[00:00:02]
[I. Call to Order and Determination of Quorum]
I'VE DETERMINED THERE IS A QUORUM PRESENT. MOVING ALONG IN OUR AGENDA.SUPERINTENDENT LOPEZ, DO YOU HAVE A MESSAGE FOR THE COMMITTEE AND THE PEOPLE OF GARLAND?
[III. Superintendent's Message]
YES, I DO. THANK YOU, CHAIRPERSON JOHNSON. WE HAVE IT SEEMS LIKE A LIGHT AGENDA, BUT THERE ARE SOME HEAVY ITEMS ON HERE THAT WE REALLY WANT TO ADDRESS HEAD ON. WE'RE REALLY WE'RE REALLY LOOKING FORWARD TO SEE IMPROVEMENT.PART OF IT IS A NEW VISION ON HOW WE'RE GOING TO ATTACK IT AND HAVING THE RIGHT MEMBERS DO IT.
SO WE'RE ENCOURAGED ABOUT THAT BEING PART OF OUR GOAL.
IT'S A LOFTY GOAL. AND WE REALLY WANT TO NOT ONLY MEET THOSE CHALLENGES BUT EXCEED IT.
SO THANK YOU, SIR. ALL RIGHT. MOVING ON TO ON TO AGENDA ITEMS FOR THE JANUARY 2025 BOARD MEETING.
FIRST ITEM AND FIVE A IS DISCUSSION ITEMS. KINCAID REPORT.
[V.A. Discussion Items]
DOCTOR. LOPEZ. DOCTOR LOPEZ, BEFORE WE START, JUST TO MAKE A NOTE, MR. JOHNSON, WE DID NOT HAVE ANY PUBLIC FORUM CARDS SINCE WE JUST KIND OF JUMPED PAST THAT.BUT THERE ARE NONE. THANK YOU. THERE WERE NO PUBLIC FORUM CARDS, WHICH I UNDERSTOOD TO BE THE CASE.
THANK YOU. BUT I SHOULD HAVE NOTED THAT FOR THE RECORD.
FOR THE RECORD. DOCTOR LOPEZ. WE HAVE A DECEMBER KINCAID REPORT THAT WE NORMALLY DO.
THIS IS JUST AN UPDATE. THERE'S NOTHING DRASTIC CHANGING.
THE THINGS SEEM TO BE ROLLING OVER. WE'VE KIND OF STABILIZED ON ENROLLMENT AND ETHNICITY BANDS.
SO THERE'S REALLY NOTHING SUBSTANTIAL IN THIS REPORT.
SO, TRUSTEES, YOU HAVE BEEN GIVEN A COPY OF THE KINCAID REPORT.
IT'S ATTACHED. IF YOU HAVE ANY ITEMS YOU WISH TO DISCUSS WITH IT NOW.
IT WILL ALSO BE PRESENTED, I BELIEVE, FOR ACCEPTANCE.
NO, THIS IS THE ONLY TIME WE PRESENT JUST INFORMATION WE DON'T ACCEPT.
WE DON'T REVIEW IT AGAIN. SO ASK QUESTIONS NOW PLEASE.
SEEING NONE, WE'LL MOVE ON TO INFORMATION ITEMS, B1 TSI FIRST SEMESTER DATA PRESENTATION.
[V.B. Information Items]
THE INDOMITABLE COLEMAN BREWMAN. I KNOW THAT'S QUITE THE INTRODUCTION IN THE NEW YEAR.YOU MUST HAVE KNOWN MY NEW YEAR'S GOAL. SO GOOD EVENING, CHAIRMAN JOHNSON, BOARD OF TRUSTEES, DOCTOR LOPEZ. TONIGHT'S PRESENTATION IS AN UPDATE TO OUR BOARD GOAL REGARDING CCMR AND THE RELATED SUB METRIC WITH TSI MET BY EXAM.
JUST AS A REMINDER, THIS IS CONNECTED DIRECTLY TO YOUR BOARD GOAL PRESENTATION.
TSI COLLEGE READINESS BY EXAM IS VERY UNIQUE.
WE'RE FOCUSING EXPLICITLY ON THE EXAM WHICH WOULD BE THREE EXAMS IN MATH AND READING.
SO THAT'S TSI, A2 SAT AND ACT. SO JUST AS A REMINDER TO THE COMMUNITY, THIS REMINDS US OF OUR SIX BOARD GOALS. TONIGHT WE ARE FOCUSED ON GOAL FIVE, WHICH SPECIFICALLY ENSURES THAT ALL STUDENTS ARE PREPARED FOR COLLEGE AND CAREER READINESS. SPECIFICALLY, TONIGHT WE WILL BE LOOKING AT TSI PROGRESS FOR OUR WHOLE DISTRICT AND AT EACH CAMPUS.
THIS IS AN AMBITIOUS TARGET, BUT IT'S DEFINITELY THE RIGHT MOVE.
SO THAT PUTS THEM ON A NATIONAL STANDARD AND KEEPS IT KEEPS IT WHERE IT'S COMMUNITY COLLEGE.
AND SO THAT IS RAISING IT FROM 34% LAST YEAR TO 39% THIS YEAR.
SO THE CLASS OF 2025 WOULD BE ACHIEVING THIS GOAL AS WE EXECUTE OUR PLAN.
AND WHAT WE'VE BEEN LOOKING AT IT. BUT THIS IS WHERE THE ACTIONS TAKE PLACE.
SO TONIGHT'S REALLY SHOWING YOU A STARTING POINT OF WHERE WE ARE COMPARED TO LAST YEAR.
AND I'LL TURN IT OVER TO KEVIN. ALL RIGHT. GOOD EVENING.
ALONG WITH THE YEAR END PERFORMANCE BY CAMPUS AS OF THE MONTHLY SNAPSHOT, THE CLASS OF 2025.
[00:05:03]
AND THE CLASS OF 2024. AS YOU DRILL DOWN NAAMAN FOREST NORTH, GARLAND, ROWLETT, AND SACHSE ARE ABOVE THEIR YEAR OVER YEAR COMPARISON, WHEREAS GARLAND, LAKEVIEW, AND SOUTH GARLAND ARE BEHIND NORTH GARLAND.EXCUSE ME. ALL SEVEN HIGH SCHOOL CAMPUSES ARE TSIA2 TESTING SITES.
PRESENTLY, HALFWAY THROUGH THE SCHOOL YEAR. THE CC SOLUTIONS DASHBOARD PROVIDES DISTRICT ADMINISTRATION, CAMPUS ADMINISTRATION, AND COUNSELORS WITH PROGRESS MONITORING DATA.
THE IMAGES ON THE TOP DESIGNATE THE PERCENTAGE OF STUDENTS THAT ARE TSI MET BY EXAM ONLY DISTRICT WIDE, WHILE THE IMAGE ON THE BOTTOM IS CAMPUS LEVEL.
PERFORMANCE. THE COLOR CODING REPRESENTS THE FOLLOWING.
GREEN IS STUDENTS THAT ARE TSI MET BY EXAM IN BOTH MATH AND READING.
YELLOW IS STUDENTS THAT ARE TSI MET BY EXAM IN MATH OR READING, BUT NOT BOTH.
AND RED IS STUDENTS NOT TSI MET BY EXAM IN EITHER MATH OR READING.
BUT APPROXIMATELY 20% OF STUDENTS ARE MET IN EITHER MATH OR READING.
THAT 20% IS LOW HANGING FRUIT FOR TSI TWO TESTING AND PREP FOR THAT TESTING.
ANOTHER HELPFUL DATA PIECE FROM THE CC SOLUTIONS DASHBOARD IS TSI MET BY EXAM BY GPA BAND.
THE COLOR CODING REMAINS THE SAME AS THE PREVIOUS SLIDE.
AGAIN, THE YELLOW STUDENTS ARE THOSE THAT ARE TSI MET IN EITHER MATH OR ELAR, AND THEY ARE THE LOW HANGING FRUIT FOR TSI2 PREP AND TESTING. I'M GOING TO JUMP TO THE ADVANCED ACADEMICS ACTION STEPS.
WE'VE INITIATED BIWEEKLY TSIA2 STRATEGY MEETINGS WITH CCMR COLLEGE ADMINISTRATORS, ALONG WITH CONTINUING TO TRAIN CAMPUS LEADERSHIP, MATH, AND ELA TEACHERS ON THE TSI MET BY EXAM ONLY TEACHER LEVEL DASHBOARDS THAT THEY HAVE ACCESS TO.
THE STRATEGY MEETINGS AND THE TEACHER LEVEL DASHBOARDS SUPPORT FOCUS ON TARGETING SPECIFIC STUDENTS THAT 20% THAT ARE MET IN ONE AND NOT THE OTHER, AND EXPLICITLY OUTLINING TEST PREP PLANS AND INTENTIONAL ADMINISTRATION TEST SCHEDULES.
I'M GOING TO TURN THE TIME OVER TO MR. BREUMAN FOR THE OTHERS. THANK YOU KEVIN.
AND SO IN GEOMETRY AND ALGEBRA TWO, WE'RE FOLLOWING A FOCUS THAT WE USED IN THE ALGEBRA ONE SUCCESS THAT WE HAD IN PREVIOUS YEARS, BY GETTING VERY EXPLICIT WITH THE INSTRUCTION AND TURNING ON THAT LEVER RIGHT HERE AT THE BREAK.
WE'VE TALKED OFTEN ABOUT THE ALL IN LEARNING WRITING FEEDBACK WHERE STUDENTS ARE ABLE TO WRITE, GET FEEDBACK BASED ON A RUBRIC, AND THEN CONTINUE TO GET SOME FEEDBACK FROM IT UNTIL THEY GET A PERFECTED MODEL AND AN AT BAT.
WELL, WE'RE ABLE TO ACTUALLY LOAD THE RUBRIC.
AND SO THAT WAY THE FEEDBACK IS COMING IN LINE WITH THAT RUBRIC IN ENGLISH THREE AND ENGLISH FOUR.
AND SO A BULK OF THAT WORK IS HAPPENING RIGHT NOW IN THE SPRING SEMESTER.
WE DID IT WITH CBAS ORIGINALLY WITH THE NEW PRODUCT, JUST TO GET PEOPLE USING IT, THE CURRICULUM BASED ASSESSMENTS THAT ARE PERIODICALLY THROUGH THE YEAR. THIS AT THIS TIME, JEFF PILCHER HAS LOOPED THEM INTO THE INSTRUCTIONAL PROCESS.
SO IT'S ACTUALLY IN THE EVERYDAY LESSONS. AND YOU SHOULD SEE WE SHOULD BE ABLE TO TRACK THEIR SUCCESS AS THEY GET CLOSER AND CLOSER TO TSI ON THEIR CAMPUS. ALSO FEBRUARY 17TH, PROFESSIONAL DEVELOPMENT IS HEADED OUR WAY, AND THIS IS AN EXPLICIT TIME FOR ALL OF US TO GET AROUND OUR TEACHERS AND MAKE SURE THAT WE CLOSE THOSE GAPS FOR THEM, SO THAT THEY CAN CLOSE THE GAPS FOR THE FOR THE STUDENTS.
IN COLLABORATION WITH THE LEADERSHIP DEPARTMENT, THE EDLS AND THE CCMR COORDINATOR HAVE STARTED THEIR MIDDLE OF YEAR ADMINISTRATIVE PLANNING WITH ALL CAMPUSES IN RESPONSE TO THE DATA.
[00:10:05]
SO THE STUDENTS THAT HAVE MET IN ELAR AND IT WILL PULL THAT STUDENT GROUP LIST OUT.AND NOW I'VE GOT THEM IN FRONT OF ME AND ACTIONS CAN START HAPPENING AT THE CAMPUS.
SO WE'RE REALLY EXCITED ABOUT WHAT THE CAMPUSES ARE GOING TO DO IN THE SPRING SEMESTER.
CCMR MEETINGS, SO THIS IS OUR DISTRICT LEVEL MEETINGS.
AND THEN RIGHT NOW TOP OF MIND, BECAUSE IT CAME OUT RIGHT BEFORE THE BREAK.
IT MAY HAVE BEEN A YEAR SINCE WE'VE TALKED ABOUT THEM LAST, SO LET ME REMIND YOU WHO THEY ARE.
ANY STUDENT THAT EARNS HIGH SCHOOL CREDIT IN MIDDLE SCHOOL AND TAKES THE EOC EXAM HAS TO USE AN ALTERNATIVE TEST TO PROVE THEIR COMPETENCY IN THAT WORK. AND SO THIS IS YOUR ALGEBRA ONE HONORS STUDENTS COMING OUT OF MIDDLE SCHOOL WHO NOW HAVE TO TAKE S.A.T.
SO HOW OFTEN ARE WE GOING TO BRING THIS FORWARD? THIS IS OUR INITIAL MEETING ABOUT TSI. AND SO WITH THE BOARD UPDATES AND THE BOARD GOALS, I JUST WANTED TO TAKE A MINUTE TO HIGHLIGHT WHEN DO WE COME TO YOU NEXT.
AND SO RIGHT BEFORE GRADUATION IN THE MAY BOARD MEETING, WE'LL GIVE YOU AN UPDATE OF WHERE WE ARE AS WE HEAD TOWARDS OUR 39% AND BY THE END OF THE SCHOOL YEAR, AND AT THIS TIME, WE'LL ENTERTAIN ANY QUESTIONS JUST BEFORE WE GET TO ANY BOARD QUESTIONS.
JUST TO ADD SOME CLARIFICATION BECAUSE WE HAVE SOME PEOPLE WATCHING ALONG.
TSI, PLEASE EXPLAIN WHAT THE TSAI IS FOR PEOPLE WHO ARE WATCHING.
YEAH, IT GETS A LITTLE CONFUSING BECAUSE YOU USE THE SAME ACRONYM FOR BOTH. SO TSAI BY ITSELF IS THE TEXAS SUCCESS INITIATIVE, AND THIS IS A SET OF INDICATORS THAT SHOW THAT KIDS ARE READY FOR COLLEGE.
AND YOU CAN USE ALL KINDS OF THINGS. THE TWO THAT WE WOULD TALK ABOUT MOST IN OUR DISTRICT CURRENTLY WOULD BE TSI MET EXAM AND TEXAS COLLEGE BRIDGE, WHICH IS A PREPARATORY COURSE. THE TSIA2 IS THE LITERAL TEST THAT TESTS THE TEXAS SUCCESS INITIATIVE.
BUT ONE IS THE TEST AND ONE IS THE GOAL. AND THAT IS JUST ONE INDICATOR.
CORRECT? YES, SIR. THERE ARE OTHER WAYS TO GET CCMR CERTIFIED OTHER THAN JUST THE TSI.
YEAH, THEY'RE ROUGHLY 13. YEAH, WELL, THAT'S NOT ROUGHLY.
THAT'S PRETTY EXACT, BUT THIS IS RELATED SPECIFICALLY.
IT'S RELATED SPECIFICALLY TO A BOARD GOAL THAT WE SET WITH RESPECT TO PEOPLE WHO MEET TSI BI EXAM.
