Oct 20, 2020 Board Work Session

[00:00:04]

GOOD EVENING, I'M TAMMY RICHARDS, BOARD PRESIDENT AND PRESIDING OFFICER, NOTING THAT A QUORUM IS PRESENT, I CALL TO ORDER THIS WORK SESSION OF THE PLANO ISD BOARD OF TRUSTEES

[1. CALL TO ORDER: 6:00 P.M.]

ON TUESDAY, OCTOBER 20TH, 2020, ON THE BOARD'S BEHALF, I WISH TO EXTEND A WARM WELCOME TO OUR VIEWERS AND TO ALL WHO ARE PRESENT WITH US THIS EVENING.

DUE TO HEALTH CONCERNS AND IN LIGHT OF THE STATEWIDE DECLARATION OF EMERGENCY RELATED TO COVID-19 CORONAVIRUS, THE WORK SESSION WILL BE HELD IN THE BOARDROOM WITH LIMITED SEATING CAPACITY. EARLY VOTING IS BEING HELD IN THE LOBBY.

THEREFORE, WORK SESSION ATTENDEES ARE NOT ALLOWED IN THE LOBBY DURING EARLY VOTING.

IN ACCORDANCE WITH THE GOVERNOR'S EXECUTIVE ORDER GA-29.

IN THE ABSENCE OF ANY OTHER CLEAR GUIDELINES FROM THE STATE REGARDING ATTENDANCE AT IN-PERSON GOVERNMENTAL MEETINGS DURING THE DECLARATION OF AN EMERGENCY.

ALL PERSONS IN ATTENDANCE FOR THE WORK SESSION MUST WEAR A FACE MASK AND PRACTICE SIX FEET SOCIAL DISTANCING.

ADDITIONALLY, IN ACCORDANCE WITH TEXAS EDUCATION AGENCY GUIDELINES FOR VISITS BY THE GENERAL PUBLIC, THE DISTRICT HAS SCREENED ALL VISITORS TO DETERMINE IF THEY HAVE COVID-19 SYMPTOMS OR TESTS CONFIRMED WITH COVID-19.

ENTRY TO THE BOARD ROOMS ON A FIRST COME, FIRST BASIS AND INDIVIDUALS ARE ALLOWED ENTRY IF SPACE IS AVAILABLE.

EVERYONE PHYSICALLY PRESENT TO ATTEND THE SESSION MUST WEAR A FACE MASK AT ALL TIMES IN ACCORDANCE WITH THE GOVERNOR'S EXECUTIVE ORDER, EXCEPT WHILE GIVING A SPEECH FOR A BROADCAST OR TO AN AUDIENCE.

ANY OFFICIAL WITH AUTHORITY TO ENFORCE THE GOVERNOR'S EXECUTIVE ORDER MAY ACT TO ENFORCE TRESPASSING LAWS AND REMOVE VIOLATORS.

LET ME INTRODUCE MY FELLOW TRUSTEES AND STAFF.

SEATED TO MY LEFT ARE SARA BONSER, SUPERINTENDENT OF SCHOOLS.

DR. TERESA WILLIAMS, CHIEF OPERATING OFFICER.

NEXT IS BOARD VICE PRESIDENT JERI CHAMBERS.

JUST GOING TO GO AROUND THIS WAY.

NEXT IS TRUSTEE DAVID STOLLE.

NEXT IS TRUSTEE NANCY HUMPHREY.

WE HAVE SHERON NOWAK, EXECUTIVE ASSISTANT TO THE BOARD.

WE HAVE BOARD SECRETARY DR.

HEATHER WANG. WE HAVE BOARD MEMBER ANGELA POWELL AND WE HAVE BOARD MEMBER CODY WEAVER.

AT THIS TIME, I WILL ASK SUPERINTENDENT BONSER TO VERIFY THAT WE WERE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT REGARDING THE NOTICE FOR THIS MEETING.

THANK YOU, PRESIDENT RICHARDS.

THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT. THANK YOU.

IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL NOW ADJOURN INTO CLOSED SESSION IS

[2. CLOSED SESSION]

SECTION 551.074 THE TIME IS 6:04 P.M.

ON TUESDAY, OCTOBER 20, 2020.

ARE THERE ANY OBJECTIONS? NO. AT THIS TIME I ASK ANYONE WHO'S NOT BEEN INVITED TO PARTICIPATE IN CLOSED SESSION TO LEAVE THE BOARDROOM. AS A REMINDER, ONLY VOTERS ARE ALLOWED IN THE LOBBY DURING EARLY VOTING. THANK YOU. THE BOARD NOW WILL RECONVENE OPEN SESSION TODAY IS TUESDAY, OCTOBER

[3. RECONVENE OPEN SESSION]

WE WILL NOW MOVE TO PUBLIC COMMENT SESSION ON OUR AGENDA.

DR. TERESA WILLIAMS, CHIEF OPERATING OFFICER, WILL ADVISE IF ANYONE HAS SIGNED UP TO ADDRESS THE BOARD REGARDING AGENDA ITEMS. DR. WILLIAMS? THANK YOU, PRESIDENT RICHARDS.

WE HAVE NO SPEAKERS AT THIS TIME.

THANK YOU. WE ARE NOW GOING TO MAKE A SMALL CHANGE IN THE AGENDA, WE ARE A LITTLE BIT AHEAD OF SESSION AND WE WANT TO ENSURE THAT OUR COMMUNITY MEMBERS WHO SERVE ON OUR DIFFERENT ADVISORY COMMITTEES CAN JOIN US AT AN APPROPRIATE TIME TO BE RECOGNIZED. AND SO THEY'LL BE APPROXIMATELY SEVEN O'CLOCK.

SO IN THE INTERIM, WE'RE ACTUALLY GOING TO GO TO TWO AGENDA ITEMS THAT MR. MCDOWELL WILL PRESENT. SO WE'RE GOING TO AGENDA ITEM 5B, MR.

[5. DISCUSSION AND ACTION]

AND SO THE CITY OF PLANO RECEIVES SOME STIMULUS FUNDS OR CARES ACT FUNDING.

I BELIEVE THAT CAME FROM THE COLLIN COUNTY STIMULUS PACKAGE OR STIMULUS ALLOTMENT.

THEY HAVE AGREED TO PASS ON FIVE HUNDRED THOUSAND OF THAT TO PLANO ISD FOR CUSTODIAL ITEMS. AND DESK SHIELDS OR THE DESK DIVIDERS LIKE YOU SEE AT, SIMILAR TO WHAT YOU SEE THERE AT YOUR BOARD TABLE.

SO THIS IS A LITTLE DIFFERENT INTER LOCAL AGREEMENT THAN WE TYPICALLY BRING.

NORMALLY, WE'RE ENTERING INTO AN AGREEMENT FOR US TO PAY SOMEONE FOR SERVICES.

ACTUALLY, THIS IS ONE, THOUGH, THAT A INTER LOCAL AGREEMENT WAS REQUIRED FOR US TO BE A SUB RECIPIENT OF THESE FUNDS.

[00:05:02]

SO IT'S REALLY JUST EXPLAINING THE TRANSFER OF FUNDS.

AND IT HAS TO BE FOR EXPENDITURES THAT WERE INCURRED AFTER MAY 20TH OF 2020.

AND SO THAT WON'T BE ANY PROBLEM.

AND SO TODAY, JUST IN THESE COUPLE OF CATEGORIES ON CLEANING AND SANITATION WAS SPENT ABOUT TWO HUNDRED AND SEVENTY FIVE THOUSAND DOLLARS.

AND ON DESK SHIELDS WE'VE SPENT APPROXIMATELY FIVE HUNDRED AND FIFTY THOUSAND.

AND SO THIS WILL GO A LONG WAY IN REIMBURSING US FOR THOSE COUPLE OF CATEGORIES.

WE GREATLY APPRECIATE THE CITY PARTNERING WITH US.

THAT WAS A BIG STEP FOR THEM AND VERY HELPFUL TO PARTNER WITH THE SCHOOL DISTRICT.

SO I'D BE HAPPY TO ANSWER ANY QUESTIONS THAT YOU HAVE OTHER THAN THAT.

THIS ONE'S PRETTY SIMPLE.

IF YOU APPROVE IT, WE GET FIVE HUNDRED THOUSAND DOLLARS.

IF YOU DON'T, WE DO NOT RECEIVE IT.

ALL RIGHT, SO JUST TO CLARIFY, THIS IS ACTUALLY AGENDA ITEM 5C, SO IT'S THE APPROVAL OF THE INTER LOCAL COOPERATION AGREEMENT BY AND BETWEEN THE CITY OF PLANO, TEXAS AND PLANO INDEPENDENT SCHOOL DISTRICT FOR SUB RECIPIENT MUTUAL FUNDS.

AND SO MAY I HAVE A MOTION? I MOVE THE BOARD OF TRUSTEES APPROVES THE PROFESSIONAL SERVICES AGREEMENT WITH CATAPULT LEARNING WEST, LLC AS PART OF THE DISTRICT'S COMPREHENSIVE CORONATE EARLY INTERVENTION SERVICES PLAN. ANGELA, THAT WAS MY ERROR.

OH SORRY. SO IT'S 5C AND SO IT'S THE ONE ON THE INTER LOCAL.

I GOT IT. I, JERI CHAMBERS MOVE THAT THE BOARD OF TRUSTEES APPROVES THE INTER LOCAL COOPERATION AGREEMENT BY AND BETWEEN THE CITY OF PLANO, TEXAS AND THE PLANO SCHOOL DISTRICT FOR SUB- RECIPIENT MUNICIPAL FUNDS.

SECOND. I HAVE A MOTION BY JERI CHAMBERS AND A SECOND BY CODY WEAVER THAT THE BOARD OF TRUSTEES APPROVES THE INTER LOCAL COOPERATION AGREEMENT BY AND BETWEEN THE CITY OF PLANO, TEXAS, AND THE PLANO INDEPENDENT SCHOOL DISTRICT FOR SUB- RECIPIENT MUNICIPAL FUNDS.

IS THERE ANY FURTHER DISCUSSION? YEAH, I WOULD LIKE TO MAKE A STATEMENT.

YOU KNOW, I'VE TALKED TO A LOT OF SUPERINTENDENTS AROUND THE STATE, AND I WILL TELL YOU THAT WHAT THE CITY OF PLANO HAS DONE HAS SET THEM APART FROM MANY OTHER CITIES AND COUNTIES. AND SO, YOU KNOW, I JUST IF ANYONE HAS AN OPPORTUNITY TO GIVE A THANK YOU TO THE CITY OF PLANO AND THE CITY MANAGER AND THE CITY COUNCIL AND THE MAYOR FOR THEIR SUPPORT OF THE SCHOOL DISTRICT.

WE ARE ONE OF THE VERY FEW WHO ARE BENEFITING IN THIS MANNER.

AND SO I CAN'T SAY ENOUGH THANK YOU TO THEM FOR THEIR SUPPORT AND THEIR HELP IN SUPPORT OF PLANO ISD BEING ABLE TO OPEN SCHOOLS SAFELY.

THANK YOU. AND SARA IS THERE A WAY WE CAN HAVE SOME SOCIAL MEDIA? CAN WE POST THAT AND CAN WE THEN CAN WE ENCOURAGE ALL OF US TO SHARE IT IF WE ARE INVOLVED? THEY'D BE GREAT. ALL RIGHT.

SO ANY FURTHER DISCUSSION OR QUESTIONS? ALL RIGHT. WE WILL NOW PROCEED TO VOTE.

ALL THOSE IN FAVOR. RAISE YOUR HAND.

MOTION CARRIES UNANIMOUSLY SEVEN TO ZERO, THANK YOU.

AND NOW WE WILL REVERT TO 5B PART OF THE CONFUSION IS THAT THE PRESENTERS ARE BOTH DR.

KATRINA HASLEY AND MR. RANDY MCDOWELL. AND SO.

YES, THANK YOU, PRESIDENT RICHARDS.

I'D LIKE TO PROVIDE SOME BACKGROUND FOR YOU ON THIS RECOMMENDATION.

OUR RESULTS DRIVEN ACCOUNTABILITY REPORT INDICATES THAT PLANO ISD HAS A DISPROPORTIONATE REPRESENTATION OF AFRICAN-AMERICAN SPECIAL EDUCATION STUDENTS ASSIGNED TO OUT OF SCHOOL SUSPENSION AND OR EXPULSIONS.

THIS IS CALLED SIGNIFICANT DISPROPORTIONALITY.

YEAR BEFORE LAST, WE FORMED IN MTSS BEHAVIOR TASK FORCE, WHICH STANDS FOR MULTITIERED SYSTEM OF SUPPORT. LAST YEAR, THE TEAM ACCELERATED THE WORK IN IDENTIFYING PRACTICES AND PROCEDURES THAT NEEDED TO BE CHANGED IN ORDER TO ADDRESS THIS ISSUE IN BOTH GENERAL AND SPECIAL EDUCATION. AS YOU MAY RECALL, THE TASK FORCE RECOMMENDED A WEB BASED PROGRAM REVIEW 360 EARLIER TO BE IMPLEMENTED ON ALL CAMPUSES TO ALLOW FOR CONSISTENT AND ACCURACY IN BEHAVIOR TRACKING OF ALL STUDENTS SO THAT WE WOULD HAVE DATA TO SUPPORT DECISION MAKING. WE STARTED USING THAT PROGRAM THIS YEAR.

THEN, WITH THE RESTRUCTURE OF STUDENT FAMILY COMMUNITY SERVICES DEPARTMENT AND DR.

GOBER'S ENTRANCE AND KIMMIE CONLON.

WE HAVE EXPANDED THE WORK ON MTSS.

SO NOW THAT LEADERSHIP TEAM IS BRINGING FORWARD THIS RECOMMENDATION TO WORK WITH CATAPULT LEARNING WEST TO ASSIST WITH THIS NEED THROUGH DISTRICT WIDE PROFESSIONAL LEARNING AND TARGETED COACHING. AFTER THREE YEARS OF THIS FINDING, THERE ARE SPECIFIC REQUIREMENTS OF OUR DISTRICT AND ONE OF THOSE IS TO SET ASIDE 15 PERCENT OF OUR IDEA PART B FUNDS TO PROVIDE A COMPREHENSIVE, COORDINATED, EARLY INTERVENING SERVICES TO ADDRESS THE FACTORS THAT ARE CONTRIBUTING TO THE SIGNIFICANT DISPROPORTIONALITY.

