[I. Call to Order and Determination of Quorum ]
[00:00:02]
A QUORUM IS PRESENT, AND SO I'M GOING TO MOVE ON TO ITEM NUMBER TWO ON THE AGENDA PUBLIC FORUM.
DO WE HAVE ANY CARDS, MISS HOGAN? NO, SIR. ALL RIGHT.
[III. Superintendent's Message]
MOVING ON NEXT TO THE SUPERINTENDENT'S MESSAGE.GOOD EVENING. THANK YOU, CHAIRPERSON JOHNSON.
WE FLUSHED IT OUT, WE DID ALL OF OUR PLANNING.
THANK YOU VERY MUCH, DOCTOR LOPEZ.
[IV.A. Action Items]
NEXT ITEM IS NUMBER FIVE ON THE AGENDA.AGENDA ITEMS FOR THE BOARD OF TRUSTEES MEETING IN NOVEMBER OF 2024 INFORMATION ITEMS. WE DON'T HAVE ANY INFORMATION ITEMS TONIGHT, SO WE'LL GO TO BE ACTION ITEMS. NUMBER ONE 2024-2025 HB3 IMPROVEMENT PLANS, EARLY CHILDHOOD LITERACY AND MATH PROFICIENCY.
IT APPEARS THAT MR. BERMAN IS GOING TO LET DOCTOR HILL DO THIS ALONE.
WE LIKE TO COME UP IN A DRAMATIC FASHION ONE AT A TIME.
DELBERT HAS TO PLAY A PARTICULAR SOUNDTRACK FOR HIS WALK UP.
COMMITTEE MEMBERS, TRUSTEES, DR.
LOPEZ, AND AS YOU JUST MENTIONED, WE AS A TEAM ARE HERE TO PRESENT HOUSE BILL THREE BOARD ADOPTED GOALS AND PLANS AS ALIGNED BY THE TEXAS EDUCATION CODE. AND RECENTLY YOU ALL ADOPTED NEW BOARD GOALS, WHICH HAD AN IMPACT NOT JUST ON THE HOUSE BILL THREE PLANS THAT WE ARE PRESENTING TO YOU TONIGHT, BUT ALSO COMING UP NEXT ON THE AGENDA IN OUR DISTRICT IMPROVEMENT PLANS.
BUT WE ARE REQUIRED, SINCE THE ADOPTION OF HOUSE BILL THREE AT THE STATE LEVEL, TO PRESENT PLANS FOR EARLY CHILDHOOD LITERACY PROFICIENCY, EARLY CHILDHOOD MATH PROFICIENCY, PROFICIENCY, AND COLLEGE CAREER AND MILITARY READINESS, AS ARE ALSO REFLECTED IN YOUR BOARD GOALS.
A FEW SUCCESSES AS THIS IS, I BELIEVE, YEAR FIVE OF PRESENTING THESE PLANS TO YOU.
WE ALWAYS START WITH WHAT WENT WELL IN THE PREVIOUS YEAR ADOPTED PLANS.
OUR GRADE THREE EXTENDED CONSTRUCTED RESPONSE, WHICH IS MORE OF THE TRADITIONAL ESSAY THAT LONGER OPEN ENDED WRITING SCORES INCREASED FROM LAST YEAR AND CONTINUED FOR THE SECOND YEAR TO EXCEED THE STATE AND REGION SCORES.
AND THEN OUR GRADE THREE MATH STAR ENGLISH MEETS AND MASTERS PERFORMANCE MET OUR STATE SCORE LEVELS.
SO FOR THIS YEAR'S PLAN, THE 24-25, WE HAVE DONE SOME ENHANCEMENTS BASED ON OUR PERFORMANCE LAST YEAR, ALSO BASED ON EXTENSIVE TEACHER AND LEADER FEEDBACK. AND SO THOSE ENHANCEMENTS FOR LITERACY INCLUDE THE POWER TEKS, WHICH IS WHERE WE ARE IDENTIFYING OUR HIGHEST LEVERAGE STANDARDS AND REALLY FOCUSING ON ALIGNING OUR INSTRUCTION TO THOSE.
SO THERE'S A LOT OF STANDARDS.
SOME OF THEM ARE TESTED FREQUENTLY, SOME OF THEM ARE NOT TESTED AS FREQUENTLY, AND REALLY CALLING OUT TO OUR TEACHERS WHAT WE THINK WILL HAVE THE HIGHEST IMPACT ON STUDENT MASTERY, AND FOCUSING ON THOSE THROUGH OUR LEARNING PLANS, THROUGH WHAT WE CALL OUR CHECKPOINTS, WHICH IS EVERY TWO WEEKS, WE HAVE SHORTER ASSESSMENTS IN STAAR WITH STAAR ALIGNED QUESTION TYPES THAT OUR STUDENTS TAKE TO GIVE TEACHERS AN INDICATION OF HOW STUDENTS ARE PERFORMING BEFORE THEY GET TO THE END OF THE NINE WEEK GRADING CYCLE.
AND THEN OUR CBAS THOSE CURRICULUM BASED ASSESSMENTS THAT HAPPEN AT THE END OF EVERY GRADING CYCLE.
STUDENTS FROM LOW INCOME FAMILIES THAT ARE FOCUSING ON CLOSING ACHIEVEMENT GAPS BY INCREASED ACADEMIC VOCABULARY AND SCAFFOLDING INSTRUCTION USING SHELTERED INSTRUCTION STRATEGIES, AND THEN THE GISD WRITING PATHWAY.
[00:05:05]
AS FAR AS HOW WE'RE PERFORMING ACROSS THE GRADE LEVEL IN WRITING.AND SO WE'VE WORKED ON AN ELEMENTARY AND SECONDARY INITIATIVE TO ALIGN OUR WRITING PATHWAY TO MAKE SURE OUR STUDENTS ARE GETTING EXPLICIT INSTRUCTION IN WRITING TO MAKE SURE THAT BEGINNING IN KINDERGARTEN, THERE IS A SYSTEM FOR TEACHING WRITING, AND THAT THEY'RE GOING TO BE PREPARED BY THE TIME THEY START WRITING.
THAT EXTENDED CONSTRUCTED RESPONSE IN THIRD GRADE.
ALL RIGHT. I AM NOW GOING TO PASS THIS ON TO OUR ELEMENTARY MATH COORDINATOR, MISS TRACEY VICKERY, TO TALK ABOUT THE CHANGES IN OUR EARLY CHILDHOOD MATH ACTION PLAN. REAL QUICK, MR. PRESIDENT. YES, DOCTOR HILL, JUST REAL QUICK FOR THE POLITICS SECTION WHEN YOU TALKED ABOUT THE CHECKPOINTS? YES. COULD YOU WALK ME THROUGH, LIKE, WHAT DOES THAT ACTUALLY LOOK LIKE? WHAT'S ACTUALLY HAPPENING EVERY TWO WEEKS? SO THE CHECKPOINTS HAPPEN IN EDUPHORIA WHICH IS OUR ONLINE TESTING SYSTEM.
SO STUDENTS LOG IN JUST LIKE THEY WOULD DO ON THE STAR TEST.
EXCEPT WE USE A DIFFERENT SYSTEM FOR STAAR AND THEY TAKE THE ASSESSMENT ONLINE.
THEY'RE ALIGNED TO THE NEW STAR ITEM TYPE.
SO THEY'RE NOT ALL JUST MULTIPLE CHOICE.
BUT IT'S EXPOSURE FOR STUDENTS TO GET STAR FORMATTED QUESTIONS AT THE RIGOR OF THE TEST.
OFTENTIMES THEY'RE FROM RELEASE STARS PREVIOUSLY AND IT'S JUST EXPOSURE FOR THE KIDS TO GET A ESPECIALLY OUR THIRD GRADERS USED TO TAKING A TEST IN AN ONLINE SYSTEM BUT ALSO THAT CHECKPOINT, HENCE THE NAME FOR A TEACHER TO KNOW HOW THE KIDS ARE DOING AT A TWO WEEK INCREMENT, RATHER THAN WAITING TILL A NINE WEEK GRADING CYCLE HAS ENDED. SO IT'S AN OPPORTUNITY FOR TEACHERS TO LOOK AT THAT STUDENT PERFORMANCE AND THEN IMMEDIATELY BEGIN RETEACHING TEACHING BEFORE WE GET TOO MUCH FURTHER DOWN THE ROAD.
ABSOLUTELY. ALL RIGHT, SO FOR MATH, WE INCLUDED A GSD FLEX FLUENCY PLAN FOR GRADES TWO THROUGH FIVE. WE CREATED END OF YEAR GOALS WHERE WE ESTABLISHED FOR EACH GRADE LEVEL WE HAVE TIMED FLUENCY ASSESSMENTS TO TRACK THE GROWTH.
THEN IN OUR LEARNING PLANS, WE ADDED FORMATIVE ASSESSMENTS INTO SEESAW.
SO THEY'RE MORE ALIGNED TO STAR AND HAVE THAT RIGOR.
AND THEN THE MATH AND READING ACTION PLANS.
THIS YEAR WE HAD THREE THINGS THAT WE FOCUSED ON TOGETHER.
THE FIRST ONE IS THE CAMPUS LED PLANNING AND PLCS.
SO PRIORITY CAMPUSES HOLD TWO 45 MINUTE WEEKLY PLCS FOR TEACHERS IN K K THROUGH FIVE, FOCUSING ON INSTRUCTIONAL PLANNING USING A DESIGNED FRAMEWORK AND DATA DRIVEN MEETINGS THAT ANALYZE STUDENT GROWTH TO INFORM INTENTIONAL AND TARGETED PLANNING.
THEN WE'RE LEADING DISTRICT LED INSTRUCTIONAL PLANNING THIS YEAR AS WELL.
SO, TLD HOSTS QUARTERLY INSTRUCTIONAL PLANNING SESSIONS FOR K-5 MATH AND READING TEACHERS ON THESE PRIORITY CAMPUSES, WHERE WE FOCUS ON UNPACKING THE TEKS MODELING STRATEGIES, DOING LESSON REHEARSALS, AND ALLOWING TIME FOR TEACHER COLLABORATION.
AND OUR LAST ONE IS DISTRICT LED CURRICULUM WALKS.
AND WE'RE PROVIDING THE SUPPORT THAT'S NECESSARY.
NOW I'M GOING TO HAND IT OVER TO COLEMAN BERMAN.
CAN I ASK A QUESTION THERE, ROBERT?REAL BRIEFLY.
REAL BRIEFLY. MISS STANLEY AND THEN MR. BEACH. THANK YOU. OKAY.
YOU SAID IT REAL FAST. I WASN'T ABLE TO CATCH IT ALL, BUT.
SO END OF YEAR GOALS BY GRADE WE'VE CREATED.
SO THIS IS WHERE WE'RE STRIVING FOR THE KIDS AT THE END OF THE YEAR TO BE AT BY GRADE.
RIGHT. SO WHAT WE'VE DONE IS WE'VE KIND OF SPACED IT OUT THROUGHOUT THE YEAR.
SO THEY TAKE TIME TEST TO EACH GRADING CYCLE.
SO, LIKE SECOND GRADE WE DON'T THEY AREN'T GOING TO KNOW ALL THEIR FACTS AT THE END.
SO WE'VE DONE IT. WE'RE LIKE OKAY THESE ARE THE FACTS YOU'VE LEARNED.
NOW LET'S ADD A FEW MORE FACTS.
SO BY THE END THEY'LL HAVE ALL THEIR FACTS MASTERED FOR ADDITION IN SECOND GRADE.
SAME TYPE OF THING WE DID FOR THIRD GRADE FOR MULTIPLICATION AS THEY LEARN THEM THROUGHOUT THE YEAR.
AND THEN FOURTH AND FIFTH, THEY SHOULD KNOW THEM.
OKAY. THANK YOU VERY MUCH, MR. BEACH. UNDER THE CAMPUS LED PLANNING AND PLCS, CAN YOU HELP EXPLAIN TO ME A LITTLE BIT WHAT M-CLASS AND I-READY ARE.
SO SOMEBODY ASKED ME ALL KNOW.
YES, ABSOLUTELY, MR. BEACH. SO, M-CLASS IS OUR HOUSE BILL THREE REQUIRED PRE-K THROUGH SECOND GRADE SCREENER.
