Link

Social

Embed

Disable autoplay on embedded content?

Download

Download
Download Transcript

UH, GOOD EVENING. IT'S NOW 6:17 P.M..

[I. Call to Order and Determination of Quorum]

[00:00:05]

THIS IS THE ACADEMIC AND DISTRICT AFFAIRS COMMITTEE MEETING.

THERE IS A QUORUM PRESENT.

UH, I'LL CALL ON OUR DISTINGUISHED PRESIDENT FOR SOME COMMENTS, MR.

[Additional Item]

JOHNSON. THANK YOU, CHAIRMAN GLICK.

WELCOME TO THE ADA MEETING.

IT'S MY PRIVILEGE TO ADDRESS YOU NOW ON THE TUESDAY FOLLOWING A SUCCESSFUL PASSAGE OF THE 2023 BOND [APPLAUSE].

YEAH. I WANT TO THANK EVERYBODY WHO'S VOTED IN THE COMMUNITIES OF GARLAND, ROWLETT, AND SACHSE.

OUR COMMUNITY'S TURNED OUT.

WE HAD ABOUT DOUBLE WHAT THE NORMAL TURNOUT FOR A MAY ELECTION IS, AND THAT IS COMPLETELY A TRIBUTE TO OUR COMMUNITIES, OUR CITIZENS, AND THE SUPPORT FOR OUR SCHOOLS AND OUR CHILDREN'S FUTURES.

I THINK THIS IS GOING TO BE A TREMENDOUS CATALYST FOR OUR DISTRICT, AND I THINK IT'S GOING TO REFACE RESHAPE THE FACE OF OUR DISTRICT FOR THE NEXT HALF CENTURY.

THAT BEING SAID, I THINK THAT WE HAVE TO GIVE OUR TIP OF THE CAP TO DR.

LOPEZ AND HIS TEAM [APPLAUSE].

I DON'T THINK I'VE EVER SEEN A BETTER IMPLEMENTATION OF A COMMUNICATIONS MESSAGE THAN WHAT WENT OUT WITH RESPECT TO THIS BOND.

WE'VE BEEN GETTING CALLS FROM ALL OVER THE STATE OF PEOPLE ASKING HOW WE GOT THIS BOND THROUGH WITH SUCH WIDE MARGINS AND AND ESPECIALLY IN SOME OF THE ITEMS THAT IF THEY PASSED, THEY PASSED BARELY AND OTHER THINGS WE PASSED BY ALMOST 20 POINTS.

AND IT'S SIMPLY BECAUSE WE TOLD THE PEOPLE, WE GAVE IT TO THEM HONESTLY, WE GAVE THEM THE FACTS AND THE REASONS WHY, AND THEY RESPONDED.

IT'S PRETTY SIMPLE.

YOU TELL PEOPLE WHAT WE NEED.

YOU GIVE THEM THE REASONS WHY YOU LAY OUT THE CASE.

YOU PUT IT IN THEIR HANDS.

WE TRUSTED OUR COMMUNITY.

OUR COMMUNITY DELIVERED.

AND SO I'M FROM THE BOTTOM OF MY HEART AS THE PRESIDENT OF THIS BOARD AND MORE IMPORTANTLY, AS A PARENT OF THREE KIDS IN THIS DISTRICT.

I THANK EVERYBODY WHO TURNED OUT TO VOTE FOR THIS BOND.

IT'S GOING TO BE A TREMENDOUS ASSISTANCE.

I ALSO WANT TO TAKE THE TIME TO ACKNOWLEDGE THIS IS TEACHER APPRECIATION WEEK [APPLAUSE], SO IT DOESN'T MATTER HOW NICE OUR BUILDINGS ARE OR THE STRUCTURES THAT WE BUILD IF WE DON'T HAVE THE BEST TEACHERS IN THE STATE TO FILL THEM.

AND WE DO.

SO I THINK THAT IT'S TELLING THAT THIS CAME THE WEEK AFTER WE'RE GOING TO MAKE THIS INVESTMENT OF $1.3 BILLION IN THE ENVIRONMENT, WORK ENVIRONMENT FOR THESE TEACHERS SO THEY CAN HELP DELIVER THE NEXT 5 OR 6 GENERATIONS OF CHILDREN THE BEST EDUCATION THAT GISD CAN PROVIDE.

AND I KNOW THAT'S THE BEST EDUCATION THIS STATE HAS.

SO, MR. CHAIRMAN, WITH THAT, I'LL GIVE IT BACK TO YOU.

THANK YOU, SIR.

NO. OKAY.

GO TO ITEM THREE. THAT'S MY MESSAGE.

[III. Committee Chairperson’s Message]

AND FIRST, I'D LIKE TO THANK YOU, MR. PRESIDENT, FOR APPOINTING ME TO CHAIR THIS COMMITTEE.

I THINK IT'S POSSIBLE I MAY BE BACK ONE MORE MONTH, BUT THIS OFFICIALLY IS MY LAST MEETING HERE, SO THANK YOU AGAIN.

ONE OF THE THINGS I'VE REALLY ENJOYED IS THE MONTHLY MEETINGS I'VE HAD WITH DR.

RUSSELL AND DR. ADAMS AS WE DISCUSSED THE AGENDA.

IT WAS A CHANCE TO TALK ABOUT ACTUAL ITEMS HERE, BUT ALSO JUST WHAT'S GOING ON ACADEMICALLY IN THIS LARGE DISTRICT.

AND IT WAS FUN TO JUST MEET WITH THEM OVER LUNCH.

AND I WILL MISS THAT PART.

I MADE A PROMISE TO MYSELF ON THE BOND THAT I WOULD SPEND EVERY DAY AT THE POLLS.

I DID MISS THE ONE SUNDAY WHEN WE WENT DOWN TO SAN ANTONIO ON DISTRICT BUSINESS, BUT LAST SATURDAY WAS REALLY INTERESTING.

SO I WAS AT COYLE FOR 12 HOURS, SO THERE WAS A COUPLE OF THINGS GOING ON AT COYLE.

ONE, WE HAD ABOUT 1,000 PARENTS BRINGING THEIR KIDS FOR SIXTH GRADE SOLO AND ENSEMBLE.

SO THAT WAS ALL THAT TRAFFIC.

WE HAD THE REGULAR COYLE VOTING, WHICH IS USUALLY THE HEAVIEST IN ROWLETT AND AT ONE POINT THE VOTING MACHINES AT ROWLETT ELEMENTARY BROKE DOWN.

SO ALL THOSE VOTERS WERE COMING TO US.

SO IT WAS A REALLY BUSY DAY.

IT WAS A FUN DAY.

PRINCIPAL DUKE BARNETT AT COYLE ENDED UP DIRECTING TRAFFIC MULTIPLE DIRECTIONS FOR MULTIPLE VOTERS.

IT WAS JUST A FUN DAY.

I'D LIKE TO THANK ALL THE STAFF WHO CAME FROM MULTIPLE CAMPUSES AND HELPED.

AND AGAIN, IT WAS A JOY AS OUR PRESIDENT SAID, TO TALK TO THE VOTERS AND SEE HOW THEY APPRECIATE THIS DISTRICT, WHAT WE'RE DOING, AND THEY LOOK FORWARD TO THE FUTURE AND WHAT THIS BOND WILL BRING.

SO WITH THAT, I'LL TURN IT OVER TO DR.

[IV. Superintendent's Message]

LOPEZ. FIRST OF ALL, HAPPY TEACHER APPRECIATION WEEK TO ALL OUR TEACHERS.

IT'S AMAZING HOW FAST THIS YEAR HAS FLOWN BY.

[00:05:01]

AND I DID SEND A LETTER TO ALL STAFF RECOGNIZING THE TEACHERS TODAY.

AND WE GOT TO UNDERSTAND THAT A LOT OF THE ACCOLADES THAT HAPPENED IN THE DISTRICT AREN'T BY CHANCE.

THEY'RE BY THE EFFORTS OF THE PEOPLE THAT ARE WORKING WITH CHILDREN DAY IN AND DAY OUT.

THAT'S OUR TEACHERS.

SO THE HEB AWARD OF EXCELLENCE, WHY DID THAT HAPPEN? BECAUSE THE TEACHERS ARE GETTING IT DONE IN THE CLASSROOM.

HOW WE GOT INTO THE HOLDSWORTH INSTITUTE, HOW DID THAT HAPPEN? BECAUSE REALLY THE TEACHERS ARE GETTING DONE IN THE CLASSROOM.

WHEN WE START LOOKING AT EVERY FACET OF THE ORGANIZATION FROM EVEN THE BOND PASSING.

WHY DO PEOPLE BELIEVE IN SCHOOLS? BECAUSE THE TEACHERS ARE GETTING IT DONE IN THE CLASSROOM.

SO WE WANT TO JUST GIVE A HEARTFELT THANK YOU BECAUSE YOU'RE THE DRIVING FORCE.

I THINK THE BOARD DID A GREAT JOB OF RECOGNIZING YOU THE PAST TWO YEARS ON THE EFFORTS AND TRYING TO RETAIN AND RECRUIT THE BEST TEACHERS IN THE PLANET, AND WE HAVE THEM HERE IN GISD AND THE BEST IS YET TO COME.

TODAY, WE DO HAVE A LEADERSHIP STORY.

SO ANYBODY THAT'S LISTENING, YOU KNOW, WE DID A TWO YEAR PROCESS AT HOLDSWORTH.

SIX OF US WENT DOWN THERE ON A LEADERSHIP JOURNEY AND WE DIDN'T REALIZE HOW IT WAS GOING TO REDEFINE EACH AND EVERY ONE OF US IN A UNIQUE WAY.

IT WAS COMPARABLE TO GETTING A MASTER'S DEGREE.

AND I WANT TO THANK THE HONORABLE MS. GRIFFIN FOR ATTENDING.

SHE WENT TO OUR GRADUATION AND SHE TOOK TIME OUT.

SHE DID DOUBLE DUTY.

SO SHE GOT IT, WENT AHEAD AND SAW US GRADUATE, BUT SHE ALSO GOT TO GO SEE SACHSE PLAYING THE FINAL FOUR JUST DOWN THE STREET.

SO WE WERE TAKING HER EVERYWHERE.

IT WAS A WHIRLWIND.

BUT THANK YOU FOR ATTENDING.

AND AND SO THE CULMINATION OF THIS WHOLE EXPERIENCE IS, LIKE I SAID, IS LIKE GETTING A MASTER'S DEGREE.

AND WE HAD A CAPSTONE PROJECT AND THE WRITTEN PROJECT, WE'RE NOT GOING TO GO OVER, BUT WE HAD TO DO A PRESENTATION AND THE PRESENTATION BASICALLY HAD TO ENCOMPASS THE LEADERSHIP JOURNEY AND THROUGH THE BRAINCHILD OF THE FIVE INDIVIDUALS THAT WERE WITH ME, THEY TOOK A BIG AND I QUOTE THIS FROM ANOTHER SUPERINTENDENT.

