IT'S NOW 6:45 P.M. THIS IS OCTOBER 6TH, 2026,
AND THIS IS THE REGULARLY SCHEDULED GARLAND 
          [00:00:10]
INDEPENDENT SCHOOL DISTRICT ACADEMIC DISTRICT AFFAIRS COMMITTEE MEETING. 
          A QUORUM IS PRESENT. MR. JOHNSON, SITTING IN AS BOARD PRESIDENT. 
          MS. STANLEY IS ABSENT THIS EVENING. SHE'S RIGHT NOW ON A PLANE HEADING TO HOUSTON AND
STARTING A TEN MONTH ADVENTURE WHERE SHE WILL BE A MEMBER OF THE LEADERSHIP TASB GROUP, TASB STANDING FOR TEXAS ASSOCIATION OF SCHOOL BOARDS. 
          MANY YEARS AGO, MISS GRIFFIN WAS A MASTER TRUSTEE. 
          ASKED ME TO DO IT. I DID IT THAT, BOTH OF US ASKED MR. SELDERS TO DO IT. SO THE THREE OF US. AND NOW,
OF COURSE, MISS STANLEY. 
          IT'S IT'S REALLY AN INTERESTING PROCESS ALREADY. 
          SHE TOLD ME THAT THEY'LL BE VISITING TWO SCHOOL DISTRICTS IN THE IN THE HOUSTON AREA. 
          THERE ARE PROJECTS. THERE ARE SPEECHES. THERE ARE EXPERTS WHO COME AND SPEAK TO THE GROUP. 
          IT'S USUALLY ABOUT 34 TO 36 TRUSTEES FROM BIG AND SMALL SCHOOL DISTRICTS ALL AROUND THE
STATE. 
          GREAT TRAINING. THE FRIENDSHIPS YOU MEET, YOU,
YOU MAKE, CONTINUE. 
          YOU CAN STILL CALL ON THESE PEOPLE LITERALLY AS I DO NOW,
ASKING QUESTIONS HOW THEIR SCHOOL DISTRICT, HOW THEIR REGION IS ACTING. SO IT'S A WONDERFUL TRAINING SESSION AND SHE WILL RETURN IN A
COUPLE OF WEEKS TO THIS, TO OUR NEXT MEETING. SO MISS. ANY YEAH, IT IS AN INPUT. 
          OKAY, OKAY, LET'S GO TO ITEM THREE. DOCTOR LOPEZ. 
          [III. Superintendent's Message]
THANK YOU, MR. GLICK. AND THANK YOU FOR FILLING IN FOR MISS STANLEY. 
          I THINK WE'RE GOING TO TITLE TONIGHT, YOU KNOW,
PLANNING FOR SUCCESS. 
          THERE'S SO MANY PLANS THAT WE HAVE TO DO THAT ARE STATE MANDATED,
AND WE HAVE TO PRESENT THEM FOR FULL TRANSPARENCY TO THE BOARD AND THE PUBLIC. 
          AND I THINK THAT WHAT YOU'RE GOING TO SEE IS EVERY PLAN IS DONE WITH INTENTION AND IMPACT. 
          SO AS WE GO THROUGH EACH AND EVERY VERSION OF THE PLAN FROM SIPS,
DIPS, TAPS, YOU KNOW, TIPS YOU'RE GOING TO HEAR IT ALL. THE AMOUNT OF THOUGHT AND BRAINPOWER THAT GOES BEHIND THIS
PLAN IS, IS MONUMENTAL. BUT LIKE ANY PLAN, IT'S ABOUT ITS EXECUTION,
HOW WE'RE GOING TO EXECUTE THE PLAN WITHIN OUR EACH AND EVERY ONE OF OUR SCHOOLS. SO WITH THAT, WE HAVE AN ACTION PACKED AGENDA. 
          I'LL TURN IT BACK TO YOU. THANK YOU SIR. BEFORE WE GET TO THE AGENDA,
I'D LIKE TO THANK DOCTOR PERALES FOR SITTING DOWN WITH ME. 
          [Additional Item]
ON FRIDAY, WE WENT THROUGH THE WHOLE AGENDA. WE ALSO TALKED EDUCATION,
PHILOSOPHY, AND WE CAME ACROSS IN OUR BOOK, WE CAME ACROSS THIS SLIDE. AND I GAVE HER SOME HISTORY ON IT. 
          I'D LIKE TO GIVE A LITTLE BIT MORE. IN 2013,
WE HAD A STRATEGIC PLAN MEETINGS WE HAD THREE TOWN HALLS THROUGHOUT THE DISTRICT. EACH OF THEM WAS VERY,
VERY WELL ATTENDED. 
          WE HAD TO BRING IN EXTRA CHAIRS FOR EACH OF THE MEETINGS. 
          WE THEN SPLIT THE GROUP INTO EIGHT FOCUS GROUPS OVER THE NEXT SEVERAL WEEKS. 
          AND FINALLY, WE GOT TOGETHER AS A GROUP OF ABOUT 40 CITIZENS FROM AROUND THE DISTRICT. 
          I WAS BOARD PRESIDENT OF TIME. WE WORKED FOR TWO STRAIGHT DAYS AT THE CURTIS CULWELL
CENTER. 
          AND THIS BECAME, THIS IS A DOCUMENT THAT I WAS VERY MUCH INVOLVED IN. 
          AND I WROTE THOSE WORDS. AND I'M REALLY PROUD OF THE FACT THAT THE COMMITTEE DECIDED THAT
THEY WOULD USE THAT AS THE VISION STATEMENT. 
          I THINK IT'S REALLY IMPORTANT REACHING THE FUTURE BY DRIVING EXCELLENCE. 
          THEN THERE'S THAT COMMA. ONE STUDENT AT A TIME. 
          AND I THINK THAT WAS THE IMPORTANCE OF WHAT WE TALKED ABOUT THERE AND WHAT WE'RE GOING TO
TALK ABOUT TONIGHT. 
          THE VISION WE HAVE AND EVERY ONE OF THE PRESENTED TONIGHT,
WE'LL TALK ABOUT ONE STUDENT AT A TIME. 
          I THINK THAT'S THE IMPORTANT PART. THE OTHER THING THAT CAME OUT OF THAT PLANNING SESSION
WAS ANOTHER THREE WORDS THAT I WROTE THAT I'M ALSO VERY PROUD OF. EDUCATION TRANSFORMS LIVES. 
          I LOOK AT MY BACKGROUND VERY, VERY POOR. AS I'VE TOLD PEOPLE,
I WOULD HAVE BEEN AN AVID STUDENT, THE FIRST PERSON IN MY FAMILY TO GO TO COLLEGE. 
          AND I THINK IT STILL APPLIES TODAY THAT EDUCATION TRANSFORMS LIVES. 
          I DON'T EVER WANT TO THINK THAT IT DOESN'T. AND I HOPE AS WE GO THROUGH THE ITEMS TONIGHT, WE'LL BE TALKING MORE ABOUT THESE TWO CONCEPTS EDUCATION,
TRANSFORMING LIVES, AND REACHING THE FUTURE BY DRIVING EXCELLENCE ONE STUDENT AT A TIME. 
          [00:05:09]
WITH THAT, LET'S GO TO ITEM ITEM 4.A. INFORMATION ITEMS IREADY UPDATE BEGINNING OF THE
YEAR DATA. 
          [IV.A. Information Items]
MRS. JOYNER. GOOD EVENING, MR. GLICK. BOARD OF TRUSTEES. DOCTOR LOPEZ. LET'S SEE. ARE YOU DRIVING BACK THERE,
MY FRIEND? PERFECT. THANK YOU SCOTT. SO TONIGHT IT BRINGS ME GREAT PRIVILEGE TO BRING TO YOU OUR
BEGINNING OF THE YEAR IREADY RESULTS. OUR PURPOSE IS TO USE WHAT WE KNOW ABOUT STUDENTS AT THE START OF THE YEAR TO
IMPROVE THE INSTRUCTION THEY RECEIVED FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR. TODAY'S REVIEW CONNECTS OUR IREADY RESULTS TO THE STRENGTHS WE CAN
BUILD ON, AND THE SUPPORT THAT STUDENTS NEED TO MAKE PROGRESS TOWARDS OUR BOARD GOALS BUT,
BUT BEYOND THAT, PROGRESS TOWARDS ENSURING THAT OUR STUDENTS ARE ON OR ABOVE GRADE LEVEL. 
          SO TO ANCHOR US, WE HAVE OUR BOARD GOALS AND OUR DISTRICT PRIORITY CONNECTIONS. 
          SO AS YOU SEE HERE TONIGHT, OUR BOARD GOALS THAT ARE BEING HIGHLIGHTED ARE OUR THIRD GRADE
READING, THIRD GRADE MATH, OUR SIXTH GRADE READING, AND OUR SIXTH GRADE MATH. 
          IN ADDITION TO THAT, WITH OUR DISTRICT PRIORITY CONNECTIONS,
WE'RE REALLY DIVING INTO THE STUDENT ACHIEVEMENT AND LOOKING AT TWO KEY LEVERS HERE, THE LEADERSHIP IMPACT AND THEN THE TEACHER DEVELOPMENT. 
          AND JUST AS A REFRESHER, HERE ARE THE, THE DIFFERENT LEVERS FOR THAT STUDENT ACHIEVEMENT
PRIORITY. 
          SO WHAT IS IREADY? IREADY IS A UNIVERSAL SCREENING AND DIAGNOSTIC. 
          THE PLAN THAT RESPONSE TEACHERS NEED TO KNOW WHICH SKILLS STUDENTS HAVE MASTERED AND WHAT
THEY ARE READY TO LEARN NEXT. 
          SO IREADY PROVIDES READING AND MATHEMATICS SCREENING AND DIAGNOSTIC INFORMATION FOR
STUDENTS IN KINDERGARTEN THROUGH GRADES EIGHT, ALONG WITH INDIVIDUAL GROWTH GOALS AND INSTRUCTIONAL RESOURCES. 
          SO BACK TO WHAT MR. GLICK JUST MENTIONED IS DOWN TO EVERY INDIVIDUAL STUDENT,
AND IREADY IS ABLE TO DO THAT FOR US WITH THAT UNIVERSAL SCREENER, THAT GROWTH AND PERFORMANCE AND THE PERSONALIZED LEARNING PATHWAY. 
          SO WHY DID WE CHOOSE IREADY? IF YOU'LL RECALL,
TWO YEARS AGO WE WERE STILL USING NWEA MAP AND WE DID TRANSITION FULLY LAST YEAR TO IREADY AND WHY WE CHOSE IREADY IS BECAUSE IT'S REALLY HELPING US WITH
THAT EARLY IDENTIFICATION OF SKILLS. 
          IT SUPPORTS THAT DATA INFORMED INTERVENTION AND TIERED INSTRUCTION SO WHERE OUR TEACHERS
NEED THAT SUPPORT IN GROUPING STUDENTS, IREADY CAN FACILITATE THAT FOR US. AND THEN IT DOES PROVIDE US WITH CONSISTENT DISTRICT
WIDE PROGRESS MONITORING. 
          SO I KNOW ONE OF THE QUESTIONS IS WHAT'S THE DIFFERENCE BETWEEN NWEA MAP AND IREADY. 
          THE BIGGEST DIFFERENCE THAT THAT I CAN PULL OUT IS THAT NWEA MAP WAS SIMPLY THE DIAGNOSTIC
PIECE. 
          THERE WASN'T, THERE WEREN'T ANY LESSONS TIED TO IT. 
          WHILE IT DID GIVE GROUPINGS AND THINGS LIKE THAT,
IT DIDN'T GIVE EXPLICIT GUIDANCE. 
          ALSO STUDENTS WEREN'T ABLE TO FOLLOW THEIR OWN INSTRUCTIONAL PATHWAY. 
          IT WAS MERELY A DIAGNOSTIC ASSESSMENT. NOW IREADY IS,
IS A LITTLE DIFFERENT. 
          SO WE DO HAVE IREADY PLACEMENT LEVELS. THESE PLACEMENT LEVELS ARE NORMED. 
          THEY ARE NATIONALLY NORMED. SO THEY HELP US MATCH THE SUPPORT TO STUDENT NEEDS. 
          WE INTERPRET THESE BEGINNING OF THE YEAR RESULTS IN CONTEXT,
PARTICULARLY FOR STUDENTS THAT ARE ONE GRADE LEVEL BELOW. 
          STUDENTS WITH LARGER GAPS NEED FOCUSED INTERVENTION ALONGSIDE ACCESS TO THAT GRADE LEVEL
INSTRUCTION. 
          SO AT THE BEGINNING OF THE YEAR, STUDENTS THAT ARE IDENTIFIED AT ONE GRADE LEVEL BELOW
THAT SHOULDN'T BE A TREMENDOUS ALARM BECAUSE IREADY IS A NORMED ASSESSMENT A CRITERION REFERENCE ASSESSMENT. 
          THE STUDENTS, OBVIOUSLY, IF THEY'RE, IF YOU'RE STARTING FIRST GRADE AND YOU'VE NOT HAD
ACCESS TO THAT FIRST GRADE CONTENT, THEN YOU'RE GOING TO BE ONE GRADE LEVEL BELOW. 
          SO AS WE MOVE THROUGH THE SLIDES, JUST PLEASE KEEP THAT IN MIND. 
          THAT ONE GRADE LEVEL BELOW ON A BEGINNING OF THE YEAR ASSESSMENT ISN'T TO TRIGGER AN
ALARM, RIGHT? IT'S JUST TO LET YOU KNOW THAT STUDENT IS EXACTLY WHERE THEY THEY NEED TO BE. 
          THEY'RE STARTING OUT FIRST GRADE. THEY'VE BEEN ABLE TO ACCOMPLISH KINDERGARTEN. 
          AND SO THEY HAVE AN ACCESS THAT FIRST GRADE INFORMATION YET. 
          AND SO THEY ARE ONE GRADE LEVEL BELOW. SO I JUST WANTED TO MAKE THAT DISTINCTION BEFORE WE
GOT INTO THE ACTUAL RESULTS. 
          [00:10:02]
SO MOVING INTO OUR RESULTS, WE'LL USE THESE RESULTS TO IDENTIFY STRENGTHS AND DETERMINE
WHERE TO CONCENTRATE THAT INSTRUCTIONAL SUPPORT. 
          AND IF WE START OUT WITH OUR DISTRICT PICTURE. 
          SO THIS IS THE DIFFERENCE BETWEEN OUR 2024 2025. 
          AND THEN WE HAVE 25-26 AND THEN 26-27. SO ON THE LEFT HAND SIDE,
YOU'LL SEE WE HAVE OUR MATH RESULTS. 
          AND ON THE RIGHT HAND SIDE, YOU'LL SEE THAT WE HAVE OUR READING RESULTS. 
          AND AGAIN, AT THE BEGINNING OF THE YEAR, THAT MIDDLE BAND OF YELLOW OF ONE GRADE LEVEL
BELOW IREADY TELLS US THAT IT SHOULD NOT BE A TRIGGER WARNING FOR CONCERN. THOSE STUDENTS ARE EXACTLY WHERE THEY NEED TO BE. 
          THEN YOU'LL SEE THAT WE MOVE INTO OUR KINDERGARTEN THROUGH,
KINDERGARTEN THROUGH FIFTH GRADE MATH RESULTS. 
          SO IN ELEMENTARY MATH, THE FOCUS IS TO BUILD THAT READINESS FOR GRADE LEVEL WORK INCLUDING
OUR THIRD GRADE BOARD GOAL. 
          SO PLACING EARLY ON MID OR ABOVE GRADE LEVEL IS WHERE WE ULTIMATELY WANT OUR STUDENTS TO
BE AT THE END OF THE YEAR. 
          SO ON THIS SLIDE, YOU'LL SEE OUR MATH RESULTS FOR SIXTH GRADE THROUGH EIGHTH GRADE. 
          AGAIN, YOU SEE THE THREE YEARS OF DATA THERE. 
          SO IN MIDDLE SCHOOL MATH, WE WANT OUR STUDENTS TO ACCESS THAT CONTENT WHILE ADDRESSING
GAPS THAT MAY LIMIT THEIR SUCCESS. 
          SO YOU'LL ALSO NOTICE HERE, DON'T BE ALARMED WITH THE GRADE EIGHT RESULTS. 
          THE GRADE EIGHT RESULTS ARE EXCLUDING OUR ALGEBRA ONE STUDENTS THAT ARE TESTING ABOVE
GRADE LEVEL. 
          SO THESE EIGHTH GRADE RESULTS REALLY ARE OUR EIGHTH GRADE STUDENTS THAT ARE TAKING EIGHTH
GRADE MATH. 
          SO OUR HIGHEST PERFORMING STUDENTS ARE EXCLUDED FROM THIS DATA SET. 
          THEN WE MOVE INTO READING. SO IN ELEMENTARY READING,
WE'RE IDENTIFYING THOSE SKILLS THAT STUDENTS NEED TO BECOME SUCCESSFUL. 
          GRADE LEVEL READERS. AND TEACHERS CAN USE THE SKILL DETAIL TO PLAN,
SUPPORT, INTERPRET RESULTS IN THE CONTEXT OF THE ASSESSED LANGUAGE. 
          SO WE DO HAVE THE SPANISH RESULTS AND ENGLISH RESULTS. 
          THEN WE MOVE ON TO OUR READING GRADES SIX THROUGH EIGHT. 
          SO IN MIDDLE SCHOOL, READING THAT GOAL IS TO REALLY HELP THE STUDENTS SUCCEED WITH THAT
GRADE LEVEL TEXT AND EXTEND THE LEARNING FOR THOSE WHO ARE READY. 
          SO YOU'LL SEE THAT WE HAVE THE READING GRADES SIX THROUGH EIGHT. 
          AND OBVIOUSLY IN MIDDLE SCHOOL, WE DO NOT HAVE SPANISH RESULTS INCLUDED. 
          SO THEN WHAT COMES NEXT? SO WE HAVE THE DATA AND NOW,
NOW WHAT DO OUR TEACHERS RECEIVE FROM THE IREADY SIDE? SO TEACHER RESOURCES TO HELP THEM PLAN INSTRUCTION. 
          THEY'RE ABLE TO SEE AN IREADY TOPIC OVERVIEW. 
          SO BEFORE THEY GET INTO A LESSON THEY CAN RECEIVE INFORMATION,
DETAILED INFORMATION ON THAT STEP BY STEP LEARNING PROGRESSION. 
          SO IF I'M A SEVENTH GRADE MATH TEACHER AND I'VE ONLY BEEN A SEVENTH GRADE MATH TEACHER,
DO I REALLY KNOW WHAT A STUDENT EXPERIENCED IN FIFTH GRADE MATH OR IN FOURTH GRADE MATH? SO WHAT THIS REPORT DOES IS IT DOES HELP WITH THAT LEARNING PROGRESSION
SO THAT TEACHERS CAN KNOW WHAT THOSE FOUNDATIONAL SKILLS THAT BUILD UP TO THEIR STANDARDS AND HOW THEY'RE ALIGNED. 
          IN ADDITION TO THAT, WE HAVE WE CAN IDENTIFY CLASS PREREQUISITE NEEDS. 
          SO INSTEAD OF WAITING FOR A LOCAL ASSESSMENT TO TELL YOU WHERE A STUDENT COULD POTENTIALLY
NEED SUPPORT. 
          THE TEACHERS COULD USE THEIR IREADY DATA TO KNOW WHAT SKILLS NEED TO BE TAUGHT BEFORE
THEIR LESSONS ARE EVEN STARTED. AND THEN WE ALSO HAVE,
AND THIS IS A VERY POWERFUL PART, IS IT GROUPS STUDENTS BY SKILL AND PROVIDES A RESOURCE. SO THE TEACHERS ARE ABLE TO CLICK INTO THEIR TEACHER TOOLBOX AND RECEIVE
SCAFFOLDED RESOURCES BASED ON THE SKILL NEEDED FOR EACH GROUP OF STUDENTS. AND SPEAKING OF THAT SCAFFOLDED INSTRUCTION,
THE ADDITIONAL INFORMATION. 
          SO THIS IS ANOTHER LANDING PAGE THAT THE TEACHERS ARE ABLE TO ACCESS. 
          IT GIVES THAT LEARNING OBJECTIVE GOAL WHERE TEACHERS CAN SELECT A SKILL OR A STRAND. 
          THEY CAN REVIEW THE STUDENT READINESS. SO IT DOES GO AHEAD AND PUT STUDENTS ON A CONTINUUM
TO LET THEM KNOW HOW READY THEY ARE TO RECEIVE THE NEW INFORMATION. SO THAT'S REALLY HELPING WITH THAT DATA INFORMED STUDENT GROUPING. 
          AND THEN FINALLY THAT TAYLOR SMALL GROUP INSTRUCTION. 
          SO OUR MIDDLE SCHOOLS YOU GUYS HAVE APPROVED FOR MOST OF OUR MIDDLE SCHOOLS TO HAVE LIKE
THE EXTRA SECTION OF MATH OR THAT EXTRA SECTION OF READING. 
          AND SO THIS INFORMATION REALLY CAN BE USED TO TAILOR THAT SMALL GROUP INSTRUCTION FOR THE
TEACHERS. 
          AND IT'S ALL AT THE TEACHER'S FINGERTIPS. AND AS A PARENT,
THIS IS MY ABSOLUTE FAVORITE. 
          [00:15:06]
SO THE PERSONALIZED SUPPORTS AND PATHWAYS, SO EVERY STUDENT RECEIVES THEIR OWN PATHWAY
BASED ON HOW THEY PERFORMED ON THE DIAGNOSTIC. 
          AND THEN THAT RESETS ITSELF AT MIDDLE OF THE YEAR. 
          SO A STUDENT CAN GO IN AND PRACTICE LESSONS THAT ARE SPECIFICALLY TAILORED OR THE PATHWAY
IS SPECIFICALLY TAILORED TO WHERE THE STUDENT HAS STRENGTHS AND WHERE THE STUDENT HAS NEEDS. SO I'M THE PARENT OF A SECOND GRADER. 
          AND SO MY LITTLE GUY CAN GO IN AND ON THE WEEKENDS,
I CAN PUT HIM ON IREADY. 
          AND I KNOW THAT WHAT HE'S ON IS GOING TO BE SPECIFICALLY WHAT HE NEEDS INSTEAD OF PUTTING
HIM ON A RANDOM LEARNING WEBSITE. 
          SO I KNOW THAT THE TEACHERS HAVE ALREADY IDENTIFIED THE SKILLS THAT THAT MY LITTLE GUY
NEEDS. 
          AND SO IT'S EXCEPTIONALLY TAILORED. SO THIS IS AGAIN,
AS A PARENT, I REALLY APPRECIATE THE ABILITY TO BE ABLE TO DO THAT. 
          SO THEN WHAT'S OUR, WHAT'S THE ACTION BEHIND IT? RIGHT? SO WE HAVE ALL THESE RESOURCES AND THEN WHAT'S NEXT? SO WE'RE ABLE TO TRACK OUR STUDENT PROGRESS. SO WE'RE ABLE TO MONITOR THOSE BOY RESULTS
STUDENTS ARE ABLE TO ENGAGE. OUR DISTRICT ALSO HAS THESE PARTICIPATION INCENTIVES. 
          TRACY VICKERY, OUR MATH COORDINATOR, DOES AN AMAZING JOB WITH PROVIDING CAMPUS INCENTIVES. 
          IT ALSO HAS THAT THOSE TEACHER RESOURCES FOR SMALL GROUPS AND INTERVENTION,
AND THEN CAMPUSES CAN REVIEW THEIR DATA. 
