GOOD EVENING IT IS 6 P.M. [00:00:02] AND THIS IS A REGULARLY CALLED MEETING OF THE ACADEMIC AND DISTRICT AFFAIRS COMMITTEE FOR THE GARLAND INDEPENDENT SCHOOL DISTRICT. A QUORUM IS PRESENT, AND SO WE'LL MOVE FORWARD TO ITEM TWO ON THE AGENDA, WHICH IS PUBLIC FORUM. DR. LOPEZ, DO WE HAVE ANY PUBLIC FORUM CARDS? NO WE DON'T. SEEING THAT WE DO NOT WE'LL MOVE ON TO THE SUPERINTENDENT'S MESSAGE. [IV. Superintendent's Message] DR. LOPEZ. WELL THANK YOU. THANK YOU, CHAIRPERSON JOHNSON. RIGHT NOW IN THE DISTRICT ACADEMIC AFFAIRS COMMITTEE, I WANT TO BRING EVERYBODY TO THE SECTION 5A INFORMATION ITEMS, THE 2024 A THROUGH F ACCOUNTABILITY RESULTS. WE WERE ONE OF THE FEW DISTRICTS TO COME OUT OF THE GATE AND GO AHEAD AND ANNOUNCE OUR RESULTS. WHAT WE'RE GOING TO BE DOING IS FOLLOWING THE SAME PROTOCOLS THAT WE WOULD HAVE HAD TO DO ANYWAY IN THIS TIME IN SEPTEMBER, HAD THOSE RESULTS BEEN GIVEN. OKAY. I JUST WANT TO GIVE THE BOARD AN OVERVIEW THAT THIS IS WHAT WE WOULD HAVE BEEN DONE IF IT WAS MANDATED BY THE STATE TO GIVE A PUBLIC HEARING. WE'RE NOT GOING TO DO THE PUBLIC HEARING BECAUSE IT'S NOT OFFICIALLY RELEASED. BUT WHEN THE PUBLIC HEARING DOES COME OUT AND WE ANTICIPATE IT WILL COME OUT ONE DAY, REMEMBER WE ALREADY PRESENTED THIS AND WE'LL JUST PUT IT ON THE AGENDA SO WE DON'T HAVE TO SEE IT TWICE. SO THAT'S WHAT'S BASICALLY GOING TO HAPPEN TODAY. WE'RE DOING THE PREVIEW. WE'RE GOING TO HAVE WHATEVER WE GO OVER, WE'RE THIS IS NOT GOING TO BE PRESENTED AT THE NEXT BOARD MEETING. BUT WHAT? BUT IN THE MEANTIME, LET'S JUST SAY THE COURT RULING DOES SAY WE NEED TO HAVE ONE. THEN WE COULD RULE IT. WE CAN MOVE IT IN. BUT UNTIL THEY GIVE US THAT GO, IT'LL BE ON HOLD FOR THE FOR THE PUBLIC HEARING. AND I THINK IT'S IMPORTANT TO ACKNOWLEDGE FOR THE PUBLIC THAT WHILE THESE NUMBERS THAT ARE ABOUT TO BE PRESENTED ARE VERY WE BELIEVE VERY STRONGLY THEIR ACCURACY. THEY ARE NOT THE OFFICIAL NUMBERS FROM THE TEA. SO THE PUBLIC THE PUBLIC HEARING THAT WOULD NEED TO BE CONDUCTED ON THIS IS FOR OFFICIAL TEA STATISTIC NUMBERS, WHICH WE HAVE NOT RECEIVED. SO IT WOULD BE INAPPROPRIATE TO HAVE A PUBLIC HEARING AT THIS TIME. SO WITHOUT ANY FURTHER ADO, I WILL CALL AGENDA ITEM 5A INFORMATION ITEMS 2024 A THROUGH F SCHOOL ACCOUNTABILITY [V.A. Information Items] RESULTS. MISS VERONICA JOYNER. HELLO. GOOD EVENING, CHAIRMAN JOHNSON, BOARD OF TRUSTEES, DR. LOPEZ. AS DR. LOPEZ STATED THIS IS TO FULFILL WHAT WOULD BE A STATUTORY REQUIREMENT OF TEXAS EDUCATION CODE 39, SECTION 53 AND BOARD POLICY AIA AND SO, LIKE MR. JOHNSON SAID, WHAT WE ARE SHARING WITH YOU TONIGHT ARE THE INTERNALLY CALCULATED RATINGS. NOW, SINCE THIS PRESENTATION WAS PUT TOGETHER, WE HAVE RECEIVED ADDITIONAL DATA TABLES FROM THE STATE. SO WE DO FEEL RATHER CONFIDENT ABOUT WHERE WHERE OUR NUMBERS ARE FALLING, BUT NONETHELESS THEY STILL ARE INTERNALLY CALCULATED. AND THAT WAS PROBABLY THE MOST STRESSFUL PART OF PUSHING IT OUT PUBLICLY, BECAUSE EVERYTHING IS RUN MANUALLY AND MAKING SURE THAT WE UNDERSTAND. BUT AT THE END OF THE DAY, OUR CAMPUSES HAVE THE INFORMATION THEY NEED TO MOVE FORWARD. OKAY, SO JUST A QUICK UPDATE ON THE STATE OF A THROUGH F ACCOUNTABILITY AS YOU WILL REMEMBER. ACCOUNTABILITY 2023 THAT IS STILL WITH A TEMPORARY INJUNCTION. SO THERE HAS NOT BEEN ANY MOVEMENT WITH ACCOUNTABILITY 2023 RATINGS. ACCOUNTABILITY 2024 AS AS OF THE DRAFTING OF THIS PRESENTATION THAT WAS UNDER A TEMPORARY RESTRAINING ORDER. AND THEN THEY HAVE PUSHED THOSE HEARINGS OFF A LITTLE BIT. BUT WHAT THEY'RE REALLY ARGUING IS THOSE DISTRICTS THAT ARE IN THAT LAWSUIT IS OF VALIDITY AND RELIABILITY OF THE WHOLE PROCESS, AND THAT THERE WAS A LACK OF A THIRD PARTY VALIDATION. ALSO, THEY QUESTIONED THE HYBRID SCORING AS WELL AS THE IMPACT OF THOSE CCMR THRESHOLDS ON CLASS OF 2023. SO I JUST WANTED TO GIVE YOU AN UPDATE ON ON WHY WE'RE EVEN IN LIMBO. SO AS A REMINDER WITH ACCOUNTABILITY WE HAVE THREE DOMAINS. SO WE HAVE STUDENT ACHIEVEMENT, SCHOOL PROGRESS, AND CLOSING THE GAPS. BUT WE END UP WITH MULTIPLE RATINGS. SO WE END UP WITH A RATING FOR STUDENT ACHIEVEMENT, SCHOOL PROGRESS, CLOSING THE GAPS. BUT SCHOOL PROGRESS TEASES OUT TO ACADEMIC GROWTH AND RELATIVE PERFORMANCE. AND THEN WE RECEIVE AN OVERALL RATING. SO I'LL GO A LITTLE BIT DEEPER INTO ALL OF THESE AS WE MOVE THROUGH THE PRESENTATION. AS WELL AS WITH THE PRESENTATION, I'LL BE SHOWING YOU WHAT PAGE NUMBERS IN YOUR BOARD BOOK. [00:05:01] YOU'LL BE ABLE TO FIND THE RELEVANT DATA TABLES THAT ARE CONNECTED TO THE SLIDES THAT YOU'LL BE SEEING. SO JUST A QUICK UPDATE ON THE IMPACT OF THE CHANGES. THE BIGGEST IMPACT THAT OCCURRED IN 2023 WAS JUST THE CHANGE TO THE TEST ITSELF. AND THEN WE ALSO HAD CHANGES IN METHODOLOGY FOR GROWTH AS WELL AS CCMR. AND A BIG, BIG CHANGE IN CLOSING THE GAPS FOR OUR TWO LOWEST PERFORMING RACE AND ETHNICITY GROUPS. AND OF COURSE THE BIGGEST IMPACT WAS CHANGES TO THE METHODOLOGY AND CUT POINTS FOR CLASSES THAT HAD ALREADY GRADUATED AND STUDENTS THAT WERE NO LONGER IN OUR BUILDINGS. SO HERE'S A SIDE BY SIDE OF THE CHANGES. I WON'T BE GOING THROUGH EACH INDIVIDUAL ONE, BUT IT'S JUST TO SHOW LIKE WHAT WHAT IS IT ABOUT THIS ASSESSMENT? NOT JUST THE ASSESSMENT, BUT THE PROCESS AND THE METHODOLOGY THAT IS MAKING IT SO DIFFERENT. AND WHAT'S CAUSING OUR CAMPUSES TO BE PERFORMING AT A LOWER RATE THAN, THAN WE'RE USED TO. OKAY. SO THEN IF WE ACTUALLY DIVE INTO OUR, OUR NUMBERS. AND AGAIN, WHEN THIS WAS FIRST DRAFTED, WE WERE SITTING AT AN 81. BUT THAT FINAL NUMBER IS CLOSER TO AN 82. SO WE HAVE STUDENT ACHIEVEMENT AT 76, SCHOOL PROGRESS AT 80, CLOSING THE GAPS AT 82. OKAY. AND SO WITH SCHOOL PROGRESS GROWTH WE WERE AT 75 AND RELATIVE PERFORMANCE WE WERE AT 80. SO WE TAKE THE BEST OF SO WE TAKE THAT 80. OKAY. THEN WE GO INTO OUR CAMPUS RATING COMPARISONS. AND THIS IS THE INFORMATION THAT WAS SHARED PUBLICLY. AND WHAT YOU SEE HERE IS JUST A COMPARISON