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[00:00:03]

IT'S NOW 5:42 P.M.

[I. Call to Order and Determination of Quorum ]

THIS IS APRIL 11TH, AND THIS IS THE REGULAR SCHEDULED MEETING OF THE GARLAND INDEPENDENT SCHOOL DISTRICT, ACADEMIC AND DISTRICT AFFAIRS COMMITTEE.

A QUORUM IS PRESENT.

MISS STANLEY WILL BE ABSENT THIS EVENING.

SO OUR PRESIDENT, MR. WES JOHNSON, WILL BE SITTING IN AS THE THIRD MEMBER.

MISS HOGAN, ANYBODY ON PUBLIC FORUM? OKAY, LET'S GO TO ITEM THREE.

[III. Committee Chairperson’s Message]

LAST WEEK, DR.

LOPEZ WAS SPEAKING ABOUT OUR BOND AT THE ROWLETT CHAMBER MEETING, AND I GOT THERE A LITTLE BIT EARLY AND I HAD A CHANCE TO SPEAK TO MISS SHERESE NIX, WHO'S OUR EXECUTIVE DIRECTOR OF COMMUNICATIONS AND PUBLIC RELATIONS, AND I TOLD HER A STORY.

I SAID MANY, MANY YEARS AGO I RAN A VERY LARGE BUSINESS AND WE HAD THE OCCASION TO BRING EVERYBODY IN FROM AROUND THE COUNTRY TO DO ROLE PLAYING.

AND THE FIRST PERSON I ASKED TO DO THE ROLE PLAYING WAS OUR HEAD OF CUSTOMER AFFAIRS.

THIS WAS A GENTLEMAN WHO WOULD GO TO OUR LARGEST CUSTOMERS LIKE AMERICAN AIRLINES AND WALMART, AND MAKE SURE EVERYTHING WAS DOING VERY WELL.

AND HE STARTED HIS PRESENTATION.

AND AFTER ABOUT 2 OR 3 MINUTES, I SAID, WAIT A MINUTE.

I SAID, HOW COME YOU DIDN'T MENTION THAT YOU TESTIFIED BEFORE CONGRESS? HOW COME YOU DIDN'T MENTION THAT YOU HELPED DRAW UP SOME OF THE ORIGINAL DOCUMENTS IN THIS INDUSTRY? HOW COME YOU WEREN'T MENTIONING THAT YOU'RE ON CALL TO SOME OF THE IMPORTANT PEOPLE IN ALL OF THE STATE LEGISLATURES ON THESE ISSUES.

AND HE SAID, YOU THINK I SHOULD MENTION THAT? I SAID, WELL, IF YOU DON'T MENTION THAT, DO YOU THINK THE PEOPLE IN THE WAITING ROOM WHO ARE GOING TO CALL ON OUR CLIENT ARE GOING TO SAY THAT YOU'RE THERE? THEY'RE NOT GOING TO SAY THAT IF YOU DON'T BRAG ON WHAT WE HAVE ACCOMPLISHED AND WHAT YOU'VE ACCOMPLISHED, OUR OPPOSITION IS NOT GOING TO DO THAT.

SO I AGREED AND MISS NIX AGREED THAT WE NEED TO CELEBRATE WHAT WE GOT FROM H-E-B, WHICH SAYS ONE OF FIVE OUTSTANDING SCHOOL DISTRICTS IN TEXAS, AN AMAZING ACCOMPLISHMENT.

AND SHE AGREED. AND THAT'S NOW MORE PROMINENT ON OUR WEBSITE.

BUT I ALSO THOUGHT ABOUT IT MORE AND SAYS WE ON THE ACADEMIC AND DISTRICT AFFAIRS COMMITTEE HAVE NEVER CELEBRATED THIS ACHIEVEMENT.

SO TONIGHT WE ARE GOING TO DO THAT.

NOW THIS IS SPARKLING CIDER, NON ALCOHOLIC.

OKAY, SO.

[LAUGHTER] AND AGAIN, WE ARE ONE OF FIVE DISTRICTS TO BE SO HONORED BY H-E-B.

THERE ARE ABOUT 1100 DISTRICTS IN THE STATE OF TEXAS.

IT'S SOMETHING WE HAVE TO THINK ABOUT.

WE HAVE TO APPLAUD OUR FAMILIES, OUR KIDS, BUT MAINLY OUR STAFF FOR GETTING US TO THIS POINT WHERE H-E-B CAN RECOGNIZE ALL THE GREAT CHARACTERISTICS OF THIS DISTRICT AND SAY, THANK YOU.

SO LET'S CELEBRATE.

[APPLAUSE] YAY! IF I CAN FIGURE OUT HOW TO OPEN THIS IT WOULD BE EVEN BETTER.

YOU WANT TO DO IT? YOU KNOW I DON'T. [LAUGHTER] UH OH, NO.

GO GET MY KEYS. I KNOW I CAN DO IT.

HERE WE GO. IF YOU'D LIKE TO COME OVER AND HAVE SOME, PLEASE.

COME ON. COME ON, COME ON.

YEAH, JUST LIKE THAT. PULL IT BACK.

OKAY. YOU'RE WELCOME.

WHOA, WHOA, WHOA, WHOA.

YEAH. SO HE'S POPPIN BOTTLES.

WHERE IS THIS ALL FOR YOU? HERE. ARE WE GOOD? WE'RE GOING TO TOAST. OH, THIS IS GETTING ALL OVER MY BOOK HERE.

I'M SURE. YOU'RE MAKING A MESS OVER THERE.

I KNOW. ALL RIGHT.

THANK YOU. YOU ARE GOING TOO FAST YOU'RE MAKING SUDS.

TILT THE CUP.

THE PROCESS HERE. YOU HAVE TO TILT.

TILT COLEMAN.

[00:05:01]

WELL, YOU KNOW. I DIDN'T KNOW THAT UNTIL NOW.

I DIDN'T KNOW IT TILL NOW.

THANK YOU. TACB SAID FINE, VERY MUCH SO.

WHAT ARE YOU RUNNING OUT? THAT'S COOL.

THAT WAS EMPTY. YEAH, THIS ONE'S EMPTY.

BUT THIS ONE IS NOT. THERE YOU GO.

SIPPY SIP. OH, I THOUGHT IT WAS TWO OF YOU.

THERE SHE IS. APPARENTLY, MY VISION IS ALREADY BAD.

WE ALL THREE ARE DONE.

YEAH. THERE YOU GO.

YOU'RE WELCOME.

SIPPY SIP FOR YOU. COME ON, MAN.

WE RAN OUT. WE GOT.

OH, YOU GUYS RAN OUT. WE RAN OUT.

WE ONLY HAVE. OH, MY GOD.

WHAT KIND OF PARTY ARE YOU DOING? LARRY RAN OUT IN TWO SECONDS.

MECHELLE PROBABLY POURED TOO MUCH.

OH, YOU WERE MAKING ALL FOAM.

I SPILLED MOST OF IT.

YOU DID? THERE'S HALF OF THE CUP IS HERE.

WE'RE GOING TO NEED MORE TOWELS.

LET ME GO GRAB THEM. THAT'S RIGHT.

THIS TABLE IS FULL.

BUT I GUESS WE NEED.

THERE'S NONE LEFT. OKAY.

ALL RIGHT. CHEERS.

CHEERS. CHEERS.

CHEERS. SO ON HALF OF THE 7500 EMPLOYEES.

THANK YOU EVERYBODY, ON BEHALF OF THE BOARD AND DR.

LOPEZ. AND MAYBE WE'LL DO IT AGAIN.

CHEERS. WE BROUGHT BACK UP.

THE GOOD STUFF. I'LL JUST MAKE A MESS.

YES. YES.

I'LL LET DR. LOPEZ DO THIS.

NO, NO, NO, NO.

STILL STICKY? IT'S OKAY. IT'S OKAY.

OKAY. WE'LL GO TO ITEM FOUR.

[IV. Superintendent's Message]

THE SUPERINTENDENT'S MESSAGE.

AND DR. LOPEZ, I'M SURE YOU'D ALSO LIKE TO TALK ABOUT THIS GREAT HONOR THAT WE GOT.

SO WE GOT VISITED A FEW WEEKS BACK AS ONE OF FIVE FINALISTS FOR THE, OF COURSE, THIS PRESTIGIOUS AWARD FROM H-E-B.

WE'RE GOING TO GO IN TWO WEEKS TO FIND OUT WHO THE BIG WINNER IS.

BUT I REALLY FEEL THAT WE'RE ALL WINNERS ALREADY.

THE ONLY WAY YOU CAN GET TO THIS POINT, TRUTHFULLY, IS TO HAVE AN OUTSTANDING TEAM OF PEOPLE FROM EVERY FACET OF THE ORGANIZATION.

AND IT STARTS WITH A TEAM OF EIGHT, WITH THE BOARD WITH THEM, ENSURING THAT ALL THE RESOURCES ARE THERE.

ONE OF OUR BIG HIGHLIGHTS WAS, OF COURSE, OUR PROGRAMS INVESTING IN KIDS AND THEN OF COURSE THE TEACHING AND LEARNING HAVE THE STANDARDS AND OF COURSE THE SCORES TO BACK UP OUR EFFORTS.

SO WE'RE NOT JUST TOUTING, SAYING, HEY, WE'RE GREAT.

EVERYTHING IS BACKING UP THAT WE ARE DOING MAGNIFICENT.

THE MOST REWARDING PART IS GETTING THIS TO SHOW EVERYBODY'S EFFORTS IS BEING RECOGNIZED AT THE STATE LEVEL.

WE HAVE PEOPLE WORKING IN THE SOWERS.

WE HAVE PEOPLE THAT ARE GOING THE EXTRA MILE FOR CHILDREN.

WE HAVE PEOPLE THAT ARE CONSTANTLY TRYING TO REVAMP OUR CURRICULUM, TRYING TO BETTER OUR INSTRUCTIONAL STRATEGIES, CREATING LEARNING ENVIRONMENTS WHERE KIDS ARE EXCITED ABOUT GOING TO SCHOOL AGAIN.

RIGHT? THAT'S BEEN MORE DIFFICULT THAN EVER BECAUSE KIDS GOT USED TO BEING AT HOME.

THEY GOT USED TO BEING AT HOME AND JUST PREFER BEING AT HOME AND TO GET THEM BACK IN SCHOOL AND WANTING TO BE AROUND PEOPLE AND GETTING EXCITED WAS HUGE.

SO I WANT TO SALUTE ALL THE EFFORTS FROM EVERYBODY IN OUR ORGANIZATION BECAUSE IT'S YOU THAT GOT THIS AWARD, IT'S YOU THAT GOT THIS RECOGNITION.

AND REGARDLESS OF WHAT HAPPENS IN TWO WEEKS, YOU KNOW, THE ICING IS ALREADY ON THE CAKE TO JUST BE ONE OF THE FIVE NOMINATED.

AND I DON'T KNOW WHAT THEY'RE LOOKING FOR.

AND IF WE'RE NOT PICKED, THEY'RE PROBABLY A LITTLE BLIND, BUT PROBABLY DEAF, A LITTLE LOST, NOT KNOWING WHAT THEY'RE LOOKING FOR,

[00:10:07]

BECAUSE THE GREATEST SHOW IN TOWN IS IN GARLAND ISD, BECAUSE THE KIDS HAVE CHOICE WITH MORE PROGRAMS THAN ANY OTHER DISTRICT CAN COMPETE WITH.

AND WE HAVE DISTRICTS WAY BIGGER THAN US THAT CAN'T EVEN COMPETE.

THAT'S THE TRUTH.

SO WITH THAT, WE HAVE, I WOULD SAY, A LIGHT AGENDA.

BUT IT'S GOOD TO SEE ALL THE OUTCOMES BECAUSE WE'RE AN OUTCOMES BASED DISTRICT.

SOMETIMES PEOPLE FOCUS ON JUST THE PROCESS.

IF THE PROCESS DOESN'T GIVE YOU DESIRED OUTCOMES, THEN THE PROCESS IS FLAWED.

OKAY, WE NEED OUTCOMES.

WE'RE GOING TO ELIMINATE ACHIEVEMENT GAPS.

WE'RE GOING TO MAKE SURE OUR MOST PRECIOUS CHILDREN IN SPECIAL EDUCATION ARE ACHIEVING ABOVE EXPECTATIONS.

WE'RE GOING TO CREATE A LEADERSHIP PIPELINE.

WHEN YOU COME TO GARLAND ISD, IF YOU'RE INTERESTED IN MOVING UP, WE HAVE A WAY FOR YOU DOING THAT.

AND WE WANT TO HAVE A UNITED FORCE THAT NOBODY, NOBODY CAN MESS WITH BECAUSE WE'RE GOING TO BE SO UNITED THAT EVERYBODY'S GOING TO BE WANTING TO BE ON THE WINNING TEAM.

AND THAT'S THE GARLAND ISD TEAM.

SO WITH THAT, I KNOW YOU GUYS DID A TOAST.

I JUST WANT TO LET YOU KNOW I SALUTE EVERYBODY'S EFFORTS.

IF YOU'RE WATCHING, CONGRATULATE OUR TEAM MEMBERS BECAUSE THIS IS A BIG, BIG ACHIEVEMENT.

THANK YOU, MR.. TO ANOTHER TOAST.

ALL RIGHT. THIS IS GOING TO BE A TOAST TO EVERYBODY WATCHING ON FILM AND TO THE PEOPLE HERE THAT YOUR EXCELLENCE IS FELT AND RECOGNIZED. A TOAST TO THE ENDLESS HOURS, THE TEARS OF JOY AND FRUSTRATION THAT YOU HAVE ON A DAILY BASIS BECAUSE OF YOUR HIGH EXPECTATIONS AND THE OUTCOMES YOU BRING TO MAKE BELIEVERS THAT EVERY CHILD CAN LEARN TO PEOPLE THAT AREN'T IN THIS DISTRICT THAT COME TO US BECAUSE WE ARE THE HOPE THAT THEY NEED TO GET THROUGH IN OTHER DISTRICTS.

BECAUSE IF IT GETS DONE IN GISD, THEY KNOW IT CAN GET DONE IN OTHER PLACES.

THANK YOU FOR BEING THE LIGHT FOR OTHERS TO FOLLOW.

CHEERS TO YOU ALL.

THANK YOU TO GARLAND USA.

I GOT SOME 7UP.

ALL RIGHT. OKAY.

THANK YOU, DR. LOPEZ.

AND AGAIN, THANK YOU ALL OF OUR STAFF FOR THIS INCREDIBLE ACCOMPLISHMENT.

LET'S GO TO ITEM FIVE AGENDA ITEMS, A INFORMATION PRE-K OUTCOMES.

[V.A. Information Items]

MISS FRANKENBERG AND WELL, MISS FRANKENBERG AT THIS.

OKAY. AND MISS HILL, MISS BASS.

OKAY. GOOD EVENING, CHAIRMAN GLICK, TRUSTEES, DR.

LOPEZ, I CAN'T RESIST JOINING IN FOR AN INTRODUCTION FOR THIS PRESENTATION BECAUSE I JUST LOVE IT SO MUCH.

SO JUST A LITTLE BIT OF HISTORY.

IT'S BEEN A BIT OVER THREE YEARS SINCE I FIRST STOOD HERE AND STARTED TALKING TO OUR BOARD OF TRUSTEES ABOUT OUR EXPANSION INTO FULL DAY PRE-K.

A LOT HAS HAPPENED IN THREE YEARS.

WE HAD OUR FIRST CONVERSATIONS.

WE WEREN'T THINKING ABOUT A PANDEMIC AND HOW TO EDUCATE FOUR YEAR OLDS FOR AN ENTIRE DAY THROUGH ONE OF THE BIGGEST EDUCATIONAL CRISIS OF OUR TIME.

MAYBE THE BIGGEST.

AND SO I JUST WANT TO COMMEND YOU ALL FOR YOUR BRAVE DECISION MAKING AND PUSHING THIS FORWARD.

I ALSO WANT TO SHOUT OUT SPECIFICALLY A COUPLE OF OTHER GROUPS IN OUR DISTRICT THAT WE WOULD NOT HAVE FULL DAY PRE-K WITHOUT, AND ONE OF THOSE IS DR.

HEMPHILL'S TEAM AND STUDENT SERVICES, WHO DOES A TREMENDOUS JOB.

[APPLAUSE] YES, BECAUSE WE CAN'T EDUCATE THEM UNTIL THEY GET THEM IN THE DOOR AND THEY DO AN OUTSTANDING JOB IN OUR COMMUNITIES AND WORKING WITH ALL OF OUR PARTNERS ACROSS THE BOARD AND GETTING THE MESSAGE OUT AND GETTING THOSE STUDENTS ENROLLED.

AND THEN ALSO OUR FINANCE TEAM, OUR BUDGET DEPARTMENT, MISS MAYO SPECIFICALLY MAKES SURE THAT NO MATTER WHAT OUR PRE K CLASSROOMS HAVE EXACTLY WHAT THEY NEED BEFORE THE STUDENTS ARRIVE THE FIRST DAY OF SCHOOL.

BECAUSE YOU GUYS ARE GOING TO SEE IN JUST A FEW MOMENTS PRE K CLASSROOM LOOKS VERY DIFFERENT THAN A REGULAR CLASSROOM AND THAT TAKES MATERIALS AND FURNITURE.

AND SO THAT THAT BUDGET TEAM IS A CRITICAL COMPONENT.

AND THEN I KNOW MISS BASS IS GOING TO TALK ABOUT THIS, BUT ALSO OUR EARLY CHILDHOOD SPECIAL EDUCATION TEAM.

SO WE PARTNER WITH THEM TO MAKE SURE THAT EVERY STUDENT IN PRE K, WHETHER WE CONSIDER THEM GENERAL EDUCATION OR EARLY CHILDHOOD SPECIAL EDUCATION, GETS THAT SAME HIGH QUALITY LEVEL OF OF EDUCATION.

SO ON THAT NOTE, I'M VERY EXCITED TO TURN OVER THIS PRESENTATION TO MISS FRANKENBERG AND MISS BASS, WHO ARE GOING TO TAKE YOU THROUGH OUR PRE K OUTCOMES.

THANK YOU, DR. HILL.

ALL RIGHT. GOOD EVENING, CHAIRPERSON GLICK, TRUSTEES, DR.

LOPEZ. THANK YOU FOR THE OPPORTUNITY TO CELEBRATE AND SHARE PRE-K OUTCOMES WITH YOU TONIGHT.

WE'LL BEGIN WITH A BRIEF VIDEO TO SHOW A DAY IN THE LIFE OF PRE-K.