          AND THAT WAY THEY CAN GIVE TAILORED COACHING SUPPORT. 
          AND THEN AT MIDDLE OF THE YEAR, WE WILL PROVIDE STUDENTS ANOTHER OPPORTUNITY FOR THEIR
ASSESSMENT AND RESET AND ADJUST BASED ON THE DATA THAT THAT INFORMATION PROVIDES. NOW IT GIVES ME GREAT PLEASURE. 
          NOW, THIS IS NOT IN YOUR BOARD BOOK BECAUSE WE WERE INFORMED AFTER THAT WENT TO PRINT. 
          BUT WE DO HAVE THREE GARLAND ISD CAMPUSES THAT HAVE BEEN NATIONALLY RECOGNIZED AS IREADY
SUPER STRETCH SCHOOLS. 
          SO BH FREEMAN AT GOLDEN MEADOWS, KEELEY ELEMENTARY AND WALNUT GLEN ELEMENTARY. 
          AND, AND EVEN THOUGH THOSE OF US IN THE ROOM AND YOU GUYS AS BOARD OF TRUSTEES CAN,
CAN LOOK AT THE NAMES OF THESE CAMPUSES AND ALL, ALL OF US AUTOMATICALLY KNOW THAT THESE ARE THREE DISTINCT CAMPUSES,
FOR OUR PUBLIC I WANTED TO PUT A LITTLE BIT MORE INFORMATION TO SHOW THAT ANY OF OUR CAMPUSES CAN ACHIEVE THIS GOAL. 
          YOU'LL SEE THAT WE HAVE OUR ECONOMICALLY DISADVANTAGED RATES ON THERE. 
          SO WE HAVE LIKE BH FREEMAN HAS 90% OF THEIR STUDENTS ARE ECONOMICALLY DISADVANTAGED,
WHEREAS KEELEY IS 37.8%. 
          BUT THEN WE HAVE BH FREEMAN AT GOLDEN MEADOWS,
THEY SERVE A POPULATION OR THEIR CAMPUS IS 68% EMERGENT BILINGUAL. 
          AND THEN YOU CAN SEE THE COMPARISONS TO KEELEY AND WALNUT GLEN. 
          AND THEN I'VE ALSO INCLUDED THE PERCENTAGE OF STUDENTS THAT HAVE AN IEP BECAUSE THAT'S
ALSO IMPORTANT. 
          SO YOU SEE AT KEELEY ELEMENTARY, 22.5% OF THEIR TOTAL POPULATION THOSE STUDENTS HAVE AN
IEP. 
          AND SO AGAIN, THE REASON I PUT THE DEMOGRAPHICS UP THERE FOR EACH ONE OF THE CAMPUSES IS
JUST TO REMIND US ALL THAT AS DOCTOR LOPEZ HAS SAID BEFORE, ZIP CODE SHOULD NOT MATTER WHEN IT COMES TO STUDENT ACHIEVEMENT. 
          AND SO THESE CAMPUSES ARE BREAKING THROUGH GLASS CEILINGS AND SHOWING US THAT IT CAN BE
DONE. 
          OKAY. SO ANY QUESTIONS THAT YOU MIGHT HAVE ON IREADY. 
          QUESTIONS. MR. SELDERS. I'LL COME BACK TO YOU,
MR. JOHNSON. OKAY. MR. MILLER. YEAH. JUST REAL QUICK,
MAKE SURE I UNDERSTAND EVERYTHING BECAUSE I'M SLOW. 
          I WOULD BE ONE OF THE BOTTOM GROUPS, BUT IN THE SPECTRUM THAT I SAW IN THE CHARTS,
I SAW FROM THREE GRADE LEVELS BEHIND MAYBE TO THOSE WHO ARE GRADE LEVELS AHEAD. AND I SAW PERCENTAGES. 
          I SAW WERE IN EIGHTH GRADE. FOR SOME REASON,
THE TOP OF THE CLASS, LET'S CALL IT IN IN MATH OR ALGEBRA IS NOT COUNTED. 
          WILL YOU EXPLAIN TO ME WHY THAT'S NOT COUNTED AGAIN? YES, SIR. BECAUSE OUR STUDENTS THAT ARE TAKING ALGEBRA ONE IN MIDDLE SCHOOL INSTEAD OF
TAKING THE IREADY DIAGNOSTIC BECAUSE IREADY CAPS OUT AT GRADE EIGHT MATH. SO IT WOULDN'T BE BENEFICIAL FOR OUR TEACHERS TO HAVE OUR ALGEBRA
STUDENTS TAKE THE ASSESSMENT, BECAUSE OBVIOUSLY THEY'RE GOING TO BLOW THE TEST OUT OF THE WATER. 
          SO OUR ALGEBRA STUDENTS, BOTH IN MIDDLE SCHOOL AND HIGH SCHOOL,
ACTUALLY TAKE A DIFFERENT BEGINNING OF THE YEAR DIAGNOSTIC EXAM. 
          [00:20:05]
OKAY. GREAT QUESTION. AND SO WITHIN THE CLASSROOM,
THE TEACHERS, THEY HAVE DIFFERENT STUDENTS IN THE SPECTRUM. 
          AND WHAT YOU'RE TELLING ME IS WITH IREADY AND OTHER SUPPORT,
THEY HAVE THE ABILITY TO GO BACK AND CATCH SOME OF THE BUILDING BLOCKS, MAYBE TWO YEARS BEHIND, ONE YEAR BEHIND AND HOPEFULLY BY THE END OF THE YEAR,
GET THEM IN THAT, AT LEAST ON GRADE LEVEL. YES, SIR. THESE REPORTS HAVE COME. 
          SO THAT'S WHAT YOU'RE SHOWING ME IS A PROGRESSION. 
          AS WE LOOK AT THIS THROUGH THE YEAR, THERE SHOULD BE SOME TYPE OF PROGRESSION OF THOSE
STUDENTS FROM THREE YEARS BEHIND THE TWO TO LEVEL MAYBE. AND SO IS THAT THE INFORMATION THAT YOU'RE GOING TO BE SHOWING US AS WE GO THROUGH
THE YEAR? SO THAT INFORMATION DOWN TO THE STUDENT IS FOR,
FOR THE CAMPUS TEACHERS AND THE PRINCIPALS. 
          BUT AT MIDDLE OF THE YEAR, I'LL COME BACK TO YOU AND INSTEAD OF HAVING THIS COMPARISON,
LET ME SHOW, LET ME GO TO THIS ONE HERE. INSTEAD OF HAVING THE COMPARISON OF FALL TO FALL. 
          SO LAST YEAR, FALL TO THIS YEAR, FALL, WE WILL HAVE THE COMPARISON OF FALL TO TO WINTER. 
          SO WE'LL BE ABLE TO SEE LIKE THESE BANDS. WE SHOULD START TO SEE MORE GREEN,
LESS YELLOW, AND OF COURSE, LESS RED IS IS THE ULTIMATE GOAL. 
          OKAY, I CAN UNDERSTAND THAT PART. YES, SIR. THANK YOU. 
          YES, SIR. MR. JOHNSON. YES. JUST TO KIND OF FOLLOW UP ON MR. MILLER'S QUESTION. WE DON'T HAVE OUR EIGHTH GRADERS THAT ARE TAKING ALGEBRA TAKE THE STAR
EXAM. 
          ALSO, THE EIGHTH GRADE MATH STAR. CORRECT, CORRECT. 
          YES, SIR. WE'RE BASICALLY MATCHING THE SAME FORMAT WITH IREADY THAT WE WOULD DO WITH
RESPECT TO THE STAR. 
          YES, SIR. AND THAT'S ONE OF THE REASONS WHY OUR STAR NUMBERS TAKE A DIP IN THE EIGHTH
GRADE. 
          BECAUSE OUR BEST STUDENTS AREN'T DOING THE EIGHTH GRADE ASSESSMENT. 
          THAT'S CORRECT. ACCURATE. AND JUST AS AN ASIDE,
BECAUSE I'M HERE AND I'M ASKING THE QUESTIONS AND I KNOW YOU KNOW THE ANSWERS ON TEA TAKING OVER DISTRICTS. THAT'S NOT THE CASE, IS IT? THEY'RE ACTUALLY HAVING ALL THEIR EIGHTH GRADERS TESTED AT THE EIGHTH GRADE LEVEL.
CORRECT. 
          FROM WHAT I HAVE FOUND. YES, SIR. BECAUSE THEY THEY'RE TRYING TO GET OUT OF THAT TEA HOLD. 
          AND SO A STRATEGY THAT DISTRICTS COULD USE IS SIMPLY NOT ACCELERATE STUDENTS IN MIDDLE
SCHOOL FOR MATH. 
          RIGHT. AND SO IN GARLAND ISD, WE ACTUALLY DO THE,
THE OPPOSITE. 
          WE DON'T HAVE ANY STUDENTS IN GRADE SEVEN TAKE THE SEVENTH GRADE STAR TEST. 
          ALL OF OUR SEVENTH GRADE STUDENTS IN GARLAND ISD TAKE THE GRADE EIGHT STAR TEST. 
          SO AGAIN, COULD WE WRITE BOARD GOALS THAT MIRROR THE TRADITIONAL TRACK? SURE. RIGHT. BUT ARE WE ACCELERATING OUR STUDENTS? ARE WE EXPOSING THEM TO MORE RIGOROUS CONTENT? I MEAN, NOT ONLY THAT, BUT WHAT ARE WE ABLE TO DO WITH THOSE STUDENTS WHO ARE ABLE TO TAKE
ALGEBRA ONE EARN THEIR COURSE CREDIT, KNOCK OUT ONE OF THE FIVE REQUIRED EOCS. AND THEN THAT OPENS THAT OPPORTUNITY UP FOR THOSE
STUDENTS FOR A MYRIAD OF THINGS. 
          BUT SPECIFICALLY, WHAT WE HOPE FOR IN GARLAND ISD IS THAT THOSE STUDENTS ARE NOW ON THE
TRACK FOR ADVANCED MATH COURSES THAT REALLY DO PREPARE THEM FOR COLLEGE. 
          AND IT GOES EVEN YOU USE THE TERM TRADITIONAL TRACK. 
          I WOULD SAY THAT MOST OF YOUR DISTRICTS IN THE STATE THAT ARE UNDER BOARD CONSERVATORSHIP, LIKE OURS, HAVE STUDENTS THAT ARE TAKING CLASSES THAT ARE ABOVE THEIR GRADE LEVEL. 
          AND IF THEY ARE, THEY'RE CHALLENGING THEM TO TAKE THAT STAR EXAM. 
          IT'S ONLY REALLY IN THESE ONES THAT ARE SHOWING THE,
QUOTE, MIRACLE IMPROVEMENTS. 
          I KEEP HEARING ABOUT THESE MIRACLES. AFTER THE TEA TAKES IT OVER,
TEA TAKES IT OVER. 
          BUT WHAT THEY'RE ACTUALLY DOING IS THEY'RE RESTRICTING THESE THESE KIDS ABILITY TO MOVE
AHEAD OF THEIR GRADE LEVEL IF THEY'VE SHOWN THE CAPACITY TO DO THAT. 
          WOULD YOU AGREE WITH ME? YES, SIR. AS A MATTER OF FACT,
I PUSHED BACK ON TEA LAST YEAR. 
          AND ALONGSIDE THAT LEGISLATION THAT SAID, ACCELERATION HAS TO OCCUR FOR 40% OF OUR FIFTH
GRADERS GOING INTO SIXTH GRADE I CHALLENGED THEM ON REPORTING OUT FOR ALL SCHOOL DISTRICTS THAT THEY REPORT THE GRADE LEVEL
TESTED ALONG WITH THE ALONG WITH THE STAR THAT WAS THE STAR THAT THE KIDS TOOK. AND SPECIFICALLY I TOLD THEM,
SO HOW DO I TELL MY BOARD THAT OUR STUDENTS ARE PERFORMING LOWER THAN X, Y, OR Z SCHOOL DISTRICT,
BUT IT'S BECAUSE OUR STUDENTS ARE, ARE TESTING ABOVE GRADE LEVEL. 
          AND SO FOR THIS REPORTING YEAR, THEY ACTUALLY DID ADD THAT INFORMATION WHERE NOW THEY DO
REPORT OUT MIDDLE SCHOOL BY 
          [00:25:06]
GRADE LEVEL OF ENROLLMENT COMPARED TO GRADE LEVEL ASSESSED. 
          GOOD FOR YOU. THANK YOU VERY MUCH. OF COURSE,
MR. SELDERS. YES, THANK YOU FOR THAT. JUST OUT OF CURIOSITY,
ON THE PERSONALIZED INSTRUCTION SLIDE, YOU ASKED HOW DO WE TRACK THE NUMBER OF STUDENTS ACTUALLY UTILIZING THAT TOOL? AND LIKE, ARE WE MONITORING THAT OVER THE PERIOD OF THE SCHOOL YEAR? AND THEN HOW IS THAT? HOW IS THAT INFORMATION UTILIZED? OH YES. AND SO THAT'S ALSO PART OF WHAT OUR ADVANCED,
OUR ACADEMICS TEAMS DO MONITOR WITH OUR ELEMENTARIES, LIKE HOW MANY OF OUR STUDENTS, BECAUSE IT'S NOT JUST ABOUT HOW MANY LESSONS OR HOW MUCH
TIME DID YOU SPEND ON THE LESSONS, BUT REALLY LEVELING IT UP AND SAYING, WE SPENT THIS MUCH TIME ON IREADY LESSONS IN THE
PLATFORM. 
          AND OF THOSE, THE STUDENTS ARE PASSING THESE LESSONS AT THIS RATE. 
          SO IT'S NOT JUST ABOUT PUTTING THEM ON A COMPUTER. AND I WANT TO BE SUPER CLEAR ABOUT
THAT. RIGHT? WE'RE NOT JUST PUTTING STUDENTS ON A COMPUTER. 
          BUT LIKE THIS PARTICULAR SLIDE DOES SHOW FOR WHAT IT CAN LOOK LIKE IF WE BUCKET OUR
STUDENTS ON THE AMOUNT OF TIME THAT THEY ARE SPENDING IN THE LESSONS. AND THEN IT DOES. 
          IT ALSO TRACKS HERE, IF YOU'LL NOTICE, LIKE 91% I MY,
THE PRINT IS SUPER SMALL, BUT 91 ON AVERAGE, 91% OF THE LESSONS WERE PASSED. SO THAT IS SOMETHING THAT OUR CAMPUSES CAN MONITOR AS
WELL. 
          AND WE ALSO LOOK OUT FOR WHO'S USING IT TOO MUCH. 
          RIGHT. BECAUSE THE NOTHING'S EVER GOING TO REPLACE A QUALIFIED TEACHER. 
          SO THAT WAY THOSE ARE CONVERSATIONS THAT PRINCIPALS CAN HAVE WITH THEIR TEACHERS FOR THOSE
SITUATIONS WHERE WE'RE OVERUSING IREADY OR WE'RE RELYING TOO MUCH ON IREADY. ALL RIGHT. I'M GLAD YOU MENTIONED THAT IT'S NOT NECESSARILY JUST TIME
ON THE TOOL, BUT IT'S ACTUALLY HOW MUCH OR HOW MANY OF THE LESSONS THAT THEY'RE ACTUALLY PASSING. 
          WHAT ARE THE TARGETS THAT CAMPUSES ARE USING FOR THE PAST PERCENTAGES? THAT IS A GREAT QUESTION. I DON'T HAVE THAT HANDY,
BUT I'M SURE THAT I CAN GET THAT INFORMATION TO YOU. I'M IMAGINING IS IT DIFFERENT? IT WOULD BE DIFFERENT. I DON'T HAVE ONE SET FOR THE WHOLE DISTRICT. 
          YEAH. THANK YOU. YES, SIR. FOLLOWING UP ON MR. SELDERS, IS IREADY GIVEN AS HOMEWORK, OR CAN IT BE GIVEN AS HOMEWORK? THE FOLLOW UP QUESTIONS, IF THAT YOU YOU REFERENCED. 
          THAT'S NOT THE INTENT. SO I'M NOT AWARE OF ANYONE WHO'S USING IREADY AS AS HOMEWORK OR
PARTICIPATION OR ANYTHING LIKE THAT. 
          THAT'S NOT THE INTENT OF THE PROGRAM. SO IF THERE ARE POCKETS OUT THERE,
I'M SIMPLY JUST NOT AWARE. 
          SO IF, IF A STUDENT COULD, YOU SAID THEY COULD GO ON THE WEEKEND AND WE'RE MONITORING
THAT. 
          YES, IT POPS UP AS AS LESSONS AND THE TIME ON TASK AND. 
          MR. DAVIS, WOULD YOU LIKE TO CHIME IN? I MEAN,
I MAKE MY KID DO IT JUST BECAUSE HE'S MY KID. 
          BUT, YOU KNOW, THANK YOU FOR THE QUESTION. SO WE'RE MONITORING USAGE OVERALL,
BOTH ON WEEKENDS AND DURING THE WEEK OVER USAGE IS CONSIDERED ANY TIME ON THE PLATFORM REGARDLESS OF WHEN THAT HAPPENS. 
          RIGHT. THERE ARE METRICS THAT WE USE. WE'RE TARGETING 30 TO 50 MINUTES BASED ON RESEARCH A
WEEK. 
          ANYTHING OVER THAT IS FLAGGED, AND WE TEND TO GO IN AND HAVE THOSE CONVERSATIONS WITH
PRINCIPALS TO MAKE SURE THAT THEY UNDERSTAND THAT THE STUDENTS NEED TO LEARN AT A CERTAIN PACE. SOME MAY SEND IT AS HOMEWORK, SOME MAY DO IT IN CLASS DURING WIND TIME AS AN
INTERVENTION, BUT WE TRY TO KEEP IT AT THE TARGETED AMOUNT OF TIME THAT RESEARCH SHOWS IS MOST
EFFECTIVE. 
          AND HOW ARE THE PARENTS OF THE YOUNGER STUDENTS NOTIFIED TO BE ABLE TO HAVE THEIR CHILDREN
LOOK AT IREADY ON WEEKENDS? HOW DO THEY KNOW ABOUT THAT? CAMPUSES THAT HAVE THAT EXPECTATION COMMUNICATE IT WITH
PARENTS, EITHER THROUGH THEIR FOLDERS OR THROUGH THEIR EITHER CLASS DOJO,
PARENT SQUARE, WHATEVER METHOD THEY USE TO COMMUNICATE WITH PARENTS ABOUT THE EXPECTATIONS OVERALL. OKAY. ANY OTHER QUESTIONS ON THAT MATTER? OKAY. COULD YOU BRING UP THE SLIDE? IT'S HOW RELATIVE PLACEMENTS CHANGE FROM FALL TO FALL. 
          THIS IS MATHEMATICS GRADE 6 TO 8. THIS ONE HERE. 
          YES. SO IF IF YOU REMEMBER ONE OF THE BOARD GOALS THAT WE LOOKED AT VERY SERIOUSLY AND
MADE A GOAL WAS THE DIFFICULTY IN SIXTH GRADE MATH THAT WE WERE DOING VERY,
VERY POORLY ON. 
          WHAT THIS LOOKS TO ME IS WHEN I LOOK AT SIXTH GRADE,
I'M LOOKING AT I'M LOOKING AT THE REDS AND I GUESS WE'LL CALL IT PINK. 
          WHATEVER THE AMAZING PROGRESS WE MADE FROM THE FIRST TESTING WHERE THE TWO REDDISH COLORS
WERE 43% AND NOW DOWN TO 
          [00:30:10]
29%. SO IS THAT AS AS SPECTACULAR AN INCREASE AS IT AS I AS IT APPEARS TO ME TO BE? FOR SURE. BECAUSE EVEN IF WE WERE TO OVERLAY OUR SIXTH GRADE STAR RESULTS,
YOU WOULD ALSO SEE THE IMPROVEMENT OVER TIME SINCE THAT 2024, 2025 SCHOOL YEAR. SO ONE OF THE QUESTIONS I SENT TO YOU THIS AFTERNOON WE KNEW THAT MAP
WAS NORMED REFERENCE. 
          THEY ALWAYS INDICATED HOW MANY HUNDREDS OF THOUSANDS OR MORE STUDENTS TOOK THE MAP TEST
AND HOW OURS WOULD COMPARE. 
          IS THERE ANYTHING SIMILAR LIKE THAT WITH IREADY? YES. SO WITH IREADY WE HAVE OUR STUDENTS, SO THIS IS MORE OF A CRITERION REFERENCED
ASSESSMENT, BUT IT DOES HAVE NORMED CHARACTERISTICS. OKAY. 
          SO THESE ARE THESE GRADE LEVEL PLACEMENTS ARE BASED ON CRITERION REFERENCE,
BUT IN OUR DATA FILES WE DO GET A PERCENTILE THAT IS A NATIONALLY NORMED PERCENTILE FOR IREADY,
WHERE AS MATH WOULD GIVE US A NATIONALLY NORMED GROWTH PERCENTILE AS WELL. IREADY DOESN'T DO THAT BECAUSE THAT'S NOT THE DESIGN OF THE
ASSESSMENT. 
          BUT WE DO HAVE THE THE PERCENTILES FOR ACHIEVEMENT. 
          ANYBODY ELSE HAVE ANY QUESTIONS AT THIS POINT? THANK YOU. YES, SIR. OKAY. 
          ANNUAL UPDATE BE/ESL PROGRAM EVALUATION. MR. AURORA TRICHELL AND DOCTOR PAM NEBLETT. 
          OKAY. GOOD EVENING. OKAY. COMMITTEE CHAIR GLICK,
BOARD OF TRUSTEES. 
          SUPERINTENDENT DOCTOR LOPEZ. I AM NEITHER MISS TRICHELL NOR DOCTOR PAM NEBLETT,
BUT I'M HERE TO KICK IT OFF. 
          OKAY. FOR MISS TRISHELLE. THIS IS OUR ANNUAL BILINGUAL AND ENGLISH AS A SECOND LANGUAGE
PROGRAM EVALUATION THAT IS IN COMPLIANCE WITH BABFHE LEGAL. AND THAT IS IN RESPONSE TO TITLE 19 OF THE TEXAS EDUCATION CODE,
WHERE WE WILL PROVIDE YOU AN UPDATE OF HOW WE ARE SERVING OUR BILINGUAL AND EMERGENT BILINGUAL STUDENTS IN GARLAND ISD. 
          SO I'M JUST GOING TO KICK US OFF WITH SOME DEFINITIONS,
SOME VOCABULARY, SOME DATA TO GIVE YOU A FOUNDATION. 
          AND THEN I'LL HAND IT OVER TO MISS TRICHELL,
WHICH WE'LL TALK THROUGH THE PROGRAMS WE OFFER AND THE PURPOSES OF EACH. I WANT TO START BY TALKING ABOUT SOME OF THOSE TERMS. YOU KNOW,
EDUCATION LOVES A GOOD ACRONYM AND WE'RE NO EXCEPTION. 
          SO WHEN WE TALK ABOUT EBS, FOR THOSE OF YOU WHO HAVE BEEN ON THE BOARD FOR A LONG TIME,
THOSE ALSO KNOWN AS ELL/EL LAB STUDENTS, ALL OF THEM MEANING STUDENTS WHO SPEAK A LANGUAGE OTHER THAN ENGLISH WHO ARE DEVELOPING
THEIR ENGLISH THROUGH OUR PROGRAM, WHETHER THAT FIRST LANGUAGE BE SPANISH, VIETNAMESE,
OR ANY OTHER. 
