Link

Social

Embed

Disable autoplay on embedded content?

Download

Download
Download Transcript

[00:00:01]

GOOD EVENING.

[I. Call to Order and Determination of Quorum ]

GOOD EVENING. IT'S NOW 5:33 P.M..

THIS IS A REGULARLY SCHEDULED MEETING OF THE GARLAND INDEPENDENT SCHOOL DISTRICT ACADEMIC DISTRICT AFFAIRS COMMITTEE MEETING.

IT'S ON. YEAH.

A QUORUM IS PRESENT.

MISS HOGAN, ANYBODY ON THE PUBLIC FORUM? OKAY, WE'LL GO TO ITEM FOUR, THE SUPERINTENDENTS MESSAGE.

[IV. Superintendent's Message ]

JUST WANT TO WELCOME EVERYBODY TO THE ACADEMIC AFFAIRS.

I'M REALLY EXCITED. WE GOT SOME REALLY SPECIAL GUESTS TODAY, SO EVERYBODY PLEASE TUNE IN.

ALSO, I WANT TO REMIND EVERYBODY TO PLEASE BE A VOTER VOTING FOR OUR BOND 2023 ELECTION WILL BEGIN IN LATE APRIL AND MAY 2ND.

AND THEN OFFICIAL VOTE DATE IS MAY 6TH.

PLEASE LOOK ON OUR WEBSITE FOR UPDATES.

VIDEOS ARE TO COME.

WE'RE JUST ASKING YOU TO BE INFORMED AND MAKE SURE YOU VOTE.

THANK YOU. THANK YOU, SIR.

LET'S GO TO ITEM FIVE, INFORMATION ITEM ONE TEXAS PUBLIC SCHOOLS WEEK.

[V.A. Information Items ]

MISS NIX. THANK YOU, CHAIRMAN GLICK.

MEMBERS OF THE BOARD. DR.

LOPEZ. TEXAS PUBLIC SCHOOL WEEK IS AN ANNUAL EVENT HELD IN TEXAS, WHICH CELEBRATES THE IMPORTANCE OF PUBLIC EDUCATION AND SHOWCASES THE ACHIEVEMENT OF STUDENTS, TEACHERS AND SCHOOL STAFF.

THE EVENT AIMS TO PROMOTE STRONG RELATIONSHIPS BETWEEN SCHOOLS AND THEIR COMMUNITIES AND EMPHASIZE THE VALUE OF PUBLIC EDUCATION AND SHAPING FUTURE GENERATIONS. WE ALL KNOW THAT GREAT SCHOOLS ARE MORE THAN JUST ACADEMICS, TEACHERS, STAFF MEMBERS AND ADMINISTRATORS WHO GO ABOVE AND BEYOND FOR THEIR STUDENTS ARE AT THE HEART OF EVERY THRIVING CAMPUS.

THESE FANTASTIC EDUCATORS BRING THE HUMAN ELEMENT TO LEARNING THAT CANNOT BE REPLACED BY TECHNOLOGY OR FANCY TOOLS.

THEIR COMMITMENT TO EVERY CHILD WHO WALKS THROUGH THEIR CLASSROOM DOORS ENSURES A SOLID FOUNDATION FOR SUCCESS AND BEYOND.

IN GARLAND INDEPENDENT SCHOOL DISTRICT, WE UNDERSTAND THAT EXCELLENT EDUCATION REQUIRES COLLABORATION BETWEEN SCHOOLS AND COMMUNITIES, WORKING WITH OUR EDUCATORS, STAFF, ADMINISTRATORS, BOARD MEMBERS AND THE COMMUNITY TRANSFORMS LIVES AND CHANGES FUTURES. SO LET'S CELEBRATE TEXAS PUBLIC SCHOOLS AND HONOR OUR GISD COMMUNITY'S UNWAVERING SUPPORT OF GARLAND, ROWLETT AND SACHSE PUBLIC SCHOOLS.

CHECK OUT THIS INSPIRING VIDEO CREATED BY GRS TV TO SEE THE INCREDIBLE IMPACT WE'RE MAKING TOGETHER.

THE MISSION OF GARLAND ISD IS TO PROVIDE AN EXCEPTIONAL EDUCATION TO ALL ITS STUDENTS.

WE ARE A DIVERSE COMMUNITY SPANNING THREE CITIES, EDUCATING MORE THAN 50,000 STUDENTS ACROSS 71 CAMPUSES.

NO ONE PERSON MAKES A SCHOOL DISTRICT GREAT.

AND YET IT'S THE GREAT EFFORT OF EACH INDIVIDUAL THAT SPURS US ON TO EXCELLENCE.

FOR 100 YEARS, WE'VE HELD A TRADITION OF EXCELLENCE.

BUT IT'S ONLY THE BEGINNING.

STUDENTS. TEACHERS.

STAFF FAMILY.

IT TAKES THE COLLECTIVE DEDICATED EFFORT OF MANY PEOPLE, EACH CONTRIBUTING IN WAYS THAT CREATES A RIPPLE EFFECT THROUGHOUT THE COMMUNITY TODAY AND IN GENERATIONS YET TO COME. STRONG SCHOOLS AND VIBRANT COMMUNITIES GO HAND IN HAND.

WE ARE STRONG BECAUSE YOU ARE STRONG.

WE ARE GREAT BECAUSE YOU ARE GREAT.

WE ARE IMPACTING LIVES AND CHANGING FUTURES BECAUSE OF YOU.

THANK YOU. THANK YOU.

OKAY, LET'S GO TO ITEM TWO, PATHWAYS TO SUCCESS THROUGH DUAL CREDIT, MR. MASSEY.

AND TRUSTEES AND COMMITTEE MEMBERS, YOU HAVE AN ADDENDUM AT YOUR TABLES.

GOOD EVENING, CHAIRMAN GLICK, TRUSTEES AND DR.

LOPEZ. THIS EVENING, WE ARE PRIVILEGED TO WELCOME DALLAS COLLEGE GUESTS TO PRESENT PATHWAYS TO SUCCESS THROUGH DUAL CREDIT PROGRAMING.

I DISTRIBUTED A HANDOUT THAT OUTLINES EARLY COLLEGE STUDENT COUNTS BY CAMPUS.

GISD VALUES THE LONG STANDING DUAL CREDIT PARTNERSHIP WITH DALLAS COLLEGE THAT PROVIDES STUDENTS WITH THE OPPORTUNITY TO EARN BOTH COLLEGE AND HIGH SCHOOL CREDIT.

[00:05:04]

I WANT TO SHARE A FEW QUICK DETAILS AND REMINDERS ABOUT GISD DUAL CREDIT PROGRAMING.

DUAL CREDIT COURSES ARE AVAILABLE TO ALL INTERESTED AND ELIGIBLE STUDENTS THROUGH COMPREHENSIVE COLLEGIATE ECHS AND P-TECH PROGRAMS. ECHS AND P-TECH STUDENTS CAN ATTEND CLASSES AT A DALLAS COLLEGE CAMPUS DURING THEIR SENIOR YEAR.

CURRENTLY, GISD HAS 202 STUDENTS ATTENDING CLASSES ON A DALLAS COLLEGE CAMPUS, WITH 723 STUDENTS PROJECTED FOR THE 23-24 SCHOOL YEAR.

GISD DUAL CREDIT ENROLLMENTS ARE GROWING ANNUALLY, WITH 4355 STUDENTS CURRENTLY ENROLLED IN DUAL CREDIT COURSES.

IN THE COMING YEARS GISD DUAL CREDIT ENROLLMENT WILL LIKELY SURPASS THE AVERAGE COLLEGE OR UNIVERSITY ENROLLMENT IN THE UNITED STATES.

LAST BUT NOT LEAST, STUDENTS ENROLLED AT ALL SEVEN GISD HIGH SCHOOLS HAVE ACCESS TO THE DALLAS COUNTY PROMISE SCHOLARSHIP AND COLLEGE COMPLETION PROGRAM.

WITHOUT FURTHER ADO, I PASS THE TIME OVER TO DR.

JUSTIN LONIN, DALLAS COLLEGE CHANCELLOR.

WELL, THANK YOU ALL FOR THE OPPORTUNITY TO BE HERE.

MR. CHAIR, BOARD MEMBERS, DR.

LOPEZ, I JUST WANT TO SAY HOW MUCH DALLAS COLLEGE APPRECIATES THIS PARTNERSHIP THAT WE HAVE.

AND AS YOU'LL HEAR FROM MY COLLEAGUES IN A FEW MINUTES, WE'RE VERY PROUD OF THE SUCCESS THAT WHAT THIS PARTNERSHIP IS GARNERING.

I TALK ALL THE TIME THAT THE DALLAS COLLEGE, WE'RE IN THE BARRIER BUSTING BUSINESS.

WE ARE INTENTLY FOCUSED ON THOSE BARRIERS TO GET IN THE WAY OF STUDENT SUCCESS TO THROUGH AND BEYOND OUR DOORS.

AND WE KNOW TOO OFTEN THE JOURNEY FROM HIGH SCHOOL TO COLLEGE IS ONE WHERE THE PIPELINE GETS LEAKY, AND THAT'S A BARRIER FOR A LOT OF STUDENTS.

AND SO THAT'S WHY THE IMPORTANCE OF THE DALLAS COUNTY PROMISE.

THAT'S WHY THE WORK OF OUR EXPANSION OF DUAL CREDIT, EARLY COLLEGE HIGH SCHOOLS IS IMPORTANT TO US BECAUSE WE KNOW IT'S MAKING A DIFFERENCE IN THE LIVES OF INDIVIDUAL STUDENTS.

SO WE'RE INTENTLY FOCUSED ON THOSE BARRIERS WHERE THEY GET IN THE WAY.

AND WE APPRECIATE YOU PARTNERING WITH US TO DO THAT.

THE OTHER THING THAT I'LL SAY IS THAT WE KNOW THAT THE COST OF COLLEGE CAN BE PROHIBITIVE AND CAN BE A BARRIER.

THAT'S WHY WE HAVE MADE THE DECISION TO INVEST IN THESE STUDENTS THROUGH THE DALLAS COUNTY PROMISE.

SO THEY'RE NOT HAVING TO PAY FOR THOSE COSTS.

BUT MORE IMPORTANTLY, ALSO THROUGH OUR DUAL CREDIT OFFERINGS THAT WE DON'T CHARGE THOSE STUDENTS TUITION BECAUSE, AGAIN, WE DON'T WANT THAT TO BE A BARRIER.

AND THAT IS A SIGNIFICANT INVESTMENT THAT OUR BOARD HAS CHOSEN TO MAKE.

DALLAS COLLEGE, I REALLY DO BELIEVE, IS THE BRIDGE TO ECONOMIC MOBILITY AND PROSPERITY IN THIS COUNTY FOR THOSE SEEKING TO GET INTO THE EDUCATIONAL PIPELINE AND THEN BUSINESS AND EMPLOYERS AND INDUSTRY THAT ARE SEEKING TO PUT PEOPLE TO WORK.

AND WE KNOW THAT FOR SO MANY, THEY'RE COMING TO US TO GET A CERTIFICATE, TO GET AN ASSOCIATE'S DEGREE, TO TRANSFER TO A UNIVERSITY OR TO GO STRAIGHT INTO THE WORKFORCE ANYWHERE ALONG THE WAY AFTER THEY GET THAT CREDENTIAL.

AND WE WANT TO KEEP THAT PIPELINE AS SMOOTH AS WE CAN FOR THEM.

BUT WE CAN ONLY DO THIS WORK WITH THE LEADERSHIP OF OUR BOARD, AN INVESTMENT FROM OUR BOARD.

AND SO WE ARE SO PRIVILEGED TO HAVE A COMMUNITY LEADER FROM THIS COMMUNITY SERVE OUR BOARD.

PAUL MAYER, YOU ALL KNOW PAUL.

HE'S BEEN IN THIS COMMUNITY FOR A LONG, LONG TIME AND HE UNDERSTANDS THE WORK AND THE PARTNERSHIP THAT WE DO TOGETHER.

HE RECOGNIZES THE WORKFORCE IMPERATIVE THAT WE ALL FIND OURSELVES IN FROM HIS LEADERSHIP AT THE GARLAND CHAMBER.

AND SO I'M SO EXCITED AND THRILLED THAT WE HAVE PAUL ON OUR BOARD.

HE LEADS OUR EDUCATION AND WORKFORCE COMMITTEE, SO HE IS LEADING THE TEAM AT THE BOARD THAT IS ENGAGING IN REVIEWING THESE TYPE PARTNERSHIPS AND KEEPING US ON TRACK. SO WITH THAT, I'D LIKE TO ASK PAUL MAYER TO COME TO THE PODIUM AND WE'LL CONTINUE ON FROM THERE.

THANK YOU ALL FOR THE OPPORTUNITY TO BE HERE.

ALL RIGHT. WOOP WOOP.

I ALWAYS FEEL LIKE I NEED TO DO THE THE STANDARD CHAMBER OF COMMERCE.

I'M SO SORRY THAT YOU HAVE TO LISTEN TO A CHAMBER GUY SPEECH, BUT SINCERELY APPRECIATE THE RELATIONSHIPS AND THE PARTNERSHIPS.

I SPENT THE MORNING AND PART OF THE AFTERNOON.

I'LL SPEND ALL DAY TOMORROW WITH THE GRCTC ON A FAME PROGRAM AND JUST ONE INDICATION OF THE WORK THAT WE'RE DOING TOGETHER.

[00:10:02]

SO PROUD TO SERVE THE DISTRICT, PROUD TO SERVE THE RELATIONSHIPS, AND PROUD TO FOSTER COMMUNICATIONS AND ADVANCEMENT.

SO THANK YOU FOR WHAT YOU DO.

THAT'S THE SHORTEST SPEECH I'VE EVER MADE.

YEAH, I KNOW. LINDA.

YEAH. YEAH.

AMEN. CAN WE JUST.

THAT'S HOW YOU END.

THAT'S HOW YOU END A THAT'S HOW YOU END A SERMON.

JUST SAY AMEN AND AMEN.

WE LOVE YOU. THANK YOU.

GOOD AFTERNOON.

WE'D NOW LIKE TO SHARE WITH YOU A VERY BRIEF VIDEO TO FURTHER INTRODUCE DALLAS COLLEGE.

IS IT NOT? OKAY, SO IT LOOKS LIKE THE VIDEO IS NOT IN THE MOOD DUE TO THE RAIN TO PLAY.

BUT THAT'S OKAY. WE'RE EXCITED AND WE CAN MAKE SURE THAT THAT'S AVAILABLE TO YOU ALL.

FOLLOWING THIS PRESENTATION, WE'RE GOING TO INVITE OUR PROVOST, DR.

SHONDA FLOYD, UP, WHO'S GOING TO TALK A BIT MORE ABOUT DALLAS COLLEGE.

GOOD EVENING BOARD OF TRUSTEES.

REALLY EXCITED TO GIVE A LITTLE BIT OF HISTORY ABOUT WHY WE'RE HERE AND WHY WE'RE VERY INTERESTED IN YOUR STUDENTS AND THE EXPANSION OF DUAL CREDIT, EARLY COLLEGE, HIGH SCHOOL PROGRAMS. ESSENTIALLY, THIS SLIDE TALKS ABOUT WHAT A GREAT DEAL WE ARE RIGHT AT $79 A CREDIT INCLUSIVE OF LEARNING RESOURCE MATERIALS.

WE'RE REALLY A BARGAIN BASEMENT PRICE FOR YOUR STUDENTS.

AND BEING THAT MANY OF YOUR STUDENTS ARE ELIGIBLE FOR OUR PROMISE PROGRAM, THAT MEANS THEY CAN LIKELY EARN THERE.

AT THE SAME TIME THEY EARN THEIR HIGH SCHOOL DIPLOMA FOR FREE.

WE HAVE ABOUT 70,000 CREDIT STUDENTS AND ANOTHER 15,000 OR SO NON CREDIT STUDENTS.

SO WE'RE ABOUT THE THIRD LARGEST COMMUNITY COLLEGE IN THE NATION AND WE'RE PROUD OF THAT FACT AND WE'RE PROUD TO BE PARTNERING WITH YOU AND SERVING YOUR STUDENTS.

THIS TALKS ABOUT THE SIGNIFICANT WORK THAT WE'RE ENGAGED IN AND WHY WE ARE REALLY INTERESTED IN YOUR STUDENTS AND WHAT THEY MEAN FOR OUR COMMUNITY.

YOU'LL SEE THIS SLIDE TALKS ABOUT OUR EMPLOYERS.

THESE ARE THE PEOPLE THAT ARE IN OUR COMMUNITY PROVIDING JOBS.

THEY HAVE ABOUT 50% OF THEIR NEEDS.

THEIR TALENT IS DIFFICULT TO FILL.

YOU'LL SEE ON THE OTHER SIDE THAT ABOUT 1 IN 4 YOUNG ADULTS DO NOT EARN A LIVING WAGE.

RIGHT. SO THIS IS A PROBLEM ON BOTH ENDS.

WE NEED STUDENTS TO BE ABLE TO EARN LIVING WAGES AND BECOME PRODUCTIVE PARTS OF OUR COMMUNITY.

