INDIVIDUALLY BASED ON STUDENT NEEDS DURING THEIR INITIAL MEETING.

STUDENTS ARE REQUIRED TO FOLLOW THE AGREED UPON SCHEDULE FOR ATTENDANCE.

STUDENTS MUST COMMIT TO AT LEAST ONE HOUR OF FACE TO FACE INSTRUCTION EACH WEEK.

MINUTES ARE COUNTED BASED ON THE AMOUNT OF TIME THAT THE STUDENT ATTENDS AND ARE REPORTED SEPARATELY FROM OUR REGULAR ADA TRACK.

SO THESE ARE THE STAFF OBLIGATIONS.

FOR PROGRAM ENTRY, WE DO WANT THE CAMPUS ADMINISTRATIVE TEAM TO DETERMINE WHICH STUDENTS WILL BE ELIGIBLE FOR THEIR CAMPUS.

ALL OF THE STUDENTS MUST BE CLASSIFIED AS AT RISK SCHEDULE CREATION.

THE CAMPUS ADMINISTRATIVE TEAM WILL MEET WITH THE STUDENTS AND FAMILIES TO DETERMINE THE SCHEDULE THAT'S BEST FOR THAT STUDENT PROGRAM ENROLLMENT.

THE DATA CLERK WILL REENROLL OR COMPLETE A STATUS CHANGE FOR THE STUDENTS.

GRADUATION PLANS WILL BE CREATED BY THE COUNSELOR AND THE COUNSELING TEAM.

THEY WILL ALSO DETERMINE ANY TESTING NEEDS.

STUDENT SUPPORTS WILL ALSO BE HANDLED BY THE COUNSELING TEAM AND COURSES.

[02:10:03]

WE WILL ALSO ALLOW THESE STUDENTS TO TAKE ONLINE COURSES, BUT THEY ARE REQUIRED TO COME TO SCHOOL AT SOME POINT.

STATE TESTING CAMPUS TEST COORDINATORS WILL ENSURE THAT STUDENTS ARE SCHEDULED FOR AND TAKE REQUIRED STATE EXAMS. COMPLIANCE COUNSELORS WILL REVIEW INFORMATION FOR CCMR AND FAFSA COMPLETENESS AND THEN GRADUATION COURSE COMPLETION.

OUR REGISTERS WILL FOLLOW OUR NORMAL PROTOCOL FOR ADDING CREDITS TO TRANSCRIPTS.

WE WILL HAVE A TRANSCRIPT REVIEW BY THE COUNSELING TEAM AND THEN GRADUATION.

THESE STUDENTS WILL FOLLOW THE REGULAR GRADUATION SCHEDULE NO MATTER WHEN THEY COMPLETE, SO THEY CAN COMPLETE EARLIER THAN MAY.

SO FAR, WE'VE BEEN WORKING THROUGH THE PROCESS WITH TWO CAMPUSES.

SO WE COLLABORATED WITH GARLAND HIGH SCHOOL AND OF COURSE THE MTSS TEAM AND THE COUNSELING TEAM TO FIGURE OUT HOW COULD THIS WORK AND WHAT WOULD IT LOOK LIKE , AND THEN IN JANUARY, WE ALSO COLLABORATED WITH SOUTH GARLAND TO TRY THIS WITHOUT FUNDING.

SO CURRENTLY WE DO NOT GET FUNDING FOR THIS, BUT THE KIDS WERE KIND OF NOT ATTENDING ANYWAY, SO WE BROUGHT THEM BACK.

WE'RE NOT GETTING FUNDING, BUT WE'RE WORKING THROUGH THE PROCESS.

SO THIS MONTH WE ARE SUBMITTING FOR FUNDING.

I TALKED TO A PERSONNEL.

IT TAKES ABOUT 30 DAYS FOR THEM TO GIVE YOU APPROVAL AND YOU CAN BEGIN AT ANY TIME THROUGHOUT THE YEAR.

SO WE'RE HOPING TO START TO GET FUNDING FOR THE KIDS WE'RE WORKING WITH IN MARCH.

QUESTIONS? SO JUST BACKING UP A LITTLE BIT.

SO WHY WOULDN'T THESE KIDS GO TO MEMORIAL PATHWAY? SO WITH MEMORIAL, THEY ARE REQUIRED TO ATTEND EVERY SINGLE DAY.

SO THEY HAVE TO GO MONDAY, TUESDAY, WEDNESDAY, THURSDAY, FRIDAY.

THEY CAN GO IN THE A OR B DAY.

I MEAN, A IN THE MORNING TIME OR THEY CAN GO IN THE AFTERNOON TIME AT A CERTAIN TIME.

SO THEY CAN GO FROM 7:30 TO 12 OR FROM 12:30 TO 5.

