[I. Call to Order and Determination of Quorum ]
[00:00:05]
DETERMINED THAT A QUORUM IS PRESENT, WE WILL PROCEED WITH OUR BOARD AGENDA.
MISS HOGAN, ARE THERE ANY PUBLIC FORUM COMMENTS? NO. THANK YOU.
GOT A LOT TO GET THROUGH, SO LET'S GET IT.
DOCTOR LOPEZ, SUPERINTENDENT'S MESSAGE.
[IV. Superintendent's Message]
WELL, ME AND MISS GRIFFIN, WE'RE ABOUT TO SING A DUET BETTER THAN THE SUPER BOWL, BUT ANYWAY.JUST KIDDING MS. GRIFFIN. [LAUGHTER].
NO. TODAY IT'S PRETTY IMPACTFUL FOR THE CITIZENS THAT ARE WATCHING.
WE GOT SOME REALLY, REALLY WHAT I, WHAT I WOULD REFER TO AS EYE OPENING PRESENTATIONS.
THE COOL THING IS, THE FIRST THING IS YOU'RE GOING TO SEE A GOOD STAAR EOC PRESENTATION, AND THE REASON WHY I'M KIND OF EXCITED ABOUT THIS IS THESE ARE THE KIDS THAT STRUGGLE THE MOST WITH TESTING.
NOT ALL OF US ARE GREAT TESTERS, AND SO WE'RE SEEING THAT WE'RE HAVING, PROGRESS MADE, AND PART OF THE PROGRESS ISN'T THE NUMBER OF KIDS PASSING RIGHT NOW. IT'S THE NUMBER OF KIDS THAT ARE PASSING BEFORE.
SO THEY DON'T HAVE TO RETEST, IF THAT MAKES ANY SENSE AT ALL.
YOU'RE ALSO GOING TO GO AHEAD AND SEE A FENTANYL AWARENESS UPDATE, AND WE REALLY WANT EVERYBODY TO BE UPDATED ON WHAT'S GOING ON, WHAT THE SCHOOL DISTRICT IS DOING AND HOW, WE'RE USING EVERY AVENUE WE CAN POSSIBLY CAN TO MAKE SURE THAT EVERYBODY UNDERSTANDS THIS THE IMPACT OF WHAT FENTANYL CAN HAVE ON SOMEONE.
SO WITH THAT, I'LL TURN IT BACK TO YOU.
THANK YOU. I'M GOING TO MOVE TO OUR INFORMATION ITEMS.
[V.A. Information Items]
I'M GOING TO GO A1 GOAL PROGRESS STAAR EOC RESULTS DECEMBER 2023.MISS JOYNER. GOOD EVENING, CHAIRMAN GLICK, BOARD OF TRUSTEES. DOCTOR LOPEZ.
I JUST IN A LITTLE BRAIN FOG OVER HERE.
SO JUST A REALLY QUICK OVERVIEW.
AS STATED IN OUR TEXAS EDUCATION CODE.
SO OUR EOC'S WE HAVE ALGEBRA ONE, BIOLOGY ENGLISH ONE, ENGLISH TWO, AND US HISTORY. SO ALTHOUGH WE WILL BE REVIEWING THE HIGHLIGHTS TONIGHT AT THE APPROACHES GRADE LEVEL, IN YOUR BOARD PACKETS, YOU DO HAVE THE STATE SUMMARY FOR GARLAND ISD WHERE IT DOES BREAK IT DOWN BY DIFFERENT PERFORMANCE LEVELS, AS WELL AS DIFFERENT STUDENT GROUPS, AND YOU MAY WONDER WHY WE ARE COMING TO YOU WITH THE APPROACHES GRADE LEVEL AS OPPOSED TO THE MEETS PLUS LIKE WE NORMALLY DO, AS ALIGNED TO OUR BOARD GOALS.
AS A REMINDER, OUR DECEMBER EOC IS REALLY GEARED TOWARDS STUDENTS WHO ARE TAKING THE ASSESSMENT FOR A SECOND OR THIRD TIME.
SO THE GOAL REALLY FOR OUR DECEMBER TESTERS IS FOR THEM TO MEET THAT GRADUATION REQUIREMENT, WHICH IS WHY WE ARE, SHARING THE RESULTS AT THAT LEVEL. IN ADDITION TO THAT, YOU WILL NOTICE THAT, WE ARE COMPARING TO THE REGION AND THE STATE.
OKAY. SO I'LL GIVE YOU JUST A MOMENT TO PULL THAT OUT IF NEEDED.
SO ONE OF THE THINGS THAT YOU'LL NOTICE AS WE GO THROUGH ALL OF THE DIFFERENT, CONTENT LEVEL ASSESSMENTS IS THAT THE GRAPHS ARE DESIGNED IN A VERY SIMILAR FASHION.
THE PERCENTAGE RATES YOU'LL SEE KIND OF ABOVE THE BARS ARE THE APPROACHES PLUS NUMBER, BUT WE ALSO CALLED OUT THE NUMBER OF STUDENTS WHO REACHED OR THE PERCENT OF STUDENTS WHO RETESTED FOR EACH CATEGORY, AND THAT WILL MAKE A LITTLE BIT MORE SENSE AS YOU MOVE FROM ONE CONTENT ASSESSMENT, ONE SUBJECT TEST TO THE OTHER, WHEN YOU'RE REALLY THINKING ABOUT, OKAY, WHY IS THERE SUCH A
[00:05:04]
GAP OR A DIFFERENCE BETWEEN, ALGEBRA ONE AND US HISTORY? WELL, THE NUMBER OF STUDENTS THAT ARE RETESTING MATTERS, RIGHT? SO I DID CALL THAT OUT, AND AS I WAS LOOKING AT THESE RESULTS, THERE WAS MORE TO THE STORY THAN WE COULD HAVE SEEN IF WE WOULD HAVE JUST LOOKED AT THE REPORT AT FACE VALUE.SO THE NARRATIVE AT THE TOP DOES BRING IN SOME OF THOSE CELEBRATIONS, AND AS DOCTOR LOPEZ SAID, REALLY REDUCING THE NUMBER OF STUDENTS THAT EVEN NEED THIS, RETEST OPPORTUNITY.
SO, FOR EXAMPLE, WHEN COMPARING THE NUMBER OF STUDENTS WHO PARTICIPATED IN A DECEMBER, ALGEBRA ONE IN 2022, THAT WAS 1047 STUDENTS, AND ONE YEAR LATER, THAT NUMBER IS 624.
SO THAT'S REALLY INDICATIVE OF, THE WORK THAT OUR CAMPUSES ARE DOING, THE WORK THAT OUR PRINCIPALS, MR. BARNETT, ALL OF THE TEAMS, WHAT THEY'RE DOING TO MAKE SURE THAT OUR KIDS ARE, PASSING THAT EOC THE FIRST TIME AROUND.
THE OTHER THING I REALLY WANTED TO CALL OUT AND CELEBRATE IS THE PARTICIPATION RATE.
SEEING OUR PRINCIPALS REALLY ENGAGE IN, CAPTURING ALL OF THE KIDDOS AS THEY'RE DOING, BECAUSE IT'S NOT ONE OF THOSE THINGS THAT YOU JUST SHUT DOWN THE TEST AND EVERYBODY SHOULD BE IN A TESTING ROOM.
THE CAMPUSES ARE REALLY HAVING TO NAVIGATE A LOT OF DIFFERENT MASTER SCHEDULE, THINGS, AND BLOCKING OFF PARTS OF THE BUILDING SO THAT OUR KIDS CAN HAVE AN IDEAL TESTING ENVIRONMENT.
SO WHEN EVEN LOOKING AT THE NUMBERS, GARLAND ISD TESTED.
IT MORE OF THE RETESTER'S THAN THE STATE.
SO WHEN YOU'RE LOOKING AT THOSE NUMBERS, JUST KEEP THAT IN MIND.
LIKE WHEN WE HAVE MORE RETESTERS, IN THESE NUMBERS, THEN IT MAKES SENSE WHY, THE RATES LOOK THE WAY THEY DO. OKAY.
OKAY. AS WE MOVE ON TO, BIOLOGY ON THIS ONE, YOU WILL NOTE THAT WE HAD 88% OF STUDENTS THAT TOOK THE ASSESSMENT WERE RETESTED STUDENTS, AND THEN AGAIN CALLING OUT THE NUMBER OF STUDENTS THAT PARTICIPATED IN THE EOC IN DECEMBER 22 AS COMPARED TO DECEMBER OF 23, AND I WENT A LITTLE BIT FURTHER BACK ON THIS ONE PRIOR TO THE PANDEMIC, DURING THAT DECEMBER, ADMINISTRATION IN 2019, 39% OF STUDENTS MET THE GRADUATION REQUIREMENT AS COMPARED TO 2023, THAT NUMBER HAS REALLY INCREASED SIGNIFICANTLY.
SO WE HAD 55% OF OUR TESTERS MEET THEIR GRADUATION REQUIREMENT.
MOVING FORWARD TO ENGLISH ONE.
WHAT I REALLY WANT TO CALL OUT HERE, IS IF YOU LOOK AT THE NUMBER OF STUDENTS ACROSS THE STATE WHO NEEDED A DECEMBER ASSESSMENT, 121,000 STUDENTS.
THIS IS BY FAR THE MOST RIGOROUS ASSESSMENT THAT OUR HIGH SCHOOL KIDS HAVE TO TAKE, AND SO WHEN WE SEE THESE LARGE NUMBER OF STUDENTS THAT, HAVE TO TAKE, THE OPPORTUNITY TO TEST AGAIN, THEN WE CAN REALLY SEE THAT IT'S NOT JUST GARLAND ISD THAT IS STRUGGLING.
WE HAVE A LARGE NUMBER OF STUDENTS ACROSS THE STATE THAT ARE STRUGGLING TO MEET THEIR GRADUATION REQUIREMENT ON THIS ASSESSMENT, AND IN GARLAND, WE HAD 95% OF OUR RETESTED STUDENTS THAT DID TAKE THAT OPPORTUNITY.
WHEN WE GO INTO ENGLISH TWO AGAIN, YOU START TO SEE SAME TRENDS, RIGHT? WE HAVE, A LARGE NUMBER OF STUDENTS THAT ARE RETESTERS.
WE HAVE A DECREASE IN THE NUMBER OF STUDENTS THAT NEEDED THE ASSESSMENT, AND, AND HERE THE COMPARISON TO THE STATE, THE STATE ONLY WAS ABLE TO ASSESS 88% OF THE RETESTERS THAT NEEDED AN ASSESSMENT.
WHEREAS IN GARLAND, WE WERE ABLE TO PROVIDE THAT OPPORTUNITY TO 92% OF OUR RETESTED STUDENTS.
OKAY. NOW I SAID IT BACKWARDS.
[00:10:04]
SO ON 92% OF THE STUDENTS THAT ARE IN THE MIX ARE RETESTERS, OKAY? WHEREAS THE STATE 88% OF THE STUDENTS IN THE MIX ARE THE RETESTERS.OKAY, AND THEN LASTLY, LOOKING AT THE US HISTORY, REMEMBER WHEN I SAID THAT THE NUMBER OF OR THE PERCENT OF RETESTERS IN THE CATEGORY MAKES AN IMPACT ON THE RESULTS? OKAY, SO WHEN WE ARE LOOKING AT OUR US HISTORY DATA, YOU REALLY SEE THE FEWER THE NUMBER OF RETESTERS THAT ARE IN THAT PASSING RATE OR IN THAT THE NUMBER OF STUDENTS WHO TESTED, THEN THE MORE LIKELY THAT A STUDENT IS TO PASS.
SO YOU MIGHT BE WONDERING LIKE, WHY DO WE EVEN HAVE SUCH FEW KIDS? OR WHY IS THIS NUMBER SO MUCH HIGHER? WHY DON'T WE EVEN NEED THAT MANY RETESTERS? THERE'S A COUPLE OF THINGS THERE.
THEY UNDERSTAND THE IMPLICATIONS.
AND SO THAT DECEMBER, EOC COULD LIKELY BE STUDENTS WHO ARE, 11TH GRADERS THAT ARE TRYING TO GRADUATE OR BY MAY 1ST YEAR EARLY.
OKAY. SO WE SEE THAT EVEN ACROSS THE STATE.
SO ANY QUESTIONS ABOUT THE DATA PRESENTED TONIGHT? THANK YOU, MISS JOYNER.
I JUST WANTED TO CONFIRM THAT.
WHAT I THINK I'M READING IS WHAT I'M READING.
SO WE COULD DO THE ALGEBRA ONE.
IT DOESN'T MATTER, BUT OF THE 632 KIDS THAT TOOK THE TEST, ONLY 39% OF THEM PASSED.
THAT IS CORRECT. SO THE BECAUSE THAT'S NOT HIGH.
WHEN DO THEY THEY STILL HAVE AN OPPORTUNITY THOUGH, RIGHT? OH, THEY WILL CONTINUE TO HAVE AN OPPORTUNITY UNTIL THEY GRADUATE.
OKAY. SO WHEN DO WE START TESTING THEM ON THESE EOCS.
IT DEPENDS. SO IN ALGEBRA ONE WE DO HAVE STUDENTS THAT TAKE IT AS EARLY AS SEVENTH GRADE.
OKAY, AND SO FOR EXAMPLE, IF WE HAVE KIDDOS THAT DIDN'T PASS IN EIGHTH GRADE, THEN THEY HAVE AN OPPORTUNITY IN THE SUMMER RIGHT AFTER THEIR EIGHTH GRADE YEAR AND THEN IN DECEMBER OF THEIR NINTH GRADE YEAR, BUT SO ALGEBRA ONE TYPICALLY FOR A NON ACCELERATED TESTER IS NINTH GRADE AGAIN TYPICALLY BIOLOGY TYPICALLY NINTH GRADE.
I DO KNOW THAT WE HAVE IN GARLAND SOME OF OUR STUDENTS WHO ARE NOT TAKING BIOLOGY AS NINTH GRADERS.
AND SO THAT WAS ALSO BY DESIGN.
SO THAT WE CAN GIVE THEM ONE ADDITIONAL YEAR OF CONTENT BEFORE ADMINISTERING THAT ASSESSMENT.
ENGLISH TWO IS TYPICALLY 10TH GRADE AND THEN US HISTORY IS 11TH.
SO WHAT WE SEE HERE IS THESE STUDENTS FOR THE MOST PART THEIR IF THEY ARE A RETESTER THEY ARE BEYOND THE GRADE LEVEL OF WHICH, OKAY, THEY'VE ALREADY FINISHED THE COURSEWORK, RIGHT.
SO THEY'RE DOING A RETEST OPPORTUNITY.
OKAY. THANK YOU. THAT MAKES SENSE.
ANY QUESTIONS, MR. MILLER? YEAH. JUST REAL QUICK. REFRESH ME, PLEASE ON WHAT PREPARATION GOES INTO GETTING THE STUDENTS READY FOR THE RETEST.
LET'S SEE IF SOMEONE FROM ACADEMICS OR WHAT DO YOU WANT TO DOCTOR ADAMS OR.
OH, MR. MERRILL, I WAS LOOKING FOR YOU.
I JUST YOU GOT YOU CAN GO UP TO THE MIC.
WELL, FIRST OF ALL, I THINK YOU CAN SEE AS MORE PREPARATION HAS GONE INTO IT IS THE SHORT ANSWER, AND WHEN DOCTOR LOPEZ KIND OF IN A BOARD MEETING WHEN WE WERE BEEN REVIEWING THIS FOR THE PAST FEW YEARS AND WERE DISAPPOINTED IN OUR RESULTS, WE WEREN'T DOING THE PREPARATION LIKE WE NEEDED TO, AND SO ONE OF THE THINGS THAT WE MAXIMIZED IS USING ADVISORIES.
SO THAT'S THE TIME WE'VE REALLY DOUBLED DOWN ON.
[00:15:01]
US HISTORY, AND THE COORDINATORS HAVE BEEN DEVELOPING WHAT THE KIDS ARE DOING MORE OF A CURRICULUM FOR INTERVENTION THAN WE'VE EVER DONE IN THE PAST, AND TO SHOW YOU JUST AN EXAMPLE, TODAY AT NAAMAN FOREST, WE ADDED TWO MINUTES TO EACH CLASS TO GET OUR MINUTES IN FOR THAT WE'RE REQUIRED TO HAVE, AND SO VISITING WITH THE PRINCIPAL OF NAAMAN FOREST, HE DIDN'T TAKE IT OUT OF ADVISORY.I MEAN, THAT WOULD HAVE BEEN THE EASIEST WAY TO DO IT, BUT JUST SO VALUABLE.
WE JUST HAD TO TAKE IT OUT OF OTHER WAYS, PASSING LUNCH, ETC., BECAUSE WE HAD TO KEEP THAT TIME, AND SO THAT'S AN EXAMPLE OF WHEN WE'RE DOING IT, AND THEN IT'S MORE TARGETED WHAT WE'RE DOING. WE KNOW THAT WE HAVE THE KIDS IDENTIFIED, AND NOW WE'RE REALLY USING THE TRAINING TO OUR TEACHERS TO REALLY BE LASER FOCUSED ON WHAT THOSE KIDS NEED.
THE LAST THING I'LL REMIND YOU AND VERONICA POINTED THAT OUT IS WE'RE REALLY DOWN TO THE KIDS THAT, HAVE BEEN STRUGGLING. IT'S WE'VE REALLY REDUCED THESE KIDS BECAUSE OUR GOAL IS TO GET THEM TO PASS THE FIRST TIME.
I HOPE THAT ANSWERED YOUR QUESTION.
DO WE KNOW WHEN IT COMES TO RETESTERS? DO WE KNOW EVENTUALLY WHAT THE GRADUATION RATES ARE FOR THESE KIDS? WELL, OUR GRADUATIONS OVERALL ARE 96% RIGHT NOW.
VERY FEW. THERE ARE MOST OF THEM.
IT'S CREDITS, JUST CREDITS AND EOC.
IT'S EVERYTHING, EVEN ATTENDANCE.
SO IT'S VERY FEW, BUT WHAT WE HAVE IS WE HAVE A LOT OF STUDENTS THAT ARE DOING IGCS AND SO THEY'RE NOT PASSING ALL FIVE OF THEIR EOCS, SO THEY'RE DOING IGCS TO GET CREDIT. WE'RE TRYING TO GET PAST THAT BECAUSE ONE OF THE BEAUTIES OF GETTING STUDENTS TO PASS THE FIRST TIME IS THEN WE GO BEYOND JUST MEETING GRADUATION REQUIREMENTS, BECAUSE THAT'S NOT REALLY WHAT WE'RE ABOUT.
WE'RE NOT JUST TRYING TO GET THEM TO BE GRADUATION REQUIREMENTS.
WE'RE TRYING TO GET THEM PREPARED FOR HIGHER, SOME SORT OF HIGHER LEARNING PAST GRADUATION, AND TO DO THAT, WE NEED TIME FOR THEM, AND SO WE'RE TRYING TO DO IT THE FIRST TIME, BUT THE GRADUATION RATES ARE HIGH, BUT THAT'S JUST ONE PIECE OF TO ANSWER YOUR QUESTION.
THAT'S JUST ONE PIECE OF WHY THEY'RE NOT GRADUATING, AND THIS IS NOT IMPORTANT.
I'M JUST TRYING TO EXTRAPOLATE THAT.
MAYBE IT'S THE YOUNGER KIDS NOT QUITE AS MOTIVATED.
SO YEAH, BUT MISS JOYNER, YOU MADE A COMMENT ABOUT OUR SAMPLE GROUP NOT BEING THE SAME AS THE REGION OR THE STATE. WOULD YOU CLARIFY THAT FOR ME? OH, YES, OF COURSE, YES, OF COURSE, AND THEN, ALMOST TO THE SENIOR QUESTION, WE HAD ABOUT 400 TESTS THAT, SCORED APPROACHES OR ABOVE FROM A, FROM A SENIOR.
SO LET ME JUST GET, AN EXAMPLE HERE FOR ALGEBRA ONE.
SO IN ALGEBRA ONE, THE STATE OF THE 43 OR OF THE 83,621 STUDENTS, 85% OF THOSE WERE RETESTERS.
OKAY, IN GARLAND, OF THE 632, 91% OF THEM WERE RETESTERS.
SO THAT DOES HAVE A BEARING BECAUSE FIRST TIME TESTERS LIKE IN GARLAND, WHY WOULD WE HAVE A FIRST TIME TESTER IN DECEMBER? IT COULD BE A STUDENT WHO HAD THE ACCELERATED CURRICULUM OVER THE SUMMER OR THROUGH THE FALL SEMESTER, AND SO THE DECEMBER ASSESSMENT IT IS THE FIRST TIME THEY HAVE AN OPPORTUNITY TO TAKE IT.
THERE'S A VARIETY OF REASONS WHY A STUDENT MIGHT BE A FIRST TIME TESTER, BUT FIRST TIME TESTERS THAT TEST IN DECEMBER, TYPICALLY, IF WE WERE TO KIND OF EXTRAPOLATE THAT.
AND IN YOUR BOARD PACKET, YOU DO HAVE, THE ALL STUDENT VERSUS A RETESTER VERSUS THE FIRST TIME TESTER, THE FIRST TIME TESTERS TYPICALLY PERFORM AT A GREATER RATE IN DECEMBER AS COMPARED TO THE SPRING, BECAUSE THE DENOMINATOR IS SMALLER.
DOES THAT MAKE SENSE? YOU KNOW IT DOES, BUT I'M GOING TO PUT YOU ON THE SPOT.
