[00:00:01]
MS. HOGAN, ARE THERE ANY PUBLIC FORUM COMMENTS? THANK YOU. I'LL TAKE THE SIMILAR LIBERTY THAT MR.
[III. Committee Chairperson’s Message]
MILLER DID WHEN HE TALKED ABOUT THE FINANCE COMMITTEE THIS YEAR FOR ADAC WE HAVE MR. JOHNSON, MS. STANLEY AND MYSELF.YOU GUYS ARE GOING TO BE ROLLING WITH US.
AND SO WITHOUT FURTHER ADO, I'M GOING TO KICK IT OVER TO DR.
[IV. Superintendent's Message]
LOPEZ FOR SUPERINTENDENT'S MESSAGE AND THEN WE'LL GET GOING.WELL, WE'RE EXCITED ABOUT THIS ADAC MEETING.
IT'S KIND OF OUR YEAR END FINALE FOR THE SCHOOL YEAR.
JUST AS A REMINDER, THE SCHOOL YEAR OFFICIALLY ENDS FOR US BUDGETARILY AT THE END OF JUNE.
AND THEN WE START OFF JULY 1ST WITH A WHOLE NEW BUDGET.
SO ALL OF THIS IS LIKE CULMINATING ACTIVITIES.
THERE WILL BE NO COMMITTEE MEETING IN JULY AND WE'LL JUST KICK OFF THE NEW YEAR IN AUGUST.
WE'RE GOING TO GO START WITH OUR FIRST INFORMATION ITEM CELEBRATION OF GARLAND ISD, CLASS OF 2023.
[V.A. Information Items]
WE HAVE DR. GILMORE.GOOD EVENING, CHAIRMAN SELDERS COMMITTEE MEMBERS.
I'M HONORED TO BE HERE TONIGHT TO PRESENT TO YOU THE ACADEMIC ACHIEVEMENTS OF THE CLASS OF 2023.
THROUGHOUT THIS PRESENTATION, YOU WILL SEE IMAGES OF SOME OF OUR AMAZING GRADUATES.
TONIGHT, WE WILL CELEBRATE THEIR SUCCESS.
AND WE WOULD LIKE TO THANK ALL OF THE PARENTS, TEACHERS, ADMINISTRATORS, COUNSELORS, STAFF MEMBERS AND COMMUNITY PARTNERS WHO HAVE HELPED EACH AND EVERY GRADUATE THROUGHOUT THEIR EDUCATIONAL JOURNEY.
EARLIER THIS YEAR, 2252 OF OUR SENIORS PARTICIPATED IN THE DALLAS COUNTY PROMISES SENIORS SURVEY.
GARLAND ISD HAD THE HIGHEST SENIOR CLASS PARTICIPATION RATE IN DALLAS COUNTY.
WHEN ASKED IF THEY RECEIVED OR FELT SUPPORTED BY GARLAND ISD STAFF MEMBERS, 90% OF OUR PARTICIPATING GRADUATES EXPRESSED FEELING SUPPORTED.
OF THOSE GRADUATING, 1100 OF THOSE STUDENTS RECEIVED HONORS STOLES AND OVER 5400 CORDS OR MEDALS WERE DISTRIBUTED TO TOWARDS THE ACADEMIC ACHIEVEMENTS OF STUDENTS WHO WERE MEETING EITHER CMR REQUIREMENTS, COMPLETING THE DALLAS COUNTY PROMISE PATHWAY OR EARNING A SEAL OF BILITERACY, JUST TO NAME A FEW OF THEIR ACCOMPLISHMENTS.
IN ADDITION, 90% OF THE CLASS OF 2023 SUBMITTED AT LEAST ONE COLLEGE APPLICATION BEFORE GRADUATING VIA APPLY TEXAS, WHICH IS AN 18% INCREASE FROM THE CLASS OF 2022.
THE CLASS OF 2023 EXCEEDED THE PREVIOUS GRADUATING CLASSES.
FINANCIAL AID APPLICATION COMPLETION RATE BY 5%.
GARLAND ISD STUDENTS CONTINUE TO DEMONSTRATE YEAR OVER YEAR GROWTH IN SCHOLARSHIP OFFERS, WITH THE CLASS OF 2023 RECEIVING OVER $67 MILLION IN SCHOLARSHIP OFFERS.
OUR SCHOLARSHIP REPORTS ARE SOLELY BASED ON MERIT BASED SCHOLARSHIP AND INSTITUTIONAL GRANTS.
[00:05:10]
SOME OF THE HIGHEST RANKING UNIVERSITIES IN THE NATION.SO WHEN IT COMES TO ZIP CODES, IT DOESN'T DETERMINE ONE'S ABILITY TO SUCCEED IN OUR GARLAND ISD AS THESE STUDENTS HAVE PROVEN THAT WE HAVE DEL TERRY FOUNDATION AND GATES SCHOLARS WHO GRADUATE FROM GARLAND ISD.
THIS YEAR, OVER 900 OF OUR GARLAND STUDENTS ACCEPTED THE DALLAS COUNTY PROMISE.
THE NUMBERS ON THE SCREEN REFLECT THE STUDENT ELIGIBILITY MATCHES TO A DALLAS COUNTY PROMISE PARTNERING PARTICIPANT, WHICH INCLUDES COMPLETING AN APPLICATION MEETING. THE ADMISSIONS CRITERIA.
A FINANCIAL AID APPLICATION WAS ALSO COMPLETE.
THE DALLAS COUNTY PROMISE SCHOLARSHIP AWARD IS A CLOSING THE GAP FUNDING SOURCE BECAUSE IT PROMISES TO COVER TUITION EXPENSES THAT ARE NOT COVERED BY INSTITUTIONAL AWARDS.
DALLAS COUNTY PROMISE SCHOLARSHIP AWARDS ARE NOT REFLECTED IN OUR OFFICIAL SCHOLARSHIP TOTALS BECAUSE THE TUITION ONLY SCHOLARSHIP IS OFFERED ONLY AFTER A STUDENT HAS EXHAUSTED THEIR FEDERAL OR STATE PELL GRANT.
THROUGH OUR PARTNERSHIP, WE HAVE CONFIRMED THAT AT LEAST 44 OF OUR CLASS OF 2023 GRADUATES HAVE PROUDLY ENLISTED INTO THE US ARMED FORCES. THROUGHOUT THE YEAR, 312 SENIORS OPTED TO TAKE THE ASVAB TEST ON A GISD CAMPUS TO EXPLORE THEIR APTITUDE AND THEIR CAREER OPTIONS. OUR COLLEGE ENROLLMENT RATES DON'T ALWAYS REFLECT THE GROWING SECTOR OF STUDENTS WHO GRADUATE TO SERVE OUR IMMEDIATE NEEDS OF OUR COMMUNITY THROUGH OUR AMAZING CTE PROGRAMS, WE GRADUATE STUDENTS WHO ARE READY TO ENTER THE WORKFORCE AND AND EARN A LIVABLE WAGE, WHETHER IT'S COMPLETING INDUSTRY BASED CERTIFICATES, EARNING A CERTIFICATION OR AN ASSOCIATE'S DEGREE FROM DALLAS COLLEGE, GARLAND ISD HAS PREPARED OVER 2500 STUDENTS WHO ARE READY TO JOIN THE WORKFORCE IN A HIGH DEMAND, HIGH WAGE CAREER FIELD.
AND AS YOU CAN SEE FROM THE SCREEN, THE FUTURE IS LOOKING REALLY BRIGHT IN GARLAND ISD.
THANK YOU AND I AM AVAILABLE FOR ANY QUESTIONS.
AND WE ARE EXCITED ABOUT THEIR FUTURE.
TRUSTEES ANY QUESTIONS FOR DR.
GILMORE. THANK YOU. WHILE YOU'RE UP THERE, CONGRATULATIONS ON THE RECENT AWARD THAT YOU GOT.
YOU AND YOUR TEAM MEMBERS AND THROUGH THE SCHOOLS, YOU COULD SEE IT THROUGH THE FAFSA.
OUR BIG INCREASE, WHICH IS PART OF THE PRESENTATION AND IT'S GIVING ACCESS TO MONEY THAT KIDS NEVER.
THAT WAS ALWAYS THERE THAT KIDS WEREN'T TAKING ADVANTAGE OF.
ALL RIGHT. OUR NEXT INFORMATION ITEM IS A TEXAS COLLEGE BRIDGE OVERVIEW.
MR. MASSEY. GOOD EVENING, CHAIRMAN SELDERS, MEMBERS OF THE BOARD, DR.
LOPEZ, THANK YOU FOR YOUR TIME THIS EVENING TO PROVIDE A BRIEF OVERVIEW OF THE TEXAS COLLEGE BRIDGE PROGRAM IMPLEMENTATION IN GISD AND PROGRESS DISTRICTS WHO PARTICIPATE IN THE TEXAS COLLEGE BRIDGE PROGRAM ARE RESPONSIBLE FOR ASSIGNING A POINT PERSON TO OVERSEE THE PROGRAM.
ONLINE PREP ENGLISH AND MATH COURSES ARE FREE TO DISTRICTS THROUGH JUNE 2024 FROM FUNDING PROVIDED BY THE TEXAS COVID LEARNING ACCELERATION SUPPORTS GRANT, OTHERWISE KNOWN AS T-CLASS.
TEXAS COLLEGE BRIDGE COURSES ARE CURRENTLY ONLY AVAILABLE TO JUNIOR AND SENIOR STUDENTS IN GISD.
STUDENTS THAT COMPLETE THE TEXAS COLLEGE BRIDGE COURSES MEET TSIA CRITERIA IN MATH AND OR ENGLISH FOR CMR A TO F ACCOUNTABILITY ALONG WITH QUALIFYING FOR A TSIA EXEMPTION AT MORE THAN 80 COLLEGES AND UNIVERSITIES.
[00:10:04]
A PRIMARY FOCUS OF PROGRAM PARTICIPATION IN GISD IS STUDENTS TAKING THE TEXAS SUCCESS INITIATIVE ASSESSMENT, OTHERWISE KNOWN AS TSIA2.SUCCESSFULLY PASSING TSIA2 MEETS TSC REQUIREMENTS AT ALL TEXAS PUBLIC COLLEGES AND UNIVERSITIES AND MEETS THE TEXAS TSC REQUIREMENT FOR CMR OUTCOMES, BONUS FUNDING FOR COLLEGE OR CAREER READY GRADUATES.
THAT COMPLETES THE TEXAS COLLEGE BRIDGE COLLEGE READINESS MODULES.
SO THE NUMBERS THAT YOU SEE THERE ARE FROM A COUPLE OF WEEKS AGO.
BUT AS OF TODAY, THERE ARE 940 STUDENTS THAT HAVE COMPLETED THE TEXAS COLLEGE BRIDGE ENGLISH COURSE.
6398 STUDENTS HAVE COMPLETED THE TEXAS COLLEGE BRIDGE MATH COURSE.
SO YOU CAN SEE THE GROWTH BETWEEN WHAT YOU SEE THERE AND THEN THE NUMBERS I'M PROVIDING.
ENGLISH TEACHERS HAVE EARNED $112,800.
MATH TEACHERS HAVE EARNED $203,760, AND COLLEGE READINESS ADVISORS HAVE EARNED $31,680 IN T-CLASS FUNDED INCENTIVES FOR APPROXIMATELY $348,000 TOTAL FOR THE 2223 SCHOOL YEAR.
AT THIS TIME, WE WOULD LIKE TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE.
THANK YOU FOR THAT PRESENTATION, MR. JOHNSON. THANK YOU, MR. MASSEY. WITH RESPECT TO THE TEXAS COLLEGE PROGRAM, IT'S OBVIOUSLY IT'S AN ONLINE COURSE.
WHEN IS IT GENERALLY OFFERED TO STUDENTS? SO IT'S DURING OUR COLLEGE PREP MATH AND COLLEGE PREP ENGLISH CLASSES.
SO STUDENTS ARE EITHER ENROLLED IN THAT DURING THEIR REGULAR SCHOOL DAY, BUT STUDENTS CAN ALSO TAKE IT OUTSIDE OF THE SCHOOL DAY AND THEY RECEIVE THE SUPPORT FROM THAT ENGLISH OR MATH TEACHER FOR THE COURSE THAT THEY'RE ENROLLED IN.
AND THEN AT COMPLETION FROM THAT COLLEGE READINESS ADVISOR.
SO DEPENDING ON THE STUDENT'S SCHEDULE AND THEIR PARTICULAR CIRCUMSTANCE, IT CAN BE DURING THE SCHOOL DAY OR THEY CAN BE ENROLLED IN IT OUTSIDE OF THE SCHOOL DAY AND HAVE A TEACHER THAT'S ASSIGNED TO SUPPORT THEM.
SO IT COULD ALSO VARY DEPENDING ON THE STUDENT'S INDIVIDUAL CLASS YEAR.
BUT JUST A REMINDER, ONLY JUNIOR AND SENIOR STUDENTS ARE ALLOWED TO ENROLL IN.
AND CORRECT ME IF I'M WRONG, BUT YOU CAN TAKE THE TSIA PRIOR TO THAT, CAN'T YOU? YEAH, YOU CAN. YOU CAN.
IT'S NOT REQUIRED. SO COMPLETING THE PROGRAM ALLOWS YOU TO MEET THE CRITERIA FOR EITHER MATH OR ENGLISH FOR THE PROGRAM FOR EITHER COURSE THAT YOU COMPLETE. BUT WHAT WE CAN AT ANY TIME THEY CAN TAKE THE TSIA2 ASSESSMENT.
BUT THE PROGRAM IS REALLY DESIGNED TO PREPARE STUDENTS TO TAKE THAT ASSESSMENT.
SO IT WOULDN'T BE NECESSARILY BENEFICIAL IF THE STUDENT ISN'T ALREADY.
TSIA MET TO SIT AND TAKE THE ASSESSMENT PRIOR TO COMPLETING THE COURSE.
SO THIS IS A COURSE THAT YOU TAKE IN ADDITION TO YOUR NORMAL CREDITS THAT DURING THE SEMESTER IT IS A COURSE THAT CAN BE IN THE STUDENT SCHEDULE BASED ON THEIR INDIVIDUAL COURSE REQUIREMENTS, SCHEDULING REQUIREMENTS.
BUT UNLIKE DUAL CREDIT OR AP, YOU DON'T GET OR DO YOU GET COLLEGE CREDITS FOR THIS? YOU DON'T GET COLLEGE. IT MEETS THE TSIA REQUIREMENT TO TO NOT HAVE TO TAKE REMEDIAL COURSES AT ALL OF THE PARTNER INSTITUTIONS THAT HAVE SIGNED THE AGREEMENT WITH TEXAS COLLEGE BRIDGE.
OKAY, SO. SO IT'S SO, SO THEY'RE NOT RECEIVING ANY COLLEGE CREDIT FOR THIS COURSE, SO.
TELL ME THE THE AVERAGE STUDENT WHO WOULD TAKE THIS.
SO IT'S GOING TO BE A STUDENT THAT HASN'T MET THE COLLEGE READINESS BENCHMARK IN OTHER WAYS THROUGH TAKING TSIA2 PREVIOUSLY AT SOME POINT THROUGH NOT MEETING THE BENCHMARK ON SAT.
OKAY. I KNOW ONE OF THE REASONS I ASKED FOR THIS TO BE HERE IS BECAUSE IN DR.
[00:15:08]
LOPEZ'S REPORTS THERE WOULD BE ITEMS INDICATING THAT THE DIFFERENT SCHOOLS WERE COMPETING WITH EACH OTHER FOR HOW MUCH THEY GOT IN DOLLARS, AND THIS ONE WAS AHEAD OF THIS ONE.SO THIS WAS PRETTY POPULAR, I IMAGINE, AMONG THE TEACHERS ALSO.
AND THEN THERE'S AN INCENTIVE FOR ME FINANCIALLY TO DO THAT.
YEAH, THEY'VE LOVED IT. HOW LONG? HOW MUCH FURTHER DOES OUR CLASS GRANT GO THROUGH? JUNE 2024.
OKAY, SO ONE MORE YEAR AND I'M ASSUMING THIS COLLEGE BRIDGE WILL ALSO BE AVAILABLE NEXT YEAR.
IT IS FOR THE 23-24 SCHOOL YEAR.
NOW, WHETHER THEY'RE GOING TO FUND IT, THE 24-25 SCHOOL YEAR, WE DON'T KNOW YET.
AND SO KIDS HAVE ALREADY SIGNED UP FOR THIS FOR NEXT YEAR AS PART OF THEIR SCHEDULE.
THEY WILL BE ENROLLED IN THIS IN JULY ONCE ROSTERS ARE UPLOADED JULY AND AUGUST.
WHAT IF THEY HAVE A FULL LOAD? CAN THEY TAKE IT SEPARATELY AT NIGHT OR.
JUST OUT OF CURIOSITY, WHAT WAS THE DIFFERENCE IN TERMS OF DATES FROM WHEN YOU SHARED THAT WE HAD 448 STUDENTS AND NOW WE HAVE 940 MAY 10TH? AND THEN TODAY'S DATE.
RIGHT. AND SO MAY 10TH, THAT WOULD TAKE INTO ACCOUNT THE WHOLE SCHOOL YEAR UP UNTIL MAY 10TH.
YES. AND SO IN A MONTH WE ALMOST DOUBLED OR.
YES, BUT YOU HAVE TO ALSO CONSIDER THE.
THE IMPETUS FOR THE STUDENTS AND RECOGNIZING THAT THE END OF THE YEAR IS COMING AND LOTS OF THEM WANTING THEIR CCMR MEDALS AND CCMR MET AND ALL OF THOSE PIECES WHERE IT LOTS OF THE INCENTIVES KIND OF GO INTO OVERDRIVE AT THAT POINT.
THE EXCITEMENT AND THE DESIRE AND UNDERSTANDING THAT I'M RUNNING OUT OF TIME.
ALSO, THEY PERFORM AT A VERY HIGH LEVEL DURING THAT PERIOD AND THE TEACHERS THAT GET ASSIGNED TO THESE STUDENTS ARE THESE TEACHERS WITHIN THE DISTRICT ON THEIR CAMPUSES OR THESE OKAY, THESE ARE OUR MATH AND ENGLISH TEACHERS.
ANY OTHER QUESTIONS? THANK YOU. YOU BET.
SO WE'RE GOING TO NOW MOVE TO INFORMATION ITEM NUMBER THREE, SPECIAL EDUCATION SEMIANNUAL UPDATE.
MS. RAMOS? I WILL SAY LET'S SEE, WHERE IS IT? FIRST THINGS, YOU SHOULD HAVE GOTTEN THE UPDATED PRESENTATION.
I THINK WHAT WAS ACTUALLY IN OUR BOARD BOOK WAS AN OLDER VERSION.
SOMEHOW IT GOT YES, IN THE MANILA FOLDER.
YOU SHOULD HAVE THE UPDATED PRESENTATION.
THE ONE THAT SHE'S GOING TO PRESENT NOW.
WILL YOU GIVE US A FEW SECONDS? JUST KIND OF TAKE A LOOK AT IT? ABSOLUTELY. YEAH.
YOU GUYS READY? OKAY. MR. GLICK. MR. BEACH. YOU GUYS.
I'M TANYA RAMOS, EXECUTIVE DIRECTOR OF STUDENT SUPPORT AND SPECIALIZED SERVICES.
[00:20:01]
IT'S MY PLEASURE TO PROVIDE YOU THE SEMIANNUAL UPDATE TO THE DEPARTMENT'S ACTION PLAN AND THE ITEMS THAT HAVE COMPLETED THIS SEMESTER.ALL RIGHT. THE LAST BOARD UPDATE HAPPENED IN JANUARY OF 2023.
AND SO THIS IS THE SEMIANNUAL UPDATE FOR JUNE OF 2023.
TO REMIND YOU OF JUST SOME BACKGROUND, IN 2020-2021 SCHOOL YEAR, AN AUDIT OF THE SPECIAL EDUCATION DEPARTMENT WAS CONDUCTED AND IT REVEALED SOME CRITICAL AREAS THAT NEEDED TO BE ADDRESSED FOR IMPROVEMENT.
AND IT WAS EVIDENT THAT A SYSTEMATIC PLAN WAS NEEDED, AND THAT WAS CONDUCTED IN THAT 2020-2021 SCHOOL YEAR. AND SO THE ACTION PLAN CAME OUT OF THAT AUDIT AND IT HAS 14 AREAS IN WHICH WE ADDRESS SOME DIFFERENT PORTIONS OF THE SPECIAL EDUCATION DEPARTMENT PROGRAMING.
AND SO WE'VE COMPLETED A YEAR OR TWO.
ON SLIDE THREE WILL BE USED IN THIS UPDATE.
SO THIS WILL JUST BE ACTIONS THAT WE'VE TAKEN IN THE LAST SEMESTER.
BUT WHEN YOU SEE THAT VISUAL, IT'LL GIVE YOU AN OPPORTUNITY TO SEE HOW FAR WE'VE COME WITH THAT PRIORITY AREA COMPARED TO OUR END POINT IN THE 2026 SCHOOL YEAR OR THE 25-26 SCHOOL YEAR.
THIS IS AN OVERVIEW OF EACH OF THE 14 PRIORITY AREAS.
ONE OF THE THINGS THAT WE REALLY TRY TO DO IS TO TOUCH EACH ONE OF THEM AND MAKE SURE ALL OF THE THE BALLS ARE ROLLING, SO TO SPEAK, WITH EACH ONE OF THOSE AREAS.
SO YOU'LL SEE THAT WE'VE BEGUN WORKING AND TAKING ACTION STEPS FOR EACH ONE.
AND IN THIS PRESENTATION WE'LL GO THROUGH THEM INDIVIDUALLY.
SO GOAL ONE IS OUR PARENT GROUP GOAL.
WE HAVE HOSTED THE REGION TEN CONNECTING THE DOTS EXPO.
WE HAD REALLY, REALLY GOOD PARTICIPATION FROM DIFFERENT PARENTS AND FAMILIES AROUND THE AREA, AROUND REGION TEN.
THEY ADDRESSED TRANSITION SERVICES FOR OUR STUDENTS THAT ARE 12 GRADE 12 AND ABOVE, AS WELL AS BRINGING IN COMMUNITY RESOURCES FOR THOSE ADULT SERVICES THAT THEY MAY NEED.
WE'VE ALSO HOSTED QUARTERLY TRANSITION MEETINGS FOR OUR PARENTS WHO HAVE STUDENTS WITH DISABILITIES, AND WE CONTINUE WITH OUR PARENT FOCUS GROUP. AND WE REALLY WORKED ON STRENGTHENING OUR RELATIONSHIP WITH THE SPECIAL AND GIFTED EDUCATION GROUP THROUGH PTA, THE SAGE GROUP.
GOAL TWO IS AROUND MTSS OR MULTI-TIERED SYSTEM OF SUPPORTS.
WE HAVE REALLY ROLLED OUT BRANCHING MINDS.
IT'S A PLATFORM THAT WHERE YOU CAN REALLY SEE THE WHOLE CHILD.
THERE'S A LOT OF INTERVENTIONS THAT ARE HOUSED IN THAT PLATFORM AND TEACHERS CAN SEE AT A GLANCE ALL OF THE BACKGROUND THAT A CHILD MIGHT HAVE AND ALL OF THE NEEDS AND PROGRAMS THAT THE STUDENT MIGHT BE INVOLVED IN.
ONE OF THE THINGS THAT MTSS HAS HELPED US WITH IS NOT JUST FOCUS ON INTERVENTIONS FOR ACADEMICS, BUT ALSO INTERVENTIONS FOR BEHAVIOR AND SOME SOCIAL SKILLS THAT STUDENTS MAY NEED.
[00:25:02]
SO TEAMS OF MTSS SPECIAL EDUCATION COUNSELING HAVE GONE TOGETHER TO CAMPUSES, AND WE'VE REALLY FOCUSED ON THE ELEMENTARY SCHOOLS TO SHOW AND HELP THEM IMPLEMENT HOW TO IMPLEMENT THEIR MTSS AND USE THE PLATFORM TO TRACK STUDENT PROGRESS.AND WE'VE ALSO HAVE SOME PROFESSIONAL DEVELOPMENT THAT WE'RE PLANNING FOR THE 23-24 SCHOOL YEAR.
GOAL THREE IS IDENTIFICATION PRACTICES AND DISPROPORTIONALITY MONITORING.
THIS DATA IS PROVIDED TO CAMPUS LEADERSHIP.
IT'S IN COOPERATION WITH STUDENT SERVICES AND MARY GARCIA AND HER TEAM TO GET THE DATA OUT TO OUR CAMPUSES SO THAT THEY CAN MONITOR AND WE CAN HELP THEM MONITOR ANY DISPROPORTIONALITY IN THEIR DISCIPLINE PRACTICES SO THAT THEY CAN KEEP AN EYE ON THAT.
WE ALSO HAVE HAD TARGETED TRAINING IN THIS REGARD AND PROVIDED ADMINISTRATIVE RESOURCES, AND WE'VE ALSO PUT IN A SYSTEM TO LOOK AT PROGRAM REVIEWS FOR BEHAVIOR WITH OUR SPECIAL EDUCATION COORDINATORS WHENEVER WE'RE LOOKING AT A MORE RESTRICTIVE PLACEMENT.
AS WELL AS REVIEWING OUR PROGRAMING FOR STUDENTS THAT ARE IN BEHAVIOR ADJUSTMENT CLASSES SO THAT WE CAN PROVIDE THE BEST PROGRAMING FOR THEM.
GOAL FOUR IS IEP DEVELOPMENT INDIVIDUAL EDUCATION PLAN.
WE HAVE MONTHLY PLCS WITH TEACHERS TO LOOK AT DATA AND TRACK THEIR PROGRESS AND MAKING SURE THAT THE IEPS ADDRESS THE NEEDS OF THE STUDENT AND THAT DATA IS USED WHEN DEVELOPING THOSE IEPS.
TRAINING ON IMPACT STATEMENTS HAVE BEEN CONDUCTED AS WELL AS SERVICE TRACKING, WHICH IS THE DOCUMENTATION THEY USE FOR PROGRESS MONITORING OF OUR STUDENTS WITH SPECIAL EDUCATION SERVICES.
WE'VE COMPLETED OUR FIRST YEAR OF THE PLAYBOOK THROUGH OUR PARTNERSHIP WITH PCG CONSULTING, AND WE'RE CURRENTLY REVIEWING THE FEEDBACK WE'VE GOTTEN FROM THE TEAMS. WE HAD 12 PARTICIPATING CAMPUSES AND LOOKING AT WHAT WE CAN DO TO IMPROVE HOW WE ROLL THAT OUT. SCHEDULED STANDARDS BASED IEP TRAINING WITH REGION TEN AND PROVIDED THAT.
SO WE ARE ALSO PLANNING ON PROVIDING ROLLING THAT OUT WITH A LOT OF OUR NEWER TEACHERS AND REALLY JUST REINTRODUCING SOME OF OUR VETERAN TEACHERS TO WHAT STANDARDS BASED IEPS SHOULD LOOK LIKE.
GOAL FIVE IS EXPANDING THE LEAST RESTRICTIVE ENVIRONMENT.
AND SO WE ESTABLISH A PROCESS FOR REVIEWING STUDENTS PROGRESS FOR ANY PLACEMENT CHANGES WE MIGHT BE CONSIDERING AND PROVIDING GUIDANCE TO OUR COMMITTEES ABOUT THE DATA AND WHAT KIND OF DATA THEY SHOULD BE LOOKING AT WHEN CONSIDERING A CHANGE OF PLACEMENT.
ALSO, REVISING OUR GUIDELINES FOR OUR SELF-CONTAINED PROGRAMS SUCH AS ALE, ABC AND BA.
AND JUST AS A REMINDER, WE DID START THIS, OUR PARTNERSHIP WITH THE SIERRA SCHOOL.
WE PURCHASED TWO SEATS AND WILL CONTINUE THAT IN THE NEXT YEAR.
GOAL SIX IS SDI, SPECIALLY DESIGNED INSTRUCTION AND COLLABORATIVE TEACHING CO TEACHING.
WE HAVE DEVELOPED A RUBRIC FOR OUR STUDENTS WHO ARE TRANSITIONING OUT OF OUR EARLY CHILDHOOD PROGRAMS OR THE ECSE CLASSES TO REALLY DETERMINE WHAT THE BEST PLACEMENT IS GOING TO BE FOR THEM AS THEY ENTER ELEMENTARY SCHOOL, WHETHER THAT IS MAINSTREAM OR WHETHER THEY WILL NEED TO CONTINUE IN A SELF CONTAINED PROGRAM.
WE'VE ALSO PARTNERED WITH TEACHING AND LEARNING TO INCLUDE OUR STUDENTS IN SPECIAL EDUCATION WITH SPECIAL EDUCATION SERVICES IN THEIR CURRICULUM COUNTS SO THAT THEY HAVE ACCESS TO THAT GENERAL EDUCATION CURRICULUM.