CORRECT? NO. THE PART THAT I'M REALLY EXCITED ABOUT ON THE BOARD IS WE'VE HAD A TRADITION OF SUCCESS WITH CCMR, AND THAT'S WITH ALL INDICATORS. WE'RE PUTTING IT OUT ON DISPLAY, THE ONE THAT HAS BEEN THE TRADITIONAL WEAKEST ONE.
AND WE'RE PROUD TO BRING IT FORWARD AND SAY WE'RE GOING TO DO THIS.
AND SO THAT'S WHY THIS ONE SPECIFIC ABOUT COLLEGE READINESS BECAUSE WE NEED TO HIT THAT GOAL.
BECAUSE THERE'S JUST CCMR IS NOT GOING TO GO AWAY.
ANY QUESTIONS BOARD MEMBERS? PRESIDENT SELDERS AND THEN MR. MILLER. SO NOT WELL, I CAN SURMISE WHAT IT MIGHT BE, BUT CAN YOU TALK A LITTLE BIT ABOUT THE FACTORS THAT CONTRIBUTE TO THE HUGE VARIATION IN RESULTS BETWEEN THE HIGH SCHOOLS, LIKE THE HIGHEST HIGH SCHOOL WHERE WE HAVE NORTH GARLAND? I'M LOOKING AT PAGE 110 IN OUR PRESENTATION. YES.
YOU'RE HERE. YES. AT 48.3% AND THEN SOUTH GARLAND AT 9.9%.
JUST WHAT CONTRIBUTES TO THOSE VARIATIONS? AND THEN ALSO, ARE WE GOING TO DO ANYTHING FROM A RESOURCE ALLOCATION STANDPOINT TO IMPROVE WHAT'S HAPPENING AT SOUTH GARLAND? SO, THERE'S A COUPLE THINGS AT PLAY HERE.
AND I INVITED MY EDL COLLEAGUES WITH ME TO MAKE SURE I'M GETTING THIS RIGHT.
BUT LET ME GIVE IT A SHOT IN TERMS OF IMPLEMENTATION.
EACH CAMPUS HAS DONE A UNIQUE PLAN. SO I'M GOING TO LOOK AT LAKEVIEW BECAUSE THAT'S ONE THAT I'VE BEEN I'VE BEEN PAYING ATTENTION TO BECAUSE IT'S LIKE, WAIT A MINUTE, THAT DOESN'T LOOK AS FAST AS THE A THAT WE KNOW THEY ACHIEVED LAST YEAR.
WHAT THEY'VE DECIDED TO DO IN THEIR IMPLEMENTATION IS SPEND THE FIRST ENTIRE SEMESTER PREPPING.
AND SO MAKING SURE THAT THE PREP IS SOLID AND NO MATTER WHAT COURSE THEY'RE ENROLLED IN AT LAKEVIEW CENTENNIAL, DOING SOME EXTRA STEPS OUTSIDE THE CURRICULUM THAT I OWN, THEY'RE INTENDING TO TEST WITHIN A SPECIFIC WINDOW.
[00:15:02]
SO AT SOME POINT WHEN WE DO OUR MONTHLY CHECK INS WITH OUR MONTHLY DATA MEETINGS WITH ALL THE COLLEGE ADMINISTRATORS, WE SHOULD SEE A SHARP INCREASE ALL OF A SUDDEN WITH LAKEVIEW, BECAUSE THEY'RE TREATING IT LIKE HOW WE TREAT OUR ASSESSMENT CALENDAR LIKE WE DO CBAS DURING THIS TIME. WE DO STAAR DURING THIS TIME.SO SOME OF THE EVIDENCE IS IN THE APPROACH. I KNOW WITH SOUTH GARLAND, ONE THING THAT THEY DID IS THEY LEANED INTO TEXAS COLLEGE BRIDGE EARLY ON AS THEIR PREP COURSE. AND SO, IN A SIMILAR FASHION, WE'RE SORT OF WAITING FOR THEM TO TEST THEIR KIDS TO SEE THAT EXTRA STEP UP. SO YOU ANTICIPATE THIS NUMBER GOING SIGNIFICANTLY HIGHER THAN WHERE IT IS? I SIGNIFICANTLY I WOULD WANT TO TALK TO EACH PRINCIPAL AND MAKE SURE I ANSWER THAT RIGHT.
BUT I DO EXPECT IT TO BE HIGHER THAN WHERE IT IS.
YES, SIR. MR. MILLER, I'M SORRY. THERE WAS A SECOND PART TO THAT IN TERMS OF RESOURCES.
SO THE RESOURCES THAT WE'RE IMPLEMENTING ARE GOING DISTRICT WIDE.
IN TERMS OF HOW IT WORKS WITH THE CLCS, YOU'RE I KNOW MY ENGLISH TEAM IS TAKING TIME TO MAKE SURE THEY ATTEND THOSE COLLABORATIVE LEARNING COMMUNITIES OR PLCS MORE FREQUENTLY TO MAKE SURE THEY'RE MAKING THOSE CONNECTIONS. BUT WE'RE DEFINITELY REALLOCATING LIKE OUR TIME AND OUR RESOURCES TO THE.
IS THAT MORE OF A BROAD APPROACH, OR HAVE WE IDENTIFIED THE SPECIFIC ROOT CAUSE AND THEN ARE GOING TO PLACE RESOURCES THERE? I THINK THAT'S HAPPENING NOW, AS I CALLED OUT THE EDLS WITH THEIR MIDDLE OF YEAR CHECK IN.
OKAY. THANK YOU. YEAH. YOU'RE WELCOME. NOW, MR. MILLER. YEAH. JUST TWO QUICK THINGS. YOU WERE TALKING EARLY ON PAGE 111, AND YOU MENTIONED ABOUT LOW HANGING FRUIT. I THINK YOU WERE TALKING ABOUT 20%, THE 20% OF THE KIDS THAT WERE LOW HANGING FRUIT.
WOULD YOU TALK ABOUT I MEAN, HOW DOES THAT HOW DOES THAT MEAN LOW HANGING FRUIT? AND WHAT DO YOU DO THEN TO GET THEM TO THE BAR? YEAH. SO WELL, LET ME ANSWER A LITTLE BIT OF IT AND THEN I'LL MAKE SURE YOU FILL IN ANY GAP.
BUT IF YOU'RE LOOKING AT THE YELLOW AND THE ORANGE.
AND SO JUST TO REMIND YOU, THAT YELLOW PORTION ARE THE STUDENTS THAT ARE MET WITH READING AND WRITING, THAT'S CONSIDERED LOW HANGING FRUIT TO US BECAUSE THEY'RE HALFWAY THERE. WE'VE MET ONE OF THE TWO INDICATORS.
SO AS WE'RE GETTING READY FOR PREP SESSIONS OR MAYBE REARRANGING STUDENT SCHEDULES OR MAKING SURE STUDENTS ARE WITH THE RIGHT TEACHER, THAT'S A GROUP OF KIDS THAT WE CAN SAY, HEY, WE DON'T HAVE TO DO AS MUCH WORK TO LIFT THEM TO THAT SPOT.
IF YOU LOOK AT THAT 40% MARK ON THAT PAGE 111, YOU CAN SEE OUR LIKE OUR 39 IS RIGHT IN THE HALFWAY POINT OF THE STUDENTS THAT HAVE ALREADY GOTTEN THERE BY ONE OR THE OTHER REGARDLESS OF EXAM.
SO LIKE THAT GIVES US A REALLY HIGH FOCUS TO GRAB THAT 5% BY THE END OF THE YEAR.
SO WHEN YOU LOOK AT THAT AND YOU'VE GOT 14 TO 16% THAT ARE ALREADY MET IN ELAR, THOSE ARE THE FOLKS THAT GET THEM PREPPED, GET THEM TESTED AND MASKED SO THAT THEN THEY'RE MET IN BOTH.
SO THAT'S WHY IT'S LOW HANGING VERSUS THE 50% THAT HAVEN'T MET EITHER.
OKAY. AND THEN THE SECOND QUESTION AND THANK YOU.
THE SECOND QUESTION IS A COUPLE YEARS AGO, I THINK IT WAS THE RIGOR OF THE STAAR TEST WAS INCREASED.
YOU KNOW, THEY RAISED THE BAR AND HAD DIFFERENT EXPECTATIONS WITH RESPECT TO THE TSIA2 OR 1 OR WHATEVER, WHATEVER THE TEST IS. DOES THAT STAY PRETTY CONSISTENT OR IS THE BAR GETTING RAISED EVERY YEAR? YES. SO THE CHANGES HAVEN'T HAPPENED, THEY'RE THE SAME.
NOW THEY'RE ONE ASSESSMENT AND YOU'RE EITHER ELAR MET OR YOU'RE NOT.
BUT THEIR COLLEGE READINESS EXAMS THAT ARE TIED TO THE COLLEGE READINESS EXPECTATIONS.
OKAY. ALL RIGHT. THANK YOU. LET ME GET LET ME GET TO MR. GLICK. MR. GLICK. THANK YOU, SIR. COULD WE GO BACK TO PAGE 110? SO ACTUALLY THOSE TWO THE LAST TWO COLUMNS SHOULD BE REVERSED, RIGHT? AM I CORRECT IN THAT IN TERMS OF ORDER WHEN THEY WERE GIVEN? I DON'T KNOW THAT I FULLY UNDERSTAND. OKAY. IT SAYS CLASS OF 2024.
[00:20:09]
THAT WAS IN DECEMBER OF 2023. AND THE NEXT COLUMN SAYS CLASS OF 2024 END OF YEAR.YES. SO THEY SHOULD BE IF WE WERE GOING IN ORDER.
OH. TIME ORDER. YES. YEAH, YOU COULD LOOK AT IT.
YEAH. THAT WAY. WHAT WE'RE TRYING TO DO IS SAY AT THE SNAPSHOT AT THAT JANUARY DECEMBER TIME BETWEEN 2025 AND 2024, PUT THOSE TWO COLUMNS SO THAT YOU CAN SEE THOSE SIDE BY SIDE, AND THEN COMPARE WHERE THE END OF YEAR WAS FOR 2024.
WELL, THE REASON I WAS DOING THAT IS IF YOU GO LEFT TO RIGHT, IT LOOKS LIKE WE DID BETTER EARLIER.
BUT IN FACT, IF YOU REVERSE THEM AND THEN YOU COMPARE THEM TO THE FIRST COLUMN, WE IMPROVED FROM THE EARLIER TEST IN DECEMBER OF 2023 TO THE END OF THE YEAR. CORRECT? YES. THAT'S CORRECT.
ALL RIGHT. SO HOW OFTEN IS THE TEST GIVEN, GIVEN ALMOST DAILY BECAUSE ALL OF OUR CAMPUSES ARE TSI TESTING TSI TWO TESTING SITES. SO THEY'RE PREPPING STUDENTS AND THEY'RE TESTING ON ALMOST A DAILY BASIS BASED ON WHETHER OR NOT THOSE STUDENTS HAVE DONE THEIR TEST PREP, AND THEN THEY PRINT THEIR VOUCHERS, AND THEN THEY PUT THEM, PUT THEM ON THE COMPUTER AND THEY AND THEY TAKE THE ASSESSMENT.
OKAY. SO LET'S TAKE THE FIRST COLUMN THEN. OF THESE STUDENTS WHO HAVE TESTED THIS CALENDAR YEAR OR THE SEMESTER BEFORE THIS, WHAT DOES THIS REPRESENT? THESE NUMBERS, THE CURRENT SENIORS. SO THEY COULD SO THEY COULD HAVE TESTED OR THEY COULD BE MET BY EXAM THROUGH SAT OR THROUGH ACT AS WELL. SO IT'S CURRENT SENIORS AND WHETHER OR NOT THEY'RE MET BY EXAM.
OKAY. AND I GUESS THAT'S WHERE I'M GETTING CONFUSED. RIGHT.
SO. WHEN WE'RE SAYING TSI STANDARDS AND MATH AND READING BY EXAM, THAT IS NOT NECESSARILY THE A TEST. IS THAT IS THAT CORRECT OR NOT CORRECT? NO. THREE OPTIONS SAT, ACT OR TSIA2. OKAY. AND WHAT IS THE ACTUAL POPULATION OF THE STUDENTS WHO WILL TAKE ANY OF THESE THREE TESTS TO MEET OUR STANDARD OR THE BOARD'S GOAL? IS IT EVERY STUDENT IN THE HIGH SCHOOL? IS IT A SUBPOPULATION? SO EVERY STUDENT IS PROVIDED THE OPPORTUNITY TO TAKE SAT THEIR JUNIOR YEAR, RIGHT.
EVERY STUDENT NINE THROUGH 12 HAS ACCESS AT ANY TIME TO BE ADMINISTERED TSIA2.
AND THEY MUST TAKE IT. THEY, WHAT DO YOU MEAN, MUST IN ORDER TO BE TSI MET IN THE BENCHMARK MEANING ASSESSMENT, THEN THEY WOULD HAVE TO GET THAT THROUGH TSIA2, ACT OR SAT.
OKAY. SO LET'S ASSUME I'M GOING INTO THE MILITARY OR I'M NOT INTENDING TO GO TO COLLEGE.
WELL, AS I ALWAYS SAY, WE DON'T INCARCERATE STUDENTS TO TESTING.
SO WE PROVIDE THE OPPORTUNITY FOR THEM TO TEST.
BUT IF THEY DIDN'T WANT TO BECAUSE THEY HAD ANOTHER CAREER PLAN, THEN THEY WOULDN'T.
I MEAN, I DON'T WANT TO SPEAK FOR EVERYBODY, BUT WE'RE NOT GOING TO FORCE A STUDENT TO TAKE SOMETHING THAT THEY'RE ADAMANT THEY DON'T WANT TO TAKE. WHAT I'M TRYING TO GET AT, I THINK MAYBE I'M NOT EXPLAINING IT WELL ENOUGH, IS WHAT WE'VE SET A BOARD GOAL AND WE'VE SET THE NUMBERS, AND THE NUMBERS GO OUT THROUGH 2030. WHAT PERCENTAGE OF OUR GRADUATING KIDS WILL HAVE TAKEN ANY OF THESE TESTS TO MEET ANY OF THESE CRITERIA, I GUESS.
IS THAT A IS THAT A FAIR QUESTION? YEAH. OKAY.
GOOD EVENING BOARD OF TRUSTEES AND DOCTOR LOPEZ.
SO VERONICA JOYNER, EXECUTIVE DIRECTOR OF ASSESSMENT AND ACCOUNTABILITY.
OKAY. AND UNDERNEATH THAT UMBRELLA THERE ARE THREE PATHWAYS.
SO THERE'S AN SAT PATHWAY. AN ACT PATHWAY AND A TEXAS SUCCESS INITIATIVE ASSESSMENT PATHWAY.
EVERYONE ELSE BEYOND TEXAS CALLS IT ACCUPLACER BECAUSE IT'S A COLLEGE BOARD PRODUCT.
