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IT IS 6:06. ACADEMIC AND DISTRICT AFFAIRS COMMITTEE MEETING OCTOBER
[I. Call to Order and Determination of Quorum ]
17TH, 2023.DETERMINE THAT A QUORUM IS PRESENT.
MISS HOGAN, ARE THERE ANY PUBLIC FORUM COMMENTS? NO, SIR. THANK YOU.
FROM A CHAIRPERSON'S MESSAGING, JUST WANTED TO WELCOME EVERYBODY BACK FROM FALL BREAK.
[III. Committee Chairperson’s Message]
HOPE EVERYBODY HAD A RESTFUL BREAK AND HAD SOME TIME TO RELOAD AND GET REVIVED FOR THE REMAINING OF THE YEAR.WANTED TO KIND OF SHARE A FEW ITEMS TO CELEBRATE.
WE HAD A COUPLE OF THINGS THAT WERE ANNOUNCED PREVIOUSLY, BUT I JUST WANTED TO BRING THEM BACK, SORT OF JUST TO MENTION THEM, BECAUSE I THOUGHT THAT THEY WERE PRETTY SIGNIFICANT AND WORTHY OF BEING MENTIONED.
AND WE'LL PROBABLY HAVE SOME FUTURE CELEBRATIONS AROUND THESE ITEMS. BUT ON SEPTEMBER 6TH, YOU GUYS MAY HAVE SEEN THAT THE US NEWS AND WORLD REPORT HAD RELEASED THE NAMES OF THE TOP OR THE BEST PUBLIC HIGH SCHOOLS IN THE NATION AND IN TEXAS, AND FIVE OF OUR HIGH SCHOOLS MADE THE BEST LIST.
WE HAVE GARLAND HIGH SCHOOL, AND I DID IT IN ALPHABETICAL ORDER, SO NOBODY WOULD GIVE ME GRIEF.
JUST WANTED TO MAKE SURE I SAID THAT.
SO LET'S GIVE THEM A ROUND OF APPLAUSE.
WE ALSO HAD A HUGE SHOUT OUT FROM THE DALLAS MORNING NEWS.
IN OCTOBER THERE WAS A HUGE ARTICLE.
AND SO WE'RE JUST REALLY EXCITED ABOUT ALL OF THE NOTORIETY AND THE ACKNOWLEDGMENT THAT WE GOT FROM COMMIT OUR PARTNERSHIP WITH THEM, SHOWING ALL OF THE THINGS THAT HAD GONE INTO AND WHAT OUR CAMPUSES ARE DOING TO HELP INCREASE STUDENT ACHIEVEMENT, SPECIFICALLY AROUND MATH.
AND SO I JUST WANTED TO SHARE THAT IF YOU GUYS HAVE NOT SEEN IT, IF YOU HAVEN'T SEEN IT, YOU CAN GO CHECK THE OCTOBER 6TH EDITION OF THE ONLINE VERSION OF THE DALLAS MORNING NEWS AND READ THAT ARTICLE IN ITS ENTIRETY.
AND THEN RECENTLY, IT WAS ANNOUNCED THAT HERFURTH ELEMENTARY SCHOOL HAS BEEN NAMED 2023 NATIONAL BLUE RIBBON SCHOOL, WHICH WAS OFFICIALLY DONE BY THE DEPARTMENT OR THE US DEPARTMENT OF EDUCATION ON SEPTEMBER 19TH.
SO I'M JUST GOING TO GO AHEAD AND SAY GIVE IT UP TO THEM.
[APPLAUSE] THAT'S A HUGE ACCOMPLISHMENT.
COUPLE OF THINGS TO NOTE THAT IT IS THE FIRST ROWLETT SCHOOL IN GARLAND ISD TO RECEIVE THE AWARD.
IT'S THE FIRST MONTESSORI SCHOOL TO RECEIVE THE AWARD.
AND SO JUST THE LIST HERE WE HAVE KIMBERLIN ACADEMY OF EXCELLENCE.
THEY GOT IT IN 1992-99 AND 2015.
AUSTIN ACADEMY OF EXCELLENCE IN 1993.
WALNUT GLEN ACADEMY 1999, 2007, 2014.
ROACH ELEMENTARY 2006 AND 2014.
THAT'S THAT'S PRETTY REMARKABLE.
WHOLE STATE. I'M SORRY, I'M SORRY.
AND I GUESS THE CEREMONY IS GOING TO BE HELD IN NOVEMBER AND IN D.C.
AND SO IT'S GOING TO BE STREAMED AT HERFURTH AS WELL AS HERE AT HARRIS HILL.
AND SO THERE'S A PRESS RELEASE THAT WAS ISSUED AND YOU GUYS CAN CHECK THAT OUT.
GIVE IT UP FOR THEM ONE MORE TIME.
[IV. Superintendent's Message]
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[APPLAUSE] AWESOME. SO WITH THAT, I'LL TURN IT OVER TO YOU, DR.LOPEZ. YOU KNOW, MR. SELDERS, THAT'S A GREAT SEGUE.
WE LOVE THESE ACCOMPLISHMENTS.
BUT A TESTAMENT GOES OUT TO OUR CAMPUS LEADERS.
A TESTAMENT GOES OUT TO THE TEACHERS AND THE PARENTS THAT ARE RALLYING AROUND THE SCHOOLS.
AND I THINK PART OF THE CELEBRATIONS IS WHERE ARE WE WITH OUR ELL DEPARTMENT? WE'RE MAKING GREAT STRIDES.
NOW, I'VE WORKED BORDER TOWNS.
OVER HERE WE'RE SHE'LL TELL YOU.
SHE CORRECTS ME EVERY TIME I SPEAK.
HOW MANY LANGUAGES DO WE HAVE? 73 PLUS.
OKAY. AND SO NOT ONLY DO WE HAVE 73 PLUS, BUT THE AMOUNT OF WHAT WE CONSIDERED LIMITED ENGLISH PROFICIENT STUDENTS IS GROWING IN OUR DISTRICT. I BELIEVE WE'RE AT FOUR OUT OF EVERY TEN STUDENTS NOW IS A LIMITED ENGLISH PROFICIENT STUDENT.
THAT MEANS THEY COME FROM A DIVERSE BACKGROUND WHERE ENGLISH WASN'T THEIR PRIMARY LANGUAGE.
AND SO HERE IN GARLAND, WE HAVE TO WORK DIFFERENTLY THAN OTHER SCHOOL DISTRICTS TO GET THINGS DONE.
AND PART OF IT IS THIS BILINGUAL PROGRAM.
SO I'M EXCITED TO HEAR OUR LEADERS SPEAK ABOUT THIS.
AND, MAY WE BRING HER UP? ABSOLUTELY. ALL RIGHT.
[V.A. Information Items]
SO THE FIRST INFORMATION ITEM THAT WE'RE GOING TO HAVE THIS EVENING IS THE ANNUAL PROGRESS OF OUR BE AND ESL PROGRAM EVALUATION.WE HAVE MS. SOWELS. AM I PRONOUNCING IT. YES.
SHE'S GOING TO SHARE THAT INFORMATION WITH US.
THANK YOU. WELL GOOD EVENING, CHAIRPERSON SELDERS AND COMMITTEE MEMBERS AND SUPERINTENDENT DR.
LOPEZ, AS YOU ALL JUST HEARD, TONIGHT'S PRESENTATION IS AN INFORMATION ITEM REGARDING THE BILINGUAL AND ESL PROGRAM EVALUATION FOR THE 22-23 SCHOOL YEAR.
BOARD POLICY EHBE LEGAL REQUIRES THE DISTRICT TO EVALUATE THESE PROGRAMS IN ACCORDANCE WITH TITLE NINE OF THE TEXAS ADMINISTRATIVE CODE, CHAPTER 89.1265. SINCE WE'RE SHARING THIS INFORMATION WITH YOU TONIGHT, WE'RE WELL WITHIN OUR DEADLINE OF NOVEMBER 1ST.
AND MY NAME IS TARA SALZ, AND I'M THE DIRECTOR OF MULTILINGUAL PROGRAMS HERE.
AND IT'S GREAT TO BE BACK AGAIN THIS YEAR, SHARING THIS INFORMATION WITH YOU ALL.
AND WITH ME THIS EVENING, I HAVE DR.
PAM NEBLETT, WHO IS OUR COORDINATOR FOR PROGRAM EVALUATIONS FOR RESEARCH ASSESSMENT AND ACCOUNTABILITY, AND SHE IS A PERFECT COPARTNER AND SHE IS THE CREATOR OF THE BEAUTIFUL REPORTS YOU HAVE IN YOUR PACKET AND AN INTEGRAL PART OF THE DATA AND INFORMATION PRESENTED HERE.
MAKING SURE THAT IT'S TRUE AND ACCURATE.
SO EB EMERGENT BILINGUALS YOU ALSO MAY HEAR EL WHICH IS ENGLISH LEARNER.
THAT'S STILL USED AT THE FEDERAL LEVEL, EVEN THOUGH TEXAS HAS ADOPTED EB FOR EMERGENT BILINGUALS.
YOU MAY ALSO HEAR THEM REFERRED TO AS LEP LIMITED ENGLISH PROFICIENT.
THAT'S DUE TO MAYBE LIKE CODING AND SOME SYSTEMS THAT HAVEN'T BEEN UPDATED.
SO JUST KNOW THAT YOU MIGHT HEAR THEM CALLED DIFFERENT TERMINOLOGY.
IF IT COMES FROM TARA SALES, IT'LL BE EB EMERGENT BILINGUAL.
AND THEN WE HAVE OUR DUAL LANGUAGE IMMERSION PROGRAM DLI WITH OUR THREE PROGRAM GOALS, AND ESL, WHICH IS OUR ENGLISH AS A SECOND LANGUAGE PROGRAM WHERE STUDENTS ARE IMMERSED IN THE ENGLISH LANGUAGE THROUGH THE USE OF SHELTERED INSTRUCTION STRATEGIES.
LOPEZ MENTIONED, HAS A BEAUTIFULLY DIVERSE STUDENT POPULATION.
WE SERVE 19,854 EMERGING BILINGUAL STUDENTS WHO SPEAK 73 DIFFERENT HOME LANGUAGES.
SO THOSE ARE JUST THE LANGUAGES THAT WE'RE ABLE TO COUNT.
AND THIS SLIDE SHOWS THE TOP FIVE LANGUAGES IN ENGLISH OTHER THAN ENGLISH SPOKEN IN GISD.
SO THE REASON THIS SLIDE HIGHLIGHTS 19,854 IS BECAUSE 885 STUDENTS PARENTS HAVE DENIED PARTICIPATION IN A LANGUAGE ACQUISITION PROGRAM OR SERVICE.
AND SO THE GRAPH ON THE RIGHT OF THIS SLIDE CAN BE FOUND ON PAGE FOUR OF THE EVALUATION.
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AND GISD HAD A SLIGHT INCREASE IN BOTH BILINGUAL AND ESL PROGRAM PARTICIPATION AND A SLIGHT DECREASE IN PARENT DENIALS, AND THIS FOLLOWS THE SAME TREND AS THE PREVIOUS YEAR IN 21-22.AND SO HERE IN GARLAND ISD, WE OFFER THREE BILINGUAL AND ESL PROGRAM MODELS.
WE HAVE OUR ONE WAY DUAL LANGUAGE IN SPANISH OR VIETNAMESE AND ESL.
AND THE DETAILED PROGRAM DESCRIPTIONS CAN BE FOUND IN THE PROGRAM EVALUATION STARTING ON PAGE 16.
HOWEVER, DUAL LANGUAGE, JUST TO GIVE YOU A BRIEF OVERVIEW, HELPS STUDENTS BECOME BILINGUAL AND BILITERATE WHILE ACCOMPLISHING HIGH ACADEMIC ACHIEVEMENT AND SOCIO CULTURAL COMPETENCY. THE PROGRAM IS COMMITTED TO EDUCATING STUDENTS IN A MULTICULTURAL LEARNING ENVIRONMENT, AND ENCOURAGES LEARNERS TO CELEBRATE DIVERSITY AND BECOME RESPONSIBLE CITIZENS OF THE WORLD.
DUAL LANGUAGE STUDENTS PARTICIPATE IN RIGOROUS ACADEMIC EXPERIENCES.
