[00:00:02]
          GREETINGS. IT IS 6:37 AND THIS IS A REGULARLY CALLED MEETING OF THE ACADEMIC AND DISTRICT
AFFAIRS COMMITTEE OF THE GARLAND INDEPENDENT SCHOOL DISTRICT. 
          I HAVE DETERMINED THERE IS A QUORUM OF BOTH THROUGHOUT THE PUBLIC FORUM PORTAL THAT IS CURRENTLY ONLINE. 
          FOR PUBLIC COMMENT, PLEASE CHECK OUT THAT IF YOU NEED TO AT THE GISD WEBSITE. 
          NEXT, THE SUPERINTENDENT'S MESSAGE, DOCTOR LOPEZ. 
          [III. Superintendent's Message]
THANK YOU. WE'RE GOING TO HAVE SOME GREAT DATA WITH OUR BEGINNING OF THE YEAR. 
          I-READY DATA, WE'RE GOING TO START OFF WITH THAT. 
          AND ONCE AGAIN, TUNE IN BECAUSE RIGHT AFTER FALL BREAK,
WE'RE OUT. 
          WE'RE CLOSED. NEXT WEEK IS EARLY VOTING OCTOBER 20TH TO OCTOBER 31ST,
WITH ELECTION DAY BEING NOVEMBER 4TH. 
          THERE WILL BE NO STUDENTS ON CAMPUS NOVEMBER 4TH DUE TO THE ELECTIONS. 
          WE HOPE TO SEE EVERYBODY OUT THERE VOTING, THANK YOU. 
          THANK YOU DOCTOR LOPEZ. MOVING ON TO AGENDA ITEM IV. 
          [IV.A. Information Items]
AGENDA ITEMS FOR THE BOARD OF TRUSTEES MEETING IN OCTOBER 2025. 
          INFORMATION ITEMS FOR A.1 MLP ANNUAL PROGRAM EVALUATION. 
          I UNDERSTAND THERE'S BEEN A LITTLE BIT OF A ROSTER CHANGE HERE OR SOME PEOPLE CALLED IT
OFF THE BENCH. 
          I UNDERSTAND I GOT CALLED ON OFF THE BENCH TONIGHT TOO [LAUGHTER]. SO JUST GO AHEAD AND
INTRODUCE YOURSELF TO THE PEOPLE THANK YOU. 
          THANK YOU SO MUCH. GOOD EVENING, COMMITTEE MEMBER JOHNSON,
BOARD MEMBERS AND DOCTOR LOPEZ. 
          MY NAME IS SELENA WELSH AND I'M PRESENTING ON BEHALF OF MRS. AURORA TRICHELL, DIRECTOR OF MULTILINGUAL PROGRAMS. WHO IS UNABLE TO JOIN US THIS EVENING AS SHE IS RECOVERING FROM AN ILLNESS. 
          TONIGHT'S PRESENTATION IS AN INFORMATION ITEM REGARDING THE BILINGUAL AND ENGLISH AS A
SECOND LANGUAGE PROGRAM EVALUATION FOR THE 2024-2025 SCHOOL YEAR. 
          BOARD POLICY EHBE LEGAL REQUIRES A DISTRICT EVALUATE THESE PROGRAMS IN ACCORDANCE WITH
TITLE 19 OF THE TEXAS ADMINISTRATIVE CODE, CHAPTER 89.1265. SINCE WE ARE SHARING THIS INFORMATION WITH YOU TONIGHT,
WE ARE WELL WITHIN THE ANNUAL DEADLINE OF NOVEMBER 1ST. 
          IN ORDER TO FAMILIARIZE OURSELVES WITH THE PROGRAM EVALUATION,
LET'S REVIEW SOME TERMS AND ACRONYMS. EMERGENT BILINGUAL STUDENTS, OR EBS, ARE STUDENTS WHOSE PRIMARY OR HOME LANGUAGE IS NOT
ENGLISH AND WHO ARE IN THE PROCESS OF ACQUIRING ENGLISH PROFICIENCY, ALSO KNOWN AS ENGLISH LEARNERS EL, ENGLISH LANGUAGE LEARNERS ELL OR LIMITED ENGLISH
PROFICIENT LEP. 
          DUAL LANGUAGE IMMERSION DLI IS OUR BILINGUAL PROGRAM MODEL WITH THREE GOALS BILINGUALISM
AND BILITERACY. 
          HIGH ACADEMIC ACHIEVEMENT, SOCIO CULTURAL COMPETENCY,
ENGLISH AS A SECOND LANGUAGE OR ESL, IS OUR ENGLISH LANGUAGE IMMERSION PROGRAM, WHERE STUDENTS ARE IMMERSED IN THE ENGLISH
LANGUAGE THROUGH THE USE OF CONTENT BASED LANGUAGE INSTRUCTION, OR CBLI. GARLAND ISD HAS A WONDERFULLY DIVERSE STUDENT POPULATION. 
          WE SERVE 19,280 EMERGENT BILINGUAL STUDENTS WHO SPEAK MORE THAN 76 DIFFERENT LANGUAGES. 
          THIS SLIDE SHOWS THE TOP FIVE LANGUAGES OTHER THAN ENGLISH SPOKEN IN GISD. 
          THE GRAPH ON THE RIGHT SIDE SHOWS THE NUMBER OF BILINGUAL AND ESL PARTICIPATING STUDENTS. 
          GISD HAD A SLIGHT INCREASE IN PARENT DENIALS,
A SLIGHT DECREASE IN BILINGUAL STUDENTS, AND A LARGER DECREASE IN THE ESL PROGRAM PARTICIPANTS. THE DECREASE IN BILINGUAL AND ESL PROGRAMS ARE THE RESULTS OF THE 2246
STUDENTS THAT WERE RECLASSIFIED AT THE END OF THE 2023-2024 SCHOOL YEAR. WE HAVE FOUR PROGRAMS IN GARLAND ISD. 
          OUR LARGEST PROGRAM IS OUR ONE-WAY DUAL LANGUAGE SPANISH,
WHICH IS OFFERED IN PRE-K THROUGH 5TH AT 37 ELEMENTARY CAMPUSES AND A PILOT AT SELDERS MIDDLE SCHOOL. WE ALSO HAVE A ONE-WAY DUAL LANGUAGE VIETNAMESE PROGRAM OFFERED AT PARSONS
PRE-K CENTER AND TWO ELEMENTARY CAMPUSES. 
          WE OFFER THE ESL PROGRAM TO ALL EMERGENT BILINGUAL STUDENTS ACROSS OUR PRE-K THROUGH 12
CAMPUSES. 
          IN ADDITION, MEMORIAL PATHWAY ACADEMY PROVIDES A SPECIALIZED PROGRAM THAT SERVES NEWCOMER
STUDENTS IN THEIR FIRST YEAR IN US SCHOOLS. 
          GRADES 6 THROUGH 12. THE GOAL OF THIS PROGRAM IS TO ACCELERATE LANGUAGE ACQUISITION AND
SUPPORT A SUCCESSFUL TRANSITION TO US SCHOOLING. 
          AS STUDENTS GAIN ENGLISH PROFICIENCY, THEY MAY RECLASSIFY AS ENGLISH PROFICIENT IF THEY
MEET STATE CRITERIA. 
          REQUIREMENTS INCLUDE EARNING AT LEAST AN APPROACHES LEVEL ON THE STAAR ENGLISH READING
LANGUAGE ARTS TEST, AND AN ADVANCED HIGH COMPOSITE RATING ON TELPAS. 
          ONCE RECLASSIFIED, STUDENTS ENTER A FOUR-YEAR MONITORING PHASE TO ENSURE CONTINUED
ACADEMIC SUCCESS. 
          [00:05:02]
THIS IS IMPORTANT BECAUSE RECLASSIFICATION SERVES AS A MILESTONE FOR STUDENTS AND FAMILIES
TO SHOW THE GAINS MADE IN ACQUIRING THE ENGLISH LANGUAGE, WHILE AT THE SAME TIME MEETING GRADE LEVEL EXPECTATIONS IN ACADEMIC AREAS. 
          THE PIE CHART ON THE RIGHT SHOWS THE PERCENTAGE OF STUDENTS RECLASSIFIED BY CAMPUS LEVEL. 
          ELEMENTARY STUDENTS TYPICALLY RECLASSIFY AT LOWER RATES BECAUSE THEY HAVE FEWER YEARS OF
ACADEMIC SCHOOLING. 
          AND NOW I'LL PASS IT OVER TO MY CO-PRESENTER. 
          ALL RIGHT MY NAME IS DOCTOR PAM NEBLETT, AND I AM THE COORDINATOR FOR PROGRAM EVALUATION AND DATA
ANALYSIS WITHIN THE RESEARCH ASSESSMENT AND ACCOUNTABILITY DEPARTMENT. 
          AND I WILL BE CONTINUING OUR LOOK AT THE ENGLISH LANGUAGE PROFICIENCY OF OUR EB STUDENTS. 
          EVERY SPRING, EB STUDENTS ARE ASSESSED ON THE TEXAS ENGLISH LANGUAGE PROFICIENCY
ASSESSMENT SYSTEM, OR TELPAS. STUDENTS ARE EVALUATED IN FOUR DOMAINS LISTENING,
SPEAKING, READING, AND WRITING. 
          STUDENTS RECEIVE A PROFICIENCY LEVEL WITHIN EACH DOMAIN AND THOSE ARE BEGINNING,
INTERMEDIATE, ADVANCED, AND ADVANCED HIGH. STUDENTS ALSO RECEIVE A COMPOSITE RATING,
WHICH IS COMPRISED OF 25% FOR THE EACH OF THE LISTENING, SPEAKING, READING,
AND WRITING DOMAINS. 
          THOSE FOUR DOMAINS ARE THE CORE AREAS THAT THE BILINGUAL AND ESL PROGRAMS ARE DESIGNED TO
SUPPORT, AND TO GROW OUR STUDENTS. SO HOW ARE OUR STUDENTS PROGRESSING THROUGH TELPAS? IF YOU LOOK ON THE LEFT HAND SIDE, YOU SEE THE SPRING 2024 TELPAS COMPOSITE RATINGS. 
          IF YOU LOOK ACROSS THE TOP, YOU SEE THE SPRING 2025 TELPAS COMPOSITE RATINGS. 
          LET'S LOOK AT STUDENTS WHO WERE AT THE BEGINNING LEVEL OF SPRING 2024. 
          THAT IS 6013 STUDENTS. HOW DID THOSE 6013 STUDENTS DO IN SPRING 2025 ONE YEAR LATER? 2674 WERE STILL AT THE BEGINNING LEVEL AND THEN 2559 STUDENTS INCREASED TO THE INTERMEDIATE LEVEL. WHAT WE ARE MOST EXCITED ABOUT ARE THE 780 STUDENTS
WHO INCREASED ALL THE WAY TO ADVANCED OR ADVANCED HIGH FROM BEGINNER THE YEAR PRIOR. 
          THIS IS A CELEBRATION AS OUR GOAL IS TO PUSH ALL STUDENTS TO THE ADVANCED HIGH LEVEL. 
          THIS TABLE ALSO HIGHLIGHTS TWO OTHER CELEBRATIONS. 
          THE GREEN CELLS HIGHLIGHT THE OVER 16,000 STUDENTS,
WHO SHOWED AN INCREASE OF ONE OR MORE PROFICIENCY RATINGS IN THEIR COMPOSITE FROM SPRING 2024 TO SPRING 2025. THE SECOND CELEBRATION ARE THE OVER 21,000
STUDENTS WHO ARE AT THE ADVANCED OR ADVANCED HIGH LEVEL. 
          WE ARE MOVING THE NEEDLE IN ENGLISH LANGUAGE ACQUISITION. 
          NOW HOW IS THAT IMPACTING CAMPUSES IN THEIR OVERALL ACCOUNTABILITY? ONE OF THE COMPONENTS OF DOMAIN 3, CLOSING THE ACHIEVEMENT GAP OF OUR ACCOUNTABILITY
SYSTEM EVALUATES ENGLISH PROFICIENCY. 
          CAMPUSES ARE RATED ON THEIR ABILITY TO MOVE EB STUDENTS ACROSS THE PROFICIENCY LEVELS. 
          CAMPUSES HAVE THE ABILITY TO EARN UP TO FOUR POINTS DEPENDING ON THE AMOUNT OF GAINS
STUDENTS MAKE. 
          TODAY, WE CELEBRATE THAT 86% OF GARLAND ISD CAMPUSES MET OR EXCEEDED THE 2025 ENGLISH
PROFICIENCY TARGETS, THEREBY EARNING 3 OR 4 POINTS. THIS SHOWS THAT OUR EB STUDENTS ARE ON TRACK TO
BECOMING PROFICIENT IN ENGLISH, WHICH IS THE KEY FOR SUCCESS IN ACADEMIC SUBJECTS. 
          AND YET WE KNOW THERE ARE STILL MORE WORK TO BE DONE. 
          NOW WE WILL TAKE A LOOK AT GRADES 3 AND 6 STAAR READING AND MATH AS THESE GRADE LEVELS
ALIGN WITH THE CURRENT BOARD GOALS. 
          WHAT YOU SEE ON THIS TABLE ARE SPRING 2025 READING AND MATH PERCENTAGES FOR GRADE 3
STUDENTS AT OR ABOVE THE MEETS GRADE LEVEL PERFORMANCE STANDARD. IN ADDITION TO EACH OF THE EB PROGRAMS OFFERED AT
THE ELEMENTARY LEVEL, THE ELEMENTARY EB AND OVERALL DISTRICT PERCENTAGES ARE SHOWN. 
          [00:10:03]
THE BILINGUAL VIETNAMESE AND ESL PROGRAMS ARE THE CELEBRATIONS. 
          BOTH OF THESE PROGRAMS EXCEEDED THE DISTRICT PERCENTAGES FOR GRADE 3 STUDENTS AT OR ABOVE
THE MEETS GRADE LEVEL PERFORMANCE STANDARD IN BOTH READING AND MATH. THIS TABLE HIGHLIGHTS GRADE 6 STAAR READING AND MATH AT OR ABOVE THE MEETS GRADE LEVEL PERFORMANCE STANDARD. 
          WE RECOGNIZE THAT 6TH GRADE CAN BE A CHALLENGING TRANSITION,
WHICH PRESENTS A GREAT OPPORTUNITY FOR US TO BETTER PREPARE OUR STUDENTS FOR SUCCESS. THE GOAL OF THE MLP DEPARTMENT IS TO ENSURE STUDENTS ARE PERFORMING AT AN
ADVANCED LEVEL ON TELPAS AND READY TO EXIT FROM EB PROGRAMING BEFORE MOVING ON FROM ELEMENTARY SCHOOL,
THEREBY BEING READY FOR ENGLISH ONLY INSTRUCTION IN MIDDLE SCHOOL. 
          AND NOW WE WILL GO OVER THE STAFFING ALSO REQUIRED IN OUR PRESENTATION IS AN UPDATE ABOUT STAFF SUPPORT AND CERTIFICATION. 
          AS WITH ALL INSTRUCTIONAL PROGRAMS, GISD IS COMMITTED TO ENSURING THAT EVERY STUDENT HAS
ACCESS TO HIGHLY QUALIFIED TEACHERS. 
          TO SUPPORT THIS GOAL, WE PROVIDE TARGETED PROFESSIONAL DEVELOPMENT FOCUSED ON EFFECTIVE
INSTRUCTIONAL STRATEGIES SUCH AS SCAFFOLDING, THE INTEGRATION OF LANGUAGE OBJECTIVES AND CONTENT AREA LANGUAGE SUPPORT REPORT. 
          WE ALSO PROMOTE COLLABORATION AMONG EDUCATORS AND OFFER DIRECT CLASSROOM SUPPORT. 
          IN ADDITION, GISD PARTNERS WITH REGION 10 TO OFFER ESL CERTIFICATION TEST PREPARATION
TEACHERS WHO SUCCESSFULLY PASS THE BILINGUAL OR ESL CERTIFICATION EXAMS AND ADD THE CREDENTIAL TO THEIR TEA CERTIFICATE ARE ELIGIBLE FOR REIMBURSEMENT,
MAKING PROFESSIONAL GROWTH BOTH ACCESSIBLE AND SUPPORTED. 
          THE DEPARTMENT OF MULTILINGUAL PROGRAMS IS WORKING DILIGENTLY WITH EACH GISD CAMPUS TO
ENSURE OUR EBS ARE MAKING PROGRESS NEEDED THROUGH ONGOING PROFESSIONAL DEVELOPMENT, COACHING, MODELING, CURRICULUM MODIFICATIONS AND MUCH MORE. 
          THANK YOU VERY MUCH FOR YOUR TIME AND ATTENTION. 
          WE CAN ANSWER ANY QUESTIONS YOU MAY HAVE AT THIS TIME. 
          COMMITTEE, MS. STANLEY. ACTUALLY TWO SEPARATE TOPICS,
BUT SO. 
          WHEN I LOOK AT THE 6TH GRADE, SO THE 3RD LOOKS GREAT AND WE'RE EXCEEDING,
BUT THEN THE 6TH GRADE WE'RE NOT. 
          BUT THE TALK IS ALL ABOUT ENTERING BECAUSE ISN'T THE TELPAS WHEN THEY HAVE TO QUIT GETTING
THE STAAR AND THE SECOND LANGUAGE IN THE 5TH GRADE? THE ESL, I'M SORRY. THE SPANISH TEST IS OFFERED TO STUDENTS UP IN SPANISH UP UNTIL
5TH GRADE. 
          AND THEN ONCE THE STUDENT TRANSITIONS TO 6TH GRADE ALL THE WAY THROUGH 12TH. 
          IT HAS TO BE THE ENGLISH. YES, MA'AM. SO IS THAT WHY THE SCORES AREN'T AS STELLAR? YES. IS THIS BECAUSE. BUT THAT'S ALSO A NEW RULE TOO,
RIGHT? I MEAN, THIS IS ONLY, WHAT, TWO YEARS OLD THAT THAT THEY HAD TO STOP OFFERING IT? I BELIEVE THAT'S BEEN THE LEGISLATION FOR MANY HAS IT? OKAY. YES AND SO TRADITIONALLY WE DO SEE THAT DECLINE AS STUDENTS ARE
TRANSITIONING FROM HAVING A BILINGUAL SUPPORT IN THE ELEMENTARY SETTING AS OPPOSED TO WHEN THEY GO INTO A SECONDARY SETTING IN 6TH GRADE. 
          MOST OF THE TEACHERS ARE NOT PREPARED TO SUPPORT A BILINGUAL STUDENT BECAUSE WE ARE REALLY
FOCUSING ON THOSE SECONDARY SKILLS, AND THAT IS SOMETHING THAT WE'RE REALLY EXCITED ABOUT,
WORKING WITH OUR ELEMENTARY TEACHERS AND CAMPUSES AND FIGURING OUT HOW WE CAN WORK WITH THOSE ELEMENTARIES TO BETTER PREPARE OUR STUDENTS AS THEY TRANSITION TO 6TH GRADE. 
          OKAY I KNOW THE I KNOW THE VERONICA JOYNER LOOK [LAUGHTER]. 
          AND I'LL BE BRIEF. JUST TO ANSWER YOUR QUESTION ABOUT THE CHANGE IN IT BEING RELATIVELY
NEW. 
          WHAT YOU'RE REFERENCING IS FOR ACCOUNTABILITY,
HOW STUDENTS THAT TRANSITION FROM ENGLISH FOR, WELL, FROM SPANISH STAAR TO ENGLISH STAAR ARE NOW PART OF ACCOUNTABILITY GROWTH. 
          THAT'S WHAT CHANGE IN ASSESSMENT. BECAUSE WE HAVE ALWAYS HAD STUDENTS THAT TRANSITION FROM 5TH GRADE
SPANISH LANGUAGE ARTS TO 6TH GRADE ENGLISH LANGUAGE ARTS. 
