[1. NOTICE AND RETURN]
[00:00:10]
>> SILENCE. THE BOARD WOULD LIKE TO ACKNOWLEDGE THE PASSING OF FORMER DALLAS ISD TRUSTEE, BRUCE PARROTT.
MR. PARROTT SERVED AS THE DISTRICT 3 TRUSTEE FROM 2009-2012.
WE HONOR HIS SERVICE AND CONTRIBUTION TO THIS BOARD AND TO THE DALLAS ISD STUDENTS.
>> THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEO CONFERENCE.
THE QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.
TRUSTEE FOR DISTRICT 1, LANCE KERRY.
TRUSTEE FOR DISTRICT 2, SARAH WEINBERG.
DISTRICT 5, MAXIE JOHNSON, DISTRICT 6, JOYCE FOREMAN.
DISTRICT 7, BEN MACKEY, DISTRICT 9, ED TURNER, OUR SUPERINTENDENT OF SCHOOLS, DR. STEPHANIE LAZALE JOINS US, AND I'M JOE CARREON TRUSTEE FOR DISTRICT 8 AND BOARD PRESIDENT.
THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN ENGLISH AND SPANISH AT DALLAS DD.
[FOREIGN] IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION AND ASK THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY BED LOCAL, PERTAINING TO PUBLIC PARTICIPATION.
IT IS A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT OR DISRUPT A LAWFUL MEETING TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL THE EXERCISE OF OTHERS' FIRST AMENDMENT RIGHTS.
SPEAKERS ARE CAUTIONED THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION OR INVASION OF PRIVACY.
IF THEY'RE UNSURE OF THE LEGAL EFFECT OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.
ANY PERSON WHO BECOMES BOISTEROUS, DISRUPTIVE, OR FAILS TO ABIDE BY THE RULES OF THIS ASSEMBLY WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING, SHALL BE ASKED TO LEAVE.
FAILURE TO LEAVE WHEN REQUESTED TO DO SO MAY RESULT IN THE PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST.
TRUSTEES WILL NOW TURN TO AGENDA ITEM 3A,
[3. ACKNOWLEDGEMENTS]
RECOGNITION OF ELECTED PUBLIC OFFICIALS.I DO NOT SEE ANY IN THE AUDIENCE.
>> MR. PRESIDENT, I JUST WANTED TO ASK IF I COULD SHARE THE INFORMATION ON MR. PARROTT'S MEMORIAL SERVICE.
>> IT'LL BE ON FEBRUARY 21ST FROM2:00-5:00.
IT WILL BE A COME-AND-GO AFFAIR AT THE FILTER HOUSE AT WHITE ROCK LAKE.
THAT IS THE MEMORIAL FOR FORMER BOARD TRUSTEE, BRUCE PARROTT. THANK YOU, MR. PRESIDENT.
>> THANK YOU, TRUSTEE. TRUSTEES AT THIS TIME, I WOULD LIKE TO RECOGNIZE THE STUDENT VOTER EMPOWERMENT COALITION, SFE GROUP, FOR JOINING THE BOARD BRIEFING TODAY.
WE HAVE STUDENTS FROM BOOKER T. WASHINGTON HIGH SCHOOL, IRMA RANGEL YOUNG WOMEN'S LEADERSHIP SCHOOL, WOODROW WILSON HIGH SCHOOL, SOUTH OAK CLIFF HIGH SCHOOL, SAMUEL HIGH SCHOOL, NORTH LAKE EARLY COLLEGE, AND HILLCREST HIGH SCHOOL.
THANK YOU STUDENTS FOR BEING ACTIVE IN YOUR COMMUNITY AND ACTIVE PARTICIPANTS IN DEMOCRACY.
TRUSTEES WILL NOW TURN TO AGENDA ITEM 4, PUBLIC SPEAKERS.
[4. PUBLIC FORUM]
OUR AGENDA NOW CALLS FOR THE PUBLIC FORM SEGMENT OF OUR MEETING.I AM ASKING SPEAKERS TO BE MINDFUL OF CHILDREN THAT ARE IN ATTENDANCE.
CHILDREN AND UNWILLING ADULT RECIPIENTS OF THE PUBLIC IN ATTENDANCE AT THIS MEETING SHOULD NOT BE EXPOSED TO LEWD, FILTHY, VULGAR, OBSCENE, OR EXPLICIT LANGUAGE FROM SPEAKERS.
SPEAKERS THAT INSIST ON EXPOSING THE PUBLIC TO THIS LANGUAGE SHALL BE ASKED TO LEAVE IMMEDIATELY.
FURTHER, PLEASE BE MINDFUL OF YOUR FELLOW SPEAKERS AND TO REFRAIN FROM USING INDIVIDUALS' NAMES TO INCLUDE STUDENTS' NAMES AND TO ADDRESS THE BOARD AND NOT INDIVIDUAL TRUSTEES.
THE DISTRICT HAS ADOPTED PROCEDURES TO HEAR AND ADDRESS COMPLAINTS ABOUT SPECIFIC INDIVIDUALS, AND IT IS RECOMMENDED THAT SPEAKERS AVAIL THEMSELVES OF THE GRIEVANCE POLICY TO SEEK RELIEF VIA THESE PROCEDURES.
AUDIENCE, I AM ASKING YOU NOT TO ENGAGE IN CONDUCT THAT WILL DISRUPT THE MEETING.
RULES OF ORDER AND DECORUM WILL BE ENFORCED DURING THE PUBLIC COMMENT PERIOD TO ENSURE EFFICIENT MEETINGS, UNLAWFUL OR DISRUPTIVE CONDUCT, INCLUDING INTERRUPTING SCHEDULED SPEAKERS, SPEAKING OUT OF TURN, CROSSING THE ROPED-OFF BARRIERS OR INTERFERING WITH THE RIGHTS OF OTHERS WILL NOT BE TOLERATED.
EACH PARTICIPANT IS LEGALLY RESPONSIBLE FOR THE CONTENT AND CONSEQUENCES OF HIS OR HER STATEMENTS.
SPEAKERS, PLEASE BE REMINDED THAT SUBSTITUTIONS ARE NOT ALLOWED.
[00:05:02]
IF YOU SIGNED UP TO SPEAK, YOU CANNOT SPEAK ON BEHALF OF SOMEONE ELSE.SPEAKERS WHO FAIL TO ADHERE TO THIS RULE WILL BE INTERRUPTED AND INFORMED YOUR COMMENTS ARE OUT OF ORDER.
DR. JORDAN, WILL YOU PLEASE CALL THE NAMES OF THE SPEAKERS?
I WOULD LIKE TO REMIND THE SPEAKERS THAT YOU HAVE THREE MINUTES TO SPEAK.
WHEN YOU ARRIVE AT THE MICROPHONE, PLEASE STATE YOUR NAME.
LAURIE VISALO, FOLLOWED BY KAREN CHANDLER AND JD MAYO ON DECK.
>> HI. MY NAME IS LAURIE VISALO.
I'M A VERY PROUD GRADUATE OF SKYLINE HIGH SCHOOL AND CAREER DEVELOPMENT CENTER FROM THE YEAR 1977.
BUT BEFORE THAT HAPPENS, I WANT TO ASK YOU TODAY TO PLEASE CONSIDER NAMING SKYLINES MAGNET OFFICE, OFFICE 103 FOR ONE OF OUR GREAT EDUCATORS FROM THE PAST DSD, WHO WORKED HERE 32 YEARS, MR. WELDON R. GRIFFITH.
MR. GRIFFITH WAS PLACED IN THE LAST 13 YEARS OF HIS CAREER AS THE DIRECTOR OF SKYLINES MAGNET, THE FIRST MAGNET SCHOOL IN AMERICA OVER THE CDC.
NOW IMAGINE WHAT THAT WOULD HAVE BEEN LIKE.
THERE WERE NO OTHER MAGNET SCHOOLS IN AMERICA.
HE HAD TO COME UP WITH A LOT OF IDEAS BECAUSE THERE WERE NONE TO GO VISIT AND GAIN IDEAS FROM.
IMAGINE THE NAYSAYERS THAT POSSIBLY COULD HAVE SEEN NOW, MR. GRIFFITH.
WE'VE NEVER DONE THAT IN DALLAS ISD BEFORE.
YOU KNOW WHAT I'M TALKING ABOUT.
MR. GRIFFITH ORGANIZED ADVISORY COMMITTEES OF COMMUNITY PROFESSIONALS FOR EACH OF THE 28 CAREER CLUSTERS THAT I AS A STUDENT WAS ABLE TO CHOOSE FROM TO STUDY.
THAT WAS TO MAKE SURE THAT THE CURRICULUM WAS UP TO DATE FOR CURRENT PRACTICES AND NOT TEACHING CURRICULUM FROM 50 YEARS AGO.
IN 1973, DR. SIDNEY MARLIN, ASSISTANT SECRETARY OF HEALTH EDUCATION AND WELFARE, CAME TO SKYLINE, TOURED WITH MR. GRIFFITH.
THEN HE WROTE A VERY NICE PIECE OF WORK THAT SAID, "PRAISE SKYLINES CAREER DEVELOPMENT CENTER AS A MODEL FOR THE ENTIRE NATION." EDUCATORS FROM EVERY STATE IN THE US THAT STARTED FLOCKING TO SKYLINE, TO SEE WHAT WAS THIS ABOUT. CAREER EDUCATION.
NOT ONLY THAT, BUT WE HAD VISITORS FROM 42 DIFFERENT COUNTRIES, INCLUDING THE HEAD EDUCATOR FROM ISRAEL WHO CAME THREE TIMES.
THEY MODELED THEIR CAREER EDUCATION AFTER SKYLINE AND VISITORS FROM RUSSIA.
IN 1977, 33 ARMY OFFICERS FROM FORT SILL VISITED SKYLINE CDC.
THAT RESULTED IN THEM MODELING THEIR ARMY'S APPROACH TO CAREER EDUCATION AFTER THE SKYLINE MODEL. THIS IS HUGE.
WITH ALL THAT RESPONSIBILITY, WHAT I REMEMBER AS A STUDENT ABOUT MR. GRIFFITH WAS HE WAS IN THE HALLWAYS DURING PASSING PERIODS, CALLING US BY NAME.
HEY, LAURIE, HOW'S YOUR CLUSTER GOING? ARE YOU STILL ENJOYING IT? I COULDN'T BELIEVE HE WAS TALKING TO ME.
IS THERE ANYTHING YOU THINK THAT WE COULD DO TO IMPROVE YOUR EDUCATION HERE? I HAD NEVER BEEN ASKED THAT BEFORE, NOR SINCE, I DON'T THINK.
BUT HE WOULD ALWAYS SAY, HIGH SCHOOL CAN BE TOUGH, BUT YOU CAN DO IT.
THAT MEANS SO MUCH. MAGNET SCHOOLS OF AMERICA STATES THERE ARE CURRENTLY 4,340 MAGNET SCHOOLS IN AMERICA TODAY, EDUCATING 3.5 MILLION STUDENTS NATIONWIDE, AND THEY CREDIT SKYLINE AS BEING THE FIRST.
I DON'T THINK WE'D BE TALKING ABOUT THESE 4,000 SCHOOLS IF THERE HADN'T BEEN GREAT LEADERSHIP.
WITH THE NEXT TWO SPEAKERS, PLEASE COME TO THE MICROPHONE, KAREN CHANDLER AND JD MAYO.
>> GOOD MORNING. MY NAME IS KAREN CHANDLER.
I'M HERE TO ASK THAT YOU APPROVE THE NAMING OF THE CLUSTER OFFICE AT SKYLINE IN HONOR OF WELDON GRIFFITH.
BUT I AM A GRADUATE OF SKYLINE BECAUSE OF THE CAREER MAGNET PROGRAM.
MY PARENTS WOULD HAVE PULLED ME OUT AND PUT ME IN PRIVATE SCHOOL HAD I NOT GOTTEN ACCEPTED FOR THIS OPPORTUNITY.
THIS CONCEPT WAS SO TRANSFORMATIVE THAT AT THE TIME, I DIDN'T REALIZE WHAT IT WAS, BUT PEOPLE WERE COMING FROM ALL OVER THE UNITED STATES AND OTHER COUNTRIES TO SEE WHAT WAS HAPPENING.
FAST FORWARD TODAY AS A DISTRICT EMPLOYEE, THAT I LOOK BACK AND I WONDER IF THIS IS PERHAPS NOT BEEN FORGOTTEN.
OTHER CAMPUSES HAVE DOCUMENTED HISTORIES NOTED THROUGHOUT THEIR BUILDINGS, AND THE APPROVAL OF THIS WOULD FILL A LARGE VOID IN DOCUMENTING SKYLINE'S INNOVATIVE AND TRANSFORMATIVE HISTORY.
IT WOULD HONOR A MAN WHO NOT ONLY HELPED FIND SKYLINE BUT WAS SO REVERED FOR HIS WORK, HE WAS CALLED OUT OF RETIREMENT TO HELP SET UP TOWN VIEW.
[00:10:04]
THE DISTRICT HAS A LONG, INNOVATIVE AND PRO MOMENT THAT THEY CAN GO BACK TO THAT WE WERE THE FIRST.IT ALL STARTED HERE, AND IT STARTED WITH THIS MAN.
IT SEEMS ONLY FITTING THAT YOU WOULD NAME THE OFFICES WHERE HE SET ALL THAT GROUNDBREAKING WORK IN HIS HONOR. THANK YOU.
>> THANK YOU. OUR FINAL SPEAKER, JD MAYO.
>> GOD BLESSED AND NIPPY MORNING TO ALL.
DR. NOLAN ESTES, SUPERINTENDENT OF DALLAS SCHOOLS, FROM 1968-1978, WANTED TO BE HERE TODAY, BUT HE WAS UNABLE FOR PERSONAL REASONS, AND HE ASKED ME TO READ HIS REMARKS REGARDING MR. WELDON GRIFFITH.
I QUOTE. "DOWN THROUGH HISTORY, GREAT LEADERS HAVE BEEN DEFINED THROUGH THEIR COMBINATION OF RARE ATTRIBUTES.
NUMBER 1, NOT ONLY WERE THEY INTELLIGENT, BUT MORE IMPORTANTLY, THEY RELATED WELL TO THOSE WITH WHOM THEY WERE ASSOCIATED.
NUMBER 2, THEY NOT ONLY HAD GREAT IDEAS BUT WERE ALSO ABLE TO IMPLEMENT AND TURN THOSE IDEAS INTO ACTION.
NUMBER 3, THEY WERE STEADFAST.
THEY WERE ABLE TO SEEK A DIFFICULT TASK THROUGH COMPLETION IN SPITE OF ITS MANY CHALLENGES.
NUMBER 4, GREAT LEADERS LOOK FOR THAT SOURCE OF POWER THAT CAN ONLY COME FROM ABOVE THE ALMIGHTY GOD.
MR. WELDON GRIFFITH SPENT A HALF-CENTURY IN LEADERSHIP POSITIONS WITH THE DISD.
DURING MY DECADE AS SUPERINTENDENT, WELDON SERVED AS THE LEADER FOR CAREER EDUCATION.
NO ONE WITH WHOM I HAVE BEEN ASSOCIATED HAS HAD THE FOUR ATTRIBUTES IN GREATER ABUNDANCE THAN HIM.
HE POSSESSED PLENTY OF GRAY MATTER, BUT MOST IMPORTANTLY, HE NEVER MET A STRANGER.
WELDON'S ACCOMPLISHMENTS WERE ACHIEVED IN SPITE OF MANY CHALLENGES COMMON TO THE PUBLIC SCHOOLS, AVERSION TO NEW IDEAS, LIMITED FUNDS, SHORTAGES OF TRAINED PERSONNEL, ETC.
THROUGH IT ALL, WELDON GRIFFITH PERSEVERED AND WAS VERY SUCCESSFUL.
HIS MAGNET HIGH SCHOOLS CONTINUE TO BE MODELS TODAY.
EXAMPLES, LAW MAGNET, ARTS MAGNET, BUSINESS MAGNET.
THEY'RE LISTED AS THE BEST IN THE NATION.
WELDON IS A MAN OF FAITH AND LOOKS BEYOND HIMSELF FOR STRENGTH AND WISDOM.
DISD IS VERY FORTUNATE TO HAVE HAD HIS SERVICES.
WHEN THE PAST HALF-CENTURY OF THE HISTORY OF DISD IS WRITTEN.
NO ONE WILL HAVE CONTRIBUTED MORE THAN WELDON GRIFFITH." MAY I ADD THAT I MET MR. GRIFFITH OVER 50 YEARS AGO WHEN I CAME TO SKYLINE IN 1976, HE WAS IMPRESSIVE THEN, AND HE'S IMPRESSIVE NOW AT NEARLY 100 YEARS OLD.
MR. PRESIDENT, THIS CONCLUDES OUR SPEAKERS.
[5. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]
TRUSTEES WILL NOW TURN TO AGENDA ITEM 5 CLOSED SESSION.THE BOARD WILL RETIRE TO A CLOSED SESSION.
THE PUBLIC AND STAFF ARE WELCOME TO STAY IN THIS ROOM OR CONNECTED ONLINE WHILE THE BOARD LEAVES THE MEETING TO ATTEND THE CLOSED SESSION.
THE PUBLIC PORTION OF THE MEETING WILL RESUME AFTER CLOSED SESSION.
THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO 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 ITS ATTORNEYS 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 PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THE CHAPTER, INCLUDING ELECTIONEERING AND OR POLITICAL ADVERTISING AND MULTI-DISTRICT LITIGATION 30470 JCCP 5225 MORE FULLY DESCRIBED IN THE SCHOOL DISTRICT MASTER COMPLAINT, MDL ECF729.
TEXAS GOVERNMENT CODE SECTION 551.072 TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SELL, OR VALUE OF REAL PROPERTY.
TEXAS GOVERNMENT CODE, SECTION 551.074 TO DELIBERATE THE APPOINTMENT,
[00:15:03]
EMPLOYMENT EVALUATION, REASSIGNMENT, DUTIES, DISCIPLINE, OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE.SECTION 551.129 TO CONSULT WITH ITS ATTORNEYS BY USE OF TELEPHONE VIDEO CONFERENCE CALL, OR COMMUNICATIONS OVER THE INTERNET IN AN OPEN MEETING AND OR A CLOSED MEETING.
EVERYONE, THE TIME IS NOW 11:53 AM AND WE ARE IN CLOSED SESSION.
>> SIX A, STUDENT OUTCOME GOALS GPMS 1.1-1.3,
[6. VISION/PROGRESS MONITORING]
AND 4.1-4.3 CONSTRAINT CPM 2.1. SUPERINTENDENT?>> THANK YOU, PRESIDENT CARON.
I'M GOING TO PRESENT THE OVERVIEW OF THE BIG ROCKS OR THE DATA THAT WE'VE COLLECTED, AND CHIEF HEWETT POWELL AND CHIEF GAYLORD WILL PROVIDE THE SPECIFICITIES AND SO WITH THAT, IF WE CAN GET THE SLIDES UP.
I SEE IT ON THAT SCREEN, NOT SEEING IT IN FRONT OF ME, BUT GIVE US A SECOND.
THERE WE GO. THANK YOU, CHIEF GAYLORD, FOR MANAGING THAT. HERE WE GO.
YOU CAN GO TO THE NEXT ONE. WE ARE PRESENTING THE MIDDLE OF THE YEAR MONITORING TOOL OR DATA.
JUST WANT TO GO BACK TO FOCUSING ON SOME OF THESE WORDS THAT ARE UTILIZED, AND I THINK WE'VE COME UP WITH A COUPLE OF NEW ANALOGIES.
A DOMAIN 1 SCORE, WHICH IS WHAT THE TEKS EDUCATION AGENCY UTILIZES TO AGGREGATE DIFFERENT LEVELS OF PERFORMANCE.
CHIEF GAYLORD COME UP WITH A GREAT ANALOGY THAT I THINK DOMAIN 1 SCORES INCLUDE STUDENTS THAT WOULD BE AT APPROACHES, MEETS, AND MASTERS.
THAT'S WHAT THE STATE WILL ASSIGN US IN TERMS OF STUDENT PERFORMANCE.
THOSE THREE PERFORMANCE MEASURES ARE THEN AGGREGATED AND DIVIDED BY THREE TO GET YOU A DOMAIN 1 SCORE.
IT IS SIMILAR TO SAYING, HOW MANY BRONZE, HOW MANY SILVER, AND HOW MANY GOLD MEDALS HAVE WE WON, AND THEY'RE ALL WORTH ONE POINT, IF YOU'RE BRONZE, TWO POINTS IF YOU'RE SILVER, THREE POINTS IF YOU'RE GOLD, AND YOU ADD THOSE TOGETHER AND DIVIDE BY THREE.
WE USE THAT AS A GUIDE WHEN WE'RE GIVING YOU MIDDLE OF YEAR OR OTHER PROGRESS MEASURES.
IN THIS INSTANCE, WE DID MAKE SOME ADJUSTMENTS FROM LAST YEAR TO THIS YEAR WITH REGARD TO THE ASSESSMENT WE'RE UTILIZING.
I HAVE IN FRONT OF YOU A PICTURE I WANTED TO REPRESENT.
WE USED TO USE PEACHES, AND NOW WE'RE GOING TO USE NECTARINES. THEY'RE SIMILAR.
THEY'RE GOING TO GIVE US IMPORTANT DATA, BUT IT'S NOT THE EXACT SAME FRUIT.
KNOWING THAT, I WANT TO BE CLEAR THAT WE'RE NOW UTILIZING I-READY FOR OUR K THROUGH EIGHT STUDENTS.
FOR STUDENTS IN THE UPPER GRADES, THERE'S ALSO AN ACP THAT OUR STUDENTS TAKE IN DECEMBER.
THERE ISN'T A PRE AND A POST WITH ACPS, THERE'S JUST AN ABSOLUTE PERFORMANCE IN TERMS OF HOW STUDENTS ARE PERFORMING.
BUT ALL OF THAT TOGETHER GIVES US AN INDICATION OF WHERE WE ARE.
[NOISE] FOLLOWING ALONG WITH THE PURPOSE OF TRYING TO PREDICT AND THEN MAKE ADJUSTMENTS TOWARDS OUTCOME GOAL 1, STUDENT ACHIEVEMENT ON STATE ASSESSMENTS AND ALL SUBJECTS IN DOMAIN 1 WILL INCREASE FROM 46-58 BY JUNE 2025.
JUST A QUICK HISTORY VISIT, THOSE TARGETS WERE SET PRE-COVID, IT WAS ALSO SET PRE-STAAR 2.0.
IT WAS A DIFFERENT ASSESSMENT, AND IT WAS PRIOR TO COVID.
NONETHELESS, THEN ON GPM 1.1, OUR STUDENT ACHIEVEMENT IN MIDDLE OF YEAR.
WHAT WE CAN DO IN ORDER TO EQUATE THOSE, AS I DESCRIBED, PEACHES AND NECTARINES, YOU'LL SEE THE ARROW GOING FROM LEFT TO RIGHT.
THAT WAS ACTUAL PERFORMANCE ON MAP AND ACP AT THIS TIME LAST YEAR.
YOU'LL SEE THAT GREEN ARROW, THEN ACTUAL FOR THIS YEAR IS ACTUALLY 38.
[00:20:03]
IT HAS AN ASTERIX.WELL, I-READY SCORES ON A DIFFERENT SET OF NUMBERS.
IN GENERAL, IT'S THE SAME STANDARDS, AND ACTUALLY, IT'S BETTER ALIGNED TO A STATE ASSESSMENT LIKE WE HAVE IN TEXAS THAN MAP.
SO INSTEAD FOR THIS PARTICULAR SLIDE, WHAT WE DID IS, WELL, HOW MUCH DID OUR STUDENTS GROW LAST YEAR FROM BEGINNING OF YEAR TO MIDDLE OF YEAR? IF YOU LOOK ON THE LEFT HAND SIDE OF THE TABLE, FOR THE 2023, 2024 MAP REPORT, YOU'LL SEE, FOR INSTANCE, AFRICAN AMERICAN STUDENTS FROM LAST YEAR, AND BEGINNING OF YEAR TO MIDDLE OF YEAR, THERE WAS NO CHANGE.
ECONOMICALLY DISADVANTAGED, THERE WAS NO CHANGE.
IF YOU MAY RECALL, WE HAD THE CONVERSATION THAT WHILE WE SAID THERE WAS NO CHANGE, AND MANY OF YOU ASKED THE QUESTION, BECAUSE MIDDLE OF YEAR IS ACTUALLY NOW ASSESSING STUDENTS OF WHERE THEY SHOULD BE AT MIDDLE OF THE YEAR.
IT'S NOT REALLY JUST A PRETEST AT THE BEGINNING AND THE MIDDLE, IT ACTUALLY INCREASES THE EXPECTATIONS IN THE MIDDLE OF THE YEAR.
THE TEST, IF YOU WILL, IS HARDER AT THE MIDDLE OF THE YEAR, BECAUSE IT SHOULD BE BECAUSE STUDENTS SHOULD BE ADVANCING.
IF THERE WAS GENERALLY NO CHANGE FOR HOW WE DID FROM BEGINNING OF YEAR TO MIDDLE OF YEAR LAST YEAR, HOW WOULD THAT COMPARE NOW? WELL, NOW WHAT WE SEE IS A +8 FOR AFRICAN AMERICAN STUDENTS ON I-READY MOVING FROM 22 AT THE BEGINNING OF THE YEAR TO 30.
FOR ECONOMICALLY DISADVANTAGED FROM 24-32, THAT'S ANOTHER +8.
EMERGENT MOVE FROM 24-30, THAT'S +6.
HISPANIC STUDENTS, WHICH REPRESENT MORE THAN 70% OF OUR STUDENTS WENT FROM 29-34 OR A +9.
BELOW THAT, WHAT WE CAN DO IS ALSO SHOW YOU OUR ACP DATA AT THIS TIME LAST YEAR WAS A 46, AND THIS YEAR IS A 48, SO THAT'S A +2.
WE'RE JUST WANTING TO MAKE SURE THAT WE'RE LOOKING AT GROWTH, BUT ALSO RECOGNIZING THAT THESE WERE DIFFERENT ASSESSMENTS.
WE SAW SIGNIFICANT IMPROVEMENT FROM BEGINNING OF YEAR TO MIDDLE OF YEAR ACROSS THE DISTRICT AND IN ALL STUDENT GROUPS.
THIS ASSESSMENT ALSO INCREASES IN RIGOR AT THE MIDDLE OF THE YEAR.
WE ARE ALSO NOT COMPARING JUST HOW DID THEY DO BEGINNING OF YEAR AND THEN ON THE SAME LEVEL, BUT RATHER, WHERE SHOULD THEY BE IN MIDDLE OF YEAR? OUR NEXT SLIDE, IS ACTUALLY AN EXTENSION OF GPM 1.1, BECAUSE 1.1 WAS ALL STUDENTS, AND IN 1.2, WE'RE FOCUSING ON STUDENTS THAT HAVE HAD THE HISTORICALLY LOWEST PERFORMANCE IN OUR DISTRICT.
WHAT WE CAN SEE HERE IS TAKING THAT GROUP SPECIFICALLY, AND IF WE WERE TO PUT IT ON THE GOAL PROGRESS MEASURES, THAT WOULD LOOK LIKE IT HAD GONE FROM A 30-34, BUT WE KNOW THOSE ARE REALLY, AGAIN, THAT'S PEACHES TO NECTARINES.
EVEN THOUGH THERE'S A PLUS FOUR, IT'S NOT THE SAME ASSESSMENT.
A BETTER MEASURE WOULD BE HOW MUCH CHANGE OCCURRED FOR AFRICAN AMERICAN STUDENTS, BEGINNING OF YEAR, MIDDLE OF YEAR, THAT WAS ZERO LAST YEAR, THIS YEAR, YOU SEE THE +8.
SPECIFICALLY, FOR AFRICAN AMERICAN STUDENTS IN ACP, THERE WAS ALSO A CORRESPONDING +4.
WE CAN SEE THAT COLLECTIVELY OUR TEACHERS, OUR PRINCIPALS, OUR SUPPORT STAFF, OUR CAMPUSES.
STUDENTS ARE MOVING IN A VERY POSITIVE DIRECTION FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.
THE NEXT SLIDE, IS 1.3, AND 1.3 IS ACTUALLY FOCUSING ON OUR READING AND MATH SPECIFICALLY AT THE MEETS PERFORMANCE.
AS I MENTIONED EARLIER, THAT DOMAIN INCLUDES THE BRONZE, SILVER, AND THE GOLD.
THIS ONE IS MEASURING SILVER AND ABOVE.
EVEN IF WE LOOK AT THE HIGH ENDS, WHAT WE SEE HERE, AGAIN, NOT COMPARING APPLES TO APPLES OR PEACHES TO PEACHES, BUT RATHER PEACHES TO NECTARINES.
WHAT WE SEE IS WE WENT FROM 34.1 TO 36, BUT THAT ASTERISK THERE AGAIN, DENOTED BENEATH THERE.
SPECIFICALLY AT THE MEETS LEVEL, YOU'LL SEE AT THE HIGHEST LEVELS LAST YEAR IT WAS NEGLIGIBLE INCREASES.
IT WAS 0.1 DECLINE FOR AFRICAN AMERICAN STUDENTS, A 0.3 INCREASE IN ECONOMICALLY DISADVANTAGED, 0.1 FOR EMERGENT BILINGUALS AND 0.4 FOR HISPANICS.
THAT WAS BEGINNING OF YEAR, MIDDLE OF YEAR LAST YEAR, FOCUSING AT, AGAIN, THE MEETS OR THE SILVER AND ABOVE.
THIS YEAR, AGAIN, NOW WHAT WE NOTICE IS 15.8 TO 24.5.
NOT ONLY ARE ALL STUDENTS DEMONSTRATING IMPROVEMENT AS WE SAW IN THE ORIGINAL 1.1 GOAL PROGRESS MEASURE,
[00:25:02]
WE'RE ALSO SEEING THAT THAT'S OCCURRING EVEN AT THE HIGHEST LEVELS OF PERFORMANCE.STUDENTS ARE NOW NOT JUST IMPROVING, THEY'RE ALSO IMPROVING AT A HIGHER LEVEL.
AFRICAN AMERICAN STUDENTS SAW AN INCREASE OF 8.7 ECONOMICALLY DISADVANTAGED STUDENTS SAW A SIMILAR GAIN OF +9, EMERGENT BILINGUALS SAW A GAIN OF 5.1 OR IS IT 6.1? I NEED GLASSES, AND HISPANICS ALSO CORRESPONDING 9.5.
ON ACPS, OVERALL, ALSO AT THAT END, WE SAW 50.8 LAST YEAR AND THIS YEAR 53.9, SO THAT WAS ALSO AN INCREASE.
WHEN WE LOOK AT TRIANGULATING DATA AND LOOKING AT MULTIPLE DATA POINTS, WE ARE SEEING SUCH POSITIVE OUTCOMES RIGHT NOW BECAUSE ALL OF THESE ARE ALL TRENDING SIGNIFICANTLY AND ALL IN A POSITIVE DIRECTION FOR ALL STUDENT GROUPS.