WE NEED EMPLOYERS TO BE ABLE TO GET THEIR SKILLED AND TALENTED WORKFORCE FROM WHERE OUR COMMUNITY WE WANT OUR JOBS TO STAY IN TEXAS AND FOR OUR GOOD CITIZENS TO BE ABLE TO BE EMPLOYED RIGHT BY THOSE EMPLOYERS.

AND SO THAT WAS ONE OF THE LARGEST REASONS BACK IN 2015 THAT WE BEGAN TO ENGAGE IN RAMPING UP OUR EFFORTS WITH K 12 PARTNERSHIPS IN EDUCATION. WE STARTED TO SEE THE NEED TO GO DEEPER THAN JUST WAITING UNTIL THEY WERE COMING TO US IN 11TH AND 12TH GRADE FOR DUAL CREDIT, BUT REACHING BACK DOWN TO THOSE EIGHTH GRADERS, STARTING TO TALK TO THEM ABOUT COLLEGE AND OPPORTUNITIES FOR THEM.

AND THEN REALLY EXPANDING OUR EARLY COLLEGE HIGH SCHOOL P-TECH PROGRAMS. SO WE'RE EXCITED TODAY TO BE ABLE TO TALK MORE ABOUT THE WAY THAT WE'VE REALLY INTENTIONALLY BUILT THOSE PROGRAMS. AS YOU HEARD FROM DR.

LONON, IT REALLY HAS BEEN A FOCUS ON BUSTING BARRIERS, REMOVING BARRIERS AND CREATING OPPORTUNITIES FOR ACCESS SO THAT WE CAN ATTACK THAT WORKFORCE, CHALLENGE THAT WE UNDERSTAND TO BE A REAL NEED.

SINCE 2016 AND AS YOU'LL SEE HERE, WE'VE REALLY FOCUSED ON NOT JUST CREATING OPPORTUNITIES, BUT ENSURING THAT STUDENTS ARE LEAVING WITH CREDENTIALS THAT ARE GOING TO EQUIP THEM TO GO INTO THE WORKFORCE, TO GO INTO FOUR YEAR INSTITUTIONS AND TO BE ABLE TO THRIVE IN THEIR CAREER.

WE'RE EXCITED THAT LAST YEAR WE HAD OVER 2000 STUDENTS EARNING CERTIFICATES AND DEGREES.

THESE ARE STUDENTS THAT OFTENTIMES ARE WALKING ACROSS THE STAGE WITH DALLAS COLLEGE IN MAY BEFORE THEY GRADUATE FROM HIGH SCHOOL IN JUNE.

AND SO IT'S REALLY A GREAT WORK AND PARTNERSHIP THAT TAKES PLACE BETWEEN OUR K THROUGH 12 PARTNERS AND OUR COLLEGE TO GET STUDENTS TO THAT FINISH LINE.

BUT WE'RE EXCITED TO SEE THAT THEY'RE MAKING GREAT STRIDES AND THEN BEING ABLE TO ENTER AHEAD OF THE GAME AND ADVANCING BEYOND SOME OF THE BARRIERS THAT WE KNOW EXIST TO SUPPORT THAT WORK AND TO MAKE THAT HAPPEN.

AS YOU'VE HEARD, OUR BOARD HAS BEEN SUPPORTIVE OF REALLY PUTTING FINANCIAL RESOURCES BEHIND THIS WORK.

STUDENTS ARE GOING THROUGH THESE PROGRAMS AT NO COST.

AND SO WE'RE EXCITED ABOUT THE OPPORTUNITY THAT WE'RE CREATING AND BEING ABLE TO CONTRIBUTE OVER $16 MILLION LAST YEAR TO CREATE DUAL CREDIT

[00:15:05]

OPPORTUNITIES FOR STUDENTS WITHIN THIS COMMUNITY.

AND AS A COLLEGE, IT REALLY HAS CONTINUED TO GROW AND BE A FOCUS POINT FOR ALL OF US.

WE'RE AT ROUGHLY 30% OF OUR STUDENT ENROLLMENT, AND THOSE ARE STUDENTS THAT ARE DUAL CREDIT.

SO AS WE'RE WALKING AND LOOKING AND WALKING AROUND THE CAMPUSES, AS YOU JUST HEARD, WE'VE GOT HUNDREDS OF STUDENTS FROM GARLAND ISD ON OUR COLLEGE CAMPUSES RIGHT NOW AND LOOK TO SEE THAT NUMBER INCREASING EVEN NEXT YEAR.

IT'S REALLY EXCITING TO SEE THE MOMENTUM AND HOW THESE STUDENTS, WHEN PROVIDED THE OPPORTUNITY, GIVEN STRUCTURE AND SUPPORT TO CULTIVATE THEIR LEARNING EXPERIENCE, THEY CAN THRIVE AND THEY'RE DOING REALLY GREAT WORK.

WE AS A COLLEGE HAVE CERTAINLY ALSO SEEN THAT EXPANSION TAKING PLACE, ESPECIALLY IN OUR COLLEGE AND CAREER READINESS MODELS.

AS YOU HEARD MENTIONED FROM KEVIN MASSEY, THERE'S A NUMBER OF PROGRAMS THAT GARLAND HAS RUNNING IN ALL OF THE HIGH SCHOOLS, SO STUDENTS HAVE ACCESS TO EARLY COLLEGE, HIGH SCHOOL, P-TECH PROGRAMS, COMPREHENSIVE DUAL CREDIT.

THERE ARE DIFFERENT WAYS IN WHICH EACH STUDENT IS ABLE TO PARTAKE IN THE OPPORTUNITIES THAT ARE AVAILABLE.

AND AS A COLLEGE, AS YOU SEE HERE, WE'VE CONTINUED TO GROW TO BE ABLE TO MEET THAT NEED AND ENSURE THAT AT THE HIGH SCHOOLS AND IN OUR K THROUGH 12 PARTNER DISTRICTS, WE'RE ABLE TO PROVIDE THESE EDUCATIONAL OPPORTUNITIES.

THIS YEAR WE HAVE 84 DIFFERENT PROGRAMS THAT ARE OFFERED TO STUDENTS WITHIN THIS COMMUNITY TO ENSURE THAT THEY ARE AWARDED THESE OPPORTUNITIES.

AND LASTLY, WE WANTED TO TALK A BIT ABOUT GARLAND ISD IN PARTICULAR, AND THIS IS OUR OPPORTUNITY TO CELEBRATE, TO CELEBRATE THE GREAT WORK THAT'S BEING DONE BY YOUR ISD, BY THIS DISTRICT AND THIS PARTNERSHIP OVER 4000 OR ALMOST 4000 STUDENTS LAST YEAR.

AND AS YOU HEARD RIGHT NOW THIS YEAR, WE'RE AT 4300 STUDENTS ARE PARTICIPATING IN DUAL CREDIT.

AND SO WE'RE SEEING THAT NUMBER CONTINUE TO INCREASE.

THE EARLY COLLEGE HIGH SCHOOLS AND P-TECHS ARE CONTINUING TO TAKE ON MORE MOMENTUM, STUDENTS CONTINUING TO DO BETTER AND THRIVE IN THOSE PROGRAMS. SO WE'RE DELIGHTED THAT SUCH A SIGNIFICANT NUMBER OF STUDENTS ARE PARTICIPATING IN THESE PROGRAMS. ONE OF THE BIG PIECES THAT WE WANT TO FOCUS ON IS THAT 83%, 83% OF THE STUDENTS THAT ARE GOING INTO THESE COLLEGE COURSES ARE EARNING AN A, A B, OR A C.

THAT'S HOW WE DEFINE SUCCESS.

SO WHEN YOU THINK ABOUT ARE THE STUDENTS PREPARED, HOW ARE THEY DOING IT? HOW WELL ARE THEY DOING? THAT'S HUGE.

THE IDEA THAT THESE STUDENTS ARE ABLE TO COME IN AND NAVIGATE THE DUALITY OF BEING IN HIGH SCHOOL AND COLLEGE AND STILL SHOW THAT THEY'RE ABLE TO NOT ONLY BE IN THAT SPACE, BUT THRIVE IN THAT SPACE, EARN POSITIVE GRADES IN THAT SPACE, AND ULTIMATELY EARN CREDENTIALS IN THAT SPACE, IS CERTAINLY A SUCCESS AND REALLY VALIDATES THE WORK THAT WE'RE DOING.

JUST FOR GARLAND ISD STUDENTS, WE'VE INVESTED ABOUT TWO AND ONE HALF MILLION DOLLARS IN TUITION SCHOLARSHIPS LAST YEAR, AND WE CONTINUE TO APPRECIATE YOUR SUPPORT IN FUNDING THE INCLUDE ED RESOURCE MATERIALS FOR STUDENTS.

THAT MEANS THAT THAT STUDENT WHO NOW DOESN'T HAVE TO PAY COLLEGE TUITION ALSO DOES NOT HAVE TO WORRY ABOUT A TEXTBOOK.

AND I THINK THAT'S A PERFECT EXAMPLE OF WHAT REALLY A COMMITMENT TO REMOVING A BARRIER AND CREATING AN OPPORTUNITY LOOKS LIKE.

SO WE APPRECIATE GARLAND ISD YOUR BOARD AND THE SUPPORT TO FUND THOSE RESOURCES AND THOSE EDUCATIONAL MATERIALS FOR STUDENTS.

SO WE KNOW WHEN THEY COME AND THEY SIT IN A SEAT, THEY'RE PREPARED.

THEY DON'T HAVE TO WORRY ABOUT HOW TO HAVE THE THINGS THAT THEY NEED.

THOSE TOOLS ARE ALL AVAILABLE FOR THEM.

AND LASTLY, ONE OF THE VERY EXCITING THINGS IS LAST YEAR WE HAD THE OPPORTUNITY TO SEE 137 STUDENTS FROM GARLAND ISD WALK ACROSS THE STAGE WITH AN ASSOCIATE'S DEGREE.

17 STUDENTS EARNED A CERTIFICATE OF SOME SORT.

AND WE CAN WE CONTINUE TO SEE EACH YEAR AS THE TECHS AND EARLY COLLEGE HIGH SCHOOLS CONTINUE TO HAVE COHORTS GOING FORWARD, THAT NUMBER INCREASING.

SO WE FEEL LIKE BY NEXT YEAR WE KNOW THAT WE'RE ALREADY ON TRACK TO EXCEED THE NUMBER THAT WE HAVE HERE AND ARE EXCITED ABOUT THE AMOUNT OF COMPLETERS THAT WE HAVE.

WE WANT TO INTRODUCE DR.

EDDIE TEELER AND HE'S GOING TO TALK TO YOU A BIT ABOUT OUR EASTFIELD CAMPUS IN GARLAND ISD.

WE HAVE STUDENTS PARTAKING IN EDUCATIONAL OPPORTUNITIES AT BOTH EASTFIELD AND RICHLAND.

AND SO WE'RE GOING TO TALK TO YOU A BIT ABOUT THOSE CAMPUSES RIGHT NOW.

WELL, GOOD EVENING, BOARD. WELL, GOOD EVENING, BOARD.

IT'S JUST A PLEASURE TO BE HERE TO SHARE SOME OF THE SUCCESSES THAT ARE HAPPENING.

BUT YOU'VE HEARD TONIGHT ABOUT THE GREAT GROWTH THAT'S HAPPENING IN A RECENT DALLAS COLLEGE BOARD MEETING.

WE ALSO LEARNED THAT THERE ARE A LOT OF GROWTH IN ENROLLMENT GROWTH FROM OUR FAR EAST DALLAS COUNTY, WHICH IS ZIP CODE 75040 AND 75043. SO THAT'S GARLAND.

SO WITH THAT, WE'VE GOT TO HAVE THE FACILITIES TO HANDLE SOME OF THAT.

SO DO THE GREAT VISION OF OUR DALLAS COLLEGE BOARD OF TRUSTEES AND OUR CHANCELLOR AND OF COURSE, OUR TAXPAYERS SUPPORTING THOSE RESOURCES, WE ARE GETTING A NEW

[00:20:09]

FRONT DOOR AT OUR EASTFIELD CAMPUS, WHICH IS REALLY FANTASTIC.

IT IS THE STUDENT SUCCESS CENTER AND ACADEMIC BUILDING.

IT IS A COMBINATION OF TWO BUILDINGS THAT WE COMBINED INTO ONE NUMBER ONE TO SAVE DOLLARS.

NUMBER TWO, TO LOOK AT OUR CARBON FOOTPRINT, BUT ALSO TO HAVE BETTER INTERACTION BETWEEN OUR STUDENTS AND OUR FACULTY.

IT WILL BE 116,000FT², ONE OF THE LARGEST BUILDINGS ON OUR CAMPUS OR WITHIN DALLAS COLLEGE I BELIEVE.

25 STATE OF THE ART CLASSROOMS AND THESE CLASSROOMS WILL HAVE EIGHT OF THEM WILL BE EQUIPPED WITH STATE OF THE ART STEM LABS, WHICH IS OUTSTANDING.

WE WILL HAVE 50 FACULTY OFFICES THAT ARE LOCATED RIGHT IN THAT SAME BUILDING.

AND WE WILL ALSO HAVE A MULTI-PURPOSE CENTER THAT WILL HOLD UP TO 400 INDIVIDUALS.

IT WILL ALSO HAVE THE CAPACITY TO EXTEND TO BE EXPANDED OUT INTO A COURTYARD, WHICH WE THINK THAT THAT'S REALLY NOT JUST GREAT FOR OUR CAMPUS, BUT ALSO FOR OUR COMMUNITY.

SO YOU'VE ALSO HEARD ABOUT SOME OF THE GREAT SUCCESSES AT DALLAS COLLEGE, BUT I ALSO WANT TO TELL YOU SOME OF THE GREAT RESOURCES THAT ARE BEING SUPPORTED THROUGH DALLAS COLLEGE, AND THAT IS OUR HONEYCOMB PANTRY AT OUR EASTFIELD CAMPUS.

BUT ALL OF OUR CAMPUSES, WE HAVE FOOD PANTRIES.

AND SO AT EASTFIELD, WE LOOK AT THIS FOOD PANTRY AS YOUR CORNER GROCERY STORE, YOU DROP IN, YOU GET THOSE ITEMS THAT YOU NEED AND YOU CAN CONTINUE ON TO CLASS.

THIS SETS A STANDARD THAT IT'S A STANDARD FOR ALL OF OUR STUDENTS.

BUT THOSE STUDENTS WHO ARE FOOD INSECURE, THEY FEEL COMFORTABLE BEING IN THAT SPACE AND THEN OUR OTHER STUDENTS.

SO WE'RE REALLY PLEASED WITH THAT.

IN ADDITION TO THAT, WE HAVE A CLOTHING CLOSET THAT'S RIGHT NEXT DOOR.

SO THESE ARE GREAT RESOURCES THAT OUR STUDENTS HAVE ACCESS TO.

AND OF COURSE, OUR GARLAND STUDENTS WILL ALSO HAVE ACCESS TO THOSE RESOURCES, BUT MORE IMPORTANTLY, OUR COMMUNITY.

ON EACH FRIDAY, FROM 9 TO 5, THEY CAN HAVE ACCESS TO THESE RESOURCES.

AND THAT'S A PARTNERSHIP WITH OUR NORTH TEXAS FOOD BANK.

SPEAKING OF PARTNERSHIPS AND COMMUNITY, HOW WE BRING THINGS TOGETHER TO SOLVE ISSUES, WE ALSO HAVE AN INTERLOCAL AGREEMENT WITH OUR CITY OF MESQUITE AND MISD AND DALLAS COLLEGE, AND THIS IS THAT WE'RE GETTING A NEW NATATORIUM.

AND OF COURSE, OUR GARLAND INDEPENDENT SCHOOL DISTRICT STUDENTS WILL BE ABLE TO TAKE ADVANTAGE OF THIS GREAT FACILITY AS WELL.

SO THESE ARE JUST A FEW OF THE WAYS THAT WE ARE MAKING SURE THAT OUR GARLAND STUDENTS ARE COMFORTABLE AS THEY ARE ON OUR CAMPUSES, NOT ONLY TO GET THE EDUCATIONAL AND ACADEMIC SUPPORT, BUT ALSO SOME OF THOSE OTHER RESOURCES.

SO THANK YOU FOR YOUR PARTNERSHIPS.

AND WE HAVE DR.

KAY EGGLESTON THAT'S GOING TO TELL US A LITTLE BIT ABOUT SOME OF THE GREAT WORK THAT'S HAPPENING ALSO AT OUR RICHLAND CAMPUS.

SO THANK YOU AGAIN FOR THE OPPORTUNITY.

GOOD EVENING, MEMBERS OF THE BOARD.

BOARD CHAIR AND SUPERINTENDENT.

I'M DELIGHTED TO BE HERE THIS EVENING TO SHARE A BRIEF UPDATE ABOUT HOW RICHLAND CAMPUS IS HERE TO SERVE GARLAND INDEPENDENT SCHOOL DISTRICT AND OUR RESIDENTS OF GARLAND.

EXCUSE ME. THERE WE ARE.

