Feb 14, 2023 District Affairs Committee Meeting

[00:00:02]

GOOD EVENING. IT'S NOW 6:05 P.M..

[I. Call to Order and Determination of Quorum ]

MS. HOGAN, ANYBODY ON PUBLIC FORUM? OKAY, WE'LL GO TO ITEM FOUR, SUPERINTENDENT'S MESSAGE.

[IV. Superintendent's Message]

HAPPY VALENTINE'S DAY TO EVERYBODY.

IN CASE YOU DID NOT TUNE IN AT THE 5:00 MEETING, THE BOARD DID CALL A REFERENDUM FOR A BOND ELECTION TO HAPPEN IN MAY 6TH OF 2023.

ALL COMMUNICATION WENT OUT TO OUR SOCIAL MEDIA OUTLETS, TO OUR INTERNAL EMPLOYEES FOR THE DOS AND DON'TS.

SO MAKE SURE YOU READ UP ON THOSE.

LOOK OUT FOR A MESSAGE FROM OUR LEGAL COUNSEL, LISA RAY.

THAT'S WHERE THAT'S COMING FROM, AND WE'RE JUST EXCITED ABOUT THE FUTURE.

SO WE JUST WANT EVERYBODY TO KNOW THAT THOSE THINGS ARE OUT THERE.

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

[V.A. Discuss Public Hearing]

ITEM 1A IS DISCUSS PUBLIC HEARING 2021-2022 ANNUAL PERFORMANCE REPORTS.

MISS VERONICA JOYNER.

GOOD EVENING, COMMITTEE CHAIR GLICK, TRUSTEES, DR.

LOPEZ. THIS ANNUAL PERFORMANCE REPORT IS REQUIRED BY TEXAS EDUCATION CODE, CHAPTER 39 .306, AND IT PROVIDES SEVERAL PIECES OF INFORMATION ON THE GISD PERFORMANCE.

OUR GOAL TONIGHT WILL BE TO PROVIDE AN OVERVIEW OF THE INFORMATION THAT'S IN THE ANNUAL PERFORMANCE REPORT IN TERMS OF ITS ORGANIZATION.

ON FEBRUARY 28TH, WE WILL HOLD THE OFFICIAL PUBLIC HEARING.

AS A REMINDER, MOST OF THE INFORMATION INCLUDED IN THE ANNUAL PERFORMANCE REPORT HAS ALREADY BEEN PROVIDED TO TRUSTEES IN SEPARATE PRESENTATIONS AS THE YEAR PROGRESSED.

IN ADDITION TO THAT, THERE IS A FOLDER AT YOUR SEATS THAT HAS AN UPDATED MEMO.

IT HAS AN UPDATED SLIDE DECK BECAUSE WE DID WANT TO CLARIFY A LITTLE BIT MORE ON THE SPECIAL EDUCATION DETERMINATION STATUS AS WELL AS THE DISCIPLINE REPORT SO THAT INFORMATION YOU CAN FIND IN YOUR FOLDER, AND A HUGE THANKS TO ALL OF THE DEPARTMENTS THAT COME TOGETHER TO CREATE THIS REPORT.

SO IT'S NOT ONLY SOMETHING THAT IS GENERATED THROUGH THE DEPARTMENT OF RESEARCH, ASSESSMENT AND ACCOUNTABILITY, BUT WE RELY HEAVILY ON FINANCE, STUDENT SERVICES, THE DEPARTMENT OF INNOVATION, AND ESPECIALLY OUR WEB SERVICES DEPARTMENT THAT IS ABLE TO POST ALL OF THIS INFORMATION FOR US.

OKAY, SO COMPONENTS OF THE ANNUAL REPORT.

SO THE INFORMATION THAT YOU SEE ON THE SLIDE ARE ALL THE COMPONENTS OF THE ANNUAL REPORT, THE TAPR BEING THE HEAVIEST.

SO THE TEXAS ACADEMIC PERFORMANCE REPORT IS THE BULK OF THE REPORT, BUT WE ALSO HAVE THE PEIMS FINANCIAL STANDARD REPORT, CAMPUS PERFORMANCE OBJECTIVES REPORT ON VIOLENT AND CRIMINAL INCIDENTS AND POST SECONDARY PERFORMANCE.

BECAUSE THIS INFORMATION IS A COMPILATION OF A BUNCH OF DIFFERENT REPORTS, WHAT YOU NOTE ON THE SLIDE AND IN YOUR SLIDE DECK IS THE YEAR ARE THE YEARS THAT ARE REFLECTIVE OF THE DATA THAT'S BEING PRESENTED TO YOU TONIGHT.

SO IT CAN GET A LITTLE BIT COMPLICATED BECAUSE WE SAY THE 2021-2022 PERFORMANCE REPORT.

HOWEVER, SOME OF THIS INFORMATION DOES GO BACK A LITTLE BIT FURTHER THAN THAT.

SO THESE ARE OUR ACCREDITATIONS AND RATINGS AT A GLANCE.

SO FOR THE 2021-2022 ACCREDITATION STATUS, TEA STILL HAS A HOLD ON THOSE ACCREDITATION STATUSES, AND THIS IS BECAUSE OF THE PANDEMIC. SO, AGAIN, A LITTLE BIT CONFUSING ABOUT SOME OF THIS REPORTING IS THAT RIGHT NOW THE ACCREDITATION STATUS THAT YOU SEE ON HERE IS FOR 21-22, BUT THE 22-23 IS ABOUT TO COME OUT, AND SO WE'LL BE POSTING THAT TO THE WEBSITE.

SO WHEN YOU WONDER, VERONICA, ON THE 28TH, YOU'RE TELLING ME THAT THERE WAS A HOLD LAST WEEK, BUT WE SEE ONE ON THE WEBSITE.

IT'S BECAUSE NOW WE'RE ALREADY STARTING TO GET THE 22-23.

IN ADDITION TO THAT, OUR FIRST RATING WAS A-SUPERIOR.

OUR ACCOUNTABILITY RATING, AS YOU ALL KNOW, WAS A B, AND THEN THE SPECIAL EDUCATION DETERMINATION STATUS FOR 2022 WAS A NEED OF ASSISTANCE.

SO NOW I'M GOING TO ASK MISS RAMOS TO COME UP AND GIVE A LITTLE BIT MORE INFORMATION ON THE DETERMINATION STATUS OF THE SPECIAL EDUCATION PORTION.

GOOD EVENING, CHAIRMAN GLICK BOARD OF TRUSTEES AND DR.

LOPEZ. OUR DETERMINATION STATUS, AS YOU CAN SEE, IS NEEDS ASSISTANCE THAT IS INCLUDED IN THE TAPR REPORT AND IT COMES FROM THE

[00:05:01]

IT IS WHAT WAS FORMERLY KNOWN AS PBMAS.

SO IT FOLLOWS ALONG THE LINES OF THE SAME LEVELS OF PERFORMANCE.

ONE OF THE THINGS THAT YOU'LL NOTICE ON YOUR SLIDE IS ALL OF THE YEARS AND HOW WE HAVE PROGRESSED.

THE PERFORMANCE LEVELS RANGE FROM 0 TO 4.

ZERO BEING THE LEVEL THAT IS THE TARGET AND FOUR NEEDING THE MOST INTERVENTION, AND SO UNDER 2022 YOU SEE THAT OUR AVERAGE PERFORMANCE LEVEL IS AT 1.2 FOR ALL OF THE 18 INDICATORS, INCLUDING IN THE RDA REPORT.

SO IF YOU LOOK AT WHERE NEEDS ASSISTANCE FALLS, IT IS AT A STAGE TWO.

A STAGE ONE WOULD BE MEETS REQUIREMENTS, STAGE TWO IS THE NEEDS ASSISTANCE.

STAGE THREE IS NEEDS INTERVENTION AND STAGE FOUR IS NEEDS SUBSTANTIAL INTERVENTION.

SO WE ARE ON OUR WAY TO MEETS REQUIREMENTS AND YOU CAN SEE BY THE AVERAGE PERFORMANCE LEVEL THAT WE ARE MAKING OUR WAY DOWN TO THAT ZERO, WHICH IS OUR TARGET AND THAT IS DUE TO OUR ONGOING IMPROVEMENT EFFORTS.

ANY QUESTIONS? SO AGAIN, THAT SLIDE IS THE ONLY PORTION THAT HAS CHANGED FROM THE ORIGINAL PRESENTATION PRINTED IN YOUR PACKET.

AGAIN, JUST TRYING TO CLARIFY A LITTLE BIT MORE REGARDING THE SPECIAL EDUCATION DETERMINATION STATUS.

MR. JOYNER, CAN I ASK YOU SOMETHING REAL QUICK? YES, OF COURSE. YES, SIR.

WHY FROM 2015 TO 2022, UNDERNEATH ALL OF THAT, THEY SAY STAGE THREE, STAGE THREE, STAGE, THEN THEY GO TO STAGE TWO.

WHAT DOES THAT MEAN THAT? WE'RE TRYING TO GET, EVENTUALLY, IT'LL BE STAGE ONE? YES, STAGE ONE IS THE MEETS REQUIREMENTS.

SO THAT'S THE TARGET.

SO THE SMALLER THE NUMBER, THE BETTER.

THANK YOU. GREAT QUESTION.

OKAY, SO BECAUSE THE TAPR IS SUCH A LARGE DOCUMENT AND IT HAS A LOT OF INFORMATION THAT CAN BE A LITTLE BIT CUMBERSOME TO CONSUME, WHAT YOU SEE IN YOUR BOARD PACKET IS A DISTRICT SNAPSHOT THAT REALLY TAKES A LOT OF DIFFERENT COMPONENTS THAT ARE REPORTED IN THE TAPR AND CREATES A VISUALIZATION FOR YOU.

SO THE TEXAS ACADEMIC PERFORMANCE REPORT IS A STATE MANDATED PERFORMANCE REPORT THAT IS PREPARED BY TEA.

THE DISTRICT AND CAMPUS REPORTS ALL INCLUDE STAAR PERFORMANCE, PROGRESS AND PARTICIPATION.

WE HAVE ATTENDANCE, GRADUATION, DROPOUT RATES, CCMR, POSTSECONDARY INDICATORS, STUDENT INFORMATION.

WE HAVE STAFF INFORMATION, FINANCIAL STANDARDS REPORTS, AND THEN A COMPREHENSIVE GLOSSARY.

THE TAPR.

SO DIVING INTO THE SECTIONS AND THE PAGES THAT YOU SEE IN THE HEADER OF THIS DOCUMENT REFLECT THE PAGES OF THE TAPR, WHICH MAY BE A LITTLE BIT DIFFERENT THAN THE ACTUAL PAGES IN YOUR BOARD BOOK, BUT PAGES THREE THROUGH 11 OF THE TAPR REPORT WILL SHOW THE STAAR PERFORMANCE.

SO AS A REMINDER, WE HAVE THREE PERFORMANCE LEVELS.

WE HAVE APPROACHES, GRADE LEVEL AND ABOVE MEETS GRADE LEVEL AND ABOVE AND MASTERS GRADE LEVEL, AND WHAT WE SEE HERE IS REPORTED FOR EACH ASSESSMENT, ALL GRADE LEVEL SUBJECTS AND GRADES BY SUBJECT.

SO THE OTHER GREAT THING ABOUT THE TAPR REPORT IS THAT IT SHOWS A COMPARISON BECAUSE NUMBERS ARE RELATIVE.

SO WE SEE THE PERFORMANCE DATA FOR 2021 AS WELL AS THE PERFORMANCE DATA FOR ACCOUNTABILITY YEAR '22.

THEN WE MOVE INTO THE DISTRICT PROGRESS PORTION OF THE TAPR REPORT.

AGAIN, IN THE ACTUAL TAPR REPORT DOCUMENT, IT'S PAGE 14.

SO HERE WE SEE THE SCHOOL PROGRESS DOMAIN OR WHAT WE LOVINGLY CALL ACADEMIC GROWTH, AND THIS INFORMATION IS REPORTED SEPARATELY AND THEN COLLECTIVELY FOR GRADES FOUR THROUGH EIGHT READING LANGUAGE ARTS, ENGLISH TWO EOC, GRADES FOUR THROUGH EIGHT MATHEMATICS AND ALGEBRA ONE EOC, AND YOU MAY BE WONDERING, VERONICA, YOU FORGOT TO PUT ENGLISH ONE EOC ON THERE.

IT IS NOT A TYPO, I ASSURE YOU, BUT FOR THE ACCOUNTABILITY YEAR OF 2022, THERE WAS NOT A GROWTH MEASURE FROM EIGHTH GRADE READING TO ENGLISH ONE.

SO THAT'S WHY THE ONLY ENGLISH TO EOC IS REFLECTED THERE.

YOU'LL ALSO NOTE THAT THE ACADEMIC GROWTH DATA INCLUDES RESULTS FROM 2019 AND 2022 BECAUSE WE DID NOT HAVE STAAR IN 2020, AND THEN IN 2021, THE STATE DID NOT CALCULATE A GROWTH MEASURE.

SO ON PAGE 13 OF THE ACTUAL TAPR REPORT, YOU WILL SEE INFORMATION REGARDING BILINGUAL EDUCATION IN ESL.

[00:10:01]

ON PAGES 15 THROUGH 26.

YOU WILL ALSO SEE INFORMATION ON OTHER SUCCESS INDICATORS, BECAUSE WE KNOW THAT STAAR IS NOT THE END ALL, BE ALL.

SO WE SEE INFORMATION REGARDING ATTENDANCE, GRADUATION, DROPOUT RATES, GRADUATION PROFILE, SO ON AND SO FORTH, AND OF COURSE, A BIG SECTION SECTION AND SOMETHING THAT WE CELEBRATE TREMENDOUSLY HERE IN GARLAND ISD IS OUR CCMR COLLEGE CAREER MILITARY READINESS AND THE ABILITY TO GET A MAJORITY OF OUR STUDENTS THAT GRADUATE WITH AT LEAST ONE INDICATOR IN CCMR. THEN WE HAVE THE DISTRICT PROFILE.

SO THIS LETS US KNOW WHAT THAT STUDENT ENROLLMENT INFORMATION LOOKS LIKE.

THE STAFF INFORMATION PROGRAM INFORMATION AND INFORMATION FROM THE TAPR REPORT IS TYPICALLY WHAT FEEDS INTO THE REPORT THAT MR. GRIFFIN TYPICALLY ASKS FOR.

WHAT DOES THAT DISTRICT PROFILE LOOK LIKE? SO THIS IS WHERE THE SOURCE OF THE INFORMATION COMES FROM.

THEN WE GET INTO THE PEIMS FINANCIAL STANDARDS REPORT.

SO AGAIN, WE HAVE REPORTS THAT ARE FOR THE DISTRICT AS WELL AS THE CAMPUS.

SO THE PEIMS IS THE PUBLIC EDUCATION INFORMATION MANAGEMENT SYSTEM AND THE FINANCIAL DATA AND REPORTING SERVICES THAT ENSURE ALL PUBLIC SCHOOL FUNDING IS APPROPRIATELY ACCOUNTED FOR AND PUBLICLY AVAILABLE FOR REVIEW.

SO THE INFORMATION AGAIN, THERE IS FED INTO IT FROM PEIMS. SO FOR 2021-2022.

OKAY THEN WHAT IS NOT PART OF TAPR NOW WE KIND OF SEPARATE OURSELVES FROM TAPR JUST A LITTLE BIT AS WE HAVE CAMPUS PERFORMANCE OBJECTIVES.

SO THESE ARE THOSE CAMPUS IMPROVEMENT PLANS THAT YOU ALL VOTE ON AND APPROVE IN THE FALL.

SO WE ARE REQUIRED TO ENSURE THAT ALL OF OUR CAMPUSES IDENTIFY BOARD APPROVED CAMPUS PERFORMANCE OBJECTIVES AS PART OF THEIR CAMPUS IMPROVEMENT PLAN, AND WE MONITOR AND WE PUBLICLY REPORT ON THESE.

SO YOU SEE THE DEPARTMENT OF INNOVATION, THEY'VE SPOKE TO YOU AD NAUSEAM ON THE CAMPUS IMPROVEMENT PLANS.

SO BECAUSE THERE ARE SO MANY CAMPUSES AND THOSE DOCUMENTS ARE RATHER EXTRAVAGANT FOR THE PURPOSE OF THE TAPR ON OUR WEBSITE, THE COMMUNITY CAN FIND THE CAMPUS IMPROVEMENT PLANS LINKED ON THE TAPR WEBSITE OR THE ANNUAL PERFORMANCE WEBSITE.

WE ALSO HAVE TO REPORT ON VIOLENT AND CRIMINAL INCIDENTS.

SO IT REQUIRES US TO PUBLISH AS PART OF THIS REPORT A REPORT ON VIOLENT AND CRIMINAL INCIDENTS AT EACH CAMPUS IN THE DISTRICT.

SO THIS REPORT IS THE ONE THAT WAS FOUND IN YOUR IN YOUR MANILA FOLDER AND WILL BE PART OF YOUR BOARD PACKET FOR THE OFFICIAL PUBLIC HEARING.

SO A COUPLE OF THINGS THAT THE REPORT HAS TO INCLUDE.

WE TALK A LITTLE BIT ABOUT THE NUMBER, THE RATE, THE TYPE OF VIOLENT CRIMINAL INCIDENTS THAT HAVE OCCURRED AND REALLY TO GET TO THE ULTIMATE GOAL OF HAVING SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES ACT.

YES, MS. STANLEY.

SO CAN I ASK THAT WE GET THIS REALLY IMPORTANT INFORMATION HERE ON PAGE ONE, ON ALL THE OTHER PAGES SO THAT YOU'RE NOT FLIPPING BACK AND FORTH TO REMEMBER WHICH ONE [INAUDIBLE] I FOUND IT REALLY HARD TO FOLLOW.

YES, OF COURSE, AND SO AGAIN, WHAT'S GREAT ABOUT THIS REPORT IS THAT ALL OF THE DEPARTMENTS THAT HAVE A PART IN PROVIDING THIS ARE IN THE AUDIENCE SO THEY CAN HEAR YOUR FEEDBACK.

THANK YOU. THANK YOU FOR THAT.

THEN WE GO INTO POST SECONDARY PERFORMANCE, AND SO THIS IS AN ANNUAL REPORT THAT STUDENT PERFORMANCE FOR POST-SECONDARY INSTITUTIONS AND HOW THEY PERFORM ONCE THEY LEAVE GARLAND ISD AND THEY HAVE ENROLLED IN A POST-SECONDARY INSTITUTION IN TEXAS AFTER THEIR FIRST YEAR OF HIGH SCHOOL.

SO THIS DATA ARE COMPILED BY THE TEXAS HIGHER EDUCATION COORDINATING BOARD, AND SO WHAT YOU SEE ON THE SLIDE IS THAT THIS IS ACTUALLY FOR THE GRADUATES OF CLASS OF 2020 AND HOW THEY PERFORMED AND PERSISTED FALL OF 2020, SPRING OF 21, AND SUMMER OF 21.

SO, AGAIN, JUST A VERY HIGH LEVEL OVERVIEW OF THE INFORMATION THAT IS PART OF THE ANNUAL PERFORMANCE REPORT, AND WE WILL HAVE THE OFFICIAL PUBLIC HEARING ON FEBRUARY 28TH.

MR. BEACH. MS. JOYNER REAL QUICKLY, BACK ON PAGE SIX OF THIS HANDOUT THAT YOU GAVE US.

CAN YOU EXPLAIN TO ME I DON'T UNDERSTAND, MAYBE IT'S JUST ME AND THE TRUSTEES UNDERSTAND WHEN YOU TALK ABOUT ALL THREE PERFORMANCE GRADES AND YOU HAD THE APPROACH, MEETS, AND MASTERS [INAUDIBLE] THERE YOU HAVE IN PARENTHESES THOSE ALL GRADES, ALL SUBJECTS AND THOSE PERCENTAGES, THAT ADDS UP TO 135%.

I DON'T UNDERSTAND. YES, SIR.

THAT'S KIND OF CONFUSING TO ME.

YES, SIR. SO I KIND OF GIGGLE SOMETIMES THAT THE WAY THAT THE ACCOUNTABILITY SYSTEM IS SET UP WAS NOT DESIGNED BY A MATH TEACHER

[00:15:07]

SO FOR JUST EASY MATH ON THE SCREEN, YOU HAVE 44% OF KIDDOS THAT ARE AT MEETS GRADE LEVEL.

OF THOSE 44, 20% OF THOSE WERE TECHNICALLY MASTERS.

SO WHAT'S LEFT OVER 24% WERE MEETS ONLY.

OKAY, ALL RIGHT.

THAT'S A GREAT QUESTION. THANK YOU.

YES, SIR. COMMITTEE MEMBERS, ANY QUESTIONS? MS. STANLEY.

SO IF I TOOK THIS ONE AND I LOOKED AT THE LAST ONE, WHAT WOULD BE OUR PERCENTAGE.

IF YOU LOOK AT? THE LAST AT THE LAST REPORT THAT WAS DONE FOR THE LAST YEAR, THE YEAR PRIOR TO THIS.

SO IF WE WERE TO SO THIS IS FOR ALL GRADE LEVELS, ALL SUBJECTS, THE PERCENT FOR APPROACHES AND ABOVE IS 71%.

SO WE'VE HAD NO CHANGE? SO THIS IS FOR ACCOUNTABILITY 22.

YES, BUT IF I WAS TO LOOK AT THE PREVIOUS REPORT.

OH, YES. THIS YEAR.

YES. LET ME SHOW YOU.

YEAH, THAT'S A GREAT QUESTION, AND I'M GLAD THAT I PRINTED OUT THE TAPR BECAUSE I CAN FIND THAT VERY QUICKLY FOR YOU.

SO WHEN I'M LOOKING AT THESE DOCUMENTS.

SO ON PAGE THREE IS WHERE WE START THE STAAR PERFORMANCE, AND SO I'M JUST GOING TO KEEP TURNING THE PAGES UNTIL I FIND THE ALL STUDENTS CATEGORY.

SO IN YOUR PACKET FOR THE TAPR, IT'S PAGE EIGHT.

IT SAYS PAGE EIGHT OF 32 ON HERE.

WE CAN SEE THAT IN 2022 FOR THE DISTRICT THAT APPROACHES GRADE LEVEL WAS 71% AND IN 2021 IT WAS 62%.

SO WE GAINED QUITE A BIT OF POINTS.

DOES THAT HELP? YES, AND SO IF WE FOLLOW THAT SAME EXAMPLE, IN 2022, ALL STUDENTS, ALL GRADE LEVELS, ALL CONTENT AREA, THE MEETS WAS AT 44%, AND IN 2021 WE WERE AT 35%. SO AGAIN, SOME GREAT GAINS FROM 21 TO 22.

DOES THAT HELP? GREAT.

BOARD MEMBERS ANY QUESTIONS? AND ALSO TO KIND OF CLARIFY, MS. STANLEY, BECAUSE THAT DOES GET SO CUMBERSOME, ON THAT VISUAL GRAPH, IT DOES COMPARE 21 TO 22 SO THAT YOU CAN SEE IT AT A QUICK GLANCE.

SO THIS ONE IS IN YOUR BOARD PACKET, I BELIEVE.

GREAT QUESTIONS. ANY OTHER QUESTIONS? I DO HAVE ONE.

I THINK IT'S INTERESTING WHEN YOU GROUP THESE ALL THE TESTS TOGETHER AND COME UP WITH A PERCENTAGE, WHAT DOES AND WHAT WE'VE AGREED TO AT THIS BOARD IS THE NUMBER WE'RE LOOKING AT MOST IMPORTANTLY IS MEETS.

YES, SIR. SO WHAT DOES 44% MEETS MEAN TO YOU? SO JUST FACTUAL.

THAT IS 44% OF OUR STUDENTS THAT TOOK A STAAR ASSESSMENT, WHETHER IT WAS STAAR FOR THREE THROUGH EIGHT OR EOC THEY PERFORMED AT MEETS GRADE LEVEL, AND SO WE ALL KNOW THAT MEETS GRADE LEVEL MEANS JUST THAT AT THE END OF THE SCHOOL YEAR, THEY ARE SUCCESSFUL AND THEY ARE PROJECTED TO MOVE ON TO THE NEXT GRADE LEVEL WITH LITTLE TO NO GAPS, AND SINCE WE'RE ONE OF THE THINGS WE'VE TALKED ABOUT ALSO WAS BECOMING AN A DISTRICT, IS THIS 44%? I KNOW IT'S DIFFICULT TO CORRELATE, BUT WILL 44% GET US THERE? NO, SIR, BECAUSE THE 44% GOT US A B, GOT US AN 87.

SO AND I KNOW YOU TALKED TO THE DIFFERENT CAMPUSES AND DIFFERENT PRINCIPALS.

WE'VE SPOKEN ABOUT THIS BEFORE ON WHAT WE NEED TO GET TO.

WHAT'S THE CONVERSATION GOING ON THIS YEAR WITH THE CHANGE IN ACCOUNTABILITY, THE CHANGE IN THE TESTS? I THINK WE'VE SAID HERE IT'S NOT MORE DIFFICULT, IT'S MORE RIGOROUS.

YES, SIR. I'M NOT SURE WHAT THAT REALLY MEANS, BUT THAT'S WHAT WE'VE SAID HERE.

SO LET'S TAKE THAT INTO CONTEXT AND SEE WHAT WHAT THE 44 MEANS IN TERMS OF AN A, IN TERMS OF THE NEW TESTS AND ALL THAT.

OKAY, SO AND TEA, THIS REALLY IS TEA'S HASHTAG.

IT IS #BETTERNOTHARDER IS HOW THEY ARE DESCRIBING STAAR 2.0, AND JUST AT QUICK MATH.

[00:20:01]

SO WE ADD UP ALL OF THE 71, THE 44 AND THE 20 AND AN A, DOES IT EQUAL 180 POINTS IF IT DOES, GREAT, WE'RE AN A? IF IT DOESN'T, WE'VE GOT WORK TO DO.

DOES THAT HELP? YES, I JUST WANT TO UNDERSTAND THAT AS WE MOVE FORWARD, BECAUSE WE'RE GOING TO BE WE'RE NOT THAT FAR FROM THE BEGINNING OF THE TESTING SEASON, RIGHT? CORRECT. YEAH. OKAY, ANY OTHER QUESTIONS? AND AGAIN, THIS WILL BE A PUBLIC HEARING, OFFICIAL PUBLIC HEARING IN TWO WEEKS.

YES. OKAY, LET'S GO TO ITEM B.

[V.B. Information Items]

ONE OF THE THINGS WE'VE TRIED TO DO IN THIS COMMITTEE IS TO CELEBRATE ACHIEVEMENT OF THE STUDENTS, HOW WE'RE PERFORMING, AND ONE OF THE WAYS, ESPECIALLY FOR MIDDLE AND HIGH SCHOOL STUDENTS.

ARE YOU ENGAGED WITH THE CAMPUS? WHEN THE BELL RINGS AT I GUESS IT'S STILL 2:30, WHATEVER TIME THAT IS, DO YOU LEAVE THE CAMPUS OR ARE YOU THERE? ARE YOU PARTICIPATING IN ATHLETICS, IN FINE ARTS, IN DIFFERENT CLUBS WE HAVE, AND I THINK THERE'S BEEN A DIRECT CORRELATION BETWEEN THE PERCENTAGE OF KIDS WHO STAY AND PARTICIPATE AND THOSE WHO LEAVE THE CAMPUS AND GO HOME.

SO THAT'S WHAT THIS REPORT IS.

PLEASE PROCEED. THANK YOU.

GOOD EVENING. CHAIRMAN GLICK BOARD OF TRUSTEES.

DR. LOPEZ.

MY NAME IS IDA PERALES AND RAY MERRILL AND I, MY COLLEAGUE, WE GET TO WORK WITH OUR AMAZING SECONDARY PRINCIPALS TO ENSURE THAT OUR STUDENTS ARE NOT ONLY ACADEMICALLY SUCCESSFUL, BUT THAT WE'RE ALSO PROVIDING THEM OPPORTUNITIES TO EXPLORE THEIR PASSIONS AND THEIR INTEREST.

SO TODAY WE'RE GOING TO GO OVER STUDENT ENGAGEMENT DATA WHILE ALSO CELEBRATING THE HARD WORK AND COMMITMENT OF ALL THE SCHOOL PERSONNEL THAT MAKE THIS ENDEAVOR POSSIBLE. SO IN EDUCATION, WE ALL UNDERSTAND THAT WE NEED TO PROVIDE STUDENTS THE OPPORTUNITY TO EXPLORE DIFFERENT INTERESTS AND ENSURE THAT THEY'RE ABLE TO REACH THEIR GOALS AND REACH THEIR FULLEST POTENTIAL. IT'S ALSO EVIDENT THAT STUDENTS WHO PARTICIPATE IN ATHLETICS AND FINE ARTS OR EXTRACURRICULAR ACTIVITIES ARE MORE LIKELY TO HAVE A POSITIVE SCHOOL EXPERIENCE AND THEY'RE MORE LIKELY TO BE SUCCESSFUL IN SCHOOL.

