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[I. Call to Order and Determination of Quorum ]
I CERTIFY THAT A QUORUM IS PRESENT. MISS HOGAN, DO WE HAVE ANY CARDS? NO, SIR. WE HAVE NO CARDS. SUPERINTENDENT LOPEZ, DO YOU HAVE A MESSAGE?[IV. Superintendent's Message]
PROCEED. OKAY. THEN I'LL PROCEED IMMEDIATELY TO AGENDA ITEM FIVE.[V.A. Information Items]
AGENDA ITEMS FOR THE BOARD OF TRUSTEES MEETING IN FEBRUARY OF 2025.GOOD EVENING COMMITTEE CHAIR JOHNSON, BOARD OF TRUSTEES AND DOCTOR LOPEZ.
DOCTOR GILMORE AND I ARE HERE TO SHARE SOME IMPORTANT INFORMATION REGARDING OUR CTE PROGRAMS OF STUDY AND THEIR IMPACT ON CCMR AND GRADUATION. GARLAND ISD WILL ENSURE THAT ALL STUDENTS GRADUATE PREPARED FOR COLLEGE, CAREERS AND LIFE.
THIS IS OUR MISSION. IN ORDER TO DO THAT, THE EXPECTATION IN GARLAND ISD IS THAT ALL STUDENTS FOLLOW AN INTENTIONAL PATHWAY TO POST-SECONDARY READINESS, WHETHER THAT BE A COLLEGE PATHWAY, A CAREER PATHWAY, OR PREFERABLY BOTH.
ALL STUDENTS DESERVE TO HAVE CHOICES UPON GRADUATION.
IN CONJUNCTION WITH OUR BOARD GOAL OF INCREASING THE PERCENTAGE OF ALL GRADUATES MEETING COLLEGE, CAREER AND MILITARY READINESS STANDARDS, WE'RE HERE TODAY TO DISCUSS THE EXPECTATIONS FOR STUDENTS BECOMING CTE COMPLETERS IN THEIR PROGRAM OF STUDY.
THE REASON WE NEED TO DISCUSS THIS IS BECAUSE THERE HAVE BEEN CHANGES IN ACCOUNTABILITY IN REGARDS TO BEING CCMR MET THROUGH INDUSTRY BASED CERTIFICATIONS, AND WE'RE HERE TO CLARIFY WHAT THOSE STANDARDS ARE AND HOW WE'RE ADDRESSING THEM IN GISD.
SO WHAT IS A PROGRAM OF STUDY? A PROGRAM OF STUDY IS A SERIES OF COURSES THAT PREPARE STUDENTS FOR CAREERS IN SPECIFIC FIELDS, AND USUALLY INCLUDES WORK BASED LEARNING OPPORTUNITIES AND INDUSTRY BASED CERTIFICATIONS.
SO HOW HAS THE STATE CHANGED CCMR AND ACCOUNTABILITY AS IT RELATES TO CTE? THIS TABLE CONTAINS TEXT DESCRIBING NEW ACCOUNTABILITY STANDARDS FOR EARNING CCMR STATUS THROUGH INDUSTRY BASED CERTIFICATIONS.
YOU'LL NOTICE THE INCREASED EXPECTATIONS BY TEA ON A PHASED IN TIMELINE, WITH THE MOST SIGNIFICANT CHANGES IMPACTING THE CLASS OF 2026. OUR CURRENT JUNIORS. SO IF YOU LOOK AT THE TABLE, THE FIRST LINE IS IN 2023 AND PRIOR, IN ORDER TO BECOME CCMR MET THROUGH IBCS, THESE STUDENTS HAD TO EARN AN IBC.
THAT'S IT. TAKE THE TEST. PASS THE TEST. EARN THE IBC.
YOUR CCMR MET THROUGH CTE. IN 2024 STUDENTS HAD TO EARN AN IBC IN CONJUNCTION WITH ONE COURSE, A LEVEL TWO OR HIGHER IN AN ALIGNED PROGRAM OF STUDY.
A CONCENTRATOR MEANS THEY COMPLETE TWO COURSES WITHIN THE SAME PROGRAM OF STUDY.
THEN WE GET TO CLASS OF 2026. OUR CURRENT JUNIORS.
STUDENTS HAVE TO EARN AN IBC AND BE A COMPLETER IN AN ALIGNED PROGRAM OF STUDY.
BEING A COMPLETER MEANS THREE OR MORE COURSES FOR FOUR OR MORE CREDITS IN THE SAME PROGRAM OF STUDY.
SO YOU CAN SEE HOW THIS COULD AFFECT OUR CCMR SUCCESS IF WE DO NOT FOLLOW THE STATE'S EXPECTATIONS FOR STUDENTS COMPLETING A PROGRAM OF STUDY BY THE END OF THEIR SENIOR YEAR. THIS IS AN EXAMPLE OF A PATHWAY WITHIN A PROGRAM OF STUDY.
THE PROGRAM OF STUDY IS HEALTHCARE, DIAGNOSTIC AND THERAPEUTIC SERVICES.
THIS FALLS WITHIN THE HEALTH SCIENCE CAREER CLUSTER AND CARRIES AN ENDORSEMENT IN PUBLIC SERVICE.
THE COURSES WITH IIBCS OFFERED IN THIS GRAPHIC SHOW A RED ASTERISK BESIDE THEIR NAME.
NOTICE THAT THERE ARE FOUR LEVELS OF COURSES.
THESE MAY OR MAY NOT BE IN A 9TH THROUGH 12TH GRADE SEQUENCE.
THEY CAN TAKE THEM SIMULTANEOUSLY IF THE COURSE DOESN'T REQUIRE PREREQUISITE.
IN ORDER TO BE A COMPLETER, STUDENTS MUST TAKE AT LEAST ONE, LEVEL 3 OR 4 COURSE.
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DOCTOR GILMORE IS GOING TO TALK ABOUT GRADUATION REQUIREMENTS.TO HELP MAKE THE CONNECTION BETWEEN THE PROGRAM OF STUDY AND HOW IT IMPACTS GRADUATION.
LET'S FIRST REVIEW GRADUATION REQUIREMENTS. IN GARLAND ISD THE DEFAULT GRADUATION PLAN FOR OUR STUDENTS UPON ENTERING HIGH SCHOOL IS THE FOUNDATION HIGH SCHOOL PROGRAM DISTINGUISHED LEVEL OF ACHIEVEMENT, WHICH REQUIRES A MINIMUM OF 26 CREDITS.
THIS TRACK RECOGNIZES STUDENTS WHO COMPLETE A RIGOROUS ACADEMIC PATH.
TO EARN THIS DISTINCTION, STUDENTS MUST COMPLETE REQUIRED COURSEWORK SUCH AS FOUR YEARS OF ENGLISH, MATH, SCIENCE, TWO YEARS OF FOREIGN LANGUAGE IN ADDITION TO EARNING AN ENDORSEMENT.
ADDITIONALLY, EARNING THE DISTINGUISHED LEVEL OF ACHIEVEMENT IS A REQUIREMENT FOR STUDENTS AIMING FOR THE TOP 10% OR AUTOMATIC ADMISSIONS TO ANY TEXAS PUBLIC UNIVERSITY. THIS DISTINCTION DEMONSTRATES A STUDENT'S COMMITMENT TO ACADEMIC EXCELLENCE AND POSITIONS THEM FOR SUCCESS AFTER HIGH SCHOOL.
ONE PATHWAY TO COMPLETE AN ENDORSEMENT IS THROUGH A CTE PROGRAM OF STUDY.
MANY STUDENTS CHOOSE THIS ROUTE BECAUSE IT PROVIDES SPECIALIZED SKILLS IN AREAS SUCH AS HEALTH SCIENCES, ENGINEERING, BUSINESS TECHNOLOGY. BY COMPLETING A CTE PROGRAM OF STUDY STUDENTS NOT ONLY MEET GRADUATION REQUIREMENTS, BUT THEY ALSO GAIN THAT HANDS ON EXPERIENCE THAT PREPARES THEM FOR BOTH COLLEGE AND CAREER OPPORTUNITIES.
A PROGRAM OF STUDY, ON THE OTHER HAND, ARE SPECIALIZED COURSES AS SEQUENCED WITHIN THAT ENDORSEMENT THAT EQUIPS STUDENTS WITH SPECIALIZED KNOWLEDGE AND SKILLS IN THEIR CHOSEN CAREER FIELD. A STUDENT CAN SELECT AN ENDORSEMENT AND FOLLOW A RELATED PROGRAM OF STUDY TO GAIN EXPERTISE AND FULFILL GRADUATION REQUIREMENTS.
FOR THE PURPOSE OF GRADUATION STUDENTS PURSUING A CTE PATHWAY IN BUSINESS AND INDUSTRY, STEM OR PUBLIC SERVICE ENDORSEMENTS MUST BECOME COMPLETERS IN A TEA APPROVED PROGRAM OF STUDY TO EARN THE ENDORSEMENT.
HOWEVER, STUDENTS WHO SELECT MULTIDISCIPLINARY STUDIES AND ARTS AND HUMANITIES ENDORSEMENTS DO NOT REQUIRE WHICH DO NOT REQUIRE CTE COURSES ARE NOT NECESSARILY REQUIRED TO BECOME CTE COMPLETERS BECAUSE CTE COURSES ARE NOT WITHIN THOSE TWO ENDORSEMENT AREAS IN GISD.
MOST OF OUR STUDENTS EARN MULTIPLE ENDORSEMENTS, AND THIS DISTINCTION HELPS GUIDE THEM IN SELECTING A PATH, ALIGN WITH THEIR BEST ACADEMIC INTERESTS AND THEIR CAREER ASPIRATIONS.
SO THERE'S NOT A ONE SIZE FITS ALL SOLUTION FOR PREPARING STUDENTS TO BE READY FOR COLLEGE, CAREER, AND LIFE. ANY STUDENT WHO ENROLLS IN A CTE COURSE FOR NINTH GRADE SHOULD CHOOSE A PROGRAM OF STUDY AND BE ON TRACK TO TAKE THREE COURSES FOR FOUR CREDITS IN THAT PROGRAM OF STUDY. PIVOTS TO A NEW PROGRAM OF STUDY CAN HAPPEN THROUGH THE END OF 10TH GRADE.
GISD STANDARD IS THAT STUDENTS WHO ARE CCMR MET THROUGH AP, IB, DUAL CREDIT OR TSI MET BY EXAM BY THE END OF THEIR FALL SEMESTER OF THEIR JUNIOR YEAR MAY BE THE EXCEPTION TO BEING A CTE COMPLETER.
ON THE SCREEN IS A SAMPLE FOR YOUR PLAN. A FOUR YEAR PLAN IS A TOOL THAT HELPS STUDENTS MAP OUT THEIR HIGH SCHOOL COURSES AND ENSURE THAT THEY MEET GRADUATION REQUIREMENTS. IN OUR HIGH SCHOOL, STUDENTS HAVE THE OPPORTUNITY TO EARN UP TO 32 CREDITS TOWARDS GRADUATION BASED ON OUR BILL SCHEDULE, ALLOWING FOR EIGHT PERIODS PER DAY. EACH COURSE GENERALLY EARNS 0.5 CREDITS PER SEMESTER, ALLOWING STUDENTS TO ACCUMULATE ON AVERAGE FOUR CREDITS PER YEAR. HOWEVER, SOME COURSES MAY EARN FEWER OR MORE COURSES, DEPENDING ON THE NATURE OF THE COURSE AND THE REQUIREMENTS.
OVER THE COURSE OF FOUR YEARS, THIS COULD TOTAL UP TO 32 CREDITS.
ASSUMING THAT A STUDENT IS ENROLLED FULL TIME IN EIGHT CLASSES EACH SEMESTER.
THE ENDORSEMENT COURSE IN RED OUTLINES HOW A PROGRAM OF STUDY FITS WITHIN THAT FOUR YEAR PLAN.
THE QR CODE ON THE SCREEN WILL TAKE YOU TO TWO SAMPLE PLANS THAT WE WILL REVIEW TOGETHER, TO JUST SEE HOW PROGRAMS OF STUDY FIT WITHIN A STUDENT'S HIGH SCHOOL EXPERIENCE. BOARD MEMBERS COPIES OF THESE FOUR YEAR PLANS CAN BE FOUND IN YOUR BOARD BOOKLET,
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I BELIEVE PAGE 16 AND 17. MEET JORDAN, A NORTH GARLAND NON MST STUDENT WHO IS INTERESTED IN HEALTH CARE.JORDAN SELECTED A PUBLIC SERVICES ENDORSEMENT AND SHE DECIDED TO FOLLOW A HEALTH SCIENCE PROGRAM OF STUDY THAT CAN INCLUDE COURSES IN PHARMACY AND MEDICAL MICROBIOLOGY. LOOKING AT JORDAN'S FOUR YEAR PLAN OR SAMPLE ON THE SCREEN, YOU'LL NOTICE THAT THE CORE REQUIREMENTS FOR GRADUATION ARE LISTED BY DISCIPLINE FROM LEFT TO RIGHT, AND COURSES BY GRADE LEVEL CAN BE VIEWED FROM TOP TO BOTTOM.
JORDAN'S INTEREST APPEARS IN THE CREDITS ALLOCATED FOR HER ENDORSEMENT/ PROGRAM OF STUDY.
SHE IS DEDICATED TO EARNING SIX OF HER ELECTIVE CREDITS TO.
SHE'S DEDICATED SIX OF HER ELECTIVE CREDITS TO CTE HEALTH SCIENCE PROGRAM OF STUDY COURSES.
FRESHMAN YEAR, SHE WILL BE ENROLLED IN ONE CTE PRINCIPLES OF HEALTH SCIENCE COURSE FOR ONE CREDIT, AND BY SENIOR YEAR SHE WILL BE ENROLLED IN TWO CTE COURSES PHARMACOLOGY AND PHARMACY.
THE COURSE IN RED INDICATES THAT THIS COURSE WILL HELP HER BECOME CCMR MET BY EARNING A PERFORMANCE ACKNOWLEDGMENT OF A PHARMACY TECH, IBC. IF YOU'RE LOOKING AT THE FOUR YEAR PLAN, YOU'LL NOTICE SHE ALSO HAS ENOUGH ELECTIVE CREDITS TO CONTINUE ON WITH HER THIRD YEAR IN SPANISH AND PARTICIPATE IN GIRLS ATHLETICS FOR FOUR YEARS THROUGHOUT HER HIGH SCHOOL EXPERIENCE.
ONE REASON IS BECAUSE PRIOR TO HIGH SCHOOL, HE COMPLETED TWO YEARS OF FRENCH AND HE LOVES ORCHESTRA.
HE EXPRESSED INTEREST IN WANTING TO ALSO LEARN HOW TO PLAY THE PIANO WHILE IN HIGH SCHOOL.
IF YOU LOOK AT HIS FOUR YEAR PLAN, YOU WILL SEE THAT HE BECOMES CCMR MET HIS FRESHMAN YEAR THROUGH HIS AP HUMAN GEOGRAPHY COURSE, IN WHICH HE PASSED THE COURSE AND PASSED THE AP EXAM.
HIS FINE ARTS INTEREST WILL APPEAR IN THE CREDITS ALLOCATED FOR HIS ENDORSEMENT IN THAT AREA.
YOU'LL ALSO SEE IF YOU'RE LOOKING AT THE PLAN, FRENCH PIANO, ORCHESTRA, MUSIC THEORY COURSES.
AND HE DECIDED WITH HIS REMAINING ELECTIVES THAT HE WILL TAKE ADDITIONAL ADVANCED COURSEWORK LIKE CHEMISTRY IB, PSYCHOLOGY IB, WORLD TOPICS IB. WHILE THESE ARE JUST TWO EXAMPLES, IN GARLAND ISD WE STRIVE TO ENSURE THAT OUR STUDENTS HAVE ACCESS TO VARIOUS PATHWAYS WHILE KEEPING THEM BOTH COLLEGE AND CAREER GOALS IN MIND.
SO, IN ORDER TO BEGIN THE JOURNEY WITH STUDENTS EARLY ENOUGH TO MAKE AN IMPACT AND HELP THEM TO HAVE A CLEAR UNDERSTANDING OF THEIR OPPORTUNITIES IN GISD, WE WILL FORMALLY BEGIN THIS EDUCATION IN SEVENTH GRADE WITH A COLLEGE AND CAREER EXPLORATIONS COURSE.
THE GOAL IS THAT ALL SEVENTH GRADERS TAKE THE COURSE.
IT INCLUDES TSI READINESS SKILLS OR TSI READINESS INFORMATION, INCLUDING SAT AND TSI, A2 PREP, AND HOW THE PSAT IN 8TH THROUGH 11TH GRADE PREPARES STUDENTS FOR SUCCESS.
A VISIT TO THE GRCTC AND A SORT OF PROGRAM OF STUDY BOOT CAMP IN EIGHTH GRADE.
SECOND SEMESTER OF EIGHTH GRADE STUDENTS CREATE A FOUR YEAR PERSONAL GRADUATION PLAN, WHICH INCLUDES COURSE SELECTIONS FOR THE FOLLOWING YEAR THAT THEY REFINE THROUGHOUT THEIR HIGH SCHOOL YEARS, AND THIS HAPPENS WITH THEIR COUNSELOR EACH YEAR.
WHAT QUESTIONS CAN WE HELP ANSWER? COMMITTEE DO YOU HAVE ANY QUESTIONS? MISS GRIFFIN? YES. THANK YOU FOR THIS INFORMATION.