          DUAL LANGUAGE IMMERSION IS THE PROGRAM WE USE FOR OUR SPANISH SPEAKING STUDENTS AT THE
ELEMENTARY LEVEL. 
          AND THE PURPOSE OF THIS PROGRAM IS TO ACHIEVE BILINGUALISM,
BILITERACY, AND HIGH ACADEMIC ACHIEVEMENT. 
          ENGLISH AS A SECOND LANGUAGE IS THE SECONDARY PROGRAM THAT WE USE FOR OUR SPANISH
SPEAKERS. 
          IT'S ALSO THE PROGRAM THAT WE USE FOR OUR NON. 
          I APOLOGIZE, DUAL LANGUAGE IMMERSION IS ALSO USED FOR VIETNAMESE. HERE WE HAVE A VERY
STRONG PROGRAM THAT WE'RE VERY PROUD OF. BUT FOR OTHER LANGUAGES, WE USE OUR ENGLISH AS A SECOND LANGUAGE THROUGH CONTENT BASED LANGUAGE INSTRUCTION. 
          WE CURRENTLY SERVED 18,453 STUDENTS WITH OVER 81 LANGUAGES SPOKEN IN THE DISTRICT. 
          ONE THING THAT'S MOST IMPRESSIVE ABOUT GARLAND IS OUR DIVERSITY,
AND OUR DIVERSITY IS OUR STRENGTH. OF THOSE STUDENTS, YOU SEE THE FIVE MOST SPOKEN LANGUAGES UP ON THE SCREEN SPANISH,
VIETNAMESE, ARABIC, AMHARIC, AND BURMESE. YOU'LL NOTICE THAT THE BREAKDOWN BETWEEN OUR EMERGENT BILINGUAL STUDENTS
RIGHT THERE IS 10,950 ARE SERVED THROUGH OUR ESL PROGRAM. OUR BILINGUAL EDUCATION PROGRAM SERVES 6596 OF THOSE,
AND WE HAVE 907 DENIALS. 
          AND WHAT A DENIAL MEANS IS THAT THOSE STUDENTS WERE RECOMMENDED FOR ONE OF THE TWO
PROGRAMS, AND THEIR PARENTS OPTED TO NOT HAVE THEM PARTICIPATE. 
          NOW, THOSE STUDENTS STILL NEED TO DEVELOP THEIR ENGLISH,
AND WE'RE STILL MEASURING THEIR PROGRESS, BUT THEY ARE NOT SERVED DIRECTLY IN ANY CAPACITY IN THE CLASSROOM AT THE PARENTS REQUEST. 
          ONE THING THAT'S WORTH NOTING YOU'RE FAMILIAR WITH STAR,
WHICH IS OUR STATE TEST FOR ACADEMIC ACHIEVEMENT. 
          [00:35:08]
TELPAS IS THE SECOND HALF OF THE STUDENTS ASSESSMENT BATTERY,
WHICH IS THE TEXAS ENGLISH LANGUAGE PROFICIENCY ASSESSMENT SYSTEM. 
          AND WHAT TELPAS MEASURES IS HOW MUCH THEY'RE PROGRESSING IN THEIR ENGLISH LANGUAGE
DEVELOPMENT. 
          SO OUR GOAL IS ALWAYS TO MAKE SURE THAT WE ARE DEVELOPING STUDENTS WHO ARE DEVELOPING BOTH
LINGUISTICALLY AND ACADEMICALLY AT THE SAME TIME. 
          HOW WE ACHIEVE THAT, I'M GOING TO HAND IT OVER,
AND MISS TRICHELL IS GOING TO TALK THROUGH OUR PROGRAMS AND HOW WE ACHIEVE THAT GOAL. 
          GOOD EVENING, COMMITTEE CHAIR GLICK, BOARD MEMBERS,
SUPERINTENDENT DOCTOR LOPEZ. 
          MY NAME IS AURORA TRICHELL AND I'M THE MULTILINGUAL PROGRAMS DIRECTOR. 
          WE HAVE FOUR PROGRAMS IN GISD. OUR LARGEST PROGRAM IS OUR ONE WAY DUAL LANGUAGE SPANISH,
WHICH IS OFFERED IN PRE-K THROUGH FIFTH GRADE AT 37 ELEMENTARY CAMPUSES. WE ALSO HAVE A ONE WAY DUAL LANGUAGE VIETNAMESE PROGRAM OFFERED AT
PRE-K CENTER AND TWO ELEMENTARY CAMPUSES, HICKMAN AND EASTER. WE OFFER OUR ESL PROGRAMS TO ANY IB STUDENTS IN GRADES PRE-K THROUGH
12. 
          IN ALL OUR CAMPUSES, AND WE HAVE A PROGRAM OFFER A MEMORIAL PATHWAY WHO SERVES OUR
NEWCOMER STUDENTS IN THEIR FIRST YEARS IN US SCHOOLS IN GRADES NINE THROUGH 12. THE GOAL OF THE PROGRAM IS TO ACCELERATE LANGUAGE ACQUISITION FOR
ALL NEWCOMERS. 
          WE ALSO HAVE A TWO WAY DLI SPANISH PROGRAM THAT IS A MAGNET PROGRAM,
BUT IS NOT INCLUDED IN THIS IN THIS PRESENTATION, BUT IT IS INCLUDED IN MAGNET PROGRAM EVALUATION. 
          OUR STUDENTS GAIN ENGLISH PROFICIENCY. THEY ARE ABLE TO RECLASSIFY AS ENGLISH PROFICIENT
AND ENTER INTO A FOUR YEAR MONITORING STAGE IF THEY MEET CERTAIN CRITERIA. STATE, STATE BY TEA. THAT INCLUDES GAIN AT LEAST AN APPROACH LEVEL IN THEIR
ENGLISH READING LANGUAGE ARTS STAR TEST IN ADVANCED HIGH COMPOSITE RATING FOR TELPAS. 
          THIS IS IMPORTANT BECAUSE RECLASSIFICATION SERVES AS A MILESTONE FOR STUDENTS AND FAMILIES
TO SHOW THE GAINS MADE IN ACQUIRING THE ENGLISH LANGUAGE, WHILE AT THE SAME TIME MEETING GRADE LEVEL EXPECTATIONS IN ACADEMIC AREAS. 
          THE PIE CHART ON THE RIGHT SHOWS THE PERCENTAGE OF STUDENTS RECLASSIFIED BY CAMPUS LEVEL. 
          EVERY SPRING IMMERSION, BILINGUAL STUDENTS ARE ASSESSED ON THE TEXAS ENGLISH LANGUAGE
PROFICIENCY ASSESSMENT SYSTEM, OR TELPAS. STUDENTS ARE EVALUATED IN FOUR DOMAINS. 
          LISTENING, SPEAKING, READING AND WRITING. STUDENTS RECEIVE A PROFICIENCY RATING IN EACH
DOMAIN OF BEGINNING, INTERMEDIATE, ADVANCED OR ADVANCED HIGH. THOSE DOMAINS RATINGS COMPRISE THE FINAL
COMPOSITE RATING. 
          THE FOUR DOMAINS OF LISTENING, SPEAKING, READING,
AND WRITING ARE THE CORE AREAS THAT OUR BILINGUAL AND ESL PROGRAMS ARE DESIGNED TO SUPPORT AND GROW STUDENTS. SO HOW ARE OUR STUDENTS PROGRESSING THROUGH TELPAS? IF YOU LOOK ON THE LEFT SIDE OF THIS TABLE, YOU SEE THE SPRING TELPAS,
THE SPRING 2025 TELPAS COMPOSITE RATINGS COMPARED TO THE 2026 TELPAS RATINGS ALONG THE TOP. FOR EXAMPLE, LET'S LOOK AT STUDENTS WHO COMPOSITE SCORES WHERE AT
THE BEGINNING LEVEL IN SPRING OF 2025, THERE WERE A TOTAL OF 2768 STUDENTS AT THIS LEVEL IN SPRING OF 2025. 
          HOW DID THESE STUDENTS DO IN SPRING OF 2026? OUT OF THE 2768 STUDENTS,
1412 STUDENTS INCREASED ONE OR MORE COMPOSITE LEVELS AS SHOWN IN THE GREEN CELLS ALONG THE TOP ROW. 
          THIS TABLE ALSO HIGHLIGHTS TWO ADDITIONAL CELEBRATIONS. 
          ALTHOUGH GREEN CELLS HIGHLIGHT A TOTAL OF 4893 STUDENTS WHO INCREASE ONE OR MORE COMPOSITE
LEVELS FROM SPRING 2025 TO SPRING 2026, THE SECOND CELEBRATION IS THE 6872 STUDENTS WHO DEMONSTRATED PROFICIENCY AT THE
ADVANCED OR ADVANCED COMPOSITE LEVELS AS SHOWN IN THE YELLOW CELLS ALONG THE BOTTOM ROW,
WHICH INDICATES WE ARE MOVING THE NEEDLE IN INCREASE ACQUISITION. 
          ONE OF THE COMPONENTS OF DOMAIN THREE OF OUR ACCOUNTABILITY SYSTEM EVALUATES ENGLISH
PROFICIENCY. 
          CAMPUSES ARE RATED ON THEIR ABILITY TO MOVE EMERGING BILINGUAL STUDENTS ACROSS PROFICIENCY
LEVELS. 
          CAMPUSES HAVE THE ABILITY TO EARN 3 OR 4 POINTS IF THEY MEET THEIR INTERIM OR LONG TERM
TARGETS. 
          TODAY WE CELEBRATE THAT 61% MET OR EXCEEDED THE 2026 ENGLISH PROFICIENCY TARGET. 
          THIS SHOWS OUR STUDENTS ARE ON TRACK OF BECOMING PROFICIENT IN ENGLISH,
WHICH IS KEY FOR SUCCESS IN ACADEMIC SUBJECTS. 
          [00:40:08]
AS WE ALL. INSTRUCTIONAL PROGRAMS. GISD IS COMMITTED TO ENSURING ALL STUDENTS HAVE ACCESS
TO HIGHLY QUALIFIED TEACHERS WITH SUPPORT EDUCATORS THROUGH TARGETED PROFESSIONAL DEVELOPMENT, CLASSROOM SUPPORT,
COLLABORATION, AND CERTIFICATION PREPARATION. 
          IN PARTNERSHIP WITH REGION TEN, GIS PROVIDES ESL CERTIFICATION,
TEST PREPARATION AND REIMBURSE ELIGIBLE TEACHERS WHO SUCCESSFULLY EARNED BILINGUAL OR ESL CERTIFICATION. GISD USES MULTIPLE RECRUITMENT STRATEGIES INCLUDING JOB FAIRS,
UNIVERSITY PARTNERSHIP, TARGETED BILINGUAL RECRUITMENT, AND DEVELOPMENT OF OUR INTERNAL PIPELINE. 
          NON-CERTIFIED BILINGUAL TEACHERS RECEIVE PROFESSIONAL LEARNING,
MENTORING, CERTIFICATION SUPPORT, AND ONGOING INSTRUCTIONAL COACHING TO STATES THAT A DISTRICT THAT DOES NOT HAVE
APPROPRIATELY CERTIFIED TEACHERS FOR ITS REQUIRED BILINGUAL AND ESL PROGRAMS MUST APPLY FOR BILINGUAL EXEMPTION OR ESL WAIVER. 
          APPENDIX D, BEGINNING ON PAGE 83 OF THE PROGRAM EVALUATION,
PROVIDE A STATE REQUIRED BILINGUAL EXEMPTION AND ESL WAIVER PLAN FOR THE DISTRICT. 
          THE MULTILINGUAL PROGRAM DEPARTMENT IS COMMITTED TO THE LINGUISTIC AND ACADEMIC
DEVELOPMENT OF EVERY IB STUDENTS IN GARLAND ISD. 
          BECAUSE OF THIS, WE WILL CONTINUE TO EXPLORE OPPORTUNITIES TO BETTER SERVE THE NEEDS OF
OUR STUDENTS THROUGH PROGRAMMATIC UPDATES, INCLUDING A POTENTIAL EARLY EXIT BILINGUAL MODEL THAT WILL ACCELERATE ENGLISH ACQUISITION. 
          THANK YOU VERY MUCH FOR YOUR TIME AND ATTENTION. 
          I CAN ANSWER ANY QUESTIONS YOU MAY HAVE. QUESTIONS COMMITTEE? JUST VERY QUICKLY ON THE FOUR PROGRAMS THAT ARE IN GISD AND THE DIFFERENT LEVELS THAT WE
HAVE. 
          AND I'M CURIOUS BECAUSE I'M PRETTY FAMILIAR WITH THE PROGRAM AT MEMORIAL PATHWAY. 
          AND THERE'S TWO PROGRAMS THERE, THE NEWCOMER AND THE NONTRADITIONAL. 
          ARE THEY INTERTWINED IN THIS PARTICULAR PROGRAM? ON THE NEWCOMER SIDE, I MEAN, ON THE NONTRADITIONAL ALSO. 
          NO, THOSE ARE TWO DIFFERENT PROGRAMS RUN AT THE SAME LOCATION. 
          THEY'RE NOT AT THE SAME LOCATION. THEY ARE THE SAME LOCATION. 
          THEY ARE. THEY ARE THE SAME LOCATION. BUT ARE THEY,
ARE THEY INTERTWINED WITH WITH THIS PARTICULAR PROGRAM? MR. BEACH. YES. WE DO HAVE SOME EMERGING BILINGUAL STUDENTS IN THE NEW PROGRAM THAT ARE
INTERTWINED WITH THE OTHER PROGRAM JUST BECAUSE THEY'RE HIGH SCHOOLERS. SO THEY'RE THEY'RE ENCOUNTERING BOTH PROGRAMS AS A NONTRADITIONAL. 
          OKAY. WHEN THESE STUDENTS ARE MONITORED OR WHATEVER THE CASE MAY BE,
HOW ARE THEY RELEASED TO GO BACK TO A DIFFERENT CAMPUS? OR ARE THEY, ARE THEY STUCK AT MEMORIAL PATHWAY THE ENTIRE SCHOOL YEAR? OR YOU FOLLOW WHAT I'M SAYING THERE? MOST OF OUR NEWCOMER STUDENTS AT THE HIGH SCHOOL
LEVEL AT MPA STAY AT MPA. 
          THEY STAY AT MPA. AND MOST OF OUR NEWCOMER STUDENTS STAY AT MPA. 
          AND THEY'RE REALLY ADVANCED OUT OF THIS PARTICULAR PROGRAM TO THEIR HOME CAMPUS. 
          LET'S SAY IF IT'S A NINTH GRADER AND HE HE DOES EVERYTHING HE NEEDS TO DO,
HIS 10TH GRADE YEAR CAN GO TO ANOTHER CAMPUS. 
          YES. OKAY. VERY GOOD. THANK YOU. OKAY. I HAVE A FEW QUESTIONS. 
          SO ABOUT A LITTLE OVER 25% OF OUR TEACHERS ARE CERTIFIED. 
          THAT IS CORRECT. AND I DID MAKE SOME CALLS AROUND THE STATE TO OTHER DISTRICTS. 
          AND THERE SEEM TO HAVE ABOUT THE SAME PERCENTAGES AS WE DO. 
          WHAT CAN BE DONE ABOUT THAT? WELL, THERE'S A TREND THAT'S BEEN HAPPENING FOR THE LAST
COUPLE OF YEARS WHERE THERE'S LESS AND LESS STUDENTS ENROLLING IN EDUCATIONAL PROGRAMS AT THE COLLEGE LEVEL. 
          AND THEREFORE, IN ORDER TO GET CERTIFIED, THEY FOLLOW THE ALTERNATIVE CERTIFICATION
PATTERN VERSUS THE TRADITIONAL WAY. 
          SO THE STATE IS ACTUALLY PROMOTING THAT SCHOOL DISTRICT OFFER,
WHAT THEY CALL THE TEACHER INTERNSHIPS, WHERE THEY ARE ABLE TO GO TO COLLEGE OR GO TO SCHOOL WHILE THEY ARE ACTUALLY WORKING IN
THE FIELD AND GETTING PAID, WHICH IS BEFORE WE DID HAVE INTERNSHIPS OPPORTUNITIES. 
          BUT THOSE TEACHERS OR THOSE FUTURE TEACHERS WERE NOT GETTING PAID. 
          NOW THEY'RE GETTING PAID. WHEN THEY DO THEIR WHAT THEY CALL THE HR IS NOT HERE TONIGHT,
BUT THEY HAVE A RESIDENCY PROGRAM THAT IS STARTED A COUPLE OF YEARS AGO, AND IT'S BEEN VERY SUCCESSFUL. SO DO WE HAVE A GOAL? MAYBE DOCTOR LOPEZ TO TRY TO GET THESE PERCENTAGES UP HIGHER. 
          AND THE SECOND PART OF THAT QUESTION IS, I KNOW THE STATE HAS A MANDATE FOR SCHOOL
DISTRICTS TO HAVE MORE, MORE AND MORE CERTIFIED TEACHERS AND LESS AND LESS UNCERTIFIED. 
          IS THIS ONE OF THOSE AREAS WHERE THAT'S A REQUIREMENT? 
          [00:45:04]
I THINK THE OTHER PART THAT NEEDS TO BE EXAMINED IS THE RIGOR OF THAT EXAM. 
          MANY PEOPLE ARE TAKING IT AND THEY CANNOT PASS IT. 
          AND WE'RE TALKING TO PEOPLE THAT ARE NOT NATIVE SPEAKERS IN THEIR FOREIGN LANGUAGE. 
          SO THEY'LL COME IN, LET'S SAY SPANISH SPEAKERS,
AND THEY'LL TAKE THIS EXAM AND THEY CAN'T PASS IT. 
          IT'S A VERY RIGOROUS EXAM. AND SO YOU'RE SEEING THE PERCENTAGES SO LOW STATEWIDE BECAUSE
PEOPLE CANNOT PASS THAT THRESHOLD. 
          AND WHAT WAS HAPPENING IN DISTRICTS LIKE OURS,
AND WE GAVE THEM SO MANY YEARS TO PASS. 
          AND IF NOT BECAUSE WE WANTED TO REQUIRE THEM TO HAVE DUAL CERTIFICATION. 
          SO WHAT HAPPENED WAS WE SAID IF YOU DON'T PASS IT BY X AMOUNT OF YEARS,
THEN YOU CAN NO LONGER WORK FOR US. 
          AND WE HAD TO MODIFY THAT BECAUSE WE'RE LOSING SOME GREAT TEACHERS. 
          SO THE, THE OBSTACLE IS GETTING THOSE PEOPLE TO PASS. 
          THE TEACHERS ARE WILLING TO TAKE THE TEST. IT'S JUST,
IT'S VERY RIGOROUS EVEN FOR NATIVE SPEAKERS TO PASS THAT EXAM. 
          SO IS THIS AREA ONE OF THE AREAS THAT THE STATE IS MANDATING THAT THERE BE NO NON
CERTIFIED TEACHERS? I KNOW, I KNOW WE'VE HEARD ABOUT THAT IN MATH AND IN SCIENCE. 
          THE STATE MANDATES THAT FROM ONE YEAR TO ANOTHER,
WE DECREASE THE NUMBER OF NON CERTIFIED TEACHERS BY 25%. 
          SO THAT IS A MANDATE. IT IS. YEAH. ANOTHER QUESTION. 
          NOW IF I UNDERSTAND TELPAS IS A FEDERAL PROGRAM. 
          IS THAT CORRECT. TELPAS IS THE TEXAS ENGLISH PROFICIENCY LANGUAGE ASSESSMENT SYSTEM. 
          SO WHAT DOES IT ASSESS THE LANGUAGE PROGRESSION OF THE IB STUDENTS. 
          BUT IT'S I THINK IT'S ISN'T IT MANDATED BY THE FEDERAL GOVERNMENT. 
          IT'S IT'S STATE MANDATE. OKAY. NOT FEDERAL. NO,
STATE. 
          OKAY. SO COMPARE TELPAS WITH STAR, AND LET'S TALK A LITTLE BIT ABOUT HOW,
WHAT STAR MODIFICATIONS AND MAYBE WHAT PERCENTAGE OF OUR STUDENTS WHO ARE IN THIS GROUP TAKE STAR MODIFICATIONS IF
YOU CAN. 
          DO YOU MEAN STAR ACCOMMODATIONS? YES. OKAY. SO ANY EMERGENT BILINGUAL STUDENT THAT TAKE
THE STAR TEST IN ENGLISH, DEPENDING ON THEIR PROFICIENCY, THEIR ENGLISH PROFICIENCY LEVEL CAN GET ACCOMMODATIONS. 
          BUT THAT WILL BE A DETERMINATION THAT THE COMMITTEE,
THE LANGUAGE PROFICIENCY COMMITTEE WILL HAVE TO MAKE. 
          OKAY. IS THAT A DISTRICT WIDE COMMITTEE OR IS THAT A DISTRICT SCHOOL FOR SCHOOL COMMITTEE? EVERY CAMPUS HAS AN LPAC COMMITTEE. OKAY. AND THEY WILL DETERMINE ON AN INDIVIDUAL BASIS
WHICH TESTS WHICH STAR TEST THAT PARTICULAR STUDENT IS ALLOWED TO TAKE. 
          THAT IS CORRECT. OKAY. I JUST WANT TO MAKE SURE I'M UNDERSTANDING THE QUESTION. 
          SO WHEN YOU TALK ABOUT WHICH STAR TEST, ARE YOU SPEAKING ABOUT THE LANGUAGE LIKE STAR
SPANISH VERSUS STAR ENGLISH, OR ARE YOU TALKING ABOUT ACCOMMODATIONS? STAR ALT VERSUS REGULAR STAR? THE SECOND, THE SECOND ONE. OKAY. YEAH. SO THAT THAT IS A DECISION THAT'S MORE RELATED TO
SPECIAL EDUCATION FOR STAR ALT, THAT LPAC JUST DETERMINES WHAT ACCOMMODATIONS THE STUDENT RECEIVES FOR STAR. 
          FOR REGULAR STAR. OKAY. SO IF I'M A WHAT I'M GOING TO CALL A TELPAS STUDENT,
I DON'T NECESSARILY TAKE THE REGULAR STAR TEST IN MATH. 
          OR DO I? YES, SIR. UNLESS YOU RECEIVE SPECIAL EDUCATION ACCOMMODATIONS,
YOU WOULD TAKE THE REGULAR STAR TEST. 
          OKAY. AND HOW CAN WE. CAN WE MAKE JUST TO, TO MAKE SURE. 
          SO WHEN WE HAVE AN LPAC COMMITTEE THAT DECIDES HOW THEY'RE GOING TO TAKE THE ASSESSMENT
AND THE ACCOMMODATIONS THAT THEY'RE GOING TO PROVIDE. 
          SO SOME STUDENTS, DEPENDING ON THE LPAC DECISION,
WILL RECEIVE A DICTIONARY TO SUPPORT THEM IN THE TEST. 
          SOME STUDENTS WILL TAKE THE SPANISH TEST, BUT THEN WE ONLY OFFER THAT THIRD THROUGH FIFTH
GRADE. 
          ONCE YOU GET TO MIDDLE SCHOOL AND HIGH SCHOOL,
THEY HAVE TO TAKE THE TEST IN ENGLISH. 
          SO THERE'S ONLY CERTAIN THINGS THAT YOU CAN ADD AS AN ACCOMMODATION FOR STAR TEST. 
          AND THAT'S NOT NECESSARILY FOR SPECIAL ED STUDENTS,
RIGHT? THAT'S THIS IS ASIDE FROM SPECIAL ED, THIS IS FOR EMERGING BILINGUAL. 
          AND THAT'S WHERE THE DICTIONARY COMES INTO PLACE. 