[00:10:01]
SO IT'S THE ASSESSMENT THAT WE GIVE ALL OF OUR STUDENTS AND IT IDENTIFIES GAPS IN FOUNDATIONAL READING SKILLS.SO THAT'S STATE BUILT NOT DISTRICT.
WELL WE WERE ALLOWED TO SELECT BETWEEN TWO PRODUCTS AND WE CHOSE M-CLASS.
AND THEN I-READY IS A PROGRAM THAT WE HAVE ADOPTED THAT WE'RE USING FOR THIRD THROUGH EIGHTH GRADE.
SO IT IMPACTS HOUSE BILL THREE FOR THIRD GRADE.
AND IT ALIGNS TO A STUDENT'S PERSONALIZED LEARNING PATHWAY.
SO WHEN THEY TAKE THAT DIAGNOSTIC ASSESSMENT ON THE COMPUTER, THE STUDENT THEN HAS THE OPPORTUNITY TO STAY IN THAT PROGRAM THROUGHOUT THE WEEK WHEN THEIR TEACHER ASSIGNS IT TO THEM, OR ALSO AT HOME TO PRACTICE ON THEIR SPECIFIC SKILL GAPS.
AND SO WE HAVE A RECOMMENDED AMOUNT OF TIME THAT WE ASK OUR STUDENTS TO PRACTICE IN I-READY.
BUT IT'S NOT JUST GENERIC WHERE EVERYONE'S GETTING THE SAME PRACTICE.
IN SECOND GRADE OR THIRD GRADE, IT'S ALIGNED TO WHAT MR. BEACH MIGHT HAVE A DEFICIENCY IN.
SO IT GIVES IT BASICALLY GIVES THE TEACHER AN INDICATOR THAT THE STUDENT IS NEEDING.
IT DOES A LITTLE BIT MORE ATTENTION THERE.
IT DOES. AND THEN I-READY ALSO HAS SOMETHING CALLED THE TEACHER TOOLBOX THAT GIVES THE TEACHER LESSONS, WHICH WE THINK IS A REALLY POWERFUL PIECE AS WELL, TO THEN WHEN THEY'RE AT THE TEACHER TABLE WITH STUDENTS TO DO THOSE LESSONS WITH THAT STUDENT.
SO, I PRESUME, TOO, THAT THAT GIVES THEN IMMEDIATE RESULTS FOR THE FOR THE TEACHER.
AND THEN THEY CAN WORK WITH THAT TEACHER OR THAT STUDENT ON THOSE SKILL GAPS.
OKAY. THANK YOU, PRESIDENT SELDERS.
WALK ME THROUGH ON THE DISTRICT INSTRUCTIONAL PLANNING PIECE FOR THE DNF PRIORITY CAMPUSES.
WHAT IS THAT GOING TO LOOK LIKE? DO THEY HAVE TO MAKE A REQUEST? IS THAT SOMETHING THAT IS GOING TO BE LIKE A STANDING DATE? LIKE HOW DOES THAT WORK? SO IT'S BEEN CALENDARED ALREADY FOR THE YEAR.
AND WE'RE BEGINNING THE SECOND SESSION THIS WEEK ACTUALLY.
THERE IS THIS WEEK BUT ONE PER GRADING CYCLE.
AND SO THAT'S A GAP THAT WE SEE WITH OUR TEACHERS, ESPECIALLY OUR NEW OR NON-CERTIFIED TEACHERS, IS REALLY UNDERSTANDING WHAT THE STANDARD IS, WHAT THE TEKS ARE, BECAUSE IF THEY DON'T UNDERSTAND IT, THEY HAVE THEY HAVE NO IDEA IF THEIR STUDENTS ARE REACHING IT, MASTERING IT, OR THEY HAVE SIGNIFICANT GAPS.
AND SO IT'S BREAKING DOWN THE STANDARD.
WHAT SHOULD A STUDENT KNOW HOW TO DO, AND HOW WILL THEY SHOW ME THAT THEY'VE MASTERED IT? AND THEN WE FOCUS ON THOSE POWER TEKS.
TALKING ABOUT FOR THAT UPCOMING GRADING CYCLE, LIKE WHAT ARE GOING TO BE YOUR HIGHEST IMPACT TECHS THAT YOU WANT TO INVEST, MAKING SURE THIS IS LIKE YOUR ABSOLUTE BEST FIRST TEACH. AND THEN WE ALSO GIVE THEM TIME TO PRACTICE.
SO AGAIN, A GAP, EVEN WITH TWO 45 MINUTE PLCS AT A CAMPUS EACH WEEK, AT A PRIORITY CAMPUS EACH WEEK, THERE'S A LOT TO DO, ESPECIALLY FOR A SELF-CONTAINED TEACHER WHO TEACHES ALL THE CONTENT AREAS.
AND SO THAT PLANNING DAY GIVES THEM DEDICATED TIME TO REHEARSE WITH THEIR PEERS AND GET FEEDBACK.
AND CERTAINLY, IT SOUNDS LIKE A LOT.
AND I KNOW THAT EXPERIENCED TEACHERS PROBABLY HAVE THAT UNDER CONTROL.
SO IT'S BEEN, WE THINK A VERY.
AND BASED ON THE FEEDBACK, A VERY POWERFUL LEVER FOR THEM BECAUSE THEY'RE NOT, THEY'RE IN ISOLATION.
THEY'RE WITH, NOT JUST THEIR TEAMMATES, BUT THEY'RE ALSO THEY'RE WITH THEIR CAMPUS INSTRUCTIONAL COACH WHO IS SITTING SIDE BY SIDE WITH THEM, WORKING THROUGH THE ISSUES, THE CONCERNS, BECAUSE IT VARIES BY TEACHER WHAT THEY'RE STRUGGLING WITH.
SO SOME OF THEM ARE GREAT WITH ONE PART OF THE TEACH, BUT THEN IT FALLS APART WHEN THE STUDENTS ARE INDEPENDENTLY WORKING AND THEY'RE NOT ACCURATELY MONITORING THEM, OR THEIR TEACHER TABLE IS WEAK, OR WHAT'S HAPPENING WHEN THE STUDENTS ARE NOT WITH THE TEACHER, WHETHER AT THE TEACHER TABLE, ALL THOSE VARIABLES THAT COACH IS ABLE TO SIT KIND OF IN PROBLEM SOLVE WITH THEM WHEN THEY'RE WORKING THROUGH INSTRUCTIONAL PLANNING AND PERSONALIZED TO MEET THOSE TEACHER GAPS.
RIGHT. IT'S NOT POSSIBLE, BUT IT'S TO TEACH THEM THAT PROCESS OF UNDERSTANDING THE STANDARDS, UNDERSTANDING HOW TO PLAN THE INSTRUCTION AND THE PRACTICE SO THEY COULD REPLICATE ON THEIR OWN CAMPUS.
AND WE HAVE ADMINISTRATORS ATTEND TO SOMETIMES ASSISTANT PRINCIPALS, SOMETIMES PRINCIPALS.
SO, THERE'S A LOT OF BUY IN AND A LOT OF SUPPORT FOR INSTRUCTIONAL PLANNING DAYS.
[00:15:02]
RIGHT. SO UNDERSTAND WHAT HAPPENS ON THE DAY, I GUESS FROM THAT DAY WHEN THEY GO BACK INTO THE CLASSROOM, WHO'S FOLLOWING UP TO MAKE SURE THAT WHAT THEY LEARNED ON THAT DAY IS ACTUALLY HAPPENING. SO PRIMARILY THEIR CAMPUS BASED INSTRUCTIONAL COACH, BUT ALSO SUPPORT TEAMS, OUR EDL SUPPORT TEAMS ARE AT PRIORITY CAMPUSES.OUR TEAMS ARE AT PRIORITY CAMPUSES BECAUSE THERE'S A LOT OF NEED.
SO, WE'VE JUST LIKE ARE PRIORITIZING OUR SCHOOL.
WE'VE PRIORITIZED TEACHER SUPPORT AS WELL.
SO WE KNOW WHICH PERSON IS DESIGNATED TO COACH THAT TEACHER AT OUR SCHOOL CAMPUSES.
OUR SAIL TEAM IS WORKING WITH THOSE K THROUGH THREE TEACHERS IN LITERACY.
AND IN TERMS OF CAPACITY FOR SUPPORT, DO YOU FEEL LIKE THERE'S ENOUGH? NO, I DON'T, BUT I MEAN, THAT'S JUST I THINK THE REALITY OF PUBLIC EDUCATION, PERIOD.
AND NOT EVERY TEACHER AT A PRIORITY CAMPUS NEEDS THE SAME AMOUNT OF ATTENTION.
AND THAT IS THAT IS LED BY OUR EXECUTIVE DIRECTORS OF LEADERSHIP.
AND SO WE REALLY WORK IN CONJUNCTION WITH THEM TO IDENTIFY WHATEVER THE HOTSPOT IS, BECAUSE SOMETIMES IT'S A VACANCY, WHICH IS A TOTALLY DIFFERENT NEED THAN A THAN A TEACHER WHO'S THERE EVERY DAY AND JUST REALLY STRUGGLING.
ABSOLUTELY. MR. GLICK, I THINK YOU JUST TOUCHED ON MY QUESTION.
AND HOW WOULD A CAMPUS PRINCIPAL KNOW WHO TO CONTACT WITH THE TWO OF YOU OR THE FIVE OF THE OTHERS? WELL, SO WE WORK REALLY COLLABORATIVELY TOGETHER.
AND SO THE EXECUTIVE DIRECTORS OF LEADERSHIP ARE THE SUPERVISORS OF THOSE PRINCIPALS AND CAMPUSES.
WHAT WE ARE IS HAND IN HAND SUPPORT FOR THAT WORK.
SO, MR. BERMAN AND I MEET WITH OUR RESPECTIVE TDL'S WEEKLY AND WE TALK ABOUT PROBLEMS, PRIORITIES, WE PROBLEM SOLVE TOGETHER AND SO WE JUST MAKE SURE EVERYONE'S IN THE SAME LOOP.
KIND OF WHAT MR. SELDERS MENTIONED IS THERE'S NEVER GOING TO BE ENOUGH SUPPORT TO GO AROUND.
AND SO BEING REALLY STRATEGIC AND PURPOSEFUL ON WHO WE SEND, WHERE HAPPENS WITH THOSE WEEKLY MEETINGS, WHERE WE PUT IT ALL ON THE TABLE AND MAKE SURE THAT TRACEY VICKERY, WHO IS OUR MATH EXPERT BY FAR, IS GOING TO A PLACE WHERE SHE IS THE MOST NEEDED TO SUPPORT TEACHERS.
SO IS THE DIRECT CONTACT FROM THE PRINCIPAL, THE LEADER? THE LEADER GENERALLY HAPPENS THROUGH THAT, THROUGH THAT EDL COMMUNICATION, IF IT'S A CURRICULUM SPECIFIC QUESTION, A RESOURCE PROBLEM, THOSE GENERALLY WE HAVE RELATIONSHIPS WHERE THOSE PRINCIPALS WILL JUST REACH OUT AND SAY, HEY, WE NEED HELP WITH THIS.
SO THE DECISION LET'S GET BACK TO THE D AND F CAMPUSES, BECAUSE THAT'S ONE OF OUR ACTUAL GOALS.
YES. WHERE DOES, LET'S SAY THE BUCK STOP IS WITH THEM? OBVIOUSLY, IT'S DR. LOPEZ.
WE KNOW THAT. BUT IS IT YOU OR THEM OR.
BUT WHO GETS THE DECISION ON EXTRA STAFFING ON REACHING OUR GOAL OF ELIMINATING NFS.
RIGHT. I HOPE THAT'S A FAIR QUESTION.
AND IT'S A COLLABORATIVE EFFORT.
BUT I WILL SAY THAT EDLS ARE THE SUPERVISORS OF THE PRINCIPAL.
AND IN THE END, MYSELF AND EDLS HOLD PRINCIPALS ACCOUNTABLE TO GET THERE.
ALL RIGHT. MOVING ON, MR. BRENNAN. ALL RIGHT.
GOOD EVENING, CHAIRMAN JOHNSON, BOARD OF TRUSTEES AND DOCTOR LOPEZ FOR THE OTHER HALF OF HB 3.
I'M HERE TO TALK ABOUT COLLEGE CAREER AND MILITARY READINESS.
