[00:00:02]
[I. Call to Order and Determination of Quorum]
AND I WILL CERTIFY THAT WE HAVE A QUORUM IS PRESENT, AND I'LL CALL THIS MEETING TO ORDER.DO WE HAVE MISS GRIFFIN ON OR IS SHE GOING TO.
OKAY. SHE'S NOT VISIBLE. SHE WILL POP UP. OKAY.
OKAY. MISS HOGAN, DO WE HAVE ANY PUBLIC COMMENTS? OKAY. WELL, THEN SEEING THERE'S NO PUBLIC COMMENT FORUM COMMENTS, WE CAN MOVE TO THE SUPERINTENDENT'S MESSAGE.
[III. Superintendent's Message]
AND YOU MADE IT BACK FROM MY MEETING? YES, I MADE IT THROUGH.I MADE IT. MY FIRST MEETING. YOUR FIRST MEETING, I WAS NOT GOING TO MISS THIS.
YOU KNOW, JUST TO LET THE PUBLIC KNOW TODAY EIGHT SUPERINTENDENTS FROM ACROSS THE STATE HAD A GREAT INTIMATE CONVERSATION WITH OUR LIEUTENANT GOVERNOR, DAN PATRICK, ON EDUCATION ISSUES. HE WAS, IT WAS REALLY A RECEPTIVE TWO-WAY CONVERSATION.
IT'S GOING TO BE AN ONGOING CONVERSATION. IT'S NOT ONE AND DONE.
HE WAS VERY ATTENTIVE. WE TALKED ABOUT SPECIAL EDUCATION.
WE TALKED ABOUT YOU KNOW, THE BURDEN ON TAXPAYERS AND WHAT'S REALISTIC VERSUS WHAT'S NOT.
SO I'M BACK AND I'M EXCITED. AND THERE'S A LOT OF GREAT THINGS GOING ON.
WE HAVE A HEFTY AGENDA. SO I'LL TURN IT BACK TO YOU, CHAIRPERSON STANLEY.
[IV.A. Information Items]
FOR A, INFORMATION ITEMS, WE'RE GOING TO RECEIVE THE 2028 A-F ACCOUNTABILITY FRAMEWORK UPDATE.AND IS THAT GOING TO BE MISS JOYNER. THANK YOU.
YES. GOOD EVENING, CHAIRPERSON STANLEY. BOARD OF TRUSTEES.
YOU HAVE AN UPDATED COPY OF THE PRESENTATION.
I HAD A MINOR TYPO, SO YOU'LL SEE THAT UPDATED COPY THERE.
AND THEN ALSO BECAUSE ACCOUNTABILITY CAN BE SO CUMBERSOME.
SO WHEN WE MOVE IN TO THIS PRESENTATION, REALLY THE PURPOSE OF THIS UPDATE IS TO SUMMARIZE WHY TEA IS DOING A REFRESH TO THE FRAMEWORK. IT FEELS LIKE WE JUST RECEIVED THE MOST RECENT UPDATE.
AND WE'RE FINALLY GETTING OUR BEARINGS STRAIGHT WHEN IT COMES TO THE METHODOLOGY.
AND SO NOW IT'S TIME AGAIN FOR ANOTHER REFRESH.
SO WHEN WE MOVE INTO WHY THE REFRESH, THIS REALLY COMES WITH HOUSE BILL 22 OF THE 85TH TEXAS LEGISLATURE REGULAR SESSION IN 2017. AND IT DOES HAVE A PROVISION THAT ALLOWS THE COMMISSIONER TO ESTABLISH AND MODIFY STANDARDS TO CONTINUOUSLY IMPROVE STUDENT PERFORMANCE TO ACHIEVE GOALS OF ELIMINATING ACHIEVEMENT GAPS.
SO ONE OF THE THINGS THAT THE COMMISSIONER HAS BEEN VERY ADAMANT ABOUT IS THAT NO MATTER WHAT, NO MATTER WHAT'S OCCURRING WITH TESTING, THE ACCOUNTABILITY FRAMEWORK WILL BE ADAPTED AND UPDATED EVERY FIVE YEARS.
WELL THEY RELEASED ONE AND THEN THEY'VE UPDATED IT.
AND SO THEY HAVE BEEN MEETING FROM THE FALL INTO EARLY SPRING.
[00:05:03]
WE DO ANTICIPATE RECEIVING A PRELIMINARY MANUAL LATER THIS SUMMER.FALL 2027 THEY WILL BE PROVIDING US SOME WHAT IF RATINGS.
SO WHEN WE TAKE OUR DATA FROM 2027 THEY WILL PROVIDE US WITH A, WHAT IF THE 2028 THRESHOLDS AND METHODOLOGY WERE TO COME INTO PLAY. AND THEN THE 2728 ASSESSMENT DATA IS WHAT WILL INFORM OUR ACCOUNTABILITY RATINGS FOR 2028, WHICH THOSE ARE TYPICALLY RELEASED AUGUST 15TH OF EACH YEAR.
SO AGAIN, THERE'S A LOT STILL IN PLAY. THERE ARE A LOT OF THINGS THAT STILL HAVE NOT BEEN IRONED OUT, BUT FOR THE MOST PART, THIS IS WHERE OUR TIMELINE IS FALLING.
SO THE BIGGEST CHANGE IS REALLY THIS SYSTEM WIDE SHIFT.
SO MISS GRIFFIN, ONE MORE ACRONYM FOR US TO REMEMBER IN THE COMING YEARS.
SO A BEGINNING OF THE YEAR, A MIDDLE OF THE YEAR, AND AN END OF THE YEAR ASSESSMENT.
HOWEVER, THEY ARE ALSO CONSIDERING AN APPROVED VENDOR LIST FOR DISTRICTS SUCH AS OURS THAT ALREADY USE A MONITORING ASSESSMENT TOOL LIKE IREADY TO BE ABLE TO USE THOSE AS THE BEGINNING OF YEAR AND MIDDLE OF THE YEAR.
SO THOSE DETERMINATIONS HAVE NOT YET BEEN MADE.
WE NEED TO WAIT FOR THE AGENCY TO GIVE US MORE GUIDANCE, AND THEN WE REALLY NEED TO REFLECT UPON WHAT'S THE PURPOSE OF EACH ONE OF THOSE ASSESSMENTS. IN ADDITION TO THAT, THE ASSESSMENTS WILL BE DEEMED SHORTER.
OUR OFFICIAL END DATE IS. AND SO FOR THESE SHORTER ASSESSMENTS, WE WILL HAVE PREDEFINED WINDOWS OR BLOCKS OF TIME, WITH THE EXCEPTION OF OUR STUDENTS THAT HAVE AN IEP OR A 504 PLAN.
AND THEIR ACCOMMODATIONS ARE TO HAVE ADDITIONAL TIME.
SO THE PENDULUM HAS SWUNG A LITTLE BIT BACK. IF Y'ALL WILL RECALL, SEVERAL YEARS AGO, BEFORE THE STAAR 2.0 ITERATION, THERE WAS WRITING IN AN ELEMENTARY SCHOOL IN FOURTH GRADE AND THEN ALSO IN SEVENTH GRADE.
AND THEN WITH STAAR 2.0, WE STARTED TO WRITE ACROSS THE BOARD.
SO NOW THEY ARE STILL GOING TO BE ACROSS THE BOARD, IT'S STILL GOING TO BE GRADES THREE THROUGH EIGHT, BUT IT'S GOING TO BE TWO DIFFERENT TEST SESSIONS.
FOR OUR HIGH SCHOOL EXAMS, THERE WILL STILL ONLY BE ONE END OF YEAR ASSESSMENT.
THERE WILL NOT BE A BEGINNING OF YEAR OR A MIDDLE OF THE YEAR.
SO WE WILL GO FROM HAVING FIVE EXAMS DOWN TO JUST FOUR.
SO THERE WILL BE ONE END OF COURSE EXAM PER CONTENT AREA.
SO THIS WILL ELIMINATE THAT SECOND REDUNDANT EXAM.
AND IF YOU GUYS WILL RECALL WITH OUR JUST EVEN ACROSS THE STATE, THE MAJORITY OF OUR STUDENTS THAT ARE NEEDING TO MEET THEIR GRADUATION REQUIREMENTS ARE STRUGGLING TO MEET THOSE GRADUATION THRESHOLDS FOR ENGLISH I AND ENGLISH II.
SO WHAT REMAINS CONSISTENT? MR. GLICK. YOU WILL APPRECIATE THIS.
WE WILL STILL HAVE OUR THREE DOMAINS. OKAY. IT WILL STILL, WE WILL STILL HAVE STUDENT ACHIEVEMENT AND SCHOOL PROGRESS, BUT WE WILL. WE'RE. THE DISTRICT AND CAMPUSES ARE MEASURED ON THE BEST OF.
AND THEN THE CLOSING THE GAPS IS STILL THE EXTRA 30%.
SO THAT STRUCTURE THAT, AS WE KNOW NOW, IS NOT CHANGING.
IN ADDITION TO THAT, THEY HAVE NOT MADE ANY CHANGES TO WHAT THE WEIGHTS ARE.
[00:10:05]
HAVE THOSE BEGINNING OF THE YEAR AND MIDDLE OF YEAR ASSESSMENTS IN THIRD THROUGH EIGHTH GRADE, ONLY THE END OF YEAR ASSESSMENT WILL BE CONSIDERED FOR THE PURPOSE OF ACCOUNTABILITY.IN ADDITION TO THAT, FOR OUR MIDDLE SCHOOLS, THE ACCELERATED PATHWAY TESTERS THAT TEST FOR ALGEBRA ONE IN OUR MIDDLE SCHOOLS PRIOR TO TAKING GRADE NINE, THE AGENCY IS CONSIDERING GIVING CAMPUSES AND DISTRICTS BONUS POINTS FOR THOSE STUDENTS THAT ARE EARNING THOSE END OF YEAR OR END OF COURSE, CREDITS. NOT ONLY THE CREDIT, BUT ALSO MEETING THEIR GRADUATION REQUIREMENT IN MIDDLE SCHOOL PRIOR TO MOVING INTO HIGH SCHOOL. AND THEN ALSO TEA IS PROPOSING SOME UPDATES ON HOW SAT AND ACT RESULTS ARE INCORPORATED FOR THOSE ACCELERATED TESTERS. SO BY LAW, BY FEDERAL LAW, OUR HIGH SCHOOL STUDENTS ARE SUPPOSED TO ALSO TAKE A MATH ASSESSMENT.
SO IF THEY TAKE IT IN MIDDLE SCHOOL, THEN WHAT DO WE ADMINISTER FOR THEM AT HIGH SCHOOL? SO THE AGENCY AND THE U.S. DEPARTMENT OF EDUCATION HAVE COME TO AN AGREEMENT THAT THE SAT OR ACT SCORE CAN BE THAT SUBSTITUTE ASSESSMENT FOR FEDERAL ACCOUNTABILITY. AND SO THEY'RE JUST MOVING THE THRESHOLDS FOR WHAT'S THE EQUIVALENT OF APPROACHES AND WHAT'S THE EQUIVALENT FOR MASTERS.
MOVING ON TO THE COLLEGE CAREER MILITARY READINESS INDICATORS.
WE HAVE CHANGES TO INDICATORS. SO HOW CAN A STUDENT EARN A CCMR INDICATOR.
AND THEN WE HAVE CHANGES TO METHODOLOGY. HOW IS A CAMPUS OR A DISTRICT SCORED BASED ON THOSE DIFFERENT INDICATORS? SO ON THE HANDOUT THAT YOU'VE RECEIVED AT YOUR AT YOUR SEAT, YOU'LL SEE THAT WE REALLY STARTED IN 2023 WITH THIS ACCOUNTABILITY REFRESH AND THE IDEA THAT IN ORDER TO BE ITS COLLEGE CAREER AND MILITARY READINESS, NOT AN OR.
SO OUR CCTE TEAM, OUR ADVANCED ACADEMICS TEAM, THEY HAVE BEEN AT THE FOREFRONT OF A LOT OF THESE DECISIONS WHERE WE HAVE STUDENTS THAT TAKE INDUSTRY BASED CERTIFICATES AND THEN ALIGNING THEM TO A COURSE AND THEN ALIGNING THEM TO A PROGRAM OF STUDY.
SO ALL OF THAT WORK BEGAN WITH ACCOUNTABILITY 2023.
WE ARE NOT ANTICIPATING ANY CHANGES TO THAT METHODOLOGY FOR 2028.
WHAT'S CHANGING IS SIMPLY WHAT THEY'RE SAYING.
IF YOU'LL NOTICE THERE ON THE ACCOUNTABILITY REFRESH SOME OF THE FRAMEWORK RELATED TO THOSE CERTIFICATIONS AND THEN ALSO SOME CHANGES TO COLLEGE PREP COURSES. IN ADDITION TO THAT, THERE'S A NEW MILITARY READINESS PATHWAY FOR STUDENTS WHO COMPLETE THE JROTC AND ALSO TAKE THE ASVAB.
SO IN GARLAND ISD, THAT IMPACT WOULD OCCUR AT ROWLETT HIGH SCHOOL THAT HAS THE GR THE JROTC PROGRAM.
THEN THE MAJOR REDESIGN IS REALLY COMING IN 2023, SO WE WON'T GET INTO THAT TONIGHT.
BUT IN A NUTSHELL, IT'S GOING TO TAKE OUR CCMR INDICATORS AND CATEGORIZE THEM BASED ON WHAT THE STATE IS DETERMINING WHAT IS A STRONGER CCMR INDICATOR AS OPPOSED TO ANOTHER IN A MORE OF AN APPROACHES MEETS AND MASTERS PERSPECTIVE. THEN WE MOVE INTO CLOSING THE GAPS.
THIS ONE HERE THERE ARE NOT ANY CHANGES TO THE ACTUAL METHODOLOGY.
WHAT THE WHAT THE AGENCY IS BRINGING IN HERE IS TAKING OUR RESULTS DRIVEN ACCOUNTABILITY THAT IS INTENDED FOR OUR STUDENTS WITH AN IEP AND THE DATA THAT'S PROCESSED THERE, AS WELL AS OUR STUDENTS THAT ARE EMERGENT, BILINGUAL OUR HOMELESS AND FOSTER STUDENTS.
SO THERE'S ANOTHER SUBSET OF DATA THAT'S GOING TO BE COMING IN.
AND THAT WILL ONLY BE IMPACTING THE DISTRICT LEVEL RATINGS.
SO WHAT THE WHAT THE REPLACEMENT FOR STAAR IS GOING TO BE.
SO I'M SURE THAT MR. BRUMAN AND MR. LEWIS WILL BE WORKING VERY DILIGENTLY AND HAND IN HAND TO MAKE SURE THAT WHATEVER OUR DECISION IS FOR THAT, THAT WE SEE IT NOT JUST FROM THE LENS OF INSTRUCTION, BUT ALSO GROWTH AND ACCOUNTABILITY.
THEN ALSO CONTINUE TO LOOK AT THE IMPACT OF THOSE ACCELERATED PATHWAYS.
SO OUR MATH STUDENTS THAT ARE TAKING ABOVE GRADE LEVEL MATH INSTRUCTION.
[00:15:02]
OF COURSE, LOOKING AT OUR CCMR PROGRAMING WITH THAT ALIGNMENT BETWEEN THOSE INDUSTRY BASED CERTIFICATIONS AND BEING COLLEGE READY.THEN ALSO THE ACCOUNTABILITY FOR OUR SPECIAL POPULATIONS.