ONE WAY DUAL LANGUAGE SPANISH INCLUDES INSTRUCTION IN BOTH ENGLISH AND SPANISH, AND IS INTENDED FOR THE NATIVE SPANISH SPEAKING STUDENTS AND OUR ONE WAY DUAL LANGUAGE VIETNAMESE IS A VIETNAMESE DUAL LANGUAGE PROGRAM WHERE INSTRUCTION IS IN BOTH ENGLISH AND VIETNAMESE, AND THAT'S INTENDED FOR OUR NATIVE VIETNAMESE SPEAKERS. 22-23 INCLUDED THE CONTINUED EXPANSION OF OUR LANGUAGE PROGRAM OFFERINGS, EXTENDING THAT VIETNAMESE DLI PROGRAM TO THIRD GRADE AND OUR SPANISH PROGRAM TO SIXTH GRADE.
THE ESL PROGRAM IS A LANGUAGE PROGRAM THAT INCLUDES INSTRUCTION IN ENGLISH USING KEY LANGUAGE STRATEGIES, AND HELPS STUDENTS EXCEL ACADEMICALLY, USING THEIR NATIVE LANGUAGE AS A FOUNDATION FOR ACQUIRING THE ENGLISH LANGUAGE, AND THE ESL PROGRAM IS INTENDED FOR ALL LANGUAGE SPEAKERS.
THE GOAL OF THE PROGRAM, THE NEWCOMER PROGRAM AT MPA, IS TO ACCELERATE THEIR ENGLISH PROFICIENCY FROM BEGINNING TO INTERMEDIATE SO THAT STUDENTS CAN ACCESS THE GRADE LEVEL CONTENT AS SOON AS POSSIBLE.
SO THIS CRITERIA INCLUDES AND IT CHANGES EVERY YEAR.
BUT FOR THE 22-23 SCHOOL YEAR, IT INCLUDES PASSING STATE ASSESSMENTS SUCH AS STAAR ENGLISH 1 OR 2, EOC OR IOWA, DEPENDING ON THE GRADE LEVEL, ACHIEVING ADVANCED HIGH ENGLISH LANGUAGE PROFICIENCY AS MEASURED BY TELPAS, AND THAT'S THE TEXAS ENGLISH LANGUAGE PROFICIENCY ASSESSMENT SYSTEM AND A RECOMMENDATION FROM THEIR TEACHER.
THIS CHART CAN BE FOUND ON PAGE 13 OF THE PROGRAM EVALUATION, AND IT SHOWS THE DIFFERENT PATHWAYS FOR STUDENTS TO MEET RECLASSIFICATION CRITERIA JUST DEPENDING ON THEIR GRADE LEVEL.
STUDENTS WHO ARE CODED AS AN EB EMERGENT BILINGUAL FOR FIVE YEARS OR MORE ARE CONSIDERED LONG TERM EBS, AND THE INFORMATION ON THE RIGHT NOTES THAT 9,784 LONG TERM EBS WERE ASSESSED WITH TELPAS DURING THE SPRING OF 2023.
OF THOSE, 175 MET RECLASSIFICATION CRITERIA FOR THE 22-23 SCHOOL YEAR.
THE DEPARTMENT OF MULTILINGUAL PROGRAMS IS WORKING DILIGENTLY TO WITH EACH CAMPUS TO ENSURE OUR EBS ARE MAKING THE PROGRESS NEEDED TO MEET RECLASSIFICATION THROUGH THAT CRITERIA SET BY THE STATE.
TELPAS MEASURES A STUDENT'S ENGLISH PROFICIENCY IN THE DOMAINS OF READING, WRITING, LISTENING, AND SPEAKING, AND THERE ARE FOUR LEVELS POSSIBLE ON THIS EXAM FOR EACH OF THOSE DOMAINS BEGINNING, INTERMEDIATE, ADVANCED, AND ADVANCED HIGH.
EACH DOMAIN CONTRIBUTES EQUALLY TO THE STUDENT'S COMPOSITE RATING.
THE GRAPH ON THE RIGHT, FOUND ON PAGE 31 OF THE EVALUATION, SHOWS THE PERCENT OF STUDENTS HAVING NO INCREASE AND ONE OR MORE LEVELS INCREASE IN COMPOSITE RATINGS ON TELPAS IN THE SPRING OF 23, FOR EXAMPLE, 54% OF EB'S PARTICIPATING IN THE VIETNAMESE DLI PROGRAM GREW ONE OR MORE COMPOSITE
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LEVELS FROM THE PREVIOUS SCHOOL YEAR.IT'S IMPORTANT TO NOTE, THOUGH, THAT THERE WERE SOME CHANGES TO THE TELPAS ASSESSMENT.
FOR GRADES TWO THROUGH 12 TELPAS WAS REDESIGNED, SO PREVIOUSLY TEACHERS COLLECTED WRITING SAMPLES IN CLASS AND RATED THEM, APPLYING A RUBRIC BEGINNING IN THE SPRING OF 23.
THE READING AND WRITING SECTIONS WERE COMBINED INTO ONE ONLINE ASSESSMENT, SO DUE TO THIS REDESIGN, TELPAS PROGRESS MEASURES ARE NOT CALCULATED FOR THE SPRING OF 23 TO INCLUDE WRITING.
THE GRAPHS ON THIS SLIDE, ALSO FOUND ON PAGES 41 THROUGH 43 OF THE EVALUATION, DEMONSTRATE ACADEMIC PROGRESS FOR EB STUDENTS IN READING AND MATH FOR GRADES THREE THROUGH EIGHT.
IT IS IMPORTANT TO NOTE THE STAAR ASSESSMENT WAS ALSO REDESIGNED IN THE SPRING OF 23 TO INCLUDE MORE RIGOROUS QUESTION TYPES, AND DESPITE THIS CHANGE, OUR EBS SHOWED PROGRESS IN BOTH READING AND MATH ACHIEVEMENT.
THE GRAPHS ON THE LEFT ARE FOR THIRD THROUGH FIFTH GRADE.
22-23 WAS THE FIRST YEAR THAT OUR DLI VIETNAMESE PROGRAM THE STUDENTS IN THAT PROGRAM REACHED A STAAR TESTED GRADE LEVEL, AND THEY HAD THE HIGHEST ACHIEVEMENT AT 61% ON GRADE LEVEL IN READING AND 69% ON GRADE LEVEL IN MATH.
THE GRAPHS ON THE RIGHT ARE FOR THE MIDDLE SCHOOL YEARS.
EBS, WHOSE PARENTS DENIED SERVICES, MADE THE MOST GROWTH WITH A 7% INCREASE IN PERFORMANCE ON STAAR READING, WHICH SPEAKS TO EXCELLENT DIFFERENTIATION OF TIER ONE INSTRUCTION SINCE THESE STUDENTS ARE NOT ELIGIBLE FOR TESTING ACCOMMODATIONS, 22-23 WAS THE FIRST YEAR OUR EB STUDENTS CONTINUED IN THE SPANISH PROGRAM IN SIXTH GRADE, AND THESE STUDENTS HAD THE HIGHEST ACHIEVEMENT IN MATH WITH 44% ON GRADE LEVEL.
AND THESE CHARTS, FOUND ON PAGES 44 AND 45 OF THE EVALUATION, DEMONSTRATE THE ACADEMIC PROGRESS FOR EB STUDENTS IN ENGLISH ONE, TWO AND HIGH SCHOOL ALGEBRA. EBS EXPERIENCE GAINS ON ALL EOC ASSESSMENTS AND THE BIGGEST IMPROVEMENT WAS ON THE ENGLISH ONE EOC, WITH THE 15% INCREASE OF STUDENTS ON GRADE LEVEL.
THIS IS SIGNIFICANT DUE TO THE REDESIGN OF THE STAAR IN 2023.
AS WITH ALL INSTRUCTIONAL PROGRAMS, GISD STRIVES TO PROVIDE ALL STUDENTS WITH CERTIFIED TEACHERS.
THE TABLE ON THIS SLIDE SHOWS TEACHER'S CERTIFICATION HISTORY FOR BILINGUAL AND ESL STAFF, AND APPENDIX D STARTING ON PAGE 88 OF YOUR PROGRAM EVALUATION SHOWS THE DETAILED CERTIFICATION PLAN AS REQUIRED BY THE STATE.
THANK YOU FOR THAT PRESENTATION.
TRUSTEES ARE THERE ANY QUESTIONS? MS. STANLEY.
SO THE STUDENTS AND KIND OF THAT JUMPS OUT AT ME WAS THE DENIALS.
I MEAN, THEY THEY HAVE SOME REALLY PRETTY GOOD IMPROVEMENTS HERE.
AND WE THINK IT'S JUST BECAUSE OF OUR STRUCTURAL AND REGULAR CLASSROOMS. WELL, WHEN, A PARENT DENIES SERVICES, RIGHT, THEIR STUDENT QUALIFIED TO BE IN EITHER ESL OR BILINGUAL.
BUT THE PARENT SAID, NO, WE'RE NOT GOING TO GIVE PERMISSION FOR THOSE SERVICES.
SO OUR DENIALS HAVE A HIGHER USA BORN RATE HERE IN THE USA.
MAYBE THE PARENTS THEMSELVES ALSO WENT THROUGH SOME OF THAT SAME EXPERIENCE WHERE, YOU KNOW, THEY DIDN'T GET A LOT OF HELP IN SCHOOL, AND SO THEY FEEL LIKE THEIR CHILD WILL ALSO BE SUCCESSFUL.
HOWEVER, WE DO OFFER SERVICES TO OUR DENIALS EVERY YEAR BECAUSE ALTHOUGH THERE ARE LARGE PORTION OF THEM DOING WELL, THERE'S A SMALL PORTION OF THEM THAT ARE NOT. A SMALL PORTION OF THEM WERE RETAINED.
AND SO THOSE ARE SOME CONVERSATION THAT WE WANT TO HAVE THAT WE'RE HAVING WITH THE SCHOOLS TO MAKE SURE THAT IF THAT STUDENT IS NOT BEING SUCCESSFUL AND THEY SHOULD BE RECEIVING THESE SERVICES AND THEY'RE NOT, THEN WE CAN RE EXPLAIN THOSE BENEFITS.
SOMETIMES IT JUST TAKES ANOTHER PERSON HAVING THE CONVERSATION OR, YOU KNOW, ANOTHER YEAR TO GO BY AND TO HAVE THAT CONVERSATION WITH PARENTS AND SHOW THEM THE BENEFITS OF THE SERVICES IF THEIR KID NEEDS IT.
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ON THAT POINT ABOUT THE DENIALS? YOU NOTICED OR NOTED THAT THERE WAS A DECREASE? AND SO I WAS JUST CURIOUS IF THOSE CONVERSATIONS ARE WHAT ATTRIBUTED TO THE DECREASE OVER THE LAST COUPLE OF YEARS.ABSOLUTELY. AND ANOTHER ANOTHER INTERESTING FACT IS THAT WE OFFER OUR REQUIRED SUMMER SCHOOL EVERY YEAR FOR OUR EB STUDENTS, GOING FROM PRE K TO KINDER AND KINDER TO FIRST. AND WHEN PARENTS GET WORD OF THAT, THEY WANT TO PARTICIPATE.
BUT YOU CAN'T PARTICIPATE UNLESS YOU HAVE PERMISSION TO HAVE THE SERVICES.
SO THAT'S ANOTHER KIND OF WAY THAT WE WE GET THEM INTO THE PROGRAM AND GET THEM SERVED.
ABSOLUTELY. NO OTHER QUESTIONS.
[V.B. Action Items]
SO WE'LL NOW MOVE TO OUR ACTION ITEMS. AND THESE ARE GOING TO COME TO US IN OUR MEETING IN OCTOBER.DR. CADDELL AND I SAW MISS FLUKER.
YES. MISS FLUKER IS HERE AS WELL.
MISS NELSON-FLUKER, I SAW HER, YES.
ALL RIGHT. CHAIRMAN SELDERS, TRUSTEES, DR.
I'M EXCITED TO BRING FORWARD TONIGHT AN ACTION ITEM FOR THE NEXT REGULAR BOARD MEETING, AS REQUIRED BY THE TEXAS EDUCATION CODE CHAPTER 11.2 51A. EACH YEAR, DISTRICTS AND CAMPUSES ARE REQUIRED TO CREATE THESE CAMPUS IMPROVEMENT PLANS THAT ARE FOCUSED ON SPECIFIC THINGS.
AND SO WE WILL BE GOING OVER THEM.
DO YOU WANT TO POINT OUT ONE OVERSIGHT? IF YOU LOOKED AT THE MEMO, THERE WAS A LINK TO REVIEW THE CAMPUS IMPROVEMENT PLANS.
I SEE SOME NODS BECAUSE YOU PROBABLY CLICKED ON THAT LINK AND FOUND THOSE FOLDERS TO BE EMPTY.
THAT WAS AN OVERSIGHT WITH THE FALL BREAK.