JUST TO DIRECT YOU TO A PLACE IN YOUR BOARD BOOK ON PAGE 18 IS OUR FULL, IN-DEPTH PLAN THAT HAS A GOAL WITH EACH INDICATOR FOR CMR. THE PRESENTATION I'M GOING TO HIT THE HIGHLIGHTS OF THE HIGHEST LEVERAGE MOVES THAT WE'RE GOING TO BE TAKING AS A TEAM.
SO WITH CMR, THE WAY WE REALLY LOOK AT THE DATA IS WE LOOK AT OUR 12 TO 13 GROUPS THAT ARE IDENTIFIED IN THE CLOSING THE GAPS DOMAIN. AND ONE THING I'M VERY EXCITED ABOUT IS TWOFOLD.
[00:20:03]
INDICATOR. BUT AS WE LOOK AT THE DATA THAT'S HERE TOO, IN RELATION TO THE CLOSING THE GAPS DOMAIN FOR ALL OF OUR RACIAL, ETHNIC AND SPECIAL POPULATIONS GROUP, WE ARE NO MORE THAN 5% AWAY FROM THE DISTRICT AVERAGE, WHICH I THINK IS A HUGE SUCCESS AS WE CONTINUE TO ELIMINATE ACHIEVEMENT GAPS.AND SO I JUST WANT TO SHOW YOU THAT DATA HERE.
SO RIGHT HERE I HAVE RACIAL AND ETHNIC STUDENT GROUPS.
AND THEN SECOND, I HAVE THE IDENTIFIED GROUPS THAT ARE SPECIAL POPULATIONS THAT WE KEEP TRACK OF.
SO WE USE THESE DATA POINTS TO CREATE PLANS.
WE SPENT A LOT OF WORK WRITING THE IN-DEPTH PLAN, AND I'M EXCITED TO TALK ABOUT ANY PART OF IT.
BUT I WANT TO LEAN INTO OUR BIGGEST THREE AREAS.
AND SO I HAVE TWO GUESTS WITH ME TO TALK ABOUT EACH PART THAT THEY CONTROL.
HILL WAS TALKING ABOUT, IT'S A COLLABORATIVE EFFORT THAT'S BEEN THE HUGE SUCCESS WITH CCMR. IT'S TNL, IT'S INNOVATION, IT'S EXECUTIVE DIRECTORS OF LEADERSHIP, IT'S COUNSELING LIKE ALL OF US JUMP IN AND TRY TO GET THIS EFFORT ACROSS.
BUT OUR HIGHEST LEVERAGE MOVES FOR THIS YEAR COME FROM THE THREE OF US.
SO, I'M GOING TO TALK A LITTLE BIT ABOUT TSI.
SO WE TALKED ABOUT IT IN A PREVIOUS BOARD MEETING ABOUT TSI MET BY EXAM.
THAT'S A THAT'S A LIGHTHOUSE EFFECT.
THAT'S SOMETHING BIG THAT WE'RE GOING TO BE ABLE TO DO FOR OUR KIDS AND THE STATE AND THE COUNTRY.
AND SO WITH TSI, WE'VE LEANED HEAVY INTO CURRICULAR RESOURCES IN MATH AND READING, LOOKING AT THOSE UPPER LEVEL AREAS WHERE THEY NEED THE SUPPORT DIRECTLY SO IT DOESN'T LINE UP YEAR BY YEAR, IT'S COURSE BY COURSE.
AND SO IF YOU LOOK AT READING LANGUAGE ARTS, WE'VE GOT DIRECT SUPPORTS IN ENGLISH THREE.
AND THEN WHERE THEY SHOULD TEST IS ENGLISH FOUR.
IF YOU'RE THINKING ABOUT TSI A2 ALONE.
AND THEN IN MATH WE HAVE EMBEDDED SUPPORTS IN THE TRADITIONAL CLASSES.
AND SO THEY ARE STAYING WITH THE TEACHER BASED RESPONSES.
SO THAT WAY CLC GROUPS CAN INTERACT AND FIGURE OUT WHAT TO DO.
TSI SUCCESS COACHES ADVISORY RECOMMENDATIONS AND SUPPLEMENTAL RESOURCES.
AND THEN WE STILL CONTINUE OUR SUPPORT OF SAT AND ACT.
BUT TO TALK ABOUT DISTRICT AND CAMPUS ACTION PLANNING, I'LL TURN IT OVER TO JANA JONES.
GOOD EVENING. COMMITTEE CHAIR.
JOHNSON, BOARD OF TRUSTEES AND DOCTOR LOPEZ.
JANA JONES, INSTRUCTIONAL LEADERSHIP COORDINATOR AND OVERSEE DISTRICT CCMR. I WOULD LIKE TO HIGHLIGHT SOME OF THE ITEMS THAT WE'RE DOING WITH THE CAMPUS AND DISTRICT LEVEL.
AND THAT THAT ALLOWS US TO PROGRESS, MONITOR VARIOUS DATA POINTS RELATED TO TSI AND CCMR AT THE DISTRICT LEVEL, AS WELL AS WITH OUR COUNSELING TEAMS. WE STRATEGICALLY PLANNED FOR COLLEGE AND CAREER PLANNING WITH GUIDANCE AND COUNSELING, AND THEY'VE BEEN TRAINED IN THE DASHBOARD AS WELL.
AS FAR AS CAMPUS LEADERSHIP GOES, WE HAVE INDIVIDUALIZED CAMPUS PLANS AND GOALS RELATED TO EACH CCMR INDICATOR AND PROGRESS MONITORING THROUGHOUT THE YEAR.
WE HAVE A CCMR COLLEGE ADMINISTRATOR THAT OVERSEES THE SIDE OF THE SPECTRUM OF CMR INDICATORS FOR COLLEGE, AS WELL AS THE COURSES THAT ARE NEEDED FOR THE STUDENTS.
WE ALSO AGAIN PARTNER WITH GUIDANCE AND COUNSELING AND INTENTIONALLY SCHEDULING THESE STUDENTS INTO THE APPROPRIATE ADVISORY, TEST PREP, REGULAR COURSES OR INTERVENTION COURSES.
COMMITTEE CHAIR JOHNSON, BOARD OF TRUSTEES AND DOCTOR LOPEZ.
I'M GOING TO TALK ABOUT THE CTE PROGRAM ALIGNMENT THAT WE'VE BEEN WORKING ON THIS YEAR.
THE CLASS OF 24 HAD TO EARN AN IVC IN AN ALIGNED AREA WITH A LEVEL TWO OR HIGHER COURSE.
MOVING ON TO THE CLASS OF 25, THEY HAVE TO EARN AN IVC PLUS PASS TWO OR MORE CTE COURSES IN THE SAME PROGRAM OF STUDY TO BE CMR, MED, AND THEN MOVING ON TO THE CLASS OF 2026, OUR CURRENT JUNIORS.
[00:25:02]
THEY HAVE TO EARN AN IVC PLUS PASS THREE OR MORE COURSES FOR FOUR CREDITS IN THE SAME PROGRAM OF STUDY, INCLUDING A LEVEL 3 OR 4 COURSE.WE'VE AUDITED ALL OF THE CLASS OF 2024.
OUR CURRENT SENIORS SCHEDULES TO MAKE SURE THAT THEY ARE ALIGNED.
WE'RE ALSO TRACKING ENROLLMENT IN CTE COURSES, CTE COURSE FAILURE, CTSO PARTICIPATION, IBC TESTING CALENDARS, AND IVC SUCCESS RATES, WHICH WILL START ROLLING IN AS WE FINISH THIS SEMESTER AND BEGIN NEXT SEMESTER MORE HEAVILY AT THE END OF SECOND SEMESTER.
SO THAT IS OUR ACTION ITEMS ON THE CTE SIDE.
SO THAT WRAPS UP THE HIGH LEVEL PARTS THAT WE'RE DOING AS A TEAM FOR CMR. BUT NOW WE'LL TAKE ANY QUESTIONS ON EITHER SIDE FOR EARLY LEARNING OR COLLEGE CAREER MILITARY READINESS COMMITTEE.
MISS GRIFFIN. OKAY, YOU ALL ARE REALLY BUSY, WHICH IS GREAT.
DESCRIBE TO ME HOW ALL OF THESE MISSING PIECES COME TOGETHER FOR A PRINCIPAL.
IS THERE A MASTER BOOK THAT THEY'RE KEEPING UP WITH? IS THERE A MASTER SYLLABUS? IS THERE? I MEAN, WE HAVE ALL OF THESE PARTS MOVING, BUT WHAT IS IT THAT THE TEACHERS HAVE ON AN ONGOING BASIS THAT THEY CAN REFER BACK TO? SO I CAN TALK ABOUT THE CCMR SIDE FOR SURE.
A LOT OF IT'S THROUGH THE MEETINGS AND STRUCTURES THAT WE HAVE TO KEEP THE CONVERSATION RUNNING.
FROM DISTRICT LEADERSHIP MONTHLY MEETINGS TO CAMPUS LEADERSHIP MONTHLY MEETINGS, WHERE MRS. JONES TALKED ABOUT THE COLLEGE AND CAREER ADMINISTRATORS THAT OWN THE WORK.
WE BRING IN EVERYBODY IN TO CHECK IN ON THE PLANS AT THAT RATE.
ONE THING THAT'S BEEN A LITTLE BIT MAGICAL IN THE IN BOTH OF OUR WORLDS IS THE WAY THAT WE'RE ABLE TO SYNC UP EVERY FRIDAY AFTERNOON AND MAKE SURE THAT WE'RE ATTACKING EACH ONE OF THOSE AS IT COMES UP.
SO THERE'S A LOT OF MOVING PARTS, BUT I THINK WE GO.
IT'S LIKE SYSTEMATIZED THROUGH MEETING STRUCTURES.
SO THAT WAY WE CAN BE READY TO GO.
IS THERE ANYTHING ELSE OF A TOOL THAT IS CAPTURING ALL OF THESE MISSING PIECES SO IT WOULD LIVE? I'LL LET YOU SPEAK FOR ELEMENTARY, BUT IN TERMS OF LIKE THE TSI MET BY EXAM PLAN, THE RESOURCES ARE DELIBERATELY CALLED OUT IN THE CURRICULUM.
BUT WHERE I WOULD LOOK DIFFERENT THAN ELEMENTARY, WHERE YOU HAVE THE INSTRUCTIONAL PLANNING DAY, WHERE THEY ARE GOING IN FOR A FULL DAY AND PULLING THEM OFF CAMPUS THE WAY WE HAVE STRUCTURES FOR THE PROFESSIONAL LEARNING COMMUNITIES WHERE THEY CAN GET REVIEWED IN THE MATERIALS FIVE DAYS A WEEK IN MIDDLE SCHOOL AND TWO 90 MINUTE PERIODS AT HIGH SCHOOL.
AND SO, IT'S HIGH VISIBILITY, IT'S HIGH PRESENCE.
AND WE'RE JUST GOING BACK TO THE CORE WORK EVERY TIME WE TALK ABOUT IT.
AND SO HOW IS THAT? WHAT'S THE ATTITUDE LEVEL OF ALL OF THESE MISSING PIECES AND ALL OF THE MEETINGS AND BEING PULLED OFF OF CAMPUS.
IS THAT A MOTIVATOR? ENERGIZER. AND I KNOW IT'S A LOT OF WORK.
OKAY, BUT HOW ARE THE PRINCIPAL RESPONDING? WE MUST BE DOING SOMETHING RIGHT BECAUSE THE DATA IS SHOWING IT.
BUT I'M JUST I THINK THE MOTIVATION MAY BE THE WRONG WORD.
THE FIRST WORD THAT COMES TO ME IS THE ACCOUNTABILITY SIDE OF IT.
SO IT'S THE IT'S THE ACCOUNTABILITY DEAL.
AND BECAUSE THEY GOT THEIR OWN SCHOOLS CAMPUS IMPROVEMENT PLAN AND ALL OF THAT, SO THEY ARE PUTTING ALL OF THAT TOGETHER. AND THEN LOOK AT WHAT'S BEEN SUBMITTED FOR THEIR CAMPUS IMPROVEMENT PLAN ALONG WITH THE DISTRICT PLAN, ALONG WITH ALL YOUR OTHER MEETINGS AND ALL YOUR CHANGES THAT
[00:30:06]
YOU'RE HAVING. OKAY.SO THAT'S FROM THE SECONDARY PART.