AND THEN LASTLY, THOSE WHAT IF RATINGS AND CONTINUE TO DO SOME DATA MODELING.
OKAY, SO WHILE 2028 FEELS LIKE AN ETERNITY FROM TODAY TO REALLY PUT IT INTO PERSPECTIVE, OUR STUDENTS THAT ARE GOING TO BE INCOMING FRESHMEN IN THIS COMING YEAR WILL BE THOSE STUDENTS THAT ARE PART OF THAT 2031 CCMR METHODOLOGY. SO WE REALLY HAVE TO GET AHEAD OF THE GAME SO THAT WE DON'T LOOK BACK AND LOOK AND SAY, WELL, WHY WERE WE NOT PREPARED? SO THAT'S SOMETHING THAT YOU DON'T HAVE TO WORRY ABOUT WITH A TEAM THAT'S SITTING HERE IS WE WILL ALWAYS BE FULLY PREPARED AND READY FOR WHATEVER THE AGENCY THROWS OUR WAY WITH ACCOUNTABILITY.
OKAY, PERFECT. THANK YOU. DO WE HAVE ANY QUESTIONS? MR. GLICK THANK YOU MA'AM. SO THE ONLY TEST, QUOTE UNQUOTE, THAT COUNTS IS END OF YEAR.
YES, SIR. THE ONLY ADMINISTRATION THAT WILL COUNCIL FROM BEGINNING OF YEAR, MIDDLE OF YEAR, END OF YEAR FOR THE PURPOSE OF ACCOUNTABILITY WILL ONLY BE THE END OF YEAR ASSESSMENT. SO HOW MUCH SHORTER? IT'S 90 MINUTES.
WHEN YOU REALLY THINK ABOUT IF YOU AGGREGATE WHAT BEGINNING OF YEAR, MIDDLE OF THE YEAR AND END OF YEAR LOOK LIKE, THAT'S REALLY THE TYPICAL ADMINISTRATION FOR A STAAR NOW, THE DIFFERENCE IS THAT IT'S NOT IN ONE SITTING.
AND I KNOW THAT A LOT OF TIMES WHEN WE DO THESE PRACTICE ASSESSMENTS TO GEAR UP FOR STAAR, A LOT OF WHAT OUR CAMPUS ADMINISTRATORS AND TEACHERS ARE LOOKING FOR IS THAT STAMINA BECAUSE THE STUDENT COULD POTENTIALLY UNDERSTAND THE STANDARDS, BUT CAN THEY DO IT FOR A LONG PERIOD OF TIME? AND I THINK THAT THAT'S WHAT THE STATE IS ADDRESSING WITH THESE SHORTER ASSESSMENTS.
OKAY, SO A LITTLE OVER THREE HOURS CURRENTLY ON SOME OF THE TESTS.
YES, SIR. BUT WE'RE ONLY GOING TO COUNT NOW A 90 MINUTE TEST.
SO THE OTHERS ARE JUST FOR INFORMATION PURPOSES? THEY'RE INTENDED TO DRIVE INSTRUCTIONAL DECISION MAKING.
AND THEN ALSO TO CAPTURE WHAT DOES THAT GROWTH LOOK LIKE FROM BEGINNING OF THE YEAR TO END OF YEAR.
IN ADDITION TO THAT, THE STATE IS TELLING US THAT INSTEAD OF JUST HAVING WHERE EVERYONE HAS 40 QUESTIONS ON A MATH TEST, THAT THE ASSESSMENT IS GOING TO BE COMPUTER ADAPTIVE.
SO VERY SIMILAR TO HOW OUR STUDENTS RIGHT NOW DO THE IXL DIAGNOSTIC, OUR SAT.
A LOT OF THESE ASSESSMENTS THAT ARE ALREADY COMPUTER ADAPTIVE.
AND SO THAT WILL, WHAT THE AGENCY IS TELLING US IS THAT WE SHOULD BE ABLE TO GARNER THE SAME AMOUNT OF INFORMATION FROM THESE SHORTER ASSESSMENTS, BECAUSE THEY'RE GOING TO BE COMPUTER ADAPTIVE AS COMPARED TO THE TRADITIONAL 1-40 ASSESSMENTS THAT WE'RE USED TO.
AND YOU SAID WE MAY BE ABLE TO USE IREADY AS OF FOR THE FIRST TWO TESTS, RIGHT? IF THEY IF THEY PASS THE REQUIREMENTS TO BECOME AN APPROVED VENDOR.
AND THEN ALSO IF THE RECOMMENDATIONS THAT ADMINISTRATION BRINGS TO YOU GUYS FOR APPROVAL.
SO IT IS GOING TO BE A PATHWAY AND AN OPTION.
AND THEIR ADAPTIVE TESTS? YES, SIR. SO WHAT'S CHANGING OTHER THAN THE FACT THAT THE LAST TEST IS MUCH SHORTER? EVERYTHING ELSE SEEMS TO ME IS ALMOST EXACTLY THE SAME.
SO THE IDEA THAT THESE LONG ASSESSMENTS THAT OUR CHILDREN ARE SITTING FOR, SO IF YOU THINK ABOUT A, AN EIGHTH GRADER, AN EIGHTH GRADER TAKES A MATH, A READING, A SCIENCE AND A SOCIAL STUDIES ASSESSMENT.
IN ADDITION TO THAT, IT'S REALLY ABOUT THAT PROGRESS MEASURE.
SO IF AT THE BEGINNING OF THE YEAR, BECAUSE WE IN GARLAND ISD, WE'RE WE ARE PROGRESSIVE, THERE ARE A LOT OF DISTRICTS THAT DON'T ADMINISTER AN IREADY OR A MAP. AND I KNOW THAT THAT'S HARD TO, TO CONTEMPLATE, BUT THERE ARE A LOT OF DISTRICTS OUT THERE THAT, THAT DON'T HAVE THOSE. AND SO THAT WILL BE A REQUIREMENT FOR THOSE DISTRICTS THAT DON'T ALREADY HAVE SOMETHING IN PLACE.
IT DOESN'T, IT SEEMS I'M TRYING TO CONTEMPLATE HOW THIS WILL AFFECT OUR STUDENTS BECAUSE AGAIN,
[00:20:01]
LIKE YOU SAID, WE'VE DONE THIS, WE'RE DOING IT, AND THEN WE GET TO THE END.IT'S A MUCH SHORTER TEST. WHEN YOU'RE USED TO TAKING LONGER TESTS, BUT OKAY, I.
WHEN I WAS READING THE TEA GUIDELINES, I CAME TO SOMETHING AND I HAVE TO TELL YOU IT WAS NUMBER 19.
THAT'S ON PAGE SIX. I STARTED LAUGHING AND I PROBABLY SHOULDN'T HAVE.
SO I'VE BEEN FOLLOWING THE INTERNATIONAL TESTING, THE PISA TEST.
I DIDN'T KNOW WHAT THEY WERE IN 2007, BUT I LEARNED PRETTY FAST ON PISA AND THE NAEP.
AND THEY'RE SAYING THEY'RE PROJECTING OR SUGGESTING OR DEMANDING, ANYONE WORDS YOU WANT TO PUT IN, THAT WE'RE GOING TO BE THIS STATE OF TEXAS IS GOING TO BE IN THE TOP FIVE IN A CERTAIN PERIOD OF TIME.
WELL, RIGHT NOW MATH, FOURTH GRADE, WE'RE EIGHTH.
SO THAT'S, THAT'S GOOD. AND THAT'S THE ONLY ONE.
WE'RE EVEN CLOSE ON READING FOURTH GRADE. WE'RE, I THINK 42ND OR 43RD.
ON MATH EIGHTH GRADE, WE'RE LIKE 38TH, 37TH. AND READING EIGHTH GRADE WE'RE IN THE 40S. SO I COULD SEE ONE OF THE THINGS GETTING INTO THE TOP FIVE, MAYBE THE OTHERS, WE HAVE A LONG WAY TO GO.
WHAT DO YOU THINK ABOUT THAT? SO BECAUSE THERE IS STILL SO MUCH IN THE AIR IN TERMS OF WHAT THE TRUE OUTCOMES ARE GOING TO BE ONCE TEA MAKES ALL OF THESE FINAL DECISIONS.
AND UNTIL THERE'S LIKE A NATIONAL REQUIRED ASSESSMENT, I THINK IT'S JUST VERY, VERY DIFFICULT TO PROJECT TO SEE WHAT, BECAUSE EVERY STATE HAS THE AUTONOMY TO CREATE THEIR OWN.
SO WE MAY BE WHERE THE STATE IS SEEING IMPROVEMENTS IN ITS OWN ASSESSMENT PROGRAM.
AND OUR NEIGHBORING STATES ARE SEEING IMPROVEMENTS ON THEIR OWN ASSESSMENT PROGRAM.
BUT THEN WHEN YOU PUT IT ALL TOGETHER AND THEY ARE BEING COMPARED TO THESE NATIONAL NORMS, IT'S PROBABLY NOT THE SAME. SO IT IN MY OPINION, UNTIL THERE IS A STANDARD NATIONAL ASSESSMENT THAT EVERY STUDENT ACROSS THE COUNTRY TAKES, THAT'S A REQUIREMENT. IT'S REALLY HARD TO GAUGE WHERE WE FALL ON THOSE.
WELL, OKAY, BUT LET'S LOOK AT IT A DIFFERENT PERSPECTIVE.
SO THEY'RE SUGGESTING THAT IN A CERTAIN PERIOD OF TIME, WE'RE GOING TO IMPROVE ON THOSE TWO GRADE LEVELS, FOURTH AND EIGHTH GRADE LEVELS ON THEIR TWO TESTS THEY TAKE.
AND I THINK THE ONE COMPONENT THAT'S MISSING, AND WE TALKED ABOUT IT A LOT IN FINANCE IS WHERE'S THE MONEY GOING TO COME FROM? BECAUSE YES, I WOULD BELIEVE THAT IF THEY'RE WILLING TO PUT SOME DOLLARS INTO THIS PROGRAM, THE CAPABILITY IS THERE. THE CAPABILITY OF OUR STAFF AND OUR TEACHERS IS THERE.
THE CAPABILITY OF THE KIDS IS THERE. I THINK WE'VE DEMONSTRATED THAT.
BUT THE QUESTION IS, DO WE HAVE ENOUGH MONEY TO DO IT? AND SO TO SAY THIS IS WHERE WE WANT TO GO IN THE FUTURE IS REALLY GOOD.
IS IT MYTHICAL? I DON'T KNOW. I HOPE IT'S NOT.
AND TO WHAT? A COUPLE OF THINGS THAT MR. SELDERS HAS SAID OVER THE COURSE OF THE LAST COUPLE OF YEARS IS HOW DO WE ESTABLISH BOARD GOALS AND GOALS FOR OUR CAMPUSES THAT ARE TEA OR ACCOUNTABILITY PROOF, RIGHT? LIKE WE NEED TO GO BACK AND CENTER OURSELVES ON WHAT DOES THAT PERFORMANCE LOOK LIKE FOR OUR STUDENTS IN GARLAND ISD, IN MATH, IN READING, IN WHATEVER OTHER GOAL THAT YOU WOULD LIKE TO, FOR US TO ENTERTAIN, RIGHT? AND SO AT THIS POINT I THINK THAT WE JUST KEEP OUR FOCUS ON WHAT WE CAN CONTROL AND MANAGE AND ADAPT TO IN OUR DISTRICT.
AND AGAIN, TO MR. SELDERS POINT OF HOW CAN WE MAKE GAINS OR HELP OUR STUDENTS MAKE GAINS? WITHOUT REGARD TO HOW THE STATE IS GOING TO GRADE US.
SO, SO I'LL PUT IT SO EVERYBODY IS CALIBRATED.
THAT'S WHY WE'RE FOCUSING ON DOMAIN ONE, RIGHT? THERE'S ALL THESE OTHER DOMAINS AND OUR IN OUR SYSTEM GETS CONFUSING.
AND A LOT OF PEOPLE LOOK AT 2B, YOU KNOW, FROM HOW DO WE COMPARE WITH OTHERS? AND THAT'S WHERE SOME AI'S COME FROM. OR MAYBE DOMAIN THREE, WHICH IS GROWTH, CORRECT? 2A. 2A.2A. 2A GROWTH. AND THEN SO IT GETS CONVOLUTED.
BUT IF YOU LOOK AT JUST THE RAW SCORES DOMAIN ONE AND THAT'S WHERE WE'RE GOING TO PROVE OUR SYSTEM.
AND THAT'S WHY SHE WAS SAYING THAT IT SOUNDS LIKE IT'S A WAYS OFF, BUT IT'S REALLY NOT.
[00:25:03]
AND WE DON'T KNOW HOW THE STATE'S GOING TO CALIBRATE EVERYTHING BECAUSE EVERYTHING'S ALWAYS CALIBRATED.RIGHT. AND IT SEEMS LIKE EVERYTHING FALLS IN THIS NATURAL BELL CURVE.
IT'S AMAZING HOW THAT HAPPENS. AND SO WE, WE'RE REALLY WORKING HARD ON FORTIFYING IT.
THAT'S WHY THE FIRST SCORES THAT WE GIVE, THE ENTRY LEVEL THE MID WE GOT TO START TAKING WITH I WOULD JUST SAY MORE URGENCY RATHER THAN TAKING A TEMPERATURE, WE SHOULD TAKE IT AS AN ACCOUNTABILITY MARKER OF WHERE WE'RE AT.
AND THAT WILL HELP US START PREDICTING WHAT THE DOMAINS ONE SCORE WILL BE AT THE END.
AND I DON'T KNOW IF YOU ARE WILLING TO TALK ABOUT THIS ONE PARAGRAPH.
AND THAT'S GOING TO TAKE MONEY. AND YOU DON'T HAVE TO SAY WE NEED MORE MONEY FOR X.
JUST WRITE WHAT T WROTE DOWN. THIS IS WHAT THEY'RE REQUIRED THERE.
I DON'T KNOW REQUIRING, THEY'RE SUGGESTING.
IT'S YEAH IT IS. SO I MEAN LIKE YOU SAID, WE CAN SET GOALS AND WE'VE SET GOALS.
AND I THINK THOSE GOALS ARE ATTRACTIVE FOR US.
AND THEY'RE GOALS THAT ARE FUTURE PROOFED. BUT THE QUESTION IS, ARE WE WILLING TO JOIN THE REST OF THE STATE AND FIGHT AND SAY, OKAY, STATE THIS IS WHAT YOU'RE PROJECTING FOR US.
YOU WANT TO LOOK AT US AND COMPARE IT TO 49 OTHER STATES AND SAY, THIS IS WHERE WE WANT TO BE.
AND OTHER STATES BRAG ABOUT THEIR ANY PRE SCORES.
I PROMISE YOU THEY DO. WE DON'T AND WE CAN'T, BUT THEY WANT US TO.