          FOR EMERGENT BILINGUAL. NOW, IF THE STUDENT IS BOTH SPECIAL EDUCATION AND EMERGENT
BILINGUAL, THEN SPECIAL EDUCATION ACCOMMODATIONS TAKE PRECEDENCE. 
          OKAY. ANY OTHER QUESTIONS? WE THANK YOU ALL VERY MUCH. 
          OKAY, LET'S GO TO ITEM 4.B. THESE ARE ACTION ITEMS 2026-27 DISTRICT AND CAMPUS
IMPROVEMENTS PLANS. 
          [IV.B. Action Items]
COLEMAN BRUMAN AND MICHAEL RUIZ. AND WE'RE GOING TO JUST GO ON RIGHT TO NUMBER TWO ALSO
WHICH IS INCLUDED. 
          NUMBER 2026-27 HB-3 IMPROVEMENT PLANS. OKAY,
SIR. 
          OKAY. GOOD EVENING ONCE AGAIN. COMMITTEE CHAIR GLICK,
BOARD OF TRUSTEES SUPERINTENDENT DOCTOR LOPEZ. 
          [00:50:05]
I AM MICHAEL HARRIS, EXECUTIVE DIRECTOR OF ELEMENTARY ACADEMICS. 
          WE ARE HERE TO PRESENT OUR YEARLY DISTRICT IMPROVEMENT PLAN PRESENTATION. 
          DO WE HAVE THE SLIDES UP? PERFECT. THANK YOU. 
          THE FOUNDATION FOR OUR DISTRICT IMPROVEMENT PLAN IS OUR BOARD GOALS. 
          JUST AS A REMINDER, BOARD GOALS ONE THROUGH FOUR REALLY FOCUS ON OUR CRITICAL ACADEMIC
YEARS OF THIRD AND SIXTH GRADE IN BOTH READING AND MATH TO MAKE SURE THAT WE ARE HITTING THOSE BENCHMARKS. GOAL FIVE TALKS ABOUT SUCCESS FOR STUDENTS ONCE THEY LEAVE OUR
DOORS, AND THEN FINALLY GOAL SIX, WHICH IS NO D OR F CAMPUSES. 
          THE PROGRESS WE'VE MADE SO FAR, YOU'LL SEE ON THIS SLIDE THE 2026 ACTUALS AND OUR 2027
TARGET. 
          TWO THINGS THAT I WANT TO STAMP HERE. YOU'LL NOTICE THAT BECAUSE OF OUR ACCELERATED TRACK, WE ARE ACTUALLY VERY CLOSE MEETING SOME OF THOSE GOALS FOR 2027. 
          THOSE TARGETS WERE ALREADY ESTABLISHED, BUT WHAT WE WANT IS INTERNALLY TO EXCEED ALL OF
THOSE GOALS. 
          BUT OUR 2027 TARGETS ARE THERE, ONE THING THAT COMES UP,
AND I'M GLAD THAT MR. GLICK BROUGHT THIS UP AT THE BEGINNING. YOU'RE GOING TO SEE OUR VISION ON THE NEXT SLIDE,
BUT A PHRASE THAT WE HEAR COMMONLY IN OUR MEETINGS IS SPREADSHEETS HAVE HEARTBEATS. 
          AND WHAT THAT MEANS IS EVERY NUMBER ON THIS ON THIS SCREEN REPRESENTS STUDENTS. 
          SO ONE PERCENTAGE POINT IN THAT GOAL, NUMBER ONE ACTUALLY REPRESENTS 27 STUDENTS WHO WOULD
JUMP UP TO GRADE LEVEL. 
          SO FOR EVERY PERCENTAGE POINT, THAT'S 27 LIVES THAT WE'RE CHANGING. 
          AND THAT IS HOW WE JUMP INTO REACHING THE FUTURE DRIVING EXCELLENCE ONE STUDENT AT A TIME. 
          IT REALLY IS BY MAKING SURE THAT WE'RE MEETING THE NEEDS OF EVERY SINGLE LEARNER. 
          WE'VE GOT 51% OF THEM. WE WANT THE OTHER 49. COULD I JUST STOP YOU? AND I WANT TO MAKE MY FELLOW TRUSTEES JEALOUS OF WHAT I HAVE. 
          THIS SAYS LARRY GLICK, REACHING THE FUTURE BY DRIVING EXCELLENCE ONE STUDENT AT A TIME. 
          YOU'RE WELCOME. [LAUGHS] THAT REALLY? I FOUND THAT IN MY GARAGE SOMEHOW. 
          THAT REALLY HIT THE NAIL ON THE HEAD. YES. PUN INTENDED. 
          OKAY. PLEASE PROCEED. I'M SORRY. OF COURSE. NO. 
          NO APOLOGY NEEDED. WE MENTIONED AT THE BEGINNING. 
          PLAN FOR SUCCESS, RIGHT. BECAUSE A VISION WITHOUT A PLAN IS JUST AN ASPIRATION. 
          SO HOW DO WE GO FROM THE ASPIRATIONAL TO THE ACTUAL,
THE WAY WE DO THAT IS BY HAVING A STRONG VISION THAT DRIVES EVERYTHING. 
          USING THAT VISION TO INFORM OUR BOARD GOALS AND CREATING DISTRICT PRIORITIES THAT WILL
SERVE AS THE BRIDGE BETWEEN OUR BOARD GOALS AND OUR OUTCOMES. WHEN WE HAVE THOSE DISTRICT PRIORITIES,
THOSE INFORM OUR DISTRICT IMPROVEMENT PLANS, WHICH SERVE AS A LIGHTHOUSE FOR OUR CAMPUSES TO CREATE THEIR OWN IMPROVEMENT PLANS. 
          WITH THOSE CAMPUS IMPROVEMENT PLANS AT THAT GRANULAR LEVEL,
WE ARE TRULY ABLE TO REACH THE LEVEL OF STUDENT OUTCOMES. 
          ONE THING THAT I WANT TO STAMP IS NO MATTER WHERE WE ARE,
EVERY SINGLE CAMPUS TURNS IN A CAMPUS IMPROVEMENT PLAN BECAUSE THERE'S ALWAYS ROOM FOR GROWTH. DOCTOR PERALES AND I SPENT A LOT OF TIME SPEAKING ABOUT THIS PARTICULAR PAGE. 
          I THINK IT'S REALLY CRITICAL TO WHAT WE DO HERE. 
          WHAT'S DONE AT THE CAMPUSES, WHAT'S DONE IN THIS BUILDING. 
          JUST JUST GO THROUGH IT AGAIN. I THINK IT'S IMPORTANT TO JUST SAY HOW THIS PROGRESSES FROM
WHERE WE ARE ON THE TOP HERE, WHERE BOARD GOVERNANCE TO WHAT HAPPENS AT THE CAMPUS LEVELS AND JUST JUST GO THROUGH IT
AGAIN. 
          I'D BE HAPPY TO. YES, SIR. YEAH. SO IT ALL STARTS WITH THAT VISION,
RIGHT? LIKE DRIVING EXCELLENCE ONE STUDENT AT A TIME. 
          AND THE WAY THAT WE DRIVE THAT EXCELLENCE IS BY SETTING AMBITIOUS BOARD GOALS WITH
RIGOROUS MILESTONES THAT WE NEED TO HIT EVERY YEAR AS A DISTRICT. THROUGH THE LEADERSHIP OF DOCTOR LOPEZ,
WE ESTABLISHED CERTAIN PRIORITIES THAT ARE THE ACTIONS, AND YOU WILL SEE THAT ON THE NEXT SLIDE THAT ARE THE ACTIONS THAT ARE GOING TO GET US FROM
THE THEORY TO THE PRACTICE. 
          THOSE PRIORITIES AND THOSE AREAS SERVE AS A GUIDING LIGHT IN OUR DECISIONS THAT WE MAKE
EVERY DAY AS LEADERS INTO WHERE TO PUT IN OUR TIME AND RESOURCES. 
          WE USE THOSE PRIORITIES TO INFORM OUR DISTRICT IMPROVEMENT PLAN,
WHERE WE WILL LAY OUT STRATEGIES. 
          MR. BRUMAN WILL COME UP AFTER ME AND KIND OF BREAK DOWN WHAT THAT DISTRICT IMPROVEMENT
PLAN LOOKS LIKE. OUR DISTRICT IMPROVEMENT PLAN THEN SERVES AS THE FOUNDATION FOR CAMPUS IMPROVEMENT PLANS, WHERE EACH CAMPUS THEN INFORMS US HOW THEY ARE GOING TO ACHIEVE OUR
GOALS FOR THE POPULATION THAT THEY SERVE 
          [00:55:08]
AND THROUGH THOSE CAMPUS ACTIONS, IS THAT WE'RE TRULY GOING TO SEE A CHANGE IN STUDENT
OUTCOMES. 
          WE'VE TALKED ABOUT THOSE PRIORITIES, AND THESE ARE THE PRIORITIES THAT WE LAID OUT. 
          IT IS ESSENTIAL TO START WITH STUDENT SUCCESS AND SAFETY. 
          THAT IS CRITICAL. WE NEED TO MAKE SURE THAT WE'RE ALWAYS FOCUSED ON STUDENT ACHIEVEMENT. 
          WE ACHIEVE THAT THROUGH OPERATIONAL EXCELLENCE,
BRINGING IN AND RETAINING THE BEST AND THE BRIGHTEST. 
          MAKING SURE THAT WE ARE SERVING OUR STUDENTS AND FAMILIES AS BEST AS POSSIBLE SO THAT WE
ARE GETTING THEM READY TO BE SUCCESSFUL WITHIN OUR DOORS AND OUTSIDE OF DOORS WHEN THEY GRADUATE, TO HAVE SUCCESSFUL CAREERS, TO GO ON TO SUCCESSFUL MOMENTS IN COLLEGE OR TO JOIN
OUR MILITARY FORCES. 
          GOOD EVENING, COMMITTEE CHAIR GLICK BOARD OF TRUSTEES AND DOCTOR LOPEZ. I'M COLEMAN
BRUMAN, THE EXECUTIVE DIRECTOR OF SECONDARY ACADEMICS, AND I'M GOING TO WALK YOU THROUGH THE NUTS AND BOLTS OF THE PLAN. I'M GLAD DOCTOR LOPEZ STARTED OFF WITH JUST KIND OF NAMING
WHAT TONIGHT IS. 
          WE'RE TAKING THE WHOLE PLAN AND THEN BREAKING IT DOWN INTO ITS EACH OF ITS CONCRETE
PIECES, SO THAT WAY YOU CAN SEE THE COHERENT FLOW FROM THE DISTRICT LEVEL ALL THE WAY DOWN TO SOME
CAMPUS PLANS. 
          TARGETED IMPROVEMENT PLANS, TURNAROUND PLANS,
AND SO ON. 
          SO THIS SLIDE RIGHT HERE CAN GET A LITTLE DAUNTING. 
          THERE'S A LOT OF BOXES AND A LOT OF TEXTS, BUT I WANT TO JUST LOOK AT IT FROM A TOP DOWN
APPROACH TO KIND OF SET THE SCENE FOR BOTH THIS PRESENTATION AND THE PRESENTATIONS TONIGHT. WE START WITH THAT OVERALL DISTRICT PLAN THAT IS DRIVEN BY OUR BOARD GOALS AND
OUR BOARD PRIORITIES, AND THAT LAYERS DOWN INTO THE CAMPUS IMPROVEMENT PLAN. 
          IN CAMPUS IMPROVEMENT PLANS, WHICH WERE PROVIDED TO YOU IN THAT LINK IN THE MEMO,
YOU WILL SEE SPECIFIC ADDITIONAL ACTIONS AT EACH CAMPUS THAT ARE NEEDED TO MAKE SURE THAT THEY HIT THEIR GOALS. AND THEN SOME CAMPUSES,
WHICH I'LL TALK ABOUT ON THE NEXT SLIDE, ARE IDENTIFIED FOR A LOCAL IMPROVEMENT PLAN. 
          AND I'LL TALK SPECIFICALLY ABOUT HOW WE ADDRESS THAT. 
          A TARGETED IMPROVEMENT PLAN AND A TURNAROUND PLAN ARE A VERY SPECIFIC TYPE OF PLAN
ASSIGNED TO A SPECIFIC CAMPUS. 
          AND THERE IS AN AGENDA ITEM TONIGHT TO TALK ABOUT THOSE TWO SPECIFICALLY. 
          SO I'M GOING TO TABLE THOSE. AND BUT THAT'S WHY THEY'RE IN GRAY. 
          SO THAT WAY YOU AND THE COMMUNITY CAN SEE HOW THEY ALL FLOW TOGETHER. 
          NOW LOCAL IMPROVEMENT PLAN. THE WAY THIS HAPPENS IS MOST TYPICALLY IT'S WHEN A CAMPUS
MISSES A FEDERAL TARGET. 
          AND SO TO CALL ONE OUT THAT I KNOW WELL ON THE SECONDARY SIDE WITH O'BANION MIDDLE SCHOOL, THEY MISSED A FEDERAL TARGET FOR STUDENTS THAT WERE RECEIVING SPECIAL EDUCATION SERVICES. 
          SO BASED ON THAT FEDERAL TARGET, THEY ARE TO DESIGN A LOCAL IMPROVEMENT PLAN. 
          AND WE TAKE A UNIQUE APPROACH IN GARLAND ISD. 
          WE REQUIRE THAT THE LOCAL IMPROVEMENT PLAN IS EMBEDDED IN THE CAMPUS IMPROVEMENT PLAN. 
          SO THAT WAY WE ENSURE COHERENCE AND MONITORING AT THE CAMPUS LEVEL WITH ONE SPECIFICALLY
DESIGNED PLAN FOR THAT SCHOOL INSTEAD OF TRYING TO CREATE TWO SEPARATE ONES. SO JUST TO NAME THE CAMPUSES AT THE MIDDLE SCHOOL LEVEL,
WE HAVE COYLE TECHNOLOGY CENTER, O'BANION MIDDLE SCHOOL AND AT THE ELEMENTARY LEVEL,
CALDWELL ELEMENTARY, CARVER ELEMENTARY, COOPER ELEMENTARY, DORSEY ELEMENTARY, AND SEWELL ELEMENTARY,
WHICH ALL HAD DIFFERENT FEDERAL TARGETS THAT REQUIRED THIS LOCAL IMPROVEMENT PLAN. 
          BUT IF YOU WERE TO LOOK CLOSELY AT THOSE CAMPUS IMPROVEMENT PLANS,
YOU WILL FIND A SPECIFIC GOAL AND SET OF STRATEGIES THAT IS TIED DIRECTLY TO THAT FEDERAL TARGET. SO THE OVERALL PLAN DESIGN IS THE SAME. 
          MR. RUIZ SAID IT EARLIER. WE HAVE OUR DISTRICT IMPROVEMENT PLAN,
AND WE ALSO HAVE A CAMPUS IMPROVEMENT PLAN FOR EACH AND EVERY ONE OF OUR CAMPUSES. 
          AND SO JUST TO WALK THROUGH A LITTLE BIT OF HOW THE PLAN IS DESIGNED GOAL BY GOAL,
YOU ALWAYS HAVE THE GOAL THAT'S TIED DIRECTLY TO EITHER A GOAL OR AN ANNUAL TARGET THAT'S SPECIFIC TO THE CAMPUS. STRATEGIES WILL HIGHLIGHT THE PRIORITIZATION OF RESOURCES,
TIME, MATERIALS, WHATEVER IT IS, EITHER AT THE DISTRICT AND CAMPUS LEVEL OR THE COLLABORATION OF THE
DEPARTMENTS. 
          THE ONE I DIDN'T CALL OUT, BUT I WANT TO MAKE SURE I NAME IT HERE IN THE MIDDLE. 
          YOU SEE THE MONTHS OF NOVEMBER, FEBRUARY, APRIL AND JUNE. 
          WE SPECIFICALLY CALL THAT OUT AS THE FORMATIVE REVIEW CYCLE. 
          SO WE WILL DO THAT AT THE DIC, WHICH IS THE DISTRICT LEVEL OF THE MONITORING PLAN. 
          BUT ALSO THE CAMPUSES HAVE THEIR OWN MONITORING SYSTEM TO MAKE SURE THAT THEY CAN STAY
NIMBLE, STAY FLEXIBLE, AND UPDATE PLANS PLANS AS THEY GET DATA. 
          STRATEGIES ALSO ARE CONNECTED DIRECTLY TO OTHER STATE AND MANDATED REQUIREMENTS. 
          YOU SEE THERE, I'VE CALLED OUT THE HB 3 EARLY LITERACY PLAN JUST FROM THE SNAPSHOT THAT'S
INCLUDED, AND THEN STRATEGIES FOR SPECIFIC OUTCOMES AND SPECIFIC IMPACT THAT WE'RE TRACKING. 
          SO THE FRAMEWORK FOR IMPROVEMENT TIES DIRECTLY TO OUR BOARD GOALS,
OUR BOARD PRIORITIES. 
          [01:00:01]
AND WHAT I WANT TO CALL OUT HERE IS JUST KIND OF TO USE THIS TO LOOK SPECIFICALLY AT GOAL
TWO WITH STUDENT ACHIEVEMENT, LIKE STUDENT ACHIEVEMENT HAS THE BOARD GOALS FOR READING AND MATH GOALS ONE,
TWO, THREE AND FOUR. 
          BUT WE COULD NOT ACHIEVE THAT WITHOUT HAVING ACCESS FOR ALL DEPARTMENTS TO MAKE SURE THAT
THEY CAN ADDRESS THE PRIORITIES. 
          AND WE CAN REALLY SUPERCHARGE THESE GOALS INTO THE FUTURE. 
          SO TO GET SIXTH GRADE MATH ACHIEVED, WE HAVE TO MAKE SURE THAT WE HAVE OPERATIONAL
EXCELLENCE WITHIN A BUILDING. 
          WE HAVE TO MAKE SURE THAT WE HAVE THE RIGHT STAFF ENGAGED,
THE CAMPUS CULTURE. 
          SO THE BOTTOM PART OF THIS ARE THINGS THAT YOU'RE VERY FAMILIAR WITH. 
          BUT I WANTED TO PUT THIS INTO PERSPECTIVE. SO THAT WAY YOU CAN SEE THEM TIED DIRECTLY TO
OUR SIX PRIORITIES ACROSS THE DISTRICT. 
          SO DIVING IN A LITTLE BIT DEEPER, I WANTED TO SET A THEME TO A VERY BULKY DOCUMENT. 
          SO THE DISTRICT IMPROVEMENT PLAN, AS YOU GUYS HAVE READ IT IS QUITE THOROUGH AS IT GOES
THROUGH EACH OF THE GOALS. 
          BUT I WANTED TO THINK THROUGH IT IN TERMS OF A CYCLE. 
          SO THAT WAY YOU CAN SEE DIFFERENT GOALS THAT KIND OF COME UP AS YOU CONTINUE READING. 
          SO WE'VE SET OUR CONTINUOUS IMPROVEMENT CYCLE AROUND FOUR PRIORITIES. 
          FIRST, IMPACT AND SYSTEMS. HOW DO WE EMBED THINGS INTO THE DISTRICT IMPROVEMENT PLAN TO
MAKE SURE THAT THE CAMPUSES HAVE THE SYSTEMS THEY NEED TO ACT AND HELP EACH STUDENT BE SUCCESSFUL, ONE STUDENT AT A TIME TO MATCH OUR VISION? SO WITH IMPACT AND SYSTEM, ONE THAT I TALK ABOUT FREQUENTLY WITH PEOPLE THAT ASK,
AND IT CAME UP AT OUR DEIC AS WELL, IS OUR ASSESSMENT SYSTEM. IF YOU READ THROUGHOUT THE DISTRICT IMPROVEMENT PLAN,
IT MENTIONS DOLS, CHECK POINTS, CBAS, ALL THOSE ARE A VARIETY OF ASSESSMENT TO KEEP US MOVING FORWARD SO WE
CAN SEE HOW EACH AND EVERY STUDENT IS DOING. 
          THE DOL IS ESSENTIALLY AN EXIT TICKET AT THE END OF EVERY LESSON THAT WE DO IN EVERY
TESTED SUBJECT. 
          THE CHECK POINT IS A SHORT, FORMATIVE ASSESSMENT TO MAKE SURE WE'RE STAYING ON PACE FOR
PROGRESS MONITORING. 
          AND THEN THE CBA IS THE ONE YOU'RE VERY FAMILIAR WITH,
WITH THE SUMMIT OF ASSESSMENT. 
          THAT KIND OF GIVES US THAT PAINTBRUSH ON HOW WE'RE DOING WITH STAR. 
          WE CONTINUE ON WITH LEADERSHIP DEVELOPMENT. AND YOU'VE SEEN IN THE DISTRICT IMPROVEMENT
PLAN A LOT ABOUT INSTRUCTIONAL DRIVERS. 
          WE'VE DONE A LOT OF TRAINING AND EXPECTATIONS WITH OUR PRINCIPALS AND COLLABORATION TO
MAKE SURE THAT WE HAVE A COMMON LANGUAGE TO REALLY PUSH THE NEEDLE FORWARD IN EACH AND EVERY CLASSROOM TEACHER CAPACITY. WITH OUR PROFESSIONAL DEVELOPMENT PLANS AND OUR DEEP
DIVE INTO THE PROFESSIONAL LEARNING COMMUNITIES THAT WE'RE MAKING SURE HAVE A COMMON LANGUAGE AND EXPECTATIONS ACROSS THE DISTRICT. 
          AND THEN ONE WE'VE TALKED ABOUT SEVERAL TIMES,
BUT WE CONTINUE THIS WORK. 
          IT'S BEEN PROBABLY THE THE SECRET SAUCE BEHIND ALL OF EVERYTHING WE DO IS HOW WE
COLLABORATE TO MAKE SURE THAT THE DISTRICT IS SUPPORTING OUR PRIORITIZED CAMPUSES IN THE RIGHT WAY THROUGH THAT RISK LOAD ANALYSIS. THAT'S AT THE TOP OF GOAL SIX. 
          SO THAT REALLY SETS THE SCENE FOR OUR DISTRICT AND CAMPUS IMPROVEMENT PLANS. 
          I'M GOING TO TAKE A PAUSE THERE BECAUSE OFFICIALLY IT IS A SEPARATE AGENDA ITEM FOR HOUSE
BILL THREE, BUT IT IS ON THE SAME PRESENTATION. SO I WANTED TO PAUSE HERE TO ANSWER ANY QUESTIONS
ABOUT THE DISTRICT IMPROVEMENT PLAN OR CAMPUS IMPROVEMENT PLAN. 
          ANYBODY. QUESTIONS COMMITTEE. MR. SELDERS. THANK YOU FOR THAT PRESENTATION. 
          GOING BACK TO YOUR SLIDE NUMBER, I GUESS 167 FOR YOUR 2027 TARGETS D AND F CAMPUSES,
IT SHOWS NINE D AND F CAMPUSES THAT YOU'RE PROJECTING FOR 2027. 
          I WOULD IMAGINE THAT WE WANTED TO GO IN THE OPPOSITE DIRECTION. NO THAT'S SO,
THE 2027 TARGET IS TIED TO THE OFFICIAL TARGETS THAT WE LAID OUT IN 2024. 
          OKAY. SO THOSE ARE ALREADY THERE. THAT WAS ALREADY THERE. THIS IS BRAGGING RIGHTS. SO THAT
WAY I CAN VERY PUBLICLY SAY. I SAW THAT. I WAS DOWN TO THREE. 
          YES. SO WE SHOULDN'T BE WE SHOULDN'T GO UP. YES WE SHOULD. 