GIVE ME THE TWO SENTENCE ELEVATOR SPEECH THAT YOU WOULD LIKE ME TO KNOW ABOUT THIS PRESENTATION.
[00:20:05]
WHAT ARE YOU TELLING ME? I AM TELLING YOU THAT, AS MR. MERRILL SAID, OUR FOCUS ON REALLY GETTING OUR STUDENTS TO PASS THE ASSESSMENT THE FIRST TIME IS MAKING AN IMPACT, RIGHT? THE SECOND THING IS HAVING OUR CAMPUSES ENSURE THAT EVERY STUDENT THAT NEEDS A RETESTING OPPORTUNITY GETS THAT RETESTING OPPORTUNITY RIGHT.SO HE MENTIONED NAAMAN FOREST EARLIER LAST YEAR THEY WERE ABLE TO TEST ABOUT 85% OF STUDENTS THAT NEEDED A RETEST. THIS YEAR.
THEY WERE AT 94% OF STUDENTS THAT NEEDED A RETEST.
RIGHT, AND SO, WHILE THE RESULTS AREN'T ALWAYS THERE FOR US, GIVING THEM THE OPPORTUNITY SOMETIMES IS THE FIRST STEP, RIGHT? WHEN YOU'RE CALLING AND THEIR NUMBER WAS LIKE 450 STUDENTS THAT NEEDED A RETEST OPPORTUNITY.
WHEN YOU'RE CALLING ALL OF THOSE FAMILIES AND YOU'RE ENGAGED AS A PRINCIPAL.
SAME WITH MISS MOSTEE OVER AT LAKEVIEW.
THE FIRST STEP IS EVEN GETTING THEM TO ACKNOWLEDGE THAT THIS IS IMPORTANT FOR THEIR FUTURE.
MR. BEACH, THANK YOU FOR THIS PRESENTATION, VERONICA.
OF COURSE. I GUESS MY QUESTION COULD EITHER BE FOR YOU OR FOR MR. MERRILL. I KNOW WE PUSH AND WE PUSH AS FAR AS THE CCMR AND GET THE 96% RATE.
MY QUESTION, I GUESS, OR JUST AN OBSERVATION, IS, ARE THE BOOTS ON THE GROUND WHEN YOU GO OUT TO THESE HIGH SCHOOLS AND YOU'RE LOOKING AT THESE KIDS AND I'M JUST WONDERING HOW WHAT YOU'RE SEEING IN THE KIDS AND HOW THE RETESTERS ARE RESPONDING TO HAVE TO RETAKE AND HOW THEY ARE IF THEY'RE IF YOU'RE SEEING WHERE THEY'RE AT, THE PRINCIPALS, IF THEY'RE THE LEADERSHIP IS GOOD THERE THAT THEY'RE BUYING IN NOW, THEY UNDERSTAND IT BETTER TOO, SO THAT THEY CAN HELP THESE KIDS GET OVER THE HUMP, SO TO SPEAK.
I MEAN, WE'RE TO ME, WE'RE KIND OF REALLY COMING OUT OF THE COVID PANDEMIC ERA TO TRY TO AND WE'RE PUTTING MORE RIGOROUS, STUFF IN PLACE, AND SO I'M REALLY, I APPRECIATE YOUR LEADERSHIP, AND ALSO THE ASSISTANT SUPERINTENDENTS, THOSE ARE THE BOOTS ON THE GROUND, BUT, YOU KNOW, KIDS, BECAUSE ALL OF YOU HAVE BEEN THERE.
SO WHAT ARE YOU SEEING IN THE KIDS AND HOW THEY, YOU KNOW, HOW ARE THEY RESPONDING IN THE WAY THAT YOU WANT THEM TO? WELL, THE FIRST THING IS, I THINK THE DATA SHOWS WE HAVE A LOT OF GROWTH IN HOW THEY'RE RESPONDING, BUT IT TAKES A LOT OF WORK.
A LOT OF THESE KIDS ARE DISENFRANCHIZED FOR WHATEVER REASONS THEY ARE AND HAVEN'T BEEN SUCCESSFUL.
I'LL TELL YOU, THE WORK'S HAPPENING AT THE CAMPUSES.
TEACHERS ARE BECOMING COUNSELORS, AND WHEN YOU GET A PRINCIPAL, YOU'VE GOT A COUNSELOR.
THAT'S YOU GET A TEACHER THEY'VE BEEN WORKING ON A KID BECAUSE THEY'VE BEEN TEACHING THE KID, AND THEN A COUNSELOR CIRCLES BACK, AND THEN AN AP CALLS HOME, AND THEN A PRINCIPAL KNOCKS ON THE DOOR.
IT'S TAKEN THEM JUST INCREDIBLE AMOUNT OF WORK ON THE CAMPUSES PART TO GET THE KIDS THERE.
I GIVE THEM ALL THE CREDIT, NOT US, THE CAMPUSES, FOR DOING IT.
IT WAS REALLY, REALLY, REALLY HARD WORK AND THE REST OF THE WORK DIDN'T STOP WHILE IT WAS GOING ON.
SO IN YOUR OWN WORDS, RAY, HOW ARE WE GOING TO GET OVER THE HUMP? HOW ARE WE GOING TO GET THERE WHERE WE NEED TO GET TO? WELL, ONE THING WE HEARD THAT WE WERE DISAPPOINTED IN IS NOBODY HAS FIGURED IT OUT FOR ENGLISH IN THE WHOLE STATE, BUT AS USUALLY WE FIGURED IT OUT BEFORE EVERYBODY ELSE AND EVERYBODY ELSE FOLLOWS.
[LAUGHTER] AND SO THAT'S ONE THING THAT WE NEED TO DO, I WOULD SAY, AND I MEAN THAT SO RESPECTFULLY, I REALLY DO, BUT I MEAN, THERE'S NO WAY WE CAN LOOK AT ENGLISH AND LIKE IT AND NO OTHER NO OTHER BOARD MEETING ANYWHERE ELSE IS EITHER, BUT WE'VE GOT SOME MOMENTUM ON DOING THIS.
THERE'S ALWAYS EXCUSES, BUT THAT'S A BIG GAP WE HAVE, AND I THINK USING SOME OF THE OTHER PRACTICES AND REALLY HAVING ENGLISH RESULTS THAT MIRROR SOME OF OUR OTHERS IS, IS ONE OF THE WAYS THAT WE CAN KIND OF LEVERAGE SOME OF THE MOMENTUM THAT WE'VE GOT GOING.
SO WHAT KIND OF COMMUNICATION ARE YOU BEING AN EDL ARE YOU GETTING FROM YOUR PRINCIPALS THAT NEED SUPPORT? WHAT ARE YOU GETTING FROM? IS IT SOMETHING WE AS A BOARD NEED TO BE DOING OR WHAT ARE WE.
WELL, I THINK EVERYONE ANYTIME WE SHARE A COMMON FOCUS.
[00:25:04]
IT HELPS WHEN WHAT THEY'RE HEARING, WHEN WHAT THEY HEAR AT A BOARD MEETING AND THEY DO.SOMETIMES IT'S LIVE, SOMETIMES IT'S LATER.
IT'S JUST I GUARANTEE YOU, EVERYBODY'S GOING TO SAY, MR. OLIPHANT, YOU WERE TALKED ABOUT AT THE BOARD MEETING TONIGHT.
I DIDN'T DO THAT ON PURPOSE, BUT THEY'RE GOING TO HEAR THESE THINGS WHEN WE SHOW ALIGNMENT.
THAT'S WHAT HELPS OUR PRINCIPALS WHEN THEY'RE HEARING THE SAME CONVERSATIONS.
SO IF WHEN WE HAVE ALIGNMENT ON WHAT WE'RE HEARING AT BOARD MEETINGS, WHAT WE'RE DOING AT CENTRAL OFFICE AND THEN CAMPUSES TOO, WHEN WE'RE ALL ALIGNED, THEN THAT CREATES A WHOLE TEAM TOGETHER ON WHAT'S THE MOST IMPORTANT PIECE? HOPE THAT ANSWERED YOUR QUESTION. THANK YOU, THANK YOU.
YOU BET YOU DID. THANK YOU, THANK YOU.
ANY OTHER QUESTIONS? NO QUESTIONS. THANK YOU, MISS JOYNER.
ADMINISTRATION, CAMPUSES, STUDENTS, TEACHERS FOR ALL THE WORK THAT HAS GONE TO MAKE THIS HAPPEN.
OUR EXECUTIVE DIRECTOR OF COMMUNICATIONS, MR. WHEELER, IS GOING TO TELL Y'ALL SOME VERY EXCITING NEWS ABOUT SOME STUDENT LED FENTANYL AWARENESS CAMPAIGNS, BUT FIRST, WE'RE GOING TO LEARN ABOUT THIS FENTANYL EPIDEMIC.
SHE AND ALL ACROSS TEXAS SHE PRESENTS THIS MRS. JOHNSON WORKED IN GISD FOR 20 YEARS, RETIRING AS THE HUMAN RESOURCES CERTIFICATION MANAGER.
HER HEARTFELT DESIRE IS TO EDUCATE STUDENTS AND PARENTS AND SAVE LIVES.
THANK YOU. THANKS. GOOD EVENING, BOARD, DOCTOR LOPEZ.
THANK YOU SO MUCH FOR HAVING ME AND, LETTING ME SHARE A LITTLE BIT ABOUT MY SON CULLEN AND, WHAT I'VE DECIDED TO DO ABOUT IT.
CULLEN WAS THE MIDDLE CHILD OF MY SEVEN CHILDREN.
HE WAS SUPER, SUPER BRIGHT KID.
HE WAS IDENTIFIED, GIFTED, TALENTED IN THIRD GRADE.
HE DID EVERY PLAY THAT CAME ALONG, EVERY MUSICAL THAT CAME ALONG.
IN HIGH SCHOOL, HE WAS IN CHOIR.
HE, PHYSICS WAS HIS FAVORITE CLASS.
HE GRADUATED NUMBER SEVEN IN HIS, LARGE, LARGE CLASS AT BOWIE HIGH SCHOOL IN AUSTIN.
CULLEN WENT TO COLLEGE AT UT AND GRADUATED WITH AN ELECTRICAL ENGINEERING DEGREE AND GOT A JOB WITH SIGMATEL WORKING ON THE MP3 CHIP.
THAT WAS A NEW THING BACK IN THE 90S, AND HE STARTED, HAVING TROUBLE SLEEPING.
HE COULDN'T SLEEP AT NIGHT, SO HE WENT TO A DOCTOR.
THAT'S WHAT I TAUGHT MY CHILDREN TO DO.
IF YOU HAVE A PROBLEM, YOU GO TO A DOCTOR, AND THE DOCTOR PRESCRIBED AMBIEN, AND IT WAS WONDERFUL.
HE SLEPT. SOON ONE AMBIEN WOULDN'T DO THE TRICK, SO HE WOULD TAKE TWO, AND THEN HE WOULD TAKE THREE, AND EVENTUALLY HE WAS TAKING 30 AMBIEN A NIGHT, AND HE ENDED UP HAVING A MOTORBIKE ACCIDENT AND WENT TO THE EMERGENCY ROOM, AND THAT DOCTOR PRESCRIBED OXYCODONE TO HIM, AND THAT'S WHERE HIS ADDICTION BETWEEN THE TWO DRUGS REALLY STARTED.
HE WAS IN REHAB THREE DIFFERENT TIMES.
HE MAINTAINED HIS CAREER AND HE ALWAYS HAD A GOOD JOB.
MICROSOFT MOVED HIM TO SEATTLE TO WORK FOR THEM.
AMAZON, HE WORKED FOR THEM IN SEATTLE.
HE AND HIS WIFE DECIDED TO MOVE BACK TO AUSTIN, AND, HE GOT A JOB WITH ROKU, AND THEN THE PANDEMIC HIT, AND DURING THE PANDEMIC, HIS DEPRESSION REALLY, REALLY SPIRALED, AND HE WAS STILL BATTLING HIS HIS ADDICTION DEMONS, BUT HE WAS DOING OKAY UNTIL HIS WIFE FILED FOR DIVORCE. WHEN THAT HAPPENED, HE JUST HE SPIRALED OUT OF CONTROL AND MADE THE VERY HORRIBLE MISTAKE OF ORDERING OXYCODONE ONLINE, AND, AS A MAMA, I GOT THAT
[00:30:07]
PHONE CALL ONE NIGHT SAYING FROM MY OLDER SON, MAMA, CULLEN'S DEAD, AND THAT WAS THAT WAS THE WORST MOMENT OF MY LIFE.I STAYED REALLY UPSET ABOUT IT FOR ABOUT A YEAR.
I COULDN'T COME BACK TO WORK AFTER THAT.
I JUST I COULDN'T, AND THEN ONE DAY I WOKE UP AND SAID, YOU KNOW WHAT? YOU'VE GOT TO DO SOMETHING ABOUT THIS.
YOU'VE GOT TO DO SOMETHING ABOUT IT.
SO I STARTED RESEARCHING AND STARTED LEARNING, AND I STARTED MEETING OTHER MAMAS THAT, HAD LOST THEIR CHILDREN TO THIS HORRIBLE, HORRIBLE DRUG, AND, I WAS MEETING MOMS THAT HAD LOST 12 YEAR OLDS, 13 YEAR OLDS, 14, 15, 16 YEAR OLDS, AND SO THE ONLY THING WORSE THAN GETTING THAT CALL AT 11:30 AT NIGHT WOULD BE GOING IN TO WAKE UP YOUR CHILD FOR SCHOOL AND FINDING THEM DEAD.
THAT IS WHY I AM VERY PASSIONATE ABOUT SPREADING AWARENESS.
FENTANYL IS A WONDERFUL DRUG WHEN IT'S IN A CONTROLLED CLINICAL ENVIRONMENT.
IT IS A VERY EFFECTIVE OPIOID THAT CONTROLS PAIN, BUT ILLICIT FENTANYL IS BEING MADE AND IT'S BEING MADE TO LOOK LIKE OXYCODONE, XANAX, ADDERALL, ANY KIND OF OPIOID DRUG THAT SOMEONE WOULD BECOME ADDICTED TO.
TWO MILLIGRAMS, WHICH IS ABOUT 10 TO 12 GRAINS OF SALT, CAN BE LETHAL.
MY SON HAD 3.9 IN HIS SYSTEM, SO HE HAD ENOUGH TO KILL TWO PEOPLE.
7 TO 10 PILLS SEIZED BY THE DEA TODAY CONTAIN FENTANYL IN THEM, AND IT'S BEING MIXED INTO ALL ILLEGAL DRUGS AND EVEN SOME VAPES. YOU CANNOT SEE IT, YOU CANNOT SMELL IT, AND YOU CANNOT TASTE IT.
SO THESE ARE SOME EXAMPLES OF THE REAL PILL, THE FAKE PILL.
THEY'RE PUTTING IT IN VAPES, COCAINE, HEROIN.
JUST ANYTHING SOMEONE WOULD USE TO GET HIGH.
THEY'RE TARGETING CHILDREN WITH IT.
THEY'RE MAKING IT INTO BRIGHTLY COLORED PILLS SO THAT CHILDREN WILL TAKE IT.
THE DEALERS OBJECTIVE IS TO GET THEM ADDICTED BECAUSE AS ADDICTIVE AS FENTANYL IS ONE, TAKING IT JUST ONE TIME CAN CAUSE A PERSON TO BECOME ADDICTED TO WHERE THEIR BODY CANNOT FUNCTION PROPERLY IF THEY DON'T GET THE HIGH AGAIN.
IT'S THE LEADING CAUSE OF DEATH FOR 18 TO 45 YEAR OLDS IN THE UNITED STATES RIGHT NOW.
IT'S KILLING MORE PEOPLE THAN ANYTHING ELSE.
IT'S MORE THAN 200 DEATHS A DAY, AND TO PUT THAT INTO PERSPECTIVE, THAT'S THE SAME AS IF A 737 PLANE WENT DOWN EVERY SINGLE DAY IN AMERICA AND KILLED EVERYONE ON IT.
THAT'S WHAT'S HAPPENING IN OUR COUNTRY.
IT'S KILLING MORE PEOPLE THAN COVID EVER DID.
16.5 PEOPLE AGED 12 AND OLDER HAVE A SUBSTANCE USE DISORDER, AND JUST LET THAT SINK IN FOR A SECOND.
SO WHERE ARE THEY GETTING THESE DRUGS? SOCIAL MEDIA AND TEXTING IS ONE OF THE MOST COMMON WAYS THE DEALERS WILL PUT THEIR THEIR EMOJIS ON THERE, AND THEY WILL DRIVE IT TO THE KID'S HOUSE AND DELIVER IT TO THEM.
THEY WILL MEET THEM ON THE CORNER.
I EVEN HEARD A MOM SHE WENT TO THE PUBLIC RESTROOM AT A ROSS, AND THERE WERE SOME PILLS TAPED TO THE CHANGING TABLE, AND IT WAS PROBABLY BEING DROPPED OFF FOR SOMEONE TO COME PICK UP.
SOMETHING VERY IMPORTANT THAT I'VE LEARNED THROUGH THIS JOURNEY IS THAT A LOT OF TIMES, POLICE INVESTIGATIONS CANNOT OCCUR BECAUSE THE POLICE CANNOT GET INTO THE CHILD'S, IPHONE, AND SO IF YOU INSIST THAT YOUR CHILD SET UP A LEGACY ACCOUNT, IF YOU HAVE AN IPHONE, TO ADD YOU, THEN YOU WILL HAVE PERMISSION TO GET INTO THEIR PHONE SHOULD SOMETHING HAPPEN TO THEM.
IF THEY CAN'T GET IN, APPLE WILL NOT BREAK INTO AN IPHONE FOR YOU.
THEY WON'T DO IT FOR THE POLICE.
THEY WON'T DO IT FOR THE COURTS.
PARENTAL CONTROLS ARE I CAN'T STRESS THAT ENOUGH.
[00:35:06]
IPAD, ON THEIR COMPUTER.I HAD A MOM TELL ME, WELL, THE KIDS WILL JUST DISABLE IT.
WELL, THEN THEY WOULD LOSE THEIR DEVICE IF THEY WERE LIVING IN MY HOUSE TODAY.
SO, SIGNS AND SYMPTOMS OF AN OPIOID OVERDOSE.
THE PERSON'S BREATHING WILL SLOW DOWN.
BECOME VERY, VERY SLOW BECAUSE THAT'S WHAT THAT OPIOID DOES, IS IT GOES TO THE RECEPTOR IN THE BRAIN THAT TELLS YOU TO BREATHE AND IT STOPS TELLING YOU TO BREATHE.
THE PERSON COULD FEEL DIZZY, COLD, CLAMMY SKIN.
THEY'LL START TURNING GRAY BECAUSE THEY'RE NOT GETTING ENOUGH OXYGEN NOT CIRCULATING ENOUGH BLOOD.
THEIR PUPILS WILL BE PINPOINT, NOT DILATED, BUT PINPOINT.
THE DISCOLORATION OF YOUR NAIL BEDS AND, ONE OF THE A REAL COMMON SYMPTOM IS THE GURGLING SOUND OR SNORING, AND A LOT OF TIMES THAT GURGLING, THEY WILL REGURGITATE UP FLUIDS THROUGH THAT.
SO WHAT YOU NEED TO DO IS GIVE THEM THE STERNUM RUB.
TRY TO GET THEM TO COME AWAKE.
IF THEY DON'T GET SOMEONE TO CALL 911 AND THEN ADMINISTER NARCAN OR NALOXONE.
NALOXONE IS AN OPIOID ANTAGONIST MEDICATION, AND IT'S USED TO REVERSE OPIOID OVERDOSE.
I COULD TAKE A DOSE OF IT RIGHT NOW AND IT WOULDN'T HURT ME.
SO YOU CAN'T HURT SOMEONE GIVING THEM IF THEY'VE JUST PASSED OUT AND IT'S NOT AN OVERDOSE.
IT'S SAFE AND EASY TO ADMINISTER.
WHAT I TYPICALLY DISTRIBUTE IT IS INTRANASALLY.
FOUR MILLIGRAMS WEARS OFF IN ABOUT AN HOUR, AND THAT'S WHY THAT CALLING 911 IS SO IMPORTANT.
BECAUSE YOU WANT EMS TO GET THERE WITH THE INTRAVENOUS NALOXONE TO KEEP THE PERSON GOING.
IT WILL ONLY REVERSE OPIOID OVERDOSES.
I KNOW YOU MAY HAVE HEARD OF XYLAZINE, WHICH IS THE ANIMAL TRANQUILIZER THAT'S BEEN PUT INTO DRUGS.
THERE'S NOTHING THAT WILL REVERSE THAT.
HERE'S A WEBSITE WHERE YOU CAN GET FREE, NALOXONE FOR YOUR FIRST AID KIT.
MY PERSONAL OPINION IS THAT EVERY FIRST AID KIT SHOULD HAVE NALOXONE.
EVERY PERSON SHOULD CARRY IT IN THEIR VEHICLE.
I NEED TO THANK BEFORE I GO ANY FURTHER, TIFFANY GILMORE, LISA OLSON, RENEE KOTSOPOULOS, MARK QUINN.
WE HAVE HAD FLIERS AND POSTERS AT EVERY CONCEIVABLE GATHERING TRUNK OR TREATS, CHEER TRYOUTS, COFFEE WITH PRINCIPALS, PARENT EDUCATION NIGHTS, ALL OF OUR COMMUNITY EVENTS, AND IN PARTNERSHIP WITH DALLAS COUNTY HEALTH AND HUMAN SERVICES, WE PROVIDED FENTANYL TOOL KITS TO ALL THE MIDDLE SCHOOLS.