WE ALSO ARE EXPANDING FACILITIES TO BE ABLE TO ACCOMMODATE MORE OF OUR GISD P-TECH, EARLY COLLEGE, HIGH SCHOOL, DUAL CREDIT STUDENTS.

AND SO THIS FALL, 2023, WE WILL BE OPENING RED RIVER HALL, OUR EARLY COLLEGE HIGH SCHOOL CENTER AND SCHOOL OF BUSINESS EXPANSION. THIS WILL BE A 100,000 SQUARE FOOT BUILDING ON THE EAST SIDE OF THE CAMPUS, AND IT WILL INCLUDE 41 TECHNOLOGY, ENHANCED CLASSROOMS, STUDENT COLLABORATION, SPACE CONFERENCE SPACE AND MEETING SPACES, BOTH FOR US AND FOR THE COMMUNITY ON A SPACE AVAILABLE BASIS.

THE BUILDING IS DESIGNED FOR AN ENHANCED HIGH SCHOOL AND COLLEGE EXPERIENCE FOR YOUR STUDENTS, WHO WILL BE OUR STUDENTS AS WELL.

AND WE WILL HAVE A DEDICATED ISD PARTNER BUS DROP OFF AREA AT THE ENTRANCE TO THIS BUILDING, WHICH WILL YOUR YOUR STAFF OF BUS DRIVERS WILL BE VERY PLEASED WITH THAT IMPROVEMENT IN OUR DELIVERY SERVICES BECAUSE THE CAMPUS WAS NOT DESIGNED ORIGINALLY TO ACCOMMODATE HIGH SCHOOL BUSSES AND MULTIPLE STUDENT DROP OFFS DURING THE DAY.

SO THIS IS DESIGNED EXPLICITLY TO FACILITATE THAT ACTIVITY.

WE WILL HAVE A SHARED ISD PARTNER CAFETERIA WITH MORE THAN 100 SEATS AS A SERVERY AND DINING

[00:25:10]

SPACE, SO YOUR STUDENTS WILL BE ABLE TO HAVE THEIR HOT LUNCH DELIVERED AND BE ABLE TO HAVE A REALLY EXCEPTIONAL SPACE IN WHICH TO ENJOY THEIR THEIR LUNCH TIMES TOGETHER.

WE'LL HAVE SHARED EARLY COLLEGE, HIGH SCHOOL ADMINISTRATIVE AND STAFF HUB OFFICES AND AN ANCILLARY STUDENT HEALTH CENTER SO THAT YOUR STUDENT HEALTH NURSES WILL BE ABLE TO BE AVAILABLE TO STUDENTS AS THEY ARE NEEDED.

WE ALSO WILL BE EXPANDING ON A VERY KEY PROGRAM IN THE RICHLAND PORTFOLIO OF PROGRAMS THAT WE'RE VERY PROUD OF, AND THAT IS IN THE ACCOUNTING AND FINANCE AREA.

WE WILL BE OPENING A VERY LARGE BLOOMBERG FINANCE TRADING LAB.

THE PICTURE ON THE LEFT DEPICTS THE OUTSIDE OF THE BUILDING LOOKING RIGHT INTO THAT BLOOMBERG LAB.

AND SO STUDENTS WILL HAVE EXPERIENCE ON THE BLOOMBERG TECHNOLOGY.

THE TICKERS WILL RUN AROUND THE ROOM PERIMETER AND WILL HAVE MEETING SPACES AND OPPORTUNITIES FOR ADDITIONAL INSTRUCTION IN THE SCHOOL OF BUSINESS.

SO THESE ARE SOME OF THE EXCITING DEVELOPMENTS THAT WE HAVE IN PROGRESS READY FOR THE ADDITIONAL STUDENTS THAT WE EXPECT THAT YOU WILL BE SENDING TO US IN THE FALL AND BEYOND.

SO WE'RE MOST APPRECIATIVE OF THE SUPPORT AND OF THE VOTERS CONFIDENCE IN US WITH THIS ADDITION.

AND THEN FINALLY, OUR LAST SLIDE IS JUST TO REMIND US OF THE DALLAS COLLEGE PROMISE AND THAT THE PROMISE IS THERE FOR YOUR STUDENTS.

ALL SEVEN OF THE GISD HIGH SCHOOLS ARE PARTICIPATING ELIGIBLE HIGH SCHOOLS FOR THE DALLAS COLLEGE PROMISE. AND THE PROMISE CAN SERVE YOUR STUDENTS IN MULTIPLE WAYS IF THEY ARE NOT IN DUAL CREDIT AND EARLY COLLEGE HIGH SCHOOL P-TECH.

THEY CAN COME TO US AS A HIGH SCHOOL GRADUATE, PROMISE STUDENT AND HAVE UP TO THREE YEARS OF TUITION SUPPORT FOR THEIR DEGREE IF THEY WERE IN THE EARLY COLLEGE HIGH SCHOOL PROGRAMS BUT DIDN'T QUITE FINISH THE ASSOCIATE DEGREE.

THEY CAN.

AND ARE WITHIN NINE HOURS OF COMPLETION.

THEY CAN COME TO US IN THAT SUMMER AFTER GRADUATION FROM HIGH SCHOOL AND COMPLETE AND HAVE PROMISED FUNDS TO SUPPORT THAT IF THEY'RE ELIGIBLE.

AND THE THIRD WAY, I THINK A VERY EXCITING WAY IS, FOR INSTANCE, SACHSE IS OFFERING ONE OF YOUR PATHWAYS AS AN EARLY COLLEGE, AS AN EARLY CHILD EDUCATION ASSOCIATE DEGREE.

WE ALSO NOW ARE APPROVED TO OFFER A BACHELOR'S DEGREE IN EARLY CHILDHOOD EDUCATION.

SO COMPLETERS OF EARLY CHILDHOOD ASSOCIATE DEGREES CAN COMPLETE THEIR BACHELOR'S DEGREE WITH US, AND THE PROMISE WILL FUND THAT UP TO FIVE YEARS SO A STUDENT CAN COME THROUGH GARLAND INDEPENDENT SCHOOL DISTRICT ALL THE WAY TO COMPLETION OF BACHELOR'S DEGREE IN A FIELD SUCH AS THE VERY NEEDED EARLY CHILDHOOD EDUCATION.

AND HAVE THAT PAID FOR TUITION WISE.

THAT IS A TREMENDOUS OPPORTUNITY FOR YOUR STUDENTS AND FOR OUR COMMUNITY.

AND WE WILL SOON BE OFFERING AN ASSOCIATE TO BACHELOR'S COMPLETION REGISTERED NURSE PROGRAM.

HOPEFULLY THAT WILL BE FULLY APPROVED AND OPERATING BY JANUARY OF 2024.

SO MANY EXCITING OPPORTUNITIES IN THE FUTURE.

WE APPRECIATE THE OPPORTUNITY TO BE HERE TO BRING YOU AN UPDATE AND WE APPRECIATE THE PARTNERSHIP WITH YOU.

AND WE LOOK FORWARD TO EXPANDING EVEN MORE TO SERVE THE RESIDENTS OF GARLAND AND OUR NEXT GENERATION OF RESIDENTS THAT ARE OUR STUDENTS. THANK YOU SO MUCH ON BEHALF OF THE DALLAS COLLEGE TEAM.

WELL, I'LL JUST CLOSE.

AGAIN, YOU'VE SEEN THE RESULTS OF THIS PARTNERSHIP, AND WE'RE EXCITED ABOUT BUILDING ON THE PARTNERSHIP.

WE APPRECIATE THE INVESTMENT THAT YOU'RE MAKING IN THE PARTNERSHIP AND IN OUR STUDENTS AND APPRECIATE THE LEADERSHIP OF DR.

[00:30:06]

LOPEZ AND HIS TEAM.

THIS ISN'T ALWAYS EASY WORK WHEN, YOU KNOW, TWO INSTITUTIONS COME TOGETHER.

BUT THERE'S A COMMITMENT AMONGST OUR TWO TEAMS TO ENSURE THAT STUDENTS HAVE OPPORTUNITY AND HAVE A PATH FOR SUCCESS.

SO AGAIN, THANK YOU, MR. SUPERINTENDENT, FOR FOR YOUR LEADERSHIP AND THAT OF YOUR TEAM.

THANK YOU, MR. CHAIR.

AND THANK YOU BOARD, FOR FOR ALL YOU DO.

APPRECIATE IT. CHANCELLOR.

WE DO WANT TO THANK YOU VERY MUCH.

AND I JUST WANT YOUR WHOLE TEAM TO BE AWARE THAT WE'RE SO PROUD OF OUR PARTNERSHIP THAT GARLAND IS A FINALIST FOR LARGE SUPER LARGE SCHOOL DISTRICT OF THE YEAR THROUGH THE HEB AWARDS.

WE'RE GOING TO HAVE A SITE VISIT ON THURSDAY, AND THE TWO AREAS THAT WE'RE HAVING THEM SHOWCASE IS GOING TO BE WE GET TWO SCHOOLS AND THEY'RE BOTH HIGH SCHOOLS.

THERE'S GOING TO BE AT NORTH AND SOUTH AND IT'S GOING TO BE OUR OUR P-TECH AND EARLY COLLEGE PROGRAMS BECAUSE WE FELT THAT THAT'S BEEN SUCH AN IMPACTFUL DIFFERENCE MAKER, NOT ONLY FOR THE KIDS BUT FOR GENERATIONS.

AND WE THANK YOU FOR THE PARTNERSHIP.

AND BECAUSE WE'RE SO PROUD, THAT'S WHAT WE CHOSE, WIN OR LOSE.

ALL OF US ARE IN TOGETHER ON THIS, SO PRAY FOR US ON THURSDAY.

OUR KIDS WILL SHINE.

BUT THAT IS THE TRUTH.

THAT'S HOW MUCH WE BELIEVE IN THESE PROGRAMS. THANK YOU. THANK YOU.

TRUSTEE MAYOR WOULD SAY AMEN.

SO THANK YOU, SIR.

I'D LIKE TO TELL A BRIEF STORY.

SO AFTER MANY, MANY MONTHS, THE BOARD MADE A DECISION TO CHOOSE DR.

LOPEZ AS OUR FINAL CANDIDATE, AND OUR CONSULTANTS SUGGESTED A VISIT DOWN TO MISSION, HIS SCHOOL DISTRICT.

SO MS.. GRIFFIN, MR, SELDERS AND I WERE CHOSEN AS THE THREE PEOPLE TO GO DOWN TO MISSION.

AND DR.

LOPEZ HAD SET UP A WHOLE SERIES OF MEETINGS THE NEXT DAY WITH STAFF MEMBERS, COMMUNITY MEMBERS, CHAMBERS OF COMMERCE.

BUT THAT EVENING WE WENT TO DINNER WITH HIM AND HIS WIFE, AND WE WERE TALKING ABOUT HIS IDEAS FOR THE FUTURE OF GARLAND ISD, AND HE CAME OUT WITH THE TERM HE SAID COLLEGE FOR ALL.

AND I DIDN'T REALLY KNOW EXACTLY WHAT HE MEANT AT THE TIME.

AND HE STARTED TALKING ABOUT EARLY COLLEGE AND P-TECH.

I DIDN'T KNOW WHAT P-TECH MEANT AND IN ALL HONESTY, AND HE SAID, WE WILL DO THIS AND WE WILL PARTNER WITH YOU HAD A DIFFERENT NAME AT THE TIME, BUT DALLAS COLLEGE AND WE WILL MAKE IT A SUCCESS.

AND THAT WAS WAY BACK IN 2017 AND I AM SO PROUD OF THIS EVENING'S PRESENTATION AND WHERE WE ARE AND HOW MANY OF OUR STUDENTS ARE PURSUING ASSOCIATE DEGREES WITH YOU AND THE SUCCESS THAT'S LEADING TO.

SO THANK YOU, DR. LOPEZ, FOR YOUR LEADERSHIP.

IT'S A TEAM. WE'VE GOT GREAT PEOPLE, WE'VE GOT GREAT PARTNERS.

BUT IT WAS THAT IDEA THAT NIGHT THAT LED TO THIS.

SO AGAIN, THANK YOU AND THANK YOU FOR THE BOARD.

AND AGAIN, THANK YOU FOR FOR DALLAS COLLEGE.

THANK YOU ALL FOR THE OPPORTUNITY. OKAY, LET'S GO TO ITEM 3K5, DIAGNOSTIC READING SCREENER CLASS.

MISS FRANKENBERG.

GOOD EVENING, CHAIRPERSON GLICK TRUSTEES AND DR.

LOPEZ. WHAT A PERFECT SEGUE.

THEY ALL JUST LEFT THE ROOM.

BUT I'M SO EXCITED TO HEAR THAT DALLAS COLLEGE IS GOING TO BE OFFERING THAT HIGH SCHOOL TO BACHELOR'S DEGREE IN EARLY CHILDHOOD EDUCATION.

WHAT A GREAT THING FOR OUR DISTRICT AND FOR OUR FUTURE TEACHERS BECAUSE WE SEE ALL THE TIME THAT OUR TEACHERS COME BACK TO US IN GARLAND BECAUSE THEY HAD SUCH A GREAT SCHOOL EXPERIENCE.

SO THAT LEADS ME TO TONIGHT TO TALK TO YOU ABOUT EARLY LITERACY AND HOW WE'RE GOING TO GET OUR STUDENTS READY TO DO THE DALLAS COLLEGE OPTION.

SO AS YOU KNOW, HOUSE BILL THREE FOCUSES ON LEARNING AND IMPROVING STUDENT OUTCOMES BY PRIORITIZING EARLY LITERACY.

THE M-CLASS TEXAS EDITION IS THE HOUSE BILL THREE REQUIRED K-2 DIAGNOSTIC READING SCREENER USED IN GARLAND ISD TO ASSESS FOUNDATIONAL LITERACY SKILLS AS A REQUIRED AND THE REQUIRED DYSLEXIA SCREENER FOR FIRST GRADE AT THE MIDDLE OF THE YEAR AND KINDERGARTEN AT THE END OF THE YEAR IN M-CLASS, TEXAS EDITION IS COMPRISED OF TWO ASSESSMENTS DIBELS EIGHT FOR ENGLISH AND LECTURA FOR SPANISH.

MOST OF OUR MEASURES ARE FACE TO FACE, ONE ON ONE WITH THE TEACHER LISTENING TO THE STUDENT RECALL MAKE SOUNDS OR READ STUDENT FACING WORK.

WE'RE VERY EXCITED ABOUT THIS OPTION FOR IN-CLASS FOR TEACHERS TO GET THAT ONE ON ONE EXPERIENCE WITH THEIR STUDENTS.

[00:35:07]

THAT REALLY LEADS TO THE INSTRUCTION THAT CAN HAPPEN ONCE THEY CATCH THOSE ERRORS LIVE.

SO THE LITERACY DEPARTMENT HAD SEVERAL YEAR, TWO CLASS GOALS ADMINISTERING THE ASSESSMENT TOOL WITH FIDELITY.

WE HAD 88% OF OUR STUDENTS COMPLETE THE MOAI ASSESSMENT.

IT DID FALL DURING THE ICE STORM.

SO WE BELIEVE THAT HAD A LITTLE BIT TO DO WITH THAT LOWER FIDELITY PERCENTAGE.

BUT WE'RE STILL VERY CLOSE.

UM, WE'VE ALSO PROVIDED DIRECT TRAINING TO OUR CAMPUS SUPPORT TEACHERS ON HOW TO ADMINISTER EACH MEASURE, AND WE'RE ABLE TO TRAIN SMALL GROUPS OF TEACHERS AT EVERY CAMPUS THROUGH OUR EARLY LITERACY SUPPORT TEACHERS, WHICH YOU HAVE CONTINUED TO HELP FUND WITH THAT JOB EMBEDDED COACHING.

WE'VE ALSO BROUGHT IN ON FEBRUARY 20TH, ONE LAST PUSH TO GET OUR GROWTH UP FOR THE END OF THE YEAR M-CLASS PRESENTERS FROM THE COMPANY BECAUSE THEY LIKE TO HEAR STRAIGHT FROM THE SOURCE AND THEY DID TAKE A DEEP DATA DIVE WITH OUR TEACHERS AND COME WITH STRATEGIC DEVELOPED STRATEGIC SMALL GROUP PLANS TO HELP THOSE STUDENTS THAT STILL NEED TO SHOW ADDITIONAL GROWTH GET OVER THAT LAST HUMP AT THE END OF THE YEAR.

ALL RIGHT. SO LAST YEAR, AS I SAID, OUR GOAL WAS TO ESTABLISH THAT BASELINE DATA.

IF YOU LOOK IN AT THE SLIDES, YOU CAN SEE HERE ON THE CHART THAT HAS THE RED AND THE GREEN.

WE WANT TO SEE LESS RED, MORE GREEN.

THIS DATA IS A HUGE CELEBRATION COMPARING WHERE WE WERE LAST YEAR WITH OUR EARLY LITERACY SKILLS AT THE MIDDLE OF THE YEAR TO WHERE WE ARE NOW WITH OUR MIDDLE OF THE YEAR SCORES.