          WE ARE NOT GOING MORE THAN THREE. SO I WANT TO MAKE SURE I'M CLEAR. WE'RE NOT GOING ABOVE
THREE. 
          YEAH. WE WANTED TO SHOW YOU HOW WE WERE EXCEEDING EXPECTATIONS. 
          GOOD [LAUGHS]. YEAH. I JUST WANT TO MAKE SURE I DIDN'T MISREAD THAT. 
          I SHOULD HAVE PUT GREEN ON THAT OTHER ONE TO MAKE IT STAND OUT? YES, SIR. ANOTHER QUESTION THAT I HAD. ACCORDING TO PAGE,
I GUESS IT'S A COMBINATION OF YOUR VISION OUTCOMES, DISTRICT PRIORITIES, AND KIND OF GETTING INTO SOME OF HOW SOME OF HOW YOU LAID OUT THE
PLAN. 
          I WAS JUST CURIOUS. I'M IMAGINING AT DIFFERENT CAMPUSES ARE GOING TO HAVE DIFFERENT
IMPLEMENTATIONS OF THEIR IMPROVEMENT PLANS. 
          AND SO HOW ARE WE MONITORING WHETHER OR NOT THE PLANS THAT THEY HAVE IN PLACE ARE ACTUALLY
MOVING THE NEEDLE IN TERMS OF STUDENT OUTCOMES AS WE EXPECT THEM. 
          SO I WOULD GO KIND OF MACRO TO MICRO. SO I'LL JUST NAME THE KIND OF BOOKENDS OF IT. 
          SO GOING BACK TO THIS SLIDE HERE, THE TRUE MONITORING EXISTS AT THE PLACE WHERE THE PLAN
IS BEING IMPLEMENTED. 
          SO IT'S THAT THAT FORMATIVE ASSESSMENT THAT'S BEING DONE WHERE THE CONVERSATIONS CAN COME
FORWARD. 
          BUT TO GO TO THE MICRO LEVEL TO MAKE SURE THAT WE'RE DOING THIS,
THAT'S PART OF THAT COMPREHENSIVE ASSESSMENT PROGRAM THAT WE ARE IMPLEMENTING TO MAKE SURE 
          [01:05:03]
THAT WE HAVE THE APPROPRIATE DATA, THE DASHBOARDS,
TO FLIP THAT DATA INTO ACTION. 
          AND SO THAT WAY, WHENEVER WE'RE COLLABORATING EITHER ACROSS DEPARTMENTS OR EDL TO
PRINCIPAL OR US WITH EDLS, THAT DATA DRIVES THAT CONVERSATION AND MAKES SURE WE'RE STAYING ON POINT. 
          AND SO WHAT TRIGGERS ARE WE LOOKING FOR TO MAKE SURE THAT THE RESOURCES THAT WE'VE
UTILIZED AT VARIOUS CAMPUSES, BASED ON THE DATA THAT'S COMING IN, IS ALIGNED TO WHAT WE EXPECT TO SEE? SO YOU HAVE THE PRESENTATION EARLIER COUPLED WITH THIS ONE. 
          I'M GOING TO GO BACK TO THE BOARD GOAL TARGET SLIDE. 
          MOST OF OUR TARGETS ARE TIED TO THE MEETS GRADE LEVEL EXPECTATIONS. 
          SO IF WE KIND OF LOOK AT IT AS LIKE A TRIANGULATION OF DATA,
IF YOU'RE LOOKING AT IREADY AND THEIR PROJECTED PROFICIENCY AND HOW MANY KIDS ARE PROJECTED TO BE ON GRADE LEVEL BASED ON GROWTH,
THAT GIVES US OUR STARTING POINT TO THEN CHECK CHECKPOINTS TO SEE HOW THE IMPLEMENTATION IS BEING DONE. AND THEN AT ZBA, WHEN WE'RE STARTING TO LOOK AT MORE OF A SUMMATIVE AND
CUMULATIVE DATA POINT, THEN WE CAN START SAYING, OKAY, ARE WE AT OUR BOARD GOAL AT THIS POINT? AND THEN WE MAKE ADJUSTMENTS QUICKLY. AND BECAUSE WE HAVE THAT ONGOING ASSESSMENT LOOP,
WE CAN SEE IF IT'S HAPPENING MUCH FASTER THAN IN PREVIOUS YEARS BECAUSE WE HAVE TOOLS IN PLACE THAT WE CAN SEE LIVE IN THE CLASSROOMS WHEN WE'RE DOING OUR OBSERVATION AND FEEDBACK
CYCLES. 
          SO EACH CAMPUS HAS ITS OWN INDIVIDUAL TARGET. 
          YES, THEY'VE SET THEIR OWN GOALS. AND JUST LIKE WE HAVE FOR THE BOARD GOALS. 
          YES, SIR. ALL RIGHT. ANY OTHER QUESTIONS? OKAY. 
          LET'S CONTINUE ON, SIR. OKAY. OKAY. 
          GREETINGS AGAIN. MICHAEL RUIZ, EXECUTIVE DIRECTOR OF ELEMENTARY ACADEMICS AND HERE TO TALK
ABOUT OUR EARLY LITERACY AND EARLY MATHEMATICS PLAN. 
          THIS IS PART OF OUR HB THREE YEARLY REPORT. IS DIRECTLY RELATED TO BOARD GOALS ONE AND
TWO, WHICH COVER THIRD GRADE READING AND THIRD GRADE MATH. 
          THIS TAKES US THROUGH OUR PLAN IN PRE-K THROUGH THIRD GRADE. 
          A LOT OF THE DATA THAT WE SAW IN VERONICA'S PRESENTATION IS THE RESULT OF THE WORK THAT'S
BEEN LAID OUT. 
          JUST AS A REMINDER, THIS IS A YEARLY PRESENTATION WE DELIVERED LAST YEAR TELLING YOU WHAT
THE PRIORITIES ARE, AND THIS IS AN UPDATE SO THAT YOU CAN UNDERSTAND HOW WE ARE MAKING CHANGES TO BE STRATEGIC
AND PUSH OUR PERFORMANCE TO THE NEXT LEVEL FOR OUR EARLY LITERACY PLAN. WE HAVE THREE BIG BUCKETS. 
          THE FIRST ONE IS OUR GARLAND READS INITIATIVE,
AND GARLAND READS FOCUSES SPECIFICALLY ON OUR PRE-K THROUGH SECOND GRADE ACADEMIC LITERACY DEVELOPMENT. SO WHAT WE NEED TO DO IS TO ENSURE THAT WE ARE MAKING THE MOST OF
EVERY POSSIBILITY THAT WE HAVE TO DEVELOP THE ACADEMIC LITERACY OF OUR STUDENTS. WE DO THAT THROUGH CELEBRATING READING. 
          OUR LIBRARIANS HAVE REALLY TAKEN THE CHARGE TO CREATE QUARTERLY CELEBRATIONS. 
          WE ARE TRACKING HOW MANY MINUTES STUDENTS READ,
AND WE ARE CELEBRATING THOSE MINUTES TO ENCOURAGE THEM TO CONTINUE THEIR LITERACY DEVELOPMENT, BOTH IN AREAS OF INTEREST AND ON GRADE LEVEL TEXT. 
          WE HAVE TARGETED FIRST GRADE PROFESSIONAL DEVELOPMENT. 
          OUR TEACHER DEVELOPMENT TEAM WILL ACTUALLY BE VISITING CAMPUSES THREE MONTHS THIS YEAR
DURING THEIR FIRST GRADE PLANNING PERIOD, TO SIT DOWN AND TRAIN OUR FIRST GRADE TEACHERS ON EARLY LITERACY BEST STRATEGIES TO MAKE
SURE THAT THEY ARE PREPARED TO DELIVER THE HIGHEST QUALITY INSTRUCTION POSSIBLE. AND THEN WE ARE CREATING ENGAGEMENT. 
          WE'RE LEVERAGING A LOT OF THE SAIL SYSTEMS THAT WE PUT IN PLACE FOR AT HOME READING
SUPPORT. 
          SO EVERY WEEK, STUDENTS ARE GETTING A PRINTOUT OF A GRADE LEVEL TEXT THAT WILL INFORM
PARENTS IF THEIR STUDENT IS READING BELOW, AT OR ABOVE GRADE LEVEL BASED ON THEIR ABILITY TO FLUENTLY READ THAT TEXT. 
          WE ARE ALSO TAKING DATA DRIVEN SUPPORTS LOOKING AT IREADY PHONICS DATA. 
          SO IREADY NOT ONLY GIVES US ON GRADE LEVEL PERFORMANCE,
IT TELLS US IN EACH SUBSECTION OF LITERACY WHERE THE STUDENTS ARE, AND PHONICS BEING THE KIND OF BUILDING BLOCK FOR THAT. 
          WE ARE LOOKING SPECIFICALLY AT PHONICS DATA TO INFORM NEXT STEPS AND PROVIDING CAMPUSES
WITH ADDITIONAL WIND TIME RESOURCES. 
          WHEN TIME IS THAT TIME IN THEIR MASTER SCHEDULE THAT'S DESIGNATED TO MEETING THE
INDIVIDUAL NEEDS OF THOSE STUDENTS. 
          AND FINALLY, WE ARE DIFFERENTIATING OUR PROFESSIONAL DEVELOPMENT. 
          WE ALREADY DID IT AT THE BEGINNING OF THE YEAR,
AND ON OCTOBER 19TH, WE ARE GOING TO BE DIFFERENTIATING TO MAKE SURE THAT OUR NEW TEACHERS GET A STRONGER FOUNDATIONAL APPROACH THAN OUR VETERAN TEACHERS,
WHO WILL GET A DEEPER DIVE INTO THE CONTENT THAT WE'RE ROLLING OUT WHEN APPROPRIATE. 
          FINALLY, WE'RE EXPANDING SAIL. OUR GOLD CAMPUS HAS HAD A LOT OF SUCCESS. 
          GOLD IS A THIRD THROUGH FIFTH GRADE INTERVENTION,
SO IN ORDER TO MAKE THAT SUSTAINABLE, WE ROLLED OUT SAIL AT ALL SEVEN OF THOSE SCHOOLS, 
          [01:10:03]
WHICH COVERS PRE-K THROUGH THIRD GRADE, TO MAKE SURE THAT THOSE SCHOOLS NOW HAVE A
SUSTAINABLE GROWTH MOVING FORWARD. 
          CAN I JUST STOP YOU THERE? SO WE HAD SAIL AT FOUR,
THEN WE ADDED FOUR TO MAKE EIGHT. 
          SO NOW BASED ON THIS IS WE CAN WE SAY SAIL IS NOW AT 15 CAMPUSES. 
          IS THAT A FAIR. WE HAVE IT. THAT IS A THAT IS A FAIR QUESTION,
BUT NOT COMPLETELY ACCURATE. 
          WE HAVE THREE CONTINUING CAMPUSES OF THE EIGHT,
AND ONE OF THEM WAS ALREADY A SAIL. 
          CAMPUSES. FOUR OF THOSE CAMPUSES GRADUATED AND ENTERED THE MONITORING STAGE. 
          SO WE STILL PROVIDE SUPPORT FOR THOSE CAMPUSES,
BUT THEY ARE NOW IMPLEMENTING THOSE SAIL PRACTICES ON THEIR OWN. 
          SO I'M NOT SURE HOW MANY WE HAVE. TEN TOTAL. TEN? YES, SIR. OKAY. SO YOU EXPANDED FROM 8 TO 10. 
          YES, SIR. OKAY. THANK YOU. I'M SORRY. NO, IT'S A VALID QUESTION. 
          AND THEN WE ARE OFFERING SPECIFIC PRE-K SUPPORT FOR OUR INSTRUCTIONAL SUPPORT TEACHERS,
WHICH ARE INSTRUCTIONAL COACHES AT THE ELEMENTARY LEVEL, TO UNDERSTAND HOW TO MEET THOSE NEEDS OF THOSE STUDENTS. 
          ON THE MATH SIDE, THERE IS AN INCREASED FOCUS ON FLUENCY. 
          WHAT WE'VE NOTICED IS WHEN WE GET STUDENTS TO ALGEBRA,
BEING ABLE TO HAVE FACT FLUENCY, AND RAPID RECALL OF MATHEMATICAL AND ARITHMETIC FACTS REALLY HELPS. SO WE'VE REIMAGINED OUR SCOPE AND SEQUENCE. 
          WE ARE DELIVERING THE SKILLS THAT ARE FOUNDATIONAL FOR STUDENTS AT THE BEGINNING AND
BUILDING ON THOSE AS THE YEAR GOES ON. 
          WE HAVE A FLUENCY PRACTICE AT THE BEGINNING OF EVERY LESSON,
AND WE ARE GIVING DIFFERENTIATED FLUENCY ASSESSMENTS PER GRADE LEVEL. 
          SO SECOND GRADE FOR THE FIRST FLUENCY ASSESSMENT. 
          GOT ADDITION FACTS ZERO THROUGH FIVE, WHILE THIRD GRADE IS DOING MULTIPLICATION FACTS FIVE
THROUGH TEN FOCUSING ON CONCEPTUAL LEARNING TO MAKE SURE THAT STUDENTS NOT ONLY KNOW THE STEPS, BUT UNDERSTAND THE MATH BEHIND THEM. 
          WE'VE REVAMPED OUR STRUCTURE TO MAKE SURE THAT STUDENTS ARE STARTING WITH THE MATH AND
THEN BUILDING THE RATIONALE AROUND IT. 
          BY DOING THAT, WE'RE FOCUSING ON DEVELOPING FOUNDATIONAL SKILLS AND INCREASING THE AMOUNT
OF TIME THEY HAVE TO PRACTICE THOSE SKILLS AT THE END OF EACH LESSON. 
          MATH IS MORE DEPENDENT ON PRACTICE THAN ANY OTHER SUBJECT AREA. 
          SO WE'RE MAKING SURE WE'RE GIVING AS MUCH TIME AS POSSIBLE FOR THAT. 
          FINALLY, A FOCUS ON BUILDING INSTRUCTIONAL LEADERSHIP AT OUR CAMPUS AND DISTRICT LEVEL BY
SIMPLIFYING LEARNING PLANS. 
          IT'S A VERY REAL CHALLENGE FOR AN ADMINISTRATOR TO UNDERSTAND WHAT'S BEING TAUGHT IN SIX
SUBJECT AREAS ACROSS SIX GRADE LEVELS. 
          SO BY SIMPLIFYING LEARNING PLANS AND CREATING A MORE UNIFORM STRUCTURE THAT'S HELPING THEM
WITH THEIR INSTRUCTIONAL LEADERSHIP, AND WE'RE PROVIDING ADDITIONAL CONTENT SESSIONS FOR OUR INSTRUCTIONAL SUPPORT TEACHERS,
AS WELL AS OUR MATH TEAM PUSHING OUT TO CAMPUSES TO HELP BUILD THEIR SYSTEMS FOR PLCS SO THAT WE CAN START BUILDING SOME OF THAT INSTRUCTIONAL KNOWLEDGE. 
          GOOD EVENING, CHAIRMAN GLICK, TRUSTEES, DOCTOR LOPEZ. 
          OUR WORK IN COLLEGE AND CAREER AND MILITARY READINESS,
OR CCMR, IS PRIORITIZED BY BOARD GOAL FIVE AND 5A. 
          THE 2027 TARGET FOR GOAL FIVE IS 96% OF ALL GRADUATES WILL MEET CCMR READINESS STANDARDS
AND GOAL 5A IS 47% OF 47% OF GRADUATES WILL BE TSI MET BY EXAM. AS AN EXEMPLAR DISTRICT IN MEETING CCMR
PERFORMANCE MEASURES. THE 26-27 CCMR ACTION PLAN IS TO CONTINUE THE FOCUS ON WHAT WORKS IN GISD AND
REFINE AREAS IN OUR CONTINUOUS IMPROVEMENT MODEL. CCMR DISTRICT AND CAMPUS TEAMS WILL CONTINUE THE
COLLABORATIVE WORK OF SUPPORTING ALL GISD STUDENTS IN MEETING CCMR INDICATORS THROUGH INDIVIDUALIZED PLANNING FOR ALL STUDENTS TO BE ON A
CLEAR AND ATTAINABLE PATH TO MEET A CCMR INDICATOR TO ENSURE GRADUATES MEET COLLEGE READINESS BENCHMARKS. 
          TSIA2 SUPPORT CONTINUES THROUGH ENGLISH AND MATH CURRICULUM AND STUDENT PERFORMANCE DATA
ANALYSIS. 
          LAST BUT NOT LEAST, A CONTINUED FOCUS ON SUPPORTING CTE AND THEIR IMPORTANT WORK WITH
CAMPUS TEAMS TO ENSURE STUDENTS ARE NOT ONLY EARNING IBC'S, BUT ARE ALSO COMPLETERS IN A PROGRAM OF STUDY. 
          THIS IMPORTANT WORK AROUND CCMR POSITIVELY IMPACTS OUR STUDENTS,
FAMILIES AND THE ENTIRE GISD COMMUNITY. 
          AT THIS TIME WE WOULD LIKE TO ENTERTAIN ANY QUESTIONS YOU HAVE. 
          ANY QUESTIONS FOR THE COMMITTEE? MR. SELDERS. 
          [01:15:01]
JUST A COUPLE QUESTIONS ON THE EARLY LITERACY ACTION PLAN. 
          SOME OF THESE ITEMS ARE A LITTLE BIT NEW, SO I'M JUST CURIOUS SORT OF WHAT LED TO THIS
PARTICULAR STRATEGY. 
          AND THEN WHAT SHOULD WE BE LOOKING FOR THROUGHOUT THE YEAR AS YOU'RE IMPLEMENTING TO KNOW
THAT IT'S WORKING? GREAT. GREAT QUESTION. IS THERE ONE SPECIFIC OR DO YOU WANT ME TO GO THROUGH EACH ONE? NO, JUST IN GENERAL. I MEAN, THIS IS SOME OF THIS IS FAIRLY NEW,
RIGHT? THE GARLAND READS. ABSOLUTELY. GARLAND READS WAS A RESPONSE TO WHAT WE WERE SEEING THROUGH
OUR OBSERVATION FEEDBACK CYCLES OF BEST PRACTICES IN PRE-K TO LITERACY INSTRUCTION. SO WE WERE SEEING DEFINITE POCKETS OF
EXCELLENCE AND WE WANT TO GO FROM POCKETS OF EXCELLENCE TO SYSTEMS OF EXCELLENCE. SO WE DO THAT THROUGH A,
ADDRESSING AT THE STUDENT LEVEL. 
          MAKING SURE PARENTS ARE AWARE WE SAW SUCCESS WITH SALES. 
          SO THIS IS AN EXPANSION OF THAT, SALE BROUGHT IN A LOT OF FAMILY SUPPORT. 
          SO THIS IS TRYING TO EXPAND THAT TO ALL OUR ELEMENTARY SCHOOLS. 
          AND THEN ON THE TEACHER SIDE, JUST MAKING SURE THAT WE ARE BUILDING THE CAPACITY OF OUR
FIRST GRADE TEACHERS. 
          WITH SO MANY NEW TEACHERS COMING IN AND A LOT OF THOSE NEW TEACHERS BEING IN THOSE EARLY
GRADES BECAUSE, YOU KNOW, THIRD, FOURTH AND FIFTH GRADE CARRY THE BURDEN OF THE ACCOUNTABILITY OF STAAR,
MAKING SURE THAT WE'RE PROVIDING THOSE TARGETED SUPPORTS. 
          THAT WAS THE INITIATIVE, THE WAY WE'RE LOOKING AT IT IS EVERY SESSION THAT WE DELIVER HAS
A TIED LOOK FOR TO THE INSTRUCTIONAL DRIVERS. WE'RE PROVIDING THAT TO PRINCIPALS AND PRINCIPALS IN THEIR WALKTHROUGHS AND
OBSERVATIONS CAN CHECK IF WE'RE SEEING PROGRESS IN THOSE TEACHER PRACTICES. 
          AND THEN WE ALSO LOOK AT THE WEEKLY ASSESSMENTS FOR THE FLUENCY DEVELOPMENT OF THOSE
STUDENTS ON DATA DRIVEN SUPPORTS. 
          OUR ASSESSMENT SYSTEM WAS THE KEY TO THAT. WE DID NOT HAVE THE SAME ASSESSMENT SYSTEM LAST
YEAR. 
          SO WE DEPENDED ON CBAS, WHICH ONLY HAPPEN 2 TO 3 TIMES A YEAR DEPENDING ON THE SUBJECT
AREA. 
          NOW WE HAVE A THREE WEEK CADENCE WHERE WE HAVE A RELIABLE ASSESSMENT HAPPENING EVERY THREE
WEEKS, AND THAT ALLOWS US TO NOT ONLY GO IN AND SEE WHAT'S WORKING,
BUT ALSO INFORM WHAT STEPS WE SHOULD TAKE AT THE CAMPUS LEVEL AND WHAT KIND OF SUPPORTS WE SHOULD GIVE. SO A LOT OF THOSE, FOR EXAMPLE,
THE CHECKPOINT DATA WE'RE USING TO INFORM OUR OCTOBER 19TH PD, IT ALSO INFORMS UPCOMING CHECKPOINTS. SO THE TWO LOWEST QUESTIONS ON CHECKPOINT ONE,
WE'RE GOING TO CREATE SIMILAR QUESTIONS AND MOVE THOSE TO CHECKPOINT TWO TO CHECK THE PROGRESS OF THOSE STUDENTS AND CHECK IF THE RETEACHING HAS BEEN SUCCESSFUL. 
          SO A LOT OF MONITORING IS HAPPENING AT THE STUDENT DATA LEVEL. 
          WITH THE DIFFERENTIATED PD, I'M IMAGINING THAT FROM WHAT I REMEMBER,
WE HAVE SOME OF OUR NEWER TEACHERS ON CAMPUSES THAT ARE THAT NEED MORE ASSISTANCE. 
          AND SO HOW MUCH ADDITIONAL COACHING IS REQUIRED IN ADDITION TO THE DIFFERENTIATED PD? ARE THESE TEACHERS GETTING IN TERMS OF SUPPORT? YES. THAT'S A GREAT QUESTION. SO IT'S TWO IT'S A TWO PRONGED APPROACH. 
          THE FIRST ONE IS FOR THE PD. WHAT IT ALLOWS US TO DO IS GO AND MAKE SURE THAT WE'RE
GETTING THE FOUNDATIONAL PIECES. 
          WHAT HAPPENS IS ONE OF TWO THINGS. WHEN YOU HAVE VETERAN TEACHERS AND NEW TEACHERS IN THE
SAME ROOM, YOU ARE EITHER GOING AND TARGETING THE NEW TEACHERS AND THAT DISENGAGES THE VETERAN
TEACHERS, OR YOU'RE USING ACRONYMS AND BEING VERY NOT GIVING THE FOUNDATIONAL SUPPORT. 
          AND THAT LOSES OUR NEW TEACHERS. SO IT ALLOWS US TO MEET THEIR NEEDS THERE. ALSO,
WE HAVE MENTORS ASSIGNED TO ALL OF OUR NEW TEACHERS, AND THEY GO THROUGH AN ADDITIONAL TRAINING AND RECEIVE ADDITIONAL OBSERVATIONS FROM THOSE
MENTORS. 
          GOT IT. GOT IT SIR. YES, SIR. MR. BEACH, THANK YOU FOR THIS PRESENTATION. 
