[00:00:03]
[I. Call to Order and Determination of Quorum ]
I HAVE DETERMINED A QUORUM IS PRESENT. MISS HOGAN, DO WE HAVE ANY CARDS? PUBLIC? SO, SEEING THERE'S NO CARDS FOR PUBLIC FORUM, WE WILL MOVE TO THE SUPERINTENDENT'S MESSAGE.[IV. Superintendent's Message]
DR. LOPEZ, WE'RE REALLY EXCITED ABOUT TWO OF THE PRESENTATIONS TODAY.ONE IS AN INNOVATIVE PROGRAM ONLY FOUND IN GARLAND ISD, WHICH IS OUR GARLAND SALE PROGRAM.
AND I'M REALLY EXCITED ABOUT THAT TEAM. THEN WE'RE GOING TO FOLLOW UP WITH OUR TIA EXPANSION.
WE HIT ANOTHER HOME RUN. YOU KNOW, THE FIRST YEAR WAS A BIG STRIKE.
AND THEN AFTER THAT WE GOT ON BASE AND THEN WE'VE HIT BACK TO BACK HOME RUNS.
SO IT'S GOING TO BE REALLY NEAT TO SEE TO HAVE THOSE PRESENTATIONS TONIGHT.
VERY GOOD. SO MOVING ON TO ITEM FIVE. INFORMATION ITEMS.
[V. Information Items]
A SAIL PROGRAM UPDATE. SIMONE BURNETT AND NANCY RAMIREZ.THAT APPEARS TO BE MORE THAN JUST MISS BURNETT AND MISS RAMIREZ, BUT WE'RE VERY INCLUSIVE.
WE ENJOY THE COMPANY OF ALL. SO, DR. ADAMS. ALL RIGHT.
ALL RIGHT. WELL, CHAIRMAN JOHNSON. TRUSTEES. DR.
AND SAIL REALLY STANDS FOR A SHELTERED APPROACH TO IMPROVE LITERACY.
AND IT CONNECTS TO OUR PRIORITIZATION WORK. AND A COUPLE OF DIFFERENT BOARD GOALS.
BUT WE'VE SEEN SOME PROGRESS, AND WE WANT TO BE ABLE TO SHOW SOME OF THAT PROGRESS, EVEN THOUGH THAT WE'RE NOT AT THE END OF THE YEAR, WE EVEN KNOW WE'RE NOT LOOKING AT SUMMATIVE DATA.
WE ARE SEEING EVIDENCE THAT WE'RE MOVING THE NEEDLE FOR KIDS. AND SO AS WE JUMP IN TONIGHT, THERE'S A FEW FOLKS THAT I WANT TO INTRODUCE TO YOU.
BUT BEFORE I DO THAT, I WANT TO REMIND YOU WHAT SALE IS.
AND SALE IS A PROGRAM THAT WAS DEVELOPED TO REALLY DEVELOP ACADEMIC LANGUAGE.
RIGHT. HOW DO WE DEVELOP ACADEMIC LANGUAGE? AT SOME OF OUR MOST AT RISK CAMPUSES THROUGH A VERY INTENTIONAL, YOU KNOW, PEDAGOGICAL APPROACH, THROUGH SHELTERED INSTRUCTIONAL STRATEGIES.
SO HOW DO WE MAKE LEARNING VISIBLE? HOW DO WE MAKE LANGUAGE VISIBLE FOR KIDS THAT DON'T HAVE THE SAME EXPERIENCES OR EXPOSURE TO MORE AFFLUENT STUDENTS? AND SO THAT'S WHAT THIS PROGRAM WAS DESIGNED TO DO.
AND SO WHEN WE STARTED TO IDENTIFY PILOT CAMPUSES TO DO THIS WORK, AND WE'RE LOOKING AT OUR TIER THREE CAMPUSES, WELL, IT STARTED WITH THE CAMPUS LEADER. WE KNOW THE SUCCESS OF THIS PROGRAM IS GOING TO BE CONTINGENT ON THE LEADER.
AND SO WE HAVE A VERY SMALL BUT MIGHTY. SAIL TEAM.
WE HAVE SIMONE BURNETT WHO'S BEEN KIND OF THE DEVELOPER.
HELPING DEVELOP THIS PROGRAM. AND WE HAVE TWO OTHER SPECIALISTS.
SO THANK YOU. THANK YOU, DOCTOR ADAMS. GOOD EVENING.
THREE OF OUR FOUR PILOT CAMPUS, AS WE KNOW, ARE CONSOLIDATED CAMPUSES.
AND SO THEY'VE HAD UNIQUE CHALLENGES AS WE GO THROUGH IMPLEMENTING THIS INITIATIVE.
BUT WE ARE EXCITED TO SHARE THE UPDATES AND ALL OF THE POSITIVE OUTCOMES WE'RE SEEING.
SAIL DIRECTLY SUPPORTS BOARD GOAL NUMBER ONE, WHICH IS WHICH IS TO IMPROVE THE THIRD GRADE READING LITERACY OUTCOMES BASED ON OUR THIRD GRADE STAAR ASSESSMENT FOR READING AND TO ELIMINATE D AND F CAMPUSES.
AS DR. ADAMS STATED, THE PURPOSE OF SALE IS REALLY TO ADDRESS THE BARRIERS THAT ARE PRESENT FOR OUR STUDENTS THAT COME FROM LOW SOCIOECONOMIC BACKGROUNDS AND HAVE SOME LANGUAGE BARRIERS FOR SOME POPULATIONS.
WE KNOW THAT IF RESEARCH SHOWS THAT IF STUDENTS ARE NOT ON GRADE LEVEL BY THE TIME THEY EXIT THIRD GRADE FOR READING, THERE'S A 1 IN 5 CHANCE THAT THEY WILL EVER GET BACK ON GRADE LEVEL.
SO TO ADDRESS THIS CRITICAL CHALLENGE, WE HAVE DEVELOPED THIS FRAMEWORK OF FOCUSING ON BUILDING TEACHER CAPACITY BY STRATEGICALLY PLACING OUR TEAM MEMBERS AT CAMPUSES TO PROVIDE TEACHERS WITH INTENSIVE SUPPORT, WITH AN INTENTIONAL FOCUS ON SHELTERED INSTRUCTION.
WE'VE TAKEN A TWO PRONGED APPROACH TO IMPLEMENT THE SAIL FRAMEWORK.
[00:05:04]
AS I MENTIONED BEFORE, WITH THE CONSOLIDATION COMES VARIANCE, VARIANCE, AND TEACHER CAPACITY VARIANCE IN INSTRUCTIONAL PRACTICES AND SYSTEMS. SO WE KNEW FIRST WE HAD TO IMPLEMENT A STRATEGIC APPROACH TO SUPPORTING OUR TEACHERS TO BUILD THEIR CAPACITY.AND THEN WE HAD TO HAVE SYSTEMS OF SUSTAINABILITY FOR THIS WORK TO NOT ONLY BE EFFECTIVE THIS YEAR, BUT TO BE SUCCESSFUL FOR YEARS TO COME WITH OUR ONGOING TEACHER SUPPORT AND FOCUS ON SHELTERED INSTRUCTION.
OUR FRAMEWORK IS DESIGNED TO HAVE MONTHLY PROFESSIONAL DEVELOPMENT FOR ALL TEACHERS IN THE SAIL COHORT, PRE-K THROUGH THIRD GRADE. THESE MONTHLY PROFESSIONAL DEVELOPMENT SESSIONS ARE DESIGNED TO EQUIP TEACHERS WITH THE TOOLS NECESSARY TO TAKE STUDENTS FROM LANGUAGE DEVELOPMENT TO LANGUAGE ACQUISITION. OUR TEAM THEN GOES IN TO SUPPORT THESE TEACHERS ON THIS SPECIFIC INSTRUCTIONAL FOCUS TO ENSURE THAT WE'RE NOT JUST GIVING INFORMATION, BUT OUR TEACHERS ARE REALLY MASTERING THESE SKILLS.
OUR PRINCIPALS AND OUR LEADERS ARE KEY COMPONENTS OF THE SUCCESS OF SAIL, WORKING WITH THEM AND ENSURING WE HAVE REGULAR TOUCHPOINTS, WHICH WE CALL OUR ANCHOR MEETINGS AND CALIBRATION OBSERVATIONS.
ALL OF THESE SYSTEMS PUT IN PLACE NOT ONLY CREATES BUY IN WITH OUR ADMINISTRATORS AND OUR TEACHERS AS WELL AS OUR STUDENTS, BUT IT ALSO CREATES ACCOUNTABILITY ON THE TEACHER LEVEL.
AND THROUGH THESE THIS MULTI-TIERED APPROACH, WE'VE BEEN ABLE TO HAVE ALIGNMENT, CAMPUS WIDE ALIGNMENT AT ALL FOUR OF THESE CAMPUSES FOR PRE-K THROUGH THIRD GRADE TEACHERS AND STUDENTS.
AND NOW I WOULD LIKE TO WELCOME MISS BARTOS FROM FREEMAN AT GOLDEN MEADOWS ELEMENTARY AND MISS THOMASON AT SUGAR ELEMENTARY TO COME SHARE THEIR EXPERIENCE WITH SAIL THIS YEAR. THANK YOU. GOOD EVENING.
WE HAVE THIS FRAMEWORK, BUT ON MY CAMPUS, WE'VE GOT THREE INSTRUCTIONAL COACHES.
WE HAVE A LOT OF NON-CERTIFIED NCI TEACHERS, AND WE'VE BEEN ABLE TO KIND OF PIVOT AND ADJUST THE FRAMEWORK BASED ON WHAT THE DATA AND WHAT WE'RE SEEING IN OUR CLASSES. I REALLY APPRECIATE THE SAIL TEAM, BECAUSE A LOT OF OUR FOCUS HAS BEEN ON OUR THIRD, FOURTH AND FIFTH GRADE BECAUSE OF COURSE, STAR.
AND THIS REALLY FOCUSES ON THOSE LOWER GRADES AND IT'S REALLY MADE A BIG IMPACT.
THEY WILL COME IN, THEY WILL MODEL, THEY'LL CO-TEACH.
AT THE END OF THE DAY, WE DO HAVE A LOT OF SUPPORT.
WE HAVE MRS. MARSH'S TEAM COMING, WE HAVE THE SAIL TEAM, AND I HAVE MY THREE INSTRUCTIONAL COACHES, WHICH ARE KIND OF HEADING UP WHAT WE DO. SO IT'S REALLY IMPORTANT TO STAY ON THE SAME PAGE.
AND WHEN WE SEE A NEED, THE SALE TEAM IS ABLE TO JUMP IN AND MEET US WHERE WE ARE, MAKE ADJUSTMENTS, AND WE'VE CHANGED SOME OF OUR PLCS. LET'S GO OVER THE SAME STRATEGY AGAIN IF WE NEED TO.
LET'S TRY A NEW INSTRUCTIONAL STRATEGY THAT WE HAVE SEEN.
OUR KIDS ARE, YOU KNOW, STRUGGLING WITH SOMETHING. AND SO THEY'VE BEEN REALLY FLEXIBLE, ALWAYS FOCUSING ON THE LITERACY, BUT THEN ALSO WORKING WITH MY TEAM AND OUR GOALS AND OUR VISIONS ALONG WITH THE SAIL VISION.
