[00:00:02]
[I. Call to Order and Determination of Quorum]
WE HAVE A QUORUM PRESENT.MS.. HOGAN ARE THERE ANY PUBLIC FORUM COMMENTS? WE'RE GOING TO ROLL THROUGH. WE GOT A LOT OF INFORMATION THIS EVENING TO GET THROUGH.
ALL OF THEM WILL BE INFORMATION ITEMS. AS I CAN TELL, THERE'S NO ACTION ITEMS THAT WE'LL BRING FORWARD TO OUR SEPTEMBER BOARD MEETING.
YES, WE WILL NOW HAVE OUR SUPERINTENDENTS MESSAGE.
WE'RE GOING TO PROCEED WITH OUR AGENDA ITEMS. THANK YOU. SO, INFORMATION ITEM A, WE'RE GOING TO RECEIVE OUR KINCAID REPORT.
[V.A. Information Items]
WE JUST ACKNOWLEDGE..WE RECEIVED IT. WE RECEIVED IT.
AND TRUSTEES, YOU'VE HAD A HAVE HAD AN OPPORTUNITY TO REVIEW THAT MATERIAL.
ARE THERE ANY QUESTIONS? NO QUESTIONS. ALL RIGHT. WE WILL MOVE TO INFORMATION ITEM NUMBER TWO.
DR. ADAMS. WELL, GOOD EVENING, CHAIRMAN SELDERS, TRUSTEES.
SUPERINTENDENT LOPEZ, WHEN HE COMES OUT, WE'RE GOING TO GO AHEAD AND JUMP IN.
I'M SUPER EXCITED ABOUT TODAY AND JUST BEING HERE TO TALK TO YOU ABOUT OUR LEARNING RECOVERY AUDIT.
AND SO JUST THINKING ABOUT THIS AUDIT AND THIS PROCESS, I JUST WANT TO START BY SAYING THAT WE WERE REALLY EXCITED ABOUT THE PROCESS BECAUSE IT MAGNIFIED A FEW THINGS.
LANGUAGE WE COULD USE, CLARITY AROUND OUR WORK.
AND SO I'M GOING TO START HERE AND REALLY THE FOUNDATION OF THE AUDIT ITSELF REALLY POINTED OUT THAT OUR LEARNING RECOVERY PLAN, OUR ACCELERATION PLAN IS WORKING.
YOU KNOW, KIDS ARE LEARNING, WE'RE RECOVERING.
AND WHEN THIS HAPPENED, WHEN THIS TOOK PLACE, ALL THIS DATA WAS FROM THE PREVIOUS YEAR.
WE DIDN'T HAVE CURRENT DATA. WE DIDN'T HAVE STAAR DATA.
SO I'D LIKE TO START HERE JUST TO HIGHLIGHT A FEW THINGS FROM PRELIMINARY DATA.
EVEN THOUGH WE DON'T HAVE OFFICIAL STAAR RESULTS YET, JUST AS EVIDENCE THAT IT'S WORKING, EVEN THOUGH WE ARE IN A NEW ACCOUNTABILITY SYSTEM, EVEN THOUGH THAT WE DO HAVE A NEW STAAR DESIGN, THERE'S EVIDENCE HERE THAT OUR PLAN IS WORKING.
I JUST WANT TO CALL A FEW THINGS OUT.
FIRST OF ALL, OUR MEETS LEVEL PERFORMANCE IN GRADES THREE THROUGH EIGHT FOR ELA EXCEED 2019.
SO PRE-PANDEMIC OUR KIDS ARE PERFORMING AT A HIGHER LEVEL TODAY THAN THEY WERE IN 2019.
IN 2023, WE ALSO HAD, AS PART OF THE REDESIGN SOMETHING CALLED AN EXTENDED CONSTRUCTED RESPONSE.
AND IT'S WHERE STUDENTS HAD TO RESPOND TO THE ASSESSMENT IN WRITING.
AND SO THIS IS A PRETTY BIG DEAL.
AND WE'RE EXCITED ABOUT THIS BECAUSE THE WORK THAT WENT INTO IT, THE CHANGES TO THE CURRICULUM RESOURCES, THE PD FOR PRINCIPALS AND TEACHERS TO REALLY PREPARE KIDS FOR THIS, BECAUSE THIS IS A SIGNIFICANT CHANGE.
AND WE OUTPERFORMED AS A DISTRICT, THE STATE AND THE REGION.
AND SO THAT'S CERTAINLY A HIGHLIGHT.
ALSO, OUR DATA SHOWS THAT IN THIRD THROUGH EIGHTH GRADES, THIRD THROUGH EIGHTH GRADE COMBINED RESULTS, STUDENTS PERFORMED HIGHER ON AND EXCEEDS 2019 PERFORMANCE FOR MATH.
SO IN THE LAST TWO YEARS WE'VE INCREASED OVER 20% IN ALGEBRA.
AND SO WE'RE OUTPERFORMING MANY DISTRICTS FROM ACROSS THE REGION.
AND ANOTHER HIGHLIGHT WE'D LIKE TO NOTE IS A THIRD GRADE WE SAW FOR OUR IB STUDENTS.
[00:05:01]
WE SAW THE LARGEST INCREASE IN TOPAZ COMPOSITE FOR ADVANCED AND ADVANCED HIGH UP TO 19%.I THINK THAT'S A CELEBRATION AS WELL.
AND FINALLY, WE END UP WITH ENGLISH ONE AND TWO.
AND WE JUST THINK THIS IS EVIDENCE THAT OUR RECOVERY IS WORKING.
WE UNDERSTAND THAT WE STILL HAVE A LOT OF WORK AHEAD OF US.
WE HAVE A LONG WAY TO GO TO FULLY RECOVER.
BUT THE AUDIT SHOWED US THIS PLAN IS WORKING.
THIS IS AN IMPORTANT SLIDE AND IT'S REALLY FUNDAMENTAL TO THE AUDIT AND ALSO OUR RESPONSE.
AND I GIVE CREDIT TO MR. SELDERS, IT WAS HIS RECOMMENDATION TO KIND OF SHOW THIS INFORMATION THIS WAY.
AND IF YOU KIND OF THINK ABOUT THE PURPOSE OF ASSESSMENT, ANSWERING THIS FUNDAMENTAL QUESTION, WHAT IS THE PURPOSE OF EACH ASSESSMENT THAT WE TAKE AS A DISTRICT? IF YOU THINK OF THESE KIND OF THREE BIG BUCKETS, ONE IS THE FIRST COLUMN, WHICH IS REALLY THE MOST IMPORTANT COLUMN, IS ASSESSMENTS REALLY INFORM INSTRUCTION, RIGHT? AND SO YOU'LL SEE THERE'S FOUR DIFFERENT ASSESSMENTS WE TAKE IN OUR DISTRICT THAT INFORM INSTRUCTION.
AND AT THE VERY TOP IS A TEACHER LEVEL FORMATIVE ASSESSMENT, WHICH MAY BE THE MOST IMPORTANT BECAUSE IT DRIVES THE DAY TO DAY TEACHING AND LEARNING IN OUR CLASSROOMS. THE SECOND COLUMN IS IDENTIFICATION.
WE CAN KIND OF THINK ABOUT THAT THROUGH THIS LENS OF INFORMS PROGRAMING.
WE TAKE THIS ASSESSMENT TO IDENTIFY CERTAIN KIDS FOR DIFFERENT PROGRAMS IN OUR DISTRICT, AND THEN THE LAST COLUMN SYSTEM LEVEL MONITORING IS HOW ARE WE LOOKING AT THIS DATA THROUGH A SYSTEMIC LENS? HOW ARE WE ALLOCATING RESOURCES AND OUR WORK AT THE VERY TOP OF THE ORGANIZATION TO SUPPORT CAMPUSES? AND SO YOU'LL NOTICE ONE ASSESSMENT THAT HAS A CHECK FOR EACH OF THE THREE COLUMNS, AND THAT'S MAP, BECAUSE MAP CAN REALLY DO A LOT OF DIFFERENT THINGS.
AND SO I CALL THAT OUT BECAUSE IT CAN INFORM INSTRUCTION BY LOOKING AT INDIVIDUAL STUDENT SCORES.
HOW ARE WE RESPONDING TO CAMPUSES BASED ON THEIR OVERALL MAP PERFORMANCE? IN THIS SLIDE IS GOING TO LOOK FAMILIAR.
THIS IS THE SAME FORMAT THAT WE'VE SHARED WITH YOU FOR PREVIOUS AUDITS, AND WE'RE GOING TO USE THE SAME PROCESS ANY TIME THAT WE BRING INFORMATION BACK TO YOU TO SHOW YOU WHERE WE'RE AT IN OUR RESPONSE TO TO THIS AUDIT.
AND SO IT STARTS WITH THE RED AT THE TOP AS BEGINNING THIS IS JUST BEGINNING.
BEGIN TO DISCUSS THIS PRACTICE.
AND IF YOU REMEMBER FROM THE AUDIT, YOU HAD 13 RECOMMENDATIONS THAT CAME OUT.
THOSE THINGS ARE TYPICALLY MORE TECHNICAL AND EASIER TO DO.
LIKE A YES OR NO. WE MADE A DECISION THAT IS DONE.
OTHERS WERE FURTHER OUT AND WE'RE JUST STARTING.
WE HAVE MORE WORK TO DO AHEAD OF US.
WHY ARE WE ONLY PARTIALLY IMPLEMENTED? WHAT THAT SHOWS US IS THAT'S AN AREA THAT WE NEED TO GO BACK TO AND REINVEST TIME AND RESOURCES, MAYBE TRAINING.
SIR, CAN WE GO BACK TO THE PREVIOUS.
12, REDUCING THE ADMINISTRATION OF STAR INTERIM.
SO WAS IT LAST YEAR THAT WE ACTUALLY DID TWO STAR AND MR. GLICK, CAN YOU SPEAK MORE TO YOUR RIGHT.
OH, IS THAT WHEN WE WERE DOING THE TWO PRACTICE TESTS? IS THAT THE STARS THAT WE'RE TALKING ABOUT? YES. THE STAR INTERIM WAS NEW LAST YEAR FOR US, AND WE DID TWO FOR THE REASON OF THE NEWNESS.
AND IF YOU REMEMBER, WE DID IT AGAIN IN THE SPRING.
SO I THINK THAT WAS ALMOST AN AUTOMATIC THAT WE WERE GOING TO GO FROM FROM TWO BACK TO ONE, RIGHT? WELL, YES, BECAUSE WE'VE LEARNED WE DIDN'T KNOW A LOT ABOUT THE REDESIGN OF THE ASSESSMENT.
AND SO WE WERE KIND OF COMING INTO THAT NOT KNOWING WHAT TO EXPECT.
[00:10:09]
AND THERE WAS ALSO SOME REDUNDANCY I'LL TALK ABOUT WHEN WE GET SOME FUTURE RECOMMENDATIONS AS WELL.OKAY. SO THEN ON NUMBER SEVEN AND THE PRACTICE OF USING STAR INTERIM DATA TO IDENTIFY DEFICITS IN SPECIFIC KNOWLEDGE SKILLS, WHY WOULD WE DO THAT? AND YOU'RE LOOKING AT NUMBER SEVEN AGAIN.
YES. AND THE PRACTICE OF USING THE INTERIM DATA.
AND SO IN THE PRACTICE WILL STAR INTERIM DATA IDENTIFIED DEFICITS AND SPECIFIC KNOWLEDGE.
DOES THAT MAKE SENSE? WELL, I THINK WE'VE I GUESS WE ALL BELIEVE THAT STAAR IS NOT GOING AWAY.
NO. OR SOME FORM, SOME NAME THAT MAY NOT BE CALLED STAAR, BUT HAVE DIFFERENT LETTERS AND ALL THAT.
BUT SO AND WE'RE STILL GOING TO BE GRADED ONE WAY OR OTHER, EITHER AT THE SCHOOL LEVEL, AT THE CAMPUS LEVEL ON HOW WE DO SO.
IS THERE A WAY TO IF WE'RE GOING TO END THE PRACTICE OF USING THE STAAR INTERIM DATA, HAVE ANOTHER WAY TO ENSURE THAT WE'RE I KNOW WE'RE NOT THE WHOLE THING ABOUT TEACHING TO THE TEST AND ALL THAT IS IN THE HEADLINES, BUT WE'RE STILL GOING TO BE WE'RE GOING TO BE GRADED ON HOW WE DO ON THESE TESTS.
YES. SO HOW DO WE LOOK AT WHAT WE'RE DOING ON THE TEST, ON AN INTERIM TEST AND MAKE SURE WE CAN IMPROVE WHEN THE FINAL TEST COMES? YEAH, AND I THINK IT'S JUST NOT THE INTERIM TEST.
AND SO THERE'S GOING TO BE SOME ASSESSMENTS THAT WE TAKE THAT ARE PREDICTIVE THAT WE CAN SAY, OKAY, BASED ON THIS ASSESSMENT, WE CAN PREDICT HOW SUCCESSFUL A STUDENT IS GOING TO BE ON STAAR, AND WE HAVE ASSESSMENTS IN PLACE TO DO THAT, AND THAT'S THE CURRICULUM BASED ASSESSMENTS, IS THAT THE? NO, THAT'S GOING TO BE OUR MAP MAP ASSESSMENT.
LET ME GO BACK TO THIS ONE REAL QUICK RIGHT HERE.
SO IF YOU LOOK AT THAT FIRST COLUMN AROUND INSTRUCTION.
LIKE HOW DO I USE THIS DATA AS A TEACHER TO RESPOND TO THE NEEDS OF MY STUDENTS? SO ALL THOSE TESTS, THEY'RE REALLY GET TO THE STUDENT LEVEL, THE STANDARD IDENTIFY VERY SPECIFIC GAPS.
SO WE TALK A LOT ABOUT CURRICULUM BASED ASSESSMENTS, A CURRICULUM BASED ASSESSMENTS, EVALUATING PROGRESS THROUGH CURRICULUM AND HOW STUDENTS ARE MASTERING SKILLS IN THE CURRICULUM. AND SO THAT'S GOING TO GIVE TEACHERS TOOLS TO REALLY DRILL DOWN TO THE LEVEL THAT YOU'RE GETTING AT WHEN YOU START LOOKING AT SYSTEM LEVEL MONITORING ON THE FAR RIGHT AND YOU START THINKING ABOUT I'M MONITORING CAMPUS FOR PERFORMANCE OR GRADE LEVEL PERFORMANCE THROUGH THE KIND OF A SYSTEMIC LENS.
AND I'M TRYING TO IDENTIFY, YOU KNOW, JUST USE THE EXAMPLE OF, YOU KNOW, STAR PROJECTIONS.
AND SO THAT'S JUST A LITTLE BIT OF A DIFFERENCE.
AND WHEN WE GO THROUGH ALL 13 OF THESE RECOMMENDATIONS, WE'LL GET INTO THAT MUCH MORE DEEPLY.
AND I THINK ALSO I THINK WHEN YOU ZOOM OUT FOR A SECOND AND JUST IN OUR CONVERSATIONS WITH MR. SELDERS, JUST UNDERSTANDING, YOU KNOW, SOME OF THIS TODAY IS GOING TO BE PRETTY HIGH LEVEL AND SOME OF THESE RECOMMENDATIONS YOU CAN DELVE INTO, YOU KNOW, AND SPEND TIME TALKING ABOUT A LOT OF TIME TALKING ABOUT.
AND SO I THINK THE PLAN MOVING FORWARD IS TODAY PROVIDING AN OVERVIEW OF HOW WE RESPONDED SO FAR.
OKAY. ANYBODY ELSE? THANK YOU. OKAY.
[00:15:05]
PRELIMINARY REPORTS AND UPDATES ABOUT INITIAL FINDINGS, WE KNEW WE HAD WORK TO DO.WE STARTED HEARING A LOT RIGHT AWAY ABOUT THERE'S TOO MUCH ASSESSMENT.
YOU KNOW, SOME OF THESE ASSESSMENTS ARE REDUNDANT.
THERE'S SOMETIMES TOO MANY CHANGES IN THE ASSESSMENT CALENDAR.
AND SO WE KNEW THAT WE HAD TO DO THINGS DIFFERENTLY.
BUT THERE'S ALSO SOME COMMONALITY ACROSS ALL LEVELS.
AND SO WE HAD EAGLES CAMPUS ADMIN TEACHERS, SECONDARY TEACHERS, AND WE BROUGHT ALL OF THESE PEOPLE TOGETHER TO START HAVING CONVERSATIONS AROUND OUR ASSESSMENT CALENDARS, WHAT'S WORKING, WHAT ADJUSTMENTS DO WE NEED TO MAKE? AND WE REALLY WANTED TO HAVE MORE OF A COMPREHENSIVE DISCUSSION IN ORDER TO IMPROVE OUR OVERALL ASSESSMENT CALENDAR AND OUR TIMELINES.
AND SO THIS WASN'T ENTIRELY NEW.