THEY TOOK A MACRO LEVEL APPROACH AND PUT A MICRO LEVEL TOUCH ON IT.

AND I'M REALLY PROUD OF THE PRESENTATION THEY PUT THROUGH THE LENS OF A PERSON THAT WORKED IN OUR DISTRICT AND HAS SEEN OUR TRANSFORMATION THAT HAS LED TO HIS TRANSFORMATION.

SO WITH THAT, I'LL TURN IT BACK TO YOU MR. GLICK. THANK YOU, SIR WITH THAT, LET'S GO TO THE AGENDA ITEMS A AND AS DR.

[V.A. Information Items]

LOPEZ MENTIONED, THE WHOLE HOLDSWORTH LEADERSHIP UPDATE, DR.

ADAMS AND DR. RUSSELL AND ENSEMBLE.

CHAIRMAN GLICK, TRUSTEES, DR.

LOPEZ, EVERY ORGANIZATION HAS A STORY TO TELL.

WELL, THE TRUEST TALE OF GARLAND, USA.

IT WON'T BE TOLD BY US, THE SENIOR LEADERSHIP.

IT WON'T BE TOLD BY YOU, THE BOARD.

IT WILL BE TOLD BY THE PEOPLE AND THE RESULTS OF OUR ORGANIZATION.

THAT STORY WILL BE OUR LEGACY.

OUR STORY WITH HOLDSWORTH CENTER.

OVER THE PAST TWO YEARS HAS BEEN A STORY OF VISIONING, ALIGNMENT AND GROWTH, ALL FOCUSED ON CREATING SYSTEM OPPORTUNITIES FOR LEADERSHIP.

TODAY WE ARE GOING TO HIGHLIGHT AND WALK YOU THROUGH OUR JOURNEY OF HOW THE LEADERSHIP DEFINITION HAS IMPACTED OUR SYSTEM.

BUT REMEMBER, OUR LEGACY IS NOT BUILT ON WHAT WE SAY, BUT ON WHAT OTHERS SAY.

SO TODAY YOU WILL HEAR THE JOURNEY THROUGH THE LENS OF ONE OF OUR VERY OWN PRINCIPALS, RANDY, AND HOW HIS JOURNEY HAS HAD THE POWER TO NOT ONLY IMPACT BUT TRANSFORM HIS LIFE.

WE INVITE YOU ON RANDY'S JOURNEY.

GO BACK FOR A MINUTE. THIS IS A POWERFUL QUOTE FROM MR. KING. IT'S NOT ABOUT TASKS.

IT'S ABOUT CONNECTING WITH PEOPLE.

AND REALLY OUR STORY REALLY BEGINS HERE.

IT BEGINS WITH DEFINING LEADERSHIP IN GARLAND ISD.

WHAT DOES LEADERSHIP MEAN? AND SO IN GARLAND, WE'VE DEFINED LEADERSHIP COLLECTIVELY.

AS WE GROW LEADERS, WE INSPIRE INNOVATION, WE STRIVE FOR EXCELLENCE, AND WE DEVELOP RELATIONSHIPS.

AND THIS IS REALLY FOUNDATIONAL TO ALL THE WORK THAT WE'VE DONE WITH THE HOLDSWORTH CENTER IN OUR PARTNERSHIP.

IT REALLY DRIVES ALL THE WORK AND ALL THE DIFFERENT WORK STREAMS THAT WE'RE DOING RIGHT NOW.

AND SO IN OUR DISTRICT, WE'VE CHOSEN FIVE MAJOR WORK STREAMS. AND AGAIN, THIS LEADERSHIP DEFINITION IS AT THE FOUNDATION OF THE OF THAT WORK.

AND SO FIRST IS VACANCY PLANNING AND IDENTIFICATION.

BY HAVING A CLEAR DEFINITION OF WHAT LEADERSHIP IS, WE'RE STARTING TO IDENTIFY HOW MANY VACANCIES DO WE THINK WE'RE GOING TO HAVE THIS YEAR?

[00:10:05]

WHO DO WE HAVE THAT'S ON OUR LEADERSHIP BENCH THAT EXEMPLIFIES THESE QUALITIES? IT TOOK AWAY GUESSWORK AND MADE IT REALLY CLEAR ON WHAT LEADERSHIP SKILLS ARE REQUIRED IN THE POSITION.

IT WASN'T ABOUT WHO, YOU KNOW, IT WASN'T ABOUT PERCEPTIONS OF WHO, YOU KNOW, IT'S ABOUT THE SKILLS REQUIRED TO DO THE JOB.

ANOTHER WORKSTREAM HIGH POTENTIAL DEVELOPMENT.

WE'VE HAD TRIPLE A ASPIRING ADMINISTRATORS ACADEMY OR FUTURE PRINCIPAL INSTITUTE IN THIS DISTRICT FOR A LONG TIME.

BUT THROUGH THIS PROCESS AND HAVING A LEADERSHIP DEFINITION, WE'VE REALLY DEFINED WHAT THAT WORK LOOKED LIKE.

IT'S MOVING BEYOND THESE TECHNICAL SKILLS AND REALLY DELVING INTO THE DEEP LEADERSHIP SKILLS IDENTIFIED IN THE LEADERSHIP DEFINITION.

ASSESSMENT CENTER.

WE GET PEOPLE INTO OUR SYSTEM TO INTERVIEW, ALIGNING ALL OF OUR ASSESSMENT CENTER TASKS AND ACTIVITIES TO THIS DEFINITION.

HOW DOES THIS SHOW UP? HOW DO WE SCREEN FOR FUTURE LEADERS? CORE DEVELOPMENT.

ZOOMING OUT AND LOOKING AT THE PEOPLE THAT WE HAVE IN THESE POSITIONS, IF WE SAY THIS IS TRUE ABOUT LEADERS IN GARLAND ISD.

HOW DO WE SUPPORT AND DEVELOP PEOPLE THAT ARE IN THE SEAT NOW? AND ALSO STAFF RECOGNITION AND APPRECIATION.

IF WE SAY THIS IS WHAT IT MEANS TO BE A LEADER IN GARLAND ISD, HOW WE RECOGNIZE AND CELEBRATE THE GREATNESS THAT'S HAPPENING IN OUR DISTRICT.

SO YOU'VE SEEN SOME OF THAT IN OUR GYM CELEBRATIONS.

YOU'VE SEEN SOME OF THAT ON OUR TESTIMONIALS, ON OUR SITE AND ALSO ON SOCIAL MEDIA.

AND SO BEFORE WE JUMP INTO RANDY'S STORY AND RANDY IS A PERFECT EXAMPLE BECAUSE HE'S SOMEONE THAT'S BEEN IN THIS DISTRICT FOR A LONG TIME.

AND YOU'RE GOING TO SEE JUST THE IMPACT THAT THIS WORK HAS HAD ON ONE LEADER IN GARLAND ISD, BUT IT REALLY DOES IMPACT THE ENTIRE SYSTEM.

SO WE'RE EXCITED TO START OUR JOURNEY WITH YOU.

MAYBE WE'RE GOING TO START OUR JOURNEY WITH YOU.

[VIDEO] IN THE SPRING OF 2021, GARLAND ISD WAS SELECTED AS ONE OF ONLY SIX DISTRICTS TO PARTICIPATE IN THE HOLDSWORTH CENTER PARTNERSHIP.

A FIVE YEAR JOURNEY THAT GROWS STRONG LEADERS, HELPS TEACHERS THRIVE, AND STUDENTS EXCEL.

OUR FIRST PARTNERSHIP INITIATIVE WAS TO ANSWER THE QUESTION WHAT DOES IT MEAN TO BE GREAT LEADERS IN GARLAND ISD? WITH THIS QUESTION IN HAND, WE MET WITH OVER 200 STUDENTS, PARENTS, COMMUNITY MEMBERS, TEACHERS, CAMPUS LEADERS AND CENTRAL OFFICE STAFF.

OUT OF THOSE MEETINGS, A LEADERSHIP DEFINITION WAS CREATED TO DEFINE WHAT GREAT LEADERSHIP LOOKS LIKE, FEELS LIKE, AND SOUNDS LIKE IN OUR DISTRICT.

AFTER A YEAR LONG AND VERY INTENTIONAL PROCESS, WE ARE EXCITED TO SHARE OUR LEADERSHIP DEFINITION WITH TEAM GISD.

WE ARE THE GISD EFFECT.

WE GROW LEADERS.

WE INSPIRE INNOVATION.

WE STRIVE FOR EXCELLENCE.

WE DEVELOP RELATIONSHIPS.

THIS COMMON DEFINITION WILL HELP US ALIGN SYSTEMS AND PRACTICES TO GROW LEADERS ACROSS OUR DISTRICT.

YOU WILL GO BEYOND WHAT YOU THINK IS POSSIBLE AND INSPIRE GISD STUDENTS AND STAFF TO DO THE SAME.

AT GARLAND ISD EVERYONE CAN BE A LEADER EVERY DAY.

YOU ARE THE GISD EFFECT.

BE THE LIGHT.

SEE THE RESULTS.

IN THE SPRING.

I'M TANYA RAMOS. I'M EXECUTIVE DIRECTOR OF STUDENT SUPPORT AND SPECIALIZED SERVICES.

AS WE THOUGHT ABOUT OUR CAPSTONE PRESENTATION, WE WERE ASKED TO HIGHLIGHT JUST ONE OF OUR WORK STREAMS, AND WE REALLY WANTED TO FOCUS ON THE LEADERSHIP DEFINITION. IT IS THE BUILDING BLOCK OF OUR WORK AND IT'S WHAT WE USE TO FRAME THAT WORK THAT WE DO.

TO ILLUSTRATE THE IMPACT, WE'RE GOING TO TAKE YOU ON ONE LEADER'S JOURNEY.

HIS STORY WILL EXEMPLIFY THE IMPACT THE LEADERSHIP DEFINITION HAS HAD ON OUR SYSTEM.

YOU WILL HEAR RANDY TALK ABOUT THE STOPS HE HAD ALONG THE WAY ON HIS ASCENSION TO THE PRINCIPALSHIP.

[VIDEO] THE FIRST TIME THAT I HEARD ABOUT THE LEADERSHIP DEFINITION THAT WE GROW LEADERS, THAT WE INSPIRE INNOVATION, THAT WE STRIVE FOR EXCELLENCE, AND THAT WE DEVELOP RELATIONSHIPS.

AS AN ASSISTANT PRINCIPAL, I SAID, I'M KNOCKING THAT OUT OF THE PARK EVERY DAY.

I WAS THINKING I WAS DOING THAT EVERY DAY.