SO IT'S BEEN REALLY HELPFUL. THE RELATIONSHIPS THAT HAVE BEEN BUILT AND THE, THE TRUST THAT MY TEAM HAS WITH THE SALE, PLUS THE PD THAT THEY'VE PROVIDED. IT'S NICE TO HAVE THEM COME WITH ALREADY PREPARED PRESENTATION FOR THE PLC WHERE WE HAVE CHANCES TO IMPLEMENT AND PRACTICE THE STRATEGIES, PRACTICE THE LESSONS AHEAD OF TIME AND BE READY FOR IT TO TAKE OFF IN CLASS.
MISS BARTOS, THANK YOU. SO HAVING THE MONTHLY FOCUS TRAININGS MADE A HUGE DIFFERENCE.
IT GAVE US CLARITY BECAUSE WE KNEW EXACTLY WHAT TO FOCUS ON.
AND IT ALSO KEEPS THINGS CONSISTENT ACROSS THE BOARD.
THIS REALLY HELPED OUR TEACHERS BECAUSE THEY WERE ABLE TO COLLABORATE WITH EACH OTHER, SHARE IDEAS, AND WE MAKE SURE THAT EVERYBODY WAS ON THE RIGHT TRACK.
ALSO, A HUGE PIECE TO THIS PROGRAM IS THE COMMUNICATION WITH PARENTS.
PARENTS KNEW EXACTLY WHAT WE WERE WORKING ON, AND THEY ALSO GOT A TRAINING, AND THEY WERE HELPING TO SUPPORT OUR BABIES, OUR STUDENTS AT HOME. BECAUSE WE HAD A SOLID PLAN IN OUR ANCHOR MEETINGS, WE WERE ABLE TO REALLY CELEBRATE THE PROGRESS BUT ALSO DO CALIBRATION WALKS. THESE WALKS GAVE US THE CHANCE TO LOOK AT WHAT'S GOING WELL IN THE CLASSROOMS, BUT ALSO LOOK AT THE GAPS THAT WE REALLY NEEDED TO PAY ATTENTION.
[00:10:07]
LAST BUT NOT LEAST, THE ANCHOR MEETINGS GAVE TEACHERS A CHANCE TO RECEIVE REALLY, REALLY TARGETED TRAININGS.BECAUSE WE KNEW WHAT THEY WERE LACKING ON. SO WE OUR TRAININGS WERE DESIGNED TO THEIR NEEDS.
SO ALSO, THE SALES TEAM WAS VERY SUPPORTIVE. AND THEY CAME TO MODEL IN THE CLASSROOMS. THEY WERE NOT JUST DELIVERING THE NEWS, BUT THEY WERE REALLY INVESTED IN THE TEACHERS.
AND THAT CREATED A CULTURE OF TRUST, YOU KNOW, AND THE BUY IN FROM THE TEACHERS AS WELL.
AND THAT MAY THAT IS MAKING A HUGE DIFFERENCE.
AND WE CAN SEE HOW OUR STUDENTS ARE CLOSING THEIR LEARNING GAPS.
THIS IS THEIR LITERACY GROWTH. AND FOR PRE-K, IT'S BASED ON THE CIRCLE LANGUAGE ASSESSMENT.
THIS IS THE PERCENTAGE OF STUDENTS WHO ARE ON TRACK FOR KINDERGARTEN THROUGH THIRD GRADE.
IN BLUE, YOU'LL SEE WHERE STUDENTS AT THE SALE COHORT WHERE LAST SCHOOL YEAR, AROUND THE SAME TIME WITH THE MIDDLE OF THE YEAR ASSESSMENT OR MIDDLE OF THE YEAR BENCHMARK IN MAROON, YOU'LL SEE WHERE OUR STUDENTS COMPARE.
OKAY. AND THIS IS THIS YEAR'S MIDDLE OF THE YEAR MAP ASSESSMENT AND CIRCLE ASSESSMENT.
AND IN GRAY YOU CAN SEE HOW SAIL THIS YEAR IS COMPARING TO THE DISTRICT PERFORMANCE.
SO EVERY GRADE LEVEL IS SHOWING GROWTH AT THIS MOMENT ACADEMICALLY.
AND OUR KINDERGARTEN AND PRE-K STUDENTS ARE ON PAR WITH THE DISTRICT.
OUR THIRD GRADE STUDENTS FROM LEFT TO RIGHT WE HAVE IN TAN WHERE STUDENTS AT SAIL CAMPUSES WERE PERFORMING MEET AND THIS IS MEETS OR MASTER'S PERFORMANCE, WHERE STUDENTS AT SAIL CAMPUSES PERFORMED AT THE END OF LAST SCHOOL YEAR ON THEIR READING STAR ASSESSMENT AND MAROON.
YOU SEE WHERE OUR CURRENT SALE COHORT OF STUDENTS IS PERFORMING AT MEETS AND MASTERS IN BLUE, YOU SEE A COMPARISON TO OUR PRIORITY CAMPUSES AND THEIR MEETS AND MASTER'S PERFORMANCE.
AND LASTLY IN GRAY, OUR DISTRICT MOCK STAAR PERFORMANCE.
SO, WE HAVE SEEN A 7% INCREASE IN MEETS AND MASTERS THROUGH THE SALE PROGRAM.
SO OUR BLACK ECONOMICALLY DISADVANTAGED AND EMERGENT BILINGUAL THIS IS THIS CHART IS TO SHOW HOW THEY ARE PERFORMING IN THE SALE COHORT AND MAROON AND THIS IS MEET TO MASTERS VERSUS HOW STUDENTS AT PRIORITY CAMPUSES ARE CURRENTLY PERFORMING ON THE.
AND THIS IS AS OF THE MOCK STAAR ASSESSMENT. SO AS I MENTIONED BEFORE, AT THE BEGINNING OF THIS PRESENTATION, SAIL IS BASED ON THREE COMPONENTS BUILDING TEACHER CAPACITY, TARGETING STUDENT CENTERED INSTRUCTION, AND PRIORITIZING AND ESTABLISHING SYSTEMS FOR AT HOME LEARNING.
SO AS WE TRANSITION TO SYSTEMS FOR AT HOME LEARNING, I'M GOING TO INTRODUCE MISS NANCY RAMIREZ, WHO WILL PROVIDE MORE DETAILS. GOOD EVENING. WE RECOGNIZE THAT LEARNING EXTENDS BEYOND THE CLASSROOM, WHICH IS WHY WE COMMITTED TO PROVIDING OUR PRE-K THROUGH THIRD GRADE STUDENTS WITH THE NECESSARY RESOURCES NEEDED TO SUCCEED, BOTH INSIDE AND OUTSIDE OF THE CLASSROOM. THROUGH THE LITERACY THROUGH THE AT HOME LITERACY INITIATIVE, WE HAVE EQUIPPED FAMILIES WITH TOOLS NECESSARY TO REINFORCE AND BUILD UPON THE SKILLS TAUGHT IN THE CLASSROOM.
HERE TO SPEAK ABOUT THE IMPACT OF THE AT HOME LITERACY INITIATIVE IS MRS. KRISTA MCCLURE, PRINCIPAL OF MD WILLIAMS. FOR OUR TAKE HOME LITERACY MATERIALS, WE HAVE STRUCTURED, HIGH QUALITY READING RESOURCES PROVIDED TO STUDENTS TO ENGAGE THEM IN LITERACY DEVELOPMENT BEYOND THE CLASSROOM.
[00:15:02]
THESE MATERIALS ARE DESIGNED TO SUPPORT FLUENCY, COMPREHENSION, AND VOCABULARY GROWTH AT HOME.OUR PACING GUIDES IS FOCUSED ON SPECIFIC LITERACY SKILLS, STRATEGIC INSTRUCTIONAL ROADMAPS THAT OUTLINE PROGRESS OF ESSENTIAL LITERACY SKILLS OVER THE ACADEMIC YEAR. THESE GUIDELINES ENSURE TARGETED SKILL DEVELOPMENT, ALIGNMENT WITH THE CURRICULUM, AND EFFECTIVE DIFFERENTIATION WITH THAT MEETS THE STUDENTS NEEDS.
FAMILY LITERACY WORKSHOPS. SO INTERACTIVE SESSIONS AND LATE NIGHTS EQUIP FAMILIES WITH STRATEGIES AND RESOURCES TO SUPPORT LITERACY DEVELOPMENT AT HOME. THESE WORKSHOPS FOSTER A STRONG HOME, COMMUNITY SCHOOL CONNECTION AND EMPOWER CAREGIVERS.
THE ACTIVE PARTICIPATION WITHIN THEIR CHILD'S READING JOURNEY.
AND WITH THAT, OUR LATE NIGHTS. THE SAIL TEAM.
THEY'RE THERE. THEY'RE ANSWERING QUESTIONS. THEY HAVE PARENTS THAT WILL SAY, OKAY, HOW DO I WORK WITH THIS? WHAT DO I NEED TO TURN IN FOR MY STUDENTS? SO, THIS HOLDS THE PARENTS ACCOUNTABLE ALSO NOT AND BUILDS THAT CONNECTION.
DAILY LITERACY ACTIVITIES WHILE FOSTERING COMMUNICATION BETWEEN SCHOOL AND HOME.
WITH THESE LITERACY LOGS, THE PARENTS ARE LISTENING TO THE STUDENTS READ, THEY'RE TRACKING THEIR READING AND THEY'RE SIGNING, AND THE STUDENTS ARE BRINGING THEM BACK, AND THEY'RE VERY EXCITED.
SO THIS ENHANCES LITERACY, PROVIDES ACCESS TO DIVERSE READING MATERIALS, AND PROMOTE CULTURE OF READING NOT ONLY AT SCHOOL, HOWEVER AT HOME. SO THIS BRIDGES THE GAP BETWEEN LIBRARIANS AND THE SCHOOL.
SO YOU COULD COME TO ANY OF OUR CAMPUSES, AND YOU'LL SEE THE STUDENTS WHO HAVE EXCELLED, AND THEY LOVE TO WALK BY, AND THEY SEE THEIR NAME. THEY SEE THE REWARD OF READING LITERACY LEADER PROGRAM.
SO, THIS IS A MENTORSHIP, AND IT EMPOWERS THE STUDENTS TO READ AT HOME.
AND YOU WOULD SEE THE PARENTS ASKING QUESTIONS, THINGS THAT THEY DIDN'T KNOW OR HOW CAN I HELP? OR HOW DO I HELP MY CHILD READ BETTER BECAUSE A LOT OF PARENTS DON'T KNOW HOW TO HELP.
SO WE KNOW THAT STUDENTS, THEY LOVE TO BE CELEBRATED.
SO NOT ONLY ARE THEY RECOGNIZED, BUT THEY PARTICIPATE IN THIS CELEBRATION IN WHICH THEY GO, AND THEY ARE CELEBRATED FOR THEIR GREAT ACHIEVEMENT.
AND IT REINFORCES THE LITERACY TO READ AT HOME.
SO YOU CAN SEE HOW THIS PROGRAM HAS EQUIPPED US TO BUILD THAT HOME SCHOOL CONNECTION.
OUR TEAM, ALL OF OUR STAKEHOLDERS AT THE CAMPUS LEVEL AND OUR STAKEHOLDERS ON THE SAIL TEAM ARE EXTREMELY EXCITED ABOUT THE PROGRESS WE'RE SEEING IN OUR STUDENTS AND ABOUT THE CAPACITY WE'RE BUILDING IN OUR TEACHERS. AND AS WE LOOK FORWARD, WE'LL BE USING THAT DATA END OF YEAR DATA TO MAKE MORE INFORMED DECISIONS REGARDING THE PROGRAM AND ANY ADJUSTMENTS, AND PLACING A GREATER EMPHASIS ON THE CULTURAL RESPONSIVENESS, PIECE OF TRAINING, AS WELL AS FURTHER STAKEHOLDER DEVELOPMENT OUTSIDE OF JUST DEVELOPING OUR TEACHERS.