          VERY GOOD. THANK YOU. REALLY APPRECIATE IT. ONE THING I'M CURIOUS WITH WHEN WE HEARD THE
REPORT FROM MISS JOYNER EARLIER ABOUT 81 DIFFERENT LANGUAGES SPOKEN IN OUR COMMUNITY, IN OUR SCHOOL DISTRICT. 
          AND I KNOW THAT YOU'RE DOING IT. I'M KIND OF PIGGYBACKING OFF OF WHAT ROBERT WAS TALKING
ABOUT ON EARLY LITERACY AND THE ACTION PLAN. 
          HOW ARE WE ABLE TO MONITOR THE READING AT HOME WITH THAT NUMBER OF LANGUAGES BEING SPOKEN
AT THAT LOWER LEVEL LIKE THAT? WHEN I KNOW THAT THE TEACHERS PROBABLY DON'T HAVE THAT CAPABILITY,
YOU KNOW, OF WHATEVER, WHATEVER THE CASE MAY BE, HOW DO WE KNOW WHAT'S REALLY TRANSPIRING? BECAUSE, YOU KNOW, FOR OUR DISTRICT TO GO FROM AN 81 TO AN 86 OVERALL,
WE'RE DOING SOMETHING RIGHT. 
          AND, YOU KNOW, AND SO SOMETHING IN THESE PLANS ARE WORKING. 
          AND I'M JUST CURIOUS BECAUSE THAT REALLY ARE THE KIDS PICKING UP ENGLISH ENOUGH TO HELP
THEM IN READING AND IN MATH, BOTH AT THAT EARLY AGE. AND WITH US HAVING 303 NON CERTIFIED TEACHERS IN THERE TOO,
IN THOSE CLASSROOMS HELPING I'M JUST CURIOUS HOW ALL OF THIS IS KIND OF COLLABORATING AND COMING TOGETHER. AND A LOT OF THE AT HOME READING SUPPORT IS
ABOUT HELPING INFORM PARENTS AS TO WHAT GRADE LEVEL 
          [01:20:04]
LITERACY LOOKS LIKE, RIGHT? THEY THEY KNOW WHEN TO INTERVENE AND WHEN TO ALLOW THE STUDENT
TO BE SUCCESSFUL. 
          IT ALSO BUILDS A CONTINUUM. SO THEY START BY READING WITH THE STUDENT,
THEN THEY READ TOGETHER. 
          THEN THEY ALLOW THE STUDENT TO READ BY THEMSELVES TO SEE IF THAT'S DEVELOPING. 
          MORE THAN ANYTHING, IT'S AN INFORMATION PIECE. 
          TEACHERS CAN MONITOR THAT BY THE FEEDBACK THEY'RE RECEIVING FROM PARENTS,
RIGHT. 
          IN A LOT OF THOSE CASES, THIS SERVES NOT ONLY TO DEVELOP THE LITERACY OF THOSE FIRST GRADE
STUDENTS, BUT TO HELP DELIVER THE SORRY, TO HELP DEVELOP THE LITERACY OF THOSE PARENTS AS WELL. 
          RIGHT. BECAUSE IT IS A KINDERGARTEN, FIRST GRADE,
SECOND GRADE TEXT THAT'S COMING THROUGH. 
          WE ALSO PROVIDE DIFFERENT SUPPORTS THAT THEY CAN COME IN ESL CLASSES FOR ADULTS THROUGH
PARTNERSHIPS THAT WE HAVE. 
          SO THERE ARE A NUMBER OF SUPPORTS THAT WE CAN OFFER FOR THOSE FOR THOSE PARENTS. 
          SO FOR THE MOST PART, IS THIS INFORMATION GETTING OUT TO OUR PARENTS SO THAT THEY ARE ABLE
TO HELP THEIR STUDENTS. 
          WE PURCHASED FOLDERS AT THE BEGINNING OF THE YEAR WITH A LETTER WE TRAINED EVERY TEACHER
THROUGH THE BEGINNING OF YEAR PD AND WE'VE BEEN MONITORING. 
          WE PROVIDED ADDITIONAL FUNDS TO THE CAMPUSES TO HELP WITH THE PRINTING TO HELP DIMINISH
THAT COST. 
          AND THOSE BOOKS ARE GOING OUT IN THE HANDS OF. 
          BECAUSE YOU MENTIONED IN HERE, YOU DO Y'ALL DO A THREE WEEK ASSESSMENT AT THAT PARTICULAR
TIME. 
          AND WHEN YOU'RE SEEING THAT, DO WE SEND OUT ANOTHER LETTER OR WHATEVER LIKE THAT? THAT IS NOT THEY'RE NOT CATCHING IT. OR SO THE PARENTS CAN INTERVENE ALSO AS WELL. 
          AT THAT STAGE, THEY'RE DOING WEEKLY FLUENCY ASSESSMENTS,
AND THAT PARENT IS CONSTANTLY IN COMMUNICATION WITH THOSE PARENTS, LETTING THEM KNOW THE PROGRESS THEIR STUDENTS ARE MAKING. OKAY,
GOOD. YES, SIR. VERY GOOD. THANKS, MIKE. MR. MILLER? YEAH, JUST REAL QUICK. AND IT'S PROBABLY A REMINDER FOR ME,
BUT LIKE FOR THE CCMR, I THINK THE STATE AVERAGE IS PROBABLY WHAT IN THE 80S. 
          DOES ANYBODY KNOW WHAT THAT NUMBER WOULD BE? 79 ALRIGHT,
SO CCMR THAT STATE AVERAGE. 
          WHAT ABOUT THE TSI FOR MATH AND READING. WELL OUR GOAL OF 60%. 
          WHERE WOULD THAT PUT US ON AVERAGE IN THE STATE? CURRENTLY, WHEN YOU COMPARE US TO ALL OF THE OTHER DISTRICTS THAT ARE SUPPORTED BY THE
ECONOMIC MOBILITY CENTER, WE ARE THE HIGHEST PERFORMING DISTRICT. OKAY,
SO YOU'RE IN GREAT SHAPE. 
          PEER TO PEER. OKAY. THANK YOU. SIR. YEAH. MR. SELDERS. YES. YOU GUYS HAVE MENTIONED THAT PRACTICE TIME WAS IMPORTANT IN TERMS OF MATH. 
          AND I WAS JUST CURIOUS, IS ALREADY ALSO, ARE WE USING IREADY OR SOME ELEMENTS OF IREADY
FOR MATH? YES, SIR. YEAH. THERE ARE ELEMENTS OF IREADY THAT HAPPENS IN WIN TIME. 
          AND THAT'S PART OF THEIR PERSONALIZED LEARNING PATHWAY. AND SO I KNOW YOU MENTIONED THAT
YOU'RE MONITORING TIME. SO IS THERE AN INSTANCE OR SITUATION WHERE IF STUDENTS ARE WANTING TO GET MORE ADDITIONAL TIME AND PRACTICING MATH THAT THAT'S FLAGGED AS WELL,
OR IS THAT DISCOURAGED? WE DON'T WE ENCOURAGE THE ADDITIONAL PRACTICE IN MATH. 
          WE DON'T ENCOURAGE IT TO BE NECESSARILY IN THE PLATFORM,
BECAUSE WHAT THE PLATFORM DOES IS ONCE YOU'VE MASTERED A CONCEPT, IT'S GOING TO MOVE YOU INTO THE NEXT STEP OF YOUR PERSONALIZED PATHWAY. 
          SO WE ARE PROVIDING ADDITIONAL MATH PRACTICE BUILT INTO THE CURRICULUM THAT STUDENTS CAN
USE TO REPEAT THE PRACTICE. 
          IF WE'RE TALKING ABOUT IF I WAS TO GIVE A SPORTS ANALOGY,
IT WOULD BE, YOU KNOW, IN THE CLASSROOM, WE'RE DOING FILM STUDY TO SHOW THE NEW PLAYS,
AND THEN WE HAVE TO RUN THE PLAYS UNTIL WE BUILD THAT AUTOMATICITY. 
          SO WHAT WE'RE DOING WITH THAT ADDITIONAL PRACTICE AND REPEATING THAT SKILL IS BUILDING
THAT AUTOMATICITY. 
          RIGHT AND WITH THAT ANALOGY, IF YOU HAD STUDENTS WHO WANTED TO GET ADDITIONAL REPS,
WHAT WE'RE PROVIDING THOSE OFFLINE, RIGHT? BECAUSE WHAT HAPPENS IS IREADY IS DESIGNED TO
PROGRESS STUDENTS. 
          SO IT'S NOT DESIGNED TO NECESSARILY BUILD THEM ON THE SAME SKILL OVER AND OVER AGAIN ONCE
THEY'VE MASTERED IT. 
          ONCE THEY SHOW AN 80% OR MORE ON THE SKILL, IT MOVES THEM ON TO THE NEXT SKILL. 
          ALL RIGHT SO THE REPS THAT THEY GET OUTSIDE OF THAT IS PRETTY MUCH ON THEIR OWN. 
          IT'S NOT SUPERVISED OR IT'S WITH THEIR PARENTS OR WHATEVER THE CASE MIGHT BE. 
          IT COULD BE IN SCHOOL, IT COULD BE DURING WIN TIME,
IT COULD BE IN MATH CLASS, OR IT COULD BE AT HOME. 
          BUT IT IS OFFLINE. YES, SIR. OKAY. THAT'S IT. 
          YES, SIR. A QUESTION FOR ALL THREE OF YOU. SO WE STARTED WITH THE VISION TO OUTCOMES. 
          WITH THE BOTTOM BEING STUDENT OUTCOMES. AND WE'VE HEARD FROM HIGHEST LEVELS OF THE
ADMINISTRATION THAT WERE SEEKING TO BECOME AN A DISTRICT BASED ON WHAT WE'VE JUST HEARD IN THIS PRESENTATION,
WHAT 
          [01:25:08]
WE'VE HEARD FROM MISS JOYNER, WE'RE ABOUT TO HEAR ON OUR OTHER CAMPUSES. 
          WHAT DO YOU THINK OUR PROGNOSIS IS? I'D LIKE TO HEAR IT FROM EACH EACH OF YOU INDIVIDUALLY
TO GET TO BE AN A DISTRICT. 
          THE WAY I SEE IT, WE SET THIS GOAL LAST YEAR AND WE TALKED ABOUT BEING AN A DISTRICT,
AND IT ALWAYS FELT LIKE A REALLY AMBITIOUS GOAL TO TRY TO ACHIEVE. THIS YEAR,
IT FEELS LIKE A DESTINATION THAT WE'RE ON THE PATH TOWARDS. OKAY. THANK YOU SIR. I'M GOING TO ECHO THAT AND SAY IT'S FROM THE LENS THAT YOU
CAN ACTUALLY SEE IT TAKING PLACE IN THE CLASSROOM. 
          AS WE'RE LOOKING ACROSS THOSE LEVERS I PUT OUT THERE EARLIER. 
          THE SYSTEMS ARE GETTING VERY ALIGNED. THE COMMUNICATIONS THE SAME. 
          WE'RE TRAINING AROUND THE INSTRUCTIONAL DRIVERS. THE TEACHER CAPACITY HAS THE TIME AND THE
PLCS, SO THAT WAY THEY CAN LEVERAGE THE MOVE. AND THEN WE'RE BEING VERY DILIGENT WITH OUR
SUPPORT. 
          SO THIS IS OUR A YEAR, MR. MASSEY. SO ON THE CCMR FRONT IT WAS TWO SLIDES. BUT WHEN YOU LOOK AT THE WORK THAT'S BEING DONE BY CAMPUSES,
IT'S IMPRESSIVE. 
          IT'S OWNED BY THE CAMPUS. SO THAT'S WHY I THINK THAT THE SYSTEM IS IN PLACE AND THE
FOUNDATION EXISTS TO GET WHERE WE NEED TO BE, BECAUSE IT'S NOT US GOING IN AND SAYING, HEY,
DO THIS, THIS AND THIS. 
          IN OUR MEETINGS WITH THEM, THEY'RE DRIVING THE CONVERSATIONS ABOUT DIGGING INTO INDIVIDUAL
STUDENTS AND IDENTIFYING THE BEST PATH FOR THOSE STUDENTS TO GET TO WHERE THEY NEED TO BE TO BE COLLEGE CAREER MILITARY READY. 
          SO IT'S, A CULMINATION OF YEARS OF BUILDING OUT A SYSTEM THAT GETS STUDENTS WHAT THEY NEED
TO ACHIEVE. 
          AND THERE'S A FOURTH PERSON THAT HAS A SAY SO IN THIS,
RIGHT? THERE'S A CAVEAT TO EVERYTHING THAT WE'RE SAYING. 
          ALL RIGHT. THERE'S THE CAVEAT IS, ARE WE GOING TO ALLOW OUR TEAMS TO REMAIN FOCUSED ON THE
CAMPUS, OR ARE WE GOING TO ADD INITIATIVES THAT TAKE AWAY THE FOCUS FROM LEARNING? A LOT OF TIMES WE FALL IN LOVE WITH CERTAIN PROJECTS. 
          WE GO, WE HEAR CERTAIN THINGS AND WE'RE INCLUDING MYSELF. 
          WE'RE ALL VULNERABLE IN THOSE TYPE OF THINGS. 
          OKAY. AND THEN WE COME BACK AND WE WANT THOSE DONE. 
          WE ARE VERY THIN. WE'RE THE THINNEST WE'VE EVER BEEN AT CENTRAL OFFICE. 
          WE DON'T HAVE MANPOWER. WE DON'T HAVE ALL THESE RESOURCES WHERE WE CAN JUST THROW ARMIES
AT. 
          THAT'S THE DIFFERENCE. OKAY. SO WE'RE RELYING A LOT ON THE PRESSURE OF EACH OF THE
CAMPUSES. 
          WE ALSO GOT TO REMEMBER THAT IN ORDER TO GET AN A,
YOU CAN'T HAVE ONE D IF EVERY SCHOOL WAS AN A AND YOU HAD ONE B THAT'S AN 89. 
          ALL RIGHT. AND SO THERE'S SOME THAT HAVE, I WILL JUST SAY LOW HANGING FRUIT AND THERE'S
OTHERS THAT WE REALLY GOT TO FOCUS ON DOMAIN THREE THE PRECISION. IT HAS TO BE THERE. 
          WE SAW SOME TEACHERS BEING OUT FOR A LONG PERIOD OF TIME AFFECTS SCORES AND WE DON'T HAVE
THE PEOPLE TO SUPPLEMENT IT. 
          THERE'S A LOT OF MOVING PARTS HERE. AND SO I KNOW THIS QUESTION PROBABLY IS GOING TO MAKE
EVERYBODY NOT SLEEP AT NIGHT. 
          AND I WANT TO BE CLEAR, THAT IS OUR DESTINATION,
BUT US AS A TEAM OF EIGHT, INCLUDING MYSELF. 
          OKAY. I'M HOLDING MYSELF ACCOUNTABLE. WE GOT TO ALLOW OUR TEAM TO SPEND ALL THEIR TIME AND
RESOURCES AND FOCUS AT DOING THE WORK THAT HELPS STUDENTS. AND THEN IF THAT HAPPENS,
WE HAVE A LEGITIMATE SHOT OF HITTING THAT A. 
          IF WE START THROWING THINGS OUT THERE THAT PULL THEM AWAY FROM THAT,
IT'S GOING TO BE DIFFICULT. 
          WHAT ENCOURAGES ME IS, FIRST OF ALL, WHAT WE'VE HEARD FROM HEB AND THE AWARD WE WON. 
          AND IN THIS ROOM RIGHT NOW, THIS VERY SECOND,
WE HAVE THE ACADEMIC PEOPLE FOR THIS DISTRICT RIGHT HERE, RIGHT IN THIS ROOM, HEARING THESE WORDS, HEARING YOUR WORDS. 
          AND IF WE'RE WILLING TO DO WHAT YOU ASKED US TO DO AND NOT COME UP WITH SUPERFLUOUS
THINGS, AND WE MAY ALL WE. 
          I'M PUBLICLY HOLDING MYSELF ACCOUNTABLE. OKAY. 
          BECAUSE I'M GUILTY. AND MAYBE WE ALL HAVE TO DO THAT. 
          BUT IT'S ENCOURAGING TO HEAR THAT THAT'S A POSSIBILITY AND A STRONG POSSIBILITY. 
          SO YEAH. OKAY. THANK YOU. ANY OTHER QUESTIONS AT THIS POINT? THANK YOU. YES. NO QUESTIONS. I JUST WANT TO JUST MAYBE ADD I WOULD LOVE FOR US TO BE AN A DISTRICT. I ABSOLUTELY WOULD, I THINK IT WOULD BE GREAT,
BUT WHAT I WOULD LOVE EVEN MORE IS FOR OUR LITERACY SCORES AND OUR MATH SCORES FOR ALL OF OUR STUDENTS TO INCREASE. AND I KNOW THAT WE'RE WORKING ON THAT. 
          AND I KNOW THAT, YOU KNOW, DOCTOR LOPEZ THAT'S A PRIORITY. SO I JUST WANTED TO KIND OF NOT
BRING THE ROOM DOWN, 
          [01:30:02]
BUT JUST KIND OF BE REAL. LIKE IF MORE OF OUR STUDENTS ARE READING ON GRADE LEVEL AND OUR
DOMAIN ONE SCORES ARE PERFORMANCE, THEN WE'LL BE THERE. AND NOT NECESSARILY HOLDING THE A UP AS THE GOAL,
BUT AS A RESULT OF THE STRUCTURE AND SYSTEMS IN PLACE THAT ALLOW US TO BE THERE AND TO SUSTAIN THAT LEVEL OF PERFORMANCE. AND I THINK THEY GO HAND IN HAND. 
          I REALLY BELIEVE THAT. I REALLY BELIEVE IF WE ALL WORK FOR THAT ONE PURPOSE WITH
INDIVIDUAL STUDENTS, EACH STUDENT, AS WE'VE TALKED ABOUT MULTIPLE TIMES THIS EVENING,
I THINK WE CAN GET THERE. 
          SO THANK YOU. ANYBODY ELSE? THANK YOU. THANK YOU. 
          LET'S GO TO ITEM 4B 3. TARGET IMPROVEMENT PLANS AND TURNAROUND PLANS. 
          MISS JOYNER MR. OLIPHANT AND TOBY SCHMIDT. I DID INDICATE TO THE THREE PEOPLE COMING UP
THAT I WOULD READ THE FOLLOWING. 
          THIS IS FROM THE TEA WEBSITE. IT'S CALLED THE ESSENTIAL QUESTION. 
          IS A PROPOSED STRATEGY LIKELY TO MOVE THE CAMPUS TO A C OR BETTER,
AND DOES IT ALIGN WITH CRITICAL IMPROVEMENT LEVERS BASED ON THE EFFECTIVE SCHOOLS FRAMEWORK, INCLUDING TIGHTLY ALIGNED INSTRUCTIONAL CORE AND MANAGED INSTRUCTION,
QUALITY OBSERVATION AND FEEDBACK, STRATEGIC STAFFING, AND SUPPORTED STUDENT INTERVENTION AND DATA TRACKING. 
          HAS A DISTRICT REALISTICALLY IDENTIFIED ALL RESOURCES NEEDED TO IMPLEMENT THE IMPROVEMENT
STRATEGY. 
          WITH THAT, I'LL TURN IT OVER TO MS. JOYNER. GOOD EVENING,
MR. GLICK BOARD OF TRUSTEES DOCTOR LOPEZ. SO TONIGHT WE ARE PRESENTING THE 2026 2027 TARGETED
IMPROVEMENT PLANS FOR EIGHT OF OUR LAST THREE CAMPUSES AND THE TURNAROUND PLAN FOR BUSSEY MIDDLE SCHOOL. 
          SO I'LL REVIEW WHY THE PLANS ARE REQUIRED. THE INSTRUCTIONAL WELL ALONGSIDE MS. SCHMIDT AND MR. OLIPHANT. WE WILL REVIEW WHY THE PLANS ARE REQUIRED,
THE INSTRUCTIONAL PRIORITIES AND THE RECOMMENDATION FOR BOARD APPROVAL. 
          SO ON THE SCREEN, YOU WILL NOTE THAT WE DO HAVE SEVERAL STATUTORY REQUIREMENTS. 
          AND SO THE REQUIREMENTS SHOWN HERE ESTABLISH THE FEDERAL FRAMEWORK FOR SCHOOL IMPROVEMENT. 
          AND OUR PLANS ALSO ADDRESS THE COMMITMENTS ASSOCIATED WITH THE LASO 3 GRANT PARTICIPATION. 
          SO ON THIS SLIDE SIMILAR TO WHAT YOU SAW IN THE PREVIOUS PRESENTATION,
WE DO HAVE CAMPUSES THAT ARE REQUIRED TO HAVE TARGETED IMPROVEMENT PLANS. BUT WHAT I WANT TO NOTE HERE IS THESE PLANS ARE NOT NECESSARILY BECAUSE OUR
CAMPUSES ARE IN BAD SHAPE. 
          OKAY. WE AS PART OF THE LASO 3 GRANT PART OF THAT REQUIREMENT IS THAT WE THESE CAMPUSES HAVE TARGETED IMPROVEMENT PLANS. SO YOU'LL NOTE ON HERE THAT THESE THESE CAMPUSES THAT
HAVE THE ASTERISK, IF THEY WEREN'T PART OF THE LASO 3 GRANT, THEY WOULD HAVE BEEN PART OF THE PREVIOUS
PRESENTATION AS CAMPUSES THAT NEEDED TO HAVE A LOCAL IMPROVEMENT PLAN. OKAY. SO AND THEN THOSE THAT DO NOT HAVE AN ASTERISK HAVE NOT BEEN
IDENTIFIED FOR FEDERAL IDENTIFICATION, FOR SCHOOL IMPROVEMENT. SO THAT'S WHAT'S VERY,
VERY DIFFERENT ABOUT THIS PRESENTATION IS THAT WHILE WE ARE REQUIRED TO BRING THIS TO YOU, WHILE THIS DOES REQUIRE BOARD APPROVAL FOR THOSE TARGETED IMPROVEMENT PLANS,
I WANT TO MAKE IT VERY CLEAR THAT IT'S NOT BECAUSE OUR CAMPUSES ARE OUR STRUGGLING CAMPUSES. THIS IS MOSTLY BECAUSE OF THAT LASO 3 GRANT OPPORTUNITY. 
          SO WITH THAT, I'LL TURN IT OVER TO MS. SCHMIDT SO SHE CAN EXPLAIN WHAT LASO 3 MEANS. 
          OKAY. GOOD EVENING, CHAIRPERSON GLICK, COMMITTEE MEMBERS AND DOCTOR LOPEZ. 
          THIS INFORMATION IS AN UPDATE OF THE PRESENTATION YOU RECEIVED IN JANUARY OVER LASO 3. 
          THE LASO 3 IS A TEA APPROVED GRANT THAT IS A TWO YEAR GRANT. 
          IT IS A STRUCTURAL SUPPORT MODEL FOR OUR CAMPUSES THAT PROVIDES TRAINING AND
IMPLEMENTATION SUPPORT FOR CAMPUS LEADERS AND INSTRUCTIONAL SYSTEMS. EDL'S WILL CONTINUE TO WORK IN PARTNER WITH TKED CONSULTING TO PROVIDE THE COACHING AND
IMPLEMENTATION SUPPORT THROUGH THE GRANT. 
          AS VERONICA MENTIONED THIS IS THE SECOND YEAR,
THE FINAL YEAR FOR OUR GISD CAMPUSES. 
          AS A REMINDER, LASO CAMPUSES WERE IDENTIFIED USING MULTIPLE CRITERIA INCLUDING TITLE ONE
STATUS, FEDERAL ACCOUNTABILITY, IDENTIFICATION, AND THEIR READINESS TO STRENGTHEN THEIR
INSTRUCTIONAL SUPPORT SYSTEMS. 