          BUT WHAT HAS OCCURRED IN THE LAST COUPLE OF YEARS AND CHANGES IN ACCOUNTABILITY IS THE
IMPACT THAT THAT HAS ON ACCOUNTABILITY. 
          CAUSE THEY RAISE THE YES, MA'AM WE NO LONGER HAVE A HOLD HARMLESS FOR THE TRANSITION AND IS SO WHEN WE LOOK AT THE BILINGUAL ESL CERTIFICATION WAIVERS,
SO WHEN WE SAY NON CERTIFIED OF 279 IS THAT JUST 279 THAT HAVEN'T GOTTEN THAT 
          [00:15:08]
ADDITIONAL TEA CERTIFICATION? IT'S NOT THAT THEY'RE NOT CERTIFIED TEACHERS? RIGHT IT'S THAT ESL. 
          OKAY, OKAY PERFECT THANK YOU. BOARD MEMBERS ANY FURTHER QUESTIONS? THANK YOU LADIES VERY MUCH. WE APPRECIATE IT. 
          OKAY MOVING ON TO AGENDA ITEM IV.A.2 BEGINNING OF THE YEAR I-READY UPDATE. 
          I DON'T KNOW WHY MS. JOYNER SAT DOWN [LAUGHTER]. 
          GOOD EVENING COMMITTEE MEMBER JOHNSON, BOARD OF TRUSTEES,
DOCTOR LOPEZ. 
          TONIGHT IT GIVES ME GREAT PLEASURE TO SHARE AN UPDATE ON OUR GARLAND ISD I-READY
ASSESSMENT PROGRAM AND REVIEW WITH YOU OUR BEGINNING OF THE YEAR RESULTS THAT WE HAVE RECEIVED SO FAR FOR OUR
KINDERGARTEN THROUGH 8TH GRADE IN READING AND IN MATH. 
          SO TONIGHT'S PRESENTATION IS TO IS DESIGNED TO GIVE YOU ALL A CLEARER PICTURE OF WHERE OUR
STUDENTS BEGAN THIS SCHOOL YEAR, AND THEN HOW WE'RE GOING TO USE THIS I-READY DATA TO INFORM INSTRUCTION AND HOW THIS
WORKS. 
          WORK CONNECTS DIRECTLY WITH OUR BOARD GOALS AND OUR DISTRICT'S UNMATCHED FOUNDATION'S
PRIORITIES. 
          I'M ALSO EXCITED FOR TONIGHT BECAUSE CO-PRESENTING,
EVEN THOUGH IT'S NOT LISTED IN OUR BOARD PACKET, WE HAVE OUR EXECUTIVE DIRECTORS OF LEADERSHIP. 
          AND THEN A SPECIAL TREAT. WE HAVE ONE OF OUR CAMPUS PRINCIPALS THAT IS ALSO JOINING US
TONIGHT. 
          SO BEFORE MOVING INTO OUR I-READY DATA, I JUST WANT TO ANCHOR US IN OUR UNMATCHED
FOUNDATIONS BOARD GOALS. 
          SO OUR DISCUSSION TONIGHT ALIGNS DIRECTLY WITH BOARD GOALS 1 THROUGH 4,
WHICH FOCUS ON ENSURING THAT ALL OF OUR GARLAND ISD STUDENTS ARE REACHING THAT GRADE LEVEL PROFICIENCY IN READING AND MATH BY THE END OF 3RD GRADE AND THE END OF 6TH GRADE. 
          SO AS YOU SEE HERE, WE SEE THAT WE'VE ALREADY UPDATED FOR WHERE WE LANDED IN 2025 AND
WHERE WE ARE PUSHING OUR GOALS FOR 2026. SO MOVING INTO WHAT IS I-READY? ONE OF THE REASONS I'M EXCITED ABOUT THIS PRESENTATION FOR TONIGHT IS BECAUSE THIS IS
REALLY THE FIRST TIME SINCE WE'VE BEEN USING THE I-READY ASSESSMENT PROGRAM THAT WE BRING THIS INFORMATION TO THE BOARD. AND WHILE I, I NEVER LIKE TO PAPER YOU TO DEATH BECAUSE
THIS IS AN ASSESSMENT, THAT ASSESSMENT PROGRAM THAT IS NEW FOR US ACROSS THE DISTRICT,
WE'VE HAD IT IN POCKETS. 
          WE'VE HAD IT IN MATH FOR ELEMENTARY SCHOOL. BUT BECAUSE WE HAVE SHIFTED COMPLETELY AWAY
FROM NWEA MAP GROWTH COMPLETELY OVER TO I-READY IN YOUR BOARD PACKETS, YOU DO HAVE SOME COMPREHENSIVE INFORMATION ON WHAT
I-READY DIAGNOSTIC IS. 
          AND THEN A GOOD WRITE UP FROM CURRICULUM ASSOCIATES ON THE ASSESSMENT BRIEF FROM JANUARY
2025 THAT GIVES YOU ADDITIONAL INFORMATION THAT YOU GUYS AS TRUSTEES MAY WANT TO REFERENCE. 
          BUT IN A NUTSHELL, WHEN LOOKING AT I-READY, WE REALLY ARE USING I-READY AS OUR UNIVERSAL
SCREENER AND THE DIAGNOSTIC FOR STUDENTS IN KINDERGARTEN THROUGH 8TH GRADE. AND AND FOR THIS WE ARE FOCUSING ON READING AND MATH. 
          THE PROGRAM PROVIDES THREE KEY FUNCTIONS. SO ASSESSMENT I-READY IDENTIFIES EACH STUDENT'S
CURRENT PERFORMANCE LEVEL ACROSS GRADE LEVEL DOMAINS IN READING AND MATH. IN ADDITION, THIS ASSESSMENT IS BOTH ADAPTIVE AND STANDARDS
ALIGNED, MEANING THAT AS STUDENTS ANSWER QUESTIONS CORRECTLY,
THE TEST INCREASES IN DIFFICULTY, AND WHEN THE STUDENT STRUGGLES, THE ASSESSMENT ADJUSTS DOWN. THEN WE LOOK AT THAT MIDDLE COLUMN WHERE WE SEE NOW THAT WE
HAVE ASSESSED OUR STUDENTS. 
          WHAT DOES THIS INFORMATION TELL US? SO WE CAN RECEIVE INFORMATION ON GROWTH AS WELL AS
PERFORMANCE. 
          SO WITH GROWTH WE CAN ESTABLISH WHETHER A STUDENT HAS REACHED EITHER TYPICAL GROWTH OR A
STRETCH GOAL GROWTH. 
          AND WE'LL TALK A LITTLE BIT MORE ABOUT THAT STRETCH GOAL AS I INTRODUCE OUR PRINCIPLES. 
          AND FINALLY, THE THING THAT SETS THIS ASSESSMENT PROGRAM APART FOR FROM ANY OTHER
ASSESSMENT PROGRAMS THAT WE HAVE USED IN THE PAST, IS IT TAKES THAT ASSESSMENT DATA AND MAKES A DIRECT CONNECTION DOWN TO THE LEVEL OF THE
STUDENT ON A PERSONALIZED PATHWAY. 
          BUT IN ADDITION TO THAT, IT THE SYSTEM PROVIDES EXPLICIT RESOURCES DOWN TO THE STANDARD
FOR EACH INTERVENTION GROUP. 
          [00:20:03]
AND AGAIN, WE'LL MOVE INTO THAT IN JUST A MOMENT. 
          SO ONE OF THE BIGGEST THINGS THAT WE WHEN WE LOOK AT DATA LITERACY,
IT'S ONE THING TO GET THE INSIGHT, WHICH IS THE ACTUAL DATA. BUT THEN THE OTHER PART IS TO MAKE THE CONNECTION TO
INSTRUCTION. 
          NOW WHAT AND HOW? SO THAT'S WHERE I-READY STANDS APART. 
          SO MAKING THAT CONNECTION TO WHY WE EVEN MADE THE LEAP OVER TO I-READY AS A DISTRICT
ASSESSMENT PLATFORM, IT DOES HELP US IDENTIFY THOSE SKILL GAPS THAT STUDENTS HAVE. 
          IT SUPPORTS DATA INFORMED INTERVENTION AND TIERED INSTRUCTION. 
          AND FOR US AS A DISTRICT, IT REALLY GIVES US A TEMPERATURE CHECK. 
          IT REALLY LETS US KNOW THAT PROGRESS MONITORING. 
          IT LETS US KNOW HOW FAR OR OR CLOSE ARE WE TO OUR CAMPUS AND DISTRICT GOALS. 
          SO ONE OF THE THINGS I WANT TO POINT OUT IS THERE ARE SMALL DIFFERENCES THAT CAN SEEM
EXCEPTIONALLY LARGE DIFFERENCES WHEN WE'RE LOOKING AT THE DATA, WHEN LOOKING AT I-READY INFORMATION AS
COMPARED TO WHAT WE'RE USED TO WITH MAP, BECAUSE WE HAD MAP IN OUR DISTRICT FOR ABOUT 15 YEARS. 
          SO THE FIRST THING TO CONSIDER IS THAT I-READY IS A CRITERION REFERENCED ASSESSMENT. 
          SO WHAT THAT DOES IS IT REALLY LETS US KNOW WHERE OUR STUDENTS ARE AS COMPARED TO THE
GRADE LEVEL THAT THEY'RE BEING ASSESSED ON AS COMPARED TO MAP, WHICH WAS A NORMED ASSESSMENT. SO WHEN WE'RE LOOKING AT THIS INFORMATION,
WHAT I WANT TO CALL YOUR ATTENTION TO IS, IF YOU NOTICE IN THAT MIDDLE BAND WHERE IT SAYS ONE GRADE LEVEL BELOW IT SAYS STUDENTS WHO
PLACE AT THIS LEVEL ON THEIR BOY DIAGNOSTIC ARE PERFORMING CONSISTENT WITH STUDENTS WHO HAVE JUST BEGUN THEIR ACADEMIC
YEAR. 
          AND THE REASON I CALL THAT OUT IS BECAUSE IN A MOMENT WHEN WE TRANSITION OVER TO OUR DATA
SETS, SEEING A LARGE YELLOW BAND CAN FEEL VERY ALARMING. 
          BUT I WANT TO JUST POINT OUT, AND THIS COMES DIRECTLY FROM CURRICULUM ASSOCIATES,
THAT STUDENTS THAT ARE PLACING ONE GRADE LEVEL BELOW ACCORDING TO THEIR DIAGNOSTIC REALLY ARE AT THE BEGINNING OF THEIR NEW GRADE LEVEL. 
          OKAY? SO LET'S SEE WHAT THAT LOOKS LIKE. BLESS YOU SO MOVING INTO JUST SOME BIG PICTURE DATA WHAT YOU'RE GOING TO WHAT I WANT TO CALL OUT
HERE IS NOT SO MUCH WHERE STUDENTS FELL IN TERMS OF THAT PLACEMENT DISTRIBUTION. 
          HOWEVER, WHAT I WANT TO CALL OUT IS THE FIDELITY TO THE PROGRAM. 
          SO IF YOU'LL NOTICE, WE DO HAVE DATA FOR 2425. 
          HOWEVER, WE DID NOT HAVE THAT THIS ASSESSMENT PROGRAM ALL THE WAY DOWN TO KINDERGARTEN IN
RLA. 
          SO WHEN WE'RE LOOKING AT SOME OF THESE COMPARISONS,
IT'S IMPORTANT TO NOTE THAT THERE IS A 10,000 STUDENT COUNT DIFFERENCE BETWEEN THE 2024 BOY AND THE 2025 BOY. SO AS AGAIN, AS WE'RE MOVING IN THERE COULD BE SLIDES THAT ARE
ALARMING, BUT I WILL POINT OUT RATIONALES AS TO WHY THE DATA MIGHT LOOK A LITTLE BIT DIFFERENT. 
          THEN WE LOOK AT OUR MATH FOR ELEMENTARY SCHOOL. 
          AND WHAT THIS IS LOOKING AT IS THAT RELATIVE PLACEMENT CHANGE FROM FALL OF LAST YEAR TO
FALL OF THIS YEAR. 
          NOW, WHILE IT'S NOT A PERFECT COHORT BECAUSE WE DIDN'T ISOLATE ONLY STUDENTS THAT TESTED
IN 24 AND THEN TESTED IN 2025, WHAT I WANT TO CALL THE ATTENTION TO IS AGAIN,
THE HEALTH OF OUR ORGANIZATION. 
          SO IF YOU LOOK AT THE 2024-2025 3RD GRADE, FOR EXAMPLE,
YOU SEE THAT WE HAVE WE HAD 4% OF STUDENTS THAT WERE MID OR ABOVE GRADE LEVEL AT THE BEGINNING OF THE YEAR, AND 11% OF STUDENTS THAT WERE EARLY ON GRADE LEVEL. 
          NOW WE LOOK AT THAT GROUP OF KIDDOS IN 4TH GRADE IN 2025. 
          THE 4% IS NOW 9% AND THE 11% IS NOW 17%. SO AGAIN,
IT'S NOT A PERFECT COHORT TO COHORT ANALYSIS, BUT FOR THE HEALTH OF OUR ORGANIZATION,
YOU CAN SEE THAT WE ARE SEEING GAINS JUST FROM ONE GRADE LEVEL BAND TO THE OTHER. 
          THEN MOVING INTO MIDDLE SCHOOL. MIDDLE SCHOOL DOES LOOK DIFFERENT. 
          AND IT'S NOT THAT THE THAT THE DATA IS NOT VALID OR RELIABLE,
BUT WE ALSO HAVE TO TAKE INTO CONSIDERATION THAT IN MIDDLE SCHOOL WE HAVE AN ACCELERATED MATH TRACK PROGRAM. SO OUR STUDENTS THAT ARE IN 7TH GRADE ARE NOW RECEIVING INSTRUCTION ON
GRADE 8 STANDARDS. 
          [00:25:02]
BUT BECAUSE THIS IS A CRITERION REFERENCED ASSESSMENT,
THEY'RE BEING ASSESSED ON 7TH GRADE STANDARDS. 
          THE OTHER PART THAT YOU'LL NOTICE IS IN GRADE 8,
THERE IS A SIGNIFICANT STUDENT COUNT DIFFERENCE FROM 2024-2025 TO 2025-2026. AND THE REASON FOR THAT IS BECAUSE LAST YEAR,
OUR ALGEBRA ONE STUDENTS THAT ARE IN MIDDLE SCHOOL DID PARTICIPATE IN I-READY TESTING. 
          HOWEVER, THIS YEAR, THANKS TO THE WORK OF OUR PARTNERS IN TEACHING AND LEARNING,
WE HAVE A SEPARATE ASSESSMENT PROGRAM FOR OUR ALGEBRA ONE STUDENTS IN MIDDLE SCHOOL THAT ALIGNS TO WHAT WE'RE DOING IN HIGH SCHOOL. AND SO THAT'S WHERE YOU NOTICE THE DIFFERENCE
IN THE NUMBER OF STUDENTS THAT ARE EVEN TESTING. 
          SO IN 8TH GRADE ESSENTIALLY WE'RE TAKING OUT OUR HIGHEST PERFORMING STUDENTS BECAUSE
THEY'RE TAKING A DIFFERENT ASSESSMENT PROGRAM. 
          THEN WE GO INTO READING FOR 3RD, 4TH AND 5TH GRADE. 
          AGAIN TO CALL OUT POTENTIAL REASONS WHY THE DATA COULD LOOK DIFFERENT. 
          AS YOU HEARD JUST A MOMENT AGO, WE HAD OUR PROGRAM FOR MULTILINGUAL PROGRAMS,
OUR PROGRAM EVALUATION. 
          ONE OF THE THINGS THAT WAS A VERY, VERY BOLD MOVE FOR GARLAND ISD WAS TO REALLY MONITOR
THAT RATE OF BILITERACY FOR OUR STUDENTS. 
          SO IN THE PAST, OUR STUDENTS TOOK A BEGINNING OF THE YEAR ASSESSMENT IN THEIR LANGUAGE,
THEIR DOMINANT LANGUAGE OF ASSESSMENT. 
          SO IF A STUDENT WAS DOMINANT IN SPANISH, THEY TOOK AN ASSESSMENT IN SPANISH. 
          WHAT YOU'RE NOTICING HERE IS THAT IN ALL OF OUR GRADE LEVELS FOR ELEMENTARY SCHOOL,
NOW WE'RE ASSESSING THE STUDENTS IN BOTH LANGUAGES. 
          SO NOT ONLY DO WE WANT TO SEE THAT PROGRESS IN THEIR IN THEIR SPANISH HOME LANGUAGE,
BUT ALSO BECAUSE OF THE IMPLICATIONS THAT WE HAVE ON OUR TELPAS AND THEN JUST OVERALL BEST PRACTICES FOR EMERGENT BILINGUAL STUDENTS,
WE REALLY WANT TO KNOW WHAT THE BASELINE IS ON THE ENGLISH READING ASSESSMENT. 
          SO AGAIN, JUST CLARIFYING THAT INFORMATION JUST A LITTLE BIT FURTHER. 
          OKAY. AND THEN YOU'LL SEE OUR INFORMATION FOR MIDDLE SCHOOL READING. 
          IN TERMS OF INSTRUCTIONAL SUPPORTS, AS I MENTIONED A MOMENT AGO,
ONE OF THE BIGGEST DIFFERENCES THAT WE HAVE FOR I-READY THAT WE DIDN'T HAVE IN OUR PREVIOUS ASSESSMENT PROGRAM IS THE ABILITY TO HAVE EXPLICIT RESOURCES FOR OUR TEACHERS TO
HELP PLAN INSTRUCTION THAT ARE DIRECTLY TIED TO THE ASSESSMENT DATA THAT STUDENTS HAVE JUST ACCOMPLISHED OR FINISHED WITH AN ASSESSMENT
PROGRAM. 
          SO THIS IS JUST AN EXAMPLE OF HOW THIS RESOURCE ALLOWS A TEACHER TO PLAN FOR THAT
INSTRUCTION. 
          SO THIS IS AN EXAMPLE OF THE TEACHER GOING INTO AN I-READY TOPIC OR OVERVIEW. 
          THEN THEY CAN SEE THE STEP BY STEP LEARNING PROGRESSION. 
          WHEN YOU ARE A NOVICE TEACHER OR YOU'VE CHANGED GRADE LEVELS,
YOU COME TO LEARN YOUR GRADE LEVEL STANDARDS. 
          BUT SOMETIMES WHAT WE DON'T HAVE THE TIME TO DO IS,
IS UNDERSTAND THE STANDARDS AND THE DEPTH OF COMPLEXITY OF THE GRADE LEVELS THAT COME BEFORE US. SO THIS INFORMATION HERE REALLY HELPS OUR TEACHERS UNDERSTAND WHAT IS THAT STEP
BY STEP LEARNING PROGRESSION. 
          IT THEN ALLOWS FOR TEACHERS TO SEE DATA, INFORM STUDENT GROUPINGS BASED ON PREREQUISITE
NEEDS, AND THEN ULTIMATELY AT THE BOTTOM, YOU'LL SEE IT ACTUALLY GROUPS STUDENTS BY SKILL AND
THEN PROVIDES A RESOURCE FOR THE TEACHER TO BE ABLE TO ADDRESS THOSE SKILLS. 
          AND THE LAST INSTRUCTIONAL RESOURCE THAT I HAVE FOR YOU TONIGHT TO SHARE,
BECAUSE THERE IS A LOT IN I-READY, IS HOW TEACHERS CAN SCAFFOLD THAT INSTRUCTION. 
          SO NOW WE'RE LOOKING AT A VIEW WHERE THEY'RE GOING IN AND LOOKING AT THAT SKILL OR STRAND. 
          THEN THEY CAN REVIEW THE STUDENT READINESS. AND AGAIN IT'S DATA INFORMED STUDENT
GROUPINGS. 
