[00:00:02]
[I. Call to Order and Determination of Quorum ]
I'M CALLING TO ORDER THE GARLAND INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES ACADEMIC DISTRICT AFFAIRS COMMITTEE MEETING FOR MAY 14TH, 2024.DETERMINE THAT A QUORUM IS PRESENT.
MISS HOGAN, ARE THERE ANY PUBLIC FORUM COMMENTS? THANK YOU. JUST APPRECIATE YOU GUYS ALL BEING HERE.
WE HAVE WHAT I THINK MIGHT BE A LIGHT AGENDA, BUT WE'LL SEE.
WE'LL MOVE OVER TO THE SUPERINTENDENT MESSAGE.
ALL RIGHT. ALL RIGHT, OUR FIRST ITEM IS COMING TO US IS AN INFORMATION ITEM.
[V.A. Information Items]
INFORMATION ITEM A1 COLLEGE FOR ALL UPDATE CHRISTI ALLEN AND MISTER KEVIN MASSEY.GOOD EVENING, CHAIRMAN SELDERS TRUSTEES AND DR.
LOPEZ. THE TEA EARLY COLLEGE HIGH SCHOOL AND P-TECH BLUEPRINTS REQUIRE AN ANNUAL UPDATE TO THE BOARD OF TRUSTEES FOR OUR PROGRAMING, AND KEVIN AND I ARE EXCITED TO SHARE THIS UPDATE WITH YOU FOR THE 23-24 SCHOOL YEAR.
JUST STARTING OFF WITH SOME OF THE BENEFITS OF EARLY COLLEGE, REDUCING BARRIERS TO COLLEGE ACCESS, INCREASED COLLEGE AND CAREER READINESS FOR OUR STUDENTS, STRONG ACADEMIC AND SOCIAL SUPPORTS.
PROVIDES UP TO 60 HOURS OF COLLEGE CREDIT AT NO COST TO OUR FAMILIES.
SUPPORTS THE TRANSITION TO COLLEGE, AND DEVELOPS SOFT SKILLS NEEDED FOR SUCCESS.
BOTH ECHS AND P-TECH OFFER OPPORTUNITIES FOR STUDENTS TO EARN AN ASSOCIATE'S DEGREE IN HIGH SCHOOL.
THE ECHS PROGRAM OFFERS A GENERAL AA ASSOCIATE OF ARTS OR ASSOCIATE OF SCIENCE DEGREE THAT ARE GEARED TOWARDS THE STUDENTS CONTINUING INTO A BACHELOR'S DEGREE PROGRAM. THE P-TECH PROGRAM IS MORE FOCUSED ON PREPARING STUDENTS FOR A CAREER THROUGH AN ASSOCIATE OF SCIENCE OR AN ASSOCIATE OF APPLIED SCIENCE.
INDUSTRY CERTIFICATIONS AND WORK BASED LEARNING THROUGH INDUSTRY PARTNERSHIPS.
THE GOAL OF P-TECH IS FOR STUDENTS TO ENTER THE WORKFORCE AND EARN A LIVING WAGE UPON GRADUATION.
CURRENTLY, WE HAVE 3,973 STUDENTS TOTALLY ENROLLED.
OF THESE STUDENTS, 32% ARE AT RISK AND 62% ARE ECONOMICALLY DISADVANTAGED.
HERE IS OUR ENROLLMENT BY CAMPUS.
THE ORANGE BAR SHOWS, THE SHOWS, THE EARLY COLLEGE HIGH SCHOOL ENROLLMENT.
SO I'LL GIVE YOU A SECOND TO LOOK AT THAT.
THE NEXT SECTION OF SLIDES SHOWS OUR EOC DATA FOR EARLY COLLEGE HIGH SCHOOLS, WHICH INCLUDES ALL THE DATA FOR THE STATE, THE REGION, GARLAND ISD NON ECHS STUDENTS, ALL PROGRAMS, COLLEGIATE ACADEMY, ECHS AND P-TECH.
SO THERE ARE QUITE A FEW BARS THERE, BUT IF YOU LOOK THROUGHOUT EACH OF THE EOC DATA SLIDES, OUR EARLY COLLEGE STUDENTS ARE OUTPERFORMING NON EARLY COLLEGE STUDENTS IN EACH EOC. SO THIS FIRST ONE IS ALGEBRA ONE.
THIS ONE IS BIOLOGY, AND THEN WE HAVE ENGLISH ONE, AND THESE ARE ALL FIRST TIME TESTERS, AND THEN ENGLISH TWO.
US HISTORY, AND NOW I'M GOING TO PASS IT ON TO KEVIN MASSEY, WHO'S GOING TO CONTINUE TALKING ABOUT SOME DUAL CREDIT UPDATES.
GISD PROVIDES BUS SHUTTLE SERVICE FROM THE HIGH SCHOOL CAMPUS TO THE COLLEGE CAMPUS.
STUDENTS ARE ENROLLED IN A VARIETY OF COURSES ON THE DALLAS COLLEGE CAMPUS, ACROSS MANY DEGREE PROGRAMS THAT PROVIDE EARLY COLLEGE STUDENTS AN AUTHENTIC COLLEGE EXPERIENCE PRIOR TO HIGH SCHOOL GRADUATION.
277 STUDENTS ATTENDED CLASSES AT THE RICHLAND CAMPUS.
DUAL CREDIT COURSE OFFERINGS HAVE EXPANDED AT ALL HIGH SCHOOL CAMPUSES.
THE COURSE OFFERING EXPANSION IMPACTS EARLY COLLEGE STUDENTS.