IT'S. YEAH, WE'RE BRINGING THAT TONIGHT.
OKAY. THE LEADERSHIP, EXECUTIVE DIRECTORS AND THE TEACHING AND LEARNING EXECUTIVE DIRECTORS.
DO YOU WANT TO THINK ABOUT IT AS THE WHAT AND THE HOW? AS LEADERS ON THIS SIDE, ON THE CURRICULUM, WE'RE DECIDING THE PROGRAM.
WHAT'S THE PROGRAM LOOK LIKE? WHAT ARE ALL THE TOOLS THAT ARE THERE, THE RESOURCES IN PLACE.
AND THEN WE LEAN INTO THE LEADERSHIP SIDE FOR THE IMPLEMENTATION.
BUT I'LL TURN IT OVER TO DOCTOR HILL.
WE'LL CALL THAT GROUP THE ILLUMINATI.
YEAH. MR. JOHNSON, NO, WE WILL NOT.
JUST KIDDING. SO, MISS GRIFFIN VERY SIMILAR TO THAT TO WHAT MR. COLEMAN WAS TALKING ABOUT.
BUT FOR ELEMENTARY, OUR COMMUNICATION DIRECTLY TO PRINCIPLES HINGES ON EDLS.
SO THERE'S LIKE, NO, I DIDN'T HEAR IT.
I HAVE QUESTIONS AND DON'T KNOW WHO TO ASK ABOUT IT.
SO WE ARE VERY DEPENDENT ON THEIR STRONG COMMUNICATION TO THEIR PRINCIPALS.
SO WE'RE NOT PULLING THEM SEPARATELY OR DIFFERENTLY.
SO MR. BERMAN AND I LIKE HE MENTIONED, WE JUMP INTO THOSE EDL MEETINGS WITH PRINCIPALS AS MUCH AS THEY'LL AS THEY WANT US.
AND SOMETIMES WHEN THEY DON'T WANT US, JUST TO MAKE SURE THAT THEY HEAR IT DIRECTLY FROM US, AND THEN THAT WE ARE THERE TO SAY, NOW, HOW CAN WE HELP YOU IMPLEMENT? AND THEN WE HAVE FOUND THAT TO BE A GREAT COMMUNICATION MODEL.
I DON'T KNOW HOW TO ASK THIS QUESTION, SO I'M GOING TO DIVE IN.
WHEN WE LOOK AT THE BOARD GOALS AND THE HOUSE BILL AND PRE-K THROUGH THIRD GRADE IN READING OR LITERACY AND MATH, OBVIOUSLY THAT'S IMPORTANT. EVERYBODY'S GOT THAT ON THE FRONT.
SO I'M SITTING HERE WONDERING, AND I DON'T KNOW BECAUSE I'M NOT A TEACHER, BUT IF I STEPPED IN A CLASSROOM, HOW MANY MINUTES OR HOURS A DAY CAN THEY ALLOCATE TO INSTRUCTION OF THOSE TWO ITEMS? IS IT MINUTES, HOURS? AND DOES THAT REFLECT THE PRIORITY THAT THE BOARD AND THE STATE HAS PLACED ON IT? DO WE HAVE ANY? CAN WE ELECT HOW MANY MINUTES WE PUT ON IT, OR ARE WE CAPTIVE FOR SOMETHING ELSE? HOW DOES THE DAY LAY OUT.
SO THAT IS A GREAT QUESTION BECAUSE WE DO STRUCTURE OUR INSTRUCTIONAL MINUTES FOR OUR CAMPUSES.
THEY DON'T IN KINDERGARTEN THROUGH THIRD GRADE, WE SPEND 120 MINUTES ON LITERACY.
THEY HAVE A MINIMUM OF 60 MINUTES FOR MATH INSTRUCTION EACH DAY, AND THAT'S LAID OUT IN OUR LEARNING PLANS HOW MUCH TIME TO SPEND ON EACH ONE OF THOSE COMPONENTS. AND WHEN MR. BERMAN KIND OF MENTIONED THE IMPLEMENTATION, THAT'S WHERE WE PUSH INTO SUPPORT, BECAUSE A TEACHER MAY KNOW I SHOULD ONLY SPEND 20 MINUTES ON THIS, BUT THINGS CAN GO AWRY.
SO FOR AN ELEMENTARY INSTRUCTIONAL MINUTES.
THERE IS THERE IS REALLY NO GUESSWORK.
WE MAKE SURE THAT WE HAVE THIS AND OUR PRINCIPALS ARE GREAT IN THEIR MASTER SCHEDULES.
IT'S BLOCKED OUT LIKE THIS IS LITERACY TIME.
OKAY. AND THEN AND TO FOLLOW UP, IF YOU DON'T MIND.
OR DO YOU WANT TO TALK ABOUT, WHY DON'T YOU TALK ABOUT YOUR PART.
IT'S VERY OBVIOUS BECAUSE IT'S IN THE BELL SCHEDULE.
SO THE MINUTES THAT ARE DEDICATED ARE THROUGH THEIR.
WHAT I'M EXCITED ABOUT IS AS YOU'VE PICKED THE SIXTH GRADE GOAL, WE'VE GOT A VERY CLEAR TRANSITION AS WE TAKE MINUTES AWAY FROM DAILY INSTRUCTION AND GET INTO A 45, 46 MINUTE BLOCK IN MATH. SO IT'S GOING TO HELP US TRACK THAT TRANSITIONAL POINT AS WE GET KIDS READY FOR HIGH SCHOOL.
OKAY. AND THE REASON I'M ASKING THAT IS, YOU KNOW, I ONLY THINK ABOUT THINGS IN SIMPLE TERMS, BUT TO ME, A LOT OF LEARNING IS JUST A FUNCTION OF TIME. IF YOU DON'T EVER OPEN A BOOK AND SPEND ONE MINUTE IN IT, YOU'RE NOT GOING TO LEARN IT.
[00:35:06]
SO I WAS THINKING, I'M SITTING HERE THINKING, MAN, IF IT'S A PRIORITY, IF IT'S THAT BIG A DEAL FOR THE STATE AND FOR THE BOARD DOES HOURS OF INSTRUCTION REFLECT THE PRIORITY THAT'S BEEN GIVEN TO IT? AND I THINK WHAT YOU'VE ANSWERED TO ME IS WITHIN WHATEVER FLEXIBILITY YOU HAVE, THE ANSWER TO THAT WOULD BE YES.THANK YOU. SEEING NO FURTHER QUESTIONS, WE'LL MOVE ON FROM THIS AGENDA ITEM.
BUT YOU TWO DON'T LOOK LIKE YOU'RE GOING VERY FAR.
THAT TAKES US TO ACTION ITEMS 5.B.2 2023-2024 DISTRICT AND CAMPUS IMPROVEMENT PLANS.
OUR DYNAMIC DUO OF DOCTOR HILL AND COLEMAN BERMAN.
ALL RIGHT. IS THE PRESENTATION ON.
ALL RIGHT. GOOD EVENING AGAIN.
COMMITTEE CHAIR JOHNSON BOARD OF TRUSTEES AND DOCTOR LOPEZ.
TONIGHT, WE PRESENT OUR CAMPUS AND DISTRICT IMPROVEMENT PLANS FOR THE 2425 SCHOOL YEAR.
BEFORE WE GET STARTED, ALONG WITH YOUR BOARD BOOK, YOU'LL FIND ADDITIONAL INFORMATION THAT'S IN A BLACK FOLDER, WHICH HAS SOME INFORMATION THAT WAS PROVIDED TO US LAST FRIDAY FROM OUR REGIONAL SERVICE CENTER AROUND SOME DISTRICT COMPLIANCE PIECES.
AND THEN AS A SUPPLEMENT THAT WOULD FOLLOW PAGE 72.
THERE ARE COMPLIANCE INFORMATION ABOUT TITLE ONE, PART A REQUIREMENTS AS AS THESE GET PUT IN WHEN WE PRESENT THIS NEXT WEEK, BOTH SUPPLEMENTS WILL BE INCLUDED IN THE FINAL PLAN.
ALL RIGHT SO MOVING ON TO HOW DO WE GET HERE.
SO ON TOP OF WHAT'S GOING ON IN THE TEXAS EDUCATION CODE BOARD POLICY, BQ LOCAL REQUIRES THAT WE AS A GROUP, PRESENT TO YOU CAMPUS IMPROVEMENT PLANS AND DISTRICT IMPROVEMENT PLANS FOR YOUR APPROVAL.
I KNOW THAT CAMPUS IMPROVEMENT PLANS HAVE BEEN SHARED WITH YOU WITH A LINK.
AND I WANT TO ECHO WHAT DOCTOR LOPEZ TALKED ABOUT RIGHT ON THE START.
CAMPUSES ARE ON A DIFFERENT TIMELINE.
AND SO THEY DID THEIR NEEDS ASSESSMENT IN APRIL AND MAY.
THEY WORKED THROUGH THINGS IN THE SUMMERTIME.
THEY BUILT THEIR PROFESSIONAL DEVELOPMENT PLANS.
ESSENTIALLY, CAMPUS IMPROVEMENT PLANS ARE LOCKED BECAUSE THEY'RE ROLLING FORWARD.
AND SO WE DID WRITE THE FRONT END OF THE IMPROVEMENT PLAN AND ALIGN WITH THE NEW BOARD GOALS.
BUT WHAT I WANT TO CALL OUT FOR SURE, REGARDLESS OF THE ACTIONS THAT ARE GOING ON AT THE CAMPUS IN THE DISTRICT IMPROVEMENT PLAN, WE'RE ALIGNING THESE STRATEGIES TO THE NEW BOARD GOALS, EVEN THOUGH THOSE CIPS MAY LOOK A LITTLE BIT DIFFERENT.
AND SO WE HAVE OUR FOUR THAT ARE TIED TO THE UNMATCHED FOUNDATIONS THAT ARE WRAPPED UP IN.
OUR ADDITIONAL GOALS AROUND THE TRANSITION INTO SIXTH GRADE WITH SIXTH GRADE READING AND MATH, OUR UNMATCHED PATHWAYS ABOUT INCREASING THE PERCENTAGE OF GRADUATES THAT EARN CCMR STANDARDS ALONG WITH OUR SUBSET OF TSI EXAM, AND THEN OUR UNMATCHED EXCELLENCE AS WE DESTROY D AND F CAMPUSES AS WE HEAD INTO 2030.
THIS WAS SOMETHING THAT WAS PRESENTED TO YOU BACK IN OCTOBER.
BUT THIS IS A TOOL THAT WE'RE GOING TO BE USING FROM THIS POINT FORWARD TO MAKE SURE THAT WE ARE TRULY ALIGNED IN EVERYTHING THAT WE DO, BOTH WITH OUR PRESENTATIONS TO YOU AND WHAT WE DO WITH THE CAMPUS AND DISTRICT DEPARTMENTS, BECAUSE WE NEED TO MAKE SURE THAT WE TIE EVERYTHING TO THESE GOALS EACH AND EVERY TIME MOVING FORWARD.
AND SO I WANTED TO BRING THOSE FORWARD IS JUST A REMINDER BOTH TO THE COMMUNITY AND TO YOU GUYS.
AND SO TO MOVE FORWARD, I'M GOING TO TURN IT OVER TO DOCTOR HILL.
THANK YOU. I'M GOING TO DESTROY SLIDES THREE THROUGH SIX THIS PART OF THE PRESENTATION.
ALL RIGHT. SO I'M GOING TO TALK TO YOU JUST ABOUT THE IMPROVEMENT PLAN PROCESS.
SO AS YOU ALL ALREADY KNOW ALIGN TO BOARD AND DISTRICT GOALS.
THE DISTRICT ALSO PARTICIPATES ALONG WITH CAMPUSES IN A PERFORMANCE OUTCOME REVIEW.
[00:40:02]
PLANNING FOR THE FUTURE.COMPREHENSIVE NEEDS ASSESSMENT.
LOOKING AT THEIR CAMPUS AS A WHOLE.
PRIORITY GOAL DETERMINATION WHICH YOU ALL HAVE DONE THAT WORK FOR THE DISTRICT IMPROVEMENT PLAN.
THEN GOAL SETTING, SETTING AND ACTION PLANNING, IMPLEMENTATION, MONITORING AND SUPPORT.