SOMETIMES THAT STILL DOESN'T FIT INTO THEIR SCHEDULE.

SO LIKE ONE STUDENT [INAUDIBLE] A FOUR DAY ON, THREE DAY OFF SPLIT AT THEIR JOB.

THEY HAVE TO WORK. THEY SUPPORT THEIR WHOLE FAMILY SO THEY CAN COME TO SCHOOL WEDNESDAY, THURSDAY, FRIDAY.

THAT DOESN'T FIT INTO THE MEMORIAL SCHEDULE.

SO THEY WOULD BE KIND OF ABSENT, YOU KNOW, MONDAY AND TUESDAY EVERY WEEK.

SO WE'RE LOSING FUNDING IN THAT WAY, BUT THIS WAY, ANY TIME THEY CAN COME TO SCHOOL, WE CAN GET FUNDING FOR THEM.

SO I MEAN, HOW DO THEY ACTUALLY GET TAUGHT? I KNOW IT SOUNDS MAYBE A SILLY QUESTION, BUT I GET THAT THEY'RE NOT ABLE TO COME.

I'M UNDERSTANDING THAT PART, BUT I'M NOT UNDERSTANDING HOW WE'RE ACTUALLY TEACHING THEM IF WE'RE NOT GETTING THEM.

SO WE DO HAVE A COUPLE OF DIFFERENT WAYS THAT WE CAN WORK WITH STUDENTS SO THEY CAN COME TO THEIR REGULAR SCHOOL AND THEY CAN COME DURING THE DAY.

SO AT MEMORIAL THEY CAN DO HALF TIME, WE CAN DO HALF TIME ON THE REGULAR CAMPUS, BUT WITH ONE STUDENT, SHE HAS A CHILD, RIGHT? SO SHE CAN'T GET REGULAR CARE.

HER MOM IS OFF ON TUESDAYS AND WEDNESDAYS AND CAN WATCH HER BABY.

SHE NEEDS TO EAT LUNCH.

SHE COMES EVERY TUESDAY AND EVERY WEDNESDAY.

SHE'S AN ESL STUDENT, SO SHE COMES TO EAT LUNCH.

SHE WORKS WITH AN ENGLISH TEACHER AND THEN THE REST OF THE INFORMATION SHE'S WORKING THROUGH EDGENUITY AND THEN ANY HELP SHE NEEDS WITH WORKING ON HER ONLINE COURSES FROM HOME SHE GETS WHEN SHE'S THERE ON TUESDAY AND WEDNESDAY.

SO WE'RE NOT ACTUALLY ASKING TEACHERS TO STAY LATER; IT'S JUST A MATTER OF WORKING A SCHEDULE TO WHEN A YOUNG PERSON CAN COME IN--WHETHER IT'S ONE HOUR A WEEK AND IT TAKES THEM AN EXTREMELY LONG TIME TO FINISH.

IT'S OKAY AS LONG AS THEY'RE MAKING THAT BECAUSE IT'S THE FINISH LINE THAT WE WANT THEM TO CROSS.

IT'S ACTUALLY A COMBINATION OF BOTH.

SO WE CALLED IT RISE.

SO RECONNECTING INDIVIDUAL STUDENTS TO EDUCATION BECAUSE IT'S REALLY INDIVIDUALIZED.

SO IF YOU NEED TO COME MONDAY, WEDNESDAY, FRIDAY, WE NEED TO COME THURSDAY AND FRIDAY AND THEN DO SOME AFTER SCHOOL, THAT'S FINE TOO.

SO WE DO HAVE STUDENT TEACHERS WHO ARE DOING EXTRA DUTY PAY FROM 3:30 TO 5:30 AT GARLAND HIGH SCHOOL.

THEY DO TUESDAYS.

SO SOME OF OUR OLDER STUDENTS, BECAUSE WE DO HAVE SOME THAT ARE ALREADY 20, STILL CLASSIFIED AS SOPHOMORES.

THEY COME AFTER HOURS, THEY COME ON TUESDAY, EVERY TUESDAY THEY'RE THERE AND THEY'RE IN THEIR LAB.

THEY'RE WORKING THROUGH EDGENUITY THEY'RE MEETING WITH BECAUSE WE HAVE ONE THAT'S BILINGUAL, SPED AND GENERAL ED SO ALL THREE THAT COME AFTER

[02:15:02]

WE ALSO HAVE A CASE MANAGER WHO'S KIND OF LIKE A SOCIAL WORKER THAT MEETS WITH THOSE KIDS ON TUESDAYS AS WELL.

SO JUST A COMBINATION, WHATEVER IT IS THAT THEY NEED.

WE'RE HERE, WE HAVE TEACHERS, WE HAVE CURRICULUM.

WE'LL JUST FIGURE IT OUT.

