[1. CALL TO ORDER]
[00:00:03]
GOOD EVENING. I AM DOCTOR LAUREN TYRA, BOARD PRESIDENT AND PRESIDING OFFICER.
GREAT. THIS SEGMENT IS BEING RECORDED IN COMPLIANCE WITH TEXAS SENATE BILL 413, WHICH AMENDS SECTION 11.0621 OF THE TEXAS EDUCATION CODE. BOARD MEMBERS, I WILL NOW PROCEED WITH THE ROLL CALL.
KINDLY PLEASE RESPOND WHEN YOUR NAME IS ANNOUNCED.
LAUREN TYRA, I AM PRESENT. NANCY HUMPHREY. I AM PRESENT.
TARRAH. LANTZ. PRESENT. SAM JOHNSON. PRESENT.
MICHAEL COOK. PRESENT. ELISA KLEIN. PRESENT. AND KATHERINE GOODWIN.
LISA WILSON, DEPUTY SUPERINTENDENT FOR TEACHING AND LEARNING.
DOCTOR PATRICK TANNER, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES.
DOCTOR COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT SUCCESS.
AND IVAN CANTU, ASSISTANT SUPERINTENDENT FOR STRATEGY AND INNOVATION.
WE WILL NOW MOVE ON TO AGENDA ITEM 2, WHICH IS PUBLIC COMMENT SESSION, AGENDA ITEMS ONLY.
AT BOARD MEETINGS, THE BOARD PERMITS PUBLIC COMMENT REGARDING AGENDA ITEMS. AGENDA RELATED COMMENTS WILL BE HEARD AT THIS TIME.
DOCTOR FREEMAN, DO WE HAVE ANY SPEAKERS REGARDING AGENDA ITEMS? PRESIDENT TYRA, WE DO NOT HAVE ANY SPEAKERS REGARDING AGENDA ITEMS THIS EVENING.
[3. CLOSED SESSION]
THE FOLLOWING PURPOSE. SECTION 551.071, SECTION 551.072, SECTION 551.074, SECTION 551.0821 AND SECTION 551.129. THE TIME IS NOW 5:32 P.M.[4. RECONVENE OPEN SESSION]
THE BOARD WILL NOW RECONVENE OPEN SESSION. THE TIME IS 7:37 P.M.WE WILL MOVE ON TO ITEM 5 ON THE AGENDA, WHICH IS THE CONSENT AGENDA.
[5. CONSENT AGENDA]
THE CONSENT AGENDA CONSISTS OF ROUTINE ITEMS GROUPED TOGETHER FOR APPROVAL WITH NO DISCUSSION.BOARD MEMBERS, ARE THERE ANY REQUESTS TO REMOVE AN ITEM FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? DOCTOR TYRA, I MOVE THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA, REMOVING ITEM 5.4, APPROVAL OF BOARD OPERATING PROCEDURES FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION. GREAT.
OKAY. SO WE HAVE A REQUEST FROM TRUSTEE MICHAEL COOK TO REMOVE ITEM 5.4 FROM THE CONSENT AGENDA.
TRUSTEES, MAY I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA REMOVING ITEM 5.4, APPROVAL OF BOARD OPERATING PROCEDURES. I'LL SECOND.
THANK YOU. TRUSTEES, I HAVE A MOTION BY BOARD VICE PRESIDENT NANCY HUMPHREY AND A SECOND BY BOARD SECRETARY TERRY LANTZ, THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA, REMOVING ITEM 5.4, APPROVAL OF BOARD OPERATING PROCEDURES.
ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND. ALL RIGHT.
THAT IS SEVEN HANDS UP. THAT MOTION PASSES UNANIMOUSLY.
WE WILL MOVE ITEM 5.4, APPROVAL OF THE BOARD OPERATING PROCEDURES TO THE END OF SECTION 6, WHICH IS OUR DISCUSSION AND ACTION. ALL RIGHT.
WITH THE APPROVAL OF THE CONSENT AGENDA, I WOULD NOW LIKE TO WELCOME MATT FREY, EXECUTIVE DIRECTOR OF INSTRUCTIONAL TECHNOLOGY, TO THE PODIUM TO INTRODUCE OUR NEW DIRECTOR OF INSTRUCTIONAL TECHNOLOGY.
ACTUALLY, ASHLEY IS POISED TO BECOME OUR NEW DIRECTOR OF DIGITAL LEARNING AND INNOVATION.
WOULD YOU PLEASE STAND? ASHLEY, I THINK THAT'S THE PROTOCOL.
WOULD YOU STAND BE RECOGNIZED? SO WE. THANK YOU.
ASHLEY'S JOINING US COMING TO US BY WAY OF GARLAND ISD, WHERE SHE SERVED AS DIGITAL LEARNING COORDINATOR, DISTRICT LEVEL POSITION AS DISTRICT AS DIGITAL LEARNING FACILITATOR.
SHE WAS A DIGITAL LEARNING COACH AT HIGH SCHOOL, A MIDDLE SCHOOL SCIENCE TEACHER.
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SO WE ARE JUST SO APPRECIATIVE OF HER BRINGING HER EXPERIENCE, HER TIME AND TALENT TO OUR GOOD BENEFIT HERE.WE WELCOME EMILY TO THE FAMILY. SO THANK YOU FOR ALLOWING ME THAT OPPORTUNITY.
WELCOME, ASHLEY. WE'RE EXCITED TO HAVE YOU AND FIVE OF US HAVE YOUNG CHILDREN.
SO WE GET IT, ON BEDTIME. ALL RIGHT. THANK YOU.
WITH THAT, THAT CONCLUDES THE CONSENT AGENDA WE'LL NOW MOVE TO AGENDA ITEM 6, DISCUSSION AND ACTION.
[6. DISCUSSION AND ACTION]
WE WILL HEAR NOW ITEM 6.1, CONSIDERATION AND APPROVAL OF THE 2026-2027 SCHOOL YEAR COURSE RECOMMENDATIONS.GOOD EVENING, DOCTOR TYRA, BOARD OF TRUSTEES, DOCTOR WILLIAMS AND CABINET MEMBERS.
AND THIS EVENING, I'M BRINGING FORWARD THE COURSE RECOMMENDATIONS FOR THE 2026-2027 SCHOOL YEAR.
EACH YEAR, THIS PROCESS REPRESENTS AN IMPORTANT OPPORTUNITY TO ENSURE THAT OUR COURSE OFFERINGS REMAIN RESPONSIVE TO STUDENT INTERESTS ALIGNED WITH WORKFORCE AND POST-SECONDARY DEMANDS, AND ARE REFLECTIVE OF OUR DISTRICT'S COMMITMENT TO PROVIDING EVERY LEARNER WITH HIGH QUALITY PATHWAYS FOR A FUTURE OF SUCCESS.
TONIGHT, I WILL SHARE WITH YOU THE RECOMMENDATIONS FROM OUR COURSE PROPOSAL COMMITTEE, INCLUDING NEW COURSES, REVISED COURSES AND COURSES PROPOSED FOR SUNSET.
I'D LIKE TO PAUSE FOR JUST A MOMENT AND HIGHLIGHT THE PROCESS BEHIND OUR COURSE PROPOSALS.
EACH NEW REVISED OR SUNSET COURSE GOES THROUGH CAREFUL REVIEW BY OUR COURSE PROPOSAL COMMITTEE, CONSIDERING BUDGET, LONG TERM IMPACT AND THE ALIGNMENT TO OUR STUDENTS NEEDS.
TONIGHT'S REPORT REPRESENTS THE NEXT STEP IN THAT PROCESS, AND WE'RE EXCITED TO BRING FORWARD COURSES THAT STUDENTS WILL BE ABLE TO SELECT FOR THE 2026 2027-SCHOOL YEAR. LET'S GO AHEAD AND GET STARTED WITH OUR CAREER AND TECHNICAL EDUCATION COURSES.
ALL OF THESE ARE IN PREPARATION FOR THE UNVEILING OF OUR NEW CAREER AND TECHNICAL EDUCATION CENTER.
THE COMBINATION OF NEW AND REVISED COURSES REALLY STRENGTHENS CAREER PATHWAYS.
THEY EXPAND OPPORTUNITIES FOR HANDS ON LEARNING, AND THEY ENSURE THAT EVERY STUDENT HAS ACCESS, AGAIN TO HIGH QUALITY, INDUSTRY RELEVANT COURSE SELECTIONS.
SO JUST TO HIGHLIGHT A FEW, BECAUSE THERE'S A LOT UP THERE.
BUT JUST TO HIGHLIGHT A FEW EXAMPLES OF THOSE COURSES, YOU CAN SEE ROBOTICS I, MANUFACTURING AND ENGINEERING, TECHNOLOGY I, ADVANCED CULINARY ARTS, TRAVEL AND TOURISM MANAGEMENT, AND DIGITAL FORENSICS.
ALL OF THESE COURSES EXPAND STUDENT OPTIONS IN FAST GROWING INDUSTRIES.
THESE COURSES NOT ONLY PREPARE STUDENTS WITH TECHNICAL SKILLS, BUT THEY ALSO BUILD ESSENTIAL PROBLEM SOLVING, TEAMWORK, AND LEADERSHIP COMPETENCIES. OUR REVISED COURSES ENSURE THAT STUDENTS GRADUATE WITH SKILLS THAT ARE CURRENT AND COMPETITIVE, AND DIRECTLY CONNECTED TO WORKFORCE READINESS.
THE WORK REPRESENTS A FORWARD THINKING INVESTMENT IN OUR STUDENTS AND OUR COMMUNITY.
ON THIS SLIDE, WE ARE LOOKING AT MANY OPPORTUNITIES THAT WILL BE HOUSED AT OUR NEW CTE CENTER.
[00:10:08]
GIVING STUDENTS EARLIER ACCESS TO PATHWAYS WHILE ALSO ALLOWING US TO SUNSET SOME COURSES WHERE DATA SHOWS LIMITED INTEREST AND A LACK OF NEED. WE'RE INTRODUCING ENTREPRENEURSHIP AND PROGRAMABLE LOGIC CONTROLLER I.DID I GET THAT RIGHT, DAN? THANK YOU. TWO COURSES THAT REALLY STRENGTHEN CONNECTIONS BETWEEN INNOVATION, BUSINESS AND TECHNOLOGY. AND THEY PREPARE STUDENTS WITH.
EXCUSE ME. RELEVANT AND TRANSFERABLE SKILLS. SEVERAL OF OUR COURSES, INCLUDING COMPUTER SCIENCE, VIDEO GAME PROGRAMING, ANIMATION, ENTREPRENEURSHIP AND COMPUTER SCIENCE IB HAVE BEEN UPDATED TO REFLECT CURRENT STANDARDS AND STUDENT DEMAND. THESE REVISIONS ENSURE THAT STUDENTS GAIN MEANINGFUL, FUTURE READY EXPERIENCES IN FIELDS THAT ARE TIED TO TECHNOLOGY AND CREATIVITY. AT THE SAME TIME, WE ARE PROPOSING TO SUNSET A FEW COURSES.
WILDLIFE, ORAL HEALTH, PRINCIPLES OF HOSPITALITY AND TOURISM, AND DISASTER RESPONSE.
BASED ON DATA SHOWING LOW ENROLLMENT AND A REDUCED DEMAND, THIS ALLOWS US TO REALLY REALIGN OUR RESOURCES AND WORK TOWARDS OFFERING SOME HIGHER IMPACT COURSES FOR OUR STUDENTS TO BE A PART OF.
OVERALL, THESE CHANGES REFLECT OUR COMMITMENT TO CONTINUOUS IMPROVEMENT, ENSURING THAT STUDENTS AT BOTH THE CTE CENTER AND OUR TRADITIONAL CAMPUSES HAVE ACCESS TO HIGH QUALITY, RELEVANT OPPORTUNITIES THAT PREPARE THEM FOR COLLEGE, CAREER AND LIFE. WE'LL GO AHEAD AND ROUND THINGS OUT WITH SOME OF OUR OTHER CONTENT AREA COURSE UPDATES. SOME OF THESE COURSES THAT YOU SEE ON THE SLIDE HERE ARE BEING REVISED TO ENSURE THAT OUR STUDENTS ARE POSITIONED FOR SUCCESS IN TARGETED PATHWAYS. YOU'LL SEE DUAL CREDIT CALCULUS I AND II.
THESE COURSES WOULD BE OFFERED AT PLANO WEST ENGINEERING ACADEMY AS A PART OF A POSSIBLE DUAL CREDIT PARTNERSHIP AND A PATHWAY IN ENGINEERING. NEXT YOU'LL SEE THE IB LANGUAGE A, LITERATURE.
THIS REALLY EXPANDS AN ACADEMIC OPPORTUNITY FOR OUR IB STUDENTS BY ALLOWING THEM TO STUDY THEIR NATIVE HERITAGE LANGUAGE IN GREATER DEPTH. THIS COURSE BROADENS ACCESS WITH THE IB DIPLOMA PROGRAM, AND IT SUPPORTS LINGUISTIC DIVERSITY AS WELL AS ENSURES THAT STUDENTS CAN PURSUE RIGOROUS IB COURSEWORK EVEN WHEN THEIR LANGUAGE, THEIR NATIVE LANGUAGE, ISN'T OFFERED. OR A STANDARD COURSE OFFERING.
SO FINALLY, WE'RE GOING TO TALK A LITTLE BIT ABOUT SPANISH III FOR SPANISH SPEAKERS.
THAT HONORS COURSE IS DESIGNED AS A CONTINUATION OF SPANISH II FOR SPANISH SPEAKERS.
AND THIS COURSE BUILDS ON AND EXPANDS STUDENTS READING, WRITING, LISTENING AND SPEAKING SKILLS.
IT ALSO ALLOWS US TO CONTINUE CHALLENGING STUDENTS WITH RIGOROUS SPANISH COURSEWORK WHILE MOVING SPANISH IV AP TO OUR HIGH SCHOOLS. FINALLY, THESE UPDATES REALLY REFLECT OUR ONGOING COMMITMENT TO ALIGNING OPPORTUNITIES WITH STUDENT NEEDS, ENSURING ACCESS TO ADVANCED COURSEWORK, AND PREPARING STUDENTS FOR BOTH COLLEGE AND CAREER, AND OFFERING THEM A PROMISING FUTURE THAT THEY'LL BE WELL, WELL POSITIONED FOR WHATEVER IT IS THAT THEY WANT TO STEP INTO.
WHAT QUESTIONS HAVE I CREATED FOR YOU ALL? SO ON THE ONE MOVING SPANISH III TO MIDDLE SCHOOL SO THAT SPANISH IV AP IS HIGH SCHOOL, THAT IS PART OF A CCMR ISSUE WHERE IF THEY, EVEN IF A STUDENT CAN PASS AN AP EXAM IN MIDDLE SCHOOL, THEY CANNOT GET THE CCMR CREDIT FOR PASSING THAT EXAM IN MIDDLE SCHOOL.
I COULDN'T HAVE SAID IT BETTER, DOCTOR TYRA. YES, EXACTLY.
THANK YOU. AND I THINK THE CONTINUING PART OF THAT IS, WE'RE SUNSETTING HIGH SCHOOL SPANISH IV HONORS IN HOPES THAT THEY TAKE THE AP COURSE? YES. YES. AND I MEAN, THIS IS GREAT BECAUSE WHEN I'VE SPOKEN TO MIDDLE SCHOOL SPANISH TEACHERS,
[00:15:02]
THEY WERE SO EXCITED WHEN THESE MIDDLE SCHOOL STUDENTS COULD TAKE THE AP TEST AND PROVE TO THEMSELVES, LIKE, I CAN DO THIS. AND SO. THIS IS A DISCUSSION AND ACTION ITEM.OH I'M PERFECT. DISCUSS IF Y'ALL DON'T MIND. ANY OTHER QUESTIONS BEFORE WE LET DOCTOR HEBERT GO? ALL RIGHT. THANK YOU DOCTOR. THANK YOU. ALL RIGHT.
WE WILL NOW CONSIDER APPROVAL OF THE 2026-2027 SCHOOL YEAR COURSE RECOMMENDATIONS.
I SECOND. ALL RIGHT. I HAVE A MOTION BY BOARD SECRETARY TERRY LANTZ AND A SECOND BY BOARD VICE PRESIDENT NANCY HUMPHREY, THAT THE BOARD OF TRUSTEES APPROVES THE 2026-2027 SCHOOL YEAR COURSE RECOMMENDATIONS.
IS THERE ANY FURTHER DISCUSSION? WHY YES THERE IS.
SO WHEN I HAVE SPOKEN TO MIDDLE SCHOOL SPANISH TEACHERS, ONE OF THE THINGS THAT'S INCREDIBLE ABOUT THIS TO ME, IS THAT YOU TAKE A NATIVE SPANISH SPEAKER AND YOU GIVE THEM CONFIDENCE.
AND TO ME, THEIR ABILITY TO SPEAK SPANISH IS A SUPERPOWER.
THEY HAVE SKILLS IN THAT LANGUAGE. AND SO I THINK THIS SETS THEM UP NICELY.
I LOVE THAT WE'RE ENHANCING THAT AT THE MIDDLE SCHOOL LEVEL.
I'M HAPPY TO SEE PERSONAL FINANCIAL LITERACY BEING OFFERED.
I THINK WE'VE HEARD A LOT OF REQUESTS FOR THAT OVER THE YEARS.
AND SO I'M REALLY PLEASED THAT OUR KIDS ARE GOING TO BE GETTING THAT ADDITIONAL OPPORTUNITY.
I KNOW WE ALREADY HAVE SOME COURSES IN THAT, BUT.
ALL RIGHT. TRUSTEES, ANY OTHER DISCUSSION? SEEING AND HEARING NONE.
ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND. OKAY.
THAT'S SEVEN HANDS UP. THAT MOTION CARRIES UNANIMOUSLY.
WE WILL NOW LOOP BACK AROUND TO THE APPROVAL OF THE BOARD OPERATING PROCEDURES.
AND THEN WE WILL NEED A MOTION AND THEN WE CAN HAVE FURTHER DISCUSSION.
THANK YOU, DOCTOR TYRA. I REALLY PULLED THE ITEM BECAUSE I WANTED TO MAKE IT REALLY CLEAR THAT WE HAVE ADDED INTO OUR BOARD OPERATING PROCEDURES THE 4 TO 6 COMMUNITY MEETINGS THAT WE TALKED ABOUT EITHER LAST MEETING OR SEVERAL MEETINGS AGO.
ULTIMATELY, THERE WOULD HAVE BEEN EIGHT OPPORTUNITIES TO HAVE THESE NON-AGENDA PUBLIC ITEM.
AND SO I JUST WANTED TO MAKE IT REALLY CLEAR THAT IT'S NOT SOMETHING THAT WE HAVE FORGOTTEN ABOUT, NOR TAKEN LIGHTLY BUT SOMETHING THAT WE ARE DEFINITELY STILL TRYING TO MAKE SURE THAT WE HEAR FROM THE COMMUNITY.
AND I WANT TO MAKE SURE EVERYBODY KNOWS THAT THOSE DATES ARE GOING TO BE PUBLISHED. AND SO PLEASE LOOK FOR THEM ASAP, BECAUSE WE HAVE ONE COMING UP VERY, VERY SOON. ALL RIGHT.
THANK YOU. MICHAEL, WE WILL NOW CONSIDER THE APPROVAL OF THE BOARD OPERATING PROCEDURES.
TRUSTEES, MAY I PLEASE HAVE A MOTION? I MOVE THAT THE BOARD APPROVES AGENDA ITEM 5.4, APPROVAL OF BOARD OPERATING PROCEDURES. I'LL SECOND. OH, IS THAT MICHAEL OR KATHERINE? MICHAEL. OKAY. ALL RIGHT. I HAVE A MOTION BY TRUSTEE SAM JOHNSON AND A SECOND BY TRUSTEE MICHAEL COOK THAT THE BOARD OF TRUSTEES APPROVES AGENDA ITEM 5.4, APPROVAL OF THE BOARD OPERATING PROCEDURES.
