Sep 14, 2023 Board Briefing

[00:00:02]

ALL RIGHT. GOOD AFTERNOON, EVERYONE.

I APOLOGIZE FOR THE DELAY IN THE START OF THE MEETING.

IT IS 12:13.

I'M CONVENING THIS MEETING.

WE HAVE A QUORUM AND THE MEETING HAS BEEN DULY POSTED.

I WANT TO WELCOME EVERYONE TO A BOARD BRIEFING, A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES, IF YOU WILL.

WILL YOU PLEASE STAND AND JOIN US FOR THE PLEDGE OF ALLEGIANCE?

[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING IN SIMULTANEOUSLY BY VIDEOCONFERENCE.

A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.

THEY HAVE DISTRICT ONE TRUSTEE EDWIN FLORES, DISTRICT TWO TRUSTEE SARAH WEINBERG.

DISTRICT THREE TRUSTEE DAN MITCHELL IS JOINING US VIRTUALLY.

DISTRICT FOUR TRUSTEE CAMILLE WHITE, DISTRICT FIVE TRUSTEE.

MAXIE JOHNSON, DISTRICT SIX TRUSTEE.

JOYCE FOREMAN, DISTRICT SEVEN TRUSTEE BEN MCKEE IS JOINING US VIRTUALLY.

MR. GAY TRUSTEE ZHOUKOUDIAN, OUR SUPERINTENDENT OF SCHOOLS, DR.

STEPHANIE LOZADA, JOINS US.

AND I'M JUSTIN HENRY, BOARD PRESIDENT.

THIS MEETING IS GOING TO BE SIMULTANEOUSLY SHOWN IN SPANISH ON SOCIAL MEDIA THROUGH DALLAS ISD, IN ESPANOL AND ON FACEBOOK THROUGH THE DISTRICT'S WEBSITE.

TRUSTEE FLORES, IF YOU DON'T MIND? [SPANISH].

THANK YOU. TRUSTEE FLORES.

I DON'T SEE ANY ELECTED OFFICIALS IN THE ROOM.

OUR AGENDA NOW CALLS FOR PUBLIC FORUM SEGMENT OF OUR MEETING.

HOWEVER, I WAS INFORMED THAT WE DO NOT HAVE ANYONE SIGNED UP TO SPEAK.

THE BOARD DOES HAVE CLOSED SESSION ITEMS TODAY.

[5. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]

THE PUBLIC PORTION OF THE MEETING WILL BE RESUMED.

AFTER CLOSED SESSION, THE BOARD WILL RETIRE THE CLOSED SESSION PURSUANT TO THE TEXAS GOVERNMENT CODE, SECTION 551 CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING, BUT NOT LIMITED TO THE FOLLOWING TEXAS GOVERNMENT CODE.

SECTION 551.071 FOR PRIVATE CONSULTATION WITH THIS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION, OR ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER.

SECTION 551.072 DELIBERATE THE PURCHASE EXCHANGE, LEASE SALE OR VALUE OF REAL PROPERTY.

SECTION 551.074 TO DELIBERATE THE APPOINTMENT EMPLOYMENT EVALUATION REASSIGNMENT.

BUT WE'RE NOT DOING THAT ONE. SO SCRATCH C AND D551.129 TO CONSULT WITH THE ATTORNEYS BY USE OF TELEPHONE CONFERENCE CALL, VIDEO CONFERENCE, CALL OR COMMUNICATIONS OVER THE INTERNET IN AN OPEN MEETING, IN A CLOSED SESSION.

THE TIME IS NOW.

12:16 P.M.

AND WE ARE IN CLOSED SESSION.

TIME IS 2:14 P.M.

AND WE ARE BACK IN OPEN SESSION.

THE BOARD TOOK NO ACTION IN CLOSED SESSION.

WE HAVE A CALL BOARD MEETING THAT WAS POSTED FOR 2:00 PM.

I'M GOING TO RECESS THIS MEETING AND THEN CALL THE BOARD MEETING AND WE'RE GOING TO FINISH THAT BOARD MEETING, THEN COME BACK TO OUR NORMALLY SCHEDULED BOARD BRIEFING.

SO, IT'S CURRENTLY 214 AND THE BOARD IS GOING TO GO TO RECESS ON THE BOARD BRIEFING MEETING.

ALL RIGHT. TRUSTEES, THE TIME IS NOW.

4:08 P.M.

WE'RE GOING TO RECONVENE OUR BOARD BRIEFING MEETING.

WHERE DO WE END? WE'RE GOING TO BEGIN WITH OUR INFORMATION AND REPORTS, THE SUPERINTENDENTS REPORTS ON ACADEMIC ACHIEVEMENT.

[7. INFORMATION/REPORTS]

DR. LOZANO, THANK YOU.

LET ME QUICKLY GET TO OUR HIGHLIGHTS.

NORMALLY WE DO THESE AT OUR EVENING BOARD MEETINGS, BUT THIS WAS TOO IMPORTANT AND TOO TIMELY.

SO WE DID INCLUDE THIS IN YOUR BOARD UPDATE, BUT JUST TO SPEND A COUPLE OF MINUTES FROM LEFT TO RIGHT, THE SCHOOL YEARS AND THEIR TESTING ARE LISTED WITH THE GOLD AND BROWN INDICATING APPROACHES AND ABOVE.

THIS FIRST SLIDE IS THREE THROUGH EIGHT READING.

THE GREENS INDICATE MEETS AND ABOVE.

LEFT TO RIGHT AGAIN STARTS WITH 2019.

THERE ISN'T A BAR FOR 2020.

THAT'S THE COVID YEAR WHERE THERE WAS NO TESTING.

AND THEN OF COURSE, 21, 22 AND 23.

WHAT I'D LIKE TO FIRST POINT OUT IS THIS IS A SLIDE THAT FOCUSES ON BOARD GOALS WITH AND AREAS OF FOCUS, WHICH INCLUDES

[00:05:09]

AND WE ALWAYS WANT TO ADD ECONOMICALLY DISADVANTAGED.

THIS IS A COMPARISON TO THOSE EXACT SAME STUDENT GROUPS AT THE STATE LEVEL.

I'D LIKE TO REMIND EVERYONE THAT THE STATE IS APPROXIMATELY 60% ECONOMICALLY DISADVANTAGED, WHEREAS DALLAS ISD IS MORE LIKE 88% ECONOMICALLY DISADVANTAGED.

SO THE PURPOSE OF THIS IS TO IN FACT PROVIDE INFORMATION ON WHETHER WE ARE OR ARE NOT CLOSING THE GAP WITH THE STATE.

BECAUSE WHILE WE HAVE SEEN IMPROVEMENT, IF OUR IMPROVEMENT IS NOT AT A FASTER RATE THAN THE STATE, THEN WE ARE NOT MAKING GAINS ACROSS THE BOARD. SO WITH THREE THROUGH EIGHT READING, ALL STUDENTS AT THE APPROACHES IS NOW AT 71% APPROACHES AND ABOVE.

FOR DALLAS ISD, WE ARE NOW ABOVE PRE-PANDEMIC LEVELS IN THREE THROUGH EIGHT READING THE STATE IS AT 78%.

WE HAVE NARROWED THE GAP TO SEVEN WITHIN SEVEN POINTS OF THE STATE.

ALL STUDENT GROUP AT THE GOLD AT THE GOLD STANDARD OF MEETS, WHICH IS ABSOLUTELY ON GRADE LEVEL OR ABOVE. WE HAD AN IMPROVEMENT TO 45% OF OUR STUDENTS GRADES THREE THROUGH EIGHT.

READING ON GRADE LEVEL OR ABOVE THE STATE WAS AT 51.

WE HAVE CLOSED THAT GAP.

BY ALMOST 33% BECAUSE WE NOW HAVE ONLY A SIX POINT GAP.

AFRICAN AMERICAN STUDENTS.

WE ALSO SAW ACCELERATED GROWTH.

WE ARE AT 67% AT THE APPROACHES AND ABOVE.

THE STATE IS AT 70.

THAT IS THE SMALLEST GAP WE'VE SEEN WITH OUR AFRICAN AMERICAN STUDENT PERFORMANCE COMPARED TO THE STATE.

AFRICAN AMERICAN STUDENT GROUP.

AND AT THE GOLD STANDARD OF MEETS WE HAD IMPROVEMENT TO 37.

THE STATE STAYED FLAT AT 40.

SO, THEREFORE WE NOW HAVE CLOSED IN ON THAT GAP BY THREE POINTS IN EMERGENT BILINGUALS AND ENGLISH LEARNERS.

65% OF THE STATE.

YOU'LL NOTICE THAT THAT NUMBER, THE BLUE IS NOW WITHIN THAT BAR GRAPH.

DALLAS ISD'S NUMBER IS ABOVE, AND THAT'S A 67 BECAUSE IN THIS CASE, DALLAS ISD, EMERGENT BILINGUAL ENGLISH LEARNERS ARE OUTPERFORMING THE SAME GROUP.

AT THE STATE LEVEL, AT THE GOLD STANDARD OF MEETS, WE'RE AT 36% OF OUR EMERGENT BILINGUALS.

ENGLISH LEARNERS.

AND THAT'S THE STATE EXCUSE ME IS AT 36%.

DALLAS ISD IS AT 40.

ONCE AGAIN, WE ARE OUTPERFORMING THE STATE WITH THE OVERLAP OF STUDENTS JUST BASED ON ECONOMICALLY DISADVANTAGED.

WE ARE CLOSING THE GAP WITH THE STATE.

WE ARE NOW TWO POINTS AWAY FROM THE STATE IN THREE THROUGH EIGHT READING AND ACTUALLY IN THE GOLD STANDARD, WE ARE ACTUALLY ABOVE THE STATE PERFORMANCE NOW BY ONE.

WHILE WE ARE NOT READY TO TAKE A VICTORY LAP.

WE ABSOLUTELY HAVE MUCH TO CELEBRATE FOR THE WORK THAT OUR STUDENTS, PARENTS, TEACHERS, SUPPORTIVE STAFF, PARTNERS, PRINCIPALS AND CENTRAL MEMBERS WHO SUPPORT FROM THE BUS DRIVERS TO THE CUSTODIANS TO OUR CAFETERIA SUPPORT STAFF.

SAME COMPARISON THREE THROUGH EIGHT MATH 71% FOR DALLAS ISD, 72 FOR THE STATE WERE 1.8.

GOLD STANDARD WERE NOW ONLY TWO POINTS AWAY FROM THE STATE.

AFRICAN AMERICAN STUDENTS.

I WANT TO TAKE A MOMENT AND PAUSE.

IN MATHEMATICS.