THE VIDEO SHOWS A COMBINATION OF OUR GENERAL EDUCATION ESL, DUAL LANGUAGE, SPANISH, DUAL LANGUAGE VIETNAMESE, AND OUR EARLY CHILDHOOD SPECIAL

[00:15:10]

EDUCATION CLASSROOMS. PRE-K STUDENTS START OFF THEIR DAY IN A GREETING CIRCLE, WHICH INCLUDES THE PLEDGES OF ALLEGIANCE CALENDAR INSTRUCTION AS WELL AS TIME TO SET THE TONE FOR THE DAY WITH SOCIAL EMOTIONAL LEARNING.

NEXT IS THE MORNING MESSAGE.

DURING THE MORNING MESSAGE, STUDENTS ARE TAUGHT FOUNDATIONAL LITERACY SKILLS THAT INCLUDE SINGING AND SPEAKING THE ALPHABET AS WELL AS WRITING.

TAKE A LOOK AND YOU WILL SEE BOOKS ALL AROUND THE PRE-K CLASSROOM.

READING IS KEY TO MAKING SURE THAT STUDENTS LEARN THE POWER OF A GREAT STORY, BUILD THEIR ORAL LANGUAGE SKILLS, REINFORCE VOCABULARY AND DEVELOP COMPREHENSION SKILLS.

WE LIKE TO MOVE IT, MOVE IT IN PRE-K.

MUSIC AND MOVEMENT ENHANCES STUDENTS MOOD AND ALLOWS FOR STUDENTS TO TAKE A BRAIN BREAK TO PREPARE FOR UPCOMING LEARNING.

NOW WE ARE OFF TO SMALL GROUP WHERE STUDENTS FOCUS ON SPECIFIC SKILLS IN A SMALLER SETTING.

EVERY STUDENT IS SEEN EVERY DAY IN SMALL GROUP BECAUSE A PRE-K PARAPROFESSIONAL SUPPORTS THE PRE-K TEACHER ALL DAY.

LET'S PUT OUR LEARNING INTO PRACTICE.

WHILE SMALL GROUPS ARE GOING ON, PRACTICE CENTERS ARE TOO.

AT PRE-K WE HAVE SEVEN SUPER CENTERS THAT REINFORCE THE LEARNING.

ABC 1, 2, 3, COME ON WITH ME TO MATH.

IN THE MATH, SMALL GROUP STUDENTS HAVE HANDS ON PURPOSEFUL AND RELEVANT DAILY MATHEMATICAL INVESTIGATIONS AND ACTIVITIES.

I FEEL THE NEED FOR SOME STEAM.

SCIENCE, TECHNOLOGY, ENGINEERING, ART AND MATH PROVIDES INSTRUCTION ON THE STEPS THAT ENGINEERS USE TO WORK THROUGH PROBLEMS. THIS INSTRUCTION INCLUDES QUESTIONING, EXPLORATION AND LOTS OF PROBLEM SOLVING.

WE'VE ARRIVED AT CLOSING CIRCLE, WHICH ALLOWS STUDENTS TO BRING CLOSURE TO THEIR DAY BY REFLECTING ON THEIR LEARNING.

A PRE K DAY ALSO INCLUDES BREAKFAST, LUNCH, RECESS, A COGNITIVE BREAK, AKA NAP TIME, GYM AND LIBRARY.

THESE COMPONENTS PROVIDE OPPORTUNITIES FOR MOVEMENT, REST, DISCOVERY AND PLAY.

IN GISD IT'S ALWAYS A GREAT DAY IN PRE K.

[APPLAUSE] OH, IT'S AWESOME. SO SPECIAL THANKS TO MR. DELBERT RICHARDSON, WHO WENT ALL OVER GARLAND ISD TO OUR 31 PRE-K CAMPUSES WITH US CAPTURING THAT AMAZING FOOTAGE AND HELPING US PUT THAT TOGETHER AND MS. CHASITY BASS I'M PRETTY SURE SHE COULD PROBABLY BE THE NEW VOICE OF GISD.

I MEAN, THAT VOICE OVER WAS ON POINT.

[LAUGHTER] SO WE WERE SO EXCITED TO SHARE THAT VIDEO.

I KNOW WE MENTIONED IT LAST MONTH WHEN WE WERE HERE TO SHARE OUR CIRCLE DATA WITH YOU.

AND SO JUST TO TAKE YOU BACK IN YOUR BOARD PACKET, YOU HAVE A CHART OF OUR HISTORICAL ENROLLMENT, ENROLLMENT DATA.

AND AS A REMINDER, GISD IS ONLY IN ITS SECOND YEAR OF HAVING FULL DAY PRE-K.

AND NOW THAT WE'RE IN THAT FULL DAY, SECOND YEAR OF FULL DAY PRE-K, WE'RE SO EXCITED TO SHARE THE POSITIVE IMPACT THAT PRE-K IS HAVING ON OUR STUDENTS. THIS YEAR WE HAVE 142 TEACHERS THAT TEACH IN FIVE DIFFERENT TYPES OF CLASSROOMS HERE IN GISD.

54 GENERAL EDUCATION CLASSROOMS, 35 DUAL LANGUAGE SPANISH THREE DUAL LANGUAGE VIETNAMESE 33 EARLY CHILDHOOD SPECIAL EDUCATION CLASSROOMS AND 17 MONTESSORI CLASSROOMS. AND WE DID REMEMBER TO ADD THOSE TEN ADDITIONAL ECSE CLASSROOMS THIS YEAR.

AND AS WE LOOK FORWARD TO NEXT YEAR, WE PLAN TO ADD SIX MORE CLASSROOMS. SO NOW WE'RE GOING TO TAKE A LOOK AT OUR COMPONENTS OF HIGH QUALITY PRE-K.

WE'RE PLEASED TO ANNOUNCE THAT HERE IN GISD, OUR PROGRAM FITS ALL OF THE REQUIREMENTS YEAR AFTER YEAR SET FORTH BY TEA.

WE'LL TAKE A LOOK AT OUR DATA TONIGHT, AND WE ARE GOING TO SHOW YOU HOW WE ARE BETTER PREPARING STUDENTS FOR KINDERGARTEN.

THE HIGH LEVEL OF QUALIFICATIONS PRE-K TEACHERS MUST OBTAIN THE LOW STUDENT TEACHER RATIOS THAT WE'RE ABLE TO KEEP HERE IN GARLAND.

WE'RE GOING TO TAKE A LOOK AT OUR CURRICULUM RESOURCE AND ITS ALIGNMENT TO THE PRE K GUIDELINES, HIGHLIGHT OUR FAMILY ENGAGEMENT COMPONENTS AND FINALLY SHARE OUR TEA PROGRAM EVALUATION.

[00:20:03]

SO LET'S START WITH THE DATA.

LAST MONTH, CHASITY AND I SHARED THE PRE K CIRCLE DATA WITH THE BOARD AND I SHARED THE MCLASS DATA.

THIS YEAR WE WERE ABLE TO ISOLATE OUR BEGINNING OF THE YEAR DATA AND WE PULLED OUT THE NUMBER OF KINDERGARTNERS THAT WERE ON OR ABOVE GRADE LEVEL THAT ATTENDED PRE K IN GISD VERSUS THOSE STUDENTS THAT DID NOT ATTEND PRE K IN GISD.

THIS DATA IS A HUGE CELEBRATION IN OUR ABILITY TO PREPARE STUDENTS FOR KINDERGARTEN.

I ALSO WANT TO POINT OUT THAT OUR DATA INCLUDES THOSE EARLY CHILDHOOD SPECIAL EDUCATION STUDENTS THAT ARE ELIGIBLE TO TAKE OUR CIRCLE ASSESSMENT AND THAT'S BASED ON THEIR INDIVIDUAL IEPS.

SO WE CAN SEE IN THE CHART HERE THAT 51% OF OUR GISD PRE K STUDENTS THAT TOOK THE ENGLISH KINDERGARTEN CLASS WERE ON OR ABOVE GRADE LEVEL VERSUS ONLY 31% OF THOSE STUDENTS THAT DID NOT ATTEND PRE K HERE IN GARLAND, 85% OF OUR STUDENTS WERE ON GRADE LEVEL ACCORDING TO MAP, WHILE ONLY 75% OF STUDENTS THAT DID NOT ATTEND PRE K WERE ON GRADE LEVEL.

WHEN WE LOOK AT THE SPANISH, WE SEE SOME REAL SIGNIFICANT DIFFERENCES.

85% OF OUR STUDENTS THAT TOOK THE SPANISH KINDERGARTEN IN-CLASS ASSESSMENT WERE ON GRADE LEVEL AT THE BEGINNING OF THE YEAR VERSUS ONLY 34% OF KINDERGARTNERS THAT DID NOT ATTEND PRE K IN GISD, WHILE 77% OF OUR STUDENTS WERE ON GRADE LEVEL, ACCORDING TO MAP READING IN SPANISH VERSUS ONLY 46% OF KINDERGARTNERS THAT DID NOT ATTEND PRE K AND GISD.

WHEN WE LOOK AT OUR MAP DATA, 76% OF OUR STUDENTS WERE ON GRADE LEVEL ACCORDING TO MAP, WHILE 60% OF KINDERGARTNERS THAT DID NOT ATTEND GISD PRE K.

SO TO SUM IT UP, IT'S WORKING.

OKAY. STUDENTS WHO ATTENDED PRE K IN GARLAND ISD OUTSCORED STUDENTS WHO DID NOT ATTEND PRE K IN GISD ON ALL BEGINNING OF THE YEAR KINDERGARTEN ASSESSMENTS.

THIS HAS HUGE IMPACTS IMPLICATIONS FOR OUR STUDENTS AS THEY CONTINUE THEIR SCHOOLING THROUGHOUT GARLAND.

IMAGINE THE IMPACT IF WE COULD CAPTURE EVERY SINGLE ELIGIBLE FOUR YEAR OLD IN OUR COMMUNITY AND GIVE THEM THIS SAME HEAD START.

NOW I'LL TURN IT OVER TO MISS CHASITY BASS TO COMPLETE THE PRESENTATION ON PRE K.

ANY QUESTIONS AT THIS POINT? OKAY. PLEASE CONTINUE.

GOOD EVENING. IN YOUR BOARD BOOK, THERE IS A CHART THAT SHOWS THE TEA REQUIREMENTS FOR PRE K TEACHERS TO WORK IN A HIGH QUALITY PRE K CLASSROOM. TEACHERS IN PRE K MUST BE CERTIFIED TO TEACH EARLY CHILDHOOD PLUS HOLD ONE ADDITIONAL QUALIFICATION A MONTESSORI CERTIFICATION EIGHT YEARS IN AN ACCREDITED CHILD CARE SETTING, 150 HOURS OF PROFESSIONAL LEARNING IN EARLY CHILDHOOD.

AN EARLY CHILDHOOD DEGREE IN GEN ED OR SPED HAVE AT LEAST 15 HOURS OF EARLY CHILDHOOD SPECIFIC COURSEWORK.

A CHILD DEVELOPMENT ASSOCIATE DEGREE OR BE TEXAS SCHOOL READY TRAINED.

IN GISD, WE HAVE CERTIFIED MONTESSORI TEACHERS AND SOME WITH AN EARLY CHILDHOOD DEGREE, BUT THE MAJORITY OF OUR TEACHERS ARE WORKING TOWARDS THE HIGH QUALITY PRE K ADDITIONAL QUALIFICATIONS BY OBTAINING THE 150 HOURS OF TRAINING IN EARLY CHILDHOOD.

GARLAND ISD SUPPORTS THIS EFFORT BY HOSTING WEEKLY PLCS WITH EARLY CHILDHOOD COORDINATOR AND OUR OTHER DISTRICT STAKEHOLDERS, AS WELL AS JOB EMBEDDED COACHING AND MENTORING PROVIDED BY OUR BILINGUAL SPECIALISTS ASSIGNED TO PRE K AND THE EARLY LITERACY SUPPORT TEACHERS.

GISD CAMPUSES HAVE BEEN ABLE TO MAINTAIN AN 11 TO 1 RATIO IN OUR PRE-K CLASSROOMS. EACH CLASSROOM HAS ONE TEACHER AND ONE PARAPROFESSIONAL.

IN THE PICTURES, YOU CAN OBSERVE THE TEACHER AS WELL AS THE PARAPROFESSIONAL WORKING WITH SMALL GROUPS.

MAINTAINING THE 11 TO 1 RATIO ALLOWS EACH STUDENT TO BE SEEN EVERY DAY IN A SMALL GROUP.

THE TEACHER INTRODUCES THE SKILLS, WHILE THE PARA REINFORCES THE SKILLS.

TEACHING AND LEARNING AND THE MULTILINGUAL PROGRAMS DEPARTMENT HAVE PARTNERED TOGETHER TO PROVIDE MONTHLY PARA MEETINGS FOR THE EMERGENT BILINGUAL AND PRE-K PARAPROFESSIONALS.

IN THE MEETINGS, WE DISCUSS PARA ROLES, INSTRUCTIONAL STRATEGIES, LANGUAGE SUPPORTS AND MORE.

WE CURRENTLY HAVE SOME OF OUR PARAS THAT HAVE BECOME CERTIFIED PRE-K TEACHERS IN GISD.

OTHERS ARE WORKING TOWARDS BEING CERTIFIED.

[00:25:01]

THIS IS JUST ONE WAY BOTH DEPARTMENTS HELP TO BUILD THE LEADERSHIP PIPELINE.

LET ME JUST ASK YOU A QUESTION SO.

YES, SIR.

WE KNOW THE STATE HAS FOR K TO FOUR IS A RULE OF 22 UNLESS YOU GET A WAIVER.

SO IT'S JUST KIND OF HALF OF THAT OR IS THAT WHERE THAT NUMBER CAME FROM? YES. SO FOR 22.

YES. SO 22 IS OUR CAP.

IF WE EVER HAVE TO GET A WAIVER.

WE'VE HAD TO APPLY FOR ONE BEFORE DR.

HEMPHILL HAS AND WE GO UP TO 24.

BUT OUR GOAL IS TO KEEP IT AT 22 IN THE CLASSROOM WITH ONE TEACHER AND ONE PARA.

AND SO WITH THE PRE K, WE'VE IT'S 11 TO 1.

11 TO 1. YES, SIR.

SO WHEN YOU GO TO EVERY ONE OF OUR CLASSROOMS, YOU'RE GOING TO SEE A CERTIFIED TEACHER AND A PARAPROFESSIONAL.

WOW. YES, IT IS QUITE AWESOME.

YES. SO THAT SMALL GROUP INSTRUCTION, WE'RE ABLE TO REALLY PULL OUR STUDENTS ASIDE AND GIVE THEM TARGETED INSTRUCTION.

AND COULD YOU JUST GO BACK ONE SLIDE? YES, SIR. CAN I ASK A QUESTION? YES. WHAT'S THE BIRTHDAYS AS FAR AS WHERE THEY FALL AND CAN START IN THE PRE-K? IN OTHER WORDS, BECAUSE I KNOW THAT SOME OF THOSE KIDS, THEIR BIRTHDAYS ARE END OF JULY.

THEY DON'T MAKE THE CUT.

ALL RIGHT, IT STILL APPLIES FOR ALL OF OUR GRADE LEVELS THAT SEPTEMBER 1 CUT OFF.

SO IF SOME OF THOSE KIDDOS ARE BORN AUGUST THE 28TH, LIKE MY DAUGHTER, THEY STILL ARE GOING TO MAKE THAT CUTOFF.

THEY'RE GOING TO BE YOUNG. SO WE GET SOME BOYS AND GIRLS THAT ENTER INTO OUR PRE-K PROGRAMS AT THREE YEARS OLD.

OKAY. YES. SO IT'S STILL SEPTEMBER 1ST CUT OFF.

OKAY. SO WE LOOK AT THAT VERY CAREFULLY THEN.

OH, YES. DR. HEMPHILL, THE STUDENT SERVICES, THEY ARE ON THAT ON A REGULAR BASIS.

THEY DO. THEY WATCH THAT AND Y'ALL WE EVEN GET TO THINK ABOUT ROBIN'S PROGRAM WHEN WE'RE WORKING WITH ECSC WITH THE THREES.

THAT MEANS THAT WE GET SOME KIDDOS WHEN THEY'RE TWO AND THEY'RE ABOUT TO TURN THREE.

GOOD. YES, GOOD, GOOD.

YEAH. COULD YOU GO JUST GO BACK ONE SLIDE? OKAY. SO WHAT WE'VE HEARD AND WE CONTINUE HERE.

DR. ADAMS TALKED ABOUT IT AT OUR LAST MEETING, THE DIFFICULTY IN GETTING TEACHERS AND HAVING THEM STAY FOR MORE THAN A FEW DAYS SOMETIMES, YES.

TELL US ABOUT THESE QUALIFICATIONS.

IT'S ONE PLUS ONE OF THESE, RIGHT? YOU'RE ABSOLUTELY RIGHT.

TEACHERS IN THE STATE OF TEXAS MUST BE CERTIFIED TO TEACH EARLY CHILDHOOD.

SO THEY HAVE TO HAVE THEIR EARLY CHILDHOOD CERTIFICATION AND HAVE ONE OF THESE ADDITIONAL QUALIFICATIONS.

SO PART OF WHAT I DO IS I HAVE A BIG SPREADSHEET WITH ALL 142 TEACHERS ON THERE, AND I MAKE SURE TO GO OUT AND CHECK WITH THEM AS WELL AS I BUILD CAPACITY IN THE ELSTS TO MAKE SURE THAT EVERYONE HAS ONE OF THESE ADDITIONAL QUALIFICATIONS.

THE TEACHERS ARE IN CHARGE OF MONITORING THEIR HOURS AS WELL AS BEING ABLE TO PROVIDE THIS IN THE CASE THAT WE ARE AUDITED AND OUR TEACHERS ARE DOING A GREAT JOB, WE ARE WELL ON THE PATH TO BEING HIGH QUALITY PRE-K.

AND LIKEWISE WHEN TEACHERS HAVE MET ONE OF THESE REQUIREMENTS, THIS YEAR, I'M GOING TO SEND OUT A CERTIFICATE TO SAY THAT THEY ARE HIGH QUALITY PRE-K TEACHERS BECAUSE WE SALUTE THEM FOR THEIR EFFORTS AND FOR STAYING IN PRE-K.

AND I TELL YOU, OUR TURNOVER RATE WAS NOT VERY BIG IN PRE-K THIS YEAR.

SO WE CELEBRATE THAT AS WELL TO KEEP THE TEACHERS IN PRE-K.

