[00:00:08]
2024. I DETERMINED THAT A QUORUM IS PRESENT.MISS HOGAN, DO WE HAVE ANY PUBLIC FORUM COMMENT CARDS? NO, SIR. THANK YOU.
[III.A. Conduct Board training regarding communication, leadership strategies, strategic planning, good board governance, and goal setting.]
I'M GOING TO MOVE TO AGENDA ITEM.SO, TRUSTEES, YOU SHOULD HAVE A COUPLE OF THINGS AT YOUR STATIONS.
WHAT YOU SHOULD HAVE BEFORE YOU IS THE EMAIL, THE INFORMATION THAT SHE EMAILED YOU RECENTLY AFTER OUR MEETING LAST WEEK WITH THE GOAL OBJECTIVES THAT WE HAD DISCUSSED IN OUR TEAM OF EIGHT TRAINING.
SORT OF LIKE A LITTLE SNAPSHOT OF HOUSE BILL THREE TO PROVIDE GOAL SETTING DIRECTION.
AND THEN ALSO JUST FROM TEA, JUST KIND OF WHAT GOES INTO A LITTLE BIT MORE DETAIL WITH RESPECT TO WHAT THOSE HOUSE BILL THREE GOALS THAT WE SHOULD SHOULD HAVE.
NOW, ONE OF THE REASONS AND LET ME JUST BACK UP.
AND FIRST, THANK YOU GUYS ALL FOR YOUR PARTICIPATION OVER THE LAST SEVERAL MEETINGS THAT WE'VE HAD.
THE GOAL HAS BEEN REALLY TO TRY TO FIND ALIGNMENT AND MAKING SURE THAT WE'RE HAVING CONVERSATIONS, BECAUSE ONE OF THE THINGS THAT WE HAD TALKED ABOUT PREVIOUSLY IS THAT WE DON'T GET A CHANCE TO TALK ENOUGH ABOUT THE THINGS THAT WE WANT.
AND SO TODAY, THERE'S NOT GOING TO BE A SPECIFIC FACILITATOR OF THIS MEETING.
I'M GOING TO BE DIRECTING US, BECAUSE AT THE END OF THIS MEETING, OUR GOAL IS TO HAVE AT LEAST FIVE, NO MORE THAN SEVEN GOALS THAT SHOULD BE IN ALIGNMENT WITH THE THINGS THAT WE'VE ALREADY DISCUSSED AND WE'VE TALKED ABOUT AS IT RELATES TO OUR GOALS.
SO WE WANT TO MAKE SURE THAT THERE'S ALIGNMENT.
THE GOALS THAT WE HAD IN 2018, WE HAD OBJECTIVE A ALL THE WAY THROUGH OBJECTIVE H.
AND WHEN I LOOK AT THIS AND SINCE 2021, WHERE THE HB THREE GOALS HAVE BEEN MADE LAW, WE HAVEN'T HAD THE OPPORTUNITY OR MADE THE OPPORTUNITY TO GO BACK AND MAKE AN ADJUSTMENT.
SO IF I'M MISTAKEN, THERE'S ONE ITEM IN HERE AROUND EARLY LITERACY, BUT THERE'S OTHER TWO OTHER ITEMS FOR HOUSE BILL THREE THAT WE'RE REQUIRED TO HAVE AS GOALS, ONE AROUND EARLY MATH AND CCCMR. SO WE DO HAVE SOME CCCMR, BUT WE DON'T NECESSARILY CALL IT SPECIFICALLY THAT.
BUT THERE ARE SOME ELEMENTS OF CCCMR IN THIS GOAL SET.
SO WHEN DOCTOR LOPEZ TALKED ABOUT HIS FOUR PILLARS AND THEY'RE UP HERE ON THE LECTERN.
WANTED TO DEVELOP A STRONG LEADERSHIP PIPELINE, ELIMINATE THE ACHIEVEMENT GAP, HAVE A WORLD CLASS SPECIAL EDUCATION DEPARTMENT AND THEN A UNIFIED DISTRICT. AND I'VE ASKED DOCTOR LOPEZ JUST TO KIND OF BRIEFLY GO THROUGH EACH ONE OF THOSE TO MAKE SURE THAT WE'RE ALL ON THE SAME PAGE AS IT RELATES TO WHAT HIS DEFINITIONS OF THOSE PILLARS AND HIS PRIORITIES ARE.
DOCTOR LOPEZ. SO THANK YOU, TRUSTEES.
IT COULD BE ITS MINOR CALLED PILLARS, WHATEVER IT'S CALLED, WITH A GLOBAL INITIATIVES OF THE BOARD.
SO IT KEEPS A COMMON FOCUS THROUGHOUT THE DISTRICT.
I MEAN, NOT REDUNDANT, COMPETITIVE IN OUR OUR BOARD PRIORITIES VERSUS THE SUPERINTENDENT PILLARS.
IN SOME DISTRICTS, WHAT THEY DO IS THEY ADOPT, YOU KNOW, THE SUPERINTENDENTS PRIORITIES, PILLARS OR HOWEVER YOU SAY IT AND THEY JUST FORM THEM INTO BOARD GOALS, OR THEY JUST SAY, THOSE ARE THE GOALS OF THE DISTRICT.
SO I KNOW AS WE'RE MOVING FORWARD, THE FOUR THINGS THAT WE FELT AS A TEAM THAT ARE REALLY GOING TO TAKE THIS DISTRICT TO NEW LEVELS ARE GOING TO BE ELIMINATING THE ACHIEVEMENT GAP.
WE DON'T WANT TO TALK ABOUT, OH, WELL WE'RE CLOSING IT.
IT SEEMS LIKE WE'RE FOREVER TALKING ABOUT IT.
WE JUST WANT TO TOTALLY ELIMINATE IT.
ONE OF THE BEST INITIATIVES THAT WE HAVE IN ELIMINATING THE GAP.
[00:05:06]
ELSE. WHAT HAPPENED WITH THE COMMISSIONER? HE CHANGED NOT ONLY WHAT THE CRITERIA WAS TO GET A CCMR CREDIT, HE ALSO MADE THE STANDARD SIGNIFICANTLY HARDER BY ABOUT 20 POINTS.SO NOT ONLY WAS IT HARDER TO GET TO EVERYTHING THAT YOU ALIGN KIDS TO DO MADE IT HARDER.
WE HAD A SLIGHT LITTLE SETBACK AND THEN WE'RE BACK TO AN A, SO THAT TELLS YOU THAT WE IF WE DEVELOP THE RIGHT SYSTEMS, THAT WE COULD ACHIEVE SOME GREAT THINGS.
GRADUATION RATES VERY HIGH FOR ALL ETHNICITIES.
IS THERE A GAP? YES, BUT NOT AS SIGNIFICANT AS SOME OF THE ONES WE'RE SEEING IN OUR LEARNING.
SO WHEN WE SAY WE'RE ELIMINATING THE GAP, THIS IS NOT JUST US SAYING WE'RE GOING TO GO AFTER IT.
WE HAVE EVIDENCE THAT COULD HAPPEN.
WORLD CLASS SPECIAL EDUCATION DEPARTMENT.
AND SO WE WANT TO MAKE SURE WE HAVE A ROBUST LEADERSHIP PIPELINE.
THE UNIFIED DISTRICT BELIEVES THAT ALL CHILDREN WILL LEARN THAT WE'RE GOING TO HOLD EACH OTHER TO THE HIGHEST STANDARD, AND THEY WILL BE VERY SELECTIVE ON WHO THEY WANT INTO OUR TEAM, BECAUSE WE DON'T WANT ANYBODY THAT'S GOING TO HOLD US DOWN.
TRUSTEES, ARE THERE ANY QUESTIONS ABOUT WHAT DOCTOR LOPEZ JUST TALKED ABOUT AS IT RELATES TO HIS PILLARS OF PRIORITIES? MISS GRIFFIN? YES.
BUT CAN YOU TELL ME WHAT POPULATION, THE TOTAL NUMBER OF POPULATION THAT WE ARE TALKING ABOUT FOR SPECIAL EDUCATION? WE KEEP THROWING IT AROUND.
BUT WHAT IS THE DATA ON THAT? SO THE SPECIAL EDUCATION.
DON'T GET I DON'T THINK, AND YOU CAN CORRECT ME IF I'M WRONG.
WE DON'T GET ANYTHING THAT SPECIFIES SPECIAL, I CAN'T REMEMBER.
BUT WHAT IS THAT? WHAT IS THAT POPULATION? SO WHAT I LIKE ABOUT YOUR QUESTION IS IT JUST GOT EXPANDED, RIGHT.
SO SPECIAL EDUCATION POPULATION NOW INCLUDES DYSLEXIA.
SO WHEN YOU START LOOKING AT THE DYSLEXIC POPULATION AND YOU START LOOKING AT WHAT OUR SPECIAL ED RATES, OUR SPECIAL EDUCATION RATES WERE PROBABLY IN THE 10 TO 12% RANGE BEFOREHAND NOW WITH DYSLEXIA, THEY'RE SIGNIFICANTLY HIGHER.
OKAY, SO I DON'T HAVE THOSE EXACT NUMBERS TO GIVE TO YOU BECAUSE NOW THAT INCLUDES DYSLEXIA.
THE DYSLEXIC STUDENTS, STUDENTS THAT HAVE BEHAVIORAL ISSUES, STUDENTS THAT HAVE SEVERE MOTOR SKILL ISSUES, PEOPLE ON VARYING DEGREES OF COGNITIVE ISSUES.
BUT I THINK WHAT WOULD HELP ME, AND MAYBE I'M THE ONLY ONE AT A LOSS, IS THAT WHEN WE START TRYING TO ALIGN TO PILLARS OR GOALS, I THINK WE HAVE TO HAVE SOME DATA OR A POINT OF REFERENCE.
BUT FOR ME IT WOULD HELP TO SEE THE NEW CATEGORIES.
AND THEN WHAT'S THAT PROJECTED NUMBER? OKAY. BECAUSE I WAS ASKED THE QUESTION AND I COULD NOT ANSWER.
WHAT IS OUR POPULATION? I COULD DO PERCENTAGES.
PERCENTAGES IS NOT SOMETHING THAT EVERYONE IN THE COMMUNITY CAN RELATE TO, BUT THEY CAN RELATE TO WHETHER THAT'S 10,000 OR 15,000. AND NOW HERE IS THE BROAD LANGUAGE, BECAUSE MOST PEOPLE IN THE COMMUNITY DON'T KNOW, ALTHOUGH WE'VE SAID IT SEVERAL TIMES AROUND THIS DAIS, THAT IT INCLUDES ALL OF THIS, BUT THAT DOESN'T REALLY COMPUTE BECAUSE OF THE OLD DEFINITION OF SPECIAL ED.
SO I WOULD JUST LIKE TO KIND OF HAVE SOME MORE.
I'M NOT SAYING IMMEDIATELY OR WHATEVER, BUT JUST AROUND THAT.
ARE THOSE GOING TO BE MEASURED THROUGH OUR GOALS OR THROUGH THE CAMPUS IMPROVEMENT PLAN, OR THROUGH THE DISTRICT CAMPUS IMPROVEMENT PLAN? MY PILLARS ARE MEASURED SEPARATELY IN DIFFERENT WAYS THROUGH OUR TEAMS. THIS ISN'T A GOAL BOARD INITIATIVE, SO I DON'T REPORT TO YOU HOW MY PILLARS ARE BEING MET.
[00:10:03]
I INTERNALLY LOOK AT THE PROGRAMING.SOME OF IT IS GOING TO BE BUILT ON WHAT TYPE OF PROGRAMING WE HAVE, LIKE THE LEADERSHIP PIPELINE FROM NOT ONLY HOW WE'RE DEVELOPING PRINCIPALS TO HOW ARE WE RETAINING PRINCIPALS, WHICH COULD BE A METRIC, BUT WHAT GOES INTO THE DEVELOPMENT PROCESS? WHAT GOES INTO THE MENTORING PROCESS? HOW OFTEN DOES THAT HAPPEN? THERE'S NOT METRICS FOR ALL OF THAT.
THERE'S SOME IMPLEMENTATION PHASES WE'RE ELIMINATING THE ACHIEVEMENT GAP.
ABSOLUTELY. THAT WOULD HAVE MORE OF THIS IS WHERE WE'RE AT AND THIS IS WHAT WE WANT TO CLOSE.
SO THOSE ARE TWO DIFFERENT TYPES OF THINGS.
I THINK THAT'S CLARITY FOR ME TO KNOW THAT WE WILL NOT HAVE A REPORT THAT WILL SPECIFY THAT, BECAUSE THOSE ARE YOUR GUIDING PILLARS FOR DEVELOPING YOUR STAFF AND DEVELOPING EACH OF OUR CAMPUSES.
SO IF THAT'S THE CASE, THEN WHEN WE LOOK AT THE ALIGNMENT AND THIS IS WHAT GOT ME INTO THIS IS WHEN WE LOOK AT THE ALIGNMENT OF WHAT WE'RE GOING TO DO TODAY AND FILTER OUT I WAS JUST TRYING TO FIGURE OUT HOW THAT HAPPENED SO THAT HOW THAT WOULD HAPPEN.
AND SO NOW I HAVE CLARITY ON THAT.
THAT'S NOT DIRECTLY ALIGNMENT.
THANK YOU. ONE OF THE THINGS THAT WE WILL SEE, AND THIS IS A GREAT SEGUE, THIS PAST SCHOOL YEAR WHEN MISS GRIFFIN WAS PRESIDENT, SHE TOOK US THROUGH AN EXERCISE WHERE WE DETERMINE AND DECIDED WHAT OUR PRIORITIES WERE AS A BOARD.
YOU GUYS ALL REMEMBER THAT, RIGHT? AND THAT HAPPENED IN 2024.
SO SEVERAL MONTHS AGO. AND SO OUR BOARD PRIORITIES, AS I RECALL, AND YOU GUYS CAN CORRECT ME IF I'M WRONG, IS LEARNING RECOVERY, STUDENT MANAGEMENT, TEACHER RETENTION, BOND MANAGEMENT AND THEN FOCUS CAMPUSES.
AND TOWARDS THE END OF OUR LAST TRAINING THOSE TWO POST-IT NOTES GOT SORT OF OUTLINED, RIGHT.
AND WE WERE ABLE TO KIND OF HAVE A BRIEF DISCUSSION AND WE CAN KIND OF GO INTO A LITTLE BIT MORE DETAIL ABOUT THAT ABOUT HOW THOSE PRIORITIES ARE CAPTURED BY DOCTOR LOPEZ'S PILLARS OR HIS PRIORITIES.
NOW, THE FIRST QUESTION THAT I ASKED WAS, BECAUSE I DID GET THIS QUESTION AT THE LAST MEETING, WAS, ARE THESE OUR PRIORITIES? AND THAT WAS A QUESTION THAT MR. GLICK HAD. AND SO IN MY MIND, I'M LIKE, YEAH, THAT'S WE JUST DID THAT WORK.
DOES ANYBODY HAVE ANY QUESTIONS OR DISAGREEMENT WITH WHETHER OR NOT THOSE ARE OUR PRIORITIES? YES. MR. GLICK. YEAH.
WHAT ARE YOU CONFUSED ABOUT? TELL ME WHAT YOU'RE CONFUSED ABOUT.
I THINK DOCTOR LOPEZ STARTED HIS COMMENTS SAYING I THOUGHT HE.
WHAT HE WAS SAYING WAS THAT DISTRICTS TAKE THE SUPERINTENDENTS GOALS OR PILLARS AND ADOPT THEM.
BUT WE'RE NOT PLANNING ON DOING THAT, I DON'T THINK.
BECAUSE WE HAVE NOTHING TO DO WITH THE LEARNING PIPELINE, I DON'T BELIEVE.
NO. WE DON'T HAVE REALLY, IN MY OPINION, ANYTHING TO DO WITH THE UNIFIED DISTRICT.
I'M NOT SURE, EVEN BASED ON WHAT MISS GRIFFIN WAS TALKING ABOUT, HOW MUCH WE HAVE TO DO, REALLY, WITH SPECIAL ED FROM OUR LEVEL, OTHER THAN POTENTIALLY FUNDING MORE PROGRAMS. I SOMETIMES TAKE EXCEPTION WHEN I HEAR THE WORD ELIMINATING THE ACHIEVEMENT GAP.
WE COULD LOOK AT THE DISTRICTS THAT WE'VE WANTED TO EMULATE THROUGHOUT THE STATE OF TEXAS.
AND WHEN THEY WE PRAISE THEM, IT'S BECAUSE THEY'VE CLOSED THE ACHIEVEMENT GAP.
WELL, I DON'T KNOW OF ANYBODY WHO'S ELIMINATED THE ACHIEVEMENT GAP EVER.
AND SO WE CAN SAY THAT'S AN ASPIRATION OF THIS BOARD.
SURE. BUT IS IT A REALITY? WE COULD SAY, BECAUSE NO ONE'S EVER DONE IT.
I GUESS SO. I MEAN, DO WE WANT TO SAY WE CAN DO IT IN A CERTAIN PERIOD OF TIME? WELL, ONE YEAR, THREE YEARS, FIVE YEARS.
YEAH, I THINK IT'S WORTH THE CONVERSATION.
ARE WE IN AGREEMENT THAT THOSE ARE OUR BOARD PRIORITIES?
[00:15:02]
I GUESS THAT WAS MY QUESTION.ROBERT, AND YOU MADE A COMMENT EARLIER ABOUT THE NUMBER OF GOALS THAT WE AS A BOARD WANT FROM, YOU KNOW, THE THREE THAT WE DO HAVE TO USE FROM HOUSE BILL THREE BUT DO WE WANT FIVE, SIX, SEVEN, WHATEVER THE CASE MAY BE, I'M ONE SITTING HERE IN MY PARTICULAR SEAT OF SIMPLICITY. AND I MEAN, LET'S DON'T BOG OURSELF DOWN.
DO WE REALLY NEED TO PUT THAT AS A PRIORITY AND MOVE ON TO THINGS THAT WHERE WE ARE REALLY LACKING IS THE DISTRICT FOR OUR PRIORITY AND MAKE IT 1 OR 2 AND LET'S REALLY DIG INTO IT AND MAKE IT WORTHY AND MAKE IT WHERE THIS BOARD, WE KNOW EXACTLY WHAT WE'RE GOING TO GO AFTER, AND WE'RE GOING TO TRY TO CORRECT THAT.