ALL RIGHT, SO HERE'S JUST A CALL OUT OF OUR LOCAL BOARD POLICY, BQ LEGAL, WHICH ALSO OUTLINES THE BOARD'S RESPONSIBILITY RELATED TO DISTRICT AND CAMPUS IMPROVEMENT PLANS, SPECIFICALLY OUR IDENTIFIED OBJECTIVES THAT ARE ALIGNED TO OUR STATE GOALS.
SPEAKING OF THAT ALIGNMENT, THE STATE GOALS ARE IN FOUR CONTENT AREAS.
THEY INCLUDE READING, LANGUAGE ARTS, MATHEMATICS, SCIENCE, AND SOCIAL STUDIES.
SO THAT IS ONE OF THE CHANGES THAT YOU WILL NOTICE IN THIS YEAR'S DISTRICT IMPROVEMENT PLAN.
PREVIOUSLY, OUR IMPROVEMENT PLAN WAS A DIRECT CONNECTION TO THE BOARD GOALS AND SOCIAL STUDIES WAS NOT CALLED OUT AS A SPECIFIC AND UNIQUE AND INDIVIDUAL BOARD GOAL THAT HAS BEEN SINCE INSERTED INTO THE 23-24 DISTRICT IMPROVEMENT PLAN.
THE IMPROVEMENT PLAN DEVELOPMENT PROCESS IS THE SAME FOR BOTH THE DISTRICT LEVEL AND CAMPUS LEVELS.
THERE IS A REVIEW OF OUR CURRENT STUDENT PERFORMANCE OUTCOMES.
THERE IS A COMPREHENSIVE NEEDS ASSESSMENT FOLLOWED BY A ROOT CAUSE.
ONE THING YOU ALL HAVE SPENT ANY TIME WITH EDUCATORS, YOU KNOW THAT YOU GIVE US A SET OF DATA.
WE'LL IMMEDIATELY START DIAGNOSING HOW WE GOT TO THAT POINT.
AND THEN THAT'S WHAT BRINGS US FORWARD TONIGHT.
THEN THE PROCESS WILL CONTINUE FOLLOWING OUR OCTOBER BOARD MEETING WITH THE IMPLEMENTATION AND MONITORING AND PLAN, AND THEN REPEATING THAT CYCLE ALL OVER AGAIN STARTING IN THE SPRING.
BEFORE WE LOOK AT OUR 2324 DISTRICT PLAN OVERVIEW A COUPLE OF HIGHLIGHTS.
LOOKING BACKWARDS AT OUR 22-23 DISTRICT IMPROVEMENT PLAN HIGHLIGHTS SIX OF OUR NINE PERFORMANCE OBJECTIVES, ALL CONNECTED TO THAT ONE BOARD GOAL SAW INCREASES IN OUR STUDENT PERFORMANCE OUTCOMES.
OUR THIRD GRADE LITERACY EXCEEDED THE PRIOR YEAR PERFORMANCE BY ABOUT 2%.
OUR ALGEBRA ONE MATHEMATICS PROFICIENCY INCREASED JUST UNDER 4%.
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AND I KNOW THAT WE'VE BEEN TALKING A LOT ABOUT AT THE BEGINNING OF OUR MEETING, OUR SPECIFIC MIDDLE SCHOOL ALGEBRA ONE.BUT THIS ALGEBRA ONE MATHEMATICS PROFICIENCY INCLUDES OUR NINTH GRADE TESTERS AS WELL.
SO WE'RE REALLY PLEASED WITH ALL OF THOSE INCREASES.
REMEMBER THAT ANYTIME WE'RE LOOKING AT STAAR DATA AND DEFINING THAT PROFICIENCY, THAT IS PROFICIENCY DEFINED AT THE MEETS GRADE LEVEL PERFORMANCE STANDARD, OUR EVIDENCE BASED READING AND WRITING COLLEGE READINESS INDICATORS INCREASED 2%.
OUR 2023 EXCLUSIONARY DISCIPLINE CONSEQUENCES SAW A PRETTY SIGNIFICANT DECREASE OF ABOUT 6%.
TRUSTEES MIGHT BE REMINDED THAT OUR GRADUATION DATA IS ALWAYS REPORTED WITH A YEAR DELAY.
SO EVEN THOUGH WE'VE HAD 2023 GRADUATES, OUR DATA FOR THESE PERFORMANCE OBJECTIVES ALWAYS LOOPS BACK AND IS CONNECTED TO THOSE ACCOUNTABILITY ASSESSMENTS AND MEASURES. SO NOW MOVING INTO 23-24, YOU SEE THAT MAINTAINING THE OVERALL SINGLE GOAL, THAT GARLAND ISD WILL ENSURE THAT ALL STUDENTS GRADUATE PREPARED FOR COLLEGE, CAREERS AND LIFE BY INCREASING STUDENT PERFORMANCE MEASURES, POST-SECONDARY READINESS AND GRADUATION RATES, AND DECREASING STUDENT MANAGEMENT INCIDENTS. THIS YEAR, IN OUR IMPROVEMENT PLAN AT THE DISTRICT LEVEL, YOU'LL SEE THAT THERE ARE 14 PERFORMANCE OBJECTIVES ACROSS EACH OF THE FOLLOWING AREAS.
NOW, WHEN YOU START TO COUNT THOSE, DON'T SAY KIM, THERE'S ONLY 12.
THAT'S BECAUSE SAT HAS TWO SEPARATE PERFORMANCE OBJECTIVES, ONE CONNECTED TO EVIDENCE BASED READING AND WRITING AND THEN ONE CONNECTED TO MATHEMATICS. AND THEN THERE'S ANOTHER ONE THAT ALSO HAS A SEPARATE BREAKOUT.
I BELIEVE IT'S THE FAMILY AND COMMUNITY ENGAGEMENT HAS TWO SEPARATE UNIQUE PERFORMANCE OBJECTIVES.
WHILE WE HAVE SEEN SOME IMPROVEMENTS IN THESE AREAS, THESE CONTINUE TO BE AREAS WHERE WE MAY BE ACHIEVING AT PRE-COVID LEVELS, BUT WE'RE STILL UNDERACHIEVING RELATIVE TO THOSE LONG TERM 2026 GOALS THAT WERE INITIALLY SET BY THE BOARD.
SO OUR THREE PRIORITY PROBLEM STATEMENTS CENTER AROUND OUR STAAR READING LANGUAGE ARTS.
NOW, YOU MAY REMEMBER THAT THE BOARD GOAL INITIALLY FOCUSED ON GRADE THREE.
SIMILARLY LOOKING AT MATHEMATICS WAS FOCUSED PRIMARILY ON ALGEBRA ONE PREVIOUSLY.
THIS YEAR WE'RE LOOKING ACROSS GRADES THREE THROUGH EIGHT AND ALGEBRA ONE.
WE KNOW THAT IF WE WANT TO CONTINUE THE ALGEBRA ONE PERFORMANCE IN MATHEMATICS AT THE MIDDLE SCHOOL LEVEL, WE HAVE TO MAKE SURE THAT WE'RE FOCUSING ON MATHEMATICS AT OUR ELEMENTARY LEVEL SO THAT STUDENTS ARE PREPARED.
AND THEN FINALLY LOOKING AT OUR STAAR AND EOC STUDENT PERFORMANCE OUTCOMES.
BECAUSE THIS IS A GATEKEEPER, A GRADUATION REQUIREMENT.
BUT IF YOU LOOK AT ALL OF OUR CONTENT AREA OBJECTIVES RELATED TO READING, MATH, SCIENCE AND SOCIAL STUDIES, THOSE REMAIN AT THE MEETS GRADE LEVEL PERFORMANCE TARGETS. YOU'LL NOTICE THAT THAT DISTRICT IMPROVEMENT PLAN WAS QUITE LENGTHY IN YOUR BOARD MEMO PACKET, BECAUSE IT INCLUDED MULTIPLE PIECES IN THE ADDENDUMS. THERE ARE PROFESSIONAL DEVELOPMENT PLANS FOR OUR TEACHERS.
THERE ARE LEADERSHIP DEVELOPMENT PLANS FOR OUR CAMPUS ADMINISTRATORS, AS WELL AS SEVERAL STATE AND FEDERAL MANDATES, INCLUDING TITLE ONE, PART A COMPONENTS, OUR MIGRANT SERVICES ACTION PLAN.
AND WHILE NOT INCLUDED IN THE DISTRICT IMPROVEMENT PLAN YET, PENDING THE BOARD APPROVAL AT THE UPCOMING MEETING, THOSE HB THREE EARLY CHILDHOOD AND CCMR PLANS WILL ALSO BE EMBEDDED WITHIN THE DISTRICT IMPROVEMENT PLAN.
ONE THING TO NOTE, THIS CONTINUES TO BE A LIVING AND BREATHING DOCUMENT.
SO ALTHOUGH TRUSTEES ARE ASKED TO APPROVE THE PLANS AS PRESENTED TO YOU ALL AT THE UPCOMING REGULAR BOARD MEETING, KNOW THAT WE'LL CONTINUE TO UPDATE THOSE AND ADD TO THEM AS WE MAKE PROGRESS, AND ALSO AS WE KNOW WE NEED TO ADJUST.
ON OUR CAMPUS IMPROVEMENT PLANS, THEY HAVE SLIGHTLY DIFFERENT ADDENDUMS THAT ONCE WE GET THOSE POSTED TO THE ONLINE FOLDER, YOU'LL BE ABLE TO SEE INCLUDING AN ANNUAL TITLE, ONE PART, A PARENT MEETING.
[00:30:03]
SPEAKING OF THE CAMPUS IMPROVEMENT PLAN DEVELOPMENT SUPPORTS WE HAVE THANKS TO THE DEVELOPMENT OF OUR NEW GRANTS TEAM UPDATED OUR GUIDANCE ON THE DEVELOPMENT OF THOSE CAMPUS PLANS. AND SO HERE'S A QUICK LOOK AT A CNA PROCESS AND CHECKLIST THAT WE PROVIDE TO SUPPORT OUR CAMPUSES IN THE DEVELOPMENT OF THEIR PLAN, AS WELL AS FUNDING SOURCE DOCUMENTATION THAT YOU WILL SEE ON THOSE CAMPUS PLANS ONCE THOSE ARE POSTED.AND WITH THAT, I'LL ANSWER ANY QUESTIONS YOU MAY HAVE.
WHEN YOU WERE TALKING ABOUT THE 23 STAAR MATHEMATICS THREE THROUGH EIGHT, THAT DOWN IN THE LOWER LEFT HAND CORNER THERE WHEN YOU SAID THAT RESULTS WERE MIXED BY GRADE LEVEL, WHAT DOES THAT REALLY MEAN WHEN YOU SAY MIXED BY GRADE LEVEL? I'M SO GLAD YOU ASKED THAT.
THERE IS, AND IT PROBABLY ISN'T COLOR CODED.
THERE'S A SERIES OF TABLES FOR EACH ONE OF THESE PERFORMANCE OBJECTIVES.
OKAY. AND SO THERE IS A ROW ON READING LANGUAGE ARTS.
THE FIRST ROW IS GRADE THREE LITERACY.
AND SO IT SHOWS LONGITUDINAL PERFORMANCE OVER MULTIPLE YEARS.
GRADE FIVE READING GRADE SIXTH GRADE READING GRADE SEVEN, GRADE EIGHT, ENGLISH ONE, ENGLISH TWO.
AND THEN THAT LAST ROW IS GOING TO BE THE COMBINED.
THE OTHER THING WITH THE COLOR CODING ON THOSE CHARTS IS THAT ALLOWS US TO LOOK AT THE DATA A LITTLE BIT DIFFERENTLY, WHICH IS WHY THE COLOR CODING IS SO HELPFUL BECAUSE WE'RE ABLE TO LOOK ACROSS COHORTS.
SO GRADE THREE LITERACY SEVERAL YEARS AGO AND THEN GRADE FOUR LITERACY THE NEXT YEAR, GRADE FIVE LITERACY GRADE SIX, AND SO ON DOWN THAT DIAGONAL. SO IT ALLOWS US TO LOOK AT SOME TREND DATA A LITTLE BIT DIFFERENTLY.
SO WHEN WE FIND THAT TREND THOSE TENDENCIES IN THAT TREND IS THAT WHEN WE GO TO THE INTERVENTIONIST TO TRY TO HELP THAT PARTICULAR STUDENT OR WHATEVER, SO THAT THEY CAN GET THEM UP TO THEIR GRADE LEVEL, THAT THEY NEED TO BE AND NOT FALL BEHIND, OR WHETHER WE MAY FIND OUT THAT THAT STUDENT MAY BE DYSLEXIC OR WHATEVER.