YOU SAW THE PILLS. THEY LOOK LIKE PEZ CANDY NOT TO TAKE ANYTHING FROM ANYONE.
THERE'S A LINK AT THE BOTTOM OF THE HANDOUT THAT I GAVE YOU ALL.
WE WILL ALSO CONTINUE TO HOST THE MENTAL HEALTH CONVENING AT THE GRCTC THAT MS. GRIFFIN AND MISS STANLEY ATTENDED LAST YEAR, WHERE ALL THREE CITIES SEND MENTAL HEALTH PROFESSIONALS FROM THEIR POLICE DEPARTMENTS, CITY AGENCIES, HOSPITALS AND NURSING TO COLLABORATE AND HAVE TABLETOP DISCUSSIONS ABOUT ISSUES IN OUR COMMUNITIES LIKE THIS FENTANYL EPIDEMIC, AND NOW I'D LIKE TO CALL UP JASON WHEELER.
HE'S GOING TO TALK ABOUT HOW WE'RE EDUCATING PARENTS AND STUDENTS WITH OUR STUDENTS HELP.
[00:40:04]
HAS REALLY TAKEN A TWO PERSPECTIVE APPROACH TO MARKETING AND COMMUNICATIONS TO OUR COMMUNITY.ONE, WE'RE FOCUSING ON THE PARENTS AND EDUCATING THEM ABOUT FENTANYL, ABOUT THE FACTS SURROUNDING THE DRUG AND THE DANGERS, AND THEN WE'RE ALSO FOCUSING ON THE STUDENTS, OF COURSE, AND REALLY WE'RE TALKING MAINLY WITH THEM ABOUT THE DANGERS AND HOW IT COULD BE IN ANYTHING AND EVERYWHERE, IN THEIR SCHOOLS, WHEN IT COMES TO, YOU KNOW, SHARING THINGS, DOING, YOU KNOW, TAKING MEDICATIONS FROM SOMEONE.
WE'VE, TAKEN THAT AND WE'VE REALLY GONE TO THE SOCIAL MEDIA.
BUT WHAT'S REALLY WE HAVE FOUND THAT IS THE MOST ENGAGING WHEN IT COMES TO SOCIAL MEDIA ARE VIDEOS.
LIKE I SAID, THOSE ARE MORE EDUCATIONAL.
THOSE GO INTO THE FACTS, THOSE GO INTO TIPS OF, YOU KNOW, HOW TO SEE THE SIGNS OF FENTANYL AND WHAT THEY CAN DO TO HELP THEIR CHILDREN, AND THEN WHEN IT COMES TO INSTAGRAM, THOSE VERTICAL VIDEOS, YOU MIGHT SEE, WE USE STUDENTS IN OUR CAMPAIGN TO DO THE ONE PILL KILL MESSAGE OF REALLY RAISING THE DANGER OF THE DRUG, AND YOU KNOW WHY IT'S IMPORTANT TO BE AWARE OF WHAT'S OUT THERE AND WHAT COULD BE ON CAMPUS. THE VIDEO MARKETING HAS GONE INTO THE WEBSITE WE HAVE CREATED, OUR WEB SERVICES DEPARTMENT HAS A WHOLE RESOURCE SECTION ON OUR WEBSITE FOR FENTANYL.
IT ALSO HAS STUFF FROM THE CDC, THE DEA.
SO PARENTS HAVE SORT OF A ONE STOP SHOP TO GO AND FIND MORE INFORMATION ABOUT THE DANGERS OF FENTANYL, AND I THINK THE BIGGEST WIN THAT WE'VE HAD SO FAR IS WITH OUR CHANGE AGENTS AND THE STUDENT CONVERSATIONS AROUND FENTANYL.
DOCTOR LOPEZ AND I WERE TALKING ABOUT WHAT NEEDED TO BE DONE THIS YEAR IN, CHANGE AGENTS.
IT'S DOCTOR LOPEZ'S CHANGE AGENTS.
HE TALKS WITH HIS STUDENTS IN A QUARTERLY BASIS, THROUGHOUT THE YEAR, AND WE REALLY FELT THAT FENTANYL HAD BECOME SUCH AN EPIDEMIC ACROSS THE NATION THAT HAD TO BE A TOPIC THAT WE DISCUSSED AT OUR CHANGE AGENT MEETING, AND YOU'VE PROBABLY SEEN I KNOW SOME OF YOU WERE AT THE, SMARTPHONE PRESENTATION WITH THE PTA.
THEY TELL US HOW WHAT THEY WANT TO SEE, AND REALLY, WE ARE WORKING WITH THEM.
WE HAD A WHOLE CONVERSATION DURING CHANGE AGENTS FOR ABOUT 3 OR 4 HOURS ABOUT HOW CAN WE REACH THE STUDENTS BETTER, HOW CAN WE, YOU KNOW, WHAT ARE WE NOT DOING IN GISD TO REACH THOSE STUDENTS? WE HAD SOME REAL CONVERSATIONS.
WE EVEN HAD THEM COME UP WITH THEIR OWN MARKETING CAMPAIGNS, AND THEN WHAT WE'VE DONE IS WE'VE TAKEN SOME PASSIONATE STUDENTS THAT WERE REALLY INVOLVED DURING THE PRESENTATION THAT DAY, AND WE CONTINUE TO MEET WITH THEM.
WE CONTINUE TO HAVE ROUNDTABLES WITH THEM, AND FROM THAT, WE ARE ACTUALLY BUILDING A CAMPAIGN THAT'S GOING TO BE STUDENT PRODUCED, STUDENT WRITTEN AND STUDENT FILMED IN PARTNERSHIP WITH GRSTV AND DELBERT AND HIS CREW, AND WE ARE CREATING CAMPAIGNS, VIDEOS TO BEGIN WITH AND THEN ACTUALLY HELPING GUIDANCE AND COUNSELING COME UP WITH CURRICULUM AND SOME THINGS WITH OUR STUDENTS, AND WE FEEL WHEN IT COMES FROM THE STUDENTS, IT WILL BE MORE IMPORTANT.
THEY WILL RELATE BETTER TO THE CONVERSATIONS, AND IT WILL MAKE A HUGE DIFFERENCE IN WHAT WE'RE DOING AND HOW THAT EDUCATION IS BEING PUT FORTH TO OUR STUDENT BODY AND THEIR PEERS.
THANK YOU. DOES ANYONE HAVE A QUESTION THAT THEY WOULD LIKE TO ASK? THANKS FOR THAT PRESENTATION.
IT'S ACTUALLY GOING TO PROBABLY BE MORE FOR MR. WHEELER. SO WHEN YOU SAID THAT YOU ASKED THE STUDENTS WHAT WE COULD DO, WHAT WERE THEIR RESPONSES? WHAT DID THEY GIVE US? WHAT SUGGESTIONS? BECAUSE MANY PARENTS WOULD LOVE TO HEAR THOSE.
SURE, AND REALLY, WHAT CAME OUT OF THAT IS THEY DON'T WANT US TO SUGARCOAT IT.
THEY DON'T WANT IT TO, YOU KNOW, THEY KNOW IT'S HAPPENING.
THEY KNOW IT'S HAPPENING ACROSS THE NATION IN THE STATE OF TEXAS.
THEY KNOW IT'S HAPPENING IN GARLAND ISD.
THEY WANT US TO TELL THE FACTS, TELL US, YOU KNOW, WHEN IT HAPPENS.
I KNOW THERE'S LAWS WHERE WE CAN'T SPECIFICALLY SAY, BUT THEY WANT TO BE EDUCATED AND THEY DON'T WANT TO FOR US TO BE SCARED TO PUT FEAR INTO THEM.
[00:45:05]
AND, YOU KNOW, COME WITH THEM, AND WE'RE DOING THAT IN SPANISH AND ENGLISH, YOU KNOW, TO REACH, YOU KNOW, MOST OF OUR STUDENTS, BUT THEY REALLY WANTED US TO BE HONEST AND OPEN AND HAVE AN OPEN CONVERSATION WITH THEM MORE THAN ANYTHING.ANY OTHER QUESTIONS? THANK YOU.
WE'RE GOING TO MOVE TO INFORMATION ITEM NUMBER THREE.
WE'RE GOING TO RECEIVE THE UPDATE ON FALL SEMESTER 2023.
GOOD EVENING, CHAIRMAN SELDERS, BOARD OF TRUSTEES, DOCTOR LOPEZ, TONIGHT'S STUDENT SERVICES WILL PRESENT A STUDENT MANAGEMENT UPDATE ON STUDENT DISCIPLINE AND BEHAVIOR DATA FOR THE 23-24 FALL SEMESTER.
INCLUDED IN THE PRESENTATION IS AN UPDATE FROM ONE OF THE LEGISLATIVE MANDATES FROM THIS SUMMER AFFECTING DISCIPLINE, A DATA DIVE INTO OUR BEHAVIOR DISCIPLINE, INCIDENTS, AS WELL AS OUR EXCLUSIONARY CONSEQUENCES OF FOCUS ON OUR IDENTIFIED AREAS OF NEED THROUGH OUR LENS OF OPPORTUNITY, AND WILL CLOSE OUT TONIGHT'S PRESENTATION WITH OUR DISTRICT STRATEGIC PLANNING OUTLINING OUR AREAS OF SUPPORT.
IF YOU REMEMBER, HOUSE BILL 114 REQUIRED SCHOOL DISTRICTS TO IMPLEMENT MANDATORY PLACEMENTS AT THE DAEP FOR E-CIGARETTES, AND THIS BILL WENT INTO EFFECT IN THE FALL.
SO WE TALKED ABOUT THIS A LITTLE BIT IN THE SUMMER WHEN WE DID THE STUDENT CODE OF CONDUCT.
WELL, GISD IMPLEMENTED THE STATE'S MANDATE AS IT WAS INTENDED.
EXCUSE ME, AND THE EFFECT WAS THAT IF STUDENTS VAPED ON CAMPUS OR HAD POSSESSION OF AN E-CIGARETTE, THEY CHOSE TO EDUCATE, HAVE THEIR EDUCATION AT THE DAEP FOR A SPECIFIED AMOUNT OF TIME, AND WHEN WE LOOK AT OUR PLACEMENTS AT THE DAEP AND LOOK AT SOME OF OUR DATA, YOU'LL SEE A REFLECTION IN OUR DAEP PLACEMENT.
SO THAT WAS OUR EFFECT OF HOUSE BILL 114.
SO WE DID IMPLEMENT THAT IN SEPTEMBER AS IT WAS INTENDED TO BE IMPLEMENTED.
THIS IS QUITE A BIT OF, INFORMATION TO PRESENT.
BOARD OF TRUSTEES, YOU ALSO HAVE THIS INFORMATION, AT THE CAMPUS LEVEL AND THE DISTRICT LEVEL AS ELEMENTARY AND MIDDLE SCHOOL IN YOUR AGENDA.
OKAY, LET'S START WITH OUR FALL EXCLUSIONARY DISCIPLINE TOTALS BY INCIDENT, AND AGAIN THIS IS AT THE DISTRICT LEVEL. THIS IS JUST AN OVERVIEW, AND THIS IS LOOKING AT OUR FALL 2023 I WANT TO POINT OUT A COUPLE OF THINGS HERE BECAUSE THIS IS A LOT OF INFORMATION.
FIRST OF ALL YOU WILL NOTICE THAT DISCIPLINE INCIDENTS ARE DOWN.
IF YOU LOOK AT 2023, OUR TOTAL INCIDENTS FOR THE DISTRICT ARE DOWN WHEN COMPARED TO 2022 AND WHEN COMPARED TO PRE-COVID.
BEFORE COVID, OUR DISCIPLINE INCIDENT NUMBERS ARE DOWN.
ALSO, OUR CAMPUS LEVEL PLACEMENTS TO IN-SCHOOL SUSPENSION AND OUT OF SCHOOL SUSPENSION, CAMPUS LEVEL PLACEMENTS ARE DOWN.
BUT YOU'LL NOTICE WHAT IS NOT DOWN IS OUR DAEP PLACEMENTS AND OUR JJAEP PLACEMENTS.
[00:50:01]
SO THERE'S A COUPLE OF WHYS ON THIS.THE CAMPUSES STARTED OUT STRONG AND THEY IMPLEMENTED THEIR TIER ONE STRATEGIES.
THEY HAD AN AMAZING NEW TEACHER TRAINING FOR THAT FIRST WEEK.
I KNOW YOU HEARD ABOUT THAT IN AUGUST, SO WE ARE SEEING SOME IMPACT OF THAT ON THE DISCIPLINE INCIDENTS AND THE CAMPUS LEVEL, AND THEN ALSO WE JUST TALKED ABOUT HOUSE BILL 114. SO WE SEE SOME OF THOSE PLACEMENTS AT THE DAEP ARE DUE TO THE E-CIG MANDATE.
HOWEVER ALSO YOU WILL SEE SOME OF THOSE PLACEMENTS ARE DUE TO IF STUDENTS, HAD DISRUPTIVE OR SEVERE PLACEMENTS, FOR EXAMPLE, THREATENING BEHAVIOR, SOCIAL MEDIA THREATS.
THEY WERE ALSO REMOVED TO THE DAEP.
AGAIN, THEY'RE NOT NECESSARILY, HIGHER THAN, YOU KNOW, THEY ARE HIGHER THAN IN THE PAST AS WELL, BUT WE DO BELIEVE SAFETY ON CAMPUS IS ONE OF THE MOST IMPORTANT THINGS.
WE'RE VERY PROUD OF OUR OUR CAMPUS EFFORTS WITH THESE NUMBERS.
ALSO, IF YOU LOOK IN YOUR, BOARD AGENDA, THESE ARE STRAIGHT NUMBERS, BUT PERCENTAGES OF THESE PLACEMENTS AND INCIDENTS ARE DOWN AND THEY ARE DOWN ACROSS EACH LEVEL.
OKAY. LET'S LOOK AT THIS SLIDE.
THIS IS FALL EXCLUSIONARY DISCIPLINE BY STUDENT.
THINK OF YOUR EXCLUSIONARY BOARD REPORTS.
THINK OF YOUR EXCLUSIONARY BOARD REPORTS, AND THIS IS A LOOK AT OUR DISPROPORTIONALITY, AND I WOULD LIKE TO CALL OUT A FEW THINGS ON THIS SLIDE AS WELL.
NOW REMEMBER WHEN WE LOOKED AT OUR OUR EXCLUSIONARY BOARD REPORTS, WE TALK ABOUT STUDENTS WITH INCIDENTS, STUDENTS RECEIVING OUT OF SCHOOL SUSPENSION AND STUDENTS RECEIVING IN-SCHOOL SUSPENSION.
SO THIS IS A LITTLE DIFFERENT THAN JUST TOTAL PLACEMENTS RIGHT.
NOW WE LOOK AT THESE BOARD REPORTS BECAUSE WE'RE LOOKING AT DISPROPORTIONALITY.
I'VE HIGHLIGHTED ONE AREA THAT IS OUR AFRICAN AMERICAN STUDENTS RECEIVING OUT OF SCHOOL SUSPENSIONS.
NOW IF YOU NOTICE THAT NUMBER IS LOWER THAN FOR EXAMPLE OUR HISPANIC STUDENTS, BUT REMEMBER THIS IS COMPARED TO ENROLLMENT.
THIS IS COMPARED TO ENROLLMENT, AND OUR HISPANIC POPULATION IS HIGHER.
THEY ARE RECEIVING AN OUT OF SCHOOL SUSPENSION 2.78 TIMES HIGHER.
LAST YEAR IF YOU NOTICE, I INDICATED THAT AT 3.14.
NOW THIS IS THE ONLY AREA THIS YEAR THAT THIS IS IT FOR THIS YEAR FOR THE DISTRICT THAT WE HAVE AN AREA THAT'S INDICATED, THAT'S OVER THE 2.5 LEVEL THAT THE STATE CONSIDERS SIGNIFICANTLY DISPROPORTIONATE.
NOW WE'RE GOING TO TALK ABOUT THAT IN A MINUTE.
WHEN WE TALK ABOUT OUR RESULTS DRIVEN ACCOUNTABILITY, WE USE THAT TO LOOK AT OUR STUDENTS AS WELL, BUT THAT'S JUST SOMETHING WE LOOK AT. REMEMBER THAT THAT'S NOT SOMETHING THE STATE LOOKS AT.
YOU'RE KIND OF AHEAD OF THE TIME BOARD.
OKAY. SO THIS IS THE RESULTS DRIVEN ACCOUNTABILITY.
I DON'T KNOW IF YOU REMEMBER, A FEW WEEKS AGO, DOCTOR RAMOS, GAVE A REPORT ON RDA OR RESULTS DRIVEN ACCOUNTABILITY, AND WHAT THAT IS, IS AN ACCOUNTABILITY SYSTEM THAT LOOKS AT DIFFERENT TYPES OF STUDENT GROUPS IN DIFFERENT AREAS.
[00:55:05]
REMOVALS AND WHAT THE RESULTS DRIVEN ACCOUNTABILITY SYSTEM LOOKS AT IS DISPROPORTIONALITY AREAS OF DISPROPORTIONALITY. SO THAT'S WHERE I GOT THAT 2.5% SIGNIFICANT DISPROPORTIONALITY INDICATOR OKAY.ALL RIGHT. THE AREAS IN DISCIPLINE THAT RDA LOOKS AT.
THEY LOOK AT REMOVALS SUCH AS IN-SCHOOL SUSPENSION OUT OF SCHOOL SUSPENSION AND EXPULSIONS, AND THEY COMPARE SPECIAL ED STUDENTS ETHNICITY GROUPS.
SO THEY MAY COMPARE, AFRICAN AMERICAN SPECIAL ED STUDENTS TO THE OTHER ETHNICITY GROUPS, AND WHAT WE ARE SAYING HERE IS HOW MANY TIMES THOSE STUDENTS ARE SUSPENDED OR REMOVED THAN OTHERS.
OKAY. THIS YEAR'S RDA REPORT ACTUALLY REPORTS ON DATA FROM THE PAST, SO IT IS DIFFICULT TO MONITOR.
SO RIGHT NOW WE HAVE A 2.9% SAYING THAT IN 2021-22, OUR SPECIAL ED AFRICAN AMERICAN STUDENTS, THOSE SERVED IN SPECIAL ED WERE SUSPENDED AT A 2.9% LEVEL.
NOW, THAT WAS AN IMPROVEMENT FROM THE YEAR BEFORE WHEN WE HAD 3.6%.
SO IT IS A LAGGING INDICATOR IN THAT WE DO RECEIVE THAT INFORMATION QUITE A BIT LATER.
OKAY. THIS IS ON OUR BEHAVIOR, AND AGAIN THIS IS QUITE A BIT OF INFORMATION AS WELL.
SO IF YOU'LL LOOK AT THIS I WANT TO POINT OUT A FEW THINGS HERE.
THIS IS FOR THE DISTRICT, AND THESE ARE OUR TOP BEHAVIORS FOR THE DISTRICT.
NOW BOARD OF TRUSTEES IN YOUR BOARD PACKET, WE STILL HAVE YOUR BEHAVIORS BY LEVEL AND ETHNICITY.
THESE BEHAVIORS HERE, THESE TOP BEHAVIORS DO NOT RELATE TO ANY KIND OF SUSPENSION.
THESE ARE NOT TIED TO SUSPENSIONS OR CONSEQUENCES.
THESE ARE JUST THE TOP BEHAVIORS THAT WE ARE SEEING IN THE DISTRICT.
SO WE KNOW WHAT TO ADDRESS AND WHAT TO TAKE THROUGH OUR LENS OF OPPORTUNITY.
SO WE SEE THAT, WE HAVE A COUPLE OF TOP BEHAVIORS FOR EACH LEVEL.
NOW I WANT YOU TO ALSO NOTICE THAT THEY ARE DOWN AS WELL.
OUR TOP BEHAVIORS ARE DOWN AS WELL COMPARED TO LAST YEAR AND COMPARED TO PRE-COVID TIME.
OKAY. SO TOP TWO TRUANCY AND CUTTING CLASS AND FAILURE TO FOLLOW RULES.
THESE TWO BEHAVIORS ARE STRICTLY FOR SECONDARY MEANING HIGH SCHOOL AND MIDDLE SCHOOL.
TRUANCY AND CUTTING CLASS WAS THE TOP BEHAVIOR.
NOW AS WE MOVE DOWN YOU NOTICE CLASS DISRUPTION, INSUBORDINATION, AND DEFIANCE, AND PHYSICAL CONFRONTATION ARE ELEMENTARY LEVELS ARE COMING IN BECAUSE WE HAD AN UPTICK IN OUR PRE-K AND OUR KINDER, AND SO WE HAD A LOT OF THAT THIS YEAR.
SO AFTER DIVING INTO OUR STUDENT MANAGEMENT DATA, WE NEED TO TAKE THOSE AREAS AND LOOK AT THEM FOR A LENS OF OPPORTUNITY TO SEE WHAT WE NEED TO FOCUS ON.
WE'VE PICKED THREE AREAS HERE OUR TIER ONE SYSTEMS AND STRUCTURES, AND STUDENTS SAFETY.
NOW WE JUST TALKED ABOUT OUR BEHAVIOR DATA.
WE TALKED ABOUT FIVE AREAS, BUT THERE'S TOP THREE THAT ARE GOING TO MAKE THE MOST IMPACT.
