Oct 08, 2024 District Affairs Committee Meeting

[I. Call to Order and Determination of Quorum ]

[00:00:03]

IT IS 6 P.M., AND THIS IS A REGULARLY CALLED MEETING OF THE ACADEMIC AND DISTRICT AFFAIRS COMMITTEE OF THE GARLAND INDEPENDENT SCHOOL DISTRICT.

I HAVE DETERMINED A QUORUM IS PRESENT.

I HAVE ALSO DETERMINED IN ADVANCE THAT THERE ARE NO PUBLIC FORUM CARDS UNLESS ONE HAS BEEN ISSUED IN THE LAST 30 SECONDS.

NOPE. MOVING ON TO SUPERINTENDENT'S MESSAGE.

[IV. Superintendent's Message]

IT'S BEEN IT'S BEEN QUITE A JOURNEY AND I'M EXCITED ABOUT WHERE WE'RE AT IN THIS JOURNEY.

SO, THANK YOU SIR.

VERY GOOD. THEN WE'LL MOVE ON TO ITEM FIVE IN THE AGENDA.

[V.A. Information Items]

GOOD EVENING.

GOOD EVENING.

ALL RIGHT. WELL GOOD EVENING COMMITTEE CHAIRPERSON JOHNSON, COMMITTEE MEMBERS AND SUPERINTENDENT DOCTOR LOPEZ.

TONIGHT'S PRESENTATION IS AN INFORMATION ITEM REGARDING THE BILINGUAL AND ENGLISH AS A SECOND LANGUAGE PROGRAM EVALUATION FOR THE 2023-2024 SCHOOL YEAR. BOARD POLICY EHBE LEGAL REQUIRES THE DISTRICT TO EVALUATE THESE PROGRAMS IN ACCORDANCE WITH TITLE 19 OF THE TEXAS ADMINISTRATIVE CODE, CHAPTER 89.1265.

SINCE WE ARE SHARING THIS INFORMATION WITH YOU TONIGHT, WE ARE WELL WITHIN OUR ANNUAL DEADLINE OF NOVEMBER 1ST.

MY NAME IS TARA SOWELS, AND I'M THE DIRECTOR OF THE DEPARTMENT OF MULTILINGUAL PROGRAMS, AND IT'S GREAT TO BE BACK AND SHARING THIS INFORMATION WITH YOU ALL.

ALSO WITH ME THIS EVENING IS MISS VERONICA JOYNER, DIRECTOR OF RAD DEPARTMENT AND DOCTOR PAM NEBLETT IS NOT ABLE TO JOIN US, BUT SHE IS THE COORDINATOR OF THE OF PROGRAM EVALUATIONS FOR THE RESEARCH, ASSESSMENT AND ACCOUNTABILITY DEPARTMENT AND THE CREATOR OF THE DETAILED REPORTS YOU HAVE IN YOUR PACKET.

AND AN INTEGRAL PART OF ENSURING THE DATA AND INFORMATION IN THIS PRESENTATION IS TRUE AND ACCURATE.

AND THEN I ALSO HAVE MISS JOYNER HERE, IN CASE YOU ALL HAVE ANY ADDITIONAL QUESTIONS REGARDING THE DATA AND THE PROGRAM EVALUATION.

ALL RIGHT. SO TO GET US STARTED, WE I'D LIKE TO US TO EXCUSE ME, TO GET US STARTED, I'D LIKE FOR US TO FAMILIARIZE OURSELVES WITH SOME OF THE IMPORTANT TERMS AND ACRONYMS IN THE PROGRAM EVALUATION.

SO, YOU MAY SEE EB, EMERGENT BILINGUAL ALSO AT THE FEDERAL LEVEL, EL IS STILL USED QUITE FREQUENTLY FOR ENGLISH LEARNER, AND SOMETIMES IN SOME OF OUR SYSTEMS WE SEE LEP LIMITED ENGLISH PROFICIENT AND THEN DLI FOR OUR DUAL LANGUAGE IMMERSION, ONE OF OUR BILINGUAL PROGRAM MODELS.

AND THEN WE HAVE ESL ENGLISH AS A SECOND LANGUAGE.

AND IN JUST A MOMENT, I'LL GO INTO MORE DETAIL ABOUT EACH OF OUR PROGRAM MODELS.

GARLAND ISD HAS A WONDERFULLY DIVERSE STUDENT POPULATION.

WE SERVE 20,636 EMERGENT BILINGUAL STUDENTS WHO SPEAK MORE THAN 76 DIFFERENT HOME LANGUAGES.

AND THE LITTLE PLUS SIGN YOU SEE THERE AFTER THE 76 JUST MEANS THAT WE HAVE MORE LANGUAGES SPOKEN THAN WE HAVE CODES IN OUR SYSTEM.

SO THERE'S MORE THAN 76 LANGUAGES.

AND THIS SLIDE SHOWS THE TOP FIVE LANGUAGES OTHER THAN ENGLISH SPOKEN IN GARLAND ISD.

PAGE FOUR OF THE EVALUATION NOTES THAT THERE ARE 21,526 STUDENTS IDENTIFIED AS EMERGENT BILINGUAL.

THE REASON THIS SLIDE HIGHLIGHTS 20,636 IS BECAUSE 890 STUDENTS PARENTS DENIED PARTICIPATION IN LANGUAGE ACQUISITION PROGRAMS AND SERVICES.

THE GRAPH ON THE RIGHT SIDE OF THE PAGE CAN BE FOUND ON PAGE FOUR OF THE EVALUATION.

YOU WILL NOTE THAT THE BILINGUAL STUDENTS ARE IDENTIFIED BY THE RED LINE.

ESL STUDENTS BY THE YELLOW LINE AND DENIALS WITH THE GREEN LINE.

GISD HAD A SLIGHT INCREASE IN ALL THREE CATEGORIES, WITH THE LARGEST INCREASE IN THE ESL PROGRAM.

PARTICIPANTS. GARLAND ISD OFFERS THREE BILINGUAL ESL PROGRAM MODELS, INCLUDING ONE WAY DLI SPANISH, ONE WAY DLI VIETNAMESE AND ESL.

DETAILED PROGRAM DESCRIPTIONS CAN BE FOUND IN THE PROGRAM EVALUATION STARTING ON PAGE 20.

ONE WAY DLI SPANISH INCLUDES INSTRUCTION IN BOTH ENGLISH AND SPANISH AND IS PRIMARILY INTENDED FOR OUR NATIVE SPANISH SPEAKERS.

ONE WAY DLI VIETNAMESE INCLUDES INSTRUCTION IN BOTH ENGLISH AND VIETNAMESE, AND IS PRIMARILY INTENDED FOR OUR NATIVE VIETNAMESE SPEAKERS.

TWO WAY DLI SPANISH IS A MAGNET PROGRAM AND IS NOT INCLUDED IN THIS PRESENTATION, BUT IT IS INCLUDED IN THE MAGNET PROGRAMS EVALUATION.

LAST YEAR INCLUDED CONTINUED EXPANSION OF OUR LANGUAGE PROGRAM OFFERINGS, EXTENDING THE VIETNAMESE DUAL LANGUAGE PROGRAM TO FOURTH GRADE, AND OUR SECONDARY

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TO BE TRANSPARENT, THE SECONDARY DLI PROGRAM AT SELDERS MIDDLE SCHOOL IS A PILOT PROGRAM.

ALL DUAL LANGUAGE PROGRAMS HELP STUDENTS BECOME BILINGUAL AND BILITERATE, WHILE ACCOMPLISHING HIGH ACADEMIC ACHIEVEMENT AND SOCIO CULTURAL COMPETENCY.

THE PROGRAM IS COMMITTED TO EDUCATING STUDENTS IN A MULTICULTURAL LEARNING ENVIRONMENT, AND ENCOURAGES LEARNERS TO CELEBRATE DIVERSITY AND BECOME RESPONSIBLE CITIZENS OF THE WORLD.

ESL IS A LANGUAGE PROGRAM THAT INCLUDES INSTRUCTION IN ENGLISH USING CONTENT BASED LANGUAGE INSTRUCTION.

KEELEY. THIS IS TO HELP STUDENTS EXCEL ACADEMICALLY WHILE ACQUIRING THE ENGLISH LANGUAGE.

THE ESL PROGRAM IS OPEN FOR ALL EMERGENT BILINGUAL STUDENTS REGARDLESS OF THEIR FIRST LANGUAGE.

THE NEWCOMER PROGRAM AT MEMORIAL PATHWAY ACADEMY IS FOR EMERGENT BILINGUAL STUDENTS ENTERING GARLAND ISD AS NON-ENGLISH SPEAKERS, AND IN THEIR FIRST YEAR IN THE UNITED STATES.

THE GOAL OF THIS PROGRAM IS TO ACCELERATE THEIR ENGLISH PROFICIENCY FROM BEGINNING TO INTERMEDIATE, SO THAT STUDENTS CAN ACCESS THE GRADE LEVEL ACADEMIC CONTENT AS SOON AS POSSIBLE.

AS STUDENTS GAIN ENGLISH PROFICIENCY, THEY ARE ABLE TO RECLASSIFY AS ENGLISH PROFICIENT AND ENTER INTO A FOUR YEAR MONITORING STAGE IF THEY MEET CERTAIN CRITERIA SET BY THE STATE.

THIS CRITERIA INCLUDES PASSING STATE ASSESSMENTS INCLUDING STAAR, ENGLISH ONE OR ENGLISH TWO OR IOWA DEPENDING ON THE GRADE LEVEL.

ALSO, ACHIEVING ADVANCED HIGH COMPOSITE ENGLISH LANGUAGE PROFICIENCY AS MEASURED BY TELEPASS, WHICH IS THE TEXAS ENGLISH LANGUAGE PROFICIENCY ASSESSMENT SYSTEM AND A RECOMMENDATION FROM THEIR TEACHER.

THIS CHART, FOUND ON PAGE 14 OF THE PROGRAM EVALUATION, SHOWS THE DIFFERENT PATHWAYS FOR STUDENTS TO MEET RECLASSIFICATION CRITERIA DEPENDING ON THEIR GRADE LEVEL. THE PIE CHART ON THE LEFT, FOUND ON PAGE 16 OF THE EVALUATION, SHOWS THE PERCENTAGE OF STUDENTS RECLASSIFIED BY CAMPUS LEVEL.

IT STANDS TO REASON THAT STUDENTS AT THE ELEMENTARY LEVEL RECLASSIFY AT A LOWER PERCENTAGE RATE BECAUSE THEY HAVE LESS YEARS OF ACADEMIC SCHOOLING.

STUDENTS WHO ARE CODED AS IB FOR SIX OR MORE YEARS ARE CONSIDERED LONG TERM EMERGENT BILINGUALS.

THE INFORMATION ON THE RIGHT NOTES THAT 8524 LONG TERM EBS WERE ASSESSED WITH TELPAS DURING THE SPRING OF 2024.

OF THOSE STUDENTS, 1635 MET THE RECLASSIFICATION CRITERIA.

THIS IS A HUGE CELEBRATION COMPARED TO THE LAST SEVERAL YEARS, WHERE LESS THAN 2% OF OUR EBS MET RECLASSIFICATION CRITERIA.

THE DEPARTMENT OF MULTILINGUAL PROGRAMS IS WORKING DILIGENTLY WITH EACH CAMPUS TO ENSURE OUR EBS ARE MAKING THE PROGRESS NEEDED TO RECLASSIFY.

THROUGH ONGOING PROFESSIONAL DEVELOPMENT, COACHING, MODELING, CURRICULUM MODIFICATIONS, AND MUCH, MUCH MORE.

TELPAS MEASURES THE STUDENTS ENGLISH LANGUAGE PROFICIENCY IN THE DOMAINS OF LISTENING, SPEAKING, READING, AND WRITING, AND THERE ARE FOUR PROFICIENCY LEVELS POSSIBLE BEGINNING, INTERMEDIATE, ADVANCED, AND ADVANCED HIGH.

EACH DOMAIN CONTRIBUTES EQUALLY TO THE STUDENT'S COMPOSITE RATING.

THE GRAPH ON THE RIGHT, FOUND ON PAGE 34 OF THE EVALUATION, SHOWS THE PERCENT OF STUDENTS HAVING NO INCREASE AND ONE OR MORE LEVELS INCREASE IN COMPOSITE RATINGS ON TELPAS IN SPRING 2024.

FOR EXAMPLE, 40% OF EVS PARTICIPATING IN THE SPANISH DLC PROGRAM GREW ONE COMPOSITE LEVEL FROM THE PREVIOUS YEAR.

THE GRAPHS ON THIS SLIDE, ALSO FOUND ON PAGES 45 THROUGH 47 OF THE EVALUATION, DEMONSTRATE ACADEMIC PROGRESS FOR EV STUDENTS IN READING AND MATH IN GRADES THREE THROUGH EIGHT.

THE GRAPH ON THE LEFT ARE FOR THIRD THROUGH FIFTH GRADE.

STUDENTS IN THE DLI VIETNAMESE PROGRAM HAD THE HIGHEST ACHIEVEMENT AT 59% ON GRADE LEVEL IN READING AND 74% ON GRADE LEVEL IN MATH. THE GRAPHS ON THE RIGHT ARE FOR THE MIDDLE SCHOOL YEARS.

ALL EV STUDENTS INCREASE THEIR STAR READING ACHIEVEMENT, AND EVS IN THE SECONDARY DLI PROGRAM MADE THE MOST GROWTH, WITH A 5% INCREASE IN PERFORMANCE ON STAAR READING ENGLISH, WHICH SPEAKS TO THE POWER OF CONTINUOUS PROGRAM PARTICIPATION AND EXTENDING THE GOAL OF BILINGUALISM AND BILITERACY INTO THE SECONDARY VARY LEVEL.

THESE SAME STUDENTS ALSO HAD THE HIGHEST ACHIEVEMENT IN MATH, WITH 44% ON GRADE LEVEL.

TO NOTE, MIDDLE SCHOOL ALGEBRA ONE PERFORMANCE IS INCLUDED IN THE DATA SET FOR GRADES SIX THROUGH EIGHT.

THESE CHARTS, FOUND ON PAGES 48 AND 49 OF THE EVALUATION, DEMONSTRATE THE ACADEMIC PROGRESS FOR EMERGENT BILINGUAL STUDENTS IN ENGLISH ONE, ENGLISH TWO, AND

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EBS EXPERIENCED GAINS IN ACHIEVEMENT ON ALL THREE OF THESE EOC ASSESSMENTS AND BIOLOGY EOC.

THE BIGGEST IMPROVEMENT OF THESE THREE WAS ON THE ENGLISH TWO EOC, WITH A 9% INCREASE OF STUDENTS ON GRADE LEVEL.

EBS HAD THE BIGGEST GAINS IN BIOLOGY FROM 41 TO 52% ON GRADE LEVEL AND 11% INCREASE.

AS WITH ALL INSTRUCTIONAL PROGRAMS, GISD STRIVES TO PROVIDE ALL STUDENTS WITH CERTIFIED TEACHERS.

THE TABLE IN THIS SLIDE SHOWS TEACHER CERTIFICATION HISTORY FOR THE BILINGUAL ESL STAFF.

APPENDIX D, STARTING ON PAGE 97 OF THE PROGRAM EVALUATION SHOWS THE DETAILED BILINGUAL EXCEPTION ESL WAIVER PLAN AS REQUIRED BY THE STATE.

AND THANK YOU VERY MUCH FOR YOUR TIME AND ATTENTION.

I CAN ANSWER ANY QUESTIONS YOU MAY HAVE.

COMMITTEE MEMBERS. DO YOU HAVE ANY QUESTIONS ON THIS, MISS STANLEY? SO JUST LOOKING AT THE GRAPH PART OF IT, IT'S KIND OF THE I JUST WANT TO MAKE SURE I'M READING IT CORRECTLY.

SO WHEN WE LOOK AT THE GREEN THE DENIALS THOSE ARE THE THOSE ARE THE STUDENTS WHERE PARENTS HAVE OPTED NOT TO PARTICIPATE.

AND YET THEY SHOW SIGNIFICANT GROWTH AS WELL.

YES. AND THEY'RE NOT PARTICIPATING IN IT.

YES. AND SO A LOT OF TIMES, WHAT WE SEE WITH THE FAMILIES THAT DENY THE PROGRAMS THAT WE HAVE TO OFFER, THEY MAY BE COMING FROM OTHER COUNTRIES WHERE THEIR STUDENT WAS ABLE TO BE EDUCATED IN ENGLISH.

WE HAVE A RANGE OF LEVELS WHERE STUDENTS WILL QUALIFY AS AN EMERGENT BILINGUAL.

YOU CAN SCORE ZERO, ONE, TWO, THREE, SO ANY OF THOSE SCORES WILL QUALIFY A STUDENT.

SO YOU MAY QUALIFY, YOU KNOW, YOUR ADVANCED INTERMEDIATE, BUT YOU'RE NOT QUITE TO ADVANCED OR ADVANCED HIGH.

SO IT DEPENDS ON EACH INDIVIDUAL STUDENT.

AND IF THEIR PARENTS ALSO IT MAY BE RELATED TO THEIR EDUCATIONAL LEVEL AND THE PARENTS ABILITIES TO HELP THEIR CHILD AT HOME AND SUPPORT THEM AT HOME.

SO THAT'S SOME OF THE REASONS WHY I SEE SOME OF THE PARENTS DENYING THE SERVICES, BECAUSE THEY HAVE THE MEANS TO HELP THEIR CHILD.

BUT I GUESS, I MEAN, THE CHILDREN ARE SUFFERING, SO THAT'S KIND OF GOOD TO SEE.

OKAY. THANK YOU. YES.

ANY OTHER BOARD MEMBERS HAVE QUESTIONS, MR. PRESIDENT? YES.

ON. I THINK IT'S 46 IN THE REPORT.

INFORMATION THAT WAS ADDED TO OUR BOARD BOOK.

FIGURE 26 SHOWS A MARKED SPIKE IN DENIAL AT 71%, AND IT'S SIGNIFICANTLY DIFFERENT FROM ALL THE OTHERS FOR 2223 SCHOOL YEAR.

WHAT DO YOU ATTRIBUTE THAT TO? CAN YOU TELL ME THE PAGE YOU'RE LOOKING AT? 46 OR 72? IN OUR. 72.

72 IN OUR BOOK OR 46 IN THE REPORT.

AND THE FIGURE NUMBER IS IT? FIGURE 26.

GOT IT. 26.

I NOTICED THAT AS WELL, THAT THERE WAS A LARGE DECREASE IN THE NUMBER OF DENIALS THAT THAT MET GRADE LEVEL ON THE SCIENCE STAAR TEST.

I CAN'T REALLY SAY WHY THERE WAS SUCH A SIGNIFICANT DECREASE, BUT SOMETIMES OUR STUDENTS WILL MOVE AROUND.

THEY'RE HIGHLY MOBILE, SO THEIR ACHIEVEMENT COULD, YOU KNOW, DEPEND ON WHERE THEY ARE.

A LOT OF TIMES WHAT I SEE, PARENTS WILL CHANGE THEIR MIND ON WHICH PROGRAM THEY WANT THEIR STUDENTS TO PARTICIPATE IN.

JUST SO THAT THEY CAN GET THAT SCHOOL RIGHT.

SO SOMETIMES THEY WILL DENY BILINGUAL, ACCEPT ESL BECAUSE THAT'S THE SCHOOL THAT THEY WANT THEIR CHILD TO ATTEND, BUT THE PROGRAM MAY NOT BE OFFERED THERE.

SO WE DO SEE A LOT OF MOBILITY WITH OUR EMERGENT BILINGUAL STUDENTS.

THAT COULD BE A FACTOR IN THEIR IN THEIR DECLINE IN PERFORMANCE, BUT THAT WOULD BE SOMETHING I WOULD WANT TO LOOK CLOSER INTO SPECIFICALLY, SINCE THIS IS ONLY REFLECTIVE OF ONE GRADE LEVEL.

FIFTH GRADE. YEAH.

I MEAN, I THINK AND I DON'T KNOW WHAT ELSE COULD HAVE BEEN HAPPENING IN THAT PARTICULAR YEAR TO CAUSE THAT BECAUSE IT'S SO DIFFERENT THAN THE OTHER YEARS.

THAT WAS THE ONLY QUESTION THAT I HAD ABOUT 2022 2023.

HERE'S WHERE IT SPIKES TO 71%.

YEAH, TO ME, THAT'S THE OUTLIER.

THE OTHER TWO ARE MORE REASONABLE.

BUT THAT 71%.

YEAH, THAT'S WHAT I WAS ASKING.

WHAT WAS WHAT WOULD HAVE CAUSED THAT? YOU'RE ASKING MORE ABOUT WHAT? HOW DID IT GO UP? NOT HOW DID IT GO DOWN? CORRECT. I THINK THE ANSWER IS ON THE WAY.

HI THERE. GOOD EVENING.