          [01:35:02]
WE ALSO CONSIDERED PARTICIPATION IN OTHER CAMPUS INITIATIVES AND GRANTS SO THAT THEY
WEREN'T COMPETING, MANAGING PRIORITIES. ACROSS THE TWO YEAR GRANT PERIOD,
CAMPUSES WORK THROUGH FOUR FOCUS AREAS. 
          WE SELECTED OBSERVATION AND COACHING AS THE HIGHEST LEVERAGE FOCUS AREA FOR THE 26-27
SCHOOL YEAR. 
          WE KNOW TEACHERS HAVE THE GREATEST IMPACT ON INSTRUCTION AND STUDENT OUTCOMES,
AND FOR TEACHERS TO BE EFFECTIVE, CAMPUS LEADERS MUST PRIORITIZE THEIR TIME TO INCLUDE MAKING SURE THAT THEY'RE ABLE TO GET
INTO THOSE CLASSROOMS, OBSERVE, AND THEN PROVIDE TIMELY FEEDBACK. YEAR TWO IS ORGANIZED AROUND THREE KEY
MILESTONES. 
          AT THE BEGINNING OF THE YEAR, CAMPUSES WILL REVIEW PRIOR YEAR SYSTEMS AND LAUNCH NEW ONES
BASED ON THEIR CURRENT DATA, AND WE ARE IN THE PROGRESS WE'VE COMPLETED MOST OF THOSE ALREADY THIS SCHOOL YEAR. 
          IN MID-YEAR, THEY'LL REVIEW THE DATA AND CHECK IMPLEMENTATION FIDELITY TO DETERMINE IF
THOSE PLANS THAT WE PUT IN PLACE AND THE SUPPORT PLANS ARE ACTUALLY DOING WHAT THEY WERE INTENDED TO DO. AND THEN AT THE END OF THE YEAR,
CAMPUS LEADERSHIP TEAMS WILL REFLECT ON THE PROGRESS AND THEN WORK ON SUSTAINABILITY, BECAUSE THAT IS AGAIN, OUR FINAL YEAR OF THE GRANT. 
          THIS LAST SLIDE OUTLINES HOW THE LASO PRIORITIES ARE DOCUMENTED WITHIN THE TARGETED
IMPROVEMENT PLANS. 
          THE PLAN CONNECTS STRONG LEADERSHIP AND EFFECTIVE INSTRUCTION FROM THE TARGETED
IMPROVEMENT PLAN TO THE CRITERIA OF THE FOUR FOCUS AREAS OF THE LASO 3 GRANT. 
          AND AGAIN, WITH ADDITIONAL FOCUS ON LAST YEAR'S PRIORITY,
WHICH WAS STUDENT CENTERED DATA PRACTICES AND THIS YEAR'S FOCUS AREA THAT WE'RE STARTING WITH WITH THE OBSERVATION AND COACHING. AND NOW,
EXCUSE ME, NOW I'LL TURN IT OVER TO MR. OLIPHANT FOR OUR TURNAROUND PLAN INFORMATION. 
          GOOD EVENING, COMMITTEE CHAIR GLICK, BOARD OF TRUSTEES,
AND DOCTOR LOPEZ. 
          MY NAME IS JEREMIAH OLIPHANT, EXECUTIVE DIRECTOR OF LEADERSHIP FOR SECONDARY SCHOOLS. 
          AND TONIGHT, I WILL HIGHLIGHT BUSSEY MIDDLE SCHOOL'S TURNAROUND PLAN AND THE SUPPORT WE
ARE PROVIDING NOT ONLY BUSSEY, BUT AS WELL AS SCHRADE IN ALIGNMENT WITH BOARD GOALS SIX TO ELIMINATE D AND F CAMPUSES. 
          I WANT TO POINT OUT THAT BUSSEY IS REQUIRED TO IMPLEMENT A TAP. 
          SCHRADE IS NOT CURRENTLY ON A TAP, AND OUR PROACTIVE SUPPORT AIMS TO IMPROVE PERFORMANCE
AND PREVENT THE CAMPUS FROM NEEDING ONE NEXT YEAR. 
          THE FOLLOWING SLIDES WILL FOCUS ON BUSSEY'S TURNAROUND STRATEGY. 
          BUT BEFORE I DO THAT, I DO WANT TO GIVE A SHOUT OUT TO PRINCIPAL RAMOS AND HER TEAM. 
          THEY'RE HERE TO JOIN US TONIGHT. UNDER HER LEADERSHIP THEY'VE MADE AN OUTSTANDING 14 POINT
INCREASE IN THE LAST TWO YEARS. 
          AND WE'RE EXCITED ABOUT THE WORK THAT WE'RE GOING TO CONTINUE. [APPLAUSE] ALL RIGHT. SO THE BIG QUESTION IS WHY A TAP IS REQUIRED FOR BUSSEY MIDDLE SCHOOLS. 
          BUSSEY'S 2026 ACCOUNTABILITY RESULTS ADVANCE THE CAMPUS TO A CONSECUTIVE COUNT OF TWO
UNACCEPTABLE RATINGS, REQUIRING A TURNAROUND PLAN WITH BOARD APPROVAL,
FOLLOWED BY A TEA REVIEW AND APPROVAL. 
          OUR EXPECTATION IS TO RETURN BUSSEY TO A C OR HIGHER AND ESTABLISH A SYSTEM THAT SUSTAINS
IMPROVEMENT. 
          THE REGION 10 WE ARE USING THESE EFFECTIVE SCHOOLS FRAMEWORK,
WHICH IS GROUNDED IN EDUCATIONAL RESEARCH AND PRACTICES DEMONSTRATED BY EFFECTIVE SCHOOLS. IT CONNECTS IDENTIFIED NEEDS TO SPECIFIC ACTIONS,
DISTRICT SUPPORT, AND MEASURABLE OUTCOMES. TEA'S EFFECTIVE SCHOOLS FRAMEWORK GUIDED THE NEEDS ASSESSMENT CONDUCTED THIS PAST SUMMER, HELPING THE TEAM IDENTIFY GAPS BETWEEN BUSSEY'S
CURRENT PRACTICES AND THE RESEARCH BASED PRACTICES OF EFFECTIVE SCHOOLS. THE TEAM EXAMINED SOME OF THE INDICATORS YOU HEARD EARLIER INSTRUCTIONAL
PLANNING, PLCS, OBSERVATION AND FEEDBACK CYCLES, COACHING TRACKERS,
AND STUDENT DATA PRACTICES TO DETERMINE WHERE FOCUSED SUPPORT WOULD HAVE THE GREATEST IMPACT. THAT ASSESSMENT IDENTIFIED THE THREE PRIORITY FOCUS AREAS THAT YOU SEE IN YOUR
PACKET. 
          STRATEGIC STAFFING AND INSTRUCTIONAL LEADERSHIP,
TEACHER DEVELOPMENT THROUGH PLCS AND OBSERVATION AND FEEDBACK, AS WELL AS DATA PRACTICES FOR STUDENT GOAL MONITORING AND INTERVENTION. 
          THESE PRIORITIES ALIGN WITH, AGAIN, THE EFFECTIVE SCHOOLS FRAMEWORK LEVERS ONE,
TWO, AND FIVE, WITH PARTICULAR EMPHASIS ON LEVEL FIVE EFFECTIVE INSTRUCTION. 
          THEY CONNECT THE NEEDS IDENTIFIED THIS SUMMER TO THE ACTIONS WE WILL IMPLEMENT AND MONITOR
TO IMPROVE INSTRUCTION AND STUDENT OUTCOMES. 
          [01:40:09]
NOW COMMITTEE, IF YOU JOIN ME ON THE FOLLOWING SLIDE THAT HAS THE VISUAL,
I WANT TO TALK ABOUT THE VISUAL. 
          AND THEN WE'LL COME BACK TO THE NEXT PAGE IN YOUR PACKET. 
          THIS VISUAL SHOWS HOW THREE LEVERS WORK TOGETHER TO SUPPORT BUSSEY. 
          DETAIL UNDER LEVEL ONE STRONG SCHOOL LEADERSHIP AND PLANNING. 
          WE WILL CLARIFY RESPONSIBILITIES, STRENGTHEN LEADERSHIP ROUTINES,
AND PROTECT ADMINISTRATORS' TIME TO LEAD INSTRUCTION THAT IS LEVEL ONE. 
          MOVING ON TO LEVEL TWO STRATEGIC STAFFING THE DISTRICT LEVEL ADMINISTRATORS SUPPORT AND
BUSSEY'S TURNAROUND WILL MEET TWO ESSENTIAL CRITERIA. I WANT TO BACK UP. THAT'S VERY IMPORTANT. 
          WITH OUR TURNAROUND PLAN, IT'S IMPORTANT FOR OUR TEA CRITERIA THAT WE HAVE AN
ADMINISTRATOR THAT HAS PROVEN A PROVEN TURNAROUND, TRACK RECORD OF SUCCESS IN SCHOOL TURNAROUND,
AND DEDICATE AT LEAST HALF OF THE TIME OF THEIR ROLE IMPLEMENTING THE TURNAROUND STRATEGY ON BUSSEY. OKAY. SO THAT'S WHAT MAKES BUSSEY UNIQUE. 
          THIS COMMITMENT DIRECTLY SUPPORTS THE PLAN THROUGH CAMPUS LEADERSHIP COACHING,
STRONGER PLCS, CONSISTENT OBSERVATION AND FEEDBACK CYCLES, AND REVIEWS OF STUDENT PROGRESS. 
          GOING BACK TO LEVEL FIVE EFFECTIVE INSTRUCTION,
WE WILL CONNECT TEACHER PREPARATION, COACHING, AND STUDENT DATA TO IMPROVEMENTS IN CLASSROOM PRACTICE. 
          THESE LEVERS WILL WORK TOGETHER TO ENSURE THAT LEADERSHIP AND STAFF AND INVESTMENTS
TRANSLATE INTO STRONGER INSTRUCTION. 
          SO I'M GOING TO GO BACK TO THE LAST SLIDE HERE TO GO IN MORE DETAIL. 
          SO SPECIFICALLY AT BUSSEY, WE ARE INVESTING IN THE CAPACITY TO IMPLEMENT AND MONITOR
IMPROVEMENT. 
          AN ADDITIONAL CAMPUS ADMINISTRATOR HAS HAS BEEN ASSIGNED TO BUSSEY TO SUPPORT CAMPUS
OPERATIONS. 
          I WANT TO REPEAT AN ADDITIONAL ADMINISTRATOR HAS BEEN ASSIGNED TO BUSSEY TO SUPPORT CAMPUS
OPERATIONS. 
          THE BIG QUESTION IS WHY. THIS ALLOWS THEIR OTHER ADMINISTRATORS TO FOCUS MORE ON
CONSISTENTLY ON INSTRUCTION. 
          GOING BACK TO LEVEL FIVE. AND ONCE AGAIN, THE DISTRICT LEVEL TURNAROUND ADMINISTRATOR WILL
REINFORCE THAT WORK THROUGH COACHING FOLLOW UP AND COORDINATED DISTRICT ASSISTANCE. I ALSO WANT TO POINT OUT THAT SIXTH GRADE READING
LANGUAGE ARTS AND LITERACY ENRICHMENT ARE DOUBLE BLOCK, MEANING THAT STUDENTS HAVE INTERVENTION TIME DURING THE SCHOOL DAY TO PROVIDE LEARNING
SUPPORT DURING INSTRUCTIONAL DAY, AS I MENTIONED, AND ADMINISTRATORS AND INSTRUCTIONAL COACHES WILL LEAD PURPOSEFUL PLCS,
ALSO KNOWN AS PROFESSIONAL LEARNING COMMUNITIES WITH SUPPORT FOR NEW TEACHERS AND TEACHERS. 
          NEED INTENSIVE COACHING, CONSISTENT OBSERVATION,
FEEDBACK, COACHING AND FOLLOW UP WILL HELP TEACHERS APPLY SPECIFIC ACTION STEPS. AND AS MR. BROOME MENTIONED EARLIER, TEACHERS AND LEADERS WILL USE STUDENT GOALS,
ASSESSMENT RESULTS AND SPECIFICALLY ONE OF OUR PLC LOOK BACK PROTOCOLS TO IDENTIFY LEARNING GAPS,
PLAN RETEACHING AND ADJUST INTERVENTION. 
          MONITORING I WANT TO REPEAT THAT WORD. OKAY. WHAT MAKES THIS PLAN UNIQUE IS MONITORING. 
          WE WILL EXAMINE WHETHER THE PLAN ACTIONS ARE OCCURRING,
WHERE THE CLASSROOM PRACTICE IS IMPROVING, AND WHETHER STUDENTS ARE PROGRESSING. THOSE FINDINGS WILL GUIDE ADJUSTMENTS TO DISTRICT
SUPPORT. 
          SO SPEAKING OF MONITORING, WE'RE GOING TO OUR LAST SLIDE. 
          OKAY. SO MONITOR MORE IN DETAIL HOW WE'RE HOLDING EACH OTHER ACCOUNTABLE. 
          CAMPUS LEADERS AND DISTRICT STAFF WILL SHARE RESPONSIBILITY FOR MONITORING,
IMPLEMENTATION AND STUDENT OUTCOMES. 
          MANY THINGS I'M ABOUT TO MENTION YOU HEARD EARLIER FROM MR. BRUMAN DAILY, WE HAVE DAILY DEMONSTRATIONS OF LEARNINGS OR DOL'S IN CLASSROOM EVIDENCE. 
          EVERY THREE WEEKS WE HAVE CHECKPOINT DATA'S. EACH INSTRUCTIONAL CYCLE WE HAVE OUR CBA'S,
WHICH WE ARE TAKING THIS WEEK, WHICH IS THE LAST WEEK OF THE CYCLE. AND THE PURPOSE IS TO GUIDE RETEACHING AND
INTERVENTION FOR THE YEAR. 
          AND AGAIN, WEEKLY COACHING FOLLOW UP AND MONTHLY PLAN REVIEWS WILL HELP US DETERMINE WHAT
IS WORKING FOR BUSSEY, WHERE GAPS REMAIN AND WHAT SUPPORT MUST CHANGE. 
          I WANT TO POINT OUT WE ALSO MONITOR WHETHER THE DISTRICT LEVEL ADMINISTRATORS MINIMUM,
AS I SAID, 50% COMMITMENT. THE STRATEGY IS FULFILLED. SO WE WANT TO MAKE SURE THAT THAT'S TAKEN CARE
OF. 
          IN THE SPRING WE ALSO HAVE INTERIM TESTING THAT WILL MEASURE BROADER PROGRESS. 
          AND AT THE END OF THE YEAR, OF COURSE, WE HAVE STAAR IN APRIL. 
          [01:45:01]
SO WE HAVE MULTIPLE CHECKPOINTS, MULTIPLE DATA AND WHO THIS IS WHO'S RESPONSIBLE FOR
MONITORING THIS. 
          AND I WANT TO END WITH THIS FOR BUSSEY, THIS MONITORING WE GOT WITH IMPLEMENTATION OF THE
TAP OR THE TURNAROUND PLAN. 
          ONCE AGAIN, THE DISTRICT LEVEL POSITION WILL ALSO PROVIDE,
I WANT TO POINT OUT PROVIDES PROACTIVE SUPPORT TO SCHRADE AS WELL WHILE MAINTAINING THE REQUIRED COMMITMENT TO BUSSEY. AT SCHRADE I WANT TO BRING THIS UP. 
          THE GOAL IS TO IDENTIFY GAPS EARLY, IMPROVE PERFORMANCE,
AND PREVENT A TAP FROM HAPPENING AT THAT CAMPUS. 
          SO WE'RE LOOKING FORWARD AS WELL. OUR COMMITMENT IS TO TURN THESE THREE FOCUS AREAS STAFF
AND INSTRUCTIONAL LEADERSHIP, TEACHER DEVELOPMENT AND STUDENT GOAL MONITORING AND INTERVENTION INTO CONSISTENT PRACTICE
AND MEASURABLE STUDENT GROWTH ADVANCING BOARD GOAL 6 TO ELIMINATE OUR D'S IN THE DISTRICT. SO I'M GOING TO TURN IT BACK OVER TO MISS JOYNER TO
CLOSE OUT, AND WE'LL GO FROM THERE. THANK YOU, MR. OLIPHANT. 
          SO YOU WILL SEE US AGAIN LATER THIS MONTH BECAUSE THIS DOES REQUIRE BOARD ACTION. 
          SO ON THE SCREEN YOU WILL SEE OUR RECOMMENDATION FOR THE APPROVAL OF THE EIGHT TIP PLANS. 
          SO THE TARGETED IMPROVEMENT PLANS FOR THESE EIGHT CAMPUSES,
AS WELL AS THE TURNAROUND PLAN FOR, FOR BUSSEY. AND SO THAT WILL REQUIRE A PUBLIC HEARING. 
          AND SO THAT APPROVAL WILL AFFIRM THAT GARLAND ISD IS IN COMPLIANCE OF ALL OF THE TEA
REQUIREMENTS. 
          IN ADDITION TO THAT, THAT WE ARE ALIGNED TO THOSE GARLAND ISD INSTRUCTIONAL PRIORITIES AND
ULTIMATELY THAT COMMITMENT TO CONTINUOUS IMPROVEMENT AND STRONGER STUDENT OUTCOMES. SO WITH THAT ANY QUESTIONS FOR THE TEAM? QUESTIONS COMMITTEE. LET ME GO TO MR. MILLER FIRST. 
          JUST MINE IS PRETTY QUICK AND I DON'T KNOW WHO TO ANSWER THIS,
BUT MY QUESTION REGARDING BUSSEY AND SCHRADE YOU KNOW, ALWAYS, ALWAYS PAY A LOT OF ATTENTION TO THE THERE'S 26 ELEMENTS OF RISK THAT ARE INVOLVED
IN LOOKING AT THINGS THAT MIGHT PREVENT STUDENTS FROM ACHIEVING. AND WE HAVE A LOT OF CAMPUSES THAT ARE HIGH IN A LOT OF THOSE 26
AREAS. 
          DO YOU KNOW WHAT THE PROFILE IS FOR BOTH BUSSEY AND SCHRADE? YES, SIR. IN FACT, THERE ARE TWO HIGHEST RISK CAMPUSES. 
          SO IF YOU LOOK AT CERTAIN INDICATORS, YOU'LL NOTICE ON OUR RISK LOAD ANALYSIS THAT THEY
HAVE THERE'S THE TWO CAMPUSES THAT STAND OUT. 
          AND IT'S BEEN THAT WAY FOR QUITE SOME TIME. FOR EXAMPLE,
TO GIVE YOU SOME SPECIFIC DATA. 
          SCHRADE HAS THE HIGHEST PERCENTAGE OF SPECIAL EDUCATION STUDENTS. 
          BUSSEY HAS THE HIGHEST ECO DIS. JUST TO POINT OUT TWO OF OUR RISK FACTORS AND MANY OTHERS. 
          BUT THOSE ARE HAVE BEEN FOR A COUPLE OF YEARS OUR TWO HIGHEST NEED CAMPUSES AS FAR AS OUR
RISK LOAD. 
          SO, AND I'M ASSUMING THAT WHEN THESE PLANS ARE PUT TOGETHER,
THESE KINDS OF RISK FACTORS ARE TAKEN INTO PLACE, ESPECIALLY FOR THE EXTRA THINGS THAT THE STUDENTS MIGHT NEED,
WHETHER FAMILIES, YOU KNOW, CAN'T PROVIDE OR, YOU KNOW, STRUGGLE TO PROVIDE CERTAIN THINGS FOR THE STUDENTS ALONG
THEIR EDUCATIONAL PROGRESS. 
          AND I KNOW WE TALKED A LOT. I MEAN, THERE WAS,
THERE WAS SOME TALK ABOUT THINGS THAT ARE DONE AT HOME. 
          AND I KNOW THAT MAYBE NOT EVERY HOME IS CONDUCIVE FOR LEARNING,
BUT I HOPE WE HAVE WAYS TO BE ABLE TO IDENTIFY STUDENT NEEDS IN THESE AREAS SO THAT WE COULD GET THEM OVER THE BAR, JUST LIKE WE'RE GETTING EVERYBODY ELSE. 
          AND MY ASSUMPTION IS, WITHOUT HAVING READ THIS PLAN,
THAT SOMEWHERE IN HERE IT TALKS ABOUT, YOU KNOW, WHAT WE'RE DOING TO OVERCOME THESE HIGH RISK FACTORS THAT ARE AMONG THESE
CAMPUSES. 
          YES, SIR. IN THE NAME OF CLOSING GAPS, WE DO WHAT WE NEED TO DO. 
          WE KNOW THAT THE STUDENTS HAVE GAPS. AND AS A FORMER PRINCIPAL OF ONE OF THE SCHOOLS,
WE MAKE IT HAPPEN. 
          WE DO WHAT WE NEED TO DO. TO BE QUITE HONEST,
WE MAKE IT WHERE PARENTS HAVE ACCESS, BUT WE TRY TO DO AS MUCH AS WE CAN DURING THE INSTRUCTIONAL DAY BECAUSE OF THE VARIOUS NEEDS THEY HAVE WHEN THEY LEAVE US. 
          AND SO THAT'S WHY WE'RE INTENTIONAL ABOUT PROVIDING THAT SUPPORT DURING THE INSTRUCTIONAL
DAY SO THAT THE PARENT CAN SUPPORT, BUT THEY'RE NOT, THEY'RE NOT CARRYING A HEAVY LIFT. 
          AND WHICH IS WHY WE NEED THE RESOURCES DURING THE INSTRUCTIONAL DAY. YEAH. 
          AND DON'T GET ME WRONG, I KNOW THESE PLANS ARE VERY INTENTIONAL. 
          YEAH, OTHER. THIS WAS NOT AN ACCIDENT THE WAY THEY WERE PUT TOGETHER. 
          I'M EXCITED FOR THE POTENTIAL OF THESE CAMPUSES. 
          I THINK THERE IS YOU KNOW, WE DON'T GET TO IN A DISTRICT WITHOUT THIS. 
          RIGHT. SO THIS IS ONE OF THE MOST IMPORTANT THINGS WE'RE DOING. 
          AND I APPRECIATE YOUR EFFORT. THANK YOU. MR. SELDERS. 
          [01:50:01]
YES. THANK YOU FOR THIS PRESENTATION. I GUESS GOING BACK TO THE ORIGINAL SLIDE LET'S SEE
ON PAGE 314 ABOUT WHY THE PLAN. I'M JUST CURIOUS WHAT ARE THE, I GUESS,
INTERIM INDICATORS THAT WILL GIVE US, I GUESS, AS WE'RE GOING THROUGH AN IMPLEMENTATION, IMPLEMENTING THE PLAN THAT WILL GIVE US
CONFIDENCE THAT BUSSEY IS GOING TO BE A C OR BETTER. 
          WELL, WE ALREADY I APPRECIATE THE QUESTION. WE ALREADY HAVE SOME PRELIMINARY DATA,
AS I MENTIONED BEFORE, IN THE FORM OF CHECKPOINTS, DOL'S. WE'RE TAKING CBA'S THIS WEEK. 
          SO WE'LL HAVE MORE MORE DATA. BUT WE'RE HEADING IN. 
          WE'RE HEADING IN THE RIGHT DIRECTION BASED ON THE PRELIMINARY DATA. 