GOAL SEVEN IS INCLUSIVE PRACTICES, PLANNING, GUIDANCE AND IMPLEMENTATION.
WE'VE COMPLETED OUR INCLUSIVE PRACTICES GUIDES AND ALIGNED IT WITH EXISTING GUIDANCE DOCUMENTS, AND WE'RE WORKING WITH OUR CAMPUS LEADERS TO DEVELOP MASTER SCHEDULES TO ACCOUNT FOR STUDENT NEEDS AND REALLY LOOKING AT WHAT OUR RESOURCES ARE AND HOW WE CAN SCHEDULE STUDENTS TO MAXIMIZE OUR RESOURCES AND THEIR LEARNING.
GOAL EIGHT IS TO ELEVATE THE RIGOR.
WE ARE LOOKING AT UNIVERSAL DESIGN FOR LEARNING.
[00:30:10]
GOLD NINE IS ADHERENCE TO THE INTENT AND SPIRIT OF IDEA, ALONG WITH SCHOOL LEADERS VOICES.OUR PLAYBOOK WAS PART OF ADDRESSING THESE GOALS AND WE ARE LOOKING AT THE EFFECTIVENESS WITH OUR CAMPUS TEAMS. WE'RE ALSO CONDUCTING FOLDER AUDITS TO LOOK AT IEPS INDIVIDUALLY AND ENSURE THAT WE HAVE OUR ALIGNED PRACTICES.
AND WE ARE STARTING WE'VE STARTED A COLLABORATIVE PRINCIPAL ADVISORY COMMITTEE TO GET SOME INPUT ON HOW OUR DEPARTMENT CAN PROVIDE SUPPORT. GOAL 11 IS DEVELOPING THAT PROFESSIONAL DEVELOPMENT.
AND SO WE HAVE CREATED A COMPREHENSIVE PROFESSIONAL DEVELOPMENT PLAN FOR TEACHERS AND ADMINISTRATORS, AS WELL AS DEPARTMENT STAFF FOR THE NEW YEAR. AND THAT IS GOING INTO GOAL 12.
WE'VE COMPLETED ALL OF THE REQUIRED UPDATES, BUT WE CONTINUE TO LOOK AT POLICIES AND PROCEDURES THAT AREN'T NECESSARILY REQUIRED, BUT ARE NEEDED TO MAKE SURE THAT WE HAVE THE MOST UPDATED PRACTICES AND THAT WE HAVE THOSE WRITTEN DOWN SO THAT THEY CAN SERVE AS GUIDANCE DOCUMENTS FOR OUR ADMINISTRATORS AND OUR TEACHERS.
WE ALSO HAVE SCHEDULED MEETINGS FOR FACILITIES PLANNING.
WE DID SOME SHORT RANGE PLANNING IN ADVANCE OF THE THE BOND.
AND SO THAT WILL CHANGE SOME OF THE CONSIDERATIONS THAT WE'LL HAVE AS WE DO SOME LONGER RANGE PLANNING OF WHERE OUR SELF-CONTAINED CLASSROOMS ARE GOING TO BE.
AS WE'RE LOOKING AT CAMPUSES THAT MAY BE OPEN CONCEPT AND THAT ARE GOING TO GO THROUGH SOME DIFFERENT RENOVATIONS AND THEY CAN BECOME OPTIONS FOR ADDITIONAL PROGRAMING AS WELL.
FOR OUR ORGANIZATIONAL STRUCTURE AND EXPANDING THE ROLES OF MENTAL HEALTH PRACTITIONERS.
SO OUR NEXT STEPS HAVE ALREADY TALKED ABOUT THE PLAN, THE PROFESSIONAL DEVELOPMENT PLAN.
BUT NOW WE HAVE TO DESIGN THE LEARNING RIGHT AND BE PREPARED TO IMPLEMENT THAT PLAN.
UPDATE OUR PROGRAM GUIDANCE AND GET THAT ALL READY FOR THE NEW SCHOOL YEAR.
WE'RE GOING TO EXPAND OUR COLLABORATIVE ADVISORY COMMITTEES SO THAT WE CAN CREATE OUR SELF ASSESSMENT AND SPECIAL EDUCATION AND ENSURE THAT ALL OF OUR LEADERS, VOICES AND STAKEHOLDERS ARE PROVIDING THAT FEEDBACK AND INPUT.
AND WE'RE DEVELOPING DATA MONITORING SYSTEMS THAT ARE FOCUSED ON SPECIFICALLY ON RDA AND PULLING REPORTS THAT CAN BE MONITORED ON A CONSISTENT BASIS.
SO JUST LISTED THE PROGRAMS THAT WE OFFERED.
THESE ARE OUR INSTRUCTIONAL PROGRAMS. IT DOES NOT INCLUDE ALL OF THE RELATED SERVICES THAT WE ALSO PROVIDE.
WANTED TO JUST GIVE YOU SOME UPDATES ON OUR GROWTH.
THIS INFORMATION WAS PULLED FROM SNAPSHOT DATA, WHICH IS USUALLY THE LAST DAY IN OCTOBER OF THE SCHOOL OF THE FALL SEMESTER OF A SCHOOL YEAR. SO YOU CAN SEE HOW WE'VE GROWN OVER THE YEARS.
AND YOU CAN SEE HOW STUDENTS WITH IEPS HAVE GROWN IN A LARGER PERCENTAGE OF OUR TOTAL STUDENT POPULATION. SO AGAIN, MAY 10TH, THIS IS WHEN THIS DATA WAS PULLED.
SO AT THAT TIME, THE ENROLLMENT WAS AT 6465 STUDENTS.
THAT WAS A 7.7 INCREASE FROM JUST OCTOBER OF THIS SCHOOL YEAR.
AND SO WE ALSO HAVE SEEN AN INCREASE OF STUDENTS SINCE JULY.
[00:35:01]
AND AT THE TIME, WE HAD 495 REFERRALS, INITIAL REFERRALS THAT WE WERE WORKING THROUGH.AND WE HAVE AN AVERAGE OF 85% OF OUR REFERRALS WHERE STUDENTS QUALIFY.
SO WE WERE PROJECTING AROUND 420 OF THEM THAT COULD POTENTIALLY QUALIFY AND INCREASE OUR SPECIAL EDUCATION STUDENT ENROLLMENT. SO WITH THAT, I'LL TAKE ANY QUESTIONS.
THANK YOU FOR THAT PRESENTATION, MR. JOHNSON. THANK YOU, MS. RAMOS. KIND OF ONE OF THE THINGS WHERE TO BEGIN, OBVIOUSLY, I'VE CONSUMED THE SPECIAL ED AUDIT.
I'M PLEASED WITH THE FRAMEWORK.
BUT I GUESS MY CONCERN IS AND I'LL RELAY THIS LIKE I DO A LOT OF THINGS TO FOOTBALL, YOU CAN HAVE THE WORLD'S GREATEST GAME PLAN, BUT IF YOU DON'T HAVE THE PLAYERS TO EXECUTE THE PLAY, YOU'RE NOT GOING TO BE ABLE TO WIN THE GAME.
MY FEAR IS THIS WE'VE HEARD A LOT FROM AND COMING LAST COUPLE OF MONTHS FROM PEOPLE WHO WORK ON THE FRONT LINES IN THIS ABOUT THEIR CASELOADS SPECIFICALLY.
WE'VE HEARD A LOT FROM DIAGNOSTICIANS LSPS AND PEOPLE ON THE FRONT END OF THIS.
AND I THINK WE'VE DONE A GOOD THING WITH THAT.
BUT I LOOK AT THESE NUMBERS HERE.
I LOOK HOW MUCH GROWTH THERE IS, HOW MUCH MORE WE'RE DIAGNOSING STUDENTS.
AND ONE THING THAT WE'VE NEVER TALKED ABOUT IN THIS ROOM EVER ONCE, DO WE HAVE ENOUGH TEACHERS FOR THESE STUDENTS? WE'RE TALKING ABOUT DIAGNOSTICIANS.
WE'VE TALKED ABOUT SPEECH PATHOLOGISTS.
WE'VE TALKED ABOUT IT. BUT NONE OF THIS WORKS WITHOUT TEACHERS.
AND SO WHAT I REALLY WANT IN FACT, I THINK I'VE KIND OF GOT TO HAVE I'VE GOT TO KNOW HOW WE STACK UP WITH BECAUSE MY UNDERSTANDING AND I SPOKE WITH DR.
MY UNDERSTANDING IS THAT THE ELEMENTARY LEVEL, WHICH SEEMS TO BE THE MOST IMPORTANT LEVEL, ESPECIALLY CONSIDERING THESE NUMBERS, BECAUSE I'M ASSUMING THESE SPIKES ARE OCCURRING MOSTLY AT YOUNGER, YOUNGER GRADES.
BUT I THINK THAT PART OF UNDERSTANDING THE SEMIANNUAL UPDATE IS WHERE ARE WE AT RIGHT NOW IN TERMS OF OUR STAFFING FOR SPECIAL ED, I'D BE CURIOUS AS TO HOW OUR STAFFING IS.
I UNDERSTAND THAT THERE'S DEFICITS IN SPECIAL EDUCATION STATEWIDE.
I KNOW THAT WE'RE NOT UNIQUE, BUT IF WE'RE DOING A MUCH BETTER JOB OF IDENTIFYING THAN THE OTHER DISTRICTS ARE, WHICH FROM THE LOOKS OF IT, IT SURE DOES LOOK LIKE WE ARE AND WE HAVEN'T ADDED ANY TEACHERS.
THEN AREN'T WE EXACERBATING TO SOME DEGREE THE EXACT SAME PROBLEM THAT DRIVES TEACHERS OUT OF THE PROFESSION BY LOADING MORE AND MORE AND MORE STUDENTS ON THEM? BUT WE DON'T GET ANY HELP FOR THEM, AND I DON'T NECESSARILY KNOW WHAT THE ANSWER IS, BUT WE HAVE TO BE TOLD NECESSARILY, I'M JUST MAKING DEDUCTIONS READING BETWEEN LINES HERE BECAUSE I HAVEN'T SEEN ANY PRESENTATION ABOUT OUR STAFFING ISSUE WITH THE SPECIAL ED, I THINK THAT THAT'S SOMETHING THAT I REALLY THINK I NEED AT THIS POINT BECAUSE I'M VERY CONCERNED ABOUT THAT MOVING FORWARD.
WE WANT TO ONE OF THE THINGS WE'VE ALL SAID IS WE WANT A WORLD CLASS SPECIAL ED DEPARTMENT.
I THINK ALL OF US, THE WHOLE BOARD IS IN ON THAT.
IF YOU DON'T HAVE SOMEONE TO WALK ON THE FIELD AND RUN THE PLAY THAT GOT CALLED AND I'M JUST AFRAID WE MIGHT NOT HAVE ENOUGH PLAYERS OUT ON THE FIELD RIGHT NOW TO REALLY HELP THE KIDS.
WE'VE IDENTIFIED AND MAKE THIS FRAMEWORK WORK.
AND YOUR THOUGHTS ON THAT? SEVERAL THOUGHTS, PLEASE.
AND AS YOU CAN SEE WITH COVID, IT'S NOT THAT THESE STUDENTS, YOU KNOW, THAT WE'RE JUST REALLY BRINGING IN STUDENTS RIGHT NOW.
[00:40:02]
IT'S COVID, YOU KNOW, WHEN YOU'RE ONLY IDENTIFYING 1% AND GROWTH OF 1%, WHERE IN THE PAST IT WAS MORE LIKE SIX, 7%, THEN THERE ARE SOME STUDENTS THAT WE JUST DIDN'T KNOW WERE OUT THERE THAT NEEDED SERVICES.AND SO THEY'RE COMING BACK TO SCHOOL NOW AND WE'RE DOING, I THINK, A REALLY GREAT JOB OF IDENTIFYING THEIR NEEDS AND GETTING THEM ON A PLAN AND PROVIDING THEM SERVICES.
DID WE NEED SOME TEACHERS AT ELEMENTARY SCHOOL AS THE STUDENTS WERE BEING ADDED ON TO CASELOADS THROUGHOUT THE YEAR? SURE. BUT WE ALSO LOOKED AT ARE THERE AREAS WHERE WE LOST SOME STUDENTS AND THEN DIDN'T YOU KNOW, ARE CAN WE NOW TAKE THIS OPPORTUNITY OF ONE YEAR TO THE NEXT TO DO SOME SHIFTING AND SO WE CAN HAVE MORE LEVELED CASELOADS? I THINK THAT IT'S BEEN A CHALLENGE TO KEEP STAFF IN ALL AREAS AND SPECIAL EDUCATION IS IS NOT IMMUNE TO THAT.
RIGHT. SO WE'RE WE KIND OF COME TO THIS POSITION OF.
WE NEED TEACHERS AND AND CAN WE FILL OUR POSITIONS? I THINK THE ACTIONS THAT THE BOARD TOOK TO PROVIDE A RETENTION STIPEND, TO PROVIDE, YOU KNOW, SOME OF THAT DECOMPRESSION ON THE SALARY SCHEDULE IS REALLY GOING TO HELP WITH THE RETENTION OF THE TEACHERS THAT WE HAVE SO THAT WE CAN THEN FILL IN THE GAPS AND HIRE THE THE TEACHERS THAT WE NEED. AND SO THAT'S WHAT WE'RE LOOKING AT WITH OUR STAFFING, WHERE WE'RE LEVELING.
WE ARE TRYING TO ENSURE THAT AT ALL LEVELS AND IN ALL PROGRAMS WE HAVE THE NECESSARY STAFF.
AND THAT'S, THAT'S WHAT WE'VE BEEN REALLY FOCUSED ON IN PREPARING FOR THE NEW YEAR.
AND I THINK, I THINK THAT THAT'S, THAT'S FAIR.
BUT IS IT SOMETHING THAT WE CAN GET AS A COMMITTEE OR AS A BOARD TO TO SEE KIND OF WHAT CURRENT SECONDARY OR CURRENT ELEMENTARY, CURRENT EARLY CHILDHOOD TEACHERS THAT TEACH DEDICATED SPECIAL EDUCATION STUDENTS, WHAT KIND OF CASELOADS ARE LOOKING AT AND A COMPARISON TO STATE AND KIND OF REGION TEN AVERAGES? BECAUSE I THINK THAT THAT WOULD HELP BECAUSE MY EXPECTATION IS THAT I THINK THAT WE'RE DOING LIKE I SAID, I THINK WE'RE DOING A MUCH BETTER JOB OF IDENTIFYING STUDENTS THAN ANY OTHER DISTRICT IN THIS AREA, MAYBE EVEN IN THE STATE.
AND MY BIG FEAR WOULD BE, YEAH, WE HAVE A RETENTION STIPEND, BUT IF SOMEONE'S ABOUT TO LOSE THEIR MIND BECAUSE THEY'VE GOT TOO MUCH GOING ON AND THERE'S OTHER DISTRICTS OVER THERE BECAUSE THESE ARE JUST THE TEACHERS, THEY'RE NOT NECESSARILY THE DIAGNOSTICIANS AND STUFF.
THAT COULD BE A POWERFUL INCENTIVE.
THE LAST THING WE NEED IS TO LOSE PEOPLE.
NOW, OBVIOUSLY, YOU GET TO QUOTE DR.
SO, I MEAN, I GET IT, BUT THERE MIGHT HAVE TO BE SOME SOME MEASURE.
WE JUST HAVE TO AT LEAST EVALUATE IT AS A BOARD SO WE UNDERSTAND WHERE WE ARE WITH RESPECT TO THIS, BECAUSE THAT'S THE THING I GOT FROM ALL THIS READING BEFORE AND GOING THROUGH THE PRESENTATION AS YOU PRESENTED IT HERE.
NONE OF THIS WORKS IF YOU DON'T HAVE ENOUGH TEACHERS.
AND IF WE DO, IT'S GOING TO WORK GREAT.
I MEAN, I COMPLETELY AGREE WITH THAT.
AND FOR SPECIAL PARAPROFESSIONAL EDUCATION, WE HAVE WAIT, 43.
SO OUR PARAPROFESSIONALS ARE THE ONES THAT ARE THE BIGGEST VOID.
AND OUR ELEMENTARY SPECIAL EDUCATION IS NINE.
I DON'T HAVE THE MIDDLE SCHOOL HIGH SCHOOL SPECIAL NUMBERS, BUT THAT'S WHERE WE'RE AT THAT I WOULD ARGUE THAT ONLY TELLS HALF THE STORY, THOUGH.
IT'S SAYING HOW MANY VACANCIES WE HAVE, WHICH IS GREAT, BUT HOW MANY CASES DO EACH ONE OF THOSE VACANCIES REPRESENT? BECAUSE THEY COULD HAVE NINE VACANCIES AT RICHARDSON.
BUT IF THEY DON'T HAVE ANYWHERE NEAR AS MANY KIDS IN THE PROGRAM, THEN THAT IS NOT AS IMPACTFUL.
[00:45:05]
WHEN YOU LOOK AT DYSLEXIA, THAT FALLS UNDER THE SPECIAL ED UMBRELLA.WHEN YOU TALK ABOUT STUDENTS AT DIFFERENT LEVELS, LET'S SAY ALL THOSE CLASSES.
MUCH SMALLER THAN THE ONES THAT ARE RESOURCE.
AND WE TRY TO KEEP THOSE NUMBERS UNLESS THERE'S NOT A TEACHER.
SO THESE VACANCIES ARE DESIGNED TO THE NEEDS THAT WE HAVE FOR THE KIDS.
NOW, WE SAW THAT WE HAVE AN INCREASE IN KIDS.
THAT DOESN'T MEAN WE CAP IT AND SAY, WELL, NOW YOU GET 20 KIDS.
THAT MEANS WE GET MORE TEACHERS TO GO WITH THE KIDS AND THE KIDS.
SO IT DEPENDS ON THE PROGRAM AND HOW MANY KIDS.
VERY RARELY WILL YOU HAVE A SPECIAL ED CLASS, JUST LIKE A REGULAR ED CLASS AT 27 TO 1 FOR SECONDARY, 22 TO 1 FOR ELEMENTARY.
WHAT YOU'LL HAVE IS A DIFFERENTIATED CLASSROOM ACCORDING TO NEED.
SO WHEN YOU GO IN, YOU MIGHT GO INTO AND I'LL SPEAK FOR LIKE MY DAUGHTER, YOU'LL SEE A LOT OF KIDS, BUT IT'S REALLY TWO CLASSROOMS WITH WITH 2 TO 3 TEACHERS AND THREE AIDES.
SO THE THE THE STAFFING WAS IN THERE.
BUT THAT WAS HER DEVELOPMENTAL LEVEL.
THERE'S KIDS THAT NEEDED MORE SELF CARE AND THOSE ARE ALMOST AT A 1 TO 1 RATIO.
IF THEY IF THEY'RE CONFINED TO FEEDING TUBES WITH WITH WITH A HEALTH CARE PROFESSIONAL.
SO SO THAT'S WHAT VARIES ON ALL THIS.
AND I THINK IF WE CAN BREAK IT DOWN BY NEED FOR YOU GUYS TO SEE WHAT EACH CATEGORY WE'RE FILLING AND HOW MANY TEACHERS ARE IN EACH OF THOSE CATEGORIES AND WHAT THE STAFFING RATIO IS.
YOU'LL BE YOU'LL BE ABLE TO GET A BETTER PICTURE OF WHAT THE NEEDS ARE.
YEAH, I WOULD AGREE. I WAS GOING TO ASK WITH RESPECT TO THE NUMBER THAT WE'RE SHOWING HERE IN TERMS OF SPECIAL EDUCATION ENROLLMENT, YOU LISTED THE DIFFERENT PROGRAMS THAT WE OFFERED AND YOU SAID IT'S NOT A COMPLETELY COMPREHENSIVE LIST, BUT IT DOES LIST AT LEAST NINE OF THE PROGRAMS THAT WE OFFER.
IS THERE A WAY TO, I GUESS, HAVE AN IDEA OF HOW MANY STUDENTS DO WE HAVE IN EACH OF THOSE PROGRAMS THAT WE OFFER THAT WOULD SPEAK TO WHAT YOU'RE TALKING ABOUT, DR. LOPEZ.
AND I CAN CREATE A BOARD INSIGHT WITH THAT INFORMATION AND STAFFING RATIOS, WHAT I LISTED OUR INSTRUCTIONAL PROGRAMS. AND SO THOSE ARE KIND OF THE MAIN PROGRAMS THAT STUDENTS WITH IEPS WILL BE IN ONE AT LEAST ONE OF THOSE.
NOW THERE ARE STUDENTS THAT ARE IN SEVERAL OF THOSE.
SO IF YOU HAVE A STUDENT THAT HAS, LET'S SAY HE OR SHE IS IN A RESOURCE CLASSROOM, THEY COULD STILL BE GETTING SPEECH THERAPY IN ADDITION TO THAT AND SOME INCLUSION TIME.
SO IT'S NOT QUITE SO CUT AND DRY BECAUSE IT IS INDIVIDUALIZED.
SO THOSE NUMBERS ARE ALSO INCLUDED IN THERE.
IF THEY'RE ONLY SERVICE IS SPEECH, THEY ARE ALSO IN THAT BIG NUMBER.
YEAH, THAT BREAKDOWN WOULD BE HELPFUL.
MR. BEACH, THIS IS JUST A COMMENT.
I REALLY APPRECIATE YOUR COMMENTS, BUT I WANT US BOARD JUST TO REFLECT ON WHAT IS TAKING PLACE NOT ONLY IN GARLAND ISD BUT ALL OVER THE STATE OF TEXAS AND THE CHALLENGES THAT OUR SPECIAL EDUCATION DEPARTMENT HAS WITH HR, TOO, TRYING TO HIRE PEOPLE THAT ARE SPECIAL ED CERTIFIED IN SOME FIELD OR ANOTHER AND TRYING TO FIND THOSE INDIVIDUALS.
WHEN WE JUST TALKED ABOUT A FEW MINUTES AGO, ABOUT 300 TEACHERS THAT WE HAVE THAT ARE UN CERTIFIED.
AND THEN I JUST HAD A PARENT TAKE THEIR SENIOR DAUGHTER THAT'S GRADUATING TO STEPHEN F AUSTIN UNIVERSITY TO GO INTO THE EDUCATION DEPARTMENT, AND THE DEAN OF THAT COLLEGE IS SCARED TO DEATH THAT THAT THAT DEPARTMENT IS FIXING TO GO AWAY.
AND THEY'RE ONE OF THE MOST NOTED EDUCATION DEPARTMENTS IN THIS AREA AROUND THIS AREA.
NOBODY'S WANTING TO GO INTO THE FIELD OF EDUCATION.
[00:50:04]
SPECIAL ED, AND OUR NUMBERS ARE INCREASING.THIS IS A CHALLENGE THAT WE HAVE, AND THIS IS A CHALLENGE THAT WE'RE GOING TO HAVE TO MEET HEAD ON.
WHAT'S IT GOING TO TAKE TO GET US THERE? I HAVE NO CLUE.
I'M LEAVING THAT UP TO OUR PROFESSIONALS AND I HOPE THAT WE CAN MEET THAT CHALLENGE IS.
SO I TOLD LARRY TO BRING OUT HIS CRYSTAL BALL AND SEE IF WE CAN'T FIGURE OUT WHAT WE CAN DO.
BUT THAT IS THE THINGS THAT ARE HAPPENING STATEWIDE.
BUT I DO APPRECIATE YOUR COMMENT WITH WHAT YOU'RE TALKING ABOUT.
WE NEED TO GET, YOU KNOW, WHAT WE CAN DO.
AND I KNOW THAT OUR HR DEPARTMENT AND SAY, MR. WAGNER OVER THERE, THEY'RE BUSTING THEIR TAIL TRYING TO FIND THE BEST THAT WE CAN POSSIBLY GET.
AND IT'S JUST VERY, VERY, VERY DIFFICULT.
EVEN THROUGH OUR DALLAS COLLEGE, EVEN THE KIDS THAT ARE ENROLLING IN EDUCATION OR WHATEVER THE CASE MAY BE, THEY'RE NOT COMING OUT WITH THE CERTIFICATIONS THAT WE NEED TO DO THIS. SO AND CERTAINLY FROM MY PERSPECTIVE, JOHNNY, I'M, IT'S A CONCERN.
IT'S CERTAINLY NOT A CRITICISM.
WE'RE THE BEST AT DIAGNOSING AND IDENTIFYING KIDS WITH SPECIAL EDUCATIONAL NEEDS.
AND AND AS A RESULT, WE'RE FLOODING OUR YOU CAN SEE THE NUMBERS.
I MEAN, YOU PRESENTED THEM TO US.
I JUST FEEL LIKE THAT'S KIND OF THE ACHILLES HEEL RIGHT NOW, NOT JUST FOR US, BUT FOR EVERYONE.
BUT I THINK THAT BECAUSE WE'VE BEEN SO SUCCESSFUL ON THE FRONT END, WE HAVE THAT STICKY WICKET OR SOMETHING IN THE MIDDLE, WHICH IS WE'VE IDENTIFIED THEM.
HOW ARE WE GOING TO GET ENOUGH TEACHERS TO EDUCATE THEM PROPERLY? AND IT'S FRUSTRATING.
AND I DON'T DISAGREE WITH YOU, JOHNNY.
LOPEZ POINTED OUT ALL THE PARA VACANCIES.
PERHAPS THIS IS SOMETHING WE NEED TO LOOK AT THIS PARTICULAR FIELD SPECIAL.
BUT REGARDLESS OF WHICH, I THINK THAT'S MY THAT'S MY CONCERNS.
THANK YOU FOR COMMITTING TO GET US THAT INFORMATION.
I APPRECIATE IT. THANK YOU, MR. GLICK. THANK YOU, SIR.
FIRST, I'M GLAD YOU'RE WORKING WITH FACILITIES ON THE BOND ISSUE.
I THINK THAT'S CRITICALLY IMPORTANT.
AS YOU KNOW, WE'RE GOING TO TOUCH EVERY SINGLE SCHOOL.
AND AS YOU MENTIONED, I THINK IT'S 12 OR 13 OF OUR SCHOOLS HAVE OPEN CLASSROOMS. SO THAT'S ALL GOING TO CHANGE.
BACK IN 2014, IT WASN'T OFFICIALLY IN THE BOND, BUT WE WERE ABLE TO BUILD A WHOLE BUNCH OF ALE CLASSROOMS AND BATHROOMS, ESPECIALLY WITH EXTRA BOND MONEY.
SO THAT'S SOMETHING THAT SHOULD WORK.
THE LAST TIME I REMEMBER COMING UP, I THINK WAS AROUND 2017, JUST BEFORE YOU GOT ON THE BOARD, THERE WAS A BLOCKBUSTER ARTICLE IN THE HOUSTON CHRONICLE ABOUT THE FACT THAT THE STATE OF TEXAS INTENTIONALLY WAS ARTIFICIALLY KEEPING SPECIAL ED PERCENTAGES AT 8.8.
5%. EVERYBODY DENIED IT EXCEPT WHEN YOU WENT TO ALL DIFFERENT SCHOOL DISTRICTS, INCLUDING OURS.
MOST WERE RIGHT AROUND THAT 8.5 NUMBER.
SO WE KNEW THAT THE NUMBERS WERE LOW.
THEY HAD TO GO UP. WE ALSO KNEW WE HAD TO ADD TEACHERS, SO WE DID AT THAT POINT.
AND I THINK THE REASON WE'RE ASKING THESE QUESTIONS IS WHEN WE HEARD FROM THE PATHOLOGISTS, WHEN WE HEARD FROM THE DIAGNOSTICIANS ABOUT THEIR CASELOAD, WE CAN ASCRIBE THAT ALSO TO THE STATE, TO THE TEACHERS WHO ARE IN THE SAME OR WORSE POSITION.
SO I AGREE WITH THE SENTIMENTS AND I AGREE WITH THAT'S THE DIRECTION WE HAVE TO GO.
THAT DEFINITELY WAS AN IMPACT.
AND THEN THE OTHER IMPACT IS JUST THE NEW RULING ABOUT IF IF WE SUSPECT A STUDENT HAS DYSLEXIA, WE NOW OFFER A FULL AND INDIVIDUAL EVALUATION UNDER SPECIAL EDUCATION, WHEREAS IN THE PAST WE JUST DID AN EVALUATION FROM THE [INAUDIBLE] OR THE DYSLEXIA THERAPIST.
THEY WOULD DO THEIR EVALUATION AND DETERMINE IF THEY QUALIFY FOR SERVICES.
[00:55:04]
BUT NOW OUR FIRST GO TO IS TO OFFER A FULL AND INDIVIDUAL EVALUATION, AND MANY OF OUR FAMILIES CHOOSE TO DO THAT.AND SO THAT'S THE OTHER IMPACTFUL CHANGE THAT HAS HAPPENED.
I JUST HAD A COUPLE OF QUESTIONS.
I'M NOT GOING TO BEAT THAT HORSE TO DEATH ANYMORE.
BUT I WILL MAKE ONE SMALL CALLOUT BECAUSE AS YOU KNOW, I PARTICIPATE WITH THE SAGE.