AND THAT'S BECAUSE WE HEARD PEOPLE.
CADDELL LED THIS COMMITTEE, WORKED CLOSELY WITH RAD AND MS..
JOYNER AND TEAM AT EVERY SINGLE MEETING TO MAKE SURE THAT WE HAD EVERYTHING ON THE TABLE AND JUST HAD REAL OPEN DISCUSSIONS ABOUT OUR ASSESSMENTS AND HOW WE USE THEM AND STARTING HAVING CONVERSATION ABOUT PURPOSE OF ASSESSMENT.
AND SO I THINK THAT WAS A REALLY GOOD START TO OUR WORK HERE.
IF YOU REMEMBER THE LAST MEETING, DR.
THERE'S A COUPLE OF REASONS WHY IT WAS SO LATE.
THERE'S SOME CHANGES FROM THE STATE THAT THAT THE STATE LEVEL THAT IMPACT LOCAL DECISIONS.
AND THERE ARE ALSO SOME LOCAL DECISIONS THAT, YOU KNOW, WE NEEDED TO MAKE BEFORE IT WAS PUBLISHED.
OKAY. AND THAT KIND OF BRINGS US TO THE FIRST RECOMMENDATION.
AND AGAIN, WE SEPARATED BY LEVEL BECAUSE THE ASSESSMENTS LOOK DIFFERENT AT LEVEL.
WE'VE MADE CHANGES TO THE 23 TO 24 CALENDAR.
ALL OF THIS WAS DRIVEN BY THIS TEAM AND THE CALENDAR WAS COMPREHENSIVE.
IN THE PAST, WE WOULD HAVE A LOCAL ASSESSMENT CALENDAR THAT INCLUDED ASSESSMENTS THAT WE GIVE AS A DISTRICT, AND THEN YOU'D HAVE A SEPARATE KIND OF A YOU KNOW, THERE'S A STATE CALENDAR WITH START DATES AND THINGS LIKE THAT.
AND SO JUST FOR THE ALIGNMENT PURPOSES, WE COMBINE THESE TWO CALENDARS AND THEY'RE POSTED ON OUR INTRANET SITES BY ELEMENTARY, MIDDLE AND HIGH, AND THEY'RE ALSO INCLUDED ON OUR CURRICULUM CANVAS PAGES.
THE GOAL THIS YEAR IS TO HAVE THIS OUT SOONER BECAUSE IT REALLY DOES DRIVE LONG TERM PLANNING.
SO WE'RE USING DATA TO INFORM DECISIONS.
AND SO WHAT YOU'LL SEE IS FOR THESE RECOMMENDATIONS, ONE IS PARTIALLY IMPLEMENTED.
I STILL THINK THAT WE HAVE WORK TO DO WITH RECOMMENDATION ONE, WITH COMMUNICATION BEYOND JUST THIS INITIAL GROUP AND RECOMMENDATION TWO, ALTHOUGH WE'VE MADE CHANGES, WE NEED TO CONTINUE THIS PROCESS AND BE ABLE TO COMMUNICATE OUT QUITE A BIT SOONER.
AND SO WE HAVE CONSISTENTLY IMPLEMENTED BUT NOT FULLY IMPLEMENTED YET.
[00:20:03]
AND SO THAT POINT PERSON IS THE CHIEF ACADEMIC OFFICER.ME AND REALLY IT WASN'T ABOUT MAKING ALL DECISIONS ABOUT ASSESSMENTS.
IT WAS HAVING A CENTRAL CONTROL TO PREVENT THE CHANGES THAT CAME OUT IN THE PAST.
AND ALWAYS THEY WERE ALWAYS FOR GOOD REASONS, ANYTIME CHANGES WERE MADE TO THE ASSESSMENT CALENDAR.
BUT WHAT IT DOES IS IT TRICKLES BACK DOWN TO THE CAMPUSES AND CAUSES DISRUPTION.
SO WE AREN'T MAKING CHANGES OVER THE COURSE OF THE YEAR.
AND AGAIN, THAT'S GOING TO ALLOW LONG TERM PLANNING AND RECOMMENDATION FOR WAS REALLY PROVIDING SCHOOL BASED STAFF WITH CONSISTENT COMMUNICATION ABOUT THE PURPOSES OF ASSESSMENT.
HOW DO WE USE MAP WITH THE TEACHER AND CAMPUS LEVEL? HOW DO WE USE CBAS THAT THE TEACHER OR CAMPUS LEVEL? AND THIS IS GOING TO, YOU KNOW, PART OF THIS PROCESS AS WE'RE GOING THROUGH THIS, YOU START SEEING GAPS IN OUR SYSTEM.
YOU START THINKING THINGS ARE WORKING WELL.
WE'RE VERY DATA RICH SCHOOL SYSTEM.
AND WHAT CAME OUT FROM THIS PROCESS IS THIS IDEA AROUND ASSESSMENT LITERACY.
LIKE WHAT'S THE RESPONSE TO THIS AUDIT? HOW DO WE RESPOND TO MAKE SURE THAT WE HAVE LIKE A PLAN TO BUILD ASSESSMENT LITERACY FOR CAMPUSES? AND SO PART OF COMMUNICATION ABOUT PURPOSE OF ASSESSMENT IS GOING TO BE LET'S HAVE A PLAN THAT REALLY FORMALLY COMMUNICATES.
WHAT'S THE PURPOSE OF EACH OF THESE ASSESSMENTS? WHAT'S THE DIFFERENCE BETWEEN A CBA AND MAP ASSESSMENT? HOW DO WE USE THOSE DIFFERENTLY? HOW DO WE STRUCTURE TRAINING AROUND OUR ASSESSMENT CALENDAR TO CONTINUE TO SUPPORT CAMPUSES? SO ALL THOSE THINGS ARE HAPPENING, BUT WE STILL HAVE WORK TO DO.
RECOMMENDATION FIVE REDUCE THE NUMBER OF DISTRICT REQUIRED ASSESSMENTS.
WE KNEW THIS WAS ONE OF OUR GOALS WHEN THE ASSESSMENT COMMITTEE CAME TOGETHER AND AFTER OUR FIRST FIRST ITERATION, WE WERE ABLE TO REDUCE THE ASSESSMENTS DISTRICT WIDE, ABOUT 32%.
AND SO THIS IS CONSISTENT NOW.
WE'VE ACHIEVED IT THROUGH A DECREASE IN CBAS, PROVIDING MORE GUIDELINES ON HOW TO ADMINISTER CBAS AND REALLY TRYING TO FREE UP MORE INSTRUCTIONAL TIME FOR TEACHERS.
AND WE KNOW THIS IS NOT WHERE WE WANT TO END UP.
I STILL THINK THERE'S AREAS WE CAN IMPROVE, BUT IT'S CERTAINLY A GOOD START.
AND IF YOU GO BACK TO THE LAST SLIDE, GOING BACK TO THE CONSISTENT COMMUNICATION, WE'RE REALLY TRYING TO MESSAGE TO TEACHERS AND CAMPUSES, YOU KNOW, THE WHY BEHIND THIS BECAUSE WE'VE HEARD THEM.
AND SO IF YOU THINK ABOUT WHERE WE'RE COMING FROM, WE HAVE HIGH STAKES ACCOUNTABILITY.
AND SO AS A SYSTEM, WE STARTED USING CBA DATA IN MORE THAN WHAT IT WAS INTENDED FOR.
CBA DATA REALLY SHOULD DO TWO THINGS.
IT SHOULD DRIVE INSTRUCTION AT THE CAMPUS LEVEL.
SO IF I'M A TEACHER, IF I'M A PROFESSIONAL IN MY CLASSROOM, I HAVE THE CBA DATA, I HAVE INDIVIDUAL STUDENT DATA, HOW KIDS ARE PERFORMING TOWARDS SPECIFIC STANDARDS.
AND I UNDERSTAND WHAT KIDS MASTER THE SKILL AND WHAT KIDS DIDN'T MASTER THE SKILL.
HOW DO I RESPOND? THAT'S REALLY WHAT IT'S FOR.
WELL, THAT'S OKAY, BUT WE ACTUALLY HAVE BETTER TOOLS TO DO THAT.
WE HAVE MAP ASSESSMENTS, WE HAVE STAR.
SO WE WERE STARTING TO KIND OF BLEND AND KIND OF BLUR THE PURPOSE OF THIS ASSESSMENT TO HAVE MORE OF A DISTRICT RESPONSE FROM THE DISTRICT'S PERSPECTIVE, REALLY THE ONLY WAY THAT WE SHOULD BE USING STAR I'M SORRY, CBAS IS TO INFORM CURRICULAR DECISIONS.
WHERE ARE THE GAPS IN OUR CURRICULUM? WHERE DO WE NEED TO GO BACK AND MAKE ADJUSTMENTS? WHERE DO WE NEED TO GO BACK AND SPIRAL A SKILL BACK IN UPCOMING UNIT? BECAUSE KIDS IN THIS UNIT DIDN'T MASTER IT? THAT'S HOW AT A DISTRICT LEVEL WE SHOULD BE RESPONDING TO CBA DATA.
AND SO AGAIN, THIS IS GOING TO BE A LOT OF THE WORK OF THIS ASSESSMENT LITERACY TASK FORCE AND IT'S GOING TO BE LED BY A COUPLE OF PEOPLE HERE, MS. JOYNER AND DR.
[00:25:01]
WHAT'S THE PURPOSE OF ASSESSMENT? HOW DO WE USE THIS ASSESSMENT? HOW DO WE TEACH CAMPUS LEADERS HOW TO USE THE DIFFERENT RESOURCES AND TOOLS THAT WE HAVE, HOW TO IDENTIFY OR PULL REPORTS TO BE ABLE TO DEVELOP ACTION PLANS, SUPPORT PLCS, ALL OF THOSE THINGS.AND SO WE'LL TALK A LITTLE BIT MORE ABOUT THAT LATER ON IN THE PRESENTATION.
DR. ADAMS. MR. GLICK HAD A QUESTION. YEAH.
SO YOU'VE BEEN WORKING ON THIS FOR QUITE SOME TIME.
AND MR. GLICK, WE COULDN'T WAIT.
WE JUST HAVE TOO MUCH OF A LEARNING GAP FOR KIDS.
AND THERE'S THINGS IN HERE WHERE WE'RE STILL WORKING THROUGH AND DEVELOPING PLANS.
AND I THINK ALL THE RECOMMENDATIONS WE AGREED WITH, LIKE I SAID, WHEN I STARTED, WE WERE EXCITED ABOUT THIS BECAUSE HERE YOU HAVE A GIFT OF AN OUTSIDE CONSULTANT COMING IN, LIFTING UP WHAT YOU'RE DOING WELL, SHINING UP, PUTTING A MAGNIFYING GLASS ON THE GAPS IN OUR SYSTEM AND THEN SAYING, OKAY, HERE ARE THE RECOMMENDATIONS.
AND SO AS SOON AS WE STARTED GETTING THAT, EVEN IN THE EARLY STAGES, WE KNEW THE ASSESSMENT COUNTER.
WE COULDN'T WAIT UNTIL AUGUST BECAUSE IT WAS GOING TO DRIVE ALL CAMPUS PD, ALL CAMPUS PLANNING.
I THINK WE STILL HAVE A LOT OF ROOM TO DO WORK AND HAVE DISCUSSED, ESPECIALLY I THINK MS..
GRIFFIN BROUGHT SOMETHING UP EARLIER ABOUT WHAT DATA WE'RE GOING TO LOOK AT.
WE'RE GOING TO GET THAT TO THAT WHEN WE GET TO RECOMMENDATION 13.
SO EXCUSE ME, MR. GLICK, CAN I ANSWER THAT QUESTION? WHAT YOU ASKED JUST A FEW MINUTES AGO, MR. JOHNSON, WOULD YOU EXPLAIN THE PROCESS FROM THE INTERNAL AUDIT OF HOW WE ARE JUST SEEING IT, BUT HOW THAT PROCESS TAKES PLACE AND THE STAFF MANAGEMENT RESPONSE AS AS WE'RE ONGOING WITH THESE AUDITS ? THE ADMINISTRATION WOULD HAVE RECEIVED THE INITIAL RECOMMENDATIONS SOMETIME AROUND MAY OR JUNE, I BELIEVE.
SO THEY WOULD HAVE ALREADY HAD THESE SEVERAL MONTHS AGO.
AND THEN THEY COORDINATE WITH DR.
MY UNDERSTANDING IS THERE WERE VERY LIMITED RESPONSES GIVEN BY THE DISTRICT WITH RESPECT TO THIS.
DUE TO THE SUMMER AND THE CHANGE OF THE COMMITTEES.
THERE WAS A TWO MONTH DELAY BEFORE THIS WAS PRESENTED TO THE INTERNAL AUDIT ADVISORY COMMITTEE, WHICH THEN IMMEDIATELY FORWARDED IT ON TO THE BOARD, WHICH HEARD IT AT THE NEXT AVAILABLE BOARD MEETING.
SO THEY'VE HAD MONTHS TO GO AHEAD AND START PROCESSING AND IMPLEMENTING.
AND THAT'S THE POINT I WAS TRYING TO MAKE AT THE LAST BOARD MEETING, BECAUSE DR.
LOPEZ AT THAT MEETING SAYS, WELL, WE'VE ALREADY STARTED TO DO A LOT OF THIS.
YOU'VE BEEN WORKING ON IT FOR QUITE SOME TIME.
YES, SIR. SO ARE THERE SOME TEACHERS WHO SAY, I MISS THOSE ASSESSMENTS? I MEAN, BECAUSE YOU'VE ACTUALLY TAKEN AWAY IF THERE WERE THREE, YOU'VE TAKEN AWAY ONE OF THE THREE.
SO HOW DO THEY REACT? IS EVERYBODY APPLAUDING? I'D JUST BE INTERESTED IN THAT REACTION.
I'M NOT SURE IF I CAN ANSWER THAT QUESTION FOR EVERY TEACHER, BUT I'LL START WITH THIS.
WE REALLY HAVE WORKED HARD TO MOVE DECISION MAKING CLOSER TO THE POINT OF ACCOUNTABILITY, REALLY TRYING TO MOVE THESE DECISIONS THAT WE MAKE HERE CLOSER TO TEACHER LEVEL, BECAUSE THAT'S WHERE THE WORK HAPPENS.
AND SO WE'RE EARLY ON IN THIS.
BUT I WILL TELL YOU, WHEN IT FIRST CAME OUT, SO MANY PRINCIPALS, INSTRUCTIONAL COACHES FREQUENTLY HAD INTERACTION WITH WOULD COME UP AND SAY, THANK YOU. THIS IS A START.
AND I STILL THINK WE HAVE WORK TO DO, YOU KNOW, ESPECIALLY WHEN YOU KIND OF GO BACK TO THE MOST IMPORTANT OR MOST IMPACTFUL ASSESSMENT THAT I KIND OF HIGHLIGHTED WAS WHAT ULTIMATELY IT'S GOING TO BE.
STAR BECAUSE THAT'S HOW WE'RE MEASURED.
[00:30:01]
BUT FROM THE TEACHER LEVEL TO INFORM INSTRUCTION, IT'S NOT GOING TO BE STAR, IT'S GOING TO BE FORMATIVE ASSESSMENTS.SO IF YOU START THINKING ABOUT ASSESSMENT LITERACY AND YOU START THINKING ABOUT TRYING TO BUILD ASSESSMENT LITERACY IN OUR SYSTEM, YOU KNOW, HOW DO WE SUPPORT A TEACHER IN UNDERSTANDING HOW TO USE FORMATIVE ASSESSMENTS TO RESPOND TO IT? THAT'S THE LEVERAGE, THAT'S THE WORK.
NO, THERE'S A LOT OF GOOD IN IT.
BUT IT ALSO POINTED US IN A VERY CLEAR DIRECTION.
RUSSELL AND I HAVE BEEN WORKING CLOSELY WITH TEACHER ACTION TASK FORCE AND GETTING A LOT OF FEEDBACK AND REGULAR FEEDBACK FROM TEACHERS AT ALL LEVELS AND BRING IT IN TEACHING AND LEARNING AND EAGLES AND DIFFERENT GROUPS OF PEOPLE JUST TO LISTEN, JUST TO LISTEN AND UNDERSTAND.
THERE ARE SOME NEW STUFF HERE TOO, FOR SURE.
SO BY TAKING AWAY, LET'S SAY, JUST ONE OF THE THREE TESTS, HOW DO YOU SEE A DIRECT CORRELATION WITH ACCOUNTABILITY? ANY SPECIFIC TEST IN MIND OR YOU JUST IN GENERAL? IN GENERAL? YEAH.
HOW DO I SEE THE CORRELATION ABOUT REMOVING ASSESSMENTS? I THINK TWO THINGS.
I THINK IT DEPENDS ON WHAT ASSESSMENTS WE'RE TAKING.
AND I DON'T THINK GIVING MORE ASSESSMENTS LEADS NECESSARILY TO SCHOOL IMPROVEMENT.