[00:25:08]
WHICH IS THE MATH. COLLEGE READINESS BENCHMARK, OR THE RLA, COLLEGE READINESS BENCHMARK.SO WE AND I THINK MISS GRIFFIN SAYS IT GREAT WHERE IN EDUCATION WE HAVE SO MANY ACRONYMS AND IT CAN BE VERY DIFFICULT TO KEEP UP WITH WHAT ALL THE ACRONYMS ARE. SO IF WE THINK OF THE TSI, WHAT THE BOARD GOAL IS AS THE UMBRELLA, AND THEN THE DIFFERENT PATHWAYS ARE THE THREE DIFFERENT ASSESSMENTS, RIGHT. SO THAT'S WHAT MR. MASSEY HAS MENTIONED.
SO TO YOUR QUESTION IS LIKE OF HOW MANY STUDENTS BY THE END OF THEIR GRADUATING YEAR WILL HAVE TAKEN ONE OR ALL OF THOSE THREE PATHWAYS? IN REALITY, IT'S IN THE 95 TO 100% RANGE, BECAUSE IN 11TH GRADE, YOU GUYS AS A BOARD HAVE APPROVED FOR US TO TEST ALL OF OUR 11TH GRADE STUDENTS.
SO THAT IS REALLY AN AT BAT. WE WANT OUR STUDENTS TO EARN THAT TEXAS SUCCESS.
INITIATIVE. READINESS. BENCHMARK WITH THE SAT, BUT WE KNOW THAT ALL OF OUR STUDENTS DON'T.
AND SO THAT'S WHY, AS GARLAND ISD, WE HAVE THESE DIFFERENT OR ALL OF OUR CAMPUSES ARE APPROVED TESTING SITES FOR THE TSIA2 ASSESSMENT, WHICH CAN BE GIVEN REGULARLY. SO IF I LOG IN RIGHT NOW, THERE MAY BE 50, 60, 100 MORE STUDENTS THAT TESTED TODAY THAT DIDN'T HAVE AN ASSESSMENT SCORE YESTERDAY.
AND SO THAT'S VERY DIFFERENT FROM ANY OF OUR OTHER ASSESSMENT WINDOWS THAT WE'RE USED TO, BECAUSE WE'RE USED TO SAYING, OKAY, STAAR IS APRIL. AND WHEN WE'RE DONE WITH STARR, WE'RE DONE WITH STAAR.
SAT WE HAVE A SAT SCHOOL DAY. AH THE BULK OF OUR KIDS ARE GOING TO TAKE A TEST ON THAT DAY, AND THEN WE'RE DONE AND WE CAN CLOSE THE BOOK ON THAT CHAPTER AND MOVE FORWARD.
BECAUSE WE DO HAVE A LOT MORE FLEXIBILITY IN GARLAND ISD TO HELP OUR STUDENTS MEET THESE GOALS.
IT APPEARS THAT AT EVERY CAMPUS THE NUMBERS WENT UP SOMEWHAT, SOME DRAMATICALLY.
THE FIRST COLUMN. SO THE NUMBERS AGAIN IF WE SAY THOSE ARE CORRECT FROM LAST YEAR AND TAKE THE FIRST COLUMN, THE NUMBER SHOULD BE MUCH HIGHER THEN RIGHT. FOR SURE FOR SURE.
SO FOR EXAMPLE, IF WE TAKE SEXY HIGH SCHOOL AS THE EXAMPLE WHERE SACHSE HIGH SCHOOL IS ALREADY WITH THEIR GRADUATING SENIORS, THOSE THAT WE INTEND TO WALK THE STAGE AT THE END OF MAY OR IN JUNE, 40% OF THOSE SENIORS HAVE ALREADY MET THE UMBRELLA REQUIREMENT. RIGHT. WHEREAS THIS SAME TIME LAST YEAR, 35.7% OF STUDENTS.
RIGHT. WHEREAS NOW THEY'RE SITTING AT LEAST FIVE PERCENTAGE POINTS HIGHER THAN THEY WERE WITH A DIFFERENT COHORT OF STUDENTS THIS TIME LAST YEAR. OKAY. SO MY THEORY IS CORRECT. AND SO THE NUMBERS OF OUR POTENTIALLY MEETING THEM LOOK VERY REALISTIC THEN FOR THIS YEAR BECAUSE OUR CAMPUSES AREN'T GOING TO STOP WORKING.
RIGHT. SACHSE HIGH SCHOOL NORTH GARLAND HIGH SCHOOL.
SO LET'S TAKE THE STUDENT WHO HAS INDICATED THEY HAVE NO PLANS ON GOING TO COLLEGE.
AND IT'S JANUARY RIGHT NOW, THIS MONTH, THIS YEAR.
AND THEY HAVEN'T MET ANY OF THE THREE CRITERIA YOU GAVE US.
WOULD WE ASK THEM OR REQUIRE THEM TO TEST AGAIN? THEY'VE TAKEN THE SAT. WE KNOW THAT THAT WAS LAST YEAR FOR THEM.
ACT PROBABLY LAST YEAR. WOULD WE ASK THEM TO TAKE THE TSI TEST? SO THAT WOULD BE BASED ON EVERY CAMPUS AND THE CONVERSATIONS THAT THOSE CAMPUSES AND THE CAMPUS COUNSELORS ARE HAVING WITH INDIVIDUAL STUDENTS TO MAKE A DETERMINATION ON WHAT'S THE BEST AVENUE FOR THAT STUDENT. SO IF THEY ARE GOING INTO THE MILITARY, BUT THEY'RE WANTING TO GO IN AND THEY'RE WANTING TO GO TO COLLEGE SO THEY CAN GO IN RANKED AS A OFFICER, RIGHT? AS OPPOSED TO SOMEONE THAT REALLY DOESN'T ASPIRE TO GO TO COLLEGE FIRST.
[00:30:06]
AND MAYBE THEY'RE WANTING TO TAKE ADVANTAGE OF THE GI BILL AFTER THEIR MILITARY EXPERIENCE.SO I BELIEVE THAT AT THAT POINT, THAT'S AN ON CAMPUS DECISION THAT'S BEING MADE, BEING MADE WITH INDIVIDUAL STUDENTS AND NOT LIKE A BLANKET APPROACH. WOULD THAT BE AT THE COUNSELOR LEVEL? I'M ASSUMING, YEAH, THE COUNSELOR LEVEL WOULD BE THE BEST.
AND THEN THIS IS WHERE ALSO WITH OUR BOARD GOAL, YOU WANT TO WE WANT TO REMIND THE COMMUNITY THAT WE ARE LOOKING AT CMR AS A WHOLE IN THIS ONE SUB METRIC. SO THE EXPECTATIONS THERE IS ONCE THE KID HAS BEEN DELIVERED WITH THE CURRICULUM, WHICH IS WHY WE DO SAT IN JUNIOR YEAR, IS IT FOLLOWS THE ALGEBRA TWO CURRICULUM AS AN EXAMPLE.
IT'S A GOOD CONCLUSION TO THE WORK. BUT IF THEY'RE NOT PURSUING THAT, THAT'S WHERE WE LOOK AT THOSE OTHER 13 FACTORS AND START GETTING THEM SET UP FOR, OKAY, WHAT'S YOUR PATHWAY? WHAT DO YOU NEED? BUT IF A KID IS STARTING TO SAY, I WANT TO GET INTO INDUSTRIAL ROBOTICS.
SO THE COUNSELOR LEVEL IS WHERE WE'VE GOT, WELL, COUNSELORS AND TEACHERS.
LET'S GIVE IT A SHOT. THANK YOU. THANK YOU, SIR.
MR. PRESIDENT. YES. YES. TALK A LITTLE BIT ABOUT THIS IN YOUR SLIDE.
113. WE TALKED ABOUT THE PROFESSIONAL DEVELOPMENT THAT'S GOING TO BE HAPPENING.
I WAS JUST CURIOUS HOW ARE WE GOING TO EVALUATE THE EFFECTIVENESS OF THE PD THAT'S GOING TO BE HAD? AND THEN WHEN DO WE EXPECT TO SEE SORT OF THE RETURN OR THE FRUITS OF THAT? SO THE SPECIFIC WOULD BE TO FOLLOW UP ON THE IMPLEMENTATION IMMEDIATELY AFTER WITH WALKTHROUGHS AND PARTICIPATION IN CLCS, IF YOU DOVETAIL IT WITH WHAT WE'RE DOING WITH PRIORITIZATION WORK, WHICH IS OTHER PRESENTATIONS LIKE I WOULD, I WOULD INSTRUCT MY TEAM, LET'S GO TO SOUTH GARLAND.
GARLAND, NAAMAN, LAKEVIEW, BASED ON THIS EARLY DATA, JUST TO SEE WHAT'S HAPPENING, DO WE WITH THE EXPERIMENT THAT WE TALKED ABOUT WITH LAKEVIEW AND THEY'RE REALLY LOOKING AT THAT ASSESSMENT CALENDAR MODEL.
DO WE FEEL COMFORTABLE WITH THE INSTRUCTION IN THE CLASS, SO WE KNOW WHEN THE KIDS ARE WALKING THROUGH THERE IT'S HAPPENING. AND SO IT'S HOW WE PARTICIPATE IN THOSE CONVERSATIONS THAT GIVES US THAT FOLLOW UP TO CLOSE THE LOOP FOR THE PROGRAM.
OKAY. ONE LAST QUESTION. AND I THINK, YOU KNOW, HAVING OUR KIDS AND STUDENTS COLLEGE AND CAREER READY AS THEY TRANSITION AWAY FROM GARLAND ISD IS SUPER IMPORTANT.
AND I THINK HOW ARE WE ALSO ENGAGING PARENTS IN THIS PROCESS, OR IS THAT IS THERE A PLACE FOR PARENTS TO HELP, YOU KNOW, BECAUSE THERE'S A PRETTY SIZABLE GAP BETWEEN WHERE WE ARE AND WHERE WE WANT TO GO.
AND THEY WERE APPROVED IN OCTOBER AND WE STARTED MAKING PLANS.
COMMUNICATION HAS BEEN SORT OF AS WE'VE BUILT IT, BUT AS WE'RE LOOKING TOWARDS NEXT YEAR, ONE COMMUNICATION PIECE THAT I KNOW I'M KNEE DEEP IN RIGHT NOW IS THIS DIRECTLY CONNECTS TO COURSE REVIEW, AND WE'RE WORKING ON MAKING SURE COUNSELORS, PRINCIPALS AND PARENTS ALIKE ALL UNDERSTAND, LIKE, HEY, WE HAVE A SET NUMBER OF MATH CLASSES FOR A REASON BECAUSE IT'S HEADING IT'S GEARING A STUDENT UP TO TAKE THAT SAT AT THE END OF THEIR JUNIOR YEAR. OR IF THEY PICK A DIFFERENT CLASS BESIDES ALGEBRA TWO.
LET'S TAKE TSIA2 INSTEAD. AND SO THAT NOW IS THAT TIME TO DO MOST OF THE COMMUNICATION, BECAUSE WE HAD TO REORGANIZE QUITE A FEW PLANS TO MAKE SURE WE HIT THIS. IT WAS UNFORTUNATELY SOMETHING LIKE TEXAS COLLEGE BRIDGE PUT US IN A PATHWAY WHERE WE HAD ANOTHER SOLUTION THAT WAS EASIER TO EXPLAIN. HEY, WE'LL PREP YOUR KID AND FILL THAT REQUIREMENT.
BUT NOW WE'RE SAYING, HEY, WE'RE GOING TO MEET THE ACTUAL REQUIREMENT.
AND YOU MENTIONED IN THAT SAME PAGE ABOUT OUR MEETING ADJUSTMENTS TO INCLUDE CAMPUS MILESTONES AND SPECIFIC STRATEGIES ON GOALS AS THEY'RE MEETING THESE MILESTONES, ARE THERE ANY KIND OF CELEBRATIONS OR ANNOUNCEMENTS THAT WILL BE MADE TO SORT OF FURTHER INCENTIVIZE AND, YOU KNOW, ENCOURAGE, YOU KNOW, MORE WORK TO BE DONE TO REACH THAT NEXT MILESTONE.
ADMITTEDLY, WE YOU'RE PUSHING MY THINKING ON THE SPOT RIGHT HERE.
LIKE, I KNOW WE DO IT IN TWO SPOTS. WE DO IT AT OUR DISTRICT LEVEL LEADERSHIP MEETING THAT WE HAVE ABOUT EVERY SIX WEEKS, AND WE DO IT DEFINITELY IN THE DISTRICT MEETING.
[00:35:02]
SO I REALLY APPRECIATE THAT QUESTION. THAT'S IT.THANK YOU, MISS STANLEY. SO I HAD TO KIND OF PROCESS.
BUT WHEN I LOOK AT THIS AND I'M STILL ON PAGE 110 AND I LOVE EVERYTHING THAT I'M HEARING, BUT I DON'T I'M NOT SURE MR. SELDERS QUESTION WAS ASKED, ANSWERED ABOUT HOW ARE WE GOING TO ELEVATE SOUTH GARLAND? BECAUSE WHEN YOU LOOK AT THIS, IF I WAS A PARENT COMING INTO THE DISTRICT, I WOULDN'T WANT MY CHILD TO GO TO SOUTH GARLAND JUST BASED ON THIS, BECAUSE YOU'RE NOT HAVING MUCH SUCCESS HERE. SO WHAT'S OUR STRATEGY TO BRING THEM LIKE, I WOULD LIKE TO SEE THIS ONE GO UP MUCH HIGHER THAN I REALLY I DON'T WANT TO SAY DON'T CARE ABOUT NORTH GARLAND, BUT THAT'S LIKE, I'D LIKE TO THAT'S WHERE I WOULD LIKE TO SEE SOME RESOURCES.
SO I MEAN, WHAT ARE WE DOING DIFFERENTLY? HOW ARE WE GOING TO ADDRESS THIS? BECAUSE AS WE DO COLLEGE FOR ALL AT ALL CAMPUSES.
RIGHT. AND WE'RE TRYING TO GET PEOPLE TO, TO KIND OF RETHINK THAT.
WHY WOULD ANYBODY GO TO SOUTH GARLAND? SO I'LL ANSWER KIND OF GENERALLY AND I SEE MICHAEL COMING.
SO THAT'S ME AND THE TWO EDLS ON HOW DO WE POUR INTO A CAMPUS.
AND SO RIGHT NOW WE'RE HAVING THOSE MEETINGS TO READJUST BASED ON THIS DATA.
BUT I'LL LEAVE IT TO MICHAEL TO ANSWER SOME SPECIFICS.
ALL RIGHT. GOOD EVENING, DOCTOR LOPEZ, MEMBERS OF THE BOARD.
AND SO THERE'S A LOT OF REASONS WHY I WOULD WANT MY KIDS TO GO TO SOUTH GARLAND HIGH SCHOOL.
I JUST THINK THAT IN THIS SITUATION, THE. THERE WAS A STRATEGIC DECISION MADE PREVIOUSLY TO FOCUS ON ATTAINING OUR CCMR METRIC THROUGH TEXAS COLLEGE BRIDGE AND IBCS, WHICH WE OFFER SEVERAL OF AT SOUTH GARLAND HIGH SCHOOL.
AND SO THE EMPHASIS WAS NOT ON TSI. AND THAT'S THERE WERE A LOT OF OTHER REASONS FOR THAT WHICH WE COULD GET INTO AS FAR AS THERE WERE WAIVERS, EXEMPTIONS THAT COULD BE GIVEN TO TAKE COLLEGE CLASSES WITHOUT ACTUALLY HAVING TO PASS THE ASSESSMENT.