OUR CLASSROOM DISRUPTION OBVIOUSLY OUR TEACHERS CAN'T TEACH IF THERE'S CLASSROOM BEHAVIOR.
WE NEED TO TIE THAT TO OUR TIER ONE SYSTEMS. OUR EXCLUSIONARY CONSEQUENCES, THAT HAS TO BE A SPECIAL FOCUS.
WE'VE ALWAYS FOCUSED ON LOWERING OUR EXCLUSIONARY CONSEQUENCES, BUT WE NEED TO KEY IN ON OUR AFRICAN AMERICAN SPECIAL ED STUDENTS, AND ALWAYS WE WANT TO INCREASE AND STRENGTHEN OUR STUDENT SUPPORT SO WE CAN PROVIDE EXTRA SUPPORT FOR THOSE BEHAVIORAL CHALLENGES.
[01:00:11]
WITH OUR INSTRUCTIONAL.WHEN WE LOOK AT OUR STRATEGIC PLANNING, WE KNOW THAT OUR COLLECTIVE EFFORTS GO SO MUCH FURTHER.
WE CANNOT DO THIS IN A SILOED APPROACH, AND AS MR. MERRILL EVEN SPOKE ABOUT EARLIER, THE CAMPUSES DO BETTER WHEN THEY SEE THAT ALIGNMENT, AND SOME OF THE PLANNING EFFORTS FROM THIS SUMMER REALLY HAVE MADE AN IMPACT, AND WHAT I FEEL LIKE MAINLY IT'S BEEN THOSE COLLABORATIVE EFFORTS AND THAT ONGOING.
WE WANT TO MAKE SURE OUR STRATEGIC PLANNING EFFORTS ARE ALWAYS FRAMED AROUND OUR GISD LEADERSHIP DEFINITION, FOR EXAMPLE, OUR GROWING LEADERS, AND I'M NOT JUST TALKING ABOUT OUR CAMPUS LEADERS, BUT I'M TALKING ABOUT OUR TEACHERS AND OUR COUNSELORS, ALL OF OUR EDUCATORS ON CAMPUS, EVEN OUR STUDENTS INSPIRING INNOVATION AND STRIVING FOR EXCELLENCE.
I'M GOING TO EXPLAIN A COUPLE OF OUR SUPPORTS FOR YOU.
THESE POP OUT AS GROWING LEADERS THINKING OUTSIDE THE BOX AND DEVELOPING RELATIONSHIPS.
OKAY, I KNOW I'VE SAID IT A LOT TONIGHT, BUT THERE'S A LOT ON THIS SLIDE TOO.
SOME OF THESE SUPPORTS HAVE ALREADY STARTED.
THEY BEGAN IN THE SUMMER, AND WHAT WE WANT TO DO IS TAKE THE SUPPORTS THAT ARE REALLY WORKING AND BUILD UPON THOSE, AND THEN WE WANT TO LOOK AT THE ONES THAT WE CAN BEGIN NOW AND PLAN FOR NEXT SUMMER AGAIN.
TIER ONE SYSTEMS AND STRUCTURES.
OKAY. TIER ONE SYSTEMS AND STRUCTURES.
I MENTIONED PREVIOUSLY ABOUT THE ONGOING STAFF DEVELOPMENT.
THE NEW TEACHER TRAINING THAT BEGAN IN AUGUST FOCUSED ON EFFECTIVE SYSTEMS. THAT WAS THE TIER ONE SYSTEMS, THAT WAS THE CLASSROOM MANAGEMENT.
THAT WAS A TRUE DISTRICT WIDE EFFORT.
YOU HAD DIFFERENT DEPARTMENTS PRESENTING ON HOW TO ENGAGE PARENTS, HOW TO ORGANIZE YOUR CLASSROOM, HOW TO DELIVER EFFECTIVE INSTRUCTION, HOW TO WORK WITH STUDENTS, AND THEN THIS IS ONGOING EACH MONTH, AND THEN IT DID NOT STOP THERE.
WE TOOK THAT TO THE ADMINISTRATIVE LEVEL WITH LEAD CON.
SO WE WANT TO STRENGTHEN THIS, CONTINUE THIS.
THIS HAS MADE A VERY BIG IMPACT ON OUR CAMPUSES.
LET'S TAKE THIS AND CONTINUE WITH THIS.
WE HAVE BEHAVIOR ACADEMY ONE AND TWO.
WE STARTED THIS A COUPLE OF YEARS AGO.
THIS IS A TRAINING PROGRAM THROUGHOUT THE YEAR IN WHICH WE HAVE TEACHERS THAT ARE REPRESENTED ON THE CAMPUS, AND THEY HAVE A MYRIAD OF BEHAVIOR SUPPORTS TRAINING THROUGHOUT THE YEAR.
SO WE THOUGHT, HOW CAN WE ENHANCE THAT? HOW CAN WE TAKE THAT TO THE NEXT LEVEL? WELL, LET'S HAVE A BEHAVIOR AMBASSADOR.
LET'S BUILD CAPACITY FROM THAT CAMPUS AND HAVE THAT PERSON, BE THE REPRESENTATIVE FOR THE CAMPUS SO WE CAN BUILD SUPPORT ON THE CAMPUS AND ENHANCE THEIR LEADERSHIP CAPACITY FOR EFFECTIVE CAMPUS SYSTEMS. AGAIN, THAT'S THE TIER ONE.
REDUCING EXCLUSIONARY CONSEQUENCES.
I'LL TALK ABOUT A COUPLE OF THINGS HERE, BUT ONE OF THE MAIN ACTIVITIES HERE IS GOING TO BE A NEW STRATEGIC TEAM THAT DOCTOR RAMOS IS HEADING UP AND IT'S THE RDA DISTRICT TEAM, AND THEY'RE LOOKING AT JUST DIFFERENT WAYS THAT THEY CAN ADDRESS THE DISPROPORTIONALITY WITH OUR AFRICAN AMERICAN STUDENTS SERVED IN SPECIAL EDUCATION.
[01:05:06]
SO WE'VE SELECTED CAMPUS LEADERS.THOSE CAMPUSES ARE IDENTIFIED AND THEIR CAMPUSES THAT ARE, THEY HAVE DISPROPORTIONALITY ON CAMPUSES, BUT THEY'VE ALSO ADDRESSED THIS IN THE PAST AND BEEN SUCCESSFUL.
SO WE'RE WORKING EACH MONTH, AND THERE'S DIFFERENT LEADERS FROM ACROSS THE DISTRICT AS WELL AS CAMPUSES, AND THEY'RE IDENTIFYING DIFFERENT STRATEGIES AND ACTIVITIES TO ADDRESS THIS AND WE'RE GOING TO TAKE THAT DISTRICT WIDE.
ANOTHER THING THAT WE ARE IMPLEMENTING THIS YEAR IS RESTORATIVE PRACTICES GISD RESTORES, AND THIS IS STAFF TRAINING WITH, NOT ONLY STAFF AND TEACHERS, BUT ALSO WITH PARENTS AND STUDENTS, AND LAST IS OUR STUDENT SUPPORTS, AND I HAVE TO START OFF WITH OUR COUNSELORS AND RESPONSIVE COUNSELORS BECAUSE THEY SUPPORT OUR STUDENTS EVERY DAY, AND WITHOUT THEM WE COULD NOT DO THAT. POSITIVE BEHAVIOR SUPPORTS ARE WAYS TO SUPPORT THAT.
THAT KEEPS EVERYTHING ON AN EQUAL LEVEL PLAYING FIELD.
OUR FAMILY ENGAGEMENT AND SUPPORTIVE MEASURES.
I WANT TO USE THIS WORD, SUPPORTIVE MEASURES, BECAUSE YOU CAN GO TO ANY CAMPUS IN GISD AND ASK, WHAT ARE YOUR SUPPORTIVE MEASURES? THOSE ARE JUST THE MYRIAD OF SUPPORTS THAT WE CAN GIVE OUR STUDENTS, AND THEN I WOULD LIKE TO KIND OF MENTION THE MTSS PROCESS.
WE NEED TO BUILD THOSE TIER TWO AND TIER THREE BEHAVIOR INTERVENTIONS AND COLLABORATE WITH OUR MTSS DEPARTMENT AND BUILD THOSE BEHAVIOR PLANS AND OUR BRANCHING MINDS PLATFORM, AND LOOK AT THE WHOLE CHILD SO THAT WE CAN REALLY DIG DEEPER WHEN WE HAVE STUDENTS THAT NEED THAT EXTRA SUPPORT. OKAY, I KNOW THAT WAS A LOT.
IF THERE ARE ANY QUESTIONS, I'D BE HAPPY TO ANSWER THEM.
MR. BEACH. MARY, THANK YOU SO MUCH FOR THIS PRESENTATION.
I JUST ONE THING THAT KIND OF CAME TO MIND TO ME AFTER LISTENING TO, MR. MERRILL A FEW MINUTES AGO ABOUT RE-TESTERS AND I LOOK AT THE NUMBER OF KIDS THAT GO INTO ISS, IT'S ALMOST THE SAME NUMBERS.
SO, I MEAN, IT'S I'M JUST CURIOUS IF THERE'S SOME WAY ON HOW THOSE KIDS ARE BEING THE INTERVENTION IS BEING DONE WITH THOSE KIDS IN ISS TO GET THEM UP TO SPEED ON THE COURSES THAT THEY'RE HURTING, ARE RETESTING ON, BECAUSE I KNOW THAT, SERVING IN THE REASSIGNMENT ROOM OR ISS FOR TEN YEARS, THAT ASSIGNMENTS WERE NOT BEING SENT ALL THE TIME, THAT THEY NEED TO BE SENT TO HELP GET THOSE KIDS UP TO, AND THE TEACHERS THEN WOULDN'T COME DOWN TO SEE THOSE KIDS AND TO HELP THEM WITH THOSE PARTICULAR, AND I'M JUST CURIOUS WHERE THAT PLAYS INTO YOUR REPORT TODAY ON WHAT MIGHT BE BEING DONE.
WELL, ACTUALLY, ONE OF THE BEHAVIOR SPECIALISTS IS ACTUALLY WORKING WITH THE MIDDLE SCHOOL ISS TEACHERS AND THE HIGH SCHOOL BEHAVIOR SPECIALIST ON, AGAIN, STREAMLINING ALL ISS PROCESSES TO MAKE SURE THAT DOES HAPPEN.
BECAUSE ONE OF THE REASONS ISS NUMBERS ARE ELEVATED IS BECAUSE WE WANT TO KEEP STUDENTS IN SCHOOL.
SO WE TEND TO GET WE TEND TO PUT THEM THERE.
SO SOMETIMES ISS GOES UP AND OSS GOES DOWN BECAUSE WE WANT TO KEEP THEM IN SCHOOL, BUT YOU'RE RIGHT.
WE HAVE TO MAKE SURE THEY GET THEIR LESSONS.
SO WE ARE WORKING WITH THE CAMPUSES ON MAKING SURE ALL OF THOSE, ALL OF THE SYSTEMS, ALL OF THE COMMUNICATION, ALL OF THAT'S THE SAME THROUGHOUT THE DISTRICT.
THAT USED TO BE THE PART THAT JUST REALLY GOT INTO MY CRAWL IN MY NECK WITH THE FACT THAT THE KIDS THAT THE CONTINUALLY THAT WERE IN THE ISS, OF COURSE, SOME OF THOSE WERE PROBABLY REPETITIVE NUMBERS.
WE HAVE A LEARNING OPPORTUNITY WE HAVEN'T CAPTURED.
IF WE COULD YOU KNOW, THAT'S SOMETHING THAT HURDLE THAT WE HAVE TO COME OVER.
SO THANK YOU FOR YOUR PRESENTATION.
ANY OTHER QUESTIONS? MISS STANLEY. SO CAN YOU KIND OF HELP ME WITH THE WHAT IS RESTORATIVE PRACTICES IN THE PROGRESSIVE DISCIPLINE.
OKAY. SO PROGRESSIVE DISCIPLINE IS WHEN YOU LIKE, YOU HAVE A DISCIPLINE PLAN, AND THE FIRST OFFENSE IS THIS, THE SECOND OFFENSE IS THIS, WE DON'T GO STRAIGHT TO THE OFFICE OR STRAIGHT TO IN-SCHOOL SUSPENSION.
IF ALL CAMPUSES HAVE THAT PROGRESSIVE DISCIPLINE PLAN.
[01:10:02]
SO IT ALSO ELIMINATES ONE TEACHER DOING ONE THING JUMPING RIGHT TO THE OFFICE.EVERYBODY HAS THE SAME PROGRESSIVE DISCIPLINE PLAN, AND THEN RESTORATIVE DISCIPLINE IS JUST AN APPROACH IT RESTORES.
WE'RE DOING COMMUNITY CIRCLES.
SO IT KIND OF IT KIND OF ACCOMPANIES IT HAS TO ACCOMPANY SOMETIMES EXCLUSIONARY CONSEQUENCES, BUT IT BRINGS BACK THE RESTORATIVE, LIKE, FOR EXAMPLE, UNDERSTANDING WHAT YOU DID AND WHY AND RESTORING WHAT HAPPENED.
MENDING BECAUSE IT'S A TEACHING IT IN SCHOOL.
THEY USE IT, FOR COUNSELING METHODS.
WE'RE DOING THEM WITH SOME PARENTS.
WE'RE DOING FAMILY RESTORATIVE CIRCLES.
WE HAVE THE FIRST ONE SCHEDULED FOR THE NEXT FEW MONTHS.
SO, DOES THIS HAPPEN. SO I GUESS WHERE I'M JUST TRYING TO FIGURE OUT BECAUSE WHEN I LISTEN TO IT AND I'M, IT'S PROBABLY DIFFERENT, BUT THAT SEEMS VERY DISRUPTIVE IN THE CLASS.
OKAY. SO IS IT NOT HAPPENING IN THE CLASS? NO, IT'S NOT SOMETHING THAT WOULD JUST BE IN THE CLASSROOM.
SO IT CAN BE AN INSTRUCTIONAL TOOL.
OKAY. SO IT MAY OR IT'S SOMETHING THAT DOES HAPPEN OUTSIDE OF THE CLASSROOM.
YES FROM A TRAINED COORDINATOR.
MAYBE WHEN GIRLS OR BOYS FIGHT AND THEY HAVE TO COME BACK.
IF NOT, THEY'RE JUST GOING TO FIGHT AGAIN, BUT A RESTORATIVE CIRCLE CAN RESTORE WHAT HAPPENED.
OKAY, BUT YES, OUTSIDE THE CLASS.
ANY OTHER QUESTIONS? MR. MILLER. YEAH, JUST REAL QUICK ON THAT LINE.
I WAS SITTING HERE WONDERING WHAT A SECONDARY CAMPUS RESET ROOM IS AND IS WHO OCCUPIES THAT? OKAY, SO, AS A MATTER OF FACT, GISD MENTIONED IN THE TEA NEWSLETTER FOR THEIR GISD RESTORES PROGRAM AND ROWLETT HIGH'S RESET ROOM.
SO WHAT THIS IS, IS THE COMMUNITY, DONATED FURNITURE AND CAME ONE SATURDAY FOR ROWLETT HIGH SCHOOL AND BUILT THIS BEAUTIFUL LIVING SPACE, AND THEY HAVE 14 TARGETED STUDENTS WHO REALLY JUST NEED SOME EXTRA ATTENTION THAT THEY HAVE.
THEY CAN GO THERE WITH A MENTOR WHEN THEY NEED TIME TO COOL OFF.
THESE ARE STUDENTS THAT JUST NEED THAT EXTRA MENTOR.
IF YOU ARE EVER VISITING ROWLETT HIGH, PLEASE GO BY AND ASK TO SEE THE RESET ROOM.
MISS BLAKEY AND MISS CHADWICK THERE HAVE DONE AN EXCELLENT JOB, AND IT WAS A COMMUNITY, SPONSOR THAT DID THE WHOLE THING, AND IT'S A PLACE FOR STUDENTS TO RESET, IS WHAT IT IS.
WE HAVE THEM AT THE ELEMENTARY CAMPUSES.
WE HAVEN'T MET THE MIDDLE SCHOOL.
THIS IS THE FIRST ONE AT THE HIGH SCHOOL.
IT KIND OF GIVES THOSE STUDENTS A CONNECTION, A PLACE TO GO.
GOOD. JUST REAL QUICK, TWO THINGS, AND READING THE NUMBERS, IT LOOKS LIKE I WOULD INTERPRET THAT BEHAVIOR MAY BE TRENDING BETTER, AND IF FOLLOW UP TO THAT QUESTION WOULD BE, WOULD THE TEACHERS AGREE WITH THAT? I THINK, YES.
YOU'RE GOING TO HAVE POCKETS OF THIS HAPPENED.
WHAT'S GOOD IS WE'RE LOOKING AT THOSE WORKING TOGETHER TO JUMP IN AND ADDRESS, OKAY, THINGS ARE NOT PERFECT, BUT YOU COMPARED TO LAST YEAR, YES, THINGS ARE BETTER.
THEY'RE ON THEY'RE TRENDING UPWARDS.
YES, ABSOLUTELY, AND YES, I THINK OUR TEACHERS WOULD SAY YES.
WE WANT TO CONTINUE TO PROVIDE THAT SUPPORT.
THAT'S WHAT I'M SAYING. LET'S TAKE THE THINGS THAT ARE WE SAW THAT ARE WORKING AND BUILD UPON THOSE, AND THEN LET'S CONTINUE TO TAKE THESE NEW SUPPORTS AND MAKE THEM BETTER.
YOU KNOW THE QUESTIONS? I HAD A COUPLE QUESTIONS.
IN YOUR TIER ONE SYSTEMS AND STRUCTURES, YOU TALKED ABOUT ONGOING STAFF DEVELOPMENT AND EFFECTIVE CAMPUS SYSTEMS. SO WITHIN THAT, WHAT COACHING ARE YOU PROVIDING FOR TEACHERS ON A CONSISTENT BASIS TO MAKE SURE THAT THEY HAVE THE SKILLS TO BE ABLE TO HANDLE CERTAIN, DISCIPLINE OR STUDENT MANAGEMENT ISSUES?
[01:15:04]
OKAY. SO THE THAT IS WHERE LEAD CON HAS TAKEN THE SAME CONCEPTS THAT WE'RE TRAINING TEACHERS IN, AND WE'RE WORKING WITH THE CAMPUS PRINCIPALS AND DISTRICT PERSONNEL ONCE A MONTH, THE DISTRICT LEADERS ARE WORKING WITH COACHING SAME TOPICS.SO HOW DO YOU COACH TEACHERS ON THOSE? THAT'S WHAT'S GOING ON AT THE DISTRICT LEVEL, AND SO THAT ALIGNMENT DISTRICTWIDE WITH THE SAME THOUGHT PROCESSES, THAT'S WHAT'S GOING ON.
HOW HOW DO YOU HAVE THOSE CONVERSATIONS? HOW DO YOU GO BACK TO YOUR CLASSROOM AND SUPPORT YOUR TEACHERS, OR HOW DO YOU GO BACK TO YOUR CAMPUS AND SUPPORT YOUR TEACHERS? WE ALSO HAVE LIKE COACHING, CLASSROOM MANAGEMENT AND LEADERSHIP AND BEHAVIOR SUPPORT, WHERE WE ONCE A MONTH WE'LL WORK WITH OUR ADMINISTRATORS ON THAT TRAINING.
SO I'M IMAGINING THAT THEY PROBABLY NEED A LITTLE BIT MORE THAN THIS.
SO DO WE HAVE ADEQUATE, STAFF AND COACHES TO GO TO THOSE CAMPUSES TO PROVIDE ADDITIONAL SUPPORT BEYOND THE MONTHLY INTERACTIONS THAT THEY'RE HAVING? WE HAVE DISTRICT COACHES, WHETHER IT'S SPECIAL ED COACHES.
WE ACTUALLY HAVE JUST HIRED A FEW NEW MTSS FACILITATORS THAT WILL ALSO WORK WITH THAT, WITH THAT AREA TO GO OUT TO THE CAMPUSES TO WORK WITH BEHAVIOR INTERVENTION AND PROGRESS MONITORING, BUT IT WOULD BE, FOR EXAMPLE, DISTRICT LEVEL.
YES, TO GO WORK WITH THOSE CAMPUS PRINCIPALS IN THOSE CAMPUSES.
THAT'S GOING TO BE DISTRICT LEVEL SUPPORT RIGHT THERE.
HOW MANY COACHES DO WE HAVE BEHAVIOR COACHES DO WE HAVE THAT ARE PROVIDING THAT SUPPORT OKAY.
SO REGULAR ED RIGHT NOW THERE'S FOUR, AND I'M NOT REALLY SURE ABOUT THE SPECIAL ED.
THERE ARE CAMPUS COACHES WITH SPECIAL ED AS WELL.
I'M NOT SURE THE NUMBER ON THAT, BUT I CAN FIND OUT, AND I KNOW THAT, MTSS JUST HIRED TWO NEW ONES.
HAVING A REPRESENTATIVE COME TO BEHAVIOR ACADEMY AND LEARN SO THEY CAN TAKE THAT BACK TO THE CAMPUS.
OKAY. THAT JUST DOESN'T SEEM LIKE ENOUGH PEOPLE.
I MEAN, I'M SORRY. MAYBE I'M THE ONLY ONE THAT THINKS THAT.
THAT'S WHY, WE HAVE TO DO TIER ONE INSTRUCTION.