OF THE NUMBER OF A, B, C, D, F RATED CAMPUSES FROM OUR 2023 MANUALLY CALCULATED PROJECTIONS TO OUR 2024 MANUALLY CALCULATED PROJECTIONS, BECAUSE, AGAIN, WE NEVER RECEIVED AN ACTUAL RATING FOR 2023. OKAY. THE OTHER THING TO NOTE HERE, AND KIND OF LINKING IT BACK TO YOUR CONVERSATIONS THAT YOU'VE HAD ON THE THE GOALS AND WHERE AS A BOARD YOU WANT TO GO NEXT. YOU ALL MENTIONED THE THE GOAL FOR D AND F CAMPUSES, STRAIGHT OUT OF THE GATE WE ARE GOING TO BE ABLE TO REDUCE THESE 20 BY SEVERAL CAMPUSES. AND SO IT'S LIKE HOW SO OUR CAMPUSES AND THIS WAS ALL STRATEGIC AND BY DESIGN OF WHY SOME OF OUR CAMPUS CONSOLIDATIONS WERE OCCURRING. BUT WHEN WE CONSOLIDATED SOME OF THE SCHOOLS, THOSE CAMPUS ID NUMBERS WENT INTO RETIREMENT, SO THOSE RATINGS ALSO RETIRED WITH THOSE CAMPUS NUMBERS. IN ADDITION, WE HAVE OUR SCHOOL ACTION FUND SCHOOLS. SO HANDLEY, COUCH, SOUTHGATE, CLUB HILL. SO NOW THOSE CAMPUSES USE THE SCHOOL ACTION FUND NUMBER. THEN THE LATEST NUMBER AND THOSE LEGACY CAMPUSES HAVE RETIRED. SO ALL OF THOSE RATINGS ARE RETIRING WITH THOSE CAMPUS ID NUMBERS. OKAY. OKAY. THEN MOVING ON INTO STUDENT ACHIEVEMENT. AND IN YOUR BOARD BOOK WHERE YOU'LL BE ABLE TO SEE THIS INFORMATION A LITTLE BIT CLEARER, IS ON PAGE 22 OF YOUR BOARD BOOK. OKAY. SO WE HAVE THE STUDENT ACHIEVEMENT WHICH IS STAAR. WE HAVE READING, MATH, SCIENCE, SOCIAL STUDIES AND YOU SEE ALL OF THE PERCENTAGES. SO YOU SEE THAT INFORMATION ON PAGE 22 OF YOUR BOARD BOOK. WHAT WE DIDN'T BELABOR IN THE PRESENTATION IS HOW THAT TEASES OUT BY STUDENT GROUPS AND BY DIFFERENT LEVELS, SO APPROACHES, MEETS, MASTERS. SO THOSE DATA POINTS CAN BE FOUND STARTING ON PAGE 23 OKAY. BUT THIS IS JUST KIND OF GIVE A BIG OVERVIEW. SO IF WE WERE TO PUT ALL OF OUR ASSESSMENTS TOGETHER, WE WOULD HAVE 73% OF OUR STUDENTS AT APPROACHES, 46% OF OUR STUDENTS AT MEETS, AND 18% OF OUR STUDENTS AT MASTERS. THEN WE MOVE ON TO THE COLLEGE AND CAREER MILITARY READINESS. AND THAT INFORMATION CAN BE FOUND IN YOUR BOARD BOOK ON PAGE 27. SO THE INFORMATION ON PAGE 27 REFLECTS THE INFORMATION ON THE SLIDE, BUT HOPEFULLY HAVING IT IN YOUR BOARD BOOK IS A LITTLE BIT EASIER JUST TO READ THAN ALL OF THESE LITTLE CHARTS. SO THE FIRST THING IS NOTING THAT THE CUT SCORES HAVE CHANGED, AND YOU ALL HAVE HEARD US TALK ABOUT THIS TIME AND TIME AGAIN. PRIOR TO THE CHANGES FOR ACCOUNTABILITY 23 IN ORDER TO RECEIVE AN A RATING, CAMPUSES AND DISTRICTS HAD TO BE HAD TO HAVE [00:10:04] 60% OF OUR STUDENTS MEET A CCMR INDICATOR. THAT NUMBER IS NOW 88%. OKAY. SO EVEN WITH THOSE CHANGES, OUR CCMR TEAMS, OUR CAMPUSES, OUR HIGH SCHOOLS DID A FANTASTIC JOB BECAUSE CLASS OF 2023, FOR THE PURPOSE OF THIS ACCOUNTABILITY, HAD 92% OF STUDENTS EARN A CCMR INDICATOR. EVEN THROUGH ALL OF THE CHANGES IN METHODOLOGY, EVEN THROUGH SUNSETTING OF IBCS. OUR OUR CAMPUSES REALLY CAME OUT AHEAD. AND SOME BIG HIGHLIGHTS TO KIND OF TEASE OUT FROM HERE IS IF YOU NOTICE OUR TSI CRITERIA FOR RLA, 68% OF OUR STUDENTS ARE MEETING THAT TEXAS SUCCESS INITIATIVE, WE HAVE 68% OF THOSE. THEN OUR INDUSTRY BASED CERTIFICATE NUMBERS. AGAIN, EVEN WITH THE CHANGES WE ARE SEEING SIGNIFICANT GAINS YEAR AFTER YEAR. THEN WE MOVE ON TO GRADUATION RATES. GRADUATION RATES CAN BE FOUND ON PAGE 29 OF YOUR BOARD BOOK. IF YOU WANTED TO BE ABLE TO SEE THAT BY DIFFERENT ACCOUNTABILITY GROUPS. SO HERE ARE THE CHANGES. AND EVEN THOUGH IT SEEMS MINOR, IT'S NOT MINOR. THE A RATING USED TO BE 96% OF STUDENTS OR GRADUATES, AND NOW IT'S 98. SO IF WE TAKE A LOOK AT OUR AT OUR CHART, YOU SEE THAT WE TAKE THE BEST OF THE LAST THREE YEARS FOR DOMAIN ONE, AND THAT WOULD HAVE BEEN 96.9. THAT WOULD HAVE BEEN AN A RATING FOR THE DISTRICT. HOWEVER, WITH ALL OF THE CHANGES, NOW WE'RE SITTING AT A B RATING FOR GRADUATION AND ALL THAT CHANGED. WAS THE BAR OKAY FOR CLASSES THAT HAD ALREADY GRADUATED. MOVING ON TO DOMAIN TWO ACADEMIC GROWTH ACADEMIC GROWTH IS TAKING A LOOK AT THE PERFORMANCE FROM PRIOR YEAR TO CURRENT YEAR. SO IN ORDER TO BE ABLE TO DO THIS AND IT'S ONLY FOR MATH AND READING OR READING LANGUAGE ARTS. SO IT'S FOURTH GRADE THROUGH EIGHTH GRADE MATH AND RLA. THEN WE ALSO DO IT FOR EIGHTH GRADE MATH TO ALGEBRA ONE, EIGHTH GRADE RLA TO ENGLISH ONE, AND THEN ENGLISH ONE AND ENGLISH TWO. AND YOU'VE HEARD ME SPEAK OF THIS BEFORE. NOW, PART OF THIS TRANSITION ALSO CAPTURES STUDENTS WHO TESTED SPANISH IN THE PRIOR YEAR AND ARE TESTING IN ENGLISH IN THE CURRENT YEAR. OKAY, SO THIS ONE IS PROBABLY MR. ONE OF MR. JOHNSON'S FAVORITE SLIDES FROM A PRESENTATION FROM LAST YEAR WHERE YOU REALLY SEE THAT IMPACT OF THE CHANGES IN THE METHODOLOGY, WHERE STUDENT A IN THE PRIOR YEAR OR WOULD HAVE IN THE PRIOR MODEL HAD THE HIGHEST GAIN SCORE, BUT IN THE NEW MODEL, EARNS DOES NOT EARN ANY GROWTH POINTS, AND STUDENT C IN THE OLD MODEL HAS THE LEAST NUMBER OF GAIN POINTS. HOWEVER, IN THE NEW MODEL EARNS A FULL GROWTH POINT. OKAY, SO HERE IS WHERE HIGH PERFORMING SCHOOLS WITH LOW POVERTY RATES, ARE SEEING A DISPROPORTIONATE INCREASE IN THEIR GROWTH BECAUSE THEY ALREADY HAD STUDENTS GOING MEETS TO MEETS. SO THEN INFORMATION ABOUT OUR GARLAND ISD. THAT INFORMATION IN YOUR BOARD BOOK STARTS ON PAGE 32, AND YOU CAN SEE HOW THE GROWTH IS CALCULATED FOR BOTH SUBJECTS. AND THEN STARTING ON PAGE 33 WHAT WE SEE FOR READING LANGUAGE ARTS AND THEN 34, HOW IT'S BROKEN OUT INTO MATH. RELATIVE PERFORMANCE. SO RELATIVE PERFORMANCE IS REALLY TAKING OUR ACADEMIC DATA AND COMPARING IT TO OUR POVERTY RATE. SO THE HIGHER THE POVERTY RATE THEN THE THE THRESHOLD TO EARN AN A, B OR C CHANGES. OKAY. SO HERE WE HAVE OUR STAAR AND OUR CCMR AND WE PUT IT TOGETHER WITH OUR POVERTY RATE. AND THAT, THAT 70 THAT 78 CONVERTS TO AN 80 FOR THE DISTRICT, OKAY, BECAUSE WE HAVE A HIGHER POVERTY RATE. AND IN SOME CASES AT SOME OF OUR CAMPUSES, THEY WERE ABLE TO MOVE 7 TO 8 PERCENTAGE POINTS, TAKING THEIR STUDENT ACHIEVEMENT NUMBER. AND BECAUSE THEY HAVE