Jan 13, 2026 District Affairs Committee Meeting

AND SHE GOT IT. SHE WAS JOKING. SO. GREETINGS.

[I. Call to Order and Determination of Quorum ]

[00:00:04]

I'VE DETERMINED THAT THERE IS A QUORUM OF THE COMMITTEE MEMBERS PRESENT, ALONG WITH OTHER BOARD MEMBERS.

SO THAT IS 1ST ON OUR AGENDA. SECOND IS PUBLIC FORUM.

[II. Public Forum]

MR. DUCKWORTH, WOULD YOU PLEASE.

MR. DUCKWORTH, WE'RE ALL FROM. WE ALL KNOW YOU'RE FAMILIAR WITH THE PROCESS, BUT JUST GO AHEAD AND STATE YOUR NAME, YOUR ADDRESS, AND THEN YOU WILL HAVE A PERIOD OF 3 MINUTES TO GIVE YOUR PUBLIC FORUM COMMENTS.

THANK YOU. THANK YOU, MR. JOHNSON. MY NAME IS BOB DUCKWORTH AND I'M ON WAKEFIELD DRIVE, GARLAND, TEXAS. AND I HAVE HAD 3 CHILDREN THAT WENT THROUGH THE GARLAND SYSTEM, AND THEY'RE ALL DOING WELL.

THE 2 THAT'S STILL ON EARTH ARE STILL DOING WELL.

SO I THANK Y'ALL FOR THAT EDUCATION. I'M HERE TONIGHT TO TO SPEAK ON THE KINKEADE REPORT, BECAUSE IT'S A VERY INTERESTING SUBJECT TO MY HEART.

I'VE BEEN LOOKING AT THIS FOR A VERY LONG TIME, AND I PRAY THAT THIS IS THE FINAL TIME THAT YOU ARE CHARGED WITH REVIEWING A KINKEADE REPORT. THERE IS A MOTION HAS BEEN MADE BY THE US GOVERNMENT TO TO DO AWAY WITH THAT MOTION OR WITH THAT THE DESEGREGATION ORDER. BUT ON PAGE 1 OF THE LETTER TO THE JUDGE KINKEADE, IT INDICATES THE REPORT IS BEING PRESENTED TO THE BOARD TONIGHT. AND THE TRUSTEE OR THE TRUSTEES TODAY, AND THE MULTI-ETHNIC COMMITTEE AND PARTS OF THEIR 25-26 MEETING SCHEDULE.

I DON'T KNOW IF YOU KNOW THIS. IF YOU DON'T, YOU SHOULD.

THE NAACP AND THE DISTRICT RECOMMEND MEMBERS TO THE COURT.

AND THE COURT IS THE ONLY PERSON OR ENTITY THAT CAN APPROVE MEMBERS OF THE COMMITTEE.

AND I WENT BACK AND LOOKED AT THE RECORDS UNDER THE 1970 ORDERS, AND IT WILL BE APPOINTED BY THE COURT.

BUT BASED ON MY RESEARCH AND UNDERSTANDING ALL OF THE EXISTING NAMES THAT ARE ON THE WEBSITE, THEIR TERMS HAVE EXPIRED. THEIR TERMS ARE ONLY GOOD FOR TWO YEARS.

SO ALL PEOPLE THAT WERE APPOINTED BY THE JUDGE AND APPROVED BY THE JUDGE, THEIR TERMS HAVE HAVE RAN OUT.

AND THAT'S A CONCERN FOR ME BECAUSE THEY DO SERVE A VITAL PART OF THIS DESEGREGATION ORDER, WHICH I HOPE GOES AWAY WITH THE WITH THE MOTION THAT'S IN PLAY RIGHT NOW.

SOMETHING I DON'T KNOW IF THE PUBLIC KNOWS. AND THIS IS MY UNDERSTANDING ON PAGE 100.

THERE'S SOME INTERESTING NUMBERS THERE THAT SHOWS THE SCHOOL IS GOING TO RECOVER ROUGHLY $28 MILLION IN 2 YEARS FROM BUSSING EXPENSE.

AND THAT'S 1 OF THE THINGS THAT BOTHERS ME. IF WE WANT TO STAY IN THIS AND PAY THAT MONEY OURSELVES, I'M FINE WITH THAT. BUT I DON'T LIKE SEEING THE PEOPLE OF TEXAS BEING HAVING TO PAY FOR THAT EXPENSE.

SO I'M EXCITED ABOUT ITEM 95 IN THE COURTS, PUBLIC RECORDS.

IT IS A PUBLIC RECORD. IT'S OUT THERE FOR ANYONE THAT WANTS TO GO LOOK AT IT.

IT'S A MOTION FOR DECLARATION OF UNITARY STATUS AND DISMISSAL BY THE UNITED STATES OF AMERICA.

I MADE A SIMILAR REQUEST TO THE COURT AND AND THE BOARD IN 2020, AND NEVER RECEIVED ANY RESPONSE FROM EITHER ONE OF YOU.

SO I'M GLAD TO SEE THIS HAPPENING. MORE KINKEADE REPORTS.

I HOPE NOT, BUT THAT'S GOING TO BE YOUR DECISION.

I'M HOPING THIS IS GOING TO BE A SUBJECT ON THE ON THE AGENDA ON THE 20TH, AND I WOULD ENCOURAGE YOU TO VOTE TO DO AS THAT MOTION HAS ASKED YOU TO DO. AND THANK YOU. THANK YOU VERY MUCH, SIR.

MOVING ON TO THE SUPERINTENDENT'S MESSAGE. WELL, ONCE AGAIN, TOP 5 BOARD OF THE YEAR.

[III. Superintendent's Message]

WE TALKED ABOUT FINANCIAL INTEGRITY, BUT NOW WE'RE TALKING ABOUT ACADEMICS AND THE CALL TO ACTION TO ENSURE OUR KIDS ARE THRIVING.

THE PUBLIC NEEDS TO BE AWARE THAT THE SCHOOL BOARD ELEVATES THE ENTIRE DISTRICT.

AND AND WITHOUT THEM, YOU KNOW, THIS IS SCHOOL BOARD RECOGNITION MONTH.

SO I FEEL IT NECESSARY TO HIGHLIGHT THEIR GREATNESS.

AND ONE OF THE THINGS THAT WE HAVE TO UNDERSTAND IS WE HAVE 0 F CAMPUSES, WE HAVE 23 CAMPUSES, WE HAVE THE VAST MAJORITY OF OUR HIGH SCHOOLS.

AS A CAMPUSES, WE HAVE BLUE RIBBON CAMPUSES. WE HAVE BEEN NOTED BY ANOTHER STATE HAS BEEN AN OUTSTANDING DISTRICT.

I MEAN, THERE'S SO MANY GREAT THINGS AND IT STARTS RIGHT HERE IN THIS HORSESHOE.

[00:05:02]

BUT I GET TO SEE WHAT YOU DO DAY IN AND DAY OUT.

AND YOUR ACADEMIC FOCUS IS SECOND TO NONE. SO I'LL TURN IT BACK OVER TO OUR CHAIR MR. JOHNSON. THANK YOU DOCTOR LOPEZ. SO WE'LL MOVE ON TO AGENDA ITEM 4.

[IV.A. Discussion Item]

DISCUSSION ITEM A DISCUSS THE DECEMBER 2025 KINKEADE REPORT.

DOCTOR LOPEZ. SO THE KINKEADE REPORT IS THAT THERE'S BEEN NO DRASTIC CHANGES AS POSSIBLE FROM WHAT HAS BEEN PRINTED. THIS IS WHAT WE'RE GOING TO BE SUBMITTING TO JUDGE KINKEADE.

WE'RE WITHIN ALL THE ETHNIC BANDS AND HAVE BEEN IN COMPLIANCE LIKE WE HAVE BEEN FOR YEARS UNDER THE KINKEADE REPORT.

ALL THE EXPECTATIONS THAT HAVE BEEN HAPPENING SINCE THE MODIFICATION IN 1987, WE'VE BEEN IN COMPLIANCE WITH AND THIS REPORT FURTHER SOLIDIFIES THAT. COMMITTEE MEMBERS, ANY QUESTIONS? I HAVE A COUPLE. 1, YOU INDICATED DOCTOR LOPEZ THAT WE'RE THAT AS A DISTRICT.

WE WERE IN COMPLIANCE WITH ETHNICITY BANDS. BUT I BELIEVE GOING THROUGH THE REPORT THAT KEELEY AND ARMSTRONG ACTUALLY HAD ANGLO NUMBERS THAT WERE IN EXCESS OF THE PRINTED ETHNICITY BANDS. IS THAT CORRECT? YEAH.