AGAIN, THIS IS A REPRESENTATION OF THE WORK THAT IS HAPPENING IN EVERY CLASSROOM AT OUR CAMPUSES.
CERTAINLY, IT DOES NOT HAPPEN AT 9,400 NORTH CENTRAL EXPRESSWAY.
THIS IS THE WORK OF OUR PRINCIPALS, OUR TEACHERS, OUR SUPPORT STAFF, OUR COUNSELORS, OUR STUDENTS, OUR PARENTS, OUR COMMUNITY. NEXT SLIDE.
THIS IS A SLIDE WHERE I GET TO GO, NEXT.
CHIEF HEWETT POWELL AND CHIEF GAYLORD WILL TALK ABOUT THOSE INPUTS, SOME OF THE OUTPUTS, AND THOSE ADJUSTMENTS AS A REFLECTION OF THE DATA THAT WE NOW HAVE.
READING FROM LEFT TO RIGHT FOR EACH GPM.
THE INPUTS FOR THIS GROWTH PROGRESS MEASURE IN '23, '24 WAS THE IMPLEMENTATION OF THE TIER 1 CURRICULUM.
THAT INCLUDE K THROUGH 8 READING LANGUAGE ARTS AND K THROUGH ALGEBRA II MATHEMATICS.
WE WORK WITH SCHOOL LEADERSHIP TO ALIGN ALL THE INSTRUCTIONAL SYSTEMS, INCLUDING PROFESSIONAL DEVELOPMENT, DATA WALKS, CURRICULUM EMBEDDED ASSESSMENTS FOR ALL DALLAS ISD CAMPUSES.
OUR OUTPUT TO DATE WHERE THE READING AND MATH INCREASES FOR MIDDLE OF YEAR '24 TO MIDDLE OF YEAR '25.
WE'RE ALSO HIGHLIGHTED IN THIS BOARD MEETING AND ALSO THE PREVIOUS BOARD MEETING.
OUR STRATEGIC ADJUSTMENTS FOR THIS SCHOOL YEAR OCCURRED IN OCTOBER.
WHILE WE WERE DOING TREND WALKS, RIGHT NOW, WE WALKED OVER 1,000 CLASSROOMS ACROSS THE DISTRICT OUR TEAMS HAVE.
IN OCTOBER, WE LOOKED AT REALIGNING SOME OF THE LANGUAGE OF OUR TEXTS SO THAT REALLY CALLING OUT THE STATE STANDARD AND CONNECTING THAT TO OUR HIGH QUALITY INSTRUCTIONAL MATERIALS.
WE TRAINED ALL OF THE PRINCIPALS, WE TRAINED ALL THE EXECUTIVE DIRECTORS, WE TRAINED TEACHERS AND OUR SILT TEAM, ALSO ADDED FOCUS OBJECTIVES IN ALL OF OUR KNOWLEDGE BASED READING UNITS.
WE ALSO ADDED EXEMPLAR VIDEOS AT EVERY MATH LESSON.
EVERY MATH LESSON HAS A COORDINATOR THAT HAS VIDEOTAPED WHAT IT SHOULD LOOK LIKE THROUGHOUT THE COURSE OR THE MODULE.
PICTURES OF ANCHOR CHARTS MANIPULATIVES ALSO USED TO HELP GUIDE TEACHERS.
FOR GPM 1.2, WE PROVIDED TARGETED INSTRUCTIONAL SUPPORT FOR AFRICAN AMERICAN STUDENTS.
OUR OUTPUT WAS A ONE POINT INCREASE IN BOTH MATH AND READING.
WE BUILT AND LAUNCHED MATH ACADEMIES, OUR K 5 CONTENT TRAINING FOR TARGETED CAMPUSES.
WE ARE EXCITED TO REPORT THAT AT THIS TIME, OVER 600 MATH TEACHERS IN DALLAS ISD HAVE COMPLETED AND EARNED CREDIT FOR MATH ACADEMIES.
THIS WE MULTIPLE CONTENT TRAINING DAYS IN NOVEMBER, DECEMBER, AND JANUARY.
IN ADDITION, THE ACADEMIC SERVICES TEAM IN PARTNERSHIP WITH SCHOOL LEADERSHIP.
WE PROVIDE WEEKLY JUST IN TIME CONTENT TRAINING, OFFICE HOURS FOR TEACHERS, AND THEN ALSO SMALL GROUP PROFESSIONAL DEVELOPMENT SO THAT OUR TEACHERS GET TO VIEW THE NEXT WEEK'S LESSON BEFORE THEY PLAN THEIR WEEK.
FOR GPM 1.3, ALL STUDENTS AT MEETS PLUS, OF COURSE, INCLUDES MEETS AND MASTERS.
IN '23, '24, WE IMPLEMENTED A UNIFORM TIER 2 INSTRUCTIONAL MODEL.
THERE WERE GAINS, AS YOU SEE ON THE PREVIOUS SLIDE FROM BEGINNING OF YEAR TO MIDDLE OF YEAR IN BOTH READING AND MATH.
OUR STRATEGIC ADJUSTMENT FOR THIS SCHOOL YEAR WAS THE IMPLEMENTATION OF LAB BLOCK.
THAT'S THE LEARNING AND ACHIEVEMENT BLOCK THAT OCCURS FOR MATH AND READING.
THIS IS REALLY RE-IMAGINING THE STUDENT EXPERIENCE DURING THAT INTERVENTION TIME SO THAT ALL STUDENTS, REGARDLESS OF WHERE YOU ARE, ALL STUDENTS WORK ON THEIR I-READY GOALS, THEIR STRETCH GOALS, TEACHERS DO SMALL GROUP.
THEY DO TARGETED INTERVENTIONS OR ACCELERATIONS.
STUDENTS, WE PRESENTED THE I-READY PIECE LAST WEEK WHERE EVERY STUDENT HAS A CUSTOMIZED PLAYLIST AND PERSONALIZED PATHWAY DIVIDED OUT BY EVERY SKILL IN MATH AND EVERY SKILL IN READING.
THEN WE'VE ALSO ADDED HER AND I LOOKING AT THROUGH ALL OF OUR DATA, OUR ACP DATA, MAKING SURE WE'RE ADDING ADDITIONAL WRITING ACTIVITIES IN HIGH SCHOOL, SPECIFICALLY, ENGLISH 1 AND ENGLISH 2, SO THAT EVERY WEEK, STUDENTS ARE WRITING GETTING IMMEDIATE FEEDBACK ON THAT ASSESSMENT.
[00:30:06]
>> WHEN WE MOVE THEN TO STUDENT OUTCOME GOAL 4, THIS IS SIMILAR TO THE PREVIOUS, BUT A FOCUS ON MIDDLE GRADE, SIX THROUGH EIGHT STUDENT ACHIEVEMENT ON STATE ASSESSMENTS IN ALL SUBJECTS IN DOMAIN 1, AGAIN, BRONZE, SILVER, AND GOLD, AND LOOKING AT WHERE WE WERE LAST YEAR, UTILIZING THE SAME I-READY APPROACH AS YOU SAW FROM GOAL 1 AND THE GPMS THAT WERE ALIGNED TO THAT.
SIMILARLY, WITH GPM 4.1, THE PURPOSE HERE WAS TO ALIGN, PREDICT, PROJECT, AND RESPOND TO WHERE WE WERE AND WHERE WE ARE SO THAT WE'LL BE ABLE TO ACHIEVE WHAT THE EXPECTED GOAL IS.
OVERALL, OUR GPM 4.1 UTILIZING I-READY AND ACP DATA, BEGINNING OF YEAR TO MIDDLE-OF-YEAR, WE WENT FROM 36-38.
>> HOWEVER, AGAIN, THESE ARE PEACHES AND NECTARINES.
BENEATH THAT, YOU'LL SEE OUR STUDENT GROUP DATA AND YOU'LL SEE THE BEGINNING OF YEAR TO MIDDLE OF YEAR DATA.
AGAIN, LAST YEAR, WE WERE SEEING THE SAME TREND THAT AS THE TEST INCREASED IN DIFFICULTY MATCHING THE TIME OF YEAR AND WHERE STUDENTS SHOULD BE.
WE WEREN'T GROWING MORE STUDENTS INTO THAT AREA.
THIS YEAR FOR 24/25 AGAIN, YOU SEE 27-32, A PLUS FIVE FOR AFRICAN AMERICAN STUDENTS, 27-33 FOR ECONOMICALLY DISADVANTAGED, 25-29 FOR EMERGENT BILINGUALS AND OUR HISPANIC POPULATION 28-34.
WITH ACP TESTS, THIS IS AN AREA THAT I THINK CHIEF HEWETT POWELL IS GOING TO RESPOND TO AN OBSERVATION, OF COURSE, AT THE DISTRICT LEVEL FOR THESE MIDDLE GRADES WAS THAT ACPS FELL FROM LAST YEAR AT THIS TIME TO THIS YEAR.
THERE ARE SOME OBSERVATIONS AND RESPONSES TO THAT DATA SET THAT CHIEF HEWETT POWELL WILL RESPOND TO MOMENTARILY.
AGAIN, MOVING TO GPM 4.2, THIS IS THE FOCUS ON AFRICAN AMERICAN STUDENTS, WHICH IS INTERESTING THAT WE SEE THE SAME PATTERN.
WITH THE I READY, STUDENTS ARE GROWING, AND THEY'VE MOVED AGAIN FROM THE 27-32 AT A PLUS FIVE AND WHAT WE DO SEE THOUGH, IS, AGAIN, THE ACP DATA SHOWS A DECLINE.
THAT'S A SEPARATE SET OF STUDENTS IN PARTICULAR CONTENT AREAS.
THEN CHIEF HEWETT POWELL GOES THROUGH A DISAGGREGATION OF, WHAT DOES THAT LOOK LIKE DISTRICT WIDE? WHAT DOES THAT LOOK LIKE AT THE CAMPUS LEVEL? BECAUSE THIS DOESN'T MEAN EVERY CAMPUS REFLECTS THIS EXACT DATA.
SOME CAMPUSES MAY BE HIGHER, LOWER, AND SOME MAY BE SIMILAR TO THIS.
WITH THAT, I'LL TURN IT OVER TO CHIEF HEWETT POWELL WITH REGARD TO, WHAT'S THE ONE MORE? 4.3. THIS AREA FOCUSES AGAIN ON THE SILVER AND ABOVE ON THE MEATS, REALLY FOCUSING ON, ARE WE GETTING ALL STUDENTS GROWING AND ARE STUDENTS GROWING AT AN ACCELERATED RATE AT THE SILVER AND GOLD? YOU SEE CORRESPONDING INFORMATION 31.2 THROUGH 34.7, KNOWING AND BEING TRANSPARENT THAT THAT IS PEACHES TO NECTARINES.
THEN DEMONSTRATING BELOW THE GROWTH, WHICH WAS MINIMAL THAT WE GOT LAST YEAR FROM BEGINNING OF YEAR TO MIDDLE OF YEAR.
COMPARED TO THIS YEAR'S BEGINNING OF YEAR, MIDDLE OF YEAR, WE SEE AN ACCELERATION OF STUDENTS AT THE SILVER AND ABOVE LEVEL.
YOU SEE FROM AFRICAN AMERICAN STUDENTS A PLUS FOUR ALL THE WAY TO EMERGENT BILINGUALS AT A PLUS 3.8.
SIMILARLY, WHEN WE LOOK AT THE UPPER LEVELS, THE FALL ACP SHOW SOME DECLINE FOR THOSE PARTICULAR AREAS AS WELL.
NOW, I'LL TURN IT OVER TO CHIEF HEWETT POWELL.
>> I'M GOING TO TURN IT OVER TO CHIEF GAYLORD.
BECAUSE AS WE ASSESS THE DATA, WE REALLY HAVE RESPONDED WITH A LOT OF ACADEMIC SUPPORT SINCE I'LL TURN IT BACK OVER AND IT'LL COME BACK TO ME.
THIS IS THE THIRD TIME TODAY THAT SOMEONE HAS CALLED ME MISS CHIEF HEWETT POWELL. LET ME CHANGE THE SLIDE.
FOR THIS SLIDE WITH MIDDLE SCHOOL, OUR 23-24 INPUT FOUR DOMAIN 1, MATH AND READING WAS ADDING ADDITIONAL RESOURCES TO HELP TEACHERS MOVE STUDENTS FROM CONCRETE TO ABSTRACT AND MATH.
WE ADDED ADDITIONAL MANIPULATIVES, VISUAL AIDS, ANCHOR CHARTS, AND THEN THE OUTPUT WAS A TWO POINT INCREASE IN MIDDLE SCHOOL READING AND MATH FROM MIDDLE OF YEAR 24 TO MIDDLE OF YEAR 25.
[00:35:01]
OUR STRATEGIC ADJUSTMENT, WHEN WE GOT THE DATA BACK FROM I-READY, OUR TEAMS WENT THROUGH AND SAT DOWN WITH CHIEF AND THOUGHT OUR MIDDLE SCHOOL IS NOT USING IT AS LONG AS ELEMENTARY SCHOOL, AND SO SHE'S PROVIDED A LOT OF STRUCTURE AROUND THAT MIDDLE SCHOOL LAB BLOCK TIME.WE ALSO SAW THAT REALLY MAKING SURE THAT THERE'S DONATED TIME AND EVERY TIME IS PROTECTED SO THAT ALL THE STUDENTS CAN WORK ON THAT GOAL IN THAT MIDDLE SCHOOL LAB BLOCK TIME.
OUR GPM 4.2, OUR TEAM ALIGNED HANDS ON RESOURCES AND OUR AMPLIFY CURRICULUM CALLED AMPLIFY ALIVE.
IF YOU'RE DOING A NOVEL ON BUTTERFLIES, YOU'RE GOING TO GET 3D MANIPULATIVES ON BUTTERFLIES.
WE'RE REALLY JUST TRYING TO BRING ALL OF THE PIECES INSIDE OF LITERATURE ALIVE SO THAT THE STUDENT EXPERIENCE IN THE CLASSROOM IS A LOT MORE KINESTHETIC AND HANDS ON WHILE THEY'RE DOING A LOT OF THEIR LITERACY GOALS.
OUR INCREASE WAS FOUR POINTS IN MATH AND READING FOR SIX THROUGH ALGEBRA 1.
OUR STRATEGIC ADJUSTMENT FOR MIDDLE SCHOOL WAS DEDICATED OFFICE HOURS FOR EACH MIDDLE SCHOOL CONTENT EXPERT.
PRINCIPALS REALLY GUIDE OUR NON-PROFICIENT LEVEL TEACHERS TO DO WEEKLY CONTENT TRAINING SESSIONS BASED ON THE OBSERVATIONS THEY SEE IN THE CLASSROOM AND THE STUDENT PERFORMANCE DATA, LOT OF DATA DRIVEN CONVERSATIONS AND MEETINGS FROM BEGINNING OF YEAR, MIDDLE OF YEAR AND LOOKING AT ALL OF THE ASSESSMENTS.
THEN EACH MIDDLE SCHOOL READING LESSON IS ALSO INCLUDING A DIFFERENTIATION STEP.
ANY STUDENTS THAT ARE OFF GRADE LEVEL IN MIDDLE SCHOOL, THEY'RE GETTING THOSE SCAFFOLDS BUILT INTO THEIR CURRICULUM.
THE GROWTH WAS 3.4 IN BOTH READING AND MATH FROM MIDDLE OF YEAR TO END OF YEAR.
IT WAS ACHIEVED OBVIOUSLY BY WHAT WE DID FOR THE STRATEGIC ADJUSTMENT INPUT, WHICH WAS ADDING ADDITIONAL SUPPORTS LAST YEAR FOR OUR SEVENTH GRADE MATH TEACHERS.
THIS WAS THE RESULT OF AN INCREASE FOR MIDDLE SCHOOL FROM IN MIT AND MASTERS.
THEN OUR LAST PIECE IS THIS YEAR, WE'VE ASSIGNED AND THEN THE MIDDLE SCHOOLS HAVE AN I-READY CHAMPION.
THAT'S A PERSON THAT'S APPOINTED BY THE PRINCIPAL.
THEY RECEIVE SPECIALIZED TRAINING AND ANALYZING DIAGNOSTIC REPORTS, IDENTIFYING SKILL GAPS, IMPLEMENTING TARGETED INTERVENTIONS THAT ADDRESS STUDENT NEED.
THEN CAMPUSES ARE ALSO TRAINED AND GIVEN RESOURCES AROUND WHAT THE SUPERINTENDENT TALKED ABOUT EARLIER, TRIANGULATING YOUR DATA SOURCES.
WE'VE GOT A LOT OF DATA, BUT IT DOESN'T MATTER IF YOU DON'T CHANGE WHAT YOU'RE DOING IN THE CLASSROOM BASED ON THAT DATA.
WITH THAT, I'M GOING TO TURN IT OVER TO CHIEF HEWETT POWELL.
>> THANK YOU SO MUCH. ON THE NEXT SLIDE, WE'LL TALK A LITTLE BIT ABOUT CONSTRAINT 2, WHICH IS A FOCUS ON CAMPUS STAFF SATISFACTION.
OUR GOAL WAS TO MOVE TO 74% BY 2025.
YOU CAN SEE WHEN YOU LOOK AT THE TABLE THAT WE'VE INCREASED FROM LAST YEAR FROM 71.9 TO 72.4 AND WHAT WE DID HERE, I KNOW IT LOOKS SLIGHTLY DIFFERENT THAN WHAT WE'VE REPORTED OUT PREVIOUSLY IS THE 72.4 REPRESENTS OUR POSITIVE RESPONSES, AND WE ALSO WANTED TO INCLUDE THE NEUTRAL RESPONSES BECAUSE WE'RE OFTEN ASKED WHO PUT LIKE NEUTRAL.
THEN YOU CAN SEE THAT THAT TOTALS TO ABOUT 85% OF STAFF.
WE CAN SEE THAT WE PRETTY MUCH MAINTAINED OR INCREASED ACROSS ALL OF THESE INDICATORS ON OUR CLIMATE AND CULTURE SURVEY AROUND CAMPUS STAFF SATISFACTION.
I WANT TO HIGHLIGHT JUST AND TAKE A FORE MOMENT TO POINT OUT DISCIPLINE IS ENFORCED CONSISTENTLY AND EFFECTIVELY AT OUR CAMPUS.
IF WE RECALL JUST A FEW SHORT YEARS AGO AFTER COVID, THAT WAS AN INDICATOR THAT HAD DROPPED SLIGHTLY, AND IT WAS ALSO ONE OF GREAT CONCERN NOT ONLY ACROSS DALLAS ISD, BUT ACROSS THE NATION.
I WANT TO TAKE A MOMENT TO JUST THANK OUR BOARD OF TRUSTEES, OR SUPERINTENDENT, ALSO OUR STAFF AND OUR PRINCIPALS AND DR. LEAR AND HER TEAM FOR THE WORK THAT THEY DO WITH OUR RESET CENTERS AND THE COORDINATORS AND SUPPORTING OUR STUDENTS WHEN THEY NEED TO BE REDIRECTED FOR DISCIPLINE.
WE CAN SEE THAT OUR STAFF ARE SAYING THAT WE DO WHAT WE NEED TO RESPOND TO OUR STUDENTS.
I'D ALSO LIKE TO TAKE A MOMENT TO JUST POINT OUT THAT OUR STAFF ALSO FEEL GOOD ABOUT WORKING AT DALLAS ISD, AND ALSO THAT THEY GET THE SUPPORT THAT THEY NEED AROUND INSTRUCTION.
WITH THAT, I'M GOING TO TURN OVER TO OUR INPUTS AND OUTPUTS, AND OUR STRATEGIC ADJUSTMENTS.
AS CHIEF GAYLORD MENTIONED LAST YEAR, WE FOCUSED ON ROLLING OUT A NEW CURRICULUM AND FOCUSING ON TIER 1 INSTRUCTION TO IMPROVE OUTCOMES FOR OUR STUDENTS.
THE WAY WE WERE ABLE TO DO THAT AND MAINTAIN THE STAFF SATISFACTION ACROSS DALLAS ISD IS BY PROVIDING TRAINING AND MANAGING TRANSITIONS, WHICH FOCUSES ON NOT ONLY THE TECHNICAL ASPECT
[00:40:02]
OF CHANGE BUT ALSO THE EMOTIONAL ASPECT OF CHANGE.WE CAN SEE THAT WE HAD INCREASED POSITIVE RESPONSES FROM OUR STAFF FROM LAST YEAR'S TRANSITION EVEN UNTIL THE ADJUSTMENTS THAT WE MADE THIS YEAR.
ONE STRATEGIC ADJUSTMENT THAT WE HEARD OVER AND OVER FROM YOU ALL WAS TO ENSURE THAT WE INVOLVE OUR STAFF AND OUR PRINCIPALS IN THE FEEDBACK SO THAT WE CAN MAKE THE ADJUSTMENTS THAT ARE RESPONSIVE TO THEM.
YOU CAN SEE THAT WE'VE ADDED ADDITIONAL PRINCIPAL AND TEACHER FOCUS GROUPS ACROSS THE BOARD.
IN ADDITION, WE ADDED CAMPUS SECURITY OFFICERS ACROSS THE DISTRICT, AND WE ALSO REVISED THE REPORTING AND FEEDBACK STRUCTURE FROM OUR STUDENT ENGAGEMENT, SCHOOL LEADERSHIP, AND POLICE SECURITY DEPARTMENT.
WHAT YOU SEE IS ACTUALLY THIS REALLY ONGOING DISCUSSION AND STRUCTURE AND PLATFORMS THAT WE'RE ABLE TO USE TO BEST SUPPORT OUR STUDENTS.
WE CAN SEE THOSE INCREASED POSITIVE RESPONSES AROUND A STUDENT DISCIPLINE.
THE STRATEGIC ADJUSTMENT FOR THIS YEAR IS THAT WE ADDED CAMPUS SECURITY OFFICERS TO ELEMENTARY SCHOOLS.
WE RETRAINED ALL OF OUR STAFF ON OUR ENTRY PROCEDURES, AND WE ALSO PROVIDED CLASSROOM MANAGEMENT PD FOR THOSE TEACHERS THAT WERE REALLY IN NEED OF SUPPORT.
THEN FINALLY, WE HAVE A TIERED TRAINING FOR OUR NEW TEACHING PROGRESSION TEACHERS AND PRINCIPALS.
THAT WAS SOMETHING THAT WE HEARD FROM OUR STAFF.
THEY WANTED TO ENSURE THAT WE TIERED THAT PROFESSIONAL DEVELOPMENT, AND WE'VE DONE THAT AND WE CAN SEE THE INCREASED POSITIVE RESPONSES WITH COLLEAGUES THAT ARE ABLE TO HELP THEM WITH INSTRUCTION.
ONE THING THAT OUR CHIEF GAYLORD THAT SHE DID THIS YEAR IN RESPONSE TO STAFF REQUEST WAS TO OFFER TWO SUMMER FLEX DAYS FOR PROFESSIONAL DEVELOPMENT.
IF THEY ATTENDED THIS SUMMER, THEN ONE DAY THAT THEY GET OFF OF PROFESSIONAL DEVELOPMENT IS UPCOMING ON FEBRUARY 17TH.
WITH THAT, WE ARE PREPARED TO TAKE QUESTIONS.
>> CLOSE OUT THE EXECUTIVE SUMMARY.
WELL, WE'RE SEEING REALLY POSITIVE GAINS ON OUR GPMS 1.1, 1.2, 1.3, 4.1, 4.2, AND 4.3.
WE ALSO KNOW THAT THERE'S A LOT OF WORK THAT WE STILL NEED TO CONTINUE FOCUSING ON.
WE DEFINITELY STILL PUT US AT PROGRESSING.
WE THINK IT'S VERY POSITIVE IF I WANTED TO PUT A PROGRESSING PLUS BECAUSE I THINK THE TEACHERS AND PRINCIPALS HAVE DONE A REALLY GOOD JOB, BUT WE'RE GOING TO BE CAUTIOUS HERE.
WE WANT TO CONTINUE TO SEE THIS GROWTH AND ULTIMATELY BE ABLE TO REPORT OUT TO YOU THAT GAIN ON THE STATE ASSESSMENT.
THEN OF COURSE, WE'VE ALREADY DISCUSSED CONSTRAINT TOO.
THAT'S THE EXECUTIVE SUMMARY, AND WE'RE READY TO TAKE QUESTIONS.
>> TRUSTEES QUESTIONS? TRUSTEE AMBERG.
>> THANK YOU ALL FOR THE COMPREHENSIVE PRESENTATION.
I JUST HAVE A FEW CLARIFYING QUESTIONS.
CAN YOU GIVE AN EXAMPLE OF WOULD YOU USE EITHER, OR SOMETIMES BOTH?
>> NO. ACTUALLY, ONCE THEY'RE IN A HIGH SCHOOL LEVEL COURSE, THEN IT'S BASED ON THE STANDARDS ONLY FOR THAT PARTICULAR COURSE BECAUSE WE ALREADY HAVE VERY TIGHT CORRELATIONS TO OUR ACPS AND STATE ASSESSMENTS, AND THOSE COURSES ARE ALIGNED.
EIGHTH GRADERS AS AN EXAMPLE, THAT WOULD BE IN ALGEBRA 1, WOULD NOT HAVE TAKEN THE I-READY MATH.
THEY WOULD HAVE TAKEN THE ACP OR IN DECEMBER NOT TO HAVE TAKEN THE I-READY.
>> GOT IT. IT'S IN EITHER. YOU POINTED OUT, I THINK THAT ON THE ACP, THERE'S A PATTERN WHERE I-READY HAD INCREASED BEGINNING A YEAR TO MIDDLE OF YEAR AND RELATIVE TO LAST YEAR'S INCREASES, BUT ACP HAD DECLINED.
THEN IS THE I-READY CRITERION REFERENCE TO TICKS?
>> YES. I-READY IS CRITERION REFERENCE.
I'M GLAD YOU ASKED THOSE QUESTIONS.
MAP WAS A NORMED REFERENCE TEST.
WHILE IT HAS SIMILAR STANDARDS, THE TEST WE USED BEFORE WAS NOT AS TIGHTLY ALIGNED TO CRITERIA AND IT WAS NOT TIGHTLY ALIGNED TO THE STATE ASSESSMENT OF TEXAS.
HOWEVER, THEY WOULD CONTINUALLY DO STATISTICAL STUDIES AND RE-NORM SO THAT THEY COULD GET SOME CORRELATIONS.
I-READY IS A CRITERION REFERENCE TEST, SO IT IS STANDARDS.
THE DIFFERENCE IS ON A NORMED REFERENCE TEST, BECAUSE THE WORD NORMING COMES FROM A BELL CURVE.
STATISTICALLY, THAT MEANS, NO MATTER HOW WELL YOU DO OR HOW MUCH YOU IMPROVE, YOU'RE BEING COMPARED TO EVERYONE ELSE WHO TOOK THAT TEST.
THERE WILL ALWAYS BE SOME STUDENTS THAT WILL FALL ALONG THAT LINE.
A CRITERION REFERENCED TEST LIKE I-READY ACTUALLY HAS A STANDARD.
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DID YOU MEET WHAT YOU'RE SUPPOSED TO BE DOING IN THE MIDDLE OF THE YEAR FOR THIRD GRADE READING? YES OR NO.AM I MEETING THAT? NOW, A CRITERION REFERENCE TEST CAN ALSO BE NORMED, BUT A NORMED REFERENCE TEST CANNOT BECOME A CRITERION REFERENCE TEST.
WE'RE GETTING THE BEST OF BOTH WITH I-READY.
WE CAN ACTUALLY LOOK AT THE CRITERION REFERENCE WHICH IS WHAT WE'RE REPORTING HERE, AND WE COULD ALSO DO SOME NORMED REFERENCING ASSESSMENTS AS WELL.
ACP IS ONLY FOR MOSTLY, IT WOULD BE IN THIS PARTICULAR CATEGORY, THE STUDENTS THAT ARE TAKING AN END OF COURSE TEST OR ALGEBRA 1, EIGHTH GRADERS FOR THIS PARTICULAR SUBSET IN THE MIDDLE.
IN 1.1, IT WOULD INCLUDE ALL THE STUDENTS THAT HAVE TAKEN ACP.
THOSE WILL ALL BE ALGEBRA 1 OR OTHER END OF COURSE TESTS.
IN THE GOAL PROGRESS MEASURES 4 THAT ARE ALIGNED TO GOAL 4, THAT SIX THROUGH EIGHT WOULD ONLY BE THE ALGEBRA 1 FOR EIGHTH GRADERS.
THERE MIGHT BE A SMALL NUMBER THAT ARE TAKING THE ENGLISH 1 EOC OF EIGHTH GRADERS BUT THAT'S A VERY SMALL NUMBER.
>> THEN IS I-READY THE CRITERIA TO WHICH IT'S REFERENCED TEAKS?
>> IT IS. IT IS BOTH THEY DO A STANDARDS THAT IS ALIGNED TO THE STATE STANDARDS, AND IT'S ALSO ALIGNED WITH THE HIGH QUALITY INSTRUCTIONAL MATERIALS THAT WE'RE USING.
>> ANY THOUGHTS ON WHY THE DISLOCATION, BUT JUST DIFFERENT RESULTS DIDN'T HAPPEN IN ELEMENTARY SCHOOL BUT IN MIDDLE SCHOOL.
IS IT BECAUSE IT'S ALGEBRA VERSUS EVERYTHING ELSE?
>> WHY WOULD THE ACPS DECLINE VERSUS THE I-READY'S BEING STANDARD PRETTY REGULARLY IMPROVING?
>> THAT WAS ONE OF THE THINGS THAT CHIEF GAYLORD POINTED OUT IN HER PRESENTATION.
REALLY WHAT WE SAW IN MIDDLE SCHOOL, LET ME START WITH ELEMENTARY.
WHAT WE DID REALLY WELL IN ELEMENTARY THIS YEAR IN THIS STRATEGIC ADJUSTMENT IS TO HAVE A VERY INTENTIONAL MATH BLOCK AND READING BLOCK FOR THEM TO DO THEIR INTERVENTION.
IN ACP FOR ALGEBRA, ONE OF THE THINGS THAT THE TEACHERS HAVE TO BALANCE WAS THE CARNEGIE CURRICULUM, OUR MATHIA, AND THEN ALSO THE BLOCK FOR INTERVENTION.
WE DIDN'T SEE IT SCHEDULED AS WELL IN MIDDLE SCHOOL AND SO THAT'S THE STRATEGIC ADJUSTMENT THAT WE'RE MAKING SO THAT WE COULD SHOW THE IMPROVEMENT BY THE END OF THE YEAR.
>> TRUSTEE WEINBERG, WE HAVE RECENTLY GOTTEN AN UPDATED SENATE BILL AND UPDATED ONE OF OUR BOARD POLICIES AROUND THE MOVING INTO ALGEBRA.
IT USED TO BE A 80% THRESHOLD, NOW IT'S A 60% THRESHOLD, SO WE'VE INCREASED ENROLLMENT.
WE'RE INCREASING ENROLLMENT, SO THAT COHORT LOOKS A LITTLE DIFFERENT FROM LAST YEAR.