WHILE WE STILL HAVE MUCH WORK TO DO WHEN WE COMPARE AFRICAN AMERICAN STUDENTS FROM DALLAS ISD TO AFRICAN AMERICAN STUDENTS ACROSS THE STATE FOR THE FIRST TIME, OUR AFRICAN AMERICAN STUDENTS ARE NOW OUTPERFORMING THE STATE AT THE APPROACHES AND ABOVE AND ABSOLUTELY AT THE GOLD STANDARD. EMERGENT BILINGUAL ENGLISH LEARNERS WERE PERFORMING ABOVE THE STATE LEVEL IN THREE THROUGH EIGHT MATH AND IN ECONOMICALLY DISADVANTAGED.

WE CONTINUE TO OUTPERFORM THE STATE IN BOTH APPROACHES AND AT THE GOLD STANDARD OF MEETS.

PULLING THOSE SPECIFICALLY AND ASKING, WELL THEN HOW DOES DALLAS ISD COMPARE TO SCHOOL DISTRICTS THAT ARE AT LEAST SIMILAR IN SOME WAY BY BEING A NAMESAKE CITY AND URBAN IN NATURE? UM, DIFFERENT COMPARISONS, PROBABLY.

FORT WORTH, HOUSTON AND SAN ANTONIO ARE THE MOST SIMILAR IN TERMS OF ECONOMIC DIVERSITY, WITH AUSTIN BEING THE LEAST

[00:10:09]

WITH REGARD TO ECONOMICS, THAT IS ESSENTIALLY A 50% ECONOMICALLY DISADVANTAGED, 50% NON ECONOMICALLY DISADVANTAGED.

HOWEVER, WE THOUGHT IT WAS IMPORTANT TO CONTINUE TO HAVE HIGH STANDARDS OF COMPARISON.

SO AT THREE THROUGH EIGHT APPROACHES, WHAT I WOULD LIKE EVERYONE TO JUST KIND OF GARNER FOR JUST A SECOND IS AUSTIN LOST GROUND.

EL PASO STAYED THE SAME.

FORT WORTH LOST GROUND, HOUSTON LOST GROUND.

AND SAN ANTONIO, WHO HAD THE LOWEST PERFORMANCE TO BEGIN WITH, HAD AN INCREASE OF 0.1 OF PLUS ONE.

DALLAS ISD HAD AN INCREASE OF PLUS TWO.

SO WE ARE CLOSING IN ON EVEN A SCHOOL DISTRICT LIKE AUSTIN ISD THAT DOES NOT LOOK ANYTHING LIKE US, AND THAT IS AGAIN THE WORK OF OUR TEACHERS, OUR PRINCIPALS, PARTNERS, PARENTS, STUDENTS AND ALL OF THE SUPPORT STAFF AT THE GOLD STANDARD THREE THROUGH EIGHT READING ONCE AGAIN, JUST IN CASE ANYONE IS LIKE, WELL, MAYBE YOU'RE GETTING STUDENTS TO PASS, BUT YOU'RE NOT GETTING THEM ON GRADE LEVEL.

WELL, WE HAD AN INCREASE OF PLUS TWO, AND I WOULD JUST LIKE TO HIGHLIGHT THAT AT THE GOLD STANDARD, EVERY OTHER DISTRICT, EVERY OTHER URBAN DISTRICT HAD A DECLINE.

ONLY DALLAS ISD HAD AN INCREASE.

AND THIS IS AGAIN AT THE MEETS LEVEL THREE THROUGH EIGHT READING.

AND THE LAST TWO SLIDES, SIMILAR COMPARISONS, BUT IN THE THREE THROUGH EIGHT MATH, I THINK IT IS VERY IMPORTANT TO NOTE THAT THE LARGEST GAIN WAS IN DALLAS ISD AT A PLUS SIX AND IN FACT.

WE OUTPERFORM AUSTIN, EL PASO.

FORT WORTH.

HOUSTON. SAN ANTONIO.

NOT THAT WE'RE COMPETITIVE, BUT JUST THOUGHT WE WOULD GO AHEAD AND PUT THAT UP THERE BECAUSE I KNOW THIS BOARD IS DEFINITELY NOT COMPETITIVE AT ALL.

AND AT THE MEETS THE GOLD STANDARD, WE ARE ONLY TRAILING AUSTIN ISD AND ONLY BY TWO POINTS.

I ANTICIPATE SHOWING THIS VERY SLIDE AGAIN NEXT YEAR WITH THE DALLAS ISD BEING THE HIGHEST PERFORMING IN ALL OF THESE SLIDES.

AND WHILE I COULD TALK ABOUT ALL OF THESE COMPARISONS OVER AND OVER AGAIN, WE'RE ALSO GOING TO BE TALKING ABOUT SOME GOAL MONITORING AND I'LL ALLOW OUR TEAM TO DO THAT.

THAT IS MY SUPERINTENDENT'S REPORT FOR TODAY, AND I WOULD LIKE US TO TAKE A MOMENT, IF WE COULD, TO GIVE OUR TEACHERS, OUR PARENTS, OUR STUDENTS, OUR PRINCIPALS A ROUND OF APPLAUSE FOR THE WORK THAT THEY HAVE DONE.

THANK YOU TO EVERY MEMBER THAT IS DALLAS ISD.

AND I AM SO THANKFUL THAT JUST AS OUR STUDENTS GET TO CHOOSE WHERE THEY ATTEND SCHOOL, SO TOO DO OUR TEAM MEMBERS GET TO CHOOSE WHERE THEY WORK.

AND I'M THANKFUL THAT THEY CHOOSE DALLAS ISD.

AND GOOD AFTERNOON.

WE ARE HERE TO SHARE WITH YOU THE STUDENT OUTCOME GOAL PROGRESS MEASURES FOR GOALS TWO, THREE AND FIVE.

AND TODAY WE'LL TALK ABOUT THE END OF STAAR RESULTS FOR THOSE PARTICULAR GOALS.

SO, IN THE EXECUTIVE SUMMARY, WE CAN SEE THAT OUR GOAL IS TO GET TO PERFORMANCE MEETS PERFORMANCE LEVEL AT 56 FOR OUR THIRD-GRADE STUDENTS BY JUNE 2025.

AND WE'RE HAPPY TO SAY THAT WE'RE ON TRACK FOR THIS PARTICULAR GOAL.

WE GREW BY ONE PERCENTAGE POINT, AND WE'VE SEEN GROWTH IN ALL STUDENT GROUPS.

AND AGAIN, FOR STUDENT OUTCOME, GOAL THREE IN MATHEMATICS, OUR GOAL IS TO GET TO 56% OF OUR STUDENTS PERFORMING AT THE MEETS LEVEL BY JUNE 2025.

AND WHILE WE DID HAVE SOME GROWTH AND WE GREW BY THREE PERCENTAGE POINTS, WE AND WE SAW GROWTH IN ALL STUDENT GROUPS, WE FELL JUST SHORT OF THE PARTICULAR GOAL.

AND GOOD AFTERNOON AS WELL.

AS WE TURN TO GOAL FIVE AND THE TWO GPMS IN THE EXECUTIVE SUMMARY, THERE HAS BEEN GOOD PROGRESS HERE AS WELL.

THE GOAL FOR 2025 STUDENT OUTCOME GOAL IS 67%.

GOAL FIVE MEASURES THE PERCENT OF SENIORS, COLLEGE CAREER OR MILITARY READY.

WE ARE ON TRACK TO MEET THE GOAL AND IT HAS BEEN IN THE WE HAVE INCREASED 7.5 PERCENTAGE POINTS SINCE THE PREVIOUS YEAR FOR GPM 5.1. IT MEASURES SUCCESS OF GRADUATES IN THE BEING A TSA MET.

[00:15:06]

THAT'S THE ASSESSMENT STUDENTS TAKE TO DEMONSTRATE COLLEGE READINESS THROUGH SAT ACT OR TSA.

AND IN ADDITION, THIS YEAR, THE COLLEGE PREP COURSE IS ANOTHER TOOL THAT WE UTILIZE FOR OUR STUDENTS TO DEMONSTRATE THAT WE ARE PROGRESSING WITH 5.1.

BUT YOU WILL SEE IN SUBSEQUENT SLIDES THAT WE'VE MADE SIGNIFICANT PROGRESS TOWARDS THE 2025 TARGET AND FOR GPA 5.1, IT MEASURES THE PERCENT OF GRADUATES OBTAINING AN INDUSTRY-BASED CERTIFICATION.

AND AS YOU ARE AWARE, THE RULES HAVE CHANGED YEAR OVER YEAR FOR OUR STUDENTS TO ACHIEVE SUCH CERTIFICATIONS.

BUT WE ARE PREPARED TO MEET THAT LEVEL OF RIGOR.

AND THERE WAS A 19.1% INCREASE YEAR OVER YEAR FOR THE IBC ATTAINMENT.

AND I'LL TURN IT BACK TO CHIEF HEWITT.

OKAY, THANK YOU. AND SO WHEN WE GO BACK TO GOAL TWO, WE CAN SEE THAT OUR ACTUAL FOR 2022 WAS A 39.6 AND OUR TARGET FOR THE 2022, 2023 SCHOOL YEAR WAS 41.

AS YOU CAN SEE, WE HIT OUR TARGET AND OUR ACTUAL WAS A 41.

WE IF YOU GO BELOW TO THE TABLE WITH ME, WE CAN SEE THAT IN ALL OF OUR STUDENT GROUPS, WE SAW AN INCREASE IN PERFORMANCE WITH OUR AFRICAN AMERICAN STUDENTS CLOSING THE GAP TO ALL STUDENTS AND WITH OUR EMERGENT BILINGUAL STUDENTS THAT NOT MOVING THE GAP MEASURE AND REMAINING FLAT. AND SO, WE DO KNOW WE STILL HAVE SOME WORK TO DO, BUT OVERALL, WE ARE WE ARE ON TRACK WITH THIS PARTICULAR GOAL.

WHAT WE WANTED TO DO HERE WAS TO ALSO SHARE AND ILLUSTRATE SOME OF THE CHALLENGES THAT WE SAW WITH THE CHANGE FROM THE 2022-2023 STAAR ASSESSMENT.

I'M GOING TO JUST DO A COUPLE OF ILLUSTRATIONS USING UTILIZING LITERACY.

IF YOU WOULD GO WITH ME TO THE 2022 STAR STAR IN THE UPPER LEFT HAND CORNER, YOU CAN SEE THAT THIS IS A QUESTION.

NOW WE'RE NOT GOING TO READ THE PASSAGE, BUT I THINK YOU'LL BE ABLE TO KIND OF FOLLOW THE FOLLOW ALONG WITH ME ON THE QUESTION.

WE CAN SEE THAT THE QUESTION IS ASKING STUDENTS, WHAT SHOWS THAT THE MOTHER SQUIRREL IS KIND AND THE THE ASSESSMENT TELLS THE STUDENT TO GO TO ONE OF SEVERAL LINES TO FIGURE OUT WHAT OF THESE ACTIONS IS INDICATING THAT THE MOTHER SQUIRREL IS KIND.