WE DON'T WE DON'T HAVE ENOUGH STAFFING TO DO EVERYTHING WE, I, WE WOULD LOVE TO DO.
SO. SO IN AN IDEAL WORLD, WHAT WOULD THAT LOOK LIKE? I MEAN, JUST YEAH, IN AN IDEAL WORLD, WE COULD PROBABLY DO THE SAME THING LIKE WE DO WITH ACADEMIC COACHES, HAVE BEHAVIORAL COACHES STRATEGICALLY PLACED AT THE CAMPUSES THAT PROBABLY NEED IT THE MOST, AND HOW MANY CAMPUSES WOULD THAT BE? WELL, THAT WOULD BE ALMOST EVERY CAMPUS BECAUSE THEY DEAL WITH DIFFERENT FORMS OF IT.
I'M SORRY, I APOLOGIZE ON YOUR BOARD, IN YOUR BOARD AGENDA, IN, IN THE AGENDA PART AND, THE FALL DISCIPLINE REPORT, THAT INFORMATION IS IN THERE, AND IT'S ALSO HIGHLIGHTED WHEN YOU GET TO DRILL DOWN INTO THE CAMPUS LEVEL DATA, WHICH IS ON AN EXCEL SPREADSHEET, AND YOU'LL HAVE TO DO THAT ELECTRONICALLY, BUT IN THE NARRATIVE ON RDA, MR. SELDERS, I'VE LISTED THOSE CAMPUSES FOR YOU, AND THAT'S A SECOND PART TO IT.
SO WE HAVE TO ALSO NOT JUST LOOK AT THE EXCLUSIONARY PRACTICES THAT ARE HAPPENING, BUT ALSO THOSE WITH, SPECIAL ED UNITS THAT PROBABLY NEED MORE MANPOWER TO DEAL WITH CERTAIN TYPE OF BEHAVIORS.
SO IDEALLY THAT'S A LOT OF MANPOWER, YOU KNOW, AND SO WE GOT TO SEE WHAT WE'RE GOING TO DO AND, HOW WE STRATEGIZE ALL OF THAT. NOW, WHAT WE HAVE SEEN, WE HAVE HIGHER, KIDS IN THE DAEP.
UNFORTUNATELY THEY HAVE TO BE SENT OUT, BUT, DOCTOR HEMPHILL DOES A GREAT JOB OF RUNNING A SHOW OVER THERE, AND I WILL SAY THAT THE KIDS ARE LEARNING.
IT'S NOT LIKE THEY'RE NOT LEARNING OUT THERE.
THE SECOND THING I WANT TO SAY IS THAT OUR INCIDENCES ARE DOWN.
SO WHEN YOU LOOK AT EVERYTHING IN TOTAL, ALL IT'S IT'S NOT ONE BIG LIKE LUMP SUM OF THINGS.
[01:20:07]
IT'S ALL THE LITTLE THINGS THAT WE'RE TAKING TIME TO DO IS MAKING A DIFFERENCE.I THINK IN TIME WE WILL PROJECT IT, BUT, STAFFING IS ALWAYS A CONCERN.
IT IS ALWAYS A CONCERN, MISS STANLEY.
SO I THINK DOCTOR LOPEZ HIT IT ON THE HEAD.
IT'S STAFFING, BUT IT'S NOT STAFFING IN THE WAY THAT MANY PEOPLE ARE THINKING.
IF WE HAD MORE, DYSLEXIC TEACHERS AND WE HAD MORE AIDES AND WE HAD MORE HELP WITH ALL SORTS OF DIFFERENT LEARNING ISSUES, YOU WOULD BE CUTTING DOWN THOSE BEHAVIOR ISSUES BECAUSE THOSE BEHAVIOR ISSUES HAPPEN IN THE CLASSROOM BECAUSE A CHILD IS FRUSTRATED WITH THEIR WORK, THEY DON'T KNOW WHAT TO DO.
IT'S SOMETIMES IN MANY WAYS, IT'S THEIR WAY OF GETTING OUT OF NOT BEING ABLE TO DO THE WORK.
SO TO TRY TO LUMP BEHAVIOR, BEHAVIOR CAN STEM FROM FROM THE STRAIN OF ACADEMICS.
I MEAN, WHEN A CHILD'S NOT GETTING THE BLOCKS THAT THEY NEED TO BE ABLE TO BE SUCCESSFUL IN THE ACADEMIC WORLD, IT WILL TRANSLATE INTO, BEHAVIOR ISSUES AND THEN WHEN YOU GET INTO, YOU KNOW, THE SPECIAL ED, WHEN YOU HAVE LACK OF, TEACHERS AND YOU HAVE LACK OF AIDES, NOT ALL THE KIDS ARE GETTING THE RIGHT AMOUNT OF THE SENSORY, YOU KNOW, THINGS THAT THEY I MEAN, IT'S THIS IS NOT A ONE DEPARTMENT WILL GO HIGHER, MORE THERE AND IT'S GOING TO MIRACULOUSLY, I MEAN, WE NEED TO BE ABLE TO ALMOST DOUBLE YOUR STAFF IN SO MANY DIFFERENT WAYS, AND HOW DO WE DO THAT? THAT'S REALLY HOW DO WE DO IT.
BECAUSE IT'S YOU FIX ONE AREA.
IT'S NOT GOING TO FIX THE PROBLEM.
I MEAN, I GUESS MY POINT WAS, IF YOU HAVE PEOPLE THAT ARE IN POSITION TO PROVIDE SUPPORT WHEN THEY NEED IT AND THE RESOURCES WHERE THEY NEED IT, THEN YOU'RE GOING TO PROBABLY DO MORE THAN YOU WOULDN'T IF YOU DIDN'T HAVE THAT THERE.
SO I UNDERSTAND YOUR POINT AS WELL.
BECAUSE THERE ARE A LOT OF LAYERS TO THIS.
IT'S NOT A SIMPLE ISSUE, AND I KNOW THAT IT CAN BE CHALLENGING, BUT I GUESS, YOU KNOW, JUST WHEN I LOOK AT THE NUMBERS AND JUST KIND OF WHERE WE ARE RIGHT NOW, I UNDERSTAND THAT WE'RE GETTING BETTER, BUT I FEEL LIKE, I'M KIND OF LIKE, I WANT IT DONE YESTERDAY.
SO, AND I UNDERSTAND THAT, AND WE'RE BUILDING WE'RE BUILDING ON WHAT IS WORKING AND I THINK AS TEACHERS ARE GETTING BETTER IN THE CLASSROOM AND THEY'RE CRAFTING THEIR INSTRUCTION, I THINK BEHAVIOR IS GOING DOWN WITH THAT AS WELL.
I THINK THAT WAS A GOOD POINT.
YEAH. CAN I ADD SOMETHING TO THAT WHAT ROBERT, YOU'RE SAYING? YEAH, I THINK ONE REASON WE'RE SEEING THE NUMBERS GO DOWN IS TOO, MISS GARCIA WAS ABLE TO DO BEHAVIOR ACADEMY ONE AND TWO THIS SUMMER IN TRAINING, WHICH HAS BEEN VERY BENEFICIAL WHERE THEY HAD NEVER HAD THAT BEFORE.
THE PROBLEM IS THOSE TEACHERS THAT ARE IN THEIR THIRD, FOURTH AND FIFTH YEAR DIDN'T HAVE THAT SAME TRAINING THAT THEY'RE GETTING NOW AT FOR FIRST YEAR TEACHERS, BUT I THINK AS WE GO ALONG AND WE CONTINUE TO GET NEW TEACHERS, WHATEVER, THAT'S WE'RE GOING TO SEE MORE AND MORE IMPROVEMENT IN THAT AREA.
TO SPEAK TO THAT PART OF WHAT WE'VE DONE THIS YEAR IS OUR TEACHER ENRICHMENT PROGRAM, THROUGH ALL OF OUR SECONDARY CAMPUSES AND THOSE TEACHERS THAT WE MAY HAVE MISSED THROUGH THAT FIRST YEAR, TEACHING ACADEMY, THOSE TEACHERS ARE GETTING WEEKLY TRAINING THROUGH THEIR CAMPUSES, AND WE'RE REALLY TRYING TO BUILD THE CAPACITY OF OUR CAMPUS LEADERS TO SUPPORT OUR TEACHERS.
WE'RE DOING THAT THROUGH OUR PRINCIPAL AP LEADERSHIP ACADEMY, WHERE WE'RE REALLY TRYING TO EMPOWER THEM THROUGH PROVIDING BETTER FEEDBACK TO OUR TEACHERS, BOTH THROUGH MANAGEMENT AND THROUGH RIGOR, BUT ALSO HELPING IDENTIFY THOSE TEACHERS THAT ARE IN HIGHER NEED AND GETTING THOSE TEACHERS INTO THAT TEACHER ENRICHMENT PROGRAM SO THAT THEY'RE GETTING THAT WEEKLY SUPPORT AS WELL AND WE'VE SEEN A LOT OF IMPROVEMENT THROUGH THOSE TEACHER ENRICHMENT PROGRAMS THAT ARE RUN AT ALL OF OUR SECONDARY SCHOOLS.
THANK YOU. MISS GARCIA, YOU MENTIONED A COUPLE OF WORDS THAT KIND OF STOOD OUT TO ME.
YOU TALKED ABOUT MTSS, WHOLE CHILD, PARENT ENGAGEMENT.
HOW ARE WE SORT OF MANAGING THAT? AND YOU TALKED ABOUT BRANCHING MINDS.
SO I'M GOING TO LET HER, BECAUSE I KNOW Y'ALL ARE TIRED OF HEARING ABOUT ME.
SO BRANCHING MINDS IS A NEW MTSS DATA PLATFORM THAT WE HAVE, AND IT DOES ENCOMPASS THE WHOLE CHILD.
[01:25:01]
WE ARE ABLE TO HAVE BEHAVIOR INTERVENTIONS.THAT'S SOMETHING WE'RE REALLY WORKING ON.
THEY STARTED YESTERDAY AND WE HAVE ALREADY STARTED WORKING, AND SO WE'RE IN TIME GOING TO HAVE TIER TWO AND TIER THREE INTERVENTIONS WITHIN THAT PLATFORM WITH TRUE PROGRESS MONITORS, WHICH IS IN RESEARCH BASED INTERVENTIONS, WHICH IS WHAT INTERVENTION IS, BUT I DO WANT TO TELL YOU MTSS IS ABOUT PREVENTION, AND THAT'S REALLY WHAT WE WANT TO WORK ON NEIGHBORS FROM HAPPENING AND SO BUT TO YOUR QUESTION, MR. SELDERS, BRANCHING MINDS CAPTURES ALL OF THAT.
WE CAN SEE OUR READING INTERVENTIONS.
WE CAN SEE OUR READING PROGRESS MONITORS.
WE CAN SEE IF OUR STUDENTS ARE GROWING.
WE CAN SEE THAT WITH MATH, AND THEN WE IN TIME ARE GOING TO SEE THAT WITH BEHAVIOR, AND THAT'S WHAT WE'RE BUILDING RIGHT NOW, AND THEN WE ALSO CAN SEE WHEN OUR TEACHERS AND WHEN OUR ADMINISTRATORS ARE CONTACTING OUR PARENTS, WE CAN SEE WHAT THAT LOOKS LIKE WITHIN THE PLATFORM.
SO THEN EVERYONE IS ON THE SAME PAGE.
JUST A FUN FACT, I TALKED TO LAKISHA CULPEPPER TWO WEEKS AGO AND INTRODUCED HER, AND SHE SAID, I CAN SEE WHEN TEACHERS ARE CALLING HOME TO CALL PARENTS AND ADMINISTRATORS, SO THEN SHE CAN MAKE INFORMED DECISIONS IN HER WORK.
SO IT'S REALLY JUST PUTTING NOT ONLY OUR TEACHERS AND OUR ADMINISTRATORS ON THE SAME PAGE, BUT ALSO OUR DISTRICT LEVEL LEADERS, BECAUSE IT'S IMPORTANT THAT WE WRAP ALL OF OUR SUPPORTS AROUND OUR CHILDREN, AND THAT REALLY IS WHAT MTSS IS.
SO WITH THAT AND TO MRS. STANLEY'S POINT WITH THIS PLATFORM, YOU'RE ABLE TO SEE WHAT'S HAPPENING ACADEMICALLY WITH THE STUDENT BEHAVIORALLY, YOU KNOW, ATTENDANCE, ALL OF THESE DIFFERENT PIECES. SO YOU CAN ALMOST KIND OF PREDICT WHEN A STUDENT IS PROBABLY REACHING A POINT WHERE THEY MIGHT HAVE SOME ISSUES AND PROVIDE SUPPORT IN A MORE TIMELY MANNER.
SO THAT'S CALLED EARLY WARNING INDICATORS I THINK IS WHAT YOU'RE ALLUDING TO AND WITHIN THIS SYSTEM, WE DO HAVE AN EARLY WARNING INDICATOR REPORT TO WHERE IT ALERTS OUR SECONDARY CAMPUSES THAT FOR EVERY INDIVIDUAL STUDENT, IF WHAT THEIR ATTENDANCE PERCENTAGE IS.
WE KNOW THAT CHILD IS AT RISK OF NOT GRADUATING, AND SO IT REALLY GIVES US THAT DATA TO WE CAN PUT AN INTERVENTION IN PLACE EARLY SO WE CAN ENSURE THAT OUR STUDENTS ARE GRADUATING AND GRADUATING WITHIN THEIR COHORTS, AND WHEN THAT HAPPENS, IS THAT THE CAMPUS PRINCIPAL THAT MAKES SURE THAT THAT'S HAPPENING FOR THAT STUDENT, OR IS THERE A COUNSELOR WHO'S THE PERSON THAT MAKES SURE? SO FOR SECONDARY LOOKING AT HIGH SCHOOL SPECIFICALLY, AND THIS KIND OF GOES BACK, MR. BEACH AND WHAT YOU WERE TALKING ABOUT, WHAT WE'RE DOING FOR OUR STUDENTS THAT ARE NOT BEING SUCCESSFUL AND GOING TO ISS.
ONE THING THAT WE'VE IMPLEMENTED THIS YEAR THAT I AM, I COULD TALK TO YOU ALL NIGHT ABOUT IN HIGH SCHOOL IS WE'VE LOOKED AT OUR STUDENTS THAT ARE NOT BEING SUCCESSFUL IN THEIR COURSEWORK, AND WE'VE PAIRED ADMINISTRATORS WITH COUNSELORS.
WE HAVE TEACHER VOICE THAT COMES IN THROUGH A FORM, AND THEN THE STUDENT AND THE PARENT ARE HAVING THESE MTSS MEETINGS AND REALLY WE'RE GIVING THE STUDENTS BACK THEIR VOICE.
SO INSTEAD OF US TELLING THE STUDENT, THIS IS WHAT YOU NEED TO DO.
OUR FIRST QUESTION IS, HEY, WHAT DO WE NEED TO DO DIFFERENTLY SO YOU CAN BE SUCCESSFUL ON CAMPUS? AND WE HAVE WE'VE HEARD SOME REALLY EYE OPENING THINGS THAT WE NEED TO DO DIFFERENTLY, BUT ALSO IT GIVES US LIKE WE PUT A PLAN IN PLACE FOR THAT STUDENT TO ENSURE THAT THEY'RE SUCCESSFUL, BUT IT'S ALSO OUR ADMINISTRATORS AND OUR COUNSELORS ARE ALSO BUILDING RELATIONSHIPS WITH THESE STUDENTS TO WHERE WE'RE KEEPING THEM OUT OF ISS, AND WE KNOW WHAT THEY NEED, AND WE JUST REALLY STARTED THIS STRONGLY.
YOU MENTIONED THE EARLY INDICATORS.
DOES THAT LOOK DIFFERENT ON AN ELEMENTARY CAMPUS VERSUS A MIDDLE SCHOOL AND HIGH SCHOOL? DOES THE BRANCHING MINDS PLATFORM HAVE THE ABILITY TO ALLOW YOU TO CUSTOMIZE HOW TO SET THOSE THRESHOLDS? YES, ELEMENTARY.
WE DON'T DO THAT FOR ELEMENTARY.
REPORT, OKAY, BUT WE DO WITHIN THE PLATFORM, WE CAN SEE IF A STUDENT IN ELEMENTARY IS HAVING ATTENDANCE CONCERNS, WHICH, YOU KNOW, IF THE CHILD'S NOT COMING TO SCHOOL AND THEY'RE NOT GETTING THE INSTRUCTION, THEN OBVIOUSLY THEY'RE NOT BEING SUCCESSFUL.
IF A CHILD IS NOT AT IF THEY ARE, IN ATTENDANCE, LESS THAN 89% OF THE TIME, IT FLAGS THEM AND SAYS THEN YES, THEY HAVE AN ATTENDANCE CONCERN, AND THAT'S SOMETHING WE LOOK AT IN OUR MTSS MEETINGS, BECAUSE AGAIN, IF THEY'RE NOT THERE, THEY'RE NOT GETTING OUR INSTRUCTION.
[01:30:02]
ANY OTHER QUESTIONS? THANK YOU GUYS.I REALLY APPRECIATE IT. ALL RIGHT.
WE'RE GOING TO MOVE TO OUR INFORMATION ITEM A4.
WE'RE GOING TO RECEIVE THE UPDATE ON DISTRICT INITIATIVES.
DOCTOR ADAMS. GOOD EVENING, CHAIRMAN SELDERS TRUSTEES.
MY NAME IS JASON ADAMS. I'M THE CHIEF ACADEMIC OFFICER HERE IN GARLAND ISD, AND SO THE PURPOSE OF TONIGHT'S PRESENTATION IS REALLY TO PROVIDE A HIGH LEVEL OVERVIEW AND UPDATE ON SOME OF OUR CORE INITIATIVES AND TRY TO SHOW HOW SOME OF THESE BIG ROCKS, THESE DISTRICT ROCKS ALL CONNECT TOGETHER, AND SO IT'S NOT TO SAY THAT THESE ARE THE ONLY INITIATIVES THAT WE DO IN GARLAND.
WE HEARD A LOT OF ABOUT DIFFERENT INITIATIVES TONIGHT, BUT THESE ARE SOME OF THE INITIATIVES THAT HAVE THE GREATEST LEVERAGE AND THE HIGHEST IMPACT ON STUDENT SUCCESS AND SO AND ALTHOUGH WE'RE ZOOMING OUT A LITTLE BIT FOR THE PURPOSE OF THIS PRESENTATION, IT'S WITH THE UNDERSTANDING THAT WE CAN TAKE A MUCH DEEPER DIVE, INTO ANY OF THESE INDIVIDUAL INITIATIVES AND FUTURE MEETINGS, AND SO, ALONG WITH OTHER DISTRICTS IN DALLAS COUNTY AND OUR COMMIT PARTNERS, GARLAND ISD, HAS WORKED ON THESE SIX, YOU KNOW, KEY STRATEGIC OPPORTUNITIES TO HAVE THE GREATEST IMPACT ON STUDENT ACHIEVEMENT, AND YOU'LL SEE DIFFERENT, YOU KNOW, KIND OF AN ACRONYM HERE, TP38CL.
THE T STANDS FOR TEACHER AND ENSURING THAT WE HAVE QUALITY TEACHERS IN OUR CLASSROOMS. P IS A PRE-K.
GIVING GREATER ACCESS TO PRE-K STUDENTS WITHIN OUR BOUNDARIES.
EIGHT IS REFERS TO ALGEBRA IN EIGHTH GRADE.
WE TALKED A LITTLE BIT ABOUT THAT EARLIER TONIGHT, AND THEN C IS A CCMR COLLEGE AND CAREER READINESS, AND THE L IS REALLY WHAT IT'S ALL ABOUT ALL OF THESE DIFFERENT INITIATIVES THINKING ABOUT THE END IN MIND WHEN STUDENTS LEAVE, NOT JUST OUR SYSTEM BUT EDUCATION SYSTEMS. ARE THEY WELL PREPARED ON A PATHWAY TO EARN A STRONG LIVING WAGE? AND SO AGAIN, EACH OF THESE LEVERS HAVE BEEN CHOSEN BECAUSE OF THE IMPACT ON STUDENT SUCCESS, AND IT REALLY STARTS OR BEGINS WITH HAVING HIGH QUALITY TEACHERS IN OUR CLASSROOMS HERE AT THE BOTTOM OF THIS GRAPHIC.
THE TEACHER IS REALLY THE SINGLE MOST IMPORTANT VARIABLE WHEN PREDICTING STUDENT SUCCESS, AND SO WE HAVE TO BE ABLE TO CREATE, MAINTAIN, RECRUIT, DEVELOP, OUR BEST TEACHERS, AND THEN WHEN STUDENTS ENTER OUR SYSTEM, IT STARTS WITH PRE-K AND IT STARTS WITH KINDERGARTEN READINESS. PRE-K PROVIDES A STRONG FOUNDATION, AND THE STUDENTS THAT ATTEND PRE-K IN GARLAND ISD OUTPERFORM THEIR PEERS IN KINDERGARTEN READINESS ASSESSMENT.
SO WE HAVE A LOT OF EVIDENCE THAT OUR PRE-K SYSTEMS ARE WORKING.
BEING A PROFICIENT READER BY THIRD GRADE IS FOUNDATIONAL.
WE NEED TO MOVE FROM THIS IDEA OF I'M A READER.