SO NOT THAT IT COMPLETELY EXPLAINS IT, BUT SOMETHING THAT CAN HELP IS TO CONSIDER THAT FIFTH GRADE IS AN ISOLATED GRADE.

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SO THE SUBSET OF STUDENTS EVERY SINGLE YEAR WILL BE EXTREMELY SMALL AS COMPARED TO A READING OR A MATH.

SO THAT'S NUMBER ONE.

THE SECOND THING IS THAT IF YOU WILL REMEMBER THAT 2223 IS THE INAUGURAL STAAR 2.0.

SO THAT FIFTH GRADE SCIENCE AS A WHOLE LOOKED A LITTLE BIT DIFFERENT IN THAT STAAR 2.0 ERA, SO IT'S JUST IN COUNT MATTERS.

AND WHEN YOU HAVE A SMALL SUBSET OF STUDENTS, THEN ANY ONE STUDENT CAN WEIGH RATHER HEAVILY.

SO WASN'T THAT ALSO THE FIRST YEAR THAT WASN'T AFFECTED AT ALL BY COVID? YES, YES.

ANY OTHER QUESTIONS? BOARD.

THANK YOU VERY MUCH. THANK YOU.

MOVING ON TO AGENDA ITEM FIVE A2 EARLY COLLEGE PROGRAM UPDATE CHRISTIE ALLEN.

GOOD EVENING. GOOD EVENING.

ALL RIGHT. GOOD EVENING, CHAIRMAN JOHNSON.

TRUSTEES. DOCTOR LOPEZ.

I AM EXCITED TO SHARE AN UPDATE ON OUR EARLY COLLEGE HIGH SCHOOL PROGRAM.

THIS UPDATE HIGHLIGHTS KEY CHANGES DESIGNED TO EXPAND ACCESS, GENERATE FUTURE SAVINGS FOR THE DISTRICT.

ON THIS SLIDE ON THE LEFT, YOU WILL SEE THE KEY COMPONENTS OF COLLEGIATE ACADEMIES.

CURRENTLY, WE HAVE COLLEGIATE ACADEMIES AT NAAMAN FOREST HIGH SCHOOL AND LAKEVIEW CENTENNIAL.

AND ON THE RIGHT YOU'LL SEE KEY COMPONENTS OF THE EARLY COLLEGE PROGRAM.

THE MAIN DIFFERENCE IN THESE TWO PROGRAMS IS THE TEST SCORE ENTRY CRITERIA FOR THE COLLEGIATE ACADEMIES.

BOTH PROGRAMS PROVIDE STUDENTS WITH AN OPPORTUNITY TO EARN AN ASSOCIATE'S DEGREE WHEN THEY GRADUATE FROM HIGH SCHOOL.

COLLEGIATE ACADEMIES FOCUS ON INDEPENDENT LEARNING IN A HIGH SCHOOL BASED ENVIRONMENT, AND EARLY COLLEGE PROGRAMS DO NOT HAVE ANY ENTRY REQUIREMENTS.

THEY ARE ACCESS OPEN TO ALL.

HS OFFERS COMPREHENSIVE SUPPORT SYSTEMS BECAUSE THEY ARE OPEN TO ALL AND THERE ARE NO REQUIREMENTS, WHICH INCLUDES COHORTING STUDENTS, SPECIFIC TEACHER TRAINING, DEDICATED TEACHERS AND A SCHOOL WITHIN A SCHOOL MODEL.

STUDENTS IN EARLY COLLEGE HAVE THE OPPORTUNITY TO ATTEND CLASSES AT THE COLLEGE DURING THEIR SENIOR YEAR.

THIS SLIDE HIGHLIGHTS THE SUCCESS OF OUR EARLY COLLEGE PROGRAMING AND THE INCREDIBLE ACHIEVEMENTS OF OUR STUDENTS OVER THE PAST SCHOOL YEAR.

OVER 54,000 DUAL CREDIT HOURS EARNED 371 COLLEGE DEGREES, 120 LEVEL ONE CERTS, 76 SKILLS ACHIEVEMENT AWARDS, OVER $4 MILLION IN TUITION SAVINGS, AND OVER $1.5 MILLION IN TEXTBOOKS.

MONEY SAVED.

WE CURRENTLY HAVE TWO CAMPUSES WITHOUT EARLY COLLEGE PROGRAMING.

THEY ONLY HAVE THE COLLEGIATE ACADEMIES.

IN ORDER TO CONTINUE EXPANDING ON THE SUCCESS OF EARLY COLLEGE, WE WILL ADD HS SEATS TO NAAMAN FOREST AND LAKEVIEW CENTENNIAL HIGH SCHOOL.

THIS WILL ALLOW ALL STUDENTS TO ATTEND AN HS IN THEIR NEIGHBORHOOD.

HS PROGRAMS WILL BE STRATEGICALLY ALIGNED TO NEIGHBORHOOD TRANSPORTATION ZONES IN ORDER TO STREAMLINE ACCESS.

TRANSPORTATION WILL BE PROVIDED FOR HS STUDENTS WITHIN THEIR DESIGNATED ZONE.

STUDENTS WHO ARE CURRENTLY ENROLLED IN HS MAGNET PROGRAMS THAT ARE OUTSIDE THEIR ZONE CLASSES 2026 THROUGH 2028 WILL CONTINUE TO RECEIVE TRANSPORTATION SERVICES UNTIL THE END OF THE 2728 SCHOOL YEAR.

WE ANTICIPATE THIS TO SAVE OVER $2 MILLION ONCE IT IS COMPLETELY BUILT OUT OVER THE NEXT FOUR YEARS.

THE TWO CAMPUSES HIGHLIGHTED IN WHITE, NEYMAN AND LAKEVIEW WILL ADD AN HS PROGRAM BEGINNING IN THE 2526 SCHOOL YEAR, SO THAT ALL SEVEN HIGH SCHOOLS WILL HAVE ACCESS TO APPLY TO AN EARLY COLLEGE PROGRAM.

THIS WILL NOT IMPACT BUDGET OR STAFFING, AS WE ALREADY HAVE DUAL CREDIT PROGRAMING ON THESE CAMPUSES.

COLLEGIATE ACADEMY PROGRAMS WILL CONTINUE AT BOTH NAAMAN AND LAKEVIEW AND WILL CONTINUE TO RECEIVE TRANSPORTATION AND P-TECH PROGRAMING WILL ALSO CONTINUE AT ALL SEVEN CAMPUSES AND WILL REMAIN THE SAME AND CONTINUE TO RECEIVE DISTRICT WIDE TRANSPORTATION.

OH, I'M SO SORRY.

OH, I'M GOING BACKWARDS AGAIN.

THERE WE ARE.

BY ADDING EARLY COLLEGE AT LAKEVIEW AND NAAMAN, IT WILL INCREASE THE NUMBER OF STUDENTS WHO HAVE ACCESS TO EARLY COLLEGE PROGRAMING AT THESE CAMPUSES.

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THIS MAP SHOWS THE EARLY COLLEGE HIGH SCHOOL ZONES.

NOW THAT WE ARE INCLUDING HS AT ALL SEVEN HIGH SCHOOLS, EACH HIGH SCHOOL WILL PROVIDE THE SAME EXPERIENCE, SO THERE IS NO LONGER A NEED TO TRANSPORT STUDENTS ACROSS THE DISTRICT.

AGAIN, THIS UPDATE WILL INCREASE ENROLLMENT AT LOWER ENROLLED CAMPUSES, OPEN ACCESS, AND INCREASE STUDENT AND FAMILY ENGAGEMENT.

THE UPDATE WILL DECREASE THE NUMBER OF BUS ROUTES, TRANSPORTATION COSTS, TIME SPENT ON THE BUS AND BUS, LATE ARRIVALS.

IT WAS ALSO DESIGNED TO DECREASE ENROLLMENT AT OVERCROWDED CAMPUSES.

OUR NEXT STEPS, OF COURSE, IS TO COMMUNICATE THESE CHANGES TO 2526 APPLICANTS.

WE ARE CONSISTENTLY EVALUATING THE BEST PATHWAYS AND OPPORTUNITIES FOR OUR STUDENTS, FOR FUTURE PROGRAMING AND FUTURE ALIGNMENT, AND WE WILL CONTINUE TO STUDY OUR PROGRAM ENROLLMENT TRENDS TO BETTER UNDERSTAND WHY FAMILIES CHOOSE CERTAIN PROGRAMS SO THAT WE CAN CONTINUE TO PROVIDE THE BEST QUALITY PROGRAMING FOR OUR STUDENTS, AND I'LL BE HAPPY TO ANSWER ANY QUESTIONS YOU HAVE.

COMMITTEE MEMBERS, ANY QUESTIONS? MISS GRIFFIN? YES.

GIVE ME A DAY AT NAAMAN AND LAKEVIEW WHERE WE WOULD HAVE EARLY COLLEGE AND THE COLLEGIATE ACADEMY EXISTING. IT'S GOING TO BE VERY SIMILAR PROGRAM PROGRAMING WITH THE COLLEGIATE ACADEMY.

THERE IS AN ENTRY CRITERIA.

SO STUDENTS ARE COMING IN A LITTLE BIT MORE PREPARED FOR THE DUAL CREDIT CLASSES.

AND SO THERE'S NOT AS MANY SUPPORTS THAT ARE REQUIRED.

OKAY. TELL ME WHAT'S THE ENTRANCE I'M SURE I KNOW.

BUT TELL ME WHAT THAT CRITERIA IS FOR COLLEGIATE AT LAKEVIEW.

IT'S 70TH PERCENTILE AND AT NAAMAN IT'S 50TH PERCENTILE.

AND. SO WE ARE ASSUMING THAT STUDENTS DON'T WANT TO JUMP FROM COLLEGIATE TO EARLY COLLEGE.

AT THAT SCHOOL.

SO THOSE THAT ARE ENROLLED IN THOSE COLLEGIATE.

SO WE'RE ASSUMING CORRECT BECAUSE IT'S THE SAME DEGREE.

IT JUST IT OPENS UP ACCESS FOR THE STUDENTS WHO DON'T NECESSARILY MEET THAT PERCENTILE REQUIREMENT, BUT STILL HAVE THE DESIRE TO GET A COLLEGE DEGREE IN HIGH SCHOOL.

SO YOU'RE CONFIDENT THAT ALL THE STUDENTS WHO HAVE MET THE CRITERIA WILL STAY BECAUSE THEY ARE GETTING TRANSPORTATION, AND THEY ARE ALREADY SO IMMERSED IN THOSE PROGRAMS? YES. OKAY.

SO THE TIMING IS APPEARS THAT STUDENTS THAT HAVE ALREADY STARTED THEIR HIGH SCHOOL YEARS WILL COMPLETE THEIR HIGH SCHOOL YEARS UNINTERRUPTED.

YOU'RE CORRECT. OKAY.

SO BASICALLY THIS NEW PROGRAM WILL ROLL OUT WITH THE NINTH GRADERS OF WHAT, 2020? NINTH GRADERS OF 2026 25-26.

YES, MA'AM. 26.

OKAY. ALL RIGHT. THANKS.

SURE. ANY QUESTIONS FOR MR. GLICK? THANK YOU SIR.

HOW MANY STUDENTS ARE ADMITTED? WILL NOW BE ALL SEVEN HIGH SCHOOLS FOR EARLY COLLEGE.

IT'S TYPICALLY 125 STUDENTS PER COHORT.

SO PER GRADE LEVEL. SO WE ONLY ADMIT HS STUDENTS IN THE NINTH GRADE YEAR.

COLLEGIATE ALLOWS A FEW STUDENTS TO COME IN IN THE 10TH GRADE YEAR.

SO WE'LL PROBABLY SPLIT THE HS AND COLLEGIATE AT THE NAME.

AND SO WE'LL BE ABOUT 70 STUDENTS EACH.

SO IF I HAPPEN TO LIVE IN THE ATTENDANCE ZONE OF ANY ONE OF THE HIGH SCHOOLS OR TRANSPORTATION, WHATEVER WE'RE GOING TO CALL IT, AND I DON'T WANT TO GO TO AN EARLY COLLEGE IN ANOTHER AS LONG AS I CAN PROVIDE MY OWN TRANSPORTATION, I CAN GO.

THAT'S CORRECT. IF YOU'RE SELECTED IN THE LOTTERY.

YES. OKAY. SAY IT AGAIN.

IF YOU'RE SELECTED IN THE LOTTERY.

SO IF YOU LIVE IN THE NAIMAN ZONE AND YOU WANT TO GO TO X AT ROWLETT, YOU WOULD APPLY.

YOU WOULD GO THROUGH THE LOTTERY PROCESS.

IF YOU'RE SELECTED IN THE LOTTERY YOU CAN GO TO ROWLETT BUT WITHOUT TRANSPORTATION.

SO ALL OF OUR PROGRAMS IS IF WE HAVE MORE APPLICANTS THAN WE HAVE SEATS, THEY GO THROUGH A LOTTERY.

OKAY, SO IS THE LOTTERY PROCESS BASED ON TRANSPORTATION NON TRANSPORTATION? IT WILL BE PRIORITIZED FOR STUDENTS WHO LIVE IN THE ZONE.

SO IF YOU LIVE IN THAT TRANSPORTATION ZONE YOU'LL GET A PRIORITY ON YOUR ON YOUR LOTTERY.

OKAY. SO POTENTIALLY YOU'LL KNOW IF IT'S ALREADY FILLED AND YOU DON'T HAVE.

OKAY. ON AN EARLIER NOTE, YOU TALK ABOUT CERTIFICATES EARNED 120 LEVEL ONE CERTIFICATES.

[00:25:07]

SO IT'S A COMBINATION OF CLASSES THAT THEY'VE TAKEN IN A TECH.

TYPICALLY IT'S FOUR DIFFERENT CLASSES THAT THEY TAKE IN TECH THAT EARNS THEM THAT CERTIFICATE THAT SAYS THEY'RE WORKFORCE READY IN THIS AREA.

OKAY. THAT'S SIMILAR TO CTE CERTIFICATES.

THAT'S CORRECT. OKAY. THAT'S IT.

THANK YOU, SIR. JUST TO FOLLOW UP, AND I AND I THINK MISS GRIFFIN WOOD TOUCHED ON THIS, BUT MAYBE YOU CAN ADDRESS IT.

OR MAYBE SOMEONE ELSE DOES.

DOES THIS ACT SOMEWHAT MAKE THE COLLEGIATE ACADEMY REDUNDANT? IT'S JUST A DIFFERENT KIND OF PROGRAM.

THERE'S JUST HS REALLY TARGETS OUR FIRST GENERATION STUDENTS WHO WOULD NEVER GO TO COLLEGE.

OUR COLLEGIATE PROGRAMING REALLY TARGETS THOSE KIDS WHO KNOW THEY WANT TO GO TO COLLEGE, AND THEY'RE ALREADY READY FOR IT.

BUT AT THE END OF THE DAY, IF YOU END UP WITH 60 HOURS OF COLLEGE CREDIT AND AN ASSOCIATE'S DEGREE UNDER BOTH, THAT'S CORRECT.

FROM THE SAME INSTITUTION.

THAT'S CORRECT. SO I THINK AT SOME POINT WE NEED TO HAVE A DISCUSSION OF WHETHER WE CONTINUE TO NEED THESE TWO TRACKS, BUT THAT'S NOT OBVIOUSLY BEING DISCUSSED TODAY.

RIGHT? AND JUST THINK OF IT THIS WAY.

WHEN WE TALK ABOUT PROGRAMING AND SUPPORTS, WHENEVER YOU GO INTO EARLY COLLEGE, THERE'S CLASSES THAT YOU THAT THE SUPPORTS ARE THERE FOR YOU AND THE COLLEGIATE.

YOU DON'T HAVE THOSE.

SO THAT FREES UP THEIR SCHEDULE TO DO OTHER THINGS, IF THAT MAKES ANY SENSE AT ALL.

WELL, BUT I MEAN, I THINK INITIALLY WE HAD COLLEGIATE BECAUSE THOSE WERE THE TWO SCHOOLS THAT YOU COULD GET 60 HOURS WORTH OF COLLEGE AT.

NOW WE'VE EXPANDED THAT TO ALL SEVEN.

AND SO I THINK IN A LOT OF WAYS, THE ORIGINAL MISSION OF THE COLLEGIATE ACADEMY IS KIND OF MOOT.

YEAH, THERE COULD BE A TOPIC FOR A LATER DISCUSSION.

IT WOULD BE INTERESTING TO SEE HOW MANY APPLY AS COLLEGIATE AFTER THEY SEE THE BOUNDARY CHANGES.

MRS. GRIFFIN. YES.

SO TELL ME ABOUT FACILITY WISE WHEN WE ADD EARLY COLLEGE, BECAUSE I REMEMBER AT ONE SCHOOL WHEN WE ADDED IT YOU WANTED THAT COHORT TO STAY TOGETHER, AND I REMEMBER THE NUMBER OF 125.

SO AT LAKEVIEW AND NAAMAN, WILL THERE HAVE TO BE FACILITY ADJUSTMENTS TO ACCOMMODATE THE EARLY COLLEGE OR WILL THEY JUST FOLD IN BECAUSE THEY ALREADY HAVE P-TECH? THEY'VE ALREADY KIND OF GOT THE AREA ANYWAY, AND SO THEY'LL JUST FOLD IN TO KIND OF WHERE THE P-TECH AREA IS.

OKAY. SO DIFFERENT FROM WHEN WE FIRST STARTED WITH EARLY COLLEGE, WE DIDN'T HAVE P-TECH ON CAMPUSES.

CORRECT. NOW P-TECH AREAS SERVE THE SAME PURPOSE OF ANYTHING FOR COLLEGE FOR ALL.

YES, MA'AM. I THINK THAT'S KIND OF WORTH STATING BECAUSE BEFORE I THINK IT WAS A IT WAS EXPLAINED THAT THIS WAS SEPARATE. OKAY.

NOW I JUST THINK IT'S JUST SOME LITTLE FINE TUNING FOR HOW WE, WE MARKET THIS SO THAT WE UNDERSTAND WHAT'S GOING ON, BECAUSE I THINK IT MIGHT HAVE BEEN SOUTH THAT HAD A WHOLE WING OR SOMETHING BY THEMSELVES, OR COULD HAVE BEEN SOMETHING ELSE.

BUT I'M REALLY INTERESTED IN OUR MARKETING OF THIS, BECAUSE HOW YOU PRESENTED THIS TO US I THINK IS FOR US TO UNDERSTAND, BUT I DON'T KNOW, I HOPE WE'RE GOING TO DO SOMETHING DIFFERENT AS WE MARKET IT TO STUDENTS MOVING FORWARD, BECAUSE WE, WE REMEMBER WHEN WE FIRST WENT AROUND ON THIS ROAD, I DON'T NEED TO REPEAT ANY OF THAT THAT.

SO I'M JUST HOPING THAT OUR MARKETING FOR ALL OF THESE POSSIBILITIES FOR COLLEGE READINESS IS REALLY MARKETED WELL AND EXPLAINED WELL, WHETHER IT'S TRANSPORTATION, WHETHER WHATEVER THE OFFERINGS, THE ADMISSION AND ALL OF THAT IS MARKETED VERY WELL TO OUR STUDENTS AS WELL AS TO OUR PARENTS.

THANK YOU, MR. PRESIDENT. HI.

THANKS FOR THE PRESENTATION.

JUST WANTED TO JUST MAKE SURE I'M CLEAR, STUDENTS THAT ARE CURRENTLY IN EARLY COLLEGE OR THAT HAVE ENROLLED THIS YEAR, THEY'RE GOING TO CONTINUE.

IF THEY'RE OUTSIDE OF THEIR ATTENDANCE ZONE OR DESIGNATED ZONE, THEY'LL CONTINUE TO RECEIVE TRANSPORTATION THROUGH THEIR GRADUATION.

YES. ALL RIGHT. THAT'S WHAT I WANTED TO KNOW.

THANKS. MR. GLICK. THANK YOU, SIR.

SO LET'S ASSUME I LIVE IN ROWLETT, AND I HAVE TWO PARENTS WHO HAVE COLLEGE DEGREES.

YOU SAID EARLY COLLEGE WAS DESIGNED FOR A FIRST GENERATION.

SO IF MY, THAT STUDENT APPLIED WITH TWO PARENTS WITH COLLEGE DEGREES, AND YOU SAID THERE'S A LOTTERY, SO IS IT A WEIGHTED LOTTERY? IT IS. IT'S WEIGHTED FOR ECONOMICALLY DISADVANTAGED AND AT RISK BECAUSE THAT'S THE TEA BLUEPRINT.

[00:30:03]

SO. IF I'M THAT CHILD AND I GET EXCLUDED BECAUSE I'M UNQUALIFIED BASED ON YOUR CRITERIA, WHERE DO WHAT DO I DO? THEY WOULDN'T GET EXCLUDED.

THEY COULD BE PUT ON A WAITLIST, WHICH IS POSSIBLE.