YES. SO WE DO APPROACH IT FROM THE INDIVIDUAL STUDENT LEVEL ON HOW WE HELP PROVIDE THE INTERVENTION AND REMEDIATION TO INDIVIDUAL STUDENTS, BUT WE ALSO APPROACH IT FROM A CURRICULUM LEVEL.
SO WE LOOK AT IF WE'RE SEEING A TREND WHERE CONSISTENTLY OUR GRADE SIX READING PERFORMANCE DROPS FROM GRADE SIX TO GRADE SEVEN, THEN WE GO BACK INTO OUR CURRICULUM RESOURCES AND SAY, WHAT ARE WE PROVIDING IN OUR GRADE SEVEN DOCUMENTS, AND WHERE CAN WE SHORE UP SO THAT WE CAN KIND OF REVERSE THAT TREND? ALSO, WE LOOK AT HOW WE'RE PUSHING IN DIFFERENT SUPPORTS TO OUR CAMPUSES AS WELL AS OUR PROFESSIONAL DEVELOPMENT.
ANY OTHER QUESTIONS? I HAVE ONE QUESTION.
SO FIRST, THANK YOU FOR THAT PRESENTATION.
THESE SEEM TO BE PRETTY BROAD AS IT RELATES TO IMPROVEMENT PLANS.
WHAT ARE WE DOING DIFFERENT FOR THOSE CAMPUSES THAT WE'VE IDENTIFIED AS FOCUS CAMPUSES? BECAUSE I IMAGINE THAT THEY PROBABLY NEED SOMETHING A LITTLE BIT DIFFERENT.
AND YOU MIGHT NOT NECESSARILY EVEN SEE THEM CALLED OUT SPECIFICALLY WHEN YOU LOOK AT THEIR CAMPUS IMPROVEMENT PLANS, BECAUSE OUR FOCUS CAMPUSES ARE REALLY MORE, LESS ABOUT CREATING A DOCUMENT THAT SAYS WHAT WE'RE DOING AND ACTUALLY DOING THE WORK.
SO SOME OF THE THINGS THAT YOU'LL SEE, YOU MAY NOT SEE IN THE IMPROVEMENT PLANS, BUT WAYS THAT WE ARE SUPPORTING OUR FOCUS CAMPUSES INCLUDE THE DIFFERENTIATED CAMPUS INSTRUCTIONAL SUPPORT. SO RIGHT NOW AT THE ELEMENTARY LEVEL, ALL OF OUR ELEMENTARY CAMPUSES HAVE AN ELST THAT EARLY LITERACY SUPPORT TEACHER, RIGHT.
WHEN WE RECEIVE THE TCLAS GRANT.
WE ADDED ADDITIONAL INSTRUCTIONAL COACHES AND OUR CAMPUS SUPPORT TEACHERS, OR CSTS.
WE ALSO HAD A VERY SMALL HANDFUL OF ABOUT 20 CSTS THAT WERE ALSO FUNDED WITH LOCAL FUNDS.
WE'RE ALSO INCREASING OUR DISTRICT LEVEL STAFF.
[00:35:10]
AS WELL AS OUR CONTENT CURRICULUM TEAM BOTH AT THE ELEMENTARY AND MIDDLE SCHOOL LEVEL.WHILE OUR CORE FOLKS, THOSE LITERACY AND THOSE MATHEMATICS, DIRECTORS, COORDINATOR SPECIALS, THEY'RE ALL SPENDING THE MAJORITY OF THEIR TIME ON CAMPUSES IN CLASSROOMS. WHEREAS IN PREVIOUS YEARS WE MAY HAVE SEEN THEM MORE IN THE OFFICE, WORKING ON CURRICULUM DOCUMENTS OR WORKING ON PROFESSIONAL DEVELOPMENT, A LOT OF THAT TECHNICAL WORK IS BEING DONE OUTSIDE OF THE WORK DAY, SO THAT THEY'RE ABLE TO SPEND MOST OF THEIR DURING THE WORK DAY TIME WITH TEACHERS HELPING TO IMPROVE INSTRUCTION.
SO EITHER WITH MODEL TEACHING, PARTICIPATING IN CLCS, DOING CAMPUS INSTRUCTIONAL WALKS.
SO THAT IS ANOTHER SUPPORT THAT'S PROVIDED AT A MUCH HEAVIER DEGREE FOR THOSE FOCUSED CAMPUSES.
SO THAT DOESN'T SHOW UP ON THE ACTUAL? IT MIGHT NOT NECESSARILY SHOW UP.
OKAY. YEAH. IN ADDITION, AS PART OF OUR ACCOUNTABILITY INTERVENTION REQUIREMENTS TODAY AND TOMORROW, SEVEN OF MY PRINCIPAL FRIENDS AND NINE, OH, SORRY, SIX DISTRICT LEADERS ARE ALL ATTENDING A TRAINING AT REGION TEN TO WALK THROUGH THE EFFECTIVE SCHOOLS FRAMEWORK PROCESS.
THIS IS A PROCESS RELATED TO ACCOUNTABILITY INTERVENTION BASED ON OVERALL ACCOUNTABILITY RESULTS.
AS WELL AS DOMAIN THREE AND FEDERAL ACCOUNTABILITY REQUIREMENTS.
SO DURING THIS TWO DAY TRAINING, REGION 10 IS PROVIDING INSIGHT AS FAR AS THE EFFECTIVE SCHOOL FRAMEWORK PROCESS AND HOW THAT IMPROVEMENT PLANNING LOOKS SLIGHTLY DIFFERENT THAN THE TRADITIONAL CAMPUS IMPROVEMENT PLANNING PROCESS.
IT'S MORE FOCUSED ON TWO AREAS OF CRITICAL NEED OF IMPROVEMENT AT THE CAMPUS LEVEL.
THOSE TARGETED IMPROVEMENT PLANS ONCE THEY ARE DEVELOPED, WE'RE STILL WAITING FOR TEA TO FINALIZE ACCOUNTABILITY SO WE KNOW SPECIFICALLY WHICH CAMPUSES NEED TO PARTICIPATE. WE'LL ALL COME BACK BEFORE THE BOARD, AS THEY'VE DONE IN PREVIOUS YEARS.
AND THAT'S WHERE YOU'LL SEE SOME OF THESE ADDITIONAL SUPPORTS EMBEDDED.
FINALLY, WE'RE DOING SOME OR NOT.
FINALLY, WE'RE DOING SOME DIFFERENTIATED PROFESSIONAL DEVELOPMENT SUPPORTS FOR DIFFERENT CAMPUS LEADERSHIP TEAMS. AND SO YOU ALL HAVE APPROVED CONTRACTS FOR TK CONSULTING.
WE'VE GOT AN RSSP GRANT PROJECT THROUGH TEA THAT'S NOW PART OF TCLAS.
WE'VE GOT A TECHNICAL SERVICE PROVIDER WITH THAT GRANT.
WE ALSO HAVE THE SCHOOL ACTION FUND GRANT, WHICH ARE ALL WAYS THAT WE ARE PROVIDING ADDITIONAL HANDS ON AND EYES ON OUR FOCUSED CAMPUSES THAT WE'VE IDENTIFIED. AND THEN AS PART OF THE RSSP PROJECT, WE DO HAVE ONE MEMBER OF OUR RAD TEAM THAT'S DEVELOPED SOME UNIQUE AND SPECIALIZED DATA DASHBOARDS THAT WE'RE USING THOSE AS KIND OF TEMPLATES TO SEE IF THOSE ARE HELPFUL TO OUR CAMPUS LEADERS OR NOT.
ONCE WE DETERMINE IF THAT'S A GOOD PROTOTYPE, THEN WE CAN LOOK TO EXPAND THOSE TO OUR OTHER FOCUS CAMPUSES AS WELL, WHICH ALLOWS US TO LOOK AT NOT JUST HOW DID WE DO ON CBA1 HOW DID WE DO ON MAP DATA, BUT ALLOWS US TO LOOK ACROSS ASSESSMENTS? COOL. ANY OTHER QUESTIONS? YOU BROUGHT UP SOMETHING ABOUT FUNDING SOURCES.
AND SO WITH TCLAS AND SOME OF THOSE FUNDING SOURCES GOING AWAY AT SOME POINT.
HOW WILL WE MANAGE THOSE NEW POSITIONS THAT WE CREATED GOING FORWARD.
AS CREATIVELY AS WE POSSIBLY CAN? SO WE ARE ACTIVELY LOOKING FOR NEW FUNDING STREAMS TEA HAS AUTHORIZED A FEW NEW GRANT OPPORTUNITIES.
WE'RE TRYING TO DETERMINE IF WE ARE ELIGIBLE FOR THOSE.
WE'RE ALSO LOOKING AT OTHER FUNDING SOURCES AND STREAMLINING SOME OF OUR RESOURCES AND SUPPORT.
AND SO WE'RE IN THE PROCESS OF REVIEWING THOSE TO DETERMINE, ARE THEY HAVING THE ACADEMIC IMPACT THAT WE INTENDED, WHEN WE MAY HAVE FIRST STARTED THOSE INITIATIVES, SOME OF THEM TEN YEARS AGO? AND IF NOT, WE MAY BE MAKING SOME RECOMMENDATIONS TO REALLOCATE THOSE FUNDS.
OKAY, COOL. SO WE'LL SEE THAT AT SOME POINT.
AFTER THE ACCOUNTABILITY RESULTS ARE RELEASED.
SO DO WE HAVE ANYTHING BECAUSE WE'VE HAD FOCUS CAMPUSES BEFORE? DO WE HAVE ANYTHING THAT SHOWS US THAT WE'VE HAD IMPROVEMENTS, NOT IMPROVEMENTS? I MEAN BECAUSE THIS DOESN'T SEEM LIKE IT'S SOMETHING NEW.
HAVE WE BEEN SUCCESSFUL OR WE'RE STILL STRIVING TO FIND THAT SUCCESSFUL RECIPE? I'M SO GLAD YOU ASKED THAT QUESTION.
SO IT REALLY DEPENDS ON HOW WE DEFINE FOCUS CAMPUSES.
[00:40:05]
HERE'S THE INTERESTING THING.EVEN IF WE HAD ALL A CAMPUSES, GARLAND STILL PROBABLY GOING TO HAVE FOCUSED CAMPUSES.
WHEN WE LOOK AT THE STATE SYSTEM OF ACCOUNTABILITY, WE HAVE SEEN SOME HUGE SUCCESSES AN WINS IN OUR CAMPUS IMPROVEMENT EFFORTS WITH THAT EFFECTIVE SCHOOLS FRAMEWORK MODEL.
I MIGHT POINT TO HEATHER GLENN A FEW YEARS AGO WHEN WE WENT THROUGH THIS PRE-COVID, THEY EARNED, I BELIEVE IT WAS A D IN THEIR OVERALL ACCOUNTABILITY, AND THE NEXT YEAR THEY HAD A B, AND IT WAS BECAUSE OF THE FOCUS ON THAT EFFECTIVE SCHOOL FRAMEWORK PROCESS AND THEN THE PUSH IN OF THE DISTRICT STAFF THROUGH THE DISTRICT COMMITMENTS TO HELP ENSURE THAT THAT CAMPUS IS SUCCESSFUL.
BUT THEN THE LEADERSHIP OF THE PRINCIPAL AND THE HARD WORK OF THE STAFF.
AND THAT'S JUST ONE THAT COMES TO MIND VERY QUICKLY.
BUT YES. AND I'LL SAY CAMPUS PRINCIPAL'S HUGE ON GETTING IT DONE.
AND HAVING THE PRINCIPAL THERE FOR A CONSISTENT BASIS MAKES IT MORE BENEFICIAL.
OUR SEASONED PRINCIPALS, WE SEE AFTER A FEW YEARS OF, UNDERSTANDING THE LEADERSHIP ROLE, WE SEE THEM ALL OF A SUDDEN HIT THEIR STRIDE.
THERE'S A CERTAIN AMOUNT OF LEARNING CURVE THAT HITS WITH A LOT OF OUR PRINCIPALS.
IT USUALLY TAKES ABOUT THREE YEARS FOR THEM TO HIT THEIR STRIDE.
AND THEN WE SEE THOSE CAMPUSES START TO THRIVE.
AND SO WE UNDERSTAND THAT LIKE, DR.
CADDELL WAS SAYING A FOCUSED CAMPUS MIGHT BE A NEW PRINCIPAL, RIGHT, THAT WE KNOW HAS SO MUCH TALENT, BUT WE GOT TO RALLY AROUND THAT PERSON UNTIL THAT WISDOM AND EVERYTHING ELSE HITS THE TALENT LEVEL THAT WE SEE.
