[00:00:01]
[I. Call to Order and Determination of Quorum ]
MEETING OF THE GARLAND INDEPENDENT SCHOOL DISTRICT.SO WE DO HAVE A QUORUM TO PROCEED. THE SECOND ITEM IS PUBLIC FORUM.
MEMBERS OF THE PUBLIC WHO WISH TO MAKE COMMENTS MAY COMPLETE A PUBLIC COMMENT PARTICIPATION REQUEST HERE OR AT THE HARRIS HILL ADMINISTRATION BUILDING PRIOR TO THE START OF THE MEETING. MISS HOGAN, DO WE HAVE ANY CARDS? OKAY. SEEING WE HAVE NO CARDS. WE WILL MOVE ON TO THE SUPERINTENDENT'S MESSAGE.
[IV. Superintendent's Message]
DR. LOPEZ, YOU HAVE A MESSAGE. THANK YOU, CHAIRMAN JOHNSON.YOU KNOW, WE'RE REALLY EXCITED BECAUSE THE BOARD INITIATED A BOARD GOAL.
SO, I'M EXCITED ABOUT THE DISCUSSIONS THAT WILL COME FROM LOOKING AT OUR MAP DATA.
SO WITH THAT, I'LL TURN IT BACK TO YOU. OKAY.
[V.A. Discussion of Public Hearing ]
UP NEXT IS AGENDA ITEMS FOR THE BOARD OF TRUSTEES MEETING IN FEBRUARY OF 2025.DISCUSSION ITEM A IS THE DISCUSSION OF PUBLIC HEARING 2024-2025 ANNUAL PERFORMANCE HEARING.
MISS JOYNER, I WAS LOOKING FOR YOU, AND I COULDN'T FIND YOU.
LOPEZ. THIS EVENING, WE ARE COMING TO YOU WITH THE ANNUAL PERFORMANCE REPORT, WHICH IS REQUIRED BY BOARD POLICY AIB LEGAL, AS WELL AS TEXAS EDUCATION CODE, CHAPTER 39, SECTION 306, AND THIS PROVIDES SEVERAL PIECES OF INFORMATION ON GARLAND ISD'S PERFORMANCE. OUR GOAL TONIGHT WILL BE TO PROVIDE AN OVERVIEW OF THE ANNUAL PERFORMANCE REPORT ORGANIZATION.
SO THIS IS ALWAYS THE AGGREGATE OF 24-25. THIS EVENING, I HAVE WITH ME AT THE PODIUM, DR.
PAM NEBLETT. SHE IS AN INTEGRAL PART OF THE DEPARTMENT OF RESEARCH, ASSESSMENT AND ACCOUNTABILITY, AND MANY OF THE REPORTS THAT YOU ALL SEE ARE EITHER PUBLISHED BY DR.
SO SOME OF THESE COMPONENTS YOU'LL NOTICE ON THE SCREEN THERE ARE SEVEN, AS WELL AS THE YEARS OF WHICH WE ARE COVERING THE DATA FOR THOSE PARTICULAR SECTIONS. SO WE HAVE THE DISTRICT ACCREDITATION STATUS, THAT IS FOR 22-23, THE TEXAS ACADEMIC PERFORMANCE REPORT, WHICH IS THE BULK OF THE REPORT.
THIS IS FOR 23-24. THE PEIMS FINANCIAL STANDARD REPORT 22-23, CAMPUS PERFORMANCE OBJECTIVES 24-25, A REPORT ON VIOLENT AND CRIMINAL INCIDENTS 23-24, POST-SECONDARY PERFORMANCE FOR THE CLASS OF 22, AND THEN WE HAVE THE TEXAS ACADEMIC PERFORMANCE REPORT GLOSSARY.
SO THE COMPLETED ANNUAL REPORT WILL BE AVAILABLE ON THE GARLAND ISD WEBSITE AFTER THE ACTUAL PUBLIC HEARING LATER THIS MONTH, AND A COMPLETE COPY OF THE ANNUAL REPORT IS LOCATED IN THE DEPARTMENT OF RESEARCH, ASSESSMENT AND ACCOUNTABILITY HERE AT HARRIS HILL.
FOR REFERENCE. AS PART OF OUR COMPLIANCE, WE ARE REQUIRED TO DO AN ANNUAL REPORT AND HEARING AS WELL AS WIDELY DISSEMINATE THAT THROUGH THE DISTRICT.
SO WE ARE GOING TO BE TOTALLY IN COMPLIANCE FOR THOSE COMPONENTS.
AND YOU MAY WONDER, WHY DID WE HAVE TO GO BACK TO 22-23.
BECAUSE OF THE PENDING LITIGATION AROUND ACCOUNTABILITY FOR 23-24 AND 24-25 AT THE STATE HASN'T ISSUED THOSE RATINGS. SO PART OF THE GUIDANCE FROM TEA IS THAT WE ENSURE THAT WE HAVE OUR ACCREDITATION STATUS FOR THE YEAR 22-23.
THE 23-24 FIRST RATING, WHICH IS OUR FINANCIAL RATING, WAS IN A SUPERIOR AND MIGHT I ADD A PERFECT SCORE TO MR. DODDS TEAM. 24 ACCOUNTABILITY RATING THAT WAS THAT HAS BEEN DELAYED.
AND THEN 24 SPECIAL EDUCATION DETERMINATION STATUS IS IDENTIFIED AS NEEDS ASSISTANCE.
SO MOVING TO THAT COMPONENT WHAT DOES THAT DETERMINATION STATUS IS ACTUALLY MEAN.
[00:05:01]
SO RDA. AND IT'S AN ANALYSIS AT DISTRICT LEVEL PERFORMANCE IN KEY PROGRAMMATIC AREAS.SO IF YOU NOTICE AT THE TOP IN THE GRAPHIC THERE ARE FOUR STAGES.
THERE'S MEETS REQUIREMENT DESIGNATION LEVEL ONE, NEEDS ASSISTANCE DESIGNATION LEVEL TWO, NEEDS INTERVENTION DESIGNATION LEVEL THREE, AND NEEDS SUBSTANTIAL INTERVENTION DESIGNATION LEVEL FOUR.
SO GARLAND ISD IS CURRENTLY SITTING IN THE NEEDS ASSISTANCE, DESIGNATION LEVEL TWO.
AS PART OF THOSE REQUIREMENTS, AND THESE REQUIREMENTS ARE ALSO JUST IN GENERAL REQUIREMENTS FOR ALL SCHOOL DISTRICTS SO WE ARE REQUIRED TO ESTABLISH A DISTRICT COORDINATOR OF SCHOOL IMPROVEMENT AND A DISTRICT LEADERSHIP TEAM, ENGAGE IN CONTINUOUS IMPROVEMENT, AND SUBMIT A STRATEGIC SUPPORT PLAN TO TEA, AND ALSO COMPLETE A SELF-ASSESSMENT AND SUBMIT THAT TO TEA.
SO ALL OF THIS WORK HERE IS BEING MANAGED BY DR.
TANYA RAMOS IN THE DEPARTMENT OF SPECIAL EDUCATION.
SO MOVING INTO THE BULK OF THE REPORT, WHICH IS THE TEXAS ACADEMIC PERFORMANCE REPORT.
THIS IS A STATE MANDATED PERFORMANCE REPORT PREPARED BY THE TEA.
AND THE DISTRICT AND CAMPUS REPORTS INCLUDE, THE STAAR PERFORMANCE, ATTENDANCE, GRADUATION, CCMR AND POST READINESS INDICATORS, STUDENT INFORMATION, STAFF INFORMATION, PEIMS FINANCIAL STANDARDS, AS WELL AS A COMPREHENSIVE GLOSSARY. SO AGAIN, THE PURPOSE OF TONIGHT IS NOT SO MUCH TO GET INTO THE DATA AS IT CORRESPONDS TO ALL OF THESE DIFFERENT SECTIONS, BUT MORE SO INFORM THE ORGANIZATION OF THE REPORTS ITSELF. SO AT THE TOP OF EACH SLIDE YOU WILL NOTICE THE PAGES OF THE TAPR REPORT FOR THE CONTENT THAT WE ARE COVERING.
SO, STAAR PERFORMANCE, WE HAVE PAGES 3 THROUGH 11.
AND THIS IS WHERE WE SEE THE PERFORMANCE RATES FOR STUDENTS FOR APPROACHES GRADE LEVEL, MEETS G RADE LEVEL, AND MASTERS. THIS INFORMATION IS REPORTED FOR EACH ASSESSMENT.
ALL GRADES, ALL SUBJECTS AS WELL AS ALL STUDENT GROUPS.
AND AS A REMINDER, THIS IS ONLY FOR THE STUDENTS THAT ARE IN THE ACCOUNTABILITY SUBSET, WHICH INCLUDES STUDENTS WHO WERE PART OF GARLAND ISD ON THE LAST FRIDAY OF OCTOBER AND TESTED WITH GARLAND ISD. THEN WE MOVE INTO DISTRICT PROGRESS, THIS IS PAGE 12 AND 13.
SO WHAT DISTRICT PROGRESS IS REALLY WHAT WE CONSIDER OUR ACADEMIC GROWTH.
SO, WE ARE LOOKING AT STUDENTS IN MATH AND IN READING GRADES FOUR THROUGH EOC.
AND WE'RE LOOKING TO SEE HAVE THEY MET OR EXCEEDED THEIR GROWTH FROM ONE YEAR TO THE NEXT.
SO THE INFORMATION THAT YOU SEE IN YOUR REPORT WILL BE FOR 2023, AS WELL AS 2024.
PAGES 14 AND 15 IDENTIFY DATA FOR STUDENTS THAT ARE SERVED IN BILINGUAL EDUCATION OR THROUGH ESL.
THIS THESE PAGES SHOW INFORMATION DISAGGREGATED, DISAGGREGATED BY EITHER THE BILINGUAL OR THE ESL INSTRUCTIONAL MODEL, AND ALSO PROVIDE INFORMATION FOR PERFORMANCE BY APPROACHES, MEETS, OR MASTERS.
OTHER SUCCESS INDICATORS BECAUSE WE KNOW THAT STAAR IS NOT THE END ALL BE ALL FOR OUR STUDENTS.
SO THESE INDICATORS ARE LOCATED IN PAGE 13 THROUGH 27 OF YOUR TAPR REPORT.
AND THEY INCLUDE STAAR PARTICIPATION, ATTENDANCE, GRADUATION, DROPOUT, A GRADUATION PROFILE, CCMR AND THEN OTHER CCMR RELATED INDICATORS AS WELL AS OTHER POST-SECONDARY INDICATORS.
THEN MOVING ON TO THE DISTRICT PROFILE, WHICH ARE PAGES 28 THROUGH 33, WE HAVE INFORMATION ON STUDENT ENROLLMENT, STAFF INFORMATION, AND THEN PROGRAM INFORMATION.
SO AT THIS TIME, I WILL PASS THE PRESENTATION ON TO DR.
NEBLETT. COMMITTEE CHAIR JOHNSON, TRUSTEES, DR.
THE REPORTS ARE DIFFERENT BASED ON ORGANIZATIONAL LEVEL BETWEEN DISTRICT VERSUS CAMPUS.
DISTRICT REPORTS INCLUDE FUND BALANCES, PROGRAM EXPENDITURES, AND TAX RATES, WHILE CAMPUS REPORTS INCLUDE EXPENDITURES BY OBJECT, FUNCTION, AND PROGRAM. CAMPUS PERFORMANCE OBJECTIVES FROM THE CAMPUS IMPROVEMENT PLANS ARE ANOTHER REQUIRED COMPONENT OF TAPR REPORTING.