SLIGHTLY, YES. ANOTHER THING IS I WANTED TO ASK THE QUESTION ABOUT PARAGRAPH 8 WHICH IS ON OUR BOARD BOOK ON PAGE 7. IT SUGGESTS THAT THERE ARE 43 ELEMENTARY SCHOOLS THAT HAVE 1 OR MORE GRADE LEVELS CLOSED BECAUSE OF BUILDING CAPACITY LIMITS.

CAPACITY RESTRICTIONS ARE ALSO IN PLACE AT 4 MIDDLE SCHOOLS.

3 HIGH SCHOOLS ARE CLOSED DUE TO CAPACITY RESTRICTIONS.

THIS IS NOT NECESSARILY BECAUSE I JUST WANT SOME CLARITY.

WE'RE NOT SAYING THESE ARE CLOSED TO PEOPLE FOR CHOICE, BECAUSE THERE'S CHOICE STUDENTS THAT ARE FACTORED INTO THESE ATTENDANCE NUMBERS THAT INDICATED THEY'RE CLOSED, CORRECT? YES. THESE NUMBERS REFLECT THE AMOUNT OF INTEREST THAT THEY HAVE, AND EACH CAMPUS HAS TO FOLLOW WITHIN THOSE ETHNICITY BANDS.

SO WHAT THEY'RE SAYING WE'RE WE ARE COMPLIANT WITH THE ETHNICITY BANDS, BUT WE CAN NO LONGER MAKE IT A TOTAL CHOICE FOR EVERYBODY BECAUSE THEY'VE REACHED CAPACITY. YEAH, BUT IT DOESN'T MEAN THAT THEY WERE CLOSED FOR CHOICE FOR THE ENTIRE GROUP OF STUDENTS THAT ARE INSIDE THE SCHOOL.

SOME PEOPLE GOT THERE THROUGH THE CHOICE SYSTEM.

MOST OF THESE CAMPUSES GOT THERE THROUGH THE CHOICE SYSTEM.

OKAY, THAT WAS MY QUESTION. ANY OTHER BOARD MEMBERS HAVE QUESTIONS REGARDING THE KINKEADE REPORT? OKAY. THANK YOU VERY MUCH. NEXT ITEM IS GOING TO BE 4.B

[IV.B. Information Items]

AND JANET JONES. GOOD EVENING. COMMITTEE, CHAIR JOHNSON.

BOARD OF TRUSTEES. DOCTOR LOPEZ. THIS IS A PRESENTATION FOR THE UPDATED BOARD.

GO. AND THE SUB METRIC FOR TSI MET EXAM. AS A REMINDER TO THE TRUSTEES TONIGHT, THE TSI SUCCESS INITIATIVE CAN BE MET THROUGH EXAM OR THROUGH COLLEGE PREP. OUR FOCUS TONIGHT IS THE TSI MET BY EXAM, WHICH IS THE TSI 2 SAT AND ACT.

THIS SLIDE RIGHT HERE SERVES AS A REMINDER TO THE COMMUNITY OF THE 6 BOARD GOALS.

TONIGHT'S FOCUS IS GOAL 5 AND ENSURING EVERY STUDENT IS PREPARED FOR COLLEGE, CAREER AND MILITARY READINESS.

IN DIRECT SUPPORT OF OUR CCMR GOALS, WE ARE SETTING AN AMBITIOUS 2030 TARGET OF 60% FOR OUR GRADUATING CLASS, MEETING TSI THROUGH EXAM IN BOTH MATH AND READING.

THIS DIRECTLY ALIGNS WITH THE STATE'S 60% GOAL, ESTABLISHED IN ENSURING GARLAND ISD GRADUATES ARE TRULY COLLEGE READY FOR ANY INSTITUTION THEY CHOOSE. IF YOU SEE ON THIS SLIDE, BEFORE YOU IS A REMINDER OF THE YEARLY GOALS AS HE STEPPED TOWARDS THE 60% IN 2030. WE'RE LOOKING FORWARD TO 4 TO 5% INCREASE EACH YEAR.

IF YOU LOOK AT WHERE WE WERE IN 2024, WE STARTED AT 34% LAST YEAR.

WE OUR GOAL WAS 39% AND WE ENDED AT 41%. AND THIS YEAR'S GOAL IS 43%.

THE SLIDE BEFORE YOU THE. SORRY. EXCUSE ME. THE TABLE WE SEE HERE SHOWS WHERE WE ARE FOR THE START OF THE GOALS FROM THIS YEAR AND LAST YEAR.

IF YOU LOOK AT WHERE WE WERE IN JANUARY OF 2025, THE DISTRICT WAS AT 31.3%.

[00:10:02]

ALL OUR CAMPUSES ARE CURRENTLY TRENDING HIGHER THAN THEY DID AT THE SAME TIME LAST YEAR, WITH SEVERAL CAMPUSES ALREADY APPROACHING THE BOARD GOAL.

AND WE'LL CALL THOSE CAMPUSES OUT NORTH. GARLAND AND SACHSE HIGH SCHOOL HAVE ALREADY EXCEEDED OUR BOARD GOAL, AND WE'RE EXCITED THAT THE CAMPUSES ARE ALL TRENDING IN AN UPWARD TRAJECTORY OF MEETING THE 43% BOARD GOAL.

MAINTAINING LAST YEAR'S JANUARY TO JANUARY GROWTH KEEPS US ON TRACK TO EXCEED THE 43% BOARD GOAL.

THE NEXT PORTION OF THIS PRESENTATION WILL BE MY COLLEAGUE, JANET JONES.

THANK YOU. GOOD EVENING. COMMITTEE CHAIR. JOHNSON.

BOARD OF TRUSTEES. DOCTOR LOPEZ. MY NAME IS JANA JONES, AND I OVERSEE THE DISTRICT CCMR. I WOULD JUST LIKE TO SHARE WITH YOU HOW WE MONITOR AND SUPPORT TSI PROGRESS FOR OUR CAMPUSES.

THIS FIRST DASHBOARD THAT YOU SEE IS OUR LEADERSHIP DASHBOARD.

THIS IS USED BY CAMPUS LEADERSHIP, DISTRICT LEADERSHIP AND COUNSELING DEPARTMENTS.

AND YOU CAN SEE THAT THEY CAN MONITOR TSI PROGRESS WITH THE DIAL ON THE TOP LEFT, AS WELL AS LOOK AT OVERALL HOW THEY COMPARE TO ONE ANOTHER.

I WOULD LIKE TO POINT OUT THE YELLOW AND THE ORANGE COLORING, AS THOSE ARE THE THE INDICATORS THAT THEY HAVE MET 1 OF THE 2 ASSESSMENTS, BUT HAVE NOT MET THE OTHER 1. IF WE WERE ABLE TO GRAB JUST THE ORANGE AND THE YELLOW TOGETHER, WE WOULD BE AT OUR 60% GOAL FOR 2030. SO THAT'S REALLY OUR PUSH IN MONITORING THAT.

SECONDLY, OUR DEPARTMENT CREATED SEVERAL DASHBOARDS IN ADDITION TO THAT SO THAT WE COULD INVOLVE MORE CAMPUS PERSONNEL INTO THE THE CULTURE OF TRULY BEING COLLEGE READY. SO HERE'S AN EXAMPLE DASHBOARD FOR 1 OF OUR CAMPUSES THAT WAS CREATED THAT SHOWS TSI PERFORMANCE COMPARED TO EOC PERFORMANCE. IF OUR STUDENTS ARE REACHING METS AND MASTER'S LEVEL ON EOC, THEN THEY SHOULD DEFINITELY BE ABLE TO MEET THAT CRITERIA FOR TSI AS WELL.

SO THIS PROVIDES A LOW HANGING FRUIT, IF YOU WILL, FOR OUR CAMPUSES TO GO AND GRAB THESE STUDENTS AND TEST THEM AND PREP THEM.

THE NEXT DASHBOARD IS OUR TEACHER LEVEL DASHBOARD THAT WAS CREATED.

SO AGAIN, AS A CLASSROOM TEACHER, YOU CAN DO A DROP DOWN THAT SHOWS YOU YOUR ROSTER.

AND THEN WHETHER OR NOT YOUR STUDENTS ARE CCMR MET AND WHETHER OR NOT THEY ARE MET BY THE ASSESSMENTS, IF THEY HAVE TAKEN THE ASSESSMENT IN THE PAST.