AND EVEN WITHOUT THE READING OF THE PASSAGE, I THINK ONE CAN INFER THAT IT'S BECAUSE SHE GENTLY TUCKS HER BABY IN A CORNER COMPARED TO ALL OF THE OTHER ANSWER TYPES.

IF WE GO DOWN TO THE NEXT STAR ANSWER TYPE, WE CAN ALSO SEE THAT THEY'RE ASKING THE STUDENT, WHAT'S THE CENTRAL IDEA OF A PARTICULAR PASSAGE? AND IT GIVES EXAMPLES, AND THEN THE STUDENT IS ABLE TO SEE THAT, YOU KNOW, BASED OFF OF ALL OF THE INFORMATION, THAT IT'S BECAUSE THIS GROUP WORKS TO TAKE CARE OF THE OCEANS. WHAT WE'RE ABLE TO SEE IS KIND OF OUR LOWEST LEVEL OF BLOOM'S.

AND IF YOU REMEMBER BLOOM'S TAXONOMY, WE HAD LIKE UNDERSTANDING AND IDENTIFICATION, REMEMBERING, RECALL.

THAT'S KIND OF THE LOWEST LEVEL OF COGNITIVE DEMAND.

AND THEN IF YOU WERE TO GO UP ON BLOOM'S, YOU'D SEE THINGS LIKE ANALYZING AND EVALUATING AND CREATING.

AND SO, LET'S GO ON TO THE 2023 STAAR TO LOOK AT THESE ANSWER TYPES.

THE FIRST THING THAT WE NOTICED IS THAT THIS PARTICULAR QUESTION IN THE MIDDLE HAS TWO PARTS.

AND SO IF A STUDENT, IF THE STUDENT HAS ONE PART OF THE ANSWER INCORRECT, THEN THEY WILL STRUGGLE TO GET THE ENTIRE ANSWER CORRECT.

THEY WILL ALL BE INCORRECT.

SO HERE, THE FIRST THING THAT WE SEE IS IT SAYS WHAT BEST DESCRIBES MOMS AND DADS RELATIONSHIP WITH THEIR CHILDREN.

AND SO THE STUDENT HAS TO GO INTO THE PASSAGE AND LOOK AT ALL OF THE EVIDENCE TO DETERMINE WHAT BEST DESCRIBES THE RELATIONSHIP.

AND IT'S BECAUSE THEY'RE HAPPY WITH WHAT THEIR KIDS DO.

AND THEY HAVE TO FIND SUPPORTING SENTENCES TO TO SUPPORT THAT PARTICULAR ANSWER.

THEN THEY HAVE TO USE THAT ANSWER TO THEN GO DOWN TO PART B TO UNDERSTAND THAT BECAUSE THE STUDENT, THE PARENTS HAVE A COLLECTION OF WORK ON A REFRIGERATOR THAT THE STUDENT THE PARENTS HAVE PRIDE IN THEIR KIDS IN THAT COLLECTION OF PRIDE IS WHAT SUPPORTS ANSWER A AND SO THERE ARE A COUPLE OF DIFFERENT STEPS THAT A STUDENT HAS TO TAKE TO GET THIS PARTICULAR ANSWER CORRECTLY.

SO HERE THEY'RE REALLY LOOKING AT AN ANALYSIS OF A PASSAGE RATHER THAN JUST GOING INTO A PASSAGE AND IDENTIFYING A LINE THAT SUPPORTS SOMETHING.

THEN FURTHER TO THE RIGHT, WE CAN SEE IN THIS LITERACY, THIS PARTICULAR ANSWER TYPE, THE STUDENT HAS TO READ TWO DIFFERENT TYPES OF PASSAGES FOR INFORMATION AROUND RECYCLING.

THEN AFTER THEY READ THE PASSAGES, THEY NEED TO EXPLAIN THEIR OPINION ABOUT WHY PEOPLE SHOULD BE REWARDED FOR RECYCLING OR NOT REWARDED BASED OFF OF THE TWO PASSAGES THAT THEY READ.

SO THE STUDENT HAS TO AT THE THIRD GRADE AND WE'RE GOING TO REMIND EVERYONE, THIS IS THIRD GRADE, READ THESE TWO DIFFERENT TYPES OF PASSAGES.

[00:20:04]

THEY NEED TO ORGANIZE THEIR IDEAS, AND THEN THEY NEED TO USE TEXT EVIDENCE FROM THOSE PASSAGES TO HELP SUPPORT THEIR THEIR ARGUMENT BECAUSE THIS IS AN ARGUMENTATIVE ESSAY.

AND THEN THEY NEED TO MAKE SURE THAT THEY'RE USING ALL THE WRITING CONVENTIONS AND GET THAT RIGHT IN ORDER TO GET THIS EXTENDED CORRECTED RESPONSE CORRECT.

AND SO, WE KNOW THAT OUR STUDENTS STRUGGLED IN THE EXTENDED WRITING RESPONSES IN THIS PAST YEAR'S STAAR TEST.

AND WE KNOW THAT THERE ARE SOME ADJUSTMENTS THAT WE'RE MAKING TO ENSURE THAT WE DON'T HAVE THOSE OBSTACLES IN THE FUTURE.

SO, IF YOU GO ON TO THE NEXT SLIDE, LET'S STAY THERE FOR JUST A MOMENT, BECAUSE I DO WANT TO MAKE THE POINT ON THAT PARTICULAR SLIDE THAT WHILE THE STANDARD THAT'S BEING ASSESSED MAY BE THE SAME, THE METHOD IN WHICH IT'S BEING ASSESSED IS VERY DIFFERENT.

SO ABSOLUTELY.

THE LEVEL OF DIFFICULTY IN LARGE PART IS DETERMINED BY THE WAY IN WHICH THE QUESTION IS ASKED.

AND SO.

WE ARE NOT AT ALL SHYING AWAY FROM THE FACT THAT WE KNOW WHAT OUR STUDENTS NEED TO BE ABLE TO DO.

HOWEVER, THE WAY IN WHICH IT'S ASSESSED MEANS WE ALSO NEED TO PROVIDE THE LEVEL OF INSTRUCTION WILL DETERMINE THE LEVEL OF SUCCESS ON ASSESSMENT. SO, IF OUR LEVEL OF INSTRUCTION WAS MATCHING THE PREVIOUS LEVEL OF ASSESSMENT.

WE NOW HAVE A DIFFERENT LEVEL OF ASSESSMENT.

WE HAVE TO HAVE OUR INSTRUCTION MATCHING NOW.

WE HAVE MADE THE PIVOTS, WE HAVE MADE THE ADJUSTMENTS AND WE FEEL CONFIDENT WITH THAT.

BUT WE ALSO THOUGHT IT WOULD BE IMPORTANT FOR YOU TO HAVE AT LEAST SOME EXAMPLES, REAL WORLD EXAMPLES OF HOW THAT TEST CHANGED IN THE WAY IN WHICH OUR STUDENTS NEEDED TO RESPOND.

FURTHERMORE, IF THE STUDENTS GOT THAT PART A INCORRECT.

THEN PART B IS GOING TO BE INCORRECT.

AND CONVERSELY, EVEN IF THEY GOT PART A CORRECT, IF THEY DON'T GET PART B CORRECT, IT'S WRONG.

SO, THEY DON'T GET PARTIAL CREDIT.

IT IS EITHER YOU GOT BOTH OF THEM CORRECT AND YOU GET IT RIGHT OR YOU GOT IT WRONG.

SO THOSE ARE ALL NUANCES THAT PLAY AN IMPORTANT ROLE FOR A THIRD GRADER.

AND WE HAVE TO CONTINUE TO MAKE ADJUSTMENTS.

AND WE ARE WE ABSOLUTELY AGREE THAT THIS IS THE LEVEL THAT OUR STUDENTS NEED TO BE ABLE TO RESPOND TO.

AND WE JUST WANT TO MAKE SURE THAT YOU ALL DO UNDERSTAND THAT.

WHEN I TALK ABOUT THE INCREASES THAT OUR STUDENTS HAD ON STAAR.

THAT INCLUDES THE FACT THAT THEY WERE BEING TESTED AT THIS LEVEL OF DIFFICULTY.

AND WE STILL HAD TEACHERS, PARENTS, STUDENTS THAT WERE ABLE TO SEE INCREASES.

THANK YOU. AND SO WE KNOW MANY OF THE INPUTS THAT WE HAD LAST YEAR.

AND SO I'M JUST GOING TO KIND OF GO BACK AND FORTH.

BUT WE WE STARTED WITH OUR HB 3 READING ACADEMIES WE'D HAD FOR A NUMBER OF YEARS, AND WE CONTINUED TO SUPPORT OUR TEACHERS AND OUR CAMPUSES, STUDENTS WITH THOSE HB THREE READING ACADEMIES.

IT'S HAD AN IMPACT ON 3300 KIDS.

LAST YEAR WE ALSO PILOTED OUR HIGHLY, HIGHLY QUALIFIED CURRICULUM AND INSTRUCTIONAL MATERIALS.

SO, WE KNOW WE TOOK THAT PILOT FROM ABOUT 20 SCHOOLS TO ABOUT 70 OR 80 SCHOOLS LAST YEAR, AND NOW WE'RE SCALING THAT DISTRICT WIDE FOR THIS YEAR.

WE ALSO SAW THE SCALING IN THE PILOT.

WE CONTINUED TO PILOT LAST YEAR OUR INTERVENTIONISTS AND OUR EARLY LEARNING SPECIALISTS IN THE CLASSROOMS. IN ADDITION TO THAT, WE RECRUITED SOME SUBS IN THIRD GRADE CLASSROOMS TO HELP WITH READING INSTRUCTION.

AND SO AGAIN, WE SEE WE'RE CONTINUING TO, YOU KNOW, BET ON THOSE THINGS THAT GAVE US THE MOST OUTCOMES.

AND SO WE SEE THAT SCALING OF OUR DEMO TEACHERS, OUR NEW DEMO TEACHERS THIS YEAR IN OUR READING INTERVENTIONIST AND EARLY LEARNING SPECIALIST, DISTRICT WIDE TO A COUPLE OF THINGS THAT I JUST WANT TO POINT OUT IS THAT WE WERE ALSO REALLY INTENTIONAL WITH OUR STAFFING RATIOS THIS YEAR, AND WE REALLY WANTED TO MAKE SURE THAT WE FOCUSED ON STUDENTS GETTING ON GRADE LEVEL.

AND SO WE ADDED STUDENT FTES OR TEACHER UNITS ABOVE FORMULA TO ENSURE THAT WE DID NOT HAVE SPLIT LEVEL CLASSROOMS. AND SO SOMETIMES, YOU KNOW, WE'LL PUT 11, LET'S SAY, SECOND GRADERS AND EIGHT THIRD GRADERS IN THE CLASSROOM BECAUSE IT'S LIKE ONE TEACHER UNIT.