[00:05:09]
PROGRAM, BUT ARE ENROLLING IN DUAL CREDIT COURSES ON THAT CAMPUS.CURRENTLY. GISD OFFERS OVER 230 COLLEGE COURSES TO GISD FAMILIES.
THANK YOU, BOARD OF TRUSTEES, FOR YOUR SUPPORT OF THE ADVANCED ACADEMICS ACHIEVEMENT BY DESIGN PROGRAM THAT INCREASED FUNDING FOR THE GISD GRADUATE COURSEWORK PROGRAM THAT COVERS FULL MASTER'S DEGREES FOR DUAL CREDIT CREDENTIALING.
THE PROGRAM REIMBURSES SELECTED TEACHERS FOR TUITION, FEES AND BOOKS TO OBTAIN CREDENTIALING WITH DALLAS COLLEGE TO TEACH DUAL CREDIT COURSES TO OUR STUDENTS. GISD IS THE GOLD STANDARD FOR DUAL CREDIT CREDENTIALING.
WE HAVE 103 TEACHERS, WHICH IS OVER ONE FOURTH OF ALL OF THE ISD PARTNER DUAL CREDIT TEACHERS THAT ARE CREDENTIALED WITH DALLAS COLLEGE, WHILE OUR STUDENT POPULATION REPRESENTS ONE SIXTH OF THE OVERALL DUAL CREDIT ENROLLMENT WITH DALLAS COLLEGE.
WE DON'T HAVE THIS SCHOOL YEAR YET BECAUSE THIS SCHOOL YEAR WILL INCLUDE SUMMER 24.
81.4% OF ALL GRADES EARNED WERE A C OR BETTER IN DUAL CREDIT COURSES.
DUAL CREDIT BY THE NUMBERS SPEAKS TO THE GROWTH AND SUCCESS OF DUAL CREDIT PROGRAMMING IN GISD.
OUR DISTRICT IS WELL ON ITS WAY TO THE NUMBER OF STUDENTS ENROLLING IN DUAL CREDIT, EXCEEDING THE AVERAGE COLLEGE OR UNIVERSITY ENROLLMENT IN THE UNITED STATES FROM THE 2020-21 SCHOOL YEAR THROUGH THE 22-23 SCHOOL YEAR.
THE NUMBER OF UNIQUE STUDENTS ENROLLED IN DUAL CREDIT COURSES INCREASED BY 1385 STUDENTS.
THE NUMBER OF COLLEGE CREDIT HOURS EARNED INCREASED BY 14,644 CREDIT HOURS.
THE NUMBER OF DEGREES AND CERTIFICATES EARNED INCREASED BY 219, A 268% INCREASE.
THE 23-24 SCHOOL YEAR IS NOT COMPLETE.
HOWEVER, AS A TEASER, GISD WILL HAVE INCREASES OVER THE 22-23 COUNTS IN ALL CATEGORIES.
CHRISTI AND I ARE FORTUNATE TO BE ABLE TO SHARE THESE SUCCESSES WITH YOU, BUT NONE OF THIS IS POSSIBLE WITHOUT OUR STUDENTS, FAMILIES, TEACHERS, COUNSELORS, MAGNET ADVISORS, ADMINISTRATORS AND TEAM MEMBERS OF OUR TRANSPORTATION COUNSELING TECHNOLOGY, MAGNET, STUDENT NUTRITION, CTE, FINE ARTS, TEACHING AND LEARNING DEVELOPMENT, AND STUDENT SERVICES DEPARTMENTS.
AS GISD STUDENTS AND FAMILIES CONTINUE TO BENEFIT FROM THE GROWTH OF DUAL CREDIT, GISD BENEFITS FINANCIALLY IN A WIN-WIN SCENARIO FOR ALL BY GISD RECEIVING CCMR OUTCOMES BONUS FUNDING FROM THE TEXAS EDUCATION AGENCY.
THE FUNDING IS BASED ON THE NUMBER OF STUDENTS THAT EARN AN ASSOCIATE DEGREE OR.
STUDENTS THAT MEET TEXAS SUCCESS INITIATIVE REQUIREMENTS, ALSO KNOWN AS TSI ON THE TSIA II, SAT, ACT ASSESSMENTS, AND THOSE STUDENTS MUST ALSO EARN A LEVEL ONE OR LEVEL TWO CERTIFICATE AND INDUSTRY BASED CERTIFICATE, OR ENROLL IN A POST-SECONDARY INSTITUTION IMMEDIATELY FOLLOWING HIGH SCHOOL, AND THAT IS ALL FOR US.
DO YOU HAVE ANY QUESTIONS ABOUT COLLEGE FOR ALL PROGRAMMING IN GISD? THANK YOU GUYS FOR THAT PRESENTATION.
I REALLY APPRECIATE SEEING THE IMPACT OF THAT AND WHAT IT MEANS FOR OUR STUDENTS AND OUR FAMILIES.
NO QUESTIONS. THANK YOU, MR. SELDERS, REAL QUICK. LAST YEAR, OR MAYBE IT WAS THE YEAR BEFORE YOU POSTED A DATA POINT SHOWING THE PERCENTAGE OF OUR GRADUATES COMPARED TO THE NATIONAL PERCENTAGE.
DO YOU GUYS STILL HAVE THAT? HOW WE WERE AHEAD OF THE GAME, HOW MOST OF OUR KIDS ARE GRADUATING AHEAD OF THE NATIONAL EARLY COLLEGE PERCENTAGE.
SO I CAN GET THAT NUMBER FOR YOU.
LAST YEAR, I BELIEVE IT WAS WE HAD 80% OF OUR STUDENTS WERE ON TRACK FOR GRADUATION.