TRUSTEES, IS THERE ANY FURTHER DISCUSSION? I'LL JUST ECHO WHAT TRUSTEE COOK HAD TO SAY THAT, YOU KNOW, TO THE PUBLIC.
PLEASE, PLEASE COME AND TALK TO US. WE WE HEARD FROM YOU THAT YOU WANT US TO HEAR MORE FROM YOU.
AND THIS IS THIS IS THAT MOMENT. SO AS WE HAVE THESE ON THE CALENDAR, PLEASE TAKE ADVANTAGE OF THAT OPPORTUNITY IN ADDITION TO THE OTHER TOOLS YOU HAVE TO TO REACH US. ALL RIGHT. IS THERE ANY FURTHER DISCUSSION? HEARING AND SEEING. NONE. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.
AND THAT SEVEN HANDS UP. THAT MOTION CARRIES UNANIMOUSLY.
[7. REPORTS]
WE WILL BEGIN WITH AGENDA ITEM 7.1, THE ADVANCED PLACEMENT REPORT.THANK YOU. DOCTOR TYRA TRUSTEES, DOCTOR WILLIAMS AND CABINET.
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I COME TO YOU EACH YEAR AT THE BEGINNING OF THE YEAR TO SHARE AN UPDATE OF OUR ADVANCED PLACEMENT PROGRAM AFTER WE GET ALL OF THOSE SCORES BACK IN THE SUMMER.AND SO WE'LL REFLECT BACK ON THE PAST YEAR OF AP.
THE PAST SEVERAL YEARS OF AP AND LOOK TOWARDS THE FUTURE.
WE HAVE SOME THINGS THAT WE'RE VERY PROUD OF, AND WE HAVE SOME AREAS FOR GROWTH AS WELL.
I START WITH THIS SLIDE AS IT PROVIDES A GREAT SUMMARY OF SORT OF WHERE WE ARE.
WE HAD JUST UNDER 6000 AP STUDENTS ACROSS THE DISTRICT IN THE 2024 2025 SCHOOL YEAR.
THEY TOOK A TOTAL OF JUST OVER 14,000 AP EXAMS. AND THOSE WERE BOTH INCREASES OVER LAST YEAR.
WE INCREASED IN BOTH OUR NUMBER OF AP STUDENTS AND OUR NUMBER OF AP EXAMS. AND THE COLLEGE BOARD PROVIDES US WITH SOME STUDENT DESIGNATIONS OF AP SCHOLAR AWARDS.
SO WE HAVE A LOT MORE OF OUR STUDENTS GETTING THAT TOP DISTINCTION THAN ANY OF THE OTHERS.
WHEN WE KIND OF TRACK OUR TRAJECTORY OF AP STUDENTS.
OVER THE PAST SEVERAL YEARS, WE HAVE SEEN A STEADY TICK UP SINCE THAT FIRST POST COVID YEAR.
AND EVERY YEAR WE'VE SEEN INCREASES AND WE ARE INCHING BACK TO THOSE PRE-COVID NUMBERS OF AP STUDENTS ACROSS THE DISTRICT, WHICH IS VERY REFRESHING TO SEE. BUT EVEN MORE REFRESHING IS WHEN WE LOOK AT THOSE NUMBERS OF AP STUDENTS AS COMPARED TO OUR HIGH SCHOOL ENROLLMENT, WHEN THOSE STUDENTS ARE ABLE TO TAKE THOSE COURSES, AND WE HAVE SEEN WE HAVE NOW SURPASSED OUR PRE-COVID NUMBERS OF OUR PERCENTAGE OF HIGH SCHOOL ENROLLED STUDENTS WHO ARE CHALLENGING THEMSELVES WITH TAKING AP CLASSES.
OUR EXAM TOTALS HAVE SURPASSED NOW THE PRE-COVID LEVELS.
A SCORE OF A THREE IS CONSIDERED A QUALIFYING OR PASSING SCORE FROM THE COLLEGE BOARD.
THIS IS THE SCORE THAT ALLOWS STUDENTS TO PLACE OUT OF INTRO LEVEL COURSEWORK AT COLLEGES THAT ACCEPT THOSE EXAMS. AND ACROSS THE DISTRICT, ACROSS ALL OF THOSE 14,000 EXAMS, WE HAD 84.5% OF EXAMS EARNING A SCORE OF THREE OR HIGHER.
AND THIS IS SOMETHING THAT WE ARE EXTREMELY PROUD OF.
I'D LIKE TO SHOW OUR TOP FIVE TESTED EXAMS, JUST TO SHOW YOU THE THE BREAKDOWN OF HOW WE AS A DISTRICT COMPARE WITH OTHER EXAMS TAKEN ACROSS THE STATE AND AROUND THE WORLD. AND AS YOU CAN SEE, THESE TOP FIVE EXAMS IN EVERY SINGLE ONE.
AND THIS TREND WOULD GO DOWN EVEN TO OUR OUR LEAST TESTED SUBJECTS.
I ALSO WANT TO GIVE A SHOUT OUT TO OUR SIXTH MOST TESTED SUBJECT, WHICH JUST FELL SHORT OF ENVIRONMENTAL SCIENCE, AND THAT WAS A BRAND NEW COURSE LAST YEAR, WHICH WAS AP PRE-CALCULUS.
WE GAVE JUST ABOUT 840, LIKE THEY JUST MISSED BEATING OUT ENVIRONMENTAL SCIENCE.
THAT WAS A MEAN SCORE OF OVER A FOUR. THAT WAS ALMOST A FIVE.
AND WE HAD A 99% PASS RATE WITH AP PRE-CALCULUS IN ITS FIRST YEAR.
THAT IS AMAZING. I'LL TALK MORE ABOUT PRE-CAL LATER.
SINCE AP COURSES, A LOT OF THEM CAN BE TAKEN IN DIFFERENT YEARS OF SCHOOL.
NINTH GRADERS TAKE HUMAN GEOGRAPHY. IF THEY TAKE THAT COURSE, 10TH GRADERS TAKE AP WORLD HISTORY.
IF THEY TAKE THAT COURSE, AND OUR JUNIORS TAKE ENGLISH LANGUAGE AND COMPOSITION.
AND SO I'M SHOWING YOU THE PERCENTAGE OF OUR STUDENTS THAT ARE TAKING THOSE EXAMS AS COMPARED TO A PERCENTAGE OF THAT GRADE LEVELS, ENROLLMENT ACROSS THE DISTRICT. AND YOU CAN KIND OF LOOK AND SEE HOW WE'VE GROWN AND MAYBE HOW WE'VE DIPPED AND COME BACK.
SO IF YOU GO FROM 22 TO 23 DOWN DIAGONALLY, 23 TO 24 DOWN DIAGONALLY, 24 TO 25 DOWN DIAGONALLY, YOU SEE THAT WE HAVE MORE 10TH GRADERS THAT ARE CHALLENGING THEMSELVES OVER NINTH GRADE YEAR.
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IT CAN BE A LITTLE DAUNTING TO WALK INTO HIGH SCHOOL AS A FRESHMAN AND TO IMMEDIATELY STEP INTO AN AP CLASS.THEY'RE MORE SECURE AND STABLE IN HIGH SCHOOL, AND THEY'RE WILLING TO TAKE THAT STEP.
IF YOU'RE WONDERING WHY THAT TREND DOESN'T CONTINUE INTO 11TH GRADE, IT'S BECAUSE OUR STUDENTS NOW HAVE MORE OPTIONS WITH ADVANCED COURSEWORK WHEN THEY GET TO 11TH GRADE. SO WE HAVE A LOT OF STUDENTS WHO EXPLORE DUAL CREDIT FOR THEIR THEIR JUNIOR YEAR ENGLISH CREDIT INSTEAD.
SO THAT'S WHY WE MIGHT NOT SEE THAT NUMBER CONTINUING TO GROW TO 11TH GRADE.
I'VE SHARED SOME DEMOGRAPHIC INFORMATION. FIRST, I'VE SHOWN YOU OUR TOP FOUR RACIAL AND ETHNIC GROUPS, AS WELL AS OUR ECONOMICALLY DISADVANTAGED STUDENTS, TO SHOW YOU THE NUMBER OF EXAMS THAT EACH OF THOSE GROUPS TOOK.
OUR STUDENTS ARE BEING SUCCESSFUL IN THOSE COURSES AND ON THOSE EXAMS AND IN EVERY BREAKDOWN.
THE NEXT SLIDE SHOWS OUR AREAS OF GROWTH. AND I APOLOGIZE IF YOU SAW AN EARLIER VERSION OF THIS.
WE WOULD LIKE TO SEE OUR AP CLASSROOMS MIRROR THE MIRROR, THE POPULATIONS OF OUR CAMPUSES.
WE LOOK TO THAT IN ALL OF OUR ADVANCED COURSEWORK.
WE DO THAT IN OUR GIFTED AND TALENTED PROGRAMS AS WELL.
AND AS YOU CAN SEE, WE HAVE SOME GROUPS THAT ARE OVERREPRESENTED IN AP CLASSROOMS AND SOME GROUPS THAT ARE UNDERREPRESENTED IN AP CLASSROOMS. I WILL SAY THAT THIS IS NOT A PLANO ISD SPECIFIC PROBLEM.
THIS IS A STRUGGLE WITH AP PROGRAMS AROUND THE COUNTRY AND AROUND THE WORLD.
THERE ARE WHOLE COLLEGE BOARD CONFERENCES THAT ARE DEDICATED TO SERVING SOME OF THESE POPULATIONS.
BUT IT'S NOT THAT DOESN'T EXCUSE OUR WORK AHEAD OF US FOR TRYING TO GET THE STUDENTS INTO THESE CLASSROOMS THAT NEED TO BE IN THESE CLASSROOMS. AND I WILL TALK SPECIFICALLY ABOUT SOME OF THE THINGS THAT WE'LL BE DOING TO SORT OF ADDRESS THIS GAP THAT WE ARE CERTAINLY AWARE OF AND ARE WORKING TO ADDRESS.
SO SOME THINGS THAT HAVE LED TO SOME OF THE THE GOOD NEWS THAT YOU SAW IN THE PRESENTATION.
FIRST OF ALL, YOU'RE AWARE THAT WE HAVE SORT OF REALIGNED SOME OF OUR COURSE OFFERINGS.
YOU KNOW, DOCTOR ABBOTT HAS COME UP IN PREVIOUS YEARS AND WE'VE TALKED ABOUT SUNSET COURSES, AND SOME OF THOSE COURSES HAVE BEEN HONORS LEVEL COURSES AT OUR SENIOR HIGHS.
AND INSTEAD OF PROVIDING THAT SORT OF INTERMEDIARY STEP, NOW WE ARE SAYING IF YOU'RE READY FOR ADVANCED COURSEWORK, YOU'RE READY FOR AP AT OUR SENIOR HIGH. SO WE'VE SEEN AN INCREASE IN OUR AP COURSES IN SOME COURSES.
THEY REALLY DID THE AP PRE-CALCULUS ROLLOUT IN THE RIGHT WAY.
WE KIND OF SAT BACK THE FIRST YEAR OF AP PRE-CALCULUS IMPLEMENTATION.
OUR MATH COORDINATOR PUT TOGETHER A TEAM OF TEACHERS.
THEY REALLY LOOKED AT THE COURSE AND EXAM DESCRIPTION.
AND THEN THEY FIGURED OUT THE RIGHT WAY TO TRANSITION OUR STUDENTS INTO AN AP PRE-CALCULUS COURSE.
AND I THINK THAT OUR RESULTS FROM LAST YEAR'S EXAMS ARE A TESTAMENT TO THAT WORK.
AND I THINK THAT THAT'S EXACTLY WHAT OUR MATH TEAM DID.
WE'VE ALSO UPDATED OUR SEMESTER EXAM WAIVER EXPECTATIONS FOR OUR SECOND SEMESTER AP STUDENTS.
THEY PREVIOUSLY DID NOT HAVE TO TAKE THE EXAM AS A SENIOR TO BE WAIVED.
SO AS WE HEARD BEFORE FROM A TRUSTEE, WHEN STUDENTS FEEL SUCCESS AND THEY FEEL THAT CONFIDENCE BECAUSE THEY HAVE TRIED SOMETHING HARD AND THEY HAVE BEEN SUCCESSFUL, THEY MADE IT THROUGH IT.
IT MIGHT HAVE BEEN A STRUGGLE, BUT THE END RESULT WAS I DID IT.
THEN THEY ARE MORE LIKELY TO KEEP GOING AND KEEP PUSHING THEMSELVES.
MAYBE ONE YEAR IT WAS ONE HONORS CLASS THAT THEY JUST GOT AUTOMATICALLY PLACED IN, AND NOW THEY'RE SAYING, OKAY, I CAN DO THIS ONE, I CAN DO MORE. AND IF WE CAN START THAT EARLIER, THEN STUDENTS ARE BUILDING UP THEIR FORTITUDE SO THEY CAN REALLY TAKE THAT JUMP INTO AP
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WHEN THEY'RE FEELING COMFORTABLE. BUT WE'RE SEEING THAT HAPPEN EARLIER NOW, WHICH IS WHY WE SEE SOME OF THOSE INCREASES OF NUMBERS AT NINTH AND 10TH GRADE.AND STUDENTS AREN'T WAITING UNTIL THEY GET TO THE SENIOR HIGH TO DIP THEIR TOE IN THE AP POOL.
FINALLY, NOT FINALLY. WE HAVE AN INCREASED FOCUS ON CMR DISTRICT WIDE.
AP IS ONE OF THE TEN PATHWAYS THAT ALLOWS A STUDENT TO SHOW THAT THEY ARE COLLEGE CAREER READY.
BUT SITTING ON THE FENCE, SHOWING THEM ALL OF THE BENEFITS THEY CAN RECEIVE FROM BEING CMR MET ALL OF THOSE INCENTIVES THAT THEY CAN HAVE BECAUSE IT CAN OPEN THEIR EYES A LITTLE BIT, AND IT CAN ALLOW THEM TO MAYBE TAKE ONE OF THOSE COURSES EARLIER AND NOT WAITING UNTIL THE LAST MINUTE TO DECIDE HOW THEY'RE GOING TO TO GET THAT INDICATOR.
AND FINALLY IN BOLD, BECAUSE IT IS THE MOST IMPORTANT TO ME IS OUR AP TEACHERS.
THEY REALLY ARE. WHY OUR AP PROGRAM IS SO SUCCESSFUL ACROSS THIS DISTRICT.
THESE COURSES ARE HARD. OUR TEACHERS MAKE THEM FUN THAT STUDENTS ENJOY DOING THE WORK.
I HAVEN'T FOUND TEACHERS AS PASSIONATE ABOUT THEIR CONTENT AS I HAVE WITH OUR AP TEACHERS.
THEY LOVE WHAT THEY TEACH AND IT IS CLEAR AND THEIR KIDS KNOW IT.
AND WHEN THE KIDS SEE A TEACHER IN THEIR CLASSROOM THAT JUST LOVES WHAT THEY DO AND THEY LOVE WHAT THEY TEACH, AND THEY WANT TO MEET THE EXPECTATIONS OF THOSE TEACHERS, EVEN IF THEY ARE EXTREMELY HIGH, WHICH THEY ARE. SOME THINGS THAT WE'RE DOING TO LOOK AHEAD TO THIS YEAR AND BEYOND, WE DEFINITELY NEED TO.
WHATEVER WAS IN THE SECRET SAUCE WITH AP PRE-CAL, WE'RE GOING TO KEEP IT GOING.
I DO ANTICIPATE WE SEE THAT PROGRAM GROW EVEN MORE SINCE THE HONORS OPTION WAS TAKEN OFF THE TABLE.
WE HAVE A LOT OF STUDENTS, ESPECIALLY STUDENTS THAT ARE READY FOR PRE-CAL BY NINTH OR 10TH GRADE.
WE HAVE THOSE STUDENTS THAT ARE READY FOR AP INSTEAD OF HONORS AND EVEN AT THE SENIOR HIGH LEVEL, WHICH WAS REALLY THE INTENT OF AP PRE-CAL TO GIVE A CAPSTONE MATH AP EXPERIENCE TO STUDENTS WHO MIGHT NOT HAVE BEEN ACCELERATED IN MATH PREVIOUSLY.
IT ALLOWS THEM TO TAKE PRECALCULUS AND LEAVE HIGH SCHOOL WITH AN AP MATH COURSE ON THEIR TRANSCRIPT.
WE WANT TO EXPAND THAT OPPORTUNITY EVEN MORE.
AND NOW THAT STUDENTS ARE SEEING THAT THERE ARE A LOT OF OTHER KIDS BEING SUCCESSFUL IN THIS COURSE, EVEN IF THEY MIGHT HAVE BEEN A LITTLE BIT TENTATIVE TO GO IN THIS YEAR, THAN MAYBE THE WORD WILL GET OUT AND WILL CONTINUE TO SEE THAT AMAZING PROGRAM GROW.
AND NOW WE HAVE FOUR OF OUR SIX HIGH SCHOOLS THAT HAVE BEEN ABLE TO OFFER AP SEMINAR.
AND WE'RE GOING TO BE BRINGING THE OTHER TWO ON BOARD, I HOPE.
WE'RE GOING TO CONTINUE TO GROW THAT PROGRAM AS MUCH AS WE CAN. IT IS A FANTASTIC CLASS.
IT PREPARES KIDS FOR COLLEGE LIKE NO OTHER AP CLASS CAN, BECAUSE IT REALLY HELPS STUDENTS DEVELOP THE SKILLS THAT THEY WILL NEED IN COLLEGE, NO MATTER WHAT THEIR MAJOR IS, WHAT KIND OF SCHOOL THEY GO TO.
IT'S ANALYTICAL THINKING, IT'S TEXTUAL ANALYSIS, AND STUDENTS THAT TAKE AP SEMINAR END UP BEING MORE SUCCESSFUL IN AP, US HISTORY AND AP ENGLISH LANG THAN STUDENTS THAT DO NOT TAKE AP SEMINAR.
SO WE CONTINUE TO TRY TO GET THE WORD OUT AND BUILD THOSE PROGRAMS. WE HAVE SOME NEW AP COURSES THAT THE COLLEGE BOARD WILL BE ROLLING OUT, BUT SINCE THEY ARE TIED MORE TO CTE, WE DEFINITELY NEED TO MONITOR UPDATES FROM THE STATE BOARD AND TI.
AND IF THOSE COURSES ARE NOT TIED TO A PROGRAM OF STUDY, IF THEY DON'T, FURTHER STUDENTS EFFORTS IN GETTING THEM TO THAT COLLEGE OR CAREER READY INDICATOR, THEN WE WANT TO KIND OF HOLD BACK AND WAIT FOR FURTHER GUIDANCE ON THAT.
AND SO IT GENERATES A PERSONALIZED LETTER THAT STUDENTS CAN RECEIVE THAT HAS THEIR NAME AT THE TOP.
AND IT SAYS BASED ON SCORES ON EXAMS YOU'VE ALREADY TAKEN, YOU CAN BE SUCCESSFUL IN THESE COURSES.
SO STUDENTS RECEIVE THAT LETTER. COUNSELORS USE THAT INFORMATION TO ADVISE STUDENTS TO SAY, HEY, THESE NUMBERS DON'T LIE. YOU HAVE A THIS, THIS, THIS FORMULA SAYS YOU HAVE A 60% CHANCE OF DOING WELL IN THIS AP CLASS.