AND WE'RE NOT REALLY SURE AND WE'RE NOT BLAMING ANYONE.
THEY MIGHT BE ABLE TO HELP YOU.
AND WE DO. I JUST LIKE TO SAY THAT.
SO IF WE COULD FIGURE OUT WE'VE BEEN KICKING AROUND TRYING TO GET INTO THE BEGINNING OF THE SCHOOLS TO TRY AND GET THE SAGE GROUP TOGETHER, LET PEOPLE KNOW THAT WE EXIST, BUT I'M JUST THROWING IT OUT THERE THAT THAT'S ONE OF THE COMMON THINGS THAT I'VE SEEN EVERY SINGLE MONTH THAT I'VE GONE TO THE MEETINGS AND I HAVEN'T MISSED.
ONE IS THAT THE PEOPLE THAT COME, THEY FIND OUT ABOUT IT BECAUSE OF A CRISIS THAT'S HAPPENING, NOT BECAUSE OF JUST, HEY, WE HAVE THIS GREAT THING FOR YOU GUYS. SO IT'S JUST A THOUGHT BECAUSE WE'D LIKE TO CATCH IT BEFORE THE CRISIS.
AND THEN I HAD A QUESTION, TOO, FOR THE SIERRA SCHOOL.
DO WE HAVE ANY OF OUR ANYBODY ENROLLED IN THAT? I KNOW THAT WE TOOK THE SEATS, BUT ARE WE USING IT? YES. SO WE'RE SUMMER SCHOOL.
I MEAN, IT'S SUMMER NOW, SO SCHOOL IS NOT IN SESSION.
BUT WE DID END THE YEAR WITH TWO STUDENTS TAKING THE TWO SEATS THAT WE HAD.
AND THEY BOTH ARE SHOULD BE RETURNING.
OKAY. AND THEN THE ONLY OTHER THING I'M GOING TO THROW OUT ABOUT THE TEACHERS AND I'M JUST GOING TO SAY IT IS, YOU KNOW, SPECIAL ED ENCOMPASSES A LOT OF THINGS, RIGHT? IT ENCOMPASSES LEARNING ISSUES AS WELL AS PHYSICAL, EMOTIONAL.
WHEN YOU TAKE A REGULAR CLASSROOM AND YOU HAVE A LARGE PERCENTAGE OF THOSE KIDS WITH DYSLEXIA OR SOMETHING ELSE IN THERE, YOU'RE 22 TO 1 OR YOU'RE 24 TO 1 OR YOU'RE 27 TO 1 IS BACKBREAKING, AND IT MAKES IT VERY HARD TO GIVE A GOOD QUALITY EDUCATION.
SO SO I AGREE WE NEED SPECIAL ED TEACHERS, BUT WE HAVE TO START THINKING AS THESE NUMBERS RISE, WE CAN'T LOOK AT INCREASING OUR CLASS SIZES.
YOU JUST CAN'T BECAUSE TOO MANY OF THOSE KIDS DO HAVE THESE LEARNING ISSUES, AUDITORY, DYSLEXIA, WHATEVER YOU WANT TO CALL IT, AND THAT AFFECTS THE ENTIRE LEARNING ENVIRONMENT.
THANK YOU. WELL, IT'S DEFINITELY A LARGER PERCENTAGE NOW THAN IT WAS EVEN JUST FIVE YEARS AGO.
AND SO THAT IS SOMETHING THAT WE NEED TO KEEP IN MIND FOR SURE.
I HAD A COUPLE QUESTIONS JUST TO KIND OF SORT OF PIGGYBACK ON WHAT MS. STANLEY TALKED ABOUT WITH SAGE, BUT JUST MORE SO FROM THE PARENT STANDPOINT.
YOU TALKED ABOUT HAVING PARENT FOCUS GROUPS TO SOLICIT FEEDBACK.
AND I KNOW IN A PREVIOUS CONVERSATION WHEN WE HAD AN UPDATE, WE WANTED TO TALK ABOUT NUMBERS LIKE WHO ARE YOU ACTUALLY GETTING FEEDBACK FROM IN TERMS OF NOW THAT WE'VE IDENTIFIED SO MANY MORE STUDENTS, HOW MANY PARENTS ARE ACTUALLY PROVIDING THIS FEEDBACK THAT YOU'RE ACTUALLY USING TO MOVE FORWARD WITH WITH SOME OF THESE DECISIONS? SO IT WAS A SMALL NUMBER AND THAT WAS SOMETHING WE TALKED ABOUT, IS WANTING TO INCREASE THE NUMBER AS MUCH IN THE WAY THAT YOU'RE TALKING ABOUT WITH SAGE.
SO WE ARE TRYING TO FIGURE OUT HOW TO COMMUNICATE IN SUCH A WAY THAT WE GET PARENTS TO ATTEND.
AND, YOU KNOW, WE DID PARTNER WITH SAGE THEY GAVE US FLIERS, WE SENT THEM, WE SENT THEM TO TEACHERS BECAUSE WHAT WE'VE LEARNED IS PARENTS REALLY PAY ATTENTION TO WHAT THE TEACHER SENDS, NOT NECESSARILY WHAT COMES FROM CENTRAL OFFICE.
AND SO WE TRY TO WORK THROUGH THE TEACHERS TO SEND HOME CORRESPONDENCE.
[01:00:06]
ATTENDING THESE FOCUS GROUPS, THESE FEEDBACK SESSIONS, TRAINING, BECAUSE WE'RE PROVIDING IT AND WE JUST GOT TO FIGURE OUT HOW TO GET THEM THERE.THERE ARE SOME THINGS LIKE CONNECT THE DOTS THAT WERE MORE REGIONALLY.
WE HOSTED IT, BUT IT WAS A REGIONAL CONFERENCE AND THAT WAS WELL ATTENDED.
SO LOOKING AT THOSE OPPORTUNITIES TO, YOU KNOW, TRY TO IDENTIFY WHICH WHICH PARENTS ARE OURS SO THAT WE CAN LET THEM KNOW OF THE THINGS THAT WE DO ON A REGULAR BASIS THAT THEY CAN PARTICIPATE IN.
AND IT'S REALLY CRITICAL INFORMATION THAT PARENTS NEED TO HAVE AND THAT COULD REALLY HELP THEM NOT JUST WITH BEING ENGAGED IN THEIR CHILD'S EDUCATION, BUT ALSO THINGS THAT COULD HELP THEM AT HOME WHEN WORKING WITH THEIR OWN CHILD.
THERE'S A LOT OF RESOURCES THAT WE'RE, THAT ARE OUT THERE AND THAT WE WANT TO PROVIDE.
AND SO ANY SUGGESTIONS YOU HAVE ON THAT WOULD ARE WELCOMED? WELL, I WAS JUST CURIOUS. I KNOW WE'RE GOING TO GET A PRESENTATION LATER ON HOW WE ARE ONBOARDING NEW TEACHERS.
I WAS JUST CURIOUS, WHEN PARENTS ARE NOTIFIED THAT THEIR CHILD HAS BEEN EVALUATED OR ASSESSED AND THEY HAVE A SPECIAL NEED, WHAT SORT OF ORIENTATION OR WHAT KIND OF PROCESS DO WE TAKE THEM THROUGH IN ORDER TO KIND OF GET THEM ON BOARD? RIGHT. WHEN THAT EVALUATION HAPPENS OR THAT ASSESSMENT HAPPENS OR IDENTIFICATION HAPPENS TO LET AND WALK THEM THROUGH THE PROCESS, YOU KNOW, LIKE WHAT ARE THOSE TOUCH POINTS? WHAT DOES THAT LOOK LIKE FOR US NOW AND WHAT SHOULD IT LOOK LIKE? YEAH. ALONG THE WAY, YOU KNOW, BY THE TIME IN MOST CASES, BY THE TIME THAT WE'RE LOOKING AT A FULL AND INDIVIDUAL EVALUATION, THE CHILD AND THE FAMILY HAS PROBABLY GONE THROUGH MULTIPLE INTERVENTIONS PRIOR TO THAT COMMUNICATION WITH THE STAFF, COMMUNICATION WITH THE TEACHER FROM THE CAMPUS AND KIND OF WALKING THEM THROUGH LIKE, HEY, THESE ARE THINGS THAT WE'RE SEEING.
WE'RE PUTTING THESE INTERVENTIONS IN PLACE.
WE'RE TAKING DATA ON HOW THEY'RE FARING WITH THOSE INTERVENTIONS.
BY THE TIME THAT THEY'RE GETTING TO A POINT THAT WE ARE SUSPECTING A DISABILITY, THEN THEY'VE HAD A LOT OF COMMUNICATION ALONG THE WAY.
IT JUST DOESN'T HAPPEN, YOU KNOW, FROM ONE DAY TO THE NEXT.
IF THE LSSP IS INVOLVED, THEY DO THAT AS WELL WITH THEIR PORTIONS OF THE OF THE EVALUATION AND THEN JUST WALKING THEM THROUGH THE PROCESS THAT IS IS DONE AT THE CAMPUS LEVEL WITH THE DIAGNOSTICIAN OR AT THE SECONDARY LEVEL WITH FACILITATORS AND THE CASE MANAGER. SO THEY'RE THE ONES THAT ARE REALLY KIND OF HOLDING THEIR HAND THROUGH THE PROCESS.
AND SO THAT'S ANOTHER TOUCH POINT FOR OUR PROFESSIONAL DEVELOPMENT IS.
IS THE CASE MANAGEMENT PORTION AND THE RESPONSIBILITIES THAT CASE MANAGERS HAVE WITH, YOU KNOW, JUST KIND OF THE WHOLE CHILD WITH THE WHOLE FAMILY AND THEN PUSHING OUT THAT COMMUNICATION OF RESOURCES BECAUSE WE HAVE TRAININGS ON THE ART PROCESS AND THEIR RIGHTS AND WHAT THEY SHOULD EXPECT AND THE QUESTIONS THEY SHOULD ASK.
AND I THINK SOMETIMES THEY'RE AFRAID TO ASK, YOU GET INTO A MEETING AND THERE'S, YOU KNOW, 6 TO 8.
AND SO THAT CAN BE VERY INTIMIDATING.
SO REALLY THAT PERSONAL TOUCH TENDS TO BE A A MUCH BETTER WAY TO TO DO THAT ORIENTATION.
I KNOW THAT MAYBE YOU CAN CORRECT ME IF I'M WRONG, MS. STANLEY, BUT ISN'T THE SAGE ORGANIZATION SUPPOSED TO BE PART OF THAT TOO, OR HELPING OUT WITH THAT? LIKE YOU MENTIONED, THAT PARENTS APPROACH IN CRISIS MODE ALREADY, RIGHT? AND SO WOULD IT BE HELPFUL TO HAVE A PARENT THAT HAS GONE THROUGH THIS PROCESS? THEY UNDERSTAND IT TO BE PRESENT WHEN YOU ARE WITH A NEW PARENT TO HELP BECAUSE YOU KNOW, YOU'RE RIGHT.
RIGHT. AND THEN BE ABLE TO HOLD THEIR HAND THROUGH THAT PROCESS.
A PARENT CAN CHOOSE TO BRING SOMEBODY WITH THEM.
WE HAVE TO JUST BE VERY CAREFUL.
YES. RIGHT. SO WE JUST PARENTS KNOW THAT THAT'S AN OPTION.
[01:05:01]
LIKE CAN THEY REACH OUT TO ANOTHER ORGANIZATION LIKE SAGE? BECAUSE, I MEAN, IF THEY INVITE THE PERSON, I MEAN, IT'S THEY'RE MAKING THAT DECISION, RIGHT? SURE. SURE.AND BUT YEAH, THEY CAN DO THAT.
SO THAT YOU MAKE A VERY GOOD POINT THAT THAT IS SOMETHING THAT WE COULD COMMUNICATE.
I NEED SOMEBODY TO SUPPORT THEM.
SO YOU'RE STRUGGLING TO COME TO TERMS WITH YOUR CHILD, LOSS OF YOUR CHILD BECAUSE IT IS A LOSS.
I DON'T THINK PEOPLE UNDERSTAND THAT WHEN CHILDREN GET DIAGNOSED WITH THESE ISSUES, THERE'S A GRIEVING PROCESS AND THERE'S A WHOLE THING THAT THE PARENTS AND THE FAMILY HAS TO GO THROUGH BECAUSE THEIR IDEA OF WHAT THIS LIFE WAS GOING TO BE LIKE IS IT NO LONGER EXISTS.
OKAY. AND SO WHAT UNFORTUNATELY HAPPENS IS TOO MUCH COMES TOO FAST.
BUT IF WE COULD COME UP WITH A WAY, A SIMPLE THING OF I CAN'T, IF ANYBODY COULD WATCH IT, IT WOULD BE LIFE CHANGING TO BE ABLE TO JUST HAVE SOMEONE SITTING IN THE ROOM THAT JUST HAS BEEN THROUGH WHAT YOU'VE BEEN THROUGH.
AND I DON'T NECESSARILY WANT TO ENCOURAGE THEM TAKING THEM TO ARDS OR ANYTHING LIKE THAT BECAUSE THAT IN ITSELF COULD BE PROBLEMATIC AND IT CAN KIND OF CHIP AWAY AT THAT MENTOR RELATIONSHIP. BUT JUST THE FACT THAT THERE'S SOMEBODY THERE THAT WILL LISTEN AND WON'T TELL YOU WHAT YOU'RE DOING WRONG, I KNOW IT SOUNDS SO SIMPLE, RIGHT? BUT JUST SOMEONE WHO WILL LISTEN AND NOT SAY, WELL, HAVE YOU TRIED THIS? LORD KNOWS WE'VE TRIED IT ALL, SO WE HAVE TO FIGURE OUT HOW TO GET, IN MY OPINION, THE CASE MANAGERS AND YOUR TEACHERS TO FREELY START TO PICK UP WITH PARENTS THAT THEY FEEL COMFORTABLE WITH THAT WILL GIVE OUT PHONE NUMBERS, BELIEVE IT OR NOT.
AND THAT'S A LOT OF THE PHONE CALLS I GET.
I DON'T GET THEM AS TRUSTEE STANLEY.
I GET THEM AS THE MOM WHO WOULD WHO HAS BEEN THROUGH MENTAL HEALTH AND THINGS LIKE THAT.
AND THOSE ARE THE MOST IMPORTANT.
AND THAT'S HOW WE HAVE TO GET TO THOSE PARENTS.
IT'S NOT GOING TO BE BY THIS CONSTANT FLUX OF SOCIAL MEDIA AND ALL THESE CLASSES THAT ARE BEING OFFERING, BUT ACTUALLY CREATING THAT RELATIONSHIP THAT THEY CAN FEEL SAFE GOING TO. AND THAT COULD CERTAINLY BE BEFORE YOU DO THAT, I WANT TO I WANT TO COMPLIMENT YOU BECAUSE YOU'RE ABSOLUTELY RIGHT.
COMING WITH A KID WITH SPECIAL NEEDS.
YOU KNOW, AND AND ONE OF THE THINGS THAT I DO FEEL IT'S OVERWHELMING.
IT'S OVERWHELMING FOR PEOPLE THAT ARE IN THE EDUCATION FIELD GOING THROUGH IT.
AND IT'S EVEN DOUBLY OVERWHELMING FOR PEOPLE GOING THROUGH IT FOR THE FIRST TIME.
AND SO ONE OF THE THINGS AND I'M TALKING AS A PARENT, NOT AS A SUPERINTENDENT RIGHT NOW, ONE OF THE THINGS THAT I FEEL IS THE MOST CRITICAL CONDUIT TO EVERYTHING IS THE CLASSROOM TEACHER.
THAT'S THE PERSON THEY TRUST THE MOST.
AND SO PART OF THE THING IS WHEN THEY GET FRUSTRATED WITH THEIR KID BECAUSE THEIR KID COMES HOME FRUSTRATED AND THEY DON'T KNOW WHAT TO DO, THAT'S WHEN THEY START LOOKING FOR HELP AND THAT'S WHEN THEY END UP IT WITH THE SAGE ORGANIZATION, RIGHT? IT'S RATHER THAN BEING PROACTIVE AND SOMETIMES THEIR FRUSTRATION HAS NOTHING TO DO WITH THE SCHOOL.
IT'S THE ELEMENTS BEING LEARNED AT SCHOOL AREN'T BEING TRANSFORMED AND REINFORCED AT HOME.
AND THAT INCONSISTENCY DOESN'T HELP THE CHILD.
OKAY. AND SO TO TRAIN OUR STAFF ON THE RIGHT TIME TO START REACHING OUT AND TALKING TO THEM AND SAYING, HEY, WE'RE A COMMUNITY, CAN YOU COME TO THESE CLASSES? I FOUND THOSE HAVE BEEN THE MOST POWERFUL THINGS, EVEN WITH ME, RIGHT? BECAUSE I'M SUPERINTENDENT, I GET BUSY, MY WIFE GETS BUSY.
I JUST WANT TO VISIT ABOUT YOUR DAUGHTER AND TELL US EXACTLY WHAT'S HAPPENING OR NOT HAPPENING.
RIGHT. AND I THINK WE GOT TO USE THE SOURCE.
AND I FEEL THAT THE BIGGEST SOURCE OF TRUST USUALLY IS THE TEACHER.
IT'S NOT AN OUTSIDE CLINICIAN CALLING YOU SAYING, HEY, I SEE YOU ONCE A YEAR.
WE GOT THESE GREAT ORGANIZATIONS.
YOU SHOULD JOIN. AND IT WAS NICE TALKING TO YOU.
I GOT ANOTHER PHONE CALL TO MAKE, RIGHT.
IT'S THAT CLASSROOM TEACHER THAT CAN REINFORCE IT BECAUSE THEY MIGHT NOT COME IN THE FALL, BUT THEN YOU CAN CATCH THEM IN THE SPRING AND THEN THEY START FEELING BETTER ABOUT THE WHOLE EXPERIENCE.
AND AND BECAUSE DYSLEXIA NOW FALLS UNDER THE SPECIAL ED SPECTRUM FOR TESTING IT.
[01:10:08]
IT'S GOING TO FEEL DIFFERENT NOW.RIGHT. AND SO WE NEED TO UNDERSTAND QUITE A FEW THINGS THAT DEAL WITH THAT.
AND MAYBE WE WE SHOULD TALK TO OUR TEACHERS.
THEY WOULD KNOW BEST ON HOW TO COMMUNICATE THAT.
WE HAVE SOME VERY SMART PEOPLE TO HELP US SOLVE THAT ANSWER.
ABSOLUTELY. THANK YOU FOR REITERATING THAT.
WHAT ARE WE DOING AT THE SECONDARY LEVEL AND HOW IS THAT INFORMATION GETTING SHARED WITH THOSE CAMPUSES? SO MTSS IS A LOT OF OUR INTERVENTION, SO WE SEE A LOT MORE OF IT AT THE ELEMENTARY LEVEL.
THAT'S KIND OF WHERE WE START IDENTIFYING THE NEEDS THAT STUDENTS HAVE AND EITHER THE INTERVENTIONS WORK OR WE START SUSPECTING A DISABILITY AND START GOING TOWARD THAT.
SO WE FELT THAT IT WAS REALLY IMPORTANT TO START WITH THEM, SURE.
BECAUSE THAT'S WHERE WE GET MOST OF THAT INITIAL INTERVENTION THAT NEEDS TO HAPPEN.
BUT THE PLATFORM IS AVAILABLE BOTH ALL FOR ALL CAMPUSES, ALL TEACHERS, ALL STUDENTS, SO IT'S AVAILABLE TO THEM.
AND THEY'VE RECEIVED SOME TRAINING.
ADMINISTRATORS HAVE RECEIVED SOME TRAINING BECAUSE WE DO SOME OF OUR MTS DOCUMENTATION THERE WITH THEIR INTERVENTIONISTS AND ALSO WITH OUR 504 COORDINATORS BECAUSE THEY CAN SEE A LOT OF INFORMATION IN THERE ABOUT STUDENTS AS WELL.
IT GIVES ATTENDANCE INFORMATION, IT GIVES, YOU KNOW, PROGRAM INFORMATION.
SO IT'S KIND OF A ONE PLACE WHERE YOU CAN SEE ALL THE DIFFERENT THINGS THAT A STUDENT HAS.
SO THAT'S DEFINITELY IN OUR ROLLOUT PLAN FOR NEXT YEAR, IS TO CREATE MTS TEAMS ON EACH CAMPUS THAT GET REALLY TRAINED TO HELP DEVELOP THAT AND PROMOTE THAT AT THEIR CAMPUS.
AND YOU MENTIONED THE TRAINING HAPPENING WITH THE ADMINISTRATORS.
YOU'RE TALKING ABOUT THE PRINCIPALS.
YES, PRINCIPALS, ASSISTANT PRINCIPALS.
OFTENTIMES THOSE ARE THE ADMINISTRATORS, OVER 504 AND IN OUR MTS TEAMS AS WELL.
AND THEN THEY'RE RESPONSIBLE FOR SHARING THAT INFORMATION WITH THOSE INDIVIDUALS ON THE CAMPUS.
AND ROLLING SOMETHING OUT IN THE MIDDLE OF THE YEAR HAS ITS OWN CHALLENGES.
SO WHAT WE DID WAS HAVE KIND OF A SOFTER ROLLOUT WITH INTERVENTION TEACHERS AT THE ELEMENTARY LEVEL BECAUSE THEY'RE THE ONES THAT THAT WE COULD PULL, TRAIN THEM AND SHOW THEM SO THAT THEY CAN BEGIN THAT PROGRESS MONITORING WITH THEIR STUDENTS.
BUT THEN ALSO GOING TO A PRINCIPAL MEETING AND LETTING THEM KNOW THIS IS WHAT'S WHAT WE'RE DOING WITH YOUR INTERVENTION TEACHERS, AND THIS IS THE PLATFORM AND THIS IS HOW YOU CAN USE IT. WE WERE TRYING TO DO A SOFT ROLLOUT, BUT IT WAS IT WAS THE ADMINISTRATORS AND THE TEACHERS REALLY SAW HOW USEFUL IT WAS.
AND SO THEY WERE ASKING FOR MORE AND MORE.
AND SO WE HAVE BEEN GOING OUT TO PROVIDE ADDITIONAL TRAINING ON DIFFERENT PIECES.
WE STARTED, LIKE I SAID, WITH THE ACADEMIC INTERVENTION MODEL, AND THEN THEY LOVED THAT.
SO WE WE ROLLED IT OUT EVEN MORE THAN THAN WE ANTICIPATED TO IN THIS YEAR BECAUSE IT STARTED LATE.
BUT THEN WE'RE REALLY GOING TO FOCUS ON THAT IN THE COMING YEAR.
GOT IT. AND THEN ON YOUR IEP DEVELOPMENT SLIDE, YOU TALKED ABOUT REVIEWING FEEDBACK FROM TEAMS. AND I WAS JUST CURIOUS, WHEN YOU TALK ABOUT TEAMS, WHO ARE YOU REFERRING TO ON THE IEP? YEP. GO FOR. ON THE OKAY WITH THE 12 SCHOOL TEAMS THAT WE IMPLEMENTED PLAYBOOK WITH.
SO THAT WAS THROUGH THE PARTNERSHIP WITH PCG AND WE HAD WHAT THEY CALL PLAYS ON THIS WEB BASED
[01:15:09]
PLATFORM WHERE THEY IT'S A LEARNING MODULE AND SO DIFFERENT TOPICS THROUGHOUT THE YEAR.THEY WOULD COMPLETE THE PLAYS, THEN THEY'D HAVE COACHING SESSIONS WITH THE COACH TO KIND OF LOOK AT HOW THAT IS TRANSLATED INTO THEIR PRACTICE AT THEIR CAMPUS AND HOW MANY ELEMENTARY, MIDDLE AND HIGH SCHOOLS DO YOU HAVE IT WE STARTED WITH HIGH SCHOOLS, ONE MIDDLE SCHOOL, AND WE HAD A COUPLE, MAYBE 2 OR 3 ELEMENTARIES. I'D HAVE TO DOUBLE CHECK ON THE EXACT BREAKDOWN OF THAT.
BUT THEN IEPS, MOST OF THOSE TEAMS ARE FOCUSED ON HIGH SCHOOLS.
AND WHERE DOES THE MIDDLE SCHOOL SORT OF WHERE DO THOSE CAMPUSES SORT OF FIT IN TO THE OVERALL FRAMEWORK OF FEEDBACK AND HOW THAT INFORMATION IS GETTING SHARED WITHIN THE DISTRICT SO THAT OTHER CAMPUSES CAN CAN BENEFIT? SO THAT'S WHAT WE'RE WORKING ON, IS GETTING GOING THROUGH THAT FEEDBACK.
WE SENT OUT A SURVEY TO THE 12 PARTICIPATING SCHOOLS AND LOOKING AT THAT FEEDBACK TO SEE HOW DO WE ROLL THAT OUT TO MORE SCHOOLS, YOU KNOW, THINGS THAT THEY FOUND VERY HELPFUL, THINGS THAT WEREN'T AS HELPFUL OR AS EFFECTIVE SO THAT WE CAN CREATE A PLAN FOR THE NEW YEAR AND ROLLING THAT OUT.
SO I'M JUST CURIOUS, HOW DOES THAT INFORMATION THEN GET SHARED WITH THE OTHER CAMPUSES TO KNOW WHAT'S GOING ON WITH RESPECT TO NOT ONLY THIS, BUT, YOU KNOW, THAT WE HAVE THIS THIS ASSESSMENT, YOU KNOW, IN ACTION ITEMS THAT WE'RE WORKING THROUGH AS A DISTRICT FOR SPECIAL ED.
SO THE IDEA WAS THAT THESE 12 GROUPS, SO THEY WERE ADMINISTRATORS, FACILITATORS, TEACHERS, GEN ED, TEACHERS THAT PARTICIPATED AND THEY WERE GOING TO KIND OF BE OUR OUR SPRINGBOARD AND LEVERAGING THEM TO HELP US MAKE THAT DISTRICT WIDE.
I THINK THAT WE'RE WE'RE FINDING THAT SOME OF THE PRACTICES WEREN'T AS HELPFUL TO THEM.
AND SO WE'RE REALLY LOOKING AT REDESIGNING WHAT THAT WILL LOOK LIKE MOVING FORWARD.
AND THEN THE THE CAMPUSES THAT WERE SELECTED FOR THIS THIS PLAYBOOK SORT OF MODEL, WHAT WAS THE CRITERIA THAT WAS USED TO SELECT THOSE CAMPUSES? DO YOU HAVE I MEAN, YOU DON'T HAVE TO OUTLINE IT.
IF YOU DON'T HAVE IT. YOU CAN JUST SHARE IT WITH US LATER.
BUT I WAS JUST CURIOUS, YOU KNOW, LIKE WE HAVE FOCUSED CAMPUSES FROM AN ACADEMIC STANDPOINT.
DO WE HAVE FOCUSED CAMPUSES OR CAMPUSES THAT WE'RE UTILIZING TO GLEAN INFORMATION FROM AND HOW THEY'RE DOING THINGS AND BEST PRACTICES FROM THEM GETTING INPUT AS IT RELATES TO OUR SPECIAL ED DEPARTMENT.
SO WE SHARE THAT WITH EDLS AND BECAUSE THEY KNOW KIND OF IN GENERAL WHAT ARE GOING ON WITH CAMPUSES.
AND SO WE PARTNERED WITH THEM TO SEE WHERE WE CAN START WITH THIS.
AND LIKE I SAID, USE IT AS A SPRINGBOARD FOR OTHERS.
SO REALLY WE WORKED WITH THEM BECAUSE WE KNEW SOME CAMPUSES HAD SOME NEW INITIATIVES AND DIFFERENT THINGS THAT THEY WERE WORKING WITH, AND WE WANTED TO NOT HAVE THAT KIND OF A DISTRACTION WHEN WE'RE TRYING TO IMPLEMENT SOMETHING NEW.
AND THEN 1 OR 2 MORE QUESTIONS ON YOUR GOAL.
YOU HAVE STARTED A COLLABORATIVE PRINCIPAL ADVISORY COMMITTEE.
IS IT ONLY WITH THOSE 12 CAMPUSES THAT YOU HAVE IDENTIFIED THAT ARE PROVIDING FEEDBACK FOR THE PLAYBOOK? OR IS THAT ALL PRINCIPALS, THAT ONE, WE AGAIN, WE FOCUSED ON ELEMENTARY BECAUSE THEY WERE REALLY SEEING A LOT OF STUDENTS HAVING SOME NEEDS AND GOING THROUGH THAT MTSS PROCESS AND JUST KIND OF STRUGGLING WITH HOW DO WE HOW DO WE DO THIS? AND SO BASED ON THAT KIND OF FEEDBACK, WE WERE PUTTING SYSTEMS IN PLACE, PROVIDING TRAINING FOR THEM, DEVELOPING THEIR LIKE, OKAY, IF WE HAVE A CHECKLIST AND SO WE DEVELOP CHECKLISTS, YOU KNOW, JUST THINGS TO HELP SUPPORT THEM SO THAT THEY CAN MANAGE AND KNOW HOW TO IMPLEMENT.