IF YOU LOOK AT THE RESEARCH, THAT'S NOT WHAT IT'S GOING TO SAY.
IT'S GOING TO SAY HOW WE RESPOND TO IT IN A VERY INTENTIONAL WAY.
BUT I THINK IT'S GOING TO BE IN OUR RESPONSE AND HOW WE PREPARE TEACHERS.
TO ANSWER YOUR QUESTION. OKAY.
OKAY. RECOMMENDATION SEVEN AND THIS IS KIND OF WHERE WE STARTED.
IF YOU LOOKED AT THE OVERVIEW SLIDE IS TO ELIMINATE THE INTERIM AND THIS CAME OUT QUICK.
WE HEARD THIS RIGHT AWAY IN THE FALL FROM TEACHERS.
BUT UNTIL YOU GO THROUGH IT AND DO IT, YOU JUST DON'T KNOW.
AND SO THE INTERIM IS SO DIFFERENT THIS YEAR BECAUSE OF THE CHANGES IN STAR.
AND SO WE ELIMINATED THAT AND SAID, YES, WE HAVE ENOUGH ASSESSMENT ALREADY IN PLACE THAT WE CAN USE AND WE CAN PUSH THE, YOU KNOW, ELIMINATE THIS ONE AND STILL TAKE IT IN THE SPRING.
AND THIS IS THE ONE PLACE THAT WE PAUSED AND AND DIDN'T NECESSARILY AGREE.
SO THE RECOMMENDATION WAS TO ELIMINATE THE USE OF PSAT IN GRADES EIGHT AND NINE.
AND THE REASON WHY THERE'S A FEW PROBLEMS WITH THAT.
AND I THINK ONE THING IS JUST WHEN YOU START LOOKING AT OUR ACCELERATED TESTERS AND THE IDEA AROUND ACCELERATED TESTERS, IF YOU START LOOKING AT MIDDLE SCHOOL AND MIDDLE YEARS IDENTIFYING KIDS, THAT CAN GO ON AN ACCELERATED TRACK, RIGHT? AND SO ONE OF THE THE PERFECT EXAMPLE MIGHT BE TAKING ALGEBRA IN MIDDLE SCHOOL.
THE CHALLENGE, A COUPLE OF CHALLENGES COME OUT OF IT, THOUGH.
AND SO IF WE START THINKING THROUGH KIND OF THIS TWO THINGS, THE KIND OF THE ACCOUNTABILITY LENS WHEN A STUDENT TAKES EIGHTH ALGEBRA IN MIDDLE SCHOOL, RIGHT, AND THEY GO ON TO HIGH SCHOOL, WHAT TEST IS GOING TO BE CONNECTED TO THAT HIGH SCHOOL THAT GOES TOWARDS OVERALL SCHOOL ACCOUNTABILITY? WHAT'S THE SAT? AND SO WHAT THIS HAS DONE JUST THIS THROUGH THIS DISCUSSION, IT'S ALLOWED US TO COME TOGETHER AND START HAVING A LOT OF DISCUSSIONS AROUND, OKAY, THE STUDENT TESTS IN SEVENTH OR EIGHTH GRADE IN ALGEBRA, THEY GO ON TO ADVANCED MATH IN HIGH SCHOOL.
HOW ARE WE SUPPORTING THEM AND CHALLENGING THEM IN ADVANCED CLASSES IN PREPARATION FOR THE SAT? RIGHT. AND SO THAT IS A DISCUSSION THAT'S HAPPENING RIGHT NOW VERY INTENSELY.
[00:35:05]
AND MS.. JOYNER HAS BEEN LEADING SOME REALLY GOOD CONVERSATIONS, ACCOUNTABILITY CONVERSATIONS WITH OUR HIGH SCHOOLS, ALONG WITH MR. BROOME AND MR. MERRILL AND MANY OTHERS.AND SO WE KNOW THAT WE HAVE MORE WORK TO DO THERE.
AND I THINK PART OF IT IS WE HAVE THESE ACCELERATED TESTERS.
HOW ARE WE USING THE PSAT DATA? HAVE WE TRAINED TEACHERS HOW TO USE IT OR ARE WE SPENDING OUR TRAINING AND TIME ON OTHER ASSESSMENTS? SO WE HAVE TO LOOK MORE CLOSELY AT THIS AND THAT'S STARTING TO HAPPEN NOW BECAUSE WE KNOW WE CAN'T WAIT.
I THINK THE OTHER THING TO THINK ABOUT IS WHEN YOU THERE'S THIS, YOU KNOW, SENATE BILL 21, 24, IT'S THE ADVANCED MATH BILL THAT STARTS LOOKING AT THE TRANSITION BETWEEN FIFTH GRADE AND SIXTH GRADE.
THAT'S A GREAT THING FOR KIDS.
DO THEY HAVE THE SUPPORTS AND NEEDS IN PLACE TO CONTINUE TO ADVANCE AND EXCEL IN MATH? AND SO I THINK THAT JUST LEADS TO A DEEPER DISCUSSION AROUND WHEN DO WE START IDENTIFYING ACCELERATED TESTERS AND LEARNERS? IS IT FIFTH GRADE? WELL, PROBABLY NOT.
IT'S FOURTH GRADE, THIRD GRADE, IT'S MUCH SOONER.
AND SO I THINK AS A SYSTEM, WE NEED TO CONTINUE TO HAVE CONVERSATIONS ABOUT WHAT THAT LOOKS LIKE TO MAKE SURE THAT WE'RE REMOVING BARRIERS AND OBSTACLES TO MAKE SURE ALL KIDS HAVE ACCESS AND IT'S SYSTEMIC.
AND SO THAT'S KIND OF WHERE WE'RE AT RIGHT NOW.
SO WE DON'T AGREE WITH ELIMINATING IT COMPLETELY AT ALL.
WE AGREE THAT WE HAVE A LOT OF WORK TO DO THERE AND IT'S IT'S UNDERUTILIZED.
SO WHAT WE'D LIKE TO DO IS PUT A PLAN IN PLACE TO RESPOND TO THAT DATA.
HOW ARE WE SUPPORTING CAMPUSES? ARE THEY AWARE OF THE DATA? DO THEY KNOW HOW TO USE THE DATA AT THE TEACHER LEVEL? AND WHAT HAPPENS WHEN YOU HAVE SO MANY ASSESSMENTS? MR.. GLICK YOU BRING UP A GOOD POINT.
LIKE IF YOU START REDUCING THEM, WHAT'S THE OVERALL IMPACT WHEN SOMETIMES THERE'S JUST TOO MUCH? AND AS A TEACHER THAT'S RESPONSIBLE FOR GETTING KIDS WHERE THEY NEED TO BE, HAVE WE REALLY GIVEN THEM THE TOOLS TO UNDERSTAND OR AT LEAST HAVE THE AWARENESS THAT THESE KIDS ARE? IN THEIR CLASSROOMS AND HOW TO SUPPORT THEM.
AND SO THAT'S KIND OF WHERE WE'RE AT RIGHT NOW.
OKAY. OKAY, RECOMMENDATION NINE AND TEN.
WE STARTED THAT. WE HAVE A SYSTEM TO IDENTIFY THEM AND PUT THEM IN AN HONORS TRACK.
AND THE TEAM DID A GREAT JOB WORKING WITH MIDDLE SCHOOL PRINCIPALS AND CAMPUSES TO DO THAT.
NOW IT'S ABOUT A SYSTEMIC APPROACH.
ARE WE ARE WE CASTING A WIDE ENOUGH NET? AND ON THE FLIP SIDE OF THAT, WE DON'T WANT TO HAVE A SYSTEM WHERE WE'RE PUSHING KIDS INTO ACCELERATED MATH WHO AREN'T READY.
SO WE HAVE TO FIND BALANCE THERE AS WELL.
WHAT SYSTEMS ARE WE PUTTING IN PLACE? SO AFTER THE FIRST NINE WEEKS, KIDS ARE STRUGGLING.
YOU KNOW, WHAT DO WE DO TO SUPPORT THEM AND SO ON.
AND SO THAT'S WHERE WE'RE AT WITH THAT WORK.
SO IT'S PARTIALLY IMPLEMENTED.
AND THEN TEN IS CONTINUE TO USE MAP TO IDENTIFY STUDENTS FOR ADDITIONAL SERVICES.
NOW, IF YOU REMEMBER, THE MAP CAME INTO THIS DISTRICT MANY YEARS AGO.
THE DISTRICT LOOKED DIFFERENT.
WE HAD A DIFFERENT ORGANIZATION STRUCTURE.
AND A LOT OF THIS WORK WAS AROUND INTERVENTION.
HOW DO WE USE MAP TO IDENTIFY STUDENTS AND PROVIDE INTERVENTIONS? WELL, MAP CAN DO THAT AND SO MUCH MORE.
AND SO I THINK RIGHT NOW THERE'S NEEDS TO BE A CONCERTED EFFORT TO COME BACK AND TRAIN PEOPLE HOW TO USE MAP, HOW TO BREAK DOWN THE LEARNING CONTINUUM, WHAT IS A RISK SCORE AND HOW DO WE USE THAT TO IDENTIFY ALL STUDENTS AND FOR DIFFERENT PROGRAMS THAT WE HAVE.
AND SO WE'RE GOING TO RECOMMEND THAT WE CONTINUE TO COME BACK TO THAT.
THAT'S GOING TO ALSO BE SOME OF THE WORK FROM THE ASSESSMENT LITERACY TEAM.
AND THEN 11 IN THE PRACTICE OF CBAS TO MONITOR SYSTEM LEVEL PROGRESS.
YOU'LL SEE A LOT OF OVERLAP IN SOME OF THESE RECOMMENDATIONS.
WE TALKED A LITTLE BIT ABOUT THAT USING CBAS TO DRIVE INSTRUCTION TO SUPPORT CURRICULUM RESOURCES, BUT NOT TO MONITOR OR SORT OR RANK CAMPUSES. WE HAVE BETTER TOOLS TO DO THAT.
OKAY. AND SO OUR RECOMMENDATION 12 THIS HAS COME UP A FEW TIMES, BUT TO CONSIDER REDUCING ADMIN.
SO WE HAVE DONE THAT ONCE PER YEAR AND 13 IS REALLY COMES BACK TO WHAT MS. GRIFFIN SAID EARLIER ABOUT WHAT DATA ARE WE GOING TO LOOK AT AND WHAT HOW OFTEN ARE WE GOING TO MONITOR IT?
[00:40:01]
AND SO WORKING WITH A CHAIRMAN SELDERS JUST THINKING THROUGH THIS, HE POSED A FEW QUESTIONS THAT JUST CAPTURED HERE THAT PROBABLY NEED TO BE CONSIDERED.SO WHAT DATA IS NEEDED TO OUTLINE PROGRESS? WHAT DATA IS NEEDED TO IDENTIFY ANY POTENTIAL OBSTACLES AND WHAT REPORTING FORMAT IS NEEDED? AND SO THERE WAS A CONVERSATION EARLIER ABOUT SOME OF THE NEW PLATFORMS AND SOFTWARE THAT WE HAVE THAT WILL HELP WITH THIS.
WE'RE VERY MUCH IN THE EARLY STAGES AND NEED YOUR INPUT.
AND SO. I THINK THAT'S WHAT WE'RE GOING NEXT.
AND SO THE TIMELINE THE SUMMER.
WE RECEIVED THESE THE RESULTS IN THE SUMMER.
HERE WE ARE NOW IN THE FALL, GETTING GUIDANCE FROM OUR TRUSTEES AND ALSO IN THE FALL.
THIS ASSESSMENT LITERACY WORKGROUP IS GOING TO BEGIN COMPILING A COMMITTEE TO COME TOGETHER AND TO REALLY START TACKLING THIS WORK AND KIND OF MAPPING IT OUT OVER THE COURSE OF THE YEAR. AND SO OUR SYSTEM TO BUILD THE ASSESSMENT LITERACY IS ALIGNED WITH OUR ASSESSMENTS THEMSELVES, WHICH ARE ALIGNED WITH OUR CALENDAR, WHICH ALLOWS US TO START BUILDING ASSESSMENT LITERACY IN REAL TIME.
WE JUST TOOK A MAP OR WE JUST TOOK TOOK THE CBA.
AND ADLS AND THEIR LEADERSHIP TEAMS HAVE ALREADY STARTED THIS WORK.
IT'S GOING TO CONTINUE AND TO CONTINUE TO TIGHTEN UP TO HAVE MORE CONSISTENCY ACROSS THE DISTRICT.
AND THEN SPRING WE'RE GOING TO START ANOTHER ASSESSMENT CALENDAR CYCLE.
AND SO JUST WHAT'S NEXT? WELL, A LOT HAPPENING IN ACCOUNTABILITY THESE DAYS.
BUT NEXT MONTH, WE SHOULD HAVE ALL OF OUR ACCOUNTABILITY DATA IN OCTOBER.
IDENTIFY REPORTING DATA BUILDING SYSTEMS FOR TO REPORT TO YOU.
AND WHILE THAT'S HAPPENING SIMULTANEOUSLY AS A DISTRICT CONTINUING THIS ASSESSMENT, LITERACY WORKSTREAM, ALIGNING OUR PRACTICES, TRAINING ASSESSMENT CALENDARS AND REALLY JUST TRYING TO PROVIDE CLARITY AROUND HOW DOES THE DISTRICT OWN ASSESSMENTS, HOW DO WE UTILIZE DISTRICT LEVEL DATA AND HOW DO WE COMMUNICATE THE CAMPUSES SO THEY UNDERSTAND IT? AND ALSO HOW DO WE SUPPORT CAMPUSES AT A CAMPUS LEVEL AND THEIR RESPONSE SYSTEMS? OKAY, THAT'S A LOT.
SO I'D BE HAPPY TO ANSWER ANY QUESTIONS ANYBODY HAS.
THANK YOU, DR. ADAMS. TRUSTEES, ARE THERE ANY ADDITIONAL QUESTIONS THAT HAVEN'T BEEN ASKED? MS.. STANLEY I'M NOT SURE I REALLY HAVE ANY ADDITIONAL QUESTIONS, BUT, WANT TO MAKE SURE I WORD THIS CORRECTLY.
SO IN OUR LAST BOARD MEETING I HAD BROUGHT UP THAT I FELT LIKE THERE WAS A LOT IN THAT AUDIT TO UNPACK, AND I WAS TOLD THAT THAT'S OKAY BECAUSE WE'RE GOING TO REVIEW IT IN DEPTH.
WE'RE GOING TO MAKE POLICY PROCEDURES, POLICY DECISIONS IN THE IN THE DISTRICT AFFAIRS MEETING.
SO I GUESS WHAT I'M STRUGGLING WITH IS HOW THIS WAS SUPPOSED TO BE DIFFERENT FROM OUR OTHER AUDITS, AND I'M NOT SEEING IT DIFFERENT FROM OUR OTHER AUDITS.
WHAT DO YOU MEAN? SO WHAT POLICY ARE WE GOING TO BE WORKING ON? BECAUSE TO MR. GLICK AND I'M NOT SAYING THAT YOU SHOULDN'T HAVE STARTED WORKING ON THIS, SO THAT'S NOT I'M NOT SAYING THAT YOU GUYS SHOULDN'T HAVE.
AND I THINK YOUR WORK IS GREAT.
BUT AS I WAS TRYING TO ASK QUESTIONS IN THE LAST MEETING, I FELT THAT WE WERE SAYING THAT THAT REALLY WASN'T THE PLACE TO BE ASKING THE QUESTIONS BECAUSE WE WERE GOING TO BE GOING INTO SUCH IN DEPTH IN THIS COMMITTEE MEETING.
AND I HAD VOICED THAT I DIDN'T THINK THAT WAS REALLY GOING TO HAPPEN BECAUSE WE DON'T NORMALLY DO THAT WITH OUR AUDITS THAT WE WILL GET THIS WHERE YOU GUYS WILL GIVE US THE DIFFERENT THINGS AND WHERE YOU'RE AT.
AND THEN JUST LIKE WE'VE DONE WITH OUR OTHER AUDITS.
AND SO SO I GUESS MY QUESTION IS, WHAT MORE IS THIS COMMITTEE GOING TO DIG INTO THIS AUDIT? I MEAN, I DON'T SEE WHAT ELSE.
THERE IS MUCH TO BE DUG IN OTHER THAN A FEW QUESTIONS HERE AND THERE.
SO OKAY, SO THERE'S THERE'S TWO FOLDS TO THESE AUDITS.
THESE ARE ADMINISTRATIVE AUDITS.
SO WE DON'T NEED BOARD APPROVAL TO SAY YOU HAVE TO DO THIS.
YOU'RE GETTING AN OVERVIEW OF WHAT WE'RE DOING.
[00:45:02]
I'M GOING TO GO AHEAD AND SINCE HE'S RIGHT THERE, NUMBER 12, RECOMMENDATION 12 CONSIDER REDUCING THE ADMINISTRATION OF STAR TO INTERIM ONCE PER YEAR.RIGHT? AND THAT'S NOT LIKE A BOARD OF TRUSTEE TYPE OF THING.