BUT WHEN I ENTERED THE FUTURE PRINCIPAL INSTITUTE, I SOON FOUND OUT THAT FEEDBACK IS A GIFT AND THAT I WAS NOT UNDERSTANDING THIS DEFINITION, THIS LEADERSHIP DEFINITION, HOW I WOULD NEED TO UNDERSTAND IT AS A BUILDING PRINCIPAL. AND SO WHAT IT'S MEANT FOR ME IS IT'S PROVIDED SOME CLARITY, SOME CLARITY TO HOW LEADERS ARE IDENTIFIED AND SELECTED, JUST WHAT LEADERSHIP ASPECTS ARE NEEDED TO FULFILL CERTAIN ROLES.

[00:15:03]

AND AND I BEGIN TO THINK ABOUT WHAT MY BUILDING PRINCIPAL THINKS ABOUT.

AND I SOON REALIZED IT WASN'T WHAT WHAT I WAS DOING AS AN ASSISTANT PRINCIPAL TASKS, BUT HE WAS CONNECTING PEOPLE TO PEOPLE IN STRENGTHENING OUR PRINCIPAL PIPELINE.

WE FOUND THAT IDENTIFICATION OF OUR TALENT WAS A GAP.

WE WERE LEAVING IT TO CHANCE.

WE WERE HOPING THEY SAW THE EMAIL.

WE WERE HOPING THEY SUBMITTED THE APPLICATION.

WE WERE HOPING THAT IT WAS TAPPING INTO THE GREATEST TALENTS THAT WE HAVE IN THE DISTRICT.

WELL, WE KNOW THAT HOPE ISN'T A STRATEGY, AND SO WE CHANGED OUR PROCESS TO ACTIVELY SEEK AND DEVELOP THE TALENT THAT WE HAVE IN GISD.

PLEASE GIVE YOUR ATTENTION TO RANDY AS HE SHARES HIS EXPERIENCE WITH THIS STOP ON HIS JOURNEY.

[VIDEO] SO MY JOURNEY TO LEADERSHIP WAS NOT THIS COOKIE CUTTER THREE YEARS TEACHING, THREE YEARS ASSISTANT PRINCIPAL AND THE BOOM, I BECAME A PRINCIPAL.

IT WAS MUCH LONGER. I HAD BEEN IN THE DISTRICT FOR NINE YEARS BEFORE I ENTERED INTO THE FPI.

I CAME TO SAM HOUSTON MIDDLE SCHOOL, AND UNDER THE MENTORSHIP OF DON HERNANDEZ, MY BUILDING PRINCIPAL, I BEGAN TO GROW.

BUT AT THAT SAME TIME, I WAS ALSO TOLD BY SOMEONE THAT I WOULD NEVER BE A PRINCIPAL, AND IF I WERE, I WOULDN'T BE A GOOD ONE.

AND THOSE KINDS OF WORDS, THEY CAN BREAK YOUR SPIRIT.

AND SO, YOU KNOW, I JUST I HELD THAT WITHIN ME AND AND STOPPED APPLYING BECAUSE I'D BEEN PASSED OVER FOR SOME POSITIONS.

FAST FORWARD A FEW YEARS WHEN I MET MY NEW EXECUTIVE DIRECTOR OF LEADERSHIP, IDA PERALES.

SHE SAID, WHY AREN'T YOU A PRINCIPAL? AND SO BETWEEN HER MENTORSHIP AND DON HERNANDEZ'S MENTORSHIP, THOSE OLD CHAINS OF DEFEAT, THEY STARTED FALLING AWAY.

AND MY MIND HAD TO SHIFT AND I DECIDED TO APPLY TO THE FPI.

IT'S LIKE A FIRE SHUT UP IN MY BONES.

IT'S SOMETHING I'VE ALWAYS WANTED TO DO.

I PULLED BACK AND I'M GLAD THAT BECAUSE OF THEIR MENTORSHIP AND THEIR ENCOURAGEMENT, I MADE THAT DECISION BECAUSE IT'S CHANGED. IT'S CHANGED MY LIFE.

IT'S CHANGED WHO I AM, AND IT'S CHANGED THE TRAJECTORY OF MY MY LEADERSHIP.

AND SO I'M FOREVER GRATEFUL.

MY NAME IS IDA PERALES.

I'M THE EXECUTIVE DIRECTOR OF LEADERSHIP, AND I GET TO WORK DIRECTLY WITH OUR FUTURE PRINCIPAL INSTITUTE, WHICH IS A PROGRAM FOR OUR ASPIRING PRINCIPALS.

AND THROUGH THE WORK WITH HOLDSWORTH, WE'VE BEEN ABLE TO TRANSFORM FPI.

NO LONGER ARE WE FOCUSING ON TECHNICAL SKILLS LIKE HOW TO BUILD A RESUME OR HOW TO INTERVIEW FOR A PRINCIPAL POSITION, HOW TO CREATE A DISCIPLINE PLAN OR A MASTER SCHEDULE.

NOW OUR FOCUS IS MORE ON ADAPTIVE SKILLS AND REALLY GROWING THEM AS LEADERS.

SO WE KNOW THAT AS AN INSTRUCTIONAL LEADER, AS A PRINCIPAL, NOT ONLY DO YOU HAVE TO KNOW ABOUT INSTRUCTION, BUT YOU ALSO HAVE TO LEAD WITH VISION.

YOU HAVE TO KEEP CULTURE AT THE FOREFRONT AND BE ABLE TO BUILD RELATIONSHIPS.

ALL OF THAT WHILE BEING ABLE TO HOLD PEOPLE ACCOUNTABLE, WHICH WHAT WE CALL BEING A WARM DEMANDER.

RANDY IS GOING TO TALK A LITTLE BIT ABOUT THAT IN HIS NEXT VIDEO.

THE OTHER HUGE ADD THAT I WANT TO COMMENT ON IS WE ALSO HAVE THE PARTICIPANTS GO THROUGH THE 360 FEEDBACK SURVEY. SO THEY GET TO ASK SUPERVISORS, COLLEAGUES AND PEOPLE THAT THEY OVERSEE TO GIVE THEM FEEDBACK IN THE SURVEY.

SO WE'RE ABLE TO IDENTIFY CERTAIN STRENGTHS AND AREAS OF IMPROVEMENT, WHICH IT DOES TWO THINGS FOR US.

ONE, WE'RE ABLE TO TAILOR THE LEARNING SESSIONS IN FPI ACCORDING TO THEIR NEEDS, AND THE OTHER IS THAT WE'RE ALSO ABLE TO PROVIDE THEM A MENTOR THAT WE'VE ALREADY IDENTIFIED HAS STRENGTHS AND THEIR WEAKNESSES.

SO THIS HAS BEEN A GREAT ADD AND WE'RE REALLY EXCITED ABOUT FPI AND RANDY IS GOING TO SHARE A LITTLE MORE.

YEAH. BEFORE YOU PROCEED, COULD YOU TALK A LITTLE BIT ABOUT THE FPI WHO APPLIES, HOW MANY PEOPLE, WHAT THE CRITERIA ARE? SO I THINK IT'S PRETTY INTERESTING FOR EVERYBODY HERE.

SO WE'VE CHANGED THE PROCESS THIS YEAR.

WE'VE INCLUDED PRINCIPALS TO IDENTIFY, HELP US IDENTIFY ASPIRING PRINCIPALS AND SO WE HAVE A SURVEY THAT WE USE AND A RUBRIC TO IDENTIFY ASSISTANT PRINCIPALS.

WE ALSO GIVE ASSISTANT PRINCIPALS THE OPPORTUNITY TO APPLY.

AND SO WE HAVE A PROCESS IN PLACE WHERE EDLS MEET.

WE LOOK AT THE RUBRIC, WE ALSO LOOK AT PRINCIPAL FEEDBACK AND WE IDENTIFY THESE FPI PARTICIPANTS.

SO WE'LL GO THROUGH THAT PROCESS COMING UP NEXT MONTH.

CURRENTLY WE ARE TOWARDS THE END OF FPI FOR THIS YEAR AND WE ACTUALLY HAVE OUR CELEBRATION IN TWO WEEKS.

[00:20:03]

SO WE'LL HAVE GRADUATION IN THE NEXT TWO WEEKS FOR OUR FPI 23, 22-23.

HOW BIG A CLASS IS IT THIS YEAR? WE HAVE 17 PARTICIPANTS.

AND THEY ARE ALL ASSISTANT PRINCIPALS? YES, SIR. OKAY.

AND SO THE NEW SO CURRENT EXISTING ASSISTANT PRINCIPALS KNOW THEY CAN APPLY AND OR THEY COULD BE RECOMMENDED BY THEIR EXISTING PRINCIPAL. YES. WE'LL BE SENDING OUT NOTIFICATION NEXT MONTH.

AND SO IT'S A PROCESS.

IT TAKES ABOUT TWO MONTHS TO TO IDENTIFY THE COHORT FOR NEXT YEAR.

AND IS IT APS FROM ELEMENTARY, MIDDLE AND HIGH SCHOOL? ALL LEVELS. YES. OKAY.

THANK YOU. YES, SIR.

MR. SELDERS.

THANK YOU FOR SHARING THAT. WHAT IS THE EXPECTATION THAT THOSE APS HAVE AS A COMPLETE FPI? WELL, THE EXPECTATION IS THERE'S REALLY NOT AN EXPECTATION.

I THINK ONE THING THAT WE TRY TO HAVE THEM INTERNALIZE IS THAT THIS IS FOR THEIR GROWTH AND THEIR OPPORTUNITY TO SUCCEED AND ASPIRE AS PRINCIPALS.

SO THERE'S REALLY NOT AN EXPECTATION AND I WILL TELL YOU THAT.

I WOULD SAY LAST YEAR FROM OUR FPI PARTICIPANTS, I THINK WE HAD THE MOST FPI PARTICIPANTS BECOME PRINCIPALS.

I THINK THE NUMBER IS EIGHT.

WE HAD EIGHT FPI PARTICIPANTS, WHICH WAS MORE THAN 50% OF OUR COHORT MOVE ON TO BEING A PRINCIPAL.

AND SO THE HOPE IS THIS YEAR WE CONTINUE TO DEVELOP THEM SO THAT THEY CONTINUE TO TO BECOME PRINCIPALS.

ANYBODY ELSE HAVE ANY? YES. MR. BEACH SIR.

DR. PRESIDENT, IS THIS PARTICULARLY THE FIVE OF YOU? ARE YOU ALL THE COMMITTEE THAT INTERVIEWS THESE INDIVIDUALS ON A ONE ON ONE TO BUILD A RELATIONSHIP, TO SEE IF THEY CAN DEVELOP THOSE TENDENCIES OR WHATEVER? HOW DO YOU ALL IN OTHER WORDS, WHEN YOU HAVE SOMEBODY APPLY FOR IT TO BE IN THE FPI, I'M SURE EACH ONE OF YOU ALL HAVE A VISITATION WITH THAT INDIVIDUAL AND AND YOU ALL PROBABLY GET TOGETHER AND TALK ABOUT THAT INDIVIDUAL.

WELL, THIS IS NOT THE GROUP OF PEOPLE THAT MEET TO IDENTIFY FPI PARTICIPANTS.