MTSS SO THAT'S WHERE THAT KIND OF WAS BORN.
[01:20:03]
GOT IT. GOT IT. AND THEN I GUESS TO MR. JOHNSON'S POINT ABOUT TEACHERS, I KNOW WE HAVE LOOKED AT IN GEN ED CASES, YOU KNOW, HAVING TEACHERS FROM THE CLASSROOM BECOME INTERVENTIONIST AND WHATNOT.HAVE WE EVER THOUGHT ABOUT GEN ED TEACHERS LOOKING TO BECOME TEACHERS? HAS THAT IDEA EVER BEEN TALKED ABOUT? I DON'T KNOW HOW THAT WOULD COME UP, BUT I'M JUST CURIOUS IF THAT'S COULD BE A THING IT YES.
SO I CAN TELL YOU MY EXPERIENCE IN HUMAN RESOURCES WHERE I WOULD SEE THAT WHERE WE WOULD HAVE SOME GEN ED TEACHERS WANTING TO BE MORE SPECIALIZED IN SPECIAL EDUCATION TEACHERS.
BUT IT REQUIRES ADDITIONAL CERTIFICATION.
AND SO IT REALLY IS A TEACHER CHOICE, WHETHER THAT'S SOMETHING AN AREA THAT THEY WANT TO GO INTO.
SO THEY WOULD HAVE TO INITIATE THAT THEMSELVES.
ANY OTHER QUESTIONS? THANK YOU. OKAY. THANK YOU.
ALL RIGHT. MOVING TO INFORMATION, ITEM NUMBER FOUR, NEW TEACHER PROFESSIONAL LEARNING OVERVIEW.
GOOD EVENING, CHAIRMAN SELDERS TRUSTEES.
IT'S VERY TIMELY AFTER OUR LAST PRESENTATION TALKING ABOUT TEACHER SHORTAGES AS A WHOLE.
SO WE ARE VERY EXCITED TO LAUNCH SOME NEW THINGS THIS SUMMER FOR OUR INCOMING TEACHERS, BOTH OUR VETERAN TEACHERS WHO ARE COMING TO US FROM OTHER DISTRICTS AND ALSO FOR OUR BRAND NEW TEACHERS.
BEFORE I GET INTO THE WHAT I WANT TO TALK ABOUT THE WHY, EVEN THOUGH WE ARE ALL VERY AWARE OF THE WHY THIS SCHOOL YEAR AND THIS IS AS OF MAY, WE HAD 510 BRAND NEW TEACHERS TO GARLAND ISD.
OF THOSE 510, 325 WERE WHAT WE CONSIDERED NCI OR NON CERTIFIED INSTRUCTORS, MEANING AS AS WE CAN TELL, THEY DIDN'T HAVE YET THEIR TEACHING CERTIFICATION.
SO WE ALL CAN IMAGINE THE IMPACT ON INSTRUCTION FOR OUR STUDENTS WHEN THE TEACHERS WHO ARE WITH THEM IN THE CLASSROOM WEREN'T AS PREPARED AS WE NEEDED THEM TO BE TO GIVE THAT INSTRUCTION.
SO JUST A QUICK OVERVIEW OF THOSE CHANGES.
IT'S GOING TO BE EXPANDED DAYS TO ALLOW FOR DEEPER LEARNING.
THEY WILL DO THEIR CONTENT LEARNING IN MODEL CLASSROOMS. WE ARE VERY EXCITED ABOUT THIS.
ONE OF THE MOST OVERWHELMING THINGS FOR A BRAND NEW TEACHER IS TO WALK INTO A CLASSROOM THAT'S EITHER STACKED UP FULL EMPTY OF ALL KINDS OF THINGS THAT THEY'VE NEVER SEEN BEFORE, OR IN SOME CASES WALK INTO A CLASSROOM WHERE THERE'S BEEN A SUBSTITUTE FOR A LONG AMOUNT OF TIME WHO ALSO DIDN'T KNOW WHAT TO DO IN THAT CLASSROOM.
AND SO THAT INITIAL FEELING OF BEING OVERWHELMED STARTS WITH THAT CLASSROOM ENVIRONMENT.
BUT OUR STUDENTS NEED A CONDUCIVE LEARNING ENVIRONMENT TO BE SUCCESSFUL.
SO WE ARE GOING TO DO OUR CONTENT LEARNING IN MODEL CLASSROOMS THAT WE'RE SETTING UP ACROSS OUR DISTRICT AT BOTH THE ELEMENTARY, MIDDLE AND HIGH SCHOOL LEVEL TO REALLY SHOW TEACHERS THAT CONTENT STARTS WITH WHAT THAT CLASSROOM ENVIRONMENT LOOKS LIKE.
ADAMS. HE REALLY CHALLENGED US TO LOOK VERY DIFFERENT AT HOW WE CONDUCT OUR NEW TEACHERS.
AND HE HAD LOTS OF REALLY GREAT, FUN IDEAS AND SHOPPING FOR SUPPLIES IS ONE OF HIS.
AND SO WE'RE VERY EXCITED ABOUT THAT FOR OUR TEACHERS TO SEE A MODEL CLASSROOM, BUT THEN ALSO HAVE THE OPPORTUNITY TO SAY, HERE'S WHAT I WOULD NEED TO MAKE THIS HAPPEN AND THEN GET SOME OPPORTUNITIES TO COLLECT SOME OF THOSE THINGS TO TAKE BACK TO THEIR OWN CLASSROOM.
WE'RE ALSO GOING TO GIVE THEM TIME ON CAMPUS TO IMPLEMENT THEIR LEARNING.
SO ANOTHER THING THAT OVERWHELMS BRAND NEW TEACHERS IS IT'S A LOT OF INFORMATION.
SO AS YOU'RE GOING TO SEE ON THE NEXT SLIDE AND WE LOOK AT THAT WEEK LONG SCHEDULE, THERE'S BUILT IN TIME FOR THEM TO TAKE THEIR LEARNING BACK TO THEIR OWN CAMPUS AND THEIR OWN CLASSROOM WITH SUPPORT FROM TEACHING AND LEARNING AND OTHER DEPARTMENTS TO MAKE SURE THAT THEY HAVE SOME TIME TO REFLECT, DIGEST A LITTLE BIT AND IMPLEMENT WHAT THEY'RE
[01:25:03]
LEARNING AND HOPEFULLY TO GIVE THEM A STRONGER START WHEN THEIR STUDENTS COME.SO THIS FIVE DAYS IN THE SUMMER.
HERE IS JUST AN OVERVIEW OF IT.
I'M GOING TO WALK YOU THROUGH EACH DAY.
THIS IS OUR BIG WELCOME TO GARLAND ISD DAY.
IT'S REALLY WHERE OUR HUMAN RESOURCES TEAM SHINES.
YOU ALL ARE ALWAYS INVITED TO JOIN US, WHERE WE INVITE OUR CAMPUS LEADERS.
SO THIS DAY LOOKS VERY SIMILAR TO WHAT'S HAPPENED IN YEARS PAST.
THERE IS NOT ANY CONTENT SPECIFIC LEARNING.
AND THIS IS NOT JUST BRAND NEW TEACHERS.
THIS IS EVERY NEW PROFESSIONAL EMPLOYEE.
ON DAY TWO. IT'S ALL NEW TO GARLAND ISD TEACHERS.
THIS IS WHERE WE'RE MAKING A SHIFT.
PREVIOUSLY WE HAVE WE WOULD HAVE CONSIDERED THIS OUR CONTENT DAY, WHERE WE GIVE THEM AN OVERVIEW OF WHAT WE TEACH, HOW WE TEACH IT, HOW TO ACCESS THINGS IN OUR TECHNOLOGY SYSTEMS. BUT WHAT WE'VE SEEN THIS YEAR, FROM COLLECTING LOTS OF DATA, FROM OBSERVING NEW TEACHERS AND SUPPORTING THEM IN THEIR CLASSROOMS, IS FOR MOST OF THEM THAT WERE BRAND NEW, WE WEREN'T EVEN GETTING TO CONTENT BECAUSE THEY DIDN'T HAVE THE BASICS OF PEDAGOGY, HOW TO SET UP A CLASSROOM, HOW TO BUILD RELATIONSHIPS WITH STUDENTS, HOW TO CREATE A CULTURE OF LEARNING IN YOUR CLASSROOM, THINGS THAT IDEALLY THEY WOULD COME TO US KNOWING FROM THEIR COLLEGE COURSEWORK, BUT THEY DID NOT BECAUSE THEY CAME FROM LOTS OF DIFFERENT FIELDS AND LOTS OF DIFFERENT JOBS.
AND SO WE REALLY WANT TO SPEND THIS FIRST DAY WITH EVERY NEW TEACHER IN GARLAND TALKING ABOUT WHAT DOES THIS LOOK LIKE HERE? WE LIKE TO DO THINGS THE GARLAND WAY.
SO EVEN IF THEY'RE COMING TO US FROM A DIFFERENT DISTRICT AND THEY'VE MADE THE BEST CHOICE OF THEIR LIFE, WE STILL WANT THEM TO KNOW THAT IN GARLAND ISD, THESE ARE THE EXPECTATIONS FOR WHAT LEARNING LOOKS LIKE IN OUR CLASSROOM.
SO WEDNESDAY IS WE'RE SHIFTING THAT CULTURE INTO CONTENT.
SO WE FOCUSED ON TALKING ABOUT BUILDING RELATIONSHIPS, SETTING UP CLASSROOM MANAGEMENT STRUCTURES AND SYSTEMS. NOW HOW DOES THAT LOOK TO START BRINGING CONTENT INTO THE MIX? BUT ALL OF THIS, OF COURSE, IS DONE THROUGH THAT LENS OF CONTENT IS DELIVERED EFFECTIVELY WHEN IT'S DELIVERED THROUGH RELATIONSHIPS YOU'VE BUILT WITH YOUR STUDENTS.
THIS IS OUR DAY WHERE MODEL CLASSROOMS WILL BE HAPPENING, SO THEY'LL BE LEARNING AT DIFFERENT ELEMENTARY SCHOOLS, MIDDLE SCHOOLS AND HIGH SCHOOLS THAT WE WILL HAVE SET UP TO BE THE EXEMPLAR.
ALL OF THOSE IMPORTANT THINGS WILL BE SET UP FOR OUR MODEL CLASSROOMS ON THURSDAY.
BUT IF YOU CAN ENGAGE STUDENTS IN THAT LEARNING, THEY ARE NOT GOING TO LEARN IT.
THIS IS CRITICALLY IMPORTANT FOR OUR TEACHERS WHO ARE GOING TO BE HAVING STUDENTS IN THEIR CLASSROOM THAT THEY MAY REALIZE IN WEEK ONE OR WEEK TWO COULD BE POTENTIALLY MULTIPLE GRADE LEVELS BEHIND.
BUT IT'S REALLY IMPORTANT FOR A BRAND NEW TEACHER TO UNDERSTAND HOW YOU ACCELERATE ON GRADE LEVEL AND THEN ALSO BUILD IN TIME TO CLOSE INDIVIDUAL LEARNING GAPS THROUGH REMEDIATION. THURSDAY AFTERNOON, THEY'RE GOING BACK TO THEIR ASSIGNED CAMPUSES, AND THIS IS WHERE OUR SUPPORT TEAMS ARE GOING TO BE READY AND WAITING FOR THEM.
SO THEY SPENT THE DAY BEFORE IN MODEL CLASSROOMS. THEY JUST HAD SESSIONS ON ENGAGING STUDENTS AND THEN THEIR SUPPORT TEACHERS, THEIR EARLY LITERACY SUPPORT TEACHERS, THEIR CURRICULUM SUPPORT TEACHERS, INSTRUCTIONAL COACHES.
WE ARE CALLING IN EVERYONE TO MAKE SURE THAT NO TEACHER GOES BACK ALONE BECAUSE EVEN AFTER SEEING IT, LEARNING IT, INTERNALIZING IT, WALKING BACK INTO AN EMPTY CLASSROOM AND NOT KNOWING WHERE TO START IS A CHALLENGE THAT WE DON'T WANT ANY OF OUR NEW TEACHERS TO FACE.
SO OUR CLASSROOM, OUR PRINCIPALS ARE HELPING US MAKE SURE, ESPECIALLY AT THE SECONDARY LEVEL, WHERE WE DON'T HAVE AS MANY COACHES OR SUPPORT TEACHERS, THAT THERE WILL BE SOMEONE THERE TO SUPPORT THAT NEW TEACHER AS THEY BEGIN TO PUT THEIR CLASSROOM TOGETHER.
[01:30:07]
STRATEGIES TO MEET. THE NEEDS OF ALL LEARNERS.NOT EVERY STRATEGY TO MEET THE NEEDS OF ALL LEARNERS, BUT SOME REALLY HIGHLY EFFECTIVE DAY.
ONE THINGS THAT THEY COULD PUT INTO PLACE.
STILL FOCUSING ON BUILDING RELATIONSHIPS, STILL FOCUSING ON HAVING A STRONG SYSTEM AND CLASSROOM CULTURE, BUT MAKING SURE THAT YOU'RE NOT LOOKING AT YOUR CLASS ROSTER AND DELIVERING THE SAME INSTRUCTION TO EVERY KIDDO, WHICH IS NOT GOING TO MEET THEIR NEEDS AND NOT GOING TO CLOSE ANY GAPS.
SO THIS WILL BE THEIR TIME TO TAKE THE BUILDING TOUR.
BECAUSE AS YOU CAN IMAGINE, TWO DAYS WAS NOT ENOUGH.
IT'S GOING TO BE A BUSY FIVE DAYS.
SO BEYOND THIS, MOST OF OUR NON CERTIFIED INSTRUCTORS THIS YEAR DID NOT WERE NOT EMPLOYED WITH US IN JULY OF LAST YEAR BECAUSE THEY ARE OFTENTIMES NOT OUR PRINCIPALS FIRST CHOICE.
SO WE KNOW WE'RE NOT GOING TO CAPTURE EVERYONE.
SO HISTORICALLY, WE HAVE NOT HAD A SYSTEM IN PLACE TO INDUCT LATE HIRES AS THEY COME IN.
SO A FEW DAYS BEFORE THEY ENTER THE CLASSROOM, THEY'LL AT LEAST GET THOSE REALLY BASIC CLASSROOM MANAGEMENT, BUILDING RELATIONSHIPS, CREATING SYSTEMS, THOSE THINGS THAT WE KNOW ARE THE MOST CRITICAL BEFORE THEY GET IN FRONT OF STUDENTS.
WE ARE GOING TO HAVE ONGOING CAMPUS BASED SUPPORT CALLED OUR TEACHER ENRICHMENT PROGRAM.
SO EVERY CAMPUS IS RESPONSIBLE FOR DEVELOPING WITH THE SUPPORT OF OUR EDLS AND THROUGH THE TLD TEAM SUPPORTING ONGOING PROFESSIONAL DEVELOPMENT AND JOB EMBEDDED COACHING FOR THEIR NEW TEACHERS.
BUT LOOKING THROUGH THAT LENS OF WHAT'S COMING UP, GETTING INTRODUCED TO OUR TECHNOLOGY SYSTEMS, MAKING SURE THAT WE KEEP REITERATING CLASSROOM MANAGEMENT, BEHAVIOR SYSTEMS, ALL OF THOSE THINGS WILL HAPPEN THROUGH THAT CAMPUS LEVEL CURRICULUM THAT WE ARE HELPING OUR PRINCIPALS SUPPORTING THEIR EXISTING SYSTEMS WITH A CURRICULUM THAT WE'VE DESIGNED AT THE DISTRICT LEVEL TO MAKE SURE THAT WE KEEP PROVIDING THAT INTENTIONAL SUPPORT TO OUR BRAND NEW TEACHERS.
AND THEN THE PROJECT GOAL MENTORING PROGRAM CONTINUES THIS SCHOOL YEAR AS WELL.
EVERY TEACHER WHO IS BRAND NEW TO TEACHING ZERO YEARS NON CERTIFIED OR THEY'VE BEEN OUT FOR A REALLY LONG TIME, WE CONSIDER THEM LIKE A NEW TEACHER ALL OVER AGAIN, IS ASSIGNED A 1 TO 1 MENTOR FROM THEIR CAMPUS, SO PRINCIPALS DECIDE WHO THAT MENTOR WILL BE, BUT THEY ALSO FOLLOW A CURRICULUM SUPPORTED THROUGH THE NEW TEACHER ACADEMY AND LEAD FORWARD TO MAKE SURE THAT THEY ARE GETTING THAT THAT PERSON.
KIND OF LIKE WHAT YOU TALKED ABOUT, MS. STANLEY, IS THAT PERSON WHO IS YOUR GO TO PERSON ON CAMPUS WHEN IT'S JUST A QUESTION OF FEELING LIKE, I DON'T KNOW WHAT TO DO IN THIS SITUATION.
IT'S NOT BEEN COVERED IN ANYTHING IN A BIG TRAINING.
SO THAT THAT MENTOR PIECE IS CRITICAL FOR OUR NEW TEACHERS.
AND SO WE'RE EXCITED TO SEE THAT CONTINUE AS WELL NEXT YEAR.
SO THEY'RE GOING TO GET THREE LAYERS OF SUPPORT.
HOPEFULLY WE'LL CAPTURE MOST OF THEM IN OUR JULY 5TH DAYS OF NEW TEACHER TRAINING, THAT ONGOING TEACHER ENRICHMENT PROGRAM, SUPPORT AT CAMPUSES LED BY OUR CAMPUS ADMINISTRATORS AND THEN DISTRICT SUPPORT THROUGH THE PROJECT GOAL MENTORING PROGRAM.
ALL RIGHT. WHAT QUESTIONS COULD I ANSWER FOR YOU? THANK YOU FOR THAT PRESENTATION.
TRUSTEES. ANY QUESTIONS? NO. MR. GLICK? YES. THANK YOU.
YOU KNOW WHAT I'M TALKING ABOUT.
I DO NOT. AND THAT SOUNDS LIKE MAYBE SOMETHING THAT OUR HR TEAM MIGHT KNOW ABOUT MR. WEISNER'S NODDING HIS HEAD.
[01:35:01]
I DON'T. AND OKAY, SO THIS IS THIS IS ONE OF THE MAJOR PROGRAMS THAT IS, I WANT TO SAY, CERTIFYING TEACHERS THAT HAVE NOT.SO IT'S AN ALTERNATIVE CERTIFICATION.
GOTCHA. THEY MIGHT HAVE THEIR ACCREDITATION.
WELL, SO THEY HAVE THE OPTION.
I DON'T KNOW IF YOU WANT TO COME UP, I'M GOING TO START SPITBALLING IT HERE.
SO YOU MIGHT WANT TO WALK UP SLOWLY SO THEY HAVE IT.
THEY HAVE A CHOICE OF ENROLLING IN THEIR CHOICE OF ALTERNATIVE CERTIFICATION PROGRAMS. SO THAT IS A PROGRAM THAT'S BEEN AVAILABLE TO THEM.
BUT THERE'S LOTS OF PROGRAMS OUT THERE.
WAS THAT SATISFACTORY? NO. TELL ME. TELL ME WHAT I CAN HELP WITH.
THEY MAY LOSE THEIR ELIGIBILITY TO CERTIFY.
SO THE TEACHERS ARE CERTIFIED, RIGHT, THAT WE'RE HIRING.
THERE'S SOME CERTIFICATION THEY'RE GETTING.
AND VERY OFTEN THAT'S THEY'RE AT THE FRONT END OF ENTRANCE IN AN ALT CERT PROGRAM.
SO ONCE THEY GET INTO AN ALT CERT PROGRAM AND THAT CERT PROGRAM BASICALLY LOOKS AT THEIR TRANSCRIPTS, LOOKS AT THEIR DEGREES AND DECIDES WHAT THEY CAN CERTIFY THEM IN, THEY'LL COMMUNICATE THAT AND THEN WE CAN WE HIRE THEM INTO THAT SUBJECT.
THEY'RE ONBOARDED AS A NON CERTIFIED TEACHER.
THEY DON'T HAVE A CURRENT VALID LICENSE OR CERTIFICATION, BUT THEY'RE TEACHING WHILE THEY'RE CONCURRENTLY PURSUING AN ALTERNATIVE CERTIFICATION AND THEN THEY'LL GET IT AWARDED USUALLY SOMETIME DURING THEIR TENURE WITH US.
AND AS OUR DISTRICT OF INNOVATION, IS THAT HOW THEY GET PAST THE NON CERTIFICATION? WELL, YES AND NO.
WE'RE GOING TO TALK A LITTLE BIT ABOUT THAT IN JUST A MOMENT.
OKAY. SO 64% BASED ON THESE NUMBERS, ARE PEOPLE WHO ARE NOT CERTIFIED GOING TO BE CERTIFIED, BUT NOT WHEN THEY FIRST FIRST HIRED, CORRECT? MY ASSUMPTION, BASED ON WHAT WE'RE SAYING, IS THEY'VE NEVER BEEN TO A SCHOOL OF EDUCATION, NEVER GRADUATED.
RIGHT? CORRECT. THAT'S USUALLY CORRECT.
THESE ARE PEOPLE THAT HAVE LAST YEAR COULD HAVE BEEN DOING ALL SORTS OF STUFF.
THEY HAVE A DEGREE. THEY HAVE A BACHELOR'S DEGREE IN.
A LOT OF THEM HAVE ALWAYS WANTED TO PURSUE TEACHING.
AND HISTORICALLY, WE HAVEN'T BEEN ABLE TO HIRE THEM BECAUSE THEY DIDN'T POSSESS A CERTIFICATE.
OKAY. SO THIS THIS PROGRAM THAT YOU'VE OUTLINED, THIS SHOULD GIVE THEM.
IS THAT THE IDEA? YES, YES, YES.
WE BOTH SAID YES. THAT IS ABSOLUTELY THE IDEA.
BUT EVEN MORE THAN JUST THE START, IT'S THE ONGOING FOCUS AND SUPPORT THEY'RE GOING TO RECEIVE THROUGHOUT THE SCHOOL YEAR FROM THEIR CAMPUS AND FROM THE DISTRICT LEVEL IS THIS IS, I THINK, A MUCH STRONGER FOUNDATION THAN WE'VE BEEN ABLE TO GIVE THEM IN THE PAST, FOCUSED ON VERY DIFFERENT THINGS UNTIL WE REALLY SAW THE REALITY OF WHAT SOME OF OUR NON CERTIFIED TEACHERS BROUGHT TO.
IT REALLY IS JUST RESHAPED THE WAY WE THINK ABOUT SUPPORTING THEM MOVING FORWARD.
AND WOULD IT BE SAFE TO SAY THAT MOST OF THESE NCI INSTRUCTORS HAVE NEVER BEEN IN A CLASSROOM BEFORE? YES. YES.
THANK YOU, SIR. MR. BEACH? A QUESTION ON THE ORIENTATION.
THE TIME FRAME, IS IT 8:00 IN THE MORNING TO 4:00 IN THE AFTERNOON? YES, IT IS.
OKAY. FIRST DAY WHEN YOU'RE TALKING ABOUT LEGAL AND COMPLIANCE, ARE THEY GOING TO BE LOOKING AT THE VIDEOS OF FISHING AND THE ON THE COMPUTER? THEY'RE GOING TO BE LOOKING AT FERPA.
ARE THEY GOING TO BE DOING ALL OF THOSE QUALIFICATIONS THAT YOU HAVE TO DO EVERY YEAR THAT EVERYBODY JUST LOVES DOING AND THEY DON'T WANT TO RUN THEM OFF? NO, WE'RE GOING TO SPRING THAT ON THEM A LITTLE BIT LATER.
BRING IT ON A LITTLE BIT LATER. NO, THAT.
SO THAT'S A GREAT CLARIFYING QUESTION, THOUGH, OF WHAT COMPLIANCE WILL LOOK LIKE.
[01:40:04]
SO THIS IS REALLY WHERE WE GIVE THEM AN OVERVIEW OF LIKE THE SPECIAL ED IDENTIFYING WHICH SPECIAL EDUCATION STUDENTS WILL BE IN THEIR ROOM, WHAT THEIR LEGAL RESPONSIBILITIES ARE FOR SPECIAL ED, FOR IF THEY HAVE GIFTED AND TALENTED STUDENTS IN THEIR ROOM AND EMERGENT BILINGUAL.SO THAT'S REALLY SESSIONS FROM OUR GT, OUR MULTILINGUAL AND OUR SPECIAL EDUCATION.
THE INSTRUCTIONAL FOCUS IS GOING TO COME A LITTLE BIT LATER IN THE WEEK.
OKAY. MR. WEISNER, ARE THE PEOPLE THAT ARE THE NON CERTIFIED THAT MR. GLICK IS TALKING ABOUT, ARE THEY APPLYING FOR SPECIFIC MATH, ENGLISH OR SCIENCE OR WHATEVER POSITION FOR OUR SCHOOL DISTRICT? YES, SIR. SO THE WAY THE ALT CERT PROGRAM GENERALLY WORKS IS, YOU KNOW, IF YOU'VE GOT SOMEONE WITH NO HOURS IN MATH, I DON'T KNOW, A LOT OF TIMES A PROGRAM WON'T CERTIFY THEM FOR MATH.
SO IT'S GOING TO BE A FUNCTION OF MAYBE WHAT THEIR TRANSCRIPTS ARE SAYING TO THESE ALT PROGRAMS. AND THEN THAT KIND OF DICTATES WHERE WE CAN HIRE THEM.
YOU KNOW, WE CAN'T HIRE THEM IF THEIR PROGRAM WON'T SPONSOR THEM TO DO ENGLISH.
AND BY THE END OF THE WEEK, THEY'RE GOING TO SAY, I CAN'T DO THIS.
SURE. I MEAN, THAT'S POSSIBLE.
BUT I TEND TO AGREE WITH MELISSA.
I MEAN, TWO DAYS ISN'T ENOUGH.
A LOT OF THE PEOPLE THAT WE'RE SEEING, THEY DON'T HAVE JUST BASIC CONCEPTS OF I MEAN, BASIC, YOU KNOW, THE IMPORTANCE OF DOING A SEATING CHART, THE JUST GENERAL THINGS LIKE THE IMPORTANCE OF OVER PLANNING YOUR LESSONS AND WHAT KIND OF INSTRUCTIONAL DELIVERY YOU'RE GOING TO BE.
YOU'RE ALREADY TALKING TO THEM WHENEVER YOU'RE SURE.
I MEAN, THESE ARE THE YOU'RE GOING THROUGH THAT WITH THEM.
THESE ARE THE HIGH LEVEL LEVERAGE POINTS THEY NEED TO BE REALLY AWARE OF THAT THEY'VE PROBABLY NEVER BEEN THOUGHTFUL ABOUT OR COGNIZANT OF THAT PEOPLE THAT WENT THROUGH TRADITIONAL CERTIFICATION PROGRAMS, FOR EXAMPLE, I WENT THROUGH A UNIVERSITY CERTIFICATION PROGRAM.
I MEAN, THOSE ARE THOSE ARE FOUNDATIONAL PIECES THAT YOU LEARN EARLY IN YOUR CERT PROGRAM.
A LOT OF THESE PEOPLE, THEY'RE GOING TO BE HEARING IT FROM US FOR THE FIRST TIME.
NOW. THEY'LL THEY'LL ACCESS AND LEARN ABOUT THAT AS THEY MATRICULATE THROUGH THOSE ALT CERT PROGRAMS. RIGHT. BUT I THINK THERE'S A LOT OF VALUE TO JUST TO PIGGYBACK ON WHAT MELISSA IS SAYING, THERE'S A LOT OF PRACTICAL STUFF TO BE GOTTEN OUT OF GIVING THEM THESE FIVE DAYS OR SYMBOLIC VALUE, I THINK TO COMMIT AND DEDICATE AND POUR INTO THESE PEOPLE ON THE FRONT END, TO GIVE THEM AN ONGOING, METHODICAL KIND OF SUPPORT, WHICH I'VE BEEN ON, THESE TEAMS THAT WE'VE BEEN PLANNING THIS.
I THINK THERE'S A LOT OF VALUE IN THAT YOU'RE GOING TO SEE LATER DURING ONE OF THE PRESENTATIONS.
AND THIS MAY BE A CRAZY QUESTION, BUT I'M GOING TO ASK IT.
YES, SIR? DO YOU HAVE TO DO A BACKGROUND CHECK ON THESE INDIVIDUALS FOR SO THAT BEFORE YOU EVEN HIRE? YES, SIR. YES, SIR. THEY'RE SUBJECT TO THE STANDARD.
I MEAN, I HAD TO DO IT ONE FOR THE CHURCH JUST TO BE A CROSSING GUARD.
SO I'M JUST CURIOUS, HOW DID THAT TURN OUT, JOHNNY? [LAUGHTER] OKAY.
IT WORKED OUT WELL. IT WORKED OUT WELL.