NOW, WHETHER OR NOT THEY ACTUALLY FINISHED, RIGHT.
I DON'T HAVE THAT NUMBER ON TOP OF MY HEAD, BUT 30% IS THE IS THE NATIONAL AVERAGE? WELL, MR. MILLER.
[00:10:02]
GRADUATING FROM COLLEGE, BUT I THINK HE JUST ASKED MY QUESTION.YEAH, AND TELL ME AGAIN, IT WAS 30%.
NO, THAT'S THE NATIONAL AVERAGE.
THAT'S A NATIONAL. WE DON'T KNOW OURS YET.
OURS WAS 80, ALMOST 80% LAST YEAR THAT WE KNEW WERE ON TRACK RIGHT ABOUT THIS TIME OF YEAR.
RIGHT. YOU'RE BATTING A THOUSAND, MILLER.
[CHUCKLING] YEAH WELL, I WAS TRYING TO GET ROBERT'S ATTENTION THEN I HAD A QUESTION, AND THE REASON WHY WE CAN'T KNOW THE NUMBERS YET IS BECAUSE WE HAD 499 STUDENTS THAT QUALIFIED TO ATTEND THE DALLAS COLLEGE COMMENCEMENT CEREMONIES LAST WEEK.
WELL, IN ORDER TO QUALIFY, YOU CAN BE WITHIN NINE CREDIT HOURS OF MEETING DEGREE REQUIREMENTS FOR AN ASSOCIATE DEGREE, AND SO SOME OF THOSE STUDENTS HAVE COMPLETED THOSE, BUT THERE'S A 5 TO 7 WEEK AUDIT PERIOD THAT DALLAS COLLEGE PERFORMS TO DETERMINE, YES, YOU WERE AT THE COMMENCEMENT CEREMONY AND YES, YOU'VE MET ALL THE DEGREE REQUIREMENTS.
SO AFTER THAT 5 TO 7 WEEK PERIOD, THEN WE CAN DETERMINE WHAT STUDENTS EARNED AN ASSOCIATE DEGREE, WHICH EARNED A SKILLS ACHIEVEMENT AWARD, WHO EARNED A LEVEL ONE OR A LEVEL TWO CERTIFICATE, AND THEN COMPARE THAT TO THE NATIONAL AVERAGE.
THANK YOU. ANY OTHER QUESTIONS? ALL RIGHT. WE'LL MOVE OVER TO ITEM A2 AND GET OUR EARLY LITERACY UPDATE.
GOOD EVENING, CHAIRMAN SELDERS TRUSTEES AND DR.
LOPEZ. MY NAME IS ESTHER BELLA AND I AM THE SPANISH LANGUAGE ARTS COORDINATOR.
I AM ACCOMPANIED BY SARA GRAFF, THE EARLY LITERACY COORDINATOR.
WE ARE HERE TODAY AS HALF OF OUR SMALL BUT MIGHTY LITERACY TEAM BECAUSE CHASTITY BASS AND MEGAN FRANKENBERG ARE ATTENDING GRADUATIONS FOR THEIR CHILDREN. TONIGHT WE WILL PROVIDE AN UPDATE TO THE BOARD REGARDING THE CURRENT STATUS OF EARLY CHILDHOOD, INCLUDING ENHANCEMENTS TO PROFESSIONAL LEARNING AND CURRICULUM RESOURCES FOR TEACHERS AND GRADES PRE-K THROUGH THIRD.
WE WILL HIGHLIGHT SOME OF THE IMPACTS THESE CHANGES HAVE CONTRIBUTED TO IMPROVE STUDENT DATA.
THANK YOU FOR THE OPPORTUNITY TO SHARE ABOUT SOME UPDATES THAT HAVE OCCURRED WITHIN PRE-K THIS YEAR.
AS YOU KNOW, PRE-K IS NOW AT 39 CAMPUSES, 37 SATELLITES, AND TWO PRE-K CENTERS.
THIS YEAR COMPLETES THREE YEARS OF FULL DAY PRE-K IN GISD.
THIS NUMBER INCLUDES ALL OF THE DIFFERENT SECTIONS OF PRE-K, ESL, DLS, DLV, ECSE, AND MONTESSORI.
IN THE 2324 SCHOOL YEAR, WE OPENED NINE NEW GEN ED PRE-K CLASSROOMS THAT ARE THRIVING AND PREPARING MORE STUDENTS TO BE KINDER, READY AND SCHOOL READY. NOW, MOVING ON TO THE PROFESSIONAL LEARNING UPDATES, WE PARTNERED WITH MULTILINGUAL PROGRAMS, GUIDANCE AND COUNSELING, SPECIAL EDUCATION AND HUMAN RESOURCES TO OFFER DIFFERENTIATED PROFESSIONAL LEARNING SESSIONS FOR TEACHERS AND PARAPROFESSIONALS IN EFFORTS TO BUILD CAPACITY IN THE PARAPROFESSIONALS.
THEY ATTENDED PROFESSIONAL LEARNING SESSIONS ALONGSIDE THE TEACHERS FOR THE DISTRICT DAYS.
THIS IS YET ANOTHER WAY THAT PRE-K SUPPORTS THE LEADERSHIP PIPELINE.
ALSO, WE HAVE TWO NEWLY CERTIFIED LETRS EARLY CHILDHOOD FACILITATORS.
THEY WILL BE ABLE TO CONTINUE ON THE WORK OF LETRS FOR EARLY CHILDHOOD AND GISD.