I CAN READ TO THIS TRANSITION TO I READ TO LEARN, AND THEN FROM THIRD GRADE WE GO TO EIGHTH GRADE ALGEBRA, SETTING STUDENTS UP FOR ON AN ADVANCED TRACK FOR MATHEMATICS SETS THEM UP FOR SUCCESS NOT ONLY IN HIGH SCHOOL, BUT BEYOND, AND THEN TO CCR.
WE TALKED ABOUT THIS A LITTLE BIT EARLIER TODAY TOO, WITH MISTER BRUMAN, BUT GIVING STUDENTS MULTIPLE PATHWAYS AND ACCESS TO EITHER COLLEGE OR CAREER WHEN THEY GRADUATE HIGH SCHOOL, AND THEN AGAIN, IT REALLY IS ABOUT THIS.
YOU KNOW, ATTAINING A LIVING WAGE IS NOT A SPECIFIC INITIATIVE, BUT IT'S REALLY WHAT ALL THIS WORK IS ABOUT PREPARING STUDENTS FOR THE REAL WORLD AND JUST OPPORTUNITIES TO EARN A STRONG LIVING WAGE.
THERE'S AN ADDITIONAL SUPPLEMENTAL, DATA SHEET, JUST A ONE PAGER.
THIS DATA THAT YOU'RE ABOUT TO SEE IS PREPARED FROM COMMIT, AND WE KNOW THAT WE ALWAYS LIKE TO LOOK AT, HOW WE COMPARE TO THE REGION, AND SO THE SUPPLEMENTAL DOC INCLUDES, REGIONAL DATA.
SO THANK YOU, MISS JOYNER, BUT ONE WAY TO ENSURE STUDENTS HAVE HIGH QUALITY TEACHERS IS TO RECRUIT, SUPPORT, DEVELOP, AND ULTIMATELY RETAIN THEM IN OUR CLASSROOMS, AND SO, AS YOU CAN SEE FROM THESE TABLES, TEACHER TURNOVER HAS RISEN DRAMATICALLY OVER THE LAST TEN YEARS, AND
[01:35:02]
NOT JUST IN GARLAND ISD, BUT THE STATE AND THE REGION, AND THEN ACTUALLY NATIONALLY, AND WHAT YOU'LL SEE FROM THIS LINE GRAPH HERE, YOU'LL SEE GARLAND'S IN THE KIND OF DARK BLUE TEXAS IS IN THAT LIGHTER BLUE, AND DALLAS COUNTY IS IN THAT GREEN, AND WHAT YOU'LL SEE IS RIGHT NOW, GARLAND IS SLIGHTLY ABOVE, YOU KNOW, TEXAS, BUT SLIGHTLY BELOW DALLAS COUNTY, AND THE GRAPH TO THE RIGHT JUST LOOKS AT TEACHER TURNOVER RATES BY DISTRICT LAST YEAR, AND ALTHOUGH IT SAYS 23%, IT'S A LITTLE BIT LOWER THAN THAT.THIS GRAPH ROUNDED UP, BUT WE'RE RIGHT ABOUT WHERE THE DALLAS COUNTY IS, AND YOU CAN KIND OF SEE WHERE WE COMPARE TO NEIGHBORING DISTRICTS THROUGHOUT THE METROPLEX AND SO WE'VE DONE A LOT OF WORK HERE, AND THERE'S WORK THAT CONTINUES TO BE DONE TO MAKE SURE THAT WE'RE, YOU KNOW, NOT ONLY DEVELOPING QUALITY TEACHERS, BUT RETAINING THEM, AND SO IF YOU REMEMBER, JUST KIND OF GO BACK IN TIME JUST A BIT.
IT STARTED WITH INCREASING TEACHER SALARIES, YOU KNOW, STARTING SALARY $60,000 A YEAR, AND WHEN THIS BOARD, YOU KNOW, TOOK THAT CHARGE AND INCREASED THAT SALARY, WE ALSO DECOMPRESSED TEACHER SALARIES THAT WERE, YOU KNOW, EXPERIENCED TEACHERS, TEACHERS HAVE BEEN THE DISTRICT FOR A LONG TIME, IN ADDITION TO RETENTION STIPENDS AS WELL.
GETTING OUR TIA SYSTEM IMPROVED IN THE PATHWAY TO A SIX FIGURE SALARY IS ANOTHER INITIATIVE THAT'S USED TO IDENTIFY, DEVELOP AND RETAIN AND RECRUIT TEACHERS TO OUR DISTRICT, AND THE GOAL WITH TIA IS TO CONSTANTLY INCREASE THE NUMBER OF TEACHERS THAT QUALIFY.
SO TO LOOK INTERNALLY AND START DEVELOPING TEACHERS, EITHER FROM OUR SOME OF OUR P-TECH PROGRAMS WITH FTI, FROM OUR HIGH SCHOOL STUDENTS, GIVING THEM A PATHWAY TO BECOME A TEACHER, BUT ALSO OUR PARAPROFESSIONALS WITH CAPE, AND SO WE HAVE PARTNERSHIPS WITH DALLAS COLLEGE AND UTD, AND ON TO PRE-K.
GARLAND ISD SHOWED THE HIGHEST GROWTH IN PRE-K ENROLLMENT IN DALLAS COUNTY THIS YEAR DUE TO OUR STRATEGIC SEAT EXPANSION AND OUTREACH EFFORTS BUT YOU'LL ALSO NOTICE THAT WE'RE BELOW THE COUNTY AVERAGE OF 53% OF ELIGIBLE STUDENTS ENROLLED.
SO WHAT THE BLUE KIND OF BAR GRAPH SHOWS YOU IS WE'RE LEADING THE COUNTY.
THERE'S BEEN A 6% INCREASE IN ENROLLMENT FROM THE FALL OF LAST YEAR TO THE FALL OF 2023, AND THIS IS AS OF LATE AUGUST, BUT YOU'LL SEE THAT THE NUMBERS HERE FOR THE CHANGE FROM FALL WAS 325 ADDITIONAL SEATS, AND WHAT THAT REALLY MEANS THAT ENROLLMENT FOR FOUR YEAR OLD PRE-K STUDENTS IS AT A TEN YEAR HIGH, WITH OVER 2100 STUDENTS ENROLLED IN OUR FULL DAY PRE-K.
SO IF YOU GO BACK IN TIME TO TEN YEARS AGO, DID WE HAVE FULL DAY PRE-K? WELL, NO.
SO NOT ONLY DO WE HAVE MORE STUDENTS, BUT WE HAVE MORE STUDENTS FOR LONGER.
SO WE'RE EXCITED ABOUT THE IMPACT, BUT WE ALSO KNOW THERE ARE STILL OPPORTUNITIES, TO, TO GROW PRE-K, AND SO I THINK COMMIT ESTIMATES THAT ESTIMATES THAT THERE'S ABOUT 5785, 3 OR 4 YEAR OLDS.
THAT'S A VERY SPECIFIC NUMBER FOR AN ESTIMATE, BY THE WAY, WITHIN GARLAND ISD BOUNDARIES, AND SO THERE ARE OPPORTUNITIES TO EXPAND, AND SO YOU'LL KIND OF LOOK AT THE BOTTOM HERE, COMPARES US TO OTHER DISTRICTS, AND YOU'LL NOTICE THE NOTE AT THE BOTTOM OF THIS SLIDE.
THOSE DISTRICTS ARE MASKED RIGHT NOW.
THAT INFORMATION IS NOT PUBLIC.
OKAY, ON TO THIRD GRADE AND FROM PRE-K TO THIRD GRADE.
THIS IS A LONGITUDINAL LOOK AT COMPARING THE DISTRICT, THE REGION AND STATE MEETS LEVEL PERFORMANCE OVER THE LAST TEN YEARS AND YOU'LL NOTICE THAT THE BAR HERE FROM COVID IS OFF, AND SOMEHOW IT AND REFORMATTING FOR THIS PRESENTATION IT MOVED OVER.
THAT SHOULD BE OVER TO 2020, AND WHAT'S ABOVE 2020 IS REALLY 2021, BUT YOU'LL SEE THAT, YOU KNOW, GARLAND CONTINUES TO OUTPERFORM DALLAS COUNTY IN THIRD GRADE READING ON STAAR, AND SO IF YOU GO BACK TO KIND OF THE HIGHEST PERFORMANCE WE EVER HAD WAS 2017, AT 48% OF OUR STUDENTS WERE ON MEETS LEVEL PERFORMANCE, ACCORDING TO STAAR.
YOU GO TO PANDEMIC, YOU SEE THE DROPS, AND HERE'S WHERE WE ARE NOW.
WE'RE SIGNIFICANTLY ABOVE THE COUNTY AND RIGHT AT THE STATE, AND WE ATTRIBUTE A LOT OF THIS, YOU KNOW, RECOVERY AND GROWTH, TO STRATEGIC EFFORTS AROUND BUILDING TEACHER CAPACITY.
READING ACADEMIES, SUPPORT FROM OUR EARLY LITERACY TEACHERS THAT WERE PLACED ON ALL OF OUR ELEMENTARY CAMPUSES, AND REALLY JUST THE FOCUS ON THE SCIENCE OF TEACHING, READING, YOU KNOW, GIVING TEACHERS THE TOOLS AND THE TRAINING TO TEACH READING.
WELL, AND THE FOCUS ALSO ON HIGH QUALITY LEARNING PLANS THAT INCLUDE A VARIETY OF CURRICULUM RESOURCES TO ENSURE DEEP COVERAGE OF ALL THE TEKS AND SKILLS WITH HQIM, HIGH QUALITY INSTRUCTIONAL MATERIALS, AND IF YOU ALSO REMEMBER, WE TALKED A LITTLE BIT ABOUT THIS PREVIOUSLY IS JUST THE INTENTIONALITY TO AROUND THE STAAR
[01:40:08]
REDESIGN AND MAKING SURE THAT OUR INSTRUCTIONAL PRACTICES AND RESOURCES WERE ALIGNED WITH THE REDESIGN, AND SO WE ALSO ROLLED OUT A [INAUDIBLE] PLAN THAT RESULTED IN ECR OR EXTENDED CONSTRUCTED RESPONSE SCORES BEING HIGHER THAN BOTH THE STATE AND THE REGION AND SO FROM THIRD GRADE WE GO ON TO ALGEBRA.THE COUNTY WAS 62 AND THE STATE ALSO AT 62%, AND YOU'LL SEE THE DROPS WITH THE PANDEMIC, AND YOU'LL SEE HERE THAT WE SAW NEARLY FIVE TIMES THE POST PANDEMIC RECOVERY OF THE STATE FROM 21 TO 23.
WE'RE REALLY EXCITED ABOUT THE PROGRESS THAT STUDENTS ARE MAKING.
WE ATTRIBUTE A LOT OF THAT, AND SOME OF THIS WAS IN THE ARTICLE AS WELL, BUT TO PROFESSIONAL DEVELOPMENT FOR TEACHERS, YOU KNOW, BOTH PEDAGOGICALLY AND CONTENT UNDERSTANDING AND KNOWLEDGE.
RESTRUCTURED TNL TEAMS AND SUPPORT TO MAKE SURE THAT WE WERE MORE STRATEGIC AND ALIGNED TO THE NEEDS OF CAMPUSES, AND ALSO HAD MORE FOCUS ON OUR CURRICULAR RESOURCES TO MAKE SURE THAT OUR RESOURCES WERE AT THE LEVEL OF THE RIGOR OF THE STANDARD, AND THIS IS A LOOK BACK AT OUR EIGHTH GRADE TESTERS, AND SO WHAT YOU'LL NOTICE HERE IS OUR EIGHTH GRADE ALGEBRA ONE TESTERS ALSO EXCEED THE COUNTY AVERAGE, BUT YOU'LL SEE THAT THE PARTICIPANTS THE STUDENTS THAT ARE IN EIGHTH GRADE ALGEBRA IS BELOW THE COUNTY AND SO WE KNOW WE HAVE WORK TO DO, BUT ONE HIGHLIGHT IS THIS RIGHT HERE, AND SO IF YOU THINK ABOUT, WELL, IF WE'RE TRYING TO GET KIDS IN A TRACK TO HAVE EIGHTH GRADE, TAKE EIGHTH GRADE ALGEBRA BECAUSE WE KNOW THE IMPACT THAT IT HAS WHEN THEY MOVE ON TO HIGH SCHOOL AND BEYOND, WHEN DOES THAT START? WELL, IT STARTS EARLY, AND SO THIS YEAR, WE'RE EXCITED TO ANNOUNCE THAT IN THE FALL OF 2022, WE HAD 1533 STUDENTS ENROLLED IN HONORS MATH IN SIXTH GRADE HONORS MATH IN SIXTH GRADE PUTS YOU ON A PATHWAY TO ALGEBRA IN EIGHTH GRADE.
THIS YEAR AND ONE YEAR, WE INCREASED THAT TO 47% TO 2249 STUDENTS, PROVIDING GREATER ACCESS FOR STUDENTS TO HAVE A PATHWAY TO ALGEBRA IN EIGHTH GRADE, AND SO THAT'S HUGE, AND ANOTHER IMPORTANT THING TO NOTE, I THINK MISS JOYNER EARLIER NOTED THAT WE HAVE SEVENTH GRADERS THAT ARE ALSO IN ALGEBRA, AND THIS YEAR WE HAVE 137 SEVENTH GRADERS ALSO TAKING ALGEBRA THAT THEY'RE NOT INCLUDED IN THAT NUMBER EITHER, AND.
OKAY. THIS IS ONE OF THE PRIDE POINTS OF OUR DISTRICT IS CCMR. THIS IS ANOTHER AREA WHERE WE'VE SEEN A LOT OF GROWTH, AND YOU'LL SEE THE DATA HERE.
YOU KNOW, IS THE HIGHEST IN THE COUNTY, AND THIS DATA REALLY GOES BACK TO 2022.
THE COHORT OF 2021 GRADUATING CLASS, AND AT THE TIME, GARLAND WAS AT 79% OF OUR STUDENTS CCMR MET.
THAT WAS QUITE THE CELEBRATION AND ACCOMPLISHMENT.
WHAT YOU'LL ALSO NOTICE IN THE LITTLE CALLOUT HERE THAT JUMPED UP TO 86.4, IN 2023 AND PROJECTED FOR THE CLASS OF 2024. SO THIS IS A LAGGING DATA POINT.
SO WE'RE VERY PROUD OF THAT WORK, AND MR. MERRILL AND BOTH MR. MERRILL AND MR. BRUMAN TALKED A LITTLE BIT ABOUT ALL THE PEOPLE INVOLVED, FROM THE CAMP, FROM THE CENTRAL OFFICE LEVEL, BUT MOST IMPORTANTLY ON CAMPUSES TO MAKE THAT HAPPEN. THE OTHER THING I WANT TO CALL OUT, BESIDES THE GROWTH HERE ON THE BLUE CHARTS OR BLUE GRASS AT THE TOP, YOU'LL SEE, YOU KNOW, GARLAND, YOU KNOW, GREW 28 PERCENTAGE POINTS FOR THE GRADUATING SENIORS, AND IF YOU LOOK AT THE BOTTOM, YOU'LL SEE THE CCMR PERCENTAGE, BUT IF YOU LOOK BELOW THAT YOU'LL SEE THE DISTRICT'S ECONOMICALLY DISADVANTAGED RATE.
I WANT YOU TO LOOK AT THAT FOR A SECOND.
I WANT YOU TO THINK ABOUT THAT 93% FOR A SECOND.
THIS IS NOT OFFICIAL YET, BUT PROJECTED.
WE HAVE 93% OF OUR STUDENTS MET.
WE'RE LEADING THE WAY FOR KIDS THAT NEED IT THE MOST, AND SO I THINK THAT'S JUST A TESTAMENT TO MR. MERRILL. HIGH SCHOOL PRINCIPALS, ADMINISTRATORS, CENTRAL OFFICE AND SO MANY DIFFERENT DEPARTMENTS IN THIS WORK.
SO I THINK THAT'S WORTH NOTING, AND SO THE LAST TWO SLIDES REALLY DEAL WITH THE LIVING WAGE, AND WE'RE GOING TO CONCLUDE THE PRESENTATION THERE, AND WHAT YOU'LL NOTICE HERE IS WHILE THE COUNTY HAS INCREASED THE LIVING WAGE BY AN AVERAGE OF ABOUT THREE PERCENTAGE
[01:45:05]
POINTS IN THE LAST TEN YEARS, FAMILIES LIVING WITHIN GARLAND ISD BOUNDARIES, THE LIVING WAGE HAS ACTUALLY DECREASED, AND SO IF YOU LOOK BACK IN 2012, ABOUT 21% OF FAMILIES LIVING IN GARLAND ISD BOUNDARIES WERE EARNING A LIVING WAGE, AND IN 2021, THAT DECREASED DOWN TO 19%, AND SO WHY IS THAT IMPORTANT? WELL, IT'S IMPORTANT FOR A LOT OF DIFFERENT REASONS AND A LOT OF DIFFERENT LEVELS, BUT ONE, IT'S IMPORTANT TO UNDERSTAND BECAUSE WE KNOW THE IMPACT THAT SOCIOECONOMICS HAS ON EDUCATION AND HOW WE EDUCATE STUDENTS.WE NEED TO BE PREPARED FOR STUDENTS COMING TO US.
IT'S ALSO IMPORTANT BECAUSE IT'S AN OPPORTUNITY THAT CHANGE THE TRAJECTORY OF THE NEXT GENERATION GROWING UP IN GARLAND, AND REALLY REVERSE THE CYCLE OF POVERTY FOR PEOPLE THAT ARE NOT EARNING A LIVING WAGE, AND SO I THINK IT'S IMPORTANT TO NOTE THIS ALSO.
THIS NEXT SLIDE GIVES ME A WHOLE LOT OF HOPE, AND SO IF YOU LOOK AT THIS, YOU'LL SEE GARLAND ISD GRADUATES FROM THE AGE OF 20 TO 25 WITH AN ASSOCIATE'S DEGREE OR HIGHER, EARN ON AN AVERAGE OF $21,500, MORE THAN THOSE WITH NO COLLEGE AND SO OVER THE, YOU KNOW, THE CHART ON THE LEFT OVER THE LAST SEVEN YEARS, LAST MORE THAN THAT LAST COUPLE OF YEARS.
YOU'LL SEE A SEVEN PERCENTAGE POINT INCREASE OF PEOPLE THAT HAVE AN ASSOCIATE'S DEGREE OR ABOVE.
LIVING WITHIN GISD ATTENDANCE ZONE.
IF YOU LOOK AT THE GRAPH ON THE LINE GRAPH ON THE RIGHT, AND YOU LOOK AT THE AVERAGE SALARIES FOR FORMER GISD ALUMNI FROM 25 TO 30 YEARS OLD LIVING IN THE STATE OF TEXAS, YOU'LL SEE A $21.5K DIFFERENCE, AND SO KIDS THAT ARE, YOU KNOW, GRADUATING AND HAVE COLLEGE OR SOME COLLEGE, THEY'RE JUST MUCH BETTER POSITIONED TO HAVE A PATHWAY TO A LIVING WAGE, AND WHEN I SAID, THIS EXCITES ME, IF YOU THINK ABOUT THE PREVIOUS CONVERSATIONS UP HERE ABOUT P-TECH AT ALL SEVEN OF OUR HIGH SCHOOLS, ABOUT EARLY COLLEGE, AT ALL SEVEN OF OUR HIGH SCHOOLS, AND REALLY GIVING KIDS COLLEGE CREDIT BEFORE THEY GRADUATE AND THE IMPACT THAT IT HAS.
YOU KNOW, I KNOW YOU PROBABLY HAVE SOME QUESTIONS, BUT I WANT TO INVITE SOME FOLKS UP HERE.
SO I HAVE AN ENTIRE TEAM OF FOLKS BACK HERE TO HELP ANSWER QUESTIONS IF YOU HAVE ANY, AND SO TEAM JUST KIND OF LISTEN AS THE QUESTION PERTAINS TO YOU, YOU CAN JUST COME ON UP AND WE'LL ADDRESS THEM THAT WAY OKAY, BUT RIGHT NOW WE'LL OPEN IT UP TO ANY QUESTIONS YOU MAY HAVE.
THANK YOU, DOCTOR ADAMS, FOR THAT PRESENTATION.
TRUSTEES, ARE THERE ANY QUESTIONS? NO QUESTIONS.
I THINK YOU SAID A LOT OF THIS DATA CAME FROM COMMIT.
YES, SIR, AND I BELIEVE COMMIT BELIEVES VERY STRONGLY IN FOURTH GRADE MATH.
HOW DO THEY LOOK AT YOUR OR OUR OR YOUR, DECISION TO PICK EIGHTH GRADE AS ONE OF THE KEY.
MR. ARREOLA, YOU MIGHT WANT TO COME UP HERE, BUT I'LL START.
IF THERE'S ANYTHING YOU WANT TO ADD, YOU CAN.
FIRST OF ALL, WE LOOK AT A LOT OF DIFFERENT DATA.
THESE ARE JUST KIND OF THE DATA POINTS OR THE INITIATIVES THAT, YOU KNOW, SHOW THE IMPACT AND JUST KIND OF HIGHEST LEVERAGE, AND SO IF YOU LOOK AT, YOU KNOW, ALGEBRA IN EIGHTH GRADE, IF YOU LOOK AT ADVANCED MATHEMATICS AND JUST THE IMPACT THAT IT HAS, NOT ONLY ON TRANSITIONING INTO HIGH SCHOOL, BUT THERE'S A STRONG CORRELATION IF I CAN TAKE ADVANCED MATH CLASSES.