NOW, WHAT WE DO SEE SOMETIMES IS, WE'VE HAD TO MAKE SOME HARD DECISIONS ON SOME OF THESE FOCUS CAMPUSES IN THE PAST AND IN THE PRESENT. AND IT COULD VARY FROM THOSE WHAT THOSE HARD DECISIONS ARE.
BUT WE DO WANT TO LOOK AT RESOURCES.
WE WANT TO LOOK AT ALL OF THOSE TYPE OF THINGS.
WHAT THE BOARD'S GOING TO GET IS A PLAN ON COST SAVINGS AUDIT.
RIGHT. AND WHEN WE GET THE COST SAVINGS AUDIT, THE ONE THING THAT WE'RE PROBABLY WANTING TO PROTECT IS THOSE CAMPUSES WE DESIGNATE AS FOCUSED CAMPUSES TO REMAIN, OUR FOCUS TO ALLOW US TO RALLY AROUND ALL THE NECESSARY THINGS THEY NEED JUST TO GET THEM BACK AFLOAT TO THE STANDARDS THAT WE FEEL ARE SET.
COOL. ANY OTHER QUESTIONS? THANK YOU, DR. CADDELL. NEXT ITEM THAT'S GOING TO COME TO US AT OUR BOARD MEETING IN OCTOBER IS WE'RE GOING TO CONSIDER APPROVAL FOR THE 2023 2024 HB THREE IMPROVEMENT PLANS, EARLY CHILDHOOD LITERACY AND MATH PROFICIENCY, AND CCMR. SO WE HAVE DR.
IT'S NOT QUITE UP YET, BUT I KNOW MR. YEAGER IS CLOSE.
[LAUGHTER] HE'S CLOSE. GOOD EVENING, MR. SELDERS. TRUSTEES.
IT'S NICE TO SEE YOU ALL AND BRING YOU OUR ANNUAL PRESENTATION ON THE REQUIRED HOUSE BILL THREE, EARLY LITERACY, EARLY MATH AND CCMR PLANS AS OUTLINED BY TEXAS EDUCATION CODE.
BUT JUST AS A REMINDER, WE DO BRING THIS TO YOU EVERY YEAR.
YOU HAVE DETAILED PLANS IN YOUR BOARD BOOK FOR THE EARLY LITERACY AND EARLY MATH PROGRAMING.
SO THE STATUTE DOES REQUIRE OUR TRUSTEES TO ADOPT DETAILED PLANS ANNUALLY THAT ARE DEVELOPED BY US, THESE EXPERTS THAT ARE HERE WITH YOU TONIGHT AND THE ONES THAT WORK WITH THEM, THAT CONTAINS SPECIFIC, QUANTIFIABLE GOALS IN THESE THREE AREAS; EARLY CHILDHOOD LITERACY PROFICIENCY.
AND JUST A NOTE THAT UNDER HOUSE BILL THREE, EARLY CHILDHOOD IS CONSIDERED PRE K THROUGH THIRD GRADE EARLY CHILDHOOD MATH AND THEN COLLEGE CAREER AND MILITARY READINESS. AS A LITTLE BIT OF CONTEXT, BEFORE I HAND IT OVER TO OUR EXPERTS, WE'RE GOING TO SPEND JUST A LITTLE BIT OF TIME TALKING ABOUT SUCCESSES FROM LAST YEAR'S PLAN, WHICH
[00:45:05]
WAS ENACTED IN THE 22-23 SCHOOL YEAR, AND THEN TALK TO YOU ABOUT WHAT ENHANCEMENTS ARE BEING MADE THIS YEAR THAT ARE CHANGES FROM WHAT WE DID LAST YEAR, THAT WE ANTICIPATE HELPING US CONTINUE ON THIS PATHWAY TO SUCCESS.AND ON THAT NOTE, I AM GOING TO HAND IT OVER TO MS. MEGAN FRANKENBERG, OUR DIRECTOR OF ELEMENTARY LITERACY STUDIES.
GOOD EVENING, CHAIRPERSON SELDERS AND BOARD OF TRUSTEES.
WE ARE GOING TO CELEBRATE SOME SUCCESSES AS WE ARE REQUIRED TO HAVE THIS PLAN EVERY YEAR.
SO IT'S NOT YOUR FIRST TIME TO SEE IT AND YOU WILL HAVE ALL OF THE PLAN IN FRONT OF YOU.
BUT LET'S START WITH SOME SUCCESS FROM LAST YEAR.
IN A YEAR WHEN WE ALL KNOW THE STAAR ASSESSMENT CHANGED AND BECAME MORE RIGOROUS, WE STILL SHOWED AN INCREASE IN THIRD GRADE READING FOR BOTH OUR ENGLISH AND SPANISH TESTERS.
WE'RE ALSO PROUD TO REPORT THAT OUR ELEMENTARY STUDENTS IN GARLAND ISD OUTSCORED BOTH THE STATE AND REGION IN THE ECR, WHICH IS THE EXTENDED CONSTRUCTED RESPONSE WRITING PORTION OF THAT EXAM.
WE'VE ALSO PREVIOUSLY SHARED OUR PRE K CELEBRATIONS AND HIGHLIGHTED HOW OUR STUDENTS WHO ATTEND PRE K IN GARLAND ISD ARE OUTSCORING THOSE PEERS THAT DID NOT COME TO OUR GISD PRE K.
SO WE CONSIDER ALL OF THOSE SUCCESSES BASED ON LAST YEAR'S ACTION PLAN.
HILL MENTIONED, YOU DO HAVE A COPY OF THE COMPLETE EARLY CHILDHOOD PLAN FOR BOTH MATH AND LITERACY.
SO I'M GOING TO JUST FOCUS ON WHAT'S NEW.
OUR ENHANCEMENTS FOR 23-24 SCHOOL YEAR.
BASED ON OUR CURRICULUM FEEDBACK COMMITTEE THAT'S MADE UP OF TEACHERS AND COACHES, THE LITERACY DEPARTMENT HAS CREATED SLIDE DECKS THAT SPECIFY THE LESSON OBJECTIVE, PROVIDE A DEMONSTRATION OF LEARNING, AND INCORPORATE ENGAGEMENT STRATEGIES WHILE FOCUSING ON PURPOSEFUL PLANNING.
WE'VE ALSO INCLUDED GISD DAYS IN OUR LEARNING PLANS FOR OPPORTUNITIES TO REINFORCE OR SPIRAL TEKS THROUGHOUT THE YEAR, WE'VE ALSO INVITED TEAMS OF TEACHERS, HIGHLY SUCCESSFUL TEACHERS IN OUR DISTRICT TO COME TOGETHER TO PARTICIPATE IN UNIT PREVIEWS BEFORE WE START A UNIT, AND THEN ALSO UNIT REVIEWS.
WHAT DID WE JUST GET DONE DOING SO THAT WE CAN MAKE REAL TIME ADJUSTMENTS IN OUR LEARNING PLANS? AND FINALLY, OUR PROFESSIONAL LEARNING HAS FOCUSED ON THE CONTINUATION AND SUPPORT OF OUR HIGH QUALITY INSTRUCTIONAL MATERIALS BY PROVIDING OPPORTUNITIES FOR TEACHERS TO COME IN FOR UNIT OVERVIEWS, FOUNDATIONAL SKILLS LESSONS, THE IMPLEMENTATION OF SUPERSTATIONS THIS YEAR IN K THROUGH SECOND GRADE, AND ALL OF THIS HAS BEEN TAKING PLACE IN OUR AMAZING MODEL CLASSROOMS. SO THOSE ARE SOME OF OUR LITERACY ENHANCEMENTS FOR THIS SCHOOL YEAR.
AND NOW I'LL TURN IT OVER TO TOBI SCHMIDT.
GOOD EVENING. I'LL BE PROVIDING AN OVERVIEW OF THE UPDATES FOR THE EARLY CHILDHOOD MATH ACTION PLAN.
IN YOUR PACKET YOU'LL SEE THAT PLAN IN ITS ENTIRETY.
WE'VE USED THAT FEEDBACK TO FURTHER DEVELOP OUR LEARNING PLANS TO MEET THEIR NEEDS.
THIS YEAR, WE LOOKED AT HOW ON OUR END, WE COULD BETTER SUPPORT TEACHERS WITH SPIRALED LEARNING THAT IS DIRECTLY ALIGNED WITH THE NEEDS AND THE DATA FROM OUR OWN GISD STUDENTS.
BASED ON PREVIOUS ASSESSMENT DATA, WE'VE SPIRALED IN WEEKLY OPPORTUNITIES.
WE'VE ALSO CREATED VOCABULARY SLIDE DECKS.
A BIG SUPPORT FOR OUR EB STUDENTS THAT WE KNOW NEED THAT LANGUAGE SUPPORT THROUGHOUT OUR MODULES.
WE'RE GOING TO TAKE A LOOK AT OUR TARGETED SMALL GROUP INSTRUCTION.
[00:50:02]
THIS YEAR, THE LITERACY DEPARTMENT CREATED TEACHER TABLE RESOURCES, WHICH IS A DOCUMENT THAT INCLUDES LESSON LINKS TO BOTH IMPROVING FOUNDATIONAL SKILLS AND READING COMPREHENSION.ADDITIONAL ENHANCEMENTS WERE MADE FOR MATH.
WE HAVE A TEKS DOCUMENT BY GRADE LEVEL CREATED FOR TEACHERS.
WE KNOW THEY'RE ALIGNED AND WE KNOW THEY'RE RIGOROUS.
ANOTHER RESOURCE WE'VE ADDED IS IREADY.
WE USED IREADY LAST YEAR FOR OUR TIER TWO AND TIER THREE STUDENTS.
THIS YEAR IT WAS PURCHASED BY OUR DISTRICT FOR ALL STUDENTS.
MAYBE THEY'RE A HIGHER ACHIEVING STUDENT WHO NEEDS A LITTLE BIT MORE, AND THIS REALLY ENCOURAGES THEM TO OWN THAT AND MOVE FORWARD WITH THEIR LEARNING DURING THAT 60 MINUTES OF SMALL GROUP TIME.
TAKING A LOOK AT THE COACHING FRAMEWORK, THE CREATION OF OUR SUPPORT TEACHER COACHING FRAMEWORK THAT ALIGNS DIRECTLY WITH THEIR DAY TO DAY WORK ON CAMPUSES, IS THE RESULT OF A TEAM THAT GATHERED THIS SUMMER.
WE HAD OUR TLD TEAM, EDLS, PRINCIPALS, SOME OF OUR IDFS, OUR INSTRUCTIONAL DESIGN FACILITATORS AGAIN COME TOGETHER OVER THE SUMMER TO ENSURE THAT THE WORK THAT OUR SUPPORT TEACHERS, OUR COACHES WERE DOING MET THE NEEDS OF ALL OF OUR CAMPUSES.
AND SO WE HAVE ALSO PARTNERED THIS YEAR WITH REGION TEN TO PROVIDE.
THEY ARE HAVING INFLUENCER TRAINING AND SOMETHING CALLED CRUCIAL CONVERSATIONS TO BETTER SUPPORT THE SPECIFIC NEEDS THAT OUR COACHES AS THEY GO ON TO CAMPUSES AND COACH OUR TEACHERS IN MATH AND LITERACY INSTRUCTION.
AS YOU PROBABLY KNOW, WE ARE A LEAD FORWARD DISTRICT AND OUR PRE K HAS JOINED US THIS YEAR.
THE PROFESSIONAL DEVELOPMENT FOCUSED ON ENGAGEMENT STRATEGIES FOR OUR YOUNGEST LEARNERS, AND WE'RE ALSO HAPPY TO REPORT THAT WE HAVE EXPANDED OUR PRE K PROGRAMING TO INCLUDE EIGHT NEW SECTIONS OF PRE K.
THANKS SO MUCH. AND I'LL TURN IT OVER TO OUR CTE TEAM.
GOOD EVENING. COMMITTEE CHAIR SELDERS, BOARD OF TRUSTEES, DR.
LOPEZ. I'M HERE TO GIVE A LITTLE BIT OF BACKGROUND AND A CALL TO ACTION AS WE CELEBRATE SOME OF THE DATA AS WE HEAD INTO THE ACCOUNTABILITY PREVIEWS THAT WE'RE ALL WAITING FOR. BUT IF YOU REMEMBER, WITH THE COLLEGE CAREER MILITARY READINESS, OUR CALL TO ACTION REALLY WAS BASED IN THE 60 BY 30 PLAN WHERE THE STATE OF TEXAS WANTED ALL SORRY, AT LEAST 60% OF ALL TEXANS AGED 25 TO 34 WITH A DEGREE OR A CERTIFICATE BY THE YEAR 2030.