MR. SELDERS, ABOUT HOW MANY STUDENTS DO WE HAVE THAT HAVE THIS EXTENUATING CIRCUMSTANCE THAT WE'RE HELPING? WELL, WE DID REPORT ABOUT 200 DROPOUTS, BUT RIGHT NOW WE'RE WORKING WITH ABOUT 60 KIDS AT TWO TWO CAMPUSES , BUT IT COULD GET UP TO ABOUT 150, MAYBE 200 STUDENTS AT THE MOST.

SO WE'RE NOT LOOKING TO TAKE AWAY FROM MEMORIAL, BUT SOME OF THOSE THAT JUST DON'T FIT IN THAT MODEL, BECAUSE WE DO HAVE SOME WE CAN PROVIDE THEM WITH SOMETHING AS WELL.

THANK YOU.

ANY OTHER QUESTIONS? WE THANK YOU VERY MUCH.

THANK YOU. OKAY, LET'S GO TO ITEM B2 CONSIDER APPROVAL OF DISTRICT OF INNOVATION AMENDMENT.

MR. BLAND. ALL RIGHT. SO I PROVIDED AN UPDATED PACKET FOR YOU ALL.

THE ONLY THING DIFFERENT IS THAT THE CURRENT DISTRICT OF INNOVATION PLAN HAS BEEN ADDED TO THE PACKET JUST FOR YOUR REVIEW.

GOOD EVENING, CHAIRMAN GLICK, COMMITTEE MEMBERS AND DR.

LOPEZ. I AM MICHAEL BLAND, EXECUTIVE DIRECTOR OF THE OFFICE OF INNOVATION, AND I WILL PRESENT THE ACTION ITEM TO APPROVE TWO PROPOSED AMENDMENTS THIS EVENING WITHIN OUR CURRENT DISTRICT OF INNOVATION PLAN, AND THAT WILL TAKE PLACE ON JANUARY 24TH AT THE NEXT BOARD MEETING.

TODAY'S PRESENTATION IS DESIGNED TO GIVE YOU A HIGH LEVEL OVERVIEW OF HOW THE DISTRICT INNOVATION DESIGNATION BENEFITS OUR DISTRICT.

IN ADDITION, I WILL HIGHLIGHT TWO TEA GUIDELINES FOR AMENDING THE DISTRICT OF INNOVATION PLAN AND COVER THE TIMELINE THAT THE DISTRICT WILL USE IN COMPLETING THE AMENDMENT PROCESS. THE PRESENTATION WILL CONCLUDE WITH AN OVERVIEW OF THE TWO PROPOSED AMENDMENTS THAT WILL BE ADDED TO THE DISTRICT OF INNOVATION PLAN.

SO WHAT DOES IT MEAN TO BE DESIGNATED A DISTRICT OF INNOVATION? THE LAW WAS WRITTEN TO LEVEL THE PLAYING FIELD BETWEEN PUBLIC SCHOOL DISTRICTS AND CHARTER SCHOOL DISTRICTS WHEN IT COMES TO DISPARITIES AND GRANTED AUTONOMY BY TEA TO OPERATE BASED ON STUDENT AND ORGANIZATIONAL NEED.

THE DESIGNATION GIVES THE DISTRICT MORE FLEXIBILITY AND AUTONOMY TO PROMOTE LOCAL CONTROL AND DECISION MAKING OF HOW THE DISTRICT OPERATES.

THE DISTRICT OF INNOVATION DESIGNATION ALIGNS WITH THE DISTRICT'S BOARD STRATEGIC GOAL THAT STATES GARLAND ISD WILL ENSURE ALL STUDENTS GRADUATE, PREPARED FOR COLLEGE CAREERS AND LIFE BY INCREASING STUDENT PERFORMANCE MEASURES, POST-SECONDARY READINESS AND GRADUATION RATES.

SIMILARLY, OUR LOCAL INNOVATION PLAN ALSO SUPPORTS OUR SUPERINTENDENCE GOALS THAT INCLUDE THAT INCLUDES A STUDENT RESOURCE GOAL AND EDUCATIONAL LEADERSHIP GOAL AND A COMMUNITY RELATIONSHIPS GOAL.

THERE ARE A TOTAL OF FOUR FLEXIBILITIES IN OUR CURRENT PLAN.

THE FIRST DEALS WITH I'M SORRY.

THE FIRST EXEMPTION DEALS WITH THE SCHOOL START DATE.

THE NEXT IS OUR TEACHER CERTIFICATION FOR CTE COURSES AND HIGH DEMAND COURSES AND DUAL CREDIT COURSES, AND THE NEXT ONE DEALS WITH THE TEACHER AND ADMINISTRATOR APPRAISAL FLEXIBILITY, AND THE LAST IS THE CAMPUS ADMINISTRATOR COLLABORATIVE DISCIPLINE FLEXIBILITY.