THERE'S ONLY TWO CAMPUSES THAT HAD A WAITLIST THIS YEAR FOR ECHS.

SO IT'S NOT EVERYWHERE.

IT'S OUR POPULAR CAMPUSES SACHSE HIGH SCHOOL, NORTH CAROLINA HIGH SCHOOL.

SO WITH THIS CHANGE, WITH THE ZONING, IT'S GOING TO HELP WITH SOME OF THAT BECAUSE WE'RE NO LONGER GOING TO BE TRANSPORTING STUDENTS ALL OVER THE DISTRICT.

THEY'RE GOING TO BE FOCUSED, PRIORITIZED IN THAT NEIGHBORHOOD ZONE.

I THINK THE QUESTION IS THIS.

THE ANSWER IS THIS. IF THERE'S AVAILABILITY IN OTHER CAMPUSES, WE'LL LET THEM KNOW, BUT THEY MIGHT HAVE TO PROVIDE IT.

BUT THEY COULD ALSO APPLY, PROBABLY FOR COLLEGIATE BECAUSE COLLEGIATE DOESN'T HAVE THOSE RESTRICTIONS AND THEY WOULD GET TRANSPORTATION BECAUSE THAT'S CONSIDERED AN ACADEMY MAGNET. CRITERIA ARE THE 70 OR 50%.

YES, YES, THAT'S CORRECT.

AND THEY'RE AT ONE OF TWO SCHOOLS, THOUGH.

NO, THERE'S COLLEGIATE ACADEMY AT ALL SEVEN SCHOOLS.

IT'S ONLY THOSE TWO SCHOOLS THAT WOULD QUALIFY FOR THOSE TWO SCHOOLS.

YEAH, YEAH, THAT'S WHAT I MEANT.

AND THEY WOULD GET TRANSPORTATION FOR THE COLLEGIATE.

THEY WOULD GET. YES.

OKAY. SO IS IT SIMILAR CRITERIA TO THE AVID PROGRAM? I'M NOT SURE I KNOW YOU'RE FAMILIAR WITH AVID PROGRAM.

YES. THE CRITERIA IS OPEN TO EVERYONE.

SO IT'S OPEN CRITERIA.

BUT YOU GET PRIORITIZED IN THE LOTTERY PROCESS IF YOU'RE AT RISK OR ECONOMICALLY DISADVANTAGED.

GOT IT. THANK YOU.

MR. SELLERS.

YEAH. YOU MIGHT HAVE ANSWERED THIS QUESTION ALREADY.

SO AS IT CURRENTLY STANDS, WE TALKED ABOUT SACHSE AND NORTH GARLAND HAVING A LARGE EARLY COLLEGE PROGRAMS AND SO WITH THIS CHANGE AND STUDENTS HAVING TO GO TO OR OPEN IT UP SO THAT THEY CAN GO TO ECS OR EARLY COLLEGE HIGH SCHOOL PROGRAMS WITHIN THEIR ZONE.

HOW CONFIDENT ARE YOU THAT THE STUDENTS THAT ARE CURRENTLY, YOU KNOW, ABLE TO GO TO SACHSE OR ABLE TO GO TO NORTH GARLAND WILL CHOOSE TO GO TO THE SCHOOLS IN THEIR ZONE WITH THIS CHANGE.

YEAH. THERE'S NOT REALLY ANY WAY I CAN PREDICT WHAT WILL HAPPEN, WHAT THEY WILL CHOOSE.

BECAUSE WE'VE SEEN IN PAST HISTORY THEY WERE ABLE TO CHOOSE ANYTHING AND THEY'LL STILL BE ABLE TO CHOOSE ANYTHING.

THEY JUST WON'T BE PRIORITIZED IN THE LOTTERY.

SO THEY WON'T BE PRIORITIZED.

THEY WON'T GET TRANSPORTATION. RIGHT, RIGHT.

I THINK IT'LL HELP US.

SO LET'S JUST TALK IN TERMS OF SACHSE.

IT'LL HAVE WE'LL HAVE 125 SEATS, AND MOST OF THOSE KIDS WILL END UP BEING SACHSE KIDS RATHER THAN KIDS WHERE BUSSING FROM ALL OVER THE DISTRICT TO SACHSE.

SO IT'LL HELP WITH JUST REALLY KEEPING THE KIDS KIND OF IN THEIR NEIGHBORHOODS.

OKAY. MR. GLICK. THANK YOU, KEN.

SO SOMETIMES THIS GETS A LITTLE CONFUSING.

THIS HAS NO EFFECT ON EITHER TAKING AP COURSES.

NO. OR DUAL CREDIT COURSES.

NOPE. YEAH. ANY STUDENT IN ANY HIGH SCHOOL CAN TAKE ANY DUAL CREDIT COURSE.

SO THE ONLY THING YOU WOULD NOT GET IF YOU WEREN'T ON THAT TRACK IS YOU WOULDN'T HAVE AN ASSOCIATE'S DEGREE.

YOU CAN STILL GET AN ASSOCIATE'S DEGREE.

WE HAVE STUDENTS THAT WILL GET AN ASSOCIATE'S DEGREE WITHOUT BEING IN A COLLEGIATE OR AN ECHS PROGRAM.

YOU CAN STILL EARN AN ASSOCIATE.

WHAT YOU WON'T GET IF YOU'RE NOT PART OF ECHS IS THE SUPPORT SYSTEM.

SO, THE COHORTED CLASSES, THE SPECIFIC TEACHER TRAINING, THAT KIND OF THING.

WHERE WOULD YOU GET THE ASSOCIATE'S DEGREE FROM DALLAS COLLEGE.

YOU WOULD JUST TAKE THE CERTAIN CLASSES THAT ARE PRESCRIBED FOR THE DEGREE FOR IF YOU'RE TAKING DUAL CREDIT COURSES THERE, BUT YOU'RE NOT PART OF THE COLLEGIATE ACADEMY BECAUSE ANY KID CAN TAKE DUAL CREDIT. YES, YES.

ANY OTHER QUESTIONS? BOARD.

COMMITTEE. ONCE.

TWICE. SOLD.

THANK YOU VERY MUCH.

ALL RIGHT. THAT MOVES US ON TO AGENDA ITEM 5B, ACTION ITEMS FOR THE OCTOBER BOARD MEETING.

[V.B. Action Items]

PERALES, DOCTOR ADAMS, DOCTOR LOPEZ.

LISA, YOU MIGHT WANT TO GET UP THERE, TOO.

I MEAN, WE'LL JUST GET EVERYONE UP AND DARYL, EVERYBODY.

IT'S A FAMILY REUNION.

WELL, WE'RE REALLY EXCITED TRUSTEES, WE'RE FINALLY HERE TO START GIVING OUR DRAFT PRESENTATION OF WHAT WE INTERPRETED AS THE GOALS THAT YOU ALL FELT LIKE WE NEED TO CREATE CRITERIA FOR.

WE USED A THEME OF UNMATCHED BECAUSE WHAT YOU'RE DOING IS UNMATCHED.

IF YOU START LOOKING AT ALL THE WAYS THAT WE'RE GOING TO ATTEND TO THIS IN A VERY AGGRESSIVE MANNER.

IT IS REALLY, REALLY EXCITING.

IT'S SCARY.

IT'S ALL THOSE TYPE OF FEELINGS BECAUSE WE'RE ATTENDING TO STANDARDS AT THE MEET STANDARDS AND ABOVE, AND WE WANT TO EXCEED STATE

[00:35:10]

WE HAVE TO MOVE IN THE RIGHT WAY AND WE ALL HAVE TO MOVE AGGRESSIVELY.

THIS IS NOT SOMETHING THAT WE WOULD WE SAY, WELL, WE HOPE WE'RE GOING TO HIT THESE GOALS.

OUR MISSION IS TO HIT OR EXCEED THE GOALS.

NOW JOKINGLY, WE WERE LOOKING AT OTHER DISTRICTS THAT WENT DOWN THE HOUSE BILL, THREE RABBIT HOLE AND SOME OVER A FIVE PERIOD TIME FRAME WHEN ONLY PROJECTED 1 OR 2 POINTS TO SAY WE'RE GOING TO IMPROVE BY 1 OR 2 POINTS.

SO WHEN YOU START LOOKING AT THE LENS OF WHAT WE'RE TRYING TO ACCOMPLISH, OTHER PEOPLE ARE GOING TO LOOK AT US LIKE THESE ARE VERY AGGRESSIVE, UNACHIEVABLE GOALS. BUT THEY GOT SOMETHING.

WE GOT SOMETHING THEY DON'T.

THOSE SEVEN TRUSTEES RIGHT THERE.

RIGHT. BECAUSE WHAT WE GOT IS A BOARD THAT LEADS WITH PURPOSE.

I KNOW THAT MIGHT SOUND DIFFERENT TO YOU ALL, BUT EVERYTHING THAT WE TALK ABOUT ALL THE TIME DEALS WITH STUDENTS, THESE TYPE OF RESULTS THAT WE'RE GOING TO BE ZEROED IN ON AS A TEAM ARE ALL ABOUT STUDENTS.

AND LET ME TELL YOU WHAT IS REALLY SIGNIFICANT ABOUT THE GOAL.

ONE OF THE GOALS IS TO ELIMINATE ALL OUR FAILING CAMPUSES.

WELL, WE WERE TALKING TO TIA ON SYSTEM OF GRADE SCHOOL NETWORK AND THEY SAID, YOU GOT TO HAVE A GOAL THAT'S GETTING RID OF YOUR FAILING CAMPUSES.

THAT'S GOING TO BE ONE OF OUR REQUIREMENTS.

AND WE'RE LIKE, YEAH, CHECK.

ALL RIGHT. YOUR VISIONING IS ALREADY AHEAD OF THE TIME.

YOU'RE NOT BEING MANDATED TO ADD THESE PARTS.

THIS IS COMING FROM YOU. THAT'S CALLED LEADING WITH PURPOSE.

WHEN YOU SEE THE AGGRESSIVE NATURE ON SOME OF THE GOALS, YOU'RE GOING TO SAY, WAIT A MINUTE, THAT THAT IS A REALLY AGGRESSIVE NATURE, BECAUSE WE'RE NOT SAYING WE WANT KIDS AT THE APPROACHES LEVEL. IT'S AT THE MEETS LEVEL OR ABOVE.

WE'RE LOOKING AT IT OVER WHAT IS CONSIDERED A SIX YEAR PERIOD OF TIME.

BUT IT'S REALLY WE'RE STARTING NOW.

IT'S THIS YEAR IN MOTION FROM WHATEVER WE AGREED TO.

SO WE HAVE OUR TWO EXPERTS THAT ARE LEADING THE CHARGE BECAUSE ON ONE END WE HAVE TO HAVE THE SYSTEM AND THE ACADEMIC FRAMEWORK, AND ON THE OTHER END YOU HAVE TO HAVE THE CAMPUS IMPLEMENTATION WORKING.

SO THESE TWO MASTERS, DOCTOR PERALES AND DOCTOR ADAMS, ARE GOING TO LEAD US TO THE REST OF THE PRESENTATION.

TAKE IT OVER, JASON.

ALL RIGHT. WELL THANK YOU.

HE ALWAYS HAS A WAY OF SETTING US UP PERFECTLY HERE.

WELL, GOOD EVENING, CHAIRMAN JOHNSON.

TRUSTEES. WE DO SHARE DOCTOR LOPEZ'S EXCITEMENT ABOUT PUTTING THESE GOALS BEFORE YOU TONIGHT.

AND YOU'LL NOTICE HERE ON THIS SLIDE IS THERE'S EIGHT OVERALL GOALS AND THREE DIFFERENT CATEGORIES.

AND THE FIRST IS CALLED YOU KNOW UNMATCHED FOUNDATIONS, AND IT IS WHAT IT REALLY JUST WHAT THE NAME SAYS.

IT'S FOCUSING ON THE CRITICAL ACADEMIC YEARS TO DETERMINE YOU KNOW, WE PUT THESE FOUNDATIONAL SKILLS IN PLACE TO HELP KIDS AS THEY TRANSITION THROUGH OUR SYSTEM, STARTING WITH THIRD GRADE, THIRD GRADE MATH AND READING, AND THEN IT TRANSITIONS TO SIXTH AND SEVENTH GRADE, WELL, SIXTH AND SEVENTH GRADE, WILL WHY? WE HAVE TO MAKE SURE THAT KIDS ARE PREPARED AT EVERY INTERSECTION OF OUR SYSTEM.

AND RIGHT NOW WITH SIXTH AND SEVENTH GRADE, THAT'S REALLY OUR BIGGEST GAP IN OUR SYSTEM, AS WELL AS, YOU KNOW, SYSTEMS ACROSS THE STATE OF TEXAS AND THE COUNTRY IS MIDDLE YEARS.

AND THEN UNMATCHED PATHWAYS ARE SEVENTH GOAL.

AND THAT'S REALLY A STRENGTH OF OURS.

THAT'S A PRIDE POINT. THAT IS SOMETHING THAT WE'VE DONE EXCEPTIONALLY WELL ACROSS THE METROPLEX AND THE REGION AND THE STATE IS DEALING WITH, YOU KNOW, COLLEGE READINESS, YOU KNOW, CAREER READINESS AND THAT INTERSECTION BETWEEN OUR SCHOOLS AND GOING OFF INTO THE REAL WORLD.

BUT THERE'S STILL OPPORTUNITIES FOR US TO IMPROVE, ESPECIALLY AROUND THE ACADEMIC SIDE AND MAKING SURE STUDENTS ARE PREPARED ACCORDING TO THE ACADEMIC MEASURES IN PLACE THROUGH TSI TESTING. AND THEN FINALLY, UNMATCHED EXCELLENCE ENSURING THAT WE'RE ELIMINATING OUR D&F CAMPUSES JUST UNDERSTANDING THAT ALL OF OUR KIDS DESERVE TO GO TO HIGH RATED SCHOOLS.

AND THESE ARE THE FACTORS THAT REALLY KIND OF GUIDED US DURING THIS PROCESS.

AND IT REALLY STARTED WITH ALIGNMENT TO TEA'S GOALS OR THE METRICS OR TARGETS THAT THEY'VE PUT IN PLACE.

AND THOSE ARE ALIGNED TO FEDERAL TARGETS.

AND LIKE DOCTOR LOPEZ MENTIONED, THOSE ARE VERY RIGOROUS TARGETS.

YOU MAY REMEMBER THOSE FROM YEARS AGO WHEN DOCTOR CADDELL OR MISS JOYNER WOULD BE UP HERE TALKING TO YOU ABOUT SOME OF THE CAMPUSES THAT MISSED THOSE FEDERAL TARGETS.

AND ONE OF THE THINGS I WANT TO CALL OUT IS YOU'LL NOTICE HERE IN A MINUTE WHEN I GO INTO MORE DEPTH INTO THIS.

THE TARGETS ARE DIFFERENT BY DIFFERENT POPULATIONS OF STUDENTS.

AND THAT'S NOT YOU KNOW, THAT'S NOT GARLAND'S TARGETS.

THOSE ARE TEA'S TARGETS BASED ON THE FEDERAL TARGETS FOR ACCOUNTABILITY SYSTEM.

AND THOSE ARE VERY HIGH, IN SOME PLACES, WE'RE CLOSER TO THOSE TARGETS, AND IN SOME PLACES WE'RE FURTHER AWAY.

[00:40:06]

AND THEN THE SECOND THING YOU'LL SEE HERE IS THE STRATEGIC GOAL SETTING, REALLY SITTING DOWN AND LOOKING AT HISTORICAL DATA BACK TO WHEN WE STARTED STAAR.

YOU KNOW, WHAT WERE THE IMPROVEMENTS OR GAINS THAT WE'VE RECEIVED ON AN AVERAGE FROM YEAR TO YEAR? WHAT WERE THE DECLINES THAT WE'VE SEEN OVER THAT 12 YEAR PERIOD? AND JUST REALLY BEING KIND OF THOUGHTFUL ABOUT WHAT'S APPROPRIATE, YOU KNOW, WHAT'S A STRETCH GOAL, WHAT'S AGGRESSIVE, WHAT'S NOT AGGRESSIVE ENOUGH, WHAT'S TOO AGGRESSIVE AND REALLY KIND OF USING THAT DATA TO DRIVE THIS CONVERSATION.

AND THEN UNDER THAT IS THE SUB METRICS AND UNDERSTANDING THAT UNDER EACH OF THESE GOALS, YOU'RE GOING TO HAVE FIVE SUB METRICS THAT LEAD INTO THE OVERALL DRIVING GOAL.

AND THOSE HAVE ALL BEEN CALCULATED THAT EACH OF THESE DIFFERENT SUBMETRICS OR THESE DIFFERENT POPULATIONS HAVE TO HIT THOSE TARGET FOR US TO ACHIEVE OUR GOAL.

AND I'LL KIND OF EXPLAIN THAT TO YOU IN THE NEXT COUPLE OF SLIDES.

AND THEN ULTIMATELY THIS KIND OF DROVE EVERYTHING.

ARE WE SETTING HIGH EXPECTATIONS, RIGOROUS EXPECTATIONS FOR OUR KIDS, AND ARE THEY ATTAINABLE? ARE WE BEING REALISTIC AND FINDING THE BALANCE BETWEEN HIGH EXPECTATION AND PUSHING.

AND YOU KNOW, WHAT'S ACTUALLY POSSIBLE.

AND WHAT YOU'RE GOING TO SEE IS A LOT OF THESE THINGS ARE VERY RIGOROUS GOALS, ALL OF THEM.

AND I THINK THIS IS A GOOD POINT.

GOOD TIME TO PULL OUT APPENDIX A.

IT SHOULD BE ON PAGE 173.

YOURS IS JUST GOING TO BE A KIND OF A RED CHART THAT LOOKS LIKE THIS OR A TABLE.

AND I WANT TO DRAW YOUR ATTENTION JUST TO A FEW PLACES HERE.

I THINK THIS WILL HELP US AS WE START LOOKING AT SOME OF THE GOALS.

WHAT YOU'LL NOTICE IS THIRD, SIXTH AND SEVENTH GRADE.

THOSE CONNECT DIRECTLY TO THE GOALS THAT YOU'VE ESTABLISHED AND ARE IDENTIFIED, AND WHAT YOU'LL SEE GOING ALL THE WAY BACK TO 2013 TO 2024.

AND THERE'S TWO THINGS I'D LIKE TO CALL OUT HERE.

ONE IS YOU'RE GOING TO NOTICE THE INCLINE AND DECLINE FROM YEAR TO YEAR, SO I THINK IT'S IMPORTANT TO NOTE THAT AND YOU'LL SEE IN 2020 YOU HAVE COVID, DID NOT ASSESS THAT YEAR.

THEN YOU'LL SEE FROM 21 TO 22 YOU'RE GOING TO SEE SOME PRETTY SIGNIFICANT JUMPS IN GAINS THERE.

RIGHT. AND SO I THINK, YOU KNOW, IF YOU START LOOKING AT THIS DATA JUST KEEP THAT IN MIND.

WE MADE THESE GAINS FROM 21 TO 22.

BUT IT'S ALSO MAKING THOSE TREMENDOUS GAINS AFTER WE'RE COMING OUT OF THE PANDEMIC.

AND THE OTHER THING I WANT TO CALL OUT ON THIS DOCUMENT IS REALLY THE DIFFERENT CHANGES IN THE ASSESSMENT.

AND SO IF YOU LOOK ON HERE, YOU'LL SEE THAT IN 23 THIS IS KIND OF THE REDESIGN.

24 THERE'S SOME MORE CHANGES IN HOW WE EVALUATE AND GRADE THE ASSESSMENTS THEMSELVES.

BUT IT KIND OF GIVES YOU JUST A HISTORY OF ASSESSMENT WITH STAAR OVER THE LAST 12 YEARS.

AND THIS WAS KIND OF THE DRIVING FORCE BEHIND THE GOALS AS WE'RE ESTABLISHING THEM.

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

AND WHAT YOU'LL NOTICE ANYWHERE FROM, LIKE THIRD GRADE READING TO THIRD GRADE MATH, YOU MIGHT SEE ANY GIVEN YEAR TO YEAR, YOU MIGHT SEE A PLUS THREE INCREASE ALL THE WAY DOWN TO A MINUS FIVE DECREASE OVER THAT PERIOD.

AND MATH YOU MIGHT SEE PLUS SIX INCREASE PERCENT MATES EACH YEAR TO A MINUS SIX.

SO IT'S REALLY INCONSISTENT AND GOES UP AND DOWN OKAY.

AND REALLY THE FIRST SIX GOALS AGAIN ARE CONNECTED TO UNMATCHED FOUNDATIONS.

AND REALLY MAKING SURE THAT WE ADDRESS THE FOUNDATIONAL STEPPING STONES FOR FUTURE ACHIEVEMENT, MAKING SURE WE'RE PREPARING KIDS FOR THE RIGOR OF HIGH SCHOOL COURSEWORK, AND BY DOING SO, REALLY FOCUSING ON LONG TERM SUCCESS FOR KIDS.