[00:10:03]

SO IT IS THE RECOMMENDATION OF THE ADMINISTRATION TO APPROVE THE PROFESSIONAL SERVICES AGREEMENT WITH CATAPULT LEARNING.

KATRINA, DO YOU KNOW WHAT THE TOTAL 15 PERCENT AMOUNTS ARE? EXCUSE ME, DO YOU KNOW WHAT THE TOTAL FOR THAT 15 PERCENT AMOUNT IS? SORRY, I DIDN'T A LITTLE LESS THAN 800,000 DOLLARS.

THAT'S WHAT THIS CONTRACT IS, WHAT'S THE TOTAL, WHAT'S 15 PERCENT OF OUR IDEA? THE SET ASIDE AMOUNT, THE 15 PERCENT? SO JUST TO BE CLEAR ON THIS, THE FUNDING FOR THIS AND THE MECHANISM, THIS IS A REQUIRED WAS A REQUIRED EXPENDITURE.

YES. WE'VE SET ASIDE ONE POINT THREE DOLLARS MILLION.

WE'RE TAKING 800 OF THAT.

SPENDING IT AS REQUIRED.

YES. OK. CAN YOU GIVE ME AN EXAMPLE OF TWO ARE WHAT STUDENTS MIGHT SEE AS PART OF THIS, WHAT TYPE OF STUDENT ENGAGEMENT WORK WOULD HAPPEN? WELL, THE FIRST LEVEL, THIS IS PROFESSIONAL LEARNING FOR TEACHERS AND STAFF AND SOME OF THE TOPICS THAT WOULD BE BROUGHT IN.

IT'S ALSO TARGETED COACHING FOR STAFF.

AND SOME OF THE TOPICS THAT THEY WOULD WOULD BRING TO US WOULD BE PROMOTING A SAFE AND POSITIVE SCHOOL CLIMATE, TIER TO BEHAVIORAL INTERVENTIONS, PROVIDING A CULTURE OF ACHIEVEMENT, CULTURAL COMPETENCE, ADVANCING EQUITY IN THE CLASSROOM, RECOGNIZING IMPLICIT BIAS AND STRIVING FOR CULTURAL COMPETENCY.

THOSE ARE SOME OF THE TOPIC AREAS OF FOCUS.

OK, SO IN MANY WAYS, A CONTINUATION OF THE WORK THAT WE HAVE UNDERTAKEN FOR THE LAST THREE OR FOUR YEARS? YES. OK, ANY FURTHER QUESTIONS OR COMMENTS? MAY I HAVE A MOTION? YES.

WHAT I READ EARLIER. OK.

SO I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE PROFESSIONAL SERVICES AGREEMENT WITH CATAPULT LEARNING WEST LLC AS PART OF THE DISTRICT'S COMPREHENSIVE CORONATE EARLY INTERVENING SERVICES PLAN.

IS THERE A SECOND? SECOND.

I HAVE A MOTION BY ANGELA POWELL, A SECOND BY CODY WEAVER, THAT THE BOARD OF TRUSTEES APPROVES THE PROFESSIONAL SERVICES AGREEMENT WITH CATAPULT LEARNING WEST LLC AS PART OF THE DISTRICT'S COMPREHENSIVE, COORDINATED, EARLY INTERVENING SERVICES PLAN.

IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE ALL THOSE IN FAVOR RAISE YOUR HAND.

MOTION CARRIES UNANIMOUSLY.

SEVEN ZERO. ALL RIGHT.

NOW WE WILL, I THINK, JUST TAKE AN EIGHT MINUTE PAUSE TO ALLOW OUR COMMUNITY MEMBERS TO JOIN US. AND WE WILL BE DISCUSSING ITEMS 5A.

SO WE ARE IN A BRIEF ADJOURNMENT UNTIL SEVEN O'CLOCK.

[00:19:33]

DR. KATRINA HASLEY, ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES, WILL PRESENT THIS ITEM. DR. HASLEY? THANK YOU, PRESIDENT RICHARDS.

[00:20:02]

SHE'S OUR DIRECTOR FOR CAREER AND TECHNICAL EDUCATION.

AND THEN FOLLOWING HER WILL BE KEVIN MOORE, OUR COORDINATOR FOR GIFTED SERVICES, PRESENTING THE GIFTED AND TALENTED COMMITTEE.

AND THEN JANNA CROW, EXECUTIVE DIRECTOR FOR SPECIAL EDUCATION, WILL PRESENT THE SPECIAL ED COMMITTEE REPORT.

SO WE'LL START WITH MS. BUECHMAN.

HI, GOOD EVENING. FIRST, I WANT TO START THE MEETING OFF WITH JUST THANKING OUR COMMITTEE MEMBERS, YOU KNOW, THEY COME IN AND SPEND TIME OUT OF THEIR PERSONAL EVENINGS TO COME AND GIVE BACK TO OUR PROGRAM.

AND SO I JUST WANT TO TAKE A MINUTE AND RECOGNIZE THAT OUR WORK WOULD BE IMPOSSIBLE WITHOUT THEM BY OUR SIDE.

SO OUR COMMITTEE MET THREE TIMES LAST YEAR TO WORK ON OUR GOALS FOR THE 2019 2020 SCHOOL YEAR. DURING OUR TIME TOGETHER, WE DISCUSSED OUR GOALS AND DEVELOPED A PLAN TO CARRY IT, CARRY THEM OUT WHILE KEEPING IN MIND WORKFORCE LABOR TRENDS AND OUR CURRENT CTE PROGRAMS. IN ADDITION, AT EACH MEETING WE CONTINUE TO HIGHLIGHT OUR SEPARATE CTE PROGRAMS EACH TIME WE MET SO THAT AFTER THREE YEARS A COMMITTEE MEMBER WILL HAVE A FULL UNDERSTANDING OF OUR OFFERINGS WITHIN PLANO ISD.

OUR FIRST GOAL, YOU MAY RECALL, IS A CONTINUATION OF A 2018 2019 GOAL OUR COMMITTEE WORKED ON, WHICH WAS TO EXPLORE WAYS TO IMPROVE THE PROCESS OF INFORMING THE MIDDLE SCHOOL STUDENTS AND PARENTS PRIOR TO THE SPRING SEMESTER OF EIGHTH GRADE OF THE OPPORTUNITIES FOR CORE SELECTION AND CAREER PATHWAYS AND CTE.

THE ONLY CHANGE LAST YEAR WAS TO ADD THE PARENT PIECE TO OUR PART OF OUR GOAL.

WE KNOW THAT PARENTS PLAY AN IMPORTANT ROLE IN THEIR STUDENTS COURSE SELECTIONS, SO WE WANT TO MAKE SURE THAT THEY WERE AWARE OF THE OPPORTUNITIES AS WELL.

SOME THINGS THAT WE DID THROUGHOUT THE SCHOOL YEAR LAST YEAR WAS WE, AGAIN PARTICIPATE IN THE CAREER FAIRS. THIS WAS SOMETHING THAT WE HAVE WORKED ON OVER THE YEARS, AND THIS WAS OUR FIRST TIME TO BE ABLE TO ATTEND ALL 13 MIDDLE SCHOOL CAREER FAIRS EXCUSE ME, WHERE WE ARE ABLE TO SPEAK TO STUDENTS ABOUT CTE OFFERINGS.

WE ALSO WANT TO THANK OUR COMMITTEE MEMBERS WHO ATTENDED THE CAREER FAIRS TO SPEAK TO STUDENTS AND THE ONES THAT SIGNED UP TO SPEAK IN OUR CTE CLASSROOMS. TWO OPPORTUNITIES WE HAVE SPECIFICALLY FOR THE ACADEMY PROGRAMS WHICH TARGETED PARENTS WERE THE PARENT INFORMATIONAL NIGHTS.

KIM CHANDLER, WHO'S OUR HEALTH SCIENCES COORDINATOR, HAD TWO PARENT INFORMATIONAL NIGHTS.

IN ADDITION TO SPEAKING TO ALL EIGHTH GRADERS ACROSS THE DISTRICT.

THE PLANO ISD, IN PARTNERSHIP WITH THE COLLEGE TECHNICAL CAMPUS, HAD TWO PARENT INFORMATIONAL NIGHTS.

IN ADDITION, THE INDUSTRIES ACADEMY WAS PROMOTED ON DISTRICT SOCIAL MEDIA, THE COLLIN COLLEGE TECHNICAL CAMPUS PROFESSIONAL VIDEO WAS SHOWED TO ALL SHOWN TO ALL 10TH GRADERS.

INFORMATION WAS SHARED WITH COUNSELORS AND ADMINISTRATORS TO PUSH OUT ON THEIR CAMPUS, AND INFORMATION WAS SENT TO PARENTS AND STUDENTS THROUGH E-NEWS AND SCHOOL MESSENGER.

OUR TWO GOALS KIND OF WORKED HAND IN HAND LAST YEAR, SO OUR SECOND GOAL WAS TO REVIEW, TO REVIEW THE CURRENT CTE PATHWAYS IN LIGHT OF THE TEA PROGRAMS OF STUDY REQUIREMENT.

THE PROGRAMS THE STUDY PROVIDES AN OPPORTUNITY FOR STUDENTS TO BECOME COLLEGE AND OR CAREER READY, PROVIDE STUDENTS WITH A COURSE SEQUENCE THAT TIES TO AN ENDORSEMENT AND OFFERS A STRONG VERTICAL ALIGNMENT BETWEEN SECONDARY AND POST-SECONDARY, LEADING TO A MORE COMPETITIVE WORKFORCE.

SO WHEN WE WERE LOOKING AT OUR PROGRAMS OF STUDY, TEA PROGRAMS OF STUDY REVIEWED IN DEPTH BY OUR CTE TEAM TO DETERMINE HOW COURSES OFFERED IN PLANO ISD ALIGN WITH EACH PROGRAM OF STUDY RELEASED BY TEA AND HOW AND IF THERE WERE ANY GAPS THAT NEEDED TO BE FILLED BY ADDING ADDITIONAL COURSES.

OUR TEAM MET WITH COUNSELORS, ADMINISTRATORS, PARENTS, STUDENTS, TEACHERS, INDUSTRY PARTNERS AND COMMITTEE, OUR ADVISORY COMMITTEE AND VARIOUS SETTINGS TO REVIEW THE PROGRAMS OF STUDY.

THE CTE COMMITTEE PLAYED A VITAL ROLE IN OUR PROGRAMS THE STUDY REVIEW PROCESS.

MEMBERS WERE PROVIDED WITH PRELIMINARY COPIES OF OUR PROGRAM OF STUDY BOOKLET WHICH I DO BELIEVE YOU ALL RECEIVED, AND THEN IN ADDITION, HAVE OUR PROGRAM STUDY AT A GLANCE.

AND WE'RE GIVEN AN OPPORTUNITY TO HAVE A ROUNDTABLE DISCUSSION TO PROVIDE FEEDBACK TO OUR TEAM. DURING THIS TIME, WE ASK FOR FEEDBACK ON THE FORMAT AND THE POTENTIAL IMPACT THIS INFORMATION, INCLUDING POST-SECONDARY AND WORKFORCE DATA, WOULD HAVE WITH OUR STUDENTS, PARENTS, SCHOOLS AND COMMUNITY.

ONE PIECE, AS I THINK YOU ALL HAVE IN YOUR HANDS RIGHT NOW, IS A PROMOTIONAL PIECE OF

[00:25:04]

THIS WAS PROVIDED TO ALL CTE TEACHERS, COUNSELORS IN THE SPECIAL EDUCATION DEPARTMENT TO PROVIDE A QUICK SNAPSHOT OF COURSES OFFERED WITHIN PROGRAMS OF STUDY.

IN ADDITION, WE ROLLED OUT OUR PROGRAM OF STUDY BOOKLET, THIS WAS PROVIDED WE PROVIDED A PRINTED COPY TO ALL SECONDARY COUNSELORS TO ASSIST IN COURSE SELECTIONS DURING THE FOUR YEAR PLANNING MEETINGS, SECONDARY PRINCIPALS, CTE TEACHERS AND THE SPECIAL EDUCATION DEPARTMENT, KEY DISTRICT LEADERS.

AND AS I SAID BEFORE, I BELIEVE ALL OF YOU RECEIVED A COPY BACK IN THE SPRING.

THE INFORMATION IN THIS BOOKLET PROVIDES A MORE IN-DEPTH LOOK FOR EACH PROGRAM OF STUDY SO THAT THE READER HAS COURSE INFORMATION, INDUSTRY BASED CERTIFICATION OPPORTUNITIES, WORKFORCE DATA THAT LEADS TO HIGH WAGE AND HIGH DEMAND CAREERS.

WE HOPE THAT WITHIN THE NEXT FEW WEEKS THAT WE'RE ABLE TO HAVE THIS ON OUR WEBSITE AS AN INTERACTIVE RESOURCE FOR ALL.

SO AS WE LOOK FORWARD, WE HAVE THREE GOALS THAT WE HAVE IN MIND FOR THE 2020 AND 2021 SCHOOL YEAR, THE FIRST ONE IS TO REVIEW CURRENT PROGRAMS OF STUDY AND DETERMINE IF ANY ADDITIONAL HIGH WAGE AND HIGH DEMAND PATHWAYS ARE NEEDED.

NUMBER TWO CONTINUE TO ADD INDUSTRY BASED CERTIFICATION TO SUPPORT STUDENT GOALS AND BECOMING LIFE READY WHERE NEEDED AND ENHANCED MARKETING EFFORTS FOR THE PLANO ISD INDUSTRIES ACADEMY AT THE COLLIN COLLEGE TECHNICAL CAMPUS TO INCREASE PLANO ISD ENROLLMENT. ANY QUESTIONS? THANK YOU SO MUCH FOR YOUR PRESENTATION.