THE PERCENTAGES SHOW THE OVERALL COMPOSITE SCORE AND IT SHOWS THAT OUR STUDENTS ARE PERFORMING WELL ABOVE OR WE HAVE ABOUT 400 LESS STUDENTS IN THE WELL BELOW RANGE AND 300 MORE IN THE ABOVE RANGE.

THE ROW IN RED SHOWS THAT WE HAD A DECREASE IN EVERY GRADE LEVEL FOR OUR STUDENTS THAT WERE WELL BELOW GRADE LEVEL, AND WE HAD AN INCREASE IN EVERY AREA FOR OUR STUDENTS THAT WERE ABOVE GRADE LEVEL.

SO JUST IN ONE YEAR'S TIME, WE'RE ABLE TO SEE THIS INCREDIBLE GROWTH WITH OUR EARLY LITERACY SKILLS.

SO LOOKING AT THE NEXT CHART WE HAVE, WE COMPARE THIS YEAR'S BEGINNING OF THE YEAR DATA TO OUR MIDDLE OF THE YEAR DATA.

SO ON THE PREVIOUS SLIDE WE LOOKED AT LAST YEAR TO THIS YEAR AND NOW WE'RE GOING TO MOVE INTO OUR BEGINNING OF THE YEAR SCORES TO OUR MIDDLE OF THE YEAR SCORES.

HOW DID OUR STUDENTS PERFORM IN KINDERGARTEN? OUR STUDENTS DEMONSTRATED GROWTH IN LETTER NAMES, LETTER SOUNDS AND WORD READING, AND AN AREA OF PRESENTING GROWTH WAS PHONEMIC AWARENESS, WHICH WE'RE GOING TO GO TALK A LITTLE BIT MORE ABOUT IN JUST A SECOND.

AND IN FIRST GRADE, OUR STUDENTS DEMONSTRATED GROWTH IN WORD READING FLUENCY.

HOWEVER, THEY SHOWED A NEED FOR MORE GROWTH IN LETTER NAMES, PHONEMIC AWARENESS, LETTER SOUNDS AND DECODING.

AND WHILE WE DID NOT SEE THE GROWTH WE HOPED FOR IN FIRST GRADE, THAT GROWTH IN WORD READING FLUENCY IS A HUGE CELEBRATION THAT WILL CONTRIBUTE TO THE STUDENT'S OVERALL SUCCESS.

IN READING, I SAID WE'D TALK MORE ABOUT PHONEMIC AWARENESS.

YOU'LL NOTICE THAT THIS WAS AN AREA IN KINDER AND FIRST GRADE THAT WE NEED TO CONTINUE TO DEVELOP THROUGH THE READING ACADEMIES.

WE'VE LEARNED THAT PHONEMIC AWARENESS IS A RELIABLE INDICATOR OF LATER READING SUCCESS.

TEACHERS NEW TO THE LEARNING TEACHERS ARE NEW TO LEARNING THIS IMPORTANT SKILL AND HOW RELIABLE IT IS.

HOWEVER, THIS YEAR, OUR NEW TIER ONE INSTRUCTIONAL RESOURCE AMPLIFY LITERACY DOES HAVE THESE LESSONS EMBEDDED.

SO THIS IS REALLY THE FIRST YEAR THAT WE'VE HAD A CURRICULUM THAT HAS SUPPORTED DAILY PHONEMIC AWARENESS LESSONS.

WE'RE ALSO IN THE REVIEW PROCESS RIGHT NOW OF OUR CURRICULUM RESOURCE TO SEE IF WE NEED TO ADD ADDITIONAL LESSONS THERE.

AND THEN, AS I MENTIONED BEFORE, WE DID BRING IN CLASS CONSULTANTS TO WORK WITH OUR TEACHERS TO IDENTIFY SPECIFIC AREAS WHERE THEIR STUDENTS NEEDED TO GROW AND TO SET GOALS FOR THOSE STUDENTS AND TO PROGRESS MONITOR FROM NOW TO THE END OF THE YEAR.

YES, SIR. CAN I ASK A QUICK CAN I ASK A QUICK QUESTION SO THAT I UNDERSTAND THIS REALLY WELL TOO? AND READING THIS CHART, WHEN YOU HAD IN THE KINDERGARTEN, YOU GOT LETTER NAMES, LETTER SOUNDS AND WORD READING.

THEN WHEN THEY GO TO THE FIRST GRADE, YOU HAVE OPPORTUNITIES TO GROWTH LETTER NAMES, LETTER SOUNDS.

SO ARE THEY ARE THEY NOT STAYING ON GRADE LEVEL OR ARE THEY DROPPING OR WHAT'S WHAT'S HAPPENING THERE? SO THEY'RE NOT KIND OF HAVE AN UNDERSTANDING THERE? RIGHT. AND THAT'S A GREAT QUESTION.

[00:40:02]

SO IT'S DIFFERENT GROUPS OF KIDS.

RIGHT. AND SO OUR KINDERGARTEN STUDENTS, THOSE WERE AREAS OF GROWTH.

THEN AT THE MIDDLE OF THE YEAR, THEY'RE STILL BEING ASSESSED IN THOSE SAME AREAS.

SO IN FIRST GRADE, WE SAY THAT'S AN OPPORTUNITY TO GROWTH.

WE DIDN'T HAVE AS MANY STUDENTS MOVE OUT OF THE WELL BELOW TO THE ON GRADE LEVEL AS WE HAVE LIKED.

SO IT'S NOT COMPARING THE SAME SET OF STUDENTS.

IT'S DIFFERENT STUDENTS, BUT IT DOES ALLOW US TO ISOLATE WHAT SKILLS WE NEED TO MAKE SURE THAT WE ADD INTO OUR CURRICULUM AND THEN ALSO WHAT SMALL GROUP RESOURCES WE NEED TO ADD.

SO THAT'S THE NICE THING ABOUT M CLASS THAT IT DOES DRILL DOWN TO THOSE EARLY LITERACY SKILLS.

AND WE HAVE NOT HAD AN ASSESSMENT THAT HAS BEEN ABLE TO DO THAT BEFORE.

ALL RIGHT. THIS YEAR IN THIRD, FOURTH AND FIFTH GRADE WAS THE FIRST TIME THAT THEY EVER HAD THE OPPORTUNITY TO TAKE MCLASS.

SO I WANT TO TAKE A MINUTE TO JUST SHOW YOU THE TEST, THE MEASURES THEY'RE CALLED MEASURES THAT THEY TAKE LETTER SOUNDS, DECODING, WORD READING, READING, ACCURACY, READING FLUENCY AND READING COMPREHENSION IN GRADE THREE.

AND THEN YOU CAN SEE THERE ARE THREE MEASURES THAT STAY THE SAME THAT WE ALSO GIVE IN.

FOURTH AND FIFTH GRADE STUDENTS GREW IN THE AREA OF DECODING, READING, ACCURACY AND READING FLUENCY, AND AN AREA WHERE STUDENTS SHOW AN OPPORTUNITY FOR GROWTH ARE IN LETTER SOUNDS AND READING COMPREHENSION.

IT'S IMPORTANT TO REMEMBER, THOUGH, THAT OUR STUDENTS THAT ARE STILL TESTING ON LETTER SOUNDS IN THIRD GRADE ARE USUALLY OUR STUDENTS WHO ARE THE FURTHEST BEHIND.

SO IT WOULD MAKE SENSE THAT THOSE STUDENTS WHO STILL NEEDED TO BE ASSESSED WITH THE LETTER SOUNDS MEASURES WOULDN'T HAVE GROWN AS MUCH AS OUR OTHER STUDENTS.

IN FOURTH AND FIFTH GRADE, STUDENTS GREW IN THE AREA OF READING ACCURACY AND READING COMPREHENSION, AND AN AREA WHERE STUDENTS SHOWED AN OPPORTUNITY FOR GROWTH IS READING FLUENCY. MIGHT SOUND A LITTLE TRICKY, BUT IT'S ACTUALLY A CELEBRATION THAT IN FOURTH AND FIFTH GRADE, OUR STUDENTS ACCURACY IS IMPROVING, WHICH IS SHOWING AN IMPROVEMENT IN OUR READING COMPREHENSION.

SO WHILE THE READING FLUENCY IS AN OPPORTUNITY FOR GROWTH, STUDENTS ARE READING ACCURATELY.

SO NOW WE NEED TO WE KNOW THAT WE NEED TO WORK ON THAT EXPRESSION AND THAT FLUENCY TO HELP MOVING THAT COMPREHENSION.

YES, SIR. WE'RE FAIRLY FAMILIAR WITH THE MAP TESTS THAT ARE GIVEN THREE TIMES A YEAR.

COULD YOU COMPARE THIS TO THOSE? OKAY. SO AND DR.

CADDELL, FEEL FREE TO JUMP IN.

OUR MCLASS IS A DIAGNOSTIC SCREENER, WHEREAS OUR MAP IS A UNIVERSAL SCREENER.

SO IT GIVES US PERCENTAGES.

IT COMPARES TO NATIONAL NORMS, WHEREAS THE CLASS IS DIAGNOSTIC DRILLS DOWN TO A SPECIFIC WEAKNESS.

IT'S ALSO FACING TEACHER AND STUDENT FACING.

SO THE TWO TEACHERS ACTUALLY GIVING THE MEASURE VERSUS COMPUTER ADAPTIVE.

DOES THAT HELP? YES. THANK YOU. OKAY.

ANYBODY ELSE HAVE ANY OTHER QUESTIONS AT THIS POINT? OKAY. PLEASE CONTINUE. YES, SIR.

MR. SELDERS. GOING BACK TO A PREVIOUS SLIDE WHERE YOU SHOW THE OVERALL GROWTH IN THE EARLY LITERACY LITERACY SKILLS.

I WAS LOOKING AT THE DIFFERENCES BETWEEN KINDERGARTEN, KINDERGARTEN FIRST AND SECOND AND THE PERCENTAGES.

SHOULD THAT BE 100% OR NOT? WELL, SINCE IT IS THE MIDDLE OF THE YEAR, WE WOULDN'T EXPECT FOR IT TO BE 100%.

SO THAT'S OUR STUDENTS.

I'M TALKING ABOUT THE TOTAL.

SO LIKE IF I LOOK AT THE ONES THAT ARE BELOW OR WELL BELOW MIDDLE OF THE YEAR AND THEN THE ONES THAT ARE ON OR ABOVE MIDDLE OF THE YEAR, I WOULD HAVE EXPECTED THAT TO BE THE TOTAL NUMBER OF KINDERGARTEN STUDENTS.

AND SO THAT NUMBER COMES TO LIKE 83%.

SO I'M JUST CURIOUS, THE OTHER 17%, WERE THEY NOT TESTED OR WERE THEY IN A RANGE DIFFERENT THAN THOSE TWO THAT ARE IDENTIFIED? GREAT QUESTION. SO IN YOUR BOARD BOOK, YOU HAVE ALL OF THE CHARTS FOR EVERY GRADE LEVEL, AND YOU'LL SEE COLOR CODED CHARTS THAT HAVE THE RED, YELLOW, GREEN AND BLUE.

AND WHAT I'VE REPORTED HERE IS THE THE WELL BELOW FOR THE RED, AND THEN I'VE REPORTED THE ON OR ABOVE GRADE LEVEL. SO YOU'RE RIGHT.

I DID NOT I DID NOT REPORT THE YELLOW KIND OF IN THE MIDDLE.

WHAT I REALLY WANTED TO SHOW IS OUR WELL BELOW STUDENTS AND THEN OUR ON GRADE LEVEL AND ABOVE.

SO THAT'S THAT MISSING PERCENTAGE.

GREAT QUESTION. THANKS. OKAY, WELL, THAT IS DIBELS, OUR ENGLISH DIAGNOSTIC. AND I'M GOING TO INTRODUCE MISS ESTHER BELLAH, OUR ESSER COORDINATOR, WHO'S GOING TO GO OVER IN CLASS LECTURE.

BUENAS NOCHES.

GOOD EVENING. I'D LIKE TO DIRECT YOUR ATTENTION TO MCLASS LECTURA.

[00:45:05]

THESE ARE THE MCLASS ASSESSMENTS FOR OUR SPANISH SPEAKING STUDENTS IN GRADES KINDERGARTEN THROUGH FIFTH GRADE.

LAST YEAR, OUR STUDENTS TOOK THE ADELE MEASURES IN KINDERGARTEN THROUGH SECOND.

THIS YEAR, ALL STUDENTS IN KINDERGARTEN THROUGH FIFTH ARE BEING ASSESSED WITH A NEW ASSESSMENT.

SO IT'S A DIFFERENT ASSESSMENT, WHICH IS CALLED MCLASS LECTURA.

SINCE THIS IS A NEW ASSESSMENT, WE ARE MEASURING GROWTH FROM BEGINNING OF YEAR TO MIDDLE OF YEAR WHILE WE ESTABLISH BASELINE DATA, WHICH WE'LL BE ABLE TO COMPARE TO NEXT YEAR. WE NOTICED THAT KINDERGARTEN TO SECOND GRADE STUDENTS WHO WERE ASSESSED IN SPANISH SCORED HIGHER THAN STUDENTS WHO WERE ASSESSED IN ENGLISH.

A POSSIBLE REASON FOR THIS IS THAT SPANISH IS A MORE TRANSPARENT LANGUAGE AND IS EASIER FOR STUDENTS TO MASTER.

IN THE PRIMARY GRADES, STUDENTS LEARN TO READ BY BLENDING SYLLABLES TO FORM WORDS.

ONCE THEY CAN DO THIS, THEY'RE ABLE TO READ.

THIS IS A MUCH SIMPLER PROCESS IN SPANISH THAN IT IS IN ENGLISH, AND THE SCORES SEEM TO REFLECT THAT.

IN KINDERGARTEN, OUR STUDENTS DEMONSTRATED GROWTH IN LETTER NAMING, PHONOLOGICAL AWARENESS AND LETTER SOUNDS, AND WE HAVE AN OPPORTUNITY FOR GROWTH IN DECODING AND WORD READING.

IN FIRST GRADE, OUR STUDENTS DEMONSTRATED GROWTH IN EVERY AREA.

LETTER NAMING, PHONOLOGICAL AWARENESS, LETTER SOUNDS, DECODING, WORD READING, FLUENCY AND ACCURACY.

WE WILL FOCUS NOW ON INCREASING THE NUMBER OF STUDENTS THAT ARE SHOWING GROWTH.

IN SECOND GRADE, OUR STUDENTS ALSO DEMONSTRATED GROWTH IN EVERY AREA, WORD READING, FLUENCY, ACCURACY AND COMPREHENSION.

WE WILL FOCUS ON INCREASING THE NUMBER OF STUDENTS SHOWING GROWTH IN THIS GRADE LEVEL AS WELL.

WHILE IT APPEARS THAT NO GROWTH OCCURRED OVERALL, WHEN YOU LOOK AT THE COMPOSITE SCORE, WHEN YOU DIVE DEEPER INTO THE DATA AND LOOK AT THE INDIVIDUAL MEASURES, YOU CAN SEE THAT THERE WAS GROWTH.

AS YOU CAN SEE IN YOUR BOARD PACKET, WHEN LOOKING AT THE COMPOSITE SCORE, WE HAVE LESS STUDENTS FAR BELOW GRADE LEVEL, THE RED BAR AND MORE STUDENTS ABOVE GRADE LEVEL, THAT BLUE BAR AT MIDDLE OF YEAR THAN WE DID AT BEGINNING OF YEAR.

NOW WE'RE GOING TO LOOK AT LECTURA DATA IN THE UPPER ELEMENTARY GRADES.

LECTURA DATA IS NEW FOR THIS YEAR IN GRADES THREE, FOUR AND FIVE.

SO WE HAVE THE SIMILAR MEASURES THAT MEGAN JUST SHARED WITH YOU IN ENGLISH.

THEY'RE HERE IN YOUR IN YOUR SLIDE DECK, BUT THEY'RE IN SPANISH.

SO IT'S VERY SIMILAR TO WHAT SHE SAID IN ENGLISH.

SO IN THIRD GRADE, STUDENTS SHOWED GROWTH IN WORD READING, FLUENCY AND ACCURACY.

AND WE HAVE AN OPPORTUNITY FOR GROWTH IN THE AREA OF COMPREHENSION.

IN FOURTH GRADE, WE SHOWED GROWTH IN ACCURACY AND HAVE OPPORTUNITIES TO GROW IN FLUENCY AND IN COMPREHENSION.

AND IN FIFTH GRADE WE SHOWED GROWTH IN FLUENCY AND ACCURACY.

WE WILL CONTINUE TO FOCUS ON GROWTH IN THE AREA OF COMPREHENSION.

AND NOW I WILL PASS IT BACK TO MEGAN.

OKAY. ONE OF OUR COLLEAGUES IS NOT HERE THIS EVENING, SO I'M GOING TO DO HER PART.

BUT WE HAVE NOW I SHOWED YOU THAT ON FEBRUARY 20TH WE HAD MCLASS COME IN.

WE'VE ALSO DONE THIS IN HOUSE IN GARLAND WITH OUR LITERACY TEAM LAST YEAR AT MULTIPLE TIMES THROUGHOUT THE YEAR, WE WORKED WITH TEACHERS, OUR COACHES AND OUR ADMINISTRATORS. BUT WE DID ANOTHER.

