Jul 24, 2024 Special Board Meetings

[00:00:01]

IT'S 1:01, AND I'M CALLING TO ORDER THE GARLAND INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES SPECIAL MEETING FOR WEDNESDAY, JULY 24TH, 2024.

[I. Call to Order and Determination of a Quorum]

I DO SHOW THAT WE HAVE ONE PUBLIC FORUM CARD HERE.

MR. BOB DUCKWORTH.

I'M GONNA HAVE YOU GO UP TO THE PODIUM THERE AND PLEASE STATE YOUR NAME AND ADDRESS AND AFFILIATION WITH THE DISTRICT, AND YOU'LL HAVE THREE MINUTES FOR YOUR COMMENTS AND DOCTOR LOPEZ WILL KEEP THE TIME.

THANK YOU. SCOTT. SCOTT WILL KEEP THE TIME.

SORRY. YEAH.

THANK THANK YOU, MR. SELDERS, TRUSTEES AND SUPERINTENDENT, FOR ALLOWING ME TO COME BEFORE YOU TODAY.

I'VE WATCHED I TOLD YOUR SPEAKER HERE, I WATCHED YOUR PREVIOUS EVENT AND VERY INTERESTING DISCUSSION.

AND I DID A BERKMAN'S PROFILE BACK MANY, MANY YEARS AGO.

AND BOB DUCKWORTH, 909 WAKEFIELD DRIVE, GARLAND, TEXAS.

COMMUNICATIONS WAS SOMETHING YOU ALL TALKED ABOUT VERY SERIOUSLY.

AND COMMUNICATIONS IS SOMETHING THAT I HAVE A REAL PROBLEM WITH, WITH THE DISTRICT.

AND THAT'S FINDING INFORMATION WHERE IT IS WHEN IT'S GOING TO HAPPEN, THOSE KIND OF THINGS.

I LOOK AT YOUR BOARD CALENDAR WHEN YOU POSTED AND I NOTICED YOUR BOARD CALENDAR HAS DATES AND TIMES AND INEVITABLY THOSE CHANGE.

I KNOW THAT'S YOUR PREROGATIVE TO DO THAT.

BUT IF I GO LOOK AT THE CALENDAR RIGHT ON MY CALENDAR, AND I'VE GOT TO GO BACK THAT DAY AND LOOK AND SEE IF IT'S CHANGED OR IF IT'S DIFFERENT.

SO I WOULD LIKE TO ENCOURAGE YOU IN YOUR DISCUSSION TODAY AND YOUR PLANNING, AND I APPLAUD YOU ALL IN DOING THIS FOR THE GENERAL PUBLIC TO TO COME UP WITH A SCHEME SO THAT WE CAN GO TO ONE PLACE ON YOUR WEBSITE AND SEE EVERY MEETING THAT'S BEING HELD IN THE DISTRICT [INAUDIBLE] YA'LL YOU KNOW, THERE'S SOME COMMITTEES THAT ARE REQUIRED TO HOLD MEETINGS UNDER THE PUBLIC INFORMATION ACT OR THE TEXAS OPEN MEETINGS ACT, YET YOU HAVE TO GO DOWN IN THE WEBSITE AND DIVE 4 OR 5 PLACES DOWN TO FIND THOSE PLACES AND TO FIND OUT WHAT TIME THEY ARE.

AND EVEN SOME OF YOUR COMMITTEES NOW ARE MEETING PUBLIC MEETINGS OR NONPUBLIC MEETINGS.

SO THAT MAKES IT REAL HARD TO TO FIGURE OUT IF IT'S A PUBLIC MEETING OR A NONPUBLIC MEETING.

AND Y'ALL, Y'ALL KNOW THE SITUATION I'M IN FOR COMING TO A TEAM OF EIGHT MEETING WHICH HAD BEEN CANCELED AN HOUR BEFORE, WALKING IN THAT DOOR AND BEING ACCUSED OF CRIMINAL TRESPASSING.

SO THAT'S WHY I'M HERE.

WE NEED I NEED TO KNOW THE PUBLIC NEEDS TO KNOW WHEN THESE MEETINGS ARE REAL, WHEN THEY WHAT TIME THEY ARE, AND WHAT AVAILABILITY WE HAVE AS CITIZENS TO COME TO THOSE. WE SHOULDN'T HAVE TO SPEND TIME DIGGING THROUGH THAT WEBSITE TO FIGURE IT OUT.

I HOPE YOU UNDERSTAND WHAT I'M TRYING TO TO GET YOU TO THINK ABOUT.

AND IF YOU HAVEN'T, I'D ENCOURAGE YOU TO GO LOOK GO JUST GO ON THE WEBSITE AND LOOK.

TRY TO FIND STUFF AND YOU'LL SEE WHAT I'M TALKING ABOUT.

SOME OF THIS STUFF IS BURIED 4 OR 5 LAYERS DOWN.

ONE IS DOCTOR LOPEZ'S CONTRACTS.

AND IS THEY'RE NOT ON THE WEBSITE.

AND HE TOLD ME PERSONALLY, AND I HEARD HIM TELL MR. JOHNSON 4 OR 5 YEARS AGO THAT THEY WERE LOCATED ON HIS WEBSITE UNDER HIS ADDRESS.

THEY'RE NOT THERE.

DOESN'T MEAN NO GOOD TO DO A PUBLIC INFORMATION REQUEST THAT DOESN'T MAKE THEM APPEAR ON THERE.

SO I'M JUST SAYING YOU NEED SOMEONE TO BE LOOKING AT YOUR COMMUNICATIONS, WHAT INFORMATION YOU'RE REQUIRED TO POST ON THE WEBSITE, AND TO ENSURE, ENSURE, ENSURE YOURSELF AND THE PUBLIC.

I MEAN, YOU'RE THE ONES THAT ARE RESPONSIBLE FOR EVERYTHING THAT'S WITHIN THE TEXAS OPEN MEETINGS ACT AND THE OTHER ACTS THAT REQUIRE YOU TO PUBLISH THIS INFORMATION.

AND IF ANY OF YOU WOULD LIKE TO VISIT WITH ME PERSONALLY, YOU HAVE MY PHONE NUMBER.

THANK YOU. THANK YOU FOR YOUR COMMENTS.

WE'LL NOW MOVE TO OUR NEXT ITEM, ITEM THREE.

INFORMATION ITEM. AND ACTUALLY NO INFORMATION ITEMS WE HAVE ITEM AGENDA ITEM FOUR.

[IV.A. Conduct Team of 8 Training regarding communication, leadership strategies, strategic planning, good board governance, and goal setting.]

GOING TO CONDUCT TEAM OF EIGHT TRAINING REGARDING COMMUNICATIONS, LEADERSHIP STRATEGIES, STRATEGIC PLANNING, GOOD BOARD GOVERNANCE AND GOAL SETTING.

SO JUST TO KIND OF SET THE STAGE WITH THIS.

MR. GLICK AND I ATTENDED SCHOOL BOARD UNIVERSITY AT REGION TEN, AND THEN ALL OF US, MOST OF US ATTENDED SLI AND VARIOUS CONVERSATIONS AROUND BOARD GOALS AND THE NEED TO BE ALIGNED WITH THE DISTRICT'S STRATEGIC PLAN.

SO WE DID WORK LAST SUMMER TO TALK THROUGH SOME BOARD GOALS AND BOARD PRIORITIES.

ACTUALLY, BOARD PRIORITIES, TO BE MORE SPECIFIC.

AND THEN A FEW YEARS AGO, DOCTOR LOPEZ INTRODUCED HIS FOUR PILLARS, WHICH ESSENTIALLY WERE HIS SUPERINTENDENT PRIORITIES.

[00:05:02]

SO WE KICKED OFF THIS SORT OF WORK, THIS PATH AND THIS JOURNEY WITH A COMMUNICATIONS WORKSHOP IN JUNE.

AND WANTED TO INTRODUCE MIKE MALLORY AND KEITH BENSON FROM SGR.

THEY WERE HERE TO HELP US WITH THAT WORK.

AND I THINK JUST KIND OF GOING THROUGH, YOU KNOW, ONE OF THE THINGS THAT THEY SHARED WITH US WAS AN IOP ASSESSMENT WHERE WE WERE ABLE TO DETERMINE WHAT OUR PROCESSING STYLES WERE AND USING THAT TOOL.

I DON'T THINK THAT THERE WERE VERY MANY SURPRISES THAT, YOU KNOW, WE HAVE DIFFERING STYLES IN TERMS OF HOW WE PROCESS INFORMATION, BUT WE DID DISCOVER THAT THERE WERE VARIATIONS IN THE DEGREES TO WHICH THAT DID EXIST.

SO SOME OF US LIKE TO PROCESS INFORMATION AT A, AND SOLVE PROBLEMS AT A HIGH, HIGH LEVEL.

OTHERS OF US, NOT THAT WAY, WE LIKE TO GO DEEPER AND DEEPER.

AND SO JUST TO KIND OF GET US REENGAGED AND RECONNECTED WITH THAT WORK THAT WE'VE ALREADY DONE AND TO PREP FOR WHAT WE'RE DOING.

MIKE AND MECHELLE SENT EVERYONE SOME SMALL ASSIGNMENTS.

RIGHT QUICK, QUICK ASSIGNMENTS.

MIKE SENT OUR TEAM IOP PROFILE, AND HE POSED THE QUESTION TO US ALL.

HOW CAN I USE MY IOP PROFILE TO SET US TO HELP US SET GOALS THAT WILL CONTINUE TO FOSTER CHANGE IN OUR DISTRICT? AND THEN MECHELLE SENT OUR ONE GOAL, ONE FOCUS DOCUMENT, ALONG WITH A SUMMARY OF THE REQUIRED HB THREE GOALS THAT SET DIRECTIVES AROUND FOCUSED HIGH LEVERAGE AREAS, AND THEN A WORKSHEET OF OUR FIVE BOARD PRIORITIES.

SO TO KICK THINGS OFF THE WAY WE'LL PROCEED IS MIKE IS GOING TO TAKE US THROUGH SOME GOVERNANCE FRAMEWORK INFORMATION FOR THE TEAM OF EIGHT TRAINING.

AND THEN WE'LL SPEND ABOUT 20 TO 30 MINUTES ON THAT.

AND THEN DOCTOR LOPEZ AND HIS TEAM WILL SHARE INFORMATION ON HIS PILLARS OR PRIORITIES.

AND YOU HAVE A RED FOLDER AT YOUR STATION THAT GIVES YOU MORE INFORMATION ABOUT WHAT DOCTOR LOPEZ AND HIS TEAM WILL PRESENT, AND THEY'LL FOCUS ALSO FOR ABOUT MAYBE 20 TO 20, 30 MINUTES OR SO.

WE'LL ALSO HEAR FROM HIM REGARDING THE FOCUS CAMPUS DATA, ALONG WITH INFORMATION ON HOW THEY'RE SELECTED.

AND THE DISTRICT SUPPORTS FOR EACH CAMPUS.

AND THEN AFTER THAT, MIKE WILL COME BACK AND WE'LL SPEND THE BULK OF OUR TIME AROUND BOARD GOALS.

AND HE'S GOING TO HELP US WORK THROUGH THE PROCESS.

AND OUR OBJECTIVE IS TO WALK AWAY WITH BOARD GOALS THAT ALIGN OUR PRIORITIES WITH THE DISTRICT'S STRATEGIC PRIORITIES, SO THAT WE'RE FOCUSING ON WHAT'S BEST FOR OUR STUDENTS.

SO WITH THAT, MIKE.

OKAY. THANK YOU, MR. BOARD PRESIDENT. GOOD AFTERNOON EVERYBODY.

GOOD AFTERNOON. GOOD TO SEE YOU.

AND WHAT A GREAT DAY TO BE WORKING ON GOALS.

YOU KNOW AFTER [INAUDIBLE] CALLED ME ABOUT WORKING WITH YOU, BEFORE I EVEN GOT HERE, THERE WAS A CALL THAT CAME IN FROM FRISCO ISD, AND THEY HAD A FACILITATOR THAT HAD DROPPED OUT.

AND SO, AS IS OFTEN THE CASE IN MY LIFE NOW, I WAS LIKE THE NEXT PINCH HIT.

AND THEY SAID, BUT YOU HAVE TO GO THROUGH THE TRAINING FOR TO BE ABLE TO DELIVER A TEAM OF EIGHT TRAINING TO DO IT IN FRISCO.

YOU CAN'T WE CAN'T USE YOU.

SO FORTUNATELY, THERE WAS A HALF DAY TRAINING ON JULY THE 8TH AND I TOOK IT, WENT THROUGH IT, GOT 97% ON THE TEST SO I GO TO WORK AT FRISCO AND THEY SAY, OH, WE REALLY DON'T WANT YOU TO DO ANY OF THAT.

WE JUST WANT YOU TO TALK ABOUT IOP.

I WAS LIKE, I SPENT A HALF DAY TRAINING TO BE ABLE TO DO THIS.

WE DON'T CARE. WELL, FAST FORWARD LAST NIGHT, [INAUDIBLE] TEXTED ME AND SAYS, I DON'T THINK I'M GOING TO MAKE IT IN FROM CHICAGO BECAUSE SHE'S BEEN IN GREECE.

GOT ALL THE WAY TO CHICAGO.

CAN'T GET FROM CHICAGO TO GARLAND.

IT'S LIKE, OH, THAT DIDN'T WORK OUT.

THIS MORNING SHE CALLS AND SAYS, NO, YOU'RE UP.

AND SO ONCE AGAIN, I'M THE PINCH HITTER AND I'M PITCHING HER STUFF, AS YOU CAN SEE.

WELL, I'M NOT GOING TO GO THROUGH EVERY SINGLE SLIDE AND READ ALL THIS.

YOU GUYS HAVE KNOW THIS BETTER THAN I DO, BUT OF COURSE WE GOT TO GO THROUGH IT AND WE'RE GOING TO DO THAT.

SO SO LET'S JUMP IN AND TALK ABOUT THIS FRAMEWORK.

I DON'T WANT TO READ EACH BULLET POINT.

THESE ARE SLIDE [INAUDIBLE] CREATED.

AND I KNOW YOU'VE SEEN THEM BEFORE, BUT I WANT YOU TO NOTICE THE FIRST ONE.

THE BOARD AND SUPERINTENDENT MUST FUNCTION TOGETHER AS A GOVERNANCE LEADERSHIP TEAM.

THAT'S THE TEAM OF EIGHT IS ALL ABOUT.

AND THEN THE LAST ONE IS THE TEAM MUST ENSURE THAT THE DISTRICT PROVIDES EQUITABLE AND EFFECTIVE EDUCATIONAL PROGRAMS AND

[00:10:02]

YOU CAN SEE THE MIDDLE ONE THERE THAT YOU FOCUS ON IMPROVEMENT OF LOCALLY DEVELOPED STUDENT OUTCOMES AND PROVIDE STUDENT SUPPORT PROVIDE SUPPORT FOR OPPORTUNITIES, EXPERIENCES. THROUGH VISIONS AND GOALS, SYSTEMS AND PROCESSES, PROGRESS AND ACCOUNTABILITY ADVOCACY AND ENGAGEMENT SYNERGY TEAMWORK.

WE'RE GOING TO TALK ABOUT EACH OF THOSE.

SO THE VISION AND GOALS YOU HAVE TO HAVE A SHARED VISION THAT'S DEVELOPED LOCALLY.

IT'S NOT IT CAN'T BE IMPOSED FROM OUTSIDE.

WE'RE GOING TO WORK, AS ROBERT INDICATED LATER ON, ON MEASURABLE GOALS THAT WILL WILL PROVIDE SUPPORT AND EXPERIENCES FOR STUDENTS.

SYSTEMS AND PROCESSES HAVE TO BE IN PLACE TO ACCOMPLISH THAT VISION.

I WANT TO GO DOWN TO THE LAST ONE THERE WITHIN WITH DISTINCT DUTIES.

THE BOARD WORKS EFFECTIVELY AS A COLLABORATIVE UNIT AND AS A TEAM WITH THE SUPERINTENDENT TO LEAD IN FULFILLING THE VISION AND GOALS.

WE'LL WORK AS A TEAM TO SET THOSE GOALS A LITTLE BIT LATER TODAY.

ANY QUESTIONS ON THAT SLIDE? NOPE. LET'S MOVE ON.

TALKING ABOUT THE VISION AND GOALS PART.

THESE KEEP THE DISTRICT FOCUS ON THE WELLBEING OF THE CHILDREN AND I NOTICE THE GOALS THAT YOU HAVE.

THEY ARE VERY GOOD IN THE SENSE THAT THEY ARE STUDENT OUTCOME BASED.

AND THAT'S THAT'S CERTAINLY WHAT IT HAS TO BE.

YOU ADOPT A SHARED VISION, INCORPORATES INPUT FROM THE COMMUNITY.

I KNOW THAT YOU'VE BEEN INVOLVED IN THAT AND REFLECT LOCAL ASPIRATIONS AS WELL AS THE FUTURE, PRESENT FUTURE NEEDS OF STUDENTS.

I'LL LET YOU LOOK AT THE REST OF THOSE.

ANY COMMENTS YOU WANT TO MAKE? THESE ARE SOME LONG LOT OF BULLET POINTS HERE.

YOUR SYSTEMS AND PROCESSES RELATE TO DEVELOPING, REVIEWING, ADOPTING BOARD POLICIES FOR EFFECTIVE SUPPORT OF THE DISTRICT'S VISION AND GOALS.

YOU ARE RESPONSIBLE TO APPROVE THE BUDGET THAT ALIGNS WITH AND MAXIMIZES RESOURCES TO FULFILL THE DISTRICT'S VISION AND GOALS AND INCORPORATE NUMBER FOUR THERE, OR NUMBER THREE, EXCUSE ME.

MONITORING MULTIPLE MEASURABLE ELEMENTS OF STUDENT PROGRESS AND ACHIEVEMENT THROUGHOUT THE YEAR.

SO THAT'S ONE OF THE THINGS WE'LL TALK ABOUT WITH YOUR GOALS IS DOES IT HAVE A MEASURABLE MATTER TO IT.

AND INCORPORATES EQUITY WHEN MAKING DECISIONS AND EVALUATING SYSTEMS AND PROCESSES.

YOU ARE REQUIRED NOT JUST TO THINK ABOUT THE WHOLE, BUT ALSO TO THINK ABOUT SUBSETS OF YOUR STUDENTS AND HOW THEY PERFORM AGAINST THE GREATER WHOLE.

ALL RIGHT. MOVE ON.

I THINK WE'VE PROBABLY HIT ALL THOSE.

LET'S TALK ABOUT PROGRESS AND ACCOUNTABILITY.

THE BOARD HOLDS ITSELF ACCOUNTABLE TO ITS ADOPTED VISION.

ITS GOALS AND COMMITMENTS AND OPERATIONAL PROCEDURES, ENSURES PROGRESS TOWARD ACHIEVEMENT OF DISTRICT GOALS THROUGH SYSTEMATIC, TIMELY AND COMPREHENSIVE REVIEWS OF THE RELEVANT REPORTS OF STUDENT DATA THAT ILLUSTRATE PROGRESS.

AND OF COURSE, DOCTOR LOPEZ IS GOING TO PRESENT ON SOME OF THAT A LITTLE BIT LATER.

ADVOCACY AND ENGAGEMENT REQUIRES THAT YOU DEMONSTRATE A COMMITMENT TO AND ADVOCATE ON BEHALF OF THE SHARED VISION AND GOALS BY CLEARLY COMMUNICATING THEM TO THE SUPERINTENDENT, STAFF, AND COMMUNITY.

ONE OF MY COLLEAGUES OFTEN SAYS CLARITY IS KINDNESS.

WHEN YOU KNOW WHAT IT IS THAT THAT YOU'RE SUPPOSED TO ACCOMPLISH THAT'S WHEN YOU'RE COMMUNICATING THAT THAT'S THAT'S A RESPONSIBILITY YOU HAVE AS A BOARD. REGULARLY REPORTS DISTRICT PROGRESS TO FAMILIES, THE COMMUNITY, WHICH INCLUDE AN ONLINE DASHBOARD FOR THE COMMUNITY, ENSURES MULTIPLE FORMS OF TWO WAY COMMUNICATION THAT WILL BE USED TO ENGAGE, EMPOWER, CONNECT STUDENTS, FAMILIES, STAFF, MEDIA COMMUNITY WITH THE DISTRICT.

YOU CAN SEE THE REST OF THOSE ON THERE.

ANY QUESTIONS ABOUT THAT ONE? AND THEN THE LAST FRAMEWORK PUZZLE IS SYNERGY AND TEAMWORK, WHICH RESPECTS THE RIGHT OF INDIVIDUAL MEMBERS TO EXPRESS THEIR VIEWPOINTS, TO VOTE THEIR CONVICTIONS, AND HONORS THE DECISIONS OF THE MAJORITY.

SO WE NEED TO HEAR YOUR OPINION, AND YOUR OPINION IS VALID, BUT IT'S ALSO SINGULAR.

AND SO WE HAVE TO GO WITH THE MAJORITY NO MATTER WHAT THAT THAT MAJORITY VOTE IS THERE.

BUT WE WANT TO DO THAT IN A WAY THAT DEVELOPS TEAMWORK SOLVES PROBLEMS, USES DECISION MAKING SKILLS AS A TEAM WITH THE SUPERINTENDENT.

[00:15:02]

TAKE TAKE A MOMENT AND LOOK AT THESE.

ANY QUESTIONS ON THAT SHEET ON THAT THAT SLIDE? ALL RIGHT. THIS IS ONE OF MY FAVORITE SLIDES I SAW THIS IN THE TRAINING THAT THAT WHEN YOU HAVE SYNERGY AND TEAMWORK BETWEEN THE BOARD AND THE SUPERINTENDENT, WHEN THERE'S COLLABORATION THERE.

WHEN YOU WHEN YOU HAVE THE SYSTEMS YOU SEE AT THE TOP, ADVOCACY DOWN AT THE BOTTOM.

WHAT IT CREATES IS VISIONS AND GOALS THAT THAT LEAD TOWARDS SETTING STUDENT OUTCOME GOALS.

IT HELPS YOU EXPRESS AND LIVE BY YOUR VALUES, WHICH I LIKE HOW THEY'VE DEFINED VALUES IS IS NON-NEGOTIABLES.

SOMETIMES IN OUR WORK WITH CITIES, WE WILL TALK ABOUT CORE VALUES BEING THOSE THINGS THAT YOU CANNOT VIOLATE WITHOUT WOUNDING YOUR CONSCIENCE.

AND YOU THINK ABOUT THAT, YOU KNOW, WE CANNOT VIOLATE IF YOU VIOLATE IT, YOUR CONSCIENCE IS WOUNDED.

IT'S AN INTERNAL MATTER.

AND THEN PROGRESS AND ACCOUNTABILITY LEADS TO MONITORING PROGRESS, WHEN YOU HAVE ALL OF THAT.

THEN IT LEADS TO IMPROVED STUDENT OUTCOMES.

AND I THINK THAT'S WHY EVERY ONE OF YOU ARE IN THIS ROOM AS YOU CARE ABOUT THE OUTCOMES OF STUDENTS.

SO THEY HAD SOME REALLY GREAT SLIDE.

SO THESE ARE TOP PRIORITIES I THINK THAT THAT YOU HAVE ESTABLISHED AS A DISTRICT ACADEMIC RECOVERY.

THE 2023 BOND MANAGEMENT, IMPLEMENTATION, STUDENT MANAGEMENT AND DISCIPLINE FOCUS CAMPUSES.

I KNOW DOCTOR LOPEZ IS GOING TO TALK ABOUT THAT MORE.

AND THEN TEACHER AND STAFF RETENTION, THOSE HAVE BEEN YOUR TOP PRIORITIES.

SUPERINTENDENT SUPERINTENDENT PILLARS, AND OF COURSE, DOCTOR LOPEZ IS GOING TO SPEAK MORE ABOUT THIS.

BUT YOU CAN SEE THEM THERE.

WORLD CLASS SPECIAL EDUCATION, STRONG LEADERSHIP PIPELINE, ELIMINATING ACHIEVEMENT GAPS, UNITY AND A STRONG CULTURE. I LOVE I'M NOT SURE WHO PUT THIS TOGETHER, BUT I LOVE YOUR ACROSTICS BEING A MAN THAT LOVES ACROSTICS, I LIKE THIS VERY MUCH FOR GISD.

G STANDS FOR GROWING LEADERS, INCLUDING FOSTERING OWNERSHIP, PURSUING CONTINUOUS GROWTH, AND EMPOWERING OTHERS.

SO HIGH MARKS FOR ME ON ALL OF THESE, BUT THIS ONE INCLUDED.

INSPIRING INNOVATION.

INNOVATION WHICH WHAT DO WE MEAN BY THAT? TAKE AN ISSUE, ANTICIPATE.