LOVE WHAT WE'RE DOING WITH THIS.

NOT SOMETHING I HAD WHEN I WAS IN HIGH SCHOOL.

AND SO MY WIFE ACTUALLY WENT THROUGH THE ARCHITECTURE AND CONSTRUCTION SCIENCE ONE AND THAT PREPARED HER. SO HER FRESHMAN YEAR IN ARCHITECTURE, SHE WAS LEAPS AND BOUNDS AHEAD OF OTHER STUDENTS. SO PREPARING STUDENTS FOR YEARS AHEAD OF GOING TO COLLEGE MAKES A HUGE DIFFERENCE WHEN THEY ACTUALLY GET THERE.

AND SO I LOVE WHAT WE'RE DOING.

WE HAVE A TREMENDOUS COURSE OFFERING.

AND I GUESS MY FIRST QUESTION IS FOR OUR EIGHTH GRADERS THAT ARE, LET'S SAY FOR LAST YEAR THAT CAME INTO NINTH GRADE, WHAT PERCENTAGE OF OUR STUDENTS THAT ARE GOING INTO HIGH SCHOOL ARE CHOOSING A PROGRAM OF STUDY? SO WITH THIS KIND OF BEING A NEW WAY TO LOOK AT OUR CTE COURSES BEFORE STUDENTS JUST LOOKED AT LIKE CAREER CLUSTERS AND THEY WENT THROUGH AND THEY FOUND AREAS THAT INTEREST THEM, SOME OF THEM MIGHT HAVE BEEN ON A PROGRAM OF STUDY, BUT NOT ALL STUDENTS.

AND SO I THINK IT WILL TAKE A FEW YEARS FOR US TO REALLY SEE AND BE ABLE TO REPORT ON THE STARTING, YOU KNOW, THE COMPLETION OF A PROGRAM OF STUDY AND HOW OUR STUDENTS ARE COMPLETERS IN THAT. SO YOU MIGHT HAVE, LET'S SAY, A SOPHOMORE THAT DECIDES TO START A PROGRAM OF STUDY AND SEE IT TO COMPLETION.

BUT THEY DIDN'T START AS A FRESHMAN.

THEY DIDN'T GO STRAIGHT THROUGH.

RIGHT. CORRECT. AND SO SOME OF THESE DIFFERENT LEVELS, ARE THEY BY SEMESTER OR ARE THEY INHERENTLY BY YEAR OR TRYING TO SEE HOW THEY BREAK OUT AND HOW MAYBE SOMEBODY COULD DO MORE THAN ONE PROGRAM OF STUDY? YEAH, SO WE COULD HAVE STUDENTS DO MORE THAN ONE PROGRAM OF STUDY.

SO SOME CLASSES ARE SEMESTER, SOME ARE YEAR, YOU KNOW, SOME JUST BECAUSE IT HAS A LEVEL, IT DOESN'T MEAN THAT IT'S NECESSARILY TIED TO A GRADE LEVEL.

AND SO A STUDENT COULD TAKE THAT ANY TIME IF THE COURSES OFFERED ON THEIR CAMPUS.

AND SO WE WOULD I THINK WE WILL SEE ONCE WE SEE THE DATA, WE WILL SEE STUDENTS THAT ARE NOT A TON MAYBE, BUT WE WILL SEE STUDENTS THAT ARE IN ONE MORE ONE OR MORE PROGRAM OF STUDY. OK, VERY GOOD.

GREAT THAT'S MY QUESTION. THANK YOU SO MUCH. I LOVE THIS.

AND I WENT THROUGH THE HEALTH SCIENCE STUFF IN SAN ANTONIO AND WE DIDN'T HAVE THE STRUCTURE THAT WE HAVE HERE AS A VERY SMALL COHORT AND THERE ARE PLENTY OF STUDENTS THAT WANTED TO BE A PART OF IT. SO IT'S GREAT THAT WE OFFER OUR OWN ACADEMY TO MAKE THAT HAPPEN BECAUSE OTHER SCHOOL DISTRICTS AND SCHOOLS JUST DON'T HAVE THAT OFFER.

SO THANK YOU. THANK YOU, KAREN? I WAS.

SORRY. KAREN, I WANT TO SAY THESE ARE REALLY GOOD GOALS THAT YOU SET OUT.

AND MY SON RIGHT NOW IS IN THE AUTOMOTIVE PROGRAM IS PHENOMENALLY GREAT PROGRAM.

THE GARAGE LOOKS LIKE A DEALERSHIP GARAGE THAT THEY HAVE HANDS ON LEARNING.

SO I THINK THAT WHAT WE'RE DOING WITH THIS AND MOVING IT FORWARD IS EXCELLENT.

AND YOU'RE DOING A GREAT JOB.

I JUST WANT TO SAY THAT. SO I DON'T HAVE A QUESTION, JUST REALLY A COMMENT, THE FIRST GOAL, THEY'RE REVIEWING CURRENT PROGRAMS AND LOOKING FOR ADDITIONAL NEEDS, AREAS OF NEEDS. WE'VE BEEN TALKING ABOUT THAT FOR YEARS AND YEARS, ABOUT DOING THAT.

AND SO I'M GLAD TO SEE THIS FORMALIZED AS A GOAL A AND B, MY SUGGESTION IS THAT WE CONTINUE TO HAVE THIS AS AN ONGOING GOAL ON AN ANNUAL BASIS WITH THIS SUBCOMMITTEE AND THEN CAN WORK IN OTHER GOALS AS NEEDED.

BUT WE ALWAYS NEED TO BE FLEXIBLE AND RESPONSIVE TO THE NEEDS OF AN EVER CHANGING WORLD.

KAREN, HOW MANY OF THESE PROGRAMS ARE LOCATED OR GOING TO BE EVENTUALLY COMPLETELY LOCATED, PARTIALLY OR COMPLETELY AT COLLIN COLLEGE?

[00:30:04]

AND SO WHAT WE HAVE IDENTIFIED THERE ARE THE COURSES THAT ARE ON OUR 9, 10 AND 11, 12 CAMPUSES. SO WITHIN COLLIN JUST TO SPEAK ON THAT, I THINK CURRENTLY THEY HAVE FIVE OR SIX PROGRAMS AND I THINK THEY'RE LOOKING TO EXPAND THAT.

OK. KAREN, CAN I JUST ASK ONE MORE QUESTION? IN TERMS OF THE COURSE OFFERINGS, EITHER WHAT WE'VE HAD FOR A WHILE OR NEW OFFERINGS, WHAT WOULD YOU SAY IS THE HIGHEST IN DEMAND FOR STUDENTS? IN DEMAND FOR STUDENTS? I THINK WE SEE A VARIETY.

YOU KNOW, HEALTH SCIENCE IS ALWAYS ONE THAT'S IN DEMAND FOR OUR STUDENTS, OUR BUSINESS COURSES. I THINK WHEN YOU LOOK AT CERTAIN POPULATIONS THAT KIND OF JUST YOU KNOW, IT'S A IT'S DIFFERENT. OUR AUTOMOTIVE PROGRAM IS ONE THAT WE ALWAYS HAVE A WAITING LIST AND THAT KIDS ARE ALWAYS INTERESTED IN GETTING INTO.

AND SO I DON'T KNOW IF I CAN NECESSARILY I COULD GO BACK AND LOOK AT DATA AND SEE.

BUT, YOU KNOW, I THINK WE'RE PRETTY DIVERSE ON THE INTEREST ACROSS THE DISTRICT.

GREAT. THANK YOU. ALL RIGHT, THANK YOU. IF THERE ARE NO FURTHER QUESTIONS, I THINK THE NEXT REPORT IS FROM OUR GIFTED AND TALENTED COMMITTEE.

THANKS, EVERYONE, FOR GIVING ME THE CHANCE TO SPEAK TONIGHT, I APPRECIATE IT.

WANT TO ECHO KAREN, BY STARTING BY THANKING OUR COMMITTEE MEMBERS FROM LAST YEAR, LAST YEAR WAS MY FIRST OPPORTUNITY TO MEET WITH THIS COMMITTEE AND WE WERE VERY LUCKY THAT IT'S MADE UP OF A BUNCH OF DEDICATED PARENTS AND TEACHERS AND COMMUNITY MEMBERS FROM ELEMENTARY SCHOOLS, MIDDLE SCHOOLS, HIGH SCHOOLS AND SENIOR HIGHS.

SO REALLY GIVING US A GOOD BREADTH OF INPUT THAT WE WERE REALLY LOOKING FOR IN THIS COMMITTEE. WE HAVE MOST OF OUR COMMITTEE MEMBERS ROLLING OVER INTO THIS YEAR AS WELL WITH A FEW THAT WE'VE SAID GOODBYE TO AND A FEW THAT WE ARE WELCOMING NEW THIS YEAR.

LAST YEAR, OUR COMMITTEE MEMBERS PROVIDED SOME INPUT ON OUR MIDDLE SCHOOL SERVICE DESIGN, AND MOST OF THE FEEDBACK FROM THE COMMITTEE WAS VERY POSITIVE.

THE COMMITTEE MEMBERS LIKED THE FACT THAT WE HAD DEDICATED PACE CUSTOM CLASSES IN OUR MIDDLE SCHOOL PROGRAMS AND SOCIAL STUDIES AND SIXTH THROUGH EIGHTH GRADE.

AND THE FACT THAT THEY ARE CHALLENGED A LOT IN THOSE COURSES FOR THINGS THAT THEY'RE GIVEN THAT ARE SPECIFIC TO THE NEEDS AND CHALLENGES THAT GIFTED AND TALENTED STUDENTS REALLY NEED. AND SOME MEMBERS DID EXPRESS A DESIRE FOR PACE STUDENTS TO BE CHALLENGED MORE IN OTHER CONTENT AREAS IN MIDDLE SCHOOL, ESPECIALLY AS THEY GET CLOSER TO MAKING THAT TRANSITION BETWEEN MIDDLE SCHOOL AND HIGH SCHOOL.

AND THAT TIES INTO THE SECOND PART OF THE GOAL.

WHEN THE COMMITTEE LOOKED AT THE SECOND PART OF THE SCHOOL, WHICH WAS GETTING INPUT ON THE STRESS LEVEL OF GIFTED AND TALENTED STUDENTS DURING THEIR TRANSITION FROM MIDDLE SCHOOL TO HIGH SCHOOL.

THEY TALKED ABOUT SOME OF THE FACTORS THAT THEY HAD OBSERVED IN THEIR OWN STUDENTS OR FRIENDS' STUDENTS OR THAT THEY EXPERIENCED WHEN THEY WERE GROWING UP AS THEY THAT CONTRIBUTED TO THEIR STRESS LEVELS, AS THEY MADE THAT REALLY DIFFICULT JUMP BETWEEN EIGHTH GRADE AND NINTH GRADE.

AND THEN AS A COMMITTEE, WE BEGAN WORK ON A SURVEY INSTRUMENT THAT WOULD BE INTENDED TO BE GIVEN TO EIGHTH GRADE STUDENTS AND PARENTS AND NINTH GRADE STUDENTS AND PARENTS TO TRY TO PINPOINT REALLY THE KINDS OF THINGS THAT WERE LEADING AND CONTRIBUTING TO THAT STRESS, BOTH ACADEMIC THINGS AND SOCIAL EMOTIONAL THINGS.

AND THE FEEDBACK FROM THAT SURVEY, WE THOUGHT WOULD BE ABLE TO INFORM PROFESSIONAL DEVELOPMENT THAT WE COULD GIVE OUR TEACHERS IN THOSE EIGHTH GRADE AND NINTH GRADE PACE CLASSES TO REALLY HELP THE STUDENTS WITH THAT TRANSITION IN SOME TARGETED AREAS.

UNFORTUNATELY, WE DID NOT GET TO FINISH THIS WORK.

WE MET THREE OUT OF OUR FOUR TIMES LAST YEAR AND THEY WERE REALLY KICKING THE SURVEY WORK INTO HIGH GEAR WHEN WE HAD TO CANCEL OUR LAST MEETING.

AND SO YOU'LL SEE THAT ONE OF OUR GOALS FOR THIS YEAR THAT WE'RE PROPOSING IS A CONTINUATION OF THIS WORK.

OUR SECOND GOAL WAS TO EXAMINE A PORTION OF THE NEW TEXAS STATE PLAN FOR THE EDUCATION OF GIFTED AND TALENTED STUDENTS.

WE WERE GIFTED A NEW IF THAT'S A PUN, WE WERE GIFTED A NEW TEXAS STATE PLAN IN THE SUMMER OF TWENTY NINETEEN.

AND ONE SECTION OF THIS STATE PLAN DEALS WITH FAMILY AND COMMUNITY INVOLVEMENT.

SO WE LOOKED AT EACH STANDARD OF THAT NEW TEXAS STATE PLAN TO SEE HOW OUR CURRENT PRACTICES ALIGNED WITH THOSE STANDARDS.

AND WHAT THE COMMITTEE DISCUSSED WERE SOME OF THE INCONSISTENCIES THEY FELT WERE PRESENT ACROSS THE DISTRICT IN THE WAY THAT SOME INFORMATION WAS COMMUNICATED TO PARENTS AND THE WAY THAT SOME OF OUR ACHIEVEMENTS OF OUR GIFTED AND TALENTED STUDENTS, WHICH THERE ARE MANY, THE WAYS THAT THOSE ARE COMMUNICATED TO THE COMMUNITY AS WELL AS THE PARENTS.

SO EACH STANDARD OF THAT SECTION OF THE OF THE STATE PLAN IS DESIGNATED AS EITHER AN

[00:35:02]

AND THE COMMITTEE FOUND THAT WHILE WE WERE DEFINITELY IN COMPLIANCE WITH ALL OF THOSE ACCOUNTABILITY STANDARDS, THAT THERE WAS SOME ROOM FOR GROWTH AND SORT OF EXTENDING OUR ABILITY TO MEET SOME OF THOSE EXEMPLARY STANDARDS, PARTICULARLY IN THE WAY THAT WE HAVE OUTREACH TO THE COMMUNITY AND GETTING THEM INVOLVED WITH OUR WITH OUR GIFTED AND TALENTED STUDENTS. AND THAT IS GOING TO INFORM ONE OF OUR PROPOSED GOALS FOR THIS YEAR AS WELL.