THIS IS MORE OF A GOVERNANCE TYPE OF THING.
LET ME GO LET ME PICK GO BACK TO LET'S GO GO TO THE NEXT ONE.
RECOMMENDATION. UM OH, THE PSAT.
OKAY. SO WHEN WE TALK ABOUT REDUCING THE AMOUNT OF PSAT, THAT IS A DISTRICT INITIATIVE.
WE NEED TO DISCUSS HOW WE DO IT.
30% OF THE ACCOUNTABILITY GOING TO HIGH SCHOOLS IS HOW WELL THE KIDS DO ON PSAT.
THAT TOOK ALGEBRA EXAMS. MOST OF OUR KIDS, WE'VE DONE A POOR JOB OF NOT TELLING OUR KIDS.
WE'VE BEEN A POOR JOB OF NOT TELLING OUR PARENTS.
OKAY. AND SO THE KIDS DON'T EVEN KNOW THEY HAVE TO MAKE A CERTAIN SCORE FOR ACCOUNTABILITY PURPOSES.
SO WHAT WE'VE DONE IS GONE BLIND ON THAT, RIGHT? AND SO WHEN IT COMES TO WHEN YOU GUYS START MAKING DECISIONS ON WHAT WE'RE GOING TO DO FOR PSAT, AP LEVEL TESTING, THAT'S A HUGE INDICATOR.
IF WE DECIDE WE DON'T WANT TO USE MAP, OKAY, THE BOARD OF TRUSTEES APPROVES THAT PURCHASE.
MAYBE THERE'S A DIFFERENT PROGRAM OUT THERE THAT WE'D RATHER USE.
THOSE ARE THE TYPE OF IT'S AN EXAMPLE.
MR. GLICK DON'T DON'T LIKE MR. GLICK WAS GOING TO COME OVER HERE AND TURN OFF MY MIC.
AND SO WE'RE DOING A GREAT JOB OF RECOVERING.
IT'S SAYING UNTIL WE GOT THE WHOLE GAME CHANGED ON US.
SO THIS DOES NOT EVEN REFLECT THE GAME CHANGING THINGS.
AND SO THERE'S GOING TO BE THINGS AS A BOARD THAT YOU GUYS WOULD WANT TO DO.
SOME MIGHT DO WITH POLICY, HOW YOU GUYS HAVE THINGS PRESENTED AND EVERYTHING ELSE.
BUT THE AUDIT OVERVIEW ON HOW WE'RE ATTENDING TO THE AUDIT IS, IS IS THE SAME.
BUT NOW MR. SELDERS MIGHT SAY, OKAY, NOW WE'RE GOING TO FOCUS ON THIS PART NEXT TIME AND WE'RE GOING TO GO DEEPER.
WHAT DO WE NEED TO CHANGE FUNCTIONALLY, RIGHT? DO WE NEED TO PUT CERTAIN THINGS IN POLICY? DO WE NOT, IN ORDER TO GET THOSE LEARNING RECOVERY MODE MODES OFF? SO. SO MR. SELDERS WILL DO THAT. BUT WHEN DOES THIS COMMITTEE DISCUSS ANY OF THAT STUFF? I THINK YOU GUYS ARE FUNDAMENTALLY NOT UNDERSTANDING WHAT MY COMPLAINT WAS OR WHAT MY QUESTIONS WERE.
SURE. HERE IS WHERE WE DISCUSS IT.
HOW DO YOU WANT TO SEE ANYTHING DIFFERENTLY? BECAUSE I'M NOT SAYING I WANTED TO SEE ANYTHING DIFFERENTLY.
LET ME MAKE THAT PERFECTLY CLEAR.
I JUST SAID THAT I SUPPORT THE WORK THAT'S BEEN DONE.
AND I'M NOT SAYING THAT THE WORK SHOULDN'T HAVE BEEN DONE.
WHAT I'M SAYING IS IN THE LAST BOARD MEETING WHEN I ATTEMPTED TO MAKE AND ASK QUESTIONS, I WAS TOLD THAT THAT WASN'T THE PLACE TO MAKE IT, THAT IT WAS GOING TO BE GOING INTO SUCH GREAT IN DEPTH HERE IN THIS COMMITTEE MEETING.
AND AT THAT TIME, MR. GLICK AND I MENTIONED THAT WE DIDN'T KNOW WHY WE WOULD HANDLE THAT AUDIT ANY DIFFERENTLY THAN WE WOULD HANDLE ANY OTHER AUDIT.
IS ANY OF THIS SOUNDING LIKE ANYBODY ELSE WAS IN THE ROOM WITH ME? IT'S I REMEMBER THE EXCHANGE AND I RECALL MY MY STATEMENT WAS I SAID, I ACTUALLY FEEL LIKE THIS IS GOING EXACTLY THE SAME WAY THAT EVERY SINGLE AUDIT WE HAVE GOES.
AND I THINK THAT THAT WAS JUST PROVEN TONIGHT.
BUT I WILL ALSO POINT OUT THE REASON NECESSARILY WHY IT'S THE SLIGHT DISTINCTION IS ANY QUESTIONS THAT WENT TO THE PLAN FOR RECOVERY IS DIFFERENT THAN THE FINDINGS OF THE AUDIT ITSELF.
SO HE'S PRESENTED NOW THE PLAN.
WE THIS COMMITTEE, OUR COMMITTEE HAS EVERY OPPORTUNITY TO QUESTION HIM ON IT.
I THINK WE THINK IT'S A REALLY SOLID PLAN.
SO WE DON'T HAVE A WHOLE LOT OF QUESTIONS ON IT.
SO BUT YEAH, I MEAN, I SAID THEN I FEEL LIKE THIS IS ALL WORKING THE WAY IT ALWAYS DOES.
AND I WASN'T 100% CERTAIN WHY SOME TRUSTEES FELT LIKE IT WAS GOING DIFFERENTLY AT THAT NIGHT.
AND I FEEL LIKE TONIGHT SHOWS THAT IT WAS IN FACT GOING THE SAME WAY THAT IT TYPICALLY DOES.
SO BUT I THINK TO MR. ADAMS POINT, AND HE SAID IT EARLIER, THERE ARE ASPECTS OF WHAT HE'S PRESENTED THAT WE'RE GOING TO HAVE TO TAKE A DEEPER DIVE.
[00:50:05]
AND THEY DON'T HAVE THAT INFORMATION AT THIS POINT, AND IT WILL COME BACK TO US FOR DISCUSSION.IT'S NOT GOING TO ALL HAPPEN TONIGHT, BUT I THINK IT WILL HAPPEN OVER TIME.
BUT YEAH, SOME OF THIS IS GOING TO TAKE TIME.
IT DIDN'T TAKE IT WASN'T OVERNIGHT TO GET HERE.
AND IT'S GOING TO TAKE US SOME TIME TO GET OUT OF THIS.
GIBSON ALMOST A YEAR TO COME UP WITH THESE FINDINGS.
WAS IT YOUR EXPECTATION THAT WE WOULD HAVE ALL OF THOSE DISCUSSIONS TONIGHT? I JUST WANT TO MAKE SURE I'M CLEAR ABOUT WHAT YOUR QUESTION IS.
AND I WAS TRYING TO ASK QUESTIONS TO GET CLARITY OF THE THINGS THAT WE WOULD BE INVOLVED IN AND NOT BE INVOLVED IN AND OFTEN TIMES.
AND I AGREE WITH WHAT MR. JOHNSON SAID.
AND SO I I'M UNCLEAR OTHER THAN IT SAYS TRUSTEE GUIDANCE AND RESPONSE INPUT.
SO I'M NOT SURE WHAT GUIDANCE IN RESPONSE INPUT THAT WE'RE GOING TO BE ASKED TO DO OTHER THAN, I GUESS SOME DISCUSSIONS WILL HAVE IN OCTOBER.
BUT IT'S BOARD DISCUSSIONS, NOT DISCUSSIONS.
I DON'T THINK THAT. OKAY, OKAY, OKAY.
I DON'T. I'M NOT. I'M NOT ASKING A QUESTION.
AND EXACTLY WHAT I WAS TRYING TO SAY IS WHAT WAS GOING TO HAPPEN.
BUT I WAS NOT ALLOWED TO PARTICIPATE IN THAT BECAUSE IT WAS ALL GOING TO BE DONE IN THE DISTRICT AFFAIRS WHEN WE DID THIS HUGE SUPER DEEP DIVE AND CREATED POLICY.
WELL, I DON'T KNOW THAT WE SAID WE WERE CREATING POLICY IMMEDIATELY, BUT I DO THINK THAT THERE IS AN OPPORTUNITY FOR YOU TO ASK THOSE QUESTIONS THAT YOU CURRENTLY HAVE, BECAUSE I DON'T HAVE THE.. I DON'T HAVE IT WITH ME.
YOU DON'T HAVE WHAT? YOU DON'T HAVE THE QUESTIONS THAT YOU WANT TO.
BECAUSE I HAD IT LAID OUT TO DO AT THAT POINT.
RUSSELL TO TALK ABOUT WHAT THEY'RE GOING TO PRESENT.
IS THAT WHAT I'M HEARING? NO. SHE'S SAYING SHE WOULD LIKE TO BE INVOLVED IN THE PROCESS OF WHAT WE'RE GOING OF THE AGENDA BEING PREPARED. AND WHAT I AM SAYING IS, IF YOU HAVE THAT INPUT, THIS IS THE MEETING THAT YOU SHARE WHAT YOU'D LIKE TO SEE.
THAT'S WHAT THIS COMMITTEE IS ABOUT.
SO IT'S NOT ONLY JUST PRESENTATIONS.
OKAY, SO IF YOU COULD GIVE ME MORE INFORMATION ON WHAT THE TRUSTEE GUIDANCE AND RESPONSE INPUT'S GOING TO BE AND EXACTLY WHAT AREAS WE'RE GOING TO BE EXPECTED TO DEEP DIVE INTO.
YEAH, I THINK IT'S DULY NOTED.
ANY OTHER QUESTIONS? MR. GLICK? YEAH.
THANK YOU, SIR. THERE ARE SOME REALLY INTERESTING CHARTS ON HERE, AND I THANK YOU FOR THEM.
FIRST OF ALL, I LIKE THE FACT THAT WE'RE STILL STAYING WITH THE WORD MEETS.
OKAY? I THINK THAT'S CRITICALLY IMPORTANT FOR THIS DISTRICT, TOO.
I LIKE THE FACT THAT YOU DON'T HAVE TO GO BACK TO IT.
BUT ON PAGE 128, YOU COMPARED US IN ALGEBRA ONE TO MANY, MANY SURROUNDING DISTRICTS.
I THINK THAT'S CRITICAL FOR US TO TAKE A LOOK AT ONE THING, AND YOU MAY HAVE I MAY HAVE MISSED IT AS I CAME INTO THE MEETING, BUT YOU TALKED ON PAGE 126, EXTENDED, CONSTRUCTED, CONSTRUCTED RESPONSE PERFORMANCE.
[00:55:06]
COULD YOU EXPLAIN WHAT THAT IS? YEAH. MISS JOYNER PROBABLY WILL GO INTO THIS AT SOME POINT, BUT EXTENDED CONSTRUCTED RESPONSE IS BEYOND LIMITED RESPONSE ANSWERS BEYOND MULTIPLE CHOICE.AND SO THAT IS SUCH A DIFFERENT SKILL TO GET A KID, ONE, TO SHOW THEIR THINKING, TO SHOW THEIR WORK.
AND I'M JUST SUPER EXCITED FOR OUR TEAM BECAUSE WE KNEW THAT WAS GOING TO BE A CHALLENGE.
AND THEY JUST THEY RESPONDED SO QUICKLY.
THEY KNEW THAT WE HAD GAPS IN SOME OF OUR RESOURCES AND WE KNEW THAT WE HAD GAPS IN OUR TRAINING.
AND SO IT'S WORKING. WE STILL HAVE A LONG WAY TO GO.
BUT, YOU KNOW, ESSENTIALLY GETTING KIDS TO RESPOND IN WRITING AND I'LL JUST TELL YOU, SOME KIDS DIDN'T, RIGHT? SO IF I DON'T RESPOND AT ALL, GUESS WHAT SCORE I GET? ZERO, NOTHING.
AND SO THE FIRST STEP IS GETTING KIDS CONFIDENT ENOUGH TO RESPOND TO SOMETHING.
AND NOW I HAVE A 50/50 CHANCE.
AND WHEN THE OLD STAR HAD TO USE THE WORD OLD STAR STAR 1.0, YOU COULD REALLY KIND OF RATIONALIZE AND RATIONALE WORK THROUGH A PROCESS, A LOGICAL PROCESS TO ELIMINATE ANSWERS.
I THINK WE ALL HAVE TAKEN TESTS AND PROBABLY HAVE DONE THAT, BUT THIS IS COMPLETELY DIFFERENT.
IT'S A BLANK SLATE. YOU HAVE TO RESPOND TO SOMETHING TO REALLY UNDERSTAND.
DOES THIS CHILD KNOW THIS OR NOT? AND THEY HAVE TO SOLVE IT FOR.
AND SO THAT'S SUCH A DIFFERENT SKILL TO GETTING TEACHERS THE SUPPORT AND THE RESOURCES AND THE TRAINING THEY NEED, BUT ALSO GETTING KIDS AND PARENTS THERE BECAUSE IT DOES REQUIRE MORE FROM KIDS.
SO OBVIOUSLY, SOMEBODY WAS JUDGING HOW OUR THIRD, FOURTH AND FIFTH GRADE KIDS ANSWERED THESE QUESTIONS WITH MORE DEFINITION, MORE INTEREST, MORE WORDS, MORE NUMBERS.
YEAH. SO IS THAT THE RESULT OF THE EXTRA TRAINING WE DID? COULD YOU MAYBE MISS JOYNER COULD TALK ABOUT THAT? BUT I THINK THAT'S REALLY IMPRESSIVE.
YEAH, I THINK IT WAS TRAINING.
SO YOU THINK ABOUT SOMETHING LIKE THAT INSTEAD OF GIVING A NORMAL WORKSHEET AND SAYING, HERE'S FIVE QUESTIONS, A, B, C, D, AND SOLVE TO BE ABLE TO CREATE A RESOURCE OR SOMETHING, ESPECIALLY DIGITALLY.
THESE ARE ALL DIGITAL WHERE KIDS ARE RESPONDING TO OPEN TEXT AND OPEN RESPONSE.
AND SO MISS JOYNER TNL CAMPUS TEAMS, THERE IS A SERIES OF TRAINING TO KIND OF GET PEOPLE ONE TO UNDERSTAND WHAT IT'S GOING TO LOOK LIKE.
AND THEN I THINK TOO IS HOW TO RESPOND.
YOU KNOW, WHAT INSTRUCTIONAL STRATEGIES DO I USE TO GET KIDS THERE? HOW AM I MONITORING THEIR RESPONSE? WHAT ARE THE CRITERIA? WHAT ARE THE THREE THINGS I NEED IN THIS RESPONSE TO GET FULL CREDIT? THOSE TYPES OF QUESTIONS THAT WE'RE ASKING OURSELVES AND TEACHING KIDS LIKE, ARE YOU RESPONDING? DID YOU DO THIS, THIS AND THIS? AND SO REALLY GETTING KIDS TO THAT LEVEL AND IT'S GOING TO REQUIRE MORE WORK.
WHEN YOU LOOK MORE CLOSELY, WHY HAVE WE ASKED KIDS YET, HEY, WHY DIDN'T YOU RESPOND? RIGHT. AND WE'RE GOING TO HAVE TO GET TO THAT LEVEL TO BE ABLE TO PROVIDE THE SUPPORT FOR THE TEACHER TO GET THEM THERE.
SO JUST MAKE SURE I HAVE YOUR QUESTIONS.
MISS STANLEY. YOU WANT WHAT ANSWERED OR YOUR QUESTION CENTERED AROUND THE TRUSTEES GUIDANCE AND RESPONSE ITEMS? IS THAT ACCURATE? PARTICULARLY AROUND WHAT IS YOUR EXPECTATIONS FROM US AND WHAT GUIDANCE AND RESPONSES ARE WE GOING TO BE EXPECTED TO PROVIDE ON WHAT TOPICS? I MEAN, I'M UNSURE AND UNCLEAR.
THERE'S JUST FOR ME, IT'S WE'RE GOING TO DO IT AS A BOARD OR IT'S GOING TO BE IN THE COMMITTEE.
I'M JUST UNSURE OF OF THE NEXT STEPS.
AS FAR AS BOARD GUIDANCE, I KNOW IN RECOMMENDATION RECOMMENDATION 13, WHERE DR.