[00:10:02]
OBJECTIVES APPROVED BY TRUSTEES. EACH CAMPUS WAS PROVIDED WITH A MINIMUM PERFORMANCE GOAL FOR THE SCHOOL YEAR, BASED ON THEIR PRIOR YEAR PERFORMANCE AND THEIR OVERALL DISTRICT PERFORMANCE.PLEASE NOTE THAT WITH THE CURRENT CAMPUS IMPROVEMENT PLANS, THEY WERE DEVELOPED IN SUMMER 2024 AND WERE THEN APPROVED BY TRUSTEES IN NOVEMBER OF 2024, SO THEY ARE ALIGNED TO THE PREVIOUS SCHOOL BOARD GOALS.
THIS SPRING AND SUMMER, WHEN CAMPUS IMPROVEMENT PLANS ARE DEVELOPED FOR THE 2025-26 SCHOOL YEAR, THEY WILL BE ALIGNED TO THE UPDATED SCHOOL BOARD GOALS.
THE ANNUAL PERFORMANCE REPORT REQUIRES THE INCLUSION OF A VIOLENT OR CRIMINAL INCIDENT REPORT.
PREVENTION AND INTERVENTION EFFORTS INCLUDE SCHOOL RESOURCE OFFICERS, EMERGENCY MANAGEMENT PROCEDURES, SCHOOL VIOLENCE, IN-SERVICE TRAINING, AND PREVENTIVE EQUIPMENT SUCH AS LOCKS, CAMERAS, ID SYSTEMS, AND SUCH. THE ANNUAL PERFORMANCE REPORT ALSO REQUIRES THE INCLUSION OF STUDENT POST-SECONDARY INSTITUTION PERFORMANCE. A COPY OF THE DISTRICT'S GRADUATE REPORT IS INCLUDED IN YOUR BOARD PACKET IN PREPARATION FOR THIS EVENING'S PRESENTATION. BECAUSE ALL OF THIS DATA IS COLLECTED AND REPORTED BY THE TEXAS HIGHER EDUCATION COORDINATING BOARD, IT IS LIMITED TO TEXAS HIGHER EDUCATION INSTITUTIONS.
THERE ARE A COUPLE OF THINGS I WOULD LIKE TO HIGHLIGHT FROM THE 2024 GRADUATE REPORT.
STUDENT PERFORMANCE IS MEASURED BY GRADE POINT AVERAGE EARNED.
THE MOST RECENT GRADUATING CLASS FOR WHICH DATA ARE AVAILABLE IS THE CLASS OF 2022, WHO ATTENDED A TEXAS PUBLIC FOUR YEAR OR TWO YEAR INSTITUTION OF HIGHER EDUCATION DURING THE 2022-23 SCHOOL YEAR.
FOR THE CLASS OF 2022, 67% OF THOSE THAT CONTINUED ON TO COLLEGE ENDED THEIR FRESHMAN YEAR OF COLLEGE WITH A GPA OF 2.0 OR HIGHER. ANOTHER HIGHLIGHT FROM THE 2024 GRADUATE REPORT ARE THE NUMBER OF GRADUATING SENIORS WHO IN ADDITION TO THEIR HIGH SCHOOL DIPLOMA, ALSO EARNED THEIR ASSOCIATE'S DEGREE.
THE CLASS OF 2024 SAW 353 STUDENTS, OR 9% OF ALL GISD GRADUATES, RECEIVE AN ASSOCIATE'S DEGREE. IN ADDITION TO THEIR HIGH SCHOOL DIPLOMA.
THIS REPRESENTS AN INCREASE OF 4% FROM THE CLASS OF 2023.
THIS CAN BE ATTRIBUTED TO THE BOARD SUPPORTED COLLEGE FOR ALL INITIATIVES.
THE CLASS OF 2024 IS THE SECOND YEAR IN WHICH STUDENTS HAVE HAD THE COLLEGE FOR ALL OPPORTUNITIES THROUGHOUT THEIR ENTIRE HIGH SCHOOL CAREERS. AS THE PROGRAM CONTINUES TO GROW AND MORE STUDENTS TAKE ADVANTAGE OF IT, I WOULD EXPECT THE NUMBER OF STUDENTS GRADUATING HIGH SCHOOL WITH THEIR ASSOCIATE'S DEGREE TO CONTINUE TO RISE. NOT INCLUDED IN THE GRADUATE REPORT, BUT ANOTHER SOURCE OF DATA IS THE NATIONAL STUDENT CLEARINGHOUSE.
THEY LOOK AT IN-STATE AND OUT OF STATE ENROLLMENTS.
FOR THE CLASS OF 2022 THEY REPORT THAT 50%, OR 51% OF GISD GRADUATES ATTENDED AN INSTITUTION OF HIGHER EDUCATION, EITHER IN STATE OR OUT OF STATE.
AND OF THOSE GRADUATES THAT ATTENDED AN INSTITUTION OF HIGHER EDUCATION, 51% OF THOSE ATTENDED A TWO YEAR INSTITUTION, MOSTLY ONE OF THE DALLAS COUNTY COLLEGES, AND THEN 49% ATTENDED A FOUR YEAR INSTITUTION.
QUESTIONS? COMMITTEE ANY QUESTIONS? MISS GRIFFIN?
[00:15:02]
YES. THANKS TO BOTH OF YOU FOR THE REPORT. I JUST HAVE A QUESTION.IF I'M A PARENT AT HOME SITTING LISTENING TO THE REPORT AND WHAT IS IT THERE TO TAKE AWAY FROM THE REPORT? I MEAN, IS IT JUST TO EXPLAIN THE PARTS OF THE REPORT OR IF THEY WANTED TO SEE SPECIFIC DATA, HOW WOULD WE ENCOURAGE THEM? BECAUSE WE HAVE IT AS A SUPPLEMENT.
BUT JUST TELL ME WHAT WOULD BE THEIR TAKEAWAY LOOKING AT THIS PRESENTATION.
THAT'S A GREAT QUESTION, MISS GRIFFIN. SO ONCE WE HAVE REACHED OUR PUBLIC HEARING ON OUR DISTRICT WEBSITE, WE WILL HAVE THE TAPR REPORT FOR EVERY SINGLE ONE OF OUR CAMPUSES.
BUT THAT INFORMATION IS ALREADY PUBLIC ON THE TEA WEBSITE.
AND AGAIN, WE WILL HAVE IT ON OUR WEBSITE AFTER THE PUBLIC HEARING.
BUT ULTIMATELY, WHAT THIS REPORT DOES IS IT TAKES INFORMATION FROM A LOT OF DIFFERENT SOURCES THAT WE HAVE REPORTED ON IN THE YEAR AND PUTS IT INTO ONE COMPREHENSIVE REPORT SO THAT OUR FAMILIES, OUR COMMUNITY, YOU ALL DON'T HAVE TO GO AND LOOK FOR, OKAY, WHAT DOES THE STAAR DATA LOOK LIKE? WHAT DOES THE PROGRAM ENROLLMENT FOR THIS LOOK LIKE? SO ULTIMATELY WHAT THIS IS, IS JUST ONE COMPREHENSIVE REPORT WHERE WE CAN GET A GOOD SNAPSHOT OF CAMPUS PERFORMANCE.
THAT WILL BE IN. SO IT WILL BE ON OUR WEBSITE IN TWO WEEKS.
YES, MA'AM. IN TWO WEEKS. AND THEN CURRENTLY IT'S ALREADY PUBLIC INFORMATION ON THE TEA WEBSITE? YES, MA'AM. GREAT QUESTION. ANYTHING FROM THE REST OF THE BOARD? NO. I HAVE A FEW COMMENTS. SO MUCH QUESTIONS.
CAN YOU GO TO THE ACCREDITATIONS AND RATINGS SUMMARY SLIDE? THERE YOU GO. YOU KNOW YOU GO THROUGH THIS SECTION HERE AND YOU LOOK AT IT AND IT LOOKS PRETTY GOOD FOR MOST OF IT RIGHT.
ACCREDITED A SUPERIOR THE ACCOUNTABILITY RATING IS DELAYED.
WELL IT'S DELAYED BECAUSE THE WHOLE STATE IS DELAYED, TEA HASN'T RELEASED THE ACCOUNTABILITY.
WE HAVE RELEASED OUR OWN ACCOUNTABILITY AND WE KNOW WE'RE A B DISTRICT, WHICH WE PREFER TO BE AN A, BUT B IS SOMETHING, ESPECIALLY CONSIDERING THE WAY THAT THEY'VE WEIGHTED THE STAAR TEST IS SOMETHING TO BE PROUD OF, I THINK FOR OUR DISTRICT. AND THEN WE GET TO THE LAST ONE, 2024 SPECIAL EDUCATION DETERMINATION STATUS NEEDS ASSISTANCE.
NEVER HAVE TRUER WORDS BEEN SPOKEN IN MY OPINION.
AND THIS IS SOMETHING THAT HITS ME A LITTLE CLOSE TO HOME BECAUSE I HAVE A SPECIAL ED CHILD MYSELF THAT GOES TO THE DISTRICT, AND I SEE HOW HARD OUR DISTRICT PEOPLE WORK TO GET HIM THE THINGS HE NEEDS OVER THE COURSE OF TIME.
AND IT JUST IRKS ME. I'M NOT. THIS IS NOT A ME GET ON A SOAPBOX ABOUT VOUCHERS OR ESAS OR SCHOOL CHOICE OR ANY OF THAT. THAT'S DIFFERENT TIME, DIFFERENT DEBATE AND I'M NOT JUMPING INTO THAT, THAT POOL.
WE HAVE SPEECH LANGUAGE PATHOLOGISTS THAT WE'RE SHORT ON.
WE HAVE INTERVENTIONISTS WE'RE SHORT ON. WE HAVE SPEECH THERAPISTS WE'RE SHORT ON.
WE HAD THAT WE COULD HAVE SOME CADILLAC SPECIAL ED, BUT WE DON'T.
INSTEAD, THEY JUST THROW THIS AT US SAYING, YOU NEED ASSISTANCE, BUT THEY DON'T EVER GIVE IT.
THE ASSISTANCE NEVER COMES. WE HAVEN'T HAD AN INCREASE SINCE 2019.
[00:20:06]
IDENTIFY DYSLEXIA THROUGHOUT OUR DISTRICT, AND WE DID IT BETTER THAN ANY DISTRICT IN THE STATE.BUT THE PROBLEM IS, BECAUSE WE'VE DONE SUCH A GOOD JOB OF IDENTIFYING THEM, IT IS IN MANY WAYS OVERWHELMED OUR SERVICES THAT WE CAN PROVIDE BECAUSE WE NOW SEE THE GREAT NEED BUT THERE'S NO MORE MONEY FOR IT. BECAUSE THE LEGISLATURE, BECAUSE WE'RE TIED UP IN THIS IMPASSE FOR NOW, SIX YEARS SINCE WE GOT ANY MORE MONEY FOR THIS, WE'VE IDENTIFIED ALL THIS NEED.
A LOT OF OTHER DISTRICTS AROUND US DON'T HAVE THAT NEEDS ASSISTANCE ON THERE.
BUT YOU KNOW WHAT THEY DIDN'T DO? THEY DIDN'T IDENTIFY ALL THE DYSLEXIC STUDENTS.
SO THEY'RE ALL STILL SUFFERING DOWN IN THE SCHOOLS.
AND IT'S BETTER TO JUST LET IT GO UNSEEN SO THEY SWEEP IT UNDER THE RUG.
I'M PROUD THAT WE DIDN'T DO THAT, BUT NOW WE'VE GOT A TAG, THE SCARLET LETTER, NEEDS ASSISTANCE.
AND THAT'S MY SOAPBOX FOR THE NIGHT. ANY OTHER QUESTIONS? THANK YOU, MR. JOHNSON, WE APPRECIATE THAT. THANK YOU.
ALL RIGHT, THEN WE'LL MOVE ON TO THE NEXT ITEM IN THE MEETING.