WHY DON'T YOU GIVE IT A TRY? AND WHEN A STUDENT SEES THEIR NAME ON A PIECE OF PAPER SAYING, YOU, YOU STUDENT CAN BE SUCCESSFUL BECAUSE OF THESE SCORES AND THESE CLASSES, THEN THAT REALLY SPEAKS TO THE GENERATION OF STUDENTS WE HAVE IN OUR CLASSROOM TODAY.
[00:35:01]
AND FINALLY, WE ARE LOOKING AT WAYS TO MORE FORMALLY RECOGNIZE OUR AP TEACHERS, INCREASES IN PARTICIPATION IN THEIR COURSES, INCREASES IN PERFORMANCE ON AP EXAMS. WE WANT TO FIND OPPORTUNITIES THAT WE HAVE TO RECOGNIZE THE HARD WORK OF THESE AP TEACHERS AND SHOW THEM THAT THAT PEOPLE ARE PAYING ATTENTION. PEOPLE ARE RECOGNIZING THE WORK THEY DO AND THE SUCCESS THAT THEY'RE HAVING WITH THEIR KIDS.THANK YOU, DOCTOR MOORE, FOR THE GREAT PRESENTATION. TRUSTEES. WHAT QUESTIONS OR HOT SPORTS OPINIONS DO YOU HAVE FOR DOCTOR MOORE THIS EVENING? WELL, I WAS GOING TO SAY OUR ENROLLMENT IS DECLINING OVER THE WHOLE DISTRICT OVER YEARS, OUR ECONOMICALLY DISADVANTAGED POPULATION OF OF STUDENTS IS TRENDING UPWARD, YET OUR AP ENROLLMENT IS UP AND OUR AP THREE OR MORE SCORES IS UP.
SO I JUST HAD TO MENTION THAT OBSERVATION. AND I THINK THAT'S WONDERFUL.
AND I HAD ONE QUESTION ABOUT THE EXAM WAIVERS.
YES. IF IF WE'RE ASKING THE STUDENTS TO NOT BE EXEMPT FROM THE AP EXAM, ARE OUR SCHOLARSHIPS AVAILABLE FOR THE STUDENTS WHO MIGHT HAVE A CHALLENGE IN PAYING FOR THAT EXAM? THERE ARE FEE REDUCTIONS THAT THE COLLEGE BOARD OFFERS AND THAT TI PROVIDES AN ADDITIONAL SUBSIDY FOR.
IT DOESN'T COVER THE FULL COST OF THE EXAM, BUT IT DOES HELP ALLEVIATE SOME OF THAT COST.
CAMPUSES ALSO USE THEIR CHANNELS TO HELP SUPPORT STUDENTS THAT HAVE EXPRESSED A NEED, AND WE HAVE BEEN HAVING TALKS AT THE DISTRICT LEVEL AS WELL TO FIND OTHER OPPORTUNITIES THAT WE CAN TO HELP SUPPLEMENT SOME OF THAT COST, BECAUSE YOU START TAKING A LOT OF AP CLASSES AND YOU START RACKING UP QUITE A BILL AS A FAMILY. RIGHT. BUT YOU ALSO ARE PUTTING MONEY IN YOUR BACK POCKET, BECAUSE IT MIGHT BE A COURSE THAT IS WAIVED AT THE COLLEGE THAT YOU WANT TO ATTEND.
THAT'S PART OF OUR EDUCATION AS WELL. YES. OKAY.
THANK YOU. GO AHEAD. CATHERINE. THE THE LAST THING YOU MENTIONED IS A LOT OF THE SUCCESS IS DUE TO OUR AMAZING AP TEACHERS.
AND JUST FOR EVERYBODY'S EDIFICATION IN ORDER FOR SOMEBODY TO TEACH AP, I'M ASSUMING THAT THERE ARE ADDITIONAL TRAINING AND CERTIFICATIONS THAT THESE TEACHERS NEED TO. AND I THINK, FOLKS, IF YOU COULD TALK ABOUT THAT, FOLKS NEED TO UNDERSTAND HOW DEDICATED THESE. SURE.
MOST OF OUR AP TEACHERS ATTEND AP SUMMER INSTITUTES.
THIS IS A WEEK LONG, CONTENT FOCUSED OPPORTUNITY THAT THEY HAVE TO REALLY DIG INTO THEIR COURSES.
WE HAVE TEACHERS THAT GO BEFORE THE FIRST TIME THEY TEACH A CLASS THEY'RE WELCOME TO GO AFTER THEY'VE BEEN TEACHING IT A WHILE, ESPECIALLY AFTER A COURSE HAS BEEN REFRESHED.
THEY HAVE A NEW SET OF STANDARDS OR RESOURCES.
THEN WE WE SAY, YOU KNOW, IF YOU CAN AT ALL GO, THEN WE ENCOURAGE YOU TO GO.
BEYOND THAT, THERE'S A LOT MORE GRADING IN SOME OF THESE AP CLASSES.
THE LEVEL OF WORK, THE AMOUNT OF WORK THAT THAT TEACHERS ARE, ARE ASKING KIDS TO DO.
THEY ACTUALLY HAVE TO READ IT AND GRADE IT. SO THAT IS IMPORTANT.
THEY'RE SPENDING TIME OUTSIDE OF SCHOOL ON TUTORIALS.
BUT THESE TEACHERS, THEY DO. THEY LOVE IT. THEY DO IT BECAUSE THEY LOVE IT, AND THEY SEE THE BENEFIT OF IT, AND THEY ARE WILLING TO PUT IN THAT EXTRA WORK.
AND THE BENEFIT FROM THEM IS SEEING THESE KIDS FIND THEMSELVES SUCCESSFUL ON THESE EXAMS. AND THAT IS THAT IS THE GREATEST REWARD FOR A TEACHER.
BUT I WILL SAY I'M EXCITED TO SEE THAT WE HAVE KIDS STARTING THEM SOONER, BECAUSE THE FIRST TIME MY SON TOOK AN AP CLASS AND THEN DECIDED HE WAS GOING TO COAST AND TAKE AN HONORS CLASS THE NEXT TIME.
HE ACTUALLY ADMITTED TO ME THAT HE FOUND THE DISCUSSION AND HIS PEERS IN HIS AP CLASS MUCH MORE INTERESTING AND GOT A LOT MORE OUT OF THE CLASS. AND SO I'M THRILLED THAT YOUNGER KIDS ARE TAKING IT SO THEY HAVE THE OPPORTUNITY TO SEE THAT.
YOU KNOW WHAT? GETTING MY BRAIN STRETCHED A LITTLE BIT MORE IS ACTUALLY A GOOD THING.
EXCELLENT. I LOVE THE AP POTENTIAL TOOL SO THAT WE'RE GETTING MORE KIDS INTO THE AP CLASSROOM.
IS THERE A PART OF THAT THAT ALSO HELPS MAKE SURE THAT THE KIDS THAT MIGHT NOT THINK OF THEMSELVES AS AP MATERIAL, LIKE THAT, WE CAN HELP COACH THEM TO WANT TO TAKE THE AP TEST? THAT'S YES, BECAUSE THAT'S PART OF THE THE GUIDANCE AND COUNSELING PROCESS IS THEM SHARING KIND OF THE RATIONALE BEHIND THIS TOOL.
WE'RE NOT JUST GIVING A LIST OF SUGGESTIONS THAT ARE, YOU KNOW, JUST OUT OF THE OUT OF A HAT.
THIS IS HARD DATA THAT IS BEING USED TO PREDICT THIS OUT.
AND SO WHEN STUDENTS, IT'S HARD FOR STUDENTS TO ARGUE WITH THAT AND TO SAY YOU MIGHT NOT FEEL LIKE IT, BUT YOU CAN DO IT. AND SO THAT IS THAT IS OUR COUNSELOR'S SUPERPOWER, IS TO GET KIDS TO STRETCH THEMSELVES AND TO TRY SOMETHING THAT THEY MIGHT NOT HAVE BEEN
[00:40:01]
WILLING TO DO. THERE'S A LOT OF OUR OUR HIGH SCHOOL STUDENTS ARE WANTING TO TAKE THE PATH OF LEAST RESISTANCE, AND IT JUST TAKES ONE ADULT SAYING, I REALLY BELIEVE YOU CAN DO THIS.I WANT TO PIGGYBACK ON THAT. BECAUSE I WAS LOOKING AT THE NUMBERS AND HOPEFULLY I'VE GOT THEM RIGHT.
I THINK IT WAS 16% FOR HISPANIC, BUT THEIR AVERAGE SCORE IS A 3.3.
SO THE ONES THAT ARE TAKING THESE CLASSES ARE COMING OUT SUCCESSFUL.
SO AND I'VE HAD A COUPLE OF CONVERSATIONS WITH DOCTOR WILLIAMS ABOUT THIS TOO.
BUT YOU KNOW, THE COMMUNICATIONS PIECE, THE POTENTIAL LETTERS THAT ARE GOING OUT.
YOU KNOW, I WOULD LOVE TO SEE THESE IN SPANISH.
29% OF OUR STUDENT BODY IS HISPANIC AND SPANISH SPEAKERS.
SO JUST WANTED TO START HAVING THOSE CONVERSATIONS OF, AS WE ROLL THESE THINGS OUT AND AS WE HAVE TOUCHPOINTS WITH THE STUDENTS AND THE PARENTS THAT WE MAKE SURE THAT THEY'RE GETTING THE MESSAGE AS WELL.
BECAUSE I HAVE, YOU KNOW, YOU MIGHT HAVE A CHILD THAT TALKS TO A COUNSELOR AND GETS IT, BUT THAT LETTER MAY NOT END UP IN THE PARENTS HANDS. RIGHT? AND IF IT DOES, YOU KNOW, DO THEY REALLY KNOW WHAT THAT MEANS? SO THIS IS ALL GREAT INFORMATION, GOOD DATA. AND I WOULD LOVE TO JUST CONTINUE TO US TO, TO SEARCH FOR WAYS TO REACH PARENTS.
THAT IS A GREAT SUGGESTION. AND AS WE START GETTING THE SCORES BACK THAT ENABLED US TO USE THIS TOOL THIS YEAR, I DEFINITELY WANT TO TAKE THAT SUGGESTION TO OUR COUNSELING TEAM. SO I'M GOING TO PIGGYBACK ON THAT TOO, BECAUSE AS YOU WERE TALKING ABOUT THIS AND LOOKING AT THE DEMOGRAPHIC COMPARISON SLIDE, IT JOGGED MY MEMORY ABOUT A NEW YORK TIMES ARTICLE, AND I GOOGLED IT FROM 2012 ABOUT HOW, BECAUSE OF TEXAS TOP TEN AUTOMATIC ADMIT TO STATE UNIVERSITY OF YOUR CHOICE, THAT THE UNIVERSITY OF TEXAS HAD A HIGHER STUDENT ATTRITION RATE THAN COMPARABLE UNIVERSITIES IN OTHER STATES.
SO LIKE UNC, CHAPEL HILL, OR WHICHEVER UC SCHOOL YOU WANT TO, YOU KNOW, UNIVERSITY, CALIFORNIA SCHOOL, OR UNIVERSITY OF WASHINGTON, WHATEVER. SO IT WAS REALLY DIVING INTO THE ISSUES AS TO WHY.
BECAUSE NOT ALL, YOU KNOW, THERE'S A LOT OF VARIATION IN DISTRICTS ACROSS THE STATE AND PART OF WHAT THIS ARTICLE TALKED ABOUT, WHAT THEY WERE FINDING IS THAT, YOU KNOW, FROM DISTRICT TO DISTRICT, IF YOU SEND OUR TOP 10% TO UT, THEY ALL LIKELY HAVE MULTIPLE AP CLASSES OR DUAL CREDIT CLASSES OR SOME SORT OF ALREADY COLLEGE CREDIT.
BUT IF IF THEY'RE IN A DISTRICT THAT MAYBE ONLY OFFERS ONE AP CLASS OR DOES NOT HAVE THE SAME, YOU KNOW, RIGOR AND ACADEMICS AS PLANO, THOSE STUDENTS MAY BE SHOWING UP IN A DIFFERENT SPOT.
AND SO I WAS THINKING ABOUT THIS ARTICLE AND LOOKING AT THE OTHER THE OTHER ONE OF THE THINGS THAT WAS DISCUSSED, AND IT'S BEEN A HOT MINUTE SINCE I READ IT, I GOOGLED IT AND I'LL PULL IT UP AND I'LL SEND IT TO YOU.
THANKS. BUT TALKING ABOUT, YOU KNOW, MAYBE STUDENTS COMING FROM HOMES THAT THE PARENTS HAVE NOT DONE COLLEGE COURSEWORK, RIGHT, WHICH IS APPLICABLE HERE, OR STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED, WHO, YOU KNOW, HAVE OTHER CHALLENGES OUTSIDE OF JUST TRYING TO GO TO CLASS AND GO TO COLLEGE, RIGHT? AND, YOU KNOW, SORT OF NOT ONLY THE ACADEMIC BUT THE, THE SOCIAL DETERMINANT FACTORS THAT WAS CAUSING THIS HIGHER ATTRITION RATE AT UT.
AND SO I'M, I DON'T KNOW THAT THERE'S ANY UPDATE TO THIS OR WHAT THE UNIVERSITY OF TEXAS SYSTEM HAS DONE OR A&M OR ANY OF OUR PUBLIC UNIVERSITY SYSTEMS HAVE DONE, YOU KNOW, SORT OF SINCE THEN. RIGHT. THIS WAS 13 YEARS AGO.
BUT I'LL SEND YOU THIS ARTICLE, AND I'M JUST SUPER CURIOUS IF THERE IS ANYTHING THAT WE CAN LEARN FROM OUR HIGHER ED PARTNERS TO TRY AND UNDERSTAND, HOW DID THEY HELP SUPPORT SOME OF THESE STUDENTS IN COLLEGE COURSEWORK, AND ARE THERE WAYS THAT WE ARE THERE? ARE THERE STRATEGIES WE CAN ADOPT TO HELP SUPPORT OUR STUDENTS IN THIS COURSEWORK THAT MAY COME FROM AN ECONOMICALLY DISADVANTAGED BACKGROUND, OR ARE PART OF OUR SUBPOPULATIONS THAT, YOU KNOW, TRADITIONALLY ARE NOT WE'RE NOT SEEING IN THE SAME LEVEL AS AP AS IS OTHERS. SO SORRY FOR THE LIKE 13 YEAR OLD NEWS ARTICLE, BUT IT'S SUPER INTERESTING, WHICH IS WHY I WAS THINKING ABOUT IT.
I'LL SEND IT TO YOU. THANKS. BUT I WOULD BE VERY INTERESTED IF THERE IS ANY UPDATE FROM FROM THEM IN TERMS OF HOW THEY HAVE TRIED TO LOWER THAT ATTRITION RATE AND WHAT HAS BEEN SUCCESSFUL.
THE COLLEGE BOARD DOES A GREAT JOB WITH NOT ONLY BRINGING ON ISD PARTNERS OR, YOU KNOW, K-12, BUT ALSO HIGHER EDUCATION SINCE THEY ARE THE BRIDGE.
[00:45:01]
AND SO THERE ARE A LOT OF OPPORTUNITIES WHEN I GET TO CONNECT WITH AT COLLEGE BOARD EVENTS, WITH THE HIGHER ED PIECES, AND I ALWAYS TRY TO MAKE A BEELINE FOR SESSIONS AT CONFERENCES THAT PROVIDE SOME OF THAT INFORMATION, BECAUSE THAT'S SOMETHING THAT JUST WON'T BE ON OUR RADAR, JUST IN THE ETHER.BECAUSE IT'S ALL GREAT TO SAY YOU GOT A THREE YEAR READY FOR COLLEGE, BUT ARE YOU REALLY READY FOR THAT? ONCE YOU ARRIVE AT THAT INSTITUTION. I WILL ALSO SAY THAT I THINK THE PLANO GRADS THAT ARE IN THE ROOM WILL SAY, WHEN THEY WENT TO THEIR FRESHMAN YEAR OF COLLEGE, IT WAS EASY.
A LOT OF TIMES BECAUSE THEY SAID, OH, WE DID THIS IN HIGH SCHOOL, WE DID THIS IN HIGH SCHOOL.
AND LOOK, I LOOKED AROUND AT SOME OF MY FRIENDS THAT WERE LIKE, WHAT YOU DID YOU TOOK WHAT? YEAH, JUST I THOUGHT EVERYBODY COULD DO THAT.
AND I THINK THAT WE ARE JUST PREPARING OUR KIDS IN A REALLY GREAT WAY.
RIGHT. AND SO IT IT'S JUST I MEAN, I THINK HER GRADUATING CLASS WAS LIKE 28 PEOPLE.
SO IT JUST SHOWS YOU THE, THE KIND OF VARIANCES ACROSS THE STATE.
OKAY. I HAVE A REAL QUESTION. NOT MY MUSINGS ABOUT A 13 YEAR OLD NEWS ARTICLE THAT I READ.
I'M CURIOUS HOW. AND THIS IS NOT A QUESTION I EXPECT YOU TO KNOW OFF THE TOP OF YOUR HEAD.
SO UPDATE LATER AT SOME POINT. BUT HOW? HAVING AP PRECALCULUS IF IT IS IMPACTED OUR AP CALCULUS ENROLLMENT, ARE WE SEEING HIGHER AP CALCULUS ENROLLMENT AFTER AFTER STUDENTS HAVE BEEN SUCCESSFUL IN PRE-CAL, MAYBE AS JUNIORS AND THEN DECIDING TO GO AHEAD AND TAKE AP CALCULUS.
AND THEN OR, YOU KNOW, THIS YEAR, ARE WE SEEING DIFFERENCES IN SUCCESS RATE ON THE AP CALCULUS EXAM? SO I'M, I'M JUST CURIOUS IF THAT INTRODUCTION OF AP PRE CALCULUS IS LEVELING UP IN TERMS OF SUCCESS EITHER BOTH WITH ENROLLMENT AND EXAM SCORES FOR AP CALCULUS. YEAH, I'M HOPING THAT WE WILL SEE AN INCREASE IN THOSE CALCULUS SCORES, BECAUSE THIS WILL BE THE FIRST YEAR THAT KIDS THAT TOOK AP PRE-CAL LAST YEAR WOULD WOULD BE TAKING CALCULUS.
BUT SOME KIDS WILL SAY, I DID SO WELL ON THIS PRE-CAL EXAM, I'M DEFINITELY GOING TO GO TO AT LEAST A, B AND MAYBE EVEN BC. SEE, THAT'S WHAT I WAS THINKING BECAUSE AS A JUNIOR I TOOK PRE-CAL AND THEN I WAS LIKE, I'M NOT TAKING MATH MY SENIOR YEAR. SO AND I ENDED UP DOING IT IN COLLEGE AND IT'S FINE.
BUT JUST CURIOUS IF KIDS ARE OR, YOU KNOW, OUR STUDENTS ARE REALLY YOUNG ADULTS AT THAT POINT.
BUT IF OUR STUDENTS ARE MORE MOTIVATED TO CONTINUE ON TO PRE-CAL OR TO CONTINUE, CONTINUE ON TO CALCULUS AFTER TAKING PRE-CAL QUESTIONS DOWN ON THIS SIDE, MICHAEL, OR.
YEP, I'VE GOT A COUPLE CALCULUS BC IS TOUGH. VERY DIFFERENT THAN AP PRE-CALC.
I'M GOING TO GO WITH A COMPLIMENT SANDWICH FIRST.
I THINK THAT THESE RESULTS ARE REALLY, REALLY, REALLY EXCELLENT.
I KNOW TWO YEARS AGO WHEN WE HAD THIS PRESENTATION WE HAD SIGNIFICANTLY LESS KIDS ACROSS THE BOARD IN AP EXAMS AND THE RISING TIDE LIFTS ALL BOATS. AND SO I THINK YOU GUYS HAVE DONE A GREAT JOB WITH THE COMBINATION OF IMPLEMENTING POLICY, BUT ALSO REALLY JUST EXECUTING THIS REALLY WELL.