YET WE KNOW WE HAVE NOT MET OUR GOALS, AND HENCE WE NEED A DISTRICT IMPROVEMENT PLAN TO KEEP PUSHING FORWARD, TO MAKE SURE THAT WE ARE MEETING THE NEEDS OF ALL STUDENTS AND EVERYONE IS PROGRESSING TOWARDS THOSE GOALS IN GRADES THREE AND SIX AND CCMR AND OUR UNMATCHED PATHWAYS, AND THEN ELIMINATING A THROUGH F CAMPUSES IN THAT UNMATCHED EXCELLENCE PATHWAY.
OUR STRATEGY HIGHLIGHTS MANY OF THESE.
WE JUST WENT INTO DETAIL IN OUR HOUSE BILL THREE PRESENTATION, AND SO I WON'T TALK IN DEPTH ON THEM, BUT ENHANCEMENTS TO OUR MATH CURRICULUM, NOT JUST IN THIRD GRADE BUT ALSO IN SIXTH GRADE, THE GIFTED WRITING PATHWAY I MENTIONED IN HOUSE BILL THREE AND A COMPONENT THAT I FAILED TO MENTION, BUT I WANT TO, BECAUSE OUR SECONDARY LEVEL HAS ALREADY STARTED IMPLEMENTING, IS THE INCORPORATION OF I GRADING AND FEEDBACK FOR OUR STUDENTS.
SO JUST LIKE OUR STAAR EXAM IS NOW GRADED BY AI, OUR STUDENTS ARE GETTING THAT OPPORTUNITY TO NOT JUST GET A GRADE, BUT ALSO GET REALLY IMMEDIATE FEEDBACK ON THEIR WRITING USING TEA'S RUBRIC FOR THE STAR TEST, SO WE'RE REALLY EXCITED TO IMPLEMENT THAT THROUGH THE GISD WRITING PATHWAY.
THEN WE'RE ALSO FOCUSING ON CURRICULUM AND PATHWAY ADJUSTMENTS IN CCMR. OUR CAMPUS SUPPORTS THAT.
THOSE HIGH FREQUENCY WALKS THAT ARE HAPPENING NOT JUST WITH OUR LEADERSHIP AND CAMPUS TEAMS, BUT ALSO OUR INSTRUCTIONAL TEAMS AND TEACHING AND LEARNING AND THEN CROSS-DIVISIONAL SYSTEMS. EVERY SINGLE DEPARTMENT HAS A ROLE IN ELIMINATING D AND F CAMPUSES.
AND THEN, OF COURSE, ON THE ACADEMIC SIDE TO MAKING SURE THAT OUR CAMPUSES HAVE WHAT THEY NEED, WHEN THEY NEED IT, AND THERE'S NO DELAY AND RESOURCES AND SUPPORT SO THEY CAN MOVE FORWARD WITH THEIR CAMPUS IMPROVEMENT GOALS.
AND THEN OUR DISTRICT IMPROVEMENT PLAN.
WHAT QUESTIONS CAN WE ANSWER FOR THE DISTRICT IMPROVEMENT PLAN? MISS STANLEY? OKAY. SO I'M NOT SURE HOW TO ASK THIS QUESTION.
SO I'M GOING TO KIND OF THINK ALOUD AND THEN YOU TELL ME WHAT YOU THINK.
SO WHEN I LOOK AT GRADE THREE AND GRADE SIX AND WHEN I DO A THOUGHT, I THINK IF I WANT TO IMPROVE MY GRADE THREE, THEN IF I CAN GET MY GRADE ONE AND TWO TO COME OUT OF ONE AND TWO STRONGER, IT'S JUST GOING TO MAKE THAT GRADE THREE BETTER, RIGHT? SO I KNOW THAT WE'RE DOING GRADE THREE, BUT WHAT ARE WE PUTTING IN PLACE TO MAKE SURE THAT WE'RE STRENGTHENING ONE AND TWO SO THAT WE'RE GOING TO ACHIEVE THREE? AND THEN HOW ARE WE STRENGTHENING 4 OR 5.
BUT WE DO HAVE A REALLY SPECIFIC DISTRICT FOCUS ON K THROUGH TWO AND LOOKING AT MONITORING THOSE CLASSROOMS EFFECTIVELY, MAKING SURE THAT OUR ADMINISTRATORS ARE WALKING MORE IN THERE, THAT THEY UNDERSTAND WHAT TO LOOK FOR IN AN EARLY LEARNING CLASSROOM, BECAUSE IT SHOULD LOOK VERY DIFFERENT THAN WHAT HAPPENS IN A THIRD, FOURTH OR FIFTH GRADE CLASSROOM AND THEN SUPPORTING.
SO WE'VE REALLY WORKED WITH OUR INSTRUCTIONAL SUPPORT TEACHERS, OUR COACHES, TO MAKE SURE THAT THEY UNDERSTAND THAT CAMPUS SUPPORT, INSTRUCTIONAL PLANNING TIME HAPPENS AT THOSE EARLY GRADE LEVELS, AND THAT THEY DON'T JUST SHIFT ALL OF THEIR SUPPORT THROUGH TO STAAR GRADE LEVELS.
SO WE ARE THRILLED ABOUT THAT AS THOSE TEACHERS ARE COMING TOGETHER ACTUALLY PRE-K, K, 1 AND 2.
[00:45:04]
I'M SORRY WE JUST DID PRE K.AND YOU KNOW WE GET REAL FIRED UP ABOUT PRE-K.
IT WAS REAL FUN AND LOUD AND SO MUCH MUSIC AND HAPPY.
BUT THOSE PRE-K THROUGH TWO TEACHERS ARE NOW GETTING THAT SAME DEDICATED DAY TO PLAN FOR INSTRUCTION WITH OUR TEACHING AND LEARNING AND OUR EDL TEAMS. AND SO WE'RE REALLY SHINING THAT LIGHT ON THOSE LOWER GRADES.
BECAUSE YOU'RE ABSOLUTELY RIGHT.
WE START CLOSING OUR GAPS THERE.
OUR KIDS AREN'T GOING TO FALL BACK BEHIND.
IT'S GOING TO BE THAT POSITIVE MOMENTUM.
MORE SPECIFICALLY IN MATH, EVEN THOUGH LITERACY NOWHERE NEAR WHERE WE WANT IT TO BE EITHER.
AND SO TALKING ABOUT WHAT MISS VICKERY MENTIONED ABOUT THAT FACT FLUENCY.
LIKE WHEN OUR KIDS GET TO SIXTH GRADE, THEY SHOULD NOT TRY TO BE MULTIPLYING ON THEIR FINGERS STILL.
AND THAT IS A FOUNDATIONAL BLOCK THAT'S KEEPING THEM FROM BEING SUCCESSFUL IN MIDDLE SCHOOL MATH.
AND SO THAT FACT FLUENCY PLAN THAT WE'VE STARTED IMPLEMENTING THIS YEAR, BEGINNING IN SECOND GRADE, WE'RE EXPECTING TO SEE START HAVING A POSITIVE IMPACT GOING INTO SIXTH GRADE. THANK YOU, MISS GRIFFIN.
OKAY, SO WE HAVE OUR DISTRICT IMPROVEMENT PLAN COMMITTEE ALREADY IN PLACE.
SO ALL OF THE REQUIRED RECOMMENDED PEOPLE, INCLUDING OUR COMMUNITY HAVE ALREADY BEEN INCLUDED IN THAT PROCESS. AND I THINK YOU ALL SENT US AN UPDATE ON DAISEY.
DID IT INCLUDE THIS, OR HAVE YOU ALL YET TO SCHEDULE A MEETING WITH THEM, WHERE YOU ARE GOING TO EXPLAIN THE DIRECTION OF WHERE THAT DISTRICT IMPROVEMENT PLAN IS GOING? THEY ARE GOING TO BE RECEIVING THAT TOMORROW AT THEIR SCHEDULED MEETING FOR DAISEY.
OKAY. AND HELP ME REMEMBER THAT COMMITTEE IS COMPOSED OF IT IS REPRESENTATIVES FROM EVERY CAMPUS AND THEN COMMUNITY MEMBERS AS WELL.
OKAY. SO THEN WHEN WE WHEN WE GO DOWN TO THE CAMPUS LEVEL FOR EACH OF THE CAMPUS IMPROVEMENT PLANS, ARE THOSE COMPLETELY FILLED WITH THE REQUIRED REPRESENTATION? EXCUSE ME.
I KNOW IT USED TO BE PROBLEMS THAT, YOU KNOW, BECAUSE IT'S SUPPOSED TO BE BY LAW.
COMMUNITY SOMETHING, SOMETHING.
AND IF THEY ARE STILL BEING FORMED CORRECTLY BY LAW.
GOOD AFTERNOON, CHAIRMAN JOHNSON.
MISS. MISS GRIFFIN, I'M SORRY TO ANSWER YOUR QUESTION.
YES. THE SIP PANEL OR THE SIP COMMITTEES ON EACH CAMPUS.
IT IS COMPRISED OF PARENTS, STAFF, COMMUNITY MEMBERS SO THAT THEY ALL HAVE INPUT INTO WHAT THE CAMPUS NEEDS ARE, AND THAT'S REFLECTED IN THEIR SPENDING. AND DO YOU ALL SEE, AS WE CHANGE AND ALIGN THESE MORE TO OUR BOARD GOALS, DO YOU ALL FORESEE ANY ISSUES IN TRYING TO EXPLAIN THAT CAMPUS BY CAMPUS, BECAUSE THAT'S THE PLAN THAT THOSE CAMPUSES SHOULD BE FOLLOWING. ONCE WE UPGRADE CHANGE, INCLUDE OKAY.
SO THE NEEDS ASSESSMENT WHICH THE DATA, ATTENDANCE BEHAVIOR, ALL OF THOSE POINTS OF CONSIDERATIONS ARE THEN PRIORITIZED TO SAY, I NEED STAFFING OR I NEED SUPPLIES AND MATERIALS, OR WE'RE GOING TO WANT CONTRACT SERVICES AND ON AND ON AND ON.
THANK YOU. YEAH. MISS GRIFFIN, I'D ADD ONE THING.
WHAT YOU'LL SEE IN THE NEW DISTRICT IMPROVEMENT PLAN.
IT'S MUCH MORE FOCUSED THAN WE'VE DONE PREVIOUSLY.
[00:50:03]
SO I THINK YOU'LL SEE THAT TRANSLATE TO CAMPUS IMPROVEMENT PLANS AS WE KIND OF REDESIGN THEM MOVING FORWARD.AS FAR AS THE EYE READER WHAT IS THE OR WHAT ARE SOME OF THE CHALLENGES ASSOCIATED WITH WHAT WE'RE DOING FROM THAT PERSPECTIVE? WHAT DID WE RUN INTO? IS IT CONSISTENT? LIKE HELP ME UNDERSTAND WHAT THAT LOOKS LIKE.
AND SO WE STILL DID HAND GRADING ALONGSIDE OF IT.
AND THEY RAN CLCS TO DOUBLE CHECK THE GRADING.
I WOULD SAY WE'RE ABOUT 95, 90, 95% LIKE IT'S RUNNING.
PRETTY TRUE. THE ONLY PLACE WHERE WE'RE SEEING A GAP IS IF THE KIDS WRITE SOMETHING.
THE EYE IS TENDING TO GIVE IT A BUMP UP.
SO IF THE SCORE IS A ZERO, ONE, TWO ON THAT RUBRIC, FOR SOME REASON WHEN THE WORDS GO IN, IT'S BUMPING UP TO A ONE WHERE TO WITH THEY WEREN'T REALLY TRUE AI, THEY WERE MORE OF AN ALGORITHM, LIKE THEY HAD TO PROGRAM THE WORDS IN AI BECAUSE IT'S GRABBING FROM EVERYTHING THAT EXISTS, IS GIVING A LITTLE BIT MORE LENIENCY ON THE BOTTOM END.
WHEN WE'RE LOOKING AT THE DIFFERENTIATION BETWEEN A ONE AND A TWO, WE'RE VERY SATISFIED.
SO WHAT MY COORDINATORS HAVE BEEN DOING IS SENDING BACK AND FORTH AND KIND OF TRAINING THE AI.
AND SO WHEN WE DISAGREE, THEY'RE LOADING MORE IN.