>> AWESOME. WAIT, I STILL HAVE FIVE MINUTE, SO I HAVE A COUPLE MORE QUESTIONS RELATING TO THAT.
IN THAT CASE, IN THE SUMMER, FOR THE MIDDLE SCHOOL STUDENTS, WHERE YOU SEE AND YOU KNOW THEY HAVE TO GET TO EIGHTH GRADE ALGEBRA, YOU WANT EVERYBODY TO GET TO EIGHTH GRADE ALGEBRA.
HOW DO YOU TAKE THE STUDENTS' INFORMATION AND INDIVIDUALLY PROGRESS THEM, WHICH I HEARD YOU SAY Y'ALL ARE INTENDING TO AND THINK ABOUT THAT IN SUMMER? ARE YOU THINKING ABOUT THAT FORWARDLY?
>> DO YOU WANT TO TALK ABOUT ALGEBRA BRIDGE? THE ALGE BRIDGE OR ALGE BRIDGE?
>> YEAH. SORRY. THERE ARE COURSES THAT ARE PROVIDED IN THE SUMMER FOR STUDENTS WHO HIT A CERTAIN THRESHOLD ON STAAR AND ALGEBRA IS JUST ONE OF THOSE COURSES WHERE THEY'RE ABLE TO COME IN AND GET THE SUPPORT THAT THEY NEEDED TO MOVE AND GET BETTER AT THE STANDARDS THAT THEY NEED TO BE SUCCESSFUL IN THE COURSE.
THAT IS SOMETHING THAT WE DO OFFER CURRENTLY TO OUR STUDENTS.
>> IS THAT EASIER TO IDENTIFY WITH THE TOOLS, THE I-READY TOOLS AND THE TOOLS THAT YOU CURRENTLY HAVE THAN IT USED TO BE?
>> THIS WOULD BE OUR FIRST YEAR REALLY UTILIZING I-READY ACROSS THE DISTRICT, SO I THINK IT WILL BE BASED ON THE INFORMATION WE'RE ABLE TO GET BACK FROM I-READY.
I'M SORRY, I DIDN'T MEAN TO STEAL. [OVERLAPPING]
>> NO, BUT I WANT TO ADD TO THAT BECAUSE IT IS A BASELINE YEAR FOR I-READY, SO WE REALLY ARE LOOKING TO SEE IF THAT CONNECTION, WE EXPECT IT, THAT'S WHAT WE'VE SEEN.
BUT UNTIL WE'RE USING OUR DATA, WE'RE STILL GOING TO BE HAVING TO MAKE SURE THAT CORRELATION EXISTS.
>> I WILL SAY THAT THE REPORTING FEATURE IS ON I-READY AND I'M GOING TO USE THE ALGEBRA AS AN EXAMPLE.
THE FACT THAT IT CAN BREAK DOWN ANGIE GAYLORD'S ENTIRE PROFILE TO TELL ME WHERE I'M AT IN NUMBER OF OPERATIONS, ALGEBRAIC THINKING, MEASUREMENT, AND DATA GEOMETRY.
IT ALSO GIVES ME A SCALE AROUND AM I APPROACHING THAT GRADE LEVEL, AM I AT THAT GRADE LEVEL OR AM I ABOVE THAT GRADE LEVEL? THOSE PIECES AT THE CAMPUS LEVEL IS HELPING.
IN ADDITION, FROM THE CURRICULAR SIDE, REALLY MAKING SURE KIDS THAT ARE GOING TO BE HOPPING INTO ALGEBRA,
[00:50:03]
WHICH IS BASICALLY NINTH GRADE MATH, HAVE THE CURRICULAR PATHWAYS SETUP, THE RESOURCE PATHWAYS SET UP, AND THEN THE SUMMER SUPPORT SO THAT THERE'S A LOT OF CONFIDENCE WHEN THEY JUMP INTO THAT COURSE.>> THEN I THINK I HEARD YOU SAY, BUT I JUST WANT TO MAKE SURE THAT I HEARD IT RIGHT, THAT YOU'RE ALSO SUPPORTING TEACHERS IN TERMS OF HAVING AN I-READY CHAMPION OR SOMEBODY WHO KNOWS HOW TO USE THE TOOL AND IS ENGAGING OTHERS AND DOING IT, AND THEN TRAINING TEACHERS BOTH IN THE MATH ACADEMIES AND IN PD AS TO HOW TO DO ALL THIS TO PUSH IT OFF?
>> I'LL SAY ONE THING, I'M A BIG FAN, Y'ALL THAT KNOW ME WELL, IS BUILDING IN AN IN-HOUSE, ESPECIALLY FROM PROFESSIONAL DEVELOPMENT.
OUR PROFESSIONAL DEVELOPMENT TEAM BECAME EXPERTS AT THE DISTRICT LEVEL ON I-READY SO THAT, THAT WAY THEY COULD SIT DOWN WITH EVERY EXECUTIVE DIRECTOR, EVERY PRINCIPAL, EVERY DAY OF THE WEEK, ANY TIME THAT'S AVAILABLE.
ANYTIME SHE CALLS US, THERE IS GOING TO BE SOMEBODY THAT IS AT ANY SCHOOL THAT CAN HELP THEM GO THROUGH THE DATA IN PLCS, IN AFTER SCHOOL PLANNING, ON PROFESSIONAL DEVELOPMENT DAYS OR DURING THE SUMMER.
>> THEN I THOUGHT I SAW, I HAVE 1 MINUTE LEFT, SO EXEMPLAR LESSONS.
DOES THAT LIVE SOMEWHERE THAT PEOPLE CAN ACCESS IT IF THEY DON'T UNDERSTAND HOW TO TEACH, I DON'T KNOW, POLYNOMIALS OR SOME SUCH?
>> WE DO. IT'S CALLED CURRICULUM CENTRAL.
THAT IS WHERE YOU GET ALL THINGS RELATED TO YOUR CURRICULUM.
IT'S EVERY DAY OF THE WEEK BY CONTENT AREA PRE-K THROUGH 12TH GRADE.
IN THERE, IT'S GOING TO SHOW YOU WHATEVER YOU'RE TEACHING, IT'S NOT A DASHBOARD, BUT IT'S A INSTRUCTIONAL PLANNING CALENDAR SO THAT EVERY WEEK YOU'RE GOING TO GO IN THERE AND SEE WHAT YOU'RE TEACHING, HOW DO YOU TEACH IT, THERE'S VIDEOS, THERE'S LESSONS, THERE'S PICTURES.
THEN WITHIN THERE, THERE'S RESOURCES OR THIS YEAR, EVEN ADDING MORE VIDEOS OF THE TRAINING THAT WE DID WITH TEACHERS.
>> AWESOME. IF YOU WANT TO PROGRESS AS AN EDUCATOR, THERE ARE MANY DIFFERENT WAYS TO BE ABLE TO DO THAT. THANK YOU.
>> FIRST, I'LL START WITH A COMMENT THAT I'VE USED BEFORE, I'M GLAD THAT WE MOVED FOR MAP TO I-READY SIMPLY BECAUSE OF THE DIFFERENCE IN THE TESTING, AND I DO APPRECIATE THAT BECAUSE I COMPLAINED ABOUT IT A LOT AND YOU GUYS HEARD ME, SO I APPRECIATE IT.
ONE OF THE THINGS I THINK DOES CONCERN ME A LITTLE BIT, SUPERINTENDENT, AND I'M ON PAGE 7 JUST TO START WITH, WHEN I LOOK AT THE 2023-2024 AND THEN LOOK AT THE 2024-2025, IT SEEMS AT THE BEGINNING OF THE YEAR, WE START LOWER THAN WE WERE IN THE YEAR BEFORE.
DOES THAT HAVE ANYTHING TO DO WITH THE BREAK IN THE SUMMER? WHY DO YOU THINK THAT IS?
>> WHEN YOU'RE SAYING BEGINNING OF THE YEAR, GIVE ME AN EXAMPLE OF WHICH NUMBERS ON SEVEN?
>> LOOK AT SEVEN. ON SEVEN, SO IF YOU LOOK AT 2023-2024, AFRICAN AMERICANS, THEY ARE 27 AND THEN 27, AND 2024-2025.
BUT LOOK AT ECONOMICALLY DISADVANTAGED, THEY'RE AT 29, AS IN 2023-2024.
THEN WHEN YOU LOOK AT 2024-2025, THEY'RE AT 27.
THEN WHEN YOU GO DOWN TO EMERGING BILINGUALS, THEY'RE AT 28, THEN AT 25.
THEN HISPANICS AT 31, THEN AT 28.
DO YOU BELIEVE THAT, THAT HAS ANYTHING TO DO WITH THE SUMMER BREAK?
>> WELL, IT'S GOING TO BE A BOTH END.
WE DO SEE, OF COURSE, STUDENTS THAT DON'T ATTEND SUMMER ACTIVITIES OF SOME SORT, WE DO SEE SUMMER SLIDE, THAT DOES EXIST.
THIS PARTICULAR DATASET IS NOT COMPARING THE SAME TEST.
THE NUMBERS ON THE RIGHT THAT YOU JUST REFERENCED, THE 27, 27, 25, AND 28 FOR THE '24-'25, IT'S A DIFFERENT TEST.
IF I'M ONLY COMPARING WHERE WE WERE AT THE BEGINNING OF YEAR WITH MAP TO THE BEGINNING OF YEAR OF I-READY, THEY'RE SIMILAR BUT THEY'RE NOT THE SAME.
IN ORDER FOR US TO ACTUALLY TELL YOU WHERE WE ARE IS WHY WE NEEDED TO SHOW BEGINNING OF YEAR TO MIDDLE OF YEAR ON MAP, AND WE DIDN'T SHOW ANY IMPROVEMENT AT THIS TIME LAST YEAR IN THOSE GROUPS.
THIS YEAR, EVEN IF IT'S A NEW TEST, IT'S A NEW TEST, SO HOW MUCH DID WE GROW AND THAT GROWTH SHOWS SIGNIFICANT IMPROVEMENT?
[00:55:01]
IT'S REALLY APPLES AND ORANGES IF I COMPARE BEGINNING OF YEAR BECAUSE IT WAS A DIFFERENT TEST.TRUSTEE FOREMAN, I'M GOING TO PUT A PIN IN THAT QUESTION, THAT OBSERVATION YOU'RE MAKING.
NEXT YEAR, AND THIS IS BEING RECORDED TEAM, SO WE WOULD EXPECT THAT OUR BEGINNING OF YEAR, WE SHOULD BEGIN TO SEE THAT MOVING ALSO SO THAT AT THE BEGINNING OF THE YEAR, WE'RE STARTING AT A DIFFERENT POINT SO THAT EACH YEAR, WE'RE CONTINUING TO GROW, BUT WE'RE ALSO STARTING AT A HIGHER POINT.
THAT'S AN EXCELLENT OBSERVATION AND THAT WILL BE SOMETHING WE'LL NOTATE.
>> THEN ON THE ACPS, WHAT PERCENTAGE OF STUDENTS DO WE HAVE TAKING THE ACP IN THE SIXTH THROUGH THE EIGHTH GRADE?
>> FOR 6-8, IT'S ROUGHLY ABOUT 46% OF THE STUDENTS, RIGHT AT AROUND 50%, ALMOST ABOUT HALF I THINK ARE IN ALGEBRA 1, AND THE OTHER HALF ARE IN EIGHTH GRADE MATH.
>> EXCUSE ME. THEN I'M ON PAGE 11 WHEN I LOOK AT THE SURVEYS.
I HEARD YOU, CHIEF [INAUDIBLE], WE'VE MADE SIGNIFICANT GAINS AND I APPRECIATE THE WORK.
BUT WE STILL HAVE ABOUT 25% OF OUR STAFF THAT SHOULD STILL HAVE SOME CONCERNS BASED ON THESE NUMBERS.
AT SOME POINT, I WOULD THINK THAT WE WOULD TRY TO ADDRESS SOME OF THOSE CONCERNS BY TRYING TO ASCERTAIN WHAT THE CONCERNS ARE, NOT JUST BASED ON THE QUESTIONS THAT WE ASK, BUT ASKING ANOTHER SPECIFIC QUESTION, WHAT ARE YOUR CONCERNS? BECAUSE SOME OF IT COULD BE RELATIVE TO ONE POINT OR SOME OF IT COULD BE RELATIVE TO EVERYTHING AND IT WOULD JUST BE GOOD TO KNOW.
I THINK SOME OF THAT COMES FROM WHEN WE DO EXIT INTERVIEWS, WHEN PEOPLE LEAVE TO TRY TO ASCERTAIN THAT DATA, TO HAVE A GOOD FEELING OF WHAT IT COULD BE BECAUSE IT COULD BE CAMPUS-RELATED, IT COULD BE OVERALL RELATED, IT COULD BE THE POLITICS, IT COULD BE A NUMBER OF THINGS.
BUT TO BE ABLE TO UNDERSTAND THAT, I THINK WOULD GIVE US A BETTER LEG ON HOW DO WE CONTINUE WITH RETENTION, IF THAT MAKES ANY SENSE.
>> THANK YOU FOR THIS. I'M JUST TRYING TO UNDERSTAND THE DIFFERENCES BETWEEN MAP.
AGAIN, MAP WHEN A STUDENT TOOK IT IN SECOND GRADE AT THE BEGINNING OF THE YEAR AND THEY TOOK IT IN THE MIDDLE OF THE YEAR, IT WAS OSTENSIBLY A HARDER TEST BECAUSE THEY HAD LEARNED FOR SIX MORE? WHERE WE SAW THE CHANGES OF ZERO, WE WOULD EXPECT THAT BECAUSE ESSENTIALLY WHAT THAT MEANS IS ALL THOSE STUDENTS WERE STAYING ON TRACK AND GROWING THE YEAR, CORRECT? MORE OR LESS?
I WOULD EXPECT OF THE 26%, WE SHOULD BE ABLE TO KEEP THAT 26% AND WE SHOULD HAVE IDENTIFIED THOSE THAT WERE SLIGHTLY BELOW AND MOVING AHEAD.
>> GOT YOU. ON I-READY, IS I-READY THE SAME THING?
>> WE ACTUALLY OSTENSIBLY ARE SEEING MORE STUDENTS CATCH UP, WHICH IT'S IMPLYING THAT NOT ONLY DID WE KEEP THOSE 22% OF STUDENTS, WE GREW EIGHT OTHERS AT A FASTER THAN A RATE TO GET THERE.
>> THAT'S SUPER EXCITING. AGAIN, ACPS ARE ONLY INCLUDED INTO THIS BECAUSE THAT'S FOR AREAS WHERE WE DON'T HAVE I-READY, CORRECT?
>> CORRECT. BECAUSE WE WERE ALIGNING TO THE GOAL, WHICH WAS DOMAIN 1 AND REMEMBER FOR DOMAIN 1 AT THE STATE ASSESSMENT LEVEL, IT'S ALL OF THEM.
AGAIN, LESSONS LEARNED AS YOU ALL ARE PREPARING THE NEW PROPOSED GOALS, I NOW REFLECT THAT WAS TOO BROAD, IT WAS TOO MANY GRADE LEVELS, IT WAS TOO MANY CONTENT AREAS.
IF I WERE TO HAVE GONE BACK IN TIME, I WOULD HAVE BROUGHT A DIFFERENT LEARNING FROM IT.
>> I THINK WE LEARNED THE LESSON TOO.
THE OTHER THING AND THIS WILL PLAY INTO SOME OF OUR CONVERSATION LATER ALSO, BUT THE WAY WE HAVE THIS PROGRESS MEASURE WRITTEN RIGHT NOW, I'M NOT EVEN ENTIRELY SURE.
HOW DO WE DECIDE IF THEY MET THIS OR NOT? IS IT A PERCENTILE? DO WE HAVE SOME LEVEL THAT THEY MUST SCORE AT TO SAY IT IS ON TRACK?
>> I-READY HAS A SCALE THAT TELLS US IF THEY ARE ROUGHLY AT APPROACHES, MEETS, OR MASTERS.
IT'S AN AGGREGATE THAT REFLECTS AGAIN, THE BRONZE, SILVER, AND THE GOLD COLLECTIVELY.
>> DO WE HAVE THOSE PERCENTILES THAT REFLECT? ARE THEY DIFFERENT FOR EVERY TEST?
[01:00:03]
I THINK WE CAN CERTAINLY GET THEM.>> WE HAVE A GRID FOR BOTH MATH AND READING THIRD THROUGH EIGHTH GRADE.
>> GREAT. WHICH EITHER SCHOOLS OR AREAS OR PARTICULAR ELEMENTS OUTPERFORMED AT A SUBSTANTIAL AMOUNT FOR THE DISTRICT, AND WHAT DO WE LEARN FROM WHAT THOSE AREAS ARE DOING?
>> I'M SURE WE HAVE ACTUALLY A CONSIDERABLE NUMBER OF SCHOOLS THAT ACTUALLY OUTPERFORM EVEN WHAT WE EXPECTED.
WHAT WE'RE LEARNING FROM THEM IS, AGAIN, I'M GOING TO BEGIN TO SOUND LIKE A BROKEN RECORD.
BUT AS WE MADE OUR ADJUSTMENTS EARLIER IN THE FALL TO REALLY REALIGN OUR PLCS, WE BEGAN TO SEE TRACTION WITH OUR TEACHERS.
WE SAW A LOT OF TRACTION AT THE ELEMENTARY SCHOOL WITH THAT VERY INTENTIONAL INTERVENTION BLOCK FOR OUR ELEMENTARY STUDENTS.
IT'S ALMOST LIKE I TOLD SOMEONE, IF I ALREADY CAN RECOGNIZE THAT YOU ARE MIDDLE OF THE YEAR OR SECOND GRADE, BUT YOU'RE SUPPOSED TO BE A THIRD GRADER.
IT SAYS, BEN MACKEY IS MIDDLE OF THE YEAR, SECOND GRADE.
HERE'S WHAT HE NEEDS TO WORK ON.
NOT ONLY DO YOU HAVE THIS VERY PERSONALIZED COMPUTER SYSTEM THAT HELPS YOU ADJUST WHAT YOU NEED TO DO AND RESPONDS TO YOUR NEEDS.
BUT WE ALSO CAN HAVE THE TEACHER PULL DOWN THOSE LESSONS TO PULL YOU INTO A SMALL GROUP TO GIVE YOU WHAT YOU NEED SO THAT YOU CAN CATCH UP.
WHAT WE'RE SEEING IS THAT THOSE TEACHERS THAT ARE UTILIZING THAT SYSTEM, THEY'RE CATCHING KIDS UP FASTER AND WHAT WE DID NOT SEE WAS THAT SIMILAR SYSTEM IN MIDDLE SCHOOL.
>> NOT ALL OF OUR ELEMENTARY SCHOOLS HAVE THAT INTERVENTION BLOCK IN THE SAME WAY?
>> THEY ALL HAVE IT. I DON'T THINK THAT ALL OF THEM WERE USING IT AS WELL AND THAT'S WHAT WE SAW IN OUR THOUSAND-PLUS WALKS AND SO WE WERE ABLE TO ADJUST REAL TIME WITH THOSE CAMPUSES.
>> BUT WE SAW THE ONES WHO WERE REALLY OUTPERFORMING ARE REALLY USING IT MOSTLY EFFECTIVELY?
>> THANK YOU. THE OTHER TRUSTEES HAVE ASKED MOST OF MY QUESTIONS.
I DID WANT A LITTLE BIT MORE DETAIL ON THE ADJUSTMENTS TO HQIM.
I THINK I SAW ON THE SLIDE THAT THERE WAS SOME ALIGNMENT BETWEEN TIKS AND HQIM, BUT I JUST WANTED THAT TRANSLATE A LITTLE BIT TO UNDERSTAND EXACTLY WHAT YOU MEANT BY THAT.
>> ONE OF OUR OBSERVATIONS FROM LAST YEAR TO THIS YEAR THAT I THINK CONTRIBUTES TO SOME OF WHAT WE'RE ALSO SEEING WHILE UTILIZING THAT CURRICULUM WAS OUR FIRST YEAR OF FULL IMPLEMENTATION.
WE REALLY SAW EXCITING THINGS, AND YET OUR DATA DIDN'T TREND IN THE SAME WAY.
LESSONS LEARNED FROM LAST YEAR, THIS YEAR AS WELL AS OBSERVATIONS FROM THIS YEAR IS THERE'S A DIFFERENCE BETWEEN FOCUSING ON ONE OF THE THINGS THAT HQIM HAS, LET'S TAKE ON THE ENGLISH LANGUAGE ARTS COMPONENT.
IT'S THE CONTENT BECAUSE WE KNOW THAT KNOWLEDGE BEGETS MORE KNOWLEDGE.
IT IS IMPORTANT ON WHAT IS IT THAT WE'RE USING TO TEACH READING AND WRITING? WHAT IS THE CONTENT? TAKE, FOR INSTANCE, GREEK MYTHOLOGY.
THAT'S NOW IN SECOND GRADE IN THE FALL SOMETIME, AND OUR TEACHERS WERE DOING A GREAT JOB WITH THIS MYTHOLOGY UNIT, AND THE STUDENTS ARE ALL IN IT.
IT WASN'T SUPPOSED TO BE ABOUT HOW MUCH DID I LEARN ABOUT GREEK MYTHOLOGY.
I'M SUPPOSED TO BE USING GREEK MYTHOLOGY TO IMPROVE MY INFERENCY ON A SKILL SET, WHATEVER THE STANDARD IS IN READING LANGUAGE ARTS.
WHAT WE SAW WAS THE FIRST TIME YOU'RE USING THIS CURRICULUM, YOU GET SO EXCITED ABOUT THE CONTENT.
YOU START ASSESSING MORE ABOUT, DID THE STUDENTS LEARN THE CONTENT RATHER THAN A FOCUS ON, DID I FOCUS ON THE ACTUAL SKILL SET? WHEN THEY TALK ABOUT THE TIKS ADJUSTMENT OR THE TEXT ADJUSTMENT, IT'S WE HAD TO GO BACK AND GO, TIME OUT, EVERYBODY.
WHAT IS THE STANDARD ASKING STUDENTS TO KNOW AND BE ABLE TO DO? WHAT ARE THE VERBS? NOW I'M USING THIS TO TEACH THAT.
ONCE WE SAW THAT CONNECTIVITY, WE'VE ACTUALLY STARTED TO SEE IT'S THE SAME CURRICULUM, BUT IT'S THE WAY IN WHICH I'M EMPHASIZING ITS USE, AND CONTENTS IMPORTANT, BUT IT WASN'T THE ACTUAL REASON.
I'M NOT TEACHING THIS BECAUSE I NEED STUDENTS TO UNDERSTAND METAMORPHIC ROCK.
I'M USING IT CAUSE I WANT TO IMPROVE THEIR CONTENT KNOWLEDGE.
YES, BUT I'M DOING IT BECAUSE I WANT THEM TO BE ABLE TO DO COMPARE AND CONTRAST IN ENGLISH LANGUAGE ARTS.
THOSE ARE LIKE, TWO EXAMPLES I CAN THINK OF.
>> THANK YOU FOR THAT, BUT NOW I'M JUST CURIOUS.
MECHANICALLY, HOW DO YOU IMPLEMENT? IS THAT INSTRUCTIONAL LEADERS THAT ARE GOING OUT TO CAMPUS? IS THAT WORKING WITH PRINCIPAL?
>> IT WAS THE PROFESSIONAL LEARNING COMMUNITIES.
YES, THE WHOLE TEAM HAD PEOPLE GOING OUT AND WORKING.
WE DID TRAINING WITH EXECUTIVE DIRECTORS AND PRINCIPALS, AND INSTRUCTIONAL COORDINATORS AND ACTUALLY WALKED THROUGH.
LET'S BACK HERE'S THE STANDARD.
NOW LET'S DECONSTRUCT THE STANDARD.
LET'S STAY FOCUSED ON THAT STANDARD.
NOW, I'M SIMPLY USING THIS AS A MEANS OF TEACHING THAT.
[01:05:01]
WITHIN THE CURRICULUM, THE IPCS THAT THE ACADEMICS OFFICE PUTS IN, THERE'S NOW A BIG EMPHASIS ON.LET'S NOT FORGET WHY WE'RE USING THIS.
DOCTOR LEAR AND I COULD SEE THE DIFFERENCE WHEN WE STARTED DOING OUR WALKS RIGHT AFTER THE TEAM HAD IMPLEMENTED THAT TRAINING.
THE TEACHERS AND THE PRINCIPALS WERE VERY RESPONSIVE AND LETTING ME KNOW, LIKE, THIS WAS REALLY HELPFUL.
NOW I UNDERSTAND MORE ABOUT THE CURRICULUM IS THE MEANS.
THAT'S WHY YOU HEAR SOME PEOPLE SAY, THE CURRICULUM ISN'T THE THING, BUT IT IS IMPORTANT WHAT THE THING IS, BECAUSE HIGH QUALITY INSTRUCTIONAL MATERIAL IS IMPORTANT, BUT IT HAS TO BE CONNECTED DIRECTLY TO THE STANDARD.
>> THEN I GUESS, MY LAST QUESTION, THEN I THINK SOME OF OTHER TRUSTEES HAVE TOUCHED ON IT, BUT AS WE'RE PREDICTING THE DRIVERS OF THIS INCREASED GROWTH FROM THIS YEAR FROM LAST YEAR, IT SOUNDS LIKE ONE IS A BETTER UTILIZATION OF THESE BLOCKS.
THEN ANOTHER MAY BE A FURTHER AFIEMENT OF THE IMPLEMENTATION OF HQIM.
ARE THOSE THE TWO MAIN DRIVERS OR ARE THERE OTHERS THAT WE SHOULD KNOW ABOUT AS WELL?
>> NO. I THINK FOR US ALWAYS SAY, I DO THE DESIGN SIDE.
IT'S REALLY JUST WALKING HAND IN HAND AND MAKING SURE WHATEVER WE DESIGN GETS DELIVERED WITH FIDELITY IN A WAY THAT'S GOING TO BE ENGAGING AND EXCITING AND YOU CAN CONTINUE TO MAKE STUDENTS SUCCESSFUL.
>> THANK YOU FOR INCLUDING THOSE NEUTRAL RESPONSES BECAUSE YOU KNOW I ALWAYS ASK ABOUT THOSE. THANK YOU.
>> THAT IS WHY THEY WERE PUT THERE.
>> JUST LOOKING AT THE OVERALL SURVEY RESPONSES, IT LOOKS LIKE THERE'S A GENERAL TREND OF IMPROVEMENT.
WHEN YOU LOOK AT THE SPECIFIC ONES, IT LOOKS LIKE AND ABOUT HALF OF THEM OR MORE, IT'S THE BEST OR SECOND BEST RESULTS WE'VE HAD IN THESE CATEGORIES.
THANK YOU. I THINK THAT'S A VERY POSITIVE TREND.
I WAS MORE CONCERNED ABOUT THE STRATEGIC ADJUSTMENTS AND HOW YOU DEVELOP THEM.
I'M ASSUMING YOU TALK TO PEOPLE AND ASK FOR THEIR INPUT, AND YOU SEE WHO'S DOING WELL, AND YOU TRY TO REPLICATE THAT.
BUT CAN YOU TELL ME A LITTLE BIT MORE ABOUT WHAT IT IS? WHEN THE RESULTS ARE NOT WHAT YOU WANT TO SEE, WHAT IS IT THAT YOU DO TO COME UP WITH A STRATEGIC ADJUSTMENT?
>> I MEAN, REALLY WHAT YOU SAID IS EXACTLY WHAT WE DO.
I THINK A LOT OF IT, IT HELPS THAT THE TWO OF US YEARS AGO WERE PRINCIPALS BEFORE WE WERE TEACHERS.
WHEN WE SIT DOWN AND WE DO DATA STRATEGY MEETINGS ACROSS THE BOARD, AND WE LOOK AT WHAT'S WORKING, WHAT'S NOT WORKING, IT'S REALLY TRYING TO THINK THROUGH WHAT ARE GOING TO BE SOME LIFTS OR SOME BRIGHT SPOTS THAT WE CAN SCALE.
BASED ON THE DATA, LIKE THE ONE EXAMPLE OF JUST THE NUMBER OF MINUTES AND I READY FOR 100 SCHOOLS VERSUS THE OTHER 100 SCHOOL OR THE OTHER 40 SCHOOLS.
JUST THAT ALONE, YOU COULD TELL THAT THE MORE TIMES PEOPLE WERE SPENDING IN IT, THE KIDS WERE ACCELERATING.
TEACHERS KNEW HOW TO BETTER ASSIGN LESSONS.
TEACHERS KNEW HOW TO GROUP BECAUSE THERE'S ANOTHER THING WE DON'T TALK ABOUT IS, IMAGINE IF ALL OF YOU RIGHT NOW DID I READY, IT'S GOING TO SHOW YOU YOUR STRENGTHS AND YOUR AREAS OF CONCERN.
BUT IT ALSO LETS ME TELL THE TEACHER WHO GROUP TOGETHER TO DO JUST A QUICK SMALL GROUP RETEACH.
THAT'S VERY SOPHISTICATED DATA.
THAT ALLOWS YOU TO DIFFERENTIATE IN THE MINUTE THAT DOESN'T TAKE YOU ALL WEEK END TO PLAN OUT.
THAT YEARS AGO, WE WOULD HAVE HAD THE PLAN OUT WITHOUT THAT DATA.
>> I WOULD SAY, JUST FROM A TECHNICAL SIDE.
THE STRUCTURE WE HAVE RIGHT NOW WITH OUR EXECUTIVE DIRECTORS, THEY'RE OUT AT CAMPUSES EVERY SINGLE DAY.
THEY'RE GATHERING INFORMATION.
THEY'RE LOOKING AT INSTRUCTION FROM OUR SUPERINTENDENT ALL THE WAY DOWN THROUGH THE EXECUTIVE LEVEL.
WE ARE IN CAMPUSES AT LEAST TWO DAYS A WEEK.
OUR EXECUTIVE DIRECTORS ARE ON CAMPUSES EVERY SINGLE DAY.
ANGIE'S TEAM IS IN A CAMPUS EVERY SINGLE DAY.
WHAT DO WE DO WITH ALL THAT INFORMATION.
WE COME BACK AND WEEKLY OR SOMETIMES IN REAL TIME, WE HAVE FEEDBACK AROUND WHAT WE SAW.
WHAT DO WE SEE AT THIS CAMPUS? WHAT ARE THE PREVAILING TRENDS ACROSS DALLAS ISD? WHAT ARE WE DOING TO ADJUST? WHERE ARE WE SEEING THESE BRIGHT SPOTS, WHERE ARE PEOPLE GIVING US FEEDBACK THAT THIS PARTICULAR LESSON IS WORKING OR IT'S NOT WORKING, AND WE ACTUALLY ADJUST IN REAL TIME.
IT HAPPENS WEEKLY AND THEN FOR REALLY FORMAL SETTINGS, DURING THE PROFESSIONAL DEVELOPMENT, AND ALSO DURING OUR REGIONAL PRINCIPALS MEETINGS, WE HAVE STRUCTURED FOCUS GROUPS, WHERE WE'RE ABLE TO TALK MORE ABOUT INSTRUCTION.