AND THIS IS THE FIRST GOAL.

GOAL ONE. AND WHAT YOU'LL NOTICE AT THE TOP.

AND DOCTOR LOPEZ MENTIONED THIS WITH A HOUSE BILL THREE OR HB THREE.

THIS IS A REQUIREMENT REQUIRED TO SET EARLY LITERACY AND EARLY MATH GOALS.

THIS IS OUR LITERACY GOAL.

AND HAS INCREASED THE PERCENTAGE OF ALL THIRD GRADE STUDENTS ACHIEVING MEETS GRADE LEVEL.

ON THIRD GRADE STAAR EXAMS AND WHAT YOU'LL SEE IS THE TOP IN BOLD IS THE GOAL.

AND IT KIND OF GOES ACROSS.

WHERE'S THE BASELINE? HERE'S WHERE WE'RE AT RIGHT NOW.

ACCORDING TO 2024, STAAR DATA MEETS LEVEL PERFORMANCE.

WE'RE AT 44%.

AND THEN YOU'LL SEE THE TARGET AT 61%.

SO IT'S A PRETTY SIGNIFICANT JUMP.

THEN ON THE FAR RIGHT, THIS IS WHAT I WAS TALKING ABOUT A MINUTE AGO.

THESE ARE TEACHERS INTERIM GOALS THAT ARE ESTABLISHED BASED ON FEDERAL TARGETS.

AND SO WHAT YOU'LL NOTICE IS THAT TARGETS 55, OUR TARGET'S 61.

AND WHAT WILL HAPPEN IS AFTER 32, THOSE GOALS WILL THOSE TARGETS WILL INCREASE.

THEY'LL CONTINUE TO INCREASE OVER TIME.

AND THEN WHAT YOU'LL SEE BELOW THE GOAL THOSE ARE THE SUBMETRICS A, B, C, D AND E.

STARTING OUT WITH THE DIFFERENT POPULATIONS OF STUDENTS THAT WE'RE GOING TO MONITOR.

AND WHAT YOU'LL NOTICE IS EACH OF THOSE HAVE A DIFFERENT BASELINE.

SOME ARE CLOSER TO THE TARGET AND SOME ARE FURTHER AWAY AND THEY ALL THOSE TARGETS, IF YOU LOOK AT THE TARGETS THEMSELVES, IF YOU, YOU KNOW, ADD THAT UP AND DO THE MATH WITH THE NUMBER OF STUDENTS THAT WE HAVE IN OUR DISTRICT THAT FALLS INTO EACH OF THESE CATEGORIES, THAT IF WE HIT THOSE TARGETS, WE HIT THE 61.

I WANT TO THANK, YOU KNOW, MISS JOYNER AND HER TEAM FOR DOING A WHOLE LOT OF MATH ON THIS.

BUT THAT'S HOW WE'RE GOING TO MONITOR IT.

AND I'M GOING TO BREAK IT DOWN A LITTLE BIT MORE ON WHAT IT LOOKS LIKE FROM YEAR TO YEAR.

[00:45:01]

SO WHAT YOU'LL SEE IS RIGHT NOW WE'RE AT 44% AND WHERE WE'RE GOING TOWARDS IS 61%.

AND YOU'RE GOING TO SEE ABOUT A STEP PERCENTAGE GAIN EACH YEAR ABOUT 2.75%.

DOCTOR LOPEZ MENTIONED OTHER DISTRICTS, YOU KNOW, SETTING GOALS AT 1% OR LESS TO GET TOWARDS THEIR OVERALL KIND OF LONG TERM GOAL.

THIS IS PRETTY THIS IS PRETTY AGGRESSIVE AT 2.75.

BUT I WANT TO KIND OF POINT SOMETHING OUT BACK ON THIS APPENDIX A, LIKE WELL WAIT A SECOND, IS THIS POSSIBLE? AND I WOULD SAY YES, IT'S POSSIBLE IF YOU JUST LOOK AT THAT TABLE ON APPENDIX A ON PAGE 173, YOU'LL NOTICE THERE'S BEEN YEARS THAT WE'VE HAD 2.75 INCREASES OR GREATER.

THE CHALLENGE FOR US IS TO ESTABLISHING SYSTEMS TO MAKE SURE THAT WE MAINTAIN THAT OVER TIME.

WHAT WE'VE DONE IS WE'VE GONE UP, WE'VE GONE DOWN, WE'VE MAINTAINED A LITTLE BIT, CHANGES IN STAAR, WE'VE GONE DOWN, COVID WE'VE GONE DOWN, WE'VE REBOUNDED AND COME BACK UP.

SO IT'S KIND OF BEEN INCONSISTENT OVER TIME.

BUT WE'RE CONFIDENT THAT THESE INCREMENTAL TARGETS ARE DOABLE.

OKAY. AND THEN WHAT YOU'LL NOTICE IS FOR SOME DIFFERENT POPULATIONS THE TARGETS ARE EVEN HIGHER.

SO YOU'LL SEE SOME HERE AT 3.83 YOU'LL SEE SOME THAT ARE 1.67.

SO AGAIN IT DEPENDS ON HOW CLOSE OR HOW FAR STUDENTS ARE AWAY FROM THE TARGETS.

AND AGAIN THOSE ARE ESTABLISHED BY TEA.

AND SO THE NEXT GOAL, GOAL TWO AGAIN IS ALSO CONNECTED TO HB THREE.

AND YOU'LL SEE THE EXACT SAME FORMAT.

THIS IS OUR THIRD GRADE MATH GOAL, AND YOU'LL SEE THE BASELINE IS AT 42%.

AND THE IDEA IS TO INCREASE THE PERCENTAGE OF OVERALL THIRD GRADERS ACHIEVING MEETS LEVEL PERFORMANCE ON STAAR EXAMS FROM A 42 TO A 58 BY 2030.

AND AGAIN, YOU'LL SEE THE DIFFERENT TARGETS FOR THE DIFFERENT SUBMETRICS OR THE DIFFERENT POPULATIONS OF STUDENTS.

AND IF YOU GO TO THE NEXT SLIDE YOU'LL SEE THE STEPS.

SO ON THE FAR LEFT AGAIN THAT'S OUR OVERALL ANNUAL STEP OR OUR TARGET FOR OUR GOAL STARTING AT 44 GOES UP 45.

THEN IT JUMPS TO A 47 AND THEY'LL START INCREMENTALLY JUMPING.

AND EVENTUALLY WE GET DOWN TO 2036 YEARS FROM NOW, 58% OF OUR KIDS ARE AT MEETS PERFORMANCE LEVEL.

THAT'S NOT SAYING THAT 58% OF OUR KIDS MET STANDARD ON STAAR.

THAT'S A DIFFERENT METRIC WITH APPROACHES WE'RE SAYING MEETS LEVEL, AND THAT'S A VERY HIGH STANDARD.

AND YOU'LL SEE THE DIFFERENT STEPS FOR THE DIFFERENT, YOU KNOW, SUBMETRICS INCLUDED HERE AT THE BOTTOM.

ANYWHERE FROM 3.67 WITH AFRICAN-AMERICAN STUDENTS TO 1.5 FOR ANGLO.

OKAY. AND SO IT FOLLOWS THE SAME FORMAT WHEN YOU GET TO MIDDLE SCHOOL.

I MENTIONED EARLIER THAT THIS IS THE WEAKEST POINT IN OUR SYSTEM.

BUT THESE TWO ASSESSMENTS AREN'T THE SAME.

THESE TWO CONTENT AREAS AREN'T THE SAME.

ONE AREA WE'RE MUCH CLOSER TO THE TEA INTERIM GOAL OF 53 NS READING.

SO THE THIRD GOAL IS TO INCREASE THE PERCENTAGE OF ALL SIXTH GRADE STUDENTS ACHIEVING MEETS GRADE LEVEL ON SIXTH GRADE STAAR EXAMS FROM A 51 TO A 53.

AND YOU'LL SEE IT KIND OF BROKEN DOWN FOR THE DIFFERENT SUBMETRICS.

BUT WE'RE MUCH CLOSER TO THAT GOAL.

ON THE MATH SIDE, WE ARE MUCH, MUCH, MUCH FURTHER AWAY AND IT'S GOING TO REQUIRE A SUBSTANTIAL AMOUNT OF ENERGY AND EFFORT TO PUSH US THERE.

SO PART OF THE REASON WHY WE ENDED UP HERE WAS ONE THAT WE'RE CLOSER, AND TWO, WE UNDERSTANDING THAT ON THE MATH SIDE, THERE'S GOING TO BE A SUBSTANTIAL LIFT.

BUT IF YOU LOOK HERE, EVEN THOUGH WE HAVE A, YOU KNOW, A FOUR POINT GAIN OVER THAT SIX YEAR PERIOD.

IT LOOKS A LOT DIFFERENT WHEN YOU START BREAKING IT DOWN BY SUB METRIC.

AND THIS IS WHERE THE WORK IS GOING TO HAVE TO HAPPEN.

SO IF YOU LOOK AT OUR ECONOMIC DISADVANTAGE, THE STEP OVER THAT TIME GOES FROM A HALF A STEP FOR ALL STUDENTS TO 1.25.

THAT'S A PRETTY BIG JUMP AND SO FORTH, RIGHT.

SIXTH GRADE MATH.

OUR GOAL IS TO INCREASE THE PERCENTAGE OF ALL SIXTH GRADE STUDENTS ACHIEVING MEETS GRADE LEVEL ON STAAR EXAMS. YOU PROBABLY NOTICED A LITTLE BIT DIFFERENT LANGUAGE IN THIS GOAL.

LIKE WHY DOES IT SAY ON STAAR EXAMS NOT SIXTH GRADE STAAR EXAM.

PART OF THIS IS GOING TO BE CONNECTED TO OUR ACCELERATED MATH PATHWAYS.

WHEN STUDENTS TRANSITION FROM FIFTH GRADE TO SIXTH GRADE, STUDENTS START TAKING ACCELERATED MATH IN ROUGHLY 40% OF OUR KIDS THAT MAKE THAT TRANSITION ARE PUSHED INTO AN ACCELERATED MATH PATHWAY, WHICH MEANS THAT THOSE KIDS CAN TAKE A DIFFERENT ASSESSMENT, MAYBE THOSE SIXTH GRADERS MAY NOT TAKE A SIXTH GRADE ASSESSMENT.

THEY MAY TAKE A SEVENTH GRADE ASSESSMENT.

WE'LL HAVE SOME SIXTH GRADERS, NOT AS MANY, THAT WILL POTENTIALLY TAKE AN EIGHTH GRADE ASSESSMENT.

AND SO THIS GOAL HERE IS MEASURING ALL SIXTH GRADERS TAKING MATH ASSESSMENTS.

SO WE'RE KEEPING A TRACK OF ALL KIDS.

WE'RE PUSHING ALL KIDS AND KEEPING TRACK OF IT.

WHAT YOU'LL NOTICE HERE THE BASELINE FROM 26 TO 56 WHICH IS A 30 POINT JUMP.

AND FOR SOME OF OUR DIFFERENT SUB METRICS, IT'S EVEN HIGHER THAN THAT.

SO THAT'S A VERY, VERY BIG JUMP.

[00:50:01]

AND YOU'RE GOING TO LOOK AT FOR ALL STUDENTS FAR LEFT AGAIN FROM 26 TO 56, IT'S AN AVERAGE OF A 5% GAIN EACH YEAR.

FOR SOME GROUPS OF STUDENTS THAT CHANGES.

WE'RE ACTUALLY FURTHER AWAY, AND WE HAVE TO HAVE GREATER GAINS IN ORDER FOR US TO HIT OUR TARGETS.

AND YOU MIGHT LOOK AT THIS GOES, WOW, THAT'S A PRETTY AGGRESSIVE GOAL.

IT IS. IT'S A VERY, VERY HIGH GOAL, BUT IT'S GOING TO HAVE A TREMENDOUS IMPACT ON OUR KIDS WHEN WE HIT IT.

AND SO IF YOU GO BACK AND YOU'VE LOOKED AT APPENDIX A, YOU CAN FIND RIGHT THERE SIXTH GRADE MATH AND YOU CAN THINK, OKAY, HAVE WE EVER HAD A FIVE POINT INCREASE? AND WHAT YOU'LL SEE LOOKING ACROSS MATH, THERE'S YEARS THAT WE'VE COME PRETTY CLOSE.

WE'VE HAD THREE POINTS.

WE'VE HAD TWO POINTS FOUR POINTS.

BUT IT IS DOABLE.

WE'RE GOING TO HAVE TO GET THERE.

THAT'S WHY IT'S SO HIGH.

OKAY. AND THEN SAME THING IN SEVENTH GRADE.

YOU KNOW LANGUAGE ARTS WE'RE MUCH CLOSER TO THE TARGET.

AND SO THE GOAL IS ADJUSTED ACCORDINGLY.

AND AGAIN IT'S FROM YOU KNOW INCREASE THE PERCENTAGE OF ALL SEVENTH GRADE STUDENTS ACHIEVING MEETS GRADE LEVEL PERFORMANCE ON SEVENTH GRADE STAAR EXAM.

AGAIN, THIS IS A SEVENTH GRADE ASSESSMENT BECAUSE WE'RE NOT PUSHING KIDS INTO AN ADVANCED TRACK IN READING.

THAT'S JUST FOR MATH.

SEVENTH GRADERS WILL TAKE THE SEVENTH GRADE ASSESSMENT, AND YOU'LL SEE IT KIND OF BROKEN DOWN BY DIFFERENT SUB METRIC.

AND HERE'S WHAT IT LOOKS LIKE OVER TIME.

THE AVERAGE STEP PERCENT GAIN EACH YEAR IS ABOUT 1.5, STARTING AT A 47 ALL THE WAY UP TO A 56% BY 2030.

AND YOU'LL SEE SOME GROUPS OF STUDENTS LIKE THIS ONE RIGHT HERE.

ECONOMIC DISADVANTAGE IS GOING TO HAVE TO REQUIRE 2.2 AND A QUARTER STEP EACH YEAR IN ORDER FOR US TO HIT THEIR TARGET OF 54%.

AND AGAIN, ALL OF THESE SUBMETRICS CONNECT DIRECTLY BACK TO OUR OVERALL GOAL.

ALL RIGHT. AND THEN IT COMES TO SEVENTH GRADE MATH.

INCREASE THE PERCENTAGE OF ALL SEVENTH GRADE STUDENTS ACHIEVING MEETS GRADE LEVEL PERFORMANCE ON STAAR EXAMS. AGAIN BECAUSE THIS IS AN ADVANCED MATH TRACK AND WE HAVE SO MANY SEVENTH GRADERS THAT TAKE ADVANCED MATH, MANY OF THESE SEVENTH GRADERS WILL BE TAKING EIGHTH GRADE ALGEBRA.

AND SO WE'RE EVALUATING PROGRESS TOWARDS MATH FOR SEVENTH GRADE STUDENTS.

AND AGAIN, THE BASELINE RIGHT NOW IS AT 24%, GOING ALL THE WAY UP TO 56%.

AND BASED ON THE DIFFERENT SUBMETRICS THOSE NUMBERS CHANGE.

AND THE LAST SLIDE HERE JUST SHOWS YOU THE BREAKDOWN OF STEPS FOR YEARS.

SO THIS IS OUR MOST AGGRESSIVE GOAL BY FAR BECAUSE IT'S ALSO THE GREATEST NEED.

THIS IS THE BIGGEST DISTANCE THAT WE HAVE, THE GREATEST DISTANCE WE HAVE FROM WHERE WE ARE NOW AND WHERE WE WANT TO GO.

AND SO YOU'RE GOING TO SEE AN AVERAGE OF 5.33% STEP GAIN EACH YEAR TO GET THERE, WITH AN OVERALL 32% GAIN FOR US TO REACH OUR GOAL.

DOCTOR ADAMS, AT THIS POINT, THIS IS THE END OF THE FOUNDATION SECTION.

THE FIRST SIX GOALS.

I THINK THAT MAYBE WE SHOULD GO AHEAD AND ADDRESS QUESTIONS ABOUT THE ACADEMICS.

ONE, SPECIFICALLY, BEFORE WE GET INTO THE OTHER TWO GOALS, WHICH ARE VERY DIFFERENT.

SO COMMITTEE, DO YOU HAVE ANY QUESTIONS REGARDING THE FIRST SIX GOALS, MISS STANLEY? OKAY. SO I'M GOING TO BE I THINK THIS IS TOO MUCH.

AND IT'S NOT THAT THIS ALL HAS TO GET TRACKED.

SO A GOAL IS WORTH NOTHING UNLESS WE'RE TRACKING IT.

AND I TRACK GOALS AND AND AND THERE'S NO BANG TO TRACK SIXTH AND SEVENTH IN MY OPINION.

SO I JUST DID SOME BACK OF THE ENVELOPE MATH.

AND SEVENTH GRADE ACTUALLY FOR THE MOST PART IS LOWER, STARTING LOWER AND NEEDING TO END AT THE SAME PLACE.

SO IF YOU SO DECIDE, DO WE WANT TO CONCENTRATE ON THAT SEVENTH AND GETTING THOSE LOWER SCORES UP TO HIGHER, OR DO YOU GET YOUR SIXTH GRADE? BECAUSE IF YOU RAISE YOUR SIXTH GRADE, ONE WOULD THINK THAT THAT'S GOING TO TRANSLATE TO SEVENTH.

SO AND IT'S ALL ABOUT RESOURCES.

WE'RE TALKING TODAY ABOUT THE EARLY COLLEGE AND ALL THAT.

AND SO I DON'T KNOW I DON'T WHEN WE WERE TALKING GOALS I DON'T REMEMBER IF THAT'S THE CASE, THEN I MEAN, IF WE'RE GOING TO TRACK SIXTH AND SEVENTH, THEN COULD WE TRACK FIRST GRADE AS WELL? BECAUSE I THINK THAT FIRST GRADE, IF WE TRACK FIRST GRADE, WE'RE GOING TO GET A BETTER RESPONSE IN THIRD GRADE.

SO I THINK WE COULD BE GOING DOWN A RABBIT HOLE HERE BECAUSE THEORETICALLY WE SHOULD TRACK EVERY GRADE IF WE WANT TO MAKE SURE IT'S ALL.

AND JUST TO DOVETAIL ON THAT, I THINK AND I ADDRESSED THIS WITH DOCTOR LOPEZ EARLIER, I FEEL AS THOUGH THERE'S A BIT OF A DISCONNECT OVER WHAT WE DISCUSSED AT THE WORKSHOP. SOME PEOPLE VIEW THINGS IN ADMINISTRATION, CLEARLY VIEWED IT IN THE WAY THAT THEY DID MY UNDERSTANDING, AND BASED ON THE WAY YOU'RE TALKING NOW, I THINK YOU'RE IN AGREEMENT IS WE AGREED TO DO A MIDDLE SCHOOL GOAL, AND THERE WAS A CONVERSATION WITH TRUSTEE, GLICK AND I DURING THE WORKSHOP AS TO WHETHER WE SHOULD

[00:55:03]

THAT'S THE REASON WHY WE HAVE EIGHT GOALS.

BECAUSE WE HAVE TWO GOALS.

WE HAVE FOUR GOALS NOW IN MIDDLE SCHOOL.

SO FROM THAT PERSPECTIVE, I MEAN, WE'RE NOT TAKING ANY ACTION TONIGHT.

EVERYONE CAN DISCUSS THIS ALL THEY WANT TO.

AND THEN THERE CAN BE MOTIONS ON THIS AT THE BOARD MEETING.

BUT I THINK THAT THAT TO START WITH, YOU'VE TOUCHED ON THAT.

AND THAT PROBABLY NEEDED TO BE POINTED OUT THAT AT LEAST SOME OF US, AT LEAST AT LEAST TO ME.

AND FROM THE SOUND OF IT, YOU AND MAYBE SOME OTHERS VIEWED IT AS THERE WOULD BE ONE SET OF MIDDLE SCHOOL GOALS FOR ONE GRADE IN MIDDLE SCHOOL NOT TO GRADE, NOT TWO THIRDS OF MIDDLE SCHOOL EFFECTIVELY.

MISS GRIFFIN, DO YOU HAVE ANYTHING? I HAVE A COUPLE OF OBSERVATIONS, PLEASE.

THE FIRST ONE IS, WE DID SAY WE WANTED TO REDUCE THE NUMBER OF GOALS FROM WHAT WE HAD BEFORE, AND WE ARE ALMOST RIGHT THERE WHERE WE ARE, WHERE WE WERE. SO THAT'S A THAT WAS WHAT WAS STATED BECAUSE WE WANTED TO HAVE MORE REGULAR UPDATES, CHECK INS AND FOR US TO KNOW WHERE WE'RE GOING.