AND WE'RE DOING OUR FIRST TRUE AT BAT FOR RLA, WHERE IT'S NO HUMAN GRADING AND SEEING WHAT THE REAL FEEDBACK WOULD BE WITH THIS NEXT CBA IN MIDDLE SCHOOL, WHICH IS ACTUALLY NEXT WEEK. AND SO IT SOUNDS LIKE WE HAVE A SLIGHTLY DIFFERENT PROCESS THAN WHAT TEA HAS.
YES, SIR. RIGHT. SO WHAT WOULD BE THE ADVANTAGE OF DOING WHAT WE'RE DOING VERSUS ACTUALLY HAVING SOMETHING THAT WAS CONSISTENT WITH WHAT TIA DOES? SO WHEN ESPECIALLY WHEN YOU'RE LOOKING AT AS WE GROW INTO OTHER SUBJECTS LIKE SOCIAL STUDIES AND SCIENCE, IT GETS VERY SPECIFIC.
LIKE IF I WERE TO TELL YOU IN A HISTORY CLASS, IT WAS ABOUT THE BILL OF RIGHTS AND WHAT THINGS DO YOU WANT OUT OF IT? THEY WANT FIVE SPECIFIC BACKGROUND POINTS AND WHERE OURS IS REACHING OUT, AND IT COULD GRAB ALL BACKGROUND POINTS.
AND SO WE'RE HAVING TO FILTER IT A LITTLE BIT.
AND THERE'S TWO PLACES TO FILTER.
ONE I KIND OF ALLUDED TO WITH THE VENDOR.
WHY WE LEANED INTO THIS ONE IS THE TEACHER STILL HAS OVERRIDE ABILITY.
AND SO IT GIVES IT GIVES THE FEEDBACK ON THE TEACHER SCREEN.
IT'S GIVING THIS SERIES OF CHECK MARKS.
THE TEACHER CAN LOOK VERY QUICKLY AND JUST SEE WHAT THEY.
AND IF THEY DISAGREE THEY CAN CLICK IT OVERRIDE IT, PUT A LITTLE NARRATIVE IN AND THAT'S THE GRADE.
AND SO THOSE ARE OUR TWO SORT OF FAIL SAFES.
AND SO WE'RE DOING OUR BEST CHANCE AT IT.
WE SHOULD START DRIVING THOSE AVERAGES UP.
SO THERE'S, IT'S THE VENDOR CALLS IT THIS AND IT'S STUCK WITH ME.
WE WANT THE KIDS TO RIDE A LITTLE, A LOT.
AND SO IF WE DO A WHOLE BUNCH OF RIDING, THOSE LITTLE OUTLIERS SHOULD FALL OUT, AND WE SHOULD BE ABLE TO PREDICT A KID BASED ON THE PICTURE AND NOT THAT ONE RIDING SAMPLE.
WHY WOULDN'T WE HAVE OR TO MAKE AVAILABLE THEIR AI TOOL.
AND SO THAT'S GOING TO BE THE OFFICIAL SCORE.
I THINK THAT'S THE BIG ELEPHANT IN THE ROOM FOR ALL OF US STATEWIDE ON THAT ONE.
BUT THEIR ALGORITHM SAID USE THAT CONTENT SPECIFIC WORD KIDS OUT.
AND SO, WE'RE CLOSE, BUT WE'RE NOT PERFECT.
AND I WISH THAT THEY WOULD LET US SEE EXACTLY WHAT THEY DID, TOO.
FOR THE RECORD, I KNOW YOU'RE NOT FINISHED.
[00:55:07]
US? NO, SIR.WE LOOKED AT ABOUT SIX DIFFERENT PRODUCTS.
AND SO THIS ONE, WE HAD CONTROL OF THE RUBRIC LIKE SOME OF THE PRODUCTS THAT WERE SHOWN TO US.
THEY'RE LIKE THIS MEETS SIXTH GRADE STANDARDS.
AND THEN THE VENDORS CLOSE, LIKE THEIR OFFICE OUT OF DENTON.
THEY'RE GIVING US REAL TIME SUPPORT HERE.
AND SO WE HAVE ALL THE FACTORS TO GET AS CLOSE AS POSSIBLE.
AND SO THAT'S WHY WE'RE LEANING IN SO HEAVY HERE.
DO YOU MIND IF I ADD JUST ONE MORE THING? SORRY. I KNOW MR. SELDERS. WE WERE TALKING ABOUT GRADING.
BUT ONE OTHER BENEFIT THAT I KIND OF WANTED TO SPEAK TO IS THE FEEDBACK.
NOT JUST FOR STUDENTS, BUT FOR TEACHERS.
SO TEACHING WRITING IS A VERY SPECIFIC SKILL SET AND IT IS NOT EASY.
AND I WAS A FOURTH GRADE WRITING TEACHER WAY BACK IN THE DAY.
AND SO WE HAVE A LOT OF TEACHERS WHO ARE NEW, NEW TO THAT CONTENT, NOT CERTIFIED, NOT CONFIDENT THAT WE THINK CAN BENEFIT FROM RATHER THAN BEING FACED AT THE SECONDARY LEVEL. WITH MORE THAN 100 PLUS PIECES OF WRITING EACH WEEK.
SO IT REALLY STARTS TO KIND OF HELP BUILD THAT CONFIDENCE WHEN I DON'T REALLY KNOW IF I'M READY TO TELL STUDENTS EXACTLY WHAT THEY NEED TO DO DIFFERENTLY TO USE THAT AS A GUIDE AND SUPPORT. AND SO WE DO SEE THAT AS A BRIDGE TO START TO HELP OUR TEACHERS IMPROVE AS WRITING TEACHERS AS WELL.
AND SO WE ARE NOT EVER JUST GOING TO BE THE READING TEACHER OR THE WRITING TEACHER.
AND SO WE'RE HOPING THAT THIS GIVES THEM THAT STRUCTURE AND SUPPORT TO SAY, HERE'S SOME FEEDBACK YOU CAN GIVE TO STUDENTS AND THEN LEARN FROM IT, ADAPT IT, AND OVERRIDE IT IF NECESSARY. ONE THING I WANT YOU TO EXPAND ON WHATEVER YOU WERE GOING TO ADD, PLEASE.
YOU TALKED ABOUT SCIENCE AND SOCIAL STUDIES.
SO WE IT'S REALLY STEMMING FROM THE WRITING PLAN THAT WE TALKED ABOUT HERE.
AND SO WE'RE BEING VERY STRATEGIC ABOUT SPREADING THIS OUT INTO OTHER SUBJECTS.
I'VE BEEN PARTNERED WITH THE EDLS TO TAKE OUTSIDE OF THE NON-TESTED SCIENCE AND SOCIAL STUDIES.
SO ANYTHING THAT'S NOT AN EIGHTH GRADE OR BIOLOGY OR US HISTORY, WE'RE WANTING TO TAKE THE ECRS INTO SCIENCE AND SOCIAL STUDIES SO THEY CAN PRACTICE WRITING IT AND HAVE ANOTHER AT BAT USING THE SAME ECR USING INFORMATIONAL TEXTS, WHICH IS WHAT THEY'RE GOING TO EXPERIENCE IN THE LONG RUN.
AND SO WE'RE PHASING THIS IN VERY DELIBERATELY TO MAKE SURE THAT WE'RE HITTING WRITING ACROSS THE CURRICULUM, BECAUSE THAT'S SOMETHING I'VE BEEN A MEMBER OF THIS TEAM FOR A LONG TIME, AND WE'VE ALL BEEN CHASING THAT.
HILL SAID IS AN AP US HISTORY TEACHER.
NOW WE CAN GET SOME FEEDBACK IN.
AND WE'RE LOADING IN RUBRICS FOR TSI.
WE'VE LOADED IN RUBRICS FOR TEL-PATHS.
WE'VE JUST FINISHED THE SOCIAL STUDIES.
SCIENCE HAS BEEN SURPRISINGLY A LITTLE DIFFICULT BECAUSE THE SPECIFICITY OF THE INFORMATION.
AND IF YOU KNOW SECONDARY TEACHING AND LEARNING, IT'S HARD TO STEP BACK IN A 45 MINUTE CLASS PERIOD.
IT'S JUST THAT'S A REAL, IT'S A REALITY.
BUT NOW IF YOU KNOW WHAT TO DO BASED ON ALL THAT WRITING, NEXT DAY WE SHOULD START SEEING CLOSING THE GAPS ON THE ON THE WRITING SKILLS AS THEY PUSH TO THOSE COLLEGE ESSAYS THAT THEY'VE GOT TO PULL OFF ONCE THEY LEAVE US.
THANKS, MR. GLICK. THANK YOU, SIR.
FIRST, UNDER SENATE BILL 2124, WE'RE MOVING 40% OF THE KIDS.
DO THEY STILL TAKE SIXTH GRADE MATH TEST? YES, THE SIXTH GRADE HONORS KIDS DO.
OKAY. SO BASED ON THE RESULTS FROM TWO YEARS AGO, WHEN WE HADN'T DONE THE 40% AND THIS YEAR'S RESULTS, THERE'S REALLY NOT A GREAT DEAL OF DIFFERENCE IN SIXTH GRADE MATH.
THAT WAS SURPRISING TO ME AND SOMEWHAT FRUSTRATING.
[01:00:06]
GRADE AND THEN TAKING GEOMETRY THAT FAST.BUT OTHERWISE, THE NUMBERS ARE PRETTY TRUE.
SO IF I'M CORRECT, YOU GO THROUGH FIFTH AND THEN YOU GIVE THEM TO HIM SIXTH.
WE KNOW HOW BAD THE SIXTH GRADE NUMBERS HAVE BEEN, AND THEY'VE BEEN THAT WAY.
SEEMS LIKE FOREVER THAT I'VE BEEN ON THE BOARD.
AND SO, MISS STANLEY ASKED A QUESTION, AND I GOT THE ANSWER.
BUT. WHAT ARE WE GOING TO DO IN FIFTH GRADE? I KNOW IT'S NOT YOUR PROBLEM, BUT IT IS YOUR PROBLEM, RIGHT? BECAUSE HE'S GOING TO BE JUDGED ON THE SIXTH GRADE SCORES.
BUT THE KID, THOSE ARE THE KIDS YOU'RE GIVING HIM, RIGHT? AND THIS IS.
AND ACCELERATING HIM IN 2124 OBVIOUSLY IT DIDN'T HELP THIS YEAR.
WHAT CAN WE REALLY DO? I THINK IT'S A QUESTION FOR BOTH OF YOU.
YEAH, I CAN OPEN UP JUST TALKING WITH MY COORDINATOR.
I KNOW SHE'S LINKING IN WITH TRACY.
THERE'S ALREADY TALKS ABOUT WHAT DO WE DO DIFFERENTLY WITH THE EMPHASIS ON THE BOARD GOALS BECAUSE LIZ JOHNSON TRACY VICKERY WE KNOW IT'S A IT'S OUR THING TO FIX. AND THAT'S WHAT I LIKE ABOUT THE BOARD GOALS OVERALL IS IT'S IT GETS MISINTERPRETED AS LIKE, HEY, YOU'RE JUST FOCUSING ON A GRADE LEVEL.
IT'S LIKE, NO, WE'RE WE'RE FEEDING TO KEY CHECKPOINTS.
AND SO LIKE, HERE'S THIS KEY ONE AT THE TRANSITION.
ONE DECISION I KNOW AS WE TRANSITION FROM MAKING SURE THE CONTENT AND THE SKILLS ARE DOWN, WE'VE MADE A REAL HARD PUSH INTO EXPLICIT INSTRUCTION WITH WHAT WE DID BACK IN JUNE WITH READINESS SET GO.
AND SO MAKING SURE THAT THAT BRIDGE IS GAPPED AS WELL AS WE TURN OFF ONE STYLE AND TURN ON ANOTHER, AND MAKING SURE THAT THE KIDS HAVE THAT TEXT ALIGN, PRACTICE THAT MICRO ASSESSMENT, THE WAY WE CAN REACT VERY QUICKLY AND INFORM OUR INSTRUCTION IN THE CLCS.
BUT I'LL TURN IT OVER TO YOU FOR THE FIFTH GRADE SIDE.
I TALKED A BIT ABOUT FLUENCY, BUT MR. BERMAN'S EXACTLY RIGHT.
WE DON'T HAVE THIRD GRADE SUCCESS WITHOUT K, 1 AND 2.
WE DON'T HAVE SIXTH GRADE SUCCESS WITHOUT K-5.