THERE'S A STRONG CORRELATION AND PREDICTOR OF IF I TAKE THIS CLASS, I AM THE X AMOUNT TIMES MORE LIKELY TO BE SUCCESSFUL WHEN I GO TO COLLEGE, AND MORE LIKELY TO FINISH COLLEGE IF I TAKE ADVANCED MATH.
IS THERE ANYTHING YOU'D LIKE TO ADD TO THAT? YEAH. OKAY.
GOOD EVENING. MICHAEL ARREOLA, INTERIM EXECUTIVE DIRECTOR OF LEADERSHIP IN MIDDLE SCHOOL.
I THINK IN OUR WORK WITH COMET, ONE OF THE HIGHLIGHTS THAT THEY, ONE OF THE POINTS OF EMPHASIS THAT THEY'VE REALLY MADE IS IN GETTING STUDENTS ON THE HONORS TRACK, REGARDLESS OF THEIR PREVIOUS PERFORMANCE FOR MATH, BECAUSE OF THE DIFFERENCE THAT IT MAKES.
[01:50:01]
NUMBER OF OUR SIXTH GRADERS THAT ARE IN SIXTH GRADE HONORS, ON TRACK TO BE IN ALGEBRA IN MIDDLE SCHOOL.THEY HAVE BEEN VERY IMPRESSED WITH OUR WORK, AND WE'RE VERY PROUD OF OUR CAMPUSES AND OUR TEACHERS WHO ARE FILLING THE GAPS AND REALLY MAKING SURE THAT THOSE STUDENTS ARE SUCCESSFUL. REALLY, IT THERE'S NOT MUCH OF A DIFFERENCE BETWEEN THOSE STUDENTS WHO HAVE BEEN PUSHED AND ACCELERATED.
THEN THOSE WHO WERE JUST NATURALLY ACCELERATED.
ANYBODY ELSE. JUST ONE QUICK QUESTION ON THE LAST SLIDE WITH LIVING WAGE.
WHEN YOU SAY NO COLLEGE OR SOME COLLEGE, DOES THAT EXCLUDE THE STUDENTS WHO DIDN'T GO TO COLLEGE BUT THEN STARTED A CAREER RIGHT AFTER HIGH SCHOOL? I'M NOT SURE IF I UNDERSTAND THE QUESTION.
CAN YOU REPEAT THAT ONE? SO WE'RE LOOKING AT IT FROM A COLLEGE CAREER MILITARY READINESS STANDPOINT.
SO FOR THOSE STUDENTS WHO DIDN'T GO TO COLLEGE BUT STARTED A CAREER, I DON'T WANT TO ASSUME THAT, BUT I WANT YOU TO LET ME KNOW IF WHERE IT SAYS NO COLLEGE OR MAYBE SOME COLLEGE, DOES THAT INCLUDE THAT STUDENT GROUP OR IS THAT SOMETHING DIFFERENT? I THINK, YOU KNOW, NO COLLEGE MEANS A STUDENT THAT'S EARNED ZERO COLLEGE CREDIT, WHETHER IT'S IN HIGH SCHOOL OR IN COLLEGE.
ANYBODY'S EARNED SOME COLLEGE.
WOULD BE MAYBE I'VE TAKEN A FEW COURSES HERE, OR I'VE EARNED SOME HOURS WHILE I WAS IN SCHOOL.
SO IT'S KIND OF THERE'S A PRETTY WIDE RANGE THERE.
SO I GUESS WHAT I'M ASKING IS THEN SO OUR STUDENTS WHO DON'T GO TO COLLEGE, BUT INSTEAD GO TO WORK, HOW ARE WE SAYING THAT WE'RE ABLE TO HELP THEM, MAKE A LIVABLE WAGE? I SEE YOUR QUESTION BECAUSE IF YOU'RE THINKING ABOUT, YOU KNOW, WHAT MR. BRUMAN WAS TALKING ABOUT EARLIER, WITH ALL THE PATHWAYS THAT WE HAVE FOR CAREERS AND ALL THE CERTIFICATIONS, I WOULD SAY THIS IS ALL STUDENTS THAT KIND OF, YOU KNOW, A LOT OF THOSE PEOPLE, TOO, THAT A LOT OF THOSE STUDENTS THAT EARN, CERTIFICATIONS, YOU KNOW, WHEN THEY'RE HERE IN GARLAND ISD, MANY OF THEM ARE EARNING BOTH.
THEY EARN SOME COLLEGE CREDIT AND A CERTIFICATION, AND SO I THINK THIS DATA JUST SEPARATES THEM COMPLETELY, BUT WHAT EXCITES ME ABOUT THIS, YOU THINK ABOUT, OKAY, IF YOU THINK ABOUT 25 TO 30 YEAR-OLDS, HOW MANY YEARS AGO WAS THAT FOR OUR GRADUATING SENIORS? THAT'S PROBABLY SIX YEARS AGO, AND SO WHAT? I'M EXCITED TO SEE WHAT THIS DATA LOOKS LIKE IN THREE YEARS.
BECAUSE I THINK YOU'RE GOING TO SEE THESE NUMBERS CHANGING.
OKAY. I WANT TO ANSWER BOTH THESE QUESTIONS.
OKAY. FIRST, FIRST TO GO WITH THE MATH.
THE MATH. I DON'T BELIEVE THAT.
THEY DON'T THINK IT'S NOT, A FOCAL POINT, BUT THEY'RE PICKING THE BIG BOULDERS.
REMEMBER, THESE ARE BIG BOULDERS.
SO IN THIRD GRADE, THEY'RE REALLY FOCUS ON READING.
THE GRAPHIC YOU'RE LOOKING AT, LIVABLE WAGE IS CONFUSING.
OKAY, AND LET ME TELL YOU WHY.
IT DOESN'T NECESSARILY MEAN OUR GRADUATES.
IT MEANS ANYBODY THAT LIVES IN OUR AREA THAT FALLS WITHIN THESE CATEGORIES.
SO IF YOU READ IT, IT WILL SAY PEOPLE THAT LIVE IN GARLAND ISD THAT HAVE BELOW OF POVERTY LINES WITH SOME COLLEGE HAVE A DEGREE.
IT DOESN'T MEAN THEY'RE GARLAND ISD GRADUATES.
OKAY, SO OUR GARLAND ISD GRADUATES, THEY WILL TRACK AND THEY'LL SAY FOR THOSE THAT ARE LIVING IN IT.
SO WHAT IT'S TRYING TO SHOW IS THE MORE EDUCATION YOU HAVE, WHETHER IT, YOU KNOW, BECAUSE REALLY, A DEGREE OR AN EQUIVALENT COULD BE, A HIGH LEVEL CERTIFICATION, RIGHT? ESPECIALLY THROUGH THE P-TECH.
MOST OF THEM THAT DON'T HAVE THOSE DEGREES AREN'T GETTING HIGH PAYING JOBS.
SO THIS IS KIND OF LIKE A TELLTALE IN TWO WAYS.
THIS IS WHY IT MAKES IT CONFUSING.
IF I LOOK AT THIS, THIS IS ME I'M LOOKING AT.
ME WE NEED MORE FOR THEM HERE SO THEY COULD GET BETTER JOBS.
[01:55:01]
THE MANUFACTURING PLANTS AREN'T PAYING ENOUGH.THERE'S DIFFERENT ASPECTS TO THAT BECAUSE THESE ARE THE PEOPLE LIVING IN OUR AREA, BUT BY THE SAME TOKEN, WE HAVE TO LOOK AT IT, AND WE GOT TO GET OUR KIDS EDUCATED OR CERTIFIED IN SOMETHING SO THEY DON'T FALL INTO THAT TRAP.
SO THAT'S THE TWO HEADED DRAGON.
SO THAT'S WHY YOU COMPARE THE TWO.
SO IF I LOOK AT COMPARISON ONE, IF YOU LIVE IN MY AREA, RIGHT, THIS IS OR OUR AREA, YOU WILL SEE THAT IF YOU EARN A LIVABLE WAGE OR YOU'RE BELOW THE POVERTY LINE, YOU WILL USUALLY BE HIGHER WITH A HIGH SCHOOL DIPLOMA.
I MEAN, WITH AN ASSOCIATE'S DEGREE OR MORE.
WHEN YOU TRANSFER THAT, YOU CAN START SEEING WHAT'S HAPPENING WITH THE KIDS, WITH NO COLLEGE, SOME COLLEGE, FINISHING COLLEGE, YOU COULD SEE THE YOU COULD SEE THE BIG DISCREPANCY.
WHAT THIS IS IMPORTANT FOR IS TO SHOW THE KIDS.
THAT DOESN'T MEAN ANYTHING, BUT HAVE YOU GUYS SEEN HOW MUCH FIREFIGHTERS ARE MAKING POLICE OFFICERS? AND WE WONDER WHY WE CAN'T RETAIN TEACHERS, PARTICULARLY MALE TEACHERS.
RIGHT? SO THOSE ARE THE THOSE ARE THE COGNITIVE THINGS THAT WE REALLY HAVE TO THINK DEEPLY ABOUT WHEN WE'RE OUTLINING THIS, AND THIS IS WHY IT'S IMPORTANT, WE HAVE TO SAY, IN OUR PROGRAMS, WE DON'T HAVE SACRED COWS.
WHAT HAPPENS IS WE FALL IN LOVE WITH THE PROJECT AND WE SAY WE LOVE.
OH MY GOD, DO YOU KNOW WHAT I'M GOING TO LEARN FROM DOING THIS? AND WE FALL IN LOVE WITH THE PROJECT, BUT WHEN A KID SPENDS ALL THEIR TIME IN SCHOOL THERE, WHAT ARE THEY GOING TO GET.
WHAT ARE THEY GOING TO GET WHEN THEY LEAVE? AND YES, I DO BELIEVE THERE SHOULD BE PROGRAMS OUT THERE WHERE KIDS COULD SHOULD JUST EXPLORE.
I GET THAT, BUT BY THE SAME TOKEN, OUR CALLING IS TO MAKE SURE KIDS ARE READY FOR COLLEGE CAREERS IN LIFE, AND THOSE ARE THE CRITICAL DECISIONS THE BOARD MAKES WHEN WE'RE SELECTING COURSES WHERE WE'RE SHIFTING RESOURCES.
YOU KNOW, AT ONE TIME BLACKSMITHING WAS A LUCRATIVE JOB, BUT IF WE KEPT THAT, WOULD THAT BE DOING A DISSERVICE TO OUR CHILDREN TODAY? THOSE ARE THE THINGS WE HAVE TO ASK MR. BEACH. REAL QUICK TO FOLLOW UP ON LARRY'S QUESTION A FEW MINUTES AGO, I DON'T THINK IT WAS ANSWERED, AND SO MAYBE YOU CAN COME BACK TO IT, AND THAT WAS, AS I'M LOOKING AT THIS CHART ON THE LEVERS AND HOW PRE-K THROUGH THIRD GRADE READING, THEN THE EIGHTH GRADE ALGEBRA AND THEN THE COLLEGE CAREER READINESS BUT HOW AGGRESSIVE ARE WE ON THE FOURTH GRADE MATH TO PREPARE KIDS FOR THE SIXTH GRADE SO THAT THEY MAY CONSIDER GOING INTO THE HONORS PROGRAM THERE, OR MATH IN THE SIXTH GRADE TO HELP MAKE THAT MORE RIGOROUS? HOW ARE WE DOING AT THE ELEMENTARY LEVEL? AS FAR AS THAT'S WHAT I WAS GETTING AT.
THAT'S WHAT YOU'RE MEASURING? YEAH, WE'RE MEASURING THE OUTPUTS FROM THERE.
HOW RIGOROUS ARE WE GOING TO BE IN FOURTH GRADE? RIGHT. BECAUSE IF WE COULD HAVE A REALLY RIGOROUS PROGRAM IN FOURTH GRADE, WE COULD GET THEM READY FOR FIFTH GRADE AND HAVE MORE KIDS IN THAT SIXTH GRADE.
REMEMBER, THAT'S ONLY THE SECOND TIME THEY'RE TESTING IN FOURTH GRADE.
SO DR. LOPEZ, YOU WERE TALKING.
SO WHEN WE DO THIRD GRADE READING AND OF COURSE WE'RE REALLY MAKING GREAT STRIDES THERE, BUT I NOTICED TOO, THAT IN OUR REPORTS THAT ENGLISH ONE AND TWO ARE WHERE THEY ARE REALLY SUFFERING AND THAT'S NORMALLY WHERE KIDS HAVE TO WRITE A PARAGRAPH OR THEY HAVE TO WRITE A FULL PAGE, AND I DON'T HOW ARE WE GOING TO WHERE DOES THAT COME IN ON THESE LEVERS HERE TO HELP GET THOSE KIDS SO THAT THEY'RE WRITING BETTER? I MEAN, ARE WE DOING ANYTHING DOWN THERE AT THE ELEMENTARY LEVEL IN THE FOURTH OR FIFTH GRADE FOR TO HELP THAT SITUATION? YEAH, WE'RE REALLY WORKING ON WRITING, AND THEN NOW THE STATE HAS AI GRADING PAPERS.
FOR THE FIRST TIME, THE STATE GAVE THE PAPERS TO ARTIFICIAL INTELLIGENCE TO GRADE PAPERS.
OKAY, AND GUESS WHAT HAPPENED TO SCORES?
[02:00:03]
HOW MANY OF US REALLY THINK THE SCORES WENT UP ACROSS THE STATE? NO, IT'S THE HIGHEST AMOUNT OF FAILURES THAT THEY'VE EVER SEEN.OKAY, AND THEN IT GOES BACK TO OUR TEACHING.
RIGHT? THE THING IS, IS THAT OUR SOME OF OUR KIDS, WHENEVER YOU'RE IN A DISTRICT LIKE OURS, WE HAVE TO REMEMBER ABOUT 40% ARE BILINGUAL STUDENTS LEARNING TO READ IN AND WRITE IN A NEW LANGUAGE.
OKAY, BUT WE'RE NOT MAKING EXCUSES.
PLEASE DON'T THINK I'M MAKING EXCUSES.
I JUST WANT YOU TO FOLLOW ME HERE.
SO WHILE YOU'RE GOING THROUGH THE WRITING PROCESS AND YOU'RE EXPRESSING YOUR THOUGHTS, YOU KNOW, EVERYBODY HERE IS HIGHLY INTELLIGENT IN THIS ROOM, BUT IF I GAVE THEM, A TEST IN KLINGON, WHICH IS FROM STAR TREK, THE MAJORITY OF US PROBABLY EXCEPTION FOR COLEMAN WOULD FAIL.
SO THE THING IS, DOES THAT MEAN WE'RE NOT INTELLIGENT? THESE TESTS AREN'T MEASURING APTITUDE.
OKAY, AND SO WE'RE WORKING HARD AT GETTING THAT DONE.
THAT GOES BACK TO KIND OF ROBERT'S QUESTION WHERE WHAT ARE WE DOING WITH THE BILINGUAL STUDENTS? WELL, WE HAVE 60, 70 LANGUAGES SPOKEN HERE.
OKAY. YOU CAN'T HAVE ONE FOR EVERY ONE OF THEM.
SO THOSE ARE THE COMPLEX ANSWERS, AND WE'RE WORKING HARD NOW.
SO FOR THE EXCEPTION OF THIS NEW AI OKAY, THAT'S GOING THROUGH.
WE REALLY DO, BUT THESE ARE I DON'T WANT YOU TO THINK THESE ARE THE ONLY THINGS WE'RE FOCUSING ON.
THESE ARE JUST THE BIG PILLARS THAT THEY SAID HEY LET'S LOOK AT THESE.
THESE ARE LIKE KIND OF YOUR STOPPING POINTS TO REALLY SEE THE HEALTH OF YOUR PROGRAM.
OKAY. MR. GLICK, THANK YOU SIR.
SO YOUR FIRST POINT, HIGH QUALITY.
OF COURSE, YOU KNOW, I THINK WE ALL AGREE WITH THAT.
SO THE LAST TWO YEARS WE'VE I THINK, BEEN, MORE AGGRESSIVE THAN MANY OTHER DISTRICTS IN INCREASING SALARIES, STARTING SALARIES, THEN LOOKING AT MORE SENIOR TEACHERS LAST YEAR, WHAT COULD WE AS A BOARD BE DOING TO MAKE SURE YOUR NUMBER ONE POINT STAYS THAT WAY? YEAH.
GOOD QUESTION, AND BEFORE I ANSWER THAT I WANT TO POINT OUT ALSO THERE'S ADDITIONAL RESEARCH.
IF YOU'VE BEEN LISTENING TO OUR, PRESENTATIONS ON LEADERSHIP PIPELINE, THE CAMPUS PRINCIPAL, YOU CAN ALSO MAKE AN ARGUMENT FOR THE CAMPUS PRINCIPAL AND THE IMPACT THE CAMPUS PRINCIPAL HAS ON STUDENT LEARNING BECAUSE THEY OVERSEE THE CAMPUS AND HIRE TEACHERS.
WHAT I WOULD SAY IS, ONE IS WE HAVE GOT TO KIND OF MAKE SURE THAT WE WATCH OUR SURROUNDINGS AND WE'RE JUST OBSERVANT TO WHAT OTHER DISTRICTS ARE DOING AND NOT WAITING TO WHAT THEY DO, BUT CONTINUE TO LEAD, AND SO IF YOU REMEMBER WHEN WE WENT THE INCREASE, THE $60,000 A YEAR, WE WERE THE FIRST TO DO THAT, AND IF YOU REMEMBER, WHAT HAPPENED WAS PEOPLE FROM ACROSS THE STATE STARTED DOING IT, AND I WOULD SAY THAT, THAT'S JUST ONE WAY TO SUPPORT TEACHERS.
IF YOU LOOK AT, TEACHER TURNOVER, MONEY DOES MATTER, BUT THERE ARE OTHER THINGS TOO, AND SO, SO MUCH OF OUR WORK AS A DISTRICT HAS REALLY BEEN TO FOCUS ON SUPPORT AND PREPAREDNESS.
THEY'RE CONFIDENT, PREPARED AND SUPPORTED.
SO THERE'S A LOT OF THINGS THAT WE CAN DO THAT AREN'T CONNECTED TO MONEY.
ANOTHER THING WOULD BE GIVING THEM ACCESS TO GROW, AND YOU HEARD US TALK A LOT TODAY ABOUT DEVELOPMENT PATHWAYS TO GROW AND TO LEARN, AND SO I THINK PART OF IT IS, YOU KNOW, TAKING CARE OF THEM MONETARILY, AND I THINK WE'VE DONE A LOT THERE, BUT ALSO TO SUPPORT THEM ON THE OTHER SIDE.
37 RIGHT NOW, THAT'S PRETTY AWESOME.
ALL RIGHT. THANK YOU. ALL RIGHT.
WE'RE GOING TO NOW MOVE TO, 5B ACTION ITEMS.
[V.B. Action Items]
THESE ARE ITEMS THAT ARE GOING TO COME, BEFORE US AT OUR BOARD MEETING, FOR APPROVAL OR TO MAKE MOTIONS FOR APPROVAL.SO THE FIRST ACTION ITEM TO CONSIDER IS CONSIDER APPROVAL OF PROCLAMATION 2024.
[02:05:03]
GOOD EVENING, CHAIRMAN SELDERS BOARD OF TRUSTEES AND DOCTOR LOPEZ.AT ITS MEETING IN APRIL OF 2022, THE STATE BOARD OF EDUCATION CALLED FOR PROCLAMATION 2024.
THESE MATERIALS ARE INTENDED TO BE IN OUR CLASSROOMS FOR THE 24-25 SCHOOL YEAR.
WE'LL BEGIN WITH OUR SCIENCE MATERIALS ADOPTION AND THE REASON BEHIND THE NEED FOR A CHANGE.
THE TEKS ARE CHANGING FOR K-12 SCIENCE.
AT THE END OF 2021, THE STATE BOARD OF EDUCATION APPROVED THE NEW K-12 SCIENCE STANDARDS.
OUR TEACHERS HAVE BEEN HEARING ABOUT THESE FOR AT LEAST A COUPLE OF YEARS, AND OUR TLD TEAMS HAVE REALLY WORKED HARD TO MAKE SURE THAT WE ARE GETTING THE NEW STANDARDS IN FRONT OF TEACHERS AT EVERY PD OPPORTUNITY AFTER SCHOOL, DURING EVERY OPPORTUNITY WE HAVE IN FRONT OF TEACHERS TO REALLY EMBRACE THESE NEW STANDARDS, THE SHIFTS WILL NOT ONLY, YOU KNOW, WE WANT THEM TO KNOW HOW THIS IMPACTS INSTRUCTION, BUT THE SHIFTS DON'T JUST IMPACT OUR FIFTH GRADE AND OUR EIGHTH GRADE AND OUR BIOLOGY.
OUR CURRENT STANDARDS FOCUS ON PROCESS SKILLS AND CONTENT TEKS.
PROCESS SKILLS ARE HOW DO YOU DO SCIENCE? OUR CONTENT TEKS ARE THE WHAT OF SCIENCE? THESE NEW THIS THREE DIMENSIONAL MODEL THAT IS NEW IS REPLACING THE PROCESS SKILLS WITH OUR SCIENCE AND ENGINEERING PRACTICES, QA AND THEN OUR REOCCURRING THEMES AND CONCEPTS.
SO IT'S REALLY GOING TO PUSH OUR STUDENTS TO BE BETTER THINKERS, AND THEN THE REOCCURRING THEMES AND CONCEPTS ARE THOSE BIG CONCEPTS, CAUSE AND EFFECT SYSTEMS THAT YOU'RE GOING TO SEE ACROSS ALL GRADE LEVELS.