SO THAT'S IT. THANK YOU. CAN I ADD A CAVEAT TO WHAT LARRY IS SAYING THERE? BECAUSE I GOT A REPORT, LEGISLATIVE REPORT THAT TASB SENT A LETTER TO THE COMMISSIONER, THAT MORATH IS ASKING THE AGENCY TO APPLY THE CHANGE, BEGINNING WITH STUDENTS ENTERING THE NINTH GRADE IN THE FALL OF 2028, WHICH WOULD BE THE CLASS OF 2032, AND TO PUBLISH A SPECIFIC POINT VALUES AS PART OF THE PROPOSED RULE PACKAGE, CITING HOUSE BILL 8, TWO YEAR ADVANCE NOTICE PROVISIONS, AND TO LEAD THE TIME, DISTRICTS NEED TO BUILD AND ADVISE CTE PROGRAMS OF STUDY.
SO THERE IS A CONFLICT BETWEEN TASB AND WHAT MORATH IS WANTING TO DO WHEN WE HAVE ON OUR CCMR CHANGES TO 2031 PROBABLY OUGHT TO BE 2032. HOPEFULLY IT'LL BE CHANGED TO THAT, MAYBE.
BUT THIS IS WHAT I KNOW THAT TASB IS TRYING TO DO THROUGH TEA AT THIS PARTICULAR TIME.
YES, SIR. AND AGAIN, OUR CTE OR OUR ADVANCED ACADEMICS, OUR TEACHING AND LEARNING DEPARTMENTS, THEY'RE ALREADY PLANNING FOR THESE CHANGES. BECAUSE JUST LIKE LARRY SAID, I MEAN, IF WE'RE TRYING TO DO THIS AND THE FUNDING THAT TAKES PLACE, WE NEED TO HAVE SOME CUSHION TO FIND OUT HOW WE'RE GOING TO BE ABLE TO DO THIS AND MAKE THIS A FEASIBLE SITUATION.
SO I KIND OF AGREE WITH WHAT HE'S SAYING. THANK YOU.
OKAY. THANK YOU. MR. SELDERS. YES. THANK YOU FOR THE PRESENTATION.
A COUPLE QUESTIONS ON YOUR SLIDE NUMBER SEVEN.
WHEN YOU TALK ABOUT THE BONUS POINTS THAT WOULD BE FACTORED FOR DOMAIN ONE SCORES. AND I WAS JUST CURIOUS, HOW DOES THAT EVEN LOOK? GREAT QUESTIONS, WHILE THEY HAVE NOT RELEASED THAT METHODOLOGY AND IT LOOKS LIKE I AM GOING THE WRONG WAY.
SO SORRY. AM I GOING THE WRONG WAY? SCOTT? YOU'RE STILL GOING THE WRONG WAY.
OKAY, I'LL LET SCOTT TAKE OVER. SO I'LL GIVE AN EXAMPLE.
I LIKE THE LITTLE SLIDER THING IS IS OPPOSITE, SO MY APOLOGIES.
SO FOR EXAMPLE, RIGHT NOW WITH OUR STUDENTS THAT DO NOT PASS STAAR THE FIRST TIME AND THEY HAVE TO PARTICIPATE IN ACCELERATED INSTRUCTION WITH HOUSE BILL 1416. AND THIS IS JUST WITH REGULAR ENGLISH, LANGUAGE ARTS, AND WITH MATH.
THE WAY THAT THAT HAPPENS IS THAT WE FOLLOW THE REGULAR METHODOLOGY.
AND THEN FOR THOSE STUDENTS THAT GO FROM NOT PASSING STAAR ONE YEAR TO PASSING STAAR THE NEXT, WE GET A QUARTER OF A BONUS POINT THAT GOES INTO THE NUMERATOR BUT NOT THE DENOMINATOR.
SO AGAIN, THE METHODOLOGY HAS NOT BEEN RELEASED, BUT I ANTICIPATE THAT SOMETHING REALLY SIMILAR WILL OCCUR WHERE WE STILL CALCULATE DOMAIN ONE JUST LIKE WE ALWAYS DO. BUT THEN FOR THE STUDENTS THAT ARE ACCELERATED OR ABOVE GRADE LEVEL IF THEY SCORE APPROACHES, THEN THEY HAVE SOME SORT OF WEIGHTED SCORE FOR APPROACHES.
SO THAT'S WHAT I ANTICIPATE SEEING. OKAY, AND THEN WITH THE CHANGE AND I'M MOVING TO SLIDE EIGHT WHERE YOU TALK ABOUT THE INDUSTRY BASED CERTIFICATIONS, THE REALIGNMENT THAT TEA IS DOING. CURRENTLY, HOW MANY OF OUR LIKE OUR CCMR SCORES ARE BASED ON INDUSTRY BASED CERTIFICATIONS?
[00:30:06]
LIKE WHAT IS THAT RELATIONSHIP? GREAT QUESTION.I DON'T KNOW IF MISS BLAKE, IF YOU HAVE AN EXACT NUMBER.
AND I DON'T WANT TO JUST CALL ONE OUT, BUT I BET IT'S ABOUT HALF AT LEAST.
OR MR.. ARE YOU FAMILIAR? BUT IF NOT, I CAN ALWAYS SHARE THAT INFORMATION WITH YOU GUYS.
SO THE, THE PERCENTAGE OF INDUSTRY BASED CERTIFICATES THAT ARE PART OF THE OVERALL CCMR SCORE.
SO RIGHT NOW WE SAY WE HAVE 97% OF OUR STUDENTS THAT HAVE A CC, MET THEIR CCMR CRITERIA.
OF THOSE, HOW MANY ARE JUST INDUSTRY CERTIFICATES? I DON'T WANT TO GUESS THAT NUMBER FOR THE CLASS OF 2026, BECAUSE WE'RE STILL PUTTING A LOT OF DATA DOWN AND LOOKING AT OUR IBCS.
I KNOW THAT WE DID HAVE 7,373 IBCS EARNED FOR 2026 IN THE SCHOOL YEAR.
THAT INCLUDES NINTH THROUGH 12TH GRADERS. SO HOW MANY OF THOSE, HOW MANY OF OUR CCMR MET STUDENTS WERE STRICTLY FROM CTE? I DON'T HAVE THAT PERCENTAGE TODAY. BUT THAT IS A QUESTION THAT WE ARE SOME DATA.
WE ARE WE ARE PULLING. JUST BECAUSE. HOW, WHAT DOES THAT TREND BEEN I GUESS OVER THE LAST COUPLE OF YEARS? WHAT IS IT IN. THERE WAS ABOUT OUR STUDENTS IN GARLAND ISD HAVE SO MANY OPPORTUNITIES THAT THEY DO GET MET.
WE CALL IT CCMR MET IN MULTIPLE WAYS. SO IN 2020, CLASS OF 2025, WE DID HAVE ABOUT 12% OF OUR STUDENTS THAT WERE ONLY MET THROUGH AN IBC AND BEING A CONCENTRATOR. AND THE STANDARD HAS INCREASED IN 2026.
THEY HAVE TO BE A COMPLETER AS OF THIS SCHOOL YEAR.
SO THAT WHERE THAT WILL STAND, I'M NOT SURE. THE REASON WHY I'M ASKING IS BECAUSE I DON'T THINK TEA HAS DECIDED YET WHAT THEY'RE GOING TO DO IN TERMS OF WHICH IBC ARE GOING TO GET, YOU KNOW, THE PREMIUM SCORE AND WHICH ONES ARE GOING TO GET DOWNGRADED.
AND SO IF WE HAVE LIKE EIGHTH GRADERS THAT ARE STARTING IN, YOU KNOW, IN A PATHWAY, HOW DOES THAT IMPACT THEM BY THE TIME THEY'RE READY TO GRADUATE? YEAH. AND TEA HAS RELEASED THE LIST AND THE TEARING OF THE IBCS.
OKAY. THEY HAVE, YEAH. SO WE'VE PLANNED IN GARLAND ISD, WE'VE TAKEN EVERY IBC THAT'S A TIER THREE OFF OF OUR PROGRAMS OF STUDY BEGINNING 2020, THE FALL OF 2026, WHICH MEANS OUR TEACHERS ARE GOING TO BE STUDYING SOME NEW CURRICULUM TO MAKE SURE OUR STUDENTS ARE READY TO TAKE THOSE IBCS.
AND SO WE NEED THEM TO TAKE THAT, WE WANT THEM TO, BUT THEY'LL ALSO TAKE A TIER TWO OR A TIER ONE.
AND THEN THEY'RE ALSO ALIGNED WITH THE INDUSTRY IN THAT THE LIVABLE WAGE, IF THE LIVABLE WAGE IS, OR IF THEY'RE NOT GOING TO MAKE A WAGE THAT WE OR THE BUREAU, THE I CAN'T THINK OF THE NAME, THE BUREAU OF LABOR AND STATISTICS, SAYS IS HIGH ENOUGH TO TO LIVE ON.
THEN THAT THAT IBC WILL BE TIERED, LOWER. AND SO THERE'S A REASON THERE'S A METHODOLOGY BEHIND IT.
THEY DIDN'T PICK AND CHOOSE. THERE WAS SOME REASONING IN THE TIER ONE, TIER TWO, TIER THREE. SO DID THEY SHARE WITH YOU GUYS OR WORK WITH YOU GUYS TO DETERMINE LIKE WHAT HIGH WAGE, HIGH SKILL, IN-DEMAND OCCUPATIONS WOULD LOOK LIKE, AND THEN HOW THEY GO ABOUT DETERMINING WHICH IBCS ARE GOING TO BE WEIGHTED? YEAH, NOT IN THAT DETAIL, BUT IT'S CLEAR WHEN YOU LOOK AT THE TIERS AND YOU LOOK AT THE INDUSTRY AND WHAT LIVABLE WAGES ARE, WHAT WAGES ARE OUT THERE AND WHAT'S IN DEMAND RIGHT NOW.
SO TIER THREE ARE LESS. AND SO WE LOOK AT LIKE HOW, WHAT CONSTITUTES IN DEMAND AND HOW THAT SHIFTS SO FAST OVER A PERIOD OF 2 TO 4 YEARS. SO ARE THEY GOING TO BE CONSTANTLY MAKING THESE ADJUSTMENTS? AND ARE WE GOING TO HAVE TO CONSTANTLY MAKE THESE ADJUSTMENTS ON OUR SIDE TOO? AND THEN WHAT IS THE IMPACT OF THAT TO OUR SYSTEM? YES. YEAH. WE'VE HAD A LOT OF DISCUSSIONS ABOUT THAT, HOW THE INDUSTRY BASED CERTIFICATION LIST REFRESHES EVERY FIVE YEARS.
SO WILL THEY'RE TIER THEM. HOW OFTEN THEY'LL RE TIER THEM.
I DON'T KNOW THAT ANSWER. IT MAY AND IT MAY BE OUT THERE AND I JUST DON'T KNOW.
[00:35:02]
AND THAT'S INTENTIONAL, OF COURSE. THAT'S TEAR ONE? THERE, WELL, THEY WON'T NECESSARILY BE TIER ONE IBCS, BUT THEY'LL BE TIER ONE OR TIER TWO.THE TIER ONES, AND I THINK WE'LL SEE THIS ACROSS THE STATE. THE TIER ONES WILL BE THERE WILL BE FEWER OF THOSE IMPLEMENTED BECAUSE OF THE LEVEL AND THE INSTRUCTIONAL TIME. AND THEN WE HAVE TO ATTRACT INSTRUCTORS FROM THE INDUSTRY WHO COULD BE MAKING A VERY HIGH LIVABLE WAGE IN THE INDUSTRY. SO WE HAVE TO ATTRACT THEM TO BE ABLE TO TEACH THESE IBCS, WHICH, WHICH WE'RE DETERMINED WE WILL DO. BUT THE MAJORITY, IT WILL BE KIND OF LIKE A BELT.
AND HOW CONFIDENT ARE WE THAT WE CAN RECRUIT INSTRUCTORS TO INSTRUCT OR TEACH THESE TIER ONE AND TIER TWO? YEAH. AN EXAMPLE IS THE LAND SURVEYING PROGRAM THAT WE'RE IMPLEMENTING.
AND SO THEY'RE COMING OUT AND IN DISCUSSIONS WITH ONE PARTNER, I SAID, HERE'S, HERE'S THE PROBLEM.
I HAVE GOT TO ATTRACT A TEACHER OR TWO. I HAVE TO BUY EQUIPMENT THAT'S VERY EXPENSIVE.
AND, AND ANY, ANYTHING I THREW OUT THERE, THEY SAID, WE GOT YOU, WE GOT YOU, WE GOT YOU.
AND THEY'RE, THEY'RE TRAINING OUR TEACHERS THIS FALL FOR THE, THE BASE CLASS, THE PRINCIPALS CLASS THAT WE'RE IMPLEMENTING IN THIS FALL TO GET THEM READY FOR THE FALL OF 27 OF THE GRCTC OPENING.
AND SO INDUSTRY IS STEPPING UP TO HELP HIRING THE TEACHER.
YOU KNOW, WE'VE BEEN REAL CLEAR, WE CAN'T DO THIS WITHOUT A GOOD INSTRUCTOR.
THAT SOUNDS LIKE A HEAVY LIFT. IT IS A LIFT, BUT IT'S FUN.
OKAY. AND WE'RE AFFECTING A LOT OF LOT OF FUTURE WORKFORCE, THOUGH.
ALL RIGHT. THANK YOU. THANK YOU. OKAY. MR. JOHNSON, THANK YOU.
A COUPLE OF BRIEF QUESTIONS. WITH RESPECT, YOU INDICATED THAT THE NEW TESTING REGIMEN ISN'T GOING TO TAKE EFFECT UNTIL NOT THIS UPCOMING ACADEMIC SEASON, BUT THE NEXT ONE, CORRECT? YES, SIR. ALRIGHT, SO WE'RE GOING TO HAVE SOME STUDENTS THAT TAKE EOCS IN THE UPCOMING YEAR.
CORRECT. AND SO WITH IF YOU'LL RECALL, THE ONLY ONE THAT IS GOING TO BE CHANGING IS THE ENGLISH II.
THAT ONE'S FALLING OFF. THE REST OF THEM ARE GOING TO STAY JUST AS THEY ARE.
THERE'S NOT GOING TO BE A BEGINNING OF YEAR, A MIDDLE OF YEAR.
I DON'T KNOW THAT THEY'RE STILL GOING TO CALL IT STAAR OR EOC, I HAVEN'T SEEN THAT.
BUT THEY WILL STILL THOSE WILL STILL BE A GRADUATION REQUIREMENTS.
THE AGENCY IS STILL WORKING ON THE SPECIFICS ON BECAUSE OUR ACCOUNTABILITY CYCLE IS JUNE, DECEMBER, AND THEN SPRING. SO IF, FOR EXAMPLE, WE HAVE STUDENTS THAT DO NOT PASS THE ENGLISH II ASSESSMENT SPRING OF 27, THE QUESTION IS, DO WE NEED TO ADMINISTER THE ENGLISH II ASSESSMENT FOR THOSE KIDS JUNE OF 27 SINCE AUGUST OF 27 IS GOING TO START THE NEW, THERE'S NO MORE ENGLISH II? I GUESS THAT'S KIND OF WHAT I'M GETTING AT. IS THERE A DEGREE PLAN EFFECTIVELY FROZEN BASED UPON THE YEAR THEY STARTED, OR IS IT GOING TO BE ALTERED SINCE THEY'RE IN THE MIDDLE OF THIS FOUR YEAR CYCLE WHEN THIS CHANGE OCCURS? SO THEY HAVE NOT YET RELEASED THE FINAL DETAILS? REALLY, THEY DIDN'T THINK THAT THROUGH. THAT'S SHOCKING. BUT EVEN SO, THE NEW THE NEW EOCS ARE GOING TO BE ABOUT A THIRD AS LONG AS THE OLD EOCS, RIGHT? NO, SIR. THEY HAVE NOT MADE A CHANGE.