          IT'S NOT JUST A GUT FEELING. WE'RE ACTUALLY USING DATA TO INFORM THOSE INSTRUCTIONS. 
          AND THEN WE HAVE THE RESOURCES AND THE TOOLS FOR OUR TEACHERS TO TAILOR THAT SMALL GROUP
INSTRUCTION. 
          THEN THE PERSONALIZED SUPPORT AND PATHWAYS. SO AS A PARENT OF A OF A YOUNG LEARNER. 
          THIS EXCITES ME BECAUSE NOW I AM ABLE TO WORK WITH MY OWN CHILD AT HOME. 
          AND THAT PERSONALIZED INSTRUCTION, WHAT DOES HE NEED? SO STUDENTS ARE ABLE TO ACCESS THE PROGRAM AND IT PROCESSES THEM THROUGH DIFFERENT MODULES
BASED ON THE INFORMATION FROM THEIR DIAGNOSTIC EXAM. 
          THEN WHAT TEACHERS CAN DO IS TEACHERS CAN GO IN AND SEE HOW MUCH TIME STUDENTS HAVE SPENT
ON A PARTICULAR LESSON HOW MUCH TIME OR THE RATE AT WHICH STUDENTS HAVE PASSED PARTICULAR LESSONS. 
          SO AGAIN, WHEN WE HAVE STUDENTS THAT HAVE EXTREME ACADEMIC GAPS,
THIS IS A TOOL THAT OUR TEACHERS CAN LEVERAGE IN ORDER TO HELP CLOSE 
          [00:30:01]
THOSE GAPS FASTER. BUT HERE'S THE EXCITING PART OF TONIGHT. 
          SO TONIGHT WE'RE GOING TO TALK A LITTLE BIT ABOUT OR OUR EDLS ARE GOING TO TALK ABOUT THE
ACTION STEPS THAT OUR DISTRICT AND OUR CAMPUSES AND OUR TEACHERS ARE DOING. 
          BUT FOR ME, THE EXCITING PART IS REALLY HEARING THE TALE OF TWO SCHOOLS. 
          SO WE HAVE TWO SCHOOLS THAT ARE COMPLETELY DIFFERENT FROM EACH OTHER. 
          WE HAVE BH FREEMAN AT GOLDEN MEADOWS, AND MRS. CECI BADOS WAS NOT ABLE TO JOIN US TONIGHT. SO DOCTOR CHARMAINE CURTIS,
HER EXECUTIVE DIRECTOR OF LEADERSHIP, IS GOING TO STEP IN. BUT THESE TWO SCHOOLS HAVE BEEN IDENTIFIED NATIONALLY AS SUPER STRECH
SCHOOLS THROUGH I-READY. THIS IS NOT A BRANDING THAT WE CREATED. 
          THIS IS I-READY IDENTIFYING A CAMPUSES ACROSS THE NATION THAT ARE REALLY MOVING KIDS. 
          SO WHEN WE LOOK AT GOLDEN MEADOWS, THEIR MATH I-READY DIAGNOSTIC DATA,
60% OF THE STUDENTS ACHIEVE THEIR STRETCH GOAL. 
          SO IF YOU'LL REMEMBER A MOMENT AGO, WE TALKED ABOUT TARGETED GOAL. 
          SO WHAT IS A TYPICAL YEAR'S GROWTH? THE STRETCH GOAL IS FOR STUDENTS WHO ARE MAKING GAINS
TWO GRADE LEVELS AT A TIME. AND WHAT'S EXCEPTIONALLY EXCITING ABOUT BH FREEMAN AT GOLDEN MEADOWS IS
THAT THE I-READY TEAM ACTUALLY HAD TO CREATE A NEW CATEGORY FOR AWARDS FOR EXCEPTIONAL GROWTH BECAUSE THEY NOTED THAT,
YES, WHILE WE HAVE 60% OF OUR STUDENTS WHO HAVE ACHIEVED THAT STRETCH GOAL, 52% OF THE 52% OF THE STUDENTS ACTUALLY STARTED TWO GRADE LEVELS BELOW,
AND THEN THEY MET THEIR STRETCH GOAL. 
          SO AS A REMINDER, BH FREEMAN AT GOLDEN MEADOWS,
THAT WAS A CONSOLIDATION OF TWO DIFFERENT CAMPUSES, INCLUDING OUR LOWEST PERFORMING ELEMENTARY SCHOOL. 
          AND IN 2025, THEY ARE PROUDLY CARRYING THAT A RATING. 
          IN ADDITION TO THAT, THEN WE HAVE WALNUT GLEN ACADEMY FOR EXCELLENCE. 
          AND THIS IS WHERE WE'LL HAVE A TREAT TONIGHT FOR THE PRINCIPAL THAT IS THERE. 
          SO THIS ELEMENTARY SCHOOL HAS BEEN THE HIGHEST PERFORMING ELEMENTARY SCHOOL FOR TWO
CONSECUTIVE YEARS IN GARLAND ISD. 
          NOT ONLY THAT, BUT THEY'RE IN THE TOP 15 ELEMENTARY SCHOOLS IN THE STATE. 
          AND JUST BECAUSE I GET A LITTLE NERDY AND EXCITED ABOUT,
LIKE, OKAY, WHAT DOES THAT REALLY MEAN? I DUG A LITTLE BIT DEEPER. AND WE'RE ACTUALLY IN THE TOP NINE,
NOT THE TOP 15. 
          AND THE DIFFERENCE IS THERE'S ONE ELEMENTARY SCHOOL THAT IS A 99. 
          THE OTHER EIGHT ARE 98S, WHICH IS JUST LIKE WALNUT GLEN. 
          THE OTHER PART THERE IS THERE'S ONLY ONE SCHOOL THAT HAS MORE STUDENTS THAN WE DO THAT
EVEN COMPARES TO THE ECO DISTRICT. 
          SO OUR ECONOMICALLY DISADVANTAGED RATE AT WALNUT GLEN ACADEMY IS ABOUT 60%. 
          THE OTHER SCHOOLS THAT I MENTIONED THAT ARE IN THAT BRACKET. 
          THEY HAVE AS LOW AS 2% ECONOMICALLY DISADVANTAGED,
7% ECONOMICALLY DISADVANTAGED. 
          THE ONLY SCHOOL THAT COMES ANYWHERE NEAR THE COMPARISON TO THE STUDENTS THAT WE SERVE AT
WALNUT GLEN ACADEMY IS A SCHOOL IN LONGVIEW. 
          THEY ARE ABOUT THE SAME SIZE, BUT EVEN THEN,
THEIR ECO DISTRICT IS ABOUT TEN PERCENTAGE POINTS LOWER THAN WE ARE. 
          SO WHEN WE SAY THAT IN GARLAND ISD WE'RE UNMATCHED AND WE'RE BUILT DIFFERENTLY,
WE ARE WE ARE DEFINITELY COMPETING. 
          AND NOT JUST COMPETING, BUT BLOWING SOME OF THESE OTHER SCHOOLS OUT OF THE WATER. SO I
WILL STOP MY JIBBER JABBERING AND ACTUALLY HAND IT OVER TO ONE OF THE PROUD PRINCIPALS OF ONE OF THESE ELEMENTARY SCHOOLS. THANK YOU GOOD EVENING COMMITTEE MEMBER JOHNSON, TRUSTEES AND DOCTOR LOPEZ. 
          I'M MR. CEBALLOS. I'M THE PROUD PRINCIPAL AT WALNUT GLEN ACADEMY FOR EXCELLENCE. 
          THANK YOU FOR INVITING ME TONIGHT TO DISCUSS OUR I-READY ACHIEVEMENT AND OUR TOP
PERFORMING SCHOOL WITH I-READY. 
          SPECIFICALLY OUR CAMPUS USES THE DIAGNOSTIC DATA FROM THE BEGINNING OF THE SCHOOL YEAR TO
TRACK DATA. 
          SO AT OUR CAMPUS FROM KINDERGARTEN, FIRST, SECOND,
EVERY GRADE LEVEL OUR STUDENTS CREATE DATA BINDERS THAT TRACK THE BEGINNING OF THE YEAR, DATA IN WHICH OUR TEACHERS ARE ABLE TO TRACK THE,
THE DIAGNOSTIC. 
          OUR STUDENTS MAKE GOALS. AND LIKE VERONICA WAS TALKING ABOUT,
OUR TEACHERS STRATEGICALLY USE THE INTERVENTION GROUPINGS. 
          OUR STUDENTS HAVE INDIVIDUAL PATHWAYS IN WHICH THEY KNOW WHERE THEIR GAPS ARE. 
          SO IF I AM A FOURTH GRADE STUDENT, I CAN SEE THAT I HAVE INSTRUCTIONAL GAPS IN 4TH OR 3RD
GRADE, AND OUR TEACHERS ARE ABLE TO ASSIGN THOSE ASSIGNMENTS SPECIFICALLY TO THOSE STUDENTS TO
CLOSE THAT GAP. 
          [00:35:02]
ANOTHER INTERESTING TOOL THAT THEY HAVE IS CALLED THINKUP! AND THAT'S A TEACHER RESOURCE BOX WHERE VERONICA WAS TALKING ABOUT TEACHER RESOURCES. 
          SO, WALNUT GLEN, OUR STUDENTS OUR OPPOSITE CHALLENGE IS CLOSING THOSE GAPS,
BUT ALSO CELEBRATING. 
          AND THAT'S HOW WE'RE ABLE TO GROW ACADEMIC YEARS WITH OUR STUDENTS,
BECAUSE OUR TEACHERS THEY'RE ABLE TO LOOK AT THE INSTRUCTIONAL GROUPINGS. 
          SO WITHIN THE CLASSROOMS OUR TEACHERS HAVE THEM DURING OUR WORK STATION,
WHERE THEY'RE WORKING WITH DIFFERENT GROUPS, AND THEY'RE ABLE TO ROTATE THE STUDENTS TO THE TEACHER AND THE TEACHER USING I-READY,
THEY'RE ABLE TO LOOK AT THE INSTRUCTION AND WHERE STUDENTS ARE STRUGGLING AND THEY CAN REASSIGN OR THEY HAVE SMALL GROUP WHERE THEY HAVE THAT 1 TO 1 EXPLICIT INSTRUCTION
WITH THEM. 
          OUR OTHER STUDENTS, THEY CONTINUE ON THEIR OWN PATHWAY. 
          AND THE GREAT THING THAT I-READY IS ABLE TO DO,
OUR STUDENTS THEY HAVE THESE ASSIGNED ASSIGNMENTS AND DEPENDING ON THE LEVEL OF THE STUDENT, IF I AM A STUDENT THAT IS STRUGGLING AND HAVE MULTIPLE GAPS,
I-READY TAKES THEM THROUGH THAT PATHWAY AND OUR TEACHERS ASSIGNED. 
          SO IF I'M STRUGGLING, I COULD HAVE 3 OR 4 ASSIGNMENTS VERSUS IF I'M A STUDENT WHO'S MORE
ACCELERATED, I CAN BE ASSIGNED A MORE RIGOROUS ASSIGNMENT THAT TAKES A LITTLE BIT LONGER. 
          THROUGHOUT THAT, ANOTHER GREAT TOOL THAT WE HAVE THAT WE USE WITH THE I-READY ARE JUST THE
CONFERENCES OUR TEACHERS CREATE DATA SHEETS FOR OUR STUDENTS. SO YOU'RE TALKING ABOUT A FIVE YEAR OLD WHO IS LOOKING AT THEIR DATA AT FIVE
YEARS OLD, AND THEY'RE UNDERSTANDING THESE ARE THE AREAS OF CONCERN THAT I HAVE THAT I NEED TO GROW
IN OUR STUDENTS TRACK THEM WITH OUR CBAS, OUR BENCHMARKS AND OUR EXAMS SO THE STUDENTS ARE ABLE TO TRACK THE GROWTH. 
          AND TOMORROW WE HAVE OUR CONFERENCE NIGHT. OUR STUDENTS ACTUALLY LEAD THOSE CONFERENCES
AND WHERE THEY IDENTIFY THEIR LEARNING GAPS WITH THEIR PARENTS, AND THEY TALK ABOUT THE PATHWAY. AND OUR TEACHERS ARE ABLE TO EXPAND UPON THAT AS WELL. 
          AND SO WITH THAT DATA DRIVEN INSTRUCTION AND THE GOALS THAT THE STUDENTS MAKE, THESE ARE SOME OF THE TOOLS THAT WE USE TO BECOME A SUPER STRECH CAMPUS. 
          THIS IS NOW TWO YEARS IN A ROW. LAST YEAR WE WERE ONE OF THREE NATIONWIDE FOR I-READY
SUPER STRECH. 
          AND THEN THIS YEAR, WE ARE ONE OF A HANDFUL OF CAMPUSES NATIONWIDE TO EARN THIS
DISTINCTION. 
          AND WITH THAT SAID, IT ALL IT ALL STARTS FROM THE VERY BEGINNING OF WHAT WE JUST DID,
THE DIAGNOSTIC EXAM WHERE STUDENTS KNOW EXACTLY WHERE THEY'RE AT. 
          TEACHERS KNOW THE INTERVENTION GROUPS AND WHERE THE GAPS LIE AND HOW TO ACCELERATE OUR
STUDENTS. 
          AND MORE IMPORTANTLY, OUR TEACHERS ARE DEDICATED EDUCATORS WHO COMMIT THEMSELVES TO
KNOWING THE DATA AND WHERE THE STUDENTS ARE. 
          AND WE'RE ALWAYS PROGRESS MONITORING OUR STUDENTS FOR THAT. 
          THANK YOU. GOOD EVENING COMMITTEE MEMBER, JOHNSON,
COMMITTEE MEMBERS AND DOCTOR LOPEZ. I AM DOCTOR CHARMAINE CURTIS,
INTERIM EXECUTIVE DIRECTOR FOR LEADERSHIP FOR ELEMENTARY, AND I AM FILLING IN FOR PRINCIPAL CECI BADOS THIS EVENING,
WHO IS THE PRINCIPAL AT GOLDEN MEDALS. 
          SHE BECAME ILL TODAY AND WAS NOT ABLE TO MAKE IT. 
          I WANT TO START OFF BY SAYING THAT I AM INCREDIBLY PROUD OF THE WORK WE ACCOMPLISHED,
BUT WHAT I AM MOST TRULY PROUD OF IS THE GROWTH MINDSET DEMONSTRATED BY BOTH STAFF AND STUDENTS. SOME STUDENTS FOR THE FIRST TIME BELIEVE THAT
THEY COULD, AND TEACHERS BELIEVED IT WAS POSSIBLE. HERE ARE SOME STRATEGIC ACTIONS THAT WE TAKE WITH
I-READY TO SET OUR CAMPUS UP FOR SUCCESS. 
          FIRST, IT BEGINS WITH GOALS AT OUR CAMPUS. IT'S IMPORTANT TO HAVE CLEAR UNDERSTANDING OF
WHERE WE ARE HEADED, AND HAVE CLEAR EXPECTATIONS OF HOW WE'RE GETTING THERE. 
          THEN GOALS AT THE CLASSROOM LEVEL, WE PARTNER WITH TEACHERS TO ESTABLISH REALISTIC WEEKLY
GOALS. 
          WE GUIDE TEACHERS IN LOOKING AT DATA AND SETTING EXPECTATIONS THAT ARE FAIR AND
OBTAINABLE. 
          WE ENSURE GOALS ARE ALIGNED WITH OUR CAMPUS TARGETS. 
          AFTER WE SET GOALS, THEN WE'LL SET GOALS AT THE STUDENT LEVEL. 
          SETTING GOALS AT THE STUDENT LEVEL FOR SOME MAY SEEM LIKE A WASTE OF TIME,
BUT WE TAKE OUR STUDENT GOAL SETTING CONFERENCES VERY SERIOUSLY. 
          STUDENTS MUST HAVE A CLEAR UNDERSTANDING OF WHERE THEY'RE HEADED,
THEIR COMMITMENTS, AND THEY MUST TRACK THEIR ONGOING PROGRESS. 
          AFTER SETTING GOALS, WE ESTABLISH A SYSTEM OF ACCOUNTABILITY AT ALL LEVELS. 
          [00:40:03]
AS YOU KNOW, WHAT GETS MEASURED GETS DONE. STUDENT ACCOUNTABILITY. 
          STUDENTS ARE REQUIRED TO TRACK THEIR PROGRESS THROUGH THEIR STUDENT TRACKERS. 
          STUDENTS ALSO ARE TAUGHT THE EXPECTATIONS FOR SCREEN TO SCRATCH,
AND EVERY STUDENT WILL SHOW WORK IN THEIR INDIVIDUAL NOTEBOOKS. 
          THIS PRACTICE IS DONE FROM KINDERGARTEN ALL THE WAY THROUGH 5TH GRADE. 
          TEACHER ACCOUNTABILITY TEACHERS TRACK THE PROGRAM WITH FIDELITY DAILY AND PROVIDE
IMMEDIATE INTERVENTION. 
          WE ALSO HAVE ACCOUNTABILITY FOR OUR INSTRUCTIONAL COACHES. 
          THEY MEET WITH TEACHERS ON A WEEKLY BASIS TO REVIEW REPORTS AND CELEBRATE STUDENT GROWTH. 
          ALSO, THEY PROVIDE TARGETED SUPPORT WITH LESSON PLANNING,
INCLUDING RETEACH OPPORTUNITIES TO ADDRESS AREAS OF NEED. 
          AND OF COURSE, ADMINISTRATION ACCOUNTABILITY. 
          WE MONITOR THE USE OF THE PROGRAM BY REVIEWING THE DATA. 
          WE ANALYZE IT, WE DEVELOP A PLAN TO SUPPORT TEACHERS. 
          WE FOCUS ON IDENTIFYING THE ROOT CAUSE RATHER THAN POINTING FINGERS. 
          THIS HELPS TO CREATE A CULTURE OF TRUST AND SUPPORT. 
          LAST BUT NOT LEAST, HIGH EXPECTATIONS AND CELEBRATIONS. 
          ONE OF THE THINGS WE INSTILL IN OUR TEACHERS IS THE UNDERSTANDING THAT GOOD IS THE ENEMY
OF GREAT. 
          CELEBRATIONS NOW IS THE FAVORITE PART FOR FREEMAN ELEMENTARY. 
          WE LOVE PARADES. WE LOVE BANNERS. WE LOVE CELEBRATING OUR STUDENTS AND OUR STAFF FOR THEIR
HARD WORK. 
          ONE MORE THING WE WANT TO CONCENTRATE ON CONTINUING TO BE THAT I-READY SUPER STRECH
CAMPUS. 
          WHAT IS A SUPER STRECH CAMPUS? THESE TARGETS ARE DESIGNED TO BE AMBITIOUS YET ATTAINABLE. 
          THE SUPER STRECH GOAL IS A CLEAR PATHWAY TOWARD PROFICIENCY FOR STUDENTS STARTING BELOW
GRADE LEVEL. 
          MEETING SUCH STRETCH GOALS FOR MULTIPLE YEARS WILL HELP TO ACCELERATE THEIR PROGRESS. 
          FOR THOSE ALREADY AT GRADE LEVEL, IT HELPS TO SUPPORT MAINTAINING AND ADVANCING THEIR
PROFICIENCY. 
          I WANT TO CONCLUDE BY SHARING SOME INTERESTING FACTS. 
          THIS PAST YEAR, 197 OF 40,000 SCHOOLS IN THE COUNTRY WERE RECOGNIZED FOR SUPER STRECH
GROWTH FOR I-READY. 13 OF THEM WERE IN THE STATE OF TEXAS AND TWO WERE IN GARLAND ISD. 
          DID YOU KNOW THAT TYPICAL GROWTH IS TYPICALLY ABOUT 25% TO 35% OF OUR 25% TO 35% OF THE
STUDENTS USUALLY MEET STRETCH GROWTH, BUT AT FREEMAN, 60% OF THE STUDENTS WERE ABLE TO MEET STRETCH GROWTH IN MATH. 