OKAY? IT'S THE EDLS THAT WORK DIRECTLY WITH THEM.

BUT THEY NOT ONLY BUILD RELATIONSHIPS WITH THEM, THE EDLS, THEY ALSO BUILD RELATIONSHIPS WITH THEIR MENTOR.

AND SO THAT'S HOW WE AND THEN THROUGH THE COHORT ITSELF, WE SPEND A LOT OF TIME.

I FEEL LIKE IT'S A LOT OF TIME TOGETHER.

IT'S TWO AND ONE HALF HOURS EVERY TIME WE MEET FOR A LEARNING SESSION.

AND WHAT'S BEEN ANOTHER THING THAT I WANT TO ADD THAT I DIDN'T TALK ABOUT HERE IS WE'VE ALSO INCLUDED OTHER DISTRICT LEADERS THAT HAVE BEEN PRINCIPALS TO BE A PART OF THE LEARNING SESSION SO THEY GET TO GROW AND DEVELOP IN AN AREA THAT WE'VE IDENTIFIED AND THEY COME IN AND DO THE PRESENTATION FOR OUR PARTICIPANTS.

SO THE COHORT IS A PRESENTATION OR A MEETING THAT Y'ALL Y'ALL HAVE THAT Y'ALL WHAT ARE YOU GIVING IN THAT COHORT MEETING? IN THAT MEETING, WE GO THROUGH A LEARNING SESSION.

SO LET'S SAY, FOR EXAMPLE, THE FOCUS IS SYSTEMS THINKING.

AND SO WE HAVE DIFFERENT PEOPLE IN OUR DISTRICT.

SO LIKE I THINK SYSTEMS THINKING THIS LAST TIME WAS SHERESE AND COLEMAN.

THEY WENT IN AND PRESENTED ON SYSTEMS THINKING.

AND SO THEY HAVE THEM GO THROUGH ACTIVITIES AND MAKE SURE THAT THEY ARE ABLE TO CONNECT THAT WITH WHAT IT MEANS TO BE A PRINCIPAL.

OKAY. WELL, I DO LIKE THE FACT THAT WE'RE BUILDING OUR OWN.

THAT IS, TO ME, OUTSTANDING BECAUSE THEY'RE INVESTED IN GISD AND THAT'S A GOOD THING.

AND I'M GLAD TO SEE THAT WE'RE DOING THAT.

SO I WAS JUST CURIOUS TO HOW SO THAT INFORMATION LET'S SAY THAT SHERESE AND COLEMAN, THEY GET THAT INFORMATION FROM THEIR COHORT.

DO THEY THEN SHARE THAT WITH YOU GUYS OR I MEAN, WHERE DOES IT GO FROM THERE? WELL, I THINK THE CONFUSION IS THAT THIS TEAM HERE DOES NOT IS IS NOT INVOLVED IN FPI IN A SENSE WHERE THEY CREATE THE LEARNING SESSIONS OR CREATE THE PROCESSES, HOWEVER THEY'RE INVOLVED IN COMING TO PRESENT TO OUR COHORT AND DEPENDING ON WHAT WE'RE COVERING FOR THE MONTH.

BUT THE RECOMMENDATION FOR A FUTURE PRINCIPAL HAS TO COME FROM SOMEBODY TO DR.

LOPEZ TO MAKE THAT TO THE BOARD.

OKAY. BUT AFTER YOU ALL DO YOUR MEETINGS, DOES IT COME TO YOU, SUSANNA, AS LEADERSHIP DIRECTOR? YES, ABSOLUTELY. SO WE HAVE THE ASSESSMENT CENTER PROCESS THAT DR.

ADAMS MENTIONED AT THE BEGINNING OF OUR PRESENTATION, AND THAT ASSESSMENT CENTER IS A COMPREHENSIVE PROCESS THAT STARTS WITH VIDEO INTERVIEWS.

THEN THERE ARE THEN THEY'RE SCREENED FOR THAT.

AND THEN THE NEXT LEVEL IS THE ASSESSMENT CENTER, WHICH HAS A PRESENTATION.

IT HAS SOME ROLE PLAYING, IT HAS SOME LEADERLESS GROUPS WHERE WE SEE HOW THEIR LEADERSHIP IS IN A GROUP SETTING WHERE THERE ISN'T A LEADER PER SE, AND THEN TRADITIONAL INTERVIEW QUESTIONS AND THEN THE EXCUSE ME, THE TEAMS OF ASSESSORS SCORE THEM AND IDENTIFY THOSE WHO ARE GOING INTO THE PRINCIPAL POSSIBLE PRINCIPAL POOL.

[00:25:10]

AND THEN THOSE ARE INTERVIEWED BY THE TEAM.

THERE'S AN INTERVIEW TEAM THAT ASKS QUESTIONS AND MORE TRADITIONAL FIT INTERVIEWS TO SEE WHO'S GOT WHAT SKILLS.

AS YOU KNOW, WE DO EVERY TIME THERE'S A PRINCIPAL CAMPUS VACANCY, WE DO A PROFILE WITH THE CAMPUS.

WHAT DO YOU WANT THE PRINCIPAL TO HAVE? WHAT DO YOU WANT THEM TO NOT HAVE? WHAT'S MOST IMPORTANT FOR YOUR SCHOOL? WHAT DO YOU WANT TO STOP, START, CHANGE? AND THEN WE LOOK FOR SOMEONE WHO MEETS THE PROFILE FOR THAT PARTICULAR SCHOOL.

WE MAKE THE RECOMMENDATION TO DR.

LOPEZ. HE INTERVIEWS THEM HIMSELF, SOMETIMES ONE ON ONE, SOMETIMES WITH ROUNDTABLE AND THEN GIVES THEM.

SO IS THERE A TIER 1, 2, 3? IN OTHER WORDS, FOR A PERSON, WHAT IF A PERSON IS GOING THROUGH THIS AND ALL OF A SUDDEN THEY I'M SURE YOU HAVE DROPOUTS.

I'M SURE YOU HAVE PEOPLE THAT SAY, THIS IS NOT I CAN'T I'M NOT GOING TO BE ABLE TO GET THERE.

YES. DO YOU HAVE SOME THAT SAY THEY'RE NOT GOING TO GET THERE? WELL, YOU BRING UP A GOOD QUESTION.

WE'RE MOVING FOR NEXT YEAR TO START FPI 2.0.

SO THIS WILL BE PEOPLE IN THIS CURRENT COHORT THAT DID NOT BECOME PRINCIPALS SO THAT WE CAN CONTINUE DEVELOPING THEM.

OH, EXCELLENT. OKAY, GOOD.

AND I KNOW WE'RE A LITTLE BIT OFF TOPIC, BUT I THINK THIS IS REALLY, REALLY INTERESTING.

AS YOU CAN SEE, WE'VE NEVER TALKED ABOUT THIS BEFORE.

AND AND IT'S IT'S WONDERFUL BECAUSE THIS IS AS MR. BEACH HAVE WE TALKED ABOUT THIS IS OUR NEXT LEADERSHIP GROUP.

SO I HAVE ONE MORE QUESTION THEN WE'LL GET BACK.

SO YOU MENTIONED I THINK YOU SAID EACH PERSON HAS A MENTOR.

HOW DOES THAT WORK? WELL THE MENTORS WE'VE IDENTIFIED DIFFERENT DIRECTORS, DIFFERENT LEADERS IN OUR DISTRICT THAT HAVE CERTAIN STRENGTHS IN AREAS THAT WE CAN LEVERAGE.

AND SO WHAT WE DO IS ONCE WE HAVE OUR COHORT, WE ASSIGN THEM A MENTOR DEPENDING ON WHERE THEY NEED GROWTH.

[INAUDIBLE] YES, MISS GRIFFIN? YES. RESTATE TO ME THE QUALIFICATIONS TO GET INTO FPI.

IS IT PRINCIPALS TAPPING PEOPLE OR CAN PEOPLE HAVE AN ASPIRATION WITHIN THEMSELVES TO [INAUDIBLE] YOU ALL SAID THAT I MISSED IT, IT CAN BE BOTH.

IS IT A BLEND? IT'S BOTH.

SO WE SEND OUT A SURVEY AND EVERYBODY HAS ACCESS TO ALL THE SYSTEM.

PRINCIPALS HAVE ACCESS TO IT, THEY CAN APPLY AND IF THEY APPLY, WE SEND.

NOW WE HAVE TO GET FEEDBACK FROM THE PRINCIPAL OR THE PRINCIPAL CAN ALSO NOMINATE SOMEONE.

I THINK WE ARE READY TO CONTINUE, BUT THANK YOU FOR THAT EXPLANATION.

I THINK IT WAS I THINK IT'S REALLY GERMANE FOR THE DISTRICT.

SO I THINK IT WAS WONDERFUL.

THANK YOU. THIS IS THIS IS ONE OF OUR FAVORITE PARTS.

FPI IS SO MUCH FUN.

OKAY. SO NOW I'M GOING TO SHOW YOU RANDY'S VIDEO.

[VIDEO] SO MY ORIGINAL THOUGHTS ON WHAT I WAS GOING TO ENCOUNTER IN THE.

FIRST OF ALL, IT TURNED OUT NOT TO BE ANYTHING LIKE LIKE THE DISCUSSIONS ON THE WORK THAT WE DID.

I'VE BEEN A PART OF SIMILAR COHORTS, I GUESS.

AND THE WORK REALLY DIDN'T TRANSLATE INTO ANYTHING THAT WAS PRACTICAL OR THAT THAT HELPED ME AS A LEADER.

SO I REALLY DIDN'T KNOW WHAT TO EXPECT, IF YOU WANT THE TRUTH.

BUT I DID NOT EXPECT WHAT I ENDED UP FINDING, WHICH WAS EVERYTHING WAS FOCUSED ON MAKING ME A BETTER LEADER. JUST HAVING THE OPPORTUNITY TO REFLECT ON WHO I AM AS A LEADER AND GIVING ME GUIDANCE AND CLARITY.

IT CHANGED EVERYTHING.

IT CHANGED EVERYTHING.

AN EXAMPLE WOULD BE WHEN WE DISCUSSED BEING A WARM DEMANDER, I REMEMBER THAT I WAS ABLE TO BRING THAT BACK TO CAMPUS AND WORK WITH SOME OF MY STAFF IN A WAY THAT I NEVER HAD BEEN ABLE TO BEFORE.

EVERYTHING WAS PRACTICAL.

EVERYTHING MADE ME THINK ABOUT WHAT I DO.

AND I WAS AN ASSISTANT PRINCIPAL AT THE TIME.

AND SO I WAS I WAS ALWAYS DEALING WITH THIS TASK OR THAT TASK WORK ON THE MASTER SCHEDULE, BUT IT PREPARED ME BY GETTING ME TO UNDERSTAND THAT IT IS SO MUCH MORE THAN JUST FULFILLING A TASK.