I MEAN, GOT THE JACKET. I MEAN, I GOT ME A PEN.
I'M DOING GREAT. YES, SIR. NO GOOD WAS WORKING, DIDN'T GET CERTIFIED, BUT I GOT THAT.
I MEAN, WE'VE HAD A NUMBER OF TEACHERS LIKE THAT.
WELL, AND THE REASON I WAS GOING THERE IS BECAUSE I KNOW OF AN EXAMPLE OF A CERTIFIED HISTORY TEACHER THAT'S LEAVING THE DISTRICT BECAUSE HE WAS OVERWHELMED THAT THE OTHER TEACHER WAS NON CERTIFIED AND HE WAS DOING ALL THE WORK FOR HIM AND IT JUST OVERWHELMED HIM.
AND SO HE SAID, I CAN'T HANDLE THIS ANYMORE AND I HATE LOSING HIM BECAUSE HE WAS A GOOD TEACHER.
YOU KNOW, ONE OF THE PERIPHERAL THINGS THAT HAS OCCURRED WITH ONBOARDING A LOT OF THESE INEXPERIENCED TEACHERS IS THE STRAIN THAT IT'S PUT ON OUR EXPERIENCED TEACHERS THAT ARE PROPPING THEM UP AND BUILDING THEM UP, BUT HAVING TO ATTEND TO THEIR OWN JOBS AND THEIR OWN COURSE LOADS AND THINGS LIKE THAT.
IT'S A VERY LIKE I SAID, IT'S A VERY COMPLEX, IT IS DYNAMIC WHAT'S GOING ON.
AND, YOU KNOW, YOU DON'T WANT TO LOSE THEM.
[01:45:01]
JUST SO THE PUBLIC KNOWS A LOT OF THESE PEOPLE COME WITH VERY HIGH INTELLECT.THEY'RE NOT JUST LIKE WE'RE MAKING IT SOUND LIKE THEY.
[LAUGHTER] YEAH, NO, THESE PEOPLE HAVE BACHELOR'S DEGREE.
OKAY, GOOD. THEY HAVE BACHELOR'S DEGREES.
HEARD YOU SAY THAT. YES. THEY JUST HAVE NOT GONE THROUGH THE TRADITIONAL CERTIFICATION METHOD.
SO IN ESSENCE, YOU COULD HAVE AN ENGINEER WANT TO TEACH MATH.
THEY JUST HAVE TO GO THROUGH THE CERTIFICATION ROUTE.
YOU CAN HAVE A PERSON THAT IS HAS A BIOLOGY DEGREE, WANT TO TEACH SCIENCE.
THERE'S DIFFERENT FACETS TO IT.
OKAY. I JUST WANT TO MAKE IT CLEAR BECAUSE TEACHING IS A IS A VERY, VERY, VERY SKILLED PROFESSION.
ALL RIGHT? AND JUST KNOWING THE CONTENT DOESN'T MAKE IT EASY.
AND SO WHAT WE'RE TRYING TO TEACH THEM IS THE PEDAGOGY.
AND WE DON'T JUST LEAVE THEM THERE.
THERE'S EMBEDDED PROFESSIONAL DEVELOPMENT THROUGHOUT THE YEAR, REINFORCING ALL OF THESE THINGS, NOT ONLY FOR A YEAR, BUT FOR A FEW YEARS, SO THEY COULD GET TO THE LEVEL OF EXPERTISE THAT A LOT OF OUR TEACHERS HAVE.
WE WANT TO GET AWAY FROM THAT.
YOU KNOW, THE ONLY WAY YOU LEARN BY SWIMMING IS TO SWIM, RIGHT? WE CAN WATCH A VIDEO SWIMMING, BUT IF YOU'RE NOT IN THE WATER, YOU'RE NEVER GOING TO LEARN TO SWIM.
SO BEING IN THE CLASSROOM, DOING YOUR LESSONS OVER PREPARING, LEARNING, SEATING CHARTS, KEEPING KIDS ENGAGED, KNOWING THEIR NAMES, KNOWING THEIR PARENTS, IT'S THE MOST REWARDING PROFESSION ON EARTH.
BUT THE BEST TEACHERS MAKE IT LOOK EASY.
AND SO WE WANT TO GET THEM TO THAT POINT.
ANY OTHER QUESTIONS? I HAD A COUPLE OF QUESTIONS.
CERTAINLY APPRECIATE THIS ORIENTATION PROCESS.
I CAN IMAGINE THAT, YOU KNOW, NON CERTIFIED TEACHERS OR PEOPLE THAT ARE NEW TO THE CLASSROOM, YOU KNOW, WITH WHAT WE WERE DOING PREVIOUSLY, THEY FELT LIKE THEY WERE DRINKING FROM A FIRE HOSE OR KIND OF THROWN INTO THE FIRE.
SO JUST SORT OF AS A FRAME OF REFERENCE.
AND I'M HOPING THAT THIS DOES HELP WITH THIS THAT I'VE NOTICED WE WERE GETTING HR REPORTS AND AT LEAST I WAS NOTICING THAT WE HAD A LOT OF PEOPLE THAT WERE IN THE DISTRICT FOR LESS THAN A YEAR. SO I IMAGINE THAT THEY WERE PROBABLY NEW TEACHERS OR MAYBE WERE IN THIS SORT OF NON CERTIFIED INSTRUCTOR NUMBER.
JUST AS A FRAME OF REFERENCE AND SO I HAVE AN IDEA OF LIKE HOW EFFECTIVE THIS IS GOING TO BE.
AND IT'S NOT NECESSARILY A 100%, BUT OF THE 510 TEACHERS THAT WE HIRED FOR THE 22-23 SCHOOL YEAR, HOW MANY OF THEM ARE STILL WITH US? OF THE 510, I DON'T KNOW.
THAT ARE STILL IN THE DISTRICT. I'D HAVE TO FIGURE THAT OUT.
BECAUSE MY HOPE IS THAT, YOU KNOW, AT THE END OF 23, 24, WE CAN LOOK BACK AND LOOK AT THIS PROCESS AND HAVE SOME CONFIDENCE THAT THIS WAS A REALLY GREAT INTRODUCTION FOR THEM TO THE DISTRICT.
AND AGAIN, IT'S NOT A 1 TO 1 OR IT'S NOT A 100%.
BUT, YOU KNOW, I'M JUST CURIOUS IF WE COULD GET THAT INFORMATION THAT WOULD BE HELPFUL.
LOPEZ MENTIONED, THEY'RE NOT OUT AFTER YEAR ONE.
WE CONTINUE INTO YEAR TWO WITH DISTRICT LEVEL MENTOR SUPPORT.
SO WE KEEP TRACK AS THEY MOVE FROM CAMPUS TO CAMPUS OR DON'T RETURN OR FOR SOME WHO MIGHT HAVE BEEN END OF YEAR CONTRACTS, ONLY ALL OF THOSE DIFFERENT THINGS THAT WE DO KEEP TRACK OF. SO I CAN SHARE THAT IN BOARD INSIGHTS WITH YOU, IF YOU WOULD LIKE.
OKAY. AND THEN, YOU KNOW, I GUESS WITH EXIT INTERVIEWS, WHAT WERE THE TOP THREE CHALLENGES THAT THE PEOPLE THAT DID EXIT INTERVIEWS WITH US REPORT AS TO THEIR REASON WHY THEY WANTED TO LEAVE? I HAVEN'T LOOKED AT THE EXIT INTERVIEWS IN A REAL DEEP SENSE, BUT.
AND OTHER PEOPLE IN THE ALT CERT PROGRAMS. I THINK IT CAN BE OVERWHELMING BECAUSE THEY'RE TRYING TO BE FULL TIME TEACHERS AND THEY'RE ALSO TRYING TO NAVIGATE THEIR ALT CERT REQUIREMENTS AND DO THE MODULES AND KEEP UP WITH THAT. I KNOW THAT WAS I HEARD THAT A LOT FROM NON CERTIFIED INSTRUCTORS THAT WE TAUGHT BECAUSE IT'S TOUGH JUST TO TEACH BUT THEY'RE LIKE I SAID THEY'RE IN THESE CONCURRENT PROGRAMS AND THAT CAN BE VERY, VERY CHALLENGING.
SO I GOT A LOT OF FEEDBACK ON THAT.
HAVE WE THOUGHT ABOUT I KNOW LIKE WITH TRANSPORTATION AND WE BROUGHT IN SOME HELP TO GET PEOPLE THEIR CDLS HAVE WE THOUGHT ABOUT HAVING SOMETHING LIKE THAT FOR AN ALT CERT PROGRAM FOR NON CERTIFIED TEACHERS OR INSTRUCTORS WITHIN THE DISTRICT?
[01:50:01]
I DON'T KNOW HOW DIFFICULT THAT WOULD BE OR.YEAH, WE OFFER SOME THINGS IN HR, SOME TEST PREPARATION AND SOME TEST HELP RESOURCES THAT ARE FREE TO THOSE THAT TEACHERS THAT WE TRY AND ALIGN THEM WITH VERY EARLY IN THEIR TENURE WITH US.
SO WE DO A LITTLE BIT OF THAT.
SO THE REASON FOR MY PREVIOUS QUESTION WAS BECAUSE IF YOU'VE IDENTIFIED THAT AS A CHALLENGE AND IT'S NOT WE'RE NOT DOING ANYTHING TO HELP THAT WITH THIS ORIENTATION PROCESS, NOT THAT IT'S NOT HELPFUL.
WOULDN'T THAT BE SOMETHING THAT WE WOULD LOOK AT JUST TO MAKE SURE THAT WE'RE SHORING UP THINGS ON THAT END? YES, SIR, ABSOLUTELY.
SO I GUESS I DON'T KNOW WHAT WE WOULD DO TO SOLVE THAT ISSUE, BUT I'M JUST THROWING THAT OUT THERE.
AND I THINK BUT I THINK WHAT MELISSA'S TEAM HAS RECOGNIZED AND IDENTIFIED AND WHAT THEY'RE BUILDING IS THE STEP IN THE RIGHT DIRECTION IS SYSTEMATIC, ONGOING SUPPORT FOR A VERY SPECIALIZED GROUP OF OUR EMPLOYEES THAT NEED A VERY SPECIALIZED KIND OF SUPPORT AND RECURSIVENESS IN TERMS OF RETURNING TO THEM AND HELPING THEM AND SUPPORTING THEM AND BUILDING THEM UP.
HILL, THAT THERE ARE GOING TO BE COACHES AND MENTORS.
WHERE ARE THESE COACHES AND MENTORS COMING FROM? ARE THEY IN ADMINISTRATION GOING TO BE GOING OUT TO THE? SO EVERY BRAND NEW TEACHER IS ASSIGNED A CAMPUS BASED MENTOR.
THEY ARE RESPONSIBLE FOR MEETING WITH THEIR NEW TEACHER WEEKLY.
WE HAVE DOCUMENTATION THAT WE SHARE WITH THEM THAT WE ASK THEM TO KEEP TRACK OF.
NOT A LOT. ANYONE WHO MENTORS KNOWS THAT YOU'RE DEFINITELY NOT IN IT FOR THE MONEY.
WE ALSO ALLOW THAT NEW TEACHER AND MENTOR TO GO ON OBSERVATIONS TWICE A YEAR TOGETHER WHERE WE PROVIDE SUBSTITUTES FOR BOTH OF THEM SO THEY CAN GO INTO A MODEL CLASSROOM A LITTLE BIT LIKE THE MODEL CLASSROOM THEY'RE LEARNING IN, BUT THIS TIME WITH CHILDREN.
AND ANOTHER TEACHER TO ACTUALLY SEE IT AT WORK.
SO WE'RE REALLY EXCITED TO KIND OF BUILD ON THAT.
YOU SEE THE EXEMPLAR OF HOW TO SET UP YOUR ROOM.
THE COACHING PIECE THAT WE REFERENCED THAT I REFERENCED IN THAT PLAN IS FOR OUR ELEMENTARY LEVEL.
SO WE HAVE ONE EARLY LITERACY SUPPORT TEACHER AT EVERY SINGLE CAMPUS FUNDED BY THE DISTRICT.
AT OUR SECONDARY LEVEL, IT'S VARIES BECAUSE SOME OF OUR SECONDARY CAMPUSES USE TITLE ONE FUNDS TO FUND AN INSTRUCTIONAL COACH OR TWO, AND SO THEY WOULD BE THE PERSON THAT HAS THAT CRITICAL ROLE IN SUPPORTING NEW TEACHERS.
PRINCIPALS ALSO USUALLY DESIGNATE A PERSON THAT IS EITHER MAYBE AN ASPIRING ADMINISTRATOR OR SOMEONE THAT'S LOOKING FOR MORE OF A LEADERSHIP ROLE AT THEIR CAMPUS. IT COULD BE A CLASSROOM TEACHER TO REALLY TAKE THE LEAD IN OVERSEEING THE NEW TEACHER SUPPORT CURRICULUM.
THAT'S WHAT WE'VE ASKED THEM TO DO FOR THIS UPCOMING SCHOOL YEAR.
BUT REALLY OUR TEACHING AND LEARNING SUPPORT, JUST LIKE OUR INSTRUCTIONAL COACHES FROM THE SPECIAL EDUCATION DEPARTMENT, OUR MULTILINGUAL DEPARTMENT, WE ARE OUT IN CLASSROOMS CONSTANTLY, ESPECIALLY IN NEW TEACHER CLASSROOMS. SO WE ARE AN ADDITIONAL LAYER OR WE'RE FILLING VACANCIES.
SO THAT WILL, OF COURSE CONTINUE THIS YEAR AS WELL, TOO.
YOU TALKED ABOUT THE CURRICULUM THAT IS USED TO SUPPORT NEW TEACHERS.
IT'S COMING FROM THE DISTRICT LEVEL.
WHAT INPUT ARE YOU GETTING FROM CAMPUSES? A LOT. [LAUGHTER] OKAY.
A LOT OF INPUT, MUCH OF IT THROUGH JUST THIS YEAR LONG.
THIS YEAR HAS BEEN REALLY FOCUSED ON IDENTIFYING TEACHER GAPS AND NOT JUST FROM OUR NEW TEACHERS.
SO A LOT OF INPUT IN JUST INSTRUCTIONAL WALKS THAT WE'VE DONE WITH CAMPUS ADMINISTRATORS THROUGHOUT THE COURSE OF THE YEAR, CONVERSATIONS THAT WE'VE HAD AS THEY'VE HIRED NEW TEACHERS AND REALIZED WHERE THOSE GAPS ARE AND THEY REACH OUT FOR ADDITIONAL SUPPORT.
SO THE CAMPUS PRINCIPALS HAVE BEEN VERY KEY IN GIVING US THAT FEEDBACK.
WE WERE REALLY TALKING ABOUT CLASSROOM MANAGEMENT, CREATING RELATIONSHIP STRUCTURES, ALL THE THINGS THAT WE SAW AND THAT THEY SAW WERE IF WE DIDN'T FIX THAT FIRST, THE LEARNING JUST DIDN'T HAPPEN AT THE LEVEL IT NEEDED TO AND IN SOME CLASSROOMS DIDN'T HAPPEN FOR A VERY LONG TIME.
[01:55:06]
SO THERE WAS A LOT OF POSITIVE FEEDBACK TO THE FOCUS OF THIS PLAN.SO THEY'VE GIVEN US LOTS OF INPUT.
IT'S THE BALANCE OF WHAT'S ENOUGH AND WHAT'S TOO MUCH.
SO WE'VE GOTTEN LOTS OF GOOD FEEDBACK FROM THEM ON THIS PLAN.
FURTHER, I NEED TO ASK YOU A QUESTION HERE.
I JUST KIND OF WITH THIS ORIENTATION THAT YOU'VE PRESENTED HERE, THIS IS REALLY GOOD.
BUT I'M WONDERING POST-COVID WHERE THE TEACHER SHORTAGE THINGS REALLY STARTED HAPPENING, WHERE PEOPLE WERE GETTING OUT OF THE PROFESSION, THOSE FOLKS THAT ARE BETWEEN THE NEW ONES THAT ARE STARTING NOW, BETWEEN THIS GAP THAT WE HAVE NOW, ARE WE DOING ANYTHING? ARE WE GOING TO BE ABLE TO PICK AND CHOOSE SOME OF THIS FOR IN-SERVICE, FOR SOME OF THEM TO CATCH ON THE AREAS WHERE THEY'RE NOT GETTING THAT.
YES. THAT THEY NEED? THERE ARE SOME AREAS PROBABLY IN HERE THAT THEY REALLY NEED.
YES, ACTUALLY, THAT WAS SOMETHING I WAS SUPPOSED TO MENTION, MR. BEACH AND I'M SORRY I GOT OFF MY NOTES A LITTLE BIT.
FOR THAT CAMPUS BASED ENRICHMENT PROGRAM WE ARE ALSO ASKING OUR PRINCIPALS TO EXPAND BEYOND JUST NEW TEACHERS, SO TEACHERS THAT THEY'VE TARGETED AS POTENTIALLY NEEDING EXTRA SUPPORT. TEACHERS WITH HISTORICALLY LOW PERFORMING STUDENT OUTCOMES, TEACHERS WHO PERFORM LOW ON THEIR TTESS EVALUATION IN DOMAINS TWO AND THREE ARE ALSO TO BE INCLUDED IN THAT CAMPUS BASED SUPPORT PROGRAM.
SO THEY'LL HAVE THE OPPORTUNITY TO BE INCLUDED IN THAT CAMPUS BASED TEACHER SUPPORT PROGRAM AS WELL.
SO WE DIDN'T HAVE THIS FOR THEM RIGHT AFTER.
NO. WE DID NOT HAVE IT FOR THE LAST COUPLE OF YEARS.
WE DID NOT. SO THIS IS GOOD. OKAY, GOOD.
CERTAINLY IN THE LAST TWO YEARS, WE'VE RAISED THE STARTING SALARY FOR NEW TEACHERS TWICE MORE, MOVED INTO THE FOREFRONT AMONG THE DISTRICTS IN THE METROPLEX. SO WOULD YOU SAY THIS PERCENTAGE THAT WE'RE SEEING HERE IS THE NEW NORM FOR HOW WE'RE GOING TO GET TEACHERS FROM TEACHING SCHOOLS OR THE NON CERTIFIED? IS THIS WHERE WE'RE HEADING IN EDUCATION? I DON'T I'M OPTIMISTIC IT'S GOING TO GET BACK HISTORICALLY TO WHAT IT'S BEEN.
BUT AS YOU HEARD MR. BEACH'S EARLIER COMMENTS ABOUT SOME OF THE.
STEPHEN F. AUSTIN. YES, SIR. YES, I WANTED TO AS YOU INDICATED.
THEY'VE HAD STRUGGLES SIMILAR TO WHAT IT SOUNDED LIKE STEPHEN F WAS WAS HAPPENING.
AND SO, I MEAN, THAT'S, YOU KNOW, NOT TO BE OVERLY DRAMATIC.
THAT'S THE BIG EXISTENTIAL CRISIS THAT'S FACING OUR PROFESSION RIGHT NOW AND, YOU KNOW, MOTIVATING TALENTED PEOPLE TO GET INTO THIS WONDERFUL PROFESSION BECAUSE IT IS WONDERFUL.
I'M OPTIMISTIC IT WILL TURN AROUND AT SOME POINT.
I AM. AND MAYBE THINGS LIKE THE TEACHER INCENTIVE ALLOTMENT WHERE TEACHERS POTENTIALLY COULD LOOK AT SIX FIGURES AFTER SEVERAL YEARS OF A CAREER, MAYBE THOSE CHANGES ARE STARTING TO RESONATE THROUGH THE LEGISLATURES AND THROUGH THE COUNTRY THAT THIS IS THE IMPORTANCE OF THE PROFESSION.
WOULD YOU AGREE ON THAT? I WOULD AGREE, YES.
THAT COMPENSATION IS ONE PIECE.
IT'S A BIG PIECE. I'VE ALWAYS BEEN A PROPONENT OF HAVING A PAY STRUCTURE OR SOMETHING IN PLACE TO WHERE IF A TEACHER WANTED TO STAY IN THE CLASSROOM FOR 30 YEARS, THEY COULD BE COMPENSATED IN A WAY THAT WAS CORRELATED WITH THAT KIND OF EXPERTISE AND LONGEVITY.
RIGHT. THEY CAN'T POINT TO THAT IN GARLAND ISD.
AND I THINK WE'VE DONE AN EXCEPTIONAL JOB, PROBABLY AS GOOD AS ANYONE IN THIS AREA AT SAYING THAT'S NOT A VARIABLE IF YOU DON'T WANT TO BE IN GARLAND ISD. AND SO IT ALLOWS US TO FOCUS ON ALL THESE OTHER THINGS THAT WE CAN, YOU KNOW, THAT CAN BE DIFFICULT BUT GIVES US THE ABILITY TO FOCUS ON THOSE.
THANK YOU. YES, SIR. THANK YOU, SIR.
YOU MENTIONED THAT YOU GUYS ARE GETTING LOTS OF FEEDBACK FROM CAMPUSES.
I'M JUST CURIOUS, HOW IS THAT INPUT FROM PRINCIPALS AND THEIR TEAMS COMING INTO ADMINISTRATION? IS THAT THROUGH THE EDLS? AND HOW IS THAT GETTING BAKED INTO THE PROCESS? YES, SO THAT IS DEFINITELY ONE AVENUE IS THROUGH THE EDLS, BUT ALSO JUST TEACHING AND LEARNING CONVERSATIONS.
JUST WE'VE REALLY WORKED HARD TO IMPROVE OUR STRUCTURES FOR COMMUNICATING WITH CAMPUSES THIS YEAR.
[02:00:01]
AND THEN IT'S ALSO THROUGH OUR PUSH IN CAMPUS SUPPORT.SO THE SPRING WHERE WE DID EXTENSIVE PUSH IN CAMPUS SUPPORT, IT WAS THROUGH CONVERSATIONS WITH LOOKING AT STUDENT ACCOUNTABILITY DATA FROM OUR INTERIM ASSESSMENTS, FROM MAP TESTING, IDENTIFYING THOSE TEACHERS, AND THEN HAVING CONVERSATIONS WITH PRINCIPALS TO FIGURE OUT WHAT IS IT IN THAT CLASSROOM THAT THAT TEACHER NEEDS SUPPORT WITH.
REMIND ME, WHAT DOES THAT PUSH IN CAMPUS? SO FROM RIGHT BEFORE SPRING BREAK, WE START LOOKING AT WORKING WITH OUR EDLS AND DR.
WE LOOK AT OUR WHAT WE CONSIDER OUR HIGH PRIORITY CAMPUSES, HIGH PRIORITY CLASSROOMS. SO FOR SOME OF THEM, IT MAY BE THERE WAS A VACANCY AND THERE'S BEEN A SUBSTITUTE.
SOME IT MAY BE A BRAND NEW TEACHER WHO IS JUST STRUGGLING AND CONTINUING TO STRUGGLE.
AND SO WE PUT AN EXPERT IN TO EITHER SOMETIMES TEACH FOR THEM, SOMETIMES CO-TEACH WITH THEM.
THAT SUPPORT ALSO COULD BE WORKING WITH SMALL GROUPS OF KIDS WHILE THE TEACHER IS IS TEACHING.
I THINK WE SHARED A LIST WITH YOU ALL EARLIER THIS SPRING AT A DIFFERENT PRESENTATION, BUT LOOKING DOWN TO THE CLASSROOM AND SOMETIMES THE STUDENT LEVEL TO MAKE SURE THAT THE TEACHERS AND STUDENTS HAD WHAT THEY NEEDED.
GOT IT. ANY OTHER QUESTIONS? THANK YOU. YOU'RE WELCOME.
ALL RIGHT. MOVING TO ITEM 5, WE HAVE THE SPRING 2023 PRELIMINARY END OF COURSE, STUDENT PERFORMANCE OUTCOMES AND ACCOUNTABILITY UPDATE MS. JOYNER. HI, GOOD EVENING.
GOOD EVENING. SO AS MATT IS ABLE TO CUE UP OUR PRESENTATION AND MATT, IT WAS THE POWERPOINT.
I JUST WANT TO LET YOU KNOW CHAIRMAN SELDERS TRUSTEES.
DR. LOPEZ THIS PRESENTATION IS BROUGHT TO YOU BY A 19 YEAR VETERAN WHO WAS AN NCI TEACHER AT 20 YEARS OLD WHO GOT PICKED UP FROM THE CHECKOUT LINE AT HEB.
LOPEZ'S POINT, THERE IS A PATH FOR NCI TEACHERS.
I JUST HAD TO THROW THAT OUT THERE.
I HOPE YOU ALL ENJOYED THE GIGGLE.
AND THEN IN ADDITION TO THAT, I KNOW THAT SOME OF THE REPORTING IN YOUR BOARD BOOK IS REALLY TINY.
SO AS WE DIVE IN, THIS PRESENTATION REALLY IS IN TWO PARTS.
SO THE FIRST PART IS THE ACCOUNTABILITY UPDATE.
SO WE DID A LITTLE BIT OF THAT UPDATE FOR YOU ALL IN FEBRUARY, I BELIEVE.
AND SO WE'VE LEARNED A LITTLE BIT MORE ABOUT THE CHANGES TO ACCOUNTABILITY.
WHAT YOU'LL NOTICE HERE IN THIS PRESENTATION, IT'S VERY, VERY DRY.
I'M GOING TO TRY TO KIND OF WORK THROUGH IT WITH YOU ALL THIS WAS CREATED BY TEA AND IT WAS PRESENTED BY THE COMMISSIONER AT A SUPERINTENDENTS CALL ON MAY 31ST. SO BECAUSE THERE IS A LOT OF INFORMATION, ADDITIONAL INFORMATION WAS PROVIDED TO YOU PRIOR TO TONIGHT'S PRESENTATION.
SO JUST TO KIND OF REMIND US ABOUT WHY WE ARE EVEN DOING THE A THROUGH F REFRESH.
SO ACCORDING TO STATE LAW, THE PURPOSE OF THE A THROUGH F ACCOUNTABILITY SYSTEM IS TO REALLY FOCUS IN ON IMPROVING STUDENT PERFORMANCE OUTCOMES, ELIMINATING THE ACHIEVEMENT GAP AND PREPARING OUR STUDENTS FOR POST-SECONDARY SUCCESS.
SO WITH THAT IN MIND, THAT'S WHY THOSE CHANGES WERE MADE.
NOW, THE STATE HAS NOTED HERE AGAIN, THIS IS A TEA CREATED PRESENTATION THAT THEY GATHERED EXTENSIVE FEEDBACK FOR THIS PROCESS.
EVERYONE PROVIDED FEEDBACK, ESPECIALLY WITH REGARD TO CCMR GRADUATION RATES AND THINGS LIKE THAT.
SO THE STATE DID NOT RECEIVE THAT FEEDBACK VERY WELL.
WE HAVE ONE MORE OPPORTUNITY TO PROVIDE THAT FEEDBACK THROUGH THE PROPOSED ACCOUNTABILITY MANUAL, BUT I WANTED TO SHARE THAT, THAT ALTHOUGH THEY HAVE SAID THAT THEY'VE RECEIVED EXTENSIVE FEEDBACK, RECEIVED BUT NOT ACTED ON.
SO MOVING ON, IT HAS BEEN FIVE YEARS SINCE THE ACCOUNTABILITY WAS CHANGED.
[02:05:05]
THE COMMISSIONER AGAIN TAKES A LOT OF PRIDE IN CREATING A STABLE SYSTEM THAT IS NOT CHANGED.SO ONCE THESE CHANGES ARE MADE, WE WILL LIVE WITH THEM FOR FIVE YEARS IS THE EXPECTATION .
NOW ONE OF THE THINGS THAT IS IN YOUR PACKET AND ONE OF THE THINGS THAT WE REALLY ARE PROBABLY GOING TO SPEND QUITE A BIT OF TIME ON TONIGHT IS THIS WHAT IF ANALYSIS? SO WHAT IS THAT? DR. LOPEZ HAS DONE A REALLY GOOD JOB PREEMPTING YOU AS A BOARD ON ALL OF THE CHANGES AND WHAT IS THAT REALLY GOING TO LOOK LIKE? SO WHAT THE STATE HAS DONE AND WE'VE KIND OF HAD DONE IT INTERNALLY ALREADY, BUT WHAT THE STATE HAS DONE IS THEY'VE TAKEN OUR 2022 DATA AND APPLIED THE 2023 RULES ON TOP OF IT.
SO WHAT WOULD HAVE HAPPENED IF THESE RULES WOULD HAVE BEEN APPLIED LAST YEAR? AND THAT'S WHAT YOUR LEGAL SIZE CHART IS GOING TO SHOW YOU.
AND IT SAYS IT IS POSSIBLE A CAMPUS WITH AN A RATING IN 2022 COULD IMPROVE IN 2023, BUT NONE THE LESS RECEIVE A B RATING. OKAY.
SO WHAT IS THIS NEW WHAT IF ANALYSIS AND WHY ARE THEY GIVING IT TO US? SO IT'S REALLY TO KIND OF PREPARE US FOR WHAT'S TO COME.