[01:10:02]
IT'S OBSERVATIONAL.THERE'S SOME FORMAL FEEDBACK SURVEYS THAT THEY DO AND THEN IT'S ALSO US SITTING AROUND AND TALKING STRATEGY TO DETERMINE WHAT IS OUR HIGHEST LEVERAGE POINT TO MOVE THE DATA THAT WE NEED TO MOVE.
>> I WANT TO COME BACK TO SOMETHING THAT I REFERENCED AT AN EARLIER BOARD MEETING THAT WE BASICALLY HAVE ALL THESE RANDOM CONTROL GROUPS, DE FACTO.
WE'VE GOT SCHOOLS THAT HAVE IDENTICAL DEMOGRAPHICS, AND SOME OF THEM ARE DOING BETTER THAN OTHERS.
HOW DO WE FORMALLY MAKE SURE THAT WE ARE, SAYING, OKAY, THESE FOUR SCHOOLS HAVE IDENTICAL DEMOGRAPHICS, THEY'RE IN THE SAME PART OF THE CITY, AND WHY IS ONE OF THEM OUTPERFORMING THE OTHER THREE GREATLY?
>> I'M JUST GOING TO RESPOND TO YOU, AND I'M GOING TO THANK YOU IN ADVANCE, AS I ALWAYS DO WHEN YOU GUYS GIVE US GREAT FEEDBACK.
ONE OF THE THINGS THAT WE'RE DOING IS CALLED A CALIBRATION WALK.
JUST AS YOU SAID, WHEN WE SEE A SCHOOL THAT'S IMPLEMENTING SOMETHING EXTREMELY WELL ACROSS THE BOARD, SO I'LL JUST TALK ABOUT A CALIBRATION WALK WE JUST DID AT ROOSEVELT HIGH SCHOOL.
ALL OF THE EXECUTIVE DIRECTORS GO THERE.
WE DESCEND ON THE CAMPUS AND WE LEARN FROM THE PRINCIPAL.
WE LEARN FROM THE ADMINISTRATIVE TEAM.
WE LISTEN TO SOME OF THE CONVERSATIONS THEY HAVE, AND THEN WE ALSO GET AN OPPORTUNITY TO WALK ALL THE CLASSROOMS AT THAT CAMPUS, COME BACK AND FIND OUT WHAT WERE THE HIGH LEVERS AND SOME OF THE GREAT THINGS WE'RE SEEING, AND THEN HOW DO WE TAKE THAT BACK TO OUR OWN VERTICAL TEAMS AND REGIONS.
>> GOOD EVENING. I THINK THIS QUESTION IS PERTAINING TO THE SLIDE WE'RE ON SLIDE 11.
IS THIS GATHERED FROM ALL OF THE TEACHERS WHO RESPONDED TO THE SURVEY, OR IS THERE A SAMPLING SIZE FOR THIS SLIDE?
>> THIS IS GIVEN TO EVERYONE IN THE DISTRICT.
I DON'T KNOW WHAT THE RESPONSE RATE WAS OFF THE TOP OF MY HEAD.
WE COULD CERTAINLY GET IT FOR YOU.
BUT IT'S PROVIDED TO EVERYBODY.
>> I MEAN, I UNDERSTAND IT'S PROVIDED FOR EVERYBODY, BUT I JUST WANT TO KNOW, WAS THAT DATA THAT WAS PROVIDED FOR EVERYBODY INCLUDED IN THIS SLIDE OR IS THERE A SAMPLE SET THAT WAS UTILIZED.
>> THIS IS EVERYBODY'S RESPONSES.
I JUST HAVE A QUESTION. CHIEF HEWITT.
THE MAP TEST VERSUS THE "A READY" TEST IS IT MORE AND THE REASON I'M ASKING IS BECAUSE I'M LOOKING AT THE SUBSET OF AFRICAN AMERICANS THAT STARTED OFF AT THE BEGINNING OF THE YEAR.
THE CHANGE THAT WAS LIKE, ABOUT MAYBE FOUR POINT ALMOST FOUR POINT DIFFERENCE.
IT'S HIGHER VERSUS THE BEGINNING OF THE YEAR WITH THE "A READY." WHAT WOULD BE A EXPLANATION FOR THIS? IS IT BECAUSE ONE IS MORE RIGOROUS THAN THE OTHER, OR THERE WAS LEARNING LOSS DURING THE SUMMER, SOMETHING OF THAT NATURE? WHAT WOULD BE THE REASON FOR THAT?
>> I'M GOING TO REFER BACK TO WHAT OUR SUPERINTENDENT SAID EARLIER IN THAT THESE ARE TWO DIFFERENT EXAMS. YOU'RE GOING TO SEE THOSE DIFFERENT OUTCOMES.
ALSO, THESE WOULD BE TWO DIFFERENT I'M SO SORRY.
BUT THIS IS ALSO A DIFFERENT POINT IN THE YEAR IN WHICH WE GAVE THE ASSESSMENT AS WELL.
>> ONE COULD HAVE BEEN DONE IN AUGUST AND ONE COULD HAVE BEEN DONE IN SEPTEMBER.
>> WELL, IT WAS MORE OF THE CHANGE IN THE MIDDLE OF THE YEAR IN WHICH WE GAVE THE ASSESSMENT.
>> OH, I'M SORRY. CAN YOU GIVE JUST BASICALLY, I KNOW YOU SAID THAT YOU'RE DOING THE CALIBRATION WALKS AND THAT THE EDS ARE ON THE CAMPUS EVERY DAY.
FOR THE CAMPUSES THAT ARE PERFORMING, YOU'RE TAKING THAT INFORMATION IN, I GUESS, YOU'RE SHARING IT WITH THE OTHERS TO HELP THEM IMPROVE IN AREAS WHERE THEY NEED TO IMPROVE.
WHAT DOES THAT LOOK LIKE AS FAR AS I KNOW YOU'RE COMING IN AND EVERYONE IS GETTING THE SAME TRAINING AND WE ALL GRASP THINGS DIFFERENTLY, AND WE UTILIZE IT DIFFERENTLY.
BUT FOR THOSE CAMPUSES THAT ARE NOT PERFORMING AS HIGH AS THEY POTENTIALLY COULD BE, WHAT DOES THAT LOOK LIKE THE TYPE OF HELP THAT THEY'RE GETTING?
>> SURE. IT JUST VARIES BY CAMPUS.
IN SOME CASES, THOSE ARE THE CAMPUSES THAT WE TARGET FOR SOME OF THE TRAINING.
FOR SOME OF THAT MATH ACADEMY TRAINING, WE TARGET THEM.
[01:15:01]
WE ALSO OFTEN WILL PUSH ADDITIONAL RESOURCES IN TO SUPPORT THOSE CAMPUSES, SO THOSE RESOURCES CAN COME FROM SCHOOL LEADERSHIP AND OR OUR ACADEMIC SERVICES DEPARTMENT.WE'LL DO THAT. IT DEPENDS ON THE ADDITIONAL RESOURCES THEY NEED? IS IT LEADERSHIP? IS IT DIRECT SERVICES AND SUPPORT TO TEACHERS, OR IS IT DIRECT SERVICES AND SUPPORT TO STUDENTS? WE BREAK IT INTO THOSE THREE BUCKETS, AND WE PROVIDE THE SUPPORTS AS NEEDED FOR THE CAMPUS.
>> I'M NOT GOING TO ANSWER OTHER QUESTION BECAUSE I UNDERSTAND WHAT TIME.
BUT THANK YOU SO MUCH. I APPRECIATE IT.
>> TRUSTEES, ANY OTHER QUESTIONS FOR ROUND 1? WE'LL START WITH ROUND 2, TRUSTEE WEINBERG.
>> I HAVE A QUICK QUESTION ON PAGE 11, WHICH IS THE SURVEYS, I BELIEVE.
YES. YOU MAY NOT HAVE THE INFORMATION AVAILABLE, BUT I'D BE CURIOUS.
ARE THERE DIFFERENCES IN THE SURVEY RESPONSES AT CAMPUSES WHERE CELL PHONES ARE RESTRICTED FOR THE FULL DAY VERSUS NOT?
>> THAT WOULD BE AN INFORMATION WE'LL HAVE TO GIVE IT TO YOU.
>> WE CERTAINLY CAN, BECAUSE ALL OF THESE ARE AGGREGATED AT A CAMPUS LEVEL.
THAT'S AN INTERESTING QUESTION.
WE COULD EASILY JUST PULL THE CAMPUS DATA RESPONSES FOR THOSE.
IT'S A GREAT QUESTION. WE'LL MAKE A NOTE OF THAT, AND PUT THAT IN THE TRACKER.
ONE OF YOU IS TAKING THAT DOWN?
>> I'D ALSO BE CURIOUS LOOKING FORWARD RELATED TO THIS, BUT NOT EXACTLY AS TO HOW STUDENTS IN THE SPRING SURVEYS THAT INFORMATION. THANK YOU.
>> TRUSTEE WHITE, DID YOU HAVE ROUND 2?
>> NO, I'M SORRY. IT TURNED OFF.
>> I JUST WANTED TO ECHO THAT.
I THINK WHEN WE STARTED THIS, AND WE'VE HAD A LOT OF CONVERSATION ABOUT THE CELL PHONES AND WE KNOW SCHOOLS CAN CHOOSE THIS.
BUT I WOULD HOPE AND I THINK IT'S PROBABLY PART OF THE ROI WHEN WE THINK ABOUT BUDGET AND ALL THAT GOING FORWARD.
MAYBE NOT FOR THIS YEAR, BUT HOW ALL OF THESE THINGS, WHETHER IT'S CLIMATE SURVEYS, WHETHER IT'S TEACHER SATISFACTION, WHETHER IT'S STUDENTS, WHETHER IT'S SCORES, WE CAN LOOK AT IT ONE WAY OR THE OTHER.
HOPEFULLY OUR ANALYTICS TEAM IS DIVING INTO THAT TO SEE THE IMPACT.
I JUST WANT TO UNDERSCORE THAT. THANK YOU.
>> TRUSTEES, ANY OTHER QUESTIONS ON 6A? SEEING NONE, SUPERINTENDENT. THANK YOU.
>> TRUSTEES, WILL NOW TURN TO AGENDA ITEM 7A,
[7. INFORMATION/REPORTS]
SUPERINTENDENT'S REPORT, THE PROPOSED STUDENT OUTCOME GOALS, AND CONSTRAINTS, SUPERINTENDENT?>> THANK YOU. BOARD, AS YOU ALL HAVE BEEN WORKING THROUGH THIS PROCESS, WE'VE TAKEN THE FEEDBACK.
WE'VE MET WITH EXECUTIVE DIRECTORS THAT, OF COURSE, ARE ALSO DIRECTLY CONNECTED TO THIS WORK AND GOTTEN FEEDBACK FROM THEM AND COME BACK TOGETHER AGAIN.
WE'RE GOING TO TRY TO INCORPORATE AS MUCH OF THE FEEDBACK AS WE CAN, ALONG WITH OUR OWN THOUGHTS.
WE'LL GO AHEAD AND BRING THOSE BACK TO YOU TO GATHER MORE FEEDBACK AND MORE CONVERSATION.
I ANTICIPATE WE'LL HAVE LOTS OF LIVELY DISCUSSION FOR A WHILE.
STARTING WITH OUR PROPOSED GOAL 1.
I KNOW WE'VE TALKED ABOUT THIS LANGUAGE, IF YOU ALL WERE, TO END UP ADOPTING THIS AT THAT DOMAIN 1.
I THINK IN PARENTHESES THERE, WE WERE PUTTING AVERAGE OF THE APPROACHES MEETS AND MASTERS.
THAT WOULD BE ONE WAY IN WHICH WE COULD REDESCRIBE WHAT THAT DOMAIN 1 IS.
WE KNOW THAT TECHNICAL LANGUAGE, IT'S NOT JUST TECHNICAL, BUT IT'S SPECIFIC TO THE EDUCATIONAL WORLD.
IT'S NOT SOMETHING, PEOPLE WOULD KNOW.
KNOWING THAT THAT'S SOMETHING THAT WE STILL WOULD HAVE TO COME TO SOME CONSENSUS ON.
BUT GOAL 1, STILL REFLECTING THAT YOU ALL WERE WANTING A DEFINITE FOCUS ON THIRD GRADE READING AND WRITING.
WE'RE STILL SUGGESTING THAT DOMAIN 1, THAT BRONZE, SILVER, AND GOLD COLLECTIVELY, AND WOULD BE THE METRIC THAT WE WOULD BE LOOKING AT.
UNDERNEATH THAT TO SUPPORT THE ALIGNMENT OF, WELL, OVER TIME, ARE WE, IN FACT, DOING WHAT WE NEED TO DO TO ENSURE THAT GOAL 1 IS MET, NOT JUST IN THAT YEAR OF GOAL 1, WHICH IS WHY YOU ALL WOULD ADOPT FIVE YEAR GOALS, BUT ARE THE GOALS THAT SUPPORT AND LEAD UP TO THIRD GRADE ACTUALLY SUPPORTING? ARE WE MOVING THAT WORK OVER TIME? GOAL PROGRESS MEASURE 1.1 WOULD BE A FOCUS ON KINDERGARTEN ACHIEVEMENT.
IN THIS INSTANCE, WE WOULD BE LOOKING AT TO TRUSTEE MACKEY'S POINT ON AND THIS WOULD BE WE'VE RIGHT NOW PUT THE 50TH PERCENTILE THAT WAS CONNECTED TO INCLUDING THE APPROACHES, MEETS, AND MASTERS BASED ON AN EXTRAPOLATION TO KINDERGARTEN PERFORMANCE.
THAT COULD BE MOVED TO THE 60TH PERCENTILE THAT WOULD CORRELATE
[01:20:02]
MORE WITH THE SILVER AND GOLD DATA, GIVEN THE PARTICULAR ASSESSMENT THAT WE'RE UTILIZING, GPM 1.2 WOULD BE AGAIN, THE SAME, BUT GRADES 1 AND 2, SINCE THOSE WOULD BE CLOSELY ALIGNED TO PERFORMANCE AT THIRD GRADE, AND THEN A CONTINUED FOCUS ON AFRICAN AMERICAN STUDENTS AND LOOKING AT GRADE 2 IN PARTICULAR, SINCE THAT WOULD BE THE ONE THE YEAR IMMEDIATELY PRECEDING OUR THIRD GRADE PERFORMANCE.GOAL 2 IS ESSENTIALLY A COPY AND PASTE, EXCEPT INSTEAD OF READING LANGUAGE ARTS, THAT WOULD BE REPLACED BY MATHEMATICS.
I'M JUST GOING TO GO THROUGH THEM ALL BECAUSE THAT WAY, WE CAN JUST OPEN IT UP FOR DISCUSSION AT THAT POINT.
GOAL 3 IS ESSENTIALLY THE SAME AS GOAL 1, EXCEPT LISTENING AND RESPONDING TO THE FEEDBACK WE GOT THAT MIDDLE GRADE SOMEWHERE NEEDED TO BE ASSESSED AND KNOWING THAT, AGAIN, LESSONS LEARNED FROM PREVIOUS GOALS IS THAT WHEN YOU DO AN AGGREGATE OF GRADE 6 THROUGH 8, IT DOESN'T GIVE YOU A FOCUS.
WE STILL WOULD PRESENT ALL OF THAT DATA.
IN THIS INSTANCE, WE'D HAVE GOAL 3 BE THE EIGHTH GRADE READING, WRITING, ALONG WITH SUPPORTING GPMS THAT WOULD BE ALIGNED SIMILARLY TO THIRD GRADE.
THAT WOULD BE GRADE 6 AND GRADE 7.
AGAIN, I THINK OUR TEAM IS VERY FLEXIBLE ON THE 50TH PERCENTILE.
THAT COULD BE MOVED UP TO MORE MIRROR A MEETS AT THOSE GRADE LEVELS.
SLIDE 5 IS A COPY AND PASTE OF SLIDE 4 WITH THE EXCEPTION OF BEING, IT WOULD BE MATHEMATICS.
THEN GOAL 5, COLLEGE CAREER, MILITARY READINESS, USING GOAL 5 THAT WOULD STILL INCORPORATE ALL OF THE METRICS USED FOR ACCOUNTABILITY.
THAT WOULD INCLUDE THE INDUSTRY BASED CERTIFICATIONS, THE LEVEL 1, LEVEL 2 CERTIFICATES, ASSOCIATES DEGREES, DUAL CREDIT, TSI, COLLEGE PREP COURSE.
THEN KNOWING THAT THERE'S PROBABLY A TOGGLING BETWEEN THE ACCOUNTABILITY GOAL AND OUTCOMES-BASED FUNDING.
THEN A FOCUS TO TRY TO RESPOND TO BOTH OF THOSE WOULD BE THAT THE AREA THAT'S MOST CHALLENGING FOR IMPROVING THE OUTCOMES-BASED FUNDING WOULD BE OUR TSI.
GOAL PROGRESS MEASURE 5.1 WOULD CONTINUE.
WE WOULD FOCUS ON THAT TSI, ENSURING THAT WE ARE, IN FACT, MOVING MORE STUDENTS TO THAT REQUIREMENT, BECAUSE THAT HAS THE CONNECTIVITY.
ALL THE REST OF THE OUTCOMES-BASED FUNDING ARE UNAVAILABLE TO US IF WE AREN'T IMPROVING THE TSI COMPONENT.
THEN GOAL PROGRESS MEASURE 5.2.
WE'VE TALKED ABOUT THIS ONE TOO, INSTEAD OF HAVING JUST THE ASSOCIATES DEGREES, IT'S A HIGH BAR, KNOWING THAT, AGAIN, FLEXIBILITY ON WHETHER THAT'S 9,12 OR 15.
I'M DOUBLE CHECKING WITH THE AGENCY.
THE 9 HOURS IS WHAT THE RESEARCH SHOWS DOES CORRELATE TO STUDENT SUCCESS THROUGH YEAR 2 IN COLLEGE.
BUT 15 COLLEGE HOURS DOES ASSIST DALLAS COLLEGE AND INSTITUTIONS OF HIGHER ED THAT WE PARTNER WITH BECAUSE THAT GENERATES DOLLARS FOR THEM ON THEIR END.
THERE COULD BE, WE DON'T NECESSARILY GENERATE DOLLARS AT THAT POINT, BUT SO 15 CREDIT HOURS THAT STUDENTS WOULD GET WITH US CERTAINLY BENEFITS THE STUDENTS, AND THEN IT ALSO HAS A BENEFIT TO OUR IT PARTNER.
THEN GOAL PROGRESS MEASURE 5.3, KNOWING THAT WHILE WE WANT TO IMPROVE AGAIN, CERTIFICATES AND SO ON, WE ALSO WANT TO IMPROVE COLLEGE ENROLLMENT AND NEEDING TO ENSURE THAT THOSE STUDENTS THAT WANT TO DO THAT ACTUALLY ARE ENROLLED.
THEN THE POTENTIAL CONSTRAINTS UNDER CONSIDERATION, STILL KEEPING WITH THE OVERALL THEME OF KNOWING THAT HIGH QUALITY STUDENT EXPERIENCES ARE IMPORTANT.
CPM 1.1% OF STUDENTS RESPONDING POSITIVELY TO THEIR CAMPUS CLIMATE, CPM 1.2, ENSURING THAT WE'RE ALSO IMPROVING ON THE CAMPUS SAFETY.
WE KNOW THAT'S A GROWING AREA, NO MATTER GIVEN WHERE WE ARE IN SOCIETY TODAY, WE KNOW THAT THAT'S A REALITY OF A CONCERN FOR STUDENTS AND STAFF AND PARENTS AT ANY SCHOOL, ANY PLACE IN THE UNITED STATES, GIVEN THE INCREASE IN VIOLENCE THAT WE'VE SEEN ACROSS THE NATION.
[01:25:01]
WE REINSERTED WHAT USED TO BE ACTUALLY A DISTRICT GOAL, OR BOARD GOAL OF EXTRACURRICULAR ACTIVITIES.WE KNOW THAT IF STUDENTS ARE MORE INVOLVED, THEY ALSO PERFORM BETTER ACADEMICALLY, BUT WE ALSO KNOW IT GIVES THEM A SENSE OF BELONGING.
THERE'S A LOT OF POSITIVE ATTRIBUTES WITH CPM 1.3, SO WE WERE WANTING TO INCORPORATE YOUR FEEDBACK THERE.
THEN ENSURING A HIGH LEVEL OF TEACHER SATISFACTION, THAT THE PERCENT OF TEACHERS THAT ARE CONTINUING ON WITH US, WE'RE AT ALL TIME HIGHS, AND WE ALSO KNOW THAT THE LANDSCAPE CAN CHANGE AT ANY GIVEN MOMENT.
REALLY THINKING ABOUT HOW COULD WE COMPARE OUR RETENTION WITH A PARTICULAR GROUP.
FROM A MARKET ANALYSIS, WE THOUGHT IT WOULD MAKE SENSE TO COMPARE OURSELVES TO THE REGION BECAUSE THE STATE MIGHT BE TOO FAR AWAY IN TERMS OF ALL OF THE DISTRICTS.
MAYBE THAT NUMBER IS JUST TOO BROAD.
MAYBE THE REGION WOULD MAKE MORE SENSE.
WE COULD ALSO SELECT THE TEXAS URBAN COUNCIL SET OF SCHOOL DISTRICTS.
I THINK THERE ARE DIFFERENT WAYS OF LOOKING AT A COMPARISON GROUP.
WE DO HIGHLY RECOMMEND THAT IT SHOULD BE IN COMPARISON TO ANOTHER ENTITY SIMILAR TO US OR A GROUP.
CPM 2.2 TEACHERS RESPONDING POSITIVELY ON THAT CLIMATE SURVEY IN PARTICULAR AND IMPROVING THERE.
THEN CONSTRAINT 3 ENSURING A COMMITMENT, AND WE WILL BE WORKING TOWARDS PUTTING THIS AS A COMMITMENT TO CLOSING ACHIEVEMENT GAPS, WILL PROBABLY BE THE VERBIAGE THAT WE MIGHT WANT TO CONSIDER.
3.1 ACCESS TO PROFICIENT OR HIGHER TEACHERS.
I THINK WE'RE GOING TO HAVE A LOT OF CONVERSATION TODAY ABOUT THIS.
AS WE'RE IMPROVING PERFORMANCE, AS WE'RE MOVING OR WANTING TO EITHER IMPROVE TEACHERS, OF COURSE, THAT ARE AT CAMPUSES OR INCENTIVIZING TEACHERS TO SERVE OUR HIGHEST NEEDS STUDENTS, CONTINUES, OF COURSE, TO BE A CHALLENGE.
IN THIS PARTICULAR WAY, WE WERE SIMPLY WORKING TO IDENTIFY, ARE WE IMPROVING THE ACCESS TO OUR STUDENTS THAT HAVE HIGH NEEDS OR RATHER AT HIGH PRIORITY CAMPUSES, I SHOULD SAY, THAT THE PROFICIENT OR HIGHER TEACHERS, THAT WE ACTUALLY IMPROVE THAT OVER TIME, WHETHER WE COMPARE THAT TO NON PRIORITY CAMPUSES, I THINK WOULD BE PART OF THE CONVERSATION.
IN THIS PARTICULAR RECOMMENDATION, WE'RE SIMPLY ASKING OURSELVES, HERE'S A BAR.
ARE WE IMPROVING THE PERCENT OF PROFICIENT OR HIGHER TEACHERS AT CAMPUSES WHO NEED THEM THE MOST? CPM 3.2 RETURNS TO ENSURING THAT WE ARE CONTINUING TO DEVELOP AND HAVE ACCESS TO ALL STUDENTS, BUT PARTICULARLY CALLING OUT AFRICAN AMERICAN AND EMERGENT BILINGUALS IN THAT ADVANCED COURSEWORK, AP, IB, AND SUCH, AND THAT ENROLLMENT ACTUALLY INCREASES CONTINUES TO INCREASE.
THEN PUTTING THE PERSONAL FINANCIAL LITERACY THAT ALL OF YOU ALL HAVE TALKED ABOUT, AND WE HEARD FROM THE COMMUNITY.
I THINK THAT'S THE ONE YOU ALL TOLD THE STUDENTS, I THINK, MIGHT HAVE BROUGHT THIS ONE UP QUITE A BIT IN PARTICULAR WHEN THEY WERE PARTICIPATING IN THE COMMUNITY MEETINGS.
A PERCENT OF GRADUATES COMPLETING A PERSONAL FINANCIAL LITERACY COURSE, WHICH WE COULD DEFINE AS, A COUPLE OF DIFFERENT WAYS, AND WE CAN ENGAGE IN THAT CONVERSATION.
JUST TO WRAP THIS UP, THIS IS A VIDEO CLIP THAT WE USED WITH OUR TEAM WHEN WE STARTED TO COMMUNICATE THE FIRST ROUND OF PROPOSED GOALS THAT YOU ALL GAVE US THAT WE'VE BEEN WORKING ON.
WE'LL JUST SHARE, IT'S VERY SHORT VIDEO CLIP TO HELP US FOCUS.
IT WAS TO REMIND US THAT THERE ARE A LOT OF IMPORTANT THINGS.
BUT WE KNOW THAT THE GOALS ARE SUPPOSED TO BE FOCUSED ON THE MOST IMPORTANT.
THERE WILL STILL BE OTHER THINGS THAT WE WILL BE BRINGING TO YOU REGULARLY IN TERMS OF MEASUREMENT.
WE USED IT TO ANCHOR OURSELVES BECAUSE WE CAN CERTAINLY GET STARTED ON.
WELL, THIS IS IMPORTANT, THIS IS IMPORTANT, AND THIS IS IMPORTANT.
THE VIDEO CLIP IS SOMETHING WE ALL REMINDED EACH OTHER AFTER WE SHARED THAT WITH OUR TEAM, INCLUDING OUR EXECUTIVE DIRECTOR. THANK YOU SO MUCH.
>> THANK YOU, SUPERINTENDENT. JUST BEFORE I START CALLING YOU ALL FOR QUESTIONS.
[01:30:03]
I WANT TO PAINT A LITTLE BIT OR GIVE YOU SOME INSIGHT ON THE ROAD AHEAD.I THINK THE IDEA IS TODAY, TRUSTEES, THE ADMINISTRATION IS LOOKING FOR FEEDBACK ON THESE GOALS AND CONSTRAINTS.
AGAIN, THE EXPECTATION IS THAT WE'LL SEE THESE AGAIN NEXT MONTH, REVISED PROPOSED GOALS AND CONSTRAINTS PRESENTATION AT NEXT MONTH'S BRIEFING.
IF THE BOARD FEELS READY TO MOVE FORWARD, THEN THAT WOULD PUT US IN APRIL.
MAYBE WE SEE FOR THE FIRST TIME ACTUALLY PROPOSED TARGETS THAT THEN WOULD BE TIED TO THE PROPOSED GOALS AND CONSTRAINTS.
WE'LL HAVE THAT CONVERSATION THEN AROUND APRIL'S TIME FRAME IF THINGS MOVE AS EXPECTED AROUND TARGETS.
THEN AGAIN, GET FEEDBACK ON THE TARGETS.
MAY COMES AROUND AND GET MORE FEEDBACK ON THE REVISED PROPOSED TARGETS.
ALL OF THE IDEA THAT WE'RE MOVING FORWARD FOR MAY OR JUNE TIME FRAME TO ACTUALLY APPROVE FULL GOALS AND CONSTRAINTS WITH TARGETS.
IF I SAID ANYTHING THAT DIFFERS WITH THE ADMINISTRATION'S VIEW ON THIS, LET ME KNOW.
BUT SO I JUST WANT TO GIVE YOU THAT ROADMAP AHEAD BECAUSE, OF COURSE, AS YOU ALL KNOW, OUR 2025 GOALS AND HERE IN JUNE 2025.
WITH THAT, TRUSTEES, WE'LL TAKE SOME QUESTIONS AND FEEDBACK, BEGINNING WITH TRUSTEE KERRY.
>> DOCTOR ZALE, THANK YOU AND THANK YOU SO MUCH TEAM FOR PUTTING THIS TOGETHER.
I'LL JUST FLIP THROUGH SOME OF THE QUESTIONS I HAVE.
ONE, I WANTED TO SEE IF I CAN GET A LITTLE BIT OF EXPLANATION ON THE GPMS 1, 2, AND 3, AND ABOUT THE 50 PERCENTILE OF ANTIQUES ALIGNED ASSESSMENT, AND EXACTLY WHAT THAT MEANS.
I DON'T KNOW IF ANYBODY COULD HELP ME CLARIFY THAT.
>> USING THE 50TH PERCENTILE ON I-READY WAS A GENERAL INDICATOR OF STUDENTS BEING AT LEAST AT APPROACHES.
THERE WAS A 10% ROUGHLY A 10 POINT MARGIN OF ERROR BETWEEN THE 50TH AND THE 60TH PERCENTILE MEANING THAT THERE WERE SOME STUDENTS THAT FELL BETWEEN THE 50TH AND 60TH PERCENTILE THAT MIGHT BE AT MEETS, BUT MIGHT NOT.
THE 50TH PERCENTILE I THINK IS STILL REFLECTING MORE OF A APPROACHES, MEETS AND MASTERS ALIGNMENT.
IF WE WANTED TO FOCUS ON MEETS AND ABOVE ONLY AT THESE GPMS, THEN I WOULD SUGGEST THEN MOVING THE 50TH TO THE 60TH PERCENTILE TO ACCOMPLISH THAT GOAL.
>> LET ME ACTUALLY SPEAK TO THAT.
ONE OF THE THINGS I WANT TO PRAISE IS THE SHIFT FROM THE PRIOR SETS OF GOALS, WHICH FOCUSED ONLY ON MEETS TO FOCUS ON THE BROADER DOMAIN 1, WHICH MEANS THAT YOU'RE NOW BEING MORE INCLUSIVE, AND NOT JUST THINKING ABOUT A CERTAIN SET OF STUDENTS AND WHETHER YOU GET THEM OVER A CERTAIN NUMBER, BUT YOU'RE NOW LOOKING AT WHETHER YOU CAN GET STUDENTS THAT ARE NOT APPROACHES UP TO APPROACHES, STUDENTS THAT ARE APPROACHES UP TO MEET, STUDENTS UP TO MEETS TO MASTERS.
IT BECOMES A MORE HOLISTIC LOOK.
IT'S ONE OF THE THINGS WE TALKED ABOUT DURING OUR PLANNING SESSION, AND I'M VERY PLEASED TO SEE IT.
I MIGHT WORD IT SLIGHTLY DIFFERENTLY, BUT WE CAN WORDSMITH ANOTHER TIME.
BUT THE CONCEPT IS SOMETHING I'M VERY SUPPORTIVE OF.
WHEN IT GETS TO 3.1 AND 3.2, I UNDERSTAND WHEN YOU'RE TALKING ABOUT KINDERGARTEN AND FIRST GRADE AND SECOND GRADE, YOU DON'T HAVE A STAR TEST.
YOU DON'T HAVE PREVIOUS YEAR DATA LIKE YOU BUT YOU DO FOR SIXTH AND SEVENTH.