BEING A PRINCIPAL IS ALL ABOUT LOOKING AT YOUR ORGANIZATION, LOOKING AT THE STRENGTHS, FINDING WHO ARE THE RIGHT PEOPLE TO HELP YOU IN IN, YOU KNOW, IN CERTAIN SITUATIONS AND IN CERTAIN AREAS.

AND JUST GARNERING THE THE COMBINED EFFORTS OF EVERYONE ON CAMPUS.

WAS THE POWER OF LEADING WITH LOVE AND THE IMPORTANCE OF LOOKING IN THE MIRROR, AS WELL AS SOLICITING FEEDBACK AS A GIFT.

[00:30:08]

AND SO AS WE LOOKED IN THE MIRROR OF OUR PROCESSES, NOT ONLY WITH FUTURE PRINCIPALS INSTITUTE AND ASPIRING ADMINISTRATORS ACADEMY, WE LOOKED AT OUR CURRENT PRACTICES WITH WHAT ARE WE DOING TO SUPPORT OUR FIRST YEAR PRINCIPALS ONCE THEY'RE TAPPED, TRAINED AND IN THE CHAIR.

AND WE REALIZED WE WERE NOT DOING AN ADEQUATE JOB OF THAT.

WE PROVIDED THEM WITH A MENTOR AS WAS REQUIRED.

BUT THE REALITY IS THAT MENTORS' RUNNING THEIR OWN SCHOOL.

AND SO WE ALSO REALIZED WE LOOKED AROUND WHO ARE THE PEOPLE WHO HAVE THE TALENT, THE KNOWLEDGE AND THE EXPERIENCE IN THIS DISTRICT AND THIS DISTRICT IS RICH WITH THAT TALENT.

AND SO WE WERE ABLE TO CREATE THE NEW PRINCIPAL COHORT, WHICH WAS OUR FIRST TIME EVER HERE IN GARLAND, WHICH IS A SUPPORT GROUP FOR THOSE NEW PRINCIPALS NOT FOCUSED ON TASKS, NOT FOCUSED ON KNOWLEDGE, BUT FOCUSED ON RELATIONSHIPS, CONNECTIONS AND TAKING CARE OF ONE'S SOCIAL EMOTIONAL BALANCE.

CERTAINLY WE DO TEACH THEM THINGS IN THOSE SESSIONS, SUCH AS PSYCHOLOGICAL SAFETY, CREATING CLIMATE AND BEING ATTENTIVE TO THAT.

BUT THE MOST IMPORTANT THING WAS CONNECTING THEM TO A BROADER NETWORK OF RESOURCES AND SUPPORTERS FROM ACROSS THIS DISTRICT, ADMINISTRATORS WHO WERE NO LONGER IN THAT CHAIR, BUT WHO HAD BEEN VERY SUCCESSFUL LEADING THEIR OWN CAMPUSES.

AND SO WE EMBARKED ON THAT JOURNEY WITH OUR NEW PRINCIPALS COHORT.

AND LET'S HEAR WHAT RANDY'S TAKE IS ON THAT.

[VIDEO] SO AS THE THE PRINCIPAL, THE NEW PRINCIPAL OF A MIDDLE SCHOOL IN GARLAND.

I AM PART OF THIS COHORT, THE NEW PRINCIPAL COHORT.

AND OVER 30 YEARS I'VE BEEN TO MANY MEETINGS AND SOME HAVE BEEN REALLY GREAT.

AND HONESTLY, SOME HAVE BEEN BEATINGS, SOME MEETINGS I CALL BEATINGS.

BUT THE NEW PRINCIPAL COHORT IS A BREATH OF FRESH AIR.

IT IS AN OPPORTUNITY FOR ME TO SPEND TIME WITH OTHER NEW PRINCIPALS WHO I KNOW THEY'RE GOING THROUGH THE SAME STRUGGLES I AM, BUT IT'S AN OPPORTUNITY FOR THAT ENCOURAGEMENT, AN OPPORTUNITY TO JUST SIT WITH THEM FOR A LITTLE BIT OF TIME, EVEN DURING OUR BUSY SCHEDULES AND JUST LIFT EACH OTHER UP. BUT ALSO IT'S AN OPPORTUNITY FOR US TO LOOK BACK AT THE LEADERSHIP DEFINITION.

AND WHAT I'VE BEGUN TO NOTICE, BEGUN TO NOTICE IS WHEN WE GO THROUGH OUR SESSIONS, OUR DISTRICT LEADERS, THEY'RE EMBODYING THE LEADERSHIP DEFINITION IN THE WAY THAT THEY PRESENT.

IT'S BEEN GOOD FOR ME TO TRY TO CONNECT THE LEADERSHIP DEFINITION, NOT JUST WITH ME AND HOW I WORK WITH MY ASSISTANT PRINCIPALS AND TEACHER LEADERS, BUT THROUGH THE NEW PRINCIPAL COHORT.

I'M SEEING MY LEADERS EMBODY THIS, AND THAT ALSO IS REFRESHING.

SO I REALLY LEAD IT.

BUT IT'S FACILITATED BY THE EDLS ARE PRESENT, DR.

ADAMS IS PRESENT.

WE'VE PULLED PEOPLE IN TO DO ADDITIONAL PRESENTATIONS.

WE PARTNER WITH TKF CONSULTING AND SO THEY HAVE DONE SOME TRAINING ON PSYCHOLOGICAL SAFETY.

WE'VE DONE SOME PROBLEM OF PRACTICE WHERE THEY BRING THEIR BIGGEST PROBLEM TO THE TABLE AND WE HAVE SOME PROTOCOLS TO PUT HEADS TOGETHER WITH EXPERTS.

SO WE MEET 7:30 ONCE A MONTH UNTIL 9:00.

AND REALLY EACH MONTH HAS A DIFFERENT THEME THAT WE'RE ADDRESSING.

OUR OVERARCHING THEME IS WE'RE LEADING LIKE A PIRATE, WHICH IS AN ACRONYM, BUT THE P IS FOR PASSION AND WE REALLY WANT AND PURPOSE AND WE REALLY WANT TO INSTILL IN THEM AND SUSTAIN THAT PASSION AND PURPOSE EVEN WHEN THINGS ARE STRUGGLING.

AND WHEN YOU MEET THE 7:30 MEETINGS, DO YOU HAVE PRINCIPALS FROM ALL DIFFERENT LEVELS IN THE SAME GROUP? IT'S ALL OF OUR FIRST YEAR PRINCIPALS MEET TOGETHER.

YES, SIR. EVEN THOUGH THE ISSUES COULD BE CERTAINLY DIFFERENT THAT THEY MAY BE CONFRONTING, HOW DOES THAT WORK? SO THE ISSUES ARE KIND OF THE SAME.

WHAT WE HAVE LEARNED IS THE CHALLENGES OF EDUCATION ARE THE CHALLENGES OF EDUCATION, REGARDLESS OF WHETHER THEY'RE IN A SMALLER BODY OR A BIGGER BODY.

AND SO AND WHATEVER, WHEREVER WE ARE ACROSS THE COUNTRY, THEY SEEM TO BE CONSISTENT CHALLENGES AND TEACHER MORALE AND TEACHER RETENTION AND TEACHER SHORTAGES IS CERTAINLY ONE THAT WE'VE TALKED ABOUT AT ALL LEVELS.

AND SO BUT WE'VE ALSO REALLY EMPHASIZED THE NEED FOR THEM.

ONE OF THE FIRST THINGS, AGAIN, THAT WE DID AT OUR FIRST HOLDSWORTH MEETING WAS SELF CARE AND SELF MONITORING AND BEING HAVING A BALANCE.

AND SO WE DO WORK WITH THEM ON ON ACHIEVING THAT BALANCE WITHIN THEMSELVES AS WELL WITH EACH OTHER AS WELL AS WITH THE BROADER GROUP OF ADMINISTRATORS THAT ARE THERE TO

[00:35:01]

POUR INTO THEM.

ANY OTHER QUESTIONS AT THIS POINT? OKAY. YES. PLEASE PROCEED.

SURE. AND SO THAT HAS BEEN SUCH A RESOUNDING SUCCESS.

WE WILL BE DOING A NEW NEW PRINCIPAL COHORT NEXT YEAR.

WE'LL ALSO BE ADDING AN ASSISTANT PRINCIPAL COHORT BECAUSE WE HAVE REALLY NOT POURED INTO OUR FUTURE PRINCIPALS, THE ASSISTANT PRINCIPALS, IN A WAY THAT WE SHOULD.

SO WE'LL HAVE A NEW ASSISTANT PRINCIPAL COHORT AS WELL, AND THEN WE'LL HAVE A YEAR TWO OF OUR NEW PRINCIPALS.

WE'LL BE DOING A TWO YEAR CYCLE.

AND AS SHERESE SAID AT THE VERY BEGINNING, COLLECTIVELY ALL OF US ARE THE GISD EFFECT.

AND I WANT YOU TO NOTICE THAT GISD, BECAUSE THAT IS OUR LEADERSHIP DEFINITION AS WE CONTINUE TO TO GROW LEADERS AND TO INSPIRE INNOVATION AND STRIVE FOR EXCELLENCE AND DEVELOP RELATIONSHIPS, ALL OF THE THINGS THAT WE'VE PRESENTED TO YOU TONIGHT ARE PART OF THE FOUNDATION OF OUR WORK WITH THE HOLDSWORTH CENTER.

AND THAT LEADERSHIP DEFINITION IS THE SLAB OF OUR HOLDSWORTH HOUSE OR OUR GARLAND ISD HOUSE.

AND AS SHERESE TOLD US AT THE BEGINNING, OUR STORY IS NOT OURS TO TELL IT IS TOLD BY OUR NOT BY SENIOR LEADERSHIP, NOT BY THE TRUSTEES, BUT OUR PEOPLE AND BY THE RESULTS. AND SO I HOPE YOU'VE ENJOYED RANDY'S STORY TODAY.

HE IS THE EXEMPLAR OF THE RESULTS OF OUR WORK WITH HOLDSWORTH.

AND WE HAVE ONE MORE VIDEO FROM HIM.

[VIDEO] I WANT TO THANK HOLDSWORTH PERSONALLY.

BECAUSE I'M PART OF THE GISD EFFECT.

AND HONESTLY, WITHOUT WHAT HOLDSWORTH HAS BROUGHT TO OUR DISTRICT, MY JOURNEY PROBABLY WOULD HAVE LOOKED A WHOLE LOT DIFFERENTLY.

AND SO I'M SITTING IN THIS SEAT AS A BUILDING PRINCIPAL, AND I KNOW WITHIN MY HEART THAT HOLDSWORTH HAD SOMETHING TO DO WITH THAT.

SO ONCE AGAIN, I THANK YOU.

ANY QUESTIONS? GOT A COUPLE MORE JUST UPDATES ABOUT WHERE WE'RE GOING NOW.