SOLVE PROBLEMS PROACTIVELY, AND DO SO WITH RESILIENCE.

YOU MIGHT HAVE SEEN THE VIDEO THAT A FEW MONTHS AGO OF ROGER FEDERER, ONE OF THE GREATEST TENNIS PLAYERS IN THE HISTORY OF THE GAME TALK ABOUT THE FACT THAT HE PLAYED 1500 PROFESSIONAL MATCHES.

IT WAS JUST AMAZING RIGHT THERE.

AND HE WON 80% OF THOSE MATCHES, WHICH IS WHY HE'S THE GREATEST, ONE OF THE GREATEST.

BUT HE WENT ON TO SAY IN HIS SPEECH HE ASKED, DO YOU KNOW HOW MANY POINTS I WON? HE WON 80% OF HIS MATCHES.

HE ONLY WON 54% OF HIS POINTS IN A GAME.

AND THEN YOU'RE LIKE, WELL, THAT'S A MUCH SMALLER MARGIN THAN I WOULD HAVE THOUGHT.

BUT WHAT HE WENT ON TO SAY IS I LEARNED TO SAY IT'S JUST ONE POINT.

IT'S JUST ONE POINT.

IF I LOSE A POINT, I CAN'T I CAN'T LOSE MY MY PERSPECTIVE.

AND AND, YOU KNOW, OVER JUST ONE POINT THAT'S TO ME A GREAT PICTURE OF RESILIENCE.

YOU DON'T WIN EVERY VOTE, RIGHT.

YOU DON'T NOT EVERY DAY DO YOU WIN.

BUT YOU GOT TO HAVE RESILIENCY.

WE TAKE INITIATIVE.

WE SOLVE PROBLEMS. WE WE DO IT IN THE CONTEXT OF RESILIENCE TOO ALL RIGHT.

YOU CAN SEE THE OTHERS THERE.

AND THEN S STANDS FOR STRIVING FOR EXCELLENCE.

AS YOU FOCUS ON STUDENT SUCCESS YOU TAKE PERSONAL ACCOUNTABILITY FOR STUDENT OUTCOMES AND ADVANCING STUDENT SUCCESS.

PROJECT A POSITIVE PRESENCE, EXHIBITING POISE, CONFIDENCE, LOYALTY, INTEGRITY AND EVERYTHING.

AND THEN LIVE THE VISION THAT YOU'RE YOU'RE REQUIRED TO UNDERSTAND THAT WE ARE ALL GARLAND ISD.

EVERY INDIVIDUAL ACTIONS CONTRIBUTE TO REACHING THE FUTURE BY DRIVING EXCELLENCE ONE STUDENT AT A TIME.

[00:20:07]

FOSTER AN INCLUSIVE ENVIRONMENT FOR ALL.

I THINK THERE'S SOMETHING VERY IMPORTANT TO YOU AND SHOULD BE HONORING BACKGROUNDS, IDENTITIES, COMMUNICATING EFFECTIVELY SO YOU STRIVE TO COMMUNICATE CLEARLY, PROACTIVELY, TRANSPARENTLY WITH ALL STAKEHOLDERS.

AND THEN I LIKE THE LAST BULLET POINT ACT WITH COMPASSION THAT YOU SHOW EMPATHY AND CARE FOR ALL STAKEHOLDERS, UPHOLDING HIGH EXPECTATIONS FOR SELF, STUDENTS AND STAFF.

SO AGAIN, AWESOME WORK ON THIS.

OF COURSE, THIS IS YOU KNOW, UNIVERSAL.

I KNOW YOU'RE VERY FAMILIAR WITH THIS.

AND AFTER GOING THROUGH THE TRAINING, ROBERT, I KEPT TALKING LAST TIME ABOUT SMART GOALS.

AND AND AFTER GOING THROUGH THE TRAINING, I UNDERSTAND WHY YOU KEPT SAYING NO.

THEY HAVE TO BE SMART GOALS.

AND I IT'S A LITTLE DIFFERENT THAN THE FRAMEWORK WE DO WITH CITIES.

BUT BUT OF COURSE I UNDERSTAND THAT THAT THAT'S A MANDATE FROM THE LEGISLATURE.

AND IT'S GOT CERTAINLY A BIG PLACE.

SO THE S STANDS FOR SPECIFIC.

THEY HAVE TO BE MEASURABLE.

THEY HAVE TO BE ATTAINABLE, RELEVANT AND TIME BASED.

AND THAT'S ONE OF THE THINGS WE'LL LOOK AT WITH EACH OF YOUR GOALS AS WE COME OUT TODAY.

DO THEY MEASURE UP TO ALL FIVE OF THOSE CRITERIA? SO CONNECTED TO THAT WE'LL TALK ABOUT EACH ONE OF THOSE.

BE AS CLEAR AS SPECIFIC AS POSSIBLE.

WE'LL WORK ON THESE IF WE NEED TO WHEN WE COME BACK TO TO GOAL SETTING.

M HAS TO BE MEASURABLE.

YOU GOT TO BE ABLE TO SHOW EVIDENCE THAT PROVE YOU'RE MAKING PROGRESS TOWARDS THE GOAL AND WHATEVER.

YOU GOT TO THINK THROUGH WHAT EVIDENCE WILL SHOW THAT? WHAT'S THE THE MEASURE WE'RE GOING TO USE? AND OF COURSE, YOU'RE MANDATED TO HAVE CHECKPOINTS ALONG THE WAY OR MILESTONES, WHICH I LOVE SEEING THAT USED.

WE USE THAT WORD TOO.

ATTAINABLE GOALS.

THEY NEED TO BE REASONABLY YOU KNOW, ATTAINABLE.

YOU CAN SEE THE OTHER THINGS THERE.

THEY NEED TO BE RELEVANT.

THEY NEED TO ALIGN WITH YOUR TEAM AND ITS LARGER LONG TERM GOALS.

IF IT DOESN'T CONTRIBUTE TOWARDS YOUR BROADER OBJECTIVES, IT'S PROBABLY BETTER TO REPLACE IT WITH A GOAL THAT WILL HELP YOU DO THAT.

AND THESE ARE THREE GOOD QUESTIONS THAT THAT I THINK AS WE'RE MOVING TOWARDS THAT PORTION OF GOAL SETTING, I REALLY CHALLENGE YOU TO THINK ABOUT THAT.

WHY IS THIS GOAL IMPORTANT TO YOU? HOW DOES THIS ACHIEVING THIS GOAL HELP YOU? AND HOW WILL THIS GOAL CONTRIBUTE TO YOUR LONG TERM GOALS? AND OF COURSE, THEY HAVE TO BE TIME BASED.

AND AS YOU KNOW, IT HAS TO BE FOR, FOR FOR THIS CONTEXT, IT HAS TO BE A FIVE YEAR MEASURE WITH SOME INTERMEDIATE MEASURES AS WELL.

SO THE NEXT PART IS THE GOALS THEMSELVES.

AND I'M JUST GOING TO GO THROUGH THIS FOR REAL QUICK.

WE'RE GOING TO COME BACK AND TALK ABOUT THEM IN DEPTH.

I'M JUST GOING TO COVER THEM SO YOU SEE THEM.

YOU HAVE EIGHT OF THEM.

THE FIRST ONE HAS TO DO WITH EARLY LITERACY.

THE GOAL IS THAT BY 2026, 90%, 90% OF STUDENTS IN GRADE THREE DEMONSTRATE EARLY LITERACY AS MEASURED BY MEETS GRADE LEVEL PERFORMANCE ON STARR READING.

SECOND ONE HAS TO DO WITH ENGLISH LANGUAGE ACQUISITION, AND THE GOAL IS THAT BY 2026, 76% OF ELL STUDENTS WILL DEMONSTRATE ENGLISH LANGUAGE ACQUISITION AS MEASURED BY YEARLY PROGRESS INDICATOR ON THE TEXAS ENGLISH LANGUAGE PROFICIENCY ASSESSMENT SYSTEM.

NUMBER THREE HAS TO DO WITH SCIENTIFIC UNDERSTANDING, AND THE GOAL IS THAT BY 2026, 80% OF STUDENTS IN GRADE EIGHT WILL DEMONSTRATE SCIENTIFIC UNDERSTANDING AS MEASURED BY MEETS GRADE LEVEL PERFORMANCE ON STARR SCIENCE.

NUMBER FOUR BY 2026, 90% OF STUDENTS DEMONSTRATED WILL DEMONSTRATE MATHEMATICAL PROFICIENCY AS MEASURED BY MEETS GRADE LEVEL PERFORMANCE BY THE END OF GRADE NINE ON STARR ALGEBRA I, EOC ALGEBRA ONE, EOC.

NUMBER FIVE, POST-SECONDARY READINESS.

THESE ARE RELATED TO SAT EXAMS. THE PERCENT OF STUDENTS DEMONSTRATING POST-SECONDARY READINESS EXAM SUCCESS IS MEASURED BY MEETING COLLEGE READY BENCHMARKS THROUGH 11TH GRADE SAT SCHOOL

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NUMBER SIX POST READY POST-SECONDARY READINESS AP EXAMS. THE GOAL IS THAT BY 2026, 45% OF STUDENTS WILL DEMONSTRATE POST-SECONDARY READINESS EXAM SUCCESS AS MEASURED BY AP EXAMS WITH QUALIFYING CRITERION SCHOOL SCORES.

AND NUMBER SEVEN IS THAT BY 2025, 35% OF DISCRETIONARY EXCLUSIONARY CONSEQUENCES AS MEASURED BY ISS, OSS AND DAEP.

AND LASTLY THIS IS [INAUDIBLE] WITH GRADUATION OUTCOMES.

A PERCENT OF STUDENTS SUCCESSFULLY COMPLETING GRADUATION AND COLLEGE CAREER MILITARY READY REQUIREMENTS WILL BE 95% BY 2026. ALL RIGHT.

SO WE'LL COME BACK TO TO TALK ABOUT THIS A LITTLE BIT LATER AS WE START OUR WORK.

BUT WITH THAT I WILL CONCLUDE MY PRESENTATION AND TURN IT OVER TO YOU, DOCTOR LOPEZ.

MR. PRESIDENT, YES, I HAVE A QUESTION.

YES, MA'AM. WE USE THE WORD GOALS INTERCHANGEABLY, SO I REALLY WANT TO UNDERSTAND WHAT GOALS ARE WE DOING? WE HAVE I THINK WE ARE CLEAR BECAUSE WE'VE DONE THE SUPERINTENDENT INSTRUMENT UPDATE.

ARE WE TALKING ABOUT ACADEMIC GOALS OR ARE WE TALKING ABOUT BOARD GOALS? THAT'S ONE DEAL.

AND THEN IS THERE A DATE WHEN THESE MEASUREMENTS WERE DONE? SO TODAY WE'RE TALKING ABOUT BOARD GOALS.

OKAY. BUT WHAT WE'VE JUST GONE OVER ARE BASICALLY ACADEMIC GOALS FOR THE ENTIRE DISTRICT.

WELL, HE JUST TALKED ABOUT THE ACADEMIC GOALS AS A FRAME OF REFERENCE, BUT SOME OF THE THINGS THAT WE TALKED ABOUT AS FAR AS OUR PRIORITIES DID INCLUDE THESE ITEMS. AND SO WE'RE GOING TO BE FIGURING OUT HOW DO WE ALIGN THE BOARD PRIORITIES WITH THE STRATEGIC OBJECTIVES, OBJECTIVES THAT DOCTOR LOPEZ IS GOING TO BRING TO US.

AND IT MIGHT CHANGE SOME OF THIS OKAY.

SO I WANT TO MAKE SURE.

SO WE ARE STARTING AT A BASIC POINT THAT THE EIGHT GOALS IN IN THAT HANDOUT IS WHAT WE'RE LOOKING AT.

IS THAT WHAT WE'RE SAYING.

THAT'S THE FRAME OF REFERENCE. YES, MA'AM.

AND WHAT WAS THE DATE ON THAT ALL THESE NUMBERS THAT WE'RE SEEING BECAUSE THERE WERE SEVERAL WAYS THIS WAS A DATE ON IT.

THIS LAST UPDATE WAS DECEMBER 2023, IS WHAT I'M SEEING HERE ON THE DOCUMENT THAT I HAVE.

OKAY. I'LL HAVE FURTHER DISCUSSIONS ON THAT.

THANK YOU. ALL RIGHT.

GOOD AFTERNOON, PRESIDENT SELDERS TRUSTEES YOU KNOW SO WE WENT OVER JUST A BRIEF OVERVIEW OF WHERE WE'VE BEEN AND WHERE WE'RE GOING WITH THE BOARD GOALS.

THE LAST TIME WE MET, THERE WERE FIVE PRIORITIES THAT YOU ALL SET.

THESE ARE DRAFT PRIORITIES.

THESE AREN'T SET IN STONE, BUT CAN WE POPCORN OUT SOME OF THOSE DRAFT PRIORITIES THAT WE BRIEFLY WENT OVER? DOES ANYBODY WE WENT OVER THEM RIGHT NOW ON THE SLIDE.

DOES ANYBODY REMEMBER ANY OF THEM? ACADEMIC RECOVERY.

ACADEMIC RECOVERY.

THAT'S ONE OF THEM. VERY GOOD.

THANK YOU. THANK YOU, MISS GRIFFIN.

WHAT ELSE? FOCUS CAMPUSES.

FOCUS CAMPUSES.

THANK YOU. PRESIDENT SELDERS FOCUS CAMPUSES WAS ONE OF THE FIVE PRIORITIES.

WHAT WAS THE OTHER ONE? IT WAS STUDENT MANAGEMENT.

STUDENT MANAGEMENT. THANK YOU, MISS STANLEY.

THAT WAS A THAT WAS THE THIRD ONE.

WHAT WAS THE FOURTH ONE? YEAH, THE THE BOND MAKING SURE WE STAY WE STAY IN TIMELINESS AND BUDGET AND EVERYTHING WITH THE BOND.

AND NUMBER FIVE, DOES ANYBODY REMEMBER NUMBER FIVE? STAFF RETENTION. STAFF RETENTION OKAY.

BUT THOSE ARE VERY BROAD CATEGORIES.

AND THEY CAN GO. AND HONESTLY AS WE GO THROUGH OUR DISCUSSIONS WE'RE GOING TO FIND OUT THEY COULD THEY COULD GO ANYWHERE DEPENDING ON THE PERSON.

RIGHT. EVERYBODY CAN INTERPRET WHAT THAT MEANS DIFFERENTLY.

AND SO WHAT WE'RE GOING TO DO IS WE'RE GOING TO KIND OF LOOK AT THESE PILLARS, AND WE'RE GOING TO GO BACK A LITTLE BACK IN TIME.

WHEN I FIRST ARRIVED HERE IN 2018 WHEN THESE ACADEMIC GOALS.

THIS IS A PERFECT SEGUE.

THANK YOU, MISS GRIFFIN, FOR BRINGING IT UP.

BUT THESE ACADEMIC GOALS WERE A PRIORITY IN 2018.

IT WAS A IT WAS A VERY BIG PRIORITY FOR THE BOARD TO ACTUALLY HAVE MEASURES FOR THE FIRST TIME, ACTUALLY HAVE STEPPING STONES FOR THE FIRST TIME.

AND THOSE THOSE WEREN'T THOSE WEREN'T FORMULATED IN AN EASY WAY.

[00:30:01]

AND BUT THAT WAS 2018.

A LOT'S HAPPENED SINCE 2018, RIGHT? AND NOW NOW WE'RE GOING INTO DIFFERENT SECTION AND WE'RE VISIONING OUT FOR THE NEXT FIVE YEARS.

OKAY. AND SO AS WE GO THROUGH THESE PILLARS, THESE PILLARS WERE SET AS ADMINISTRATION TO REALLY SOLIDIFY THE ORGANIZATION IN DIFFERENT AREAS. NOW WE'RE GOING TO GO BRIEFLY THROUGH THE PILLARS.

THESE AREN'T DEEP, REMEMBER.

THESE THESE AREN'T DEEP. WE'RE NOT GOING TO GO DEEP.

THAT'S FOR ADAC OKAY.

BUT THIS IS GOING TO GIVE YOU A SYNOPSIS OF WHAT WE'RE DOING.

BUT THE WAY I WANT YOU TO ENGAGE IS THIS WHILE YOU'RE HEARING IT AT THE END OF EACH PILLAR, I'M GOING TO ASK HOW YOU ENVISION SOME OF THESE PRIORITIES FITTING WITHIN THAT PILLAR.

OKAY. NOW, WE DON'T WANT IT TO SHOEHORN, RIGHT.

IF IT DOESN'T FIT, IT DOESN'T FIT.

BUT IF YOU HAVE IDEAS ON HOW YOU SEE A BOARD GOAL POTENTIALLY FITTING I WANT YOU TO GO AHEAD AND EXPRESS IT.

AS WE GO THROUGH THE END YOU'RE GOING TO FIND WE'RE GOING TO MAKE YOUR MIND CHANGE A LITTLE DIFFERENTLY ON HOW WE SEE DATA.

OKAY. AND SO I'M NOT GOING TO I'M NOT GOING TO GIVE THAT AWAY YET.

BUT WE WANT YOU TO ENGAGE.

SO I HAVE TWO EXPERTS HERE.

WE CALL THEM CHIEFS. BEFORE YOU GO INTO, YOU SAID BOARD GOALS RELATED TO THE PILLARS.

DID YOU MEAN THE BOARD PRIORITIES? PRIORITIES. OKAY. THE FIVE PRIORITIES RELATED TO THE PILLARS.

YEAH. SO THE PRIORITIES.

YEAH. SO WE GOT TWO CHIEFS HERE.

THEY'RE THE EXPERTS. THEY'RE GOING TO HELP ME CO-PRESENT ON THIS THING.

AND SO WE'RE GOING TO START WITH THE FIRST PILLAR.

AND THE FIRST PILLAR IS GOING TO BE A WORLD CLASS SPECIAL EDUCATION PROGRAM.

I'M GOING TO INVITE DOCTOR PERALEZ TO TALK A LITTLE BIT ABOUT THIS.

REMEMBER, THESE ARE HIGH LEVEL.

THESE AREN'T GOING TO GO DEEP.

AND SHE'S GOING TO GO GIVE YOU A BRIEF OVERVIEW.

AND THEN AFTERWARDS WE'RE GOING TO TALK A LITTLE BIT ABOUT SOME IDEAS THAT YOU MIGHT HAVE ON YOUR PRIORITIES TO SEE IF ANYTHING FITS WITHIN THIS WORLD CLASS SPECIAL EDUCATION PROGRAM. TAKE IT AWAY, DOCTOR PERALEZ.

THANK YOU. ALL RIGHT, SO ONE OF OUR FOUR PILLARS, OR ACTUALLY OUR FIRST ONE IS FOCUS ON OUR MOST FRAGILE STUDENT POPULATION, OUR SPECIAL ED STUDENTS, AND OUR COMMITMENT TO PROVIDING A WORLD CLASS, SPECIAL EDUCATION.

JUST CHAMPIONS THE UNIQUE POTENTIAL OF EVERY STUDENT IN OUR DISTRICT, ESPECIALLY THOSE WITH SPECIAL NEEDS.

SO THIS PAST YEAR, ONE OF OUR FOCUSES HAS BEEN DEVELOPING A WORLD CLASS SPECIAL EDUCATION DEFINITION.

THIS ALLOWS US NOT ONLY TO BENCHMARK WHERE WE'RE AT, BUT IT REALLY SETS THE STANDARD FOR EXCELLENCE IN SPECIAL EDUCATION.

WE'VE ALSO ENHANCED OUR REFERRAL PROCESS AND COLLABORATION WITH WITH MTSS ALSO AN IMPORTANT PART BECAUSE THAT ALLOWS COLLABORATION, BUT IT ALSO ENSURES A MORE EFFICIENT AND ACCURATE IDENTIFICATION PROCESS FOR OUR SPECIAL ED STUDENTS.

ADDITIONALLY, WE AUDITED FOR THE LEAST RESTRICTIVE RESTRICTIVE ENVIRONMENT, AND THIS AUDIT WAS CRUCIAL IN ASSESSING AND IMPROVING THE INCLUSIVITY AND EFFECTIVENESS OF OUR EDUCATIONAL ENVIRONMENTS, ENSURING THAT STUDENTS WITH SPECIAL NEEDS RECEIVE THE APPROPRIATE SUPPORT IN ALL THEIR CLASSROOMS. AND THEN THIS YEAR, OUR FOCUS IS GOING TO BE IMPLEMENTING THE DYSLEXIA CHANGE.

SO OUR STATE DID NOT THEY DID NOT FORESEE IT BEING SUCH A HUGE IMPACT ON OUR CAMPUSES.

BUT THERE ARE SOME BUDGET CONSTRAINTS THAT WE'VE ENCOUNTERED MOVING DYSLEXIA OVER TO SPECIAL ED.

AND THERE'S IT'S A MAJOR SHIFT.

SO THAT'S GOING TO BE A HUGE FOCUS TO ENSURE THAT ALL OUR DYSLEXIA STUDENTS ARE SUPPORTED.

WE'RE ALSO FOCUSING ON WRITING IEPS.

THAT WAS PART OF THE GIBSON AUDIT.

SO IT'LL BE A BIG FOCUS FOR US THIS YEAR TO ENSURE THAT ALL THE PLANS ARE INDIVIDUALIZED FOR ALL OF OUR STUDENTS IN SPECIAL THAT RECEIVE SPECIAL SUPPORTS.

AND THEN ANOTHER HUGE FOCUS WILL BE HIRING CERTIFIED SPED TEACHERS.

WE KNOW THAT THAT HAS BEEN AN ISSUE.

IT'S AN ISSUE STATEWIDE, COUNTRY WIDE.

AND SO THAT THAT CONTINUES TO BE A FOCUS FOR US.

SO GIVING A BROAD OVERVIEW ON WHAT'S HAPPENING.

AND THEN AT THE VERY END WE CAN ASK QUESTIONS.

OKAY. SO THE WORLD CLASS SPECIAL EDUCATION DEPARTMENT HAS HAS A LOT OF ENDEAVORS GOING ON.

YOU GUYS HEARD THE STATE WENT AHEAD AND MOVED OVER TO DYSLEXIA.

WE'RE DOING ALL THESE THINGS.

NOW, YOU GUYS HAVE FIVE PRIORITIES THAT YOU GUYS SET.

REMEMBER THESE ARE DRAFT PRIORITIES.

YOU HAVEN'T VOTED ON ANYTHING.

THESE ARE YOUR THINKING TANKS OKAY.

REMEMBER WE TALKED ABOUT TEACHER RETENTION.

WE TALKED ABOUT RECOVERY.

WE TALKED ABOUT THE BOND WE TALKED ABOUT.

[00:35:01]

NOW, WHAT ARE SOME IDEAS THAT YOU SEE THIS FITTING IN ON YOUR PRIORITIES ON THIS PILLAR WHICH WE CALL WORLD CLASS EDUCATION.

DOES ANYBODY WANT TO CHIME IN? REPEAT THAT QUESTION. IT'S ON THE FIVE PRIORITIES.

HOW DO YOU SEE SOME OF YOUR INITIATIVES FITTING IN WITH THIS WORLD CLASS EDUCATION PROGRAM? I MEAN, I THINK TO A DEGREE, ALL OF THEM.

OKAY, OKAY. IN WHAT WAY, GIVE US AN EXAMPLE.

GOOD. FOR INSTANCE, STAFF RETENTION.

OKAY. WE OBVIOUSLY CAN'T HAVE A WORLD CLASS SPECIAL EDUCATION IF WE DON'T HAVE WORLD CLASS TEACHERS THAT ARE TEACHING OUR SPECIAL EDUCATION STUDENTS.

SO. RIGHT.

SO HAVING A MEASURE, LOOKING AT HOW MANY TEACHERS ARE ARE STAYING WITH US, HOW MANY ARE CERTIFIED, CORRECT? HOW MANY ARE UNCERTIFIED VACANCIES, THOSE TYPE OF THINGS I LIKE THAT.

WHAT ELSE? I THINK THAT IT'S HARD FOR US AS A BOARD SOMETIMES TO WRAP OUR ARMS AROUND THAT DOCTOR LOPEZ, BECAUSE OF THE CHANGING RULES THAT TAKE PLACE FROM TEA OR THE STATE LEGISLATURES EVERY TWO YEARS ABOUT SPECIAL ED AND DYSLEXIA WHEN THEY CHANGE THE RULES ON US.

IF WE HAVE SOMETHING SET THAT WE'RE TRYING TO ACHIEVE AS A GOAL, THEN THE RULES GET CHANGED AND THEN WE HAVE A DIFFICULT TIME.