SUCH A HIGH POVERTY RATE THAT NUMBER THEN TRANSITIONED TO AN A OR A B BECAUSE OF THE POVERTY RATE. OKAY. THEN WE GO INTO CLOSING THE GAPS DOMAIN. AND THIS ONE IS THE MOST COMPLICATED OF ALL OF THE DOMAINS. [00:15:06] AND IT'S 30% OF THE OVERALL SCORE. AND WHAT MAKES IT SO COMPLICATED IS EVERY CAMPUS IS IDENTIFIED, HAS AN IDENTIFIED STUDENT GROUP FOR TWO LOWEST RACE OR ETHNICITY GROUPS. AND WE HAVE TO DETERMINE DO THEY HAVE A GROUP SIZE OF AT LEAST TEN? ARE THEY MEETING THE FEDERAL TARGET? IF THEY ARE, ARE THEY MEETING THE LONG TERM TARGET. SO ALL OF THAT TURNS INTO DIFFERENT WEIGHTED POINTS. SO HERE WHAT YOU'LL SEE IS ALL OF THE DIFFERENT STUDENT GROUPS THAT ARE THAT ARE EMBEDDED INTO THE CALCULATIONS, AS WELL AS THE DIFFERENT INDICATORS THAT ARE PART OF EACH CAMPUS LEVEL CLOSING THE GAPS CALCULATION. AND THEN LASTLY, IF YOU WILL REMEMBER, PRIOR TO 2023, DISTRICTS WERE ON A CALCULATION METHOD VERY, VERY SIMILAR TO HIGH SCHOOLS. SO WE HAD 40% OF OUR OF OUR RATING IN STUDENT ACHIEVEMENT WAS FROM CCMR, 40% FROM STAAR, 20% FROM GRADUATION. NOW THAT'S COMPLETELY CHANGED. AND EVERY CAMPUS DEPENDING ON THEIR CAMPUS ENROLLMENT IS WEIGHTED. SO OUR LARGEST CAMPUSES QUOTE UNQUOTE WAY MORE FOR ACCOUNTABILITY. AND OUR SMALLER CAMPUSES, THE POINTS THAT THEY ATTRIBUTE IS MUCH LESS. SO WHAT YOU SEE ON THE SLIDE IS JUST AN EXAMPLE OF OF THE SIZE OF THE SCHOOL AND HOW MANY WEIGHTED POINTS EACH CAMPUS CONTRIBUTES TO THE OVERALL GISD RATING. AND THIS SLIDE, I WAS REALLY HOPING THAT WE COULD KIND OF STRONG ARM TEA ON LETTING US GET OUR DESIGNATION INFORMATION BECAUSE TECHNICALLY THIS DOES NOT FEED A THROUGH F RATINGS. BUT DESPITE SEVERAL ATTEMPTS TO RECEIVE THIS INFORMATION FROM TEA, THEY DID NOT RELEASE IT. SO I'M STILL HOPEFUL THAT I'LL BE ABLE TO SHARE WITH YOU OUR CAMPUSES THAT HAVE EARNED DISTINCTION DESIGNATIONS OR WHAT I CALL LITTLE GOLD STARS BASED ON THEIR PERFORMANCE WITH THEIR COMPARATIVE GROUPS. OKAY. ANY QUESTIONS? COMMITTEE MEMBERS ANY QUESTIONS REGARDING THE ACCOUNTABILITY RESULTS? OTHER MEMBERS OF THE BOARD? MR. MILLER. GIVE ME ONE SECOND. I HAD A QUESTION LET ME GET BACK TO IT. SHOULD HAVE TAKEN BETTER NOTES. THAT'S OKAY. I HAVE GOOD TEACHER WAIT TIME. OKAY. IT WAS ON THE, WHICH ONE DID YOU SAY WAS THE MOST DIFFICULT ONE TO FIGURE OUT? OH CLOSING THE GAPS. CLOSING THE GAPS. YES, SIR. ALL RIGHT. AND THEN YOU WENT ON AND STARTED TALKING ABOUT THE WEIGHTINGS. AND THE WEIGHTINGS IS SIMPLY WEIGHTED BY NUMBER OF STUDENTS ON THE CAMPUS. ENROLLED 3 THROUGH 12. SO, FOR EXAMPLE, OUR ELEMENTARY SCHOOLS THAT HAVE PRE-K OR THEY ALL HAVE KINDERGARTEN FIRST AND SECOND. SO THOSE ENROLLMENT COUNTS DON'T FACTOR IN. IT'S BASED ON ENROLLMENT THIRD GRADE AND UP. SO FOR EXAMPLE, [INAUDIBLE] IS A LARGE CAMPUS. ARMSTRONG IS A LARGE CAMPUS. SO THEIR WEIGHT IS GREATER THAN SOME OF OUR SMALL SCHOOLS. OKAY. AND THEN THERE WAS A SLIDE EARLY ON WHERE YOU WERE TALKING ABOUT, I THINK IT WAS THE VARIOUS DOMAINS I THINK IS OUR PAGE SEVEN, MAYBE THE OVERALL RATING. YES. WITH THE THREE THREE CATEGORIES AND THEN THE TWO SUBCATEGORIES. YES. I'M TRYING TO REMEMBER BACK TO ANY PREVIOUS SCORE THAT WE HAD WHERE I THINK I REMEMBERED THAT WE HAD ALWAYS USED THE GROWTH AS OUR HIGHEST THAT RANKED AS THE B SCORE, BUT THIS ONE, IT LOOKS LIKE RELATIVE PERFORMANCE DID BETTER THAN GROWTH. AND WHAT IS THAT PHENOMENON ABOUT? YES. SO FOR THE LAST FEW YEARS. SO THE ONE YEAR THAT GROWTH REALLY TOOK THE LEAD WAS THE YEAR OF 2022 BECAUSE WE HAD SO MANY STUDENTS THAT WERE STILL HYBRID LEARNERS IN 21. AND SO MAYBE LIKE, SO WHAT I CALL LIKE THE CLICK CLICK CLICKERS, WHERE IF THEY WERE COMING TO SCHOOL AND THEY WEREN'T REALLY DOING THEIR VERY BEST BECAUSE, YOU KNOW, WE TOLD THEM IT'S IMPORTANT FOR YOU TO TAKE STAAR BECAUSE IF YOU'LL REMEMBER, OUR PARTICIPATION RATES FOR 2021 WERE INCREDIBLY HIGH NOT JUST IN THE REGION, BUT AT THE STATE LEVEL. SO THEN IN 2022, THERE WAS THERE WE RETURNED TO IN-CLASS EVERYONE FACE TO FACE, BUT THEN [00:20:08] ALSO THOSE STUDENTS THAT MAY HAVE NOT DONE THEIR BEST IN 21 AND THEN REALLY WERE WERE BACK ON TRACK IN 2022. THEY HAD A TREMENDOUS AMOUNT OF GROWTH. SO THERE WAS A THERE WAS A BLEND OF OF BOTH THINGS GOING ON. BUT FOR THE MOST PART, AS A AS A DISTRICT, BECAUSE WE ARE A DISTRICT WITH WITH A LARGE NUMBER OF STUDENTS IN POVERTY, WE ARE PRETTY MUCH A DOMAIN 2B DISTRICT WHERE WE'RE TAKING OUR ACHIEVEMENT AND THEN COMPARING IT TO OUR OUR POVERTY RATE. VERONICA. OKAY. AND REALLY QUICK, I ALSO WANT TO ADD ANOTHER DIFFERENCE IS THAT NOW STUDENTS HAVE TO SHOW GROWTH IF THEY TAKE A SPANISH FIFTH GRADE, THEY'RE EXPECTED TO SHOW GROWTH IN SIXTH GRADE AND THEY TAKE THE TEST IN ENGLISH. SO THAT COUNTS AGAINST US WITH THE GROWTH, ACADEMIC GROWTH. YES. SO IN ALL OF THIS. YOU KNOW, I ALWAYS TRY TO UNDERSTAND THE PHILOSOPHY BEHIND THOSE WHO HAVE DESIGNED WHAT THEY CALL THE STAAR TEST AND ALL THAT STUFF. AND, AND I NOTICED YOU SAID IN HERE THAT THE ECONOMIC ECONOMIC DISADVANTAGE RATE HAD A WAY TO AFFECT THE TOTAL OUTCOME OR THE TOTAL SCORE. TELL ME ABOUT THAT. TELL ME ABOUT HOW THAT AFFECTS GISD AND OUR CAMPUSES. IF IT GOES DOWN TO KIDS, IN OTHER WORDS, IF WE HAVE 72% [INAUDIBLE], I THINK THAT'S THE NUMBER I REMEMBER. IF WE HAVE 72% [INAUDIBLE] THIS AND THOSE KIDS TEST. DOES THAT RAISE THEIR SCORE? CAMPUS SCORE. I MEAN, WHAT I WAS TRYING TO FIND THAT CHART TOO. AND GREAT QUESTION. SO THROUGH HERE, I JUST WANT TO KNOW HOW THAT WORKS. YES. SO THE POVERTY RATE IMPACT IS ONLY ON THE SYSTEM. SO IT'S ONLY AT DISTRICT LEVEL. IT'S ONLY AT AT CAMPUS LEVEL. A STUDENT THAT'S IN POVERTY, THEY DON'T RECEIVE ANY ADDITIONAL POINTS ON THEIR STAAR EXAM. PERFORMANCE IS PERFORMANCE NO MATTER WHAT. BUT WHAT HAPPENS IS, FOR EXAMPLE, IF I HAVE TWO CAMPUSES THAT HAVE THE SAME NUMBER OF STUDENTS OR A SIMILAR NUMBER OF STUDENTS, ONE HAS A HIGH POVERTY RATE AND THE OTHER ONE HAS A LOWER POVERTY RATE, AND