MY QUESTION IS WE HAVE OUTLINED HOW WE ARE GOING TO GET THE STUDENTS READY.
HOW ARE WE GOING TO GET THE PARENTS READY? AND IT'S BEEN A QUESTION WHEN WE HAVE CHANGES FROM ME
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FOR YEARS. AND PARENTS STILL DON'T UNDERSTAND THE GREATNESS OF PROGRAM OFFERINGS THAT WE HAVE. SO HOW ARE WE GOING TO MAKE A DIFFERENCE WITH THIS APPROACH? AND IF WE'RE SAYING THAT WE'RE GOING TO START IN SEVENTH GRADE, WHEN ARE WE GOING TO START WITH OUR PARENTS? THE DIFFERENCE IS WE HAVE STUDENTS EVERY DAY.WE DON'T HAVE PARENTS EVERY DAY. SO TELL ME THAT STRATEGY AND THAT PLAN.
OKAY, WELL, ONE OF THE WAYS IS IN OUR SEVENTH GRADE COURSE THAT BEGINS AND WE'RE STARTING A NEW CURRICULUM NEXT YEAR WITH THE SEVENTH GRADE CAREER AND EXPLORATION CAREER AND COLLEGE EXPLORATION COURSE. SO INCLUDED WITH THAT CURRICULUM IS A PARENT EDUCATION PIECE.
NOW, ALL PARENTS AREN'T GOING TO ENGAGE WITH THAT, BUT IT IS AN OPTION.
IT'S EVEN TRANSLATED INTO OTHER LANGUAGES. TELL ME ABOUT THE PIECE.
IS IT EXPLAINING AND GOING OVER WHAT YOU HAVE PRESENTED HERE TONIGHT IN PARENTS LANGUAGE, NOT STUDENT LANGUAGE, STAFF LANGUAGE OR SCHOOL BOARD LANGUAGE? I'M NOT TRYING TO BE DIFFICULT.
WHAT I'M SAYING IS WE CAN DO ALL OF THIS, AND IF OUR PARENTS AREN'T BROUGHT ALONG WITH THEIR CHILDREN, WE STILL HAVE THAT GAP. I COMPLETELY AGREE. YES.
AND THE SO I HAVEN'T SEEN THE FINAL PRODUCT YET.
AS MUCH AS THEY WANT TO BE ENGAGED, THEY CAN LEARN THE EXACT SAME INFORMATION THE STUDENTS ARE LEARNING IN CLASS EVERY DAY, AND THEY CAN SEE THE ACTIVITIES THAT THEY'RE DOING.
IT EXPLAINS WHAT WE JUST TALKED ABOUT IN PARENT LANGUAGE, CHILD LANGUAGE, WHATEVER THAT IS.
JUST. AND I UNDERSTAND WHAT YOU MEAN, BECAUSE IF YOU'RE NOT IN EDUCATION, WE TALK IN, YOU KNOW, IT SOUNDS LIKE IT'S GREEK TO PEOPLE WHO ARE IN OTHER INDUSTRIES.
YEAH. AND ALL THE ACRONYMS. SO THAT COURSE IS AVAILABLE TO PARENTS.
THERE'S WE'LL SEND THAT HOME WITH THEM ALL THE ACCESS TO THAT.
AND THEN THE STUDENTS ARE ALSO ENCOURAGED TO TALK TO THEIR PARENTS ABOUT THIS, BECAUSE IT SHOULD BE A JOINT CONVERSATION FROM SEVENTH GRADE AND EIGHTH GRADE, YOU KNOW, WHAT ARE YOUR INTERESTS? AND THEY CAN LOOK AT THEIR CAREER AND TO SURVEY TOGETHER.
HAVE THOSE CONVERSATIONS FOR ALL PARENTS WHO WILL.
SEEM LIKE YOU ALL HAVE THOUGHT THROUGH THAT. AND I APPRECIATE THAT.
AND THANK YOU FOR THE ANSWER. YES, MA'AM. I DON'T HAVE A QUESTION MORE THAN A COMMENT.
SO WHAT ABOUT THAT PARENT THAT'S NOT CAPABLE OF IT? AND YOU'VE JUST OVERWHELMED ME, AND I'M PROBABLY PRETTY CAPABLE, SO I DON'T, I'M NOT GOING TO GO THROUGH THE COURSE.
I DON'T HAVE THE TIME. I'M TRYING TO PUT FOOD ON THE TABLE.
SO WHAT'S THE GAME PLAN FOR THE PARENTS THAT AREN'T GOING TO BE ABLE TO GO TO THE DEPTHS THAT, THAT YOU WERE EXPECTING THEM TO GO TO? BECAUSE I WOULD LOVE TO SAY THAT ALL PARENTS HAVE A WILL, BUT THEY MAY NOT HAVE THE ABILITY OR EVEN THE TIME, QUITE FRANKLY. SURE. SO WE OFFER OTHER THINGS, AND YOU CAN TALK ABOUT SOME OF THE PARENT NIGHTS THAT WE OFFER AT MIDDLE SCHOOL.
BUT AGAIN, IF A PARENT CAN'T COME TO THOSE PARENT NIGHTS AND LEARN.
AND THEY DON'T HAVE THE TIME AT NIGHT TO SIT DOWN AND GO THROUGH THE COURSE WITH THEIR CHILD, WE CAN OFFER THERE ARE VIDEOS ALONG WITH THIS PROGRAM SO THEY CAN WATCH SHORT VIDEOS SHORT OF THEM COMING AND COLLABORATING WITH US.
IT'S DIFFICULT TO GET IT TO THEM, BUT THEY WILL HAVE IT IN WRITTEN FORM. THEY HAVE IT IN VIDEOS.
AND IT'S AT LEAST IN TWO LANGUAGES. SO, MISS BLAKEY, CAN I JUMP IN FOR JUST A SECOND? THAT IS THE MILLION DOLLAR QUESTION. IT REALLY IS.
HOW DO YOU TAKE SOMETHING SO COMPLEX AS THIS SYSTEM AND THINK ABOUT ALL THE MAGNET OFFERINGS, ALL THE CHOICE THAT WE HAVE, WHICH IS CERTAINLY A STRENGTH OF OUR DISTRICT, BUT HOW DO WE MAKE IT COMPREHENSIBLE FOR EVERYBODY.
AND SO WHAT YOU SEE ON THE SCREEN IS PART OF OUR MARKETING CAMPAIGN THAT WE'RE PUTTING IN PLACE, TRYING TO SIMPLIFY LANGUAGE AND WHAT, WE OFFER PARENTS.
AND THE THOUGHT IS WE'VE GOT TO START HAVING CONVERSATIONS EARLIER.
I HAVE TWO BOYS IN HIGH SCHOOL, AND IT'S A LOT OF INFORMATION COMING AT ONE TIME.
SO WE CAN START KIND OF CHUNKING THIS OVER TIME.
AND EVERY TIME WE HAVE A TOUCH POINT WITH A PARENT, PARENT TEACHER CONFERENCE OPEN HOUSE NIGHT.
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AND IT'S ITERATIVE. IT'S GOING TO BE SOMETHING THAT'S CHANGING OVER TIME. BUT HOW DO WE SIMPLIFY THIS FOR PARENTS TO GO GRAB SOMETHING AS THEY'RE LOOKING AT CHOICE PERIODS, THINGS LIKE THAT. AND MAKING SURE THERE'S HIGH LEVELS OF ALIGNMENT TOO, FROM MIDDLE SCHOOL TO HIGH SCHOOL.SO I KNOW DOCTOR GILMORE AND TEAM HAVE BEEN WORKING REALLY HARD ON TRYING TO GET THAT KIND OF THAT SPACE IN BETWEEN AS SEAMLESS AS POSSIBLE, BUT IT'S ONGOING, MISS STANLEY. I WOULD JUST SAY JUST I MEAN, SOMETIMES IT'S JUST A MATTER OF TELLING THAT PARENT WHERE THEY NEED TO HAVE THEIR KID AND AND LETTING THAT CHILD BE THAT CONDUIT BETWEEN THAT PARENT AND THE PROGRAM AND MORE OF BECAUSE I KNOW THAT A LOT OF TIMES THE FRUSTRATION IS, IS THAT IF I'D HAVE KNOWN THAT, I JUST NEEDED TO DROP THEM THERE. I MEAN, YOU KNOW, I WOULD HAVE TIED THEM UP AND KEPT THEM THERE, RIGHT? BUT WE DON'T KNOW THAT. AND BECAUSE IT IS KIND OF COMPLEX AND WE GET A LITTLE LOST.
SO I'M JUST GOING TO THROW THAT LITTLE TIDBIT OUT THERE.
SOMETIMES IT'S, JUST A MATTER OF THIS IS WHERE YOU NEED TO BE.
AND FROM THERE WE'RE GOING TO WORK WITH YOUR KID AND WE'RE GOING TO GET YOU WHERE YOU NEED TO GO.
BUT YOU DON'T HAVE TO BE THE DRIVER. YOU JUST GOT TO MAKE SURE THEY'RE PHYSICALLY THERE.
SIMPLE, I KNOW, BUT. THANK YOU. IT WORKS. PRESIDENT SELDERS.
SO THANK YOU FOR THIS PRESENTATION. I WAS JUST KIND OF LOOKING AT WHEN YOU GUYS WERE GOING THROUGH THE PROGRAM OF STUDY AWARENESS BY GRADE LEVEL AND LOOKING LIKE YOU ARE TRYING TO DO MORE EARLIER, LIKE IN THE SEVENTH AND EIGHTH GRADE.
SO JUST OUT OF CURIOSITY ARE STUDENTS ABLE TO BE CCMR MET BY LIKE THEIR FRESHMAN OR SOPHOMORE YEAR? YES. AND HOW DOES THAT WORK? YOU WANT TO TALK ABOUT THAT? YOU WANT ME TO? YEAH. YES. THERE'S MULTIPLE WAYS FOR STUDENTS TO BE CCMR MET.
SO SOME STUDENTS, SOME OF OUR INCOMING NINTH GRADERS WILL PASS THEIR TSIA EXAM TSIA TWO, THE SUMMER BEFORE THEY BEGIN THEIR HIGH SCHOOL JOURNEY. SO THEY'RE AUTOMATICALLY CCMR MET.
THAT IS A SMALL PERCENTAGE OF STUDENTS. OTHERS WILL PASS THAT THEIR 9TH GRADE OR 10TH GRADE YEAR.
SO WE'RE NOT TRYING TO HIT EVERYBODY THEIR SENIOR YEAR.
THEY PICK UP THE PIECES ALONG THE WAY TO MEET THAT REQUIREMENT BEFORE THEIR SENIOR YEAR.
THEN THERE'S DUAL CREDIT. BEFORE YOU GO THERE.
YES. WHAT IS THE PATH OR WHAT DOES THAT PATH LOOK LIKE FOR THOSE STUDENTS WHO ARE ABLE TO DO THAT? THE P-TECH AND EARLY COLLEGE STUDENTS. NO. YOU SAID, YOU KNOW, THEY CAN PASS TSIA TOO.
NINTH GRADE OR. NINTH GRADE, RIGHT? SO WHAT DOES THEIR PATH LOOK LIKE GETTING TO THAT POINT THAT ALLOWS THEM TO BE ABLE TO DO THAT? NORMALLY THOSE STUDENTS ARE IN ADVANCED COURSEWORK IN THEIR NINTH GRADE YEAR.
THEY'RE AHEAD IN MATH. PRIOR TO THAT. PRIOR TO THAT.
SO THEY PICKED UP THOSE. THERE'S A LOT OF THE TSIA2 IS EIGHTH GRADE MATH SKILLS, BUT THEN THERE'S SOME MORE, OBVIOUSLY SOME MORE ADDED TO THAT. SO IF THEY'RE IN ADVANCED MATH, THEY'RE READY BEFORE THEIR JUNIOR YEAR.
SO WE'RE LOOKING AT MOSTLY KIDS THAT ARE IN OUR ACADEMIES.
IF THEY'VE ACCELERATED THEIR COURSEWORK. OKAY.
AND THEN OTHER THAN THAT, WE HAVE PREP FOR TSI AS THEY GO THROUGH THEIR ENGLISH CLASSES AND THEIR MATH CLASSES LEADING UP TO THAT JUNIOR YEAR, WHERE THEY SHOULD BE READY TO MEET THOSE STANDARDS.
BUT EVEN IN THE EXAMPLE, ONE OF THE EXAMPLES PROVIDED SOME THAT WOULD BE A GOOD EXAMPLE.
WE HAVE QUITE A FEW OF OUR STUDENTS WHO ARE EARNING CCMR MET THROUGH AP COURSEWORK.
SO WHEN THEY PASS THEIR THEIR AP EXAM AND THEY'VE PASSED THE CLASS NOW THEY'RE CCMR MET BECAUSE THEY'VE SUCCESSFULLY EARNED COLLEGE CREDIT, OR WHEN A STUDENT PASSED THEIR FIRST DUAL CREDIT CLASS, THEY COULD EARN THREE HOURS IN ENGLISH, THREE HOURS IN MATH, OR NINE HOURS, WHICH COULD BE FROM MULTIPLE OR VARIATION OF DISCIPLINES.
SO THEY BECOME CCMR MET BECAUSE THEY'RE PASSING THESE COLLEGE CLASSES, THEY'RE COLLEGE READY, AND THEY'VE ACTUALLY, YOU KNOW, BEEN SUCCESSFUL IN A COLLEGE BASED COURSE.
THAT'S ANOTHER PATHWAY. SO WHEN YOU ASK THE QUESTION ABOUT WHAT DOES THAT LOOK LIKE FROM EIGHTH GRADE? OFTENTIMES WHEN STUDENTS ARE IN HONORS PROGRAMS OR PRE-AP, OR ACCELERATING THEIR LEARNING AND JUST TAKING THOSE OPPORTUNITIES TO EXPLORE AND REALLY CHALLENGE THEMSELVES, WHAT THEY'RE DOING IS SETTING THEMSELVES UP TO BE COLLEGE READY SO MUCH SOONER BECAUSE OF THE FACT THAT THEY ARE INVOLVED IN AND ENGAGED IN SOME RIGOROUS CURRICULUM EARLY ON.
AND SO WE HAVE QUITE A FEW STUDENTS IN GISD WHO MEET THAT CCMR BENCHMARK PRIOR TO SENIOR YEAR BECAUSE THEY'VE EXPOSED THEMSELVES OR THE FAMILIES HAVE WORKED WITH THEIR CHILDREN AT HOME, ALONG WITH WHAT WE'RE DOING WITHIN THE SCHOOL DAY.
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YES. RIGHT. BUT WHAT ABOUT FOR THE ONES THAT ARE GOING TO TAKE THE CAREER ROUTE? I MEAN, WHAT AVENUES ALLOW THEM TO PROGRESS THROUGH THAT MUCH QUICKER? SO THAT'S WHERE THIS IS GOING TO DEFINITELY HELP WITH THE CAREER ROUTE, THIS PROGRAM OF STUDY.SO IDEALLY WE WANT OUR STUDENTS TO BE BOTH. WE WANT THEM TO LEAVE WITH AN OPPORTUNITY TO CHOOSE WHETHER THEY WANT TO GO TO COLLEGE OR WHETHER THEY WANT TO ENTER THE WORKFORCE THROUGH INDUSTRY BASED CERTIFICATION SO THEY CAN EARN A LIVABLE WAGE.
SO BY BEING IN A PROGRAM OF STUDY, WE'RE REALLY ENCOURAGING THOSE STUDENTS TO SUCCESSFULLY COMPLETE THAT INDUSTRY BASED CERTIFICATION SO THAT THEY CAN LEAVE HIGH SCHOOL READY TO ENTER THE WORKFORCE IF THEY SO CHOOSE, WITH CREDENTIALS THAT ALLOWS THEM TO EARN THAT COMPETITIVE SALARY.
AND FOR OUR TARGET WITH TSIA MET BY EXAM FOR A BOARD GOAL RIGHT NOW IT'S 39% FOR 2025.
WHAT DOES THAT LOOK LIKE? I GUESS GOING FORWARD BY IMPLEMENTING THIS PROGRAM IN TERMS OF WHAT THAT PERCENTAGE BOOST WILL BE, IF WE WERE TO DO THIS SUCCESSFULLY? I WOULD SAY I'M SAYING I SEE COLEMAN KIND OF ITCHING UP.
HE'S LIKE, PUT ME IN THE GAME. SO I'M GOING TO DEFER TO COLEMAN.
SO GOOD EVENING, BOARD MEMBERS, DOCTOR LOPEZ.
BUT I THINK WITH THIS, AS WE'RE STARTING TO PUSH DOWN IN GRADE LEVELS, WE'RE STARTING TO MAKE SURE THAT THE KIDS HAVE ACCESS TO THE CURRICULUM MUCH EARLIER, NOT ONLY IN THE CAREER SIDE, BUT ONE THING THAT'S ON THE TABLE RIGHT NOW THAT WE'RE TALKING ABOUT FOR NEXT YEAR IS TO GET KIDS TO TEST IMMEDIATELY AFTER ALGEBRA ONE, WHERE THEY'VE GOT ABOUT 70% OF THE STANDARDS MET.
THEY STILL HAVE MORE TO LEARN WHEN THEY GET TO HIGH SCHOOL. BUT IF YOU'VE GOT A STUDENT THAT'S HITTING MASTERS ON A MATHEMATICS TEST, THEY HAVE A HIGH LIKELIHOOD TO GO AHEAD AND EXCEED THAT GOAL BEFORE THEY WALK OUT.