FROM WHAT I HAVE BEEN INFORMED OF IS THERE'S REALLY NO CHANGE TO THE HIGH SCHOOL EOC PLATFORM.
OKAY, SO ALL THE CAMPAIGNING AND STUFF I HEARD DURING THE LEGISLATIVE SESSION ABOUT THE EVILS OF STAAR AND HOW WE'RE GOING TO SLAY STAAR AND WE'RE GOING TO KILL THE TEST, AS FAR AS I CAN BASICALLY TELL, THEY DID ABSOLUTELY NOTHING.
CORRECT. OTHER THAN CHANGE IT TO THE STUDENT SUCCESS TOOL.
AND. AND AS FAR AS OUR DISTRICT GOES, BECAUSE WE WERE ALREADY DOING THESE PROGRESSIVE ADMINISTRATIONS, LITERALLY LIFE WILL BE THE SAME FOR OUR STUDENTS.
NOTHING WILL CHANGE. THE ONLY THING IS SOME ANOTHER.
OKAY, THANKS. GOT IT. MR. GLICK. MORE OF A REQUEST FOR DOCTOR LOPEZ.
[00:40:05]
I MEAN, WHEN WE SAW THE NEW PROGRAMS COMING TO GILBREATH-REED, YOU LISTED THE PROGRAMS AND LISTED LIVING WAGE AND OTHER CRITERIA OF THOSE PROGRAMS. AND AS MISS BLAKEY WAS TALKING ABOUT WITH THE LIST NOW ONE, TWO AND THREE.COULD WE MAYBE GET A PRESENTATION ON THAT, HOW THAT WORKS WITH WHAT THE ONES ARE AND WHAT THE TWOS ARE, AND HOW WE'RE PREPARING TO MAKE SURE THAT THEY MEET THAT CRITERIA? I THINK THAT WOULD REALLY BE INTERESTING, BECAUSE. I MEAN, THAT'S WHAT COMMIT TALKS ABOUT ALL THE TIME.
THEY TALK ABOUT LIVING WAGE IN DALLAS COUNTY.
THEY, OVER AND OVER AND OVER LIVING WAGE IN DALLAS COUNTY.
SO THAT'S KIND OF WHAT WE WERE HEADING. AND THAT'S WHAT WE TALKED ABOUT WITH THOSE FIVE PROGRAMS, AND THAT WAS WHAT WE WERE JUST TALKING ABOUT NOW. SO I THINK IT WOULD BE INTERESTING TO SEE THAT. YEAH, WE CAN GET, AND WE CAN START PROGRAMING WHEN WE SHOW OUR PROGRAMING WHAT THAT LOOKS LIKE FROM THE DIFFERENT LEVELS. YEAH, WE STARTED THIS TRANSITION ACTUALLY IN THE GILBREATH-REED BACK IN 2018.
AND AT FIRST IT WASN'T VERY POPULAR BECAUSE IT WAS THE PHILOSOPHY WAS, YOU KNOW, IT'S A PHILOSOPHICAL DIFFERENCE WAS LET'S EXPOSE KIDS, LET THEM, LET THEM GO THERE AND DABBLE INTO THIS AND DABBLE INTO THAT.
AND WELL, WE'RE WASTING TIME AND MONEY ON, NOT ON OUR END, BUT ON THE CHILDREN.
RIGHT. AND, AND WE'VE STREAMLINED THAT. SO WE, THIS, THESE SHIFTS ARE NATURAL TO US NOW.
AND CARMEN BLAKEY DOES A GREAT JOB AND I THINK WHEN WE GET A BETTER HOLD OF WHAT THAT LOOKS LIKE, ESPECIALLY WITH THE UPCOMING NEW PROGRAMING, WE COULD, WE COULD GIVE YOU GIVE AN UPDATE THROUGH THE STANLEY. YEAH. AND AS SHE SAID WITH THE SURVEY, WHICH IS INTERESTING BECAUSE SOME OF THE SURVEYS WHO, WHEN I WAS ON ROWLETT PLANNING AND ZONING, THEY'RE ALL GETTING READY TO RETIRE NOW.
THAT WOULD BE INTERESTING ALSO TO SEE. RIGHT, RIGHT. AND THEN THERE'S GOING TO BE PHASING OUT PROBABLY SOME OF THE MORE POPULAR THINGS THAT SOME PEOPLE LOVE. RIGHT. AND WE JUST GOT TO UNDERSTAND WE DON'T HAVE THE MONEY FOR EVERYTHING.
SO THAT MIGHT MEAN WE PHASE OUT SOME OF THOSE PROGRAMS TOO.
AND PEOPLE, PEOPLE'S FEELINGS WILL GET HURT. YES, AND A LOT OF THOSE THREES WILL STILL NEED TO BE IN PLAY FOR OUR RURAL AREAS THAT DON'T HAVE THE SAME LUXURY OF RESOURCES THAT LARGER SUBURBAN OR URBAN DISTRICTS HAVE.
SO THANK YOU BOTH. I DON'T. YEAH. OH, MISS GRIFFIN, DO YOU HAVE ANYTHING.
I CAN'T SEE YOU. OKAY. THANK YOU. OKAY, SO I JUST A COUPLE OF THINGS THAT COME TO MY MIND.
PROBABLY ONLY MY MIND, BUT SO I DON'T FUNDAMENTALLY HAVE A PROBLEM WITH ANY OF THIS STUFF EXCEPT FOR WHEN WE START SAYING I ALWAYS LIKE THE CCMR WHERE IT WAS CAREER COLLEGE OR MILITARY READY, BECAUSE I BELIEVE TO PUT THAT STANDARD ON EVERY CHILD, YOU'RE SETTING SOME OF THEM UP FOR FAILURE.
AND NOW WE'RE SAYING TO THEM THAT THEY HAVE TO SHINE IN EVERYTHING AGAIN.
SO I, THAT'S THE, I, IF I COULD DO SOMETHING ABOUT IT, I WOULD.
AND THEN WHEN IT COMES TO THE SHORTER TEST, SO I'M A HUGE PROPONENT OF THAT AND I HOPE THAT WE START TO SEE SOME CHANGES IN THE 503S AND IEPS BECAUSE I WOULD EXPECT WITH THE SHORTENED TESTING THAT WE DON'T THAT WE SHOULD BE ABLE TO RECOGNIZE THAT MAYBE WE CAN GET OUT MAKE. I DON'T, I'VE NEVER REALLY LIKED THE EXTRA TIME BECAUSE IN THE WORKFORCE, THEY DON'T GIVE ME ANY EXTRA DAYS TO COMPLETE MY TASK.
I MEAN, I STILL GOT TO GET THE TASK COMPLETED.
SO I HOPE THAT WORKS IN OUR FAVOR. THOSE WERE THE ONLY THINGS FOR ME.
THANK YOU, MISS JOYNER. OF COURSE. THANK YOU GUYS.
ANY OTHER QUESTIONS? ALL RIGHT. THANK YOU ALL.
OKAY. OKAY, SO WE'RE GOING TO MOVE ON TO ANOTHER INFORMATIONAL ITEM.
WE'RE GOING TO RECEIVE THE COLLEGE FOR ALL 2026 EARLY COLLEGE ANNUAL UPDATE, WHICH IS REQUIRED.
AND THAT'S GOING TO BE AUDREY SMALLWOOD AND KEVIN MASSEY.
DID I SAY IT RIGHT? ON A ROLL TONIGHT. GOOD EVENING CHAIRPERSON STANLEY, TRUSTEES AND DOCTOR LOPEZ.
[00:45:01]
ECHS AND P-TECH BLUEPRINT. EARLY COLLEGE PROGRAMS OFFER SIGNIFICANT BENEFITS TO STUDENTS.STUDENTS RECEIVE ACADEMIC AND SOCIAL SUPPORT FROM DEDICATED STAFF, AND THEY ALSO DEVELOP ESSENTIAL SOFT SKILLS THAT ARE CRITICAL FOR LONG TERM SUCCESS IN BOTH ACADEMIC AND PROFESSIONAL SETTINGS. WHILE BOTH EARLY COLLEGE HIGH SCHOOL, ECHS, AND P-TECH PROGRAMS ALLOW STUDENTS TO EARN COLLEGE CREDITS ALONGSIDE THEIR HIGH SCHOOL DIPLOMA, THEY DIFFER IN FOCUS AND OUTCOMES.
IN CONTRAST, P-TECH COMBINES HIGH SCHOOL, COLLEGE, AND INDUSTRY EXPERIENCE.
THESE PROGRAMS ARE CLOSELY TIED TO WORKFORCE DEVELOPMENT, OFFERING HANDS ON LEARNING THROUGH INDUSTRY PARTNERSHIPS, WITH THE GOAL OF PREPARING STUDENTS FOR DIRECT ENTRY INTO THE WORKFORCE AT A LIVING WAGE UPON GRADUATION.
CURRENTLY, OUR PROGRAMS SERVE 4,332 STUDENTS.
34% OF STUDENTS ARE IDENTIFIED AS AT RISK AND 69% ARE ECONOMICALLY DISADVANTAGED.
PROGRAMS EARNING DESIGNATION WITH DISTINCTION MUST MEET HIGH STANDARDS IN THREE KEY AREAS STUDENTS ACCESS, STUDENT ATTAINMENT, AND STUDENT ACHIEVEMENT. THE KEY AREAS INCLUDE INTENTIONALLY SERVING AT RISK AND ECONOMICALLY DISADVANTAGED STUDENTS, AS WELL AS DEMONSTRATING STRONG OUTCOMES IN COLLEGE READINESS AND COLLEGE CREDIT COMPLETION.
THIS RECOGNITION HIGHLIGHTS THE SUCCESS OF GISD COLLEGE FOR ALL PROGRAMING, AND THE COMMITMENT AND ONGOING WORK TO EXPAND COLLEGE ACCESS AND ACHIEVEMENT FOR EVERY STUDENT. BECAUSE OF THE SUCCESS OF EARLY COLLEGE ROLLOUT OVER SEVEN YEARS AGO.
GISD WAS ONE OF TWO DISTRICTS IN THE STATE OF TEXAS SELECTED BY THE EDUCATE TEXAS TO HOST A SHOWCASE FOR CCRSM, OR COLLEGE AND CAREER READINESS SCHOOL MODELS TO BE A MODEL FOR DISTRICTS TO COME AND PARTICIPATE FROM ACROSS THE STATE.
AND THIS MAY GIVE US AN ISSUE BECAUSE I DON'T THINK THIS IS.
I THINK THIS IS STATIC. SO GIVE ME JUST A SECOND.
SEE THIS SCRATCH. AUTO SHOPS WILL EASILY CHARGE YOU TWO GRAND.
IN GARLAND ISD. YOUR SUCCESS IS THOROUGHLY PLANNED.
REAL OPPORTUNITIES WITH REAL RESULTS. ALL SEVEN GISD HIGH SCHOOLS PROVIDE STUDENTS WITH ACCESS TO TEA DESIGNATED EARLY COLLEGE CAREER READINESS SCHOOLS THROUGH P-TECH AND THE HS PROGRAMS. GARLAND ISD IS A STATE LEADER FOR COLLEGE AND CAREER READINESS, AND WE BELIEVE EVERY STUDENT DESERVES A PATHWAY TO SUCCESS.
EARLY COLLEGE PROGRAM STUDENTS CAN GRADUATE WITH A HIGH SCHOOL DIPLOMA, A NO COST ASSOCIATE'S DEGREE, AND AN INDUSTRY RECOGNIZED CERTIFICATION IN HIGH DEMAND FIELDS, CREATING DIRECT PATHWAYS INTO THE WORKFORCE OR CONTINUED COLLEGE SUCCESS.
[00:50:02]
I AM EARNING INDUSTRY CERTIFICATIONS IN GETTING REAL WORLD EXPERIENCE.THE SMALLER LEARNING COMMUNITY MAKES IT EASIER TO BUILD RELATIONSHIPS AND STAY FOCUSED.
BY THE TIME I GRADUATE FROM SOUTH GARLAND, I'LL ALREADY BE AHEAD.
BEING A P-TECH STUDENT AT SACHSE HIGH SCHOOL HAS HAD A HUGE IMPACT ON ME.
IT'S GIVEN ME REAL CLASSROOM EXPERIENCE. I'M EARNING COLLEGE CREDIT, LEARNING FROM EDUCATION PROFESSIONALS AND DEVELOPING THE SKILLS I NEED TO BECOME A FUTURE TEACHER. BEING PART OF THE ECHS PROGRAM.
EARLY COLLEGE HAS HELPED ME GROW MORE CONFIDENT AND MORE FOCUSED ON MY FUTURE.
THE P-TECH CRIMINAL JUSTICE PROGRAM AT LAKEVIEW IS GREAT.
WE'RE NOT JUST LEARNING FROM TEXTBOOKS. WE'RE GAINING REAL WORLD EXPERIENCE.
COLLEGE LEVEL COURSES CONNECT ME WITH INDUSTRY PROFESSIONALS AND HELPS ME EXPLORE CAREERS IN LAW ENFORCEMENT, PUBLIC SERVICE, AND THE LEGAL FIELD. THE P-TECH PROGRAM HERE IN NORTH CAROLINA HIGH SCHOOL IS INCREDIBLE BECAUSE IT GIVES THE STUDENTS THE OPPORTUNITY TO TAKE MULTIPLE DUAL CREDIT CLASSES AND TAKE MULTIPLE INDUSTRY BASED CERTIFICATIONS.
FOR EXAMPLE, THE TEACHER MISS SO THEY COME TO THE RESUME AND BE READY FOR THE REAL WORLD AND BE ABLE TO GET REAL JOBS IN THE FUTURE.
BEING PART OF ECHS AT GARLAND HIGH SCHOOL HAS COMPLETELY CHANGED MY PERSPECTIVE.
I'M EARNING MY DIPLOMA AND COLLEGE CREDITS AT THE SAME TIME.
I'VE ATTENDED CLASSES MY SENIOR YEAR AT DALLAS COLLEGE RICHLAND CAMPUS.
ECHS ISN'T JUST ABOUT GETTING AHEAD, IT'S ABOUT REALIZING EXACTLY WHAT YOU'RE CAPABLE OF ACHIEVING.
THROUGH CCMR, P-TECH INDUSTRY CERTIFICATIONS AND OUR PARTNERSHIP WITH DALLAS COLLEGE.
WE'RE NOT JUST PREPARING STUDENTS FOR GRADUATION, WE'RE PREPARING THEM FOR LIFE.
WE ARE NOT JUST AHEAD OF THE CURVE. WE ARE REDEFINING IT.
IT TAKES 90S FOR THIS NASA ENGINEERED AC COOL DOWN YOUR ROOM.
IT'S SMALLER THAN A TOASTER, COOLS ANY ROOM. [LAUGHTER].
SO DUAL CREDIT BY THE NUMBERS SHOWS THE GROWTH AND IMPACT OF OUR PROGRAMS IN GISD.