WHY IS THE SIXTH AND SEVENTH ABOUT A 50TH PERCENTILE OF ANTIQUES ALIGNED ASSESSMENT RATHER THAN JUST APPROACHES MEETS DOMAIN 1 FOR SIXTH GRADE, DOMAIN 1 FOR SEVENTH GRADE?
>> WE COULD PUT A STATE ASSESSMENT HERE, BUT PART OF THE RATIONALE IS THAT WE WOULD ACTUALLY BE ALSO LOOKING AT THE LONGITUDINAL DATA ON I-READY FOR THESE STUDENTS SO THAT WE COULD ACTUALLY DO BOTH.
BUT THERE'S NOTHING THAT WOULD PRECLUDE US FROM SHIFTING THIS IF WE'RE GOING TO USE THE PRIOR GRADES.
WE COULD USE A STATE ASSESSMENT BECAUSE WE'RE REPORTING THAT AT THE END OF THE YEAR.
I THINK WE WERE ALSO TRYING TO ILLUSTRATE, WHILE THIS IS THE END OF THE YEAR FOR THE TARGET, WE WOULD BE BRINGING YOU DATA MIDDLE OF YEAR.
TRYING TO GIVE YOU A CONTINUUM OF THAT IMPROVEMENT.
YOU'RE GOING TO GET THE STAR 2.0 DATA FROM US ANYWAY.
IT WAS WHY NOT PROVIDE A DIFFERENT ASSESSMENT BECAUSE YOU'RE STILL GOING TO HAVE A REPORT THAT I'M GOING TO BRING YOU REGARDING STAR.
>> I PERSONALLY DON'T FEEL STRONGLY.
I JUST WANT TO UNDERSTAND WHY THE ADMINISTRATION CHOOSES ONE VERSUS THE OTHER.
I DO WANT TO TALK ABOUT PROPOSED GOAL 5 AND THE GPMS. I GUESS I'LL JUST SHARE WITH THE BOARD MY VIEWS, I AM CONCERNED.
THIS IS THE SAME STANDARD THAT WE HAVE BEEN USING THE PRIOR FIVE YEARS, AND WE OBVIOUSLY SAW SOME REALLY MARKED IMPROVEMENT, WHERE I BELIEVE I LOOK BACK AT THE JANUARY MEETING OR MAYBE IT WAS ACTUALLY NOVEMBER WHERE WE GOT THE NUMBERS WERE AT 91% UNDER THAT PRIOR STANDARD.
[01:35:03]
THE REASON I AM CONCERNED ABOUT IT IS, ONE, THAT'S A GOAL THAT ONCE YOU'RE ALREADY AT 91%, IT'S VERY HARD TO MOVE.IF YOU DROP DOWN TO 90, ARE YOU REALLY GETTING POORER OR IS IT JUST STATISTICAL NOISE AT THAT POINT IN TIME? BUT THE REAL SUBSTANTIVE COMPLAINT IS THAT I AM CONCERNED WHETHER THAT IS A REAL MEASURE OF WHETHER OR NOT OUR STUDENTS ARE PREPARED FOR LIFE AFTER THEY GRADUATE.
>> I SURE HOPE 91% OF OUR STUDENTS ARE PREPARED FOR LIFE AFTER THEY GRADUATE.
WHILE WE DON'T HAVE GREAT DATA ON THIS, I'M NOT PERSONALLY CONVINCED THAT 91% OF OUR KIDS ARE GOING TO COLLEGE AND SUCCEEDING IN COLLEGE OR GETTING JOBS AND OTHERS.
I WOULD PREFER TO HAVE A MORE ROBUST STANDARD FOR GAL 5.
I WOULD PROPOSE WE USE THE CCMR OUTCOMES-BASED FUNDING GOALS, WHICH HAVE HIGHER REQUIREMENTS, ONE OF WHICH IS, WHEN YOU'RE LOOKING AT TSI MET, YOU'RE NO LONGER INCLUDING YOUR COLLEGE PREP COURSES, WHICH FROM THE DATA WE LOOKED AT IN JANUARY, I BELIEVE 58.8% OF OUR STUDENTS ARE TSI MET, BUT 25% OF THEM ARE OUT OF COLLEGE BRIDGE.
REALLY ONLY 30 OR THE NUMBER IS, 33.3 ARE ACTUALLY MEETING TSI MET.
WHAT THAT MEANS IN PRACTICAL TERMS IS IF YOU AREN'T TSI MET AND YOU GO TO COLLEGE, YOU HAVE TO TAKE REMEDIAL COURSES ON YOUR OWN DIME.
I WOULD RATHER SET A GOAL OF GETTING THAT NUMBER UP AND SETTING OUR GOAL AROUND OUR OUTCOMES-BASED FUNDING MECHANISM, BECAUSE I THINK IT'S A BETTER REFLECTION OF WHAT REALLY DEMONSTRATES WHETHER OUR STUDENTS ALREADY OR NOT.
I UNDERSTAND IT'S A MUCH HARDER GOAL AND HIGHER STANDARD TO MEET, BUT I THINK THAT'S THE PURPOSE OF THESE GOALS, IS TO SET DIFFICULT GOALS THAT WE ARE GOING TO TRY TO STRIVE TO ACHIEVE.
I ALSO THINK THAT THE SIDE BENEFIT OF THAT IS THAT WE HAVE FUNDING DIRECTLY TIED TO THAT METRIC AND PART OF OUR ROLE IS TO TRY TO MAXIMIZE THE RESOURCES WE HAVE AVAILABLE FOR OUR STUDENTS.
I WOULD ENCOURAGE US TO STRONGLY CONSIDER THAT.
THAT'S ALSO WHY ON GPM 5.1, I SEE THAT YOU'VE GOT TSI AS ONE OF THE GPM.
IF THAT IS SUPPOSED TO BE THE STAND IN FOR OUTCOMES-BASED FUNDING, THEN THE GPM IS MISALIGNED WITH THE TOP LINE GOAL BECAUSE IT'S ONLY AT PEACE BECAUSE THE WAY YOU GET OUTCOMES-BASED FUNDING IS YOUR TSI MET, NOT INCLUDING COLLEGE PREP COURSES, AND YOU ENROLL IN COLLEGE OR AND YOU GET AN ASSOCIATE'S DEGREE, WHEREAS THIS DOESN'T HAVE THE END, SO WE'RE NOT REALLY TRACKING WHETHER WE'RE MAKING PROGRESS ON THAT.
THEN THE FACT THAT WE ARE SPECIFICALLY INCLUDING COLLEGE PREP COURSES MEANS THAT WE'RE NOW INTENTIONALLY NOT LOOKING AT IT FROM THE FRAMEWORK OF OUTCOMES-BASED FUNDING AND THAT HIGHER STANDARD.
TO ME, IF YOU CHANGE THE TOP LINE GOAL, THEN ALL THE GPMS UNDERNEATH IT WOULD SHIFT.
FOR EXAMPLE, ON DUAL CREDIT HOURS, I DON'T BELIEVE THAT'S A REQUIREMENT OR PART OF THE CALCULATION FOR OUTCOMES-BASED FUNDING, SO IT MAY NOT BE NECESSARY. THINGS OF THAT NATURE.
THE OTHER THING I WOULD BE REALLY INTERESTED IN, I THINK WE HAVE A PRETTY SIGNIFICANT MELT PROBLEM AS WELL.
I THINK THAT SOME OF THE NUMBERS WE'VE SEEN AS THE NUMBER OF EIGHTH GRADERS THAT WE HAVE THAT ARE LEAVING EIGHTH GRADE, BUT ACTUALLY GRADUATE FOUR YEARS LATER IS A PRETTY REMARKABLE DROP.
I DON'T WANT TO SAY NUMBERS COMPLETELY WRONG, BUT I'VE SEEN NUMBERS IN THE 20, 25% RANGE OF A MUCH SMALLER NUMBER.
I WOULD BE INTERESTED IN WHETHER WE WANT TO ADD A FOURTH GPM THAT HAS US FOCUS ON MELT AS WELL.
THAT'S SOME PARTICULAR FEEDBACK I WANTED TO GIVE ON THAT.
ON THE CONSTRAINTS, I'LL LET MY OTHERS COMMENT.
NOW, ONE OF THE FEEDBACK WE HEARD WAS CERTAINLY THE PERSONAL FINANCIAL LITERACY FROM STUDENTS, BUT WE ALSO HEARD SOME BROADER COMMUNITY COMMENTS ABOUT GETTING OUR STUDENTS TO BE BETTER CITIZENS AS A WHOLE.
THAT'S AN INCREDIBLY DIFFICULT THING TO MEASURE.
HAVING A SMART GOAL ON THAT, I UNDERSTAND THAT'S A CHALLENGE.
BUT I THINK WE TALKED ABOUT THAT DURING THE WORKSHOP, AND I WOULD LOVE TO HEAR FROM THE ADMINISTRATION HOW YOU BANDIED THAT AROUND IN YOUR DISCUSSIONS AND ENDED UP WITH THIS, AND IF THERE WERE POSSIBILITIES OF LOOKING AT SOMETHING BEYOND SIMPLY FINANCIAL LITERACY. THOSE ARE MY COMMENTS.
>> THANK YOU. I'LL START WITH THE PROPOSED GOAL 1, SUPERINTENDENT.
I CERTAINLY HAVE BEEN ONE THAT HAVE RAISED THE ISSUE ABOUT US MEASURING WHERE OUR YOUNGER STUDENTS ARE.
I DO APPRECIATE US BEGINNING TO START LOOKING AT WHERE THEY ARE, BECAUSE WE KNOW IF WE GET THEM EARLY AND START THEM EARLY, WE KNOW WHAT THE RESPONSE USUALLY IS.
THEY DO BETTER. LOOKING AT KINDERGARTEN GRADES 1-2, I AM EXCITED ABOUT THAT BECAUSE I THINK THAT'S IMPERATIVE THAT WE DO.
I'M LOOKING AT GPM 1.3, OF COURSE,
[01:40:04]
LOOKING AT THE GRADE 2 AFRICAN AMERICAN STUDY ACHIEVEMENT AND OR ABOVE THE 50TH PERCENTILE, I THINK THAT'S EXTREMELY IMPORTANT AS WE PUSH TO TRY TO CONTINUE TO MAKE SURE THAT OUR AFRICAN AMERICAN STUDENTS DO, IN FACT, BEGIN TO DO A LOT BETTER.I'LL COME BACK WITH, BUT I'M GOING TO GO TO GOAL 5.
ONE OF THE THINGS I THINK THAT WE MIGHT BE LIMITING OURSELVES ON IS LOOKING ONLY AT CCMR. THERE ARE THINGS THAT I HAVE BEEN INTERESTED IN THAT WE HAVEN'T TAKEN A STRONG LOOK AT.
FOR INSTANCE, THE NUMBER OF STUDENTS THAT GO INTO OUR P-TECH CLASSES, BUT THE THE NUMBER DROPS TREMENDOUSLY.
WHEN THAT NUMBER DROPS TREMENDOUSLY, THAT MEANS IT'S FEWER STUDENTS GRADUATING WITH AT LEAST 60 HOURS OF CREDIT COURSES.
I'M NOT NECESSARILY SEND AN ASSOCIATES DEGREE, BUT WE KNOW THEY CAN GRADUATE WITH 60 HOURS AND NOT NECESSARILY HAVE THE ASSOCIATES DEGREE.
I'D LIKE TO SEE US TAKE A STRONGER LOOK AT THE P-TECH PROGRAM WE PUT A LOT OF MONEY INTO.
IT'S A STRONG INDICATION OF WHERE WE'RE TRYING TO GO WITH OUR STUDENTS.
BUT WE DO LOSE A LOT OF THEM THAT FIRST AND SECOND YEAR.
I STILL HAVEN'T BEEN ABLE TO QUITE UNDERSTAND THAT, AND I'D LIKE TO SEE US TAKE A STRONGER LOOK AT THAT.
I ALSO THINK WE PUT A LOT OF MONEY INTO OUR CAREER INSTITUTES.
ONE OF THE MEASUREMENTS WE'RE NOT LOOKING AT IS OUR CERTIFICATES.
WE'RE LOOKING AT CCMR, BUT WE'RE NOT LOOKING AT CERTIFICATES SPECIFIC.
IT WOULD BE REALLY INTERESTING TO KNOW HOW MANY CERTIFICATES WE'RE ACTUALLY HAVING AND [NOISE] UNDERSTANDING HOW MANY OF OUR STUDENTS THAT ARE NOT GOING TO COLLEGE THAT ARE GRADUATING FROM THE DISTRICT WITH AN OPPORTUNITY TO GO TO WORK IMMEDIATELY WITH A CERTIFICATE BECAUSE IT'S NOT GOING TO ALWAYS BE COLLEGE-BASED.
WE'D LOVE FOR IT TO BE, BUT WE KNOW THAT'S NOT THE FACT.
US MEASURING THAT WOULD MAKE A BIG DIFFERENCE.
WE'RE GOING TO HAVE FOUR CAREER INSTITUTES.
WE'RE SPENDING A LOT OF MONEY ON BUILDING THEM OUT.
WE'RE SPENDING A LOT OF MONEY AND RESOURCES ON MAKING SURE THAT WE PUT THE PROGRAMS IN THAT ARE GOING TO BE WORKING FOR OUR STUDENTS.
I THINK THAT THERE'S AN OPPORTUNITY TO MAKE SURE THAT WE MEASURE THAT ALSO.
ONE OF THE THINGS I'M GOING TO REQUEST IS A CLOCK ON THIS SIDE, SO I CAN SEE.
[LAUGHTER] BECAUSE I CAN'T SEE IT.
>> I KNOW. I HAVE A LOT OF THOSE.
>> [LAUGHTER] CONSIDER IT DONE. WE'RE GOING TO FIND A WAY TO GET THAT IF THEY'RE NEXT MEETING, TRUSTEE FOREMAN.
>> [LAUGHTER] THEN I'LL STOP WITH THE FINANCIAL LITERACY COURSE.
HOW MUCH IS THAT GOING TO COST US TO MEASURE IT? IS THAT GOING TO BE A PART OF SOME PARTICULAR CLASS WHERE THEY GET A CERTIFICATE? I KNOW IN OUR CAREER INSTITUTES THAT THERE IS A FINANCIAL LITERACY COURSE TO SOME DEGREE WITH SOME OF THOSE.
BUT WHAT ABOUT THE OTHER STUDENTS THAT HAVEN'T OPTED FOR THAT? ARE WE GOING TO HAVE TO HAVE ANOTHER TEACHER FOR THAT OR HOW DOES IT WORK?
>> THERE ARE A COUPLE OF DIFFERENT WAYS TO DO THAT, I THINK THAT COULD BE PART OF THE FURTHER CONVERSATION IF THE BOARD CHOOSES TO GO IN THIS DIRECTION.
THERE IS AN ELECTIVE COURSE THAT IS A PERSONAL FINANCIAL LITERACY COURSE, AND IT HAS INCREASED IN TERMS OF THE NUMBER OF STUDENTS WANTING THAT COURSE AT HIGH SCHOOL.
NOW, IT DOESN'T COST US ANYMORE.
IT'S JUST A DIFFERENT ELECTIVE.
IT'S JUST INSTEAD OF ME TAKING THIS OTHER ELECTIVE, I'M TAKING THIS.
IT REALLY ISN'T AN INCREASED COST.
THERE IS, ALSO, THOUGH, ANOTHER WAY TO MEASURE THAT, TO GRADUATE ECONOMICS, WHICH IS A ONE SEMESTER COURSE IS REQUIRED.
THERE'S A NEW ECONOMICS COURSE THAT SPECIFICALLY HAS THE PERSONAL FINANCIAL LITERACY WOVEN INTO THOSE PARTICULAR STANDARDS.
THAT COULD BE ANOTHER WAY THAT WE COULD LOOK AT IT ALONG WITH ANY OF THE OTHER COURSES THAT MAY BE TAUGHT AT THE CAREER INSTITUTE THAT ALSO HAVE A PERSONAL FINANCIAL LITERACY COMPONENT.
THAT WOULD BE, AGAIN, UP TO THE BOARD WITH REGARD TO "YES, WE DO THINK WE SHOULD INCLUDE IT.
NO, WE DON'T." BUT TO ANSWER THE FIRST PART OF YOUR QUESTION, IT WOULDN'T COST US ADDITIONAL MONEY.
>> THEN I'M ON PAGE 8, AND I'M LOOKING AT THE PERCENTAGE OF TEACHERS RETAINED ANNUALLY.
WELL, ONE OF THE THINGS THAT'S ALWAYS CONCERN ME WHEN WE TALK ABOUT TEACHERS RETAINED.
[01:45:02]
SOMETIMES WE NON RENEW A LOT OF TEACHERS BASED ON WHAT WE NEED.ARE WE REALLY RETAINING ALL THESE TEACHERS? THAT'S JUST A QUESTION.
I DON'T WANT ANYBODY TO GET CRAZY [NOISE].
BECAUSE IT COULD BE A LONG CONVERSATION.
BUT WHAT I DO WANT TO MAKE SURE IS THAT THERE'S AN ACCURATE ACCOUNT FOR RETENTION.
BECAUSE IF YOU NON-RENEW 1,000 TEACHERS, ARE YOU REALLY RETAINING THE NUMBER WE SAY WE ARE? BECAUSE WE GOT TO HIRE NEW TEACHERS.
THAT'S JUST A QUESTION THAT I THINK WE NEED TO TAKE INTO CONSIDERATION AS WE GO THROUGH THIS PROCESS OF FIGURING OUT HOW WE'RE GOING TO HANDLE THIS GOAL.
THEN I'LL STOP RIGHT THERE AND LET SOMEBODY ELSE SAY SOMETHING.
>> THANK YOU TRUSTEE. TRUSTEE MACKEY.
>> YES. THANK YOU TO THE ADMINISTRATION FOR THE WORK.
PAM, THANK YOU TO YOU FOR SPENDING AN HOUR ON THE PHONE WITH ME, TALKING THROUGH SOME OF THESE THINGS.
I WILL START JUST HIGH LEVEL, AND I'LL TRY TO STICK MOSTLY TO THE HIGH LEVEL STUFF.
FOR GOALS 1 AND 2, IT SEEMS TO MAKE SENSE WHY WE WOULD SAY DOMAIN 1, TRYING TO GET MORE STUDENTS.
I WOULD REALLY PUSH US TO BE AS CLEAR AS POSSIBLE IN THIS GOAL IF WE STICK WITH DOMAIN 1, BECAUSE THIS IS ESSENTIALLY WHAT I THINK IT MEANS IS WE WANT MORE STUDENTS AT DIFFERING LEVELS OF APPROACHES, MEETS AND MASTERS.
THIS IS ESSENTIALLY WHAT THAT MEANS. IS THAT ACCURATE?
>> REPEAT WHAT YOU SAID THAT WE'RE WORKING TOWARDS WHAT?
>> CAN SOMEONE DESCRIBE DOMAIN, WHAT DO WE MEAN BY DOMAIN 1?
>> DOMAIN 1 MEANS THE NUMBER OF STUDENTS THAT ARE AT APPROACHES MEETS OR ABOVE MASTERS IS IMPROVING.
BUT YOU TAKE THAT DOMAIN 1 IS A CALCULATION OF ALL THOSE THREE SO THAT YOU'RE INCLUDING APPROACHES, NOT JUST AT THE MEETS AND MASTERS, BECAUSE THE ACTUAL DEFINITION OF MEETING THE STANDARD, NOT THE MEETS LEVEL IS APPROACHES.
WE ALSO KNOW THAT MEETS IS THE GOAL STANDARD.
GIVEN WHERE WE ARE ACADEMICALLY, APPROACHES IS STILL A NUMBER THAT WE CAN SIGNIFICANTLY IMPROVE ON, AND WE WOULDN'T BE ABLE TO CAPTURE THAT IF WE'RE JUST USING MEETS AND ABOVE.
>> GOT YOU. THE HEART OF THIS IS TO TRY TO INCLUDE MORE STUDENTS RATHER THAN JUST THE MEET STUDENTS, IS THAT ACCURATE?
>> GREAT. THEN MY QUESTIONS ON GOALS 3 AND 4, WHERE WE ACTUALLY DO HAVE GROWTH.
I WOULD REALLY CONSIDER IF THAT'S THE GOAL, WE WANT TO MAKE SURE TO HIT ON ALL STUDENTS HERE.
APPROACHES MEETS AND MASTERS ONLY CONSIDERS THE NUMBER OF KIDS THAT APPROACHES MEETS AND MASTERS.
NOW WE'RE DEALING WITH EIGHTH GRADE, WHERE WE HAVE GROWTH METRIC, WHY WOULD WE NOT CONSIDER, AND I WOULD PUSH US TO CONSIDER A GROWTH METRIC HERE, HOW MANY STUDENTS, AND YOU CAN STILL USE STAAR.
I GUESS IT'S DOMAIN 3 ON THE GROWTH, IS IT? OR DOMAIN 2 ON THE GROWTH, WHICH IS HOW MANY STUDENTS ACTUALLY MAKE GROWTH OUT OF THIS? NOW, WE'RE LOOKING AT ALL STUDENTS.
WE'RE LOOKING AT LOW DO NOT MEETS TO HIGH DO NOT MEETS.
WE'RE LOOKING AT HIGH DO NOT MEETS TO APPROACHES, APPROACHES TO MEETS AND SO ON.
I THINK WE HAD A DISCUSSION ABOUT THIS WHEN WE HAD THE WORKSHOP.
IF WE ARE TRULY TRYING TO CAPTURE ALL STUDENTS IN EIGHTH GRADE, HERE WE HAVE THE OPPORTUNITY TO USE GROWTH.
I WOULD ASK THE BOARD IF THAT MIGHT BE SOMETHING WE WOULD PREFER TO CONSIDER THAN JUST THE APPROACHES MEETS AND MASTERS.
SINCE WE CAN DO GROWTH HERE, AND ACTUALLY LOOK AT 100% OF OUR EIGHTH GRADERS, HOW MANY OF THOSE STUDENTS ACTUALLY ARE MEETING THEIR GROWTH PERCENTAGE.
THAT WOULD BE ONE PIECE OF FEEDBACK I WOULD HAVE ON GOALS 3 AND 4.
MY PREFERENCE IS, I'M NOT SURE IF PEOPLE WANT TO HAVE TWO SEPARATE GOALS.
I THINK WE HAVE A COMBINED GOAL RIGHT NOW, WHICH I THINK WOULD GIVE US A LITTLE BIT MORE FOCUS.
I WOULD BE OKAY WITH EITHER COMBINING THESE TWO GOALS OR IDENTIFYING WHICH ONE IS THE PRIORITY AND JUST FOCUSING ON THAT, BUT I ALSO WON'T DIE ON THE HILL IF MY COLLEAGUES WANT TO HAVE TWO SEPARATE MIDDLE SCHOOL GOALS HERE.
IF WE CAN GO TO GOAL 5, I CAN'T STATE ANY BETTER THAN WHAT TRUSTEE KERRY SAID ON THIS IS, I AM WHOLLY UNCONVINCED THAT WE SHOULD TALK ABOUT THE CCMR ACCOUNTABILITY SYSTEM, EVEN THOUGH THAT, OF COURSE, MATTERS.
I DON'T KNOW A SINGLE PARENT IN MY TIME AS A PRINCIPAL THAT WOULD BE HAPPY WITH ME SAYING, "BUT THEY MET THE CCMR ACCOUNTABILITY FOR THE STATE, EVEN IF THEY'RE NOT READY FOR COLLEGE OR CAREER." FORGET ALL OF THE CCMR ACCOUNTABILITY ITEMS. I THINK WE SHOULD PICK WHAT WE BELIEVE IN DALLAS ISD BASED ON WHAT OUR COMMUNITY EXPECTS IS WHAT WE WANT KIDS TO HAVE.
WE WANT THEM TO BE TSI ACTSAT READY AND GO OFF AND EITHER GO ENROLL IN COLLEGE OR GET A CERTIFICATION,
[01:50:03]
LIKE TRUSTEE FOREMAN SAID, OR EARN AN ASSOCIATE'S DEGREE, AND WE SHOULD MAKE THAT OUR PERCENTAGE AND TRACK THAT YEAR AFTER YEAR, PLUS THAT ALLOWS US TO IGNORE THE STATE CHANGING THIS YEAR AFTER YEAR, WHERE THEY'RE GOING TO CONTINUE TO CHANGE THAT.I WOULD FULLY AGREE WITH THAT.
I APPRECIATE, DR. ELIZALDE YOUR NOTE AND TRUSTEE KERRY RAISES THIS ABOUT.
WE WOULD HAVE TO THEN, IF WE MADE A CHANGE HERE, CASCADE WHAT THE PROGRESS MEASURES LOOK LIKE TO MAKE SURE TO ALIGN FOR THAT. YOU COULD DO THINGS.
STUDENTS PERCENTAGE ON TRACK FOR OR IBC, LIKE WHAT TRUSTEE FOREMAN HAD MENTIONED, OR STUDENTS ON TRACK FOR DUAL CREDIT HOURS BECAUSE THAT IS SPEAKING TOWARDS HOW MANY STUDENTS ARE ON TRACK TO 30 HOURS, 60 HOURS, ETC.
THAT WOULD BE ONE THAT I FEEL VERY STRONGLY ABOUT THAT I THINK WE SHOULD DEFINITELY CONSIDER PICKING OUR DEFINITION AS DALLAS ISD AND WHAT OUR COMMUNITY EXPECTS US TO DO FOR THIS ONE, AND SETTING THAT AS OUR GOAL AND THEN MONITORING THAT OVER TIME.
THEN AS FAR AS THE CONSTRAINTS, IF WE CAN GO TO THE NEXT CONSTRAINTS, PLEASE. WE CAN KEEP GOING.
I DON'T HAVE MANY FEEDBACK ELEMENTS HERE.
I AGREE WITH TRUSTEE FOREMAN ON THIS TEACHERS RETAINED NUMBER.
TO ME, TEACHERS RETAINED AS A BLANKET STATEMENT MIGHT NOT BE THE MOST TELLING BECAUSE THERE ARE SOME UNSATISFACTORY TEACHERS THAT WE MIGHT PREFER DON'T GET RETAINED IN THE DISTRICT.
I WOULD ENCOURAGE US TO MAYBE THINK ABOUT DIFFERENT WAYS TO MEASURE THIS.
IS IT PROGRESSING ONE TEACHERS AND ABOVE THAT WE RETAIN AT A CERTAIN RATE? MAKES IT A LITTLE HARDER TO COMPARE, BUT MAYBE WE HAVE ENOUGH DATA INTERNALLY THAT WE CAN SET WHERE WE'D WANT THAT TO BE JUST SOMETHING TO THINK ABOUT HERE OR AT MINIMUM EXCLUDE UNSATISFACTORY TEACHERS FROM THIS.
>> IF WE CAN GO TO THE NEXT ONE.
PAM, YOU AND I SPOKE MANY TIMES ABOUT THIS, REGARDLESS OF WHAT WE CALL THIS, MY CONCERN WITH THE PROGRESS MEASURE 3.1 IS IF AT THE HEART OF EQUITY IS GETTING STUDENTS WHO ARE FURTHER BEHIND ACCESS TO MORE RESOURCES, THIS 3.1 DOESN'T NECESSARILY DO THAT BECAUSE IF WE'RE INCREASING IT BY 1% ANNUALLY IN CORE CLASSES, FIRST OF ALL, THAT'S GOING TO BE AT LEAST 40 YEARS BEFORE WE GET TO 100% OF CORE TEACHERS.
THE SECOND THING IS, WHAT DOES THIS MEAN IF WE'RE INCREASING IT BY 1% AT OUR PRIORITY CAMPUSES, BUT 5% ANNUALLY AT OUR NON-PRIORITY CAMPUSES.
THAT TELLS ME SOMETHING ABOUT OUR SYSTEM IS WRONG.
I WOULD CONSIDER, EVEN THOUGH IT IS MUCH HARDER, I WOULD ASK OUR BOARD TO CONSIDER THINKING ABOUT PLACING A BET HERE.
IF WE WANT TO STAND BEHIND GETTING MORE RESOURCES TO THE SCHOOLS THAT WE HAVE PRIORITIZED THAT NEED IT THE MOST, THEN LET'S DO THAT, AND EVEN THOUGH IT'S HARD AND BE WILLING TO STAND BEHIND ADMINISTRATION WHEN THEY HAVE TO MAKE SOME TOUGH CALLS TO DO THAT.
THEN CONSTRAINT 4, I'M GLAD TO SEE WE HAVE THIS SEPARATE.
I THINK THERE'S A LOT OF INTERESTING OPPORTUNITIES THAT WE CAN DO HERE.
I KNOW WE HAVE THE PEOPLE IN THIS ORGANIZATION, WHETHER IT'S TIFFANY OR CHIEF GAYLORD OR WHOEVER THAT CAN THINK ABOUT THE BEST WAYS TO DO THIS THAT NO ONE UP HERE KNOWS, BUT I'M SO GLAD TO SEE THIS AS ITS OWN ELEMENT.
I KNOW WE TALKED ABOUT, AT OUR WORKSHOP, FINANCIAL AND DIGITAL LITERACY.
WE TALKED ABOUT SOME OF THESE OTHER ONES.
I'D BE CURIOUS TO WHAT IT LOOKS LIKE, BUT I DO THINK NOT INCLUDING ITS OWN CONSTRAINT OR GOAL ON THIS WOULD BE AN ABDICATION OF WHAT WE HEARD FROM THE COMMUNITY AT LARGE ON THESE.
AS FAR AS WHAT THE PROGRESS MEASURES LOOK LIKE, I'M OPEN TO THAT, BUT THIS IS SOMETHING THAT WAS RESOUNDING ACROSS THE BOARD AND I THINK WE NEED TO FIND A WAY TO INCLUDE IT AND DESIGN WHAT IT LOOKS LIKE, EVEN IF IT'S GOING TO BE SOMETHING THAT MAYBE NO ONE'S DONE BEFORE, AND I KNOW THIS TEAM CAN DO IT.
JUST WANTED TO GIVE THOSE A COUPLE OF THOUGHTS, BUT WOULD BE CURIOUS TO HEAR MY COLLEAGUES' OTHER THOUGHTS. THANK YOU.
>> THANK YOU. TRUSTEE MITCHKA.
>> THANK YOU. ON PROPOSED GOAL 1, I AGREE WE SHOULD BE MEASURING APPROACHES PLUS, AND THERE ARE DIFFERENT WAYS TO SAY THAT DOMAIN 1 APPROACHES PLUS, BRONZE, SILVER, AND GOLD, BUT I THINK TEA ACTUALLY CALLS THAT PASSING.
I THINK PASSING IS THE WORD THAT WE SHOULD USE IN HERE BECAUSE WE DO WANT THE PUBLIC TO BE ABLE TO UNDERSTAND THAT IT'S PASSING AND WE'VE GOT MEETS OUT THERE AS A SYNONYM THAT'S NOT A SYNONYM.
WHEN WE REPORT OUT MEETS, WE ARE REPORTING OUT ONLY A SUBSET OF PASSING.
I THINK WE SHOULD CHANGE THIS TO SAY PASSING.