YOU ASKED A COUPLE QUESTIONS THAT I WANTED TO ADDRESS TO YOU THAT WITH THE SOPHOMORES, ESPECIALLY ON THE CAREER SIDE, YOU HAVE STUDENTS WHO ARE GOING TO HAVE A HARDER TIME EARNING AS EARLY AS WE USED TO.
THEY CAN GET AN IBC IN 10TH GRADE, BUT THEY STILL GOT TO FINISH THE COURSEWORK.
SO ON OUR END, WE'LL JUST SEE THEM AS APPROACHES.
IT'S YOU GET YOUR THREE HOURS NO MATTER THE SUBJECT.
BOOM. COLLEGE CREDIT. AND IT'S IN THERE FOR CCMR. FOR TSI IT'S GOING TO BE A LITTLE BIT TOUGHER BECAUSE THEY'RE NOT GOING TO FINISH THEIR ENGLISH CURRICULUM IN TIME TO REALLY TEST FOR BOTH EXAMS FOR MATH AND RLA.
OKAY. SO WHAT WE'RE HOPING IS WE SEE A SHARP INCREASE IN MATH IN THE YOUNGER GRADES, AND THEN BY THE TIME THEY HIT ENGLISH THREE, WE CAN CLOSE THAT GAP, FINISH IT. AND REALLY, THAT JUNIOR YEAR WILL START TO BECOME THE FOCUS AS WE START TO PUSH THIS PLAN TOGETHER OUT OF SENIOR YEAR AND AS THEY COME UP THROUGH THE SYSTEM.
AND SO IF THEY GET THE COLLEGE BACKGROUND TO BE ABLE TO HAVE THE MATH SKILLS, TO BE THE CONSTRUCTION MANAGER, TO RUN THE ARCHITECTS, THEN THAT'S THE DREAM IS TO GET BOTH SIDES OF IT, NOT ONE OR THE OTHER.
COOL. THANK YOU. MR. MILLER. YEAH. THANK YOU SO MUCH.
AND THANK YOU FOR ENGAGING IN THESE KIND OF PROGRAMS. I KNOW IT MAY BE DIFFICULT TO EXPLAIN TO THE PARENTS OR THE STUDENTS, BUT HOPEFULLY THE COUNSELORS AND ALL THE STAFF THAT WILL INTERACT WITH THEM WILL BE ABLE TO HELP THEM THROUGH THE MAZE. I'M THINKING ABOUT THE SECOND C, THE CAREER THING, ESPECIALLY OUR CTE PROGRAMS. AND I NOTICED ON PAGE SEVEN YOU HAD LIKE LEVEL ONE, LEVEL TWO, LEVEL THREE, LEVEL FOUR.
AND ARE THESE ESTABLISHED BY THE STATE AS TO WHAT THE LEVEL QUALIFIES AT? YES, SIR. THESE ARE ESTABLISHED BY TEA. I'M SURE SOMEWHERE ON SOME SITE IS A COMPREHENSIVE LIST OF WHAT'S A LEVEL ONE, TWO, THREE, FOUR. THAT'S RIGHT. SO IN OUR CTE PROGRAMS, IS EVERYTHING ACCREDITED BY THE STATE? DO WE HAVE ANYTHING THAT IS NOT. WE DO NOT HAVE ANYTHING THAT'S NOT.
AND WITHIN THOSE LEVELS, I READ SOMEWHERE OR MAYBE I DREAMED IT.
YOU CAN HELP ME. I READ THAT DIFFERENT LEVELS HAVE DIFFERENT FUNDING PERCENTAGES FROM THE STATE, LIKE A NON ACCREDITED CTE COURSE GETS BASIC ALLOTMENT.
A LEVEL ONE IS LIKE A 1.1, LEVEL TWO IS MAYBE 1.3 AND IT GOES ALL THE WAY UP, I THINK, TO THE LEVEL FOUR WHICH IS A 1.46. SO THAT HAS MORE TO DO WITH THE CREDITS, THE NUMBER OF CREDITS THAT STUDENTS ARE.
IT HAS TO DO WITH MINUTES, HOW MANY THEIR SEAT TIME, HOW LONG THEY'RE IN THAT CLASS.
SO A TWO CREDIT CTE COURSE IS HIGHER FUNDED THAN A ONE CREDIT CTE.
OKAY. WELL THAT'S WHAT I WAS WONDERING IS HOW DOES ALL THAT APPLY TO THE FUNDING FORMULAS?
[00:30:04]
BECAUSE I KNOW IT SEEMS LIKE WE'RE GETTING MORE AND MORE AND WE'RE ABOUT TO ADD ON TO THE CTE.SO WE'RE REALLY ADDING INTO PROGRAM, WHICH ADDS INTO OUR COST, AND I'M NOT SURE THAT THE PERCENTAGES OF REIMBURSEMENT TOTALLY REIMBURSES FOR EVERYTHING THAT IT COSTS TO PUT THESE KIDS THROUGH SOME OF THESE PROGRAMS, BUT I WAS JUST INTERESTED.
SO THAT WE GET FUNDED. AND THEN ESPECIALLY, HOW DO WE GO ABOUT IDENTIFYING FOR THE STATE TO GET THOSE REIMBURSEMENT LEVELS? I MEAN, WHAT'S THE PROCESS? SO IT'S CONNECTED TO PEIMS CODES.
RIGHT? PEIMS. YES. AND THAT'S HOW WE REPORT TO THE STATE WHAT CLASSES WE'RE OFFERING, HOW MANY STUDENTS ARE ENROLLED, ALL THAT'S REPORTED THROUGH PEIMS. AND THAT'S WHERE THE FUNDING, HOW THE FUNDING GETS ATTACHED.
AND DID THEY ALL DO THEY HAVE UP TO LEVEL FOURS AT THOSE CAMPUSES? THEY DO. AND THEY'RE FUNDED THE SAME. YES. NOW THE, THE GRCTC HAS SOME OF THEM ARE WHAT THEY CALL A V3, BECAUSE THEY ARE IN THOSE SEATS LONGER THAN A REGULAR HIGH SCHOOL, BECAUSE THERE'S ONE SESSION IN THE MORNING, ONE SESSION IN THE AFTERNOON, SO THEY'RE THERE FOR THREE HOURS A DAY.
THANK YOU. OKAY. I'VE GOT SOME CONCERNS. WE'LL PUT IT THAT WAY.
[LAUGHTER] FIRST AND FOREMOST THIS, AS WITH A LOT OF THINGS, IS PART OF AN ONGOING CHANGES BROUGHT BY THE TEA WITH RESPECT TO US. WE WERE TOO SUCCESSFUL AT CCMR, SO THEY HAD TO MAKE IT HARDER.
OKAY. MY CONCERN IS THEY MADE IT APPLICABLE TO THE CLASS OF 2026 THAT SUCKS TO BE PERFECTLY BLUNT BECAUSE CAN YOU PULL UP ONE OF THE STUDENTS? NOT ALEX, BUT THE? JORDAN. JORDAN. JORDAN? YES. AS YOU CAN SEE, TO SUCCESSFULLY COMPLETE THE PROGRAM OF STUDY, SHE HAS TO MEET FOUR OF THESE CLASSES LEVEL ONE, LEVEL TWO, AND THEN SOME COMBINATION OF LEVEL THREE AND LEVEL FOUR.
WELL, WHAT IF AT THE END OF HER JUNIOR YEAR, SHE HADN'T DONE ANY OF THEM? SHE'S GOT TO DO ALL FOUR IN HER SENIOR YEAR. AND I DON'T EVEN KNOW IF THAT'S PHYSICALLY POSSIBLE BECAUSE SOME OF THEM ARE PREREQUISITES FOR OTHER ONES.
SO THAT'S THE PICKLE THAT A LOT OF OUR RISING JUNIORS GOING INTO SENIORS HAVE BEEN TOLD BY THEIR COUNSELORS IS, YOU KNOW, YOU THOUGHT YOU WERE GETTING SENIOR RELEASE. YOU KNOW, HOW YOU THOUGHT YOU WERE GOING TO HAVE FUN YOUR SENIOR YEAR.
GUESS WHAT? YOU'RE TAKING FOUR CLASSES THAT YOU HAVE NO INTEREST IN TAKING WHATSOEVER.
I'M SORRY, BUT THAT'S AND THAT'S BEING FORCED ON US BY THE STATE.
AND THAT SUCKS. THAT SUCKS FOR THOSE KIDS. IT ALSO POTENTIALLY IS VERY DAMAGING TO THEIR GRADE POINT AVERAGES BECAUSE IN A LOT OF THESE CASES, AT LEAST THE LEVEL ONE AND LEVEL TWO COURSES, THE ONES THAT DON'T LEAD TO INDUSTRY BASED CERTIFICATIONS GENERALLY ARE REGULAR CLASSES.
SO IF THERE ARE PEOPLE WHO ARE SITTING THERE ABOVE 4.0, AND YES, THERE ARE STUDENTS THAT HAVE ABOVE 4.0, GETTING A 100 WOULD LOWER THEIR GRADE POINT AVERAGE.
SO YES, LARRY, IT'S POSSIBLE BECAUSE AWAITING GPAS ARE WEIGHTED.
THAT'S ANOTHER THING. YOU'RE ON THE SCHOOL BOARD.
YOU DON'T UNDERSTAND NECESSARILY HOW THAT WORKS.
YOU'VE BEEN ON THE SCHOOL BOARD FOREVER. YOU DON'T KNOW HOW THAT NECESSARILY WORKS.
I DIDN'T KNOW BAND COUNTS. BAND DIDN'T USED TO COUNT.
WELL, YOU'RE TELLING ME THAT A KID AND WE'RE FOCUSED ON EIGHTH GRADERS? I HAVE A SEVENTH GRADER. MY SEVENTH GRADER HAS ALREADY BEEN BROUGHT IN AND PRETTY MUCH TOLD IT'S TIME TO PICK A PROGRAM OF STUDY, BECAUSE SOME OF THESE CLASSES ARE AVAILABLE TO THEM AS EIGHTH GRADE YEAR. SO IF HE WANTS ACCESS TO THOSE, HE KIND OF NEEDS TO COMMIT TO IT NOW. HE'S IN SEVENTH GRADE.
MY KID CAN'T DECIDE LIKE WHAT CHEETOS HE WANTS TO EAT IN SEVENTH GRADE, GENERALLY.
BUT WE'RE PUTTING THIS ON HIM NOW. FAIR ENOUGH.
HE, THOSE KIDS AT LEAST HAVE FOUR FULL YEARS TO COMPLETE THIS.
THEY CAN SPREAD IT OUT. THEY CAN TAKE THE CLASSES THAT ARE INTERESTED, THINGS OF THAT NATURE.
SO I DON'T HAVE ANY PROBLEM WITH THE NEW ONES.
AS FAR AS GPA GOES EVERYONE'S GOT TO DO IT. SO IT'LL ALL RANK OUT IN THE IN THE CLASS RANK.
GENERALLY I'LL GET TO EXCEPTIONS TO THAT IN A MINUTE, BUT I KIND OF I GUESS I WANT TO KNOW IS,
[00:35:04]
WHAT ARE WE DOING FOR THOSE PEOPLE IN THE CLASS OF 2026 TO ONE IS IT EVEN PHYSICALLY POSSIBLE IF THEY HAVEN'T DONE ANY OF THESE COURSEWORK YET AT THIS POINT, BECAUSE THEY WERE UNDER NO OBLIGATION TO DO THIS UNTIL NOW.SO I UNDERSTAND THAT THEY MAY THEIR SENIOR YEAR MIGHT NOT BE WHAT THEY ENVISIONED, BUT IS IT EVEN NECESSARILY POSSIBLE FOR THEM TO GET CCMR MET BY CTE BECAUSE THEY MAYBE DIDN'T TAKE A LEVEL ONE COURSE AS OF THIS TIME? SO THAT'S WHY WE BROUGHT ATTENTION TO THERE'S NOT A ONE SIZE FITS ALL.
SO STUDENTS INDIVIDUALLY SHOULD BE ADVISED ON WHAT ROUTE WHAT PATHWAY THEY TAKE.
DO YOU HAVE TO PICK A PATHWAY AND NEVER EXIT FROM 12 YEARS OLD ON? ABSOLUTELY NOT. WE WILL WORK WITH THEM AND THEY CAN CHANGE THAT IF THEY GET INTO ONE.
AND THEY THOUGHT THEY WERE GOING TO LOVE IT. THEY HATE IT.
FINISHED NINTH GRADE. YOU TALK TO YOUR COUNSELOR, YOU PIVOT.
YOU GO TO A DIFFERENT OPTION. PERFECTLY FINE, EVEN TO THE END OF 10TH GRADE.
THAT CAN WORK. FOR OUR CURRENT JUNIORS, THEY'RE AT MORE OF A DISADVANTAGE.
ABSOLUTELY. HOWEVER, IF WE HAVE TO LOOK AT IT STUDENT BY STUDENT, ACCORDING TO THE KID.
BUT IF THEY'RE ALREADY CCMR MET THROUGH ONE OF THESE WAYS THIS LAST LINE ON THE SCREEN.
AP IB DC TSIA2 BY EXAM WHERE WE DON'T NECESSARILY NEED TO KEEP THEM IN A PROGRAM OF STUDY.
NOW IF THEY HAVE ONE COURSE LEFT TO COMPLETE THEIR PROGRAM OF STUDY, THEN WE HOPE FOR THEIR OWN SAKE, WE HOPE THEY DO. SOME KIDS WILL TAKE THIS IBC AND GO WORK THEIR WAY THROUGH COLLEGE.
SOME WILL GO STRAIGHT TO THE WORKFORCE AND MAYBE GO BACK TO COLLEGE LATER.
BUT THEY'RE, A LOT OF OUR CTE STUDENTS ARE GRADUATING WITH SIGNIFICANT COLLEGE CREDIT BECAUSE OUR PROGRAMS OUR CTE, A LOT OF OUR CTE PROGRAMS ARE THROUGH DALLAS COLLEGE AND THEY ARE DUAL CREDIT CREDENTIALED.
SO WHAT DO YOU HAVE TO ADD TO THAT? AND JUST A POINT OF CLARIFICATION.
IF A STUDENT HAD NEVER TAKEN A CTE COURSE AND IT'S THEIR SENIOR YEAR OR GOING INTO THEIR SENIOR YEAR, WE WOULD NOT SCHEDULE THEM INTO FOUR COURSES FOR A PROGRAM OF STUDY.
SO I'M ASSUMING THEY'RE EARNING EITHER MULTIDISCIPLINARY ENDORSEMENT OR MAYBE STEM.
AND SO WE'RE GOING TO FOCUS ON HELPING THEM BECOME ANOTHER CCMR MET THROUGH ANOTHER AVENUE.
WHETHER THAT'S AP, WHETHER THAT'S DUAL CREDIT, HELPING THEM BE SUCCESSFUL ON THE TSIA2 AND THEN ENROLLING IN COLLEGE BECAUSE IT'S CLEAR THAT THEY'RE NOT INTERESTED IN GOING IMMEDIATELY INTO THE WORKFORCE BECAUSE THEY HAD NOT ENROLLED IN ANY CTE COURSES.
SO JUST SO THAT WE'RE CLEAR, IF THEY HAVE NEVER.
BUT I APPRECIATE THAT BECAUSE I AS A PARENT WHO'S I'VE GOTTEN THIS COMMUNICATION FROM SCHOOLS.
SO I'M KIND OF I'M KIND OF IN THE MIDDLE OF THIS RIGHT NOW.
THAT IS NOT BEEN MADE CLEAR IN COMMUNICATIONS TO PARENTS THUS FAR.
BASICALLY, IT HAS BEEN YOU GOT TO DO A PROGRAM OF STUDY.
IT'S THERE'S NO OTHER PATH. THIS IS THE PATH.
BUT THAT BEING SAID, I DO APPRECIATE THE FACT THAT WE HAVE TO TRY TO GET THESE SENIORS NEXT YEAR TO OVER THAT CCMR BAR, PROBABLY A DIFFERENT WAY. YES.
I MEAN THIS NOW A LOT OF THESE KIDS HAVE ALREADY MET IT, RIGHT? I MEAN THANKFULLY MY KID HAS ALREADY MET CCMR SO HE DOESN'T HAVE TO WORRY ABOUT THIS, BUT THERE ARE SOME OUT THERE WHO WERE, LIKE YOU SAID, A MULTIDISCIPLINARY ENDORSEMENT. THEY DON'T NEED THIS TO GRADUATE, BUT THEY DO NEED IT TO GET CCMR CERTIFIED, WHICH WE WANT ALL OF OUR KIDS TO BE CCMR CERTIFIED, BECAUSE WE WANT TO PROVE TEA WRONG THAT WE CAN KEEP OUR NUMBERS WHERE THEY ARE.
SO IS THERE ANY PLAN ON TRYING TO REALLY STRESS TSIA FOR THE ONES THAT HAVEN'T TAKEN AP OR IB OR DUAL CREDIT? ABSOLUTELY. WE HAVE A RIGOROUS AND I SEE COLEMAN'S HAND AGAIN.
WE HAVE A PLAN THAT THAT IS DEFINITELY OUR FOCUS THIS YEAR AS ASSOCIATED WITH OUR DISTRICT GOAL.
FOR THE CURRENT JUNIORS TOO I WANT TO LIKE SHOUT IT FROM THE ROOFTOPS.
THE MOST IMPORTANT PLAN FOR THEM IF THEY HAVEN'T MET TSIA IS SAT ON APRIL 2ND.
