[00:00:02] GOOD EVENING. IT'S 7:19 P.M. AND THIS IS A REGULARLY CALLED MEETING OF THE ACADEMIC AND DISTRICT AFFAIRS COMMITTEE OF THE GARLAND INDEPENDENT SCHOOL DISTRICT. [I. Call to Order and Determination of Quorum] I'VE DETERMINED A QUORUM IS PRESENT WITH ALL MEMBERS OF THE COMMITTEE PRESENT EITHER HERE OR ATTENDING VIA ZOOM. MISS HOGAN, DO WE HAVE ANY PUBLIC FORUM COMMENTS? ALL FOR SEEING. THERE'S NO PUBLIC FORUM COMMENTS. BRIEFLY, SUPERINTENDENT, SINCE THIS ISN'T ON THE AGENDA, CAN YOU EXPLAIN WHAT'S SITTING IN FRONT OF ME? [III. Superintendent's Message] NOPE. ARE YOU TALKING ABOUT THE DIRTY SODA? DIRTY SODA? YES. YEAH. YOU KNOW, OUR MAX KIDS THEIR, OUR STUDENTS THAT RETURN BACK AND, YOU KNOW, THEY, THEY HAVE SOME LIMITATIONS GROWING UP. AND SO THEY DO A LOT OF THINGS. AND PART OF IT IS A FOOD SERVICE INDUSTRY. AND, AND TODAY THEY MADE A DIRTY SODA BAR, WHICH IS PRETTY INNOVATIVE. THEY'RE GREAT KIDS. THERE ARE A BUNDLE OF JOY. THEY MAKE GREAT FOOD. SO WE'RE JUST GLAD WE HAVE THAT PROGRAM FOR THEM. YEAH, I JUST WANTED TO HIGHLIGHT THIS FOR PEOPLE WHO ARE WATCHING OR SEEING. THIS IS IT'S COCONUT AND VANILLA DR. PEPPER, WHICH IS REALLY GOOD. AND I DIDN'T DO THE WHIPPED CREAM BECAUSE I DON'T REALLY NEED IT IF YOU HAVEN'T NOTICED. BUT THAT BEING SAID, I JUST WANT TO THANK THOSE KIDS. I MEAN, IT'S THESE ARE LONG DAYS AND THE LITTLE THINGS THEY DO FOR US BACK THERE, IT MAKES IT GO A LOT EASIER. SO HATS OFF TO THE MAX KIDS. THEY DO A GREAT JOB. ALRIGHT, MOVING ON TO NUMBER 4. DO YOU HAVE ANYTHING ELSE YOU WANT TO SAY DR. LOPEZ? WELL, LET ME STEAL ALL YOUR THUNDER. NO, NOT AT ALL. LOOKING AT ALL THE SUGAR THAT WE'RE DRINKING. IT'S GOING TO BE A LOT OF QUESTIONS FOR YOU ALL. I'M JUST GOING TO GIVE YOU FOREWARNING. YOU KNOW, THEY'RE WIDE AWAKE AND READY TO GO, AND THEIR BODY SAYS IT'S 6:21, NOT 7:21. SO LET'S TAKE IT AWAY. WAY. OKAY, SO LET'S MOVE RIGHT ON INTO AGENDA ITEMS FOR THE BOARD OF TRUSTEES MEETING IN MARCH OF [IV.A. Information Items] 2026. INFORMATION ITEM A, PRIORITY CAMPUS IMPROVEMENT ANALYSIS. DR. MICHAEL ARREOLA. GOOD EVENING, COMMITTEE, CHAIR JOHNSON, MEMBERS OF THE BOARD. DR. LOPEZ. MY NAME IS MICHAEL ARREOLA, EXECUTIVE DIRECTOR OF LEADERSHIP FOR SECONDARY SCHOOLS. AND I AM HAPPY TO BE HERE CELEBRATING AND SHARING THE INFORMATION, OUR TARGETED CAMPUS IMPROVEMENT FOR THE SPRING 2026 UPDATE. IT IS IMPORTANT TO NOTE THAT WE ARE FOLLOWING ALMOST THE EXACT FORMAT THAT WE'VE BEEN USING NOW FOR THE LAST YEAR AS WE ADDRESS BOARD GOALS 6, WHICH IS TO ELIMINATE ALL D AND F CAMPUSES IN GARLAND ISD. WE STARTED OFF THIS GOAL WITH 18 D AND F CAMPUSES, 11 D, 7 F'S, AND WE'RE PLEASED TO SHOW THAT WE ARE NOW AT 6 D CAMPUSES. AND WE KNOW THAT THERE'S STILL A LOT OF WORK TO DO, AND WE'RE EXCITED TO SHARE THE UPDATES ON HOW THAT WORK IS BEING DONE. SO WE'RE GOING TO TALK ABOUT OUR CAMPUS PRIORITIZATION PLAN. WE'RE GOING TO REVIEW OUR TARGETED CAMPUSES AND GIVE A MIDDLE OF THE YEAR DATA REVIEW AND UPDATE. AND THEN WE'RE GOING TO HIGHLIGHT A COUPLE OF SUCCESS STORIES, WHICH WE'RE REALLY EXCITED ABOUT. A COUPLE OF OUR PRINCIPALS FROM MIDDLE AND ELEMENTARY CAMPUSES. AND THEN WE'LL DISCUSS OUR NEXT STEPS FOR CONTINUED SUCCESS. GOOD AFTERNOON, CHAIRMAN JOHNSON, COMMITTEE MEMBERS AND SUPERINTENDENT LOPEZ. MY NAME IS KIM MARSH. I'M THE EXECUTIVE DIRECTOR OF LEADERSHIP FOR ELEMENTARY SCHOOLS. IT'S GREAT TO BE BACK AGAIN. LIKE DR. ARREOLA SAID, WE YOU WILL SEE A LOT OF THE SAME TYPES OF SLIDES THAT WE PRESENTED BACK IN THE SPRING OF LAST YEAR AND IN THE FALL OF THIS YEAR. AND WE'RE DOING THIS SO THAT WE CAN STREAMLINE THIS FOR YOU, WE KNOW YOU GET A LOT OF INFORMATION AND HOPEFULLY YOU'LL RECOGNIZE SOME OF THE SLIDES TONIGHT. SO BEFORE WE DISCUSS THE SUPPORTS AND THE DATA, IT IS IMPORTANT TO GROUND OUR WORK AND WHY PRIORITIZATION MATTERS. WE APPROACHED THIS WORK WITH THE FOLLOWING QUOTE IN MIND. "IF YOU COULD GET ALL OF THE PEOPLE IN AN ORGANIZATION ROWING IN THE SAME DIRECTION, YOU COULD DOMINATE IN ANY INDUSTRY, IN ANY MARKET, AGAINST ANY COMPETITION AT ANY TIME". AND THAT'S FROM PATRICK LENCIONI. AND I HEARD AND I HAVE FIRSTHAND EXPERIENCE IN GARLAND WE ARE QUITE COMPETITIVE HERE. CORRECT. HOWEVER, WE DO THIS WORK BECAUSE WE BELIEVE THAT EVERY STUDENT DESERVES ACCESS TO HIGH QUALITY LEARNING EXPERIENCES, REGARDLESS OF THEIR ZIP CODE, BACKGROUND OR THEIR CIRCUMSTANCE. OUR PRIORITIZATION PHILOSOPHY, WHICH YOU WILL SEE ON THIS NEXT SLIDE, ENSURES THAT EVERY DEPARTMENT UNDERSTANDS ITS DIRECT CONNECTION TO STUDENT SUCCESS. WHEN WE FOCUS SUPPORT WHERE SUPPORT IS NEEDED THE GREATEST, WE ACCELERATE THESE AND CLOSE OPPORTUNITY GAPS AND STRENGTHEN OUTCOMES FOR ALL OF OUR STUDENTS. PRIORITIZATION IS NOT ABOUT GIVING MORE TO SOME. WE WANT TO MAKE THAT VERY CLEAR. IT IS ABOUT ENSURING EQUITY AND ACCESS FOR EVERY CHILD. [00:05:05] SO TO ENSURE OUR SUPPORT IS STRATEGIC AND EQUITABLE, WE BEGIN WITH A COMPREHENSIVE ANALYSIS OF CAMPUS RISK FACTORS. THIS SLIDE SHOULD LOOK FAMILIAR TO YOU. WHEN WE FIRST ROLLED OUT OUR PRIORITIZATION WORK, WE DID SHARE IT. OUR PRIORITIZATION DECISIONS ARE GROUNDED IN A RISK ANALYSIS, AND THAT PROVIDES A COMPREHENSIVE VIEW OF CAMPUS NEEDS. WE LOOK BEYOND TEST SCORES ALONE. WE ANALYZE STUDENT ACHIEVEMENT TRENDS, STAFFING STABILITY, TEACHER EXPERIENCE LEVELS, CAMPUS DEMOGRAPHICS, AND CONTEXTUAL FACTORS SUCH AS MOBILITY, DISCIPLINE, TRENDS, AND COMMUNITY INFLUENCES. THIS HOLISTIC APPROACH ALLOWS DISTRICT LEADERSHIP TO DEPLOY SUPPORT STRATEGICALLY RATHER THAN REACTIVELY. AND AS WE REVIEWED THIS DATA, WE ALSO MONITORED DISTRICT WIDE TRENDS TO UNDERSTAND WHERE PROGRESS IS OCCURRING AND WHERE WE NEED TO CONTINUE TO FOCUS. SO THE RISK LOAD WAS UPDATED FOR THE FALL SEMESTER IN JANUARY OF THIS YEAR. THE UPDATED RISK LOAD SHOULD BE IN YOUR BOARD PACKET IN THE BACK. WE DO HAVE EXTRA COPIES IF YOU NEED IT. I AM GOING TO HIGHLIGHT A FEW NOTABLE CHANGES IN THIS DATA. WE ARE SEEING SOME VERY ENCOURAGING IMPROVEMENTS ACROSS THE DISTRICT. TEACHER ATTENDANCE OVERALL HAS IMPROVED AND THE PERCENTAGE OF NOVICE AND NON-CERTIFIED TEACHERS HAS DECREASED. BOTH OF THESE ARE INDICATORS OF INCREASING INSTRUCTIONAL STABILITY. WHILE EXCLUSIONARY DISCIPLINE HAS RISEN SLIGHTLY THIS HIGHLIGHTS AN OPPORTUNITY TO CONTINUE STRENGTHENING STUDENT MANAGEMENT SYSTEMS AND JUST MAY BE AN INDICATOR OF MORE CONSISTENT AND ALIGNED MANAGEMENT OF STUDENTS AT PARTICULAR CAMPUSES. DISTRICT ACCOUNTABILITY IMPROVED FROM AN 81 TO AN 84, AND WE MORE THAN DOUBLED THE NUMBER OF A CAMPUSES AND REDUCED THE NUMBER OF D AND F CAMPUSES FROM 18 TO 16. AND CURRENTLY WE HAVE 0 F CAMPUSES. THESE GAINS AFFIRM THAT OUR DISTRICT STRATEGIES ARE WORKING. AT THE SAME TIME, THEY REINFORCE THE IMPORTANCE OF CONTINUED TARGETED LEADERSHIP AND SUPPORT TO SUSTAIN AND ACCELERATE THE PROGRESS. SO TO ENSURE THAT CAMPUSES RECEIVE THE LEVEL OF SUPPORT THAT THEY NEED, WE ORGANIZE OUR WORK THROUGH A TIERED SUPPORT SYSTEM. THE TIERING SYSTEM ALLOWS US TO MATCH SUPPORT INTENSITY TO CAMPUS NEED. ALL CAMPUSES WILL RECEIVE UNIVERSAL SUPPORTS. THAT'S THE BOTTOM LEVEL. TIER TWO CAMPUSES RECEIVE TARGETED ASSISTANCE BASED ON THEIR IDENTIFIED NEEDS. THAT'S THE MIDDLE LAYER. AND THEN TIER THREE CAMPUSES RECEIVE INTENSIVE MULTI-DEPARTMENT SUPPORT TO ADDRESS MULTIPLE RISK FACTORS. THE FRAMEWORK ENSURES RESOURCES ARE ALIGNED, COORDINATED AND RESPONSIVE. THIS NEXT SLIDE IS GOING TO SHOW HOW CAMPUSES ARE CURRENTLY PRIORITIZED WITHIN THIS TIERED SYSTEM. AS YOU CAN SEE, WE HAVE OUR TARGETED PRIORITY CAMPUSES IN TIER THREE TO ENSURE THE HIGHEST LEVELS OF SUPPORT. TIER THREE CAMPUSES RECEIVE THE MOST INTENSIVE SUPPORT AS STATED, AND INCLUDING COORDINATED EFFORTS ACROSS LEADERSHIP, ACADEMICS, AND OPERATIONAL DEPARTMENTS. TARGETED PRIORITY OR, OUR D CAMPUSES ARE CLEARLY IDENTIFIED TO ENSURE FOCUSED INTERVENTION AND PROGRESS MONITORING. IMPORTANTLY, TIER PLACEMENT IS DYNAMIC AS CAMPUSES IMPROVE, THEIR LEVEL OF SUPPORT ADJUSTS ACCORDINGLY. THIS APPROACH NOT ONLY REINFORCES ACCOUNTABILITY, IT RECOGNIZES GROWTH. SO WITHIN THIS FRAMEWORK, WE WILL CONTINUE TO FOCUS ON SEVERAL