THAT'S THESE PRELIMINARY WHAT IF RATINGS THEY DO NOT REPLACE THE 2022 RATINGS.
SO WE RECEIVE THEM ON THE 31ST.
THOSE WILL NOT BECOME PUBLIC UNTIL THE OFFICIAL ACCOUNTABILITY IS RELEASED ON SEPTEMBER 28TH.
AND THEN THOSE FINAL VERSIONS, BECAUSE THE ACCOUNTABILITY MANUAL WILL NOT BECOME OFFICIAL OFFICIAL UNTIL AUGUST, THEN WE WILL SEE THAT WHAT IF ANALYSIS FROM 2022 AND THEN BE ABLE TO COMPARE IT TO THE ACTUALS OF 2023.
MR. GLICK. YES, MR. GLICK. DID YOU JUST SAY THE RESULTS WILL BE OUT AT THE END OF SEPTEMBER? THE ACCOUNTABILITY RATINGS.
I'LL GO TO THAT SLIDE AND THEN COME RIGHT BACK.
OKAY. BEFORE THEY WERE USUALLY RELEASED.
YES, SIR. OKAY. I JUST WANTED TO CONFIRM.
I WANTED TO REALLY TALK A LITTLE BIT ABOUT THE BIGGEST IMPACTS TO OUR GARLAND ISD RATING.
IT'S ONE THING FOR US TO GET THIS ANALYSIS, BUT WHAT ARE THE ACTUAL THINGS THAT ARE CAUSING THESE CHANGES? SO AT A DISTRICT LEVEL, AND I MENTIONED TO YOU ALL BEFORE THIS PROPORTIONALITY RATING FOR THE DISTRICT, WE'RE NO LONGER BEING RATED AS A HIGH SCHOOL WHERE ALL OF OUR KIDS IN OUR DISTRICT ARE ROLLED UP INTO ONE.
THE OTHER ONE THAT WE'VE BEEN VERY, VERY VOCAL ABOUT AT THE STATE LEVEL IS THE GRADUATION AND CCMR CUT SCORES AND METHODOLOGY, ESPECIALLY THE IDEA THAT WE ARE RETROACTIVELY APPLYING THESE NEW RULES TO A CLASS OF STUDENTS WHO HAVE ALREADY GRADUATED.
THEY'RE ALREADY OUT LIVING THEIR BEST LIVES AND THERE'S NOTHING WE CAN DO ABOUT THAT.
IN ADDITION TO THAT, THE GROWTH CUT SCORES AND METHODOLOGY WERE SIGNIFICANTLY CHANGED.
ANOTHER PIECE THAT I'VE BEEN VERY VOCAL ABOUT IS THAT WE NO LONGER HAVE A HOLD HARMLESS FOR STUDENTS THAT TESTED SPANISH READING AND NOW TEST ENGLISH READING. AND THE ASSUMPTION IS THAT THEY ARE EQUALLY BILINGUAL.
I'VE SAID BEFORE, I AM BILINGUAL.
THE IDEA THAT I COULD PERFORM A SPANISH MASTERS AND THEN TURN AROUND THE VERY NEXT YEAR AND PERFORM ENGLISH MASTERS IS PREPOSTEROUS TO SAY THE LEAST.
THE OTHER PART IS OUR MINIMUM GROUP SIZE.
WE DO HAVE SOME VERY SMALL CAMPUSES THAT WERE IMPACTED BY MINIMUM GROUP SIZE.
[02:10:01]
SO WHAT DOES THAT LOOK LIKE IN GARLAND ISD? AND AGAIN, THE NUMBERS ARE VERY, VERY TINY AND I DIDN'T EVEN WEAR MY GLASSES TODAY.SO BUT THIS IS THE LEGAL SIZE DOCUMENT THAT YOU WILL FIND IN YOUR FOLDER.
SO WHAT I'VE DONE HERE IS I'VE PUT IT SIDE BY SIDE FOR YOU, BUT THEN ALSO NOTED HOW MANY POINT DIFFERENCES WOULD WE HAVE SEEN IN ALL OF THE DIFFERENT DOMAINS AND THE OVERALL RATING AND WHAT THAT WOULD HAVE AND HOW THAT WOULD HAVE BEEN IMPACTFUL FOR OUR CAMPUSES.
SO THAT'S THE REPORT THAT IS FOR YOU IN THAT FOLDER.
BUT IT IS BEST TO KIND OF LOOK THROUGH THIS THROUGH THE LENS OF SOME OF OUR CAMPUSES.
SO WHAT I'VE HIGHLIGHTED HERE ARE THREE DIFFERENT GARLAND ISD SCHOOLS AND THE IMPACT THAT THIS WHAT IF ANALYSIS WOULD HAVE CAUSED, SHOULD WE HAVE TAKEN THAT 2022 DATA AND APPLIED THE 2023 RULES TO IT? SO ON THE SCREEN YOU'LL FIND AN ELEMENTARY SCHOOL.
OKAY. THIS ELEMENTARY SCHOOL LAST YEAR HAD AN OVERALL RATING OF 81.
IF WE WOULD HAVE APPLIED THE RULES AND AGAIN, NOTHING HAS CHANGED.
THE DATA IS THE SAME, THE PERFORMANCE IS THE SAME.
IF WE WOULD HAVE APPLIED THE NEW RULES, THAT CAMPUS WOULD HAVE GONE FROM AN 81 TO A 72.
OKAY. AND YOU WILL NOTICE THAT THE BIGGEST IMPACT WAS IN THE AREA OF GROWTH.
AND I MENTIONED BEFORE THAT SPANISH READING AND THAT IMPACT THAT THAT SPANISH READING HAS ON OUR ULTIMATE PERFORMANCE BECAUSE NOW THOSE STUDENTS ARE INCLUDED IN THE GROWTH CALCULATION. AND IT'S NOT JUST AS EASY AS SAYING IT IMPACTS THE AREA OF ACADEMIC GROWTH, BUT NOW THERE'S A TRICKLE EFFECT BECAUSE A BIG COMPONENT IN CLOSING THE GAPS IS STILL MONITORING THAT SAME ACADEMIC GROWTH.
SO IF KIDS NO LONGER HAVE GROWTH IN DOMAIN 2 A, THEY ALSO WON'T HAVE THAT GROWTH IN DOMAIN THREE SO I'VE KIND OF COLOR CODED THAT FOR YOU TO SEE WHERE THE BIGGEST DIPS ARE.
I'M GOING TO MOVE US ON TO OUR MIDDLE SCHOOL.
OKAY. SO OUR MIDDLE SCHOOL, THIS MIDDLE SCHOOL WAS RATED AT A 78.
APPLYING THE RULES WOULD PUT US AT A 68.
OKAY. AND IN YOUR FOLDER AND I DIDN'T PUT IT ON THE SLIDE BECAUSE AGAIN THESE WHAT IF ANALYSIS.
BUT IN YOUR FOLDER YOU'LL SEE A TWO SIDED CHART.
AND THIS IS WHAT WE CALL OUR ACADEMIC PERFORMANCE AND GROWTH TOOL.
SO ON THE FIRST PAGE YOU'LL NOTICE AND THE BIGGEST THINGS I JUST WANT TO BRING YOUR ATTENTION TO ARE THE NUMBERS AT THE VERY BOTTOM IN THE GREEN BOX SO THAT THAT GROWTH SCORE WAS 73 AND YOU APPLY THE NEW RULES AND THAT GROWTH RAW SCORE 63, A TEN POINT DIFFERENCE.
OKAY. IF YOU FLIP THE PAGE WITH ME, I'VE ISOLATED THE READING SO THAT YOU CAN SEE THE IMPACT.
SO THE FIRST THING I WANT TO CALL YOUR ATTENTION TO ARE THE NUMBERS.
SO PRIOR TO THIS HOLD HARMLESS OF SPANISH READING AND THE IMPACT THAT THAT HAS ON OUR MIDDLE SCHOOLS, THIS MIDDLE SCHOOL HAD 699 TESTS COUNTED FOR GROWTH.
WITH THE NEW RULES, IT WOULD HAVE 871.
SO ALMOST WHAT IS THAT, 166 MORE KIDS THAT WERE SPANISH TESTERS IN FIFTH GRADE? THAT MIDDLE SCHOOL HAS NO CONTROL OVER THAT AND THIS IS ONE OF THE BIG THINGS THAT THE STATE IS TURNING A BLIND EYE TO.
IF YOU LOOK AT THE SCORE AT THE VERY BOTTOM, THAT READING SCORE GROWTH FOR LAST YEAR WAS AN 80.
THE NEW WHAT IF, WOULD HAVE TURNED INTO A 65.
THAT'S HOW IMPACTFUL THESE NEW RULES ARE TO OUR MOST FRAGILE CAMPUSES THAT HAVE HIGH EMERGENT BILINGUAL STUDENTS HIGH POVERTY. OKAY.
SO THIS HIGH SCHOOL WAS AT AN 86.
AGAIN, NOTHING CHANGES AND THE NUMBER GOES DOWN TO 77 AND YOU'LL SEE THE GREATEST IMPACT IN THE AREA OF CCMR AND THE AREA OF GRADUATION RATE.
ALL THAT CHANGE WAS THE CUT SCORE.
IN ORDER TO EARN THE A, THIS CAMPUS HAD AN A HAD A 98 IN THE CCMR AND HAD A 90 FOR GRADUATION AND THE BAR WAS MOVED. OKAY.
AND THEN LASTLY, WE GO INTO THE DISTRICT.
SO AS A DISTRICT, WE WOULD HAVE BEEN AT AN 87.
[02:15:04]
AND AT THIS WHAT IF ANALYSIS, WE WOULD HAVE ENDED UP AT AN 80.SO THE STATE HAS PROVIDED US SOME NUMBERS TO KIND OF MAKE US FEEL A LITTLE BETTER ABOUT OURSELVES.
SO WHAT I'VE DONE HERE IS I'VE ADDED OUR GISD NUMBERS.
SO OF OUR OF OUR CAMPUSES THAT RECEIVED A RATING, 45 OF THEM WOULD HAVE STAYED THE SAME.
12 OF THEM WOULD HAVE DECREASED.
OF THE 12, FOUR OF THOSE ARE HIGH SCHOOLS, WHICH IS ABOUT 58% OF OUR HIGH SCHOOLS HAD A DECREASE BECAUSE OF THE DRASTIC CHANGES TO CCMR AND GRADUATION. AND THEN NINE OF OUR CAMPUSES WOULD HAVE HAD A RATING INCREASE, INCLUDING FIVE CAMPUSES THAT WOULD HAVE BEEN BUMPED UP TO AN A.
OKAY, SO THE COMMUNICATION TIMELINES.
SO THIS JUST KIND OF OUTLINES THE INFORMATION THAT WE ARE RECEIVING FROM THE STATE.
WE HAVE UNTIL JUNE 20TH TO PROVIDE PUBLIC COMMENT ON THE ACCOUNTABILITY MANUAL.
SO THEY WILL HEAR FROM GARLAND ISD ONCE AGAIN AND THEN WE WILL RECEIVE INFORMATION FOR STUDENT RESULTS FOR THREE THROUGH EIGHT ON AUGUST 11TH AND FAMILIES WILL BE ABLE TO ACCESS THAT ON AUGUST 16TH.
AND THEN WE'LL MOVE INTO THE ADOPTION OF THE FINAL, FINAL VERSION OF THE ACCOUNTABILITY MANUAL WITH RATINGS RELEASED ON SEPTEMBER 26TH AND PUBLIC ON SEPTEMBER 28TH.
OKAY. SO AGAIN, JUST TO KIND OF CLOSE OUT THIS PART, WHAT THIS BASICALLY DOES WHAT THE STATE IS TRYING TO DO IS GIVE US AN IDEA OF WHAT TO EXPECT WITH FINAL ACCOUNTABILITY FOR 2023.
OKAY. AND THAT THEY WILL MAKE THAT PUBLIC.
AGAIN, THIS IS TEA CREATED AS THE BOARD.
I'LL BE HAPPY TO SHARE THAT LINK WITH YOU ALL.
BUT AT THE END OF THE DAY, WHAT WE'RE JUST TRYING TO DO IS GIVE YOU THE INFORMATION.
SO COME SEPTEMBER 26TH, THIS ISN'T A BIG SHOCK.
OKAY. SO ANY QUESTIONS BEFORE I MOVE INTO THE EOC PORTION OF THE PRESENTATION? ANY QUESTIONS, MR. GLICK? I WAS SPEAKING AT THE BREAK WITH TWO CHIEFS.
DR. LOPEZ GAVE IT TO US ALREADY.
WHAT WE ADD ON TO THIS IS ALL THE TESTS THAT WERE TAKEN, ALL THE.
OH, YES, SIR. WHICH WE KNOW THE WORDS WE USED HERE WERE NOT HARDER, MORE RIGOROUS.
RIGHT. WE'VE HEARD THAT REPEATEDLY.
RIGHT. THAT'S WHAT THIS SHOWS.
AND A HARDER, MORE RIGOROUS TEST.
RIGHT? YES. AND I WILL WHEN WE GET INTO THE EOC RESULTS, I'LL SHOW YOU HOW THE STATE ADDRESSED THAT.
OKAY. ANY ADDITIONAL QUESTIONS? CAN YOU JUST EXPLAIN TO ME WHEN YOU TALK ABOUT THE SIZE, LESS THAN TEN.
OKAY. SO FOR DOMAIN THREE, WHICH DOMAIN THREE TAKES A LOOK AT OUR RACE AND ETHNICITY GROUPS, IT TAKES A LOOK AT STUDENTS WITH IEPS, EMERGENT BILINGUALS, WHAT THEY'RE CALLING HIGH FOCUS NOW, WHICH IS ECONOMICALLY DISADVANTAGED, IS ALL THESE DIFFERENT PROGRAMS, STUDENT GROUPS, THINGS LIKE THAT.
IN THE PAST, THE MINIMUM GROUP SIZE WAS 25.
SO IN ORDER FOR THAT GROUP TO COUNT FOR THE CAMPUS, IT NEEDED TO HAVE 25 TESTS.
NOW, THAT MINIMUM GROUP SIZE IS TEN.
SO THINK OF A PARKCREST OR A FREEMAN WHERE THEY MAY HAVE 11 KIDS, THEY MAY HAVE 12 KIDS.
SO WHAT HAPPENS THERE IS THOSE PERCENTAGES BECOME VERY VOLATILE BECAUSE THE NUMBER IS SO SMALL.
WHY DO YOU THINK THEY DID THAT? SO THE THE COMMENT FROM THE STATE IS WE DON'T WANT TO LEAVE ANY CHILD BEHIND.
WE WANT TO MAKE SURE THAT WE'RE COUNTING ALL THE KIDS.
SO IT REALLY IS THEY WANT TO MAKE SURE THAT WE'RE CAPTURING ALL OF THE CHILDREN.
AND THAT REALLY IS HOW THE STATE EXPLAINED IT, MOVING THE MINIMUM GROUP SIZE.
REMEMBER HOW WE DID A SPECIAL ED PRESENTATION AND WE FOUND OUT THAT SPECIAL ED WAS UNDERREPRESENTED? THERE WAS A NATIONAL TESTING THAT SAID IF YOU HAD OVER 50 KIDS THEN YOU WOULD BE ACCOUNTABLE FOR THESE SPECIAL ED PROGRAMS.
[02:20:06]
OKAY, SO WHAT THE STATE DID OR PEOPLE IN THE STATE, THEY PLAYED THE GAME.THEY SAID, OKAY, WE'RE NOT GOING TO ALLOW THIS MANY KIDS.
AND IF YOU HAVE OVER THIS MANY, WE'RE GOING TO MOVE DIFFERENT POPULATIONS.
SO THESE SCHOOLS WOULDN'T GO OVER THOSE THRESHOLDS, RIGHT? SO IF YOU COULD, YOU WOULD HAVE PROGRAMS ALL OVER THE PLACE AND YOU WERE KIND OF GAMING THE SYSTEM.
ALL RIGHT. NOW, SOME MAY NOT HAVE DONE IT ON PURPOSE.
AND BACK THEN IT WAS THE BAD WORD.
YOU PROBABLY REMEMBER THIS AYP.
SO YOU GOT HIT WITH AYP AND PEOPLE WERE GAMING IT.
OKAY. WHEN THIS CAME OUT, IT IS VERY PECULIAR.
AND WHY YOU WOULD GO DOWN LET'S JUST SAY 15 KIDS, RIGHT? FOR SUB POP'S, I DON'T KNOW IF THEY FELT THAT BECAUSE IN SOME AREAS, LIKE I'M IN A BORDER TOWN, YOU DON'T HAVE MANY PEOPLE THAT WOULD FILL, I WOULD SAY THE AFRICAN AMERICAN RACE AND MAYBE A LITTLE BIT OF THE ASIAN RACE.
YOU HAVE ENOUGH ANGLOS IN THE VALLEY TO FILL THE REST AND MAYBE THEY'RE FEELING THAT THEIR NEEDS ARE NOT BEING ATTENDED TO, OR MAYBE THEY'RE FEELING THAT IN ORDER TO AVOID SYSTEM ERRORS, THEY DISPERSE THEM IN DIFFERENT WAYS AND PUT THEM IN DIFFERENT THINGS.
I DON'T KNOW, BUT IT IS VERY TEN.
YOU MIGHT AS WELL JUST SAY ONE.
YEAH, THAT'S RIGHT. I MEAN, JUST SAY 1 OR 2.
SO YOU HAVE A COMPARISON GROUP, RIGHT? BUT TEN WAS A WEIRD NUMBER WHEN THAT CAME OUT AND I HAD THE SAME LIKE I SCRATCHED MY HEAD AND I SAID TO MYSELF, IS SOMEBODY GAMING THE SYSTEM? ARE THEY FEELING CERTAIN NEEDS ARE BEING MET? BECAUSE IT BROUGHT ME BACK TO AYP.
SO DOMAIN THREE IS BASICALLY THE REPLACEMENT OF AYP.
OH, BUT BEFORE THAT SO JUST SO YOU KNOW ABOUT THE HISTORY OF TESTING BEFORE THAT, THE ANSWER REASON, THE AYP CAME UP WAS BECAUSE PEOPLE WERE OVERIDENTIFYING SPECIAL ED KIDS BEFORE THAT SO THEY WOULDN'T BE HELD ACCOUNTABLE IN TESTING BECAUSE THEY WERE EXEMPT.
SO SPECIAL ED KIDS COULD BE EXEMPT.
SO EVERYBODY WAS BEING TESTED.
THE ANSWER TO THAT WAS, IF YOU HAVE OVER 50, THEN THIS IS WHAT'S HAPPENING.
SO WHEN YOU'RE DEALING WITH TESTING, PEOPLE WILL LOOK AT THOSE MEASURES AND THEN MANIPULATE THEM.
I DON'T UNDERSTAND THE 25 SMALL CAMPUSES.
SO SMALL CAMPUSES GIVE US LESS BANG FOR OUR BUCK.
NOW, BECAUSE IT'S A SMALLER CAMPUS, IT HAS LESS POINTS TOWARDS THE DISTRICT TOTAL.
WHY WOULDN'T THEY GO BY THE PERCENTAGE? AS YOU SAID, IF IT'S A SMALLER CAMPUS, IT'S GOING TO BE IMPACTED DIFFERENTLY.
SO IN TERMS OF THE PROPORTIONALITY, THEY ARE.
SO IN THE OLD SYSTEM, EVERY CHILD WEIGHED EQUALLY.
NOW, EVERY CHILD COUNTS BASED ON THE SIZE OF THE CAMPUS AT WHICH THEY ATTEND.
SO THAT'S THE NUMBER ONE, THE PROPORTIONALITY RATING FOR THE DISTRICT.
MR. GLICK AND THEN MR. JOHNSON.
AND IT SOUNDS TERRIBLE TO SAY IT THAT WAY.
PLEASE AT HOME, WE LOVE YOUR CHILDREN.
I REMEMBER THOSE ARE THE TIMES WE HAD OUR KIDS TAKE THE TESTS AT LEAST TWICE.
REMEMBER, WE THEY GAVE US MODEL TESTS TO TAKE.
OKAY, SO THIS RIGHT HERE IS NOT DATA.
THIS RIGHT HERE IS OPPORTUNITIES TO PROVIDE FEEDBACK TO THE STATE BASED ON THE CHANGES.
OKAY. BUT THEY ALSO GAVE US INTERIM ASSESSMENTS.
YES, SIR. SO NOW THAT THEY'VE GIVEN US OUR SCORE, YOU SAID WE'RE ALLOWED TO RESPOND TO THEM.
WE ARE ALLOWED TO PROVIDE COMMENT.
PUBLIC COMMENT ON THIS LOVELY 174 PAGE DOCUMENT.
OKAY. AND HAS THAT BEEN DONE? EVERYONE ACROSS THE STATE IS PROVIDING COMMENT? YES, SIR. NO. SO HAVE WE DONE IT? SO I. YES.
OKAY. AND A LOT OF PEOPLE HAVE DONE THE PUBLIC COMMENT.
WHAT ARE YOU HEARING FROM COLLEAGUES AROUND THE STATE?
[02:25:02]
THEY POLITELY LISTENED TO YOUR COMMENTS.HIS RESPONSE IS IT'S YOU GUYS ARE DIFFERENT THAN SOME OF THE OTHER FEEDBACK I'M GETTING.
SOME OF THE OTHER FEEDBACK I'M GETTING IS POSITIVE.
I DON'T KNOW WHO HE'S TALKING TO ABOUT THESE ISSUES.
RIGHT. I WAS VERY ADAMANT ABOUT APPLYING A STANDARD TO KIDS THAT ARE ALREADY GRADUATED.
I WAS ABOUT THE BILINGUAL ISSUE AND TRANSFERRING THAT ABOUT PUTTING ALL THIS IN THE FIRST YEAR.
AND WE JUST WANT CLARITY, GIVE US THE CHANGE, BUT GIVE US A YEAR TO PREPARE FOR IT.
YOU KNOW, DON'T JUST THROW IT ON US.
WE HAD TESTIMONY FROM TWO PRINCIPALS, EVERYBODY THAT I'M AROUND IS SAYING THE SAME THING, BUT IT'S JUST LIKE, KIND OF A LISTENING TOUR, AND WE'RE JUST GOING TO DO WHAT WE SAID WE'RE GOING TO DO.
SO THE COMMENT PERIOD, I'M ASSUMING HAS ENDED OR WILL END SOON.
FOR THE PROPOSED CHANGES TO THE MANUAL THAT THAT CLOSES JUNE 20TH.
OKAY. SO WE'RE DONE WITH OUR COMMENTS AT THIS POINT.
MIXED BECAUSE SOME SOME DISTRICTS FEEL THEY DID WELL AND SOME OTHERS? IS IT JUST? FROM EVERY ORGANIZATION THAT WE'RE ASSOCIATED WITH HAS THE SAME CONCERNS THAT WE ALL DO.
RIGHT. THE GUIDANCE THAT WE'VE GOTTEN IS INFORM YOUR BOARDS NOW SO THEY'RE NOT SURPRISED WHEN THE RESULTS COME OUT. WHICH IS WHY THIS PRESENTATION WAS CREATED BY TEA.
I HAVE A QUESTION FOR YOU, BUT I FIRST WANT TO ADDRESS SOMETHING FOR LARRY.
IF YOU LOOK AT WHAT THIS BROKE DOWN TO AND DR.
LOPEZ, FILLED ME IN ON A LOT OF THIS WHEN I WAS IN MY TERM AS BOARD PRESIDENT.
THE SIMPLE TRUTH OF IT IS THIS DOESN'T AFFECT AFFLUENT DISTRICTS AT ALL.
IT DOES NOT. I MEAN, THEY'RE ALL GOING TO BE JUST FINE.
THIS LOOKS TO BE SOMEWHAT OF A HIT JOB ON US AND DISTRICTS THAT LOOK LIKE US.
UNFORTUNATELY FOR TEA AND THE STATE, THAT'S ABOUT 60% OF THE DISTRICTS IN THE STATE LOOK LIKE US.
SO WHATEVER YOU WANT TO PUT THE MOTIVE FOR IT.
YEAH, I'LL LET YOU PLACE THAT.
THAT'S CORRECT. WHICH OBVIOUSLY IS OLD NEWS.
IT JUST KIND OF A REFERENCE POINT COMPARISON.
DOES TEA PLAN TO GIVE US A WHAT IF, FOR THE FIRST YEAR THEY ACTUALLY GIVE US THESE SCORES? SO WE WILL IT WON'T BE A WHAT IF IT WILL BE HERE IT IS.
IT'S THE REAL. YEAH, WE GET THE WHAT IS.
[LAUGHTER] BUT THE FLIP SIDE COULD BE A WHAT IF WE USE THE OLD METHOD? THEY WILL NOT. BUT THAT WILL BE EASY FOR US TO CALCULATE.
OKAY. SO THAT PART GOING BACKWARDS WON'T BE DIFFICULT.
BUT IT WILL BECAUSE THE TEST IS DIFFERENT.
THE STAAR TEST IS NOT THE SAME.
SO EVEN THOUGH YOU MIGHT HAVE THE SCORES AND EVERYTHING, THE TEST IS NOT THE SAME, YOU KNOW? SO THAT'S WHAT WE'RE RUNNING INTO.
THEY CHANGED THE TEST MID YEAR, RIGHT? SO, YOU KNOW, GOING BACK TO SOMETHING THAT JOHNNY BROUGHT UP, FRUSTRATION FROM THE TEACHERS TOO, IS THEY'RE GETTING THE TEST CHANGED ON THEM.
THEY'RE TRYING TO DO THEIR BEST.
THEN THEY HEAR, OH, BUT WE LOVE YOU AND BUT WE'RE GOING TO MAKE EVERYTHING HARDER ON YOU.
RIGHT? IT'S VERY FRUSTRATING TIME TO BE IN EDUCATION RIGHT NOW.
AND SO THE CHANGE OF THIS TEST IS GOING TO AFFECT SCHOOLS THAT HAVE ONE, MINORITY POPULATIONS.
OKAY. POOR POPULATIONS, AND SECOND LANGUAGE POPULATIONS.
[02:30:02]
THOSE ARE THE THREE THAT ARE GOING TO GET HIT.OKAY. THEY DON'T DEFINE THIS AS A HARDER TEST.
THEY DEFINE THIS AS A MORE RIGOROUS TEST.
OKAY. SO THAT'S WHY IT'S CALLED STAAR 2.0.
IT'S NOT CALLED SOMETHING DIFFERENT.
THE POINT OF FRUSTRATION FOR ALL OF US IS IT JUST FEELS LIKE AN I GOTCHA.
WE'RE GOING TO GET AHEAD OF IT.
WE'RE GOING TO DO EVERYTHING WE CAN TO TO MITIGATE LEARNING LOSS.
WOW. REALLY? GARLAND'S ALMOST WITH US.
NO, YOU GOT TO FIND A WAY TO STRATIFY US.
AND IF YOU LOOK AT IT, WE'RE STILL A B OKAY.
WE'RE BARELY A B LIKE BY THE HAIR OF OUR CHINNY CHIN CHIN.
BUT WE WOULD STILL HAVE BEEN A B RIGHT.
AND THEN WHAT ARE THEY GOING TO TURN AROUND? HOW IS GARLAND STILL A B? YOU KNOW, I MEAN, WE WE'RE FIGHTING FOR EVERY EVERY POINT, EVERY POINT WE'RE FIGHTING FOR.
AND SO WHEN THESE SCORES COME OUT, SHE'S GOING TO GO OVER SOME EOC.
SO YOU'RE GOING TO GET SOME PRELIMINARY, I GUESS, A PRELIMINARY HEARTBEAT OF WHERE WE'RE AT.
I WANT YOU TO UNDERSTAND THE BIGGEST FACTOR THAT'S HURTING US RIGHT NOW IS CCMR. TWO REASONS WHY.
THE FIRST REASON IS THEY CHANGED WHAT THEY WOULD COUNT FOR CCMR AFTER THE KIDS GRADUATED.
OKAY. THE SECOND THING IS THEY RAISED THE GRADUATION RATE TO 98% TO GET AN A.
NOW, WHAT IS PECULIAR? SOME OF THE BIGGEST FAILING SCHOOL DISTRICTS I WOULDN'T SAY FAILING.
LOWER PERFORMING SCHOOL DISTRICTS HAVE 100% GRADUATION RATE AND IT MAKES YOU SCRATCH YOUR HEAD.
HOW IS THAT POSSIBLE? RIGHT. SO WHAT IS HAPPENING THERE? BECAUSE THERE'S NO WAY TO HAVE A SIX YEAR GRADUATION RATE WHEN YOU HAVE FOR 100%, IF YOU HAVE SPECIAL ED STUDENTS THAT CAN STAY WHEN THEY'RE 20, 26, 21, 20, IT'S PAST THE SIX YEARS.
OKAY. SO WHAT'S HAPPENING THERE? AND I TOLD THEM THIS.