BUT WE WENT AHEAD AND WE INTENTIONALLY SPLIT THEM THIS YEAR WHERE WE COULD IN ORDER TO FOCUS ON, YOU KNOW, THEM HAVING AN OPPORTUNITY TO FUNDAMENTALLY FOCUS ON READING.

WE ALSO CHANGED OUR STAFFING.

WE IMPLEMENTED, PARDON ME, A NEW INSTRUCTIONAL DESIGN AND A DELIVERY MODEL FOR OUR BILINGUAL AND ESL TEACHER PAIRS.

SO WE'VE PAIRED THEM TOGETHER TO ENSURE TWO THINGS.

ONE, THAT WE DIDN'T HAVE THE BILINGUAL VACANCIES THAT WE OFTEN START THE SCHOOL YEAR WITH AND CAN LAST FOR MONTHS, AND ALSO TO ENSURE THAT THERE WAS FIDELITY TO OUR DUAL LANGUAGE

[00:25:05]

AND THEN AND OBVIOUSLY BASED ON THE LAST SLIDE, YOU CAN SEE THAT WE DEFINITELY HAVE AN INTENTIONAL FOCUS AROUND WRITING INSTRUCTION AND DELIVERING, WHICH IS EVIDENT THROUGHOUT OUR ENTIRE CURRICULUM.

ON THE NEXT SLIDE, WE'RE FOCUSING ON GOAL OUTCOME THREE.

AND THIS IS MATHEMATICS.

OUR STUDENTS, OUR THIRD GRADE STUDENTS THAT MEETS.

AS YOU CAN SEE, OUR ACTUAL FOR 2021-2022 WAS A 37.

AND OUR ACTUAL AND OUR TARGET FOR THIS YEAR WAS A 42.

WE FELL JUST SHY OF THAT TARGET AT 40.

AND SO THIS INDICATOR IS PROGRESSING WELL.

IF YOU GO DOWN TO THE TABLE WITH ME, YOU CAN SEE THAT WE HAD INCREASES IN PERFORMANCE IN ALL OF OUR STUDENT GROUPS AND WE CLOSED THE GAP IN PERFORMANCE BETWEEN OUR AFRICAN AMERICAN STUDENTS AND ALL STUDENTS.

YET WE HAD A SLIGHT SLIDE FOR OUR EMERGENT BILINGUAL STUDENTS IN ALL STUDENTS.

AND SO WE ARE INDICATING THIS AS A PROGRESSING.

AND WE CAN GO ON TO THE NEXT SLIDE.

I WON'T BELABOR THE POINT AND I THINK OUR SUPERINTENDENT JUST POINTED IT OUT IN THE LAST SLIDE.

BUT HERE IS AN EXAMPLE AGAIN OF AN OF A STUDENT EXPECTATION, SIMILAR STUDENT EXPECTATION, AND IT'S TESTED IN DIFFERENT WAYS.

AND SO HERE THE STUDENT IS ABLE TO USE THEIR MATHEMATIC CONVENTIONS.

AND HERE IN THIS TWO PART QUESTION ON THE 2023 STAR, IF THE STUDENT IS DOING THE SAME THING, BUT THEY'VE GOT TO GET BOTH PARTS OF THE QUESTION CORRECT.

AND SO THEN AGAIN, THE WAY THAT THEY ENGAGE IN THE ASSESSMENT IS DIFFERENT, WHICH ALSO IMPACTED OUTCOMES.

AND WHAT WE SAW REALLY IN OUR MATHEMATICS IS IT WASN'T JUST THAT THE ENGAGEMENT OF THE ASSESSMENT, BUT WE ALSO, AS WE ANALYZE THE RESULTS, TO STILL CONTINUE TO SEE GAPS FROM STUDENTS IN THEIR COGNITIVE DEVELOPMENT AROUND MATHEMATICS, PARDON ME, THEIR CONCEPTUAL DEVELOPMENT AROUND MATHEMATICS. AND SO OUR INPUTS FOR 2022, 2023, AGAIN, WE STARTED THAT PILOT WITH OUR HIGH QUALITY MATH INSTRUCTIONAL RESOURCES.

AND THEN THIS YEAR OUR STRATEGIC ADJUSTMENT IS NOT JUST TO SCALE THAT INSTRUCTIONAL RESOURCE BUT ACROSS THE DISTRICT, BUT ALSO TO REALLY FOCUS ON HOW THAT DELIVERY METHOD, RIGHT? ARE WE GOING FROM CONCRETE TO SEMI CONCRETE TO SEMI-ABSTRACT TO ABSTRACT IN THE INSTRUCTION AND THE MATHEMATICS INSTRUCTION? AND SO THAT'S REALLY A HEAVY FOCUS ON HOW WE NOT ONLY WHAT WE'RE USING, BUT HOW WE'RE DELIVERING IT.

AGAIN, WE SEE THE INPUTS BEING THE EARLY LEARNING SPECIALISTS AND ALSO OUR ACROSS THE DISTRICT.

AND THEN ON THE STRATEGIC ADJUSTMENT, WHAT WE'RE DOING IS WE'RE MAKING SURE THAT IN TIER ONE AND TIER TWO CURRICULUM THAT WE'RE SUPPORTING THOSE CONCEPTUAL GAPS WITH A LOT OF AT BATS WITH THEIR MATHEMATICS CURRICULUM AT TIER ONE AND TIER TWO.

AND THEN ALSO JUST AS A REMINDER IN OUR STRATEGIC ADJUSTMENT, BECAUSE WE'VE SCALED THIS DISTRICT WIDE, WE'VE PULLED AWAY THE NEED FOR SPENDING A LOT OF TIMES ON LESSON PLANS.

AND INSTEAD OF FOCUSING ON THE INTERNALIZATION OF THE LESSONS SO TEACHERS CAN FOCUS ON DELIVERY.

I'LL TURN IT OVER TO DR.

LESLIE. THANK YOU, CHIEF HEWITT.

AND AS WE TURN INTO LOOK TOWARDS GOAL FIVE, I'LL BRIEFLY TALK ABOUT A FEW OF THE SUCCESS STORIES.

WE KNOW THAT THE WORK OUR STUDENTS AND TEACHERS DO IS CRITICAL TO OUR STUDENT'S FUTURE SUCCESS AND THE LOCAL WORKFORCE FOR THAT MATTER.

RIGHT. AND SO, WHO YOU HAVE IN FRONT OF YOU TODAY ARE TWO GRADUATES FROM BRYAN ADAMS HIGH SCHOOL, JASON ANCHETA AND OSCAR CEJA.

THEY BOTH WENT TO A CAREER INSTITUTE AT EAST.

THEY BOTH EARNED MULTIPLE CERTIFICATIONS IN HVAC AND THEY BOTH ARE EMPLOYED NOW WITH THE CITY OF DALLAS AND OF COURSE, FULL TIME EMPLOYEE'S BENEFITS, ET CETERA. AND WE'RE JUST REALLY PROUD OF WHAT THEY'RE DOING.

BUT I THINK THIS ALSO SORT OF UNDERSCORES THE WHOLE POINT OF WHY WE PRESENT AND WHY WE WORK SO HARD TO MAKE SURE OUR STUDENTS GET CREDENTIALS.

SO, THESE ARE TWO YOUNG MEN WHO HAVE DEMONSTRATED SUCCESS.

AND THERE ARE MANY, MANY, MANY MORE STORIES THAT WE'LL SHARE WITH YOU IN THE FUTURE.

SO, AS WE TURN TO GOAL FIVE, THE TARGET FOR 2023 IS 65%.

YOU'LL GO TO THE NEXT SLIDE, PLEASE.

THAT'S OKAY. THE TARGET FOR 2023 IS 65%.

WE LANDED AT 66.5.

THIS WAS A JUMP FROM 59% THE PREVIOUS YEAR, A 7.5 PERCENTAGE POINT JUMP.

AS YOU'LL NOTICE, THE STOPLIGHT IS GREEN AS WE EXPECT TO ACHIEVE THE 2025 GOAL.

THE CLASS OF 22 LANDED AT 67%.

AFRICAN AMERICAN STUDENTS AND EMERGING BILINGUAL STUDENTS ACHIEVE 64 AND 59% RESPECTIVELY.

THE CLASS OF 22 ARE EXCUSE ME, THE CLASS OF 23 SAW LARGE GAINS FOR ALL AREAS AND IS ESTIMATED TO BE AT 88%.

CMR. NEXT SLIDE.

SLIDE 12.

[00:30:01]

5.1 AGAIN, MEASURES THE TEXAS, EXCUSE ME, SUCCESS INITIATIVE.

AGAIN, MEASURING STUDENTS' PERFORMANCE COLLEGE READINESS VIA AN ASSESSMENT.

THE TARGET FOR THE 20 FOR 23 WAS 27% AND WE LANDED AT 26.8.

SO 2/10 OF A POINT SHORT OF MEETING THE TARGET.

THE STOPLIGHT IS YELLOW.

WHILE WE ARE MAKING PROGRESS AND WE BELIEVE WE WILL ACHIEVE THE TARGET FOR 2025.

THERE IS MUCH WORK TO DO AND THEN OUR AFRICAN AMERICAN AND EMERGING BILINGUAL STUDENTS ARE NOT PERFORMING AT THE SAME RATE AS ALL STUDENTS.

AND WE'VE GOT WORK TO DO, JUST TO BE CANDID.

AND THEN FINALLY ON THIS SLIDE, WE ARE ESTIMATING A SIGNIFICANT INCREASE IN THE 2023 GRADUATES.

AND THIS IS VERY THIS IS VERY GOOD NEWS TO THEIR ESTIMATED TO BE AT 34%, WHICH IS A SIGNIFICANT JUMP IN THIS PARTICULAR AREA.

IT'S THE LARGEST JUMP WE'VE HAD AS A DISTRICT IN QUITE SOME TIME.

ALL STUDENT GROUPS INCREASED AND THE GAP WITH AFRICAN AMERICAN STUDENTS DID NOT CHANGE.

HOWEVER, IT GREW SIGNIFICANTLY IN.

THE GAP WAS CLOSED BY ONE PERCENTAGE POINT FOR OUR EMERGING BILINGUALS.

AND MOVING TO THE NEXT SLIDE.

THE. EXCUSE ME. ACTUALLY, I THINK YOU MOVED ONE A LITTLE BIT TOO FAR.

PAM. THANK YOU.

THE TARGET FOR GPM 5.2 WAS 29.

29%, AND WE LANDED AT 29.4%, THUS MEETING THE TARGET.

THE STOPLIGHT AGAIN, IS GREEN.

WE EXPECT TO MEET THE TARGET FOR 2025, WHICH IS 37% ATTAINMENT OF IBCS.

AND THEN THE CLASS OF 22 LANDED 29% AND AFRICAN AMERICANS EXCEEDED ALL STUDENTS, WHICH IS IMPORTANT TO NOTE.