[V.B. Information Items]
THANK YOU. AND THAT IS INFORMATION ITEMS 5B BOARD GOAL 1-4 UPDATE.VERONICA, YOU'RE STILL THERE. I'M SORRY, DR. HILL WE JUST NEED TO SCROLL THROUGH THE 150 PAGES IN THE BOARD PACKET TO GET TO THE NEXT PRESENTATION.
OKAY, GREAT. ALL RIGHT. GOOD EVENING COMMITTEE CHAIR JOHNSON, BOARD OF TRUSTEES, DR. LOPEZ. SO TONIGHT DR. HILL AND MR. BRUMAN AND I ARE PRESENTING TO YOU AN UPDATE ON OUR BOARD GOAL.
AND FOR THIS, WE ARE USING OUR MIDDLE OF THE YEAR MAP DATA.
SO JUST AS A REMINDER WHEN WE TAKE A STEP BACK AND LOOK AT THOSE BOARD GOALS THAT WERE ADOPTED IN NOVEMBER, WE WE REMIND YOU OF OUR UNMATCHED FOUNDATIONS, WHICH ARE GOAL ONE THROUGH FOUR.
AND THIS IS DIRECTLY TIED TO STUDENT PERFORMANCE.
THEN WE HAVE UNMATCHED PATHWAYS. GOAL FIVE, WHERE ALL OF OUR STUDENTS WERE REALLY TRYING TO HIT THE MARK ON OUR TSI MET BY EXAM ONLY. AND THEN LASTLY, IN ORDER TO WE WILL WE WILL KNOW THAT THOSE THINGS ARE WORKING WHEN WE ELIMINATE OUR D AND F CAMPUSES SO FOR GOAL SIX. SO WHEN WE TAKE A LOOK AT OUR UNMATCHED FOUNDATIONS GOAL ONE THROUGH FOUR IF YOU'LL REMEMBER, WE'VE REALLY ISOLATED THESE BOARD GOALS TO FOCUS IN ON GRADES THREE AND GRADE SIX, SPECIFICALLY LOOKING AT READING AND MATH.
SO WHAT YOU SEE HERE FOR OUR BOARD GOALS IS, YOU KNOW, WE'RE GOING TO INCREASE THE PERCENTAGE OF ALL OF OUR THIRD GRADE STUDENTS ACHIEVING AT MEETS GRADE LEVEL ON STAAR, AS WELL AS LOOKING AT THAT PERFORMANCE FOR GRADE SIX.
NOW, DOES THIS MEAN THAT WE ARE NOT KEEPING A PULSE ON ALL OF THE OTHER CONTENTS AND GRADE LEVELS? NO, BUT WE'RE HYPER FOCUSED FOR THE PURPOSE OF OUR BOARD GOALS, TO TAKE A LOOK AT WHAT DOES THAT LOOK LIKE IN THESE PIVOTAL GRADES.
SO WHAT YOU'LL SEE IS YOU'LL SEE OUR BASELINE, WHICH IS OUR 2024 STAAR PERFORMANCE, WHERE OUR GOAL IS FOR 2025, AND THEN OUR ULTIMATE TARGET FOR 2030. THE TRANSITION TO THIS SLIDE NOW SHOWS WHERE WE ARE CURRENTLY PERFORMING BASED ON OUR MIDDLE OF THE YEAR MAP PERFORMANCE. SO YOU'LL SEE THAT WE ARE KNOCKING ON THOSE DOORS WE'RE SO SO CLOSE TO ALREADY MEETING OUR GOALS. SO OUR CAMPUSES ARE WORKING DILIGENTLY TO ENSURE THAT THAT OUR STUDENTS ARE PERFORMING AT THAT MEETS GRADE LEVEL OR ABOVE.
IN AN AREA OF HIGHLIGHT IF YOU'LL NOTICE WITH MATH FOR SIXTH GRADE, WE ARE ALREADY PERFORMING TEN PERCENTAGE POINTS OR NINE PERCENTAGE POINTS HIGHER THAN THAT ANTICIPATED GOAL. OKAY, SO NOW I'M GOING TO TURN IT OVER TO DR.
HILL. THANK YOU. AS VERONICA MENTIONED, MAP IS HAS BEEN HISTORICALLY A SIGNIFICANT DATA POINT
[00:25:01]
FOR US. AND WE ARE A DATA RICH DISTRICT HERE IN GARLAND ISD.BUT WHAT WE DO WITH THE DATA AND WHAT OUR TEACHERS DO WITH THE DATA IS THE MOST IMPORTANT THING, BECAUSE WE COULD BE OVERWHELMED WITH ALL THESE DIFFERENT DATA POINTS IN ISOLATION.
SO WHAT I WANTED TO SHARE WITH YOU TODAY IS WHAT THE TEACHING AND LEARNING TEAMS, OUR EDL TEAMS, AND OUR CAMPUS TEAMS ARE DOING IN RESPONSE TO THIS THIRD GRADE, MIDDLE OF YEAR DATA, FOCUSING SIGNIFICANTLY ON IMPROVED IMPLEMENTATION OF OUR HIGH QUALITY INSTRUCTIONAL MATERIALS AND OUR REALLY RIGOROUS AND ALIGNED FORMATIVE ASSESSMENTS IN CLASSROOMS. SO NOT JUST ENSURING THAT KIDS HAVE THE APPROPRIATE MATERIAL IN FRONT OF THEM, BUT THAT THE INSTRUCTION ALIGNS TO HOW IT'S GOING TO BE ASSESSED AT THE END OF THE YEAR, AND THAT WE'RE TAKING KIDS TO THAT NEXT LEVEL AND PUSHING THEM FURTHER INTO DEPTH AND COMPLEXITY, AND MAKING SURE THAT THEY TRULY ARE SHOWING MASTERY OF THOSE STANDARDS.
IN MATH, WE HAVE AN EMPHASIS ON FACT FLUENCY.
WHAT WE'VE SEEN IN YEARS PAST IS THOSE KIDS ARE COMING INTO MIDDLE SCHOOL WITH SOME FOUNDATIONAL GAPS, IN FACT FLUENCY. SO WE'VE AND WE'VE INCORPORATED A FACT FLUENCY ASSESSMENT PLAN THIS SCHOOL YEAR, STARTING IN SECOND GRADE AND WORKING OUR WAY UP TO MAKE SURE THAT KIDS HAVE THOSE MULTIPLICATION FACTS THAT ADDITION AND SUBTRACTION.
IN READING LANGUAGE ARTS, A FOCUS STILL ON FOUNDATIONAL READING SKILLS.
OUR KIDDOS IN THIRD GRADE ARE NOT READING ON GRADE LEVEL BECAUSE THEY HAVE LOTS OF GAPS IN PHONICS AND PHONEMIC AWARENESS, AND SO HAVING AN EMPHASIS ON SUPPORTING TEACHERS IN THAT WAY THROUGH NOT JUST STATE MANDATED READING ACADEMY, BUT ALSO WHAT WE'RE DOING IN PROFESSIONAL LEARNING COMMUNITIES.
AND ACROSS THE BOARD, WE'VE IMPLEMENTED A LOOK FORWARD, LOOK BACK PROFESSIONAL LEARNING COMMUNITY SYSTEM, WHICH MEANS WHEN YOU GO TO A PLC AS AN ELEMENTARY SCHOOL TEACHER, YOU'RE DOING ONE OF TWO THINGS YOU ARE PLANNING AND GETTING READY FOR WHAT YOU'RE ABOUT TO TEACH, STARTING WITH THE END IN MIND. OR YOU ARE LOOKING AT HOW YOUR STUDENTS JUST PERFORMED ON DATA LIKE OUR MIDDLE OF YEAR MAP, AND YOU ARE MAKING INSTRUCTIONAL DECISIONS BASED ON THAT, THAT DATA ON WHAT YOU'RE GOING TO IMMEDIATELY RETEACH WITH YOUR STUDENTS.
AND IN DOING THAT, WE HAVE REALLY SEEN THAT NEEDLE BEGIN TO MOVE, ESPECIALLY AT OUR PRIORITY CAMPUSES WHO HAVE HAD INSTRUCTIONAL PLANNING DAYS WITH OUR TEACHING AND LEARNING TEAMS. ONCE A GRADING CYCLE THAT'S REALLY FOCUSED INTENTLY ON THOSE THINGS.
AND IN DOING THIS LOOKING AT THIS MAP DATA, MAP IS TO KIND OF FRONT LOAD A LITTLE BIT OF WHAT'S COMING UP IN THE IN THE NEXT PIECE MAP IS THAT ONE DATA POINT, BUT IT DOESN'T TELL OUR TEACHERS WHAT TO DO WITH THE DATA.
SO THERE ARE NO LESSONS ALIGNED TO MAP. THERE'S NO HERE'S WHAT'S NEXT.
NO SCRIPT TO FOLLOW. AND SO THAT'S WHERE OUR TEAMS HAVE REALLY PUSHED IN TO HELP OUR TEACHERS TAKE THAT DATA POINT, LOOK AT IT AT THE TEKS LEVEL AND DECIDE WHAT TO DO WITH THEIR STUDENTS.
AND A LOT OF THAT THIS YEAR HAS FOCUSED ON THAT ASSESSMENT PIECE FIRST.
HOW ARE STUDENTS GOING TO BE ASKED THIS ON THE STAAR TEST? AND NOT JUST IN ONE WAY, BUT IN LOTS OF DIFFERENT WAYS.
AND SO DOING THAT, OUR PLANNING HAS REALLY NARROWED THAT FOCUS.
AND THEN STARTING WITH THAT ASSESSMENT FIRST, AND IT'S REALLY BEEN GREAT TO WORK BACKWARDS WITH TEACHERS IS DO YOU UNDERSTAND WHAT YOU'RE GOING TO TEACH? AS A TEACHER, DO YOU UNDERSTAND IT? AND THEN DO YOU KNOW HOW YOUR CHILDREN WILL BE ASSESSED ON IT? AND THEN THE LAST PIECE IS THAT PRACTICE. SO THEY GET AN OPPORTUNITY TO TEACH IT TO THEIR PEERS, WHICH IS A REALLY POWERFUL PIECE THAT THEY OFTEN DON'T HAVE TIME FOR WITH JUST THEIR ONE PLANNING TIME.
SOMETIMES A WEEK IS GETTING THAT PRACTICE TEACH, TALKING ABOUT HOW KIDS WOULD ANSWER THOSE QUESTIONS, IDENTIFYING MISCONCEPTIONS SO WHEN THEY HAPPEN IN THE CLASSROOM DURING THAT TIER ONE INSTRUCTION, THEY'RE PREPARED AND READY. ALL RIGHT. I'M GOING TO PASS IT OVER TO MR. BRUMAN NOW TO TALK TO YOU ABOUT SIXTH GRADE. ALL RIGHT.
GOOD EVENING, CHAIR JOHNSON, BOARD OF TRUSTEES AND DR.
AND SO REALLY HIGHLIGHTING THE IMPLEMENTATION OF THE NEW CURRICULUM THAT WE PICKED IN JUNE.
AND ONE SPECIAL THING THAT THEY'VE WORKED ON THE ENTIRE SEMESTER, AND REALLY MAKING SURE THAT IT GETS INTO PROFESSIONAL DEVELOPMENT IS HAVING THE EXEMPLARS AND INSTRUCTIONAL MODELS AND VIDEOS. SO THAT WAY THE TEACHERS KNOW EXACTLY WHAT TO DO, AND THEN FINE TUNING THE ROCK AND REVIEW LESSONS AS WE HEAD INTO STAAR.
AND RLA, I'M GOING TO SAVE A LOT OF WHAT I'M SAYING THERE ON THAT TOP RIGHT HAND CORNER FOR THE NEXT SLIDE, BUT REALLY LEANING INTO THIS IDEA OF WRITING TO SHOW MASTERY OF READING.