AND THEN AS THE NEXT YEAR COMES AND WE HAVE ANOTHER MEETING LIKE THIS, WE CAN ADD ONE OR WHATEVER THE CASE MAY BE, WHAT WE SEE MIGHT FALTER, BUT THAT'S KIND OF MY PERSONAL FEELING ABOUT WHERE WE NEED TO GO IN THIS DIRECTION.
YEP. MR. MILLER, DID YOU HAVE SOMETHING? YEAH. I REALLY DON'T HAVE ANY CONFUSION BETWEEN THE TWO LISTS.
THE SUPERINTENDENT PILLARS, THOSE ARE HIS PILLARS.
ONE OF THE THINGS WE DID WAS TRY TO RELATE THE BOARD PRIORITIES.
EXCUSE ME, THAT I THINK WERE FROM LIKE APRIL.
AND AND I THINK THAT THOSE PRIORITIES IF YOU REALLY AND MAYBE DOCTOR LOPEZ CAN HELP ME EXPAND.
BUT IF THOSE ARE OUR PRIORITIES, AS STATED WHEN WE MET, THEN THOSE PRIORITIES ARE BEING COVERED IN SOME FORM OR FASHION BY ONE OR ALL OF THE THINGS THAT DOCTOR LOPEZ IS TRYING TO ACHIEVE.
THE ELIMINATE ACHIEVEMENT GAP IS NOT A BOARD PRIORITY.
IT IS A PRIORITY OF OUR SUPERINTENDENT AND HIS STAFF.
AND IT'S JUST LIKE THE DALLAS COWBOYS.
THEIR GOAL IS TO WIN EVERY GAME.
THEY'RE PROBABLY NOT GOING TO, BUT THAT'S THE GOAL THEY'RE GOING TO WORK FOR EVERY SINGLE WEEK.
SO I KIND OF GET THE BALANCE BETWEEN THE TWO.
I DON'T HAVE ANY QUESTIONS FROM THAT.
SO I'M KIND OF NOT EVEN LOOKING AT THE PILLARS.
I'M JUST LOOKING AT THE BOARD PRIORITIES.
SURE. AND WE'VE ALREADY DECIDED THAT.
SO, YOU KNOW, FOR ME, I'M READY TO MOVE FORWARD WITH IT.
AND MR. BEACH'S POINT, I THINK IS WELL TAKEN.
YOU KNOW, I'M PROBABLY NOT IN FAVOR OF SEVEN GOALS.
YEAH. AND SO IF WE HAD THAT WAY, THEN I'M FINE.
BUT I'M VERY ANXIOUS TO HEAR WHAT THE REST OF THE BOARD HAS TO SAY ABOUT HOW MANY GOALS.
AND THEN WE'LL, GO ABOUT SLUGGING IT OUT TO FIND OUT WHAT THOSE OTHER TWO ARE.
YEAH. THANK YOU, DOCTOR LOPEZ.
I THINK THE JUST FOR CLARITY, I THINK.
WHAT? AND CORRECT ME IF I'M WRONG, PRESIDENT SELDERS WAS SAYING IS IN APRIL, WE DID THIS ACTIVITY FOR BOARD PRIORITIES, AND WHAT IT DID WAS EVERYBODY JUST PUT THEIR IDEAS OUT THERE ON WHAT THEIR FEELINGS WERE.
I THINK WHAT HE'S ASKING IS, IS THIS STILL THE DIRECTION WE'RE GOING IN OR IS IT NOW WE'RE IN SEPTEMBER, HAS SOMETHING CHANGED? RIGHT. DOES THAT IS THAT GOING TO FIT OUR NEED AS WE GO INTO ROLLING OUT THE NEXT PHASE? I THINK WHAT MR. MILLER BROUGHT UP, WHICH IS REALLY WHAT'S HAPPENING IS IF WE KEPT WITH THOSE BOARD PRIORITIES, A LOT OF THEM ARE LAYERED IN THE SUPERINTENDENTS PILLARS. RIGHT.
BUT IF THEY CHANGED, WE PROBABLY COULD SEE HOW THEY FIT IN THE SUPERINTENDENTS PILLARS.
RIGHT. SO WHAT MR. GLICK WAS TALKING ABOUT WITH ELIMINATING THE GAP, NO ONE'S ELIMINATED IT.
RIGHT. BUT WE'RE WORKING TOWARDS BUT PART OF HB THREE IS DOING THAT.
BUT BY LAW, YOU GUYS, JUST BEEN ABLE TO NARROW THE FOCUS.
MORE THAN LIKELY THEY'RE GOING TO FIT IN THOSE PILLARS SOMEHOW.
AND SO YOU DON'T HAVE TO WORRY ABOUT WELL, IF WE HAVE ALL SEVEN, WHAT HAPPENS IF WE NEED MAYBE WE NEED NINE BECAUSE HE NEEDS MORE JUST IN CASE IT'S GOING TO BE COVERED.
BUT WHATEVER YOU WANT TO GO DEEP ON IS WHAT WE'RE REALLY GOING TO GO DEEP ON.
AND THAT'S WHERE THE THE BOARD PRIORITIES COME FROM.
[00:20:02]
YEAH. AND THEN TO MISS GRIFFIN, TO YOUR POINT ABOUT THE METRICS REGARDING DOCTOR LOPEZ'S PILLARS, I THINK AS WE COME UP WITH OUR THE THINGS THAT WE WANT AS A BOARD DR.LOPEZ WILL GO AND FIGURE OUT WITH HIS TEAM THE HOW.
MR. SELDERS. YES, I THINK THAT'S A GREAT STATEMENT.
WE NEED TO FOCUS ON THE WHAT AND LET DOCTOR LOPEZ FIGURE OUT THE HOW.
MR. BEACH. YOU KNOW, ROBERT, AS WE'RE TALKING ABOUT ALL OF THIS TOO, AND WHAT WE'RE SEEING HERE AND WHAT HAS CHANGED AS FAR AS THE DYNAMICS OF THIS DISTRICT AS BEING 76% ECONOMICALLY DISADVANTAGED? YOU KNOW, WE SET ONE GOAL FOR ALL STUDENTS.
AND I THINK THAT'S WHERE THAT'S PROBABLY WHAT WE ARE TO LOOK AT.
ARE WE GOING TO STAY WITH AN OVERALL ONE GOAL PURPOSE? I THINK THIS KIND OF GOES AWAY.
YEAH, IT GOES AWAY. AND LIKE I SAID BEFORE, WHEN WE'RE ALREADY MEETING, YOU KNOW, 90 SOMETHING PERCENT MAKING CCMR ALREADY THAT'S ALREADY MEETING A GOAL FROM THE HOUSE BILL.
BUT DOES THAT NEED TO BE REWORDED OR WHATEVER SO THAT THEN THE OTHER THREE GOALS FROM HOUSE BILL THREE AND MAYBE POSSIBLY TWO GOALS IS WHAT WE NEED TO MEET AS FAR AS THE BOARD IS CONCERNED.
RIGHT. IS THAT WHERE IS THAT? IS THAT A CORRECT STATEMENT? SO I WOULD SAY YES.
BUT I THINK THE THING THAT WE'RE GOING TO HAVE TO DO, WHICH SPECIFICALLY IS FOR HOUSE BILL THREE GOALS WE WILL KNOW AND WE ALREADY STARTED THE LANGUAGE OF THOSE TWO SO IN THIS HANDOUT THAT YOU HAVE.
RIGHT, WE STARTED WORKING ON THE LANGUAGE OF WHAT WE WANTED TO SEE.
NOW IS THAT THE FINAL LANGUAGE? I DON'T KNOW. WE'RE GOING TO FIGURE THAT OUT TODAY.
BUT WE WANT TO MAKE SURE THAT FOR EARLY LITERACY, EARLY MATH AND CCMR, WE HAVE THAT COVERED.
NOW THE OTHER 2 TO 4 ITEMS. AND AGAIN I'M NOT HARDENED SET ON IT HAS TO BE SEVEN.
I KNOW THAT, AND DOCTOR LOPEZ PROBABLY WON'T MIND ME SAYING IT.
HE'S LIKE EIGHT IS TOO MANY AND I WOULD AGREE.
WHAT IS IT THAT WE WANT RIGHT NOW? WE HAD THAT CONVERSATION WITH MISS KASTEN AND SHE TALKED ABOUT, YOU KNOW, WHAT DO WE WANT TO BE KNOWN AS, AS A DISTRICT AND WHAT DO WE WANT TO BE KNOWN AS, AS A BOARD.
RIGHT. AND WE HAD A LOT OF GREAT THINGS TO TALK ABOUT AROUND THOSE THINGS.
BUT YOU GUYS HAD A LITTLE HOMEWORK.
AND SO NOW WE'RE GOING TO START WORKING.
ALL RIGHT. SO I WAS GIVING US TO 1:30 TO DO THIS.
BUT I WANT TO GO AHEAD AND GET STARTED WITH IT NOW.
SO WE HAVE THE GOAL OBJECTIVE THAT WE CAME UP WITH FOR EARLY LITERACY.
THE PERCENTAGE OF STUDENTS IN GRADE THREE DEMONSTRATING EARLY LITERACY AS MEASURED BY MEETS GRADE LEVEL PERFORMANCE ON STAAR ENGLISH WILL INCREASE FROM WHAT TO WHAT? RIGHT. WE HAD A SIMILAR GOAL FOR EARLY MATH.
AND THEN WE DIDN'T HAVE ACTUALLY IN OUR TEAM OF EIGHT TRAINING THAT DAY.
WE DIDN'T GET TO OUR CCMR OBJECTIVE, BUT WE'LL HAVE SOMETHING SIMILAR.
BUT AT LEAST AT THIS POINT, WHAT I WOULD LIKE TO DO IS FOR EACH TRUSTEE TO TAKE.
MICHELLE, DO WE HAVE THOSE MARKERS? CAN WE HAVE A POINT OF CLARITY? YES, MA'AM. WE KEEP REFERRING BACK TO WHAT YOU STATED UP FRONT IS NO LONGER IN EXISTENCE BECAUSE THEY WERE DONE BEFORE HOUSE BILL THREE, AND AS A BOARD, WE DIDN'T EVERY YEAR APPROVE THOSE CHANGES.
THE CHANGES WERE MADE, BUT IT WASN'T EVER NECESSARILY APPROVED BY THE BOARD.
SO I JUST WANT TO MAKE SURE, ARE WE STARTING AFRESH? WITH 25-26.
YES. THIS IS A STARTING POINT.
THERE'S A DIFFERENT CONVERSATION FOR THIS YEAR.
ANY QUESTIONS ABOUT WHAT WE'RE DOING NOW.
[00:25:01]
LARRY. YEAH.I DON'T WANT YOU TO BE CONFUSED.
IF YOU'RE CONFUSED, I WANT TO MAKE SURE THAT WE'RE ON THE SAME PAGE.
I'VE TAKEN SHOTS ABOUT THIS DOCUMENT FOREVER.
THIS WAS DONE ACTUALLY, IN STARTED IN 2017.
OKAY. DOCTOR LOPEZ WAS STILL DOWN IN MICHIGAN AT THE TIME.
IT WAS ACTUALLY ME AND KIM WHO I THINK DID NOT HAVE THE TITLE AT THAT POINT.
I THINK SHE SHOULD STILL HEAD OF REG AT THE TIME.
I HAD DONE THE SAME IN 2013 AND 2015 PUT OUT SOME NUMBERS BECAUSE IT ALWAYS FRUSTRATED ME WHEN WE AS A BOARD WOULD MEET AND THE SUPERINTENDENT EVALUATION.
AND THERE WAS NO NUMBERS EVER TALKED ABOUT.
LIKE, WHAT ARE WE HERE FOR? WE'RE CHEERLEADERS.
AND I THINK THAT'S WHAT TRUSTEES WERE CONSIDERED WAY BACK THEN.
AND THERE ARE SEVERAL BOOKS ABOUT THAT.
TRUSTEES WERE JUST CHEERLEADERS.
WELL, THE STATE STARTED MAKING CHANGES IN OUR REQUIREMENTS.
AND SO WHEN THE ORIGINAL VERSION OF THIS CAME OUT, IT WAS PRETTY REVOLUTIONARY.
NO ONE HAS EVER DONE THAT BEFORE.
WHAT WAS EVEN MORE INTERESTING IS DOCTOR LOPEZ CAME ON BOARD JANUARY 1ST, 2018 AROUND THEN, AND HE WAS INVITED ALMOST IMMEDIATELY TO A MEETING AT COMMIT IN DOWNTOWN DALLAS.
AND HE INVITED ME TO COME ALONG AND TO TALK ABOUT THIS DOCUMENT.
HE SAT IN THE ROOM WITH ALL THE SUPERINTENDENTS, AND I SAT IN THE ROOM WITH ALL THE GURUS, A LOT OF COMMIT PEOPLE AND PEOPLE FROM SOME OF THE LARGEST SCHOOL DISTRICTS. AND WE WENT OVER THIS DOCUMENT, THE ORIGINAL VERSION.
IT WAS ACTUALLY FUN BECAUSE THEY LOVED IT.
THE ONLY THING THEY CHALLENGED WAS BACK THEN AS YOU CAN LOOK AT, WELL, IF YOU DON'T HAVE IT IN FRONT OF YOU, IS ITEM D WAS ACTUALLY A DIFFERENT LETTER AT THAT POINT. WE WERE LOOKING AT THE RESULTS OF MEETS ON ALGEBRA.
AND THEY LIKE THAT, BUT THEY SAID MAYBE YOU SHOULD PUT SOME MORE EMPHASIS ON EARLY MATH.
AND IF YOU'VE EVER LOOKED AT THIS DOCUMENT, YOU'LL SEE THAT WE PUT IN RED.
THE ONLY OTHER THING, THAT'S THE ONLY THING RED IN THE WHOLE DOCUMENT IS FOURTH GRADE MATH.
AND THEY SAID THAT'S PROBABLY WHERE THAT WAS THE ONLY WEAKNESS THEY SAW.
SO WE STARTED EMPHASIZING FOURTH GRADE MATH.
AND YOU KNOW, AS MR. MILLER MENTIONED LAST WEEK, WE STARTED ACHIEVING A LOT OF THE SUCCESS VERY QUICKLY.
AND THEN THE PANDEMIC CAME AND WE HAD TO REVISE THE NUMBERS, WHICH WE DID.
WE ALSO ELIMINATED TWO CATEGORIES, DIDN'T REALLY ADD ANY.
AND SO THIS DOCUMENT HAS REALLY, IN MY OPINION, SERVED US PRETTY WELL FOR NOW, WHAT WILL BE SEVEN YEARS? I HEAR THAT BOARD DIDN'T APPROVE IT AND ALL THIS AND THAT.
THIS HAS BEEN AT EVERYBODY'S DESK, LITERALLY AT YOUR DESK FOR SEVEN YEARS.
YOU RECEIVED A LITTLE BOOKLETS, A LITTLE FOLD OUT BOOKLETS.
THIS HAS BEEN REVISED EVERY YEAR AND AGAIN PUT AT EVERYBODY'S TABLE.
THERE'S BEEN PRESENTATIONS ON THIS EVERY YEAR.
SO WE CAN KNOCK THIS DOCUMENT ALL WE WANT.
I JUST THINK IT DID US VERY WELL AGAIN, ANTICIPATING PRETTY CORRECTLY WHERE THE STATE WAS GOING.
SO THAT'S WHAT WE DID EARLY ON.
AND NOW WE HAVE TO UNDERSTAND WHAT THIS DOCUMENT IS.
BACK THEN NOBODY REALLY CARED.
I THINK IT'S TIME TO BE CHANGED.
BUT TO KNOCK IT ALL THE TIME, I MEAN, THAT GETS OLD AFTER A WHILE FOR ME.
I'M PROUD OF THE DOCUMENT THAT WE CAME UP WITH.
AND AT THIS POINT, YES, IT'S TIME TO STOP.
BUT WE COVERED ALMOST EVERYTHING THEY WANTED US TO COVER.
MAYBE A LITTLE DIFFERENT, BUT IT'S IN THERE.
SO, YEAH, THAT'S MY ONLY CONCERN.
OKAY. YEAH. I MEAN, AND I HEAR WHAT YOU'RE SAYING.
I THINK TO YOUR POINT, THE DOCUMENT SERVED ITS PURPOSE.
[00:30:08]
ALL RIGHT, MR. JOHNSON, I THOUGHT YOU HAD SOMETHING TO SAY.OKAY. ALL RIGHT, SO MY REQUEST OF THE TRUSTEES, SO YOU HAVE YOUR HOMEWORK, THAT YOU'VE TAKEN THE TIME TO COMPLETE SOME ADDITIONAL GOAL OBJECTIVES, ASIDE FROM THE EARLY LITERACY AND EARLY MATH GOAL, AND THEN ALSO TO PUT SOME LANGUAGE AROUND THE CCMR ITEM THAT THAT WAS THERE.
AND I WOULD LIKE FOR YOU TO JUST CAPTURE IT ON ONE OF THE POST-ITS.
THERE'S FIVE OF YOU GUYS HERE.
THERE'S FOUR. I'M GOING TO HAVE MISS GRIFFIN AND WES.
YOU DID IT TOO, RIGHT? YEAH. ONE AND TWO.
WES IS AT THE SECOND ONE. JOHNNY IS AT THE THIRD ONE.
LARRY, YOU'RE AT THE FOURTH ONE.
YOU'RE GOING TO WRITE YOUR GOAL.
WHAT ARE WE GOING TO WRITE? YOUR HOMEWORK.
THE LAST TWO. THE LAST TWO? YEP. SO JUST PUT THE TITLE YEP. THE TITLE.
THE GOAL OBJECTIVE. WHAT? THE GOAL OBJECTIVE NAME IS.
THAT'S OKAY. JUST BECAUSE I THINK SO.
SO LET ME HOLD ON, HOLD ON, HOLD ON.
MR. JOHNSON HAD A GREAT QUESTION.
HE. AND IT WASN'T REALLY A QUESTION.
WHAT WE'RE LOOKING FOR IS NOT NECESSARILY THE ACTUAL GOAL TARGETS.
RIGHT. WHAT IS THE GOAL OBJECTIVE? IS IT AROUND BUDGET? IS IT AROUND ATTENDANCE? IS IT AROUND FUND BALANCE? I MEAN, WHATEVER THE ITEM IS, I JUST WANT TO KNOW WHAT YOU GUYS ARE THINKING ABOUT, THE WHAT, THIS IS THE WHAT AGAIN, THIS ISN'T THE HOW.
LET'S SEPARATE THESE A LITTLE BIT MORE.