CAMPUSES THAT HAVE BEEN IDENTIFIED AS TARGETED PRIORITY CAMPUSES REQUIRING ACCELERATED SUPPORT. WE ARE DOWN TO ONLY SIX PRIORITY CAMPUSES, AND THOSE ARE CAMPUSES THAT ARE TARGETED DUE TO A D RATING. SO THIS YEAR THESE ARE THE SIX CAMPUSES. THEY ARE ALSO CONSIDERED ONCE AGAIN AS TIER THREE PRIORITY. THESE CAMPUSES REPRESENT 8.9% OF OUR ELEMENTARY SCHOOLS AND 16% OF OUR MIDDLE SCHOOLS. EACH CAMPUS HAS 13 OR MORE RISK FACTORS, SIGNALING A NEED FOR INTENSIVE SUPPORT. OUR GOAL IS CLEAR TO ELIMINATE OUR D RATINGS AND TO ENSURE STRONG INSTRUCTIONAL SYSTEMS THAT SUPPORT STUDENT SUCCESS. SO THERE ARE A FEW NOTABLE POSITIVE CHANGES WITHIN THE RISK FACTOR DATA THAT PERTAIN DIRECTLY TO THESE SIX CAMPUSES LISTED HERE. SO THERE HAS BEEN A DECREASE IN THE NUMBER OF NCI TEACHERS AT FIVE OUT OF THE SIX PRIORITY CAMPUSES. THE PERCENTAGE OF STUDENTS WITH CHRONIC ABSENTEEISM HAS DECREASED AT BUSSEY, SCHRADE AND STEADHAM. [00:10:03] THE NUMBER OF TIA TEACHERS HAS INCREASED, MOST NOTABLY AT STEADHAM, BUT ALSO AT BUSSEY, SCHRADE AND COUCH. FOR OUR TARGETED PRIORITY CAMPUSES, TEACHER ATTENDANCE STILL REMAINS A CONCERN. WHEN COMPARING FALL SEMESTER 2024 TO FALL SEMESTER OF 2025, ALL TARGETED PRIORITY CAMPUSES WITH THE EXCEPTION OF SHRADY. SHOUT OUT TO SHRADY SHOW INCREASES IN THE PERCENTAGE OF TEACHERS THAT HAVE MISSED SIX PLUS DAYS IN THE FALL SEMESTER. SO CHRONIC ABSENTEEISM FOR A TEACHER IS OVER TEN DAYS. SO FOR THE FALL SEMESTER, WE JUST CUT THAT IN HALF. AND IF THEY HAVE REACHED THEIR SIXTH ABSENCE, THEY'RE CONSIDERED ON TRACK TO BE CHRONICALLY ABSENT. SO I SHOULD NOTE THAT THE DATA DOES INCLUDE STAFF ON LEAVES SUCH AS FMLA. CAMPUSES, CONTINUE TO MONITOR TEACHER ATTENDANCE AND IMPLEMENT SYSTEMS AND STRUCTURES THAT REALLY TRY TO SUPPORT CONSISTENT DAILY ATTENDANCE OF STAFF. WE KNOW IF STAFF ARE NOT THERE, STUDENTS ARE NOT GOING TO LEARN. IT IS AT THE FOREFRONT OF THE WORK THAT CAMPUS LEADERS ARE DOING. ALSO, ANOTHER DATA CALL OUT WHEN WE COMPARE LAST YEAR TO THIS YEAR, IS THAT ALL TARGETED PRIORITY CAMPUSES DID SHOW AN INCREASE IN THEIR PERCENTAGE OF ECONOMICALLY DISADVANTAGED STUDENTS. SO IN ORDER TO SUPPORT THESE CAMPUSES, DISTRICT DEPARTMENTS WORK IN ALIGNMENT TO PROVIDE TARGETED ASSISTANCE. SUPPORT FOR PRIORITY CAMPUSES IS COORDINATED ACROSS DIVISIONS TO ENSURE ALIGNMENT AND IMPACT. THE DIVISION OF ACADEMICS PROVIDES MANY THINGS TO OUR CAMPUSES, BUT THEY DO PROVIDE TARGETED PROFESSIONAL DEVELOPMENT, INSTRUCTIONAL COACHING, CURRICULAR SUPPORT AND MULTILINGUAL SUPPORT. THE DIVISION OF LEADERSHIP DELIVERS PRINCIPAL TRAINING, LEADERSHIP PLACEMENT, SUPPORT AND GUIDANCE IN STUDENT MANAGEMENT AND CAMPUS SYSTEMS. FINANCE AND HR ENSURE STRATEGIC STAFFING, EXPEDITED HIRING PROCESSES, AND THE PRIORITIZATION OF CAMPUS NEEDS. TOGETHER, THESE EFFORTS STRENGTHEN TEACHER EFFECTIVENESS, LEADERSHIP CAPACITY, AND OUR CAMPUS SYSTEMS. THIS COORDINATED APPROACH ENSURES CAMPUSES RECEIVE TIMELY, STRATEGIC AND RESPONSIVE SUPPORT. SO TO MEASURE THE IMPACT AND GUIDE NEXT STEPS, WE CLOSELY MONITOR KEY DATA TRENDS ACROSS TARGETED CAMPUSES. AND NOW WE'RE GOING TO SHARE SOME OF THAT DATA WITH YOU. SO A FEW DATA POINTS IN ADDITION TO WHAT MISS MARSH SHARED WITH YOU. WE'RE GOING TO CATEGORIZE THEM HERE A LITTLE BIT CONSISTENTLY WITH WHAT WE'VE DONE PREVIOUSLY. ENGAGEMENT, WE'RE LOOKING AT TEACHER AND STUDENT ATTENDANCE. FOR STUDENT MANAGEMENT WE'RE LOOKING AT EXCLUSIONARY DISCIPLINE. IT'S KEY TO NOTE THERE THAT THERE WERE SOME LEGISLATIVE CHANGES WHICH REALLY IMPACTED ELEMENTARY GREATLY, BUT ALSO IMPACTED MIDDLE SCHOOL, SO WE ANTICIPATED THAT THERE WOULD BE SOME INCREASES THERE. WITH ACHIEVEMENT, WE MOVED FROM MAP TO I-READY. SO WE'RE GOING TO LOOK AT I-READY DATA FOR FROM BEGINNING OF YEAR TO MIDDLE OF YEAR. AND THEN THE SAME WITH MATH. ONE KEY NOTE WITH MATH IS THAT THAT WILL NOT INCLUDE MIDDLE SCHOOL ALGEBRA, WHICH OUR CAMPUSES HAVE SEEN A DRAMATIC INCREASE IN, ESPECIALLY WITH BUSSEY GETTING TO ALMOST TWICE AS MANY STUDENTS TAKING ALGEBRA. AND BOTH AT BUSSEY AND AT SCHRADE THEIR ALGEBRA STUDENTS ARE ALL ON TRACK TO GETTING THAT MEETS GRADE LEVEL OR HIGHER, WHICH IS OUR GOAL FOR ALL OF OUR MIDDLE SCHOOL ALGEBRA STUDENTS. SO LOOKING AT ELEMENTARY ACROSS THE BOARD, ALL OF THE DATA HAS =INCREASED, HAS IMPROVED AS WELL. SO ATTENDANCE HAS IMPROVED. TEACHER ATTENDANCE, AS MISS MARSH MENTIONED, THIS DOES INCLUDE FMLA AND OTHER SITUATIONS, BUT WE'VE SEEN AN OVERALL INCREASE IN OUR TEACHERS BEING PRESENT. STUDENT MANAGEMENT, AS I MENTIONED, HAS GONE UP, BUT OUR READING HAS GONE UP 22% FROM THE BEGINNING OF YEAR TO THE MIDDLE OF YEAR, WHICH IS VERY IMPRESSIVE AT THESE CAMPUSES. MATH STARTED OFF MUCH HIGHER, BUT HAS STILL SEEN A 2% INCREASE. FOR MIDDLE SCHOOL, AS MISS MARSH MENTIONED, THE CHRONIC STUDENT ABSENTEEISM IS DOWN AT BOTH CAMPUSES, ALTHOUGH THE ATTENDANCE RATE HAS DROPPED A COUPLE POINTS OF A PERCENT. FOR STUDENT MANAGEMENT, HAVEN'T SEEN AS LARGE AN INCREASE AS WE DID AT ELEMENTARY. BUT AGAIN, THAT HAS TO DO A LOT WITH THE LEGISLATIVE CHANGES. FOR READING, WE'VE INCREASED FOUR POINTS FROM BEGINNING OF YEAR TO MIDDLE OF YEAR. AND THEN WITH MATH, AS I MENTIONED EARLIER, THIS DOESN'T INCLUDE ALGEBRA, BUT WE STILL SAW A SIX POINT GAIN IN I-READY MATH. WHAT WE'RE REALLY EXCITED TO SHARE TODAY ARE SOME SUCCESS STORIES. AND SO WE HAVE A COUPLE OF PRINCIPLES AT SOME OF OUR TARGETED PRIORITY CAMPUSES THAT ARE HERE TO TALK ABOUT THE PROGRESS THAT THEIR CAMPUS HAS MADE AND ACKNOWLEDGE THE CHALLENGES THAT THEY HAVE FORWARD AND TELL US HOW THEY'RE GOING TO OVERCOME THOSE CHALLENGES. [00:15:04] SO WE'LL START OFF WITH AMANDA RAMOS FROM BUSSEY MIDDLE SCHOOL, AND THEN WE WILL HAVE ANTONIO MARTINEZ FROM STEADHAM ELEMENTARY. GOOD EVENING, COMMITTEE CHAIR JOHNSON, BOARD OF TRUSTEES AND DR. LOPEZ. THANK YOU FOR THE OPPORTUNITY TO SHARE A LITTLE ABOUT THE PROGRESS WE ARE VERY PROUD OF AT BUSSEY MIDDLE SCHOOL. LAST YEAR, BUSSEY BEGAN THE YEAR WITH AN ACCOUNTABILITY RATING OF A 55. BY THE END OF THE YEAR, THAT NUMBER HAD IMPROVED TO A 69. BUSSEY SERVED 742 STUDENTS. APPROXIMATELY 76% OF OUR STUDENTS ARE HISPANIC. 60% OF OUR STUDENTS ARE EMERGENT BILINGUAL. 94% OF OUR STUDENTS ARE ECONOMICALLY DISADVANTAGED. 18% OF OUR STUDENTS RECEIVE SPECIAL EDUCATION SERVICES. 12% OF OUR SPECIAL ED STUDENTS ALSO RECEIVE EMERGENT BILINGUAL SERVICES. 15% RECEIVE DYSLEXIA SUPPORT. 7% RECEIVED 504 ACCOMMODATIONS. BUSSEY HAS 24 OF THE 26 RISK FACTORS IDENTIFIED IN THE RISK LOAD ANALYSIS, WHICH IS ACTUALLY ONE LESS THAN LAST YEAR DUE TO THE IMPROVEMENT OF TEACHER ATTENDANCE. OUR STUDENTS COME TO US WITH A WIDE RANGE OF STRENGTHS AND NEEDS, INCLUDING SPECIAL EDUCATION SERVICES, DYSLEXIA, SUPPORT AND 504 ACCOMMODATIONS. BUT EVERY DAY THEY ALSO BRING RESILIENCE, DETERMINATION AND THE ABILITY TO GROW WHEN THE RIGHT SYSTEMS ARE IN PLACE. WHEN OUR TEAM BEGAN THIS WORK DURING THE SUMMER OF 24, WE KNEW IMPROVEMENT HAD TO START FROM THE GROUND UP. AT ITS CORE, THIS WORK HAS BEEN ABOUT THREE THINGS BUILDING STRONG SYSTEMS, FOCUSING RELENTLESSLY ON INSTRUCTION, AND INVESTING IN THE PEOPLE DOING THE WORK EVERY DAY. WHEN THOSE ELEMENTS ALIGN, STUDENT SUCCESS FOLLOWS. WE BEGAN WITH CREATING A POSITIVE LEARNING ENVIRONMENT. CLASSROOMS AND COMMON SPACES WERE DECLUTTERED, REORGANIZED, AND REFRESHED TO CREATE SPACES THAT ARE CLEAN, STRUCTURED, AND CONDUCIVE TO LEARNING. WHEN STUDENTS WALK INTO SPACES THAT ARE CARED FOR, THEY BEGIN TO TAKE PRIDE IN THEM. AND THAT PRIDE TRANSLATES INTO HOW THEY TREAT THEIR SCHOOL AND THEIR LEARNING. FROM THERE, WE FOCUSED ON BUILDING CLEAR SYSTEMS, STRONG STRUCTURES, AND CONSISTENT EXPECTATIONS ACROSS THE CAMPUS. STUDENTS AND STAFF THRIVE WHEN EXPECTATIONS ARE PREDICTABLE AND FOLLOW THROUGH IS CONSISTENT. THOSE SYSTEMS CREATED THE STABILITY NECESSARY FOR STRONG TEACHING AND LEARNING TO TAKE PLACE EVERY DAY. ONCE THOSE FOUNDATIONS WERE IN PLACE, WE FOCUSED DEEPLY ON INSTRUCTIONAL QUALITY. ACROSS CLASSROOMS, INSTRUCTION SHIFTED TOWARD MORE STUDENT LED LEARNING, WHERE STUDENTS ACTIVELY PARTICIPATE, DISCUSS THEIR THINKING, AND TAKE OWNERSHIP OF THEIR OWN LEARNING. LESSONS ARE GROUNDED IN CLEAR LEARNING TARGETS SO STUDENTS CAN ARTICULATE WHAT THEY ARE LEARNING AND WHY IT MATTERS. WE'VE ALSO EXPANDED OUR ACCELERATED MATH PROGRAM. THIS YEAR, WE MORE THAN DOUBLED THE NUMBER OF STUDENTS WHO ARE TAKING ALGEBRA ONE, SHOWING OUR COMMITMENT TO BOTH RIGOR AND EQUITY. AND WE'VE ALSO BEEN WORKING TO STRENGTHEN WRITING ACROSS ALL CONTENT AREAS, INCLUDING OUR ELECTIVE CLASSES. I AM DEEPLY GRATEFUL FOR THE STAFF AT BUSSEY MIDDLE SCHOOL. MANY OF OUR TEACHERS ARE DEEPLY ROOTED IN GARLAND. 