IT'S THE SAME CONCEPT THAT YOU HAVE IN HERE, AND WE CAN PUT IN PARENTHESES APPROACHES, MEETS, AND MASTERS.
[01:55:01]
THAT'S OBVIOUSLY THE SAME COMMENT FOR GOAL 2.WITH RESPECT TO THE THE CONSTRAINT ON PERCENT OF TEACHERS RETAINED ANNUALLY.
THERE'S A PROBLEM IF WE DELETE THE UNSATISFACTORY TEACHERS FROM THE DENOMINATOR BECAUSE THEN WE'RE NOT APPLES TO APPLES WITH THE STATE.
I'M NOT SURE IF DELETING THE UNSATISFACTORY TEACHERS FROM THE DENOMINATOR ACTUALLY WORKS TO MAKE US LOOK LIKE WE'RE RETURNING MORE, OR LOOKS LIKE WE'RE RETAINING LESS, BUT I THINK WE HAVE TO GIVE SOME THOUGHT AS TO HOW TO DO THAT SO THAT WHEN WE DO A COMPARISON WITH REGION 10, WE KNOW WHAT THE COMPARISON MEANS.
ARE WE BEATING THE AVERAGE OR ARE WE NOT? I'M JUST NOT SURE HOW THE MATH WORKS ON THAT, BUT I AGREE WE SHOULDN'T BE PATTING OURSELVES ON THE BACK FOR HAVING RETAINED TEACHERS WHO ARE UNSATISFACTORY.
I THINK THAT GROUP ALSO INCLUDES TEACHERS WHO WE BELIEVE CAN BE MADE SATISFACTORY, CAN BE COACHED TO BE SATISFACTORY RATHER THAN PEOPLE THAT WE HAVE DETERMINED THAT ARE JUST NOT GOING TO MAKE IT AT ANY POINT, BUT I DO LIKE THE MEASUREMENT COMPARING TEACHER RETENTION TO REGION 10, BECAUSE THAT IS OUR MARKET.
I'M OKAY WITH TRYING TO FIGURE OUT A WAY TO FACTOR INTO CONSIDERATION THE UNSATISFACTORY TEACHER ISSUE, BUT I'M NOT SURE EXACTLY HOW TO DO THAT TO WHERE WE WOULD BE APPLES TO APPLES.
WITH RESPECT TO GOAL PROGRESS MEASURE 3.1, I DO THINK MEASURING THE GAP IS REALLY WHAT WE NEED TO DO.
IF WE DO HAVE AN INCREASE OF 1% OF PROFICIENT TEACHERS AT THE HIGH PRIORITY CAMPUSES, AND WE HAVE A 5% INCREASE OF PROFICIENT TEACHERS AT THE NON-HIGH PRIORITY CAMPUSES, WE'RE ACTUALLY GOING BACKWARDS.
I'M ACTUALLY NOT SURE THAT THAT CAN PRACTICALLY HAPPEN BECAUSE TO GET AN INCREASE OF THE 1%, ON THE HIGH PRIORITY CAMPUSES, YOU PROBABLY HAVE TO MOVE SOME TEACHERS FROM THE NON-HIGH PRIORITY CAMPUSES.
BUT I THINK THE MEASURING THE GAP AND CLOSING THE GAP IS SOMETHING THAT WE SHOULD BE CONSIDERING.
THEN THE OTHER THING THAT I WAS INTRIGUED BY IS THE PROPOSED GOAL 5.
I DEFINITELY THINK THAT THE TEXAS SUCCESS INITIATIVE AND THE OUTCOMES-BASED FUNDING THAT COMES WITH IT, THAT THAT IS A HIGH STANDARD.
WE ARE GOING TO NEED THAT FUNDING BECAUSE WHATEVER WE GET FROM THE LEGISLATURE IS ONLY GOING TO BE A PARTIAL OF INFLATION ADJUSTMENT, SO WE NEED THE FUNDING TO HELP MOVE THE DISTRICT FORWARD.
I'M JUST NOT SURE LOGICALLY IF IT SHOULD REMAIN AS A GOAL PROGRESS MEASURE, AS OPPOSED TO BEING THE GOAL ITSELF BECAUSE WE ARE MEASURED BY THE STATE BY THE CCMR METRIC.
THAT'S WHAT WE HAVE TO REPORT OUT.
I DO WANT TO SEE AN INCREASE IN THE GRADUATES MEETING THE TEXAS SUCCESS INITIATIVE REQUIREMENTS, AND WHETHER WE CHANGE IT TO THAT BEING THE GOAL, IN OTHER WORDS, PROGRESS MEASURE 5.1 BECOMING GOAL 5 OR NOT.
I DO THINK WE NEED TO MAKE SURE THAT WE HAVE IT LINED UP WITH THE ACTUAL REQUIREMENTS OF TEXAS SUCCESS INITIATIVE, WHICH PROBABLY MEANS CROSSING OUT THAT PARENTHETICAL.
I THINK THAT'S ALL I HAVE FOR RIGHT NOW.
THERE IS ONE OTHER THING REGARDING THE FINANCIAL LITERACY CLASS.
[02:00:01]
WHEN WE SAY COMPLETED, DO WE MEAN PASSING?>> YES, RECEIVING CREDIT FOR THE COURSE.
>> I GOT MY MIC [INAUDIBLE] BUT TRUSTEE MACKEY, AND I HEARD FROM TRUSTEE LANCE SAID A LOT OF THINGS, ESPECIALLY TRUSTEE MACKEY, SOME OF THE CONCERNS THAT I HAVE.
I'M LOOKING AT PROPOSED CONSTRAINT, TOO, SO I'M NOT GOING TO REPEAT A LOT OF WHAT WAS SAID.
WE'RE LOOKING AT TEACHER RETAINERS.
I WOULD LIKE TO KNOW, IF YOU GUYS CAN GIVE ME THIS, HOW MANY TEACHERS, HOW MANY VACANCIES DO I HAVE IN DISTRICT 5, WHERE THOSE TEACHERS ARE NOT IN THOSE CLASSES.
THE REASON WHY I SAID THAT BECAUSE WHEN WE'RE LOOKING AT GRADE POINT MEASURES AND THINGS THAT WE'RE TRYING TO ACCOMPLISH, I THINK IT MAKES SURE THAT WE HAVE TEACHERS IN THOSE CLASSROOMS EDUCATING OUR KIDS ARE IMPORTANT WHICH TAKES ME TO SOMETHING THAT THE SUPERINTENDENT SAID AND I'VE BEEN SAYING THIS FROM DAY 1, THE ACHIEVEMENT GAP VERSUS THE OPPORTUNITY GAP.
I PERSONALLY DON'T BELIEVE IT IS AN ACHIEVEMENT GAP.
I BELIEVE IT'S THE OPPORTUNITY GAP.
WHEN WE GIVE THOSE KIDS THOSE SAME EQUITABLE RESOURCES, AND I SAY, TEACHERS ARE EQUITABLE RESOURCE, TEACHERS ARE RESOURCE FOR OUR KIDS.
YOU GIVE A STRONG TEACHER TO A KID, WE CAN SEE WHAT THEY CAN ACCOMPLISH.
WE'VE SEEN THAT IN THIS DISTRICT AT OUR ACE CAMPUSES, WHEN WE PUT STRONG TEACHERS IN FRONT OF THOSE KIDS, WE DIDN'T SEE THE KIDS CHANGE.
WE JUST SAW THE EDUCATOR CHANGE.
STRONG TEACHER IN FRONT OF THOSE KIDS, THE KIDS THAT WAS NOT DOING WELL BEGAN TO DO WELL.
THAT'S SOMETHING THAT I'VE BEEN REALLY STRUGGLING WITH SINCE I'VE BEEN ON THE BOARD, THIS ACHIEVEMENT GAP.
I BELIEVE IN THIS OPPORTUNITY GAP, AND SO IF YOU CAN GIVE ME THAT INFORMATION, BECAUSE I THINK THAT'S GOING TO HELP WITH WHERE WE'RE GOING AND TRYING TO MEET OUR GOALS THAT WE ALL ARE DISCUSSING TODAY.
IF YOU CAN GIVE ME THAT, CHIEF ABEL, I APPRECIATE IT. THANK YOU.
CONCERNING THE FINANCIAL LITERACY PIECE, THAT'S AN ELECTIVE VERSUS A CORE COURSE. IS THAT CORRECT?
>> YES, MA'AM. THAT'S THE WAY IT'S WRITTEN HERE, IT COULD BE END UP PART OF A REQUIREMENT IF THE STUDENT CHOSE THAT ECONOMICS COURSE FOR GRADUATION THAT HAS THIS IN IT, BUT AS IT IS CURRENTLY WRITTEN, IT'S AS AN ELECTIVE COURSE.
>> RIGHT. I GUESS THE REASON THAT I WANTED TO ACTUALLY BRING THAT OUT IS BECAUSE WILL WE EVEN HAVE A HIGH PERCENT.
FINANCIAL LITERACY IS VERY IMPORTANT.
[LAUGHTER] MAINLY WITH THE PRICES OF EGGS, SKYROCKET.
BUT MAINLY WITH THE HIGH COST OF EVERYTHING THAT'S GOING UP, FINANCIAL LITERACY, OF COURSE, IS IMPORTANT, BUT IF WE'RE NOT MEASURING SOMETHING THAT I FEEL IS GOOD TO MEASURE, BUT I DON'T KNOW IF I WOULD LIKE TO HAVE THIS AS ONE OF OUR CONSTRAINTS, BECAUSE IT'S GOING TO BE A VERY SMALL PERCENTAGE OF STUDENTS THAT MAY EVEN TAKE THIS.
DO WE HAVE ANY HISTORICAL NUMBERS WHERE STUDENTS HAVE TAKEN THIS COURSE IN THE PAST?
>> YES, MA'AM. THIS COURSE WAS ADDED, I THINK, AT LEAST A YEAR AGO, AND OVER ONE YEAR, WE'VE HAD DOUBLE THE NUMBER OF STUDENTS ENROLLED AND HAD TO INCREASE THE NUMBER OF TEACHERS BECAUSE STUDENTS ARE ACTUALLY SIGNING UP FOR THIS COURSE AS THEIR ELECTIVE MORE SO THAN THEY HAD BEFORE.
>> I GUESS, I REALLY AM LOOKING FOR AN OVERALL PERCENTAGE OF WHERE IT IS LYING AS FAR AS STUDENTS TAKING THE COURSE.
THE OTHER THING THAT I WOULD LIKE TO MENTION BRIEFLY IS WHEN IT DOES COME TO OUR TEACHER RETENTION, AS FAR AS MASTER TEACHERS, I THINK JUST THE TRACKING IF WE HAVE A CERTAIN NUMBER OF MASTER TEACHERS, THE CERTIFIED TEACHERS THAT WE HAVE ON THE CAMPUSES.
I DO UNDERSTAND THAT WE HAVE CERTIFIED TEACHERS IN VARIOUS AREAS THAT THEY HAVE THEIR SPECIALTY IN, BUT TO ME, IT'S JUST MORE IMPORTANT TO KNOW HOW MANY OF OUR TEACHERS OR MASTER TEACHERS, HOW MANY ARE CERTIFIED TEACHERS BECAUSE OF THE FACT THAT I DO UNDERSTAND THAT WE DO HAVE TEACHERS THAT ARE WORKING ON GETTING CERTIFIED WHILE THEY ARE IN CERTAIN POSITIONS, SO THAT WOULD MORE LIKELY BE OUR NEWLY STARTING TEACHERS.
THE NUMBER OF TEACHERS THAT WE HAVE RETAINED DOWN THROUGH THE YEARS IS ALSO A GOOD NUMBER TO ATTRACT, BUT WHEN I WAS LOOKING AT WHAT WE PREVIOUSLY HAD IN THE PAST AND SOME THINGS THAT HAVE BEEN TWEAKED, I DO SEE WHAT I DO LIKE SOME THINGS THAT WE HAVE COMBINED, HOPEFULLY.
[02:05:07]
MY LAST POINT IS THE TSI COMPONENT.IT'S CRITICAL THAT OUR STUDENTS ARE ABLE TO HAVE THE OPPORTUNITY, WHETHER THEY MAY GO THROUGH OUR CT COURSES AND GET A CERTIFICATION, BUT THE MOST IMPORTANT THING IS, IF THEY DO DECIDE LATER ON TO ENTER COLLEGE AT WHATEVER LEVEL AND AGE IN THEIR LIFE, THAT THEY DON'T HAVE TO TAKE THE COURSES BECAUSE THEY ARE UNABLE TO PASS THE TEST, THEY DON'T HAVE TO TAKE ANY COURSES IN ORDER TO BE PREPARED TO GO INTO THE ELECTIVES.
I DON'T KNOW IF WE ARE, I'M GOING TO ASK THIS QUESTION.
I'M ASKING ABOUT OUR COMMUNITY COLLEGES MAINLY BECAUSE WE WORK SO CLOSELY WITH THEM, AND WE HAVE PARTNERSHIPS WITH THEM.
ARE WE PARTNERING WITH ANY OF THE COMMUNITY COLLEGES? BECAUSE THEY'RE DEFINITELY LOOKING AT THE TSI AND THEY'RE THE ONES WHO ARE ADMINISTERING THE COURSE AS WELL. ARE WE PARTNERING?
>> BUT IT'S IMPORTANT SO THAT THE STUDENTS ARE NOT TAKING REMEDIAL COURSES BEFORE THEY ACTUALLY GET INTO THE CORE COURSES BECAUSE WE DON'T WANT TO DISCOURAGE THEM FROM, IT'S GOING TO TAKE ME TWICE AS LONG TO MASTER THIS BECAUSE I DIDN'T GET IT IN HIGH SCHOOL.
THOSE ARE SOME THINGS THAT I'M LOOKING AT THAT I DEFINITELY HOPE WE CAN INCREASE THE NUMBER OF STUDENTS WHO ARE ABLE TO PASS THE TEST TO GET IN. THANK YOU.
>> JUST A FEW, I GUESS, ADD ON OR ADDITIONAL THOUGHTS.
ONE ON THE DOMAIN ONE AND APPROACHES IN PASSING IN THAT LANGUAGE.
I'M STILL NOT QUITE CLEAR, BUT WHAT I HOPE WE ACHIEVE IN THE LANGUAGE IS A FOCUS ON, AND I DON'T KNOW EXACTLY HOW YOU SAY IT OR WRITE IT, A FOCUS ON PROGRESSION, SO EVERYBODY GROWING, AND HAVING MEETS AS THAT STANDARD.
I GUESS, THE 60TH PERCENTILE YOU TALKED ABOUT WAS A WAY TO ACHIEVE THAT.
AGAIN, I DON'T KNOW THE LANGUAGE, BUT MAKING SURE THAT WE'RE NOT SATISFIED WITH APPROACHES AS THE END GOAL, BUT ARE EXCITED WHEN WE'RE GROWING PEOPLE THROUGH THE APPROACH PIECE OF THE EQUATION.
>> IF THAT MAKES SENSE. I'M LOOKING AT DR. ELIZALDE.
IF YOU COULD TRANSLATE THAT FOR ME, PLEASE.
>> I THINK SOME OF THIS IS THERE'S NO WAY YOU CAN IMPROVE PASSING WITHOUT IMPROVING MEETS AND MASTERS ONCE YOU GET TO A CERTAIN NUMBER.
BECAUSE YOU GET MORE POINTS IN MEETS AND MASTERS.
[OVERLAPPING] IT'S NOT AN EITHER OR.
WE CAN RECOGNIZE THE WORK THAT TEACHERS AND PRINCIPALS ARE DOING MOVING KIDS INTO THE APPROACHES, KNOWING THAT EVERY YEAR, THAT NUMBER SHOULD ACTUALLY INCREASE NOT JUST IN APPROACHES, WE SHOULD ALSO INCREASE IN MEETS AND TO SOME EXTENT IN MASTERS.
>> OKAY. THEN SECONDLY, I AGREE WITH THE EVOLUTION OF THE FIFTH GOAL ON THE COLLEGE AND CAREER READINESS.
I THINK THE HIGHER STANDARD IS IMPORTANT IN FIGURING OUT HOW.
AGAIN, OUR PARENTS, OUR STUDENTS WANT TO GRADUATE READY TO GO DO THE NEXT THING AND BE PREPARED AND SO MAKING SURE THAT WE'RE ATTENDING TO THAT AND IN THE FACE OF DECLINING OUTCOMES BASED FUNDING IS IMPORTANT TO US SO MAKING SURE WE'RE ATTENDING TO THAT IN OUR LANGUAGE ALONG THE LINES OF WHAT MY COLLEAGUES SAID.
WITH RESPECT TO TEACHERS, I THINK, AGAIN, WE WANT TO RETAIN OUR TEACHERS, OUR BEST TEACHERS, OUR PROGRESSING TEACHERS, OUR STRONG TEACHERS AND SO SOMEHOW IDENTIFYING THAT OUR RETENTION EFFORTS AREN'T FOCUSED ON THE UNSATISFACTORY NOT PROGRESSING TEACHERS.
THAT LANGUAGE, MAKING SURE WE'RE FOCUSED ON RETAINING THOSE WHO ARE PROGRESSING AND ABOVE.
I AGREE AND CONCUR WITH MY COLLEAGUES ON THOSE EFFORTS.
AND FINALLY, I WAS HAD THE GREAT FORTUNE TO ATTEND A LOT OF THE COMMUNITY MEETINGS, AND ESPECIALLY ONE OF MY FAVORITES WAS THE STUDENTS.
I THINK ONE OF THE THINGS THAT I REALLY DID HERE ACROSS THE BOARD,
[02:10:04]
AGE AGE AGNOSTIC THAT NEED FOR FINANCIAL LITERACY THAT ALL ENCOMPASSING FINANCIAL LITERACY.I THINK IN AGGREGATING THE INFORMATION THAT SHOWED UP, BUT I APPRECIATE THAT WE ARE THINKING ABOUT THAT.
I THINK ALONG THE LINES OF HAVING THE EXPERTS DESIGN WHATEVER THAT MEANS, SO OUR STUDENTS GRADUATE READY TO GO LIVE THEIR LIVES SUCCESSFULLY AND UNDERSTAND WHAT THE FINANCIAL COMPONENTS OF THAT ARE IS REALLY IMPORTANT.
I APPRECIATE THAT YOU HEARD WHAT I HEARD IN THOSE COMMUNITY MEETINGS.
THANKS TO ALL OF YOU FOR YOUR WORK AND COMMENTS ON THIS.
I THINK THIS IS A NICELY EVOLVING SET OF GOALS, AND I APPRECIATE HOW HARD THIS IS.
ANY OTHER ROUND ONE COMMENTS? [INAUDIBLE] AND TRUSTEES ROUND 2, TRUSTEE KERRY.
>> JUST A COUPLE OF FOLLOW-UPS.
TRUSTEE [INAUDIBLE] COMMENT ABOUT PASSING.
I JUST WANT TO SEE DOCTOR [INAUDIBLE] IF YOU CAN EXPLAIN A LITTLE, IT'S MY UNDERSTANDING IN DOMAIN 1 THAT THERE IS A WEIGHTING THAT FOR LACK OF A BETTER TERM, APPROACHES, GIVES YOU ONE POINT, MEETS GIVES YOU TWO, AND MASTERS GIVES YOU THREE, SOMETHING SIMILAR TO THAT AND THAT AGGREGATE CALCULATION IS WHAT THEN TELLS YOU HOW YOU'RE DOING ON DOMAIN 1 AS A WHOLE.
>> THAT'S WHY I GET A LITTLE NERVOUS ABOUT JUST USING THE WORD PASSING BECAUSE THAT TO ME IMPLIES WE'RE JUST WORRIED ABOUT WHETHER WE GET KIDS TO THE APPROACHES LEVEL AND ANYBODY ABOVE THAT IS PASSING.
THAT'S WHY I LIKE DOMAIN 1 AND THAT PHRASE BECAUSE IT INCLUDES THE WEIGHTING INTO THE CONCEPT OF THE MEASUREMENT.
I ALSO AGREE WITH TRUSTEE MACKEY THAT THE PUBLIC IS GOING TO READ DOMAIN 1 AND NOT HAVE ANY IDEA WHAT THAT MEANS, AND THAT'S UNFORTUNATE.
BUT I HOPE WE CAN FIND A WAY TO SYNTHESIZE BOTH BEING CLEAR WITH OUR GOAL, BUT I DON'T WANT TO SACRIFICE CLARITY AND END UP WITH A METRIC THAT DOESN'T ACTUALLY REFLECT THE GOAL WE WANT, WHICH IS TO GIVE VALUE TO ALL STUDENTS ACROSS THE SPECTRUM, WHICH IS WHAT I BELIEVE THE ADMINISTRATION IS TRYING TO DO WITH THE PHRASE DOMAIN 1.
NEXT, I WANTED TO ASK ABOUT TRUSTEE MACKEY'S COMMENT ABOUT USING A GROWTH METRIC FOR GROWTH 3 AND GROWTH 4.
I JUST WANTED TO UNDERSTAND FROM THE ADMINISTRATION EITHER NOW OR A SUBSEQUENT DISCUSSION, WHAT THAT WOULD DO PRACTICALLY, ONE OF THE THINGS I UNDERSTAND.
WE HAVE SOME SCHOOLS THAT, IN THEIR LETTER GRADE, THEIR EIGHTH THROUGH F GRADE, GET VERY HIGH MARKS FOR GROWTH, BUT AT SOME POINT IN TIME, THAT GROWTH RUNS OUT, AND IF YOU AREN'T MOVING YOUR DOMAIN, THAT YOU MAY NOT BE GETTING THE SAME LETTERS.
I SEE TRUSTEE MACKEY SHAKING MY HEAD.
I MAY BE MISUNDERSTANDING THIS, IT'S NOT THAT I'M OPPOSED TO IT.
I AS A TRUSTEE DON'T HAVE A LOT OF CLARITY AS TO UNDERSTANDING WHAT THE REAL IMPACTS OF THAT WOULD BE.
AND SO I WOULD NEED SOME MORE INFORMATION ON THAT POINT.
THEN JUST BECAUSE I THINK THE ADMINISTRATION NEEDS TO HEAR US ECHO WHEN WE AGREE WITH OTHERS SO THAT THEY KNOW WHETHER THERE'S MORE THAN ONE TRUSTEE WHO WANTS THE ISSUE, I CERTAINLY WOULD LIKE TO NOT JUST RETAIN TEACHERS, BUT TO RETAIN PROFICIENT ONE AND ABOVE TEACHERS.
I DON'T KNOW IF THAT'S THE TOP LINE, IF THAT'S A SEPARATE CPM TWO.
BUT I THINK THE IDEA IS, WE WANT TO RETAIN OUR BEST TEACHERS.
THAT'S WHAT WE WANT TO MEASURE.
WE PROBABLY ALSO NEED TO TRACK SO THAT WE CAN COMPARE TO OTHERS RETENTION AS A WHOLE.
BUT I WOULD ECHO THE COMMENTS OF SEVERAL OF MY COLLEAGUES ON THAT FRONT.
THEN, LIKEWISE, ON GOAL PROGRESS MEASURE 3 AND 3.1, YOU'RE JUST MUCH MORE POPULAR THAN WE ARE.
BUT I WOULD LOVE TO SEE A BETTER METRIC THAN THE 1%.
THEY'VE ALREADY ILLUSTRATED THE COMMENTS OF, SOMETIMES YOU HAVE FIVE AND WE'RE ONLY ONE.
WHAT WE'RE REALLY TRYING TO DO IS SAY, IF WE BELIEVE WE NEED BETTER RESOURCES IN SCHOOLS THAT DEMONSTRATE THEY NEED A HIGHER PRIORITY, WE SHOULD BE COMPARING THEM VERSUS THOSE OTHER SCHOOLS SO THAT WE KNOW WHETHER WE'RE SUCCEEDING IN THAT GOAL.
I'M NOT CONVINCED THAT JUST 1% A YEAR ACTUALLY MEASURES THAT. THOSE ARE MY COMMENTS.
>> EXCUSE ME, JUST A COUPLE OF THINGS.
I THINK TRUSTEE WHITE WAS ASKING ABOUT THE PROFICIENT ONE AND TWO TEACHERS IN THE SCHOOLS.
TRUSTEE WHITE, THE DISTRICT HAS PREPARED BEFORE FOR EACH TRUSTEE BY SCHOOL, THE NUMBER OF TEACHERS THAT THEY HAVE THAT ARE PROFICIENT ONE AND TWO MASTER'S TEACHERS.
THERE'S AN OPPORTUNITY FOR EACH INDIVIDUAL TRUSTEE TO UNDERSTAND BY CAMPUS WHAT THAT'S LIKE, AND THEY DID AN EXCELLENT JOB OF PUTTING THAT TOGETHER FOR US BEFORE IF THEY WANT TO DO THAT TO BE ABLE TO ANSWER YOUR QUESTION ABOUT THOSE TEACHERS.
[02:15:01]
I'M ON PAGE 7.IT TALKS ABOUT THE PERCENTAGE OF STUDENTS RESPONDING POSITIVELY TO THEIR CAMPUS SAFETY.
I THINK SUPERINTENDENT RESPONDING POSITIVELY TO THEIR CAMPUS, AND THERE COULD BE OTHER ELEMENTS OTHER THAN SAFETY.
ELEMENTS WOULD BE TEACHER APPRECIATION FOR STUDENTS.
IT COULD BE ADMINISTRATIVE APPRECIATION.
I DON'T KNOW WHAT THE THINGS ARE, BUT THERE'S MORE THAN JUST CAMPUS SAFETY THAT THE STUDENTS OFTEN TALK ABOUT WHEN I HEAR STUDENTS TALKING.
I JUST THINK MAYBE WE COULD DEVEL A LITTLE BIT DEEPER RATHER THAN JUST CAMPUS SAFETY.
>> I'M TAKING NOTES ON EVERYTHING, SO THAT'S WHY I'M NOT RESPONDING, BUT ON THIS ONE, I JUST WANT TO POINT OUT, TRUSTEE FOREMAN, THAT'S ACTUALLY WHY WE LEFT 1.1.
I WANT TO MAKE SURE I'M HEARING YOU CORRECTLY, ISN'T IT? BECAUSE CLIMATE CAMP THE STUDENTS RESPONDING POSITIVELY TO INCLUDE ALL OF WHAT YOU JUST MENTIONED WAS 1.1.
>> OKAY. THAT'S SAYING CAMPUS SAFETY.
>> THEN BECAUSE SAFETY HAS BECOME SUCH A BIG ISSUE, WE WERE PULLING IT OUT OF THE PARTICULAR CLIMATE SURVEY.
BECAUSE THAT'S BEEN THE AREA THAT WAS THE LOWEST SO WE WERE TRYING TO MAKE OURSELVES WORK TOWARDS A HIGH BAR OF ENSURING THAT BECAUSE THAT'S OUR LOWEST AREA FOR STUDENTS.
IS SAFETY AND SO WE WERE USING THAT AS A MEANS OF HAVING A VERY HIGH BAR, THAT THAT'S THE AREA WE NEED TO CONTINUE TO IMPROVE IN THE MOST.
THAT WAS THE POINT. THAT'S ALL.
>> THEN, I'M ON PAGE NINE, AFRICAN AMERICAN AND EMERGING BILINGUAL STUDENT ENROLLMENT IN RIGOROUS COURSEWORK.
WHAT I DON'T WANT TO SEE IS US PUSHING STUDENTS INTO THE RIGOROUS COURSEWORK, AND THEY'RE NOT READY TO BE ABLE TO MEET A GOAL.
I'M SOMEWHAT CONCERNED JUST WITH THE WAY THAT LANGUAGE IS BECAUSE I AM A FIRM BELIEVER THAT SOME STUDENTS ARE GOING TO BE READY AND SOME ARE NOT.
THAT'S WHY WE HAVE P TECH, AND WE HAVE KOREA INSTITUTE, BECAUSE THERE'S JUST A DIFFERENCE.
I JUST WANT TO MAKE SURE AS WE GO THROUGH THAT PROCESS FOR AFRICAN AMERICANS AND FOR EMERGING BILINGUALS, THAT WE ARE MAKING SURE THAT WE'RE MEETING THE STUDENTS WHERE THEY NEED TO BE MET.
BECAUSE I'M A FIRM BELIEVER THAT STUDENTS COME TO US AT DIFFERENT LEVELS AT DIFFERENT TIMES DOING DIFFERENT THINGS.
BY THE WAY, THANK YOU FOR PUTTING BACK IN THE EXTRA CURRICULAR.
BECAUSE I AM ALSO A STRONG BELIEVER IN EXTRACURRICULAR BECAUSE THAT DRIVES OUR STUDENTS IN TERMS OF GETTING TO WHERE THEY NEED TO BE BASED ON EXTRACURRICULAR SO THANK YOU FOR THAT, BUT I DO WANT TO MAKE SURE WE'RE NOT PUSHING OUR STUDENTS TO MEET TO GOAL. THANK YOU.
>> I WANTED TO CLARIFY THE DOMAIN 1 CONVERSATION.
THE WAY IT'S WRITTEN NOW AND THE WAY THAT I SUPPORT, IT'S DOMAIN 1, IT'S APPROACHES, MEETS AND MASTERS.
IT DOESN'T MEAN JUST THE NUMBER OF KIDS WHO GET TO APPROACHES.
THE WAY THE GOAL IS SET UP IS THAT IF THERE'S A FOCUS ON ALL THREE OF THOSE CATEGORIES, THERE'S POINTS THAT MOVE THAT ENTIRE GOAL.
IT'S NOT JUST PEOPLE GETTING ABOVE APPROACHES.
I THINK IT'S IMPORTANT THAT WE INCLUDE GIVING THE ADMINISTRATION, THE TEACHERS CREDIT FOR MOVING KIDS TO APPROACHES BECAUSE WE HAVE LOTS OF KIDS THERE.
IF YOU THINK THE GOALS ARE SET UP TO CREATE FOCUS, THEN THE FOCUS IN THE WORST CASE WOULD BE IF WE JUST DID MEETS AND ABOVE, THE FOCUS WOULD BE ON KIDS WHO ARE AT HIGH APPROACHES, TRY TO GET THEM TO MEETS.
THAT'S NOT REALLY WHAT WE SHOULD BE DOING BECAUSE THE KIDS WHO ARE GOING TO HAVE THE MOST DIFFICULTY IN LIFE ARE THE ONES WHO HAVEN'T REACHED APPROACHES YET.
I STRONGLY BELIEVE WE NEED TO BE INCLUDING APPROACHES, MEATS, AND MASTERS.I LIKE THE PASSING TERMINOLOGY, BUT BECAUSE I THINK THAT CLARIFIES TO THE PUBLIC YOU WHO'S PASSING AND WHO'S NOT? OTHERWISE, THEY LOOK AT MEETS AND ABOVE, AND THEY DON'T UNDERSTAND THAT MEETS IS NOT THE PASSING LEVELS.
I HOPE IT CLARIFIES A BIT, BUT I'M NOT JUST LOOKING TO SET A LOW BAR AND GETTING PEOPLE TO APPROACHES.