I'M GOING TO PUT HG. SO THERE WON'T BE SO HOW MANY ARE WE SUPPOSED TO WRITE UP HERE? JUST THE TWO THAT YOU HAVE.
OH, I MISSED SO ON THAT DOCUMENT, THIS ONE HERE.
SO WHATEVER YOU WOULD HAVE PUT HERE.
OH, YEAH. WE'RE GOING TO FLIP THOSE.
WE'RE GOING TO HANG ON AFTER YOU'RE DONE.
YOU PUT YOUR INITIALS ON IT? THAT'S PART OF THE INSTRUCTION.
PLEASE USE A DARKER COLORED MARKER.
IS THAT WHAT MECHELLE IF SHE SO CHOOSES.
I CAN'T REALLY PUT THREE ON THREE, SO I PUT THREE.
I THINK IT'S JUST A DRY MARKER.
IT SHOULD HAVE COME OUT BECAUSE LOOK AT THE OTHER ORANGE OVER THERE.
IT CAME OUT DARKER OVER THERE.
I FELT LIKE MY MARKER WASN'T VERY DARK, EVEN THOUGH I USED BLACK.
[00:35:01]
YEAH. IT'S NOT LIKE A EXPO MARKER OR SOMETHING.HEY, JAMIE, YOU CAN USE THIS ONE.
YES. THESE ARE IN ADDITION TO THE.
SO DO WE NEED TO WRITE THESE ON OUR PAPER THAT WE WROTE DOWN HERE.
WELL WHAT ARE YOU GOING TO DO WITH THE BECAUSE IT'S ALREADY IT'S ON HERE ALREADY, BUT IT'S NOT OKAY. THANK YOU, LARRY.
I'M SO STUNNED BY JAMIE'S FIRST GOAL WHAT IS IT? ACTUALLY, NOT ALL MIC] THAT'S THE DEFINITION.
YEAH, THAT'S WHAT I SHOULD HAVE THOUGHT ABOUT THAT.
I WAS ON THE I WAS IN THE LITTLE ROOM.
BECAUSE EVERYBODY NEEDS TO HEAR THIS.
I THINK IT WAS GOOD WHAT YOU SAID.
UP HERE REAL CLOSE WHERE WE CAN SEE THEM.
ARE YOU GOING TO GET CLOSE REAL QUICK? I GUESS I'LL START WITH THAT.
YEAH. I MEAN, THE NUMBERS STARTING TO DRIFT MIC].
SO EVERYBODY'S CLEAR ABOUT WHAT THEY MEAN BY THEIR INDIVIDUAL GOAL.
WE'RE GOING TO GO IN ALPHABETICAL ORDER.
SO WE'RE GOING TO START WITH JAMIE.
[00:40:02]
FIRST NAME, FIRST NAME, FIRST NAME, FIRST NAME.HEY. SO SO THIS IS WHAT I WANT YOU TO DO, JAMIE.
I WANT YOU TO GO UP THERE, OKAY? MY FIRST NAME. MY FIRST NAME? YES, DEFINITELY MY FIRST NAME.
OKAY, FIRST OF ALL, THREE MINUTES.
SO I THOUGHT OUTSIDE THE BOX JUST A LITTLE BIT.
AND I PUT ON MY PAPER, I PUT BY YEAR 2025, 2026 SCHOOL YEAR.
BUT I THOUGHT, YOU KNOW, I'M GOING TO LEAVE THAT OPEN FOR THE BOARD.
IF THIS IS SOMETHING YOU LIKE, MAYBE WE SHOULD DISCUSS BY WHAT YEAR AND GET THE INPUT OF OF DOCTOR LOPEZ AND ESPECIALLY OUR CFO BEFORE WE COME UP WITH THAT.
SO I DIDN'T WANT TO BE TOO ARBITRARY HERE, SO I'LL LEFT IT KIND OF BLANK.
AND THEN THE OTHER ONE IS IN ORDER TO DO THIS, WE'RE GOING TO HAVE TO DO THIS.
WHAT IS THIS? WE COULD BALANCE THE BUDGET WITHOUT A TRE, BUT THAT WOULD BE EXTREMELY PAINFUL.
AND SO TO ME AND THIS IS PROBABLY A YEAR AND A HALF GOAL OR A YEAR GOAL, A LITTLE MORE THAN A YEAR GOAL. AFTER 2025, HOPEFULLY IT WOULD GO AWAY BECAUSE WE'D BE SUCCESSFUL IN GETTING IT DONE.
SO IT'S JUST A GOAL, BUT I THINK THERE NEEDS TO BE A LOT OF FOCUS AND A LOT OF DISCUSSION.
TO ME, IF IT'S NOT A GOAL, IT NEEDS TO BE.
I KNOW THAT DOCTOR LOPEZ AND HIS STAFF ARE ALREADY WORKING ON TIMELINES AND THINGS.
SO YOU NOTICE I DIDN'T FILL IN ANY DATA ABOUT HOW TO DO THIS.
SO FOR MY TWO MR. GLICK. I WANT TO MAKE SURE WE'RE ON THE SAME DEFINITION.
I THINK WE ARE. WHEN YOU SAY BALANCE THE BUDGET, YOU MEAN NOT DIP INTO FUND BALANCE, CORRECT? YEAH. WHAT I PREFER IS AN INDIVIDUAL.
I CANNOT SPEAK FOR THE WHOLE BOARD, BUT WHAT I PREFER IS THAT WE HAVE A LITTLE BIT OF EXCESS EVERY YEAR THAT GOES INTO THE GENERAL FUND, BECAUSE THAT'S THE MONEY THAT WE ALWAYS USE TO FIX HVAC ISSUES, TO BUY BUSSES, TO DO WHEN WE HAVE WIND DAMAGE, TORNADO DAMAGE.
THAT'S WHAT WE MEET OUR $3 MILLION INSURANCE DEDUCTIBLE WITH.
IF WE GET DOWN TO THE MINIMUM GENERAL FUND BALANCE, WE HAVE NO FLEXIBILITY LEFT.
SO THAT'S WHY WHEN I'M SAYING BALANCED BUDGET, TO ME, IT'S A BALANCED BUDGET FROM THE BEGINNING, KNOWING THAT WE NEVER SPEND ALL OF THE MONEY, LARRY.
IT WILL ALWAYS, IN MY OPINION, IF WE BALANCE IT, THAT MEANS THERE WILL BE A LITTLE EXTRA LEFT OVER.
BUT WE NEVER CAN HIRE EVERYBODY.
WE NEVER DO SPEND ALL THE MONEY, AND THAT'S FINE.
BUT THAT'S WHAT WE USE IN MY REAL GOAL IS I DON'T WANT TO HAVE TO GIVE ANY MORE TEACHER RAISES OUT OF OUR FUND BALANCE? WE DO NOT HAVE THE ABILITY TO DO THAT.
SO PART OF THIS BALANCED BUDGET IS GOING TO BE FIGURING OUT HOW TO KEEP UP WITH TEACHER RAISES, COST OF LIVING AND ALL OF THOSE THINGS. SO WE JUST HAVE TO, YOU KNOW, IT'S GOING TO TAKE 2 OR 3 THINGS IN FUNDING FROM THE STATE BETTER ADA AVERAGE DAILY ATTENDANCE AND THE TRE.
TRE WE'VE THOUGHT WHAT IN THE 40 TO 50 MILLION RANGE.
SO I AGREE, I THINK THAT'S THAT'S THE FORMULA.
NOW WE CAN'T COUNT ON THE STATE UNFORTUNATELY.
IT WILL BE A DIFFERENT, I THINK, VERY DIFFERENT THE NEXT TIME.
BUT. SO I THINK I AGREE WITH YOUR PHILOSOPHY.
SO BEHIND ALL OF THAT IS KNOWING THAT THE BASIC ALLOTMENT, THAT TIER ONE THAT'S AROUND $20 MILLION.
YEAH. AND THOSE ARE NOT SUBJECT TO RECAPTURE.
THEN THE COPPER PENNIES WOULD BE SUBJECT TO RECAPTURE.
[00:45:02]
AND WE MAY HIT RECAPTURE HERE PRETTY SOON.THE VALUES IN OUR DISTRICT HAVE BEEN GOING UP.
SO THERE'S THAT REALITY THAT MAY HIT US IN THE FACE IN THE NEXT 3 OR 4 YEARS.
WE COULD CONVERT FROM A PROPERTY POOR DISTRICT TO WHAT'S CONSIDERED A PROPERTY WEALTHY DISTRICT BY VIRTUE OF GOING AFTER OUR EXTRA PENNIES. AND WHAT'S GOING ON WITH OUR AND THE FORMULAS ARE COMPLICATED, BUT BY VIRTUE OF THAT, IT COULD CHANGE OUR WHOLE OUTLOOK ON OUR BUDGET.
ANOTHER REASON WE SHOULD ALWAYS HAVE A BALANCED BUDGET.
AND THEN THE SAVES GO INTO THE GENERAL FUND TO PICK UP ALL THE MISCELLANEOUS STUFF, I THINK.
YEAH. ONE THING THAT I WAS JUST GOING TO ADD, OF COURSE, ABOUT THIS AS AS ONE OF OUR BOARD PRIORITIES, I FEEL LIKE THAT PERSONALLY, WE DISCUSSED THAT DURING THE SUPERINTENDENT'S EVALUATION, BECAUSE THAT'S ONE OF THE DOMAINS IS FISCAL RESPONSIBILITY, THAT HE'S GOING TO BRING THAT TO US THROUGH HIS NEGOTIATION WITH DODD AND WHAT WE HEAR AND HOW WE NEED TO BE MANAGING THE MONEY.
AND I THINK THAT IF WE'RE CONTINUALLY UP TO DATE WITH THAT.
WITH THE REPORTS THAT WE GET, I THINK WE'RE GOING TO BE ABREAST OF THAT ALREADY.
BUT I THINK THAT THAT'S ALREADY WITHIN THE DOMAIN FROM THE SUPERINTENDENT'S EVALUATION.
NOW, AS FAR AS THE TRE, IT'S NOT BUT.
WELL, TO ME THIS IS MORE ABOUT HAVING STAFF PAINT THE PICTURE FOR US AS TO HOW WE GET TO THIS.
I MEAN, IF THIS WAS THE WHAT THEY CAN DO THE HOW.
RIGHT? AND THIS IS ALL ABOUT PAINTING THE PICTURE.
RIGHT? AND TO TO YOUR POINT, I LIKE THAT FINAL STATEMENT.
[APPLAUSE] THANK YOU SIR. BUT TO HIS POINT, ALL THESE ARE IS US SHARING THE WHAT? RIGHT. DOCTOR LOPEZ AND HIS TEAM WILL DETERMINE THE HOW AND COME BACK TO US WITH A PLAN FOR THE THE WHOLE GOAL SET.
RIGHT. I MEAN, THIS IS NOT JUST US IN ISOLATION.
DOCTOR LOPEZ IS HERE LISTENING TO THIS AS WELL.
SO IF THERE'S ANYTHING THAT HE HAS TO ADD AS IT RELATES TO, YOU KNOW, PROVIDING FEEDBACK AND INPUT.
HE CAN HE'S MORE THAN CAPABLE OF DOING THAT.
YEAH, I'LL PUT DOWN TWO THINGS.
ONE, THE FOCUS ON STUDENT PROGRESS MORE AGGRESSIVELY AS FAR AS LOOKING AT THE DATA AND DOING DEEP DIVES INTO THAT AS A BOARD ON THINGS THAT WE POSSIBLY WE NEED TO DO AS A BOARD TO HELP AT THE CAMPUS LEVEL OR THE ADMINISTRATION AND WHAT THEY BRING TO US AS FAR AS INTERVENTION PROGRAMS, WHATEVER THE CASE MAY BE, TO HELP STUDENT PROGRESS WITH THE ECONOMICALLY DISADVANTAGED AT THE LEVEL THAT WE'RE AT AT THIS POINT.
I THINK THAT'S VERY IMPORTANT.
REAL QUICK QUESTION WHAT WOULD THAT LOOK LIKE AS A GOAL? THIS AS A GOAL? YES.
WELL, I GUESS IT WOULD BE IN THE SUPERINTENDENT'S EVALUATION TOO, BECAUSE IT TO ME STUDENT PROGRESS AND THIS IS WAY DOWN HERE, STUDENT MANAGEMENT KIND OF FALL INTO THE SAME CATEGORY BECAUSE WE'RE SEEING WHAT WE'RE SEEING IS THOSE STUDENTS THAT ARE NOT DOING WHAT THEY NEED TO BE DOING HERE ARE FALLING BEHIND, AND IT HAS SO MANY PIPELINES TO PROGRESS, IN MY OPINION PERSONALLY, BECAUSE THERE ARE SO MANY OTHER AVENUES THAT ARE HAPPENING ON THE CAMPUS LEVEL THAT WE AS A BOARD, WE DON'T HEAR ABOUT MOST OF THE TIME UNLESS WE GET THE REPORT.
SOMETIMES AND I WONDER, MAYBE I'M THE ONLY ONE.
I DON'T KNOW. SOMETIMES WHEN WE GET REPORTS, DO WE REALLY UNDERSTAND WHAT THE REPORT IS SAYING TO US AND HOW WE CAN DISSEMINATE THAT INFORMATION TO HELP MORE IN A PROGRESS FOR THE STUDENT? AND PART OF THIS TOO, IS FOR THAT VERY PURPOSE.
RIGHT? IT'S EASIER TO REACT WHEN YOU UNDERSTAND IT.
I MEAN, IF WE DON'T UNDERSTAND THAT, THEN IT MAKES IT VERY DIFFICULT.
IF WE'RE FAILING, OR WHATEVER THE CASE MAY BE.
AND TO ME, THAT AND DOCTOR LOPEZ WILL KNOW THAT.
AND HE'LL TELL US AND HE'LL TELL US EXACTLY WHAT HE AND HIS STAFF ARE DOING TO CORRECT IT.
AND THAT'S WHAT I LIKE TO HEAR, YOU KNOW, BECAUSE I FEEL LIKE WE'RE GOING IN THE RIGHT DIRECTION AND IT'S JUST LIKE ON THE PROGRESS TOO, YOU KNOW, WHEN YOU SHOWED ME THE BELL CURVE ON THE MEETS AND THE, YOU KNOW,
[00:50:06]
WE GOT KIDS THAT WE WANT THEM TO GET TO THIS.WE WANT THEM TO GET TO THIS AREA RIGHT HERE.
YOU KNOW, IT'D BE INTERESTING TO KNOW HOW MANY KIDS DO WE HAVE RIGHT HERE THAT ARE GETTING REALLY CLOSE TO THAT MEETS, YOU KNOW, THAT JUST RIGHT THERE ON THAT BELL CURVE WHERE THEY ARE, THEY DOWN HERE.
YOU KNOW WHAT I'M SAYING? I REALLY LIKE THAT CONCEPT.
ANY QUESTIONS? YEAH. THANK YOU, MR. BEACH. MINE IS A PHILOSOPHICAL QUESTION.
NOT REALLY ON THOSE, BUT WHEN I SEE DEEP DIVE AS A BOARD MEMBER, WHEN I COME TO ANY BOARD MEETING, WHAT I REALLY EXPECT IS THAT STAFF HAS DONE THE DEEP DIVE.
I JUST WANT THE EXECUTIVE SUMMARY.
DIVES WE NEED THE STAFF TO DO THE DEEP DIVE AND THEN JUST REPORT TO US WHAT THE EXECUTIVES.
IN OTHER WORDS, I CONSIDER IT LIKE AN ELEVATOR SPEECH.
GIVE ME THE GIVE ME THE TWO THINGS I CAN REMEMBER WHEN I WALK OUT THE DOOR THAT ARE IMPORTANT.
IF THAT'S WHAT YOU'RE SAYING, THEN I UNDERSTAND.
I MEAN, I KNOW THAT WE WANT WE WANT ALL STUDENTS TO PROGRESS.
AND I THINK THAT'S WHERE DOCTOR LOPEZ IS TRYING TO TAKE US.
AND I LIKE THAT ATTITUDE, BECAUSE WHEN YOU GOT POSITIVE HAPPENING, OTHER STUDENTS CATCH ON TO IT.
AND THAT MAKES IT TO ME MAKES IT MORE AGGRESSIVE BECAUSE EVERYBODY SAYS I WANT TO BE PART OF THAT.
I WANT TO BE PART OF THAT TEAM, OR I WANT, YOU KNOW, I WANT TO WHAT CAN I DO? AND WHEN WE SEE THOSE GOOD TEACHERS OUT THERE THAT ARE REALLY AND THAT MAY BE ANOTHER AVENUE THAT WE SHOULD LOOK AT AS AN ADMINISTRATION OR WHATEVER THE CASE MAY BE FOR THOSE TEACHERS THAT WE HAVE THAT ARE OUR PREMIER TEACHERS MENTORING SOME OF THOSE IN THEIR BUILDINGS, BECAUSE I THINK THEY STILL DO, AND I'M NOT FOR SURE.
LOPEZ AT THE CAMPUS? SO WE CALL THAT PLCS.
WE IN THE SECONDARY LEVELS, THEY HAVE PLANNING TIME IN THE ELEMENTARY LEVELS THEY DON'T.
FOR COMMON PLANNING TIME? YES. YEAH.
OKAY. SO IF THAT'S IMPORTANT, WE GOT TO UNDERSTAND.
SO THAT GOES BACK TO BALANCING THE BUDGET.
RIGHT. SO THESE ARE THE DELICATE BALANCING ACTS THAT I HAVE TO FIGURE OUT.
SO HERE'S AN EXAMPLE OF THIS TOO THEY GAVE ME A SIXTH GRADE SOCIAL STUDIES CLASS.
I KNEW THE GIST OF WHAT THE TEKS, WHAT I WAS SUPPOSED TO TEACH, BUT I WAS VERY FORTUNATE IN THAT WE HAD CONFERENCE PERIOD, AND IT WAS WITH THE OTHER TWO SIXTH GRADE TEACHERS.
ONE OF THEM WAS A MASTER TEACHER, AND MAN SHE LED US THE WHOLE WAY.
SHE GAVE US A FACT, YOU KNOW, BLAH, BLAH BLAH BLAH BLAH, BLAH BLAH.
I MEAN, IT WAS STREAMLINED. IT WAS JUST A CAKEWALK.
YEAH. WE'RE ALL GOING TO PASS.
I DON'T CARE WHAT YOUR GRADE LEVEL IS OR YOUR MENTALITY.
WE'RE GOING TO PASS BECAUSE I'VE GOT THE TOOLS TO GET YOU THERE.