LET'S SAY THAT THEIR THAT THEIR STUDENT ACHIEVEMENT NUMBER, WHAT WE SEE UP HERE ON THE SCREEN IS 76. SO WHAT WE SEE ON THE SCREEN IS 76. IF THEY BOTH HAVE 76 IN DOMAIN ONE, THEN THE LIKELIHOOD OF THE HIGH POVERTY CAMPUS MOVING FROM THE 76 TO AN 80 IS GREATER THAN THE LOW POVERTY SCHOOL, BECAUSE THEY WILL THE THE LOW POVERTY SCHOOL WILL STAY AT 76. SO IT'S A SCALE THAT'S A CAMPUS THOUGH. YES. BUT STILL, BY THE END OF HIGH SCHOOL, THE KID HAS TO MAKE IT OVER WHATEVER THE BAR IS FOR GRADUATION. YES. SO THERE IS NO EFFECT. THERE IS NO ANYTHING THAT GRADES ON A CURVE THERE. YOU HAVE TO CLEAR THE BAR FOR EVERY GRADE LEVEL. THE ONLY CHANGE IS FOR THE SYSTEM. SO FOR THE CAMPUS AND FOR THE DISTRICT, IT DOESN'T MAKE AN IMPACT ON THE ACTUAL STUDENT PERFORMANCE. SO FOR A HIGH SCHOOL, DOES IT DOES [INAUDIBLE] MATTER FOR THE CAMPUS SCORE LIKE IT WOULD FOR THE LOWER? YES, SIR. SO FOR EXAMPLE, OUR I'LL GIVE YOU AN EXAMPLE. LAKEVIEW CENTENNIAL DOMAIN ONE WAS 86. BUT BECAUSE THEY ARE HIGH POVERTY AS COMPARED TO THEIR PEERS, THAT 86 CONVERTS TO A 92, SO THEY BECAME AN A CAMPUS. YES, SIR. SO THE MAJORITY OF OUR CAMPUSES WITH THE EXCEPTION WELL, OUR HIGH SCHOOLS, WITH THE EXCEPTION OF NORTH GARLAND AND SACHSE HIGH SCHOOL, WILL FOR THE MOST PART, UNTIL THIS CHANGES, ALWAYS BE 2B. SO DOES THAT AFFECT THE CCMR? YES. HOWEVER THE STATE NOW MADE IT A LITTLE MORE DIFFICULT FOR CCMR TO HAVE THE SAME IMPACT. SO IN YOUR BOARD BOOK, IF YOU WILL GO WITH ME TO PAGE, IT'S EASIER TO SHOW YOU THE CHART. ONE OF THE CHANGES THAT THE STATE MADE WAS THEY SEPARATED OUT FOR HIGH SCHOOL. SO IT'S GOING TO BE PAGE 35 IN YOUR BOARD BOOK. THEY SEPARATED STAAR PERFORMANCE FROM CCMR PERFORMANCE FOR THE PURPOSE OF OF HIGH SCHOOL RATINGS. SO BEFORE YOU COMBINED YOUR NUMBER AND THEN AND THEN THAT TRANSLATED RIGHT NOW THEY SEPARATE IT OUT. SO LIKE IF YOU LOOK AT PAGE 35 YOU SEE HOW OUR 92 IS ALREADY SUPER HIGH. AND THEN IN THE CHART ON THE RIGHT. YEAH, THAT 92 DOESN'T REALLY GO ANYWHERE ELSE BECAUSE THEY SET THE BAR SO HIGH. [00:25:05] OUR POVERTY RATE WOULD NEED TO BE LIKE 95% FOR THE 92 TO EVEN BUMP UP TO A 93. OKAY, SO THE THE FORMULA DOESN'T MOVE IT MUCH? NOT FOR CCMR. BUT STILL, AT THE END OF THE DAY, WHAT WE'RE INTERESTED IN IS MAINLY IS EACH INDIVIDUAL KID BEING ABLE TO GET OVER THE BAR. RIGHT. YES, SIR. BEING ABLE TO DO WHATEVER IT TAKES TO GRADUATE AND HOPEFULLY CCMR AND EVERY OTHER MEASUREMENT THAT WE HAVE. BUT THAT DOESN'T TAKE INTO ACCOUNT IT'S LOW POVERTY RATE OR ANYTHING. IT'S JUST EACH KID HAS AN ACHIEVEMENT LEVEL THEY HAVE TO GET TO. YES, SIR. AND NONE OF THE REST OF GROWTH DOESN'T EVEN MATTER BY THE TIME YOU GET TO THE END. SO MY QUESTION IS, WHEN WE GET THROUGH WITH ALL OF THIS AND WE'RE LOOKING AT ALL THESE GRADES AND AND WE'RE HAPPY OR WE'RE NOT HAPPY WITH WHERE WE ARE, AT THE END OF THE DAY, I'M REALLY INTERESTED IS DID THE KIDS GET THERE? YOU KNOW, THAT THEY GET TO TOUCH ALL THE BASES BECAUSE IF THEY DIDN'T, WHETHER THEY WERE [INAUDIBLE] OR NOT, ALL THOSE OTHER GRADES DON'T REALLY MATTER TO ME, YOU KNOW. I MEAN, THEY DO, THEY DO. BUT AT THE SAME TIME IF IF THEY'RE NOT ABLE TO GET OUT AND GO COMPETE IN THE WORLD, THEN THEN IT DOESN'T MATTER. SO WHAT DO YOU HAVE THAT TELLS ME OR TELLS US THAT MEASURED OR IS THAT MEASURED AND HOW IS IT MEASURED? THAT WOULD BE THE STUDENT ACHIEVEMENT, SO DOMAIN ONE. AND THAT'S EVEN THE MESSAGING THAT WE HAVE FOR OUR CAMPUSES. IT'S AT THE END OF THE DAY WHAT WE'RE TRYING TO IMPROVE IS STUDENT ACHIEVEMENT. DON'T WORRY ABOUT WHAT TEA IS DOING WITH ALL THE NUMBERS. RIGHT. AND I THINK THAT THAT WAS ALSO A BOLD MOVE BY DR. LOPEZ AND AND CABINET TO EVEN RELEASE THE NUMBERS, BECAUSE IT'S IT IS WHAT IT IS, WE'RE MOVING FORWARD AND ACHIEVEMENT IS THE FOCUS. WE NEED TO HAVE OUR STUDENTS ON GRADE LEVEL AT THE END OF THE DAY. AND HOW ARE WE GOING TO DO THAT? WELL. AND YOU SAID EXACTLY WHAT I WAS STRUGGLING TO TRY TO FIGURE OUT HOW TO SAY. TO ME, IT'S THE ACHIEVEMENT PART, RIGHT AT THE END OF THE DAY, WE HAVE TO GET THEM OVER THE BAR. AND SO I JUST, IF YOU DON'T MIND, KEEP REMINDING US OF WHAT'S IMPORTANT WITHIN ALL THAT, BECAUSE TO ME THIS GETS REAL CONFUSING IN A HURRY. BUT IT'S REALLY PRETTY SIMPLE. AND AND TO MAKE IT EVEN THE MOST SIMPLE, THEN NOT LOOKING AT ANY OTHER CHART, BUT THE ONES THAT ARE SHOWING OUR PERFORMANCE AT APPROACHES, MEETS AND MASTERS BY CONTENT AREA AND BY STUDENT GROUP AT THE YOU MENTIONED IN ANOTHER MEETING. GIVE ME THE ELEVATOR SPEECH. RIGHT. LIKE WHAT ARE THE TWO THINGS I NEED TO KNOW? SO THE THE DATA ON PAGE 23 OF YOUR BOOK IS AS SIMPLE AS WE CAN MAKE IT. OF THIS IS THE INFORMATION THAT AT THE END OF THE DAY, IT DOESN'T MATTER WHAT TEA DOES WITH METHODOLOGY OR CALCULATIONS, THESE NUMBERS WON'T CHANGE. WE WILL STILL HAVE 73% OF OUR STUDENTS THAT APPROACHES IN READING, 50% OF STUDENTS THAT MEETS IN READING. THAT'S WHAT WE'RE TRYING TO CHANGE. OKAY. THANK YOU. YES, SIR. I JUST HAVE A YOU MENTIONED A COUPLE OF THINGS YOU SAID SPECIFICALLY THAT ALL OF OUR HIGH SCHOOLS, EXCEPT FOR SACHSE AND NORTH GARLAND, ARE GOING TO BE 2B SCHOOLS. YES, SIR. WHAT ARE SACHSE AND NORTH GARLAND? ONE DOMAIN ONE. SO STRAIGHT ACHIEVEMENT. OKAY, SO WELL, IT'S ACHIEVEMENT CCMR AND THEIR GRADUATION RATE. ALL RIGHT, MR. BEACH. MRS. JOYNER THANK YOU FOR THIS REPORT. VERY GOOD. ARE YOU AND YOUR STAFF ABLE TO GET OUT TO HELP THOSE CAMPUSES THAT WE KNOW THAT ARE IN THAT LOWER TIER, SO TO SPEAK, AND SEEING WHAT IS NEEDED THERE TO HELP IMPROVEMENT AS FAR AS STUDENT ACHIEVEMENT? YES, SIR. SO IN AUGUST AND INTO SEPTEMBER, AS A MATTER OF FACT, STILL TODAY WE HAVE HAD THE OPPORTUNITY TO MEET WITH EVERY SINGLE HIGH SCHOOL. WE HAVE HAD THE OPPORTUNITY TO MEET WITH ALL OF THE TIER THREE MIDDLE SCHOOL AND ELEMENTARY SCHOOLS AND THEN STARTING TO WORK WITH OUR MID LEVEL CAMPUSES. NOW, THE OTHER PART OF THIS IS THAT NOT ONLY IS MY TEAM PART OF THIS, BUT ALL OF OUR