AND I KNOW THAT WE HAVE A CAMPAIGN TO TRY TO OBVIOUSLY GET MORE.

WE JUST TALKED ABOUT ADDING MORE SECTIONS NEXT YEAR.

YES.

HOPEFULLY WE AND WE'VE TALKED ABOUT ADVERTISING THE FACT THAT WE'RE ONE OF THE TOP FIVE DISTRICTS IN THE STATE.

I THINK IT WOULD BEHOOVE US TO TALK ABOUT THE FACT THAT IF YOU SEND YOUR CHILD TO OUR PRE-K, THIS IS WHAT YOU'RE GOING TO GET.

ABSOLUTELY. THIS KIND OF QUALITY TEACHER, I'M NOT SURE PEOPLE UNDERSTAND THAT.

I AGREE. AND THAT'S WHY WE WANTED TO BRING IT TO YOU ALL TO SEE THAT THIS IS WHAT THE PRE-K TEACHERS HAVE TO MAKE SURE THAT WE'RE MEETING THOSE REQUIREMENTS AND SOME OF THEM EXCEEDING IT. WE DO HAVE TEACHERS, I'VE GOT TO MENTION, THOSE OVERACHIEVERS WHO HAVE ACTUALLY EXCEEDED THESE EXPECTATIONS AS WELL.

GREAT. ANY OTHER QUESTIONS? THANK YOU. PLEASE PROCEED.

OKAY. ALL RIGHT.

LET'S TAKE A LOOK AT OUR CURRICULUM IN ACTION.

THIS IS OUR SECOND YEAR OF IMPLEMENTING THE CURRICULUM WITH OUR NEW FROG STREET RESOURCES.

AS I HAVE WALKED THE PRE-K CLASSROOMS THROUGHOUT THE DISTRICT, I HAVE SEEN THE TEACHERS IMPLEMENTING THE CURRICULUM WITH FIDELITY.

I CAN SEE ALIGNMENT FROM CLASSROOM TO CLASSROOM, FROM THE PRE-K CENTERS TO THE SATELLITE CAMPUSES.

OUR CURRICULUM IS ALIGNED TO THE PRE-K GUIDELINES, AND THROUGHOUT THE YEAR, TEACHERS HAVE THE OPPORTUNITY TO BE PROVIDED WITH ONGOING FEEDBACK OR TO PROVIDE FEEDBACK, WHICH INFORMS OUR CURRICULUM UPDATES.

IN THE PICTURES, YOU GET JUST A GLIMPSE OF HOW COMPREHENSIVE OUR CURRICULUM IS.

ALSO, OUR ECSC PROGRAM ADDED THE FROG STREET TODDLER RESOURCE TO SUPPORT LEARNING DIFFERENCES AND IS ALSO ALIGNED TO THE PRE-K GUIDELINES.

ADDITIONALLY, MULTILINGUAL PROGRAMS, THEY PROVIDED CURRICULUM RESOURCES TO SUPPORT DUAL LANGUAGE CLASSROOMS WITH THE CURRENT RESEARCH ON THE DUAL LANGUAGE MODEL.

[00:30:03]

BY TEACHING THESE FOUNDATIONAL SKILLS AND PROVIDING DIFFERENTIATION USING THE CURRICULUM, PRE-K TEACHERS LEAD THE WAY IN ELIMINATING ACHIEVEMENT GAPS WHILE MOVING TOWARDS WORLD CLASS SPECIAL EDUCATION PROGRAMING.

FAMILY ENGAGEMENT IS THE KEY TO BUILDING A STRONG HOME TO SCHOOL CONNECTION.

THE PRE-K PAGE, LOCATED ON THE GISD WEBSITE, INCLUDES OUR CURRENT PLAN.

IN YOUR BOARD BOOK YOU HAVE A CHART THAT CONTAINS THE COMPONENTS OF THE PLAN.

TEA REQUIRES PRE-K TO HAVE A SEPARATE FAMILY ENGAGEMENT PLAN WHICH SUPPORTS THE OVERALL GISD FAMILY ENGAGEMENT PLAN.

THE PRE-K FAMILY ENGAGEMENT PLAN INCLUDES OPPORTUNITIES FOR FAMILIES TO PARTICIPATE IN ACTIVITIES SUCH AS AND NOT LIMITED TO CAMPUS FAMILY ENGAGEMENT NIGHTS, MEET THE TEACHER, AND PRE-K PROMOTION.

ADDITIONALLY, THE PLAN INCLUDES COMMUNITY RESOURCES AND TOOLS FOR SUPPORTING LEARNING OUTSIDE OF THE CLASSROOM.

OUR PRE K TEAM COMPLETES A SELF ASSESSMENT YEARLY TO MAKE SURE OUR PROGRAM IS PROVIDING GREAT LEARNING EXPERIENCES FOR OPTIMAL GROWTH AND DEVELOPMENT.

THIS IS DONE BY A COMMITTEE OF MEMBERS THAT COLLECT EVIDENCE AND THEN USE A RUBRIC TO MEASURE OUR PROGRESS.

THE 2021 2022 EVALUATION TEAM INCLUDED TEACHING AND LEARNING.

THE PRE K CENTER ADMINISTRATORS WHO ARE HERE WITH US TODAY, MISS DISA MCEWEN AND ANDY KISER, SPECIAL EDUCATION, MISS ROBIN BALDERSON, MULTILINGUAL PROGRAMS, RAD, FAMILY AND COMMUNITY ENGAGEMENT AND STUDENT SERVICES, DR.

HEMPHILL.

IN YOUR BOARD BOOK, YOU HAVE THE RATINGS IN EACH EVALUATION CATEGORY AND THEIR EXPLANATIONS.

WITH THESE FINDINGS, THE PRE K TEAM WILL CONTINUE TO WORK ON PROVIDING A MORE DETAILED PLAN FOR STUDENT DATA SHARING AS THE PRE K STUDENTS TRANSITION TO KINDERGARTEN WHILE AIMING FOR EXEMPLARY IN ALL CATEGORIES.

IN CONCLUSION, PRE K IS CONTINUING TO GROW, WITH THIS GROWTH GISD WILL CONTINUE TO PROVIDE A SOLID FOUNDATION FOR STUDENTS AND FAMILIES THROUGHOUT OUR LOCAL COMMUNITY.

TO SEE MORE OF WHAT IS GOING ON IN PRE K, CHECK US OUT ON TWITTER AT HASHTAG GISD PRE-K [APPLAUSE] THANK YOU. MR. SELDERS. ANY QUESTIONS? QUESTIONS? MR. JOHNSON.

OKAY. MR. BEACH.

JUST REAL QUICKLY. YES, SIR.

I LOVE THE GREAT PRESENTATION.

THANK YOU, SIR. ON THE FAMILY ENGAGEMENT, ARE WE FINDING THAT THE PRE K IS KIND OF IS SO ROBUST AND DOING SO WELL? ARE SOME OF THE PARENTS WORKING ON THE ESC CERTIFICATION FROM THAT BECAUSE THE STUDENTS ARE DOING SO WELL IN THERE THAT THEY'RE WANTING TO GET THAT? IS IT MUSHROOMING INTO I MEAN, WE HAVE 500 GRADUATES THE OTHER DAY AT SOUTH GARLAND.

AND I WAS I MEAN, MY HEART JUST WENT OUT FOR THOSE FOLKS.

AND I WAS JUST WONDERING IF SOME OF THOSE, YOU KNOW, THEY WERE VERY YOUNG PARENTS.

AND SO I WAS JUST CURIOUS IF THAT THE FAMILY ENGAGEMENT IS REALLY HELPING.

THE PRE K IS REALLY HELPING THOSE STUDENTS THAT ARE REALLY YOUNG COMING IN.

ABSOLUTELY. I THINK THAT WOULD BE A YES.

I SEE MY PARTNERS OVER HERE NODDING BECAUSE THE GREAT THING THAT THEY GET TO SEE AT THEIR CENTERS IS THAT THEY DO GET TO SEE SOME OF THEIR FORMER STUDENTS RETURN.

AND THAT IS WHAT'S SO EXCITING.

AND SO WE ARE SEEING THAT THOSE PARENTS ARE GETTING ENGAGED AND THAT.

DO YOU ALL WANT TO SPEAK TO THAT OR ANDY, YOU ALL WANT TO SPEAK TO THAT SPECIFICALLY? WELL, PLEASE, PLEASE COME TO THE MICROPHONE.

COME ON. I THINK THAT'S IMPORTANT.

ABSOLUTELY. THEY'RE SEEING THE RIGOR AND SO THEY'RE WANTING TO COME AND JOIN FORCES.

WELL, THE PARENTS DIDN'T GET INVOLVED IN PTA'S.

THEY START GETTING INVOLVED IN THE SCHOOL ITSELF AND IT REALLY MUSHROOMS. AND I JUST IT THRILLS ME THAT THAT'S HAPPENING.

YEAH. AND PLEASE INTRODUCE YOURSELVES.

THANK YOU. DISA MCEWEN THE PRINCIPAL AT PARSONS PRE K.

ONE OF THE THINGS THAT WE'RE REALIZING GETTING OUR PARENTS IN AT THIS EARLY AT THIS GROUND LEVEL JUST LIKE THE FOUNDATION OF A HOME WE GET THE PARENTS IN AND KEEP THEM ENGAGED SO THAT THEY STAY ACTIVE AND INVOLVED THROUGHOUT THEIR TRAJECTORY OF THEIR SCHOOL EXPERIENCE HERE IN GARLAND.

BECAUSE THE WHOLE POINT OF IT IS, IS TO GET THEM IN GOOD FOUNDATION AND KEEP THEM GOING FORWARD AND PREPARING THEM FOR EACH LEVEL UP.

PERFECT. ANDY KISER, PRINCIPAL AT CISNEROS PRE KINDERGARTEN.

I'M GOING TO ECHO A LOT OF WHAT SHE SAID, BUT ALSO I'M JUST GOING TO KIND OF SHOUT BACK OUT MY TEACHERS AS WELL, BECAUSE THEY DO A LOT TO KEEP MY PARENTS INVOLVED AND KEEP THEM ACTIVE IN THE SCHOOL. WE HAVE ALL KINDS OF VOLUNTEER SUPPORT COMING IN AND WORKING IN OUR CAMPUS AS WELL.

BUT ALSO I'M EVEN GOING TO KIND OF SHOUT OUT MY TIA TEACHERS BECAUSE ONE OF THE THINGS WE KIND OF NOTICED WITH TIA AND THOSE TEACHERS, THEY ALSO REALLY ACTIVELY GOT THEIR PARENTS INVOLVED IN THEIR CHILD'S EDUCATION AS WELL.

[00:35:02]

EVERY SINGLE ONE OF MY TIA TEACHERS WAS EXTREMELY ACTIVE WITH THEIR PARENTS.

AND SO IT'S YES, THE PRE K, WE DEFINITELY SEE GREAT PARENT ENGAGEMENT AND I THINK IT BUILDS FROM THAT PRE K LEVEL AS WELL BECAUSE OUR PARENTS ALSO LEARN HOW TO TAKE THAT ON TO THE ELEMENTARY CAMPUSES AS WELL.

PERFECT. THANK YOU.

I WANT TO SHOUT OUT ONE WONDERFUL EVENT THAT THEY BOTH HAVE AT THEIR CAMPUSES IS THE SENIOR WALK.

THAT MAY BE ONE OF MY MOST EXCITING MOMENTS.

Y'ALL, I DIDN'T TEACH ANY OF THOSE CHILDREN, BUT I WAS IN TEARS JUST LIKE I HAD TAUGHT THOSE CHILDREN AS WELL.

BECAUSE WHEN THE SENIORS FROM OUR HIGH SCHOOLS CAME BACK TO SAY THANK YOU TO THEIR PRE-K PRINCIPALS, THAT MEANS EVERYTHING.

WHEN WE ARE WORKING WITH OUR PRE K STUDENTS, WE TELL OUR TEACHERS, YOU'RE WORKING WITH FUTURE GRADUATES BECAUSE THAT'S WHAT THE RESEARCH SHOWS.

A HIGH QUALITY PRE K PROGRAM YIELDS FUTURE GRADUATES.

AND I'LL SHOW UP EVERY DAY FOR A FUTURE GRADUATE.

ABSOLUTELY. [APPLAUSE] AND ANY OTHER QUESTIONS? WE INDICATED THAT WE ARE GROWING THE PROGRAM.

ARE WE GOING TO BE GOING TO ANY NEW CAMPUSES OR STAYING AT THE 33? I THINK IT'S 35 OR 36 THAT WE HAVE RIGHT NOW.

YES, WE HAVE SOME NEW CAMPUSES THAT ARE COMING.

WE'RE GOING TO HAVE ONE AT ABBOTT.

WE'LL HAVE AN ENGLISH SECTION AT ABBETT.

COOPER WILL HAVE ANOTHER SECTION.

DORSEY WE'RE GOING TO COME OUT ROWLETT WAY.

THAT'S EXCITING ABOUT MY WAY AND MY HOOD.

WE'VE GOT DORSEY COMING.

WE'VE GOT KEELEY, WE'VE GOT ROACH THAT WILL HAVE AN ENGLISH THAT WILL HAVE A SPANISH SECTION AND THEN ROWLETT.

SO ONCE WE GET ALL THAT TOGETHER, THAT WILL BE AT 40 CAMPUSES.

WOW. THAT WILL BE AT 38 OF OUR ELEMENTARY CAMPUSES.

AND THEN THAT'LL INCLUDE THE TWO PRE-K CAMPUSES.

SO 40 SO THAT IS SO EXCITING.

AND THAT WILL LEAVE US THAT WE'LL HAVE 148 SECTIONS OF PRE-K WITHIN OUR DISTRICT.

AMAZING FROM WHERE WE CAME.

EXCITING. SO THANK YOU VERY MUCH.

WE REALLY APPRECIATE IT. THANK YOU.

ANY OTHER QUESTIONS? OKAY. THANK YOU ALL.

OKAY. LET'S GO TO A2 STAAR INTERIM UPDATE, DR.

HILL, AND PLEASE INTRODUCE EVERYBODY ELSE, MA'AM.

YES, ABSOLUTELY.

THANK YOU.

CHAIRMAN GLICK, TRUSTEES, DR.

LOPEZ, WHAT A WONDERFUL THING TO FOLLOW.

WE'RE GOING TO KEEP THE OUTCOMES COMING TO YOU.

THANK YOU, DR. CADDELL, FOR ADDING THAT OR PASSING THAT OUT FOR US.

WITH ME TONIGHT IS OUR DIRECTORS OF OUR CONTENT AREAS AT BOTH THE ELEMENTARY AND SECONDARY LEVEL, MISS MEGAN FRANKENBERG.

OUR ELEMENTARY DIRECTOR OF INTEGRATED LITERACY STUDIES, MISS TOBI SCHMIDT, OUR ELEMENTARY DIRECTOR OF MATH AND SCIENCE, MR. MICHAEL ARREOLA, OUR SECONDARY DIRECTOR OF MATH AND SCIENCE, AND DR.

AMBER HOPE, OUR SECONDARY DIRECTOR OF INTEGRATED LITERACY.

THAT WAS A LOT OF INTRODUCTIONS, BUT THEY HAVE A LOT OF IMPORTANT THINGS TO SHARE WITH YOU TONIGHT.

SO AS A REMINDER, IN THE FALL, WELL, ACTUALLY IN JANUARY, WE WERE ABLE TO SHARE OUR FALL INTERIM ASSESSMENT RESULTS, BUT ALSO DID A REALLY DEEP DIVE INTO THE CHANGES INTO OUR STAAR ASSESSMENT THAT WE'RE GOING TO START TAKING IN ABOUT NINE INSTRUCTIONAL DAYS.

WE'LL START OUR FIRST ROUND OF STAAR TESTING.

WE LOOKED AT THE NEW, MORE RIGOROUS ITEM TYPES, THE CHANGES IN WHAT OUR STUDENTS WILL SEE BOTH IN THE ONLINE PLATFORM AND THEN ALSO IN THE RIGOR OF THE WAY THOSE TEKS ARE ASSESSED.

AND WE ALSO TALKED ABOUT WHAT OUR PRIMARY PURPOSE OR WHAT A PRIMARY PURPOSE WAS IN TAKING THE INTERIM ASSESSMENTS WAS TO GIVE OUR STUDENTS EVERY OPPORTUNITY FOR EXPOSURE TO THE NEW ITEM TYPES WITHIN TEA'S ACTUAL TESTING SYSTEM CALLED CAMBIUM.

WE FELT LIKE THAT WAS REALLY IMPORTANT, THAT NONE OF OUR STUDENTS WERE TAKEN BY SURPRISE.

BY THE WAY THINGS CLICK OR MOVE OR WORK WHEN WE WERE TALKING ABOUT POTENTIALLY 14 NEW ITEM TYPES THAT A STUDENT COULD SEE ACROSS ALL OF THESE DIFFERENT TESTS.

WHAT WE'RE EXCITED TO SHARE WITH YOU TONIGHT IS THE RESULTS OF OUR SPRING INTERIM, ALONG WITH SOME CONTEXTUAL DATA WE'LL REFERENCE BACK TO FALL.

BUT WE ALSO WANTED TO GIVE YOU THE CONTEXT OF WHERE WE WERE LAST SPRING.

AND KEEP IN MIND THAT THERE'S GOING TO BE ITEM TYPES THAT ARE NOT ADDRESSED ON THE INTERIM DUE TO THE CONSTRAINTS OF SOME THINGS A COMPUTER JUST CAN'T GRADE FOR TEA.

BUT WE'LL TALK ABOUT THOSE DETAILS AND THEN ALSO TALK ABOUT LOOKING FORWARD WE STILL HAVE SOME RUNWAY LEFT TO GET OUR STUDENTS READY FOR STAAR AND TALK ABOUT THE SPECIFIC CURRICULUM SUPPORTS AND ALSO THE INSTRUCTIONAL SUPPORT WE'RE PROVIDING TO OUR TEACHERS.

WE DO APPRECIATE YOUR PATIENCE.

DR. CADDELL JUST PASSED OUT THE LATEST AND GREATEST DATA BECAUSE WE STILL HAD STUDENTS TESTING IN SOME CONTENT AREAS THROUGH LAST WEEK.

SO WE DO APPRECIATE YOUR PATIENCE AND NOT HAVING THIS IN ADVANCE, BUT WHAT YOU HAVE IN FRONT OF YOU IS OUR COMPLETE DATA FOR THE SPRING INTERIM.

AND ON THAT NOTE, I'M GOING TO PASS IT OVER TO MR. ARREOLA TO GET US STARTED AND DR.