28% OF OUR STAFF GRADUATED FROM GARLAND ISD, AND NEARLY 40% HAVE SERVED THIS DISTRICT FOR MORE THAN 15 YEARS. THIS 14 POINT INCREASE COULD NOT HAVE HAPPENED WITHOUT INCREDIBLE PEOPLE, AND I WOULD LIKE TO TAKE A MOMENT TO RECOGNIZE THE TEAM THAT HELPS LEAD THIS WORK AT BUSSEY, SEVERAL OF WHICH ARE HERE WITH ME TODAY. ASSISTANT PRINCIPAL DAVID GIBBONS. HE LEADS OUR WORK IN LR IN EMERGENT BILINGUAL PROGRAMS, AND HE HAS BEEN INSTRUMENTAL IN STRENGTHENING BOTH LITERACY INSTRUCTION AND LANGUAGE DEVELOPMENT ACROSS THE CAMPUS. HIS LEADERSHIP ENSURES THAT OUR BILINGUAL STUDENTS RECEIVE THE SUPPORT THEY NEED, WHILE ALSO HOLDING HIGH EXPECTATIONS FOR RIGOROUS ACADEMIC LEARNING. OUR T-PESS STUDENT GROWTH DOUBLED LAST YEAR. IT INCREASED FROM 22% TO 44% WITH HIS GUIDANCE, KNOWLEDGE AND EXPERTISE. ASSISTANT PRINCIPAL TAMARA COLEMAN OVERSEES MATH AND SOCIAL STUDIES, AND SHE HAS PLAYED A CRITICAL ROLE IN STRENGTHENING INSTRUCTIONAL ALIGNMENT AND ACADEMIC EXPECTATIONS IN THOSE CONTENT AREAS THIS YEAR. HER WORK WITH TEACHERS AND TEAMS HAS HELPED ENSURE THAT STUDENTS ARE BEING CHALLENGED WITH RIGOROUS LEARNING EVERY DAY. OUR INSTRUCTIONAL COACHES ARE ALSO CRITICAL TO THE WORK HAPPENING IN CLASSROOMS. WE HAVE THREE PHENOMENAL INSTRUCTIONAL SUPPORT MEMBERS. WE HAVE AUBRIANNA VENTERS WORKS CLOSELY WITH OUR SOCIAL STUDIES AND SCIENCE TEAMS, HELPING TEACHERS ANALYZE STUDENT WORK, REFINE INSTRUCTION, AND BUILD LESSONS THAT REQUIRE STUDENTS TO THINK DEEPLY AND ENGAGE MEANINGFULLY WITH THE CONTENT. THIS YEAR, SHE HAS ALSO STEPPED IN TO TEACH EIGHTH GRADE SOCIAL STUDIES, IN ADDITION TO ALL OF THE OTHER DUTIES DURING A STAFFING VACANCY, ENSURING THAT OUR STUDENTS CONTINUE RECEIVING STRONG INSTRUCTION WITHOUT INTERRUPTION. LISSETTE LOPEZ SUPPORTS OUR MATH TEACHERS, [00:20:06] AND SINCE DECEMBER, SHE HAS ALSO BEEN CO-TEACHING FULL TIME IN SIXTH GRADE TO SUPPORT SOME OF OUR MOST AT RISK STUDENTS. MANY OF THESE STUDENTS WILL BE TAKING THE SIXTH GRADE STAR IN ENGLISH FOR THE FIRST TIME THIS YEAR, AND HER WORK ALONGSIDE THOSE TEACHERS HAS BEEN CRITICAL IN HELPING ENSURE THOSE STUDENTS RECEIVE THE SUPPORT AND INSTRUCTION THEY NEED TO BE SUCCESSFUL. AND ELIZABETH ESPINOSA HAS MADE A TREMENDOUS IMPACT ON OUR CAMPUS THROUGH HER WORK WITH LR AND EMERGENT BILINGUAL PROGRAMS. LAST YEAR, SHE LED SIGNIFICANT IMPROVEMENTS IN LPAC COMPLIANCE, ADVOCATED FOR THE NEEDS OF OUR LARGE POPULATION OF EMERGENT BILINGUAL LEARNERS, AND WORKED CLOSELY WITH TEACHERS TO ENSURE INSTRUCTIONAL SUPPORTS FOR IB STUDENTS WERE FULLY IMPLEMENTED. SHE CONTINUES TO SUPPORT ILR AND IB TEACHERS INSTRUCTIONALLY, AND SINCE JANUARY, SHE HAS ALSO BEEN TEACHING HALF OF THE DAY IN AN EIGHTH GRADE ENGLISH CLASS TO ENSURE STUDENTS RECEIVE STRONG INSTRUCTION DESPITE STAFFING CHALLENGES. THEIR DEDICATION TO OUR TEACHERS AND OUR STUDENTS IS ONE OF THE BIGGEST REASONS WE ARE SEEING POSITIVE MOMENTUM AT BUSSEY. I ALSO WANT TO RECOGNIZE OUR COUNSELING TEAM, WHICH WAS RECENTLY HONORED WITH THE RISING STAR AWARD FOR THE LONE STAR STATE SCHOOL COUNSELOR ASSOCIATION. THEIR WORK SUPPORTING OUR STUDENTS ACADEMIC, SOCIAL, AND EMOTIONAL NEEDS HAS HAD A TREMENDOUS IMPACT ON OUR CAMPUS CULTURE. LASTLY, I WOULD LIKE TO THANK TO EXTEND MY SINCERE APPRECIATION TO DR. MICHAEL ARREOLA, OUR EXECUTIVE DIRECTOR OF LEADERSHIP. HIS LEADERSHIP AND SUPPORT HAVE BEEN INSTRUMENTAL IN THE PROGRESS WE'RE SEEING AT BUSSEY. DR. ARREOLA CONSISTENTLY PROVIDES SOUND GUIDANCE, QUICK AND DECISIVE ACTION WHEN CHALLENGES ARRIVE, AND STRONG ADVOCACY FOR OUR CAMPUS AT THE CENTRAL OFFICE LEVEL. HE ALSO PUSHES US AS LEADERS BY PROVIDING MEANINGFUL DATA AND HELPING US LOOK AT THE DATA IN WAYS THAT CHALLENGE OUR THINKING AND STRENGTHEN OUR WORK AS INSTRUCTIONAL LEADERS. HIS SUPPORT HAS HELPED OUR TEAM CONTINUE GROWING AND IMPROVING IN WAYS THAT ULTIMATELY BENEFIT OUR STUDENTS. SO THANK YOU, DR. ARREOLA. WHILE WE ARE PROUD OF THE PROGRESS WE HAVE MADE, WE KNOW THAT OUR WORK IS NOT FINISHED. THE PROGRESS AT BUSSEY REFLECTS WHAT IS POSSIBLE WHEN STRONG DISTRICT SYSTEMS ALIGN WITH INTENTIONAL CAMPUS LEADERSHIP AND A TEAM OF EDUCATORS WHO ARE DEEPLY COMMITTED TO THEIR STUDENTS. I AM INCREDIBLY PROUD OF THE WORK HAPPENING AT BUSSEY AND GRATEFUL FOR THE OPPORTUNITY TO SERVE THIS COMMUNITY. THANK YOU FOR YOUR CONTINUED SUPPORT OF OUR STUDENTS AND STAFF. [APPLAUSE]. GOOD EVENING, CHAIR, COMMITTEE JOHNSON, BOARD MEMBERS AND DR. LOPEZ. I'M ANTONIO MARTINEZ. I'M THE PROUD PRINCIPAL AT GIDDENS-STEADHAM ELEMENTARY. SOME INFORMATION ABOUT OUR CAMPUS. WE ARE 45%. OUR STUDENT POPULATION IS 45% HISPANIC, 36% AFRICAN AMERICAN, 23% SPECIAL EDUCATION, AND 79% ECONOMICALLY DISADVANTAGED, WHICH IS THE HIGHEST IN THE CITY OF ROWLETT. WE HAVE A TOTAL OF 14 RISK FACTORS AND CURRENTLY HAVE A D RATING IN TEA ACCOUNTABILITY. I'M IN MY THIRD YEAR AS THE PRINCIPAL AT STEDHAM. WHEN I ARRIVED TWO YEARS AGO, THE SCHOOL HAD AN ACCOUNTABILITY RATING OF 67. MY IMMEDIATE PRIORITY WAS TO BUILD A POSITIVE CAMPUS CULTURE AND REDUCE DISCIPLINE REFERRALS TO MAXIMIZE INSTRUCTIONAL TIME. THAT YEAR, WE CUT REFERRALS BY MORE THAN HALF AND BEGAN THE WORK TO BECOME A PLATINUM LEVEL FAMILY AND COMMUNITY ENGAGEMENT SCHOOL, WHICH WE ACHIEVED THIS YEAR THROUGH DATA DRIVEN INSTRUCTION. WE WERE STRATEGIC WITH TARGETED STUDENT AND TEACHER SUPPORT AND THAT YEAR WE WERE VERY SUCCESSFUL. AS A RESULT, OUR ACCOUNTABILITY SCORE INCREASED FROM A 67 TO AN 88, WHICH WAS THE LARGEST GAIN OF ANY SCHOOL IN GARLAND ISD THAT YEAR. WE RECEIVED MOST OF OUR POINTS FROM DOMAIN 2A, WHICH IS STUDENT GROWTH. AGAIN, THAT WAS TWO YEARS AGO. LAST YEAR WE FOCUSED ON MAINTAINING STUDENT GROWTH, LOOKED AT EVERY STUDENT THAT COULD LEVEL UP, AND WE KNEW HOW DIFFICULT IT WAS TO GET GROWTH TWO YEARS IN A ROW. THOUGH, WE ENDED UP WITH A 79 AND GROWTH, WE FAILED TO EARN AT LEAST A 70 IN ANY OF THE OTHER THREE CATEGORIES. OUR OVERALL SCORE WAS A 75, WHICH IS A SOLID C, BUT TEA HAS A THREE D'S RULE, WHICH IN ESSENCE MEANS THAT IF YOU HAVE THREE D'S IN ACCOUNTABILITY, YOU ARE CAPPED AT A 69. DOMAIN THREE WAS PARTICULARLY DISAPPOINTING, WHICH IS CLOSING THE STUDENT EDUCATIONAL GAP SPECIFICALLY IN MATH, WHICH IS OUR TOP PRIORITY FOR IMPROVEMENT. THIS YEAR. WE MADE KEY PERSONNEL ADJUSTMENTS, CLARIFIED INSTRUCTIONAL EXPECTATIONS USING THE GRADUAL RELEASE MODEL, STRENGTHENED DATA TRACKING, AND IMPLEMENTED INDIVIDUALIZED STUDENT SUPPORT DURING ONE TIME AND TUTORIALS WITH THE ADDITION OF A SECOND SUPPORT TEACHER. OUR ABILITY TO ADDRESS TEACHER CAPACITY INCREASED TREMENDOUSLY, AND WE HAVE SEEN THE RESULTS REFLECTED IN THE DATA. WE ARE CURRENTLY OUTPERFORMING LAST YEAR'S MATH DATA, AND I'M VERY PROUD TO SHARE THAT OUR FIFTH GRADE MATH SCORES ARE THIRD IN THE DISTRICT, [00:25:06] BEHIND ONLY KIMBERLIN AND WALNUT GLEN ACADEMIES OF EXCELLENCE. THIS YEAR WE ARE ON TRACK TO CUT DISCIPLINE REFERRALS BY MORE THAN HALF COMPARED TO THE PRIOR SCHOOL YEAR. I'VE HAD TREMENDOUS SUPPORT FROM MY EDL KIM MARSH WE ARE AWARE OF OUR CHALLENGES AND WE KNOW THE URGENCY TO IMPROVE OUR CURRENT SITUATION, BUT I'M VERY CONFIDENT THAT WE ARE ON THE ROAD TO AT LEAST A B RATING THIS YEAR. I HAVE THE RIGHT TEAM IN PLACE WITH OUR ASSISTANT PRINCIPAL, LATASHA STINNETT, WHO IS AMAZING. OUR SUPPORT TEACHERS, CAMPUS STAFF TO BE SUCCESSFUL THIS SCHOOL YEAR AND ACHIEVE SUSTAINED SUCCESS FOR YEARS TO COME. THANK YOU. [APPLAUSE]. YOU CAN SEE EVERYBODY'S WORKING REALLY HARD. I'M REALLY PROUD OF OUR PRINCIPALS. THEY REALLY ARE THE STARS OF THE SHOW AND THEIR STAFFS. THEY'RE COMMITTED TO THIS DISTRICT AND