EDL TEAMS THAT THEY HAVE THEIR THEIR SUPPORT STAFF, THEY HAVE BEEN COMING TO EVERY SINGLE ONE OF OUR SESSIONS SO THAT THEY'RE HEARING THE SAME MESSAGE AND IDENTIFYING WHAT ARE THE AREAS THAT WE CAN IMPROVE UPON. BUT THEN FROM THERE, OUR EDL TEAMS AND OUR ACADEMICS TEAMS TAKE IT FROM THERE. SO BUT WE HAVE HAD A TOUCH POINT WITH EVERY SINGLE HIGH SCHOOL AND TIER THREE CAMPUS. WELL, THIS REPORT MAKES ME FEEL GOOD IN THE RESPECT THAT YESTERDAY FROM OUR WORKSHOP WE WE ALIGNED WITH WHAT YOU'RE TALKING ABOUT TODAY AND THAT'S REALLY GOOD. [00:30:06] SO I THINK WE'RE BOTH ON TARGET OF WHERE WE NEED TO GO. AND I THINK THAT WE WILL SEE DRASTIC IMPROVEMENT THIS YEAR. THANK YOU. YES, SIR. ANYTHING ELSE FROM THE BOARD? THANK YOU VERY MUCH. THANK YOU. MOVING ON TO ACTION ITEMS FOR THE SEPTEMBER BOARD MEETING B1 CONSIDER APPROVAL OF PROPOSED 2025-2026 CHOICE OF [V.B. Action Items ] SCHOOL CALENDAR. DR. BABETTA HEMPHILL. HOW ARE YOU? ALL RIGHT, I AM WELL. GOOD EVENING, CHAIRMAN JOHNSON. TRUSTEES AND DR. LOPEZ. THE PUBLIC FACING WORK FOR THIS YEAR'S ENROLLMENT BEGAN WITH THE OPENING OF THE CHOICE PERIOD, WHICH WAS ON JANUARY 8TH, 2024. AND IT CONTINUED UNTIL WE STARTED SCHOOL ON AUGUST 12TH. TONIGHT WE'RE GOING TO REVIEW THE RESULTS OF THE CHOICE PERIODS AND THE PROPOSED CALENDAR FOR THE UPCOMING CHOICE PERIODS, WHICH WILL AFFECT THE ENROLLMENT FOR STUDENTS IN THE 2025-2026 SCHOOL YEAR. EVERY TIME I SAY THESE YEARS, I'M LIKE, REALLY? HAS TIME BEEN PASSING THAT QUICKLY ON ME? I MEAN, I'VE BEEN HERE 20 YEARS AND IT'S JUST FLOWN BY. SO WE HAVE SO MUCH MORE DATA NOW. WE CAN REALLY MAKE REALLY GOOD DECISIONS ABOUT CHOICE OF SCHOOL AND ABOUT HOW WE MARKET THE PROCESS AND SPEND OUR TIME AND ENERGY DURING AND AFTER THE PROCESS. THIS YEAR, THERE WERE MORE THAN, WELL, THERE WERE 46,957 STUDENTS WHO WERE ELIGIBLE TO PARTICIPATE IN CHOICE OF SCHOOL FOR GRADES FIRST THROUGH 12TH GRADE. OF THOSE, 10,726 CHOSE TO SEEK MAGNET PLACEMENTS, AND THEN THERE WERE 953 THAT WERE PLACED BY OTHER PROGRAMS. SO THESE STUDENTS THAT YOU SEE THERE, THE MAGNET STUDENTS IN THOSE PLACED BY OTHER PROGRAMS PARTICIPATED IN CHOICE, BUT IN DIFFERENT WAYS. WE HAD 27,563 STUDENTS THAT CHOSE TO REMAIN RIGHT WHERE THEY WERE FOR THIS SCHOOL YEAR. AND THEN WE HAD ANOTHER 2,271 WHO DID NOT MAKE A CHOICE. AND THESE WERE STUDENTS WHO WERE OFFERED THE CHOICE, OF COURSE, LIKE EVERY STUDENT IS. AND BUT THESE STUDENTS WERE IN TRANSITION GRADES, SO THEY WERE SIXTH, FIFTH, OKAY, FIFTH GRADERS GO INTO SIXTH OR THEY WERE EIGHTH GRADERS WHO ARE IN NINTH GRADE RIGHT NOW. AND SO THIS NUMBER IS ACTUALLY LOWER THAN IT WAS LAST YEAR. SO WE'RE PRETTY PROUD OF THAT, BECAUSE WHEN YOU SAY CHOICE OF SCHOOL, IT'S NOT JUST OUR DEPARTMENT STUDENT SERVICES, IT'S ALSO THE MAGNET INNOVATION TEAM. IT'S ALSO ALL OF THOSE DIFFERENT CTE PROGRAMS THAT ARE OUT THERE. AND I THINK THIS YEAR THE TEAMS DID A GREAT JOB OF GETTING SOME OF THESE TRANSITION KIDS OUT TO THE EXPOS IN THE FALL AND MAKING SURE THEY WERE AWARE OF ALL OF THE CHOICES THAT GARLAND ISD OFFERS FAMILIES. SO WE'RE REALLY PROUD OF THAT NUMBER GOING DOWN AND MORE FAMILIES ACTUALLY MAKING A CHOICE FOR THEIR CHILDREN'S EDUCATION. SO HERE ARE THE OVERALL RESULTS OF THOSE FAMILIES WHO DID PARTICIPATE IN THE CHOICE OF SCHOOL PROCESS. SO THEY ENTERED A CHOICE OF SCHOOL APPLICATION. 76.7% OF OUR STUDENTS RECEIVED THEIR FIRST CHOICE. ANOTHER 15.2 RECEIVED THEIR SECOND CHOICE, AND THEN 5.5% RECEIVED THEIR THIRD CHOICE. AND SO THE NUMBER THAT WE ADVERTISE, THE PERCENTAGE THAT WE ADVERTISE, IS THAT 97.4% OF OUR FAMILIES RECEIVED ONE OF THEIR CHOICES. NOW BELOW THIS, WE SEE THAT 2.6% OF OUR FAMILIES WHO MADE A CHOICE WERE ACTUALLY DISTRICT ASSIGNED, MEANING WE COULDN'T HONOR THEIR FIRST, SECOND, OR THIRD CHOICE. SO WE AS A DISTRICT SELECTED A CAMPUS FOR THEM. SO TRANSITIONING WE DO HAVE PEOPLE THAT WILL PUT FIRST, SECOND AND THIRD CHOICE THE SAME. THE SAME OKAY. SO THEY FEEL LIKE AND YEAH. YES. AND WE ALSO HAVE PEOPLE WHO CHOOSE ALL MAGNET SCHOOLS BECAUSE OF THE NAME. AND THEY DON'T REALIZE THAT YOU'RE CHOOSING A NEIGHBORHOOD SEAT. AND THERE ARE VERY LIMITED NEIGHBORHOOD SEATS AT OUR MAGNET CAMPUSES. SO THAT WAS FIRST THROUGH 12TH THAT WE SAW. AND NOW WE'RE GOING TO BE LOOKING AT OUR PRE-K AND KINDERGARTEN CHOICE RECAP. WE STARTED PRE-K AND KINDERGARTEN CHOICE ON APRIL 1ST, AND IT RAN THROUGH MAY 16TH. AND AS YOU MAY REMEMBER, WE IMPLEMENTED AVELA AS OUR CHOICE OF SCHOOL SYSTEM JUST FOR THOSE GRADE LEVELS TO KIND OF TEST IT OUT AND SEE WHAT THAT WAS GOING TO LOOK LIKE BEFORE WE IMPLEMENT IT FOR OUR UPPER GRADES AND DO A FULL IMPLEMENTATION THIS COMING SPRING. [00:35:03] SO I'M GOING TO I'M GOING TO BE BRAVE HERE AND HOPEFULLY MY TECHNOLOGY IS GOING TO BE THERE WE GO. ALL RIGHT. SO IF YOU WERE TO CHOOSE, JUST PRESS ON THAT AVELA LOGO THAT WAS ON THE LAST SLIDE. YOU WOULD BE ABLE TO SEE JUST THE DASHBOARD THAT WE OFFER TO OUR FAMILIES, THAT THEY'RE ABLE TO GO IN AND ACTUALLY PUT AN ADDRESS. THEIR ADDRESS WOULD SHOW UP ON THE SCREEN, AND THEN THEY COULD LOOK AT ALL THE DIFFERENT OPTIONS THAT THEY HAVE HERE IN THE DISTRICT. THEY CAN FILTER IT DOWN TO DIFFERENT GRADE LEVELS. SEE. OH OKAY. WE'RE GOING TO THERE IT GOES. THEY CAN FILTER IT DOWN TO JUST A CITY DIFFERENT GRADE LEVELS. THEY CAN LOOK AT STANDARDIZED DRESS AND ALL OF THE DIFFERENT PROGRAMS THAT ARE OFFERED AT SCHOOLS. AND SO I'M GOING TO BE A KINDERGARTEN PARENT HERE. AND YOU CAN SEE THAT ALL OF MY OPTIONS CHANGED OVER HERE. I CAN SEE WHERE I'D RECEIVE TRANSPORTATION TO IF I LIVED AT THE STUDENT SERVICES BUILDING, WHICH SOMETIMES I FEEL LIKE I DO. IT CHANGES IF I CHOOSE TO SORT BY DISTANCE, BECAUSE THAT'S WHAT I REALLY CARE ABOUT AS A PARENT. I JUST WANT SOMETHING THAT'S CLOSE, AND I CAN LOOK AT ALL THOSE SCHOOLS AND SEE THE CLOSEST ONE FOR ME AND MY FAMILY. IF TRANSPORTATION WAS OFFERED TO ANY OF THOSE SCHOOLS, IT WOULD