[00:30:05]
WE CAN READ, WE CAN LISTEN, WE CAN SPEAK, WE CAN TALK ABOUT IT.BUT WHEN WE CAN ACTUALLY DEMONSTRATE THAT COMMUNICATION AND SHOW THAT THE KID KNOWS IT IN WRITTEN FORM, WE CAN ACCELERATE THE KIDS A LITTLE BIT LITTLE BIT FASTER AND I'LL TALK ABOUT THAT WITH ALL IN LEARNING ON THE NEXT SLIDE. BUT THE THING THAT'S HAPPENING RIGHT NOW, THIS IS THE WEEK IF YOU KNOW OUR CALENDAR, THE 17TH IS BRINGING THE PROFESSIONAL DEVELOPMENT DAY.
SO THIS IS WHERE MY TEAM IS DIVING IN TO MAKE SURE THAT WE ARE LIFTING THE TEACHERS UP, MAKING SURE THEY USE MAP DATA TO ADJUST THE IREADY PLANS THAT THEY'VE GOT IN PLACE, MAKING SURE THEY USE THE ONGOING DATA LIKE CBA DATA, INTERIM DATA IN COLLABORATION WITH THE EDLS TO ADJUST PLANS FOR THAT FINAL STRETCH AND ADDRESS THOSE COMMON GAPS THAT WE COULD SEE. BUT TO LEAN INTO LIKE A SPECIAL ONE, THE ONE THAT'S BEEN REALLY FUN TO WATCH AND I'VE GOT ACTUALLY A FUNNY STORY ABOUT THE PRINCIPALS TOO. WITH ALL IN LEARNING, THE WHOLE PREMISE HAS BEEN CAN WE GET FAST FEEDBACK TO KIDS SO THAT WHEN THEY WRITE IT DOWN, THEY CAN GET FEEDBACK IN AN AI GENERATED WAY THAT CAN KEEP THEM MOVING FORWARD? IF YOU KNOW ANYTHING ABOUT GRADING AN ESSAY, I WAS A HISTORY TEACHER FOR A TIME.
BUT NOW THEY CAN ACTUALLY GET WHAT THEY NEED IN THE MOMENT AND KEEP THAT COMMUNICATION GOING FORWARD AND DEMONSTRATE THAT KNOWLEDGE THAT WHAT THEY GOT FROM WHATEVER PASSAGE, THIS TOOL IS LETTING US DO IT. SO PICTURE ON THE LEFT HAND SIDE YOU CAN SEE THREE BOXES.
ONE IS A PROMPT, SOMETIMES IT HAS A READING PASSAGE, SOMETIMES IT HAS A CHART.
AS WE EXPAND THIS INTO SCIENCE AND SOCIAL STUDIES, WE'LL USE MORE DIAGRAMS. THE STUDENTS WRITE IN THE LOWER LEFT HAND SIDE, AND AS SOON AS THEY SUBMIT, YOU SEE WHERE THAT KIND OF BLUE COLUMN, WHERE THE SQUARE IS. THEY GET FEEDBACK THAT'S BASED ON A STAAR ALIGNED RUBRIC RIGHT AWAY.
AND THE NEW TOOL THAT WE'VE BEEN ABLE TO ROLL OUT WITH THE PRINCIPALS, WHICH WAS REALLY FUN DURING LEAGUE CON IN JANUARY, WHERE YOU SEE THE ARROWS IN THE TOP RIGHT, A STUDENT CAN NOW WRITE A LITTLE BIT, GET FEEDBACK, WRITE A LITTLE BIT MORE, GET FEEDBACK, AND DO IT UP TO SEVEN TIMES BASED ON HOW THE TEACHER SETS IT, AND POLISH UP AND REVISE AND EDIT A PRODUCT ALL THE WAY TO THE END.
IT WAS A TON OF FUN. BUT THEN THE REAL POWER, WHILE THAT'S ON THE STUDENT SIDE, REVISING AND EDITING, THE REAL POWER COMES IN WHERE AI CAN ACTUALLY COMBINE ALL OF THE STRATEGIES AND TELL A TEACHER, HERE'S WHAT YOU DO. SO I'VE WRITTEN, I'VE REVISED AND EDIT, AND NOW I'VE GOT A WHOLE GROUP OF 30 STUDENTS IN MY CLASSROOM THAT AI INCITE TO ACTION IS THE TITLE OF THE SOFTWARE INSIDE ALL IN LEARNING.
IT WILL ACTUALLY TELL THE TEACHER DO THIS AND NOW THEY CAN HAVE SOMETHING TO DO RIGHT AWAY, KEEP THE WRITING GOING. AND SO WE'VE REALLY STEPPED UP OVER THE THIRD CYCLE.
AND WE'VE EVEN EXPANDED INTO SCIENCE AND SOCIAL STUDIES CLASSES TO MAKE SURE THAT THEY'RE LEAVING SIXTH GRADE AND CONTINUING ON TO WHERE WE'VE GOT OUR TSI GOALS AND OUR GOAL NUMBER FIVE. NOW OVER TO VERONICA. ALL RIGHT. SO NOW LET'S TALK A LITTLE BIT ABOUT OUR ASSESSMENT PROGRAM UPDATE. SO WE TONIGHT WE PRESENTED DATA ON OUR MIDDLE OF THE YEAR MAP ASSESSMENT.
AND BOTH DR. HILL AND MR. BRUMAN BRIEFLY REFERENCED IREADY.
SO WHAT IS THAT? AS OF NOW, WE HAVE OUR STUDENTS TAKING AN ASSESSMENT IN MAP.
WHICH THE BOARD IS VERY FAMILIAR WITH, BUT THEN ALSO IREADY.
AND IF YOU WILL RECALL, AS BOARD OF TRUSTEES, YOU ALL DID HAD AN AGREEMENT WITH GIBSON.
AND THAT AUDIT SHOWED THAT IN 2022- 2023, OUR STUDENTS TOOK APPROXIMATELY 34 DIFFERENT DISTRICT REQUIRED ASSESSMENTS, AND THAT TRANSLATED TO ABOUT 50 HOURS SPENT IN ASSESSMENT ADMINISTRATION.
SO SINCE THEN, OUR TEACHING AND LEARNING TEAMS HAVE REALLY WORKED ON OUR ASSESSMENT CALENDAR TO REDUCE THE NUMBER OF LOCAL CBAS. BUT WE STILL HAVE SOMETHING OUT THERE THAT'S HANGING.
AND WHAT THIS WOULD DO, IT WOULD REDUCE STUDENT ASSESSMENT COUNTS BY ABOUT SIX FOR ALL OF OUR THREE THROUGH EIGHT STUDENTS, AND POSSIBLY MORE FOR OUR THREE THROUGH FIVE BILINGUAL STUDENTS, WHO IN SOME CASES ARE TAKING THE MAP IN ENGLISH AND IN SPANISH, AND THEN PERHAPS EVEN THE IREADY IN ENGLISH AND IN SPANISH, TO HELP DETERMINE THE BEST LANGUAGE OF ASSESSMENT.
[00:35:08]
SO WHAT DOES THIS DO? SO IT'S GOING TO REALLY ENHANCE OUR ACTIONABILITY.SO MAP IS A NORM REFERENCED UNIVERSAL SCREENER.
AND THEY AND MAP IS GREAT TO IDENTIFY OUR STUDENTS WHO WHO ARE STUDENTS WHO ARE STRUGGLING ALSO AREAS OF REFINEMENT AND EXTENSION AS WELL AS STAAR PROJECTIONS. WE THINK THAT MAP IS A FANTASTIC PRODUCT FOR THAT.
HOWEVER, ONE THING THAT MAP DOES NOT HAVE, AND WHILE WE HAVE BEEN REQUESTING IT IS NOT REALLY IN THE FUTURE OF THAT ASSESSMENT PROGRAM IS WE DON'T HAVE LESSONS AND RESOURCES FOR OUR TEACHERS.
SO WHAT THIS TRANSITION PLAN DOES IS IT ALLOWS US TO SOLELY USE IREADY, WHICH IS A CRITERION REFERENCED ASSESSMENT, BUT IT DOES HAVE NORMED CHARACTERISTICS, AND IT'S A DIAGNOSTIC ASSESSMENT.
AND THAT IDENTIFIES THE EXACT SKILL, EXACT SKILL GAPS THAT OUR STUDENTS HAVE.
IN ADDITION TO THAT, WE ALL ARE VERY WELL AWARE OF OUR BUDGET DEFICIT.
SO THIS ALSO LEADS TO OUR FISCAL RESPONSIBILITY.
BY ELIMINATING THE REDUNDANCY OF ASSESSMENT PROGRAMS, WE CAN REALLY TAKE A LOOK TO SEE WHERE WE CAN SAVE ADDITIONAL FUNDS FOR PROGRAMS THAT WE CAN GET DATA FROM A DIFFERENT ANGLE.
SO WHAT I WANT TO HIGHLIGHT ABOUT THIS TRANSITION IS THAT THIS ISN'T SOMETHING THAT WE ARE JUST COMING TO YOU AND SAYING, WE'RE GOING TO CHANGE FROM THIS TO THIS. IREADY HAS BEEN IN PLACE IN GARLAND ISD FOR QUITE A WHILE.
SO THAT WAS PRIOR TO HAVING A DISTRICT WIDE FOCUS.
23-24 WE DID HAVE SOME TRANSITIONS FOR DISTRICT LICENSE, SO THOSE WERE GRANT FUNDED.
AND BECAUSE THE PROGRAM WAS SO POWERFUL, DESPITE ONLY GETTING A GRANT FUNDED LICENSES FOR MATH, ALTERNATE LICENSE OR ALTERNATE FUNDING WAS SOUGHT TO BE ABLE TO USE READING AS WELL.
SO HERE'S WHERE THE EXPANSION COMES IN. SO I REALLY WANT TO WANT TO STOP CALLING IT A TRANSITION AND MORE OF AN EXPANSION, BECAUSE NOW WE'RE GOING TO DO K THROUGH EIGHT.
SO CURRENTLY OUR KINDRED THROUGH SECOND GRADE DO NOT TAKE IREADY THEY ONLY TAKE MAP.
SO WITH THIS WE WOULD BE ELIMINATING NWEA MATH IN ALL GRADES AND CONTENTS WHERE IREADY IS AVAILABLE.
SO YOU MAY WONDER HOW VALID IS IREADY. SO REMEMBER I MENTIONED THAT DR.
NEBLETT IS AN INTEGRAL PART OF OUR TEAM AND RUNS A NUMBER OF ANALYZES ON, ON DIFFERENT PROGRAMS, AND THIS IS ACTUALLY ONE THAT SHE DID PRIOR TO THIS DECISION, AND SHE LOOKED AT THE COMPARISON BETWEEN MAP GROWTH AND IREADY FOR GRADES SIX THROUGH EIGHT. FOR THE PURPOSE OF TONIGHT, WE ONLY HAVE THE SIXTH GRADE INFORMATION FOR YOU SINCE THAT'S ALIGNED TO OUR BOARD GOAL.
WE KNOW THAT A DECISION LIKE THIS DOES REQUIRE SOME SIGNIFICANT CONSIDERATIONS SO WE HAVE BEEN WORKING WITH THE DEPARTMENT OF INNOVATION TO LOOK AT WHAT ARE THOSE IMPLICATIONS FOR MAGNET AND CHOICE.
WE HAVE COMMUNICATED WITH OUR DEPARTMENT OF GIFTED AND TALENTED TO SEE, OKAY, IF WE MAKE THIS TRANSITION, WHAT DOES THAT LOOK LIKE FOR THE IDENTIFICATION OF OUR GIFTED AND TALENTED STUDENTS? AND THE OTHER BIG CONSIDERATION IS THE TEACHER INCENTIVE ALLOTMENT.
WE KNOW THAT TEA APPROVED OUR SYSTEM USING MAP.