FROM 2020-21 TO 2024-25, WE SERVED 1,910 MORE STUDENTS WHO EARNED 28,504 MORE COLLEGE CREDIT HOURS. DALLAS COLLEGE AWARDED 490 MORE DEGREES AND CERTIFICATES TO OUR STUDENTS. TUITION SAVINGS FOR FAMILIES INCREASED BY OVER $2.6 MILLION.
AND TEXTBOOK SAVINGS HAS INCREASED BY OVER $600,000.
AUDREY AND I ARE PROUD TO SHARE THESE SUCCESSES, BUT THEY ARE ONLY POSSIBLE BECAUSE OF OUR STUDENTS, FAMILIES, TEACHERS, COUNSELORS, MAGNET ADVISORS, OUR ADMINISTRATORS AND DEPARTMENT TEAMS ACROSS THE DISTRICT.
WE'RE INCREDIBLY GRATEFUL FOR THEIR SUPPORT. AS DUAL CREDIT PROGRAMING AND GISD CONTINUES TO GROW, STUDENTS AND FAMILIES BENEFIT AND SO DOES GISD.
AT THIS TIME, WE'D LIKE TO ASK ANSWER ANY QUESTIONS THAT YOU HAVE ABOUT COLLEGE FOR ALL PROGRAMING.
THANK YOU VERY MUCH FOR THAT VIDEO. IT WAS VERY UPLIFTING.
MR. SELDERS. THANK YOU FOR THAT PRESENTATION.
AND THE VIDEO IS AWESOME. JUST OUT OF CURIOSITY WITH RESPECT TO THE DUAL CREDIT BY THE NUMBERS, I WAS JUST INTERESTED IN KNOWING IF YOU GUYS CAN HELP US UNDERSTAND, LIKE AS STUDENTS TRANSITION OUT OF OUR DISTRICT AND INTO THE VARIOUS, YOU KNOW, COLLEGE OR CAREER, HOW DO WE MEASURE SUCCESS? DO WE GET ANY INFORMATION ABOUT SORT OF IF THEY COMPLETED COLLEGE? HOW THOSE WERE ALIGNED WITH ANYTHING THAT THEY DID HERE? WE DO, WE GET THAT DATA FROM THE NATIONAL CLEARINGHOUSE. WE ALSO GET INFORMATION ON STUDENTS THAT, PART OF OUR ACCOUNTABILITY IS THOSE THAT ENROLL IN COLLEGE, THE SEMESTER IMMEDIATELY, THE FALL SEMESTER IMMEDIATELY FOLLOWING HIGH SCHOOL.
SO OUR STUDENTS ARE HAVING GREAT SUCCESS. AND SOME OF THE PROGRAMS THAT WE BUILT OUT THROUGH THE SUMMER TO DECREASE THE AMOUNT OF SUMMER MELT WHERE STUDENTS THAT ARE ON TRACK, THAT SHOULD BE ENROLLING IN COLLEGE IN THE FALL, MAKING SURE THAT THOSE STUDENTS FOLLOW THROUGH WITH THAT COMMITMENT TO THEMSELVES AND GET THAT DONE. IS THERE A WAY THAT WE CAN GET LIKE A, A BREAKDOWN OF WHAT THAT LOOKS LIKE PER CAMPUS? ABSOLUTELY. OKAY. YEAH. COOL. THANK YOU. MR. CLARK, DO YOU HAVE ANY QUESTIONS? JUST QUICKLY THE COLLEGE CREDITS EARNED COLUMN THAT DOES NOT INCLUDE AP OR DOES IT?
[00:55:03]
IT DOES NOT INCLUDE AP. THESE ARE DUAL CREDIT HOURS ONLY.DO WE HAVE ANY STATISTICS FOR AP? WE DO. SO WE KNOW THE NUMBER OF EXAMS THAT STUDENTS TAKE AND THE NUMBER THAT EARN A QUALIFYING SCORE OF THREE OR HIGHER. AP EXAMS ARE DIFFERENT BECAUSE EVERY INSTITUTION DETERMINES THE, THE SCORE THAT'S REQUIRED FOR THE SPECIFIC COURSE OR COURSES THAT THEY'LL APPLY THAT SCORE TO. SO WE CAN'T SPECIFICALLY SAY THAT A SCORE OF THREE ON THE AP US HISTORY EXAM IS WORTH X NUMBER OF CREDIT HOURS AT AN INSTITUTION, BECAUSE IT MAY BE WORTH X PLUS THREE AT ANOTHER INSTITUTION.
LAST YEAR IT WAS OUR HIGHEST PERFORMING YEAR AT 44% OF EXAMS BEING A THREE OR HIGHER.
WOW. WOW. THE, AT ONE POINT AP COMPARED TO DUAL CREDIT WAS MUCH, MUCH HIGHER.
IS THERE ANY WAY YOU COULD GIVE US AFTER MAYBE SOME RESEARCH, THE PERCENTAGE OF.
AND I THINK THERE ARE SOME I GET CONFUSED. THERE ARE SOME APPS THAT ALSO DO DUAL CREDIT.
IS THAT RIGHT? NO, NO, WE DON'T HAVE ANY DUAL CREDIT AP OVERLAY ANYMORE.
HOW MANY KIDS ARE TAKING AP? OH, ABSOLUTELY. OKAY.
THAT WOULD KIND OF BE INTERESTING. YEAH. OKAY.
THANK YOU. THANK YOU. ANY OTHER QUESTIONS? OKAY.
I WANT TO SAY THAT YOU GUYS USUALLY DO GIVE US THAT INFORMATION.
MAYBE. I'VE BEEN ON THIS COMMITTEE FOR TOO LONG, BUT I'M PRETTY SURE THAT WE DO GET THAT.
I'M JUST NOT SURE WHEN. THE REASON THIS WASN'T PART OF THIS WAS BECAUSE THIS IS STRICTLY FOR TEA.
GOTCHA. ON OUR DESIGNATED CAMPUSES FROM TEA, WHICH ARE P-TECH AND EARLY COLLEGE.
BUT WE DO GET THAT INFORMATION AT SOME POINT.
THIS IS STRICTLY A TEA SINGLE KIND OF THING FOR COLLEGE.
SO THANK YOU. THANK YOU. OKAY, SO WE'RE GOING TO MOVE ON TO PRESENTATION BY MR. BRUMAN AND JANA JONES. OR JUST MR. BRUMAN? OH, WELL, JANA, YOU'RE LOOKING VERY DIFFERENT TODAY.
[LAUGHTER]. YOU WEREN'T GETTING ENOUGH FROM ME TONIGHT, SO I'M STANDING IN FOR JANA.
OKAY, SO WE'LL RECEIVE THE TSI GOAL UPDATES. GOOD EVENING, CHAIRPERSON STANLEY, TRUSTEES, DOCTOR LOPEZ. THIS PRESENTATION PROVIDES AN UPDATE ON BOARD GOAL 5, SUB METRIC A.
AS A REMINDER, STUDENTS CAN MEET THE TEXAS SUCCESS INITIATIVE OR TSI THROUGH EITHER EXAM PERFORMANCE OR COMPLETION OF A COLLEGE PREP COURSE. TONIGHT'S PRESENTATION WILL FOCUS SOLELY ON STUDENTS WHO MET TSI REQUIREMENTS THROUGH PERFORMANCE BY EXAM ON TSI A2, ACT OR SAT. IN GARLAND ISD, WE BELIEVE THAT EVERY STUDENT SHOULD GRADUATE PREPARED FOR SUCCESS BEYOND HIGH SCHOOL, THROUGH COLLEGE, A CAREER OR MILITARY SERVICE.
TSI IS ONE OF THE STRONGEST POST-SECONDARY INDICATORS, SHOWING THAT STUDENTS ARE COLLEGE READY AND PREPARED FOR COLLEGE LEVEL COURSEWORK WITHOUT REMEDIATION. THE DISTRICT HAS ESTABLISHED AN AMBITIOUS LONG TERM GOAL OF INCREASING TSI ATTAINMENT FROM 34% TO 60% BY 2030. THIS GOAL GUIDES EVERY CAMPUS TOWARD STRONGER COLLEGE READINESS OUTCOMES.
OUR ANNUAL BENCHMARKS HELP US TRACK PROGRESS, STRENGTHEN ACCOUNTABILITY, AND ENSURE THAT EFFORTS REMAIN FOCUSED ON LONG TERM STUDENT SUCCESS. THIS YEAR, THE FOCUS WAS STRENGTHENING SYSTEMS CONNECTED TO COLLEGE READINESS, STUDENT ACCESS AND CAMPUS SUPPORT. AS A RESULT, OUR INCREDIBLE GISD TEAMS INCREASED TSI ATTAINMENT BY EXAM FROM 38% AT MID-YEAR TO 44% BY THE END OF THE YEAR.
[01:00:06]
EVERY CAMPUS IMPROVED BY AT LEAST FIVE PERCENTAGE POINTS AND MOST ACHIEVED DOUBLE DIGIT GAINS.THIS DISTRICT WIDE IMPROVEMENT DEMONSTRATES THAT COLLEGE READINESS EFFORTS IN GISD ARE BECOMING EMBEDDED DISTRICT WIDE, RATHER THAN BEING ISOLATED TO A FEW PROGRAMS OR CAMPUSES.
GOOD EVENING. COMMITTEE, CHAIR STANLEY, BOARD OF TRUSTEES AND DOCTOR LOPEZ. TO CONCLUDE THE PRESENTATION ON THIS SUCCESS, I WANTED TO WALK YOU THROUGH A LITTLE BIT OF WHAT WE'RE FOCUSED ON. A PILOT THAT WE RAN FOR THE CLASS OF 2030, BECAUSE WE'RE ALL HYPER FOCUSED ON HOW THEY DO AT THE END OF OUR BOARD GOAL, AND THAT THE SYSTEM NEVER STOPS.
WE EVEN HAVE PROGRAMS HAPPENING THIS SUMMER. SO TO DRIVE HOME WHAT WE'RE WORKING ON FOR 27, WE REALLY HAVE GOT TO KEEP PUSHING. OUR GOAL FOR 2027 IS 47%, AND SO THIS IS GOING TO TAKE THAT NEXT STEP FROM WHERE WE'VE BUILT THE SYSTEM, TO COMPLETELY REFINING THE SYSTEM, TO MAKE SURE THAT EVERY CAMPUS IS SUCCESSFUL ALONG THE WAY.
SO NO MORE ABOUT BRINGING IN OTHER VENDORS AND MAKING SURE THAT WE HAVE ACCESS THROUGH SUPPORTS.
IT'S ALL ABOUT EMBEDDING SYSTEMS INTO OUR CURRICULUM DESIGN, ESPECIALLY IN ALGEBRA II, IN ENGLISH III AND IN ENGLISH IV, TO MAKE SURE THAT THOSE KEY COURSES HAVE THINGS AT THE TEACHER'S FINGERTIPS THAT CAN BE EMBEDDED IN DAILY LESSONS OR IN WEEK LONG BOOT CAMPS RIGHT BEFORE A TEST ON OUR ASSESSMENT CALENDAR. THOSE EMBEDDED SUPPORTS HELP THE CAMPUSES WITH A SHARED ACCOUNTABILITY, THAT HAS REALLY BEEN THE STRENGTH OF THE SYSTEM SINCE WE ENTERED INTO CCMR. WE ENTERED INTO THIS AT A A POINT IN 2018 WHERE WE REALLY DIDN'T UNDERSTAND IT.
BUT NOW IT'S REALLY TIME TO HIT THE GAS PEDAL AS WE APPROACH 60% YEAR AFTER YEAR.
SO PARENTS ARE VERY CLEAR THAT WHEN THEIR KIDS ARE COLLEGE READY FROM KINDERGARTEN ALL THE WAY THROUGH 12TH GRADE AND HAVING COORDINATED ASSESSMENT SYSTEMS, SO THAT WAY WE ARE FRONT LOADING THE INFORMATION TO THE STUDENTS INSTEAD OF JUST TESTING THEM REPEATEDLY, WE WANT TO MAKE SURE THAT THEY'RE SUCCESSFUL. IN ONE PLACE, THAT WE EXPERIENCE SOME SUCCESS THIS YEAR IS WHERE WE'RE HYPER FOCUSED, OUR CLASS OF 2030. AND SO THIS YEAR, WE WORKED WITH THE IDEALS AND PRINCIPLES TO MAKE SURE THAT WE HAD AN OPPORTUNITY FOR THE EIGHTH GRADERS, OUR CURRENT CLASS OF 2030, TO TAKE THE TSI FOR THE FIRST TIME.
AND SO AFTER THE STAAR TEST, WE TOOK THE STUDENTS THAT WERE MEETS AND MASTERS ON THE INTERIM EXAM AND GAVE THEM AN OPPORTUNITY FOR TSI A2 IN EIGHTH GRADE. AND WE'RE HAPPY TO REPORT THAT THE STUDENTS THAT TESTED ARE MATCHING THE SUCCESSES OF OUR CURRENT SENIOR.
THE STUDENTS WERE SUCCESSFUL THERE TOO. SO WE'VE GOT THIS NEW SENSE OF ENERGY COMING OUT OF EIGHTH GRADE BEFORE THEY EVER SET FOOT ON A CAMPUS, AND THEY CONNECT IT TO THE PREVIOUS PRESENTATION.
THE QUESTION THAT MR. SELDERS ASKED EARLIER ABOUT WHAT DO WE DO FOR THE STUDENTS AS THEY EXIT AND TRACK THEIR SUCCESS WHEN THEY ENTER INTO COLLEGE? WE WANT TO MAKE SURE THAT IF THERE'S ANY STUDENT OUT THERE THAT WANTS TO BE READY FOR COLLEGE, GETTING IT OUT OF THE WAY, SO THAT WAY THEIR COURSEWORK IS ALIGNED AND THEY'RE NOT PAYING FOR REMEDIAL COURSES.
WE'VE GOT OUR SUMMER MELT PROGRAM LINED UP AT NORTH GARLAND HIGH SCHOOL DURING THE DATES POSTED, AND WE WILL KEEP ATTACKING THE PROBLEM FOR THIS CLASS OF 2026.
SO IT SHOWS UP ON THAT CLEARINGHOUSE DATA THAT WE GET ROUGHLY AROUND THE SNAPSHOT DATE, SO THAT'S OCTOBER IS WHEN WE GET OUR FIRST ROUND OF THAT DATA FROM THE COLLEGES. BUT SUPER EXCITED TWO FOR TWO FOR CRUSHING A BOARD GOAL.
SO ANY QUESTIONS? DO YOU HAVE ANY QUESTIONS COMMITTEE? MR. SELDERS. YEAH. THANKS FOR THE PRESENTATION. JUST OUT OF CURIOSITY, WHEN YOU TALKED ABOUT STRENGTHENING THE SYSTEM, CAN YOU TALK A LITTLE BIT MORE ABOUT WHAT YOU MEAN BY CAMPUS LEADERSHIP
[01:05:02]
TRACKING? SO GETTING MORE SPECIFIC ABOUT STUDENT BY STUDENT.THIS YEAR, ONE THAT'S REALLY STARTING TO GROW IS THE TRANSITION MEETINGS THAT ARE HAPPENING WITH DEPARTMENTS, SITTING WITH PRINCIPALS, COUNSELING TEAMS, AND WE REALLY GO KID BY KID IN A VERY VISUAL WAY.
OKAY, AND THEN WHEN YOU. SO THAT'S TALKING AT THE STUDENT LEVEL.