IT ALSO SHOWS HOW THEY SCORED. SO AGAIN, THIS ALLOWS A CAMPUS LEVEL TEACHER TO HAVE SOME TARGETING INTERVENTIONS BEHIND THEIR REGULAR DAILY LESSONS. AND THEN FINALLY, I WOULD LIKE TO SHARE WITH YOU OUR ACTION PLAN AND THINGS THAT WE ARE CURRENTLY DOING AND HAVE DONE WITH VARIOUS DEPARTMENTS.

SO IN COLLABORATION WITH TEACHING AND LEARNING, WE HAVE UPDATED THE CURRICULUM FOR TSI COLLEGE READINESS SKILLS EMBEDDED INTO THE LESSONS, AS WELL AS PURCHASING SOME OF OUR PROGRAMS LIKE MASTERY PREP AND EMBEDDING THOSE BELL RINGERS INTO OUR PRACTICE QUESTIONS INTO OUR LESSONS, WHICH GIVES EXPOSURE TO OUR STUDENTS OF HOW THEY'RE GOING TO BE TESTED, WHICH IS SO DIFFERENT THAN THE WAY THEY ARE TESTED FOR EOC.

AND THEN THROUGH OUR OFFICE OF INNOVATION, WE'VE DEVELOPED A FAMILY AWARENESS AND COMMUNICATION PIECE THAT EVERY ASSESSMENT K THROUGH 12 INFORMATION GOES OUT TO PARENTS TO LET THEM KNOW WHETHER OR NOT THE STUDENT IS ON THE COLLEGE READINESS INDICATOR OF MEETING THE EXPECTATION OR NOT BASED ON THAT ASSESSMENT.

ALL THIS COMMUNICATION INCLUDES VIDEOS, INFOGRAPHICS, EXPLANATIONS, AND WHERE PARENTS CAN GO FOR ADDITIONAL RESOURCES.

SO WE'RE REALLY BUILDING THAT CULTURE K THROUGH 12.

AND THEN TSI ADDED TO THE DISTRICT TESTING CALENDAR.

THIS YEAR WAS THE 1ST YEAR THAT WE DID HAVE IT ON BOTH THE MIDDLE SCHOOL AND HIGH SCHOOL CALENDARS.

AND THEN FINALLY, I WOULD LIKE TO END WITH OUR PARTNERSHIPS AND COLLABORATION THAT WE'VE BUILT WITHIN DALLAS COUNTY TO FOCUS ON COLLEGE READINESS DALLAS COLLEGE COMMIT PARTNERSHIP, ECONOMIC MOBILITY. EDUCATION IS FREEDOMS ARE JUST A FEW THAT WE HAVE.

AND MR. NUNEZ. THANK YOU, MISS JONES. THE SUCCESS THAT YOU SAW BEFORE US IS NOT A STANDALONE EFFORT. IT'S IT'S BUILT INTO THE ENTIRE SYSTEM.

FROM A TOP LEVEL APPROACH, FROM THE CHIEFS DOWN TO THE TEACHERS.

AND WE'RE EXCITED ABOUT THE PROGRESS THAT OUR DISTRICT IS MAKING AS WE WALK TOWARDS OUR GOAL OF 60% BY 2030.

OUR NEXT PRESENTATION FOR TSI WILL BE AT THE MAY MEETING.

ANY QUESTIONS? COMMITTEE MEMBERS, ANY QUESTIONS? NO. PRESIDENT. BOARD MEMBERS. MR. MILLER? YEAH, JUST JUST REAL QUICK.

MAYBE THIS IS FOR DOCTOR LOPEZ, BUT SEVERAL YEARS AGO, WE HAD AN EFFICIENCY STUDY.

[00:15:04]

AND IT BECAME KIND OF I DON'T THINK IT'S A BORE GOAL AS MUCH AS IT IS AN OBJECTIVE OF THE LEVEL OF TESTING THAT WE'RE CURRENTLY EXPERIENCING, KIND OF WITH OUR ACADEMIC PLANS AND EVERYTHING THAT WE'RE DOING NOW.

HOW DO HOW ARE WE DOING WITH RESPECT TO THE TIME SPENT ENGAGED IN TESTING VERSUS IN-CLASS INSTRUCTION? WE'RE DOING MUCH BETTER THAN WE USED TO. WHAT DIDN'T HELP IS WHEN YOU BUILD THAT PAST BECAUSE NOW THEY ADDED 3 ASSESSMENTS TO NOW BE INCORPORATED.

SO THAT THAT WAS A BIG BALLOON THAT POPPED THERE.

RIGHT? BUT LET'S STICK TO THE. TSI. TSI TESTING.

THE BEAUTIFUL THING ABOUT TSI TESTING IS THIS IS A TEST THAT STUDENTS NEED TO DO WELL SO THEY DON'T TAKE REMEDIAL COURSES IN THE UNIVERSITY SYSTEM OR COLLEGE LEVEL.

RIGHT. SO WE GET TO SEE IF THEY'RE REALLY COLLEGE OR CAREER LEVEL READY.

THE MORE KIDS THAT WE GET PASSING THAT, THE MORE WE KNOW THAT THEIR APTITUDE IS READY FOR THAT NEXT PHASE IN LIFE.

IT'S GOING TO COST THEM LESS MONEY. THE TRANSITION HAPPENS.

AND SO WITH OUR EARLY COLLEGE PROGRAMS, WE'VE SEEN A BUMP.

RIGHT NOW WITH TSI WE'RE A LEADER. WE'RE A LEADER.

BUT THE NUMBERS ARE ASTONISHING. I WAS SITTING WITH AN INDIVIDUAL AND THIS PERSON IS LET'S JUST SAY A LEADER IN THE DFW AREA. AND THEY SAID IF WE COULD GET OUR TSI LEVELS TO ABOUT 36% TO 38% FOR ALL DISTRICTS, CAN YOU IMAGINE HOW THAT CAN TRANSFORM DFW? AND THEN HE GOES AND YOU'RE ALREADY AT 40% AND MOVING FORWARD.

SO THIS IS A MEANINGFUL TEST. THIS ISN'T JUST A TEST OF COMPETENCY.

THIS IS A TEST OF THIS IS PROBABLY ONE OF THE MOST IMPORTANT TESTS OUTSIDE OF, LET'S SAY, THE S.A.T. THAT KIDS WILL TAKE. SO THIS IS AN IMPORTANT ONE.

BUT WE'VE DIALED BACK A LOT OF THOSE ASSESSMENTS.

BUT THE STATE IS NOW DIALING THEM UP AGAIN WITH HAVING THOSE 3 ASSESSMENTS.

YEAH. SO, MR. SELDERS. THANK YOU GUYS FOR THIS PRESENTATION.

JUST LOOKING AT THE SLIDE, 112 I THINK IT IS FOR THE CLASS OF 2026, I'M NOTICING THAT SOUTH GARLAND HIGH SCHOOL IS SIGNIFICANTLY LOWER THAN THE AVERAGE FOR THE DISTRICT. AND I'M JUST CURIOUS, WHAT ARE WE LEARNING IN REGARDS TO THE BARRIERS THAT STUDENTS ARE FACING.

AND THEN WHAT DO WE NEED TO DO DIFFERENTLY IN TERMS OF SUPPORTS, OR HOW ARE WE DIFFERENTIATING SUPPORT FOR A CAMPUS LIKE SOUTH GARLAND TO CHANGE THAT? CORRECT. IF WE LOOK AT WHERE WE WERE, THEY WERE LAST YEAR, THEY WERE AT 8% AT THIS TIME, AND THIS YEAR THEY'RE AT 13%.

SO WHAT WE'VE DONE DIFFERENT IS WE'VE EMBEDDED WITH TEACHING AND LEARNING THE TYPE OF QUESTIONS THAT THEY'RE ACTUALLY GOING TO SEE. AND WE'RE CREATING A SYSTEM WITHIN THE TEACHERS AND HOW THEY APPROACH THE TEST AND HOW IT'S A TOP DOWN LEVEL APPROACH FROM WHEN THEY PLAN IT WITH THEIR PLCS, THEY'RE MEETING WITH THEIR ASSISTANT PRINCIPALS AND MEETING WITH PARENTS TO MAKING SURE THAT IT'S PROJECTED THROUGHOUT THE THING.

IT'S ONE OF MY COLLEAGUES, JANA, SAID EARLIER THAT WE NOW HAVE A SYSTEM FOR WHEN EVERY TIME A STUDENT TAKES A TEST, THE PARENTS GET A NOTIFICATION, AND THAT NOTIFICATION LETS THEM KNOW HOW THAT SPECIFIC TEST TIES INTO COLLEGE READINESS, SPECIFICALLY TSI, SO THAT THE PARENTS CAN ADVOCATE AS WELL AS THE STUDENTS FOR THEIR FOR THEIR SUCCESS.