NICE. SO YOU KNOW AND THAT GOT THE CLASS MOTIVATED.
THE KIDS KNEW THAT HEY I'M GOING TO MAKE IT IN HERE.
RIGHT. SO THAT'S KIND OF WHERE I.
ALL RIGHT, NEXT UP, WE HAVE MR. GLICK. OKAY, SO THIS IS THE DOOM AND GLOOM PART, RIGHT? [LAUGHTER] THIS IS THE FOCUS CAMPUSES, AND NONE OF US SHOULD BE PROUD THAT WE HAVE 2 D'S AND F'S CAMPUSES.
AND THESE ARE THE KIDS, IN MY OPINION, AND THESE ARE THE SCHOOLS THAT NEED OUR HELP THE MOST.
THE A CAMPUSES PROBABLY WILL STAY A CAMPUSES.
WHAT DO WE DO TO MOVE THESE OUT OF THOSE CATEGORIES? REAL QUICK, WHAT WOULD BE THE GOAL THAT YOU WOULD WANT TO SET? WELL, ROBERT, DO YOU REMEMBER? I DO, BECAUSE YOU AND I WENT TO A FORMER SUPERINTENDENT AND WE PROPOSED AS PART OF THE SUPERINTENDENT'S EVALUATION INSTRUMENT THAT WE HAVE A NUMBER THAT WE REDUCE IT FROM X TO Y, THAT MET SOME RESISTANCE,
[00:55:02]
IN FACT A LOT OF RESISTANCE.IF THE QUESTION IS WHERE DOES IT GO DOWN TO? I THINK THAT HAS TO BE A BOARD DECISION.
BUT IF WE CAN'T REDUCE THESE NUMBERS, THEN TO ME, WE'RE FAILING THESE CASES.
OBVIOUSLY. LOOK AT THE TEST RESULTS.
I'VE DONE IT ALREADY. GO THROUGH THESE SCHOOLS AND SEE HOW CLOSE THEY ARE MEETS.
AND THEN DOCTOR LOPEZ AND HIS TEAM WILL FIGURE OUT THE HOW.
I REALLY THINK WE HAVE TO BE BRAVE ENOUGH TO SET A NUMBER.
OKAY. AND WHETHER THE ADMINISTRATION WANTS THAT NUMBER, I DON'T KNOW.
WELL, I THINK IT'S A CONVERSATION, RIGHT? BECAUSE IF WE SAY WE WANT TO GO FROM 20 TO 0 THAT'S A DIFFERENT CONVERSATION THAN SAYING GOING FROM 20 TO 15.
RIGHT. AND THEN THE PLAN WOULD BE DIFFERENT.
RIGHT. AND SO THERE'S ALSO SOME BUDGETARY, YOU KNOW, IMPLICATIONS WITH THAT.
SO WE'RE GOING TO BUST THIS HERE.
YEAH. SO IT'S A CONVERSATION THAT I THINK NEEDS TO HAVE.
ONE QUICK THING ABOUT THE FOCUS CAMPUS TOO.
YOU KNOW WE TALK ABOUT 20 CAMPUSES OKAY.
AND WITH THAT BELL CURVE THAT I DREW RIGHT THERE SHOWS YOU WHEN WE'RE DOING IT ON THE STAAR TESTING THOSE CAMPUSES, SOME OF THOSE THAT MADE D BECAUSE OF EITHER 1 OR 2 STUDENTS THAT DIDN'T MAKE IT ON THE STAAR.
AND IF THEY'D HAVE MADE THAT MEETS, THEY WOULDN'T HAVE BEEN IN THAT CATEGORY.
IF THAT, IS THAT A CORRECT STATEMENT, DOCTOR LOPEZ? WELL, I WOULDN'T SAY 1 OR 2 STUDENTS KEPT US BACK.
IT'S JUST A HANDFUL OF STUDENTS.
BUT WHAT I AM SAYING IS I THINK IT'S IT'S A REALISTIC EXPECTATION TO NOT HAVE THE FOCUS CAMPUSES THAT WE HAVE FOR D'S AND F'S. BUT I THINK YOU NEED TO CLEAR BECAUSE THERE'S GOING TO BE TWO DIFFERENT.
I THINK JUST SINCE WE'RE ON TOPIC, I THINK WE HAVE TO DO TWO THINGS.
WE HAVE TO, ARE WE SAYING FOCUS CAMPUSES BECAUSE WE HAVE FOCUS CAMPUSES THAT AREN'T D'S AND F'S? RIGHT. BECAUSE THAT'S OUR DEFINITION.
YOU GUYS SAW OUR CRITERIA OR ARE WE TALKING ABOUT D AND F CAMPUSES? THOSE ARE TWO DIFFERENT THINGS.
AND SO WHAT WE NEED TO DISTINGUISH IS ARE WE GOING TO SAY WE WANT TO REDUCE OUR D AND F CAMPUSES FROM 20 TO WHATEVER TO WHATEVER OVER A FIVE YEAR PERIOD OF TIME? RIGHT. SO I THINK I THINK ONCE WE WE GET THE CLARITY OF LANGUAGE THAT'S IMPORTANT.
I DO AGREE THAT WE SHOULDN'T HAVE ANY.
THE OTHER THING WE CAN LOOK AT, AND VERONICA HAS ALL THIS INFORMATION, IS THERE ARE GROWTH MEASURES.
MAINLY TWO WAY ON THE TEST, AND WE COULD SEE THE GROWTH OF THE STUDENTS IN THESE CAMPUSES AND WE CAN SEE, ARE WE GETTING CLOSER? I DON'T THINK IT'S A SMALL NUMBER, BUT WE CAN SEE, ARE WE GETTING CLOSE? ARE THOSE KIDS GETTING, YOU KNOW, PUSH US OUT OF THE F'S AND OUT OF THE D'S BY THEIR GROWTH.
SO THERE ARE TWO WAYS OF MEASURING THIS.
AND I WILL SAY THIS MR. GLICK, IF YOU LET ME INTERRUPT, BECAUSE I THINK THIS IS SUCH AN IMPORTANT CATEGORY.
SO WE HAVE A NUMBER OF D CAMPUSES.
SOME OF THEM HAVE A B WOULD BE A B RATING IF IT WASN'T FOR THE STATE'S RULES.
SO YOU KNOW WE HAVE THREE FOUR CATEGORIES.
SO WE HAVE SOME SCHOOLS THAT HAVE A GROWTH OF AND GOT THEM A B, WHICH IS LIKE AN 82, BUT BECAUSE THEY GOT THE THE D'S ON THE OTHER THREE, THEY HAD THEY'RE LIMITED TO A D.
SO THE OVERALL CATEGORY WILL ACTUALLY PROVIDE MORE INCENTIVE TO GET PEOPLE OUT IN ORDER TO SPEAK.
SO I THINK FOR CLARITY WE'RE SAYING ELIMINATE THE D AND F CAMPUSES FROM 20 TO WHATEVER YOU GUYS DID.
OKAY. AND THIS WE KNOW THAT OUR DISTRICT HAS ONE OF THE BEST RETENTION RATES IN THE METROPLEX.
SO MAYBE IF WE'RE GOING TO TAKE THIS AS A CATEGORY YES OR NO, THEN WE CAN CERTAINLY AS A PERCENTAGE.
WHAT IS OUR TEACHER RETENTION RATE.
OTHER DISTRICTS WE SHOULD PROBABLY BRAG ON THE FACT THAT WE'RE MUCH BETTER THAN THE REGION TEN.
AND IF WE ARE, THEN THAT'S THAT'S A GOOD MEASURE TO HAVE.
[01:00:04]
I THINK AGAIN, GOING BACK TO JAMIE'S POINT, THAT'S WHERE HE AND I MAYBE BUMP HEADS.OKAY. I THINK REWARD, REWARD, REWARD.
WHEN I RAN MY BUSINESS, THAT WAS MY PHILOSOPHY.
SO AND BUT AGAIN, WE'RE GETTING INTO THE DEFICIT BUDGET PART, AND THAT'S A DIFFICULT IF WE CAN RETAIN MORE OF OUR TEACHERS.
COOL. ANY QUESTIONS FOR MR. GLICK? THANK YOU, MR. GLICK. [APPLAUSE] ALL RIGHT, MISS GRIFFIN.
OKAY, LET ME START OFF BY SAYING I DON'T EVEN KNOW WHAT THE DEFINITION IS OF TIER THREE, BECAUSE WE ARE INTERCHANGING SO NUMBER ONE, HOWEVER, WE'RE GOING TO CHOOSE A WORD WE NEED TO CHOOSE IT AND STICK WITH IT FOR ANY OF OUR SCHOOLS THAT ARE AT FOCUS, FAILING, WHATEVER.
NUMBER ONE, WE NEED TO KNOW WHO THEY ARE.
WE HAVE A TENDENCY FOR US TO GO LOOK UP THAT INFORMATION AND THEN IDENTIFY.
BUT REGARDLESS OF WHAT IT IS, WHERE WE ARE, SCHOOLS THAT NEED IMPROVEMENTS CANNOT ACHIEVE IMPROVEMENTS WITHOUT EXTRA RESOURCES.
EXTRA RESOURCES MEAN VARIOUS PROGRAMS, TOOLS, STAFF DEVELOPMENT YOUR LEADERSHIP PIPELINE OR WHATEVER.
BUT BASICALLY, WE CAN'T TREAT THESE SCHOOLS BUDGETS THE WAY WE TREAT EVERY OTHER SCHOOL'S BUDGET BECAUSE IF WE WANT TO BRING THEM UP, THERE ARE CERTAIN THINGS THAT THEY'RE GOING TO NEED TO BE ABLE TO DO THAT.
IF WE DON'T GIVE IT TO ALL, THEN IT LOOKS LIKE WE'RE NOT BEING EQUITABLE OR FAIR.
BUT EACH OF OUR SCHOOLS HAVE THEIR OWN UNIQUE MAKEUP OF STUDENTS AND STAFF.
AND IF WE WANT THAT CAMPUS TO IMPROVE, WE HAVE TO LOOK AT THAT AND ADD THE EXTRA RESOURCES THERE.
AND THEN WES KIND OF HELPED ME WITH THIS TO TURN IT INTO A POSITIVE THAT WE I'M INTERESTED IN IMPROVING OUR POSITIVE CAMPUS ENVIRONMENT BY REDUCING, I SAID, STUDENT MANAGEMENT, BUT STUDENT MANAGEMENT COVERS A LOT.
ITS ON, AND THEN IT'S THE ONGOING POOR CHOICES OF STUDENTS THAT MAKE DECISIONS.
KIDS ARE GOING TO STAY IN OUR SCHOOLS IF THE CLASSROOM ENVIRONMENT IS POSITIVE, AND WE HAVE TO FIND A WAY TO STOP THE DISRUPTION THAT'S GOING ON IN THE CLASSROOM.
QUESTION. HOW WOULD YOU MAKE THAT? WHICH ONE? THE LAST ONE.
THE SECOND ONE. IMPROVING THE MORE POSITIVE CAMPUS ENVIRONMENT.
HOW WOULD YOU MAKE THAT INTO A GOAL? THE FIRST THING SO HOW MANY? I THINK WE HAVE REPORTS ON EVERYTHING.
SO I WOULD HAVE TO LOOK AT WHAT ALL OF THOSE CATEGORIES ARE.
THIS SCHOOL MAY HAVE A CATEGORY A, MOST OF THEM, AND THAT'S WHAT THEY NEED TO IMPROVE.
SO I THINK WE'RE GETTING INTO A TIME FRAME IN PUBLIC EDUCATION THAT SPECIAL ED HAS KNOWN ALL ALONG.
AND WHEN WE GET DOWN TO INDIVIDUALIZED CLASSROOMS PER STUDENT AND THEN PER STUDENT PER TEACHER, THEN I THINK THAT'S WHERE WE CAN MAKE OUR IMPROVEMENTS.
BUT THIS AVERAGING AND SUMMARIZING EVERYTHING JUST DOESN'T WORK.
WE GET ANYTHING ELSE FROM THE STATE ON A PUPIL LEVEL.
AND I THINK THAT WE CAN KNOW RIGHT NOW IN OUR DISTRICT ON A PUPIL LEVEL FOR THAT.
SO IT WOULD EITHER BE REDUCING ANY QUESTIONS? MR. GLICK. LINDA, I DON'T KNOW IF YOUR POINT AND MY FIRST POINT ARE THE SAME.
[01:05:02]
THEY'RE CLOSE. WOULD YOU USE A MEASURING TOOL LIKE WE TALKED ABOUT WHEN I WAS UP THERE TO TAKE FOCUS WHATEVER WE WANT TO CALL THEM FROM X TO Y.WOULD THAT BE A MEASURE OF HOW WE MEASURE.
AS LONG AS WE AGREE ON WHAT THE X IS? YES. I DON'T WE HAVEN'T AGREED.
BUT WHETHER IT'S D AND F OR SOME OTHER TITLE.
YES. WE CAN'T KEEP GETTING REPORTS AND SOMETHING SAYS TIER THREE.
THEN SOMETHING SAYS COME ON, WE'RE IN EDUCATION.
SO CLARITY. THANK YOU, MISS GRIFFIN.
WE'RE AT THE BOTTOM OF THE ALPHABET NOW.
[LAUGHTER] SCRAPING THE BOTTOM OF THE BARREL.
THE ONLY THING MINE, I THINK I LAID MINE OUT WHERE Y'ALL CA N UNDERSTAND WHAT IT IS.
BUT I'M KIND OF TIRED OF SEEING IT.
WRITE IT ALL OUT. BUT YEAH, I MEAN, BASICALLY, YOU COULD EVEN HAVE A DIFFERENT NUMBER FOR EACH ONE.
I LEFT THE NUMBER BLANK BECAUSE TO ME THE NUMBER IS PART OF THE HOW.
YEAH. I JUST WANT THIS NEEDS TO GET BETTER.
AND WE NEED TO SAY THAT WE NEED TO EMPHASIZE OUR MIDDLE SCHOOLS.
OBVIOUSLY THE SUPERINTENDENT EVERYONE'S ALREADY WORKING ON THAT TO SOME DEGREE.
BUT I THINK THAT MAYBE IF WE MADE THIS A BOARD PRIORITY THAT WE'RE LOSING IN I JUST WONDER, WHAT WOULD WE BE IN THE HIGH SCHOOL IF WE DIDN'T LOSE THEM IN THE FIRST PLACE? BECAUSE OUR EOC NUMBERS ARE GOOD, ARE GOOD? I JUST THINK THEY MIGHT BE GREAT IF WE DIDN'T HAVE TO SPEND THAT BIG LIFT GETTING THEM BACK FROM SEVENTH GRADE TO 10TH GRADE.
IF THEY WERE ALREADY HERE, MAYBE THAT EFFORT WOULD GET US HIGHER.
SO THAT'S WHERE I WAS FOCUSING ON THIS.
AND THIS ONE IS SELF-EXPLANATORY.
AND HONESTLY, I THINK THAT I THINK THIS IS ALMOST A MEETS THING.
COMPLETE ALL BOND PROJECTS WITHIN PROJECTED TIME.
THAT'S AN EXCEEDS THING WITHIN THE BUDGET.
[LAUGHTER]. ALL THE TIME AND DID YOU SAY ON TIME AND BUDGET.
AND WITHIN BUDGET. ON TIME IS EASIER THAN IN BUDGET.
SO ANY QUESTIONS TO ME ON THAT.
GLICK. WHEN I SAW THAT WE I ASKED YOU A QUESTION.
ANY REASON SEVENTH RATHER THAN SIXTH? YEAH. I WANT TO GIVE OUR SECONDARY SCHOOLS AN OPPORTUNITY TO SCULPT IT IN SIXTH GRADE IN THAT YEAR.
SO SEVENTH GRADE IS THE MIDDLE OF OUR MIDDLE SCHOOL YEARS.
SO THAT'S A GOOD PLACE TO EVALUATE.
AND THAT SCHOOL OWNS THOSE SCORES AT THAT POINT.
YOU DON'T REALLY OWN THE SIXTH GRADE SCORE, BUT YOU DO OWN THE SEVENTH GRADE SCORE.
AND SO IF WE CAN GET IF WE GET THE SEVENTH GRADE SCORE WORKED OUT THAT TAKES CARE OF THIS IN A LOT OF WAYS BECAUSE SO MANY OF OUR CAMPUSES ARE IN MIDDLE SCHOOL, I THINK.
I DON'T NECESSARILY SAY DISAGREE, BUT DON'T NECESSARILY AGREE EITHER, BECAUSE WHEN YOU LOOK AT THE SIXTH GRADE SCORES, THEY ARE SO BAD AND THEN THEY GO UP, BUT THEY'RE STILL BAD IN SEVENTH GRADE, LIKE YOU'RE SAYING.
SO I DON'T KNOW IF YOU CAN COMBINE THEM.
YEAH. BUT YEAH, THAT'S MY, I'M TRYING TO THINK HOW WE IMPROVE IT AND WHERE DO WE START.
AND I THINK WE ALL CAN AGREE EIGHTH GRADE IS TOO LATE, OBVIOUSLY.
THE SIXTH GRADE RESULTS ARE GOING TO BE PREDICATED ON THE INCOMING FIFTH GRADERS.
SO DOES SIXTH GRADE MEAN THAT THAT'S WHERE WE START, OR DO WE NEED TO LOOK EVEN FURTHER BACK? RIGHT. SO THAT'S JUST THE QUESTION.
I MEAN, WE ALREADY HAVE WE'RE ALREADY MAKING GOALS IN THIRD GRADE.
SO I MEAN, OBVIOUSLY FIFTH GRADE, THAT'S ONLY TWO YEARS LATER.
SO I DEFINITELY THINK IT NEEDS TO BE A GOAL THAT TARGETS MIDDLE SCHOOL.
[01:10:01]
BUT REGARDLESS OF WHICH MIDDLE SCHOOL GRADE STAAR, YOU CAN SUBSTITUTE THAT IN 6TH OR 7TH [LAUGHTER] BUT WHICHEVER ONE WOULD BE MORE IMPACTFUL, GAUGED BY DOCTOR LOPEZ OR THE RESULTS OF THE GIBSON PROJECT THAT WE HAVE.THEY MAY HAVE INSIGHT IN THEIR PROJECT ON THIS AS WELL.
COOL. DID YOU HAVE ANY QUESTIONS? I THOUGHT? MR. MILLER? YEAH.
YOU KNOW, WES, I CAN'T AGREE MORE WITH THIS.
I'VE BEEN WATCHING MAINLY SEVENTH GRADE.