MY OTHER OBSERVATION IS, AND WE HAD THIS CONVERSATION WHEN WE TRIED TO TALK ABOUT ELIMINATING ACHIEVEMENT GAPS AND WHETHER OR NOT THEY'VE EVER BEEN ELIMINATED AND WHETHER OR NOT THEY WILL BE ELIMINATED BASED ON WHAT WE'VE PRESENTED HERE, BASED ON WHAT THE STANDARDS ARE FOR TEA, WE'RE GOING TO ALWAYS HAVE GAPS.

AND THEN THE OTHER THING TO THAT, IF THAT'S WHAT WE'RE BASING OUR MEASUREMENTS ON, THEN THE SUPPORT FOR AFRICAN AMERICAN KIDS OUGHT TO BE A NEW SUPPORT SYSTEM, BECAUSE WITH THE HISPANIC POPULATION, WE HAVE ALL KINDS OF SUPPORTS.

SO WHEN WE TALK ABOUT HEAVY LIFTS, I WOULD THINK IF WE ARE STARTING THIS FAR DOWN IN THIS WIDE OF A GAP, THAT WE WOULD HAVE AN IDEA OF HOW THOSE KIDS ARE GOING TO COME UP.

BUT THE WAY IT IS NOW IS THAT IF WE MEET THE STATE ARE WE EXCEEDED A LOT.

BUT JUST LOOK, YOU ALL LAID IT OUT ONCE YOU PUT IN ALL OF OUR SUB POPS.

SO THAT'S MY DILEMMA IN LOOKING AT THIS, BECAUSE I'M NOT GOING TO BE ABLE TO UNDERSTAND THE MEASUREMENTS BECAUSE IT LOOKS AS IF YOU CAN GIVE US THE SUB POP INFORMATION.

BUT AT THE END OF THE DAY, WHAT WE'RE GOING TO BE GRADED ON IS THE SUMMATIVE DATA, AND THAT'S WHAT WE'RE GOING TO DO.

THEN WHY ARE WE GOING TO SPEND THE TIME LOOKING AT SOLE POPULATIONS.

AND I STRONGLY BELIEVE.

WE ARE A SMART DISTRICT.

WE ARE A CREATIVE DISTRICT.

WE ARE AN INNOVATIVE DISTRICT AND IF ANYBODY, ANY DISTRICT IN THIS NORTH TEXAS AREA CAN KIND OF BRING IT TOGETHER, AS WE LOOK AT ALL OF OUR SCHOOLS DIVERSITIES AND ALL OF OUR CLASSIFICATION, THEN I THINK WE OUGHT TO BE THE ONES THAT'S ABLE TO SAY, HOW DO WE GET ALL OF OUR KIDS? BECAUSE THIS IS JUST TO ME FOR LACK OF A BETTER WORD.

AND I'M NOT TRYING TO INSULT ANYBODY, BUT IT'S BASIC STATUS QUO.

MISS STANLEY, I DIDN'T EVEN GET MY PART TWO.

BUT. SO THE OTHER THING, NOT ONLY THE ONE FOR THE MIDDLE SCHOOL.

SO WHAT'S THE BIG THING THAT WE'RE MISSING FROM THIS? WE'RE NOT GOING TO TRACK.

WHERE'S OUR DYSLEXIC? WHERE'S OUR NONTRADITIONAL LEARNERS? RIGHT. BECAUSE ARE WE GOING TO I FEEL I DON'T KNOW HOW TO DO THIS.

I'M GOING TO BE PERFECTLY HONEST, BUT I WANT EVERY KID TO BE AT 68%.

OR WHAT IS OUR GOAL, 55%.

I WANT EVERY KID, I DON'T CARE, I DON'T CARE WHAT THEY LOOK LIKE.

[01:00:02]

I DON'T CARE HOW THEY LEARN.

I DON'T CARE HOW THEY WALK.

I DON'T CARE HOW THEY TALK.

I WANT THEM AT THAT GOAL.

SO TRADITIONALLY, IF WE'RE JUST GOING TO BE TRACKING THIS, THEN THAT'S EVERYONE ELSE.

ARE THEY GOING TO FALL THROUGH THE CRACKS BECAUSE WE CAN'T TRACK IT ALL? I MEAN, I'M NOT ASKING YOU TO TRACK IT ALL.

PLEASE, I'M NOT ASKING.

I'M JUST SAYING THAT SOMETIMES WE TRY TO GET SO GRANULAR THAT WE'RE MISSING THE BIG PICTURE, THAT YOU GUYS GO FIGURE OUT THE HOW, I GUESS.

BUT I WANT EVERY KID TO MAKE THESE GOALS, AND I.

AND I DON'T CARE WHAT I DON'T CARE.

SO LET ME ANSWER THOSE QUESTIONS.

SO THESE ARE GREAT HEALTHY DISCUSSIONS.

AND WE KNEW THIS WOULD TRIGGER SOME EMOTIONS WHEN YOU SEE THESE THINGS OKAY.

THE FACT OF THE MATTER IS WE CANNOT MOVE THE ALL NEEDLE IF THE MAJORITY OF OUR POPULATION IS ECONOMICALLY DISADVANTAGED AND MINORITY BASED STUDENTS.

THOSE ARE THE MAJORITY, VAST MAJORITY OF OUR KIDS ARE BLACK AND BROWN.

OKAY. SO IF YOU AREN'T MOVING THAT NEEDLE, NO NEEDLE IS GOING TO BE MOVED.

OKAY. THAT'S THE FIRST PART.

THE SECOND PART.

ON ATTENDING TO THE THE GAPS THAT WE HAVE.

YOU CAN SEE ONE IS OUR GAPS, BUT THEN TWO, YOU COULD SEE THAT THE STATE IS RECOGNIZING THERE ARE GAPS.

AND SO NOBODY THERE.

AND WE'RE LOOKING IN A FIVE YEAR PERIOD OF TIME.

AND I DON'T WANT US TO GET CONFUSED THAT WE'RE GOING TO TRY OUR HARDEST JUST TO BARELY MAKE THIS MARK.

WE WANT TO EXCEED IT.

BUT WE HAVEN'T EVEN STARTED THIS PROCESS.

THE STATE HAS THROWN US, AI, AND WE'RE ALREADY GOING INTO DISCUSSIONS ON THE STANDARDS SHOULD BE HIGHER AND THE STANDARD SHOULD BE HIGHER FOR ALL KIDS.

WE WANT ALL KIDS TO BE AT THE 68.

THIS IS NOT A VALUE HOW WE VALUE KIDS.

WE NEED TO TAKE OUR EMOTIONS OUT.

AND WHAT WE'RE LOOKING AT THIS IS THROUGH STATISTICAL ANALYSIS.

THEY'RE SAYING THIS IS A VERY AGGRESSIVE INITIATIVE TO CREATE THESE TYPE OF TARGETS.

SO WE WILL MIGHT SAY, WELL, I CANNOT ACCEPT THAT I HAVE A STANDARD FOR ONE THAT'S HIGHER THAN ANOTHER, RIGHT? WE DON'T EITHER.

BUT IF YOU START LOOKING AT SOME OF OUR POPULATIONS ARE GOING TO HAVE TO MOVE SIX PERCENTAGE POINTS TO EVEN GET TO WHERE WE WANT THEM. AND THEN WE'RE SAYING THAT'S NOT GOOD ENOUGH.

OKAY. THEN WHAT WE'RE GOING TO HAVE TO SAY IS, OKAY, THEN WHAT ARE WE WILLING TO SACRIFICE? ARE WE WILLING TO SAY IT'S AT ALL COSTS AND DO THE TURNAROUNDS THAT SOME OF THE OTHER STATE DISTRICTS DO AND SAY, IF YOU DON'T PERFORM, YOU'RE GONE AND YOU JUST HAVE THIS CONSTANT TURNAROUND AND PEOPLE DON'T MEET IT.

ALL OUR SYSTEMS ARE GEARED FOR THIS.

AND YOU'RE ABSOLUTELY RIGHT.

WE HAVE TO LOOK AT ALL OF THIS DATA AND WE HAVE TO GAUGE WHERE WE'RE HITTING OUR MARK.

WE'RE A BIG DISTRICT.

WE MIGHT HAVE SCHOOL SCHOOLS THAT ARE KNOCKING OUT OF THE PARK.

AND THE ONE RIGHT DOWN THE STREET ISN'T WHAT'S GOING ON OVER THERE, IS IT CULTURE? IS IT? IS IT THE CALIBER OF TEACHER? IS IT THE EXPERIENCE OF THE TEACHER? THERE'S SO MANY NUANCES THAT GO INTO THIS THAT UNDERSTAND THAT OUR VALUES ARE EVERY KID SHOULD LEARN BOTTOM LINE.

BUT WHEN WE LOOK AT THE BASELINE THAT WE'RE STARTING WITH AND WE DO A STATISTICAL ANALYSIS THAT'S VERY AGGRESSIVE THEN THAT'S THAT'S WHERE WE'RE GOING TO HAVE A LOT OF FRUSTRATION.

OKAY. AND THAT'S THE TRUTH.

NOW TO GO INTO THE MIDDLE SCHOOL THING, I'LL TAKE FAULT IN THAT.

I HEARD BOTH AND I DIDN'T HEAR ANYBODY SAY, NO, NOT THAT ONE, NOT THIS ONE.

SO WE PUT BOTH IN HERE.

RIGHT. BUT I'M GOING TO OFFER JUST A POINT OF YOU TO THINK ABOUT.

WE SAW WE'RE CLOSE IN THE READING IN BOTH SIXTH AND SEVENTH GRADE, AND INSTEAD OF ELIMINATING THE GRADE LEVEL, WOULD YOU MAYBE JUST WANT TO FOCUS ON THE MATH IN THE MIDDLE SCHOOLS? THAT'S ANOTHER AVENUE.

RATHER THAN TAKING A GRADE LEVEL, YOU'RE LOOKING AT A SUBJECT AREA.

SO THOSE ARE THOSE ARE DIFFERENT THINGS THAT THE BOARD CAN TOY WITH AS WE'RE PROCEEDING INTO THIS FOUNDATIONS, PART OF OUR UNMATCHED GOAL.

BUT THE VALUE IS THIS.

AND IF I GO BACK AND I'M GOING TO GO LOOK AT THE TA TARGET.

RIGHT. AND I'M LOOKING AT THE TO TARGET RIGHT.

AND THIS IS TA SEVEN, SAYING IN SEVENTH GRADE MATH 20 BETWEEN 2028 AND 2032, THE KIDS SHOULD BE AT 56% OF OUR STUDENTS BE PROFICIENT.

NOW, IF THE STATE PROCLAIMED THAT PUBLICLY, NOBODY WOULD BE RALLYING, SAYING, THAT'S A GREAT INITIATIVE, RIGHT? THERE WOULD BE ONLY 56%.

RIGHT. SO WHY ARE THESE TARGETS FIXED THAT WAY?

[01:05:04]

SO WE GOT A LOT OF WORK AHEAD OF US.

SO WHILE IT DOESN'T SEEM THAT BIG WHEN YOU SAY IT OUT LOUD, WHEN YOU LOOK AT WHERE WE'RE AT, IT IS A HUGE JUMP.

AND THEN LET'S REMIND OURSELVES WE'RE BETTER OFF THAN OTHER DISTRICTS.

THIS IS A B DISTRICT.

SO THESE ARE SUPER AGGRESSIVE GOALS THAT WE'RE GOING TO DO EVERYTHING WE CAN TO ATTAIN THEM.

SO I JUST WANTED EVERYBODY TO UNDERSTAND THERE'S NO DOUBT ALL THE KIDS WERE GOING TO BE LOOKING AFTER.

WE CAN'T GET THIS WITHOUT OUR DYSLEXIC KIDS NOT MAKING OR NONTRADITIONAL KIDS.

THERE'S NO WAY TO GET THESE SCORES BY JUST FOCUSING ON THE TOP 20%.

THOSE DAYS ARE GONE.

SO AS WE PROCEED, JUST KNOW THAT MR. GLICK. YEAH. AS LONG AS YOU'RE UP THERE, SIR.

YEAH. LET'S DO THIS.

WHERE DID THESE TEA INTERIM GOALS, IS THIS FOR THE STATE? YES, THIS IS THE STATE AND THEY GOT THEM FROM FEDERAL BECAUSE THE FEDERAL.

IS THAT THE ESSER PROGRAM? YES. OKAY.

SO THEY SET THE STANDARDS UP, WHERE PEOPLE NEED TO BE AT EACH LEVEL.

OKAY. AND THEN FROM THERE, THEY INTERPRETED US FOR THE STATE FOR EACH GRADE LEVEL.

RIGHT NOW THERE'S A SET OF GOALS THAT END OBVIOUSLY FROM 24 TO 28.

BUT WE'RE FOCUSING BECAUSE IT'S A FIVE YEAR GOAL FOR THE FOR THE 2028 TO 32.

AND WE'RE LOOKING AT EXCEEDING THAT GOAL BY 2030.

SO THIS GOAL HAS NOTHING TO DO WITH, THE TEA INTERIM HAS NOTHING TO DO WITH OUR DISTRICT.

NO, THEY DIDN'T LOOK AT ANY OF OUR DEMOGRAPHICS, ANY OF OUR STUDENT POPULATIONS.

NO, NOTHING. OKAY.

SO, WE KNOW THERE ARE DISTRICTS IN THIS STATE THAT ARE EXCEEDING ALL THIS, THAT ALREADY ARE WAY ABOVE THESE.

RIGHT. SO HOW DID THEY REACT TO THIS? AND THEN THERE WERE OTHERS, AS YOU SAID, WHO WERE C AND D DISTRICTS WHO WERE SO FAR BELOW.

THEY'LL NEVER GET THERE.

RIGHT? SO I'M JUST TRYING TO UNDERSTAND THAT PART BECAUSE WE'RE USING THAT AS A BENCHMARK.

SO HOW DOES THAT SO HOW DOES THAT MANIFEST.

SO WHAT WE'VE SEEN IS JUST BASICALLY THEY FOCUS ON THE HOUSE BILL THREE LAW.

SO THAT'S WHERE THESE TARGETS ARE ON THAT LAW.

AND THEN WHEN WE HAVE OUR ACCOUNTABILITY SYSTEM WHEN YOU DON'T MEET THESE MEASURES THEN YOU DON'T GET WHAT IS IT.

DOMAIN THREE. RIGHT.

SO YOU DON'T GET YOUR POINTS IN DOMAIN THREE.

AND THEN THAT DOESN'T HELP YOUR OVERALL RATING AND ACCOUNTABILITY.

SO THIS IS AFFECTING DOMAIN THREE.

WELL IT'S AFFECTING ALL THE DOMAINS.

IT'S GOING TO AFFECT OUR GROWTH.

IT'S GOING TO AFFECT OUR DOMAIN ONE SCORE.

BUT IT'S ALSO GOING TO AFFECT DOMAIN THREE SCORES.

SO THAT'S WHERE IT'S COMING FROM.

SO AND TEA IS, WILL OR HAS PUBLISHED THESE NUMBERS.

YES. OKAY.

SO, THEY'RE SAYING THEY EVEN HAVE A 2036 GOAL 32 TO 36.

YEAH. SO WHAT THEY ARE SAYING, IF YOU JUST LOOK AT THE NUMBERS, IS THAT THEY WILL BE SATISFIED FOR A BETTER TERM.

IF A LITTLE OVER HALF OF THE KIDS IN 2032 ARE READING AT GRADE LEVEL AND LET'S USE THE THIRD GRADE BECAUSE THAT'S THE BENCHMARK WE ALL ARE VERY FAMILIAR WITH.

EVERYBODY'S TALKED ABOUT THAT FOREVER THIRD GRADE READING IF 55% ARE READING AT GRADE LEVEL IN 2032, THAT'S A MARK THEY WILL BE SATISFIED THAT WE'VE REACHED.

IS THAT A FAIR STATEMENT? YES. THIRD GRADE.

THIRD GRADE. I WOULD SAY THAT'S THEIR STANDARD THAT THEY'RE SETTING FOR THE STATE.

I DON'T KNOW HOW THEY AVERAGE THESE.

I DON'T KNOW WHERE THEY I DON'T KNOW WHERE THEY CAME FROM, I JUST.

AND BECAUSE AND THIS IS THE OTHER THING I'VE WORKED IN BORDER AREAS, MY DEMOGRAPHICS WHEN I WORKED IN TWO OTHER BORDER AREAS LOOKED DIFFERENT THAN MY DEMOGRAPHICS HERE IN GARLAND.

RIGHT. SO, THE WAY, THE WAY ALL OF THIS BALANCES OUT IS TOTALLY DIFFERENT.

RIGHT. SO, WHEN I WAS WORKING AT ANOTHER DISTRICT IN YOUR 87% ECONOMICALLY DISADVANTAGED WITH LIKE 98% HISPANIC, THERE'S SOME POPULATIONS THAT DON'T EVEN AFFECT YOU, RIGHT, WHERE HERE, EVERYTHING AFFECTS US.

EVERYBODY AFFECTS US.

OKAY. THANK YOU, SIR.

MR. MILLER. YEAH.

I WANT TO TAG ON A LITTLE BIT TO WHAT LARRY SAID WHEN HE WAS TALKING ABOUT THE TEA AND TO ME, IT'S LARRY.

IT'S NOT AS MUCH ABOUT ANYBODY BEING SATISFIED WITH ANY OF THESE.

IT'S JUST ABOUT TAKING DATA AND SAYING, OKAY, BASED ON THE DATA, BASED ON 200 YEARS OF DATA,

[01:10:01]

SO WHEN I'M LOOKING AT ALL OF THIS, I'M NOT I MEAN, IF WE GET TO 2032, WE AIN'T DONE, YOU KNOW, WE'RE NOT DONE.

THAT'S JUST HOW WE GET TO 2032.

AND IT'S A LONG TERM THING.

EVERYBODY I THINK IN THIS ROOM KNOWS HOW LONG TERM WE'RE TALKING ABOUT TO MOVE THESE NEEDLES AND HOW HARD IT IS TO MOVE ONE PERCENTAGE POINT.

WE'VE SEEN IT. WE'VE HAD A LOT OF SUCCESS ON VARIOUS INDIVIDUAL CAMPUSES.

WHEN WE FOCUS SO MUCH OF OUR RESOURCES ON THESE CAMPUSES, WE'VE BEEN ABLE TO DO SOME REALLY GOOD THINGS, AND WE'VE SEEN KIDS THAT HAVE MOVED FURTHER THAN SOME OF THESE NUMBERS THAT WERE KIND OF SURPRISED BY.

SO, WHAT I'M JUST THEORETICALLY WHEN I'M LOOKING AT THIS, AND IF I GO BACK IN MY VERY SHAKY MEMORY OF DATA BECAUSE WE'VE SEEN SO MANY NUMBERS, I'VE ALWAYS SEEN THAT SEVENTH GRADE IS WHERE EVEN IN NORMAL TIMES, SEVENTH GRADE FALLS OFF THE CLIFF.

AND I DON'T KNOW IF IT'S THE CAUSE OF THE AGGRESSIVENESS OF THE MATERIAL OR THE KIDS ARE IN SEVENTH GRADE OR PUBERTY OR WHATEVER YOU WANT TO BLAME IT ON.

IT SEEMS LIKE THINGS HAPPEN IN SEVENTH GRADE.

SO IF WE WERE TO ME MR. JOHNSON, IF WE WERE GOING TO KEEP ANYTHING, I WOULD WANT TO KEEP SEVENTH GRADE, BECAUSE I'VE NOTICED HISTORICALLY IN OUR NUMBERS, THAT'S WHERE I THINK WE NEED TO HAVE ATTENTION, BECAUSE THAT'S WHERE WE TEND TO FALL OFF THE MAP.

NOW, MONITORING SIXTH GRADE HELPS SETS UP SEVENTH GRADE SUCCESS.

I MEAN, I'M OKAY.

I'M OKAY WITH WHATEVER WE COME UP WITH TO MONITOR IN TERMS OF OUR GOALS YOU KNOW, I THINK IT'S GOING TO BE HARD TO GET TO SOME OF THEM.

SO I THINK YOU'RE RIGHT, MR. ADAMS, WHEN YOU SAID SOME OF THIS IS PRETTY AGGRESSIVE.

AND ESPECIALLY WHEN YOU WHEN YOU REALIZE THAT EVERY YEAR WE GET A WHOLE NEW CROP WE GOT AND SOMETIMES WE'RE STARTING OVER WITH SOME OF THESE KIDS.

WE'RE JUST STARTING AT THE BOTTOM.

SO WE GOT TO MOVE A LOT OF NEEDLES AND A LOT OF WAYS.

MR. JOHNSON, THE LAST THING I'LL SAY IS WE'VE ALSO SEEN THAT.

AND I THINK DOCTOR LOPEZ MENTIONED IT.

I'VE BEEN SAYING IT FOR A LONG TIME.

WHEN THE KIDS THAT ARE THAT ARE NOT THE GAP, LINDA TALKED ABOUT THE GAP.