WE WANTED TO GIVE ONE MORE DEEP DIVE INTO THE DATA, BUT I JUST WANTED TO POINT OUT WHAT THE TEACHERS SEE IN THE CLASS SUMMARY REPORT, BECAUSE THIS IS PERHAPS THE MOST POWERFUL POINT OF DATA THAT WE HAVE THAT'S RIGHT IN THE TEACHERS HANDS.

AND THAT CLASS SUMMARY GIVES A SNAPSHOT OF THEIR CLASS PERFORMANCE AND GIVES THE COMPOSITE AN OVERALL SCORE AS ASSIGNED TO THE STUDENT.

AND TEACHERS ARE ABLE TO USE THESE INDIVIDUAL MEASURES TO INFORM INSTRUCTION.

THE CLASS SUMMARY REPORT ALSO GROUPS STUDENTS BY LIKE SKILLS THAT THEY'RE STILL NEEDING AND THEN ALSO PROVIDES LESSONS FOR THE TEACHERS.

THE LESSONS ARE EXPLICIT AND THEY FOLLOW THE I DO, WE DO, YOU DO MODEL THAT GRADUAL RELEASE.

SO THE LESSONS THAT MCLASS PROVIDES FOR THE TEACHERS ARE EXCELLENT AS WELL.

AND FINALLY, WHAT ARE INSTRUCTIONAL IMPLICATIONS? BECAUSE WE'VE GONE OVER A LOT OF DATA.

SO WE WANT TO MAKE SURE THAT WE'RE ALWAYS SUPPORTING THAT PILLAR TO ELIMINATE ACHIEVEMENT GAPS IN GARLAND ISD.

AND THIS BEGINS WITH THE IMPORTANCE OF TIER ONE INSTRUCTION.

OUR GOAL IS TO CAPTURE 80% OF OUR STUDENTS DURING OUR FIRST TEACH AND WITH THE ADOPTION OF OUR HIGH QUALITY INSTRUCTIONAL MATERIALS AMPLIFY LITERACY.

WE NOW HAVE 60 MINUTES OF DAILY EMBEDDED FOUNDATIONAL SKILLS, WHICH WE'VE NEVER HAD BEFORE.

[00:50:03]

SO THAT IS HUGE AND PUTS THAT EMPHASIS ON OUR EARLY LITERACY SKILLS IN MASTERING THOSE.

WE'RE ALSO TEACHING THOSE SKILLS IN A SYSTEMATIC AND EXPLICIT WAY.

AND FOR THE FIRST TIME EVER, OUR TEACHERS HAVE HAD A TIER ONE RESOURCE THAT FOLLOWS THE SCIENCE OF READING, WHICH ALSO COINCIDES WITH WHAT THEY'RE LEARNING IN THE READING ACADEMY.

AND THEN WHAT ARE OUR IN-CLASS INSTRUCTIONAL IMPLICATIONS? AS MENTIONED, WE TOOK THAT DEEP DIVE SO THAT THEY CAN FORMULATE THOSE STRATEGIC PLANS FOR GROWTH, IDENTIFYING THAT MOST FOUNDATIONAL LITERACY SKILL AND INTERVENING RIGHT THERE, CREATING TARGETED SMALL GROUPS FOR TEACHERS, SETTING THOSE INDIVIDUAL GOALS SO THAT THEY HAVE THAT GROWTH FOR THE END OF THE YEAR.

AND FINALLY, HOW TO PROGRESS MONITOR STUDENTS SO THAT THEY CAN SEE IF THOSE LESSONS THAT THEY'RE USING ARE WORKING SO THEY CAN PROGRESS, MONITOR EVERY TWO WEEKS TO SEE THAT GROWTH IN THE STUDENTS NOT WAITING TILL THE MOY AND THE EOY WE GET THAT QUICK DATA.

AND NOW I'M GOING TO TURN IT OVER TO MARCY EISINGER, OUR ASSISTANT DIRECTOR OF DYSLEXIA, TO REVIEW THE REQUIRED DYSLEXIA SCREENER.

ALL RIGHT. HELLO, EVERYBODY.

IT'S GOOD TO SEE EVERYBODY AGAIN.

SO YOU CAN SEE THAT THE SLIDE IS UP FOR THE DYSLEXIA SCREENER.

IT'S PART OF MCLASS.

MISS FRANKENBERG ALREADY SAID THAT IN TEXAS, WE HAVE TO SCREEN EVERY FIRST GRADER AND EVERY KINDERGARTNER AT FIRST GRADE, MIDDLE OF THE YEAR, AND KINDER AT THE END OF THE YEAR.

SO THE SLIDE THAT YOU SEE UP RIGHT NOW HAS TO DO WITH COMPARING LAST YEAR'S MIDDLE OF THE YEAR DATA TO THIS YEAR'S MIDDLE OF THE YEAR DATA.

AS YOU CAN SEE, LAST YEAR WE HAD 645 STUDENTS IN FIRST GRADE THAT WERE SCREENED SPECIFICALLY AT RISK FOR DYSLEXIA.

THIS YEAR, OUR MIDDLE OF THE YEAR FIRST GRADE SCREENER SHOWS THAT WE HAVE 611 THAT SHOWED UP AT RISK FOR DYSLEXIA.

WITH EACH ONE OF THESE THAT ARE SHOWING UP AT RISK, YOU GET A LITTLE TRIANGLE CODE THAT SHOWS YOU WHAT IT IS.

AND WE MEET ON EVERY SINGLE ONE OF THOSE STUDENTS AND THOSE STUDENTS.

WE ALSO INCLUDE THE PARENTS AND COMMITTEES TO REALLY TAKE A DEEPER DIVE INTO THE DATA TO SEE IF A REFERRAL IS WARRANTED.

AND REALLY THAT'S IT.

IS THERE DO YOU ALL HAVE ANY QUESTIONS? COMMITTEE. MR SELDERS.

YES. ONE QUESTION SPECIFICALLY WHEN YOU HAVE AT RISK FOR DYSLEXIA? 24%. WHAT DOES THAT MEAN? THAT MEANS THAT WHEN IT'S THE SAME SCREENER THAT WE USE, RIGHT, WE USE MCLASS.

BUT WHAT IT DOES IS IT ADDS THE ADDITIONAL COMPONENTS THAT YOU CAN SEE IN YOUR SLIDE, RIGHT? SO WE LOOK AT THE IT'S NOT JUST THE COMPOSITE SCORE THAT WE'RE LOOKING AT.

IT ACTUALLY LOOKS AT SPECIFIC AREAS RELATED TO DYSLEXIA THAT IT FLAGS.

SO IT'S ACTUALLY TAKING A LOOK AND THEN IT COMES UP WITH IF THEY SCORE WELL BELOW IN THESE CERTAIN AREAS, SUCH AS THE PHONEMIC AWARENESS, WE LOOK AT THAT PHONOLOGICAL AWARENESS COMPONENT, BUT WE ALSO LOOK AT SPELLING AND RAPID OPTIMIZED NAMING, WHICH ARE UNDERLYING CAUSES OF DYSLEXIA.

SO WE'RE LOOKING FOR SOMETHING UNEXPECTED.

AND JUST BECAUSE A STUDENT COMES UP ON A SCREEN OR IS BEING FLAGGED DOESN'T NECESSARILY MEAN THAT THEY ALL NEED A REFERRAL OR THAT THEY'RE ALL DYSLEXIC.

THIS IS WHEN WE MEET IN THE COMMITTEES TO MAKE THAT DETERMINATION TO LOOK AT ALL THE DATA AND BRING THE PARENT IN AND AND GET SOME MORE INFORMATION.

AND THEN ONCE YOU GET TO THAT POINT, HOW IS IT DETERMINED WHETHER OR NOT THEY ARE IDENTIFIED AS HAVING DYSLEXIA OR NOT? GREAT QUESTION. SO WHAT IT IS, IS WE SIT WE COME TOGETHER AS A MEETING CAMPUS.

CAMPUS TEAMS COME TOGETHER.

IT'S LIKE AN SS TEAM MEETING RIGHT TO WHERE WE'RE LOOKING AT ALL THE DATA TO SEE IF THEY NEED TO BE REFERRED FOR DYSLEXIA, FULL EVALUATION, A FULL INDEPENDENT EVALUATION, RIGHT? SO WE'RE LOOKING AT ALL THE DATA.

WE'RE BRINGING THE PARENT AND WE'RE GETTING INFORMATION FROM THE PARENT.

AND WHEN WE'RE LOOKING AT IT, A STUDENT WITH DYSLEXIA, TYPICALLY YOU WOULD SEE UNEXPECTEDNESS.

SO IT MAY BE THAT THE STUDENT IS STRUGGLING ACROSS THE BOARD.

IT MAY BE THAT THERE COULD BE A LOT OF REASONS, AND THAT'S WHY EVERYBODY NEEDS TO COME TO THE TABLE TO MAKE SURE THAT THEY HAVE A VOICE AND EVERYBODY BRINGS THE DATA TO THE TABLE TO MAKE THAT DETERMINATION.

WHEN YOU SEE THAT ALL THESE AREAS ARE LOW.

RIGHT. THERE'S SO MANY VARIABLES.

IT'S A MATTER OF HOW TO LOOK AT THE DATA TO DETERMINE WHETHER YOU NEED A REFERRAL.

RIGHT? SO YOU HAVE ALL THESE AREAS THAT ARE LOW AND MAYBE YOU HAVE A FAMILY HISTORY, MAYBE YOU HAVE A STRENGTH, FOR EXAMPLE, IN MATH OR LISTENING COMPREHENSION.

SO WE'RE LOOKING AT ALL THESE PIECES.

MAYBE THEY CAN ANSWER ORALLY REALLY WELL, SO YOU KNOW THAT.

SO YOU'RE LOOKING AT ALL OF THE PIECES OF DATA BRINGING IT TOGETHER.

AND IF THEY SEE THAT THERE IS A NEED FOR A REFERRAL, WE DO NOT WANT TO DELAY EARLY INTERVENTION.

EARLY INTERVENTION IS KEY.

SO IF WE'RE SEEING ALL THOSE PIECES, THEN YES, THE COMMITTEE WOULD MAKE THAT DETERMINATION TO REFER FOR A FULL INDIVIDUAL EVALUATION.

[00:55:04]

THANK YOU. YOU'RE WELCOME.

ONE OTHER QUESTION. MR GLICK.

I WANTED TO GO BACK TO MS..

FRANKENBERG A SLIDE THAT YOU TALKED ABOUT WITH TIER ONE INSTRUCTION IMPLICATIONS.

AND, YOU KNOW, THERE'S BEEN A LOT OF DISCUSSION ABOUT THE IMPORTANCE OF TIER ONE DELIVERY.

AND SO WITHIN THE CONTEXT OF THE TEACHERS THAT ARE PROVIDING THE TIER ONE INSTRUCTION, ARE THERE DIFFERENT LEVELS OF PROFICIENCY IN THEIR ABILITY TO PROVIDE TIER ONE INSTRUCTION? HOW ARE WE MEASURING THAT? THAT IS A GOOD QUESTION.

WELL, WE HAVE OUR T TESTS WHICH ARE ADMINISTRATORS DO FOR OUR TEACHERS.

I'VE HAD THE PRIVILEGE THIS YEAR TO GO ON A VARIETY OF T TEST WALKS WITH SOME INDEPENDENT CONSULTANTS WHERE MYSELF, AS PART OF THE LITERACY TEAM, MATH TEAM, ADMINISTRATORS, OUR EDL TEAM, WE ALL WALK A CAMPUS AND WE'RE LOOKING AT WE GO INTO A CLASSROOM AND WE'RE LOOKING AT THAT INSTRUCTION, BUT WE'RE ALSO LOOKING AT STUDENT WORK AND THEN WE'RE ALL COMING OUT AND WE'RE CALIBRATING ON WHAT WE ALL SAW.

AND THAT'S PART OF MAKING SURE THAT OUR T TESTS, EVALUATIONS FOR OUR TEACHERS ARE CALIBRATED ACROSS THE BOARD AND WE ALL ARE READING INSTRUCTION IN THE SAME MANNER.

SO I THINK THAT'S A GREAT STEP THAT GARLAND ISD HAS TAKEN THIS YEAR SO THAT WE'RE ALL ON THE SAME PAGE OF WHAT IS GOOD INSTRUCTION.

AND THEN THROUGH OUR PROFESSIONAL LEARNING THAT WE OFFER THROUGH OUR TEACHING AND LEARNING DEPARTMENT, WE ARE ALWAYS ON CAMPUSES AND WE'RE IDENTIFYING AREAS OF STRENGTH GROWTH NOT ONLY WITH DATA BUT ALSO THROUGH CLASSROOM OBSERVATION THAT HELPS US DETERMINE PROFESSIONAL LEARNING PLANS.

WE ALSO GET TEACHER FEEDBACK.

WE JUST MET WITH A COMMITTEE OF TEACHERS LAST NIGHT AND ARE LOOKING AT WHAT RESOURCES THEY NEED, WHAT PROFESSIONAL LEARNING THEY NEED.

ONE OF THE THINGS THAT I'M REALLY EXCITED ABOUT COMING SOON THIS SUMMER IS CHOICE BASED PROFESSIONAL DEVELOPMENT.

OUR TEACHERS HAVE BEEN ASKING FOR IT AND WE'RE PUSHING FOR IT FROM A TEACHING AND LEARNING STANDPOINT SO THAT OUR TEACHERS HAVE SOME CHOICE IN THE AREAS OF WHERE THEY NEED TO GROW. SO A LOT OF DIFFERENT WAYS THAT WE'RE ASSESSING THE LEVELS OF INSTRUCTION THAT ARE HAPPENING IN OUR CLASSROOMS. THANK YOU FOR THAT. THE REASON FOR THE QUESTION WAS, I REMEMBER WHEN WE WENT THROUGH THE PROCESS AND WE HAD HANLEY AND LYLES BECOME AISD CAMPUSES, AND ONE OF THE THINGS THAT I LEARNED DURING THAT PROCESS WAS STUDENTS WHO STRUGGLE THE MOST NEED TEACHERS THAT ARE VERY EFFECTIVE, AND THAT'S WHAT THE RESEARCH SHOWS.

AND SO I WAS JUST CURIOUS, WITH THE DATA THAT WE HAVE NOW, ARE WE IDENTIFYING TEACHERS AND MATCHING THEM WITH STUDENTS WHO STRUGGLE THE MOST AND MAKING SURE THAT THAT IS ACTUALLY HAPPENING FROM AN ALIGNMENT STANDPOINT? I CAN ANSWER THAT. MR SELDERS YES.

YOU KNOW, YOU ALSO HAVE TO REMEMBER WE'RE IN AN ENVIRONMENT RIGHT NOW.

WE HAVE SO MANY NEW TEACHERS THAT ARE COMING INTO THE PROFESSION.

SO WHEN YOU HAVE A WORKFORCE THAT'S COMING IN, WE HAVE SO MANY NEW TEACHERS, THAT'S NOT ALWAYS EASY TO DO BECAUSE YOU HAVEN'T SEEN THEM TEACH YET.

BUT PRINCIPALS, THAT'S REALLY A CAMPUS DECISION WHERE WE'RE LOOKING AT DATA AND WE'RE LOOKING AT KIDS THAT ARE COMING UP AND REALLY TRYING TO PUT TEACHERS, YOUR STRONGEST TEACHERS AND MOST EXPERIENCED TEACHERS IN FRONT OF KIDS THAT NEED THEM THE MOST.

AND THAT'S KIND OF A IT'S A LITTLE BIT DIFFERENT ENVIRONMENT TODAY THAN IT WAS, YOU KNOW, A COUPLE OF YEARS AGO.

WHEN WE ACE THOSE TWO CAMPUSES, WE'RE NOT AT THAT LEVEL DISTRICT WIDE.

BUT THAT IS A CONVERSATION THAT IDLES CONSISTENTLY HAVE WITH PRINCIPALS REALLY TRYING TO PUT BEING INTENTIONAL ABOUT HOW WE GROUP CLASSROOMS WHERE WE PUT KIDS.

YES. AND COMING BACK, ONE MORE THING THAT MR. FRANKENBERG, YOU DIDN'T ADD THAT I THINK I'D LIKE TO ADD ABOUT GOING INTO CLASSROOMS, OBSERVING THIS AND REALLY TRYING, YOU KNOW.

SUPPORT AND GROW TEACHERS AND BUILD CAPACITY.

ONE OF THE THINGS THEY'VE ALSO DONE IS THEY'VE DONE A REALLY GOOD JOB OF DEVELOPING LOOK FOR DOCUMENTS AND BEING REAL CLEAR ABOUT WHAT ARE WE LOOKING FOR WHEN WE GO TO CLASSROOMS. AND SO IF I'M GOING TO A CLASSROOM AND MY JOB IS TO TRY TO BUILD CAPACITY OF ONE OF MY TEACHERS I'M REAL CLEAR ABOUT, THESE ARE THE LOOK FORWARDS THAT WE'RE LOOKING FOR.

THESE ARE BEST PRACTICES.