[00:40:04]
AND SO WE ARE IN THE PROCESS OF UPDATING OUR APPLICATION TO REQUEST THAT TEA APPROVE THE USE OF IREADY IN LIEU OF MAP.AND WE'RE NOT THE ONLY DISTRICT TO DO SO. THIS AFTERNOON I WAS AT A MEETING WITH AT THE HEADQUARTERS, AND THERE ARE SEVERAL SCHOOL DISTRICTS THAT TEA HAS ALREADY APPROVED THAT TRANSITION FROM NWEA MAP TO IREADY, SO WE DON'T FORESEE ANY ISSUES THERE. OKAY. BOARD UPDATES.
AND IN THIS SLIDE HERE WE ARE WITH IT HIGHLIGHTED IN FEBRUARY OF 24-25.
AND WHERE WE WILL BRING THIS BACK TO THE BOARD IS IN JUNE WHEN WE START TALKING ABOUT OUR PRELIMINARY SCORECARD PRESENTATION, WHERE ALL THIS STARTS TO COME TOGETHER AFTER WE START TO SEE SOME STAAR RESULTS.
AT THIS POINT DO YOU HAVE ANY QUESTIONS? COMMITTEE MEMBERS ANY QUESTIONS, MISS GRIFFIN? MISS STANLEY? MISS BEACH? YES. MR. BRUMAN QUESTION? IN USING THE AI FEEDBACK THAT YOU'RE. I'M MORE CONCERNED ABOUT, ARE THE STUDENTS ENJOYING GETTING THAT IMMEDIATE FEEDBACK SO THAT I MEAN, ARE THEY ARE THEY ARE THEY SEEING THAT THE STUDENTS ARE CATCHING THE TEACHERS SEEING THEY'RE CATCHING UP FASTER OR THEY'RE NOT GETTING INTO STEP 4 OR 5, 6 OR 7? I MEAN, ARE THEY ARE WE SEEING THAT? I WANT STUDENTS TO ENJOY THE LEARNING.
BUT I ALSO WANT I'M HOPING THAT AI WILL HELP THEM AND I THINK IT WILL.
BUT ARE THEY ARE YOU SEEING THE STUDENTS ENJOYING THAT BECAUSE THEY'RE GETTING TO SEE IT IMMEDIATELY, THE RESULTS? THAT'S A GREAT QUESTION. THE WHAT WE'RE STARTING TO SEE IN EARLY DATA IS THAT THE THE COMMITMENT TO WRITE WHEN IT'S PRESENTED TO THEM IS STARTING TO BUILD.
SO IT'S HITTING THAT NATURAL SIDE OF A KID WHERE THEY WANT THAT FEEDBACK, ALONG WITH ALL THE OTHER PRODUCTS THAT THEY INTERFACE WITH, EVEN AT HOME. AND SO TO SAY, ENGAGEMENT. I WANT TO CAUTION ON THAT ONE BECAUSE THE WRITING PROCESS IS HARD.
SO IT'S A LITTLE TWIST ON WHAT YOU ASKED, BUT I'D SAY YES.
IT'S GETTING THE KIDS TO COMPLETE THE TASK AND SHOW OFF VERY WELL.
HOW ARE THE TEACHERS ADAPTING TO PICKING UP AI? THIS IS THE FOREFRONT OF ALL. LIKE ANY VENDOR I TALK TO RIGHT NOW, IT'S HOW DO WE INTEGRATE ARTIFICIAL INTELLIGENCE A ND I THINK THERE WAS FEAR AT FIRST TO MAKE SURE LIKE, OKAY, DO WE TRUST THE AI FEEDBACK? WE SPENT A LOT OF TIME WE ROLLED IT OUT IN SECONDARY FIRST BECAUSE THEY'RE MORE APT TO THE WRITING PROCESS THROUGH A DIGITAL FORMAT.
AND IN OUR FIRST RUNS OF THE RUBRIC, WE WERE AVERAGING ABOUT 85%, WHICH IS REALLY HIGH.
AND THEN WHEN YOU THINK ABOUT A TEACHER WORKLOAD, IF I CAN SAVE YOU 85% OF TIME IN GRADING WRITING, LIKE I'M MORE APT TO PUT ANOTHER PROMPT IN MY LEARNING PLAN OR PUT IT INTO THE CURRICULUM.
ABSOLUTELY. VERY GOOD. THANK YOU VERY MUCH. GOOD PRESENTATION.
MR. GLICK. THANK YOU SIR. SO I AM AND HAVE BEEN FOR QUITE A WHILE A MAP PERSON. AND I THINK MOST PEOPLE WOULD AGREE THAT THE GOLD STANDARD IN THE COUNTRY IS MAP AND HAS BEEN FOR QUITE A WHILE.
LUCKILY, AS A MASTER TRUSTEE, I'VE BEEN ABLE TO MAKE PHONE CALLS AROUND THE STATE TO COLLEAGUES AND STARTED ASKING ABOUT IREADY AND THE REACTIONS I GOT WERE REALLY INTERESTING. A COUPLE OF DISTRICTS SAID, YEAH, IT'S FINE.
SEVERAL HAD TRIED IREADY MOVING OFF OF MAP AND AFTER A WHILE WENT RIGHT BACK TO MAP.
I UNDERSTAND THE DOLLAR SAVINGS, I COMPLETELY DO IN THE BUDGETARY CYCLE WE'RE IN RIGHT NOW.
BUT I ALSO KNOW THAT CATEGORY TWO, WHERE ALMOST EVERY TIME THAT'S WHERE WE GET OUR POINTS FROM AND 70% OF OUR GRADE COMES FROM CATEGORY TWO, WHICH IS ACADEMIC GROWTH. AND THAT'S WHAT MAP TESTS, IREADY DOES NOT TEST ACADEMIC GROWTH.
IT CLEARLY DOES, AND ALWAYS HAS BEEN FROM THE YEAR BEFORE TO THE NEXT TEST TO THE NEXT TEST, IT'S ALWAYS MEASURING GROWTH OF STUDENTS AND THE SCHOOLS.
[00:45:04]
AND THAT'S WHAT WE GET MOST OF OUR POINTS ON.SO I UNDERSTAND THE REASON TO TRANSITION. PERSONALLY, I THINK IT'S A MISTAKE.
AND I HOPE AT SOME POINT WE ACTUALLY ARE WILLING TO MEASURE HOW WELL WE'RE DOING WITH IREADY AND WILLING TO SAY, HONESTLY, WE MADE A MISTAKE. OTHER DISTRICTS HAVE DONE THAT AND GONE BACK TO MAP BECAUSE AND AGAIN, MAYBE THERE'S A REASON IT'S MORE EXPENSIVE. I UNDERSTAND I'VE LOOKED AT THE IREADY TYPE OF QUESTIONS THEY ASK, BUT NONE OF THEM MEASURE GROWTH. SO IT'S JUST AND WHEN I SAW IT THE FIRST TIME, I WAS DISAPPOINTED.
THAT'S WHY I MADE THE PHONE CALLS TO SEE HOW MANY DISTRICTS, BUT MOST DISTRICTS ARE STILL STAYING WITH, EVEN THOUGH THE COST IS MORE EXPENSIVE, ARE STILL STAYING WITH MAP. SO THANK YOU SIR.
SO IF I MAY, MR. GLICK, I'M, I'M VERY GLAD THAT YOU MENTIONED THE GROWTH COMPONENT.
SO ONE OF THE THINGS THAT OUR OFFICE HAS TO CONSTANTLY NAVIGATE IS THE DIFFERENCE BETWEEN GROWTH AS MEASURED BY MAP AND GROWTH AS MEASURED BY STAAR, BECAUSE THEY'RE NOT THE SAME.
AND ANYTIME SOMEONE WANTS TO ASK ME, CAN YOU HELP ME IDENTIFY GROWTH THEN THAT MY VERY FIRST QUESTION IS GROWTH HOW? BECAUSE A STUDENT CAN HAVE GROWTH IN MAP AND STILL NOT BE ON GRADE LEVEL.
AND IN MOST CASES THAT'S GIVING US A FALSE POSITIVE BECAUSE WHAT WE WANT OUR CAMPUSES AND OUR TEACHERS TO BE LOOKING AT IS NOT JUST DID OUR STUDENTS MEET OR EXCEED THEIR TARGETED GROWTH AS DETERMINED BY MAP OR ANY PROGRAM, IS ARE THEY ON THEIR WAY TO BEING ON GRADE LEVEL? SO SO FOR US, IT'S REALLY A HINDRANCE BECAUSE WE CAN HAVE TEACHERS THAT HAVE 98% OF OUR STUDENTS THAT ARE EXHIBITING GROWTH ON MAP, BUT THEN WHEN WE TRANSLATE THAT TO STAAR PERFORMANCE, THEY'RE JUST NOT THERE.
AND ONE OF THE SILLY EXAMPLES THAT I GIVE IS THE ANYTIME THAT WE'RE LOOKING AT NORMED GROWTH, WHAT THAT'S REALLY SAYING IS, MR. BRUMAN AND I STARTED THE THE RACE AT THE SAME POINT.
RIGHT. I'M GOING TO BE HONEST. I'M GOING TO BE AT THE END ANYWAY BECAUSE I'M NOT ATHLETIC, RIGHT.
BUT THAT DOESN'T MEAN THAT WE ARE GOING TO BE ANY FASTER IF WE FINISHED AT THE SAME AT THE AVERAGE PACE AS THE OTHER RUNNERS IN OUR 40 YEAR OLD DIVISION.
OKAY. WHAT REALLY IS GOING TO MAKE A DIFFERENCE IS WHETHER OR NOT WE IMPROVED OUR PACE BEYOND THE SCOPE OF OUR 40 YEAR OLD DIVISION, RIGHT. THAT'S WHEN YOU REALLY START TO SEE A CHANGE IN OR TAKING ACTION FROM WHAT IS GROWTH TO THE FOCUS OF ACHIEVEMENT.
SO WITHOUT CONSIDERING THE WHAT PLATFORM WE USE, THAT'S REALLY THE BASIS OF WHAT WE WANT TO SEE.
GROWTH IS GREAT, RIGHT? BECAUSE YOU CAN'T GET TO ACHIEVEMENT WITHOUT GROWTH.
BUT IT'S UNDERSTANDING IF WE'RE GOING FOR GROWTH FOR STAAR BASED ON A CHANGE IN PERFORMANCE LEVEL, NOT JUST DID WE MEET OR EXCEED THE THE AVERAGE GROWTH OF OUR NORMED GROUP, THAT'S THE BIGGEST DIFFERENCE.
AND TRUST ME, I HAVE GRILLED HIM RIGHT AND HIS TEAM ON A LOT OF QUESTIONS THAT I HAVE RIGHT.
IN TERMS OF IDENTIFYING GROWTH WITH IREADY, NOT ONLY DO WE HAVE A TYPICAL GROWTH, BUT WHAT IREADY WILL GIVE OUR TEACHERS IS IN ORDER TO GET TO GRADE LEVEL FASTER THIS IS THE STRETCH GOAL FOR THE STUDENT.
THAT'S NOT SOMETHING THAT WE CAN GET WITH MAP.
AND AGAIN, I THINK MAP IS A FINE IS A FINE QUALITY PRODUCT.
BUT WHAT WE ARE FACING IN OUR CURRENT SYSTEM IS THAT WE HAVE SO MANY STUDENTS THAT ARE BELOW GRADE LEVEL, THAT MEETING THEIR GROWTH IS NEVER GOING TO GET US TO MEETING OUR BOARD GOALS, AND REALLY NEVER GOING TO GET US TO HELPING OUR STUDENTS BE SUCCESSFUL BEYOND THE 12 YEARS OR 13 YEARS THAT WE HAVE THEM. SO TRANSITIONING FROM ONE PRODUCT TO ANOTHER, AT THE END OF THE DAY, WE ARE LOOKING FOR GROWTH, BUT WE'RE LOOKING TO SEE ARE WE IMPROVING IMPROVING PERFORMANCE ACHIEVEMENT BANDS AND NOT JUST GROWTH.