YEAH. THAT'S THE BENCHMARK THAT I KNOW THE PRINCIPALS ARE WORKING ON THE EDLS ARE WORKING ON, MY DEPARTMENT IS WORKING ON, SO THEY HAVE A MARKER STARING RIGHT IN FRONT OF THEM IF THEY WANT SENIOR RELEASE AND THEY'RE ON A MULTIDISCIPLINARY TRACK, LET'S NAIL IT ON SAT AND MAKE SURE YOU'RE SET UP FOR COLLEGE.
AND THEN YEAH, SENIOR YEAR DOES GET A LITTLE BIT EASIER WHEN YOU MEET OUR GOAL.
[00:40:02]
YEAH. NOW THE OTHER ASPECT THAT CAN YOU PULL UP ALEX'S COURSEWORK BECAUSE ALEX IS A DUDE WITH A PLAN, MAN. I'M IMPRESSED WITH ALEX. ALEX, CAME THROUGH, AND MY ONLY THING WITH ALEX IS ALEX HAD TO KNOW IN EIGHTH GRADE THAT HE WANTED TO BE THIS.IT'S KIND OF IT'S KIND OF INTIMIDATING FOR A YOUNG EIGHTH GRADER TO SAY, I THINK I'M GOING TO FOREGO THIS PROGRAM OF STUDY, AND I'M INSTEAD GOING TO DO THE ARTS AND HUMANITIES ENDORSEMENT, AND I'M JUST GOING TO LOAD UP ON AP AND IB CLASSES, AND I'M GOING TO I'M GOING TO BE ALEX. I'M GOING TO GO THAT WAY.
AND SO FEW PARENTS UNDERSTAND THAT. SO FEW DO.
THEY JUST COME HOME AND THEY SEE THEIR KIDS DUDE STRAIGHT A'S.
THIS IS AWESOME. AND THEN THEY GET THE CLASS RANK AND THEY'RE NOT EVEN IN THE TOP THIRD.
AND THEY DON'T UNDERSTAND HOW THAT'S POSSIBLE.
ALEX GETS IT. YOU CAN TELL FROM LOOKING AT WHAT HE TOOK.
HE DIDN'T HE DIDN'T WASTE ANY TIME ON ANYTHING THAT WASN'T GETTING HIM EXTRA CREDIT.
AND IT TOOK LIKE, FOR INSTANCE, IT TOOK US A YEAR TO GET IT BEFORE WE HAD IT.
IT'S UNDERSTANDING HOW RANK WORKS, AND THE IMPACT OF THEIR SELECTION OF PROGRAM OF STUDY IS GOING TO HAVE ON THAT, BECAUSE IT IS GOING TO IMPACT 70% OF OUR STUDENTS THIS ISN'T GOING TO MATTER AT ALL.
A PROGRAM OF STUDY IS THE RIGHT FIT FOR THEM, AND IT'S GOING TO GIVE THEM SKILLS.
I'M THRILLED FOR THEM. I'M THRILLED FOR THEM WITH RESPECT TO THAT, I THINK THIS IS GOING TO WORK FOR THE VAST MAJORITY OF OUR STUDENTS, BUT I DON'T WANT TO FORGET ABOUT THE REST OF THEM. I DON'T WANT BECAUSE THE STATE'S IMPOSING ON THIS TO DISCOURAGE ALEX'S INTO TAKING A CTE, A CTE PATHWAY OF STUDY THAT HAS HIM TAKING SOME CLASS THAT'S GOING TO INJURE HIS GPA HIS FIRST TWO YEARS TO WHERE HE CAN'T END UP QUALIFYING IN THE TOP TEN, WHERE YOU GET AUTOMATIC ADMISSION TO ANY PUBLIC UNIVERSITY IN THE STATE EXCEPT FOR A&M AND UT.
BUT YOU GET MY POINT. AND SO THAT'S GOT TO BE PART OF THIS EARLY EDUCATION FORMAT IN MY MIND.
AND WHAT I WANT TO COMMEND MISS BLAKEY ON FOR SURE, IS WITH THE NEW CURRICULUM DEVELOPMENT THEY'RE WORKING ON, IT'S IN PARTNERSHIP WITH PROGRAM OF STUDY ENDORSEMENTS, COLLEGE PATHWAYS, WHAT WE HAVE TO OFFER IN GARLAND ISD.
AND IF YOU COUPLE THAT WITH THE EXPLORE EVENT THAT COMES FROM THE INNOVATION DEPARTMENT, WHERE THEY BRING ALL THE EIGHTH GRADERS TO THE CCC EXPERIENCE DIFFERENT CAREERS WITH THE EXPLORER NIGHT THAT NIGHT, LOADING THEM UP WITH THE INFORMATION FOR MORE THAN JUST PROGRAM OF STUDY.
IT TRULY IS. THE NAME OF THE COURSE IS COLLEGE AND CAREER READINESS.
IT'S NOT JUST ONE OR THE OTHER, IT'S JUST THERE'S SO MUCH THAT RESTS IN A PROGRAM OF STUDY.
OUR LAST TIME I LOOKED, WE WERE AT ABOUT 93% OF KIDS ENTER INTO A CTE PROGRAM IN GARLAND ISD.
SO WE HAVE A QUICK ACCESS POINT FOR ALL BUT 7%.
SO TYING IT TO THAT SEVENTH GRADE POINT AND THEN FEEDING THEM INTO AN EIGHTH GRADE WHERE THEY HAVE AN INTEREST AND THEY MAKE CLEAR THEIR PATH AND BECOME ALEX AND GO, OH, I'M GOING STRAIGHT MATH, I GOT THIS. I'M GOING TO BE A DOCTOR.
I THINK IT WILL ENCOURAGE IT FROM THAT SEVENTH GRADE STARTING POINT.
AND THE OTHER ASPECT OF IT P-TECHS AND EARLY COLLEGE HIGH SCHOOL, THIS DOESN'T REALLY AFFECT THEM.
THEY'RE ALREADY THEY ALREADY HAVE SET PATHWAYS AND THINGS OF THAT NATURE.
SO ALL THOSE KIDS THAT HAVE OPTED INTO THAT PROGRAM, NONE OF THIS REALLY IS APPLICABLE TO THEM.
CORRECT. OKAY. BECAUSE AS SOON AS THE KIDS GET IT COULD BE ANYTHING.
HEY FOCUS ON WHAT YOU WANT TO FINISH HERE IN GARLAND ISD OKAY.
BUT MAY I EXPAND ON YOUR SENTIMENT PLEASE? SURE.
AND IT'S GOING TO AND IT'S GOING TO VARY. THERE'S GOING TO BE SOME KIDS THAT ARE GOING TO BE TOTALLY OFF TRACK THAT, YOU KNOW, I'M GOING TO HAVE TO MAKE A SENIOR YEAR WHERE I'LL DIFFER WITH YOU ON MOST OF THEM.
NOT ALL OF THEM IS THEY DIDN'T FOLLOW GUIDANCE FOR THE FIRST THREE YEARS FROM THEIR COUNSELORS.
OKAY. SO, YOU KNOW, THERE'S ALWAYS YOU GOT TO PAY THE PIPER AT SOME POINT.
[00:45:04]
YOU KNOW, YOU GOT TO DO IT. YOU GOT IF YOU'RE GOING TO WAIT TILL YOUR SENIOR YEAR, YOU MAKE THE DECISIONS YOURSELF.OKAY. SO WE ARE GOING TO GET THEM CCR MET ALL RIGHT.
BUT THERE'S SOME KIDS THAT DIDN'T NEGLECT IT.
BUT THEN YOU HAVE THESE OTHER KIDS THAT DIDN'T HAVE THESE PARAMETERS.
AND THEY MAY JUST NEED THE TSIA THEY MAY. AND FOR THOSE RATHER BECAUSE THE EASY WAY OUT MIGHT BE I'M GOING TO SCHEDULE YOU FOR THESE FOUR CLASSES, RIGHT? AND THEY'RE LIKE, I CAN PASS A TSIA. AND THEN WE WERE LIKE, NO, WE'RE NOT GOING TO DO THAT.
RIGHT. SO WE NEED TO JUST TAKE LOGIC IN IT. WE NEED TO MAKE SURE OUR COUNSELORS ARE ALL ALSO UNDERSTANDING THE SYSTEM, BECAUSE SOME MIGHT NOT BE AS ASTUTE AS OTHERS.
THESE ARE THE CLASSES YOU TAKE TO NOT AFFECT YOUR GPA, RIGHT? WHERE ANOTHER ONE MIGHT BE NEW TO THE PROFESSION AND JUST GUIDING THEM AND SAYS, WELL, THIS IS THE DISTRICT PLAYBOOK, I'M GOING TO FOLLOW IT TO THE T WITHOUT THE INTERPRETATION.
SO WE GOT SOME TIME IN RUNWAY TO DO IT RIGHT AS WE'RE DOING THE SCHEDULING FOR NEXT YEAR.
YOU KNOW, THE GOAL IS ALWAYS TO EXCEED OUR CCMR GOAL IS A BOARD GOAL.
AND THAT MEANS DOING WHAT'S RIGHT FOR STUDENTS.
AND IF YOU'RE GOING TO EITHER FIT IN THIS BOX OR NOT, RIGHT.
BUT WHEN WE START INDIVIDUALIZING, ESPECIALLY FOR THE KIDS THAT HAVE REALLY TAKEN THE GUIDANCE OF THE COUNSELING AND REALLY CARE ABOUT SCHOOL. AND THEY'RE LIKE, I'M NOT FALLING IN THIS.
AND WE WERE LIKE, DON'T WORRY, THIS IS THE WIN WIN WE HAVE FOR YOU.
BUT YOU GOT TO DO YOUR PART. IT'LL WORK OUT BETTER THAT WAY.
OBVIOUSLY, THOSE ARE NOT OFFERED AT EVERY CAMPUS.
AND WE HAVE TO WE HAVE TO STRESS THAT. A LOT OF THEM ARE OFFERED AT THE GRCTC.
SO OR THE PROGRAM OF STUDY IS NOT NECESSARILY OFFERED, BUT SOME CLASSES THAT ARE NECESSARY FOR THE PROGRAM OF STUDY COMPLETED ARE OFFERED AT THE GRCTC. SO PARENTS HAVE TO KIND OF REVIEW THEIR CAMPUS OFFERINGS IF YOU'RE NOT A SEVENTH OR EIGHTH GRADER, BECAUSE LOOK AT EVERYONE'S OFFERINGS. IF YOU'RE A SEVENTH AND EIGHTH GRADER, IT MIGHT BE A CAMPUS THAT YOU WANT TO GO TO FOR THE OFFERING.
BUT I THINK IT'S IMPORTANT BECAUSE, LIKE, I'M LOOKING AT THE PROGRAMS OF STUDY PARTICULAR FOR SACHSE HIGH SCHOOL, BECAUSE THAT'S THE ONE THAT I GOT THE INFORMATION ON.
AND THEY ONLY ENUMERATED 13. NOW THERE ARE SUB ONES UNDER THAT.
SO WITH RESPECT TO THAT AND SOME OF THESE ARE AT THE GRCTC.
SO IT'S, IT SEEMED A LITTLE MORE LIMITING THAN KIND OF NECESSARILY THE WAY IT'S BEING PRESENTED.
BUT FROM THAT PERSPECTIVE, I THINK WE DO NEED AND WE NEED TO MAKE CERTAIN THESE LEVEL ONE COURSES, WE HAVE ENOUGH SEATS AVAILABLE. SO KIDS THAT WANT TO PICK UP A COURSE OF STUDY HAVE ACCESS TO TO GET THAT FIRST ENTRY POINT INTO DOING IT.
AND THEY MAY HAVE BEEN REFERENCING 13 CAREER CLUSTERS.
OKAY. SO THAT'S WHAT THEY'RE REFERENCING THERE.
THEY HAVE MORE THAN 13. SO, THERE ARE SUBFIELDS OF STUDY IN A CLUSTER.
YES, EXACTLY. AND THEN ONE MORE THING I'LL ADD IS THAT THERE ARE SEVERAL COURSES, CTE COURSES THAT ARE IN MULTIPLE PROGRAMS OF STUDY. ENTREPRENEURSHIP IS AN EXAMPLE.
THEN THEY CAN NARROW THAT AT THE END OF FRESHMAN YEAR.
BUT THERE'S OTHER OPTIONS LIKE THAT. SO THEY DON'T HAVE TO KNOW, OH I'M GOING TO BE THIS.
LIKE THEY'RE ALREADY PEOPLE CAN'T GET INTO IT NOW.
I IMAGINE ENTREPRENEURSHIP IS GOING TO PROBABLY BE ALSO A SOUGHT AFTER COURSE.
AND IT'S MORE THAN PROBABLY TEN TIMES WHAT IT WAS LAST YEAR. SO WE STILL HAVE THE ABILITY TO CHANGE FOR MASTER SCHEDULES FOR NEXT YEAR, TO ADD SOME PRINCIPLES COURSES IF WE NEED TO, TO FIT THE STUDENTS IN SO THAT MAY STILL HAPPEN.
[00:50:04]
YOU ANSWERED MY QUESTIONS. THANK YOU. MR. GLICK.THANK YOU. THANK YOU SIR. AND WHEN MY DAUGHTER WAS IN HIGH SCHOOL, BAND DIDN'T COUNT.
THERE ARE SOME PARENTS WHO KNOW THE SYSTEM, AND THEY REALLY DO.
I DON'T KNOW HOW THEY FIGURE IT OUT. IT SEEMS LIKE IT'S A SECRET CODE.
MAKE SURE YOU DO THIS. GET INTO THIS ELEMENTARY.
GET INTO THIS MIDDLE SCHOOL. GO TO THIS HIGH SCHOOL.
AND THE VAST MAJORITY DON'T KNOW. AND WHEN THEY DON'T KNOW, AUTOMATICALLY THEIR KIDS ARE BEHIND.
NOW, MAYBE THEIR KIDS FIGURE IT OUT. MAYBE THEY'VE FIGURED KIDS LIKE THIS ALEX, WE TALKED ABOUT MOST OF THE KIDS DON'T KNOW, AND THEY DON'T GET HELP FROM THE PARENTS. I THINK THE MOST IMPORTANT THING I HEARD TONIGHT AND MISS GRIFFIN STARTED THAT THOSE QUESTIONS IS GETTING THE PARENTS KNOWLEDGEABLE ABOUT THIS WHOLE MAZE THAT YOU'VE PRESENTED, BECAUSE IT'S DIFFICULT EVEN FOR US HERE TO UNDERSTAND DO THIS, DO THIS, DO THIS. WHAT DO I DO IN THIS GRADE? THIS GRADE? THIS GRADE. HOW DO I SUCCEED? AND IF YOU FALL BEHIND, YOU NEVER CATCH UP.
AND AGAIN, SOME OF THE PARENTS HAVE FIGURED IT OUT, AND THEY MAKE SURE THEIR KIDS GET IN THIS CLASS.
GET IN THIS CLASS, GO TO THIS. IF YOU CAN EDUCATE THE GREAT MAJORITY OF THE PARENTS WHO DON'T KNOW.
THEN I THINK YOU'RE GOING TO SUCCEED FOR MOST OF OUR KIDS WHO DON'T KNOW.
NOW, I DON'T KNOW HOW YOU DO THAT. I THINK STARTING EARLY IS THE THING I'VE HEARD MORE AND MORE THE COMMUNICATIONS WE'RE GETTING FROM STAFF IS THAT WE'RE TALKING MORE TO THE PARENTS. WE'RE TALKING TO THE FIFTH GRADE PARENTS AND THE SIXTH GRADE PARENTS.
AND NOW WE'RE GOING TO BE TALKING TO THE SEVENTH AND EIGHTH GRADE PARENTS. AND THE MORE THEY UNDERSTAND HOW IT'S A SYSTEM, WE KNOW IT'S A SYSTEM. WE DON'T WANT TO THINK IT'S A SYSTEM, BUT IT'S THE KIDS EDUCATION.
IT'S THEIR CAREER AND GETTING THEM READY FOR ALL OF THESE POINTS AFTER HIGH SCHOOL.
BUT AS WE'VE BEEN TALKING ABOUT, IT DOESN'T START IN YOUR JUNIOR YEAR.
THEY'RE NEVER GOING TO CATCH UP TO THE PARENTS WHO KNOW ALL THE SECRETS.
I MEAN, THAT'S NOT GOING TO HAPPEN, BUT IF WE CAN LEVEL THE PLAYING FIELD AT LEAST A LITTLE BIT FOR THESE OTHER PARENTS, IT GIVES THEM A CHANCE. SO THANK YOU, SIR. APPEARS THAT'S ALL FOR THAT.
THANK YOU VERY MUCH. THANK YOU. GOOD JOB. GOOD JOB.
THANK YOU. EXCELLENT WORK. ALL RIGHT. MOVING ON TO ITEM 5A 2 TARGET CAMPUS IMPROVEMENT ANALYSIS KIM MARSH AND JOSEPH SOTELO.
HOW ARE YOU GUYS DOING? GREAT. HOW ARE YOU? IT'S A LOVELY EVENING IN GARLAND, TEXAS.
GOOD EVENING, CHAIRMAN JOHNSON, BOARD OF TRUSTEES AND DOCTOR LOPEZ, MY NAME IS KIM MARSH, EXECUTIVE DIRECTOR OF LEADERSHIP FOR ELEMENTARY SCHOOLS.
AND I'M HERE PRESENTING TODAY WITH MY COLLEAGUE JOSEPH SOTELO, EDL FOR SECONDARY SCHOOLS.