TO THE STUDENTS THEY SERVE. AND I THINK YOU SAW THAT TONIGHT. SO AS WE CLOSE, OUR NEXT STEPS ARE JUST TO CONTINUE STRENGTHENING OUR INSTRUCTIONAL LEADERSHIP. WE PARTNER WITH PRINCIPALS EVERY SINGLE DAY. WE PROVIDE THEM REAL TIME SUPPORT WITH OUR IDF TEAMS AND WE CONTINUE TO INVEST IN THEIR GROWTH. WE ARE WORKING ON DEVELOPING OUR ASSISTANT PRINCIPALS, OUR INSTRUCTIONAL COACHES, AND OUR TEACHER LEADERS BY MODELING, BY ENCOURAGING OUR IN THE MOMENT COACHING, WHICH WE PROVIDED A LOT OF TRAINING ON THIS YEAR TO OUR PRINCIPALS. AND IT'S THAT ACTIONABLE FEEDBACK THAT ACTUALLY BRINGS CHANGE IN INSTRUCTIONAL IMPROVEMENT IN THE CLASSROOM. SO GETTING OUR COACHES AND OUR PRINCIPALS COMFORTABLE DOING THAT HAS BEEN ONE OF OUR GOALS THIS YEAR. ALSO DEVELOPING AND SUPPORTING OUR TEACHERS. IT'S HARD FOR A TEACHER SOMETIMES TO GET THAT FEEDBACK IN THE MOMENT WHEN THEY'RE IN THE CLASSROOM WITH STUDENTS. BUT THE RELATIONSHIPS THAT OUR PRINCIPALS AND OUR ADMINISTRATIVE TEAMS AND OUR LEADERSHIP TEAMS HAVE WITH TEACHERS, IT'S INSTRUMENTAL IN THEIR GROWTH IN THE CLASSROOM. AND SO GETTING THEM USED TO HEARING THAT FEEDBACK AND THEN ACTUALLY IMPLEMENTING IT RIGHT AWAY INSTEAD OF WAITING FOR A MEETING AND SITTING DOWN AND DISCUSSING THE FEEDBACK, THE QUICKER AND MORE URGENCY THAT WE HAVE, THE BETTER. AND THEN USING OUR DATA TO DRIVE INSTRUCTION. USING THAT ASSESSMENT DATA, REALLY UNDERSTANDING THE ACCOUNTABILITY SYSTEM AND, AND REALLY HOW EVERY SINGLE PERSON ON YOUR CAMPUS PLAYS A PART IN THAT. AND THEN ALIGNING ACROSS DISTRICT DEPARTMENTS TO ENSURE ALL OF OUR INTERNAL PROCESSES ARE THE MOST EFFECTIVE THAT THEY CAN BE TO HELP OUR CAMPUSES. AND THAT CONCLUDES OUR PRESENTATION. WE'LL WE'D LIKE TO OPEN IT UP FOR QUESTIONS. THANK YOU VERY MUCH. COMMITTEE MEMBERS, DO WE HAVE ANY QUESTIONS? MISS STANLEY. YES, PLEASE. THANK YOU. THIS IS MORE JUST TO DESCRIBE THE LEGISLATIVE CHANGES THAT WENT INTO EFFECT THAT CAUSED THE CHANGE OR THE NEGATIVE EFFECT BASICALLY IN OUR ELEMENTARIES FOR NOT A LOT OF PEOPLE THAT, THAT KNOW ABOUT THOSE CHANGES. CAN YOU KIND OF GIVE A HIGH LEVEL EXAMPLE OF WHAT THOSE WERE? SO PRINCIPALS WERE NOT ALLOWED TO PROVIDE OUT OF SCHOOL SUSPENSIONS OR CONSEQUENCES TO STUDENTS BELOW THE THIRD GRADE LEVEL. THAT HAS CHANGED. AND SO NOW THAT IS ALLOWABLE. SO WOULD YOU SAY THAT AND IT'S BEING USED. SO WE ARE IN EXTREME CASES NEEDING TO DO THAT, WHICH IS PROBABLY A GOOD THING. THE NEXT THING KIND OF, AND I KNOW WE TALK ABOUT IT A LOT BACK AND FORTH. SO WE GIVE ALL THIS EXTRA RESOURCES AND EVERYTHING TO THESE, THE CAMPUSES AND THEN THEY IMPROVE. AND THEN WE KIND OF WILL MOVE OVER TO MAYBE POSSIBLY SOME OTHER CAMPUSES. SO ARE WE FEELING REALLY GOOD THAT WHEN WE HAVE TO MAKE THOSE MOVES, BECAUSE WE HAVE TO MAKE THOSE RESOURCE MOVES THAT WE REALLY ARE NOT JUST, YOU KNOW, JUST PASSING THAT HOT POTATO, SO TO SPEAK. YES, WE'RE NOT REARRANGING DECK CHAIRS, I GUESS IS THE RIGHT WAY THERE. WE ARE BUILDING CAPACITY AND THAT IS ULTIMATELY THE GOAL. EVEN WITH STETHEM, AS HE MENTIONED, THEY ACHIEVED TREMENDOUS GROWTH. THEY WERE THERE. IT WAS JUST THAT THEY GOT CAUGHT IN THAT RULE. AND I THINK NOW THAT HAS KIND OF ALERTED US AND IMPROVED US AS A LEADERSHIP TEAM TO MAKE SURE THAT WE'RE REALLY HONING IN ON THOSE INTRICACIES OF THE ACCOUNTABILITY SYSTEM SO THAT WE DON'T HAVE SITUATIONS LIKE THAT HAPPEN AGAIN. AND ALSO LEARNING FROM FROM THE PAST, LIKE ALL OF THE SCHOOLS THAT CAME OFF OF THE LIST OF TARGETED PRIORITY ARE STILL TARGETED PRIORITY. WE'RE JUST NOT BRINGING THEIR DATA HERE TODAY, BUT WE'RE TALKING ABOUT THEM EVERY DAY, JUST LIKE WE ARE AT SECONDARY BUSSEY AND SCHRADE. [00:30:02] WE'RE STILL TALKING ABOUT LYLES, SAM HOUSTON, COYLE, O'BANION. THOSE SCHOOLS THAT WERE ON THAT LIST BEFORE THAT THAT ARE NO LONGER ON THERE. THANK YOU. MISS GRIFFIN, DO YOU HAVE ANY QUESTIONS? NO, I DON'T. THANK YOU, MA'AM. MEMBERS OF THE BOARD. MR. PRESIDENT. MICHAEL, I'M CURIOUS, WHEN YOU GO IN AND YOU DO COLLABORATION AND WHEN YOU GET RECEIVE THE DATA TO GO INTO THE SCHOOLS AND YOU'RE TALKING ABOUT THE CAMPUS IMPROVEMENTS OR WHATEVER THAT NEED TO BE MADE WITH THE PRINCIPAL AND EVERYTHING. I'M CURIOUS OF HOW YOU GET THE BUY IN FROM THE TEACHERS TO UPGRADE THEIR, THEMSELVES IN THE CLASSROOM AS FAR AS PRESENTING THAT INFORMATION TO THE STUDENTS AND ARE TEACHING THE STUDENTS ON THE TICS AND OTHER THINGS THAT THEY NEED TO DO, BECAUSE THAT'S WHERE THE RUBBER MEETS THE ROAD. AND HOW I APPRECIATE THESE TWO PRINCIPALS HERE AND WHAT THEY'VE DONE IN THEIR CAMPUSES, BUT I KNOW THAT IT'S VERY DIFFICULT, BUT AND WHAT DO YOU AS THE EDI, WHEN YOU GO INTO A CAMPUS, WHAT DO YOU IMMEDIATELY DO AS FAR AS YOUR POSITION TO HELP TRY TO GET SOME OF THOSE SCHOOLS OVER THE HUMP? ABSOLUTELY. I THINK THE FIRST STEP IS SHOWING THEM WHAT OUR KIDS ARE CAPABLE OF, AND THAT REQUIRES A LONGER-TERM VIEW OF DATA. SO WE LOOK BACK MULTIPLE YEARS AND WE'LL SEE THAT THE MAJORITY OF KIDS, AT SOME POINT WHERE IT MEETS, WE'VE HAD WE SEE KIDS THAT WERE AT MASTERS THAT HAVE DROPS IN A YEAR. AND SOMETIMES THAT CAN REFRAME EXPECTATIONS. A KID COMES INTO YOU AT A DID NOT MEET GRADE LEVEL AND YOU THINK, OH, I NEED TO JUST HELP THIS KID GET TO THAT NEXT STEP TO GET THEM TO PASS. BUT TWO YEARS AGO THEY WERE AT MASTERS. SO THEY MAY HAVE HAD A BAD YEAR. THEY MAY HAVE BEEN SOME TYPE OF SCL NEED THAT THAT WENT UNMET. AND SO WE LEARNED FROM EACH OF THOSE DEEP DIVES. AND IT'S A LOT MORE THAN WE THINK. EVEN THIS YEAR, WHAT WE'VE CHALLENGED OUR CAMPUSES TO DO IS TO LOOK AT EVERY SINGLE KID WHO DROPPED FROM A MEETS MASTERS GRADE LEVEL TO A LOWER PERFORMANCE AND NOT NOT JUST GENERALIZE, BECAUSE WHAT YOU'LL GET IS, WELL, WHEN THEY MOVED FROM FIFTH GRADE TO SIXTH GRADE, THEY, THEY WENT FROM TAKING IT IN SPANISH TO TAKING IT IN ENGLISH. BUT WHEN YOU ACTUALLY LOOK AT THE DATA AND LOOK AT THOSE STUDENTS. THAT WAS LESS THAN HALF OF THE KIDS THAT DROPPED IN SIXTH GRADE. SO IT'S TRYING TO GIVE THEM ACTIONABLE DATA. THIS IS WHERE THE STUDENT PERFORMED TO CHANGE THE EXPECTATIONS. AND THEN LOOKING AT THAT SPECIFIC TX LEVEL DATA, THIS IS WHAT WE NEED TO TEACH THEM. THIS IS WHAT WE NEED, THE SKILLS THAT WE NEED TO IMPROVE. AND THEN NOW WE HAVE ENOUGH TIME AT EVERY CAMPUS WHERE WE HAVE THOSE BRIGHT SHINING STARS OF PEOPLE THAT DO THIS WORK EVERY DAY AT THE CAMPUS THAT ARE GETTING THESE OUTSTANDING RESULTS. AND WE CAN JUST POINT TO THAT ROOM, LOOK AT THAT TEACHER RIGHT THERE. THEY'RE EXCEEDING EXPECTATIONS WITH THE SAME KIDS THAT YOU HAVE. AND THEY DO THESE THINGS HERE AT OUR CAMPUS. ARE THEY ABLE TO MENTOR WITH EACH OTHER OR ARE THEY DOING THAT? ARE YOU OFFERING THAT TO THEM? SO WITH THE WITH MIDDLE SCHOOL LOSING THE PROFESSIONAL LEARNING COMMUNITY PERIOD, IT BECAME MORE CHALLENGING. THEY MET BEFORE SCHOOL. WE STILL HAVE A LOT OF MENTORING GOING ON. AND WHEN WE HAVE LIKE OUR PROJECT GOAL FOR OUR NEW TEACHERS, WE GET THEM SUBS SO THAT THEY CAN GO SEE OUR EXCEPTIONAL TEACHERS AT OUR, AT OUR MOST CHALLENGING SCHOOLS, AGAIN, TO REARRANGE THE EXPECTATIONS. BUT THEN I KNOW THAT OUR PRINCIPALS DO A LOT OF WORK TO GET THOSE CLASSES COVERED FOR THOSE TEACHERS THAT MAYBE ARE STRUGGLING WITH EITHER THEIR SKILL OR SOMETIMES THEY'RE STRUGGLING FROM, THEY BUY INTO THE LOW EXPECTATIONS, AND WE HAVE TO GIVE THEM AN OPPORTUNITY TO GO AND SEE THE AMAZING THINGS THAT ARE HAPPENING IN CLASSROOMS THAT ARE MORE CHALLENGING THAN THE ONES THAT THEY HAVE, SO THAT THEY CAN SEE THAT OUR KIDS ARE REALLY CAPABLE OF ANYTHING. AND THE REASON WHERE I'M GOING WITH THIS IS I WANT I WANT TO FINISH STRONG THIS SCHOOL YEAR, FOR ONE, BECAUSE OUR TESTING IS FIXING TO TAKE PLACE. BUT TWO, ONCE WE START THE SCHOOL YEAR IN 26 TO 27, THOSE MENTORS, JUST LIKE AT BACK ELEMENTARY THAT AMANDA KNOWS WHAT I'M TALKING ABOUT ASHLEY. I WALKED IN ONE DAY AND SHE'S TEACHING THE ENTIRE LIBRARY. ALL THE TEACHERS AT THAT PARTICULAR SCHOOL. ON HOW SHE'S PRESENTING IT. I MEAN, SHE WAS AN INTERVENTIONIST AND CAME BACK, BECAME A CLASSROOM TEACHER. AND I'M THINKING THAT WE HAVE THOSE ON EVERY CAMPUS THAT WE OUGHT TO BE UTILIZING THOSE FOLKS. THIS