AND I THINK THAT THE GROWTH THAT WE'VE SEEN HERE IS REALLY, REALLY PHENOMENAL.
IT FEELS LIKE WE'RE NOT PUSHING OURSELVES. AND I KNOW THAT WE HAVE GONE UP, YOU KNOW, ALMOST, YOU KNOW, FIVE PERCENTAGE POINTS, YOU KNOW, OR MORE EVEN ACTUALLY FROM OUR SORT OF TROUGH HERE, SEVEN PERCENTAGE POINTS. AND WE'VE GOT A LOT OF STUDENTS IN THERE. BUT IT FEELS TO ME LIKE WE ARE MISSING IF WE HAVE SUCH A, A, A MUCH HIGHER PERCENTAGE OF PASS RATE THAN THE STATE OR EVEN THE GLOBE, IT FEELS LIKE WE ARE MISSING A LARGE SWATH OF STUDENTS, AND IT FEELS LIKE THOSE STUDENTS ARE BOTH LATINO AND AFRICAN AMERICAN. AND I UNDERSTAND THAT WE'RE USING THE PSAT AS A SORT OF BAROMETER, AND I'M WONDERING IF THERE IS SOME COMBINATION OF AP SEMINAR AND EITHER MIDDLE SCHOOL GPA OR SOMETHING ELSE THAT WE CAN USE AS A PROXY TO START GETTING MORE KIDS IN THOSE CLASSES. BECAUSE TO ME, I WOULD FEEL MUCH BETTER IF WE SAW THE NUMBER OF KIDS SORT OF GO UP 10% AND OUR SCORES GO DOWN, YOU KNOW, INSTEAD OF 80% PASS, WE HAD A 70% PASS RATE.
THAT WOULD MAKE MORE SENSE TO ME, BECAUSE I FEEL LIKE THE MORE WE CONTINUE TO I MEAN, AGAIN,
[00:50:04]
I'M NOT TAKING AWAY ANYTHING FROM THE TEACHERS. I THINK THE TEACHERS ARE DOING A FANTASTIC JOB, OBVIOUSLY, BUT I JUST FEEL LIKE WE'RE NOT GETTING ENOUGH KIDS IN THESE CLASSES, AND IF WE CAN JUST FIGURE OUT A WAY AND I REALLY THINK WE SHOULD THINK REALLY LONG AND HARD ON ON THIS, BECAUSE THAT, TO ME, FEELS LIKE THE LAST PIECE OF THIS PUZZLE THAT WE NEED TO UNLOCK.AND THIS FEELS LIKE IT'D BE AN EASY WIN TO GET AN EXTRA 10% OF THAT POPULATION.
JUST TAKING ONE AP CLASS AND CHECKING THAT BOX.
I SHARE THAT 100%. WE ARE NEVER HAPPY WITH JUST SEEING INCREASES IN PERFORMANCE.
WE ALSO WANT TO SEE INCREASES IN PARTICIPATION.
SO WHEN WE'RE LOOKING AT THOSE STAFF RECOGNITIONS, WE'RE NOT JUST GOING TO HEAP ALL THE PRAISE. IF YOUR SCORES KEEP GOING UP, IF YOU'RE NOT ALSO DIVERSIFYING YOUR PARTICIPATION.
SO THAT IS VERY IMPORTANT TO US AS WELL. SO THANK YOU FOR VOICING THAT.
WAS THAT AN OPEN FACE SANDWICH? THE COMPLIMENT SANDWICH.
IT WAS MORE OF A WHAT DO YOU CALL IT, LIKE ONE OF THOSE MONTE CRISTO THINGS? NO, I THE LAST PIECE I WOULD SAY IS THE THE ONE THING THAT I REALLY LIKED A LOT ABOUT THE DATA HERE IN PARTICULAR IS THAT OUR NOT ONLY DID WE SEE AND YOU DON'T HAVE THIS DATA, BUT I'VE SEEN THE DATA FOR THE LAST THREE YEARS, OUR AFRICAN AMERICAN AND LATINO KIDS, MORE OF THEM ARE TAKING AP CLASSES.
AND SO WE HAVE DEFINITELY SEEN A RISE IN THAT.
AND SO I DID NOT WANT TO MINIMIZE THAT. THAT WAS THE LAST THING I WAS GOING TO SAY WAS THAT EVEN THOUGH I KNOW THAT WE STILL HAVE A LONG WAY TO GO, WE HAVE SEEN SIGNIFICANT PROGRESS OVER THE LAST TWO YEARS, AND YOU GUYS SHOULD DEFINITELY BE COMMENDED FOR THAT BECAUSE, AGAIN, RISING TIDE LIFTING ALL BOATS. BETTER FOR ALL KIDS. THANK YOU. AWESOME LOOKING THIS WAY.
COMMENTS. WELL, I CAN'T LET EVERYONE ELSE HAVE A COMMENT OR A QUESTION AND NOT HAVE ONE.
I'LL BE QUICK THOUGH. THANK YOU. I KNOW IT'S A LOT YOU'VE HEARD FROM ALL OF US TONIGHT.
ONE QUESTION. ONE OF YOUR EARLIER SLIDES HAD, I THINK IT WAS THE MEAN SCORES FOR THE DISTRICT, TEXAS AND GLOBAL. I DON'T EXPECT YOU TO HAVE NUMBERS OFF THE TOP OF YOUR HEAD, BUT DO YOU HAVE AN IDEA FOR HOW WE'RE DOING COMPARED TO JUST THE US, OR IS THAT DATA AVAILABLE? NO, THEY DON'T REPORT THAT SINCE THEY CALL IT GLOBAL.
THE VAST MAJORITY OF THOSE ARE IN THE UNITED STATES. BUT YOU CAN TAKE AP CLASSES AROUND THE WORLD.
GOT IT. THANK YOU. YOU'RE WELCOME. ALL RIGHT.
AWESOME. I THINK THE SUPERINTENDENT HAS SOME COMMENTS. YEAH. I JUST WANT TO COMMEND THE TEAM.
IT'S BEEN OUR LEADERSHIP TEAM. IT'S BEEN REALLY ALL HANDS ON DECK.
AND WE'VE WE WE'VE HAD A HYPER FOCUS ON THE BOOKENDS BEING THE, THE LATTER PART OF WE WANT TO MAKE SURE THAT EVERY STUDENT HAS A PLAN GOING FORWARD. AND I REALLY, REALLY APPRECIATE THE ENCOURAGEMENT OF ONCE UPON A TIME, WE USED TO HAVE THE AP WARS AND IT WAS LIKE, OKAY, AP OR DUAL CREDIT, YOU CAN'T HAVE BOTH.
AND THAT IS NO LONGER THE CASE FOR US. IT IS HOW DO WE MAXIMIZE OPPORTUNITIES FOR STUDENTS IN EVERY WAY, SHAPE OR FORM? HOW DO WE TAILOR STUDENT STRENGTHS IN A WAY THAT COMPLEMENTS THEIR FUTURE? AND I THINK WE CAN SEE THE RESULTS CLEARLY. AND SO THANK YOU FOR YOUR HARD WORK, YOUR YOUR VISION, YOUR PERSISTENCE. WE MOVED SOME CHEESE ALONG THE WAY.
BUT I THINK THAT THAT IS, YOU KNOW, I THINK THAT'S PART OF, OF THE CYCLE OF CONTINUOUS IMPROVEMENT.
HOW DO YOU HOW DO YOU SET SOME BOLD GOALS? AND I KNOW THAT WE'RE NOT THERE YET, BUT HOW DO WE SET THOSE GOALS? AND THEN HOW DO WE REMOVE THE BARRIERS AND THINK DIFFERENTLY.
THANKS. THANK YOU. ALL RIGHT. THANK YOU, DOCTOR MOORE.
MOVING RIGHT ALONG. OUR NEXT REPORT ON THE AGENDA IS AGENDA ITEM 7.2.
ELECTRICAL ENGINEERING ACADEMY REPORT. I THINK THIS WILL BE ELECTRIFYING.
I WILL INVITE DOCTOR KRISTEN EDNEY, EXECUTIVE DIRECTOR OF CMR AND DAN BIELER, CTE COORDINATOR, TO PLEASE PRESENT. OKAY. DAN IS POINTING AT DOCTOR EDNEY.
ALL RIGHT. GOOD EVENING, DOCTOR TYRA. DOCTOR WILLIAMS, BOARD OF TRUSTEES MEMBERS AND CABINET.
I'M REALLY EXCITED TO BRING FORWARD AND GIVE YOU INFORMATION ON THIS EXCITING NEW OPPORTUNITY FOR OUR KIDS, THE ELECTRICAL ENGINEERING ACADEMY. AND BEFORE WE DIG INTO INFORMATION ON THIS, I REALLY WANT TO INTRODUCE THE BRAINS AND THE
[00:55:08]
BRAWN BEHIND THIS INCREDIBLE NEW OPPORTUNITY FOR OUR STUDENTS.SO I JUST WANT TO INTRODUCE A COUPLE PEOPLE. DAN BLEIER IS THE CAREER AND TECHNICAL EDUCATION COORDINATOR WHO SUPPORTS ENGINEERING, INFORMATION TECHNOLOGY AND OUR AFTER SCHOOL ROBOTICS PROGRAM.
AND SO HE'S BEEN WORKING WITH EAST TEXAS A&M TO DEVELOP THE ELECTRICAL ENGINEERING ACADEMY.
AND THEN WE HAVE BRI SMITH, WHO IS OUR DIRECTOR OF CMR AND OVERSEES OUR DUAL CREDIT PROGRAMS. AND SHE'S THE ONE WORKING BEHIND THE SCENES WITH THE PARTNERSHIP, THE MOU, ALL THE KIND OF LOGISTICS.
AND THEN WE HAVE WITH US TONIGHT OUR SPECIAL GUEST DOCTOR ANDREA GRAHAM.
SHE'S THE DEAN AND ASSOCIATE PROFESSOR FOR THE COLLEGE OF SCIENCE AND ENGINEERING AT EAST TEXAS A&M.
AND THEN WE. YES. AND THEN WE HAVE NIKKI STEELE.
SHE'S THE EXECUTIVE DIRECTOR FOR SECONDARY PARTNERSHIP INITIATIVES AT EAST TEXAS A&M.
AND WE'RE SO GRATEFUL THAT THEY'RE HERE TONIGHT. OKAY.
SO THE ELECTRICAL ENGINEERING ACADEMY HELPS US IN REALIZING OUR DISTRICT VISION THAT STARTED SEVERAL YEARS BACK, LIKE OVER FIVE YEARS AGO. AND IT SUPPORTS PILLAR TWO LIFE READINESS OF OUR DISTRICT STRATEGIC PLAN SINCE IT FOCUSES ON FUTURE READY WORKFORCE NEEDS. IT ALSO SUPPORTS OBJECTIVE 2.1, SINCE IT PROVIDES A PATHWAY TO ELECTRICAL ENGINEERING, WHICH IS A HIGH WAGE, HIGH DEMAND CAREER. AND NOW WE HAVE THAT PATHWAY FOR OUR KIDS.
SO WE WILL NOW CLOSE THE LOOP ON THAT VISION.
YOU GOT TO MEET TWO OF OUR GUESTS TONIGHT WHO ARE FROM EAST TEXAS A&M.
SO WHAT IS THE ELECTRICAL ENGINEERING ACADEMY? WELL, IT'S A UNIQUE EXPERIENCE AND OBVIOUSLY IT'S FOCUSED ON ENGINEERING.
THE COOL THING IS THAT THE STUDENTS ARE GOING TO BE EARNING HIGH SCHOOL CREDITS ALONG WITH COLLEGE CREDITS, BUT THEN THEY'RE ALSO GOING TO HAVE SOME ENGINEERING CLASSES THAT ARE CTE AND THEIR HIGH SCHOOL ONLY.
THE INSTRUCTION IS PROVIDED BY INSTRUCTORS CREDENTIALED BY EAST TEXAS A&M UNIVERSITY.
WE ARE WORKING ON TRYING TO GET THIS FULLY STAFFED BY EMBEDDED FACULTY, WHICH WOULD BE OUR OWN INSTRUCTORS WHO MEET ALL THE EXPECTATIONS AND THE CURRICULUM SET FORWARD BY EAST TEXAS A&M. SO SUPER EXCITED ABOUT WORKING WITH THEM.
AND BRI HAS BEEN WORKING WITH EAST TEXAS A&M ON SOME SCHOLARSHIP PATHWAYS OR REDUCED PATHWAYS FOR SOME OF OUR TEACHERS WHO ARE INTERESTED IN THIS, TO GET THAT MASTER'S OR THOSE 18 HOURS.
AND SO WE HAVE PATHWAYS TO GET OUR TEACHERS THERE AT A REALLY REDUCED PRICE.
SO WHAT ARE THE BENEFITS, THE ACADEMIC BENEFITS.
WELL, FIRST OF ALL, IT'S EXPOSING STUDENTS TO ENGINEERING CONCEPTS EARLIER.
AND SO, YOU KNOW, HOW MANY TIMES HAVE YOU HEARD ABOUT KIDS THINKING, I WANT TO BE A DOCTOR, AND THEN THEY GO TO COLLEGE, THEY SPEND TIME THERE, AND THEN THEY ARE AFRAID OF BLOOD OR THEY'RE AFRAID OF SOMETHING, AND THEN THEY WASTED TIME AND MONEY. IT HAPPENS IN IN ALL SORTS OF DIFFERENT CAREER PATHWAYS.
SHE SAVED TIME AND MONEY BY HAVING DUAL CREDIT UNDER HER BELT AND TRANSITIONED SEAMLESSLY INTO AN THERESA IS GOING TO LOVE THIS TEXAS TEXAS A&M AND TEXAS TECH UNIVERSITY WITH THE ARCHITECTURE PROGRAM THERE. AND SO THIS REALLY HELPS.
SHE ALSO WAS IT GAVE HER A LEG UP BECAUSE OF ALL THOSE COURSES THAT SHE HAD IN ARCHITECTURE.
THIS IS THAT SAME TYPE OF PROGRAM WHERE OUR KIDS ARE GOING TO GET THOSE EXPERIENCES, WHICH IS GOING TO GIVE THEM A LEG UP, AND THEY'RE GOING TO BE MUCH MORE COMPETITIVE. THEY'RE GOING TO HAVE HANDS ON LEARNING.
AND AS I TALKED WITH DAN AND THE TEAM ABOUT WHAT DOES THAT LOOK LIKE? JUST THE ENGINEERING LAB ACTIVITIES, THE PROJECT BASED LEARNING THEY'RE GOING TO DO.
IT'S PRETTY EXCITING TO HEAR WHAT THESE KIDS ARE GOING TO BE ABLE TO DO IN THESE CLASSES.
THE TUITION WILL BE WAIVED BY EAST TEXAS A&M.
THAT'S BECAUSE OF US HAVING OUR EMBEDDED FACULTY.
[01:00:05]
IT ALSO HAS THAT WAS THOSE WERE THE ACADEMIC BENEFITS.THEY HAVE PERSONAL AND LEADERSHIP BENEFITS. THE KIDS ARE GOING TO BE.
I ALREADY MENTIONED ABOUT THE LABS AND THE CREATIVITY THEY'RE GOING TO BE USING.
WELL, THEY'RE GOING TO BE DOING A LOT OF HANDS ON.
THEY'RE GOING TO BE DOING A LOT OF COLLABORATIVE, COLLABORATIVE PROJECTS.
AND SO INNOVATION AND CREATIVITY IS GOING TO HELP DEVELOP THEM.
THEY'RE GOING TO ALSO LEARN LEADERSHIP AND COLLABORATION, WHICH WHEN YOU THINK ABOUT IT WHEN WHEN STUDENTS ARE APPLYING TO WORK AFTER THEY LEAVE COLLEGE, YES, THEY WANT TO SEE THAT THEY HAVE THE CONTENT KNOWLEDGE, BUT THEY ALSO WANT TO KNOW THEY HAVE THE SOCIAL SKILLS.
THEY CAN WORK WITH OTHER PEOPLE, THEY CAN MAKE DECISIONS ON THE FLY.
THEY CAN GET ALONG. THEY CAN THINK CREATIVELY AND CRITICALLY THINK.
SO THIS IS GOING TO GIVE THE STUDENTS ALL OF THOSE EXPERIENCE.
AND THEN ALSO I ALREADY MENTIONED THEY'RE GOING TO BE IMPRESSIVE.
SO SCHOLARSHIP OPPORTUNITIES EASIER ACCEPTANCE INTO COLLEGES.
OUR KIDS LIKE I SAID EARLIER, THEY'RE EXPLORING THAT THAT CAREER FIELD AND THEY'RE GETTING WORK BASED EXPERIENCES THAT IT'S JUST GOING TO BUILD THEIR RESUME AND THEIR CONFIDENCE AND MAKE THEM MORE PRESTIGIOUS WHEN THEY'RE OUT THERE FIGHTING FOR THOSE JOBS.
THIS IS GOING TO BE A RIGOROUS PATHWAY, SO THEY NEED TO HAVE INITIATIVE AND DRIVE.
THEY NEED TO BE ABLE TO BE ORGANIZED AND BE ABLE TO BALANCE WORK LIFE OR SCHOOL LIFE BALANCE.
THEY NEED TO ATTEND REGULARLY BECAUSE WHEN YOU THINK ABOUT THE COLLEGE CLASSES, MOST OF THEM, IT'S IT WOULD TAKE A YEAR FOR IT IF IT WAS A HIGH SCHOOL CLASS, WHEREAS IT'S A SEMESTER, SO IT'S COMPRESSED.
SO IF THEY MISS A DAY OF SCHOOL THEN THEY'RE MISSING A LOT OF CONTENT.
SO IT'S VERY IMPORTANT THAT THEY HAVE GOOD ATTENDANCE AND ACADEMIC CAPABILITY BECAUSE LIKE I SAID, WHEN YOU SEE THE COURSES THAT ARE GOING TO BE TAKING, THEY HAVE TO BE ABLE TO DO WELL IN VERY RIGOROUS COURSES.
AND SO THEY'VE GOT TO BE ABLE TO GET ALONG AND HAVE A GOOD ATTITUDE, AND ALSO JUST KNOW HOW TO RESPECT AND TALK WITH THEIR PROFESSORS, BECAUSE THEIR PROFESSORS ARE GOING TO EXPECT COLLEGE LEVEL BEHAVIORS AND THEY GOT TO BE COMMITTED TO THE PROGRAM.
ALSO. THEY WE EXPECT THEM TO BE ON A COLLEGE TRAJECTORY BECAUSE THIS WILL SET THEM UP FOR SUCCESS.
SO THE ADMISSION CRITERIA IT IS OPEN TO ALL EIGHTH GRADERS.
WE WILL HAVE 120 SPOTS. THAT'S THE MAXIMUM THEY, THE STUDENTS WILL NEED TO TAKE AND PASS THE TSIA, OR THEY WILL HAVE TO MEET THE TSI BENCHMARK ON SAT.
THEY NEED TO HAVE THAT COMPLETED BY 11TH GRADE YEAR BECAUSE THAT'S WHEN THE COLLEGE CLASSES START.
AND THEN THEY'LL START THOSE COLLEGE COURSES IN 11TH GRADE.
SO THEY HAVE TO BE TSI MET BY 11TH GRADE. AND THEN THEY ALSO HAVE TO PASS THE MATH PORTION OF TSI OR THAT BENCHMARK ON THE SAT OR ACT AS WELL, BECAUSE THEY'RE GOING TO START TAKING THOSE DUAL CREDIT MATH CLASSES THAT JUNIOR YEAR.
THAT WOULD BE TRANSFERABLE CREDITS TO UNIVERSITIES ACROSS THE STATE.