          AND I WANT TO EMPHASIZE PRELIMINARY BECAUSE IT'S BEEN NINE WEEKS OF SCHOOL. WE RECOGNIZE
THAT WE HAVE MORE WORK TO DO, AND THIS IS NOT SOMETHING WE'RE GOING TO BE ABLE TO DO IN ONE CYCLE,
WHICH IS WHY WE'RE BUILDING THE SYSTEMS. BUT I DO WANT TO GO BACK TO WHAT MR. BRUMAN AND OTHERS HAVE SAID. 
          WITH OUR INSTRUCTIONAL DRIVERS WALK THROUGH TOO,
WE'RE ABLE TO ADJUST LIKE INSTRUCTION IN REAL TIME. 
          WE HAVE A TOOL IN OUR UTILITY BELT, IF YOU WILL,
THAT WE DIDN'T HAVE BEFORE. 
          OKAY. EVERY. MOSTLY EVERYTHING WAS EVALUATIVE. 
          IT WAS TTESS. BUT NOW WITH THE INSTRUCTIONAL DRIVER TOOL IN THE NAME OF OBSERVATION,
FEEDBACK AND COACHING, WE'RE GIVING TEACHERS SPECIFIC THINGS TO WORK ON THAT THEY CAN CLOSE THE LOOP ON RIGHT
AWAY AS OPPOSED TO BEING NEBULOUS AND BEING SO BROAD. 
          AND THAT'S THE BEAUTY OF THE SYSTEM THAT WE'RE USING TO,
TO DO OUR WALKS AND GIVE FEEDBACK SO THE TEACHER CAN TURN AROUND RIGHT AWAY. 
          THANK YOU FOR THAT. GOING TO YOUR LAST SLIDE ON THE PERFORMANCE MANAGEMENT AND PROGRESS
MONITORING. 
          JUST OUT OF CURIOSITY YOU KNOW, IT LOOKS LIKE THERE'S GOING TO BE A LOT OF THINGS THAT ARE
GETTING MEASURED AND MONITORED. 
          AND JUST FROM Y'ALL'S PERSPECTIVE AS A TEAM,
WHAT 2 TO 3 MEASURES OR METRICS SHOULD THE BOARD BE LOOKING AT TO MAKE SURE OR ENSURE THAT THE PROGRESS IS TRENDING IN THE RIGHT DIRECTION? A COUPLE METRICS I WANT TO START WITH. I WANT TO GO BACK TO THE PRESENTATION. 
          THE FORM, THE CURRENT FORMULA IS 11 CAMPUSES,
ONE EDL. 
          WELL BUSSEY NEEDS SUPPORT, BUT ALSO THE OTHER TEN CAMPUSES. 
          SO ONE OF THE THINGS THAT WE'RE DOING AND I APPRECIATE IS THE SUPPORT THAT WE'RE BRINGING
WHERE WE'RE HAVING A, A PERSON THAT'S DEDICATED HALF TIME AT LEAST 50% OR MORE OF THE TIME. AND THAT'S SO IMPORTANT BECAUSE THINGS HAPPEN AT OTHER CAMPUSES AND EVERY CAMPUS
NEEDS SUPPORT. 
          RIGHT? SO WE HAVE A PLAN OF COHERENCE, BUT WE NEED TO COEXIST IN A SENSE WHERE THEY'RE
GETTING DEDICATED SUPPORT. 
          AND THE REALITY OF THE SITUATION IS WHEN YOU HAVE YOU HAVE MULTIPLE CAMPUSES,
YOU KNOW, IT IS SPREAD THIN, BUT NOW WE HAVE THE DEDICATED PERSON TO ACTUALLY MONITOR WHAT'S GOING ON,
YOU KNOW, AT LEAST HALF OF THE TIME. 
          AND WE ADD AN ADDITIONAL ADMINISTRATOR. AS FAR AS THE SPECIFIC METRICS,
IT'S ROOTED IN OUR BOARD GOALS. 
          AND SO WHAT I MEAN BY THAT IS WE KNOW THAT THE MEETS FOR READING AND MATH AT THE SIXTH
GRADE LEVEL, WE KNOW THAT'S IMPORTANT WHERE THAT THAT'S A BASELINE TO KIND OF SEE FROM OUR DATA WHERE
OUR STUDENTS TRENDING AS FAR AS THE DATA, AS FAR AS WHERE WE AT MEETS. AND THAT'S REALLY THE BAROMETER WE'RE LOOKING AT MEETS AND
MASTERS TO SEE IF THE KIDS ARE AT, YOU KNOW, AT MASTERY. OKAY. AND AGAIN, WE HAVE SEVERAL DATA POINTS WITH THE CHECKPOINTS
AND THE CBA TO TO GAUGE THAT. 
          DOCTOR LOPEZ, MR. OLIPHANT HAS ON SEVERAL OCCASIONS BROUGHT UP THIS NEW INDIVIDUAL. 
          WOULD YOU LIKE TO WOULD YOU TALK ABOUT THAT A LITTLE FURTHER? YEAH. 
          THANK YOU, MR. OLIPHANT. YOU KNOW, WELL, IT'S FINE. 
          IT'S PUBLIC. IT'S ON OUR WEBSITE. BASICALLY PART OF THE TAP PLAN WITH WITH BUSSEY IN
PARTICULAR REQUIRES A PERSON TO SPEND 50% OF THEIR DAY ON THAT CAMPUS TO REALLY WORK WITH THIS WHOLE PLAN. 
          OKAY. THE GOAL OF THE STATE IS TO HAVE NO D CAMPUSES JUST SO WE NEED TO BE CLEAR. 
          AND SO WE'RE STRETCHED VERY THIN, LIKE WE TALKED ABOUT EARLIER. 
          AND WE NEEDED TO ADD A PERSONAL BODY TO DO THAT. 
          BUT WE TOOK A PROACTIVE APPROACH BECAUSE WE TALKED ABOUT THE INDICATORS OF BOTH SCHRADE
AND BUSSEY BOTH BEING OUR HIGH PRIORITY MIDDLE SCHOOLS. 
          SO WE POSTED A PLAN. IT'S GOING TO BE, WE CALL IT THE RISE POSITION,
RISE SPECIALIST OR RISE EXECUTIVE DIRECTOR, HOWEVER YOU WANT TO PHRASE IT. BUT THIS PERSON IS GOING TO BE SPENDING 50% OF THEIR TIME
WITH BUSSEY, 50% OF THEIR TIME WITH SCHRADE, AND WE'RE GOING TO BE POSTING IT. 
          AND ONE OF THE QUALIFIERS IS THAT THEY HAVE TO HAVE EXPERIENCE IN TURNING AROUND SCHOOLS. 
          RIGHT. AND SO WE EXPECT TO HOPEFULLY HAVE PEOPLE IT'S A LUCRATIVE POSITION. 
          [01:55:07]
WE HAVE PEOPLE APPLY AND WE WANT TO APPLY ONCE WE COME BACK. 
          I MEAN, WE WANT TO INTERVIEW ONCE WE COME BACK FROM FALL BREAK,
WE'RE MOVING QUICKLY ON THIS. THE SCHOOLS SUPPORT IS PARAMOUNT. 
          SO WE'RE WORKING QUICKLY ON THAT. A COUPLE OF TIMES THIS EVENING WE'VE HEARD MENTION OF
TWO TERMS I'M UNFAMILIAR WITH BUT GETTING MORE FAMILIAR DEMONSTRATIONS OF LEARNING AND CHECKPOINTS. 
          I KNEW THERE WERE CBA'S. WOULD YOU TALK ABOUT THOSE,
PLEASE? YES, SIR. I'D BE HAPPY TO. SO IN THE PAST, WE HAD CBA'S. 
          THE PROBLEM THEY'RE GREAT, BUT THEY'RE ONCE A CYCLE. 
          SO WE NEED REAL TIME DATA. WE NEED TO DO IT DAY BY DAY. 
          AND SO THE DEMONSTRATION OF LEARNING IS THE TEACHERS PLANNING WITH THE END IN MIND,
RIGHT FOR THE END OF THE LESSON AND PLANNING EACH DAY. 
          SO WE'RE GETTING DATA ON A DAILY BASIS. THE CHECKPOINTS ARE EVERY THREE WEEKS. 
          OKAY. SO AGAIN WE HAVE DATA DAILY. WE HAVE DATA EVERY THREE WEEKS. 
          WE'RE NOT WAITING TO NINE WEEKS BECAUSE THAT'S REALLY TOO LATE. 
          YOU HAVE TO INTERVENE DAY BY DAY. YOU HAVE TO,
YOU CAN'T WAIT A WHOLE WEEK BECAUSE THEN THESE KIDS, THEY WE HAVE HAVEN'T CLOSED GAPS. THAT'S JUST ENTIRELY TOO LONG. 
          SO ALL OF THESE DATA POINTS ARE DRIVING INSTRUCTION TO BE ABLE TO GO BACK INTO THE PLCS
AND DRIVE OUR OFC, WHICH WE CALL OUR OBSERVATION FEEDBACK COACHING CYCLE. 
          IF YOU COULD, AND I KNOW IT'S GETTING LATE, BUT I THINK THIS IS IMPORTANT. 
          JUST GO OVER THE ORDER OF THIS TEST OCCURS IN THIS THIS. 
          I KNOW IT SOUNDS LIKE WE'RE DOING A LOT OF TESTING,
AND I THINK THAT'S CRITICALLY IMPORTANT TO GET THESE RESULTS. 
          JUST I KNOW YOU JUST SAID DEMONSTRATION OF LEARNING IS THAT ON A DAILY BASIS. 
          AND THEN. ABSOLUTELY. AND THEN CHECKPOINT AND THEN THIS TEST CBA'S. 
          AND THEN WE ALREADY HAVE WHAT WE LEARNED EARLIER TODAY ABOUT BEGINNING OF THE YEAR,
MIDDLE OF THE YEAR AND THE YEAR. 
          AND THEN WE HAVE STAAR. IS THERE SOME ORDER THAT WE KNOW AND WE FOLLOW? ABSOLUTELY. SO AGAIN, DEMONSTRATION DOL'S OR DEMONSTRATION OF LEARNINGS ARE DAILY. 
          OKAY. THERE ARE FIVE QUESTIONS, RIGHT. IT'S NOT DESIGNED TO DO MULTIPLE QUESTIONS BUT FIVE
QUESTIONS. 
          HOW DID THE TEACHER DELIVER INSTRUCTION? SO BASED ON THOSE RESULTS IT'S GOING TO DETERMINE
WHAT ADJUSTMENTS ARE MADE MOVING FORWARD. 
          OKAY, SO THOSE ARE THE DAILY LESSON. THE CHECKPOINT IS IT'S A LARGER SAMPLE SIZE. 
          SO DOL 5 QUESTIONS THE CHECKPOINT MAYBE A FEW MORE QUESTIONS. 
          BUT IT'S EVERY THREE WEEKS. SO IT'S MORE ACCUMULATIVE. 
          AND THEN WHEN YOU GET TO YOUR CBA, WHICH WE'RE TAKING THIS WEEK,
THIS IS OUR CBA WINDOW IS EVEN FEW MORE QUESTIONS THAN IT TYPICALLY INCLUDES A WRITING COMPONENT AS WELL. RIGHT. AND SO THAT'S REALLY THE CYCLE DAILY DOL'S EVERY THREE WEEK
CHECKPOINT EVERY ACTUALLY WE HAVE TWO CBA'S. 
          WE HAVE CYCLE ONE AND CYCLE TWO. AND WE HAVE A INTERIM TEST THAT'S PRETTY MUCH ALL
ENCOMPASSING BEFORE WE TAKE THE STAAR. 
          SO WE HAVE MULTIPLE DATA POINTS TO LOOK AT TO CLOSE GAPS FOR STUDENTS. 
          MISS SCHMIDT, COULD YOU COME UP? IS THIS IS THESE THE SAME TESTS THAT ARE ALSO GIVEN AT
THE ELEMENTARY LEVEL? YES, SIR. THEY ARE. THEY'RE JUST THE SAME. WE HAVE THE DAILY DOL'S. 
          WE HAVE THE THREE WEEK CHECKPOINTS ACROSS THE BOARD. 
          WE HAVE THE SAME SYSTEM. OKAY. AND THOSE RESULTS MISS JOYNER THEN GETS THOSE RESULTS. 
          IS THAT TRUE? AND HOW DOES THAT WORK. WITH THE DOL'S THEY ARE REAL TIME. 
          SO MANY TIMES YOU'LL SEE A TEACHER IN THE CLASSROOM WHO HAS THE COMPUTER UP. 
          AND AS SOON AS STUDENTS TAKE THE DOL, THEY GET THE STUDENT KNOWS THEY HAVE TRACKERS FOR
THOSE THINGS AND THEY'RE OWNING THEIR LEARNING WITH THOSE DOL'S. 
          AND SO IT GIVES A TEACHER A GREAT OPPORTUNITY TO VERY QUICKLY PROVIDE A SECOND TEACH OR
PULL A SMALL GROUP. 
          IN ELEMENTARY, WE HAVE THAT BUILT IN. SO IT'S REALLY A VALUABLE PIECE THAT WE'VE ADDED IN
THE LAST COUPLE OF YEARS. 
          AND AM I TO ASSUME THAT IS AT EVERY CAMPUS, NOT THE SPECIAL CAMPUSES WE'RE TALKING ABOUT
IN THIS TOPIC? WE HAVE IT FOR EVERY CAMPUS. EVERY CAMPUS. OKAY. 
          YES, SIR. A COUPLE QUESTIONS. GOING BACK TO THE TAP WHERE. 
          IS THIS MR. OLIPHANT. ANYBODY. STRATEGIC STAFFING AND INSTRUCTIONAL LEADERSHIP HAS A
STATEMENT THERE ABOUT MAINTAINING QUALIFIED TEACHERS IN ALL TESTED AREA CLASSROOMS AND ELIMINATE
VACANCIES. 
          DO WE HAVE ANY VACANCIES CURRENTLY AT BUSSEY AND SCHRADE IN THOSE AREAS? WE HAVE A FEW VACANCIES AT SCHRADE. WE DO NOT HAVE A VACANCY AT BUSSEY. 
          DO YOU HAVE AN IDEA ABOUT THE NUMBER? I CAN TELL YOU EXACTLY. 
          IT'S THREE. AND THEN I KNOW THAT THERE HAVE BEEN TALK ABOUT THE IMPORTANCE OF HAVING
EXPERIENCED TEACHERS. 
          [02:00:03]
DO YOU HAVE AN IDEA OF WHAT THE BREAKDOWN IS RELATIVELY SPEAKING,
FOR NEW TEACHERS VERSUS EXPERIENCED TEACHERS AT BUSSEY. 
          AND I DON'T HAVE THE EXACT PERCENTAGES. I CAN TELL YOU WORKING BACKWARDS,
SCHRADE HAS A NUMBER OF, HAS A NUMBER OF NEW TEACHERS ABOUT IN SPEAKING WITH PRINCIPAL RAMOS,
I THINK THERE ARE TWO TEACHERS THAT ARE NEW TO STAAR TESTED AREAS, WHICH MEANS MOST OF OUR TEACHERS ARE RETURNING,
BUT IT'S A LITTLE DIFFERENT SITUATION AT SCHRADE. 
          OKAY. AND I GOT TO IMAGINE THAT WITH THE NEWER TEACHERS,
WE ARE FIGURING OUT A WAY TO BUILD CAPACITY TO HELP THEM WITH MAKING SURE THAT THEY DELIVER TIER ONE INSTRUCTION. NOT SAYING THAT IT'S GOOD OR BAD OR ANYTHING LIKE THAT WITH
RESPECT TO HAVING NEW TEACHERS VERSUS EXPERIENCED TEACHERS. BUT IN THE CASE OF NEWER TEACHERS, WITH BUSSEY AND SCHRADE BEING THE CAMPUSES THAT THEY ARE,
WHAT ARE WE DOING TO ENSURE THAT WE'RE BUILDING THAT CAPACITY FOR THOSE TEACHERS? QUITE SIMPLY, WE SPEND MORE TIME WITH THEM. SO GOING BACK TO OUR INSTRUCTIONAL DRIVERS
TOOL AND OUR WALK THROUGH EXPECTATIONS OUR NEW TEACHERS ARE WHAT WE CONSIDER UNAWARE, WHICH MEANS THAT WE SEE THEM AT LEAST TWICE A WEEK. 
          OKAY. AS FAR AS, AND I WANT TO SAY AT LEAST DEPENDING ON THE SITUATION,
IT COULD BE MORE. 
          AND BASICALLY, AS IT AS IT GOES UP, YOU SEE THAT TEACHER LESS. 
          BUT WE KNOW THERE ARE NEW TEACHERS, WE KNOW THEY'RE STRUGGLING. SO WE HAVE A FORMULA WHERE
WE SPEND MORE TIME WITH THEM. 
          AND IT'S, PURPOSEFUL. WE'RE VERY DILIGENT ABOUT GIVING THEM CONCISE,
BITE SIZED FEEDBACK WHERE WE'RE NOT OVERWHELMING THEM. 
          WE WANT THEM TO COME TO WORK EACH AND EVERY DAY,
BUT WE'RE CLOSING GAPS AND WE'RE GIVING THEM ONE, MAYBE TWO THINGS TO WORK ON TO CLOSE THE GAP. 
          BUT WE'RE DOING IT ALL THE TIME BECAUSE THEY NEED IT. 
          WE ALL WERE FIRST YEAR TEACHERS. I CAN HEARKEN BACK TO ME IN 2007 AND ALL THE SUPPORT I
NEEDED. 
          SO ABSOLUTELY. THANK YOU. ANY OTHER QUESTIONS? ANYBODY ELSE? WE THANK YOU ALL VERY MUCH. AGAIN,
THIS WILL BE A PUBLIC HEARING THAT WE WILL HOLD IN THREE WEEKS. 
          AS MISS JOYNER SAID, OKAY, LET'S GO TO ITEM 4B 4. 
          CONSIDER APPROVAL OF MOU WITH UNT FOR A PARTNERSHIP TO OFFER A MASTER'S DEGREE PROGRAM IN
EDUCATIONAL LEADERSHIP. 
          MR. DOCTOR ARREOLA. GOOD EVENING, CHAIRPERSON GLICK,
DOCTOR LOPEZ, MEMBERS OF THE BOARD. 
          TODAY WE BRING TO YOU AN EXCITING OPPORTUNITY FOR OUR TEACHERS IN GARLAND ISD AS WE
CONTINUE TO STRIVE TO MEET ALL OF OUR BOARD GOALS. THIS PARTNERSHIP WITH UNT IS MEANT TO DEVELOP EXTRAORDINARY LEADERS TO LEAD OUR
CAMPUSES AND KEEP US AT THE TOP OF THE STATE. 
          WE CAN DO THIS WITHOUT THE PRESENTATION, BUT YOU MAY WANT TO SEE IT. 
          WE HAVE THE SLIDES. OKAY. WE DON'T HAVE SLIDES, BUT I KNOW IT. OKAY. SO OUR BOARD GOALS GIVE US CLEAR DIRECTION. 
          THE COMMON DENOMINATOR ACROSS ALL OF THOSE GOALS IS STRONG CAMPUS LEADERSHIP. 
          AND SO THIS OPPORTUNITY WITH UNT THE PURPOSE IS VERY STRAIGHTFORWARD. 
          WE WANT TO CONTINUE TO STRENGTHEN OUR LEADERSHIP PIPELINE. 
          THE GISD CONNECTION WITH UNT ALLOWS UNT TO COME IN AND HOST THEIR PROGRAM. 
          HERE IT IS. WE HAVE THE OPPORTUNITY TO TEACH IT WITH GISD STAFF THAT IS CREDENTIALED TO
TEACH IT, AND WE HAVE AN OPPORTUNITY TO TEACH IT HERE IN OUR GISD BUILDINGS. 
          AND THIS WOULD BE JUST FOR OUR GISD EMPLOYEES. 
          THE PROGRAM IS NO COST TO THE DISTRICT. IT'S EXTREMELY IMPORTANT FOR US THAT WE GET TO
TRAIN OUR LEADERS HERE IN GARLAND IN THE GARLAND ISD METHODS, THE GARLAND ISD STANDARD THAT WE'VE SHOWN THAT HAS LED THE STATE IN MANY WAYS. 
          THERE'S THREE THINGS TO HIGHLIGHT IN THIS PROGRAM. LIKE I SAID,
THIS IS A GISD PIPELINE, AN OPPORTUNITY FOR GISD EMPLOYEES TO PURSUE THEIR MASTER'S IN EDUCATIONAL LEADERSHIP AND THEIR PRINCIPAL CERTIFICATION. 
          THE GISD CONNECTED COHORT, LIKE I SAID, IS POTENTIAL FOR IN-PERSON CLASSES TAUGHT HERE IN
GISD BY CREDENTIALED GISD STAFF. 
          BUT THERE WILL ALSO BE AN ONLINE COMPONENT AS WELL. 
          AND WHILE THERE IS NO COST TO THE DISTRICT, THERE IS A COST TO THE EMPLOYEES. 
          TUITION COMES OUT. THAT'S THE ONE PART I DIDN'T MEMORIZE AT ABOUT $14,000. 
          SO IF APPROVED OUR PROGRAM, WE WOULD START MEETING WITH POTENTIAL EMPLOYEES AND UNT IN
NOVEMBER. 
          IN DECEMBER, WE WOULD START ACCEPTING APPLICATIONS AND WE WOULD BE READY TO KICK OFF IN
JANUARY. 
          ONCE AGAIN, THIS IS A LONG TERM CAPACITY BUILDING AS WE WORK TO MEET OUR BOARD GOALS. 
          AND TODAY, WE ALSO WANT TO ENSURE THAT WE ARE DEVELOPING PEOPLE WHO CAN SUSTAIN AND
ACCELERATE THAT WORK TOMORROW. 
          [02:05:04]
ANY QUESTIONS? JUST REAL QUICK, I WANT TO ASK YOU AGAIN,
YOU DID SAY THEY COULD DO THIS. 
          IT'S GOING TO BE ONLINE OR THEY HAVE TO GO TO THE CAMPUS ALSO. 
          SO THERE WILL BE ONLINE COMPONENTS OR THERE WILL BE COURSES TAUGHT HERE IN GARLAND ISD AT
OUR CAMPUSES BY GARLAND ISD. 
          SO THIS IS A PROGRAM BASICALLY THAT THE 303 THAT WE TALKED ABOUT EARLIER THAT ARE NON
CERTIFIED COULD GO INTO THIS PARTICULAR PROGRAM. 
          NO, THIS WOULD BE A DIFFERENT THIS WOULD BE DIFFERENT. DIFFERENT DEAL. THIS IS FOR THOSE
EMPLOYEES WHO WANT TO MOVE INTO CAMPUS ADMINISTRATION. 
          OH OKAY. VERY GOOD. THANK YOU. ANYBODY ELSE. JUST ONE QUICK QUESTION. 
          IT SAYS AT LEAST 50% OF THE COURSES MUST BE TAUGHT BY UNT FULL TIME FACULTY. 
          YES. SO THERE WILL BE COURSES THAT ARE TAUGHT HERE. 
          AND THERE WILL BE AN ONLINE COMPONENT THROUGH UNT. 
          ANY OTHER QUESTIONS? WE THANK YOU VERY MUCH. THANK YOU. 
          DOCTOR LOPEZ ANY NEED FOR AN EXECUTIVE SESSION? NO, SIR. OKAY. CHAIR WILL ENTERTAIN A MOTION FOR ADJOURNMENT. 
          [VI. Adjournment]
SO MOVED. WE ARE ADJOURNED AT 8:52.
* This transcript was compiled from uncorrected Closed Captioning.