          AND THAT CONCLUDES THE NOTES FROM MS. BADOS. GOOD EVENING COMMITTEE CHAIR,
INTERIM COMMITTEE CHAIR JOHNSON, MEMBERS OF THE BOARD,
DOCTOR LOPEZ. 
          MICHAEL ARREOLA, EXECUTIVE DIRECTOR OF LEADERSHIP FOR SECONDARY SCHOOLS. 
          AND WE'RE TRULY EXCITED ABOUT THE MODEL THAT HAS BEEN SET BY WALNUT GLEN AND FREEMAN
ELEMENTARY. 
          WE'RE EXCITED TO PICK UP THE BATON IN SECONDARY AND TAKE OUR STUDENTS AND MAXIMIZE THEIR
POTENTIAL IN THE SAME WAY THAT WE'VE SEEN THESE TWO GREAT SCHOOLS DO IN OUR ELEMENTARY SCHOOLS. AND OUR EDLS HAVE REALLY DONE A GREAT JOB OF TAKING THIS PRODUCT AND
MAKING IT A TRUE INSTRUCTIONAL RESOURCE AND REALLY MAKING IT CENTRAL TO THE CULTURE OF REALLY HIGH ACHIEVING SCHOOLS THAT GET THE MOST OUT OF STUDENTS. 
          AND SO IN SECONDARY, WE'RE STARTING TO LEARN FROM THOSE EXAMPLES. 
          PREVIOUSLY, WE'VE BEEN TRACKING DATA. WE'VE ALWAYS HAD PROGRESS MONITORING TOOLS TO LOOK
AT CBAS, TO LOOK AT MAP, TO LOOK AT STAAR. BUT WHAT I-READY ALLOWS US TO DO IS TO GO BEYOND THE
TRACKING. 
          WE'RE NOT ONLY PROGRESS MONITORING, BUT NOW WE'RE GETTING A PERSONALIZED INSTRUCTIONAL
PLAN FOR EVERY SINGLE STUDENT. 
          AND AS THE PARENT OF TWO STUDENTS, I HAVE A 7-YEAR-OLD AND A 13-YEAR-OLD. 
          THE 7-YEAR-OLD IS EXTREMELY EXCITED TO GET ON I-READY. 
          HE SEES IT AS A REWARD. THE 13 YEAR OLD NOT AS EXCITED,
BUT SHE GETS ON IT AND TALKS ABOUT THE BENEFITS OF THE PROGRAM. 
          AND WHAT WE'RE REALLY EXCITED ABOUT WITH WALNUT GLEN AND FREEMAN IS THAT IT REMOVES ANY
EXCUSES FROM ANY OF OUR SCHOOLS. 
          WE WE HAVE SCHOOLS THAT ARE PERFORMING AT A LEVEL THAT IS LOWER THAN SOME OF THE OTHERS. 
          AND WE'VE SEEN FREEMAN GO FROM THAT TO THE TOP. 
          THEN WE SEE A SCHOOL LIKE WALNUT GLEN THAT HAS A LOT OF MAGNET STUDENTS,
HAS BEEN HIGH ACHIEVING, BUT THEY'RE MAXIMIZING EVERY SINGLE STUDENT ON THEIR CAMPUS. 
          AND WE HAVE THOSE IN SECONDARY, AND WE WANT EVERY SINGLE ONE OF OUR SECONDARY SCHOOLS TO
MAXIMIZE EVERY SINGLE ONE OF OUR STUDENTS. 
          [00:45:01]
AND THIS INSTRUCTIONAL SUPPORT SUPPLEMENTED IS GOING TO SUPPLEMENT THE HIGH QUALITY
INSTRUCTION THAT OUR TEACHERS ARE PROVIDING AT THE SCHOOL. 
          AND WE'RE TRULY EXCITED ABOUT THE POSSIBILITIES THROUGH I-READY FOR THIS YEAR AT OUR
SCHOOLS. 
          THANK YOU. WE'LL NOW OPEN IT UP FOR ANY QUESTIONS. 
          MS. STANLEY. WELL, THANK YOU, MR. JOHNSON [LAUGHTER]. 
          OKAY, SO JUST A COUPLE OF THINGS. FIRST, CONGRATULATIONS. 
          I DON'T ALWAYS SAY THAT, BUT CONGRATULATIONS. 
          I THINK EVERYBODY DOES AN AMAZING JOB. AND KUDOS TO THAT. 
          SO A COUPLE OF THINGS THAT COME AT ME. SO I WAS FAMILIAR WITH OUR MAP SYSTEM,
RIGHT? WE USED TO DO IT, BUT IT WASN'T FOR HER, ANYTHING COMPUTER DRIVEN ISN'T ALWAYS THE BEST
THING, RIGHT? AND SO WHEN I HEAR THIS, IS THIS MORE OF A THING WHERE THEY'RE SITTING ON THE
COMPUTER AND THEY'RE DOING THE I-READY TASKS THAT THEY'RE BEING ASSIGNED BASED ON, OR IS THIS ACTUAL TEACHING THAT'S OCCURRING WITH A HUMAN BEING? SO WE USE IT FOR BOTH. WE HAVE LESSONS IN I-READY THAT SUPPLEMENT INSTRUCTION. 
          SO YOU HAVE YOUR PERSONALIZED PLAN THAT STUDENTS CAN GET ON WHILE WE PULL SOME SMALL
GROUPS OR AT HOME IF THEY NEED REMEDIATION OR IF THEY NEED ACCELERATION. 
          BUT THEN THERE'S ALSO THAT THAT PIECE WHERE TEACHERS ARE MONITORING THE WORK THAT THE
STUDENTS ARE DOING. 
          THEY'RE ASSIGNING SPECIFIC LESSONS AND SITTING WITH STUDENTS AND HELPING THEM AS WELL. 
          OKAY. AND WHEN IS I-READY DIFFERENT FROM MAP IN THE SENSE THAT MAP YOU HAD TO MOVE AT A
CERTAIN PACE, RIGHT? SO IF YOU WERE SLOW TO MOVE OR FAST TO MOVE,
THERE WASN'T A YOU COULDN'T ADJUST IT. 
          SO IS THAT KIND OF A SIMILAR FOR HERE FOR LIKE SO LET'S SAY. 
          AND THE REASON WHY I ASK IS BECAUSE SOME OF US,
IT TAKES US A WHILE TO HEAR OR SEE WHAT WE'RE SEEING TO ACTUALLY UNDERSTAND AND GET IT THROUGH AND COME BACK OUT WITH THAT RESPONSE. 
          SO WHEN IT'S A TIMED THING, IT CAN BE STRESSFUL BECAUSE WE KNOW WE'RE NOT GOING TO MAKE
THAT TIME THING. 
          AND IS THAT KIND OF SIMILAR WITH I-READY AS IT WAS WITH MAP? SO WITH I-READY, WHILE WE HAVE PARAMETERS FOR TIME,
IT'S NOT A TIMED ASSESSMENT. 
          SO IF WE THINK ABOUT THE DIAGNOSTIC AS IT'S REALLY GIVING US A TRUE MEASURE OF WHERE THE
KIDS ARE NOW IN TERMS OF THE PERSONALIZED PATHWAYS, THAT DOES GO UP AND DOWN. 
          AND AGAIN, HAVING HAVING MY OWN LEARNER AS, AS DOCTOR ARRIOLA MENTIONED,
LIKE THAT REALLY GIVES US A DIFFERENT PERSPECTIVE AS A PARENT, YOU KNOW, AS COMPARED TO JUST BEING AN EDUCATOR. 
          SO ONE OF THE THINGS IS WHEN THEY ARE MOVING THROUGH LESSONS AT A RAPID RATE,
THEN WHAT THE SYSTEM CAN DO IS SAY, YOU KNOW WHAT, MAYBE YOUR DIAGNOSTIC WAS OFF A HAIR AND YOU REALLY NEED TO BE CHALLENGED A
LITTLE BIT MORE SO THE SYSTEM CAN ADAPT FOR THOSE STUDENTS. THE OTHER PART IS FOR STUDENTS THAT HAVE NOT PASSED LESSONS,
IT ACTUALLY WON'T LET THEM MOVE FORWARD UNTIL THE TEACHER DOES AN INTERVENTION AND REMOVES THAT BLOCK FROM THE COMPUTERIZED PROGRAM. 
          SO IT DOES. IT DOES BOTH WHERE IT FOR OUR STUDENTS THAT ARE ACCELERATED,
IT KEEPS UP WITH THEM. 
          AND FOR OUR STUDENTS THAT ARE STRUGGLING, IT WILL PUMP THE BRAKES UNTIL A TEACHER CAN
INTERVENE AND THEN UNLOCK THE LESSONS. 
          OKAY I'M NOT REALLY SURE WHAT WORD YOU USE. HOW IS THAT TRANSLATING TO THE STAAR RESULTS? SO. SO IF A CHILD IN I-READY IS SHOWING THAT THEY ARE AHEAD OR ON,
ON GRADE LEVEL, IS THAT TRANSLATING TO HOW WE'RE SEEING ON THE STAAR TESTS? THAT THAT IS A WONDERFUL QUESTION. 
          AND DOCTOR NEBLETT HAS ALREADY LEFT THE SPACE. 
          BUT WITH THIS YEAR'S DATA AND YOU'LL SEE IT HERE LOOKING AHEAD WITH THE MIDDLE OF THE YEAR
DATA WE WERE GOING TO WE'RE GOING TO COME BACK TO YOU AND ACTUALLY GIVE YOU THOSE PROJECTIONS BASED ON STAAR. AND THEN THE WORK THAT DOCTOR NEBLETT DOES IN OUR OFFICE IS
SHE'S ABLE TO RUN THOSE CORRELATIONS BASED ON OUR LOCAL I-READY DATA AND HOW OUR STUDENTS CAN PERFORM,
BECAUSE A COMPANY CAN TELL US ALL DAY LONG THAT IT'S ALIGNED TO STAAR AND IT CAN PREDICT STAAR. BUT WHAT DOES THAT DO? LIKE WHAT DOES THAT LOOK LIKE IN OUR DISTRICT? AND SO WE'RE REALLY EXCITED ABOUT THIS YEAR WHERE WE'RE HAVING FIDELITY WITH THE PROGRAM
AND FIDELITY WITH THE TESTING, 
          [00:50:01]
SO THAT WE'LL BE ABLE TO RUN OUR OWN INDEPENDENT ANALYZES OF THAT CORRELATION BETWEEN
I-READY AND STAAR. 
          NOW, I WILL SAY MAP HAS BEEN IN THE GAME FOR MUCH LONGER,
RIGHT? AND SO I CAN STAND UP HERE AND SAY, WITHOUT A DOUBT,
MAP IS ALIGNED TO STAAR. 
          I'M STILL BECAUSE I'M ALWAYS HONEST ABOUT WHERE I,
WHERE I AM, RIGHT? I NEED TO SEE IT FOR MYSELF WITH THE DATA FOR OUR OWN STUDENTS. 
          AND SO THAT WILL BE COMING FOR YOU AND IN THE MIDDLE OF THE YEAR DATA. 
          THE ONE THING THAT USED TO FRUSTRATE ME WITH MAP WAS THAT I'M NOT SURE WHAT GOOD
INCREASING A CHILD IS IF THEY'RE SO FAR BEHIND. AND THAT WAS ALWAYS SOMETHING THAT WAS JUST NOT CAPTURABLE. 
          AND I FEEL LIKE THIS MIGHT BE SOMETHING THAT KIND OF DOES ADDRESS THAT? BECAUSE YOU CAN SHOW INCREDIBLE GROWTH. BUT IF THEY'RE STILL BEHIND,
THEY'RE STILL BEHIND. 
          SO I'M EXCITED. YES AND WITH THE MAP, BECAUSE IT WAS NORMED,
YOU COULD MEET YOUR GROWTH AND STILL BE BEHIND GRADE LEVEL, RIGHT? BECAUSE IT WAS A NORMED ASSESSMENT, THIS ASSESSMENT IS CRITERION BASED. 
          AND SO WHEN WE'RE NOT ONLY FOCUSING ON THE GROWTH,
WE REALLY ARE TAKING IT BACK TO THE BASICS OF ACTUAL ACHIEVEMENT. 
          WHERE WE WANT A CHILD TO BE AT A CERTAIN GRADE LEVEL? YES. REGARDLESS, OKAY THANK YOU, THANK YOU VERY MUCH. 
          OF COURSE THANK YOU FOR THE PRESENTATION. I'M REALLY EXCITED ABOUT THE PROSPECTS WITH I-READY. 
          I MEAN, SOME OF THE THINGS THAT YOU TALKED ABOUT EARLIER WITH RESPECT TO IT BEING ABLE TO
DIAGNOSE AND GIVE US EARLY INFORMATION AND THEN THE GROWTH AND PERFORMANCE PIECE I KNOW WE HAVE, LIKE YOU JUST TALKED ABOUT, YOU KNOW, YOU CAN GROW AND MEET YOUR GROWTH TARGET AND
STILL, YOU KNOW, BE BEHIND. AND SO LOOKING AT BOTH ASPECTS OF THAT IS ALSO PRETTY EXCITING. 
          AND ALSO THE PERSONALIZATION I THINK IS HUGE. 
          GIVEN SORT OF THE THE VAST RANGE THAT WE HAVE OF STUDENTS WITHIN OUR STUDENT POPULATION. 
          GIVEN THAT, JUST CURIOUS FROM WE TALK A LOT ABOUT HOW WE'RE USING I-READY IN TERMS OF
DIFFERENTIATING FOR STUDENTS IN TERMS OF WHERE THEY ARE IN THEIR LEARNING. 
          HOW ARE WE ALSO USING THE DATA THAT WE GET BACK TO DIFFERENTIATE DEVELOPMENT FOR TEACHERS? BECAUSE I KNOW YOU MENTIONED SOMETHING ABOUT HOW WE'RE USING I-READY TO SUPPORT TEACHERS
AND TEACHER GROWTH. 
          AND I'M JUST CURIOUS, WHAT ARE WE DOING THERE? DO YOU WANNA TAKE IT? WE BEGAN TRAINING OUR CAMPUS LEADERS. WE ALIGNED THAT TRAINING FROM OUR STRUCTURAL SUPPORT
TEACHERS TO OUR ASSISTANT PRINCIPALS, TO OUR PRINCIPALS, ALIGNING THE TRAINING THERE. 
          AND THEY THEN TURN THAT TRAINING AROUND TO THEIR TEACHERS. 
          THEY FROM THAT AUGUST DATE TO OUR SEPTEMBER DATE,
THEY WERE REALLY STRATEGIC ABOUT FINDING TIME TO MEET WITH TEACHERS TO HELP THEM UNDERSTAND THE DATA, THEN LOOK AT THE INSTRUCTIONAL GROUPINGS,
THEN PULL RESOURCES. 
          SO NOW WE ARE IN THE PLACE WHERE TEACHERS ARE EXECUTING THOSE LESSONS TO CLOSE GAPS OF
STUDENT GROUPS, STUDENT GROUPS THAT HAVE BEEN IDENTIFIED. WE ARE NOW IN THE PROGRESS IN THE PROCESS OF
MONITORING THAT DATA. 
          WE AS EXECUTIVE DIRECTORS SEND REPORTS TO OUR CAMPUS LEADERS EACH THURSDAY AND AS A FORM
TO MONITOR THAT PROGRESS AND SEE WHERE KIDS ARE. WE INTENTIONALLY WALK CLASSROOMS WHEN WE ARE ON CAMPUSES
TO SEE THE EXECUTION OF THOSE SMALL GROUPS, AS WELL AS TO C STUDENTS ON THEIR INDIVIDUAL PATHWAYS. 
          SO IT IS NOW IN, IN THE WORKS. AND WE MIGHT SEE THAT DURING THEIR INDIVIDUAL WIND TIME
THAT WHAT I NEED TIME. 
          BUT WE ALSO MAY SEE THAT HAPPENING DURING THEIR INSTRUCTIONAL BLOCK. 
          SO EITHER ONE OF THOSE ARE TIMES WHERE TEACHERS ARE MEETING THE NEEDS OF KIDS. 
          AND SO WE ARE HAVING THE ABILITY TO REAL TIME PROVIDE FEEDBACK TO TEACHERS? YES. JUST AS WE ARE TO STUDENTS. YES. OKAY AWESOME THE SECOND QUESTION I HAVE IS AROUND FIDELITY. 
          YOU MENTIONED SOMETHING EARLIER ABOUT IMPLEMENTING THE SYSTEM WITH FIDELITY,
AND SO DO WE HAVE ANY FIDELITY METRICS OR BENCHMARKS THAT WE'RE USING TO GAUGE, LIKE THE IMPLEMENTATION PROCESS AND THE EFFECTIVENESS OF WHAT WE'RE DOING? YES SO ONE OF THE RECOMMENDATIONS FOR I-READY IS THAT STUDENTS PARTICIPATE ON THEIR
INDIVIDUAL PATHWAYS BETWEEN 30 TO 60 MINUTES PER WEEK FOR MATH AND FOR READING. IT IS ALSO DURING THAT 30 TO 60 MINUTES THAT THE GOAL
IS FOR STUDENTS TO PASS THREE 
          [00:55:02]
LESSONS IN MATH AND IN READING EACH WEEK. SO THOSE ARE THE METRICS IN WHICH CAMPUS
LEADERS, AS WELL AS TEACHERS, ARE LOOKING AT THE DATA THAT WE THEY CAN SEE IN THERE ALREADY,
BUT WE ALSO SEND THAT DATA TO THEM FOR THEM TO STAY ON TOP OF IT AND MONITOR MONITORING WHICH STUDENTS ARE GETTING THEIR MINUTES. NUMBER ONE,
ARE THEY GETTING 30 TO 60 MINUTES? AND WHICH STUDENTS ARE PASSING AT LEAST THREE LESSONS DURING THAT TIME FRAME? AND THEN WHAT IS THE INTERVENTION WHEN THOSE TWO CRITERIA AREN'T MET? WHEN THE CRITERIA IS NOT MET, THAT IS AN OPPORTUNITY. 
          JUST AS MS. JOYNER SAID, SOMETIMES IT WILL FLAG A STUDENT WITH A RED TRIANGLE AND THE
TEACHER CAN GO IN AND SEE SPECIFICALLY WHAT THAT STUDENT WAS STRUGGLING WITH, PULL THEM INTO SMALL GROUP AND THEN RESET THEIR PATHWAY. 
          GOT IT. AND THEN I IMAGINE MS. JOYNER TALKED ABOUT THE OPPORTUNITY FOR PARENTS TO HELP
SUPPORT OR USING I-READY RESOURCES FOR PARENTS TO HELP SUPPORT, AND WHAT EXTENT, I GUESS, ARE PARENTS ABLE TO ACCESS ACTIONABLE RESOURCES EITHER IN THE
I-READY TOOL OR TEACHERS SENDING THEM INFORMATION IN TERMS OF MATERIALS THAT THEY CAN USE AT HOME WITH THEIR STUDENTS? SO THE INDIVIDUAL I-READY PATHWAY IS AVAILABLE FOR STUDENTS TO LOG IN AT HOME IF THEY HAVE
ACCESS AND IF THEY ARE ABLE TO DO SO. 
          TEACHERS CAN ALSO PROVIDE OTHER RESOURCES, POTENTIALLY FROM THE TOOLKIT,
THAT MAY BE APPROPRIATE FOR THE PARENT TO USE AT HOME. 
          OKAY THANK YOU. YOU'RE WELCOME MILLER. PARENT LETTERS AS WELL, SORRY YOU KNOW ONE OF THE THINGS I FOUND OUT IN COLLEGE IS I WAS NOT THE PERSON THAT COULD READ
IT ONCE, REMEMBER IT, AND COMPREHEND WHAT IT WAS TALKING ABOUT. 