I MEAN, IT JUST DOESN'T HAPPEN OVERNIGHT THAT WE WHEN WE MAKE THOSE CHANGES.

SO IT DEPENDS ON TO ME, SINCE I'VE BEEN ON THIS BOARD, OUR SPECIAL ED PROGRAMS HAVE GROWN AND GROWN AND GROWN AND GROWN.

IN OTHER WORDS, WE'RE SERVICING MORE KIDS EVERY YEAR THAT WE'RE FINDING THAT THAT WELL, WE HAD A BOY CAME THAT WAS A JUNIOR IN HIGH SCHOOL THAT WE FINALLY FOUND OUT THAT HE HAD DYSLEXIA AS A JUNIOR, WHEN IT WAS ALL THE WAY BACK DOWN YOU KNOW, HE HAD IT ALL ALONG.

SO I DON'T KNOW IF THAT'S APROPOS.

YOU KNOW, YOU BRING UP A VERY GOOD POINT BECAUSE SOMETIMES THE ON NOT ALL THE GOALS ARE, ARE FITTING.

AND WE NEED TO BE LOOKING AT MORE THAN WHAT WE MAYBE HAVE SAID IN THOSE INITIAL FIVE PRIORITIES.

RIGHT. AND YOU'RE SAYING, WELL, YOU KNOW, THIS IS CHANGING.

WE HAVE MORE KIDS THAN EVER BEFORE, YOU KNOW, WHAT ARE THE FACTORS THAT ARE LIMITING US TO BEING WORLD CLASS? AND IT KIND OF LEADS TO TEACHER RETENTION, BECAUSE IF WE THE AMOUNT OF TEACHERS THAT WE ALREADY HAVE, WE'RE GOING TO NEED MORE.

YEAH. TO, TO ACCOMMODATE THAT BECAUSE IT WHEN YOU'RE LOOKING AT DOING AN IEP FOR EACH STUDENT, THAT IS VERY, VERY TIME CONSUMING AND IT TAKES A LONG TIME TO GET THAT DONE FOR ARD MEETINGS AND THAT ALL THAT TYPE OF THING, THAT'S A VERY DIFFICULT TASK.

GOOD, GOOD.

NOW, I KNOW MISS GRIFFIN HAD SOME SOMETHING SHE WANTED TO ADD.

WAS THERE AN ADD MIC. I DON'T WANT US TO FORGET THAT ALTHOUGH WE'RE CALLING THIS OUT AS A PILLAR, THEY ARE STILL PART OF OUR STUDENT POPULATION AND OUR RESPONSIBILITY IS TO EDUCATE.

SO WE HAVE TO LOOK AT THEIR ACCOUNTABILITY AND THEIR RECOVERY FROM COVID OR WHATEVER IS GOING ON.

SO WE STILL HAVE TO MAKE SURE THAT WE'RE LOOKING AT THE ACCOUNTABILITY OF HOW OUR SPECIAL ED STUDENTS ARE DOING, REGARDLESS OF ALL OF THE CHANGING BASIC STATE REQUIREMENTS.

BUT ONE OF THE THINGS THAT AS WE TALK ABOUT THIS, WHAT IS THE SIZE OF OUR SPECIAL ED POPULATION? BECAUSE I THINK FOR ME, I DON'T KNOW ABOUT ANYONE ELSE, BUT WHEN WE START TALKING ABOUT WHAT OUR FOCUS IS, OUR FOCUS WILL BE IT'S ALWAYS GOOD TO HAVE SOME DATA WITH THAT.

SO I DON'T KNOW IF YOU ALL PLAN TO BRING US THE DATA LATER, AND ESPECIALLY NOW THAT DYSLEXIA HAS MOVED OVER TO SPECIAL ED. WE ALREADY HAD THIS LIST AND SO NOW WE HAVE ALL OF THESE OTHER CATEGORIES.

SO I THINK FOR ME, I CAN ONLY SPEAK FOR ME AS A BOARD MEMBER KNOWING WHAT THAT POPULATION IS AND THE SIZE AND ALL OF THE VARIOUS CATEGORIES THAT FALL WITHIN THAT DESIGNATION OF SPECIAL ED.

THAT'S A GOOD POINT TOO, BECAUSE THAT LEADS TO THE OTHER PILLAR OF HOW YOU'RE GOING TO CLOSE ACHIEVEMENT GAPS, BECAUSE THESE STUDENTS ARE IN THAT ACHIEVEMENT GAP.

ALL RIGHT. THANK YOU. SO BOTH OF YOU ARE MAKING GREAT CONNECTIONS.

AND WHAT I WANT TO CAN I CAPITALIZE ON WHAT YOU WERE SAYING? JUST JUST AS A REFLECTIVE POINT.

THIS ISN'T SOMETHING I WANT YOU TO ANSWER OUT LOUD, BUT HOW MANY TIMES DO WE GO INTO THE DATA AND SAY, HOW WELL IS OUR SPECIAL ED POPULATION PERFORMING COMPARED TO WHATEVER? HOW MANY OF OUR SUBGROUPS ARE IN THE SPECIAL EDUCATION FRAMEWORK? AND, YOU KNOW, SPECIAL EDUCATION IS ITS OWN UNIVERSE.

[00:40:03]

WE ADDED THE UNIVERSE OF YOUR SEVERE AND PROFOUND.

YOU HAVE THERE'S SO MANY DIFFERENT PARTS THAT WE NOW HAVE TO UNDERSTAND.

JUST YESTERDAY YOU'RE APPROVING MCKINNEY-VENTO.

HOW MANY OF THOSE KIDS ARE IN SPED? YOU KNOW, WE'RE NOW LOOKING AT WE'RE WE'RE NOW LOOKING AT THINGS DEEPLY BECAUSE WE HAVE WHAT IS OUR NUMBERS RIGHT NOW? WE'RE NOT GOING TO GIVE YOU THOSE NUMBERS TODAY, BUT AS YOU DISCUSS GOALS, THIS MIGHT BE A PRIORITY WHERE YOU SAY, GUYS, WE NEED TO GO DEEP IN THIS BECAUSE HOW MUCH DO WE REALLY KNOW ABOUT THE SPECIAL ED FRAMEWORK? OKAY. HOW MANY OF OUR CERTIFIED TEACHERS ARE STAYING IN THERE? HOW MANY AIDES ARE WE HAVING? THESE ARE THESE ARE QUESTIONS THAT WE CAN GO DEEP ON IN THE SPECIAL ED FRAMEWORK.

SO YOU GUYS ARE RIGHT ON THE RIGHT TRACK NOW JOHNNY JOHNNY GOT AHEAD A LITTLE BIT BECAUSE NOW HE MADE A CONNECTION RIGHT NOW TO TO ELIMINATING THE ACHIEVEMENT GAP.

AND WE'RE GOING TO GET TO THAT BECAUSE WHEN WE SAY ELIMINATING THE ACHIEVEMENT GAP, THAT MEANS ALL STUDENTS, INCLUDING KIDS OF THE SPECIAL ED FRAMEWORK.

OKAY. SO NOW WE'RE GOING TO GO INTO THE SECOND PART.

THE SECOND PART IS GOING TO BE THE LEADERSHIP DEFINITION.

SO DOCTOR PERALEZ GO AHEAD AND TAKE US OVER ON THE LEADERSHIP DEFINITION.

ALL RIGHT. THE STRONG LEADERSHIP PIPELINE FOCUSED ON GROWING OUR LEADERS AND THEIR LEADERSHIP CAPACITY, WHETHER THEY'RE WANTING TO BECOME A PRINCIPAL, BUT JUST BEING ABLE TO LEAD AT ANY CAPACITY IN OUR DISTRICT.

SO THIS PAST YEAR, ACTUALLY THREE YEARS AGO, WITH OUR START, OUR WORK WITH HOLDSWORTH, WE WERE ABLE TO BUILD OUT OUR LEADERSHIP DEFINITION.

AND THIS PAST YEAR WE DID A REALLY GOOD JOB OF JUST BEING MORE CLEAR WITH THE DEFINITION.

WE'VE ALSO GROWN OUR LEADERSHIP DEVELOPMENT PROGRAMS, AND WE'VE ALLOWED ALSO OPENED IT UP TO OUR DISTRICT LEADERS.

SO WE HAVE LEAD CONCESSIONS ONCE A MONTH WHERE WE FOCUS ON GROWING OUR LEADERS.

SO WE'VE EXPANDED OUR LEADERSHIP PROGRAMS, AND WE'RE ALSO FOCUSING ON OUR VACANCY PLANNING AND FORECASTING.

THIS NEXT YEAR, WE'RE GOING TO CONTINUE WITH KEEPING THE TORCH LIT ON LIVING THE LEADERSHIP DEFINITION DISTRICT WIDE.

WE'RE ENHANCING OUR NEW PRINCIPAL COHORT.

SHERYL ALEXANDER IS LEADING THAT WORK WITH A GROUP OF INDIVIDUALS.

WE KNOW THAT IT'S CRUCIAL THAT WE SUPPORT THEM THEIR FIRST YEAR OF PRINCIPALSHIP.

AND WE'VE STARTED THAT EARLIER THIS YEAR WE STARTED IN JULY.

WE'RE ALSO HAVE ONGOING TRAINING ON DISTRIBUTIVE LEADERSHIP.

IT'S IMPORTANT THAT PRINCIPALS KNOW HOW TO BUILD LEADERSHIP CAPACITY, THAT OUR DISTRICT LEADERS ALSO KNOW HOW TO BUILD LEADERSHIP CAPACITY SO THAT WE'RE ALL ON THE SAME PAGE. BUT WE ALL ALL UNDERSTAND THE IMPORTANCE OF BUYING IN AND ENSURING THAT EVERYBODY'S LEADING.

AND THEN DEVELOPING A SYSTEM TO INDIVIDUALIZE DEVELOPMENT AND EVALUATE THE READINESS OF LEADERS.

WE KNOW THAT EVERY SINGLE PERSON HAS THEIR STRENGTHS, AND KNOWING HOW TO LEVERAGE THEIR STRENGTHS IS GOING TO BE IMPORTANT.

SO YOU GUYS GOT A TASTE OF WHAT THE FIRST PILLAR WAS AND HOW YOUR PRIORITIES CAN BE INCORPORATED.

DOESN'T MEAN THEY WILL BE REMEMBERED.

IT'S A BOARD, NOT ONE PERSON DECIDES IT'S THE CORPORATE THAT DECIDES.

BUT WHAT ARE SOME OF THOSE PRIORITIES? HOW DOES THIS FIT INTO THE LEADERSHIP PIPELINE? HOW DOES SOME OF THOSE PRIORITIES OR DO THEY NOT? I THINK DEFINITELY LIKE FOCUS CAMPUSES, YOU KNOW, MAKING SURE THAT THERE'S APPROPRIATE LEADERSHIP ON THOSE CAMPUSES TO ENSURE THAT ALL OF THE SYSTEMS ARE BEING FOLLOWED WITH FIDELITY, AND THE TEACHERS ARE BUILDING CAPACITY TO BE ABLE TO TEACH AND PROVIDE TIER ONE INSTRUCTION.

SO THERE'S A WHOLE DIRECT CONNECTION BETWEEN THIS LEADERSHIP PIPELINE AND FOCUS CAMPUSES.

AND THEN THAT WILL ALSO IMPACT ACADEMIC RECOVERY AS WELL AS STUDENT MANAGEMENT AND TEACHER AND STAFF RETENTION.

SO I MEAN, LIKE IT'S KIND OF LIKE YOU'RE LIKE THE A STUDENT, RIGHT? AND YOU JUST HIT IT ALL BECAUSE GREAT LEADERSHIP CAN MAKE MAKE A SCHOOL SHINE.

AND NOT SO GREAT LEADERSHIP CAN DIMINISH ALL THE WORK THAT HAS BEEN DONE AT THE CAMPUS.

CAN WE NOT AGREE ON THAT? DOES ANYBODY ELSE WANT TO CHIME IN ABOUT THE LEADERSHIP? LEADERSHIP ALSO IS THAT THEY THE AWARENESS THAT THEY HAVE TO REALLY BE ABLE TO RECOGNIZE THE STUDENTS THAT REALLY NEED TO BE IN SPECIAL ED PROGRAMS THAT ARE EITHER DYSLEXIC, WHATEVER THE CASE MAY BE ECONOMICALLY DISADVANTAGED, BUT I THINK THAT LEADERSHIP PIPELINE OR THEY'RE TRAINED TO RECOGNIZE THAT AND TO FOSTER THOSE KIDS OR HELP THOSE KIDS ACHIEVE THE GOALS THAT THEY NEED TO AND MAKE SURE THAT THEY THAT THEY'RE BEING TRACKED RIGHT ON THEIR CAMPUSES.

RIGHT. SO, YOU KNOW, IT HAS FOLLOW THROUGH AND KNOWING WHAT'S IMPORTANT.

THAT'S THAT'S REALLY, REALLY GOOD.

I HAVEN'T HEARD FROM YOU, MR. GLICK.

WHAT DO YOU WHAT ARE YOU THINKING?

[00:45:05]

BECAUSE WE'VE WE'VE SEEN OVER THE YEARS THAT IF WE PUT STRONG LEADERSHIP IN THERE, WHICH IS WHAT WE DID IN THE PAST USING THE ACE PROGRAM, IT WORKS, RIGHT.

IF WE DON'T DO THAT, THEN THOSE CAMPUSES ARE VULNERABLE.

YEAH, IT'S A LIFTED CHANCE, RIGHT? RIGHT. AND BEING VERY PROACTIVE ON WHAT LEADER DOES WHAT I AGREE, MR. MILLER, WE HAVEN'T HEARD FROM YOU.

YEAH. THANK YOU.

I AGREE WITH MR. GLICK.

I CAN'T HELP MY MIND.

WILL AUTOMATICALLY.

AND EVERYTHING WE DO TODAY GRAVITATE TOWARDS IF IT'S GOING TO BECOME A PRIORITY ACADEMICALLY OR OTHERWISE IT ALSO NEEDS TO BE A PRIORITY IN THE WAY WE BUDGET AND THE WAY WE PAY FOR IT, AND THE COMMITMENT WE HAVE TO SEEING IT THROUGH FINANCIALLY AS WELL AS THE ACTUAL PROGRAMS, THE HEAVY LIFTING THAT GOES ON WITH STAFF.

THE BOARD ALSO HAS TO REALIZE WHEN WE START STACKING ALL THIS UP, THEN SOMEBODY SOMEWHERE HAS GOT TO GO PAY FOR IT.

AND SO I'M SITTING HERE THINKING THROUGH THAT WHOLE PROCESS.

I'M ACTUALLY GOING TO THE END OF THE DAY WHEN WE'RE THROUGH WITH ALL OF THIS AND SAYING, OKAY, BOARD, WE HAVE SAID THIS IS HOW IT'S GOING TO LOOK GOING FORWARD.

NOW LET'S COMMIT TO PAYING FOR IT.

YOU KNOW, THAT'S A REAL GOOD POINT.

DREAMING WITHOUT WITHOUT ANY DOLLARS BEHIND IT WE'LL NEVER, NEVER BE REALIZED.

THAT'S THANKS FOR GROUNDING US ON THAT.

MRS. STANLEY, YOU KNEW THAT WAS COMING WE'LL SEE IF YOU HAVE SOMETHING FOR THE NEXT ONE.

ALL RIGHT. PILLAR THREE I'M GOING TO GO AHEAD AND INVITE MR. JASON DOCTOR ADAMS TO COME ON UP.

AND NOW SO NOW WE'RE TALKING ABOUT UNITY AND A STRONG CULTURE.

YOU KNOW THAT'S BIG IN AN ORGANIZATION LIKE OURS.

AND IT'S HARDER TO ACHIEVE THAN THAN MOST PEOPLE THINK, ESPECIALLY HOW DEEP AND VAST WE ARE.

WE HAVE 7500 EMPLOYEES OVER 50,000 STUDENTS, TRI CITY AREA, DIFFERENT CULTURES.

I MEAN, YOU NAME IT, WE HAVE IT.

AND SO BUILDING A UNIFIED, STRONG CULTURE IS, IS SALIENT FOR OUR SUCCESS.

AND I'LL TURN IT OVER TO DOCTOR ADAMS. PRESIDENT SELDERS TRUSTEES DOCTOR LOPEZ THANK YOU.

THIS LAST PILLAR REALLY IS THE FOUNDATION TO ALL THREE OF THE OTHER PILLARS IN ORDER TO DEVELOP A WORLD CLASS SPECIAL EDUCATION, IN ORDER TO DEVELOP A STRONG LEADERSHIP PIPELINE AND TO ELIMINATE ACHIEVEMENT GAPS, YOU REALLY NEED TO HAVE A STRONG UNITY IN A DISTRICT CULTURE TO DO THAT.

AND SO THIS IS KIND OF THE FOUNDATION OF EVERYTHING.

AND WHEN WE STARTED OUR WORK WITH HOLDSWORTH, IT'S BEEN MENTIONED A FEW TIMES.

THE LEADERSHIP DEFINITION WAS SHOWCASED.

ALL OF THAT WORKED ON THE FOUNDATION OF OUR LEADERSHIP HOUSE THAT WE WERE BUILDING STARTED WITH CULTURE.

AND SO WE'RE VERY AWARE OF THAT.

AND SO REALLY OUR COMMITMENT IS TO FOSTERING AN INCLUSIVE AND SUPPORTIVE ENVIRONMENT.

AND THE IMPACT IS CREATING A POSITIVE ENVIRONMENT.

IT ALWAYS COMES BACK TO RESULTS FOR KIDS.

EVERYTHING WE DO HAS TO BE DRIVEN BY STUDENT OUTCOMES AND STUDENT SUCCESS.

AND SO LAST YEAR WE'VE USED PANORAMA FOR A FEW YEARS.

IT STARTED AGAIN WITH OUR PARTNERSHIP WITH HOLDSWORTH.

PANORAMA IS A SURVEY THAT WE SENT OUT TO GET FEEDBACK AND AND SO UNDERSTANDING THAT IN ORDER FOR US TO IMPROVE AND GROW, WE HAVE TO CONNECT WITH EVERYBODY WITHIN OUR SYSTEM.

ALSO INVESTING IN PEOPLE THROUGH PROFESSIONAL DEVELOPMENT AND LEADERSHIP DEVELOPMENT.

ONE OF OUR CORE BELIEFS WITH OUR LEADERSHIP DEFINITION IS GROWTH SELF AND TO GROW OTHERS.

AND SO WE KNOW ONE WAY TO BE ABLE TO BUILD STRONG CULTURE IS TO MAKE INVESTMENTS IN PEOPLE.

AND THEN OUR FOCUS IS ON, YOU KNOW, INPUT.

HOW DO WE GET INPUT BEYOND JUST SURVEYS? AND SO WE'VE HAD DIFFERENT FOCUS GROUPS THAT WE MEET WITH TEACHER GROUPS, PRINCIPAL GROUPS, DIRECTOR GROUPS DIFFERENT PEOPLE AT DIFFERENT POINTS IN OUR SYSTEM.

SO WE CAN REALLY UNDERSTAND THE NEEDS AND BE RESPONSIVE IN THAT WAY GOING INTO NEXT YEAR.

IN ORDER FOR US TO REALLY LEAN INTO THIS CONCEPT OR IDEA, THAT FEEDBACK IS A GIFT AND WE REALLY WANT TO TAKE FEEDBACK AND GROW AND LEARN.

AS AN ORGANIZATION, WE REALLY NEED TO INCREASE PANORAMA SURVEY PARTICIPATION.

RIGHT NOW WE GIVE SURVEYS TO STAFF, YOU KNOW, A CAMPUS STAFF, CENTRAL OFFICE STAFF.

WE ALSO ADMINISTER A STUDENT SURVEY.

BUT WE REALLY LIKE TO INCREASE THE PARTICIPATION OVERALL.

WE'RE ALSO GOING TO CONTINUE TO, YOU KNOW, BE MORE INTENTIONAL ABOUT HOW WE RECOGNIZE STAFF AT THE CAMPUS LEVEL AND CENTRAL OFFICE LEVEL AND THEN START MAKING MORE CLEAR CONNECTIONS TO THE LEADERSHIP DEFINITION AND KEEPING THAT LEADERSHIP DEFINITION LIT THROUGHOUT OUR ENTIRE DISTRICT.

ONE OF THE THINGS PEOPLE DON'T LIKE TO TALK ABOUT WHEN WE TALK ABOUT STRONG UNITY AND CULTURE IS WHAT HAPPENS WHEN YOU HAVE SOMEBODY THAT DOESN'T ALIGN WITH OUR CULTURE.

[00:50:03]

AND IF YOU DON'T HAVE THAT, YOU CANNOT HAVE A STRONG UNITY AND CULTURE, BECAUSE THEN YOU'RE GOING TO STAND FOR EVERYTHING, AND EVERYBODY IS RIGHT WHEN WHAT ARE WE GOING TO BE CENTERED ON? IS OUR STRONG UNITY AND CULTURE CENTERED ON CHILDREN? IS IT CENTERED ON SELF-INTEREST? WHAT IS IT GOING TO BE? PEOPLE NEED TO BE CLEAR ON THAT.

SO WHEN WE HOLD THEM TO A STANDARD AND WE TELL THEM ABOUT THE STANDARD, I'M GOING TO USE EXAMPLES.

YOU GUYS BROUGHT UP MAKING SURE THAT OUR FOCUS CAMPUSES ARE ARE HAVE NO EXCUSES, HAVE THE RIGHT LEADER THAT'S LEADING THEM FORWARD.

NO MATTER WHAT. THOSE KIDS NEED TO PERFORM, OKAY.

THERE'S GOING TO BE PEOPLE NOT TOO HAPPY ABOUT THE ACCOUNTABILITY.

THERE'S GOING TO BE A LOT OF PEOPLE NOT TOO HAPPY IF THERE'S A STANDARD SET ON THEM THAT SAYS THAT'S UNREALISTIC.

THERE'S A LOT OF PEOPLE SAYING, WELL, THAT DOESN'T PROMOTE STAFF RETENTION.

YOU'RE HOLDING ME TO A STANDARD.

I'M DOING MY BEST. THEY'RE NOT MEETING IT.

NOT MY FAULT. OKAY.

THIS UNITY CULTURE PIECE ISN'T ABOUT A KUMBAYA, KUMBAYA.

THE UNITY CULTURE PIECE IS WHO'S ON OUR CRUSADE TO DO WHAT WE ARE GOING TO DO AND MAKE IT HAPPEN AS A COLLECTIVE CULTURE.

THE TRUTH OF THE MATTER IS, NOT EVERYBODY'S GOING TO THINK LIKE WE DO.

SO HOW DO WE IDENTIFY THOSE PEOPLE EARLY? HOW DO WE MAKE SURE WE'RE RECRUITING, RETAINING AND AND ENHANCING THE GIFTS OF THE PEOPLE THAT DO ALIGN TO THE CULTURE.

HOW ARE WE MAKING SURE THAT PEOPLE HAVE AN HONEST CONVERSATION WHEN WE TALK ABOUT THEM THAT THEY'RE NOT MEETING THE EXPECTATION OF THE DISTRICT, AND IT'S NOTHING PERSONAL.

SO WHEN WE LOOK AT A UNITY CULTURE, SOMETIMES WE GET LIKE, OH, THIS IS GOING TO BE LIKE, WE'RE ALL GOING TO EMBRACE AND WE'RE, WE'RE YOU HAVE TO FIND THE RIGHT PEOPLE EMBRACING US TO GO FORWARD.

THE THE TASK THAT WE HAVE AT HAND IS MONUMENTAL.

AND SO WHAT ARE SOME OF THE ASPECTS OR MOMENTS THAT YOU GUYS ARE HAVING, LOOKING AT THOSE PRIORITIES AND THINKING ABOUT STRONG UNITY AND CULTURE AND THEN THINKING ABOUT HOW THAT APPLIES TO RETENTION OR HOW THAT APPLIES TO ELIMINATING ACHIEVEMENT GAPS.

I WOULD LOVE TO HEAR FROM ANY OF YOU, LARRY.

GO AHEAD, MR. MR. GLICK. GO AHEAD.

HOW DOES THE ADMINISTRATION DEFINE A STRONG CULTURE? AND WHAT? YEAH, YEAH.

SO WHAT DO YOU BELIEVE? BECAUSE THAT'S WHAT YOU'RE SAYING.

YOU THEN NOW WANT NOT ONLY THE BOARD, BUT 7500 PLUS EMPLOYEES TO BELIEVE IN OR SOME GREAT PERCENTAGE OF THAT.

RIGHT. SO THAT'S WHY WE SET THE PILLARS, OKAY.

AND WE'RE WORKING ON THE CLARITY OF WHAT THAT DEFINITION LOOKS LIKE.

THE CLARITY IS GOING TO COME INTO THE NEXT ON WHAT WHAT WHAT WE BELIEVE.