FIRST OF ALL, I'VE KNOWN RANDY KING FOR A LONG TIME AS A PARENT.

REMARKABLE GUY. REMARKABLE STORY.

AND I JUST LOVE HIS PASSION THAT COMES OUT AND HIS APPRECIATION FOR THIS WORK.

AND SO I MENTIONED WHEN WE BEGAN WE HAVE FIVE WORK STREAMS THAT WE'RE REALLY WORKING ON, AND HOLDSWORTH CONSTANTLY REMINDS US WE HAVE TO GO SLOW BEFORE WE GO FAST AND UNDERSTANDING THAT THIS IS A FIVE YEAR PARTNERSHIP AND WE'RE HEADING INTO YEAR THREE.

SO WE'RE GOING TO CONTINUE TO WORK ON VACANCY PLANNING AND IDENTIFICATION OF TALENT.

WE'RE GOING TO CONTINUE TO WORK ON MAKING ADJUSTMENTS TO OUR HIGH POTENTIAL DEVELOPMENT WITH FPI AND OUR ASPIRING ADMINISTRATORS ACADEMY.

WE'RE GOING CONTINUE TO REFINE THE ASSESSMENT CENTER EVERY TIME WE GO THROUGH THE ASSESSMENT ASSESSMENT CENTER, WE MAKE REFINEMENTS BASED ON THE LEADERSHIP DEFINITION, TRYING TO EVALUATE THE SKILLS THAT ARE REQUIRED OF THE PRINCIPAL.

ALSO ON CORE DEVELOPMENT.

CORE DEVELOPMENT IS USING THE LEADERSHIP DEFINITION TO IDENTIFY TRAINING AND PD FOR ASPIRING LEADERS AT DIFFERENT LEVELS AND ALSO STAFF RECOGNITION AND APPRECIATION.

WE'LL CONTINUE THOSE THINGS.

NEXT YEAR. THERE'S GOING TO BE TWO WORK STREAMS THAT WE'RE GOING TO ADD AS AN ADDITIONAL LAYER.

ONE IS GOING TO BE AROUND ROLE CLARITY.

AND THIS YEAR THE FOCUS HAS REALLY BEEN ON THE PRINCIPALSHIP BECAUSE WE UNDERSTAND WHAT THE DATA AND THE RESEARCH SAYS ABOUT A PRINCIPAL.

AND SO BEYOND THE PRINCIPALSHIP, THERE'S OTHER PEOPLE WITHIN THE ORGANIZATION THAT HAVE A HIGH IMPACT AS WELL.

AND THERE'S OTHER LEADERSHIP AT ALL DIFFERENT LEVELS OF THE ORGANIZATION.

AND SO WE'RE GOING TO WORK ON REALLY DEFINING THOSE ROLES WAS THE BEHAVIOR THAT SHOWS UP IN THE ROLES, WHAT ARE THE SKILLS REQUIRED? SO AN EXAMPLE MIGHT BE AN INSTRUCTIONAL COACH, DOUBLING BACK DOWN ON ASSISTANT PRINCIPALSHIP, BUT REALLY LOOKING AT EXPANDING THIS WORK BEYOND THE PRINCIPALSHIP.

SO MORE ON ROLE CLARITY AND SOME OF THE ROLE WORK, AND ALSO LOOKING AT HOW WE ONBOARD LEADERS INTO POSITIONS AS DOING MORE WORK THERE.

WE KNOW THAT WE'RE BRINGING PEOPLE INTO POSITION EVEN IF THEY'RE COMING FROM INTERNALLY.

WE'VE INVESTED A LOT INTO THEM, BUT WE KNOW THERE'S STILL A BIG LIFT TO MOVE AHEAD OF THE CAMPUS.

SO WORKING ON OUR ONBOARDING AS WELL.

AND SO THAT'S KIND OF WHERE WE'RE GOING IN THE NEXT THREE YEARS OF OUR PARTNERSHIPS.

SO THANK YOU SO MUCH.

IF THERE'S ANY ADDITIONAL QUESTIONS, WE'D BE HAPPY TO ANSWER THEM FOR YOU.

NO MORE QUESTIONS. WE THANK YOU ALL VERY MUCH.

[APPLAUSE] OKAY, LET'S GO TO ITEM A TWO COLLEGE READINESS SAT PERFORMANCE OUTCOMES, MRS. JOYNER.

PAGES 43 THROUGH 33 THROUGH 46.

WHAT A GREAT PRESENTATION TO FOLLOW.

THEY DID A GREAT JOB.

SO GOOD EVENING, CHAIRMAN GLICK, TRUSTEES, DR.

LOPEZ. I'M VERONICA SALGADO JOYNER.

I'M YOUR DIRECTOR OF RESEARCH ASSESSMENT AND ACCOUNTABILITY.

TONIGHT IT IS MY PLEASURE TO PRESENT TO YOU THE SAT PERFORMANCE OUTCOMES FOR OUR SPRING SAT SCHOOL DAY 2023.

AS A REMINDER, SAT PERFORMANCE OUTCOMES FOR OUR 11TH GRADE STUDENTS ARE PART OF OUR GARLAND ISD BOARD GOAL IN OBJECTIVE E.

IN ADDITION, SAT PERFORMANCE OUTCOMES ARE ALSO INCLUDED IN HIGH SCHOOL CAMPUS ACCOUNTABILITY.

[00:40:09]

SO NOT ONLY IS THE SAT PROGRAM IMPORTANT TO GARLAND ISD, BUT TEA SUPPORTS AND ALIGNS WITH THE TEXAS HIGHER EDUCATION COORDINATING BOARD IN THEIR 60X30TX GOAL.

AND WHAT THIS MEANS IS THAT 60% OF TEXANS THAT ARE AGES 25 TO 34 WILL HAVE A CERTIFICATE OR A DEGREE BY 2030. SO BY TAKING A COLLEGE PREPARATION ASSESSMENT SUCH AS THE SAT, TEXAS STUDENTS EXPAND THE NUMBER OF POST-SECONDARY OPTIONS AVAILABLE TO THEM.

IN ADDITION TO STATE AND LOCAL GOALS, THE COLLEGE ENTRANCE EXAMS ALSO RECEIVE FUNDING SUPPORT FROM THE STATE.

SO HOUSE BILL THREE OF THE 86TH LEGISLATIVE SESSION ALLOWS FOR THE STATE TO REIMBURSE DISTRICTS FOR TESTING FEES.

SO THERE'S A ONE TIME REIMBURSEMENT FOR JUNIORS IN THEIR SENIOR YEAR, IN THEIR SPRING YEAR, OR SENIORS WHO TAKE THE SAT IN THE FALL IN THE SPRING.

AGAIN, JUST A ONE TIME REIMBURSEMENT FOR THAT.

SO ON THIS SLIDE, YOU'LL NOTICE THAT THERE ARE A FEW DATA POINTS.

IN THE TOP LEFT WHAT WE SEE IS THE AVERAGE PERFORMANCE RANGES FOR GARLAND ISD STUDENTS, TEXAS STUDENTS AND THEN STUDENTS ACROSS OUR COUNTRY.

WHAT YOU'LL SEE IS THE SCORES ARE SEPARATED BY THE EVIDENCE BASED READING AND WRITING AS WELL AS BY THE MATHEMATICS.

BECAUSE NUMBERS ARE RELATIVE, IT DOESN'T REALLY MEAN MUCH FOR ME TO TELL YOU THAT OUR AVERAGE SCORE WAS 474.

SO WHAT YOU SEE ON THE RIGHT HAND SIDE ARE THE PERCENTAGE OF STUDENTS WHO MET THE COLLEGE READINESS BENCHMARK IN EVIDENCE BASED READING AND WRITING, AS WELL AS MATHEMATICS.

TO PUT IT IN FURTHER PERSPECTIVE, MEETING THE GRADE LEVEL BENCHMARK WOULD BE THE EQUIVALENT OF SCORING A MEETS GRADE LEVEL ON A RESPECTIVE END OF COURSE EXAM, AS NOTED BY TEA IN THEIR GUIDANCE FOR OUR ACCELERATED TESTERS.

ON THE BOTTOM LEFT HAND SIDE, YOU'LL NOTICE THE AVERAGE TOTAL SCORE.

SO SAT SCORES ARE NOT ONLY IMPORTANT FOR COLLEGE ENTRANCE, BUT ALSO STUDENTS WHO PERFORM REALLY WELL COULD BE ELIGIBLE FOR AUTOMATIC ADMISSIONS INTO SOME UNIVERSITIES, AS WELL AS EARNING SIGNIFICANT COLLEGES BASED ON THEIR SAT PERFORMANCE.

NOW, THIS IS A QUICK LOOK AT THE GARLAND ISD SAT SCHOOL DAY, EVIDENCE BASED READING AND WRITING PERFORMANCE OVER THE LAST FOUR YEARS.

SO WHAT I'VE PUT ON HERE FOR YOU IS THAT PERFORMANCE PRIOR TO THE IMPACT OF COVID AND THEN WHAT OUR RECOVERY EFFORTS HAVE BEEN THUS FAR.

2022 IS AN ANOMALY.

IT DOES STAND OUT JUST A LITTLE BIT.

SO AS A REMINDER, DURING THAT 2021-2022 SCHOOL YEAR, WE DID STILL HAVE SOME KIDDOS.

I APOLOGIZE, 2020-2021.

WE HAD KIDDOS WHO WERE STILL IN A HYBRID LEARNING ENVIRONMENT, SO WE DID NOT HAVE AS MANY 11TH GRADE TESTERS COME IN DURING 2021 AS COMPARED TO 2022. WE HAD 500 MORE TESTERS COME IN.

SO THAT'S WHY WE SEE JUST A LITTLE BIT OF DIP FROM 21-22.

BUT WE ARE STEADILY RECOVERING FROM FROM THAT.

THEN WE TAKE A LOOK AT OUR PERFORMANCE FOR MATHEMATICS.

SO THIS IS AGAIN, THE PERFORMANCE OVER THE LAST FOUR YEARS.

AND WITH AS WITH ALL OF THE OTHER ASSESSMENT PROGRAM DATA THAT I'VE BROUGHT TO YOU, RECOVERING FROM MATH POST COVID HAS BEEN THE HARDEST.

AND IT'S TAKEN US A LITTLE BIT MORE TIME TO RECOVER.

SO WE DEFINITELY SEE THAT HERE.

SO THE NUMBERS IN THE BARS REPRESENT THE AVERAGE SCORE OF THE STUDENT.

AND THEN THE LINE GRAPH IS THE PERCENTAGE OF STUDENTS WHO MET THAT COLLEGE READINESS BENCHMARK.

OKAY. SO WHILE THE RESEARCH ASSESSMENT AND ACCOUNTABILITY TEAM WORKS HARD ON THE ADMINISTRATION OF PSAT AND SAT EXAMS, IT'S REALLY THE ADVANCED ACADEMICS TEAM THAT TAKES THE LEAD WITH REGARD TO WHAT COMES NEXT AFTER AN ASSESSMENT.