HOPE WITH OUR HIGH SCHOOL DATA.

[00:40:01]

BEFORE YOU DO THAT, I SEE A LOT OF ARTICLES.

THEY CALL IT STAAR 2.0.

IS THAT AN OFFICIAL TERM OR NO, IT DOESN'T.

THERE IS NO STAAR 2.0, RIGHT? THEY HAVEN'T. IT'S STILL THE STAAR TEST, BUT IT'S WHAT THEY'RE CALLING THE REVISED STAAR TEST.

STAAR 2.0 IS IS KIND OF A COMMON TERM FOR IT.

IT'S NOT COMPLETELY AND TOTALLY DIFFERENT.

LIKE WHEN WE MOVE FROM TAKS TO STAAR, IT'S JUST MORE RIGOROUS.

SO IF YOU WOULD EXPLAIN TO THOSE WATCHING WHAT WE MEAN BY AN INTERIM.

SO AN INTERIM ASSESSMENT, IT'S THE NAME OF AN ASSESSMENT THAT'S ACTUALLY PROVIDED THROUGH TEA.

SO IT'S NOT SOMETHING LOCALLY CREATED DISTRICT CREATED OR CREATED BY AN EXTERNAL COMPANY.

SO IT'S SOMETHING THAT TEA ISSUES THESE TWO WINDOWS OF OPPORTUNITY TO TAKE WHAT IS ESSENTIALLY A PRACTICE TEST WITHIN THE ACTUAL TESTING SYSTEM CALLED CAMBIUM.

SO PART OF WHAT'S REQUIRED WITH THE REVISED STAAR THIS YEAR IS EVERY STUDENT TEST ONLINE.

FORTUNATELY FOR US HERE IN GARLAND ISD, WE'VE ALREADY MADE THAT TRANSITION.

SO TESTING ONLINE WAS NOT NEW FOR OUR STUDENTS, BUT THESE NEW ITEM TYPES, WHICH AS WE REVIEWED LAST TIME, REQUIRES THAT ONLY A MAXIMUM OF 75% OF OUR QUESTIONS CAN BE MULTIPLE CHOICE AND THAT OTHER 25 OR MORE PERCENT ARE VERY DIFFERENT IN HOW A STUDENT INTERACTS WITH THE QUESTION.

IT COULD BE A DRAG AND DROP.

IT COULD BE A FILL IN THE BLANK, IT COULD BE A MULTIPLE CHOICE OR MORE THAN ONE ANSWER IN A MULTIPLE CHOICE WHERE THERE'S MORE THAN ONE CORRECT.

AND SO ALL OF THOSE EXIST WITHIN THAT TESTING PLATFORM.

SO TAKING THE INTERIM TEST VIA TEA GIVES OUR STUDENTS A CHANCE TO EXPERIENCE THAT THE MOST AUTHENTIC WAY THAT WE THINK WOULD BE POSSIBLE.

NOW, I REMEMBER WHEN WE SPOKE ABOUT THE FIRST INTERIM STAAR THAT VERY FEW DISTRICTS ACTUALLY PARTICIPATED, DID MORE, IF YOU KNOW MORE, PARTICIPATE THIS ROUND.

WE DID DO AN INFORMATION REQUEST AND WE WILL BE ABLE TO SHARE THAT WITH YOU.

THE RESULTS AND I CAN'T SPEAK TO IF MORE TOOK IT IN THE FALL OR IN THE SPRING THAN IN THE FALL, BUT WE WILL BE ABLE TO PROVIDE WITH YOU THE LIST THAT TEA WAS ABLE TO SHARE WITH US ABOUT WHO DID PARTICIPATE.

THANK YOU. YES. OKAY.

ALL RIGHT. ANY OTHER QUESTIONS? PERFECT. THEN I'M GOING TO HAND IT OVER TO THE TEAM TO START TALKING ABOUT OUR HIGH SCHOOL DATA.

GOOD EVENING. WE'RE VERY PROUD OF THE PROGRESS THAT OUR STUDENTS AND TEACHERS MADE TOWARDS CLOSING THE ACHIEVEMENT GAPS AND ELIMINATING THE ACHIEVEMENT GAPS HERE IN GARLAND ISD. I'D LIKE TO BEGIN BY POINTING OUT THE NATURE OF OUR CHARTS SO THAT YOU CAN SEE THAT WE CAN COMPARE NOT JUST TO THE FALL INTERIM ASSESSMENT, BUT ALSO TO LAST SPRING AND ALSO TWO OF THE STAAR EXAMS THAT STUDENTS TOOK IN MAY OF LAST YEAR.

IN ALGEBRA ONE IF WE COMPARE SPRING 2022 TO SPRING 2023, WE SEE THAT WE WENT FROM 19% OF OUR STUDENTS ACHIEVING MEETS OR ABOVE TO 27% OF OUR STUDENTS PERFORMING ON MEETS OR ABOVE, WHICH IS A GAIN OF 8%.

FROM FALL WE MADE A 14% INCREASE IN MEETS IN ALGEBRA ONE.

FOR BIOLOGY, WHILE SPRING 2022 TO SPRING 2023 MEETS PERFORMANCE IS THE SAME AT 42%.

OUR STUDENTS MADE A 17% INCREASE IN MEETS FROM FALL TO SPRING.

GOOD EVENING.

AS DR. HILL STATED EARLIER, THERE ARE NEW ITEM TYPES THAT ARE NOT ON THE INTERIM.

SO AGAIN, NEITHER THE EXTENDED CONSTRUCTED RESPONSE NOR THE SHORT CONSTRUCTED RESPONSE WAS ON THE FALL OR THE SPRING INTERIM.

AND SO WHAT WE'VE DONE TO ENSURE THAT OUR STUDENTS AND TEACHERS ARE PREPARED FOR THOSE NEW WRITING TYPES IS WE HAVE EMBEDDED CER, WHICH IS CLAIM EVIDENCE, REASONING, WRITING STRATEGY, AND THAT IS IN EVERY CORE CONTENT 6TH THROUGH 12TH GRADE.

SO OUR STUDENTS ARE GETTING CONTINUAL PRACTICE WITHIN OUR DAILY CURRICULUM AND ALSO ON OUR CBAS TO ENSURE THAT THEY'RE READY FOR THAT WRITING PART, SINCE THESE ARE NOT INCLUDED ON THE INTERIMS. AS A FRESH A QUICK REMINDER IS OUR ECR, WHICH IS THE EXTENDED CONSTRUCTED RESPONSE THAT IN THE PAST WAS A TRADITIONAL ESSAY.

NOW THAT IS RESPONDING TO THE READING IN A WRITING FORM, AND THEN YOUR SHORT CONSTRUCTED RESPONSE IS A QUICK FIVE SENTENCE SUMMARY. SO ON THE ENGLISH ONE AND ENGLISH TWO, THE STUDENTS WILL HAVE THE EXTENDED CONSTRUCTED RESPONSE AND THE SHORT CONSTRUCTED RESPONSE. AND THEN OUR SOCIAL, OUR US HISTORY AND BIOLOGY WILL HAVE THE SHORT CONSTRUCTED RESPONSE ON THE STAAR ASSESSMENT.

ON TOP OF THE SUPPORT THAT WE'VE EMBEDDED WITHIN OUR CURRICULUM WE HAVE ALSO CONDUCTED CALIBRATIONS AT EVERY HIGH SCHOOL CAMPUS TO ENSURE THAT OUR STUDENTS UNDERSTAND THAT OUR TEACHERS UNDERSTAND HOW IT IS SCORED BASED ON THE NEW TEA RUBRIC.

[00:45:06]

WITH ALL OF THAT, WITH ALL OF THAT BEING SAID, WE HAVE SEEN A 9% INCREASE ACROSS THE SCHOOL YEAR IN OUR ENGLISH ONE AND A 10% INCREASE FROM LAST SPRING TO THIS SPRING IN OUR ENGLISH ONE.

FOR ENGLISH TWO, WE HAVE SEEN A 15% INCREASE ACROSS THE SCHOOL YEAR AND A 13% INCREASE FROM LAST SPRING TO THIS SPRING.

AND LASTLY, WE HAVE HAD AN INCREASE OF 16% FOR OUR US HISTORY AND A SLIGHT INCREASE OF 3% FOR US HISTORY FROM LAST SPRING TO THIS SPRING. NOW WE ARE GOING TO GO INTO OUR DETAILED SUPPORT PLANS FOR HIGH SCHOOL.

FOR OUR ENGLISH ONE AND ENGLISH TWO.

YES. MR. SELDERS. JUST A REAL QUICK QUESTION.

THANK YOU FOR THIS. ARE YOU GUYS ANTICIPATING, BASED ON THE IMPROVEMENTS FROM INTERIM SPRING 2022 TO STAAR SPRING 2022, A SIMILAR INCREASE IN TERMS OF PERFORMANCE ON THE STAAR FOR 2023 ACROSS THESE SUBJECT AREAS? YES, GO AHEAD.

AND THEN BY WHAT PERCENT? I MEAN, YOU KNOW, JUST KIND OF WHAT ARE YOU ESTIMATING? SO I WOULD SAY JUST FOR US TO KEEP IN MIND THAT WE'RE COMPARING TWO VERY DIFFERENT TESTS.

SO THE DATA IS CONTEXTUAL TO SHOW US THE AMOUNT OF GROWTH LAST YEAR WHEN WE HAD A WHOLE LOT OF DIFFERENT CHALLENGES THAN WHAT WE'RE FACING THIS YEAR.

BUT I ALSO THINK IT WOULD BE HARD FOR US TO MAKE THAT PREDICTION BECAUSE IT'S A TEST THAT NONE OF US HAVE REALLY EVER SEEN BEFORE AND THAT OUR STUDENTS HAVE ONLY EXPERIENCED IN THIS SMALL WAY THROUGH THE INTERIM.

BUT BASED ON THE INTERIM DATA, I MEAN, IT'S SHOWING US A PRETTY STRONG.

RIGHT. SO EVERYTHING THAT YOU'VE TALKED ABOUT IN TERMS OF SUPPORTS AND THINGS THAT YOU'RE IMPLEMENTING NOW WOULD SUGGEST THAT IT SHOULD BE BETTER, RIGHT? WELL, I CAN SEE YOU'RE REALLY TRYING TO LOCK ME DOWN.

[LAUGHTER] NO, I DON'T WANT TO LOCK YOU DOWN, I'M JUST TRYING TO I WOULD SAY WE ARE VERY PLEASED AND OUR TEACHERS ARE WORKING INCREDIBLY HARD.

AND SO THE GROWTH THAT WE'RE SEEING AND WE ARE PLEASED WITH BECAUSE WE HAVE SEEN FIRSTHAND HOW MUCH MORE RIGOROUS THIS TEST IS.

SO THAT'S ANOTHER BENEFIT FOR US HAVING TAKEN THIS IS IT'S NOT TEACHING AND LEARNING OPINION OF WHAT THESE QUESTIONS WILL LOOK LIKE, BUT WE'VE ADOPTED MORE RIGOROUS RESOURCES IN ORDER TO HOPEFULLY GET OUR STUDENTS READY FOR THESE MORE RIGOROUS ASSESSMENT TYPES.

SO WE ARE OPTIMISTIC ABOUT THE GROWTH WE'RE SHOWING FROM JUST FALL TO SPRING.

AND THEN ALSO LOOKING FROM LAST SPRING TO THIS SPRING.

THANK YOU. YES. YEAH.

WHAT MR. SELDERS WAS TALKING ABOUT COULD YOU GO BACK ONE SLIDE? YEAH, I THINK WHAT I'M LOOKING AT IS THE THIRD AND FOURTH GRAPHS, AND I THINK THAT'S REALLY IMPRESSIVE.

THAT'S THE NEW TEST, RIGHT? BOTH TIMES IN THE NEW TEST.

AND AMAZING JUMPS IN THAT PERIOD OF TIME.

SO THAT'S VERY EXCITING TO ME.

WOULD YOU LIKE TO COMMENT ON THAT, PLEASE? WE'RE DOING SOMETHING RIGHT, IT LOOKS LIKE, RIGHT? YES. SO WE'RE ALSO VERY EXCITED BECAUSE OUR STUDENTS AND OUR TEACHERS HAVE REALLY RESPONDED WELL TO THE NEW ITEMS. BUT LIKE LIKE DR.

HILL SAID, THERE ARE CERTAIN TYPES OF QUESTIONS THAT COULD NOT BE ASKED IN THE INTERIM JUST BECAUSE OF THE SHORT CONSTRUCTED RESPONSES FOR BIOLOGY FOR US HISTORY, THEY COULDN'T GET THOSE GRADED IN TIME TO GIVE US THE RESULTS AS WELL AS OUR OPEN ENDED RESPONSES OR OUR FILL IN THE BLANK QUESTIONS FOR OUR ALGEBRA.

SO WHILE WE ARE VERY, VERY EXCITED, WE'RE STILL THOSE ARE STILL KIND OF A MYSTERY.

WE'RE STILL WORKING ON THOSE IN OUR CBAS AS WELL AS IN OUR REVIEW.

THANK YOU. QUESTION? YES.

WITH THE EXTENDED AND SHORT CONSTRUCTIVE RESPONSES, YOU MENTIONED THAT THEY'RE BEING GRADED.

SO WHAT INFORMATION OR WHAT CRITICAL POINTS ARE THEY LOOKING FOR TO DETERMINE WHETHER OR NOT THEY ARE ALIGNED WITH WHAT THEIR EXPECTATIONS ARE? SO TEA RELEASED? AND I THINK IT WAS A FEW MONTHS AGO A RUBRIC, A DETAILED RUBRIC FOR THAT BUT WE WERE A HEAD START OF THAT.

AND BASED ON ALL THE TEA TRAININGS, WE HAD STARTED FORMING A RUBRIC TO MOVE INTO THAT DIRECTION, BECAUSE AS I STATED EARLIER, THE EXTENDED CONSTRUCTED RESPONSE, HOW IT USED TO BE LIKE A FORMAL ESSAY, NOW YOU HAVE THE RESPONDING TO READING AND HAVING TO REALLY PROCESS THAT AND THEN PUT IT IN WRITING.

SO IF I AM CORRECT, I THINK IT CAN COME UP TO TEN POINTS IN GRADING.

SO IT'S REALLY BASED ON HOW YOU'RE RESPONDING TO THAT READING.

AND THAT'S WHY WE'RE HAVING SO MANY ADDITIONAL RIGOROUS PIECES IN OUR CURRICULUM, BECAUSE IT'S NOT JUST NOW HERE'S AN ESSAY IN YOUR WRITING IT.

IT'S REALLY UNDERSTANDING AND RESPONDING TO THAT READING.

SO BEFORE THE INTERIM, THEY DID DO THOSE PIECES.

THEY DID CREATE THE ESSAYS.

NO. SO THERE WAS NOT AN EXTENDED CONSTRUCTED RESPONSE NOR A SHORT CONSTRUCTED RESPONSE ON THE FALL OR THE SPRING.

BUT WE ARE CONTINUALLY PRACTICING THAT AND WE HAVE IT EMBEDDED IN OUR DAILY CURRICULUM.

AND SINCE WE KNEW THAT TEA DOES NOT HAVE THAT ON THERE, WE'VE ALSO EMBEDDED THAT WITHIN OUR CBAS AND THEY HAVE HAD THAT ACTUAL SHUTDOWN PRACTICE.

AND THEN TO ELABORATE MORE ON OUR CALIBRATION THAN OUR TEAM HAS GONE IN, SET DOWN WITH OUR TEACHERS, WITH THOSE STUDENT PRODUCTS AND DONE

[00:50:05]

GONE THROUGH THE PROCESS OF THE RUBRIC WITH THE TEACHERS SO THEY CAN SEE THIS IS HOW TEA IS NOW GRADING YOU AND THIS IS WHAT THE STUDENT SAMPLES LOOK LIKE.

SO THEY HAVE GONE THROUGH THAT SO THEY CAN SEE THE CHANGES.

SO THEN WHAT ARE YOU GUYS SEEING NOW WITH THE CBAS? BECAUSE THE TEACHERS ARE ACTUALLY READING THOSE RESPONSES.

RIGHT. AND SO FROM THAT STANDPOINT, ARE THEY USING THE RUBRIC TO GAUGE WHETHER OR NOT THE RESPONSES ARE WHAT THEY NEED TO BE? THEY ARE. BUT IT IS A PROCESS BECAUSE IT IS SO MUCH MORE RIGOROUS AND DIFFERENT THAT LIKE RIGHT NOW, OUR SYSTEMS, THEY'RE NOT LIKE THE TEACHERS ARE HAVING TO GRADE IT AND THEN IT TAKES SO MUCH LONGER NOW.

LIKE WE HAVE TO EXTEND THE WINDOW FOR LIKE A WEEK FOR THEM TO BE ABLE TO GO THROUGH THE PROCESS AND REALLY UNDERSTAND.

SO WE'RE HAVING THAT SUPPORT EMBEDDED WITHIN OUR CLCS.

SO WE DON'T JUST TURN THE TEACHERS TO SAY, HERE IT IS NOW, GRADE IT.

IT'S A REALLY A COACHING PROCESS THROUGH THAT.

AND ONE OTHER THING. SO WHILE THERE WEREN'T QUESTIONS, WHILE THERE WERE NOT EXTENDED CONSTRUCTIVE RESPONSE AND SHORT CONSTRUCTIVE RESPONSES ON THE INTERIM, TEA DID RELEASE SEVERAL PRACTICE ASSESSMENTS OF REDESIGNED ASSESSMENTS.

SOME WERE COMPLETELY NEW ITEM TYPES AND WE SHOWED YOU SOME IN JANUARY.

SO WE HAVE MOCK QUESTIONS AND WE DO HAVE PROMPTS THAT TEA IS GOING TO USE FOR WHICH THEY'VE ALSO GIVEN US RUBRICS WHICH WE'VE BEEN ABLE TO USE NOT ONLY IN SCIENCE BUT IN US HISTORY AND THEN ALSO IN ENGLISH.

THANK YOU. DR.

LOPEZ. I KNOW WE'VE HEARD THAT TEA IS GETTING A LOT OF QUESTIONS FROM SUPERINTENDENTS AROUND THE STATE AND GROUPS.

ARE YOU HEARING ANYTHING, ARE THE CUT SCORE IS GOING TO CHANGE? ARE THEY GOING TO STAY WITH THIS? LET'S US CALL IT STAAR 2.0 UNOFFICIALLY.