          IT WAS ALWAYS A FUNCTION OF TIME FOR ME. I HAD TO SPEND A LITTLE MORE TIME PROBABLY THAN
EVERYBODY ELSE, JUST TO GET TO WHATEVER GRADE LEVEL I WANTED TO BE. 
          AND YOU MENTIONED EARLIER THAT IT'S POSSIBLE TO GAUGE THROUGH THE SYSTEM HOW MUCH TIME A
STUDENT IS SPENDING. 
          AND YOU JUST EXPLAINED A LITTLE BIT AS PART OF MY QUESTION WAS,
YOU KNOW, HOW DO TEACHERS KNOW HOW MUCH TIME A STUDENT HAS SPENT, AND DOES THAT HELP THEM GAUGE HOW MUCH MORE TIME THEY NEED TO SPEND IN ORDER TO GET TO,
YOU KNOW, WHATEVER THE GRADE LEVEL OR GET THROUGH THE ASSIGNMENT? YEAH,
SO STUDENT TEACHERS AS WELL AS ADMINISTRATORS HAVE A SCREEN JUST LIKE THIS THAT YOU SEE HERE. AND THEN BENEATH THE SCREEN IS A LIST OF THEIR ENTIRE CLASS. 
          SO THEY CAN SEE EACH INDIVIDUAL STUDENT. AND THEY CAN SEE HOW MUCH TIME EACH STUDENT HAS
SPENT ON THE LESSONS. 
          SO AT WHAT POINT WHEN WE WENT BACK TO PAGE 139,
WHICH WAS THE THREE GRADE LEVELS BELOW TWO GRADE ONE GRADE EARLY ON, MID GRADE. DOES THAT ASSESSMENT. 
          HOW OFTEN DOES THAT CHANGE? I MEAN FOR THESE STUDENTS,
DO YOU SEE THAT AS THEY MOVE UP OR DOWN? IS THAT A LIVE KIND OF LIKE CLIMBING UP A LADDER OR SLIPPING DOWN? YES, SO I-READY IS AN INTERIM ASSESSMENT AND BEGINNING,
MIDDLE AND END OF THE YEAR. 
          SO THREE TIMES A YEAR? SO THREE TIMES A YEAR. 
          OKAY. BUT IT'S NOT SOMETHING THAT THE TEACHER WOULD SEE WEEKLY? NOT THE FULL DIAGNOSTIC ASSESSMENT. THEY CAN SEE PROGRESS BETWEEN THE BEGINNING OF THE
YEAR AND MIDDLE OF THE YEAR, BUT NOT THE FULL DIAGNOSTIC UNTIL THE MIDDLE OF THE YEAR. 
          SO WHAT WE'RE DOING AND VERONICA, WHEN YOU SAY YOU'RE NOT REALLY CONVINCED YET THAT IT
GETS YOU TO WHERE YOU NEED TO BE FOR STAAR, THE STAAR RESULTS THAT YOU WANT,
IS THAT PART OF WHAT YOU'RE KIND OF WAITING ON? NOT NECESSARILY. FOR ME IT'S MORE FROM A STATISTICAL PERSPECTIVE. 
          AND I'M GOING TO GO BACK AS A PARENT. I'M ALL IN. 
          RIGHT? AND SO TO YOUR POINT, IT'S WITH THESE LEVELS,
IT'S NOT JUST ABOUT THE OVERALL SCORE AND WHERE A STUDENT LANDS WITHIN ONE OF THOSE PLACEMENT DESCRIPTORS,
AND I KNOW IT'S SMALL ON THE SCREEN, BUT HERE'S THE BEAUTY OF IT WHERE A STUDENT OR DOWN TO THE SKILL. NOW THE STUDENTS ARE QUINTILES AGAIN,
WHERE A STUDENT MIGHT BE HIGH PERFORMING IN ONE SKILL SET, BUT THEN THEY'RE UNDERPERFORMING IN ANOTHER SKILL SET. 
          AND SO WHAT THE SYSTEM IS, IS DOING, WHILE THE FULL RESET WON'T OCCUR UNTIL MIDDLE OF THE
YEAR FOR THAT DIAGNOSTIC, THE INFORMATION HERE IS KEEPING UP WITH WHERE THE STUDENTS ARE IN TERMS OF THEIR MASTERY,
DOWN TO THE STANDARD. 
          IF THAT MAKES SENSE YOU KNOW, I'M NEVER GOING TO GET FAMILIAR WITH LOOKING AT THESE GRIDS OR PAPERS OR
ANYTHING LIKE THAT. 
          [01:00:03]
I GUESS WHAT I'M WHAT I'M ENCOURAGED BY, ANYTIME I HEAR THAT A KID CAN SPEND MORE TIME ON
THEIR LESSON PLAN OR MORE TIME ON THE NEXT CHAPTER. I DON'T. WE HAD BOOKS, SO WE ALWAYS HAD CHAPTERS,
AND THEN WE HAD SECTIONS WITHIN THE CHAPTERS. 
          AND BUT, YOU KNOW, AS THEY PROGRESSED, CLIMB THE LADDER OR WHATEVER YOU WANT TO SAY
HOWEVER YOU WANT TO DESCRIBE IT, THAT'S WHAT I'M INTERESTED IN IS, AS WE LOOK AT IT,
MAYBE IN THE THREE INCREMENTS, THE THREE DIFFERENT TIME PERIODS YOU DESCRIBED, IT WILL SHOW US WHAT KIND OF MOVEMENT WITHIN,
YOU KNOW, ONE GRADE LEVEL [LAUGHTER], YOU KNOW, WHETHER KIDS ARE STRETCHING OR NOT OR BEING ABLE TO
STRETCH THAT IS A GREAT RECOMMENDATION, MR. MILLER, FOR A REPORT THAT I CAN BRING TO YOU AT MIDDLE
OF THE YEAR, BECAUSE YOU GUYS HAVE BECOME ACCUSTOMED TO SEEING INFORMATION ON THAT CONTINUUM OF GROWTH
FROM ONE BLOCK OF TIME TO ANOTHER. 
          AND EVEN IF YOU'LL NOTICE ON THE TELPAS DATA,
WE STRUCTURED THAT AT THE SAME WAY. 
          WE'RE LOOKING TO SEE HOW DO THEY PERFORM ON THE ASSESSMENT AT THIS POINT IN TIME. 
          AND DID THEY MOVE ACROSS THE CONTINUUM? SO I'LL BE HAPPY TO BRING THAT TO YOU AT MIDDLE OF
THE YEAR ON OUR STUDENTS THAT PERHAPS STARTED AT ONE GRADE LEVEL BELOW AND NOW HAVE COMPLETELY MOVED ON THE MIDDLE OF THE YEAR
ASSESSMENT TO EITHER EARLY ON GRADE LEVEL OR TO MID OR ABOVE GRADE LEVEL. SO MY LAST QUESTION IS FOR STUDENTS LIKE ME THAT ME THAT NEEDED MORE
TIME, IS THERE ENOUGH TIME TO ACCOMPLISH WHAT THEY NEED DURING THE SCHOOL DAY,
OR IS IT NECESSARY THAT THEY HAVE TIME AT HOME? WELL, AT THE ELEMENTARY LEVEL THEY HAVE THE WIND TIME BUILT INTO THE DAY. 
          AND AT SECONDARY, ALL OF OUR 6TH GRADERS HAVE LITERACY ENRICHMENT,
SO THEY'RE TAKING IT THROUGH THAT TIME. 
          AND THEN THOSE WHO ARE NOT IN 7TH AND 8TH GRADE,
THEY TAKE IT THROUGH THEIR RLA TIME. 
          AND THEN ALSO OUR MATH STUDENTS ARE TAKING IT THROUGH THEIR TIME. SO THEY SHOULD GET ALL
THEIR FULL I-READY MINUTES DURING THE SCHOOL DAY. 
          AND IS ALL THAT WITH THEIR TEACHER PRESENT? CORRECT YES OKAY THANK YOU. THANK YOU YOU KNOW THE BEAUTY OF THIS FORMAT IS. YOU'RE A BASEBALL GUY. 
          IT'S ACADEMIC MONEYBALL, RIGHT? THEY THEY HAVE SUCH ANALYTICS,
AND I MIGHT I MIGHT BE A GREAT HITTER, BUT I'M MOSTLY HITTING FASTBALLS, AND THEY'RE GETTING ME ON A BREAKING BALL IN THE OUTSIDE
CORNER. 
          RIGHT? AND SO ONCE I KNOW THAT, THEN I CAN START WORKING ON THAT TECHNIQUE. 
          AND THEN I COULD, OVER TIME, SEE ME GETTING BETTER,
JUST LIKE LEARNING TO BAT AT A PITCH. 
          IT DOESN'T COME EASY. IT'S NOT AN OVERNIGHT SWITCH. 
          WE'VE GOT TO REMEMBER THAT A LOT OF OUR SKILLS HAVE BEEN HARNESSED AND DEVELOPED OVER
TIME, YOU KNOW, AND SO THESE PATTERNS HAVE TO BE SPIRALED. 
          IT'S NOT LIKE A ONE TIME FIX. AND THEY COME IN AND THEN YOU GIVE THEM THEIR TREATMENT. 
          AND THEN ALL OF A SUDDEN IT'S A GREAT REMEDY. 
          IT HAS TO BE SPIRALED. IT HAS TO BE REINFORCED,
IT HAS TO BE REINTRODUCED, AND IT MIGHT LOOK DIFFERENTLY. 
          AND AND THE HIGHER THEY GO IN THE GRADE LEVEL,
THE MORE THEY GO FROM LEARNING TO READ TO READING TO LEARN. 
          AND SO THE PACING SEQUENCE AND HOW THEY DO THOSE THOSE ANALYSIS ARE REALLY,
REALLY CRITICAL. 
          WHAT I LOVE ABOUT IT IS EVERYBODY HAS A GAP. AND SO EVERYBODY HAS A PLACE TO WORK. 
          AND WHAT THE KIDS START LEARNING EARLY IS THAT IT'S NOT GOING TO BE JUST DONE ON ONE
MODULE. 
          IF THAT WAS THAT EASY, EVERY KID WOULD BE EXCELLING. 
          SO THE TEACHERS EXPERTISE IS THAT'S WHERE IT'S CRITICAL. 
          AND SO I DON'T WANT PARENTS TO, YOU KNOW, THAT ARE LISTENING. 
          I DON'T WANT THEM TO GET THE MISCONCEPTION THAT,
OH, MY GOD, WE'LL JUST GIVE THIS KID MODULE AND EVERYTHING'S FIXED. IT'S NOT. 
          IT TAKES TIME. IT TAKES PRACTICE. IT TAKES IT LOOKING AT IT FROM DIFFERENT ANGLES. 
          IT TAKES EXPOSURE. AND THAT'S WHERE YOU'LL SEE IT SPIRAL THROUGH THE CURRICULUM. 
          AND AND THAT'S WHY IT'S VERY IMPORTANT TO BE MONITORING THIS,
TO SEE NOT ONLY HOW KIDS ARE DEVELOPING AND GROWING, BUT THE USAGE RATES. ARE WE SEEING KIDS THAT USE IT ALL THE TIME AND NOT GROWING? BECAUSE THAT COULD HAPPEN. PEOPLE PRACTICE ALL THE TIME AND THEY DON'T GET BETTER,
RIGHT? WHAT WHAT WHAT IS GOING TO BE THE EFFECT. AND FROM THAT WE COULD USE THE DATA. 
          REMEMBER THIS IS A TOOL. THE EXPERTISE IS STILL WITH THE TEACHER. 
          SO I JUST WANTED TO MAKE THAT CLEAR. THANK YOU DOCTOR LOPEZ THANK YOU GUYS. 
          APPRECIATE THE PRESENTATION. ALL RIGHT. MOVING ON TO ACTION ITEMS FOR THE OCTOBER 2025
BOARD MEETING. 
          [IV.B. Action Items (Non Consent)]
I SEE A LINE CHANGE COMING IN HERE. ACTION ITEMS IV.B.1 2025-2026 DISTRICT AND CAMPUS
IMPROVEMENT PLANS, MR. COLEMAN BRUMAN. ALL RIGHT, SO GOOD EVENING,
COMMITTEE MEMBER JOHNSON, BOARD OF TRUSTEES AND DOCTOR LOPEZ. 
          [01:05:02]
I'M COLEMAN BRUMAN, THE EXECUTIVE DIRECTOR OF SECONDARY TEACHING AND LEARNING. AND TONIGHT
WE BRING FORWARD THE DISTRICT AND CAMPUS IMPROVEMENT PLANS GROUNDED IN STATE FEDERAL REQUIREMENTS AND ALIGNED TO OUR UNMATCHED BOARD GOALS. 
          IT'S IMPORTANT TO NOTE HERE FOR ALL COMMITTEE MEMBERS,
THOUGH, FOR OUR PRESENTATION TONIGHT, WE ARE ACTUALLY ADDRESSING BOTH AGENDA ITEMS. SO WE'RE GOING TO GO FROM OUR DISTRICT IMPROVEMENT PLAN,
OUR CAMPUS IMPROVEMENT PLANS, AND DOWN INTO THE SECOND ITEM OF THE HB3 EARLY CHILDHOOD MATH, LITERACY AND CCMR PLAN. SO JUST AN IMPORTANT NOTE AND WE'LL HAVE A PAUSE IN BETWEEN. 
          OKAY. GOOD. ALL RIGHT. SO JUST LIKE ALL OF OUR PRESENTATIONS AND OUR PLANS,
OUR UNMATCHED GOALS IS WHAT DRIVES OUR DISTRICT IMPROVEMENT PLAN, INCLUDING THE CAMPUS PLANS AND THE HB3 PLANS. 
          AND JUST FOR THE COMMUNITY, AS A REMINDER, THERE ARE ALL SIX PLANS ARE GROUNDED IN
FOUNDATIONS FOR MATH AND READING, 3RD AND 6TH GRADE PATHWAYS FOR CCMR, AND UNMATCHED EXCELLENCE AS WE ELIMINATE D AND F
CAMPUSES ACROSS THE DISTRICT AS WE PURSUE AN A RATING. ON THE SLIDE BEFORE YOU IS THE SCORECARD THAT WAS SUMMARIZED EARLIER IN THE
I-READY PRESENTATION. 
          BUT I WANT TO CALL OUT ALL SIX GOALS AND REALLY HIGHLIGHT THAT GREEN COLUMN WHERE WE DID
SURPASS ALL OF OUR GOALS THAT WE FOCUSED IN ON LAST YEAR, EVEN BEATING SOME OF OUR 2030 TOPICS. AND AS WE WERE WRITING THE DISTRICT IMPROVEMENT PLAN
AND THE CAMPUS IMPROVEMENT PLANS, I WANT TO TAKE TIME TO REALLY CALL OUT GOAL SIX,
WHERE WE ELIMINATE D AND F CAMPUSES BECAUSE THAT HAS THE MOST REWARDING CALL OUT TO CELEBRATE WITH THE COMMITTEE MEMBERS AND THE BOARD MEMBERS TONIGHT,
BECAUSE YOU SEE OUR PROGRESS DOWN THERE FOR 9.5% OF THE CAMPUS OF THE DISTRICT LEFT WITH A 60S AND ZERO F'S, AND OUR 2026 TARGET IS MATCHED AT 18%,
WHICH IS WHEN WE WERE FIRST DESIGNING THIS PLAN. 
          BUT WHEN WE WERE WRITING THE GOAL, NOW THAT WE'RE IN THAT MODE OF JUST 60 CAMPUSES LEFT,
WE ARE STRIVING TO MAKE SURE WE ELIMINATE ALL SIX THIS SCHOOL YEAR. 
          SO I JUST WANT TO CALL THAT OUT TO THE COMMUNITY MEMBERS AND THE BOARD OF TRUSTEES. SO
LOOKING AT HOW OUR OUR PLANS ALIGN TO THE BOARD GOALS, OF COURSE, OUR BOARD GOALS ARE AT THE CENTER OF EVERYTHING WE DO. 
          BUT THE DISTRICT IMPROVEMENT PLAN, I WANT YOU TO KIND OF IMAGINE IT IN THIS CIRCLE IS THE
ONE THAT COVERS EVERYTHING. 
          SO THE DISTRICT IMPROVEMENT PLAN IS THE DRIVING FORCE BEHIND IT ALL THAT'S DELIVERING ON
THOSE GOALS. 
          AND THEN THE CAMPUS IMPROVEMENT PLANS TAKE THE DISTRICT GOALS. 
          OUR DISTRICT STRATEGIES ADD A LITTLE BIT MORE FOR WHAT THEY NEED TO FOCUS ON FOR
INDIVIDUAL SUCCESS, AND THEN AN ADDITIONAL LAYER AS WE ADD IN THE STATE REQUIREMENTS WITH HOUSE BILL 3,
WITH EARLY LEARNING AND CCMR AND PUTTING ALL THOSE TOGETHER, YOU CAN SEE THE LAYERS ON HOW WE ALIGN THOSE BOARD GOALS THROUGHOUT OUR ENTIRE SYSTEM. 
          SO WHAT BRINGS US HERE TONIGHT? IT IS THE TEXAS EDUCATION CODE AND JUST SIMPLY BEST
PRACTICES. 
          IT IS THE BEST PRACTICE TO COME BEFORE YOU ANNUALLY AND SHOW US [LAUGHTER] WHAT WE'RE SHOW
YOU GUYS WHAT WE'RE DOING, GET THE APPROVALS, SHOW YOU THE STRATEGIES AND WALK YOU THROUGH EACH INDIVIDUAL PLANS,
AND THEN ALSO CONNECT THEM TO THE LOCAL AND CAMPUS PLANS THAT ARE DEVELOPED BY THE CAMPUS IMPROVEMENT TEAMS. SO LOOK AT INDIVIDUAL CAMPUS COMPARISONS. 
          THIS GRAPHIC HERE IS TO JUST KIND OF SHOW YOU AN OVERALL VIEW OF HOW EVERYTHING LINES UP
FROM TOP TO BOTTOM. 
          SO AT THE DISTRICT LEVEL DEPARTMENTS, DISTRICT IMPROVEMENT TEAMS,
THE DISTRICT EDUCATIONAL IMPROVEMENT COMMITTEE ALL PROVIDES INPUT ON MAKING SURE THAT WE DELIVER ON THE NEEDS THAT WE SEE IN OUR CAMPUS NEEDS ASSESSMENT THAT TRICKLES DOWN TO THE
CAMPUS LEVEL WHERE WE MAY ADD ADDITIONAL GOALS. 
          FOR EXAMPLE, WE HAVE OUR 3RD GRADE FOUNDATION GOALS. 
          A CAMPUS WILL ADD FIRST GRADE READING GOALS JUST TO MAKE SURE THAT THEY ARE ON TRACK AT AN
INDIVIDUAL LEVEL AS THEY TRACK TO OUR DISTRICT IMPROVEMENT PLAN. 
          BELOW THERE YOU ALSO SEE TWO THAT WE'RE NOT GOING TO DIVE INTO DEEPLY TONIGHT,
BUT I WANT TO MAKE SURE THAT YOU'RE AWARE OF THEM AS YOU'RE LOOKING OVER CAMPUS IMPROVEMENT PLANS. WE HAVE ALSO LOCAL IMPROVEMENT PLANS THAT ARE REQUIRED FOR CAMPUSES
THAT MISS A SPECIFIC FEDERAL ACCOUNTABILITY INDICATOR. 
          AND THOSE ARE ACTUALLY WRAPPED UP IN OUR CAMPUS IMPROVEMENT PLANS. 