YOU GOT DIFFERENT CLASSES AND SCHEDULES AND DIFFERENT TEACHERS.
YOU DON'T GET TO SIT WITH THE SAME TEACHER.
AND I WAS JUST SITTING HERE THINKING ABOUT, YOU KNOW, BEFORE TO ME WAS ASKING THE EXPERTS THE WHY, YOU KNOW, WHAT'S HAPPENING, WHAT HAPPENS TO A KID WHO DID GOOD IN THE FIFTH GRADE THAT THEN GETS TO THE SIXTH GRADE AND STARTS FALLING OFF? IS IT MORE AGGRESSIVE CURRICULUM OR IS IT SOCIAL ISSUES AT SCHOOL? YOU KNOW WHAT'S GOING ON WITH THESE KIDS SO WE CAN UNDERSTAND IT.
AND THEN BY THE EIGHTH GRADE, THEY I GUESS THEY KIND OF GET IT FIGURED OUT.
BUT I DON'T KNOW IF IT'S A MATURITY LEVEL THING AND HAVING ALL THAT FREEDOM.
I CAN ANSWER THAT QUESTION BEING A SIXTH GRADE SOCIAL STUDIES TEACHER.
FROM FIFTH GRADE TO SIXTH GRADE, FROM FIFTH GRADE YOU'RE IN A PERMANENT CLASSROOM FOR THE ENTIRE DAY SIXTH GRADE, THEY GO FROM THE BELL RINGS AND THEY START CHANGING CLASSROOM AND GOING IN THE HALLWAY.
ALSO, I WAS JUST MAKING A COMMENT A WHILE AGO.
MR. GLICK YOU KNOW, I'M JUST CURIOUS.
OUT OF 47 CAMPUSES, HOW MANY OF OUR FIFTH GRADE TEACHERS ARE REALLY MATH PROFICIENT FOR THOSE KIDS WHEN THEY'RE GOING TO THE SIXTH GRADE? BECAUSE THEY MAY BE SPECIALIZED IN LANGUAGE ARTS, THEY MAY BE SPECIALIZED IN SCIENCE, THEY MAY BE AS FAR AS THEY'RE SUPPOSED TO BE, TOTAL CURRICULUM.
BUT HOW WELL ARE THEY IN MATH TO GET US GET THOSE KIDS READY IN THE SIXTH GRADE? SO THERE COULD BE SOME TRAINING THAT COULD TAKE PLACE THERE AS WELL.
MR. SELDERS. ONE THING I SAW, I THINK IT WAS AT FORNEY.
THEY HAVE A SCHOOL AND I CAN'T REMEMBER.
IT'S EITHER FIFTH AND SIXTH GRADE OR SIXTH AND SEVENTH GRADE.
I MEAN, IT'S A SEPARATE SCHOOL.
AND TO ME, IT RECOGNIZES THE DIFFERENT MATURITY LEVELS OF FIFTH AND SIXTH GRADERS VERSUS SEVENTH, EIGHTH, NINTH, 10TH, YOU KNOW, ON UP. TO INTERMEDIATE SCHOOL.
YEAH, IT'S AND I DON'T KNOW IF AGAIN, THAT'S ME GETTING INTO THE HOW WHICH I DON'T KNOW, BUT I WOULD BE REAL INTERESTED TO KNOW WHAT'S GOING ON WHEN THEY HAVE A FIFTH AND SIXTH OR SIXTH OR SEVENTH GRADE SCHOOL, JUST SPECIFICALLY FOR THOSE TWO CLASSES.
MS. GRIFFIN AND THEN MR. GLICK. AND DALLAS IS NOW GOING BACK TO MAKE SURE I HAVE IT RIGHT.
YOU MAY KNOW DOCTOR LOPEZ, SO YOU CAN CORRECT ME.
DALLAS IS TAKING THE SIXTH GRADE OUT OF MIDDLE SCHOOL AND MOVING IT BACK TO ELEMENTARY.
SO IF YOU FOLLOW PUBLIC ED ENOUGH, THEY'LL DO IT FOR A WHILE AND THEY'LL HAVE REASONS.
AND THEN WE'LL DO THIS JUST LIKE ALMOST ALL OF THE NINTH GRADE CENTERS AROUND THE METROPLEX.
BUT THEY ARE NOW GETTING RID OF ALL OF THE NINTH GRADE CENTERS.
I THINK THAT'S WHAT THEY CALL THEM.
I MEAN, THEY SEEM TO FOCUS THAT WE'RE GOING TO LOSE KIDS IN NINTH GRADE.
WE DON'T HAVE A SEPARATE BUILDING FOR THEM, BUT OUR NUMBERS IMPROVED THROUGH NINTH GRADE.
IT LOOKS LIKE THEY'RE GETTING BETTER FROM MIDDLE SCHOOL UP THROUGH NINTH GRADE, SO THERE'S NOT SOME BIG SHOCK TO THE SYSTEM WHEN THESE KIDS HIT NINTH GRADE AT LEAST NOT IN OUR DISTRICT AND WE PUT OUR KIDS IN HIGH SCHOOL IN NINTH GRADE.
SO I DON'T THINK THERE'S ANY ISSUE WITH RESPECT TO THAT.
[01:15:05]
I DO THINK THAT THE BIG THING THAT TROUBLES ME, AND I KNOW IT TROUBLES LARRY BECAUSE WE'VE HAD DISCUSSIONS ABOUT THIS, IS WE'RE ABOVE STATE AND REGIONAL STANDARDS IN ELEMENTARY SCHOOL.THEN WE GET BELOW THEM IN MIDDLE SCHOOL, AND THEN WE GET ABOVE THEM AGAIN IN HIGH SCHOOL.
AND THAT, I GET THE NUMBERS MAY GO DOWN.
THEY GO DOWN FOR EVERYONE IN MIDDLE SCHOOL I'M NOT SUGGESTING THAT THE NUMBERS SHOULD DO THIS.
AND IF THERE'S A DIP, I WANT OUR DIP TO BE LESS THAN THEIR DIP.
AND THAT'S WHERE WE'RE AT NOW.
ANY OTHER QUESTIONS? [APPLAUSE] ROBERT? YES. SO THIS IS MORE FOR DOCTOR LOPEZ.
WE TALKED AND YOUR STAFF UNVEILED A NEW MIDDLE SCHOOL MATH PROGRAM.
WILL THAT HELP THIS? WE KNOW IT SHOULD HELP.
IS IT? IS THERE A WAY FOR US TO JUDGE THE SUCCESS OF THE NEW MIDDLE SCHOOL CURRICULUM FOR MATH? I REMEMBER I ASKED THE QUESTION AND.
SO YOU GUYS HAVE SOME CLARITY AS YOU GUYS ARE FORMULATING AND FINALIZING YOUR GOAL.
GO AHEAD WITH WHAT YOU'RE SAYING.
GO AHEAD. OKAY. SO I'M JUST GOING TO GIVE SOME FEEDBACK ON JUST FROM AN ADMINISTRATIVE POINT OF VIEW ON SOME OF SOME OF THESE, NOT ALL OF THESE.
AND I'M NOT GOING IN ANY PARTICULAR ORDER BECAUSE SOME OF THEM ARE OVERLAYING.
WE NEED TO FIND WAYS TO ELIMINATE THOSE AND SHOW THE RESOURCES AND PEOPLE WHAT HAS HAPPENED TRADITIONALLY, YOU SEE THAT EVERY TIME WE HAVE THESE CAMPUSES, WE DO HAVE AN ECOSYSTEM, BUT IT'S A ONE TIME PRESENTATION.
IF IT'S A BOARD GOAL, THEN THAT'S ALL WE'RE TALKING ABOUT.
WE'RE NOT TALKING ABOUT THE LAW OF AVERAGES WITH EVERYTHING ELSE AS A BOARD GOAL.
THIS IS EXACTLY WHAT WE WOULD ZOOM IN ON WHICH TO ME MAKES SENSE.
TO ME THAT'S GREAT GOVERNANCE.
RIGHT. WHEN WE TALK ABOUT STUDENT MANAGEMENT, THAT'S A BIG RED FLAG.
BECAUSE EVERYBODY HAS A DIFFERENT INTERPRETATION OF WHAT THAT WOULD MEAN.
AND IN THE BIG COMPLEX THING, WE SHOULD BE LOOKING AT SCHOOL SAFETY.
WE SHOULDN'T BE JUST NARROWING IT DOWN ON STUDENT THERE ARE SO MANY FACTORS ON SCHOOL SAFETY.
AND FOR ME AS SUPERINTENDENT, THAT SHOULD BE THE PRIORITY OF THE DISTRICT.
SO WHEN WE HAVE OUR SAFETY PACKAGE, WE GO THROUGH IT.
BECAUSE WHEN WE TALK ABOUT LET'S JUST SAY STUDENT MANAGEMENT, WHAT HAPPENED WITH OUR STUDENT MANAGEMENT GOAL THIS TIME WAS THAT IT BECAME THE LAW OF AVERAGES.
AND IT CREATED MORE FRICTION IN THE CLASSROOMS. AND IT GOT TEACHERS MORE UPSET.
AND I'M GOING TO GET INTO THAT ONE NEXT.
RIGHT? SO HOW ARE WE PROTECTING THEM FROM THAT AND MAKING THINGS TOLERABLE? WELL, THEN YOUR STUDENT MANAGEMENT IS IF ONCE YOU ENFORCE CELL PHONES AND ENFORCE KIDS NOT DISRESPECTING ADULTS, NO MORE FIGHTING, YOUR MANAGEMENT ISSUES ARE GOING TO GO UP.
SO THE WHOLE THING SHOULD BE THE ENTIRE SAFETY OF THE CAMPUS.
BECAUSE I THINK IF WE POLL PARENTS AND WE SAY IF WE HAVE TO KICK OUT THE KIDS THAT ARE FIGHTING AND EVERYTHING ELSE TO MAKE THE SCHOOL SAFER ARE YOU OKAY WITH THAT? THEY WOULD SAY YES, RIGHT? THE ONES THAT AREN'T FIGHTING, THE ONES THAT ARE SEEN, LIKE IN THE MIDDLE OF TROUBLE, MIGHT COME BACK AND SAY, WELL, YOU'RE NOT LOOKING AT THE CIRCUMSTANCE.
MY KID WAS DEFENDING THEMSELVES.
MY KID WAS BEING BULLIED, MY KID.
SO THERE'S ALL THESE NUANCES THAT ADMINISTRATION ARE TRAINED.
[01:20:02]
SO IN MY OPINION, THIS COULD HAVE WHAT WE CALL UNINTENDED CONSEQUENCES THAT WE DO WANT TO DO SOMETHING WE COULD DO A STUDENT SAFETY ASPECT, THE CAMPUS SAFETY ASPECT GOAL.WHEN WE TALK ABOUT TEACHER RETENTION, IT NARROWS IT TO ONLY TEACHERS.
AND GUESS WHAT? WE HAVE ALL ABOUT A LOT OF WE HAVE BUS DRIVERS.
WE HAVE NURSES, WE HAVE A SHORTAGE ON.
SO WHAT HAPPENS ON TEACHER RETENTION? DO WE SAY, WELL, WE CAN'T PROMOTE YOU BECAUSE THAT AFFECTS TEACHER RETENTION, BECAUSE, YOU KNOW, PROMOTIONS AFFECT TEACHER RETENTION.
THEY'RE NOT NO LONGER IN THE TEACHING FIELD.
SO IT DOESN'T SAY EDUCATION RETENTION.
IT DOESN'T SAY GISD RETENTION.
IT'S STRICTLY IS THE TEACHER STAYING IN THE ROLE.
AND THEY MIGHT NOT BE CODED AS A TEACHER, BUT STILL IN THE EDUCATION WORKFORCE.
SO IT'S COMPLICATED, BUT WE STILL WANT TO KEEP OUR PEOPLE.
WE GOT TO KEEP OUR MAINTENANCE STAFF.
SO THE RETENTION PART IS PART OF THE RESULTS.
SO WHEN YOU START SETTING YOUR GOALS, PLEASE UNDERSTAND THAT THIS IS GOING TO BE AN INHERENT TRUTH.
FINALLY. DR. LOPEZ CAN I SAY SOMETHING REAL QUICK? YES. I AGREE. I SEE WHAT YOU'RE SAYING, THAT SCHOOL SAFETY ENCOMPASSES EVERYTHING THAT YOU'RE TALKING ABOUT THERE BECAUSE IF YOU DO HAVE THAT ON CAMPUS, THAT SAFETY, YOUR TEACHER RETENTION IS GOING TO GO UP BECAUSE THEY SEE THAT YOU HAVE SUPPORT AT YOUR CAMPUS.
IT COULD. IF YOU GOT THAT PIPELINE OF STRONG LEADERSHIP THERE.
IT IT DOES WORK AND IT TAKES AND IT ALSO HANDLES THE STUDENT MANAGEMENT SIDE SO.
SOMETIMES I HAVE THIS GREAT IDEA AND THEN THE PEOPLE THAT ARE IMPLEMENTING ARE SAYING IT'S CREATING THIS CONFLICT BECAUSE YOU'RE WANTING THIS BUT NOW I'M GIVING UP THIS.
RIGHT. SO I'M JUST PROVIDING CLARITY FROM WHAT WE'VE SEEN IN THE PAST YEARS.
I GET THE TRE, INCREASE THE STAAR RATE.
YOU'RE RIGHT, MR. JOHNSON. WELL, HE WAS HERE THE FOCUS CAMPUSES, AND THIS IS GOING ON.
WHAT THIS IS TO GET TO AND THIS WAS THE PERFECT SEGUE.
AND YOU STOLE MY THUNDER AGAIN, LARRY.
SO WHAT THIS WAS WHEN WE SAY WHAT'S HAPPENING IN THE MIDDLE SCHOOL, THE RIGOR OF THE TEST IS HUGE.
OKAY. SO THE AMOUNT OF COMPLICATED QUESTIONS THAT NEED A HIGH LEVEL OF MULTIPLICATION INCREASES DRAMATICALLY WHERE YOU MIGHT HAVE A MULTIPLICATION TABLE QUESTION MAYBE 3 TO 5 TIMES IN FIFTH GRADE.
AND THEN NOW THE MAJORITY OF THE TEST IS IN IT IN SIXTH GRADE.
AND YOU CAN'T USE A CALCULATOR.
SO THIS IS WHY WE WENT IN AND FOUND A PACKAGED CURRICULUM THAT HAS HAD PROVEN SUCCESS.
SO WE'VE BEEN INVESTING IN THE MIDDLE SCHOOL MATH PROJECTS, AND WE DO ANTICIPATE GROWTH.
WE'LL START SEEING ALL THOSE, BUT NOT UNTIL THEN.
BUT YES. MR. GLICK THE MATH PROGRAM.
THIS WAS EXACTLY WHY WE DID IT.
WE'RE TIRED OF THE OKAY. AND THEN FINALLY, WHEN WE TALK ABOUT WHERE WAS THE OTHER ONE? DEALING WITH THE BALANCED BUDGET.
WE GOT TO DECIDE WHAT THAT REALLY, REALLY, REALLY MEANS.
OKAY. BECAUSE I WILL TELL YOU, WE'VE ALREADY FAILED.
RIGHT. GOING AT THE END OF THIS YEAR, THERE'S NO WAY WE'RE CUTTING $80 MILLION.
SO WE REALLY GOT TO SAY WHAT DOES THE BUDGET PROCESS MEAN? AND WHEN I GO THROUGH THAT? YES, GETTING TRE IS PART OF IT.
RIGHT. I WILL GO I'M GOING TO GO A LITTLE DEEPER THOUGH.
GETTING THE TRE IS PART OF IT.
BUT LET'S SAY WE CHECK THAT BOX.
WELL, THE GOAL STILL ISN'T MET BECAUSE THE BUDGET IS ALWAYS EVER FORMING.
THERE'S JUST A LOT OF DIFFERENT FACTORS THAT WE CAN START DOING.
BESIDES WHAT YOU WERE TALKING ABOUT JUST COMING OUT WITH A BUZZSAW AND CUTTING.
[01:25:09]
SO LET'S SAY WE GET OUR LET'S SAY WE HIT THE TRIPLE CROWN OKAY.AND TO ME, THE TRIPLE CROWN IS THIS.
ONE, LEGISLATION GIVES US MONEY.
THAT'S TWO WINS. AND THEN THREE OUR AVERAGE DAILY ATTENDANCE GOES UP.
NOT OUR ENROLLMENT. OUR AVERAGE DAILY ATTENDANCE.
WE COULD THAT BRINGS IN A LOT MORE MONEY.
SO LET'S SAY WE HIT THE TRIPLE CROWN, RIGHT.
AND NOW WE'RE PUTTING MONEY IN.
OKAY. BUT THEN WE TURN AROUND AND SAY HOW BIG OF A RAISE CAN WE GIVE, RIGHT? HOW BIG OF.
SEE SO THIS LEADS BECAUSE THE RAISE DOESN'T JUST AFFECT TEACHERS, IT AFFECTS ALL OUR EMPLOYEES.
RIGHT? SO I MEAN IT'S ALL INTERRELATED.
OKAY. WHY CAN'T YOU JUST INVEST IN US? YOU SAID, TEACHER RETENTION JUST GIVE TEACHERS RAISES.
THOSE ARE THE THINGS THAT WE HAVE TO LOOK AT HOLISTICALLY, RIGHT? SO AS WE SET OUR GOALS, WE WANT WE DON'T WANT THEM IN A PUSH PULL.
BUT BEFORE I HAND IT OVER TO ROBERT.
I THINK I AGREE THAT WE NEED TO COME UP WITH A WORD, BUT IF WE JUST SAY SCHOOL SAFETY, PEOPLE ARE GOING TO THINK ABOUT THE DOORS, THE SROS OR WHATEVER.
I CAN SEE WE NEED A MORE ENCOMPASSING UMBRELLA, BUT I DON'T THINK SCHOOL SAFETY IS.
THIS IS LINDA GRIFFIN. SCHOOL SAFETY IS NOT THAT WORD.
BUT I DON'T KNOW WHAT THE WORD IS BECAUSE I WRESTLE WITH THAT.
AND I DON'T THINK BEHAVIOR ISSUES ARE GOING TO STOP BECAUSE KIDS FEEL THAT THEY'RE SAFE.
I THINK FOR THE MOST PART, ALL KIDS FEEL LIKE THAT THEY'RE ALREADY SAFE.
SO I DON'T KNOW WHAT THE WORD IS.