[00:50:03]
I UNDERSTAND WHAT YOU'RE SAYING. I WISH THE REASON WE WERE DOING THIS WAS NOT PARTIALLY TO SAVE MONEY, BUT THAT'S THAT'S WHAT THE COMPONENT AND IT'S IN YOUR REPORT.SO AND WHAT YOU'RE SAYING IS NOT WHAT I'M HEARING FROM OTHER DISTRICTS.
THEY ALL SEEM TO INDICATE THAT THEY'RE VERY COMFORTABLE WITH HOW THEY MEASURE GROWTH BASED ON MAP AND HOW CATEGORY TWO. WE UNDERSTAND WE'RE NEVER REALLY GOING TO COMPETE WITH SOME OF THE OTHER DISTRICTS ON CATEGORY ONE.
SO IF WE'RE GOING TO COMPETE ON TWO AGAIN, I UNDERSTAND THE REASON DOING IT.
I UNDERSTAND CERTAIN DISTRICTS SWEAR BY IREADY AND CERTAIN DISTRICTS SAY THEY TRIED IT AND LEFT.
SO AGAIN, ALL I'M HOPING IS THAT AS WE TRANSITION OVER THE YEARS, WE'RE WILLING TO TAKE AN HONEST LOOK AND SAY, IS THIS DOING WHAT WE SAID IT WOULD DO? BECAUSE ALL THESE YEARS, ALL THESE YEARS, STARTING WHEN I GOT ON THIS BOARD USING MAP, EVERYBODY HAS ALWAYS COMPLIMENTED IT AND COMPLIMENTED THE GROWTH FACTOR AND OUR USE OF THE GROWTH FACTOR.
AND NOW ALL OF A SUDDEN, WELL, MAYBE IT'S NOT QUITE THE GROWTH WE WANTED.
SO I'M JUST I'M JUST HAVE SOME QUESTIONS AND HOPEFULLY IN THE FUTURE WE'RE ABLE TO LOOK BACK AND SAY, DID WE MAKE THE RIGHT CHOICE? THANK YOU SIR. FOR SURE.
AND ULTIMATELY, AT THE END OF THE DAY, WHAT WE'RE TRYING TO HONOR AND GET BACK IS THAT INSTRUCTIONAL TIME AND ALLOWING OUR TEACHERS TO BE ABLE TO HAVE THE RESOURCES THAT THEY NEED IN ORDER TO MAXIMIZE THAT INSTRUCTIONAL TIME THAT THEY HAVE WITH THEIR STUDENTS.
SO, YOU KNOW, YES, IT IS ONE OF THE BUCKETS THAT WE HAVE UP HERE IS FISCAL RESPONSIBILITY.
BUT IF YOU NOTICE, IT'S NOT THE FIRST BUCKET.
SO WE ARE TRYING TO MAKE THE BEST DECISION THAT AT THE END OF THE DAY, IT'S WHAT'S BEST FOR OUR STUDENTS AND WHAT'S BEST FOR OUR TEACHERS THAT ARE IN THE CLASSROOMS WITH THEM. ANYTHING ELSE? PRESIDENT SELDERS.
THANK YOU. AND THANK YOU FOR THAT PRESENTATION.
GOING BACK TO THE SLIDE WHERE YOU INTRODUCED THE ALL IN LEARNING APPLICATION.
AND SO WHEN TEA BROUGHT ON THE AI READER TO ASSESS WRITTEN RESPONSES DURING THE STAAR, THERE WERE CERTAIN EVALUATION CRITERIA THAT THEY USED, AND SO I WAS JUST CURIOUS HOW I DON'T KNOW THAT THIS IS ALIGNED TO THAT, BUT WHAT EVALUATION CRITERIA ARE WE USING TO ASSESS WHETHER OR NOT OUR STUDENTS WRITTEN RESPONSES AS THEY'RE PRACTICING.
SO THERE'S TWO PLACES WHEN WE'RE LOOKING AT AN EXTENDED CONSTRUCTED RESPONSE OUT OF OUR AI PROGRAM, WE'RE ABLE TO LOAD A GENERAL RUBRIC WHERE IT GOES.
THE RESPONSE IS GRADED AGAINST IT, GOES TO AI GETS THE FACTS AND THEN BRINGS IT BACK TO THE KID.
BUT SINCE THE RUBRIC IS VERY GENERAL, THAT MAKES IT MUCH EASIER AND IT CAN CLONE WHAT'S GOING ON AT THE STATE LEVEL, BECAUSE AT THE STATE LEVEL, IT'S NOT REALLY AI IT'S KIND OF A MISNOMER.
THEY USE A COMPUTER ALGORITHM. AND SO IT'S JUST A FORMULA THAT SPITS IT OUT ALL THE TIME.
SO IN SOME WAYS I FEEL LIKE WE'RE DOING WE'RE DOING THE KIDS A BETTER SERVICE GOING AND USING WHERE WE CAN GRAB MORE INFORMATION, MORE CONTEXT THAT THEY MAY HAVE. THE PART THAT WE'RE DEVELOPING, THIS WAS JUST A CHANGE FOR THE SCIENCE AND SOCIAL STUDIES PATHWAYS WITH THE SCRS.
THE SHORT CONSTRUCTED RESPONSE IS TYPICALLY A KID NEEDS TO HAVE A REALLY TIGHT DEFINITION.
SO IF I WAS GOING TO ASK A QUESTION ABOUT THE AMERICAN REVOLUTION, I WOULD NEED TO HAVE STAMP ACT AND TWO OTHER THINGS WITH IT AND THE STATE CALLS OUT, BOOM, THOSE ARE THE ONLY ANSWERS WHEN THE AMERICAN REVOLUTION IS THIS GIANT THING FOR A EIGHTH GRADE HISTORY KID.
NOW, WHAT THEY'VE DEVELOPED WITH ALL IN LEARNING IS THAT WE'RE ABLE TO PUT IN A GENERALIZED RUBRIC AND THEN TAILOR IT AND SAY, ONLY GO TO THIS SET OF THINGS AND THEN GIVE THE FEEDBACK TO KIDS.
SO IT'S IT'S GROWING IN TERMS OF ITS STRENGTH AGAINST WHAT WE'RE DOING WITH STAAR.
AND TIMING WISE, WHEN WILL YOU KNOW WHAT THOSE EVALUATION CRITERIA WILL BE? OH, WE GET IT WHEN THE RELEASE TEST COMES OUT.
SO WE WOULD MOST OF OUR PROGRAMS OR MOST OF OUR QUESTIONS FROM THE COORDINATORS COME FROM REALLY STAAR ITEMS. SO THAT WAY WE MAINTAIN THE INTEGRITY AND THE RIGOR BEHIND IT.
AND SO WE HAVE THE WE HAVE THE HAVE THE INFORMATION TO PUT IT IN THERE MONTHS? YEAH, IT'S IN THE SUMMER. SO I CAN SAY A COUPLE OF MONTHS AFTER THEIR TEST.
SO WE HAVE A LITTLE TIME. OH, YEAH. FOR SURE.
COOL. AND THEN MY SECOND QUESTION HAS TO DO WITH THE IREADY EXPANSION.
[00:55:06]
EXPANDING THIS IREADY PLATFORM. THAT IS A GREAT QUESTION MR. SELDERS. SO ONE OF THE THINGS THAT WE DID NOTE ON HERE IS THAT CURRENTLY WE DON'T HAVE LICENSES FOR IREADY FOR KINDERGARTEN THROUGH SECOND GRADE.SO THAT WILL BE A COST COST ADDED TO OUR IREADY CONTRACT.
THAT IS NOT CURRENTLY IN PLACE. SO WILL WE HAVE A COMPLETE SAVINGS OF THE $400,000 THAT OF OUR NWEA MAP CONTRACT? NO. BUT IN THE IN THE SAME VEIN WE WON'T BE DOUBLE TESTING KIDS.
OKAY [INAUDIBLE]. NOW THAT I'M NOT ADAMS AND [INAUDIBLE]. I CAN'T SEE FACES. YEAH, WE'RE STILL FINALIZING THE FINAL QUOTES AND ALL OF THAT, BUT THE PLAN WILL BE THIS WILL BE COMING OUT OF IMTA.
AND SO WE'RE KIND OF PLANNING ACCORDINGLY. OKAY.
YEAH. THANK YOU, MR. MILLER. YEAH. JUST REAL QUICK AND YOU MAY HAVE PARTIALLY ANSWERED SOME OF THIS, BUT YOU KNOW HOW VERONICA, YOU KNOW HOW I ALWAYS ASK YOU FOR THE ELEVATOR SPEECH? GIVE ME THE THREE REASONS WHY YOU SUPPORT IREADY AT THIS POINT.
AND I DON'T CARE IF IT'S BECAUSE OF HEALTH TO THE TEACHERS OR KIDS OR WHAT.
AND THEN THE SECOND PART OF THAT IS TELL ME HOW THAT HELPS US ACHIEVE THE BOARD GOALS THAT WE JUST SET IN AN ADVANTAGEOUS WAY OVER WHAT WE WERE DOING. GREAT QUESTION.
SO EVEN EVEN BEFORE TONIGHT'S PRESENTATION AND AS THESE DECISIONS WERE BEING MADE YOU KNOW, ONE OF THE THE NOTES IN OUR DEPARTMENT NAME IS RESEARCH.
SO WE HAVE DONE OUR DUE DILIGENCE AND LOOKING AT RESEARCH NOT ONLY FOR OTHER DISTRICTS IN TEXAS, BUT BECAUSE MAP IS A NATIONAL ASSESSMENT AND BECAUSE IREADY IS ALSO A NATIONAL PRODUCT.
I WENT DEEP. SO I FOUND RESEARCH FROM JOHN HOPKINS UNIVERSITY.
I FOUND RESEARCH THAT WAS USED FOR VARIOUS DISSERTATION PROJECTS THAT REALLY LOOKS AT THE IMPACT.
IN SOME CASES, IT WAS WHAT IS THE IMPACT THAT IREADY HAS ON MAP PERFORMANCE? AND BASED ON ALL OF ALL OF THOSE STUDIES, I CAN STAND HERE AND HONESTLY SAY THAT THIS IS SOMETHING THAT IS GOING TO BE MOST BENEFICIAL FOR OUR TEACHERS AND OUR STUDENTS, BECAUSE IT IS GIVING OUR TEACHERS A PATHWAY FOR, FOR, FOR KIDS.
AS THE MOTHER OF A CHILD IN KINDERGARTEN WHERE MY SCHOOL DISTRICT OR HIS SCHOOL DISTRICT DOES USE IREADY, I WANT TO BE ABLE TO KNOW EXACTLY WHERE MY CHILD IS, WHAT PATHWAY HE'S ON, WHAT ARE THE DIFFERENT STANDARDS, AND THEN IT GIVES AN EXACT LESSON OF OF WHAT WE CAN DO FOR WHATEVER DEFICIENCY THAT HE HAS.
RIGHT? SO AT THE END OF THE DAY, IT'S HONORING OUR INSTRUCTIONAL TIME, REDUCING THE REDUNDANCY OF ALL OF THE DATA, BECAUSE WE CAN GET SO INUNDATED WITH DATA THAT WE BECOME PARALYZED AND WE DON'T KNOW WHAT TO DO NEXT.
THEN I WANT TO SAY, I BELIEVE MR. COLEMAN WANTS TO ADD TO THAT THANK YOU. AND I WOULD SAY THAT WE'VE TALKED A LOT ABOUT ASSESSMENT TONIGHT AND COMPARING ASSESSMENT TO ASSESSMENT, BUT TO TO MY TEAM WHO'S SEEN IREADY IN ACTION FOR THE LAST THREE YEARS.