PRE-K STARTED OUT THE YEAR WITH 22 NEW TEACHERS, AND WE WERE ABLE TO RETAIN 19 OF THE NEW TEACHERS, AND NOW LET'S LOOK AT CURRICULUM UPDATES.
THESE INCLUDE IMPLEMENTATION OF THE NEW TEXAS PRE-K GUIDELINES.
TEACHERS WERE TRAINED ON HOW TO UTILIZE THE STANDARDS TO PLAN THEIR INSTRUCTION.
WHEN ENTERING A PRE-K CLASSROOM, YOU WILL SEE STUDENTS ENGAGED IN SEVEN SUPER CENTERS THAT ARE ALIGNED WITH THE PRE-K GUIDELINES AND INCLUDE AN EXEMPLAR THAT DISPLAYS THE STANDARDS, EXPECTATIONS AND ORAL LANGUAGE SUPPORTS.
NEXT SCHOOL YEAR, WE CAN LOOK FORWARD TO CHANGES IN THE DUAL LANGUAGE RESOURCES.
SCIENCE SUPPORTS MONTESSORI STANDARDS, ALIGNMENT AND ECSE STREAMLINED RESOURCES.
[00:15:01]
THESE FOCAL POINTS WERE DETERMINED BY OUR CURRICULUM FEEDBACK COMMITTEE THAT HAS MET THROUGHOUT THE YEAR.CHASTITY ALWAYS SAYS THAT GARLAND ISD CURRICULUM IS CURATED BY THE TEACHERS FOR THE TEACHERS.
TEACHERS WERE INVITED TO BE PRESENTERS FOR OUR PROFESSIONAL LEARNING SESSIONS.
THE SESSIONS, LED BY THE TEACHERS, REALLY IMPACTED THE PARTICIPANTS.
WE CURRENTLY HAVE OVER 20 TEACHERS THAT WERE FORMERLY PARAPROFESSIONALS.
FINALLY, CAMPUS CALIBRATION WALKS SUPPORT CURRICULUM ALIGNMENT, BUILDS TEACHER CAPACITY THROUGH FEEDBACK AND COACHING, AND BUILDS RELATIONSHIPS WITH THE TEACHERS THAT WE SUPPORT. SEEING THE TEACHERS IN ACTION BRINGS THE CURRICULUM TO LIFE.
OUR COMMIT PARTNERS BASE THE RESULTS ON THIS SLIDE FROM GARLAND ISD'S FALL OF 2022 AND CLASS DATA.
THE DATA FOR THE FALL OF 2023 WILL BE RELEASED AT A LATER DATE.
THE GRAPH SHOWS THAT ELIGIBLE STUDENTS ACROSS ALL DEMOGRAPHICS WHO WERE ENROLLED IN PRE-K IN GARLAND ISD SAW DOUBLE DIGIT GAINS IN KINDERGARTEN READINESS. TO FURTHER EXPLAIN THIS GRAPH, LOOKING AT THE FIRST DATA POINT, WE SEE THAT 1696 STUDENTS WHO ATTENDED PRE-K SCORED 39 PERCENTAGE POINTS HIGHER IN THEIR KINDERGARTEN CLASS IN THEIR KINDERGARTEN CLASS BEGINNING OF THE YEAR ASSESSMENT, THAN THE 939 STUDENTS WHO DID NOT ATTEND PRE-K.
THE IMPACT OF PRE-K HELPS ELIMINATE ACHIEVEMENT GAPS FROM THE VERY BEGINNING.
GOOD EVENING. AS WE CONCLUDE OUR SECOND YEAR FULL YEAR OF IMPLEMENTING AMPLIFY LITERACY, TEACHERS ARE INCREASINGLY CONFIDENT IN USING HIGH QUALITY INSTRUCTIONAL MATERIALS OR WHAT WE REFER TO AS HQIM IN THEIR CLASSROOMS, AND OBSERVING ITS POSITIVE IMPACTS ON STUDENTS.
FOR MANY VETERAN TEACHERS, THIS TRANSITION WAS DAUNTING, BUT THEY CAME TO APPRECIATE THE PROCESS.
WE'D LIKE TO TAKE A FEW MOMENTS TO SHARE THIS VIDEO WITH YOU.
WHAT I LOVE ABOUT THE CURRICULUM WE HAVE RIGHT NOW IS WHEN WE PRACTICE.
SOUNDS LIKE WE JUST FINISHED SHORT A, LONG A AND ALL THE DIFFERENT SPELLINGS FOR LONG A.
THEN WE GO INTO READERS THAT THE STORIES ARE ALL BUILT AROUND THOSE SOUNDS, THOSE SPELLINGS, SO THE KIDS CAN PRACTICE WHAT THEY'VE LEARNED WITH A READER, WITH STORIES THAT THEY ENJOY, SO WE CAN WORK ON THOSE AND THE ACTIVITIES ARE THERE FOR US.
KINDERGARTEN IS REALLY LIKE A ROUTINE AND THEY LIKE THIS IS WHAT WE DO EVERY SINGLE DAY BUT IT JUST GETS A LITTLE BIT HARDER EACH DAY, YOU KNOW? SO THESE MATERIALS REALLY LEND ITSELF TO THAT WHICH I'VE ENJOYED, WHERE WE CAN HAVE OUR ROTATIONS, HOW WE DO EVERY DAY, AND THEY'RE GIVING ME MATERIALS THAT JUST GET A LITTLE BIT TOUGHER EVERY DAY, BUT THEY'RE KIND OF SIMILAR, AND I FEEL LIKE THAT'S WHAT KINDERGARTNERS ENJOY.
SO I GET TO WITNESS AT HOME THE VOCABULARY THAT THEY'RE COMING HOME WITH.