I SEE THAT IT NEEDS TO BE AN UMBRELLA OVER IT, BUT I HAVE NO IDEA WHAT THAT WORD IS.
BUT TO ME, SCHOOL SAFETY DOES NOTHING IN WHAT STUDENT MANAGEMENT, STUDENT MANAGEMENT, AND WOULD DO.
STUDENT DISRUPTIONS OR WHATEVER AND SCHOOL SAFETY IS GOING TO TALK ABOUT THE BUILDING OR WHATEVER.
BUT I'M GOING TO AS A FATHER, I'M GOING TO TALK ABOUT AS FATHERS, GIRLS.
TO ME, STUDENT SAFETY IS ALL THOSE DISRUPTIONS FROM OTHER KIDS.
I DON'T WANT MY DAUGHTER BEING AROUND PEOPLE FIGHTING.
I DON'T WANT MY DAUGHTER TO HAVE TO GO DOWN THE HALLWAY.
I JUST THINK THAT THAT IS I UNDERSTAND YOU.
AND SO WHAT I'M TRYING TO SAY IS WHEN WE START JUST MEASURING STUDENT MANAGEMENT, THE NUMBERS DO.
I'M JUST SAYING I DON'T THINK THE WORD ITSELF IS SCHOOL SAFETY.
I UNDERSTAND THAT WE CAN BLEND THAT TOGETHER.
YOU KNOW, I THINK IT'S ALWAYS INTERESTING, DOCTOR LOPEZ.
PARDON MY ALLERGIES, BUT I THINK IT'S ALWAYS INTERESTING WHEN WE TALK ABOUT ADA SOMETIMES IN THE COMMUNITY, I HEAR THINGS ABOUT, YOU KNOW, OR WE TALK ABOUT CONSOLIDATING SCHOOLS AND ALL THE DIFFERENT EFFICIENCY STUDIES AND THE THINGS WE'RE DOING FOR EFFICIENCY.
THEN I START HEARING IN THE COMMUNITY THINGS ABOUT ALL WE CARE ABOUT IS MONEY.
AND I DON'T THINK PEOPLE UNDERSTAND THAT IN A DISTRICT WITH 52,000 KIDS AS DIVERSE AS WE ARE, WE HAVE TO HAVE A DIVERSE PRODUCT OFFERING.
SO IN ORDER FOR US TO DO WHAT WE NEED TO DO FOR THE KIDS, IN ORDER FOR US TO ENACT ANY OF THE PLANS THAT YOU HAVE AND PUT PRIORITY ON ANY OF THE PILLARS THAT YOU HAVE AS A SUPERINTENDENT, THE BOARD HAS GOT TO FIGURE OUT A WAY TO PROVIDE THE FUNDING FOR IT.
SO THE MEASURES THAT WE'RE TALKING ABOUT WHEN IT COMES TO BALANCED BUDGET BY WHENEVER THE YEAR IS AND THE TRE AND THE DIFFERENT THINGS, IT'S JUST PUTTING US ON A LEVEL. SO NUMBER ONE, WE CAN COMPETE WITH SOME OF THE LOCAL SCHOOL DISTRICTS THAT HAVE ALREADY MAXED OUT THEIR TAX EFFORT.
WE CAN COMPETE WITH LOCAL SCHOOL DISTRICTS THAT HAVE MUCH WEALTHIER DISTRICTS.
[01:30:06]
I MEAN, THAT'S THE REASON THAT WE'RE ALL HERE.WE SPEND EVERY PENNY, BUT EVERY PENNY WE SPEND GETS SPENT ON KIDS AND PROGRAMS FOR KIDS AND PEOPLE THAT HELP KIDS AND PEOPLE THAT TREAT KIDS AND PEOPLE THAT TEACH KIDS, PEOPLE THAT DRIVE KIDS, PEOPLE THAT CLEAN THE SCHOOLS.
THERE'S JUST SO MANY THINGS AS A SUPERINTENDENT.
I MEAN, YOU GOT 7500 EMPLOYEES.
YEAH, THAT'S AND 4500 OF THEM ARE TEACHERS.
SO YOU GOT A LOT OF I GET YOUR POINT.
I LIKE YOUR POINT ABOUT TEACHER RETENTION.
MAYBE SHOULD BE EMPLOYEE RETENTION BECAUSE EVERYBODY IS VITALLY IMPORTANT.
SO I KIND OF LIKE THE SEMANTICS OF CHANGING THAT.
THE SCHOOL SAFETY VERSUS MANAGEMENT.
BUT FOR ME, I MEAN, WHAT DO YOU FORESEE THAT WOULD BE BENEFICIAL THAT THE BOARD COULD PROVIDE BUDGETING FOR THAT WOULD HELP THE TEACHERS WITH THE IN CLASS DISCIPLINE PROBLEM? WELL, WHAT I'M TRYING TO SAY IS THIS RIGHT.
ONCE YOU SET THE GOALS, WHATEVER THE BOARD DECIDES.
BUT WHEN YOU'RE GOING, YOU'RE GOING TO GO INTO TO PUSH PULL FACTORS.
ALL RIGHT. ANYTIME YOU TALK ABOUT BALANCING THE BUDGET, BUT YOU, YOU HAVE YOU WANT AN INFLUX OF MONEY INTO FOCUS SCHOOLS, IT'S COMPETING.
SO THAT'S WHY WE HAVE TO BE VERY, VERY CLEAR ON HOW WE WANT THIS FINISHED, RIGHT? BECAUSE I'M GOING TO BE HONEST WITH YOU.
OKAY. WE'RE A B. WE'RE NOT HAPPY WITH THE B, WE'RE A LOW B.
BUT IF LET'S JUST SAY I GOT RID OF ALL MY FOCUS CAMPUSES, RIGHT? AND WE DIDN'T EVEN HAVE RETENTION AS A INITIATIVE, OKAY? WE DIDN'T EVEN HAVE BECAUSE THAT'S REALLY ADMINISTRATIVE.
I'M GOING TO BE HONEST WITH YOU. THAT'S REALLY ON US THAT'S NOT A BOARD THING.
BUT LET'S SAY WE KEPT MOST OF OUR PEOPLE.
WE'RE AN A DISTRICT, BUT WE BUSTED THE BUDGET.
RIGHT. SO SOMETIMES THOSE THINGS HAPPEN.
SO SOMETIMES AND I'M GOING TO SAY THIS, IT'S NO OFFENSE TO ANYBODY, BUT WE GET CAUGHT IN THE MOMENT.
OH MAN THAT SOUNDS GOOD. OH YEAH.
YEAH. LET'S DO THIS. AND WE'RE ALL TALKING.
AND THEN THE NEXT WEEK COMES AND WE'RE WHY DID WE PICK THAT? BECAUSE THE EMOTION IS GONE, RIGHT? WHERE DO YOU WANT TO SPEND YOUR TIME? REALLY TALKING DEEPLY ABOUT THE DISTRICT, RIGHT? BECAUSE WE TALKED ABOUT DEEP DIVES.
WHERE DO WE FEEL THE BIGGEST INVESTMENT SHOULD BE? WE KNOW WE'RE GOING TO GO OVER THE HOUSE BILL THREE THINGS RIGHT.
IS THAT GOING TO MAKE A DIFFERENCE? OKAY. SO IF THERE'S MORE RIGOR IN THE MIDDLE SCHOOL, IS OUR CURRICULUM MATCHING THE RIGOR AND IS OUR TEACHER TRAINING MATCHING IT.
WE HAVE A LOT OF READING TEACHERS IN ELEMENTARY TEACHERS THAT AREN'T MATH SPECIALISTS.
YEAH, THEIR MATH ISN'T COMPLICATED, BUT TEACHING FOR RETENTION IS VERY DIFFERENT THAN UNDERSTANDING HOW TO DO A PROBLEM, RIGHT? SO, I MEAN, WE HAVE VERY INTELLIGENT PEOPLE HERE.
HOW MANY OF YOU CAN TEACH A CLASS TO READ? THAT'S A SPECIAL PERSON, BELIEVE IT OR NOT.
THOSE PRE-K TEACHERS ARE VERY SPECIAL INDIVIDUALS.
SO INSTEAD OF DOING WHAT WE'RE SAYING, LIKE REALLY THINK ABOUT HOW WE WANT TO GO DEEP ON OUR CONVERSATIONS ABOUT WHAT WE FEEL IS GOING TO HAVE THE BIGGEST IMPACT.
OKAY. BECAUSE ONE THING I DO KNOW IS THIS IS ALWAYS A TOPIC.
OKAY. AND THE THING IS, IT COMES UP AT THE BEGINNING OF THE YEAR AND AT THE END OF THE YEAR.
AND I CAN'T SEE WHAT YOU'RE POINTING AT.
OH IT'S, BUT NOW IF WE SAY THIS IS IT, WHERE ARE THEY AT? WHAT ARE WE DOING? HOW ARE WE STRATEGIZING? DOES IT NEED MORE? AND WE HAVE CLARITY.
WOW. YOU KNOW WHAT A GREAT CONVERSATION TO HAVE.
SO WHEN PEOPLE ARE SAYING, WHAT ARE YOU DOING ABOUT THESE D'S AND F'S? THIS IS OUR PLAN.
[01:35:03]
WHEN WE TALK ABOUT THE STUDENT PROGRESS, THAT'S GOING TO BE PART OF THE FOCUS CAMPUSES, BUT YOU'RE NOT DOING IT GLOBALLY.WHEN WE LOOK AT MAP DATA, RIGHT, YOU'RE LOOKING AT I'M GOING TO GO ELEMENTARY.
YOU'RE LOOKING AT BEAVER, KIMBERLIN, WALNUT, GLEN, ARMSTRONG.
OKAY. MIXED IN WITH EVERYBODY ELSE.
OKAY. AND WE'RE NOT TALKING ABOUT THE MOST FRAGILE ONES.
I DO FEEL THAT THE SEVENTH GRADE CURRICULUM WE HAVE TO REDO TO MEET THE STANDARD.
MAYBE INSTEAD OF TEACHER RETENTION, WE LOOK AT CERTIFIED TEACHERS, RIGHT? MAYBE INSTEAD OF TEACHER RETENTION, YOU LOOK AT THE AMOUNT OF ELEMENTARY TEACHERS THAT ARE GOING THROUGH A MATH ACADEMY TO BE EXPERT MATH TEACHERS, BECAUSE THAT'S GOING TO BE A FOUNDATIONAL SKILL.
SO. SO I'M SORRY, DOCTOR LOPEZ, REAL QUICK SORRY IF I LOSE THE MOMENT.
THAT'S WHY WE NEVER GET THEM DONE. WE NEVER GET THEM DONE.
BUT YOU KNOW, COMING OUT OF COVID, YOU KNOW, I LIKE WHERE WE ARE RIGHT NOW.
WE'RE UNMATCHED IN MY OPINION.
AND YOU KNOW, JUST LIKE MILLER, I HEARD HIM TALKING A WHILE AGO, BROUGHT A BUNCH OF PEOPLE INTO THE GRCT AND THEY WERE BLOWN AWAY ABOUT WHAT WE OFFERED OUT THERE RECENTLY IN THE BI YOU JUST SHOWED BOARD INSIGHT OF MEMORIAL PATHWAY AND ALL THOSE DIFFERENT DISTRICTS THAT WERE OVER THERE LOOKING AT THAT PROGRAM TO RETAIN THOSE CHILDREN AND GET THEM WHERE THEY WOULDN'T FALL THROUGH THE CRACKS.
AND THIS BOARD IS AND I THINK WE ALL STRIVE TO GET TO A TEACHER RETENTION FOCUS.
WE WANT THAT SO BAD YOU KNOW, BECAUSE THAT'S THAT COMPETITIVENESS.
AND ALL OF US ON THIS BOARD I THINK IS WHAT GETTING IT DOWN ON PAPER THOUGH, TO MAKE SURE THAT WE'VE GOT IT OF WHERE WE WANT TO BE LIKE ROBERT WAS SAYING, TRYING TO GET THIS ACCOMPLISHED TODAY.
I THINK THAT THAT MIDDLE SCHOOL LEVEL IS AN AREA THAT WE ARE FOCUSING ON.
YOU'RE SPENDING THE MONEY THERE TO ON THE MATH SIDE OF IT.
AND THAT'S THE THINGS THAT TO ME, AS A BOARD, WE NEED TO LOOK AT AND DO.
YOU SAW THE KID THE OTHER NIGHT WHEN I SAID UNMATCHED.
YOU BET. AND THAT KID TURNED AROUND AND WENT YOU BET.
THEY'RE BRANDED TO THAT THESE KIDS ARE PUMPED UP FOR THAT.
SO AS FAR AS YOU KNOW, I KEEP TALKING ABOUT STUDENT MANAGEMENT.
YEAH, IT'S ALWAYS GOING TO BE THERE.
IT'S BEEN THERE SINCE 1970, SINCE I GRADUATED FROM SCHOOL.
WE JUST HAVE TO CONTINUE TO EVALUATE AND LOOK AT IT.
BUT LET'S MOVE ON AND LET'S DO THE THINGS THAT WE NEED TO EXCEL IN AND BE EXCITED ABOUT THIS SCHOOL DISTRICT SO THAT WE CAN GET A BALANCED BUDGET AND WE CAN GET THOSE KIDS UP WHERE THEY NEED TO BE. BUT I THANK YOU FOR YOUR COMMENTS TODAY.
THANK YOU. THANK YOU. ALL RIGHT.
JAMIE, DID YOU HAVE SOMETHING? YEAH. AND I'M SORRY, MR. BEACH. I DIDN'T SEE YOUR HAND UP.
THAT'S ALL RIGHT. I TRY TO INTERRUPT YOU WHENEVER POSSIBLE.
[LAUGHTER] I JUST WANTED TO DRIVE HOME THE POINT ABOUT THE SEVENTH GRADE.
IF THE EXPECTATIONS OR THE VIGOR, THE RIGOR OF THOSE CLASSES HAS GONE UP IN THE SEVENTH GRADE, THEY'RE EXPECTED TO DO MORE AND BE MORE AGGRESSIVE IN THEIR LEARNING.
SO DO WE START THAT IN THE FOURTH, FIFTH, SIXTH GRADE OR HOW DO YOU GET READY? IT SEEMS TO ME LIKE WE NEED TO PREPARE FOR THE SEVENTH GRADE BY STARTING WAY EARLIER.
AND IS THAT WHAT YOU MEAN WHEN YOU SAID THIS CURRICULUM THAT HELPS IN THE SEVENTH GRADE? DOES IT START EARLIER OR DOES IT JUST.
IS IT JUST A SEVENTH GRADE DEAL? GOOD QUESTION.
WE'RE REFORMING OUR OWN CURRICULUM TO HELP BUILD TO THAT.
BUT THIS CURRICULUM STARTS IN THE SIXTH GRADE.
THIS CURRICULUM. BECAUSE WHY SIXTH GRADE? TECHNICALLY, WITH MIDDLE SCHOOL, ONE TWO YEARS ISN'T ENOUGH WITH KIDS, BUT TWO, TECHNICALLY, SIXTH GRADE IS THE FIRST START OF SECONDARY
[01:40:05]
CURRICULUM. SO IT ALIGNS WITH THAT.I HAVE A NUMBER OF COMMENTS HERE.
FIRST, ON THE TEACHER RETENTION THING I HEARD I CAME IN.
BUT FIRST, I WANT TO KNOW WHAT, IF OUR TEACHER RETENTION IS EVEN BAD? I DON'T KNOW THE ANSWER TO THAT QUESTION.
I THINK THE ASSUMPTION IS IT IS.
BUT WHENEVER KIM KASTEN WAS HERE, SHE ASKED THE QUESTION, WHAT WAS THE RATE? AND HE SAID, AND SHE WAS LIKE, WELL, THAT'S REALLY GOOD.
I MEAN, SO, I MEAN, IS OUR RETENTION ACTUALLY BAD OR IS OUR RETENTION ACTUALLY WELL ABOVE AVERAGE BECAUSE IF IT'S WELL ABOVE AVERAGE I MEAN, OBVIOUSLY WE WANT TO BE BETTER, BUT IF IT'S NOT BEING IF IT'S NOT A PROBLEM, THEN I DON'T WANT TO HAMMER AWAY ABOUT THINGS THAT AREN'T NECESSARILY PROBLEMS. SO WE NEED TO IDENTIFY WHAT, IF ANYTHING, IS ACTUALLY AMISS WITH OUR TEACHER RETENTION RATES BEFORE WE GO ABOUT SETTING GOALS NECESSARILY WITH RESPECT TO THEM. AND SECOND, I DON'T NECESSARILY WANT TO I MEAN, I WANT TO RETAIN ALL THE GOOD TEACHERS.
YEAH, BUT THERE MAY BE SOME TEACHERS THAT QUITE FRANKLY, NEED TO MOVE ON.
I MEAN, I DON'T THINK THERE'S MANY, BUT IF YOU MAKE RETENTION RATES SOME TYPE OF EVALUATION INSTRUMENT, THEN IT'S ABOUT KEEPING EVERY SINGLE TEACHER YOU CAN. NOT THAT DOCTOR LOPEZ WOULD DO THAT.
AND SO I GUESS I WOULD FOCUS MORE ON TEACHER SATISFACTION.
LIKE WHAT? IS THERE SOME WAY WE CAN QUANTIFY A TEACHER HAPPINESS INDEX OR SOMETHING OF THAT NATURE THAT WE'VE GIVEN THEM THE TOOLS AND STUFF TO DO THEIR JOBS, THE TRAINING, THE TIME, THE THINGS THEY NEED NECESSARILY.
ONE AS THE CHAIR OF DISTRICT AFFAIRS, I WILL TELL YOU, WE WILL TALK MORE ABOUT THE FOCUS CAMPUSES IN THE COMING YEAR THAN WE WILL TALK ABOUT ALMOST EVERY OTHER ONE OF THESE THINGS OTHER THAN POSSIBLY THE BUDGET.
SO AT LEAST ON THAT COMMITTEE IT WILL BE.
AND IF YOU ATTEND IT, YOU'RE GOING TO GET AN EARFUL ABOUT IT ALL THE TIME.
AND DOCTOR LOPEZ, WOULD YOU AGREE WITH THAT? OKAY.
WE JUST IDENTIFIED THEM LAST MONTH.
NO, BUT OKAY, I UNDERSTAND WHAT YOU'RE SAYING.
I DIDN'T GET A LIST OF. YEAH, WE DIDN'T GET OUR LIST OF FOCUS CAMPUSES.