MD WILLIAMS, WHICH YOU RECEIVED AN UPDATE ON THEIR PLAN LAST MONTH.
SO AFTER TODAY'S PRESENTATION, WE HOPE TO CONVEY A CLEAR UNDERSTANDING OF OUR TARGETED CAMPUSES.
WE WILL PROVIDE AN OVERVIEW OF THE CAMPUS RISK FACTORS THAT CONTRIBUTED TO THIS IDENTIFICATION, AND SOME EXAMPLES OF SUPPORTS THAT HAVE BEEN PUT INTO PLACE TO ASSIST.
AND I AM CERTAIN TONIGHT THAT THE HIGHLIGHT OF OUR PRESENTATION WILL BE WHEN TWO OF OUR CAMPUS LEADERS, DEVONIA MADDOX, PRINCIPAL OF SCHRADE MIDDLE SCHOOL, AND JENNY THOMASON, PRINCIPAL OF SHUGART ELEMENTARY, TAKE THE PODIUM TO SHARE THEIR SUCCESS STORIES THIS YEAR.
AND FINALLY, WE WILL CLOSE WITH OUR NEXT STEPS TO ENSURE THESE COLLECTIVE EFFORTS CONTINUE.
EXCUSE ME. YES, MR. JOHNSON? YES. CAN I JUST ASK A QUESTION OF
[00:55:02]
CLARITY AS YOU ALL GO THROUGH THE PROGRAM AND I'VE READ MY BOOK.THIS IS A NEW APPROACH OF IDENTIFICATION. IS THAT TRUE, DOCTOR LOPEZ? I JUST WANT WE'VE USED THE WORD. YOU KNOW, I'M ABOUT WORD CHOICE, AND WE'VE USED THE WORD TARGETED BEFORE.
I JUST WANT TO HAVE A CLEAR UNDERSTANDING THAT THIS IS A NEW APPROACH OF HOW WE ARE ADDRESSING IT OR DID I MISS IT? NO. THIS IS IN ALIGNMENT WHAT WE SAW IN THE TARGETED RISK FACTORS ON HOW WE IDENTIFIED CAMPUSES.
DEEPLY TO MEET THE BOARD GOAL. SO THIS IS A DIFFERENT APPROACH.
THANK YOU. THANK YOU. SO AS WE KNOW, THE INTERPLAY OF DEMOGRAPHICS, SCHOOL AND STAFFING FACTORS CAN SIGNIFICANTLY IMPACT STUDENT OUTCOMES OFTEN CONTRIBUTE TO DISPARITIES IN ACADEMIC ACHIEVEMENT.
DEMOGRAPHIC FACTORS INCLUDE SOCIOECONOMIC STATUS, RACE AND ETHNICITY, FAMILY BACKGROUND, AND THE LANGUAGE SPOKEN IN THE HOME, TO MENTION JUST A FEW. IN TOTAL, THERE WERE NINE DIFFERENT DEMOGRAPHIC FACTORS THAT WERE REVIEWED FOR EACH CAMPUS.
THERE ARE FIVE DIFFERENT SCHOOL FACTORS THAT WE REVIEWED, INCLUDING STUDENT ATTENDANCE, STUDENT DISCIPLINE, SPECIFICALLY EXCLUSIONARY CONSEQUENCES, WHICH DIRECTLY IMPACTS THE OVERALL CULTURE AND CLIMATE OF A CAMPUS, AS EVIDENCED IN THE SYSTEMS, CAMPUS STRUCTURES, AND THE SUPPORTIVE ENVIRONMENTS PROVIDED TO OUR STUDENTS.
AND THEN THE STAFFING FACTORS, WHICH HAVE BECOME MUCH MORE PRONOUNCED SINCE 2020 INCLUDE TEACHER AND LEADER TURNOVER, THE PERCENTAGE OF NON-CERTIFIED TEACHERS AND STAFF, ENGAGEMENT OR ATTENDANCE.
THERE ARE APPROXIMATELY TEN DIFFERENT SCHOOL FACTORS THAT WE'VE TAKEN INTO CONSIDERATION.
ADDRESSING THESE ISSUES REQUIRES A COMPREHENSIVE APPROACH THAT INCLUDES TARGETED INTERVENTIONS, STRONG LEADERSHIP, AND SUPPORT FOR OUR TEACHERS.
WE HAVE FOCUSED ON THE FACTORS WITHIN OUR CONTROL AS A DISTRICT BY IMPLEMENTING A STRATEGIC APPROACH TO PROVIDING OUR STRIVING CAMPUSES WITH SPECIALIZED LEVELS OF SUPPORT. WE ALSO WANT TO BE CLEAR THAT WE DO NOT VIEW THESE RISK FACTORS AS EXCUSES WHY OUR STUDENTS ARE NOT PERFORMING ON GRADE LEVEL. WE WANT TO EMPHASIZE THAT WHILE WE ACKNOWLEDGE THAT DEMOGRAPHIC, SCHOOL, AND STAFFING FACTORS CAN NEGATIVELY AFFECT STUDENT PERFORMANCE, THEY DO NOT AND WILL NOT DICTATE OR DETERMINE THE OUTCOMES FOR OUR STUDENTS HERE IN GARLAND ISD. SLIDE FIVE DETAILS THE CAMPUSES THAT, IF OFFICIALLY RELEASED, WOULD HAVE HAD RESULTS THAT WOULD HAVE DESIGNATED THEM AS A D OR AN F FOR STATE ACCOUNTABILITY.
I'D LIKE TO POINT OUT THAT IN TOTAL, THERE ARE 27 RISK FACTORS THAT WERE REVIEWED, AND ALL CAMPUSES LISTED HAVE 12 OR MORE OF THESE DEMOGRAPHIC, SCHOOL, AND STAFFING FACTORS, AS MENTIONED IN THE PREVIOUS SLIDE.
16 OF THESE 18 CAMPUSES HAVE 15 OR MORE OF THESE FACTORS, AND FOUR CAMPUSES HAVE 20 OR MORE OF THESE RISK FACTORS PRESENT. THIS JUST REAFFIRMS THE CORRELATION BETWEEN MULTIPLE RISK FACTORS AND THEIR IMPACT ON STUDENT PERFORMANCE.
IN YOUR BOARD BOOK FOR THIS PRESENTATION, YOU DO HAVE DETAILED INFORMATION FOR YOUR REFERENCE IN REGARDS TO DEMOGRAPHIC LEADERSHIP AND COMPARATIVE DATA FOR EACH CAMPUS LISTED HERE ON THIS SLIDE.
SO LET'S TALK ABOUT SUPPORT. IN ORDER TO RESPOND TO THE NEEDS OF OUR TARGETED CAMPUSES, OUR DISTRICT HAS COME TOGETHER TO PROVIDE SPECIALIZED SUPPORT. THE BULLETED ITEMS LISTED ON THE SLIDE CONTAIN SOME EXAMPLES OF THE SUPPORTS PROVIDED THIS SCHOOL YEAR, AND INCLUDE STRUCTURED TEACHER PLANNING SESSIONS LED BY DISTRICT LEADERS.
THIS WAS CHAMPIONED BY OUR TEACHING AND LEARNING DEPARTMENT.
THESE ARE CONTENT AREA FOCUSED TRAININGS LED BY TLD IN OUR AREA SUPPORT TEAMS THAT PROVIDE TEACHERS AT THESE SPECIFIC CAMPUSES TIME TO DIVE DEEP INTO AN UPCOMING UNIT OF STUDY FOR THEIR SPECIFIC GRADE LEVEL OR CONTENT AREA.
THE FOCUS IS NOT JUST ON THE RESOURCE WE'RE USING TO TEACH.
[01:00:01]
WE ALSO PROVIDED TAILORED PROFESSIONAL DEVELOPMENT FOR CAMPUS LEADERS THIS YEAR.ON PLC STRUCTURES, TEACHER DEVELOPMENT SYSTEMS, COACHING AND FEEDBACK PROCESSES, AND BUILDING LEADERSHIP TEAM CAPACITY THAT SUPPORTS STUDENT SUCCESS. THIS WAS CHAMPIONED BY OUR EDL TEAM LEADERSHIP TEAM AS WELL AS OUR EXECUTIVE PRINCIPAL COACHES.
WE HAVE RESTRUCTURED PROFESSIONAL DEVELOPMENT FOR CAMPUS LEADERS TO THIS YEAR INCLUDE ASSISTANT PRINCIPALS AND OUR ISTS, WHICH ARE INSTRUCTIONAL SUPPORT TEACHERS. OUR CAMPUS LEADERS AT OUR TARGETED CAMPUSES STAY FOR AN ADDITIONAL HOUR OF TRAINING THAT ALLOWS THEM TO EXPLORE THE TOPICS COVERED IN OUR LEVEL MEETINGS IN MORE DEPTH. THERE IS TIME FOR COLLABORATION AND PROBLEM SOLVING DURING THESE EXTRA SESSIONS, WHICH HAVE BEEN EXTREMELY BENEFICIAL. WE ALSO WORKED TOGETHER TLD AND LEADERSHIP TO PROVIDE CAMPUS LEADERS WITH A PRIORITY PLC PACING CALENDAR THAT TAKES THE GUESSWORK OUT OF PLANNING FOR PLCS BY ENSURING ALIGNMENT AND TO PREPARE FOR WHAT IS JUST ABOUT READY TO BE TAUGHT, AND TO ASSESS THE QUALITY OF THE INSTRUCTION FOR SOMETHING THAT WAS RECENTLY TAUGHT IN ORDER SO TEACHERS CAN PLAN THE BEST RETEACH POSSIBLE IF NEEDED.
SO NOW I'M GOING TO PASS THE NEXT PORTION OF OUR PRESENTATION TO MY COLLEAGUE JOSEPH SOTELO TO REVIEW THE DATA TRENDS FOR THE FIRST SEMESTER FOR OUR TARGETED CAMPUSES. THANK YOU KIM.
GOOD EVENING, CHAIRMAN JOHNSON, BOARD OF TRUSTEES . DOCTOR LOPEZ.
AGAIN, MY NAME IS JOSEPH SOTELO. FOR THIS PORTION OF THE PRESENTATION, I WANT TO TALK ABOUT WHAT OUR SUPPORT HELPED US WITH AND TO DO THAT FOR TONIGHT'S PRESENTATION, I WANT TO FOCUS ON FOUR PIECES OF DATA ENGAGEMENT, STUDENT MANAGEMENT, ACADEMIC GROWTH, AND ACHIEVEMENT. WHEN SPEAKING OF ENGAGEMENT FOR TONIGHT, WE'RE LOOKING AT STUDENT ATTENDANCE, WHICH WE TRACKED AT 95% AND ALSO TEACHER ATTENDANCE.
TEACHERS WHO HAD 11 PLUS ABSENCES, CHRONIC ABSENCES, STUDENT MANAGEMENT OR STUDENT DISCIPLINE.
WE'RE TALKING ABOUT EXCLUSIONARY DATA. YES. EXCLUSIONARY DATA.
STUDENTS WHO ARE NOT IN THE CLASSROOM. ACADEMIC GROWTH.
BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR THIS YEAR TO LAST YEAR.
NOW WHAT DOES THIS DATA LOOK LIKE WITH THE 13 ELEMENTARY CAMPUSES? HERE THIS IS JUST A 13 EACH. IF YOU LOOK IN YOUR BOARD PACKET, YOU'LL SEE A SLIDE LIKE THIS FOR EVERY ONE OF THE SCHOOLS.
BUT THIS IS ALL THE ELEMENTARY SCHOOLS TOGETHER.
YOU'LL SEE THE CHRONIC TEACHER ABSENCE DROP LAST YEAR.
THIS IS JUST BEGINNING OF THE YEAR, I'M SORRY, BEGINNING OF THE YEAR TO MIDDLE OF YEAR WITH 63.
63 TEACHERS HAD 11 OR MORE ABSENCES BY CHRISTMAS, 63%.
63%. SORRY. THANK YOU 63%. THIS YEAR IS IT'S 21%.
STUDENT ATTENDANCE 94% LAST YEAR. THIS YEAR IS 95%.
STUDENT MANAGEMENT 232 OCCURRENCES LAST YEAR DROPPED TO 151 THIS YEAR.
MAP GROWTH FROM 50 TO 51. PERCENTAGE OF STUDENTS MET THEIR GROWTH AND FINALLY ACHIEVEMENT. 21% TO 32%. PERCENTAGE OF STUDENTS MEETS AND MASTERS.
I'M SORRY. PERFORMS AT M EETS PLUS. MOVING TO MIDDLE SCHOOL.
THESE ARE FIVE MIDDLE SCHOOLS. SAME ORDER ENGAGEMENT.
CHRONIC TEACHER ABSENCES 57% DOWN TO 25%. STUDENT ATTENDANCE 94% TO 95%. STUDENT MANAGEMENT 1,731 OCCURRENCES LAST YEAR TO THIS YEAR 01,543. GROWTH REMAINED THE SAME 44%. STUDENT ACHIEVEMENT WENT UP TEN FROM 21 TO 31%. NOW MOVING TO OUR SUCCESS STORIES PORTION. PLEASE WELCOME TO THE PODIUM AT THIS TIME, PRINCIPAL OF SCHRADE MIDDLE SCHOOL, DEVONIA MADDOX. GOOD EVENING EVERYONE.
[01:05:03]
MY NAME IS DEVONIA MADDOX, AND I'M HONORED TO BE HERE TO ADDRESS OUR SUPERINTENDENT, OUR BOARD OF TRUSTEES , AND DISCUSS THE GROWTH THAT SCHRADE MIDDLE SCHOOL HAS ACHIEVED THROUGH OUR DEDICATED EFFORTS.AT SCHRADE WE UPHOLD THREE CORE VALUES ACCOUNTABILITY.
SAFETY. EXCUSE ME, ACCOUNTABILITY, GROWTH, AND SAFETY.
THESE VALUES STRATEGICALLY GUIDE OUR CAMPUS PRIORITIES, OUR CAMPUS PRIORITIES, WHICH INCLUDE STUDENT MANAGEMENT, PROFESSIONAL DEVELOPMENT, AND ENHANCING RIGOR THROUGH QUALITY TIER ONE INSTRUCTION.
THIS DATA AND GROWTH THESE DATA AND GROWTH INDICATORS THAT I WILL PRESENT TONIGHT WILL PROVIDE INSIGHT INTO THE PROGRESS THAT WE'VE MADE THUS FAR IN OUR INITIATIVES. SO OUR TARGETED AREAS OF GROWTH, WE FOCUS ON BUILDING A TEACHER CAPACITY FOR HIGH QUALITY TIER ONE INSTRUCTION.
WITH THAT, WE IMPROVED OUR CLC STRUCTURES, AND WE INVESTED IN OUR TEACHER ENRICHMENT PROGRAM FOR OUR NCI TEACHERS AND TEACHERS WITH EXPERIENCE FROM 0 TO 3 YEARS. OUR CAMPUS HAD A HIGHER NUMBER OF TEACHERS WHO WERE NCI AND A TEACHERS WHO WERE A 0 TO 3 YEARS.
SO THAT WAS A FOCUS FOR US SO THAT WE COULD BUILD CAPACITY THERE.
AND WHEN WE LOOK AT THAT DISCIPLINE DATA, I'LL GO INTO MORE DETAIL ABOUT HOW WE DID THAT.
AND WE ALSO SET A GOAL TO IMPACT STAFF AND STUDENT ATTENDANCE.
SOME OF OUR NOTABLE CHANGES OR IMPROVEMENTS INCLUDED OUR MOY MAP DATA PROJECTIONS.
WE GREW IN BOTH MATH AND RLA. WE HAD A 54% REDUCTION IN CAMPUS EXCLUSIONARY DISCIPLINE AND 42% DISCIPLINE, EXCUSE ME, 42% REDUCTION IN DISCIPLINE REFERRALS.
AND I WANT TO JUST PAUSE RIGHT THERE TO ADDRESS THOSE ITEMS. IN LOOKING AT OUR STUDENT ENGAGEMENT AND OUR CHRONIC TEACHER ABSENCES, WE HAD 67 TEACHERS OR PERCENTAGE OF TEACHERS WHO WERE CHRONICALLY ABSENT WITH 11 OR MORE ABSENCES. THIS YEAR, WE ARE DOWN TO 39% OF TEACHERS.
WE ARE STILL WORKING TO LOWER THAT NUMBER, BUT WE HAD A SIGNIFICANT DECLINE IN THAT IN THAT NUMBER.
AND WE'RE RIGHT THERE AT THE MARK, AND WE'LL CONTINUE TO MAKE THOSE EFFORTS.
I REALLY WANT TO TAKE SOME TIME TO HIGHLIGHT OUR STUDENT MANAGEMENT FOR THE FIRST SEMESTER LAST YEAR, WE HAD 502 EXCLUSIONARY DISCIPLINE OCCURRENCES, WHICH IS VERY SIGNIFICANT.
THIS YEAR, I'M VERY PROUD TO SAY THAT THAT NUMBER HAS BEEN CUT IN HALF.
WE STARTED WITH OUR CAMPUS, OUR CLASSROOM MANAGEMENT SYSTEMS, AND REALLY PUSHING AND IMPLEMENTING CHAMPS TRAINING OUR TEACHERS ON HOW TO DO THAT, WHAT THAT LOOKS LIKE IN THE CLASSROOM.
AND THE TRAINING DIDN'T COME FROM US. THE TRAINING CAME FROM OUR TEACHER LEADERS IN THE BUILDING.