SO OUR FIRST PROPOSED GOAL FOR THIS YEAR IS TO FOCUS ON THE SECOND PART OF OUR FIRST GOAL FROM 2019 2020, WHICH WAS TO GET THE COMMITTEE'S INPUT ON THE STRESS LEVEL OF GIFTED AND TALENTED STUDENTS AS THEY TRANSITION FROM MIDDLE SCHOOL TO HIGH SCHOOL.

SO REALLY, THIS WOULD BE A CONTINUATION OF THE WORK THAT THEY WERE REALLY RAMPING UP TOWARDS THE END OF LAST SCHOOL YEAR AND HOPEFULLY GETTING A SURVEY INSTRUMENT THAT WE CAN VET. AND THAT WOULD BE EASILY ADMINISTERED TO BOTH STUDENTS AND PARENTS IN EIGHTH GRADE AND NINTH GRADE SO THAT WE COULD REALLY START SOME OF THIS WORK IN EARNEST NEXT YEAR IN EDUCATING OUR STAFF MEMBERS AND POSSIBLY SOME PARENTS AS WELL ON THINGS THAT WE CAN ALL DO TO HELP INCREASE THE ACADEMIC SUCCESS AND SOCIAL EMOTIONAL HEALTH OF OUR GIFTED AND TALENTED STUDENTS. THE SECOND GOAL IS TO INVESTIGATE PARTNERSHIP OPPORTUNITIES WITH BUSINESS AND COMMUNITY ORGANIZATIONS, TO EXPLORE POTENTIAL MENTORSHIP AND INDEPENDENT STUDY PROGRAMS FOR GIFTED AND TALENTED STUDENTS.

THERE IS A WHOLE SERIES OF STANDARDS, EXEMPLARY STANDARDS IN THE NEW TEXAS STATE PLAN THAT REALLY ARE ALL ABOUT GETTING THE COMMUNITY MEMBERS INVOLVED AND ORGANIZATIONS INVOLVED. AND WE'RE GOING TO LOOK AT A COMMITTEE AT WHAT SOME OF THOSE OPTIONS MIGHT BE AND HOW MENTORSHIP AND INDEPENDENT STUDY AND INTERNSHIP OPPORTUNITIES MIGHT ALIGN WITH OUR CURRENT SERVICE DESIGN FOR A GROUP OF OUR GIFTED AND TALENTED STUDENTS IN THE DISTRICT. AND NOW I'M OPEN TO QUESTIONS.

FOR GOAL NUMBER TWO, WHEN YOU SAID PARTNERSHIP.

ARE YOU GOING TO PARTNERSHIP FOR THE PTA BECAUSE EACH SCHOOL HAS A PTA TOO FOR MENTORSHIP? I MEAN, WHAT WE MIGHT WE MIGHT REACH OUT TO PTA'S AS A WAY TO NETWORK OUT TO THE COMMITTEE, TO THE COMMUNITY AT LARGE.

I THINK THIS IS MORE LOOKING AT DIFFERENT, YOU KNOW, CITY ORGANIZATIONS, COUNTY ORGANIZATIONS AND PRIVATE BUSINESSES TO SEE WHAT OPPORTUNITIES MIGHT BE AVAILABLE.

SO THE COMMITTEE'S GOING TO DISCUSS THE AVENUES THAT WE MIGHT DO THAT.

AND WE WERE TALKING AT OUR FIRST MEETING A COUPLE OF WEEKS AGO ABOUT TARGETING MAYBE A SPECIFIC GROUP OF STUDENTS, NOT TRYING TO GET TOO BIG AT OUR FIRST GO AROUND AT THIS AND MAYBE TARGET JUST MAYBE KINDERGARTEN THROUGH FIFTH GRADERS AND MAYBE MIDDLE SCHOOLERS OR HIGH SCHOOLS, DEPENDING ON WHAT KIND OF PROGRAMS WE CHOOSE FOR THOSE OPPORTUNITIES.

AND WHAT DID THIS BE AFTER SCHOOL OR IN OUR EARLY MORNING? SO THERE'S SOME THINGS THAT WE ARE ALREADY DOING AND A LOT OF OUR PACE CLASSES THAT WOULD KIND OF ALIGN THEMSELVES WITH THIS KIND OF WORK.

REALLY, IT WOULD JUST BE AN OPPORTUNITY TO GIVE SORT OF A REAL WORLD AVENUE FOR OUR KIDS TO KIND OF SHOW OFF THE THINGS THAT THEY'RE DOING AND CONNECT WITH PEOPLE IN THE COMMUNITY. SO, FOR EXAMPLE, OUR THIRD GRADE PACE STUDENTS DO A GENIUS HOUR PROJECT.

AND THERE'S ALWAYS A REAL WORLD ELEMENT OF THAT WHERE THEY INTERVIEW PEOPLE BASED ON WHAT THEIR GENIUS HOUR PROJECT IS.

SO WE'RE THINKING IT MIGHT BE KIND OF A COOL IDEA FOR THEM TO DO SOME SORT OF, YOU KNOW, TED TALK FORUM, ESPECIALLY SINCE WE MIGHT BE DOING THINGS REMOTELY OR VIRTUALLY FOR THE FORESEEABLE FUTURE. THAT WOULD BE A REALLY GREAT WAY FOR THEM TO CONNECT WITH THE COMMUNITY AND SORT OF GIVE A REACH BEYOND THE WALLS OF THE CLASSROOM FOR THE THINGS THEY'RE DOING. GREAT.

THANKS. THANKS. KEVIN. I THINK CERTAINLY WITH MY OWN CHILDREN'S MEMORY, THEY WERE ABLE TO GO THROUGH THE PACE PROGRAM, THE PACE PROJECTS WERE THE MOST FUN AND THE MOST LEARNING THEY HAD. AND I CONTINUE TO HOPE THAT THIS TYPE OF INNOVATIVE INSTRUCTION IS THEN DISSEMINATED TO ALL TEACHERS AND ALL KIDS, BECAUSE I REMEMBER MY SON SPENDING HOURS MAKING A BOARD GAME, A GEOGRAPHY BOARD GAME, WHERE I'D NEVER SEEN SUCH INTENSE FOCUS FOR THAT CHILD. AND SO I THINK THIS TYPE OF INSTRUCTION CAN REALLY CAPTURE THEIR MINDS AND THEIR IMAGINATION. THANK YOU.

AS A FORMER PACE TEACHER, I'M A LITTLE BIASED AND I AGREE.

[LAUGHTER] SO, KEVIN, QUICK QUESTION.

THANK YOU FOR YOUR PRESENTATION.

IN TERMS OF THE SIZE OF PACE, HOW MANY STUDENTS DO WE HAVE THAT USUALLY TRANSITION FROM PACE PROGRAM IN EIGHTH GRADE AND CONTINUE ON IN NINTH GRADE? OH, GOODNESS. I WOULD HAVE TO LOOK AT THE NUMBERS, BUT I WOULD SAY WE HAVE ABOUT OUR NINTH GRADE PROGRAMS ARE ABOUT 300 ON THE THE AVERAGE RANGE AND IT CAN GO UP TO ABOUT 500.

FOR A CAMPUS. NO, FOR DISTRICT WIDE.

PER CAMPUS. YES. PER CAMPUS.

OK, AND SO IN TERMS OF I'M JUST THINKING OF THAT SURVEY AND HOW VALUABLE THAT SURVEY CAN

[00:40:05]

ARE THERE ANY COMPONENTS THAT YOU COULD DISCUSS THAT MAY HAVE COME UP IN THOSE PREVIOUS MEETINGS THAT THOSE PARENTS IN THE ADVISORY COUNCIL THOUGHT WERE VERY IMPORTANT? THAT NEEDED TO BE PART OF THE SURVEY? SURE. SO THEY REALLY DID FALL INTO THOSE TWO CATEGORIES OF ACADEMIC HEALTH AND SOCIAL EMOTIONAL HEALTH. SO ON THE ACADEMIC SIDE, THEY SAW THAT THERE WAS A BIG RAMP UP IN HOMEWORK, ESPECIALLY THAT WAS REQUIRED BETWEEN EIGHTH GRADE AND NINTH GRADE.

THAT SEEMED TO BE THE BIGGEST FOCUS.

AND THE HIGHER UP THE A LOT OF THE PARENTS ON THE COMMITTEE FELT THAT THE MORE THE STUDENTS WENT UP IN SCHOOL, THE MORE HANDS OFF THE TEACHERS BECAME WAS SORT OF GUIDING THEM THROUGH THOSE THINGS.

AND WHICH IS A NATURAL PROGRESSION, I THINK, LETTING GO.

YEAH. AND SO IT'S REALLY A MATTER OF BEING MORE MINDFUL OF HOW THAT TRANSITION HAPPENS.

SO IT'S NOT JUST, YOU KNOW, LEADING YOU UP TO THE EDGE AND THEN, YOU KNOW, PUSHING OFF INTO THE DEEP END. IT'S SORT OF ALLOWING THAT GUIDANCE TO HAPPEN A LITTLE BIT MORE MINDFULLY. ON THE SOCIAL, EMOTIONAL SIDE, IT WAS EVERYTHING FROM BIOLOGICAL CHANGES TO SOCIAL PRESSURES.

AND A LOT OF THOSE THINGS CAN BE UNIQUE FOR GIFTED AND TALENTED STUDENTS.

THEY ONLY SPEND A PART OF THEIR DAY WITH THEIR GIFTED AND TALENTED PEERS IN THE CLASSROOM. SO IT'S IMPORTANT FOR THEM TO KNOW HOW TO SORT OF MANAGE THEMSELVES A LITTLE BIT BETTER WHEN THEY ARE IN OTHER TYPES OF SITUATIONS, STRESS LEVEL FROM NOT ONLY SOCIAL PRESSURES, BUT ACADEMIC PRESSURES THAT TEND TO INCREASE QUITE A BIT ONCE YOU GO FROM EIGHTH GRADE TO NINTH GRADE. SO THEY REALLY DID TACKLE A VARIETY OF THOSE ISSUES.

AND I'M HOPING THAT WE CAN MAYBE GET SOME GUEST SPEAKERS OR SOME OTHER PEOPLE THAT ARE SMARTER THAN ME THAT CAN TALK TO OUR COMMITTEE ABOUT THESE THINGS, TOO.

AND DO YOU FEEL THAT YOUR COMMITTEE HAS THE RESOURCES IT NEEDS TO ACCOMPLISH THAT SURVEY AND IMPLEMENT IT IN THE FUTURE? SO THEY'RE GOING TO GET US STARTED AND THEN I'M GOING TO BE TAKING THEIR WORK AND TAKING IT TO SOME OTHER PEOPLE AROUND THAT HERE THAT ARE GOING TO BE ABLE TO HELP US PUT IT INTO THE HANDS OF STUDENTS AND PARENTS IN A WAY THAT WE'RE GOING TO BE ABLE TO GET THE TYPE OF FEEDBACK THAT WE NEED. GREAT.

THANK YOU.

MR. MOORE. REMIND ME, WHAT IS THE 9TH, 10TH COURSE CALLED AMSTED IS 11 12.

HUMANITIES. HUMANITIES.

OK, SO THERE ARE A LOT OF CHANGES THOSE KIDS ARE GOING THROUGH BECAUSE YOU HAVE 9TH GRADERS WITH 10TH GRADERS THAT NEVER HAD CLASSES WITH A HIGHER LEVEL COLLEAGUE BEFORE.

PLUS THEY'RE JUST TAKING A LOT OF HONORS COURSES AT THAT POINT AND MAYBE EVEN THEIR FIRST ADVANCED PLACEMENT COURSE.

SO THAT IS A VERY INTERESTING TIME FOR KIDS.

ABSOLUTELY. ANY OTHER COMMENTS OR QUESTIONS? I JUST WANT TO SAY THAT THE GIFTED AND TALENTED COMMITTEE IS THE LARGEST COMMITTEE OF OUR AND THE THING IS THAT YOU'VE MADE IT SO MUCH FUN, EXCITING THAT YOU HAVE SO MANY PARENTS ON IT. SO THANK YOU. THANK YOU.

I DID WANT TO ASK ONE QUESTION BASED OFF OF TAMMY'S.

SO I UNDERSTAND WITH SOME STUDENTS, I GUESS ONE YEAR YOU START KIND OF IN THE MIDDLE OF AMERICAN HISTORY FOR THAT AND OTHER YEARS YOU START RIGHT AT THE BEGINNING.

AND IS THERE HAVE YOU RECEIVED ANY FEEDBACK FROM STUDENTS OR PARENTS THAT THAT CREATES ANY LEVEL OF DIFFICULTY IF THEY'RE STARTING, YOU KNOW, RIGHT IN THE MIDDLE OR FOR THEM IT DIDN'T MAKE A DIFFERENCE? NOT REALLY. NO.

AND REALLY, IN THE YEARS THAT WHEN YOU START TEACHING IN THE MIDDLE OF WORLD HISTORY, AS WE SAY IN THE HUMANITIES TWO JUST DEPENDING ON WHAT YEAR YOU COME IN, IN NINTH GRADE.

WHAT IS THE MIDDLE OF WORLD HISTORY? IT'S A VERY GOOD QUESTION.

SO THE SECOND SEMESTER, THE SECOND YEAR OF THE PROGRAM PICKS UP RIGHT AFTER THE RENAISSANCE SO THE FIRST YEAR GOES THE BEGINNING OF HISTORY THROUGH THE RENAISSANCE.

AND THE SECOND YEAR IS IT'S QUITE A BIT.

AND SO WE ALWAYS DO KIND OF A RECAP.

AND EVEN THE SOPHOMORES WHO HAD THE FIRST PART OF HISTORY ARE INVOLVED IN THAT RECAP AS WELL. AND THERE REALLY IS NOT A LOT OF DIFFERENCE IN THE AP DATA, BECAUSE THAT'S REALLY THE BIGGEST THING IS THEY'RE TAKING THE AP TEST AT THE END OF 10TH GRADE WHEN THEY'VE LEARNED THE HISTORY OVER TWO YEARS INSTEAD OF ONE.