AND THOSE ARE THE TWO COMMENTS THAT THAT I PROBABLY I'M A VERY BIG BELIEVER THAT WE NEED A A BOARD GOAL THAT FOCUSES ON THE MIDDLE SCHOOL ISSUES. PERSONALLY, I'M JUST GOING TO THROW THIS OUT HERE BECAUSE I THINK I'LL TAKE MY PREROGATIVE ON IT.
AS A MIDDLE SCHOOL PARENT NOW, OF THREE KIDS THAT HAVE GONE THROUGH MIDDLE SCHOOL, I THINK I KNOW WHY WE LOSE KIDS IN MIDDLE SCHOOL BECAUSE THROUGHOUT ELEMENTARY SCHOOL, WE HAVE AN ENVIRONMENT THAT IS CONDUCIVE FOR PRETTY MUCH ALL KIDS TO LEARN.
THEN YOU SWITCH TO SECONDARY SCHOOL AND IT BECOMES SOMEWHAT DEPENDENT UPON HOMEWORK.
YOU GO FROM ALMOST NO HOMEWORK TO A LOT OF HOMEWORK.
THE PARENT, THE KIDS WHO HAVE PARENTS THAT ARE ACTIVE AND ENGAGED AND INVOLVED IN MAKING SURE THEIR KIDS DO THEIR HOMEWORK AND HELP THEM DO THEIR HOMEWORK, THOSE KIDS KEEP GOING UP. THE KIDS THAT DON'T HAVE PARENTS THAT DO THAT OR FOR WHATEVER REASON CAN'T DO THAT THOSE KIDS START GOING DOWN.
THAT'S MY THEORY WITH RESPECT TO THE KIND OF SIXTH GRADE CLIFF THAT WE'VE SEEN, BECAUSE I WILL SAY THIS, ALL THREE OF MY KIDS DID BETTER IN SIXTH GRADE THAN THEY DID IN FIFTH GRADE.
ALL THREE OF THEM. MY KIDS ALL STRUGGLED A LITTLE IN FIFTH GRADE, TO BE HONEST WITH YOU.
BUT THEN THEY GET TO SIXTH GRADE AND THEY ALL TOOK OFF.
AND I PERSONALLY ATTRIBUTE THAT TO MY WIFE.
[LAUGHTER] I MEAN, BECAUSE SHE WOULD SIT THERE WITH THEM FOR HOURS ON END, MAKING SURE SHE UNDERSTOOD THE CONCEPTS AND SUCH, BUT BECAUSE THAT'S SOMETHING THAT SHE COULD DO AT THAT POINT, WHEREAS BEFORE THEY NEVER CAME HOME, NEVER CAME TO HER.
[01:45:10]
AND FILL THAT, THAT GAP OR THAT HOLE.THANK YOU, DOCTOR LOPEZ, FOR SHARING THE ADMINISTRATION'S PERSPECTIVE ON ALL THESE ITEMS. WHAT YOU HAVE IN FRONT OF YOU NOW, MECHELLE, JUST PASSED THIS OUT, IS A SUMMARY OF ALL OF THESE THINGS AS WE'VE KIND OF GONE THROUGH AND TALKED ABOUT IT.
WHAT I WANT US TO DO NOW IS GO THROUGH AND SELECT FOUR FROM THIS LIST OF WHAT YOU WOULD CONSIDER TO BE HIGH LEVERAGE AREAS THAT WE CAN LOOK AT AS A BOARD TO ADD, TO OUR HOUSE BILL THREE GOALS.
IF YOU LOOK AT THE HOUSE BILL, THREE GOALS, THERE'S A GOAL AROUND EARLY LITERACY, EARLY MATH AND THEN CCMR. SO WE HAVE LANGUAGE FOR EARLY LITERACY THAT SAID THE PERCENT OF THIRD GRADE STUDENTS THAT SCORE MEETS GRADE LEVEL OR ABOVE ON STAAR READING WILL INCREASE FROM X TO Y BY.
AGAIN, THAT WOULD BE SOMETHING ELSE THAT HE AND HIS TEAM WOULD COME BACK TO US WITH.
PERCENTAGE OF GRADUATES THAT MEET THE CRITERIA FOR CCMR WILL INCREASE FROM X TO Y BY AS SORT OF LIKE A PRELIMINARY LANGUAGE OR DRAFT LANGUAGE FOR WHAT A CCMR GOAL COULD LOOK LIKE.
JUST A COMMENT BEFORE WE GO AHEAD WITH THE CHOICES.
SURE. SO LET'S JUST LOOK AT WHAT WE HAVE HERE.
I HAD SUGGESTED MAYBE SIXTH GRADE RATHER THAN SEVENTH GRADE.
SO THE LAST RESULTS WE HAVE, FIFTH GRADE WAS AT 56 MEETS AND SIXTH GRADE WAS AT 46. SO IT WENT DOWN 10% AND THEN REMAINED ALMOST EXACTLY THE SAME.
IN SEVENTH GRADE, MATH WENT FROM 50% MEETS TO 27% MEETS IN SIXTH GRADE, AND THEN STAYED ALMOST THE SAME IN SEVENTH GRADE.
THAT'S WHAT I WAS SUGGESTING, MAYBE SIXTH GRADE.
AS TO THE FOCUS CAMPUSES, WE CAN TALK ABOUT ALL WE WANT, BUT IF WE DON'T PUT A GOAL ON IT, THAT'S NOT GOING TO BE SO SO THE POINT IS, WHAT DO YOU CONSIDER TO BE HIGH LEVERAGED AREAS OF THE WHAT WE TALKED ABOUT TODAY? I JUST WANT YOU TO CIRCLE FOUR.
AND WE'RE GOING TO FIGURE OUT WHERE WE SIT.
CAN I MAKE A LANGUAGE CHANGE? YES, MA'AM. I THINK IT'S JUST, SAY THE PERCENTAGE OF ALL STUDENTS, THE PERCENTAGE OF ALL STUDENTS.
BECAUSE REMEMBER WE KEPT SAYING THAT ALL MEANS ALL.
RIGHT. AND THE WAY WE ELIMINATE THE ACHIEVEMENT GAP IS WE'RE LOOKING AT ALL.
ON GOAL ONE AND GOAL TWO, THE PERCENTAGE OF ALL STUDENTS IN GRADE THREE NOT IN.
IS THAT WHAT YOU MEAN? ALL STUDENTS IN GRADE THREE.
OKAY. BECAUSE WE MAKE THESE ASSUMPTIONS AND THEN WHEN WE LOOK AT OUR GOALS AND OUR LANGUAGE IT DOESN'T SAY THE SAME. OKAY.
SO WE CAN MAKE AN ASSUMPTION THAT MEANS THE PERCENTAGE OF ALL STUDENTS.
BUT WHEN WE GET REPORTS ON WHERE THIS IS WE GET A SUMMARY.
RIGHT. WHAT I THINK WILL HAPPEN IS WHEN DOCTOR LOPEZ AND HIS TEAM AND DOCTOR LOPEZ.
YOU CAN CORRECT ME IF I'M WRONG.
WHEN THEY GO BACK AND THEY TAKE A LOOK AT THESE GOAL ITEMS THAT WE'RE TALKING ABOUT IN TERMS OF THE WHAT? AND THEY GO BACK AND THEY FIGURE OUT LIKE, WHAT THE HOW IS THERE'S GOING TO BE SOME TARGETS.
THERE'S GOING TO BE SOME GOAL PROGRESS MEASURES.
I JUST WANT TO MAKE SURE WE'RE CAPTURING WHAT'S YOUR POINT.
IF WE DON'T SAY IT, WE CAN MAKE ASSUMPTION THAT THAT'S WHAT WE'RE GOING TO GET.
AND THEN WHEN WE DON'T GET IT, WE'VE FORGOTTEN WHAT WE'VE SAID IN THIS DISCUSSION.
[01:50:05]
RIGHT? POINT TAKEN.TO MR. GLICK'S LAST POINT ABOUT FOCUS CAMPUSES.
SO WHAT IS SPECIFICALLY KIND OF BEING PROPOSED AS A BOARD GOAL WITH RESPECT TO FOCUS CAMPUSES? I THINK WHEN I WAS UP THERE, DOCTOR LOPEZ, WE HAD A LITTLE COLLOQUY GOING BACK AND FORTH.
SO I THINK WE DECIDED IT WOULD BE D AND F CAMPUSES AS DEFINED BY THE STATE, AND POTENTIALLY HAVE A REDUCTION OF D AND F CAMPUSES FROM EXISTING 20 OVER FIVE YEARS DOWN TO A NUMBER.
WHY DON'T WE PUT EVERYBODY'S NAME UP THERE ON ONE OF THOSE CHARTS AND JUST PUT THEIR NUMBER BESIDE THEM? WHY DON'T WE JUST TURN THESE IN? THAT'S PRETTY GOOD. YEAH.
THAT WORKS, THAT WORKS, THAT WORKS.
GOOD IDEA. PUT YOUR INITIALS ON IT.
JUST PUT YOUR INITIALS. JUST PUT YOUR INITIALS ON IT.
WE'LL TAKE AN EIGHT MINUTE BREAK.
THANK YOU. ALL RIGHT, WE'RE BACK FROM OUR RECESS, AND WE'RE GOING TO GO INTO TALLYING UP FROM OUR LAST EXERCISE, THOSE ITEMS THAT WE HAVE DISCUSSED.
AND SO ANY GUESSES ON WHICH ONE IS THE TOP.
ANYBODY ELSE? I THINK IT'S SEVENTH GRADE MATH.
MIDDLE SCHOOL MATH. LET'S JUST SAY MIDDLE SCHOOL.
MIDDLE SCHOOL. MIDDLE SCHOOL MATH. MIDDLE SCHOOL MATH NUMBER ONE PRIORITY.
MECHELLE'S GOING TO PUT IT ON THE SCREEN. I'M ABOUT TO TAKE IT AND PUT IT ON THE SCREEN.
ALL RIGHT. ROBERT, I CAN HELP YOU WITH THE DRAWINGS IF YOU WANT.
[LAUGHTER] I DON'T REMEMBER WHAT THE CATEGORIES WERE.
I CIRCLED IT AND GAVE IT BACK.
YEAH. THIS ONE HEY, HEY, HEY, GOOD JOB AT ADA OVER THERE.
THE NEXT HIGHEST ONE WAS ON FOCUS CAMPUSES.
AND THEN WE HAD FOUR THAT GOT THREE.
TWO THAT GOT TWO AND THEN ONE THAT GOT ONE.
AND THEN WE HAD TWO THAT GOT ZERO SO THE TWO THAT GOT ZERO WAS DEEP DIVE INTO TEACHER RETENTION PROGRAM.
SO I'M GOING TO CROSS THAT ONE OUT.
AND THEN NUMBER SEVEN WHICH WAS TEACHER RETENTION.
OKAY. SO AS FAR AS THE THREE HOUSE BILL THREE GOALS THAT WE HAVE THAT WE KNOW THAT WE HAVE WE TALKED ABOUT POTENTIALLY ADDING ANOTHER 2 TO 4 GOALS.
OKAY. SO SOUNDS LIKE BASED ON WHAT I'M SEEING HERE, THE TWO THAT WE HAVE UNANIMOUSLY TALKED ABOUT THAT WE WANTED WAS ONE AROUND FOCUSED CAMPUSES AND THEN ANOTHER AROUND MIDDLE SCHOOL MATH.
THE WRITING AGREEMENT THAT THOSE TWO ARE IMPORTANT FOR US.
NO. THE NUMBERS STAY WITH THE NUMBERS.
THE NUMBERS? YEAH. THE NUMBERS SAY WHAT THEY SAY.
BUT I JUST WANT TO MAKE SURE THAT WE'RE ALL ON THE SAME PAGE.
WE'RE GOING TO DISCUSS IT. I JUST WANT TO MAKE SURE WE'RE ON THE SAME PAGE.
[01:55:01]
AND I'M SEEING SOME HEADS THAT ARE JUST LIKE, I DON'T WANT TO SAY IT.TO BE CLEAR, WE'RE NOT POLLING.
OKAY. BECAUSE YOUR GOAL IS YOUR OBJECTIVE IS WHATEVER WE DECIDE ON THE NEXT 2 OR 4, RIGHT, IS THAT WE NOW HAVE TO WRITE A SMART GOAL.
WELL, WE HAVE TO SHARE THAT WISH WITH DOCTOR LOPEZ.
FOR HIM TO BRING US BACK ABSOLUTELY. WHY DO WE NEED TO GO ANY FURTHER? YOU'RE SAYING WHY DON'T WE JUST DO THOSE TWO GOALS RIGHT THERE AND WE.
BECAUSE SOME OF THOSE FALL INTO THOSE CATEGORIES.
SO I JUST SAY WHY DO WE NEED TO GO ANY FURTHER? LIKE I SAID, WE GET TOO DEEP AND THEN WE DON'T.
WE DON'T ACCOMPLISH ANY GOALS WHATSOEVER.
BUT WE ALSO HAVE FOUR THAT WERE THREE, WHICH SUGGESTS TO ME THAT THERE'S INTEREST THERE.
SO WHAT ARE THOSE? READ THOSE FOR US. HOLD ON ONE SECOND, DAPHNE HAD A QUESTION.
SO WHEN WE TALK ABOUT AND I APOLOGIZE, THIS MAY HAVE ALREADY BEEN COVERED, FOCUS CAMPUSES.
WOULD THAT ONLY ENCOMPASS ACADEMICS OR WOULD THAT ENCOMPASS STUDENT MANAGEMENT? WELL, YOU MISSED OUR SUPERINTENDENT'S DEAL.
STANLEY BACK UP ON WHAT YOU TALKED ABOUT WITH STUDENT MANAGEMENT.
I'M SORRY. SAFETY AND SECURITY.
WE'VE ALREADY GONE OVER THAT. THAT'S OKAY.
YEAH. BASICALLY WHAT WE DID WAS WE TALKED ABOUT STUDENT MANAGEMENT AND MORE OF A GLOBAL ASPECT, RATHER THAN JUST GOING INTO INDIVIDUAL STUDENTS AND BEING WHETHER THEY'RE BEING KICKED OUT OR NOT.
SO WITH STUDENT MANAGEMENT, IT'S MORE ABOUT MAKING SURE THERE'S A SAFE CAMPUS THERE THAT TEACHERS AREN'T BEING DISRESPECTED, ALL THAT TYPE OF STUFF, RATHER THAN THE WAY STUDENT MANAGEMENT HAS BEEN TRADITIONALLY DONE, WHICH IS HOW MANY KIDS ARE GETTING SUSPENDED AND ARE WE MAKING THAT GO DOWN? SO IT'S AN INHERENT WHAT WOULD BE YOUR MEASUREMENT, THOUGH? I MEAN, I'M NOT DISAGREEING, BUT WHAT WOULD BE YOUR MEASUREMENT THEN? WE'RE NOT MEASURING THAT AS PART OF THE FOCUS.
IF THE KIDS AREN'T IN SCHOOL, IT'S FINE.
BUT WE WANT TO MINIMIZE CLASSROOM DISRUPTIONS.
SO THAT MIGHT MEAN MORE KIDS GOING TO THE DAEP RATHER THAN STAYING IN SCHOOL.
I THINK SPECIFICALLY MISS STANLEY BECAUSE I HAD THIS QUESTION TOO.
OKAY, GOOD. I ASKED FOR CLARITY OF WHAT WE SPECIFICALLY WERE TALKING ABOUT WITH FOCUS CAMPUS, AND IT WAS REDUCING THE NUMBER OF D AND F CAMPUSES TO A BLANK NUMBER WITHIN FIVE YEARS. LET ME ASK YOU A QUESTION, DOCTOR LOPEZ, WITH RESPECT TO REDUCING THE NUMBER OF FOCUS CAMPUSES, WILL THE STUDENT MANAGEMENT CHALLENGES THAT WE HAVE ASSOCIATED WITH OR ON THOSE CAMPUSES, PARTICULARLY, WILL THEY GET ADDRESSED WITHIN THAT GOAL? AND THEN DOES THAT MEAN THAT THAT WILL ALSO BE PERMEATED THROUGHOUT THE DISTRICT.
PERMEATING IT THROUGHOUT THE DISTRICT.
ONE OF THE THINGS WE'RE REFERRALS OR SOMETHING LIKE THAT, BASED ON THE FACTORS THAT YOU GUYS GAVE.
RIGHT. WE DID WE LOOKED AT THE NUMBER OF KIDS GETTING IN TROUBLE.
RIGHT. BECAUSE THAT SHOWS LACK OF A SYSTEM AT A SCHOOL RATHER THAN CHILDREN THAT ARE PROBLEMATIC IN OUR OPINION. SO WE'RE TALKING SPECIFICALLY ABOUT FOCUS CAMPUSES.
AND THEN THAT WAS A STUDENT MANAGEMENT CHALLENGE, RIGHT? RIGHT. SO WHEN I SAY PERMEATED THROUGHOUT THE DISTRICT, WERE BEST PRACTICES THAT ARE BEING DONE AND IMPLEMENTED ON THOSE FOCUS CAMPUSES ALSO BE AVAILABLE.
AND ALSO PUT ALL OUR ENERGIES ON.
RIGHT. THE OTHER ONES THAT HAVEN'T BEEN IDENTIFIED AS FOCUSED CAMPUSES, THE NEED IS NOT AS GREAT, RIGHT? SO LET'S, INSTEAD OF LET'S CHANGE THE VERBIAGE BECAUSE I THINK WE ALL SAY D AND F CAMPUSES, RIGHT.
SO LET'S SAY THE D AND F CAMPUSES WE'RE FOCUSING ON WELL HERE WE GO.
THE D AND F CAMPUSES ARE OUR PRIORITIES, RIGHT.
SO BECAUSE THEY'RE OUR PRIORITIES REMEMBER WE HAVE OUR OWN FOCUS CAMPUSES.
SO IN ADDITION WE'RE NOT GOING TO PRESENT TO YOU OUR OWN FOCUS CAMPUSES.
WE'RE PRESENTING TO YOU THE D AND F CAMPUSES.
THAT'S THE PRIORITY THAT THE BOARD SET RIGHT NOW.
SO ALL OF THAT'S GOING TO REVOLVE ON IT ON OUR OWN BECAUSE WE WANT TO REDUCE IT.
A SCHOOL COULD BE A FOCUS CAMPUS BECAUSE OF THE MANAGEMENT PROBLEMS AT THE SCHOOL.
THEY STILL MIGHT BE A C OR A B, BUT THERE'S A MANAGEMENT ISSUE AND WE'RE GOING TO INTERVENE THERE.