HAVE POPULATED OVER HERE AS WELL. SO AVELA JUST GAVE FAMILIES A LOT OF DIFFERENT OPPORTUNITIES TO LOOK AT THEIR CHOICES AND HOPEFULLY MAKE REALLY, REALLY GOOD DECISIONS ABOUT WHERE THEY WANTED THEIR STUDENTS TO GO. SO I'M GOING TO GO BACK TO THE PRESENTATION HERE. ALL RIGHT, SO THE NEXT THING THAT AVELA WAS ABLE TO OFFER US IN THIS CHOICE PERIOD WAS A DASHBOARD. I ALSO HAVE AN EXAMPLE OF THAT HERE AS WELL. AND THIS WAS DURING THE CHOICE OF SCHOOL PROCESS. WE COULD SEE DAY BY DAY HOW MANY STUDENTS WERE ACTUALLY ENROLLING OR TAKING ADVANTAGE OF A CHOICE. SO LET ME SEE IF I CAN SCROLL DOWN HERE. THERE WE GO. SO THIS WAS MY DAY BY DAY, COUNT BY COUNT, SO THAT WE COULD SEE WHERE WE HAD APPLICATIONS COMING IN AND WE COULD ACTUALLY SEE THERE WE GO. WE COULD SEE WHAT PARTS OF THE CITY THOSE APPLICATIONS WERE COMING IN. WE WORK WITH A GROUP CALLED GROUNDWORK DFW THAT SENDS OUT PARENTS TO HELP OTHER PARENTS ENROLL, AND WE COULD SEE AREAS WHERE WE MIGHT NEED TO GIVE A LITTLE MORE LOVE AND HAVE THEM GO OUT AND WORK MORE CLOSELY WITH A SET OF FAMILIES OVER OTHER AREAS. SO THIS WAS A GREAT TOOL TO HAVE. AND WE COULD SEE THAT FOR OUR BRAND NEW STUDENTS. WE COULD SEE THAT FOR OUR CURRENT STUDENTS THAT WERE TAKING ADVANTAGE OF CHOICE. AND THEN OF COURSE, WE COULD SEE IT JUST FOR MAGNET STUDENTS AS WELL. SO THAT WAS JUST ANOTHER TOOL THAT WAS OFFERED ON OUR SIDE SO WE COULD GIVE BETTER SERVICE TO OUR FAMILIES. ALL RIGHT. SO LOOKING AT OUR PRE-KINDERGARTEN AND OUR KINDERGARTEN RESULTS, YOU'LL NOTICE THAT THERE ARE ACTUALLY SIX CHOICES. THAT WAS A DEFINITE CHANGE FOR OUR PRE-KINDERGARTEN AND KINDERGARTEN CHOICE PERIOD. BUT WHAT THAT ALLOWED US TO DO, INSTEAD OF JUST GIVING THE REGULAR THREE CHOICES, IT LET US MERGE THE MAGNET AND THE REGULAR NEIGHBORHOOD CHOICE OF SCHOOL PROCESS. SO FAMILIES WERE ABLE TO RANK IF THEY WANTED A MAGNET PROGRAM FIRST, THEY RANKED THE MAGNET PROGRAM FIRST. IF THE NEXT THING THEY CONSIDERED AS A FAMILY WAS, I WANT TO PUT MY CHILD AT MY NEIGHBORHOOD SCHOOL IF I CAN'T GET THIS MAGNET SCHOOL. THEY WERE ABLE TO PUT ALL OF THAT TOGETHER IN ONE PLACE AND ELIMINATE SOME OF THE CONFUSION WE HAD OF GOING BETWEEN TWO DIFFERENT PROCESSES IN THE PAST. IT ALSO ALLOWS US THIS TIME AROUND, WHEN YOU SEE THE DATES, WE'RE CHOOSING FOR CHOICE OF SCHOOL THAT WE WOULD LIKE FOR YOU ALL TO APPROVE. IT'S THE SAME FOR MAGNET. NOTHING CHANGES FOR A MAGNET FAMILY. IT'S OPEN JUST AS LONG FOR A MAGNET FAMILY AS IT IS FOR CHOICE. SO NO MORE CONFUSION THERE FOR OUR FAMILIES. SO YOU CAN SEE THE LANGUAGE IS A LITTLE BIT DIFFERENT FOR THIS SYSTEM. WE USE THE WORD MATCH. AND SO HOW MANY OF OUR FAMILIES WHERE WE ACTUALLY ABLE TO MATCH. WELL OF ALL THE PEOPLE WHO PARTICIPATED IN THIS PROCESS FOR PRE-K AND KINDER, WE MATCHED 76% TO THEIR FIRST CHOICE, 9 TO THEIR SECOND. AND YOU CAN SEE ALL THE WAY DOWN AT FIFTH AND SIXTH WE DIDN'T REALLY HAVE THAT MANY MATCHES. [00:40:03] IT DIDN'T REGISTER. BUT YOU CAN SEE THE NUMBER OF STUDENTS WE WERE ABLE TO MATCH AT AT FIFTH AND SIXTH. THIS NUMBER HERE, THE NO MATCH IS VERY CONCERNING. THAT MEANS THAT WE DIDN'T NECESSARILY PLACE THESE STUDENTS WHERE THEIR FAMILIES WANTED TO GO. SO WE'RE GOING TO TAKE A LITTLE BIT OF A DEEPER LOOK AT THAT, BECAUSE A LOT OF THOSE STUDENTS THAT WERE NOT MATCHED WERE PRE-K3. AND SO JUST A LITTLE BIT ABOUT PRE-K3, WE ONLY HAVE 65 PRE-K3 SEATS. THEY ARE AT THE MONTESSORI PROGRAMS, SO THEY ARE AT LUNA AND THEY ARE AT HERFURTH. WE DO NOT OFFER PRE-K3 ANYWHERE ELSE. BUT YOU CAN SEE WE HAD A LOT OF INTEREST IN PRE-K3. SO A LOT OF THAT NUMBER, THE 398 THAT WE DIDN'T MATCH COME FROM OUR PRE-K3 FAMILIES. WE DO NOT PLACE THIS 182 BECAUSE WE DON'T HAVE ANYWHERE ELSE TO PLACE THEM. OKAY. BUT WE DO PLACE THE OTHERS AT AT GRADE PRE-K4 AND ALSO AT KINDERGARTEN, WE PLACED THEM WE JUST WERE NOT ABLE TO PLACE THEM AT ONE OF THEIR PREFERRED CHOICES. SO YOU CAN SEE THOSE NUMBERS THERE AS WELL. AND SO WE HAD 216 STUDENTS IN GRADES PRE-K4 AND KINDERGARTEN THAT WERE NOT PLACED AT THEIR ONE OF THEIR PREFERRED SCHOOLS, BUT THEY WERE PLACED IN A GARLAND ISD CAMPUS. SO ANY QUESTIONS BEFORE I GO ON? YES, SIR. FINE. MR. BEACH. YEAH, JUST CURIOUS ON THIS. THANK YOU FOR THIS PRESENTATION. THIS IS GREAT, BUT I'M CURIOUS ON THOSE STUDENTS WHEN WE HAVE SOME THAT LET'S SAY THAT NO MATTER. YOU'RE MONITORING THOSE KIDS. YES. IS THERE A WAITING LIST WHERE IN CASE THERE IS A MONTESSORI MOVE OUT OR WHATEVER, SOMEBODY MOVES OUT THAT THAT NEXT PERSON ON THE LIST WILL BE CONTACTED AND THEY CAN MOVE IN. YES, WE HAVE WAITING LISTS FOR ALL OF OUR PROGRAMS, AS WELL AS ALL OF OUR ALL OF OUR NEIGHBORHOOD SEATS THAT WE OFFER. WE ALSO HAVE A WAITING LIST FOR THOSE AS WELL. AND SO THE MAGNET DEPARTMENT WORKS THE WAITING LIST FOR THE MAGNET CAMPUSES. AND THEN OF COURSE, STUDENT SERVICES AND ACTUALLY IT GOES TO THE CAMPUS ONCE THEY COME BACK FROM THE SUMMER. THE CAMPUS MONITORS THEIR OWN FOR JUST THEIR GEN ED REGULAR SEATS. OKAY. THANK YOU. SO THESE ARE THE DATES THAT WE'RE PROPOSING FOR THE 2025-2026 CHOICE OF SCHOOL PERIOD. SO FOR THOSE STUDENTS THAT WILL BE ENTERING 1ST THROUGH 12TH GRADE, WE WOULD LIKE TO PROPOSE JANUARY 7TH THROUGH FEBRUARY 10TH, 2025. AND THEN FOR PRE-K, WE ARE PROPOSING APRIL 1ST THROUGH APRIL 30TH. AND YOU MAY REMEMBER THAT WE CAN WE'RE THE STATE DOES NOT LIKE FOR US TO BEGIN PRE-K ENROLLMENT UNTIL APRIL 1ST. AND SO FOR THE PAST, WELL, LAST YEAR WAS THE FIRST YEAR WE COMPLIED WITH THAT. AND IT ACTUALLY WORKED WELL. ALL RIGHT. SO THOSE ARE THE DATES WE ARE PROPOSING AND WOULD NEED APPROVAL FOR BEFORE MOVING FORWARD. AND OUR NEXT STEPS, OF COURSE, ARE TO BEGIN A FULL IMPLEMENTATION OF THE AVELA CHOICE SOLUTION AND TO IMPLEMENT A TRANSFER PROCESS REVISIONS WE WERE ABLE THIS YEAR TO MEET WITH A GROUP OF PRINCIPALS TO DEVELOP A DIFFERENT WAY TO DO OUR TRANSFERS AND TO REALLY KIND OF STREAMLINE THE PROCESS AND HOPEFULLY MAKE IT