AND THERE'S NOT A LOT OF DIFFERENCE IN THE AP SCORES, DEPENDING ON WHAT YEAR YOU START THE SEQUENCE. OK, THANK YOU.

ALL RIGHT, WELL, THANK YOU VERY MUCH. WE REALLY APPRECIATE YOUR WORK AND THE WORK OF THE COMMITTEE. THANKS, EVERYONE.

OUR FINAL REPORT WILL BE BY THE SPECIAL EDUCATION COMMITTEE.

GOOD EVENING. I WOULD ALSO LIKE TO JUST ECHO THE HEARTFELT GRATITUDE THAT WE HAD FOR OUR COMMITTEE MEMBERS FOR GIVING THEIR TIME AND PROVIDING VALUABLE INSIGHT DURING LAST YEAR'S PARENT ADVISORY MEETINGS.

WE CERTAINLY APPRECIATE THE COLLABORATIVE SPIRIT AS WE WORKED THROUGH OUR GOALS AND DISCUSSED FUTURE ASPIRATIONS.

SO THESE ARE COMMITTEE MEMBERS THAT PARTICIPATED LAST YEAR AND MOST OF THEM ARE CARRYING OVER INTO THIS YEAR AS WELL.

OUR GOAL FOR LAST YEAR, WE MET THREE TIMES AND ADOPTED THE FOLLOWING GOAL WITH THE INTENTION OF EXPANDING OPPORTUNITIES THROUGH THESE FOUR AREAS THAT ARE LISTED BELOW.

[00:45:03]

AND I'M GOING TO SHARE A LITTLE BIT MORE ABOUT THAT ON THE NEXT SLIDE.

FOR THE PARENT TO PARENT COMMUNICATION, THE COMMITTEE MEMBERS JUST VOICED THEIR NEED FOR THE OPPORTUNITY TO NETWORK WITH OTHER FAMILIES.

THIS INCLUDED DISCUSSION AROUND THE OPPORTUNITY OF HOLDING FUTURE SEMINARS WITH PARENTS, PARENT LUNCHEONS THAT WERE DEVOTED TO CERTAIN TOPICS, AND THE DEVELOPMENT OF A PARENT CONFERENCE THAT THEY WERE VERY EXCITED ABOUT.

FOR THE SIBLING CARE AND CONNECTION, THE COMMITTEE SHARED INTEREST IN FURTHERING OUR CURRENT PARTNERS PE TO EXPAND TO INCLUDE THE SPECIAL OLYMPICS PROGRAM.

THEY EXPLORED THE IDEA OF CREATING AND THE DEVELOPING OF SIBLING GROUPS AND HOW TO ALSO PROVIDE TRAINING FOR PAL STUDENTS THAT WOULD REALLY FOCUS ON KNOWLEDGE ABOUT DISABILITY AWARENESS, THE INSPIRATION TO HOPEFULLY FUTURE EDUCATORS, AND THEN TO TRAIN LEADERS FOR INCLUSIVE PRACTICES ON CAMPUSES.

THE LAST PIECE WAS THE PARENT EDUCATION AND SUPPORT, AND AS WE WORK THROUGH THIS, THIS WAS WAYS OF EXPANDING OPPORTUNITIES FOR FAMILIES.

THE COMMITTEE ALSO EXPLORED WAYS FOR PARENT COMMUNICATION AND SUPPORTS THAT COULD BE JOINED TOGETHER.

THESE RANGE FROM, OF COURSE, THE LUNCHEON THAT I TALKED ABOUT, THE PARENT CONFERENCE AND THEN THE SAGE PARTNERSHIPS AS WELL.

SO FOR MEETING ONE, IT WAS HELD LAST SEPTEMBER AND OUR AGENDA WAS REALLY FOCUSED ON WORKING COLLABORATIVELY AND IN CREATING OUR PARENT NAVIGATOR AND I'LL SHARE THAT IN JUST A MOMENT. DURING OUR TIME TOGETHER, WE SEPARATED INTO SMALL GROUPS AND REALLY JUST WORKED OUT WHAT WAS ABSOLUTELY NON-NEGOTIABLES THAT WE WOULD WANT ON THIS WEBSITE.

THEN WE CAME TOGETHER AS A WHOLE GROUP AND CONTINUED TO WORK THROUGH THAT COLLABORATIVELY TO IDENTIFY THOSE AND WHAT PARENTS WERE WANTING TO SEE.

THIS WORK WAS REALLY NECESSARY FOR US BECAUSE WE TOOK THAT INFORMATION BACK TO OUR SPED LEADERSHIP GROUP TO CREATE OUR MOCKUP AND OUR WEBSITE.

AS WE WORK THROUGH EACH STAGE OF THE PROCESS, WE HAD OUR PARENTS FULLY ENGAGED.

WE PROVIDED OPPORTUNITIES FOR FEEDBACK TO JUST ELICIT WHAT THEY LIKED, THEY DIDN'T LIKE AND WHAT THEY WOULD LIKE CHANGED.

SO WE ARE GOING TO TAKE A LOOK AT THE PARENT NAVIGATOR, AND I THINK SOMEBODY ELSE IS CONTROLLING THIS. LET ME SEE IF I CAN CLICK ON IT FROM HERE.

HERE WE GO. SO THIS IS REALLY EASY TO FIND ON OUR WEBSITE IF YOU JUST GO TO SPECIAL EDUCATION, ONE OF THE TABS ON OUR WEBSITE GOES TO PARENT NAVIGATOR.

SO AS YOU CAN SEE, HERE IS JUST THE TOP PART ABOUT OUR MISSION.

AND THE WORK OF THE COMMITTEE WAS TO REALLY PUT THIS TOGETHER INTO CATEGORIES.

THE FIRST ONE THAT YOU WILL SEE IS JUST THE TOP OF THE LIST THINGS TO DO FOR OUR FAMILIES. AND THESE ARE JUST THE DROPDOWN MENUS THAT YOU CAN CLICK AND SEE.

WE ADDED EVERYTHING AND ANYTHING THAT WE COULD IN REGARDS TO OUR STATE AND FEDERAL LAWS AND REGULATIONS.

SO THE FIRST PART IS IMPORTANT TO FAMILIES.

BELOW THAT IS JUST OVERALL GENERAL INFORMATION.

AND I'LL COME BACK TO ONE OF THOSE TABS THAT IT MAY BE USEFUL FOR Y'ALL.

IF YOU LOOK DOWN BELOW HERE, WE JUST REALLY TALKED ABOUT THE GENERAL INFORMATION, INFORMATION ABOUT EVALUATIONS, WHAT TO EXPECT AS YOU'RE ENTERING SPECIAL EDUCATION.

BEGINNING OF THE YEAR IDEAS, END OF THE YEAR, AND THEN WHAT TO HAPPEN AS YOU ARE AT THE END OF YEAR FIVE.

IF YOU LOOK TO THE RIGHT, WE HAD THAT WHOLE AREA OF RESOURCES AND YOU CAN PLAY AROUND WITH THOSE AND JUST SEE ALL THE DIFFERENT RESOURCES THAT WE HAVE LISTED ON THIS PAGE AS WELL. AND THEN BELOW THAT, WE OFTEN GET A LOT OF QUESTIONS ABOUT THE ARD PROCESS, AND SO THE FAMILIES THOUGHT THAT THIS WOULD BE A REALLY BENEFICIAL TOOL FOR PARENTS TO BE ABLE TO GO TO AND LEARN ABOUT THE ARD PROCESS.

WE HAVE THE PARENT GUIDE.

WE HAVE SAFEGUARDS, INFORMATION ABOUT CUSTODY, INTERPRETERS, ANYTHING THAT COULD PERTAIN TO AN ARD COMMITTEE MEETING.

AND THEN THE LAST PIECE HERE IS JUST THE TRANSITION SUPPORT FOR OUR STUDENTS WHO ARE TRANSITIONING.

ONE PIECE THAT Y'ALL MIGHT FIND INTERESTING THAT I USUALLY GET A LOT OF QUESTIONS ABOUT IS UNDER GENERAL INFORMATION.

IF YOU CLICK ON THAT THERE, THIS WONDERFUL THING, ACRONYMS. SO YOU'LL BE ABLE TO PULL THAT UP AT ANY TIME.

AND THEN THE DROPDOWN MENUS WILL TELL YOU EXACTLY WHAT THOSE ACRONYMS MEAN.

SO HURRAY FOR THAT.

OK. SO DURING OUR SECOND MEETING, WE FINALIZED THIS PARENT NAVIGATOR, AS YOU CAN SEE, THERE WAS JUST A LOT OF TIME AND ENERGY AND RESOURCES THAT WERE PULLED INTO THAT WEBSITE.

SO WE FINALIZE THAT AND WOULD THEN WE BEGAN THE DISCUSSION ABOUT THE OTHER AREAS OF OUR

[00:50:03]

AND THEN WE STARTED JUST IDENTIFYING THE COMMITMENTS THAT WE WANTED TO CARRY OVER INTO THIS YEAR AS WELL.

AND SO AT THE END OF THAT MEETING, AFTER WE CONCLUDED WITH THE PARENT NAVIGATOR AND TALKED ABOUT THOSE COMMITMENTS, THEN WE TALKED ABOUT EXPLORING THAT AS WE MET IN FEBRUARY. IN FEBRUARY, WE REALLY JUST STARTED EXPANDING THOSE COMMITMENTS THAT WE HAD TALKED ABOUT IN THE PREVIOUS MEETING, THIS WAS JUST A COLLABORATION OF WHAT DO WE WANT TO SEE MOVING FORWARD WITH OUR COMMITTEE? AND SO OUR IDEAS REGARDING OUR FUTURE COMMITMENTS INCLUDED THE FOLLOWING.

WE TALK SPECIFICALLY ABOUT THE DISTRICT TO PARENT COMMUNICATION AND EDUCATION.

THAT SEEM TO BE REALLY A HOT TOPIC FOR OUR PARENTS.

PARENTS ALSO ASKED ABOUT ANY TIME THAT WE PROVIDED A TRAINING TO INCLUDE THIS ON THE PARENT NAVIGATOR UNDER A LIBRARY SECTION SO THAT THEY COULD GO BACK AND REVIEW WHAT WAS SHARED WITH THEM. WE TALKED ABOUT THE PARENT LUNCHEONS AND WE TALKED ABOUT SPECIFIC TOPICS THAT THEY WOULD BE INTERESTED IN.

THESE WERE ACCEPTED AND THEY DECIDED ON FOUR TOTAL FOR THIS YEAR THAT WE WILL HAVE.

OUR FIRST ONE WILL BEGIN ON OCTOBER TWENTY SEVENTH.

THAT ONE WILL BE SPECIFIC TO THE GOOGLE CLASSROOM.

THE OTHER TOPICS THAT WE TALKED ABOUT FOR THE REMAINING SESSIONS WOULD BE THE IEP AND ARD BASICS, COMMUNICATION TIPS AND HOW TO ADVOCATE FOR YOUR CHILD.

AND THEN THE LAST ONE, SURPRISINGLY, WAS HOW PARENTS OF PRETEENS CAN PREPARE FOR THE NEXT STEP. WE MAY HAVE TO ORDER DINNER THAT DAY.

IT'S QUITE A LOT.

FOR THE SIBLING CARE AND CONNECTION, THE ADVISORY COMMITTEE CONSIDERED SEVERAL IDEAS FOR SIBLING CARE IN THE FUTURE THAT WOULD INCLUDE LIKE A SIB SHOP.

THIS WOULD PROVIDE OPPORTUNITY FOR SIBLINGS TO JUST REALLY SELF IDENTIFY AND SUPPORT EACH OTHER AS A SIBLING WITH A CHILD WITH A DISABILITY.

THEY ALSO TALKED ABOUT THE PEER BUDDY SYSTEM, STUDENTS WHO HAVE A SIBLING WITH A DISABILITY PROVIDING CARE FOR THAT DISABLED SIBLING.

WE ALSO LOOKED AT THE IDEA OF A LEADERSHIP ACADEMY TO SUPPORT SIBLINGS AND OTHERS WHO ARE INTERESTED IN SUPPORTING INDIVIDUALS WITH DISABILITIES.

OF COURSE, AS I MENTIONED BEFORE, THE SPED OLYMPICS WAS VERY THEY WERE INTERESTED IN EXPANDING THAT AND THEN THE PAL STUDENTS AS WELL.

THE LAST THING THAT WE TALKED ABOUT DURING THAT MEETING WAS JUST THE PARENT PLAN FOR A CONFERENCE, WE DID A LOT OF BRAINSTORMING ON THAT, WHAT THAT WOULD LOOK LIKE IN THE FUTURE FOR THIS YEAR.

UNFORTUNATELY, AS YOU'LL KNOW, WHEN COVID HIT, WE DID NOT HAVE OUR LAST MEETING.

SO WE HAD TO STOP THE PLANNING PROCESS AT THAT STAGE.

BUT WE HAVE HELD OUR FIRST MEETING FOR THIS YEAR, AND THAT WAS NUMBER ONE ON THE AGENDA.

SO WE ARE BACK TO PLANNING FOR THAT.

SO AS YOU CAN SEE, THIS IS OUR PROPOSED GOAL FOR THIS YEAR.

WE ARE REALLY FOCUSED, THE PARENTS, ON BEING MORE PARENT AND FAMILY CENTERED IN TERMS OF EXPANDING THEIR KNOWLEDGE, RECEIVING DISTRICT AND COMMUNITY COMMUNICATION AND SUPPORTS.

AND OF COURSE, WE LOOK FORWARD AS WE MOVE THROUGH THIS YEAR IN CARRYING OUT THIS GOAL.

ANY QUESTIONS? NO QUESTION, JUST A COMMENT.

YOU MENTIONED A COUPLE OF TIMES, THE PAL PROGRAM, THE PAL STUDENTS WORKING WITH SPECIAL EDUCATION STUDENTS AND I WILL JUST SAY THAT WAS A VERY IMPACTFUL.