BUT LOOKING EXPLICITLY AT WHERE OUR STUDENTS ARE UNDERPERFORMING OR UNDERPERFORMING BY STANDARD AND RETEACHING EFFECTIVELY IN FIFTH GRADE, SO IT DOESN'T REMAIN A GAP. IT MOVES FORWARD INTO CLOSING THAT GAP SO THEY DON'T JUST FALL OFF THAT CLIFF IN SIXTH GRADE.
AND IF THEY DON'T HAVE BASIC FACTS MASTERED, IT'S A LOT FOR A TEACHER TO SIMULTANEOUSLY TEACH THEM ON GRADE LEVEL, WHICH IS WHAT'S REQUIRED. LIKE THEY HAVE TO GET EXPOSURE TO SIXTH GRADE STANDARDS.
THEY ARE GOING TO BE TESTED ON SIXTH GRADE, TESTED ON SIXTH GRADE STANDARDS.
IN ORDER TO CLOSE THOSE GAPS IN SIXTH, WE HAVE TO CAPTURE THEM EARLY.
AND SO ALIGNED IN OUR MATH LEARNING PLANS IS, LIKE MR. BERMAN MENTIONED, STAR ALIGNED, HIGHLY RIGOROUS, LIKE THIS IS HOW YOU SEE IT TESTED AND ARE HAVING OUR TEACHERS UNDERSTAND THAT IS THAT IT LOOKS DIFFERENT ON STAAR 2.0. HERE'S WHAT STUDENTS HAVE TO DO TO SHOW MASTERY OF IT AND NOT JUST HOW WAS IT TESTED LAST YEAR, BUT HOW HAS IT BEEN TESTED IN PREVIOUS YEARS? IS WHAT WE'RE GIVING OUR TEACHERS A LOT OF EXPOSURE TO? AND DO THEY HAVE A CLEAR UNDERSTANDING OF WHEN YOUR KIDS LEAVE FIFTH GRADE? THEY SHOULD KNOW ALL THESE THINGS SO THEY'RE READY FOR SIXTH.
SO WE GOT TO PUT ALL THE PIECES TOGETHER FOR YOU ALL.
OKAY. SO THIS IS ABOUT THE CIP.
A LOT OF THEM ARE NEW TO THE TEACHING PROFESSION, AND A LOT OF THEM KNOW HOW TO DO THE MATH PROBLEM.
BUT TEACHING THE MATH PROBLEM IS VERY DIFFERENT.
I THINK WE UNDERSTAND THE SCIENCE OF TEACHING NEEDS TO BE RESPECTED.
NOW LET'S PIECE IT TO OVERLAY WITH THE CONVERSATION THAT WE HAD EARLIER.
THEN WE HAVE THE MONTHLY CONTENT MEETINGS AND THEN WE HAVE ALL OF THAT IS BEING PUT TOGETHER AT EVERY GRADE LEVEL, RIGHT? NOW WHEN WE LOOK AT THE TEST, IT'S VERY IMPORTANT TO KNOW THAT THE STANDARDS ARE DRAMATICALLY DIFFERENT FROM FIFTH AND SIXTH GRADE.
IF YOU LOOK AT JUST, WE'RE LOOKING JUST AT MATH.
[01:05:05]
ON THE FIFTH GRADE LEVEL, AND THAT IS MAGNIFIED TO PROBABLY LIKE 20, 25 TO 30 PROBLEMS DEPENDING ON THE TEST IN SIXTH GRADE.SO, IF THEY DON'T HAVE THOSE FOUNDATIONAL CRITICAL SET OF HOW TO DEAL WITH JUST EVEN COMPLEX MULTIPLICATION PROBLEMS IN FIFTH GRADE, IT MAKES IT TOUGHER. SO PART OF IT IS THE FIFTH GRADE FOUNDATIONAL WORK.
PART OF IT IS STABILITY IN OUR TEACHING PROFESSION AND ENSURING THEY'RE HIGHLY TRAINED.
THEN PART OF IT IS THE ACCOUNTABILITY OF THE PRINCIPAL.
WITH MISS GRIFFIN WAS TALKING ABOUT ON MAKING SURE THESE THINGS ARE HAPPENING.
IT'S A WHOLE HUGE MACHINE, RIGHT.
AND SO WHAT I'M PROUD OF IS YOU'LL CONSTANTLY SEE THE CROSS-FUNCTIONAL TEAMING THAT'S HAPPENING, BECAUSE THE RIGHT HAND AND LEFT HAND HAVE TO SPEAK TO EACH OTHER IN ORDER TO GET THIS TO WORK.
AND WHAT I HOPE YOU'RE STARTING TO SEE IS THE CONSISTENCY AND CONVERSATIONS THAT ARE HAPPENING FROM BOTH TEAMS THAT WE'RE REALLY ATTENDING TO THIS CURRICULUM.
NOW, I WANT TO BRING UP WITH PRESIDENT SELDERS TALKED ABOUT WAS, WOW, YOU KNOW, WE HAVE THIS NEW AUTOMATED APPROACH TO ASSESSING STUDENTS FOR, FOR HIGH STAKES TESTING BECAUSE IT'S EITHER PASSED THERE'S NO REPEATS ON THIS.
AND THAT'S WHAT THE SECOND LAWSUIT IS ABOUT, THAT THERE ARE SO MANY INCONSISTENCIES THAT IT'S JEOPARDIZING SCHOOLS AND IT'S JEOPARDIZING CHILDREN'S ABILITY TO THRIVE. BUT THEY DON'T EVEN SAY, HERE YOU GO.
HERE'S A HERE'S THE PLATFORM THAT WE'RE USING.
USE IT. SO THEN THAT WAY YOU CAN GET BETTER AT IT.
THEY DON'T DO THAT. WE HAVE TO FIGURE IT OUT ON OUR OWN.
SO YOU PUT ALL THOSE LAYERS TOGETHER AND IT REALLY CREATES FOR A HUGE DILEMMA.
SO I JUST WANTED TO PUT THE PUT IT TOGETHER.
IT'S NOT JUST ABOUT THE CURRICULUM.
IT'S NOT JUST IT'S ALSO THE TEACHING AND THE AMOUNT OF CERTIFIED TEACHERS WE NEED TO GET THROUGH AND HOW, YOU KNOW, WE'RE ATTENDING TO STAAR 2.0, AND THE COMPLEXITY OF SIXTH GRADE IS NOT EVEN CLOSE TO THE COMPLEXITIES OF FIFTH GRADE FROM THE ASSESSMENT POINT OF VIEW.
AND I THINK THAT'S WHAT I'M HEARING YOU SAY.
SO THE QUESTION IS, IS THERE A METHOD WHERE WE COULD INCREASE THE RIGOR OF FIFTH GRADE MATH? SO THERE'S NOT THIS BIG GAP WHEN THEY GO TO ANOTHER SCHOOL? AND I'M ASKING THE QUESTION BECAUSE I DON'T KNOW IF THERE IS A SOLUTION TO THAT.
SO IT'S NOT THIS BIG GAP WHEN THEY CHANGE SCHOOLS THEY'RE READY FOR THAT.
WELL, I THINK THE FIRST STEP, MR. GLICK, IS MAKING SURE THAT WE ARE TEACHING FIFTH GRADE AT THE APPROPRIATE LEVEL OF RIGOR FOR FIFTH GRADE, BECAUSE WE ARE NOT WE HAVE NOT BEEN SUCCESSFUL AT DOING THAT CONSISTENTLY YET, EVEN THOUGH OUR SCORES ARE HIGHER IN FIFTH GRADE THAN IN SIXTH GRADE.
AND AS YOU ALL KNOW, WE DON'T HAVE LIKE A FIFTH GRADE HONORS.
AND WE USED TO DO A LOT OF VERTICAL ALIGNMENT WORK BACK.
I MEAN, WHEN I WAS A TEACHER MANY YEARS AGO, MR. BERMAN AND I WERE TEACHERS MANY YEARS AGO, WE DID A LOT OF VERTICAL ALIGNMENT JUST LOOKING FORWARD, AND WE HAVE HAD TO SPEND SO MUCH TIME NOW LOOKING BACK BECAUSE OUR STUDENTS ARE FAR BEHIND.
I THINK WE'VE ONLY LOOKED VERTICALLY IN ONE DIRECTION, IF THAT MAKES SENSE.
BUT GIVING OUR TEACHERS EXPOSURE TO WHAT? AND LEAVING ELEMENTARY TO MIDDLE FEELS LIKE DRIVING WAY ACROSS TOWN MANY TIMES FOR OUR ELEMENTARY SCHOOL TEACHERS.
BUT LOOKING AND SEEING WHAT THAT EXPECTATION IS, I THINK, WILL ALSO HELP CREATE THAT SENSE OF URGENCY FOR THOSE TEACHERS TO MAKE SURE THEIR STUDENTS ARE ABSOLUTELY PREPARED BEFORE THEY WALK IN THE DOOR TO SIXTH GRADE.
DOES THAT START WITH THE PRINCIPALS OR THE TEACHERS OR THE LEADERSHIP? I'M JUST TRYING TO UNDERSTAND HOW WE CONVEY THAT, HOW WE GET TO THAT POINT.
RIGHT. I TELL YOU WHAT, TRACY.
NOT ENOUGH, NOT ENOUGH, NOT ENOUGH.
[01:10:01]
SO, AS MR. BERMAN SAID, LIZ AND I HAVE MET QUITE A BIT.OOPS. WRONG WAY TO START DOING THAT VERTICAL ALIGNMENT WITH OUR TEACHERS.
BUT WE'RE STARTING TO THINK ABOUT THOSE DISTRICT DAYS WHEN WE FOR MY DEPARTMENTALIZED FIFTH GRADE TEACHERS, COULD WE MEET UP WITH SIXTH GRADE TEACHERS IN DEPARTMENTALIZED IS THEY JUST TEACH? YEAH.
DEPARTMENTALIZED MEANS THEY ONLY TEACH MATH AND WE'VE NEVER DONE THIS BEFORE.
I'M ASSUMING WELL, WE STARTED IT BEFORE COVID.
SO THIS WAS A PLAN BEFORE COVID AND THEN SINCE COVID, IT JUST KIND OF FELL OFF.
AND NOW WE'RE GOING BACK TO THAT PLAN.
SO WE ACTUALLY DID START IT BEFORE COVID WHERE WE HAD FIFTH AND SIXTH GRADE TEACHERS.
WE WERE STARTING TO WORK TOGETHER ONE TIME, AND THEN IT JUST KIND OF FELL OFF.
SO WE'RE TRYING TO GET BACK TO THAT.
ALSO, SINCE STAAR HAS MOVED UP, LIZ AND I HAVE TALKED ABOUT WE'RE GOING TO GIVE THEM THREE WEEKS OF OUR CURRICULUM AT THE END OF THE SCHOOL YEAR, WHERE IT'S GOING TO BE CALLED ACCELERATING TO SIXTH GRADE.
SO THEY'RE GOING TO GIVE US SOME LESSONS THAT WE'RE GOING TO TALK ABOUT.
WHAT DO WE THINK OUR KIDS CAN BE READY TO DO? LIKE WE TEACH COORDINATE PLANES IN THE FIRST QUADRANT, THEY GO TO ALL FOUR.
OUR KIDS WOULD LOVE TO START LEARNING ABOUT NEGATIVE NUMBERS.
SO WE'RE GOING TO MOVE ON TO SOME OF THE SIXTH GRADE CURRICULUM INTO FIFTH GRADE.
AT THE END OF THE SCHOOL YEAR, I'M GOING TO USE THE WORD HALLELUJAH.
THANK YOU. SO WE HAVE HAD SOME GREAT CONVERSATIONS AND WE'RE EXCITED FOR IT.
THANK YOU. JUST AN EXAMPLE WHERE I LOVE THE WAY YOU SAY CHECK POINTS.
JUST BECAUSE IT'S A CHECK POINT DOESN'T MEAN WE'RE IGNORING EVERYTHING ELSE.
SO IT'S A GOOD EXAMPLE OF THIS.
DR. HILL, I'LL LET YOU MOVE ON PAST THIS SLIDE.
OH, MY GOSH, YOU GAVE ME A HEART ATTACK.
WE WERE FINISHED. OKAY, WE'VE JUST GONE BACK AND FORTH.