EASIER FOR FAMILIES AND ALLOW FOR A LITTLE BIT MORE COMMUNICATION ABOUT THE WHY TRANSFERS ARE NEEDED. AND THEN TO ADDRESS SOME OF THE ENROLLMENT TRENDS, LIKE YOU SAW THE PRE-K3 ADDRESSING SOME OF THOSE TRENDS OVER THE NEXT SEVERAL YEARS. ARE THERE ANY FURTHER QUESTIONS? MR. MILLER? YEAH, JUST REAL QUICK. YES, SIR. AND I'M SORRY IT'S BEEN SO LONG SINCE I'VE HAD KIDS IN THE DISTRICT. I KIND OF JUST WANT TO BRUSH UP AND MAKE SURE I UNDERSTAND WHETHER IT'S A GT MAGNET, ACADEMIES OR WHATEVER, ARE KIDS TESTING TO BE ABLE TO GET INTO THOSE PROGRAMS? YES. THEY ARE TESTING FOR SEVERAL OF OUR MAGNET PROGRAMS. IF THEY TEST AND QUALIFY, DO THEY AUTOMATICALLY GET PLACED OR DO THEY HAVE TO GO THROUGH CHOICE? THEY DO HAVE TO SAY THAT THEY WANT TO APPLY, SO THEY DO HAVE TO GO THROUGH THEIR CHOICE PROCESS. EVERYONE IS NOTIFIED THAT YOU'RE ELIGIBLE FOR CERTAIN PROGRAMS, BUT IT IS UPON THE THE FAMILY TO ACTUALLY RESPOND AND SAY, WE WANT TO GO AHEAD AND COMPLETE. SO THEY'RE PART OF OUR OVERALL CHOICE NUMBERS IN THIS PROCESS. SO BUT THEY'VE QUALIFIED. SO ONCE THEY CHOOSE I GUESS THEY'RE GIVEN PRIORITY FOR CERTAIN CAMPUS OR WHAT HAVE YOU. [00:45:03] YES. OKAY. AND THEN OKAY. WELL SO I UNDERSTAND THAT NOW AND THEN. DO YOU HAVE ANY DATA ON OUR OPEN DISTRICT KIDS OR KIDS FROM OTHER DISTRICTS THAT HAVE A I DO. I DID NOT INCLUDE IT IN HERE, BUT I CAN DEFINITELY GET THAT INFORMATION FOR YOU. NO, I KNOW THEY'RE NOT PART OF THE CHOICE, PERIOD, BUT I JUST I WAS JUST WONDERING AFTER CHOICE, ALL OF OUR KIDS GET FIRST CHOICE, RIGHT? YES. I JUST WONDER WHAT KIND OF ROOM OR WHAT KIND OF AVAILABILITY AND USAGE THAT ANY OTHER KIDS MIGHT HAVE. THANK YOU. YES, I CAN GET THAT INFORMATION FOR YOU. MISS STANLEY. THANK YOU. SO WITH THE FULL IMPLEMENTATION OF THE AVELA, WHICH I DID HEAR REALLY GOOD THINGS OF THAT TOO. SO I THINK IT REALLY HELPED GIVE THE VISUAL ASPECT THAT A LOT OF PEOPLE NEEDED BECAUSE THERE'S A LOT OF INFORMATION THAT COMES OUT. SO WHEN WE DO THIS FULL IMPLEMENTATION, IS THERE GOING TO BE SO LAST YEAR WE DID THE WILLIAMS RIGHT FOR YOUR PRE-K AND YOUR PRE-K AND THE KINDERGARTEN. YES. WILL WE HAVE AN OPPORTUNITY TO DO MORE DEMONSTRATIONS AT THAT FOR THE PARENTS THAT SHOW UP, SINCE WE HAVE SUCH A GREAT TURNOUT FOR THAT? WE DEFINITELY WILL. AS YOU ALL REMEMBER, WE ACTUALLY WERE ENROLLING KIDS UNDERNEATH THE BLEACHERS. YEAH, OVER THERE FOR THAT EVENT. BUT YES, WE CAN DEFINITELY DO MORE DEMONSTRATIONS AND AND REALLY HELP. THERE STILL SEEMS TO BE CONFUSION WITH PARENTS ON TRANSPORTATION. LIKE THEY'RE SIGNING UP FOR THEIR KIDS AND THEN AND THEN FINDING OUT THAT THERE WASN'T TRANSPORTATION. SO BUT I REALLY FEEL THAT ONCE THEY GET ON THIS, THIS PLATFORM, THAT IS GOING TO BE HUGE, TAKING THAT BIG UNKNOWN AWAY. IT WAS HUGE. SO THANK YOU FOR WHAT YOU GUYS DO. AND I DO JUST LOVE THE FACT THAT THEY CAN PUT THEIR ADDRESS IN AND THEIR INFORMATION COMES UP FOR THEM, BUT WE'RE NOT SURE IF WE'RE GOING TO KEEP IT. I'M JUST GOING TO BE WE'RE STILL EVALUATING THE MODEL. SO WE DON'T WANT TO SAY WE'RE KEEPING AVELA, WE'RE STILL EVALUATING THE MODEL. THERE'S OTHER DEPARTMENTS THAT AREN'T SURE ON ITS USER FRIENDLINESS AND EVERYTHING ELSE. SO WE'RE STILL EVALUATING THAT. AND WILL WE HAVE THAT DECISION MADE? WHEN WE KEEP VETTING IT. BUT WE'RE NOT SURE IF WE'RE GOING TO KEEP THAT, JUST SO YOU KNOW. SO IF IF WE DON'T, DO WE HAVE SOMETHING IN ITS PLACE THAT WE THINK THAT WE'RE GOING TO BE ABLE TO TRANSITION TO, OR IF WE JUST DROP IT, WE'RE GOING TO DROP IT COMPLETELY? WELL, WE STILL HAVE THE OTHER STUFF. THIS WAS ON. WE RAN TWO SYSTEMS THIS YEAR, SO WE'D GO BACK TO THE OTHER SYSTEM OR LOOK AT OTHER SYSTEMS TO IMPLEMENT. SO THERE WAS SOME POSITIVES. THERE'S SOME NEGATIVES WE'RE TRYING TO TO BALANCE OUT IF IT'S WORTH THE WHOLE SWITCHOVER OR NOT. THAT'S WHERE WE'RE AT. SO BUT AS A BOARD THAT'S ADMINISTRATION. WE LOOK AT THAT. THIS IS JUST REALLY HONESTLY THIS PRESENTATION IS SOLELY ABOUT CHOICE DATES AND EVERYTHING ELSE. RIGHT. AND HOW WE'VE DONE IT. SO I JUST WANTED TO BE TRANSPARENT IF WE COME BACK AND WELL WHAT HAPPENED TO AVELA? WE'RE STILL EVALUATING IT. THANK YOU. MISS GRIFFIN, I THINK MR. BEACH HAD A QUESTION. OKAY. AND THEN THAT'S FINE. JUST REAL QUICKLY, JUST A COMMENT. I KNOW THAT WE'RE STILL WE'RE TRYING TO CONTROL COSTS AND EVERYTHING. AND SHE MADE A COMMENT ABOUT BUSSING. BUT I'M MY CONCERN IS HOW ARE WE DOING IN THESE NUMBERS TODAY ON NEIGHBORHOOD STRANDS AND TRYING TO MEET THE NEEDS OF THOSE IN THOSE NEIGHBORHOOD CAMPUSES WHERE SOME EVERYBODY SAYS, OH, I WANT TO GO TO THIS SCHOOL. AND WITH, YOU KNOW, 46 ELEMENTARIES. YOU KNOW, I KNOW THAT THERE'S CERTAIN ONES THAT EVERYBODY WANTS TO GO TO OR WHATEVER, JUST LIKE THERE ARE MIDDLE SCHOOL AND HIGH SCHOOL AND HOW YOUR DEPARTMENT IS MEETING THOSE NEEDS HERE IN THE CHOICE. I MEAN, IT'S TOUGH, ISN'T IT? IT IT IS BECAUSE WE DO HAVE CAMPUSES THAT ARE MORE PREFERRED THAN OTHERS. BUT WE THINK THROUGH THE SYSTEM WHERE WE ARE ABLE TO PLACE THEM, PLACE FAMILIES AT ONE OF THEIR CHOICES, OR IF NOT, TRY TO GIVE THEM A CAMPUS THAT IS CLOSE TO THEM THAT WE'RE ABLE TO DO SO. AND SO YOU CAN SEE WITH THAT REALLY LOW PERCENTAGE, ABOUT TWO, TWO, A LITTLE OVER 2% THAT WE ACTUALLY HAVE TO PLACE OUTSIDE OF ONE OF THEIR THREE CHOICES THAT WE'RE WE'RE DOING BETTER THAN WE THAN WE DID LAST YEAR. WELL, I KNOW YOU'RE TRYING TO MEET THOSE NEEDS, BUT SOMETIMES I HEAR THE HORROR STORY OF SOMEBODY THAT HAS 2 OR 3 CHILDREN, AND THEY'VE GOT ONE CHILD OVER HERE AND ONE OVER HERE, YOU KNOW, AND ALL THAT. AND I'M JUST KIND OF, YOU KNOW IT JUST BLOWS MY MIND. WHY CAN'T WE GET THEM ALL IN THE SAME IF THEY'RE ALL ELEMENTARY OR WHATEVER? AND SO THAT'S WHERE OUR WAITLIST COMES IN. AND SO USUALLY BY THAT FIRST WEEK OF SCHOOL OR SO, WE'VE PLACED A LOT OF STUDENTS FROM THE WAITLIST. THIS YEAR WE HAVE HAD SOME DIFFICULTY AT CERTAIN GRADE LEVELS IN CERTAIN PROGRAMS WITH ACTUALLY