MY DAUGHTER WAS A PAL.

AND SO IT WAS SO ENTERTAINING AND ALSO APPRECIATIVE ALL OF THE LEARNINGS THAT SHE GOT FROM THAT EXPERIENCE.

AND IT NOT ONLY HELPED HER TO WORK WITH KIDS WITH SPECIAL NEEDS, BUT WHICH IS PEOPLE IN GENERAL. AND SO ANY OPPORTUNITY, I THINK IT IS FOR OUR COGNITIVELY NORMAL OR WHATEVER WE'RE SUPPOSED TO SAY, NORMAL STUDENTS TO WORK WITH STUDENTS WHO THINK OR ARE COGNITIVELY DIFFERENT. I THINK IT'S A WONDERFUL OPPORTUNITY.

SO PALS OR PARTNERS, [INAUDIBLE], I CAN'T I THINK THAT'S JUST AN AMAZING WAY FOR OUR KIDS TO BE ABLE TO GET SOME REALLY LIFE GREAT LIFE SKILLS.

GREAT. SO REAL QUICK QUESTION ON THE PALS TRAINING.

DO YOU HAVE YOU THOUGHT OF USING THE SIBLING GROUPS TO HELP EDUCATE THE PALS? I MEAN, I THINK THAT WOULD BE A GREAT CROSSOVER FOR SIBLINGS OF STUDENTS WITH SPECIAL NEEDS TO COME AND TELL THEIR PEERS, TRAIN THEIR PEERS ON WHAT TO DO.

AND YOU KNOW WHAT? WHAT IS BEST PRACTICES AND THINGS LIKE THAT.

I THINK THAT MIGHT BE A PRETTY VALUABLE CONNECTION BETWEEN BOTH OF THOSE TWO GROUPS.

GREAT IDEA. BOTH MY KIDS WERE PALS.

THEY LOVED IT IN MIDDLE SCHOOL AND IN HIGH SCHOOL.

AND IT'S ONE OF THE MOST REWARDING THINGS THAT THEY'VE EVER DONE.

CERTAINLY IS. JANNA, I HAVE A QUICK QUESTION.

SORRY, I'M REALLY LOUD.

ON THOSE PARENT LUNCHEONS.

ARE YOU GOING TO DO THOSE? YOU'RE GOING TO KEEP DOING THOSE BUT DO THEM WHAT VIRTUALLY?

[00:55:03]

FIRST ONE IS WE'RE GOING TO TRY VIRTUAL, WE'RE GOING TO DO IT FIRST AND THEN WE'LL SEE HOW THE SCHOOL YEAR GOES. BUT WE ARE PLANNING FOR THOSE TO BE VIRTUAL THIS YEAR.

DO YOU HAVE ANY IDEA WHAT YOUR ATTENDANCE WILL BE? WE DON'T YET.

OUR FIRST ONE, LIKE I SAID, IS COMING UP TOWARDS THE END OF OCTOBER.

SO WE'LL HAVE A SIGN UP SHEET AND SEE WHAT THE INTEREST WILL BE.

OK, WELL, GOOD LUCK WITH THAT.

THAT SOUNDS REALLY, I'M GLAD YOU'RE ABLE TO CONTINUE THAT CONNECTION WITH THE PARENTS.

WILL THOSE BE RECORDED AS WELL? YES, SIR, THEY WILL BE.

SO WHEN DID THE PARENT NAVIGATOR GO LIVE? THAT WAS SHORTLY AFTER OUR SEPTEMBER MEETING.

WHEN WE MET BACK AGAIN, WE DID A FINAL AND THEN IT WENT LIVE FALL OF LAST YEAR.

I THINK IT WAS AROUND OCTOBER, NOVEMBER THAT WE DID THAT.

AND WHAT KIND OF FEEDBACK HAVE YOU RECEIVED FROM PARENTS? WONDERFUL. THERE'S ACTUAL COMMENTS.

WE'VE ONLY HAD SIX COMMENTS ON THERE SO FAR.

BUT WHAT WE'VE HEARD BACK FROM PARENTS HAS BEEN POSITIVE.

BUT ALSO I'VE RECEIVED EMAILS, JUST A HANDFUL FROM DIFFERENT RESOURCES ACROSS THE UNITED STATES ASKING IF THEY COULD BE PART OF THAT AND PUT THEIR THINGS UP THERE AS WELL.

VERY COOL. SO PEOPLE ARE LOOKING.

VERY GOOD. THANK YOU.

JANNA. I JUST WANT TO SAY THAT WHAT YOUR COMMITTEE HAS DONE IS AMAZING IS WHAT I'VE ALWAYS DREAMED THAT YOUR COMMITTEE WOULD DO.

AND THE PARENT NAVIGATOR I'VE BEEN ON IT AND IT'S FANTASTIC.

I WATCH. I LOOK THROUGH IT.

YOU'RE DOING A FANTASTIC JOB WITH IT.

AND WHEN I WAS A YOUNG MOM IN PLANO, ISD I DID GO TO THESE THESE PARENT SACK BACK LUNCHES WHERE YOU DO TRAINING. AND I LEARN ABOUT THE ARD PROGRAM, THE PROCESS.

THEY WANT TO SACK LUNCHES HERE IN PLANO, ISD.

I ALSO WAS A SAGE CHAIR.

AND WHY I'M SO HAPPY THAT YOU'RE DOING IS THAT YOU DID YOU KNOW, YOU DID INCLUDE SAGE, YOU KNOW, IN YOUR GOALS AND YOU DID DO THE YOU'RE GOING TO DO THE LUNCHES, WHICH IS FANTASTIC. AND I THINK EVEN THOUGH IT IS VIRTUALLY NOW.

BUT IN THE FUTURE, WHEN YOU DO FACE TO FACE SACK LUNCHES FOR THESE PARENTS IS GOING TO BE SO MEANINGFUL FOR THEM SO THAT THEY CAN MEET OTHER PARENTS LIKE THEM.

SO THANKS FOR WHAT YOU'RE DOING.

GREAT COLLABORATION. YOU'RE WELCOME.

WELL, THANK YOU VERY MUCH. AND THANK YOU TO THE COMMITTEE AND ALSO SAY I REALLY LIKE THE FORMAT USED ONLINE AND I KNOW I CONTINUE TO WANT TO DO BETTER FOR OUR COUNSELING RESOURCES. AND SO THIS MAY BE A DATA SCHEME THAT WE CAN LOOK AT FOR THAT AS WELL.

WONDERFUL. THANK YOU.

THANK YOU. ALL RIGHT, THIS IS AN ACTION ITEM, SO MAY I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE TWENTY TWENTY, TWENTY TWENTY ONE BOARD ADVISORY COMMITTEE GOALS FOR CAREER AND TECHNICAL EDUCATION, GIFTED AND TALENTED AND SPECIAL EDUCATION AS PRESENTED.

THANK YOU. IS THERE A SECOND? I SECOND. I HAVE A MOTION BY CODY WEAVER, A SECOND BY NANCY HUMPHREY, THAT THE BOARD OF TRUSTEES APPROVES THE 2020 2021 BOARD ADVISORY COMMITTEE GOALS FOR CAREER AND TECHNICAL EDUCATION, GIFTED AND TALENTED AND SPECIAL EDUCATION AS PRESENTED.

IS THERE ANY FURTHER DISCUSSION? I ALSO WANT TO ACKNOWLEDGE OUR BOARD SUB COMMITTEE, I BELIEVE IT'S DR.

WANG AND MR. STOLLE, SO THANK YOU FOR YOUR SERVICE HELPING THEM CRAFT THEIR GOALS.

ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE.

ALL THOSE IN FAVOR RAISE YOUR HAND.

MOTION CARRIES UNANIMOUSLY SEVEN ZERO.

THANK YOU.

ALL RIGHT, WITH OUR REORDERED DAY, WE ARE NOW AT DISCUSSION AND ACTION 5D, WHICH IS THE APPROVAL OF THE TWENTY TWENTY, TWENTY TWENTY ONE DISTRICT IMPROVEMENT PLAN CAMPUS PERFORMANCE OBJECTIVES AND PLAN OF WORK.

THE PRESENTER WILL BE DR.

TERESA WILLIAMS. DR.

WILLIAMS? THANK YOU, PRESIDENT RICHARDS.

SO TONIGHT WE'RE BRINGING OUR TWENTY TWENTY ONE DISTRICT IMPROVEMENT PLAN AND PLAN OF WORK AND WE'RE ACTUALLY GOING TO BE COVERING OUR PLAN OF WORK OVER THREE DIFFERENT PARTS.

SO TONIGHT, WE ARE GOING TO COVER PILLAR ONE OF OUR STRATEGIC PLAN, WHICH WILL ENCOMPASS OUR PERFORMANCE OBJECTIVES CONNECTED TO STATE AND FEDERAL ACCOUNTABILITY.

AND THEN ON NOVEMBER 4TH, WE WILL COVER PILLAR TWO, WHICH WILL ALSO WHICH WILL INCLUDE PERFORMANCE OBJECTIVES AND HOUSE BILL THREE CCMR GOALS.

AND THEN THE THIRD PART IS NOVEMBER 17TH, WHICH WILL COVER PILLARS THREE, FOUR AND FIVE OF THE STRATEGIC PLAN.

SO TONIGHT'S PERFORMANCE OBJECTIVES THAT WE'LL BE REVIEWING.

IN JUST A COUPLE OF MINUTES, THEY WERE DEVELOPED BASED ON LAST YEARS.

WELL, ACTUALLY THE 18 19 STORE DATA AND THEN WINTER MAP FROM JANUARY OF TWENTY TWENTY.

SO THIS BASELINE DATA WAS USED TO AFFIRM STRATEGIES THAT ARE CONTINUING FROM LAST YEAR, USED TO PRIORITIZE NEW WORK, AND THEN ALSO USE TO DEVELOP NEW STRATEGIES TO SUPPORT

[01:00:02]

WE'VE JUST RECENTLY CONCLUDED OUR BEGINNING OF YEAR MAP FOR ALL OF MIDDLE SCHOOL AND ELEMENTARY. SO WE'LL BE REVIEWING AND SHARING THAT DATA WITH YOU TONIGHT AS WELL.

SO ADDITIONALLY, IN YOUR FOLDER, YOU SHOULD HAVE A COUPLE OF SUPPLEMENTAL DOCUMENTS.

WHEN IS THE NEWEST MAP RESULTS? AND THEN WE ALSO INCLUDED A ONE PAGE ACCOUNTABILITY OVERVIEW, AND I THINK THAT THAT WILL BE REALLY IMPORTANT TO JUST GET A REFRESHER ON THE ACCOUNTABILITY SYSTEM, BECAUSE THAT IS THAT WILL HELP EXPLAIN AND PROVIDE SOME CONTEXT TO HOW THE HOUSE BILL, THREE GOALS WERE SET. SO DASH WILL BE REVIEWING BOTH OF THESE DOCUMENTS WITH YOU, ALONG WITH COVERING OUR BASELINE DATA, HOW FIVE YEAR TARGETS WERE DEVELOPED FOR HOUSE BILL, THREE GOALS AND THEN HOW OUR CAMPUS GOALS WILL ALIGN TO OUR DISTRICT GOALS.

DR WILLIAMS, IF I COULD JUST INTERJECT FOR A MOMENT.

I THINK BOARD MEMBERS IN THE PAST WE'VE TRIED TO APPROVE ALL OF THIS IN ONE SHOT, BUT I THINK THIS IS, IN MY OPINION, THE MOST IMPORTANT WORK THAT WE DO AS A BOARD.

AND SO REALLY UNDERSTANDING THE GOALS WE'RE SETTING FOR OUR CHILDREN, THE GAINS WE HOPE TO SEE THEM MAKE. AND SO THAT'S WHY WE'VE DIVIDE INTO THESE THREE CATEGORIES.

SO THANK YOU FOR YOUR INDULGENCE.

SO HOW DO WE CONNECT ALL OF THIS WORK TO OUR STRATEGIC PLAN, HOW DO WE OPERATIONALIZE OUR STRATEGIC PLAN? AND THAT IS THROUGH CONNECTING OUR ANNUAL DISTRICT IMPROVEMENT GOALS TO THOSE PILLARS. SO FIRST, THE PILLARS OF THE STRATEGIC PLAN DRIVES OUR ANNUAL PLAN OF WORK AND THEN EACH PILLAR OF THE STRATEGIC PLAN.

THE ACTION PLANS AND STRATEGIES REALLY DEFINE THE VISION AND SCOPE OF WORK UNDER EACH PILLAR. THEN UNDER OUR DISTRICT IMPROVEMENT PLAN, WE'RE ABLE TO SET ANNUAL PERFORMANCE TARGETS FOR AREAS OF IMPROVEMENT, GROWTH AND ACCOUNTABILITY AND ALIGNMENT TO EACH PILLAR, AND THEN OUR CAMPUS IMPROVEMENT PLANS ARE DEVELOPED IN ALIGNMENT TO THE DISTRICT IMPROVEMENT PLAN. AND THEN ALL THE PERFORMANCE OBJECTIVES ARE DEVELOPED ANNUALLY THROUGH THE COMPREHENSIVE NEEDS ASSESSMENT PROCESS, BOTH AT THE DISTRICT AND AT THE CAMPUS LEVEL, AND IT'S DURING THIS PROCESS THAT PROTOCOLS ARE USED TO ANALYZE PAST AND TREND DATA AND CURRENT DATA. WE CONDUCT ROOT CAUSE ANALYSIS AND THEN WE DEVELOP STRATEGIES TO ADDRESS STUDENT NEEDS. AND THEN ONE OF THE THINGS THAT WE ALSO HAVE STARTED TO REALLY ENSURE IS THAT OUR CAMPUS AND DISTRICT BUDGETS ARE IN ALIGNMENT TO THOSE IMPROVEMENT PLANS TO ENSURE THAT WE'RE SPENDING OUR DOLLARS WHERE OUR NEEDS ARE.