AND WE BELIEVE WE'RE GOING TO ELIMINATE THE ACHIEVEMENT GAPS.

THIS ISN'T REDUCING THE ACHIEVEMENT GAPS.

THIS ISN'T A CLOSING THE ACHIEVEMENT GAPS.

THIS IS ELIMINATING.

THERE WILL BE NO MORE ACHIEVEMENT GAP.

AND THAT MEANS ALL OF US, INCLUDING MYSELF, MY TEAM, THE TEAM OF EIGHT HAVE TO LOOK AT THINGS DIFFERENTLY, TOTALLY DIFFERENTLY THAN WE'VE EVER HAD BEFORE.

OKAY. OUR CONVERSATIONS CAN'T BE ABOUT AVERAGES.

CONVERSATIONS HAVE TO BE ABOUT THE KIDS THAT ARE SUFFERING THE MOST BECAUSE THEY'RE AT THE BOTTOM TIER OF ACADEMICS.

THOSE ARE THE THINGS THAT WE'RE GOING TO HAVE TO FEEL CONTROL OVER.

AND THOSE ARE THE THOSE ARE THE THINGS THAT WE'RE ROLLING REELING OUT.

SO TO US AND I AND I'M GOING TO SAY THIS, WE HAVE THE STATE ACCOUNTABILITY SYSTEM.

WE ALL HAVE TO FOLLOW THAT.

I GET THAT, OKAY.

WE WOULD LOVE FOR EVERY SCHOOL TO BE AN A, BUT WE WANT EVERY SCHOOL TO ELIMINATE THE GAPS.

AND IF WE ELIMINATE THE GAPS, WE WILL HAVE AN A OKAY.

IT'S NOT FOCUSING ON THE A, IT'S FOCUSING ON THOSE GAPS.

AND THAT'S WHY WE'RE ATTACKING THINGS DIFFERENTLY AND YOU GUYS HAVE KIND OF SEEN THAT.

I KNOW THAT DOESN'T DIRECTLY ANSWER YOUR QUESTION, BUT IT'S THAT EXPECTATION THAT WE'RE LOOKING AT.

SO ALMOST YOU'RE SAYING THE CULTURE IS NOT A PILLAR, IT'S THE DRIVING FORCE BEHIND THE OTHER THREE PILLARS.

IS THAT ANOTHER WAY OF LOOKING AT IT? YES. YOU CAN LOOK AT IT THAT WAY.

ABSOLUTELY. YEAH. GOOD JOB, MISS STANLEY.

SORRY. SO, WHEN I LISTEN TO THIS IF WE TRULY TAKE ACCOUNTABILITY INTO PLAY, AND WE BEGIN TO SET A BAR OF EXCELLENCE, THEN WE'RE GOING TO HAVE TO HAVE THOSE TOUGH CONVERSATIONS THAT WE'RE GOING TO HAVE TO EXPECT ALL KIDS, ALL KIDS TO MEET THESE EXPECTATIONS.

AND WE HAVE TO STOP LETTING THINGS GO.

[00:55:01]

AND I'M GOING TO TRY TO PARAPHRASE.

SO IF I GET IT WRONG, CORRECT ME.

AND YOU HAD TALKED ABOUT BACK WHEN YOU WERE IN EL PASO, THAT SOMETIMES WE GET SO CAUGHT UP IN CULTURES AND PRESERVING THE CULTURES THAT WE LET THE KIDS SLIDE IN, IN COMING UP AND RISING UP TO THOSE ACADEMIC REQUIREMENTS.

OKAY. AND THAT WE LET THAT CULTURE PART OF IT BECOME TOO IMPORTANT.

AND THAT'S WHAT HOLDS US BACK FROM THE ACADEMICS.

AND SO WHEN I SEE THIS, I WOULD LOVE TO SEE ACCOUNTABILITY.

BUT I WOULD LIKE TO SEE EXPECTATIONS RAISED EVEN FOR OUR MOST VULNERABLE KIDS, BECAUSE OUR KIDS WHO HAVE THE ADHD, BIPOLAR, DEPRESSION, LEARNING DISABILITIES WHEN THEY LEAVE US THEY'RE THEY DON'T HAVE 504S ANYMORE. AND THEY'RE GOING TO BE HELD ACCOUNTABLE TO STANDARDS THAT THE WORLD IS SETTING AND THEY'RE NOT GOING TO GET OFF THE HOOK.

AND SO I FEEL LIKE IF WE WANT TO PUT DISCIPLINE BACK IN, WE WANT TO GET CONTROL BACK OF OUR CLASSROOMS. WE HAVE TO START HAVING A MUCH MORE EVENLY MEASURED DISCIPLINE AND EXPECTATION OF ALL KIDS.

ALL KIDS MUST DO WELL, BUT IN ORDER FOR THEM TO DO WELL, THE KID DOING WELL IN A CLASSROOM WITH A KID COMPLETELY OUT OF CONTROL, THEY'RE NOT GOING TO DO WELL.

DOES THAT MAKE SENSE WHAT I'M SAYING? ABSOLUTELY. AND THE THING IS, IS, YOU KNOW, TO CAPITALIZE ON WHAT YOU WERE SAYING IS WE CANNOT LOWER THE EXPECTATION DEALING WITH BACKGROUNDS.

OKAY. A LOT OF TIMES WHERE I'M FROM.

OKAY. I'M FROM EL PASO.

WE WILL CALL IT THE POBRECITA, THE POOR KID.

OKAY. THIS KID CAME FROM THIS.

AND WHAT THEY WOULD DO IS CREATE THIS LOWER EXPECTATION BECAUSE THEY'RE LIKE, LOOK WHERE IT WAS HOME IS OR NOT HOME OR ALL OF THESE THINGS, AND THE CHILD IS VERY CAPABLE AND SO ON, THE ENVIRONMENTS THAT THRIVE, THEY SAID, WE'RE GOING TO HELP THIS CHILD, BUT THESE ARE NON-NEGOTIABLES.

THEY STILL GOT TO LEARN, BECAUSE NO MATTER WHAT THE BACKGROUND IS, YOU CANNOT GIVE THEM AN EXCUSE, BECAUSE KIDS ARE SMART.

THEY ALREADY KNOW, LIKE, WELL, IF I CAN GET A LOWER STANDARD, I'M GOING TO DO IT.

AND SO WE TOOK A VERY, VERY AGGRESSIVE APPROACH, AND WE WERE ONE OF THE FEW SCHOOLS IN THE WHOLE STATE THAT MADE EXEMPLARY STATUS AT THAT TIME AS HIGH SCHOOLS.

AND WE WERE A TITLE ONE SCHOOL TWO MILES OFF THE BORDER.

AND YOU ALL READ ABOUT WHAT HAPPENS IN THE BORDER.

AND SO IF A SCHOOL WITH THOSE TYPE OF DEMOGRAPHICS, OVER 90% ECONOMICALLY DISADVANTAGED MADE NO EXCUSES FROM TUTORING TO ANYTHING ELSE.

THEY SUPPORTED KIDS WITH DIVERSE BACKGROUNDS, BUT THEY DIDN'T USE THAT AS A CRUTCH AND GOT RESULTS.

IF WE HAVE THAT MINDSET AND DON'T LOWER OUR STANDARDS, WE CAN DO AMAZING THINGS IN OUR DISTRICT.

THANK YOU. MR. SELDERS WANTED TO SAY SOMETHING.

YEAH, I WAS JUST GOING TO SAY.

I MEAN, I WAS JUST THINKING ABOUT YESTERDAY WHEN I WAS TALKING WITH THE NEW EMPLOYEES AND MADE THE STATEMENT AND SHARED WITH, WITH THEM WHAT I WHEN I HAD THE CONVERSATION WITH MY, MY TEACHER AND SHE SAID THE THREE THINGS WERE BE FIRM, BE CONSISTENT AND BE FAIR.

RIGHT. AND SO WHEN MISS STANLEY TALKED ABOUT EXPECTATIONS FOR STUDENTS, I THINK THAT WHEN WE TALK ABOUT CULTURE AND STRONG UNITY ALSO APPLIES TO THE ADULTS, WHEN, YOU KNOW, A.J.

CRABILL HAD MADE THE STATEMENT, STUDENT OUTCOMES CHANGE WHEN ADULT BEHAVIOR IS CHANGED.

SO WE'RE ALSO TALKING ABOUT EXPECTATIONS, BEHAVIORS AND MINDSET AS IT RELATES TO EVERYBODY, NOT JUST THE STUDENTS, BUT ALSO THE ADULTS IN OUR SYSTEM AS WELL. I'M I AM STRUGGLING BECAUSE WHAT IS THE DEFINITION OF CULTURE? SO IS CULTURE THE RIGHT WORD IN THIS PILLAR? BECAUSE WHEN THIS FIRST ROLLED OUT IT WAS ALL IT WAS ENCOMPASSED WITH THE ROLLOUT OF THE WORD ALL IN EVERYTHING.

AND SO CULTURE IS RECOGNIZING BELIEFS AND TRADITIONS.

BUT AS YOU ALL TALK ABOUT IT, IT'S NOW THAT YOU ARE REVERSING WHAT YOU WANT TO SEE AS AN OUTCOME, BUT THROUGH THE WORD CULTURE AND HELP ME, I MEAN, I SO SO THIS IS GOING TO BE THIS THE CULTURE OF OUR DISTRICT, SEE.

AND THAT'S IT. OKAY.

AND THAT'S WHY THERE'S SOMETHING MISSING THERE BECAUSE CULTURE WHEN YOU WELL, ME THINK ABOUT THE WORD CULTURE.

[01:00:01]

THEN YOU CAN DEFINE FOR US THAT THAT CULTURE IS THIS AND CAN TAKE INTO PLAY EVERYTHING THAT WE'VE SAID, BUT THAT WORD BY ITSELF.

UNLESS I'M WRONG, I JUST KNOW YOU'RE NOT WRONG.

I SEE IT A LOT DIFFERENTLY.

SO WE GOT TO BE SPECIFIC IN WHAT WE'RE ROLLING OUT.

SO THAT'S SUPPOSED TO BE AND I THINK THAT'S THE QUESTION THAT LARRY ASKED WAS WHAT IS YOUR DEFINITION OF DISTRICT CULTURE.

SO WHAT ARE WE EXPECTING.

SO IT'S JUST AN OBSERVATION.

MAYBE I'M THE ONLY ONE STRUGGLING WITH IT THE WAY.

NO, NO, NOT AT ALL.

THIS IS THIS IS REALLY GOOD.

AND WE'RE WE'RE IN THE PROCESS OF DEFINING IT, LIKE, EVEN DEEPER.

OKAY, SO THESE ARE ALL DRAFT MOTIONS.

AND WE WHAT WE DO IS THE MORE WE GO THROUGH IT THE DEEPER IT GETS.

SO YOUR FEEDBACK IS VERY VALUABLE.

THANK YOU, MR. MILLER.

YEAH. AND THANK YOU FOR HAVING FOR LEADING THIS DISCUSSION, ESPECIALLY ON THIS TOPIC.

I JUST HAVE A COUPLE OF OBSERVATIONS.

I'VE BEEN A PART OF A LOT OF CORPORATE SETTINGS WHETHER YOU ATTENDED IT OR NOT, EVERYBODY HAS A CULTURE.

IT MAY NOT BE ANY GOOD, YOU KNOW I THINK TO TO DO IT ON PURPOSE IS WHAT WE'RE STRIVING TO DO, HAVE OUR CULTURE BE WHAT WE PURPOSEFULLY WANT IT TO BE.

AND THEN THE UNITY PIECE, I MEAN, I CAN TELL YOU I'VE HAD SOME OF MY TOP PERFORMERS THAT NEVER BOUGHT IN.

NEVER, NEVER. THEY NEVER BOUGHT IN TO THE UNITY.

THEY DIDN'T EVEN REALLY BUY INTO WHAT WE'RE TRYING TO DO AS A CULTURE.

THEY WERE JUST TOP PERFORMERS.

AND THEN I HAD OTHER PEOPLE THAT WERE 100% TEAM TEAMMATES, BUT THEY DIDN'T PERFORM.

SO ALONG THE WAY, WE HAVE TO BE PREPARED.

AND YOU MAY HAVE ALLUDED TO THIS, THAT IT MIGHT NOT BE POPULAR.

IT MIGHT CAUSE SOME ANXIETY TO BE MEASURED AND TO HAVE AN EXPECTATION SET.

SO FOR ME, IT'S GOT TO INCLUDE EXPECTATIONS AND THEN ACCEPTANCE BY THOSE THAT YOU'RE TRYING TO LEAD. BECAUSE, I MEAN, WE'VE ALL PROBABLY I'M NOT GOING TO SAY WE'VE ALL BEEN THE PERPETRATOR OF IT, BUT WE'VE ALL PROBABLY HAD EXPERIENCES WHERE WE DID OUR VERY BEST TO LEAD SOMEBODY THAT JUST WOULDN'T ACCEPT IT.

AND THOSE SOMETIMES ARE AS POISONOUS TO THE OUTCOME AS ANYTHING ELSE SO SO, SO WHEN I, WHEN I'M THINKING ABOUT THIS I CAN THINK I JUST THINK THE STRONG AS MRS. GRIFFIN SAID, WHATEVER WE COME UP WITH IS GOING TO BE OUR CULTURE.

STRONGLY COMMUNICATE THAT.

AND THEN, YOU KNOW, WE HAVE TO WORK REAL HARD TO GET BUY IN, AND THAT'S WHEN WE'LL GET THE RESULT.

AND IT'S REAL IMPORTANT TO TO DO WHAT YOU SAID, BECAUSE SOMETIMES PEOPLE MIGHT GET CAUGHT IN A SITUATION.

RIGHT. AND THEY SAY, I FEEL LIKE I'M NOT BEING JUSTLY TREATED, BUT YOU'RE NOT YOU'RE NOT ALIGNING TO THE THE VALUES OF THE DISTRICT, THE THE EXPECTATIONS OF THE DISTRICT YOU'RE NOT TREATING ROBERT TALKED ABOUT ADULT BEHAVIORS CHANGE STUDENT BEHAVIORS.

THAT'S ME INCLUDED.

WE'RE ALL IN THIS TOGETHER.

YOU'RE NOT INCLUDED THE VALUES THAT WE'RE TRYING TO CHANGE.

RIGHT. SO THERE'S A LOT OF THAT THAT WE HAVE TO EXAMINE.

AND IT COMES WITH ACCOUNTABILITY.

RIGHT. AND SO YOU'RE RIGHT.

ALL OF THAT FACET, IT'S COMPLICATED.

AND THAT'S WHY WE PUT THESE PILLARS.

WE DIDN'T WANT EASY PILLARS.

WE WANTED COMPLICATED PILLARS BECAUSE THESE ARE COMPLICATED PROCESSES.

AND IT'S TIME FOR US TO NO LONGER BLINK I LOVE IT.

GO AHEAD. MR. GLICK. WE HEARD YESTERDAY THAT WE ADDED HOW MANY NEW BRAND NEW EMPLOYEES? OVER 500, OVER 600, 600, 600.

SO THE BEST CHANCE TO TELL THEM WHAT THE CULTURE IS WAS NOW.

SO WHO WAS IT? YOU AND MR. SELDERS WHO SPOKE, BUT WHO WAS WHO WAS TRYING TO SAY THIS IS WHAT OUR CULTURE IS? IS THERE? WAS ANYBODY SPEAKING TO THE NEW EMPLOYEES? BECAUSE THAT'S THE BEST CHANCE.

I MEAN, NORMALLY HR DOES THAT, BUT NOT TO THIS DEEP LEVEL.

BUT YOU'RE RIGHT, WE SHOULD BE DOING THAT AT THE DEEPER LEVEL TO SET THE STANDARD.

NOW I DID WHEN I SPOKE TO THE NEW EMPLOYEES TALK ABOUT CULTURE AND WHAT IT IS TO BE A NOT DAMAGE THE BRAND AND BE HERE FOR KIDS AND WHAT WE EXPECT.

BUT IT NEEDS TO NOT ONLY BE AT THE NEW TEACHER ORIENTATION, IT NEEDS TO BE ENFORCED EVERY SINGLE TO THE POINT WHERE THEY'RE LIKE, YES, YES, WE GET IT.

OH MY GOODNESS, YES.

WE'RE NOT GOING TO WE'RE NOT GOING TO BUDGE OKAY.

THAT THAT THAT'S YOU'RE RIGHT.

AND WE HAVE TO DO A BETTER WE HAVE TO DO A BETTER JOB.

AND I WOULD LOVE FOR IT WHENEVER YOU'RE BECAUSE ALL OF YOU ARE VERY VISIBLE, OKAY.

[01:05:02]

OKAY? I THINK MAYBE JASON MENTIONED A COUPLE OF KIND OF MOTTOS THAT THEY HAD GROW YOURSELF AND GROW OTHERS.

YES. FEEDBACK IS A GIFT.

YES. I THINK ONE OF OUR CHALLENGES IS THE ABILITY TO DELIVER FEEDBACK SO THAT IT IS A GIFT.

SOMETIMES IT'S VIEWED IN A NEGATIVE ENVIRONMENT, LET'S SAY A NEGATIVE WAY.

BUT TRULY FEEDBACK IS SO IMPORTANT TO HELP PEOPLE GROW WHO CAN THEN GROW THEMSELVES AND GROW OTHERS.

SO SO THAT WHOLE I MEAN, WE DID IT IN THE BOARD A COUPLE OF YEARS, SEVERAL YEARS AGO WHERE WE WE ALL AGREED THAT IT WAS OKAY TO RAISE OUR HANDS TO TALK TO EACH OTHER ABOUT WHEN WE MAY OR MAY NOT BE IN OUR LANE.

AND LET'S DON'T DO IT WITHOUT GETTING OUR FEELINGS HURT.

LET'S DO IT TO BE BETTER, RIGHT? SO I LIKE THAT CONCEPT.

THAT'S WHAT I READ INTO IT OR LISTENED.

THAT'S WHAT I HEARD WHEN I HEARD HIM SAY THAT.

AND SO I THINK THAT'S A VERY GOOD MOTTO.

AND ALL OF THESE PILLARS ARE UNDER CONSTRUCTION.

SO WE'RE BUILDING THEM RIGHT NOW AS WE GO.

AND YOUR FEEDBACK, HONESTLY, IS GOING TO BE REALLY HELPING US SOLIDIFY THESE PILLARS IN TIME.

OKAY. WE HAVE NOT ARRIVED YET.

IF WE HAVE ALREADY ARRIVED, THAT YOU WOULD HAVE A WHOLE SET, DIFFERENT SET OF GOALS TO WORK ON.

OKAY. BUT THIS IS TO GET YOUR MIND THINKING ON HOW YOUR BOARD GOALS EVENTUALLY CAN.

IT DOESN'T MEAN THEY ALL HAVE TO ALIGN, BUT IT'S TO CHALLENGE YOUR THINKING A LITTLE DIFFERENTLY SO YOU KNOW HOW ADMINISTRATION IS THINKING.

I'M GOING TO GO INTO THE NEXT PILLAR AND IT'S CALLED ELIMINATING THE STUDENT ACHIEVEMENT GAP.

JUST LOOK AT THE IMPACT WE WANT.

NO PERFORMANCE GAP BETWEEN STUDENT GROUPS.

I'M GOING TO GO BACK TO WHAT PRESIDENT SELDERS SAID, CHANGE HUMAN BEHAVIORS.

IT STARTS WITH THE ADULTS.

OKAY. HOW MANY TIMES DO WE TALK ABOUT SUBGROUPS IN OUR DISCUSSIONS IN ADAC? HOW MANY TIMES DO WE TALK ABOUT THE SPECIAL ED PERFORMANCE VERSUS THE REGULAR ED PERFORMANCE VERSUS FEMALE PERFORMANCE VERSUS MALE PERFORMANCE VERSUS ECODIS.

WE LOOK A LOT AT THE LAW OF AVERAGES AND THE LAW OF AVERAGES CARRY US.

OKAY, NOW FOR A 75%, I'M ROUNDING UP ECONOMICALLY DIVERSE SCHOOL DISTRICT THE LAW OF AVERAGES SHOULDN'T WORK FOR US.

OKAY. BUT THEY DO BECAUSE WE'RE DOING AN OKAY JOB.

OKAY IS NOT ENOUGH.

ALL RIGHT. SO WE'RE GOING TO WE'RE WORKING HARD AT ELIMINATING IT.

AND YOU'VE HEARD SOME INITIATIVES THAT WE'RE GOING TO BE VERY BOLD ON WHAT WE'RE DOING.

SO I'M GOING TO I'M GOING TO LOOK AT THESE ARE JUST HIGH LEVEL THINGS THAT WE'RE DOING.

YOU COULD JUST SEE YOU APPROVED A SCRIPTED CURRICULUM FOR SIXTH THROUGH EIGHTH MATH, AND AND WE'RE DEVELOPING ONE FOR SCIENCE FOR EIGHTH GRADE STRUCTURED FRAMEWORK AND WRITING. WE'RE COMING UP WITH A WHOLE NEW WAY TO ATTACK READING FOR STUDENTS OF POVERTY.

OUR FIRST YEAR IMPLEMENTATION OF OUR THAT'S OUR GARLAND SALE PROGRAM, WE'RE TAKING THINGS TO A WHOLE DIFFERENT LEVEL.

READING ACADEMIES.

WE'RE FOCUSING ON ATTENDANCE, TEACHER ATTENDANCE, AND STUDENT ATTENDANCE.

IF YOU'RE NOT THERE, YOU CAN'T LEARN, OKAY, IT'S NOT ABOUT THE MONEY.

WE'RE GOING TO GET MONEY FROM IT.

BUT IF YOU'RE NOT THERE, YOU CAN'T LEARN.

YOU MISS FOUR DAYS A MONTH.

THAT'S ALMOST A WEEK OF SCHOOL EVERY MONTH.

YOU GOT TO BE PRESENT.

AND WE'RE WE'RE WE'RE CHANNELING ALL OUR EFFORTS VERY DIFFERENTLY.

IT'S NOT ABOUT THE MONEY.

IT'S ABOUT THE LEARNING.

BUT I WANT YOU TO LOOK AT THIS, OKAY? NOW YOU'RE LIKE LOPEZ YOU SAID LAW OF AVERAGES.

YOU'RE AVERAGING GRADES THREE THROUGH FIVE.

LISTEN, THIS IS JUST FOR AN EXAMPLE PURPOSES, OKAY.

SO JUST WORK WITH ME.

RIGHT NOW WE HAVE LAW OF AVERAGES.

THE ONLY DIFFERENCE WE DID WAS WE BROKE IT OUT BY SUBCATEGORIES.

MR. JOHNSON WHAT ARE THE SUBCATEGORIES? WE DROPPED IT DROPPED IT BY.

WHAT ARE THE SUB CATEGORIES.

YES.

MIC] YEAH IT'S A RACIAL THING.

NOW IF WE LOOK AT THAT LAW OF AVERAGE ON THE FIRST ONE, IT SAYS THAT WE HAVE CLOSE TO 78% OF OUR STUDENTS PASSING.

CAN WE ALL AGREE ON THAT? ON FOR GRADES THREE THROUGH EIGHT 78% PASSING BECAUSE APPROACHES.

THIS IS PASSES ACCORDING TO THE STATE.

OKAY, LARRY, JUST SO YOU KNOW THIS, WE'RE JUST USING THE LAW OF AVERAGES.

BUT NOW, IF I BROKE IT DOWN, WHO'S STRUGGLING THE MOST?

[01:10:04]

BUT WHICH ONE HAS THE MOST RED? OKAY, SO IF I LOOK AT THE LAW OF AVERAGES, OKAY, THE AFRICAN AMERICAN BLACK STUDENTS HAVE A 68% PASSING RATE.

OKAY. NOW, IF I LOOK UP EVEN FURTHER AND I SAY BECAUSE WE RE RATE EVERYTHING FROM APPROACHES, ALL RIGHT, 22% OF THEM ARE AT APPROACHES AND 18% ARE AT MASTERS.

WHEN DO WE HAVE THESE DISCUSSIONS? WHEN DO WE SAY I WANT I WANT THEM TO LOOK AT MY HIGHEST PERFORMING.

WHERE'S THE HIGHEST PERFORMING? THESE ARE THE GAPS THAT WE'RE TRYING TO IDENTIFY.

THESE ARE THE GAPS THAT WE'RE TRYING TO SAY WE NEED EVERYBODY AT THE HIGHEST LEVEL.

WE'RE NOT BRINGING THE BAR DOWN SO WE COULD HAVE THE LAW OF AVERAGES ANYMORE.

BUT THIS IS STILL A LITTLE THIS IS STILL A LITTLE CLOUDY.

I'M GOING TO TAKE IT.