THEN WE CAN GET REAL NARROW WITH TEACHERS ARE COMING TO THE PROFESSION THAT THEY HAVEN'T HAD AS MUCH IN-SERVICE AS A TRADITIONAL TEACHER MIGHT HAVE.

AND SO BEING REALLY INTENTIONAL WITH OUR COACHING AND THE COMMITMENT TO PUTTING COACHES AT ALL CAMPUSES HAS ALSO HELPED TREMENDOUSLY.

NOW, WITH THE TEACHERS THAT WE'RE GETTING, AND I WANT TO EXPAND ON THAT, I LOVE YOUR QUESTION, MR SELDERS, BECAUSE, YOU KNOW, THAT'S THE KEY.

IF WE CAN CALIBRATE ALL OUR TEACHERS AND KNOW WHERE THEY'RE AT, THAT'S WHY WE INSTITUTED THIS COACHING MODEL VERY EARLY.

WE FORESAW A NEED TO HAVE EVERYBODY AT THE SAME LEVEL.

EVEN IF YOU HAVE A VETERAN TEACHER, DOESN'T MEAN THAT THEY'VE BEEN TAUGHT IN THE CURRENT PEDAGOGY TO HAVE SUCCESS ON THESE TYPE OF ASSESSMENTS.

[01:00:01]

YOU KNOW, AND IT'S AN ART, IT'S AN ART AND SCIENCE TO IT.

I THINK, YOU KNOW, THE DEMAND FOR FOR GREAT TEACHING IS HIGH.

SO WE HAVE THESE COACHES, ONE, TO HELP THEM WALK THROUGH IT, TO OBSERVE.

THREE, TO CALIBRATE IN A NON-EVALUATIVE WAY.

BECAUSE SOMETIMES WHEN AN ADMINISTRATOR COMES IN, IT'S EVALUATIVE.

BUT, BUT THIRD, TO SEE THE STRENGTHS AND WEAKNESSES OF THE TEACHER SO WE COULD HAVE OUR TARGETED INSTRUCTIONAL IMPLICATIONS FOR THE TEACHER AND THEN THEY CAN MEET THE TARGETED IMPLICATIONS FOR THE STUDENTS.

NOW, WHAT I LOVED WHAT YOU SAID ABOUT EVERYTHING WAS ARE WE PUTTING BASICALLY OUR BEST TEACHER WITH OUR NEEDIEST STUDENTS? IDEALLY, WHEN WE HAD A DEEP BENCH, THAT WAS THE GOAL.

WE ALWAYS WANTED OUR BEST TEACHERS WITH OUR NEEDIEST STUDENTS.

WE'RE STILL TRYING TO ACHIEVE THAT GOAL.

BUT AT THE SAME TOKEN, IT'S IT'S IT'S GETTING EVERYBODY UP TO THAT.

NOW, THAT DOES MEAN SOMETIMES OUR BEST TEACHERS ARE OUR COACHES, AND OUR COACHES DO A LOT OF TUTORING THEMSELVES.

ALL RIGHT? OUR COACHES JUST DON'T STOP WITH THE TEACHERS.

THEY'RE GOING THAT EXTRA MILE.

BUT TO SAY THAT IT'S HAPPENING CONSISTENTLY AT 72 CAMPUSES IS HARD TO DEFINE AT THIS POINT.

YEAH. I WAS, I GUESS, SPEAKING SPECIFICALLY FOR THESE PARTICULAR STUDENTS BECAUSE WE'RE TALKING ABOUT EARLY LITERACY.

SO BECAUSE IT'S SUCH A CRITICAL TIME AND PHASE IN THEIR EDUCATIONAL CAREERS, YOU KNOW, WE UNDERSTAND WHAT HAPPENS IF YOU'RE NOT ON GRADE LEVEL WHEN YOU'RE IN THE THIRD GRADE OR READING ON THIRD GRADE LEVEL BY THE TIME YOU'RE IN THE THIRD GRADE.

SO I WAS JUST CURIOUS AS TO SORT OF WHAT OUR PROCESS IS AND THEN FROM A GOVERNANCE STANDPOINT, LIKE WHAT CAN WE DO TO SUPPORT OR BETTER SUPPORT THOSE NEW TEACHERS WHO NEED ADDITIONAL HELP TO GET UP TO SPEED SO THAT THEY CAN BE MORE PROFICIENT IN THEIR INSTRUCTIONAL DELIVERY? WELL, ONE GREAT THING THAT THE STATE IS HELPING US WITH IS THAT IF YOU HAVEN'T GONE THROUGH THE READING ACADEMY AND SUCCESSFULLY COMPLETED THE READING ACADEMY IN K THROUGH THREE, THEN YOU WON'T BE ABLE TO BE A KINDERGARTEN FIRST, SECOND OR THIRD GRADE CLASSROOM AFTER THIS JUNE 20TH, 23 COHORT.

SO WE THAT'S ONE WAY THAT THE STATE IS ENSURING THAT WE HAVE HIGH QUALITY TEACHERS IN OUR LOWER GRADES.

SO THAT IS SOMETHING TO CELEBRATE RIGHT THERE.

AND WE'RE MONITORING THAT OF WHO'S GONE THROUGH THE READING ACADEMY, WHO HASN'T.

WE HAVE ANOTHER COHORT THAT WILL START IN JUNE.

AND THEN DOCTOR ADAMS, DID YOU HAVE A COMMENT? THE ONLY THING I'D ADD THAT'S A GREAT QUESTION BECAUSE WITH THE ENVIRONMENT THAT WE'RE IN TODAY, WE CANNOT CONTINUE TO SUPPORT AND INDUCT OUR TEACHERS IN THE SAME WAY.

AND SO WE'RE COMPLETELY REVAMPING OUR INDUCTION AND HOW TEACHERS COME INTO OUR SYSTEM, ESPECIALLY OUR FIRST YEAR TEACHERS AND OUR NCI.

AND SO IF YOU THINK HISTORICALLY, WHEN A NEW TEACHER CAME TO OUR SYSTEM, WE'D HAVE X AMOUNT OF DAYS FOR PRE-SERVICE, WE'D HAVE DISTRICT TRAINING AND PRE-SERVICE BEFORE THEY WENT TO THE CAMPUS.

AND WHAT WE DID 3 TO 5 YEARS AGO ISN'T SUFFICIENT.

WE NEED TO DO MORE.

AND SO THE TEAM IS REALLY WORKING ON REVAMPING ALL OF OUR PROFESSIONAL DEVELOPMENT MODELS AND DIFFERENTIATING FOR OUR NCI OR NON CERTIFIED INSTRUCTORS AND OUR FIRST YEAR TEACHERS, BECAUSE THE REALITY IS WE'RE GETTING MORE AND MORE NCI TEACHERS INTO THE FIELD AND WE'RE PUTTING THEM IN FRONT OF KIDS AND THEY HAVEN'T HAD ALL THE PRE-SERVICE AND THE TRADITIONAL TRAINING. AND SO MR. ORIOLO, DR. HILL AND TEAM ARE REALLY WORKING CLOSELY AT REDEVELOPING THAT.

AND SO WE'RE EXCITED THIS SUMMER.

WE'RE GOING TO EXPAND THAT SUBSTANTIALLY AND INVEST IN THAT BECAUSE WE KNOW THAT OUR NEW TEACHERS ARE GOING TO NEED MORE.

BUT I HOPE THAT ANSWERS PART OF THAT QUESTION.

OKAY. IT'S TOUGH.

THANK YOU. OKAY. MISS STANLEY, ANY QUESTIONS? YES, BUT IT'S GOING TO GO BACKWARDS.

DYSLEXIA, AS MOST THINGS DO FOR ME.

SO I AM THRILLED TO DEATH WITH THE FACT THAT WE'RE SHOWING 24%, BECAUSE I DO BELIEVE IT'S PROBABLY A LITTLE BIT HIGHER. BUT WE'RE DOING THE BEST WE CAN.

BUT MY QUESTION IS, SO OF THESE KIDS THAT WE SIT DOWN AND WE DO THE GET WITH THE PARENTS, STUFF LIKE THAT, ARE WE FOLLOWING THROUGH TO SEE HOW MANY OF THEM ARE TRULY FOLLOWING THROUGH WITH THE TESTING? AND THEN FROM THAT POINT, IT'S GREAT THAT WE IDENTIFY THEM.

BUT IF WE DON'T IDENTIFY THEM AND SHORE IT UP, THEN THEY STILL GET TO THE THIRD GRADE WITHOUT THE BLOCKS, RIGHT.

AND SO IT'S A HUGE PROCESS, AS WE ALL KNOW, TO GET THAT OFFICIAL DYSLEXIA TITLE THAT WE WANT.

AND ARE WE TRACKING IT SO THAT WE'RE GRABBING THOSE ONES THAT START TO FALL THROUGH THE CRACKS? BECAUSE IT'S NOT JUST THE SCHOOL THAT HAS TO DO THE TESTING.

AND MANY TIMES WE'RE SENDING THEM TO THEIR PEDIATRICIANS AND WE'RE IT'S A PROCESS, RIGHT?

[01:05:02]

YES. SO HOW ARE WE KIND OF MAKING SURE THAT WE'RE NOT LOSING THEM? BECAUSE THESE ARE YOUNG KIDS WITH PARENTS THAT HAVE PROBABLY MULTIPLE YOUNG KIDS.

RIGHT. AND WHEN WE'RE LOOKING AT SCREENING, YES.

THAT IS BEING TRACKED.

SO LIKE WE AND WE DON'T HAVE ALL THE DATA YET BECAUSE THEY'RE STILL IN THE PROCESS OF HAVING THESE MEETINGS.

BUT YES, THAT'S ALL BEING COMPILED AS WE GO THROUGH TO SEE HOW MANY WERE ON THE SCREENER AND THEN FROM HOW MANY WERE ON THE SCREENER, WHAT OCCURRED AT THE MEETING, HOW MANY WERE BEING REFERRED, WHAT THAT PROCESS WAS, HOW MANY DO WE HAVE IDENTIFIED, HOW MANY ARE WE SERVING? WHERE ARE THEY BEING SERVED? ARE THEY BEING SERVED IN SPECIAL EDUCATION VERSUS A GENERAL EDUCATION? SO WE'RE TRACKING ALL OF THAT AS WE'RE GOING THROUGH THIS PROCESS.

YOU'LL GET? YEAH, ABSOLUTELY.

LIKE I SAID, RIGHT NOW, FOR THE MIDDLE OF THE YEAR, THEY'RE JUST NOW LIKE WE'RE IN THE MIDDLE OF IT.

BUT AS WE'RE COMPLETING IT, THEN YES, THAT'S ALL PUT IN TOGETHER AND WE'RE COMPILING THAT DATA AS WE GO.

THANK YOU. YOU'RE VERY WELCOME.

YES, YOU'RE WELCOME.

SELDERS. ANYTHING FURTHER? MR. BEACH. MINES MORE OF A COMMENT, BUT I JUST WANT TO SAY THAT I CAN REMEMBER COMING ON THIS BOARD IN MAY OF 2016 AND I CAN REMEMBER ONE OF THE PRESENTATIONS MADE WAS BY A JUNIOR THAT WAS FROM ONE OF THE HIGH SCHOOLS IN THE ROWLETT OR SACHSE THAT HAD GONE ALL THE WAY THROUGH THE SYSTEM WITH DYSLEXIA.

AND IT WAS REALLY TOUGH ON THIS YOUNG MAN AND IT REALLY BROKE MY HEART AT THAT PARTICULAR POINT.

SO I WANT TO COMMEND DR.

LOPEZ BECAUSE I KNOW THAT OUR BOARD, WE STOOD UP AND WE SAID THE LADY BEHIND 36 NEW DYSLEXIA TEACHERS.

BUT OF COURSE, THEN WHAT YOU'RE TALKING ABOUT, A LOT OF THESE ARE BRAND NEW FOLKS THAT WE'RE TRYING TO TRAIN AND TRYING TO GET ON, WHICH IT GOES TO ANOTHER SECTION OF WHAT I WANT TO TALK ABOUT IS OF WHAT DR.

LOPEZ, ONE OF HIS PILLARS, AND THAT WAS CLOSING THE GAPS.

AND THIS IS ONE AREA THAT WE THIS IS GOING TO REALLY HELP IF WE CAN CATCH THESE KIDS DOWN THERE IN THAT FIRST, SECOND AND THIRD GRADE LEVEL AND HOPEFULLY TRAIN THESE TEACHERS AND GET EVERYTHING. IT'S A TIME FRAME.

IT'S A LONG IT'S A LONG, DRAWN OUT PROCESS.

AND I KNOW THAT YOU GUYS ARE WORKING YOUR TAILS OFF AND I REALLY APPRECIATE YOUR EFFORTS.

SO THAT'S MAINLY WHAT I WOULD LIKE TO JUST TALK ABOUT WAS WHERE WE WERE AND BACK THEN AND WHERE WE ARE TODAY AND WITH THE NEW STAFF MEMBERS THAT WE HAVE, JUST KEEP TRUCKING.

WE'RE GOING TO GET THERE AND WE'RE GOING TO BEAT THIS AND WE'RE GOING TO CLOSE THOSE GAPS.

SO I APPRECIATE THE EFFORTS YOU GUYS ARE DOING.

THANK YOU. MR. MILLER. UM, YEAH, I DON'T KNOW HOW TO ASK THIS QUESTION, BUT IT'S PRETTY MUCH, YOU KNOW, FOR A LONG TIME I HEARD A LOT OF DISCUSSION ABOUT PRE-K FOR ALL AND THOSE KIND OF THINGS. AND I KNOW WE DON'T TECHNICALLY HAVE PRE-K FOR ALL, BUT WE HAVE HOW MANY PRE-K ACTIVITIES GOING ON IN THE DISTRICT OR LOCATIONS? A LITTLE OVER 20.

I BELIEVE WE HAVE A LITTLE OVER 2200 STUDENTS CURRENTLY ENROLLED IN PRE K.

AND I THINK THAT'S AWESOME.

BUT I'M WONDERING IF THERE'S A WAY TO TRACK THE SUCCESS OF THESE.

I MEAN, HOPEFULLY SOMEDAY IT'LL BE PRE-K FOR ALL.

I WOULD BE VERY INTERESTED TO KNOW WHAT KIND OF IMPACT IT HAS TO BE ABLE TO GRAB THEM A YEAR EARLIER.

WHEN I SAY GRAB THEM, I MEAN START EDUCATING KIDS A YEAR EARLIER AND SEE IF THAT IS IMPACTFUL BY THE THIRD GRADE, FOURTH GRADE.

WE'RE ABOUT TO FIND OUT IN THE NEXT ITEM.

IS THAT THE NEXT ITEM? YES.

YES. YES. WAIT, ONE ITEM WE'LL GIVE YOU.

WELL, WHY DON'T I WAIT ONE ITEM? WELL, AND I WILL SAY WE ARE GOING TO SHIFT TO PRE-K GRIFFIN.

YES. YES. IS THAT IT, SIR? YES, MISS GRIFFIN. YES, I'LL HOLD MY QUESTION.

THANK YOU FOR THE PRESENTATION.

VERY INFORMATIVE.

OH, OKAY.

I KEPT HEARING YOU SAY AMPLIFY.

AND MY QUESTION IS, HOW LONG HAVE WE HAD AMPLIFY AND WHAT IS THE WHY DID WE PURCHASE AMPLIFY? AND BECAUSE YOU KEPT GIVING THROUGH YOUR PRESENTATION, YOU KEPT GIVING EXCELLENT REVIEWS ON AMPLIFY.

AND SO I JUST WANT TO KNOW HOW LONG WE'VE BEEN USING IT AND WHAT WAS OUR MAIN PURPOSE FOR CHOOSING IT.

AND IT APPEARS THAT IT'S SATISFYING WHAT WE SELECTED IT TO DO.

SO LAST SPRING WE DID A PILOT UTILIZING A NEW TIER ONE RESOURCE CALLED AMPLIFY LITERACY.

AMPLIFY IS A PARENT COMPANY AND MCLASS IS THE DIAGNOSTIC TOOL THAT AMPLIFY PART OF AMPLIFY.

HOWEVER MCLASS USES DIBELS, WHICH I'M NOT SURE IF YOU'RE FAMILIAR WITH THAT OR NOT, BUT IT HAS BEEN AROUND FOR YEARS.

IT'S THAT DIAGNOSTIC INDICATORS OF BEGINNING EARLY LITERACY SKILLS.

WE USED TO GIVE DIBELS ON A CHECK SHEET AND NOW WE CAN DO IT COMPUTER BASED AND THAT MCLASS STANDS FOR MOBILE CLASS.

[01:10:04]

JUST A LITTLE HISTORY THERE.

BUT DIBELS IS NOT A NEW SCREENER.

IT'S JUST NOW IN A DIGITAL FORM CALLED MCLASS.

SO AMPLIFY LITERACY CAME ABOUT AS A NEED TO ADDRESS SOME OF THE THINGS THAT WE WERE LEARNING IN THE SCIENCE OF READING.

WE KNOW THAT IT TAKES TWO THINGS TO BECOME A SKILLED READER, WORD RECOGNITION AND THOSE COMPREHENSION SKILLS.