THEY CAME TO US AND THEY SAID, HEY, WE WANT TO HELP.
WE WANT TO BE A PART OF THAT. WE WANT TO MAKE SURE THAT THIS IS HAPPENING.
AND AS YOU KNOW, TEACHERS OFTEN DON'T LISTEN TO THE ADMINISTRATORS ON CAMPUS AS MUCH, BUT THEY KNOW THAT THEIR TEACHER LEADERS HAVE A LOT OF INFLUENCE, AND WE KNOW THAT AS WELL. SO WE LEVERAGE THAT WITH OUR STAFF.
AND THEY BOUGHT IN PBIS. WE'VE BEEN A PBIS CAMPUS FOR THREE YEARS COMING INTO THIS DISTRICT AND BECOMING PRINCIPAL AT SCHRADE, I HAD EXPERIENCE WITH PBIS, BUT WE REALLY PUSHED THAT THIS YEAR.
SO WE KNEW THAT WE HAD AREAS OF CONCERN IN OUR CLASSROOMS BUT ALSO IN OUR COMMON AREAS.
AGAIN, THAT INITIATIVE WAS NOT PUSHED BY ADMINISTRATORS.
IT WAS COMPLETELY RUN BY OUR TEACHER LEADERS.
THEY'VE TRAINED OUR TEACHERS, THEY GO TO TRAINING CONSISTENTLY, THEY WORK WITH STUDENT SERVICES.
AND WE'VE BEEN VERY PROUD OF THE WORK THAT HAS HAPPENED THERE.
BUT WE ALSO INCLUDED AND WE BECAME A PILOT CAMPUS FOR OUR IDEO.
AND THAT'S A NEW KIND OF CONCEPT FOR US. SO WE'RE LEARNING MORE ABOUT THE RESTORATIVE PRACTICE OR RESTORATIVE DISCIPLINE PRACTICE FOR OUR CAMPUS. AND WE HAVE ABOUT SEVEN.
WE STARTED WITH SEVEN TEACHERS THAT WE PILOTED.
AND THEN WE ADDED A PHASE TWO. SO WE'RE WORKING WITH THOSE TEACHERS.
WITH THAT I'D LIKE TO ALSO HIGHLIGHT OUR DECREASE IN STAFF ABSENCES.
[01:10:06]
WE TALKED A LITTLE BIT ABOUT THAT. WE HAD A 12% DECREASE FROM A PREVIOUS YEAR.AND WE JUST TALKED ABOUT THE THE CHRONIC TEACHER ABSENCES THAT WE'VE SEEN HERE.
SO THE BIGGEST REASON THAT WE'RE SEEING THAT IS WE'RE CHANGING THE CULTURE AT SCHRADE.
IT'S THE CULTURE IS CHANGING. AND THIS IS MY THIRD YEAR AS PRINCIPAL THERE, AND IT HAS TAKEN SOME TIME FOR US TO MOVE SOME OF THOSE CREATE SYSTEMS AT WORK AND ALSO REINFORCE THOSE SYSTEMS. AND NOW WE'RE BEGINNING TO REAP THE FRUITS OF ALL OF THAT LABOR.
WHEN TERMS OF ACADEMIC GROWTH, WE WANT TO LOOK AT OUR MAP GROWTH.
AND THIS YEAR WE INCREASED THAT TO 70%. AND AS FAR AS OUR ACHIEVEMENT GOAL IS CONCERNED, WE ARE REALLY TRYING TO MOVE THOSE STUDENTS TO REACH MEETS LEVEL. SO WE HAD A 10% INCREASE FOR THOSE STUDENTS THAT HAVE MET THE OR WHO ARE PROJECTED TO MEET TO PARDON ME, WHO ARE PROJECTED TO PERFORM AT MEETS ON THE UPCOMING STATE ASSESSMENTS.
SO WITH THAT BEING SAID, I'M GOING TO TURN IT OVER TO MISS JENNY THOMASON.
AND SHE IS FROM SHUGART ELEMENTARY. THANK YOU.
GOOD EVENING. THANKS FOR HAVING ME TONIGHT. I'M EXCITED TO SHARE THIS INFORMATION ABOUT SHUGART.
AND WHEN I CAME IN, WE LOOKED AT. WHERE CAN WE, WHERE DO WE NEED TO MAKE THE MOST GROWTH AND WHAT'S GOING TO HAVE THE BIGGEST IMPACT? AS YOU CAN SEE, WE HAVE 21 RISK FACTORS, AND SOME RISK FACTORS CAN'T BE CHANGED.
BUT THERE ARE SOME THAT CAN BE CHANGED. SO THE FIRST TARGETED AREA OF GROWTH FOR US WAS THAT WE HAVE 42% OF INSTRUCTIONAL STAFF ARE NON CERTIFIED TEACHERS, AND WE KNEW THAT THEY WERE GOING TO NEED THAT SUPPORT OF THE PLANNING, THE PREPARATION UNDERSTANDING THE TEKS, THE DATA ANALYSIS.
AND WE NEEDED TO IMMEDIATELY IMPACT INSTRUCTION.
WE ALSO KNEW THAT WE WANTED TO CREATE A REALLY STRONG MTSS SYSTEM SO THAT WE COULD ADDRESS ACADEMICS AND BEHAVIOR WITH THE SUPPORT OF THE DISTRICT STAFF. MARY'S TEAM CAME OUT AND THEY'VE BEEN SO SUPPORTIVE AND HELPED US DEVELOP BEHAVIOR PLANS FOR STUDENTS THAT NEED IT.
WE HAVE MONTHLY MTSS MEETINGS WHERE WE ALL MEET TOGETHER.
SO THAT WAS REALLY IMPORTANT. WE ALSO HAD A LOT OF STAFF ABSENCES LAST YEAR.
SO WE'RE REALLY PROUD OF THAT. TEACHERS ARE COMING TO SCHOOL.
WE TALK ABOUT ALL THE TIME. KIDS CAN'T LEARN FROM TEACHERS WHO AREN'T AT WORK.
SOME OF THE NOTABLE AREAS OF IMPROVEMENT FOR US ARE I HAVE THREE INSTRUCTIONAL COACHES, WHICH I KNOW IS NOT STANDARD, AND THEY ARE AMAZING. THEY ARE EXPERTS IN THEIR FIELDS.
THEY WE DIVIDED THEM VERY STRATEGICALLY, AND THEY TRULY ARE SUPPORTING THE TEACHERS BY LEADING PLCS, SUPPORTING THE PLANNING, CO-TEACHING, PROVIDING FEEDBACK.
IT'S NOT AN I GOTCHA TO HAVE A COACH IN YOUR ROOM.
SO THAT'S BEEN AN INTEGRAL PART OF OUR SUCCESS.
WE ARE HAVING CONSISTENT PLCS WHERE WE ARE GOING BACK TO THE BASICS LIKE WE USED TO DO YEARS AGO WITH THE UNPACKING, THE STANDARDS, THE KNOWS AND SHOWS CHARTS, THE REHEARSING OF THE LESSONS, AND TEACHERS ARE GOING INTO CLASS PREPARED, KNOWING WHAT THE STANDARD IS ASKING AND HOW TO TEACH IT.
WE HAVE SEEN ALSO AN INCREASE IN OUR STUDENTS GOALS FOR THE MOY LAST YEAR TO MOY THIS YEAR WE HAD AN INCREASE OF 14% OF STUDENTS WHO MET THEIR GROWTH GOAL.
BUT THE BIGGEST ACHIEVEMENT FOR ME IS THE ACHIEVEMENT THAT YOU'LL SEE ON THE BOTTOM RIGHT IS THAT WE WENT UP 16% OF STUDENTS PROJECTED TO PERFORM AT THE MEETS LEVEL. SO WE'RE REALLY EXCITED. WE ARE ANALYZING DATA LIKE CRAZY.
WE ARE MAKING ADJUSTMENTS TO OUR INSTRUCTION ALL THE TIME AND IT'S PAYING OFF.
SO AND ALSO AMAZING MRS. MARSH IS SUPER SUPPORTIVE.
[01:15:01]
HER TEAM IS ON MY CAMPUS. THEY ARE DOING THE WORK JUST LIKE THE COACHES.THE TEACHERS LOVE HER TEAM. THEY WORK WITH THEM.
THEY ASK IF WE CAN HAVE THEM MORE. AND SO I THINK JUST BEING OPEN TO FEEDBACK AND OPEN TO HAVING PEOPLE IN YOUR CLASSROOM THAT IT'S NOT A BAD THING, HAS REALLY IMPACTED OUR CULTURE.
THANK YOU. THANK YOU. THANK YOU BOTH, PRINCIPAL MADDOX AND PRINCIPAL THOMASON.
AND ON BEHALF OF ALL THE EDLS, IT'S AN HONOR TO DO THIS WORK WITH YOU GUYS.
SO THANK YOU FOR BEING HERE TONIGHT. ALL RIGHT, SO NEXT STEPS. EDL MARSH OPENED WITH THIS.
AND JUST WHAT ARE WE WORKING ON? AND IT'S MORE OF THE SAME STRENGTHENING INSTRUCTIONAL LEADERSHIP.
PARTNERING WITH PRINCIPALS TO ENHANCE THEIR ROLE AS INSTRUCTIONAL LEADERS.
ENSURING THEY'RE ACTIVELY ENGAGED IN THE CLASSROOM INSTRUCTION, AND PROVIDING REAL TIME SUPPORT TO THEIR TEAMS. GROWING CAMPUS LEADERS. DEVELOPING ASSISTANT PRINCIPALS, INSTRUCTIONAL COACHES, AND TEACHER LEADERS BY MODELING AND ENCOURAGING IN-THE-MOMENT COACHING TO PROVIDE IMMEDIATE, ACTIONABLE FEEDBACK THAT DRIVES INSTRUCTIONAL IMPROVEMENT.
PROVIDING IN-THE-MOMENT COACHING IS EMBEDDING REAL TIME COACHING INTO DAILY PRACTICE TO OFFER TIMELY, RELEVANT SUPPORT FOR TEACHERS, HELPING THEM ADJUST INSTRUCTIONAL STRATEGIES ON THE SPOT AND MAXIMIZE STUDENT LEARNING.
AND FINALLY, USING DATA TO DRIVE INSTRUCTION MEANING LEVERAGING ASSESSMENT DATA TO IDENTIFY LEARNING GAPS, GUIDE RETEACHING EFFORTS, AND IMPLEMENT DIFFERENTIATED INSTRUCTION WITH IMMEDIATE FEEDBACK LOOPS FOR CONTINUOUS IMPROVEMENT.
AND THIS IS TO IDENTIFY IN UPCOMING BOARD INSIGHTS.
IN JUNE WE'LL HAVE OUR STAAR RESULTS. STAAR PERFORMANCE IN ADAC IN JULY AND AUGUST AS WELL.
AND THEN WE'RE LOOKING TO OUR A THROUGH F ACCOUNTABILITY RATINGS AUGUST 15TH.
QUESTIONS. MS. STANLEY. I HAVE QUITE A FEW. A LOT OF ACRONYMS THROWN OUT THERE.
SO YOU'RE GOING TO HAVE TO COME AND TELL ME WHAT YOUR ACRONYMS ARE.
PBIS CAMPUS. CAN SOMEONE TELL ME. IT'S POSITIVE BEHAVIOR INTERVENTION SYSTEMS. AND SO WITH PBIS YOU'RE FOCUSING ON TYPICALLY COMMON AREAS.
THERE ARE CERTAIN LANGUAGE SCRIPTS THAT WE USE MAKING SURE THAT WE HAVE APPROPRIATE COVERAGE FOR HIGH TRAFFIC ZONES HOW WE INTERACT WITH STUDENTS MAKING SURE THAT WE'RE POSITIVELY ENGAGING THEM AS MUCH AS POSSIBLE.
ONE OF THE EXAMPLES TH AT WE'VE USED IS INSTEAD OF, YOU KNOW, WE HAVE A TARDY KIOSK AND YOU KNOW, YOU'LL GET YOUR TARDY KIOSK, YOU HAVE SO MANY TARDIES YOU GET IN THE LOSS OF PRIVILEGE LIST.
YOU CAN DO THINGS SUCH AS A TARDY SWEEPSTAKES IF YOU'RE IN CLASS ON TIME AND SEATED AND READY TO GO, THEN YOU'LL GET A BAND FOR A FREE DAY OR A FREE.
OKAY. AND THEN A PILOT IVEO YES. SO THAT'S RELATIVELY NEW.
AND WE WERE APPROACHED ABOUT BECOMING A CAMPUS OR PILOTING THE PROGRAM FOR RESTORATIVE DISCIPLINE IN OUR CLASSROOMS. WE'VE WORKED WITH STUDENT SERVICES WITH MARY GARCIA AND STEPHANIE STEWART, AND THERE ARE SEVEN TEACHERS AND LIBRARIANS AND OUR SPED FACILITATOR. AND REALLY, IT'S JUST TRAINING TEACHERS ON HOW TO APPROACH DISCIPLINE IN A DIFFERENT WAY SO THAT IT'S NOT ALWAYS SEEN AS SOMETHING THAT'S PUNITIVE AND THAT WE'RE LAYERING THOSE STEPS SO THAT STUDENTS AREN'T ALWAYS REFERRED TO AN ADMINISTRATOR, THAT TEACHERS ARE WORKING WITH THOSE STUDENTS WITHIN THE CLASSROOM AND ASSIGNING WHAT WE WOULD CONSIDER A NATURAL CONSEQUENCE FOR THEIR INFRACTIONS.
AND SO WE ARE WORKING WITH THOSE STUDENTS. WE'RE IN PHASE ONE, WE ADDED A FEW MORE STUDENTS, AND THE GOAL IS FOR THOSE TEACHERS TO THEN TRAIN THE REST OF THE STAFF.
SO THIS IS RELATIVELY NEW FOR US, SO WE'VE HAD IT.
WE'VE WORKED WITH THAT TEAM FIRST SEMESTER AND WE'LL CONTINUE THAT PROCESS AS WELL.
[01:20:07]
BUT DOES THAT IS THAT TAKING AWAY FROM THE OTHER KIDS? AND I JUST SAY THIS BECAUSE I'M THE MOM OF THE KID THAT HAD TO HAVE ALL THE WORK WITH THEM.AND SO THE OTHER KIDS UNFORTUNATELY DIDN'T GET IT.
SO THAT WHEN I HEAR THOSE KINDS OF THINGS, I JUST HAVE A LITTLE PTSD BECAUSE THERE'S A LOT OF ATTENTION CAN BE GIVEN AND THEN THE OTHERS DON'T GET IT. SO THAT'S JUST I'M JUST MS. MADDOX, CAN I ADD SOMETHING? BECAUSE MOST IMPORTANTLY, AND SOMETHING THAT WE NEED TO TOUCH ON IS THAT IDO ALSO FOCUSES ON ENSURING THAT TEACHERS ARE PROVIDING A POSITIVE CULTURE. BUT WITH THAT BEING SAID, SYSTEMS THAT ALIGN TO A POSITIVE CULTURE.
SO THESE TEACHERS ARE ALSO FOCUSING ON SYSTEMS THAT WORK.
A LOT OF BEHAVIOR ALSO IS HAPPENS IN CLASSROOMS WHERE THE SYSTEMS ARE NOT ALIGNING CORRECTLY.
SO WE TEACH TEACHERS HOW TO HAVE HIGH EXPECTATIONS, HOW TO HAVE SYSTEMS IN THE CLASSROOM THAT ALIGN WITH A POSITIVE CULTURE IN THEIR CLASSROOM. SO KIND OF I'M ENVISIONING SO LIKE HOW TO LINE UP.
I MEAN, AS SIMPLE AS LINING UP FOR LUNCH. PEOPLE THINK THAT IT SHOULD BE EASY.
OKAY, GUYS, GO TO LUNCH. WELL NO, LIKE IN A CLASSROOM WE HAVE TO HAVE A SYSTEM FOR LINING UP FOR LUNCH AND TEACHING TEACHERS THAT THOSE SYSTEMS MATTER, MAKES A BIG DIFFERENCE. OKAY, NO, THAT MAKES SENSE.
OKAY. THANK YOU FOR THAT. AND THEN THE ONE THING THAT I AND THANK YOU AND I APPRECIATE WHAT YOU GUYS ARE DOING IN THAT SCHOOL. SO VERY GOOD. AND THEN SO FOR BACK TO MISS THOMASON ON THE 42% NON-INSTRUCTIONAL TEACHERS.
SO TO ME IT MADE PERFECT SENSE WHEN YOU SAID BACK TO THE BASICS, RIGHT? SO HERE YOU HAVE ALL THESE NON-CERTIFIED TEACHERS, AND PROBABLY THE ONE THING THAT THEY NEED THE MOST IS THE BACK TO THE BASICS.
SO BECAUSE THEY HAVEN'T DONE STUDENT TEACHING, WHICH IS A BIG PART, OR, YOU KNOW, YOU JUST MAYBE CAME OUT OF A DIFFERENT PROFESSION AND YOU'RE IN A CLASSROOM WHERE YOU WOULDN'T HAVE LEARNED ALL OF THOSE THINGS.
BUT, MISS MADDOX, DO YOU HAVE A LOT OF THE? YES, I THINK WE WERE.
WE WERE VERY CLOSE. WE WERE EITHER 42 OR 45% OF OUR TEACHERS WERE NCI OR 0 TO 3 YEARS.
WE HAVE A VERY SUCCESSFUL BUT WE'VE ALSO BEEN ABLE TO ATTRACT TEACHERS WITH MORE EXPERIENCE AS WELL TO HELP SUPPORT.