I HAD THE FORTUNATE EXPERIENCE OF GOING THROUGH THE CCMR PROCESS.
AND SO REALLY TAKING INTO ACCOUNT WHAT WE DO WITH ACCOUNTABILITY AND THE SIGNIFICANT WEIGHT THAT CCMR CARRIES, YOU CAN SEE WHERE IT AFFECTS DOMAIN ONE, DOMAIN TWO, DOMAIN THREE. AND THEN AS TIME PROGRESSED WE ALSO ADDED IN THE FUNDING ASPECT.
BUT THE NUMBERS FOR 2021 WERE RECENTLY JUST RELEASED WHERE WE GAINED $2.8 MILLION FOR THE DISTRICT, WHICH WAS A $421,000 INCREASE FROM THE PREVIOUS YEAR.
SO WITH THE FUNDING, WITH THE ACCOUNTABILITY RATINGS, WE'VE ALL BEEN FOCUSED ON IT IN SECONDARY CTE, CCMR, RAD, EVERY HIGH SCHOOL, EVERY CCMR ADMINISTRATOR. BUT WHAT THE CELEBRATION TRULY IS, IS WHAT WE'RE PROJECTED TO SEE WHEN WE GET THE ACCOUNTABILITY RATINGS, WHEN THEY FINALLY ARE RELEASED, AND WE'RE PROJECTED TO SEE THAT 92% OF THE GRADUATING CLASS OF 2023 MET AT LEAST ONE CCMR INDICATOR, AND THAT'S A 6% INCREASE FROM 86%.
THE TRUE CELEBRATION HERE IS THE WORK THAT IT TAKES TO INCH OUT THAT 6%.
[00:55:02]
WHEN YOU'RE GETTING CLOSE AND CLOSE AND CLOSE TO 100, IT TAKES REAL WORK AND YOU GOT TO DIG INTO EVERY ASPECT OF IT.SO I'M VERY PROUD TO BE PART OF THIS TEAM.
GIVE THE BACKGROUND TO IT, BUT I'LL TURN IT OVER TO DR.
YES. SO A COUPLE OF ACHIEVEMENTS TO CONTINUE TO HIGHLIGHT FOR ACCOUNTABILITY 2022.
WE WERE AN A-RATED DISTRICT WITH CCMR, AND ALL OF OUR HIGH SCHOOLS RECEIVED THAT DISTINCTION.
BUT JUST SO THAT YOU KNOW THAT MINIMUM FOR ACHIEVING AN A IS NOW THAT 88% OF OUR GRADUATES MUST HAVE A CCMR INDICATOR, I'M GOING TO GO BACK TO THE PRIOR SLIDE.
SO THE PRIOR THRESHOLD WAS 60.
SO THE STATE MOVED THAT THRESHOLD FOR A CLASS THAT GRADUATED FROM 60 TO 88 AFTER THEY GRADUATED.
SO WE ARE STILL EXTREMELY PROUD OF ALL OF THE WORK THAT OUR CAMPUSES DID.
AND THEN JUST TO KIND OF VISUALIZE A LITTLE BIT THE IMPACT OF THAT OUTCOMES, BONUS FUNDING IS YOU SEE THE CHART THERE OF THE CHANGES OVER TIME.
AND WHAT THAT REALLY MEANS IS IT'S WE'RE PUSHING OUR STUDENTS BEYOND THE SCOPE OF ONLY EARNING A CERTIFICATE, WHICH THAT'S HUGE UNTO ITSELF. BUT TO BE ABLE TO QUALIFY OUR STUDENTS FOR A CCMR BONUS, THAT TRULY MEANS THAT THEY ARE COLLEGE AND CAREER READY.
WE'RE NOT ISOLATING IT TO ONE OR THE OTHER.
SO WE'RE REALLY PROUD OF THE WORK THAT ALL OF THE TEAMS HAVE BEEN DOING AND THE CAMPUSES ESPECIALLY.
SO I'LL FOCUS BRIEFLY ON THE CTE PART THAT'S RELATED TO THE CCMR PLAN AS THE STATUTE REQUIRES.
SO A LOT OF THE CTE WORK HAS BEEN TIED TO WHAT'S GOING ON AT THE STATE LEVEL.
SO YES, THE STUDENT HAS THE CERTIFICATE, THE KNOWLEDGE IS THERE.
BUT NOW WE NEED TO MAKE SURE THAT THE STUDENTS ARE MEETING A COHERENT SEQUENCE OF CLASSES WHERE THEY EARN AT LEAST FOUR CREDITS IN THREE OR MORE CLASSES THAT SAYS, I KNOW THESE SKILLS. SO WHEN I GO TO AN INTERVIEW AND THE IBC IS IN FRONT OF THE EMPLOYER, I ALSO HAVE THE SKILLS TO BACK IT UP.
WE WENT AHEAD AND MADE THE MOVE AND MADE IT TIED TO THE CURRICULUM.
THE STATE IS ACTUALLY FORCING IT THIS YEAR.
SO WE'RE VERY PROUD THAT WE BIT OFF THAT CHUNK.
AND I'VE PROVIDED SOME DATA IN BOARD INSIGHTS THIS PAST WEEK TO SHOW YOU WHAT WE'VE DONE.
AND SINCE WE'VE ALREADY TAKEN A BITE OUT OF THAT, WE'RE EXCITED TO SEE WHAT WE MOVE FORWARD WITH.
SO AS WE LOOK AT A STUDENT THAT GETS A LEVEL TWO, AND WE'LL LOOK AT THAT FOR THE CLASS OF 2024, AND THEN BY THE CLASS OF 2026 THE EXPECTATION WOULD BE I HAVE AN IBC AND I'M A COMPLETER IN CTE PROGRAMING.
YES. GOOD EVENING, CHAIRMAN SELDERS, BOARD OF TRUSTEES AND DR.
LOPEZ. MY NAME IS JANA JONES, AND I AM THE INSTRUCTIONAL LEADERSHIP COORDINATOR UNDER THE DIRECTOR EXECUTIVE DIRECTOR, MR. MERRILL. AND I'M OVERSEEING THE CCMR PROCESS THIS YEAR.
COLLEGE FOR ALL WE ARE PREPPING OUR STUDENTS THROUGH DUAL CREDIT COURSES THAT THEY ARE ABLE TO TAKE THROUGH HIGH SCHOOL AP TESTING, IB AND OUR ON RAMPS OPTION, TEXAS COLLEGE BRIDGE.
I KNOW YOU'VE HEARD ABOUT THAT IN PRIOR COMMITTEE MEETINGS.
THAT IS ONE WAY THAT WE ARE PREPARING OUR STUDENTS WHO HAVE NOT MET IT IN ANOTHER ASPECT .
PSAT DAY IS ACTUALLY NEXT WEEK.
OCTOBER 24TH IS OUR PSAT DAY, AND THEN WE HAVE SAT MARCH 26TH IN THE SPRING.
TSI MET IS ONE OF THE CRITERIA THAT WE CAN GAIN CCMR STATUS, AND OUR CAMPUSES ACTUALLY HAVE A PLAN THAT THEY CREATE AND FOLLOW THROUGHOUT THE YEAR OF HOW THEY PREPARE STUDENTS PRIOR TO TESTING AND THEN POST TESTING IF STUDENTS WERE NOT SUCCESSFUL, WHAT WE DO TO PREPARE THEM SO THAT THEY CAN BE THE NEXT ATTEMPT.
[01:00:06]
THIS YEAR, WE FOCUSED ON LEVERAGING OUR ADVISORY COURSES FOR OUR STUDENTS THAT ARE NOT NEEDING ADVISORY FOR EOC LIKE OUR RE TESTERS WE'RE USING THAT TIME THEN TO FOCUS AND PREPARE THEM FOR SAT PREP AND TSI PREP D URING THAT TIME.AND NEW THIS YEAR, THE BIG FOCUS BEING ON OUR ACCELERATED TESTERS, THOSE STUDENTS THAT TOOK ALGEBRA IN MIDDLE SCHOOL IN SEVENTH OR EIGHTH GRADE, AND HOW THEY'RE IMPACTING OUR ACCOUNTABILITY.
WE'RE DEVELOPING MATH COLLEGE READINESS TEAMS, WHICH WILL WORK SIMILAR TO THE CCMR TEAM, WITH OUR FOCUS BEING ON THAT GROUP OF STUDENTS AND HOW WE'RE PREPARING THEM FOR SAT, ALONG WITH THEIR MATH COURSE ALIGNMENT TO SEE THAT THEY ARE PREPARED TO TEST.
THIS YEAR WE STARTED OUT THE YEAR WITH DR.
JOYNER, AND OUR CAMPUS LEADERSHIP TEAMS, AND WE ENTAILED WENT THROUGH EACH ASPECT OF NOT ONLY ACCOUNTABILITY, BUT ADDING IN THE CCMR PIECE AS WELL, AND REALLY LOOKED AT HOW WE COULD BETTER SUPPORT AND HELP THEM FOCUS ON ALL ASPECTS RELATED.
EACH CAMPUS CCMR ADMINISTRATOR HELPS TO CREATE A PLAN FOR A GOAL FOR EACH OF THE VARIOUS PATHWAYS THAT STUDENTS CAN REACH CCMR MET STATUS.
AND THEN WE BREAK THAT DOWN INTO WHO'S MONITORING IT, HOW ARE WE MEASURING IT FOR EACH PLAN.
AND THEN WE ALSO HAVE THE ON DATA SUITE, WHICH PROVIDES OUR EARLY WARNING SYSTEM THAT CAMPUS ADMINISTRATORS LOOK AT AND COMPARE THAT WITH THEIR OWN CAMPUS TRACKERS TO ENSURE THAT WE HAVE DOCUMENTED ALL STUDENTS CORRECTLY.
AND THEN THE COMBINATION AND COLLABORATION OF BOTH THE CAMPUS LEVEL TEAMS, ALONG WITH THE DISTRICT TEAM, WE MEET ABOUT EVERY 6 TO 8 WEEKS TOGETHER.
AND THEN, YOU KNOW, FOCUS ON WHAT IT IS THAT WE CAN DO TO HELP SUPPORT THOSE CAMPUSES.
WE HAVE AMAZING CCMR ADMINISTRATORS.
ARE THERE ANY QUESTIONS FOR US FOR THE TEAM? THANK YOU GUYS FOR THAT PRESENTATION.
TRUSTEES, ARE THERE ANY QUESTIONS? NO QUESTIONS. THANK YOU.
GOOD EVENING, CHAIRMAN SELDERS TRUSTEES AND DR.
LOPEZ. I COME BEFORE YOU THIS EVENING TO PROVIDE AN UPDATE ON THE CHOICE OF SCHOOL PROCESS AFFECTING THIS YEAR'S ENROLLMENT, AS WELL AS TO REQUEST APPROVAL OF THE CHOICE OF SCHOOL CALENDAR FOR THE 24-25 CHOICE OF SCHOOL PERIOD.
SO THIS IS OUR DEPARTMENT GOAL THAT WE RECENTLY CRAFTED.
I JUST INCLUDED IT IN HERE AS WELL AS OUR MISSION STATEMENT.
BUT GETTING TO THE MAIN EVENT, WE ARE GOING TO BE COVERING SOME OF THE CHOICE OF SCHOOL RESULTS FROM THE PREVIOUS CHOICE OF SCHOOL PERIOD, AS WELL AS THE CHOICE PLAN FOR THE 24-25 SCHOOL YEAR, AND THEN THE NEXT STEPS FOR WHAT WE NEED TO DO IN ENROLLMENT, RECRUITMENT AND RETENTION OF OUR STUDENTS. SO THESE ARE THE RESULTS FOR THE 23-24 CHOICE PERIOD THAT AFFECT THE SCHOOL YEAR THAT WE'RE IN RIGHT NOW. AS YOU CAN SEE, 90% OF OUR STUDENTS RECEIVED THEIR FIRST CHOICE OR THE RIGHT TO REMAIN RIGHT WHERE THEY WERE, 2.4% RECEIVED THEIR SECOND CHOICE AND THEN NOT 0.9% RECEIVED THEIR THIRD CHOICE.
THIS NUMBER IS VERY IMPORTANT BECAUSE WE ARE ONE OF THE FEW DISTRICTS THAT PROVIDE A CHOICE FOR ALL OF OUR STUDENTS, ESPECIALLY THOSE STUDENTS THAT ARE RISING FROM FIFTH TO SIXTH GRADE OR FROM EIGHTH TO NINTH GRADE.
AND WE HAD 2540 STUDENTS THAT DID NOT MAKE A CHOICE.