          BUT WE WANT TO CALL THOSE OUT SPECIFICALLY TO YOU. SO THAT WAY WHEN YOU'RE REVIEWING AND
ONCE YOU SEE THE CAMPUSES THAT ARE ON A LOCAL IMPROVEMENT PLAN, YOU CAN LOOK AT THOSE A LITTLE BIT CLOSER AND SEE THE DIFFERENCES BETWEEN A CAMPUS THAT
DOESN'T HAVE A LOCAL IMPROVEMENT PLAN AND ONE THAT DOES, AND THEN ALSO TARGETED IMPROVEMENT PLANS, WHICH ARE CAMPUSES THAT HAVE TO MEET
COMPREHENSIVE SUPPORT AND IMPLEMENTATION REQUIREMENTS. 
          THAT IS A BOARD PRESENTATION THAT YOU GUYS WILL GET IN JANUARY,
BUT YOU WILL SEE ELEMENTS OF IT THROUGHOUT THE CAMPUS IMPROVEMENT PLANS AND TOUCHES OF IT IN THE DISTRICT IMPROVEMENT PLAN. SO AS WE'RE WRITING THE PLANS,
REALLY IT BOILS DOWN TO FOUR MAIN CATEGORIES. 
          AND THIS IS KIND OF YOUR GUIDEPOST TO SEE WHAT'S HAPPENING IN EACH PLAN. 
          SO FIRST OFF, OF COURSE STUDENT ACHIEVEMENT IS DRIVING OUR PLANS JUST LIKE IT DRIVES THE
GOALS AND THE HOUSE BILL 3 PLANS THAT YOU'RE GOING TO SEE MY COLLEAGUES PRESENT IN JUST A 
          [01:10:01]
MINUTE, BUT IT ALSO DIVES INTO HIGH QUALITY INSTRUCTION TO MAKE SURE WE HAVE OUR MATERIALS
SET UP, OUR DEVELOPMENT SET UP, AND HAVE LOOPS FOR OBSERVATION AND COACHING TO USE THE CAMPUSES AS
AN EXAMPLE FOR SCHOOL CULTURE AND CLIMATE. 
          THIS IS WHERE CAMPUSES WILL REALLY DIVE IN ON THEIR IMPROVEMENT PLANS TO MAKE SURE
ATTENDANCE STUDENTS ARE PRESENT. 
          THEY'RE READY TO LEARN THEY'RE IN A SAFE LEARNING ENVIRONMENT,
AND THEY HAVE HIGHLY QUALIFIED TEACHERS TO SUPPORT THEM. 
          AND THEN ALL OF US ARE LOOKING AT COMMUNITY ENGAGEMENT TO MAKE SURE THAT OUR STAKEHOLDERS, OUR COMMUNITY AND BUSINESS PARTNERSHIPS AND OUR FAMILIES ARE ALL WELL INFORMED. 
          NOW, ON TOP OF ALL THAT, ALL OF US ARE MAKING SURE THAT WE HAVE EVERY FEDERAL AND STATE
REQUIREMENT. 
          AND AS YOU DIG DEEP INTO THE PLAN, YOU'LL SEE THOSE ADDENDUMS THROUGHOUT EACH ONE. 
          GOOD EVENING COMMITTEE MEMBER JOHNSON, BOARD OF TRUSTEES. 
          MY NAME IS MICHAEL RUIZ. I'M THE EXECUTIVE DIRECTOR OF ELEMENTARY TEACHING AND LEARNING,
AND I HAVE THE PRIVILEGE OF WALKING YOU THROUGH THE DISTRICT IMPROVEMENT PLAN, GIVING YOU A ROADMAP OF WHAT THESE LOOK LIKE. I'M GOING TO DO A LOT OF CALLBACKS BECAUSE THERE ARE A
LOT OF CONNECTIONS. 
          THIS REALLY IS THE HEART OF WHAT WE DO. SO YOU HEARD OUR PRINCIPALS,
IN THEIR WORDS, TALK ABOUT THE IMPORTANCE OF SETTING GOALS FOR OUR STUDENTS. 
          AND AT THE HEART OF WHAT WE DO ARE THE GOALS THAT THE BOARD HAS SET FOR US. 
          SO ACROSS THE TOP, YOU'RE GOING TO SEE THOSE GOALS. 
          IN THIS CASE YOU SEE THE 6TH GRADE GOAL. AND BELOW YOU'RE GOING TO SEE STRATEGIES THAT
ALIGN TO ACTIONS THAT WE ARE GOING TO TAKE TO ACHIEVE THAT GOAL. SO IN THIS CASE STRATEGY 1 YOU'LL SEE ESTABLISHING A CURRICULUM FRAMEWORK THAT
IS ATTACHED TO HOUSE BILL 3 AND THAT EARLY LITERACY PLAN. AND THEN STRATEGY 2 IS ABOUT BUILDING INSTRUCTIONAL LEADERSHIP ON CAMPUSES. 
          EACH OF THESE ACTIONS IS DESIGNED TO HELP US ACHIEVE THE GOAL OF 55% MEETING BY 2030 ON
6TH GRADE READING. 
          A CAMPUS IMPROVEMENT PLAN IS A MORE NARROW VERSION OF THAT. 
          CAMPUSES THEN NAME THE ACTIONS THEY'RE GOING TO TAKE TO SPECIFICALLY ACHIEVE THE
STRATEGIES AND GOALS THAT WE HAVE SET FOR THEM. 
          IN THIS CASE, YOU'LL SEE A PARENT ENGAGEMENT STRATEGY THROUGH A PARENT LITERACY NIGHT. 
          YOU'LL SEE FUNDING SOURCES ACROSS THE BOTTOM THAT TELL US WHERE THE FUNDS FOR THESE
DIFFERENT STRATEGIES ARE COMING FROM, AND A STRATEGY LIKE STRATEGY 6 THAT IS ABOUT ACADEMIC LANGUAGE ACQUISITION AND PROGRAMS
SUCH AS SEL THAT HELP US DEVELOP THAT IN OUR NEEDIEST SCHOOLS. MR. BRUMAN ALSO REFERRED TO LOCAL IMPROVEMENT PLANS,
AND THAT IS A SUBSET OF A CAMPUS IMPROVEMENT PLAN FOR CAMPUSES WHO HAVE MISSED THE GROWTH FOR A SPECIFIC SUBSET OF
STUDENTS. 
          THE CAMPUSES THIS YEAR THAT HAVE A LOCAL IMPROVEMENT PLAN ARE BUSSEY,
COYLE, LYLES, O'BANION, WEBB, COUCH, DAVIS, PEARSON, AND STEADHAM. IN YOUR BOARD BOOKS,
YOU HAVE THE DISTRICT IMPROVEMENT PLAN PRINTED OUT, AS WELL AS LINKS TO THE CAMPUS IMPROVEMENT PLANS. 
          ALL OF THE REQUIREMENTS FOR A LOCAL IMPROVEMENT PLAN ARE EMBEDDED IN THOSE CAMPUS
IMPROVEMENT PLANS THAT ARE SUBMITTED TO TEA FOR LOCAL IMPROVEMENT PLAN. WE'RE FOLLOWING STRATEGIES ALIGNED TO EFFECTIVE SCHOOL FRAMEWORK. 
          THESE ALLOW US DIFFERENT LEVERS TO IMPACT SCHOOL ACHIEVEMENT. 
          AND THE LEVER THAT WE'RE FOCUSING ON FOR THESE CAMPUSES IS SCHOOL LEADERSHIP,
STRONG SCHOOL LEADERSHIP AND PLANNING. SO ALL OF THE STRATEGIES ARE GOING TO BE BUILT AROUND HOW DO WE
BUILD BETTER SYSTEMS AMONG OUR SCHOOL LEADERS AND MORE STRATEGIC PLANNING. 
          FOR THE DISTRICT IMPROVEMENT PLANNING, CAMPUS IMPROVEMENT PLANS. 
          THIS IS THE QUESTION SLIDE. THIS ENDS THE FIRST VOTE. 
          SO WE'RE GOING TO TAKE QUESTIONS ON THIS ONE. AND THEN WE'LL MOVE INTO HOUSE BILL 3. MS. STANLEY DO YOU HAVE ANY QUESTIONS ON THIS ONE? MAYBE OKAY. 
          WHEN WE LOOK DOWN AT THE CAMPUSES WITH THE LOCAL IMPROVEMENT PLANS FEDERAL TARGET. 
          WHAT FEDERAL TARGET? WHAT DOES THAT MEAN? FEDERAL TARGET MEANS THAT THE SPECIFIC SUBSET OF
STUDENTS DIDN'T MEET THE GROWTH MEASURE FOR A CONSECUTIVE YEARS,
SO THAT IS REQUIRED FOR US TO DO IT. 
          IT'S NOT AT THE TEA LEVEL. SO THE FEDERAL TARGETS COME FOR MANDATED NO CHILD LEFT BEHIND
STATUS THAT CAME BACK IN THE DAY. AND SO WHAT THEY DO IS HAVE SUB CATEGORIES AND THEY'LL SAY YOUR KIDS THAT ARE
EITHER IN THIS SUBCATEGORY HAVE TO MAKE A CERTAIN MARK. 
          [01:15:04]
AND IF YOU DON'T MAKE THAT CERTAIN MARK THEN YOU HAVE BY BY FEDERAL LAW. 
          IN ORDER TO KEEP OUR FEDERAL FUNDING, WE HAVE TO CREATE THESE TARGETED LOCAL IMPROVEMENT
PLANS. 
          AND AND SOME OF THEM AREN'T WHAT YOU THINK THEY ARE. 
          I'LL LET VERONICA GO AHEAD AND EXPLAIN IN A LITTLE MORE DETAIL. 
          YES. SO I ALWAYS TEASE THAT DOMAIN 3 OF OUR A THROUGH F ACCOUNTABILITY SYSTEM IS REALLY THE BLEND OF WHAT THE STATE WANTS US TO LOOK AT WHILE STILL BEING COMPLIANT WITH
FEDERAL TARGETS, ESPECIALLY BECAUSE WE DO RECEIVE A VARIETY OF FEDERAL FUNDS. 
          AND SO WITH CLOSING THE GAPS DOMAIN 3, OUR CAMPUSES ARE USED TO MONITORING TWO HIGHEST
PERFORMING OR TWO LOWEST PERFORMING RACE ETHNICITY GROUPS. AND THEN THE STATE ROLLS IN TO WHAT WE CALL A HIGH FOCUS GROUP,
OUR EMERGENT BILINGUALS. 
          THAT COULD BE ALSO AN ECONOMICALLY ECONOMICALLY DISADVANTAGED AND OR SPED AND OR OTHER
HIGH MOBILITY STUDENTS. BUT FOR FEDERAL PURPOSES,
IT DOESN'T. 
          THE THE FEDERAL GOVERNMENT DOESN'T CARE WHETHER OR NOT WE'RE ONLY MONITORING OUR TWO
LOWEST PERFORMING RACE OR ETHNICITY GROUPS OR THAT WE ARE MONITORING THOSE HIGH FOCUS GROUPS AS A WHOLE. 
          THEY TEASE OUT THE DATA AND SAY, WHILE THIS GROUP IS YOUR HIGHEST PERFORMING ON YOUR
CAMPUS. 
          THEY HAVEN'T MET THAT FEDERAL TARGET FOR THE PERCENTAGE OF STUDENTS WHO HAVE MET OR
EXCEEDED THEIR THEIR TARGET ON STAAR. SO, FOR EXAMPLE WE HAVE SOME CAMPUSES ON HERE THAT PERHAPS IT'S THEIR ASIAN STUDENT
GROUP THAT IS NOT MEETING A THE FEDERAL TARGET, BUT THEY'RE PROBABLY THE HIGHEST PERFORMING
STUDENT GROUP ON THE CAMPUS. 
          SO BECAUSE EVERY STUDENT GROUP HAS ITS OWN METRIC ACCORDING TO THE FEDERAL GOVERNMENT,
THEN THAT'S WHY IT COULD FLAG OR THE HIGH FOCUS GROUPS, AS I MENTIONED, ALSO INCLUDES OUR STUDENTS THAT HAVE AN IEP. 
          WELL, FOR THE PURPOSE OF FEDERAL ACCOUNTABILITY,
WE MAY GET FLAGGED FOR STUDENTS WITH AN IEP AS AN INDEPENDENT CATEGORY AND NOT JUST ROLLED IN WITH ALL OF THE OTHERS. THANK YOU, MS. JOYNER. 
          SHOUT OUT TO DOCTOR LOPEZ FOR THE CALL BACK TO THE BUSH ADMINISTRATION THANK YOU VERY MUCH
[LAUGHTER]. 
          YEAH, REALLY. MR. MILLER? YEAH, JUST REAL QUICK. 
          IN DISTRICT IMPROVEMENT PLAN STRATEGY 2 INSTRUCTIONAL COACHES JUST REMIND ME,
ARE THEY ALSO TEACHERS? THEY ARE TEACHERS ON THE CAMPUSES OR NOT? THOSE ARE AT THE ELEMENTARY LEVEL INSTRUCTIONAL
SUPPORT TEACHERS AND SUPPORT TEACHERS. 
          THEY HELP IN THE CLASSROOM, BUT THEIR MAIN FUNCTION IS TO COACH TEACHERS AND HELP THEM
IMPROVE THEIR CRAFT. 
          AND WHAT IS OUR TURNOVER RATE WITH THAT GROUP? I CAN REQUEST THAT NUMBER FROM HR AND GET THAT TO YOU. 
          I DON'T HAVE THAT OFF THE TOP OF MY HEAD STAY AROUND LONG ENOUGH FOR US TO MAKE THAT PROGRAM WORK. 
          AND MY REAL QUESTION IS, IS THAT WORKING? I CAN SAY ISTS AND STS. 
          SO INSTRUCTIONAL SUPPORT TEACHERS AND SUPPORT TEACHERS ARE A NEW VARIATION OF THE ROLE. 
          SO THOSE AREN'T COMING OVER FROM LAST YEAR. I THINK IT WILL BE INTERESTING TO SEE LOOKING
FORWARD. 
          BUT INSTRUCTIONAL COACHES I THINK MR. WHAT? SO WHEN YOU SAY TURNOVER, THEY MIGHT NOT NECESSARILY BE AN INSTRUCTIONAL ROLE AS A
COACH, BUT THEY MAY EVOLVE AS INSTRUCTIONAL ROLE AS THE CAMPUS ASSISTANT PRINCIPAL OR PRINCIPAL. 
          AND TRAINING IS ALWAYS OCCURRING BECAUSE THE THE FIELD IS CONSTANTLY REVOLVING. 
          AND WE'VE SEEN HOW MANY TIMES JUST IN THE PAST FIVE YEARS,
TEA HAS CHANGED THEIR GUIDELINES. 
          RIGHT? AND EVEN TALKING ABOUT FEDERAL GUIDELINES. 
          YEAH, I TALKED ABOUT NO CHILD LEFT BEHIND, BUT THAT'S WHAT IT FEELS LIKE. RIGHT? BUT THE
THING THAT WE NEED TO UNDERSTAND IS IS THAT THIS ROLE, WHILE THE MAJORITY OF THE PEOPLE ARE IN IT. A LOT OF THEM ASCEND. 
          SO THEY ARE LIKE OUR FUTURE PIPELINE FOR FUTURE LEADERS BECAUSE THEY LEARN HOW TO WORK
WITH TEACHERS. 
          THEY LEARN HOW TO TO TEACH TEACHERS. THEY LEARN HOW TO GIVE FEEDBACK WITHOUT BEING THEIR
SUPERVISOR. 
          AND THEN WHEN THEY BECOME THEIR SUPERVISOR, THEY'VE EARNED THE RESPECT BECAUSE THEY'VE
GOTTEN THE RESULTS AT THE CAMPUS. 
          THEY THEY KNOW THE DIFFERENT VARIATIONS OF GRADE LEVELS. 
          [01:20:04]
THEY UNDERSTAND THE DISTRICT VISION. THEY UNDERSTAND HOW THESE GOALS ARE PART OF THE
CAMPUS IMPROVEMENT PLAN. 
          AND SOME OF THESE THAT HAVE EMERGED IN OUR DISTRICT HAVE BEEN OUR FINEST,
FINEST PRINCIPLES. 
          SO WOULD YOU THEN SAY THAT THE INSTRUCTIONAL COACHES AS A STRATEGY IS WORKING? IS THAT WHAT YOU'RE SAYING? I WOULD SAY IT'S ESSENTIAL AND THAT IF WE DIDN'T HAVE IT OUR
ACADEMIC SYSTEM WOULD BE IN EXTREME. 
          EXTREME, I DON'T WANT TO. I DON'T WANT TO MAKE IT SOUND BAD. 
          LIKE IT WOULD REALLY SHATTER THE SYSTEM WITHOUT THE SUPPORTS. 
          WELL, I ONLY SAY THAT I DON'T REALLY HAVE ANY PARTICULAR BONE TO PICK OVER THE WHOLE
THING. 
          I JUST IT SEEMS TO ME LIKE THAT IS A VERY IMPORTANT LEADERSHIP ROLE. 
          EDUCATIONAL ROLE. BUT THE DESIGN IS FOR THOSE PEOPLE TO MOVE ON UP INTO SOMETHING ELSE. 
          AND THEN WE GOT TO START OVER. AND SO MY QUESTION REALLY IS,
HOW DO WE GET CONSISTENT WITH DELIVERING WHATEVER THE PRODUCT IS THEY DELIVER FROM CAMPUS TO CAMPUS, IF THEY'RE ONLY THERE A YEAR OR TWO AND THEN WE GOT TO START OVER? BUT I THINK THE ANSWER TO THAT IS EVEN MORE PROFOUND,
BECAUSE THEN YOU HAVE THE ASSISTANT PRINCIPAL OR THE LEADER UNDERSTANDING THE SYSTEM. 
          SO THAT ALLOWS FOR THE FIDELITY OF THE SYSTEM TO TO WORK ITS COURSE. 
          SO WHEN YOU GET A NEW PERSON AND I AGREE, ANYTIME YOU GET A NEW PERSON,
THERE'S A LEARNING CURVE FOR ALL OF US. 
          YOU KNOW, I THINK OF MY FIRST YEAR TEACHING AND I WANT TO SEND I DID MY BEST NOTES TO ALL
MY STUDENTS. 
          RIGHT? BUT, YOU KNOW, YOU MASTER YOUR CRAFT OVER TIME. 
          BUT THEN WHEN YOU MASTER YOUR CRAFT AND YOU'RE LEADING THE CRAFT,
IT ALLOWS FOR OTHERS TO THRIVE. 
          AND YOU COULD GIVE GUIDANCE. YOU CAN GIVE FEEDBACK BECAUSE YOU'VE BEEN IN THAT CHAIR. SO
THE MAYBE NECESSARILY MATCHING UP A NEW INSTRUCTIONAL LEADER WITH A EXPERIENCED ASSISTANT PRINCIPAL PRINCIPAL WHO JUST WENT THROUGH THE PROGRAM WOULD COMBINE
TO HAVE THE SAME IMPACT ON THE CAMPUS. 
          I MEAN, IT JUST SEEMS LIKE THEY'RE VERY IMPORTANT BECAUSE TEACHERS,
TEACHERS NEED TO BE TRAINED ON THESE THINGS THAT ARE SUCCESSFUL. 
          CORRECT? ABSOLUTELY I'VE HEARD OVER AND OVER AND OVER THAT WHEN SOMETHING WORKS,
WE WANT TO TRAIN EVERYBODY ELSE ON HOW TO DO IT. 
          WE GOT COACHES AND INSTRUCTIONAL LEADERS THAT WILL SHOW EVERYBODY. 
          DO THE WALKTHROUGHS AND HELP TEACHERS OBTAIN THE SUCCESS THEY NEED WITH THE STUDENTS. 
          SO IT SEEMS TO ME LIKE IT'S A VERY IMPORTANT ROLE. 
          IT IS AND ONE OF THE THINGS THAT I LOVE ABOUT OUR DISTRICT,
HOW WE'VE EVOLVED OVER THE YEARS, IS NOW WE LOOK FOR FEEDBACK. WHEN WE THOUGHT FEEDBACK WAS SOMETHING THAT YOU DIDN'T LIKE
ME, WHY DO YOU? NOW PEOPLE ARE LOOKING FOR FEEDBACK BECAUSE THEY WANT TO GROW AND THEY THEY
WANT TO HEAR WHAT THEY COULD DO BETTER. 