SO THIS EVENING, WE'RE BRINGING FORWARD OUR 20 21 CAMPUS AND DISTRICT PERFORMANCE OBJECTIVES FOR APPROVAL IN ACCORDANCE WITH BQ LEGAL AND BQB LOCAL.

ADDITIONALLY, HOUSE BILL, THREE EARLY CHILDHOOD LITERACY AND MATHEMATIC PROFICIENCY PLANS WILL BE DISCUSSED TONIGHT.

THE CCMR HOUSE BILL THREE PLAN WILL BE PRESENTED AT THE NOVEMBER 4TH MEETING.

AND ALL OF THESE PLANS SET GOALS FOR STUDENT PERFORMANCE IN READING AND MATH OVER THE NEXT FIVE YEARS.

IT SETS TARGETS FOR STUDENT GROUPS UNDER THE CLOSING THE GAPS DOMAIN, AND THOSE ARE TO BE REVIEWED ANNUALLY.

IN PLANO, ISD, WE'RE ALSO EXTENDING THESE GOALS ACROSS ALL LEVELS TO ENSURE CONTINUITY OF IMPROVEMENT EFFORT. SO EVEN THOUGH WE'RE ONLY REQUIRED TO TARGET CERTAIN GRADE LEVELS, WE FEEL LIKE THAT IN ORDER TO BE SUCCESSFUL THAT WE NEED TO HAVE THOSE GOALS BE CONSISTENT ACROSS ALL GRADE LEVELS.

AND DASH WILL EXPLAIN MORE ABOUT THAT IN JUST A FEW MINUTES.

AND THEN ALL APPROVED PLANS WILL BE POSTED ON BOTH THE DISTRICT WEBSITE AND EACH CAMPUS WEBSITE. SO LOOKING A LITTLE BIT AT OUR TIMELINE, EVEN THOUGH WE HAVE AN ANNUAL TIMELINE, THE DISTRICT IMPROVEMENT PLANNING PROCESS IS NOT AN EVENT, IT IS A LIVING, BREATHING DOCUMENT THAT REALLY DRIVES WHAT WE DO THROUGHOUT THE YEAR.

SO MOST RECENTLY, ON SEPTEMBER 28, OUR DISTRICT BASED IMPROVEMENT COMMITTEE APPROVED THE DISTRICT IMPROVEMENT PERFORMANCE OBJECTIVES ALONG WITH THE CAMPUS OBJECTIVES.

WE WILL CONTINUE TO HAVE FORMATIVE REVIEWS AS NEW DATA BECOMES AVAILABLE.

SO WE'LL BE LOOKING AT OUR GOALS AND PERFORMANCE TARGETS ONCE WE HAVE MIDDLE OF YEAR MAP DATA AND WE'LL MAKE ADJUSTMENTS TO STRATEGIES ALONG THE WAY.

AND THEN EACH YEAR WE HAVE A SUMMATIVE REVIEW AND THIS REVIEW THAT HELPS NOT ONLY REFLECT ON THE PLAN AND WHAT OUR GROWTH WAS, BUT IT ALSO ALLOWS US TO DETERMINE WHAT NEEDS TO BE PRIORITIZED AND WHAT WORK NEEDS TO CONTINUE INTO THE NEXT YEAR.

[01:05:05]

ALL RIGHT. WITH THAT BEING SAID, I'M GOING TO HAND IT OFF TO DASH AND HE'S GOING TO TALK ABOUT OUR BASELINE STAAR PERFORMANCE, OUR PREVIOUS MAP PROJECTIONS AND COMPARISONS TO OUR BEGINNING OF YEAR, AND THEN A DISCUSSION OF THOSE FIVE YEAR GOALS.

AND THEN WE'LL CONCLUDE WITH DR.

HASLEY, WHO WILL GO OVER OUR MAJOR STRATEGIES UNDER PILLAR ONE.

THANK YOU, DR. WILLIAMS, AND GOOD EVENING BOARD OF TRUSTEES.

YOU KNOW, BEFORE I START OFF, LET ME JUST MAKE SURE THAT I THANK EVERYBODY THAT WAS INVOLVED IN IT. AND YOU CAN IF YOU WENT THROUGH THIS PLAN, YOU SAW IT IS 88 PAGES LONG, PLUS SOME ADDENDUMS AND ALL THE CAMPUS PERFORMANCE OBJECTIVES.

I THINK ALL THE LEADERSHIP HERE HAD SOME STAFF WORKING ON THIS STARTING FROM LAST JANUARY. WE STARTED WORKING ON THE HOUSE BILL THREE PLAN LAST JANUARY, LIKELY A FEW MONTHS BEFORE COVID HIT US AND WE GOT MOST OF IT COMPLETED BY MARCH WHEN NEEDED.

AND THEN ESPECIALLY I DO WANT TO THANK THE FOLKS IN MY STAFF, BECKY JACKSON, TAMARA WOOTEN AND JENNIFER RUTH.

AND THEY HAD THE GREAT OPPORTUNITY TO READ EVERY CAMPUS IMPROVEMENT PLAN FROM PAGE ONE TO WHATEVER PAGE JUST TO MAKE SURE THAT EVERYTHING WILL KIND OF LOOK GOOD BEFORE WE POSTED THEM ON THE WEBSITE. SO IT WAS A LOT OF WORK WENT INTO THIS.

SO LET ME FIRST YOU HAVE A HANDOUT IN YOUR IN YOUR FOLDER.

AND BEFORE I GET STARTED ON THE DISTRICT IMPROVEMENT PLAN AND PERFORMANCE OBJECTIVES, LET'S REVIEW WHAT ACCOUNTABILITY IS.

A NORMAL SCHOOL YEAR, WE WOULD HAVE HAD A WORK SESSION DEDICATED COMPLETELY TO ACCOUNTABILITY AND LOOKING AT OUR DATA SOMETIME IN AUGUST.

BUT THERE WAS NO ACCOUNTABILITY THAT WAS RELEASED LAST YEAR.

BUT THE ACCOUNTABILITY PIECES OF IT IS STILL IN PLACE.

AND THE ACCOUNTABILITY PLAN FOR THIS SCHOOL YEAR IS IN DEVELOPMENT UNDER THE SAME KIND OF STRUCTURE THAT IS AVAILABLE.

BUT THERE ARE SOME CHALLENGES.

DOMAIN ONE, WHICH IS CALLED STUDENT ACHIEVEMENT, THE ONE IN BLUE, AND THAT IS.

A KIND OF A BIG PART OF ASSESSMENT DATA.

THEY COMPUTE STAAR HAS THREE PASSING GRADES.

THE APPROACHING RATE, MEETS RATE AND THE MASTERS RATE AND THE APPROACHING IS WHAT WE KIND OF REFER TO NORMALLY AS PASSING.

THE MEET RATE IS WHAT IS KIND OF TRACK TO BE COLLEGE READY IN THE FUTURE AND MASTERS RATES, IT'S A STANDARD THAT IS HIGHER THAN MEETS RATE.

IT IS. IT IS JUST I DON'T THINK IT IS NOT USED MUCH AS AN INDICATOR, BUT IT IS LIKE MORE ADVANCED TRACK OF COLLEGE READINESS.

SO IN STUDENT DOMAIN ONE, STUDENT ACHIEVEMENT, THEY USE THE MASTERS RATES, MEETS RATE AND APPROACHING RATE FOR EVERY TEST GIVEN.

FOR EVERY GRADE LEVEL AND PUT IT INTO ONE BIG POT, SO THE DENOMINATOR FOR PLANO ISD IS ABOUT 80000 TESTS AND THE NUMERATOR IS COMPUTED AND YOU GET A PROPORTION OF STUDENTS WHO ARE AT MASTERS, MEETS OR APPROACHES AND ABOUT.

SO THAT'S ONE BIG INDICATOR.

SO THAT'S PRETTY MUCH IS DOMAIN ONE SCORE STUDENT ACHIEVEMENT FOR ELEMENTARY AND MIDDLE SCHOOLS BECAUSE OF OUR UNIQUE HIGH SCHOOL SPLIT OUR 9 10 CAMPUSES.

IT'S ALL THE PASSING GRADES FOR ALL THE [INAUDIBLE] THEY HAVE THERE.

A [INAUDIBLE] IS APPROACHING MEETS AND MASTERS.

FOR OUR SCHOOLS WITH GRADUATING CLASSES.

THAT IS THE ACADEMY AND THE THREE SENIOR HIGHS, GRADUATION RATE IS ALSO INCLUDED AND CCMR RATES, COLLEGE CAREER, [INAUDIBLE] RATES I INCLUDED IN DOMAIN ONE.

DOMAIN ONE, YOU GET A COMPLETELY SEPARATE LETTER GRADE IN THE IN THE A THROUGH F SYSTEM AND SO DO THE OTHER DOMAINS.

DOMAIN TWO IS CALLED SCHOOL PROGRESS AND IT HAS TWO PARTS IN IT.

IT HAS GROWTH ON STAAR.

AND THE GROWTH IS AVAILABLE FROM FOURTH GRADE, NOT MUCH BECAUSE IT IS THIRD TO FOURTH

[01:10:04]

THAT'S PART ONE OF THE DOMAIN TWO.

THAT PART TWO OF DOMAIN PART B OF DOMAIN TWO IS RELATIVE PERFORMANCE.

THEY TAKE THE THE CAMPUS CORE FROM DOMAIN ONE AND COMPARE IT TO YOUR ECONOMICALLY DISADVANTAGED RATE AND THEN DETERMINE HOW YOU COMPARE IT AGAINST YOUR PEERS.

AND THEN BASED ON THAT COMPARISON, YOU GET A LETTER GRADE OF ABCDF ON THAT ONE.

SO ON THIS EXAMPLE, FOR EXAMPLE, ACADEMIC GROWTH, THIS PARTICULAR CAMPUS HAD A SEVENTY FOUR RELATIVE PERFORMANCE, GIVES AN EIGHTY THREE AND YOU GET TO PICK THE BEST OF THE TWO.

AND THEN YOU ARE ALREADY HAD ONE LETTER GRADE FROM DOMAIN ONE, AND AT THIS STAGE YOU GET TO PICK THE BEST OF DOMAIN ONE DOMAIN TWO A DOMAIN TWO B, AND THAT ACCOUNTS FOR 70 PERCENT OF THE OVERALL GRADE FOR YOUR CAMPUS.

DOMAIN THREE WAS BUILT SPECIFICALLY TO ADDRESS FEDERAL REQUIREMENTS.

SO. [INAUDIBLE], I HAVE NOT MENTIONED ONE PHRASE HERE, STUDENT GROUPS SO FAR.

DOMAIN THREE IS WHERE STUDENT GROUPS COUNT IN.

DOMAIN THREE ANALYZES DATA FOR THE ALL STUDENT GROUP, AS WELL AS 13 OTHER STUDENT GROUPS.

IT HAS THE SEVEN ETHNIC AND RACE GROUPS, ECONOMICALLY DISADVANTAGED, SPECIAL ED, FORMER SPECIAL ED, ELL STUDENTS, ENGLISH LANGUAGE LEARNERS, CONTINUOUSLY ENROLLED STUDENTS AND STUDENTS WHO ARE NOT CONTINUOUSLY ENROLLED.

SO ALTOGETHER, 13 STUDENT GROUPS ARE EVALUATED IN DOMAIN THREE AND DOMAIN THREE HAS FIVE, FOUR MAIN COMPONENTS.

ACADEMIC ACHIEVEMENT IN READING AT THE MEETS STANDARD.

ACADEMIC ACHIEVEMENT IN MATH AT THE MEETS STANDARD.

GRADUATION RATES AND STAAR GROWTH FOR READING, STAR GROWTH FOR MATH, ENGLISH LANGUAGE PROFICIENCY FOR THE ENGLISH LANGUAGE LEARNING GROUP, AND IT ALSO HAS ONE ADDITIONAL INDICATOR CALLED SCHOOL QUALITY OF STUDENT SUCCESS.

AND THESE FIVE AREAS ARE SPECIFICALLY OUTLINED IN THE ASR REGULATION AND SCHOOL QUALITY OF SCHOOL SUCCESS IS GRADUATION AND CCMR FOR OUR CAMPUSES THAT HAVE A GRADUATING CLASS.

AND SINCE OUR HIGH SCHOOLS, MIDDLE SCHOOLS AND ELEMENTARY SCHOOLS DON'T HAVE OTHER QUALITY OF SUCCESS MEASURES, FOR EXAMPLE, IN OTHER STATES, THEY HAVE THINGS LIKE COMMUNITY INVOLVEMENT, EXTRACURRICULAR ACTIVITIES, ATTENDANCE THAT THEY USE, NON TEST BASED QUALITY OF SUCCESS MEASURES.

IN TEXAS, THERE AREN'T ANY NON TEST SCORE BASED QUALITY OF SUCCESS MEASURE.

SO QUALITY OF SUCCESS, THAT COMPONENT OF DOMAIN THREE TURNED OUT TO BE DOMAIN ONE SCORES BY STUDENT GROUP. OK, SO THAT IS KIND OF A QUICK OVERVIEW.

YOU CAN ALWAYS CALL ME IF YOU WANT A LOT OF THE NUTS AND BOLTS AND DETAILS OF THESE THINGS, BUT KEEP THAT IN CONTEXT.

WHEN WE LOOK AT THE DISTRICT IMPROVEMENT PLAN.

NOW FOR THIS SCHOOL YEAR, ACCOUNTABILITY SYSTEM WOULD LOOK MOST RIGHT, ESPECIALLY THE GROWTH PIECE WILL LOOK VERY DIFFERENT AND IT IS STILL NOT SURE WHAT IT'S GOING TO LOOK LIKE. THEN WE ALSO SHARED WITH YOU IN THE HANDOUT A MAP RESULTS FROM THIS FALL AND LAST WINTER.

AND I DO WANT TO TELL YOU THIS DATA FOR THIS FALL, WE ONLY RAN THIS THING FRIDAY AFTERNOON BECAUSE THE MAP TESTING WINDOW ENDED LAST FRIDAY.

SO THIS IS VERY, VERY FRESH OFF OF THE PAN HERE.

SO WE HAVEN'T HAD TOO MUCH TIME TO DIG INTO THIS DATA BY STUDENT GROUPS.