SO THIS IS A HUGE ENDEAVOR FOR US.

LAST MONTH, DR.

GRIFFIN AND MR. FIGARELLI SHARED AND HIGHLIGHTED SCHOOL DATA, AND THEY WERE ABLE TO CELEBRATE OUR COACHES AND FINE ARTS DIRECTORS , AND TODAY WE NOT ONLY WANT TO CELEBRATE THEM, BUT WE ALSO WANT TO CELEBRATE OUR SPONSORS AND OUR CAMPUS LEADERS WHO ARE INVOLVED WITH EXTRACURRICULAR ACTIVITIES. I JUST WANT TO CALL OUT HOW MUCH WORK, THE COMMITMENT AND DEDICATION THAT IT TAKES TO WORK WITH SCHOOLS OUTSIDE OF THE SCHOOL DAY. I THINK WE TAKE FOR GRANTED THAT WE OFFER ALL THESE ACTIVITIES AND, YOU KNOW, FROM CHECKING WHETHER THEY ATTEND TUTORING, CHECKING WHETHER THEY'RE COMING TO SCHOOL EVERY DAY, LOOKING AT THEIR GRADES, PROVIDING FOOD, COACHES, ATHLETIC SPONSORS AND DIRECTORS, SOMETIMES THEY GO TO SAMS AND JUST BUY SNACKS FOR STUDENTS TO MAKE SURE THEY HAVE SOME SNACKS IN THEIR CLOSETS, OUT OF THEIR OWN POCKET TO FEED KIDS, ARRANGING RIDES FOR THEM.

THE LIST GOES ON AND ON, AND TODAY WE WANT TO MAKE SURE THAT THEY KNOW THAT WE ARE VERY GRATEFUL FOR THEIR COMMITMENT AND DEDICATION AND THAT WE SEE THEM AND APPRECIATE THEM.

SO THIS IS OUR MIDDLE SCHOOL DATA.

YOU'LL SEE HERE, THE NUMBER OF STUDENTS ENGAGED IN ATHLETICS AND FINE ARTS, WE HAVE ABOUT 11,200 STUDENTS ENROLLED IN OUR MIDDLE SCHOOLS, AND ABOUT 33% OF THESE STUDENTS ARE IN ATHLETICS, AND JUST A REMINDER, THE FIVE SPORTS THAT WE OFFER ARE FOOTBALL, TRACK SOCCER, BASKETBALL AND VOLLEYBALL.

WE ALSO OFFER GYMNASTICS AND JROTC AT TWO OF OUR CAMPUSES.

NOW, OVER 90% OF OUR MIDDLE SCHOOL STUDENTS ARE IN A FINE ARTS COURSE.

HOWEVER, THE NUMBER THAT YOU SEE HERE ONLY REFLECTS THE STUDENTS THAT PARTICIPATE IN UIL ACTIVITIES THROUGH FINE ARTS, AND THAT NUMBER IS 51%.

SO OUR MIDDLE SCHOOL CAMPUSES HAVE DONE A GREAT JOB OF ENGAGING OUR STUDENTS.

THERE'S ALWAYS ROOM FOR IMPROVEMENT, BUT CONSIDERING THE CHALLENGES WE FACE DUE TO COVID, I THINK THAT THEY'VE DONE AN EXCELLENT JOB OF ENGAGING OUR STUDENTS. SO IN ADDITION TO FINE ARTS AND ATHLETICS, WE ALSO HAVE ABOUT 2180

[00:25:09]

THAT'S 20% OF OUR STUDENT POPULATION.

THERE ARE 97 TOTAL CLUBS AND 66 UNIQUE CLUBS, THE MOST COMMON BEING STUDENT COUNCIL, CHEER, ROBOTICS, YEARBOOK AND E-SPORTS. SO MANY OF THESE CLUBS AND ORGANIZATIONS FOCUS ON HELPING STUDENTS EXPLORE A VARIETY OF INTERESTS, BUT THEY'RE ALSO DEVELOPING ESSENTIAL SKILLS LIKE CRITICAL THINKING, PROBLEM SOLVING, PUBLIC SPEAKING.

I LOOKED IT UP, AND I DON'T KNOW IF YOU KNOW THIS, BUT 40 TO 75% OF THE AMERICANS ARE AFRAID OF SPEAKING IN PUBLIC AND SO I THINK SOME OF OUR ORGANIZATIONS DO A VERY GOOD JOB OF HAVING STUDENTS PRACTICE AND BEING IN FRONT OF PEOPLE.

SO JUST TO HIGHLIGHT A FEW OF OUR MIDDLE SCHOOL CLUBS, WE HAVE THE PRINCIPAL ADVISORY COUNCIL AT JACKSON TECHNOLOGY.

MR. DAVID DUNPHY IS THE SPONSOR AND THIS CLUB IS MADE UP OF A DIVERSE GROUP OF STUDENTS FROM ALL GRADE LEVELS, AND THEIR FOCUS IS BUILDING THEIR LEADERSHIP SKILLS THROUGH DIFFERENT EVENTS AND ACTIVITIES AND COMMUNITY SERVICE.

THEN WE HAVE THE GIRLS WITH GOALS AT BUSSEY MIDDLE SCHOOL.

THEIR SPONSORS ARE FAREN CARTER, ARAMATHA HALL AND ASHLEY COLEMAN, AND THEIR FOCUS IS REALLY HONING IN ON SUPPORTING THEIR PHYSICAL, EMOTIONAL WELL-BEING AND PROVIDING OPPORTUNITIES AT THE HIGH SCHOOL AND COLLEGE LEVEL.

WE HAVE TIARAS MENTORING GROUP AT CLASSICAL CENTER AT BRANDENBURG.

THIS IS ALSO MADE UP OF A GROUP OF GIRLS, AND ALSO SAME THING FOCUS ON LEADERSHIP SKILLS.

THEY PROVIDE THEM WITH MENTORSHIP OPPORTUNITIES, AND THE FOCUS IS ALSO JUST TO BUILD POSITIVE RELATIONSHIPS WITH OTHERS, AND THEN AUSTIN ACADEMY, WHICH IS ALSO FORMALLY KNOWN AS JUNIOR YOUTH IN GOVERNMENT.

THIS GIVES STUDENTS THE OPPORTUNITY TO EXPERIENCE GOVERNMENT BY ALLOWING THEM TO CREATE AND DEBATE THEIR OWN BILLS, PROPOSALS AND RESOLUTIONS WITH STUDENTS.

SO THROUGH THIS PROCESS, STUDENTS BUILD THEIR CRITICAL THINKING SKILLS, PROBLEM SOLVING, AND THEY DO A LOT OF PUBLIC SPEAKING.

SO THAT IS PRETTY AWESOME.

THEIR SPONSORS ARE KRISTEN PERSHEY AND KEVIN THOMPSON.

SO THESE ARE JUST A FEW EXAMPLES OF THE TYPES OF EXPERIENCES AND OPPORTUNITIES THAT OUR STUDENTS GET TO DO IN OUR MIDDLE SCHOOLS, AND I THINK IT'S IMPORTANT, LIKE I SAID, THAT WE ALWAYS CONTINUE TO GROW OUR PROGRAMS EXCUSE ME, AND ENGAGE OUR STUDENTS.

I WILL NOW PASS IT OVER TO MR. RAY MERRILL, WHO WILL GO OVER HIGH SCHOOL DATA.

JUST ONE THOUGHT.

I REMEMBER WHEN BOTH OF MY KIDS WERE IN BAND, AND I THINK THE IMPORTANT THING IS, ONE, ALL THE FRIENDS THEY HAVE RIGHT AWAY AND TWO THE FACT THAT THOSE TEACHERS WERE ALWAYS CHECKING GRADES, ALWAYS MAKING SURE ANY OTHER PROBLEMS , AND I THINK THAT'S WHAT REALLY HELPS HERE, TOO, AND I THINK THAT'S THE IMPORTANCE OF THE OF THESE ACTIVITIES.

SO THANK YOU. YES, SIR.

THANK YOU. YES, MR. BEACH.

REAL QUICK I WAS GOING TO ASK YOU, HAVE YOU HAD ANY RESPONSE FROM ANY OF THE STUDENTS ABOUT A POSSIBILITY SINCE SWIMMING NOW IS GOING TO BE A UIL SPORT OF THE MIDDLE SCHOOLERS THAT ARE WANTING TO GO INTO HIGH SCHOOL AND BE ON SWIM TEAMS OR WHATEVER OF DOING SOMETHING LIKE THAT, ARE YOU ALL DOING ANY KIND OF SURVEYS TO SEE IF THERE'S OTHER ACTIVITIES THAT MIGHT BE THAT COULD BE AN EFFORT THAT'LL HAVE TO BE AN AFTER SCHOOL BECAUSE OF TRANSPORTATION, BUT STILL, I WAS JUST WONDERING UTILIZING THE NATATORIUM BUT HAVE YOU ALL HAD ANY OTHER INPUT FROM PARENTS OR ANYBODY ELSE, WHEN YOU HAVE THESE TYPE OF ORGANIZATIONS AND SAYING, HEY, CAN WE START THIS OR WHATEVER? WE DEFINITELY ARE LOOKING INTO SWIMMING AT THE MIDDLE SCHOOL.

I MEAN, WE ARE EXPLORING THOSE OPTIONS.

RIGHT NOW, WE'RE TRYING TO FOR MIDDLE SCHOOLS, WE'RE LOOKING AT STUDENT AMBASSADORS.

THAT'S A LEADERSHIP GROUP WHERE STUDENTS ARE THE ONES THAT ARE LEADING THE SOCIAL EMOTIONAL LEARNING ON THEIR CAMPUS.

SO RATHER THAN THAT INFORMATION COMING FROM COUNSELORS OR TEACHERS, IT'S GOING TO COME FROM STUDENTS, AND SO PREPARING THEM TO PRESENT IN FRONT OF THEIR PEERS ABOUT RESPECT OR TREATING EACH OTHER AND LOVING EACH OTHER, YOU KNOW, JUST THOSE BASIC EMOTIONS THAT WE SHOULD BE ABLE TO HANDLE OR EVEN AS BASIC AS KNOWING HOW TO HANDLE YOUR EMOTIONS.

WHAT DO YOU START FEELING LIKE WHEN YOU START GETTING ANGRY? WHAT DOES IT FEEL LIKE INSIDE? AND HOW CAN YOU REGULATE THAT? TEACHING STUDENTS HOW TO BEHAVE.

[00:30:02]

WE TEACH THEM HOW TO DO ENGLISH OR READ, BUT TAKING THE TIME TO TEACH THEM HOW TO REGULATE THEIR EMOTIONS.

SO BUILDING A LEADERSHIP GROUP THAT'S ABLE TO DO THAT ON CAMPUSES.

ANY OTHER QUESTIONS? THANK YOU. MS. PERALES, THANK YOU.

CHAIRMAN GLICK BOARD OF TRUSTEES.

DR. LOPEZ.

I HOPE IT SHOWS I'M EXCITED TO CONTINUE TALKING ABOUT WHAT'S GOING ON.

PROBABLY MORE ABOUT THE HIGH SCHOOLS THIS TIME.

I'M GOING TO GIVE YOU A LITTLE MIDDLE SCHOOL DATA TOO.

AS YOU CAN SEE, THIS INFORMATION GIVES YOU SOME DATA ABOUT ENROLLMENT INVOLVEMENT IN ATHLETICS AND FINE ARTS.

I WANT TO CLEAR A LITTLE BIT ABOUT THE DATA.

IT'S HARD TO COLLECT THIS DATA AND WE MADE SURE WE GAVE YOU ACCURATE DATA, NOT SOME SORT OF DATA THAT WASN'T, AND SO WE DIDN'T COUNT EVERY FINE ARTS.

WE COUNTED THE ONES THAT STUDENTS ARE COMPETING IN, OR IT'S A HIGH LEVEL THAT MAYBE THEY'RE EXHIBITING THINGS LIKE THAT.

IF THEY'RE IN ART 1, IT'S NOT COUNTED HERE.

ALSO UNIQUE PARTICIPATION, WHAT DOES THAT MEAN? IT MEANS THAT A STUDENT'S NOT IN, LET'S SAY, VOLLEYBALL AND TRACK, IT'S GETTING COUNT TWICE.

IT'S JUST THEY'RE IN SOME ATHLETIC PROGRAM.

ONE OF THE THINGS I WANT TO SHARE WITH YOU ABOUT THAT IS IF YOU LOOK AT THAT, YOU HAVE ABOUT OVER 6000 KIDS THAT ARE INVOLVED IN EITHER ATHLETICS OR FINE ARTS, BUT OVER 1000 OF THOSE STUDENTS ARE INVOLVED IN BOTH, AND I'LL TELL YOU, THAT'S A SCHEDULING NIGHTMARE JUST TO BEGIN WITH TO DO THAT AND LOOK AT WHEN DO WE OFFER THIS AND WHEN DO WE OFFER THAT.

SO I GIVE KUDOS TO THE CAMPUSES FOR MAKING THAT A PRIORITY SO THEY COULD DO BOTH.

KUDOS FOR US AND OUR BOARD OF TRUSTEES AND KUDOS FOR THE KIDS AND THE PARENTS FOR ALLOWING TO.

THAT'S QUITE A COMMITMENT.

NOW, THE NEXT WE WANT TO SHARE WITH YOU, WHAT DOES THAT TRULY MEAN? WHAT DOES IT MEAN THAT A STUDENT IS INVOLVED AND WHAT IMPACT DOES IT HAVE ON GRADES OR ATTENDANCE OR ACADEMICS? THAT WAS HARD TO COLLECT AS WELL, AND THAT'S ONE OF OUR GOALS, IS TO WORK ON THAT A LITTLE BIT MORE, BUT WE JUST TOOK THREE.

WE DIDN'T CHERRY PICK THREE.

WE THOUGHT ABOUT THE CAMPUSES THAT WE WERE MENTIONING IN THIS PRESENTATION, SO WE JUST THOUGHT WE'D MAKE SURE WE TRY TO MENTION ALL CAMPUSES.

SO THESE ARE JUST SOME DATA FROM THREE THAT BECAUSE WE JUST BASICALLY HAD TO HAND DO THIS DATA, BUT IT SHOWS AND I THINK WE ALL KNOW THAT SACHSE HIGH SCHOOL HAS A VERY SUCCESSFUL BAND PROGRAM AND HIGH NUMBERS.

TO SACHSE'S CREDIT, THEY HAVE A HIGH ATTENDANCE RATE.

THEY HAVE THE HIGHEST OF OUR HIGH SCHOOLS, BUT THE STUDENTS IN BAND ARE 2.5 PERCENTAGE POINTS HIGHER THAN THE GENERAL POPULATION, AND LIKE MR. GLICK SAID, THAT MEANS STUDENTS ARE NOT ONLY COMING TO SCHOOL AND STAYING; THEY'RE STAYING AFTER YOU SEE SOME, THE SUN HASN'T EVEN COME UP AND THEY'RE THERE . NAAMAN FOREST FOOTBALL TEAM IS 7% LOWER FAILURE RATE FOR THE FALL SEMESTER THAN THE CAMPUS, AND I THINK MS. PERALES AND YOU ALL WERE ALLUDING TO THAT.

WHAT DOES THAT MEAN? I TELL YOU WHAT IT MEANS.

IT MEANS THE COACHES, THE PARENTS OF THE FOOTBALL TEAM PROBABLY HAVE THE COACHES' CELL NUMBERS IS WHAT IT MEANS.

IT MEANS THEY HAVE THEY GO AND SEE TEACHERS AND DO THEY HAVE TUTORIALS AND KIDS COME OUT DRESSED UP FOR PRACTICE AND THEY SAY, NO, YOU'VE GOT TO BE BACK IN FOR TUTORIALS.

YOU COME BACK IN 20 MINUTES OR 45 MINUTES.

IT'S ALL ABOUT THOSE RELATIONSHIPS AND DEDICATIONS THAT THEY DO.

I PUT A MIDDLE SCHOOL DATA ON THERE AS WELL.

WHAT DOES IT MEAN FOR BEHAVIOR AND SHOW IF YOU WERE TO LOOK AT SCHRADE MIDDLE SCHOOL, FOR EXAMPLE, THE STUDENTS THAT ARE INVOLVED IN VOLLEYBALL, THOSE STUDENTS IS 20% LESS, AND THAT MEANS ANY SORT OF INCIDENT, WE'RE NOT TALKING ABOUT A SEVERE INCIDENT OR ANYTHING LIKE THAT, ANY SORT OF THING.

THEY MAY NOT HAVE SEEN A PRINCIPAL, BUT THEY'RE 20% LESS THAN THE REST OF THE SEVENTH AND EIGHTH GIRLS, SEVENTH AND EIGHTH GRADE GIRLS AT SCHRADE MIDDLE SCHOOL.

SO WE TALKED ABOUT FINE ARTS AND ATHLETICS, BUT WE REALLY WANT TO POINT OUT, AND THIS IS WHERE IT'S SO HARD TO GET THIS DATA ABOUT ALL THE HIGH SCHOOL CLUBS AND ORGANIZATIONS, AND MS. PERALES MENTIONED THAT THERE ARE SO MANY IN MIDDLE SCHOOL AND WHAT IT MEANS STUDENTS ARE EXPLORING ALL THESE THINGS THAT PROBABLY WILL IMPACT THEIR LIFE, MAYBE EVEN THEIR CAREERS, BUT THEY'RE ALSO LEARNING THESE SKILLS THAT MAYBE THEY DON'T GET IN OTHER PLACES , AND OUR HIGH SCHOOL IS 17,000, 9600 OF THEM ARE IN SOME OF ORGANIZATION THAT'S NOT SCHEDULED FOR THEM.

IT'S NOT ON THEIR SCHEDULE.

THEY'RE DOING IT SOMETIME.

SO THAT'S I THINK THAT'S QUITE IMPRESSIVE, AND WE LOST A LOT OF THAT THROUGH COVID, AND I KNOW WE'RE ALL TIRED OF COVID'S EXCUSE OR ANYTHING, BUT WE LOST A LOT OF THAT TRACTION DURING THAT TIME, NOT ONLY WITH STUDENTS AND PARENTS, BUT ALSO SPONSORS, AND SO WE'RE REALLY PROUD OF WHAT THEY'RE DOING.

[00:35:02]

I THINK IT WAS ASK US, WHAT ARE STUDENTS INTERESTED IN AND WHAT CAN WE DO? AND WE'RE LOOKING AT CAN WE DO SOME OF THESE ORGANIZATIONS ACROSS CAMPUSES BECAUSE MAYBE WE DON'T HAVE ENOUGH KIDS AT ONE CAMPUS OR A SPONSOR AT ONE CAMPUS.

SO CAN WE DO IT ACROSS CAMPUSES? THERE'S A LOT OF WAYS WE CAN STILL GROW THIS, BUT WE'RE STILL VERY, VERY PROUD OF WHAT OUR STUDENTS ARE DOING.

YOU CAN SEE BY HOW BIG THE NAMES ARE, WHICH ARE OUR LARGEST ORGANIZATIONS.

ANOTHER THING THAT REALLY HELPED US IN DOING THIS IS, THIS IS THE FIRST YEAR AT BOTH MIDDLE AND HIGH THAT WE HAVE ADVISORY.

NOW, IT'S NOT CALLED ADVISORY.

IF YOU HEAR A PRINCIPAL OR SOMETHING, CALL IT SOMETHING ELSE.

I THINK MIDDLE SCHOOLS, THEY ALL CALL IT WIN TIME, THEY ALL CALL IT WIN TIME.

OUR HIGH SCHOOLS CALL IT SOME SPECIAL NAME, USUALLY TIED TO THEIR MASCOT, BUT THIS TIME WE'RE USING FOR INTERVENTION.

WE'RE USING FOR SOCIAL AND EMOTIONAL LEARNING.

BUT IT'S ALSO A TIME IF STUDENTS HAVE TRANSPORTATION ISSUES, TO REALLY HELP OUR CLUBS AND ORGANIZATIONS, AND THAT'S ANOTHER BENEFIT WE'VE GOT FROM HAVING THAT.

MIDDLE SCHOOLS MAY HAVE AT SOME DIFFERENT TIME BASED ON THEIR SCHEDULE.

ALL THE HIGH SCHOOLS ARE AT THE EXACT SAME TIME BECAUSE OF THE GRCTC AND BUSING AND TRANSPORTATION.

SO IT NEEDS TO BE, BUT THAT LENDS ITSELF ALSO THE POTENTIAL TO HAVE, EVEN IF IT'S VIRTUAL ORGANIZATIONS ACROSS CAMPUSES.

SO I WANT TO HIGHLIGHT A FEW MORE.

BEFORE I DO, I WANT TO TELL YOU SOMETHING.

DID YOU KNOW THAT SACHSE HIGH SCHOOL HAS A FISHING CLUB? OF COURSE, I WANTED TO KNOW BECAUSE THAT'S SOMETHING I'M INTERESTED IN, BUT SOUTH GARLAND HAS A CHAPTER OF THE AMERICAN WILDERNESS SOCIETY.

MATTER OF FACT, ONE OF THE BIGGEST, AND SO THERE'S SO MANY OF THEM, AND WE'RE GOING TO HIGHLIGHT A FEW, AND I'LL TELL YOU, WE WERE SO TORN BY THIS BECAUSE WE WANTED TO HIGHLIGHT THEM ALL.

I'M JUST GOING TO TELL YOU, WE REALLY DID; WE WANTED TO HIGHLIGHT THEM ALL, BUT WE CHOSE A FEW THAT WE THOUGHT YOU MIGHT NOT KNOWN OR SEEN ABOUT OR SOMETHING LIKE THAT, AND SO WE WANTED TO SHARE THEM WITH YOU, AND BECAUSE WE JUST THOUGHT THAT MAYBE THEY WERE SOMEWHAT UNIQUE AND FIND SOME INTEREST IN THEM, AND I MAY READ SOME OF THIS BECAUSE WE HOPE THE SPONSORS AND STUDENTS ARE WATCHING, EVEN IF TAPED, AND THEY'RE GOING TO CALL ME OUT IF I GET SOME OF THIS WRONG.

SO BEAR WITH ME WHILE I DO SOME OF THAT, BUT THE FIRST ONE IS THE MEXICAN-AMERICAN STUDIES CLUB MAS AND THAT'S AT LCHS THAT'S AT LAKE VIEW CENTENNIAL, AND IT OFFERS POSITIVE SUPPORT AND CELEBRATES THE UNIQUENESS OF STUDENT MEMBERS.

IT HELPS EMPOWER STUDENTS TO SUCCEED AND WILL OFFER ACADEMIC SUPPORT IF NEEDED AND ENCOURAGE STUDENTS AWARENESS AND LEARNING.

THE ACTIVITIES INCLUDE CELEBRATE CULTURE WITH CRAFTS, COOKING RECIPES, ART AND DANCING.

THEY DO COMMUNITY SERVICE, AND ONE STUDENT SAID THEY LEARN ABOUT HISPANIC CULTURE THROUGH HANDS ON ACTIVITIES AND FEEL MORE CONNECTED TO OTHER HISPANICS AND TO THEIR OWN CULTURE.

THE OTHER ONE IS THE ROWLETT ANIMAL CREW CLUB, AND IT ALLOWS FOR STUDENTS TO OBTAIN REAL LIFE SKILLS USED IN ALL PROFESSIONAL ANIMAL RELATED FIELDS.

THEY ENCOURAGE STUDENTS TO LEARN HUSBANDRY TECHNIQUES, ENRICH PRACTICES, ANIMAL DIETS AND CROSS CONTAMINATION PROTOCOLS, AND THEY ALSO HAVE A WONDERFUL SPONSOR YOU SEE ERIKA, AND SHE WAS A FORMER ZOOKEEPER IN WILDLIFE REHAB.

SO SHE HAS A LOT OF PASSION, INTEREST FOR THAT.

WE HAVE A LOT OF STORIES ABOUT OUR STAFF AND WHAT THEY DID IN PAST LIVES OR CURRENT LIVES OR WHATEVER, AND SHE'S AN EXAMPLE OF THAT.

I WANT TO SHARE WITH YOU A COUPLE MORE.

AT NORTH GARLAND HIGH SCHOOL, THERE'S AN ASIAN STUDENT ASSOCIATION AND THEY INSPIRE SAFE, OPEN AND SPREAD AWARENESS OF ASIAN AMERICAN CULTURE.

THEY HAVE A FESTIVAL IN MAY IN CELEBRATION OF AAPI MONTH, AND THEY HOLD MEETINGS AND PREPARATIONS FOR THE FESTIVALS AND THEY LEARN ABOUT EACH COUNTRY'S CULTURE THROUGH INTERACTIVE LEARNING FROM CULTURE GAMES TO OTHER WORKSHOPS.

NOW THE NEXT TWO I'M REALLY GOING TO READ AND I'M GOING TO TELL YOU WHY BECAUSE, MS. PERALES AND I HAVE TALKED, BUT NOW WE'RE GOING TO HEAR FROM A FEW STUDENTS SO WE KNOW THERE'S AT LEAST A FEW STUDENTS THAT ARE GOING TO WATCH THIS FOR SURE.

SO I'M GOING TO TELL YOU ABOUT THE FIRST ONE.

OH, I FORGOT, NAAMAN'S RACHEL'S CHALLENGE.

THEY WERE GOING TO CALL ME OUT ON THAT.

SO RACHEL'S CHALLENGE IS AT NAAMAN FOREST HIGH SCHOOL.

THE FIVE CHALLENGES THAT RACHEL WROTE IS LOOK FOR THE BEST IN OTHERS, DREAM BIG, CHOOSE POSITIVE INFLUENCE, SPEAK AND ACT WITH KINDNESS AND START YOUR OWN CHAIN REACTION OF KINDNESS, AND TODAY THEY DID A VALENTINE'S FOR THE RESIDENTS OF THE WINTER PARK SENIOR CARE FACILITY TODAY.

SO I THOUGHT I'D SHARE THAT.

OKAY, SO MS. PERALES AND I TALKED, BUT NOW WE'RE GOING TO HEAR FROM A FEW STUDENTS.

OKAY, AND SO I'M GOING TO TALK TO YOU ABOUT THE FIRST ONE.

IT'S CALLED DIAMONDS AND PEARLS AND THE GARLAND AREA ALLIANCE OF BLACK SCHOOL EDUCATORS MENTORING PROGRAM, DIAMONDS AND PEARLS.

IT'S CHAIRED BY ELIZABETH JEAN-PIERRE FROM LYLES MIDDLE SCHOOL AND ALSO TAYLOR [INAUDIBLE] FROM COYLE MIDDLE SCHOOL, AND INITIALLY, IT STARTED AT A MONTHLY

[00:40:05]

CURRENTLY, THE PROGRAM MENTORS 85 YOUNG GIRLS.

THIS MENTORING PROGRAM FOCUSES ON LEADERSHIP AND CHARACTER DEVELOPMENT WHILE EXPOSING YOUNG GIRLS TO VARIOUS PROFESSIONAL EXPERIENCES.

EACH D&P PARTICIPANT IS PROVIDING A PROFESSIONAL MENTOR AND A HIGH SCHOOL BIG SISTER.

MENTORS ASSIST WITH ESTABLISHING GOALS, PROVIDING ENCOURAGEMENT, ENRICHMENT AND AN EXEMPLARY CONTENT.

SO WE'RE GOING TO HEAR FROM A FEW STUDENTS.

IF I CAN DO THIS, LET'S SEE.

THAT YOU OR ME, MATT.

SO DIAMONDS AND PEARLS HAS HELPED ME BE A BETTER PERSON AND BE ABLE TO CONNECT WITH OTHER PEOPLE.

IT'S HONESTLY JUST LIKE GIVES YOU EXTRA MOTIVATION AND IT'S REALLY FUN TO HANG OUT LIKE AFTER SCHOOL WITH ALL YOUR PEERS.

YOU CAN CONNECT WITH THE GIRLS AND YOU CAN ALWAYS HAVE SOMEONE TO TALK TO.

DIAMONDS AND PEARLS HAS REALLY BOOST MY CONFIDENCE TO TALK MORE.

I AM ABLE TO LEARN MORE ABOUT MYSELF.

DIAMONDS AND PEARLS HAS HELPED ME GET MY ATTITUDE BETTER.

IT HAS IMPROVED MY GRADES BY MAKING ME STAY FOCUSED.

IT HELPED ME FOCUS MORE IN SCHOOL.

IT GAVE ME MORE MOTIVATION.

IT CAN CHANGE YOUR MINDSET AND MAKE YOU FEEL MORE CONFIDENT AND ABLE TO DO YOUR EVERYDAY LIFE WITHOUT BEING SCARED OR NERVOUS.

DIAMONDS AND PEARLS.

[LAUGHTER] OKAY, NEXT, WE'RE GOING TO TALK ABOUT THE GARLAND HIGH SCHOOL FILM CLUB, AND IT'S BEEN GOING ON FOR OVER 15 YEARS.