NOW, I'LL GIVE YOU A BRIEF OVERVIEW OF THE TEA REQUIREMENTS FOR THE DISTRICTS TO FOLLOW WHEN SEEKING AN AMENDMENT TO THEIR DOI PLANS.

THE COLUMN ON THE LEFT HAND SIDE HIGHLIGHTS THE REQUIRED STEPS FOR THE AMENDMENT PROCESS.

THERE ARE A TOTAL OF FIVE STEPS, BEGINNING WITH THE FIRST STEP, WHICH IS PRESENTING THE TWO PROPOSED AMENDMENTS TO A DISTRICT LEVEL COMMITTEE, WHICH IS OUR DEIC COMMITTEE.

THE DEIC IS CONSIDERED THE DISTRICT LEVEL COMMITTEE AND ON NOVEMBER THE 16TH I PRESENTED TO THE TWO PROPOSED AMENDMENTS TO BE HEARD BY THE COMMITTEE AND THEY VOTED AS WELL AS HAVE THE OPPORTUNITY TO RESPOND IN A PUBLIC FORUM.

THE LAST STEP IS TO RECEIVE A TWO THIRDS MAJORITY VOTE TO APPROVE THE PROPOSED AMENDMENTS BY THE BOARD OF TRUSTEES ON JANUARY 24TH, 2023.

THE FOLLOWING IS THE DISTRICT'S TIMELINE FOR AMENDING THE CURRENT DOI PLAN, AND IT BEGINS WITH PRESENTING TWO PROPOSED AMENDMENTS TO THE DEIC COMMITTEE ON

[02:20:07]

THEN ON JANUARY THE 24TH, AT THE NEXT BOARD MEETING, WE WILL VOTE.

I MEAN, YOU ALL WILL VOTE TO APPROVE AND ACCEPT THE TWO AMENDMENTS BY A TWO THIRDS MAJORITY VOTE AND THEN ON THE 25TH OF JANUARY, IF WE RECEIVE THAT VOTE, THE FINAL STEPS INCLUDES NOTIFYING TEA OF THE BOARD OF TRUSTEES' APPROVAL OF THE TWO PROPOSED AMENDMENTS, POSTING THE APPROVED AMENDMENT DOI PLAN ON THE DISTRICT'S WEBSITE, AND THEN LASTLY, PROVIDE TEA WITH REQUIRED PAPERWORK AND LINK FOR THEM TO POST OUR DOI PLAN ON THEIR WEBSITE WITH THE PROPOSED TWO AMENDMENTS ADDED AT THAT TIME.

SO THE FIRST PROPOSED AMENDMENT DEALS WITH OUR FLEXIBILITY IN TERMS OF TEACHER CERTIFICATION INNOVATIONS.

THE FIRST PROPOSED AMENDMENT IS A MODIFIED VERSION OF OUR CURRENT TEACHER CERTIFICATION FLEXIBILITY.

THE CHANGE IS HIGHLIGHTED IN GREEN.

THE VERBIAGE NOW INCLUDES AN EXPANDED DEFINITION OF THE DISTRICT'S ABILITY TO HIRE TEACHERS OUTSIDE OF THE STATE MANDATED REQUIREMENTS.

THIS FLEXIBILITY IS A CRITICAL COMPONENT TO ADDRESS THE DISTRICT'S TEACHER SHORTAGE, AND IT INCREASES OUR ABILITY TO HIRE TEACHERS AND IN CRITICAL NEED AREAS.

SO, FOR EXAMPLE, AN ENGINEER WITH YEARS OF EXPERIENCE APPLIES TO TEACH CALCULUS AT ONE OF OUR HIGH SCHOOLS.

THE DISTRICT OF INNOVATION FLEXIBILITY THAT I'M SPEAKING OF WOULD QUALIFY THE PERSON FOR IMMEDIATE HIRE UNDER THIS CHANGE TO THE PROPOSED CERTIFICATION FLEXIBILITY. ANOTHER EXAMPLE IS A FORMER REGISTERED NURSE APPLIES TO TEACH SECONDARY SCIENCE.

IF HIRED, BOTH INDIVIDUALS WOULD HAVE ONE YEAR TO BECOME CERTIFIED BY PASSING THE REQUIRED CERTIFICATION TEST FOR THE COURSE THAT THEY WERE HIRED TO TEACH. THE NEXT FLEXIBILITY IS THE PRE-K THROUGH FOURTH GRADE PROPOSED LOCAL CLASS SIZE FLEXIBILITY.

CURRENTLY, WHEN PRE-K THROUGH FOURTH GRADE CLASS SIZES EXCEED 22 STUDENTS PER SECTION, TEA REQUIRES THE DISTRICT TO REQUIRE TO REQUEST A CLASS SIZE WAIVER.