AND IS THAT DIFFERENT FROM WHAT WE'VE DONE IN THE PAST? CORRECT. THIS IS SOMETHING THAT WE JUST IMPLEMENTED JUST RECENTLY, AND I THINK THAT I THINK YOU ALSO HAVE AN END THERE.

THE OTHER END WAS THEY'RE WORKING AT THE LOWER LEVELS.

SO OUR MORE SUCCESSFUL HIGH SCHOOLS THAT WE SEE, THE HIGHER PERCENTAGE, THEY START AT THEIR FRESHMAN YEAR PREPARING THEM FOR THIS TEST RATHER THAN WAITING FOR THEIR THEIR JUNIOR OR SENIOR YEAR.

SO THEN THAT WAY, YOU DON'T HAVE AS MANY KIDS TO ATTEND TO AS THEY ASCEND YEAR AFTER YEAR AFTER YEAR.

SO THEY'RE STARTING THE PROGRAMING AT SOUTH GARLAND AT THE FRESHMAN LEVEL, MUCH LIKE THE OTHER SUCCESSFUL, WELL, DOING IT DISTRICT WIDE, BUT WITH THE FOCUS AT SOUTH GARLAND SO WE CAN GET MORE AND MORE KIDS UP THERE, AND WE FEEL THAT WE WILL BE ABLE TO GET ABOUT 25% TO TO MAYBE 26% THIS YEAR, WHICH IS A BIG JUMP.

FROM WHAT WHAT WE'VE SEEN IN THE PRIOR YEARS.

SO. CORRECT. AND WE'RE TRACKING IT FROM FRESHMAN, SOPHOMORE AND JUNIOR AND SENIOR YEAR AND STARTING WITH THE FRESHMAN CLASS SOUTH IS NOT THE LAST FOR TSI SUCCESS. THAT'S JUST NOT SHARED ON THIS METRIC AT THIS TIME.

BUT SOUTH IS TRENDING IN THE RIGHT DIRECTION FOR FRESHMAN, SOPHOMORE AND JUNIOR CLASS.

AND WE'RE EXCITED ABOUT THE WORK THAT WE'VE DONE THERE AND GROWING THAT.

AND WHEN YOU SAY THEY'RE TRENDING IN THE RIGHT DIRECTION, WHAT DOES THAT ACTUALLY MEAN? THEIR PERCENTAGE IS HIGHER. FRESHMEN THAT ARE PASSING THE TSI ASSESSMENT AT THEIR FRESHMAN YEAR. HIGHER LIKE 5%, 50%.

4% TO 5%. 4% TO 5%. 4% TO 5%. YES, SIR. OKAY.

ANY OTHER QUESTIONS? BOARD MR. GLICK. THANK YOU SIR.

WITH THOSE THE GRAPH AND THE CHARTS ON 112 AND 113, IS THERE A MANPOWER COMPONENT THAT YOU HAVE CONTROL

[00:20:10]

YES. AND IF I THINK IF I UNDERSTAND WHAT YOU'RE ASKING, IS HOW HOW ARE WE SUPPORTING THOSE CAMPUSES THAT ARE A LITTLE BIT LOWER? SO ONE OF THE THINGS THAT WE DO IS WE MEET WITH THEM BI WEEKLY WITH THE CAMPUS ADMINISTRATOR AS WELL AS THE BUILDING PRINCIPAL, AND WE DISCUSS WHAT CAN WE DO TO SUPPORT WE PROVIDE TARGETED LIST OF STUDENTS.

WE LOOK AT DIFFERENT CRITERIA BASED ON EACH CAMPUSES NEEDS, AND EVERYONE'S A SLIGHT BIT DIFFERENTLY LOOKED AT DIFFERENTLY.

WE CAN PROVIDE A LIST OF STUDENTS. WE CAN PROVIDE EXTRA SUPPORT AND TARGETED INSTRUCTION.

WE CAN GO IN AND HELP WITH THE TESTING PROCESS.

THERE'S SEVERAL DIFFERENT THINGS THAT WE DO, BUT1 OF THE BIG THINGS IS JUST TAKING THE TIME TO MEET WITH THEM 1 ON 1 AND SEE WHERE THEY ARE, WHAT THEY NEED AND WHAT CAN WE DO. WE SUGGEST MANY GOALS OF OFFERING.

IF YOU JUST HAD 9 MORE STUDENTS, YOU WOULD REACH THIS METRICS, WHICH REALLY HELPS THEM FEEL LIKE THEY CAN ATTAIN THAT GOAL.

AT THE END OF THE DAY, RATHER THAN I'M I'M FAR OFF OF THAT GOAL, SO OFFERING MANY GOALS AND THINGS LIKE THAT.

I WILL ALSO ADD THAT 1 OF OUR CAMPUSES RECENTLY ADDED EXTRA TIME IN ALL COURSES TO FOCUS ON TSI QUESTIONING, AND THAT WAS SOUTH. THEY ADDED SOME EXTRA TIME INTO THEIR THEIR LESSONS IN ALL COURSES TO SAY WE WANT TO EXPOSE ALL STUDENTS, ALL STUDENTS IN UPPER LEVEL COURSES TO THE TYPE OF QUESTION THAT THEY'RE GOING TO BE ASKED, AND JUST TAKING THAT TIME AND BUILDING THOSE OUT AS A CAMPUS AND A TEAM IN THE EFFORT TO TRY TO BETTER PREPARE THEM.

SO THEY'RE ALL MOVING IN THAT DIRECTION AND WORKING HARD FOR THAT.

THERE'S JUST DIFFERENT LEVELS OF GAINS. AND SO DO YOU HAVE SPECIFIC MANPOWER THAT YOU CAN SEND TO CAMPUSES? YES, YES AND NO. BECAUSE WE WORK A LOT WITH TEACHING AND LEARNING, AND THEY CAN HELP SUPPORT THAT WITH THEIR IDFS AND OTHERS.

AND THEN THROUGH THE OFFICE OF INNOVATION, YES, WE CAN SEND OUT STAFF IF NEEDED.

I WOULD BE INTERESTED. I THINK IT SOUNDS LIKE YOU'VE YOU'VE JUST STARTED ADDING SOME TIME WITH THE ACTUAL SPECIFIC QUESTIONS, HOW THAT'S WORKING. BECAUSE THAT SOUNDS VERY INTERESTING.

YES. YES, ABSOLUTELY. AND I THINK IT'S JUST AGAIN THE EXPOSURE, IT'S JUST SUCH A DIFFERENT TYPE OF TEST.

AND SO WE'RE REALLY ANXIOUS TO SEE HOW WE CONTINUE TO PROGRESS THROUGH THE YEAR.

GOOD. THANK YOU. THANK YOU. YES. THANK YOU. THANK YOU VERY MUCH.

I HAVE ANOTHER QUESTION. SO YOU TALKED ABOUT THAT INDICATOR OF WHAT YOU'RE DOING NOW.

ARE THERE ANY OTHER INDICATORS THAT WOULD GIVE US AN IDEA LIKE BY THE END OF THE YEAR, WE WOULD EXPECT TO SEE IMPROVEMENTS, PARTICULARLY AT A CAMPUS LIKE SOUTH, BUT OTHER CAMPUSES AS WELL? YES. YES, THERE ARE OTHER CAMPUSES THAT THAT WE BELIEVE WILL SHOW IMPROVEMENT.

I BELIEVE THEY'RE ALL GOING TO SHOW HIGHER THAN WHERE THEY WERE LAST YEAR, FOR SURE, BASED ON WHAT WE'RE THEY'RE CURRENTLY DOING AND THE THE DIFFERENCE IN THE CULTURE THAT IT'S CREATING ON THAT CAMPUS. OKAY.

I THINK WHAT YOU'RE GOING TO SEE DIFFERENT IN THE DASHBOARDS IS THAT THE DASHBOARDS ACTUALLY SHOW THE ASSISTANT PRINCIPALS WHO ARE DOING THE WORK IN THE PLCS, SPECIFICALLY WHERE THEY NEED TO TARGET TO REACH THE STUDENTS TO MEET THE LEVEL THAT WE'RE TRYING TO GET THEM TO.

AND THAT'S SOMETHING DIFFERENT THAT WE DIDN'T HAVE BEFORE. SO NOW THAT YOU'RE HAVING THESE DIFFERENT DASHBOARDS, AS YOU SEE RIGHT HERE, THE CAMPUS ACTION DASHBOARD, IT BREAKS IT DOWN TO THE STUDENT LEVEL AND LOOKS SPECIFICALLY WHAT THAT TEACHER NEEDS TO TARGET THEM.