I'VE SUPERVISED GARLAND FOR A FEW YEARS AND I DIDN'T KNOW THE EXTENT OF IT.

I'M JUST GOING TO PLEAD GUILTY TO THAT.

ALL RIGHT. SO I LEARNED A LOT MYSELF.

IT'S SPONSORED BY THOMAS SCHUBERT, AND HE STARTED IT 15 YEARS AGO TO BRING TOGETHER THOSE IN THE FILM INDUSTRY.

THE FILM BEGAN WITH ONLY FILM STUDENTS, BUT NOW IT TAKES ANY STUDENTS AT GARLAND HIGH.

YOU DON'T HAVE TO BE IN FILM TO DO THIS.

THE CLUB HOSTS VISITORS FROM DALLAS AREA AND ALSO ALL OVER THE WORLD, USING TECHNOLOGY TO SPEAK TO STUDENTS.

THESE INCLUDE EDITORS, CINEMA PHOTOGRAPHERS, SOUND ENGINEERS AND PRODUCERS.

STUDENTS WORK IN GROUPS, CREATE THEIR OWN FILMS, AND RECEIVE VOLUNTEER HOURS FOR WORKING IN THE DFW AREA FILM INDUSTRY EVENTS, AND I DIDN'T REALIZE HOW BIG THAT IS.

THAT'S BIG IN THIS AREA, BY THE WAY.

FOR SOME OF THOSE KIDS, IT'S A GREAT CHANCE TO INTERACT IN A REAL WAY WITH THE PEOPLE IN INDUSTRY IN WHICH THEY MIGHT WANT TO MAKE A CAREER OR A PART OR DO AFTER HIGH SCHOOL, THE CLUB HOSTS A LARGE FILM FESTIVAL OPEN TO THE PUBLIC.

AT THE END OF THE YEAR, YOU'RE INVITED AND BRINGING IN OVER 400 ATTENDEES FROM THE AREA.

SO WE'RE GOING TO HEAR FROM A STUDENT.

I FIRST JOINED FILM CLUB BECAUSE MY FILM TEACHER, WHO WAS ALSO THE SPONSOR OF THE CLUB, TOLD ME THAT IT WOULD BE A GOOD IDEA, AND WHILE IT WAS A GREAT EXTENSION OF THE CLASS, I ALSO THINK THAT IT WAS JUST A GREAT PLACE FOR GHS STUDENTS AND GENERAL WHO REALLY LOVED FILM AND TV AND MOVIES TO COME AND HANG OUT.

AND AS I GOT OLDER, I BECAME MORE INVOLVED IN THE CLUB.

I BECAME AN OFFICER FOR THE PAST TWO YEARS, AND IT'S TAUGHT ME A LOT ABOUT HOW I WORK AND CONNECT WITH OTHER PEOPLE, SETTING UP MEETINGS AND STUFF LIKE THAT, AND AS FOR MY CAREER, IT'S BEEN REALLY HELPFUL HAVING PEOPLE COME IN AND TALK TO US.

LAST YEAR IT WAS A VOICE ACTOR.

IT'S TAUGHT ME WHAT I NEED TO DO TO PURSUE THIS AS MY CAREER GOALS AND DREAMS. SO AGAIN, WE WANT TO SAY THANK YOU FOR ALLOWING US TO SHARE THIS WITH YOU TODAY, AND WE KNOW THAT THIS IS MAKING A DIFFERENCE IN KIDS LIVES.

WE JUST THERE'S NO WAY WE COULD EVER MEASURE HOW MUCH IT IS AND THEN WE KNOW WE HAVE WORK TO DO, BUT FOR WHAT I'D ASK THAT YOU FOR MS. PERALES AND MYSELF IS WE HOPE EVERYONE WATCH FROM 5:00 ON TONIGHT, NOT FROM 6:00 ON, BUT A LOT OF PEOPLE ARE GOING TO WATCH THIS BECAUSE THEY WERE ON IT, TALKED ABOUT THEIR CLUB OR ORGANIZATION SPONSOR, AND THEY MAY NOT BE WATCHING IT LIVE, BUT I ASSURE YOU THEY'RE GOING TO SEE. SO IF YOU JOIN WITH ME AND GIVE A ROUND OF APPLAUSE FOR EVERYBODY THAT DEDICATES SO MUCH TO DOING THAT, PLEASE.

[APPLAUSE] THANK YOU.

THANK YOU BOTH. ANY QUESTIONS? OKAY, LET'S GO ON ITEM B2 SEMESTER ONE ATTENDANCE REPORT.

DR. HEMPHILL PAGES 107 TO 114.

[00:45:10]

LOPEZ. THANK YOU FOR THIS OPPORTUNITY TO PRESENT THIS BIRD'S EYE VIEW OF ATTENDANCE FOR FIRST.

SO WE'RE GOING TO LOOK AT THIS DASHBOARD AND WE WILL JUST WALK THROUGH THE PIECES FOR YOU , AND AS I SAID, THIS IS A BIRD'S EYE VIEW.

THERE'S SO MANY MORE FACTORS THAT GO INTO OUR ATTENDANCE, BUT WE WANTED TO HIGHLIGHT THESE SIX PIECES OF INFORMATION FOR YOU, AND THEY ARE SORT OF THE RESULT OF ALL THE OTHER PIECES OF WORK THAT GO INTO ENSURING THAT OUR STUDENTS ARE ENGAGED, AS YOU JUST SAW, JUST A GREAT TESTIMONY TO THE EFFORT THAT IT TAKES TO ENGAGE OUR STUDENTS AND GET THEM INVOLVED AND WANTING TO COME TO SCHOOL.

SO THE FIRST BLOCK THAT YOU SEE THERE IS JUST OUR OVERALL ATTENDANCE.

FOR SEMESTER ONE WE HAD A RATE OF 93.05% ATTENDANCE FOR OUR FIRST SEMESTER.

THAT IS SLIGHTLY BETTER THAN THE ATTENDANCE RATE FOR THE PREVIOUS YEAR, BUT AGAIN, IT IS NOT WHERE WE WANT IT TO BE.

TYPICALLY, WE'VE ENJOYED 95% OR BETTER AS AN ATTENDANCE RATE FOR THE SCHOOL YEAR, AND CERTAINLY FIRST SEMESTER IS WHERE WE REALLY ARE ABLE TO MAKE UP A LOT OF GROUND, AND SO THIS IS NOT WHERE WE WANT IT TO BE, BUT IT IS DEFINITELY BETTER THAN LAST YEAR.

AND AGAIN, I HAVE TO SPEAK A LITTLE BIT TO COVID.

I KNOW WE WANT TO PUT THAT OUT OF OUR MINDS, BUT IF YOU LOOK AT THE BOTTOM LEFT HAND SIDE OF THIS SLIDE, YOU'LL SEE THE NUMBER OF ABSENCES THAT WERE RELATED TO ILLNESS, AND SO WHILE WE ARE DEFINITELY DOING A LOT BETTER, WE ARE NOT OUT OF THE WOODS.

ONE OF THE THINGS, IF YOU WERE YOU ALL, I THINK WE'RE ALL HERE FOR THE VERY FIRST MEETING WHEN WE WERE TALKING ABOUT FINANCE AND LOOKING AT OUR ATTENDANCE RATE, YOU KNOW THAT WE HAD HOLD HARMLESS LAST YEAR FOR A SMALL PORTION OF THE YEAR, AND WE DEFINITELY HAD IT FOR THE YEAR BEFORE WHEN IT CAME TO OUR ATTENDANCE, AND SO WE HAD SOME STRUCTURES THAT THE STATE PUT INTO PLACE TO HELP US WITH OUR ATTENDANCE RATES.

SO YOU SEE THOSE ABSENCES.

WE DON'T HAVE ANY OF THOSE STRUCTURES ANYMORE.

WE DON'T HAVE REMOTE CONFERENCING, WE DON'T HAVE THE ABILITY TO ALLOW OUR STUDENTS TO ATTEND REMOTELY OR TO GO ONLINE, AND SO THIS IS OUR FACE TO FACE ATTENDANCE.

AND WHILE ILLNESSES DO ACCOUNT FOR SOME OF OUR ABSENCES, WE ALSO HAVE MANY OTHER FACTORS THAT GO INTO PLAY, AND JUST TO LET YOU KNOW THE EFFORTS THAT OUR CAMPUSES ARE TAKING, WE CAN SEE THE TRUANCY INTERVENTIONS THAT THEY HAVE PROVIDED FOR STUDENTS, AND THESE INTERVENTIONS, I'LL GO OVER THEM A BIT MORE IN DETAIL ON THE NEXT SLIDE, BUT THEY RANGE FROM MAKING PHONE CALLS HOME ALL THE WAY TO HOME VISITS, SETTING UP PLANS WITH THE STUDENTS TO INCREASE THEIR ATTENDANCE.

AND YOU CAN SEE THERE JUST THE EFFORT THAT HAS BEEN TAKEN AT EACH OF OUR HIGH SCHOOLS, MIDDLE SCHOOLS AND ELEMENTARY STUDENTS TO ENSURE OUR STUDENTS ARE IN SCHOOL EVERY DAY.

THE LAST BLOCK THAT YOU SEE ON THE LOWER RIGHT HAND SIDE, WE SPENT SIX DAYS BELOW 90% ATTENDANCE IN FIRST SEMESTER.

NOW THAT FOR US IN THE ATTENDANCE DEPARTMENT IS KIND OF LIKE OUR CANARY IN THE COAL MINE.

IT LETS US KNOW IF WE NEED TO ASK FOR A WAIVER FOR OUR LOW ATTENDANCE, BUT BECAUSE OUR ATTENDANCE RATE THIS PAST SEMESTER WAS WELL, ACTUALLY LAST YEAR WAS ABOUT 93% AS WELL.

WE HAVE TO HAVE LIKE A TEN POINT DIFFERENTIAL IN ORDER TO RECEIVE THAT WAIVER, AND SO OUR ATTENDANCE RATE ON A PARTICULAR DAY AT A PARTICULAR SCHOOL WOULD HAVE TO BE ABOUT 83% OR LOWER FOR US TO RECEIVE THAT WAIVER.

SO WE HAVE THAT NUMBER THERE.

SIX, WE'LL DO A CALCULATION OF EACH OF OUR DAYS WHERE WE HAD BELOW 90% ATTENDANCE LATER ON IN THE SEMESTER AND WE WILL ASK FOR WAIVERS AT THAT TIME, BUT AGAIN, WE HAVE TO SHOW A TEN POINT DIFFERENTIAL THAT IS BELOW OUR ATTENDANCE RATE FOR THE PREVIOUS SCHOOL YEAR IN ORDER TO ASK FOR THAT WAIVER.

WE WANT TO DO THAT, THOUGH, BECAUSE OF COURSE, IF WE CAN TAKE OFF VERY LOW ATTENDANCE, THAT'S GOING TO RAISE OUR OVERALL ATTENDANCE RATE.

SO WE LOOK FOR EVERY ANGLE TO IMPROVE OUR ATTENDANCE, NOT JUST OUR INTERVENTIONS, BUT ALSO SOME OF THE MORE ADMINISTRATIVE WAYS THAT WE CAN RAISE OUR ATTENDANCE RATE AS WELL, AND THAT IS ONE OF THEM.

SO LOOKING AT OUR INTERVENTIONS THAT WERE PROVIDED ON OUR CAMPUSES, THESE ARE JUST A SHORT LIST OF SOME OF THE THINGS THAT CAN DO.

[00:50:04]

THERE ARE ALSO LETTERS HOME AT THREE UNEXCUSED ABSENCES.

WE CALL THAT A WARNING NOTICE.

THOSE THINGS ARE REQUIRED BY STATUTE.

THE CAMPUSES ALSO SEND EMAILS TO PARENTS ABOUT ATTENDANCE PROCEDURES AND FOR THOSE STUDENTS WHO HAVE EXCESSIVE ABSENCES.

THEY DEVELOP INDIVIDUALIZED ATTENDANCE PLANS AND THEY TAKE INTO ACCOUNT WHAT ARE SOME OF THOSE ROOT CAUSES FOR THE STUDENT BEING ABSENT AND HOW CAN WE ASSIST THOSE STUDENTS IN OVERCOMING THOSE ISSUES THAT THEY PRESENTED DURING THE ROOT CAUSE? AND AT OUR HIGH SCHOOLS AND OUR MIDDLE SCHOOLS, OUR STUDENTS HAVE THE OPPORTUNITY TO RECOVER CREDITS, AND SO WE DO HAVE A LOT OF THAT GOING ON. SO WHEN YOU SAW THAT VERY HIGH NUMBER FOR HIGH SCHOOLS ON THE PREVIOUS SLIDE, THAT IS ONE OF THE OPPORTUNITIES THAT THEY CAN TAKE ADVANTAGE OF FOR INTERVENTION AND NOT NECESSARILY RECLAIMING DAYS, BUT RECLAIMING INSTRUCTION, AND THAT IS THE MOST IMPORTANT THING.

WE WANT TO MAKE SURE THAT OUR STUDENTS ARE THERE, BUT WE NEED TO MAKE SURE THAT THEY'RE LEARNING.

SO IF WE CAN'T MAKE UP THOSE DAYS OR IMPROVE OUR ATTENDANCE RATE, WE DEFINITELY WANT TO MAKE SURE THEY'VE HAD AN OPPORTUNITY TO REGAIN SOME OF THE KNOWLEDGE THAT THEY MISSED DURING THEIR ABSENCES.

ONE OF THE THINGS THAT YOU SEE ON THE RIGHT HAND SIDE OF THE SLIDE IS OUR SAMPLE CAMPUS DASHBOARD.

WE USE AN ATTENDANCE SOLUTION CALLED RAAWEE, AND IT HELPS US KEEP UP WITH ALL OF THESE INTERVENTIONS SO THAT WE DON'T HAVE PEOPLE RUNNING AROUND WITH SPREADSHEETS TRYING TO KEEP UP WITH HOW MANY WARNING NOTICES DID WE SEND OUT? HOW MANY PARENT CALLS HAVE WE MADE OR HOW MANY DO WE NEED TO MAKE? AND SO I'M JUST GOING TO GO OVER WHAT EACH OF THE COLUMNS STAND FOR.

SO THE FIRST COLUMN THAT YOU SEE THERE THAT'S IN WHITE STARTS AT 20 AND GOES DOWN TO 4 IS THE NUMBER OF INTERVENTIONS THAT A CAMPUS HAS PENDING. AND THEN THE CENTER COLUMN THAT'S IN BLUE LETS YOU KNOW WHAT THE DIFFERENT INTERVENTIONS ACTUALLY ARE.

SO A FEW OF THOSE ARE LAID OUT ON THE SLIDE, AND I WENT OVER, BUT THERE ARE SOME THERE IN THE MIDDLE.

IT ENDS WITH FILING A COMPLAINT BECAUSE THAT IS ONE OF THE TOOLS THAT WE DO HAVE IN OUR TOOLBOX, AND SO WE DO AFTER EXCESSIVE ABSENCES, WE CAN FILE ON A STUDENT AND THAT STUDENT WOULD HAVE TO GO TO TRUANCY COURT.

THAT IS NOT NECESSARILY AN INTERVENTION, BUT IT IS SOMETHING THAT WE DO HAVE IN OUR TOOLBOX TO ENSURE OUR STUDENTS ARE GOING TO SCHOOL. THE FINAL COLUMN WHERE YOU SEE THE YELLOW AND THE RED JUST LETS US KNOW WHEN WE HAVE GONE OVER BY FIVE DAYS FOR THE YELLOW AND SEVEN DAYS IN OUTSTANDING RESPONSES.

SO LET'S SAY WE HAD 20 WARNING NOTICES THAT SHOULD HAVE GONE OUT.

WE GET A NOTICE FOR THE CAMPUS ADMINISTRATOR AS WELL AS THE DATA CLERK AT THE CAMPUS, LETTING THEM KNOW OK YOU'RE OUTSTANDING FIVE DAYS.

YOU NEED TO GO AHEAD AND MAKE THAT PHONE CALL OR SEND THAT NOTICE OUT OR YOU'RE OUTSTANDING BY SEVEN DAYS.

YOU NEED TO GO AHEAD AND MAKE THE PHONE CALL.

SO THOSE ARE JUST A FEW OF THE TOOLS THAT WE HAVE IN OUR TOOLBOX TO HELP INTERVENE AND PREVENT HOPEFULLY ABSENCES, BUT DEFINITELY TO INTERVENE AND SUPPORT ONCE STUDENTS EXHIBIT ABSENCES.

SO AT THIS TIME, DO YOU HAVE ANY QUESTIONS FOR ME? AND WHILE I REPRESENT THIS DEPARTMENT, I WANT YOU TO KNOW I AM NOT THE EXPERT.

I HAVE A COORDINATOR OF AT RISK AND ATTENDANCE, AS WELL AS TWO ATTENDANCE ADMINISTRATORS ON MY TEAM WHO DO A LOT OF THE WORK AT THE CENTRAL LEVEL, AND OF COURSE, WE HAVE 72 EXPERTS ON CAMPUSES AS FAR AS RECORD KEEPING.

THOSE ARE DATA CLERKS AS WELL AS OUR ASSISTANT PRINCIPALS AND PRINCIPALS WHO SUPPORT THEIR TEACHERS AND ENSURING THAT WE HAVE OUR STUDENTS THERE EVERY DAY.

AND IF NOT, WE'RE PROPERLY ACCOUNTING FOR THAT.

TRUSTEES ANY QUESTIONS? BOARD MEMBERS? YES.

MR. SELDERS, THANK YOU FOR THAT PRESENTATION.

JUST REAL QUICK AND HOW ARE YOU CALCULATING THE PERCENTAGES GOING BY TOTAL STUDENT ENROLLMENT, RIGHT? YES. AND SO IF YOU LOOK AT THAT ADA COMPARISON BY YEAR STARTED OUT AT 95.9 IN 2021, AND THIS YEAR AT 93.1, THAT DIFFERS OF 2% THAT YOU TALKED ABOUT BEFORE, WHERE WE USUALLY AROUND 95% WOULD REPRESENT ABOUT 1000 PLUS STUDENTS.

WITH THE ILLNESS ABSENCES AND SOME OF THE OTHER THINGS THAT YOU TALKED ABOUT, WHERE DO YOU SEE THAT GAP RESIDING AND WHAT DO WE NEED TO DO TO HELP

[00:55:02]

AND SO WE HAVE A LOT OF STUDENTS WHO ARE NOT USED TO BEING BACK FACE TO FACE AND MAKE CHOICES NOT TO COME TO SCHOOL, AND SO WE HAVE SEVERAL STUDENTS THAT HAVE EXCESSIVE ABSENCES.

SO WHILE THE MAJORITY A VERY HIGH MAJORITY OF OUR STUDENTS ARE GOING TO SCHOOL AND THEY'RE GOING TO SCHOOL EVERY DAY, WE DO HAVE A GROUP OF STUDENTS WHO HAVE COMPILED EXCESSIVE ABSENCES AT THAT PARTICULAR GRADE LEVEL.

SO ONE OF THE INTERVENTIONS I DID NOT MENTION, BECAUSE IT IS NOT IMPLEMENTED YET AND USING SOME OF THE ESSER FUNDS, WE WILL BE HIRING SEVEN RETENTION AND RECOVERY SPECIALISTS TO HELP US IN THAT PARTICULAR AREA FOR THE NEXT 18 MONTHS, AND THEY REALIZE THAT IT'S A VERY, VERY SHORT WINDOW TO HELP US HOPEFULLY GET BACK TO WHERE WE WERE BEFORE IN SUPPORTING OUR STUDENTS, AND SO THEY ARE GOING TO BE WORKING WITH SOME OF OUR STUDENTS THAT HAVE VERY HIGH ABSENCE RATES TO ENSURE THAT THEY START COMING TO SCHOOL AND THAT THEY REMAIN IN CLASS.

A LOT OF TIMES WE GO IN, ESPECIALLY AS YOU HEARD ABOUT OPERATION OPPORTUNITY THAT WE DID IN THE FALL, TO RECOVER THOSE STUDENTS WHO HAD BEEN DROPOUTS.

WE GET A LOT OF THOSE STUDENTS BACK AND THEN WE FIND AFTER A MONTH, TWO MONTHS, THEY'RE OUT AGAIN, AND SO WE KNOW THAT IT'S GOING TO TAKE SOME MORE HANDS ON INTERVENTION WITH THOSE STUDENTS, AND WE'RE HOPEFUL THAT THESE SEVEN POSITIONS WILL HELP US, AND WE ARE PRIMARILY FOCUSING THEM ON OUR HIGH SCHOOL LEVEL.

AND SO WE'LL BE WORKING WITH OUR PRINCIPALS AND ASSISTANT PRINCIPALS IN HOW TO BEST INCORPORATE THOSE PEOPLE INTO THEIR INTO THEIR TEAM, BASICALLY.

AND JUST OUT OF CURIOSITY, YOU MENTIONED THAT MOST OF THEM ARE HIGH SCHOOL STUDENTS.

I IMAGINE THAT IF WE ARE ABLE TO GET THEM BACK IN SCHOOL AND I GUESS GOING THROUGH THE CREDIT RECOVERY PROCESS, HOW OR WHAT PERCENTAGE WOULD YOU SAY ARE JUNIORS OR SENIORS VERSUS BEING FRESHMEN OR SOPHOMORE? DO YOU HAVE A GOOD FEEL FOR THAT? SO I DO NOT HAVE A GOOD FEEL FOR THAT.

I KNOW MY TEAM DEFINITELY WOULD, BUT THAT'S AN INFORMATION I COULD GET FOR YOU TO LET YOU KNOW WHAT GRADE LEVELS WERE PRIMARILY SEEING IT AT.

TYPICALLY, I KNOW OUR SENIORS AND OUR JUNIORS ARE PRETTY FOCUSED ON MAKING SURE THAT THEY'RE ABLE TO GRADUATE, AND SO IF I GO OFF A PAST EXPERIENCE, I WOULD SAY THAT IT WAS AT OUR FRESHMAN AND OUR SOPHOMORE LEVELS THAT WE WOULD SEE THAT, BUT I CAN GET THE EXACT INFORMATION FOR YOU.

THANK YOU. WHEN YOU LOOK AT THE STATS, DON'T LOOK AT GRADE LEVEL.

LOOK AT YEARS IN HIGH SCHOOL.

THERE'S A DIFFERENCE.

YES. THE COHORT INFORMATION.

YES. YEAH, THE COHORT.

YES. THANK YOU.

MR. BEACH. MS. HEMPHILL, CAN YOU ANSWER HOW MANY CASES WE CURRENTLY HAVE IN COURT RIGHT NOW? I DO NOT HAVE THAT NUMBER.

I CAN DEFINITELY PREPARE THAT FOR YOU.

OKAY, CAN I GET THAT INFORMATION? YES. AND ALSO OF THESE COURT DATES OR THESE COURT CASES, OF COURSE, I WAS SURPRISED I THOUGHT THAT TRUANCY HAD KIND OF GONE AWAY.

THE SITUATION IS FAR.

I MEAN, I KNOW THE KIDS WERE MISSING, BUT I DIDN'T KNOW WE WERE TAKING THEM TO COURT.

WHO REPRESENTS US FROM THE SCHOOL DISTRICT? SO WE HAVE TWO ATTENDANCE ADMINISTRATORS, AS WELL AS A SOCIAL WORKER THAT IS PRIMARILY FOCUSED ON OUR TRUANT STUDENTS.

OUR SOCIAL WORKER GOES MOST OF THE TIME TO REPRESENT US IN COURT BECAUSE HE IS VERY MUCH INTERESTED IN MAKING SURE WE'RE CONNECTING THOSE STUDENTS TO SERVICES AND SUPPORTS THAT CAN HELP THEM IF THEY HAVE ANY BARRIERS TO ATTENDING AND ALSO IF THEY THEY NEED SOME ADDITIONAL SUPPORTS.

WE DO HAVE CONNECTIONS WITH OUR COUNSELING INSTITUTES OF TEXAS AS WELL AS, OF COURSE, OUR CAMPUS COUNSELORS.

SO HE REPRESENTS US MOST OF THE TIME.

YOU KNOW, WHO IS THE JUDGE? ARE THEY GOING BEFORE JOHN SHOLDEN? I WANT TO SAY, NO, IT'S NOT JUST SHOLDEN ANYMORE.

I WANT TO SAY IT'S JUDGE REYES.

REYES? YES.

AND HOW OFTEN ARE THEY MEETING? I'M SURE THEY DON'T DO IT EVERY DAY.

NO, IT IS A COUPLE OF DAYS A WEEK.

IT IS MULTIPLE DAYS PER WEEK.

AT THIS POINT, WE ARE BEHIND SEVERAL MONTHS.

SO THE REASON I SAID IT'S NOT AN INTERVENTION IS THAT IT'S NOT AS IMMEDIATE AS WHAT WE'RE ABLE TO DO ON CAMPUS.

THERE IS SOME LAG TIME THERE BECAUSE, OF COURSE WE HAVE TO GO THROUGH ALL THE ADMINISTRATIVE STEPS TO HAVE IT ON THE DOCKET AND SEEN IN COURT.

SINCE WE ARE LIVE, CAN YOU KIND OF TELL US WHAT SOME OF THE OUTCOMES MIGHT HAVE BEEN FOR THOSE STUDENTS THAT HAVE GONE THROUGH THERE? ARE THEY GETTING BACK INTO SCHOOL, YOU KNOW, AFTER THE PARENTS HAVE BEEN FINED?

[01:00:04]

AND THAT'S NOT A GOOD THING.

BUT IT'S DEFINITELY NOT A GOOD THING.

WE DO NOT WANT THAT TO HAPPEN.

WE DO SEE THE STUDENTS ARE COMING BACK AND THAT'S THE FIRST THING THAT THEY SAY IS THAT YOU NEED TO GO TO SCHOOL.

YOU NEED TO GO TO SCHOOL EVERY DAY, BRING YOUR ATTENDANCE BACK HERE AND LET US SEE THAT YOU HAVE GONE.

THE PARENT STILL HAS INCURRED A FINE, BUT THE COURT IS TRYING TO BE A PART OF THE SOLUTION WITH US BY ENSURING THAT STUDENT STAYS IN SCHOOL.

THE REASON THAT WE SEND IT'S MR. PAUL AGUILAR IS OUR TRUANCY SOCIAL WORKER.

OKAY. AND SO THE REASON WE SEND HIM IS BECAUSE WE WANT TO MAKE SURE THAT WE ARE CONNECTING WITH THE STUDENTS, AND SO THEY MAY APPEAR IN COURT AND THE COURT MAY ASSIGN THEM TO COUNSELING OR TO SOME OTHER SUPPORT OUT IN THE COMMUNITY.

MR. AGUILAR IS ABLE TO GO AND FOLLOW UP AT THE CAMPUS LEVEL TO MAKE SURE, HEY, ARE YOU IN CLASS TODAY? ARE YOU DOING WHAT IT IS YOU WERE SUPPOSED TO DO BASED ON WHAT THE COURT HAS RECOMMENDED FOR YOU? SO BECAUSE WE JUST HAD A GREAT REPORT FROM MS. PERALES AND RAY MERRELL, AND IT'S IF SOMEHOW OR ANOTHER WE COULD GET THESE KIDS THAT ARE GETTING THIS TRUANCY PLUGGED IN TO THE MULTI-PROGRAMS THAT ARE OUT THERE, THAT WE HAVE IT WOULD, I THINK, IMPROVE THEIR ATTENDANCE, ESPECIALLY THE FRESHMEN, AND IF SOME OF THE OLDER KIDS, THE JUNIORS AND SENIORS WOULD BE THEIR MENTORS TO GET THEM INVOLVED IN THOSE CLUBS, IT WOULD BE REALLY A GREAT THING.

SO ANYWAY, JUST FOOD FOR THOUGHT.

THANK YOU. YOU'RE WELCOME.

ANY OTHER QUESTIONS? I DO HAVE ONE.

YES SIR. SO THERE'S A DEBATE GOING ON IN AUSTIN DURING THE LEGISLATIVE SESSION.

ATTENDANCE VERSUS ENROLLMENT.

ALL RIGHT, DR.

RINGO EARLIER ON THIS EVENING TALKED ABOUT ADA AND HOW WE'RE GETTING PAID.

THE ARGUMENT FOR PEOPLE SAYING WE SHOULDN'T BE PAID BY ENROLLMENT IS BECAUSE IF WE ARE PAID THAT WAY, THEN OFTEN PEOPLE LIKE YOURSELF AND YOUR DEPARTMENT WON'T WORRY IF THE KIDS DON'T SHOW UP.

WHAT'S YOUR ARGUMENT AGAINST THAT? WELL, WE'RE DEFINITELY GOING TO WORRY BECAUSE, AS I SAID, WE ARE, OF COURSE, CONCERNED BECAUSE OF THE FINANCIAL IMPLICATIONS RIGHT NOW THAT IT HAS, BUT THE MOST IMPORTANT THING IS THAT THEY ARE THERE IN FRONT OF THEIR TEACHERS AND THEY ARE LEARNING AND ENGAGED.