REGARDING FUTURE GROWTH AND SUSTAINABILITY, ALL OF THAT WILL BE TIED TO OUR END OF THE YEAR DATA AS WE CLOSE, WE WANTED TO GIVE YOU ALL AN OPPORTUNITY TO SEE WHAT SALE LOOKS LIKE IN ACTION.
SO HERE IS A VIDEO TO SHOW ALL OF OUR PRACTICES AT WORK.
IT MAINLY HELPS US SAY, WHAT ELSE CAN WE DO TO SUPPORT OUR PRINCIPALS, OUR ADMINISTRATORS, OUR TEACHERS, OUR KIDS? ESPECIALLY THIS TIME OF YEAR, THE FOCUS TENDS TO BE ON THE STAR TESTING GRADES,
[00:20:06]
BUT WITH SALE, THEY HAVE THEIR OWN TEAM TO HELP SUPPORT AND MAKE THE PRIMARY GRADES THE BEST THEY CAN BE.WE FOCUS ON NOT ONLY THE LINGUISTIC DEVELOPMENT OF OUR STUDENTS, BUT THE ACADEMIC DEVELOPMENT AS WELL, BY ENSURING THAT WE EMBED THE SHELTERED INSTRUCTION STRATEGIES.
YOU KNOW, THE SAIL PROGRAM IS NOT JUST SOMETHING THAT WE WANT TO ADD ON THEIR PLATE, BUT IT'S SOMETHING THAT IS SUPPOSED TO HELP SUPPORT STUDENTS IN THE CLASSROOM, TO PUSH STUDENTS TO BE ABLE TO READ WHEN THEY GET TO THE UPPER GRADES AND EVENTUALLY GRADUATE.
SAIL IS DIFFERENT BECAUSE IT GETS THE PARENTAL INVOLVEMENT.
ONCE WE GET THE PARENTS INVOLVED, THEN WE CAN HOOK THE STUDENTS.
I THINK SAIL HAS MADE A HUGE DIFFERENCE IN MY CLASSROOM.
OUR STUDENTS HAVE BEEN PERFORMING SO WELL, AND OUR STUDENTS HAVE BEEN PUTTING FORTH SUCH AN EFFORT, AS WELL AS OUR TEACHERS AND OUR ADMINISTRATORS AND OUR INSTRUCTIONAL SUPPORT TEACHERS.
AND SO IF WE CAN JUST KEEP THAT MOMENTUM GOING, WE'LL SEE A HUGE DIFFERENCE.
THIS IS WHERE YOUR STUDENT IS. THIS IS WHAT THEY NEED.
AND HERE IT IS. ARE THERE ANY QUESTIONS REGARDING ANY OF THE INFORMATION SHARED TODAY? THERE'S MANY PEOPLE IN THE QUEUE, BUT BEFORE WE GET TO THAT ONE, I WANT TO THANK ALL YOU GUYS FOR THIS GREAT PRESENTATION.
EXCELLENT WORK. EVERYONE UP THERE HAD A HUGE ROLE IN WHAT I THINK ARE SOME PRETTY REALLY SUCCESSFUL NUMBERS THAT ARE COMING THROUGH WITH RESPECT TO IT. I WOULD ALSO LIKE TO ACKNOWLEDGE SOMEONE WHO ISN'T THERE THAT I THINK ALSO HAD A BIG ROLE IN THIS.
AND THAT'S DOCTOR MELISSA HILL, WHO WAS VERY INTEGRAL IN THE BEGINNING OF THIS SAIL PROGRAM.
SHE HAS MOVED ON FROM OUR DISTRICT TO BIGGER AND BETTER THINGS, AND I EVEN WANT TO ACKNOWLEDGE THAT SHE DID ALL THIS THROUGH A VERY DIFFICULT TIME IN HER LIFE. AND ON BEHALF OF THE SCHOOL BOARD, I THINK I CAN SAY THANK YOU VERY MUCH TO DOCTOR HILL FOR EVERYTHING SHE DID, NOT ONLY WITH THIS PROGRAM, BUT SO MANY MORE THAT ARE GOING TO HAVE HER STAMP ON IT MOVING FORWARD. SHE'S GOING TO BE WITH US FOR A LONG TIME THROUGH THESE SUCCESSFUL PROGRAMS THAT SHE'S HELPED IMPLEMENT. BUT AS OF NOW WE HAVE QUESTIONS.
AND I'M GOING TO START WITH THE BOARD PRESIDENT. THANK YOU, MR. JOHNSON. AND THANK YOU GUYS FOR THAT PRESENTATION.
JUST GOING BACK TO MISS BURNETT, WHEN YOU WERE TALKING ABOUT LITERACY AND 1 IN 5 CHANCE OF NOT GETTING BACK ON GRADE LEVEL LIKE, THAT HIT ME LIKE A TON OF BRICKS.
AND IT MADE ME NOT NECESSARILY THINK ABOUT THIS PROGRAM, BUT JUST KIND OF WHERE WE ARE AS A DISTRICT IN TERMS OF, WE IDENTIFIED WHERE WE ARE IN TERMS OF LITERACY RATES OF STUDENTS EXITING OUR SYSTEM? DO WE HAVE ANY IDEA WHAT THAT LOOKS LIKE? SO, I THINK THE QUESTION WAS, DO WE HAVE ANY IDEA OF WHERE OUR STUDENTS ARE JUST OVERALL LITERACY RATES BY THE TIME THEY GET TO THIRD GRADE OR WHEN THEY EXIT OUR [INAUDIBLE] SYSTEM.
WE DON'T HAVE THAT DATA. NOW, WHAT WE CAN DO IS WE LOOK AT EOC DATA.
WE KIND OF GIVE US AN IDEA WHERE KIDS ARE WHEN THEY GET TO HIGH SCHOOL.
BUT WE CAN CERTAINLY PULL THAT AND LOOK AT THAT FOR YOU.
OKAY. YEAH. SO, WITH YOUR TEACHER CAPACITY, I THOUGHT THAT WAS REALLY GOOD BECAUSE THE TWO THINGS THAT CAME UP FOR ME WERE ALIGNMENT AND CONSISTENCY. AND WHAT YOU'RE ABLE TO PROVIDE WITHIN THAT AND WITH HAVING, YOU KNOW, THE ABILITY TO BECOME AND BE GREAT TEACHERS AND HAVING STRONG LEADERSHIP. JUST KIND OF GIVES STUDENTS THAT MUCH MORE OF A CHANCE TO IMPROVE THEIR READING.
AND BY THE TIME THEY GET TO THIRD GRADE, THEY'RE ON GRADE LEVEL.
SO, WHAT I THINK ABOUT WITH THAT, THOUGH, IS ARE WE SETTING HIGH EXPECTATIONS MATCHED WITH THE SUPPORT THAT WE'RE SAYING THAT WE'RE PROVIDING WHEN WE'RE, YOU KNOW, BUILDING THE TEACHER CAPACITY? AND WHAT DOES THAT ACTUALLY LOOK LIKE? WE ABSOLUTELY HAVE HIGH EXPECTATIONS FOR OUR TEACHERS.
AND I THINK THAT COMES INTO PLAY. WELL, I KNOW IT'S COME INTO PLAY WITH THE PARTNERSHIP WE HAVE WITH OUR PRINCIPALS WITH THAT ACCOUNTABILITY PIECE, BECAUSE AT THE END OF THE DAY, WE'RE THERE TO SUPPORT, WE'RE THERE TO TRAIN, AND OUR PRINCIPALS ARE THERE RIGHT BESIDE US TO ENSURE THAT THE ACCOUNTABILITY PIECE IS MET. BECAUSE WHEN YOU ARE IMPLEMENTING SUCH A HUGE INITIATIVE, THERE ARE PEOPLE IN ALL THE STRUCTURE.
LIKE YOU SAID, SOME PEOPLE AREN'T USED TO THAT STRUCTURE.
AND I KNOW WE HAVE THE INITIAL GOAL FOR THIS YEAR, BUT WHEN YOU'RE TALKING ABOUT SALES SPECIFICALLY AS A PROGRAM, HOW ARE YOU DETERMINING WHAT TARGETS LOOK LIKE OR WHAT METRICS LOOK LIKE AND HOW WE'RE MEASURING TO THE EXPECTATIONS THAT WE HAVE FOR OUR TEACHERS IN TERMS OF BUILDING
[00:25:02]
CAPACITY. WE'RE ALIGNING WITH OUR DISTRICT BOARD EXPECTATIONS.OKAY. AND THEN WITH THE AT HOME LITERACY, I THINK THAT THAT WAS REALLY COOL TO SEE.
AND I KNOW JUST KIND OF LOOKING AT THIS AND LISTENING TO YOU GUYS PARENTAL AND AT HOME SUPPORT, YOU KNOW, IS HUGE IN TERMS OF BEING A STRONG PREDICTOR OF STUDENT PROGRESS.
AND SO I UNDERSTAND THAT, YOU KNOW, IT'S IMPORTANT TO MEET PARENTS WHERE THEY ARE.
I MEAN, WE HAVE A VERY DIVERSE STUDENT POPULATION ACROSS ALL OF THESE CAMPUSES.
AND SO WHAT SUPPORT AT HOME LOOKS LIKE MIGHT VARY FROM STUDENT TO STUDENT.
SO I'M JUST CURIOUS TO KNOW WHAT EXISTING CHALLENGES ARE YOU FACING IN TERMS OF ENGAGING PARENTS AND GETTING THEM TO THE POINT WHERE THEY'RE ABLE TO SUFFICIENTLY SUPPORT THEIR STUDENTS AT HOME? REGARDING EXISTING CHALLENGES, AND THIS IS, I'M SURE, SIMILAR THROUGHOUT THE DISTRICT, OUR OLDER STUDENTS GETTING THEM ENGAGED IN THAT HOME LITERACY.
SO WE HAVE A GREAT SO OR GREAT ENGAGEMENT WITH THE AT HOME LITERACY SYSTEMS FOR OUR PRE-K THROUGH FIRST GRADE STUDENTS, BUT SECOND AND THIRD GRADE. IT'S THAT HIGH EXPECTATION AGAIN.
SO WE'VE IMPLEMENTED DIFFERENT INCENTIVES FOR THEM.
BUT WE'VE HAD GREAT SUCCESS FOR PRE-K THROUGH FIRST GRADE. AND ARE YOU ONLY RELYING ON THOSE INCENTIVES THAT ARE COMING FROM THE DISTRICT? ARE YOU? HOW ARE YOU PARTNERING WITH PARENTS TO HELP FIGURE OUT WHAT EACH STUDENT'S, EACH OF THE STUDENTS NEED THAT ARE OLDER AND STILL KIND OF STRUGGLING WITH BUY IN.
SO WE'VE COLLABORATED WITH OUR TEACHERS AND OUR LIBRARIANS.
PLEASE CHECK WORK. DO THE SKILL WITH THEM. THEY GET ALL OF THAT EVERY WEEK.
WE PROVIDE A NEWSLETTER. AND AT OUR HALFTIME RESET EVENT, WE DID PROVIDE THEM WITH DATA FOLDERS THAT CAN BE USED NOT JUST AT THE EVENT, BUT ALSO AT SPRING PARENT CONFERENCES, WHERE EVERY STUDENT THAT ATTENDED AND ANY PARENT THAT CAME TO CONFERENCES WAS GIVEN A FOLDER SPECIFIC TO THEIR CURRENT STUDENT'S DATA. AND THEY HAVE.