AND WE REALLY NEEDED A RESOURCE THAT WAS GOING TO HELP BUILD THOSE EARLY LITERACY FOUNDATIONAL SKILLS.

AND SO THAT IS SOMETHING THAT AMPLIFY LITERACY PROVIDES THAT WE HAVE NOT HAD BEFORE.

CAN I ADD SOMETHING? SURE.

JUST BECAUSE PART OF THAT IS ALSO BECAUSE WORKING WITH THE TEAM THAT WHAT MCLASS DOES WITH DIBELS IS IT ACTUALLY BECAUSE BEFORE WE MIGHT HAVE HAD TO HAVE DONE TWO SEPARATE SCREENERS.

THIS ALLOWS US TO HAVE ALL IN ONE AND THEY ALSO HAVE A REALLY GOOD AND EFFECTIVE DYSLEXIA SCREENER AS WELL THAT WE WEREN'T ABLE WE HAD TO PULL FROM DIFFERENT PLACES AND DO SOMETHING DIFFERENT.

SO THIS HELPS WITH THAT BECAUSE WE CAN DO IT.

ANY OTHER QUESTIONS? I DO HAVE ONE.

I'VE BEEN WAITING FOR A WHILE AND I'VE BEEN TOLD YOU'RE THE EXPERT ON MY QUESTION.

SO APPARENTLY THERE'S BEEN A FAIR AMOUNT OF CONTROVERSY IN HOW WE TEACH READING TO THE YOUNGER STUDENTS.

I REMEMBER AT ONE POINT WE WERE APPROVING A BID AND IT WAS SOMETHING CALLED LUCY CORKINS.

AND I REMEMBER I SAYING, IS THAT A PERSON? IS THAT A PROGRAM? AND THEY SAID, IT'S BOTH.

AND SO NOW I'VE READ THAT LUCY CORKINS ACTUALLY STILL ALIVE, OKAY.

AND HAS COME OUT AND MADE SOME PRONOUNCEMENTS INDICATING THAT HER PHONICS HAS NOW CHANGED.

SO COULD YOU COMMENT ON ALL THAT AND WHAT WE'RE DOING IN THAT REGARD? SURE. SO A LITTLE A LITTLE HISTORY.

LUCY CAULKINS IS THE AUTHOR OF UNITS OF STUDY.

SO WE HAVE UNITS OF STUDY IN READING, AND SHE HAS UNITS OF STUDY IN WRITING.

IN GARLAND ISD, WE HAD USED THE UNITS OF STUDY IN WRITING, WHICH IS A WRITER'S WORKSHOP MODEL WHICH REALLY HASN'T RECEIVED THE SAME CONTROVERSY THAT YOU'RE SPEAKING TO.

IN GARLAND ISD, WE NEVER DID USE UNITS OF STUDY IN READING.

WE USED A DIFFERENT RESOURCE.

SO MUCH OF THE CONTROVERSY IS AROUND THE UNITS OF STUDY IN READING.

ONE THING THAT WE KNOW IS THAT ONLY FOR ABOUT THE LAST 20 YEARS HAVE WE REALLY BEEN ABLE TO STUDY HOW THE BRAIN LEARNS TO READ THROUGH ADVANCED TECHNOLOGY. SO A LOT OF WHAT WE'RE WHILE A LOT OF THESE THEORIES HAVE BEEN AROUND FOREVER.

WE'RE JUST NOW REALLY ABLE TO TELL HOW THE BRAIN LEARNS TO READ, WHICH IS WHY THERE IS SO MUCH CHANGE RIGHT NOW.

SO THE IDEA OF HOW WE TEACH READING IS REALLY WE KNOW TO PREVENT THINGS LIKE DYSLEXIA AND NOT NECESSARILY TO PREVENT, BUT TO HELP ALL STUDENTS WHO MAY HAVE DYSLEXIA.

WE NEED TO TEACH PHONICS IN A SYSTEMATIC AND EXPLICIT WAY.

WE CAN'T LEAVE IT UP TO CHANCE.

AND THAT'S WHAT AMPLIFY LITERACY HELPS US WITH HAVING A VERY SYSTEMATIC WAY TO TEACH ALL THE KIDS SO THAT WE'RE NOT MISSING THE 60% OF KIDS OR THE 80% OF KIDS THAT AREN'T JUST GOING TO LEARN TO READ THROUGH OSMOSIS.

SO WE ARE INCORPORATING PHONICS.

YES. AND THAT'S, I THINK, THE CHANGE THAT LUCY CAULKINS SAID SHE NOW AGREES WITH.

WOULD THAT BE A FAIR STATEMENT? I DON'T KNOW THAT SHE DIDN'T EVER AGREE WITH IT.

I THINK THAT IN LIGHT OF THE RESEARCH, SHE HAS ADDED COMPONENTS TO HER UNITS OF STUDY READING PROGRAMS. SHE NOW HAS A STAND ALONE PHONICS PROGRAM AS WELL.

THANK YOU. I KNEW YOU WOULD KNOW THE ANSWER.

ANYBODY ELSE HAVE ANY OTHER QUESTIONS? GOOD. WE THANK YOU VERY MUCH.

AND YOU'RE UP AGAIN.

LET'S GO TO ITEM FOUR.

THIS IS FOR MR. MILLER.

MR PRE-K CIRCLE DATA REVIEW.

I HAVE NO QUESTIONS.

I DON'T KNOW WHAT'S HAPPENING HERE.

THAT'S A GREAT SEGWAY, THOUGH.

IT WAS. AND I'M GOING TO TELL YOU THAT WE'RE GOING TO TALK ABOUT THE PRE-K DATA TONIGHT.

OH, WAIT, SORRY. GOOD EVENING AGAIN, CHAIRPERSON GLICK TRUSTEES AND DR.

LOPEZ. WE'RE NOW GOING TO TAKE A LOOK AT THE PRE-K CIRCLE DATA.

BUT TO ANSWER MR. MILLER'S QUESTION FROM BEFORE, WAIT UNTIL APRIL WHEN WE REALLY TAKE A DEEP DIVE INTO OUR PRE-K OUTCOMES.

AND WE ARE GOING TO SHOW YOU, MR. MILLER, HOW WE HAVE TRACKED OUR PRE-K STUDENTS FROM THAT WENT TO PRE-K AND GARLAND ISD AND HOW THEY'RE PERFORMING ON THE MCLASS

[01:15:01]

DATA IN KINDERGARTEN.

AND YOU'RE GOING TO BE VERY EXCITED AND WE WILL CONTINUE TO DO THAT AND SEE HOW THEY DO IN FIRST AND SECOND AND THIRD AND BEYOND.

THIS IS THE FIRST YEAR WE'VE BEEN ABLE TO DO THAT.

SO TONIGHT WE'RE ONLY GOING TO TALK ABOUT THIS YEAR'S PRE-K STUDENTS.

BUT WHEN WE COME IN APRIL, WE'RE GOING TO TALK ABOUT OUR PRE-K STUDENTS AND THE OUTCOMES THAT WE'RE SEEING FROM THE PROGRAMING.

SO GARLAND ISD HAS BEEN ACTUALLY TRACKING CIRCLE DATA SINCE THE 2017 2018 SCHOOL YEAR.

IT'S PROVIDED TO DISTRICTS AT NO COST AND IS ONE OF THE TEA PRE K PROGRESS MONITORING TOOLS AVAILABLE IN BOTH ENGLISH AND SPANISH.

THE CIRCLE PROGRESS MONITORING SYSTEM INCLUDES MULTIPLE COMPONENTS AND IS AS ADMINISTERED THREE TIMES A YEAR AND THOSE ARE KNOWN AS WAVES.

WAVE ONE IS THE BEGINNING OF THE YEAR.

WAVE TWO IS THE MIDDLE OF THE YEAR.

WAVE THREE IS THE END OF THE YEAR.

CIRCLE IS A STANDARDIZED CRITERION REFERENCED ASSESSMENT THAT ENABLES TEACHERS TO ASSESS A PRE-K CHILD'S PROGRESS ONE ON ONE IN PARTICULAR SKILL AREAS.

AND FINALLY, CIRCLE PROGRESS MONITORING ALSO PROVIDES TARGETED LESSONS TO USE WITH STUDENTS DURING SMALL GROUP INSTRUCTION AND IS CLOSELY ALIGNED TO OUR PRE K GUIDELINES.

AND ON THE NEXT PAGE YOU'LL SEE THAT WE HAVE DIFFERENT TYPES OF ASSESSMENTS, WE HAVE DIRECT ASSESSMENTS AND WE HAVE OBSERVATIONAL ASSESSMENTS AND WE HAVE LISTED THOSE BELOW.

AND SOME OF THOSE MEASURES ARE REQUIRED FOR OUR EARLY CHILDHOOD DATA SYSTEMS REPORTING, AND THOSE INCLUDE RAPID VOCABULARY NAMING, RAPID LETTER NAMING, EARLY WRITING SKILLS IN MATHEMATICS.

AND THE STATE ALSO INCLUDED ONE OBSERVATION ASSESSMENT IN THE AREA OF SOCIAL EMOTIONAL BEHAVIORS.

THE REQUIRED MEASURES ARE REPORTED TO TO TO TO ASSIST SCHOOLS WITH PROGRESS MONITORING AND PROVIDE RICH DATA IN ORDER TO HELP SUPPORT CHILDREN IN THEIR CLASSROOMS. TEA STRONGLY RECOMMENDS ASSESSING THE ADDITIONAL MEASURES INCLUDED ON THE CHART TO CAPTURE A MORE COMPLETE CHILD SNAPSHOT OF THE CHILD'S DEVELOPMENT. AND THAT IS WHY WE INCLUDE ALL OF THOSE MEASURES HERE IN GARLAND ISD.

AND NOW I WILL TURN IT OVER TO OUR ONE MAN PRE-K TEAM.

MISS CHASSIDY BASS, EARLY CHILDHOOD COORDINATOR, TO GO IN DEPTH WITH THE CIRCLE DATA.

ALL RIGHT. GOOD EVENING.

GOOD TO SEE YOU ALL. THANK YOU FOR THE OPPORTUNITY TO SHARE TODAY.

I WANT TO SHOUT OUT TWO PEOPLE THAT ARE HERE TODAY THAT SUPPORT PRE-K AND THEY'RE MY PARTNERS IN PRE-K CRIME MOST OF THE TIME.

I WANT ROBIN BALDERSON, THANK YOU FOR BEING HERE TODAY.

SHE IS OUR ECSC COORDINATOR.

SO WE COLLABORATE ON A REGULAR BASIS TO PROVIDE SUPPORT FOR OUR ECSC STUDENTS BECAUSE PRE-K ENCOMPASSES US ALL.

AND THEN ALSO, I WANT TO SHOUT OUT MR. KAISER, WHO IS THE PRINCIPAL OVER AT CISNEROS PRE-K KINDERGARTEN CENTER, BECAUSE WE GET TO COLLABORATE ON A WEEKLY BASIS PROVIDING PLCS FOR THE PRE-K TEACHERS. SO THANK YOU ALL FOR BEING HERE TODAY.

ALL RIGHTY. LET'S DIVE ON IN.

BEFORE WE LOOK AT EACH MEASURE, I WANT TO EXPLAIN THE DATA BAR THAT'S LOCATED AT THE BOTTOM OF EACH SLIDE.

WE WILL LOOK AT THE PERCENTAGES.

THANK YOU, MEGAN. WE WILL LOOK AT THE PERCENTAGES OF GROWTH FROM WAVE ONE TO WAVE TWO.

LIKEWISE, I WANT TO PUT SPECIAL EMPHASIS ON THE EOY GOAL.

THE CIRCLE EOY GOAL WAS SET TO MIRROR THE DISTRICT'S BOARD GOALS FOR THIRD GRADE STUDENTS OF ATTAINING 90% PROFICIENCY IN EARLY LITERACY AND MATH BY 2026.

OKAY, NOW LET'S LOOK AT THE MEASURES FOR THE 2022, 2023 SCHOOL YEAR.

IN YOUR BOARD BOOK IS A DESCRIPTION OF THE COLOR CODING FOUND IN EACH GRAPH THAT WE WILL VIEW TODAY.

THE BENCHMARKS DESCRIBE THE SPECIFIC KNOWLEDGE AND SKILLS THAT THE STUDENT HAS ACHIEVED ACCORDING TO PERFORMANCE LEVELS OF ON TRACK MONITOR NEED SUPPORT OR OUT OF RANGE.

NOW WE'RE GOING TO LOOK AT THE CATEGORY OF RAPID LETTER NAMING.

RAPID LETTER NAMING ASSESSES A CHILD'S ABILITY TO QUICKLY RECOGNIZE AND NAME UPPERCASE AND LOWERCASE LETTERS.

THIS PORTION OF THE ASSESSMENT IS TIMED.

STUDENTS HAVE 2.5 MINUTES TO NAME THE LETTERS.

THIS BUILDS AUTOMATICITY.

RESEARCH HAS INDICATED THAT AUTOMATICITY OF LETTER RECALL IS THE KEY BUILDING BLOCK FOR EARLY READING SKILLS.

THE BENCHMARK GROWTH REPORT, IN THE MEASURE OF RAPID LETTER NAMING RESULTS, SHOW THAT IN ENGLISH, TEACHERS INCREASE STUDENT LEVELS OF PROFICIENCY BY 31% FROM WAVE ONE TO WAVE TWO.

AND IN SPANISH, TEACHERS INCREASED STUDENT LEVELS OF PROFICIENCY BY 62% FROM WAVE ONE TO WAVE TWO IN JUST A SEMESTER'S

[01:20:03]

TIME, STUDENTS EXPERIENCED NOTABLE INCREASES DUE TO HIGH QUALITY INSTRUCTION, ONGOING PROFESSIONAL DEVELOPMENT, ANALYZING THE DATA AND TARGETING INSTRUCTION TO MEET STUDENTS NEEDS THIS YEAR, PRE K GEN AND DUAL LANGUAGE TEACHERS ARE GOING THROUGH A YEAR LONG PROFESSIONAL DEVELOPMENT ENTITLED LETTERS. EARLY CHILDHOOD LETTER STANDS FOR LANGUAGE ESSENTIALS FOR TEACHERS OF READING AND SPELLING.

AS TEACHERS BECOME EVEN MORE EQUIPPED WITH THE KNOWLEDGE OF EARLY LITERACY INSTRUCTION AND APPLY BEST PRACTICES, I ANTICIPATE GROWTH IN THE AREAS OF LANGUAGE AND LITERACY SKILLS TO CONTINUE TO PROGRESS.

NOW LET'S LOOK AT VOCABULARY.

RAPID VOCABULARY ASSESSES A CHILD'S ABILITY TO QUICKLY RECOGNIZE AND NAME PICTURES OF CERTAIN OBJECTS.

THIS MEASURE IS TIMED.

STUDENTS HAVE 2.5 MINUTES TO IDENTIFY AN OBJECT.

THE MEASURE HELPS TO GIVE INSIGHT INTO A CHILD'S EXPRESSIVE VOCABULARY.

ORAL LANGUAGE SKILLS ARE LINKED TO LITERACY SKILLS, AND INCREASING ORAL LANGUAGE SKILLS PREVENTS FUTURE READING DEFICITS IN THE AREA OF RAPID VOCABULARY RESULTS SHOW THAT TEACHERS INCREASED STUDENTS LEVELS OF PROFICIENCY BY 18% FROM WAVE ONE TO WAVE TWO.

AND IN SPANISH, TEACHERS INCREASED STUDENTS LEVELS OF PROFICIENCY BY 12% BY IN WAVES ONE AND WAVE TWO.

STUDENTS WILL CONTINUE TO SHOW GROWTH IN THIS MEASURE AS TEACHERS MAKE ORAL LANGUAGE AND VOCABULARY DEVELOPMENT A PRIORITY THROUGHOUT THE DAY WITH TARGETED VOCABULARY LESSONS, ONGOING CONVERSATIONS, SENTENCE STEMS AND FRAMES, VISUALS, HANDS ON EXPERIENCES AND FREQUENT READ ALOUDS.

PRE-K TEACHERS HAVE BEEN TRAINED IN BE GLAD, WHICH IS GUIDED LANGUAGE ACQUISITION DESIGN MODEL.

IN THIS MODEL, TEACHERS ENGAGE STUDENTS BY USING GRAPHIC ORGANIZERS, PICTORIALS AND RESEARCH AND EXPERT GROUPS.

ALSO THIS YEAR, IN PARTNERSHIP WITH THE MULTILINGUAL PROGRAMS DEPARTMENT, PRE-K PARAPROFESSIONALS HAVE ALSO BEEN RECEIVING BE GLAD TRAINING TO HELP IMPROVE ORAL LANGUAGE AND VOCABULARY IN THE CLASSROOM.

IN THE AREA OF PHONOLOGICAL AWARENESS, PHONOLOGICAL AWARENESS ASSESSES A CHILD'S ABILITY TO IDENTIFY AND PLAY WITH THE SOUNDS IN SPOKEN WORDS, AND NO PRINT IS INCLUDED AT ALL.

THIS SKILL IS AN IMPORTANT FIRST STEP TOWARD THE UNDERSTANDING THAT LETTERS AND GROUPS OF LETTERS REPRESENT THE SOUNDS OF LANGUAGE.