APPLYING FOR A CLASS SIZE WAIVER CAN BE A TIME CONSUMING PROCESS.

THE PROCESS REQUIRES STUDENT SERVICES TO APPLY FOR A CLASS SIZE WAIVER AND NOTIFY EACH STUDENT'S PARENT IN WRITING WITH A LETTER THAT SPECIFIES THE CLASS IN WHICH THE CLASS SIZE WAIVER HAS BEEN GRANTED.

FACTORS SUCH AS UNANTICIPATED ENROLLMENT, GROWTH, FACILITY REPAIRS, TEACHER VACANCIES AND OR FINANCIAL DEFICITS ALL CONTRIBUTE TO THE DISTRICT REQUESTING CLASS SIZE WAIVERS FROM TEA BECAUSE THOSE FACTORS CAN LEAD TO AN INCREASE THAT EXCEEDS THE 22 TO 1 RATIO.

SO FAR AS THIS YEAR, 26 OF 1100 PRE-K THROUGH FOURTH GRADE SECTIONS EXCEEDED THE 22 TO 1 RATIO.

THIS RESULTED IN STUDENT SERVICES SUBMITTING 26 WAIVERS WITH TEA APPLYING FOR THE WAIVER.

EVERY TIME A CLASS SIZE RATIO EXCEEDS THE 22 TO 1 RATIO IS NOT A FEASIBLE PRACTICE.

AMENDING THE DOI PLAN BY ADDING THE PRE-K THROUGH FOURTH GRADE LOCAL CLASS SIZE FLEXIBILITY WILL GIVE THE DISTRICT THE ABILITY TO EXCEED THE 22 TO 1 CLASS SIZE WAIVER AND NOT SUBMIT THAT INFORMATION, AND IT ALLOWS FOR THE CLASS SIZES TO BUMP UP TO 24 TO 1 WITHOUT HAVING TO SUBMIT CLASS SIZE WAIVER REQUEST TO TEA AND OR NOTIFYING PARENTS IN WRITING.

AT THIS TIME THAT CONCLUDES THE PRESENTATION.

ARE THERE ANY QUESTIONS? MS. STANLEY. HOW MANY WAIVERS DID WE HAVE TO APPLY FOR FOR THE 22 TO 1 EXCEPTION? SO FOR THIS YEAR, 26 SO FAR.

OKAY, AND SO IF WE GO WITH THIS AND GO WITH THIS CHANGE, WE'RE ELIMINATING HAVING TO NOTIFY THE PARENTS WHEN WE'RE DOING THAT AS WELL AS DOING THE WAIVERS? CORRECT.

AND WHEN WE DO THIS, IS IT A LONG TERM CHANGE WHEN WE'RE INCREASING THE CLASS? I MEAN, IT'S ONLY IT'S JUST A 24 TO 1 VERSUS THE 22 TO 1.

SO WE WOULDN'T GO PAST THE 24.

YES, MA'AM. SO JUST ABOUT THE WAIVER, WE ONLY SUBMIT ONE WAIVER.

I DID IT ONE TIME, BUT IT WAS FOR 26 SECTIONS, AND IT IS JUST FOR THIS SCHOOL YEAR, JUST LETTING TEA KNOW THAT WE WOULD BE EXCEEDING THAT CAP.

YES, BUT WE DON'T GO HIGHER THAN 24.

SO NO, WE HAVE NOT GONE HIGHER THAN 24.

AT THE BEGINNING OF THE YEAR, I THOUGHT WE WERE GOING TO BE A LITTLE OVER IN ONE OF OUR OUR PRE K SECTIONS, BUT IT ENDED UP LEVELING OUT BEFORE WE HAD TO SUBMIT A WAIVER.

[02:25:04]

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

AGAIN, WE'LL SEE THIS IN TWO WEEKS.

ONE MORE THING. WE WOULD STILL NOTIFY PARENTS THAT WE ARE EXCEEDING.

WE WOULD STILL NOTIFY THEM.

YES. OKAY.

LET'S GO TO OUR FINAL ACTION.

ITEM NUMBER THREE. CONSIDER APPROVAL OF 2023 2024 NEW COURSE REQUIREMENTS.

DR. CADDELL. GOOD EVENING AGAIN.

TONIGHT'S PRESENTATION WILL PROVIDE TRUSTEES WITH AN OVERVIEW OF NEW TO DISTRICT COURSES RECOMMENDED TO BE OFFERED, BEGINNING WITH THE 2023 2024 SCHOOL YEAR.

TRUSTEES ARE REMINDED THAT IN ADVANCE OF THIS EVENING'S PRESENTATION, YOUR BOARD PACKET INCLUDED A DRAFT OF THE PRESENTATION, A FULL PAGE FLOWCHART DISPLAYING THE COURSE REQUEST PROCESS, A CHOICE OF SUBJECT TIMELINE THAT SHOWS THE PROCESS OF TRANSLATING COURSE OFFERINGS INTO STUDENT COURSE SELECTIONS AND CLASS SCHEDULES AND COURSE REQUEST FORMS FOR EACH OF THE NEW COURSES BEING REQUESTED.