          WE HAVE JUST LIKE, JUST LIKE YOU DO ON ANY TEAM WE HAVE,
WE HAVE TEACHERS THAT ARE REHEARSING THEIR LESSONS AND DOING IT IN FRONT OF OTHERS AND GETTING FEEDBACK FROM OTHERS TO DO IT WELL, BECAUSE IF YOU CAN GET IT RIGHT THE FIRST
TIME, THEN THAT'S LESS REMEDIATION. SO THE PREPARATION AND THE FEEDBACK AND THE TRUST,
ALL OF THAT OF THAT SYSTEM, WE'VE REALLY EVOLVED. AND WE GOT WE WE'RE NOT PERFECT. 
          WE GOT A WAYS TO GO. BUT THE COACHES ARE A REALLY BIG PART OF THAT. 
          OKAY. MR. SELDERS. YES THANK YOU FOR THIS PRESENTATION. 
          JUST OUT OF CURIOSITY, YOU TALKED ABOUT ON THE CAMPUS IMPROVEMENT. 
          CAMPUS IMPROVEMENT PLANS. EVERY CAMPUS HAS A CAMPUS IMPROVEMENT PLAN,
BUT NOT EVERY CAMPUS HAS A LOCAL IMPROVEMENT PLAN. 
          SO IF I'M LOOKING AT A CAMPUS IMPROVEMENT PLAN THAT HAS ALSO A LOCAL IMPROVEMENT PLAN,
WILL IT CALL IT OUT SEPARATELY? AND WILL IT BE JUST AN EXPANSION OF THOSE FOUR CATEGORIES THAT YOU TALKED ABOUT BEFORE,
OR WOULD THEY BE SPECIFIC STRATEGIES SURROUNDING HOW THOSE CAMPUSES COULD IMPACT THINGS THAT THOSE FOUR CATEGORIES THAT YOU LISTED? THE LAST ONE. OKAY PLAN, BUT IT WON'T BE A SEPARATE DOCUMENT. IT WILL BE EMBEDDED WITHIN THE DOCUMENT WITHIN
THOSE STRATEGIES. 
          AND IF I WERE LOOKING AT A CAMPUS IMPROVEMENT PLAN THAT HAD A LOCAL PLAN,
I WOULD SEE IT? IT WOULDN'T BE SOMETHING THAT'S IT'S EMBEDDED IN THE SAME LANGUAGE? I WOULD KNOW THAT THIS IS A LOCAL IMPROVEMENT PLAN FOR THIS PARTICULAR CAMPUS? Y'ALL HAVE SOME WONDERFUL QUESTIONS FOR US TONIGHT. 
          SO BECAUSE WE ARE TRYING TO BE AS EFFICIENT AS POSSIBLE IN HELPING OUR,
OUR PRINCIPALS NOT DUPLICATE WORK FOR THE SAKE OF COMPLIANCE. WE HAVE GIVEN THEM SPECIFIC GUIDANCE. 
          SO EACH ONE OF THE PRINCIPALS THAT YOU SAW ON THAT LIST RECEIVED AN EXPLICIT MEMO THAT
SAID, THESE ARE THE THINGS THAT NEED TO BE ADDED TO YOUR CAMPUS IMPROVEMENT PLAN,
AND THEY NEED TO BE EMBEDDED. 
          [01:25:05]
BUT WHAT YOU WILL SEE ACROSS THE BOARD IS IF THEY WERE IDENTIFIED AS ONE OF THOSE ONE OF
THOSE CAMPUSES, THEN YOU WILL SEE A SUBSET GOAL OF OUR THAT'S LINKED TO OUR EXCELLENCE GOAL OF NO D OR F
CAMPUSES. 
          SO WHILE SOME OF THOSE CAMPUSES THAT LIKE COYLE,
LYLES O'BANION, WEBB. 
          WHILE THEY WERE NOT IDENTIFIED AS A D OR F CAMPUS IN ORDER TO STREAMLINE THE CONNECTION
BACK TO BOARD GOALS. 
          YOU SHOULD SEE A SEPARATE D OR F GOAL. THAT THEN SHOULD OUTLINE THE STUDENT GROUPS FOR
WHICH THEY WERE TARGETED. 
          SO THAT'S WHAT YOU'LL BE ABLE TO SEE IN THOSE CAMPUSES. 
          BUT FOR THE FOR THE OTHER COMPONENTS, IT SHOULD BE SPIRALED IN SPECIFICALLY INTO THE 3RD
GRADE MATH, 3RD GRADE LITERACY OR 6TH GRADE MATH, 6TH GRADE LITERACY. 
          OKAY. SO YOU SHOULD SEE THE STUDENT GROUPS IDENTIFIED THERE. OKAY. 
          AND THEN IS THERE A DIFFERENT WAY THAT THEY'RE MONITORING THOSE LOCAL ITEMS FROM THE
CAMPUS ITEMS? SO BECAUSE AGAIN, WE'RE TRYING TO BE EFFICIENT AND ALSO INTENTIONAL. 
          SO ONE OF THE THINGS, ONE OF THE LANGUAGE OR WORDS THAT I USE IS IT'S NOT A IT'S NOT A
FOCUS. 
          IT'S AN AWARENESS. BECAUSE WHEN WE TRANSITION FROM FOCUSING ON ONE STUDENT GROUP TO
ANOTHER STUDENT GROUP, WHAT ENDS UP HAPPENING IS WE END UP PLAYING WHACK A MOLE,
RIGHT? ONE STUDENT GROUP GOES UP, ANOTHER ONE GOES DOWN,
AND THEN THE NEXT YEAR. 
          SO IT'S ABOUT BEING INTENTIONAL. SO WHAT WE ALSO ARE ABLE TO DO IN OUR NEW DATA SYSTEM IS
THERE'S ACTUALLY A TAB FOR THE PRINCIPALS TO TOGGLE OVER ON ANY ASSESSMENT. 
          AND THAT TAB IS CALLED HIGH FOCUS. SO ANY OF THE PARTICULAR STUDENT GROUPS THAT THEY MAY
BE MONITORING WILL BE AGGREGATED RIGHT THERE FOR THEM. 
          OKAY. AND AND IF WE'RE BEING HONEST AND THIS WAS A CONVERSATION WITH OUR ALL OF OUR
ELEMENTARY PRINCIPALS IS THEY NEED TO BE LOOKING FORWARD SO THAT BECAUSE THE REASON THEY ARE FLAGGED IS BECAUSE IT HAS BEEN THREE
CONSECUTIVE YEARS IN, IN THREE DIFFERENT AREAS FOR A PARTICULAR STUDENT GROUP. 
          SO WE SHOULD BE FORECASTING AND STOPPING THAT MOVEMENT FROM EVEN HAPPENING. 
          SO I DON'T RECALL IF IT WAS A COUPLE FRIDAYS AGO. 
          WE, WE STOPPED WHATEVER WE WERE DOING IN THAT PD AND WE LOOKED AND WE SAID,
OKAY, LOOK FORWARD. 
          WHERE DO YOU HAVE STUDENT GROUPS THAT PERHAPS YOU HADN'T BEEN AS INTENTIONAL ABOUT HAVING
AN AWARENESS, BECAUSE WE'RE TRYING TO KEEP FROM BEING IDENTIFIED ON THE FEDERAL TARGET. 
          SO JUST AN EXAMPLE OF WHAT WE DID WITH OUR ELEMENTARY SCHOOLS. 
          THANK YOU. YES, SIR. THANK YOU VERY MUCH. MOVING ON TO AGENDA ITEM IV.B.2 2025-2026 HB3 IMPROVEMENT PLANS, EARLY CHILDHOOD LITERACY AND MATH PROFICIENCY AND CCMR. SIR, YOU MAY CONTINUE. THANK YOU. SO WE ARE HERE TO TALK ABOUT NOW,
HOUSE BILL 3 EARLY CHILDHOOD LITERACY AND MATH SPECIFICALLY AND HOW THAT'S EMBEDDED INTO THE CAMPUS IMPROVEMENT PLANS AND DISTRICT IMPROVEMENT PLAN. 
          THIS IS A REQUIREMENT OF TEXAS EDUCATION CODE THAT BE PRESENTED AND APPROVED EVERY YEAR BY
THE BOARD. 
          THE FOCUS FOR THIS YEAR'S EARLY LEARNING PLAN,
WE ARE INCREASING IN LITERACY, A HIGH FOCUS ON PHONICS. 
          AND WE'RE DOING THAT THROUGH MAGNETIC READER AND MOSAICO,
WHICH ARE KINDERGARTEN THROUGH 2ND GRADE CURRICULUM RESOURCES THAT ALLOW US TO EXPLICITLY TEACH PHONICS. ENGLISH LANGUAGE DEVELOPMENT IN SPANISH LANGUAGE ARTS. 
          WE HEARD EARLIER FROM OUR MULTILINGUAL PROGRAMS ABOUT THE IMPORTANCE OF TELPAS MOVING FROM
5TH GRADE TO 6TH GRADE AND TEACHING ENGLISH LANGUAGE DEVELOPMENT IN OUR BILINGUAL CLASSROOMS WILL ALLOW US TO REALLY ACHIEVE OUR GOAL OF BILITERACY AND HELP CLOSE
THAT 6TH GRADE GAP. 
          WE HAVE AN UPDATED PRE-K FRAMEWORK, WHICH IS ESSENTIALLY GARLAND ISD'S COMMUNICATION CLEAR
COMMUNICATION TO TEACHERS AND ADMINISTRATORS OF OUR EXPECTATIONS BASED ON THE LATEST AND BEST PRACTICES IN EARLY LEARNING SYSTEMS FOR
MEASURING LITERACY DEVELOPMENT. 
          WE HEARD VERONICA TALK ABOUT I-READY AND WE,
THROUGH WIND TIME, ARE EMBEDDING INSTRUCTION THAT MAKES SENSE FOR WHAT THE STUDENT NEEDS. SO WIND TIME IS WHAT I NEED AND DOCTOR LOPEZ TALKED ABOUT
MONEYBALL, I ALWAYS SAY THEY SAY PRACTICE MAKES PERFECT,
BUT REALLY PRACTICE MAKES PERMANENT. 
          PERFECT PRACTICE MAKES PERFECT. SO A LOT OF WHAT WE'RE DOING IS GIVING TEACHERS REALLY
INTENTIONAL DATA THAT THEY CAN TURN INTO 
          [01:30:03]
ACTION TO MAKE THEIR PRACTICE PERFECT. WE'RE EXPANDING SAIL FROM 4 TO 8 SCHOOLS. 
          ALL THOSE EIGHT SCHOOLS ARE ALREADY RECEIVING THE PROFESSIONAL DEVELOPMENT. WE'RE SEEING
STEADY PROGRESS WITH THEM. 
          ON THE MATH SIDE, WE'RE TAKING THE EXISTING LEARNING MANAGEMENT SYSTEM SEESAW THAT WE HAVE
IN ELEMENTARY SCHOOLS, AND WE'RE INCLUDING MATH ASSESSMENTS INTO THE SEESAW. 
          THAT'S GOING TO ALLOW US TO GIVE REALLY MEANINGFUL LIVE DATA TO TEACHERS. 
          ALSO, OUR CURRICULUM BASED ASSESSMENTS THAT ARE TYPICALLY 3RD THROUGH 5TH GRADE ARE
GETTING PUSHED TO 2ND GRADE TO ENSURE THAT OUR 3RD GRADERS ARE GETTING AN EARLIER ON RAMP TO BE SUCCESS. OUR FACT FLUENCY FOCUS. WE ARE USING AGENTS TO DELIVER THREE MINUTE FLUENCY
ASSESSMENTS, BECAUSE WHAT WE WANT IS NOT ONLY FOR STUDENTS TO DEVELOP THEIR MATH CONCEPTUALLY,
BUT BE ABLE TO DO IT RAPIDLY. 
          AND THAT'S REALLY GOING TO SHOW AN IMPACT IN OUR MIDDLE SCHOOL IN ALGEBRA SCORES DOWN THE
ROAD. 
          WE HAVE A TEACHER FACING CURRICULUM WHERE WE HAVE STREAMLINED OUR RESOURCES TO HELP
TEACHERS DELIVER INSTRUCTION IN A WAY THAT'S COMPREHENSIBLE, AS WELL AS EMBEDDING EXIT TICKETS AND DEMONSTRATIONS OF LEARNING ON A DAILY BASIS TO GIVE
REAL TIME. 
          DID THEY LEARN IT OR NOT? FEEDBACK. 
          GOOD EVENING COMMITTEE CHAIR JOHNSON, DOCTOR LOPEZ AND TRUSTEES. 
          I'M JACOB NUNEZ, THE DIRECTOR OF INNOVATION. AND TONIGHT I'LL BE WALKING YOU THROUGH CCMR, SPECIFICALLY HOW IT ALIGNS WITH THE TEXAS EDUCATION CODE AND OUR CCMR PLANS. 
          I WANT TO START BY REVIEWING OUR BOARD GOALS OF REACHING 96% CCRM MET BY 2030. 
          AND I'M PROUD TO SHARE THAT AS A DISTRICT, WE'VE ALREADY SURPASSED THAT TARGET. 
          FOR CONTEXT, THE STATE CUT SCORE FOR AN A IS AN 88,
AND AT GARLAND ISD, WE CURRENTLY STAND AT 96% WELL ABOVE THAT BENCHMARK. 
          AND I WANT TO RECOGNIZE ALL OUR SECONDARY CAMPUSES PRINCIPALS,
TEACHERS AND STAFF AND EDLS WHO HAVE LED THE CHARGE IN CCMR CREATING ACCESS AND OPPORTUNITY FOR EVERY STUDENT WHO WALKS OR HAS WALKED THROUGH OUR DOORS. 
          THE WORK CAMPUSES AND TEACHERS AND PRINCIPALS HAVE DONE IS INVALUABLE,
AND WE WANT THEM TO KNOW THAT. 
          AS I WALK YOU THROUGH OUR CCMR WORK, I WANT YOU TO KNOW THAT IT'S NOT A SINGLE PROGRAM. 
          IT IS A THREE PART BLUEPRINT EMBEDDED IN OUR DISTRICT'S DNA. 
          EVERYTHING WE DO FOR CCMR AND TSI IS ANCHORED TO OUR BOARD GOALS AND ALIGNED TO BOTH THE
DISTRICT AND CAMPUS IMPROVEMENT PLANS. 
          THE BOARD GOAL FOR TSI BY ASSESSMENT FOR THE CLASS OF 2025 WAS 39%,
AND I'M PROUD TO SHARE THAT GARLAND ISD SURPASSED THAT GOAL, REACHING 40%. TODAY, I'M GOING TO WALK YOU THROUGH HOW WE WILL
STRENGTHEN OUR THREE FOCUS AREAS TO ENSURE WE STAY ON TRACK TO MEET THE GOAL OF 60% BY 2030. THE FIRST PART OF THE BLUEPRINT CENTERS ON TSI
SUCCESS, ENSURING EVERY STUDENT IS EQUIPPED WITH KNOWLEDGE,
SKILLS AND CONFIDENCE TO BE TRULY COLLEGE READY. 
          WE'VE WORKED CLOSELY WITH TEACHING AND LEARNING TO BUILD CURRICULUM CONNECTIONS OF TSI
PRACTICE AND COLLEGE READINESS SKILLS RIGHT INTO OUR ALGEBRA II AND ENGLISH III, AND ENGLISH IV LESSONS. THIS MEANS STUDENTS ARE SEEING AND PRACTICING THE KINDS OF
QUESTIONS THEY'LL FACE ON COLLEGE LEVEL EXAMS. EVERY DAY, HELPING THEM BUILD CONFIDENCE, STRENGTHEN SKILLS,
AND TRULY UNDERSTAND WHAT COLLEGE READY LOOKS LIKE. 
          WE'VE ALSO EXPANDED OUR CAMPUSES RESOURCES BY ADDING FOUR ADDITIONAL BOOT CAMPS THROUGH
MASTERY PREP. 
          THE SECOND PART OF OUR BLUEPRINT IS OUR CCMR SYSTEM,
ONE FUELED BY PARTNERSHIPS, DRIVEN BY DATA AND UNITED BY A SHARED COMMITMENT HELPING EVERY STUDENT SUCCEED. WE'VE STRENGTHENED OUR PARTNERSHIPS WITH DALLAS COLLEGE. 
          EDUCATION IS FREEDOM EIF AND THE COMMIT PARTNERSHIP TO ENSURE WE'RE MAXIMIZING EVERY
RESOURCE FOR OUR STUDENTS. 
          IN ADDITION, MANY OF OUR STUDENTS OF OUR INTERNSHIPS,
OUR WORK BASED LEARNING PARTNERS ARE RIGHT HERE IN GARLAND ISD GIVING OUR STUDENTS MEANINGFUL, REAL WORLD EXPERIENCES WITHIN THEIR OWN COMMUNITY. 
          AND NOW OUR PRINCIPALS ARE THE DRIVERS OF TSI AND CCMR SUCCESS ON THEIR CAMPUS,
USING OUR TRACKING SYSTEMS AS A RADAR. 
          TO MONITOR PERFORMANCE AND ACCESS WITH REAL TIME DATA TO DETERMINE WHETHER THEY'RE MEETING
THEIR GOALS. 
          THE THIRD PART OF OUR BLUEPRINT FOCUSES ON CTE ALIGNMENT,
CREATING CLEAR, CONNECTED PATHWAYS FROM MIDDLE SCHOOL EXPLORATION TO HIGH SCHOOL 
          [01:35:05]
COMPLETION SO THAT EVERY GISD GRADUATES LEAVES PREPARED WITH PURPOSE,
SKILL AND OPPORTUNITY. 
          I WANT TO FIRST POINT OUT THAT OUR CTE DEPARTMENT,
LED BY CARMEN BLAKEY AND HER TEAM, IS DOING AN OUTSTANDING JOB. 
          LAST YEAR ALONE, GARLAND ISD STUDENTS IN GRADES 9 THROUGH 12 EARNED OVER 6600 INDUSTRY
BASED CERTIFICATIONS. 
          THAT'S 6600 REAL WORLD CERTIFICATIONS. OPENING DOORS FOR OUR STUDENTS TO COLLEGE,
CAREER AND MILITARY PATHWAYS TO ENSURE WE STAY ALIGNED WITH OUR BLUEPRINT, WE'VE CONTINUED TO EMPHASIZE A COMPLETER FOCUSED APPROACH,
MEANING WE'RE NOT JUST ENROLLING STUDENTS IN CTE, WE'RE MAKING SURE THEY FINISH WHERE THEY START AND GRADUATE WITH CERTIFICATIONS IN HAND
AND ARE TRULY READY FOR THEIR NEXT STEP BEYOND HIGH SCHOOL. 
          FOR THE CLASS OF 2026, WE ARE A COMPLETER FOCUS. 
          TO BECOME CCMR THROUGH A CTE PROGRAM, STUDENTS MUST EARN AN INDUSTRY BASED CERTIFICATION
IN IBC AND COMPLETE FOUR CREDITS WITHIN THE SAME PROGRAM OF STUDY. SO TO GROW IN THIS AREA, WE'VE EXPANDED. 
          WE'VE ENROLLED AS MANY 7TH GRADERS IN A COLLEGE AND CAREER EXPLORATION COURSE. 
          THIS ALLOWS OUR STUDENTS TO LEARN ABOUT OUR TECHS IN OUR EARLY COLLEGE,
HIGH SCHOOL, AND A VARIETY OF PROGRAMS OF STUDY, AND TO SEE HOW THESE FIELDS CONNECT TO THE REAL WORLD. 