YES. WHEN I SAW THIS, I WAS THINKING THAT THERE WAS SOMETHING THAT'S HAPPENING WITH CAMPUS LEADERS IN TERMS OF TRACKING WHAT HAPPENS WITH THEM AND WHAT THEY'RE DOING TO ENSURE THAT. IN TERMS OF THEIR SPECIFIC ACTIONS? YES. SO EVERY MONTH WE BRING ALL THE PRINCIPALS IN AND THEY REPORT OUT TO US ON THEIR GOALS.
SO WHILE WE'VE GOT THE BOARD GOAL HERE THAT WE'RE TRACKING TOWARDS 43% THIS YEAR AND 47 NEXT YEAR, THE CAMPUS ADMINISTRATORS COME AND REPORT OUT THEIR SYSTEM LEVEL ACTIONS.
AND THAT ONE IS THAT CROSS POLLINATION BETWEEN THE GROUPS.
SO THAT WAY WE'RE LEVERAGING THE THE POWER OF THE GROUP.
THINK SO THAT WAY THOSE PRINCIPLES CAN GO BACK AND IT CAN SHOW UP IN THEIR TRANSITION MEETING THE PLANNING THAT SPECIFIC CLASS, WHAT CLASS ARE THEY GOING TO SCHEDULE AND SO ON. OKAY, AND GOING TO, I GUESS THIS SLIDE.
89 I GUESS OUR BOOK. YEAH. SO LOOKING AT THE GROWTH, I MEAN, THIS IS PHENOMENAL.
I THINK AND CONGRATULATIONS ON ALL THE WORK THAT WENT INTO MAKING THIS HAPPEN.
I WAS JUST CURIOUS, LIKE, WHAT HAVE WE LEARNED FROM THE CAMPUSES THAT HAD MORE SIGNIFICANT GROWTH THAT COULD BE SORT OF SHARED WITH THE WHOLE TEAM AND JUST KIND OF FROM OUR, FOR OUR UNDERSTANDING THAT THAT HELPED PRODUCE THAT LEVEL OF GROWTH.
I THINK THAT'S WHERE I'M GOING TO LEAN INTO NAAMAN FOREST, AND OUR, OUR NEWLY NAMED PRINCIPAL, JEREMIAH OLIPHANT THAT'S IN EDL. I THINK WHEN YOU START GETTING THE SYSTEM TO TRULY BE EMBEDDED INTO THE COURSEWORK, IT'S NOT AN EXTRA. IT'S NOT SOMETHING THAT YOU SET ASIDE.
YOU'VE GOT AN ASSIGNED LEADER THAT'S ABLE TO NAME IT AND SEE IT IN A WALK THROUGH AND TAKE IT TO A CLASSROOM PLC AND SAY, HEY, I WATCHED THIS IN YOUR CLASSROOM, AND HOW DID IT GET EXECUTED? IT'S, I'M GOING TO OVERLY SIMPLIFY IT WHEN WE'RE ABLE TO TREAT IT LIKE WE DO WITH STAAR PERFORMANCE, THAT'S WHEN WE'RE GOING TO GET THE LEVEL UP BECAUSE WE KNOW IT'S THAT TRUE EXPECTATION OF A KID BEING COLLEGE READY AND READY FOR ANYTHING.
IS THAT MORE OF A SKILL SET YOU FEEL, OR IS THAT SOMETHING? WE CAN INSTITUTIONALIZE IT BY WHAT WE CHECK IN THE CURRICULUM? SO ON MY END ON THE TEACHING AND LEARNING. IF I PUT TSI UPDATES ON ALL CURRICULUM CHECKPOINTS AND CBAS AND WRITING EXERCISES WITH THOSE PROMPTS, I CAN FRONT LOAD LIKE IT HAPPENS. BUT THEN YOU'VE GOT TO HAVE THE CAPACITY SIDE OF IT WHERE A PRINCIPAL KNOWS IT'S HAPPENING AND THEY KNOW TO MONITOR IT. SO YES AND NO. I WOULD SAY CAPACITY IS GOING TO MATTER A TON.
SKILLS MATTER A TON, BUT WE'VE GOT TO OWN THE FRAMEWORK AND MAKE SURE THE ACCESS IS EASY TO GRAB.
AND SO LIKE WHEN I HEAR THAT, IT MAKES ME THINK, OKAY, YOU SAY BE BETTER AT THESE THINGS.
SO I GUESS I'M TRYING TO UNDERSTAND LIKE, HOW DOES THAT GET CARRIED FORWARD? SO THAT'S WHERE I WISH GIANNA JONES WAS WITH US.
I KNOW SHE'S ON AN ANNIVERSARY TRIP TODAY, BUT THAT'S THE TRAINING PIECE.
OKAY. WE WE NEVER DO IT IN ISOLATION WHERE WE JUST SAY, HEY, THIS HAPPENS.
BUT HOW WE INTEGRATE IT INTO OUR CAMPUS PD, OUR DISTRICT PD.
OKAY, AND THAT'S WHAT WE'VE BEEN DOING. WE'RE JUST GETTING BETTER AND BETTER.
OKAY. YEAH. COOL. THANK YOU. NOT TO USE BETTER AGAIN.
SORRY. IT'S ALL GOOD. THAT'S ALL I HAVE. THANKS.
ANY QUESTIONS? MISS GRIFFIN, ANY QUESTIONS? OKAY.
OKAY, WELL. THANK YOU. ALL RIGHT, THANK YOU ALL.
OKAY, SO I'M SUPER EXCITED ABOUT THIS ONE. WE'RE GOING TO.
WELL, I AM SPECIAL EDUCATION UPDATE. MR. WINKLER AND MISS STEPHANIE.
NOT THAT I'M A LITTLE PASSIONATE ABOUT THIS. WELL, THIS ONE, I'M REALLY EXCITED.
I'M EXCITED ABOUT IT ALL. WELL, GOOD EVENING BOARD, CHAIRPERSON STANLEY AND SUPERINTENDENT LOPEZ.
[01:10:03]
MY NAME IS RAY WINKLER. I'M THE EXECUTIVE DIRECTOR FOR SPECIAL EDUCATION AND RELATED SERVICES. AND I'M STEPHANIE ROBERTSON, DIRECTOR OF SPECIAL EDUCATION. WE ARE HERE TO GIVE YOU A BRIEF OVERVIEW AND SOME STEPS FOR IMPROVEMENT.AND THEN WHAT ARE OUR SUCCESS MEASURES. SO WHY THIS WORK MATTERS? OF COURSE, WE KNOW WE WANT EVERY CHILD IN GARLAND ISD TO HAVE AN EXPERIENCE SECOND TO NONE.
WE WANT EVERY TEACHER TO RECOGNIZE WHERE EACH CHILD IS AT, AND THE POTENTIAL FOR WHERE EACH CHILD COULD BE, AND WORK TO CLOSE THAT GAP, CLOSE THAT DELTA BETWEEN WHERE THEY'RE AT AND WHERE THEY COULD BE.
AND REALLY, THAT'S THE MOST IMPORTANT WORK THAT WE HAVE TO DO WITH OUR SPECIAL EDUCATION STUDENTS.
AND WE ALSO KNOW THAT THEY'RE OUR MOST VULNERABLE LEARNERS.
SO WE'RE GOING TO WORK TO SUPPORT THEM AT THE HIGHEST LEVEL.
OUR NEXT SLIDE IS KIND OF OUR TRENDS HERE. WE ALREADY DID THAT ONE.
KEEP GOING. THANKS, SCOTT. OUR TRENDS HERE REALLY MIRROR THE STATE AND THE NATION.
YOU CAN SEE THAT WE ARE PICKING UP KIDS. WE HAVE 3% GROWTH HERE OVER THE LAST YEAR, BUT THAT IS ON TRACK WITH WHAT THE STATE AND NATIONAL SC IN THAT AREA. AND THEN OVER THE FIVE-YEAR PERIOD ON THE GRAPH YOU SEE HERE WE, WE HAVE PICKED UP 7% MORE KIDDOS IN THAT TIME. NEXT SLIDE HERE. OUR CURRENT STATE, STEPHANIE AND I HAVE MET WITH PRINCIPALS, WALKED CLASSROOMS TALK TO TEACHERS.
WE HAVE SET UP THREE ADVISORY GROUPS, ONE OF JUST PRINCIPALS, ONE OF TEACHERS AND PARENTS, AND ANOTHER ONE WITH PARENTS. AND SO GETTING TO HEAR FROM ALL OF OUR STAKEHOLDERS OVER THE FIRST 18 WEEKS HERE WE HAVE CLEARLY DEFINED THAT WE NEED TO MAKE SOME CLEAR EXPECTATIONS AND MAKE SURE THEY'RE IMPLEMENTED CONSISTENTLY ACROSS ALL THE CAMPUSES.
WE, THERE'S CERTAINLY A DESIRE TO CONTINUE TO SUPPORT COACHING AND PROFESSIONAL DEVELOPMENT.
AH, INCREASE OF COMMUNICATION ACROSS THE BOARD TO ALL STAKEHOLDERS.
AND THEN RECRUITING AND RETAINING OUR VERY BEST STAFF, MAKING SURE THAT THEY'RE NOT ONLY TRAINED, BUT WE RETAIN THEM AND THEY FEEL HONORED FOR ALL THE HARD WORK THAT THEY DO WITH OUR KIDDOS.
OUR, THOSE WERE SOME OF THE OVERARCHING NEEDS.
SO WE SAT DOWN AND KIND OF CREATED SIX KEY PRIORITY AREAS.
AND JUST BRIEFLY, THEY ARE CREATING SOME REALLY CLEAR ORGANIZATIONAL EXPECTATIONS AND CLARITY, STRENGTHENING OUR SYSTEMS OF SUPPORT SO THAT THEY ARE PROACTIVE, EFFECTIVE AND EFFICIENT.
RECRUITING AND RETAINING OUR VERY BEST STAFF, AND INCREASING THE SUPPORT OF CAMPUSES.
INSTRUCTIONAL EXCELLENCE, WHICH LOOKS LIKE IMPROVED OUTCOMES FOR STUDENTS AND TRACKING THOSE.
I'M GOING TO GO JUST A LITTLE BIT DETAIL ON EACH OF THESE.
ORGANIZATIONAL CLARITY, THIS REALLY PUTS TOGETHER A CONSISTENT EXPECTATION THROUGH WHAT WE CALL SUCCESS CRITERIA FOR EACH AND EVERY PROGRAM IN THE DISTRICT.
WE'VE CREATED THAT, WE'VE VETTED IT WITH OUR PRINCIPALS AND TEACHERS.
AND AS WE CREATE THAT CLARITY, THAT REALLY ENSURES EFFECTIVENESS ACROSS THE DISTRICT.
WE ARE SEEING THAT HAVE BENEFIT ALREADY WITH THE EXPECTATION FOR THE INSTRUCTIONAL SIDE OF THE HOUSE, THE OUTCOMES FOR KIDS BE VERY SIMILAR ACROSS CAMPUSES, WHICH I THINK PRINCIPALS AND TEACHERS REALLY APPRECIATE ON THAT.
AND THAT'S, WE HAVE THAT IN KIND OF A ONE STOP SHOP, SO IT'S ALL IN ONE PLACE NOW.
REALLY DEFINING OUR TEACHERS ROLES AND SUPPORTS VERY CLEARLY.
ALSO IMPORTANT, IT'S IMPORTANT FOR US TO SUPPORT CAMPUS LEADERS.
AND THEN COMMUNICATION AROUND ACCOUNTABILITY AND SUPPORT IN THAT AREA.
STRENGTHENING SUPPORTS. WE HAVE CREATED AN ORIGINAL PROACTIVE SUPPORT MODEL WHERE OUR COACHES AND COORDINATORS AND BCBA ARE GOING OUT PROACTIVELY TO CAMPUSES, SUPPORTING TEACHING AND LEARNING AND LOOKING AT THE TEACHING, THE, WHAT KIDS ARE DOING AND THE AREAS THAT THEY ARE LEARNING IN.
THIS SHIFT IS GOING TO MOVE FROM A MORE OF A REACTIVE APPROACH WHERE WE WERE THERE TO HELP WHEN THINGS WERE AMISS OR HAD A QUESTION OR PROBLEM TO REALLY A MORE PROACTIVE SUPPORT TO TRY TO PREVENT THOSE FROM HAPPENING IN THE FIRST PLACE.
AND THEN THIS WILL CREATE GREATER CONSISTENCY ACROSS ALL AREAS BECAUSE OUR COORDINATORS ARE, ARE AND COACHES WILL KNOW THOSE CAMPUSES BY NAME, NATURE AND NEED AND REALLY UNDERSTAND A SMALLER AMOUNT OF CAMPUSES AT A DEEPER LEVEL.
[01:15:06]
RECRUITING AND HIRING. WE HAVE A JOB FAIR COMING UP THAT OUR HR TEAM HAS DONE A GREAT JOB SUPPORTING US AND CREATING A UNIQUE EXPERIENCE AND SOME INVITATION ONLY FOR OUR CERTIFIED SPED TEACHERS IN THE AREA THAT ARE REALLY EXCITED ABOUT THAT. AND WE'VE ALSO CREATED MONTHLY ONGOING TRAININGS STARTING IN THE FALL FOR EACH INDIVIDUAL PROGRAM THAT WE OFFER IN THE DISTRICT. SO IT'S REALLY USUALLY A THREE COHORT SYSTEM, BRAND NEW TEACHERS OR ONE COHORT EXPERIENCED TEACHERS IN ANOTHER COHORT.AND THEN OUR, WE CALL BRIGHT SPOTS WHERE THOSE PEOPLE THAT ARE SCORING REALLY HIGH ON OUR RUBRIC, THEY'RE GOING TO HELP US TRAIN AND BUILD CAPACITY ACROSS THE DISTRICT IN THOSE AREAS.
ONGOING CAMPUS MONTHLY SUPPORT FOR ADMINISTRATORS AND OF COURSE, LEVERAGING OUR STAFF AND OUR TEACHERS TO IMPROVE OUR TRAINING TO MAKE SURE THAT WE'RE MEETING THE NEEDS. SO WE ARE DOING OUR TRAINING, WHAT'S CALLED JUST IN TIME.
INSTRUCTIONAL EXCELLENCE, REALLY LOOKING AT SOME INTERNAL METRICS THAT WE ARE, ARE TRACKING TO ENSURE THAT EACH CHILD IS GROWING AND THAT WE'RE REALLY FOCUSING NOT ONLY ON COMPLIANCE, WHICH IS CERTAINLY IMPORTANT, BUT ALSO ON, ON EACH INDIVIDUAL CHILD'S GROWTH TO MAKE SURE WE'RE MAKING PROGRESS IN THE INSTRUCTIONAL ASPECT THAT GOES INTO GREAT SPECIAL EDUCATION PROGRAMING.
AND FINALLY, COMPLIANCE AND QUALITY ASSURANCE.
STEPHANIE AND HER TEAM ARE CONTINUING TO DO GREAT WORK ON ENSURING THAT OUR CAMPUSES ARE COMPLIANT.