AND NOW THAT WE'RE WORKING WITH TEACHING AND LEARNING.

AND WE'RE EMBEDDING THOSE QUESTIONS BEFORE 10 MINUTES BEFORE.

AND IT'S KIND OF SOMETHING THAT THEY'RE CONSTANTLY SEEING. SO YOU'RE RIGHT. YOU MAY NOT SEE IT RIGHT AWAY. BUT OVER TIME YOU'LL SEE SUCCESS. THANK YOU.

YES. THANK YOU. THANK YOU VERY MUCH. MOVING ON TO 4.C.

[IV.C. Action Items (Non Consent)]

CONSIDER APPROVAL OF A MEMORANDUM OF UNDERSTANDING WITH REGION 10 EDUCATION SERVICE CENTER.

STEPHANIE ROBERTSON. GOOD EVENING. TRUSTEE JOHNSON, MEMBERS OF THE BOARD OF TRUSTEES.

AND TO YOU, SUPERINTENDENT LOPEZ. THIS MEMORANDUM OF UNDERSTANDING IS AN UPDATED AGREEMENT OF THE MOU THAT THE BOARD APPROVED SEPTEMBER 23RD, 2025. THERE'S ONLY 1 CHANGE. WE ARE REQUESTING APPROVAL OF AN ADDITIONAL SEAT FOR 1 OF OUR STUDENTS.

THIS PROGRAM IS LIMITED TO OUR STUDENTS WHO REQUIRE MORE SERVICES THAN ARE CURRENTLY AVAILABLE, AND OUR CONTINUUM OF SUPPORTS AND THE FUNCTIONAL BEHAVIORAL ENVIRONMENT CLASSROOM.

SO WE THE ACRONYM FOR THAT IS FBE. AND THESE STUDENTS, IF NOT PROVIDED THIS SUPPORT COULD POSSIBLY BE REFERRED TO AN OUTSIDE RESIDENTIAL PLACEMENT. AND SO THIS IS OUR WAY OF PROVIDING THE ADDITIONAL SUPPORT THEY NEED WHILE BEING IN A PUBLIC SCHOOL.

SO THIS CHANGE WILL RESULT IN A NET INCREASE TO THE COST.

AND THAT'S GOING TO BE COVERED BY THE EXISTING SPECIAL EDUCATION BUDGET.

[00:25:04]

COMMITTEE. ANY QUESTIONS BOARD ANY QUESTIONS REGARDING THIS ITEM.

THANK YOU VERY MUCH. THANK YOU. NEXT UP IS AGENDA ITEM 4.C.2.

CONSIDER APPROVAL OF TARGETED IMPROVEMENT PLAN.

OH GOODNESS. WE'RE GETTING HANDOUTS.

MIC]. THANK YOU. YOU KNOW, IT'S SERIOUS WHEN YOU GET DEMONSTRATIVES, SO.

MR. JOYNER. THANK YOU. DOCTOR. COMMITTEE CHAIR JOHNSON.

TRUSTEES. DOCTOR LOPEZ. MY NAME IS VERONICA SALGADO JOYNER, EXECUTIVE DIRECTOR OF RESEARCH, ASSESSMENT AND ACCOUNTABILITY. TONIGHT, ALONGSIDE DOCTOR CHARMAINE CURTIS, WE BRING FORTH GARLAND ISD'S 2025 2026 TARGETED IMPROVEMENT PLANS, WHICH ARE SUBMITTED IN ALIGNMENT WITH STATE AND FEDERAL ACCOUNTABILITY REQUIREMENTS, AND THE TEXAS EDUCATION AGENCY MONITORING EXPECTATIONS.

THIS ITEM IS PRESENTED TO THE ACADEMIC AND DISTRICT AFFAIRS COMMITTEE FOR REVIEW AND DISCUSSION IN ADVANCE OF A FORMAL BOARD CONSIDERATION NEXT WEEK, JANUARY 20TH. IN ANTICIPATION OF THIS EVENING'S MEETING.

WE'VE PROVIDED ADDITIONAL RESOURCES IN YOUR BOARD PACKETS AS SUPPLEMENTS TO THE PRESENTATION, AND WE WILL REFERENCE THOSE AS WE MOVE THROUGH THE PRESENTATION. IN ADDITION, WE HAVE HANDED OUT A PRINTED PACKET FOR YOU ALL.

THE TEA HAS ADJUSTED THE MANNER IN WHICH THESE PLANS ARE SUBMITTED FOR EFFICIENCY.

TEA NOW ALLOWS 1 COMPREHENSIVE DISTRICT PLAN THAT CAN INCLUDE THE DETAILS FOR EACH CAMPUS.

THE SUBMISSION IS ELECTRONIC, SO WE HAVE REPLICATED THE PLAN REQUIREMENTS IN A MANNER THAT WE HOPE IS EASY FOR YOU ALL TO FOLLOW.

AND THEN FOR NEXT WEEK, IT WILL BE PART OF YOUR OFFICIAL BOARD PACKET SINCE IT'S GOING FOR APPROVAL.

SO THE TARGETED IMPROVEMENT PLANS ARE REQUIRED UNDER MULTIPLE LAYERS OF STATUTE AND RULE.

SPECIFICALLY, THEY ARE GROUNDED IN TEXAS EDUCATION CODE RELATED TO INTERVENTIONS AND SANCTIONS.

THE TEXAS ADMINISTRATIVE CODE RELATED TO ACCOUNTABILITY INTERVENTIONS AS WELL AS FEDERAL STATUTE FOR THE EVERY STUDENT SUCCEEDS ACT RELATED TO TITLE 1. CAMPUSES. COLLECTIVELY, THESE AUTHORITIES ESTABLISHED A FRAMEWORK FOR ACCOUNTABILITY, INTERVENTIONS, IMPROVEMENT, PLANNING, AND ONGOING MONITORING FOR IDENTIFIED CAMPUSES THAT ARE ALSO TITLE 1 SCHOOLS.

FOR THE 25-26 SCHOOL YEAR, GARLAND ISD IS REQUIRED TO SUBMIT TARGETED IMPROVEMENT PLANS FOR 2 DISTINCT PURPOSES, AND THIS IS UNIQUE AND NEW FOR US THIS YEAR. 1ST, WE HAVE MD WILLIAMS IN YEAR 2 OF COMPREHENSIVE SUPPORT AND IMPROVEMENT AND THEREFORE REQUIRED TO MAINTAIN A TARGETED IMPROVEMENT PLAN BASED ON FEDERAL ACCOUNTABILITY IDENTIFICATION.

2ND, WE HAVE CAMPUSES PARTICIPATED IN PARTICIPATING IN THE LEARNING ACCELERATION SUPPORT OPPORTUNITIES, OR LASSO.3 GRANTS AND ARE REQUIRED TO SUBMIT TARGETED IMPROVEMENT PLANS AS PART OF A CONDITION OF THIS GRANT.

THE TIP PLAN SERVE ONLY AS A MONITORING MECHANISMS FOR THE GRANT AND NOT AS A MANDATED PROCESS FOR THE PURPOSE OF A THROUGH F ACCOUNTABILITY OR FEDERAL ACCOUNTABILITY. THESE CAMPUSES ARE NOTED ON THE RIGHT HAND SIDE OF THE TABLE.

ADDITIONAL CONTEXT AND INFORMATION RELATED TO THIS GRANT OPPORTUNITY WILL BE EXPLAINED LATER IN THE PRESENTATION.

SO BECAUSE THE LASSO GRANT IS NEW FOR US, WE DID WANT TO TAKE A LITTLE BIT OF TIME TO EXPLAIN CAMPUS ELIGIBILITY AND SELECTION.

LASSO CAMPUSES WERE SELECTED BASED ON MULTIPLE CRITERIA, INCLUDING TITLE 1 STATUS, FEDERAL ACCOUNTABILITY, IDENTIFICATION, AND READINESS TO STRENGTHEN INSTRUCTIONAL LEADERSHIP SYSTEMS. CAREFUL CONSIDERATION WAS ALSO GIVEN TO EXISTING INITIATIVES.

IN ORDER TO MINIMIZE THE COMPETING PRIORITIES FOR THE CAMPUS LEVEL.

IN YOUR BOARD PACKET, YOU WILL FIND A TEA GENERATED 1 PAGER DOCUMENT THAT PROVIDES ADDITIONAL INFORMATION RELATED TO THE INSTRUCTIONAL LEADERSHIP PORTION OF THE LAST 03 GRANT, WHICH IS WHAT WE ARE PARTICIPATING IN.