AND WE'VE RECOGNIZED THE GAP FOR A LONG TIME, AND I THINK WE'VE BEEN FRUSTRATED BY THAT FOR A LONG TIME.

AND IT'S ALWAYS BEEN A GOAL TO NARROW THAT GAP.

BUT IN ORDER TO NARROW THE GAP, I'M SORRY, IN ORDER TO MOVE THE WHOLE SHIP OVER THE FINISH LINE, WE HAVE GOT TO BRING THE KIDS THAT ARE SCORING TOWARD THE BOTTOM WITH IT.

AND THAT IS A HUGE, THAT'S A BIG NUMBER OF KIDS IN MY MIND, BECAUSE OUR CAUCASIAN AND AMERICAN AND ASIAN AMERICAN KIDS ARE ONLY, WHAT, 25% OF THE WHOLE DISTRICT, 22% OF THE WHOLE DISTRICT. SO WE'RE REALLY TALKING ABOUT 78% OF THE POPULATION THAT WE'VE GOT TO MOVE THE NEEDLE.

LINDA MENTIONED, OKAY, WE'RE GOING TO MS. GRIFFIN, SORRY.

MISS GRIFFIN MENTIONED THAT MAYBE IT TAKES SOME SPECIAL SUPPORT FOR SOME SPECIAL GROUPS OF KIDS.

I'M NOT SURE IF WHAT'S THE RIGHT WAY.

I KNOW WE SPENT A WHOLE LOT OF MONEY ON A LOT OF DIFFERENT INITIATIVES THAT NEVER MOVED THE NEEDLE, SO I'M NOT SURE EXACTLY WHAT IT IS.

I KNOW IN SOME WINDSHIELD TIME I'VE HAD WITH MR. SELDERS, WE HAVE TALKED FOR HOURS ABOUT HOW TO MAKE A DIFFERENCE IN A LOT OF OUR KIDS LIVES.

WE DON'T NECESSARILY AGREE.

WE JUST KNOW THAT IT NEEDS TO BE DONE.

THE ONLY WAY WE'RE GOING TO MOVE THE NEEDLE IS TO GET A GROUP, THOSE TWO GROUPS OF KIDS OVER THE BAR.

AND SO TO ME, THAT'S A HEAVY LIFT UP THE TOP OF THE HOUSE, LARRY SEEMS TO ALWAYS TAKE CARE OF ITSELF.

WHEN I SAY TOP OF THE HOUSE, THE KIDS THAT SCORE AT THE TOP, THE KIDS THAT ARE ACADEMICALLY MOTIVATED, KIDS THAT DO VERY WELL, KIDS THAT GO TO HARVARD, YOU KNOW, KIDS THAT GET SCHOLARSHIPS.

THEY TEND TO DO WELL IN ANY SCHOOL SYSTEM.

WE THROW IT IN FRONT OF THEM.

THEY JUST FIGURE IT OUT AND DO WELL.

IT'S THOSE OTHER KIDS THAT WE NEED TO FIGURE OUT HOW TO CARE FOR.

AND IF WE CAN MEASURE, YOU KNOW, THE THINGS THAT WE HAVE TO DO WITH AS H.B.

THREE, IF WE CAN MEASURE THOSE AND MONITOR THOSE.

I THINK IF WE THROW IN SOMETHING IN MIDDLE SCHOOL WHERE THERE'S SIX OR SEVENTH GRADE, I DON'T CARE, THEN I'M GOOD.

I PREFER SEVENTH GRADE BECAUSE THAT'S THE NUMBER THAT ALWAYS DIVES.

AND THEN TO ME, THE REST OF THE SYSTEM THAT'S LAID OUT IN FRONT OF US.

MR. JOHNSON, I DON'T HAVE A PROBLEM WITH.

THANK YOU, MR. MILLER.

I'M GOING TO GIVE THE BOARD PRESIDENT AN OPPORTUNITY.

YOU READY? YEAH.

I MIGHT HAVE TO WAIT A LITTLE BIT, LARRY.

YEAH. SO, MAN, I HAVE SO MANY THOUGHTS KIND OF SWIRLING RIGHT NOW.

[01:15:06]

AND SO IF WE JUST LOOK AT OUR EARLY LITERACY OR EARLY MATH GOALS, I THINK THAT THEY'RE SOLID GOALS AS THEY ARE.

BUT I THINK THAT IT ALSO THERE'S SOMETHING MISSING BECAUSE KIDS DON'T REACH THOSE LEVELS IN THE THIRD GRADE.

THEY DON'T REACH LITERACY IN THE THIRD GRADE.

THERE'S A WHOLE PROCESS THAT HAPPENS THAT LEADS UP TO THAT.

AND YOU TALKED ABOUT IT, JASON.

LIKE IF YOU LOOK AT THE DATA IN OUR APPENDIX, YOU KNOW, THAT'S AN AGGREGATE.

IT DOESN'T BREAK IT DOWN BASED ON HOW YOU HAVE IT HERE.

SO WE DON'T GET A CHANCE TO SEE WHAT THOSE NUMBERS LOOK LIKE.

BUT I'D BE WILLING TO BET.

TO MR. MILLER'S POINT, YOU KNOW, OUR BLACK AND BROWN KIDS ARE PROBABLY GOING TO BE ON THE LOWER END OF THAT.

AND SO WHAT DOES THAT LOOK LIKE IN TERMS OF HOW WE ARE MEASURING HOW THEY'RE DOING AS THEY LEAD UP TO THIRD GRADE, AND WHAT INTERVENTIONS OR WHAT SYSTEMS ARE WE PUTTING IN PLACE TO ADDRESS THAT? AND SO WHEN I THINK ABOUT THE SYSTEMS THAT YOU REFER TO, LIKE HOW DOES THAT GET BUILT INTO WHAT WE'RE LOOKING AT FROM A GOAL STANDPOINT, AND HOW ARE WE WATCHING THAT AS WE GO KIND OF TRANSITION UP THROUGH THE RANKS? SO JUST KIND OF VISUALLY AS, AS WE'RE GOING THROUGH THAT, THAT'S ONE OF THE THINGS THAT, THAT I'M CHALLENGED BY.

AND SO HAVING A GOAL AS IT IS SORT OF THE MAIN GOAL OBJECTIVE AND THEN SOME OTHER PROGRESS MEASURES THAT WE'RE LOOKING AT TO KIND OF GIVE US SOME, YOU KNOW, INDICATION ON WHETHER OR NOT THOSE GROUPS THAT WE'RE FOCUSING ON ARE INDEED MAKING THE PROGRESS THAT WE EXPECT THEM TO.

THAT WILL MAKE A HUGE IMPACT ON THE SCORES THAT WE SEE.

I THINK THAT THAT THAT'S ONE PIECE.

I THINK THE SAME PROCESS CAN ALSO BE USED FOR THE THE MIDDLE SCHOOL, YOU KNOW, GOALS THAT WE'RE LOOKING AT FROM A READING AND A MATH STANDPOINT.

IF WE FOCUSED ON ONE GRADE AND THEN LOOKED AT, YOU KNOW, GRADES, EITHER YOU KNOW, LADDERING UP TO THEM OR WHAT THE CASE MIGHT BE.

SO I'M JUST KIND OF TRYING TO THINK THROUGH ALL OF THAT AS I'M HEARING THESE PRESENTATIONS AND KIND OF LISTENING TO SOME OF THE CONVERSATIONS THAT'S GOING ON, IT JUST KIND OF LEAVES, YOU KNOW, A LOT, A LOT OF THOUGHTS.

I LIKE THE THOUGHTS.

BUT THE THING IS, IS THAT ONCE WE START GOING THOSE GOALS, WHAT YOU'RE TALKING ABOUT, YOU CAN USE THAT FOR EVERY SINGLE ONE OF THESE GOALS.

WELL, I WANT TO SEE WHAT'S LEADING UP TO A, B, C, D AND E.

AND ONE OF THE THINGS THAT I'VE NOTICED SINCE I'VE BEEN HERE IS THE MORE DATA WE GO DOWN, THE MORE RABBIT TRAILS WE GO DOWN.

AND WHEN WE GOT OUR TRAINING, BASICALLY THEY SAID, YOU SET THE GOAL AND YOU JUST GOT TO TRUST THEM TO GET IT THERE.

IT'S EITHER WE'RE GOING TO GET IT THERE OR NOT, AND IF WE NEED ADDITIONAL SUPPORTS, WE GOT TO DO IT.

PART OF IT IS YOU'RE ABSOLUTELY RIGHT.

WE AS ADMINISTRATION GOT A MEASURE EARLY LITERACY.

AS SOON AS THEY COME IN OUR BUILDING SOME KIDS WILL BE COMING IN AS EARLY AS PRE-K.

SOME KIDS WILL COME IN AS EARLY AS FIRST GRADE.

IT DOESN'T MATTER.

WE HAVE TO GET THEM TO THAT LEVEL BY THIRD GRADE.

BUT IF WE START TALKING ABOUT ALL THIS OTHER DATA AND WE START SAYING, WELL, THIS IS WHERE THEY ARE IN ELEMENTARY SCHOOL, IT ALL OF A SUDDEN IT CONVOLUTES EVERYTHING, ALL THE EFFORTS THAT WE'RE DOING, WE'RE THAT THAT'S ADMINISTRATION TO DO.

YOU DECIDED ON THIS GOAL, RIGHT? YOU DECIDED ON THIRD.

YEAH, WE HAD A CONVERSATION ABOUT THESE GOALS, BUT WE DIDN'T WE DIDN'T.

NO, NO, NO, I'M SAYING THAT.

YEAH. YOU DECIDE ON THIS GOAL IF YOU WANT TO DO IF YOU WANT TO DO EARLY LITERACY GOAL, THEN MAKE IT AN EARLY LITERACY GOAL.

ALL OF THIS IS EARLY LITERACY.

NO, IT ISN'T ALL IT IS ASKING.

NO NO, NO. ALL I'M ASKING IS BECAUSE I'M NOT SAYING THAT YOU MAKE IT THE GOAL.

I'M JUST ASKING FOR A PROGRESS MEASURE THAT GIVES US INSIGHT INTO WHAT'S GOING ON.

WE'RE NOT GOING TO DO THAT. WE'RE GOING TO FOCUS ON THE GRADE LEVEL.

IF THE BOARD WANTS US TO DO EARLIER AND BREAK IT DOWN, THEN MAKE IT A GOAL.

THAT'S ALL I'M SAYING.

IF THIS IS WHAT YOU WANT, THEN MAKE IT A GOAL AND WE'LL BRING IT TO YOU.

WHAT'S THE DIFFERENCE BETWEEN A GOAL AND A GOAL PROGRESS MEASURE? THE GOAL PROGRESS MEASURE IS WHAT WE DETERMINE IS GOING TO SHOW THE PROGRESS DURING THAT GRADE LEVEL.

OKAY. IT'S A REAL IN TUNE THING WHICH WE OUTLINED LATER, WHICH WE CAN GET INTO.

BUT WE'RE NOT GOING TO GO INTO EARLY LITERACY GOALS.

WE'RE NOT GOING TO GO INTO, JUST LIKE YOU SAID, FOR MATH GOALS TO SEE WHAT'S HAPPENING, BECAUSE THEN THAT DEFEATS THE WHOLE PURPOSE.

IF YOU WANT TO MEASURE THOSE THINGS, THEN MAKE THAT A GOAL.

IF NOT, THEN FOCUS ON THIS, BECAUSE THEN WE'RE GOING TO BE PULLED IN ALL THESE DIFFERENT WAYS, BECAUSE YOU CAN FIND A WAY TO FIGURE OUT WHY THINGS AREN'T BEING MEASURED IN EVERY PARTICULAR WAY.

AND SO I'M TALKING A SUPERINTENDENT HERE.

WE'RE MEASURING IT.

BUT WHEN WE COME UP HERE WE'RE TALKING ABOUT THE GOAL.

WE'RE SAYING THIS IS WHAT 44% LOOKS LIKE WITH OUR THIRD GRADERS RIGHT NOW.

WE'RE NOT GOING TO GO BACK AND SAY, WELL, THIS IS WHAT OUR SECOND GRADERS LOOK LIKE, AND THIS IS WHAT OUR FIRST GRADERS LOOK LIKE.

[01:20:02]

WE'RE NOT GOING TO COME IN AND SAY, SIXTH GRADE IS HERE, BUT LET'S LOOK AT FIFTH GRADE AND THEN LET'S LOOK AT FOURTH GRADE.

WE ARE FOCUSING ON THESE YEAR'S GOALS NOW AS A BOARD.

NOTHING IS VOTED ON.

IF YOU WANT PRE-K AND YOU WANT THEN MAKE THOSE YOUR GOALS.

THAT'S FINE.

BUT THESE ARE IF YOU WHEN YOU VOTE ON THESE GOALS, THAT'S WHAT WE'RE STANDING BY.

WE'RE NOT GOING TO WE'RE NOT GOING TO BE BRINGING IN ALL THIS DATA, BECAUSE EVERY TIME WE DO THEN PEOPLE ARE LIKE, WELL, I DIDN'T UNDERSTAND THIS.

I DIDN'T DON'T UNDERSTAND THAT WE'RE FOCUSING ON THOSE BASELINES.

SO AGAIN, WHAT'S THE DIFFERENCE BETWEEN A GOAL AND A GOAL? PROGRESS MEASURE.

YOU'RE SAYING THAT THE GOAL PROGRESS MEASURES DON'T GO WITH THE GOAL AND THAT THEY'RE DIFFERENT.

I'M SAYING THAT IF YOU'RE GOING OUTSIDE OF THAT GOAL GRADE LEVEL, IT'S NOT PART OF THE PROGRESS MEASURE TO BE PRESENTED TO YOU.

SO YOU'RE SAYING THAT WE'LL NEVER KNOW WHAT PRE K THROUGH TWO ARE.

WHAT'S HAPPENING THERE.

IS THAT WHAT I'M GOING TO SAY.

I'M GOING TO SAY IT'S NOT PART OF THE GOALS.

AND IF YOU WANT IT IF IT'S THAT DEEPLY FOR YOU THEN TALK TO YOUR BOARD MEMBERS AND MAKE IT PART OF THE GOAL.

IF NOT, THEN IT'S NOT.

IT'S NOT PART OF WHAT WE'RE LOOKING AT.

WELL, NOBODY SAID ANYTHING ABOUT THAT EXCEPT FOR ME, SO I'M NOT GOING TO I CAN'T MAKE PEOPLE MAKE THAT A PART OF WHAT THEY WANT.

BUT YOU'RE MAKING IT A VALUE STATEMENT.

IT'S NOT A VALUE STATEMENT.

IT'S ABOUT HOW DO I MAKE IT A VALUE? HOW DID I BECAUSE YOU'RE SAYING WE'RE NOT WE'RE NOT MAKING IT PART OF THE PROGRESS MEASURE.

AND I JUST SAID THAT THERE ARE TWO DIFFERENT THINGS A GOAL AND A GOAL PROGRESS MEASURE ARE COMPLETELY DIFFERENT.

OKAY. AND SO WHO MEASURES THE PROGRESS.

YOU GUYS WILL BRING US THAT INFORMATION RIGHT.

RIGHT. SO THAT WILL BE PART OF IT.

AND THEN SO WHAT WE WILL BE ABLE TO TRACK WHEN WE HAVE AN OUTLINE THAT'S COMING OUT LATER.

YOU WILL BE ABLE TO SEE WHEN KIDS ENTER THIRD GRADE, THE BEGINNING OF THE YEAR MAP SCORE EXACTLY WHERE THEY'RE AT.

AND THEN THAT'S WHERE WE'RE TRACKING THEM FROM.

BUT DIDN'T YOU GUYS ALSO TELL US THAT MAP SCORES DON'T.

THEY DON'T. THEY'RE NOT ALIGNED.

THEY'RE NOT ALIGNED. BUT THAT'S ALL THE DATA WE HAVE.

SO NEITHER DO THE EARLY LITERACY PROGRESS MEASURES THAT WE HAVE.

THEY DON'T THOSE DON'T ALIGN TO STAAR EITHER.

OKAY. SO WHAT WOULD WHAT WOULD BE A BETTER MEASURE.

WELL ONE, WE WOULD HOPE THAT MAP WOULD BE ALIGNED TO STAR TWO.

I THINK WE'RE USING SOME OF THE STUFF FROM I-READY OR WHAT IS IT CALLED? M-CLASS. THOSE ARE OTHER THINGS THAT WE BRING, BUT WE WOULD BRING ON GRADE LEVEL STUFF TO SHOW IF WE'RE GOING TO HIT OUR GOAL, NOT THINGS THAT ARE FROM THE SECOND GRADE, FIRST GRADE, NOT THINGS THAT ARE COMING FROM SEVENTH, SIXTH GRADE.

FOR I'M JUST GOING TO USE MATH BECAUSE THE SCORES ARE BAD.

FIFTH GRADE AND FOURTH GRADE.

WE'RE NOT BRINGING THAT UP.

WE'RE STRICTLY BRINGING IN THOSE GRADE LEVELS TO SHOW IF WE'RE GOING TO HIT THAT GOAL FOR THAT SCHOOL YEAR.

AND SO I JUST WANT TO MAKE SURE I'M UNDERSTANDING CORRECTLY.

SO WHEN WE GET REPORTS ON THE GOALS AND HOW WE'RE DOING, YOU'RE ONLY GOING TO BRING US INFORMATION ON THIRD GRADE LITERACY.

THIRD GRADE MATH.

SIXTH GRADE READING.

SIXTH GRADE MATH.

THAT'S THE GOALS.

AND THAT IS WHAT? THAT'S THE ONLY THING THAT WE'RE GOING TO HAVE TO GO BY WHEN WE'RE TALKING ABOUT GOALS.

YES. INTERESTING.

OKAY. YEAH.

I'M GOOD. I'M DONE.

MR.. GLICK. THANK YOU SIR.

I'M GOING TO DISAGREE WITH MR. MILLER ON ONE POINT.

THE DIFFERENCE BETWEEN FIFTH TO SIXTH GRADE IS THE BIGGEST GAP, AND IT'S ALWAYS BEEN THE BIGGEST GAP IN MATH.

JUST ONE POINT.

I THINK THERE'S SOME GENIUS IN WHAT YOU'VE DONE HERE, MISS JOYNER.

ESPECIALLY BECAUSE WITH THIS CHART, WE'RE GOING TO KNOW WHEN WE GET THE RESULTS OR REPORTS ON THIS CHART.

WE'RE GOING TO KNOW BY SUBGROUPS WHO'S THERE AND WHO'S NOT THERE.

WE'RE GOING TO KNOW AUTOMATICALLY.

WE'RE GOING TO KNOW VERY QUICKLY.

I WOULD IMAGINE YOU'RE GOING TO HIGHLIGHT WITH GREEN AND RED AND WHATEVER OTHER COLORS YOU'RE GOING TO USE, NOT JUST ONE, ONE PARTICULAR SCORE, BUT THE SCORES OF ALL THE SUBGROUPS.

AND THAT'S WHAT I'M EXPECTING BECAUSE YOU CAN MEASURE AND YOU'VE ACTUALLY TAKEN.

THIS HAS BEEN A FUN EXERCISE, PROBABLY TO SAY THIS IS THE POPULATION TIMES THIS, THIS POPULATION TIMES THIS.

WHEN I GET THERE, CAN I GET TO THAT NUMBER? SO I THINK THAT WILL REALLY HELP US SAYING, WHERE ARE WE? WHAT ARE WE MISSING? BECAUSE IF WE WANT TO GET TO THE FINAL NUMBER OF 61%, I'M USING AGAIN, THIRD GRADE READING IN 2030 IF WE WANT TO GET THERE.

EVERY ONE OF THESE GROUPS IS GOING TO HAVE TO BE THERE IF THEY START FALLING BEHIND AND WE KNOW IT.

THAT'S WHERE WE CAN PUT THE EMPHASIS, ESPECIALLY BECAUSE WE'RE ALL GOING TO SEE IT AND THE PUBLIC'S GOING TO SEE IT.

AND AS I SAY, THIS GROUP IS NOT THERE.

THEY'RE FALLING BEHIND.

IT DOESN'T MATTER WHICH GROUP IT IS AND WE'LL NEVER GET TO THAT NUMBER.

SO I THINK THERE'S SOME GENIUS IN THAT AND I APPRECIATE THAT.

AND I ALSO AGREE WITH MR.

[01:25:01]

AGAIN, I WAS IN FAVOR BACK THEN OF SIXTH GRADE.

BUT I KNOW YOU WERE IN FAVOR OF SEVENTH, BUT I LIKE SIXTH A LOT.

OBVIOUSLY FOR THE REASON I JUST SAID, BUT I ALWAYS THOUGHT THERE WAS ALWAYS GOING TO BE ONE MIDDLE SCHOOL.

THANK YOU, MISS GRIFFIN.

OKAY. ALL RIGHT.

I NEED CLARITY.