[01:00:02]
ADAMS TALKED ABOUT SOME OF THE QUESTIONS THAT WE WANT TO ANSWER, THOSE ARE KIND OF LIKE TBD.WE STILL NEED TO FIGURE OUT WHAT INFORMATION IS GOING TO COME TO US SO THAT WE CAN POSE THOSE QUESTIONS TO THEM SO THAT WE'LL KNOW WHAT INFORMATION THAT WE'RE GOING TO BE GETTING ON AN ONGOING BASIS TO DETERMINE IF OUR PROGRESS TOWARDS OUR OUTCOMES ARE GOING TO BE WHAT THEY NEED TO BE.
BUT THEN THAT'S ALL PREDICATED ON IF WE ACTUALLY HAVE OUR BOARD GOALS.
CHAIRPERSON SELDERS, MAY I? I THINK WHAT'S HAPPENING IS THE WORDING, RIGHT? SO WE LOOK AT THE TIMELINE AND WE'RE IN FALL OF 2023 AND HERE IT SAYS TRUSTEE GUIDANCE AND RESPONSE INPUT.
OKAY. SO WHAT WE DID WAS WE GAVE A WE GAVE A PRESENTATION, BUT THIS DIDN'T ASK ANY GUIDANCE OR RESPONSES FROM THE TRUSTEES.
SO THIS TIMELINE IS NOT ACCURATE.
SO THEN WHEN WE GO TO WHAT'S NEXT BOARD DISCUSSION.
ARE WE REALLY ASKING FOR GUIDANCE AND RESPONSE OR ARE WE JUST REPORTING ON PROGRESS? OKAY. THEN IF WE'RE GOING TO THE BOARD DISCUSSION, ARE WE REALLY ASKING FOR A DISCUSSION OR IS IT GOING TO BE ANOTHER PRESENTATION OF ACCOUNTABILITY? WHAT IS IT REALLY? WE'RE USING THE WRONG TERMINOLOGY AND IT'S LEADING TO CONFUSION.
THAT'S BEEN KIND OF WHAT I'VE BEEN TRYING TO SAY, IS THAT.
WHEN I LOOK AT SOMETHING, I TAKE IT WHAT THE WRITTEN WORD IS.
I MEAN, I'M VERY BLACK AND WHITE.
AND SO SO I COME PREPARED FOR WHAT IS HERE AND THEN WE DON'T DO IT.
AND SO YOU SIT THERE AND LIKE BOARD GOALS.
I THOUGHT WE WERE WORKING ON PRIORITIES, BUT NOW PRIORITIES HAVE TURNED INTO GOALS.
AND IT'S MAYBE TO OTHER PEOPLE, WORDS AREN'T IMPORTANT, BUT WORDS ARE IMPORTANT TO ME BECAUSE I WAS ASKED TO WORK ON STAFF PRIORITIES AND AT SOME POINT THEY FLIPPED INTO BOARD GOALS.
WE WERE ASKED TO WORK ON GOALS, PRIORITIES THAT WOULD BE DEVELOPED INTO BOARD GOALS.
NOW DON'T READ THAT IF THAT'S WHAT IT WAS, BECAUSE IT WAS PRIORITIES FOR OUR STAFF TO GO FORWARD.
BUT I UNDERSTAND WHAT YOU'RE SAYING.
I SEE WHERE YOU'RE COMING. WE'LL GO BACK TO THIS TIMELINE.
AND THEN IT THEN WE WENT INTO THIS AND WE'RE NOT FOLLOWING WHAT THE GAME PLAN SAYS.
AND IF IT'S THIS ISN'T THE GAME PLAN, THEN CHANGE TO WHAT IT IS.
AND THEN JUST SO THAT WAY WE ADEQUATELY DO IT RIGHT.
GOT IT DR. ADAMS? THANK YOU. I HAVE NO COMPLAINTS ON WHAT YOU GUYS ARE DOING OR WHAT STAFF IS DOING IS KIND WE WILL WE WILL GET IT RIGHT.
BUT REMEMBER, ANYTIME WE DO DISCUSSIONS, IT'S NOT AT A BOARD MEETING, IT'S IN COMMITTEE.
IT TOOK ME A LITTLE BIT, BUT I GOT IT.
SO AS FAR AS I GUESS I JUST WANT TO MAKE SURE I'M CLEAR.
TRUSTEE GUIDANCE AND RESPONSE.
I MEAN, GIVING INPUT, I WOULD HAVE EXPECTED THAT TO HAPPEN TONIGHT.
SO WE ALL GOT THE PRESENTATION.
WE ALL KNEW WHAT YOU WERE GOING TO PRESENT IF WE HAD SOME GUIDANCE AS IT RELATES TO SOME OF THE THINGS THAT MR. GLICK SHARED, YOU KNOW, IN TERMS OF STAAR AND IN TERMS OF LIKE HE HAD COMMENTS ABOUT EACH OF THOSE.
AND SO THAT WAS HIS OPPORTUNITY TO PROVIDE INPUT AND GUIDANCE RELATIVE TO THE RESPONSE.
AND SO THAT WAS MY IMPRESSION THAT THAT WAS HAPPENING TONIGHT WHEN I READ THAT.
SO I JUST WANT TO MAKE SURE I'M ON THE SAME PAGE.
SO FUNDAMENTALLY I'M NOT ON THE SAME AND I'M NOT SAYING RIGHT OR WRONG.
I'M JUST SAYING THAT'S WHAT MY IMPRESSION OF THIS WAS.
AND THEN WHEN I READ THAT, THAT'S WHAT I THOUGHT.
BUT YOU'RE SAYING THAT THAT'S NOT WHAT YOU THOUGHT.
THAT'S NOT WHAT I UNDERSTAND WHAT YOU THOUGHT.
EXACTLY. SO THE GUIDANCE IN THE RESPONSE AND THE INPUT.
SO WHAT DOES THAT LOOK LIKE TO YOU? GUIDANCE AND INPUT WOULD BE ASKED A QUESTION AND THEN GIVE A RESPONSE.
SO IF YOU WANT HELP IN WHAT DATA WE'RE GOING TO COLLECT, YOU WOULD SHOW ME SOME SAMPLE DATA.
I MEAN, WHAT DATA ARE WE GOING TO COLLECT? YEAH. WHAT DATA DO WE HAVE AT THIS POINT? YEAH. I THINK THAT'S A THAT'S A GREAT QUESTION.
[01:05:05]
AND SO I THINK THE INITIAL CONVERSATION THAT WE HAD WAS BRINGING STUFF LIKE THAT BACK FOR FOR FOR A DISCUSSION TO TALK ABOUT.HERE'S THE DIFFERENT DASHBOARDS, WHICH WHICH FORMAT DO WE LIKE, WHAT DO WE WANT TO BE INCLUDED IN IT? AND I THINK THE ONE THING THAT MAY BE GETTING LOST, TOO, IS IF YOU COME BACK TO MONITORING PROGRESS, WHAT'S THE DISCUSSION IF WE'RE IF WE'RE MAKING PROGRESS.
LIKE, HOW ARE WE CELEBRATING THE PROGRESS? WHAT'S THE DISCUSSION IF WE'RE NOT? WHAT CHANGES DO WE NEED TO MAKE? SO I THINK THAT COULD BE A PART OF A DISCUSSION WHERE YOU HAVE INPUT, TOO.
BUT I THINK THAT YOU BRING UP A GOOD QUESTION.
AND SO I THINK THAT WILL HELP US NEXT TIME.
BUT YOU HAVE TO GIVE ME SOMETHING IN THAT.
AND THAT'S ONE OF THE THINGS THAT YOU MENTIONED WHEN YOU WENT THROUGH THAT PART, RIGHT? I MEAN, YOU SAID THAT THESE ARE QUESTIONS THAT WE WOULD NEED TO CONSIDER, BUT WE DON'T HAVE THIS INFORMATION AT THIS POINT.
WHICH TO ME, THAT WOULD HAVE BEEN PART OF.
THEN WE WOULD HAVE SEEN SOME OF THIS.
IT'S KIND OF JUST THE CART BEFORE THE HORSE.
YEAH. I THINK WHEN WE HAD THE CONVERSATION, A COUPLE OF THINGS THAT I DON'T KNOW IF YOU GUYS GRASPED, BUT WHEN YOU IF YOU GO BACK TO THE PURPOSE OF ASSESSMENT AND DOCTOR ADAM'S STATEMENT ABOUT BUILDING ASSESSMENT LITERACY WITHIN THE DISTRICT, HE LAID OUT SORT OF LIKE THIS PROTOCOL, AT LEAST THIS IS THE WAY I THINK ABOUT IT.
THIS IS WHAT WE'RE LOOKING AT IN TERMS OF HOW WE'RE GOING TO DO ASSESSMENTS GOING FORWARD.
AND SO WHEN YOU WHEN YOU GRASP THIS AND YOU LOOK AT ALL OF THE POSSIBLE WAYS THAT WITH WHAT WE'RE DOING WITH ASSESSMENT AND HOW IT'S GOING TO DRIVE INSTRUCTION OR BUILDING TIER ONE DELIVERY CAPACITY WITHIN OUR TEACHER RANKS, AND THEN HOW WE IDENTIFY STUDENTS AND THEN WHAT WE DO FROM A SYSTEM LEVEL MONITORING PERSPECTIVE LIKE ALL OF THAT I THINK GETS INCORPORATED INTO THE DISCUSSION.
AND THOSE QUESTIONS THAT HE ASKED WHEN WE GET TO RECOMMENDATION NUMBER 13, LIKE WHAT DATA DO WE NEED TO OUTLINE THIS PROGRESS? LIKE ALL OF THAT STUFF HAS TO COME TO US.
AND SO I DON'T KNOW THAT WE WOULD HAVE HAD THAT TONIGHT FOR TONIGHT'S DISCUSSION.
AND SO AS FAR AS RECOMMENDATION GOES, YOU KNOW, MY THOUGHT BASED ON THE PRESENTATION THAT WAS GIVEN, IS THAT WE'RE GIVING GUIDANCE TO HOW WE WANT TO SEE SOME OF THAT INFORMATION WHEN IT'S AVAILABLE AND HOW IT COMES TO US.
THIS IS EXACTLY WHAT I THOUGHT THE DISCUSSION WAS TONIGHT.
AND YOU'RE SAYING THAT YOU THOUGHT IT WAS SOMETHING DIFFERENT.
WELL, SO WHAT DID WHAT'S GOING TO COME BACK TO US? WHAT DISCUSSION DID WE HAVE THAT I MEAN, WE DON'T EVEN KNOW WHAT THERE IS, BUT WE'RE GOING TO TELL THEM WHAT WE WANT IT TO COME BACK AS.
SO I THINK IT'S JUST THE WAY THAT I THINK DOCTOR LOPEZ IT ON THE THIS GOES THIS WAY BUT IT DOESN'T REALLY HAPPEN THIS WAY TO THE WRITTEN WORD.
OKAY. SO REALLY WHAT I WOULD HAVE SEEN ON THIS IS WE WOULD HAVE GOTTEN THIS PRESENTATION AND THEN WE WOULD SAY THE NEXT STEP IS WE'RE GOING TO COME BACK TO YOU WITH SOME OPTIONS AND SOME IDEAS OF HOW TO ANSWER THESE QUESTIONS.
THAT WOULD HAVE BEEN THAT'S TO ME, THAT'S THE NEXT STEP.
YOU'RE GOING TO SHOW ME YOUR DATA.
AND IN ORDER FOR IT TO TO BE MEANINGFUL OR ACTIONABLE.
AND IF I MAY INTERJECT, SO, YOU KNOW, TEACHERS WORDS MATTER, RIGHT, WHEN THEY WHEN THEY TALK.
BECAUSE WHEN YOU HAVE A CLASSROOM FULL OF STUDENTS, PEOPLE INTERPRET IT DIFFERENTLY.
SO THEN THAT WAY IT'S CLEAR AND WE MAINTAIN THAT THE BOARD STAYS IN THE GOVERNANCE ROLE AND WE DON'T GIVE THE ILLUSION THEN, THEN WE'RE GOING INTO ADMINISTRATIVE ROLE.
I KNOW. YOU KNOW, THERE'S A LOT I THINK SO IN FULL TRANSPARENCY.
[01:10:06]
GLICK OR WHOEVER ELSE.SO I DO SEE THAT AND I DO FEEL THAT.
BUT THEN WHEN I LOOK AT THE LITERAL TERM TO ASK FOR GUIDANCE, LITERALLY YOU'RE STOPPING AND SAY, ARE WE ON THE RIGHT TRACK? WHAT DO YOU THINK WE'RE GOING? WELL, THAT'S KIND OF GOING INTO THE MANAGEMENT ROLE RATHER THAN SO WE'VE GOT TO REALLY WATCH WHAT WE DO AND HOW WE GO AND STILL GIVE YOU GUYS THE OWNERSHIP YOU NEED WHILE WE MOVE FORWARD WITH EVERYTHING.
SO THESE ARE THESE ARE MODIFICATIONS THAT IF NOBODY VOICED, WE COULDN'T MAKE.
SO THAT'S WHY I WAS CONFUSED BECAUSE I WAS I WAS LIKE WITH MR. SELDERS MINDSET, LIKE, I SEE.
AND THEN FINALLY, I JUST SAY, CLEAR YOUR MIND.
AND THEN I'M LIKE, I GOT TO PAINT THAT I'M NOT USED TO IT ANYMORE.
I'D BETTER DO THIS, YOU KNOW? BUT THAT'S WHAT I HAD TO DO AND WE COULD DO BETTER.
YEAH. ANY OTHER QUESTIONS? I JUST WANT TO MAKE THIS COMMENT, BUT ANY DISCUSSIONS ON COMMITTEES, WHETHER IT'S QUESTIONS, WHETHER IT'S COMMENT, WHETHER IT'S WHATEVER IT HAPPENS IN COMMITTEE, SO IT'S NOT HAPPENING OUTSIDE OF COMMITTEE.
SO ANYTHING YOU WANT TO SEE CHANGED IN A COMMITTEE ARE PUT ON A COMMITTEE'S AGENDA.
SO THAT'S BASICALLY HOW IT WORKS IN PREPARATION FOR THE COMMITTEE MEETING.
THANK YOU, MR. SELDERS. NO PROBLEM.
WE'RE GOOD? ALL RIGHT. WANT TO MOVE TO INFORMATION ITEM NUMBER THREE, STAAR ACCOUNTABILITY ANALYSIS. MS. JOYNER. A LOT HAS CHANGED, HUH? SORRY. A LOT HAS CHANGED SINCE WE WOKE UP.
BUT NOTHING'S CHANGED AT THE SAME TIME.
YES. WHERE'S MY TEACHER RED PEN? UM. SO COMMITTEE, CHAIR SELDERS, BOARD OF TRUSTEES, DR.
SO THANK YOU, DR. CADDELL, FOR STEPPING IN TO HELP WITH THAT.
BUT LITTLE ANECDOTE BEFORE I GET IN, BECAUSE I WANT TO FRAME IT AROUND, UM, WHY WE DO WHAT WE DO.
SO I STOPPED AT A CHIROPRACTOR ON THE WAY BACK BECAUSE I HIT THE NEXT DECADE AND I WAS HURTING FROM SITTING AT TWO DAYS OF LEARNING AND THE THE DOCTOR SAW MY BADGE AND SHE'S LIKE, OH, GARLAND ISD.
I WENT TO BEAVER, I WENT TO JACKSON, I WENT TO SACSHE HIGH SCHOOL.
SO I ASKED IF IT WOULD BE OKAY IF I MENTIONED HER STORY, HER HER AUNT IS BRENDA MOCK.
RACHEL HEFFNER BECAUSE SHE WAS GOING TO BE LOOKING OUT FOR THIS PRESENTATION, BUT AT THE END OF THE DAY, IT'S IT'S WHAT WE DO TO HELP KIDS REALIZE THEIR THEIR GOALS AND DREAMS BEYOND THE THE WALLS OF OUR BUILDINGS.
SO MOVING INTO ACCOUNTABILITY, SO UNDERSTANDING THE IMPACT OF ACCOUNTABILITY.
ANOTHER GARLAND ISD GRADUATE, MR. MORATH, SENT OUT A PRESS RELEASE FROM TEA TODAY, LETTING US KNOW THAT THE ACCOUNTABILITY RATINGS ARE NOW ON DELAY. SO AGAIN, DIDN'T HAVE ENOUGH TIME TO WHIP OUT MY RED PEN FOR TONIGHT.
BUT I THINK THE CONVERSATIONS ARE STILL GOING TO BE JUST AS AS IMPORTANT AS WE WORK THROUGH THIS.
SO THE PURPOSE OF TONIGHT IS TO REALLY SHARE AN THE UPDATE ON THE ACCOUNTABILITY SYSTEM CHANGES.
SO I HIGHLIGHTED AND I BOLDED ACCOUNTABILITY BECAUSE OUR PERFORMANCE DOESN'T CHANGE.
IT DOESN'T MATTER WHAT THE TARGETS ARE THAT THEY'RE GOING TO GIVE US IN A MONTH AND A HALF NOW, OR WHAT THE MANUAL SAYS OR HOW WE CALCULATE THE PERFORMANCE IS WHAT IT IS.