SO THE END GOAL, OF COURSE, FOR THIS SCHOOL YEAR WAS OUR ENROLLMENT.
AND THE ENROLLMENT THAT YOU SEE HERE IS THE AS OF DATE, SEPTEMBER 15TH.
[01:05:04]
THAT'S WHEN WE PUT THIS REPORT TOGETHER.AND SO OUR ENROLLMENT THEN WAS 51,592.
IT'S GROWN BY ABOUT 200 STUDENTS SINCE THAT TIME PERIOD ABOUT A MONTH AGO.
AND OF COURSE WE HAVE FLUCTUATIONS IN AND OUT.
THE NEXT NUMBER THAT YOU SEE THERE IS OUR MEMBERSHIP.
AND MEMBERSHIP IS A LITTLE DIFFERENT FROM ENROLLMENT.
IT DOESN'T INCLUDE THOSE STUDENTS WHO ARE SERVED LESS THAN TWO HOURS A DAY.
A STUDENT IS IN MEMBERSHIP IF THEY'RE ENROLLED, EITHER THEY'RE SCHEDULED TO ATTEND AT LEAST TWO HOURS OF AN INSTRUCTIONAL DAY, OR THEY'RE PARTICIPATING IN AN ALTERNATIVE ATTENDANCE PROGRAM.
OUR AVERAGE DAILY ATTENDANCE IS CALCULATED BASED ON THE ATTENDANCE RATE OF OUR STUDENTS WHO ARE IN MEMBERSHIP, AS YOU SEE THERE, AND ARE ELIGIBLE TO GENERATE ADA FUNDING. AND THE FINAL NUMBER YOU SEE THERE, THE 47,563.5, IS A CALCULATION OF THE NUMBER OF STUDENTS FOR OUR REFINED ADA, AND THIS IS A COMPLEX FORMULA THAT WE USUALLY LOOK AT, AT THE END OF THE SIX WEEKS.
THAT'S THE SUM OF ALL STUDENTS DAYS OF ATTENDANCE.
AND IT'S DIVIDED BY THE NUMBER OF DAYS TAUGHT IN A SIX WEEK PERIOD.
THE RESULT FOR ALL SIX WEEKS PERIODS IN A SCHOOL YEAR ARE THEN SUMMED UP DIVIDED BY SIX, AND ROUNDED OUT THREE DECIMAL POINTS TO COME UP WITH OUR REFINED ADA. AND THAT'S THE NUMBER OF COURSE, OUR FINANCE DEPARTMENT IS LOOKING AT.
I JUST WANTED TO INCLUDE THAT FOR YOU ALL BECAUSE YES, OF COURSE WE'RE GIVING STUDENTS A CHOICE, BUT WE'RE ALSO TRYING TO RECRUIT MORE STUDENTS, GET MORE STUDENTS IN SEATS AND KEEP THEM ENGAGED SO THAT THEY ARE ATTENDING DAILY AND LEARNING.
SO MOVING ON TO OUR CHOICE OF SCHOOL CALENDAR AND SOME IMPORTANT MILESTONES.
AND THE DATES THAT YOU SEE IN BLUE ARE THE DATES THAT YOU'LL ACTUALLY BE VOTING ON SOME OF THE OTHER COLORS WE'VE INCLUDED, BECAUSE WE WANT YOU TO SEE SOME OF THE OTHER MILESTONES THAT ARE GOING TO BE GOING ALONG THE WAY THAT DO AFFECT THE CHOICE PERIOD THAT YOU'LL BE VOTING ON.
WHEN WE RETURN FROM WINTER BREAK.
SOME OF THE OTHER MILESTONES YOU'LL SEE IN THERE ARE TO CLOSE THE MAGNET WINDOW.
IT WILL OPEN THE SAME TIME THAT OUR CHOICE PERIOD OPENS.
THEY'LL BEGIN MAGNET TESTING ON THE 27TH OF JANUARY, AND THEN ONCE TESTING IS CONCLUDED, MAGNET RESULTS WILL BE PUBLISHED AND SKYWARD FAMILY ACCESS ON THE 5TH OF FEBRUARY.
WE'D LIKE TO OPEN THE CHOICE PERIOD AND THE MAGNET WINDOW ON APRIL 1ST.
WE WOULD CLOSE THE WINDOW ON MAY 16TH, AND YOU CAN SEE THE MAGNET DATES IN BETWEEN THERE OPENING, EXCUSE ME, CLOSING ON APRIL 19TH, AND THEN THEY WOULD HAVE CHOICE RESULTS A LITTLE BIT LATER.
MAGNET RESULTS A LITTLE BIT LATER ON THE 13TH OF MAY.
SO I DID WANT TO INCLUDE THOSE.
THAT WILL BE OUR FIRST EXPLORER GISD EVENT, AND IT WILL BE HELD AT THE CURTIS CULWELL CENTER.
AND THEN WE HAD GREAT INVOLVEMENT IN OUR PRE-K AND KINDERGARTEN EVENT THAT WE HELD LAST SPRING.
SO WE'D LIKE TO CONTINUE THAT ON APRIL 13TH, 2024.
AND WE WOULD HOST THAT AGAIN AT WILLIAMS STADIUM.
AND OF COURSE, WE DO HAVE OPEN ENROLLMENT.
WE WOULD NOTIFY PARENTS IN MAY, AND THEN IN JUNE, WE WOULD OPEN OUR OPEN ENROLLMENT PERIOD FOR OUR PRE-K AND KINDER AND NOTIFY THEM BY THE WEEK OF THE 15TH THROUGH THE 19TH IN JULY.
[01:10:04]
SO WHAT ARE OUR NEXT STEPS FOR ENROLLMENT, RECRUITMENT AND RETENTION? RIGHT NOW WE ARE WORKING WITH OUR NEW CHOICE APPLICATION VENDOR AVELA, AND WE ARE DEVELOPING WHAT THEY CALL EXPLORER, WHICH IS THE OPPORTUNITY FOR PARENTS TO GO ONLINE, LOOK AT WHAT A SCHOOL HAS TO OFFER, AND EVEN SEE THE DEMAND METER, WHICH WOULD LET THEM KNOW WHAT SORT OF AVAILABILITY THEY HAVE BASED ON THE INFORMATION THAT WE HAVE IN OUR SKYWARD CAPACITY TABLES.THE OTHER THING THAT WE WILL BE WORKING ON IS CONTINUING TO RECRUIT.
WE'RE WORKING WITH AN ORGANIZATION CALLED GROUNDWORK DFW THAT HELPS US TO LEVERAGE OUR ONE OF OUR GREATEST ASSETS IN RECRUITING, AND THAT IS PARENTS BEING ABLE TO TALK TO OTHER PARENTS, GOING OUT, ASKING THEM WHY THEY MADE PARTICULAR DECISIONS, DOING SOME OF THE WORK THAT WE WOULD DO.
BUT THEY HAVE A DIFFERENT RELATIONSHIP WITH THOSE PARENTS.
AND THEN FINALLY, WE'RE GOING TO BE LOOKING AT PARTNERSHIPS WITH OUR AREA CHILD CARE CENTERS, AS REQUIRED BY TEXAS EDUCATION CODE 29.1 53G.
AND SO YOU'LL BE HEARING MORE ABOUT THAT AS THE YEAR GOES ON.
SO AT THIS TIME, DO YOU HAVE ANY QUESTIONS.
AND I JUST INCLUDED MY TEAMMATES HERE IN BOLD THAT HELP WITH CHOICE OF SCHOOL AND ACTUALLY ARE INTEGRAL INTO RECRUITMENT AND ENGAGEMENT AND RETENTION OF OUR STUDENTS WITHIN OUR DEPARTMENT.
THANK YOU, DR. HEMPHILL, FOR THAT PRESENTATION.
BABETTA, THANK YOU FOR THAT PRESENTATION.
HOW DO YOU EVALUATE THE PERCENTAGE TO ENROLLMENT IF THE CAMPUSES? IS THERE A FORMULA THAT YOU USE AS FAR AS WHEN YOU'RE TALKING ABOUT 90% COMPARED TO THE ENROLLMENT THAT WE HAVE THAT YOU LISTED ON THE PAGE AFTER THAT, HOW DO YOU EVALUATE THAT? SO THE NUMBER THAT YOU SEE THERE IS THOSE PEOPLE WHO RECEIVE THE CHOICES THAT THEY.
SO THAT 90% IS WHEN THEY YES. WHENEVER WE GAVE THE RIGHT DATES OR WHATEVER FOR ENROLLMENT.
YES. OKAY. AND THEN ONCE WE GET INTO THE SCHOOL YEAR, I GUESS, WHAT DO WE DO AT THAT PARTICULAR POINT AS FAR AS IF THE ENROLLMENT DOESN'T, IF WE HAVE NO SHOWS OR WHATEVER? SO AT THE BEGINNING OF THE SCHOOL YEAR, AS WE HAVE NO SHOWS, WE DO CALL FROM OUR WAITING LIST.
SO ANY STUDENT THAT DOESN'T RECEIVE FIRST, SECOND OR THIRD CHOICE OR THEIR MORE PREFERRED CHOICE.
SO LIKE LET'S SAY I GET MY SECOND CHOICE, I WOULD GO ON THE WAITING LIST FOR MY FIRST CHOICE.
AS NO SHOWS COME ABOUT, SOME LET US KNOW DURING THE SUMMER, SOME NOT UNTIL THE SCHOOL YEAR STARTS.
WE CALL PEOPLE TO FILL THOSE SEATS FROM THE WAITING LIST, AND THAT IS AN AUTOMATED PROCESS.
THE PARENT DOESN'T HAVE TO CALL AROUND TO THESE SCHOOLS THEMSELVES.
THAT AUTOMATICALLY HAPPENS FOR THEM.
SO THEY ARE FILLING OUT A CHOICE.
WHAT WE FOUND IN GOING BACK AND EVALUATING SOME OF THESE DISTRICT ASSIGNMENTS THAT WE MADE IS THEY'RE CHOOSING ALL MAGNETS, OR THEY'RE CHOOSING CAMPUSES THAT ARE IN HIGH DEMAND.
WE HAVEN'T SET THE PERCENTAGES YET THAT WE'RE GOING TO BE LOOKING FOR OF OPEN SEATS, BUT THEY'LL RECEIVE A GREEN IF THERE'S A HIGH LIKELIHOOD THAT THEY WOULD GET IN TO THE SELECTIONS THEY'VE MADE.
AND THEN YELLOW IS A LITTLE CAUTIOUS ABOUT IT.
MR. JOHNSON. A COUPLE OF QUESTIONS.
YES. WITH RESPECT TO YOU MENTIONED EARLIER IN RESPONSE TO MR. BEACH ABOUT HIGH DEMAND CAMPUSES, WHO MAKES THAT DECISION WHEN A CAMPUS IS FULL? IS IT YOUR OFFICE OR IS IT THE INDIVIDUAL CAMPUS ADMINISTRATION? SO IT IS OUR OFFICE.
WE GO BASED ON THEIR CAPACITY AND WE DON'T FILL A SCHOOL TO 100%.
[01:15:04]
SO LET'S SAY AT OUR HIGH SCHOOLS AND MIDDLE SCHOOLS, WE GO TO ABOUT 85%.WE KNOW SOME OF THOSE CLASSROOMS AT DIFFERENT TIMES ARE GOING TO BE USED FOR PLANNING PERIODS.
AND WE ALSO KNOW WHAT THE HALLWAYS LOOK LIKE.
AND WE DON'T WANT TO FILL TO 100% AT EVERY SINGLE ONE OF OUR CAMPUSES.
BECAUSE ONE OF THE THINGS I'VE NOTICED OVER THE COURSE OF TIME IS CERTAIN SCHOOLS SEEM LIKE THEY ALLOW PEOPLE TO CONTINUE COMING IN, AND I'M JUST CURIOUS AS TO HOW THAT WORKS.
SO HOW DOES THE INDIVIDUAL CAMPUS ADMINISTRATION ABLE TO INFLUENCE AND ALLOW CERTAIN STUDENT POPULATIONS? AND ONCE YOU'VE ALREADY DETERMINED THAT YOU MAY HAVE RETURNED BACK SOMETHING, SAYING, YEAH, YOU DIDN'T GET THIS CHOICE OF SCHOOL, BUT THEN THEY LATER END UP IN THAT SCHOOL, HOW DOES THAT HAPPEN? SO GENERALLY THEY ARE CALLED OFF OF THE WAITING LIST.
AND I DO CONSULT WITH THE PRINCIPAL IF THERE IS SPACE, IF IT'S LOOKING LIKE THEY'RE GOING TO HAVE NO SHOWS OR IF WE KNOW WE HAVE SOME ROOM, WE'RE ABLE TO SAY PERHAPS THE TOP 15 TO 20 FROM YOUR WAITING LIST CAN THEN ATTEND.