THAT IS WHAT WE ARE THERE FOR.

WE ARE TRYING TO MAKE SURE THAT THEY GO BACK TO CLASS AND THAT THEY STAY IN CLASS BECAUSE WE WANT THEM TO GRADUATE WE WANT THEM TO GRADUATE AND WE WANT THEM TO BE INVOLVED IN THINGS THAT WILL FURTHER THEIR FUTURE.

SO WE DEFINITELY WHILE IT'S PROBABLY MORE DIFFICULT TO DO IT THE WAY THAT WE'RE DOING IT, IT MAKES US AS A DISTRICT ACCOUNTABLE TO THOSE STUDENTS FOR THEIR LEARNING, JUST AS THEY SHOULD BE ACCOUNTABLE FOR IT AS WELL.

AND I THINK THAT'S THE ARGUMENT I HOPE OUR LEGISLATORS HEAR WHY WE DO IT NOT, I MEAN, THERE IS A MONETARY REASON NOW, BUT EVEN IF THAT WENT AWAY, IT'S EXACTLY WHAT YOU SAID.

SO AND I THINK THAT'S IMPORTANT FOR THEM TO HEAR THAT.

ANYBODY ELSE? OKAY, THANK YOU. LET'S GO TO ITEM B3 SEMESTER DISCIPLINE.

DR. HEMPHILL AND MARY GARCIA.

PAGES 115 TO 133.

MECHELLE. JUST A MINUTE.

I'M KIND OF GOING TO MISS THE GRCTC AS WELL, BECAUSE I CAN KIND OF HIDE UNDER THIS AND SOME OF YOU CAN'T SEE ME LIKE DR.

LOPEZ, I THINK.

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

LOPEZ. TONIGHT, STUDENT SERVICES WILL PRESENT A STUDENT MANAGEMENT STATUS REPORT FOR SEMESTER ONE OF THE 2022-23 SCHOOL YEAR. INCLUDED IN THE PRESENTATION WILL BE AN EXPLANATION OF OUR EXCLUSIONARY DISCIPLINE BOARD REPORTS, WHICH ALLOWS US TO EXAMINE OUR DISCIPLINE DATA FOR AREAS OF DISPROPORTIONALITY.

WE WILL ALSO SEE OUR TOP THREE REFERRED BEHAVIORS OR OFFENSES AND OUR TOP REASON FOR OUT OF SCHOOL SUSPENSION BY LEVEL, ETHNICITY AND GENDER.

OUR ONE GOAL TRACKER FOR OUR STUDENT MANAGEMENT OBJECTIVE, PLUS OUR THREE YEAR COMPARISON TOTALS FOR OUR EXCLUSIONARY CONSEQUENCES.

AND THEN WE WILL END OUR PRESENTATION WITH A QUICK LOOK AT A FEW OF THE BEHAVIOR SUPPORTS AND TRAINING OFFERED FIRST SEMESTER AND SOME OF OUR CAMPUSES SUCCESSES.

[01:05:11]

THE BOARD REPORTS ARE PROVIDED FOR YOU BY DISTRICT AND LEVEL IN YOUR BOARD FOLDERS, AND WE ALSO PROVIDE THESE TWO CAMPUSES FOR THE INDIVIDUAL CAMPUSES.

SO THEY EXAMINE THEM BY CAMPUS AND BY DISTRICT LEVEL.

THE REPORT ALLOWS US AGAIN, TO EXAMINE OUR DISPROPORTIONALITY AN OUR DISCIPLINE DATA, AND IT DOES THIS BY ANALYZING OUR ENROLLMENT DEMOGRAPHICS, THE NUMBER OF STUDENTS RECEIVING A REFERRAL, THE TOTAL NUMBER OF REFERRALS OR INCIDENTS, AS WELL AS THE NUMBER OF STUDENTS RECEIVING EACH OF THE THREE EXCLUSIONARY CONSEQUENCES AND THE TOTAL NUMBER OF EXCLUSIONARY CONSEQUENCES PLACEMENTS, AND THAT KIND OF GOES ACROSS THE REPORT.

I'VE HIGHLIGHTED A FEW OF THE AREAS OF FOCUS ON THIS SLIDE, AND THEY ARE ALSO INDICATED ON YOUR REPORTS WITH THE RELATIVE RISK RATIO. REMEMBER, THE RELATIVE RISK RATIO IS THE LIKELIHOOD OF ONE STUDENT GROUP RECEIVING A DISCIPLINE CONSEQUENCE OVER ANOTHER. IF THE RISK RATIO IS GREATER THAN 2.5, YOU WILL NOTE THAT IT IS IN RED ON YOUR BOARD REPORTS AND THAT IS DUE TO THERE BEING A SIGNIFICANT DISPROPORTIONALITY.

IN GISD, WE TARGET THOSE AREAS THAT HAVE A RISK RATIO OF GREATER THAN 1.5.

I'VE LISTED THE TOP TWO FOCUS AREAS BY LEVEL HERE FOR YOU.

SOME HAVE MORE.

OVERALL, THE AREAS WE ARE SEEING THE MOST DISPROPORTIONALITY IN IS OUR AFRICAN AMERICAN STUDENT GROUPS.

IT'S THE NUMBER OF STUDENTS RECEIVING A REFERRAL.

THIS IS KIND OF FOR ALL OF OUR SCHOOLS.

NUMBER OF STUDENTS RECEIVING A REFERRAL AND ALSO THE NUMBER OF STUDENTS RECEIVING AN OUT-OF-SCHOOL SUSPENSION.

THOSE ARE KIND OF OUR TWO MAJOR FOCUS AREAS FOR THAT STUDENT GROUP.

FOR ELEMENTARY, WE HAVE OUR HIGHEST RISK RATIO FOR BOTH AREAS, AND HIGH SCHOOL THE NUMBER OF STUDENTS RECEIVING OUT-OF-SCHOOL SUSPENSIONS.

NOW, I WILL SAY AND I'M JUST GOING TO SAY IT, I'VE UPDATED THIS SLIDE SOMEWHAT.

SO THIS LOOKS LIKE THE PDF OF AN OLD KIND OF THE PRESENTATION, BUT IN YOUR IN YOUR BOARD REPORT THIS MAY BE UPDATED SLIGHTLY.

JUST FOR THE HIGHLIGHTS, I JUST KIND OF CLARIFIED THEM FOR YOU, BUT JUST KIND OF MOVING FORWARD THROUGH THAT THE NUMBER OF STUDENT INCIDENTS AND THE NUMBER OF STUDENTS RECEIVING OUT OF SCHOOL SUSPENSIONS ARE TWO OF OUR BIG FACTORS, OKAY, ON ALL OF OUR LEVELS.

NOW, IF YOU HAVE ANY OTHER QUESTIONS ABOUT THE EXCLUSIONARY DISCIPLINE REPORTS, I CAN ANSWER THOSE AT THE END OF THE PRESENTATION.

SO IN ORDER TO UNDERSTAND, OH, YOU KNOW WHAT, I REALLY DO FEEL BAD.

SO I'M GOING TO TALK A LITTLE BIT ABOUT SOMETHING BECAUSE THIS IS MAYBE THE PDF THAT'S IN THE FILE.

I ADDED ANOTHER SLIDE AND I JUST DON'T SEE IT HERE, SO I'M NOT SURE, BUT I'M JUST GOING TO TALK TO YOU.

IN ORDER TO UNDERSTAND THE DISPARITIES IN OUR DATA, WE HAVE TO KNOW THE WHY THE STUDENTS ARE REFERRED.

WE ARE FORTUNATE TO HAVE A SYSTEM TO PROVIDE THAT INFORMATION.

BEFORE WE LOOK AT THOSE BEHAVIORS I DID INCLUDE A SLIDE IN AND I HOPE IT'S IN YOUR FOLDER, THAT GIVES YOU A LITTLE BIT OF UNDERSTANDING OF THE DECISION MAKING PROCESS THAT ADMINISTRATORS MUST GO THROUGH BEFORE GIVING AN EXCLUSIONARY DISCIPLINE CONSEQUENCE.

AND THAT'S IN CHAPTER 37, AND THAT'S THE TEXAS EDUCATION CODE.

SO THAT'S KIND OF THE LAW WHICH WE GO BY.

IT'S THE SECTION OF THE TEXAS EDUCATION CODE THAT ADDRESSES DISCIPLINE, AND IT GIVES ADMINISTRATORS SIX MITIGATING FACTORS THAT THEY ARE REQUIRED TO CONSIDER BEFORE SUSPENDING A STUDENT.

SO WHEN YOU SEE THESE BEHAVIORS HERE, THESE MAY OCCUR AND A STUDENT, AN ADMINISTRATOR RECEIVES

[01:10:02]

ONE OF THOSE IS DISCIPLINE HISTORY, THE STUDENTS HISTORY.

ONE OF THEM IS THE STUDENT'S STATUS IN THE CONSERVATORSHIP OF FOSTER CARE.

THEY HAVE TO CONSIDER THAT ONE OF IT IS MENTAL HISTORY.

IF THE STUDENT MAY OR MAY NOT HAVE A DISABILITY OR ANOTHER ISSUE, THERE ARE SIX MITIGATING FACTORS THAT THEY MUST CONSIDER. SO THAT IS WHY SOMETIMES SOME STUDENTS MAY OR MAY NOT HAVE BEEN SUSPENDED FOR THE SAME OFFENSE, BUT LOOKING HERE AT YOUR ELEMENTARY AT YOUR BEHAVIORS.

WHAT WE ARE SEEING FOR OUR ELEMENTARY STUDENTS IN ALL OF OUR ETHNICITIES, FOR OUR MALE STUDENTS, IS PHYSICAL CONFRONTATION IS ONE OF THE OFFENSES THAT WE ARE SEEING ALL THE WAY DOWN OK WE KIND OF SEE THE SAME THREE OFFENSES THAT ARE BEING REFERRED FOR ALL STUDENTS.

SO IF YOU LOOK AT YOUR HISPANIC STUDENTS AND I'M LOOKING IN THE MIDDLE COLUMN, WE HAVE PHYSICAL CONFRONTATION, CLASS DISRUPTION AND FAILURE TO FOLLOW RULES.

THOSE ARE THE TOP THREE BEHAVIORS THAT ARE REFERRED TO THE OFFICE, AND FOR OUR NEXT GROUP, WE HAVE PHYSICAL CONFRONTATION, CLASS DISRUPTION AND DISORDERLY CONDUCT.

THOSE ARE THE TOP THREE BEHAVIORS FOR OUR AFRICAN AMERICAN MALE GROUP THAT ARE REFERRED TO THE OFFICE.

NOW, THE TOP BEHAVIOR THAT STUDENTS AT THE ELEMENTARY FOR THOSE TWO GROUPS RECEIVE AN OUT-OF-SCHOOL SUSPENSION FOR IS PHYSICAL CONFRONTATION.

SO WHAT YOU'RE SEEING IS SOME CONSISTENCY IN PRACTICES.

STUDENTS ARE BEING REFERRED FOR SOME OF THE SAME BEHAVIORS, BUT THEY'RE ALSO, IF A SUSPENSION IS OCCURRING YOU'RE SEEING THAT FOR MANY OF OUR GROUPS, THEY ARE RECEIVING A SUSPENSION FOR SOME OF THE SAME BEHAVIORS, NOT ALL, BUT FOR SOME , AND THIS IS FOR ELEMENTARY.

SO WE CONTINUE TO SEE OUR PHYSICAL CONFRONTATION, BUT HONESTLY, THOSE NUMBERS HAVE GONE DOWN IN THE ELEMENTARY.

WE'RE WORKING ON PROVIDING SUPPORT THROUGH BEHAVIOR TIER TWO AND THREE INTERVENTION TRAINING TO ADDRESS SOME OF THOSE SEVERE BEHAVIORS, AND I KNOW THE MTSS IS STARTING TO BUILD AND I THINK WORKING TOGETHER, BUT AT ELEMENTARY, WE ARE SEEING A LITTLE BIT OF A DECLINE, ALTHOUGH IT IS STILL A TOP BEHAVIOR.

FOR MIDDLE SCHOOL.

AGAIN, YOU SEE YOUR TOP BEHAVIORS.

CLASS DISRUPTION, PHYSICAL CONFRONTATION, FAILURE TO FOLLOW RULES.

YOU SEE THAT CONSISTENTLY.

IF YOU GO DOWN YOUR MALE COLUMN AND MANY OF YOUR ETHNICITY GROUPS, HOWEVER, STUDENTS ARE NOT BEING SUSPENDED THE MOST FOR CLASS DISRUPTION OR PHYSICAL CONFRONTATION OR FAILURE TO FOLLOW RULES.

THE MAIN REASON THEY ARE RECEIVING A SUSPENSION, IF YOU FOR MALES FOR THOSE ETHNIC GROUPS OR THOSE ETHNICITY GROUPS MAINLY FIGHTING.

ALTHOUGH GOOD NEWS, REALLY GREAT NEWS DUE TO A LOT OF TARGETED EFFORT, THE NUMBER OF FIGHTS AT THE MIDDLE SCHOOL LEVEL AND HIGH SCHOOL LEVEL HAVE DRAMATICALLY DECREASED, AND I'M GOING TO TALK A LITTLE BIT ABOUT THAT ON SUPPORTS, BUT DRAMATICALLY, FOR THE FIRST TIME SINCE I HAVE LOOKED AT DATA HERE AT STUDENT SERVICES.

IT'S JUST BEEN PHENOMENAL BUT THEY HAVE WORKED SO HARD.

SO WE ARE STILL SEEING AGAIN, SOME OF THE SAME BEHAVIORS, SEEING CONSISTENCY THOUGH, IN OUR PRACTICES. OK AT THE HIGH SCHOOL.

HERE YOU'RE SEEING THE TRUANCY AND THE TARDINESS AND THE CUTTING CLASS, SOME OF NUMBER ONE BEHAVIOR.

NUMBER ONE, REFERRAL.

NOW, THIS ISN'T ABSENTEEISM.

THEY'RE NOT REPORTING KIDS WHO ARE ABSENT IN THIS.

THIS IS BEHAVIOR.

THIS IS TARDIES, THE BEHAVIOR.

[01:15:02]

SO THEY LOOK A LITTLE BIT LARGE.

BUT WE ARE REALLY TARGETING THIS BEHAVIOR.

THE CAMPUSES ARE FOCUSING ON IT.

AS DR. HEMPHILL MENTIONED, THE SEVEN RETENTION SPECIALISTS, WE ARE ALREADY PLANNING TO WORK WITH THEM ON NOT ONLY RETAINING AND FINDING AND RECOVERING THOSE STUDENTS, BUT ALSO TRYING TO WORK WITH THOSE STUDENTS THAT ARE ON CAMPUS THAT ARE NOT ATTENDING. WHAT WE'RE SEEING A LOT OF WITH OUR ATTENDANCE AND OUR TRUANCY IS STUDENTS ARE CUTTING CLASS, COMING BACK, CUTTING CLASS COMING BACK, AND SO WE'VE GOT TO NIP THAT IN THE BUD.

SO THOSE ARE SOME OF THE EFFORTS WITH THE TRUANCY CUTTING CLASS AND TARDY, AS YOU NOTICED THAT'S DEFINITELY A BEHAVIOR THAT WE'RE TARGETING.

AND AS FAR AS A BEHAVIOR THAT STUDENTS ARE BEING SUSPENDED FOR, THOUGH WE HAVE OUR CONTROLLED SUBSTANCE AND FIGHTING . ALONG THE LINES WITH THE CHAPTER 37 AND THE MITIGATING FACTORS, WE DO NOT SUSPEND STUDENTS FOR TRUANCY AND TARDIES BECAUSE THAT'S PART OF THE ISSUE IS THEY'RE NOT COMING TO SCHOOL, BUT IT IS ALSO IN THE STUDENT CODE OF CONDUCT UNDER CHAPTER 37.

WE CANNOT DO THAT.

OOPS. I'M SORRY.

OK. WELL, I APOLOGIZE QUITE A BIT, GUYS, BECAUSE THIS IS REALLY. HERE WE GO.

THIS YEAR'S TARGET FOR OUR DISTRICT STUDENT MANAGEMENT GOAL IS TO ACHIEVE 42% EXCLUSIONARY CONSEQUENCES WHEN COMPARED TO ALL OTHER CONSEQUENCES GIVEN FOR DISCIPLINE INCIDENTS, AND FOR OUR FIRST SEMESTER, OUR DISTRICT TOTAL IS 47%.

SO ALTHOUGH WE WERE NOT QUITE ON TARGET, WE WILL CONTINUE TO WORK WITH CAMPUSES ON PROVIDING ALTERNATIVES TO GIVING AN EXCLUSIONARY CONSEQUENCE, SUCH AS PROVIDING A RESTORATIVE PRACTICE, TEACHING REPLACEMENT BEHAVIORS, AND PROVIDING INTERVENTIONS TO STUDENTS WHEN APPROPRIATE.

MUCH OF THIS IS IN THE DOCUMENTATION OF THOSE NON EXCLUSIONARY CONSEQUENCES, AND WE HAVE MANY NEW ADMINISTRATORS.

SO THAT TAKES A LITTLE BIT OF TIME AND WE'LL START SEEING THOSE DOCUMENTED AND HOPEFULLY WE'LL SEE BY THE END OF PROBABLY MARCH THAT PERCENTAGE WHERE WE WANT IT TO BE.

SO I ALSO INCLUDED ON THIS SLIDE A THREE YEAR COMPARISON OF TOTAL INCIDENT NUMBERS ALONG WITH THE TOTAL EXCLUSIONARY DISCIPLINE PLACEMENTS.

SO YOU CAN KIND OF SEE THE NUMBERS WHERE THEY WERE IN 2019, AND THEN WHEN WE CAME BACK FROM COVID 2021, THAT WAS JUST LAST YEAR, 2021, 22, AND THEN THIS YEAR 2022, 23, AND THIS IS FOR THE SAME TIME PERIOD. SO THIS IS JUST A LOOK, A THREE YEAR COMPARISON.

IF YOU NOTE STUDENTS WITH INCIDENTS FROM 21, 22, SO FROM LAST YEAR TO THIS YEAR, THERE IS A DECREASE IN THE NUMBERS OF STUDENTS WITH INCIDENTS, AND THEN ALSO FOR THE FIRST TIME, WE ARE SEEING STUDENTS RECEIVING OUT OF SCHOOL SUSPENSIONS AND TOTAL OUT OF SCHOOL SUSPENSION PLACEMENTS DECREASE, AND THAT HAS BEEN FOR THE FIRST TIME AT THE MIDDLE SCHOOL LEVEL, AND SO WE'VE SEEN A GREAT DECREASE AT THE MIDDLE SCHOOL LEVEL AND OUT-OF-SCHOOL SUSPENSIONS AND STUDENTS RECEIVING OUT-OF-SCHOOL SUSPENSION.

SO VERY PLEASED BECAUSE IT HAS BEEN THE FIRST TIME IN A LONG TIME.

IN ADDITION TO THE VERY SUCCESSFUL BEHAVIOR ACADEMY 1, WHICH WAS A YEARLONG SERIES DESIGNED NOT ONLY TO SUPPORT OUR CAMPUS TEACHERS, BUT ALSO TO BUILD CAPACITY AT THE CAMPUSES THROUGH A SERIES OF CLASSROOM MANAGEMENT AND BEHAVIOR INTERVENTION TRAINING.

THE BEHAVIOR PROGRAM SPECIALISTS MET MONTHLY WITH THE SECONDARY BEHAVIOR INTERVENTIONISTS AT THE HIGH SCHOOL LEVEL AND THE MIDDLE SCHOOL IN SCHOOL SUSPENSION TEACHERS TO BEGIN TRAINING ON RESTORATIVE PRACTICES, CONFLICT RESOLUTION, AND DE-ESCALATION, AND OTHER BEHAVIOR AND SAFETY RELATED HOT TOPICS.

[01:20:03]

SO THE HIGH SCHOOL INTERVENTIONISTS, THAT'S ONE THING WE'RE WORKING WITH THEM.

WE'RE WORKING WITH THEM ON THAT.

SO DESPITE THE WORK THAT MUST CONTINUE, CAMPUSES ALSO DID REALIZE SOME FIRST TIME, FIRST SEMESTER SUCCESSES IN REGARDS TO BEHAVIOR.

SO AT THE SECONDARY LEVEL, WE DID SEE AND WE ARE STILL SEEING IN JANUARY BECAUSE I JUST RAN THE NUMBERS AGAIN, A REDUCTION IN THE NUMBER OF FIGHTS AT BOTH THE MIDDLE SCHOOL AND THE HIGH SCHOOL LEVELS VERSUS THE SAME TIME PERIOD LAST YEAR.

SO WE HAVE CAMPUSES AT THE MIDDLE SCHOOL, A HANDFUL OF THEM, AND ONE CAMPUS AT THE HIGH SCHOOL WITH SINGLE DIGIT NUMBERS OF FIGHTS, AND THAT IS A MAJOR DECREASE.

THE CAMPUSES DID THIS BY STARTING EARLY TARGETING STUDENTS THAT HAD A HISTORY OF FIGHTING, WORKING WITH THEM, PUT THEM ON BEHAVIOR CONTRACTS. WE TALKED A LITTLE BIT ABOUT THAT IN AUGUST, AND SO THEY REALLY, REALLY FOCUSED IN ON THAT BECAUSE THAT WAS A MAJOR ISSUE LAST YEAR. THAT WAS A VERY, VERY HIGH PERCENTAGE BEHAVIOR THAT WE WANTED TO TARGET, AND THAT IS WHAT HAPPENED, AND SO WE ARE CONTINUING TO MONITOR THAT. AT THE ELEMENTARY LEVEL, THERE WAS A DECREASE IN PHYSICAL CONFRONTATION INCIDENTS, AND WE ALSO HAD ZERO SUSPENSIONS AT THE PRE-K THROUGH SECOND GRADE LEVEL.

SO THAT WAS A WONDERFUL THING AS WELL.

AGAIN, MIDDLE SCHOOL HAD A SUBSTANTIAL DECREASE IN OUT OF SCHOOL SUSPENSION PLACEMENTS FOR THE FIRST TIME.

SO TRAINING.

I WANTED TO GET TO SHOW YOU A LITTLE BIT OF THE TRAINING THAT'S BEEN OFFERED FIRST SEMESTER AS WELL AS CONTINUING, AND WE HAVE A LITTLE TRAINING MENU THAT THE BEHAVIOR SPECIALIST WE HAVE FOUR BEHAVIOR PROGRAM SPECIALIST, THEY USE THIS TRAINING MENU FOR THE WHOLE DISTRICT.

THEY AGAIN, I'VE MENTIONED THE BEHAVIOR ACADEMY 1, WHICH WE TRAINED WE GRADUATED ABOUT 50 ADMINISTRATORS, COUNSELORS, TEACHERS, AND WE'RE STARTING THE NEXT BEHAVIORAL ACADEMY 1 AND BEHAVIOR ACADEMY 2, AND THIS IS TO SUPPORT CAMPUSES BY KIND OF CREATING THE EXPERT ON THE CAMPUS.

THEY ALSO HAVE QUICK BEHAVIOR BITES AND CLASSROOM MANAGEMENT BITES SO THE TEACHERS CAN JUMP IN AND GET SUPPORT FOR 20 TO 30 MINUTES, VIRTUALLY OFFER AS MANY SESSIONS AS WE CAN SO THAT WE CAN MAKE THOSE CONNECTIONS WITH THOSE TEACHERS, AND THEN JUST TRYING TO MAKE ONGOING SUPPORT AND TRAININGS WITH THE CAMPUSES.

SO WE HAVE A LITTLE MENU THAT I BROUGHT.

WE HAVE A SPECIAL MENU TONIGHT FOR YOU, AND THEN I'LL ANSWER ANY QUESTIONS BECAUSE THERE'S A SPECIAL ITEM ON THE MENU TONIGHT THAT I WANTED TO OFFER YOU AND SERVICE.

TONIGHT AND FOR VALENTINE'S DAY, SINCE YOU ARE NOT SPENDING IT THERE, AND HOPEFULLY YOU GET OUT OF HERE SOON AND YOU CAN SPEND IT THERE.

SO I'M GOING TO PASS SOME OF THESE BEHAVIORS TRAINING MENUS DOWN.

NOW, VIDEO FROM FEEDBACK FROM SOME OF THE TEACHERS FOR TRAINING, AND ALSO THE OTHER QR CODE IS FOR THE WEBSITE FOR OUR BEHAVIOR SUPPORT WEBSITE.

IF YOU WOULD LIKE TO ENJOY YOUR BUNDT CAKE AND SHOW WHOEVER'S IN YOUR HOME TONIGHT AND YOU ALL CAN WATCH THE VIDEO AND LOOK AT THE WEBSITE TOGETHER, BUT I THOUGHT THAT MIGHT SAVE TIME AND I WANTED YOU TO HAVE THAT TONIGHT, BUT WE APPRECIATE YOU VERY MUCH, AND IF YOU HAVE ANY QUESTIONS, I'D BE HAPPY TO ANSWER THEM.

COMMITTEE MEMBERS, ANY QUESTIONS? MS. STANLEY. SO I KNOW THAT WE WANT THE KIDS IN CLASS.

I'M NOT DISAGREEING WITH YOU, BUT TALK TO ME ABOUT THE KIDS THAT ARE BEING SENT OFF FOR INSUBORDINATION, DEFIANCE, FAILURE TO FOLLOW RULES AND THEN BEING PUT RIGHT BACK IN CLASS.

[01:25:01]

SO COMMUNICATION TO THOSE TEACHERS IS KEY, AND WE TALK A LOT ABOUT THAT, AND AS A FORMER PRINCIPAL, THAT IS ONE THING YOU'VE GOT TO COMMUNICATE WITH YOUR TEACHERS ON WHAT'S GOING ON. THE STATE ONLY ALLOWS YOU TO SUSPEND FOR A MAXIMUM OF THREE DAYS AT A TIME AND THEN THE STUDENT COMES BACK TO CLASS, BUT IF THERE'S NOTHING RESTORATIVE GOING ON, IF THERE'S NO REPAIR, IF THERE'S NO COMMUNICATION, TALKING TO THE TEACHER, HEY, THIS IS WHAT HAPPENED.

WE GOT TO FIX THIS.

NOW, THINGS, IF IT'S VERY SEVERE, THERE ARE SCHEDULE CHANGES THAT HAPPEN.

MAYBE IT WAS SO SEVERE THAT THE STUDENT GOES TO DAEP, BUT EVEN THEN, STATE LAW YOU CAN ONLY SEND FOR SO LONG, AND YEAH, THEY COME BACK.

SO WHAT WE HAVE TO DO IS WORK ON, AS MS. PERALES SAID, THE SOCIAL, EMOTIONAL AND THE RELEARNING, BECAUSE THAT IS WHAT WE ARE SEEING IS THESE REACTIONS OF STUDENTS, AND THEY'RE SO SEVERE, THEY'RE SO SEVERE.

SO THERE'S SOME REPAIR AND THAT NEEDS TO BE DONE.

SO IT IS THE SEL AND THE EMOTIONAL AND THE RELEARNING OF BEHAVIOR AND APPROPRIATE BEHAVIOR AT THE CAMPUS, BUT SOME OF IT IS SOCIAL AND EMOTIONAL AS WELL. SO IN ADDITION TO THOSE EXCLUSIONARY CONSEQUENCES AND WE ARE GIVING THEM WE ARE ENCOURAGING THE RESTORATIVE AS WELL, AND MOST ADMINISTRATORS AND TEACHERS WANT TO DO THAT HAND IN HAND.

ANY OTHER QUESTIONS? TRUSTEES.

WE THANK YOU VERY MUCH.

OKAY, LET'S GO TO ITEM B4 DECEMBER 2022.

STAAR EOC RESULTS.

MS. JOYNER.

I SURE DO YOU HOPE YOU ALL YOUR DATA HATS TONIGHT? DID YOU BRING US ANYTHING? NO, SIR, I DID NOT.

I ALWAYS FALL SHORT AND I TELL EVERYBODY I'M NOT THE MOST THOUGHTFUL PERSON YOU WILL EVER ENCOUNTER [CHUCKLING] BUT I BROUGHT YOU A FOLDER, AND THE FOLDER HAS SOME GREAT REPORTS IN IT, MR. GLICK. SO HOPEFULLY THAT'LL BE.

THAT'LL DO. THAT'S FINE. I HOPE THAT WILL BE SUFFICIENT FOR TONIGHT.

MAYBE NEXT TIME, RIGHT? YES, SIR. SO, COMMITTEE CHAIR GLICK TRUSTEES.

DR. LOPEZ, WHAT I'M COMING TO YOU TONIGHT WITH ARE THE RESULTS FOR OUR DECEMBER EOC START , AND SO I'M JUST GOING TO JUMP RIGHT IN.