SUMMER WHEN WE DO THE IN SERVICE, WHATNOT LIKE THAT, WHERE BECAUSE THAT FIRST SIX WEEKS OF SCHOOL, THAT IS THE MOST, TO ME, THE MOST CRITICAL TIME IN THAT STUDENT'S CAREER. BECAUSE WHAT HAPPENS WHEN THEY COME IN THERE, THEY'RE ALL EXCITED ABOUT, OH, MAN, WE'RE IN SCHOOL, GOT NEW CLOTHES ON. THEY'RE READY FOR SCHOOL TO START. BUT WHEN THAT FIRST THREE WEEKS COMES UP AND THEY EITHER SEE A FAILING GRADE OR SOMETHING LIKE THAT, YOU'LL START SEEING DROP OFF IMMEDIATELY BECAUSE THEY DON'T, THEY THINK I'M A FAILURE. AND IF WE CAN EVER CAPTURE, THAT CRYSTAL BALL, IF WE CAN EVER CAPTURE THAT WITH THESE MENTORS OR THESE FOLKS DOING THAT, [00:35:05] WE'RE GOING TO SEE TREMENDOUS GROWTH. I'M TELLING YOU RIGHT NOW. BECAUSE THAT THAT TO ME, IS THAT THE BEGINNING OF SCHOOL IS THE MOST IMPORTANT TIME TO CATCH THOSE KIDS AND TRY TO REALLY GET THEM MOTIVATED ON WHAT THEY'RE DOING. SO THAT'S JUST FOOD FOR THOUGHT. YES, SIR. MR. MILLER. YOU KNOW, ONE OF THE OBSERVATIONS I'VE HAD OVER THE YEARS IS, YOU KNOW, SCHOOLS KIND OF SLIP UP AND DOWN IN AND OUT OF VARIOUS GRADE RANGES. AND I KNOW AS WE DEDICATE RESOURCES TO THOSE SCHOOLS, TYPICALLY THEY IMPROVE AND THEN WE MOVE ON AND SOMEBODY SLIDES. SOMETIMES I'M SURPRISED BY SOME OF THE SCHOOLS THAT HAVE SLID INTO THAT D RANGE. SO MY QUESTION IS THESE THINGS THAT ARE WORKING TO IMPROVE THESE THESE SCHOOLS AS WE MONITOR PROGRESS AND SEE THINGS THAT SCHOOLS THAT SEEM TO BE SLIPPING, DO WE HAVE A WAY OR DO WE HAVE THE RESOURCES AVAILABLE TO PROP THOSE UP BEFORE IT BECOMES AN ISSUE? ARE THEY SHARING THOSE PRACTICES WITH THOSE CAMPUSES ARE THE ONES THAT ARE IN THE MIDDLE, THE ONES THAT ARE BORDERLINE C, OR MAYBE THE ONES THAT COULD JUMP UP A LETTER TO A B, YOU KNOW, JUST HOW DO WE CROSS POLLINATE ALL THIS? YES, I THINK THE DATA SHOWS THAT THAT WE DOUBLED THE A'S AND B'S. WE INCREASED THAT NUMBER TREMENDOUSLY. AND I DO THINK THAT THAT HAS A LOT TO DO WITH THE COLLABORATION TIME THAT WE HAVE AS PRINCIPLES. THEY MEET MONTHLY ASSISTANT PRINCIPALS MEET MONTHLY, WE TALK ABOUT BEST PRACTICES, WE LOOK AT ACCOUNTABILITY SYSTEMS, WE PULL THOSE CAUTIONARY TALES AND LIKE A3D SITUATION WE LOOK AT THE INTRICACIES OF THE SYSTEM. WE GIVE OUR CAMPUSES SPECIFIC LISTS OF STUDENTS THAT THEY NEED TO MAKE SURE THAT THEY'RE TARGETING BASED OFF OF EITHER A DOLL DATA, WHICH WE HAVE MORE OF OUR CBAS OUR INTERIM ASSESSMENT DATA. SO WE'RE LOOKING AT DATA MUCH EARLIER IN THE SCHOOL YEAR AND ALSO LOOKING AT IT MORE CONSISTENTLY USING OUR NEW PLATFORM WITH EDGE AGENTS, BECAUSE OUR GOAL IS TO ACCOUNTABILITY SYSTEM PROOF OUR SCHOOLS BECAUSE THE STATE'S GOING TO CHANGE THE ASSESSMENTS, THEY'RE GOING TO CHANGE THE ACCOUNTABILITY SYSTEM. AND EVERY TIME THAT HAPPENS, DISTRICTS AND SCHOOLS TYPICALLY WILL TAKE A DIP. AND OUR GOAL IS TO BECOME SO INSTRUCTIONALLY SOUND THAT THEY CAN CHANGE THE ASSESSMENT HOWEVER THEY WANT. AND WE'RE STILL GOING TO BE IN GREAT SHAPE, JUST LIKE WE DID WITH CCMR. YEAH, AND I, AND I APPRECIATE THAT. AND I HOPE THAT IS THE ATTITUDE. LET ME LET ME ASK YOU A QUESTION. REAL QUICK WHILE YOU'RE ON THAT. I WANT TO PUT A PIN IN IT. LET'S GO BACK TO SLIDE TEN. CAN WE PUT IT ON SLIDE TEN WITH THE TEARING. AND THIS WILL HELP. I THINK EVERYBODY UNDERSTAND BECAUSE IT'S KIND OF THE SAME QUESTIONS ASKED DIFFERENTLY. AND SO IF WE LOOK AT TIER THREE, TIER THREE ARE GOING TO BE OUR HIGHEST NEEDED CAMPUSES. AND NOT ALL OF THOSE ARE D'S. SO IF YOU LOOK ON THAT THE WHEN THEY TALKED ABOUT THE RISK FACTOR ANALYSIS AND ALL THESE DIFFERENT RISKS THAT ARE HAPPENING, THOSE ARE THE SCHOOLS THAT ARE GOING TO BE CONSISTENTLY MONITORED AT THE DEEPEST LEVEL WITH RESOURCES. AND JUST BECAUSE YOU COME OFF A D DOESN'T MEAN YOU COME OFF TIER THREE. DOES THAT MAKE SENSE? SO THEN WE HAVE TIER TWO. TIER TWO ALSO GET RESOURCES ADDITIONAL RESOURCES, AND THEY'RE CONSTANTLY MONITORED. SO WHAT WE'RE DOING IS THERE'S A BASIS FOR SUPPORT FOR ALL OF THEM, RIGHT? AND IT'S NOT LIKE, OKAY, YOU MADE A B, YOU'RE OFF. GOOD LUCK. SO LONG. YOU KNOW, WE WISH YOU THE BEST. IT, THEY'RE GOING TO BE MONITORED. AND BECAUSE THE RISK FACTORS DON'T CHANGE AND YOU COULD HAVE JUST LIKE WHAT HAPPENED TO STEADHAM. YOU COULD HAVE A BAD YEAR, YOU COULD HAVE A GOOD YEAR AND HAVE A FALSE POSITIVE. AND SO ALL, ALL OF THE THINGS THAT THEY'RE DOING IS CONSTANTLY BEING MONITORED. THEY'RE LOOKING AT RISK FACTORS. THEY'RE DOING TRAINING. THEY DO YOU'VE SEEN OUR LITERACY TRAINING THAT STARTED OFF IN CAMPUSES WITH OUR SALE AND GOLD. SOME OF THESE GOT THOSE EXTRA SUPPORT SYSTEMS. THEY'RE INVESTING IN COACHES. AND SO I DON'T WANT US TO GET THE IMPRESSION THAT ALL OF A SUDDEN YOU START DOING WELL AND WE FORGET ABOUT YOU. ALL OF THOSE THINGS, ARE PROGRAMMATICALLY IN EACH TIER AND THEY'RE SYSTEMIC, SYSTEMICALLY MONITORED. SO I WANTED TO LET WHEN YOU, WHEN YOU HAVE QUESTIONS LIKE, WELL, WHAT HAPPENS, YOU KNOW, WHO'S ON TIER TWO? I REMEMBER WE BROUGHT UP REMEMBER ALL THE INVESTMENT WE HAD ON LYLES. WELL, THEY'RE STILL TIER THREE BECAUSE THEY'RE A LOT OF THINGS HAVEN'T CHANGED ABOUT LYLES. [00:40:02] AND SO WE THINK THEY'RE DOING GOOD. THEY ARE. BUT THEY COULD QUICKLY SLIP. SO THIS TIERING SYSTEM REALLY KIND OF GIVES YOU A HIGHLIGHT OF WHAT HAPPENS EACH AND EVERY DAY, EVEN NO MATTER WHAT THEIR RATINGS ARE, DEPENDING ON THE RISK FACTORS. TO DO WITH THE RISK FACTORS. WITH RISK FACTORS, YES. SO IN TIER THREE, KIND OF WHAT'S THE AVERAGE RISK FACTOR? YOU MENTIONED ONE OF OUR SCHOOLS HAD 24. STEDHAM HAD 24 OUT OF 26. BUSSEY HAS THE MOST AT 22 OUT OF THE 24. BUT I THINK OF THESE TARGETED PRIORITY CAMPUSES, THEY'RE LOOKING AT ABOUT 13 RISK FACTORS OR MORE. THE MAJORITY OF THE SECONDARY ARE SITTING ANYWHERE BETWEEN 15 TO 20. ARE ANY OF THOSE THE CAMPUSES, DO WE HAVE A HIGH RISK FACTOR WITH RESPECT TO TEACHER ABSENCES? BUSSEY AND SCHRADE HAVE BOTH IMPROVED THEIR TEACHER ATTENDANCE. WITH THE ELEMENTARY SCHOOLS, I THINK WE HAD IT DOWN TO. THERE WAS ONE SCHOOL THAT WAS STILL WORKING ON THAT PIECE, BUT IT. AGAIN. THAT DOES INCLUDE FMLA. TEACHERS HAVE CHILDREN OR MEDICAL ISSUES. THOSE DO HAPPEN. SURE. WELL, AND I DON'T WANT TO GET TOO MUCH ON THE RISK FACTORS. I THINK THE ONE THING YOU SAID THAT IT GAVE ME THE MOST HOPE WAS THAT ONE OF THE THINGS YOU'RE DOING IS CHANGING THE EXPECTATIONS THAT THESE KIDS CAN, YOU KNOW, REGARDLESS HOW MANY RISK FACTORS THEY WALK IN YOUR DOOR. I'VE SAID THIS FOREVER. WE DON'T KNOW WHAT THESE KIDS HAVE BEEN THROUGH TO GET TO OUR FRONT DOOR. WE JUST KNOW THAT WE HAVE TO LOVE ON THEM JUST RIGHT SO WE CAN GET THEM BACK OUT. AND SO I LOVE IT WHEN I HEAR YOU SAY NO EXCUSES. AND WE'RE NOT GOING TO SET LOW EXPECTATIONS JUST BECAUSE IT'S A TIER THREE CAMPUS. WE'RE GOING TO HAVE JUST AS HIGH EXPECTATIONS OF THOSE KIDS, YOU KNOW, AS WE CAN POSSIBLY HAVE. SO THAT MAKES ME VERY HAPPY TO HEAR THAT. THAT WAS VERY ENCOURAGING AND THANK YOU. MR. GLICK. THANK YOU SIR. SO ABOUT THREE WEEKS AGO, DR. LOPEZ SENT US A DOCUMENT AND IT REFERRED TO THESE TIERS. I'M THINKING I DON'T KNOW ANYTHING ABOUT TIERS. SO I GOT A RESPONSE FROM DOC PERALEZ AND THANK YOU. AND SHE SAID, CAN I HOLD OFF TILL MARCH 10TH? AND I DID. SO AND IT'S INTERESTING WHEN YOU LOOK AT THE BREAKDOWN HERE AND I GUESS A COUPLE OF QUESTIONS. ONE, WHEN YOU GAVE US THE RISK LOAD UPDATES IN THE BEGINNING, THAT WAS FOR THE WHOLE DISTRICT, CORRECT? YES, SIR. OKAY. SO IS THERE A WAY TO TAKE THE MORE EXPERIENCED TEACHERS AND MOVE THEM, OR WHEN WE FIRST HIRE THEM TO MOVE, TO HAVE THEM GO TO THE TIER THREE CAMPUSES, THAT WOULD BE QUESTION ONE. AND QUESTION TWO WOULD BE. WE NOW HAVE, I BELIEVE, WELL OVER 600 TIA TEACHERS. IS THERE ANY POTENTIAL TO BE ABLE TO MOVE THEM INTO THE TIER THREE CATEGORY? YES. SO TIA AND AN EXPERIENCED TEACHERS WITH TIA, WHICH REALLY IS OUR HIGHEST PERFORMING TEACHERS AT BUSSEY. WE SAW THEM GO FROM TWO TIA TEACHERS TO NOW SIX TIA TEACHERS. AT SCHRADE THEY WENT FROM 0 TO 2. EACH OF OUR ELEMENTARY SCHOOLS ALSO INCREASED THE NUMBER OF TIA TEACHERS. AND AS OUR TEACHERS REALIZED THAT WHEN YOU GO TO THE SCHOOLS THAT HAVE THE, THE MOST RISK FACTORS AND THE MOST CHALLENGES. IT