BUT THAT HAS BEEN AN ISSUE FOR US. OH, SORRY.
I'M SORRY. YES, BUT WE'VE BEEN ABLE TO SUPPORT THOSE TEACHERS.
SO DO YOU GUYS. BOTH OF YOU KIND OF. DO YOU THINK THAT AS YOUR YOUR METRICS KIND OF ON YOUR CAMPUS GET BETTER? I MEAN, BECAUSE THEY'RE OBVIOUSLY MOVING IN AMAZING DIRECTION THAT YOU MIGHT ACTUALLY HAVE MORE SEASONED TEACHERS WANTING TO COME TO YOUR CAMPUSES AS OPPOSED TO, YOU KNOW, I MEAN, IT HAPPENS, RIGHT? YES, I CAN CERTAINLY SPEAK TO THAT FROM YEAR ONE UP UNTIL THIS RECENT YEAR.
WE WERE CHALLENGED WITH HIRING A GREAT DEAL OF STAFF OUR FIRST YEAR, ALMOST HALF OF THE CAMPUS, AND WE DECREASED THAT. I THINK LAST YEAR WE WERE MAYBE DOWN TO TEN.
WE DO HAVE A DIFFERENT PROTOCOL THAT WE FOLLOW NOW, HIRING PROTOCOL BECAUSE WE ARE, YOU KNOW, IN A BETTER POSITION NOW TO SAY THIS IS THE TYPE OF TEACHER THAT I NEED ON MY CAMPUS, AND THESE ARE THE ONLY TYPES OF TEACHERS THAT WE WANT ARE ON OUR CAMPUS.
SO WE'RE NOT IN THAT POSITION WHERE WE ARE. I DON'T WANT TO SAY, YEAH, [LAUGHTER].
WELL, WHEN YOU'RE LOSING HALF YOUR STAFF, AND SO THAT HAS MADE A HUGE DIFFERENCE IN THE CHANGES THAT WE'RE SEEING NOW, JUST HAVING THOSE EXPERIENCED TEACHERS, BUT ALSO TRAINING THOSE TEACHERS BECAUSE YOU WANT TO CONTINUE TO BUILD THAT POOL.
BUT TRAINING THOSE TEACHERS, WE HAVE SOME GREAT NCI TEACHERS THAT JUST NEED THE SUPPORT.
AND SO WE'VE BEEN ABLE TO DO THAT FOR THEM. NOW WHAT'S AN NCI TEACHER? SORRY, A NON-CERTIFIED INSTRUCTOR. YES MA'AM.
THANK YOU. I WAS GOING TO ASK A QUICK QUESTION TO GO OFF OF WHAT YOU'RE SAYING TOO.
EITHER ONE OF YOU HAVE A CAPE INDIVIDUALS IN YOUR CAMPUS THAT ARE WORKING TO BECOME CERTIFIED.
I DO, I HAVE TWO. YOU GOT TWO. I DO. OKAY. I JUST WANT TO SAY THAT WE NOTED IN THE LAST PRESENTATION NOT TO HAVE ACRONYMS, BUT IT WAS A LITTLE TOO LATE FOR US TO CHANGE, SO OUR APOLOGIES.
THAT'S OKAY. I'LL JUST ASK YOU TO EXPLAIN IT.
[01:25:01]
WE'RE GOOD. WE ALL HAVE TO LEARN. [LAUGHTER] PRESIDENT SELDERS.THANK YOU FOR THIS PRESENTATION. ON SLIDE, I GUESS IT'S 24 ON YOUR PRESENTATION.
AND I'M JUST CURIOUS, WHAT DATA DID YOU USE TO DETERMINE WHO TO SELECT FOR TARGETED SUPPORT? SO WE USE THE SAME DATA WE SHOWED TONIGHT. WE USED MAP DATA.
WE USE DIFFERENT ASSESSMENTS. WE LOOK AT AN INDIVIDUAL BY TEACHER.
WE LOOK WE LOOK AT IT BY CAMPUS. WE LOOK AT IT BY CONTENT AREA, GRADE LEVEL.
BUT THEN WE BREAK IT DOWN TO INDIVIDUAL TEACHERS, AND IF THEY'VE BEEN ON A CAMPUS LONG ENOUGH, WE COMPARE IT TO THE YEAR BEFORE, HOW THEY'VE DONE, AND THEN WE DECIDE WHAT'S NEEDED FOR THOSE TEACHERS.
SO IS THERE LIKE A THRESHOLD OR ARE YOU LOOKING FOR TRENDS? ABSOLUTELY. LOOKING FOR TRENDS OBSERVATIONS, FEEDBACK, OBSERVATIONS IN THE CLASSROOM.
AND WE PUT IT ALL TOGETHER, KIND OF MAKE OUR DECISIONS FOR TEACHERS AND WHAT TEACHERS NEED.
OKAY. AND I GUESS THIS QUESTION IS FOR BOTH OF THE PRINCIPALS.
MISS MADDOX AND MISS THOMASON. JUST LOOKING AT YOUR CHRONIC TEACHER ABSENCES.
A NOTICE IN MISS MADDOX, YOUR CASE, THAT NUMBER CHANGED BY 28.
AND MISS THOMASON, YOURS IS ALMOST BY 50. WHAT WAS THE ROOT CAUSE OF WHY YOU WERE HAVING SO MANY TEACHERS THAT WERE CHRONICALLY ABSENT THAT YOU WERE ABLE TO DETERMINE? I WOULD SAY FOR US, IT WAS CAMPUS CULTURE.
YOU KNOW TEACHERS WERE STRUGGLING WITH CLASSROOM DISCIPLINE AND THE MORALE WAS LOW.
AND, YOU KNOW, IF I'M JUST BEING TRANSPARENT, THEY WERE, YOU KNOW, AND THEY WERE BURNT OUT. SO ONE OF THE THINGS WE KNEW GOING IN THAT WE HAD TO FOCUS ON STUDENT MANAGEMENT, IF WE DIDN'T GET THAT IN ORDER, NOTHING ELSE WOULD HAPPEN.
THAT AFFECTED EVERYTHING. IT AFFECTED OUR ACADEMICS.
IT AFFECTED TEACHER MORALE. IT AFFECTED YOU KNOW, IT AFFECTED OUR ENTIRE CULTURE.
THAT'S WHERE WE SAW WE BEGIN TO SEE THOSE LOWER NUMBERS.
AND QUITE FRANKLY, I HAD THOSE, YOU KNOW, CONVERSATIONS THE SAME WAY THAT JENNY DID BECAUSE WE HAD TO SAY, IF KIDS ARE NOT HERE, OUR ACADEMIC PERFORMANCE IS SUFFERING BECAUSE WE'RE NOT COMING TO WORK.
SO THEY'RE ALL CONNECTED. SO ONCE WE IDENTIFY WHAT THOSE TARGETS WERE, THAT BECAME OUR CAMPUS PRIORITY AND OUR FOCUS, AND WE BEGAN TO DEVELOP SYSTEMS TO SUPPORT THAT.
I WASN'T AT SHUGART LAST YEAR. BUT I DID HEAR THAT THERE WOULD BE SOME HARD DAYS.
AND THEN YOU TAKE OFF THE NEXT DAY BECAUSE IT WAS A ROUGH DAY.
SO YOU CAN SEE OUR DISCIPLINE, EXCLUSIONARY DISCIPLINE, HAS GONE UP A LITTLE BIT.
BUT WE HAD TO SUPPORT TEACHERS AND, YOU KNOW, SUPPORT THE OTHER KIDS IN THE CLASS.
ONE KID CAN'T RUIN AN ENTIRE CLASS. AND SO THEY GET CONSEQUENCES, AND THEY'RE OUT OF THE ROOM SO THAT OTHER KIDS CAN LEARN, AND THE TEACHERS FEEL SUPPORTED BY THAT. WE REALLY WORK HARD ON CULTURE.
AND I TRY TO BE VERY AVAILABLE AND VISIBLE TO THEM SO THAT THEY KNOW THAT, YOU KNOW, ANYTHING THEY NEED, THEY CAN COME AND ASK ME. AND I THINK THAT THAT GOES A LONG WAY WITH BUILDING CULTURE.
AND SO, I DON'T KNOW, MAYBE CULTURE FOR ME AND HIGH EXPECTATIONS ABOUT BEING AT WORK.
RIGHT. I DON'T MISS WORK. I'M THERE EVERY DAY.
[LAUGHTER] SO THE REASON WHY I THOUGHT ABOUT THAT QUESTION BECAUSE WHEN I LOOKED AT THAT AND THOSE NUMBERS ARE PRETTY DRASTIC, RIGHT? AND SO MY IMMEDIATE THOUGHT WAS, OKAY, WE'RE GOING FROM YEAR TO YEAR OR ONE SCHOOL YEAR TO THE NEXT.
IS THIS MORE RELATED TO THAT WE HAD TEACHERS THAT WERE ON CAMPUS FOR THE 23, 24 SCHOOL YEAR THAT ARE NOT THERE AND THE 24-25 SCHOOL YEAR.
SO BY ATTRITION AND THEN WE HIRED, YOU KNOW, NCI TEACHERS.
AND NOW THAT BECOMES THE TEACHERS THAT ARE, YOU KNOW, ON CAMPUS AND LEARNING AND BEING SUPPORTED OR DID WE HAVE LIKE A CHANGE OF HEARTS AND MINDS AND ATTITUDES OF OUR EXISTING STAFF? AND SO I WAS JUST TRYING TO GET SOME INSIGHT INTO WHAT THAT LOOKED LIKE.
MOST OF MY STAFF WERE THERE LAST YEAR. I DIDN'T I DID NOT HIRE MOST.
I DIDN'T HIRE A LOT. SO MOST OF MY STAFF WERE THE SAME.
[01:30:02]
FOR US THE STAFF THAT I HAVE NOW, MOST OF THEM HAVE BEEN WITH ME FOR THREE YEARS.SO WE WERE ABLE TO HELP MOVE THOSE TEACHERS FORWARD, THAT NEEDED A DIFFERENT ENVIRONMENT AND WANTED TO WORK WITH A DIFFERENT POPULATION OF STUDENTS. AND THE PEOPLE THAT STUCK WITH ME ARE STICKING WITH ME BECAUSE THEY BELIEVE IN WHAT OUR CAMPUS CAN BE.
AND SO THEY ARE THEY'RE BUYING INTO WHAT WE'RE DOING NOW.
AND THEY THEY BELIEVE IN SEEING THAT CHANGE. SO IT'S A LITTLE BIT DIFFERENT FOR OUR CAMPUS.
I LIKE HOW YOU WORDED THAT. SO WHAT THAT TELLS ME IS THAT IT'S POSSIBLE, EVEN ON CAMPUSES THAT STRUGGLE OR HAVE STRUGGLED IN THE PAST, THAT ARE A PART OF THIS TARGETED LIST, RIGHT? THERE ARE THINGS THAT COULD POTENTIALLY WORK ON THOSE CAMPUSES AS IT RELATES TO, YOU KNOW, MAKING SURE THAT THERE'S CONSISTENCY WITHIN THE TEACHING POPULATION.
IS THAT RIGHT? OKAY, COOL. THANK YOU. MR. GLICK.
THANK YOU SIR. MANY YEARS AGO, IT SEEMS NOW WE TRIED THIS THING CALLED ACE CAMPUSES.
YOU MAY REMEMBER THE TERMINOLOGY AND IT WORKED.
SO NOW WE'VE TAKEN AS ONE OF OUR SIX BOARD GOALS, TARGETED CAMPUSES AND HIGHLIGHTED THE IMPORTANCE OF REDUCING THESE. DOCTOR LOPEZ WILL BE JUDGED ON HOW WELL WE DO HERE.
SO I'VE HEARD TWO THINGS SO FAR. ONE, I HEARD THAT THE STAFF HAS AN EXTRA HOUR.
MAYBE YOU CAN EXPLAIN MORE OF THAT. AND MISS THOMASON, YOU MENTIONED THAT YOU HAVE THREE INSTRUCTIONAL COACHES MAKING IT SOUND LIKE THAT WAS EXTRAORDINARY. SO COULD WE TALK ABOUT THE EXTRA HOUR, THE MORE INSTRUCTIONAL COACHES AND WHAT I MIGHT SEE WALKING INTO ONE OF YOUR CAMPUSES THAT WOULD BE DIFFERENT FROM THE OTHER CAMPUSES? WHAT ARE WE DOING DIFFERENTLY TO REDUCE THESE NUMBERS? YEAH, OKAY, I'LL ADDRESS THE EXTRA HOUR. THIS IS FOR THE LEADERS.
THE CAMPUS LEADERS, NOT THE TEACHERS. SO WE ALSO HAD SOMETHING FOR THE TEACHERS.
WE DID EXTRA PLANNING WITH THE TEACHERS. AND AT THE ELEMENTARY LEVEL, EVERY TEACHER FROM K THROUGH 5TH GRADE WAS INVITED TO THAT TRAINING. SO IT DIDN'T REALLY MATTER WHAT THEIR DATA LOOKED LIKE.
THEY CAME TO THE TRAINING AND THEY LEARNED, ESPECIALLY WITH HAVING THAT NUMBER OF NCI TEACHERS, IT DIDN'T HURT ANYBODY TO COME. SO TLD DID LEAD THAT WITH OUR AREA SUPPORT TEAMS. AND SO WE DID THAT PROBABLY WHAT, ONCE A MONTH, SOMETHING LIKE THAT.
FOR EVERY CONTENT AREA AND EVERY GRADE LEVEL AT THESE TARGETED CAMPUSES FOR ELEMENTARY SCHOOLS.
NOW THE EXTRA HOUR WAS FOR OUR LEADERSHIP. SO PRINCIPALS WOULD COME TO THEIR REGULAR LEVEL, MEETING ALL PRINCIPALS AT TARGETED CAMPUSES AND NON-TARGETED CAMPUSES, AND WE DO A TRAINING.
AND BASICALLY WE DIVE DEEPER INTO WHATEVER IT WAS WE WERE TALKING ABOUT DURING THE LEVEL MEETING.
SO AND THEN THEY WERE ALSO AROUND THEIR COLLEAGUES WHERE THEY GOT THEY HAVE A LOT OF THE SAME ISSUES, SO THEY GOT TO PROBLEM SOLVE, TALK TO COLLEAGUES, TALK ABOUT SPECIFIC PLANS FOR PLCS COMING UP, AND REALLY HAD TIME TO COLLABORATE AND THEN WE HAD EXPERTS, CURRICULUM EXPERTS IN THE ROOM TO ASSIST.
SO ARE WE PUTTING I'M GOING TO JUST GO TO THE BASICS.
ARE WE PUTTING MORE DOLLARS IN ANY SEPARATE WAY INTO THESE CAMPUSES? AND I DON'T KNOW HOW I WOULD YOU WOULD EQUATE OR ACCOUNT FOR THOSE DOLLARS, BUT IS THAT HAPPENING? I THINK THE ONLY COST WAS FOR SUBSTITUTES, WHICH WAS PAID FOR THROUGH THE LASO GRANT.
SO LET'S TALK ABOUT THE I'M GOING TO CALL IT THE ISTS.
YOU SAID YOU HAD MORE. HAVE YOU BEEN GIVEN MORE HELP? SO WE DO HAVE ADDITIONAL STAFFING AT THESE CAMPUSES.
YES. NOW, I WILL SAY THE IST'S WE DIDN'T ADD NEW IST'S THIS YEAR.
WE JUST REALLOCATED THEM, IF THAT MAKES SENSE.
[01:35:07]
THEN MAYBE ANOTHER SCHOOL WOULD GET 2 OR 1 OR NONE, DEPENDING ON PRIORITY LEVEL OR NEED.AND WOULD THAT BE IN TERMS OF WHAT I WAS TALKING ABOUT IN TERMS OF DOLLARS, IS THAT THE ONLY EXTRA DOLLARS WE MIGHT BE SPENDING? IS THERE ANY OTHER THING THAT WE CAN POINT TO? NO, SIR, NOT THAT I CAN THINK OF. JUST THE SUBS FOR THE TRAINING TO PULL TEACHERS OUT.
OKAY. THANK YOU. YES. AND IF I CAN ADDRESS THE I JUST WANT TO TALK ABOUT THE DISTRICT SUPPORT.
I KNOW EVERY DISTRICT SUPPORTS CAMPUSES IT'S STANDARD.
BUT I THINK WE REALLY GALVANIZED THAT THIS YEAR WITH OUR PARTNERSHIPS WITH TEACHING AND LEARNING, BUT NOT ONLY WITH THEM SPED DEPARTMENT, STUDENT SERVICES.
THESE ARE DEPARTMENTS THAT ARE ON CAMPUSES WITH US.
AND WHEN I SAY WITH US, I DON'T EVEN MEAN AT DIFFERENT TIMES THEY'RE ALIGNED WITH US.
WE MAY MEET AND WALK TOGETHER TO SUPPORT EACH OTHER, TO SEE WHAT'S NEEDED.
WE COME BACK PLAN. WE PLAN PROFESSIONAL DEVELOPMENT AROUND THAT.
SO IT'S VERY INTENTIONAL, THE SUPPORT WE'RE GETTING.
I STARTED HERE IN MAY, WAS HERE BEFORE THAT. I'M SURE IT WAS, BUT I FEEL FROM WHAT I'VE SEEN SINCE MAY, IT'S BEEN GALVANIZED. THE PARTNERSHIPS ARE TRANSPARENT.