EMERGING BILINGUALS WERE ONE PERCENTAGE POINT LESS THAN ALL STUDENTS.

AND THEN FOR THE CLASS OF 23, IT IS ESTIMATED THAT 59% OF ALL STUDENTS EARNED AN IBC.

AND THE REASON I SAY IT'S ESTIMATED IS BECAUSE IT IS NOT VERIFIED YET BY TEA.

AND THAT'S A PROCESS THAT HAPPENS ANNUALLY.

THE DATA ARE VERIFIED, AND THE MAJORITY OF THE STUDENT GROUPS SHOWED SIGNIFICANT GAINS GAINS, AS YOU CAN SEE.

IN PARTICULAR, AFRICAN AMERICAN AND EMERGING BILINGUALS ALL EXCEEDED ALL STUDENTS, WHICH IS GREAT NEWS.

SO, I'LL TURN QUICKLY TO THE INPUTS, OUTPUTS AND STRATEGIC ADJUSTMENTS.

AND FOR THAT, I'LL MOVE FROM LEFT TO RIGHT AS I KIND OF TALK ACROSS THE PAGE, STARTING WITH GOAL FIVE.

SO, WITH GOAL FIVE, AS YOU HEARD PROBABLY LATE LAST YEAR, AS WE TALKED ABOUT SOME OF THESE DATA PREVIOUSLY, WE SPENT A LOT OF TIME QUARTERLY, I SHOULD SAY, WORKING WITH PRINCIPALS, EXECUTIVE DIRECTORS, COUNSELORS, ETCETERA, TO REALLY COLLABORATE AND PROVIDE QUARTERLY PROFESSIONAL DEVELOPMENT, TO BUILD OUR COLLECTIVE KNOWLEDGE AROUND BEST STRATEGIES FOR COLLEGE, CAREER, MILITARY READINESS.

AND AN OUTPUT OF THAT WAS THE INCREASE OF DUAL CREDIT SUCCESS FROM 77% TO 80%.

AND WHILE THAT MAY NOT SEEM LIKE A LOT, IT'S A SIGNIFICANT AMOUNT OF STUDENTS THAT SHOWED SUCCESS, AND THAT'S REALLY IMPORTANT.

AND THEN FOR THE CURRENT STRATEGIC ADJUSTMENT BEING MADE, I THINK ONE OF THE THINGS THAT WE'VE DONE IS WE'VE HEARD YOUR VOICE AND WE'VE ACTUALLY WORKED VERY MUCH HAND IN HAND WITH SCHOOLS TO MAKE SURE THAT DUAL CREDIT COURSES WERE ALIGNED SO THAT SCHOOLS AND I'LL USE AN EXAMPLE.

SCHOOLS SUCH AS TOWNVIEW, FOR EXAMPLE, THEIR BUSINESS PROGRAM STUDENTS ARE TAKING DUAL CREDIT COURSES THAT ARE IN A SEQUENCE THAT ALLOWS THEM TO EARN A CERTIFICATE WHICH MAKES THEM EMPLOYABLE IMMEDIATELY AFTER HIGH SCHOOL, BUT ALSO MORE IMPORTANTLY ALLOWS THEM ALSO TO ON RAMP INTO A FOUR-YEAR COLLEGE AND USE THOSE CREDITS TOWARDS A BUSINESS DEGREE.

SO, WE'RE VERY STRATEGIC IN DOING THAT ACROSS THE DISTRICT.

AND I USE TOWNVIEW AS AN EXAMPLE BECAUSE IT'S A GOOD EXAMPLE, BUT IT'S HAPPENING EVERYWHERE FOR THE WORK WE'RE DOING.

MOVING TO 5.1 GPM, 5.1 AGAIN, WE HAD ESTABLISHED TESTING WINDOWS LAST YEAR AS WE PRESENTED PREVIOUSLY, BUT THE IMPORTANT PIECE IS AT THE CONCLUSION OF ALGEBRA TWO AND ENGLISH THREE, WHERE A MAJORITY OF THE CONTENT SITS WITH TSC.

WE'RE ASSESSING OUR STUDENTS WHILE THE CONTENT IS WELL SITUATED IN THEIR MINDS, SO THAT THAT'S THE BEST CHANCE FOR THEM TO SEE SUCCESS.

ALSO, WE OFFERED A COLLEGE PREP COURSE LAST YEAR.

WE'VE TALKED A LITTLE BIT ABOUT, BUT WE, WE KIND OF STREAMLINED THAT FROM A TWO-SEMESTER COURSE TO A ONE SEMESTER COURSE, AND WE SAW SIGNIFICANT SUCCESS WITH THAT.

THE TSC MOVING TO THE MIDDLE COLUMN, TSC WAS TAKEN AN UPTICK WAS TAKEN FROM 79% TO 87% YEAR OVER YEAR.

SO, WE'RE SEEING MORE STUDENTS TAKE THE TSC AND THUS WE'RE SEEING MORE SUCCESS IN STUDENTS IN THAT ASSESSMENT.

THE OTHER THING I THINK IT'S REALLY IMPORTANT IS IF YOU LOOK AT THE COLLEGE PREP COURSE DATA, TWO YEARS AGO, WE HAD 227 STUDENTS BE TSC MET THROUGH THE COLLEGE PREP COURSE YEAR OVER YEAR.

THAT INCREASED FROM 227 TO 669, WHICH IS WHICH IS A BIG INCREASE.

AND I AM HAPPY TO TELL YOU, EVEN RIGHT NOW AS WE SPEAK, WE HAVE A LOT OF STUDENTS IN THE COLLEGE PREP COURSE WHO ARE REALLY GETTING HONING THEIR SKILLS TO BE SUCCESSFUL, NOT JUST IN TAKING THIS COURSE, BUT ALSO TO GO AND TAKE THE ASSESSMENT, BECAUSE THAT'S THE KEY, RIGHT? WE WANT THEM TO TAKE THE COURSE THAT WILL MAKE THEM MET.

WE ALSO WANT THEM TO TAKE THE ASSESSMENT AND SEE THAT SUCCESS.

[00:35:01]

I'LL TURN TO JUST BRIEFLY.

HERE IS PROFESSIONAL DEVELOPMENT.

PROFESSIONAL DEVELOPMENT WILL BE PROVIDED TO TEACHERS IN THE SPRING AND THE FALL WITH REGARD TO TSA, TSA AND CTE SUPPORT, BECAUSE WE SAW A NEED THAT WE HAVE TO BE MORE STRATEGIC FOR OUR STUDENTS, THUS GETTING OUR TEACHERS MORE SUPPORT.

AND THEN I THINK THE OTHER THING THAT'S REALLY IMPORTANT IS WE HAVE COLLEGE ASSESSMENT COORDINATORS.

THOSE ARE ESSENTIALLY CAMPUS-BASED TEACHERS THAT ARE PAIRED WITH TWO DIFFERENT SCHOOLS.

LET'S SAY, FOR EXAMPLE, LINCOLN AND MADISON MAY SHARE A TEACHER, AND THIS TEACHER IS ACTUALLY TEACHING DIRECTLY TEACHING CLASSES TO STUDENTS AND HELPING THEM ON A DAILY BASIS TO BE SUCCESSFUL IN THESE TWO AREAS OF READING AND MATH.

AND SO, WE SAW SUCCESS FROM THAT LAST YEAR, AND WE WILL SEE MORE SUCCESS THIS YEAR BECAUSE THEY ARE ACTUALLY TEACHING A CLASS EVERY SINGLE DAY FOR STUDENTS.

SO, WE'RE REALLY PLEASED ABOUT THAT.

AND THEN I'LL MOVE TO 5.2 AT THE VERY BOTTOM.

WE TALKED LATE THIS PAST SPRING ABOUT THE NEED TO MAKE SURE THAT STUDENT'S COURSES WERE ALIGNED LEVEL ONE, TWO, THREE AND FOUR COURSES SO THAT WHEN STUDENTS TAKE CTE COURSES, THEY TAKE THE RIGHT COURSES, BUT ALSO TAKE THE CORRESPONDING ASSESSMENT.

SO WE'VE DONE THAT WORK, BUT ALSO ENSURING THAT THERE'S ACCESS.

FOR STUDENTS TO EARN THEIR CERTIFICATIONS, NOT JUST IN CAREER INSTITUTES, BUT ALSO AT THE COMPREHENSIVE HIGH SCHOOLS, ETCETERA.

IN ALL OF OUR SCHOOLS FOR THAT MATTER, THE OUTPUT WAS THAT WE SAW A SIGNIFICANT JUMP FROM 29% AND WE'RE ESTIMATING 59% FOR THE GRADUATES OF 23.

SO WE SAW A BIG JUMP AND IT'S REALLY BECAUSE OF PRINCIPALS HAVE REALLY BEEN FOCUSED ON THIS AND WE'RE REALLY PROUD OF WHAT THEY'VE DONE WITH THEIR TEAMS. AND THE ADJUSTMENT WE MADE REALLY IS WHAT I JUST REFERENCED, THE FACT THAT ALIGNING THE RIGHT COURSES WITH OUR SCHOOLS AND SORT OF GOING BACK AND HAVING ONE ON ONES WITH SCHOOLS AND MAKING SURE THAT THEIR COURSES ARE IN THE RIGHT SPACE SO THAT STUDENTS MATRICULATE THROUGH THE RIGHT COURSES AND ALL FOUR YEARS.

SO WITH THAT, WE'LL TAKE QUESTIONS.

NICK, THANK YOU, BOTH OF YOU, FOR THE THOROUGH PRESENTATION.

TRUSTEES, ARE THERE ANY QUESTIONS? TRUSTEE MITKO. I'LL KEEP IT BRIEF.

I DO WANT TO SAY CONGRATULATIONS.

THIS IS. THESE ARE REALLY AMAZING RESULTS THAT WE'VE SEEN.

I'D LIKE TO ASK THAT WE GET THIS IN A FORMAT THAT WE CAN, YOU KNOW, LIKE A HUB STORY OR SOMETHING THAT WHERE WHERE IT CAN BE UNDERSTOOD BY PEOPLE WHO DON'T STUDY STUDY CHARTS CAREFULLY.

BUT ACROSS THE BOARD, THE DISTRICT HAS DONE REALLY WELL IN IN ALL OF THESE CATEGORIES.

AND, I MEAN, THAT'S A TRIBUTE TO THE LEADERSHIP IN THE DISTRICT AND OF COURSE, TO OUR TEACHERS AND OTHER EDUCATORS WHO WORK SO HARD.

SO SO I WANT TO SAY A BIG THANKS TO ALL OF THEM.

JUST A COUPLE OF QUICK QUESTIONS ON THE COMPARISONS WITH THE OTHER URBAN DISTRICTS.