I NOTICE THAT A LOT OF THE DATA THAT YOU GUYS HAVE HERE IS MAP DATA.
AND SO I'M JUST CURIOUS, HOW DOES THIS CHANGE AS WE GO FORWARD? IN TERMS OF NOT ONLY DATA COLLECTION, BUT UTILIZING IREADY AND ALL OF THE DIFFERENT FEATURES OF IT TO PROVIDE ADDITIONAL INSTRUCTION OR CUSTOMIZING THAT INSTRUCTION FOR THE STUDENTS. WE'VE ALREADY BEEN USING IREADY, SO IREADY IS A FANTASTIC RESOURCE.
AS FAR AS HAVING RESOURCES AVAILABLE FOR DIFFERENTIATED INSTRUCTION AND SMALL GROUPS AND WHOLE GROUP, OUR THIRD GRADERS ALREADY TAKE THE I-READY READING DIAGNOSTIC WHO ARE IN OUR SAME COHORT.
SO WE'RE FAMILIAR WITH THE PLATFORM AND WE'LL BE READY TO IMPLEMENT.
SO WILL WE BE. SO THIS DATA WILL INSTEAD OF BEING MAP DATA IT WILL BE E-RATE.
YES, SIR. OKAY. THANK YOU. THAT'S ALL I HAVE, MR. GLICK. DO YOU STILL HAVE A QUESTION OR DID THE MAP QUESTION ANSWER? ASK YOUR QUESTION. NO, SEVERAL. IN ADDITION. OKAY.
IN THE BREAK. MY BIRTHDAY IS COMING UP ON SUNDAY.
THEY VERY NICELY HAD A NICE CAKE AND SANG HAPPY BIRTHDAY.
AND YOU'VE FINALLY IMPLEMENTED. IT'S THE AT HOME LITERACY.
I JUST THINK THAT'S THE MOST IMPORTANT THING WE COULD DO FOR OUR KIDS.
AND EACH AS YOU WERE GOING OVER EACH OF THE BULLET POINTS, IT'S LIKE, YES, YES, YES, YES.
BECAUSE AT THAT AGE, GETTING THE PARENTS INVOLVED.
I REMEMBER THIS IS MY DAUGHTER, I THINK WAS AT BACK ELEMENTARY IN THIRD OR FOURTH GRADE.
AND I REMEMBER SHE CAME HOME AND SHE HAD SOME KIND OF PRIZE.
SHE WON. AND I SAID, WHAT'S THAT FOR? SHE SAYS THERE'S A THING CALLED READING.
I SAID, REALLY? I DIDN'T KNOW ABOUT IT. AND SHE BECAME AN INCREDIBLE READER.
ALMOST 800 ON THE SATS. BUT STARTING EARLY AND THE CELEBRATIONS AND THE LOGS AND ALL THAT.
DOCTOR LOPEZ. I KNOW WHERE THIS IS. WE'RE TALKING ABOUT SALE.
[00:30:06]
HOME AND I'M I KNOW THERE'S A COST. I KNOW EVERYTHING HAS A COST I GET THAT.BUT IF WE CAN IMPLEMENT THIS DISTRICT WIDE AND GET ALL THE PARENTS INVOLVED WITH THIS SOMEHOW, I'M JUST SAYING THAT WE HAVE TO DO THIS BECAUSE IF YOU GET THE PARENTS INVOLVED AT THAT EARLY AGE, THEN IT WORKS. AND YOU CAN SEE YOU COULD SEE THE RESULTS.
AND CONGRATULATIONS, EVERYBODY ON THE RESULTS.
DOCTOR LOPEZ AND I HAVE HAD CONVERSATIONS ON THIS.
DOCTOR HILL AND I HAVE HAD CONVERSATIONS ON THIS.
IT WORKS. IT WORKS. SO A COUPLE OTHER QUESTIONS.
DO YOU USE M-CLASS ALSO IN TESTING? YES, SIR.
YES, SIR. AND THAT'S WHAT K THROUGH 3 OR 4. K THROUGH TWO.
OKAY. AND THAT'S WORKING TOO. YES, SIR. WE WILL HAVE OUR END OF THE YEAR ASSESSMENT DATA SOON.
AND LET'S TALK ABOUT THE SCIENCE OF READING AND PHONICS.
WE DID MAKE SOME ADJUSTMENTS FOR THESE CAMPUSES TO ENSURE THAT THE PHONICS INSTRUCTION IS MEETING OUR STUDENTS, SCAFFOLDING DOWN SO WE CAN SCAFFOLD UP. SO WE DID MAKE SOME SCAFFOLDING AND EMBED SOME SCAFFOLDS INTO THE SKILLS INSTRUCTION.
BUT THEY DO GET THEIR PHONICS DAILY. PERFECT, PERFECT.
AND ONE FURTHER QUESTION DOCTOR LOPEZ, AS I SAID TO YOU THE OTHER DAY WHEN WE TALKED ABOUT THE PROGRAM, WHEN ARE WE GOING TO BRING IT TO OTHER CAMPUSES? AND I KNOW YOU WEREN'T ABLE TO GIVE ME AN ANSWER. THEN AND AGAIN, WE KNOW ABOUT BUDGETARY CONSTRAINTS AND ALL THESE ISSUES, BUT IS THERE ANYTHING MORE IMPORTANT? IS THERE ANYTHING MORE IMPORTANT THAN WHAT WE DO THAN TEACHING KIDS TO READ AT AN EARLY AGE? AND YOU'RE DOING IT AND YOU'RE SHOWING IT SUCCEEDS.
SO THANK YOU. SO JUST FOR CLARIFICATION THIS IS A VERY COMPLEX PROGRAM IN THE FIRST YEAR AND IT IS SO COMPLEX, WE HAD TO HAND CHOOSE THE BEST OF THE BEST PRINCIPALS TO MAKE SURE THE FIDELITY OF THE PROGRAM NOT ONLY GOT THROUGH THROUGH EVERY FACET OF THE ORGANIZATION, BUT THEY'RE ALL LITERACY EXPERTS, AND THEY COULD GIVE US REAL TIME FEEDBACK.
SO THIS WASN'T JUST LIKE A TOP DOWN TYPE OF THING.
IT'S A VERY ORGANIC TYPE OF THING. AND WHEN YOU HAVE PEOPLE AT DIFFERENT LEVELS OF THE LEADERSHIP, YOU KNOW, A LOT OF THESE ARE PROVEN VETERANS WHEN THEY HAVE DIFFERENT PEOPLE.
WE WANT TO MAKE SURE WHAT WE GIVE THE PACKAGE.
IT IS CORRECT. SO YES, IT'S GOING TO EXPAND, BUT IT'S NOT GOING TO GO DISTRICT WIDE OVERNIGHT.
AND SO WE'RE LOOKING AT PROBABLY DOUBLING OUR EFFORTS FROM 4 TO 8.
AND YOU MIGHT SAY BUT THAT'S NOT ENOUGH. WE HAVE TO DO IT RIGHT.
AND AS WE SCALE OUT AND MORE PEOPLE BECOME FAMILIAR WITH IT AND EXPERTS, IT'S GOING TO ALLOW US TO IT'S GOING TO ALLOW US TO REALLY ACCELERATE THE PROCESS IN THE CORRECT WAY.
I WANT TO GO BACK TO ONE SLIDE WHERE YOU DO THE DISTRICT COMPARISON. CAN YOU GO BACK TO THAT? AND I WANT YOU TO SEE A VERY INTERESTING FEATURE.
EACH OF THESE SCHOOLS THAT WERE UP HERE WERE IN DANGER OF LET'S JUST SAY NOT MEETING EXPECTATIONS ON THE STAR, AND IT COULD BE AS LOW AS AN F, RIGHT.
LET'S GO TO THE NEXT ONE RIGHT THERE. SO WHEN WE START LOOKING AT THE DIFFERENT COHORTS AND WE LOOK AT THE BETWEEN THE RED AND THE BLUE, AT ONE TIME THE BLUE OUTPERFORMED WHAT WE CALL THE BEIGE.
RIGHT. AND THAT WAS THESE CAMPUSES LAST YEAR.
AND AND SO NOW WE'RE AT MID-YEAR AND THEY'RE OUTPERFORMING THE PRIORITY CAMPUSES.
SO THESE ARE OUR SALE CAMPUSES. THESE ARE CAMPUSES THAT ARE MOST FRAGILE STATE.
AND THEY'RE JUMPING UP AND THEY'RE CLOSING THE GAP WITH THE REGULAR COHORT.
NOW THE NOW, THE OTHER INTERESTING PART THAT I LOVE ABOUT THE DATA, IF WE CAN GO BACK ONE MORE, JUST GO BACKWARDS. YES, PLEASE. RIGHT HERE WHERE WE START LOOKING AT THE COMPARISON OF HOW WE'RE MOVING UP AND EVERYTHING ELSE WE'RE REALLY INTERESTED TO SEE AS WE PERFECT THE PROGRAM. BECAUSE THIS PROGRAM, WHILE IT'S PROMISING, THERE'S A LOT OF WORK THAT WE NEED TO DO TO GET IT RIGHT.
OKAY, THESE NUMBERS ARE NOT ACCEPTABLE EVEN THOUGH THEY'RE SHOWING IMPROVEMENTS.
THEY'RE MORE FAMILIAR WITH IT, HOW THEY'RE GOING TO GROW.
AND WE'RE REALLY INTERESTED TO LOOK AT THIS INITIAL COHORT TO SEE WHERE THEY ARE BY THIRD GRADE.
RIGHT. AND IF WE CAN MAKE THAT MARK OF OF GETTING TO THAT, LET'S SAY KEEP THEM KEEPING THEM AT THE 75 80TH PERCENTILE AT MEETS. PLUS, CAN YOU IMAGINE HOW THE TRAJECTORY OF HOW WE JUST CHANGED THOSE LIVES.
[00:35:06]
REALLY WE FEEL IT'S GOING TO RESEMBLE, LIKE ALREADY SAID, READINESS SET GO PLATFORMS OR ALGEBRA PLATFORMS OR SCIENCE PLATFORMS IN THE SECONDARY SCHOOL. AND DOCTOR ADAMS AND HIS TEAM ARE REALLY SCALING TO CREATE CONTINUITY, CONSISTENCY AND CLARITY IN OUR INSTRUCTIONAL FRAMEWORKS. SO IT'S NO LONGER SUBJECTIVE. AND THAT'S ONE THING I THINK THE TEACHERS APPRECIATE ABOUT THIS IS IT'S NOT SUBJECTIVE.IT'S THIS IS WHAT WE'RE GOING TO TEACH. THIS IS HOW WE'RE GOING TO ASSESS IT.
WHAT DO WE WANT THEM TO LEARN? HOW WILL WE HOW WILL WE KNOW THAT THEY LEARNED IT? WHAT WILL WE DO IF THEY DON'T? AND WHAT DO WE DO WHEN THEY DO? SO THOSE SIMPLE FOUR QUESTIONS ARE EMBEDDED IN OUR LESSON PLAN CYCLE.
SO THEN THAT WAY IF A CHILD NEEDS REMEDIATION, THEY GET THE REMEDIATION.
SO YOU'RE NOT HOLDING PEOPLE BACK. AND THE ACADEMIC LANGUAGE FRAMEWORK IS PHENOMENAL.
BUT WE ARE EXPANDING THE PROGRAM NEXT YEAR. MR. BEACH. THANK YOU FOR THIS PRESENTATION. VERY GOOD.
AND LOOKING AT I HAVE SOME COMMENTS AND SOME QUESTIONS HERE TOO.