THE POWER OF IREADY IS WHAT HAPPENS IN BETWEEN THE ASSESSMENT.
AND WITH MAP THERE WAS NOTHING IN BETWEEN THE ASSESSMENTS.
SO WE DIDN'T HAVE THAT WE CALL THAT PROGRESS MONITORING PIECE.
AND VERONICA REFERENCED IT JUST A LITTLE BIT. BUT THE ABILITY TO CONTINUALLY MONITOR WHERE STUDENTS ARE IN BETWEEN BOI, MOI, AND EOI IS HUGELY POWERFUL. BUT THEN THE NEXT STEP THAT OUR TEACHERS HAVE FOUND THE MOST IMPACTFUL IS THAT LESSON THAT GOES ALONG WITH IT, ESPECIALLY WITH OUR NOVICE TEACHERS WHO ARE STRUGGLING TO UNDERSTAND JUST THAT JUST THAT FIRST TEACH.
IT'S OVERWHELMING TO THEN UNDERSTAND, HOW DO I RETEACH THIS TO MY KIDS WHO ARE NOT GETTING IT? AND SO THAT IR EADY TOOLKIT IS REALLY THAT POWERFUL COMPONENT TO SAY AT YOUR SMALL GROUP TABLE, HERE'S WHAT YOU DO IF YOUR STUDENT IS UNDERPERFORMING ON THIS ONE PARTICULAR STANDARD.
AND THAT'S JUST REALLY BEEN THAT MISSING COMPONENT WITH MAP FOR MANY, MANY YEARS.
[01:00:05]
AND THE PREVIOUS YEAR TO WHAT HAPPENED DURING IREADY TIME AT THEIR CAMPUS.AND SO EVEN THOUGH THE ASSESSMENTS LOOK DIFFERENT AND FEEL DIFFERENT I KNOW IT'S BEEN A CONTRIBUTING FACTOR BECAUSE WE'VE SEEN IT IN ACTION IN SUMMER PROGRAMING AND AND IN OUR CLASSROOMS. SO IT IT EXISTS IN OUR CURRICULUM, THOSE LESSONS, BECAUSE THEY'RE HIGH QUALITY, THEY'RE RIGOROUS AND THEY'RE ALIGNED. AND A TEACHER DOESN'T HAVE TO GO OUT AND CREATE IT THEMSELVES.
SO I JUST WANTED TO SPEAK TO THAT INSTRUCTIONAL PIECE A LITTLE BIT DEEPER THAT IT'S THE IN BETWEEN THAT ASSESSMENT THAT THAT REALLY IS THE TRUE POWER OF HAVING THIS BE THE PROGRAM THAT WE INVEST IN. I DO WANT TO ADD THE SECONDARY PERSPECTIVE.
SO ON AS DR. HILL LEANED INTO, HOW WOULD THEY RESPOND IN SMALL GROUP INSTRUCTION IF YOU TAKE THAT SAME IDEA TO A MIDDLE SCHOOL WHERE THEY'VE ONLY GOT 45 MINUTES AND THEY'RE ON TO THE NEXT SET OF KIDS, AND I'VE GOT A TOOL THAT'S BOTH GIVING THEM A PERSONALIZED PLAN AND A SPECIFIC ACTION TO TAKE WITH THE WHOLE CLASS. THAT'S WHAT THE TEACHER TOOLKIT DOES WITH IREADY.
IT'S BACK TO THAT IN BETWEEN, AND NOW I'VE ACTUALLY GOT SOMETHING IN THEIR HAND, AS OPPOSED TO FINDING PLANNING TIME TO ADD AN ADDITIONAL LESSON INTO THE LEARNING CONTINUUM. AND THEN FOR ME PERSONALLY, I CUT MY TEETH ON MAP.
I'D REALLY MONITORED MY BUILDING AS A PRINCIPAL USING MAP.
AND JUST BY CHANCE, DR. NEBLETT AND I GOT INTO THIS CONVERSATION OF LIKE, OKAY.
HOW IS IT GOING WITH OUR STUDENTS IN TERMS OF PREDICTING STAAR PERFORMANCE? AND GOING BACK TO THAT TIGHTLY ALIGNED GRAPH THERE THAT'S WHAT SOLD ME FOR THE SECONDARY SIDE OF IT IS OKAY, I'M IN THE SAME LINE. I'M ABLE TO ACTUALLY MAKE THIS MOVE.
MS. STANLEY. SO FOR ME, I JUST WANTED TO MAKE A COUPLE OF COMMENTS FROM THE WAY MY BRAIN WORKS AND WHAT I REALLY FIND TO BE POWERFUL AND THAT I FEEL WAS VERY MUCH NEEDED AND SOMETHING THAT I PUSHED WITH MY GRANDDAUGHTER ALL THE TIME IS GROWTH IS GREAT, BUT IF THE GROWTH ISN'T WHERE IT NEEDS TO BE TO GET TO THAT GRADE POINT, I MEAN, WE'VE SPENT YEARS WITH HER, ALWAYS BELOW GRADE LEVEL, BUT THERE'S ALWAYS GROWTH.
AND IF WE CAN DO THAT, WE CAN DO MIRACLES. SO THANK YOU.
I'M I'M SUPER EXCITED TO HEAR ABOUT THIS. MISS GRIFFIN.
YES. THANK YOU ALL FOR THE REPORT. BUT MR. GLICK.
CAN I ASK YOU A FEW QUESTIONS? YOU CAN. YOU DON'T HAVE TO AGREE.
WE CAN DO IT. YES, MA'AM. OKAY. THANK YOU FOR DOING YOUR RESEARCH.
I JUST WANTED TO KNOW IT FOR SURE WHEN YOU CHECKED AROUND, WAS IT COMPARABLE DISTRICTS TO US IN TERMS OF OUR SIZE AND OUR DEMOGRAPHICS, AND WHERE OUR ACCOUNTABILITY AND RATINGS WERE? AND I DON'T KNOW IF YOU WANT TO RELEASE THOSE NAMES OR WHATEVER.
WITHOUT MENTIONING THE SPECIFIC NAMES OF THE DISTRICTS, THERE WERE 1, 2, 3, 4 THAT WERE LARGER.
OKAY. YOU CAN PROBABLY FIGURE OUT THOSE BECAUSE THERE AREN'T THAT MANY LARGER THAN US.
THERE WERE 5 COMPARABLE SIZE. AND THEN THERE WERE ANOTHER 5 THAT WERE IN THE 10 TO 5 TO 10,000 RANGE. SO PRETTY MUCH NOTHING BELOW 5,000 AND UP TO WELL OVER 100,000. AND IN YOUR RESEARCH DID WERE THEY ABLE TO TELL YOU THAT THEY HAD TIME? BECAUSE WE'VE BEEN LOOKING AT THIS FOR A MINUTE.
SO DID THEY EVER SHARE WHAT THEIR PREP TIME WAS AND THEIR PRE-PLANNING OR ANYTHING LIKE THAT? DID THEY DID THEY SAY IT WAS DIFFICULT OR DID THEY HAVE PILOTS OR WHAT? AND THAT'S MY LAST QUESTION. I THINK WHAT WAS INTERESTING IS WE'VE TALKED TODAY ABOUT THE VOLUME OF TESTING.
[01:05:09]
PROBLEM WITH MULTIPLE TESTING. THAT WAS NEVER AN ISSUE WITH ANY OF THEM.THEY ALL FELT IT WAS THAT IMPORTANT BECAUSE LEADING TO OUR STAAR TEST, WHETHER IT'S THREE THROUGH EIGHT OR OUR END, OF COURSE, THEY ALL FELT THAT WAS IMPORTANT ENOUGH TO HAVE THE INFORMATION FOR THEIR TEACHERS TO GET READY FOR THOSE STAAR TESTS.
SO NOBODY SAID THEY FELT THERE WAS TOO MUCH TESTING DONE.
ESPECIALLY IF YOU REMEMBER WHEN THE STATE REDUCED ALL THE TESTS THAT TOOK PLACE.
I REMEMBER MANY, MANY, MANY YEARS AGO, THERE WERE SO MANY TESTS AND THE STATE CAME IN AND SAID, WE'RE GOING TO START LIMITING THE TESTS. SO I NEVER HEARD THE QUESTION THAT THERE WERE TOO MUCH TESTING GOING ON.
SO IN ALL FAIRNESS TO THE TEAM PRESENTING THOSE THOSE TESTS CAME FROM THE BOARD INITIATED GIBSON DEAL. GIBSON AUDIT THAT WE DID IS WHERE THEY EXPLAINED IN DETAIL TO US WHAT THEY THOUGHT WE WERE OVER TESTING AND THE LOSS OF TIME. BUT THANK YOU FOR ANSWERING MY QUESTIONS.
KIND OF FUNNY BECAUSE YOU REMEMBER, GIBSON ALSO DIDN'T WANT US TO DO DO ALL OUR SAT TESTING IN THE EIGHTH GRADE, AND THEY SAID ELIMINATE THOSE, WHICH I DISAGREED WITH.
AND I THINK WE'VE CONTINUED THOSE. YEAH, YEAH, YEAH.
I'M NOT SAYING THAT THE CONSULTANTS THAT WE USE ARE THIRD PARTY WE USE ARE 100% ACCURATE, BECAUSE WHAT WE ASK THEM TO DO IS TO RESEARCH INFORMATION, AND THEN IT BRINGS IT BACK TO US FOR US TO DECIDE WHICH PORTIONS OF THAT WE'RE GOING TO IMPLEMENT. BUT I, I JUST REMEMBER THAT THAT WAS A STRONG POINT OF OVER TESTING AND THE AMOUNT OF DAYS LOST AND ALL OF THAT.
BUT THANK YOU FOR SHARING YOUR INFORMATION. YOU'RE WELCOME. THANK YOU MA'AM.
PRESIDENT SELDERS. YES. ONE OTHER THING. I WAS JUST KIND OF GOING THROUGH YOU GUYS MENTIONED THAT THE IREADY DOES THE DIAGNOSTIC ASSESSMENT ON THE FRONT END GIVES OR PROVIDES INSTRUCTION OR THE ABILITY TO PROVIDE INSTRUCTION THAT'S PERSONALIZED TO THE STUDENT.
FIRST PART OF THE QUESTION IS, DO THOSE RESOURCES ALSO INCLUDE THINGS THAT TEACHERS CAN GIVE TO PARENTS TO HELP THEIR KIDS OR THEIR STUDENT WHEN THEY'RE AT HOME? ACTUALLY, THAT'S A GREAT QUESTION. I MAY REFERENCE OUR SALES PERSON.
DO YOU? SORRY, I DON'T KNOW THE ANSWER TO THAT.
YES. OH, VERONICA SAYS, AS A PARENT, YES IT DOES.
GOOD. ACTUALLY. SO I DIDN'T KNOW THAT EITHER.
GOOD TO KNOW. AND THEN THE SECOND PART OF THAT QUESTION, PARTICULARLY FOR K-2 WITH THE PROGRESS MONITORING PIECE WITH A LOT OF OUR STUDENTS THAT MIGHT BE NOT ON GRADE LEVEL AS THEY'RE APPROACHING THE THIRD GRADE.
IN TERMS OF A LITERACY STANDPOINT, WHAT INDICATORS DO WE HAVE IN THOSE PROGRESS MONITORING PIECES THAT GIVE US CONFIDENCE THAT THEY'LL BE ON GRADE LEVEL BY THE TIME THEY EXIT THIRD GRADE? THE PROGRESS MONITORING PIECE IS IS REALLY POWERFUL AND WE BELIEVE IT'S GOING TO BE VERY POWERFUL IN K-2.