          THIS BLUEPRINT WORKS BECAUSE EVERYONE TREATS CCMR AND TSI AS THEIR RESPONSIBILITY. 
          GARLAND ISD SUCCESS ISN'T A STANDALONE EFFORT. 
          IT'S BUILT INTO THE ENTIRE SYSTEM THROUGH A TOP DOWN DESIGN AND A CULTURE OF OWNERSHIP. 
          DOCTOR LOPEZ SAID IT BEST NO ONE ROSE ALONE. QUESTIONS? MS. STANLEY. MAYBE THROUGH MY HEAD IS. SO ON THE FLIP SIDE. WHAT ARE OUR OPTIONS FOR OUR MORE CHALLENGED KIDS
THAT SAY THAT THEY GET TO 10TH GRADE BEFORE THEY PULL THEMSELVES TOGETHER AND DECIDE THEY WANT
TO TAKE A PATH? DO WE HAVE OPTIONS LIKE THAT AT THAT POINT? OR HAVE THEY JUST KIND OF EVERYTHING SEEMS TO
KEEP GETTING BACKED UP RIGHT WHERE EARLIER AND EARLIER AND EARLIER THEY HAVE TO COMMIT. BUT WHAT ABOUT THOSE KIDS THAT JUST ARE JUST FLOUNDERING AND FINALLY REALIZE
THEY HAVE TO DO SOMETHING? CAN THEY STILL GET CERTIFICATIONS FOR INDUSTRY BASED? SEEING THE CHALLENGE OF ADDING COMPLETER FOCUS MAKES IT DIFFICULT BECAUSE YOU'RE THINKING,
OH MY GOD, FOUR CREDITS. 
          BUT THE LEEWAY THE STATE HAS GIVEN US IS IT'S FOUR CREDITS WITHIN THAT PROGRAM. 
          SO AS LONG AS YOU KNOW, IF THEY DO A PRACTICUM CLASS THAT'S DOUBLE BLOCKED OR THEY ENTER
IN WHERE THEY HAVE ROOM IN THEIR SCHEDULE. 
          SINCE WE DO THE EIGHT PERIOD BLOCK, THERE'S LOTS OF OPPORTUNITY ONCE THEY CAN LOCK IN. 
          BUT WE'RE REALLY HOPEFUL FOR THAT 7TH GRADE MIDDLE SCHOOL CLASS THAT WE PLANT THAT SEED
FASTER. 
          AND THAT WAY, THE 8TH GRADE MEETING, WHEN THEY SIT WITH THEIR COUNSELOR AND PLAN THAT FOUR
YEAR PLAN OUT THE SEEDS PLANTED. 
          THERE'S A COMMITMENT MADE IN 8TH GRADE, AND WE'RE GOING TO BE ABLE TO TRACK THAT A LITTLE
BIT FASTER. 
          I GET THAT, BUT FOR ME IT'S JUST MORE OF THE COMMITMENT PHOBE PEOPLE. 
          THEY JUST THEY DON'T HAVE THE MENTAL CAPABILITIES OR THEY JUST DON'T HAVE THE ACADEMIC
LOCKED IN AND THEY DON'T SEE THE FUTURE THE WAY THAT WE WANT THEM TO SEE THE FUTURE. AND SOMETIMES IT JUST TAKES A LITTLE BIT LONGER
FOR THAT LIGHT BULB TO COME ON BEFORE THEY SAY, MAYBE I DO HAVE A FUTURE, BUT DO WE HAVE A PATHWAY FOR THOSE KIDS THAT AREN'T GOING TO
TEST REAL GREAT, BUT THEY STILL NEED TO GET INTO SOMETHING? I'M STRUGGLING WITH HOW TO ARTICULATE THIS,
SO I APOLOGIZE, BUT IT'S REALLY GEARED MORE TOWARDS, YOU KNOW,
WHAT I ALWAYS SAY IS AREN'T THAT NONTRADITIONAL LEARNER WHERE THEY PROBABLY AREN'T GETTING THE GRADES, THEY'RE PROBABLY NOT PASSING THE TEST. 
          THAT IS EVEN GOING TO QUALIFY THEM FOR THIS STUFF. 
          BUT THEY STILL NEED TO HAVE A PATH. SO I THINK THE QUESTION BASICALLY GOES HERE. 
          WE HAVE KIDS THAT HAVE ALREADY DETERMINED THEIR PATH AND IN IN MIDDLE SCHOOL RIGHT BEFORE
THEY GO TO HIGH SCHOOL, WHAT HAPPENS TO THE ONES THAT ARE UNDETERMINED? ARE THEY PLACED IN A PATH, OR ARE THEY JUST PATHLESS UNTIL THEY FIND A PATH? AND THEN IT'S EITHER TOO LATE BEFORE THAT HAPPENS? AND YES, AND THAT'S WHERE WE LEAN INTO OUR EDUCATIONAL PARTNERS. 
          LIKE EDUCATION IS FREEDOM TO MAKE SURE THAT THE HIGH QUALITY ADVISING IS THERE,
BUT ALSO MAKING SURE THAT THE GUIDANCE AND COUNSELING TEAM UNDERSTANDS EXACTLY HOW THE 
          [01:40:01]
PATHWAYS ARE GOING. I KNOW MS. BLAKEY IS WORKING DILIGENTLY TO MAKE SURE THAT THEY KNOW
THOSE ENTRY POINTS. 
          REGARDLESS AT WHAT POINT THEY FINALLY CLICK IN MICHAEL. SO WE ALSO HAVE JUST TODAY WE MEET WITH ALL THE HIGH SCHOOLS,
AND WE LOOK AT OUR SENIORS AND WE LOOK AT OUR JUNIORS, AND WE'RE LOOKING TO SEE IF THEY'RE ON TRACK AND WE'RE LOOKING TO SEE WHAT TRACK THEY ARE
ON. 
          AND SO WE DO HAVE KIDS WHO HAD A MINDSET OF,
I WAS GOING TO DO THIS TRACK. 
          AND THEN JUNIOR YEAR THEY DECIDE I NO LONGER WANT TO DO THAT. 
          AND PART OF THE PROCESS IS THAT WE DO DEVELOP MULTIPLE TRACKS,
AND WE STILL HAVE TRACKS WHERE STUDENTS CAN GET AN IBC AND NOT NECESSARILY BE A COMPLETER, BUT THEY CAN COMPLETE THROUGH THEIR THEIR CURRENT PATHWAY AND STILL GET THE IBC OF THEIR
PASSION. 
          SO THEY DON'T NECESSARILY CLOSE THE DOOR ON THIS OTHER PATH BECAUSE THEY'VE INVESTED
MULTIPLE YEARS. 
          BUT THEY STILL ARE ABLE TO TO FOLLOW A PASSION. 
          AND SO WE'RE LOOKING AT THEIR SCHEDULING. WE'RE TRYING TO SCHEDULE THEM FROM 9TH GRADE. 
          BUT WE DO HAVE OPPORTUNITIES FOR STUDENTS TO ACCELERATE. 
          WE HAVE OPPORTUNITIES FOR STUDENTS TO COMPLETE CREDITS OUTSIDE OF THE REGULAR SCHOOL YEAR
YES I THINK I THINK THE MAIN QUESTION IS THIS. RIGHT? SO AND YOU ALLUDED TO IT. SO EVERY KID IS GIVEN A PATH REGARDLESS. 
          SO THEY'RE PUT IN A PATH. AND THEY'RE, THEY'VE GOT OPPORTUNITY TO CHANGE THEIR MIND. 
          AND THERE'S DIFFERENT WAYS THEY CAN CHANGE THEIR MIND. 
          BUT NO KID GOES IN PATHLESS. THAT'S THE NUMBER ONE THING. 
          SO IF THEY'RE LIKE I DON'T KNOW WHERE I'M GOING TO GO,
GO. WHAT ARE YOUR LIKES? WHAT ARE YOUR INTERESTS? WE THINK THIS IS A FIT FOR YOU AND THEY MIGHT BE IN IT AND GO,
OH, THIS WASN'T AS FUN AS I THOUGHT. THIS IS ACTUALLY WORK,
RIGHT? AND WE'LL SAY, WELL, YOU'RE IN THIS PATH AND YOU WANT TO BE INDUSTRY CERTIFIED IN WELDING, RIGHT? YOU STILL CAN DO THIS. AND WE'LL GET YOU IN THE WELDING. 
          SO YOU'LL HAVE THE BEST OF BOTH WORLDS. SO YOU GET YOUR CERTIFICATION AND YOU GET TO STAY
ON YOUR PATH FOR FOR CCMR CERTIFICATIONS. 
          RIGHT? BECAUSE THAT'S PART OF OUR, OUR THE WAY WE DO OUR GRADUATION REQUIREMENTS. 
          AND SO THEY GET THE BEST OF BOTH WORLDS. BUT NOBODY'S GOING IN LIKE WITH NOTHING. 
          AND THEN LATER ON THE COUNSELOR COMES IN AND THEY'RE LIKE,
WELL, YOU NEVER PICKED ANYTHING. 
          SO TOO BAD FOR YOU THAT THAT DOESN'T HAPPEN IN OUR DISTRICT. 
          YES PATHWAY, WE'RE ABLE TO DOUBLE BLOCK TO MAKE SURE THAT THEY HAVE A PATHWAY WHERE THEY CAN
MAKE EARNING A LIVING WAGE IN GARLAND. 
          AND SO I THINK STARTING EARLY WITH THE 7TH GRADE AND GETTING THE KIDS EXCITED ABOUT A
PATHWAY WILL TRANSLATE INTO BEING SUCCESSFUL. 
          AND A STUDENT WALKING OUT OF GARLAND ISD WITH AN INDUSTRY BASED CERTIFICATION IN CTE. 
          EVENT THAT COMMIT PUT ON. AND ONE OF THE THINGS THAT THEY MENTIONED WAS THAT THEIR GOAL IS
BY 2040, THAT HALF OF ALL YOUNG ADULTS IN DALLAS COUNTY REGARDLESS OF THEIR ZIP CODE OR WHOEVER
THEY ARE, WILL BE IN A JOB WHERE THEY CAN EARN A LIVABLE WAGE. 
          AND SO WITH OUR TSI AND THEY KIND OF TALKED AROUND IT,
BUT I WAS THINKING ABOUT IT IN TERMS OF OUR TSI GOAL. 
          RIGHT NOW WE'VE EXCEEDED THE GOAL THAT WE SET INITIALLY. 
          OUR 2030 TARGET IS 60%. SO I'M JUST CURIOUS I'M LOOKING AT THE FOCUS AREAS THAT WE HAVE
HERE. 
          AND ONE OF THE THINGS THAT I THINK I HAD HEARD AND TALKED TO SOME PEOPLE ABOUT LAST NIGHT
WAS JUST HOW DO WE ENGAGE THE COMMUNITY ALSO IN THAT WORK? AND SO YOU LISTED STRONG PARTNERSHIPS. 
          SO I WANTED YOU TO KIND OF ELABORATE A LITTLE BIT ABOUT THAT. 
          AND HOW DOES THAT THE COMMUNITY PIECE FIT INTO THAT? YES, SIR TRUSTEE SELDERS. IT'S ABOUT BUILDING A CULTURE AND LEADING IN OUR COMMUNITY
PARTNERS, ESPECIALLY WITH EIF, AND LETTING THEM PARTNER WITH OUR PARENTS AND BRINGING THE PARENTS IN
TO ABLE TO BE ABLE TO SPEAK AND LET THEM KNOW ABOUT WHAT'S REQUIRED OF THEM. BECAUSE A LOT OF TIMES, THE PARENTS DON'T KNOW THE GREAT OPPORTUNITIES
THAT THAT OUR KIDS ARE, ARE BEING OFFERED HERE IN GARLAND ISD BECAUSE THEY'RE WORKING AND THEY DON'T HAVE TIME TO
GO THROUGH THE INS AND OUTS OF WHAT EXACTLY EACH PROGRAM STUDY OFFERS. 
          AND SO EIF PARTNERS WITH US, AND WE REALLY LEAN ON THAT BECAUSE AF IS ABLE TO CALL THE
PARENTS IN AND HAVE MEETINGS WITH THEM AND REALLY TELL THE PARENTS WHAT WE OFFER. AND THE GREAT THING IS THAT IT'S OFFERED IN DIFFERENT LANGUAGES SO THAT ALL OF OUR
PARENTS ARE BEING MET, SO THAT NOT ONLY DO WE MEET OUR GOAL, BUT WE'RE CHANGING. WE'RE WE'RE CHANGING PEOPLE'S LIVES AND THE TRAJECTORIES OF WHAT THEIR
FUTURE LOOKS LIKE BY COMMUNICATING WITH THEM. 
          SO WE'RE REALLY LEANING IN ON EIF AND THE PARTNERSHIPS WE HAVE WITH THEM AND WITH OUR
FAMILIES, AND THEN. CAN I EXPAND ON THAT JUST A LITTLE BIT? BECAUSE I LOVE THE CONVERSATION. SO WHEN I MET WITH SOME OF THE PARTNERS,
ONE OF THE THINGS THAT THEY, THEY BROUGHT UP ON TSI WAS THEY SAID, IF IS A DALLAS COUNTY,
THEY COULD GET TO 37%. 
          [01:45:05]
THAT WOULD BE REMARKABLE. THAT'S LIKE FOR DALLAS COUNTY. 
          AND THE FACT THAT WE'RE ALREADY ABOVE THAT SHOWS,
SHOWS A LOT OF PROMISE. 
          BUT THE SECOND PART TO IT IS EXACTLY WHAT YOU WERE SAYING. 
          SO THE A LOT OF THE TSI A GOALS, ESPECIALLY OUR AMBITIOUS GOAL OF 60% REQUIRES PARENTS AND
EVERYBODY ELSE TO GET BEHIND IT. BUT BY THE SAME TOKEN ALL OUR OFFERINGS AND THIS IS WHERE WE HAVE TO BE
AGILE AS A BOARD, BECAUSE THERE'S GOING TO BE TIMES THAT WE'RE GOING TO CLOSE DOWN OFFERINGS BECAUSE IT
DOESN'T OFFER A LIVABLE WAGE, OKAY? AND THERE'S GOING TO BE TIMES WHERE PEOPLE ARE GOING TO SAY,
BUT WE LEARN SO MUCH. 
          I LOVE THIS PROGRAM. WHEN I WAS GROWING UP. IT DID A LOT FOR ME. 
          WELL, IF IT'S NOT GIVING KIDS A LIVABLE WAGE,
WE DON'T WANT TO WASTE THEIR TIME ON SOMETHING THAT'S MORE OF A HOBBY OR A PROJECT THAN SOMETHING THAT THEY CAN GET CERTIFIED IN. SO PART OF THAT IS INFORMING THE PARENTS,
LIKE WE MAY MOVE AWAY FROM CERTAIN THINGS. 
          PART OF THAT IS LOOKING FOR BUSINESS PARTNERS. 
          AS WE EXPAND THE GRCTC, WE'RE DOING AN ANALYSIS ON WHAT WOULD BE GOOD FOR KIDS AND WHERE
IS THERE A MARKET FOR IT, OR LET'S JUST SAY, FOR INSTANCE AND I'M GOING TO USE ROWLETT AS AN EXAMPLE. 
          REMEMBER WHEN WE DEVELOPED THE P-TECH, IT WAS A GAMING P-TECH AND THERE WAS A NICHE FOR
IT, BUT THEN WE HAD TO SHIFT. WE HAVE WE HAVE TO BE THAT AGILE TO DO THAT. 
          AND IF WE DON'T HAVE THE BUSINESS PARTNERSHIPS AND THE PARENT BUY IN,
IT BECOMES DIFFICULT BECAUSE WE WANT THE PARENTS NOT TO LOOK AT THESE CTE COURSES AS JUST AN EXPOSURE. WE WANT THEM TO SAY,
WE'RE SETTING UP YOUR KID FOR A LIVELIHOOD, THAT THEY WILL BE ABLE TO START RIGHT ONCE ON GRADUATION. 
          SO I THINK THAT TWO PART PROCESS WITH THE TSI,
WE'RE SHOWING THE APTITUDE IS THERE. 
          AND THEN IF WE CAN GET THE CREDENTIALS AND THE PARTNERSHIPS WITH OUR STUDENTS,
IT'S GOING TO BE AMAZING BECAUSE THEN AND I GOT TO PHRASE THIS CORRECTLY, WHEN WE INVEST CORRECTLY IN SCHOOLS, WE DON'T HAVE TO INVEST IN THEM AS ADULTS. 
          THEY WILL BE ABLE TO INVEST BACK IN THE SYSTEM INTO SCHOOLS. 
          AND THAT'S THE KEY. WE WANT TO INVEST IN THE EDUCATION SO THEY COULD HAVE A LIVELIHOOD. 
          IF WE DON'T DO IT RIGHT, WE'RE SETTING THEM UP FOR A LOT OF OBSTACLES. 
          SO I JUST WANTED TO PIGGY BANK THAT THAT WE'RE LEADING THE WAY IN THE AREA FOR TSI. 
          AND THERE I JUST THINK ABOUT IT. THEIR COUNTY GOAL IS 37%. 
          WE'RE 37%. WE'RE ALREADY AT 40% AND WE'RE SHOOTING FOR 60%. RIGHT ABLE TO EARN A LIVABLE WAGE. I THOUGHT THAT WAS PRETTY COOL. AND YES,
OUR GOAL IS AGGRESSIVE, BUT I WOULD LIKE IT TO BE HIGHER [LAUGHTER]. SO THAT'S JUST ME. 
          I AGREE WITH YOU, TRUSTEE SELDERS. JUST A FOLLOW UP QUESTION TO WHAT YOU WERE SAYING ABOUT
EDUCATION IS FREEDOM. 
          HOW DO THEY GET CONNECTED WITH THOSE PARENTS? TO BE ABLE TO HAVE THOSE CONVERSATIONS WITH STUDENTS? SO WE WORK HAND WITH EIF TO GET THE INFORMATION FOR PARENTS AND ALL THE SOURCES THEY NEED. 
          AND A LOT OF TIMES IEF HOSTS EVENTS IN THE AFTERNOONS WHERE THEY CAN BRING FAMILIES IN
THERE AND KIND OF HOST THEIR OWN SENIOR TOWN HALL, WHERE PARENTS AND CAN COME IN AND REALLY JUST APPROACH AND TACKLE WHAT THAT LOOKS LIKE FOR
THEIR STUDENT. 
          AND EIF PROVIDES COUNSELORS AT EACH OF OUR CAMPUSES. 
          SO THEY'RE LIKE OUR GO CENTER COUNSELORS. SO THEY'RE THE SENIOR LEVEL COUNSELORS AND THEY
DO THE HANDOFF. 
          SO, SO THEY, THEY MAKE SURE, HAVE YOU HEARD OF SUMMER MELT? SUMMER MELT IS WHEN KIDS LOSE INTEREST IN COLLEGE. 
          FROM THE TIME THEY GRADUATE TO THE TIME SCHOOL STARTS,
THEY MAKE SURE THAT THEY GET ENROLLED. 
          THEY MAKE SURE THEY SHOW UP. THEY'RE IN CONTACT WITH THE PARENTS AND THE STUDENT. 
          AND BECAUSE THEY'RE ON STAFF, THEY HAVE ACCESS TO ALL STUDENT INFORMATION. 
          THANK YOU THANK YOU VERY MUCH. THANK YOU TRUSTEE JOHNSON DOCTOR LOPEZ TRIES TO HIDE FROM ME. V EXECUTIVE SESSION. 
          I'M NOT AWARE OF ANY ITEMS FOR EXECUTIVE SESSION TONIGHT. 
          SO DO WE HAVE A MOTION FOR ADJOURNMENT? SO MOVED. 
          [VI. Adjournment]
WE ARE ADJOURNED AT 8:27 P.M. THANK YOU VERY MUCH.
* This transcript was compiled from uncorrected Closed Captioning.