ONE MISS THOMAS, AND I REALLY APPRECIATE THE FACT THAT THE PLCS THAT YOU'RE ALIGNING AT YOUR SCHOOL, THAT BECAUSE BEING A FORMER TEACHER, COACH, ADMINISTRATOR MYSELF, HOW IMPORTANT THAT IS THAT YOU'VE GOT EVERYBODY ON THE SAME PAGE AND THE EXPECTATIONS THEN ARE FOCUSED THROUGH THAT. PLC. SO I CAN SEE WHERE YOU CAN HAVE IMPROVEMENT, I GUESS WITH THAT PLC IN THOSE EXPECTATIONS, ARE YOU ASKING YOUR KINDERGARTNERS, FIRST GRADE TEACHERS AND YOUR SECOND GRADE TEACHERS TO ALSO BE AWARE OF THOSE STUDENTS THAT MAY BE FALLING BEHIND BEFORE THEY? IN OTHER WORDS, YOU'RE JUST NOT MONITORING. YOU ARE MONITORING THIRD GRADE, BUT YOU'RE PROBABLY CATCHING KIDS TOO, THAT ARE FALLING BEHIND ALREADY AT THOSE LOWER GRADE LEVELS IN THOSE PLCS. IS THAT A STATEMENT? TRUE? YES. FOR SURE. AND WE REALLY HAVE BEEN INTENTIONAL WITH OUR MTSS PROCESS ALSO.
AND SO WHEN WE SEE A GAP IN SOMETHING LIKE SOME PART OF PHONICS, LIKE DIGRAPHS OR WHATEVER IT IS.
THEN WE CAN MAKE SURE THAT WE'RE TAILORING. HEY, MAYBE WE NEED TO WORK MORE ON THE SKILLS.
AND WE'VE KIND OF REARRANGED THE CURRICULUM SOMETIMES, LIKE, ALL RIGHT, WE'RE GOING TO GO STRONGER ON SKILLS SO WE CAN TEACH THEM TO READ. AND WE'RE GOING TO GO A LITTLE BIT LOWER ON KNOWLEDGE OR. BUT EVERYBODY KNOWS MY COACHES HELPED MAKE THAT DECISION ALONG WITH MY ASSISTANT PRINCIPAL AND ME.
WE LET THE SALE TEAM KNOW. WE LET MRS. MARSH'S TEAM KNOW SO THAT WE'RE ALL ON THE SAME PAGE.
AND THE SALE TEAM PROGRAM IS FLEXIBLE ENOUGH.
I MEAN, WE WANT KIDS TO READ, AND THAT'S THAT'S THE END RESULT.
AND SO WHEN WE NEED TO MAKE THOSE ADJUSTMENTS, I'VE NOTICED ON THE PACING CALENDAR THAT SOMETIMES ONE OF THEIR CAMPUSES MAY BE DOING SOMETHING AHEAD OF US OR BEHIND US BECAUSE WE NEED MORE TIME.
AND I'M NOT WILLING TO PUSH IT, AND NEITHER ARE THEY UNTIL WE ARE READY TO GO.
THAT'S AWESOME. I KNOW THAT BECAUSE OTHER PRINCIPALS, Y'ALL TALK TO EACH OTHER ON A DAILY BASIS ALL THE TIME ABOUT WHAT THEIR CAMPUSES ARE DOING, AND THE PLCS ARE SOMETHING THEY CAN IMPLEMENT AT EVERY CAMPUS, REGARDLESS OF A SALE PROGRAM TO GET TO MONITOR THOSE KIDS SO THAT WE GET THOSE READING LEVELS UP, WHICH IS VERY GOOD. I KNOW I HAVE A GRANDDAUGHTER, THE SECOND GRADER, AND THE SOFTBALL GAME.
SHE'S BRINGING BOOKS TO THE GAME TO READ IN THE IN THE STANDS, YOU KNOW, AND I'M SITTING THERE GOING, MAN, THIS IS EXCITING. I'M LOVING. AND SHE WAS JUST SITTING THERE READING TO ME AND I THOUGHT, YOU KNOW, THAT'S WHERE PARENTS AND GRANDPARENTS NEED TO GET INVOLVED AND READ WITH THEIR KIDS. I HAVE A CONCERN ABOUT IT, THOUGH. WE'RE EIGHT WEEKS IN, SCHOOL'S OUT.
AND WHERE ARE WE GOING TO DO WITH THESE KIDDOS THAT WE DON'T FALL BACK IN THE SUMMER? THAT WE DON'T LOSE THE PROGRESS THAT WE'RE MAKING UP TO THIS POINT? AND THAT'S A CONCERN THAT I DO HAVE, BUT HOPEFULLY WE CAN STILL KEEP BOOKS IN THEIR HANDS WHEN THEY GO HOME, OR SOME KIND OF PACKET OR SOMETHING THAT THEY CAN GO HOME WITH AND, AND TALK TO THEIR PARENTS SOMEHOW OR ANOTHER.
THE OTHER. THE NEXT QUESTION I HAVE IS TO MISS MISS BAYTOS.
ARE YOU DOING THAT ONLY IN THE THIRD GRADE OR ARE YOU DOING IT K ONE AND TWO ALSO.
ACTUALLY WE DO IT THROUGHOUT THE ENTIRE CAMPUS.
[00:40:07]
AND THAT WILL THAT'S VERY IMPORTANT FOR US BECAUSE THAT IS TELLING US WHAT OUR NEXT STEPS LIKE.MISS OH, GOSH, I FORGOT HER NAME. I'M SORRY, MISS THOMPSON.
JENNY. BECAUSE I WANT IT TO BE FORMAL, BUT. JENNY.
IT'S LIKE, IF IT'S NECESSARY FOR US TO HOLD ON FOR A BIT, RIGHT? AND GET IT RIGHT, THAT'S WHAT WE DO. AND THAT INFORMATION COMES FROM THE CALIBRATED WALKS.
AND THAT'S ALSO, LIKE THE SALE TEAM WAS ABLE TO A TEACHER.
I'M JUST GOING TO GIVE YOU AN EXAMPLE THAT WAS NOT PROGRESSING LIKE WE WANT IT.
SHE NEEDED SOMETHING DIFFERENT. SHE NEEDED ONE ON ONE.
AND NOW SHE'S DOING VERY GOOD. OH. VERY GOOD.
OKAY, SO NEXT QUESTION, I GUESS, TO MISS BURNETT.
HAVE HAVE WE REACHED OUT TO THESE PARTICULAR SCHOOLS AND THEIR PTAS SO THAT THEY CAN REACH OUT TO THOSE PARENTS TO GET THEM INVOLVED IN, IN THIS PARTICULAR PROGRAM AT THOSE CAMPUSES? YES. SO WE HAVE A VERY GOOD RELATIONSHIP WITH OUR WILLIAMS PTA.
THEY'RE VERY INVOLVED. EXCELLENT. WHICH IS WHY SHE SPOKE ON OUR AT HOME LITERACY SYSTEM.
I LOVE IT, LOVE IT, LOVE IT. BUT YES, WE'VE CONTACTED OTHER PTAS.
I KNOW SOME PTAS ARE IN TRANSITION WITH PRESIDENTS AND OFFICERS.
SO WE HAVE COMMUNICATION WITH THEM AND OTHER COMMUNITY PARTNERS.
BUT WE'RE THAT'S AN OPPORTUNITY FOR NEXT YEAR AS FAR AS I KNOW THAT EVERYBODY ON THIS BOARD, THIS IS WHERE OUR DOLLARS NEED TO BE SPENT. I MEAN, WE KNOW THAT THE KIDS, IF THEY CAN'T READ BY THE THIRD GRADE, THAT IT'S GOING TO HINDER THEM BY THE TIME THEY TRY TO GRADUATE. WHATEVER.
SO WE I MEAN, WE NEED TO ATTACK THIS AND STAY ON TOP OF IT.
AND I AGREE WITH WHAT MR. SELDERS AND MR. GLICK BOTH SAID THAT.
AND I THINK THIS BOARD IS IN 100% TO TRY TO AND DOCTOR LOPEZ I THIS THIS GETS ME EXCITED.
THANK YOU VERY MUCH FOR YOUR PRESENTATION. MISS STANLEY.
BUT SO HERE'S JUST SOME THOUGHTS THAT I HAD FROM MY PERSPECTIVE.
SO KEEP IN MIND THE NONTRADITIONAL LEARNER. OKAY.
SO THE FIRST THING THAT KIND OF CONCERNS ME IS THE SUSTAINABILITY, BECAUSE THERE'S A LOT OF RESOURCES GOING INTO THIS, AND SO WILL WE BE ABLE TO ROLL IT OUT DISTRICT WIDE WITH THIS LABOR INTENSIVE.
BUT IS IT SOMETHING THAT WE COULD REALLY, YOU KNOW, LIKE IF EVERY SCHOOL THAT'S DOING IT NEEDED THE THREE COACHES, WE WOULD WE'D BE CHALLENGED, RIGHT? SO THOSE ARE THE KINDS OF THINGS I THINK OF.
BUT THE OTHER THING IS SO MANY KIDS, MINE INCLUDED, AND ME, GREAT SUCCESS TILL YOU GET TO THAT SECOND AND THIRD GRADE. AND THAT'S REALLY, TRULY WHEN YOU'RE LEARNING ISSUES, WILL REALLY KIND OF REAR THEIR UGLY LITTLE HEADS.
AND IT'S BECAUSE IT'S UP TO THAT POINT. IT'S BEEN VERY PRETTY SIMPLE TASK.
AND IT'S REALLY WHEN YOU START TO GET TO THOSE COMPLEX TASKS, WHEN YOU START TO HIT THAT SECOND AND THAT THIRD GRADE AND, AND I JUST SPEAK FROM MY EXPERIENCES. SO MY CONCERN IS WHAT ARE WE WHEN I'M LISTENING? I'M NOT SEEING HOW WE'RE TEACHING. SO FOR ME PHONICS I CAN'T DO PHONICS.
I CAN'T. I MEAN, IF IT MEANT MY LIFE, I COULDN'T SOUND SOMETHING OUT, AND THAT'S NOT UNCOMMON.
SO HOW ARE WE? HOW DO WE CUSTOMIZING IT? BECAUSE EVEN LET'S JUST FACE IT, EVEN IF WE GOT TO OUR GOAL, WE'D STILL HAVE 39% OF OUR KIDS THAT AREN'T AT GRADE READING, RIGHT? SO THAT'S STILL 39% MORE THAN I'M WILLING TO BE HAPPY WITH.
SO I, I SEE THIS AND I JUST, I GUESS WHERE MY COMFORT, WHERE I, I DON'T WANT TO BE CRITICAL BECAUSE I'M NOT BEING CRITICAL BECAUSE I THINK IT'S AMAZING, BUT I, I'M NOT SURE I'M HEARING OR SEEING THE SHORING UP OF THAT NON TRADITIONAL IN THIS PROCESS.
RIGHT. BECAUSE IF THEY THOSE ARE THE PARENTS ARE THE ONES THAT AREN'T PARTICIPATING BECAUSE THEY DON'T, THEY DON'T KNOW HOW TO PARTICIPATE. AND SO YOU CAN STAND ON YOUR HEAD AND OFFER MILLIONS OF DOLLARS.
AND THEY'RE NOT GOING TO COME PARTICIPATE BECAUSE IT'S IT'S GOING TO BE TOO CHALLENGING.
SO DO YOU GUYS KIND OF UNDERSTAND WHERE I'M COMING FROM ON THAT? SO THAT'S JUST THE ONE CONCERN I'M NOT HEARING.