AS NOTED IN THE COURSE REQUEST FLOWCHART, THE COURSE REQUEST PROCESS IS OVERSEEN BY A CROSS-FUNCTIONAL COMMITTEE OF INDIVIDUALS REPRESENTING DEPARTMENTS FROM ACROSS THE ORGANIZATION. WITHOUT THEIR KNOWLEDGE, INSIGHT AND EXPERTISE, TONIGHT'S PRESENTATION WOULD NOT HAVE BEEN POSSIBLE.

SO I JUST WANT TO PERSONALLY THANK DR.

TIFFANY GILMORE, DR.

MELISSA HILL, AND THE TLD DIRECTOR TEAM, MR. COLEMAN BRUMAN, JOSEPH FIGARELLI, CHRISTI ALLEN, AMY MONTGOMERY, TAMARA STOVALL, AND EACH OF THE PROGRAM AND CONTENT REVIEWERS WITHIN OUR ACADEMIC AND PROGRAM DEPARTMENTS THAT PROVIDE SUPPORT FOR TONIGHT'S PRESENTATION.

AS ESTABLISHED BY BOARD POLICY, EH LOCAL TRUSTEES ARE REQUIRED TO ANNUALLY REVIEW AND APPROVE NEW COURSES.

THE MAJORITY OF THE NEW COURSES BEING PRESENTED TONIGHT ARE IN RESPONSE TO LOCAL PROGRAM GROWTH AND EXPANSION.

IT'S WORTH NOTING THAT TONIGHT'S PRESENTATION IS ABOUT MAKING THE COURSES AVAILABLE.

ANY REQUEST RELATED TO ADDITIONAL STAFFING OR FUNDING WILL BE SUBMITTED TO TRUSTEES THROUGH THE HR, AND BUDGET PROCESSES LATER THIS SPRING.

IN THE CURRENT COURSE REQUEST PROCESS, WE HAVE TWO DIFFERENT TYPES OF NEW COURSE REQUESTS, NEW TO CAMPUS AND NEW TO DISTRICT.

NEW TO CAMPUS COURSES, HISTORICALLY, ARE OFFERED WITHIN THE DISTRICT AT A SPECIFIC CAMPUS THAT IS BEING REQUESTED BY A PRINCIPAL OR A DESIGNEE TO BE OFFERED AT A NEW CAMPUS IN THE DISTRICT.

GENERALLY, NEW TO CAMPUS COURSES ARE APPROVED BY DISTRICT LEADERSHIP BECAUSE THEY ARE ALREADY IN OUR COURSE OFFERINGS.

NEW TO DISTRICT COURSES ARE NOT CURRENTLY OFFERED IN GISD, BUT DO HAVE STATE COURSE NUMBERS MAKING THEM AVAILABLE FOR OFFERING WITH TRUSTEE APPROVAL.

THESE COURSES CAN INCLUDE THOSE THAT REQUIRE A TEA INNOVATIVE COURSE REQUEST APPLICATION OR ARE ALREADY ON THE INNOVATIVE COURSE LIST.

AS MUCH AS POSSIBLE ALL COURSES MUST HAVE TO APPROVE STATE TEAMS COURSE NUMBERS THAT WILL BE DOCUMENTED IN OUR STUDENT MANAGEMENT SYSTEM SKYWARD.

AT THE HIGH SCHOOL LEVEL THIS ALLOWS FOR STUDENTS TO EARN CREDIT TOWARDS MEETING THEIR GRADUATION COURSE REQUIREMENTS.

TONIGHT, THERE ARE 19 NEW COURSE OFFERINGS THAT ARE BEING RECOMMENDED 15 AT THE HIGH SCHOOL LEVEL AND FOUR AT THE MIDDLE SCHOOL LEVEL.

TONIGHT'S COURSE REQUESTS ARE SORTED ALPHABETICALLY BY CONTENT REVIEW DEPARTMENT.

SO AT THIS TIME, I'D LIKE TO INVITE MR. BRUMAN TO THE PODIUM TO REVIEW THE NEW CTE COURSE REQUESTS.

GOOD EVENING. CHAIRPERSON GLICK, BOARD OF TRUSTEES, DR.

LOPEZ. THE ONES FOR CTE REALLY FIT INTO THREE THEMES.

SO THE FIRST STEP THAT WE'RE TAKING IN CAREER AND TECHNICAL EDUCATION IS FOCUSED ON MIDDLE SCHOOL.