THAT DIDN'T HAPPEN WITH THIS GROUP OF STUDENTS.
WITH THIS GROUP OF STUDENTS, WE HAVE ENROLLED THEM ALL IN THE TEXAS COLLEGE BRIDGE.
WE'RE GOING TO COMPLETE THAT PROGRAM WITH FIDELITY, WITH THE INTENT OF ASSESSING THEM AND MAKING SURE THAT THEY PASS AND THOSE WHO DO NOT PASS. THEN WE WILL STILL HAVE ENOUGH TIME TO REMEDIATE AND INTERVENE.
SO ALL OF THAT, YOU KNOW, I SPEAK FOR DOCTOR LEDET AND THIS I KNOW WE'VE HAD THIS CONVERSATION.
IT'S NOT REFLECTIVE OF HIS GOALS FOR THE SCHOOL, FOR OUR STUDENTS.
AND IT WILL BE VERY DIFFERENT, I PROMISE YOU, BY THE END OF THIS YEAR AND WHEN WE ARE HERE NEXT YEAR, WE'RE GOING TO SEE MUCH DIFFERENT NUMBERS. SO I JUST WANT TO SAY I AGREE 100%, BUT I WANT TO MAKE SURE THAT EVERYBODY OUT THERE TO ALSO SEES THIS WHEN THEY SEE THIS, THAT THERE'S GREAT THINGS HAPPENING THAT THIS IS MASKING.
ABSOLUTELY. IT'S NOT SHOWING THROUGH. THANK YOU.
THANK YOU. QUESTION. BEFORE WE GO TO ANOTHER QUESTION, I JUST WANT TO CONGRATULATE THE BOARD.
WHEN WE FIRST STARTED OUR COLLEGE FOR ALL PROGRAM, WE HAD ZERO PREP CENTERS IN ALL OF GARLAND.
WE HAD TO GO TO DALLAS COLLEGE AND EVERYTHING ELSE.
SO THE LOGISTICS TO GET KIDS TSIA READY WAS A CHORE.
AND THE BOARD APPROVED A TESTING SITE AT EVERY HIGH SCHOOL, WHICH WAS BIG.
THAT WAS UNHEARD OF AT THE TIME. AND NOW IT'S BECOMING A NORM THAT WE'RE SEEING ACROSS THE DFW AREA.
BUT THAT ALLOWS TO GO BACK TO MR. GLICK'S QUESTION THAT ALLOWS REAL TIME TESTING EVERY TIME.
HAVING THESE REAL TIME TEST SITES AT EVERY CAMPUS HAS BEEN A GAME CHANGER.
AND I JUST WANT TO REITERATE ABOUT WHAT MR. ARRIOLA BROUGHT UP ABOUT THE GAME PLANNING.
[00:40:10]
REMEMBER, THERE'S 13 CRITERIA TO BE MET. THE BOARD SAID THE MOST IMPORTANT CRITERIA IS THIS TEST SCORE, BECAUSE THAT IS THE MOST TRUE INDICATOR OF BEING READY FOR WELL, ANY TYPE OF ACADEMIC PREPARATION AFTER HIGH SCHOOL. AND SO NOW THE PHILOSOPHIES ARE CHANGING TOWARDS THAT.AND YOU'RE GOING TO SEE THAT. WHAT YOU AREN'T SEEING THOUGH, AND I WANT TO GO BACK TO WHAT MR. ARRIOLA SAID, BECAUSE THIS BECAUSE THIS IS A LOT. WE DO ALREADY HAVE NUMBERS THAT WE'RE TRACKING FROM FRESHMAN, SOPHOMORE AND JUNIOR. YOU'RE ONLY LOOKING AT THE SENIORS.
YOU'RE ONLY LOOKING AT THE ONES AT THE FINISH LINE RIGHT NOW. AND WE WANTED TO START SMALL.
LET'S GO DEEP ON THESE SENIORS BECAUSE THIS WILL BE OUR ACCOUNTABLE YEAR BEFORE WE START SPREADING OUT TO HOW THE JUNIORS, THE SOPHOMORES AND THE FRESHMEN ARE DOING. BUT THIS IS A TEST THAT THEY COULD TAKE AT ALL GRADE LEVELS.
IF RICK LOPEZ WAS IN SCHOOL AND I WAS STRUGGLING MY FRESHMAN YEAR AND I DIDN'T PASS IT, I STILL HAVE MY SOPHOMORE, MY JUNIOR AND MY SENIOR YEAR TO GET THROUGH, AND WE GOT A BUNCH OF SUPPORT SYSTEMS TO GET THEM THROUGH.
AND I DON'T KNOW MANY DISTRICTS THAT ARE GOING THIS ROUTE.
MR. BEACH. MR. WITH TSI BEING FAIRLY NEW AS FAR AS THE TESTING IS CONCERNED.
AND YOU CAN TELL A LOT OF QUESTIONS HERE AT THE BOARD.
HOW ARE WE COMMUNICATING WITH THE PARENTS AND THE STUDENTS SO THAT THEY UNDERSTAND THE VALUE OF TSI AND WHAT THEY CAN ACCOMPLISH THROUGH THAT? BECAUSE I LOOK AT IT THIS WAY, THAT REGARDLESS OF ACT, THE SAT OR THIS, I STILL LOOK AT THE BOTTOM LINE OF THE GRADUATION RATE FOR CCMR AT THE END OF THE SCHOOL YEAR WHEN THEY GRADUATE, AND HOW HIGH WE HAVE BEEN IN THAT ARENA.
SO CAN YOU ADDRESS THAT? AND I KNOW A LOT OF IT'S BEEN NEW, ESPECIALLY AS WE'VE ADOPTED THE NEW GOAL, BUT I KNOW THERE HAVE BEEN MEETINGS ON THE CAMPUS LEVEL AS WE TIGHTEN UP OUR EXPECTATIONS AROUND THIS AND CHANGE SOME OF OUR OWN INTERNAL PROCEDURES, LIKE STUDENTS HAVE BEEN DIRECTLY EITHER IN WHOLE GROUP OR SMALL GROUP BEEN TOLD ABOUT IT.
A LOT OF THE COMMUNICATION ADMITTEDLY RIGHT NOW IS INTERNAL AS WE'RE FIGURING OUT THE GAME PLAN.
WE'RE WORKING ON WHAT WE'RE DOING FOR, OKAY, WHOLE COMMUNITY.
THIS IS WHAT THESE ARE, THESE RAISED EXPECTATIONS AND THIS IS HOW WE'RE MEETING THEM.
SO AM I. SO THAT I UNDERSTAND ONCE A STUDENT TAKES A TSI TEST AND HE DOESN'T DO WELL, IS HE ELIGIBLE TO DO THAT AGAIN OR IS THAT IT LIKE THE ACT OR THE SAT? NO.
WE WITH Y'ALL'S APPROVAL, WE APPROVE MULTIPLE OPPORTUNITIES.
SO. OH, GOOD. OKAY, SO THAT GIVES A STUDENT OPPORTUNITY THEN.
VERY GOOD. ALL RIGHT. I GOT JUST A FEW FOLLOW UP.
BUT IT'S 48.3, WELL, NORTH GARLAND CCMR IT'S PROBABLY GOING TO BE CLOSER TO 100, BECAUSE EVERY ALL THE OTHER 12 ARE GOING TO GET CHECKED OFF BY OTHER CITIZENS BY ALL THE VARIOUS STUDENTS. BUT WITH RESPECT TO THIS ONE, SAT IN BOTH ELR AND IN MATH CAN LIKE YOU CAN DO IT IN JUST FOR THE ENGLISH SCORE BUT NOT THE MATH.
I'M GOING TO KIND OF DOVETAIL A LITTLE BIT ON WHAT LARRY WAS ASKING ABOUT.
WE HAVE ANY IDEA HOW MANY OF OUR STUDENTS ARE ATTAINING TSI CERTIFICATION THROUGH SAT VERSUS ACT VERSUS THE TSIA? I DON'T HAVE THAT WITH ME.
BUT WE COULD WE COULD PULL IT AND PUT IT IN SOMETHING LIKE BOARD INSIGHTS.
WOULD YOU JUST OFF THE TOP. AND AGAIN, I'M NOT HOLDING YOU IN THE NUMBERS.
WOULD YOU SAY THAT THE I DON'T LIKE TO SAY EASY, BUT THE LEAST CHALLENGING PATHWAY FOR OUR STUDENTS TO GET TO TSI CERTIFICATION WOULD BE THROUGH THE TSI TWO EXAM, OR WOULD IT BE THROUGH THE SAT OR THE ACT? AND SEE, I KNEW SHE BROUGHT UP. SHE COULDN'T HELP HERSELF. BECAUSE THERE'S A LITTLE BIT ABOUT STYLE WITH LIKE THE SAT BEING A TIME TEST AND HOW IT'S SCORED.
[00:45:04]
NOT THAT APPROACH. AND SO IT'S KIND OF A I'M NOT ASKING ABOUT THE DIFFICULTY OF THE EXAM.I'M ASKING ABOUT THE SUCCESS RATE AS FAR AS ATTAINING THE TSI CERTIFICATION.
YES. SO FOR A STUDENT THAT HAS NOT BEEN SUCCESSFUL ON AN SAT OR AN ACT, THEN THE PATH OF LEAST RESISTANCE IS THE TSIA2 ASSESSMENT. IN MANY CASES WE HAVE STUDENTS THAT STRUGGLE WITH WRITING SO THEY ACTUALLY PERFORM BETTER ON SAT ON THE ORAL PORTION BECAUSE THERE'S NOT A WRITING COMPONENT.
AND OUR COACHES ARE WELL VERSED ON HOW TO HELP OUR STUDENTS WORK THROUGH THOSE FLOWS.
BUT TO ANSWER YOUR QUESTION, THE TSI TWO ASSESSMENT IS A MORE ACCESSIBLE PATHWAY FOR OUR STUDENTS. AND TO BE FAIR, ASKING WHAT I THOUGHT WAS BASICALLY A LEADING QUESTION, BECAUSE THAT'S MY UNDERSTANDING OF IT, TOO. AND I THINK WHAT TRUSTEE GLICK WAS GETTING AT IS, YES, BY THE TIME THE CLASS OF 2025 WALKS THE STAGE, ALMOST ALL OF THEM WOULD HAVE TAKEN ONE OF THESE.
BUT THAT IS LIKELY THE MOST CHALLENGING WAY FOR MOST OF THEM TO TRY TO ACHIEVE THIS.
WHEREAS THE TSIA2 IS PROBABLY THE PATH OF LEAST RESISTANCE FOR THE MAJORITY OF OUR STUDENTS, AND WE DON'T HAVE A GOOD FEEL FOR HOW MANY OF OUR KIDS ARE ACTUALLY TAKING THAT EXAM.
AND I THINK THAT'S KIND OF WHAT HE WAS GETTING AT.
YES, AND WE CAN DEFINITELY PROVIDE THAT INFORMATION IN BOARD INSIGHTS. BUT JUST HOLISTICALLY SPEAKING, WE HAVE ABOUT 20% OF OUR GRADUATES THAT EARN THEIR COLLEGE READINESS INDICATOR OR THEIR TSIA INDICATOR BASED ON AN SAT OR ACT ONLY WHERE THEY'RE NOT TAKING ONE AND PIECEMEALING IT WITH SOMETHING ELSE.
SO IT'S ROUGHLY ABOUT 20% BASED ON CLASS OF 2024, BUT WE CAN DEFINITELY SHARE WITH YOU ALL BASED ON TODAY HOW MANY STUDENTS THAT ARE CLASS OF 2025 HAVE TAKEN THE OPPORTUNITY FOR THE TSIA2 THAT HAVE NOT YET TAKEN THE SAT. AND THERE'S ALSO A COST FACTOR, RIGHT? THE COST OF AN SAT ASSESSMENT IS MUCH GREATER THAN THE COST OF A TSIA2.
IT'S A YEAR, A DELAY, BUT THERE IS AN INCENTIVE AT THE STATE LEVEL FOR STUDENTS TO TAKE THE SAT.
LIKE, FOR INSTANCE, I LOOK OVER THERE AND I LOOK AT END OF YEAR CLASS OF 2020 FOR GARLAND.
HOW MANY OF THAT 68 OR 67.2% NEVER TOOK THE TSIA2? SURE. THAT'S THE QUESTION THAT WE HAVE. BECAUSE IF THAT'S THE CASE, WE NEVER REALLY HAD A GOOD CHANCE OF THEM MAKING IT.
RIGHT. BECAUSE THEY DON'T EVEN TAKE THE TEST. THEY'RE NOT GOING TO MAKE IT. CORRECT. AND WHAT CAN WE DO? SO IT'S KIND OF A TWO PRONG APPROACH TO MAKE THESE GOALS.
WE HAVE TO ONE IMPROVE THE SUCCESS RATE. BUT TWO, WE ALSO HAVE TO GET INTO TAKING IT.
AND TO PIGGYBACK OFF OF WHAT MR. ARRIOLA MENTIONED WAS OUR PATHWAY TO SUCCESS.
WAS ANY OF THOSE INDICATORS. AND SO NOW THIS ADDED LAYER.
SO WHEN I SUPERVISED A CONTENT YEARS AND YEARS AGO AND MY AP TEACHERS WERE LIKE, WELL, I HAVE 100% OF MY KIDS ARE AT APPROACHES AND I'M LIKE, OKAY, BUT I NEED YOU TO HAVE 100% OF YOUR KIDS AT MEETS, AND THEN I'M GOING TO PUSH YOU TO HAVE 100% OF YOUR KIDS AT MASTERS.
RIGHT. SO THAT'S WHAT WE'RE DOING NOW. WE'RE TEETERING THAT PERFECT SCORE ON CCMR. SO, WHAT THE TEAM HAS DONE IS NOW THEY'VE PEELED BACK THE LAYERS OF IF WE'RE TRULY SAYING COLLEGE CAREER, MILITARY READY, THEN THAT'S WHAT WE MEAN. WE'RE NOT SAYING COLLEGE OR CAREER.
WE REALLY WANT YOU TO BE PREPARED FOR BOTH. AND SO THAT'S WHAT THIS BOARD GOAL REALLY DOES, IS IT DIGS IN AND SAYS, OKAY OF THE OTHER INDICATORS THAT WE ALREADY HAVE.
SO IN THE PAST, IF OUR STUDENTS HAD NOT EXPRESSED INTEREST IN GOING TO COLLEGE AND THEY ALREADY HAD THEIR INDUSTRY BASED CERTIFICATION, THEN, THEN WE WERE HAPPY AND WE WERE PLEASED.
AND THEY GET THEIR MEDAL AND THEY STAND UP AT GRADUATION.