SO HERE WE SEE IN GARLAND ISD, OUR STUDENTS IN GRADES 8 THROUGH 11, THEY PARTICIPATE IN A TEST PREP FOR THE COLLEGE BOARD SAT SUITE ASSESSMENT.

SO PSAT AND SAT, THEY ARE GOING TO BE DOING THIS DURING THEIR ADVISORY PERIODS DURING THE 2023-2024 SCHOOL YEAR.

IN ADDITION TO THE DISTRICT WIDE FOCUS ON TEST PREP, PSAT 8 AND 9 PERFORMANCE RECOGNITIONS AND TARGETED TEST PREP PROGRAMING FOR OUR RISING SCHOLARS IS EXPANDING TO ALSO INCLUDE 9TH GRADERS.

HISTORICALLY, IT HAS ONLY INCLUDED 10TH GRADE STUDENTS AND LASTLY, THE TOP PERFORMING RISING 11TH GRADERS ON THE PSAT NMSQT, WHICH IS A NATIONAL MERIT QUALIFYING EXAM.

THEY WILL CONTINUE TO BE RECOGNIZED AND PROVIDED TARGETED TEST PREP PROGRAMING AS SUPERINTENDENT, SCHOLARS AND PREPARATION FOR THE SAT EXAM.

OKAY. SO AS YOU PONDER YOUR QUESTIONS, I WANTED TO CLOSE OUT WITH THIS GREAT PICTURE OF ONE OF OUR NORTH GARLAND STUDENTS AND HER VERY PROUD MOTHER.

[00:45:07]

SHE WAS SELECTED AS A RECIPIENT OF A $40,000 COLLEGE BOARD SCHOLARSHIP.

AND WHILE IT'S NOT DIRECTLY CONNECTED TO SAT SCORE PERFORMANCE, IT IS A SCHOLARSHIP THAT WAS PROVIDED TO ONE OF OUR STUDENTS BY THE VENDOR, WHICH IS COLLEGE BOARD.

MHM. OKAY.

ANYBODY HAVE ANY QUESTIONS? MISS STANLEY? YES, MA'AM.

OKAY, SO IT'S JUST MORE OF WHEN WE GO BACK AND WE LOOK AT THE 46% THAT MET THE EVIDENCE BASED READING AND WRITING AND THEN THE 23%, HOW DO WE HOW DO HOW DO WE LOOK AT COMPARED TO OTHER DISTRICTS SIMILAR TO US WHEN IT COMES TO THESE? THAT IS A GREAT QUESTION.

SO WE DO NOT HAVE ACCESS TO THE DATA SPECIFIC TO OTHER DISTRICTS.

THE ONLY THING THAT WE ARE ABLE TO TO SEE IS THE DATA RELATED TO STATE AND AND THE COUNTRY.

SO I WOULDN'T BE ABLE TO TELL YOU WHAT THAT LOOKS LIKE FOR A NEIGHBORING SCHOOL DISTRICT, BUT I'M HAPPY TO DO SOME DIGGING FOR YOU IF YOU'D LIKE.

JUST CURIOUS TO SEE IF WE'RE RUNNING THE SAME ABOVE OR BELOW.

I CAN I CAN TAKE A LOOK AT OUR TAPR REPORTS AND THEN BE ABLE TO PULL THAT FOR ANY INFORMATION THAT'S.

THAT'S IN PAPER.

OKAY. UH, ANY OTHER QUESTIONS? WE SPOKE BRIEFLY BEFORE THE MEETING JUST TO EXPLAIN THE DIFFERENCE BETWEEN THE PSAT TEST AND THE SAT.

YES, SIR. YEAH. SO THE PSAT EXAM, WE ADMINISTER THAT IN THE FALL.

SO THAT IS AN OCTOBER ASSESSMENT.

AND JUST LIKE THE ACRONYM STATES THAT P IS FOR PRE.

RIGHT? SO IT'S IT'S GIVING US AN IDEA OF WHERE OUR STUDENTS ARE PERFORMING AS COMPARED TO THE STATE AND COUNTRY.

I ALWAYS TEASE THAT PSAT IS KIND OF LIKE THE MAP OF HIGH SCHOOL.

WE ALL KIND OF UNDERSTAND WHAT MAP IS AND WE'RE ABLE TO KIND OF TRACK OUR STUDENT PROGRESS.

SO BECAUSE OF THE TYPE OF ASSESSMENT I KIND OF ASSOCIATE THAT WITH MAP.

SAT IS THE ACTUAL COLLEGE ENTRANCE EXAM.

STUDENTS CANNOT GET INTO COLLEGE WITH A PSAT SCORE.

THEY REALLY NEED AN SAT OR AN SAT OR SAT OR ACT SCORE.

SO THAT'S WHAT THIS IS HERE.

AND. I KIND OF REMEMBER TAKING MY SATS IN THE 12TH GRADE.

I DON'T REMEMBER.

FOR SOME REASON, 11TH GRADE.

BUT MOST OF OUR KIDS TAKE IT IN 11TH AND 12TH.

IS THAT HOW IT WORKS NOW? SO OUR SAT SCHOOL DAY IS GEARED TOWARDS OUR 11TH GRADE STUDENTS.

NOW, DO WE HAVE KIDDOS THAT MAYBE NEVER HAD THAT OPPORTUNITY? FOR WHATEVER REASON, THAT MIGHT SIT FOR AN SAT EXAM WITH THEIR 11TH GRADE PEERS FOR SURE.

BUT ALSO REMEMBER THAT THE THAT THE COLLEGE ENTRANCE PROCESS IS VERY RIGOROUS.

AND SO IN MOST CASES, A LOT OF OUR STUDENTS REALLY KNOW WHERE THEY'RE GOING TO GO TO COLLEGE AS THEY ENTER THEIR SENIOR YEAR.

SO HAVING THAT ASSESSMENT OPPORTUNITY BEFORE THEY EVEN BECOME A SENIOR IS SUPER HELPFUL FOR OUR KIDDOS, ESPECIALLY THOSE TRYING TO GET INTO VERY, VERY COMPETITIVE UNIVERSITIES. SO THEY'RE USING THEIR 11TH GRADE SAT FOR FOR THE APPLICATIONS? YES, SIR. OKAY.

OKAY. AND IT'S JUST A PART OF THE APPLICATION PROCESS, BUT NONETHELESS, AN IMPORTANT ONE.

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

OKAY, LET'S GO TO ACTION ITEMS AND WE'LL HAVE THESE IN TWO WEEKS.

[V.B. Action Items]

CONSIDER APPROVAL OF RESOLUTION FOR NAACP BACK TO SCHOOL EVENT AT HBJ STADIUM, DR.

HEMPHILL. AND THIS, BY THE WAY, IS A REALLY AMAZING EVENT WHERE WE GIVE AWAY OR NOT WE BUT THE NAACP GIVES AWAY A LOT.

OKAY. IT'S JUST A FUN EVENT.

WE GIVE A LOT OF BACKPACKS, A LOT OF BAGS.

SO PLEASE PROCEED. GOOD EVENING, CHAIRMAN GLICK, TRUSTEES, COMMITTEE MEMBERS.

DR. LOPEZ, I'M DR.

LAKEISHA CULPEPPER. AS YOU CAN TELL, I AM NOT DR.

BABETTA HEMPHILL. I'M HERE IN HER STEAD.

SHE APOLOGIZES. SHE'S SICK AND UNABLE TO MAKE IT TONIGHT.

BUT YOU'RE ABSOLUTELY RIGHT.

THIS IS AN ONGOING PARTNERSHIP WHEREIN WE COLLECTIVELY GIVE BACK TO SCHOOL ITEMS FOR ROUGHLY 4,000 TO 6,000 STUDENTS DEPENDING ON THE YEAR.

THIS PROPOSAL IS FOR YOUR PERMISSION TO AGAIN UTILIZE HBJ FOR THAT EVENT.

ANYBODY HAVE ANY QUESTIONS? GOOD. WE THANK YOU.

AND THIS, AGAIN, WILL BE ON OUR AGENDA IN TWO WEEKS.

AND FINAL APPROVAL OF THE ANNUAL TEK CERTIFICATION, DR.

HILL. THANK YOU.

[00:50:02]

GOOD EVENING, CHAIRMAN GLICK, TRUSTEES, DR.

LOPEZ. I ALWAYS SAY THIS IS MY EASIEST, SIMPLEST PRESENTATION TO YOU EVERY YEAR THERE'S NOT EVEN A PRESENTATION.

SO I REALLY ENJOY THIS AND HOPE YOU ALL DO TOO.

ANNUALLY, WE ARE REQUIRED BY STATE STATUTE TO APPROVE OUR WHAT WE SAY IS OUR TEKS CERTIFICATION, WHICH MEANS THAT EVERYTHING WE PURCHASE THROUGH OUR IMTA INSTRUCTIONAL MATERIALS AND TECHNOLOGY ALLOTMENT.

PREVIOUSLY WE JUST CALLED IT IMA, THEY'VE ADDED A T, THEY'VE ADDED THE TECHNOLOGY PIECE.

SO THE INSTRUCTIONAL MATERIALS AND TECHNOLOGY ALLOTMENT, WHICH PREVIOUSLY USED TO BE SOMETIMES CALLED OUR STATE TEXTBOOK FUND, WE HAVE TO CERTIFY AS AS AN LEA AND AS TRUSTEES THAT EVERYTHING WE BUY THERE IS 100% ALIGNED TO OUR STATE STANDARDS OR OUR TEKS.

SO MISS STANLEY, IN REFERENCE TO WHAT YOU ASKED ABOUT IN THE FINANCE COMMITTEE, I THINK THIS IS A TIMELY PRESENTATION IS THAT WE ARE NOT ABLE TO PURCHASE ANY RESOURCES THAT ARE NOT ALIGNED TO OUR STATE STANDARDS WITH THIS FUNDING.

SO THE STATE GENERALLY GIVES US AN APPROVED LIST THAT WE CHOOSE FROM.

IT'S NEVER MELISSA HILL'S OPINION OR ANYONE OTHER SINGLE PERSON'S OPINION.

WE WALK THROUGH THE PROCLAMATION PROCESS.

WE BRING THOSE TO YOU AS THEY COME UP, SOMETIMES ANNUALLY.

WE'VE HAD A COUPLE OF BREAKS BECAUSE OF COVID, BUT COMING UP NEXT YEAR WILL BE PROCLAMATION 2024, WHICH WILL ENCOMPASS KINDERGARTEN THROUGH 12TH GRADE SCIENCE AND EXTENSIVE LIST OF CAREER AND TECHNICAL EDUCATION COURSES AND SOME TECH APPS COURSES.

SO THAT ADOPTION PROCESS WILL BEGIN IN THE FALL.