IT'S JUST A MATTER OF WHAT THESE CHANGES ARE AND HOW THEY'RE ACTUALLY GOING TO AFFECT OUR ACCOUNTABILITY OUTCOMES, RIGHT? SO OUR CAMPUSES AND OUR DISTRICT LEVEL TEAMS ARE ALREADY DOING A LOT OF THE WORK TO ADDRESS THE PERFORMANCE RESULTS THAT WE'VE ALREADY RECEIVED.
OKAY. SO THE TOPICS FOR TONIGHT IS HIGH LEVEL VIEW OF THE IMPACT.
ALSO, TALK A LITTLE BIT ABOUT THE STANDARD SETTING AND RAW SCALE SCORE.
[01:15:02]
I'M NOT GOING TO GO TOO TECHNICAL ON THIS, BUT THEN IRONICALLY, WHAT THE COMMISSIONER MENTIONED TODAY IN THE RELEASE IS RELATED TO THE ACADEMIC GROWTH AND CLOSING THE GAPS.AND THIS IS WHERE WE HAVE NOTICED THE MOST AMOUNT OF IMPACT.
SO WE ARE WE HAD ACTUALLY ANTICIPATED CALLING THAT OUT TONIGHT.
SO LOOKING AT THE HIGH LEVEL OVERVIEW, IF YOU'LL REMEMBER WHEN I ADDRESSED YOU ALL IN JUNE, I BROUGHT TO YOU ALL A PRESENTATION WITH REGARDS TO THE WHAT IF ANALYSIS WHERE THE STATE HAD BASICALLY SAID, WE KNOW IT'S NOT APPLES AND APPLES, SO WE'RE GOING TO GIVE YOU THIS WHAT IF.
TAKING OUR 2022 DATA, APPLYING THE 2023 RULES, AND THEN LET'S SEE WHERE THE CARDS FALL.
SO THE CHART IS EXACTLY THE SAME AS THE CHART THAT I PRESENTED TO YOU ALL IN JUNE.
YES. SO THEY DID A WHAT IF AND THEY SAID THIS IS WHAT THE WHAT IFS LOOK.
AND THEN THEY CHANGED ALL THE THRESHOLDS.
IT GOT WORSE. SO THEY CHANGED THE CUT POINTS FOR ACCOUNTABILITY.
BUT THE THRESHOLDS FOR STAAR ARE WHAT HAVE BEEN VERY, VERY IMPACTFUL.
SO THAT'S WHY I'M GOING TO DIVE A LITTLE BIT INTO THAT, THE STANDARD SETTING.
SO WHAT WE'RE ACTUALLY SEEING IS THAT THE 2023 DATA WITH THE 2023 RULES ARE ACTUALLY SHOWING A GREATER IMPACT THAN THE STATE HAD ANTICIPATED. SO I'M NOT GOING TO GET INTO NUMBERS BECAUSE THE NUMBERS I HAVE FOR YOU TONIGHT ARE WAY DIFFERENT THAN WHAT'S GOING TO COME OUT IN NOVEMBER NOW, I JUST DON'T KNOW HOW DIFFERENT. RIGHT.
SO JUST BREAKING IT DOWN BY THE DIFFERENT DOMAINS.
AND I'M NOT GOING TO GO INTO. ALL THE THE MINUTIAE OF IT ALL.
BUT IF YOU'LL NOTICE, EVERY SINGLE DOMAIN HAS AN IMPACT, WHETHER IT'S RELATED TO THE ASSESSMENT ITSELF OR WHETHER IT'S RELATED TO THE A THROUGH F METHODOLOGY AND CALCULATIONS.
SO IT SOUNDS LIKE THEY'RE NOT GOING TO BUDGE ON THAT.
SO AGAIN, I'M NOT GOING TO READ EVERYTHING ON THE SLIDE FOR YOU, BUT THIS IS JUST SO THAT YOU ALL HAVE IN YOUR HAND A TRUE SIDE BY SIDE COMPARISON OF OF THIS IMPACT.
SO WHAT WAS OCCURRING IN 2022 AND THEN WHAT WAS OCCURRING IN 2023.
BUT I KIND OF WANTED JUST TO BRING IT ALL TOGETHER FOR YOU ALL TONIGHT.
SO THEN MOVING INTO THE STANDARD SETTING AND RAW SCALE SCORES.
SO THIS IS A T A PRESENTATION.
AND BASICALLY WHAT THEY'RE DISCUSSING HERE THEY'RE SHOWING IS WHEN THEY DO STANDARD SETTING AND THIS IS ON A TYPICAL STAR YEAR, WE REALLY NEVER KNOW HOW MANY RAW POINTS A STUDENT NEEDED TO EARN IN ORDER TO HIT APPROACHES, MEETS OR MASTERS.
WE KNEW THE SCALE SCORE, BUT DEPENDING ON THE DIFFICULTY OF THE ASSESSMENT, AFTER ALL OF THE STUDENTS TAKE THE ASSESSMENT, THEY WOULD SHIFT THE WEIGHT SO THAT THE ASSESSMENT WOULD FEEL EQUITABLE WHEN IT COMES.
WHEN IT COMES TO THE DIFFERENT PERFORMANCE LEVELS.
SO WHENEVER KIA PRESENTED THIS, YOU KNOW, THE REDESIGN DOES NOT MEAN THE TEST WILL BE HARDER.
MR. GLICK, HOW MANY TIMES DID WE STAND UP HERE AND SAY IT'S MORE RIGOROUS? HASHTAG, NOT BETTER, NOT HARDER, I THINK IS A TEA HASHTAG RIGHT? SO THE QUESTION NOW IS, WELL, WAS IT REALLY HARDER? SO THIS THESE SLIDES HERE ARE NOT MY SLIDES.
SO WE HAVE THE ONE ON THE LEFT THAT SHOWS WHENEVER THEY'RE DOING THAT STANDARD SETTING IN THE BELL CURVE AND TRYING TO FIND WHERE THAT MIDPOINT IS TO TO SET THOSE STANDARDS. WELL, NOW WE HAVE MORE.
NOW WE'VE MOVED FROM A NUMBER OF QUESTIONS TO NUMBER OF POINTS BECAUSE BACK TO THE QUESTION THAT MR.
[01:20:04]
GLICK HAD ABOUT THE EXTENDED CONSTRUCTED RESPONSE, THAT'S A TEN POINT QUESTION.SO IT'S NOT A ONE FOR ONE ANYMORE.
SO NOW WHAT THEY'RE DOING HERE IS REDISTRIBUTING THE POINTS, RIGHT? LIKE HOW MANY POINTS DID A KIDDO GET? SO IF YOU'LL SEE IN THIS EXAMPLE, A LOT MORE QUESTIONS WERE SQUISHED INTO THAT APPROACHES RANGE AND THEN THAT MEETS AND THE MASTER'S RANGE WAS EXTENDED.
OKAY. SO LET'S PUT IT INTO CONTEXT.
AND I THINK THAT THIS DOCUMENT HERE IS IN YOUR IS IN YOUR BOOK THAT'S A LITTLE BIT BIGGER.
SO WHAT I REALLY WANT TO POINT OUT HERE IS IF YOU NOTICE THE FIRST COLUMN OR THE FIRST SET OF DATA IS 2022 AND THEN WE MOVE INTO 2023.
THIS IS THE FOURTH GRADE EXAMPLE.
AND YOU NOTICE HOW THERE ARE MUCH FEWER POINTS.
OKAY? NOT QUESTIONS, MUCH FEWER POINTS IN THE DID NOT MEET RANGE.
BUT THEN THE SCALE SCORE IS FROM 2022 TO 2023.
THE APPROACH IS SCALE SCORE IS 20 SKILL POINTS LOWER.
OKAY, IT'S 20 SKILL POINTS LOWER.
SO WE HAD A LOT OF KIDS THAT HAD APPROACHES, RIGHT? BUT THEN AS YOU MOVE INTO THE CHART, THE MEETS TO MEET SKILL SCORE IN ORDER TO TO EARN MEETS IN 2023, THAT SKILL SCORE WENT UP BY TWO POINTS.
IT WENT UP BY 30 SKILL POINTS.
OKAY. SO IT'S VERY DECEIVING WHEN WE LOOK AT ASSESSMENT DATA BECAUSE OUR NATURAL INCLINATION AS TEACHERS IS TO WHIP OUT OUR LITTLE EASY GRADER AND SAY, WHAT PERCENT CORRECT DID KIDS GET? RIGHT? SO IF WE LOOK AT IT FROM THAT LENS WHERE A STUDENT AT THE MEETS IN 2022 HAD TO GET 75% OF THE TEST CORRECT IN ORDER TO PERFORM AT GREAT MEETS GRADE LEVEL IN 2023.
SO ARE WE LOWERING THE BAR FOR KIDS? NO, WE'RE NOT.
OKAY. SO AGAIN, BECAUSE I'M VERY VISUAL, SO I LOOKED AT IT FROM THE LENS OF PERCENTILES.
SO AS A REMINDER, PERCENTILES IS BASED ON THE PEERS AND THE STATE.
THE BLUE IS MEATS AND THE GREEN IS MASTERS.
SO IN 2020, 2021, WHEN STUDENTS WERE HITTING, THAT APPROACHES RANGE THE FIRST QUESTION AND APPROACHES, THEY WERE IN THE 29TH PERCENTILE.
THEN IN 2022, IT WENT UP TO 41.
THEY WERE IN THE 3040 FIRST PERCENTILE.
OKAY. AND NOW WE'RE BACK DOWN TO THE 25TH PERCENTILE.
AND YOU SEE THAT YOU SEE THAT TREND GOING UP IN EVERY SINGLE PERFORMANCE BAND.
SO WHEN THE STATE STEPPED BACK AND THEN THEY'RE RELEASED TODAY WHEN THEY SAID, YOU KNOW, OUR 2022 GROWTH WAS AN ANOMALY, WE KNOW THAT BECAUSE THE KIDS HAD TWO YEARS OF GAPS FROM COVID, RIGHT? SO NOW WE'RE LEVELING BACK OUT AND THIS IS EXACTLY WHAT WE'RE SEEING.
OKAY. SO NOW GOING INTO DOMAIN TWO A, THE ACADEMIC GROWTH, THERE'S A LOT ON THIS ONE THAT WE CAN GET INTO THE THE MINUTIA OF THE DETAILS.
BUT THIS IS BASICALLY SPRING 22 TO SPRING 22, 2023 DATA.
THE ONE ON THE LEFT ARE THE 22 RULES.
THE ONE ON THE RIGHT ARE THE 23 RULES.
OKAY, THE 2023 RULES, YOU'LL NOTICE THAT THERE ARE ABOUT 187 MORE TESTS.
SO THE QUESTION MIGHT BE, VERONICA, YOU MESSED UP, RIGHT? LIKE, WHY ARE YOUR NUMBERS DIFFERENT? REMEMBER, I'VE MENTIONED BEFORE THE KIDDOS THAT WERE SPANISH TESTERS THAT NOW WHEN THEY TEST ENGLISH, THEY'RE COUNTED IN THE GROWTH METHODOLOGY. THAT'S WHERE THE 100 AND THIS IS AGAIN FOURTH GRADE EXAMPLE.
OKAY. THAT'S WHERE THOSE KIDDOS ARE COMING IN.
WE STARTED OUT WITH 710 KIDDOS THAT HAD ZERO POINTS WORTH OF GROWTH AND WE ADD MORE TESTS, WE CHANGE THE MATH AND NOW WE HAVE 872 KIDS THAT ARE IDENTIFYING AS NOT HAVING ANY GROWTH.
THIS IS OUR OWN DATA THAT THE STATE IS NOW REALIZING THAT THEY NEED A PAUSE AND THE WHY?
[01:25:04]
BECAUSE IT'S DETRIMENTAL TO THE SYSTEM.OKAY. AGAIN, SAME EXACT DATA SET, DIFFERENT RULES.
OKAY. AND THIS GOES INTO A LITTLE BIT MORE.
THERE WERE 1390 KIDDOS THAT HAD ONE POINT GROWTH IN THE OLD RULES.
THIS IS OUR GARLAND ISD DATA WITH FOURTH GRADE.
OKAY, THESE ARE OUR OWN NUMBERS.
NOTHING CHANGED IN THIS CHART OTHER THAN THE RULES, THE MATH.
OKAY, SO NOW I'M VERY BIG ON GETTING DOWN TO THE KID.
LIKE, HOW DO WE HOW DO WE UNDERSTAND THIS FROM THE LENS OF A STUDENT? SO STUDENT A THEY WERE IN A LOW, DID NOT MEET AND THEY ARE STILL PERFORMING AT A LOW, DID NOT MEET, BUT THEY HAD A GAIN SCORE OF 527 POINTS.
THIS KIDDO REALLY IN 2022 REALLY DID GET ZERO QUESTIONS.
IT WASN'T JUST A CLICK, CLICK CLICKER.
THEY TRIED. AND THIS YEAR THEY ANSWER THEY GOT NINE POINTS IN THE OLD SYSTEM.
THAT STUDENT WOULD HAVE GOTTEN ONE POINT FOR GROWTH.
THAT STUDENT WOULD HAVE GOTTEN A GROWTH POINT IN THE NEW SYSTEM.
THERE'S NO THERE'S NO GROWTH RECOGNIZED.
OKAY. EVEN THOUGH THEY STARTED OUT WITH ZERO QUESTIONS IN 2022 AND THAT BABY TRIED, OKAY, STUDENT B WAS APPROACHES HIGH, THEY PERFORMED AT THE SAME LEVEL.
THEY KEPT THEIR PERFORMANCE IN THE OLD SYSTEM.
THAT WOULD HAVE BEEN ONE POINT.
AND THE NEW SYSTEM, THAT'S ONLY HALF POINT.
OKAY. AND THEN THERE ARE SOME GAINS.
LOPEZ HAS BEEN SAYING FOR ALMOST A YEAR, OUR MOST AFFLUENT SCHOOLS, OUR SCHOOLS THAT HAVE NATURALLY HIGH PERFORMING STUDENTS, THOSE CAMPUSES, THOSE DISTRICTS ARE GOING TO WIN.
THEY ARE GOING TO PERFORM WELL.
THIS IS WHY IN THE PAST, THIS STUDENT WITH THE THEY WERE MEETS PERFORMANCE.
THEY STAYED AT MEETS IN THE IN THE OLD RULES THAT STUDENT WOULD HAVE JUST GOTTEN HALF A GROWTH POINT AND THE NEW RULES THAT STUDENT GETS A FULL POINT OKAY. LOTS OF NUMBERS, BUT I HOPE GIVING YOU SOME STUDENT EXAMPLES KIND OF CLARIFIES WHY WE ARE RAISING THE RED FLAG TO THE STATE AND WHY WE'VE BEEN BUCKING WITH THESE DIFFERENT RULES. OKAY.
AND, MISS STANLEY, IF YOUR FACIAL EXPRESSIONS DON'T SHOW ENOUGH DISGUST ALREADY, WE'RE CONTINUING.
OH, IF THIS IS YOUR POKER FACE, PLEASE NEVER PLAY WITH MY HUSBAND AS WE CONTINUE THE CLOSING.
THE GAPS IS OUR FEDERAL COMPONENT OF OUR ACCOUNTABILITY SYSTEM.
SO I'VE GOT IT BACKWARDS THIS TIME.
THE CHART ON THE TOP RIGHT ARE THE 2022 RULES WHERE YOU JUST SEE THE SPREAD.
BUT WHAT WE SEE HERE IS, NUMBER ONE, THE TARGETS WERE LOWER THAN WHAT THEY'VE ESTABLISHED THIS YEAR.
BUT WE SEE THE THE GREEN AND THE RED.
THE GREEN IS THAT WE WOULD HAVE GOTTEN CREDIT FOR THOSE STUDENTS HAVING MET THAT TARGET.
AND THE RED IS THAT WE WOULDN'T HAVE GOTTEN CREDIT AT ALL.
BUT ALSO IT GOES FROM USING ALL OF THE DIFFERENT RACE AND ETHNICITY GROUPS AND EARNING OR HAVING MET OUR TARGET FOR THE DIFFERENT GROUPS.
NOW IT'S BASED ON THE TWO LOWEST PERFORMING STUDENT GROUPS FOR THAT CAMPUS.
AND SO IN THIS CASE, BECAUSE THE THE TARGETS WENT UP SO MUCH, WE DIDN'T HIT ANY OF THE OF THE TARGETS. AND THIS IS JUST A FOURTH GRADE EXAMPLE.
WE DO HAVE CAMPUSES THAT DID HIT THE TARGETS.
BUT THOSE STUDENT GROUPS ARE NO LONGER COUNTING TOWARDS THE CLOSING THE GAPS.
SO SOME CAMPUSES, WE WOULD ASSUME, ARE AFRICAN AMERICAN AND HISPANIC ARE THE TWO LOWEST PERFORMING.