ADDITIONALLY, WE HAVE PROVIDED A TABLE WITH ACCOUNTABILITY INFORMATION FOR THE CAMPUSES SELECTED FOR THE GRANT.

BECAUSE FEDERAL IDENTIFICATION FOR SCHOOL IMPROVEMENT CAN IS RATHER TECHNICAL AND COULD BE A STANDALONE PRESENTATION.

IF WE WANTED TO SPEND A LITTLE MORE TIME THIS EVENING.

SO IN ORDER TO TO STREAMLINE THE PROCESS, WE HAVE ALSO INCLUDED A 1 PAGER THAT MIGHT PROVIDE A LITTLE MORE CONTEXT FOR THE PURPOSE OF SCHOOL IDENTIFICATION. SO WHILE WE ARE REQUIRED TO BRING THESE TARGETED IMPROVEMENT PLANS PRESENTATION AS A SEPARATE AGENDA ITEM,

[00:30:07]

SO I CAN VERIFY THAT GARLAND ISD TIP PLANS INCLUDE THE REQUIRED ELEMENTS AS OUTLINED IN THE TEA KINKEADE GUIDANCE DOCUMENT, WHICH IS ALSO INCLUDED IN YOUR BOARD PACKET. THESE REQUIREMENTS INCLUDE DOCUMENTATION OF INSTRUCTIONAL STRATEGY, RESOURCE ALLOCATION, CURRICULUM ALIGNMENT, STAKEHOLDER ENGAGEMENT, AND COMPLETION OF THE EFFECTIVE SCHOOLS FRAMEWORK.

DIAGNOSTIC WAS ONLY REQUIRED OF MD WILLIAMS DURING THE PRIOR SCHOOL YEAR, AND CONTINUES TO INFORM THE CAMPUSES IMPROVEMENT STRATEGY.

AT THE END OF THIS EVENING, WE WILL PROVIDE THE INFORMATION RELATED TO BOARD APPROVAL AND AGAIN, SOMETHING THAT WE WILL SEEK ON JANUARY 2ND DURING THE REGULAR BOARD MEETING.

AND THEN DOCTOR CURTIS. GOOD EVENING. COMMITTEE CHAIR.

JOHNSON. BOARD OF TRUSTEES. SUPERINTENDENT LOPEZ I AM DOCTOR CHARMAINE CURTIS, INTERIM EXECUTIVE DIRECTOR FOR LEADERSHIP FOR ELEMENTARY.

IF YOU WILL RECALL, WE PRESENTED A TARGETED IMPROVEMENT PLAN FOR MD WILLIAMS IN JANUARY OF 2025.

LET'S TAKE A MOMENT TO RECAP THE IDENTIFICATION OF THE SCHOOL.

AT THE START OF THE 24-25 SCHOOL YEAR, WE CONSOLIDATED PARK CREST ELEMENTARY AND WILLIAMS ELEMENTARY TO CREATE THE NEW MD WILLIAMS. WHEN THE 2 CAMPUSES CONSOLIDATED, IT WAS THE PARK CREST STAR PERFORMANCE IN DOMAIN THREE THAT BROUGHT ABOUT THE COMPREHENSIVE SUPPORT AND IMPROVEMENT, OR CSI STATUS. IN 2024, THE STATE ESTABLISHED CUT SCORE FOR THE BOTTOM 5% WAS 56, AND 56 WAS THE PARK CREST SCORE THAT TRIGGERED THE CSI STATUS FOR THE CURRENT MD WILLIAMS. IN 2025, THE STATE'S ESTABLISHED CUT SCORE WAS 61, AND MD WILLIAMS IMPROVED THEIR SCORE TO 78. IN YEAR 2 OF THE PLAN, WE WILL CONTINUE TO FOCUS ON THE EFFECTIVE SCHOOLS FRAMEWORK, SPECIFICALLY LEVER ONE STRONG SCHOOL LEADERSHIP AND EFFECTIVE INSTRUCTION.

LEVER 2 THE CAMPUS WILL CONTINUE USING DISTRICT CURRICULUM RESOURCES, A REDESIGNED MATH AND READING INSTRUCTIONAL BLOCKS TO INCLUDE A 1ST LESSON, A DAILY DEMONSTRATION OF LEARNING WHICH IS A MINI QUIZ FOLLOWED BY A 2ND TEACH OR AN EXTENSION BASED ON REAL TIME DATA. THE PLCS WILL FOCUS ON A LOOK FORWARD FOR PLANNING AND A LOOK BACK FOR ANALYZING STUDENT DATA.

WE WILL CONTINUE OUR ONGOING PARTNERSHIP WITH REGION 10 AND THE SCHOOL IMPROVEMENT TRAININGS.

IN ADDITION, WEEKLY EDL COACHING VISITS, CLASSROOM OBSERVATIONS, AND STUDENT DATA TRACKING.

MD WILLIAMS HELD ITS REQUIRED STAKEHOLDER MEETING IN NOVEMBER OF 2025.

OUR GOAL IS TO EXIT CSI IDENTIFICATION BY MEETING THE ESTABLISHED CRITERIA IN AUGUST OF THIS YEAR.

THE RESOURCE ALLOCATION REMAINS CONSISTENT WITH AN EFFECTIVE CAMPUS PRINCIPAL, 2 ASSISTANT PRINCIPALS, 3 SUPPORT TEACHERS, AND SUBSTITUTE COVERAGE FOR TARGETED PLANNING AND TRAINING.

THIS SLIDE SUMMARIZES OUR 2 YEAR IDENTIFICATION STATUS AS OF AUGUST 2025.

WE SUCCESSFULLY SUCCESSFULLY MET THE YEAR 1 CRITERIA AND DID NOT FALL IN THE BOTTOM 5% OF THE SCHOOLS BASED ON THE STATE'S DOMAIN 3 SCORES. AGAIN, THE STATE'S ESTABLISHED SCORE FOR 2025 WAS 61, AND MD WILLIAMS IMPROVED THAT SCORE TO 78 AT THE CONCLUSION OF THE CURRENT SCHOOL YEAR, WE MUST AGAIN AVOID RANKING IN THE LOWEST 5% OF SCHOOLS FOR OUR DOMAIN 3 SCORE, AND WE MUST EXCEED THE SCORE OF 56, WHICH LED TO THE INITIAL IDENTIFICATION FOR CSI.

NOW WE ARE GOING TO MOVE TO THE 2ND REASON FOR OUR TARGETED IMPROVEMENT PLANS PARTICIPATION IN THE LEARNING ACCELERATION SUPPORT OPPORTUNITIES, OR LASSO GRANT. LASSO IS A TEA FUNDED 2 YEAR KINKEADERANT PROVIDING BIWEEKLY

[00:35:07]

DELIVERED BY GARLAND ISD SCHOOL LEADERS IN PARTNERSHIP WITH TEA APPROVED TK ED CONSULTING, INCLUDING A MINIMUM OF 8 COLLABORATIVE SUPPORT VISITS OVER THE 2 YEAR PERIOD EACH.

CAMPUSES. EACH CAMPUS WILL FOCUS ON 1 OF THE 4 KEY AREAS FOR THE 2025 SCHOOL YEAR.

CAMPUSES WILL BEGAN WITH AREA NUMBER 4 STUDENT CENTERED DATA PRACTICES AND PLCS IDENTIFIED AS THE HIGHEST LEVERAGE STARTING POINT. NOW, LET'S TAKE A LOOK AT WHAT PROGRESS LOOKS LIKE DURING THE FIRST YEAR OF IMPLEMENTATION.

DURING THE 1ST YEAR WE LAUNCHED OUR SYSTEMS. OUR 1ST SEMESTER WE LAUNCHED OUR SYSTEMS, WE ADMINISTERED ASSESSMENTS, AND WE PLANNED INSTRUCTION USING DATA. IN THE 2ND SEMESTER, WE WILL CARRY OUT SYSTEMATIC DATA REVIEWS AND CONDUCT FIDELITY CHECKS TO ENSURE THAT IMPLEMENTATION ALIGNS WITH OUR ESTABLISHED EXPECTATIONS AND STANDARDS.

AT THE END OF THE YEAR, OUR TEAMS WILL ENGAGE IN LEADERSHIP REFLECTION FOR THE FOLLOWING YEAR.