ACTUALLY INCREASES YOUR ABILITY TO, TO MAKE MONEY. WE SEE MORE AND MORE TEACHERS PUTTING BUSSEY, SCHRADE, COUCH, THESE SCHOOLS ON THE TRANSFER OPTIONS THAT THEY'RE LOOKING AT RIGHT NOW. AND SO IT'S A VERY POSITIVE TREND THAT WE'VE NOTICED. AND. MR. GLICK. CAN I ADD SOMETHING REALLY QUICK? YES, YES. SO DR. JOYNER, WHEN SHE SENDS OUT NOTIFICATION FOR TIA AND WE SEND OUT THAT INFORMATION TO TEACHERS SHE DOES LET THEM KNOW THAT IF, FOR EXAMPLE, THEY'RE AT SACHSE AND THEY GET TIA DESIGNATED THAT THEY COULD POSSIBLY MAKE MORE MONEY AT A, A SCHOOL LIKE BUSSEY OR SOUTH GARLAND, BUT THEY DO HAVE THE CHOICE TO POSSIBLY MOVE INTO THE OTHER SCHOOL. AND IT'S ENCOURAGING THAT WE DO HAVE MOVEMENT OF THOSE TEACHERS. I THINK ONE OF THE THINGS YOU'VE HEARD US QUESTIONING THAT WE'RE PUTTING RESOURCES AND THEN DO WE CONTINUE TO PUT THE RESOURCES IN. [00:45:01] AND IT'S MY BELIEF THAT WHEN YOU TAKE THE BEST TEACHERS AND YOU PUT THEM WITH THE MOST NEEDY KIDS, THAT'S A SUCCESS FORMULA. AND HOPEFULLY WE KEEP DOING THAT. AND NOW THAT WE'VE ACTUALLY PUT IN WRITING THE TIERS, I THINK NOW WE CAN UNDERSTAND. AND AGAIN, SOME OF THEM ARE ONE OF OUR BOARD GOALS IS TO D CAMPUSES, BUT THE OTHERS ARE ALSO VITALLY IMPORTANT CAMPUSES TO OUR OVERALL RATING EVENTUALLY AND THE EDUCATION OF THESE CHILDREN. SO HOPEFULLY WE KEEP ENSURING THAT THE PEOPLE TEACHING THESE CHILDREN ARE THE BEST WE HAVE. AND I THINK THAT'S ONE OF THE GOALS, AND I CAN DISAGREE WITH A LOT OF THINGS THAT COME OUT OF OUR STATE, AND I DO. BUT I THINK AND ONE OF THE THINGS THAT MIKE MORATH HAS PUSHED AND PUSHED IS TIA. HE STARTED THAT CONCEPT IN DALLAS ISD WHEN HE WAS A TRUSTEE. AND IT'S A MODEL THAT'S WORKED AROUND THE WORLD. AND THESE ARE DOLLARS THAT COME FROM THE STATE AND GIVE THE TEACHERS IN CAMPUSES LIKE OURS A CHANCE TO TRULY MAKE SIX FIGURE INCOMES. AND THEY WILL. AND THEY CAN. AND IT'S ON THE TIA WEBSITE TEA WEBSITE OF HOW MUCH YOU CAN MAKE GOING TO TEACH IN THESE SCHOOLS. SO HOPEFULLY WE KEEP ENCOURAGING THAT. AND I THINK THE SUCCESS WILL COME. THANK YOU. THANK YOU SIR. AND FOR THE TEACHERS WATCHING FROM OTHER DISTRICTS, THESE ARE THE SIX SCHOOLS THAT WE WOULD LOVE FOR THEM TO COME TO. NOW, THAT'S OPPORTUNITY RIGHT THERE. WITH THEIR DATA IN HAND AT THE INTERVIEW. MR. SELDERS. YES, THANK YOU FOR THAT PRESENTATION. JUST TO KIND OF PIGGYBACK ON WHAT MR. GLICK WAS TALKING ABOUT WITH RESPECT TO TIA TEACHERS. I GUESS WHEN WE DID ACE CAMPUSES A WHILE BACK, ONE OF THE THINGS THAT BECAME APPARENT TO ME WAS TEACHERS THAT HAD THE SKILL TO BE ABLE TO MOVE CERTAIN STUDENTS. LET ME SAY IT DIFFERENTLY. THERE'S A DIFFERENCE BETWEEN TEACHERS THAT ARE ABLE TO MOVE CERTAIN STUDENTS BASED ON THE CAMPUSES THAT THEY'RE TEACHING AT. I MEAN, WE WENT THROUGH A WHOLE EXERCISE TO HIRE TEACHERS THAT HAD DEMONSTRATED EVIDENCE THAT THEY WERE ABLE TO MOVE CERTAIN STUDENT DEMOGRAPHICS AND STUDENT POPULATIONS. SO A TIA TEACHER AT ONE CAMPUS DOESN'T NECESSARILY MEAN THAT THERE'LL BE A TIA TEACHER AT A DIFFERENT CAMPUS, RIGHT? AND SO HOW DO WE, BECAUSE I HEARD YOU GUYS TALK ABOUT BUILDING CAPACITY. HOW DO WE OPERATIONALIZE THAT? AND WHAT DOES THAT ACTUALLY LOOK LIKE WITHIN THE CONTEXT OF OUR PRIORITY CAMPUSES AND WHAT WE'RE DOING TO BUILD THAT? ABSOLUTELY. AND I THINK THAT'S PART OF WHAT THE HIRING PROCESS. SO BECAUSE WE DO HAVE MORE TEACHERS INTERESTED IN TRANSFERRING TO SCHOOLS THAT THAT HAVE HAD THIS CULTURE SHIFT. THAT'S WHERE WE WORK TOGETHER. THE EDL'S WORK WITH THE PRINCIPLES AND WE HAVE ACCESS TO, TO THE DATA. WE CAN SEE WHICH TEACHERS HAVE WORKED WELL IN MOST CASES, WE'VE OBSERVED THOSE TEACHERS TEACHING. AND SO WE KNOW WHICH TYPES OF STUDENTS THAT THEY MIGHT WORK BEST WITH, OR IF THEY'RE GOING TO BE A GOOD CULTURAL FIT AT THAT SCHOOL. AND THEN WE WORK WITH HR AND WITH THE CAMPUSES TO MAKE SURE THAT WE MAKE RECOMMENDATIONS THAT ARE APPROPRIATE, THAT WE KNOW ARE GOING TO BE IN THE BEST INTEREST OF THE STUDENTS. WE DON'T JUST WANT PEOPLE TO COME AND TRY TO MAKE MORE MONEY AT OUR SCHOOLS. IF THEY'RE NOT GOING TO DO IT THE RIGHT WAY AND SUPPORT ALL OF THE TEACHERS AND ALL OF THE STUDENTS AT THE CAMPUS. I'VE HEARD HIGH EXPECTATIONS TALKED ABOUT TONIGHT. AND I'M JUST CURIOUS, AND MAYBE YOU'VE TALKED ABOUT IT DURING THE COURSE OF THE PRESENTATION AND JUST THE OVERALL DISCUSSIONS, BUT CAN YOU HELP ME UNDERSTAND, I GUESS MAYBE IN A MORE BULLETED FASHION. WHAT DOES THAT ACTUALLY LOOK LIKE IN TERMS OF, YOU KNOW, HOW WE IMPLEMENT THAT AND MAKE THAT HAPPEN WITHIN THE CONTEXT OF NOT ONLY JUST OUR PRIORITY CAMPUSES, BUT ALSO TIER ONE, TIER TWO CAMPUSES, BECAUSE I THINK IT'S GOING TO LOOK DIFFERENT. SO I'M JUST CURIOUS KIND OF HOW YOU GUYS THINK ABOUT THAT. SURE. SO I'LL USE A COUPLE OF EXAMPLES. SO AT BUSSEY, WE REALLY LOOK AT LET'S JUST TAKE R-LA FOR EXAMPLE. WE'LL LOOK AT KIDS RLA SCORES FROM THE LAST TWO YEARS, AND THEN WE'LL LOOK AT THEIR WRITING SCORE. AND SO WE'LL SEE SOME KIDS THAT THAT SCORED AT AN APPROACHES HIGH LEVEL DIDN'T DO WELL ON THE ECR. IN MANY CASES A ZERO. OKAY. THIS KID IS CAPABLE OF BEING A MASTER'S STUDENT. IF WE CAN JUST GET THEM TO WRITE A DECENT ECR. THE POTENTIAL IS THERE, WE'RE NOT. AND THAT'S VERY REAL. IF THAT KID HAD JUST WRITTEN A FIVE, THEY'RE NOW AT A MEETS LEVEL. AT LAKEVIEW TODAY BECAUSE MISS MOSTY IS VERY COMPETITIVE AND SHE SEES HER. [00:50:01] SHE'S A 94, SHE WANTS TO BE A 96. WE WENT THROUGH EVERY SINGLE KID. HOW MANY KIDS WERE TWO QUESTIONS AWAY? HOW MANY KIDS WERE, WHICH REPORTING CATEGORY WERE THEY UNDERPERFORMING AT? AND IF THEY HAD JUST GOTTEN TO A 50% OF THAT, THEY WOULD HAVE GOTTEN TO A MEETS OR A MASTERS. SO WE REALLY TRY TO BREAK THE DATA DOWN INTO REALISTIC INCREMENTS. ASKING A TEACHER, CAN YOU GET A KID TO ANSWER TWO MORE QUESTIONS CORRECTLY? I WOULD HOPE EVERY SINGLE TEACHER WOULD SAY YES. AND NOW LET'S SHOW THEM WHAT HAPPENS WHEN THEY MAKE THAT CHANGE. AND IT MAKES A BIGGER CHANGE THAN THEY, THAN I THINK THAT THEY REALIZE INITIALLY. AND USING A LOT OF OUR DATA THROUGHOUT. SO WHEN WE LOOK AT DATA, NORMALLY YOU JUST LOOK AT THIS PERCENT PAST THIS PERCENT DIDN'T. THIS PERCENT DID EXTREMELY WELL. WE ARE NOW TAKING MORE OF A GROWTH APPROACH. THIS PERCENT OF YOUR KIDS MOVED UP A LEVEL. THIS PERCENT MOVED UP TWO LEVELS AND REALLY CHALLENGING TEACHERS WITH THE HELP OF RAD TO SAY WHAT'S HAPPENING HERE WITH THESE KIDS THAT ARE FALLING BEHIND EARLIER SO THAT WE CAN INTERVENE AND GET THEM THE SUPPORT THAT THEY NEED. OKAY. GOING BACK TO THE BILL CAPACITY QUESTION, YOU TALKED ABOUT HIRING DIFFERENTLY. HAVE WE ALSO, I MEAN, JUST THE REALITY OF IT, YOU KNOW, THERE ARE TEACHER SHORTAGES. SO I'M JUST CURIOUS FROM A PD STRATEGY STANDPOINT, WHAT ARE WE DOING DIFFERENTLY TO ENSURE THAT OUR TEACHERS THAT ARE ON OUR CURRENT PRIORITY CAMPUSES HAVE WHAT THEY NEED RESOURCE WISE TO BE ABLE TO BUILD THE CAPACITY WITHIN THEIR INSTRUCTIONAL DELIVERY AND PROCESS TO EXECUTE. SO OUR TEACHING AND LEARNING TEAM, MR. BROWN AND MR. RUIZ, THEIR TEAM HAS PROVIDED OUR PRIORITY CAMPUSES WITH DAYS THAT THEY CAN COME AND PLAN WITH THE INSTRUCTIONAL SPECIALISTS, THE PEOPLE WHO WROTE THE CURRICULUM WITH OUR INSTRUCTIONAL SPECIALISTS, AND THEY'RE USING THOSE PLANNING DAYS TO REALLY GO IN DEEP AND UNDERSTAND A BETTER WAY OF IMPLEMENTING THE CURRICULUM WITH THE TEACHER OR WITH THE STUDENTS. WE ALSO HAVE DAYS ON CAMPUS WHERE WE'RE TAKING TEACHERS AND WE'RE DOING WALKS, AND THEY'RE GETTING TO SEE THOSE OUTSTANDING TEACHERS WHO ARE DOING GREAT THINGS AND LEARNING THOSE NEW INSTRUCTIONAL STRATEGIES. WITH OUR ASSISTANT PRINCIPALS, WE'RE BUILDING THEIR CAPACITY BY TEACHING THEM ABOUT THE ACCOUNTABILITY SYSTEM, BY TEACHING THEM HOW TO BETTER INTERVENE WITH TEACHERS. I WAS REALLY EXCITED ABOUT THE JANUARY PD DAY. I THINK IT WAS PROBABLY OUR OUR BEST PD DAY THAT WE'VE HAD IN THE IN THE SIX YEARS THAT I'VE BEEN IN GARLAND. IT WAS A LOT OF INSTRUCTIONAL COACHES WORKING WITH TEACHERS IN DIFFERENTIATED SESSIONS. SO MY WIFE IS AN AMAZING THE BEST TEACHER IN GARLAND. AT AUSTIN ACADEMY. GOOD MOVE, GOOD MOVE. HEY, 90 SOMETHING PERCENT GROWTH SCORE, SO IT'S THE DATA DOESN'T LIE. SHE