WE'LL BRING THAT FORWARD TO YOU ALL IN THE EARLY SPRING, AND THEN UPON YOUR APPROVAL, WE WILL PURCHASE THOSE RESOURCES TO BE IN CLASSROOMS THE FOLLOWING SCHOOL YEAR.

SO YOUR APPROVAL OF THIS CERTIFICATION GIVES US ACCESS TO THOSE FUNDS THROUGH TEA.

ANY QUESTIONS? WELL, WE THANK YOU VERY MUCH.

OH, MR. JOHNSON. DR.

HILL, I TOLD YOU I WAS GOING TO BE AMAZED AND IMPRESSED WITH HIS PRESENTATION AND CONSIDER MYSELF STUNNED.

STUNNED. STUNNED.

THANK YOU, MR. JOHNSON, WITH RESPECT TO, AS YOU WERE MENTIONING, HOW IT ALL HAS TO BE ALIGNED WITH THE TEKS, THE SPECIFIC INSTRUCTIONAL MATERIALS THAT YOU'RE TALKING ABOUT, AND NOW APPARENTLY TECHNOLOGY, THIS IS ALL BEEN VETTED AND APPROVED BY THE STATE BOARD OF EDUCATION, CORRECT? THAT IS CORRECT. SO THEY SEND OUT TEA GIVES US THROUGH THE ADOPTION PROCESS WHAT THEY CALL AN APPROVED LIST OF OF VENDORS, TEXTBOOKS, MATERIALS, RESOURCES.

THEN IT'S UP TO US AS A DISTRICT TO REVIEW THOSE MATERIALS.

OUR PROCESS TO GIVE YOU A REALLY QUICK OVERVIEW IS IT'S OPEN TO EVERY TEACHER OF THAT CONTENT AREA.

SO WE SEND OUT A MASS REQUEST TO SAY PARTICIPATE BECAUSE YOU ARE THE ONES THAT ARE ACTUALLY GOING TO BE IMPLEMENTING THIS WITH KIDS.

SO WE PARTNER WITH OUR LOCAL REGION TEN EDUCATION SERVICE CENTER.

THEY BRING IN THE VENDORS.

OUR TEACHERS ARE ABLE TO PREVIEW THOSE MATERIALS, LOOK AT THEM, TOUCH THEM, SEE THEM AND REALLY THINK THROUGH WHAT THAT WOULD LOOK LIKE IN THEIR CLASSROOM.

WE THEN DEVELOP A RUBRIC, THE TEACHERS THEN GRADE THOSE MATERIALS.

SO THEN ONCE THE RUBRIC IS COMPLETED, WE COMPILE ALL OF THOSE AND THEN MAKE OUR DISTRICT RECOMMENDATION TO YOU ALL BASED ON TEACHER FEEDBACK, LEADER FEEDBACK.

WE HAVE PRINCIPALS PARTICIPATE, BUT ALL OF IT STARTS WITH THAT LIST FROM TEA.

AND EVEN BEFORE TEA THAT HAS TO BE APPROVED BY THE ELECTED OFFICIALS OF THE STATE BOARD OF EDUCATION.

YES. SO BECAUSE MISS STANLEY TOUCHED ON SOMETHING I THINK IS IMPORTANT, IF THERE IS SOME ALIGNMENT NECESSARILY WITH WHAT COULD BE CONSIDERED A CONTROVERSIAL TEACHING TOPIC SUCH AS COMMON CORE OR SOMETHING OF THAT NATURE, THIS IS SOMETHING THAT THE STATE BOARD HAS VETTED THEIR ELECTED OFFICIALS, JUST LIKE WE'RE ELECTED OFFICIALS.

THEY'VE GONE THROUGH IT.

AND IF THERE'S ALIGNMENT, IT'S FOR LACK OF A BETTER WORDS ON THEM.

CORRECT. SO RIGHT.

SO THAT'S ACCURATE BECAUSE OUR STATE BOARD OF EDUCATION ALSO APPROVES OUR STANDARDS.

SO IT'S NOT TEA DECIDING WHAT WE DO OR DO NOT TEACH THAT COMES FROM THE STATE BOARD OF EDUCATION.

AND JUST SOMETHING TO NOTE IS THAT MANY PUBLISHERS, MOST PUBLISHERS, I WOULD SAY, ARE NATIONAL PUBLISHERS.

SO IN MANY CASES THEY DO WRITE A RESOURCE FOR A DIFFERENT STATE WHO MAY OR MAY NOT ADOPT COMMON CORE OR SOMETHING ELSE, BUT THEY ALSO ADAPT IT.

AND THEY'LL HAVE WHAT THEY CALL THE TEXAS VERSION, WHICH IS THEN ALIGNED TO OUR TEKS.

BUT BUT THERE WILL BE SOME SIMILARITIES JUST BASED ON THE FACT THAT IT'S A NATIONAL PUBLISHER THAT ADAPTS TO EACH STATE'S INDIVIDUAL STANDARDS.

BUT FOR THE FOR THE EDIFICATION OF THE GENERAL PUBLIC THAT MAY BE WATCHING THIS, I DON'T KNOW HOW INTERESTING THIS IS TO THEM, BUT IF THEY ARE, WE DON'T HAVE A CHOICE HERE.

EFFECTIVELY, WE CAN CHOOSE VARIOUS DIFFERENT INSTRUCTIONAL MATERIALS, BUT THEY'RE ALL INSTRUCTIONAL MATERIALS THAT HAVE BEEN APPROVED BY THE STATE BOARD OF EDUCATION.

SO FROM THAT PERSPECTIVE, WE GO WITH WHAT OUR TEACHER OF WHAT WE'RE GIVEN.

WE GO WITH WHAT THE FEEDBACK WE GET FROM REGION TEN AND OUR TEACHERS AND WHAT WE FEEL AS THOUGH WORKS BEST FOR OUR DISTRICT.

[00:55:04]

ABSOLUTELY. SO WHAT IS A NON-NEGOTIABLE IS OUR CURRICULUM IS FOUNDED 100% ON THE TEKS, AND THEN EVERY RESOURCE THAT WE EMBED IN OUR CURRICULUM IS ALSO 100% FOUNDED AND ALIGNED TO THOSE TEKS.

IS THAT CORRECT? IDEALLY [LAUGHTER], FINGERS CROSSED.

FINGERS CROSSED, BECAUSE WE ARE IN SESSION RIGHT NOW LOOKING AT BUDGETS.

THEY GAVE US.

SO THERE'S TIMES THAT WE DON'T SPEND EVERYTHING TO SAVE UP FOR THE BIG ADOPTIONS.

SO ADOPTIONS GO IN HIGHS AND LOWS.

YES. AND SO SOMETIMES THERE'S A HUGE ADOPTION YEAR, AND IT'LL EAT UP MOST OF OUR BUDGET.

AND THERE'S OTHER TIMES THAT DOESN'T.

AND THEN THAT'S WHENEVER WE SAVE FOR A RAINY DAY KNOWING THAT A BIGGER ONE IS GOING TO BE COMING.

SO WE NEVER TRY TO EXPEND EVERYTHING IF WE DON'T HAVE TO.

AND WHEN YOU SOMETIMES READ IN THE NEWSPAPERS OR HEAR ABOUT THE CONTROVERSY OF IS THIS GOING TO BE TAUGHT OR IS THAT GOING TO BE TAUGHT, HOW ARE THEY GOING TO TEACH THIS SUBJECT ? THAT ALL OCCURS AT THE STATE BOARD OF EDUCATION? ABSOLUTELY. OF ELECTED OFFICIALS, AS MR. JOHNSON SAID. AND THAT'S WHERE THOSE DISCUSSIONS TAKE PLACE.

THAT'S THE HEARINGS TAKES PLACE.

THAT'S WHERE THEY BRING THE EXPERTS.

AND IT'S REALLY VERY INTERESTING HOW THAT ALL WORKS.

AND EVENTUALLY IT WORKS DOWN TO WE ADOPTING ONE OF THE CHOICES THEY GIVE YOU.

SO ABSOLUTELY. AND SO WE'LL SEE THAT LIVE IN ACTION THIS UPCOMING YEAR WITH THE NEW STATE STANDARDS FOR SCIENCE.

SO THAT PROCESS HAS BEEN ONGOING FOR THE LAST COUPLE OF YEARS, A LITTLE HICCUP WITH COVID.

SO THEY CREATED WHAT'S WHAT THEY'RE CALLING A GAP YEAR WHERE WE DIDN'T ADOPT AS EARLY AS WE THOUGHT.

BUT WE'VE BEEN WORKING WITH OUR EXISTING STANDARDS, THE NEW STANDARDS THAT HAVE BEEN APPROVED BY THE STATE BOARD OF EDUCATION.

BUT WE'LL SEE THAT WORK INCORPORATED INTO OUR CLASSROOMS THIS UPCOMING SCHOOL YEAR GOING INTO THE NEXT ONE.

AND I WILL JUST MAKE A NOTE ABOUT BUDGET THAT THE LAST BIENNIUM THEY SIGNIFICANTLY CUT OUR INSTRUCTIONAL MATERIALS AND TECHNOLOGY ALLOTMENT, BUT WE HAVE OUR FINGERS CROSSED THEY'RE GOING TO RETURN IT TO ITS FULL AMOUNT.

THEY PUT THAT T IN MRS. GRIFFIN. YOU'RE RIGHT. THEY GOT TO GIVE US ALL OUR DOLLARS BACK.

BECAUSE SCIENCE IS A VERY A K-12 COMPREHENSIVE SCIENCE ADOPTION, AS DR.

LOPEZ MENTIONED, IS SIGNIFICANT.

WHEREAS THE LAST BIENNIUM WE ADOPTED HEALTH AND PHYSICAL EDUCATION, WHICH WASN'T A SIGNIFICANTLY LARGE ADOPTION.

OKAY. ANY OTHER QUESTIONS? YES, MISS STANLEY.

SO THANK YOU FOR THIS, BECAUSE IT WAS REALLY A VERY NICE ORGANIC CONVERSATION.

AND I THINK THAT PEOPLE FORGET THAT WE'RE NOT ALL IN EDUCATION AND WE NEED TO HAVE THESE ORGANIC CONVERSATIONS.

THANK YOU VERY MUCH.

THANK YOU. IS THAT AN ORGANIC CHEMISTRY OR JUST ORGANIC? ORGANIC. OKAY.

WHICH WILL BE ADOPTED NEXT YEAR COMING UP.

RIGHT. ORGANIC CHEMISTRY IS COMING UP NEXT.

AND HOPEFULLY WE WON'T HAVE TO PAY FOR THOSE TEXTBOOKS, RIGHT? OKAY. OKAY.

ANY OTHER QUESTIONS? DR. LOPEZ ANY NEED FOR EXECUTIVE SESSION? NO, SIR. IT IS NOW 7:15.

[VII. Adjournment]

MOTION FOR ADJOURNMENT.

WE ARE ADJOURNED AT 7:15.

* This transcript was compiled from uncorrected Closed Captioning.