BEING ABLE TO PLACE STUDENTS. [00:50:05] BUT I WILL SAY BEING ABLE TO TAKE ADVANTAGE OF OUR INNOVATION, OF BEING ABLE TO GO OVER 1 OR 2 KIDS HAS BEEN HELPFUL IN KEEPING KIDS IN THEIR NEIGHBORHOOD OR CLOSE BY OR IN AN AVAILABLE DESIGNATED TRANSPORTATION AREA. AND ON THE FLIP SIDE, ON YOUR CHART THAT YOU SHOWED TONIGHT HOW FRIENDLY, USER FRIENDLY IS OUR DEPARTMENT TO HELP THOSE THAT COME IN THAT NEED HELP ON THE COMPUTER TO TO SHOW THEM THOSE ACCESSES TO THOSE DIFFERENT THINGS THAT Y'ALL ARE THAT YOU SHOWED US TONIGHT. I MEAN, BECAUSE SOME PARENTS WOULD BE THAT DON'T HAVE COMPUTER LIT OR WHATEVER THE CASE MAY BE THAT NEED THAT HELP THAT THEY'RE ABLE. ARE Y'ALL THERE FOR THEM TOO? WE SURE ARE. SO WE HAVE SEVEN TEAMMATES THAT ARE ENROLLMENT ADVISORS, THEIR STUDENT SERVICES. SO THEY'RE WORKING ON ENROLLMENTS IN THE BACKGROUND. BUT THEN WE HAVE WE HAVE THEM ON DIFFERENT SHIFTS WHERE THEY ACTUALLY GO OUT AND WILL HAND OVER HAND, WORK WITH THE FAMILY TO GET THEM ENROLLED ON THE SYSTEM. I THINK THE FAMILIES NEED TO HOPE THEY HEAR THAT OR SEE THIS TONIGHT, SO THAT THEY KNOW THAT THEY CAN UTILIZE THAT. THANK YOU. ALL RIGHTY, MISS GRIFFIN. YES. I JUST HAD A COMMENT. DR. LOPEZ, I'M REAL KEEN THIS SCHOOL YEAR ON WORD CHOICE, AND I THINK WE'VE HAD A TASTE WITH THIS WHAT I GUESS WE'RE HEARING NOW IS A PILOT WITH THE ENHANCEMENT AND AUTOMATIONS. SO SO WE SEE WHAT AUTOMATION CAN DO REGARDLESS OF WHAT SYSTEM IT IS, BUT I JUST DON'T KNOW IF WE SHOULD HAVE SAID IT OR SHOULD HAVE USED THE WORD PILOT. THAT'S WHAT I'M STRUGGLING WITH AS I SIT HERE. SO I KNOW WE NEEDED THIS INFORMATION, AND THAT WAS THE PILOT THAT WE HAD IN PLACE TO PROVIDE THE INFORMATION, BUT IT'S KIND OF LIKE EVERY PAGE YOU TURN AND YOU GOT TO SEE MORE AND MORE. YOU KIND OF GOT EXCITED AND THINKING THAT WE HAVE AN EASIER PROCESS. AND I UNDERSTAND AND I REALLY APPRECIATE THAT YOU STEPPED IN. BUT IT'S LIKE, I DON'T KNOW IF THERE COULD HAVE BEEN A SOME OTHER WORD CHOICES FOR, FOR US NOT TO GET SO EXCITED THAT WE THOUGHT THE PROCESS HAD HAD IMPROVED. AND AGAIN NOT TRYING TO TELL YOU AND YOUR STAFF WHAT TO DO. IT'S JUST THAT NOTHING WAS IN HERE FOR US TO KNOW THAT IT WAS A PILOT OR A WORK IN PROGRESS, AND MAYBE WE SHOULD HAVE KNOWN FROM I AGREE, I AGREE, AND I THINK MAYBE WE SHOULD HAVE SAID, WELL, THIS IS SOME OF THE THINGS IN THE PILOT BUT WE WEREN'T EVALUATING THE SYSTEM. WE WERE JUST TRYING TO SHOW YOU THE PRE-K. MAYBE WE WENT TOO DEEP IN SHOWING YOU ALL THE STUFF WE SHOWED JUST SHOWED YOU THE NUMBERS. NO, YOU DID IT RIGHT. YOU DID IT RIGHT BY GIVING US ALL THE DETAILED INFORMATION, BUT IT JUST GOT US EXCITED AND THAT WE HAD AUTOMATED. BUT I'M GLAD. I'M GLAD BEFORE, BEFORE WE LEFT, WE UNDERSTAND THAT IT'S STILL UNDER REVIEW AND THAT WE WERE GETTING DATA FROM A PILOT SYSTEM. SO THANK YOU. THANK YOU, MISS GRIFFIN WERE YOU TALKING ABOUT THE GIS DASHBOARD THAT THAT DR. BABETTA DR. HEMPHILL WAS SHOWING? SO YOU MENTIONED THAT [INAUDIBLE] I GUESS. DO YOU WANT TO GO THROUGH THAT DASHBOARD AGAIN? I THINK THAT'S WHAT GOT THEM EXCITED. IS IT GIS OR IS THAT AVELA? THIS IS AVELA. THIS IS AVELA. NO. THE ONE WHERE THEY'RE PICKING THE SCHOOL. YEAH. YES. THIS IS AVELA AS WELL. SO I MEAN, I KNOW WE HAVE GIS AND THAT'S WHAT SOMETHING THAT GIS DOES. BUT FROM MY LIMITED KNOWLEDGE, I WAS SEEING THIS SYSTEM INTEGRATING WITH EVERYTHING THAT WE HAD ON OUR PLATFORM. I COULD HAVE BEEN WRONG, BUT THAT WAS JUST THE ASSUMPTION I MADE. YEAH, IF IT WAS THAT EASY, WE WOULD SAY WE'RE TRANSITIONING TO THIS SYSTEM. AND I CAUGHT YOU GUYS'S EXCITEMENT. THAT'S WHY I WANTED TO, LIKE, JUST SAY, WAIT A MINUTE. AND THAT'S WHY I'M SAYING, YOU KNOW, MOVING FORWARD, WE WE JUST KIND OF, YOU KNOW, SO THANK YOU. WE'RE STILL EXCITED BECAUSE WE UNDERSTAND THAT YOU AND YOUR STAFF ARE GOING TO MAKE THE BEST DECISION FOR EFFICIENCY. SO WE'RE STILL EXCITED. SEEING LOOKS LIKE NO FURTHER QUESTIONS OR COMMENTS. THANK YOU VERY MUCH. OKAY. [00:55:02] HEMPHILL. AND THAT TAKES US TO AGENDA ITEM 5B AN ACTION ITEM FOR THE SEPTEMBER BOARD MEETING. CONSIDER APPROVAL OF RESOLUTION FOR EVENT AT THE CURTIS CULWELL CENTER, DR. RAMONA MORIN. CHAIRPERSON JOHNSON, BOARD OF TRUSTEES, DR. LOPEZ, BEFORE YOU AS A RESOLUTION FOR THE GARLAND ISD COUNCIL PTA TO USE THE CURTIS CULWELL CENTER WITHOUT CHARGE. FOR THE CURTIS CULWELL CENTER TO BE USED FOR EVENTS WITHOUT CHARGE, THE BOARD OF TRUSTEES MUST DETERMINE THAT THE USE SERVES THE DISTRICT'S PUBLIC PURPOSE. THIS RESOLUTION SERVES AS A FINDING OF THE PUBLIC PURPOSES PUBLIC PURPOSE, AND ALLOWS THE ADMINISTRATION TO DETERMINE NECESSARY CONTROLS TO ENSURE THE PUBLIC PURPOSE IS CARRIED OUT. THIS RESOLUTION IS FOR THE GARLAND ISD COUNCIL OF PTAS TO USE THE CURTIS CULWELL CENTER FOR THEIR ANNUAL SPRING LUNCHEON ON WEDNESDAY, MAY 7TH AT 11 A.M. TO 1 P.M.. THIS EVENT IS DESIGNED TO CELEBRATE THE WORK OF LOCAL PTA, PARENTS AND COMMUNITY LEADERS WHO STRIVE TO CARRY OUT THE MISSION OF PTA TO MAKE EVERY CHILD'S POTENTIAL A REALITY BY ENGAGING AND EMPOWERING FAMILIES AND COMMUNITIES TO ADVOCATE FOR ALL CHILDREN. GISD STUDENTS WHO PARTICIPATE IN THIS YEAR'S PTA REFLECTIONS PROGRAM WILL ALSO BE RECOGNIZED AT THIS EVENT. ARE THERE ANY QUESTIONS ABOUT THIS RESOLUTION? COMMITTEE ANY QUESTIONS ABOUT THIS RESOLUTION? BOARD ANY QUESTION ABOUT THE RESOLUTION? MISS RAY, IS IT SUFFICIENT THAT THE RESOLUTION IS PRINTED IN THE BOARD BOOK IN ORDER TO BE ABLE TO TAKE A VOTE AT IT AT THE SEPTEMBER MEETING? OKAY. THEN, SEEING NO FURTHER ITEMS WITH RESPECT TO THAT, THANK YOU VERY MUCH. THAT MOVES US ON TO ITEM 6 ON THE AGENDA, WHICH IS EXECUTIVE SESSION. DO WE HAVE A NEED FOR AN EXECUTIVE SESSION? THERE IS NOT ONE. THE NEXT ITEM ON THE AGENDA WOULD BE FOR ADJOURNMENT. [VII. Adjournment] DO I HAVE A MOTION TO ADJOURN? I MOVE TO ADJOURN. WE ARE ADJOURNED AT 6:57 P.M.. THANK YOU. * This transcript was compiled from uncorrected Closed Captioning.