AND WHERE ARE WE AT WITH THAT? SO TO BE TRANSPARENT, A LOT OF THE ORGANIZATIONS, WHEN WE SPEAK TO THE COMMISSIONER, HE DOES A GREAT JOB OF LISTENING AND HE'S BEEN LISTENING FOR 3 OR 4 MONTHS NOW.

CUT SCORES AREN'T GOING TO CHANGE.

IMPLEMENTATION FOR CCMR, LOOKS LIKE IT'S NOT GOING TO CHANGE.

THE ISSUE THAT I HAVE WITH IT IS SOME OF THE MOVES ARE ACTUALLY GOOD MOVES AND BETTER TO CALIBRATE CCMR CHANGES AND THEY'RE HIGHER IN RIGOR.

I AGREE WITH THAT.

BUT YOU'RE APPLYING TO KIDS THAT ALREADY LEFT.

HOW DOES THAT BENEFIT THE KIDS? ANY TYPE OF CHANGE SHOULD BENEFIT THE CURRENT POPULATION OF STUDENTS THAT IT'S UNDER.

IT SHOULDN'T BE.

IT'S KIND OF LIKE SAYING, OH, WOW, I HAVE A CERTAIN REMEDY FOR AN ILLNESS BUT IF THE PERSON IS DECEASED IT DOES THEM, NO WHAT? NO GOOD. OKAY.

SO, LIKE, THAT'S WHAT WE'RE DOING.

THE KID IS GONE, THE KID IS GRADUATED, AND WE'RE APPLYING THAT.

AND IT MAKES NO SENSE.

THE SECOND THING IS HE'S APPLYING THAT WHILE INTEGRATING THESE NEW SYSTEMS THAT THEY CAN'T PROPERLY CALIBRATE.

SO SCHOOL SYSTEMS ACROSS THE STATE THAT ARE PREDOMINANTLY ECONOMICALLY DISADVANTAGED BECAUSE THOSE KIDS HAVE A HARDER TIME OF BEING AGILE WITH MATERIAL ARE THE ONES THAT THEY EXPECT TO SUFFER THE MOST.

AND WHAT THEY SAY IS THE 1 OR 2 ANOMALIES.

YOU KNOW, YOU HAVE STATISTICAL ANOMALIES THAT ARE WAY OUT THERE.

THEY'RE GOING TO HIGHLIGHT THOSE AND SAY, WELL, IF THEY CAN DO IT, ANYBODY CAN DO IT RIGHT.

AND SO WHAT WE'RE EXPECTING IS A VAST MAJORITY OF THE SCHOOL DISTRICTS TO BE RECALIBRATED ON THEIR SCORES, A VAST MAJORITY OF HIGH SCHOOLS TO BE RECALIBRATED ON THEIR SCORES.

THIS IS GOING TO AFFECT ALL THE KIDS.

AND THEY WILL TELL YOU THE TEST ISN'T HARDER.

IT'S MORE RIGOROUS.

AND THEY HAVE REPEATEDLY STOOD BY THAT STANCE.

IT'S NOT HARDER. IT'S MORE RIGOROUS.

BUT I WANT TO ASK YOU THIS QUESTION.

IF I GIVE YOU A MULTIPLE CHOICE TEST AND I GIVE YOU A READING PROMPT WITH MATHEMATICAL EQUATIONS THAT YOU HAVE TO DERIVE FROM IT AUTOMATICALLY WITHOUT EVEN READING THE PROBLEM, YOU HAVE A 25% CHANCE OF SUCCESS.

OKAY. STATISTICALLY, UNLESS YOU DECIDE NOT TO BUBBLE ANYTHING.

BUT IF YOU HAVE TO COME UP WITH THE FORMULA.

AND YOU HAVE TO COME UP WITH THE ANSWER WITHIN THAT FORMULA AND WRITE IT OUT CORRECTLY.

NOW YOU HAVE A MUCH GREATER CHANCE OF GETTING IT INCORRECT.

AND WHAT WE'RE AFRAID OF IS THAT WHATEVER TYPE OF AI THEY'RE USING TO ANALYZE THEIR RESPONSE, BECAUSE I DON'T ENVISION THEM HIRING THOUSANDS OF WORKERS TO GO IN AND LOOK AT IT TO REALLY GIVE IT THAT EYE.

WHAT'S GOING TO HAPPEN IS WHAT IF YOU MISINTERPRET A FEW THINGS LIKE YOU, YOU HAVE DYSLEXIA AND YOU REVERSE A FEW NUMBERS ON YOUR EQUATION, BUT YOU GET IT RIGHT. BUT THE THEY'RE GOING TO COUNT THE PROBLEM WRONG.

THE OTHER THING IS THERE'S PROBLEMS THAT HAVE TWO STEPS AND LET'S SAY YOU GET THE WHOLE PROBLEM RIGHT.

BUT YOU GOT THE FIRST STEP WRONG, THEN THE WHOLE PROBLEM IS WRONG.

HOW IS THAT FAIR? OKAY, THESE ARE THE ISSUES THAT WE'RE GOING TO BE RUNNING INTO.

SO WHEN PEOPLE ARE SAYING WE'RE CONCERNED ABOUT WHERE OUR SCORES ARE, IT'S NOT THAT WE'RE MAKING EXCUSES.

[00:55:04]

IT'S JUST THAT THIS HAS NOT BEEN FULLY CALIBRATED AND YOU'RE IMPLEMENTING ALL THE SYSTEMS AT ONE TIME TO APPLY FOR A LETTER GRADE THAT THAT'S GOING TO BE PUT ON YOUR SCHOOL DISTRICT AND BRANDED AND SAYING WHETHER YOU'RE A SUCCESS OR A FAILURE.

OKAY. AND SO A LOT OF SCHOOL DISTRICTS THAT ARE MORE AFFLUENT THAN US ARE CONCERNED THEY'RE GOING TO BE C'S.

THEY'RE SAYING, I'M GOING TO DROP 15 POINTS WITH THESE THINGS AND WE'RE CONCERNED WE'RE GOING TO BE C'S.

AND SO THE ONES THAT AREN'T CONCERNED ARE HIGHLAND PARK EANE'S ISD, LAKE TRAVIS, YOU CAN GO DOWN THE ROAD WITH THOSE MORE AFFLUENT SCHOOL DISTRICTS.

THEY'RE NOT CONCERNED.

THE ONES THAT ARE CONCERNED ARE THE ONES THAT LOOK LIKE GARLAND.

AND THEY'RE SAYING, IS THIS INTENTIONAL TO START PUTTING SOME SEPARATION BETWEEN THE AFFLUENT SCHOOL DISTRICTS AND THE NON AFFLUENT SCHOOL DISTRICTS TO SAY, LOOK, ONE HIERARCHY IS BETTER THAN THE OTHER AND THOSE QUESTIONS AREN'T ANSWERED.

SO THERE'S NOT GOING TO BE ANY CHANGE.

THERE'S GOING TO BE THESE THINGS ARE GOING TO BE APPLIED.

IT'S GOING TO HIT US HARD.

WELL, THIS.

OKAY. AND AND MR, SELDERS, I LOVE YOUR QUESTION BECAUSE YOU SAID, HEY, WE JUMPED FROM HERE TO HERE LAST YEAR.

DO WE EXPECT THE SAME JUMP THIS YEAR FROM WHAT WE'RE DOING? THAT'S ESSENTIALLY YOUR QUESTION, RIGHT? IF WE JUMPED TEN POINTS LAST YEAR FROM INTERIM TO THE REAL SCORES, WILL THAT TRANSLATE THIS YEAR? WAS THAT WHAT YOU WERE SAYING? RIGHT. AND THE QUESTION THE ANSWER IS WE DON'T KNOW BECAUSE THEY'RE NOT EVEN GIVING US THE FULL TEST.

SO THESE ARE ONLY THE QUESTIONS THEY'RE GIVING US.

BUT THE HARDEST PART ABOUT THE TEST WE DON'T HAVE AND SO WE CAN'T EVEN REALLY REALISTICALLY APPLY IT EVEN THOUGH THAT WE'RE PREPARING FOR IT.

WE DON'T KNOW HOW THEY'RE GOING TO GRADE IT, HOW IT'S GOING TO BE GRADED.

IF YOU'RE DOING OPEN ENDED QUESTIONING, LIKE THE WAY IT'S DOING, HOW IS IT GOING TO BE GRADED? SO THERE'S A LOT OF JUST ANXIETY IN SCHOOL DISTRICTS ACROSS THE TEXAS BECAUSE OF THESE SCORES.

AND I WILL TELL YOU, SUPERINTENDENTS HAVE SAID THEY'VE SAT WITH THEIR BOARDS AND SAY EXPECT A C.

EXPECT A C. SOME HAVE TOLD THEM WE MAY GET LOWER THAN THE C.

OKAY. SO THIS IS WHAT'S COMING.

AND SO WE GOT TO BE READY FOR IT.

THANK YOU, DR. LOPEZ. SO WE'LL TURN IT BACK TO OUR FIVE EXPERTS ON TESTING AND RESULTS.

[LAUGHTER] WITH THAT INTRODUCTION.

SO PLEASE PROCEED.

OKAY. SO OUR HIGH SCHOOL SUPPORT PLANS FOR ENGLISH ONE AND ENGLISH TWO.

WE HAVE OR WE WILL BE COMPLETING BY APRIL 19TH ARE STAAR BOOT CAMPS FOR EVERY SINGLE HIGH SCHOOL CAMPUS.

AND THEN AT OUR TARGETED HIGH SCHOOL CAMPUSES, WE HAVE DETAILED SUPPORT BASED ON STUDENT DATA THROUGHOUT THE ENTIRE YEAR, AND OUR DEPARTMENT HAS COMPLETED THE CURRICULUM LEARNING PLANS WITH NEW ITEM TYPES AND EVERYTHING THAT THEY NEED WHEN THAT SUPPORT GOES IN TO THOSE TARGETED CAMPUSES.

ALSO, WHEN WE REVIEW THE DATA FOR OUR INTERIM, WE HAD A UNIT OVER THE SPIRALING TEKS.

SO WE REALLY TOOK A DEEP DIVE INTO THOSE STANDARDS THAT NEEDED MORE PRACTICE AND WE PROVIDED LEARNING PLANS FOR THOSE AREAS.

AND THEN WE HAVE A LEAD4WARD ROCKIN REVIEW THAT IS A TARGETED STAAR REVIEW THAT IS TEN DAYS PRIOR TO THE STAAR AS AN ADDITIONAL ENGAGEMENT PIECE TO MAKE SURE OUR STUDENTS UNDERSTAND THE CONCEPTS THAT THEY WILL SEE ON THE STAAR.

AND NOW I WILL GIVE IT TO MICHAEL FOR ALGEBRA ONE.

QUESTION.

BEACH. DR. HOPE, LET ME ASK YOU A QUESTION REAL QUICK.

YES. ON THE PULL OUTS ARE THEY ARE THEY BEING PULLED OUT THE PERIOD THAT THEY HAVE THAT PARTICULAR CLASS OR ARE THEY DOING IT AT A DIFFERENT TIME OF THE DAY? WHEN ARE THOSE PULL OUTS HAPPENING? THE MAJORITY FOR ENGLISH ONE AND ENGLISH TWO IS DURING THE DAY.

AND WHAT WE'RE SEEING A LOT OF DURING THE CLASS PERIOD, WHAT WE'RE REALLY SEEING IS THAT THE SUPPORT IS REALLY GOING IN AND A LOT OF THE TIME IS ASSISTING THE TEACHER OR THEY'RE AT THE SMALL GROUP TABLE DOING THE INSTRUCTION WHILE THE TEACHER IS DOING THE ROTATIONS.

OKAY. OKAY. SO WHILE IT IS HAPPENING IN THE CLASSROOM.

YES. OKAY. OKAY.

ALL RIGHT. FOR ALGEBRA ONE, WE HAVE OUR STAAR BOOT CAMPS ALSO DESIGNED BASED ON THE DATA FROM THE STAAR INTERIM EXAM, AS WELL AS OUR CBAS AND ALSO FROM THE PREVIOUS STAAR EXAM DATA. OUR US HISTORY AND BIOLOGY TEAMS ARE ALSO PUSHING INTO OUR HIGH SCHOOLS.

THEY HAVE PRIORITY.

THEY HAVE DETAILED PLANS FOR OUR PRIORITY CAMPUSES AND ARE SPIRALING THEIR TEKS AND THEIR UNIT LEARNING PLANS AND TOWARDS THE ROCKING REVIEW, WHICH WILL ALSO BE TEN DAYS PRIOR TO THEIR EXAMS. SO WHAT IS A BOOT CAMP? A BOOT CAMP WOULD CONSIST OF PULL OUTS, SO WE MIGHT HAVE THE DAY BEFORE THE TEST WE TAKE ALL OF OUR STUDENTS WHO ARE GOING TO TAKE THE ALGEBRA EXAM AND WE MIGHT TAKE ALL OF OUR MATH TEACHERS, NOT JUST OUR ALGEBRA TEACHERS.

AND SO EACH TEACHER WILL BECOME AN EXPERT IN A CERTAIN ITEM OR A CERTAIN UNIT, AND THEY WILL ROTATE WITH THE STUDENTS OR THE STUDENTS WILL ROTATE AND IT'LL BE LIKE

[01:00:09]

ONE LAST PUSH TO HELP OUR STUDENTS BE SUCCESSFUL.

WE'LL ALSO INTEGRATE SOME SEL ACTIVITIES, TRYING TO MAKE IT FUN AND TRYING TO ENCOURAGE THE STUDENTS TO BE SUCCESSFUL BECAUSE A LOT OF THE PERFORMANCE COMES DOWN TO THEIR CONFIDENCE. AND SO WE WANT TO BUILD THEIR CONFIDENCE.

WE WANT THEM TO KNOW THAT THEY HAVE EVERYTHING THEY NEED TO BE SUCCESSFUL AND ANSWER ANY LAST MINUTE QUESTIONS THAT THEY MAY HAVE AS WELL.

SO THESE MAY NOT NECESSARILY BE ALGEBRA TEACHERS? CORRECT. THEY MAY BE MATH TEACHERS.

THEY MAY BE DISTRICT FOLKS WHO USED TO TEACH MATH, WHO HAVE VOLUNTEERED THEIR TIME TO COME IN AND SUPPORT, AS WELL AS ALL THE OTHER CONTENTS.

LAST YEAR AT NORTH GARLAND HIGH SCHOOL, I HAD A GROUP, DR.

MARK BOOKER HAD A GROUP.

LAKISHA RIDER HAD A GROUP.

SOME PEOPLE THAT WEREN'T EVEN MATH TEACHERS.

AND THEY FOCUSED ON PROVIDING THAT SEL SUPPORT AND THE MOTIVATION AND REALLY GETTING OUR STUDENTS TO BE SUCCESSFUL.

SO WE'RE DOING EVERYTHING POSSIBLE TO GET THE KIDS READY.

YES, SIR. AT THE END OF THE DAY, WE WILL BE ABLE TO LOOK BACK AND SAY WE DID EVERYTHING THAT WE COULD AND WE'LL BE HAPPY WITH OUR EFFORTS.

THANK YOU. ANY OTHER QUESTIONS RIGHT NOW? OKAY. SO AS WE MOVE INTO MIDDLE SCHOOL, WE SEE THAT MIDDLE SCHOOL MATH CONTINUES TO BE A TARGET FOR IMPROVEMENT AND AN AREA OF FOCUS FOR CONCENTRATED SUPPORTS.

SIXTH GRADE MATH MEETS PLUS GREW 11 POINTS FROM THE FALL TO THE SPRING AND SEVEN SEVEN POINTS FROM LAST SPRING.

SEVENTH GRADE WE SEE THAT OUR MEETS PLUS PERFORMANCE STAYED THE SAME FROM THE FALL, BUT WE'RE 4% AHEAD OF SPRING 2022.

AS A REMINDER, OUR ACCELERATED MATH STUDENTS ARE APPROXIMATELY ONE THIRD OF OUR SEVENTH GRADERS.

THEY ESSENTIALLY SKIP SEVENTH GRADE MATH, ACCELERATING INTO EIGHTH GRADE MATH DURING THEIR SEVENTH GRADE YEAR SO THAT THEY CAN TAKE ALGEBRA ONE DURING THEIR EIGHTH GRADE YEAR.

FOR EIGHTH GRADE WE HAD THE SAME RESULTS AS THE FALL, BUT WE ARE CURRENTLY EVEN WITH SPRING 2022.

WHILE THIS IS NOT THE LEVEL OF GROWTH WE SAW IN HIGH SCHOOL, MIDDLE SCHOOL HAS A SIGNIFICANTLY HIGHER PERCENTAGE OF NEW TEACHERS.

THE SPRING ROUND OF INTERIMS WAS ALSO FAR MORE DIFFICULT THAN PREVIOUS EXAMS DISPLAYED ON THE BAR GRAPH.

IT'S WORTH NOTING THAT THE STAAR INTERIMS FOR MATH AND READING ARE MULTI-STAGE ADAPTIVE TESTS, WHICH MEANS THAT ALL STUDENTS TAKE THE INITIAL STAGE OF THE QUESTIONS AND BASED ON THEIR RESPONSES TO THOSE QUESTIONS, THEY'RE EITHER GIVEN A HIGH, MEDIUM OR LOW VERSION OF THE TEST.

AND SO WHILE IT MAY APPEAR FROM THE BIG PICTURE VIEW THAT WE DIDN'T MAKE AS MUCH GROWTH AS WE'D LIKE, IN REALITY, WHEN WE DIG DOWN, WE SEE THAT A MUCH HIGHER PERCENTAGE OF STUDENTS ENDED UP TAKING THE MEDIUM OR HIGH VERSION OF THE ASSESSMENT, BUT THE ASSESSMENT WAS SIGNIFICANTLY HARDER.

AND EXPLAIN WHAT PUSH IN MEANS.

EITHER ONE OF YOU IS FINE. YES, SIR.

SO A PUSH IN WOULD BE IF I HAVE A TEACHER WHO IS TEACHING ALGEBRA, THEN I WOULD COME INTO THEIR CLASS AND THIS WOULD ALLOW THEM TO DO SOME SMALL GROUP ACTIVITIES. I MIGHT PULL A SMALL GROUP TO THE SIDE OR IT ALLOWS US TO HAVE AN EXTRA SET OF EYES IN THE ROOM TO HELP MORE STUDENTS INDIVIDUALLY. MR. BEACH. ARE YOU FINDING TOO THAT BECAUSE YOU WERE TALKING ABOUT IN THE MIDDLE SCHOOL, THE NUMBER OF NEW TEACHERS.