SO WE DO HAVE GARLAND STUDENTS, EVEN THOUGH IT'S NOT DISTRICT WIDE IN K-2.
I KNOW WE'VE TALKED MANY TIMES IN PRESENTATIONS THAT THERE IS NO COMPUTER PROGRAM THAT EXISTS IN THE WORLD THAT'S GOING TO BRING KIDS TO GRADE LEVEL, BECAUSE IF THERE WAS, NONE OF US WOULD NEED TO BE HERE, RIGHT? WE WOULD JUST PUT THEM ON THAT PROGRAM AND OUR KIDS WOULD BE WHERE THEY NEED TO BE. SO IT'S JUST THAT ONE COMPONENT.
BUT THE FLAGS IT GIVES TEACHERS TO SAY, HEY, COLEMAN, NO OFFENSE, NOT PROGRESSING AS EXPECTED.
JUST BECAUSE YOU'RE HERE AND YOU'RE MY GOOD FRIEND, I'M SURE HE'D BE ACING IT IN HIS PATHWAY.
SO THEY'RE NOT JUST HITTING THAT ROADBLOCK OVER AND OVER AGAIN, WHICH IS THAT POWERFUL PIECE IS YOU'RE NOT WAITING TILL THE NEXT ASSESSMENT TO KNOW THAT COLEMAN IS NOT ON TRACK. YOU ARE GETTING THAT YOU KNOW, MISS GRIFFIN, I JUST HAVE TO YOU'RE GETTING THOSE FLAGS AND YOU'RE GETTING A PLAN TO RESPOND TO IT. AND THAT'S WHAT HAPPENS OFFLINE IN IREADY.
AND THAT'S THAT POWERFUL PIECE IS IT'S NOT UP TO A COMPUTER PROGRAM TO BRING KIDS UP TO GRADE LEVEL.
IT'S UP TO THE TEACHER TO BRING KIDS UP TO GRADE LEVEL.
[01:10:04]
OPPORTUNITIES WE HAVE TO MAKE SURE THAT THOSE FEW MINUTES WE HAVE IN THAT SMALL GROUP ARE IMPACTFUL.THAT'S WHERE THAT POWERFUL PIECE IS, IS YOU DON'T HAVE TO FIND THE LESSON.
YOU DON'T HAVE TO WRITE THE LESSON. YOU HAVE TO DELIVER IT EFFECTIVELY.
AND SO THAT'S WHERE WE REALLY FEEL LIKE IT'S GOING TO BE VERY IMPACTFUL FOR OUR KIDS TO BRING THEM UP, HOPEFULLY BY THIRD GRADE. THAT'S THE GOAL BY STARTING IN KINDERGARTEN.
SO IT GIVES US MORE OF AN OPPORTUNITY TO BE PROACTIVE, TO ACCELERATE, TO GET THEM THERE.
YES, BUT TO WHAT EACH INDIVIDUAL STUDENT NEEDS.
CORRECT. AND NOT JUST DEPENDENT ON HOW MY WHOLE CLASS PERFORMED ON SOMETHING, WHICH IS WHAT WE OFTENTIMES HAVE TO DO WITH OUR OUR LARGER ASSESSMENTS LIKE CBAS AND THINGS LIKE THAT IS KIND OF LOOK HOLISTICALLY AT WHAT SHOULD BE RETAUGHT.
IT HELPS US GET DOWN TO THAT STUDENT LEVEL. THAT'S EXCITING.
YES. THANK YOU. I HAVE ONE LAST QUESTION, MR. MILLER. ONE LAST QUESTION. THANK YOU. JUST REAL QUICK.
WE TALKED EARLIER. I THINK WES MENTIONED SOMEBODY WAS MENTIONING THE IMPACT OF POTENTIALLY HIGHER STUDENT COUNTS PER CLASSROOM AND ALL THAT. A TOOL LIKE THIS, HOW WILL THAT HELP IF DISTRICTS HAVE TO GO TO HIGHER STUDENT COUNT PER CLASSROOM.
HOW DOES THAT HELP THE TEACHERS? IS THIS A TOOL THAT HELPS OR WILL IT START BOGGING DOWN? I MEAN, IT SEEMS TO ME LIKE EVERYTHING WORKS AT 15 KIDS PER CLASS AND THEN MAYBE 18 IT WORKS GREAT.
22 GET BY 23, 24, 25, WHAT DO WE DO? SO I THINK I THINK AND WE SEE THIS IN CAMPUSES WHERE THEY DO EFFECTIVE SMALL GROUP INSTRUCTION, ESPECIALLY AT THE ELEMENTARY LEVEL, WHICH MEANS THE TEACHER IS NOT TEACHING A WHOLE GROUP FOR THE ENTIRETY OF THE TIME.
LIKE, WE KNOW RESEARCH SHOWS US THAT'S NOT THAT'S NOT THE WAY KIDS LEARN BEST.
THERE'S AN ELEMENT OF WHOLE GROUP THAT'S IMPORTANT.
BUT THE POWERFUL PIECE IS STUDENTS WORKING IN SOMETIMES THEY'RE CALLED STATIONS AT ELEMENTARY, BUT SMALL GROUPS AND A TEACHER'S WORKING WITH A GROUP.
BUT THEN KIDS ARE DOING SOMETHING THAT IS IMPACTFUL ON THEIR OWN.
AND THAT'S WHERE A TOOL LIKE IREADY CAN BE VERY POWERFUL.
RATHER THAN THE KIDS BEING KIND OF LEFT UP TO THEIR OWN DEVICES TO FOLLOW A WRITTEN PLAN OR, YOU KNOW, INTERACT WITH. YOU KNOW SOMETHING. THEY'RE THEY'RE LOGGED IN, THEY'RE IN THEIR PERSONAL LEARNING PATHWAY AND THE TEACHER CAN MONITOR THAT PROGRESS TO KNOW ARE THEY MOVING FORWARD SPECIFIC TO THEM.
AND SO I THINK IN THAT LESS THAN IDEAL SITUATION OF LARGER GROUP SIZES, IT GIVES ANOTHER LAYER OF ACCOUNTABILITY, IS THAT, YOU KNOW, IF THE KIDS ARE NOT WITH YOU FOR THAT DIRECT TEACH PIECE, THAT THEY'RE WORKING IN SOMETHING THAT'S SPECIFIC TO WHERE THEIR DEFICITS ARE.
I HAVE A COUPLE COMMENTS THAT I'D LIKE TO MAKE NOW.
FIRST, TO ADDRESS LARRY'S CONSIDERATION REGARDING THE THE VARIOUS SCHOOLS THAT HE TALKED TO AND HOW HE SAID THAT NONE OF THEM FELT LIKE THEY WERE BEING OR MENTIONED OVER TESTING. I DON'T THINK YOU SPECIFICALLY ASKED, DO YOU FEEL OVER TESTED? DID YOU ASK THAT QUESTION? SO NOBODY COMMENTED ON IT NECESSARILY.
WE DIDN'T FEEL THAT WAY EITHER, UNTIL GIBSON POINTED IT OUT HOW MUCH TIME THAT WE'RE LOSING INSTRUCTIONAL HOURS BECAUSE OF THE CONSTANT ASSESSMENTS, WHICH WAS MAPS, STAAR, CBAS AND THINGS THAT WE WERE GOING THROUGH.
SO I THINK A LOT OF IT IS NEWTONIAN PHYSICS WORKS REALLY WELL ON SCHOOL DISTRICTS.
THEY'RE GOING TO KEEP GOING ONE WAY UNTIL SOME OUTSIDE FORCE COMES AND HITS IT.
MAYBE SEEING OUR AMAZING SCORES WILL BE THE EVENT THAT THEY NEED.
YOU KNOW, I WAS ON CAMPUS THERE FOR A LITTLE BIT TO DO GRANTS.
AND ONE OF THE REASONS WHY, AND IT WAS MENTIONED HERE EARLIER, IS YOU GO TO BRADFIELD AND IT'S A NICE ENOUGH SCHOOL AND A NICE ENOUGH NEIGHBORHOOD WITH GOOD PEOPLE THAT GO THERE. BUT YOU LOOK AROUND, THIS IS NOT WHAT YOU WOULD THINK OF AS A HIGH PERFORMING CAMPUS.
BUT IT HAS A FAIRLY HIGH SOCIOECONOMIC, YOU KNOW, LOW SOCIOECONOMIC DISPROPORTIONALITY.
IT HAS AN INCREDIBLY HIGH AMOUNT OF ELL STUDENTS, AND IT'S AN A AGAINST MOST CONVENTIONAL WISDOM. IT'S AN A. AND ONE OF THE REASONS I MEAN, YOU LOOK THEY HAVE A RELATIVELY NEW PRINCIPAL.
[01:15:03]
CORRECT. DR. LOPEZ? THE VETERAN PRINCIPAL GOT FREEMAN CONSOLIDATION.SO THIS IS THE PRINCIPAL'S NEW, NEW ROLE. BUT THE ONE THAT GOT AN A IS THAT [INAUDIBLE].
BUT NEW PRINCIPAL, AND ONE THING I NOTICED WHEN I WAS WALKING THROUGH MEETING ALL THE TEACHERS, A LOT OF YOUNG TEACHERS, VERY YOUNG TEACHERS, BUT THEY'RE YOU'VE BEEN USING IREADY FOR SOME TIME.
SO WHENEVER I HEAR VERONICA JOYNER SAYS THAT SHE TOOK A DEEP DATA DIVE ON SOMETHING, IT'S LIKE THE MARIANAS TRENCH OF DATA DIVES, I KNOW THAT. BUT APART FROM JUST OUTSIDE RESEARCH, I MEAN, WE HAVE OUR SUCCESS STORY RIGHT IN OUR OWN BACKYARD WE CAN LOOK TO. SO THAT'S WHAT HEARTENS ME ABOUT, ABOUT THIS, WHICH, I MEAN, IT'S A COMMUNITY THAT NOTHING'S GOING TO CHANGE UNTIL SOMEONE FINALLY STANDS UP AND MAKES THE FIRST STEP AND MAKES THE CHANGE.
AND SO PERHAPS WE'RE IT. AND I THINK IN THE PAST YOU DIDN'T HAVE THESE AI TOOLS ALSO ALONGSIDE IREADY, I THINK THAT'S GOING TO ALTER AND CHANGE THE TRAJECTORY OF HOW OF HOW WE CAN DO IT.
IT'LL HELP WITH THIS TOOLBOX THAT'S BEEN COME THROUGH.
I HAVE THREE KIDS IN THE SCHOOLS MYSELF. I CAN TELL YOU, I MISS JOYNER I SEE IREADY COME HOME, IT DOES. SO I'VE SEEN THE SHEETS, I'VE SEEN THE THE POINTERS AND STUFF.
SO I GET THE IN BETWEEN THAT YOU'RE SPEAKING ABOUT.
I SEE IT. AND I THINK THAT IT COULD BE A REALLY GOOD THING FOR OUR DISTRICT.
AND I'M LOOKING FORWARD TO SEEING ITS IMPLEMENTATION IN FULL. THANK YOU VERY MUCH. ANY OTHER QUESTIONS? OKAY. MOVING ON. THANK YOU GUYS. I KNOW YOU STOOD UP THERE FOR A VERY LONG TIME.
NEXT ITEM IS ITEM 6, EXECUTIVE SESSION. IS THERE ANY NEED FOR EXECUTIVE SESSION, DR.
LOPEZ? THERE IS NONE. SO SEEING NO OTHER ITEMS ON THE AGENDA, DO I HAVE A MOTION TO ADJOURN?
[VII. Adjournment]
SO MOVED. WE ARE ADJOURNED FROM THE ACADEMIC DISTRICT AFFAIRS COMMITTEE MEETING AT 7:25 P.M..THANK YOU VERY MUCH.
* This transcript was compiled from uncorrected Closed Captioning.