I'M AFRAID PEOPLE ARE GOING TO GAME THE SYSTEM ON GRADUATION RATES.
HOW CAN YOU EXPECT EVERYBODY TO HAVE A 98 FOR AN A? AND ARE THERE AUDITS THAT ARE GOING TO HAPPEN ONCE THOSE 98'S HAPPEN? OKAY. THE SECOND SO THOSE TWO THINGS ARE GOING TO HIT US BECAUSE WE'RE AT 96%, WHICH IS FOR A SCHOOL DISTRICT LIKE US IS GREAT.
THEN THE THIRD THING THAT IS HURTING US, OKAY, AND THIS IS THEY JUST REFORMULATED HOW THE STAAR TEST IS GOING TO BE TESTED WITH ALL THESE OPEN END QUESTIONS AND THE KIDS HAVEN'T BEEN ACCUSTOMED TO DOING ALL THAT.
SO AS MUCH AS WE LOVE AI, THE AI ISN'T GOING TO BE ON THAT TEST.
I KNOW THE RIGHT ANSWER, BUT THE WAY I PUT IT IN THE COMPUTER DIDN'T GET IT.
AND A LOT OF THESE QUESTIONS, WE GOT A SAMPLE OF IT.
YOU HAVE TO GET THE FIRST PART RIGHT IN ORDER TO GET THE SECOND PART RIGHT.
SO THIS IS WHAT WE'RE UP AGAINST AND WE'RE JUST TRYING TO GIVE YOU A TASTE.
OKAY. ANY OTHER QUESTIONS ABOUT ACCOUNTABILITY BEFORE I GO INTO EOC? NO. ALL RIGHT.
SO MOVING INTO OUR PRELIMINARY RESULTS FOR OUR STAAR END OF COURSE, EXAM.
AS I MENTIONED EARLIER, THE RESULTS FOR THREE THROUGH EIGHT WILL NOT COME IN UNTIL AUGUST 11TH.
SO WHAT WE DID RECEIVE FOR THEM ARE PRELIMINARY RESULTS.
AND I MEANT TO WEAR MY SHIRT TODAY.
AND THEN WE HAVE ZONE OF UNCERTAINTY.
THAT'S ALL WE KNOW AS OF RIGHT NOW.
IN ADDITION, THE COMPARISON TO PRIOR YEARS IS RATHER DIFFICULT BECAUSE NOT ONLY DID WE HAVE A STAAR 2.0, NOT ONLY DO WE HAVE ACCOUNTABILITY 2023 COMING, BUT THEY'VE ALSO ADJUSTED THE PERCENT ITEMS OR POINTS CORRECT ON WHAT COUNTS FOR APPROACHES MEETS OR MASTERS ON ALL OF THE EOCS.
SO YOU WILL NOT HEAR ME SAY WE HAVE SUCH AND SUCH POINT GAIN.
[02:35:05]
SO I BELIEVE IN YOUR BOARD PACKET YOU DO HAVE A FIVE YEAR COMPARISON OR I GUESS IT'S FOUR YEAR WHERE WE HAVE 2023 RESULTS, 2022, 2021, AND THEN THE COMPARISON TO 2019 SO THAT YOU CAN KIND OF BACKTRACK WHAT OUR PERFORMANCE OUTCOMES HAVE BEEN OVER THE COURSE OF THE LAST FEW YEARS.SO FOR TONIGHT, WE WILL BE RECEIVING THE EOC PERFORMANCE LEVELS AT MEETS GRADE LEVEL.
SO AGAIN, THIS IS A CHANGE BECAUSE MS. STANLEY HAD REQUESTED THAT WE PUT THE END COUNT ON THERE.
BUT THEN THE END COUNT REFLECTS THE ACTUAL KIDS THAT ARE MEETS AND MASTERS.
SO I JUST WANTED TO POINT THAT OUT HERE.
SO THESE ARE THE ENGLISH ONE RESULTS WHERE WE HAVE 52% OF OUR STUDENTS WERE PERFORMING AT MEETS OR MASTERS GRADE LEVEL, AND THEN THE COMPARISONS TO THE REGION AND THE STATE.
OH WENT BACKWARDS. SO ENGLISH 2 THOSE RESULTS.
WE WE HAD 52% OF OUR STUDENTS PERFORM AT MEETS GRADE LEVEL.
AND THIS IS AN AREA TO CELEBRATE BECAUSE THE REGION AND THE STATE DIDN'T INCREASE WITH THE COMPARATIVE NUMBERS AS MUCH AS GARLAND ISD DID. SO OUR ALGEBRA ONE PERFORMANCE WAS GREATER THAN THE REGION AND THE STATE.
THEN WE MOVE INTO BIOLOGY WHERE WE HAVE 55% OF OUR STUDENTS THAT PERFORMED AT MEETS GRADE LEVEL AND ABOVE.
AND AGAIN, WE USE THE MEETS GRADE LEVEL BECAUSE THAT'S ALIGNED TO OUR BOARD GOALS.
AND THEN LASTLY, THE US HISTORY.
WE HAVE 70% OF OUR STUDENTS THAT PERFORMED AT MEETS GRADE LEVEL AND ABOVE.
OKAY, SO THAT CONCLUDES THE UPDATE ON EOC RESULTS.
ARE THERE ANY QUESTIONS THAT I CAN ANSWER? THANK YOU FOR THAT PRESENTATION.
TRUSTEES ANY QUESTIONS? ANY MORE QUESTIONS? I SHOULD SAY.
MR. GLICK. THE ONLY OTHER THING I GATHERED FROM THIS WHEN DR.
LOPEZ SENT IT TO US IS THAT IT APPEARS THAT OUR I'M GOING TO CALL IT, QUOTE, MAGNET SCHOOLS ALL EITHER DID THE SAME OR DID BETTER. AND THAT WOULD ALIGN TO MR. JOHNSON'S COMMENT.
YES. SO NOT ONLY DISTRICTS, BUT CERTAIN SCHOOLS.
YES, SIR. YES, I THINK THE SAME.
WELL, THANK YOU ALL VERY MUCH.
WE'RE GOING TO MOVE INTO OUR ACTION ITEMS.
[V.B. Action Items]
WE HAVE OUR FIRST ACTION ITEM THAT WILL BE AT OUR REGULAR BOARD MEETING IN JUNE.B 1 IS CONSIDER APPROVAL OF CONTRACT RENEWAL WITH MESQUITE REGIONAL DAY SCHOOL FOR THE DEAF.
THE SCHOOL PROVIDES OUR STUDENTS WHO ARE DEAF OR HARD OF HEARING THAT SEVERELY IMPAIRS THEIR PROCESSING OF LINGUISTIC INFORMATION THROUGH HEARING, EVEN IF THEY RECEIVE AMPLIFICATION, AND THAT IT ALSO ADVERSELY AFFECTS THEIR EDUCATIONAL PERFORMANCE.
WE CURRENTLY HAVE STUDENTS THAT ATTEND THE SCHOOL, AND TYPICALLY WE DON'T RENEW ON AN ANNUAL BASIS.
SO WITH THAT CHANGE, WE ARE NEEDING TO HAVE AN UPDATE WITH OUR SHARED SERVICE AGREEMENT.
SO WE'RE RECOMMENDING APPROVAL TO ENGAGE IN THAT.
[02:40:05]
COOL. TRUSTEES, ANY QUESTIONS? ALL RIGHT. ALL RIGHT.LET'S MOVE TO THE NEXT ACTION ITEM THAT WILL BE COMING AT OUR JUNE BOARD MEETING.
CONSIDER APPROVAL OF ANNUAL SPECIAL ED CAMERA RESOLUTION.
AND THE RESOLUTION HAS BEEN VETTED THROUGH OUR LEGAL COUNSEL.
IT IS IN ACCORDANCE WITH BOARD POLICY EHBAF AND TEXAS EDUCATION CODE 29.022, AND THAT ALLOWS DISTRICTS TO CONDUCT VIDEO AND AUDIO SURVEILLANCE IN CERTAIN SPECIAL EDUCATION CLASSROOMS UPON REQUEST.
AND SO IT REALLY IS TO PROTECT THEM, TO HAVE THAT RECORD AND TO HAVE PEACE OF MIND.
I THINK THERE WERE SOME SLIDES.
I DON'T KNOW THAT THERE NECESSARILY.
WE DID HAVE A RESOLUTION LAST YEAR AND THE BOARD APPROVED THAT.
WE HAVE CURRENTLY 35 ELEMENTARY SCHOOLS, 11 MIDDLE SCHOOLS AND 7 HIGH SCHOOLS.
THAT RESOLUTION IS SET TO EXPIRE IN JUNE 2023.
SO WE'D LIKE TO BRING THIS BEFORE THE BOARD IN PREPARATION FOR THE NEW SCHOOL YEAR.
ANY QUESTIONS? ANY QUESTIONS, TRUSTEES.
ALL RIGHT. THE NEXT ITEM THAT WILL BE COMING TO US AT OUR JUNE MEETING IS ITEM 3.
CONSIDER APPROVAL OF REMOTE HOMEBOUND WAIVERS FOR FSP FUNDING.
YES. SO LAST YEAR AGAIN, ACTUALLY IT WAS THE BEGINNING OF THIS YEAR WE CAME TO YOU TO REQUEST THAT WE BE ABLE TO SUBMIT TO TEA HOMEBOUND WAIVERS BECAUSE WE CANNOT HAVE REMOTE INSTRUCTION AND STILL RECEIVE FSP FUNDING.
WE'VE BEEN DOING THAT FOR OVER TEN YEARS.
AND ESSENTIALLY THE ROBOT ATTENDS CLASS WHILE THE STUDENT IS AT HOME.
AND THE ROBOT HAS A DEVICE THAT IS CONNECTED TO THE STUDENT AT HOME.
THEY'RE ABLE STUDENTS ARE ABLE TO INTERACT WITH THEIR PEERS THROUGH THIS ROBOT AND RECEIVE ALL OF THE REGULAR INSTRUCTION THAT THEY WOULD BE RECEIVING IF THEY THEMSELVES WERE IN CLASS.
SO THIS WAS THE CHANGE THAT REQUIRES US TO HAVE A WAIVER SO THAT WE CAN RECEIVE FUNDING FOR THAT.
WE CURRENTLY HAVE ONE STUDENT THAT IS RETURNING THAT WE ANTICIPATE NEEDS THE ROBOT, THE OTHER STUDENT ALTHOUGH IS RETURNING, WE ANTICIPATE THAT THEY RETURN TO SCHOOL FULL TIME.
SO WE'RE REALLY EXCITED ABOUT THAT.
THERE'S JUST SOME INFORMATION AND LINKS FOR YOU TO BE ABLE TO LOOK AT TO REMIND YOU OF THE GREAT PROGRAM AND THOSE THAT BENEFIT FROM IT. AND I WANT TO REMIND YOU THAT THESE ARE TRULY FOR STUDENTS THAT ARE IN EXTREME MEDICAL CIRCUMSTANCES, THAT WE DO PROVIDE A WAIVER OR SUBMIT A WAIVER TO TEA FOR EACH INDIVIDUAL STUDENT THAT NEEDS IT.
SO HERE ARE KIND OF THE REQUIREMENTS WE NEED TO HAVE A TO WAIVER REQUEST.
ALL OF THE STUDENTS WHO HAVE IEPS, THIS DOES GO THROUGH THEIR ARD COMMITTEE, SO IT DOES NEED TO BE AN ARD COMMITTEE DECISION, SOMETHING THAT IS RECOMMENDED FOR THAT STUDENT. WE HAVE TO HAVE DOCUMENTED THAT IN THE IEP, THAT THAT HAS BEEN THE DETERMINATION FOR THE STUDENT AND THAT ALL THE REQUIREMENTS RELATED TO THE PROVISION OF SPECIAL EDUCATION HOMEBOUND INSTRUCTION IS MET EXCEPT FOR THAT FACE TO FACE COMPONENT.
ANY QUESTIONS ON THAT? TRUSTEES, ANY QUESTIONS? THANK YOU. THANK YOU.
[02:45:09]
CHAIRMAN SELDERS, BOARD MEMBERS AND DR.LOPEZ. THE PURPOSE OF THIS EVENING'S MEETING IS THE PRESENTATION IS TO PRESENT THE 12 PROPOSED AMENDMENTS TO THE DISTRICT'S CURRENT DOI PLAN AS AN ACTION ITEM FOR YOUR APPROVAL. AT THIS TIME, I WOULD LIKE TO INTRODUCE THE MEMBERS OF THE DISTRICT OF INNOVATION LEADERSHIP TEAM.
THE COMMITTEE MEMBERS REPRESENTED THE FOLLOWING DEPARTMENTS THE CTE DEPARTMENT, THE TEACHING AND LEARNING DEPARTMENT, THE STUDENT SERVICES DEPARTMENT, HUMAN RESOURCES, THE OFFICE OF INNOVATION AND THE CENTRAL OFFICE LEADERSHIP CHIEFS, AS WELL AS ASSISTANT SUPERINTENDENTS.
THE COMMITTEE WAS ASSEMBLED TO GIVE DISTRICT LEADERS AND EXPERTS THE OPPORTUNITY TO CREATE A MORE ROBUST DOI PLAN WITH AMENDMENTS THAT WOULD GIVE THE DISTRICT MORE LOCAL CONTROL OVER HOW WE OPERATE.
ON APRIL THE 28TH, THE DOI LEADERSHIP TEAM MET TO DETERMINE THE DISTRICT'S NEEDS AND REVIEWED POSSIBLE AMENDMENTS FROM TEA'S LIST OF POSSIBLE EXEMPTIONS. ON MAY THE 5TH, THE DOI SUBCOMMITTEES WERE FORMED TO VET PROPOSED AMENDMENTS FROM ALL OVER THE STATE TO DETERMINE WHICH FLEXIBILITIES MET OUR DISTRICT'S NEEDS.
SO WHAT DOES IT MEAN TO BE DESIGNATED AS A DISTRICT OF INNOVATION? THE LAW WAS WRITTEN TO LEVEL THE PLAYING FIELD BETWEEN PUBLIC DISTRICTS AND CHARTER DISTRICTS, WHO HAVE MORE FLEXIBILITY AND AUTONOMY TO PROMOTE LOCAL CONTROL AND DECISION MAKING OVER HOW A DISTRICT OPERATES.
THE FIRST EXEMPTION IS THE SCHOOL START DATE EXEMPTION.
TRADITIONAL LAW WOULD NOT ALLOW US TO START SCHOOL BEFORE THE FOURTH MONDAY OF AUGUST.
THE NEXT EXEMPTION IS THE TEACHER CERTIFICATION EXEMPTION.
THIS FLEXIBILITY ALLOWS THE DISTRICT TO HIRE COMMUNITY COLLEGE INSTRUCTORS, UNIVERSITY PROFESSORS AND INDUSTRY EXPERTS WITH A MINIMUM OF THREE YEARS OF EXPERIENCE OR INTERNAL APPLICANTS SEEKING ASSIGNMENTS OUTSIDE OF THEIR TRADITIONAL CERTIFICATION AREAS.
ONE OF TODAY'S PROPOSED AMENDMENTS WOULD EXPAND THE EXEMPTION TO BROADEN THE DISTRICT'S ABILITY TO HIRE A WIDE RANGE OF APPLICANTS AS A RESULT OF THE CURRENT TEACHER SHORTAGE.
MISS ROWE WILL EXPLAIN HOW THIS AMENDMENT HAS BEEN REVISED TO BROADEN THE SCOPE OF THE DISTRICT'S FLEXIBILITY TO HIRE STAFF LATER IN THE PRESENTATION.
THE LAST FLEXIBILITY COVERS COLLABORATIVE DISCIPLINE AMONG CAMPUS ADMINISTRATORS.
OUR INNOVATION PLAN ALLOWS FOR US TO IMPLEMENT A MORE COLLABORATIVE APPROACH TO ADDRESSING DISCIPLINE BY ALLOWING MULTIPLE ADMINISTRATORS TO ADDRESS STUDENT DISCIPLINE ISSUES ON CAMPUSES.
MRS. GARCIA WILL EXPLAIN HOW THIS AMENDMENT HAS BEEN REVISED TO BROADEN THE DISTRICT'S ABILITY TO ADDRESS UPDATED INFORMATION FROM TEA AND THE TEXAS EDUCATION CODE REGARDING THE NOTIFICATION OF DISCIPLINARY REMOVALS AND ARREST.
THE COMMITTEE WILL TAKE QUESTIONS AT THE CONCLUSION OF TODAY'S PRESENTATION.
[02:50:08]
LOCATED IN THE LOWER RIGHT HAND CORNER OF EACH OF THEIR SLIDES.AT THIS TIME I WILL BEGIN BY PRESENTING THE FIRST I'M SORRY AT THIS TIME MS. ROWE WILL BEGIN PRESENTING THE FIRST PROPOSED REVISED AMENDMENT FOR THE CURRENT TEACHER CERTIFICATION AMENDMENT.
IT'S RIGHT THERE FOR YOU IF YOU NEED IT.
THANK YOU. GOOD EVENING, CHAIRMAN, COMMITTEE, DR.
I'M ATTICUS'S COUNTERPART FOR ELEMENTARY.
IT'S NICE TO BE WITH YOU THIS EVENING.
SO WE DID HAVE THIS ORIGINALLY IN OUR DOI PLAN.
AND AS WE KNOW, THAT HAS CHANGED OVER THESE LAST FEW YEARS SIGNIFICANTLY.
SO AT THE TIME, CAREER AND TECHNICAL PROGRAMING WAS REALLY WHERE WE NEEDED THE DOI FLEXIBILITY.
SO WHAT WE'RE RECOMMENDING AS FAR AS THE CHANGE IN THE FLEXIBILITY AND I KNOW YOU HAVE THIS IN YOUR HANDOUTS WOULD BE TO EXPAND THAT TO COVER PEOPLE WITH INDUSTRY EXPERIENCE, OTHER VARIETIES OF CERTIFICATION.
TWO OF MY MOST RECENT EXAMPLES WERE AT THE JOB FAIR EXCUSE ME, NTC TASPA.
HERE IN THE AREA, A RETIRED ENGINEER AND A RETIRED BANKER HAD APPROACHED ME ABOUT BECOMING A TEACHER AND WHAT WOULD BE REQUIRED AND HOW THEY COULD BECOME A TEACHER IN GARLAND ISD.
SO THIS WOULD ALLOW US THE FLEXIBILITY TO BRING THEM IN.
AND MATH WAS BOTH OF THEIR SPECIALTIES.
THE ENGINEER PARTICULARLY WAS INTERESTED IN SCIENCE.
AND RIGHT NOW, PRETTY MUCH EVERY AREA IS AN AREA OF NEED.
THERE'S MORE RECRUITERS THAN THERE ARE STUDENTS AT THIS TIME.
NOW, I'M OPTIMISTIC, AS IS MR. WISENER, AND WE HOPE THAT THAT PENDULUM SWINGS.
WE BELIEVE IT WILL, BUT IT'S GOING TO TAKE A COUPLE OF CYCLES OF UNIVERSITY YEARS TO GET THERE.
SO THAT'S PROPOSED AMENDMENT NUMBER ONE.
AND I'M GOING TO PITCH IT OVER TO MS. GARCIA. GO AHEAD, ATTICUS.
WELL, ALSO JUST I THINK IT'S IMPORTANT TO MENTION THAT THAT PROPOSAL IS GOING TO BE CRITICAL TO HELPING US BUILD THE GROW YOUR OWN PROGRAM AND THE PART OF THAT PROGRAM THAT'S GOING TO REALLY FOCUS IN ON TAKING OUR MOST TALENTED PARAPROFESSIONALS AND PUTTING THEM IN A VERY UNIQUE SITUATION WHERE PATTERNING IT AFTER SOME OTHER GROW YOUR OWN PROGRAMS IN LOCAL DISTRICTS.
SO WE'RE ASKING FOR THAT FLEXIBILITY SPECIFICALLY TO HELP BUILD THAT PROGRAM OUT.
SO I THINK THAT'S IMPORTANT TO MENTION.
AND THE DEIC, JUST SO I DON'T MISS MY IMPORTANT PART OF MY PRESENTATION HERE WAS THAT 75% OF OUR DEIC MEMBERS DID VOTE IN THE AFFIRMATIVE FOR THIS FLEXIBILITY. ALL RIGHT, MISS GARCIA.
OKAY. OUR SECOND PROPOSED AMENDMENT IS ALSO A REVISION OF A CURRENT DOI FLEXIBILITY THAT ALLOWS OUR ADMINISTRATORS ON OUR CAMPUS TO FOCUS ON DISCIPLINE INSTEAD OF HAVING ALL OF JUST ONE ADMINISTRATOR FOCUS ON DISCIPLINE.
THIS IS GOING TO HAVE FLEXIBILITY OF ALL OF OUR ADMINISTRATORS AND THIS IS A REVISION OF A CURRENT DOI FLEXIBILITY.
SO IF YOU NOTICE, THE HIGHLIGHTED BLUE SECTION IS JUST AN UPDATED VERSION OF OUR CURRENT FLEXIBILITY.
AND IF YOU NOTICE HERE WE HAVE 80% OF OUR DEIC VOTING FOR THIS ONE, 80%.
AND THIS IS OUR CAMPUS BEHAVIOR COORDINATOR.
AND THIS IS JUST SIMPLY ALLOWING ALL OF OUR ADMINISTRATORS TO DO DISCIPLINE.
AND THEN OUR NEXT ONE IS ALSO RELATED TO OUR STUDENT CODE OF CONDUCT IN CHAPTER 37, AND IT IS OUT OF SCHOOL SUSPENSIONS FOR STUDENTS BELOW GRADE THREE.
AND CURRENTLY CHAPTER 37 DOES NOT ALLOW ADMINISTRATORS TO SUSPEND STUDENTS BELOW GRADE THREE.
[02:55:08]
BUT THIS PROPOSED INNOVATION WOULD GIVE OUR ADMINISTRATORS FLEXIBILITY TO MAINTAIN SAFETY AND AN ORDERLY ENVIRONMENT WHEN NEEDED AND IF NEEDED, THEY WOULD BE ABLE TO SUSPEND STUDENTS BELOW GRADE THREE IF NEEDED.WE WOULD DEVISE A PROCESS FOR ADMINISTRATORS TO RECOMMEND WHEN NEEDED TO SUSPEND STUDENTS BELOW GRADE THREE WHEN THEY FEEL LIKE IT IS NEEDED TO MAINTAIN AN ORDERLY ENVIRONMENT.
THE NEXT FLEXIBILITY WE'RE LOOKING AT IS OUR LOCAL CLASS SIZE FOR GRADES, PRE-K THROUGH FOUR.
WE DID INCLUDE IN THIS FLEXIBILITY THE PROVISION THAT ONCE WE REACHED 24 IN A PARTICULAR CLASSROOM, THAT WE WOULD LOOK AT HIRING ANOTHER TEACHER IN ORDER TO SPLIT THOSE CLASSROOMS. THIS ALLOWS US TO, OF COURSE, ADDRESS THE TEACHER SHORTAGE.
BUT THIS FLEXIBILITY ALSO ALLOWS US OTHER CONSIDERATIONS.
FOR INSTANCE, ALLOWING A STUDENT WHO MOVES IN MID-YEAR TO BE ABLE TO ATTEND THEIR NEIGHBORHOOD SCHOOL INSTEAD OF PLACING THEM ON A BUS AND TRANSPORTING THEM ACROSS THE DISTRICT TO ANOTHER CAMPUS THAT HAS AN OPENING.
IT ALSO ALLOWS FOR THINGS FOR US TO BE ABLE TO SUPPORT STUDENTS AT DIFFERENT TIMES OF THE SCHOOL YEAR, AS WE HAVE REQUESTED WAIVERS FOR THE PAST TWO YEARS.
IT'S BEST THAT WE REQUEST THOSE, OF COURSE, EARLY ON IN THE SCHOOL YEAR.
IT BECOMES MORE DIFFICULT TO REQUEST THEM LATER IN THE SCHOOL YEAR BECAUSE WE'RE WE'RE TRYING TO BALANCE THINGS OUT A LITTLE BIT BETTER THROUGHOUT THE REST OF THE SCHOOL YEAR. OF COURSE, WE'RE ALSO LOOKING AT AVAILABLE CLASS SIZE AND THE NEED TO HIRE ADDITIONAL TEACHERS.
ROBERT. SORRY, MR. GLICK. SO BASED ON THIS WORDING, REALLY, ANY NUMBER IS ACCEPTABLE.
NOT ACCEPTABLE, BUT POSSIBLE, RIGHT? WELL, THE HIGHEST WE WOULD LOOK AT GOING WOULD BE 24 TO 1.
THAT'S WHAT WE'VE MAINTAINED OVER THE PAST TWO YEARS.
WE'RE NOT LOOKING AT FOREGOING THE STIPULATIONS THAT THE STATE HAS PUT INTO PLACE.
WE WILL DEFINITELY SEND THOSE NOTIFICATIONS AND IT DOES NOT EXCUSE US FROM, OF COURSE, LETTING YOU ALL, AS A SCHOOL BOARD KNOW, ANY TIME THAT WE EXCEED THE 22 TO 1 CAP.
BUT THE LANGUAGE DOESN'T SAY YOU WILL STOP AT 24.
IT JUST SAYS YOU'LL CONSIDER ANOTHER TEACHER.
SO IT COULD GO HIGHER THEN, RIGHT? IT COULD, BUT IT HAS NOT.
AND OUR COMMITMENT IS 24 TO 1.
OKAY. JUST ONE QUESTION CHAIR.
I DON'T KNOW WHO TO ASK THIS FOR.
IS THERE A THRESHOLD ON THE VOTES WHEN THESE VOTES? I SEE IT HAS TO BE ABOVE.
IS IT JUST 50% OR GREATER TO PASS? YES, IT'S THE MAJORITY.
IT'S THE MAJORITY. STRAIGHT MAJORITY.
OKAY. BECAUSE THIS IS THE ONE THAT RECEIVED THE LOWEST PERCENTAGE, OBVIOUSLY.
ADDITION NUMBER THREE, LOSS OF CREDIT, 90% ATTENDANCE RULE.
ALL ABSENCES ARE CONSIDERED, EVEN THOSE THAT MAY HAPPEN DUE TO A JUSTIFIABLE REASON.
FLEXIBILITY WITH THIS LAW WILL HELP US ALLOW CAMPUSES TO DETERMINE MASTERY OF A COURSE AND
[03:00:01]
DETERMINE WHETHER A STUDENT SHALL RECEIVE A FINAL GRADE.AND FLEXIBILITY WILL RELIEVE SOME OF THE TASKS THAT CAMPUSES FACE WITH SUPPORTING MAKE UP HOURS.
DEIC VOTE COUNT OF 79% PASSES.
GOOD EVENING. SO TEXAS EDUCATION CODE 25.036 ALLOWS A STUDENT TO TRANSFER ANNUALLY FROM THE STUDENT'S SCHOOL HOME DISTRICT OF RESIDENCE TO ANOTHER DISTRICT ACROSS THE STATE.
THE TRANSFER CAN BE REVOKED AT THE END OF THE SCHOOL YEAR.
WE ARE PROPOSING TO RESCIND A NONRESIDENT TRANSFER AT ANY TIME DURING THE SCHOOL YEAR BASED ON NOT MEETING EXPECTATIONS FOR BEHAVIOR, ATTENDANCE AND ACADEMIC EFFORTS.
AND THE DEIC VOTE COUNT WAS AT 81%.
YES. I'M NOT SURE I'M UNDERSTANDING.
SO THIS PROPOSED AMENDMENT WOULD JUST BE FOR STUDENTS THAT ARE NOT IN OUR DISTRICT? THAT IS CORRECT. IT WOULD BE FOR STUDENTS THAT LIVE OUTSIDE OF THE GISD BOUNDARY.
BUT I THOUGHT THAT WE ALREADY WILL REMOVE THEM IF THEY DON'T MEET OUR STANDARDS? RIGHT. SO IF THEY'RE THEY COME TO US LIKE FOR OPEN ENROLLMENT, WE DO HAVE A CRITERIA THAT THEY HAVE TO MEET.
AND SO LET'S SAY THAT THEY DO COME WITH US.
AND SO WHAT WE ARE PROPOSING IS THAT ONCE WE START SEEING CONCERNS, WE COULD REVOKE THEIR TRANSFER.
THE NEXT PROPOSED ADDITION NUMBER FIVE IS IN REGARDS TO OUR GRADE SEVEN REQUIRED READING INSTRUMENT.
THE STATUTE CURRENTLY STATES THAT STUDENTS WHO ARE UNSUCCESSFUL ON THE READING LANGUAGE ARTS, STAAR TEST AND GRADE SIX MUST BE ADMINISTERED IN ADDITIONAL 7TH GRADE FLUENCY ASSESSMENT.
THEY GAVE US A VERY SHORT LIST OF TWO TO CHOOSE FROM.
WE CHOSE THE TEXAS MIDDLE SCHOOL FLUENCY ASSESSMENT.