DURING THE 1ST YEAR OF THE GRANT, WE WILL PRIORITIZE OUR EFFECTIVE SCHOOLS FRAMEWORK, FOCUSING SPECIFICALLY ON LEVER 1 STRONG LEADERSHIP AND LEVER 2 EFFECTIVE INSTRUCTION WITH A FOCUS ON DATA DRIVEN INSTRUCTION IN THE AREA OF CURRICULUM AND INSTRUCTION FOR GOLD CAMPUSES.

THEY PARTICIPATED OR ARE CURRENTLY PARTICIPATING IN A REDESIGN OF THE MATH AND READING BLOCKS ONCE AGAIN TO INCLUDE THE INITIAL LESSON, FOLLOWED BY A DAILY DEMONSTRATION OF LEARNING OR A MINI QUIZ, AND TARGETED RETEACHING AND EXTENSION BASED ON RESULTS TO ENSURE THAT STUDENTS RECEIVE WHAT THEY NEED. OUR NON GOLD SCHOOLS PLCS WILL FOCUS ON THE LOOK BACK PROCESS, FOCUSING ON ANALYZING STUDENT WORK, MONITORING DATA, AND SETTING INSTRUCTIONAL GOALS.

THROUGH OUR PARTNERSHIP WITH TK ED, WE HAVE SUPPORTED OUR CAMPUSES BY PROVIDING PROFESSIONAL DEVELOPMENT AND STUDENT CENTERED DATA PRACTICES.

PLC PLANNING, BI WEEKLY SITE VISITS AND CLASSROOM OBSERVATIONS WITH EDLS, ALSO INCLUDING DAILY OR FEEDBACK FOR DATA MEETINGS AND SUPPORT FOR DATA TRACKING AND GOAL SETTING.

OUR END OF THE YEAR GOAL IS TO INCREASE STAR RLA PERFORMANCE WITH AN EMPHASIS ON THE INSTRUCTOR.

THE EXTENDED CONSTRUCTED RESPONSE THROUGH THE LASSO GRANT CAMPUSES RECEIVED LEADERSHIP SUPPORT INCLUDING FOCUSED LEADERSHIP TRAINING, PROTECTED PLC TIME FOR DATA AND STUDENT WORK ANALYSIS, DIFFERENTIATED COACHING, IMPLEMENTATION SUPPORT AND DATA TOOLS TO SUPPORT GOAL SETTING AND PROGRESS MONITORING.

IN SUMMARY, WE HAVE PRESENTED TARGETED IMPROVEMENT PLANS FOR MD WILLIAMS AS REQUIRED BY THE CSI IDENTIFICATION AND FOR MONITORING OF THE PARTICIPATING SCHOOLS IN THE LASSO GRANT.

OKAY, SO ADMINISTRATION RECOMMENDS THE APPROVAL OF 2025-2026 TARGETED IMPROVEMENT PLANS FOR MD WILLIAMS AND THE LASSO 3 GRANT PARTICIPATING CAMPUSES.

THIS APPROVAL WILL AFFIRM COMPLIANCE WITH THE TEA REQUIREMENTS ALIGNMENT TO OUR DISTRICT INSTRUCTIONAL PRIORITIES AND OUR DISTRICT'S COMMITMENT TO SUSTAINED IMPROVEMENT IN STUDENT OUTCOMES. AND AGAIN, WE WILL COME TO YOU GUYS NEXT WEEK FOR THAT APPROVAL.

SO AT THIS TIME, WE WILL FIELD ANY QUESTIONS THAT YOU ALL MAY HAVE.

THANK YOU, MR. PRESIDENT. WELL, MR. MR. JOYNER, ONE THING I'M CURIOUS OF IN THE CONSOLIDATION OF WITH WILLIAMS AND PARKCREST, HOW MANY STUDENTS ARE WE TALKING ABOUT? OH, SIR, YOU HAVE STUMPED ME TONIGHT.

I DO NOT HAVE THE EXACT NUMBER, BUT I'LL BE HAPPY TO PUT THAT FOR YOU IN BOARD.

INSIGHTS. OKAY THE OTHER THING I'M REALLY PLEASED ABOUT WITH THE CONSOLIDATION, JUMPING FROM 61 TO THE 78 IS A GOOD THAT'S A NICE JUMP.

AND SO EVIDENTLY, I DON'T KNOW IF THERE WAS A CHANGE OF LEADERSHIP OR WHAT HAPPENED THERE, BUT STILL I'M GLAD TO SEE THAT THAT, THAT THE INPUT THAT YOU GUYS ARE DOING WITH THIS, THIS PROGRAM IS WORKING.

AND SO I APPRECIATE YOUR EFFORTS. AND THANK YOU FOR THIS PRESENTATION.

YES, SIR. AND JUST TO POINT OUT, THERE WAS A A NEW SEGMENT THAT DID HIGHLIGHT GARLAND ISD CONSOLIDATION EFFORTS AND HOW ALL OF OUR

[00:40:02]

I APPRECIATE THE FACT THAT DOCTOR LOPEZ AND HIS TEAM ON OUR CONSOLIDATIONS AND THE ENTHUSIASM THAT HAS CREATED FOR THOSE CAMPUSES THAT WE HAVE BEEN CONSOLIDATING.

IT SEEMS LIKE THERE HAS BEEN A NEW SPIRIT OF REALLY GETTING AFTER IT.

AND I'M I'M VERY PLEASED TO SEE WHAT'S TAKING PLACE AT THESE SCHOOLS IN YOUR DEPARTMENT AND WHAT YOU ALL ARE DOING, AND ABLE TO MONITOR THAT AND SEE THAT CONSOLIDATIONS ARE WORKING.

I MEAN, WE JUST DIDN'T DO IT JUST TO SAY, HEY, WE'RE, YOU KNOW, LIKE SOME OTHER SCHOOL DISTRICT.

WE WE HAD A PLAN IN PLACE. AND I COMMEND DOCTOR LOPEZ AND HIS TEAM FOR WHAT HE HAS BROUGHT TO THE BOARD AND THIS BOARD FOR VOTING FOR THE CONSOLIDATIONS IN THE BOND PROGRAM, BECAUSE THE NEW BUILDINGS ARE EVEN GOING TO MAKE IT EVEN A BETTER DEAL.

SO THANK YOU AGAIN SO MUCH. APPRECIATE YOUR EFFORTS.

ANY OTHER QUESTIONS, BOARD MEMBERS? MR. GLICK? THANK YOU SIR. YOU MAY HAVE STATED IT, BUT I THINK I MISSED IT.

WHAT WAS THE CRITERIA FOR INCLUSION OF THOSE? 12345 THE 8 CAMPUSES IN LASSO? YES, SIR. AT MINIMUM, THEY NEEDED TO BE IDENTIFIED AS A TITLE 1 CAMPUS. SO FOR THE MOST PART, IN GARLAND ISD, ALMOST EVERY ONE OF OUR CAMPUSES ARE TITLE 1.

WE HAVE SOME EXCEPTIONS LIKE KIMBERLYN AUSTIN, THINGS LIKE THAT.

IN ADDITION TO THAT, THE 2024 ACCOUNTABILITY, THEY NEEDED TO BE IDENTIFIED AS TARGETED SUPPORT OR ADDITIONAL TARGETED SUPPORT.

SO IN YOUR BOARD PACKET, YOU'LL SEE A TABLE THAT DOES INCLUDE THE 2024 RATINGS AND THE SPECIFIC STUDENT GROUPS.

SO I BELIEVE IT WAS ALREADY IN PRINTED IN YOUR BOARD PACKET.

THAT SHOULD HAVE A TABLE THAT HAS THE 2024 RATINGS AND AS WELL AS THE STUDENT, THE SPECIFIC STUDENT GROUPS THAT TRIGGERED THAT FEDERAL IDENTIFICATION. AND WHAT THAT MEANS IS THAT IT HAS TO BE STUDENT GROUPS THAT HAVE PERSISTENTLY UNDERPERFORMED OR NOT MET THE FEDERAL TARGETS FOR 3 YEARS.

SO AGAIN, ON THAT TABLE, YOU SHOULD BE ABLE TO SEE THE, THE SPECIFIC STUDENT GROUPS PER CAMPUS.

WERE WE LIMITED TO THE NUMBER OF LASSO GRANTS, OR WAS THIS A SPECIFIC NUMBER THAT MET THE CRITERIA YOU JUST OUTLINED? THAT WOULD BE SOMETHING THAT WE WOULD NEED TO PROVIDE TO YOU ALL FROM OUR GRANTS MANAGEMENT DEPARTMENT AND DEVELOPMENT.

SO I DON'T HAVE THAT INFORMATION FOR YOU TONIGHT.

THANK YOU. YES, SIR. SELDERS. THANK YOU. AND THANK YOU FOR THAT PRESENTATION.