[02:20:03]
THE SECOND THING IS, ON THE TEACHER ATTENTIO, MAYBE WE COULD ADD A SEPARATE GOAL PROGRESS MEASURE THAT WOULD JUST LOOK AT THAT WE WOULD CREATE A GPM THAT SAYS SOMETHING ALONG THE LINES OF THE PERCENTAGE OF TEACHERS WHO ARE PROFICIENT AND ABOVE, WHO ARE RETAINED WILL BE ABOVE X PERCENT LEVEL.THEN WE WOULD BE ABLE TO SHOW THAT, THAT IS A PRIORITY FOR US, BUT STILL BE ABLE TO HAVE A METRIC, THE ONE THAT YOU'VE CURRENTLY GOT IN THERE THAT WE CAN COMPARE APPLES TO APPLES AS A BENCHMARK ACROSS DISTRICTS. THAT'S ALL I HAVE. THANK YOU.
>> YEAH, THANK YOU FOR THAT. I APPRECIATE THE CONVERSATION AROUND DOMAIN 1.
I'M GLAD TO HEAR YOU, TRUSTEE [INAUDIBLE] SAYING, I THINK I HEARD YOU SAYING, LIKE, DOMAIN 1 IS MORE MEANINGFUL THAN JUST THE NUMBER OF STUDENTS AT APPROACHES.
IS THAT WHAT YOU'RE ADVOCATING FOR, IS THAT ACCURATE? CORRECT. I THINK, AGAIN, IF WE STICK WITH DOMAIN 1, THAT MAKES SENSE BECAUSE WE'RE TRYING TO GROW EACH OF THOSE BUCKETS IN APPROACHES MEETS AND MASTERS.
TO THE POINT, THOUGH, APPROACHES, WHILE THE STATE MIGHT NOT DING YOU FOR IT, APPROACHES DOES NOT MEAN THE STUDENT IS AT LEVEL.
THEY HAVE A CHANCE AT SUCCEEDING NEXT YEAR WITH ADDITIONAL INTERVENTION.
I WOULDN'T EVEN QUALIFY APPROACHES AT PASSING, EVEN THOUGH THE STATE DOESN'T DING YOU.
>> THAT IS THE TERM THE STATE USES JUST FOR CLARIFICATION.
THE STUDENT PASSES IF THEY GET APPROACHES.
>> SURE. BUT IT'S NOT THAT THEY'RE ON LEVEL.
I DON'T THINK WE SHOULD GIVE PEOPLE THE OPPORTUNITY, BECAUSE CORRECT ME IF I'M WRONG.
IS APPROACHES MEAN THEY'RE READY FOR THE NEXT GRADE?
>> NO, IT DOESN'T. I DIDN'T CREATE THE NOMENCLATURE, BUT PASSING, WHEN PARENTS GET THEIR REPORTS, STUDENTS ARE ADVANCED, AND IF IT'S PASSING, ESPECIALLY IF IT'S AN REQUIREMENT PROMOTION BASED COURSE LIKE EOC, THAT'S THE METRIC THAT GIVES THEM THE CREDIT.
I'M NOT ADVOCATING, AS I STATED BEFORE, I CLEARLY, I UNDERSTAND THAT MEETS, IS THAT THAT?
>> ONE SUGGESTION MAYBE ON LANGUAGE IS, IT SOUNDS LIKE MOST PEOPLE ARE ALIGNED WITH A DOMAIN 1, ESPECIALLY IN THE THIRD GRADE.
WE ARE INCREASING THE AMOUNT OF STUDENTS THAT APPROACHES MEETS AND MASTERS AS MEASURED BY DOMAIN 1.
YOU CAN STILL MEASURE IT THAT WAY, BUT THAT MIGHT BE MORE PALATABLE FOR A COMMUNITY MEMBER TO LOOK AT.
TO KNOW WE'RE INCREASING THOSE BUCKETS.
>> TO TRUSTEE KERRY'S QUESTION AROUND GROWTH AND WHY I'M ADVOCATING FOR THAT, ESPECIALLY IN EIGHTH GRADE IS IN DOMAIN 1, IF A STUDENT COMES IN THREE YEARS BEHIND, TO MY CLASS IN EIGHTH GRADE, AND I'M A ROCKSTAR TEACHER, AND I GROW THAT KID TWO YEARS, THEY'RE NOW ONE YEAR BEHIND.
THEY STILL AREN'T AT APPROACHES.
THERE'S NO CREDIT FOR DOMAIN 1, BUT THERE'S DOMAIN TWO, WHICH INCLUDES GROWTH.
WHAT THAT LOOKS AT IS EVERY SINGLE KID, WHERE DID THEY COME IN? DID THEY COME IN AT THE LOWEST DO NOT MEETS OR DID THEY COME IN MASTERING? THEN LOOKS LIKE, DID THAT STUDENT GROW TO A SUFFICIENT LEVEL? IF I WAS AT THREE YEARS BEHIND, AND I'M AT ONE YEAR BEHIND, I WOULD GET CREDIT FOR GROWTH IN THAT ELEMENT, WHICH IS A WAY THAT WE COULD ACTUALLY LOOK AT THAT.
IF YOU'RE MASTERS, YOU'RE RIGHT, YOU CAN'T REALLY GROW, BUT IF YOU STAY AT MASTERS, YOU GET THE SAME POINT, YOU GET THE SAME CREDIT, ETC.
I'M JUST ADVOCATING WHILE WE DO HAVE THE OPPORTUNITY TO LOOK AT GROWTH IN EIGHTH GRADE, WE SHOULD PROBABLY CONSIDER THAT BECAUSE THAT EXPANDS OUR BUCKET FROM JUST APPROACHES, MEETS, AND MASTERS TO DO NOT MEETS, APPROACHES, MEETS, AND MASTERS.
THEN I THINK MOST OF WHAT ELSE WE SAID HAS BEEN ECHOED ALREADY.
I DO WANT TO JUST PULL UP A COUPLE OF THINGS THAT WE TALKED ABOUT AT THE WORKSHOP THAT HAVE FALLEN OFF.
IF IT'S THE BOARD'S INTENTION FOR THEM NOT TO BE THERE, THEN SO BE IT, BUT I THINK WE TALKED ABOUT IT AT ONE POINT, BUT THEY DIDN'T MAKE IT INTO THIS ONE.
I THINK THEY WERE BOTH ON THE CONSTRAINT SIDE, WHICH IS ONE THING WE TALKED ABOUT WAS A CONSTRAINT AROUND EFFECTIVE SPECIAL EDUCATION SERVICES THAT WE TALKED ABOUT THAT SEEMS TO HAVE FALLEN OFF.
I'M WONDERING IF THE BOARDS THINKS THAT IT'S STILL IMPORTANT GIVEN THAT WE HEARD THAT FROM THE COMMUNITY, AND WE TALKED ABOUT IT.
THE OTHER ONE IS EFFECTIVE USE OF RESOURCES, WHICH I KNOW WE HAD A DISCUSSION ABOUT IT.
AGAIN, I'M NOT SAYING THAT I THINK WE ABSOLUTELY MUST INCLUDE ONE OF THOSE OR NOT, BUT I THINK THAT'S WORTH A CONVERSATION FOR THE BOARD TO DECIDE IF THAT IS STILL SOMETHING THAT WE WOULD WANT TO SEE AS A CONSTRAINT THAT WE TALKED ABOUT. THANK YOU.
>> OTHER TRUSTEES, ROUND 2? SUPERINTENDENT, ANY COMMENTS AT THIS POINT?
>> WE'LL TAKE THE FEEDBACK AND WE'LL WORK TOGETHER.
I DO HAVE A COUPLE OF COMMENTS.
[02:25:02]
LET ME GO GOAL BY GOAL.I THINK WE COULD ACHIEVE IN GOAL 1, MAYBE EVEN USING THE WORD PASSING PLUS AND HAVE AN ASTERISK, AND THEN THE ASTERISK COULD ACTUALLY THEN DEFINE DOMAIN 1 AND HAVE EVEN AN EXAMPLE OF HOW YOU WOULD ADD 1, 02, 3 DIVIDE BY THREE.
I THINK THAT ONE CAN BE A BOTH END.
WE CAN RALLY AROUND THAT EASILY, WHICH, OF COURSE, WOULD BE GOALS 1 AND 2.
IF YOU DON'T MIND, DR. HILLER, CAN WE GO TO GOAL 3.
I WOULD PREFER THAT THESE STAY SEPARATE AND THAT BOTH READING, WRITING, AND MATH FOR EIGHTH GRADE BE INCLUDED FOR A COUPLE OF REASONS.
ONE, OUR LOWEST AREA FOR GRADUATION PASSING RATES ARE END OF COURSE, AND SO I REALLY THINK THERE'S AN AREA OF WRITING IN PARTICULAR AT EIGHTH GRADE THAT CONTINUES TO BE CONNECTED WITH HIGH SCHOOL SUCCESS, AND SPECIFICALLY, WHEN YOU LOOK AT NINTH GRADE, AND KEEPING WITH SOMETHING ELSE I HEARD IN A MINUTE THAT I'LL BRING UP IS, OUR STUDENTS ON TRACK, AND THERE WERE A VARIETY OF WAYS.
I HEARD TRUSTEES MENTION AN AREA WE HAD TALKED ABOUT AND SOMEHOW DIDN'T MAKE IT ON HERE WAS WHAT PERCENTAGE OF STUDENTS THAT I THINK WE WERE LOOKING AT EITHER AS ADDITION TO GOAL 5, AS A GOAL PROGRESS MEASURE? WAS A PERCENT OF STUDENTS THAT ARE ACTUALLY GETTING THE NUMBER OF CREDITS NEEDED TO GO FROM GRADE 1-10 AND 10-11 BECAUSE THAT'S AN EARLY INDICATOR, ALSO OF STUDENTS THAT ARE STRUGGLING.
ALSO NOT A HILL THAT I'M GOING TO DIE ON WITH REGARD TO IF WE PUT THEM TOGETHER OR SELECT ONE, BUT RIGHT NOW I WOULD BE STRUGGLING WITH IF YOU ASK US WHICH ONE IS MORE IMPORTANT, THE MATH OR THE READING AND WRITING AT EIGHTH GRADE? I'M GOING TO STRUGGLE BECAUSE WE HAVE DATA THAT SAYS BOTH OF THOSE ARE REALLY IMPORTANT.
IF WE PUT THEM TOGETHER, THEN I THINK WE'RE NOT FOCUSING AND THAT WE'RE AGAIN BRINGING THOSE TOGETHER, BUT IT'S NOT ANYTHING WE COULDN'T DO.
I DON'T THINK THAT'S ONE THAT WOULD GIVE US HEARTBURN.
I DO WANT TO ECHO, TO SOME EXTENT, SOMETHING I HEARD TRUSTEE KERRY SAY WITH REGARD TO GROWTH.
I WOULD WANT TO DESIGNATE WHICH GROWTH MEASURE WE'RE USING BECAUSE THERE IS 2A AND THERE'S 2B.
YOU ACTUALLY CAN USE ABSOLUTE PERFORMANCE OR 2A OR 2B.
IN FACT, WE DO HAVE CAMPUSES THAT SHOW GROWTH, BUT OVER TIME, HAVE NOT IMPROVED THE NUMBER OF STUDENTS THAT ARE AT THE MEETS LEVEL.
THAT HAPPENS IN DIFFERENT WAYS.
BECAUSE AT THE CAMPUS LEVEL, REMEMBER, I JUST SAID, THEY GET TO PICK WHICHEVER ONE IS BEST.
I'M GOING TO GET IT REVERSED, I'M SURE, BUT ONE OF THOSE TWO, IS THE WAY TRUSTEE MACKEY DESCRIBED.
STEPHANIE IS AT THIS LEVEL AT THE BEGINNING OF THE YEAR.
STEPHANIE IS AT THIS LEVEL AT THE END OF THE YEAR.
DID SHE MEET THE GROWTH? EVEN IF SHE DOESN'T GET TWO APPROACHES, BUT SHE MET THIS LEVEL OF GROWTH, THEN THAT COUNTS AS YOU'RE MOVING THE STUDENT AHEAD, THE EXAMPLE TRUSTEE MACKEY GAVE.
IF A SCHOOL STUDENTS ARE ALL MOVING IN THAT DIRECTION, AND THAT'S EITHER 2A OR 2B, THEY GET A CERTAIN NUMBER, A CALCULATION, AND THAT NUMBER IS THEN COMPARED TO A DIFFERENT GROWTH, WHICH IS STEPHANIE IS AT A SCHOOL, THAT HAS SIMILAR DEMOGRAPHICS TO A GROUP OF 40 COMPARISON SCHOOLS.
STEPHANIE MAY NOT IMPROVE AT HER SCHOOL, BUT THE COMPARISON SCHOOL'S MEAN DROPS.
THAT SCHOOL ENDS UP GETTING GROWTH METRICS, EVEN THOUGH MAJORITY OF STUDENTS AT THAT SCHOOL DID NOT GROW.
BECAUSE IF THE GROUP OF SCHOOLS THAT YOU'RE BEING COMPARED TO, WHICH ARE SUPPOSED TO BE SIMILAR DEMOGRAPHICALLY TO YOU, THEN YOU GET, IN MY OPINION, NOT A SUSTAINABLE GROWTH.
ONE OF THOSE GROWTHS IS MUCH MORE MEANINGFUL AND I THINK ALIGNS WITH THE GROWTH I HEARD TRUSTEE MACKEY DESCRIBE, AND IT WAS ALSO SOMETHING I THINK WE DESCRIBE TO YOU ALL IN OUR FIRST CONVERSATION, WHICH WAS, WE WORKED WITH TEACHERS AND PRINCIPALS TO SAY, EVEN IF STEPHANIE CAN'T GET TO APPROACHES IN YEAR 1, BECAUSE SHE'S AT DOES NOT MEET AT ALL.
MAYBE SHE DOESN'T GET TO APPROACHES, BUT SHE NEEDS TO MOVE AT LEAST HALF A BAND INTO THE HIGH RANGE OF DOES NOT MEET SO THAT THE FOLLOWING YEAR, THEN HER GOAL IS TO GET TO LOW APPROACHES, AND EACH YEAR, NOT TO TRY TO GET KIDS AN ENTIRE BAND, BECAUSE IF YOU DO THAT,
[02:30:01]
THEN WITHIN THREE YEARS, ALMOST ALL STUDENTS SHOULD ACTUALLY BE AT THE MEETS, BUT THAT TAKES CONTINUOUS GROWTH.YOU HAVE TO HAVE TWO AND THREE YEARS OF THAT SAME LEVEL OF GROWTH OVER TIME.
WE CAN, I THINK, LOOK AT THE GROWTH METRIC IN EITHER OF THOSE TWO WAYS, AND THE TEAM CAN DO THAT.
WHAT I NEED CLARIFICATION ON IS, IS THE GROWTH MEASURE THEN WE'RE GOING TO REPORT STILL AT THE PREVIOUS GRADES? IF THAT SOUNDED RIGHT, THEN WE CAN CREATE THAT.
THAT ONE MEETS ALL OF THE NEEDS.
GOAL 5 IS PROBABLY THE ONE THAT WE'RE GOING TO HAVE A LONGER CONVERSATION AND PROBABLY ONE THAT I'LL HAVE JUST ON MY ONE ON ONES WITH EACH OF YOU.
WE WERE AT 90.5 TO TRUSTEE MACKEY'S 0.2.
THE RULES ARE CHANGING AGAIN ON THE ACCOUNTABILITY ON THIS PARTICULAR METRIC, SO WE'RE NOT GOING TO BE AT 90%.
TO TRUSTEE KERRY, IF WE'RE ALREADY HERE, I WOULD AGREE, EXCEPT, WE'RE NOT GOING TO BE THERE.
WE'RE PROBABLY RIGHT NOW JUST LOOKING ROUGHLY AT THE DATA.
WE'RE SOMEWHERE AROUND 55, 56%, GIVEN THE NEW STANDARDS BECAUSE THEY'VE CHANGED WHAT COUNTS HERE.
I ALSO SEE YOU'RE GOING TO USE SOMETHING THAT MAY BE CONTINUALLY CHANGED.
THERE'S ALSO BEEN TALK OF THE WHOLE ACCOUNTABILITY SYSTEM CHANGING.
I THINK THAT DOES REQUIRE US TO GO BACK AND HAVE SOME FURTHER CONVERSATION.
THERE'S TWO WAYS TO LOOK AT THE TSI COMPONENT.
IT IS THE AREA THAT IS THE HARDEST FOR STUDENTS THAT COME FROM THE MOST CHALLENGED ENVIRONMENTS TO MOVE THE NEEDLE ON A STANDARDIZED TEST.
HAVE OUR TEACHERS AND PRINCIPALS DONE THAT? THEY HAVE.
THEY'VE ACTUALLY DONE SOME REALLY GOOD WORK THIS LAST COUPLE OF YEARS.
I THINK IT'S CERTAINLY SOMETHING WE CAN GO BACK AND WORK WITH THE TEAM.
THE TARGETS, OF COURSE, NEED TO BE SET ACCORDINGLY, ONCE WE ACTUALLY GET TO THOSE NUMBERS, IF WE END UP WITH STRICTLY JUST THE TSI ASSESSMENT COMPONENT, WHICH WOULD BE SAT, ACT, OR TSIA 1 OR TSIA 2.
I THINK IT LEAVES OUT SOME THINGS.
I HEARD WHERE ARE THE CERTIFICATES SEPARATELY FROM THAT GOAL 5.
WE'VE HEARD A LOT OF FEEDBACK ON SOME AREAS, WHETHER THAT'S P-TECH, ALSO IMPORTANTLY, CAREER INSTITUTES TO TRUSTEE FOREMAN'S POINT.
THERE'S A LOT OF INVESTMENT THERE.
WHERE IS THAT SPECIFICALLY BEING MEASURED? I THINK GOAL 5 IS PROBABLY THE ONE THAT I NEED TO GO BACK TO THE TEAM AND HAVE FURTHER CONVERSATIONS.
I DO WANT TO REITERATE, I THINK WE'RE ALL WORKING TOWARDS THE SAME THING, BUT I DO THINK BEING IN DIFFERENT SEATS PROVIDES DIFFERENT PERSPECTIVES, WHICH IS CERTAINLY WHY YOU ALL ARE THE ELECTED BOARD, AND WE WILL CERTAINLY TAKE ALL THAT FEEDBACK.
THE LAST FEW THINGS ON THE CONSTRAINTS, BECAUSE THERE ARE A COUPLE OF COMMENTS THAT ARE CIRCLING IN MY HEAD, THE TEACHERS RETAINED.
I DO JUST JUST WANT TO CLARIFY BOTH THE UNSAT ARE INCLUDED IN THE WAY WE WERE ORIGINALLY THINKING ABOUT THIS AND NON-RENEWED TEACHERS, THEY DO COUNT AS IF WE DIDN'T RETAIN THEM, TRUSTEE FOREMAN.
I'VE ALSO HEARD MAYBE THIS ISN'T THE BEST WAY FOR US TO DO THAT.
THE TEAM CAN LOOK AT PROFICIENT ONE.
TRYING TO MELD ALL OF YOU ELSE'S PERSPECTIVES AND TRYING TO CREATE SOMETHING THAT'S INCLUSIVE OF THAT.
I THINK WE COULD PROBABLY GO BACK AND NOT COMPARE OURSELVES, MAYBE TO AN ENTITY, BUT MAYBE JUST TO OURSELVES.
ARE WE MAINTAINING OR IMPROVING PROFICIENT AND ONE-AND-ABOVE TEACHERS OR SOMETHING LIKE THAT.
I THINK THOSE ARE ALSO ALL PALATABLE THE NEXT SET.
I THINK THE ONE THAT'S PROBABLY IS GOING TO CAUSE ME HEARTBURN IS CPM 3.1.
THEORETICALLY, WE SHOULD IMPROVE HERE COMPARED TO HERE, BUT THAT ASSUMPTION STARTS WITH THINKING THAT CAMPUSES THAT ARE NONPRIORITY ARE THE SAME LEVEL OF STAFFING AS PRIORITY CAMPUSES.
IT IS VERY HARD TO STAFF AT HIGH NEEDS SCHOOLS.
THOSE ARE NOT EQUAL COMPARISONS.
THE GOAL, IN THEORY IS LIKE, "IF THESE ARE THE HIGHEST PERFORMING TEACHERS, CAN I INCENTIVIZE THESE TEACHERS TO GO FROM HERE TO GO OVER HERE?" WELL, IN THAT, IT'S NOT AN EITHER OR.
FOR SOME INDIVIDUALS, THAT MAY BE SOMETHING A TEACHER MAY WANT TO DO.
FOR SOME TEACHERS, THEY MAY NOT FEEL LIKE THAT'S WHAT THEY WANT TO DO.
[02:35:05]
I DON'T WANT SOMEONE TO FEEL LIKE THEY'RE BEING FORCED TO GO TO A SCHOOL THAT DOESN'T MEET THEIR NEED.THE ONLY WAY TO IMPROVE THAT WOULD BE LIKE "DON'T HAVE ANY MORE HIGHER PROFICIENT TEACHERS AT THE NON-HIGH PRIORITY CAMPUSES.
WE NEED TO MAKE SURE AND DEPRESS THAT IN ORDER FOR THESE TO GO UP." WHEN YOU MEASURE THE GAP, THAT'S ESSENTIALLY THE CORNER THAT WE'RE BACKED INTO.
I HEAR EVERYTHING EVERYONE'S SAYING.
CERTAINLY THE GOAL IS, "I HEAR ALL OF THIS. CAN I DO THAT?" TRUSTEE FOREMAN REMINDS ME SOMETIMES, SOMETIMES EVEN IF WE DON'T AGREE, BEING HONEST AND TRANSPARENT ABOUT WHAT THE REALITIES ARE IS SOMETIMES MORE USEFUL.
I DON'T HAVE AN ANSWER RIGHT NOW.
I'M LISTENING TO EVERYTHING Y'ALL ARE SAYING, BUT THIS IS A VERY DIFFICULT THING BECAUSE THERE'S A REASON WHY THOSE CAMPUSES ARE PRIORITY CAMPUSES.
EVEN JUST LOOKING AT THE RETENTION OF TEACHERS ON THAT CAMPUS IS A CHALLENGE.
THAT'S PART OF THE REASON YOU DON'T HAVE THE SAME PERCENTAGE OF PROFICIENT TEACHERS, IS YOU HAVE THE HIGHEST TURNOVER THERE.
THAT'S LIKELY WHERE YOUR NEW TEACHERS ARE GOING, WHICH IS THE OPPOSITE.
WE'RE WANTING OUR MORE EXPERIENCED, MORE PROFICIENT TEACHERS TO BE THERE.
I THINK IT'S IMPORTANT TO MEASURE.
WE ABSOLUTELY NEED TO FIGURE OUT HOW DO WE GET OUR BEST TEACHERS WITH THE KIDS WHO NEED THEM THE MOST.
I DON'T KNOW IF THIS IS CAPTURING IT, AND I THINK WE NEED TO GO BACK AND LOOK.
LASTLY, JUST UNDERSTANDING THAT THERE ARE ALSO ADDITIONAL THINGS WE HAVE DONE ON PRIORITY CAMPUSES THAT ACTUALLY DON'T GET INCORPORATED HERE.
JUST CLOSING WITH THIS EXAMPLE, WE'VE PUT READING INTERVENTIONISTS AT MANY OF OUR PRIORITY CAMPUSES, AND THEY ARE PROFICIENT ONE TEACHERS OR ABOVE, BUT THEY DON'T COUNT HERE BECAUSE WE SAID THEY HAD TO BE IN THE CORE COURSE.
THEY'RE NOT A TEACHER OF RECORD, SO THEY DON'T COUNT BECAUSE THAT'S THE WAY WE'VE CREATED IT.
MAYBE WE NEED TO PROPOSE THAT WE WOULD ACTUALLY ADD ACCESS TO THE TEACHERS, WHETHER THEY'RE THE TEACHER OF RECORD OR WHETHER IT'S A SUPPORT SERVICE THAT'S BEING PROVIDED IF WE CAN DOCUMENT THAT THEY ACTUALLY HAVE A PORTFOLIO OF STUDENTS THAT THEY'RE SERVING.
THOSE ARE JUST THINGS THAT ARE CIRCLING IN MY HEAD ON HOW WE MIGHT BE ABLE TO ADDRESS THAT.
OTHER THAN THAT, I THINK EVERYTHING ELSE WE'LL BE ABLE TO WORK THROUGH.
I FEEL CONFIDENT THAT WE'LL BE ABLE TO BRING YOU ALL ANOTHER ROUND WITH SOME IMPROVEMENT.
THE TWO ITEMS THAT ARE HANGING FOR ME ARE THE TWO AREAS THAT TRUSTEE MACKEY MENTIONED THAT HAD COME OUT AT SOME POINT ABOUT SPECIAL EDUCATION OR EFFECTIVE USE OF RESOURCES, AND I'M SURE WE'LL HAVE OTHER CONVERSATIONS. THANK YOU.
>> THANK YOU, SUPERINTENDENT, AND THANK YOU, TRUSTEES.
TRUSTEES, WE'LL NOW MOVE TO AGENDA ITEM 7B, MWBE QUARTERLY REPORT.
>> I'M TO TURN IT OVER TO THE MAGNIFICENT DYNAMIC DUO HERE.
>> GOOD AFTERNOON, DR. ELIZALDE AND TRUSTEES.
THANK YOU FOR THIS OPPORTUNITY FOR MS. PARTI AND I TO PRESENT OUR SECOND QUARTER REPORT.
ON THIS FIRST SLIDE, YOU SEE THE INITIATIVES THAT WE HAVE IMPLEMENTED DURING THE FIRST QUARTER.
THAT'S WHAT I SUBMITTED TO YOU ALL LAST QUARTER.
I CAN LET YOU KNOW THAT WE HAVE SUCCESSFULLY COMPLETED THESE INITIATIVES.
BUT I WANT TO FOCUS ON SOMETHING ELSE TODAY.
THAT IS OUR 2024 YEAR-END REVIEW REPORT.
THIS IS OUR DATA FROM JANUARY 2024 THROUGH DECEMBER 2024.
YOU CAN SEE THE NUMBERS OR WHATEVER, BUT I JUST WANT TO HIGHLIGHT A FEW OF THEM.
YOU CAN SEE THE NUMBERS IN THAT PARTICULAR EVENT, OUR PRE-BID EVENT, AND OUR BONDS THAT WERE ISSUED.
WE HAD 17 BONDS THAT WERE ISSUED DURING THE 2024 YEAR, AND THAT'S HELPED A LOT OF COMPANIES INCREASE THEIR BONDING CAPACITY.
[02:40:04]
YOU WILL LOOK AT THAT NUMBER THERE.WHEN YOU COMBINE THE SIGNATURE EVENTS WITH OUR WEBINARS AND WORKSHOPS, WE'VE HAD 2,500 ATTENDEES.
THE DIFFERENT EVENTS THAT WE HAVE, WE HAVE A LOT OF PEOPLE THAT COME AND SUPPORT THESE EVENTS FROM ALL OVER THE STATE.
SOME OF OUR SIGNATORY EVENTS WOULD BE, AS WE HAVE HERE, OUR KNOWLEDGE IS POWER CONFERENCE.
I WANT TO REALLY THANK THE 25 DEPARTMENTS THAT WERE A PART OUR DISTRICT DEPARTMENTS THAT CAME AND SUPPORTED THAT EVENT.
THEN WE HAVE THE LARGEST EVENT THAT WE HAVE IS THE BUILDING B.I.G CONSTRUCTION EXPO.
WE HAVE GENERAL CONTRACTORS AND ARCHITECTS FROM ALL OVER THE STATE COME TO THAT EVENT TO LEARN MORE ABOUT THE OPPORTUNITIES THAT WE HAVE AS FAR AS CONSTRUCTION PROJECTS.
BEFORE I MOVE, I WANT TO THANK CHIEF ALFORD FOR HIS SUPPORT.
WITHOUT HIS SUPPORT, WE WOULDN'T BE ABLE TO DO THAT.
THEREFORE, HE'S BEEN VERY SUPPORTIVE OF THIS BUILDING B.I.G EVENT.
THEN THE LAST EVENT THAT I WANTED TO HIGHLIGHT IS OUR INDEPENDENT SCHOOL DISTRICT DAYS, ISD DAY, WHERE WE HAVE PROCUREMENT DIRECTORS COMING FROM ALL OVER THE STATE TO DALLAS ISD.
IT'S A GREAT OPPORTUNITY FOR OUR VENDORS TO MEET PROCUREMENT DIRECTORS FROM DIFFERENT CITIES FROM AUSTIN, DIFFERENT PLACES OR WHATEVER, AND IT HELPS GROW THEIR BUSINESSES.
I WANT TO HIGHLIGHT AND THANK OUR CHIEF RAMOS.
HE HAS SENT HIS DIRECTOR OF PROCUREMENT AND STAFF FROM AUSTIN EVERY YEAR TO THAT EVENT.
I JUST WANT TO THANK HIM FOR THAT.
>> THANK YOU, MR. WILLIAMS. TRUSTEES, SUPERINTENDENT. GOOD AFTERNOON.
I WILL PRESENT THE STATISTICAL ANALYSIS FOR THE M/WBE QUARTER REPORT.
IT WILL COVER THE BEGINNING OF THE BOND PROGRAM PAYMENTS UP THROUGH DECEMBER THE 31ST, 2024.
SLIDE 4 THAT YOU HAVE BEFORE YOU IS THE 2020 BOND PROGRAM.
WE HAVE A BOARD-ESTABLISHED GOAL OF 30% IN THE AREA OF CONSTRUCTION.
OUR ACTUAL UTILIZATION WAS 54.47%.
THE BOARD-ESTABLISHED GOAL FOR PROFESSIONAL SERVICES IS 35%.
THE ACTUAL UTILIZATION IS 36.91% CUMULATIVE TO DATE.
THE NEXT SLIDE BEFORE YOU IS THE 2015 BOND PROGRAM COMING FROM FUNDS 637 AND 638.
IT ALSO IS CUMULATIVE TO DATE OF DECEMBER THE 31ST, 2024.
IT INCLUDES YOUR PRIME AND SUBCONTRACTOR PAYMENTS.
THE BOARD ESTABLISHED CONSTRUCTION GOAL IS 30%.
OUR ACTUAL UTILIZATION WAS 56.65%.
THE BOARD HAS ESTABLISHED A GOAL OF 35% FOR BOND FUNDING PROFESSIONAL SERVICES.
THE ACTUAL UTILIZATION IS 39.66%.
THE NEXT SLIDE BEFORE YOU IS THE CMAR, WHICH STANDS FOR CONSTRUCTION MANAGER AT RISK, WHICH IS A SEPARATE PROCUREMENT METHODOLOGY.
WE'VE IDENTIFIED THOSE PARTICULAR PROCUREMENT OPPORTUNITIES THAT WERE PROCURED UNDER THE CMAR CONTRACT, AND YOU HAVE THAT AT THE BOTTOM OF YOUR SLIDE.
THE GOAL IS 30%, AND THE ACTUAL UTILIZATION WAS 54.07%.