WE'RE TAKING A STEP TOWARDS THE SEVENTH GRADERS TO MAKE SURE THAT THEY REALLY UNDERSTAND WHAT THEY ARE SIGNING UP FOR BEFORE THEY SIT IN FRONT OF AN EIGHTH GRADE COUNSELOR.

WE'VE GOT LOTS OF GREAT OPPORTUNITIES IN OUR DISTRICT, AND ONE THING THAT WE DO VERY WELL IS TEACH.

SO WHY NOT TEACH IT TO THEM? AND SO INVESTIGATING CAREERS IN BOTH THE FIRST VERSION AND SECOND VERSION, ALONG WITH GENERAL EMPLOYABILITY SKILLS, WILL GIVE US A COMBINATION FOR STUDENTS THAT ARE STILL FIGURING OUT THEIR WAY BEFORE THEY HEAD TO THEIR FRESHMAN YEAR.

ALSO, WE DO HAVE COMPUTER EXPLORATIONS LISTED THERE.

THAT IS, A COURSE THAT WE OFFER, BUT NOT THE SEVENTH GRADE PEIMS CODE, AND THIS OFFERS FLEXIBILITY FOR A HALF CREDIT CLASS THAT MANY OF OUR MIDDLE SCHOOL COUNSELORS ARE JUST DYING FOR.

SO IN CAREER AND TECHNICAL EDUCATION WITH AGRICULTURE, WE ARE LOOKING AT AN EXPANSION BASED ON THE REQUESTS COMING FROM STUDENTS.

MOST OF OUR PROGRAMS OF STUDY HAVE BEEN LINKED INTO ANIMAL SCIENCE AND PLANT SCIENCE PRETTY EXCLUSIVELY, BUT NOW WE'RE LOOKING AT EXPANDING OUR OPPORTUNITIES AT ROWLETT HIGH SCHOOL IN A LAB THAT'S NOT BEING THAT'S BEING VERY UNDERUTILIZED WITH AGRICULTURE, ENGINEERING, AND THEN LOOKING AT ENERGY AND NATURAL RESOURCE TECHNOLOGY FOR SACHSE HIGH SCHOOL.

NOW YOU SEE TWO NEW PROGRAMS OF STUDY AND YOU'RE PROBABLY THINKING, WHOA, HOLD UP.

[02:30:04]

AND THEN THE INFRASTRUCTURE THAT I NEED TO DO, AGRICULTURE, ENGINEERING, I'M ACTUALLY USING MY PERKINS GRANT CURRENTLY AND IT'S ALL GOING THROUGH THE APPROVAL PROCESS RIGHT NOW , AND THEN LASTLY, THESE ARE MORE LONG TERM.

SO THIS IS TO EMPHASIZE WHAT DR.

CADDELL SAID. THESE ARE COURSE OFFERINGS WE'RE LOOKING AT IN THE FUTURE.

IN THE SHORT TERM PROBABLY WON'T BE ABLE TO PULL THESE OFF FOR THE 23 24 SCHOOL YEAR, BUT WE WANT TO HAVE THEM READY TO GO AS WE GET READY FOR THE GRCTC TO SEE POSSIBLE CHANGES IN THE FUTURE, ESPECIALLY WITH CLASSES THAT WE ALREADY OFFER.

THERE'S INNOVATIVE COURSES THAT CAN ALLOW US TO TURN OUR DENTAL AND PHARMACY PROGRAM INTO A TWO YEAR CLASS AND THEN ALLEVIATE THE PRESSURE ON HEALTH SCIENCE CLINICAL COURSES THAT MANY OF THE HIGH SCHOOLS TURN KIDS AWAY FROM, AND SO NOW IF A KID KNOWS I WANT TO BE A DENTIST OR A DENTAL HYGIENIST IN 10TH GRADE, WELL, LET'S BRING THEM TO THE CENTER AND GET THEM ISOLATED TO THAT WORK EARLY AS OPPOSED TO JUST GOING TO A HOSPITAL, KIND OF TAKING A GAP YEAR AND THEN COMING HERE.

SO THOSE ARE THE THREE OPPORTUNITIES WITH CAREER AND TECHNICAL ED, AND I'LL TURN IT BACK OVER TO DR.

CADDELL. SO OUR NEXT SET OF COURSES COME FROM OUR TEACHING AND LEARNING DEVELOPMENT DEPARTMENT, AND DR. MELISSA HILL IS GOING TO SPEAK TO THESE.

ALL RIGHT. GOOD EVENING AGAIN.

SO AP PRE-CALCULUS, I THINK IS PRETTY STRAIGHT FORWARD FOR MOST OF US.

THE NEWS IS THAT THE COLLEGE BOARD HAS CREATED THIS OPPORTUNITY FOR US.