I'M GOING TO TAKE IT ONE MORE STEP FURTHER.

NOW I BROKE OUT THE CATEGORIES BETWEEN ECODIS AND NON ECODIS.

WHAT WHAT ARE SOME OF THE THINGS THAT STRIKE OUT AT YOU? REMEMBER SAME SUBCATEGORIES KIDS KIDS THAT ARE ECONOMICALLY DISADVANTAGED, WHICH IS 75% OF OUR POPULATION, WHICH MOST OF THEM ARE BROWN AND BLACK VERSUS THE OTHER STUDENTS THAT ARE NON ECONOMICALLY DISADVANTAGED.

WHAT ARE SOME OF THE THINGS THAT WE'RE SEEING? THERE'S NO WRONG ANSWERS.

JUST TAKE A LOOK AT IT.

THE SECOND ONE.

BOTH OF THEM LOOKING AT BOTH OF THEM.

ONE IS ECODIS AND ONE IS NON ECODIS.

ECODIS IS A BIG IMPACT RIGHT.

YEAH. THEY DID NOT MEET AND IT INCREASED ALL THE WAY ACROSS THE BOARD.

JUST ABOUT RIGHT FOR ALL RACES FOR ALL FOR ALL.

EVERYBODY. YEAH, THAT'S WHAT IT SHOWS, RIGHT? WHAT ELSE ROBERT TALK TO ME ABOUT APPROACHES.

IF YOU LOOK AT THE APPROACHES AS WELL AS DID NOT MEET, BOTH OF THOSE RANGES INCREASE WHEN YOU LOOK AT AND BREAK IT OUT ECODIS VERSUS NON ECODIS.

ISN'T IT CRAZY.

AND AS WE DISCUSSED THOUGH COULDN'T IT JUST BE TWO IN THE TESTING SIDE OF IT, ONE OR TWO STUDENTS THAT WOULD GET YOU OVER THE HUMP, THAT WOULD GET YOU OUT OF THAT PARTICULAR AREA.

OKAY. SO LET'S LET'S USE YOUR YOUR LOGIC.

RIGHT. HOW BUT HOW MANY MORE ARE ON THOSE BUBBLES.

IS IT THE KIDS OF ECODIS OR THE KIDS OF NON ECODIS? WHERE DO YOU THINK WE HAVE TO PUT OUR FOCUS ON WHEN WE START LOOKING AT RIGHT. YEAH.

AND SO TRADITIONALLY, IF I LOOK AT ACROSS ALL RACES, THOSE THAT ARE IN ECONOMIC SITUATIONS OF HARDSHIP UNDERPERFORM THOSE IN OUR DISTRICT, AND THIS IS GOING TO BE ACROSS THE STATE.

BUT IN OUR DISTRICT WE'RE USING OUR DATA.

THEY PERFORM UNDERPERFORM THE ONES THAT ARE NOT UNDER ECONOMIC HARDSHIP.

WHAT ARE THE CATEGORIES OF ECONOMIC DISADVANTAGE? WHAT WHAT ARE YOU FREE AND REDUCED LUNCH OKAY.

YEAH. FREE AND REDUCED LUNCH.

THE QUALIFICATIONS ARE FREE.

REDUCED LUNCH. THAT'S HOW THEY LOOK FOR ECONOMIC DISADVANTAGE.

PERFECT. OKAY, DOCTOR LOPEZ, JUST AS A POINT OF CLARIFICATION, THIS DATA THAT WE'RE LOOKING AT IS THE MOST RECENT DATA, RIGHT? YES. THIS IS THE DATA THAT WE HAVEN'T RELEASED TO YOU YET.

BUT THIS IS LIKE THIS YEAR'S DATA OKAY.

YES. SO DOCTOR LOPEZ ON THIS.

I'M SORRY. GO AHEAD.

ON THIS FREE AND REDUCED LUNCH PROGRAM, DEFINE FOR ME WHAT IT TAKES TO QUALIFY OR HOW DO YOU HOW DO YOU GET QUALIFIED INTO THAT PROGRAM? IS IT YOUR POVERTY RATE, YOUR YOUR YOUR PARENTS INCOME? COMBINED INCOME. TWO TIMES THE POVERTY RATE.

YEAH. SO IF YOU YOU YOU CAN GET FREE LUNCH IF YOU'RE EXTREMELY POVERTY RIDDEN AND YOU CAN GET REDUCED LUNCH IF YOU'RE LIKE A WORKING CLASS.

SO BUT IS THERE A NUMBER WE CAN PUT ON THAT LIKE $50,000 A HOUSEHOLD OR $70,000? I CAN GET THAT TO YOU.

I DON'T HAVE THAT WITH ME.

WE CAN GET SO IT'S NOT JUST A LIKE YOUR TOTAL INCOME.

IT IS DO YOU HAVE $50,000 FOR TEN KIDS? WE DO A LOT OF STUFF THAT MENTIONS ECONOMICALLY DISADVANTAGED.

AND THEN WE LOOK AT OUR OUR GROUPS OF STUDENTS IN THOSE.

[01:15:01]

SO NOW WE'RE KIND OF DISCUSSING ECONOMIC DISADVANTAGE FACTORS.

OKAY. NEVER HAVE WE SPLIT UP DATA AS A BOARD LIKE THIS.

NEVER. THIS IS EYE OPENING.

IT'S SOMETHING WE PROBABLY ALREADY KNEW.

BUT NOW WE'RE GOING TO GO DEEPER.

OKAY, DOCTOR LOPEZ, BEFORE I GET TOO EXCITED, I WANT TO MAKE SURE BECAUSE WE'VE HAD THIS DATA LIKE THIS BEFORE.

OH YOU HAVE SORRY. NOT WITH ME.

AND WELL, I WON'T CALL BACK WHEN YOU FIRST ARRIVED.

WHERE WHERE WE HAD IT AND TRIED TO GET IT BROKEN DOWN THIS WAY.

BUT IT WAS PUSHED BACK BECAUSE OF THE VERY POINTS THAT YOU'VE JUST STATED.

BECAUSE WHEN YOU LOOK AT THE DATA, THE DATA IS THE DATA AND THE DATA IS THE FACTS.

YEAH. SO I JUST WANT TO MAKE SURE THAT WE'RE BECAUSE WE'VE TALKED ABOUT DISAGGREGATED DATA.

WE'VE ALSO TALKED ABOUT IT BY GENDER.

IT'S BEEN A WHOLE LIST OF THINGS.

AND THEN WE ALWAYS COME BACK TO THE SUMMARY.

SO I WANT TO MAKE SURE I'M UNDERSTANDING YOU CORRECTLY.

AND YOU'RE ALL ON CAMERA SO I CAN GO BACK AND REVIEW IT.

BECAUSE WE HAVE SAID WHAT A CERTAIN SET OF SPECIFIC DATA THAT WE RECEIVED, WE NEVER WANTED TO SEE THE SUMMARY AGAIN.

WE WANTED TO ALWAYS KNOW WHAT WE'RE LOOKING AT.

SO YOU'RE TELLING ME THAT WE ARE GOING TO RECREATE OUR REPORT FORMATS SO THAT WHEN WE LOOK AT DATA POINTS THEY'RE GOING TO BE BROKEN DOWN OR DID I TAKE IT TOO FAR? YOU TOOK IT TOO FAR.

OKAY. ALL RIGHT. WE'RE NOT GIVING YOU THAT.

WE'RE DOING THAT OURSELVES.

THIS IS ALL INTERNAL.

SO WHEN WHEN YOU ALL DECIDE HOW YOU WANT YOUR DATA, THAT'S WHAT WE'LL GIVE YOU.

OKAY. SO LET ME RESTATE WHAT WE'RE RECOMMENDING.

SO LET ME RESTATE.

YOU ARE NOW ASKING US AS A BOARD TO IDENTIFY THE FORMATS OF THE DATA POINTS WE WANT TO RECEIVE ACROSS ALL AREAS WHEN IT RELATES TO OUR STUDENTS.

THAT'S WHAT WE ARE DOING.

OKAY, THIS IS WHAT I'M GOING TO SAY.

I KNOW IT DOESN'T GIVE YOU A DIRECT ANSWER.

NO IT DOESN'T. ALL RIGHT. AND I'M I'M THIS IS WHAT I'M GOING TO SAY.

THAT'S WHAT WE'RE DOING.

WE WOULD LOVE TO EMULATE WHAT WE'RE DOING WITH THE BOARD SO WE CAN ELIMINATE THESE ACHIEVEMENT GAPS TOGETHER.

AND I DON'T THINK ANYONE AROUND THIS TABLE WOULD DISAGREE WITH THAT.

IT'S JUST ABOUT US KNOWING THAT IT IS AVAILABLE, BECAUSE WE CAN'T SOLVE ANY OF THESE IF WE'RE NOT TOGETHER.

AND AS YOU'VE HEARD THE QUESTIONS HERE JUST IN THE LAST TEN MINUTES, IT'S ABOUT ALL OF US HAVING THE SAME DEFINITION OF THE WORDS AND THE CATEGORIES THAT, YOU KNOW, BASICALLY ARE BEING USED.

BUT I SEE IT'S BACK IN OUR COURT AND I THINK WE KNOW WHERE WHERE OUR RUNNING ROOM IS.

OKAY. THANK YOU. SO WE'RE IN THE LAST LEG OKAY.

GO AHEAD, MR. GLICK.

YEAH. LET ME DISAGREE TO SOME EXTENT.

I THINK WE WE HAVE ALWAYS SEEN THIS INFORMATION, BUT IT'S NOT WHAT'S PRESENTED AT THE BOARD MEETINGS.

OKAY. RIGHT.

SO WHEN EITHER KIM OR VERONICA HAS PRESENTED IT, IT'S MORE DISTRICT WIDE.

ALL THE STUDENTS, ALL THE TESTS, IF YOU GO TO THE BACK PAGES OR THE TAPER REPORT, IT'S ALL IN THERE.

IT'S ALWAYS BEEN IN THERE AND IT'S ALWAYS BEEN DISAGGREGATED.

PRETTY MUCH EVERY GROUP YOU HAVE HERE, ALL THIS, IT'S THERE, BUT IT'S NEVER BEEN EMPHASIZED.

THAT'S THE THAT'S WHAT I REALLY MEANT WAS IT'S NEVER BEEN EMPHASIZED.

WE'VE NEVER LOOKED AT THE DATA.

JUST THAT.

YEAH, IF YOU WANT IT, IT'S THERE.

BUT IT'S A LOT OF READING AND YOU HAVE TO WANT TO GO THROUGH IT ALL.

YOU HAVE LIKE NUMBERS AND ALL THAT.

RIGHT? BUT I THINK WHAT YOU'RE SAYING, I THINK WAS WITH MISS GRIFFIN IS SAYING IS I THINK YOU'RE SAYING NOW YOU'RE GOING TO EMPHASIZE IT IN YOUR REPORTS TO US. NOW WE'RE GOING TO HAVE TO MAKE A DECISION.

NO, NO THIS IS US. THIS IS ALL ADMINISTRATIVE.

OKAY. YOU DECIDE WHAT WE EMPHASIZE TO YOU THROUGH YOUR BOARD GOALS.

WE'RE JUST SHOWING YOU STUFF TO LOOK AT.

AND WHEN YOU MAKE YOUR DECISION ON YOUR BOARD GOAL, THEN YOU COULD ATTACK IT HOW YOU WANT IT.

DOES THAT MAKE SENSE?

[01:20:01]

IS THAT CORRECT? YES. THIS IS AS FRESH.

WE'VE NEVER SEEN THIS. THIS IS ALL FRESH DATA.

IT'S FRESH DATA. THE NEXT SET OF DATA YOU'RE GOING TO GET IS NOT FRESH.

THIS IS FRESH OKAY.

BECAUSE IT'S NOT FINAL.

WE WANT IT TO GIVE YOU AN EXAMPLE OKAY.

NOW NOW FROM THAT DATA YOU SAW ECONOMIC DISADVANTAGED STUDENTS AND THOSE RISK FACTORS.

WE'RE GOING TO TAKE YOU TO THE LAST LEG.

NOW THIS IS THE THINGS I WANT YOU TO KNOW AS WE'RE GOING TO THE LAST LEG.

THINK OF YOUR HEALTH, IN YOUR HEALTH YOU'RE BORN WITH CERTAIN RISK FACTORS YOUR GENETICS, WHERE YOU LIVE, WHO YOUR FAMILY IS YOUR CULTURE FOR YOUR RACE, YOUR THERE'S CERTAIN RISK FACTORS THAT YOU'RE BORN WITH, OKAY? THOSE THINGS YOU CAN'T CONTROL.

YOU ARE BORN WITH THOSE.

WE HAVE SCHOOLS THAT HAVE RISK FACTORS THAT THEY'RE NOT UNDER CONTROL OVER ECONOMICALLY DISADVANTAGED RATE OF THEIR STUDENTS.

HOW MANY STUDENTS COME IN WITH SECOND LANGUAGES? ALL OF THOSE THINGS.

THE SECOND THING ABOUT OUR HEALTH IS THEN WE CHOOSE WHAT HAPPENS TO US BY WHAT WE EAT, WHAT WE READ, WHAT WE DO SPIRITUALLY, WHAT WE DON'T DO SPIRITUALLY.

SO THEN WE ADD RISK FACTORS ON OUR OWN DECISIONS.

DOES THAT MAKE SENSE? YOU'RE GOING TO SEE A SECOND SET OF RISK FACTORS WE MAKE OUR OWN DECISIONS.

HOW MANY CERTIFIED TEACHERS WE HIRE? HOW MANY PRINCIPAL TURNOVERS.

THOSE ARE THINGS THAT WE CAUSE OURSELVES.

AND THEN YOU COMBINE THE TWO AND YOU GET YOUR RESULTS FROM YOUR DOCTOR, YOU'RE UNDER THESE THINGS, RIGHT? WELL, WITH US, YOU COMBINE THESE TWO AND YOU GET THE RESULTS FROM THE STATE.

NOW, THE THE GRADES THAT YOU SEE FROM THE STATE ON YOUR PAPER ARE LAST TWO YEARS GRADES.

THEY'RE NOT THE CURRENT YEARS GRADES.

WE'RE STILL GRINDING THAT OUT WITH THE STATE.

SO WE DON'T WANT TO PUT ANYTHING FINAL OUT THERE THAT COULD POSSIBLY LEAK AND IT'S WRONG.

BUT THEN YOU GET TO SEE WHERE WE'RE AT FROM THERE.

YOU'RE GOING TO SEE HOW WE DESIGN, WHERE OUR PRIORITY LEVELS ON OUR CAMPUSES ARE, TO TIER THEM, TO SEE WHO NEEDS TO GET THE MOST SUPPORT.

WE ARE NOW GETTING VERY PRESCRIPTIVE, MORE PRESCRIPTIVE THAN YES, WE'VE DONE FOCUS CAMPUSES BEFORE, BUT NOW WE'RE TAKING IT TO A DIFFERENT LEVEL.

YES, WE'VE HAD DATA BEFORE, BUT WE HAVEN'T SPECIALIZED DATA ON REALLY WHAT WE WANT TO SEE TO CLOSE AND ELIMINATE THE GAPS.

OKAY. SO I'M GOING TO TURN IT OVER TO DOCTOR PERALEZ AND DOCTOR ADAMS TO TAKE YOU TO THIS LAST SEGMENT.

WE'RE SO EXCITED TO SHARE THIS WORK WITH YOU BECAUSE IT IS A TRUE COLLABORATION PLAN ACROSS ALL DIVISIONS.

THIS WORK IS BEING LED BY MISS KIM MARSH, ONE OF OUR ELEMENTARY EDLS, ALONG WITH RAD, HR, SO EVERY SINGLE DEPARTMENT WAS INVOLVED WITH THIS.

AND THE MINDSET FOR THIS IS AN UPSTREAM MINDSET.

SO I'M NOT SURE OF ANY IF ANY OF YOU HAVE EVER READ THE BOOK UPSTREAM BY DAN HEATH.

AND THE MINDSET TO JUST TO PROVIDE YOU SOME CONTEXT AROUND THIS, THIS BOOK STARTS WITH THE STORY WHERE TWO FRIENDS ARE HANGING OUT BY THE RIVER AND THEY'RE FISHING, HAVING A GREAT TIME, AND THEY SEE THIS CHILD COME DOWN THE RIVER.

AND SO HE'S STRUGGLING.

SO THEY GO AND SAVE HIM, AND THEN THEY NOTICE ANOTHER CHILD COME DOWN THE RIVER.

AND SO THEY GO AND SAVE HIM.

AND SO LITTLE BY LITTLE THEY START NOTICING MORE CHILDREN.

SO OF COURSE, BY THIS TIME THEY'RE EXTREMELY TIRED AND THEY'RE LIKE, MAN, THIS IS A LOT.

WHAT'S GOING ON? THERE'S A LOT.

THIS IS A LOT OF WORK.

AND ONE OF THE FRIENDS STARTS WALKING OFF AND THE OTHER FRIENDS LIKE, WHAT ARE YOU DOING? WE HAVE TO SAVE THESE CHILDREN.

WHERE ARE YOU GOING? HE'S LIKE, I'M GOING TO GO TACKLE THE GUY UPSTREAM, TELLING HIM TO STOP THROWING KIDS IN THE RIVER.

SO THAT IS THE MINDSET OF THIS WORK.

WE ARE WANTING NOT TO BE REACTIVE, BUT MORE PROACTIVE AND MAKE SURE THAT WE GET TO THE ROOT CAUSE.

SO OUR PHILOSOPHY IS REALLY BASED OFF THREE THINGS ALL STUDENTS.

AND WHEN WE SAY ALL STUDENTS, WE MEAN ALL STUDENTS DESERVE ACCESS TO HIGH QUALITY LEARNING EXPERIENCE.

AND WE WANT TO MAKE SURE WE PROVIDE AN ENVIRONMENT FOR THAT AND THAT THE BELIEF IS THERE WITHIN OUR DEPARTMENTS AND OF COURSE, OUR CAMPUSES.

WE ALSO WANT TO CALL OUT THE FACT THAT EVERY MEMBER IN OUR DISTRICT HAS A DIRECT CORRELATION TO STUDENT SUCCESS.

SO NO MATTER IF YOU WORK AT THE PRINT SHOP OR IF YOU WORK FOR HR, FOR THEM TO TAKE THAT MINDSET ON THAT.

EVERY SINGLE PERSON IN OUR DISTRICT HAS A DIRECT CORRELATION TO STUDENT SUCCESS.

AND THEN, OF COURSE, PRIORITIZING SUPPORT FOR THOSE WHO NEED THE MOST.

AND SO THAT'S THOSE ARE THE THREE THINGS THAT WE BUILT THIS PLAN ON.

[01:25:07]

AND YOU WILL SEE THE THIS LIST THIS HERE THIS IS YOUR RISK LOAD ANALYSIS.

MANY CONTEXTUAL FACTORS, SOME STAFFING CHALLENGES, STUDENT ACHIEVEMENT, CAMPUS DEMOGRAPHICS, AND SOME SCHOOL FACTORS THAT WE TOOK INTO CONSIDERATION AS WE BUILT THIS OUT. AND THEN OUR TIER DESIGNATION.

SO WE HAVE THREE TIERS.

WE HAVE TIER THREE WHICH THESE ARE CAMPUSES WITH THE LOWEST AMOUNT OF RISK LOADS.

THEN WE HAVE OUR TIER TWO, THEY'RE FROM MIDDLE AVERAGE TO HIGH INTENSITY.

THEY WILL STILL WE WE WILL STILL PROVIDE SUPPORT TO TIER ONE AND TIER TWO, BUT MOST OF OUR SUPPORT WILL GO TO TIER THREE.

THESE ARE MORE INTENSIVE SUPPORTS FROM DEPARTMENTS FROM MULTIPLE AREAS.

I'LL NOW PASS IT OVER TO DOCTOR ADAMS AND HE'LL GO OVER THE ACTUAL RISK LOAD ANALYSIS.

AND REALLY, IT'S ABOUT LOOKING AT DATA TO MAKE DECISIONS AND LEAD THE WAY.

AND SO BELOW IN YOUR PACKET YOU'LL HAVE A RISK LOAD GLOSSARY.

AND THIS REALLY GOES BACK SEVERAL YEARS, 10 OR 12 YEARS AGO CASEY DID WORK WITH US.

WE REALLY STARTED LOOKING AT RISK FACTORS.

WHAT ARE ALL THE FACTORS THAT OUR SCHOOLS FACE? SO WE CAN BETTER UNDERSTAND HOW TO RESPOND TO THEM.

AND SO WHAT YOU'LL SEE IS 26 DIFFERENT RISK FACTORS.

AND SOME THINGS THAT WE'VE, YOU KNOW, IDENTIFIED SPECIFICALLY FOR GARLAND, BUT IT PROVIDES A HOLISTIC VIEW OF OUR CAMPUSES AND BETTER UNDERSTAND THE VULNERABILITIES. IT'S BEEN GARLAND IZED OVER TIME JUST FOR HELP MAKE INFORMED DECISIONS.

SO IT STARTS WITH SEVERAL DIFFERENT CATEGORIES, YOU'LL KIND OF LOOK ACROSS THE TOP.

YOU'LL SEE ACCOUNTABILITY INFORMATION, STUDENT DEMOGRAPHIC INFORMATION.

SOME OF THESE THINGS AREN'T THINGS THAT THESE ARE WHAT THEY ARE.

OTHERS ARE THINGS THAT WE HAVE DIRECT INFLUENCE OVER AS A SYSTEM.

AND SO AS YOU LOOK AT THAT, I WANT TO KIND OF CALL OUT A FEW DIFFERENT THINGS.

AND SO YOU'LL SEE SOME NEW THINGS THAT WE'VE ADDED TO THIS DOCUMENT SINCE IT'S A FIRST ITERATION MANY YEARS AGO.

I REMEMBER DOING THIS WHEN I WAS A CAMPUS PRINCIPAL, AND JUST BEING SO EXCITED TO LOOK AT DATA A LITTLE BIT DIFFERENTLY AND KIND OF THINK THROUGH AS A SYSTEM, HOW DO WE RESPOND TO THAT? AND SO A FEW NEW THINGS YOU'LL SEE ACCOUNTABILITY SECTION THAT'S NEW.

YOU'LL SEE SOME STUDENT DEMOGRAPHIC DATA THAT'S BEEN UPDATED.

YOU'LL SEE SOME SCHOOL FACTORS THAT HAVE BEEN UPDATED AND SOME STAFFING FACTORS THAT HAVE BEEN UPDATED.

WE HAVE SOME CONTROL OVER STAFFING.

WE DON'T HAVE SOME CONTROL OVER SOME DEMOGRAPHIC DATA, BUT PRIORITIZATION IS REALLY ALL ABOUT WHAT WE DO AND HOW WE RESPOND SYSTEMICALLY TO THE NEEDS OF OUR CAMPUSES AND UNDERSTANDING EVERY CAMPUS HAS A HAS A DIFFERENT NEED.

AND I THINK ON THE DOCUMENT THAT YOU HAVE THEY'RE LISTED IN ORDER BY RISK FACTOR.

AND SO TO KIND OF UNDERSTAND THIS RISK LOAD ANALYSIS, IF YOU LOOK AT THIS GREEN ON ONE SIDE OF THE ANALYSIS AND IT GOES.

YES, MA'AM. CAN YOU COLOR CODE US, WE WE MAY BE ABLE TO FOLLOW YOU WITH THE COLOR CODED.

WE CAN'T.

I'LL JUST LEAVE IT.

I BELIEVE IF YOU LOOK AT THE TOP, YOU SHOULD SAY THAT THE LANGUAGE SHOULD BE LOW RISK ALL THE WAY OVER TO HIGH RISK.

DO YOU SEE THE LANGUAGE? LET ME SEE.

SO LOW RISK WOULD BE KIND OF A DARK KIND OF A DARKER GREEN.

AND A LIGHTER RISK WOULD BE KIND OF THE LIGHTER GREEN COLORS.

THE HIGHER RISK WOULD BE IN RED.

DOES THAT HELP? I KNOW THERE'S A LOT OF NUMBERS IN DIFFERENT COLORS.

YEAH. I MEAN, I'M I'M THIS IS YOUR EXPLANATION, BUT THEN THIS IS YOUR EXAMPLE.

OKAY. YES, MA'AM. YEAH.

SO IF YOU LOOK AT THIS DOCUMENT, THANK YOU FOR CALLING THAT OUT THAT'S WHERE OUR MIND WENT.

AND YOU'RE JUST TALKING.

AND WE OVER HERE TURNING PAGES.

MISS GRIFFIN, THANK YOU FOR CALLING THAT OUT.

AND SO IF YOU LOOK AT THE LIST, THEY'RE ACTUALLY DONE IN ORDER.