BUT WE ARE REALLY PUSHING THE ENVELOPE ON ENSURING THAT COLLEGE AND CAREER MEANS EXACTLY THAT
[00:50:08]
AND NOT OR, AND I PRESUME THE EFFECT OF THE EXPANSION OF THE EARLY COLLEGE AND P-TECH PROGRAMS THAT HAVE HAPPENED FOR THE CLASSES YOUNGER THAN THIS ONE IS GOING TO GREATLY INCREASE THE NUMBER OF KIDS THAT ARE TAKING THE TSA.CORRECT? YES. OKAY. ANY OTHER QUESTIONS BOARD? GO MR. JUST REAL QUICK. I THINK I'M RIGHT ON THIS, BUT ONCE YOU PASS THE TEST, SAT ACT OR TSA, YOU'RE DONE. YOU'RE ALWAYS IN.
YOU'RE NEVER YOU NEVER GET OUT. YES. SO THAT ALWAYS COUNTS.
SO AS YOU GO THROUGH THE YEAR, ESPECIALLY WITH THE TSIA2 TSIA OR WHATEVER IT IS, TWO WE JUST ADD TO THAT AS WE GO ALL THE WAY TO THE END OF THE YEAR. SO IT THE FACT THAT YOU LOOK AT A GARLAND HIGH AT 28% IN JANUARY OF 25, BY THE TIME WE GET TO THE END OF SCHOOL YEAR OF 25, THAT NUMBER COULD BE WAY HIGHER.
YEAH. SO DEPENDING ON WHAT GOES ON WITH. YEAH, THAT'S EXACTLY RIGHT.
THAT TEST AND THE ACT AND SATS. NOW THE SENIORS THAT ARE GRADUATING NOW, DO THEY HAVE ANY MORE OPPORTUNITY TO TAKE THE SAT AND ACT? YES. HOW OFTEN CAN THEY TAKE THOSE. IT'S WITHIN WINDOWS, RIGHT? YES. SO WE WILL HAVE ANOTHER DISTRICT SAT DAY.
AND SO WE HAVE STRATEGICALLY GIVEN OUR CAMPUSES A LIST OF STUDENTS, SPECIFICALLY OUR STUDENTS WHO TOOK ALGEBRA IN MIDDLE SCHOOL AND MAY OR MAY NOT OR HAVE NOT YET MET THAT COLLEGE READINESS BENCHMARK ON THE SAT, BECAUSE AT THAT POINT, WE'RE NOT ONLY TALKING ABOUT TEXAS SUCCESS INITIATIVE, BUT WE'RE ALSO TALKING ABOUT ACCOUNTABILITY, SINCE THAT'S A SUBSET OF ACCOUNTABILITY.
SO WE STRATEGICALLY GIVE CAMPUSES A LIST OF STUDENTS AND SAY THESE STUDENTS WERE MASTER'S GRADE LEVEL IN ALGEBRA ONE WHEN THEY WHEN THEY TOOK IT IN MIDDLE SCHOOL, AND THEY'VE YET TO MEET THE COLLEGE READINESS BENCHMARK ON SAT OR ACT.
IT'S NOT JUST, HEY, WE JUST PULLED YOU OUT BECAUSE YOU WERE ON VERONICA'S LIST, RIGHT? IT'S WE'VE PROVIDED THE SUPPORT BECAUSE WE REALLY WANT YOU TO BE COLLEGE READY.
SO I WANT TO ASK AND WE PAY FOR IT. LARRY AND WES'S QUESTION IN ANOTHER WAY, IF I'M A COLLEGE LOOKING TO ADMIT STUDENTS, DO I CARE WHICH ONE OF THOSE THREE TESTS YOU PASSED TO BECOME READY FOR COLLEGE? DOES ONE OF THEM DO I VALUE ONE OF THOSE MORE THAN THE OTHER? I THINK THERE'S SOME ELEMENT OF IF YOU GO NATIONWIDE, YOU'RE GOING TO WANT TO HIT ONE OF THOSE SAT ACT MARKS BECAUSE THE TEXAS SUCCESS INITIATIVE IS EXACTLY WHAT IT IS IN ITS TITLE.
BUT IF YOU ARE READY FOR THOSE AND TAKE UP ON ONE OF THESE OPPORTUNITIES AND YOU KNOW YOU'RE GEARED TO AN IVY LEAGUE SCHOOL OR SOMEBODY THAT'S GOT THAT HIGH REQUIREMENT, GO AHEAD AND TAKE THE OPPORTUNITY. WE'VE GOT YOU. OKAY.
THANK YOU. THANK YOU, GUYS . APPRECIATE IT. THANK YOU.
ALL RIGHT. WE'LL MOVE ON IN OUR AGENDA TO ACTION ITEM C ONE, TARGETED IMPROVEMENT PLAN
[V.C. Action Items]
FOR MD WILLIAMS SCHOOL FORMERLY PARK CREST. AND DOCTOR LOPEZ IS MAKING HIS WAY TO THE PODIUM.I'LL LET HIM INTRODUCE ALL OF OUR GUESTS. SO, CHAIRPERSON JOHNSON, TRUSTEES, WE'RE GOING TO BE PRESENTING TO YOU A TARGETED IMPROVEMENT PLAN. AND THIS IS ACTUALLY A T DEADLINE TO BE DONE BY THE END OF FEBRUARY.
THE DEPARTMENT OF EDUCATION STILL EXISTS, AND THERE ARE STILL SANCTIONS THAT CAN BE IMPOSED ON SCHOOL DISTRICTS, REGARDLESS OF THEIR SYSTEMS OR OUR FUNCTIONAL OR NOT.
AND, AND BECAUSE WE HAVE BACK TO BACK LAWSUITS, THE QUESTION IS HOW DOES THAT WORK? WELL, THEY'RE USING THE DATA THAT THEY HAD TO GO AHEAD AND ASSESS SOME OF THE SCHOOLS.
WE HAD A NUMBER OF SCHOOLS THAT WE UNDERSTAND UNDER THE NEW TESTING SYSTEM THAT FELL SHORT, A LOT OF THEM WERE CONSOLIDATED. NOW, IF I'M CORRECT, I COULD BE INCORRECT.
[00:55:02]
YOU CAN YOU CAN CORRECT ME IF I'M WRONG, BUT WHAT HAPPENED WAS BECAUSE WE USED THE PARK CREST NUMBER FOR A NUMBER OF REASONS.WE WON'T GO INTO DETAILS. WHEN WE DID THE CONSOLIDATION WITH WILLIAMS, THAT SCHOOL WAS GOING TO BE UNDER SANCTIONS, AND THEN THAT SCHOOL IS CARRYING THIS TARGET IMPROVEMENT TAG.
WHERE THE OTHER SCHOOLS THAT WE COMBINED DIDN'T NECESSARILY FOLLOW IT.
SO WHEN WE USE THE GOLDEN MEADOWS TAG, GOLDEN MEADOWS WASN'T PART OF THE TARGET IMPROVEMENT PLAN.
IT'S IMPORTANT TO KNOW WE'VE DONE A NUMBER OF DIFFERENT THINGS.
AND I SAID, MAN, I HIT A HOME RUN WITH THE FIRST AT BAT.
THAT FEELS GOOD. YOU KNOW, STRUCK OUT A FEW TIMES IN BETWEEN, BUT NOT MANY.
BUT I HIT A HOME RUN HERE. AND WHAT I WANT. I WANT THE BOARD TO UNDERSTAND IS AS WE'RE GOING THROUGH THIS TARGET IMPROVEMENT PLAN, NO MATTER WHAT HAPPENS THIS YEAR, WE COULD THIS SCHOOL COULD TURN AROUND AND BE AN A.
YOU HAVE TO HAVE TO HAVE TWO YEARS OF HIGH SCORES TO GET OUT OF THE SANCTIONS.
SO WE'RE GETTING IN FRONT OF IT SO WE COULD HAVE IT ALL PREPARED FOR THEM BY THE END OF FEBRUARY.
WE WANT YOU TO UNDERSTAND WE'VE BEEN WORKING HARD.
WE DID IT BECAUSE IT WAS THE BEST THING FOR CHILDREN.
SO I'M GOING TO TURN IT AWAY FROM OUR THREE EXPERTS AND READY TO TAKE IT AWAY.
ALL RIGHT. THANK YOU. GOOD EVENING, CHAIRMAN JOHNSON, BOARD OF TRUSTEES AND DOCTOR LOPEZ. I AM DOCTOR CHARMAINE CURTIS, EXECUTIVE PRINCIPAL COACH.
AND WITH ME IS MISS CHERYL ALEXANDER, ONE OF THE ELEMENTARY EXECUTIVE DIRECTORS.
IT IS NECESSARY THAT WE HAVE BOARD APPROVAL OF THIS PLAN IN ORDER TO SUBMIT TO TEA.
WE WOULD LIKE TO START OFF BY CONNECTING OUR FEDERAL AND STATE ACCOUNTABILITY.
FEDERAL LAW REQUIRES STATE AGENCIES TO IDENTIFY LOW PERFORMING SCHOOLS AT THE STATE LEVEL.
WE USE DOMAIN THREE, CLOSING THE GAPS TO IDENTIFY SCHOOLS AND IMPROVEMENT IN ALIGNMENT WITH FEDERAL GUIDELINES. WE MUST ALSO SPECIFICALLY MONITOR STUDENT GROUPS AS OUTLINED ON THIS SLIDE.
ALL TITLE ONE CAMPUSES ARE RANK ORDERED BY THEIR DOMAIN THREE SCORE.
THOSE LANDING IN THE BOTTOM 5% ARE IDENTIFIED FOR COMPREHENSIVE SCHOOL IMPROVEMENT, OR CSI. THE ESTABLISHED CUT SCORE FOR THE 23-24 SCHOOL YEAR FOR DOMAIN THREE WAS 56. PARK CREST DOMAIN THREE SCORE WAS ALSO 56.
IT IS THAT SCORE THAT TRIGGERED THE CSI IDENTIFICATION FOR OUR CURRENT CAMPUS, MD WILLIAMS. WE WANT TO THANK. TAKE TIME TO THANK YOU AND ACKNOWLEDGE YOU AS THE BOARD FOR COURAGEOUSLY SUPPORTING DOCTOR LOPEZ IN HIS EFFORTS TO TAKE THE NEEDED ACTION IN CONSOLIDATING SCHOOLS, SUCH AS WHAT OCCURRED WITH WILLIAMS AND PARK CREST.
I WANT TO DRAW YOUR ATTENTION TO THE SPECIFIC INDICATOR ONCE AGAIN THAT LED TO THIS IDENTIFICATION.
WHEN THESE TWO CAMPUSES CONSOLIDATED, IT WAS AGAIN THE PARK CREST STAAR, DOMAIN THREE, CLOSING THE GAP SCORE OF 56. THAT LED TO THE IDENTIFICATION FOR CSI.
TO DELVE A LITTLE BIT DEEPER INTO DOMAIN THREE.
THERE ARE TWO MAIN PARTS OF DOMAIN THREE THAT IMPACTED THE OVERALL SCORE.
ACADEMIC ACHIEVEMENT AT THE MEET'S LEVEL AND ACADEMIC GROWTH.
[01:00:06]
AND MATH. FOR PARK CREST DATA LAST YEAR, IN COMPARISON TO THE TEA INTERIM TARGETS, YOU WILL SEE THAT MANY OF THE STUDENT GROUPS MISSED THE TARGETS.LOOKING AT DATA THROUGH THE LENS OF STUDENT GROUPS ALLOWS US TO PINPOINT STUDENT POPULATIONS THAT ARE UNDERPERFORMING, HELP US IDENTIFY INTERVENTIONS TO CLOSE ACHIEVEMENT GAPS.
THIS SLIDE REFLECTS THE DATA FOR ACADEMIC GROWTH.
FOURTH AND FIFTH GRADES ONCE AGAIN. ON THIS SLIDE, LOOKING AT DATA BY STUDENT GROUPS, MANY OF THE TARGETS BY STUDENT GROUPS WERE MISSED. FOR DOMAIN THREE, INCREASING PERFORMANCE BY STUDENT GROUPS WILL YIELD AN INCREASE PERFORMANCE IN DOMAIN THREE.
SO NOW THAT WE HAVE SET THE FOUNDATION FOR HOW CAMPUSES WERE IDENTIFIED AND THE DATA THAT LED TO THE IDENTIFICATION, WE'D LIKE TO TALK TO YOU ABOUT HOW WE GET OUT OF THE CSI IDENTIFICATION.
SO AGAIN, IN AUGUST OF 2024, THE CAMPUS WAS IDENTIFIED BASED UPON THE 2324 DATA IN JUST A FEW SHORT MONTHS. OUR GOAL IS TO HAVE ACCOUNTABILITY OUTCOMES THAT NO LONGER LAND US IN THE BOTTOM 5% OF SCHOOLS IN THE STATE OF TEXAS. THAT IS THE FIRST CRITERIA FOR THIS YEAR MOVING INTO NEXT SCHOOL YEAR 2526. WE HAVE TO FOR THE SECOND CONSECUTIVE YEAR.
WE CANNOT LAND IN THE BOTTOM 5%, AND WE MUST HAVE A DOMAIN THREE SCORE THAT IS HIGHER THAN WHEN WE WERE INITIALLY IDENTIFIED. SO WE MUST HAVE A DOMAIN THREE SCORE HIGHER THAN 56.
NOW THAT WE HAVE A CAMPUS IDENTIFIED FOR COMPREHENSIVE SUPPORT AND IMPROVEMENT, I WOULD LIKE TO TAKE TIME TO WALK YOU THROUGH WHAT THAT LOOKS LIKE FOR THE CAMPUS AGAIN. IN AUGUST, WE RECEIVED NOTIFICATION THAT THIS CAMPUS WAS IDENTIFIED FOR COMPREHENSIVE SUPPORT AND IMPROVEMENT, WHICH BEGAN AN ESF DIAGNOSTIC.
ESF IS EFFECTIVE SCHOOLS FRAMEWORK DIAGNOSTIC THAT BEGAN IN OCTOBER.
IN NOVEMBER WE HAD A SUPERINTENDENT CONSULTATION WITH T AND BY THE SECOND WEEK IN DECEMBER, WE RECEIVED OFFICIAL NOTIFICATION OF THE REQUIREMENTS FOR THE TARGETED IMPROVEMENT PLAN.
SO WE STAND BEFORE YOU THE SECOND WEEK OF JANUARY PRESENTING THAT PLAN FOR YOUR APPROVAL.
I ALSO WANT TO NOTE SPECIFICALLY THAT PRINCIPAL MCCLURE HAS ALSO BEEN PARTICIPATING IN MONTHLY TRAININGS THAT ARE HELD BY THE REGION TEN SERVICE CENTER. THOSE STARTED IN NOVEMBER AND WILL CONTINUE THROUGHOUT THE SUMMER.
WHEN WE LOOK AT THE EFFECTIVE SCHOOLS FRAMEWORK, IT IS A STATEWIDE VISION FOR BEST PRACTICES.
IT IS WHAT THE STATE SAYS IS ESSENTIAL TO HIGH PERFORMING SCHOOLS.
IT IS CLEAR THAT WHEN THESE PRACTICES ARE IMPLEMENTED AT HIGH LEVELS AND CONSISTENTLY LEARNING AND SUCCESS FOR ALL STUDENTS AS WE MOVE THROUGH THE DIAGNOSTIC. THIS YEAR, WE WERE AFFIRMED TO SEE THAT SEVERAL OF THE PRACTICES WERE ALREADY IN PLACE, STARTING WITH STRONG LEADERSHIP WITH PRINCIPAL MCCLURE, WHO HAS WORKED DILIGENTLY TO LITERALLY START A NEW SCHOOL TO ESTABLISH STAFF CULTURE, STUDENT CULTURE, AND ALSO ESTABLISH TRUST WITH A NEW SET OF TEACHERS.