THAT DOESN'T MEAN IT'S NOT HAPPENING. I'M JUST NOT HEARING IT. YEAH.
THANK YOU. THERE'S A WHOLE LOT TO UNPACK THERE, BUT IN A VERY IN A VERY SHORT LANGUAGE.
I'LL TAKE A STAB AT IT. FIRST OF ALL, YOU KNOW, NONE OF THIS HAPPENS IN ISOLATION.
ALL THAT KIND OF THE SCIENCE OF READING, ALL THAT FOUNDATIONAL WORK IS THERE.
[00:45:04]
SOME KIDS COME TO US WITHOUT. SO HOW DO WE USE THESE, YOU KNOW, INSTRUCTIONAL STRATEGIES TO BUILD TEACHER CAPACITY TO MAKE LEARNING VISIBLE FOR KIDS THAT DON'T HAVE THE EXPERIENCES OR THINGS TO CONNECT TO IN THEIR ACADEMIC LANGUAGE? THAT'S THE WHOLE POWER OF THIS IS IT'S REACHING THE STUDENT THAT YOU'RE TALKING ABOUT BY BEING SUPER INTENTIONAL ABOUT HOW WE CONNECT EXPERIENCES AND LANGUAGE TO THEM.BUT LIKE DOCTOR LOPEZ MENTIONED, THIS IS THIS IS NEW.
WE'RE KIND OF GOING THROUGH THIS AND WE'RE LEARNING AS WE GO ON.
DOCTOR LOPEZ REAL QUICK. THE SCIENCE OF READING IS VERY COMPLEX, AND SOMETIMES WE MAKE GENERALITIES TO OUR OWN EXPERIENCES, BUT SOMETIMES WE'RE EXPERIENCED TO NOT THE CURRENT PRACTICES.
MY MOM ENDED UP BEING A LIBRARIAN. SHE SHE COACHED AND TRAINED SO MANY PEOPLE IN, IN WHERE WE'RE FROM THAT PEOPLE JUST HOLD HER IN HIGH REGARD. AND SO WHEN THE, THE DIFFERENT TYPES OF TECHNIQUES COME ABOUT, WHEN YOU USE A SINGULAR TECHNIQUE, LET'S SAY SINGULARLY PHONICS, THAT'S WHERE PROBLEMS START TO COME IN.
AND THAT'S WHERE WE KIND OF SAW THE PENDULUM LIKE PEOPLE WOULD BE STUCK ON.
AND SO THINGS HAVE TO BE USED IN COORDINATION WITH, WITH OTHER PARTS.
AND THAT'S THE SCIENCE OF READING, RIGHT. THERE'S, THERE'S, THERE'S AN APPROACH WHERE YOU'RE DOING ALL THESE DIFFERENT TYPES OF THINGS BECAUSE PHONICS IS A PART OF READING, EVEN THOUGH IT MIGHT NOT BE YOUR STRONG SUIT IF YOU'RE TAUGHT PROPERLY, WHEN TO USE IT AND HOW TO USE IT, NOT TO EXCLUSIVELY USE IT, IT BECOMES A BENEFIT.
SO IN THESE READING APPROACHES, THE SCIENCE OF EARLY LITERACY IS UTILIZED AT ALL COSTS.
AND THIS IS THE BEAUTIFUL THING ABOUT IT. THAT'S WHY THEY HAVE CONSTANT ANALYTICS.
SO THEY KNOW WHICH LEARNERS THEY'RE REACHING AND THEY KNOW WHICH ONES THEY'RE NOT. RIGHT.
THEY KNOW THE DIFFERENT TYPES OF THINGS. AND THEN IF I WAS FIELDING A QUESTION EARLY BECAUSE THERE WAS A PERSON FROM ANOTHER DISTRICT THAT WANTS TO GET THEIR KIDS TESTED FOR DYSLEXIA, AND THEY'RE TELLING THEM, WE USUALLY TEST KIDS IN SECOND AND THIRD GRADE.
KIND OF TO YOUR POINT. AND I'M ALL LIKE, WE DON'T WE DO IT EARLIER.
SO WE DON'T AUTOMATICALLY ASSUME LIKE IF A CHILD ISN'T GETTING IT.
RIGHT. AND THAT'S WHY IT'S NOT A SINGULAR TECHNIQUE. SO YOU'RE RIGHT.
BUT IN THE OLDEN DAYS, THAT'S WHEN THEY ONLY STUCK TO A CERTAIN THING.
OKAY. I SHOULDN'T SAY THE OLDEN DAYS, BUT IT CAME ACROSS.
IT CAME OUT I I'M OLD NOW, RIGHT? I'M A GRAYBEARD.
SO. SO YOU KNOW, AND IN CERTAIN TIMES THAT THEY WOULD JUST STICK EXCLUSIVELY TO A WAY OF DOING THINGS, AND A LOT OF KIDS WOULD FALL OFF THE MARK. AND THAT'S WHAT THAT'S NOT WHAT WE'RE DOING ANYMORE.
SO SO YOU MIGHT NOT SEE THAT, BUT PHONICS IS A BIG PART OF READING IT.
IT'S IT'S THE ABILITY TO PHONETICALLY GET IT OUT AND TO PUT IT IN PERSPECTIVE.
HOW MANY TIMES HAVE WE SAID SOMETHING IN OUR MIND, AND WHEN WE WANT TO SAY IT IN OUR MOUTH, IT DOESN'T COME OUT RIGHT? YOU KNOW THAT. THAT'S THE HARD PART.
YOU GOT TO TRAIN THE MIND AND THE MOUTH TO WORK TOGETHER, OKAY.
AND SO BUT THAT'S NOT EXCLUSIVE HERE. AND THAT'S JUST PART OF THE LEARNING PROCESS.
MISS GRIFFIN. I DON'T. HAVE ANY OTHER FURTHER QUESTIONS? THANK YOU VERY MUCH. WE APPRECIATE IT. THANK YOU GUYS VERY MUCH.
HELLO, VERONICA. YOU CANNOT AVOID MY COMMITTEE, NO MATTER HOW HARD YOU TRY.
I THOROUGHLY ENJOY IT. AND WHILE I WILL FIELD ALL OF YOUR QUESTIONS RELATED TO THE TEACHER INCENTIVE ALLOTMENT, I DO HAVE A DATE WITH A FIVE YEAR OLD TO READ HIS NIGHTLY FIVE FIVE BOOKS.
[00:50:02]
NO PRESSURE THERE. BECAUSE DADDY ONLY READS ONE IF I'M NOT THERE.I'M SURE THAT'S JUST AS GOOD, BECAUSE IT SPURS IMAGINATION AND EVERYTHING ELSE.
FOR SURE. FOR SURE. AND WRESTLING TIME. BUT GOOD EVENING, COMMITTEE CHAIR.
AND JUST A LITTLE RECAP. IN 2017 THE 85TH TEXAS LEGISLATURE, DURING THE FIRST SESSION, ESTABLISHED THE TEXAS COMMISSION ON PUBLIC SCHOOL FINANCE.
AND OUT OF THAT COMMITTEE CAME A REPORT NAMED FUNDING FOR IMPACT EQUITABLE FUNDING FOR STUDENTS WHO NEED IT THE MOST. AND THAT INFORMATION FROM THAT REPORT IS WAS VITAL IN THE 2019 LEGISLATIVE SESSION IN THE CREATION OF HOUSE BILL THREE. AND THAT IS WHERE THIS TEACHER INCENTIVE ALLOTMENT CAME FROM.
I ALSO WANT TO POINT OUT THAT IT IS A IT IS TECHNICALLY CALLED A LOCAL COOL OPTIONAL DESIGNATION SYSTEM FOR TEACHERS, BECAUSE THIS IS NOT SOMETHING THAT EVERY SINGLE SCHOOL DISTRICT IN TEXAS HAS OPTED IN TO BECAUSE IT'S EXTREMELY DIFFICULT AND COMPLEX, JUST LIKE EVERYTHING ELSE IN EDUCATION IS. BUT WHAT THIS DOES, IT NOT ONLY PROVIDES ADDITIONAL COMPENSATION TO TEACHERS, BUT THEY ALSO EARN THESE DESIGNATIONS THAT STAY ON THEIR TEXAS TEACHING CERTIFICATE FOR FIVE YEARS.
THOSE DESIGNATIONS ARE RECOGNIZED EXEMPLARY AND MASTERS IN GARLAND ISD.
AND WHEN CONSIDERING THAT THERE ARE ONLY 597 SCHOOL DISTRICTS IN TEXAS THAT HAVE AN APPROVED SYSTEM TO HAVE 60% OF OUR TEACHERS AND HAVE AN APPROVED SYSTEM, THAT'S A THAT'S A GINORMOUS FEET.
SO IN GARLAND ISD, WE WERE AN EARLY ADOPTER. IF YOU'LL NOTICE, THAT INAUGURAL APPLICATION WAS SUBMITTED BY GARLAND ISD SUMMER 2020 NOT LONG AFTER THAT. HOUSE BILL THREE FUNDING PASSED.
DOCTOR LOPEZ MENTIONED TONIGHT THAT THAT WAS A STRIKE, A HUGE STRIKE FOR US.
BUT THEN WE CAME BACK IN SPRING OF 2023. AND THAT INAUGURAL COHORT OF DESIGNATED TEACHERS, WE HAD 69 DESIGNATED TEACHERS AS OF SPRING 2024.
WE HAVE ADDED 290 NEW DESIGNATED TEACHERS. AND WE ARE ANTICIPATING THAT THERE WILL BE I'M SORRY, SPRING 2024 TO 290 NEW DESIGNATED TEACHERS. AND WE ARE ANTICIPATING 342 NEW DESIGNATED TEACHERS THIS SPRING.
SO THIS SUMMER, WE ARE LOOKING FORWARD TO PAYING OUT AWARDS TO ABOUT 600 GISD TEACHERS.
SO MOVING ON TO WHERE WE ARE NOW. IF I'M GOING TO POINT THIS OUT AGAIN, THAT INAUGURAL APPLICATION WAS SUMMER 2020, AND IT'S REALLY HARD TO BELIEVE THAT COVID WAS ONLY FIVE YEARS AGO BECAUSE IT FEELS LIKE IT WAS YESTERDAY AND A DECADE AGO ALL AT THE SAME TIME.
SO THE STATE REQUIRES A SCHOOL DISTRICT TO SUBMIT FOR DATA VALIDATION EVERY YEAR.
HOWEVER, EVERY FIVE YEARS WE ARE REQUIRED TO SUBMIT FOR AN ACTUAL RENEWAL SO THAT OUR WHOLE SYSTEM CAN CONTINUE TO BE APPROVED AND WE CAN CONTINUE TO DESIGNATE TEACHERS. SO WE HAVE SOME CHANGES THAT ARE COMING ABOUT WITH THIS RENEWAL PROCESS.
AND SOME OF THEM ARE TIMELY BECAUSE OF THE ALIGNMENT TO ASSESSMENT PROGRAM CHANGES.
BUT THE MAIN FOCUS IS REALLY ALIGNMENT AND COHERENCE ON OUR OVERALL GOALS, AND OUR GOALS ARE FOR OUR STUDENTS TO BE ON OR ABOVE GRADE LEVEL AS DETERMINED BY WHATEVER ASSESSMENT PROGRAM WE PUT FORTH IN FRONT OF THEM.
SO THESE ARE SOME CHANGES THAT ARE COMING ABOUT FOR K-3.
WE ARE GOING TO TRANSITION FROM MAP TO I-READY FOR MATH AND READING LANGUAGE ARTS.