AND SO WITH THE CAMPUS WITH THE HIGHEST FACTORS, HIGHEST RISK FACTORS ARE IN ORDER.

AND SO THAT KIND OF HELP YOU ORIENT THIS THIS DOCUMENT.

AND SO IF YOU LOOK AT LIKE DARK GREEN THAT'S RELATIVELY LOW RISK.

LIGHT GREEN AS YOU KIND OF GO THROUGH AND THE COLORS CHANGE, IT BECOMES MORE HIGH RISK.

AND SO I'LL GIVE YOU A SECOND TO LOOK AT THAT BECAUSE THAT'S A LOT OF INFORMATION.

BUT YOU'LL SEE SOME CAMPUSES HAVE A LOT MORE GREEN AND YOU HAVE SOME CAMPUSES WITH A LOT MORE RED.

AND YOU'LL SEE THE CAMPUSES WITH MORE RED HAVE MORE RISK FACTORS.

AND THERE'S A LOT OF DIFFERENT THINGS.

YOU'LL NOTICE, IT'S KIND OF BROKEN DOWN BY STUDENT DEMOGRAPHIC DATA, A THROUGH F ACCOUNTABILITY SCHOOL FACTORS, STAFFING FACTORS.

[01:30:04]

SOME OF THE THINGS AS A SYSTEM WE HAVE DIRECT CONTROL OVER.

I WANT TO DIRECT THEM TO THIS ADDITIONAL.

YEAH. AND IF YOU LOOK AT DOCUMENT IN THAT RED FOLDER THAT HAS THIS AS A FIRST PAGE.

YEAH. THAT'S WHAT WE'RE LOOKING AT.

THANK YOU. EVERYBODY WAS LOOKING AT THAT.

THEY WERE LOOKING AT THE PRESENTATION.

AND IF YOU LOOK AT THE FIRST PAGE I'LL GIVE YOU A SECOND TO KIND OF ORIENT YOURSELF.

BUT IT STARTS WITH INFORMATION JUST ABOUT THE GLOSSARY.

THEN IT KIND OF WALKS THROUGH STUDENT DEMOGRAPHIC FACTORS, SCHOOL FACTORS AND THEN STAFFING FACTORS.

I UNDERSTAND THIS IS A LOT OF INFORMATION TO KIND OF PASS OUT.

SO I'M GOING TO TRY TO PROVIDE A KIND OF A HIGH LEVEL OVERVIEW.

BUT WHAT IT DOES IS IT LOOKS AT EACH OF THESE CATEGORIES AND ASSIGNS A NUMBER OR A VALUE.

AND THAT'S KIND OF ON THIS KIND OF RISK FACTOR SCALE.

AND THIS IS DATA THAT WE'VE BEEN LOOKING AT AS A SYSTEM AND HAVING CONVERSATION ABOUT HOW DO WE PRIORITIZE SUPPORT AND RESOURCES.

SO I'M GOING TO KIND OF TALK YOU THROUGH THAT JUST A LITTLE BIT.

SO IF YOU LOOK AT THE DOCUMENT, I KNOW THERE'S A LOT OF INFORMATION ON HERE TO KIND OF GO THROUGH.

ESSENTIALLY THE GREEN FEWER FACTORS.

ARE YOU TALKING ABOUT THE HANDOUT? YEAH. THE HANDOUT IN THE BACK IT LOOKS LIKE THIS.

THE RED MORE FACTORS.

AND I KNOW THAT'S VERY SMALL.

THIS IS A LOT.

I'M GOING TO TRY TO WALK YOU THROUGH IT KIND OF VERY HIGH LEVEL.

AND SO AGAIN LOW RISK AND GREEN HIGH RISK IN RED.

AND THEN THEY'RE IN ORDER BASED ON THE CAMPUSES THAT HAVE THE HIGHEST RISK FACTORS.

RIGHT. AND THE EXCEPTION OF ALL OF THIS IS GOING TO BE THE TIA DESIGNATED TEACHERS AND T TEST AVERAGE.

THAT'S NOT GOING TO BE COLOR CODED THE EXACT SAME.

IT'S NOT GOING TO FOLLOW THE SAME COLOR PATTERNS.

OKAY. THIS IS WHAT WE'VE USED TO KIND OF PRIORITIZE IN OUR WORK AS A DISTRICT, USING THIS KIND OF DEEP LEVEL OF ANALYSIS TO LOOK AT, OKAY, WHAT ARE OUR TIERS OF SUPPORT FOR CAMPUSES? YOU KNOW, HOW DO WE RESPOND AS A SYSTEM.

AND SO IF YOU LOOK AT THIS SLIDE HERE, THESE ARE THE DIFFERENT LEVELS BASED ON RISK FACTORS.

AND SOME OF THE RISK FACTORS ARE THINGS THAT ARE WITHIN OUR CONTROL AND SOME AREN'T.

AND SO THIS IS KIND OF A HOLISTIC LOOK AT THE OVERALL HEALTH OF A SCHOOL.

ALL RIGHT. AND SO THE TIER DETERMINES THE SYSTEMIC RESPONSE.

THE HIGHER THE TIER THE MORE SUPPORT.

SO IF YOU LOOK AT THIS SLIDE HERE YOU CAN KIND OF SEE TIER THREE, YOU SEE NINE CAMPUSES ON THE LEFT.

AND YOU LOOK ALL THE WAY OVER TO TIER ONE.

YOU SEE A NUMBER OF CAMPUSES.

TIER THREE WOULD BE CAMPUSES REQUIRE GREATER LEVELS OF SUPPORT.

TIER ONE ARE CAMPUSES THAT WE'RE STILL GOING TO WORK WITH.

THEY HAVE THINGS TO WORK ON, BUT THEY DON'T REQUIRE THE SAME LEVELS OF SUPPORT.

SO IT'S AN OPPORTUNITY TO ALLOW US TO PRIORITIZE RESOURCES, TIME AND PEOPLE TO SUPPORT CAMPUSES THAT NEED THE MOST SUPPORT AND ATTENTION.

AND SO IF YOU LOOK AT RIGHT HERE, YOU HAVE, YOU KNOW, THREE DIFFERENT GROUPS ELEMENTARY MIDDLE AND HIGH.

AND THOSE ARE THE GROUPS THAT REQUIRE GREATER LEVELS OF SUPPORT.

AND SO I'LL GIVE YOU A SECOND TO LOOK AT THAT BECAUSE I KNOW THAT'S A LOT TO LOOK AT.

AND I'LL KIND OF GIVE YOU AN EXAMPLE OF ONE ON HERE.

JUST YES.

JUST A QUICK QUESTION. SO I JUST GLANCED QUICKLY AT THE MIDDLE SCHOOLS.

YES. AND SO HOW THEY'RE LISTED IN THIS DOCUMENT, I SEE BUSSEY, LYLES, WEBB, O'BANION, SELLERS [INAUDIBLE].

YOU SAID THAT THEY'RE LISTED BASED ON THE RISK FACTORS, RIGHT? YEAH. SO WE HAVE TIER THREE SCHOOLS AND WE'VE IDENTIFIED COYLE TECH, LYLES, COLLEGIATE, SCHRADE AND BUSSEY AS THE FOUR MIDDLE SCHOOLS THAT ARE TIER THREE. BUT WHEN I LOOK AT WHERE THEY FALL ON THAT LIST THERE'S SOME THAT SEEM TO HAVE HIGHER RISK FACTORS.

I AM SO GLAD YOU CALLED THAT OUT.

VERY, VERY GOOD CALL OUT BECAUSE THE RISK FACTOR ALONE DOESN'T DETERMINE THE LEVELS OF SUPPORT, BECAUSE YOU'RE GOING TO HAVE CAMPUSES HERE THAT HAVE HIGH LEVELS OF RISK, A LOT OF DIFFERENT THINGS.

BUT IF YOU LOOK AT THE COLUMN THAT KIND OF SHOWS THEIR OVERALL ACCOUNTABILITY RATING, YOU'LL SEE CAMPUSES HERE THAT HAVE A LOT OF RISKS, BUT THEY'RE HIGH PERFORMING.

SO LET ME GIVE YOU A SECOND TO LOOK AT THAT.

SO I'LL SAY A LOT OF RISKS HIGH PERFORMING.

AND SO ONE EXAMPLE I WOULD GIVE YOU IF YOU LOOK AT THE LET ME CALL ONE OUT HERE.

IF YOU LOOK AT THE LAST DOCUMENT, I THINK THE LAST PAGE, WAS SECOND TO LAST PAGE HERE AND YOU LOOK AT A CAMPUS LIKE BRADFIELD.

NOW BRADFIELD HAS A LOT OF RISK FACTORS.

BUT WHAT DO YOU NOTICE ABOUT BRADFIELD?

[01:35:06]

THE NUMBER IS GOING TO BE NUMBER 38 ON YOUR DOCUMENT.

CAN WE GO BACK TO THE MIDDLE SCHOOL? YEAH. OKAY.

CAN I JUST. YEAH. GO AHEAD.

SO WHEN I LOOK AT THE LIST AND THEN I LOOK AT THE ACCOUNTABILITY.

RIGHT. SO I SEE COYLE I SEE THE ACCOUNTABILITY FOR BUSSEY AND LYLES.

BUT THEN I ALSO SEE THE ACCOUNTABILITY FOR SAM HOUSTON COMPARATIVELY.

AND SO THEY'RE NOT ON THE TIER THREE BUT ALSO OF HIGH RISK FACTORS.

SO I'M JUST CURIOUS, ARE THOSE THE ONLY TWO THINGS THAT KIND OF SET THE THRESHOLD FOR ONCE OR HOW CAMPUSES ARE TIERED? YEAH. AND CAMPUSES CAN MOVE OUT OF TIERS OVER TIME.

FOR RIGHT NOW BY PRIORITIZING RESOURCES WHERE CAMPUSES ARE.

THIS DOCUMENT IS ONE DOCUMENT THAT WE LOOK AT, AND THIS JUST HELPS US MAKE MORE INFORMED DECISIONS.

AND IF YOU THINK ABOUT A CAMPUS LIKE THE ONE I WAS ABOUT TO CALL OUT WITH BRADFIELD, THEY'RE A HIGH PERFORMING CAMPUS.

BUT YOU'LL NOTICE RIGHT NOW THEY'RE STILL ON YOU KNOW, I THINK IF I GO BACK TO THIS DOCUMENT IN TIER TWO.

THEY'RE A VERY HIGH PERFORMING CAMPUS, BUT THEY'VE GONE THROUGH SOME CHANGE.

AND SO JUST BECAUSE THEY'RE HIGH PERFORMING CAMPUS ONE YEAR DOESN'T MEAN THAT WE CAN'T WE HAVE TO TAKE OUR WE CAN TAKE OUR EYES OFF OF THAT WORK, BUT WE HAVE TO BE ABLE TO USE A METRIC TO KIND OF PRIORITIZE OUR RESOURCES AND OUR RESPONSE TO STUDENT NEEDS.

AND SO IF YOU LOOK AT TIER THREE, TIER TWO AND TIER ONE, THAT ALLOWS US TO SAY, OKAY, THESE CAMPUSES HERE AND THERE, I'LL GIVE YOU AN EXAMPLE.

LIKE WITH FOUR YOU HAVE A COUPLE OF THESE CAMPUSES ON THE TIER THREE THAT REQUIRE ADDITIONAL LEVELS OF SUPPORT.

THEY'RE BEEN THROUGH CONSOLIDATIONS.

AND SO THIS IS A WAY FOR US TO KIND OF PRIORITIZE OUR RESOURCES AND OUR RESPONSE TO THAT AND HOW WE RESPOND AS A SYSTEM.

AND SO IF YOU'RE LOOKING AT THIS, IT'S IMPORTANT TO NOTE THAT ALL CAMPUSES HAVE WORK TO DO AND WORK ON.

BUT IN ORDER IN ORDER FOR US TO PRIORITIZE OUR RESPONSE TO THAT, THOSE T THREE, THOSE CAMPUSES OVER TIER THREE HAVE GREATER NEEDS.

AND SO AS A SYSTEM, WE'RE KIND OF DIFFERENTIATING BASED ON THE NEED OF THE CAMPUS.

YES, SIR. YEAH, YEAH.

THANKS. DOCTOR ADAMS QUESTION.

I HAVE SPECIFICALLY WHAT ACCOUNTABILITY.

I MEAN, I'M ASSUMING SOME ACCOUNTABILITY DATA IS GOING INTO THIS BECAUSE I'M SEEING IT REFLECTED IN THE IN THE MATRIX.

ARE YOU USING THE ACCOUNTABILITY DATA THAT IS BEING PROJECTED TO BE RELEASED FOR THE PAST ACADEMIC YEAR? ARE WE USING THE 2022 ACT THAT'S STILL REPORTED? GREAT QUESTION. THIS THIS WORK, THESE CONVERSATIONS STARTED MONTHS AND MONTHS AND MONTHS AGO KIND OF WORKING THROUGH THIS.

AND SO THIS REPORT HERE THAT YOU'RE LOOKING AT IS BASED ON LAST YEAR'S DATA, BUT WE'RE ALSO CROSS-REFERENCING WITH THIS YEAR'S CURRENT DATA.

AND YOU'RE STILL GOING TO SEE SOME OF THE SAME SAME TRENDS.

SO THIS IS NOT IN ANY WAY BASED ON THE CURRENT PUBLISHED TEA ACCOUNTABILITY RATING.

THIS IS LAST YEAR.

OKAY. BECAUSE I'M LIKE LOOKING RIGHT NOW AT THE CURRENT PUBLISHED ONE.

AND FOR INSTANCE HEATHER GLEN ELEMENTARY IS B IN THIS, BUT WE HAVE THEM IN TIER THREE.

I'M ASSUMING THAT THAT IS BASED ON MORE RECENT DATA THAN WHAT THE TEA IS PUBLISHING, SINCE I KNOW ANY DAY NOW, WE'RE GOING TO GET UPDATED PUBLICLY.

THIS IS AS REALLY AS OLD AS THIS DATA IS GOING TO GET.

YES. OKAY.

AND THAT'S A GOOD QUESTION FOR A COUPLE OF REASONS.

AND AGAIN, THIS IS THIS IS ONE WAY THIS RISK LOAD ANALYSIS IS ONE TOOL THAT WE'VE USED TO IDENTIFY THE LEVEL OF NEED FOR CAMPUSES.

BUT YOU'LL NOTICE SOME CAMPUSES HAVE HIGHER RISK LOADS THAT ARE ON THE TIER THREE LIST THAT ARE NOT ON THE TIER TWO LIST, OR THEY MAY HAVE A LOT OF RISK LOADS, BUT THEY'RE DOING EXCEPTIONALLY WELL FOR A LOT OF DIFFERENT REASONS.

AND SO EVERY GIVEN YEAR, SOME OF THESE THINGS CAN CHANGE.

AND CAMPUSES AND THE LEVELS OF SUPPORT MAY CHANGE DEPENDING ON THE YEAR.

AND JUST A FOLLOW UP TO THAT, BECAUSE IT LOOKS LIKE WE HAVE A COUPLE WE HAVE WE HAVE A BIT OF TWO INPUTS.

PERFORMANCE IS ONE OF THE INPUTS THAT WE'VE SEEN, BUT WE ALSO HAVE COMPOSITION OF THE STUDENT BODY.

AND THE STAFF IS ANOTHER INPUT THAT IS FACTORED INTO THIS RISK ANALYSIS.

OBVIOUSLY WE HAVE RECENTLY REBRANDED A LOT OF THESE CAMPUSES.

HAS THE INCOMING CLASSES, IN OTHER WORDS, THE CHOICE SELECTIONS ARE MADE, THE ONES THAT ARE GOING TO BE SEATED IN AUGUST.

IS THAT FACTORED INTO THIS RISK ANALYSIS AT ALL OR IS THIS SOLELY BASED ON PAST ATTENDANCE AND ENROLLMENT.

THIS DOCUMENT THAT YOU'RE LOOKING AT IS BASED ON PAST ATTENDANCE ENROLLMENT.

THERE'LL BE A NEW RISK LOAD ANALYSIS AFTER THE DATA IS FINALIZED AND WE'LL BE ABLE TO CROSS REFERENCE.

BUT MUCH OF THIS WILL STAY SIMILAR EXCEPT FOR YOU'LL KNOW SOME PRETTY SIGNIFICANT CHANGES WITH SOME CONSOLIDATED CAMPUSES THAT ARE THAT WILL LOOK A LITTLE BIT DIFFERENT.

OBVIOUSLY, THE CONSOLIDATIONS WILL I MEAN, I THINK THAT THAT BUT I'M I'M MORE INTERESTED INTO WHAT EFFECT REBRANDING FOR INSTANCE COYLE TECH AND THINGS OF THAT

[01:40:03]

AND SO WHEN YOU CONSIDER THAT WE'RE EXPECTING AT LEAST THE COMPOSITION OF THE STUDENT BODY TO BE ALTERED SOMEWHAT, I THINK THAT'S SOMETHING THAT WE'RE GOING TO NEED TO TRACK OVER THE COURSE OF THE NEXT YEAR TO SEE DID THAT IN FACT HAPPEN, AND DID THAT ALONE CHANGE THE RISK FACTOR RATHER THAN JUST ALL THE SUPPORTS AND STUFF WE'RE GIVING TO IT? BECAUSE IF THAT IS A BIG CHANGE, THEN THAT'S SOMETHING WE NEED TO CONSIDER FOR FUTURE SCHOOLS AND THINGS OF THAT NATURE.

YES, SIR. THANK YOU. I JUST THINK WE NEED TO SAY IT.

WE NEED TO HAVE SOME DISCLAIMERS RIGHT ABOUT NOW AS YOU'RE GOING THROUGH THIS.

IT WOULD HAVE BEEN GOOD TO HAVE DRAFTS ON THIS OR WHATEVER BECAUSE YOU ALL THESE THIS THESE ARE STILL YOUR WORKING DOCUMENTS.

SO NONE OF THIS INFORMATION IS WHAT OTHER THAN PEOPLE LOOKING IN AND HEARING BUT ALL OF THIS INFORMATION WAS YOUR STARTING POINTS TO PUT TOGETHER HOW WE WERE GOING TO ALIGN OUR PRIORITIES SO THAT PEOPLE DON'T LOOK AT THIS AND ASSUME THAT THIS IS THE LAY OF THE LAND AND THE LAW.

SO WE GOT, WE GOT WE HAVE TO SAY THAT YOU ALL HAD TO DO THIS TO GIVE US OUR REAL DATA SO THAT WE CAN UNDERSTAND THE PROCESS, BUT THIS IS NOT THE DATA THAT YOU'RE GOING TO USE BASICALLY MOVING FORWARD, OBVIOUSLY, BECAUSE IT HASN'T COME TO THE BOARD FOR APPROVAL OF THIS PROCESS OF APPROVAL MAY BE THE WRONG WORD, BUT INFORMATION.

SO WE GOT TO BE SURE THAT WE CAN'T SAY, OH, LET'S GO THIS THESE SCHOOLS ARE IN TIER THREE.

THESE SCHOOLS ARE BECAUSE THIS IS A WORK IN PROGRESS, AND WE DON'T WANT TO ALARM FAMILIES OR STAFF OR PRINCIPALS OR ANYBODY.

I THINK THAT THAT'S BASICALLY WHAT YOU'RE SAYING.

AND THE OTHER THING I WOULD ADD IS WE'LL ASK FOR JUST BRIEFLY DESCRIBE TIER ONE, TWO AND THREE.

OKAY. WE WE MOSTLY KNOW WHAT THAT IS, BUT JUST IF YOU CAN DO SOME CLARITY THERE.

THANK YOU. THAT'S A GOOD CALL OUT.

THIS IS SIMPLY A WAY OF LOOKING AT THE RESOURCE WE HAVE AS A DISTRICT.

HOW DO WE RESPOND TO THE NEEDS OF CAMPUSES? THAT'S A GOOD CALL OUT.

AND SO THIS IS AN EXAMPLE HERE.

IF YOU START THINKING ABOUT THE KIND OF A SYSTEMIC RESPONSE TO NEEDS OF CAMPUSES.

AND SO WE'VE KIND OF REFOCUSED AND KIND OF CAME TOGETHER AS A DISTRICT AND SAY, OKAY, AS A SYSTEM, HOW DO WE RESPOND TO THE DIFFERENT NEEDS OF CAMPUSES? AND THESE ARE JUST A FEW EXAMPLES.

AND SO IF YOU LOOK AT THE FIRST ONE IS FROM TEACHING AND LEARNING.

SO WE PRIORITIZE HIGHLY EFFECTIVE SUPPORT, YOU KNOW TEACHER PLACEMENTS.

SO IF YOU THINK ABOUT THE DIFFERENT TIERS LET'S WORK ON PUTTING, SELECTING AND BEING INTENTIONAL ABOUT WHERE WE PLACE TEACHERS.

AND THEN TWO IS WE PROVIDED TAILORED PROFESSIONAL DEVELOPMENT TO TIER THREE CAMPUSES BASED ON CAMPUS DATA, AS BEING MORE RESPONSIVE TO NEEDS OF CAMPUSES.

EXECUTIVE, YOU KNOW, PRINCIPAL COACHES PRINCIPAL COACHES WILL COACH PRINCIPALS AT TIER THREE CAMPUSES BY CONDUCTING FOCUS WALKS.

IT'S JUST A WAY FOR US TO BE MUCH MORE INTENTIONAL AT THE SYSTEM LEVEL, TO MEET THE NEEDS OF CAMPUSES.

RESEARCH AND ACCOUNTABILITY.

WHAT ARE THEY GOING TO DO DIFFERENT TO SUPPORT THESE CAMPUSES? PROVIDED INDIVIDUAL CAMPUS RESULTS AND SUPPORTS FOR EVERY ASSESSMENTS.

SO ADDITIONAL SUPPORT THROUGH OUR RAD DEPARTMENT.

ALSO CAMPUSES, YOU KNOW, TO HELP SUPPORT WITH THE DATA TRACKER.

HOW ARE WE SETTING GOALS AND MONITORING STUDENT PERFORMANCE AND JUST REALLY TAKING A SYSTEMIC RESPONSE TO HOW WE RESPOND AS A DISTRICT.

RIGHT. AND THEN LASTLY WOULD BE A HUMAN RESOURCES.

HOW ARE WE PRIORITIZING APPLICANTS FOR SOME OF THESE CAMPUSES THAT NEED MORE NEED ADDITIONAL SUPPORT? SO IT'S REALLY JUST TRYING TO TAKE A SYSTEMIC RESPONSE TO THE NEEDS OF CAMPUSES.

BECAUSE I WASN'T CONFUSED UNTIL JUST A MOMENT AGO.

SO I WAS FOLLOWING ALONG BUT THEN WHEN MISS GRIFFIN MADE THE COMMENT THAT THIS ISN'T REALLY WHAT'S HAPPENING.

SO LIKE, THESE SCHOOLS REALLY AREN'T TIER THREE AND THEY'RE REALLY NOT TIER TWO.

SO MISS STANLEY, THIS WORK STARTED WE STARTED THIS WORK IN JANUARY, ACTUALLY THE BEGINNING OF LAST YEAR, AND WE STARTED COMING TOGETHER IN JANUARY.

IT TOOK A LOT OF WORK BECAUSE THERE'S A LOT OF THINGS THAT COME INTO PLAY.

AND SO THE DATA THAT WAS USED WAS LAST YEAR'S DATA.

AND THIS REPORT THAT YOU SEE HERE HAS BEEN WAS UPDATED IN JUNE.

SO IT HAS NOT BEEN UPDATED WITH THE NEW STARR RESULTS.

[01:45:01]

AND THE WHAT YOU WERE ASKING MISS GRIFFIN ABOUT WELL, THEN WHAT DOES THIS MEAN? THE WHOLE PURPOSE OF THIS PLAN WAS TO GET OUR TEAM, OUR DEPARTMENTS, TO START THINKING ABOUT HOW ARE WE GOING TO SUPPORT THESE CAMPUSES THAT DEAL WITH MORE RISKS, OR THEY JUST HAVE MORE DIFFICULTIES, WHETHER THEY CONTROL THEM OR NOT? WHAT CAN WE DO FOR THEM? AND SO EACH OF THE DEPARTMENTS HAD TO COME UP WITH THREE DIFFERENT STRATEGIES.

AND SO THE EXAMPLES THAT HE JUST GAVE, FOR EXAMPLE THE EXECUTIVE PRINCIPAL COACHES, THEY'RE GOING TO PRIORITIZE MEETING WITH THESE PRINCIPALS, THESE APS TO SUPPORT THEM. THE TEACHING AND LEARNING.

WE JUST MOVED SOME OF OUR ESTS, OUR BEST ESTS, ESTS ARE THE THE TEACHER COACHES THAT SUPPORT THE LEARNING AND PLCS AND ELEMENTARIES.