THE SCREENSHOTS THAT YOU CAN SEE ON THIS SLIDE ARE JUST PULLED FROM LEAD FORWARD, WHICH THEY'RE CALLED SIDE BY SIDES, AND WE USE THOSE TO KIND OF LOOK AT WHERE OUR STANDARDS WITH THE MOVEMENT, ARE THEY MOVING OUT OF THE GRADE LEVEL? ARE WE, DELETING THEM ALL TOGETHER? WHAT'S NEW, AND SO THOSE TWO, THOSE TWO SCREENSHOTS ARE OF OUR REOCCURRING THEMES AND CONCEPTS, AND, AND I THOUGHT THAT WAS IMPORTANT TO NOTE.
WE DON'T HAVE ANY OF THOSE RECURRING THEMES AND CONCEPTS.
ANOTHER NOTE IS THAT ONE OF THOSE IS A FIFTH GRADE, AND ONE OF THOSE IS AN EIGHTH GRADE.
I THINK THERE MAY BE ONE WORD.
IT LOOKS LIKE A PROBABLY RIGOR FOR EIGHTH GRADE, BUT ONE WORD IS DIFFERENT.
SO YOU CAN SEE THAT STUDENTS ARE REALLY GOING TO BE THINKING ABOUT THE SAME THINGS AS THEY MOVE FROM GRADE LEVEL TO GRADE LEVEL, AND THAT WILL SUPPORT THAT KNOWLEDGE PIECE OF WHAT THEY'RE GETTING, AND WE'RE REALLY EXCITED.
THIS PROCLAMATION WAS CERTAINLY NO DIFFERENT.
THE TIMELINE ON THIS SLIDE OUTLINES THE WORK.
JUST THE STEPS THAT OUR TLD AND COMMITTEE MEMBERS, TOOK TO MAKE SURE THAT ALL OF OUR TEACHERS HAD THAT PARTICIPATED, HAD THE OPPORTUNITY TO LOOK AT ALL OF OUR TEA APPROVED RESOURCES AND THEN USE A RUBRIC TO SCORE THOSE SELECTIONS EACH LEVEL ELEMENTARY, MIDDLE, AND HIGH SCHOOL.
HAD A COMMITTEE OF ITS OWN, AND THAT WAS LED BY OUR CONTENT COORDINATORS.
I BELIEVE ALL THREE OF OUR CONTENT COORDINATORS ARE HERE TONIGHT, AND WOW, THEY HAVE DONE AN AMAZING JOB OF OF REALLY REPRESENTING OUR DISTRICT WELL IN THIS WORK, AND IT IS NOT AN EASY TASK, AND AFTER A WHOLE BUNCH OF DELIBERATION AND A LOT OF JUST EXTRA STEPS AND COMMITMENT, ALL THREE COMMITTEES LANDED ON A FRONT RUNNER, WHICH WAS MCGRAW-HILL.
[02:10:07]
NOT ONLY DOES MCGRAW-HILL SCIENCE, TEXAS SCIENCE ADDRESS 100% OF THE TEKS AND ENGLISH LANGUAGE PROFICIENCY STANDARDS, AND IT EARNED A 100% COMPLIANCE WITH TRR, WHICH IS A RESOURCE REVIEW THAT IS CREATED BY TEACHERS FOR TEACHERS.TEXAS SCIENCE MEETS THE SPECIFIC NEEDS OF GARLAND ISD IN NOVEMBER.
WE ASKED TEACHERS TO COMPLETE A NEEDS SURVEY TO HELP US PRIORITIZE RESOURCE COMPONENTS.
OVER 80% OF ELEMENTARY RESPONDENTS INDICATED VOCABULARY SUPPORTS INCLUSION OF BOTH DIGITAL AND PRINT RESOURCES, AND THEN WELL-DEVELOPED TEACHER BACKGROUND SUPPORTS AS CRITICAL CHARACTERISTICS OF A NEW RESOURCE.
I THINK JUST TO DOCTOR ADAM'S POINT, OUR TEACHERS WANT AND NEED.
YOU CAN'T JUST GIVE THEM THAT IN A PD IN A DAY.
THEY NEED SOMETHING THAT'S ONGOING THAT IS AVAILABLE TO THEM ALL WHEN THEY'RE PLANNING LESSONS, WHEN THEY'RE COLLABORATING WITH THEIR TEAMS. SO WE ARE EXCITED TO SEE THE DEPTH IN A RESOURCE THAT LOOKS LIKE THAT.
MCGRAW-HILL HAS EXCELLED IN ALL THREE OF THOSE AREAS.
MATERIALS ARE PROVIDED IN BOTH PRINT AND ONLINE ACCESS, AND THEY HAVE A REALLY UNIQUE STUDENT NOTEBOOKING COMPONENT THAT OUR STUDENTS ARE ALREADY USED TO NOTEBOOKING IN MANY OF THE SUBJECTS.
SO THIS IS REALLY JUST AMPING THAT UP, AND THEN DIGITAL RESOURCES INCLUDE A REFRESH WHERE STUDENTS ARE ABLE TO HAVE THE TEACHER ASSIGN THEM A SPECIFIC ACTIVITY TO DEVELOP THEIR MASTERY IN THAT SKILL AND THEN TEACHER BACKGROUND SUPPORTS ARE THEY ADDRESS PEDAGOGY, CONTENT AND LINGUISTIC CONCEPTS AS WELL AS ALL ELEMENTS OF LESSON IMPLEMENTATION.
AN ADDITIONAL COMPONENT THAT SET MCGRAW-HILL APART IS THE DEDICATED RESOURCES THEY HAVE FOR OUR EB STUDENTS AND OUR DUAL LANGUAGE CLASSROOMS. THEY HAVE CROSS-CURRICULAR CONNECTIONS, SUCH AS BRIDGE LESSONS THAT WE DID NOT SEE IN ANY OTHER RESOURCE.
YOU KNOW, AS WE GROW TO SUPPORT OUR NUMBER OF BILITERATE STUDENTS IN GARLAND ISD, WE FEEL LIKE THIS IS IS PUTTING US ON THE RIGHT TRACK TO DO THAT FOR SCIENCE. MCGRAW-HILL TEXAS SCIENCE WILL REPLACE THE MULTIPLE RESOURCES WE CURRENTLY USE TO SUPPORT OUR LEARNING PLANS. FOR ELEMENTARY WE USE CURRENTLY ONE RESOURCE FOR LABS, ONE FOR SIMULATIONS AND VIDEOS, AND ANOTHER FOR TEXT AND FORMATIVE ASSESSMENTS.
WHAT'S BEEN MIRRORED? YOU KNOW, JUST ECHOING WHAT'S BEEN SAID TONIGHT.
WE HAVE A LOT OF NEW TEACHERS, A LOT OF TEACHERS WHO ARE NEW TO THE CONTENT AND JUST NEW TO SCHOOL, NEW TO TEACHING, AND SO THEY HAVE ASKED AT ALL LEVELS TO HAVE A RESOURCE THAT DELIVERS AN OPPORTUNITY FOR THEM TO GET PEDAGOGICAL AND CONTENT SUPPORT AS THEY PLAN FOR INSTRUCTION AND WE WANT TEACHERS TO BE CONFIDENT AS THEY STAND IN FRONT OF KIDS AND KNOW, HEY, THIS IS WHAT I'M ABOUT TO GIVE YOU, AND I KNOW IT'S GOOD BECAUSE I HAVE CONFIDENCE IN MYSELF AND WE HAVE LOTS OF MISCONCEPTIONS, AND A COMPONENT IN THE SECONDARY RESOURCES IS THAT THOSE MISCONCEPTIONS ARE OUTLINED WHERE WHEN YOU PLAN, YOU CAN ADDRESS THOSE MISCONCEPTIONS SO THAT YOU'RE NOT WAITING UNTIL AFTER THE LESSON.
THEY ALREADY KNOW, HEY, THIS IS SOMETHING THAT'S BEEN A TREND IN STUDENTS FOR THIS STANDARD, AND WE CAN CALL IT OUT BEFORE WE DELIVER IT TO KIDS AND MAKE SURE WE'RE TRYING TO GET THOSE GAPS CLOSED BEFORE, THE LESSON IS EVEN DELIVERED, AND THEN IN ADDITION, THERE IS A COMPONENT THAT IS A DIRECTLY ALIGNED TO STAAR 2.0.
SO STUDENTS HAVE THEY THE TEACHERS HAVE ACCESS TO GIVE STUDENTS, TEST QUESTIONS, AND WHICH IS SOMETHING THAT, YOU KNOW, WE DON'T WANT TEACHERS HAVING TO CREATE TEST QUESTIONS. SO THIS IS A BANK OF ALIGNED QUESTIONS THAT WILL WILL GET OUR KIDS SOME SOME EXTRA EXPOSURE.
[02:15:03]
A DEEPER UNDERSTANDING FOR SCIENCE.SCIENCE LITERACY AND VOCABULARY SUPPORTS ARE ALSO EMBEDDED THROUGHOUT THE RESOURCE.
WE BELIEVE TEXAS SCIENCE WAS CLEARLY DEVELOPED WITH A CRITICAL EYE FOR THE ELEMENTS OF SUCCESS IN A CLASSROOM FOR SCIENCE, AND WILL SUPPORT OUR STUDENTS IN BUILDING SCIENTIFIC LITERACY. I'LL TURN IT OVER TO MR. BRUMAN FOR CTE SELECTIONS.
THANK YOU. SO, JUST REINTRODUCE MYSELF.
WHILE WE DID FOLLOW THE SAME TIMELINES, A COUPLE EXAMPLES WHERE WE DIFFERENTIATED WAS SINCE WE'RE DEALING WITH 21 UNIQUE COURSES, WE REALLY HAD TO APPROACH IT WITH A SELECT GROUP OF TEACHERS.
SO ANYBODY THAT TAUGHT IT WAS INVITED TO THE COMMITTEE, BUT WE DID NOT DO A VENDOR FAIR WHERE THEY WERE ABLE TO SHARE IT ALL, BUT THE VENDORS WERE ABLE TO SEND US COPIES, AND THE TEACHERS WERE ABLE TO GET KNEE DEEP INTO THE CURRICULUM OPTIONS.
JUST LIKE SCIENCE, WE DID FOCUS ON TEKS ALIGNMENT, CONTENT DELIVERY, AND THEN OF COURSE, FOR US, WHERE APPROPRIATE, WE WANTED TO MAKE SURE WE HONORED THE INDUSTRY BASED CERTIFICATION AND ANY TRAINING THAT COULD BE AVAILABLE WITHIN THAT TEXT.
SO THE FIVE CAREER CLUSTERS OF THE 13 THAT WE OFFER IN GARLAND ISD WERE, FOCUS POINTS IN EDUCATION AND TRAINING, HEALTH SCIENCE, STEM, HOSPITALITY AND LAW AND PUBLIC SERVICE.
TOOK A LOT OF TIME, BUT THEY, ACTUALLY, BOTH OF OUR GROUPS EXCEEDED THE TIMELINE.
IF YOU LOOKED EARLIER, WE WERE DUE IN MARCH, AND HERE WE ARE IN FEBRUARY.
SO NOT TO GO THROUGH EACH ONE, BUT I WANTED TO GO AHEAD AND HAVE THE LIST AVAILABLE TO YOU.
YOU CAN EVEN SEE THAT LIKE AN ANATOMY AND PHYSIOLOGY.
SO THERE'S SOME NATURAL ALIGNMENT THERE, BUT YOU CAN SEE THE TEXT FOR THESE 12 FROM EDUCATION AND TRAINING AND HEALTH SCIENCE AND THEN IN HOSPITALITY, TOURISM, LAW AND PUBLIC SERVICE AND A MAJORITY OF STEM.
SO I GET THE FINAL SLIDE, WHICH HAS THE DOLLARS, AND SO, I GOT TO MAKE SURE I CAN READ A NUMBER THAT BIG OUT LOUD IN PUBLIC, BUT WITH BOTH RECOMMENDATIONS, THIS IS THE MAXIMUM COST, AND BY THE TIME WE GET TO THE, THE REGULAR BOARD MEETING TWO WEEKS FROM NOW, WE'LL HAVE A TIGHTER NUMBER.
THIS IS AT THE MAXIMUM COST WITH THE EIGHT YEAR IMPLEMENTATION OF ALL THE MATERIALS, AND SO YOU CAN SEE THE K-12 SCIENCE ADOPTIONS FOR THE THREE LEVELS, AND THEN FOR CTE, WE BROKE IT OUT FOR THE FIVE PROGRAMS OF STUDY.
WHEN WE DO THIS IN THE BACKGROUND, WE BASE IT ON ENROLLMENT IN THE PROGRAM, WHICH FOR SCIENCE YOU'RE LOOKING AT YOUR TOTAL LOAD BUT FOR CTE, WE ARE LOOKING AT CURRENT ENROLLMENTS AND THEN A LITTLE ESTIMATION FOR TEACHER MATERIALS AND CERTIFICATION MATERIALS, AND SO THE ANTICIPATED COST IS AT $11,604,325.90.
NOW, ONE THING THAT MAY BE A QUESTION IS THIS DOES COME FROM THE INSTRUCTIONAL MATERIALS AND TECHNOLOGY ALLOTMENT, WHICH IS OUTSIDE OF OUR GENERAL FUND 199 SO THERE IS A SPECIAL ALLOTMENT FROM THE STATE JUST FOR THIS, AND IT COMES WITH THE PROCLAMATION PACKAGES.
SO THIS DOESN'T IMPACT OUR DAY TO DAY, 199 BUDGET, WHICH MAY BE A QUESTION ON YOUR MIND.
ARE THERE ANY OTHER QUESTIONS? TRUSTEES. ARE THERE ANY QUESTIONS? NO QUESTIONS. THANK YOU, THANK YOU.
GOOD EVENING, CHAIRMAN SELDERS BOARD OF TRUSTEES.
I'M DOCTOR RAMONA MORIN, THE PROUD DIRECTOR OF FAMILY AND COMMUNITY ENGAGEMENT DEPARTMENT.
BEFORE YOU ARE THREE RESOLUTIONS FOR COMMUNITY AND PARENT GROUPS TO USE THE CURTIS CULWELL CENTER WITHOUT CHARGE FOR THE CURTIS CULWELL CENTER TO BE USED FOR EVENTS WITHOUT CHARGE, THE BOARD OF TRUSTEES MUST DETERMINE THAT THE USE SERVES THE DISTRICT'S PUBLIC PURPOSE.
THESE RESOLUTIONS SERVE AS A FINDING OF THE PUBLIC PURPOSE, AND ALLOWS THE ADMINISTRATION TO DETERMINE NECESSARY CONTROLS TO ENSURE THE PUBLIC PURPOSE IS CARRIED OUT.
THE FIRST RESOLUTION BEFORE YOU IS FOR THE GARLAND ISD COUNCIL OF PTAS TO USE THE CURTIS CULWELL CENTER FOR THEIR SPRING LUNCHEON ON WEDNESDAY, MAY 8TH, 2024, FROM 11 A.M.
[02:20:02]
THIS EVENT IS DESIGNED TO CELEBRATE THE WORK OF LOCAL PTA, PARENT AND COMMUNITY LEADERS WHO STRIVE TO CARRY OUT THE MISSION OF PTA TO MAKE EVERY CHILD'S POTENTIAL A REALITY BY ENGAGING AND EMPOWERING FAMILIES AND COMMUNITIES TO ADVOCATE FOR ALL CHILDREN.GISD STUDENTS WHO PARTICIPATED IN THE PTA REFLECTIONS PROGRAM WILL ALSO BE RECOGNIZED AT THIS EVENT.
ARE THERE ANY QUESTIONS ABOUT THIS RESOLUTION BEFORE I MOVE ON TO THE NEXT ONE? QUESTIONS? NOPE.
OKAY. THE NEXT RESOLUTION BEFORE YOU.
THANK YOU IS FOR THE GARLAND AREA ALLIANCE OF BLACK SCHOOL EDUCATORS TO USE THE CURTIS CULWELL CENTER FOR THEIR SCHOLARSHIP GALA ON SATURDAY, APRIL 20TH, 2024 FROM 6 P.M.
THE GARLAND AREA ALLIANCE OF BLACK SCHOOL EDUCATORS DESIRES TO USE THE CURTIS CULWELL CENTER FOR ITS SCHOLARSHIP GALA THAT BENEFITS GRADUATING STUDENTS FROM EACH OF THE SEVEN TRADITIONAL HIGH SCHOOLS AND THE NONTRADITIONAL HIGH SCHOOL, MEMORIAL PATHWAY ACADEMY.
ARE THERE ANY QUESTIONS ABOUT THIS RESOLUTION BEFORE I MOVE TO THE NEXT ONE? QUESTIONS. THANK YOU.
OKAY, AND THE THIRD RESOLUTION BEFORE YOU IS FOR THE GARLAND UNIT OF THE NAACP TO USE THE CURTIS CULWELL CENTER FOR THE GOLDILOCK EXCEL AWARDS ON MONDAY, MARCH 18TH, 2024 AND WEDNESDAY, MARCH 20TH, 2024 FROM 6:00 PM TO 9:00 PM.
THIS AWARD TARGETS STUDENTS WORKING DILIGENTLY TO RECEIVE PASSING GRADES IN ALL SUBJECTS, AND STUDENTS WHO MAY OR MAY NOT HAVE EVER BEEN RECOGNIZED PUBLICLY. THE AIM IS TO ENCOURAGE PARENTS TO REMAIN INVOLVED IN THEIR CHILD'S EDUCATION, AND TO ENCOURAGE STUDENTS TO STAY IN SCHOOL AND EXCEL. ARE THERE ANY QUESTIONS ABOUT THIS RESOLUTION? QUESTIONS. THANK YOU.
THAT'S IT. AGAIN, TRUSTEES, THESE RESOLUTIONS ARE GOING TO COME BEFORE US FOR APPROVAL ON OUR MEETING ON THE 27TH CONSENT AGENDA. YEP.
OUR FINAL ACTION ITEM TO CONSIDER IS, CONSIDER APPROVAL OF AN MOU WITH PLANO ISD DOCTOR RAMOS.
GOOD EVENING, CHAIRMAN SELDERS BOARD OF TRUSTEES.
TONIGHT BEFORE YOU IS A BIT OF A REPEAT.
WE DO HAVE AN EXISTING MOU, FOR THE SIERRA SCHOOL AT, PLANO ISD.
HOWEVER, THIS IS FOR AN ADDITIONAL SEAT.
IF YOU RECALL, IN JULY, YOU APPROVED TWO SEATS ALREADY, AND, JUST AS A VISUAL REMINDER OF THAT PRESENTATION. THIS IS AN AGREEMENT WITH REGION TEN AT A LOCATION IN PLANO ISD IN THEIR PARTNERSHIP WITH, THEIR CONTRACTED SERVICE WITH SPECIALIZED EDUCATION SERVICES INCORPORATED.
THEY HAVE THE SECONDARY PROGRAM THERE AT PLANO ISD AND SO IT HAS SOME INFORMATION JUST AS A REMINDER OF WHAT THEY PROVIDE.
THIS IS THAT ADDITIONAL PLACEMENT IN THE CONTINUUM OF SERVICES WHEN STUDENTS HAVE EXHAUSTED THE SERVICES THAT WE HAVE HERE IN GARLAND AS AN ADDITIONAL PLACEMENT, PRIOR TO CONSIDERING NONPUBLIC OPTIONS.
SO THIS IS STILL A PUBLIC SCHOOL OPTION FOR STUDENTS.
BEFORE, LIKE I SAID, CONSIDERING NONPUBLIC SCHOOL, WITH THAT PROGRAM, THEY GET IMMEDIATE ACCESS TO MENTAL HEALTH SERVICES, WRAPAROUND SERVICES, SOCIAL WORKERS AND SUCH, AND HAVE THAT, IN A SMALL CONTAINED, CLASSROOM.
SO THEY HAVE THOSE RESOURCES ON SITE.
[02:25:03]
PLACEMENT, THAT HAVE VERY SEVERE BEHAVIORS THAT NEED THAT MORE MORE OF THAT STRUCTURE AND THOSE WRAPAROUND SERVICES, OUR STUDENTS WHO WOULD BE ELIGIBLE, AND OF COURSE, THIS WOULD BE SOMETHING THAT WOULD BE CONSIDERED BY THEIR ARD COMMITTEE.SO I WILL TAKE ANY QUESTIONS YOU MIGHT HAVE.
ANY QUESTIONS? MISS STANLEY, DOES THIS MEAN WE'D BE ELIGIBLE FOR THIS? AND THAT'S WHY WE'RE ASKING FOR ANOTHER.
YES, THAT WE WOULD LIKE THIS AS AN OPTION FOR THE ARD COMMITTEE TO CONSIDER.
DO WE CURRENTLY USE THE TWO THAT WE HAVE? WE CURRENTLY HAVE TWO STUDENTS.
IF YOU RECALL, IN JULY WE ALSO CAME WITH WYLIE.
NO OTHER QUESTIONS? THAT'S IT. THANK YOU. OKAY. THANK YOU.
THAT TAKES US TO ITEM SIX, EXECUTIVE SESSION.
DOCTOR LOPEZ. ANYTHING? AWESOME. DO I HAVE A MOTION FOR ADJOURNMENT? SO MOVED.
THE ADAC MEETING IS ADJOURNED AT 9:32.
* This transcript was compiled from uncorrected Closed Captioning.