THIS IS GOING TO BE A BIG CHANGE FOR US AS A SYSTEM BECAUSE AGAIN, OUR FOCUS IS TO ALIGN OUR BOARD GOALS, OUR ACCOUNTABILITY GOALS, OUR TEACHER GOALS, ALL TO A SIMILAR OUTCOME.
AND THAT'S THE OUTCOME AS DETERMINED BY STAR.
[00:55:07]
CONTENT AREAS IN GRADES SIX THROUGH 12. FOR NON EOC COURSES WE'RE GOING TO USE PRE AND POST ASSESSMENTS.AND THAT'S HOW THAT GROWTH IS GOING TO BE DETERMINED FOR PRE-K.
THERE AREN'T ANY CHANGES. SO CIRCLE'S NOT ON HERE SINCE THERE ARE NO CHANGES FOR WORLD LANGUAGES.
WE DON'T HAVE ANY CHANGES THERE. AS THE OTHER PART THAT'S PART OF THIS EXPANSION IS WE'RE LOOKING TO EXPAND THE NUMBER OF SECONDARY CORE ELECTIVE COURSES. AND I KNOW THAT SOUNDS A LITTLE OXYMORON TO BE A CORE ELECTIVE, BUT THINK ABOUT AQUATICS, SOME OF OUR AP COURSES. THEY ARE A CORE CREDIT THAT WE'RE LOOKING INTO, PROVIDING AN OPPORTUNITY FOR THOSE TEACHERS THERE.
WE HAVE PROVIDED SOME DETAILS TO OUR PRINCIPALS VIA AN EMAIL COMMUNICATION, AND WE'LL BE DISCUSSING A LITTLE BIT MORE DURING THEIR PRINCIPAL LEVEL MEETINGS. AND AS WELL AS WE HAVE PUT THE PLAN FORTH IN FRONT OF OUR TEACHER ADVOCACY TASK FORCE.
SO WITH THAT, I WILL ANSWER ANY QUESTIONS THAT YOU ALL MIGHT HAVE ABOUT THE TEACHER INCENTIVE ALLOTMENT, EITHER UP TO NOW OR THE POTENTIAL CHANGES THAT ARE COMING.
COMMITTEE MEMBERS, ANY QUESTIONS? MISS STANLEY? SO WE'VE NOTIFIED THE PRINCIPALS OR HAVE WE NOTIFIED THE TEACHERS? GREAT QUESTION. SO WE'VE NOTIFIED OUR PRINCIPALS OF THE FIVE YEAR RENEWAL PROCESS AND THE CHANGES THAT ARE COMING.
WE HAVE NOT YET INFORMED OUR TEACHERS THAT COMMUNICATION WILL BE COMING AS WELL, BUT WE NEEDED TO KIND OF INFORM YOU GUYS AND INFORM OUR PRINCIPALS, AND THEN WE'LL BE PUTTING OUT A COMMUNICATION TO OUR TEACHERS, LIKELY IN MAY, BECAUSE WE DON'T WANT TO CONFUSE THE COMMUNICATIONS THAT ARE GOING OUT.
AND THEN IN MAY, AFTER WE'VE GOTTEN THROUGH ALL OF OUR SPRING TESTING, WE WILL SEND OUT A MORE FORMAL COMMUNICATION RELATED TO THESE CHANGES THAT ARE GOING TO BE OCCURRING FOR NEXT YEAR.
OKAY. AND THEN SO ONCE YOU GET DESIGNATED, DO YOU LOSE IT? ONLY IF WE DON'T RENEW. OUR PROCESS DOESN'T RENEW.
OR ARE YOU ALWAYS HAVING TO RE. GREAT QUESTION.
SO FOR OUR SYSTEM, WE DO RESUBMIT TEACHER DATA EVERY SINGLE YEAR.
BUT THE DESIGNATION DOESN'T GO AWAY. THE DESIGNATION HAS AN EXPIRATION DATE FROM THE STATE.
SO IF THE DESIGNATION SAYS IT EXPIRES 2028, THEN THAT'S THE EXPIRATION DATE.
WITHOUT REGARD TO WHETHER OR NOT THE DISTRICT RE CALIBRATED AND GOT THEIR DATA APPROVED AGAIN.
SO ONCE IT'S ON A TEACHER CERTIFICATE, IT LIVES ON THEIR CERTIFICATE.
AND AS LONG AS THEY DON'T LEAVE THE CLASSROOM AS AN 087 TEACHER THEN THEY WILL CONTINUE TO GENERATE TIA FUNDS EVEN IF THEY LEAVE OUR DISTRICT, EVEN IF THEY LEAVE OUR DISTRICT. THAT WAS MY NEXT QUESTION. SO IF SO, IS THAT KIND OF AN INCENTIVE BECAUSE IT'S ONLY YOU SAID 547, 147 SCHOOL DISTRICTS ARE DOING THIS. SO IN THEORY, IF YOU WERE A TEA CERTIFIED TEACHER, YOU WOULD WANT TO BE REALLY CAREFUL THAT YOU WENT TO EITHER ANOTHER TIA CERTIFIED SCHOOL OR BECAUSE YOU'RE GOING TO LOSE IT IF YOU DON'T.
CORRECT. IF THEY GO TO ANY PUBLIC SCHOOL DISTRICT IN TEXAS, THE STATE DOES.
IT'S A FLOW THROUGH PROCESS. THE STATE WOULD STILL SEND THE DISTRICT THE TIA AWARD THAT THEN FLOWS THROUGH THE DISTRICT, AND THEN THAT NEW DISTRICT PAYS OUT THE TEACHER, EVEN IF THEY DON'T HAVE AN APPROVED SYSTEM.
OKAY. SO IT STAYS WITH THEM AS LONG AS THEY STAY IN THE CLASSROOM UNTIL THEIR DESIGNATION EXPIRES.
YES, MA'AM. SO ONE OF THE THINGS THAT OUR SCHOOL DISTRICT DID LAST YEAR WAS WE CHANGED THE WEIGHTING OF THE DESIGNATED TEACHERS AWARD AMOUNT. WHEN THE WHEN OUR SYSTEM WAS FIRST DESIGNED THE TEACHER WAS RECEIVING 67.5% OF THEIR AWARD,
[01:00:09]
WITH THE REST OF THE AWARD GOING TO ADMINISTRATIVE COSTS, BUT THEN ALSO BEING DISPERSED AMONGST TEACHERS, CAMPUS ADMINISTRATORS AND EVERYTHING TO MAKE SURE THAT WE HAD AND HAD A CLEAR PURPOSE.IT WAS SO THAT WE CONTINUED THAT PROFESSIONAL LEARNING COMMUNITY.
BUT WHAT ENDED UP HAPPENING IN OUR FEEDBACK BECAUSE OUR CAMPUSES ARE SO LARGE, THE OTHER TEACHERS WERE RECEIVING LIKE $5 CHECKS, $10 CHECKS. IT WASN'T ENOUGH TO BE SUBSTANTIAL.
SO LAST YEAR, THE STATE APPROVED FOR US TO MOVE THAT PERCENTAGE TO 90%.
SO THE TEACHER RECEIVES 90% OF THEIR GENERATED AWARD.
AND THAT IS EXCEPTIONALLY COMPETITIVE FOR THE METROPLEX AREA.
OKAY. THAT'S VERY GOOD TO HEAR. OKAY. THANK YOU, PRESIDENT SELDERS.
THANK YOU FOR THAT PRESENTATION. JUST OUT OF CURIOSITY YOU TALKED ABOUT THE NUMBER OF TEACHERS THAT WE HAVE THAT HAVE DESIGNATIONS FROM THE SPRING 2023 TO SPRING OF THIS YEAR, AND THAT'S ABOUT 701 TEACHERS.
IS THAT RIGHT? THAT'S RIGHT. SO WE WILL HAVE ABOUT 600 TEACHERS EARN A DESIGNATION THIS JUNE.
THE REASON THE NUMBERS DON'T ADD UP IS BECAUSE WE HAVE FOLKS THAT HAVE LEFT THE DISTRICT, OR THEY'RE IN THE DISTRICT, BUT NO LONGER IN AN 087 POSITION. AS A MATTER OF FACT, WE HAVE ABOUT 12 THAT JUST WITHIN THE LAST TEN MONTHS HAVE TRANSITIONED TO ANOTHER POSITION WITHIN THE DISTRICT. SO THEY'LL NO LONGER GENERATE THOSE, THOSE AWARDS.
SO THAT'S WHY THE NUMBERS DON'T ADD UP. GOT IT.
OKAY. AND OUT OF CURIOSITY, DO YOU KNOW WHAT THE PERCENTAGE OF EACH OR NUMBERS IN EACH CATEGORY RECOGNIZES EXEMPLARY AND MASTER? YES, I DO. SO THAT'S A GREAT QUESTION.
SO WE HAVE ABOUT LET ME LOOK AT MY NOTES HERE.
TOTAL, WE'RE LOOKING AT 597 TEACHERS THAT ARE GOING TO GENERATE AN AWARD THIS JUNE.
IN TERMS OF NUMBERS RECOGNIZED. 227 TEACHERS.
EXEMPLARY. 279 AND MASTER 91. AND THAT'S A COMBINATION OF ANY OF THE LAST THREE DESIGNATION CYCLES. OR IT'S POSSIBLE THAT THEY CAME INTO GARLAND ISD WITH THE DESIGNATION.
SO OF THOSE 600 TEACHERS THAT ARE STILL IN THE CLASSROOM.
THAT'S HOW THAT BREAKS OUT. OKAY. AND THEN A LITTLE DIFFERENT QUESTION.
HOW MANY OF THOSE TEACHERS ARE CURRENTLY TEACHING ON TIER THREE CAMPUSES? GREAT QUESTION. I DO NOT HAVE THAT FOR YOU TONIGHT, BUT I'M HAPPY TO PROVIDE THAT.
OKAY. AND THEN JUST OUT OF CURIOSITY I KNOW THAT THERE'S CERTAIN CRITERIA FOR TIER DESIGNATIONS.
ARE WE ADDING BECAUSE WE RECOGNIZE THAT HAVING, YOU KNOW, MASTER OR EXEMPLARY OR RECOGNIZED TEACHERS IN FRONT OF OUR MOST ACADEMICALLY FRAGILE KIDS OR STUDENTS IS IMPORTANT. ARE WE ALSO ADDING AN ADDITIONAL CRITERIA, OR CAN WE I DON'T KNOW IF WE HAVE THAT OPTION TO DO THAT TO THE TIER CRITERIA TO MAKE SURE THAT WE'RE SORT OF ADDRESSING THAT NEED AS WELL.
GREAT QUESTION. OH, YES, SIR. GO AHEAD. THE GREAT THING ABOUT TEA, THE MORE ACADEMIC NEEDS THEY ARE, THE HIGHER THEY GET PAID. SO A CHILD THAT IS IN A HIGH STRESS ENVIRONMENT, THINK OF WHATEVER CAMPUS AND THINK OF OUR LOWEST STRESS ENVIRONMENT.
WE COULD HAVE TWO HIGHEST THE HIGHEST TIER YOU CAN THINK OF.
AND THEY WOULD GET TWO DIFFERENT CHECKS BECAUSE IT'S BASED.
THEY GET MORE MONEY IF THEY GO TO A HIGHER POVERTY ENVIRONMENT.
RIGHT. AND HOW MANY OF OUR TEACHERS ARE ACTUALLY DOING THAT.