AGAIN, THAT INCLUDES YOUR PRIME AND SUBCONTRACTING ANALYSIS.
THE NEXT SLIDE BEFORE YOU IS ACTUALLY FUND 199, WHICH WE ALSO REFER TO AS YOUR GENERAL OPERATING FUNDS.
IT DOES NOT INCLUDE ANY CONSTRUCTION PAYMENTS OR ACTIVITIES.
WE HAVE A BOARD-ESTABLISHED GOLD OF 30%, AND OUR ACTUAL UTILIZATION WAS 18.75%, AND THAT WOULD COVER JULY THE 1ST, 2024, UP TO AND INCLUDING DECEMBER 31ST, 2024.
THE NEXT SLIDE BEFORE YOU IS THE DISTRICT-WIDE FUNDS THAT ALSO INCLUDES FUND 199, AS WELL AS YOUR GRANTS AS WELL.
NON-BOND OPPORTUNITIES, NON-CONSTRUCTION OPPORTUNITIES.
THE ACTUAL UTILIZATION FOR FISCAL YEAR '24, '25 QUARTER 2 WAS 17.54% WHEN YOU COMPARE IT TO A 30% GOAL.
AGAIN, THAT WAS JULY THE 1ST, 2024 UP THROUGH DECEMBER 31ST 2024.
[02:45:06]
THAT CONCLUDES OUR M/WBE STATISTICAL ANALYSIS, AND I'LL TURN IT OVER TO YOU FOR ANY QUESTIONS.>> THANK YOU ALL SO MUCH FOR THAT.
TRUSTEES, ANY QUESTIONS OR COMMENTS, TRUSTEE FOREMAN.
ONCE AGAIN, YOU GUYS DO TREMENDOUS WORK.
THANK YOU FOR YOUR COMMITMENT TO THIS PARTICULAR EFFORT.
THANK THE DISTRICT SUPERINTENDENT FOR A COMMITMENT TO THIS EFFORT AND JUST KEEP DOING WHAT YOU'RE DOING. THANK YOU.
>> THANK YOU, TRUSTEE FOREMAN. TRUSTEES, ANY OTHER THOUGHTS OR QUESTIONS? THANK YOU ALL FOR YOUR REPORT AND ALL THE GREAT WORK YOU DO.
>> THANK YOU FOR YOUR SUPPORT.
>> WITH THAT, WE'LL MOVE ON TO ITEM 9A.
[9. MINUTES SUBMITTED FOR APPROVAL]
CONSIDER AND TAKE POSSIBLE ACTION AND IMPROVE MINUTES SUBMITTED FOR APPROVAL.TRUSTEES, THE MINUTES WILL BE AVAILABLE AT OUR NIGHT MEETING, AND AT THAT TIME, WE WILL REVIEW THEM AND TAKE A VOTE.
WITH THAT, WE'LL MOVE ON TO ITEM 10A, POLICY UPDATES, TRUSTEES.
[10. POLICY UPDATES]
DO I HAVE ANY QUESTIONS ON 10A OR 10B? NOW HERE 10A. WE'LL START WITH 10A, TRUSTEE FOREMAN.>> TEN A IS THE FD ADMISSIONS.
>> THAT'S 10B. I'M SORRY. WELL, IT'S 10B.
>> ANYTHING ELSE ON 10A? 10B, TRUSTEE FOREMAN.
>> YOU GOT CALLED UP ACCIDENTALLY.
>> HE NEEDED TO GET STEPS IN TRUSTEE FOREMAN.
WE GOT SEVERAL QUESTIONS, BUT I'LL JUST ASK THIS QUESTION AT THIS MEETING, AND THEN I WILL SUBMIT MY QUESTION.
IT'S JUST ACCORDING TO THE FIRST PARAGRAPH.
WILL ALL STUDENTS GO THROUGH THE ASSESSMENT AS DETERMINED HERE OR WILL IT BE JUST SOME STUDENTS THAT GO THROUGH THAT ASSESSMENT?
>> I HAVE LESLIE ONLINE, BUT I'LL TAKE A STAB AT THIS ANSWER.
>> YOU DON'T HAVE TO TAKE A STAB.
I'LL SUBMIT MY QUESTIONS. THEN WE'LL GO FROM THERE.
>> TRUSTEE FOREMAN, THIS IS FOR STUDENTS THAT ARE COMING TO US.
YES, IF THERE'S SOMETHING THAT THEY DON'T HAVE CREDIT FOR, THAT'S WHY WE DO THE ASSESSMENT SO THAT WE WOULD BE ABLE TO APPROPRIATELY PLACE THEM.
IF THEY'RE ALREADY THERE, THEN THEY WOULDN'T HAVE TO ASSESS.
>> IT GOES ON TO SAY THAT THE ASSESSMENT DEPARTMENT WILL DO THE ASSESSMENTS, BUT THE FINAL PLACEMENT WILL BE WITH THE PRINCIPAL.
>> CORRECT. THE ONLY CHANGE THAT WE MADE TO THIS ONE WAS THAT IT WASN'T GOING TO BE JUST THE PRINCIPAL.
I THINK CAN YOU PULL UP THAT LANGUAGE BECAUSE I THINK THAT'S AS I RECALL.
>> YES, MA'AM. WELL, FIRST, INSTEAD OF SAYING, APPROPRIATE DISTRICT PERSONNEL.
NO, IT'S THE ASSESSMENT DEPARTMENT.
BUT PARTICULARLY, WE DID NOT WANT A PRINCIPAL TO HAVE THE RESPONSIBILITY BY THEMSELVES OF DETERMINING WHERE THAT STUDENT'S PLACEMENT IS SO THAT WE'RE CONSISTENT.
THAT'S THE CHANGE THAT WAS MADE HERE.
>> AGAIN, I'VE GOT SEVERAL QUESTIONS.
>> CHIEF HEWITT, BUT I'M GOING TO SUBMIT THESE QUESTIONS SO THAT ALL OF THE TRUSTEES WILL HAVE AN OPPORTUNITY TO SEE THE ANSWERS.
>> I JUST HAVE A QUICK CLARIFYING QUESTION ON WHERE DOES THE TRANSITION ASSISTANCE LANGUAGE COME FROM? WAS THAT A CHANGE IN LAWS?
>> THAT WAS JUST A CHANGE, AND US REVIEWING THE POLICY, WE ALSO RECEIVED A TASV UPDATE, BUT ALSO A CHANGE IN US REVIEWING SOME OF THE LANGUAGE IN THE POLICY AS WELL.
>> JUST JUST A TECHNICAL UPDATE. THANK YOU.
WHEN A STUDENT DOES ENTER OUR SCHOOLS, AND THEIR RECORDS HAVE NOT CAUGHT UP WITH THEM, MEANING THAT WE HAVEN'T RECEIVED THEIR RECORDS,
[02:50:03]
DO WE JUST BASICALLY TAKE THE WORD OF THE PARENT AND PLACE THE STUDENT IN THE GRADE LEVEL THAT THEY ARE REPORTING TO US?>> I'M GOING TO LET LESLIE ANSWER THAT QUESTION.
>> YES. INITIALLY, WHEN A STUDENT COMES AND ENROLLS IN OUR SCHOOLS, AND WE DO NOT HAVE RECORDS, WE GET THE INFORMATION FROM THE PARENT, THE LAST INFORMATION THEY HAVE.
WE HAVE A SYSTEM WHERE WE CAN REQUEST RECORDS IF THEY ARE COMING FROM A TEXAS SCHOOL.
IF IT'S A PRIVATE OR PAROCHIAL SCHOOL, WE CAN REQUEST SPECIFICALLY FROM THOSE SCHOOLS.
BUT INITIALLY, THE PRINCIPAL ON THE CAMPUS MAKES THAT DETERMINATION.
THAT'S PART OF WHAT THESE CHANGES ARE IS THAT ALLOWS THE PRINCIPAL TO MAKE THAT PLACEMENT.
THEY CAN THEN GET BACK WITH THE TEACHER WHO HAS THE CHILD IN THEIR CLASSROOM.
IF THERE'S ANYTHING GOING ON THAT THEY'RE LIKE, THIS ISN'T THE CORRECT PLACEMENT, THEN THAT'S WHEN THEY CAN REFER TO OUR ASSESSMENT DEPARTMENT OR TALK WITH THE ACADEMICS DEPARTMENT ABOUT DOING SOME FURTHER TESTING OR GIVE THEM TIME TO GET THE ACTUAL RECORDS IN.
IN SOME CASES, WE MAY NOT GET THE RECORDS.
THAT'S WHEN THEY CAN SAY, I'VE PUT THE CHILD IN GEOMETRY, BUT THEY REALLY DON'T HAVE THE BACKGROUND OR THE UNDERSTANDING OF GEOMETRY, AND THEY MAY THEN GO BACK AND DO A CREDIT BY EXAM OR AN ACP FROM ALGEBRA 1 TO SEE ABOUT THE SKILL LEVEL OF THAT CHILD.
THAT'S WHAT THE CHANGES ARE REFLECTIVE OF.
>> THANK YOU FOR THAT INFORMATION, BECAUSE I KNOW IT'S NOT SOMETHING THAT WE HAVE IN A STATE POLICY TO FOLLOW HOW THE STUDENT PLACEMENT.
IF THERE'S A CHILD THAT'S TRANSFERRING OUT OF STATE, HOW LONG OF A PERIOD DOES THAT PARENT HAVE TO OR ANYONE TO ACCESS THOSE RECORDS?
>> GENERALLY, IF IT'S FROM OUT OF STATE OR SOMETHING LIKE THAT, WE WOULD ASK FOR 30 DAYS.
IN STATE, THERE'S A 10-DAY LIMIT BECAUSE WE HAVE AN ELECTRONIC SYSTEM THAT WORKS ACROSS THE STATE.
BUT OUT OF STATE, IT WOULD BE 30 DAYS.
THEN THERE'S SOME ADDITIONAL RULES IF THEY'RE A MILITARY STUDENT.
>> THANK YOU SO MUCH, MS. LESLIE.
>> ANY OTHER QUESTIONS ON 10B? TRUSTEES, THEN WE'LL TURN TO AGENDA ITEM 10A.
[11. PROPOSED NAMING OF FACILITIES]
DISCUSSION OF PROPOSED NAMING OF FACILITIES.ITEMS ARE FOR DISCUSSION TODAY AND TO IDENTIFY THE NAMES THAT ARE RECOMMENDED TO MOVE FORWARD FOR A SECOND READ AND ACTION NOT IN THIS MONTH BUT IN MARCH.
TRUSTEES ARE THEIR QUESTIONS ON 11A. TRUSTEE FOREMAN.
>> WELL, WE WILL BE WAIVING POLICY ON ANY OF THESE NAMINGS?
>> I DON'T BELIEVE SO. CAN ANYONE SPEAK TO THAT?
>> AT THIS TIME, I DON'T THINK THERE ARE ANY WAIVERS THAT ARE NECESSARY FOR ANY OF THE ONES THAT ARE ON HERE. NO, MA'AM.
>> HAVE THEY ALL MET ALL CRITERIA?
>> EVEN SUBSTANTIAL KNOWLEDGE OF THE COMMUNITY.
>> THEY'VE ALL MET THE LIMIT AS PER POLICY.
>> I'LL SPEAK TO YOU ABOUT THAT.
>> TRUSTEES, SEEING NO FURTHER QUESTIONS, WE'LL NOW MOVE TO CONSENT AGENDA ITEMS 13.
ARE THERE ANY QUESTIONS ON THE CHIEF OF STAFF DIVISION,
[13. CHIEF OF STAFF DIVISION]
WHICH IS 14A THROUGH I GUESS, 17A?>> THEN LET'S START THERE 14A.
>> ON FEBRUARY 3RD, IT LOOKS LIKE THIS IS A DAY WE'RE SUBMITTING THE ATTENDANCE WAIVER FOR, IS THAT CORRECT?
>> DO WE HAVE A SENSE OF WHY WE SAW SUCH LARGE ATTENDANCE THAT DAY?
>> THIS WAS A DAY WITHOUT AN IMMIGRANT THAT WAS POSTED THROUGHOUT THE COMMUNITY.
>> JUST A QUICK QUESTION ON GIFTS.
WHEN THERE ARE GIFTS THAT WE RECEIVE THAT ARE NOT DESIGNATED FOR A SPECIFIC SCHOOL,
[02:55:01]
WHO MAKES A DETERMINATION AS TO WHERE THOSE GIFTS GO?>> IS THERE ANYONE IN PARTICULAR THAT YOU'RE LOOKING AT?
>> NO. THAT'S A GENERAL QUESTION BECAUSE WE DO GET FUNDING THAT IS NOT BASED ON GOING TO A SPECIFIC SCHOOL.
HOW DO WE DETERMINE WHERE THOSE GIFTS ACTUALLY GO?
>> WELL, THE GIFTS THAT ARE REPORTED HERE ARE ONES THAT ARE REPORTED DIRECTLY FROM THE CAMPUSES THEMSELVES.
THE COMMUNITY LIAISONS OR THE PRINCIPALS REPORT THESE PARTICULAR GIFTS.
THERE ARE SOME GIFTS SUCH AS THE GIFT THAT WE RECEIVED FROM FEED THE CHILDREN, WHICH THOSE GIFTS ARE PROVIDED TO THE CAMPUSES IN THE SOUTHERN SECTOR IN THAT PARTICULAR FEEDER PATTERN.
THERE'S A GROUP OF SCHOOLS THAT WE REGULARLY CONTACT OR ARE IN CONNECTION WITH TO LET THEM KNOW OF WHAT SUPPLIES, WHAT FOOD, WHAT CLOTHING HAS BEEN PROVIDED TO THEM.
>> WHICH FEEDER PATTERN IS THAT? IS THERE SEVERAL IN THE SOUTHERN SECTOR?
>> THAT INCLUDES AREAS AROUND SOUTH OAK CLIFF, YOUR SCHOOLS, JUST THE ONES IN THE SOUTHERN SECTOR.
>> DO WE HAVE A BREAKDOWN ON THAT PARTICULAR ONE, HOW MUCH WENT TO EACH PARTICULAR SCHOOL IN THE AREA LOOKING AT THE HIGH SCHOOL AS THE FEEDER?
>> LOOKING AT THE HIGH SCHOOL AS THE FEEDER, IT DEPENDS ON HOW MUCH THEY PICK UP EACH TIME.
>> I KNOW YOU DON'T HAVE IT HERE, SO I'M NOT ASKING FOR IT HERE, BUT I'D JUST LIKE TO HAVE A GOOD UNDERSTANDING OF HOW THAT ACTUALLY WORKS IN REGARDS TO THE DIFFERENT SCHOOLS.
>> WE CAN PROVIDE THAT FOR YOU.
>> ANYTHING ELSE ON 15A? TRUSTEES, ANYTHING ELSE ON CHIEF OF STAFF DIVISION?
>> JUST WAITING ON SOMEBODY TO COME.
I HAD TO WAIT ON THESE TWO NICE LADIES BEFORE I SAID ANYTHING BECAUSE IF I SAY SOMETHING WRONG, THEY WILL CORRECT ME.
HELLO. JUST A QUICK QUESTION IN REGARDS TO THIS ELECTRONIC MEDICAL RECORDS SYSTEM.
ARE WE BUYING A NEW SYSTEM? ARE WE CONTINUING WITH THE SYSTEM THAT WE CURRENTLY HAVE?
>> WE HAD TO DO A NEW RFP, AND THE ONLY PERSON THAT SUBMITTED WAS THE SAME VENDOR THAT WE CURRENTLY HAVE.
WE WILL BE USING THE SAME VENDOR BECAUSE THAT WAS THE ONLY ONE THAT SUBMITTED.
>> THAT'S ALL I NEED. THANK YOU.
CONSISTENCY MATTERS. THANK YOU.
I WAS JUST HAVING MY LIGHT ON BECAUSE I KNOW YOU BE REROLLING QUICK.
>> SURE. ANYTHING ELSE ON 16A? SEEING NONE.
>> I'M SORRY. I WAS JUST BRINGING HER UP.
>> I'M SORRY. I GUESS MY QUESTION IS FUNDING FOR THIS.
IF YOU CAN EXPLAIN HOW LONG THE CONTRACTS THAT WE HAD ORIGINALLY APPROVED AND THE INCREASE TO FUNDING.
>> GOOD AFTERNOON. IN JANUARY OF 2023, WE BROUGHT THIS RFP FORWARD AND ASKED FOR 750,000 FOR THREE YEARS WITH TWO ONE YEAR RENEWALS.
HOWEVER, WHEN WE BROUGHT IT IN JANUARY 2023, BETWEEN 2020 AND 2023, WE HAD ONLY SPENT ABOUT 183,000.
[03:00:02]
WE INCREASED IT BECAUSE WE HAD ADDITIONAL STUDENTS WITH MEDICAL NEEDS.BUT AT 750,000, WE'VE ALREADY EXPENDED 603,000 AS OF DECEMBER.
WE'RE ASKING FOR A 25% INCREASE TO FINISH THE SCHOOL YEAR, AND WE'RE LAUNCHING A NEW RFP THAT SHOULD COME TO THE BOARD IN ABOUT MAY.
>> WHAT ARE SOME OF THE INCREASES THAT WE'RE INCURRING AS FAR AS THIS ITEM IS CONCERNED? I KNOW IT'S A NURSING SERVICE.
>> THESE NURSES ARE ONE-ON-ONE HEALTH SERVICES FOR STUDENTS WHO HAVE MEDICAL NEEDS.
IT'S OUR MEDICALLY FRAGILE CHILDREN.
IN THE PAST, WE'VE HAD ONE OR TWO STUDENTS, BUT HERE RECENTLY, WE'RE UP TO NINE STUDENTS.
EACH OF THE NINE STUDENTS REQUIRES ONE-ON-ONE MEDICAL SUPPORT.
IT PAYS FOR THE CONTRACTED SERVICES.
>> THIS COULD BE FOR OUR TRAVELING NURSES THAT WE'RE PAYING TO SERVICE KIDS OR ARE THESE CAMPUS NURSES?
>> THESE NURSES ARE ASSIGNED TO THE STUDENTS.
THEY NORMALLY STAY WITH THE STUDENT IN THE CLASSROOM AND MONITOR BREATHING, THEY MIGHT HAVE FEEDING TUBES, TRACHES.
THERE ARE STUDENTS WHO NEED CONSTANT MEDICAL CARE WHILE THEY'RE IN SCHOOL.
>> WE HAVE AN INCREASE OF STUDENTS?
>> JUST A COUPLE OF QUICK QUESTIONS.
IF WE'RE INCREASING THIS UNTIL JUNE OF 2025 AT ALMOST $1 MILLION AND WE GOT NINE STUDENTS, THAT'S ALMOST $100,000 FOR A MATTER OF A FEW MONTHS EACH STUDENT.
IS THAT WHAT WE'RE LOOKING AT IN TERMS OF COST? [OVERLAPPING]
>> I APOLOGIZE. THE CONTRACT STARTED FROM JANUARY 2023, SO IT'S ACTUALLY JANUARY 2023 TO JUNE OF 2025.
>> THIS IS FEBRUARY OF 2025 AND WE'RE ASKING FOR $1 MILLION MORE?
>> WE WERE AUTHORIZED 750,000 AND WE'VE ALMOST EXHAUSTED THE 750,000.
WE'RE ASKING FOR AN INCREASE OF 25%.
I BELIEVE IT WAS ABOUT 187,000 INCREASE.
>> WE'VE IDENTIFIED NINE STUDENTS.
>> IS IT NINE STUDENTS TOTAL IN THE PROGRAM OR IS IT JUST NINE STUDENTS IDENTIFIED THIS YEAR?
>> THERE ARE NINE STUDENTS CURRENTLY ENROLLED IN THE DISTRICT THAT REQUIRE ONE-ON-ONE NURSE SERVICES.
FOR THE '24/'25, WE PAID FOR THE NINE NURSES TO SUPPORT THE STUDENTS.
THEN '23/'24, THERE WAS A DIFFERENT EXPENDITURE, IF THAT MAKES SENSE.
IT DEPENDS ON THE NUMBER OF STUDENTS THAT ARE ENROLLED AT THE TIME.
>> YOU'RE SAYING IN '23/'24, WE MIGHT HAVE HAD ONE OR TWO STUDENTS?
>> WE'RE ONLY DOING A 25% INCREASE IN THE CONTRACT OVERALL?
>> BECAUSE THEY'RE GOING TO COME BACK WITH ANOTHER RFP SO THAT WE CAN TRY TO SEE WHAT THESE COSTS ARE, BUT THEY'RE REQUIRED BASED ON THE STUDENT NEEDS, OBVIOUSLY.
>> I DO UNDERSTAND THAT, BUT I ALSO UNDERSTAND THAT THERE ARE DIFFERENT WAYS TO ACQUIRE NURSES.
IF YOU GET A TRAVELING NURSE, A TRAVELING NURSE IS GOING TO COST YOU MUCH MORE THAN A REGULAR NURSE THAT WOULD WORK FOR THE DISTRICT.
[OVERLAPPING] I'M JUST MAKING A POINT IN REGARDS TO HOW NURSES ARE PROCURED, AND IT'S DIFFERENT.
THERE ARE DIFFERENT LEVELS OF GETTING A NURSE.
NOT TO SAY THAT WE SHOULD NOT DO THAT FOR THE STUDENTS, BUT I JUST KNOW THAT THERE ARE DIFFERENT WAYS TO DO THAT. THANK YOU.
>> TRUSTEES, ANYTHING UNDER STUDENT LEADERSHIP DIVISION? ANYTHING UNDER FINANCIAL SERVICES DIVISION?
[21. FINANCIAL SERVICES DIVISION]
>> BECAUSE I'M JUST CURIOUS WHY WE ONLY HAD ONE BANK TO
[03:05:03]
RESPOND FOR A DEPOSITORY WHEN WE'VE HAD SEVERAL LARGE BANKS IN YEARS PAST TO RESPOND.>> THE LAST BID WE DID WAS IN 2017.
THIS BID, WE HAD TWO LARGE BANKS THAT RESPONDED.
ONE WANTED DEVIATIONS FROM OUR CONTRACT THAT WE COULD NOT DO, AND SO WE ONLY WERE ABLE TO MOVE FORWARD WITH ONE OF THE BANKS.
>> THE PROBLEM THAT I HAVE WITH THIS, SUPERINTENDENT, IS WHEN YOU LOOK AT THIS PROCUREMENT, IT LOOKS LIKE ONLY ONE RESPONDENT.
EVEN THOUGH THERE WERE DEVIATIONS, WE STILL SHOULD HAVE HAD THAT OTHER RESPONDENT SO THAT THERE IS AN OPPORTUNITY TO SEE THAT THERE'S MORE THAN ONE RESPONDENT.
THEN THE NEXT QUESTION IS, IN 2017, WAS IT AN EIGHT-YEAR CONTRACT AND WHY DID WE DECIDE ON EIGHT YEARS THIS TIME?
>> THAT IS STIPULATED BY THE TEXAS EDUCATION AGENCY.
>> WHEN WE SENT OUT FOR, I THINK IT WAS RFP, I WAS TOLD BY SOME THAT IT WASN'T FAIR.
THEY WAS NOT ABLE TO GET IT IN TIME.
IT WAS SENT AND THEN I SPOKE WITH YOU ABOUT IT AND WAS SUPPOSED TO BE CORRECT. DID WE CORRECT THAT?
>> WHAT HAPPENED? BECAUSE WE DIDN'T GET ANYTHING, BUT I'M BEING TOLD IT WAS NOT DONE.
>> THE ISSUE WITH THE RESPONDENTS IS ONE WANTED TO DEVIATE FROM THE CONTRACT, ANOTHER ONE COULD NOT PRINT CHECKS, WHICH WAS ONE OF THE REQUIREMENTS OF THE BID.
>> CAN WE TALK OFFLINE ABOUT IT?
>> TRUSTEES, ANY OTHER QUESTIONS UNDER FINANCIAL SERVICES DIVISION?
>> THIS IS GRANT FOR HOMELESS.
>> I DON'T KNOW IF YOU CAN ANSWER THIS QUESTION.
IT'S NOT A FINANCIAL QUESTION, SUPERINTENDENT.
IT'S ABOUT, WE HAVE A HOMELESS PROGRAM AND WE HAVE A LOT OF HOMELESS STUDENTS WITHIN OUR DISTRICT.
I KNOW WE'RE STRUGGLING TO DO AS MUCH AS WE CAN FOR THE HOMELESS STUDENTS.
AS A TRUSTEE, I WOULD LIKE TO KNOW WHAT PROGRAMS WE HAVE BECAUSE I'VE HAD OPPORTUNITIES TO WORK WITH HOMELESS STUDENTS IN SOME OF MY SCHOOLS AND DIDN'T QUITE FEEL LIKE WE WERE GETTING ALL OF THE THINGS THAT WE NEEDED FOR THAT HOMELESS STUDENT, AND I CAN TALK TO YOU ABOUT IT OFFLINE.
BUT FOR THE TRUSTEES, I'D LIKE TO KNOW EXACTLY WHAT DOES OUR HOMELESS PROGRAM ACTUALLY DO.
HOW MANY HOMELESS STUDENTS ARE WE ACTUALLY ASSISTING? I KNOW WE'VE DONE A PARTNERSHIP WITH, TRYING TO REMEMBER THE NAME OF IT, THAT'S IN SOUTH DALLAS.
I JUST CAN'T REMEMBER THE NAME.
>> THERE YOU GO. I'D JUST LIKE TO HAVE A LITTLE BIT MORE INFORMATION SO I'M MORE ASTUTE ON WHAT IS GOING ON, AND AS WE RECEIVE THESE GRANTS, MAKING SURE THAT A LOT OF THE THINGS WITH A LARGE HOMELESS POPULATION THAT WE ARE DEALING WITH WITHIN THIS DISTRICT.
>> WE'LL GET THAT TOGETHER AND PROVIDE IT FOR YOU.
>> TRUSTEES, MOVING ON TO CONSTRUCTION SERVICES DIVISION, 26.
QUESTIONS UNDER CONSTRUCTION SERVICES DIVISION? TRUSTEE FOREMAN.
>> I'M STILL LOOKING. I'M GOOD.
>> TRUSTEES, SEEING NO QUESTIONS UNDER CONSTRUCTION SERVICES DIVISION, WE'LL TURN TO AGENDA ITEM 28, ADJOURNMENT.
>> HOLD ON. YOU DIDN'T GO TO 27, CONSTRUCTION SERVICES AT 26.
>> EVERYTHING UNDER 26 IS CONSTRUCTION SERVICES DIVISION.
[26. CONSTRUCTION SERVICES DIVISION]
DO YOU HAVE A QUESTION ON 27?>> I DO HAVE A QUESTION ON 27.
MY APOLOGIES. TRUST ME, I'M READY TO GO HOME TOO.
>> I SEE WE GOT 1.6 MILLION FOR LONG MIDDLE SCHOOL, IS THAT CORRECT?
>> I'M SORRY. LANG MIDDLE SCHOOL.
>> MAYBE YOU CAN SEND THIS TO ME.
WHAT'S THE SCOPE OF WORK ON WHAT NEEDS TO BE DONE AND WHAT ARE THE VENDORS GOING TO BE DOING ON THAT CAMPUS? THE REASON I ASK, BECAUSE WHEN I TOURED THE CAMPUS,
[03:10:02]
I DID SEE A LOT OF THINGS THAT WASN'T PRETTY, ESPECIALLY WHEN IT COMES TO THE LANDSCAPING AND PAINT CRACKING AND STUFF LIKE THAT OUTSIDE THE BUILDING.>> WE'RE GOING TO PROVIDE SECURITY CAMERAS, CARD ACCESS, DOOR CONTACTS, SECURE VESTIBULE, NEW SEAL JOINTS, REPLACE THE FIRE ALARM, REPLACE EXTERIOR AND PARTIAL INTERIOR LIGHTS WITH LED LIGHTING AND CONTROLS, REPLACE TEACHING SURFACES, NEW MARQUEE SIGN, REMOVE CONCRETE PAVEMENT AND SIDEWALKS, SOME MECHANICAL AND HVAC IMPROVEMENTS ON THE ROOFTOP AND FAN COIL UNITS, VAV BOXES AND DUCTWORK, AND PLUMBING IMPROVEMENTS, INCLUDING GREASE TRAP, PIPING, AND SEWER LINES.
>> BUT AS FAR AS THE EXTERIOR IS CONCERNED?
>> I'LL TALK TO YOU OFFLINE OFF THAT ONE.
LAST ONE, REAL QUICK. [OVERLAPPING]
>> ONE SECOND, TRUSTEE. ANY OTHER QUESTIONS ON 27F, TRUSTEES? SEEING NONE. GO AHEAD, TRUSTEE. 27I.
I SEE THAT'S BETWEEN THREE CAMPUSES, TWO WHICH ARE IN MY DISTRICT, MATA AND BUCKNER TERRACE.
IS THAT SUPPOSED TO JUST COVER THE SECURITY PIECES AS WELL? BASICALLY, MY QUESTION IS, HOW IS THAT MONEY BEING DIVIDED UP?
>> EACH SCHOOL HAD A SMALLER BUDGET, SO WE PACKAGED THEM TOGETHER TO MAKE IT MORE ATTRACTIVE TO THE BIDDING COMMUNITY.
FOR MATA IN PARTICULAR, MATA'S BUDGET IS 1.8 MILLION.
THAT WILL INCLUDE, WE'RE REPAIRING WATER LEAKS AT THE PENTHOUSE, REPLACING METAL PANELS, FLASHING LOUVERS, ROOF TRIMMING.
WE'RE ALSO DOING LIGHTING CONTROLS ON THE EXTERIOR.
THERE'S A NEW AC IN THE MDF, IDF ROOM, AND ALSO SOME DRAINAGE ISSUES IN THE COURTYARD.
WE'RE GOING TO ADD SOME ARTIFICIAL TURF, DAMPER CONTROLS IN THE ORCHESTRA ROOM.
THERE'S SEVERAL STAFF AND BREAK ROOMS. WE'RE GOING TO ADJUST THE CONTROLS AND DRAINAGE AROUND THE FOUNDATION WALL.
>> BUCKNER TERRACE BUDGET IS 2.2 MILLION.
WE'RE REPLACING THE AIR CONDITION SYSTEM IN THE MDF AND IDF ROOM.
WE'RE REPLACING CEILING TILES AND GRID IN THE CORRIDORS, REPLACING VCT IN THE BACK WING CORRIDOR, HVAC IMPROVEMENTS TO THE COOLING TOWER, PLUMBING IMPROVEMENTS, INCLUDING BOTTLE WATER FILTERS, REPLACING THE WATER HEATER, GAS PIPING ON THE ROOF, GREASE TRAP LINES, SOME NEW ROOM GRAPHICS AND WAY FINDING, AND PAINTING GYM WALLS.
>> THAT'S ALL I HAVE. THANK YOU.
>> TRUSTEES, ANY OTHER QUESTIONS ON 27I OR UNDER CONSTRUCTION SERVICES? SEEING NONE.
TRUSTEES WILL NOW TURN TO AGENDA ITEM 28, ADJOURNMENT.
THE TIME IS 4:12 PM. THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.