[01:30:04]
BUT ANOTHER RULE CHANGE IS THAT THE MINIMUM GROUP SIZE COULD BE TEN.SO LET'S GIVE SOUTH GARLAND AS AN EXAMPLE, RIGHT? WE KNOW THAT THE MAJORITY OF THE STUDENTS THAT ATTEND SOUTH GARLAND ARE HISPANIC, OKAY? AND SO WE WOULD ASSUME THAT WE COULD LOOK AT THIS CHART AND SAY, OKAY, HISPANIC IS GOING TO BE ONE OF THE TWO LOWEST PERFORMING RACE AND ETHNICITY GROUPS.
BUT BECAUSE OF THE NUMBERS AND BECAUSE NOW WE'RE DOWN TO TWO TRULY LOWEST PERFORMING ITS AFRICAN AMERICAN STUDENTS AND STUDENTS THAT ARE TWO OR MORE RACES. AND SO WE'RE DOWN TO 15% OF THE TESTERS ARE AND THEIR PERFORMANCE ARE WHAT ARE GIVING US OUR OUR RATING FOR CLOSING THE GAPS.
SAME THING HAPPENS AT O'BANION WHERE O'BANION, I THINK IT WAS LIKE 13% OF THEIR TESTERS ARE WHERE WE'RE GETTING OUR CLOSING THE GAPS RATING.
SO IF WE REALLY STOP AND THINK ABOUT OUR TINY, TINY SCHOOLS, A STUDENT GROUP THAT'S TEN.
SO THAT MEANS EACH STUDENT IS 10% OF THAT SCORE.
OKAY. NOW TO TOP IT ALL OFF, BECAUSE THE INFORMATION THAT I HAVE SHARED THUS FAR IS NOT SAD ENOUGH.
THE ONLY WAY TO GET A PERFECT SCORE IN THE CLOSING THE GAPS DOMAIN IS TO HIT.
YOU SEE THE 95 AT THE BOTTOM OF THAT TABLE.
THE ONLY WAY TO GET A PERFECT SCORE IN THE CLOSING THE GAPS DOMAIN IS IF EVERY STUDENT GROUP FOR EACH DIFFERENT COMPONENT HITS THE 15 YEAR TARGET.
AGAIN, THE PERFORMANCE DOES NOT CHANGE OUR THAT OUR MEETS, OUR MASTERS, OUR APPROACHES.
NONE OF THAT IS GOING TO CHANGE.
IT'S HOW THEY SLICE IT AND DICE IT IN ORDER TO PUT A RATING ON OUR BUILDINGS.
OKAY. AND THEN I BELIEVE MR. SELDERS WANTED TO SEE SOME INFORMATION BROKEN OUT BY ECONOMICALLY DISADVANTAGED STUDENTS AND NOT AT THE STATE LEVEL.
SO WHAT THE STATE HAS PUBLISHED THUS FAR, IF WE REALLY LOOK AT THESE, WE'RE OKAY.
RIGHT. BUT THIS IS NOT THE BULK OF OUR ACCOUNTABILITY RATE.
THE BULK OF OUR ACCOUNTABILITY RATE FOR OUR ELEMENTARY AND OUR MIDDLE SCHOOLS REALLY IS THE GROWTH PIECE. AND IT'S NOW IT'S MORE OF A MAINTENANCE PIECE.
SO NOW IF I TAKE YOU BACK TO THIS SLIDE HERE, CAN THOSE MASTER'S STUDENTS STAY MASTERS? WELL, IN GARLAND ISD, WE HAD WE STRUGGLED OUR ECONOMICALLY DISADVANTAGED STUDENTS THAT WERE MASTERS IN 2022, ONLY HALF OF THEM STAYED MASTERS IN 2023 BECAUSE OF THE RIGOR AND DIFFICULTY OF THE EXAM.
SO THEY CAN MAKE APPROACHES MUCH EASIER, QUOTE UNQUOTE.
BUT IF OUR STUDENTS THAT WERE MASTERS IN THE PRIOR YEAR AREN'T STAYING AT MASTERS, THEN WE'RE TAKING THE BIG HIT ON GROWTH BECAUSE NOW THAT STUDENT DOESN'T HAVE ANY GROWTH POINTS.
AND SO THAT COMPARISON OF 50% OF OUR ECONOMICALLY DISADVANTAGED STUDENTS THAT WEREN'T ABLE TO MAINTAIN THAT MASTER'S TO MASTERS NON-ECONOMICALLY DISADVANTAGED STUDENTS IN GARLAND ISD WAS 32%.
SO STILL A BIG NUMBER, BUT NOT HALF.
ALL RIGHT. SO THIS IS THE PART WHERE I NEED TO TAKE THAT RED PEN.
WE ARE NOT GETTING ACCOUNTABILITY RATINGS ON SEPTEMBER 28TH.
THE DATE IS TO BE DETERMINED, LIKELY SOMETIME IN NOVEMBER.
SO THEY SAID OCTOBER, END OF OCTOBER, EARLY NOVEMBER.
SO PRETTY UNAPOLOGETIC WHEN IT COMES TO TEA THESE DAYS.
THANK YOU. THANK YOU, MISS JOYNER TRUSTEES.
ARE THERE ANY QUESTIONS? QUESTIONS, MISS STANLEY.
[01:35:05]
SO, MISS JOYNER? YES. WHAT WE'RE SAYING IS SO NOTHING HAS FUNDAMENTALLY CHANGED IN THE SENSE THAT WE HAVE TO TEACH THE KIDS ANYTHING DIFFERENT.THERE'S JUST NOTHING DRAMATIC THAT WE SHOULD HAVE DONE TO HAVE GOT THEM TO THIS MORE RIGOROUS.
HILL, SHE'S IN THERE. SHE'S LIKE, OH, YES, WE HAD TO GO VERY DIFFERENT BECAUSE IT WE TALKED A LITTLE BIT A WHILE AGO ABOUT SEMANTICS AND WORDS. SO THIS IS A REDESIGN IS WHAT THE STATE IS SAYING, NOT A NEW TEST.
IT'S STAR 2.0, NOT A DIFFERENT TEST PROGRAM.
RIGHT. BUT IT'S A TOTALLY DIFFERENT TESTING PROGRAM.
WHAT WE ARE ASKING OUR STUDENTS TO DO IS 100% DIFFERENT THAN WHAT WE'VE EVER ASKED THEM TO DO.
HILL OR DR. CADDELL STEP IN TO TO ANSWER FROM THE ACADEMIC LENS.
BUT THE MESSAGE THAT'S BEING SENT IS THAT IT'S NOT THAT DIFFERENT, BUT IT'S DIFFERENT.
I MEAN, YOU CAN JUST TELL BY THE FACT THAT THE CHILD THERE'S NO REASON WHY A CHILD WOULDN'T AT LEAST MAINTAIN AT LEAST IN 1 OR 2 SUBJECTS. I MEAN, THEY MIGHT HAVE AN OFF DAY ON THEIR TESTING.
SO THAT'S WHY I GUESS WHERE I'M STRUGGLING IS THAT WHEN PEOPLE ASK, YOU KNOW, HOW COME IT'S YOU KNOW, THE TESTING IS DROPPED, THERE'S REALLY I DON'T KNOW. I MEAN, HOW DO WE ANSWER THAT? BECAUSE THEY'RE JUST IT'S ARBITRARY AT THIS POINT.
SO, OKAY, I AGREE IN LOTS OF WAYS.
EXACTLY RIGHT. THE STANDARDS ARE TEAKS, WHICH IS OUR CURRICULUM DID NOT CHANGE THIS YEAR.
SO IF I'M SUPPOSED TO BE ABLE TO MAKE INFERENCES AND DRAW CONCLUSIONS SUCCESSFULLY IN THIRD, FOURTH, FIFTH, ANY OF THOSE GRADES, I STILL AM REQUIRED TO DO THAT AND SHOW MASTERY.
BUT THE WAY WE ARE ASKING STUDENTS TO SHOW THEIR MASTERY IS WHAT'S MORE RIGOROUS.
THEY'RE STILL ASKED TO TO USE THAT SAME SKILL, BUT THEY'RE DOING IT IN A WAY THAT REQUIRES MORE COMPLEX THINKING, MULTI-STEP THINKING, ESPECIALLY WE SAW I DON'T KNOW IF YOU ALL REMEMBER, WE'VE DONE A LOT OF STAR REDESIGN PRESENTATIONS AND ACCOUNTABILITY PRESENTATIONS, BUT SEVERAL MONTHS AGO WE SHOWED YOU SIDE BY SIDES OF PREVIOUS STAR QUESTIONS VERSUS STAR REDESIGN QUESTIONS BASED ON WHAT THE STATE HAD GIVEN US AND THE OPPORTUNITY FOR STUDENTS TO, AS DR.
ADAMS MENTIONED BEFORE, KIND OF GUESS, FOR LACK OF A BETTER WAY, THEIR WAY THROUGH TO GET TO THE RIGHT ANSWERS REALLY BEEN ALMOST ELIMINATED BECAUSE ESPECIALLY IN MATH, THEY HAVE TO GET STEP ONE CORRECT IN ORDER TO THEN MAKE IT TO STEP TWO.
SO THE CRITICAL THINKING COMPONENT IN WHAT STUDENTS WERE REQUIRED TO SHOW IS STILL THE SAME OUTCOME.
THEY'RE STILL GOING TO NEED TO KNOW HOW TO DO THAT SKILL.
BUT THE WAY THAT WE'RE ASKING STUDENTS TO SHOW THEIR THINKING IS WHAT TAKES IT TO A MUCH MORE RIGOROUS LEVEL, WHICH IS WHY WHAT WE GAVE OUR STUDENTS THIS PAST SCHOOL YEAR IN OUR INSTRUCTIONAL PLANS AND OUR LEARNING PLANS WAS MUCH MORE RIGOROUS RESOURCES.
WE FELT LIKE IT WAS GOING TO BE MUCH MORE REFLECTIVE OF WHAT THEY WOULD SEE ON THE TEST.
BUT THAT TAKES TIME TO BRING OUR STUDENTS UP TO THAT LEVEL.
THANK YOU. ANY OTHER QUESTIONS, MR. JOHNSON? I THINK WE'RE ALL RELATIVELY COMFORTABLE WITH THE CONCEPT OF SCALING WHEN IT COMES TO ASSESSMENTS AND SCORES.
AND GENERALLY SPEAKING, THE PERCENTILE THAT SAME STUDENT, BY AND LARGE FOR THE MOST PART SHOULD GET THE SAME PERCENTILE SCORE REGARDLESS OF HOW RIGOROUS THE EXAM WAS.
DO YOU FEEL AND CHIME IN HERE, TOO, DR.
[01:40:05]
IS NOT GETTING THE SAME SCORE OR THE SAME PERCENTILE SCORE BASED ON THIS.SO DO YOU FEEL THAT WE HAVE A SCALING PROBLEM? BASED ON THE ASSESSMENTS THAT I HAVE LOOKED AT, IT DOES NOT APPEAR LIKE THE SCALING HAS.
IT'S NOT WHAT WE'VE EVER SEEN BEFORE.
SO ONE OF THE THINGS THAT I AM CURIOUS ABOUT IS WHAT IS THIS GOING TO LOOK LIKE NEXT YEAR? LIKE, ARE THOSE RANGES GOING TO COME UP SO THAT SLOWLY OVER TIME IT'S INCREMENTAL? BUT EVEN IN THE PAST, THE READING SPANISH AND THE READING ENGLISH WERE PRETTY SIMILAR.
AND NOW WE'RE SEEING LIKE A 20 POINT DIFFERENCE FOR PERFORMANCE LEVELS.
IT'S NOT ANYTHING THAT I'VE EVER SEEN BEFORE.
COULD YOU GO TO I BELIEVE IT'S SLIDE TO 15 OR AT LEAST WE HAVE A PAGE NUMBER TO 15 THAT THE STUDENTS TO ME, THIS THIS IS THE WHOLE BALLGAME RIGHT HERE THIS AND JUST FOR THE PUBLIC WHO MIGHT BE LOOKING ALONG HERE, I THINK YOU ARE BEING EXTRAORDINARILY KIND AND DIPLOMATIC.
THIS IS REALLY THE WHOLE THING.
STUDENT A GAINED 527 POINTS AND GOT NOTHING FOR GAINING THAT.
OKAY. STUDENT B GAINS 168 POINTS, GETS HALF A POINT.
SO GAINED ABOUT, YOU KNOW, QUITE A BIT LESS THAN STUDENT A YET GETS SOME CREDIT FOR IT.
STUDENT C GAINS THE LEAST BY A MILE AND GETS THE MOST CREDIT FOR GROWTH THERE.
BASICALLY WHAT TIA IS SAYING IS STUDENT C GREW MORE THAN THE OTHER TWO.
THEY'RE BASICALLY PEEING ON OUR LEG AND TELL US IT'S RAINING.
THAT'S EFFECTIVELY WHAT THEY'RE DOING.
I MEAN, GROWTH IS IS A SIMPLE WORD.
IT'S NOT DIFFICULT TO UNDERSTAND.
ONE STUDENT GETS A HIGHER GAIN SCORE.
MAYBE THEY DIDN'T MEET WHAT WHAT THE TARGET WAS.
BUT YOU CAN'T CALL IT GROWTH IF YOU DIDN'T GROW.
AND THAT'S EFFECTIVELY WHAT THEY'RE DOING AND THEY'RE TRYING TO SELL THIS TO THE PUBLIC.
WE'RE MEASURING GROWTH. THEY'RE NOT MEASURING ANYTHING.
THEY'RE MEASURING WHAT THEY WANT TO MEASURE AND THEY'RE GETTING THE RESULT THEY WANT TO GET.
AND THAT'S WHY THIS GOT PULLED BACK OUT LATER ON EARLIER TODAY, BECAUSE PEOPLE SEE IT.
LOOK AT THE STUPID GAIN SCORES.
THAT'S NOT TO ANYTHING. THAT'S JUST TO FICTION, BECAUSE THAT'S WHAT IT IS.
MR. JOHNSON, YOU ARE A SMART MAN.
AND WHY DO YOU THINK I PUT THAT LITTLE GAIN SCORE ON THERE? BECAUSE IT IS IT'S THE THE THE TRUTH.
THE TRUTH. ANY OTHER QUESTIONS? THANK YOU, MR.. OKAY. THANK YOU ALL.
WE'RE GOING TO MOVE TO INFORMATION ITEM NUMBER FOUR BIZ TOWN REPORT.
COMMITTEE CHAIR SELDERS BOARD OF TRUSTEES.
I'M DIRECTOR OF CAREER AND TECHNICAL EDUCATION.
AND TONIGHT WITH ME, I HAVE A FEW GUESTS IN THE HOUSE AS WE TALK ABOUT JUNIOR ACHIEVEMENT.
FIRST OFF, JAN MURPHY MURFIELD, WHO IS THE PRESIDENT AND CEO OF JUNIOR ACHIEVEMENT.
ALSO JASMINE SELDIN, OUR CHIEF DEVELOPMENT OFFICER.
I SEE HIM EVERY DAY IN THE HALLWAYS AT THE CENTER.
WE'LL CO PRESENT THE PARTNERSHIP THAT WAS STARTED IN 2017 BETWEEN JUNIOR ACHIEVEMENT AND TONIGHT, SPECIFICALLY KNOWN AS BIZTOWN, A HOST, A CAPSTONE FINANCIAL LITERACY EXPERIENCE AT THE GILBREATH-REED CAREER AND TECHNICAL CENTER.
ON THE GARLAND ISD SIDE, WE PROVIDE A WARM SHELL AND I CALL OUT THOSE WORDS BECAUSE ANYTIME THERE'S A CHANGE, WE JUST GIVE A FRESH REPAINT TO THE SPACE OF OUR AREA OF 15,000FT².
[01:45:05]
SUPPORT, WITH THE CAMPUS TECH THAT'S THERE, A CURRICULUM FEE, WHICH I'LL TALK ABOUT A LITTLE BIT LATER, TRANSPORTATION TO THE FACILITY, AND THEN THE UTILITIES AND CUSTODIAL SERVICES TIED TO THE ACTUAL FACILITY ITSELF.TODAY, COMERICA BANK WAS IN THE HOUSE HELPING OUT WITH THE STUDENTS FROM BRADFIELD ELEMENTARY, THE SCHEDULING AND THE TRAINING OF THE FIFTH GRADE TEACHERS WHEN THEY IMPLEMENT IT IN THE MATH CLASSES.
SO TO TALK A LITTLE BIT ABOUT HOW IT GETS IMPLEMENTED AND HOW WE'VE REDESIGNED THE PROGRAM.
LAST YEAR, THE ORIGINAL DESIGN OF J.R.
WAS HOUSED IN SIXTH GRADE WORLD CULTURES.
AS A FORMER SOCIAL STUDIES TEACHER, THERE AREN'T PERFECT.
THERE ARE NOT PERSONAL FINANCIAL LITERACY TWEAKS IN WORLD CULTURES.