I THINK IT WOULD BE REALLY HELPFUL TO SHOW THE DEMOGRAPHICS AS WELL, BECAUSE IN NOT ONLY DID WE DO BETTER THAN THE OTHER DISTRICTS IN TERMS OF IMPROVEMENTS, BUT WE WE HAVE MUCH BIGGER CHALLENGES, MUCH BIGGER CHALLENGES IN TERMS OF THE NUMBER OF ENGLISH LANGUAGE LEARNERS.

I THINK, WHAT, 48% AND AND ECONOMICALLY DISADVANTAGED STUDENTS AS WELL.

SUPERINTENDENT REFERRED TO AUSTIN, WHICH I BELIEVE IS ABOUT 50, 50, 50% ECONOMICALLY DISADVANTAGED AND 50% NOT.

AND COMPARED TO OURS, I DON'T DON'T RECALL EXACTLY WHAT OURS IS.

86% ECONOMICALLY DISADVANTAGED, ABOUT 8888.

OKAY. SO SO WITH WITH MORE CHALLENGES, WE'VE DONE MUCH, MUCH BETTER.

SO SO I JUST WANT TO THANK THE SUPERINTENDENT AND THE WHOLE TEAM FOR FOR MAKING REAL PROGRESS FOR OUR STUDENTS.

THANK YOU. THANK YOU.

TRUSTEE. TRUSTEE FOREMAN? FOLLOWED BY TRUSTEE WEINBERG.

GOOD AFTERNOON. I'VE PROMISED TRUSTEE MAXIE THAT I WOULD BE BRIEF.

HE ASKED ME TO PUT MY STUFF AND QUESTIONS TO YOU IN WRITING, BUT I DO HAVE JUST A COUPLE OF QUESTIONS, AND ONE OF THEM PARTICULARLY IS ON CMR AND DUAL CREDIT.

SO BRIAN, I THINK THAT'S YOUR CATEGORY.

YES, MA'AM. YOU'RE CALLING FOR DR.

NEVILLS IN CASE YOU GET TOO DIFFICULT FOR ME.

I'M NEVER I'M NEVER DIFFICULT.

JUST POINTED.

BUT DR.

NEVILLE'S JUST A COUPLE OF QUICK QUESTIONS.

YOU KNOW, WE STARTED THE CAREER DEVELOPMENT CENTERS FOR TWO YEARS OR THREE YEARS.

[00:40:07]

THE DIFFERENT KINDS OF CERTIFICATES THAT THEY ARE RECEIVING.

PART OF THAT IS TO ENSURE THAT WE HAVE ACROSS THE BOARD KINDS OF ACTIVITIES AT ALL OF THOSE THOSE CENTERS, BECAUSE THAT'S EXTREMELY IMPORTANT.

AND THEN, BRIAN, YOU MENTIONED WHEN WE TALKED ABOUT THE DUAL CREDIT PROGRAMS, ONE OF THE THINGS THAT WE'VE CONSTANTLY HAD CONVERSATIONS ABOUT IS MAKING SURE THAT DUAL CREDIT WAS ALSO IN OUR COMPREHENSIVE SCHOOLS, NOT JUST OUR MAGNET SCHOOLS.

AND SO IT WOULD BE INTERESTING FOR ME TO SEE THE DUAL CREDIT PROGRAMS THAT ARE IN DIFFERENT HIGH SCHOOLS BY TRUSTEE DISTRICT, BECAUSE I WANT ALL OF THE STUDENTS, EVEN IN THE NEIGHBORHOOD SCHOOLS, TO HAVE THAT THAT SAME KIND OF OPPORTUNITY IN TERMS OF DUAL CREDIT.

AND THEN JUST A QUESTION.

I KNOW WE TALKED ABOUT THE TEA AND AND MORE STUDENTS TAKING THE ACT AND THE SAT, BUT WHAT ABOUT THE COLLEGES THAT DO NOT HAVE STUDENTS TO TAKE THE SAT OR THE ACT TO BE ABLE TO ENTER BECAUSE MANY OF OUR LARGER COLLEGES HAVE GONE AWAY FROM SAT AND ACT, BUT WE'RE STILL ROLLING THOSE NUMBERS IN. SO THERE MIGHT BE STUDENTS THAT ARE PARTICIPATING.

YOU GOT TO ANSWER. NO, NO.

I'M WAITING FOR YOU TO FINISH. I'M. I'M LISTENING.

GO AHEAD. CUT.

ALL RIGHT. I THINK I MEAN, YOU RAISE A VALID POINT, BUT WHAT WE WANT TO DO IS PUT OUR STUDENTS IN A POSITION.

SO IF THEY DO APPLY TO A SCHOOL THAT DOES HAVE ENTRANCE CRITERIA SUCH AS SAT OR ACT, THAT THEY'RE IN A POSITION TO BE SUCCESSFUL.

BUT THERE ARE TIMES WHEN SCHOOLS ARE TEST OPTIONAL, THEY CALL IT, AND THAT WOULD MEAN THEY WOULD NOT HAVE TO SUBMIT THE RESULTS OF SUCH AN ASSESSMENT.

SO, THAT DOES HAPPEN.

BUT OUR POSITION IS WE'RE GOING TO PUT OUR STUDENTS IN A POSITION OF SUCCESS SHOULD THEY NEED IT.

AND I JUST WANT TO ADD, THOUGH, IT'S ALSO STILL AN ACCOUNTABILITY METRIC.

SO EVEN IF IT'S NOT REQUIRED FOR COLLEGE ENTRANCE, BUT I THINK WE SHOULD KNOW IF WE HAVE STUDENTS BECAUSE THAT'S TO OUR ADVANTAGE TO KNOW THAT THERE ARE STUDENTS BECAUSE MANY OF OUR MAGNET STUDENTS MIGHT BE TAKING THAT OPTION.

BECAUSE THEY DON'T HAVE TO TEST.

AND SO, IT WOULD JUST BE GOOD TO KNOW THAT.

AND THEN FOR ME, MAYBE NOT FOR ANYBODY ELSE.

AND JUST LIKE TRUSTEE MICCICHE, I THINK WE'VE MADE GREAT GAINS.

AND I THINK SOME OF THAT HAS BEEN BECAUSE OF STRATEGIC INITIATIVES WITHIN THE DISTRICT.

AND I DO APPRECIATE THE ADMINISTRATION LISTENING TO SOME OF THE THINGS THAT THAT WE'VE TALKED ABOUT.

BUT I CAN'T HELP BUT SAY WE STILL STRUGGLE WITH AFRICAN AMERICAN STUDENTS STILL BEING ON THE BOTTOM.

AND SO I THINK PART OF OUR GOAL SHOULD BE TO ENSURE, ALTHOUGH WE'VE GOT OUR OUTCOME GOALS, I THINK PART OF OUR GOAL SHOULD BE TO BE ABLE TO REALIZE OPPORTUNITIES WHERE AFRICAN AMERICAN STUDENTS ARE NOT ALWAYS ON THE BOTTOM.

AND THEN I'LL SAY THIS SUPERINTENDENT, AND I'LL SHUT UP BECAUSE MAXIE KEEPS LOOKING AT ME IS, IS THAT THERE HAS TO BE SOME CORRELATION BETWEEN OUR PRE K THREE AND SECOND GRADE, WHICH IS NOT INCLUDED IN THIS TESTING MECHANISM, BUT IN THE THIRD GRADE.

SCHOOL LEADERSHIP GETS THESE STUDENTS.

AND SO SOMEHOW WE'RE GOING TO HAVE TO HAVE A CORRELATION BETWEEN WHAT SCHOOL LEADERSHIP GETS IN THE THIRD GRADE AND WHAT'S HAPPENING IN PRE K THREE THROUGH.

LET'S DO THE SECOND GRADE.

THANK YOU. TRUSTEE WEINBERG THANKS.

I ECHO TRUSTEE MICCICHE TRUSTEE FOREMAN'S ADMIRATION FOR THE PROGRESS THAT WE'VE MADE, ACKNOWLEDGING JUST AND SUPERINTENDENTS JUST GREAT PERFORMANCE RELATIVE TO THE STATE IN THE FACE OF NEW STAR TESTS, ETCETERA, AND ACKNOWLEDGING, OF COURSE, THAT THERE'S STILL WORK TO DO.

[00:45:05]

THE IBC NUMBERS ARE IN ONE OF THE GRAPHS.

I DON'T HAVE IT IN FRONT OF ME ARE DRAMATICALLY UP OR DOWN.

THEY'RE JUST BIG NUMBERS.

CAN YOU CLARIFY BOTH JUST KIND OF THE UNDERLYING.

STORIES AS TO WHY THERE'S SO MUCH MOVEMENT.

COULD WE PUT THAT SLIDE BACK UP? BECAUSE I THINK I KNOW.

SLIDE 13. YEAH.

SLIDE 13 THAT TRUSTEE WEINBERG IS REFERENCING.

THANK YOU. YEAH.

SO I, I THINK FROM A SUMMARY PERSPECTIVE, OBVIOUSLY WE'VE MADE SIGNIFICANT PROGRESS ON ALMOST ALL STUDENT GROUPS.

AND I THINK THE POINT YOU'RE MAKING ALSO IS THAT OBVIOUSLY THERE'S GREAT PROGRESS FOR ALL STUDENT GROUPS, BUT THE WHITE STUDENTS OBVIOUSLY SHOWED A REGRESSION.

WELL, NO, JUST DOUBLE DIGIT BOTH WAYS.

WHAT ACCOUNTS FOR THE I'M MARKING THAT.

I'M MARKING THAT THAT THERE IS BOTH WAYS AND I THINK PART IT'S TWO THINGS THE FOR THE WHITE STUDENTS WHAT WE LOOKED AT THAT BECAUSE THAT WAS REALLY A SIGNIFICANT DROP WHAT WE LOOKED AT WAS THE FACT THAT THE MOST OF THE MAJORITY OF THE STUDENTS WERE FROM BASICALLY ONE SCHOOL AND TOOK A SUNSETTED IBC IN THAT PARTICULAR YEAR, WHICH SPEAKS TO THE FACT THAT THE STUDENTS MAY HAVE BEEN MET IN OTHER AREAS, BUT THEY ALSO TOOK THE SUNSETTED, INDUSTRY BASED CERTIFICATION JUST TO ENSURE ACCOUNTABILITY SUCCESS.

THEN OF COURSE, THE FOLLOWING YEAR THAT THAT DID NOT HAPPEN.

AND I THINK THE OTHER THING TO SHARE WITH YOU IS A SMALL SAMPLE SIZE, RIGHT? WHEN THE SAMPLE SIZE IS OF THAT OF 424 STUDENTS, FOR EXAMPLE, YOU KNOW, A MOVEMENT OUT OF THE WAY WITH A HANDFUL OF STUDENTS, IF YOU WILL, IS GOING TO HAVE A SIGNIFICANT IMPACT ON ON THE DATA POINT.

I THINK WHAT WE DO KNOW, TOO, IS BOTH IBCS AND OTHER WAYS TO TRIGGER ACCOUNTABILITY, MORE IMPORTANTLY, HAVE SUCCESS THROUGH DUAL CREDIT.