SO HERE YOU CAN SEE THE OUTLINE OF THIS. WE HAVE OUR NINTH GRADE ALL THE WAY THROUGH 12TH GRADE.
ANYTHING IN BLUE. THOSE ARE THE ENGINEERING FOCUSED COURSES.
SO YOU CAN SEE IT'S A BLEND OF ENGINEERING COURSES BOTH CTE AND DUAL CREDIT.
I MENTIONED EARLIER IT'S A FOUR YEAR PROGRAM.
IT WILL START AT JASPER FOR YEAR ONE AND TWO.
IT WILL BEGIN IN 2627 PENDING BOARD APPROVAL.
AND UPGRADES ARE BEING MADE TO JASPER SO THAT WE HAVE THAT CLASSROOM LAB WHERE THEY'RE GOING TO BE DOING THAT COLLABORATIVE, OF LEARNING IN THE ENGINEERING LABS. SO THAT IS HAPPENING AT JASPER.
AND THEN ONCE THEY GET THROUGH 10TH GRADE, THAT 11TH AND 12TH GRADE YEAR WILL BE AT PLANO WEST,
[01:05:04]
WHERE WE ALREADY HAVE CONSTRUCTION GOING ON FOR THAT ELECTRICAL ENGINEERING LAB.AND SO YOU SEE HERE, SEPTEMBER 30TH, WE ARE DOING THE VIRTUAL ACADEMY INFORMATION MEETING.
THIS WOULD BE EMBEDDED IN WITH ALL OF THE OTHER ACADEMIES.
SO WE'D HAVE ALL THE ACADEMIES TOGETHER. THAT WAY WE CAN HELP THE KIDS KNOW.
HEY, IF YOU HAVE AN INTEREST IN THE HEALTH SCIENCES AREA, WE HAVE A PROGRAM FOR YOU.
IF YOU'RE NOT SURE WHAT YOU WANT TO DO, BUT YOU WANT TO MAXIMIZE COLLEGE CREDIT SO THAT YOU CAN SAVE TIME AND MONEY, WE HAVE THE COLLEGIATE ACADEMY FOR YOU AT THE WILDCAT COLLEGIATE ACADEMY FOR YOU.
WE HAVE WE HAVE ACADEMY HIGH SCHOOL. IF YOU LOVE THAT PROJECT BASED LEARNING, YOU WANT TO WORK WITH INDUSTRY PARTNERS AND YOU WANT A REALLY UNIQUE, DIFFERENT LEARNING EXPERIENCE. THEN WE HAVE ACADEMY HIGH SCHOOL, WE HAVE IB WORLD SCHOOL, WE HAVE A PROGRAM FOR YOU, AND NOW WE HAVE ELECTRICAL ENGINEERING ACADEMY FOR THOSE THAT WANT TO PURSUE THAT.
SO THAT WOULD HAPPEN ON THE 30TH. IT'S A VIRTUAL MEETING.
IT'S JUST A HIGH LEVEL OVERVIEW OF ALL THE PROGRAMS. THEN ON OCTOBER 20TH, THAT IS WHEN WE WOULD HAVE AN OPEN HOUSE SPECIFICALLY FOR ELECTRICAL ENGINEERING AT JASPER, AND WE INVITE THE PUBLIC TO COME IN, EIGHTH GRADERS TO COME IN WITH THEIR FAMILIES TO LEARN MORE.
WE ALSO HAVE AND THIS IS OUR FIRST TIME TO DO THIS.
ON OCTOBER 22ND, WE HAVE PLANO FOR YOUR FUTURE EXPO.
THIS IS GOING TO BE AT ACADEMY HIGH SCHOOL AND THEY'RE VERY EXCITED TO HOST IT.
AND SO THE WHOLE FIRST FLOOR WILL BE TAKEN OVER.
WE'LL HAVE COUNSELING CORNER WHERE IF PARENTS AND EIGHTH GRADE PARENTS AND STUDENTS HAVE QUESTIONS, COUNSELORS WILL BE THERE TO HELP THEM. WE'RE GOING TO HAVE TABLES AND SET UP.
WE'LL HAVE STUDENTS FROM THE DIFFERENT PROGRAMS, ALONG WITH STAFF FROM THE DIFFERENT PROGRAMS THERE, TO TALK ABOUT THEIR PROGRAMS AND GET EXCITEMENT ON THE THIRD FLOOR. WE'RE GOING TO HAVE ALL OF OUR CTE PROGRAMS OF STUDY.
SO THAT WAY PARENTS CAN LEARN ABOUT ALL THE OPTIONS.
AND THEN YOU ALREADY HEARD FROM DOCTOR MOORE. HE'S GOING TO BE THERE AS WELL TALKING ABOUT OUR ADVANCED ACADEMICS OPTIONS AND CMR. SO WE WANT TO REALLY EDUCATE OUR EIGHTH GRADE PARENTS.
IT IS FOR EIGHTH GRADE. WE WANT TO MAKE SURE WE DON'T OVERLOAD ACADEMY HIGH SCHOOL.
SO WE ARE LIMITING IT TO EIGHTH GRADE PARENTS AND FAMILIES.
SO WE'LL COME BACK AGAIN. AND THIS IS FOR THE FAMILIES THAT PREFER THAT VIRTUAL EXPERIENCE.
IN TERMS OF FUNDING, THE ELECTRICAL ENGINEERING ACADEMY WOULD BE FUNDED THROUGH A MIXTURE OF THE PERKINS GRANT THAT PERKINS WILL BE PAYING FOR PROFESSIONAL LEARNING AND ALSO CURRICULUM WRITING. AND THEN WE HAVE CAPITAL FUNDS THROUGH THE BOND THAT WILL BE PAYING FOR THE INDUSTRY, THE EQUIPMENT, THE SUPPLIES, AND THEN THE TECHNOLOGY.
AND THEN WE'LL HAVE SOME ALSO BEING FUNDED THROUGH THE GENERAL OPERATING BUDGET.
AND NOW YOU KNOW ME, I'VE GOT MY PEN AND I'M READY FOR THE QUESTIONS.
THANK YOU, DOCTOR EDNEY. TRUSTEES, WHAT QUESTIONS DO YOU HAVE FOR DOCTOR EDNEY? JUST RIGHT OFF THE BAT, I AM EXCITED THAT YOU'VE ALREADY GOT YOUR YOUR LITTLE ADVERTISING CAMPAIGN GOING HERE.
IS. HAS THIS ALREADY GONE OUT TO OUR PARENTS? NO. JUST AS A REMINDER THAT THE MOU IS IN OUR CONSENT AGENDA THIS EVENING.
AND SO WE NEEDED THAT TO BE APPROVED BEFORE WE COULD PUT ANYTHING OUT.
SO TOMORROW WE WILL GEAR UP ON ALL OF THE COMMUNICATION THAT WE NEED TO PUT OUT.
BUT WE COULDN'T PUT ANYTHING OUT UNTIL IT WAS OFFICIAL. AND SO IT'S FORTHCOMING.
SO, LIKE EVERY I MEAN, EVERY EIGHTH GRADE PARENT NEEDS TO KNOW AND DO WE HAVE PLANS TO MAYBE RUN THIS WHOLE SERIES AGAIN, MAYBE LATER IN THE YEAR FOR ANYBODY WHO MISSED IT, MISSED IT THIS TIME? YES, YES. YEAH. BECAUSE THIS IS SO EXCITING AND I DON'T EVER WANT TO HEAR.
WHY DID YOU KNOW ABOUT THAT? WELL, AND SOME OTHER WAYS WE'RE GOING TO GET THE INFORMATION OUT.
WE HAVE THE FIND YOUR FUTURE, WHICH I WANT TO THANK YOU, NANCY, FOR, FOR BRINGING THAT IDEA TO US.
AND SO THIS WILL BE OUR THIRD YEAR WITH THE FIND YOUR FUTURE EVENT AT THE MIDDLE SCHOOLS.
AND THERE'S GOING TO BE ACTIVITIES ALSO WOVEN IN AND EMBEDDED IN THERE FOR ALL OF THE ACADEMY PROGRAMS, BECAUSE BOTTOM LINE, WE HAVE A PROGRAM FOR EVERY KID THAT WANTS SOMETHING UNIQUE AND DIFFERENT.
TRUSTEES. ANY OTHER QUESTIONS? HOT SPORTS OPINIONS.
ALL RIGHT. SUPERINTENDENT. YEAH. I JUST AGAIN IF TONIGHT WAS THE NIGHT THAT I COULD JUMP AND DO A HAPPY DANCE UP HERE AT THE DICE, IT WOULD BE TONIGHT. WE'RE TALKING ABOUT MY FAVORITE THINGS.
[01:10:03]
SO, AGAIN INCREDIBLY GRATEFUL FOR THE TEAM, FOR THE WORK.SO THANKFUL FOR EAST TEXAS A&M FOR WILLING TO STEP UP AND PARTNER WITH PLANO ISD.
AND WE ARE VERY EXCITED ABOUT A LONG STANDING FUTURE TOGETHER AND PARTNERSHIP.
AND THIS IS AN EXCELLENT OPPORTUNITY FOR OUR STUDENTS.
EXCELLENT. YOU KNOW, IT WAS JUST A FEW YEARS AGO, AND IF YOU WANTED TO PURSUE 60 COLLEGE CREDITS, YOU HAD TO GO TO THE EAST SIDE OF TOWN, AND YOU HAD TO BE IN THE HEALTH SCIENCE ACADEMY AND THAT'S NOT IT'S AN EXCELLENT PROGRAM. BUT NOT EVERYBODY WANTS TO BE IN HEALTH CARE.
I CERTAINLY WOULD BE A PERSON THAT COULD NOT BE IN THAT PARTICULAR FIELD.
AND SO THIS I WANT TO THANK THE BOARD, BECAUSE THIS IS PART OF THE STRATEGIC PLAN AND THE VISION OF MAKING SURE THAT WE HAVE PATHWAYS FOR EVERY SINGLE STUDENT AND THAT WE HAVE PATHWAYS ACROSS OUR DISTRICT.
AND SO WE NOW HAVE A PATHWAY TO HAVE THAT MANY COLLEGE CREDITS CONNECTED TO CTE, CONNECTED TO WITH A UNIVERSITY PARTNER ON THE WEST SIDE OF TOWN. WE OF COURSE, HAVE OUR WILDCAT COLLEGIATE ACADEMY, WHICH, YOU KNOW, IT'S IN ITS SECOND YEAR, SO IN THE CENTRAL CLUSTER.
AND THEN, OF COURSE, WE HAVE A REALLY STRONG HEALTH SCIENCE ACADEMY PROGRAM AND AN EAST PLANO, AND THEY'RE OPEN TO TO ANYBODY. BUT I'M JUST SO INCREDIBLY EXCITED ABOUT FINALLY GETTING HERE BECAUSE WE'VE TALKED ABOUT IT FOR A LONG TIME AND TODAY IT FINALLY HAPPENED. SO YAY! SO THANK Y'ALL. I'M DOING THAT HAPPY DANCE WITH YOU.
SORRY I JUMPED IN. SO ARE THE EAST TEXAS A&M IS THE MASCOT AGGIE? NO. OKAY. JUST CURIOUS. WHAT WILL THEY BE? THE LIONS? OKAY, GOOD. WELL, THAT'S RIGHT. AND IT ALSO, I WON'T ONLY HEAR ABOUT TEXAS TECH.
WELL. I WILL SAY, YOU KNOW, YOU KIND OF SAID THAT THIS HAS BEEN A LONG TIME COMING, BUT WE FINISHED THE STRATEGIC PLAN IN MAY OF 2023 AND IS WHEN THAT WAS ADOPTED.
WE'RE NOW IN SEPTEMBER OF 2025, RIGHT. SO WITHIN TWO YEARS WE WENT FROM HAVING HEALTH SCIENCE ACADEMY AT PLANO EAST, NOW HAVING COLLEGIATE ACADEMY AT PLANO SENIOR HIGH, AND THEN NOW HAVING A BRAND NEW PARTNER IN TEXAS A&M.
AND THANK YOU ALL FOR BEING HERE WITH THE ELECTRICAL ENGINEERING ACADEMY AT WEST.
AND SO I DON'T WANT YOU OR THE TEAM TO SELL YOURSELF SHORT LIKE STANDING UP TO NEW, YOU KNOW, COLLEGE, COLLEGE CREDIT PROGRAMS AND OUR TWO CLUSTERS THAT LACK ONE.
WITHIN TWO YEARS AFTER THE ADOPTION OF THE STRATEGIC PLAN IN MAY OF 2023.
I MEAN, THAT'S QUITE A FEAT, I THINK, FOR A DISTRICT OF OUR SIZE.
SO I KNOW IT FEELS LIKE IT'S BEEN A LONG TIME, BUT, YOU KNOW, WHEN YOU WHEN YOU TAKE A STEP BACK I THINK WITHOUT, YOU KNOW, WITHOUT THE DILIGENT WORK OF THE TEAM, WITHOUT THE, YOU KNOW, ALL OF THE STAFF PULLING BEHIND IT AND THEN WITHOUT THE GREAT, YOU KNOW, PARTNERS LIKE, LIKE EAST TEXAS A&M, WE WOULD NOT HAVE BEEN ABLE TO TO STAND THIS UP IN THE SAME TIME FRAME.
ALL RIGHT? YES, PLEASE. THANK YOU. REAL QUICK.
AND CERTAINLY THE EAST TEXAS A&M TEAM AS WELL.
THIS IS A UNIQUE OPPORTUNITY. AND THAT THIS TYPE OF FIELD, WHETHER WHETHER THE STUDENTS THAT DO THIS HERE GO ON TO BE MAJORS AT WHATEVER UNIVERSITY THEY END UP OR A SIMILAR PATH.
IT'S NOT AN EASY PROGRAM TO GO INTO ACADEMICALLY.
I, ONE OF MY ROOMMATES IN COLLEGE AT UT AUSTIN WAS WAS AN E MAJOR.
AND I MEAN, I WAS A LIBERAL ARTS MAJOR. SO WHEN I SAW THE GRADES HE CAME HOME WITH, I WAS APPALLED, YOU KNOW? AND YET HE HAD AMAZING AND AMAZING GPA.
BUT TO BE ABLE TO PREPARE OUR STUDENTS THAT ARE INTERESTED IN THIS AND GIVE THEM THAT FOUNDATION, NOT ONLY WITH THE CREDITS, BUT THE KNOWLEDGE FOUNDATION FOR WHATEVER THEY ARE GOING TO GO INTO IN A SIMILAR FIELD IS IS REALLY A SPECIAL THING TO BE ABLE TO PROVIDE. AND SO THANK YOU ALL FOR PUTTING IN THE ENERGY AND THANK YOU ALL.
I MEAN, I SUSPECT THIS IS NOT SOMETHING THE UNIVERSITY NEEDS.
IT'S SOMETHING YOU ALL ARE DOING AS FELLOW CITIZENS OF OF THE COMMUNITY.
SO THANK YOU. ALL RIGHT. LOOKING AROUND, NOT SEEING ANY MORE DISCUSSION.
[01:15:04]
THANK YOU, DOCTOR EDNEY. MOVING ALONG. OUR NEXT REPORT IS AGENDA ITEM 7.3, EARLY LITERACY SPOTLIGHT.I KNOW, I KNOW, THIS IS A VERY ACADEMIC HEAVY NIGHT AND I THINK WE'RE ALL VERY EXCITED ABOUT IT.
THANK YOU. GOOD EVENING, AND THANK YOU FOR THE OPPORTUNITY TO SHARE OUR EARLY LITERACY SPOTLIGHT.
I'M EXCITED TO SHARE THE THINGS THAT WE ARE WORKING ON RIGHT NOW.
AS YOU KNOW, EARLY LITERACY IS EXTREMELY IMPORTANT FOR ACADEMIC SUCCESS.
AND A FIRST GRADE STUDENT WHO ISN'T READING AT GRADE LEVEL IS 75% LIKELY TO STRUGGLE IN HIGH SCHOOL.
AND SO WE KNOW THE IMPORTANCE OF MAKING SURE OUR STUDENTS AT ELEMENTARY ARE READING ON GRADE LEVEL SO THAT WE CAN SET THEM UP FOR SUCCESS, AND THEY CAN CHOOSE ALL OF THESE WONDERFUL OPTIONS THAT ARE AVAILABLE TO THEM AT THE SECONDARY LEVEL.
AND WE KNOW IT ALL STARTS WITH STUDENTS BEING PROFICIENT READERS BY THIRD GRADE.
AND SO I'M GOING TO SHARE WITH YOU A LITTLE BIT ABOUT HOW WE TEACH READING IN OUR EARLY IN OUR CLASSROOMS. OUR OUR LITERACY INSTRUCTION IS GROUNDED IN RESEARCH AND BEST PRACTICE.
AND IT IS A COMPREHENSIVE APPROACH, WHICH MEANS OUR INSTRUCTION ENCOMPASSES THE FIVE FOUNDATIONAL READING SKILLS IDENTIFIED BY THE NATIONAL READING PANEL, WHICH ARE PHONEMIC AWARENESS, PHONICS, FLUENCY, VOCABULARY, AND COMPREHENSION.
THIS IS OUR CURRENT YEAR'S COHORT, AND THAT IS TEN DAYS OF VERY INTENSIVE LEARNING ON HOW TO TEACH STUDENTS HOW TO READ. AND WE'RE ALSO WORKING ON INCREASING OUR COMMUNITY AND FAMILY ENGAGEMENT AROUND EARLY LITERACY. WE ARE WORKING ON SHARING PARENT RESOURCES, AND WE ARE GOING TO PRESENT AND COLLABORATE WITH THE PTA COUNCIL TO SHARE STRATEGIES ON HOW THEY CAN SUPPORT EARLY LITERACY ON OUR CAMPUSES.
AND WE'RE ALSO WORKING ON ENCOURAGING AT HOME READING ROUTINES.
WE HAVE A NEW PLANO ISD READS CAMPAIGN THAT YOU MAY HAVE SEEN A LITTLE BIT ON OUR SOCIAL MEDIA.
WE ARE EXCITED TO START A FIRST ANNUAL DISTRICT WIDE INITIATIVE TO ENCOURAGE DAILY READING.
I KNOW A LOT OF OUR CAMPUSES HAVE CAMPUS COMPETITIONS AMONGST THEMSELVES, BUT NOW WE ARE GOING TO HAVE A DISTRICT COMPETITION TO PROMOTE LITERACY HABITS AT HOME AND SCHOOL. AND IT'LL CONNECT FAMILIES AND STAFF IN AND OUR COMMUNITY IN SUPPORTING OUR YOUNG LEARNERS.
AND THERE WILL BE THREE ELEMENTARY WINNERS AND ONE EARLY CHILDHOOD SCHOOL WINNER.
WE'VE PARTNERED WITH THE EDUCATION FOUNDATION TO COME UP WITH SOME REALLY COOL PRIZES.
JUST TO GET TOGETHER AND CELEBRATE EARLY LITERACY.
AND THEN WE WANTED TO DO IT EVERY YEAR TO GIVE MORE AND MORE CAMPUSES AN OPPORTUNITY TO CELEBRATE WITH US AND HAVE DIFFERENT SCHOOLS EVERY YEAR TAKE PART IN THE TOP FOUR. AND DURING IT, BECAUSE THE WHOLE POINT OF IT IS TO INCREASE AWARENESS OF THE IMPORTANCE OF EARLY LITERACY.
WE WANT THEM TO KNOW WHY READING IS IMPORTANT.
WE'VE HIGHLIGHTED RESEARCH AND ALSO LITTLE TIPS OF HOW EASY IT CAN BE TO READ LIKE.
OUR LAST ONE WAS THAT ALL 20 MINUTES IS THE RECOMMENDATION.