WE MOVED OUR BEST ESTS TO OUR HIGH PRIORITY CAMPUSES KNOWING THAT THIS IS WHERE MAYBE THEY HAVE A LOT OF TEACHER TURNOVER.

AND SO THERE'S A LOT OF TEACHER COACHING THEY HAVE TO DO AT THESE CAMPUSES.

AND SO WE ARE TRYING TO BE HAVE A SYSTEMIC RESPONSE BECAUSE THE TRUTH IS THIS WE DO NOT HAVE THE FUNDS LIKE FOR LIKE ACE TO OR, OR THE BUDGET SO THAT WE CAN GIVE THEM MORE FUNDING TO SUPPORT THEM WHEN THEIR PRIORITY CAMPUSES.

SO WE HAVE TO THINK OUTSIDE THE BOX AND WE HAVE TO STREAMLINE THE SUPPORT.

AND WE'RE DOING THAT THROUGH THE DIFFERENT DEPARTMENTS.

AND THAT'S WHY WE HAD TO START WORKING ON THIS NOW.

AND SO THIS IS FLUID.

THIS IS A FLUID DOCUMENT BECAUSE LET'S SAY FOR EXAMPLE, IF YOU NOTICE PRINCIPAL IS THERE.

THAT'S ONE OF THE RISKS WHEN THERE'S A NEW PRINCIPAL AT A CAMPUS THAT HAS TO BE PART OF THE RISK LOAD, BECAUSE BEING NEW TO A CAMPUS IS DIFFICULT.

AND SO WHAT IF WE LOSE ONE OF OUR PRINCIPAL THAT THAT THAT SHIFTS.

SO THIS IS FLUID.

AND SO I LIKE THAT YOU SAID THAT, MISS GRIFFIN.

I DON'T WANT ANYBODY GETTING CAUGHT UP THAT THIS IS THIS IS IT, IT'S NOT.

THIS IS GOING TO CHANGE.

AND IT'S FLUID EVERY TIME, DEPENDING ON WHAT HAPPENS ON OUR CAMPUSES AND THE RESULTS THAT COME IN.

SO THIS IS JUST THE METHODOLOGY, WHICH IS WHAT I WAS FOLLOWING THE METHODOLOGY.

AND THEN WHEN YOU DROP IN THE NEW DATA SOME OF THIS WILL CHANGE.

BUT THE METHODOLOGY IS GOING TO REMAIN CONSISTENT.

YES. SO AND BECAUSE I WAS I WAS WATCHING THE METHODOLOGY I WAS MOVING WITH YOUR METHODOLOGY.

GREAT. OKAY. OKAY.

I JUST WANTED TO MAKE SURE.

THANK YOU. MR. MILLER. YEAH.

JUST REAL QUICK BEFORE YOU GO.

AM I READING IF I READ ACROSS THIS SOUTH CAROLINA HIGH SCHOOLS LIKE COLUMN THREE ROW THREE I GET THAT THIRD OR FOURTH ONE SAYS ACCOUNTABILITY WEIGHT 5.1.

WHAT DOES THAT TELL ME? ACCOUNTABILITY. ACCOUNTABILITY.

WEIGHT 5.1.

DIFFERENT WEIGHTS HAVE BEEN ASSIGNED TO DIFFERENT CATEGORIES AND THAT HELPS INFORM OUR RESPONSE.

SO IF I'M READING THIS AS A BOARD MEMBER, WHAT DO I WHAT IS THE DIFFERENCE BETWEEN A 2.7 AND A 7.2 ACCOUNTABILITY WEIGHT? WHAT IS IT TELLING ME? I KNOW IT'S FIVE, JOHNNY.

THAT WOULD BE THE WEIGHT THAT THEY CARRY ON ACCOUNTABILITY RELATED TO THE DISTRICT.

SO 7.6% OF THE DISTRICT'S OVERALL ACCOUNTABILITY.

OKAY. SO IT'S THE OVERALL DISTRICT.

SO I'M WHAT I'M LOOKING AT IS THE CAMPUS OF SOUTH GARLAND ACCOUNTS FOR 5.1% OF WHATEVER THE ACCOUNTABILITY RATING FOR THE ENTIRE DISTRICT.

OKAY, I DIDN'T I COULDN'T FIGURE OUT WHAT THAT WAS.

AND JUST A REMINDER, HIGH SCHOOLS CARRY THE MOST WEIGHT.

SURE. BECAUSE OF STUDENT POPULATION.

YES. AND SO I THINK SOMEBODY MENTIONED 26 RISK FACTORS.

IS THAT RIGHT? SO DOES THAT START HERE IN THE YELLOW.

IS THAT WHERE THE 26.

IN THE TOP, IN THE GREEN.

SAY IT AGAIN. HANG ON I CAN'T HEAR.

SAY IT AGAIN. SO ACCOUNTABILITY WHERE IT SAYS ACCOUNTABILITY IN GREEN AT THE TOP THAT'S THAT'S WHERE IT STARTS.

OH ACCOUNTABILITY RATINGS NOT A RISK FACTOR IS IT.

WELL I MEAN WE USE IT AS A AS A FACTOR TO INCLUDE.

SO THAT IS THAT ONE OF THE 26.

IT'S ONE OF THE THINGS THAT WE LOOK AT TO DETERMINE OUR PRIORITY CAMPUSES.

YES. OKAY.

FORGET THAT I'M TALKING ABOUT THE RISK FACTORS OF THE CAMPUSES.

RISK FACTOR. YES.

SO THAT THE STARTING IN THE YELLOW AND GOING ACROSS TO THE RIGHT.

YES. ALL OF THOSE ARE THE THE RISK FACTORS? YES, SIR. OKAY. AND THE OTHER THING JUST KIND OF OVERALL SCORES OR CUMULATIVE SCORES OR RATINGS THAT ARE GIVEN TO HELP YOU ASSESS YOUR PRIORITY CAMPUSES.

OKAY. AGAIN, GOING ALONG WITH MISS STANLEY ON THE METHODOLOGY, I JUST WANT TO MAKE SURE THAT I'M READING IT RIGHT WHEN I READ IT.

[01:50:04]

AND SO ANYWAY, I'LL GET MORE FAMILIAR WITH IT.

AND I THINK IT'S GOING TO BE A REAL INTERESTING READ WHENEVER THE UPDATED NUMBERS COME IN.

THANK YOU, MR. GLICK.

OKAY, SO I THINK WE FIGURED OUT THE FORMULA.

I THINK PART OF IT CAME FROM MIKE MCGRATH'S DAYS AT DALLAS ISD WHEN HE TALKED ABOUT WHAT OTHER COUNTRIES DO WHICH WE HAVEN'T.

IS TAKING THE BEST TEACHERS AND PUTTING THEM IN THE MOST IMPORTANT POSITIONS, THE MOST NEEDY SCHOOLS WITH THE MOST NEEDY KIDS.

THE ACE PROGRAM.

THE PROGRAM WHERE WE NOW BELONG WHERE WE REWARD OUR BEST TEACHERS.

I WAS SPENDING MY TIME LOOKING AT THAT LAST COLUMNS, WHICH I THINK IS AMONG THE MOST IMPORTANT, IF NOT THE MOST IMPORTANT THAT YOU HAVE.

I WOULD CALL IT MAYBE LIGHT LIME GREEN AND THE NEXT TO THE LAST COLUMN WHERE YOU CALL IT PERCENTAGE OF TEACHERS TIA DESIGNATED. AND THERE IS A CORRELATION.

I DID IT VERY QUICKLY, ESPECIALLY IN THE HIGH SCHOOLS.

NOT AS MUCH. SOME IN THE MIDDLE SCHOOLS, A LOT LESS POTENTIALLY IN THE ELEMENTARIES.

BUT I THINK IF WE'RE GOING TO DO THIS THE WAY YOU WANT TO DO IT, AND IF THE IDEA OF THIS IS A PILLAR IS CLOSING THE ACHIEVEMENT GAPS, I THINK THE ONLY REAL WAY TO DO IT IS THE FORMULA WE KNEW, WHICH WE CAN'T AFFORD.

NOW WE KNOW THAT WAS PAYING MORE, PAYING HIGHER, MORE, LONGER SCHOOL DAYS.

I KNOW WE CAN'T DO THAT NOW, BUT I THINK THE IDEA WOULD BE SOMEHOW TO TAKE THIS TIA TEACHERS AND SHIFT THEM INTO THESE LOWER PERFORMING CAMPUSES.

I THINK THAT'S A SUCCESS STORY.

EVERYTHING I'VE READ SAYS YOU TAKE THE BEST TEACHERS, PUT THEM WITH THE MOST NEEDY KIDS, AND THAT'S A SUCCESS STORY.

AND I THINK YOU HAVE ALL THE DATA HERE.

IT'S AMAZING. I REALLY APPRECIATE WHAT YOU'VE PUT TOGETHER.

AND I THINK THERE'S A THERE'S A SUCCESS STORY HERE, BUT I THINK WE CAN'T STAY WITH WHAT WE HAD.

SO THANK YOU.

SO VERY GOOD POINTS.

WE NOW YOU GUYS ARE THINKING DIFFERENTLY.

I WANT TO I'M SORRY, PRESIDENT PRESIDENT SELDERS.

THIS TOOK WAY LONGER THAN WE ANTICIPATED.

IT NEEDED TO HAPPEN. ONE, ONE FOLLOW UP QUESTION TO MR. GLICK'S POINT WHEN WE TALKED ABOUT THE SYSTEMIC RESPONSE SAMPLE.

THIS IS JUST JUST A SNAPSHOT OF THE THINGS THAT YOU GUYS ARE GOING TO DO.

RIGHT? SO WHEN WE THINK ABOUT PRIORITIZATION IN TERMS OF TIER THREE CAMPUSES FROM A STAFFING STANDPOINT, ALSO FROM A HIRING STANDPOINT, AM I UNDERSTANDING LIKE FROM FOR THIS HUMAN RESOURCES COMPONENT, WE'RE GOING TO GIVE TIER THREE CAMPUSES PRIORITY IN TERMS OF TEACHERS AND HIRING. IS THAT HOW I'M READING THIS? SO WHAT WE'RE GOING TO DO IS GET HR TO BE MORE INTENTIONAL ON HOW WE'RE HIRING.

OKAY. SO REMEMBER THERE'S A CAUSE AND EFFECT RELATIONSHIP AND EVERYTHING WE DO.

SO LET'S LET'S JUST TALK A LITTLE BIT ABOUT THAT OKAY.

AND FIRST I'M GOING TO I'M GOING TO TIE THESE TWO IN TOGETHER.

SO THE TIA TEACHERS WERE INVITED TO GO TO A DIFFERENT CAMPUS TO MAKE MORE MONEY.

BECAUSE NOT ONLY THE THE RISK FACTORS BRING MORE MONEY.

IF YOU MOVE OVER THERE.

OUT OF THE 300 TEACHERS THAT WE'VE INVITED, ONLY TWO SHOWED INTEREST.

OKAY, A LOT OF THE TEACHERS DON'T WANT TO LEAVE BECAUSE IT'S THEIR NEIGHBORHOOD SCHOOL.

THEY LIKE THEIR PRINCIPAL OR THAT'S RIGHT THAT'S LIKE RIGHT WHERE THEY LIVE, RIGHT? THEY LIVE RIGHT ACROSS THE STREET.

THEY DON'T WANT TO MOVE.

THE SECOND THING THAT WE START HAVING TO DO IS THIS.

SO LET'S SAY AS A BOARD, WE GET VERY STRATEGIC.

AND INSTEAD OF SAYING RETAIN TEACHERS, WE SAY WE WILL DEVELOP A PLAN TO ENSURE THAT WE HAVE THIS MANY MORE CERTIFIED TEACHERS IN OUR HIGH RISK AREAS OR WHATEVER YOU DECIDE.

AND THEN SO WE DEVELOP A PLAN, AND YOU HAVE ONE OF THESE GREEN SCHOOLS THAT ARE UP NORTH, AND THEY WANT A TEACHER.

AND THAT TEACHER THEN WE SAY, NOPE, YOU GOT TO GO TO SOUTH GARLAND.

I'M JUST MAKING THINGS UP BECAUSE YOU'RE HIGHLY QUALIFIED.

YOU'RE A MATH TEACHER. WE NEED YOU AT SOUTH GARLAND.

AND THAT TEACHER SAYS, WELL, NEVER MIND.

I'M GOING TO GO TO ANOTHER DISTRICT.

I DON'T WANT TO GO TO SOUTH GARLAND.

PEOPLE HAVE OPTIONS.

WE GOT TO REMEMBER, IF WE'RE GOING TO MAKE THESE STRATEGIC THINGS, THERE'S NO WAY TO HOLD THEM UP.

OR YOU MIGHT FIND OUT THAT THEN ALL OF A SUDDEN YOU GET A NON CERTIFIED TEACHERS IN THESE OTHER AREAS.

AND THE PUBLIC IS LIKE SAYING, WAIT A MINUTE, YOU KNOW, WHY CAN'T WE LET PEOPLE PICK WHERE ONE DISTRICT? SO WHATEVER WE DECIDE WE GOT TO REMEMBER THERE'S A CAUSE AND EFFECT RELATIONSHIP TO EVERYTHING WE'RE DOING.

IT MIGHT SOUND GOOD WHILE WE'RE DOING IT RIGHT NOW, BUT WE GOT TO LOOK AT ALL THE RAMIFICATIONS.

[01:55:03]

YOU GOT YOU GOT TO LOOK AT WHERE OUR RISK FACTORS ARE.

YOU GET TO SEE SOME OF THE THE BIGGER RISK FACTORS IS HOW COME THIS SCHOOL HAS AN A, AND THEN YOU START LOOKING AT OTHER RISK FACTORS AND THEIR LOW LOW TEACHER TURNOVER OR HIGH CERTIFIED TEACHERS, WHAT DID THAT PRINCIPAL DO.

YOU ALSO LOOK AT OUR PAST PRIORITY CAMPUSES.

YOU'VE SEEN WE STRATEGICALLY PLACE SOME HIGH PROFILE PRINCIPALS IN THOSE AREAS TO HELP REMEDY BECAUSE LEADERSHIP MATTERS, RIGHT? SO WE'RE SEEING A LOT OF THESE THINGS.

SO NOW AS YOU START DEVELOPING YOUR AND FINALIZING YOUR GOALS, YOUR PRIORITIES, AND YOU SEE YOUR PILLARS AND YOU CRYSTALLIZE THAT INTO A GOAL, NOW YOU HAVE LIKE A GLOBAL ASPECT TO GO BACK TO WHERE WE WERE IN 2018.

REMEMBER WHEN WE DID OUR GOALS? RIGHT NOW WE'RE AT A DIFFERENT STAGE.

NOW WE'RE WE'RE LOOKING AT THINGS VERY DIFFERENTLY.

HOW ARE WE GOING TO LOOK AT OUR DATA, WHAT IS IMPORTANT TO US AS A TEAM OF EIGHT? BECAUSE ONCE OUR BEHAVIORS CHANGE, THE REST OF THE DISTRICTS WILL CHANGE AND THAT WILL SET THE TONE FOR OUR UNITY, OUR CULTURE, LEADERSHIP DEVELOPMENT, LEADERSHIP FOCUS, PRIORITY CAMPUS.

IT'S JUST THIS TRICKLE OUT EFFECT.

SO I THANK YOU FOR YOUR PATIENCE.

AND I'LL TURN IT OVER TO OUR BOARD PRESIDENT FOR THE NEXT CHAPTER OF OUR TEAM OF EIGHT.

THANK YOU SIR. THANK YOU, DOCTOR LOPEZ AND DOCTOR ADAMS AND DOCTOR PERALEZ.

TRUSTEES, THIS KIND OF PUT US PAST THE TIME THAT I HAD ANTICIPATED IN MY HEAD.

ARE YOU GUYS OKAY WITH AN ADDITIONAL 30 MINUTE ADD TO TODAY'S MEETING? THANK YOU. OKAY.

ALL RIGHT, SO WE HAVE BASICALLY AN HOUR LEFT.

OH, LET ME SEE.

WHILE SHE'S THINKING, MISS STANLEY, HOW MUCH OF A BREAK DO YOU NEED? TEN MINUTES WILL WORK FOR ME.

MR. JOHNSON.

NO, LET'S TAKE TEN.

TEN. TEN.

MR. MILLER.

MR. GLICK. TEN MINUTES.

EVERYBODY GOOD? ALL RIGHT.

TEN MINUTES. OKAY, WELL, THAT WAS VERY FASCINATING INFORMATION, AND I KNOW YOU I ENJOYED IT, AND NOW IT'S TIME FOR YOU TO GO TO WORK.

SO WE ONLY HAVE A LIMITED TIME TO DO WHAT WE HAVE TO DO.

AND SO I'LL CALL A LITTLE BIT OF AN AUDIBLE AND, AND I THINK FOR TODAY, IN ORDER TO GET US OUT IN 52 MINUTES, WE'RE GOING TO HAVE TO DO IT A LITTLE DIFFERENTLY THAN WHAT WE PLANNED.

SO, AS YOU KNOW, YOU'RE MANDATED TO SET A GOAL, A SMART GOAL FOR EARLY LITERACY, ONE FOR EARLY MATH AND ONE FOR CCMR. CORRECT. EVERYBODY, WE'RE ALL IN AGREEMENT ON THAT.

THAT'S WHAT A TEAM OF EIGHT GOAL SETTING YOU HAVE TO DO.

YOU HAVE OTHER GOALS.

I DON'T THINK WE YOU KNOW WE WROTE THEM UP HERE, BUT I DON'T THINK WE HAVE TIME TODAY TO ADDRESS THESE AND GET DONE WHAT I PROMISED MARY MCGOWAN WE WOULD GET DONE.

SO WHAT I LIKE TO SUGGEST THAT WE DO IS WE'RE GOING TO DIVIDE YOU UP AND LET YOU DIVIDE YOURSELF UP INTO THREE TEAMS. SO I'M GOING TO PUT OVER THERE ON THAT SIDE, THOSE OF YOU THAT WANT TO WORK ON THE EARLY LITERACY GOAL HERE.

IN THE MIDDLE, WE'RE GOING TO PUT THE PEOPLE THAT ARE EARLY WANT TO WORK ON EARLY MATH.

AND THEN BACK THERE ON THE SIDE, WE'LL PUT THE GROUP THAT WANTS TO WORK WITH CCMR. NOW IT'S GOT TO BE FAIRLY EVEN.

RIGHT. SO I GOT TO HAVE TWO GROUPS OF TWO AND ONE GROUP OF THREE.

AND THEN OF COURSE SUPERINTENDENT WILL MOVE AROUND AND YOU MAY WANT TO MOVE AROUND AND THAT'S FINE.

SO AND THEN KEITH AND I, YOU KNOW, OUR, OUR EXPERTISE IS NOT ON WHAT THESE GOALS SHOULD BE.

I DON'T KNOW WHAT THIS GOAL SHOULD BE? OUR EXPERTISE CAN BE IN MAKING SURE THAT YOU MEET THE CRITERIA OF A SMART GOAL, THAT IT'S SPECIFIC, THAT IT'S MEASURABLE, THAT IT'S ATTAINABLE.

AND OF COURSE, YOU CAN RELY ON A LITTLE BIT OF WHAT YOU'VE DONE ALREADY IN TERMS OF THE PERCENTAGE.

AND I THINK DOCTOR LOPEZ CAN CAN WEIGH INTO THAT.

IS IT RELEVANT? AND I THINK WHAT YOU JUST HEARD FROM, YOU KNOW, ON THE PRESENTATION FROM DOCTOR ADAMS AND DOCTOR ELLIS AND DOCTOR LOPEZ, YOU WANT TO BE IN ALIGNMENT WITH THAT PHILOSOPHY.

SO SO, YOU KNOW, WE THINK THERE AND THEN OF COURSE, THE LAST HAS GOT TO HAVE A TIME MEASURE.

[02:00:01]

SO YOU ARE MANDATED TO SET IT OUT A FIVE YEAR GOAL.

SO LET'S GET THE FIVE YEAR SET [INAUDIBLE].

WHERE DO YOU WANT TO BE IN FIVE YEARS.

AND THEN YOU CAN BE BACKWARDS RATHER THAN ONE YEAR.

YES, MA'AM. WHAT'S THE BASIS I MEAN DID YOU GUYS SUPPLY SOMETHING THAT I MISSED I MEAN WHAT I'LL GO I CAN ASSIGN A NUMBER, BUT WHAT I MEAN, ARE YOU GOING TO GIVE ME ANY DATA? SO WE'RE PULLING IT FROM HERE? YEAH. I WOULD USE YOUR CURRENT THE CURRENT FIVE OUT OF THOSE EIGHT YOU'VE GOT, YOU'VE GOT ONE THAT RELATES TO EARLY LITERACY.

YOU'VE GOT ONE THAT RELATES TO EARLY MATH.

YOU'VE GOT ONE THAT CCMR. BUT WE DON'T HAVE CURRENT DATA.

DOCTOR LOPEZ CORRECT ME IF I'M WRONG.

THIS IS UPDATED DATA.

RIGHT. THIS IS THE MOST RECENT DATA.

THIS IS MOST RECENT DATA.

YES. SO YOU COULD YOU COULD USE THIS AS A BENCHMARK.

IT'S AN AVERAGE. SO YOU COULD BE USING SOME THINGS AND LOOK AT IT AS EARLY LITERACY.

YOU DON'T HAVE TO SAY WE WANT THIS MUCH.

YOU COULD TALK ABOUT DECREASING THE GAPS.

YOU COULD TALK ABOUT WHATEVER IT IS THAT YOU FEEL YOU NEED TO ATTACK.

WE DON'T HAVE THE CCMR DATA ON HERE THOUGH.

OUR CCMR DATA IS THROUGH THE ROOF JUST SO YOU KNOW.

RIGHT 100%.

SO YOU KNOW SO SO THAT'S A QUESTION, THOUGH FOR ME, DOCTOR LOPEZ, EVEN THOUGH YOU'RE HITTING IT, YOU'RE ALSO PROJECTING OUT FIVE YEARS FROM NOW, RIGHT? SO, SO THE GOAL RELATED TO CCMR WOULD BE TO SUSTAIN THAT FIVE YEARS FROM NOW IT WOULD BE THIS GOOD OR BETTER.

IS THAT IS THAT ACCURATE? IF WE FINISH THAT QUICKER, THEN WE CAN LOOK AT THIS OTHER STUFF.

BUT I DON'T THINK YOU'RE PROBABLY GOING TO BE ABLE TO DO THAT.

AND I WANT TO MAKE SURE WE'RE, WE'RE WE'RE HELPING YOU DO WHAT YOU GOT TO DO.

ALL RIGHT. QUESTIONS? NO, NO. CAN I RECRUIT LARRY GLICK TO THE.

I LIKE LARRY'S SIDE.

NO. WE'VE GOT CCMR OVER HERE.

ALL RIGHT. LET'S DO THIS.

OKAY I THINK WHAT IF IT SOUNDS TO ME LIKE THE CCMR IS A PRETTY EASY ONE FOR YOU TO SAY, BECAUSE YOU'RE ALREADY AT IT.

YOU WANT TO SUSTAIN.

IS THAT ACCURATE? YEAH. SO LET'S DIVIDE.

LET'S LET'S FORGET THAT ONE.

THEN WE CAN JUST DO THAT ONE PRETTY EASILY WHEN WE GET THROUGH.

OKAY. TWO GROUPS ON THE OTHER TWO.

SO NOW IT'S TWO GROUPS.

AND ROBERT YOU CAN MOVE BACK AND FORTH.

SO I NEED A GROUP ON THAT WALL THAT WANTS TO WORK ON THE EARLY LITERACY, AND I NEED A GROUP HERE THAT WANTS TO WORK ON EARLY MATH. SO I WAS PICKING ON JOHNNY EARLIER.

SO NOW I'M GOING TO MAKE UP WITH YOU.

YOU GET TO CHOOSE LITERACY OR MATH.

MATH. MATH.

YOU'RE GOING TO BE HERE. LITERACY'S THERE.

I'M NOT A MATH PERSON, BUT I'LL DO IT.

THANK YOU. THAT LEAVES YOU WITH MATH.

BUT YOU GOT A PRETTY TOUGH GROUP TO WORK WITH HERE.

PEOPLE HERE. MY THREE LITERACY PEOPLE THERE WILL BRING YOU A FLIP CHART OVER THERE TO WORK ON.

[02:07:17]

[02:12:29]

AND WE'VE GOT A COUPLE FOLKS IN THE BREAK ROOM, AND KEITH, I'M GOING TO LET YOU GO FIRST IN YOUR GROUP MIC] OUR TASK WAS EARLY LITERACY.

AND THIS IS OUR SAGE PROJECTIONS.