THAT HAD AN IMPACT, I'M SURE BECAUSE OF THE AMOUNT OF TRAINING THAT YOU ALL HAD TO DO TO BRING THEM UP TO SPEED, TOO, I WOULD THINK THAT WOULD BE VERY TOUGH, ESPECIALLY AT THE MIDDLE SCHOOL LEVEL, SINCE THAT'S THE LEVEL I HAD BEEN AT, TOO.

BUT CAN YOU ADDRESS THAT? IS THAT A TRUE STATEMENT? YES, SIR. SO IT WAS A GREAT CHALLENGE BECAUSE WE DID HAVE A LARGE NUMBER OF BRAND NEW TEACHERS, BUT THANKFULLY WE HAD A LOT MORE SUPPORT THAN WE'VE HAD IN THE PAST.

SO THE BOARD APPROVED OUR CURRICULUM SUPPORT TEACHERS FOR BOTH READING AND MATH.

AND SO THOSE CAMPUSES HAD A MUCH LARGER NUMBER OF NEW TEACHERS.

BUT WE WERE ABLE TO SEE THAT NOT ONLY DID THEY STAY THE SAME, WE SAW A LOT OF CAMPUSES MAKE SIGNIFICANT GROWTH.

AND SOME OF OUR HIGHER PERFORMING TEACHERS ON THE SPRING INTERIM WERE SOME OF OUR NEW TEACHERS WHO HAD STRUGGLED AT THE BEGINNING.

SO WE WERE VERY PLEASED WITH THE PERFORMANCE OF OUR NEW TEACHERS.

BUT WE KNOW THAT WITH MORE TIME AS THEY CONTINUE TO GET BETTER AND BETTER AND THEY STAY HERE IN GARLAND ISD, THAT WE'RE GOING TO SEE EVEN BETTER GROWTH IN THE FUTURE.

I WOULD THINK THAT THEY PROBABLY CAME OUT OF COLLEGE KNOWING WHAT STAAR WAS ABOUT, BUT NOT REALLY KNOWING HOW TO IMPLEMENT WHAT THEY NEEDED TO DO IN THE CLASSROOM.

IF I WAS GUESSING.

YES. SO MANY OF US WHO WERE TEACHERS, WE KNOW THAT OUR FIRST YEAR WAS DIFFICULT.

[LAUGHTER] VERY. WE DIDN'T REALLY KNOW WHAT TO EMPHASIZE.

WE'RE STILL LEARNING THE CONTENT.

WE'RE STILL LEARNING WHAT THE TESTING LOOKS LIKE.

AND SO FOR AND WE WENT TO COLLEGE TO BE TEACHERS, SO A LOT OF OUR NEW TEACHERS DID NOT.

[01:05:02]

AND SO THIS WE'VE HAD TO SHORTEN THAT LEARNING CURVE BY PROVIDING EVEN MORE INTENSE SUPPORT.

SO ALL OF US SPENT A LOT OF TIME IN THE FALL IN CLASSROOMS, WORKING, TRAINING NEW TEACHERS, AND SO SO THAT WE COULD GET THE RESULTS THAT WE'RE SEEING TODAY.

GOOD. WELL, I'M ANXIOUS TO SEE WHAT THE NEW RESULTS WILL BE FROM THESE NEW TEACHERS.

THANK YOU. YES SIR. THANK YOU.

OKAY. AND THEN THE SAME THING GOES FOR MIDDLE SCHOOL, AS WE DISCUSSED EARLIER WITH HIGH SCHOOL.

MIDDLE SCHOOL ALSO DID NOT HAVE THE EXTENDED CONSTRUCTED RESPONSE NOR THE SHORT CONSTRUCTED RESPONSE ON EITHER THE FALL OR THE SPRING.

AND WE HAD THE EXACT SAME SUPPORT PLANS FOR MIDDLE SCHOOL.

WE'VE ALSO IMPLEMENTED CLAIM EVIDENCE, REASONING, WRITING, STRATEGY IN ALL CORE CONTENT CLASSES 6 THROUGH 12 TO ASSIST IN THIS.

AND THEN JUST LIKE WE DID AT HIGH SCHOOL, WE WENT IN AND COMPLETED THE WRITING CALIBRATIONS WHERE THEY WOULD TAKE THE STUDENT SAMPLES AND THEY WOULD GRADE THEM WITH THE RUBRICS AND ASSIST TEACHERS IN THAT AREA.

AND THEN WE'VE CONTINUALLY EMBEDDED IT IN OUR DAILY CURRICULUM.

AND THEN ON CBAS.

SO IN RLA WE SEE A 4% INCREASE FOR SIXTH GRADE WHEN COMPARING SPRING TO SPRING.

IN SEVENTH GRADE, WE SEE A 6% DECREASE FROM LAST SPRING TO THIS SPRING.

AND IN EIGHTH GRADE, WE SEE A 9% DECREASE FROM LAST SPRING TO THIS SPRING.

AS A REMINDER, WE ADOPTED A NEW READING RESOURCE FOR OUR MIDDLE SCHOOL THAT ALIGNS TO THE MUCH MORE RIGOROUS STAAR TEST THAT OUR STUDENTS WILL SEE.

AND THEY HAVE TO IN BOTH THE NEW RESOURCE AND IN THE STAAR THEY HAVE TO HAVE A HIGHER LEVEL OF UNDERSTANDING IN THESE RESOURCES WHICH WILL HELP THEM WITH THE NEW STAAR REDESIGN. AND IN SOCIAL STUDIES WE SEE A 6% INCREASE ACROSS THE SCHOOL YEAR AND THEN WE SEE AN 8% DECREASE FROM LAST SPRING TO THIS SPRING.

AND IT'S IMPORTANT TO NOTICE FOR OUR SOCIAL STUDIES SPIRALING TEACH UNIT AND OUR REVIEW THAT WE WILL MAKE SURE THAT WE GO BACK AND INCLUDE THOSE BEGINNING UNITS ALL THE WAY TO THE END.

SO IT IS AN ENTIRE REVIEW THAT COVERS EVERY PORTION THAT THEY WILL BE LEARNING THROUGHOUT THE YEAR.

ANY QUESTIONS? OKAY. AND LET ME FINALLY LET ME COMPLIMENT DR.

CADDELL, DR. HILL, DR.

LOPEZ AND YOUR TEAM FOR USING THE MEETS CRITERIA.

I THINK WE'VE EMPHASIZED THAT IN THE BOARD GOAL TO USE THE MEETS CRITERIA.

I MEAN, WE COULD MAKE THESE CHARTS LOOK A WHOLE MUCH BETTER TO PEOPLE WATCHING IF WE USE THE APPROACHES DATA.

BUT THAT'S NOT REAL AND WE'RE GOING TO BE JUDGED BY THE MEET STATUS.

SO I'M GLAD WE'RE USING THAT.

SO THANK YOU. THANK YOU, DR.

LOPEZ, AND THANK EVERYBODY FOR THAT.

OKAY. PLEASE, PLEASE PROCEED.

OKAY. SO OUR SUPPORT PLANS FOR MIDDLE SCHOOL.

WE ALSO HAVE A TARGETED PUSH IN AND PULL OUT SUPPORT SYSTEM AT OUR PRIORITY CAMPUSES.

AND SINCE WE DO SEE THAT OUR MIDDLE SCHOOLS ARE STRUGGLING MORE WITH OUR NEW TEACHERS AND OUR NON CERTIFIED TEACHERS, WE'VE INCLUDED AN ADDITIONAL SUPPORT THAT WE CALL RLA OVERTIME AND WE HAVE OUR TEAM GOING OUT AND CONDUCTING THESE MINI OVERTIME LESSONS AND THEIR BRAND NEW LESSONS THAT INCLUDE THE NEW STAAR ITEM TYPES. AND WE HAVE ALL OF THESE PLANS AT EVERY SINGLE MIDDLE SCHOOL AND WE ALSO BASED ALL OF THOSE PULL OUTS IN THE OVERTIME BASED ON OUR STUDENT DATA AT EACH CAMPUS.

ONCE WE GOT AND REVIEWED THE STAAR INTERIM, WE ALSO COMPLETED A TEKS SPIRALING REVIEW.

AND SO AFTER THE INTERIM, I WOULD SAY ABOUT PROBABLY A WEEK AND A HALF AFTER THAT WAS WHEN WE STARTED THAT UNIT ON THE TEKS REVIEW.

AND THEN WE WENT INTO ROCK AND REVIEW.

SO MIDDLE SCHOOL STUDENTS HAVE ABOUT A SIX WEEK PLUS ADDITIONAL REVIEW TO ENSURE THAT WE CLOSE THOSE GAPS.

AND NOW I'LL TURN IT OVER TO MICHAEL FOR MATH AND SCIENCE.

YES, VERY SIMILAR TO ENGLISH.

WE ALSO HAVE A VERY DETAILED PLAN TO ADDRESS OUR GAPS IN MATH.

ALL OF OUR MATH TEAM IS ASSIGNED TO CAMPUSES FULL TIME RIGHT NOW.

SO MYSELF, ALL OF OUR COORDINATORS, OUR IDFS, OUR CURRICULUM SUPPORT TEAM, EVERYBODY IS LIVING AT A CAMPUS THE ENTIRE DAY DOING PULL OUTS AND PUSH INS AND PROVIDING SUPPORT DURING WHEN.

SAME WITH OUR EIGHTH GRADE SCIENCE TEAM AND OUR EIGHTH GRADE HISTORY TEAM.

THEY'RE LIVING ON CAMPUSES EACH DAY, PROVIDING SUPPORT, DOING PUSH INS, DOING PULL OUTS AND HELPING THOSE PRIORITY CAMPUSES DURING THE DAY AND HELPING OUR STUDENTS BE SUCCESSFUL FOR THEIR PERFORMANCE.

WE ARE ALSO SPENDING A LOT OF TIME IN OUR CLC, SO EACH OF OUR TEAMS HAS DISSECTED THE INTERIM DATA.

THEY'VE CREATED REPORTS, THEY'VE CREATED INSTRUCTIONAL MOVES THAT NOW ARE BEING PRESENTED DURING OUR CLC TIME.

[01:10:04]

AND SO WE'RE VERY FORTUNATE TO HAVE THAT TIME IN MIDDLE SCHOOL BECAUSE IT ALLOWS OUR INSTRUCTIONAL TEAMS TO SPEND THOSE 45 TO 50 MINUTES WITH OUR TEACHERS GOING THROUGH AND LOOKING SPECIFICALLY AT THE SKILLS THAT OUR STUDENTS DID NOT PERFORM WELL ON SO THAT WE CAN GIVE THEM TARGETED REMEDIATION.

AND HELPING HAVING ALL THOSE TEAMS ON THE CAMPUSES IS ALSO HELPING US DESIGN THOSE LESSONS WITH THEM AND IMPLEMENT THOSE LESSONS SO THAT OUR STUDENTS ARE GETTING REMEDIATION IN THE SPECIFIC AREAS THAT THEY NEED HELP.

QUESTIONS.

GOOD EVENING. I'M GOING TO COVER THE INTERIM DATA FOR ELEMENTARY MATH AND SCIENCE.

WE'LL LOOK AT THIRD GRADE FIRST.

WE SAW AN INCREASE OF 9% FROM THE FALL INTERIM LAST YEAR.

IT'S ALSO IMPORTANT TO NOTE, AND WE MENTIONED THIS IN THE FALL, THAT ALL OF OUR STANDARDS HAVE NOT BEEN TAUGHT IN SECTION ONE, THERE WERE 12 QUESTIONS FOR THIRD GRADE.

AND OF THOSE 12 QUESTIONS, WE HAD FOUR STANDARDS THAT HAVE NOT YET BEEN TAUGHT, HAD NOT YET BEEN TAUGHT AT THE TIME OF THIS ASSESSMENT.

OUR FOURTH GRADE STUDENTS ALSO SHOWED AN INCREASE OF 9% FROM THE FALL INTERIM AND 13% THEY ARE SHOWING FROM STAAR.

SO THEY ARE ALREADY 13%.

AND IT IS A DIFFERENT TEST.

IT IS A DIFFERENT TEST, BUT 13% ABOVE WHERE THEY WERE LAST YEAR AT STAAR.

OF THE 14 QUESTIONS, THEY HAVE HAD THE MOST CONTENT TAUGHT.

OF THE 14 QUESTIONS IN SECTION ONE, THERE WERE ONLY TWO STANDARDS THAT HAD NOT BEEN TAUGHT AT THE TIME OF ASSESSMENT.

EXCUSE ME. OUR FIFTH GRADE STUDENTS SHOWED AN INCREASE OF 8% FROM THE FALL INTERIM AND WERE WITHIN 5% OF WHERE THE FIFTH GRADERS WERE ON STAAR LAST YEAR.

THE FIFTH GRADE STUDENTS HAVE THE MOST REMAINING CONTENT AS STANDARDS FOR 5 OF THE 14 QUESTIONS IN SECTION ONE HAD NOT BEEN TAUGHT AT THE TIME OF ASSESSMENT.

ONE HIGHLIGHT THAT I THINK IS WORTH NOTING IT IS NOT REFLECTED ON THE SCREEN, BUT IT IS REGARDING OUR APPROACHES DATA AND THAT EVERY STUDENT GROUP AT EVERY GRADE LEVEL IS AHEAD OF WHERE THE STUDENTS WERE ON LAST YEAR'S INTERIM AND OUR FIFTH GRADE STUDENTS SHOWED THE MOST SIGNIFICANT GAINS.

ALMOST EVERY STUDENT GROUP IN FIFTH GRADE SHOWED A GAIN OF AT LEAST 15% IN THE APPROACHES CATEGORY FROM LAST YEAR'S SPRING INTERIM TO THIS YEAR'S SPRING INTERIM. OUR SPECIAL EDUCATION AND HISPANIC STUDENT GROUP SHOWED GAINS OF ALMOST 17%.

OUR FIFTH GRADE SCIENCE SCORES SHOWED AN INCREASE OF 12% FROM THE FALL INTERIM AND OR 2% FROM WHERE WE WERE FOR LAST YEAR'S STAAR.

ANY QUESTIONS? ANY QUESTIONS.

SO WE TALKED ABOUT ALL THE EXTRA WORK THAT'S BEING DONE, ALL THE EXTRA HELP THAT'S AT THE MIDDLE AND HIGH SCHOOL LEVEL.

COULD YOU TALK ABOUT IT AT THE ELEMENTARY LEVEL? ABSOLUTELY. IT'S BEEN SIGNIFICANT FOR US.

WE HAVE SOMEONE AT EVERY CAMPUS.

WE HAVE FORTUNATELY BEEN ABLE TO USE THAT ASSISTANCE FOR PROVIDING SUPPORT FOR SOME OF OUR HIGHEST NEEDS CAMPUSES.

RIGHT NOW, WE HAVE 15 CAMPUSES WHERE WE'RE PROVIDING ADDITIONAL SUPPORT EVERY DAY, SOME FOR CORE CONTENT, SOME FOR SMALL GROUP, JUST MEETING THE NEEDS OF THE TEACHERS IN THOSE CLASSROOMS. WE COULDN'T DO IT WITHOUT OUR SUPPORT TEACHERS.

GREAT. WE THANK YOU.

ALL RIGHT. I'M GOING TO TAKE A LOOK WITH YOU AT THE THIRD, FOURTH AND FIFTH GRADE READING DATA.

LIKE DR. HOPE STATED, IT'S IMPORTANT TO REMEMBER THAT THESE SCORES DID NOT INCLUDE THE SHORT CONSTRUCTED RESPONSE AND EXTENDED CONSTRUCTED RESPONSE, WHICH CAN ACCOUNT FOR A MINIMUM OF 19% OF THE ACTUAL STAAR TEST.

SO WHEN WE TAKE A LOOK AT GRADE THREE READING, WE CAN SEE AN INCREASE OF 8% ACROSS THE SCHOOL YEAR AND A 2% INCREASE FROM LAST SPRING TO THIS SPRING . IN FOURTH GRADE READING WE CAN SEE AN INCREASE OF 14% ACROSS THE SCHOOL YEAR.

AND WE SEE THAT EVEN WITH NEW ITEM TYPES AND A NEW RESOURCE, WE HAVE MAINTAINED WHERE WE WERE THIS TIME LAST SPRING.

AND IT'S ALSO TOO IMPORTANT TO POINT OUT THAT THE SPRING INTERIM FOR FOURTH GRADE IS ACTUALLY ONE POINT HIGHER THAN OUR THIRD GRADE READING ON THE ACTUAL STAAR TEST LAST YEAR SINCE THOSE ARE THOSE SAME STUDENTS.

IN FIFTH GRADE READING, WE CAN SEE AN INCREASE OF 6% ACROSS THE SCHOOL YEAR.

AND WHILE THE DATA DOES SHOW A DIP IN THE SCORES FROM LAST SPRING TO THIS SPRING, THE MORE RIGOROUS ASSESSMENT MAY BE A CONTRIBUTING FACTOR, AS WELL AS THE IMPLEMENTATION OF A BRAND NEW RESOURCE.

[01:15:02]

BUT NOW WE'RE GOING TO TAKE A LOOK MR. GLICK AT WHAT YOU MENTIONED IS WHAT IS THE SUPPORT LOOK LIKE FOR OUR ELEMENTARY SCHOOLS? SO FOR GRADES THREE THROUGH FIVE LITERACY, WE'VE WORKED WITH OUR EDLS TO IDENTIFY PRIORITY CAMPUSES AND CLASSROOMS BASED ON DATA FROM OBSERVATIONS, CURRICULUM BASED ASSESSMENTS, THE FALL AND SPRING INTERIM AND MAP DATA, AND WITH THE SUPPORT OF OUR EARLY LEARNING SUPPORT TEACHERS AND OTHER DISTRICT PERSONNEL THAT WE'VE MENTIONED HAVE BEEN PUSHING IN.

WE HAVE BEEN ABLE TO SUPPORT A VARIETY OF CLASSROOMS AROUND THE DISTRICT WITH THE TEACHERS THAT NEED THE MOST SUPPORT.

I WANT TO TALK SPECIFICALLY ABOUT THE WRITING PORTION THAT IS NOT REFLECTED IN THESE SCORES, BUT JUST SO THAT YOU KNOW WHAT WE'RE DOING TO PREPARE OUR TEACHERS OR OUR STUDENTS FOR THAT PIECE.

IN JANUARY, WE BROUGHT THE TEACHERS TOGETHER TO DO A DEEP DIVE OF THE WRITING RUBRIC THAT YOU ASKED ABOUT EARLIER AND BEGAN A STRATEGIC WRITING ROLLOUT TO HELP TEACHERS AND STUDENTS WITH THAT EXTENDED CONSTRUCTED RESPONSE PORTION.