WE SAID IT CAN BE BROKEN UP. A QUICK READ AFTER SCHOOL, A BEDTIME STORY.
AND THEN WE ALSO HAVE AN OPPORTUNITY FOR FAMILIES TO SHOWCASE READING TOGETHER AT HOME.
LITTLE SOCIAL MEDIA CAMPAIGN THAT WE'RE DOING.
AND OUR OUR GOAL IS TO BUILD A CULTURE, A CULTURE OF READING ACROSS SCHOOLS, FAMILY AND COMMUNITY BECAUSE WE REALLY WANT TO HELP EVERY CHILD BECOME A CONFIDENT, LIFELONG READER. WE WANT TO MAKE IT FUN AND ENGAGING.
WE WANT THEM TO ENJOY READING AND WE ARE LOOKING FORWARD TO IT STARTING.
[01:20:04]
WE ARE GOING TO SHARE UPDATES. WE HAVE A REALLY COOL WEBSITE THAT'S AVAILABLE TO EVERYONE.AND EACH WEEK WE'RE GOING TO POST THE TOP SCHOOLS AND PICTURES OF PEOPLE READING AND CELEBRATIONS.
JUST A LITTLE FUN CELEBRATION TO GET EVERYONE EXCITED ABOUT READING.
THAT IS IT. DO YOU HAVE ANY QUESTIONS OR COMMENTS? I HAVE A COUPLE. OKAY. FIRST AND FOREMOST, I THINK THIS IS GREAT.
WE CAN ONLY DO SO MUCH AT SCHOOL, BUT YOU HAVE TO DO 20 MINUTES AT HOME. THERE NEEDS TO BE LIKE A NATIONAL PUBLIC SERVICE ANNOUNCEMENT. EVERY KID NEEDS TO READ FOR 20 MINUTES AT HOME. YEAH. MY KIDS STILL DO THAT, LIKE, EVERY SINGLE DAY.
MY ONE MAJOR QUESTION HERE IS HOW DO WE GET BOOKS TO PEOPLE? SO FOR THE FAMILIES THAT DON'T HAVE BOOKS, HOW DO THEY GET BOOKS TO READ FOR 20 MINUTES A DAY? HOW ARE WE EMPOWERING FOLKS TO GET BOOKS? I JUST CHECKED OUT 13 BOOKS FROM THE DALLAS LIBRARY TODAY.
BUT HOW ARE WE ENSURING THAT PEOPLE HAVE BOOKS FOR THEIR KIDS TO READ? AND HOW ARE WE SORT OF PROVIDING PATHWAYS FOR THAT TO HAPPEN? THAT'S A GREAT QUESTION. AND IT'S VERY IMPORTANT STARTING WITH WHAT WE THE SCHOOL LEVEL, ALL OF OUR STUDENTS HAVE AN OPPORTUNITY TO GO TO THE LIBRARY AND CHECK OUT BOOKS, AND THEY GO ONCE A WEEK, AND IF THEY FINISH A BOOK EARLIER THAN A WEEK, THEY CAN ALWAYS GO AND GET MORE.
AND WE WILL ALSO DO OUR EARLY LITERACY CAMPAIGN.
WE ARE ALSO COME WORK WITH THE PLANO PUBLIC LIBRARY.
WE WILL WE WILL SHARE HOW EASY IT IS TO GET A LIBRARY CARD THAT IS FREE.
AND ALSO THE LITTLE LIBRARIES THAT ARE AROUND TOWN KIND OF PROMOTE THOSE.
THERE'S A MAP OF THE LITTLE LIBRARIES THAT SO PEOPLE CAN FIND ONE THAT'S NEAR THEM.
LET ME ASK THIS TO YOU BECAUSE MY I GOT A MESSAGE FROM MY DAUGHTER WHO'S IN FIRST GRADE, HER TEACHER, ABOUT READERS BEING PUT IN THEIR BACKPACK ONCE A WEEK.
AND I DON'T KNOW IF IT'S A TITLE SCHOOL THING OR IF IT'S DISTRICT WIDE, BUT LIKE, THEY'RE INTENTIONALLY PUTTING A READER WITH, LIKE, IN THEIR BACKPACK ONCE A WEEK AND BRINGING IT HOME.
IN ADDITION TO THE LIBRARY BOOK, WHICH I STILL LOVE, THE THING WHERE YOU GET THE EMAIL BECAUSE I'M ALWAYS FASCINATED TO SEE WHAT MY CHILDREN CHECK OUT. IT IT'S WILD TO ME. THE DIFFERENCES, BECAUSE IT'S LIKE US PRESIDENTS, AMPHIBIANS.
BUT TELL ME, LIKE, WHAT'S THIS? WHAT'S THE BACKPACK READER PROGRAM? AND IS THAT IS THAT SORT OF DISTRICT WIDE? IS IT TITLE CAMPUSES? HOW IS THAT PART OF THIS, THIS EQUATION? SO OUR TITLE ONE SCHOOLS EVERY SUMMER WE DO PROVIDE TAKE HOME BACKPACKS THAT THEY CAN KEEP THAT HAVE NONFICTION AND FICTION BOOKS IN THEM. THAT THEY GET TO KEEP OVER THE SUMMER AND UNTIL THEY LOSE THEM OR OR GIVE THEM TO THE NEXT CHILD, THEY'RE NOT INTERESTED ANYMORE. BUT THEN IF IT'S A READER THAT THE KIDS ARE TAKING HOME AND RETURNING, THAT COULD BE SOMETHING THAT'S A PART OF THE CURRICULUM THAT THE TEACHERS ARE SAYING, HEY, READ THIS, SEND IT BACK. BECAUSE THAT'S ALWAYS AN OPTION AS WELL.
I WONDER IF AT THESE COMMUNITY MEETINGS THAT WE'RE HAVING IF WE COULD INVITE THE PLANO PUBLIC LIBRARY TO BE THERE SO WE CAN ENCOURAGE ANYBODY IN ATTENDANCE TO SIGN UP FOR A LIBRARY CARD IF THEY DON'T HAVE ONE. YES. AND BECAUSE I THINK AS PARENTS AND AS ADULTS IN OUR COMMUNITY, IT'S IMPORTANT FOR US TO MODEL THE BEHAVIOR WE EXPECT OF OUR CHILDREN.
SO MAYBE WE EVEN DO. LIKE WHAT? WHAT ARE YOU READING? TRUSTEE JOHNSON, WHAT ARE YOU READING? TRUSTEE COOK.
LIKE, JUST TO GET US OUT THERE AND TO TO I DON'T KNOW WHAT THE WORD IS.
JUST LIKE TO LET THE KIDS KNOW AND THE COMMUNITY KNOW THAT IT CAN BE.
READING DOESN'T HAVE TO JUST BE FROM A BOOK. IT COULD BE THE LOVE OF GRAPHIC NOVELS.
IT COULD BE THE LOVE OF MAGIC THE GATHERING CARDS.
IT COULD BE, YOU KNOW, SOME OF THOSE WORDS ARE HARD TO PRONOUNCE.
READING COMES IN ALL SORTS OF DIFFERENT FORMS. IT'S NOT JUST FROM A BOOK.
THAT'S RIGHT. MAGAZINES, COOKBOOKS, ANY OF THAT COUNTS.
YES. AND WE ALWAYS ARE LOOKING FOR WAYS TO PARTNER WITH THE LIBRARY.
THEY'VE REACHED OUT TO US BEFORE, AND SCHOOLS HAVE THE OPTION OF HAVING THEM AT PARENT NIGHTS, AND THEY'LL GET KIDS SIGNED UP WITH LIBRARY CARDS. AND YEAH, THEY'RE EXCELLENT IN WORKING WITH PTA, SHOWING UP AT DIFFERENT ENGAGEMENT NIGHTS. YES.
[01:25:01]
SO THAT WOULD BE ANOTHER PERSON TO INCLUDE. YEAH.AND WILEY DOES AS WELL. SEVERAL OF THEM. THEY ALL PARTNER TOGETHER.
YEAH. YOU KNOW, BUT THEY DON'T. JUST SO YOU KNOW, I LIVE IN DALLAS AND I CANNOT CHECK A BOOK OUT OF THE PLANO LIBRARY? NO, NO, THEY THEY WERE VERY. I'LL LET YOU USE MY LIBRARY.
IF YOU COULD ALSO POTENTIALLY HAVE THEM COME TO BOOK FAIRS, BECAUSE BOOK FAIRS ARE COST PROHIBITIVE.
THAT WOULD BE GREAT. JUST A THOUGHT. YEAH. THANK YOU.
YEAH. I LOVE THE READY, SET, READ CAMPAIGN THAT ROLLED OUT.
I THINK THAT WAS DONE REALLY WELL. I LOVE IT.
THANK YOU. I'M GOING TO GIVE A SHOUT OUT TO MY COUNCIL OF TAS PRESIDENT THO JERI DUNCAN, BECAUSE THEY ALWAYS TRANSLATE EVERYTHING IN SPANISH WHEN THEY POST, AND I WAS JUST WONDERING IF WE HAVE ANY PLANS TO DO SOMETHING LIKE THAT OR CONSIDER IT, BECAUSE AGAIN, I THINK THIS IS A GREAT OPPORTUNITY FOR US TO TRY TO REACH OUR SPANISH SPEAKING PARENTS WHO CAN ALSO, YOU KNOW, ENGAGE THEIR KIDS AND ENCOURAGE THEM TO READ AS WELL.
BUT I LOVE THE CAMPAIGN. I SAW IT AND I THINK IT'S GREAT.
YES. AND WE DO HAVE THE WHAT'S GOING HOME DIRECTLY TO PARENTS TRANSLATED.
BUT MAKING SURE WE TRANSLATE OUR DISTRICT POST IS A GREAT IDEA.
SO AND I WORK WITH WORDS ALL DAY, SO WE WE APPRECIATE THIS VERY MUCH IN OUR HOUSEHOLD.
I REALLY LIKE WHAT YOU SAID ABOUT RELAYING THAT THE 20 MINUTES DOESN'T ALL HAVE TO BE AT ONCE.
AND I DON'T KNOW HOW EASY THIS IS. I'D LOVE IF WE COULD.
AND YOU MAY ALREADY BE WORKING ON THIS OR DOING THIS.
PARENTS AREN'T ALWAYS AVAILABLE TO MAKE SURE THAT 20 MINUTES HAPPENS EACH DAY.
JUST OTHER TOOLS FOR OR OTHER FAMILY MEMBERS TO HELP OUT OR THE CHILDREN KNOW.
YOU KNOW, I'M I DON'T KNOW, I'M KIND OF SPITBALLING RIGHT NOW, BUT, YOU KNOW, NOT EVERY HOUSEHOLD HAS EVER A FULL CADRE OF PEOPLE READY TO MAKE THE READING HAPPEN. AND SO IT COULD EVEN BE OLDER SIBLINGS.
RIGHT. EXACTLY. I THINK THAT WOULD BE VERY HELPFUL BECAUSE IT'S SO IMPORTANT THAT THIS TAKES PLACE.
YOU'RE RIGHT. BUT GREAT WORK OVERALL. THANK YOU. WE READ IN THE CARPOOL LINE.
SO FROM CARPOOL AT HOME WE GET THAT. WE GET A GOOD TEN MINUTES IN AND TEN MINUTES BACK.
JUST. YEAH, THAT'S A SUGGESTION. YEAH. YEAH. I HAVE A BOOK IN THE CAR WITH YOU.
THE KID CAN READ IT TO YOU. I DON'T SUGGEST READING WHILE YOU'RE DRIVING, SO YOU'D HAVE TO HAVE A.
BUT YEAH, SO WE'RE EXCITED ABOUT IT. AND THEN WE JUST WANT TO MAKE IT FUN AND FUN FOR THE STUDENTS.
AND I FIGURED THE MONTH OF OCTOBER WOULD BE THE PERFECT TIME TO DO IT.
SO JUST EVERY OCTOBER WE WILL DO A FUN EARLY LITERACY CAMPAIGN.
I'LL JUST SAY MY MY DAUGHTER HAS BEEN SETTING UP HER SQUISHMALLOWS AND THEN READING TO HER SQUISHMALLOWS AS IF SHE IS THE TEACHER READING TO THE CLASS, AND SHE I HAVE HEARD FROM HER. I NEED TO READ 20 MINUTES EVERY DAY, AND THEN SHE'S SETTING THEM UP, AND THEN SHE'S LIKE, READING TO THEM, AND THEN SHE'S ASKING THEM QUESTIONS ABOUT THE BOOK.
AND SO, LIKE, SHE DIDN'T GET THAT FROM ME, RIGHT? LIKE, MY READING TODAY WAS SCIENCE MAGAZINE. AND, AND YOU KNOW, WE'VE ALWAYS WE'VE HAD A, YOU KNOW, ALWAYS RIGHT AT HOME WITH BOTH KIDS, BUT LIKE, HER SORT OF SEEING HOW HER TEACHERS ARE, ARE MODELING THAT GREAT READING BEHAVIOR AND SORT OF THE DISCUSSION OF THE READING BEHAVIOR.
YOU KNOW, WE GO TO, TO READ AT NIGHT BEFORE BEDTIME.
AND SO LIKE SHE'S REPEATING WHAT SHE'S HEARING AT SCHOOL, RIGHT? SO I'M, I'M JUST JUST AS A BIT OF FEEDBACK IN TERMS OF INTEREST IN WHETHER IT'S CARPOOL LINE OR WHETHER IT'S WITH THE SQUISHMALLOWS. I'M EXCITED TO SEE OUR KIDS GETTING THAT AT SCHOOL.
WE'RE ALSO PUTTING THAT OUT TO THE PARENTS AND THAT THERE'S THERE'S A LOT OF COORDINATION THERE.
IT'S GOOD FOR THEM TO SEE YOU JUST READ FOR ENJOYMENT AS WELL.
SO JUST FILLING THE COMMUNITY WITH THE THE TIPS ABOUT THE IMPORTANCE OF READING AND, AND THE DIFFERENT WAYS IT CAN, CAN HAPPEN. I WILL SAY TOO, LIKE AS A PARENT, I HAVE HAD TO CHANGE MY READING STYLE A LITTLE BIT BECAUSE THERE'S THE KINDLE APP ON THE
[01:30:01]
PHONE AND YOU MAY BE READING A BOOK ON THE PHONE, BUT MY KID SEES MY PHONE.ME WITH MY PHONE. THEY DON'T REALIZE I'M READING A BOOK, RIGHT? AND SO THIS, MY SON SORT OF CALLED ME OUT ON LIKE, WELL, I'M READING AND YOU'RE ON YOUR PHONE, YOU KNOW. AND I SAID, WELL, I'M, I'M READING TOO, BUT IT'S JUST THE KINDLE.
AND LIKE, I SHOWED HIM. AND SO I'VE GONE BACK TO READING PAPER LIKE A PAPER BOOK, YOU KNOW, WHETHER IT'S FROM THE LIBRARY OR WHATEVER ELSE JUST IS, IS A TRYING TO GET OFF THE SCREEN A LITTLE BIT.
BUT, YOU KNOW, ALSO THAT IS ONE THING WITH, WITH MY KIDS THAT HAS BEEN INTERESTING.
LIKE IF THEY SEE ME BEING ON THE PHONE, IT'S LIKE, NO, I MIGHT GET FIVE MINUTES.
BUT IF THEY SEE ME READING A REAL BOOK, THEY'LL GIVE ME 20 MINUTES.
BUT THAT. BUT YOU'RE EXACTLY RIGHT. LIKE THE IMPORTANCE OF A PHYSICAL BOOK IS IS IS REAL.
YEAH. NO. IT'S FASCINATING. FASCINATING. YEAH.
ALL RIGHT. THANK YOU. DOCTOR DAVIS, WE APPRECIATE YOUR PRESENTATION. THANK YOU. ALL RIGHT, LAST BUT NOT LEAST OUR LAST REPORT OF THE EVENING IS AGENDA ITEM 7.4, MEASURES OF ACADEMIC PROGRESS MAP.
BEGINNING OF YEAR REPORT. I WILL INVITE ANTON SPENCER, DIRECTOR OF RESEARCH AND ACCOUNTABILITY, TO PLEASE PRESENT. THERE'S A PAIR OF GLASSES.
OH, DOCTOR. GOOD EVENING. WE SAVED THE BEST FOR LAST.
I DO HAVE SOME INFORMATION TO GIVE YOU AS THE MAP TEST HAS CHANGED.
SOMEWHAT. AND WE WILL LOOK AT SOME REALLY GOOD DATA STARTING OUT THE START OF THE YEAR.
GOOD EVENING. PRESIDENT TYRA, DOCTOR WILLIAMS, CABINET AND BOARD MEMBERS.
TONIGHT, AS I SAID, WE WILL TALK A BIT ABOUT SOME CHANGES TO THE MAP TEST.
BEFORE I GET INTO THE DATA, JUST SOME REMINDERS ABOUT THE MAP ASSESSMENT.
MAP IS A COMPUTER ADAPTIVE TEST, WHICH MEANS IT DOESN'T FOLLOW A FIXED SET OF QUESTIONS.
INSTEAD, IT ADJUSTS IN DIFFICULTY BASED ON HOW A STUDENT ANSWERS, BECOMING MORE CHALLENGING WHEN A STUDENT ANSWERS CORRECTLY AND SELECTS EASIER QUESTIONS WHEN THEY STRUGGLE. MAP IS ALSO DESIGNED AROUND A CONTINUUM OF LEARNING.
THIS CONTINUUM IS GRADE LEVEL INDEPENDENT, EVEN THOUGH THE ASSESSMENT IS ALIGNED WITH THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS BECAUSE IT ISN'T LIMITED BY GRADE LEVEL STANDARDS. MAP PROVIDES A BROADER PICTURE OF WHAT STUDENTS KNOW AND ARE ABLE TO DO, REGARDLESS OF THEIR GRADE PLACEMENT. FINALLY, IT'S IMPORTANT TO NOTE THAT MAP RESULTS ARE PREDICTIVE OF SUCCESS ON FUTURE ASSESSMENTS, INCLUDING BOTH STAR AND SAT. THE MAP ASSESSMENT USES THE WRIT SCALE, WHICH RANGES FROM 100 TO 350. IN KINDERGARTEN AND FIRST GRADE, STUDENTS TYPICALLY SCORE IN THE LOW TO MID 100 SECONDS, AND BY EIGHTH GRADE MOST REACH THE LOW TO MID 200 S.
WHETHER A STUDENT IS PERFORMING AT THE LOWER, MIDDLE, OR HIGHER END OF THE SCALE.
IT'S ALSO IMPORTANT TO REMEMBER THAT STUDENTS USUALLY MAKE LARGER GAINS IN ELEMENTARY SCHOOL THAN IN MIDDLE SCHOOL, SO THE RANGES APPEAR MORE COMPRESSED AS STUDENTS MOVE UP IN GRADE LEVELS.
NOW LET'S TALK ABOUT THE 25 NORMS REFRESH OR OVERVIEW.
OVER THE PAST TWO SCHOOL YEARS 20 2223 AND 2324.
MAP TESTING HAS PRODUCED AN INCREDIBLE AMOUNT OF DATA.
ALTOGETHER, MORE THAN 116 MILLION SCORES HAVE BEEN RECORDED FROM 13.8 MILLION STUDENTS.
THOSE STUDENTS REPRESENT OVER 30,000 SCHOOLS AND 7000 DISTRICTS ACROSS THE COUNTRY.
WHAT'S ESPECIALLY POWERFUL IS THAT THIS REACH EXTENDS TO EVERY STATE, AS MAP ASSESSMENTS ARE USED NATIONWIDE, GIVING US A TRULY COMPREHENSIVE PICTURE OF STUDENT LEARNING.
THE MAP DATA PRESENTED TODAY REFLECT NEW NWU NORMS RELEASED IN JULY OF THIS YEAR.