PHONOLOGICAL AWARENESS IS A KEY PREDICTOR OF A CHILD'S READING SUCCESS.

THE OVERALL MEASURED SCORE IS THE TOTAL SCORE FOR ALL PHONOLOGICAL AWARENESS ASSESSMENTS, AND YOU'LL SEE THAT IN YOUR CHART.

WE'RE GOING TO LOOK AT THE OVERALL SCORE, BUT THE TEACHERS USE THIS SPECIFIC ASSESSMENT MEASURES TO TARGET THEIR INSTRUCTION.

AND IN THE MEASURE OF PHONOLOGICAL AWARENESS, THE RESULTS SHOW THAT IN ENGLISH, TEACHERS INCREASE STUDENT LEVELS OF PROFICIENCY BY 16% FROM WAVE ONE TO WAVE TWO. AND IN SPANISH, TEACHERS INCREASE STUDENT LEVELS OF PROFICIENCY BY 35% FROM WAVE ONE TO WAVE TWO.

STUDENT IMPROVEMENTS WILL CONTINUE AS TEACHERS INCORPORATE PHONOLOGICAL AWARENESS ACTIVITIES THROUGHOUT THE DAY BY PROVIDING OPPORTUNITIES FOR STUDENTS TO CLAP, TO STOMP AND EVEN JUMP OUT THE SYLLABLES IN WORDS.

AS I VISITED THE CAMPUSES, I'VE OBSERVED PRE-K TEACHERS AND PARAPROFESSIONALS RHYMING AND SINGING AND COUNTING OUT WORDS IN A SENTENCE AND USING GESTURES WITH STUDENTS TO BUILD THESE FOUNDATIONAL SKILLS.

WHILE IT LOOKS LIKE PLAY, STUDENTS ARE LEARNING LITERACY SKILLS FOR LIFE IN THE AREA OF LETTER SOUND CORRESPONDENCE.

THIS AREA ASSESSES A CHILD'S ABILITY TO ARTICULATE THE SOUND OF A GIVEN LETTER.

KNOWING HOW LETTERS CONNECT TO THE SOUNDS CHILDREN HEAR IN WORDS IS CRUCIAL TO READING SUCCESS.

THIS SKILL IS ALSO A STRONG PREDICTOR OF READING ABILITY IN SUBSEQUENT GRADES.

FOR PRE-K CHILDREN ENTERING SCHOOL.

MANY DO NOT HAVE THE LETTER SOUND CORRESPONDENCE KNOWLEDGE AT THE BEGINNING OF THE YEAR, SO THERE IS NO FORMAL BENCHMARK SHOWN FOR BOY.

THERE ARE ESTABLISHED BENCHMARKS FOR WAVE ONE AND WAVE TWO.

IN THE AREA, IN ENGLISH WE SEE IN WAVE TWO STUDENTS SHOWED 79% PROFICIENCY IN THE AREA OF LETTER SOUND CORRESPONDENCE.

AND IN SPANISH WAVE TWO STUDENTS SHOWED 87% PROFICIENCY IN THE AREA OF LETTER SOUND CORRESPONDENCE.

WE ANTICIPATE THAT THIS WILL CONTINUE WITH THIS PATTERN OF INSTRUCTION.

STUDENTS WILL GROW IN THIS MEASURE AS TEACHERS INCORPORATE LETTER SOUND CORRESPONDENCE DURING SHARED WRITING OPPORTUNITIES, SMALL GROUP ACTIVITIES, LITERACY CENTERS AND DURING TRANSITIONS.

PRE-K TEACHERS HAVE BEEN TRAINED ON THE PROPER WAY TO MODEL LETTER SOUNDS.

THIS HAS BEEN A GREAT IMPACT ON THE STUDENT'S PRODUCTION OF SOUNDS, AS WELL AS THEIR ABILITY TO TRANSFER THEIR KNOWLEDGE OF THE SOUNDS TO KINDERGARTEN.

[01:25:06]

NOW LET'S LOOK AT MATH.

ALL RIGHT. MATH ASSESSES CORE SKILLS.

AREAS IN ROPE COUNTING SHAPE, NAMING NUMBER DISCRIMINATION NUMBER NAMING.

SHAPE DISCRIMINATION.

COUNTING SETS AND OPERATIONS.

THESE SKILLS SET THE FOUNDATION FOR CHILDREN TO SUCCEED WITH MORE COMPLEX MATH SKILLS AS THEY GET OLDER.

TEACHERS INCREASED OVERALL LEVELS OF PROFICIENCY BY 21% FROM WAVE ONE TO WAVE TWO.

ALL STUDENTS ARE ASSESSED IN ENGLISH FOR MATH, AND THE LANGUAGE OF INSTRUCTION DETERMINES THE ASSESSMENT FOR LITERACY.

AND AS WE LOOK AT THE DATA, WE CAN GO ACROSS THE GRAPH AND NOTICE THAT THE MOST CONCRETE SKILLS START AT THE LEFT, AND THE MORE ABSTRACT SKILLS SUCH AS OPERATIONS ARE AT THE RIGHT.

IT IS EXPECTED THAT WE WOULD SEE THE LARGEST GAINS IN THE CONCRETE SKILLS AT THE MIDDLE OF THE YEAR.

WHILE WE ANTICIPATE THAT THE MORE ABSTRACT SKILLS WILL CONTINUE TO SHOW GREATER PROFICIENCY ANY FROM ME TO ELY.

AS STUDENTS GAIN MORE MATHEMATICAL KNOWLEDGE, STUDENTS WILL CONTINUE TO SHOW GROWTH IN THIS MEASURE AS TEACHERS PROVIDE HANDS ON INSTRUCTION BY USING MANIPULATIVES, SHOWING VISUAL REPRESENTATIONS, LESSONS ALIGNED MATH PRACTICE CENTERS, AND BY HAVING MATHEMATICAL CONVERSATIONS. THIS YEAR, PRE-K STUDENTS ALSO HAVE A NEW INSTRUCTIONAL TECHNOLOGY RESOURCE CALLED STAR MATH.

STAR MATH SUPPORTS PROBLEM SOLVING AND REASONING BY PRESENTING STUDENTS WITH PUZZLES TO SOLVE.

THIS PROGRAM ENABLES US TO BE ALIGNED WITH K THROUGH FIVE.

WE'VE REVIEWED A LOT OF DATA.

BUT ONE THING WE WANT YOU TO KNOW FOR SURE IS THAT PRE K IS TRENDING IN THE RIGHT DIRECTION.

PRE K IS SHOWING UPWARD MOVEMENT TOWARDS THE GOAL OF 90% PROFICIENCY IN READING AND MATH.

LAST YEAR WAS OUR FIRST YEAR OF FULL DAY PRE K FOR ALL AND BY THE END OF THE YEAR PRE K STUDENTS PERFORMED AT 80% OR HIGHER IN THREE OF THE FIVE MEASURES ASSESSED IN ENGLISH AND IN SPANISH.

AS THIS TREND CONTINUES, PRE K WILL MEET THE DISTRICT GOAL BY 2026.

NOW THAT WE HAVE REVIEWED THE CIRCLE GROWTH DATA, LET'S TALK ABOUT THE INSTRUCTIONAL IMPLICATIONS THAT USE BOTH THE CLASS SUMMARY REPORT, THE STUDENT GROUPING REPORT AND THE STUDENT REPORT FOR PARENTS.

THESE REPORTS CAN BE FOUND IN YOUR BOARD BOOK.

CIRCLE PROVIDES TEACHERS WITH REPORTS AND TOOLS TO SUPPORT DATA DRIVEN CLASSROOMS. SUPPORTS INCLUDE A SMALL GROUPING REPORT WHICH BREAKS CHILDREN INTO GROUPS BASED ON THEIR ASSESSMENT RESULTS.

AND IN PRE-K, PLCS, TEACHERS HAVE BEEN ANALYZING THEIR DATA AS WELL AS SETTING GOALS FOR THE UPCOMING SCREENER.

TEACHERS AND PARAPROFESSIONALS USE THE CIRCLE ACTIVITY COLLECTION, WHICH PROVIDES LESSONS TO USE DURING SMALL GROUP INSTRUCTION.

THE LESSONS ARE ENGAGING.

THEY'RE SYSTEMATIC AND EXPLICIT.

ADDITIONALLY, THE STUDENT PARENT REPORT FOR THE STUDENT REPORT FOR PARENTS AND CIRCLE LESSONS ARE SHARED WITH PARENTS TO SUPPORT THEIR STUDENTS WITH CONTINUED GROWTH.

PRE-K TEACHERS USE CHECKLISTS AND ONLINE TOOLS TO PROGRESS MONITOR STUDENTS BETWEEN THE ASSESSMENT WINDOWS TO MONITOR AND ADJUST INSTRUCTION AND TO CHECK FOR STUDENT GROWTH.

TEACHERS WILL ALSO CONTINUE TO INCORPORATE BE GLAD INSTRUCTIONAL STRATEGIES TO INCREASE STUDENT ORAL LANGUAGE AND VOCABULARY DEVELOPMENT.

AS WE HAVE OBSERVED, PRE-K STUDENTS HAVE SHOWN GROWTH THROUGHOUT THE DISTRICT IN ALL MEASURES.

I ATTRIBUTE THIS GROWTH TO THE HIGH QUALITY OF INSTRUCTION PROVIDED BY OUR PRE-K TEACHERS WITH THE SUPPORT OF PARAPROFESSIONALS AND FAMILIES, WITH THE PARTNERSHIP OF ADMINISTRATORS, TEACHERS, PARAPROFESSIONALS AND FAMILIES.

OUR PRE-K STUDENTS WILL BE KINDERGARTEN READY, AND I LOOK FORWARD TO COMING BACK AND SHARING WITH YOU MORE INFORMATION NEXT MONTH TO DISCUSS PRE-K OUTCOMES.

YOU WILL GET TO SEE A DAY IN THE LIFE OF PRE-K AND HOW WE BRING THE DATA TO LIFE.

THANK YOU. DO YOU HAVE ANY QUESTIONS? JUST A COUPLE.

YES, SIR. AND I'M NOT SURE.

IF YOU KNOW THE ANSWER.

WHAT IS MR. MILLER WAS ASKING ABOUT? WE HAVE OVER 2000 KIDS RIGHT NOW.

DO WE HAVE ADDITIONAL CAPACITY AT THE EXISTING SCHOOLS OR ARE WE GETTING TO THE POINT WHERE WE'RE GOING TO HAVE TO THINK ABOUT BUILDING A NEW PRE-K OR EXPANDING IT AT OTHER SCHOOLS? OKAY. WONDERFUL QUESTION.

AND WE'VE BEEN LOOKING AT THAT AND TALKING ABOUT THAT.

WE ARE GETTING TO MR GLICK, WE ARE GETTING TO CAPACITY.

SO YEARLY WE SEND OUT AN EMAIL AND WE ASK THE WE ASK HER, DO YOU HAVE ANY MORE ROOM IN THE END?

[01:30:02]

WE ASK ALL THE ALL THE ADMINISTRATORS AND SO WE ARE GETTING TO THAT POINT.

NEXT YEAR WE ARE LOOKING AT ADDING SIX MORE ADDITIONAL SECTIONS, GEN ED SECTIONS, AND YOU KNOW, LAST YEAR WE ADDED TEN NEW ECSC SECTIONS. AND THE STATE SAYS THAT BEFORE WE ERECT ANY ANY BUILDING, THAT WE HAVE TO LOOK INTO PRE-K PARTNERSHIPS.

SO THAT WOULD BE OUR NEXT STEP BECAUSE WE'RE LOOKING AT ALL OF OUR, ALL OF OUR SPACES, ALL THE ROOMS THAT WE HAVE HAVING WE'RE ALMOST THERE.

AND THEN THE NEXT STEP WOULD BE PARTNERSHIPS BEFORE WE COULD BUILD A NEW PRE-K CENTER.

DOES THAT ANSWER THE QUESTION? SO, I MEAN, IT'S WONDERFUL THAT WE'RE AT CAPACITY.

IT'S WONDERFUL. WE'RE GOING TO BE ADDING SECTIONS.

SO. YES. SO WHAT'S THE IS THERE AN ANSWER? BECAUSE, I MEAN, WE DID A WHOLE STUDY OF THIS.

WE LOOKED AT IT AND WE SAID, LET'S GO AHEAD FULL BLAST BECAUSE OF THE IMPORTANCE AND AS WE'VE SEEN FROM THE TESTS, IT'S WORKING VERY WELL.

SO DR. LOPEZ. SO STUDIES DONE BY THE COMMIT INDUSTRY HAS SHOWN THAT THERE'S QUITE A FEW STUDENTS THAT ARE STILL EITHER NOT IN OUR SCHOOLS TAKING SOME SORT OF DAYCARE OR PRE K OR PRIVATE SCHOOL TYPE OF THING, OR THEY'RE JUST NOT IN ANY SCHOOL.

SO THERE'S A LOT OF OPPORTUNITY FOR US TO EXPAND.

SO THAT'S THE FIRST THING.

THE SECOND THING IS IF WE DO DECIDE TO EXPAND AND ERECT OR.

BUILD A FACILITY. LET'S JUST SAY BUILD A FACILITY.

THEN WHAT WILL HAPPEN IS THAT WE WOULD HAVE TO GO THROUGH A WHOLE PARTNERSHIP ORDER.

WE'VE HEARD FROM OUR DAYCARES HOW THEY WANT TO PARTNER WITH US AND THEY HAVE IDEAS AND WE HAVE IDEAS AND SO WE WANT TO COME THROUGH SOME SORT OF COMMON GROUND. BUT IF THIS BOND PASSES, WE'RE GOING TO HAVE NEW SCHOOLS, OKAY? AND THIS BOND PASSES.

THERE COULD BE OPPORTUNITY FOR THE OLDER SCHOOLS THAT LAY VACANT IN OUR CONSOLIDATION PROCESS TO BE CONFIGURED INTO SOME SORT OF PRE K ENVIRONMENT IF NEEDED.

OKAY. SO THERE'S THERE'S.

WE. THERE'S A LOT RIDING ON THIS BOND.

LET'S JUST BE HONEST.

AND SO THAT WOULD OPEN UP A LOT OF OPPORTUNITIES.

THE KIDS THAT ENROLL IN OUR SCHOOLS.

STAY WITH US. WE HAVE A VERY HIGH ACCEPTANCE, I MEAN, A RETENTION RATE.

SO WHAT WE WANT TO DO IS RETAIN OUR KIDS AND IF ALTHOUGH WE MIGHT BE PAYING FOR THEM.

PRE-K YEARS.

WE'LL BE MAKING UP FOR IT BY THE TIME THEY'RE IN SECOND GRADE.

SO FIRST, SECOND, THIRD.

IT'S A GOOD INVESTMENT TO KEEP THEM.

SO WE DO ENVISION US BEING ABLE TO BROADEN OUR HORIZONS.

BUT A LOT IS CONTINGENT ON THE PASSAGE OF THE BOND.

ANY OTHER QUESTIONS? YES, MA'AM. CAN I ADD ONE NOTE? YES, PLEASE. I CAN'T EVER RESIST GIVING FEEDBACK ON PRE-K BECAUSE WE LOVE IT SO MUCH FOR THE IMMEDIATE FOR NEXT YEAR.

PRE-K ENROLLMENT STARTED YESTERDAY.

IT OPENED YESTERDAY. WE HAVE A HUGE EVENT.

OUR STUDENT SERVICES TEAM IS GOING TO BE OUT ON SATURDAY AT WILLIAMS STADIUM.

RIGHT? WILLIAMS STADIUM RECRUITING FOR PRE-K AND KINDERGARTEN.

THEY DO SUCH A FANTASTIC JOB OF THAT.

SO FOR OUR ANTICIPATED GROWTH FOR NEXT YEAR, WE ARE GOING TO HAVE TO FIND PLACES FOR THOSE STUDENTS.

BUT AGAIN, OUR HUMAN RESOURCES TEAM AND STUDENT SERVICES WORKS REALLY CLOSELY TO LOOK AT WHERE SECTIONS MAY NOT MAKE AND OTHER GRADE LEVELS FINDING IMMEDIATE PLACES FOR THOSE CLASSROOMS. SO IF THEY WANT TO COME, WE WILL ABSOLUTELY FIND A PLACE FOR THEM FOR AUGUST 8TH, 2023.

BUT AS DR. LOPEZ MENTIONED, OR MAYBE MAYBE I IMAGINED HIM SAYING IT, WE WANT THEM ALL, EVERY SINGLE ONE OF THEM.

EVERY SINGLE ONE OF THEM.

I WANTED TO SAY IT REAL LOUD, THOUGH.

OKAY. ANY OTHER QUESTIONS, MISS GRIFFIN?

[VII. Adjournment]

ANY QUESTIONS? IT'S GOOD.

WE THANK YOU KNOW, YOU DID THAT DELIBERATELY.

YOU KNOW, YOU DID THAT DELIBERATELY.

BUT I'M SUCH A GOOD TEAM PLAYER.

NO, I DON'T HAVE ANY QUESTIONS.

MR GLICK, WE THANK YOU ALL.

THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.