I WANT TO ALSO BRIEFLY WALK YOU THROUGH THAT EFFECTIVE SCHOOLS FRAMEWORK DIAGNOSTICS.
[01:05:03]
CONDUCTED, MEANING THAT EACH GRADE LEVEL KINDERGARTEN THROUGH FIFTH GRADE SUBMITTED FIVE SAMPLES OF READING AND FIVE SAMPLES OF MATH. OKAY. THOSE WERE NOT STUDENT SAMPLES, BUT JUST BLANK ASSIGNMENTS.A PRE VISIT CONFERENCE WAS CONDUCTED BETWEEN MISS MCCLURE, THE REGION TEN SCHOOL IMPROVEMENT CONSULTANT, MISS ALEXANDER AND MYSELF. PRINCIPAL ARTIFACTS SUBMISSION WAS ALSO COMPLETED THAT LOOKS AT BASICALLY ANY OPERATIONS, OPERATIONS FROM THE INSTRUCTIONAL LENS OR JUST GENERAL OPERATIONS OF THE OF THE SCHOOL.
ON OCTOBER 8TH, WE PARTICIPATED IN A FULL DAY VISIT.
THERE WERE TWO SCHOOL IMPROVEMENT CONSULTANTS THAT VISITED THE CAMPUS AT THE VERY START OF THE DAY TO SEE A RIVAL, TO SEE HALLWAY TRANSITIONS, TO SEE CAFETERIA STRUCTURE, TO VISIT 11 CLASSROOMS, TO OBSERVE THIS LEADER LEAD A DATA MEETING, AND ALSO CONDUCTED A TEACHER FOCUS GROUP.
SO TAKING ALL OF THE ARTIFACTS, SUBMISSION AND ADDITIONS.
IN ADDITION TO THE FULL DAY OBSERVATION, THEY IDENTIFIED FOCUS AREAS FOR THE CAMPUS OKAY.
AND THOSE FOCUS AREAS WERE DISCUSSED IN THE POST CONFERENCE.
I'M GOING TO TURN IT OVER TO MISS CHERYL ALEXANDER FOR THE TARGETED IMPROVEMENT PLAN.
GOOD EVENING AGAIN, CHAIRMAN JOHNSON, TRUSTEES AND BOARD AND SUPERINTENDENT DOCTOR LOPEZ.
I'M CHERYL ALEXANDER. I'M THE EXECUTIVE DIRECTOR OF LEADERSHIP FOR MD WILLIAMS ELEMENTARY, AND I WILL BE SHARING INFORMATION WITH YOU OVER THE NEXT SEVERAL SLIDES.
I WANT TO HIGHLIGHT QUICKLY FOR YOU THAT TI'S NEW VISION FOR THE TARGETED IMPROVEMENT PLANS CALLS FOR LESS TIME WRITING, MORE TIME BUILDING CAMPUS AND TEACHING CAPACITY, AND DEMONSTRATES A SHIFT TO MULTI-YEAR THINKING ON THE PART OF DISTRICT AND CAMPUS LEADERS. SO THE FIRST OF THE FIVE COMPONENTS IS NUMBER ONE SCHOOL IMPROVEMENT STRATEGY, WHICH WE'LL TALK A LITTLE BIT MORE IN JUST A SECOND.
THE SECOND IS THE REALLOCATION OF RESOURCES. NUMBER THREE IS A SELECT CURRICULUM FOR THE 2020 THROUGH 26 SCHOOL YEARS. NUMBER FOUR STAKEHOLDER FEEDBACK. AND NUMBER FIVE BOARD APPROVAL.
AS A RESULT OF THE ESF DIAGNOSTIC MEASURE. TWO LEVERS SURFACED INDICATING AREAS OF OPPORTUNITY FOR THIS CAMPUS. FOR BOTH LEVERS, THERE ARE CAMPUS AND DISTRICT ACTIONS THAT WILL TAKE PLACE OVER THE COURSE OF THE TWO YEAR PLAN.
IN LEVER 11.3 STRONG LEADERSHIP. THE FOCUS IS ON DEVELOPING AND MONITORING AN EFFECTIVE PLAN THAT DRIVES DESIRED OUTCOMES FROM THE CAMPUS LEADERSHIP PERSPECTIVE.
REFINE INSTRUCTIONAL DECISIONS. THE DISTRICT'S ACTIONS INCLUDE LEADERSHIP DEVELOPMENT AND TRAINING, WHICH HAS A STRONG FOCUS ON BUILDING LEADERSHIP AND INSTRUCTIONAL CAPACITY FROM THE PRINCIPAL DOWN TO THE TEACHER LEVEL.
THIS SYSTEMIC SUPPORT COMES THROUGH REFINEMENT OF PLCS, ENSURING ALIGNMENT AND RIGOR OF CLASSROOM INSTRUCTION AND MONITORING OF STUDENT LEARNING PROGRESS. FOR RESOURCE ALIGNMENT, WE HAVE INSTRUCTIONAL PACING GUIDES AND CALENDARS THAT HAVE BEEN DEVELOPED.
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LESSONS AND FOR COACHING AND SUPPORT SYSTEMS. THE EDL AND THE EPC WORK WEEKLY WITH THE PRINCIPAL AND LEADERSHIP TEAM ON INSTRUCTIONAL PLANNING.PLC PROGRESS LESSON EXECUTION IN CLASSROOMS AND TARGETED SUPPORT OF TEACHERS, LEADERSHIP AREA SUPPORT TEAMS AND TEACHING AND LEARNING. PROVIDE COLLABORATION AND TARGETED SUPPORT FOR TEACHERS STRUGGLING WITH PLANNING OR DELIVERING ALIGNED AND RIGOROUS LESSONS.
AT THE CAMPUS LEVEL, ADMINISTRATORS SPEND APPROXIMATELY 70% OF THEIR TIME ENGAGING IN INSTRUCTIONALLY RELATED ACTIVITIES, SUCH AS CLASSROOM OBSERVATIONS AND PROVIDING TEACHERS WITH SPECIFIC FEEDBACK THAT IS TRANSITIONED INTO CHUNKED, ACTIONABLE STEPS THAT ADMINISTRATORS CAN IMMEDIATELY GO BACK INTO CLASSROOMS TO BEAR WITNESS AND EVIDENCE OF THE TURNAROUND.
BASED ON THAT FEEDBACK, WHEN NEEDED, TEACHERS RECEIVE SUPPORT THROUGH CO-TEACHING MODELS, MODELING OF LESSONS, AND GUIDANCE IN PRACTICING LESSONS BEFORE GOING LIVE IN FRONT OF STUDENTS.
THIS STRATEGIC DEPLOYMENT SUPPORT STAFF IS AT THE DISTRICT LEVEL.
TARGETED THIRD THROUGH FIFTH GRADE CLASSROOMS 2 TO 3 DAYS PER WEEK SO THAT STUDENTS CAN BENEFIT FROM EFFECTIVE TIER ONE INSTRUCTION AND TEACHERS CAN DEVELOP THEIR SKILLS AS INSTRUCTORS. COLLABORATIVE WALKS OCCUR WITH THE PRINCIPAL EDL, EPC, AND OTHER DISTRICT LEADERS. CLASSROOMS ARE VISITED AND FEEDBACK IS PROVIDED TO THE PRINCIPAL IN PREPARATION FOR THEIR COACHING CONVERSATIONS WITH TEACHERS.
THESE WALKS MAY INCLUDE THE PRINCIPAL ALONE OR THE ENTIRE LEADERSHIP TEAM, WHICH CAN INCLUDE THE ASSISTANT PRINCIPALS, THE INSTRUCTIONAL COACHES WITH THE INTENTION OF BUILDING CAPACITY TO PROVIDE HIGH QUALITY, ACTIONABLE FEEDBACK FOR TEACHERS TO GROW. INCREASED INSTRUCTIONAL PLANNING TIME.
THERE IS THE ADDITION OF OFF CAMPUS TARGETED INSTRUCTIONAL PLANNING TIME EACH NINE WEEKS.
THAT'S LED BY AREA SUPPORT TEAM MEMBERS AND TEACHING AND LEARNING, AS WELL AS THE CAMPUS.
ADDING AN ADDITIONAL DAY OF WEEKLY ON CAMPUS INSTRUCTIONAL PLANNING THAT'S LED BY ISTS AND THE AREA SUPPORT TEAM TO FURTHER DEVELOP OUR TEACHERS IN THEIR PLANNING AND DELIVERY OF LESSONS.
WE HAVE TWO DISTRICT INITIATIVES THAT ARE PART OF THE PLAN AS WELL.
THE FIRST IS SAIL SHELTERED APPROACH FOR IMPROVED LITERACY.
SO LET ME PROVIDE YOU WITH A LITTLE BIT OF CONTEXT.
ACCORDING TO RESEARCH, LOW INCOME STUDENTS ENTER KINDERGARTEN WITH APPROXIMATELY A 30 MILLION WORD DIFFERENCE COMPARED TO THEIR MORE AFFLUENT PEERS.
THIS GAP IN EXPOSURE TO LANGUAGE AND VOCABULARY, IF NOT CLOSED, HAS SIGNIFICANT IMPLICATIONS FOR THESE STUDENTS ACADEMIC AND FUTURE OUTCOMES. BECAUSE OF THIS, OUR DISTRICT HAS TAKEN THE BOLD MOVE TO CREATE A UNIQUE WAY OF ADDRESSING THESE PERSISTENT ISSUES.
THAT BOLD MOVE IS OUR SAIL INITIATIVE. THE PROGRAM IMPLEMENTS A TAILORED, SHELTERED INSTRUCTION APPROACH TO BUILD BACKGROUND KNOWLEDGE AND VOCABULARY. IN AN EFFORT TO REDUCE THESE LEARNING GAPS.
SAIL INTEGRATES SHELTERED INSTRUCTION, EARLY LEARNING, MULTI-TIERED SYSTEMS OF SUPPORTS, AND IS BASED ON THE SCIENCE OF READING RESEARCH. IT FOCUSES ON PRE-K THROUGH THIRD GRADE.
LEARNING INTENSIVE SUPPORTS ARE PART OF THIS PROGRAM AS WELL.
PROFESSIONAL DEVELOPMENT AND WALKS ARE CONDUCTED MONTHLY.
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TEACHERS ARE CONTINUALLY RECEIVING COACHING AND TARGETED FEEDBACK.WHAT ALSO MAKES THIS PROGRAM INITIATIVE SO BOLD IS THAT IN TYPICAL PERFORMANCE SUSTAINING MODELS, THE FOCUS IS ON THE ACCOUNTABILITY GRADES OF THREE THROUGH FIVE.
HOWEVER, IN GISD, WE RECOGNIZE THAT IN ORDER TO SUSTAIN HIGH GROWTH AND ACHIEVEMENT FOR ALL STUDENTS, A FOCUS ON EARLY EFFECTIVE LEARNING MUST BE IN PLACE AND SAIL IS A CONDUIT TO BRIDGING SUCCESS BETWEEN EARLY AND LATER YEARS ELEMENTARY STUDENTS.
WORKSHOPS, RESOURCES AND GUIDANCE WILL ENABLE PARENTS TO LEARN HOW TO CREATE HOME SPACES AND MINDSETS CONDUCIVE TO LEARNING, REINFORCE CLASSROOM LESSONS, AND BUILD ESSENTIAL LITERACY AND CRITICAL THINKING SKILLS WHICH WILL POSITIVELY CONTRIBUTE TO THEIR CHILD'S ACADEMIC SUCCESS AND OVERALL WELL-BEING. SORRY, I HAVE TO TAKE MY READING GLASSES OFF NOW. NOPE. I NEED TO PUT THEM BACK ON.
SORRY. SO FOR RESOURCE ALLOCATION, THESE ARE THE MOVES THAT WE HAVE MADE THUS FAR.
WE PLACED AN EFFECTIVE CAMPUS PRINCIPAL AT A HIGH NEEDS CAMPUS, AND THAT'S PRINCIPAL MCCLURE.
WE'VE ALLOCATED TWO ASSISTANT PRINCIPALS TO THE CAMPUS.
WE HAVE THREE STRONG INSTRUCTIONAL SUPPORT TEACHERS THAT SERVE THE CAMPUS.
WE HAVE AN EXECUTIVE PRINCIPAL COACH, DOCTOR CURTIS, WHO PROVIDES SUPPORT AS WELL AS SERVING AS THE DISTRICT CAMPUS IMPROVEMENT COORDINATOR FOR PROFESSIONAL DEVELOPMENT. WE HAVE TARGETED TRAINING FOR OUR TEACHERS AND CAMPUS LEADERS.
FOR THE PLANNING TIME, WE HAVE IMPLEMENTED ADDITIONAL TIME FOR PLCS AND WE HAVE THE TWO DISTRICT INITIATIVES THAT I MENTIONED EARLIER, SAIL AND PEAK. FOR THE CURRICULUM PROGRAMS. THERE ARE NO CHANGES THAT ARE BEING RECOMMENDED FOR CURRICULUM, EXCEPT FOR THE ADDITION OF THE MAGNETIC READERS FOR KINDER THROUGH SECOND GRADE, THE MAGNETIC READERS ARE AN INTENSE AND EXPLICIT PHONICS BASED LAYER OF INSTRUCTION AND THEN FOR THE STAKEHOLDER FEEDBACK.
PRINCIPAL MCCLURE WAS SUPPOSED TO BE HAVING IN-PERSON STAKEHOLDER MEETINGS ON THIS PAST THURSDAY WHEN WE HAD THE ICE STORM, AND SO SHE AND HER TEAM PIVOTED EFFECTIVELY AND TURNED WHAT SHE WAS GOING TO DELIVER IN PERSON INTO.
A VIDEO, SENT THE LINK OUT, PROVIDED PARENTS WITH GOOGLE FORMS SO THAT THEY COULD ASK QUESTIONS, MAKE COMMENTS IF THEY NEEDED TO. THE VIDEOS WERE DONE IN ENGLISH AND SPANISH, AND TO DATE THERE HAVE BEEN 347 VIEWS OF THAT VIDEO.
ALSO BEFORE THE THE BREAK, THE THE ACTUAL TEACHERS AND STAFF ON THE CAMPUS WERE GIVEN AN UPDATE ON THE TARGETED IMPROVEMENT PLAN AND WERE ALLOWED THE OPPORTUNITY TO ASK QUESTIONS, MAKE COMMENTS, AND AGAIN, JUST GET UP TO SPEED WITH WHERE THE CAMPUS IS IN THAT PROCESS. OKAY. ALL RIGHT. ONCE AGAIN, DOCTOR CURTIS, EXECUTIVE PRINCIPAL COACH DOCTOR LOPEZ CHARGED US WITH PROVIDING SOME CONTEXT OF WHERE WE ARE WITH THE MIDDLE OF THE YEAR DATA.