WENT TO SESSIONS, AND SHE WAS TEXTING ME. THIS WAS AN AMAZING SESSION. TEACHERS WHO ARE IN THEIR FIRST YEAR GETTING AN OPPORTUNITY TO LEARN AT THAT LEVEL. IT WAS JUST REALLY OUTSTANDING. AND ON THAT DAY, ALL THE APS CAME OVER AND WE DID A DEEP, DEEP DIVE INTO THE ACCOUNTABILITY SYSTEM AND WHICH KIDS THEY NEED TO TARGET AND HOW THEY CAN MAKE THEIR CAMPUS MOVE TO OUR GOAL, WHICH IS FOR ALL OF THEM TO BE A'S. THANK YOU FOR THAT. JUST OUT OF CURIOSITY, I FEEL LIKE WE'VE GOTTEN THIS BEFORE, BUT I'M NOT SURE HOW TO LOCATE IT. BUT WHEN YOU GUYS TALKED ABOUT THE PRIORITY CAMPUS RISK FACTORS I KNOW THAT, I THINK I REMEMBER THAT THEY WERE ALL WEIGHTED DIFFERENTLY, RIGHT? AND YOU MENTIONED THAT THE ONES THAT ARE PRIORITY CAMPUSES HAVE 13 PLUS RISK FACTORS. HOW ARE WE WAITING THOSE RISK FACTORS TO DETERMINE AND MAKE SURE THAT WE HAVE THE SCHOOL'S STRATIFIED IN THE TIERS? SO WE THIS WAS A LONG PROCESS THAT MISS MARSH LED US. BUT GO AHEAD. IT'S VERY TECHNICAL AND I DID NOT DO THE MATH BEHIND IT. RAD WAS BEHIND THIS AND DR. PAM NEBLETT. SO WE DO HAVE SOME RISK FACTORS THAT WE CAN GIVE YOU. WE HAVE THE UPDATED SHEET. IF IT'S NOT IN YOUR BOARD PACKET. MISS RUIZ HAS THOSE FOR ME SO THAT YOU CAN HAVE THE UPDATED ONE. YES, WE HAD A FEELING. WE HAD A FEELING YOU WOULD WANT A COPY OF THIS. BUT THERE ARE 26 RISK FACTORS AND THEY ARE WEIGHTED DIFFERENTLY. I CAN'T TELL YOU THE SPECIFICS BEHIND THAT, BUT DR. PAM NEBLETT CAN AND I CAN GET YOU THE INFORMATION YOU NEED FOR THAT. BUT YOU CAN SEE ON THE FRONT, THE VERY FRONT COPY EXPLAINS EACH RISK FACTOR AND WHAT IT REALLY MEANS. AND THEN AS YOU FLIP THROUGH, YOU'LL SEE OUR SECONDARY SCHOOLS, OUR ELEMENTARY SCHOOLS, AND THEN YOU'LL SEE THAT NUMBER UNDER RISK FACTOR. YOU'LL SEE PERCENTAGES, AND THEN YOU'LL SEE THE NUMBER OF RISK FACTORS. [00:55:01] AND THOSE ARE SORTED FROM HIGH TO LOW. WHEN YOU WERE GOING THROUGH THE TARGETED ELEMENTARY SCHOOL DATA FOR READING, ARE WE ATTRIBUTING THAT IMPROVEMENT TO THE SALE PROGRAM FOR THE MOST PART, OR ARE THERE OTHER FACTORS THAT CONTRIBUTED TO THAT IMPROVEMENT? I THINK SALE IS DEFINITELY ONE CONTRIBUTING FACTOR FOR SURE. I THINK THERE ARE A WHOLE LOT OF OTHER THINGS TOO THAT FACTOR INTO THAT. I WILL SHOUT OUT, I KNOW A QUESTION WAS ASKED ABOUT MENTORS AND AT THE ELEMENTARY CAMPUS, WE ARE VERY LEAN, RIGHT? WE DON'T HAVE A LOT OF EXTRA PEOPLE. HOWEVER, WE DO CURRENTLY HAVE AND WE HAVE STRATEGICALLY PLACED OUR INSTRUCTIONAL SUPPORT TEACHERS AND SUPPORT TEACHERS AT OUR CAMPUSES. AND THEY ARE MENTORS TO EVERYONE ON THOSE CAMPUSES. WE POUR INTO THEM WITH TRAINING AND THEN THEY TURN AROUND AND POUR INTO THEIR TEACHERS AT EVERY PRIORITY CAMPUS. SO THEIR ROLE IS HUGE IN THAT IN THAT BUILDING CAPACITY. THANK YOU. WITH THE ALREADY BEING SORT OF WHAT WE'RE USING INSTEAD OF MAP WITH THE MOCKSTAR, HAVE WE BEEN ABLE TO CORRELATE I-READY IMPROVEMENTS TO THE MOCKSTAR THAT WE'VE ALREADY ADMINISTERED? YES. AND WE DO HAVE ON THAT FIRST SLIDE, THESE PROJECTIONS WERE BASED ON I-READY. IF YOU SEE THE YELLOW HIGHLIGHT, THOSE 2026 PROJECTIONS JUST LIKE WE USED TO DO WITH MAP PROJECTIONS. IT'S THE SAME THING. WE ARE ALREADY ABOVE OUR TARGET IN I BELIEVE EVERY AREA EXCEPT FOR GOAL TWO. SO WE'RE RIGHT THERE TWO PERCENTAGE POINTS. SO WE'RE AT 51% FOR THIRD GRADE MEETS, 45% FOR THIRD GRADE MATH AT MEETS, AND THEN 58% FOR SIXTH GRADE READING AND 40% FOR SIXTH GRADE MATH. AND THAT IS BASED ON I-READY PROJECTIONS, VERY SIMILAR TO OUR MAP PROJECTIONS THAT WE USED TO USE. THANK YOU. I'M SORRY, I'M JUST GOING TO THROW THESE QUESTIONS. YOU GUYS TALKED ABOUT A LOT OF THINGS THAT SEEM TO BE MORE LIKE BEST PRACTICES THAT YOU'RE IMPLEMENTING. AND SO I'M JUST CURIOUS, YOU KNOW, FOR MISS RAMOS AND MR. MARTINEZ, THE BEST PRACTICES THAT THEY'VE IMPLEMENTED ON THEIR CAMPUSES, YOU KNOW, WERE SOMEWHAT DIFFERENT. AND HOW SCALABLE ARE THE THINGS THAT THEY'VE IMPLEMENTED TO THE OTHER PRIORITY CAMPUSES TO HELP THEM CONTINUE TO IMPROVE THEIR TRAJECTORY? AND THEN ALSO, ARE WE UTILIZING SIMILAR STRATEGIES FOR OUR TIER ONE OR TIER TWO CAMPUSES TO MAKE SURE THAT THEY'RE GROWING AS WELL IN PERFORMANCE? I'LL LET THEM SPEAK, BUT WE BEG, BORROW, AND STEAL FROM EACH OTHER, AND I'M SURE THAT'S WHAT THEY'RE GOING TO TELL YOU. THEY LEARN FROM EACH OTHER EVERY SINGLE DAY. AND SO GO AHEAD. COME ON IN. I CAN BRIEFLY TALK ABOUT WHAT WE'VE DONE AT STEDHAM. FOR EXAMPLE, WE STARTED WITH ONE SUPPORT TEACHER AT OUR SCHOOL THIS YEAR, AND IN OCTOBER, MISS MARSH GAVE US A SECOND ONE. AND THAT HAS TREMENDOUSLY INCREASED OUR CAPABILITY TO BUILD CAPACITY IN OUR TEACHERS. SO THAT HAS BEEN A HUGE, HUGE AREA OF IMPROVEMENT FOR US. I KNOW WE HAVE, WE COLLABORATE A LOT AS THE MIDDLE SCHOOL PRINCIPAL GROUP, WHETHER IT'S IN, YOU KNOW, OUR MONTHLY MEETINGS OR EVEN OUTSIDE OF THAT, WE'RE VERY COMPETITIVE, BUT IN A FRIENDLY WAY. AND SO I KNOW THERE'S A LOT OF THINGS WE HAVE CONVERSATIONS IN THE BACKGROUND JUST TRYING TO FIGURE OUT, YOU KNOW, IF SOMEBODY ELSE IS STANDING, WITH SIMILAR DEMOGRAPHICS, IS REALLY STANDING OUT IN A CERTAIN AREA, WE HAVE THOSE CONVERSATIONS. AND I FEEL LIKE THE MIDDLE SCHOOL PRINCIPALS HAVE REALLY GOOD RELATIONSHIPS AND WE ARE SHARING. I DO, THEY, WE GET ASKED A LOT OF QUESTIONS JUST BECAUSE OF THE PROGRESS WE'VE MADE. AND THEN WE ASK A WHOLE LOT OF QUESTIONS AS WELL. SO I FEEL LIKE THE COLLABORATION IS STRONG. AND JUST AS AN EXAMPLE, LAST WEEK IN OUR PRINCIPAL SESSIONS, EACH PRINCIPAL FOR ELEMENTARY BROUGHT THEIR STAAR PLAN BECAUSE BASICALLY THEY HAVE LOOKED AT ALL OF THEIR MOCK DATA BY THIS POINT AND THEY'RE DECIDING WHAT, WHAT ACTIONS DO WE NEED TO PUT INTO PLACE FOR THESE LAST FEW WEEKS TO MAKE IT THE MOST PURPOSEFUL THAT IT CAN BE. AND THEY ACTUALLY SAT IN TEAMS AND SHARED THEIR PLANS, PRESENTED THEIR PLANS WITH EACH OTHER, AND THEY UPGRADED THEIR PLANS. THEY LEARNED FROM EACH OTHER. I THINK EVERY YEAR IS A LITTLE BIT DIFFERENT. AND SO A CHALLENGE, ONE YEAR MIGHT BE STAFFING, WHEN THE NEXT YEAR IT MIGHT BE SOMETHING TOTALLY DIFFERENT. IT MIGHT BE RIGOR IN CLASSROOMS. SO I THINK THEY, THEY BOUNCE IDEAS OFF OF EACH OTHER ALL THE TIME BECAUSE ONE YEAR THEY MAY NOT HAVE HAD THAT CHALLENGE AND SOMEONE ELSE WAS FACING THAT CHALLENGE. AND THEY CAN GIVE THEM DIFFERENT SYSTEMS AND IDEAS OF THINGS. IT'S ALL ABOUT THE SYSTEMS REALLY THAT YOU PUT INTO PLACE. [01:00:01] AND SO YOU KNOW, AND GOING BACK TO TIA, YOU KNOW, THERE ARE PEOPLE THAT ARE NOT MOTIVATED BY MONEY, BELIEVE IT OR NOT RIGHT? AGREED. AND THEY JUST WANT TO BE SOMEPLACE WHERE THEY HAVE A VERY STRONG LEADERSHIP TEAM. I WOULD FOUGHT WHEN I WAS A TEACHER. I WOULD FOLLOW MY FAVORITE PRINCIPLE ANYWHERE. IT DIDN'T MATTER. AND SO I THINK ONE OF THE THINGS WE'VE REALLY STRATEGICALLY THOUGHT ABOUT IS, ARE WE PLACING THE RIGHT LEADERS ON THE RIGHT CAMPUSES? BECAUSE THE BEST TEACHERS WILL FOLLOW TYPICALLY. YEAH. AND TO ANSWER YOUR QUESTION, MR. SELDERS. IT IS SCALABLE AND I THINK IT'S IMPORTANT THEY CAN TALK A LITTLE MORE ABOUT THIS, BUT WE'VE PRETTY MUCH FIGURED OUT THAT THERE'S THREE CATEGORIES OR THREE BUCKETS WHERE WE REALLY NEED TO HAVE OUR LEADERS FOCUSED ON, AND THAT'S LEADING PEOPLE ON THEIR CAMPUSES. LEADING INSTRUCTION, VERY IMPORTANT. AND THERE'S SO MANY THINGS UNDER THE BUCKET THAT THEY SHOULD BE ABLE TO DO. AND THEN LEADING SYSTEMS. AND SO WE'RE ABLE TO TARGET EACH OF THOSE AREAS SPECIFICALLY SO THAT BECAUSE EVERYTHING FALLS UNDER THOSE THREE CATEGORIES. AND SO IT IS SCALABLE. WORKING WITH OUR PRINCIPALS TO ENSURE THAT THEY'RE READY TO LEAD PEOPLE SYSTEMS AND INSTRUCTION IS PRETTY MUCH WHERE IT'S AT. I APPRECIATE THAT BECAUSE ONE OF THE THINGS THAT KIND OF I TOTALLY RESONATE WITH YOU, MICHAEL, WHEN YOU TALKED ABOUT BEING SO INSTRUCTIONALLY SOUND THAT WE'RE NOT GOING TO BE VULNERABLE TO THE CHANGES THAT, YOU KNOW, COME FROM THE STATE OR TEA BECAUSE THAT'S NOT GOING TO CHANGE. AND SO I ALWAYS KIND OF THINK ABOUT HOW DO WE MAKE OUR DISTRICT FORTIFIED IN A WAY THAT, YOU KNOW, WE AREN'T VULNERABLE TO THOSE CHANGES. AND SO I GUESS AS WE'RE, YOU KNOW, IMPLEMENTING THAT. THOSE THREE THINGS WHERE YOU TALKED ABOUT