THIS WAS OUR FIRST DISCUSSION AS A BOARD, WHICH HAS BEEN EXCELLENT.

WE'RE DOING A GREAT JOB IN DISCUSSING BOARDS OVER THESE LAST COUPLE OF MONTHS.

WE COULD GIVE ALL OF OURSELVES A ROUND OF APPLAUSE FOR THAT.

WE'VE DONE A GOOD JOB.

BUT COMING INTO THIS TODAY, THIS WAS JUST OUR TENTATIVE THOUGHTS.

OF THE CONCLUSION OF OUR LAST WORKSHOP AS WE WERE DISCUSSING.

THIS IS WHAT WE WERE THINKING.

WE DID NOT SAY THAT THOSE WERE FINAL.

OKAY. SO WE KEEP TALKING ABOUT OUR GOALS.

OKAY. BECAUSE AGAIN, WE GOT MORE THAN WHAT WE THOUGHT.

I THOUGHT WE SAID SOMETHING ABOUT FOUR.

OKAY, SO.

I THINK WE HAVE TO SETTLE ON THAT BEFORE YOU ALL.

WE LEAVE THIS PLACE TONIGHT FOR YOU ALL TO BE PREPARING WHAT WE THINK WE WANT, BECAUSE WE DON'T NEED TO HAVE OTHER DISCUSSIONS OF.

WE THOUGHT THIS.

WE THOUGHT THAT WE NEED TO HAVE A CLEAR UNDERSTANDING OF WHAT WE ARE THINKING.

THE OTHER THING, IT IS CLEAR, AND I WISH YOU ALL WOULD HAVE LED OFF WITH THIS, IS THAT OUR BENCHMARKS NOW ARE TIED TO PREDICTIONS AND STANDARDS BASED ON THEIR NEW WHATEVER RULES THAT APPLY TO DISTRICT ACCOUNTABILITY.

SO IF WE'RE GOING TO LOOK AT THESE GOALS AS IT HELPS US GET AN ACCOUNTABILITY RATING ON THE DISTRICT, WE NEED TO KNOW THAT TOO. SO THAT WHEN WE CHOOSE WHICH OF THESE GOALS WE WANT, WE KNOW THAT WE HAVE NOT IMPACTED THE ACCOUNTABILITY OF THE DISTRICT NEGATIVELY.

THE FORMAT IS GOOD, THE DATA IS HERE.

BUT KNOWING AGAIN THAT THIS IS WHAT WE'RE GOING TO DO JUST BASED ON WHAT TEA IS ROLLED OUT.

YOU ALL ARE IN THOSE MEETINGS BECAUSE YOU ALL ARE RUNNING THE DISTRICT AND YOU KNOW THAT THEY'VE MADE THESE FINAL DECISIONS.

WE DON'T KNOW UNTIL WE GOT WE I MEAN, WE CAN READ OUR UPDATES WITH ADVOCACY, BUT IT DOESN'T EXPLAIN IT AS CLEARLY AS WHAT YOU'VE SAID TONIGHT.

SO I JUST THINK AT SOME POINT WE ARE GOING TO HAVE TO AGREE ON WHAT IT IS WE WANT TO COVER AND KNOWING THAT WHATEVER WE'RE COVERING IN OUR BOARD GOALS IS GOING TO GO INTO OUR DISTRICT ACCOUNTABILITY.

WE'VE NEVER HAD THOSE TWO COMBINED AT THE SAME TIME, BECAUSE OUR GREAT PEOPLE IN AUSTIN ARE CHANGING THE WAY THEY WANT TO GRADE DISTRICTS AND WHATEVER.

SO I THINK AS LONG AS WE KNOW THAT ALL THIS STUFF IS TIED TOGETHER NOW, THEN IT'S NOT LIKE WE'RE OVER HERE WITH BOARD GOALS AND THEN THIS IS WHAT WE'RE DOING OVER HERE. IF TEA HAS LAID IT OUT, IS THAT THIS IS GOING TO AFFECT YOUR ACCOUNTABILITY, THEN WE AS A BOARD NEED TO KNOW THAT AND MOVE FORWARD WITH WHATEVER OUR FINAL DECISION.

BUT THESE WERE JUST OUR FIRST PASSES OF THOUGHTS.

APPRECIATE ALL THE WORK YOU DID.

I WOULD LIKE TO BECAUSE I DO HAVE A PRETTY GOOD MEMORY.

MOST TIMES I'LL POINT OUT I AM THE YOUNGEST ONE ON THE BOARD.

JUST SAYING THAT.

BUT YOU MENTIONED FOUR AND FOUR IS WHAT WE WHAT WE HAD DISCUSSED, BUT YOU HAVE TO CONSIDER IT THE WAY IT WAS PRESENTED.

IT'S BEING PRESENTED DIFFERENTLY IN OUR WORKSHOP THAN IT IS HERE.

BUT ONE, WE HAD HB THREE AS A GOAL.

BUT THE REALITY THAT'S TWO.

TWO. WE HAD A MIDDLE SCHOOL GOAL AS A GOAL.

IF WE PICK ONE GRADE, THAT'S TWO.

SO THAT'S REALLY FOUR.

WE HAD IT LISTED AS TWO.

AND THEN YOU HAVE CCMR AND YOU HAVE ELIMINATE D AND F CAMPUSES.

[01:30:02]

SO THE WAY THEY BROKE IT INTO MATH AND ELA MATH AND ELA.

SO THE GOALS THE ONLY THING THAT'S BEEN ADDED IS THERE'S TWO MIDDLE SCHOOL GRADES.

THAT'S THE ONLY THING THAT'S REALLY BEEN ADDED FROM WHAT WE HAD ON THE WORKSHOP TO THIS.

NOW, OBVIOUSLY THERE'S BEEN A LOT OF OTHER DISCUSSION KIND OF ABOUT MORE THE SOUL OF THE GOALS OR WHATEVER, BUT JUST WANTED TO CLEAR THAT UP BECAUSE I DON'T REALLY FEEL, WITH THE EXCEPTION OF THE ONE DISCUSSION, THAT WE HAVE, TWO MIDDLE SCHOOL GRADES THAT ARE BEING COVERED.

OTHERWISE, IT'S PRETTY MUCH EXACTLY WHAT WE TALKED ABOUT.

I DO NOT DISAGREE THAT WE AGREED ON HB3.

YES. I DO NOT DISAGREE WITH THAT AT ALL.

OKAY, SO 4 TO 5, JUST ONE OFF.

OKAY. SO YEAH, I, YOU'RE CORRECT.

OKAY. ANYTHING ELSE ON THIS SECTION? OTHERWISE WE'LL MOVE ON TO THE CCMR SECTION.

ALRIGHT. UNMATCHED PATHWAYS.

DOCTOR PERALES.

ALL RIGHT. GREAT DISCUSSION.

THANK YOU SO MUCH FOR THE FEEDBACK.

OUR NEXT GOAL IS UNDER UNMATCHED PATHWAY CATEGORY AND IT'S FOCUSED ON CCMR. OUR ULTIMATE GOAL IS TO ENSURE THAT ALL OUR STUDENTS ARE PREPARED FOR THEIR LIFE, ENSURING THAT EITHER THEY ARE READY FOR THE NEXT CHAPTER, WHICH IS PURSUING A COLLEGE DEGREE OR ENTERING THE WORKFORCE.

SO WE'RE PROUD TO REPORT THAT OUR DISTRICT HAS NOT ONLY MET, BUT EXCEEDED TA'S TARGET OF 73% FOR CCMR. OUR CURRENT BASELINE IS 92% AND OUR TARGET IS 96% FOR 2030.

I NEED TO ADD THAT YOU HAVE A GRAY FOLDER BECAUSE WE MADE A CHANGE TO THIS SLIDE.

WE DIDN'T ADD THIS DATA, BUT I KNOW IT'S IMPORTANT TO YOU.

SO I WANTED TO BRING IT UP.

OUR LOWEST PERFORMING SUBPOPULATION IS AMERICAN INDIAN AT 86%.

THIS MAKES UP A VERY SMALL POPULATION IN OUR DISTRICT.

FOR 2024, IT WAS A TOTAL POPULATION OF 22 GRADUATE STUDENTS.

OUR SECOND LOWEST IS 90%, WHICH IS OUR HISPANIC POPULATION.

AND THAT'S ABOUT 50% OF OUR GRADUATES ARE AFRICAN AMERICAN 92%, AND ECODISC IS 91%.

AND THERE'S VARIOUS WAYS THAT STUDENTS CAN MEET CCMR. BUT WE RECOGNIZE THAT TSI READINESS IS A CRUCIAL COMPONENT OF BEING COLLEGE READY.

SO FOCUS IS THIS KEY METRIC TO IMPROVE OUR OVERALL CMR PERFORMANCE AND ENSURE MORE GRADUATES ARE FULLY PREPARED AND SUCCESSFUL IN COLLEGE. CURRENTLY, WE ARE AT 34%, AND OUR GOAL IS TO REACH 60% OF OUR STUDENTS BEING TSI MET FOR BOTH MATH AND READING BY 2030.

SO YOU'LL SEE HERE.

THIS SLIDE PRESENTS A SIX YEAR ROADMAP WITH AN OVERALL INCREASE OF 26% BY 2030.

OUR GOAL IS TO BE AT 60% OF STUDENTS BEING TSI MET.

MAKING IT A 4.33% STEP PERCENT GAIN.

AND JUST TO GIVE YOU KIND OF LIKE AN INSIGHT AS TO HOW MANY STUDENTS THAT COULD BE.

SO IF YOU THINK ABOUT IT, THIS YEAR WE HAD 2024 WAS 4069 STUDENT GRADUATES.

IF WE GO OFF THAT NUMBER, THAT'S ABOUT 176 STUDENTS THAT WE NEED TO IMPROVE IN 2025 IN ORDER TO HIT OUR GOAL.

OUR NEXT GOAL IS A COMMITMENT TO UNMATCHED EXCELLENCE BY ENSURING THAT NOT ONE CAMPUS IN OUR DISTRICT FALLS SHORT OF SUCCESS.

ONE OF OUR KEY GOALS IS TO ELIMINATE D AND F RATED CAMPUSES, CREATING AN ENVIRONMENT WHERE ALL STUDENTS CAN THRIVE.

TO ACHIEVE THIS GOAL, WE'RE FOCUSED ON PROVIDING HIGH QUALITY INSTRUCTION PERSONALIZED SUPPORT FOR BOTH STUDENTS, TEACHERS, BUT ALSO OUR CAMPUSES AND MOST IMPORTANTLY, FOSTERING A CULTURE OF CONTINUOUS IMPROVEMENT.

WE SAID IT BEFORE, AND WE'LL SAY IT AGAIN, THAT WE WANT TO CREATE A DISTRICT WHERE ALL STUDENTS ARE NOT ONLY LEARNING, BUT EXCELLING, EXCELLING AT WHATEVER SCHOOL THEY ATTEND.

YOU HAVE AN APPENDIX THERE BECAUSE YOU'LL SEE AN ASTERISK ON HERE ON 12 D'S AND F'S.

OUR 2024 BASELINE, WHICH IS 26.

CURRENTLY 26% OF OUR CAMPUSES ARE D&FS, AND SO THAT IS APPENDIX B, GIVES YOU A LITTLE MORE INSIGHT AS TO THOSE CAMPUSES THAT HAVE BEEN MERGED FOR SAF AND OF COURSE, THE CONSOLIDATED CAMPUSES.

YOU'LL NOTICE THERE THAT SOME OF THE CAMPUSES WERE PREVIOUSLY B'S, BUT THEY MERGED WITH AN F AND SO FORTH.

[01:35:05]

AND THERE'S THIS IS NOT JUST A TARGET.

IT'S GOING TO BE A COMMITMENT.

BECAUSE TO ACHIEVE THIS GOAL, THERE'S GOING TO HAVE TO BE AGGRESSIVE TURNAROUND STRATEGIES, ENHANCE INSTRUCTIONAL QUALITY AND PROVIDES TARGETED SUPPORT TO OUR CAMPUSES, ESPECIALLY OUR PRIORITY CAMPUSES.

TO GIVE YOU JUST A A NUMBER OF CAMPUSES HERE, FROM 2024 TO 2025, WE'D HAVE TO GET AT LEAST THREE CAMPUSES OUT OF D AND F IN ORDER TO HIT OUR GOAL NEXT YEAR.

DOCTOR PERALES, BEFORE WE MOVE ON, I THINK WE MIGHT HAVE SOME QUESTIONS ABOUT THESE TWO SPECIFIC GOALS BEFORE WE GET INTO THE KIND OF REPORTING AND THE UPDATES.

MR. GLICK. YEAH.

DO YOU HAVE.

DO YOU HAVE THE MINUS THREE? DO YOU HAVE THOSE NUMBERS GOING ALL THE WAY DOWN? YEAH, MINUS THREE AND 20.

WELL, SOME OF THEM ARE TO HIT OUR TO HIT OUR OVERALL GOAL.

SOME OF THEM ARE THREE AND SOME OF OUR 4%.

AND IF YOU NOTICE THE ACTUAL NUMBER OF CAMPUSES EACH YEAR, DO WE HAVE THE NUMBER THE THREE THAT WE'RE FOCUSING ON.

NUMBER NOT THE PERCENTAGE.

SO WHAT WE HAVE TO REDUCE THIS 26% IS THREE CAMPUSES, FOUR CAMPUSES, TWO CAMPUSES.

DO WE HAVE THAT NUMBER? NO I DON'T HAVE THE ACTUAL NUMBER BECAUSE I THINK THAT IT WILL VARY DEPENDING ON IF WE OVER EXCEED OUR GOAL.

SO LET'S SAY FOR EXAMPLE, NEXT YEAR WE DON'T JUST GET THREE WE GET FIVE.

SO THAT'S GOING TO MAYBE CHANGE WHAT NUMBER OF THE NUMBER OF CAMPUSES WE'RE GOING TO HAVE TO IMPROVE EVERY YEAR.

I WAS UNDER THE IMPRESSION THAT WHEN WE TALKED ABOUT THIS LAST TIME AND WITH THE CONSOLIDATIONS AND WITH THE SPECIAL SIX CAMPUSES THAT WE MADE MAGNETS, AND THEY HAD ONE YEAR THAT THE NUMBER WAS LOWER THAN 18.

BUT THAT'S WHAT WE'RE USING.

IS IT? HOW DO WE GET I THOUGHT IT WAS AT LEAST 16.

I REMEMBER HEARING, NO, THIS IS RIGHT.

WE WERE AT 20 CAMPUSES 20.

SO WE ONLY DROPPED TWO.

WE ONLY DROPPED TWO.

OKAY. OKAY.

AND COULD YOU EXPLAIN TO THE PEOPLE LISTENING WHAT TSI MEANS, WHO TAKES IT WHEN THEY TAKE IT AND ALL THAT? SO, TSI, I CAN POSSIBLY GET COLEMAN TO COME UP HERE AND GIVE YOU MORE INFORMATION.

MORE ACCURATE INFORMATION.

AND, LARRY, REAL QUICK, COLEMAN, COULD YOU DESCRIBE THE DIFFERENCE BETWEEN TSI AND TSIA AS WELL? YES, ABSOLUTELY. SO GOOD EVENING.

BOARD. PRESIDENT SELDERS.

COMMITTEE. CHAIR. JOHNSON.

DOCTOR. LOPEZ. SO, TSI IS ABOUT THE TEXAS SUCCESS INITIATIVE WHICH MAKES UP THREE EXAMS. SO THAT'S YOUR TSAI TWO WHICH IS THE ACTUAL TEST SAT AND ACT.

SO BY THIS GOAL, WHAT WE'RE SAYING IS THAT 60% OF THE STUDENTS WILL MEET IT BY EXAM BY 2030 AND MEET WHAT MEET CRITERIA LIKE PASSED THE TEST ON THOSE THREE TESTS.

SO NO MORE LIKE WITH MATH AND READING.

YES. AND YOU SAID THAT INCLUDES SAT AND ACT.

YES, SIR. SO THE PART OF THE OKAY, SO WHAT WOULD BE A PASSING GRADE ON AN SAT.

AND THERE'S A STANDARD RIGHT.

YEAH. IT WOULD BE MEETING THE STANDARD FOR EACH ONE OF THOSE INDIVIDUAL TESTS.

I DON'T HAVE ALL THREE OF THEM DIRECTLY IN FRONT OF ME.

BUT YOU'RE ESSENTIALLY SAYING YOU'RE COLLEGE READY AND ACT SAT AND TSIA2.

AND WHAT GETS CONFUSING IS THAT IT USES THE SAME NAME SYNONYMOUSLY.

SO THE TEXAS SUCCESS INITIATIVE IS IDENTIFYING ALL THREE EXAMS AS ONE GOAL.

SO WE WANTED TO MAKE SURE THAT THIS GOAL REPRESENTED ALL THREE, BECAUSE WE HAVE KIDS THAT ARE COMING OUT OF MIDDLE SCHOOL PASSING ALGEBRA ONE, THEY STILL NEED TO HIT THAT SAT MARKER FOR ACCELERATED TESTING.

IT HAS SOME SUB GOALS IN THERE THAT WE'LL BE TRACKING ON THE ADMINISTRATIVE SIDE, BUT I HOPE THAT EXPLAINS IT.

SO THE NUMBER RIGHT NOW, BASED ON OUR SUCCESS ON ANY OF THOSE THREE TESTS AND THEN THEY COMBINE, WE HAVE 34% OF OUR KIDS GETTING A PASSING GRADE.

AND THAT'S ANYWHERE FROM FRESHMAN TO SENIOR YEAR.

OR IS THERE A DEMARCATION LINE WHERE IF THEY TAKE IT IN, HAVE TO TAKE IT IN X YEAR OR ANY? NO, THERE'S NO INDICATION YOU CAN TAKE IT IN ANY OF THE HIGH SCHOOL YEARS.

AND TO BE VERY CLEAR, I JUST WANT TO MAKE SURE THAT IT'S THAT THEY'RE MET STANDARD ON BOTH MATH AND READING AT THE SAME TIME.

SO IT'S NOT A EITHER OR THAT IT'S THAT THEY'RE COLLEGE READY IN BOTH THEIR LITERACY AND MATHEMATICS SKILLS.

AND DO YOU HAVE TO BE COLLEGE READY ON SAT BOTH SATS OR IT COULD BE AN SAT AND AN ACT OR AN SAT AND A TSI.

VERONICA, DO YOU WANT TO ANSWER THAT ONE?

[01:40:03]

RIGHT? THOSE ARE GREAT QUESTIONS MR. GLICK. SO TO ANSWER THAT QUESTION, IT CAN BE A COMBINATION OF ANY.

SO AS LONG AS THE STUDENT MEETS THE COLLEGE READINESS BENCHMARK, AND THOSE BENCHMARKS ARE ACTUALLY SET BY COLLEGE BOARD FOR THE SAT/ACT. SO EVERY ENTITY SETS WHAT THE COLLEGE READINESS BENCHMARK IS.

AND THEN WE TRANSLATE THAT INTO JUST AN OVERALL SCORE.

BUT I CAN EARN IT IN MATH ON MY TSIA2 EXAM, WHEREAS I EARN IT IN RLA ON MY SAT EXAM. SO, DOCTOR LOPEZ, THIS SOUNDS LIKE A REALLY.

AND BECAUSE WE'RE SO CLOSE AND WE'VE PASSED CCMR IN THE STATE'S LANGUAGE, THIS IS YOUR SUBGROUP I THINK IS A REALLY INTERESTING SUBGROUP.

I SAID THIS TO MR. SELDERS THE OTHER DAY.

I SAID THAT WOW, THIS IS A TOUGH ONE.

IT'S A VERY TOUGH ONE.

BUT IF YOU THE BLESSING BEHIND IT IS LOOK AT OUR CCMR SCORE RIGHT NOW.

IF OUR CMR SCORE WAS LOWER OKAY, WE WOULDN'T BE ABLE TO FOCUS ON THIS PART OF, OF THAT WHOLE UNIVERSE.

LOOK AT WHAT THE STATE TARGET IS FOR CCMR IN 2030.

AND LOOK WHERE WE'RE AT RIGHT NOW.

SO YEAH WE'RE GOING TO MOVE PERIODICALLY UP.

WE WANT TO GET HIGHER.

BUT THIS IS THE THING WE WANT NOW TO HAVE THAT IMPACT ON ALL KIDS.

BECAUSE THIS IS ALL KIDS, NOT JUST THE TOP TIER.

I DON'T KNOW WHO SAID IT, BUT THE TOP TIER WILL TAKE CARE OF THEMSELVES, RIGHT? WE GOT THESE KIDS THAT WE GOT TO GET TO COLLEGE.

WE GOT TO GET THEM THROUGH.

AND THIS IS THIS IS THE MEASURE THAT'S GOING TO GET THEM THERE.