AS YOU KNOW, ONCE KIDDOS GET TO HIGH SCHOOL OR IF THEY ARE IN MIDDLE SCHOOL AND THEY TAKE ALGEBRA ONE, THE EOC EXAMS ARE PART OF A GRADUATION REQUIREMENT, AND THAT GRADUATION REQUIREMENT IS AT A MINIMUM AT APPROACHES GRADE LEVEL.

SO WE HAVE ALGEBRA ONE, WE HAVE BIOLOGY, ENGLISH ONE, ENGLISH TWO AND US HISTORY EXAMS. SO ALTHOUGH TONIGHT WE ARE GOING TO BE REVIEWING PERFORMANCE HIGHLIGHTS AT THE APPROACHES GRADE LEVEL, YOU'RE REMINDED THAT IN YOUR PACKETS YOU DO HAVE THE STAAR EOC SUMMARY REPORTS THAT ARE PROVIDED TO US BY THE STATE.

THESE SUMMARY REPORTS DO INDICATE STUDENT PERFORMANCE LEVELS AT ALL PERFORMANCE LEVELS, APPROACHES, MEETS AND MASTERS, AND YOU MAY BE CURIOUS WHY WE ARE DOING APPROACHES, GRADE LEVEL, AND A REMINDER, THIS IS A GRADUATION REQUIREMENT AND THE GOAL IS TO HELP STUDENTS EARN THAT GRADUATION REQUIREMENT SO THAT THEY CAN GRADUATE WITH THEIR COHORT. SO ALSO, JUST AN FYI, AND YOU'LL SEE AS WE MOVE ON INTO THE DIFFERENT CHARTS.

ABOUT 90% OF THE TESTERS IN DECEMBER ARE RE-TESTERS.

SO WHEN WE'RE COMPARING OURSELVES TO THE STATE AND TO THE REGION, WE NEED TO REMEMBER THAT THE NUMBER OF RE-TESTERS MATTERS, RIGHT? THESE ARE THE SOME OF OUR MOST ACADEMICALLY FRAGILE STUDENTS AND WE'RE REALLY GIVING THEM ANOTHER OPPORTUNITY TO MEET THAT GRADUATION REQUIREMENT.

SO AS WE GO INTO THE SLIDES, YOU'LL NOTE THAT WE HAVE OUR STATE, OUR REGION AND OUR DISTRICT PERFORMANCE LEVELS FOR YOU.

IN ALGEBRA ONE, WE HAVE 91% OF OUR STUDENTS WHERE WE TESTED STUDENTS AS COMPARED TO THE STATE.

SO THE STATE HAD 87% OF THEIR STUDENTS WERE COLLECTIVELY RE-TESTERS.

OKAY, THEN WE LOOK AT THE BIOLOGY PERFORMANCE.

SO WHEN LOOKING AT BIOLOGY, WE HAVE 86% OF OUR BIOLOGY STUDENTS WERE RE-TESTERS.

SOMETHING ELSE TO NOTE, ESPECIALLY AS WE'RE COMPARING TO REGION AND STATE, THE STATE HAD 77% OF THE STUDENTS IN THAT SUBSET ARE RE-TESTERS,

[01:30:05]

BIOLOGY SAW A LOT OF REGRESSION AS COMPARED TO DECEMBER 21 TESTING.

SO HERE YOU SEE WHERE THE STATE WAS AT 33%, BUT THE STATE DROPPED BY TEN POINTS, AND IN GARLAND WE SAW A LITTLE BIT OF REGRESSION, BUT OUR DROP WAS ONLY FIVE POINTS. THEN WE MOVE INTO THE ENGLISH ONE EOC.

ENGLISH ONE THAT IS ONE OF OUR MOST DIFFICULT EXAMS THAT WE ADMINISTER IN THE STAAR TESTING PROGRAM.

SO WHAT YOU NOTICE HERE IS 97% OF OUR RE-TESTERS OR OF THE SUBSET HERE WERE RE-TESTERS, AND SO AT THE STATE LEVEL, THE STATE LEVEL WAS AT 89%.

I ALSO HAVE TO HIGHLIGHT SOME OF THE WORK THAT OUR HIGH SCHOOLS ARE DOING SO SOUTH GARLAND, WE KNOW THAT THEY HAVE THE MOST NUMBER OF EMERGENT BILINGUALS OF ANY HIGH SCHOOL, AND YET OF ALL OF OUR HIGH SCHOOLS THEY HAD 24% OF THEIR KIDDOS PASS AND THEN SACHSE HIGH SCHOOL FOLLOWED OR WAS THE ONLY ONE THAT OUTPERFORMED THEM AT 26%.

SO THAT CAMPUS IS MAKING TREMENDOUS GAINS, EVEN THOUGH WHEN WE'RE LOOKING AT IT HOLISTICALLY, IT MAY NOT APPEAR SO.

THESE GAINS DON'T OCCUR IN ISOLATION, AND SO YOU CAN SEE WHERE SACHSE HIGH SCHOOL AND SOUTH GARLAND REALLY SAW SOME GREAT GAINS WITH THEIR RE-TESTERS.

THEN WE GO INTO ENGLISH TWO.

SO ENGLISH TWO 93% OF THOSE KIDDOS WERE RE-TESTERS, AND ENGLISH TWO IS A GREAT ONE TO CELEBRATE BECAUSE COMING OUT OF THE PANDEMIC IN 2021, OUR STUDENTS PERFORMED AT 19% APPROACHES AND YOU SEE THE GAIN IT'S AN EIGHT POINT GAIN OR YEAH IT'S 19%.

SO WE HAVE AN EIGHT POINT GAIN FROM 2021.

WHILE THE STATE AND THE REGION ONLY EXPERIENCED A TWO POINT GAIN FROM DECEMBER 2021.

THEN WE GO INTO US HISTORY.

US HISTORY IS ALWAYS KIND OF AN OUTLIER.

SO US HISTORY, THOSE STUDENTS ARE TYPICALLY IN 11TH GRADE, THE VERY FIRST TIME THAT THEY TAKE IT.

SO THERE'S A LITTLE BIT MORE OF A SENSE OF URGENCY WHEN THEY TAKE THAT EOC EXAM.

SO WE DON'T HAVE AS MANY RE-TESTERS FOR FOR US HISTORY, BUT AGAIN, JUST WHEN YOU'RE LOOKING AT THE PERFORMANCE LEVELS AND YOU'RE LOOKING ACROSS THE STATE, OUR US HISTORY RESULTS ALWAYS STAND OUT ABOVE THE REST.

SO ANY QUESTIONS THAT YOU MIGHT HAVE ABOUT DECEMBER RESULTS? COMMITTEE MEMBERS.

MS. STANLEY.

SO WITH THE STAAR TESTING WITH OUR MOST VULNERABLE, HAVE YOU NOTICED OR ARE WE TRACKING, MAKING THEM GO ELECTRONIC VERSUS THE PAPER? SO AS OF FALL, ONLINE IS THE ONLY TESTING OPTION.

NO, I GET THAT, BUT MANY OF YOUR MOST FRAGILE WILL HAVE 504S THAT SAY NO ELECTRONIC TESTING, PAPER TESTING, AND I KNOW IT'S NOT AN OPTION, BUT DID WE TRACK TO SEE IF WE SAW A SIGNIFICANT DECREASE ONCE WE MADE EVERYONE GO TO ELECTRONIC AND NOT ALLOW THOSE ACCOMMODATIONS? SO ONE OTHER THING, IF A STUDENT DOES HAVE A PAPER ACCOMMODATION, THE STATE DOES HAVE A PROVISION, AND SO THE CAMPUSES CAN INCLUDE THAT, AND OUR TESTING COORDINATOR, COURTNEY CLEARFIELD, SHE DOES ORDER PAPER EXAMS FOR ANY STUDENT WHOSE IEP DOES STATE THAT THEY CAN TAKE A PAPER EXAM, AND WHAT WE'VE NOTICED IS THAT THE ONLINE VERSION ACTUALLY HAS BETTER ACCOMMODATIONS.

SO AN EXAMPLE WHERE A STUDENT CAN HOVER OVER A WORD AND GET THE DICTIONARY, IT'S MUCH MORE CONDUCIVE TO WHAT THEY EXPERIENCE IN EVERYDAY INSTRUCTION.

INSTEAD OF GOING TO FIND A DICTIONARY WHERE THEY MAY OR MAY NOT BE USED TO OPENING UP A DICTIONARY, IF WE REALLY THINK ABOUT THE STUDENTS THAT WE HAVE TODAY.

SO WE HAVE NOT DONE THAT ANALYSIS, MS. STANLEY, ESPECIALLY BECAUSE WHENEVER WE TRANSITIONED TO ONLINE, WE WERE COMING OUT OF COVID.

SO TO REALLY DO AN ANALYSIS COMPARED TO PAPER EXAM VERSUS ONLINE, IT WOULD BE SKEWED JUST A LITTLE BIT BECAUSE WE WERE IT WAS POST-COVID VERSUS PRE-COVID, WHICH COULD SKEW IT JUST A LITTLE BIT, BUT I'M HAPPY TO LOOK INTO IT AND PROVIDE A REPORT.

HAVING HEARD YOU SAY THAT, HOW CONFIDENT DO YOU FEEL THAT OPTION IS REALLY BEING OFFERED? AND I SAY THIS HESITANTLY BECAUSE THAT IS SOMETHING THAT I ENCOUNTER.

PLUS, I KNOW OTHER PEOPLE ENCOUNTER THAT THEY'RE NOT BEING OFFERED THAT ACCOMMODATION ANYMORE.

[01:35:05]

SO A FACTOR IN OUR RETESTING, THE TRUTH OF THE MATTER IS WE'RE NOT DOING AS A DILIGENT JOBS THAT WE SHOULD HAVE MANDATING KIDS TO GO THROUGH THIS TEST PREP ACADEMIES DURING THE SCHOOL DAY, AT SCHOOL HOURS, AND THERE'S CREATIVE WAYS THAT OTHER DISTRICTS HAVE DONE A BETTER JOB AT MAKING SURE THESE KIDS ARE ATTENDING TO THESE TESTS EACH AND EVERY DAY THAT WE'VE GOT TO GET BETTER AT.

THAT'S THE FIRST THING.

THE SECOND THE SECOND HURDLE YOU WILL SEE IS WHAT YOU SAID.

THE SECOND HURDLE IS LIMITED ENGLISH PROFICIENT STUDENTS, ESPECIALLY IN THE EOC, ENGLISH ONE AND TWO.

YOU'RE ALSO GOING TO SEE KIDS WITH LEARNING LIMITATIONS.

I HAVE A HARD TIME WITH THE TESTING ENVIRONMENT, AND THEN YOU'RE GOING TO ALSO SEE FOR THE THIRD ONE, PEOPLE THAT HAVE THAT JUST DON'T VALUE THE TEST, THEY'LL JUST DO WHATEVER ON IT.

SO WHAT WE'RE LEARNING ABOUT THE ONLINE VERSION IS THE MORE ACQUAINTED THAT THE KIDS GET AND INTUITIVE THAT IT COMES WITH ALL THE STUFF THAT YOU WOULD NORMALLY GET, THEY'RE MORE APT TO DO WELL NOW THE PAPER AND PENCIL TEST AND EVERYTHING AND HAVING ALL THOSE ACCOMMODATIONS, SOMETIMES THAT STILL DOESN'T FACTOR IN TO SUCCESS RATES BECAUSE CLEARLY WHEN THEY HAD PAPERS THEY WERE HAVING PROBLEMS BEFORE, BUT ALL OF IT IS PREPARATION, AND THE LAST PART I GUESS I WOULD PUT IS HOW WE ATTEND THE PREPARATION.

SO THE WORST THING IN MY OPINION AND I'VE DONE THIS A WHILE, IS IF A KID HAS ALL FOUR TESTS OR FIVE TESTS TO PASS, YOU DON'T GIVE THEM ALL FIVE TESTS TO GO AFTER AT ONE TIME.

YOU SAY THESE ARE THE TWO TESTS THAT YOU CAME CLOSEST AT, LET'S GET THEM OUT OF THE WAY, AND ONCE THOSE ARE OUT OF THE WAY, THEN YOU SAY, LET'S CONCENTRATE ON TWO MORE AND THIS IS THE ONE WITH THE MOST DIFFICULTY AND WE'LL HIT THAT ONE LAST BECAUSE THEY GET MULTIPLE ATTEMPTS PER YEAR.

IT'S NOT LIKE THE REGULAR STAAR EXAM WHERE THEY ONLY GET ONE CHANCE.

THEY'LL GET ONE IN THE SPRING, THEY'LL GET ONE IN THE FALL, THEY'LL GET ONE IN THE SUMMER , AND SO THEY HAVE MULTIPLE OPPORTUNITIES TO KNOCK THESE OUT, AND WHEN YOU TAKE A PROGRAMATIC APPROACH AND IT DEALS WITH SCHEDULING, PUTTING TEACHERS IN THESE PERCENTAGES CAN DRAMATICALLY INCREASE AND WE NEED TO DO A BETTER JOB OF THAT. UH, ANY OTHER QUESTIONS? JUST ONE. COULD YOU GO BACK TO, LET'S SAY, THE BIOLOGY SLIDE? OF COURSE. OKAY, SO IF I UNDERSTAND ON RETEST AND THIS IS MOSTLY RETEST, IS A LITTLE OVER 25% PASS THE TEST ON RETEST, RIGHT? YES. HOW MANY CHANCES DO THE KIDS HAVE TO TAKE THE TEST? OKAY, SO IT DEPENDS ON THE YEAR THAT THEY TOOK THE COURSE.

SO WE'RE GOING TO USE BOTH OF OUR HANDS RIGHT NOW BECAUSE IT'S A LOT OF OPPORTUNITIES.

WE HAVE THE SPRING OF THEIR FRESHMAN YEAR IF THEY TAKE IT A TRADITIONAL FRESHMAN YEAR AND THEN SUMMER AND THEN DECEMBER, AND THEN WE GO INTO A NEW CALENDAR YEAR AND THAT CYCLE STARTS ALL OVER.

SO THEN THE NEXT YEAR, THEY HAVE SPRING, SUMMER, DECEMBER.

SO THERE ARE A LOT OF OPPORTUNITIES FOR A STUDENT TO RETEST, AND IF THEY GO THROUGH THIS CYCLE REPEATEDLY AND HAVE NOT PASSED WE STILL HAVE GRADUATION COMMITTEES? YES, SIR, WE DO. SO IF THEY DON'T PASS, THEY CAN GO THROUGH A GRADUATION COMMITTEE.

YES, IF THEY MEET THE CRITERIA.

OKAY, ANY OTHER QUESTIONS? WE THANK YOU VERY MUCH, AND YOU'RE UP AGAIN ON NUMBER FIVE COLLEGE READINESS ASSESSMENTS.

YES. THAT'S WHY I WAS ASKING ABOUT THE GIFTS.

I KNOW, IT'S LIKE I GO A COUPLE OF SESSIONS WITHOUT SEEING YOU ALL AND THEN WELL BAM, VERONICA DOES LIKE FIVE IN A ROW.

OKAY, SO NOW WE HAVE OUR COLLEGE READINESS WITH OUR PSAT OUTCOMES, AND ONE OF THE MAIN REASONS THAT WE WANTED TO BRING THIS TO YOU IS BECAUSE AS A BOARD, YOU ALL DO AN AMAZING JOB IN SUPPORTING THIS INITIATIVE, NOT ONLY IN YOUR APPROVAL OF A CONTRACT, BUT ALSO IN YOUR APPROVAL OF FUNDING.

SO WE WANTED TO JUST SHARE THE OUTCOMES FOR YOU.

SO CHAIRMAN GLICK, TRUSTEES, DR.

LOPEZ, THIS AGENDA ITEM IS TO SHARE INFORMATION REGARDING STUDENT PERFORMANCE OUTCOMES ON THE PSAT ASSESSMENTS WHICH WERE ADMINISTERED THIS LAST FALL.

SO JUST A LITTLE BIT ABOUT THE PSAT PROGRAM, BECAUSE WE USE A LOT OF ACRONYMS IN EDUCATION.

SO WANTING TO MAKE SURE THAT WE CLEARLY DEFINE WHAT ASSESSMENT PROGRAM YOU'RE TALKING ABOUT THIS IS AN OPTIONAL ASSESSMENT PROGRAM FOR PSAT, WHERE AS A DISTRICT WE CHOOSE TO TAKE THIS ASSESSMENT.

PSAT SIMPLY MEANS PRELIMINARY SAT, AND SO WE HAVE TWO VERSIONS OF THE ASSESSMENT THAT WE ADMINISTER HERE IN GARLAND ISD.

[01:40:05]

IT'S ALWAYS A MOUTHFUL, AND SO WHAT THESE ASSESSMENTS DO IS THEY ARE REALLY ALIGNED TO COLLEGE CAREER READINESS FOR THAT EIGHTH GRADE TO SEE IF THEY'RE READY FOR HIGH SCHOOL. ONCE THEY'RE IN HIGH SCHOOL, WHAT WE'RE DOING IS WE MONITOR THAT DATA TO MAKE SURE THAT WE'VE GOT STUDENTS THAT COULD POTENTIALLY QUALIFY FOR SOME SCHOLARSHIPS BASED ON THAT NMSQT ASSESSMENT.

SO THEY'RE GREAT OPPORTUNITIES FOR OUR STUDENTS TO LOOK TO SEE HOW READY THEY ARE FOR COLLEGE.

SO HERE IN GARLAND, WE HAVE OUR ADMINISTRATION DATES.

THOSE WERE THE WEEK OF OCTOBER 25TH OF 2022.

OKAY, SO A COUPLE OF COMPONENTS OF THE ASSESSMENT, AGAIN, BECAUSE IT'S NOT AN ASSESSMENT PROGRAM THAT WE BRING TO YOU FREQUENTLY.

SO EACH ASSESSMENT HAS TWO SECTIONS.

THE EVIDENCE BASED READING AND WRITING AS WELL AS THE MATH.

ERW, SO EVIDENCE BASED READING AND WRITING SECTION SCORE IS COMPRISED OF A READING SCORE, A WRITING SCORE AND A LANGUAGE SCORE.

THE MATH SECTION IS COMPRISED JUST OF A MATH SECTION.

THE READING TEST MEASURES COMPREHENSION AND REASONING SKILLS AND FOCUSES ON CLOSING.

THE FOCUS IS ON CLOSE READING OF PASSAGES IN A WIDE ARRAY OF SUBJECT AREAS.

THE WRITING AND LANGUAGE TEST MEASURES A RANGE OF SKILLS, INCLUDING A COMMAND OF EVIDENCE, EXPRESSION OF IDEAS, AND THE USE OF THE STANDARD ENGLISH LANGUAGE CONVENTIONS.

THE MATH TEST COVERS A RANGE OF MATHEMATICAL PRACTICES WITH AN EMPHASIS ON PROBLEM SOLVING, MODELING, USING TOOLS STRATEGICALLY, AND THE USE OF ALGEBRAIC STRUCTURE.

SO WHAT YOU SEE ON THE SCREEN AND IN YOUR PACKET IS YOU SEE THOSE SCORE RANGES FOR EACH SECTION AND THEN A TOTAL RANGE FOR THE SECTION AND FOR THE ASSESSMENT.

SO THE SLIDES THAT FOLLOW ARE ALL FORMATTED IN A VERY SIMILAR WAY.

YOU WILL SEE THE RESULTS FOR GARLAND, FOR THIS STATE AND FOR THE COUNTRY.

SO THIS IS I KIND OF TEASE THAT PSAT IS THE MAP OF HIGH SCHOOL WHERE WE CAN KIND OF GAUGE OURSELVES TO STATE AND NATIONAL PERFORMANCE.

THEN WHAT YOU SEE ON THE RIGHT ARE TWO CHARTS THAT LET US KNOW HOW MANY OF OUR KIDS OR WHAT PERCENTAGE OF OUR KIDS MET THAT BENCHMARK FOR THAT PARTICULAR SECTION.

SO WHEN WE'RE LOOKING AT THESE EIGHTH GRADE RESULTS, WE ADMINISTERED THIS ASSESSMENT.

THIS IS THIS ASSESSMENT IS OF NO CHARGE TO OUR STUDENTS, 3,640 8TH GRADERS, AND OF THOSE 50% OF THEM MET THEIR EVIDENCE BASED READING AND WRITING BENCHMARK, AND THEN IN MATH, 29% OF THOSE KIDDOS MET THAT BENCHMARK.

WHOSE BENCHMARK IS THAT? WHO ESTABLISHES THAT? PSAT. THIS IS A NATIONAL BENCHMARK.

NATIONAL? YES, SIR.

THEN AGAIN, AS WE MOVE ALONG, YOU SEE THE SAME STRUCTURE WHERE WE HAVE 48% OF OUR STUDENTS MEETING THE READING AND LANGUAGE ARTS BENCHMARK AND 28% OF OUR STUDENTS THAT HAVE MET THE MATH BENCHMARK AND AGAIN, AS YOU'RE LOOKING THROUGH THE SLIDES, WE KNOW THAT MATH SAW THE GREATEST DECLINE AFTER COVID, AND SO WE'RE STILL SEEING THOSE RESIDUAL EFFECTS EVEN ON A PSAT EXAM, AND THEN WE LOOK AT THE 11TH GRADE, WHICH THE 11TH GRADE ONE IS THE ONE WHERE STUDENTS REALLY CAN QUALIFY FOR SOME OF THESE SCHOLARSHIPS.

SO WE HAD 3428 11TH GRADE STUDENTS TAKE THE PSAT MNSQT VERSION IN OCTOBER.

SO DO YOU HAVE ANY QUESTIONS ABOUT EITHER THE REPORT IN YOUR PACKET OR THE INFORMATION PRESENTED TO YOU IN THESE SLIDES? COMMITTEE MEMBERS, ANY QUESTIONS? BOARD MEMBERS? SO WE GIVE OUR KIDS FOUR SHOTS AND WE PAY FOR EACH ONE OF THOSE? YES, SIR. I THINK THAT'S THE IMPORTANT THING TO TALK ABOUT, PLUS ALL THE OTHER THINGS THAT WE PAY FOR.

I DON'T THINK PARENTS TOTALLY UNDERSTAND THAT.

I THINK THE MORE TIMES WE TALK ABOUT IT, THE BETTER.

SO I JUST THOUGHT ABOUT THIS, IF YOU'RE A 10TH GRADER AND YOU TAKE THE PSAT NATIONAL MERIT AND YOU DO WELL, DO YOU QUALIFY? DOES THAT PUT YOU. YES IT'S A QUALIFIER.

YES, IT'S A QUALIFIER, AND I WILL NEED TO GET WITH OUR EXPERT, [INAUDIBLE] TAYLOR, WHO WILL HAVE MORE INFORMATION SO THAT INFORMATION WE CAN PROVIDE FOR YOU ON BOARD INSIGHTS JUST TO MAKE SURE THAT I'M GIVING YOU THE MOST ACCURATE INFORMATION, BUT IT IS AN MNSQT VERSION OF THE ASSESSMENT.

WE DON'T GIVE THE 10TH GRADE VERSION.

WE GIVE THE MNSQT VERSION.

YES, SIR. ANYBODY ELSE? WE THANK YOU VERY MUCH, AND PLEASE CONTINUE WITH NUMBER SIX 2023 ACCOUNTABILITY UPDATE.

[01:45:10]

SO, [INAUDIBLE] GLICK, TRUSTEES AND DR.

LOPEZ IS TO PROVIDE A VERY, VERY HIGH LEVEL UPDATE ON WHAT SOME OF THESE 2023 ACCOUNTABILITY CHANGES LOOK LIKE AND POTENTIAL IMPACTS FOR OUR DISTRICT. SO THE FIRST THING IS WE'RE MEETING STATUTORY REQUIREMENTS.

SO DURING THE 85TH TEXAS LEGISLATURE IN 2017, WE HAD HOUSE BILL 22, AND THAT'S WHAT IMPLEMENTED THE A THROUGH F SYSTEM, AND SO AT ANY POINT, THE COMMISSIONER CAN, CAN REQUEST THAT WE REVIEW THE INDICATORS THAT ARE APPROPRIATE FOR AN ACCOUNTABILITY SYSTEM, REESTABLISH STANDARDS, AND THEN MODIFY ANY STANDARDS TO LEAD US TO CONTINUOUS IMPROVEMENT FOR STUDENT PERFORMANCE OUTCOMES. SO WHEN I THINK ABOUT THE ACCOUNTABILITY CHANGES, I REALLY THINK OF IT AS IN THREE DIFFERENT BUCKETS, RIGHT? SO THERE'S EITHER A CHANGE IN STRUCTURE TO ANY ONE OF THE DOMAINS, A CHANGE IN THE METHODOLOGY.

SO HOW DO WE CALCULATE IT OR THE CHANGE IN CUT SCORES? SO I'M HOPEFUL THAT AS I WALK THROUGH THIS PRESENTATION AND TRY TO EXPLAIN IT FROM THE LENS OF IS IT A STRUCTURE CHANGE, IS IT BASED ON THE CALCULATIONS AND METHODOLOGY, OR IS IT JUST BASED ON CUT SCORES THAT IT WILL HELP UNDERSTAND THE ACCOUNTABILITY SYSTEM CHANGES JUST A LITTLE BIT MORE? SO JUST AS A REMINDER, WE HAVE THREE ACCOUNTABILITY DOMAINS AND I'M REALLY TRYING TO MAKE SURE THAT WE DON'T OVERWHELM ANYONE WITH CALCULATIONS AND WHAT WEIGHS WHAT BUT WHAT IS REALLY THE HEART OF THE ACCOUNTABILITY SYSTEM, AND THE FIRST THING IS STUDENT ACHIEVEMENT.

SO STRAIGHT PERFORMANCE.

HOW ARE OUR STUDENTS PERFORMING ON SAT, AP,ALL THE CCMR INDICATORS AS WELL AS STAAR? SO, MR. BEACH, WHENEVER YOU ASKED A WHILE AGO ABOUT THE PERCENTAGES, LIKE THEY DON'T ADD UP TO 100, IT'S THE IN DOMAIN ONE STUDENT ACHIEVEMENT, THAT'S THE FORMULA THAT WE GET TO THE STAAR COMPONENT.

THEN WE GET INTO SCHOOL PROGRESS AND SCHOOL PROGRESS REALLY TEETERS OUT INTO TWO DIFFERENT PIECES.

THE FIRST PIECE IS ACADEMIC GROWTH.

SO ARE OUR STUDENTS GROWING AT A RATE THAT IS EXPECTED, AND THEN THE OTHER PART IS REALLY BASED ON PERFORMANCE, BUT BASED ON PERFORMANCE AS COMPARED TO A CAMPUSES ECONOMICALLY DISADVANTAGED RATE.

SO THE STATE UNDERSTANDS THAT POVERTY LEVELS HAVE A GREAT IMPACT ON STUDENT ACHIEVEMENT.

SO WHAT THE PART B DOES RELATIVE PERFORMANCE DOES IS IT TRIES TO LEVEL THE PLAYING FIELD IN TERMS OF STUDENT PERFORMANCE AS IT RELATES TO AN ECO DISTRICT, AND THEN THE LAST PART IS CLOSING THE GAPS, AND THAT IS ONE OF THE PILLARS THAT DR.

LOPEZ HAS ESTABLISHED FOR US.

IT'S NOT JUST ABOUT CLOSING THE GAP, IT'S ABOUT ELIMINATING THE GAP.

SO I'LL TALK A LITTLE BIT MORE ABOUT THE COMPONENTS OF THAT.

GO WITHIN THAT AS WE MOVE ALONG IN THE PRESENTATION.

OKAY, SO THE FIRST ONE IS DOMAIN ONE STUDENT ACHIEVEMENT.

SO WE LOOK AT IT FROM TWO DIFFERENT LENSES.

WE HAVE THE ELEMENTARY AND MIDDLE SCHOOL ENDS AND WE HAVE THE HIGH SCHOOL ENDS.

THE STATE UNDERSTANDS THAT STAAR 2.0 IS SET TO CREATE A LOT OF CONCERN, AND WE DON'T REALLY KNOW A LOT ABOUT WHAT THAT STAAR 2.0 WHAT THOSE PERFORMANCE STANDARDS ARE GOING TO LOOK LIKE.

SO FOR STAAR, THERE HAVE BEEN ABSOLUTELY NO CHANGES.

WE DIDN'T SEE ANY CHANGES IN CUT POINTS.

WE DIDN'T SEE ANY CHANGES IN METHODOLOGY OR ANY CHANGES IN THE STRUCTURE.

SO THEN WE GO INTO CCMR AND GRADUATION.

SO HERE WE SEE IN CCMR, WE SEE TWO OF THE THREE BUCKETS THAT I EXPLAINED EARLIER, TWO OF THE THREE CATEGORIES.

WE SEE A CHANGE IN CUT SCORES AND WE SEE A CHANGE IN METHODOLOGY.