ON PAGE 151 WHEN YOU'RE TALKING ABOUT THE TIP COMPONENTS FOR LASSO SCHOOLS.

AND YOU MENTIONED THAT SOME THAT ARE GOLD AND SOME THAT ARE NON GOLD.

WHAT WAS THE CRITERIA FOR GOLD VERSUS NON GOLD.

I DON'T KNOW IF I SAW THAT. DOCTOR PERALEZ OR DOCTOR ADAMS A QUESTION ABOUT GOLD VERSUS NON GOLD.

IF Y'ALL COULD HELP US WITH. I CAN HELP YOU WITH THAT.

I'LL START IT OFF. WE HAVE 2 DIFFERENT TYPES OF CAMPUSES THAT WE'RE WORKING WITH.

WE HAVE GOLD CAMPUSES AND WE HAVE SALE CAMPUSES, AND THOSE ARE ALL PART OF OUR PRIORITY CAMPUS.

YOU REMEMBER BACK TO OUR PRIORITIZATION PRESENTATION A FEW MONTHS AGO.

GOLD IS KIND OF OUR NEW PROGRAM THIS YEAR PROVIDES A LOT OF STRUCTURE.

IS THAT AN ACRONYM? YEAH. GROWING, GROWING, GROWING.

OUTSTANDING LEADERS DAILY LEARNERS DAILY AND SALE WAS A SHELTERED APPROACH TO IMPROVE LITERACY.

AND BOTH AND THIS IS YEAR TWO OF OUR SALE PROGRAM.

AND THIS IS YEAR ONE OF GOLD. BUT, YOU KNOW, THIS LASSO WORK REALLY KIND OF FOCUSED ON HOW DO WE PROVIDE ADDITIONAL LAYERS OF SUPPORT FOR OUR TIER 3 CAMPUSES. GOT IT. AND THEN I GUESS WITH THE GOLD CAMPUSES VERSUS NON GOLD, LIKE WHAT IS THE CRITERIA THAT WE ARE ESTABLISHING TO SAY 1 IS ONE VERSUS THE OTHER.

SO REAL QUICK, REAL QUICK WE SAID GOLD CAMPUSES.

THOSE ARE CAMPUSES THAT ARE IMPLEMENTING GOLD.

THEY'RE NOT GOLD CAMPUSES. THEY'RE IT'S A DIFFERENT PLAY ON WORDS.

SO WE DON'T WANT TO START LABELING CAMPUSES. SOME ARE GOLD, SOME I WAS JUST TRYING TO UNDERSTAND HOW SO SO REMEMBER WE DID THE TARGETED ASSESSMENTS AND WE STARTED PRIORITIZING SCHOOLS THAT NEEDED THE MOST RESOURCES.

THIS WAS 1 OF THE WAYS THAT WE USED THROUGH COST EFFICIENT MEASURES TO REALLY TARGET HIGH RISK

[00:45:09]

AND SO THINK OF SALE EARLY YEARS, GOLD LATER YEARS.

AND IT'S A VERY STRINGENT PROCESS. SO WE GOT BUY IN FROM THE PRINCIPALS.

THEY CAME IN AND THEY STARTED THAT PROCESS. SO IT WASN'T ONLY NEED, BUT IT WAS ALSO THE HIGH LEVEL OF LEADERSHIP THAT WE EVALUATED BECAUSE WE GOT TO GET IT RIGHT WITH FEEDBACK, BECAUSE THESE ARE ALL BETAS.

RIGHT. AND THEN FROM THE FEEDBACK AS WE EXPAND IT, WE GET IT TO MORE PEOPLE WITH THE FEEDBACK THAT WE GET FROM OUR EXPERT LEADERS. SO WHEN YOU START PUTTING ALL THOSE THINGS TOGETHER FOR THE HIGH NEEDS AND HIGH IMPACT PRINCIPALS AND THINGS LIKE THAT, YOU STARTED TO SEE US ROLL OUT THE GOLD INITIATIVE AND THE SALE INITIATIVE.

GOT IT. SO THE GOLD INITIATIVE IS HAPPENING AT SOME CAMPUSES.

THE ONE YOU'RE SEEING NON GOLD. THAT MEANS THAT THEY'RE NOT DOING THE GOLD INITIATIVES.

RIGHT. RIGHT IN ADDITION TO THAT, MR. SELDERS IN IN GARLAND ISD AND A LOT OF THE DECISION MAKING, WE INCLUDE OUR RISK LOAD ANALYSIS. I KNOW THAT PARTS OF THAT HAS COME TO YOU ALL AS PART OF A BOARD PRESENTATION, AS WELL AS HAS BEEN SHARED WITH YOU GUYS IN BOARD INSIGHTS.

THAT INFORMATION LOOKS AT STUDENT DEMOGRAPHICS, STAFF DEMOGRAPHICS PRINCIPAL RETENTION AS WELL AS ACCOUNTABILITY MEASURES.

AND SO WHEN WE TAKE A LOOK AT EVERYTHING AND THEN SHAKE IT ALL OUT TO SEE WHICH CAMPUSES.

IN THESE CASES, SOME OF THESE NON GOLD CAMPUSES, THEY THEY HAVE RISK FACTORS THAT WE COULD LIKELY ADDRESS VERY QUICKLY.

AND WHILE THEY'RE NOT A THEY WEREN'T SELECTED FOR THE GOLD LASSO PROGRAM.

THEY'RE STRONG INSTRUCTIONAL LEADERSHIP MADE THEM REALLY GOOD CANDIDATES FOR THIS GRANT.

GOT IT. SO I HOPE THAT HELPS. THAT MAKES SENSE. THANK YOU. YES, SIR.

MR. MILLER? YEAH. FIRST OF ALL, I WOULD LIKE TO MAKE A RECOMMENDATION THAT WE PUT A MAXIMUM OF 3 ACRONYMS PER SENTENCE IN ANY OF OUR PRESENTATIONS? [LAUGHTER] YES, SIR. LOTS OF ACRONYMS. NO. I'M KIDDING.

IT'S THE WORLD IN WHICH WE LIVE. I NOTICE IN ALL OF THIS THE REQUIRED STAKEHOLDER MEETINGS AND TALK TO ME ABOUT WHAT GOES ON IN A STAKEHOLDER MEETING.

ARE THEY WELL ATTENDED? ARE THEY RESPONSIVE? AND DO THE STAKEHOLDERS FOLLOW THROUGH WITH THE CAMPUSES TO ENSURE SUCCESS? GREAT QUESTION. SO THOSE STAKEHOLDER MEETINGS WERE LED BY THE CAMPUS PRINCIPALS.

MOST OF THESE MEETINGS OCCURRED IN OCTOBER. AND SO WE CAN PROVIDE ADDITIONAL INFORMATION ON HOW THOSE PRINCIPALS SELECTED THE, THE STAKEHOLDERS AND THE ENGAGEMENT PROCESS. BUT TYPICALLY WHAT HAPPENS IS THEY ALSO GO THROUGH WHAT THEIR, WHAT THEIR PLAN IS THAT IS ALIGNED TO THIS TARGETED IMPROVEMENT PLAN AND RECEIVE FEEDBACK.

AND AGAIN, MOSTLY WITH ALIGNMENT WITH OUR CAMPUS IMPROVEMENT PLAN.

MANY OF THESE FACTORS WERE ALREADY IN PLAY. WE JUST HAVE TO FORMALIZE IT WITH T.A.

IN A DIFFERENT WAY, IN A DIFFERENT TEMPLATE, IN A DIFFERENT SUBMISSION.

BUT THOSE STAKEHOLDER FEEDBACK SESSIONS WERE WERE LED BY OUR STRONG PRINCIPALS.

OKAY. THANK YOU. YES, SIR. THANK YOU VERY MUCH.

I DO WANT THE PUBLIC TO BE AWARE OF SOMETHING.

I HAD THE PLEASURE OF SPENDING MANY A CAMPUS CELEBRATIONS WITH DOCTOR CURTIS, AND NOBODY CAN PARTY WITH ELEMENTARY SCHOOL STUDENTS LIKE DOCTOR CURTIS CAN.

THANK YOU. THANK YOU. THANK YOU BOTH VERY MUCH.

NEXT ITEM IS 5 EXECUTIVE SESSION DOCTOR LOPEZ.

DO WE HAVE A REASON FOR EXECUTIVE SESSION? SEEING THAT THERE IS NONE.

[VI. Adjournment]

THEY ARE ADJOURNED AT 8:55 P.M. THANK YOU ALL.

* This transcript was compiled from uncorrected Closed Captioning.