STARR ENGLISH EXAM.

THE GOAL FOR 24-25 IS 40%.

THAT IS THE CURRENT BASE.

SO WE'RE STARTING WITH THAT AND THEN WE MOVE UP FOR 25-26 TO 47%, 26-27 TO 55%, 27-28 TO 60%, 28- 29, 63% ARRIVING AT OUR ULTIMATE GOAL, FIVE YEAR GOAL OF 65% MEETS BY 2029-2030.

WE BELIEVE THAT YOU'RE GOING TO SEE MORE RAPID GROWTH IN THE EARLY YEARS, AND IT WILL BE HARDER AND HARDER THAT'S THE REASON WHY THE THE FIGURES ARE SMALLER IN THE LATER YEARS, AS YOU IMPLEMENT [INAUDIBLE].

WE BASICALLY FIGURED OUT WHAT OUR TARGET WAS FOR FIVE YEARS, AND THEN WE FIGURED OUT WHAT WHAT KIND OF THAT TYPICAL GROWTH PATTERN WOULD BE OVER A FIVE YEAR PERIOD.

YOU GET MORE GROWTH IN THE EARLIER YEARS, AND THEN AS YOUR NUMBERS GO UP, IT GETS HARDER AND HARDER TO PULL IT UP.

SO YOU'RE GOING TO BE ABLE TO DO BETTER AGAINST THE 40% THAN YOU ARE AGAINST THE 63%, RIGHT.

IT'S HARDER TO PULL UP TWO PERCENTAGE POINTS OFF 63% THAN IT IS SEVEN PERCENTAGE POINTS OFF.

BUT THAT'S ONLY FOR THIRD GRADERS, RIGHT? ONLY FOR THIRD GRADERS.

RIGHT. SO THE THIRD GRADERS THAT ARE THE STUDENTS THAT ARE COMING IN THE THIRD GRADE IS 29-30 VERSUS THE PREVIOUS YEAR, RIGHT? WHY WOULDN'T IT BE MORE? WHAT DO YOU MEAN WHY WOULDN'T IT BE MORE? SO YOU START WITH A NEW BATCH OF THIRD GRADERS EVERY YEAR, RIGHT? AND SO AT YEAR 29-30 THAT'S GOING TO BE PREDICATED ON WHAT THEY HAVE WHAT HAPPENED FOR THOSE STUDENTS IN KINDERGARTEN FIRST AND SECOND GRADE.

[02:15:04]

CURRENTLY, WE'RE ALREADY FAIRLY CLOSE TO CURRENT REGION TEN STANDARDS AND WE'RE AHEAD OF STATE STANDARDS.

SO WE ARE NOT DISTANT.

WE WANT TO CHALLENGE THE DISTRICT, BUT TO SIT BACK AND THINK WE'RE GOING TO DO BETTER THAN 20% OF OUR REGION REGION TEN PARTNERS IS LIKELY TO MEAN PROBABLY UNREALISTIC.

I THINK ONCE WE GET PAST THAT, WE'VE CROSSED THE THRESHOLD OF THAT SEEMS A LITTLE BIT LA LA LAND.

I DON'T THERE'S NOT A SINGLE DISTRICT IN THE STATE THAT'S BLOWING AWAY THEIR REGION PARTNERS, PROBABLY BY 20-25%.

I MEAN, BECAUSE WE'RE MORE OR LESS GROWING FROM A SIMILAR DEMOGRAPHIC BACKGROUND.

I THINK THAT IF WE HAD MORE TIME, I THINK ONE OF THE THINGS WE'D LIKE TO DO IS LAYER THIS IN WITH SIMILAR DISTRICTS ACROSS THE STATE, AS OPPOSED TO JUST REGION TEN AND STATE.

I WOULD LIKE SOME KIND OF INDEX OF SCHOOLS THAT LOOK LIKE OUR SCHOOL DISTRICT.

YES, I WOULD DO. AND I THINK THAT THAT WOULD BE SOMETHING I WOULD REALLY LIKE TO SEE THAT WE FORM SOME KIND OF INDEX OR MATRIX.

OBVIOUSLY YOU CAN'T CREATE THAT IN 20 MINUTES.

YEAH, BUT THAT'S THE METHODOLOGY THAT WE USE TO COME ACROSS THIS.

DO WE KNOW WHAT STARR TEST WAS.

WE DON'T KNOW FROM THIS YEAR.

DO WE KNOW WHAT IT WAS TWO YEARS AGO? NO. WE KNOW THAT WE HAVE THIS YEAR'S RESULTS.

YOU GOT THE PRELIMINARY RESULTS.

WHAT WAS THIS FOR? OKAY, SO IT'S STARTING FROM FOUR.

AND DO YOU KNOW WHAT IT WAS A YEAR AGO.

DOES ANYBODY REMEMBER? IT'S ON THERE.

IT'S LAST YEAR'S.

IT'S ON THE IT'S ON THE DOCUMENT.

YEAH. I CAN TELL YOU RIGHT NOW THE THIRD GRADE MATH 23 FOR THE DISTRICT.

WE WENT DOWN ACTUALLY WE'RE AT 46.

LITERACY. LITERACY.

ACTUALLY THIRD GRADE READING ENGLISH 2023 LAST YEAR WE WERE AT 54, BUT THAT'S A DIFFERENT TEST WE DON'T HAVE READING ANYMORE. OH, OKAY.

SO THAT THAT DATA IS NOT THAT HELPFUL.

THIS IS THE FIRST THAT'S THE REASON WHY WE WENT WITH THE NEW TEST.

YEAH OKAY OKAY.

BECAUSE THEY GOT RID OF READING AND THEY ROLLED IT INTO THE ENGLISH.

THAT'S WHAT WE HAD TO SWITCH TO THIRD GRADE ENGLISH.

AND THAT'S GOING TO CHANGE THE CALCULUS TOO BECAUSE WITH READING WE HAD IT MUCH HIGHER ON OUR PREVIOUS GOAL.

BUT IT WAS AGAIN A DIFFERENT TEST BECAUSE WE SCORED BETTER ON.

SO THIS YEAR, THIS IS THE THIS IS WHAT WE MEASURED THIS YEAR WAS 40.

HOLD ON, HOLD ON. I THINK WE WERE USING THE WRONG CHART.

I THINK IT SHOULD BE.

[INAUDIBLE] 50 DOCTOR LOPEZ, IS THAT THE NUMBER FOR THIS YEAR.

THAT'S THE ONE I SEE FOR THIRD GRADE READING.

SPEAKERS] WE DIDN'T TAKE MASTERS.

WE JUST TOOK MEANS.

SPEAKERS] WHAT WE WILL DO IS LAYER THIS AND YOU GIVE IT TO GET IT RIGHT THERE.

THAT'S IT WITH. EXACTLY.

YEAH. OKAY, OKAY.

BUT LET'S TALK ABOUT HOW YOU'RE GOING TO LAYER THIS ASPIRATIONAL GOAL AND GIVE IT TO GIBSON TO SEE IF IT'S ACTUALLY ACHIEVABLE THROUGH THEIR STATISTICAL ANALYSIS, AND THAT WE HAVE AN ENTIRE PROGRAM THAT WE'RE RUNNING RIGHT NOW GIBBS CONSULTING IS DOING, IT'S CALLED THE MILESTONES MASTERS.

THEY ARE DOING SOMETHING THAT NO DISTRICT IN THE STATE HAS EVER DONE.

WE'VE CHALLENGED THEM TO DO THIS.

THEY'VE GOT A TEAM OF EXPERTS THAT ARE CURRENTLY BUILDING A MODEL FOR US TO USE TO SET MILESTONES IN ORDER TO BE ABLE TO MOVE US TO A THE HIGHEST MEETS LEVEL.

WE CAN GET THE HIGHEST MASTER'S LEVEL WE COULD GET.

THAT MIGHT EVEN CHANGE.

YEAH, THAT COULD CHANGE. BUT IT'S A STARTING POINT.

BUT WE'RE GOING TO RUN THIS.

WE'LL RUN ALL THESE GOALS THROUGH GIBSON AS AND THEY'LL PROCESS IT AND THEY'LL SAY, HEY LISTEN, YOU'RE SELLING YOURSELF SHORT HERE.

WE THINK YOU CAN DO MORE OR THEY'LL BE LIKE, THAT SEEMS A LITTLE TOO ASPIRATIONAL.

[02:20:02]

ARE WE GIVING THAT REPORT OUT IN SEPTEMBER IT SHOULD BE OUT IN OCTOBER.

OKAY. I KNEW IT WAS OCTOBER.

RIGHT. OKAY.

ALL RIGHT. GOOD JOB GUYS.

THANK YOU VERY MUCH.

[INAUDIBLE]. WHO'S TALKING US THROUGH THIS GROUP? WELL, WE WE DIDN'T HAVE A SCRIBE WORKING FOR US.

WE HAD A SCRIBE. DAPHNE, ARE YOU DOING THIS ONE? ALL RIGHT, COME ON UP. SO I THINK WE'RE PRETTY MUCH GOING TO KIND OF BE IN THE SAME BOAT WHEN WE'RE DOING MATH IS ONE OF THE ONE AREAS WHERE WE HAVE NO DIDN'T HAVE ANY IMPROVEMENTS.

SO WE DIDN'T HAVE ANYTHING REALLY STATISTICAL THAT WE COULD SAY THAT, YOU KNOW, WE COULD PROBABLY MOVE UP TO THESE CERTAIN PERCENTAGES.

SO WE TOOK IT A LITTLE BIT DIFFERENTLY.

SO WE HAVE AN ASPIRATIONAL GOAL, AN ASPIRATIONAL GOAL.

WE WOULD LOVE TO SEE ALL OF 90% OF OUR KIDS AT THE MEET EXPECTATIONS IN THEIR EARLY CHILDHOOD MATH.

I MEAN, THAT IS A VERY ASPIRATIONAL GOAL.

WILL WE GET THERE? PROBABLY NOT IN FIVE YEARS, BUT WE WANT TO GET THERE.

DON'T GET 100%.

SO WE SAID THE PERCENTAGE OF STUDENTS DEMONSTRATING EARLY MATH PROFICIENCY IN GRADES THREE THROUGH EIGHT, AS MEASURED BY MEETS PERFORMANCE ON THE STARR MATH WILL INCREASE FROM WHATEVER THIS IS AND I THINK IT WAS, WHAT, 41% WAS THAT I THINK FOR RIGHT NOW, 41%? YEAH, WE WENT FROM 46% I THINK TO 41%.

SO BUT WE WANT TO MAKE SURE AND CLARIFY THAT WHAT THE CURRENT IS.

SO WHATEVER THE CURRENT IS IN AUGUST OF 2025, AND WE WANT TO SEE A 52.3% INCREASE IN WHATEVER THAT NUMBER IS.

AND ONCE WE HAVE THAT, THEN WE'LL MAP THAT OUT AS A YEARLY WHERE OUR YEARLY WOULD HAVE TO BE AT TO GET TO THAT.

OKAY. SO SO A 50% INCREASE, 52.3% INCREASE.

WELL, WHAT I'M SAYING IS SO IF IT'S A 40% YOU'RE LOOKING AT MAYBE 23% POINTS 22% POINTS.

SO YOU'RE LOOKING AT A 65% WHICH KIND OF MATCHES ALMOST IDENTICAL WHAT YOU HAD IN A DIFFERENT WAY OF DOING IT WHEN YOU GUYS HAD THE SPEAKERS]. SO YOU'RE USING GRADES THREE THROUGH EIGHT, THREE THROUGH EIGHT BECAUSE IT'S EARLY, EARLY MATH.

WELL WAS IT EIGHT? WAS IT JUST THREE THROUGH EIGHT? IT'S THREE THROUGH EIGHT. I ASKED ROBERT BECAUSE I WAS THINKING THREE THROUGH FIVE ACTUALLY.

YEAH, BUT WE'RE INCLUDING.

AND THEN I ALSO WANT TO SAY TOO, THAT LET'S JUST THINK THIS THROUGH.

IF YOU CAN GET THESE GRADES, IF YOU CAN GET GRADE THREE UP TO TO THAT 65% FROM THAT POINT ON, IT SHOULDN'T BE AS DIFFICULT TO CONTINUE TO GROW BECAUSE YOU GOT YOUR YOU GOT YOUR BLOCKS RIGHT, YOU GOT YOUR FUNDAMENTAL BLOCKS.

AND AS THEY BECAUSE IT REALLY COMES DOWN TO WHEN IT COMES TO MATH, NOT HAVING THAT FIRM GRASP OF THAT WHOLE CONCEPT.

SO I REALLY BELIEVE THAT YOU FOCUS MORE ON THESE LOWER YEARS AND YOU MASTER THESE GUYS, THE REST OF IT.

HERE'S THE ONLY PROBLEM IN THE BACK IS DON'T BE IT IS WITH THE WHAT SENATE BILL 2124 MOVING ALL OF THE KIDS OR TO THAT ACCELERATED MATH, AT LEAST 40%.

AND WE'VE ALREADY DONE THAT.

OTHER DISTRICTS, LIKE RICHARDSON, ARE AT A MUCH HIGHER NUMBER INTO EARLY, EARLY ALGEBRA ALGEBRA.

SO THEY'RE GOING TO BE TAKING ALGEBRA TESTS IN EIGHTH GRADE.

THEY'RE NOT. SO THAT'S NOT THE STARR.

YOU'RE NOT INCLUDING THAT ARE YOU.

IS THAT MATH? SO YOU'RE SAYING THAT WE SHOULD GO TO SEVEN? I THINK THAT WOULD BE A BETTER NUMBER.

NO, NO, IT'S THREE THROUGH EIGHT.

LARRY, BECAUSE THOSE EIGHTH GRADERS THAT AREN'T TAKING ACCELERATED MATH NEED TO BE INCLUDED, BECAUSE THAT'S WHEN WE WILL START IGNORING KIDS, RIGHT? WE DON'T WANT TO IGNORE THEM.

LIKE BECAUSE IT'S THREE THROUGH MATH STARR WON'T BE IN THE THEY WON'T, THEY WON'T BE.

SO THIS IS GOING TO BE AN ACCOUNTABILITY SYSTEM AT THE VERY END WITHOUT YOUR HIGHEST PERFORMANCE.

WHAT DO YOU GUYS WANT TO DO? I MEAN, IF [INAUDIBLE].

I MEAN, SO IT IS EARLY MATH UNTIL THEY GET TO THAT ALGEBRA.

YEAH.

OKAY. SO IF YOU WANT TO GET TECHNICAL, I'LL GET TECHNICAL.

[02:25:02]

IF YOU FUNDAMENTALLY CAN'T THESE KIDS ON THIRD GRADE, IT'S NOT HER FAULT BECAUSE WHAT PEOPLE FUNDAMENTALLY THINK IS THE STARR IS A BUILDING BLOCK, RIGHT? STARR MATH IS NOT A BUILDING BLOCK.

OKAY, SO WHAT HAPPENS IN STARR THIRD, STARR FOURTH AND STARR FIFTH, YOU HAVE VERY LIMITED MULTIPLICATION TABLES.

OKAY. VERY LITTLE I THINK MAYBE FOUR QUESTIONS IN FIFTH GRADE STARR HAVE MULTIPLICATION TABLES.

I LEARNED MULTIPLICATION IN SECOND GRADE.

OKAY, THAT'S WHAT I LEARNED.

IT'S NOT BEING TESTED UNTIL SIXTH GRADE, WHICH IS THE MAJORITY OF THE TEST NOW.

AND YOU CAN'T USE A CALCULATOR.

SO THE SKILLS DON'T TRANSFER BECAUSE YOU CAN GET AWAY WITH MINIMAL, MINIMALLY TEACHING KIDS MULTIPLICATION TABLES.

BUT I THINK THAT'S WHERE YOU'RE MISSING THOSE THOSE FOUNDATIONAL BLOCKS.

LIKE IF YOU'RE NOT TEACHING THEM THAT BUT IT'S NOT TESTED.

THAT'S WHAT I'M TRYING TO SAY.

AND IF IT'S NOT TESTED, WHAT IT DOES IS MASKS EXCELLENCE.

OKAY, SO LET'S JUST SAY IN FIFTH GRADE I DO VERY, VERY WELL.

AND I ONLY MISS FOUR QUESTIONS.

IRONICALLY, THE FOUR QUESTIONS ARE THOSE MULTIPLICATION TABLES.

THEN I GO INTO SIXTH GRADE AND NOW I'M BOMBING THE TEST BECAUSE THE MAJORITY ARE THE MULTIPLICATION TABLES.

THE SIXTH GRADE TEACHERS ARE NOW LIKE, OH MY GOODNESS, WE HAVE ALL AND IT'S CATCH UP.

AND IF YOU NOTICE, WE'RE TRYING TO FIX THAT GAP.

OKAY. SO WAIT WAIT WAIT WAIT.

LET ME FINISH. SO WHAT WE NEED TO LOOK AT IS TWO THINGS.

AND THIS IS JUST MY PROFESSIONAL OPINION I THINK YOU SPLIT IT.

I THINK YOU SPLIT THE THREE THROUGH FIVE, AND THEN YOU YOU GO AHEAD AND YOU SAY, THIS IS WHAT WE WANT.

AND THEN REMEMBER, WE HAD A WHOLE SEPARATE INITIATIVE FOR MATH SIX THROUGH SEVEN, SIX THROUGH EIGHT.

OKAY. WE WANT TO SEE IMPROVEMENTS.

AND WE GOT TO BE ABLE TO DIFFERENTIATE THE TWO.

ALL RIGHT. AND THEN THAT WAY AS A BOARD YOU GUYS ARE LOOKING AT BOTH ASPECTS YOU KNOW.

SO WE WOULD MOVE THIS TO 3 TO 5 YOU'RE SAYING RIGHT.

YEAH. BUT THEN WE'RE GOING TO HAVE TO ADD SOMETHING FOR THAT 6 TO 8.

AND YEAH.

AND THAT AGAIN WILL BE BASED ON WHAT OUR CURRENT I WOULD, I WOULD DO THE SAME KIND OF METHODOLOGY.

NOW WOULD YOU STILL SAY EARLY MATH THOUGH BECAUSE YOU SAID THAT EARLY MATH IS THREE THROUGH FIVE.

I WOULD SAY EARLY MATH BECAUSE YOU KNOW WHAT? IT LEADS TO LESS CONFUSION.

EARLY MATH PEOPLE THINK ELEMENTARY.

OKAY. RIGHT. SO IF YOU THINK EARLY MATH, IT'S RIGHT BEFORE YOU START GETTING INTO ADVANCED MATH.

IT'S THAT FIFTH GRADE THAT IS GOING TO DETERMINE IF THEY START GOING INTO ADVANCED MATH IN THE SIXTH, SEVENTH AND EIGHTH GRADE.

SO WHAT WOULD YOU CALL THAT? JUST MATH.

MATH PROFICIENCY I WOULD CALL IT.

SO YOU COULD DO EARLY MIDDLE AND HIGH YEARS RIGHT.

EARLY MIDDLE EARLY MATH OR MIDDLE MATH.

SO THIS IS EARLY MATH.

YES. IT'S EARLY MIDDLE MATH.

DOCTOR LOPEZ, IS THERE GOING TO BE ANY COLLABORATION BETWEEN SO WHAT WE'RE DOING NOW IS DOING THAT WHOLE CURRICULUM THAT BUILDS AND ALIGNS TO, BECAUSE THE SIXTH GRADE TEACHERS NEED TO JUST JUMP ON IT RIGHT.

NOW FUNDAMENTALLY, WE WANT TO TO BUILD IT BECAUSE IF WE DON'T BUILD THE MULTIPLICATION TABLES, WE'RE NOT GOING TO GET KIDS THAT TEST INTO INTO THOSE HIGHER RANKED CLASSES.

YEAH. SO DOCTOR LOPEZ, IF I REMEMBER RIGHT IN OUR HISTORICAL GRAPHS.

THIRD, FOURTH, FIFTH, SIXTH GRADE MATH GRADES.

AND IN TERMS OF MEETS KIND OF INCREASES EVERY YEAR.

AND THEN WE'LL GET TO SEE THE SIXTH OR SEVENTH.

THERE'S ALWAYS A FALL OFF.

RIGHT. THERE'S A DIVE.

SO REALLY THE BEGINNING POINT FOR THAT MID MATH OBJECTIVE IS PROBABLY GOING TO BE A DIFFERENT BEGINNING POINT THAN IT'S NOT GOING TO ADD ON TO THE SIXTH GRADE, RIGHT? MATCH THE END OF THAT . I JUST I JUST REMEMBER IN OUR GRAPHS ALWAYS WONDERING WHAT THE HECK IS HAPPENING TO OUR KIDS IN SEVENTH GRADE.

YEAH, BECAUSE IT WAS A PERCENTAGE IS THE SAME FOR THE SIXTH THROUGH EIGHT.

NO, THEY THEY COULD BE WAY DIFFERENT.

YEAH, IT WOULD BE DIFFERENT. YEAH, IT WOULD BE DIFFERENT.

WE WOULD HAVE TO TAKE I THINK HE USED THE SAME KIND OF METHODOLOGY WHERE WE TAKE WHERE WE'RE AT.

OKAY. AND THEN WE AND THEN WE SAY WHERE DO WE WANT TO GO.

AND I STILL THINK YOU STILL SHOULD HAVE A VERY ROBUST EXPECTATION OF AN INCREASE IN FIVE YEARS.

MAYBE, YOU KNOW, WE MIGHT NOT MAKE OUR ASPIRATIONAL WE'RE OKAY WITH THAT.

[02:30:05]

WE'RE GOING TO BE MEETING WITH GIBSON SOON, EARLY AUGUST.

RIGHT. AUGUST 1ST.

AUGUST 1ST. AND SO WE CAN HAVE THEM SORT OF FILL IN THE GAPS.

YEAH. RIGHT. AND THEN WE CAN BRING THIS BACK TO EXPAND.

WE WHO? WE THE BOARD.

WE CAN BRING THIS BACK IN A WORKSHOP WITH GIBSON TO GO THROUGH THIS IN MORE DETAIL.

THIS MAY BE A STUPID QUESTION I'M ASKING.

CAN WE FIGURE OUT, CAN WE FIGURE OUT HOW MANY OF OUR TEACHERS THAT ARE INVOLVED IN EARLY LITERACY AND EARLY MATH ARE IN THE TIA PROGRAM, OR ARE GOING TO BE TIA TEACHERS? YEAH, WE CAN LOOK INTO SOMETHING LIKE THAT, YOU KNOW . I'M JUST CURIOUS HOW MANY.

YEAH, I'M JUST CURIOUS.

YES. ALL RIGHT.

I KNOW WE ARE OUT OF TIME.

I APPRECIATE YOU GUYS JUMPING IN AND WORKING HARD ON GOALS THAT WE ARE ACCOUNTABLE TO GET ACCOMPLISHED AND DOING A GOOD JOB. APPRECIATE THE DIALOG AND APPRECIATE ENGAGING WITH YOU.

ROBERT, I WILL TURN IT OVER TO YOU TO CLOSE US OUT ANY WAY YOU WANT TO.

YEAH, I'LL. THANK YOU FIRST OF ALL, TRUSTEES, FOR BEING HERE AND PARTICIPATING IN OUR BOARD GOALS SESSION.

THANK YOU, MIKE AND THANK YOU, KEITH, FOR HELPING TO FACILITATE THE CONVERSATION.

JUST TO KIND OF CLARIFY INTERNAL AUDIT IS GOING TO BE MEETING WITH GIBSON AUGUST 8TH.

AND SO ONCE WE HAVE THAT MEETING WITH THEM AND BRING THESE TYPES OF CONVERSATIONS TO THEM, THEN WE WILL BE ABLE TO SET ANOTHER DATE FOR A WORKSHOP TO INCLUDE THE THE WHOLE BOARD SO THAT WE CAN WORK MORE IN-DEPTH ON, ON OUR GOALS SPECIFICALLY.

DOES THAT MAKE SENSE? DID EVERYBODY GET THAT? YEP. ALL RIGHT. COOL.

THANKS AGAIN AND INTERNAL AUDIT COMMITTEE.

SO I HAVE TO PUBLICLY GIVE LARRY SOME KUDOS.

LARRY TOOK ONE FOR THE TEAM, AND HE IS NOW A MEMBER OF THE INTERNAL AUDIT COMMITTEE.

SO LINDA IS GOING TO BE THE CHAIR.

AND THEN LARRY AND I ARE GOING TO BE ON INTERNAL AUDIT.

THANK YOU LARRY. THAT'S IT.

SO I NEED TO GET US ADJOURNED.

YEAH. ARE THERE ANY EXECUTIVE SESSION ITEMS, DOCTOR LOPEZ? NO, SIR. ALL RIGHT.

[VII. Adjournment]

THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.