[01:35:04]
WHY UPDATE THE NORMS? WHEN WE LOOK AT MAP SCORES, IT'S IMPORTANT TO REMEMBER THAT WITHOUT CONTEXT, A SCORE IS JUST A NUMBER. NORMS PROVIDE THAT CONTEXT BY ALLOWING US TO COMPARE A STUDENT'S PERFORMANCE TO STUDENTS ACROSS THE NATION.THIS NATIONAL COMPARISON TRANSFORMS RAW SCORES INTO MEANINGFUL INSIGHTS, HELPING US UNDERSTAND NOT JUST HOW A STUDENT PERFORMED ON A TEST, BUT HOW THAT PERFORMANCE RELATES TO THEIR GRADE LEVEL PEERS.
NWEA UPDATED ITS MAP GROWTH NORMS IN 2025 TO REFLECT POST-PANDEMIC SHIFTS IN STUDENT PERFORMANCE, EVOLVING US STUDENT DEMOGRAPHICS, AND ENHANCEMENTS TO THE MAP GROWTH TEST.
IT'S NOT ISSA OR ISSA, IT IS FISA. OKAY. THESE UPDATES PROVIDE EDUCATORS WITH MORE ACCURATE AND RELEVANT DATA FOR UNDERSTANDING STUDENT ACHIEVEMENT AND GROWTH IN THE CURRENT EDUCATIONAL LANDSCAPE, ENSURING THAT PERCENTILE COMPARISONS ARE BASED ON A MORE CURRENT NATIONAL SAMPLE.
WHAT HAS CHANGED, HOWEVER, IS THE REFERENCE GROUP WE USE FOR COMPARISON.
THE MOST SIGNIFICANT CHANGE TO MAP GROWTH IS THE USE OF THE ENHANCED ITEM SELECTION ALGORITHM.
THIS IMPROVEMENT TO MAP GROWTH FOCUSES ON HOW THE TEST SELECTS ITEMS FOR STUDENTS.
THE BENEFITS ARE THREEFOLD AS YOU SEE ON THE SLIDE.
FIRST, IT STRENGTHENS THE CONNECTION BETWEEN MAP GROWTH AND CORE INSTRUCTION.
AND THIRD, IT CREATES A BETTER TESTING EXPERIENCE FOR STUDENTS OVERALL.
IF THOSE ITEMS ARE AVAILABLE, THE ALGORITHM GIVES THEM TOP PRIORITY.
THIS BECOMES THE FIRST CHOICE, SO THE STUDENT STARTS TESTING ON THEIR GRADE LEVEL.
IF NO GRADE LEVEL ITEMS ARE AVAILABLE, THE TEST THEN EXPANDS THE SEARCH TO LOOK ONE GRADE LEVEL OR ABOVE, OR ONE GRADE LEVEL BELOW. THOSE BECOME THE SECOND CHOICE.
AND I WILL ADD TO THAT WITHIN THE RANGE OF THEIR GRADE LEVEL, INSTEAD OF GOING HIGHER, GOING FOR ELEMENTARY STUDENT, GOING UP INTO HIGH SCHOOL. WE NO LONGER HAVE THAT.
IT WILL STAY WITHIN WITHIN THE RANGE OF THE STUDENT'S GRADE LEVEL.
THIS IS WHAT THE NORMS WILL LOOK LIKE. AND AS YOU SEE, THE LEGACY MAP IS THE SOLID LINE AND THE NEW NORMS IS THE DOTTED LINE. SO THIS CHART SHOWS HOW THE STUDENT GROWTH IN MATH LOOKS UNDER ISA COMPARED TO THE LEGACY MAP ASSESSMENT. WITH ISA, FALL SCORES TEND TO START A LITTLE LOWER, BUT THAT CREATES ROOM FOR STEEPER GROWTH DURING THE SCHOOL YEAR.
IT'S ALSO IMPORTANT TO NOTE THAT ISA IMPACTS MATH AND READING GROWTH DIFFERENTLY.
IN MATH, WE SEE THE STEEPER UPWARD TREND ACROSS THE YEAR.
SO WE'RE REALLY GOING TO BE FOCUSED ON GROWTH NOW MORE THAN EVER WITH THE NEW NORMS STUDENTS ARE STARTING, PARTICULARLY IN MATH, A LITTLE LOWER THAN THEY WOULD TYPICALLY START.
[01:40:01]
BUT WE SHOULD SEE STRONGER GROWTH ACROSS THE YEAR AT WINTER AND THEN AT SPRING, AND WE'LL DEFINITELY BE LOOKING AT THAT.THIS IS HOW THE NEW NORMS PLAYED OUT WITH THE BELL SHAPED CURVE.
THIS GRAPHIC COMPARES THE 2020 NORMS TO THE 2025 NORMS. YOU'LL NOTICE TWO BIG CHANGES. THE OVERALL DISTRIBUTION HAS SHIFTED DOWNWARD AND IT HAS ALSO BECOME MORE SPREAD OUT.
WHAT THIS MEANS IS THAT AT THE LOWER ACHIEVEMENT LEVEL, SCORES ARE SHIFTING MORE SIGNIFICANTLY, WHILE AT THE HIGHER ACHIEVEMENT LEVELS, THE SHIFTS ARE SMALLER.
THE KEY TAKEAWAY IS THAT WE SHOULD EXPECT LARGER ADJUSTMENTS FOR STUDENTS PERFORMING BELOW GRADE LEVEL, AND MORE MODEST CHANGES FOR THOSE PERFORMING ABOVE.
AND ALWAYS CONNECT THE DATA TO A PURPOSE. THE PURPOSE OF THE FALL MAP ASSESSMENT IS TO SERVE AS A FORMATIVE TOOL AT THE VERY BEGINNING OF THE YEAR. IT HELPS US UNDERSTAND WHERE STUDENTS ARE IN THEIR LEARNING PROGRESSION SO WE CAN PLAN INSTRUCTION, SET GOALS, AND DESIGN INTERVENTIONS THAT MEET STUDENT NEEDS.
AT THE SAME TIME, THE FALL ASSESSMENT TIES DIRECTLY TO THE DISTRICT'S COLLABORATIVE TEAM FRAMEWORK BY PROMPTING US TO ASK IMPORTANT QUESTIONS PRIMARILY WHO ARE YOUR STUDENTS? IT'S NOT JUST ABOUT TEST SCORES.
IT'S ALSO ABOUT BUILDING RELATIONSHIPS, ANALYZING HISTORICAL DATA, CONSIDERING STUDENT INTERESTS, READINESS, STRENGTHS, AND NEEDS. AND AS A PRINCIPAL, THAT WAS SOMETHING I ALWAYS DID.
VERY FIRST THING, TEACHERS WOULD HAVE A PROTOCOL TO LOOK AT THEIR FALL MAP DATA SO THEY CAN AND START DATA ALL THE DATA POINTS WE HAD SO THEY CAN KNOW WHO THEIR STUDENTS ARE BEFORE THE FIRST DAY OF SCHOOL. ALL RIGHT. NOW LET'S TAKE A LOOK AT THE DATA.
NOW THIS IS WHAT WE WANT TO SEE TONIGHT. EVEN WITH THE NEW NORMS IN PLACE, FALL MAP RESULTS SHOW THAT ON AVERAGE, OUR STUDENTS ARE PERFORMING WELL ABOVE NATIONAL BENCHMARKS AND HAVE MADE AN ENTIRE YEAR'S WORTH OF GROWTH FROM LAST FALL TO THIS FALL.
IT TELLS US HOW OUR STUDENTS ARE PERFORMING COMPARED TO THEIR PEERS NATIONWIDE.
IT'S A PERCENTAGE BASED RANKING THAT ACCOUNTS FOR GRADE LEVEL AND WEEKS OF INSTRUCTION.
SO WE KNOW WE'RE COMPARING STUDENTS ON A LEVEL PLAYING FIELD FOR PLANO ISD.
HERE WE HAVE OUR FALL ACHIEVEMENT PERCENTILES FOR ALL STUDENTS.
THIS CHART SHOWS THE FALL 2025 ACHIEVEMENT PERCENTILES COMPARING PLANO ISD TO NATIONAL PEERS.
THE RED LINE ACROSS THE MIDDLE REPRESENTS THE NATIONAL AVERAGE AT THE 50TH PERCENTILE.
WHAT'S CLEAR HERE IS THAT PLANO STUDENTS ARE CONSISTENTLY PERFORMING ABOVE THAT BENCHMARK, ACROSS GRADE LEVELS AND SUBJECT AREAS. IN KINDERGARTEN AND FIRST GRADE, OUR STUDENTS ARE ALREADY STARTING WELL ABOVE THE NATIONAL PEER AVERAGE, AND THAT STRONG PERFORMANCE CONTINUES THROUGH THE ELEMENTARY AND MIDDLE SCHOOL GRADES.
FOR EXAMPLE, IN MATH AND SCIENCE, MANY OF OUR GRADE LEVELS ARE SCORING IN THE 80TH TO 90TH PERCENTILE RANGE, WHICH MEANS OUR STUDENTS ARE OUTPERFORMING THE VAST MAJORITY OF STUDENTS ACROSS THE NATION.
WHILE MOST GRADE LEVELS AND SUBJECTS ARE WELL ABOVE THE NATIONAL AVERAGE, EIGHTH GRADE MATH STANDS OUT AS AN EXCEPTION WHERE ON LEVEL STUDENTS ARE CLOSER TO THE NATIONAL NORM. IT'S IMPORTANT TO NOTE THAT THIS DATA DOES NOT INCLUDE ALGEBRA ONE STUDENTS WHO TAKE A DIFFERENT MATH ASSESSMENT.
AND THIS IS VERY IMPORTANT AND VERY EXCITING FOR ME BECAUSE I'VE LOOKED AT THESE NUMBERS FOR YEARS THAT ON LEVEL MATH PERCENTILE AT THE 41ST PERCENTILE IT IS BELOW 50. BUT IF YOU REMEMBER, LAST YEAR'S EIGHTH GRADE GROUP WAS 26.
SO THIS GROUP IS STARTING AT THE 41ST. VERY CLOSE.
YOU KNOW THEY'RE THEY'RE LOOKING AT 50. THEY CAN SEE THE 50TH PERCENTILE.
WHILE YOU'RE MAKING THAT POINT, DO YOU HAVE OFF THE TOP OF YOUR HEAD SORT OF.
WHAT PERCENTAGE OF OUR STUDENTS ARE REPRESENTED BY THIS ON LEVEL COHORT? OR WHAT PERCENTAGE OF STUDENTS ARE REPRESENTED BY TAKING ALGEBRA IN THAT YEAR? SO IF IF THESE STUDENTS THAT ARE ON LEVEL MATH, ARE THEY HALF OF OUR EIGHTH GRADE STUDENTS, ARE THEY WHAT I'M THINKING IT'S 7030, 60, 40.
[01:45:06]
SO I'M THINKING SOMEWHERE BETWEEN 30 TO 40% OF OUR STUDENTS ARE EIGHTH GRADERS ARE IN THAT NUMBER.OKAY. NOW WE LOOK AT AVERAGE RISK SCORES. THIS TABLE SHOWS THE AVERAGE BEGINNING OF YEAR RISK SCORES IN READING ACROSS GRADE LEVELS, AS WELL AS THE BREAKDOWN BY STUDENT GROUPS. WE SEE THE EXPECTED AND IT IS EXPECTED IT SHOULD BE AN INCREASE IN THE RISK SCORE EVERY YEAR.
IF WE'RE NOT INCREASING THE RISK SCORE, WE'VE GOT A PROBLEM. OKAY. SO THE RISK SCORE SHOULD GO UP FROM KINDERGARTEN THROUGH EIGHTH GRADE, WITH STUDENTS MOVING FROM AN AVERAGE OF 139IN KINDERGARTEN TO 220 BY THE START OF EIGHTH GRADE.
THE KEY TAKEAWAY IS THAT FOR ALL OF OUR STUDENT GROUPS, WE SEE THEM MAKING PROGRESS YEAR AFTER YEAR.
AND NOW FOR MATH. THIS IS THE SAME DATA FOR MATH THAT WE JUST SAW FOR READING.
AGAIN, YOU WILL NOTICE SOME VARIANCE IN THE OVERALL MEANS AND THOSE OF OUR SUBPOPULATIONS.
HOWEVER, THE RISK SCORE FOR EACH GROUP OF STUDENT INCREASES EVERY YEAR.
AND NOW LET'S LOOK AT GROWTH. OUR CONDITIONAL GROWTH IS IMPORTANT BECAUSE IT SHOWS HOW OUR STUDENTS ARE GROWING COMPARED TO PEERS ACROSS THE NATION WHO STARTED AT A SIMILAR PACE. THIS IS NOT JUST ABOUT ACHIEVEMENT, BUT ABOUT PROGRESS OVER TIME.
SO THIS DATA IS A TRUE REFLECTION OF STUDENT PROGRESS WITHIN THE DISTRICT.
SO LET'S HAVE A LOOK AND LET'S SEE HOW WE'RE DOING. WE DO NOT HAVE GROWTH FOR KINDERGARTEN BECAUSE THEY ARE SETTING THEIR BENCHMARK IN THIS YEAR.
BUT WE DO HAVE GROWTH FOR FIRST GRADE THROUGH EIGHTH GRADE AGAIN.
ANYTHING ABOVE THAT RANGE INDICATES MORE THAN A YEAR'S WORTH OF PROGRESS OR ACCELERATED PROGRESS.
ANYTHING BELOW SIGNALS LESS FOR MOST GRADE LEVELS.
ONE HIGHLIGHT IS LANGUAGE USAGE ACROSS EVERY GRADE LEVEL.
LANGUAGE USAGE GROWTH PERCENTILES ARE CONSISTENTLY STRONG, SITTING AT OR JUST ABOVE THE EXPECTED RANGE, SHOWING ONE YEAR OF GROWTH. THIS IS ESPECIALLY IMPORTANT BECAUSE LANGUAGE USAGE SUPPORTS SKILLS ACROSS CONTENT AREAS, FROM WRITING TO CRITICAL THINKING. AT THE SAME TIME, IT'S WORTH NOTING AREAS LIKE SEVENTH AND EIGHTH GRADE MATH WHERE GROWTH IS BELOW THE EXPECTED RANGE. HOWEVER, EIGHTH GRADE IS VERY CLOSE TO THE 45TH PERCENTILE, SO WE'RE SEEING THAT STRONG GROWTH IN THIS GROUP AGAIN.
AND I WILL SAY ONCE MORE, THIS IS A GROUP I'M GOING TO BE WATCHING, BECAUSE THAT WOULD BE VERY EXCITING TO SEE THIS GROUP OF STUDENTS GET UP ABOVE 45, GET INTO THE MIDDLE OF THAT 55TH. THAT RANGE BETWEEN THE 45TH AND THE 55TH PERCENTILE WOULD BE VERY EXCITING FOR THOSE STUDENTS, THOSE STUDENTS MOVING INTO HIGH SCHOOL. I PREVIOUSLY MENTIONED THE METRIC PROVIDED BY MAP THAT SHOWS STUDENTS ARE ON TRACK TO MEET THE BENCHMARKS.
SO LET'S TAKE A LOOK AT THAT. THIS TABLE SHOWS THE PERCENTAGE OF STUDENTS PERFORMING AT OR ABOVE THE 40TH PERCENTILE, TABLE SHOWING THE PERCENTAGE OF STUDENTS IN THE TOP THREE QUINTILES.
TAKE A LOOK AT THAT. WE SEE THAT A STRONG MAJORITY OF STUDENTS ARE MEETING THIS BENCHMARK IN BOTH READING AND MATH ACROSS ALL GRADE LEVELS, WITH MATH ESPECIALLY STRONG IN THE EARLY GRADES.
READING PERFORMANCE IS ALSO SOLID WITH STEADY GROWTH AS STUDENTS MOVE UP THROUGH THE GRADES.
BY EIGHTH GRADE, THREE OUT OF FOUR STUDENTS ARE MEETING OR EXCEEDING THE 40TH PERCENTILE.
[01:50:03]
NEEDED. WE'LL LOOK AT MATH IN COLLEGE AND CAREER READINESS.THESE SCORES ARE ALL BASED ON FULL MAP PROJECTION TO THE MEETS GRADE LEVEL STANDARD.
OUR ASSESSMENT DEPARTMENT USING HISTORICAL STUDENT DATA.
GENERALLY, THE PERCENTAGE OF STUDENTS ON TRACK FOR COLLEGE AND CAREER READINESS INCREASES FOR EACH GRADE LEVEL IN BOTH READING AND MATH, WITH 68% OF STUDENTS MEETING THE ON TRACK METRIC FOR EIGHTH GRADE READING.
AND WE KNOW WE'RE. AND WHEN WE'RE LOOKING AT EIGHTH GRADE MATH, WE'RE ONLY LOOKING AT THE ON LEVEL STUDENTS. BUT EVEN FOR THEM, WE'RE LOOKING AT 40% OF THEM IN THE TOP THREE QUINTILES.
AND NOW WE'LL PAUSE TO CELEBRATE SOME SUCCESSES FOR OUR STUDENTS.
THE SUPERINTENDENT SCHOLAR AWARD RECOGNIZES STUDENTS IN GRADES K THROUGH EIGHT WHO ARE MEETING THE ON TRACK EXPECTATIONS, AND THAT IS THE PROJECTION TO MEETS STANDARD IN 2024.
JUST OVER 11,400 STUDENTS EARNED THIS AWARD IN ONE YEAR.
BY 2025, THAT NUMBER GREW TO MORE THAN 13,600 STUDENTS RECEIVING THE AWARD.
THAT'S AN INCREASE OF MORE THAN 2200 STUDENTS IN A SINGLE YEAR, REPRESENTING A 20% INCREASE, WHICH I THINK IS SOMETHING THAT WE CAN ALL CELEBRATE.
THAT'S GREAT NEWS FOR OUR STUDENTS. AND I CAN TELL YOU, WE GET THE EMAILS AND THE CALLS, THE PARENTS AND THE STUDENTS, THEY WANT THAT AWARD. SO IT'S A VERY IT'S BEEN A VERY, VERY, VERY GOOD INITIATIVE.
AND THE NUMBERS ARE GOING UP. SO STUDENTS ARE WORKING HARD TO RECEIVE IT.
AND MY LAST SLIDE. PERCENTAGE OF STUDENTS ON TRACK TO CCR BY MEETING MAP SAT BENCHMARKS.
THIS ALSO IS LOOKING VERY GOOD FOR OUR STUDENTS STARTING OUT THIS YEAR.
BENCHMARKS. THE RED BARS REPRESENT READING, AND THE BLUE BARS REPRESENT MATH.
THE HORIZONTAL LINES SHOW THE NATIONAL 2025 S.A.T.
BENCHMARK RATES 57% FOR READING AND 29% FOR MATH IN READING.
AND AS A REMINDER, PNWA DOES NOT GIVE US THAT PROJECTION UNTIL FIFTH GRADE.
SO WE'RE ONLY LOOKING AT GRADES FIVE THROUGH EIGHT FOR THIS MEASURE. AND READING OUR STUDENTS ARE.
I'M SORRY. IN MATH, OUR STUDENTS ARE ALSO PERFORMING ABOVE THE NATIONAL BENCHMARK IN GRADES FIVE THROUGH SEVEN, WITH NEARLY HALF OF SIXTH GRADERS, 49% AND 40% OF SEVENTH GRADERS MEETING THE STANDARD, COMPARED TO THE NATIONAL BENCHMARK RATE OF 29%.
SO AGAIN, THIS IS A GROUP OF STUDENTS THAT'S SHOWING A LOT OF PROMISE AND POTENTIAL.