WE ENSURED THAT EVERY CAMPUS RECEIVED WRITING, TRAINING AND SUPPORT UTILIZING OUR ELSTS TO BE THE TRAINERS AND MODELS OF BEST PRACTICES IN WRITING INSTRUCTION.

AND AS A FOLLOW UP TO THAT WRITING ROLLOUT AT THE FEBRUARY PROFESSIONAL DEVELOPMENT DAY, TEACHERS HAD THE OPPORTUNITY TO CALIBRATE ON SCORING AND TAKE A DEEPER DIVE INTO THE CONSTRUCTED RESPONSE RUBRIC USING THE WRITING FROM CBA FOUR.

LAST WEEK, STUDENTS HAD AN ADDITIONAL OPPORTUNITY TO WRITE AN ECR FOR THE LAST CBA, AND TEACHERS AND CAMPUSES ALSO PARTICIPATED IN SCORING CALIBRATION AT THEIR CAMPUSES, IDENTIFIED AREAS OF STUDENT GROWTH AND MADE PLANS TO PROVIDE TARGETED WRITING SUPPORT DURING THIS FINAL PUSH TOWARDS STAAR. WE ALSO HAVE, FROM APRIL 3RD, BEGINNING ON APRIL 3RD, STRATEGIC STAAR REVIEW PLANS THAT INCLUDED SPIRALING THE SKILLS JUST LIKE MICHAEL AND DR.

HOPE TALKED ABOUT IN THE MIDDLE SCHOOL AND HIGH SCHOOL.

ANY QUESTIONS? FOR GRADES THREE THROUGH FIVE MATH WE HAVE ALSO WORKED WITH THE EDLS TO IDENTIFY PRIORITY CAMPUSES, LIKE I MENTIONED EARLIER, FROM DATA BASED ON OUR OBSERVATIONS FROM THE YEAR CBAS, OUR INTERIM DATA AND MAP.

WITH THE ASSISTANCE OF OUR GRANT FUNDED SUPPORT, WE HAVE BEEN ABLE TO AGAIN PUSH INTO CAMPUSES WHERE THEY HAVE THE HIGHEST NEED.

IN ADDITION TO WEEKLY STAAR CHECK POINTS, THE MATH TEAM HAS EMBEDDED STAAR FORMATTED QUESTIONS AND SPIRAL REVIEWS INTO OUR TIER ONE INSTRUCTION SO THAT THAT SECOND BLOCK OF TIME FOR MATH IS DESIGNED AND USED AS IT SHOULD BE FOR SPIRALING STUDENTS VERY SPECIFIC NEEDS.

WE'VE ENCOURAGED ALL MATH TEACHERS TO CONTINUE HIGH QUALITY TIER ONE INSTRUCTION UNTIL WE START THE STAAR REVIEW, WHICH IS GOING TO BE ON APRIL 18TH.

WE'VE WORKED WITH THE TEAM, THE EDL TEAM, AS WELL AS OUR CAMPUS TEAMS FOR SCIENCE AS WELL.

WE'VE PUSHED IN OUR SCIENCE IDFS AND OTHER DISTRICT PERSONNEL ARE PROVIDING TARGETED SUPPORT AT CAMPUSES AS WELL.

IN ADDITION TO SEVERAL LESSON EMBEDDED WRITING OPPORTUNITIES, THE FIFTH GRADE SCIENCE CBA INCLUDED A SHORT CONSTRUCTED RESPONSE.

THE SCIENCE TEAM HELD SESSIONS, JUST LIKE OUR WRITING EXPERTS HAVE SHARED, THAT HAVE ALLOWED TEACHERS TO CALIBRATE THE SCORING OF STUDENT RESPONSES. THIS ALLOWED US TO IDENTIFY, AND THIS HAS BEEN HAPPENING FROM THE BEGINNING OF THE YEAR, SO WE'VE BEEN ABLE TO IDENTIFY SOME OF OUR AREAS OF STRENGTH AND CERTAINLY SOME OF OUR AREAS THAT NEED IMPROVEMENT FOR STUDENT WRITING THROUGH OUR OTHER CONTENT AREAS LIKE SCIENCE.

LIKE MATH WE'VE ENCOURAGED ALL OF OUR TEACHERS TO CONTINUE AND STAY THE COURSE FOR THEIR TIER ONE INSTRUCTION, AND WE WANT THEM TO HAVE THOSE OPPORTUNITIES TO EXPLORE AND INVESTIGATE ALL OF THOSE HANDS ON OPPORTUNITIES THAT THEY HAVE FOR SCIENCE SO THEY CAN CONNECT WITH THE CONTENT.

ANY QUESTIONS? YOU MENTIONED A DATE WHEN WE'RE GOING TO START OFFICIAL STAAR REVIEW.

TALK ABOUT THAT A LITTLE BIT.

WELL, WE TRY TO GIVE CAMPUSES AND TEACHERS AS MUCH TIME AS POSSIBLE TO TEACH THE STANDARDS THOROUGHLY, AND WE DON'T WANT TO CUT THAT SHORT. SO WE HAVE TIMED IT WHERE WE ARE GIVING THEM AN OPPORTUNITY.

YOU KNOW, THEY HAVE THANKFULLY, WE HAVE A WONDERFUL BLOCK OF 120 MINUTES FOR MATH.

SO WE HAVE A TIER ONE ALL THE TIME AND THEN WE HAVE THAT EXTRA HOUR.

SO THEY'RE GETTING SPIRAL OPPORTUNITIES FROM THE BEGINNING OF THE SCHOOL YEAR.

SO WE'RE NOT HAVING TO WAIT UNTIL IT'S TIME FOR STAAR.

[01:20:02]

AND WE GET A BIT MORE ANXIOUS.

SO WE'RE GOING TO FINISH THE TEKS FOR THE YEAR AS BEST WE CAN AND THEN GET READY FOR THE TEST.

IS THAT PRETTY MUCH WHAT YOU'RE SAYING? WE ARE GOING TO FINISH THE TEKS FOR THE YEAR AND THEN GET READY FOR STAAR.

YES. OKAY. [LAUGHTER] OKAY.

ANYBODY HAVE ANY QUESTIONS, MS. GRIFFIN? YES. THANKS TO EACH OF YOU FOR THIS DETAILED REPORT.

I HAVE A QUESTION WITH EVERYTHING THAT WE ARE DOING.

WE ARE REPORTING ON STUDENT SUCCESS.

THIS MAY BE A DIFFICULT QUESTION TO ASK OR TO ANSWER, BUT HOW ARE OUR TEACHERS DOING? WITH THE INTRODUCTION OF ALL OF THIS SUPPORT STRUCTURE, ALL OF THE NEW THINGS, IT LOOKS LIKE YOU ALL ARE ALIGNING THE CURRICULAR.

AND FROM A BOARD PERSPECTIVE, THE THINGS THAT I HEAR THE MOST ABOUT IS TALKING ABOUT CURRICULAR.

SO CAN ANYONE GIVE ME A SUMMATION THAT'S AS GOOD AS THIS WITH OUR STUDENT SUCCESS WITH OUR TEACHERS? IS THAT DR. ADAMS? YEAH, I COULD CERTAINLY WEIGH IN LET ME GIVE DR.

HILL AN OPPORTUNITY TO ANSWER YOUR QUESTION, I THINK.

WELL, SO MS. GRIFFIN, I THINK THAT'S AN EXCELLENT LENS TO LOOK AT.

AND DO WE HAVE THE SAME NUMBERS THAT WE HAVE FOR STUDENT GROWTH AND ACCOUNTABILITY? I THINK IT LOOKS DIFFERENT AT THE TEACHER LEVEL, AND I'M SURE THAT'S WHAT DR.

ADAMS IS GOING TO ADDRESS.

BUT YOU TALKED ABOUT JUST THE PERCEPTION OF HOW TEACHERS ARE FEELING ABOUT THE NEW AND THE SUPPORT AND THE CURRICULUM AND THE CHANGES.

AND SO I CAN GIVE YOU JUST MY TAKE ON IT AND THE MANY TEACHERS AND CAMPUSES WE VISIT.

AND I'M NOT GOING TO BE LIKE TEA AND CALL SOMETHING RIGOROUS.

THAT'S HARD. IT'S HARD.

IT'S HARD TO BE A TEACHER.

IT'S BEEN HARD TO BE A TEACHER.

BUT I DO BELIEVE WHEN WE TALK ABOUT CURRICULUM, TRADITIONALLY, WE THINK ABOUT CURRICULUM, LIVING IN A DOCUMENT AND YOU HAND IT TO A TEACHER AND SAY, THIS IS WHAT YOU TEACH. BUT IN MY VIEW AND I'VE BEEN HERE ALMOST 19 YEARS NOW AND I'VE SEEN A LOT OF DIFFERENT ITERATIONS OF CURRICULUM AND SUPPORT, I DO FEEL THAT AT OUR CAMPUS LEVEL AND OUR DISTRICT LEVEL, FROM OUR EDLS AND THE TLD TEAM, WE HAVE MADE A REALLY BIG SHIFT TO THAT TEACHER CENTERED SUPPORT PIECE AND TRYING TO MOVE AWAY FROM SOME THINGS BEING DONE TO A TEACHER RATHER THAN SOME THINGS BEING DONE WITH A TEACHER, BECAUSE WE'RE ALL IN THIS EMBRACING THIS NEW TOGETHER.

AND LIKE DR. LOPEZ MENTIONED, THERE'S A LOT OF UNKNOWN THAT WE'RE DOING OUR BEST GUESS PREDICTION OF WHAT IT WILL LOOK LIKE.

BUT I WILL SAY THE FEEDBACK THAT WE'RE GETTING ON THE SUPPORT FROM CAMPUS PRINCIPALS AND FROM TEACHERS IS THAT THEY'RE VERY THANKFUL THAT IT'S NOT JUST HERE'S THIS NOW, TEACH IT WITH ALL YOUR OTHER STRUGGLES YOU'RE HAVING.

THE SUPPORT HAS BEEN A CRITICAL PIECE AND I THINK SIGNIFICANTLY MORE IMPACTFUL THAN EVEN JUST THE CHANGES TO THE CURRICULUM IS WHAT THAT COACHING COMPONENT LOOKS LIKE AT THE CAMPUS LEVEL IN AN INDIVIDUAL TEACHERS CLASSROOM, SIDE BY SIDE, WORKING TOGETHER TO HELP THEM MOVE THEIR STUDENTS FORWARD.

YEAH AND MS. GRIFFIN THAT'S A REALLY GOOD QUESTION BECAUSE WE'RE REALLY LIVING IN TWO WORLDS RIGHT NOW.

PART OF IT'S WHERE WE'RE AT.

WE HAVE A VERY SHORT RUNWAY UNTIL STAAR SEASON AND I THINK IT'S A LOT OF NEW AND JUST IT'S A LOT OF WORK TO GET KIDS WHERE THEY NEED TO BE.

AND SO I THINK DR. HILL SAID SOMETHING THAT WE'VE TALKED A LOT ABOUT AS A TEAM IS DOING WITH TEACHERS AND ARE WE PERFECT? NO, BUT WE'RE WORKING ON THAT AND WE'RE TRYING TO GET CLOSER TO TEACHER NEEDS SO WE CAN BETTER ADDRESS THEM.

AND ALSO, I THINK LOOKING ON THE LONGER RUNWAY ABOUT NEXT YEAR, EVEN THOUGH WE'RE PLANNING FOR STAAR NOW AND REALLY GEARING UP TO GET KIDS TO WHERE THEY NEED TO BE, WE ALSO UNDERSTAND THAT WE CAN'T, YOU KNOW, STOP LOOKING THERE.

WE REALLY HAVE TO PUT PLANS IN PLACE FOR NEXT YEAR.

AND SO WE'RE ALREADY MR. BEACH TALKED ABOUT, YOU KNOW, PLANNING AND SUPPORT AND WHAT NCI TEACHERS NEED.

WHAT WE'VE DONE, WE NEED TO DO MORE.

AND SO WE'RE DOING A LOT OF PLANNING RIGHT NOW OF MAKING SIGNIFICANT CHANGES TO HOW WE PREPARE TEACHERS TO COME INTO OUR SYSTEM.

AND SO THOSE CONVERSATIONS ARE HAPPENING NOW.

AND I THINK THE ONE THING I WOULD ADD IS WE'RE ALSO MAKING A VERY CONCERTED EFFORT TO HAVE TEACHER VOICE AND FEEDBACK FROM THOSE THAT ARE RESPONSIBLE FOR IMPLEMENTING THE RESOURCES THAT WE'RE DEVELOPING.

AND SO ARE WE PERFECT? NO, BUT WE'RE MOVING IN THAT DIRECTION.

SO I HOPE I ANSWERED YOUR QUESTION.

YES. OKAY.

ONE OTHER THING I WOULD ASK.

[01:25:03]

WE ARE ACRONYM HEAVY.

AND WHEN YOU ALL TALK, IT JUST ROLLS OFF YOUR TONGUE.

AND THEN I'D BE SITTING OVER HERE GOING, I KNOW THEY GAVE THAT TO US SOMEWHERE.

I THINK I KNOW WHAT THAT ACRONYM MEANS.

AND THEN YOU ALL HAVE REBRANDED SOME OF THE SAME ACRONYMS TO SOMETHING NEW.

AND I WOULD JUST SAY, AS YOU TALK ABOUT THESE SUPPORT GROUPS AND THE SUPPORT STRUCTURE, REMEMBER TO JUST REFRESH OUR MEMORIES.

MAYBE WE'RE SUPPOSED TO REMEMBER IT, BUT SOMETIMES THAT WOULD IT WOULD HELP ME.

AND MAYBE I GUESS I'M THE OLD I DON'T THINK I'M NOT THE OLDEST ONE AROUND THE TABLE.

[LAUGHTER] BUT I WAS GETTING READY TO SAY I'M THE OLDEST, BUT I AM NOT.

AND SO THEREFORE, YOU KNOW, JUST KEEP THAT, YOU KNOW, IN YOUR MIND BECAUSE, I MEAN, Y'ALL GAVE A LOT OF INFORMATION.

I WAS LIKE, NOW WHAT DO THEY DO? WHAT GROUP IS THAT? AND THEN AS YOU TALK, I CAN KIND OF CATCH UP WITH, YOU KNOW, WHICH ONE OF THOSE GROUPS.

BUT THANK YOU FOR YOUR PRESENTATION AND YOUR TIME.

MR. BEACH. I ECHO.

I AGREE. I AGREE TOTALLY THAT AND I THANK YOU, DR.

ADAMS, FOR SAYING WHAT YOU SAID ABOUT NEXT YEAR AND PIPELINE BECAUSE WITH THE NEW TEACHERS THAT WE HAVE, THE NUMBER OF NEW ONES, ESPECIALLY IN THE MIDDLE SCHOOL LEVEL AND WHERE YOU'RE GOING TO TRY TO TAKE THEM FOR 23, 24, IT'S GOING TO BE GREAT THIS SUMMER THAT YOU CAN GET A LOT OF PLANNING AND IN-SERVICE AND THAT TYPE OF THING BEFORE SCHOOL STARTS TOO, BECAUSE THEY'RE KIND OF GETTING INDOCTRINATED WITH IT THIS SPRING, BUT SHOULD DO REALLY, REALLY WELL IN THE FALL.

SO I APPRECIATE THAT.

IT REALLY SHOWED THAT SUPPORT TO THOSE TEACHERS BECAUSE I'VE BEEN THE BOOTS ON THE GROUND THERE TOO.

AND I KNOW THAT SOMETIMES WE FEEL LIKE THERE'S ANOTHER EDICT COMING DOWN FROM ADMINISTRATION THAT YOU'VE GOT TO DO THIS, THIS AND THIS INSTEAD OF, YOU KNOW, WHEN REALLY WE'RE ALL IN THIS TOGETHER AND WE REALLY ARE IN IT FOR ONE REASON FOR STUDENT ACHIEVEMENT.

AND SO YOU KNOW THAT THE KIDS LEARN.

SO I APPRECIATE THOSE WORDS.

THANK YOU.

MS. GRIFFIN I'M SORRY.

CAN I MAKE ONE COMMENT? YES.

MS. GRIFFIN, I JUST WANT TO POINT OUT THAT WE WERE TESTING YOU ON A VERY RIGOROUS SKILL, USING CONTEXT CLUES TO MAKE AN INFERENCE FOR YOU TO DETERMINE WHAT ALL OF THOSE ACRONYMS MEAN. AND YOU DID A GOOD JOB BECAUSE YOU WERE ABLE TO FIGURE OUT WHAT SOME OF THOSE SUPPORT PEOPLE WERE DOING WITHOUT US DIRECTLY TELLING YOU.

BUT WE CERTAINLY WILL BE ABLE TO GIVE YOU A GLOSSARY OF TERMS AND REFERENCE THAT MOVING FORWARD.

OH NOW DON'T TIE ME DOWN TO A CUT SCORE.

WE'RE NOT GOING THERE.

IT'S A VERY CHALLENGING SKILL FOR OUR STUDENTS AS WELL, TOO.

THANK YOU.

MR. SELDERS. THANK YOU GUYS FOR THE PRESENTATION.

AND I ECHO WHAT SOME OF THE BOARD MEMBERS HAVE ALREADY SHARED IN TERMS OF THE CHALLENGE ASSOCIATED WITH WHERE WE ARE.

I GUESS AS I LOOK AT WHAT YOU'VE SHARED IN TERMS OF SUPPORT PLANS AND WHAT THAT LOOKS LIKE, HOW ARE WE GAUGING THE EFFECTIVENESS OF THE SUPPORT PLANS WITHIN THE CONTEXT OF THE FOCUS CAMPUSES THAT WE HAVE? IT SEEMS LIKE WHAT SUPPORT LOOKS LIKE AT A FOCUS CAMPUS MIGHT BE DIFFERENT AT ANOTHER CAMPUS THAT IS NOT CURRENTLY CLASSIFIED AS A SUPPORT CAMPUS.

AND THEN WITH IT'S SOUNDING LIKE OUR SUPPORT RESOURCES ARE ALREADY OVERSTRETCHED, HOW ARE WE ABLE TO ACCURATELY AND EFFECTIVELY MEET THE NEEDS OF THOSE NEWER TEACHERS ON THOSE FOCUSED CAMPUSES IN TERMS OF HELPING THEM DELIVER TIER ONE INSTRUCTION? SO I CAN SPEAK TO THAT A LITTLE BIT.

AND THE PRIORITY CAMPUS, THE KEY WORD IS PRIORITY.