HOWEVER, OVER THE LAST SEVERAL YEARS, WE HAVE REALLY BEEN TRYING TO FOCUS ON MAXIMIZING INSTRUCTIONAL MINUTES AND BALANCING THAT WITH THE AMOUNT OF INSTRUCTIONAL MINUTES SPENT ON ASSESSMENTS.
AND SO WE FEEL VERY CONFIDENT THAT OUR NWEA MAP ASSESSMENT GIVES US REALLY GREAT DATA AS FAR AS HOW TO ADDRESS INDIVIDUAL SKILL GAPS FOR THOSE SIXTH GRADE STUDENTS ENTERING INTO SEVENTH GRADE.
AND SO TO AVOID REDUNDANCY, WE'RE REQUESTING A FLEXIBILITY TO USE NWEA MAP AND ELIMINATE THE STATE MANDATED SEVENTH GRADE MIDDLE SCHOOL FLUENCY ASSESSMENT AND THE DEIC VOTE COUNT WAS AT 81%.
ALL RIGHT. ADDITION NUMBER SIX IS IN REGARDS TO MENTOR TEACHERS.
CURRENTLY, THE STATUTE REQUIRES THAT WE ASSIGN A BRAND NEW TEACHER A 1 TO 1 MENTOR, AND THE STATUTE OUTLINES THAT IT SHOULD BE SOMEONE THE SAME GRADE LEVEL CONTENT AREA WITH A MINIMUM OF THREE YEARS OF SUCCESSFUL CLASSROOM EXPERIENCE.
HOWEVER, DUE TO THOSE SHORTAGES, WHAT OUR PRINCIPALS ARE FINDING IS THAT SOMETIMES THEY DON'T HAVE SOMEONE ON THE SAME GRADE LEVEL CONTENT AREA WHO ALSO HAS THREE YEARS OF SUCCESSFUL TEACHING EXPERIENCE.
SO WE WOULD LIKE TO ALLOW THEM THE FLEXIBILITY TO ASSIGN SOMEONE POTENTIALLY WITH TWO YEARS OF SUCCESSFUL TEACHING EXPERIENCE OR SOMETHING OUTSIDE OF THAT CONTENT AREA OR GRADE LEVEL TO BE A MENTOR TO THAT BRAND NEW TEACHER.
AND DEIC VOTE COUNT ON THIS WAS AT 77%.
ALL RIGHT. NUMBER SEVEN, THE NEW PROPOSED AMENDMENT.
THIS ADDRESSES PROBATIONARY CONTRACTS.
SO I'LL TALK ABOUT ADDITION NUMBER 8 TO THE DOI.
[03:05:04]
THIS REALLY HAS TO DEAL WITH EDUCATION CODE CHAPTER 21, SECTION 404, WHICH PROTECTS TEACHER PLANNING TIME.THEY HAVE TO BE IN INCREMENTS, NO SMALLER THAN 45 MINUTES AT A TIME.
THEY CAN BE IN LARGER INCREMENTS.
THEY CAN'T BE ANY SMALLER INCREMENTS THAN THAT.
COMMISSIONERS RULINGS ON ABOUT WHETHER TEACHERS CAN VOLUNTARILY GIVE AWAY THEIR PLANNING TIME.
IT'S VERY NEBULOUS, BUT WE'RE ASKING FOR IS THAT ANY TEACHER WHO VOLUNTARILY WANTS TO GIVE AWAY SOME OF THAT 450 MINUTE PLANNING TIME TO DO A NUMBER OF DIFFERENT THINGS, WHICH I COULD ILLUSTRATE A NUMBER OF DIFFERENT SCENARIOS WHERE THAT MIGHT NEED TO BE THE CASE.
IF THEY SIGN A WAIVER THAT WE CAN EXEMPT OURSELVES FROM THAT PART OF THE STATUTE.
ANY QUESTIONS? MR. GLICK. YES, SIR.
I WOULD JUST CAUTION YOU, I HAVE READ SOME OF THE COMMISSIONER DECISIONS ON THIS AND I THINK THERE BECOMES A CULTURE IN A CERTAIN SCHOOL THAT EVEN THOUGH EVERYBODY'S DOING IT, SO I HAVE TO DO IT ALSO, OR I SHOULD DO IT.
YES, SIR. MS. STANLEY. AND PERCENTAGE PASSED WITH 72%.
CAN YOU GIVE ME SOME SUGGESTIONS? BECAUSE WHEN I READ THIS, THE FIRST THING I THINK OF IS I'M GOING TO BE SHAMED INTO GIVING UP MY PLANNING TIME BECAUSE THAT'S WHAT HAPPENS.
SO CAN YOU GIVE ME SOME LEGITIMATE REASONS WHY A TEACHER WOULD VOLUNTARILY GIVE IT UP? SURE. LET'S SAY A TEACHER WANTS TO COVER SOMEONE'S CLASS.
OKAY. LET'S SAY A MIDDLE SCHOOL TEACHER RIGHT THEY ARE CURRENTLY TEACHING SIX OF EIGHT ONE PERIOD IS A CLC PERIOD, AND THE OTHER PERIOD IS A CONFERENCE. THEY COULD NEVER DO THAT AT A MIDDLE SCHOOL.
I HAD A SITUATION IN A HIGH SCHOOL THIS YEAR WHERE I HAD SEVERAL CTE TEACHERS THAT WERE TEACHING SEVEN OF EIGHT BECAUSE OF PROGRAMMATIC AND ENROLLMENT SITUATIONS IN THAT PROGRAM. THEN WE HAD A CTE TEACHER LEAVE THE MIDDLE OF THE YEAR, AND THOSE OTHER THREE CTE TEACHERS AGREED TO TEACH AND HELP ON THEIR CONFERENCE WITH THOSE KIDS IN THOSE CLASSES.
WELL, THAT BECOMES AN ISSUE BECAUSE TECHNICALLY THEY CAN'T DO THAT.
THE COMMISSIONER'S DECISIONS THAT I HAVE READ, JUST KIND OF PIGGYBACKING ON WHAT LARRY WAS SAID, WAS THAT IF THEY CAN VOLUNTEER THE TIME AWAY FOR NON INSTRUCTIONAL ACTIVITIES, I.E.
THE COMMISSIONER'S RULINGS THAT I HAVE SEEN DISALLOW THEM FROM PARTICIPATING IN INSTRUCTIONAL ACTIVITIES VOLUNTARILY, LIKE TEACHING AN ADDITIONAL CLASS THAT INFRINGES UPON THAT 450 MINUTES.
I THINK THOSE SCENARIOS ARE NOT COMMON, BUT THEY ARE CERTAINLY POSSIBLE.
AND I SEE THEM MORE OFTEN NOW WITH, YOU KNOW, WITH THE SUB SHORTAGE AND THINGS LIKE THAT.
SO I THINK IT WOULD BE A HUGE RESPONSIBILITY ON THE DISTRICT TO BE CAREFUL THAT WE DIDN'T LET A CULTURE OF TAKING THAT AWAY OR SHAMING PEOPLE INTO DOING THAT BECAUSE THAT TIME SHOULD BE SACRED.
THAT SHOULD BE OUR DEFAULT MODE.
BUT I THINK THERE ARE EXCEPTIONAL CIRCUMSTANCES WHERE IF A TEACHER WANTS TO GIVE IT AWAY AND THEY SIGN SOMETHING SHOWING THAT THEY'RE OKAY WITH THAT, WHICH IS WHAT THE AMENDMENT CAPTURES, I THINK IT WOULD BE FINE, BUT WE'D HAVE TO BE.
YOU KIND OF ENVISION IT NOT DOING IT WOULDN'T BE AN ONGOING EVERY YEAR.
NO, IT WOULD BE A VERY UNIQUE SITUATION.
AT THE HIGH SCHOOL THAT I MENTIONED, I NEEDED TO BE ABLE TO COMPENSATE THOSE TEACHERS FOR HELPING COVER BUT IT BECAME VERY DIFFICULT BECAUSE I WAS ALREADY COMPENSATING THEM FOR TEACHING SEVEN OF EIGHT.
YES, MA'AM. ANYTHING ELSE? SO ONE OF THE THINGS THAT I WANT TO I WANT TO SAY ABOUT THIS, THE MOST COMMON THING WE JUST SAW WAS THE AMOUNT OF ARDS THAT A TEACHER HAS.
AND SO THEN WHEN THE TEACHER HAS AN ARD, RIGHT.
[03:10:01]
IT'S NOT DURING THEIR CONFERENCE, IT'S DURING THE INSTRUCTIONAL DAY.AND THEY'RE LIKE, YOU'RE ALWAYS PULLING ME OUT OF THIS CLASS, RIGHT? OR YOU'RE ALWAYS, I NEED TO BE IN THE CLASS.
SO THIS ALLOWS THAT FLEXIBILITY.
THE OTHER THING I SEE AND THEY PUT IT IN HERE IS PLCS.
AND YOU DON'T WANT TO SAY, WELL, YOU CAN'T JOIN.
IT'S YOUR CONFERENCE. AND, YOU KNOW, THIS GIVES.
REMEMBER, WE DON'T WANT THAT CULTURE OF TAKING IT AWAY.
THANK YOU. AND WHILE WE'RE ON IT, I WANT TO ADDRESS THE 24 TO 1.
WE'RE DOING THAT ANYWAY WITH ALL THE WAIVERS AND THE PAPERWORK.
THAT'S A PRACTICE WE'RE ALREADY DOING.
BUT IT ELIMINATES ALL THE WAIVERS THAT WE HAVE TO GO THROUGH.
MY QUESTION WAS THE WORDING HERE ALLOWS US TO GO BEYOND 24 AND THINK ABOUT DOING SOMETHING.
THAT'S AN ARTIFICIAL CAP THAT WE PUT ON THAT BEFORE WE CAN TRY TO FIND SOMEBODY NO, NO, NO. AFTER 22, WHEN WE APPLY FOR A WAIVER, THERE'S NO CAP AFTER THAT.
RIGHT. BUT WE'VE HAD TO DO THE FIRST STEP OF GETTING THE WAIVER.
NOW WE DON'T HAVE TO GET A WAIVER AT ALL.
IF I UNDERSTAND THE LANGUAGE AND WE DON'T HAVE TO STOP AT 24, THAT'S THAT'S MY ONLY PROBLEM WITH IT.
WELL, THE ONLY THING ABOUT THAT, I JUST WANT YOU TO THINK OF IT THIS WAY.
WE DON'T EVEN HAVE TO STOP AT 24 NOW.
BUT WE DO, RIGHT? EVEN THOUGH WE HAVE TO APPLY FOR A WAIVER, WE DO.
WE DON'T WANT HUGE CLASSROOMS. WE DON'T.
WITH TEACHER SHORTAGES IT'S ALLOWED US TO COMBINE CLASSES AND DO A LOT OF THINGS.
I JUST WANTED, I DIDN'T WANT IT TO SOUND LIKE IT'S A NEW THING.
OH MY GOSH, WHAT WE'RE DOING, YOU KNOW, WE DO NOT WANT TO GO OVER 24 AND THAT'S OUR GOAL.
YOU AND I HAVE HAD THAT PHILOSOPHICAL DISCUSSION MORE THAN ONCE.
[LAUGHTER] YEAH, I JUST DIDN'T WANT TO THINK THE PUBLIC THINKING IT'S NEW.
AND RIGHT NOW OUR CURRENT LEGISLATION IS IT ALLOWS US TO EJECT AN UNRULY PERSON FROM ONE OF OUR FACILITIES.
HOWEVER, OUR CURRENT POLICY REQUIRES CUMBERSOME AND UNNECESSARY PAPERWORK AND UNNECESSARY AND BURDENSOME STEPS THAT OFTEN ADD TO SOME OF THE ACTUAL TENSION THAT HAPPENS WHEN MAYBE AN ADMINISTRATOR OR ONE OF OUR POLICE OFFICIALS HAVE TO EJECT SOMEONE FROM A SCHOOL FACILITY.
IT MIGHT BE A BASKETBALL GAME OR A FOOTBALL GAME, OR IT MAY BE ONE OF OUR SCHOOLS.
AND SO RIGHT NOW, POLICY REQUIRES A VERBAL WARNING AND DOCUMENTATION THAT EVEN IF THE PERSON DOES NOT EVEN NEED TO BE EJECTED.
SO WE ARE PROPOSING FLEXIBILITY THAT JUST KIND OF SKIPS OVER SOME OF THAT DOCUMENTATION AND SOME OF THE UNNECESSARY PAPERWORK THAT COULD LEAD TO SOME OF THAT ADDITIONAL ESCALATION.
AND SO THIS WAS VOTED IN AT 81%.
I'M A LITTLE CONFUSED BY THIS ONE BECAUSE IS THIS REFERRING SPECIFICALLY TO, LIKE DISTRICT EVENTS AND THINGS OF THAT NATURE? BECAUSE OBVIOUSLY IF SOMEONE'S NOT AUTHORIZED AND THEY'RE ON A CAMPUS, WE HAVE THE RIGHT TO EJECT THEM IMMEDIATELY, RIGHT? NO, NO, NO.
IT CURRENT POLICY REQUIRES A VERBAL WARNING CURRENTLY AND DOCUMENTING OF THAT VERBAL WARNING.
SO IF WE SUSPECT THERE'S SOME CREEPSTER THAT'S ROAMING THE HALLS OF THE SCHOOL, WE HAVE TO SAY PRETTY PLEASE, WOULD YOU LEAVE FIRST AND THEN WRITE IT DOWN? WELL, CURRENTLY.
[LAUGHTER] CURRENT POLICY REQUIRES US TO A VERBAL WARNING.
[03:15:01]
YES. OKAY.IT'S THE FIRST I'VE EVER HEARD OF THIS.
EVEN IF WE DO NOT EJECT THAT PERSON.
IT IS SAD THAT THIS HAS TO BE AN INNOVATION.
IT'S AND SO THIS THE CURRENT WE ARE JUST PROPOSING SOMETHING THAT JUST KIND OF CLARIFIES AND SIMPLIFIES AND IT REALLY PROTECTS OUR SCHOOLS.
WE AUTHORIZED MILLIONS OF DOLLARS.
THEY'RE AUTHORIZED OR AT LEAST UNFUNDING MANDATING US TO DO THIS.
BUT AT THE END OF THE DAY, THIS COSTS NOTHING.
AND ALL THEY DO IS SAY, YEAH, YOU CAN KICK PEOPLE OUT IF YOU FIND THEM IN THE SCHOOL.
IF SOMEONE IS UNRULY OR UNSAFE I MEAN, WE'RE GOING TO DO EVERYTHING WE CAN TO DOCUMENT THAT.
CURRENT POLICY ALSO REQUIRES US TO HAVE THE APPEALS, TO DOCUMENT THAT AND TO GIVE THAT PERSON THE APPEAL POLICY AND TO HAVE THAT ON EVERY CAMPUS WEBSITE AND DISTRICT WEBSITE.
AND THAT IS UNNECESSARY AS WELL.
SO WE'RE WANTING TO SIMPLIFY THAT.
WHAT DID THAT ONE PASS WITH? 81? WHO ARE THE 19% THAT VOTED AGAINST? IT'S THE HIGHEST. [LAUGHTER] NOT EVERYBODY WAS THERE THAT VOTED.
IT WAS 90% OF THE PEOPLE THAT SHOWED UP.
THEY VOTED FOR IT. I FEEL CONFIDENT I HAVE THE MOST EXCITING ONE.
ACCORDING TO CURRENT STATUTE, DISTRICTS CAN GO MUST GO OUT TO CONTRACT FOR A NEW DEPOSITORY.
THEY CAN GO OUT SEVERAL CONTRACT OF TWO YEARS AND THEN IF THE DISTRICT AND THE DEPOSITORY, THE BANK AGREES, THEY CAN CONTINUE FOR UP TO A THREE ADDITIONAL TWO YEAR TERMS. THIS PROPOSED AMENDMENT ALLOWS JUST ONE ADDITIONAL TWO YEAR TERM IF THE DISTRICT AGREES.
EVERY TWO YEARS, THE DISTRICT WILL DO A REVIEW OF THE CURRENT RELATIONSHIP AND THE EFFECTIVENESS AND THE COST OF THE DISTRICT TO DETERMINE IF THIS IS SOMETHING WE WOULD WANT TO DO.
JUST KEEP IN MIND, WE DID DO A NEW DEPOSITORY THIS YEAR.
IN DECEMBER, WE CHANGED TO WELLS FARGO.
WE'VE BEEN CHANGING OVER TO WELLS FARGO AND IN THIS EXAMPLE THAT WE DID THIS YEAR, WE WOULD NOT HAVE UTILIZED THIS FLEXIBILITY BECAUSE MOVING TO WELLS FARGO DID PROVE TO BE THE MOST EFFICIENT AND COST SAVING MOVE FOR THE DISTRICT.
AND IT JUST JUST DUE TO ALL THE ITEMS THAT IT TAKES TO CHANGE A BANK.
ANY QUESTIONS? MS. GRIFFIN. YES, I'D LIKE TO GO BACK, IF I COULD, MR. CHAIR. YES. OKAY.
THE BEHAVIOR COORDINATOR OR THE COLLABORATIVE YOU JUST WAS WAITING FOR ME TO ASK.
WHAT DO WE THINK THIS MODIFICATION IS GOING TO DO FOR THE BEHAVIORAL ISSUES THAT WE'RE HAVING NOW? WELL, THIS IS ONE THAT ALL WE CHANGED, THAT WE ALREADY HAD IT IN THERE.
AND IT AND AGAIN, IT HAS A COLLABORATIVE APPROACH.
I HAVE NO IDEA WHY THE STATE WOULD WANT ONE ADMINISTRATOR CONDUCTING DISCIPLINE.
OBVIOUSLY, THAT DECISION WAS YEARS AGO.
I DON'T THINK IT COULD BE DONE TODAY.
SO THIS HAS NO EFFECT ON THE BEHAVIORS THAT ISSUES THAT WE NEED TO CURRENTLY ADDRESS. OKAY. THANKS.
OKAY. MR. GLICK. I WASN'T GOING TO BRING IT UP, BUT I'M JUST SECOND GRADERS REALLY? ON THE SUSPENSIONS? ONLY IF IT IS COMPLETELY NECESSARY.
AND WE WOULD DO A REPORT AT THE END OF THE YEAR TO THE BOARD ON ANY STUDENT THAT NEEDS TO BE THAT IF WE HAD TO SUSPEND A STUDENT.
UP TO AND INCLUDING PRE K? YES, SIR. IF NEEDED.
[03:20:02]
OKAY. MS. STANLEY. ONLY IF NECESSARY.MR. GLICK, I WANT TO RESPOND TO YOU BECAUSE I ACTUALLY GOT PULLED ASIDE BY SOME SUBSTITUTE TEACHERS THAT HAVE GIVEN UP SUBSTITUTE TEACHING PRE K FIRST, SECOND AND THIRD GRADE BECAUSE OF THE VIOLENT FOUL BEHAVIOR OF THOSE KIDS.
IT IS A TRUE TRUE PROBLEM AND THERE'S NOTHING THEY CAN DO ABOUT IT.
AND I KNOW YOU THINK A PRE K, THIS IS THE WORLD WE'RE LIVING IN.
I WOULDN'T HAVE EXPECTED IT WOULD BE HERE IF THAT WASN'T THE ISSUE.
IT'S JUST IT'S JUST HARD TO ACCEPT.
IT'S JUST HARD. YEAH, IT REALLY IS HARD.
ALL RIGHT. AND SO, MR. JOHNSON, JUST TO POINT OUT ON THAT EJECTION AMENDMENT, 100% OF ALL THE VOTING MEMBERS THAT WERE PRESENT VOTED YES.
THANK YOU FOR THAT CLARIFICATION.
AND I WOULD LIKE TO POINT OUT THAT MS. MAYO BETTER BE VERY THANKFUL THAT JAMIE MILLER WASN'T HERE.
[LAUGHTER] HE'S PROBABLY LISTENING.
I'M SORRY. GO AHEAD. NO, YOU'RE GOOD.
WE MET QUORUM AT 78 OF THE 96 DEIC MEMBERS PRESENT AT THE PUBLIC MEETING.
THE 12 PROPOSED AMENDMENTS WERE HEARD BY THE DEIC MEMBERS AND THEIR FEEDBACK WAS DOCUMENTED.
I WOULD LIKE TO GIVE A SPECIAL THANKS AT THIS TIME TO MS. JOYNER, WHO'S NOT HERE, WHO LED THE DEIC COMMITTEE, AS WELL AS DR.
CADDELL FOR YOUR FEEDBACK AND YOUR HELP AND EXPERTISE IN THAT AREA AS WELL.
AS WELL AS TALKING TO THE TEACHER TASK FORCE AND ALL OF THE MEMBERS THAT ARE SITTING HERE TODAY FOR YOUR TIME AND YOUR COMMITMENT, AS WELL AS ALL THE DEIC MEMBERS WHO MADE THIS PROCESS A SMOOTH ONE AND PROVIDING KEY FEEDBACK.
SO I JUST WANTED TO POINT THAT OUT BEFORE WE END IT.
AND ON THE LAST SLIDE, ON BEHALF OF THE DOI LEADERSHIP COMMITTEE, I AM RECOMMENDING THE APPROVAL OF THE 12 PROPOSED AMENDMENTS PRESENTED TO YOU THIS EVENING. IF APPROVED, THE NEXT STEP IS TO PRESENT THIS EVENING'S PRESENTATION AT THE NEXT BOARD OF TRUSTEES MEETING ON JUNE 27TH FOR FINAL APPROVAL.
AND THAT CONCLUDES OUR PRESENTATION AT THIS TIME.
ARE THERE ANY FURTHER QUESTIONS? THANK YOU FOR THAT PRESENTATION.
TRUSTEES, ARE THERE ANY MORE QUESTIONS? THIS WILL COME FOR US OR TO US FOR APPROVAL OUR JUNE GENERAL MEETING.
ALL RIGHT. MOVING ON TO ITEM 5, CONSIDER APPROVAL OF WAIVER MISSED SCHOOL DAYS AND LOW ATTENDANCE.
GOOD EVENING, CHAIRMAN SELDERS, TRUSTEES, AND DR.
LOPEZ. I'M HERE THIS EVENING TO DISCUSS THE ATTENDANCE WAIVERS WE MUST REQUEST DUE TO SPRING EVENTS.
LOW ATTENDANCE FOR LOW ATTENDANCE WAIVER STUDENTS ATTEND BUT THE STUDENTS, THE ATTENDANCE RATE FELL AT LEAST TEN POINTS BELOW THE OVERALL ATTENDANCE FOR THE PREVIOUS SCHOOL YEAR.
AND THIS OCCURRED DUE TO WEATHER HEALTH OR SAFETY RELATED REASONS.
EACH OF THESE WAIVERS MAY BE REQUESTED FOR THE ENTIRE DISTRICT OR FOR SPECIFIC CAMPUSES.
THE NEXT SLIDE WILL SHOW YOU THE SPECIFIC WAIVER WE ARE REQUESTING FOR EACH DAY.
ON APRIL 11TH YOU MAY REMEMBER WE HAD A POWER OUTAGE AT STEPHENS ELEMENTARY SCHOOL.
AND FOR THAT DAY, WE'RE REQUESTING A MISSED SCHOOL DAY WAIVER.
[03:25:01]
ON MAY 3RD THROUGH FIFTH WE ARE REQUESTING A LOW ATTENDANCE DAY WAIVER AND FOR THOSE DAYS AT GARLAND HIGH SCHOOL, WE HAD A SAFETY ISSUE.THE ATTENDANCE RATE FOR THOSE DAYS ARE LISTED BELOW ON THE ACTUAL DAY OF THE INCIDENT.
ON THE FOLLOWING DAY IT WAS ONLY 80% AND DID NOT REBOUND BY THE END OF THE WEEK.
SO THE ACTUAL EVENT OCCURRED ON A WEDNESDAY AND ATTENDANCE STILL SUFFERED UNTIL FRIDAY OF THAT WEEK.
WHAT IS IT? THEY SAY IT'S MAY 3RD THROUGH FIFTH.
I THINK THE DOWNLOADS JUST A LITTLE WEIRD FROM OUR GOOGLE SLIDE, WHICH IS HOW I SUBMIT THEM.
SO MAY 3RD THROUGH FIFTH, AND THE DATES ARE LISTED THERE AT THE BOTTOM OF THE SLIDE.
SO ARE THERE ANY QUESTIONS? TRUSTEES, ARE THERE ANY QUESTIONS? OKAY. THANK YOU.
TRUSTEES. WE HAVE THIS FINAL ITEM THAT'S COME IN FOR ACTION ON OUR JUNE MEETING.
THIS IS AN OUT OF CYCLE PRESENTATION.
THIS IS SOMETHING TYPICALLY WE BRING TO YOU IN DECEMBER, JANUARY TIME LINES.
THE REASON FOR THIS KIND OF OUT OF CYCLE PRESENTATION IS THE STATE BOARD OF EDUCATION HAS MADE SOME UPDATES FOR THE UPCOMING SCHOOL YEAR THAT WE NOW NEED TO INTEGRATE INTO OUR LOCAL APPROVED COURSES.
THE FIRST COURSE IS CAREER AND COLLEGE EXPLORATIONS TO OUR MIDDLE SCHOOL STUDENTS.
IT'S EXISTING STAFF, EXISTING RESOURCES.
THERE WILL BE A NEW PEIMS ID, WHICH THEY ACTUALLY AREN'T RELEASING UNTIL NEXT MONTH, BUT THIS WILL JUST HELP US GEAR UP TO BE ABLE TO OFFER THIS COURSE TO OUR MIDDLE SCHOOL STUDENTS IN THE FALL.
SIMILARLY, THEY HAVE RELEASED A PERSONAL FINANCIAL LITERACY AND ECONOMICS COURSE.
THIS IS IN ADDITION TO OUR CURRENT PERSONAL FINANCIAL LITERACY COURSE.
AND SO WE'RE NOT PLANNING FOR ANY NEW ADDITIONAL STAFF OR INSTRUCTIONAL MATERIALS BECAUSE THEY'RE ALL GOING TO BE ADOPTED THROUGH OPEN EDUCATIONAL RESOURCE, WHICH MEANS THAT THEY WILL BE FREE.
AND THEN FINALLY, SINCE WE WERE ALREADY BRINGING FORWARD TO YOU SOME NEW COURSE REQUESTS, WE HAVE TAKEN A LOOK AT SOME OF OUR CURRENT COURSES, SPECIFICALLY OUR ACADEMIC DECATHLON COURSES.
UP UNTIL THIS POINT THOSE ARE OFFERED FOR LOCAL GRADUATION CREDIT.
THAT MEANS THEY DON'T ACTUALLY SATISFY A STUDENT'S GRADUATION REQUIREMENTS AND IN SOME CASES HAVE NOT CONTRIBUTED GRADE POINT WEIGHT AVERAGES, AND THAT'S A SIGNIFICANT AMOUNT OF WORK. SO WE HAVE ALREADY MADE ADJUSTMENTS TO TWO OF OUR ACADEMIC DECATHLON CLASSES TO MAKE THEM STAY CREDIT BEARING COURSES ALIGNED TO TEKS THAT ARE ASSOCIATED WITH THOSE PEIM SERVICE IDS.
WHAT WE'D LIKE TO DO IS CREATE A FIVE YEAR PATHWAY SO A STUDENT COULD ACTUALLY START IN ACADEMIC DECATHLON AS EARLY AS EIGHTH GRADE, EARNING HIGH SCHOOL GRADUATION CREDIT AND HONORS GRADE POINT WEIGHTS.
AND SO THAT'S WHAT THIS COURSE SEQUENCE WOULD GIVE US, A FULL FIVE YEAR PATH.
AND THAT'S IT. ANY QUESTIONS? MS STANLEY. I SWEAR I'LL BE QUICK.
SO. AND THESE OTHER THE REALIGNMENTS, THEY'RE NOT GOING TO CREATE ADDITIONAL.
THEY'RE JUST EXISTING CLASSES.
EXISTING STAFF? YES. REALIGNMENT? YES.
ANY OTHER QUESTIONS. WE DO HAVE A REQUEST FROM TRUSTEE, I THINK, ON A BARBECUE CLASS.
MR. JOHNSON. I'LL SPEAK TO MR. BRUMAN. YEAH.
[03:30:01]
NO, THAT'S NOT WHAT I SAID.[LAUGHTER] BUT IT'S TOO LATE TO CLARIFY MY COMMENTS.
THANK YOU. BRINGS US TO EXECUTIVE SESSION.
DR. LOPEZ, ARE THERE ANY EXECUTIVE SESSION? NO, SIR. ALL RIGHT.
ALL RIGHT. SINCE THERE ARE NO EXECUTIVE SESSION ITEMS, DO I HAVE A MOTION FOR ADJOURNMENT?
[VII. Adjournment]
SO MOVED. ALL RIGHT.MEETING ADJOURNED AT 10:17.
* This transcript was compiled from uncorrected Closed Captioning.