ADVANCED PLACEMENT ET CETERA IS WHAT WE WANT FOR OUR STUDENTS.

WE FEEL LIKE WE CAN HAVE BOTH, NOT JUST ONE OR THE OTHER.

AND I WOULD TAKE THIS AS AN OPPORTUNITY TO ALSO ADD THAT WHEN WE DO KNOW WHAT THE RULES ARE AND WHAT WE'RE GOING TO BE EVALUATED ON, THE TEAM MAKES THE PIVOTS AND THEN YOU SEE THE RESULTS.

AND SO ONCE THE TEAM KNEW WHICH IBCS WERE NOT GOING TO BE INCLUDED, THEY STARTED WORKING WITH PRINCIPALS.

WE STARTED MOVING STUDENTS TO DIFFERENT CERTIFICATIONS.

AND SO WHILE IT TOOK THAT YEAR, THE VERY NEXT YEAR THEN AND THE OTHER REASON WE WANT TO CONTINUE TO SHOW THESE TWO YEARS IS JUST TO REMIND EVERYBODY THAT THIS IS A YEAR LAG INDICATOR OVERALL.

THAT IS PART OF THE ACCOUNTABILITY SYSTEM.

SO CLASS OF 22 IS WHAT'S ACTUALLY GOING TO BE INCLUDED.

AND SO WE'VE GOT THE STUDENTS FROM THIS YEAR WILL NOT BE INCLUDED IN THIS PARTICULAR YEAR'S ACCOUNTABILITY.

THANK YOU. TRUSTEE CARREÓN.

DR. LUSK, THESE QUESTIONS ARE FOR YOU.

COULD YOU JUST ELABORATE MORE ON THE BOOT CAMP SESSIONS? WHAT? THAT WHAT THAT IS WHAT THAT LOOKS LIKE FOR STUDENTS.

WE HAVE BOOTCAMP SESSIONS FOR TSI AND SATURDAY THAT WE SCHEDULE ACROSS THE DISTRICT.

AND SO WE HAVE THEM IN CERTAIN SECTORS SO THAT IT GIVES AN OPPORTUNITY FOR ALL HIGH SCHOOL STUDENTS TO JOIN THOSE SESSIONS.

AND SO WE BRING IN A CONSULTANT, PRINCETON REVIEW TO WORK WITH THE STUDENTS.

ALL THE STUDENTS GET INDIVIDUAL MANUALS, AND THEN FROM THERE THEY'RE ABLE TO TEST OR RETEST.

SO THOSE HAVE SEEN GREAT SUCCESS.

HOW OFTEN DO WE HAVE BOOTCAMP SESSIONS? USUALLY WE HAVE SOME THAT RUN EVERY MONTH.

AND SO DISTRICT WIDE, WE USUALLY HAVE MONTHLY SESSIONS.

WE ALSO THIS YEAR ARE IMPLEMENTING SESSIONS AT CAMPUSES THAT HAVE EXPRESSED THEY WOULD LIKE INDIVIDUAL SESSIONS FOR THEIR STUDENTS.

SO THEY'RE TWOFOLD.

AND WHEN YOU SAY INDIVIDUAL SESSIONS FOR THEIR STUDENTS, DO YOU MEAN INDIVIDUAL ONE ON ONE SESSIONS OR DO YOU MEAN LIKE INDIVIDUAL ON THAT CAMPUS? INDIVIDUAL HIGH SCHOOL SESSIONS.

OKAY. AND THEN BUT HERE ON ON PAGE 14.

REFERENCES. CERTIFICATION BOOTCAMP SESSIONS.

IS THAT WHAT WE'RE TALKING ABOUT? THAT'S A DIFFERENT THING.

THAT'S A LITTLE BIT DIFFERENT. SO I THINK TO THE POINT THE SUPERINTENDENT WAS MAKING EARLIER, WHAT WE REALLY RECOGNIZED WAS OUR SCHOOLS NEEDED SOME SUPPORT IN MAKING SURE THAT STUDENTS COULD MEET THE CRITERIA THAT THE STATE HAD ESTABLISHED.

RIGHT. AND SO GOING BACK TO WE HAD A SIGNIFICANT SPIKE IN INDUSTRY BASED CERTIFICATION ATTAINMENT, RIGHT? AND WHAT WE DID WAS WE HAD CENTRAL CENTRAL OFFICE TEAM MEMBERS WHO WERE GOING OUT TO THE CAMPUS AND ACTUALLY WORKING DIRECTLY WITH STUDENTS AND TEACHERS TO HELP THEM PREPARE AND

[00:50:07]

SO THOSE WERE SORT OF THE BOOT CAMPS THAT ARE SORT OF, YOU KNOW, FIVE, TEN DAY OPPORTUNITIES FOR STUDENTS AND TEACHERS TO REALLY ENGAGE DEEPLY WITH THE CONTENT TO ENSURE SUCCESS WHEN THEY TOOK THE EXAM.

AND THESE ARE STUDENTS THAT WERE ALREADY PART OF THAT WERE PART OF THE OF OF A, I GUESS, AN INDUSTRY, AN INDUSTRY BASED CERTIFICATION KIND OF COURSE.

OR WERE THEY NOT EXPOSED? IN MANY CASES THEY WERE IN A PROGRAM OF STUDY.

AND IN SOME CASES, THOUGH, I THINK TO THE POINT BEING MADE, WE HAD TO ALSO FIGURE OUT HOW TO GET STUDENTS WHO MAYBE HADN'T EARNED IT AND ACCOUNTABILITY POINT, HELP THEM GET A POINT. SO, WE DID SOME QUICK WORKSHOPS WORKING WITH SCHOOL LEADERSHIP TO PROVIDE 5 OR 10 DAYS, 5- OR 10-DAY OPPORTUNITIES TO TEACH AND COACH THE KIDS AND STAFF.

SO, IT'S A LITTLE BIT OF BOTH. SOME WERE IN A PROGRAM OF STUDY, TO YOUR POINT, SOME MAY NOT HAVE BEEN.

BUT WE ALSO KNEW WE HAD TO HELP STUDENTS IN SCHOOLS MEET THE ACCOUNTABILITY METRICS TO BE SUCCESSFUL AND TO WALK AWAY WITH A CREDENTIAL.

YEAH. OKAY. THANK YOU.

AND THEN I GUESS I HAD A QUESTION ON.

COLLEGE ASSESSMENT COORDINATORS.

WHAT IS THE COLLEGE ASSESSMENT COORDINATOR? THIS SOUNDS SELF-EXPLANATORY, BUT I DON'T WANT TO ASSUME.

NO, IT'S ACTUALLY THE TEACHER THAT WE'RE REFERRING TO THAT WE HIRED.

AND SO, THEY GO OUT TO THE HIGH NEED CAMPUSES.

SO THERE ARE NINE CAMPUSES THEY'RE ASSIGNED TO, AND THOSE ARE THE INDIVIDUALS THAT ARE TEACHING THE COLLEGE PREP COURSES AND ALSO PULLING STUDENTS FOR INTERVENTIONS TO MAKE SURE THAT THEY ARE MET.

SO SO HERE IT SAYS THAT THEY WERE SHIFTED TO BEING TEACHERS FOR COLLEGE PREP COURSES.

BUT WHAT DO THEY DO WHEN WHEN THEIR COLLEGE ASSESSMENT COORDINATORS? IS THAT WHEN THEY'RE PULLING STUDENTS OUT? IS THAT THE COLLEGE? WHAT DOES THE COORDINATOR DO? NOT THE TEACHER ROLE.

WHAT DOES THE COORDINATOR DO? WELL, THE CAC IS A TEACHER OF RECORD.

AND SO THAT'S JUST THAT'S JUST A TITLE OF THAT TEACHER OF RECORD BECAUSE WE HIRED THEM CENTRALLY TO SUPPORT WITH THAT AFRICAN AMERICAN INITIATIVE WHEN WE SAW THE GAP IN RESULTS.

AND SO THAT INDIVIDUAL IS HIRED CENTRALLY BUT ASSIGNED TO THE CAMPUS LEVEL.

THERE ARE NINE CAMPUSES THEY'RE ASSIGNED TO.

INITIALLY, THEY WERE HIRED TO TO DO PULL OUT INTERVENTION.

BUT THEN WHEN WE SAW THAT, THAT THERE WAS STILL A GAP, WE ASSIGNED THEM TO ACTUALLY TEACH THE COURSES.

AND SO THIS YEAR, THEY'RE ACTUALLY SERVING AS A TEACHER OF RECORD.

SO THEY TEACH COURSES AT THOSE HIGH NEED CAMPUSES, BUT THEY ALSO DO PULL OUT INTERVENTION DURING THE TIME THAT THEY'RE NOT TEACHING COURSES.

OKAY. HOW MANY COURSES IS IT? IS IT ONE COURSE? USUALLY THEY TEACH AT LEAST ONE COURSE AT EACH CAMPUS THAT THEY'RE ASSIGNED.

SO THEY'RE ON B DAYS.

SO TUESDAY, THURSDAY, EVERY OTHER FRIDAY, THEY'LL TEACH A CLASS AT TWO CAMPUSES.

I THINK THE OTHER THING I'LL ADD JUST THEY ALSO ARE AT THE DISCRETION OF THE PRINCIPAL, RIGHT? THAT'S WHAT'S IMPORTANT BECAUSE THEY HAVE THEY'RE A STAFF MEMBER OF THE SCHOOL OR REALLY TWO SCHOOLS.

AND SO THEY TEACH SCHOOL A ON A DAY SCHOOL B ON B DAY.

AND THEN, OF COURSE, THROUGHOUT THE REST OF THE DAY, THEY MAY BE DOING SOME PULL OUT SUPPORT FOR STUDENTS WHO NEED SOME EXTRA HELP, BUT THEY ARE ALSO AT THE DISCRETION OF THE PRINCIPAL BECAUSE THE PRINCIPAL CAN BETTER DIRECT THE RESOURCES AND TELL US WHAT THEY NEED.

OKAY. DO WE EVER OFFER OR HOW DO WE OFFER TUTORING? I GUESS SMALL GROUP OR INDIVIDUAL KIND OF TSI KIND OF TUTORING.

THAT'S ALSO PART OF THE COLLEGE ASSESSMENT COORDINATOR.

WE ALSO HAVE INSTRUCTIONAL SPECIALISTS THAT ARE ASSIGNED FOR THE FOR THE EARLY COLLEGE CAMPUSES THAT PROVIDE INTERVENTIONS.

AND THOSE CAMPUSES ALSO HAVE SUPPLEMENTAL PAY THAT THEY CAN PAY FOR TEACHERS TO PROVIDE THAT SUPPORT.

WE ALSO, FOR MANY OF OUR COLLEGES, FOR OUR DUAL CREDIT STUDENTS, THEY CAN WORK WITH DALLAS COLLEGE, AND THEY HAVE TSE TUTORIALS THERE.