THEY'RE COMING HOME TELLING ME ABOUT JOHN HENRY AND LIKE EVERYBODY ELSE, AND I'M LIKE, OKAY, I LIKE THIS AND ABOUT THE WEATHER, AND IT'S THINGS THAT WE DON'T TEACH AT HOME AND THEY'RE GETTING THAT KNOWLEDGE.
[00:20:18]
OKAY, LET'S LOOK AT SOME PROFESSIONAL LEARNING UPDATES IN KINDERGARTEN THROUGH THIRD GRADE THAT DROVE THE POSITIVE CHANGES IN TEACHER CAPACITY WITH HQIM.TEACHERS WERE OFFERED 181 DIFFERENT LITERACY SESSIONS FOR BOTH GEN, ED AND DUAL LANGUAGE.
BASED ON TEACHERS HAVING A CHOICE IN PROFESSIONAL LEARNING ARE SATISFACTION.
SURVEYS HAVE GROWN FROM A 4.3 RATING TO A, NOW A 4.75 OUT OF FIVE RATING.
SIMILARLY AGAIN TO PRE-K LETRS.
CONTRIBUTING TO THE SUCCESS OF SCIENCE OF READING IMPLEMENTATION IN GISD, 1118 EDUCATORS HAVE SUCCESSFULLY GRADUATED THE READING ACADEMY. TEA CHANGED THE MODEL FOR TEXAS READING ACADEMIES BEGINNING THIS SCHOOL YEAR FROM A BLENDED MODEL WHICH INCLUDES ONLINE COURSEWORK.
SO STARTING IN JUNE 2024, GISD TEACHERS WILL ATTEND THE NEW COMPREHENSIVE FORMAT, WHICH INCLUDES TEN FACE TO FACE LEARNING SESSIONS, AND EACH TEACHER WILL RECEIVE FOUR INDIVIDUAL COACHING SESSIONS.
TRAINING K, THROUGH THREE TEACHERS IN THE SCIENCE OF READING BEGAN IN THE 2021 SCHOOL YEAR, FOLLOWED BY HQIM IMPLEMENTATION IN THE 22-23 SCHOOL YEAR ALIGNED WITH READING ACADEMIES.
MOVING INTO THE 24-25 SCHOOL YEAR, WE ANTICIPATE INCREASED STUDENT PERFORMANCE AT OR ABOVE GRADE LEVEL, SUPPORTED BY THE SOLID READING FOUNDATION PROVIDED BY HQIM. THIS IS REINFORCED BY THE PROGRESSIVE DESIGN OF AMPLIFY LITERACY MATERIALS, WHICH BUILD UPON EACH OTHER ANNUALLY, AND WITH THIS BEING THE THIRD YEAR OF EXPOSURE FOR STUDENTS, IT FOSTERS DEEPER CONTENT COMPREHENSION AND OVERALL PERFORMANCE.
THESE TEACHER LEADERS REPRESENTED THE VOICE OF EDUCATORS FROM ACROSS THE DISTRICT THROUGH PROTOCOLS AND ACTIVITIES DESIGNED TO DETERMINE THE MOST IMPACTFUL UPDATES THE CURRICULUM NEEDS. WE ALSO HELD 21 LOOK FORWARD, LOOK BACK MEETINGS INVOLVING 32 HIGHLY EFFECTIVE TEACHERS TO IMPLEMENT TEACHER DRIVEN SOLUTIONS SWIFTLY.
TEACHER DRIVEN SOLUTIONS AND APPLY THEM IMMEDIATELY INTO THE CURRICULUM.
GISD TEACHERS HAVE VALUED THEIR ROLES IN THESE COMMITTEES AND EAGERLY CONTRIBUTE TO MEETINGS.
SOME OF THEIR FEEDBACK IS VISIBLE HERE, AND YOU'LL SEE THAT ONE TEACHER SAID, FEELING LIKE MY CONCERNS ARE VALIDATED AND BEING ADDRESSED, AND THAT OUR DISTRICT TRULY CARES ABOUT HOW TEACHERS ARE RESPONDING TO THE CURRICULUM.
[00:25:04]
TEACHERS HAVE BEEN EXCITED TO PARTICIPATE IN THESE TRAININGS AND TO SHARE THEIR LEARNING WITH THEIR PEERS.THIS HAS BEEN WELL RECEIVED BY THE TEACHERS IN ATTENDANCE.
ANOTHER WAY THAT WE'VE BEEN PROACTIVE IS THROUGH CAMPUS CALIBRATION WALKS.
BY CONDUCTING CAMPUS CALIBRATION WALKS WITH LEADERSHIP TEAMS, WE'VE HIGHLIGHTED THE EMERGING TREND OF VERTICAL ALIGNMENT OCCURRING IN K THROUGH FIVE ELEMENTARY CLASSROOMS, SOMETHING THAT IS NEW THIS YEAR.
THIS WAS A SIGNIFICANT SUCCESS DUE TO THE FACT THAT IT OCCURRED POST COVID AND DURING A YEAR OF NEW CURRICULUM IMPLEMENTATION, AND HAD THE GREATEST IMPACT ON OUR MOST AT-RISK STUDENTS. THIS YEAR, WE HAVE INCREASED OUR FOCUS ON PROGRESS MONITORING BETWEEN BENCHMARK ASSESSMENTS IN KINDERGARTEN THROUGH SECOND GRADE, AND EXPECT TO SEE INCREASED STUDENT GROWTH IN THE COMING YEARS AS THESE KINDER AND FIRST GRADE STUDENTS WHO HAVE BEEN RECEIVING INSTRUCTION WITH HQIM CONTINUE TO THE NEXT GRADE LEVELS, THEY WILL HAVE THE STRONG FOUNDATION THAT IS NECESSARY FOR SUCCESSFUL READING COMPREHENSION.