OH, I GOT SCARED. I THOUGHT I JUST COMPLETELY FORGOT WHERE I WAS.
WE WERE ON THAT SLIDE. LAST SLIDE.
WE HAVE COMPLETED THIS PRESENTATION, MR. JOHNSON. VERY GOOD.
ANY OTHER QUESTIONS FROM THE BOARD, MR. MILLER? JUST ONE QUICK ONE.
AND THINKING THROUGH ALL THIS I'M THINKING ABOUT THE FIRST DAY OF SCHOOL.
TEACHER GETS HER CLASS, LET'S CALL IT SIXTH GRADE.
AND AFTER A WEEK, THEY FIND OUT.
I MEAN, IF YOU GOT 20, HOWEVER MANY KIDS IN A CLASS, 25, LET'S SAY, AND YOU GOT 7 OR 8 THAT AREN'T ANYWHERE NEAR WHERE THEY SUPPOSED TO BE. HOW DOES THAT TEACHER HAVE ENOUGH TIME DURING THAT YEAR TO KEEP THE KIDS ON GRADE LEVEL MOVING FORWARD WITH THAT RIGOR? YOU JUST TALKED ABOUT INCREASING RIGOR AT FIFTH GRADE OR SIXTH GRADE AND CATCH ALL THOSE PEOPLE UP.
AND THAT'S WHERE MAYBE WE JUST BECAUSE WE'RE TALKING ABOUT THE DISTRICT IMPROVEMENT PLAN AND LOOKING AT THE BIG PICTURE, DRILLING DOWN TO THAT MICRO LEVEL, YOU'VE STILL GOT INTERVENTION CLASSES, YOU'VE STILL GOT TIER TWO AND TIER THREE SUPPORTS TO MAKE SURE THAT THE KIDS ARE GETTING PICKED UP.
YOUR CLCS ARE GOING TO START ADJUSTING FOR STUDENT NEEDS.
MY KIDS ARE STRUCTURED LIKE THAT, WHAT WILL I DO? SO THOSE ARE STILL THERE AS SUPPORTS, BUT YOU'RE GETTING DOWN INTO THE WHAT THE CAMPUSES HAVE THAT ARE STILL THERE, BUT AGREED, IN A 45 MINUTE PERIOD, A TEACHER IS LOOKING AT THAT WITH VERY PRACTICAL LENSES.
WHAT DO I DO FOR THIS 45 MINUTES? THAT'S VERY MANAGEABLE. BUT THAT'S WHY WE WENT HEAVY INTO A HIGHLY STRUCTURED, TEKS ALIGNED LIKE PROGRAM WHERE THEY CAN BE GUIDED THROUGH IT, THEY GET INDEPENDENT PRACTICE, THERE'S MICRO ASSESSMENT, AND THEY WALK OUT OF THE CLASS.
BY THE TIME THE KID WALKS OUT OF THE CLASS, THE TEACHER KNOWS EXACTLY IF THEY'RE ON TARGET OR NOT.
AND SO THAT WAY THEY CAN ADJUST FOR THE NEXT DAY.
OKAY. LOOKS LIKE YOU HAVE SOMETHING MR. BEACH. LOOKS LIKE THAT'S EVERYTHING, GUYS.
THANK YOU VERY MUCH. ALL RIGHT.
MOVING ON TO AGENDA ITEM 5.B.3 RECOMMENDED 25-26 NEW SECONDARY COURSE OFFERINGS.
OH GOODNESS, IT'S COLEMAN BERMAN.
NO. GOOD EVENING, CHAIRMAN JOHNSON, BOARD OF TRUSTEES.
AS A REMINDER, WHAT'S IN YOUR BOARD PACKET TONIGHT? YOU HAVE A DRAFT OF THIS EVENING'S PRESENTATION, A FLOW CHART THAT DESCRIBES HOW WE GO THROUGH THE PROCESS AND THE COURSE REQUEST FORMS FOR EACH OF THE NEW COURSES THAT I'M
[01:15:03]
BRINGING FORWARD THIS EVENING.SO THE COURSE REQUEST COMMITTEE IS MANAGED BY A CROSS-FUNCTIONAL TEAM.
AND HERE WITH ME TONIGHT, I DO HAVE DR.
TIFFANY GILMORE, WHO CAN ANSWER QUESTIONS FROM THE COUNSELING SIDE AS WE MOVE FORWARD.
SO WHY NEW COURSES? THERE'S ALL KINDS OF REASONS BEYOND THE BOARD POLICY.
WE HAVE PROGRAMMATIC CHANGES, THINGS THAT COME IN FROM TEA DIFFERENT TEAMS CODES.
SO ALL THESE KIND OF GET FUNNELED INTO ONE SPOT AND BEHIND THE SCENES WHAT WHAT'S GOING ON IS DEPARTMENT LEADERS ARE ACTIVELY WORKING TO REMOVE UNUSED COURSES, STREAMLINE PATHWAYS AND ELIMINATE OVERLAPPING PROGRAMS. AND SO THAT'S THE THING I WON'T BE BRINGING FORWARD.
THAT'S WHAT WE'RE DOING BEHIND THE SCENES RIGHT NOW.
LIKE, FOR EXAMPLE, JUST BECAUSE I SAT IN HER CHAIR BEFORE TONIGHT, WE DON'T HAVE ANY NEW CTE PROGRAMS THAT WE'RE SHOWING YOU BECAUSE BASED ON HER HB THREE GOALS AROUND A STREAMLINED PATHWAY, I KNOW HER TEAM IS IN THE BACKGROUND FIGURING OUT HOW TO MAKE IT A VERY CLEAR STEP ONE, STEP TWO, STEP THREE, STEP FOUR AS THEY GET THOSE FOUR CREDITS TO BECOME A COMPLETER.
I JUST KNOW THAT WORK PRETTY WELL.
SO TO REVIEW THE COURSE REQUEST PROCESS, WE HAVE TWO DIFFERENT TYPES OF COURSES IN OUR PROGRAM.
AND SO THAT STATE ID NUMBER IS ALREADY IN OUR BOOKS.
I DON'T BRING THOSE FOR YOU TO FORWARD TO YOU BECAUSE THE PIMS IS ALREADY THERE.
AND SO THAT'S WHAT BRINGS FORWARD TWO GUESTS THAT I HAVE WITH ME TONIGHT.
AND SO BEFORE INTRODUCING THE GROUP, ONE THING I WANT TO CALL OUT FOR SURE IS AS YOU'RE SEEING THESE, THERE'S TWO THINGS TO KEEP IN MIND. THESE ARE DONE WITH MINIMAL COST IN MIND.
SOMETIMES IT'S A SIMPLE EXPANSION OF A PROGRAM.
AND SO WHAT I WANT TO SAY ABOUT THAT IS, IS LIKE, FOR EXAMPLE, WITH THESE FINE ARTS ONES THAT I HAVE ON THE SCREEN THAT TECHNICAL THEATER AROUND ADVANCED COSTUME THREE AND FOUR, THOSE MIGHT HAPPEN IN THE SAME CLASS PERIOD, BUT THEY'RE DONE THIS WAY.
OKAY. SO I'LL FILL IN FOR CROMER.
THEY HAVE FIVE COURSES THAT ARE JUST ADVANCED TECHNICAL THEATER CLASSES AROUND CONSTRUCTION MAKEUP AND COSTUME. AND SO THESE COURSES WILL JUST ALLOW KIDS TO STAY IN THE PROGRAM AROUND THAT PASSIONATE PART OF THE PROGRAM THAT THEY'RE EXCITED ABOUT.
AND THAT'S PROJECTED AROUND THE KIT THAT THEY WOULD HAVE TO BUY.
SO THOSE ARE THE FIVE COURSES FOR FINE ARTS.
AND THEN I'LL TURN IT OVER TO DOCTOR RAMOS FOR THE PROGRAMS COMING FROM SPECIALIZED SERVICES.
SO WE HAVE STUDENTS THAT HAVE DYSLEXIA.
WE HAVE SEVERAL CURRICULUMS THAT WE USE BASED ON INDIVIDUAL STUDENT NEEDS.
AND PREVIOUSLY, BECAUSE THEY WERE UNDER SECTION 504, IT WAS PRETTY CUT AND DRY.
BUT SINCE THEN, WE'VE ADDED CURRICULUM AND THEY ARE NOW BEING IDENTIFIED AS STUDENTS WITH AN IEP.
AND SO IN ORDER TO DIFFERENTIATE WHICH CLASS AND WHICH CURRICULUM THEY SHOULD BE SCHEDULED IN, WE'VE CLARIFIED AND MADE SOME DIFFERENTIATION. SO ONE OF THE CURRICULUMS THAT WE'VE ADDED IS JET WHICH IS A STREAMLINED ACCESSIBLE ACCELERATED DYSLEXIA PROGRAM OUT OF SCOTTISH RITE.
THEY'RE OLDER, THEY'RE MORE MATURE LEARNERS AND CAN HANDLE MORE ACCELERATED INSTRUCTION.
WE ALSO HAVE STUDENTS THAT MAYBE DIDN'T RESPOND TO TAKE FLIGHT.
AND SO WE HAVE OTHER CURRICULUM OPTIONS FOR THEM TO TRY TO MEET THEIR NEEDS.
[01:20:02]
AND SO REALLY THIS IS A DIFFERENTIATION TO ENSURE THAT THEY ARE SCHEDULED IN THE RIGHT COURSE, TO RECEIVE THE RIGHT CURRICULUM AND GET ON THEIR PATHWAY TO GRADUATION.SO TONIGHT IT IS ONLY THOSE EIGHT COURSES WE'RE BRINGING FORWARD.
AND WHAT QUESTIONS DO YOU HAVE FOR ME COMMITTEE.
ANY QUESTIONS, MISS STANLEY, JUST MORE OF A STATEMENT.
THANK YOU FOR CALLING OUT THAT.
THERE ARE THINGS THAT ARE HAPPENING IN THE BACKGROUND.
AND WE'RE NOT JUST ADDING, ADDING, ADDING THAT.
SO THANK YOU VERY MUCH FOR CLARIFYING.
BIG DIFFERENCE. THANK YOU, MR. BEACH.
MR. BERMAN, CAN YOU ON THE FINE ARTS SIDE, ON THE COSTUME CONSTRUCTION AND THOSE THINGS IN COSTUME? ADVANCED COSTUME? IS IT? PRETTY MUCH.
I KNOW WE HAVE FASHION DESIGN ALREADY.
DOES THAT FALL UNDER THIS CATEGORY? ALSO, SOME WILL THOSE TEACHERS WORK IN THAT IN THIS REALM ALSO OR NOT? WILL THESE BE NEW POSITIONS? THEY. WELL OKAY.
SO IT WOULDN'T BE NEW POSITIONS.
IT WOULD BE OFFERED BY THE THEATER TEACHER.
BUT THESE ARE TWO UNIQUE [INAUDIBLE] CODES.
AND SO WHAT HAPPENS IN CTE WITH FASHION DESIGN HAS THEIR SET.
YES, SIR. ARE VERY HARD TO FIND.
OKAY. THANK YOU. MR. BERMAN, JUST TO CLARIFY, TECH THEATER IS ALREADY A COURSE THAT WE'VE BEEN OFFERING FOR YEARS, CORRECT? YES. AND UP UNTIL THIS POINT, WE HAVEN'T HAD A DIFFERENTIATION AMONGST COSTUME DESIGN AS OPPOSED TO SET DESIGN AND THINGS OF THAT NATURE.
SO THE SAME PERSON HAS BEEN TEACHING THESE, BUT IT'S BEEN GLOMMED INTO ONE DIFFERENT PIIMS CODE.
THANK YOU. ANY OTHER QUESTIONS.
I THINK THAT YOU'RE FINALLY OFF THE HOT SEAT, MR. BERMAN. THANK YOU.
AND THE SHOWCASE SHOWDOWN IS EXECUTIVE SESSION.
DO WE HAVE ANY EXECUTIVE SESSION? THERE IS NONE. SO AS OF THAT, WE HAVE THE NEXT ITEM BEING ADJOURNMENT.
[VI. Adjournment]
DO WE HAVE A MOTION TO ADJOURN.SO MOVED. WE ARE ADJOURNED AT 7:23 P.M.
THANK YOU VERY MUCH FOR ATTENDING.
* This transcript was compiled from uncorrected Closed Captioning.