CAMPUSES FEEL SAFE. AS FAR AS ON THE CAMPUS, WHAT'S DIFFERENT? I WOULD SAY PROGRESS MONITORING. WE'RE VERY INTENTIONAL.
I MEAN, LOOK, THERE'S NO MAGIC. I MEAN, IT'S JUST NOT.
WE'RE TRYING TO KEEP IT VERY SIMPLE AND REPEATING WHAT WE'RE DOING.
AND I THINK THAT'S MADE A DIFFERENCE THUS FAR.
OBVIOUSLY, IT'S A TEACHER, BUT THE PRINCIPAL SETS THE CULTURE.
AND WHEN I SAY CULTURE, I DON'T MEAN JUST CAKE AND JEANS DAY.
I MEAN PUTTING IN SYSTEMS, HOLDING PEOPLE ACCOUNTABLE.
GOOD TEACHERS LOVE THAT. AND THEY'LL COME BACK TO A CAMPUS FOR THAT.
WE'RE TAKING CARE OF STUDENTS. WE'RE MAKING GAINS.
AND I THINK THAT'S BEEN THE DIFFERENCE THIS YEAR, TO BE HONEST WITH YOU, IS THAT THAT'S WHAT THE DISTRICT SUPPORT LOOKS LIKE AND WHAT THESE CAMPUS LEADERS BEHIND ME THAT'S HOW THEY'RE CHANGING THE CULTURE BY HOLDING PEOPLE ACCOUNTABLE. THANK YOU SIR.
MY DAUGHTER IS A TEACHER AND WAS IN THE GARLAND SCHOOL DISTRICT FOR A WHILE, AND SHE'S BEEN IN FRISCO FOR A WHILE, AND SHE HAS THE OPPORTUNITY TO COMPLAIN ABOUT A LOT OF STUFF TO ME.
BUT HER PRIMARY COMPLAINT IS WHEN THE PRINCIPAL DOESN'T PROVIDE LEADERSHIP THAT THE STAFF NEEDS, AND IT MAKES THEM WANT TO LEAVE AND GO SOMEWHERE ELSE.
THAT'S RIGHT. THE PRINCIPAL SETS THE TONE. SO FOR OUR PRINCIPALS THAT ARE UP HERE TODAY MISS MADDOX AND MISS THOMASON, YOU KNOW, I DON'T KNOW HOW YOU KEEP YOUR ENERGY LEVEL UP, BECAUSE I HEAR WHAT IT TAKES TO DO WHAT YOU DO EVERY DAY.
THE SPECIAL CHALLENGE YOU'VE TAKEN ON IS VERY MUCH APPRECIATED.
WE REALLY APPRECIATE THE TURNAROUND AND SOME OF THE RESULTS.
AND I GOT TO ADD SOMETHING KIDS CAN'T LEARN UNLESS THE TEACHERS AND THE STUDENTS ARE IN THE CLASS.
EXACTLY RIGHT. AND WE'VE SEEN A GREAT TURNAROUND THERE. I THINK THE CULTURE OF THE PRINCIPAL IS, FROM MY OBSERVATION, THE GREATEST THING WE CAN HAVE WITH OUR TEACHER ENGAGEMENT WITH THOSE KIDS.
SO I WANT TO COMMEND YOU FOR THAT. BUT I DO WANT TO ASK A QUESTION.
WELL AND CONSEQUENCES I HEARD MISS THOMASON TALK ABOUT THEIR INCIDENCES ARE UP, BUT, YOU KNOW, YOU GOT TO KIND OF HOLD THE KIDS ACCOUNTABLE.
SO I APPRECIATE THAT. AND THAT NUMBER DOESN'T ALARM ME.
I THOUGHT THE FIRST YEAR WAS KIND OF LOW, MAYBE TOO LOW.
SO THANK YOU FOR THAT. AND I'VE READ THROUGH THIS, BUT I HAVE A QUESTION ABOUT HOW DO WE GO ABOUT DETERMINING HOW MANY ASSISTANT PRINCIPALS ARE ON A CAMPUS. I KNOW WHAT IT LOOKS LIKE MAINLY ELEMENTARIES WE HAVE ONE, BUT IN SOME ELEMENTARIES WE MAY HAVE TWO OR MORE.
AND THOSE IN THE MIDDLE SCHOOL WE HAD THREE, YOU KNOW, 700 KIDS TO 500 KIDS APPROXIMATELY.
DUE TO ENROLLMENT THE SIZE OF THE SCHOOL IT COMES DOWN TO A FORMULA WE USE.
HR USES. HR USES. WE APPLY IT. THEY USE IT. RIGHT, RIGHT.
[01:40:02]
[LAUGHTER] OKAY. AND I JUST LIKE HANDLEY HAD THREE AND SHUGART HAD ONE, AND, YOU KNOW, 500 KIDS, ROUGHLY TO 700 KIDS. AND I WAS JUST EXPECTING THERE TO BE MORE ASSISTANT PRINCIPALS IF THAT WAS NECESSARY.AND AGAIN, WHAT I REALLY WANT TO STRESS HERE IS WHAT I'VE HEARD FROM ALL TEACHERS THAT I'VE KNOWN THAT HAVE BEEN IN THE GARLAND INDEPENDENT SCHOOL DISTRICT IS ESPECIALLY WHEN IT COMES TO STUDENT MANAGEMENT.
IF THE PRINCIPAL DOESN'T SUPPORT THE TEACHER, THEN THEY KIND OF QUIT TRYING.
YOU KNOW, IT KIND OF BECOMES DEFEATS THE PURPOSE.
AND I JUST WANT TO THANK YOU SO MUCH FOR DOING THAT.
THANK YOU FOR STAMPING THAT TRUSTEE MILLER. PRESIDENT SELDERS.
YEAH, I JUST KIND OF WANTED TO ECHO WHAT MR. MILLER SAID AND THEN KIND OF PIGGYBACK ON WHAT YOU TALKED ABOUT IN TERMS OF THE IMPORTANCE OF HAVING THE RIGHT KIND OF LEADERSHIP TO CREATE A CULTURE AND AN ENVIRONMENT WHERE TEACHERS WANT TO TEACH AND STUDENTS WANT TO LEARN.
JUST OUT OF CURIOSITY AND WE MIGHT HAVE GOTTEN THIS BEFORE, BUT I KNOW WHEN WE'VE SEEN SOMETHING ABOUT THE RISK FACTORS AND ARE ALL OF THE RISK FACTORS WEIGHTED EQUALLY? AND SO. YOU GOT ME, PRESIDENT SELDERS.
THAT'S ALL RIGHT. SO DID YOU THINK YOU WERE GOING TO GET THROUGH THIS MEETING? YEAH. THE REASON FOR THAT QUESTION IS BECAUSE I WONDER IF JUST BECAUSE A CAMPUS HAS, YOU KNOW, 20 RISK FACTORS AND ANOTHER CAMPUS HAS 9, RIGHT? THAT DOESN'T NECESSARILY MEAN THE SAME THING.
RIGHT. AND SO JUST CURIOUS, WHAT DOES SUPPORT LOOK LIKE FOR CAMPUSES THAT HAVE A MUCH MORE CHALLENGING RISK FACTOR SET IN TERMS OF WHAT THEIR NEEDS ARE VERSUS ANOTHER CAMPUS. SO I WILL ANSWER THE METHODOLOGY QUESTION.
SO ALL OF THE RISK FACTORS DO WEIGH EQUALLY. HOWEVER WHEN WE REDESIGNED THIS WE WERE REALLY STRATEGIC ABOUT KNOWING THAT THERE ARE THINGS THAT WEIGH MORE HEAVILY THAN OTHERS.
SO, FOR EXAMPLE, WE ALL ARE FAMILIAR WITH A CAMPUS OR A STUDENT BEING ECONOMICALLY DISADVANTAGED, RIGHT? BUT THERE REALLY ARE LEVELS OF THAT. SO AS A RISK FACTOR WE HAVE OR A RISK INDICATOR WE HAVE ECONOMICALLY DISADVANTAGED. BUT THEN WE ALSO HAVE THE PERCENTAGE OF STUDENTS THAT ARE FREE AND REDUCED LUNCH.
RIGHT. THAT ARE FREE LUNCH ELIGIBLE. SO THAT KIND OF ADDS A DIFFERENT LAYER.
HOW MANY STUDENTS NEED TO HAVE A FREE LUNCH AS OPPOSED TO A REDUCED LUNCH? AND THEN THE THIRD LAYER TO THAT IS OUR STUDENTS THAT WE IDENTIFY AS DIRECTLY CERTIFIED.
SO THESE STUDENTS AND THEIR FAMILIES ARE RECEIVING OTHER SERVICES, OTHER SOCIAL SERVICES, BE IT OUR SNAP PROGRAM, WIC, MEDICARE. SO THOSE ARE THREE DIFFERENT FACTORS THAT IT USED TO BE ONE UMBRELLA OF ECO DIS VERSUS NON ECO DIS RIGHT.
BUT POVERTY IS NOT THE SAME ACROSS THE LEVELS RIGHT.
SO I GREW UP IN POVERTY BUT I DIDN'T OR I GREW UP POOR BUT I DIDN'T GROW UP IN POVERTY.
VERY VERY DIFFERENT. RIGHT. IN TERMS OF OUR PRINCIPLES, FOR EXAMPLE, WE WILL, WE HAVE AN INDICATOR THAT SAYS ARE THEY NEW TO THE CAMPUS? BECAUSE EVEN THOUGH MISS THOMASON IS AN EXPERIENCED PRINCIPAL, THAT TRANSITION TO THE CAMPUS CAN BE A RISK.
RIGHT? AND RISK DOESN'T ALWAYS EQUAL BAD. RIGHT.
VERY DIFFERENT ORGANIZATION THERE. AND THEN WE DO HAVE SOME OF OUR PRINCIPALS THAT ARE BRAND NEW.
SO IT'S POSSIBLE THAT WE CODE A CAMPUS WITH THREE ZEROS ACROSS THE WAY, OR THREE ONES ACROSS THE WAY, BECAUSE THEY ARE BRAND NEW. THEY'RE NEW TO THE CAMPUS AND THEY'RE NEW TO THE LEVEL.
SO THAT'S A WAY IN WHICH WE'VE KIND OF ORGANICALLY WEIGHTED THEM BY JUST STRATIFYING THE DIFFERENT INDICATORS. SO THEN I WILL ALLOW OUR EDLS TO ANSWER THE SECOND PART OF YOUR QUESTION.
SO AS FAR AS RISK FACTORS, WE DO HAVE SOME CAMPUSES THAT, DESPITE HAVING A HIGH NUMBER OF RISK FACTORS, PERFORM VERY WELL. AND BRADFIELD IS ONE EXAMPLE OF THAT, HIGH RISK FACTORS.
BUT WE ALSO KNOW THAT THAT WAS A VERY SUCCESSFUL LEADER WHO HAD VERY TENURED TEACHERS.
THEY HAD IT WAS VERY STRATEGIC DAILY INSTRUCTION, MONITORING OF THAT INSTRUCTION.
[01:45:07]
AND SO BACK TO OUR POINT ABOUT LEADERSHIP, IT MAKES A HUGE DIFFERENCE.AND THAT DOESN'T MEAN THAT CAMPUSES WITH HIGH RISK FACTORS DO NOT GET SUPPORT.
IF WE SIT IN PLCS AT CERTAIN CAMPUSES, THAT MIGHT BE STRUGGLING MORE, IF CERTAIN CLASSROOMS THAT WE VISIT, DIFFERENT COACHES THAT WE WORK WITH WHO OUR AREA SUPPORT TEAM WORKS WITH.
SO EVERY CAMPUS IS SUPPORTED JUST IN A DIFFERENT WAY DEPENDING ON NEEDS.
DID THAT DID THAT ANSWER YOUR QUESTION? YEAH, KIND OF SORTA.
OKAY. ANYTHING FURTHER BOARD. MS. STANLEY. I THINK I MIGHT BE DOING IT JUST BECAUSE, YOU KNOW, YOU DON'T WANT ME TO, BUT.
SO I JUST. I JUST WANT S O, YOU KNOW, I HEAR THINGS DIFFERENTLY, BUT WHAT I, WHAT I JUST HEARD YOU SAY IS THAT REGARDLESS OF THE RISK FACTORS, IT'S THAT LEADER THAT REALIZES THAT REGARDLESS OF THE RISK FACTOR, IT HAS TO BE DONE A CERTAIN WAY FOR IT TO BE SUCCESSFUL.
AND I LOOK AT THAT AS, YOU KNOW, A NONTRADITIONAL LEARNER AS WELL, RIGHT? SO WE CAN BEAT THEM OVER THE HEAD, OR WE CAN TRY AND FIGURE OUT HOW TO HELP THEM REALIZE WHAT THEY NEED TO DO.
AND I THINK THAT'S WHAT YOU LADIES ARE DOING, IN ALL HONESTY.
AND I THINK THAT WHEN YOU SEE OTHER CAMPUSES THAT HAVE HIGH RISK FACTORS, BECAUSE QUITE FRANKLY, POOR DOESN'T EQUATE TO NOT SMART, I MEAN, POOR DOESN'T EQUATE TO BAD BEHAVIOR, BUT IT CAN BE THOSE THINGS IF THAT LEADER IS NOT UNDERSTANDING SOME OF THE NUANCES THAT GO WITH BEING POOR, SO TO SPEAK.
RIGHT. AND SO TO ME, IT JUST ALL KIND OF CAME FULL CIRCLE WITH WHAT YOU SAID, IS THAT IT'S NOT SO MUCH ABOUT THE RISK FACTORS, IT'S ABOUT THAT LEADER RECOGNIZING IT AND THEN TAKING THE MEASURES THAT NEED TO BE MADE TO MAKE IT SUCCESSFUL.
SO THANK YOU GUYS VERY, VERY MUCH. MR. BEACH.
I'LL TRY TO GET TO THE LAST COMMENT. SINCE I'VE WORN THE HAT OF ADMINISTRATOR, OF ASSISTANT PRINCIPAL, TEACHER, COACH, ISS ADMINISTRATOR I'M CURIOUS ON THE STUDENT MANAGEMENT SIDE HOW MANY OF THEM ON THESE PERCENTAGES ARE REPEAT OFFENDERS? RIGHT? NO, I KNOW THAT VERY WELL. THAT'S EXACTLY WHY SOME OF THOSE PERCENTAGES ARE WHAT THEY ARE BECAUSE OF THAT PARTICULAR SITUATION.
SO I COMMEND BOTH SCHOOLS HERE BECAUSE I'VE BEEN AT SCHRADE.
I KNOW EXACTLY WHAT MISS MADDOX HAS BEEN GOING THROUGH TO GET THAT SCHOOL CORRECTED.
AND I KNOW WHAT HAPPENS SOMETIMES AS FAR AS WHENEVER TEACHERS, WHEN YOU HAVE ABSENTEEISM LIKE YOU DO, AND WHAT I FOUND MORE THAN ANYTHING ELSE, A LOT OF TIMES THE TEACHERS, IF THEY DON'T HAVE GREAT LEADERSHIP UP FRONT, THEY GET COMFORTABLE IF THEY'VE BEEN THERE MANY, MANY YEARS AND THEY GET COMFORTABLE IN THEIR SETTING.
AND WHEN YOU COME IN WITH NEW CHANGES, THEY DON'T WANT TO TAKE THOSE CHANGES.
HAVE A GOOD SPRING BREAK. THANK YOU. I'VE LEARNED A LOT.
THANK YOU. ALL RIGHT. MOVING ON TO AGENDA ITEM 4B 1.
[V.B. Action Items]
GOOD JOB MOU WITH PLANO ISD. DOCTOR TANYA RAMOS IS GOING TO TAKE US HOME.NO PRESSURE. THIS ONE SHOULD BE EASY. GOOD EVENING AGAIN, I KNOW I STAND IN THE WAY BETWEEN NOW AND ADJOURNMENT, SO I WILL. THIS IS NOT A NEW AGENDA ITEM. WE HAVE BROUGHT THIS BEFORE THE BOARD PREVIOUSLY LAST SUMMER, WE DID PRESENT TWO DIFFERENT MOU'S, ONE WITH PLANO ISD FOR TWO SEATS AT THE SIERRA SCHOOL AND ONE WITH WYLIE ISD FOR ONE SEAT.
AND SO WE'D LIKE TO SECURE A MEMORANDUM OF UNDERSTANDING FOR AN ADDITIONAL SEAT THERE.
I WILL TAKE ANY QUESTIONS. THIS WILL BE AN ACTION ITEM THAT COMES FORWARD TO THE NEXT BOARD MEETING.
DO YOU HAVE ANY QUESTIONS RIGHT NOW IN COMMITTEE TO RAMOS? SEEING NONE. THANK YOU VERY MUCH. THE NEXT ITEM IS ITEM SIX, EXECUTIVE SESSION.
IS THERE A NEED FOR EXECUTIVE SESSION DOCTOR LOPEZ? YES, WE HAVE TO. I'M JUST PLAYING. I GOT EVERYBODY'S ATTENTION THERE.
NO NEED. NO NEED. [LAUGHTER] THANK YOU PRESENTERS.
GREAT JOB. SEEING THERE'S NO NEED FOR EXECUTIVE SESSION.
I'LL ENTERTAIN A MOTION TO ADJOURN. SO MOVED.
[VII. Adjournment]
WE ARE ADJOURNED AT 9:10 P.M.. THANK YOU VERY MUCH.* This transcript was compiled from uncorrected Closed Captioning.