SO WE ARE PROPOSING THAT WE ADD IT TO OUR COURSE GUIDE TO MAKE SURE OUR STUDENTS CAN PARTAKE IN AP PRE CALCULUS FOR THE FIRST TIME.

SPECIALIZED TOPICS IN SCIENCE IS ANOTHER UNIQUE OPPORTUNITY.

IN OUR OTHER EOC COURSES ALGEBRA, US HISTORY AND ENGLISH.

WE HAVE ALREADY DEDICATED INTERVENTION COURSES IN OUR COURSE GUIDE, WHERE STUDENTS WHO ARE NOT SUCCESSFUL IN THAT EOC TEST CAN HAVE CAN BE SCHEDULED IN THEIR SCHEDULE EACH DAY TIME OUTSIDE OF THEIR TIER ONE INSTRUCTION.

THEY STILL HAVE THEIR REGULAR MATH CLASS, BUT ALSO A DEDICATED INTERVENTION TIME TO HELP THEM REMEDIATE, TO GET READY TO TAKE THE EOC AGAIN.

WE HAVE NOT HAD THAT OPPORTUNITY FOR BIOLOGY IN THE PAST.

SO NOW WITH THIS NEW COURSE BEING ADDED AND A NEW PEIMS NUMBER ATTACHED, WE WILL HAVE THE OPPORTUNITY FOR OUR CAMPUSES OR HIGH SCHOOL CAMPUSES TO SCHEDULE STUDENTS FROM NINTH GRADE WHO WERE UNSUCCESSFUL IN BIOLOGY INTO A DEDICATED INTERVENTION COURSE, WHICH WOULD BE SPECIALIZED TOPICS.

SPECIALIZED TOPICS TWO AND THREE ARE GIVING US THE OPPORTUNITY TO CLEAN UP AN OVERLAP FOR SOME SCIENCE COURSES AND SOME CTE PATHWAYS THAT WEREN'T LIVING IN THE RIGHT PLACE, AND SO THOSE SPECIALIZED TOPICS WILL ALSO GIVE US THE FLEXIBILITY TO MAKE SURE THAT WE'RE PUTTING STUDENTS IN THE RIGHT CREDIT, THE RIGHT COURSE, AND MAKING SURE THAT WE'RE NOT GETTING WEIGHTED FUNDING FOR SOMETHING THAT ISN'T SUPPOSED TO BE IN A CTE PATHWAY.

ARE THERE ANY QUESTIONS ON THE TLD COURSES? TRUSTEES ANY QUESTIONS? SO THERE'S ONE MORE.

OK AND THAT IS COMING FROM OUR FINE ARTS DEPARTMENT, AND DR.

MICHELLE CROMER IS GOING TO SPEAK TO THAT.

SHORTER. GOOD EVENING.

CHAIRPERSON GLICK, COMMITTEE MEMBERS AND DR.

LOPEZ. MY NAME IS DR.

MICHELLE CROMER AND I'M THE FINE ARTS COORDINATOR FOR GISD.

OUR FINE ARTS DEPARTMENT WOULD LIKE TO PROPOSE THE ADDITION OF A DEBATE TWO HONORS COURSE.

WE FEEL IT IS IMPORTANT TO ALIGN WITH THE PRE-EXISTING DEBATE THREE HONORS AND DEBATE FOUR HONORS COURSES.

THE COURSE REQUIRES SUBSTANTIAL READING AND RESEARCH INSIDE AND OUTSIDE OF CLASS, HIGH FLUENCY IN ORAL COMMUNICATION, RHETORICAL ANALYSIS AND DEVELOPMENT AND EXPERIMENTATION AND PROFICIENCY IN A VARIETY OF SPEECH GENRES.

IN ADDITION, SERIOUS COMPETITORS IN SPEECH AND DEBATE PROGRAMS OFTEN SEEK OUT IVY LEAGUE COLLEGES AND OR PRE-LAW MAJORS.

THIS COURSE WOULD HELP MAKE OUR STUDENTS MORE COMPETITIVE APPLICANTS AT THE UNIVERSITY LEVEL.

THIS COURSE DOES NOT REQUIRE ADDITIONAL STAFF NOR FUNDING.

ANY QUESTIONS? I HAVE ONE. DR. CADDELL.

AS A TRUSTEE, CAN I AUDIT WILDLIFE FISH ECOLOGY MANAGEMENT? MR. BRUMAN IS SHAKING HIS HEAD, YES.

OKAY GOOD. THANK YOU. WE WOULD LOVE TO HAVE YOU.

I GOT APPROVAL.

AND THEN WE'LL TAKE A FIELD TRIP TO GO STRIPER FISHING LAKE TEXOMA.

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

WE'RE UP TO EXECUTIVE SESSION, DR.

LOPEZ, ANY NEED? NO.

MOTION FOR ADJOURNMENT.

[VII. Adjournment]

WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.