SO IT'S NOT GOING TO GO NECESSARILY DISTRICT WIDE.
[02:00:02]
IT'S GOING TO GO TO THOSE THAT NEED IT.SO WE'RE SAYING BY DEFINITION.
BY OUR DEFINITION TODAY FOCUS CAMPUSES ON CAMPUSES THAT ARE THAT MAY NOT NECESSARILY BE RIGHT BECAUSE WE'LL HAVE MORE.
WE PUT YOU ON A NEW CAMPUS BECAUSE YOU HAVE A NEW PRINCIPAL.
WE PUT YOU ON A FOCUSED CAMPUS BECAUSE THERE'S MANAGEMENT ISSUES AT THAT CAMPUS.
SO YOU WILL HAVE THE D AND F CAMPUSES.
YEAH. THAT'S WHAT I WAS GETTING READY TO SAY IS THAT BEFORE WE HAD.
WHAT WE CALL IT TIER THREE, NOW.
WE CALL IT TIER THREE CAMPUSES.
SO WHEN YOU ALL WOULD COME TO US IN THE PAST WHAT'S CATEGORIZED, IT WOULD INCLUDE ALL OF THOSE.
IT WOULDN'T BE JUST THE CAMPUSES BASED ON THEIR ACCOUNTABILITY GRADE.
RIGHT. AND SO I THINK WE NEED TO DIFFERENTIATE.
AND I THINK THAT'S WHAT WES IS SAYING.
AND THAT'S WHAT WE'RE DISCOVERING.
WE CAN'T KEEP USING THESE WORDS INTERCHANGEABLY OF WORDS.
SO FOR CLARITY, WE WANT TO CREATE A PLAN TO FOR THE D AND F CAMPUSES.
I WANT TO SAY ELIMINATE BECAUSE WE HAVE 20.
TIER THREE IS OUR OWN INTERPRETATION.
THAT'S WHAT HE'S SAYING. TIER THREE IS THEIRS.
LET'S CALL IT WHAT IT IS. YEAH.
CAMPUSES. YEP. D AND F CAMPUSES.
WE DON'T HAVE TO WORRY ABOUT FOCUS TIER THREE.
NONE OF THAT. D AND F THAT'S WHAT IT IS.
YEP. ALL RIGHT. OKAY. ONE OTHER WITH THE TIER THREE.
OKAY. WHEN YOU HEAR TIER THREE OUTSIDE OF YOUR TEAM AND WHAT YOU ALL ARE WORKING ON, YOUR MINDS GO STRAIGHT TO SPECIAL EDUCATION, BECAUSE THAT'S WHERE YOU HEAR THE TIER ONE, TWO AND THREE.
AM I MISSING THAT? NO. YOU'RE CORRECT. SO CAN'T Y'ALL.
THAT'S THE RTI RESPONSE TO INTERVENTION.
CAN WE COME UP WITH ANOTHER WORD OTHER THAN TIER THREE SO THAT WE HAVE CLARITY.
SO WE YOU KNOW, IT'S A CASE OF WE JUST DO THESE ACRONYMS AND WE GET TIRED OF THIS ONE.
AND THEN WE CHANGE THE DEFINITION AND THEN WE REUSE IT FOR SOMETHING NEW.
YEAH. WELL, YOU KNOW, IT'S NOT THAT.
IT'S JUST WE HAVE TIER ONE HONESTLY WHICH ARE OUR A CAMPUSES DOING WELL.
SO IT WAS MEANT FOR CLARITY FOR THEM.
WHY WE USE TIER THREE AND IT'S CLARITY BECAUSE USUALLY TIER THREE GETS THE MOST INTERVENTION.
AND IT'S AN EDUCATION TERM TO LET YOU KNOW YOU GET THE MOST SUPPORTS BECAUSE LIKE JUST A CHILD.
AND THEN SHE SAID OH THAT'S WHY YOU DO TIER THREE.
AROUND CAMPUSES AND THEN AROUND MIDDLE SCHOOL MATH.
OKAY. AND THEN THE OTHER FOUR THAT HAVE THREE WE HAVE BALANCED BUDGET FOCUS ON STUDENT PROGRESS MORE AGGRESSIVELY, IMPROVING MORE POSITIVE CAMPUS ENRICHMENT BY REDUCING STUDENT MANAGEMENT, AND THEN COMPLETE ALL BOND PROJECTS.
SO I FEEL LIKE IMPROVING MORE POSITIVE CAMPUS ENRICHMENT BY REDUCING STUDENT MANAGEMENT.
WOULD YOU SAY FALLS INTO THE FOCUS CAMPUSES OR THE D AND F CAMPUSES? BUT YOU'RE TALKING ABOUT ALL CAMPUSES, RIGHT? THAT WAS WHAT THE FOCUS WAS, RIGHT MS. GRIFFIN. ON THIS ONE RIGHT HERE.
YEAH, BUT WE'LL MOVE PAST THAT.
I'M TALKING ABOUT THIS PARTICULAR ONE WHERE YOU SAY INCLUDE A MORE AND I WAS JUST TRYING TO SEE IF THERE WAS A WAY TO COLLAPSE THE FOUR GOALS THAT WE HAVE THREE BY INTO TWO GOALS OR INTO ONE OF THE GOALS THAT WE ALREADY
[02:05:07]
OKAY, SO ASK ME YOUR QUESTION.THREE ISN'T THE MAJORITY 3 IS NOT A MAJORITY OKAY.
DON'T FOCUS ON THAT THREE YOU NEED TO FIND ONE THAT HAS FOUR OR MORE.
RIGHT. SO THAT MEANS THAT WE ONLY HAVE FIVE.
ALL RIGHT WE'RE OKAY WITH THAT.
WE'RE GOOD WITH THAT. ALL RIGHT.
YES SIR. I THINK WHAT WE DO WITH THOSE FIVE, WE'RE CERTAINLY TALKING WITH ONE AND TWO ABOUT EARLY CHILDHOOD WITH I'M GOING TO PUT SIXTH GRADE MATH IN.
BUT WHATEVER MATH WE PICK, WE'RE TALKING ABOUT MIDDLE SCHOOL.
AND WITH THE THIRD CATEGORY WE'RE TALKING ABOUT MAINLY HIGH SCHOOL COMPLETION.
YES. SO WE GOT ALL THOSE COVERED.
AND THEN IF WE'RE REALLY SERIOUS ABOUT MOVING FROM WHERE WE ARE TO AN A DISTRICT, I THINK WE NEED TO TAKE CARE OF.
SO THOSE TWO THINGS ALONE, I THINK IN ADDITION TO THE HB THREE GOALS, GOOD.
YEAH. THAT'S RIGHT. SO SO JUST FOR CLARITY, RIGHT.
BECAUSE WE HAD ALL THESE DISCUSSIONS AND I'M LOOKING AT MY NOTES.
WE'RE LOOKING AT THIS DISCUSSION HAS BEEN FOR MIDDLE SCHOOL MATH SIXTH AND SEVENTH GRADE.
BUT WHEN MR. JOHNSON PRESENTED HE PRESENTED IT AS MIDDLE SCHOOL MATH AND READING.
SO ARE WE LOOKING AT BOTH MATH AND READING SIXTH AND SEVENTH, OR ARE WE LOOKING AT MATH SIXTH AND SEVENTH JUST FOR CLARITY? THAT THAT'S THE WAY I PRESENTED IT.
BUT CLEARLY THE BOARD HAS EMPHASIZED MATH MOVING FORWARD.
BECAUSE THAT'S HOW I PUT IT UP THERE.
HE DID SAY MIDDLE SCHOOL MATH.
I SAID, YEAH, I SAID BOTH ELA AND MATH.
SO WE WILL LOOK AT SIXTH SEVENTH ELA, RIGHT.
NOT EIGHTH OR ARE WE GOING TO GO ALL THE WAY TO EIGHTH? NO, I DON'T THINK WE NEED EIGHTH.
SO JUST FOR CLARITY, WE'RE GOING TO DO FOCUS CAMPUS D AND F CAMPUSES.
WE HAVE SIXTH AND SEVENTH GRADE ELA AND SIXTH AND SEVENTH GRADE MATH.
CORRECT. AT THE MEET STANDARD.
CORRECT. WE'RE LOOKING AT MEETS.
YEAH. YOU COME WITH THE HOW? YEAH. YEAH. WELL, WE WERE SAYING MEETS.
YEAH, BUT I'M JUST MAKING SURE.
AND YOU'RE COMING BACK WITH THE TARGETS.
AND I HAVE ANOTHER QUESTION I KNOW IT DIDN'T MAKE, BUT I JUST WANTED TO MAKE HAVE CLARITY ON THIS.
IF I'M NOT MISTAKEN, DOCTOR LOPEZ, WE PUT BOND MANAGEMENT IN YOUR EVALUATION.
YES. SO THAT WAS ONE OF THOSE BECAUSE WE WERE IDENTIFYING WHAT WAS IN THE SUPERINTENDENT'S CONTRACT.
SO BOND MANAGEMENT IS IN THERE.
AND IF WE WANT TO CHANGE THAT MEASUREMENT, WE CAN RELOOK AT YOUR YOUR SUPERINTENDENT OF.
EVALUATION. EVALUATION AND CHANGE THE MEASUREMENTS.
YES. SO IF IT'S MISSING WHAT WAS DISCUSSED IN HERE EARLIER, IT'S GOOD.
OKAY. AND, YOU KNOW I WILL SAY THIS, THAT KIM KASTEN DID RECOMMEND THAT WE REALIGN THAT EVALUATION.
AND I DON'T KNOW IF YOU GUYS WANT A SAMPLE OF WHAT THAT LOOKS LIKE.
YOU KNOW, I THINK IF YOU WE REMEMBER WHEN WE WENT THROUGH THIS, WE WERE MISSING SO MUCH, BUT WE WERE TRYING TO GET CAUGHT UP ON THE MANDATES THAT WE HAD AS A BOARD WHERE WE WERE OUTDATED.
THAT'S JUST WHAT I REMEMBER FROM THE CONVERSATION.
SOMEBODY MAY REMEMBER SOMETHING DIFFERENT.
CERTAINLY SOMETHING THAT WE CAN TAKE A LOOK AT AND SEE TRYING TO FIGURE OUT WHAT MECHELLE IS DOING OVER THERE TO NUMBER FIVE.
FIVE IS FIXED. READ IT AS IT IS.
IT'S ON BOTH SCREENS. SO I THINK I REALLY APPRECIATE YOU GUYS' TIME TODAY. I THINK YOU GUYS DID A FANTASTIC JOB OF, YOU KNOW, PUTTING YOUR THOUGHTS DOWN AND CAPTURING WHAT WE AS A BOARD WANT TO GIVE TO DOCTOR LOPEZ IN TERMS OF WHAT WE WANT AND WHAT THE WHAT'S ARE.
[02:10:01]
AND THEN HE AND HIS TEAM WILL BE TASKED TO COME BACK WITH THE HOW.SO WITH US GETTING THIS FOR DO WE HAVE A TIMETABLE OF WHAT WE'RE TRYING TO DO, OR ARE WE GOING TO WAIT FOR DOCTOR LOPEZ TO GET BACK, TO BRING US THE INFORMATION FOR US TO SET THESE AS MEASURABLE GOALS? YEAH, I THINK THAT'S A QUESTION FOR DOCTOR LOPEZ.
AND I'M GOING TO BRING UP SOMETHING.
OKAY. WE CAN COME UP WITH SOMETHING RATHER QUICKLY ON ALL OF THESE GOALS AND NOT HAVE TO USE GIBSON AS A RESOURCE BECAUSE GIBSON IS GOING THROUGH ALL THIS STUFF TO LOOK AT IT, AND IT'S A CUMBERSOME KIND OF PROCESS THAT THEY'RE GOING THROUGH.
I THINK YOU GUYS HAVE ALREADY STREAMLINED IT.
IT'S ONLY ADMINISTRATIVE RECOMMENDATION AND THEN WE CAN COME UP WITH IT.
AND BUT THE BOARD WOULD HAVE TO TELL GIBSON THAT WE'RE DOING THIS INTERNALLY.
YOU MEAN WE COME UP, YOU YOUR TEAM COMES UP WITH THE TARGETS? YES. SHARE WITH THE BOARD.
AND WE DON'T USE GIBSON FOR THAT.
IS THAT WHAT I'M HEARING? IT'S A SUGGESTION.
I JUST WANT TO MAKE SURE I'M HEARING.
YEAH. AND IT MIGHT BE WE HAVE TO JUST CANCEL AND LET THEM HAVE WHATEVER RESOURCES WE'VE GIVEN THEM.
AND SO THIS WILL BE THE THIRD SCOPE CHANGE.
AND I DON'T KNOW IF YOU WANT TO SHARE WHY WE WENT DOWN THIS ROAD INITIALLY, OR THAT YOU JUST WANT TO SUMMARIZE THAT WE HAVE DONE WORK AS A BOARD THAT WAS NOT DONE AT THE TIME WHEN WE WERE THINKING ABOUT ALL OF THIS.
AND I THINK IF YOU CAN GIVE JUST A LITTLE MORE, IT MAY HELP PEOPLE MAKE BASICALLY A DECISION.
IF YOU DON'T MIND. HOW ABOUT MR. JOHNSON, YOU WANT TO CHIME IN ON ANY OF THIS.
WELL, OBVIOUSLY FOR THE WHEN LAST YEAR'S INTERNAL AUDIT COMMITTEE.
REAL QUICK. THIS KIND OF GETS BEYOND WHAT WE'RE HERE FOR THAT'S RIGHT ON THE AGENDA.
WELL, NO, WE HAVE TO MAKE SURE THAT IT'S GOING TO BE ME GETTING THE.
I THINK IF YOU CONVERSE WITH OUTSIDE OF HERE TO GET THAT INFORMATION.
IS THAT ON YOU? I THINK WHAT HE'S SAYING IS, IS IT GIBSON THAT'S GOING TO COME UP WITH THESE NUMBERS OF THEM? YES, AND IT SHOULD BE.
I'M RECOMMENDING US AND I'M SAYING THAT IT SHOULD BE US.
BUT I'M LETTING THE BOARD KNOW THAT MEANS THAT WE WOULD BE ABLE TO CUT OFF GIBSON.
WE DIDN'T HAVE WE KNEW THE HOUSE BILL TWO GOALS, BUT WE DIDN'T KNOW WHAT ELSE WE SHOULD MEASURE.
WE DIDN'T GO THROUGH THIS GOAL SETTING.
SO WE JUST NEED TO COME UP WITH WHAT WE WANT TO COME OUT WITH.
I THINK YOU AND YOUR TEAM FIGURE IT OUT AND LET US KNOW.
ANY OTHER COMMENTS? QUESTIONS? AGAIN, THANKS AGAIN, TRUSTEES, FOR TAKING THE TIME.
AND I FEEL LIKE GOING FORWARD, WE HAVE A PROCESS, AT LEAST IN PRACTICE, BASED ON WHAT WE DID THIS YEAR, GOING FORWARD, FOR ANY FUTURE GOAL DISCUSSIONS OR GOAL PROGRESS DISCUSSIONS, AND KIND OF WHEN DOCTOR LOPEZ BRINGS IT BACK, WHICH YOU DIDN'T TELL US WHEN YOU PLAN ON BRINGING IT BACK.
SO WHAT WHAT ARE YOU LOOKING AT? I'M GOING TO GET WITH MY TEAM.
WE HAVE A TENTATIVE MEETING ON OCTOBER 24TH THAT WAS STILL DEDICATED TO THIS DISCUSSION.
WHERE ARE YOU GOING? WE CAN TALK ABOUT THAT LATER.
SO TWO WEEKS, TWO WEEKS AND OR AND MAYBE WE PRESENT THIS AT ADAC IN THE NEXT MONTH WITH THE GOALS. THAT'D BE GOOD.
IF WE COULD TAKE ADVANTAGE OF A MEETING THAT'S ALREADY SCHEDULED.
WHAT ABOUT MR. WES JOHNSON, YOU GOOD WITH THAT? I HAVE NO PROBLEM WITH THAT. SWEET.
SO WHAT WE'RE LOOKING AT OCTOBER ADAC.
YEAH. OBVIOUSLY, SEPTEMBER ADAC'S TOMORROW.
OKAY. OCTOBER 8TH, NOT NOVEMBER.
ADAC. WHAT ARE WE DOING? SO THAT'S WHEN YOU AND YOUR TEAM WILL BRING THE INFORMATION BACK AND BRING IT BACK THROUGH ADAC.
[02:15:05]
CORRECT. OKAY. GOT IT. YES.THIS TEAM IS GOING TO DECIDE WHETHER OR NOT TO USE GIBSON.
WE ALREADY HAD AN AGENDA ITEM PENDING FOR THIS SEPTEMBER'S BOARD MEETING.
SO YOU JUST KIND OF EXPANDED WHAT WE NEED TO TALK ABOUT.
SO THAT'S GOING TO COME TO US.
THAT'S ON SEPTEMBER REGULAR BOARD MEETING.
THAT TOPIC, I MEAN, NOT THIS, BUT NOW IT'S BEEN EXPANDED.
MAKE SURE SOMEBODY TALKS TO GIBSON GROUP TO IF THEY'RE GOING TO DISCONTINUE WE NEED TO.
WE NEED TO WE GOT SOME STUFF TO DO.
YEAH. AND THE OTHER THING IS DO WE GET TO KEEP OUR COLORS? NO. PLEASE GIVE ME ALL THOSE BACK.
PLEASE. PUT THEM BACK IN THE BOX.
THEY BELONG TO OUR BEAUTIFUL ASSISTANT, CHRISTY DAVIS.
AND I WANT TO GIVE HER BACK HER STUFF.
GOOD JOB GUYS. THANK YOU GUYS AGAIN.
YEP. GIVE YOURSELF A ROUND OF APPLAUSE.
[APPLAUSE] THAT WAS GOOD WORK.
MOVE FOR ADJOURNMENT. VERY GOOD WORK.
WELL, WE HADN'T GOTTEN THAT PART YET.
YES. ITEM FOUR EXECUTIVE SESSION.
WELL, LET ME ASK ANY OTHER COMMENTS, QUESTIONS, CONCERNS? NONE. ALL RIGHT.
DOCTOR LOPEZ, ARE THERE ANY ITEMS? DO I HAVE A MOTION FOR ADJOURNMENT?
[VI. Adjournment]
SO MOVED. MEETING IS ADJOURNED AT 3:28.* This transcript was compiled from uncorrected Closed Captioning.