AND IN THE DESIGN, THE BIZTOWN CURRICULUM PROVIDES 10 TO 12 LESSONS IN THE CLASS AND THEN THE CAPSTONE AFTER GETTING THOSE LESSONS IN THE MATH CLASS IS THE DAY AT THE CTC AND AT BIZTOWN.
SO TO GIVE YOU A LITTLE BIT ABOUT THE ANNUAL COST TO THE TO TO GISD FOR JUNIOR ACHIEVEMENT, THE TOTAL COST COMES OUT TO $81,385. AND THAT IS COMPRISED OF TWO THINGS A CONTRACTED FEE OF $15 PER STUDENT, WHICH IS THAT $59,205 FOR THE STUDENTS AND THEN $22,180 FOR TRANSPORTATION.
SO IF WE DIVIDE THAT BY THE 3806 STUDENTS SERVED IN GARLAND ISD LAST YEAR IN FIFTH GRADE, THAT COMES OUT TO $21.38 PER STUDENT WHEN THEY WALK THROUGH BIZTOWN IN GARLAND.
NOW IT'S MUCH MORE THAN GARLAND, AND THAT'S WHY I BROUGHT THE CREW WITH ME TODAY.
WELL, OKAY, THIS IS WHAT HAPPENS WHEN THEY GIVE IT TO OTHER PEOPLE.
AND SO IF YOU WANT TO STOP BY ANY DAY, JUST LET US KNOW OR JUST DROP IN.
AND OUR STAFF WHO ARE THERE WILL BE GLAD TO SHOW YOU AROUND AND ANSWER ANY QUESTIONS THAT YOU HAVE.
WE DO THIS THROUGH FINANCIAL WELLNESS, ENTREPRENEURSHIP AND CAREER EXPLORATION.
THE WONDERFUL THING ABOUT BOYS TOWN, IT HAS CURRICULUM IN EACH OF THE THREE PILLARS.
SO THAT'S ONE OF OUR FEW CURRICULUM THAT REACHES ALL THREE PILLARS.
AND SO WE'RE REALLY GLAD TO DO THAT AND WE REALLY WANT TO HELP THE KIDS.
YOU KNOW, EARLIER YOU WERE TALKING ABOUT REALLY WHAT IS AT THE HEART OF WHAT WE DO IS TO HELP KIDS.
AND I KNOW THAT'S WHAT YOUR TEACHERS ARE DOING EVERY DAY.
AND I KNOW THAT'S WHAT YOU AS BOARD MEMBERS AND LEADERS ARE REALLY LOOKING AT EVERY DAY BECAUSE IT'S THE KIDS, RIGHT? WE HAVE THESE DISCUSSIONS ABOUT WHAT WE'RE TALKING ABOUT BECAUSE IT'S REALLY ABOUT THE KIDS AND WHY YOU'RE HERE THIS EVENING AFTER YOU'VE WORKED ALL DAY.
BUT WE WANT TO HELP THESE STUDENTS MAKE THE CONNECTION BETWEEN WHAT THEY LEARN IN THE CLASSROOM AND HOW IT IT GOES TO THE REAL WORLD AND WHAT THEY'RE GOING TO BE EXPERIENCING EVERY DAY WHEN THEY GET THAT PAYCHECK AND THE TAXES ARE TAKEN OUT OF IT.
THAT'S AN EYE OPENING EXPERIENCE.
AND WE HAVE STORIES WHERE PEOPLE HAVE SAID, I REMEMBER DOING THAT WHEN I WAS IN THE FIFTH GRADE AND I WAS THE MAYOR OR I WAS THE CEO OF TOYOTA.
AND IT REALLY IS AN EXPERIENCE THAT THEY TAKE WITH THEM.
SO NOW KEISHA IS GOING TO TELL YOU A LITTLE BIT MORE.
GOOD EVENING. CHAIRMAN SELDERS BOARD OF TRUSTEES.
SO I JUST WANT TO SHARE A LITTLE BIT OF INFORMATION ABOUT OUR STUDENT PARTICIPANTS.
AND SO LAST YEAR, WE HAD 3800 STUDENTS THAT PARTICIPATED IN BIZTOWN AT THE AT GILBREATH-REED.
AND WE HAD 65 OPERATIONAL DAYS.
AND TEN OF THOSE DAYS WERE FOR WERE FROM STUDENTS OUTSIDE OF GISD AS WELL.
[01:50:04]
PROBABLY THE MAJORITY OF THE FALL AND A LITTLE BIT OF THE SPRING.WE DO OPEN IT UP FOR OTHER DISTRICTS TO COME THROUGH AND REALLY GET TO SEE THE FACILITY.
THEY'RE LIKE, WOW, THIS IS SUPER COOL.
JUST BEING IN THAT SPACE WE HAVE, WE WILL BE SERVING 3800 PROJECTED GARLAND ISD FIFTH GRADE STUDENTS FOR THE 2324 SCHOOL DISTRICT.
AS JAN MENTIONED, WE ARE ALREADY PACKED WITH THE EXCEPTION OF TWO DAYS FOR THE FALL SEMESTER AND ACTUALLY WITH PROJECTIONS FROM GARLAND ISD AS WELL AS OTHER SURROUNDING DISTRICTS.
WE HAVE OVER 6000 STUDENTS ALREADY ON CALENDAR.
SO WE WILL WE WILL HAVE 84 OPERATIONAL DAYS THIS YEAR, AND 37 OF THOSE DAYS WILL BE FOR STUDENTS OUTSIDE OF GARLAND ISD AND WE'RE STILL IN RECRUITMENT MODE. SO WE STILL HAVE TONS OF PEOPLE CALLING US SAYING THEY WANT TO GET IN.
RICHARDSON ISD IS REALLY, REALLY GOING FULL COURT PRESS TO GET IN THERE.
I'M GOING TO TURN IT OVER TO JASMINE.
THANK YOU, SUPERINTENDENT LOPEZ.
CHAIRMAN SELDERS, THANK YOU FOR HAVING US TONIGHT.
I AM JASMINE SELDIN, CHIEF DEVELOPMENT OFFICER FOR J-R.
AND SO REALLY, WHAT OUR ROLE IS ON THE DEVELOPMENT TEAM IS TO BRING IN THOSE SPONSORS SO THAT THE STUDENTS HAVE THE OPPORTUNITY TO BE CEO OF TOYOTA OR TO ACTUALLY RUN THE CHICK FIL A.
AND SO THIS IS REALLY JUST HIGHLIGHTING KIND OF WHAT OUR CURRENT SPONSORS THAT WE HAVE IN THERE, A LIST OF ALL THOSE CURRENT SPONSORS, WHAT THE SPONSORSHIP IS THAT WE ARE RECEIVING FROM THEM.
AND SO WHEN YOU LOOK AT THE EXPENSE WHAT IT COSTS TO RUN BIZTOWN, THIS IS INCLUDING OUR CURRICULUM, IT'S ALSO GOING TO BE INCLUDING A LOT OF THAT IS PERSONNEL, RIGHT? THAT'LL BE MR. TRAVIS THAT'LL BE AMANDA.
AND A LOT OF THE STAFF THAT WE HAVE UP THERE THAT YOU GUYS WILL SEE WHEN YOU COME UP THERE.
SO A LOT OF THAT INCLUDES THE EXPENSES AS WELL AS UPKEEP AND MAINTENANCE OF J.
BIZTOWN. WE HAVE TWO NEW SPONSORS, ONE BEING SOUTHWEST.
SO WE ARE TRANSITIONING OUT AMERICAN AIRLINES THAT WAS THERE AND SOUTHWEST IS COMING IN.
WE ALSO HAVE MCKESSON, WHO IS A NEW SPONSOR FOR US.
SOUTHWEST IS ACTUALLY TAKING CARE OF ALL OF THE IMPLEMENTATION OF PUTTING SOUTHWEST IN THAT SPACE.
SO THAT HAS ALL THE DETAILS FOR THIS INFORMATION ITEM REQUESTED BY THE BOARD.
AND SO ANY QUESTIONS FROM THE COMMITTEE THIS EVENING? THANK YOU FOR THAT PRESENTATION.
BOARD MEMBERS. ANY QUESTIONS? MR. GLICK? YEAH, THANK YOU.
I WAS INTERESTED ONE OF THE MOTIVATING FACTORS FOR US TO EVEN CONSIDER THIS BACK IN THE 2014 BOND WAS THAT WE COULDN'T GET INTO THE PROGRAM THAT RICHARDSON ISD WAS RUNNING.
SO WHAT'S HAPPENED WITH THEIR PROGRAM? LET ME ANSWER THAT. AND SO THEY HAD A PROGRAM CALLED ENTERPRISE CITY AND THEY ACTUALLY CLOSED ENTERPRISE CITY AND NOW THEY ARE RUSHING TO GET INTO JA BIZTOWN. SO I DON'T KNOW.
WE GOT TO DECIDE IF WE WANT TO STRONG ARM THEM A LITTLE BIT.
THAT WAS THE MODEL ENTERPRISE CITY.
ANY OTHER QUESTIONS? THANK YOU, GUYS.
MOVE TO OUR FINAL INFORMATION ITEM.
WE HAVE OUR ANNUAL SHAC REPORT.
MISS STEVENSON. SO GOOD TO SEE YOU GUYS AGAIN.
COMMITTEE CHAIR SELDERS, BOARD OF TRUSTEES, DR.
AS A REMINDER, THE SHAC IS MADE UP OF EIGHT COMPONENTS OF COORDINATED SCHOOL HEALTH, INCLUDING PHYSICAL EDUCATION, HEALTH, EDUCATION, HEALTH SERVICES, NUTRITION SERVICES, HEALTHY SCHOOL ENVIRONMENT, FAMILY AND COMMUNITY INVOLVEMENT COUNSELING AND HEALTH PROMOTIONS FOR STAFF.
TONIGHT, OUR REVIEW, OUR HIGHLIGHTS, INCLUDING SHAC MEMBERS.
THANK YOU FOR DRIVING. I'M SORRY, I FORGOT.
[01:55:01]
I'M SUPPOSED TO DRIVE AS WELL.PARENT NOTIFICATION LETTERS AND OPT IN FORMS AND TECHNOLOGY.
AS AN OVERVIEW OF THE 2022-2023 SHAC ANNUAL REPORT.
YOU MAY VIEW THE SHAC ANNUAL REPORT IN ITS ENTIRETY BY CLICKING ON THE PRESENTATION.
IT SHOULD ALSO BE INCLUDED IN YOUR BOARD BOOK.
THERE ARE SEVERAL INITIATIVES, BUT THE FOUR MOST IMPORTANT THAT I WOULD LIKE TO HIGHLIGHT ARE THE STREAMLINED ANNUAL APPLICATION FOR STUDENT HEALTH ADVISORY COUNCIL MEMBERSHIP, ADDITION OF HEALTH, HUMAN SEXUALITY AND RESPONSIBILITY, ANNUAL LETTER AND THE OPT IN FORM TO BE INCLUDED IN THE BACK TO SCHOOL FORMS. RECEIPT OF THE LIFETIME RECREATION AND OUTDOOR PURSUITS.
PE INSTRUCTIONAL MATERIALS TO INCREASE PHYSICAL EDUCATION PE OPTIONS FOR HIGH SCHOOL STUDENTS AND PROVIDE INSTRUCTIONAL RESOURCES AND EQUIPMENT FOR OUR TEACHERS AND THE REVIEW OF CURRENT TECHNOLOGY IN ALL K THROUGH 12 PHYSICAL EDUCATION GYMNASIUMS ON EACH CAMPUS TO ASSURE EQUAL ACCESS AND THE ALIGNMENT OF TECHNOLOGY ACROSS THE DISTRICT.
THE REPORT INCLUDES THE MINUTES OF ALL FOUR REQUIRED SHACK MEETINGS AND FULL DETAILS ABOUT ONGOING INITIATIVES, PROJECTS AND COMMITTEE RECOMMENDATIONS. AS A REMINDER, THE BOARD OF TRUSTEES IS TASKED WITH RECOMMENDING AT LEAST FIVE MEMBERS TO THE STUDENT HEALTH ADVISORY COUNCIL.
HILL IN AUGUST AND ALSO LAST WEEK OF THIS SEPTEMBER, BUT IS ALSO INCLUDED IN THIS PRESENTATION AND IS ALWAYS SHARED VIA THE BOARD INSIGHTS.
ADDITIONALLY, MEMBERSHIP OPPORTUNITIES ARE ADVERTISED TO OUR CAMPUSES, FAMILIES AND COMMUNITY MEMBERSHIP FOR THE 20 2324 SCHOOL YEAR OPEN DIGITALLY ON THE FIRST DAY OF SCHOOL, WHICH IS AUGUST 8TH OF 2023.
THE DEADLINE TO COMPLETE THE APPLICATION WAS SEPTEMBER 8TH OF 2023.
IN REVIEW ON THIS PAGE, OUR SHAC HIGHLIGHTS TO THE BOARD FOR THE 2022-2023 SCHOOL YEAR ARE LISTED HERE ALONG WITH ALL THE RELEVANT DOCUMENTS TO EXECUTE THOSE INITIATIVES.
ALL ADDITIONAL INFORMATION CAN BE FOUND ON THE 2022 2023 ANNUAL REPORT.
WHAT QUESTIONS DO YOU HAVE? THANK YOU FOR THAT PRESENTATION, MISS STEVENSON.
OR WAS IT LAST YEAR? YES, MA'AM.
SO ARE WE SEEING A DECREASE OR INCREASE IN PARTICIPATION? ARE THE PARENTS OPTING IN OR ARE WE HAVING TO KIND OF CHASE THEM? SO WHAT WAS EXCELLENT I DID HAVE OUR SKYWARD ADMINISTRATOR PULL THOSE SOME OF THAT DATA.
SO WHAT IT LOOKED LIKE AND I RECENTLY PULLED THAT SO IT WAS NOT INCLUDED IN OUR PRESENTATION, BUT WHAT WAS GREAT ABOUT INCLUDING IT IN THE BACK TO SCHOOL FORMS AND WE HAD A LITTLE BIT OF WE GET A LITTLE BIT OF MINUTIA IN THE LAW BECAUSE THE LAW STATES IT HAS TO COME OUT SEPARATELY.
BUT WE ALL KNOW IF WE WANT TO COMMUNICATE WITH OUR PARENTS EFFECTIVELY AND BE ABLE TO GET A RESPONSE, IT HAS TO BE IN THE BACK TO SCHOOL FORMS. SO WE WEREN'T ABLE TO GET THAT TIMELY IN THERE LAST YEAR, BUT WE DID GET IT INTO THE BACK TO SCHOOL FORMS THIS YEAR.
SO OUR NUMBERS ARE A LITTLE BIT DIFFERENT, BUT WE ALSO TO BE IN ALIGNMENT WITH THE LAW.
WE SENT THAT OUT SEPTEMBER 21ST SEPARATELY BECAUSE THAT'S OUR REQUIREMENT BY LAW.
SO WE WERE ABLE TO MEET THAT EXPECTATION.
SO A LITTLE BIT WITH OUR OPT IN FORM RESPONSE NUMBERS.
SO LAST YEAR FOR GRADES THREE THROUGH FIVE FOR THE YEAR ON OUR ONLINE FORMS, WE HAD A RESPONSE OF ABOUT 11,203 OUR RUN TODAY AND THAT WAS RUN THIS MORNING.
OUR NUMBERS ARE ALREADY 2000 I'M SORRY, 10,925, AND THAT'S FOR GRADES THREE THROUGH FIVE.
SO BY THE TIME WE ACTUALLY ROLL OUT INSTRUCTION, WHICH WILL BE THE END OF OCTOBER TILL ABOUT THE END OF NOVEMBER, BEFORE DECEMBER STARTS, WE'LL BE ABLE TO GET THOSE OTHER FORMS IN SO WE CAN HAVE MORE STUDENT RESPONSES AND OUR TEACHERS WILL KNOW THESE STUDENTS CAN BE IN CLASS TO INSTRUCT.
[02:00:04]
SO WE'RE ALMOST HITTING THAT MARK ALREADY.THIS YEAR, ALTHOUGH THE LAW STATES DIFFERENTLY, WE STILL ABIDE BY THE LAW, BUT WE PUT IT IN THERE BECAUSE THAT MAKES SENSE FOR EDUCATION AND ALSO TO COMMUNICATE WITH OUR PARENTS MOST EFFECTIVELY.
I THINK. MR. GLICK. MR. GLICK.
YOU GOOD? I'M GOOD. THANK YOU.
ANY OTHER QUESTIONS? THAT'S IT.
I THINK THAT BRINGS US TO THE END OF OUR INFORMATION ITEMS. IS THERE ITEM FOR EXECUTIVE SESSION? NOPE. IS THERE A MOTION FOR ADJOURNMENT?
[VII. Adjournment]
SO MOVED. THE ADAC MEETING IS ADJOURNED AT 8:37.* This transcript was compiled from uncorrected Closed Captioning.