AND I'M GOING TO ALWAYS GIVE THIS DISCLAIMER.
I DO NOT WORK FOR THE RAD DEPARTMENT AND I DO NOT WORK FOR NWEA.
WHEN I PRESENT THIS DATA, I AM GOING TO SPEAK TO YOU THROUGH THE LENS OF A CAMPUS PRINCIPAL.
I WAS JUST THERE JUST TWO SHORT YEARS AGO. AND WHEN I'M LOOKING AT THIS DATA, IF I'M LOOKING AT IT THROUGH THE LENS OF A CAMPUS PRINCIPAL, WHAT AM I LOOKING AT AND WHAT MEANING AM I GATHERING FROM THIS DATA? SO WE'RE GOING TO LOOK AT TWO PIECES OF DATA FROM OUR MOST RECENT ASSESSMENT BACK IN DECEMBER.
ALL OF OUR STUDENTS TOOK THE MIDDLE OF THE YEAR MAP ASSESSMENT.
SO WHEN I FIRST OF ALL DRAW YOUR ATTENTION TO THE LEGEND, THE BLUE VERTICAL BAR REPRESENTS
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CURRENT MD WILLIAMS DATA. WE ALSO INCLUDED, FOR A POINT OF REFERENCE, THE RED SQUARE, WHICH REPRESENTS DATA FROM PARK CREST AT THIS TIME LAST YEAR.AND THE BLUE OVAL TO REPRESENT DATA FROM WILLIAMS AT THIS TIME LAST YEAR.
SO IF I'M AT A IF I'M A CAMPUS ADMINISTRATOR, THIS IS ONE OF THE REPORTS THAT THEY OFTENTIMES USE.
AND IT IS CALLED A GROWTH SUMMARY REPORT. IT IS A COMPARISON OF MATH AS WELL AS LANGUAGE ARTS GROWTH FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.
SO IF I'M A CAMPUS LEADER RIGHT NOW, I'M LOOKING AT THAT GOLD DIAMOND.
AND THAT GOLD DIAMOND REPRESENTS PROJECTED GROWTH OR WHAT I LIKE TO SAY, WHAT TYPICAL GROWTH IS FOR THIS PARTICULAR GROUP OF STUDENTS AT THIS GRADE LEVEL OF STUDENTS.
SO LOOKING AT THE MATH DATA, WHAT I SEE IS THAT THERE IS GROWTH.
THERE IS GROWTH FOR EACH OF THOSE GRADE LEVELS IN RELATIONSHIP TO PROJECTED OR TYPICAL GROWTH.
BUT I ALSO CLEARLY SEE THAT THERE CONTINUES TO BE AN AREA OF OPPORTUNITY IN RELATIONSHIP TO READING, SPECIFICALLY OUR FOURTH AND FIFTH GRADE STUDENTS.
I WOULD LIKE TO CALL OUT THAT YOU ARE IN ALIGNMENT WITH BOARD GOALS FOR THIRD GRADE, THAT BOTH OF THOSE MATH AND READING ARE TRENDING IN THE RIGHT DIRECTION. WHEN I THINK OF A MAP ASSESSMENT, I THINK OF A HEALTH CHECK.
IT'S A MIDDLE OF THE YEAR HEALTH CHECK. AND YOU KNOW, WHEN WE GO TO THE DOCTOR AND HEY, WE GET A GOOD REPORT, WE SAY, HEY, YOU STAY THE COURSE, RIGHT? AND IF WE DON'T GET A GOOD REPORT OR WE DON'T, WE SEE SOMETHING THAT WE DON'T LIKE.
WHAT ARE WE GOING TO DO DIFFERENTLY TO ADDRESS THE GAP THAT WE SEE? SO ONCE AGAIN, THIS IS LOOKING AT DATA FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR THROUGH THE CONTEXT OF GROWTH.
OKAY. ON THIS NEXT SLIDE, I WANT TO BRING TO YOUR ATTENTION DATA IN RELATIONSHIP TO ACHIEVEMENT.
THE BEGINNING OF THIS PRESENTATION, I SPECIFICALLY NOTED TWO AREAS OF OPPORTUNITY THAT IMPACTED THAT DOMAIN THREE SCORE, WHICH WAS GROWTH AND ACHIEVEMENT. SO WHEN I CLEARLY LOOK AT THIS DATA, I CAN SEE THAT GREEN IS REFLECTIVE OF IMPROVEMENTS.
AND I WANT TO LOOK SPECIFICALLY AT WHERE STUDENTS WERE THIS TIME LAST YEAR, WINTER 2023, IN COMPARISON TO WHERE THEY ARE THIS YEAR, WINTER 2024. SO WHEN I LOOK AT MATH DATA IN TERMS OF ACHIEVEMENT, I CAN SEE THAT THERE IS GROWTH ON THE SIDE OF MATHEMATICS. AND YOU CAN ALSO SEE THAT THIS IS DATA THAT IS BROKEN DOWN BY STUDENT GROUPS THAT WE ARE REQUIRED TO MONITOR.
I THEN CONTINUALLY SEE THAT A READING LANGUAGE ARTS CONTINUES TO SHOW AN AREA OF OPPORTUNITY FOR MY STUDENT GROUPS AND MY GRADE LEVELS AS A WHOLE. IN SUMMARY, WE HAVE PROVIDED THE TARGETED IMPROVEMENT PLAN FOR YOUR REVIEW AND APPROVAL, NOTING SPECIFICALLY ONE COMPREHENSIVE AND SUPPORT CAMPUS.
WE HOPE THAT WE HAVE MADE CONNECTIONS BETWEEN FEDERAL AND STATE ACCOUNTABILITY SYSTEMS, OUR INTERIM TARGETS, THE EFFECTIVE SCHOOLS FRAMEWORK, AND THE TARGETED IMPROVEMENT PLAN.
AT THIS TIME, WE WILL TAKE QUESTIONS. THANK YOU.
PRESIDENT SELDERS. YES. THANK YOU FOR THIS PRESENTATION. GO TO OUR PAGE 124. YOU HAD SHARED THAT IN AUGUST 2026 THE EXIT CRITERIA IS THAT THE SCHOOL IS NOT RANKED IN THE BOTTOM 5%, AND THAT THE DOMAIN THREE SCORE HAS TO BE HIGHER THAN WHEN ORIGINALLY IDENTIFIED. AND SO MY QUESTION IS, WITH CHANGES THAT HAVE BEEN HAPPENING OVER THE LAST COUPLE OF YEARS WITH THE ACCOUNTABILITY, WHAT ARE WE ANTICIPATING EVEN THOUGH IT HAS TO BE HIGHER THAN 56? I KNOW WE DON'T WANT TO JUST BE 57. SO WHAT ARE WE ANTICIPATING OR TARGETING SPECIFICALLY, YOU KNOW, FOR THIS CAMPUS AS WE SORT OF WORK THROUGH THIS PROCESS? SO WE ARE LOOKING AT STUDENT DATA. I'M GOING TO SPEND LIKE LAST FRIDAY, MS. MCCLURE AND I, EVEN THOUGH IT WAS A SNOW DAY, SPENT A SIGNIFICANT AMOUNT OF TIME IDENTIFYING STUDENTS BASED ON THEIR MIDDLE OF THE YEAR
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PERFORMANCE. AND THESE ARE STUDENTS WHO ARE SO VERY CLOSE TO MOVING A PERFORMANCE BAN.AND WHEN WE CAN GET STUDENTS TO MOVE A PERFORMANCE BAN, IT NOT ONLY IMPACTED IMPACTS DOMAIN ONE, DOMAIN TWO, BUT ALSO DOMAIN THREE. SO WE ARE TRYING TO BE VERY INTENTIONAL ABOUT MONITORING THAT DATA AND MONITORING THAT DATA THROUGH THE LENS OF INDIVIDUAL STUDENTS IN ALIGNMENT WITH THOSE STUDENT GROUPS AS WELL.
SO WE'RE JUST WE'RE ANTICIPATING THAT THE NUMBER WILL BE MUCH HIGHER, JUST A LITTLE BIT HIGHER, TO BE PERFECTLY HONEST WITH YOU.
LIKE IN 2019, THE CUT SCORE WAS 42. SO EACH YEAR THE CUT SCORE CHANGES.
BUT IF WE IMPROVE OUTCOMES AND WE GET STUDENTS MORE STUDENTS AT THE MEETS LEVEL AND WE GET MORE STUDENTS TO GROW, THEN WE ARE GOING TO IMPROVE THAT NUMBER, RIGHT? LIKE I DON'T ANTICIPATE THAT THEY'RE GOING TO CHANGE THAT NUMBER SIGNIFICANTLY.
I'M JUST TRYING TO MAKE SURE THAT WE'RE OUT OF THAT RANGE.
RIGHT. I DON'T WANT TO BE LIKE HOVERING THE LINE.
RIGHT. YES. S URE. MR. SELDERS, THAT'S A GREAT QUESTION.
SO ONE OF THE STRATEGIC THINGS THAT TEA DID WITH THE ACCOUNTABILITY SYSTEM IS, IF YOU NOTICE, THEY DIDN'T GIVE A DEFINED THRESHOLD, RIGHT. IT'S A MOVING TARGET.
AND SO AT ANY GIVEN POINT 5% IS 5%. SO EVERYBODY IN THE STATE CAN MOVE UP IN PERFORMANCE OR MOVE DOWN IN PERFORMANCE. AND THE BOTTOM 5% IS THE BOTTOM 5%.
RIGHT. BUT ALSO WE HAVE TO TAKE INTO CONSIDERATION THAT THE STUDENTS AT MD WILLIAMS IN 2026 WILL BE VERY, VERY DIFFERENT THAN THE STUDENTS THAT WERE ATTENDING PARK CREST IN 2024, RIGHT.
SO THAT IN ITSELF IS ALREADY MAKING A DIFFERENCE.
SO WE HAVE A LOT OF STUDENTS THAT WERE HIGHER PERFORMING AT WILLIAMS ON THE READING SIDE AND MEETING, MEETING GRADE LEVEL, THAT IF WE WOULD HAVE LIKELY PUT THE TWO TOGETHER, THAT DENOMINATOR WOULD HAVE CHANGED AND THEN THE OVERALL OUTCOME WOULD HAVE CHANGED.
THE OTHER THING IS WITH THE 57, WE ALREADY KNOW THAT FOR ACCOUNTABILITY 2026 THERE'S GOING TO BE ONE CHANGE IN DOMAIN THREE, WHICH IS FOR OUR ENGLISH LANGUAGE PROFICIENCY.
SO AT THIS POINT, 2026, WE DON'T KNOW WHAT THAT RAW SCORE WILL BE, BUT THEY'RE ALSO VERY STRATEGIC ABOUT IT BEING A SCALE SCORE. SO THAT 56 TODAY MAY HAVE A RAW SCORE OF 30, AND THAT RAW SCORE OF 30 AND 2026 MAY LEAD TO A 60. SO IF WE'RE REALLY LOOKING AT IT FROM THE LENS OF OKAY, IF I ZOOM OUT AND I SIMPLIFY, RIGHT. MR. MILLER'S FIVE MINUTE ELEVATOR SPEECH, WHAT AM I GOING TO TAKE AWAY FROM THIS IS WE DON'T WANT ANY CAMPUS IN GARLAND ISD, BUT SPECIFICALLY MD WILLIAMS FOR THE PURPOSE OF COMPREHENSIVE SUPPORT.
SO WHATEVER THIS, WHATEVER THE FORMULA IS THAT FEEDS THAT 0 TO 100 ABOVE A 60 IS D RANGE.
AND THAT'S THE ULTIMATE GOAL AND NOT ULTIMATE GOAL.
AND EVEN THOUGH THAT THRESHOLD HAS GONE UP AND DOWN AND UP AND DOWN, IF WE'RE CLEARING THE 60 AND WE'RE NOT IN THE IN THE F RANGE THEN IT'S BEYOND THE 57, BUT THEN IT'S A LITTLE BIT MORE ACTIONABLE.
SO I HOPE THAT ANSWERS YOUR QUESTION. YEAH IT DOES. AND I THINK THAT ALSO FEEDS INTO, YOU KNOW, OUR BOARD GOAL OF NOT HAVING ANY D OR F CAMPUSES.
CORRECT. SO TO KIND OF DOVETAIL OFF THAT QUESTION, WILL THESE STRATEGIES THAT WE'RE EMPLOYING HERE BE ALSO USED AT OTHER CAMPUSES THAT HAVE SIMILAR AND THIS MIGHT NOT BE.
SO THIS IS OUR INFANCY STAGE OF THE SAIL PROGRAM.
AND ALTHOUGH ON THE READING LANGUAGE ARTS AREA THERE ARE SOME AREAS THAT PROVIDE CONCERN.
BUT I WANT US TO GO TO THAT PAGE. IT'S 135 IF YOU CAN PUT IT ON THERE.
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THE SAIL PROGRAM GOES TO THIRD GRADE THIS YEAR.THEY WENT DOWN TWO POINTS TO 42ND. OKAY. SO WE'RE LIKE OH WE'RE KIND OF TEETERING THERE.
AND WE PUT ALL JUST THE ECONOMICALLY DISADVANTAGED KIDS IN THAT BUCKET.
THEY WENT UP 20 POINTS. THEY WENT FROM 34TH TO 54TH.
AND THEN WHEN WE START LOOKING AT SPED, THEY DOUBLED FROM EIGHTH TO 16TH.
OR THAT'S EIGHT POINT. SORRY. NO, WAIT. SEVEN.
RIGHT. SO SEVEN POINTS. SO WE ARE SEEING SOME IN THIS CAMPUS.
WE ARE SEEING SOME BENEFITS OF THE SAIL PROGRAM.
AND WE HAVE TO LOOK AT IT HOLISTICALLY. WHAT DOES FIRST, SECOND AND THIRD LOOK LIKE. ONCE WE HAVE IT, ONCE WE KNOW THE STRENGTHS, THE WEAKNESSES. BECAUSE REMEMBER WE HAVE A HANDFUL OF CAMPUSES DOING IT THEN THEN WE ARE GOING TO EXPAND IT.
RIGHT? AND THEN WE'LL SEE HOW THE NEXT PHASE GOES.
THIS IS NOT SOMETHING WE JUST JUMP INTO DISTRICT WIDE.
WE WANT TO WE HAVE OUR STRONGEST PRINCIPALS LOOKING OVER THE CURRICULUM.
WE HAVE A LOT OF THEM GIVING US FEEDBACK ON WHAT NEEDS TO BE ENHANCED.
AND SO THEN THAT WAY I'M GOING TO CALL IT VERSION 2.0 OR VERSION 1.3.
WHATEVER WE'RE GOING TO CALL IT IS GOING TO BE MUCH MORE MUCH MORE INTENTIONAL ON THE SECOND ROUND.
AND THEN WE'LL JUST KEEP SCALING IT OUT. SO THE VISION IS EXACTLY THAT.
MR. SELDERS TO BE ABLE TO GET THIS AT EVERY CAMPUS, BUT WE WANT TO DO IT RIGHT BEFORE WE, WE GO TO SCALE, BECAUSE WE GOT TO KNOW THE INS AND OUTS OF THIS WHOLE PROGRAM BEFORE WE EVEN HIT THAT MARK.