I WILL PASS THIS BACK TO ESTHER BELLA.
WORD OF GARLAND ISD SUCCESS IN IMPLEMENTING HQIM HAS EVEN REACHED THE TEA.
IN THEIR EMAIL, THEY SAID, YOUR DISTRICT HAS BEEN IDENTIFIED BY OUR HQIM AND BILINGUAL TEAM AS BEING A DISTRICT WE MIGHT BE ABLE TO LEARN FROM IN TERMS OF HOW YOU ARE USING HQIM TO SUPPORT BILINGUAL INSTRUCTION.
ON MAY 1ST, EIGHT TEA STAFF MEMBERS VISITED DAUGHERTY AND TOLER CLASSROOMS, WHERE THEY SAW BOTH ELAR AND SLAR CLASSROOMS. FOLLOWING THE VISIT, TEACHERS, ADMIN AND DISTRICT LEADERS HAD AN OPPORTUNITY TO ASK AND ANSWER QUESTIONS WITH TEA PERSONNEL.
THE FEEDBACK FROM THE TEA STAFF MEMBERS WHO VISITED WAS POSITIVE AND AFFIRMING, AND THEY HAVE EXPRESSED A DESIRE TO CONTINUE CELEBRATING GISD'S SUCCESSES. FINALLY, LET'S LOOK AT KINDER TO THIRD GRADE PLANS FOR NEXT YEAR.
WE'LL PRIORITIZE PROFESSIONAL DEVELOPMENT ON COLLABORATIVE PLANNING, EMPHASIZING END GOALS.
WE WANT TEACHERS TO BE ABLE TO ANSWER QUESTIONS SUCH AS, DO I KNOW ALL THE SKILLS OF FIRST GRADER NEEDS TO HAVE BY THE END OF THIS UNIT AND WHAT DO MY STUDENTS NEED TO BE ABLE TO DO BY THE END OF THIS YEAR? WE AIM TO GUIDE TEACHERS IN COVERING ESSENTIAL SKILLS AND IMPLEMENTING EARLY INTERVENTION THROUGH INCREASED DATA MEETINGS IN GRADES K TO TWO.
NEXT, WE LOOK AT OUR BILINGUAL CLASSROOMS FOR THE 24 TO 25 SCHOOL YEAR.
WE'LL BE LAUNCHING A COHORT FOR NEW BILINGUAL TEACHERS TO ADDRESS THE CHALLENGES THEY FACE.
FOR NEXT YEAR, WE WILL INTEGRATE RESEARCH BASED CLC INSTRUCTION AND STRATEGIES INTO THE SPANISH LANGUAGE ARTS CURRICULUM AND PROVIDE TARGETED PROFESSIONAL DEVELOPMENT FOR TEACHERS.
WE ARE ALSO PREPARING THIRD GRADE STUDENTS FOR STAAR.
THIS YEAR, WE ADDED THE READ, TALK, WRITE ROUTINE IN KINDER THROUGH SECOND GRADE, WHICH PREPARES STUDENTS FOR THE SHORT CONSTRUCTED RESPONSE AND THE EXTENDED CONSTRUCTED RESPONSE THAT APPEARS ON STAAR.
[00:30:01]
LITERACY INSTRUCTION.BEGINNING WITH KINDERGARTEN, HQIM ENSURES STUDENTS ENTER THIRD GRADE WELL PREPARED IN PHONEMIC AWARENESS, PHONICS, AND VOCABULARY TO ADDRESS THIRD GRADE NEEDS. EXTRA PHONICS INSTRUCTION IS NOW PART OF THE CURRICULUM FOLLOWING A GRADUAL RELEASE OF RESPONSIBILITY.
FINALLY, LET'S TALK ABOUT EOY GRADE LEVEL TARGETS FOR 24-25.
WE AIM TO CLARIFY WHERE KINDER TO THIRD GRADERS SHOULD BE BY THE YEAR'S END.
SETTING THESE TARGETS EARLY HOLDS US ACCOUNTABLE FOR KINDER TO SECOND GRADE LITERACY.
IT LETS US INTERVENE PROMPTLY INSTEAD OF WAITING TILL THE END OF THE YEAR.
THANK YOU. ARE THERE ANY QUESTIONS? THANK YOU FOR THAT PRESENTATION.
TRUSTEES, ARE THERE ANY QUESTIONS? MR. GLICK. THANK YOU, SIR.
IT REALLY IS, AND, YOU KNOW, WE HAVE I'VE JUST BEEN SO IMPRESSED WITH HOW FAR WE'VE COME AND HOW GARLAND HAS REALLY BEEN A LEADER IN THIS AREA, IN T HAT AREA.
YOU'VE HEARD THAT WE HAVE OVER A THOUSAND PEOPLE WHO HAVE ALREADY GRADUATED READING ACADEMY.
WE HAVE A NEW COHORT THAT'S STARTING WITH 120 PARTICIPANTS.
SO WE'VE REALLY BUILT THAT WITH OUR TEACHERS, AND THEN ALSO WITH THE IMPLEMENTATION OF OUR AMPLIFY LITERACY, WE NOW HAVE THE RESOURCES THAT SUPPORT THE SCIENCE OF READING, AND SO WE'RE SEEING THAT IN K THROUGH FIVE CLASSROOMS, AND WHEN WE GO IN CLASSROOMS IT'S DIFFERENT.