PRIORITY, YES.

NOT FOCUSED. AND SO THAT'S WHERE OUR NEED.

WELL YES, WE'RE FOCUSING ON THESE PRIORITY CAMPUSES BECAUSE OF THE EXACT REASON YOU JUST SAID, OBVIOUSLY, THERE IS NOT ENOUGH SUPPORT AT ANY LEVEL TO PUSH IN INTENSIVELY INTO EVERY SINGLE CLASSROOM, AT EVERY SINGLE CAMPUS.

AND SO OUR EDLS HAVE PLAYED SUCH A CRITICAL ROLE IN HELPING US LOOK AT THAT DATA VERY SPECIFICALLY AND NOT JUST THE OUTCOMES PIECE, BECAUSE STUDENT PERFORMANCE ON A PIECE OF PAPER DOESN'T ALWAYS INDICATE WHAT THE ROOT CAUSE OF THAT STUDENT PERFORMANCE IS.

SO THEY'RE ABLE TO HELP US DISCERN IS IT BECAUSE OF A POTENTIAL TEACHER VACANCY, A BRAND NEW TEACHER, A TEACHER WHO'S BEEN THERE BUT IS NOT GROWING WITH THE SUPPORT? AND SO THAT REALLY ALLOWS US TO TARGET WHAT SUPPORT LOOKS LIKE.

SO AT EACH ONE OF OUR PRIORITY CAMPUSES, IT LOOKS VERY DIFFERENT.

WE'VE REFERENCED PUSH IN AND PULL OUT.

THAT ALSO LOOKS DIFFERENT AT EVERY CAMPUS.

AND SOMETIMES IN EVERY CLASSROOM, BECAUSE IF IT IS A TEACHER ON LEAVE AND IT'S A LONG TERM SUB, OUR SUPPORT TEAM IS ESSENTIALLY TAKING OVER.

AND THEY ARE TEACHING BECAUSE THEY HAVE THE EXPERTISE THAT THAT SUBSTITUTE MIGHT NOT HAVE .

WHERE IF IT'S A NON CERTIFIED TEACHER, IT MAY BE MORE OF A COACHING AND A CO-TEACHING MODELING PROCESS.

[01:30:02]

AND SO WE ARE SPREAD VERY THIN AND LOTS OF WAYS BECAUSE OF OUR LARGE NUMBER OF NON CERTIFIED AND BRAND NEW TEACHERS, MANY OF WHOM STARTED OR SOME OF WHOM STARTED IN JANUARY AND BRAND BRAND NEW VERSUS THE ONES THAT MIGHT BE CONSIDERED VETERAN BECAUSE WE'VE HAD THEM THE WHOLE YEAR.

AND SO REALLY THAT PRIORITIZATION IS THAT KEY PIECE OF WHAT THAT SUPPORT LOOKS LIKE.

SO EVEN LOOKING AT THAT LIST IN YOUR BOARD BOOK OF THOSE PRIORITY CAMPUSES, IT'S VERY DIFFERENT BASED ON WHAT INDIVIDUAL CAMPUS NEEDS ARE.

AND SO WHEN WE HAVE A SUPPORT, INDIVIDUAL OR PERSON WHO'S RESPONSIBLE FOR SUPPORTING MULTIPLE CAMPUSES, HAVING TO SPEND THE MAJORITY OF THEIR TIME IN A CLASSROOM, WHAT DOES THAT DO FOR OTHER PRIORITY CAMPUSES IN TERMS OF WHAT THEIR NEEDS ARE BEING MET? SO THE SCHEDULE IS BEAUTIFUL AND TERRIFYING, TO BE TOTALLY HONEST WITH YOU.

SO WE HAVE LOTS OF MOVING PIECES.

AND SO AT OUR MIDDLE SCHOOLS, A LOT OF OUR FOCUS IS DURING WIN TIME, WHICH IS THAT REALLY ONE HOUR BLOCK DURING THE DAY.

SO VERY TARGETED PUSH IN OR PULL OUT SUPPORT WITH WIN ALSO THEN ENABLES THOSE EXPERT TEAM MEMBERS TO THEN ALSO BE FREED UP IN ORDER TO PUSH IN CLASSROOM SUPPORT WITH A STRUGGLING TEACHER.

SO WIN TIME PUSH IN HAS REALLY BEEN A LOT OF OUR DISTRICT PERSONNEL WHO ARE NOT NECESSARILY TEACHING AND LEARNING TEAM MEMBERS WHO ARE ABLE TO LOOK AT OUR DEVELOPED LESSONS, WORK WITH SMALL GROUPS OF STUDENTS ON TARGETED SKILLS, BUT THEY MAY NOT HAVE THE CAPACITY TO THEN WORK IN A CLASSROOM WITH THAT TEACHER FULL TIME.

SO THAT'S HOW WE'RE ALSO ABLE TO PRIORITIZE OUR SUPPORT IS LOOKING AT WHO ARE OUR MOST EXPERT PEOPLE, PUTTING THEM IN THE HIGHEST NEEDS CLASSROOMS AND THEN ALSO BRANCHING OUT TO SAY, WE'VE GOTTEN VOLUNTEERS FROM LOTS OF DEPARTMENTS OUTSIDE OF TEACHING AND LEARNING AND OUTSIDE OF THE EDL TEAMS THAT ARE THAT ARE SUPPORTING IN SMALLER INCREMENTS OF TIME, BUT NOT NECESSARILY A HALF DAY OR A FULL DAY EVERY SINGLE DAY.

AND WE'RE MEASURING THE SUCCESS OF THAT THROUGH OUR STUDENT DATA.

SO THE INTERIM IS JUST ONE PIECE, BUT WE'RE MONITORING ESPECIALLY SPECIFIC CLASSROOMS VERY CLOSELY.

SO OUR CBAS ARE A DATA POINT AND OUR PLCS, WE'RE LOOKING AT STUDENT WORK LIKE WE HAVE ALL OF THESE DIFFERENT DATA POINTS TO SHOW NOT JUST HOW OUR STUDENTS ARE DOING AND THAT TEACHER IS DOING, BUT ALSO HOW EFFECTIVE OUR SUPPORT IS BEING.

THANK YOU. YES.

WE'RE ALL LOOKING AT THE SAME ISSUES AND WITH THE SAME TREPIDATION, I THINK, AS DR.

LOPEZ MENTIONED.

BUT IT SEEMS TO ME FROM WHAT I'VE HEARD THIS EVENING, THAT WE ARE DOING MORE THAN I'M HEARING FROM MY COLLEAGUES.

I THINK WE WE CAUGHT THIS EARLY.

I LIKE THE FACT THAT WE WERE ONE OF THE FEW DISTRICTS TO DO THE FIRST INTERIM TEST.

I THINK THAT HELPED.

AND I THINK WE'RE GETTING THE THE NUMBERS.

SO WHEN YOU SEND PEOPLE OUT TO THE SCHOOLS, I THINK THAT REALLY HELPS BECAUSE WE'RE ABLE TO TARGET DIFFERENT CAMPUSES LIKE MR. SELDERS WAS REFERRING TO.

SO I KNOW THE CLOCK IS TICKING ON THE START OF STAAR.

STAAR 2.0 OR WHATEVER WE WANT TO CALL IT.

AND I THINK WE'VE DONE EVERYTHING POSSIBLE TO GET READY FOR THIS.

AND I JUST I THINK DR.

LOPEZ, YOU FEEL PRETTY CONFIDENT.

I FEEL CONFIDENT THAT WE'VE DONE EVERYTHING IN OUR POWER TO GET OUR KIDS READY FOR THESE TESTS.

WE KNOW THEY'RE DIFFERENT.

WE KNOW WE HAVEN'T EVEN SEEN PARTS OF THE TEST YET BECAUSE THOSE HAVEN'T BEEN REVEALED.

SO WOULD YOU LIKE TO COMMENT ON THAT AS WE THIS WILL BE OUR LAST, WE'LL HAVE ONE MORE MEETING, BUT BY THAT TIME STAAR, I THINK WE'LL ACTUALLY HAVE STARTED.

THIS TEAM NEEDS TO BE DEEPLY COMPLIMENTED BECAUSE THIS PLAN, IF YOU REMEMBER, STARTED A FEW YEARS AGO, ALL OF THESE SUPPORT SYSTEMS, THIS PLAN, THE SCHEDULING, THE BOARD APPROVING EXTRA TEACHERS, THE BOARD APPROVING THE COACHES, YOUR VISION.

AND I GET IT.

YOU KNOW, AS BOARD MEMBERS, IT'S VERY HARD TO PIECE EVERYTHING TOGETHER.

BUT THE MORE WE HAVE THESE TYPE OF CONVERSATIONS, THE MORE NOW YOU SEE HOW YOUR INVESTMENT IS PAYING OFF ON SUPPORT SYSTEMS. YOU KNOW, WE DON'T WANT OUR TEACHERS TO BE ALONE OUT THERE, ESPECIALLY SINCE IF THERE'S A BETTER WAY AND AN EASIER WAY TO TEACH AN OBJECTIVE, LET'S CALIBRATE IT ACROSS THE DISTRICT.

IF A TEACHER IS SUCCESSFUL AND SHARING A BEST PRACTICE WITH US, LET'S USE IT ACROSS THE DISTRICT.

AND THAT'S WHAT WE'RE STARTING TO SEE, IS A LOT OF CONTINUITY AND CONSISTENCY IN THE DISTRICT, OUR SIZE, WHICH IS VERY HARD.

[01:35:01]

BUT THE REASON WE'RE ABLE TO DO IT ONE TIME ALLOTTED TO WORK TOGETHER, CRITICAL.

TWO, THE AMOUNT OF COACHES WE HAVE AT HAND TO BE AT THE CAMPUS.

THREE, THE SELFLESS ACT OF PEOPLE THAT AREN'T NECESSARILY CAMPUS PEOPLE OF GOING TO CAMPUS AND SAYING THIS IS PRIORITY ONE.

ALL OF THOSE TYPE OF THINGS ARE GOING TO PAY DIVIDENDS.

NOW, WE DON'T EXPECT IT ALL IN ONE YEAR, BUT NOW EACH GRADE LEVEL IS GOING TO GET STRONGER AND STRONGER AND STRONGER.

AND WITH THESE PRE KER'S, CAN YOU IMAGINE WHAT THEY'RE GOING TO LOOK LIKE AS THIRD GRADERS? MAN, LET ME DREAM.

SO CONGRATULATIONS TO THE TEAM.

YOU PUT IN A WELL OILED PLAN THAT WE'RE EXECUTING AND WE'RE STICKING TO THE PLAN.

THANK YOU. THANK YOU. [APPLAUSE] I'D LIKE TO I'D LIKE TO COMMEND YOU FOR STANDING FOR OVER AN HOUR FOR ALL THOSE WHO DID THIS PRESENTATION.

WE NEED TO START HAVING SEATS UP THERE FOR Y'ALL.

THANK Y'ALL FOR STANDING UP BEHIND THERE TONIGHT IN PREPARATION.

I WORE FLATS TONIGHT IN PREPARATION, MR BEACH.

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

OKAY, LET'S GO TO ACTION ITEMS ACTION ITEM ONE CONSIDER APPROVAL OF WAIVER FOR STUDENTS TAKING DUAL CREDIT COURSES AT IHES.

[V.B. Action Items ]

DR. HEMPHILL. AGES 25 TO 31.

HERE WE GO. ALL RIGHT.

GOOD EVENING, CHAIRMAN GLICK TRUSTEES AND DR.

LOPEZ. THIS EVENING, WE'RE PRESENTING THE WAIVER RELATED TO STUDENTS TAKING DUAL CREDIT AT INSTITUTIONS OF HIGHER LEARNING.

SO EXCUSE ME, HIGHER EDUCATION.

SO WE HAVE GUIDANCE FROM OUR STUDENT ATTENDANCE ACCOUNTING HANDBOOK THAT SAYS IF STUDENTS ARE TAKING THESE CLASSES AND THE CALENDAR AT THE IHE, IN OUR INSTANCE IS DALLAS COLLEGE AND THE CAMPUS IS AFFILIATED WITH DALLAS COLLEGE.

IF THAT CALENDAR IS SHORTER THAN THE DISTRICT'S CALENDAR, WE MAY REPORT THE STUDENT'S ATTENDANCE IN PEIMS WITH A DIFFERENT TRACK, SHOWING THE SHORTER CALENDAR THAT IN OUR INSTANCE DALLAS COLLEGE HAS AND REPORTING THAT ATTENDANCE ON A SEPARATE TRACK WILL PREVENT US FROM LOSING STATE FUNDING BECAUSE THE STUDENTS ARE TAKING CLASSES AT THE UNIVERSITY EXCUSE ME, AT THE COLLEGE LEVEL.

SO WE HAVE HERE OUR CALENDAR SIDE BY SIDE.

SO YOU CAN SEE THE CALENDAR FOR DALLAS COLLEGE.

AND IT IS A BIT SHORTER THAN OUR CALENDAR HERE IN GARLAND ISD.

WE START THERE WITH 2022, 23, WHICH IS THIS CURRENT SCHOOL YEAR.

AND YOU CAN SEE DALLAS COLLEGE STARTED ON AUGUST 22ND.

WELL, WE WERE ALREADY IN SCHOOL SINCE AUGUST 8TH AND IT WILL PROCEED LIKE THAT FOR YEARS TO COME.

SO WE WOULD LIKE TO APPLY FOR THIS WAIVER SO THAT WE CAN TAKE ADVANTAGE OF THE BENEFIT THAT TEA IS AFFORDING US.

HERE YOU CAN SEE HOW MANY STUDENTS ARE ACTUALLY AFFECTED BY THESE CLASSES THIS YEAR.

SO HOW MANY STUDENTS ARE ACTUALLY ATTENDING CLASS ON CAMPUS AT DALLAS COLLEGE.

THIS YEAR WE HAVE 200 STUDENTS THAT ARE TAKING ADVANTAGE OF THOSE CLASSES.

NEXT YEAR, WE ANTICIPATE 801.

AND THEN IN 2025, 24, 25, WE ANTICIPATE 1047 STUDENTS.

SO WHAT WE'RE ASKING AND WHAT WE'LL BE ASKING ON OUR ACTUAL BOARD MEETING NIGHT IS FOR THE PERMISSION TO GO FORWARD AND ASK FOR A WAIVER SO THAT WE CAN COUNT THE STUDENTS ATTENDANCE THERE AT DALLAS COLLEGE, EVEN THOUGH IT IS SHORTER THAN OUR ATTENDANCE HERE IN GARLAND ISD.

IS THERE AN ACTUAL DOCUMENT THAT WE'LL APPROVE OR IT'LL JUST BE A MOTION TO APPROVE THE WAIVER? IT'LL JUST BE A MOTION TO APPROVE THE WAIVER.

WE DO HAVE TO FILL OUT A DOCUMENT AND SO WE'LL HAVE THAT READY FOR YOU.

BUT PRETTY MUCH ALL THEY'RE ASKING US FOR IS TO ATTACH OUR INTERLOCAL AGREEMENTS THAT WE HAVE, HAVE THOSE THINGS READY FOR THEM SO THAT THEY CAN SEE WE ACTUALLY HAVE THE AGREEMENT WITH DALLAS COLLEGE FOR EACH OF THE P-TECHS AND EARLY COLLEGE CLASSES THAT THAT STUDENTS WILL BE TAKING THERE. GOOD. ANYBODY HAVE ANY QUESTIONS? WE THANK YOU VERY MUCH.

ALL RIGHT. GO TO ITEM TWO CONSIDER APPROVAL FOR INTERLOCAL AGREEMENT BETWEEN GISD AND UT AUSTIN.

MR. MASSEY.

OH, DR. CADDELL PAGES 32 TO 54.

SO GOOD EVENING, CHAIRMAN GLICK, MEMBERS OF THE BOARD, AND DR.

LOPEZ. I AM NOT KEVIN MASSEY.

[01:40:01]

HE WAS UNABLE TO JOIN US THIS EVENING, SO I'VE STEPPED IN IN HIS PLACE.

HE WILL BE WITH US AT THE REGULAR BOARD MEETING TO BRING FORWARD THIS ITEM.

AND THEN IF YOU HAVE ANY ADDITIONAL QUESTIONS, HE WILL BE HERE.

SO THIS EVENING I'M BRINGING TO YOU ON BEHALF OF MR. MASSEY, THE UT ONRAMPS INTERLOCAL AGREEMENT.

GISD HAS WORKED COLLABORATIVELY WITH THE UNIVERSITY OF TEXAS AT AUSTIN TO PROVIDE ONRAMPS COURSES TO GISD STUDENTS SINCE 2018.

ONRAMPS COURSES ARE DUAL ENROLLMENT COURSES, NOT TO BE CONFUSED WITH DUAL CREDIT COURSES .

ONRAMPS DUAL ENROLLMENT STUDENTS EARN A HIGH SCHOOL GRADE AND A COLLEGE GRADE.

THE TWO GRADES CAN BE DIFFERENT.

ONRAMPS STUDENTS HAVE THE OPTION TO ACCEPT OR DECLINE THE TRANSCRIPTION OF THE COLLEGE GRADE ONTO THEIR COLLEGE TRANSCRIPT.

FOR COMPARISON, DUAL CREDIT STUDENTS EARN ONE GRADE THE COLLEGE GRADE.

THE COLLEGE GRADE IS TRANSCRIBED ON THE COLLEGE TRANSCRIPT BY DALLAS COLLEGE AND DALLAS COLLEGE PROVIDES THE GRADE TO GISD TO BE TRANSCRIBED ONTO OUR GISD TRANSCRIPT.

ONRAMPS SUPPORTS INCLUDE PROFESSIONAL DEVELOPMENT, CURRICULUM AND ASSESSMENT SUPPORT FOR ONRAMPS, TRAINED TEACHERS.

THE 2022 23 BUDGET FOR ON RAMPS IS $40,000, WHICH IS CURRENTLY HOUSED IN THE ADVANCED ACADEMICS BUDGET.

SO AT THIS TIME, ANYBODY HAVE ANY QUESTIONS? OKAY. WE THANK YOU VERY MUCH.

OKAY. WE'RE GOING TO ITEM SIX.

DR. LOPEZ, ANY NEED FOR AN EXECUTIVE SESSION? NO, SIR. OKAY.

IT IS NOW 7:24 P.M..

[VII. Adjournment]

IS THERE A MOTION TO ADJOURN? SELDERS MOTION TO ADJOURN.

WE ARE ADJOURNED AT 7:24 P.M..

* This transcript was compiled from uncorrected Closed Captioning.