AND THEN OF COURSE, WE HAVE THE BOOT CAMPS THAT WE OFFER AS WELL.

I WOULD ADD, TOO, WE ALSO HAVE BOTH IN GRADES NINE THROUGH 11, THERE'S A SORT OF PRESCRIPTIVE DIGITAL RESOURCE THAT STUDENTS USE TO REALLY TAILOR, TAILOR THE SUPPORTS AND SORT OF INSTRUCTION THEY NEED.

THEY CAN USE THAT INDEPENDENTLY.

BUT THEN THE COLLEGE PREP COURSE ALSO HAS SOMETHING THAT'S PRESCRIPTIVE.

IT'S CALLED TEXAS COLLEGE BRIDGE, AND THAT ALLOWS STUDENTS TO USE THIS DIGITAL RESOURCE THE SAME WAY WHERE IT CAN HELP TAILOR THE NEEDS OF WHAT IT'LL BASICALLY DO A PRE-ASSESSMENT TO UNDERSTAND WHERE THE STUDENT'S STRENGTHS AND OPPORTUNITIES ARE.

AND SO THEN WHEREVER THE OPPORTUNITIES LIE, THAT'S WHERE THE INSTRUCTION AND SUPPORT WILL BE PROVIDED THROUGH THE PROGRAM AND THEN TEACHER SUPPORT.

OKAY. THANK YOU, MR. PRESIDENT OR MR. CHAIR. TRUSTEE FOREMAN TRUSTEE FLORES THANK YOU, MR. CHAIR. I JUST HAVE A VERY QUICK QUESTION ABOUT LIKE THE ABCS AND THE CAREER INSTITUTES AS WE GROW THE CAREER INSTITUTES AND GET THOSE FULLY OPERATIONAL.

[00:55:10]

ALL 2500.

A LITTLE BIT UNDER 2500.

I MEAN, WHAT DO WE EXPECT THAT TO LOOK LIKE THREE YEARS FROM NOW AT FULL BUILD OUT? IF YOU KIND OF GO BACK TO THE TARGETS THAT WE SET FOR 2025, IT SAYS 37%.

SO, YOU FIGURE 30, 37% OF GRADUATES ANNUALLY WOULD ATTAIN AN IBC.

AND NOW I THINK WHEN THAT WAS DEVELOPED SEVERAL YEARS AGO, LIKE I THINK WE HAVE TO ADJUST A LITTLE BIT BECAUSE YOU ALSO HAVE TO THINK ABOUT WHAT ARE THE OTHER BUFFET OF OPTIONS FOR OUR STUDENTS ARE DOING, RIGHT? STUDENTS CAN DO BOTH.

THEY CAN GET AN IBC AND THEY CAN GET THEY CAN ENGAGE IN DUAL ACCREDITED AP.

ET CETERA. BUT TYPICALLY, IF YOU THINK ABOUT THE PROSPECTIVE OF A STUDENT, LET'S SAY, FOR WHO'S IN TECH EARLY COLLEGE, THE PROBABLY NOT GOING TO GET AN IBC.

NOW, THE WAY THE IBCS ARE SET UP BECAUSE YOU BASICALLY HAVE TO TAKE COURSES IN THE PROGRAM OF STUDY, HIGH SCHOOL COURSES, NOT COLLEGE COURSES.

I THEN TAKE THE ASSESSMENT.

SO, WE PROBABLY HAVE TO SCALE THAT A LITTLE BIT.

SO STILL 30, 30 TO 35% IS PROBABLY STILL A GOOD NUMBER AS A DISTRICT TO THINK ABOUT WHERE OUR COLLECTIVE STUDENTS OUGHT TO BE.

BECAUSE YOU'RE TALKING ABOUT CAREER INSTITUTES.

BUT ALSO EVERY HIGH SCHOOL HAS PROGRAMS OF STUDY WHERE STUDENTS ARE ENGAGING THERE AS WELL.

SO, COLLECTIVELY AS A DISTRICT, 35% IS PROBABLY THE RIGHT NUMBER.

AND DO WE KNOW ANYTHING ABOUT WHERE TIA IS GOING WITH THIS? DO WE KNOW IF IF THEY'RE, YOU KNOW, THEIR RUBRICS AND WHATNOT ARE WELL ESTABLISHED OR THEY'RE KIND OF, YOU KNOW, BUILD THESE THINGS, YOU KNOW, AS WE FLY THE PLANE? I'M GOING TO BRING UP MR. ALVARENGA TO TALK A LITTLE BIT ABOUT THE RESOURCES THE STATE PROVIDES OR WHAT HIS VIEWS ARE ON THIS.

GOOD AFTERNOON. SO, THE TEA HAS REALLY EXPLAINED WHAT A PROGRAM OF STUDY IS.

THEY'VE LAID OUT LEVEL ONE, LEVEL TWO, LEVEL THREE, LEVEL FOUR COURSES.

AND SO, OUR STUDENTS NOW, IN ORDER FOR THE IBC TO COUNT, WE'LL HAVE TO HAVE A LEVEL TWO COURSE.

THE JUNIORS WILL HAVE TO HAVE TWO COURSES FOR TWO CREDITS AND OUR SENIOR AND OUR SOPHOMORES AND FRESHMEN, THEY HAVE TO HAVE THREE COURSES FOR FOUR OR MORE CREDITS AND THE IBC FOR ITS ACCOUNT.

SO, IT'S GETTING EVERY YEAR THE DIFFERENT GRADE LEVELS.

IT'S GOTTEN VERY, VERY RIGOROUS BECAUSE THEY WANT OUR STUDENTS TO BE COMPLETERS.

OKAY. I GUESS I'M JUST SO.

IT'S A LOT. I MEAN, HOW CAN WE SQUEEZE? ARE WE ABLE TO SQUEEZE THIS ALL INTO THEIR SCHEDULE? IF WE START, YOU KNOW, THE FRESHMAN YEAR AND IF WE START WITH FRESHMAN YEAR AND THEY TAKE COURSES EVERY YEAR, THEY WILL BE ABLE TO GET TO THOSE LEVEL FOUR COURSES IN THEIR SENIOR YEAR.

IF THEY DON'T CHANGE THEIR MIND.

IF THEY DON'T CHANGE THEIR MIND.

YOU'RE ABSOLUTELY RIGHT, BECAUSE THE CHALLENGE THAT I'VE ASKED OUR TEAM IS THE BIGGEST ISSUE IS IN ORDER FOR THAT.

I THINK THAT'S THE POINT YOU'RE MAKING.

I MAYBE I'M I'M OFF.

BUT THE TYPICAL COLLEGE STUDENT CHANGES THEIR MAJOR A MINIMUM OF FOUR TIMES.

AND WE'RE ASKING STUDENTS TO STAY WITH A PATH IN HIGH SCHOOL IN ORDER TO GET EVEN IF THEY'RE SUCCESSFUL ON THE CERTIFICATION EXAM, IF THEY DON'T HAVE THE PROGRAMS OF STUDY, THEY WILL NOT COUNT FOR OUR ACCOUNTABILITY.

THE STUDENTS ARE STILL GOING TO GET EMPLOYED, JUST AS THEY'RE NOT GOING TO ASK THEM, DID YOU HAVE THREE YEARS OF PROGRAM OF STUDY? THEY WANT TO KNOW WHETHER THEY CAN DO THE WORK OR NOT.

BUT IF THEY DON'T HAVE THE PROGRAMS OF STUDY, WE WILL NOT BE ABLE TO GET THE ACCOUNTABILITY METRIC OF THOSE STUDENTS.

SO THAT'S ANOTHER EXAMPLE OF WHEN WE TALK ABOUT THE ACCOUNTABILITY SYSTEM AND ITS DESIGN, YOU KNOW, ON PAPER AND THEN THE IMPLEMENTATION AND ITS IMPACT.

SO SO WE HEAR WHAT YOU'RE ASKING AND WE'RE WORKING AS HARD AS WE CAN.

THERE'S ENOUGH ROOM IN THE SCHEDULE.

THERE ISN'T ENOUGH ROOM FOR IS FOR A STUDENT TO CHANGE THEIR MIND AND GO INTO A DIFFERENT AREA OF CERTIFICATION AND STILL ALLOW THE SCHOOL DISTRICT TO RECEIVE THE TYPE OF ACCOUNTABILITY.

METRIC THAT WE THINK WE SHOULD EARN.

SO WE'RE GOING TO HAVE TO CONTINUE TO MASSAGE HOW WE DO THAT.

AND ONE LAST QUESTION. SO NOW THAT THAT RAISES ANOTHER QUESTION, ANY WAY WE CAN START THEM IN EIGHTH GRADE.

SO, WE DO HAVE SOME LEVEL ONE COURSES IN EIGHTH GRADE.

BUT WHAT WE WANT IS STUDENTS TO SORT OF PEAK IN THEIR JUNIOR AND SENIOR YEAR WHERE THEY'RE TAKING THE PRACTICUM SO THAT THEY'RE ABLE TO TAKE INTERNSHIPS.

AND SO, AGAIN, IF WE AND IF WE CHANGE OUR MIND FROM EIGHTH GRADE TO NINTH GRADE, BUT WE DO START EARLIER.

[01:00:02]

OH, MY GOSH. TRUSTEE FLORES.

THANK YOU. BRIAN, IF YOU COULD PUT PAGE NUMBER TEN UP THERE, I'M GOING TO SEIZE THE OPPORTUNITY FOR THIS PHOTO OP, AND I'D LIKE THE SUIT WEARING BRIAN ADAMS GREEN.

AND YOU'VE GOT A SLIDE UP THERE PROMOTING OUR CAREER INSTITUTES WITH BRIAN ADAMS STUDENTS.

SO THEY'RE GOING TO LOVE IT.

TRUSTEE IS WHY THEY DO THAT. ARE THERE ANY OTHER QUESTIONS? OH, OSWALDO, YOU'RE IN MY PICTURE.

WELL, THAT'S ALL RIGHT.

KEEP MOVING. TRUSTEES.

THE MINUTES ARE GOING TO BE POSTED PRIOR TO THE BOARD MEETING.

[9. MINUTES SUBMITTED FOR APPROVAL]

[10. POLICY UPDATES]

THE OTHER IS A FIRST READ. ARE THERE ANY QUESTIONS? MAN. SHE CLOSE THE BINDER.

TRUSTEES ARE THERE ANY QUESTIONS ON THE CHIEF OF STAFF DIVISION? HUMAN CAPITAL MANAGEMENT.

SCHOOL LEADERSHIP DIVISION.

I CAN'T GET YOU A DRINK, MAX, BECAUSE YOU DON'T DRINK, SO.

INFORMATION TECHNOLOGY DIVISION.

FINANCIAL SERVICES DIVISION.

UM. OKAY, FOLKS, IT'S 5:06 P.M.

AND THIS MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.