SO THE FIRST THING TO NOTE IS THAT A RATING PRIOR TO 2023, WE HAD TO HAVE 60% OF OUR GRADUATES HAVE A CCMR INDICATOR IN ORDER FOR US TO EARN AN A.

SO WE LEFT IN DECEMBER WITH CLASS OF 2022 WITH THE GOAL AND UNDERSTANDING THAT WE WERE GOING TO BE A RATED ALL ACROSS THE BOARD.

THE STATE RELEASED THESE CUT POINTS ON JANUARY 2ND OF THIS YEAR, AND THE CUT POINT NOW IN ORDER TO GET AN A IS 88.

SO 88% OF OUR STUDENTS MUST HAVE MET A CCMR INDICATOR IN ORDER FOR US TO GET AN A, AND NOT ONLY IS THIS A CHANGE IN THE CUT SCORES, BUT ALSO THERE ARE CHANGES TO THE METHODOLOGY.

[01:50:03]

SO TWO CHANGES THAT ARE COMING HERE.

THE FIRST IS SUNSETTING. IF YOU'LL HAVE QUESTIONS ABOUT IBCS, HE'S IN THE AUDIENCE AND WE CAN WE CAN ADDRESS THOSE AT THE END, BUT WE HAVE SUNSETTING IBCS WHERE THE STATE IS SAYING WE'RE NO LONGER GOING TO BE COUNTING THESE INDUSTRY-BASED CERTIFICATES FOR THE PURPOSE OF ACCOUNTABILITY, AND THEN WE HAVE LIMITATIONS. SO THESE LIMITATIONS WHERE AGAIN IN JANUARY THEY LET US KNOW THAT SOME OF THESE SUNSETTING IBCS ARE GOING TO BE CAPPED WHERE NO MORE THAN 20% OF THE GRADUATING CLASS CAN EARN THEIR CCMR INDICATOR VIA A SUNSETTING IBC.

SO WE RECEIVED THIS INFORMATION ON JANUARY 2ND AND THIS IS RETROACTIVE TO THE CLASS OF 22.

SO THE STUDENTS WHO HAVE ALREADY WALKED ACROSS THE STAGE AND ARE ALREADY LIVING WONDERFUL LIVES WITHIN THE GISD COMMUNITY.

SO THESE CUT POINTS ARE RETROACTIVE.

THEN WE MOVE INTO GRADUATION.

SO GRADUATION IS SEEING A CHANGE IN CUT SCORES.

SO WE IN ORDER TO EARN AN A, WE HAD TO HAVE 96% OF OUR STUDENTS GRADUATE FOUR YEAR, FIVE YEAR, SIX YEAR AND NOW IN ORDER TO GET AN A, WE HAVE TO HAVE 98% OF OUR STUDENTS GRADUATE, AND WHILE THE NUMBER MIGHT FEEL INSIGNIFICANT, YOU ASK ANY HIGH SCHOOL PRINCIPAL WHAT TWO POINTS MEANS FOR GRADUATION RATE, AND IT IS A SIGNIFICANT CHANGE.

SO AGAIN, FOR GRADUATION RATE, JUST LIKE CCMR, THEY ARE APPLYING OR WE ARE GOING TO BE REQUIRED TO APPLY THESE CUT POINTS TO STUDENTS THAT ARE NO LONGER ENROLLED IN GARLAND ISD, AND I PAUSE FOR DRAMATIC EFFECT BECAUSE IT IS IT IS VERY, VERY INTENSE TO THINK OF IT FROM THAT LENS.

NOW I MOVE ON TO DOMAIN TWO.

SO DOMAIN TWO: ACADEMIC GROWTH, WE SEE ALL THREE CHANGES.

THIS IS THE DOMAIN THAT WILL SEE THE MOST NUMBER OF CHANGES IN TERMS OF CATEGORY.

WE HAVE A STRUCTURE CHANGE, WE HAVE A METHODOLOGY CHANGE, AND WE HAVE A CUT SCORE CHANGE.

SO THE FIRST STRUCTURE CHANGE IS LANGUAGE OF ASSESSMENT.

PRIOR TO ACCOUNTABILITY 2023, THERE WAS LIKE A HOLD HARMLESS RULE IN PLACE FOR STUDENTS THAT WERE TESTING IN SPANISH FOR READING IN ELEMENTARY SCHOOL, AND WHEN THEIR COMMITTEE DECIDES THAT THEY ARE PROFICIENT ENOUGH TO TRANSITION TO AN ENGLISH EXAM, THERE WAS NO EFFECT TOWARDS THE GROWTH.

WE DID NOT CALCULATE GROWTH FROM AN ENGLISH FROM A SPANISH EXAM TO AN ENGLISH EXAM.

SO WHAT THE STATE IS DOING NOW IS THEY'RE REMOVING THAT HOLD HARMLESS PROVISION AND IT'S REALLY NOT A [INAUDIBLE].

THEY JUST NEVER INCLUDED IT.

THEY ARE NOW GOING TO ACCOUNT FOR GROWTH BETWEEN A SPANISH EXAM AND AN ENGLISH EXAM.

SO WHEN YOU LOOK ACROSS THE TABLES AND YOU SEE ALL OF THE GREEN, THE GREEN ARE THE WAYS THAT WE CAN EARN POINTS OR STUDENTS CAN EARN GROWTH POINTS.

SO I AM BILINGUAL.

I HAVE A MASTER'S DEGREE IN SPANISH LITERATURE AND LINGUISTICS.

I SPEAK SPANISH AT HOME.

I AM NOT EQUALLY BILINGUAL.

SO IF I WERE TO TAKE AN EXAM, ONE OF MY EXAMS IS GOING TO OUTPERFORM THE OTHER BECAUSE I'M ENGLISH DOMINANT.

SO WITH THE ADDITION OF THIS LANGUAGE OF ASSESSMENT DOES, IT'S MAKING THIS ASSUMPTION THAT OUR FOURTH GRADERS, FIFTH GRADERS AND OUR SIXTH GRADERS ARE EQUALLY BILINGUAL. SO IF A STUDENT IN ORDER FOR US TO GET THE GROWTH, IF A STUDENT WAS MASTERS IN SPANISH LAST YEAR ON READING, THEY HAVE TO BE MASTERS IN ENGLISH READING IN ORDER FOR THEM TO EARN A GROWTH POINT.

OKAY? AND US BEING 33%, 34% BILINGUAL, THIS HITS US HARD.

IT DOES. ESPECIALLY OUR MIDDLE SCHOOLS THAT ARE RECEIVING STUDENTS THAT THE MIDDLE SCHOOLS DON'T MAKE THOSE LANGUAGE OF ASSESSMENT DECISIONS IN ELEMENTARY SCHOOL.

SO WE HAVE ABOUT 606 STUDENTS THAT I WAS ABLE TO CAPTURE THAT TOOK A SPANISH READING EXAM IN FIFTH GRADE THAT NOW THERE IS NOT A SPANISH READING OPTION IN SIXTH GRADE.

SO THAT TRANSITION IS AUTOMATIC.

THEORY IS IT'S THE STATE'S WAY OF MAKING SUBTRACTIVE LEARNING HAPPEN.

SO WE ELIMINATE BILINGUAL PROGRAMS AND MAKE EVERYBODY TEST IN ENGLISH AT AN EARLIER RATE.

SO THINK OF IT THIS WAY.

IF THEY GO IN, IN THIRD, AND THEY FAIL AND THEN IN FOURTH GRADE THEY SHOW SOME PROGRESS, AT LEAST YOU'RE SEEING PROGRESS RATHER THAN SCORE HIGH, SCORE HIGH AND THEN TAKE THE

[01:55:05]

IT'S NOT CONDUCIVE TO THE STATE OF A DISTRICT LIKE HOW WE HAVE WITH ALL THIS DIVERSITY.

SAME THING WITH CCMR. THE RICH, AFFLUENT SCHOOL DISTRICTS ARE GOING TO THRIVE UNDER THE NEW CCMR GUIDELINES.

SCHOOL DISTRICTS WITH HIGH POVERTY RATES AND DIVERSITY ARE NOT.

IS THE FORMULA STILL THE SAME 70 AND 30.

70 EITHER A OR B AND B ONE OR B TWO? SO, IF YOU LOOK AT THE IT'S THE 70 IS EITHER DOMAIN ONE STUDENT ACHIEVEMENT OR SCHOOL PROGRESS, WHICH COULD ALSO BE GROWTH OR RELATIVE PERFORMANCE.

OKAY, SO THAT'S ALL NOTHING HAS CHANGED? NO, SIR. NOTHING HAS CHANGED TO THE STRUCTURE OF THE OVERALL SYSTEM.

IT WOULD ACTUALLY REQUIRE LEGISLATIVE ACTION FOR THERE TO BE CHANGES TO THE STRUCTURE, AND SO WHAT I'VE HIGHLIGHTED A LITTLE BIT MORE AND AGAIN, NOT TRYING TO GET TOO TECHNICAL WITH YOU ALL, BUT PART OF THE METHODOLOGY CHANGES THAT YOU'LL SEE IS NOW INSTEAD OF HAVING A STAAR PROGRESS MEASURE, THE WAY THAT TO CALCULATE GROWTH IS GOING TO BE A LOT SIMPLER. IT'S GOING TO BE SOMETHING THAT OUR TEACHERS WILL BE ABLE TO TRACK AND MONITOR BUT WHAT YOU NOTICE IN THE GREEN BOX ON THE LEFT HAND SIDE WHERE IT'S A LOW, DID NOT MEET, HIGH DID NOT MEET.

SO THAT'S A METHODOLOGY CHANGE.

YOU'LL ALSO NOTICE THAT FOR STUDENTS THAT WERE HIGH DID NOT MEET LAST YEAR.

SO THEY MAY HAVE MISSED IT BY ONE OR TWO QUESTIONS AND THEY STILL PERFORM IN THAT DID NOT MEET RANGE, EVEN THOUGH WE'RE NOT GOING TO SAY THAT THEY PASSED STAAR BECAUSE THEY DIDN'T PASS STAAR.

THAT STUDENT COULD EARN HALF OF A POINT FOR MAINTAINING AT THAT HIGH LEVEL OF DID NOT MEET AND THE OTHER STRUCTURAL CHANGE OR THE OTHER METHODOLOGY CHANGE AND TEACHERS WERE VERY VERY HAPPY TO HEAR THIS IS THAT STUDENTS THAT ARE ABLE TO MAINTAIN MEETS SO MEETS FROM ONE YEAR TO THE NEXT, THEY WILL EARN ONE FULL GROWTH POINT BECAUSE ONCE YOU GET TO THE HIGHER END OF THAT MEETS OR THAT MASTER'S RANGE, IT'S VERY, VERY DIFFICULT.

SOMETIMES IT REQUIRES ONE QUESTION OR TWO, BUT IT'S VERY DIFFICULT TO MOVE FROM FROM THAT MEETS TO THAT MASTERS.

THE OTHER PART THAT IS DIFFERENT IS AND THEY ARE CALLING IT BONUS POINTS.

THAT'S WHAT THE STATE IS CALLING IT, BUT FOR OUR STUDENTS RECEIVING THAT 45/45 ACCELERATED LEARNING INSTRUCTION, WHAT WE ARE GOING TO RECEIVE NOW FOR THOSE STUDENTS IS A QUARTER OF A BONUS POINT.

SO THOSE EXTRA POINTS WILL GO INTO THE NUMERATOR AND NOT THE DENOMINATOR.

SO IT'S A WAY TO CELEBRATE OUR KIDDOS THAT DIDN'T PASS STAAR LAST YEAR THAT HAVE MADE TREMENDOUS SUCCESS THIS YEAR, AND THEN THE LAST THING ON HERE IS THE CUT SCORES.

THE CUT SCORES ARE ALSO CHANGING.

IT'S GOING FROM ABOUT 82 IT JUST DEPENDS ON THE LEVEL TO 85 IS THE CUT SCORE FOR THESE FOR AN A.

NOW WE MOVE INTO THE LAST DOMAIN, AND I SKIPPED DOMAIN 2B ON PURPOSE BECAUSE IT'S FED INFORMATION IS FED FROM DOMAIN ONE.

SO JUST TRYING TO SIMPLIFY THE PRESENTATION.

DOMAIN THREE IS CLOSING THE GAPS.

SO WHAT THIS LOOKS LIKE ALL LEVELS ARE MEASURED ON ACADEMIC ACHIEVEMENT, AND WHAT DOES THAT MEAN? ACADEMIC ACHIEVEMENT, FOR THE PURPOSE OF CLOSING THE GAPS IS AT MEETS GRADE LEVEL IN READING AND MATH, ALL TESTED AREAS.

WE ALSO HAVE THE LANGUAGE PROFICIENCY.

SO DID STUDENTS MAKE GAINS ON THEIR TELPAS ASSESSMENT? THEN WE BREAK IT UP INTO ELEMENTARY MIDDLE SCHOOL, AND THEN HIGH SCHOOL IS A LITTLE BIT SEPARATE.

ELEMENTARY, MIDDLE SCHOOL, YOU SEE THAT ACADEMIC GROWTH ONE MORE TIME, BUT THIS IS ALL BY STUDENT GROUPS, AND THEN WE SEE SCHOOL QUALITY, AND WHAT IS SCHOOL QUALITY? SCHOOL QUALITY IS BASICALLY THE PERFORMANCE ON ALL CONTENT AREAS, ALL SUBJECTS, ALL GRADE LEVELS ACROSS THE DIFFERENT STUDENT GROUPS, AND LASTLY, HIGH SCHOOL.

HIGH SCHOOL DOES NOT HAVE ACADEMIC GROWTH AS PART OF THEIR MEASURE THAT WE LOOK AT THEIR GRADUATION RATE.

HIGH SCHOOL DOES NOT LOOK AT ALL OF THE ALL OF THE SUBJECTS.

THEY LOOK AT THE CCMR RATE.

SO A COUPLE OF CHANGES COMING HERE IN TERMS OF METHODOLOGY.

THE MINIMUM GROUP SIZE IS CHANGE.

SO THE STUDENT GROUPS HAD TO HAVE AT LEAST 25 STUDENTS AND NOW THEY HAVE TEN.

THEY ARE ADJUSTING SOME OF OUR STUDENT GROUPS AND THEN WE WILL HAVE INTERIM AND LONG TERM TARGETS FROM THE STATE.

SO THIS ONE IS WHAT'S PERCEIVED TO BE THE MOST COMPLEX CHANGES, BUT NONETHELESS, WHEN WE'RE REALLY LOOKING AT IT AND ZOOMING OUT, THESE COMPLEX CHANGES ARE HELPING SCHOOL DISTRICTS LIKE US THAT ARE ALREADY ON THE PATH TO ELIMINATE THIS ACHIEVEMENT GAP, TO

[02:00:03]

SO ONE OF THE CHANGES THAT IS COMING, WE ARE NO LONGER GOING TO BE SCORED LIKE A HIGH SCHOOL.

SO PRIOR TO 2023, CALCULATIONS WERE JUST AS IF WE WERE HIGH SCHOOL CCMR, STAAR, GRADUATION RATES.

NOW THE WAY THAT WE ARE GOING TO BE SCORED IS AND I MENTIONED THIS A LITTLE BIT IN THE FALL, WE HAVE 100 POINTS TO GIVE AWAY, AND THOSE POINTS THAT WE'RE GOING TO GIVE AWAY ARE GOING TO BE GIVEN TO CAMPUSES BASED ON THEIR ENROLLMENT SIZE.

SO IN YOUR IN YOUR MANILA FOLDERS, WHAT I PUT IN THERE IS A CHART THAT SHOWS YOU WHAT THAT ENROLLMENT SIZE IS IN GRADES THREE THROUGH 12 AND THEN THE AMOUNT OR THE PERCENTAGE OF PROPORTIONAL POINTS THAT EACH CAMPUS IS GOING TO RECEIVE.

YES, IT'S IN YOUR MANILA FOLDER.

SO YOU CAN SEE THAT EVEN AS WE SEPARATE THIS OUT AND EVEN AS WE AS THE STATE SAYS YOU'RE GOING TO DO THIS PROPORTIONAL WEIGHTING, THE MAJORITY OF OUR RESULTS, THE MAJORITY OF OUR DISTRICT SCORE WILL STILL COME FROM HIGH SCHOOL.

SO IT WILL BE ABOUT 40% COMING FROM HIGH SCHOOL, ABOUT 30% COMING FROM MIDDLE SCHOOL AND ABOUT 30% COMING FROM ELEMENTARY SCHOOL.

SO THEN JUST THINKING THROUGH A LITTLE BIT OF THE ACTION STEPS AND TIMELINE, WE GAVE A LOT OF FEEDBACK TO TEA.

THAT'S SOMETHING THAT WE REALLY, REALLY ENCOURAGED ACROSS DEPARTMENTS OR ACROSS CAMPUSES.

I'LL BE CURIOUS TO KNOW WHAT THE PERCENTAGE RATE OF COMMENTS TO TEA WERE ONCE THAT INFORMATION DOES COME OUT, BUT WE'VE BEEN TALKING HEAVILY ABOUT THIS SINCE CHANGES STARTED, AND SO PROVIDING INFORMATION TO SOME OF OUR INTERNAL STAKEHOLDERS ABOUT HOW DO YOU COMMUNICATE THE IMPACT THAT THESE CHANGES ARE GOING TO HAVE TO SCHOOLS LIKE GARLAND ISD? BUT NOT ONLY THAT, BUT HERE'S A POTENTIAL SOLUTION.

SO WE WILL BE RECEIVING AN UPDATED FRAMEWORK AT THE END OF FEBRUARY, AND I'M CURIOUS TO SEE WHAT THAT FRAMEWORK LOOKS LIKE AS IT RELATES TO SOME OF THE FEEDBACK THAT WE'VE ALL PROVIDED. THE OTHER PART THAT'S HUGE AND IMPACTFUL IS MAKING SURE THAT DISTRICT AND CAMPUS LEADERSHIP THAT THEY REALLY UNDERSTAND WHERE THESE CHANGES ARE COMING FROM. SO MR. GLICK, YOU MENTIONED EARLIER ABOUT YOU'VE HEARD THAT I'VE GONE TO CAMPUSES AND I'VE HAD THESE THESE CONVERSATIONS WITH PRINCIPALS.

WE'VE HAD A LOT OF CONVERSATIONS WITH PRINCIPALS, HAD A LOT OF CONVERSATIONS WITH DISTRICT LEADERS AND MAKING SURE THAT EVERYONE UNDERSTANDS NOT JUST THE CHANGE, BUT AS DR. RUSSELL AND DR.

ADAMS HAVE SAID, WHAT'S OUR OWNERSHIP? HOW DO WE EACH OWN A PIECE OF THIS ACCOUNTABILITY AS WE KEEP MOVING FORWARD? SO ANOTHER PART IS WE DO HAVE VARIOUS DISTRICT ACTION TASK FORCES TO ADDRESS THE CHANGES IN STAAR 2.0, AS WELL AS THE IMPACT THAT THIS IS HAVING ON CCMR AND GRADUATION RATES.

IN TERMS OF TIMELINE, IN THE SPRING WE WILL RECEIVE PERFORMANCE LEVELS ONLY FOR EOC EXAMS. SO THOSE OF YOU GUYS WHO ARE PARENTS, IF YOU DON'T HAVE A HIGH SCHOOL CHILD IN YOUR DISTRICT, YOU WILL NOT KNOW WHETHER THAT YOUR CHILD PASSED STAAR OR DIDN'T PASS STAAR UNTIL AUGUST.

SO IN MAY, WE WILL ONLY RECEIVE PERFORMANCE LEVELS FOR EOCS.

WE WILL RECEIVE THOSE ON MAY 31ST, WHICH IS AFTER GRADUATION, BUT IT'S BECAUSE THE STATE NEEDS TIME TO RECALCULATE AND RECALIBRATE THE CHANGES MADE TO STAAR 2.0.

SO FOR US, AS IN TERMS OF ACCOUNTABILITY FROM THE ACCOUNTABILITY LENS, WE WILL NOT RECEIVE ACCOUNTABILITY RATINGS UNTIL SEPTEMBER.

YES, SIR. SO BY STATUTE, WE ARE REQUIRED TO SAY THAT AGAIN, WE WILL NOT RECEIVE WE WILL NOT RECEIVE AN ACCOUNTABILITY RATING FOR FOR THE YEAR 2022-2023 UNTIL SEPTEMBER.

SO THIS IS ONE OF THE THINGS THAT YOU WANT TO BE ON THE LOOKOUT ON THE LEGISLATIVE DOCKET, BECAUSE IT WILL REQUIRE LEGISLATIVE ACTION.

WE ARE REQUIRED BY STATUTE TO HAVE DISTRICT RATINGS POSTED BY AUGUST 15TH, AND SO THERE'S NO WAY--THE AGENCY HAS ALREADY TOLD US THERE IS NO WAY THAT WE ARE GOING TO BE RECEIVING ANY KIND OF ACCOUNTABILITY RATINGS BY AUGUST.

OKAY, AND ALSO TO KIND OF END, AS WE'RE AS WE'RE CLOSING OUT, ALL OF THIS IS NONE OF THIS IS FINAL.

SO THE ACCOUNTABILITY CHANGES TECHNICALLY WILL NOT BECOME FINAL UNTIL SEPTEMBER.

[02:05:02]

AGAIN, RETROACTIVE, I WANT YOU TO REMEMBER THAT.

OKAY, COMMITTEE MEMBERS QUESTIONS? TRUSTEES? HAVE WE I KNOW WE TOOK THE FIRST 2.0 PRACTICE TEST, HAVE WE NOW ADMINISTERED THE SECOND 2.0 PRACTICE TEST? MIDDLE SCHOOL RLA STARTED THIS WEEK.

SO YESTERDAY, BECAUSE IT'S A MONDAY, ONLY ONE CAMPUS STARTED, BUT WE ARE DOING THE INTERIMS IN THE SPRING AND WE'VE STARTED ROLLING THOSE.

YES, SIR. IN THE PAST, IT SEEMS TO ME OUR FORMULA FOR SUCCESS WAS WHAT I CALL B TWO 70% ON B TWO AND 30% ON C.

WILL THAT WORK AGAIN OR HAVE THE CHANGES SKEWED THAT? SO THE CHANGES WILL WILL IMPACT THAT BECAUSE IN A WAY.

RIGHT. SO 40% OF OUR SCORE WILL STILL BE 2B, WHICH IS OR LET ME REPHRASE THAT 40% OF OUR SCORE WILL STILL BE HIGH SCHOOLS.

OUR HIGH SCHOOLS WILL LIKELY STILL EARN THEIR RATING, THEIR BEST OF BASED ON 2B.

SACHSE HIGH SCHOOL IS THE ONLY ONE THAT EARNS IT WITH STRAIGHT PERFORMANCE.

THAT'S A? YES, SIR.

NOW OUR ELEMENTARY SCHOOLS AND OUR MIDDLE SCHOOLS, THE MAJORITY OF THEM EARNED THEIR BEST OF WITH GROWTH.

SO WHEN WE REALLY--I'M GOING TO GO BACK TO THE SLIDE HERE--WHEN WE LOOK AT IT, WHERE THE MAJORITY OF OUR MIDDLE SCHOOLS AND OUR ELEMENTARY SCHOOLS FOR LAST YEAR EARNED THEIR BEST OF THEIR 70% OF THEIR PIE WITH GROWTH.

NOT SO MUCH 2B, SOME OF OUR SMALLER ELEMENTARY SCHOOLS DID.

THAT WILL DEFINITELY IMPACT HOW A DISTRICT.

WHERE WILL WE PERFORM THE BEST? SO NOT ONLY DO WE HAVE THIS GOAL OF HIGH ACHIEVEMENT, BUT WE ALSO HAVE THIS GOAL OF NO D'S OR F'S BECAUSE, ONE, IT'S BEST FOR OUR KIDS, BUT TWO, WE STILL DON'T KNOW WHICH ONE OF THESE DOMAINS WE'RE GOING TO GET OUR BEST OF.

SO WE MAY MOVE MORE B ONE THAN B TWO.

IS THAT WHAT YOU'RE SAYING? NO, SIR, JUST FROM LAST YEAR, GROWTH IS HOW THE MAJORITY OF OUR ELEMENTARY SCHOOLS AND OUR MIDDLE SCHOOLS EARN, BUT REMEMBER, THE NOT JUST THE STRUCTURE CHANGES, BUT THE METHODOLOGY CHANGES AND THE CUT SCORE CHANGE.

THERE'S A LOT IN THE MIX FOR ME TO CONFIDENTLY SAY, AS A DISTRICT, WE WILL EARN OUR BEST OF WITH ONE TO A OR TO BE OKAY.

YES, MR. BEACH? MR. JOYNER, IS THIS BOARD PROVIDING THE RESOURCES THAT YOU NEED IN YOUR DEPARTMENT FOR THE TRAINING AND EVERYTHING? I MEAN, JUST YOU'RE GIVING US THIS INFORMATION TODAY, YOU KNOW, IT TAKES A LOT TO ABSORB IT, AND SO I'M JUST WONDERING IF WE'RE GETTING THAT MESSAGE ACROSS TO OUR PRINCIPALS, TO OUR COUNSELORS, TO THE PEOPLE THAT ARE OUT THERE IN THE TRENCHES, DO YOU HAVE ENOUGH RESOURCES OR DO WE NEED TO DO SOMETHING AS A BOARD TO HELP EXPEDITE THIS PROCESS? SURE. SO IF I CAN CHANNEL MY INNER DR.

HILL, I COULD ALWAYS USE MORE PEOPLE [CHUCKLING], BUT IN ALL SERIOUSNESS, I HAVE TO REALLY, REALLY THANK THE EDLS FOR THE TIME THAT THEY HAVE GIVEN ME WITH PRINCIPALS.

I KNOW THAT PRINCIPAL TIME IS PRECIOUS AND THEY HAVE SO MUCH GOING ON IN EVERY DAY THAT WASN'T EVEN ON THEIR DOCKET WHEN THEY WOKE UP IN THE MORNING, AND SO WHAT WE'VE BEEN ABLE TO DO IS REALLY GET IN FRONT OF PRINCIPALS, ANSWER ALL OF THEIR QUESTIONS, SHOW THEM NOT JUST THE INFORMATION FROM A LENS OF LIKE I'M REGURGITATING THE INFORMATION IN THE ACCOUNTABILITY PACKET, BUT HOW DO WE LOOK AT YOUR CURRENT DATA OR HOW DO WE LOOK AT YOUR DATA FROM LAST YEAR TO REALLY UNDERSTAND THESE CHANGES? SO I'M REALLY GRATEFUL FOR THE TIME THAT THE EDLS HAVE GIVEN US WITH OUR CAMPUS PRINCIPALS.

IT SEEMS TO ME THAT THE STATE HAS, INSTEAD OF LETTING US KIND OF TAKE A TURTLE MOVE OR SLOWNESS FOR GROWTH, THEY'VE JUST TAKEN A LEAP FROG.

I MEAN, YOU KNOW, AND EXPECTING US WITHOUT THE RESOURCES OR STAFF OR WHATEVER THE CASE MAY BE TO HIT THOSE DOMAINS, AND IT'S YOU KNOW, IT'S VERY TOUGH.

YES, AND IT'S ALSO A PARTNERSHIP.

SO I STAND BEFORE YOU AS THE DIRECTOR OF RESEARCH ASSESSMENT AND ACCOUNTABILITY, AND I AM THE PERSON RESPONSIBLE FOR BEING ABLE TO SHARE THIS INFORMATION WITH YOU ALL, BUT I'VE MET WITH SO MANY DEPARTMENTS AND THEY ARE ABLE TO SHARE THEIR HIGH POINTS OR HOW

[02:10:01]

THAT'S ONE THING I DON'T WANT THE TEACHERS OR THE PEOPLE THAT ARE IN THE TRENCHES OUT THERE, REALLY THEY'RE WORKING THEIR TAIL OFF TO THINK THAT THEY'RE ON THE PATH THAT THEY WERE ON, AND NOW ALL OF A SUDDEN THE RULES ARE GETTING CHANGED AND THE FRUSTRATION LEVEL THAT SETS IN OF THE MAKING SURE THAT WE ARE GIVING THAT SUPPORT, BECAUSE THAT TO ME, IS WHERE WE'RE GOING TO SEE THE GROWTH.

YES, AND THE ONLY OTHER RESOURCE IS TIME.

WE DON'T HAVE ENOUGH HOURS IN THE DAY TO MAKE SURE THAT WE'RE HITTING EVERY, WE'RE TRYING TO GET TO EVERY CAMPUS AS POSSIBLE BUT THE OTHER GIFT WOULD HAVE COME FROM TEA IN THE FORM OF INFORMING THESE INFORMING US OF THESE CHANGES PRIOR TO THE SCHOOL YEAR.

OH, YES, SIR. MISS GRIFFIN.