NOW, LAST YEAR, WHENEVER WE PUT OUT THE COMMUNICATION TO TEACHERS TO LET THEM KNOW ABOUT WHAT THEIR AWARD AMOUNT WOULD BE, WE DID GO AHEAD AND PUT IN THERE LIKE, WHERE ARE THE HIGHEST PAID ELEMENTARY, MIDDLE SCHOOL AND HIGH SCHOOLS? SO THAT THAT COULD ENTICE SOME OF OUR TEACHERS TO GO AHEAD AND MAKE THAT TRANSITION.
NOW FROM MY PERSPECTIVE, I HAVE NOT BEEN INTENTIONAL ABOUT JUST HAND-PICKING SOME OF THOSE TEACHERS, BUT ONE OF THE POINTS OF INFORMATION THAT WE'RE GOING TO BE PROVIDING OUR PRINCIPALS DURING OUR PRINCIPAL MEETING IS THE LIST OF THE WHOLE ENTIRE DISTRICT, NOT JUST THE TEACHERS ON THEIR CAMPUSES, IN CASE ANY OF THOSE TEACHERS ARE ON A TRANSFER LIST THAT THEY WANT TO CONSIDER.
OKAY. AND THEN WILL, ARE WE CONSIDERING, YOU KNOW, BEING A PART OF OUR CRITERIA, ANYTHING THAT IT RELATES TO, YOU KNOW, BEING ON A TIER THREE CAMPUS OR I DON'T KNOW THAT THAT WE ARE OR ARE NOT, OR IF THAT'S A WAY TO WE DO NOT.
[01:05:04]
CURRENTLY THE MINIMUM THRESHOLD FOR THE T TEST, WHICH IS A TEACHER EVALUATION SYSTEM, AND THE STUDENT GROWTH MEASURE IS THE SAME ACROSS ALL DISTRICTS, ALL CAMPUSES. BUT WE HAVE NOT MADE A CONSIDERATION FOR DIFFERENTIATING FOR THE PRIORITY CAMPUSES.NOW, ONE OF THE THINGS AND THIS IS MORE OF A BACK END TECHNICAL.
THE STATE IS NOW PROVIDING US SOME ADDITIONAL DATA THAT WE DIDN'T HAVE IN THE PAST THAT IS ALLOWING US TO IDENTIFY TEACHERS AT THOSE PRIORITY CAMPUSES THAT PERHAPS ON MAP, THEY WEREN'T SEEING THE TYPICAL GROWTH THAT THEIR PEER TEACHERS ACROSS THE ROAD MAY HAVE BEEN SEEING WITH THEIR STUDENTS. BUT BASED ON THE WAY THAT THE STATE IS CALCULATING THE VALUE ADD MODEL, THEY DO TAKE INTO CONSIDERATION A LOT OF DIFFERENT DEMOGRAPHIC FACTORS FOR TEACHERS. AND SO WE HAVE ONE OF THE REASONS WE WERE ABLE TO DESIGNATE A LOT MORE TEACHERS THAN WE ACTUALLY ANTICIPATED.
IT'S BECAUSE WE DID ON THE BACK END TAKE THAT INTO ACCOUNT.
AND THEN THE GROWTH CONSIDERATION FOR THE CRITERIA FOR TIA, IS IT ONLY BASED ON IF THE STUDENT IS AT MEETS OR ABOVE, OR DOES IT MATTER? NO IT WILL. IT WILL DEPEND BY ASSESSMENT PROGRAM.
SO WITH I-READY THE GROWTH WILL BE BASED ON THE STUDENT MEETING OR EXCEEDING THEIR TARGETED GROWTH.
FOR STAAR IT WILL BE BASED ON THE TRANSITION TABLE.
SO IF YOU ALL RECALL WHENEVER I PROVIDE STAR GROWTH DATA, WE HAVE LIKE A MULTI SQUARE CHART THAT HAS RED AND BLUE AND GREEN. AND THERE ARE STUDENTS THAT CAN GO FROM A LOW, DID NOT MEET TO A HIGH DID NOT MEET.
AND IN TERMS OF ACCOUNTABILITY THAT COUNTS AS GROWTH.
SO, THE SAME THING WOULD APPLY FOR TIA. SO A TEACHER COULD HAVE VERY LOW PERFORMING STUDENTS THAT THEY MAY OR MAY NOT MOVE ACROSS THE APPROACHES LINE, BUT THEY DID MAKE SUBSTANTIAL GAINS INTO A HIGH, DID NOT MEET, AND THAT WOULD COUNT AS GROWTH AS WELL.
OKAY. WHICH IS WHICH IS BENEFICIAL TO OUR TEACHERS AS COMPARED TO SOME OF OUR OTHER GROWTH MODELS.
OKAY. GREAT QUESTIONS, MR. GLICK. THANK YOU, SIR.
ACTUALLY, YOU CAN GO ON THE TEA WEBSITE AND FIND EVERY ONE OF OUR SCHOOLS LISTED.
IF I COULD FIND IT. I THINK EVERYBODY CAN FIND IT.
AND IT ACTUALLY LISTS THE AMOUNT OF ALL THREE CATEGORIES PER SCHOOL.
IF I REMEMBER CORRECTLY, THE TOP AMOUNT AT OUR MOST NEEDY SCHOOLS, I THINK WAS $32,000, WHICH, IF YOU REMEMBER WHEN MIKE MORATH, A GRADUATE OF GARLAND HIGH SCHOOL, ACTUALLY STARTED THIS PROGRAM IN DISD AND THEN TRANSLATED TO THE STATE, THE IDEA WAS TO GET THE TOP TEACHERS IN THE STATE TO A SIX FIGURE INCOME.
AND OBVIOUSLY, THAT'S NOW WORKING WHEN YOU ADD THE 32,000 TO TEACHERS.
SO IT'S VERY SUCCESSFUL. IT WAS INTERESTING WHEN YOU AND I SPOKE ABOUT THIS I DIDN'T REALIZE THAT SOME VERY BIG DISTRICTS ARE NOT DOING THIS. THE BIGGEST ONE WAS PLANO, LIKE, WOW, SHOWING YOU THE INTRICACIES OF TRYING TO GET IT DONE.
SO CONGRATULATIONS FROM GOING FROM 69 TO 600.
THANK YOU. I THINK THE IMPORTANT THING IS TO UNDERSTAND THAT.
AND I THINK YOU WE TALKED ABOUT THIS ALSO. THE STATE HAS A LIMIT, WHICH I DIDN'T KNOW EITHER IS THE MOST PERCENTAGE OF YOUR ELIGIBLE TEACHERS THAT CAN QUALIFY IS 33%. IT IS A IT IS A SOFT LIMIT. A LOT OF THINGS WITH TIA ARE NOT SET IN STONE RULES. WE HAVE FOUND OUT THE HARD WAY.
SO, FOR EXAMPLE, THE VERY FIRST YEAR THAT WE DID NOT PASS VALIDATION, WE HAD X NUMBER OF PERCENTAGE POINTS THAT WERE THAT WE SCORED IT WAS ABOUT 44% OF THE TOTAL POINTS.
AND WHEN WE ASKED TEA, WELL, HOW MANY POINTS DID WE NEED IN ORDER TO PASS VALIDATION? AND THE ANSWER WAS, WELL, IT'S HOLISTIC. WE LOOK AT EVERYTHING.
THERE'S REALLY NOT A CLEARLY DEFINED TARGET. NOW, WITH THIS LAST VALIDATION, WE EARNED 91% OF OUR TOTAL POINTS, WHICH IS EXCEPTIONAL. BUT TO THAT POINT OF THERE IS A THRESHOLD.
AND WHEN WE WENT THROUGH THAT DATA VALIDATION FAILURE, ONE OF THE THINGS THAT TEA POINTED OUT WAS THAT THE 33% IS REALLY INTENDED TO BE STATE AVERAGE. AND THEY LOOK AT OUR STAR RESULTS TO DETERMINE WHETHER OR NOT THAT 33%
[01:10:09]
IS A FAIR CAP, IF YOU WILL, FOR THE NUMBER OF DESIGNATED TEACHERS.I WILL NEVER FORGET THAT NUMBER, BECAUSE THAT WAS 547 DISAPPOINTED INDIVIDUALS WHEN WE FAILED.
NOW, SINCE THEN WE HAVE TINKERED UP LITTLE BY LITTLE.
THE FIRST YEAR, THE 69, THAT WAS ABOUT 3%. THEN LAST YEAR WITH THE 290, THAT WAS 17%.
AND THEN THIS YEAR WE'RE SITTING AT ABOUT 18, WHEN I TAKE A LOOK AT THE ANTICIPATED NUMBER OF TEACHERS EARNING A DESIGNATION, 600 OUT OF ALMOST 2000 WERE SITTING AT 30% OF OUR ELIGIBLE TEACHERS WITH THE DESIGNATION.
SO WE ARE RIGHT AT THE CAP. BUT ONE OF THE BEAUTIFUL THINGS THAT OUR, ONE OF OUR TEACHER ADVOCACY TASK FORCE TEACHERS POINTED OUT IS THIS ALIGNMENT TO STAR AND THIS ALIGNMENT TO BEING ON GRADE LEVEL WITHOUT REGARD TO WHAT ASSESSMENT PROGRAM IT IS? THE MORE STUDENTS WE HAVE ON GRADE LEVEL, THE MORE ROOM WE HAVE IN OUR THRESHOLD TO DESIGNATE TEACHERS WITHOUT IT CAPSIZING OUR SYSTEM. SO I HOPE THAT ANSWERS YOUR QUESTION.
YEAH. AND I KNOW I DON'T KNOW WHERE THE PROGRESS IS, BUT THERE ARE AT LEAST TWO BILLS THAT I'VE BEEN TRACKING IN THE STATE LEGISLATURE NOW TO INCREASE THE 33% SOFT NUMBER TO A 50% NUMBER.
THIS IS NOT BUDGETARY DOLLARS. WE DON'T HAVE TO ALLOCATE SEPARATE DOLLARS.
SO THAT'S THE IMPORTANCE WE TALKED ABOUT. I BRIEFLY MENTIONED THIS IN THE FINANCE COMMITTEE.
WE HAD A TRANSFER. BUT THESE ARE DOLLARS THAT ALL COME FROM THE STATE FOR OUR TEACHERS.
SO THANK YOU. THANK YOU, SIR. YES, SIR. ANYTHING FURTHER FOR THIS TOPIC.
[VI. Action Items]
MEETING. APPROVAL OF THE ANNUAL TEACHER CERTIFICATION FOR INSTRUCTIONAL MATERIALS.COLEMAN BRENNAN. ALL RIGHT. GOOD EVENING, CHAIRMAN JOHNSON, BOARD OF TRUSTEES AND DR.
IT HAS TWO STEPS. ONE IS A PRINTABLE FORM WHICH IS IN YOUR BOARD BOOK.
THAT HAS TO BE FILLED OUT BY MY DEPARTMENT TO MAKE SURE THAT WE HAVE ALL OF OUR RESOURCES LISTED.
AND THEN THAT SURVEY WILL BE SUBMITTED TO TEA.
SO WE GET ACCESS TO OUR INSTRUCTIONAL PLATFORMS. ANY QUESTIONS FROM MEMBERS OF THE COMMITTEE ABOUT THIS ACTION ITEM? BOARD. IN GENERAL, THIS WILL BE ADVANCED TO THE APRIL BOARD MEETING IN TWO WEEKS.
DR. LOPEZ, DO WE HAVE ANY NEED FOR EXECUTIVE SESSION? NO, WE DON'T. DO I HAVE A MOTION TO ADJOURN? SO MOVED.
[VIII. Adjournment]
WE ARE ADJOURNED FROM THIS COMMITTEE AT 7:41.THANK YOU ALL.
* This transcript was compiled from uncorrected Closed Captioning.