AND IT'S A VERY AGGRESSIVE IT'S PROBABLY MY, MY THE ONE THAT I'M NERVOUS MOST ABOUT BUT PROBABLY EXCITED THE MOST ABOUT BECAUSE IT'S ACTUALLY MEANINGFUL.

THIS IS ABOUT THE OTHER IS JUST ABOUT THEIR ACADEMICS.

THIS IS ABOUT LIVELIHOODS.

SO I FEEL REALLY GOOD ABOUT IT.

YEAH. THANK YOU, SIR THANK, YOU SIR.

MR. GLICK, ONE THING I WOULD KIND OF CALL OUT TO IF YOU LOOKED AT OUR ACCOUNTABILITY DATA AND YOU LOOKED AT TSI MET CRITERIA TO MAKE THIS A LITTLE BIT MORE CONFUSING, BUT I WANT TO HIGHLIGHT THE IMPORTANCE OF IT.

YOU WOULD SEE OUR SCORES OF 58%.

SO WE'RE DOING EXCEPTIONALLY WELL MEETING CRITERIA.

BUT THERE'S ANOTHER PATHWAY TO MEET THAT CRITERIA THROUGH COLLEGE BRIDGE.

SO WE'VE DONE A GREAT JOB OF GETTING KIDS TO MEET THAT BENCHMARK.

THAT'S WHY PART OF THE REASON WHY OUR CCMR IS SO GOOD.

BUT WHAT THIS MEANS IS WHEN KIDS ARE TSAI MET AND THEY GO TO COLLEGE, THEY DON'T HAVE TO TAKE REMEDIAL COURSES AND SPEND MONEY ON A REMEDIAL COURSE.

AND SO IT'S JUST A BETTER WAY TO PREPARE KIDS.

AND THAT'S WHY THE TEAM IS SO EXCITED ABOUT THIS.

AND NOT TO ALSO GLOSS OVER IT.

IF YOU DO TAKE THE TSAI A2 AND YOU PASS IT, YOU'RE ELIGIBLE TO GO AHEAD AND TAKE DUAL CREDIT CLASSES IN HIGH SCHOOL, WHICH THE MORE WE GET OVER THAT, THE MORE KIDS CAN TAKE DUAL CREDIT AND THE MORE MONEY THEY SAVE WHEN THEY GET OUT INTO COLLEGE.

ANY OTHER QUESTIONS ON THESE LAST TWO GOALS? DOCTOR PERALES, YOU MAY CONTINUE THE PRESENTATION.

ALL RIGHT.

ALL RIGHT. SO THERE WAS A LITTLE BIT OF DISCUSSION ON OUR BOARD UPDATES.

AND SO THIS IS OUR THIS IS WHAT WE'RE WANTING TO PLAN FOR YOU.

YOU'LL GET A BUOY MAP PRESENTATION.

YOU'LL NOTICE THAT THE BLUE SQUARES ARE THE MONTH THAT WE'LL DO THE PRESENTATION.

SO IN OCTOBER, YOU'LL RECEIVE A BUOY MAP, AND YOU'LL RECEIVE MY MAP IN FEBRUARY.

WE'LL ALSO THIS IS A NEW TYPE OF PRESENTATION.

THIS IS A TARGETED CAMPUS IMPROVEMENT ANALYSIS.

THIS IS GOING TO BE LIKE A DEEP DIVE FOR ALL OUR D AND F CAMPUSES.

YOU'LL GET A BOARD PRESENTATION IN NOVEMBER IN THE FALL, AND THEN WE'LL DO ANOTHER ONE IN MARCH.

THIS IS ALSO NEW INFORMATION.

WE'LL DO TSI AT THE END OF EACH SEMESTER AND GIVE YOU AN UPDATE IN JANUARY AND IN MAY.

SAIL PROGRAM, WHICH IS THE OVERVIEW THAT WE'RE ALL THE PROGRAM.

WE'RE VERY EXCITED ABOUT THAT PRESENTATION WILL BE IN APRIL AND THEN YOU'LL GET A PRELIMINARY SCORECARD PRESENTATION.

SO THIS I'LL SHARE WITH YOU IN THE NEXT SLIDE.

THIS WILL INCLUDE ALL OUR GOALS AND HOW WE'RE DOING NOW AT THE END IN AUGUST OR ACTUALLY AT THE END OF THE YEAR, BUT BEGINNING OF OUR YEAR FOR THE END OF SCHOOL YEAR, BEGINNING OF SCHOOL YEAR WILL GIVE A PLAN OF ACTION.

SO THIS IS GOING TO BE FOCUSED ON THE GOALS THAT WE'RE NOT MEETING TO PROVIDE A LITTLE MORE STRATEGY AND HOW WE'RE GOING TO ADJUST.

[01:45:03]

IT'LL HAVE THE BASELINES OUR TARGETS WHERE WE'RE AT.

JUST TO GIVE YOU AN OVERVIEW OF WHETHER OR NOT WE'RE MEETING OUR GOALS AT THE END OF THE YEAR.

AND THAT'S OUR PRESENTATION.

ANY OTHER QUESTIONS OR COMMENTS CONCERNS? MR. GLICK HAVEN'T HEARD FROM YOU ALL NIGHT.

NO RESPECT? NO. OKAY, SO GIVE ME AN IDEA, A MICROPHONE.

OH, I'M SORRY, GIVE ME AN IDEA OF WHAT? THE TARGETED CAMPUS IMPROVEMENT ANALYSIS WILL LOOK LIKE.

WELL, IF YOU APPROVE THIS GOAL.

OKAY, WE'LL GIVE YOU MORE INFORMATION.

FAIR ENOUGH. BUT JUST IT'S GOING TO BE INFORMATION ON OUR CAMPUSES, OUR PRIORITY CAMPUSES.

JUST TO GIVE YOU MORE INSIGHT ON HOW THEY'RE DOING.

AND IT'LL BE DIFFERENT TYPES OF DATA THAT WILL ALLOW YOU TO SEE WHETHER OR NOT WE'RE MEETING OUR GOAL.

WHAT TYPE OF DATA WOULD YOU BE ABLE TO GIVE US, LET'S SAY, IN FEBRUARY, BECAUSE WE'LL BE AGAIN AWAITING THE RESULTS OF THE TESTS THAT ARE TAKEN IN FOUR MONTHS, 3 OR 4 MONTHS AFTER THAT.

AND WOULD IT ALSO INCLUDE MANPOWER, WHAT RESOURCES YOU'VE PUT INTO THOSE CAMPUSES, MAYBE ADDITIONAL RESOURCES, THINGS OF THAT NATURE? IT COULD INVOLVE ALL OF THAT, YES.

OKAY. THANK YOU, MR. MILLER. YEAH.

MR. CHAIRMAN, I HAVE A QUESTION ABOUT THE OVERALL PROCESS.

IF AND WHEN WE COME TO A SET OF BOARD GOALS AND THEY'RE ESTABLISHED.

IS THIS GOING TO BE A FIVE YEAR PROGRAM? IS THAT WHAT WE ANTICIPATE? THAT'S THE WAY IT'S BEING PRESENTED IN THE IN THE MATERIALS.

SO ONCE THAT FIVE YEAR PROGRAM IS ADOPTED, THE BOARD SAYS, OKAY, THESE ARE OUR GOALS.

ARE THEY SET OR ARE WE GOING TO TRY TO CHANGE THEM? LIKE IN OTHER WORDS, IF WE GET THREE FOURTHS OF THE WAY TO A GOAL IN THE FIRST YEAR, ARE WE GOING TO TRY TO ADJUST IT OR ARE WE GOING TO LEAVE IT ALONE FOR THE FOR THE PERIOD OF TIME? BECAUSE I WOULD LIKE TO LEAVE THEM ALONE UNTIL WE GET TO THE FIFTH YEAR.

DOCTOR LOPEZ CAN ANSWER THAT.

THE ONLY THING I CAN SAY IS I DON'T KNOW WHAT FUTURE BOARDS ARE GOING TO DO.

I MEAN, I KNOW ONE THING.

THESE SEVEN PEOPLE AREN'T GOING TO BE THE SEVEN PEOPLE.

MAYBE IN FIVE YEARS, MAYBE THEY WILL BE.

BUT I DON'T THINK WE CAN SPECULATE ON ON THAT.

WELL, I'M JUST GOING BY INTENTION.

IF OUR INTENTION IS MY INTENTION IS TO LEAVE IT, SET IT.

AND THAT'S THE FIVE YEAR GOAL.

BUT THANKS I, WE WANT TO EXPAND A LITTLE BIT ON THAT.

SO JUST FIGURATIVELY SPEAKING LET'S SAY WE HIT ONE OF OUR GOALS RIGHT.

IN YEAR THREE BY MIRACLE WE HIT IT.

AND OUR GOAL IS 55%.

AND WE HIT IT.

THEN IF WE HIT THE GOAL THE FINAL GOAL.

NOT LIKE IF WE DO A THREE YEAR JUMP, IF ONCE WE HIT THAT FINAL GOAL, THEN WE WOULD RECALIBRATE THAT GOAL AND SAY, ALL RIGHT, WHAT CAN WE DO NOW? BECAUSE THERE'S NO POINT IN JUST SITTING ON A GOAL THAT YOU ALREADY HIT FOR WHO KNOWS HOW MANY YEARS.

SO PART OF OUR WE WANT THE GOALS TO GET CHANGED BECAUSE WE WANT TO HIT OUR TARGETS, BUT IT DOESN'T GET CHANGED TILL WE HIT THE TARGET.

WE HOPE THAT THAT'S WHAT WE CAN ALL AGREE ON.

NO THAT'S FINE. I JUST WANTED TO UNDERSTAND.

I THINK IN OUR LAST GOAL, THERE WAS SOME CONFUSION ABOUT CHANGING STUFF AND ADJUSTING STUFF, AND I JUST WANT TO MAKE SURE THE INTENTION OF HOW WE START OUT.

I THINK WES IS RIGHT.

WE DON'T KNOW WHAT FUTURE BOARDS MIGHT DO, BUT THE INTENTION ANYWAY, SO THEY GIVE YOU ALL CONSISTENCY SO THAT WE DON'T MOVE THE GOALPOST ON YOU.

BUT THANK YOU, MR. JOHNSON. MISS GRIFFIN.

YES, I LIKE THE QUESTION, BUT I THINK THERE'S AN ADDED PIECE MISSING IS THAT WHEN THE GOAL IS CHANGE, IT'S A BOARD ACTIVITY.

YES. AND, YOU KNOW, THAT WAS PART OF THE CONFUSION OF THE PAST.

SO WHEN WE NEED TO RECALIBRATE, THE BOARD NEEDS TO REASSEMBLE AND DISCUSS WHAT'S GOING ON.

I DON'T KNOW WHETHER THAT'S IN A BOARD MEETING OR WHATEVER, BUT I DON'T HAVE A PROBLEM WITH ADJUSTING.

I HAVE A PROBLEM WITH ADJUSTING, AND THE WHOLE BOARD HAS NOT APPROVED OR SEEN THE ADJUSTMENT.

ANYTHING ELSE? GUYS, ONE LAST THOUGHT FROM ME IS A LOT OF DISCUSSION ABOUT TEA INTERIM GOALS, WHICH, AS LARRY POINTED OUT, IS MOSTLY DUE TO ESSER INFLUENCES.

WE DON'T KNOW WHAT THE DEPARTMENT OF EDUCATION IS GOING TO LOOK LIKE IN THE NEXT TWO YEARS OR WHAT, WHETHER THE TIA IS GOING TO ACTUALLY CARRY FORWARD OR DO THESE INTERIM GOALS. I JUST WANT TO FOCUS ON OUR BASELINES AND OUR TARGETS, AND THAT'S THE ONE THING WE CAN CONTROL.

I LIKE THE FACT THAT YOU PUT THOSE UP THERE SO WE CAN KNOW, AT THIS MOMENT IN TIME, THIS SNAPSHOT IN TIME, THAT WE'RE ALIGNING OR EXCEEDING ALL OF THAT.

[01:50:08]

WHO KNOWS? SO THAT'S THE ONLY THING THAT I WOULD LEAVE HERE.

KIND OF STRESSING IS THESE ARE GISD GOALS.

THIS IS OUR BOARD SAYING THESE ARE OUR VALUES.

THE FACT THAT THEY ALIGN SOMEWHAT TO THE TEA'S INTERIM GOALS.

IT'S INTERESTING FOR THIS MOMENT IN TIME AND NOTHING MORE THAN THAT IN MY MIND.

SO ONE OF THE THINGS THAT MISS GRIFFIN DID BRING UP WAS A DISCUSSION ON, ARE THESE THE GOALS THAT WE MOVE FORWARD? WHERE DO WE GO FROM HERE? AND I THINK THAT'S REAL IMPORTANT FOR US TO HEAR, BECAUSE IF NOW'S THE TIME TO LOOK AT THIS RIGHT AND SAY TO YOURSELVES, WELL, MAYBE WE DON'T WANT TO GO TO MIDDLE SCHOOL, MAYBE IT'S MORE IMPORTANT TO LOOK AT EARLY YEARS.

THIS IS THE TIME WHERE WE DISCUSS THAT OR HAVE THESE DISCUSSIONS, BECAUSE THEN WE COULD FRAME IT.

YOU WOULD SEE NOW IF WE WENT EARLY YEARS OUTSIDE OF THE MIDDLE YEARS, THE DATA WOULD NOT BE STAAR, RIGHT? WE ALL UNDERSTAND THAT IT WOULD BE A DIFFERENT KIND OF DATA POINT THAT WE WOULD HAVE TO COME ABOUT.

BUT IF IT ISN'T THAT AND YOU'RE SAYING WE HAVE TOO MANY MIDDLE SCHOOL.

I'VE HEARD A LOT OF DIFFERENT DISCUSSIONS.

THIS IS WHERE YOU HAVE THAT AND THEN THAT WAY WE COULD FRAME IT.

AND IF IT'S SOMETHING YOU'RE ACCEPTABLE WITH, WE CAN VOTE IT IN IN OCTOBER AND START ROLLING EVERYTHING OUT TO OUR CAMPUSES.

IF NOT, THEN WE KEEP MEETING UNTIL WE HASH THESE THINGS OUT AND GET IT TO EXACTLY WHERE WE WANT THEM.

OBVIOUSLY, ONLY ONE PERSON SETS THE AGENDA FOR THE BOARD MEETING IN CONJUNCTION WITH YOU, AND THAT'S THE BOARD PRESIDENT.

SO HE'LL MAKE THE DETERMINATION ALONGSIDE YOU AS TO WHAT'S GOING TO BE PRESENTED IN OCTOBER.

BUT MY UNDERSTANDING IS WHAT'S BEEN PRESENTED WILL BE AT LEAST THE PLAN RIGHT NOW WILL BE PUT FORTH ON THE AGENDA.

IF THERE'S ANY GOALS THAT, FOR INSTANCE, THE TWO MIDDLE SCHOOL GOALS, SOMEONE CAN MAKE A MOTION TO AMEND WHAT'S THERE, DROP ONE OF THEM.

WE CAN EITHER ADOPT THE MOTION OR REJECT THE MOTION.

I MEAN, I THINK WE JUST HAVE TO RELY ON PARLIAMENTARY PROCEDURE ON HOW WE DO THAT.

NOW, IF WE'RE TO ME, IT'S A LITTLE LATE IN THE GAME.

WE'VE HAD MULTIPLE WORKSHOPS.

WE SPENT MULTIPLE TIMES GOING OVER TO FORMULATE THIS.

I DO BELIEVE THAT WHAT YOU PRESENTED ACCURATELY, WITH THE EXCEPTION OF THE TWO MIDDLE SCHOOL THINGS, ACCURATELY REFLECTS WHAT WAS AGREED UPON TO AND THE DISCUSSION.

SO I'M READY TO MOVE FORWARD PERSONALLY.

BUT AGAIN, THAT'S JUST ME AS A TRUSTEE, NOT ME AS ANYTHING ELSE, MISS STANLEY.

I'M A LITTLE CONFUSED.

SO I, I'M NOT SURE I AM UNDERSTANDING WHAT OUR GO FORWARD IS BECAUSE I'M NOT SURE WE'VE COME TO THE CONSENSUS WHETHER WE'RE GOING TO DO SIX OR SEVENTH.

AND IT KIND OF CONCERNS ME BECAUSE WE NEED TO DECIDE HOW WE WANT TO MOVE FORWARD HERE.

AND THEN THAT NEEDS TO TRANSLATE INTO THE AGENDA ITEM.

IT'S NOT THE AGENDA ITEMS. I DISAGREE WITH THAT.

I MEAN, WHAT'S GOING TO BE PRESENTED IS ALL OF IT.

AND WE CAN VOTE ON WHETHER WE WANT SIXTH OR SEVENTH OR NOT, WE CAN MAKE AN AMENDMENT FOR WHAT'S BEING PRESENTED.

WE CAN MAKE A MOTION TO APPROVE WHAT'S BEING PRESENTED.

IF I MAKE A MOTION TO ACCEPT GOALS ONE, TWO, THREE, FOUR, BUT NOT SIX AND SEVEN OF WHAT'S BEING PRESENTED, THEN WE WOULD HAVE SOMEONE SECOND THAT AND WE'D TAKE A VOTE.

IF PEOPLE DON'T WANT THE DROP, THEN IT DOESN'T PASS.

BUT WE HAVE TO RELY ON PARLIAMENTARY PROCEDURE AT SOME POINT WHEN WE GET TO THE BOARD MEETING.

NO, I GET THAT.

BUT IF IF I'M HEARING A PRETTY GOOD CONSENSUS THAT WE ONLY WANT ONE GRADE, I FEEL LIKE THAT'S A PRETTY STRONG CONSENSUS THAT WE WANT.

SO I DON'T KNOW WHY WE WOULD TASK THEM TO CONTINUE MOVING FORWARD TO TWO GRADES.

THAT JUST IT I MEAN, BECAUSE WE CAN'T TAKE A VOTE.

MR. CHAIRPERSON MILLER.

EXCUSE ME, JOHNSON I'LL INTERVENE.

YOU ARE ABSOLUTELY CORRECT ON THE PARLIAMENTARY PROCEDURE, MISS STANLEY.

YOU'RE NOT ALLOWED AT THIS TIME TO GO OFF OF THE CONSENSUS, BECAUSE AT THIS POINT, IT WOULD LEAD YOU TO POLLING BECAUSE YOU'D HAVE TO ASK EVERYONE WHAT THEY WANT TO DO BESIDES HEARING WHAT THEY'VE ALREADY VOICED, AND THEN PROCEEDING WITH THIS ITEM AS IS FOR THE AGENDA FOR THE 22ND.

THE AMENDMENTS, THE REVISIONS, THE ADJUSTMENTS HAVE TO BE DONE AT THAT MEETING THROUGH MOTIONS AND VOTES.

YOU CAN'T DO IT AT THIS TIME.

OKAY. SO WE CAN JUST DRAG THIS ON.

YOU DON'T HAVE MUCH TO DRAG ON.

THE AGENDA ITEM IS DUE TO ME TOMORROW, SO THEY DON'T DO ANYTHING OTHER THAN TO GIVE ME THIS EXACT PRESENTATION.

[01:55:03]

MAKE THAT MOTION. OR IF SOMEONE ELSE MAKES THAT MOTION, SUPPORT THAT MOTION AND THEN VOTE ACCORDINGLY.

BUT ALL OF THAT HAS TO BE DONE AT THE REGULAR MEETING THROUGH THE PARLIAMENTARY PROCESS.

THANK YOU.

YES, IF THE BOARD PRESIDENT AGREES TO PROCEED AND ADD THIS AS AN AGENDA ITEM, WHICH, LIKE I SAY, THIS ITEM IS DUE TO ME TOMORROW BY 2 P.M., AS WELL AS ALL OTHER ITEMS FOR ALL THE OTHER DEPARTMENTS THAT ARE LISTENING.

THEY ARE DUE TO ME. TO ME, THEY ARE DUE TOMORROW BY 2 P.M., NOT 201 2 P.M.

SO THAT WE CAN GET AGENDA REVIEW SET FOR THURSDAY AT 2 P.M..

SO AT 2 P.M.

ON THURSDAY, MR. SELDERS, DOCTOR LOPEZ AND THE OTHER MEMBERS OF THE AGENDA REVIEW WILL DECIDE WHAT WILL HAPPEN WITH THIS ITEM AS WELL AS THE OTHERS.

DO WE HAVE ANY MORE QUESTIONS ABOUT THIS PRESENTATION TONIGHT? THANK YOU.

ALL RIGHT.

THAT MOVES US ON TO AGENDA ITEM SIX, EXECUTIVE SESSION.

DO WE HAVE ANY ITEMS FOR EXECUTIVE SESSION THIS EVENING? NO, WE DO NOT.

THEN THAT TAKES US TO ITEM SEVEN, WHICH IS ADJOURNMENT.

[VII. Adjournment]

THANK YOU ALL FOR ATTENDING.

* This transcript was compiled from uncorrected Closed Captioning.