I THINK THE MORE WE HEAR ABOUT THE CHANGES THAT ARE GOING ON, THE MORE WE UNDERSTAND WHAT'S GOING ON.

I THINK THAT'S WHY IT'S SO CRITICALLY IMPORTANT THAT WE DON'T PUT ANY MORE ADDITIONAL NEW PROCESSES, NEW PROGRAMS AND ALL OF THOSE KINDS OF THINGS ON OUR STAFF OTHER THAN GETTING THEM TO THE POINT THAT NOT ONLY TAKING THESE DATA DIVES, BUT UNDERSTANDING THEM THAT IS CONSUMING THEM ENOUGH, AND IF THERE ARE OTHER THINGS I'M JUST SAYING BOARD, TO ME, WE HAVE TO MAKE THE ADJUSTMENT TO THIS NEW ACCOUNTABILITY SYSTEM, AND WHAT THOSE IMPLICATIONS MEAN OF CHANGES AND ALL OF THESE OTHER THINGS.

WE SAY IT MANY TIMES, NO NEW THIS, NO NEW THAT, BUT THIS IS CRITICAL, AND IF OUR CAMPUS LEADERS DON'T UNDERSTAND IT, AND IT'S NOT GOING TO BE ONE AND DONE, IT'S GOING TO BE REPEATING TO UNDERSTAND.

WE HAVE PEOPLE IN NEW POSITIONS AND IN NEW POSITIONS, YOU HAVE A DREAM.

YOU HAVE A VISION OF WHAT NEEDS TO BE DONE, BUT SOMEHOW OUR MAIN FOCUS OUGHT TO BE IN JUST DOING THE THINGS THAT WILL GET US TO IMPROVE STUDENT SUCCESS, AND YOU ALL TALK ABOUT IT ALL THE TIME. I DON'T EVER SAY IT TOO MUCH BECAUSE I WANT ALL KIDS TO BE ABLE TO BE EDUCATED EQUITABLY BUT IF THE GOAL IS TO GET HERE OR WHATEVER, IF UNDERSTANDING OF THE PROCESS IS MISSED, THEN WE'RE JUST GOING THROUGH MOTIONS.

SO MY CONCERN IS WHAT CAN WE DO TO COME TOGETHER? AND I KEEP HEARING THESE CROSS FUNCTIONS AND YOU'RE DOING THIS AND YOU'RE DOING THAT, AND NOT THAT I'M DOUBTING IT, BUT FOR ME, I DON'T HAVE A CLEAR PICTURE YET OF HOW ALL OF THE ENERGY IS BEING PUT IN THE RIGHT PLACES FOR US TO BE ABLE TO BE SUCCESSFUL AS A DISTRICT WITH THE NEW ACCOUNTABILITY SYSTEM.

MANY OTHER DISTRICTS DON'T HAVE OUR 74% ECONOMICALLY DISADVANTAGED, AND WE NOW CAN'T FALL BACK ON THAT AS WHY WE CAN'T ACCOMPLISH THIS.

SO I WOULD JUST URGE DR.

LOPEZ, YOUR TEAM, YOUR STAFFS, WHAT IS THE FOCUS OF EVERYONE TO GET US TO UNDERSTAND THESE IMPLICATIONS? THAT'S JUST THE FREE LINDA GRIFFIN EDITORIAL.

[INAUDIBLE] IF YOU'D LIKE.

WELL, TO PROVIDE CLARITY, LET ME TELL YOU WHAT THE BOARD HAS DONE FOR A LOT OF THIS.

WHILE WE COULD NOT PREDICT THE AMOUNT OF CHANGES THAT WERE HAPPENING, WE KNEW THERE WAS A LEARNING GAP.

ALL OUR ENERGIES AND ALL THE DIFFERENT THINGS THAT WE'VE BEEN DOING HAVE BEEN TO DIRECTLY ATTEND TO THAT LEARNING GAP.

THE BOARD INVESTED IN MORE STAFFING AT THE MIDDLE SCHOOLS TO ALLOW THAT EXTRA CONFERENCE TIME, TO ALLOW TEACHERS TO HAVE THE TIME TO CALIBRATE AND WORK ON THINGS JUST LIKE THIS TOGETHER.

DURING THE DAY, EMBEDDED IN THE INSTRUCTIONAL DAY ARE THESE TYPE OF PRESENTATION MODELS AND WHAT NEEDS TO BE DONE AND WHAT'S HAPPENING ACROSS THE

[02:15:08]

YOU KNOW, YOU COME IN, YOU GIVE THEM IN CHUNKS, YOU LET THEM KNOW BECAUSE LIKE I DON'T KNOW WHICH TRUSTEE SAID, THE MORE WE HEAR IT, THE MORE WE DO IT, THE MORE WE UNDERSTAND IT. THE SECOND THING THAT THE BOARD BRILLIANTLY INVESTED IN WAS ON THE COACHING MODEL.

SO NOW YOU HAVE EXPERT PEOPLE ANALYZING THIS WHILE THEY'RE WITH KIDS.

REMEMBER, WE'RE ASKING TEACHERS TO BE TEST WRITERS, ASSESSMENT ANALYSTS, BEHAVIOR ANALYSTS.

WE'RE ASKING THEM TO DO ALL THESE THINGS, AND IT'S HARD TO JUST SIT AND REFLECT AND KNOW WHAT'S REAL.

SO WE HAVE PEOPLE THAT ARE WORKING ON THAT FOR THEM.

THEY TRAIN THEM, AND NOT ONLY DO THEY TRAIN THEM, THEY REHEARSE IT WITH THEM.

WHAT WE LEARN ABOUT PERFORMING ARTS, WHAT WE EVEN LEARN ABOUT ATHLETICS IS YOU DON'T JUST GO TO THE SHOW WITHOUT ANY REHEARSALS.

YOU HAVE TO REHEARSE IT BEFORE YOU GET IN FRONT OF THE KIDS.

SO YOU'RE HAVING A LOT OF THAT AND THEN YOU'RE ANALYZING THE DATA.

SO ALTHOUGH THE TEST HAS CHANGED, WE'RE CONSTANTLY CALIBRATING INTERNALLY AND WE GET TO SEE OUR STRENGTHS AND OUR WEAKNESSES AND WE'RE LIVING OUR LIVES ON THIRDS, WHICH IS HEALTHY.

SO THAT MEANS A THIRD OF THE TIME OUR SCHOOLS ARE CELEBRATING, WE'RE MAKING IMPROVEMENT.

THEN ANOTHER THIRD OF THE TIME THEY'RE LIKE IN DISAPPOINTMENT.

WE'RE NOT MAKING IMPROVEMENT, AND THE OTHER THIRD OF THE TIME, WE'RE SURVIVING, RIGHT? THERE'S NO ROUGH WATERS AND EVERYTHING ELSE.

IF YOU GET TOO FAR INTO ONE OF THOSE THREE AREAS, THINGS ARE OFF, AND SO WHAT WE'RE TRYING TO DO IS LEAD WITH RIGOR, UNDERSTAND THE EXPECTATIONS, LET THE TEACHERS KNOW THIS IS WHAT WE'RE INVESTED IN, AND THEN AS WE CONTINUE, WHEN WE HAVE TO MAKE TOUGH BUDGET CALLS, WE'VE GOT TO UNDERSTAND THAT THE SCHEDULING AND SUPPORT SYSTEMS ARE THERE FOR JUST EXACTLY THIS.

OUR TEACHING FORCE IS THE YOUNGEST THAT'S EVER BEEN.

SO THEY NEED MODELS.

THEY NEED PEOPLE TO GUIDE THEM THROUGH, AND, YOU KNOW, THE STATE, ALTHOUGH A LOT OF US HAVE TALKED TO COMMISSIONER MORATH AND WE'VE ALL COME UP WITH DIFFERENT IDEAS FOR THEM.

THEY'RE GOING TO BE MOVING FORWARD WITH A LOT OF THESE THINGS.

THEY'RE NOT GOING TO WORRY ABOUT IT.

THEY'LL SAY, WELL, THE CHIPS FALL WHERE THEY MAY.

YOU HAVE TO DEAL WITH THE AFTERMATH.

RIGHT? SO WE'RE NOT GOING TO MAKE EXCUSES, BUT AT THE SAME TIME, THESE TYPE OF THINGS ARE A PRIORITY, AND THE MORE WE SEE IT, THE MORE WE GO THROUGH IT, THE BETTER OFF WE ARE, AND WHAT WE SAW LAST YEAR AND MS. JOYNER CAN CORRECT ME IF I'M WRONG, BUT THE TEACHERS THAT WERE MOST ENGAGED WITH THE DATA HAD THE BIGGEST GROWTH OF ALL.

I WAS WITH THE PRINCIPAL YESTERDAY AT HER CAMPUS AND WE'RE TALKING AND ALL SHE COULD TALK ABOUT WAS THE ONE POINT THAT SHE DIDN'T GET TO BE AN A.

THAT'S ALL SHE COULD TALK ABOUT.

IT'S CONSUMING HER. WE'RE IN FEBRUARY AND SHE GOES AND THEN THEY CHANGE THE TEST ON ME AND THEN THEY DO THIS AND THEY DO THAT, BUT WE'VE GOT TO BE RESILIENT, AND THIS IS WHAT WE'RE DOING. EVERYBODY'S GIVING THEIR BEST, AND SO ALTHOUGH THIS IS THE FIRST TIME YOU'VE SEEN IT, A LOT OF OUR ADMINISTRATORS AND EVERYBODY, THEY'RE FAMILIAR WITH IT. WE'RE FRUSTRATED WITH IT.

SOME OF IT DOESN'T MAKE ANY SENSE, BUT WE'RE GOING TO KEEP ADVOCATING FOR OUR STUDENTS.

IT'S WHAT IT IS, AND BASICALLY, I JUST THINK AS WE YOU KNOW, IF WE CAN JUST ALL REMEMBER WHETHER WE'RE IN LEADERSHIP, WHETHER WE'RE THE FOLLOWERS, WHETHER WE'RE THE TEAMMATE OR WHATEVER, WE HAVE TO LEAD WITH COMPASSION, WITH CHANGE AND NOT BE BRUTAL AND NOT BE JUDGMENTAL, AND BECAUSE ALL OF US HAVE LEARNED DIFFERENTLY AND HAVE DIFFERENT LEARNING STYLES, IT'S GOING TO TAKE A WHILE FOR SOME, AND SOME IT WILL NOT, BUT IF EVERYBODY IS TRYING TO PULL TOGETHER IN THE SAME DIRECTION, THEN IT MAKES THE TEAM COMPLETE.

SO WHAT WE KNOW IS THE TEST HAS CHANGED.

THAT'S CLEAR.

I THINK YOU SAID WE DON'T KNOW HOW IT WILL BE SCORED UNTIL EVEN MAYBE EVEN SEPTEMBER.

AUGUST/SEPTEMBER, OKAY. I'M MAKING AN ASSUMPTION THAT YOU SPEAK TO YOUR COLLEAGUES AT SIMILAR SIZED SCHOOL DISTRICTS IN THE SAME POSITION YOU ARE, MOST OF WHOM THE LARGEST SCHOOL DISTRICTS IN THIS STATE, OF WHICH WE'RE ONE, HAVE SIMILAR DEMOGRAPHICS.

RIGHT. WE'RE NOT CONCERNED WITH THOSE DISTRICTS WHO GET 97 OR 98, THEIR FINAL

[02:20:03]

THEY'RE MUCH SMALLER AND TOTAL DIFFERENT DEMOGRAPHICS THAN WE HAVE.

WHAT DO YOU THINK? IS THERE A MOTIVATION THAT YOU CAN TELL FROM SPEAKING TO YOUR COLLEAGUES ABOUT WHAT'S GOING ON HERE? AND IS THERE ANY TIE IN AT ALL THAT MAYBE YOU TALK ABOUT BETWEEN WHAT'S GOING ON WITH ALL OF THIS AND THE MAJOR PUSH THAT'S GOING ON IN THE LEGISLATURE WITH VOUCHERS? DO YOU SEE ANY CONNECTION? MR. GLICK I DON'T REALLY DIVE IN FROM THAT LENS.

FOR ME, IT'S UNDERSTANDING THE CHANGES THAT ARE COMING AND THEN PROVIDING RESOURCES TO OUR DISTRICT AND OUR CAMPUS LEADERSHIP IN ORDER TO RESPOND TO THOSE CHANGES. SO EVEN OTHER DISTRICTS THAT MIGHT BE SIMILAR TO US, IF THEY'RE HAVING THOSE CONVERSATIONS, I'M REALLY NOT PART OF THEM.

I'M MORE OF LIKE, WHAT RESOURCES CAN I FOCUS MY EFFORTS ON TO PROVIDE TO OUR CAMPUS LEADERSHIP AND OUR DISTRICT LEADERSHIP? SO I'M SORRY, I DON'T HAVE AN ANSWER FOR YOU FOR THAT.

DO YOU SEE A POSSIBILITY THAT THE STATE IS ATTEMPTING TO SPREAD OUT THE SCORES SO THERE IS NOT AS MANY B'S AND A'S AS BEFORE.

WOULD THAT BE A POSSIBILITY? SO ONE OF THE THINGS I'LL SHARE IS WHAT THE COMMISSIONER HAS STATED, AND SO ANYBODY WHO WATCHES ANY OF THE COMMISSIONER CHATS CAN ATTEST TO THIS. SO IT'S NOT SO MUCH ABOUT THE SPREAD OF A'S, B'S AND C'S, BECAUSE THIS SYSTEM WAS ACTUALLY DESIGNED SO THAT EVERYONE HAS AN EQUAL OPPORTUNITY TO AN A.

THE ORIGINAL INTENT OF THE SYSTEM.

IN RESTRUCTURING THE DISTRICT RATING, IT'S MORE IN ALIGNMENT WITH THE CONCERN THAT A DISTRICT COULD BE A, B, A HIGH B, A LOW B OR WHATEVER KIND OF B, AND THEN HAVE LOW PERFORMING SCHOOLS.

SO I THINK THAT THE RESTRUCTURE OF HOW DISTRICT SCORES ARE CALCULATED IS MORE IN A RESPONSE TO THAT, AGAIN, FROM THE CONVERSATIONS AND PRESENTATIONS THAT WE'VE HEARD FROM OUR COMMISSIONER.

SO YOU AT THIS POINT BELIEVE AS AN EXPERT NOW IN WHAT YOU'VE LEARNED, THAT IT'S GOING TO IT WILL BE FAIR FOR EVERY DISTRICT? IS THAT A FAIR, IS THAT A CORRECT STATEMENT? I DO NOT THINK THAT THESE CHANGES ARE NECESSARILY FAIR, BUT THE INTENT, THE ORIGINAL INTENT OF A THROUGH F WAS THAT THERE'S NOT A CAP, THE DISTRIBUTION OF THE RATINGS ABCDF THEY ARE NOT ON A BELL CURVE.

THE INTENT OF THE SYSTEM AND OF THE FRAMEWORK IS THAT EVERYONE HAS AN EQUAL OPPORTUNITY TO EARN AN A.

THE CHANGES THAT ARE OCCURRING ARE GOING TO IMPACT DISTRICTS WITH HIGH POVERTY AND A LARGE NUMBER OF BILINGUALS THE MOST. SO WE MAY BE HEADING TO A BELL CURVE UNINTENTIONALLY OR MAYBE INTENTIONALLY? I'D HAVE TO LOOK AT ALL OF THE RATINGS AND SEE ONCE THEY DISTRIBUTE THOSE.

MR. BEACH. MR. JOYNER, IN YOUR PROFESSIONAL OPINION, ARE OUR CAMPUS LEADERS GETTING THIS PRESENTATION? A LOT OF THEM REALLY ARE DIGESTING THE INFORMATION.

A LOT OF THEM HAVE REQUESTED THAT I COME OUT AND I SPEAK TO THEIR STAFF DIRECTLY, AND AS WE SAID, THE MORE YOU HEAR IT, MY STAFF THAT COMES WITH ME TO ALMOST EVERYTHING THEY ALWAYS LEAVE WITH TODAY I WROTE DOWN THIS NOTE.

YOU CAN'T HEAR IT ENOUGH.

I CAN'T HEAR IT ENOUGH.

NONE OF US CAN HEAR IT ENOUGH.

THEY ARE DIGESTING THE INFORMATION.

WE WILL HAVE SOME PREDICTIONS FOR ELEMENTARY WITH SOME OF OUR MAP RESULTS, BUT THEN WE HAVE STAAR INTERIM.

WE'LL BE ABLE TO DO A COUPLE OF PREDICTIONS THERE.

SO I HAVE TOLD THEM THAT I WILL BRING THEM BACK TOGETHER BECAUSE YOU CAN ONLY UNDERSTAND THIS IF YOU'RE LOOKING AT YOUR OWN NUMBERS, [INAUDIBLE] ABLE TO GET IN FRONT OF THEM AND TALK TO THEM ABOUT IT? IT JUST DEPENDS. SO WE WERE ABLE TO DO HALF DAY SESSIONS WITH OUR ELEMENTARY PRINCIPALS LAST WEEK, AND THEN MR. MERRILL, WE WENT AROUND TO EVERY SINGLE HIGH SCHOOL WITH THE WHOLE TEAM, NOT JUST ACCOUNTABILITY, BUT A WHOLE TEAM TO TALK TO HIGH SCHOOL CAMPUS LEADERSHIP AND THEN AFTER MIDDLE SCHOOL INTERIMS CLOSE OUT, THEN WE ARE SCHEDULED TO WORK WITH OUR MIDDLE SCHOOL PRINCIPALS.

SO JUST KNOWING THAT THIS IS NOT THE ONLY THING THAT'S ON THEIR PLATE AND TRYING TO FIND A BALANCE WITH TIME.

OKAY, THANK YOU. YES, SIR.

ANY OTHER QUESTIONS? MR. SELDERS? JUST BEEN KIND OF THINKING AS YOU WERE TALKING AND, I DON'T KNOW, JUST HAD SEVERAL THOUGHTS AND JUST KIND OF BEAR WITH ME FOR A MINUTE.

[02:25:05]

SAY, FOR INSTANCE, IF YOU KNOW THE STANDARD TO DO A PULL UP IS THAT YOUR CHIN HAS TO GO OVER THE BAR, RIGHT, PHYSICALLY.

SO YOU HAVE A LINE OF PEOPLE THAT ARE DOING PULL UPS AND THERE'S A JUDGE LOOKING AT THEM, DO THE PULL UP.

SOME PEOPLE ARE KIND OF SORT OF GETTING CLOSE TO THE BAR.

SOME PEOPLE AREN'T.

SOME PEOPLE ARE TRYING TO GAME IT SO THAT IT LOOKS LIKE THEY'RE GETTING OVER THE BAR, AND SOME PEOPLE CAN JUST GET OVER THE BAR REGARDLESS OF WHATEVER OR WHOMEVER IS JUDGING THEM ON THE STANDARD, AND SO YOU MAKE TWO STATEMENTS THAT JUST KIND OF CAUGHT MY EAR.

YOU SAID THAT DISTRICTS WITH HIGH POVERTY ARE GOING TO BE MOST IMPACTED BY THESE CHANGES THAT ARE COMING FROM TEA, AND THEN THAT THE ORIGINAL INTENT WAS FOR DISTRICTS WITH FAILING SCHOOLS NOT TO BE ABLE TO GET A B OR SOMETHING LIKE THAT, THAT EVERYONE HAS AN EQUAL OPPORTUNITY TO AN A.

OKAY, BUT YOU SAID SOMETHING IF YOU COULD SAY IT AGAIN, SOMETHING TO THE EFFECT OF THEY DIDN'T WANT DISTRICTS WHO HAD FAILING SCHOOLS TO GET [INAUDIBLE] OR SOMETHING LIKE THAT.

THE COMMISSIONER HAS MADE STATEMENTS AND REMARKS THAT ONE OF THE REASONS THAT THEY'RE MOVING TO THE DISPROPORTIONALITY--SO THAT COLORFUL MAROON COLOR CHART--IS BECAUSE THERE IS A PERCEPTION THAT WE HAVE B DISTRICTS THAT HAVE FAILING SCHOOLS, AND SO THEY'RE TRYING TO ADJUST THAT PERCEPTION.

SO MY QUESTION IS MORE AND I'M NOT SAYING THAT WE'RE NOT DOING ANY OF THOSE THINGS AND THAT WHAT WE'RE DOING IS NOT EFFECTIVE, BUT THE CONVERSATION SEEMS TO BE REVOLVING AROUND ALMOST LIKE AND THIS IS JUST MY PERSONAL FEELING, LIKE GAMING THE SYSTEM TO SOME DEGREE TO BE ABLE TO SCORE AT A HIGHER LEVEL, AND WE'RE JUST FOCUSING ON THOSE PIECES, RIGHT, AS OPPOSED TO DOING SOMETHING THAT NO MATTER WHO IS JUDGING THE PULL UP, THE PULL UP IS DONE REGARDLESS, THERE'S NO QUESTION WHATSOEVER.

SO IN A DISTRICT LIKE OURS WITH HIGHER ECO-DIS AND HIGHER BILINGUAL NUMBERS OF STUDENTS, WHAT IS IT THAT WE NEED TO BE FOCUSED MOSTLY ON SO THAT REGARDLESS OF WHAT TEA DOES OR WHATEVER THEY SAID, HOW MANY DIFFERENT VARIATIONS OF A TEST THAT THEY GIVE, YOU KNOW, WHATEVER THAT IS, THAT WE'LL BE ALL RIGHT, OUR STUDENTS ARE STILL BE SUCCESSFUL.

THEY'RE LEARNING, THEY'RE GROWING AT THE LEVEL AND RATE THAT WILL ALLOW US TO NOT EVEN BE IMPACTED BY PEOPLE HAVING WHATEVER POLITICAL OR IMPRESSIONS OR OPINIONS OR WHATEVER THAT IS.

THOSE THINGS DON'T EVEN COME INTO PLAY.

IN AN IDEAL WORLD, WHAT WOULD THAT LOOK LIKE? SO CAN I, THAT'S MORE FOR ACADEMICS.

THAT'S NOT HER EXPERTISE.

ACADEMICS COULD PROBABLY ANSWER THAT.

IF SOMEBODY FROM ACADEMICS WANTS TO ANSWER THAT, I DON'T MIND, BUT YOU'RE ASKING A STATISTICIAN.

WELL, I'M ASKING A QUESTION AND WE'RE HAVING A DISCUSSION.

SO I'M JUST TRYING TO--I DON'T MIND.

I WOULD PREFER AN ACADEMIC PERSON.

THAT'S FINE, I JUST HAD A QUESTION, AND WHOEVER CAN ANSWER THAT QUESTION CAN HELP ME UNDERSTAND THAT.

THAT'S A FANTASTIC QUESTION.

I'LL START, AND IF DR.

CADDELL OR ANYBODY ELSE WANTS TO WEIGH IN, WE CERTAINLY CAN.

YEAH, I'M JASON ADAMS, I'M THE CHIEF ACADEMIC OFFICER OF GARLAND ISD.

THE SHORT ANSWER IS GETTING KIDS ON GRADE LEVEL, BUT YOU REMEMBER THERE'S MULTIPLE COMPONENTS OF OUR ACCOUNTABILITY SYSTEM, AND SO I THINK PART IS GETTING KIDS ON GRADE LEVEL AND ALSO PART OF IS MAKING SURE OUR SYSTEMS ARE IN PLACE, THAT WE UNDERSTAND HOW TO RESPOND TO THE CHANGES.

SO WE'RE LOOKING CLOSELY AT OUR SYSTEMS AND MAKING SURE WE'RE PROVIDING SUPPORT WHERE NEEDED, WHETHER THAT'S AT THE DISTRICT LEVEL, AT CURRICULUM, WHETHER IT'S THAT TEACHER DEVELOPMENT, BUT REALLY PUTTING THE EYES ON KIDS IN INDIVIDUAL CAMPUSES.

SO WHAT SHE DIDN'T SAY IS A LOT OF THE CONVERSATIONS THAT WE'RE HAVING AS A LEADERSHIP TEAM WITH OUR EDLS, WITH OUR PRINCIPALS, IS REALLY DRILL DOWN TO LOOK INDIVIDUAL KIDS BECAUSE IT'S NOT NECESSARILY ABOUT THE ACCOUNTABILITY SYSTEM.

WE HAVE TO REMEMBER THE OUTCOME.

WHAT ARE WE TRYING TO DO? WELL, WE'RE TRYING TO GET KIDS ON GRADE LEVEL, AND SO THE BETTER JOB THAT WE DO OF DRILLING DOWN TO INDIVIDUAL KIDS AND BE RESPONSIVE TO THAT AND DEVELOPING PLANS, RESPOND TO LEARNING NEEDS, THAT'S THE ANSWER, AND SO WE HAVEN'T LOST SIGHT OF THAT AS WE'RE TRYING TO UNDERSTAND THE CHANGES, BUT WE ALSO HAVE TO BE ABLE TO ZOOM OUT AND SAY, WAIT A SECOND, PART OF THIS ACCOUNTABILITY SYSTEM ABOUT CCMR, IT'S ABOUT PATHWAYS BEYOND SCHOOL.

OUR JOB IS TO GET KIDS ON GRADE LEVEL, BUT ULTIMATELY OUR JOB IS TO PREPARE KIDS BEYOND US, AND SO WE'RE ALREADY HAVING CONVERSATIONS WITH MR.

[02:30:02]

SO I THINK THAT'S PROBABLY THE SHORT ANSWER.

I THINK THERE'S A LOT OF WAYS WE CAN KIND OF RESPOND TO THAT.

I'M NOT SURE IF DR. CADDELL.

SO TO THAT POINT, AND I APPRECIATE THAT ANSWER.

SO HOW DO WE MAINTAIN VISIBILITY AND ATTENTION AND FOCUS TO THOSE THINGS THAT YOU TALKED ABOUT SO THAT ALL OF THOSE PIECES PLAY TOGETHER? YEAH, THAT IS A VERY BIG QUESTION.

I'LL TRY MY BEST TO ANSWER IT AS SUCCINCTLY AS POSSIBLE.

I THINK ONE WE'VE TALKED A LOT ABOUT TEACHER HERE TONIGHT.

WE'VE TALKED ABOUT SOME VACANCIES.

SO FIRST IS WHO WORKS WITH KIDS EVERY DAY, AND SO PART OF OUR JOB AT THE DISTRICT LEVEL, WE TALK A LOT ABOUT LEVELS OF LEADERSHIP, AND THE WORK WE DO HERE IS MAKING SURE WE HAVE WELL-SUPPORTED TEACHERS WITH THE RESOURCES THEY NEED IN FRONT OF KIDS.

SO A LOT OF THE WORK THAT WE'RE HAVING CONVERSATION WE'RE HAVING AT THE CENTRAL OFFICE LEVEL IS AROUND THAT HOW DO WE SUPPORT TEACHERS? AND TWO, HOW ARE WE SUPPORTING LEADERSHIP TEAMS? DR. LOPEZ TALKED A LITTLE BIT ABOUT COACHES.

ONE OF THE HUGE THINGS THAT WE ADDED TO OUR SYSTEM IS ADDITIONAL COACHES ON CAMPUSES AND EQUIPPING THEM TO SUPPORT TEACHERS. WE'RE STILL IN THAT PROCESS.

WE'RE STILL WORKING THROUGH DEVELOPING AND SUPPORTING TEACHERS.

SO THAT'S PART OF IT, AND ALSO, I THINK BEING RESPONSIVE TO WHERE WE'RE AT AND UNDERSTANDING THAT ALL CAMPUSES AREN'T THE SAME, ALL LEVELS AREN'T THE SAME, AND BEING, YOU KNOW, LIVE TIME AND BEING ABLE TO RESPOND AS A SYSTEM TO THE NEEDS THAT ARE IN FRONT OF US.

SO CAN I ADD SOMETHING TO WHAT ROBERT JUST SAID TOO ABOUT ACADEMIC ACHIEVEMENT? I KIND OF LIKE THAT SCENARIO ABOUT THE CHIN UP.

SO IF THAT STUDENT MAKES IT TO THE BAR, IS THAT MEETS, AND IF HE GETS THAT CHIN UP DONE, THAT MEANS HE'S MASTERED ? HOW WOULD YOU DESCRIBE THAT? ON GRADE LEVEL IS DEFINED AS MEETS GRADE LEVEL.

SO IF WE'RE SAYING THE GOAL IS IF HE MAKES [INAUDIBLE] HE DIDN'T GET OVER THE BAR, BUT HE GETS.

I'LL ANSWER THAT ONE. ALL RIGHT, I CAN RELATE TO THAT ONE.

ALL RIGHT, SO HOW MANY CHIN UPS ARE WE TALKING ABOUT? THAT'S TRUE. RIGHT.

ONE. JUST ONE CHIN UP AND YOU CAN AND YOU MAKE THE MARK? THAT'S NOT REALISTIC EITHER.

IT'S NOT REALISTIC. NO, NO, NO.

HOLD ON. ALL RIGHT, YOU CAN EITHER DO A CHIN UP, OR YOU CAN'T.