SOME OF THE THINGS THAT WE SEE.
WE SEE THE INCREASED FOCUS ON LISTENING AND SPEAKING, WHICH IS SOMETHING THAT'S REALLY COME OUT OF SCIENCE, OF READING THAT THE EMPHASIS ON LANGUAGE COMPREHENSION AND HOW THAT AFFECTS READING COMPREHENSION AND SO YOU'LL SEE KIDS AS YOUNG AS PRE-K WHO ARE ENGAGING IN CONVERSATION IN USING ACADEMIC LANGUAGE, AND WE'RE SEEING TEACHERS READ ALOUD HIGHER LEVEL TEXT THAN OUR KINDERGARTEN THROUGH SECOND GRADE STUDENTS WOULD BE ABLE TO READ ON THEIR OWN SO THAT WE'RE DEVELOPING THAT LANGUAGE COMPREHENSION. THANK YOU, SIR.
ANY OTHER QUESTIONS? THANK YOU GUYS. NOW MOVE TO OUR ACTION ITEMS.
[V.B. Action Items ]
THESE ARE ITEMS THAT ARE TO COME TO US IN OUR MAY BOARD MEETING.FIRST ONE, WE'RE GOING TO CONSIDER APPROVAL OF THE NAACP RESOLUTION.
GOOD EVENING, CHAIRMAN SELDERS, TRUSTEES, DR.
LOPEZ. OUR TEAM IS REQUESTING APPROVAL OF THE RESOLUTION FOR THE EVENT, AND YOU ARE GOING TO SEE THERE IS A CHANGE IN THE VENUE.
I THINK IN YOUR PRINTED MATERIALS, IT PROBABLY SAYS NAAMAN FOREST HIGH SCHOOL, AND DUE TO A SCHEDULING CONFLICT WITH FACILITIES, WE ARE NOW REQUESTING THAT WE HOST THAT EVENT AT LAKEVIEW CENTENNIAL HIGH SCHOOL.
SO AS IN THE PAST, THE GARLAND CHAMBER, EXCUSE ME, THE GARLAND CHAPTER OF THE NAACP HAS REQUESTED THE USE OF THE LAKEVIEW CENTENNIAL HIGH SCHOOL FOR THE ANNUAL BACK TO SCHOOL BACKPACK BOOSTER EVENT.
IN ORDER FOR LAKEVIEW CENTENNIAL HIGH SCHOOL TO BE USED FOR THE EVENT WITHOUT CHARGE, THE BOARD OF TRUSTEES MUST DETERMINE THAT THE USE SERVES THE DISTRICT'S PUBLIC PURPOSE.
THIS RESOLUTION SERVES AS A FINDING OF THE PUBLIC PURPOSE, AND ALLOWS THE ADMINISTRATION TO DETERMINE NECESSARY CONTROLS TO ENSURE THE PUBLIC PURPOSE IS CARRIED OUT BASED ON PAST PARTICIPATION.
WE ANTICIPATE THAT THE EVENT WILL BENEFIT OVER 2000 FAMILIES.
THE EVENT WILL BE HELD ON SATURDAY, AUGUST 17TH FROM 6 A.M.
TO 3 P.M, AND THIS INCLUDES OUR SETUP AND CLEANUP TIME.
WE WOULD LIKE TO HAVE MORE SERVICES OFFERED AND THEREFORE WE ARE CHANGING FROM THE VENUE WE'VE USED SINCE COVID, WHICH WAS THE HBJ STADIUM TO A VENUE WHERE WE CAN HAVE SOME INDOOR ACTIVITIES.
THANK YOU. ANY QUESTIONS? MISS STANLEY? THIS USED TO BE AN INDOOR BEFORE WE WENT TO HBJ, RIGHT? YES. I WANT TO SAY, CURTIS.
IT WAS HELD AT THE CURTIS CULWELL CENTER, YES.
[00:35:03]
CAN YOU DESCRIBE SOME OF THE INDOOR ACTIVITIES? ARE THEY GOING TO STILL HAVE THE DRIVE THROUGH FOR THE BACKPACKS? WHAT ARE SOME OF THE THINGS THAT WE'RE GOING TO SEE DIFFERENTLY, BECAUSE THE THING IS EVENTUALLY LAKEVIEW IS GOING TO BE WAY UNDER CONSTRUCTION.SO I DON'T KNOW IF WE WANT TO JUST DO IT THERE ONCE OR FIND A PERMANENT FACILITY THAT ISN'T GOING TO BE TURNING SO MUCH DIRT, YOU KNOW WHAT I MEAN? BUT SO CAN YOU GIVE US A DESCRIPTION OF.
IN ADDITION TO THE BACKPACK GIVEAWAY, WE ALSO HAD A LOT OF OUR COMMUNITY PARTNERS COME IN AND PROVIDE DIFFERENT SESSIONS FOR OUR FAMILIES AND ALSO SHARE MATERIALS, AND SO THE NAACP WILL BE INVITING ADDITIONAL COMMUNITY PARTNERS TO PARTICIPATE AND TO MAKE SURE THAT THEY'RE SHARING THEIR SERVICES AND SUPPORTS FOR OUR FAMILIES.
WE FIND THAT WE'RE ABLE TO DISCOVER A LOT OF NEEDS IN OUR COMMUNITY WHEN WE ARE PARTNERING AND WHEN WE HAVE THE INDOOR ACTIVITIES AND CAN REALLY TALK AND INTERACT WITH THE FAMILIES, AND SO WE'D LIKE TO DO THAT AGAIN.