AND I WANT TO SEE THEM CONTINUE TO GROW. NOW DOCTOR DAVIS WILL SPEAK TO US ABOUT HOW WE USE MAP IN THE CLASSROOM. ALL RIGHT. ALL RIGHT.
AND SO WE'RE JUST GOING TO TALK TO YOU A LITTLE BIT ABOUT NOW THAT WE HAVE THIS BEGINNING OF THE YEAR DATA, HOW WE'RE SUPPORTING OUR TEACHERS AND USING THAT.
SO CAN WE HAVE CAMPUS PROFILES. AND TEACHERS OF COURSE, HAVE ACCESS TO THEIR TEACHER DATA THAT LETS THEM KNOW THE PERFORMANCE AND THE GROWTH DATA FOR THEIR STUDENTS, AND ALSO WHAT LEVELS OF LEARNING THEIR STUDENTS ARE READY FOR SO THAT THE TEACHERS CAN PUSH INTO SPECIFIC SKILLS AND NEEDS.
AND SO IF THE KID'S IN EIGHTH GRADE AND THEY'VE BEEN TAKING THE MAP TEST SINCE KINDERGARTEN, IT'LL CHART IT ALL OUT SO WE CAN REALLY GET A STORY OF OUR STUDENTS INSTEAD OF LOOKING AT ONE POINT.
AND IT'LL TELL YOU WHAT INSTRUCTIONAL AREA THEY'RE READY TO DEVELOP WHAT AREAS THEY'RE HIGH IN.
AND IT REALLY IS ACADEMIC SERVICES COMBINED WITH THE SPECIALISTS.
WE MAKE SURE OUR TEACHERS KNOW HOW TO READ THE DATA.
WE MAKE SURE THEY KNOW WHAT TO DO WITH THE DATA.
[01:55:03]
BECAUSE WE WANT IT TO ACTUALLY BE USEFUL. AND THERE'S SEVERAL DIFFERENT TYPES OF REPORTS.PORTS. THEY HAVE THE LEARNING CONTINUUM THAT SHOWS WHAT THE KID NEEDS TO KNOW NEXT.
WHAT CAME BEFORE, WHAT THEY'RE WORKING ON NOW.
THERE'S A LOT OF INSTRUCTIONAL INFORMATION THAT WE CAN GET BY LOOKING AT OUR MAP SCORES.
WE ALSO HAVE TOOLS THAT WE HAVE PROVIDED AT THE DISTRICT LEVEL TO SUPPORT TEACHERS IN THIS WORK.
WE BREAK IT ALL DOWN FOR THEM. LIKE THIS SCORE MEANS THE KID NEEDS A LITTLE BIT MORE HELP HERE.
AND IT ALL CONNECTS TO OUR COLLABORATIVE TEAM FRAMEWORK, AS ANTON MENTIONED EARLIER.
WE GUIDE THEM, AND THESE ARE THE TOOLS THAT ARE AVAILABLE FOR YOU TO KNOW YOUR STUDENTS.
AND NOW THAT WE HAVE THE DATA, WHAT ARE WE GOING TO DO WITH IT? WE HAVE DOCUMENTS LIKE THIS FOR MATH AND READING THAT BASICALLY TELL THE TEACHERS IF THE STUDENTS ARE IN THIS QUINTILE.
HERE'S RESOURCES AND THINGS YOU CAN DO TO HELP SUPPORT THEM.
AND THAT WAS THE READING ONE. THAT IS THE MATH ONE.
AND IT ALL CONNECTS TO OUR OUR COLLABORATIVE TEAM FRAMEWORK AND THE INSTRUCTIONAL CYCLE FOR SUCCESS OF USING THE DATA TO KNOW YOUR STUDENT SO THAT WE CAN GROW THEM AND MEET OUR DISTRICT GOALS OF BEING ON GRADE LEVEL SHOWING GROWTH AND HAVING A PLAN FOR YOUR FUTURE.
AND WE ALSO CONNECT WITH OUR FAMILIES. WE SHARE THE REPORTS WITH THE FAMILIES.
WE SEND IT HOME WHERE WE WILL GO OVER IN PARENT TEACHER CONFERENCES, AND WE MAKE SURE THAT THE FAMILIES HAVE WHAT THEY NEED TO UNDERSTAND THEIR CHILD'S MATH SCORE AND BE AVAILABLE TO ANSWER ANY QUESTIONS THAT THE PARENTS MAY HAVE.
AND NOW I TOLD ANTON TO STAY UP HERE BECAUSE I JUST QUESTIONS, YOU KNOW, DON'T LEAVE.
ALL RIGHT. THANK YOU ALL, BOTH FOR THE GREAT PRESENTATION.
I'LL START US OFF HERE AND SAY, CAN WE GO BACK TO SLIDE 27? IT'S THE RIVER PLOT. I CALL THIS THE RIVER PLOT.
RIVER PLOT? NO. THIS? NO. THAT ONE. SO, WITH THE CHANGE IN STUDENT INFORMATION SYSTEM FROM THE OLD PARENT PORTAL TO THE SKYWARD PARENT PORTAL FOR PARENTS THAT, LIKE, LOVED SEEING THIS.
THIS IS ONE OF THE BIGGEST QUESTIONS I'VE GOTTEN FROM OTHER FAMILIES.
LIKE, WELL, NOW WE GET THE SCORE REPORTED OUT.
WE DON'T GET THIS PICTURE. AND SO ONE OF THE THINGS I'VE TALKED TO LISA ABOUT BEFORE, AND I JUST WANT TO MAKE SURE FAMILIES UNDERSTAND THEY KNOW, IS THAT YOU CAN ASK YOUR TEACHER FOR THE STUDENT PROFILE THAT WILL HAVE THIS, HAVE THIS PLOT FOR THOSE OF US THAT REALLY LIKE, LIKE SEEING IT AND LOOKING AT IT, BECAUSE I'VE HAD SEVERAL PEOPLE ASK, IS THIS ALSO AVAILABLE IN THE NWA FAMILY TOOLKIT? LIKE CAN THEY SEE THEIR CHILDREN'S DATA IN THE NWA FAMILY TOOLKIT, OR IS THAT MORE UNDERSTANDING OR INTERPRETING? BECAUSE I'VE NEVER LOOKED AT THIS FAMILY TOOLKIT. ACTUALLY, THE FAMILY TOOLKIT IS HOW TO INTERPRET IT AND WHAT IT MEANS.
IT'S MORE OF WHAT ANTON SHARED AT THE BEGINNING, LIKE WHAT IS A RISK SCORE MEAN, AND WHAT DOES GROWTH MEAN? AND WHAT IS ACHIEVEMENT MEAN? AND WHAT ARE THE LIKE THE NATIONAL RANKINGS MEAN? BUT THE THE FAMILY REPORT DOES PROVIDE MORE INFORMATION.
OKAY. WE'LL NEED TO REQUEST IT EITHER FROM THE ASSESSMENT DEPARTMENT OR DIRECTLY FROM THEIR CAMPUS.
YEAH, I MEAN, I KNOW LIKE LAST YEAR AND PARENT TEACHER CONFERENCE, THEY PULLED THESE UP FOR ME WHEN I WAS DOING MY PARENT TEACHER CONFERENCE OVER ZOOM, AND THEY WERE ABLE TO PULL IT UP AND SCREEN SHARE AND KIND OF SHOW IT.
BUT I JUST WANTED TO HIGHLIGHT THAT AND TALK ABOUT IT A BIT, BECAUSE EVEN OUR, OUR NEWEST LEADERSHIP AND AMBASSADOR CLASS, I HAD A PARENT COME UP AND SAY, WANT TO TALK ABOUT THE RIVER PLOT, WHICH IS AGAIN, I CALL THIS THE RIVER PLOT.
I DON'T KNOW IF THAT'S THE RIGHT NAME FOR IT, BUT AND DOCTOR TYRA, I THINK THAT'S I THINK THAT'S ONE OF THE, THE BENEFITS AND DOWNFALLS OF TECHNOLOGY. SO AS THE NWA TEAM HAS BUILT OUT THIS STUDENT PROFILE, IT'S INCREDIBLY INTERACTIVE. AS YOU CAN SEE, THERE ARE MULTIPLE TABS AT THE TOP.
SO THE INFORMATION IS SO RICH IT WOULD ALMOST BE A BOOKLET TO SEND HOME.
SO YOU KNOW, WE'RE GRATEFUL WE HAVE PARENT TEACHER CONFERENCE OPPORTUNITIES TO DO THAT.
BUT CERTAINLY ANYTIME A PARENT WANTS TO SEE THAT, THAT'S AVAILABLE THROUGH THE TEACHER.
YEAH, ABSOLUTELY. ALL RIGHT. TRUSTEES. WHAT OTHER COMMENTS, QUESTIONS?
[02:00:02]
HOT SPORTS OPINIONS. I WAS JUST GOING TO ASK, DO YOU RECOMMEND THAT PARENTS, IF THEY'RE REALLY INTERESTED, ASK NOW OR WAIT A FEW WEEKS UNTIL PARENT TEACHER CONFERENCE? BECAUSE I'M INCLINED TO THINK THAT OUR TEACHERS ARE INCREDIBLY BUSY AND WE AS PARENTS LIKE.PERHAPS IT'S JUST MY HOT SPORTS OPINION. WE COULD JUST WAIT UNTIL PARENT TEACHER CONFERENCE.
THEY'RE NOT AS PRETTY, THEY'RE NOT AS DETAILED.
YEAH. OKAY. I'M CURIOUS FROM THE OTHER SIDE AROUND WHAT KIND OF FEEDBACK HAVE YOU GOTTEN FROM YOUR TEACHERS ABOUT HOW HELPFUL IS THIS? AND IS THERE ANY PUSHBACK AGAINST. BECAUSE I KNOW IT'S A VERY COMMON COMPLAINT ABOUT HOW WE'RE ALWAYS ASKING THEM TO DO MORE AND MORE REPORTS AND MORE AND MORE DOCUMENTATION, AND THIS SEEMS PRETTY HEAVY IN A LOT OF DATA.
SO EVEN LIKE THEY THEY LOOK FOR IT THEMSELVES AND THEY KNOW HOW TO USE IT.
AND OUR TEAMS, WE SUPPORT THEM IN MORE LIKE THE, THE MORE ADVANCED THINGS THAT THEY CAN DO.
AND HERE'S HOW YOU CAN GROUP THEM IN YOUR SMALL GROUPS.
SO IT'S ACTUALLY VERY HELPFUL FOR TEACHERS. AND THIS SLIDE MENTIONS THE DISTRICT AND CAMPUS PROFILE.
BUT THERE'S ALSO A CLASS PROFILE THAT THE TEACHER SEES.
AND THIS IS POPULATED REAL TIME. AS THE STUDENTS MAP TESTS, THE TEACHER CAN LOG ON AND SEE WHAT THEIR CLASS PROFILE IS AS STUDENTS COMPLETE THE TEST. SO WE SEE THIS AS A AS A BENEFIT TO TEACHERS.
AND SO AS A TEACHERS HAVE THIS DATA. AND I AGREE WITH WHAT ASHLEY SAID.
IT'S JUST RIGHT THERE. YEAH, EXACTLY. I LOVE THE FACT TOO, THAT, YOU KNOW, WE'RE WE'RE MAKING SURE THAT OUR STUDENTS ARE ACHIEVING AND WE'RE ALSO MAKING SURE THAT OUR STUDENTS ARE MAKING GROWTH. AND THAT'S WHAT OUR, OUR PRINCIPALS ARE ALSO MONITORING WITH THEIR CLASSROOMS. AND SO TO BE ABLE TO TO SEE AFTER AN ASSESSMENT WHERE ARE OUR STUDENTS OR WHERE ARE THEY BY CLASS OR BY TEACHER, I THINK IS INCREDIBLY IMPORTANT. AND IT ALSO HELPS ALLOW OR IT ALLOWS US TO PROVIDE SUPPORT TO PARTICULAR TEACHERS THAT MAY NEED SOME ADDITIONAL SUPPORT. SO YES. I MEAN, JUST SUMMING IT UP, WE WE'RE STARTING OUT IN A REALLY GOOD POSITION FOR GROWTH.
SO IT ALL STARTS HERE IN KINDERGARTEN WITH THOSE MAP ASSESSMENTS AND WITH THAT LEARNING THROUGH ELEMENTARY THROUGH MIDDLE SCHOOL, CONTINUING TO GROW AND HITTING THOSE ACHIEVEMENT BENCHMARKS SETS THE STAGE FOR WHAT THEY'RE ABLE TO DO IN HIGH SCHOOL.
I'D LIKE TO SAY THAT. CAN WE SEND THIS PRESENTATION TO THE TEE.
I MEAN, BECAUSE THIS IS REAL TIME. THIS IS WHAT'S HAPPENING AND HOW WE WE'VE BEEN RELYING ON MAP FOR MANY, MANY YEARS. IT SHOWS ALL OF THE DATA ACROSS THE NATION, AND IT'S EVEN BEING NORMED WITH THE NEW ALGORITHM.
RIGHT. AND SO AS THE TEAM BEGINS TO CONSTRUCT THEIR BEGINNING AND MIDDLE OF YEAR PROGRAM, THEY'RE RECREATING THE WHEEL. THEY DON'T NEED TO DO THAT.
AND WHAT YOU'RE MODELING, WHAT MAP CAN DO. AND WE'RE USING IT TO PROBABLY ITS GREATEST POTENTIAL.
AND IT'S SUCH A GOOD TOOL FOR OUR TEACHERS. AND IT HELPS US IDENTIFY SPECIFICALLY THE SUBJECT MATTER THAT THEIR THEIR STUDENT MIGHT NEED HELP ON. AND WE'RE ZONING IN ON THAT AND HELPING PROVIDE BETTER OUTCOMES FOR OUR STUDENTS, SO I SERIOUSLY WISH WE COULD HAVE YOU GUYS TALK TO THE T.A.
AS THEY THINK ABOUT SPENDING MILLIONS OF DOLLARS CREATING A NEW TEST, WHICH IS ALREADY DONE.
[02:05:05]
THANK YOU FOR THIS. THIS IS GREAT WORK. THANK YOU.THANK YOU. I'LL ALSO JUST ADD TO THAT AS A AS A PARENT.
SO MY SON IS IN FIFTH GRADE NOW. SO HE'S BEEN MAPPING SINCE KINDERGARTEN.
AND THEN HE'S DONE STAR FOR A COUPLE OF YEARS.
AND I'VE TALKED ABOUT BEFORE HOW I TOOK HIM DOWN DURING THE LEGISLATIVE SESSION AND BOTH REPRESENTATIVE AND SENATOR PAXTON WERE KIND ENOUGH TO TO LISTEN TO HIS SPIEL ABOUT THE, THE STAR TESTING.
AND HE HAD HIS OWN TALKING POINTS. IT WAS AMAZING.
IT WAS WILD. BUT IT IS APPARENT, IT'S INTERESTING TO ME THE LEVEL OF STRESS THAT THE KIDS FEEL ABOUT STAR TESTING THAT THEY DON'T FEEL ABOUT MAP TESTING AND IN TALKING TO HIM LIKE.
MAP BECAUSE IT'S WOVEN INTO THE CULTURE OF THE DISTRICT AND IT IT, YOU KNOW, GIVES REALLY.
REALLY RICH DATA. AND I THINK THAT THE TEACHERS, YOU KNOW, GET GOOD USE OUT OF IT AND KNOWING WHICH.
FRIENDS NEED WHAT IT IT LIKE MY SON JUST FEELS COMPLETELY DIFFERENTLY ABOUT A MAP ASSESSMENT VERSUS THE STAR ASSESSMENT. AND I'M NOT SURE. OTHER THAN YOU KNOW, THAT ONE.
THEY TAKE THREE TIMES A YEAR AND THEY'RE A LITTLE BIT SHORTER AND THEY'RE LESS HIGH STAKES.
AND SO I'M I'M VERY INTERESTED AS, AS WE MOVE TO THROUGH YEAR TESTING YOU KNOW, AND WHETHER OR NOT THERE IS THE POTENTIAL TO USE MAP FOR ANY OF THAT THREE YEAR TESTING, I'M VERY INTERESTED TO SEE HOW THAT IMPACTS THE STRESS LEVEL OF STUDENTS ABOUT THIS THREE YEAR TESTING, BECAUSE AT LEAST IN IN MY SON LIKE.
ACCORDING TO HIM AND HIS OWN OPINION, BUT ALSO SORT OF HIS, HIS, HIS FRIENDS.
AND YOU KNOW, THAT'S ONE OF THE THINGS THAT I'M HOPING I THINK THE LEGISLATION WAS MEANT TO ADDRESS AND I'M, I AM HOPING IT DOES. YEAH. YOU KNOW, MY KIDS WENT TO K THROUGH 12 HERE IN THE DISTRICT, AND MY DAUGHTER IS 29 AND MY SON IS 27. BOTH ARE SUCCESSFUL IN THEIR FIELDS BECAUSE OF PLANO ISD THE EDUCATION THEY RECEIVED HERE.
OKAY. AND THAT KID WENT ON AND GOT INTO VANDERBILT, WHICH WE HAD TO PAY FOR.
AND YOU KNOW THAT FIVE WHAT IS THAT 504 PLAN OR WHATEVER.
I CAN'T REMEMBER THE NAME WHERE YOU SAVE, WHAT? 529 529 SORRY. THINKING ABOUT SOMETHING DIFFERENT.
ANYWAY, WE COULD USE THOSE FUNDS, BUT NOT AT THE LEVEL YOU WOULD GET IN TEXAS.
BUT ANYWAY, MY POINT IS, I REMEMBER GOING TO THE TEACHER CONFERENCES AND SITTING THERE AND LOOKING AT THE RIVER MAP AND ALL OF THAT STUFF, AND THEY'RE MUCH OUT OF SCHOOL, RIGHT? AND YEARS OUT OF SCHOOL AND BOTH FOUND COLLEGE EASY BECAUSE LIKE, WAS IT DOCTOR MOORE THAT SAID THAT A LOT OF KIDS FIND THEIR FIRST SEMESTER IN COLLEGE? ONCE THEY'VE DONE THESE AP COURSES THEY BOTH SUCCEEDED.
AND SO I JUST HAVE TO SAY KUDOS, BECAUSE MY CHILDREN'S TEACHERS HAD THAT TOOL.
AND I REALLY ADVOCATE FOR TEACHERS TO ADOPT IT.
AND LAST YEAR WE DID A LOT OF WORK ON BRINGING THE STUDENTS IN.
IS THERE SOME THINGS THAT YOU'RE GOING TO WORK ON.
THIS IS HOW WE'RE GOING TO WORK ON IT. IT MAKES IT WHERE IT IS A FORMATIVE ASSESSMENT.
AND IT REALLY DOES FOCUS ON GROWTH. AND YOU MENTIONED THE PACE PROGRAM.
ON THE FLIP SIDE, MY DAUGHTER'S MATH SCORE IS WHAT HELPED IDENTIFY HER DYSLEXIA, BECAUSE WHEN THE RIVER WENT DOWN IN FIRST GRADE OR SECOND GRADE, THEY KNEW, HEY, SOMETHING'S NOT RIGHT.
ALL RIGHT. TRUSTEES. ANY OTHER COMMENTS, QUESTIONS? HOT SPORTS OPINIONS. ALL RIGHT. THANK YOU BOTH FOR THE GREAT PRESENTATION.
THAT CONCLUDES THE REPORTS FOR THE EVENING. WE ARE NOW READY FOR ITEM EIGHT, WHICH IS ADJOURNMENT.
IF THERE IS NO FURTHER BUSINESS NOR ANY OBJECTIONS FROM THE BOARD.
THIS MEETING IS NOW ADJOURNED. THE TIME IS 9:44 P.M.
ON THURSDAY, SEPTEMBER 25TH, 2025.
* This transcript was compiled from uncorrected Closed Captioning.