OR IF THE STUDENT IS IN VERY CLOSE PROXIMITY.
AND SO WE CAN LOOK AT THAT AS WELL.
MY OTHER QUESTION IS ABOUT YOU MENTIONED AN ORGANIZATION THAT I'M NOT PARTICULARLY FAMILIAR WITH.
GROUNDWORK DFW, YOU SAID SOMETHING LIKE, THEY BUILD RELATIONSHIPS WITH FAMILIES.
COULD YOU GO A LITTLE BIT MORE IN DEPTH AS TO WHAT THIS ORGANIZATION IS AND WHAT THEY DO? SO GROUNDWORK DFW IS WORKING WITH US THROUGH OUR PARTNERSHIP WITH COMMIT.
THEY ARE A GROUP OF FOLKS THAT I THINK AT ONE TIME WERE FOCUSED ON HELPING WITH POLITICAL CAMPAIGNS, AND THEY REALIZE THAT WE NEED THOSE SORTS OF CAMPAIGNS IN EDUCATION.
WE NEED TO FIGURE OUT WHERE THE PEOPLE ARE AND BRING THEM TO OUR CAMPUSES.
AND SO WHAT THEY DO IS THEY TRAIN OUR PARENTS TO SPEAK ABOUT OUR CAMPUSES, THE THINGS THAT WE OFFER.
THEY TEACH THEM HOW TO BASICALLY CANVASS DIFFERENT NEIGHBORHOODS.
SO WE'RE LOOKING FOR IN PARTICULAR NEIGHBORHOODS WHERE WE KNOW, FOR INSTANCE, THAT OUR ENROLLMENT IS NOT QUITE WHERE IT SHOULD BE FOR OUR PRE K STUDENTS. WE KNOW THERE ARE A LOT OF ELIGIBLE STUDENTS, BUT FOR SOME REASON THEY'RE NOT BRINGING THEIR STUDENTS TO OUR SCHOOLS.
SO THEY WOULD ACTUALLY GO FROM DOOR TO DOOR IN THOSE PARTICULAR NEIGHBORHOODS AND KNOCK ON THE DOOR AND SAY, HEY, WHY DIDN'T YOU SEND YOUR STUDENT TO OUR SCHOOL? OR WHAT ARE YOU DOING INSTEAD FOR YOUR STUDENT AT PRE K? THEY ALSO ARE THE FOLKS THAT YOU WOULD SEE AT DIFFERENT EVENTS, OR EVEN AT YOUR NEIGHBORHOOD GROCERY STORE WHO ARE HELPING ALONG WITH A STAFF MEMBER FROM EITHER GROUNDWORK DFW OR OUR TEAM TO JUST ENROLL STUDENTS OR BRING THEM TO THE ENROLLMENT PROCESS BY PROVIDING INFORMATION.
ANY PARTICULAR TYPE OF STUDENT THAT'S TARGETED, LIKE PRE K OR SOMETHING LIKE THAT.
RIGHT NOW WE'RE TARGETING PRE K.
THANK YOU. ANY OTHER QUESTIONS.
HEMPHILL ON YOUR SLIDE WHERE YOU TALKED ABOUT THE RISE IN FIFTH AND EIGHTH GRADERS.
WHAT ARE YOU FINDING AS THE REASONS WHY THOSE STUDENTS AND FAMILIES AREN'T DECIDING OR MAKING A DECISION? SO WE'RE NOT 100% SURE WHY SOME OF THEM ARE NOT.
SO THEY'RE LIKE, WE'RE GOING TO END UP WHERE WE WANT TO BE.
BUT THEN OTHERS JUST SORT OF MISS THE CHOICE PERIOD.
THEY, FOR SOME REASON OR ANOTHER, ARE NOT PARTICIPATING.
SO I KNOW WE'RE DEFINITELY DOING THE FACE TO FACE OUTREACH AT THE PRE K LEVEL, BUT I THINK WE NEED TO CONTINUE AT THE SECONDARY LEVEL. SO BEFORE THE EXPLORE EVENT, WE HAVE OUR GUIDANCE AND COUNSELING AND THE MAGNET DEPARTMENT THAT ARE GOING OUT AND TALKING TO MIDDLE SCHOOL STUDENTS TO GET THEM EXCITED ABOUT GOING TO HIGH SCHOOL.
[01:20:02]
AND WE'RE HOPEFUL THAT THOSE SORTS OF THINGS WILL CONTINUE TO EXCITE KIDS ABOUT THE NEXT LEVEL, AND ALSO GETTING THEM TO NUDGE THEIR PARENTS AND SAY, HEY, YOU KNOW, I REALLY WANT TO GO TO THIS SCHOOL.LET'S GO TO THIS EVENT ON NOVEMBER 2ND.
AND YOU'RE TALKING SPECIFICALLY ABOUT THIS? THIS. THE TRANSITIONING STUDENTS.
ANOTHER QUESTION THAT I HAD IS YOU MENTIONED THAT THE EVENTS THAT WE HAVE COMING UP, THE ONE IN APRIL, GOING TO PLACE A FOCUS OR EMPHASIS ON PRE-K.
AND KINDER. YES. AND SO WITH THAT OPENING APRIL 1ST, DO YOU THINK THAT IT WOULD MAKE SENSE TO DO A LITTLE BIT EARLIER, KIND OF LIKE WHAT YOU'RE DOING WITH THE NOVEMBER TARGETING FOR JANUARY? HOW MUCH TIME WOULD YOU ANTICIPATE NEEDING JUST TO MAXIMIZE GETTING THE WORD OUT FOR THOSE PRE-K PARENTS? SO WE CAN'T NECESSARILY START ENROLLING UNTIL APRIL 1ST.
THERE'S ACTUALLY A STATE GUIDELINE THAT PROHIBITS US FROM DOING IT BEFORE THEN.
WE'RE ALSO RUNNING INTO COMPETITION WITH THE LIVESTOCK SHOW.
MR. BRUMAN IS GONE BECAUSE THAT'S THE WEEKEND WE WOULD HAVE LIKED TO DO IT.
AND THEN WE ALSO HAVE THE EASTER OBSERVANCE AS WELL.
SO WE WERE KIND OF COMPETING IN THOSE PRECEDING WEEKS.
SO THAT'S WHY WE DETERMINED WE SHOULD PROBABLY DO THAT ON THE 13TH.
OKAY. THAT'S ALL THE QUESTIONS THAT I HAD.
ANYBODY ELSE QUESTIONS? THANK YOU, DR. HEMPHILL. THANK YOU.
YOU ARE. SO ACTION ITEM FOUR THAT, WE'RE GOING TO BE BRINGING FORWARD TO OUR OCTOBER 24TH MEETING IS GOING TO BE CONSIDER APPROVAL OF STUDENT SERVICES CLINIC IN GARLAND HEALTH DEPARTMENT MOU.
THIS MOU IS COMMEMORATING OUR THIRD YEAR OF PARTNERSHIP WITH THE GARLAND HEALTH DEPARTMENT.
WE JUST WANTED TO SHARE SOME OF THE BENEFITS THAT WE FOUND WITH THE CLINIC, AND ALSO SOME OF OUR RESULTS THAT WILL HOPEFULLY PROMPT YOU ALL TO APPROVE OUR MOU WITH THE GARLAND HEALTH DEPARTMENT.
IT ALLOWS US TO IMMUNIZE STUDENTS WHO ARE UNDERINSURED FROM AGES 3 TO 18, AND IT IS FUNDED BY THE TEXAS VACCINE FOR CHILDREN'S PROGRAM.
AND AGAIN, AS I SAID, IT HELPS US TO PROVIDE IMMUNIZATIONS TO UNINSURED AND UNDERINSURED STUDENTS, AS WELL AS STUDENTS WHO ARE NATIVE AMERICAN, NATIVE ALASKAN OR NATIVE HAWAIIAN OR PACIFIC ISLANDERS.
THIS PROGRAM IS FOR THOSE STUDENTS WHO DO NOT HAVE INSURANCE OR ARE UNDERINSURED.
IT PROTECTS STUDENTS FROM OVER 16 DISEASES AND ALLOWS THEM TO STAY IN SCHOOL AND TO LEARN.
AND OF COURSE, THE DISTRICT MISSION ALLOWS US TO RECEIVE FUNDING.
FROM JANUARY OF THIS YEAR UNTIL SEPTEMBER 30TH THESE ARE SOME OF THE RESULTS THAT WE HAD.
WE WERE ABLE TO IMMUNIZE 675 THREE THROUGH SEVEN YEAR OLD STUDENTS, AND THEN FOR OUR STUDENTS AGES 8 TO 18, WE IMMUNIZE 1716 STUDENTS.
THIS SUMMER, WE WERE ABLE TO IMMUNIZE AND SCREEN 1040 STUDENTS AND ADMINISTER 2899 DOSES, AND THE SAVINGS WAS $217,220.
WE ARE ALSO ABLE TO SUPPORT OUR COLLEGE STUDENTS WHO ARE GOING OFF.
AND ONE OF THE THINGS I DO WANT TO MENTION HERE IS YOU SAW THE AGES WERE 3 TO 18.
AT 19 YEARS OLD IS NO LONGER THERE.
THERE'S NO TEXAS VACCINE FOR ADULTS.
SO WE REALLY NEED TO EMPHASIZE THAT OUR STUDENTS WHO ARE TURNING 19 SOON NEED TO TAKE ADVANTAGE OF THIS PROGRAM IF THEY QUALIFY WHILE THEY ARE 18, BECAUSE THERE IS NOT A SAFETY NET ANYMORE FOR OUR 19 YEAR OLD STUDENTS.
AND WE DO HAVE QUITE A FEW STUDENTS WHO TURN 19 DURING THE SCHOOL YEAR.
[01:25:03]
US TO ACHIEVE OUR MUTUAL MISSIONS OF PROVIDING HEALTH CARE FOR OUR FAMILIES AND EDUCATING STUDENTS.ARE THERE ANY QUESTIONS? TRUSTEES, ARE THERE ANY QUESTIONS? MISS STANLEY.
THIS JUST KIND OF MORE OF INFORMATION.
BUT DO WE ALSO SUPPORT THOSE FAMILIES THAT ARE OPPOSED TO IMMUNIZATIONS, WHETHER IT BE FOR RELIGIOUS REASONS OR WHATEVER? AND DO WE STILL PROVIDE THEM THE PATHWAY OF GETTING WHAT THEY'RE ABLE YES. AND NURSE K ACTUALLY HAS DOCUMENTS THAT THEY CAN ACCESS SO THAT THEY CAN MAKE THOSE WISHES KNOWN.
ANY OTHER QUESTIONS? THANK YOU, DR.
ALL RIGHT. SO THIS FINAL ITEM THAT WE'RE GOING TO BRING FORWARD TO OUR OCTOBER 24TH MEETING FOR ACTION IS WE'RE GOING TO CONSIDER APPROVAL OF THE REVISED SHARED SERVICE AGREEMENT WITH MESQUITE REGIONAL DAY SCHOOL FOR THE DEAF.
YES. DR. RAMOS. GOOD EVENING, CHAIRMAN SELDERS, MEMBERS OF THE BOARD, DR.
BEFORE YOU IS A REVISED SHARED SERVICE AGREEMENT.
THE ORIGINAL AGREEMENT CAME BEFORE YOU AND WAS APPROVED ON JUNE 27TH.
SINCE THEN, AN ADDITIONAL SCHOOL DISTRICT HAS JOINED THE SHARED SERVICE AGREEMENT.
AND DUE TO THAT, WE NEED A NEW APPROVAL.
ANY QUESTIONS TRUSTEES? YES. MS. STANLEY.
IS IT BECAUSE THERE'S A CHANGE IN COST OR SOMETHING? NO. THERE WAS AN ADDITIONAL ISD THAT WAS ADDED THAT JOINED.
SO IT JUST NEEDS TO BE PART OF THE AGREEMENT.
AND SO WYLIE ISD WAS ADDED TO THAT LIST.
AND SO WE ARE BRINGING IT FORTH BECAUSE IT HAS BEEN REVISED.
ANY OTHER QUESTIONS? QUESTIONS.
SO WHAT'S THAT? GOOD DEAL. AWESOME.
ARE THERE ANY EXECUTIVE SESSION ITEMS? DO WE HAVE A MOTION FOR ADJOURNMENT?
[VII. Adjournment]
MEETING IS ADJOURNED AT 7:33.* This transcript was compiled from uncorrected Closed Captioning.