RIGHT. AND AS FAR AS CAMPUS IS ON THE THRESHOLD, LIKE MD WILLIAMS. DO WE HAVE TIME TO DO THAT? RIGHT. ARE THERE ANY CAMPUSES OR CAMPUSES THAT ARE SORT OF IN THE PIPELINE OR BEING LOOKED AT, POTENTIALLY AT THAT BOTTOM 5% THAT, YOU KNOW, IF THIS ROLLOUT HAPPENS AND WE HAVEN'T IMPLEMENTED IT IN THOSE CAMPUSES, THAT THEY MIGHT POTENTIALLY BE IN THAT 5% AND THEN BE TAPPED HERE.
SO WHAT THE TEAM HAS DONE IS WHEN WE GOT THE MIDDLE OF THE YEAR DATA, WHICH IS PRETTY FRESH.
WHAT WE'RE WHAT WE'RE DOING IS TRYING TO ANTICIPATE WHO'S ON THE BUBBLE.
WE IDENTIFY WHICH SCHOOLS WOULD BENEFIT FROM THE PROGRAM AND THEN WE KEEP EXPANDING IT.
THE WHOLE PURPOSE OF THE SAIL PROGRAM AND THE PEAK PROGRAM WAS THAT WE WANT SOMETHING THAT'S REPLICABLE, AND THAT COULD STAND THE TEST OF TIME. A LOT OF INITIATIVES COST SO MUCH MONEY.
SO, WE'RE TRYING TO BULLETPROOF THE SYSTEM. YEAH.
YOU KNOW, AND CREATE. FORTIFY. THERE WE GO, YEAH FORTIFY.
YEAH. AND SO AS I WAS REVIEWING THIS PRESENTATION, I WAS THE THOUGHT THAT CAME TO ME WAS THAT A LOT OF THESE STRATEGIES THAT WE'RE USING HERE TO MAKE THESE IMPROVEMENTS SEEM LIKE ACE SOME OF THE ELEMENTS OF ACE PROGRAM.
RIGHT. WE TALKED ABOUT LEADERS. YOU KNOW, STRONG LEADERSHIP MAKING SURE THAT THE TEACHERS HAVE THE SUPPORT AND THE RESOURCES IN ORDER TO BE ABLE TO DELIVER TIER ONE INSTRUCTION. SO I THOUGHT THAT WAS REALLY COOL.
MISS ALEXANDER, WHEN YOU TALKED EARLIER ABOUT OFF CAMPUS INSTRUCTIONAL PLANNING WHAT DOES THAT ACTUALLY LOOK LIKE IN TERMS OF IMPLEMENTATION? AND IS IT GOING TO BE ENOUGH? I GUESS THAT'S KIND OF WHAT I'M WE CERTAINLY.
IN ANSWER TO YOUR QUESTION, IS IT GOING TO BE ENOUGH? IT'S DEFINITELY A POSITIVE AND STRONG MOVE ON OUR PART.
THE WAY IT IS SET UP, THE FIRST SESSION THAT WE HAD WAS A FULL DAY.
SO WE HAD WE HAVE PRIORITY CAMPUSES, AND THOSE PRINCIPALS GOT SUBS FOR THE TEACHERS TO HAVE THE OPPORTUNITY TO COME OFF CAMPUS AND HAVE THAT FULL DAY TIME OF IN-DEPTH.
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AS WELL AS OUR AREA SUPPORT TEAMS. EACH OF THE EDLS, WE HAVE OUR OWN AREA SUPPORT TEAMS. AND SO THE IDFS WHO ARE A PART OF THOSE TEAMS HELPED WITH THAT PLANNING.AND SO IT GIVES THE TEACHERS THE OPPORTUNITY TO REALLY DIG INTO THE UPCOMING SIX WEEKS, LOOKING AT FOCUSED TEKS THAT ARE IN STANDARDS THAT ARE COMING UP.
AND THEY HAVE THE OPPORTUNITY TO JUST TAKE THOSE STANDARDS, TAKE THOSE LESSONS, AND REALLY LEARN HOW TO DEVELOP A WELL OILED MACHINE OF A LESSON. THERE WAS EVEN OPPORTUNITY FOR THEM TO PRACTICE WITH EACH OTHER.
THAT'S A HUGE COMPONENT OF PLANNING, IS PRACTICING TO WORK THE KINKS OUT.
AND WE JUST FOLLOW THE SAME FORMULA AS I JUST DESCRIBED.
LESSONS ARE MODELED. WE LOOK TO SEE HOW PARTICULAR STANDARDS ARE GOING TO BE TESTED ON STAAR.
AND THEN WE BACK OUR WAY BACK AS FAR AS PLANNING THOSE, PLANNING THOSE LESSONS AROUND THEM.
SO IT GIVES A REALLY GOOD OPPORTUNITY FOR THESE TEACHERS AT OUR MORE FRAGILE SCHOOLS TO HAVE THAT TIME, BECAUSE PLANNING TIME IS PRECIOUS. AND WE HAVE TO MAKE SURE THAT WE PROVIDE THAT.
SO IT'S SO FAR IT'S WORKING VERY WELL FOR US.
AND I WAS JUST CURIOUS. WERE THOSE INDEPENDENT VIEWS OR I DON'T KNOW.
YES. YES, YES. INDEPENDENT VIEWS. THANK YOU STANLEY.
THANK YOU. WHAT'S OUR ENROLLMENT AT MD WILLIAMS? 560. 566. OKAY. THANKS. OKAY. SO I'M GOING TO BE MOSTLY TALKING OUT LOUD TO PROCESS CORRECTLY, BUT I NEED VALIDATION AS WELL.
SO WHEN I LOOK AT THIS. I THINK WHAT I'M HEARING IS THAT YES, WE'RE DOING THE OFF SITE PLANNING AND ALL THAT KIND OF STUFF, BUT REALLY THE SUSTAINABLE CHANGES THAT WE THINK ARE GOING TO BE IT IS OUR CURRICULUM IS OUR SAIL AND OUR PEAK. AM I GETTING THAT CORRECTLY? AND THE REASON WHY I ASK THAT IS BECAUSE WE CAN HAVE THE EXTRA TEACHERS, AND WE CAN HAVE ALL THE EXTRA SUBSTITUTES. WE CAN DO ALL THE EXTRA PLANNING TIME.
BUT IS THAT SUSTAINABLE? AND IF THAT GOES AWAY, THEN DO WE START TO DROP AS WELL? OR IS IT WE'RE INVESTING IN THE CURRICULUM SO THAT WHEN THOSE THINGS GO KIND OF GO AWAY? WE'VE GOT SUCH A STRONG CURRICULUM AT THAT POINT THAT WE'RE NOT CONCERNED.
THOSE ARE ALLOWING THESE TEACHERS THE OPPORTUNITY TO LEARN ON THEIR OWN HOW TO PLAN A GOOD, SOLID LESSON. SO IN AND OF ITSELF, IT'S INTENDED TO BECOME A SUSTAINABLE SYSTEM WITHIN ITSELF BECAUSE THEY'RE LEARNING FROM SOME OF THE BEST EDUCATIONAL FACILITATORS IN OUR DISTRICT.
SO BY THE TIME THIS IS SAID AND DONE, WE EXPECT AND WE WANT THOSE TEACHERS TO BE ABLE TO PICK UP THE CURRICULUM RESOURCES, BE ABLE TO MAKE SOME GOOD, CLEAR DECISIONS ABOUT INSTRUCTION AND ASSESSMENT AND MONITORING STUDENT PROGRESS ON THEIR OWN.
THEY WILL HAVE LEARNED IT BECAUSE IT'S BEING MODELED.
IN ADDITION TO WE HAVE CO-TEACHING MODELS GOING ON, MEANING WE'VE GOT MEMBERS FROM MY TEAM THAT ARE MEMBERS OF THE ISTE TEAM THAT ARE BASED ON THE CAMPUS.
THEY GO INTO THESE CLASSROOMS AND THEY'RE COACHING IN THE MOMENT WITH THESE TEACHERS.
SO AGAIN, THE SUSTAINABILITY COMPONENT HAS TO DO WITH US TRAINING OUR COACHES AND TRAINING OUR TEACHERS TO BE ABLE TO DO THESE THINGS ON THEIR OWN AND MOVE FORWARD ACCORDINGLY. SO THEN THE NEXT THING THAT KIND OF STARTED THINKING ABOUT IS THEN SO WHEN I HEAR THOSE KINDS OF THINGS, I IMMEDIATELY ASSUME THAT OUR TEACHING STAFF IS PROBABLY NOT VERY TENURED.
BUT IS THAT IS THAT TRULY A GOOD ASSUMPTION? BECAUSE I FEEL LIKE THAT'S A VERY BAD ASSUMPTION.
[01:40:03]
THINK ABOUT THINK ABOUT THIS. RIGHT. AND SO I USE THIS EXAMPLE WHENEVER WE GAVE A PROFESSIONAL DEVELOPMENT.IMAGINE YOU WANT TO GET YOUR EYES DONE BECAUSE YOU DON'T WANT TO WEAR GLASSES ANYMORE.
SO YOU GO AND MEET WITH YOUR DOCTOR AND YOU WANT LASIK, RIGHT? AND YOUR DOCTOR IS A SEASONED DOCTOR. AND THE DOCTOR SAYS, YOU KNOW, WELL, ALL THESE DOCTORS NOWADAYS ARE USING LASERS.
I STILL LIKE THE RAZOR. ALL RIGHT. AND I'M GOING TO GO AHEAD.
WE'RE GOING TO DO ONE EYE AT A TIME. MY HAND IS STILL AS STEADY AS IT'S EVER BEEN.
WELL, THAT'S CONSIDERED MALPRACTICE, RIGHT? AND NO MATTER WHAT, WHAT HOW MANY YEARS OF TEACHING YOU HAVE, WHENEVER YOU BRING IN NEW TEACHING STYLES AND PEDAGOGIES AND EVERYTHING ELSE IT'S LIKE ANY MOVEMENT YOU HAVE TO RECONDITION.
AND SO EVEN THE MOST VETERAN TEACHERS HAVE TO RECONDITION THEMSELVES.
AND SO WE KNOW THAT IF WE HAVE A PARTICULAR MOVEMENT THAT WE LIKE TO DO AND SOMEBODY SAYS YOU'RE DOING IT WRONG, IT'S HARDER SOMETIMES FOR THE PEOPLE WITH MORE EXPERIENCE TO RECONDITION THEMSELVES TO THE NEW ONE THAN A PERSON THAT'S JUST WITH A FRESH PLATE AND LEARNING IT FOR THE FIRST TIME.
SO THIS APPLIES TO EVERYTHING. AND SO SOMETIMES WE HAVE VETERAN TEACHERS THAT JUST GET IT AND NATURALLY JUST TAKE IT, TAKE OFF WITH IT. AND OTHER TIMES THEY'RE THEY WANT TO GO BACK TO THEIR SAFETY NETS.
AND THAT'S WHY. AND THAT'S PART OF THE ACCOUNTABILITY PROCESS.
AND THAT'S WHY IT'S NICE THAT WE HAVE THESE CONVERSATIONS.
SO THE PUBLIC UNDERSTANDS WE'RE HOLDING WE'RE HOLDING OURSELVES TO A HIGH STANDARD.
IT'S FOR ALL TEACHERS. OKAY, I APPRECIATE THAT.
OKAY. SO THEN SO I GUESS THAT'S KIND OF JUST SOME OF THE THINGS THAT I LOOK AT THIS AND I LOVE THE PLAN, BUT THE FIRST THING I THINK OF IS, IS IT SUSTAINABLE WITH ALL THESE EXTRA YOUR TEAM COMING IN? I MEAN, IF WE HAD OTHER BECAUSE EVEN THOUGH WE DON'T HAVE OTHER CAMPUSES THAT MAYBE ARE IN THIS RATING, WE STILL HAVE CAMPUSES THAT NEED THIS, THE SUPPORT.
AND SO BUT I, I THINK I'M COMFORTABLE I THINK I THINK I'M COMFORTABLE WITH THE FACT THAT WE'RE REALLY IT'S REALLY THE CURRICULUM THAT WE'RE TRYING TO ENFORCE AND CHANGE THAT WE THINK IS GOING TO BE THE DIFFERENCE.
SAFE TO SAY THAT, YES, IT'S A PART OF THE THE PROCESS.
IT'S A BIG PART OF THE PROCESS. THANK YOU. THANK YOU, MR. BEACH. JUST ONE OBSERVATION FROM THIS PRESENTATION, AND THANK YOU VERY MUCH FOR THIS PRESENTATION COMING OUT OF THE CLASSROOM MYSELF.
AND I CAN TELL YOU AT THE ELEMENTARY LEVEL WHERE NORMALLY YOU DIDN'T HAVE PLC A LONG TIME AGO, AND NOW YOU'RE GIVING THAT TIME AND YOU HAVE EXTRA PEOPLE IN THERE TO COVER THOSE CLASSES WHILE YOU'RE DOING IT, AND YOU'RE COLLABORATING AND GETTING ALL THE MATH TEACHERS TOGETHER WHERE THEY'RE ALL ON THE SAME PAGE WITH THEIR TEKS AND EVERYTHING THAT THEY'RE TRYING TO DO.
WE'RE GOING TO SEE IMPROVEMENT. I GUARANTEE YOU YOU'RE GOING TO SEE IMPROVEMENT BY DOING THIS BECAUSE EVERYBODY'S ON THE SAME PAGE. AND BY DOING ALL THAT PLANNING DURING THE DAY, LIKE YOU'RE DOING AND NOT LEAVING THE CAMPUS, STAYING THERE.
AND THAT'S A BIG SIGN. I DON'T KNOW HOW MANY MASTER TEACHERS THAT YOU HAVE THERE ON THE CAMPUS? I'M SURE IT'S NOT VERY MANY, BUT THEY COULD BE ALSO VERY BENEFICIAL IN HELPING PERFORM THOSE PLCS OR MAKE THOSE REALLY VERY COMMENDABLE FOR EVERYBODY ELSE, BECAUSE WE HAD ONE WHERE I WAS AND IT WAS SHE WAS OUTSTANDING.
AND I THANK YOU FOR MISS ALEXANDER AND YOU, BOTH OF YOU ALL FOR WHAT YOU'RE DOING AT THAT CAMPUS.
I JUST FEEL IN MY HEART WE'RE GOING TO SEE GREAT IMPROVEMENT.
SO THANK YOU VERY MUCH. ALL RIGHT. THANK YOU BOARD.
THANK YOU LADIES WE APPRECIATE THAT PRESENTATION.
MOVING ON TO THE NEXT ITEM ON THE AGENDA IS EXECUTIVE SESSION.
DOCTOR LOPEZ, DO WE HAVE A NEED FOR EXECUTIVE SESSION? HE IS INDICATING WE DO NOT. SO DO I HAVE A MOTION TO ADJOURN FROM THE OTHER COMMITTEE MEMBER REMAINING?
[VII. Adjournment]
SO MOVED. IT IS 7:44, AND WE STAND ADJOURNED.THANK YOU VERY MUCH.
* This transcript was compiled from uncorrected Closed Captioning.