WE'RE WRITING GREAT GOALS. WE'RE LOOKING FAR AHEAD BEFORE ARDS HAPPEN TO CREATE FANTASTIC PLANS AND ALL THE THINGS THAT GO INTO CREATING REALLY STRONG SPECIAL EDUCATION PROGRAMING. THOSE ARE REQUIRED BY THE STATE AND THE FEDERAL GOVERNMENT, BUT CERTAINLY AN AREA THAT WILL CONTINUE TO SUPPORT AND GROW IN, COUPLED WITH THE INSTRUCTIONAL FOCUS AS WE ARE GOING TO HAVE IN THE FALL.
OUR SUCCESS MEASURES HERE. OUR NEXT STEPS. REALLY, WE WANT A 5% OVER ACROSS THE BOARD GAIN IN IREADY OUTCOMES FOR EACH KIDDO, ALL KIDDOS IN SPECIAL EDUCATION. WE'RE GOING TO INCREASE THE SPECIAL EDUCATION SERVICES IN THE LEAST RESTRICTIVE ENVIRONMENT.
AND THAT IS A FANCY WAY OF SAYING AS KIDS GROW IN THEIR, IN THEIR PROGRAM, WE WANT THEM TO CONTINUE TO NEED LESS AND LESS SUPPORT BECAUSE WE ARE CLOSING THEIR FOUNDATIONAL GAPS.
AND SO EVENTUALLY, KIDS DON'T NEED SPECIALIZED SERVICES, MANY OF THEM, BECAUSE THE SUPPORT IS SO, SO CLEAR AND CONSISTENT. AND THEY SOMETIMES WILL GROW OUT OF THE NEED FOR SOME OF THOSE IN INSTRUCTIONAL SUPPORTS.
THAT WILL GIVE US HIGH CONFIDENCE THAT WE HAVE CONSISTENCY ACROSS THE BOARD, EFFICIENT CLASSROOMS, AND EFFECTIVE CLASSROOMS. SOME OF THE METRICS THAT STEPHANIE AND I ARE MONITORING, IS MONITORING OUR MASTERY LEVEL FOR EACH CHILD AT EACH CAMPUS.
TRACKING STUDENTS TO MAKE SURE THAT FOUNDATIONAL SKILLS GAPS ARE IDENTIFIED AND CLOSED.
AND SO WE NEED TO MAKE SURE WE'RE CREATING PLANS TO CLOSE THOSE GAPS ALONG THE WAY.
AND WE'RE NOT LEAVING THOSE GAPS OPEN, WHICH CREATES PROBLEMS LATER.
TRACK EFFECTIVENESS OF ACCOMMODATIONS AND SUPPORTS. AND, YOU KNOW, AS SOMETIMES KIDS GROW OUT OF ACCOMMODATIONS, MAYBE THEY DON'T NEED THIS ANYMORE, BUT THEY NEED SOMETHING DIFFERENT. AND REALLY, IT'S OUR JOB TO TRACK THOSE, TO MAKE SURE THEY'RE BEING USED EFFECTIVELY AND EFFICIENTLY AND EFFICIENTLY, AND THEN CHECKING ACHIEVEMENT TO ENSURE THAT EACH CHILD IS GROWING.
SO THAT'S KIND OF A BRIEF OVERVIEW OF KIND OF WHERE WE'RE AT.
SOME OF OUR ENROLLMENT HISTORY AND WHERE WE'RE GOING FOR THIS FALL.
WHAT QUESTIONS CAN STEPHANIE OR I ANSWER FOR YOU? THANK YOU VERY MUCH. COMMITTEE, DO WE HAVE ANY QUESTIONS? MR. SELDERS. THANKS FOR THIS UPDATE. I REALLY APPRECIATE IT.
I WAS JUST KIND OF LOOKING AT THE LAST COUPLE. WELL, ACTUALLY THE FRAMEWORK THAT YOU PROVIDED AND THE PRIORITY AREAS, I THOUGHT THAT WAS REALLY GOOD. JUST OUT OF CURIOSITY, SO IMAGINE THAT IMPLEMENTATION MIGHT BE DIFFERENT FROM CAMPUS TO CAMPUS.
AND SO I'M JUST CURIOUS, HOW ARE YOU GUYS GOING TO MONITOR OR WHAT ARE YOU LOOKING FOR FROM A BASELINE MEASUREMENT STANDPOINT TO DETERMINE HOW THAT'S HAPPENING? LIKE THE SUCCESS OF THAT. THAT'S A GREAT QUESTION.
AND I THINK THAT IS THE CORE OF WHY WE'RE USING SUCCESS CRITERIA OVER A RUBRIC, RIGHT? AND THE SUCCESS CRITERIA FOR US. AND TO ANSWER YOUR QUESTION, WE'RE NOT ONLY GOING TO TRAIN IT AT THE BEGINNING OF THE YEAR WITH THE SUCCESS CRITERIA.
WHAT IS A PROFICIENT CLASSROOM LOOK LIKE? THAT CAMPUS GROUP BA TEACHER, FOR EXAMPLE, THEY'LL HAVE ONGOING TRAINING EACH MONTH THAT'S STILL BASED ON THAT SUCCESS CRITERIA AND THE POWER AND THE SUCCESS CRITERIA, WHICH MAKES IT APPLICABLE AND EFFICIENT ACROSS ALL CAMPUSES IS THAT
[01:20:04]
AS A TEACHER, YOU CAN IDENTIFY IN EACH AREA KIND OF WHERE YOU'RE AT, WHEN YOU LOOK AT WHERE YOU'RE AT WITH ASSESSMENT OR WHERE YOU LOOK AT INSTRUCTION OR WHERE YOU LOOK AT STUDENT ENGAGEMENT, IT'S YOU'LL BE ABLE TO SEE, HEY, OUT OF FOUR HERE OUT OF FIVE, I'M A TWO BECAUSE THIS IS MOST ACCURATELY DESCRIBES ME.THE GOOD THING ABOUT IT IS THAT A THREE IS RIGHT THERE.
SO WE'RE ABLE TO HELP THEM COACH THEM BECAUSE WE'RE MOVING THEM JUST ONE AREA AT A TIME.
BUT HAVING THAT SUCCESS CRITERIA FOR TRAINING IS ONE THING FOR PRINCIPALS TO GIVE.
SO PRINCIPALS ARE GIVING FEEDBACK, THEY'RE GIVING FEEDBACK ON THE SUCCESS CRITERIA.
AND THAT REALLY ALIGNS TO THE T TEST RUBRIC THAT THEY'RE HOLDING TEACHERS ACCOUNTABLE. SO THAT'S KIND OF OUR STRATEGY BEHIND THE IMPLEMENTATION AND THE TRAINING AND ONGOING, MAKING SURE THAT THAT THAT IS CONSISTENT ACROSS THE BOARD.
SO THE SUCCESS CRITERIA OR YOUR SUCCESS, THAT'S GOING TO BE A SELF-ASSESSMENT OR IS THAT GOING TO BE HOW IS THAT MEASURED? WELL, IT REALLY IS A SELF-ASSESSMENT IN A LOT OF WAYS, BECAUSE YOU CAN SEE WHERE YOU'RE AT WITH ASSESSMENTS.
FOR EXAMPLE, SOME OF THAT IS DO YOU HAVE YOUR CLASSROOM CLEARLY LABELED WITH TRANSITION AREA? IF NOT, IT'S A ONE. IS IT LABELED? BUT WE DON'T USE IT EVERY DAY.
THAT'S A THREE. SO AS WE COACH TEACHERS AND TALK TO THEM, HEY, KIND OF WHERE YOU'RE AT WITH THIS, ARE KIDS MOVING INDEPENDENTLY BETWEEN THE TRANSITIONS OR ARE YOU HAVING A PROMPT? YEAH, I USUALLY HAVE TO PROMPT THEM. OKAY, WELL, THAT'S WHERE WE'RE AT. SO LET'S MOVE YOU TO THAT MORE INDEPENDENT AND HERE'S WHAT THAT LOOKS LIKE. AND SO HOW IS THAT PART? I GUESS THAT'S WHAT I'M GETTING AT. IS THE PRINCIPAL RESPONSIBLE FOR MAKING SURE THAT THOSE SELF-ASSESSMENTS ARE ACCURATE? WELL, IT'S REALLY, REALLY THREEFOLD. ONE IS THE INSTRUCTIONAL COACHES THAT ARE GOING OUT PROACTIVELY ARE LOOKING AT THAT LEARNING, AND THEN THEY'RE MEETING WITH THE PRINCIPAL AND SAY, HEY, I SAW YOUR RESOURCE CLASSROOM LOOKS GREAT.
I GOT A COUPLE SUGGESTIONS ON AREA THAT'S CONNECTED TO THE CRITERIA.
AND, AND THE TEACHERS AND THE PLCS AND THE PLANNING, THEY'RE USING THAT SAME CRITERIA ABOUT, OKAY, IF I'M HERE, HOW DO I GET BETTER? AND WHAT DOES THAT LOOK LIKE? AND THEN IF THERE'S DISPARITIES FROM CAMPUS TO CAMPUS, WHO FROM YOUR TEAM DETERMINES WHAT NEEDS TO HAPPEN IN THE PLAN OF ACTION TO MAKE SURE THAT THAT GETS ALIGNED? YEAH. AND THE SUCCESS CRITERIA, I SHOULD HAVE SAID THIS ON THE FRONT END REALLY ISN'T AN EVALUATION TOOL.
IT'S REALLY MORE OF A GUIDE FOR CONSISTENCY AND EFFECTIVENESS.
THE COORDINATOR WORKS WITH OUR COACHES AND BCBAS WHO ARE IN THE CAMPUS PROACTIVELY TO LOOK AT THOSE CLASSROOMS AND, AND ARE GOING TO TRY TO IDENTIFY WHAT ARE OUR KIND OF BIGGEST, MAYBE MISSES OR AREAS THAT WE'RE THE FURTHEST OFF THE MARK AND THEN WORK ON SOME OF THOSE HIGH LEVERAGE COMPONENTS RIGHT THERE. AND IS THAT ONE COORDINATOR OR IS THAT EVERY CAMPUS HAS A COORDINATOR, EVERY CAMPUS HAS A COORDINATOR THAT THEY'RE ALIGNED TO.
THAT PERSON MAY NOT ACTUALLY SOLVE THAT PROBLEM, BUT THEY'RE GOING TO GET THE SUPPORT.
AND JUST SO I CAN KIND OF GET A MENTAL FRAME, IS THAT A COORDINATOR FOR HIGH SCHOOLS, MULTIPLE COORDINATORS FOR MIDDLE SCHOOLS? YEAH, WE HAVE TWO COORDINATORS FOR MIDDLE SCHOOL COORDINATOR FOR HIGH SCHOOL.
AND THEN WE BROKE THE ELEMENTARIES INTO USUALLY THERE'S FIVE ELEMENTARIES PER COORDINATOR.
OKAY. THANK YOU. MR. GLICK. THANK YOU. SO LET'S GO BACK A COUPLE OF HOURS AGO.
YES, SIR. AND MR. DODDS WAS TALKING ABOUT A $30 MILLION POTENTIAL DEFICIT FOR THIS YEAR. WHEN IT'S OVER, IT MIGHT BE LOWER.
YEAH. YOU HAVE ALMOST A THOUSAND MORE PROJECTED KIDS.
AND WE WENT OUTSIDE AND HAD TO BRING IN SOME SPECIALISTS FROM AGENCIES.
I'M JUST TRYING TO MAKE SURE I UNDERSTAND HOW THIS IS GOING TO WORK.
YEAH, THERE'S NO DOUBT WE'RE DEFINITELY PICKING UP KIDS AT THIS TIME.
WE HAVE ADEQUATE STAFFING TO MEET THE NEEDS OF KIDS IN THE FALL.
[01:25:09]
SO THAT'LL JUST BE THE THING FOR US TO REALLY MANAGE AND COLLABORATE WITH TEACHERS, COLLABORATE WITH TEACHERS AND PRINCIPALS TO REALLY MAKE SURE WE'RE DOING OUR VERY BEST TO SERVE THEM. THE DISTRICT HAS BEEN VERY SUPPORTIVE OF WHEN WE NEED STAFFING, WE GET THAT STAFFING, AND THAT'S VERY DIFFICULT TO DO IN A IN A DEFICIT BUDGET.SO YOU'RE COMFORTABLE WITH THE INCREASED WORKLOAD NEXT YEAR? YEAH, I WOULD LOVE LESS. RIGHT. YOU KNOW, BUT I THINK THERE'S A REALITY BEHIND.
WE HAVE REALLY GOOD PEOPLE AND THEY'RE REALLY WELL TRAINED AND WE'RE GOING TO HAVE TO CONTINUE TO BUILD CAPACITY ON CAMPUSES SO THAT WE CAN HAVE MORE AND MORE PEOPLE THAT BE ON THE COORDINATORS AND THE COACHES TO REALLY HELP ALL KIDS.
AND SO I THINK THAT'S OUR THAT'S OUR GOAL. NOW, THE STATE HAS CHANGED THE WEIGHTS FOR SPECIAL ED KIDS AND ADDED SOME MORE CATEGORIES AND SOME THAT WILL GIVE US ACTUALLY MORE DOLLARS.
YEAH. HOW DO YOU THINK THAT'S GOING TO AFFECT US? WELL, I HAVE AN EXPERT HERE ON MY LEFT. I'M GONNA LET HER ANSWER THAT.
SHE'S JUST BEEN TO SOME TRAINING. SO STEPHANIE, YOU WANT TO TALK ABOUT THAT? THANK YOU. GOOD EVENING. WHAT YOU'RE SPEAKING OF, IT'S CALLED THE INTENSITY OF SERVICES. AND SO TYPICALLY WHAT HAPPENS IS WE LOOK AT A STUDENT BASED ON WHERE THEY'RE LOCATED.
SO A 40 WOULD TYPICALLY BE A STUDENT WHO'S GETTING MAYBE SOME ACCOMMODATIONS PUSH IN SERVICES.
AND THEN OUR MORE SEVERE STUDENTS WOULD BE A 45.
WHAT THE STATE HAS RECOGNIZED IS IT'S NOT JUST WHERE THE STUDENT IS RECEIVING THE SERVICES, IT IS THE SERVICES. BECAUSE I MAY HAVE A STUDENT WHO IS A 40, BUT THEY NEED PERSONAL CARE SERVICES, OR I MAY HAVE A STUDENT WHO ACADEMICALLY IS FINE, BUT THEY REQUIRE OCCUPATIONAL THERAPY.
THEY REQUIRE PHYSICAL THERAPY. THEY MAY REQUIRE SOME ADVANCED SUPPORT FROM A BEHAVIOR SPECIALIST.
AND SO WHAT THE STATE IS DOING IS LOOKING AT NOT ONLY WHERE THE STUDENT IS IN TERMS OF WHERE THEY'RE RECEIVING THEIR EDUCATIONAL SERVICES, WHAT ADDITIONAL SUPPORTS THAT REQUIRE SPECIALIZED SERVICES FROM CERTIFIED PEOPLE.
SO I THINK WHEN WE LOOK AT IT THAT WAY AND WE LOOK AT IT AS A SERVICE, NOT JUST A LOCATION, I THINK THAT'S GOING TO BE A WIN FOR A LOT OF OUR STUDENTS.
WHEN I THINK ABOUT SOME SITUATIONS THAT WE HAD LAST YEAR, I MAY HAVE A STUDENT THAT'S SITTING AT A MAGNET CAMPUS ACADEMICALLY, COGNITIVELY, THIS KIDDO IS FANTASTIC, BUT THEY HAVE SOME, SOME OCCUPATIONAL NEEDS.