WELL, NOT ACCORDING TO THIS TEST.

RIGHT. SO YOU USE THE WORD "GAME," AND I DON'T LIKE THAT WORD BECAUSE NO ONE'S GAMING ANYTHING.

I'M NOT SAYING IN OUR DISTRICT ANYBODY'S DOING IT.

ALL I'M SAYING IT SOUNDS LIKE WHAT WE'RE DOING IS WE'RE TAKING STEPS TO MAKE SURE THAT WE GET THIS THING, BUT LIKE DR.

ADAMS WAS TALKING ABOUT GETTING KIDS ON GRADE LEVEL, I DON'T KNOW, I WASN'T HEARING A LOT ABOUT THAT KIND OF THING.

WELL, BECAUSE WE'RE DOING AN ACADEMIC PRESENTATION ON JUST CHANGES TO A TEST.

WE WEREN'T TALKING, THIS WHOLE CONVERSATION CHANGED FROM WHAT WAS INFORMATION TO OUR APPROACH TO IT.

SO THAT WAS NOT THIS PRESENTATION.

THIS PRESENTATION WAS JUST TO INFORM YOU ON THE CHANGES, AND BECAUSE YOU ALL ARE SO BRIGHT, YOU'RE LIKE, WELL, HOW ARE WE APPROACHING THAT? RIGHT? THOSE ARE TWO TOTALLY DIFFERENT THINGS, RIGHT? SO AND WE'RE GOING TO USE THE CHIN UP.

IF IN 2022, ONE CHIN UP WAS ENOUGH TO MEET A PHYSICAL FITNESS TEST OR ANY TYPE OF TEST AND THEN I TURN AROUND AND I'M COMMISSIONER AND I SAY, WELL, YOU KNOW WHAT? THAT'S REALLY NOT WHERE WE SHOULD BE.

IT'S GOING TO BE THREE, AND NOT ONLY THREE, YOU HAVE TO USE THIS TECHNIQUE AND YOU HAVE TO DO ALL OF THESE THINGS BECAUSE PEOPLE, YOU KNOW, IT MIGHT LOOK LIKE THEY'RE DOING IT, BUT THEY'RE DOING SOME FUNKY STUFF AND THEY'RE REALLY HURTING THEMSELVES AND THEY'RE NOT REALLY WHAT THIS IS ABOUT, RIGHT? SO NOW THEY CHANGE THE GAME AND THEN YOU'RE LOOKING AT EVERYBODY AND YOU'RE LIKE, HOW MANY CAN I GET TO THREE, RIGHT? AND SO YOU'RE TALKING ABOUT HOW ARE WE NOW, THE CONVERSATION WENT FROM THESE CHANGES WERE BEING MADE TO LIKE, ARE WE DOING ENOUGH NOW TO ATTEND TO IT? YOU HAVE TO REMEMBER THEY RELEASED THIS IN DECEMBER.

THIS WASN'T LIKE RELEASED IN AUGUST.

JANUARY 2ND.

WELL, THEY RELEASED IT DURING CHRISTMAS BREAK.

WHAT THEY WERE GOING TO DO, AND THEN JANUARY 2ND, WHEN WE CAME BACK, THEY GAVE US AN UPDATE.

THIS IS ALL LIKE IN REAL TIME THAT WE'RE TRYING TO GET PEOPLE ON PAR.

THEN WE SHOWED YOU HOW THE TEST IS DIFFERENT.

REMEMBER, WE WENT THROUGH THAT WHOLE THING.

SO WHAT WE'RE UPSET ABOUT IS WE DON'T MIND CHANGES, WE DON'T MIND RIGOR, BUT GIVE US TIME TO PREPARE.

YOU CAN'T JUST CHANGE THE WHOLE GAME ON WHAT'S HAPPENING.

THE WHOLE THING HAS ALWAYS BEEN ABOUT HAVING KIDS AT GRADE LEVEL INTERNALLY.

[02:35:01]

THE STATE WILL GIVE US CREDIT.

WE UNDERSTAND THAT, BUT WE DON'T CELEBRATE ALL OF THAT.

WE JUST WANT EVERYBODY AT GRADE LEVEL.

OUR INTERNAL BAROMETER HAS ALWAYS BEEN AT GRADE LEVEL.

EVERY TIME WE TALK ABOUT IT.

TIER ONE INSTRUCTION GRADE LEVEL, RIGHT? SO THE WHOLE CONVERSATION IS NOW HOW DO WE INTERPRET GRADE LEVEL? BECAUSE THE STATE JUST CHANGED HOW THEY INTERPRET GRADE LEVEL AND THEN THEY INTERPRET CUT POINTS AND THEN THEY INTERPRET WHAT IS GRADUATION? 98%. YOU KNOW, WHEN I TALKED TO THE COMMISSIONER AND I SAID 98%, NOW YOU'RE GOING TO HAVE THE MOST AMOUNT OF STUDENTS GRADUATING AT THE MINIMUM PLAN TO HIT THE 98% THRESHOLD, AND YOU'RE GOING TO HAVE THE MOST AMOUNT OF STUDENTS EXITED EARLY FOR SPECIAL EDUCATION TO MEET THE 98 THRESHOLD.

SPECIAL ED STUDENTS CAN STAY TILL THEY'RE 21, 26, OR WHATEVER IT IS, DEPENDING ON THE NEEDS, AND PEOPLE ARE GOING TO EDUCATE THEM OUT AND CONVINCE PARENTS THAT DON'T KNOW TO GET THEM OUT TO MAKE THEIR 98% THRESHOLD.

THESE ARE THE UNSOLICITED AND UNWANTED CONSEQUENCES OF THESE TYPE OF DECISIONS, AND I SAID, YOU'RE GOING TO SEE AN INCREASE IN THAT.

THEY CHANGE THE CCMR SCORE.

I'M NOT UPSET ABOUT CHANGING IT, BUT WHAT I SAID IS EVERYTHING YOU CHANGE WAS TO BENEFIT A KID AND YOU APPLIED IT TO KIDS THAT CAN'T BENEFIT FROM THE CHANGE.

MAKES NO SENSE.

NOW YOU'RE CHANGING THE THRESHOLD OF EVERYTHING.

WE CAN DO A SEPARATE PRESENTATION ON HOW WE'RE ATTENDING THIS, BUT THIS WHOLE PRESENTATION SINGULARLY WAS JUST ABOUT THE CHANGES.

MS. JOYNER, I APOLOGIZE FOR MY QUESTION.

[LAUGHTER] NO, SERIOUSLY.

OH, YOU WEREN'T THE ONLY ONE, THOUGH.

NO, LET ME JUST SAY THIS. I APOLOGIZE BECAUSE I WASN'T TRYING TO ATTACK YOU WITH A QUESTION.

I'M JUST TRYING TO UNDERSTAND BECAUSE I'M GETTING FRUSTRATED BY HEARING ALL OF THESE CHANGES AND HOW IT'S IMPACTING OUR KIDS ADVERSELY, AND I'M LOOKING AT OTHER DISTRICTS THAT IT'S NOT IMPACTING.

RIGHT. SO IT'S LIKE, WHY ARE WE BEING PENALIZED OR MAYBE PUT IN A SITUATION WHERE IT'S VERY DIFFICULT FOR US TO OPERATE AND DO WHAT WE NEED TO DO FOR OUR KIDS WHEN AT THE END OF THE DAY, THAT'S WHAT WE'RE TASKED TO DO, AND SO I APOLOGIZE TO YOU GUYS FOR ASKING THE QUESTION, AND I'M GOING TO TAKE IT BACK AND JUST--NO, IT WASN'T YOU THAT ASKED THE QUESTION BECAUSE ALL THE QUESTIONS WERE LEADING TO THAT.

THAT'S WHY I HAD TO INTERVENE BUT LIKE, I WANT TO EXPAND ON SOMETHING YOU SAID OTHER DISTRICTS THAT YOU SEE, IT'S NOT IMPACTING FROM YOUR PERSPECTIVE, WHAT DISTRICTS, JUST FROM YOUR PERSPECTIVE, ARE NOT BEING IMPACTED BY THIS CHANGE? I'M GOOD. NO, NO, BUT LIKE.

NO, NO, NO, NO, NO.

I DON'T WANT TO DERAIL THE MEETING, SO I'LL DO THAT OFFLINE.

OKAY, BUT THE REASON WHY THAT'S IMPORTANT IS BECAUSE THAT IS A FUNDAMENTAL CONCERN ACROSS THE STATE ABOUT THESE CHANGES.

YEAH, BUT TEA DOESN'T SEE THAT AS A CONCERN, SO THAT DOESN'T MAKE SENSE TO ME, AND ROBERT, LET ME TAKE THE BLAME, BECAUSE I KNEW THAT WAS THE DIRECTION WE WERE GOING TO GO.

WE ALL KNEW THAT BECAUSE THIS IS A BASIC DISCUSSION, BUT IT'S SO MUCH IMPORTANT ABOUT WHERE WE ARE HEADING AND WHAT WE'RE DOING FOR OUR KIDS.

SO, MS. GRIFFIN? YES, AND I'D LIKE TO SAY THE REPORT DID HAVE A DIRECTION , BUT OUR GOVERNANCE ROLE PUTS US INTO WHAT DO WE DO NEXT AS A BOARD? AND THIS IS WHAT YOU AND I TALK ABOUT ALL THE TIME, ABOUT THE DISCONNECTS AND ABOUT HOW WE CAN DO THINGS AND PRESENT THINGS SINGULARLY, BUT WHEN THIS BOARD HEARS THINGS AND PUT THEIR GOVERNANCE HAT ON, THEN THAT'S WHERE WE ARE.

SO SOMEHOW THAT'S HOW THAT'S WHAT WE NEED TO BRING TOGETHER.

THAT'S WHAT I MEAN WHEN I SAY I GET DRIP, DRIP, PIECE, PIECE, AND REGARDLESS OF WHO'S IN THIS DEPARTMENT OR WHATEVER THE END OF THE DAY IS, WE WANT EVERY CHILD, ALL 53,000 OR HOW MANY WE'RE SAYING WE HAVE TO BE SUCCESSFUL.

SO DON'T RESTRICT US TO TURN OFF OUR GOVERNANCE CAPS [CHUCKLING] BECAUSE AND I KNOW YOU'RE THE SUPERINTENDENT--NO, MA'AM, I WILL RESTRICT YOU BECAUSE WE HAVE TO BE PREPARED FOR THESE TYPE OF CONVERSATIONS.

MS. JOYNER, THAT'S NOT HER DEPARTMENT, AND THE THING IS, IS THAT I DON'T MIND THE CONVERSATIONS.

I JUST WANT YOU ALL TO GET THE FACTUAL INFORMATION IN THE MANNER IN WHICH IT SHOULD BE.

THE FACT IS THAT IT'S NOT ABOUT THE CONVERSATION.

IT'S ABOUT THE PREPAREDNESS AFTERWARDS.

IF BY ANY CHANCE WE SAID, HEY, WE'RE GOING TO BE LOOKING AT THIS, BUT WE WANT TO KNOW THE WHYS, WE COULD HAVE DONE AN EXTENSION WITH ACADEMICS ON HERE TO GIVE YOU THE PLATFORM ON

[02:40:07]

IT'S NOT TO LIMIT THE BOARD, MAKE NO MISTAKE, BUT THERE'S A TIME AND PLACE WHERE WE NEED TO HAVE THESE TYPE OF CONVERSATIONS TO BE ABLE--BECAUSE IT'S JUST GOING TO CREATE MORE CONFUSION.

NO OFFENSE TO VERONICA, BUT WE'RE NOW GETTING INTO DOMAINS THAT SHE'S NOT PART OF.

RIGHT? SHE'S ACCOUNTABILITY.

SHE'S THE DATA MANAGER.

SHE DOESN'T SUPERVISE PRINCIPALS, SHE DOESN'T SUPERVISE TEACHERS.

SHE DOESN'T LOOK AT C&I, SHE DOESN'T LOOK AT ASSESSMENTS.

SHE DOESN'T CREATE ANY OF THOSE THINGS THAT ALIGN WITH HOW WE'RE GOING TO MAKE THE MARK.

THIS WAS JUST STRICTLY ABOUT THE MARK.

NO ONE'S LIMITING THE GOVERNANCE CALL, BUT WHENEVER WE'RE IN THESE CONVERSATIONS, WE ALSO WANT TO GIVE THE RIGHT INFORMATION ON IT, AND ME PERSONALLY, I FELT AND IT WASN'T MR. SELDERS, IT WAS IT STARTED DRIFTING THAT WE WERE NOW PUTTING HER ON THE SPOT ON STUFF THAT WASN'T HER EXPERTISE, BUT I DO THAT ALL THE TIME WHEN I CALL HER PRIVATELY. [CHUCKLING] SO YEAH, BUT MS. JOYNER SAID THAT SHE'S GOING TO CAMPUSES TO HELP PRINCIPALS UNDERSTAND WHAT THEY NEED TO DO ON THE CAMPUS FOR THOSE STUDENTS, AND SO I DON'T SEE HOW THE TWO ARE DISCONNECTED. SO TO CLARIFY, WHEN I GO TO MEET WITH THEM, I GIVE THEM INFORMATION AND RESOURCES TO UNDERSTAND THE ACCOUNTABILITY SYSTEM. RIGHT, AND THEN THEY DO SOMETHING WITH THAT, RIGHT? YES, SIR. THEN WHAT IS IT? LIKE, ARE YOU HELPING THEM TO IDENTIFY WHAT THINGS THEY NEED TO DO WITH THAT INFORMATION? I HELP THEM IDENTIFY KIDS AND FROM THERE I ALWAYS TELL THEM, IF YOU HAVE A QUESTION ABOUT MATH, IF YOU HAVE A QUESTION ABOUT READING OR A QUESTION ABOUT CONTENT, THEN THE BEST PERSON FOR THAT INFORMATION IS THE CONTENT DIRECTOR.

SO THERE IS A CONNECTION.

THANK YOU. MS. STANLEY.

SO WHY I'VE BEEN QUIET IS BECAUSE I'M LISTENING TO WHAT YOU'RE SAYING AND I'M CALLING OUT THAT WE HAVE GOT A PROBLEM WITH PRICING ON THIS PRODUCT LINE THAT I DO FOR A LIVING AND IT'S NOT MY JOB TO FIX THE PRICING PROBLEM.

IT'S THE MERCHANT'S JOB TO TAKE CARE OF THAT.

IT'S MY JOB TO LET THE MERCHANT KNOW THEY HAVE A PROBLEM.

SO I'M FOLLOWING THIS.

WHAT I'M DOING IS SITTING HERE IS I'M THINKING, HOW ARE WE GOING TO APPROACH IT? BECAUSE WE DO NEED TO HAVE MORE CONVERSATIONS BECAUSE I THINK TO MYSELF, WE NEED MORE PEOPLE IN THE CLASSROOM.

I'M SORRY, BUT WE GOT TO HAVE MORE THAN ONE TEACHER FOR 22 PLUS KIDS IN ORDER TO MAKE THIS WORK WITH OUR WITH OUR KIDS THAT WE HAVE, BUT I WOULDN'T NECESSARILY SAY THAT TODAY BECAUSE THAT'S NOT WHAT WE'RE TALKING ABOUT.

WE'RE NOT TALKING ABOUT THE MOVE FORWARD.

YOU'RE JUST EXPLAINING THE DATA TO US.

SO I GET IT. I'M FOLLOWING IT AND I GET EVERYTHING ELSE TOO, BUT WE HAVE TO THINK ABOUT THIS AND THEN WE DO HAVE TO HAVE MORE CONVERSATIONS ABOUT OTHER AREAS.

DOES THAT MAKE SENSE? GOOD. OKAY.

MY VOICE OF REASON AND THAT WAS YOU.

WE'RE GOOD? YES. WE THANK YOU VERY MUCH.

THANK YOU ALL. THANK YOU.

OKAY, LET'S GO TO ACTION ITEMS C1 CONSIDER APPROVAL OF SHARED SERVICE AGREEMENT WITH MESQUITE ISD.

[V.C. Action Items]

ALL RIGHT, GOOD EVENING AGAIN.

WE'RE GOING TO SHIFT GEARS A LITTLE BIT FROM SOME OF THE INFORMATION ITEMS AND GO INTO THIS ACTION ITEM GARLAND ISD HAS THE OPPORTUNITY TO ENTER INTO A SHARED SERVICE AGREEMENT WITH MESQUITE ISD AND RECEIVE GRANT FUNDS THAT CAN BE USED TO SECURE STRATEGIES FOR TEACHING BASED ON AUTISM RESEARCH, CURRICULUM, TRAINING AND COACHING.

THE TEXAS EDUCATION AGENCY PRIORITIZES GRANT AWARDS TO DISTRICTS WHO ENTER INTO COOPERATIVE AGREEMENTS SUCH AS THIS ONE, AND MESQUITE WILL SERVE AS THE FISCAL AGENT FOR THE 2022-2023 SERVICES TO STUDENTS WITH AUTISM GRANT PROGRAM OR STAAR GRANT PROGRAM.

IN 2021-22 SCHOOL YEAR, WE ENTERED INTO A SIMILAR AGREEMENT WITH RICHARDSON ISD, AND SO I'M HERE BEFORE YOU REQUESTING YOUR CONSIDERATION FOR APPROVING THIS SHARED SERVICE AGREEMENT THAT WILL PROVIDE RESOURCES, MONIES, TO OUR PROGRAM, AND THERE IS NO COST TO OUR DISTRICT TO ENTER THIS.

SO WE ASK FOR YOUR APPROVAL OF THE SHARED SERVICE AGREEMENT.

SO IF WE ENTER INTO THIS, ARE WE STILL TEACHING THE AUTISM?

[02:45:07]

SO THEY'RE THE FISCAL MANAGER OF SO THEY'RE KIND OF THE INTERMEDIARY OF [INAUDIBLE].

THEY KIND OF, YOU KNOW, GIVE THE MONIES, THEY DO ALL THE ACCOUNTING AND THEY PROVIDE THE SERVICES.

SO IT'S PARTNERING AND GETTING COACHING RESOURCES, CURRICULUM TRAINING.

SO WE PARTNER WITH THEM AND WE GO THROUGH THE STAAR AUTISM PROGRAM AND THEY'RE THE ONES THAT PROVIDE THE TRAINING.

SO MESQUITE IS THE FISCAL AGENT.

THEY'RE THE MONEY PEOPLE, AND THE STAAR AUTISM PROGRAM ARE THE FOLKS THAT COME AND DO THE TRAINING AND WE PURCHASE THE CURRICULUM FROM THEM AND THEY DO COACHING AS WELL.

THANK YOU. C2, WAIVER FOR MISSED SCHOOL DAYS.

DR. HEMPHILL. GOOD EVENING AGAIN.

SECTION 3.8.1.3 OF OUR STUDENT ATTENDANCE ACCOUNTING HANDBOOK STATES THAT IF WE MISS SCHOOL DUE TO WEATHER, SAFETY OR HEALTH REASONS AND WE FALL SHORT OF THE REQUIRED DAYS, AS LONG AS WE HAVE TWO BAD WEATHER DAYS BUILT INTO OUR CALENDAR, WE CAN REQUEST A WAIVER FOR ANY ADDITIONAL MISSED TIME.

SO, AS REQUIRED BY TEA, OUR CALENDAR COMMITTEE DID BUILD THOSE TWO DAYS INTO OUR CALENDAR.

SO AS WE LOOK AT THE DAYS THAT WERE MISSED DURING THE WEEK OF JANUARY 30TH, WE HAVE TO MAKE UP DAYS.

THAT WAS JANUARY 30TH AND JANUARY 31ST.

THOSE WERE BUILT INTO OUR CALENDARS.

WE WOULD LIKE TO ASK TEA FOR A WAIVER FOR FEBRUARY 1ST AND FEBRUARY 2ND.

IF WE ARE GRANTED THE WAIVER, WE WOULD NOT HAVE TO MAKE THOSE ADDITIONAL DAYS UP.

THEY WOULD BE WAIVED FOR OUR STUDENTS AND OF COURSE, OUR STAFF AS WELL, AND WE WOULD NOT HAVE TO HAVE ADDITIONAL MAKE UP DAYS ADDED TO OUR CALENDAR.

IF WE DO NOT ASK FOR THE WAIVER, IF OUR WAIVER, THERE'S NOTHING ON THE BOOKS OR ANYTHING THAT SAYS OUR WAIVER WOULD NOT BE APPROVED. SO IF WE DON'T ASK FOR THIS WAIVER, THEN WE WOULD NEED TO MAKE THOSE ADDITIONAL DAYS UP ANY SUBSEQUENT DAYS THAT ARE MISSED LATER IN THIS MONTH OR NEXT MONTH.

WE WOULD ALSO GO BEFORE COME BEFORE YOU AGAIN AND ASK FOR ANOTHER WAIVER.

FOR CLARITY, YOU'RE SAYING WE ARE USING OUR MINUTES FOR JANUARY 31ST AND FEBRUARY 3RD, BECAUSE IT'S FOUR DAYS. FOUR DAYS.

SO THOSE ARE THE TWO DAYS WE'RE USING OUR EXTRA MINUTES FOR? FOR CLARITY. FOR CLARITY.

I'M SORRY. WE WERE OUT ON THE 31ST AND THE FIRST.

SO WE'RE USING IT FOR THE SECOND AND THE THIRD BECAUSE WE DID ATTEND CLASS ON JANUARY 30TH.

THAT MONDAY? YES.

YES. SO WHICH DAYS ARE WE PUTTING OUR MINUTES ON? WE ARE PUTTING OUR MINUTES ON THE 31ST AND THE FIRST, AND SO THE SECOND AND THE THIRD.

THAT THURSDAY AND FRIDAY.

THOSE ARE THE TWO DAYS THAT WE'RE ASKING FOR.

MS. STANLEY, YOU HAVE A QUESTION? SO JUST TO BE CLEAR, I WANT TO UNDERSTAND, IF WE DON'T ASK FOR THESE WAIVERS, THEN WE BASICALLY WE DON'T REALLY HAVE ANY EXTRA DAYS.

WE CAN'T DO IT ON SATURDAYS AND SUNDAYS.

SO WE WOULD HAVE TO EXTEND OUR YEAR TO BE LONGER THAN WHAT IS CURRENTLY ON THE CALENDAR.

WE WOULD EITHER HAVE TO EXTEND THE YEAR OR DAYS THAT WE HAVE ALREADY BUILT IN AS HOLIDAYS, WE WOULD HAVE TO USE THOSE, AND SO WHAT WE WOULD RUN INTO IS PERHAPS HAVING VERY LOW ATTENDANCE AND YOU CANNOT ASK FOR A WAIVER FOR LOW ATTENDANCE ON A DAY THAT YOU ARE MAKING UP.

SO THAT WOULD NEGATIVELY AFFECT OUR ADA.

AND I CAN'T IMAGINE THE PARENTS WOULD BE SUPER THRILLED IF WE EXTENDED THE SCHOOL YEAR OR TOOK AWAY HOLIDAYS.

YES, ESPECIALLY IF THEY'VE ALREADY MADE PLANS.

OKAY, THANK YOU. ANYBODY ELSE? I'M GOING TO TAKE A VERY CONTRARY OPINION.

I SOMETIMES WE DID THE SAME THING LAST YEAR.

I WAS UPSET THEN; I'M GOING TO BE UPSET NOW.

[02:50:03]

LAST YEAR WE HAD SNOW DAYS BUILT IN.

THEY WERE ON THE CALENDAR.

DID WE USE THEM? NO. I UNDERSTAND ALL THE REASONS, BUT THE KIDS ARE MISSING SCHOOL.

THOSE KIDS MISSED FOUR DAYS OF SCHOOL.

THEY DID, AND IT SEEMS WE DON'T, I JUST WONDER, DO WE CARE ABOUT THE KIDS THAT MISSED FOUR DAYS OF SCHOOL? THAT'S A SIGNIFICANT PART OF THE SCHOOL YEAR AND WE'RE NOT DOING ANYTHING ABOUT IT.

WE'RE JUST SAYING, OKAY, WELL, WE HAVE THE MINUTES BUILT IN HERE BECAUSE WE EVEN CUT DOWN THE MINUTES LAST TIME WE HAD MORE MINUTES.

SO THEN WE CHANGED THE CALENDAR.

WE WENT FROM 180 DAYS TO 175.

WE TOOK AWAY MINUTES HERE.

WE'RE STILL GOING TO HAVE MINUTES HERE.

NOW WE'RE GOING TO TAKE AWAY TWO MORE DAYS.

WHEN DO THE KIDS MATTER? I JUST DON'T GET IT.

I HONESTLY DON'T GET IT, AND THAT'S JUST MY POSITION.

EVERYBODY MAY DISAGREE WITH ME.

I'M VERY COMFORTABLE IF EVERYBODY IN THIS DISTRICT DISAGREES WITH ME, BUT WE'RE TAKING AWAY EDUCATION FROM OUR KIDS, AND THAT'S THE BUSINESS I THINK WE'RE IN, AND I'M SORRY.

MR. GLICK. YES.

[INAUDIBLE] MR. BEACH. I DON'T DISAGREE ABOUT THE STUDENTS AND EVERYTHING GOING TO SCHOOL, WHATEVER, BUT MY MAJOR CONCERN AND I WAS VERY THANKFUL THAT WE DIDN'T GO AND I'M THANKFUL, HOPING WE GET A WAIVER. I WAS CONCERNED ABOUT THE STUDENT SAFETY AND THOSE HIGH SCHOOL STUDENTS THAT DRIVE AND THE PARENTS THAT WERE HAVING TO TAKE THE ELEMENTARY AND THE OTHERS TO SCHOOL.

THURSDAY WAS STILL AN EXTREMELY, EXTREMELY ROUGH DAY, AND FRIDAY MORNING UNTIL ABOUT 10:30 WAS EXTREMELY, EXTREMELY SLICK, AND FOR BUSSES TO COME UP INTO NEIGHBORHOODS AND EVERYTHING ELSE.

SO MY FOCUS WAS MORE ON, YES, THE STUDENTS, BUT THEIR SAFETY, AND SO THAT'S WHERE I WAS VERY THRILLED THAT WE DID NOT GO, AND I THINK MOST OF REGION TEN FOLLOWED THAT SUIT.

SO THAT'S KIND OF WHERE I STAND.

THANK YOU.

MS. GRIFFIN. MR. GLICK, I'D LIKE TO SAY SUPPOSEDLY SO FAMILIES HAVE HAD THIS CALENDAR TWO YEARS.

IS THIS THE FIRST? THIS IS THE FIRST.

THEY GOT IT LAST YEAR.

IT'S THE FIRST OF TWO YEARS. SO IT'S FIRST OF TWO YEARS.

SO THEY'VE ALREADY HAD THEIR SCHEDULE, AND I DON'T THINK ANYBODY WILL DISAGREE OF THE LEARNING LOSS BUT WITH THE CALENDAR AND WE BUILD IN AS MUCH AS WE CAN WITH THE TWO DAYS, DO YOU REALLY THINK WE WOULD HAVE GREAT ATTENDANCE? AND, YOU KNOW, THAT'S MY QUESTION, AND I THINK THAT IT'S MORE THAN THE LEARNING LOSS, AND IT'S REALLY ABOUT WHAT WAS THE REASON THAT WE DIDN'T HAVE SCHOOL, AND SO BUT I PERSONALLY DON'T THINK WHEN FAMILIES ALREADY HAVE HAD A CALENDAR THAT THEY WOULD BE INCLINED TO COME. IS THERE ANOTHER WAY FOR THE MINUTES TO BE MADE UP? I DON'T KNOW, BUT I JUST DON'T THINK WE WOULD HAVE GREAT ATTENDANCE ON THOSE DAYS.

MR. BEACH, AND I'M NOT COMMENTING.

I THINK, DR. LOPEZ, AND I'VE TOLD HIM THIS, MADE THE RIGHT CALL ON THE DAYS.

THAT'S NOT MY QUESTION AT ALL.

IT'S THAT I JUST WONDER WE'VE TALKED FOR HOURS HERE ABOUT THE IMPORTANCE OF WHAT WE WANT, HOW OUR KIDS LEARN, HOW WE'RE TESTING THEM, WHAT WE WANT TO ACHIEVE, WHAT WE WANT TO ACHIEVE FOR EVERY CHILD.

WE TALK ABOUT MEETS.

WE TALK ABOUT ALL THESE THINGS, AND THEN WE TAKE AWAY FOUR DAYS AND JUST SAY, FINE, WE'RE NOT EVEN GOING TO MAKE UP TWO OF THE FOUR.

I'M SORRY, THAT'S ALL.

OKAY, ANY OTHER QUESTIONS? ALL RIGHT, WE'LL GO TO ITEM SIX.

DR. LOPEZ, ANY NEED FOR EXECUTIVE SESSION? NO NEED. OKAY, IT'S 8:59.

IS THERE A MOTION FOR ADJOURNMENT? WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.