LEADING PEOPLE, INSTRUCTION AND SYSTEMS. I HAVE TO IMAGINE THAT IT LOOKS DIFFERENT ON THE CAMPUSES THAT WE, YOU KNOW, ALL HAVE BECAUSE OUR CAMPUSES ALL SEEM TO BE VERY DIFFERENT. AND SO I THINK ABOUT HOW DO WE DO THAT PROACTIVELY, RIGHT? I MEAN, YOU KNOW, YOU MENTIONED FROM YEAR TO YEAR, YOU KNOW, YOU CAN HAVE A STUDENT THAT'S AT MASTERY AND THEN THE NEXT YEAR THEY COULD BE AT MEETS OR, YOU KNOW, BE AT MEETS AND THEN, YOU KNOW APPROACHING. AND SO LIKE, HOW DO WE GET IN FRONT OF THAT TO ANTICIPATE HOW THESE RISK FACTORS, ALONG WITH ALL OF THESE MOVING PARTS, KEEP US AHEAD OF THE CURVE. AND I GUESS THAT'S SORT OF WHERE MY HEAD GOES. I'M TRYING TO THINK ABOUT HOW WE DO THAT. AND THAT'S BEEN OUR GOAL IS TO BUILD THOSE SYSTEMS. SO WHEN WE START THE YEAR, LOOKING AT EVERY KID WHO DROPPED FROM LAST YEAR AND DOING A DEEP DIVE ON WHY DID THIS KID DROP? WHO WAS THEIR TEACHER? WHAT WAS THE SITUATION AROUND IT? AND HOW ARE WE GOING TO GET THEM BACK TO WHERE THEY NEED TO BE, TO THE POINT THAT HOPEFULLY WE DON'T HAVE TO DO IT ANYMORE. BUT I DO ALSO WANT TO ADD, I THINK, AN UNEXPECTED BENEFIT. OUR LEADERSHIP DEFINITION, THE D IS DEVELOPING RELATIONSHIPS, AND WE HAVE A LOT OF LEADERSHIP DEVELOPMENT PROGRAMS. AND WHAT I'VE NOTICED IS THAT WE START TO SEE THE NEWEST CROP OF PRINCIPALS HAVE GONE THROUGH THESE PROGRAMS TOGETHER, AND THEY HAVE DEVELOPED LIKE A REALLY STRONG COHORT MINDSET. AND SO YOU'LL SEE TEXT THREADS WITH SIX, SEVEN PEOPLE, APS, PRINCIPLES CHALLENGING EACH OTHER. OUR PHILOSOPHY IS, I'LL TELL YOU EVERYTHING I'M DOING. WE'RE GOING TO DO IT BETTER ANYWAYS. AND WE'RE GOING TO, WE'RE GOING TO BE THE BEST AND WE WANT YOU TO BE. IT'S NOT FUN IF YOU'RE THE BEST AND EVERYBODY ELSE IS NOT DOING WELL. WE WANT TO BEAT YOU WHILE YOU DO WELL TOO. RIGHT. YEAH. YEAH. I HAD THE OPPORTUNITY TO ATTEND GOV CAMP AND THERE WAS A HUGE, YOU KNOW, DISTRICT COMPONENT AS WELL AS A HUGE STUDENT VOICE COMPONENT. AND I THINK, YOU KNOW, THE RELATIONSHIP COMPONENT THAT YOU TALKED ABOUT WITHIN THE COHORT, I THINK THAT'S SUPER IMPORTANT. BUT WHAT I GATHERED AND JUST IT GOT CONFIRMED FOR ME WAS THAT THERE'S ALSO A HUGE COMPONENT IN THE RELATIONSHIP BETWEEN CAMPUS LEADERS, TEACHERS, STUDENTS AND THEIR FAMILIES. AND SO YOU CAN'T DISCOUNT THAT. AND WE HAVE TO BE INTENTIONAL ABOUT BUILDING THOSE RELATIONSHIPS AS WELL. ABSOLUTELY. YEAH. I'M SORRY. THAT'S ALL THE QUESTIONS I HAVE. ANYTHING ELSE? BRIEFLY. MR. GLICK. I MEAN, WE'VE WE JUST GOT ISSUED A SEVERE THUNDERSTORM WARNING, SO I'M GOING TO TRY AND GET EVERYONE HOME SAFELY. SO PLEASE QUICKLY. QUESTION FOR PRINCIPAL MARTINEZ. I THINK YOU INDICATED THAT YOUR WEAKEST CATEGORY WAS C CLOSING THE GAPS, RIGHT. RIGHT. AND THAT'S 30% OF THE GRADE. SO WHAT ASSISTANCE ARE YOU GETTING FROM LEADERSHIP IN TERMS OF CATEGORY C? THAT'S A GREAT QUESTION. SO SOME OF THE THINGS THAT WE'VE DONE, LIKE MISS MARSH MENTIONED, IS WE STARTED EARLIER. WE STARTED EARLIER WITH THE DATA TRACKING, WITH IMPLEMENTING THOSE SYSTEMS, BUILDING TEACHER CAPACITY, ENSURING THAT WE HAD MORE SUPPORT FROM OUR EDL TEAM THEIR IDFS, THE IDFS COMING INTO THE CAMPUS, THERE ARE A LOT MORE VISIBLE. OUR TEACHERS FEEL THAT ENERGY, YOU KNOW, THAT POSITIVE PRESSURE, YOU KNOW, THAT BUILDS THAT CAPACITY THAT THEY NEED TO MAKE SURE THAT THEY'RE HITTING [01:05:02] EVERY, EVERY STUDENT. SO I'M ASSUMING YOU'RE OPTIMISTIC ABOUT CATEGORY C THIS YEAR. WE ARE, WE ARE WE'RE HITTING OUR TARGETS WITH OUR TWO LOWEST SUBPOPULATIONS, WHICH IS AFRICAN AMERICAN AND HISPANIC. WE'VE BEEN HITTING THOSE TARGETS CONSISTENTLY IN CBAS IN INTERIM STAAR AND IN MOCKSTAR. THANK YOU. THANK YOU SIR. THANK YOU. OKAY, LET'S GO AHEAD AND MOVE ON TO THE NEXT AGENDA ITEM WHICH WOULD BE ACTION ITEMS FOR THE [IV.B. Action Items] MARCH 2026 BOARD MEETING. WE GOT A DYNAMIC DUO COMING UP, DR. MORAN AND DR. CULPEPPER TO DISCUSS APPROVAL OF NAACP RESOLUTION FOR USE OF A DISTRICT FACILITY. CHAIRMAN JOHNSON, BOARD OF TRUSTEES, DR. LOPEZ. BEFORE YOU ARE TWO RESOLUTIONS FOR COMMUNITY YOUTH GROUPS TO USE DISTRICT FACILITIES WITHOUT CHARGE. THE NOON EXCHANGE CLUB OF GARLAND HAS REQUESTED TO USE THE CURTIS CULWELL CENTER FOR THE NOON EXCHANGE CLUB CHILDREN'S HOLIDAY PARTY. THE EVENT WILL BE HELD ON WEDNESDAY, DECEMBER 2ND, 2026 AND THEY ARE REQUESTING TO USE THE BUILDING FROM 7:00 AM TO 2:00 PM. THE NAACP GARLAND UNIT HAS REQUESTED TO USE HOMER BE JOHNSON STADIUM FOR THE DISTRICT WIDE BACK TO SCHOOL SUPPLY DISTRIBUTION. THIS EVENT WILL BE HELD ON SATURDAY, AUGUST THE 8TH, 2026 AND THEY ARE REQUESTING TO USE THE BUILDING FROM 6:00 AM TO 1:00 PM. THESE EVENTS ARE DESIGNED TO PROVIDE FOR ALL GARLAND ISD STUDENTS AND FAMILIES, AND ARE A PART OF OUR ONGOING COMMITMENT TO PROVIDING INNOVATIVE EXPERIENCES THAT PREPARE ALL STUDENTS FOR COLLEGE AND CAREERS, ALONG WITH DEVELOPING MEANINGFUL RELATIONSHIPS BETWEEN SCHOOLS, FAMILIES, AND THE COMMUNITY IN A SAFE AND SECURE ENVIRONMENT. FOR DISTRICT FACILITIES TO BE USED WITHOUT CHARGE, THE BOARD OF TRUSTEES MUST DETERMINE THAT THE USE SERVES THE DISTRICT'S PUBLIC PURPOSE. THESE RESOLUTIONS SERVE AS A FINDING OF THE PUBLIC PURPOSE AND ALLOW THE ADMINISTRATION TO DETERMINE NECESSARY CONTROLS TO ENSURE THE PUBLIC PURPOSE IS CARRIED OUT. THE ADMINISTRATION RECOMMENDS APPROVAL OF THESE RESOLUTIONS. DO YOU HAVE ANY QUESTIONS ABOUT THESE TWO RESOLUTIONS? OBVIOUSLY THESE ARE TWO USES THAT WE'VE APPROVED IN THE PAST, GREAT EVENTS THAT HAVE BEEN HOSTED BY GREAT PARTNERS TO OUR SCHOOL DISTRICT. DO YOU HAVE ANY QUESTIONS REGARDING THESE RESOLUTIONS? SEEING NONE, THIS WILL BE ADVANCED TO THE BOARD MEETING IN MARCH. THANK YOU VERY MUCH. THAT ACTUALLY TOOK CARE OF ACTION ITEMS B.1 AND 2. SO WE'LL GO TO ACTION ITEM B.3 WHICH IS CONSIDERED APPROVAL OF MISSED SCHOOL DAYS WAIVER AND LOW ATTENDANCE DAY WAIVER. ALL RIGHT. GOOD EVENING, CHAIRMAN JOHNSON, TRUSTEES AND DR. LOPEZ. TONIGHT'S STUDENT SERVICES WILL PRESENT OUR SPRING WAIVERS, WHICH DETAILS THE REQUEST WE WILL MAKE TO THE COMMISSIONER WITH YOUR APPROVAL AT THE BOARD OF TRUSTEES MEETING LATER THIS MONTH. ANY QUESTIONS FROM THE COMMITTEE REGARDING THE WAIVER IS OBVIOUSLY DUE TO OUR RECENT ICE MAGEDDON THAT WE HAD. YES, SO WE'RE GOING TO HAVE TWO DIFFERENT WAIVERS THAT WE'RE LOOKING AT THIS EVENING. THE FIRST IS A LOW ATTENDANCE WAIVER. AND THAT IS ANY TIME WE HAVE A TEN-POINT DIFFERENTIAL BETWEEN OUR ATTENDANCE, AVERAGE ATTENDANCE FROM THE PREVIOUS YEAR TO THAT PARTICULAR DAY, AND THEN THE MISSED SCHOOL DAY WAIVERS. AND SO WE'RE JUST QUICKLY GOING TO GO OVER SOME OF THE THINGS THAT OCCURRED DURING ICE MAGEDDON ON JANUARY 26TH AND 27TH. WE WERE OUT, BUT WE ARE NOT ASKING FOR A WAIVER FOR THOSE DAYS BECAUSE THOSE DAYS WERE ACTUALLY BUILT INTO OUR CALENDAR. WE'RE REQUIRED TO BUILD AT LEAST TWO DAYS INTO OUR CALENDAR FOR INCLEMENT WEATHER OR SOME OTHER USE. SO OUR FIRST WAIVER REQUEST IS GOING TO BE A MISSED SCHOOL DAY WAIVER FOR JANUARY 28TH. WE'LL BE ASKING FOR ANOTHER FOR JANUARY 29TH. AND SO WE CAME BACK TO SCHOOL ON THE 30TH, BUT OUR ATTENDANCE WAS VERY LOW THAT DAY. OUR ATTENDANCE WAS ABOUT 81%, AND THE PREVIOUS YEAR IT HAD BEEN OVER 93%. SO THERE'S DEFINITELY A TEN POINT DIFFERENTIAL THERE. SO WE WILL BE ASKING FOR A LOW ATTENDANCE DAY WAIVER FOR THE 30TH. WITH YOUR APPROVAL AT THIS TIME ARE THERE ANY QUESTIONS. ANY QUESTIONS REGARDING THIS WAIVER? I DON'T HAVE A QUESTION. I WANT YOU TO SEPARATE THESE INTO TWO SEPARATE ACTION ITEMS, NOT ONE COMBINED. OKAY. SO PROVIDE ME WITH TWO SEPARATE, PLEASE. GOTCHA. WE CAN DEFINITELY DO THAT. IT WILL STILL BE CONSENT. OKAY. NO QUESTIONS. OKAY. WELL, THANK YOU, DR. HEMPHILL. ALL RIGHT. THE NEXT ITEM WE HAVE IS EXECUTIVE SESSION. [01:10:02] DR. LOPEZ. DO WE HAVE A LENGTHY EXECUTIVE SESSION AS ANTICIPATED? WE DO. OKAY, I'M JUST PLAYING, WE'RE CLEAR. OKAY, EVERYONE GET HOME. [VI. Adjournment] BAD WEATHER IS COMING, SO BE SAFE. AND THANK YOU VERY MUCH. DO I HAVE A MOTION TO ADJOURN? SO MOVED. SO MOVED. WE ARE ADJOURNED AT 8:29 P.M.. THANK YOU VERY MUCH, EVERYONE, FOR YOUR ATTENDANCE. * This transcript was compiled from uncorrected Closed Captioning.