SO WHO DOES THIS WORK? AND SO THAT'S WHAT PRINCIPALS HAVE HAD TO BALANCE.
BECAUSE IF YOU DON'T HAVE A PARTICULAR SPECIALIZED PROGRAM, WE HAVE HAD THAT MINDSET THAT A PARTICULAR PROGRAM SERVICES A PARTICULAR NEED, WHICH IS NOT NECESSARILY THE CASE. SO I'M SUPER EXCITED ABOUT US LOOKING AT THE SERVICES AND RECOGNIZING THAT DIFFERENT SERVICES REQUIRE ADDITIONAL SUPPORT, AND IT REQUIRES ADDITIONAL LICENSES, ADDITIONAL CERTIFICATIONS, AND THEM WEIGHTING THAT WITH A DOLLAR AMOUNT.
NOW, THEY HAVEN'T TOLD US WHAT THE DOLLAR AMOUNT IS YET. I THINK THEY'LL LOOK AT ALL THE WORK AND SAY, WHOA, BUT WE'LL SEE. BUT I'M SUPER EXCITED AND HOPEFUL ABOUT WHAT THAT WILL LOOK LIKE.
BY THE WAY, I DID SURVIVE THE JAVELIN THROW AT WILLIAMS STADIUM IN TWO DAYS IN A ROW.
THANK YOU, THANK YOU, THANK YOU. THANKS. ANY OTHER QUESTIONS? MISS GRIFFIN, DO YOU HAVE ANY. OKAY, SO I JUST A COUPLE THINGS THAT JUMPED OUT AT ME THAT I'M SUPER EXCITED ABOUT.
SO ONE OF THE THINGS I THINK THAT WE'RE, WE PROBABLY ARE STRUGGLING WITH IS THAT, YOU KNOW, WE'VE GOT A LOT OF OUR FAMILIES IN SPECIAL EDUCATION THAT HAVE BEEN HERE FOR A LONG TIME.
AND I THINK THAT SOME OF THE CHANGES AREN'T PROBABLY BEING RECEIVED AS WELL AS WE WANT THEM TO, BUT WE JUST KIND OF HAVE TO POWER THROUGH IT.
I GOT SUPER EXCITED ABOUT THAT BECAUSE THAT'S SOMETHING THAT THAT'S HOW YOU BUILD THE CONSISTENCY, RIGHT? IS THAT YOU DON'T KNOW. IT'S LIKE CALLING A CUSTOMER SERVICE NUMBER.
YOU DON'T KNOW WHO YOU'RE GOING TO GET, BUT YOU'RE NOW CREATING A SUPPORT SYSTEM THAT KIND OF TAKES THAT FEAR AWAY OF WHO AM I GOING TO GET? AND THEN THEY CAN BUILD A RELATIONSHIP, WHICH THEN IN TURN, IT'S JUST AMAZING HOW RELATIONSHIPS CAN CAN HELP.
SOMETIMES THEY CAN DETRACT, BUT MOST OF THE TIME IT'S HELPED.
SO I'M REALLY EXCITED ABOUT THE REGIONAL SUPPORTS.
AND I LOVED IT WHEN YOU SAID, YOU KNOW, THAT THEIR AREA OF RESPONSIBILITY MIGHT BE SMALLER, BUT THEY'RE GOING TO HAVE SUCH A DEEPER KNOWLEDGE BECAUSE THEY'RE GOING TO BE KIND OF A LITTLE BIT MORE CENTRIC.
SO I THINK THAT'S A HUGE, HUGE WIN. AND THEN I LOVE THE IDEA OF REALLY TRYING TO, I THINK ONE OF THE THINGS THAT I'VE ALWAYS STRUGGLED WITH AND I DID IT WITH MY GRANDDAUGHTER, IS THAT WE HAVE AN EXPECTATION THAT NO MATTER WHERE WE GO, IT'S GOING TO BE VERY SIMILAR. NOW THE PEOPLE CHANGE, PERSONALITIES CHANGE, BUT THE SERVICES AND THINGS LIKE THAT,
[01:30:03]
AND I CAN'T ALWAYS SAY THAT THAT'S BEEN OUR STRONG SUIT AT GISD.AND SO BUT I SEE, OR AT LEAST I HEAR THAT THAT'S SOMETHING THAT IS SEEN AND YOU'RE MAKING SOME HUGE STRIDES IN TRYING TO SHORE THAT UP BECAUSE WE DO HAVE, YOU KNOW, TEN YEAR BRINGS GOOD AND BAD. YOU KNOW, YOU HAVE PEOPLE THAT HAVE BEEN HERE FOREVER.
AND THOSE ARE SOMETIMES THE HARDEST ONES TO CHANGE.
AND SOMETIMES THOSE ARE THE EASIEST ONES TO CHANGE, RIGHT? WE RECOGNIZE THAT PREDICTABILITY LIKE MATTERS, RIGHT? I KNOW IF I GO, ESPECIALLY WITH THESE FAMILIES, IF I GO OUT OF TOWN TO NEW YORK AND I GO INTO WALMART, I MIGHT, IT MAY TAKE ME A FEW MINUTES TO FIGURE OUT WHERE I AM, BUT I KIND OF KNOW THE LAY OF THE LAND.
AND SO THAT'S WHAT. REALLY, WE'RE HOPING TO ESTABLISH THAT FROM CAMPUS TO CAMPUS.
THERE MAY BE A FEW MODIFICATIONS, BUT A PRINCIPAL CAN GO IN A ROOM AND RECOGNIZE, OH, THIS IS A THIS IS AN, A CLASSROOM. OH, THIS IS A CLASSROOM. AND HOW DO WE KNOW? BECAUSE THERE ARE IDENTIFIED AREAS. THERE IS A PHYSICAL ENVIRONMENT.
AND SO WHAT MR. WINKLER WAS SPEAKING ABOUT, JUST IN TERMS OF THE SUCCESS CRITERIA, WE REALLY WANTED TO GET VERY GRANULAR BECAUSE PRINCIPALS WILL OFTEN SAY, LIKE, WHAT AM I SUPPOSED TO BE LOOKING FOR IN THIS CLASSROOM? AND SO LIKE, THIS IS WHAT YOU'RE LOOKING FOR. IS THIS LIKE, YOU SHOULD BE ABLE TO GO IN AND LOOK AND SAY, OKAY, WELL, I MAY NOT KNOW EVERYTHING THAT THEY'RE TEACHING, BUT I DO KNOW THAT THIS ROOM IS SET UP FOR SUCCESS.
I DO KNOW THAT STUDENTS HAVE THE MATERIALS THAT THEY HAVE.
I DO SEE THAT THERE ARE VISUAL SCHEDULES. I DO SEE THAT THERE IS A SCHEDULE FOR EACH STUDENT, AND THEY KNOW EXACTLY WHAT TO DO. SO WE CAN CREATE THAT PREDICTABILITY.
AND THAT'S GREAT FOR OUR STUDENTS FOR SURE. BUT IT'S ALSO GREAT FOR OUR PRINCIPALS, OUR LEADERS, FOR OUR CLASSROOM TEACHERS. AND WHEN WE THINK ABOUT, YOU KNOW, WE HAVE A LOT OF SITUATIONS WHERE WE HAVE TO HAVE A SUBSTITUTE, BUT A SUBSTITUTE THAT SAYS, HEY, I'M GOING TO GO INTO THIS CLASSROOM BECAUSE I KNOW EXACTLY WHAT I'M SUPPOSED TO DO.
I THINK THAT'S GOING TO BE A WIN FOR OUR DISTRICT. I'M SUPER EXCITED.
OKAY. WELL, THAT'S ALL I HAD. THANK YOU SO MUCH FOR THAT UPDATE.
I'VE BEEN WAITING VERY ANXIOUSLY FOR IT, AS YOU KNOW.
THANK YOU. OKAY, SO WE'RE GOING TO MOVE ON TO ACTION ITEMS.
[IV.B. Action Items]
SO THESE WILL HAVE ACTION THAT WILL BE VOTING ON IN THE NEXT BOARD MEETING.AND IT LOOKS LIKE WE'RE GOING TO HAVE SEE KEVIN AGAIN.
YOU ARE THE STAR TONIGHT. YOU'RE THE STAR EVERY NIGHT.
GOOD EVENING CHAIRPERSON STANLEY, TRUSTEES, DOCTOR LOPEZ.
TONIGHT I BRING BEFORE YOU THE 26-27 DUAL CREDIT AGREEMENTS.
THE AGREEMENT SUPPORT THE CONTINUED PARTNERSHIP THAT WE HAVE WITH DALLAS COLLEGE.
AND THE OVERALL AGREEMENT INCLUDES ATTACHMENTS A-G.
THE COLLEGE FOR ALL UPDATE WAS JUST PRESENTED TO THIS COMMITTEE.
SINCE ITS IMPLEMENTATION, GISD HAS SAVED, IN COLLABORATION WITH DALLAS COLLEGE, FAMILIES MILLIONS IN TUITION, AND BOOKS AND FEES, AND STUDENTS HAVE EARNED OVER 280,000 COLLEGE CREDIT HOURS.
THERE ARE SIX P-TECH AND SEVEN INTERLOCAL AGREEMENTS, AS WELL AS AN EMT DUAL CREDIT AGREEMENT AND AN EMT FIRE SCIENCE DUAL CREDIT AGREEMENT. AT THIS TIME, I'D LIKE TO ANSWER ANY QUESTIONS YOU HAVE ABOUT THE 26-27 AGREEMENTS.
DO WE HAVE ANYTHING COMMITTEE? YEAH. ANYTHING.
YEAH. I MEAN, NOTHING MAJORLY CHANGED. I JUST WANT TO SAY THAT WHEN THE BEST PART OF GRADUATIONS ARE WHEN YOU'RE LISTENING TO THE KIDS TALK ABOUT HOW THEY'RE THE FIRST KIDS TO GRADUATE FROM THEIR FAMILY. AND IT'S JUST THE BEST PART.
AND IT'S BECAUSE OF THE YEARS AND YEARS OF WORK THAT HAS GONE INTO THESE PROGRAMS. SO THANK YOU. OH, SORRY. I KEEP TURNING IT OFF BECAUSE THAT'S HOW THEY TAUGHT ME.
OKAY. SO I THINK IS THAT WAS THAT IT? THAT'S IT FOR THE AGREEMENT.
YES, MA'AM. OKAY. NOW WE'RE ON 17. WE SHOULD BE ON THE.
YES. SO THE. IHES WAIVER. YES. THE WAIVER FOR THE DUAL CREDITS.
GO AHEAD. AND I THINK WE GOT A LONG WAYS TO GO.
SCOTT, CAN YOU IS THERE SOME WAY TO GET QUICKLY TO.
JUST KEEP ON HOLDING IT. OKAY. THE TECHNICAL TERM.
I THINK EVEN LARRY KNEW THAT. ALL RIGHT. WE'RE IN THE RIGHT SPOT NOW.
CHAIRPERSON STANLEY, DOCTOR LOPEZ, TRUSTEES, I BRING BEFORE YOU THE WAIVER RELATED TO STUDENTS TAKING DUAL CREDIT COURSES AT INSTITUTIONS OF HIGHER EDUCATION. WHEN GIS STUDENTS ARE ENROLLED IN COURSES AT AN IHE, OR INSTITUTION OF HIGHER EDUCATION THAT OPERATES ON A CALENDAR FEWER THAN 75,600 INSTRUCTIONAL MINUTES. THE DISTRICT IS ELIGIBLE TO APPLY FOR A WAIVER OF THE STATE'S INSTRUCTIONAL MINUTE REQUIREMENT.
[01:35:01]
THE WAIVER ALLOWS GISD TO REPORT STUDENT ATTENDANCE USING A SEPARATE TRACK THAT REFLECTS THE INSTITUTION OF HIGHER EDUCATION INSTRUCTIONAL CALENDAR.AT THIS TIME I'D LIKE TO ANSWER ANY QUESTIONS YOU HAVE. COMMITTEE DO YOU HAVE ANY QUESTIONS? ANYBODY ELSE? OH, MR. SELDERS. YEAH. MAY NOT BE APPLICABLE TO THIS, BUT DOCTOR LOPEZ WE DON'T HAVE ANY CONFLICTS WITH OUR CALENDARS WITH DALLAS COLLEGE THIS YEAR, RIGHT? WE DO NOT. UNLESS DALLAS COLLEGE SPRINGS A SURPRISE CHANGE ON US.
SO NOW THEY'RE JUST GOING TO STAY CONSISTENT, YOU KNOW? SO WHEN THEY CHANGED IT AFTER IT HAD BEEN POSTED FOR THREE AND A HALF MONTHS.
RIGHT. YEAH. ALL RIGHT. THANK YOU. THANK YOU VERY MUCH.
OKAY. SO WE'LL MOVE ON TO CONSIDER APPROVAL OF THE ANNUAL SPECIAL EDUCATION CAMERA RESOLUTION, MR. WINKLER. THIS IS OUR ANNUAL REQUEST FOR THE BOARD TO APPROVE THE USE OF CAMERAS IN OUR SELF-CONTAINED SPECIAL EDUCATION CLASSROOMS, AS REQUIRED BY TEC CODE 29002. ANY QUESTIONS? YES, SIR. YOU MIGHT WANT TO CHANGE THE PRESIDENT'S NAME THERE TO MISS JOHNSON.
OH, IN THAT. ON THAT RESOLUTION. IN THE RESOLUTION, WE JUST NEED TO FIX THE PRESIDENT'S NAME.
I AM SO SORRY. THANK YOU, MR. BEACH. ANY QUESTIONS? OKAY. THANK YOU VERY MUCH. AND THE SECOND NEXT ONE I THINK IS MINE AS WELL.
OH, WELL, LOOK AT YOU. THIS IS THE REQUEST FOR YOU TO APPROVE OUR HOMEBOUND WAIVER.
CURRENTLY, THIS YEAR, WE HAD SIX STUDENTS WHO RECEIVED REMOTE HOMEBOUND INSTRUCTION.
ANY QUESTIONS? OKAY, WELL, THANK YOU VERY MUCH.
THANK YOU. OKAY, SO WE'LL MOVE ON TO EXECUTIVE SESSION.
AND I DO NOT BELIEVE, MISS HOGAN. DO WE HAVE EXECUTIVE? NO, BUT WE NEED TO MAKE A NOTE THAT WE DID PULL TWO ITEMS BECAUSE THEY ARE POSTED ON THE AGENDA.
SO GO AHEAD AND. OH, I DIDN'T HAVE THEM IN THIS ONE.
SO SORRY. YES. WE HAVE PULLED NUMBERS 20 AND 21.
CORRECT. OKAY. MISS STANLEY, I'D ALSO LIKE TO NOTE I THINK THERE'S AN ERROR WITH THE AGENDA.
MR. RUIZ IS HERE, AND I'M SURE HE'S HERE TO PRESENT SOME LIBRARY TITLES FOR US TO REVIEW.
AND SOME HVAC, DID YOU HAVE SOMETHING FOR US? WELL. THANK YOU. OKAY. OKAY. SO WE DON'T HAVE EXECUTIVE SESSION.
[VI. Adjournment]
SO DO I HEAR A MOTION TO ADJOURN? SO MOVED. ALL RIGHT, SO WE'RE ADJOURNED AT 8:25.THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.