ANY OTHER QUESTIONS? MISTER GLICK? SO IT'S STILL GOING TO INCLUDE THE DRIVE AROUND WITH THE CARS? YES. WE WILL STILL BE ABLE TO ACCOMMODATE THOSE FAMILIES WITH A QUICK DRIVE THROUGH AND PUTTING THE MATERIALS IN, BUT WE'LL ALSO HAVE EVENTS TO PULL THEM INTO THE CAMPUS, AND THERE WILL BE BOOKS AGAIN.
IS THAT STILL GOING TO BE AVAILABLE? SO I AM NOT 100% SURE IF WE'RE DOING THAT AGAIN THIS YEAR, BUT I WOULD CERTAINLY RECOMMEND BECAUSE I WATCHED WHAT HAPPENED AND SO MANY PARENTS, FOR WHATEVER REASON, THINK THEY KNOW HOW TO DO IT AND THEY DON'T AND IT'S SO DANGEROUS, SO DANGEROUS.
SO I THINK THAT'S CRITICALLY IMPORTANT.
OKAY, I'M PRETTY SURE WE STILL HAVE THAT PARTNER, BUT WE'LL DOUBLE CHECK.
ALL RIGHT. ANY OTHER QUESTIONS? THANK YOU. YEAH, TRUSTEES, JUST BE APPRIZED THAT THIS ITEM, THE RESOLUTION WITH THESE CHANGES WILL BE MOVED TO CONSENT DURING OUR GENERAL BOARD MEETING.
AWESOME. ALL RIGHT, WE'RE GOING TO MOVE TO ACTION ITEM NUMBER TWO.
THAT WILL COME BEFORE US AT OUR BOARD MEETING.
WE'RE GOING TO CONSIDER APPROVAL OF THE SSA WITH MESQUITE ISD.
DR. RAMOS. GOOD EVENING, CHAIRMAN SELDERS TRUSTEES AND DR.
LOPEZ. GARLAND ISD HAS THE OPPORTUNITY TO ENTER INTO A SHARED SERVICE AGREEMENT WITH MESQUITE ISD TO RECEIVE STATE GRANT FUNDS THAT SECURE STRATEGIES FOR TEACHING BASED ON AUTISM RESEARCH, CURRICULUM, TRAINING, AND COACHING.
THROUGH THIS SHARED SERVICE AGREEMENT, MESQUITE OUTLINES THEIR RESPONSIBILITIES AS THE FISCAL AGENT FOR THE GRANT, AND THIS GRANT IS PROVIDING US WITH OVER $300,000 OF SERVICES AND CURRICULUM FOR OUR STUDENTS.
ARE THERE ANY QUESTIONS? TRUSTEES, ARE THERE ANY QUESTIONS? I JUST HAD A QUICK QUESTION.
HOW MANY STUDENTS ARE CURRENTLY BEING SERVED BY THIS? SO THEY'RE SERVING OUR PROGRAM.
SO OUR EARLY CHILDHOOD SCHOOL EDUCATION PROGRAM.
SO OUR ECSE STUDENTS, AS WELL AS OUR ABC STUDENTS AT THE ELEMENTARY LEVEL.
WELL, WHAT NUMBER? BALLPARK? I'M GOING TO HAVE TO GET THAT NUMBER TO YOU.
I'D HAVE TO COUNT UP ALL OF OUR STUDENTS ENROLLED IN THOSE PROGRAMS FOR YOU.
LOPEZ HADN'T COME TO US [INAUDIBLE].
IS THAT IT? ANY OTHER QUESTIONS? ALL RIGHT, WE'RE GOING TO MOVE TO ACTION ITEM NUMBER THREE.
CONSIDER APPROVAL OF MOU WITH REGION TEN PLANO ISD.
BOTH OF THESE ACTION ITEMS, THESE MOUS ARE TO SECURE SEATS FOR STUDENTS WHO ARE CURRENTLY PARTICIPATING IN THE SIERRA SCHOOL PROGRAM AND ARE SLATED TO CONTINUE NEXT YEAR.
AS A REMINDER, THE SIERRA SCHOOL PROVIDES A SMALL THERAPEUTIC LEARNING ENVIRONMENT WITH WRAPAROUND SERVICES AND SUPPORTS FOR STUDENTS WHO HAVE PROFOUND EMOTIONAL AND BEHAVIORAL NEEDS. THE FIRST MOU IS FOR THE LOCATION IN PLANO ISD, WHERE WE CURRENTLY HAVE TWO STUDENTS WHO ARE CONTINUING IN THIS PROGRAM, AND THE SECOND ACTION ITEM THAT MEMORANDUM OF UNDERSTANDING IS FOR THE LOCATION IN WYLIE, WHERE WE CURRENTLY HAVE ONE STUDENT ATTENDING.
[00:40:13]
ANY QUESTIONS? NO QUESTIONS. MISS STANLEY? IT'S THE SAME AMOUNT BECAUSE WE HAD TWO BEFORE AT THE SIERRA AND THEN THE ONE AT THE WYLIE.SO NOTHING'S CHANGED AS FAR AS--WELL, THE CURRENT STUDENTS.
SO THESE ARE THE ONES THAT ARE CONTINUING ON AND ARE CONTINUING TO BE ENROLLED IN OUR DISTRICT.
DR. LOPEZ, IS THERE ANY EXECUTIVE SESSION ITEM? WE DON'T HAVE ANY EXECUTIVE SESSIONS.
DO I HAVE A MOTION TO ADJOURN?
[VII. Adjournment]
SO MOVED. IT IS 7:21 AND THE ADAC MEETING IS ADJOURNED.* This transcript was compiled from uncorrected Closed Captioning.