BUT WE ARE GOING TO THAT WILL BE PART OF OUR PRIMARY WORK THIS COMING WEEKS.

SO THAT IS SOME CONTEXT THERE.

AND WHEN TERESA MENTIONED COMPREHENSIVE NEEDS ANALYSIS, DIGGING INTO THE DATA AND FOLLOWING PROTOCOLS, I JUST WANT TO KIND OF KIND OF GO THROUGH A QUICK PROGRESSION OF SOME KIND OF ANALYSIS THAT WE DO AND WE DO THIS LEVEL OF ANALYSIS AT THE DISTRICT LEVEL AND THE CAMPUSES CAN DO THIS AT THE CAMPUS LEVEL.

SO THIS IS.

THREE KEY DATA POINTS 2019 STAAR BASELINE NUMBERS FOR THE DISTRICT ON READING, SO THESE

[01:15:01]

THEN WHEN WE TRACK PROGRESSION OF STUDENTS, THEN WE HAVE WINTER MAP DATA FROM LAST SCHOOL YEAR. AND THEN WE ALSO HAVE A FALL MAP DATA.

NOW, IDEALLY, REGULAR SCHOOL YEAR, WE WOULD HAVE HAD ENOUGH YEAR MAP DATA IN HERE TOO BETWEEN LAST YEAR'S WINTER AND THIS YEAR'S FALL.

AND WHEN YOU LOOK AT THIS DATA, WE ALSO HAVE TO LOOK AT.

HORIZONTALLY. HOW DID HOW DID OUR GRADE THREE DID LAST YEAR, GRADE THREE THIS YEAR, GRADE THREE IN THE COMING YEAR, BUT THEN WE ALSO HAD TO REMEMBER THAT.

WE ARE ALSO NOT TALKING ABOUT THE SAME SET OF KIDS, SO THE THIS IS NOT A REAL COHORT OF KIDS, IF YOU KIND OF FOLLOW THE ARROWS, GRADE THREE, 60 PERCENT BASELINE.

NOW, THOSE KIDS, WHEN WE SAID THAT BASELINE, THOSE KIDS WHO ARE IN FOURTH GRADE LAST YEAR, SO THAT SIXTY ONE POINT TWO PERCENT MEETS RATE, THAT MAP PREDICTED IS WHEN THEY MEAN THESE KIDS WERE IN FOURTH GRADE AND WHEN THESE KIDS MOVED ON TO FIFTH GRADE THE SCHOOL YEAR AND WE ASSESS THEM THE LAST THREE WEEKS, THEY ARE PREDICTED TO BE ON FIFTH GRADE MEET STANDARDS [INAUDIBLE] SIXTY FOUR POINT EIGHT PERCENT.

SO THAT'S KIND OF ONE WAY TO LOOK AT IT, THAT'S KIND OF TRACKING A QUASI COHORT.

NOW, THERE ARE KIDS THAT LEFT THIRD GRADE.

WE HAVE NEW KIDS TO THE FOURTH GRADE, KIDS WHO LEFT FOURTH GRADE, YOU KNOW, SO BUT THERE'S A LITTLE BIT OF ATTRITION THERE.

BUT THIS IS WHAT IT'S CALLED, A QUASI COHORT OF STUDENTS.

THE NOW OUR GOAL IS TO TRACK THIS KIND OF PROGRESSION LEVEL.

WE WILL HAVE A NEW COLUMN IN JANUARY WITH THE WINTER MAP DATA BEFORE WE SEE OUR STAAR RESULTS AT THE END OF THE SCHOOL YEAR.

THE WE CAN DO SOMETHING SIMILAR WITH SCIENCE.

NOW, I ONLY PUT TWO GRADES OF SCIENCE HERE BECAUSE STAAR SCIENCE IS ONLY AVAILABLE IN FIFTH AND EIGHTH GRADE, BUT I JUST WANT TO EMPHASIZE THIS.

WE TRACK SCIENCE PROGRESS USING MAP TO STAAR PREDICTION IN THIRD GRADE, BEGINNING, MIDDLE AND END, FOURTH GRADE, BEGINNING, MIDDLE AND END, SO THAT WE HAVE A GOOD HANDLE ON TO SEE HOW WELL WE ARE GOING TO PERFORM IN FIFTH GRADE SCIENCE.

WE DO THE SAME THING IN MIDDLE SCHOOL.

WE HAVE SIXTH GRADE SCIENCE THAT IS ASSESSED AT LEAST TWICE A YEAR AND SEVENTH GRADE SCIENCE AT LEAST TWICE A YEAR, SO THAT THEY ARE A GOOD PREDICTOR OF HOW WE ARE GOING TO DO IN EIGHTH GRADE.

SO LET'S TALK ABOUT HOUSE BILL THREE, AND MOST PROBABLY YOU ALL HAD A LOT OF COMMUNICATION FROM [INAUDIBLEQ] AND WATCHED.

I HOPE YOU ALL HAVE SEEN THE 30 MINUTE VIDEO TES ON ON HOUSE BILL THREE.

IN, YOU KNOW, IN QUICK.

PHRASE, WE ARE REQUIRED BY HOUSE BILL THREE TO SET FIVE YEAR TARGETS USING 2019 STAAR DATA AS OUR BASELINE FOR THREE AREAS.

THERESA MENTIONED THIS, CCMR DATA FOR OUR GRADUATING CLASSES AND EARLY LITERACY USING READING IN THIRD GRADE AND MATH IN THIRD GRADE.

THAT'S WHAT HOUSE BILL THREE REQUIRES US TO DO IN A FIVE YEAR PLAN.

SO WHEN WE MET PRIMARILY WITH DR.

HASLEY'S TEAM AND OUR TEAM, WHAT WE DECIDED WAS WE ARE GOING TO WORK AT THIS TASK FROM BOTH ENDS. WE LOOKED AT CCMR DATA.

AND WE'LL WORK ON THE TOP FIVE YEAR TARGETS FOR THAT, AND THEN WE LOOKED AT THIRD GRADE DATA AND SEE WHAT WE ARE TARGETED ON THAT.

AND THEN WE THOUGHT, OK, THEN WE WE WILL BRING ALL THAT DATA TOGETHER TO MEET IN THE MIDDLE IN MIDDLE SCHOOL.

SO THAT'S HOW WE WENT ABOUT DOING THIS.

AND LAST YEAR'S DISTRICT IMPROVEMENT PLAN AND OUR PRIOR DISTRICT IMPROVEMENT PLANS, WE HAD GOALS FOR READING.

WE HAD GOALS FOR MATH AT THE DISTRICT LEVEL, BUT WE REALLY DIDN'T EMPHASIZE THAT THERE ARE GOALS FOR ELEMENTARY, MIDDLE AND HIGH.

AND I WILL EXPLAIN WHY IT IS VERY IMPORTANT TO OF THINK THAT WAY.

IF YOU IF I LIST YOU, I'M GOING TO GO BACK ONE SLIDE.

IF I LOOK AT IF YOU LOOK AT THAT VERY FIRST COLUMN, NOT THE GRAY COLUMN, THE NEXT COLUMN.

IT LOOKS AS IF.

OUR EIGHTH GRADE HERE.

HE'S DOING A LOT BETTER THAN THIRD GRADE.

RIGHT, BUT THEN FOURTH GRADE IS LOOKS A LITTLE BIT LOWER THAN FIFTH AND THEN ALL OF A SUDDEN, FIFTH GRADE IS 66 PERCENT.

[01:20:03]

NOW, THERE ARE A LOT OF REASONS FOR THIS.

AND WHEN STAAR PASSING STANDARDS WERE SET FOR APPROACHING MEETS AND MASTERS, THEY WERE NOT SET TO GET THE SAME PROPORTION OF STUDENTS TO MEET THE STANDARD.

SO THE 8TH GRADE STANDARD.

I DON'T WANT TO USE THE WORD TRIGGER, BUT THIS IS SIMPLY THE TEST IS HARD, IS EQUALLY HARD IN EVERY GRADE LEVEL.

BUT WHEN THEY SAID THE CUT SCORES FOR MASTERS, MEETS AND APPROACHING, THEY DIDN'T SET THEM EQUALLY. AND THAT WAS NOT INTENTIONALLY.

THAT IS MORE ABOUT HOW THE CONTENT OF THE TEST TELLS YOU WHAT STUDENTS SHOULD BE LEARNING TO BE ON GRADE LEVEL. SO IT GIVES THE PERCEPTION THAT EIGHTH GRADE IS A LOT BETTER THAN SEVENTH GRADE, SEVENTH GRADE IS A LOT BETTER THAN SIXTH GRADE, AND THE FIFTH GRADE IS BETTER THAN FOURTH GRADE.

SO THAT WAS A LITTLE BIT OF SOCIAL PRESSURE TO SET DIFFERENT CUT SCORES, ESPECIALLY FOR THE THIRD GRADERS. YOU CAN YOU CAN MAKE IT REALLY HARD.

AND THEN FIFTH GRADE IS IT'S AN SSI SOCIAL PROMOTION GRADE.

SO THERE ARE A LOT OF THINGS THAT WENT INTO SETTING CUT SCORE.

SO WHEN YOU LOOK AT STAFF SCORES FROM YEAR TO YEAR TO YEAR, YOU HAD TO KEEP IN MIND THAT FOURTH GRADE IS REALLY THE HARDEST STAAR GRADE AND SIXTH GRADE IN MIDDLE SCHOOL.

AND THERE ARE A LOT OF BECAUSE WE SEE THIS WHEN YOU LOOK AT MAP DATA, WE SEE A LITTLE BIT DISPARITY IN SOME OF THESE GRADE LEVEL.

SO YOU HAD TO YOU HAVE TO TAKE ALL THESE THINGS ACCOUNT WHEN YOU SET GOALS.

I JUST WANT TO ASK A CLARIFICATION ON THAT.

SO THE THE RIGOR THAT EACH TEST HAS IS, ACCORDING TO THE TEACHER, AND IT'S STILL A RIGOROUS TEST. BUT HOW LET'S SAY IF SOMEBODY MISSED THE SAME AMOUNT OF QUESTIONS ON THIRD GRADE COMPARED TO FIFTH GRADE, THEY MIGHT HAVE A HIGHER SCORE ON FIFTH GRADE BECAUSE THE CUTOFF FOR THOSE IS LOWER.

IS THAT ACCURATE? YEAH, THAT'S PRETTY CLOSE TO IT.

YEAH, THAT THAT DEFINITELY CLEARS UP THAT.

SO LET'S GET BACK TO HOW WE SET GOALS FOR HOUSE BILL THREE, SO LET'S TAKE THIS IS AN EXAMPLE FROM THIRD GRADE READING.

AND WE LOOKED AT OUR DATA.

IN FACT, WE LOOKED AT THE DATA FOR 17, 18 AND 19 SCHOOL YEAR.

WE LOOKED AT HOW MUCH WE'VE INCREASED.

AND IF YOU LOOK AT THAT BLUE LINE AFTER THE ORANGE LINE, SO OUR THIRD GRADE MEETS RATE IN 2019 WAS 60 PERCENT.

AND WE SET A GOAL THAT IN FIVE YEARS, THAT IS 2024 WE'LL BE AT 68 PERCENT.

WHY MEETS RATE HERE? IF YOU WENT THROUGH THIS DOCUMENT.

WE ARE EMPHASIZING MEETS RATE BECAUSE HOUSE BILL THREE STANDARD IS MEETS RATE AND THEN MEETS RATE ALIGNS VERY WELL WITH THE CCMR STANDARD.

AND WE THERE ARE OTHER WAYS TO HANDLE THE OTHER PASSING STANDARDS.

WE ARE GOING TO MEASURE GROWTH FOR OUR OUTPUT END KIDS, MIDDLE END KIDS, LOWER END KIDS AND THAT WE WILL ACCOUNT FOR THAT.

USING GROWTH FROM NOT MET TO MEETS, MEETS TO MASTERS USING OUR GROWTH MISSIONS.

IT'S A QUICK QUESTION.

OBVIOUSLY, DEPENDING ON THE GRADE LEVEL AND THE TESTS BEING TAKEN, MEETS COULD MEAN SOMETHING ELSE DEPENDING ON GRADE LEVEL.

IN TERMS OF THE WHAT YOUR SCORE IS, WHO DETERMINES WHERE THAT IS? IS THAT TEA OR I'M JUST CURIOUS AS TO YOU KNOW, IF THAT WERE TO SHIFT ON A GRADE LEVEL, THAT WOULD OBVIOUSLY, YOU KNOW, AND THAT STUDENT GETS THE SAME NUMBER OF QUESTIONS RIGHT.

THAT COULD SHIFT OUR PERCENTAGES IN A GIVEN YEAR.

IF THAT WERE TO CHANGE, WHO DETERMINES THAT? SO WHO DETERMINES THE PASSING STANDARDS FOR EACH GRADE LEVEL? YES. LET'S SAY FOR MEETS.

SURE. THE RATE. SO THE CUTS GO FOR MEETS.

THE OFFICIAL EXPLANATION FROM TEA, CLASSROOM TEACHERS THAT THEY ASSEMBLED TOGETHER AND EXPERTS FROM THE FIELD AND PSYCHOMETRICIANS AS A GROUP ANALYZED THE CURRICULUM, ANALYZE THE STUDENT EXPECTATIONS, AND THEN THEY DETERMINE METHOD IS CALLED BOOKMARK METHOD.

THEY LOOKED AT, THEY LOOKED, LET'S SAY YOU HAD TO TEACH HUNDRED THINGS THAT IN FOURTH GRADE READING, IT'S OK IF A STUDENT HAS MASTERED THIS MANY OF THEM, THEN HE SAYS WE ARE GOING TO CONSIDER HIM ON GRADE LEVEL AND AT MEETS STANDARD.

SO THAT'S A BIG GROUP OF PEOPLE.

THEY DETERMINE THAT BOOKMARK IS AND THEN THEY.

WHEN THAT BOOKMARK TURNS OUT TO BE THE MEETS STANDARD, RIGHT, AND THEN THEY DO THAT FOR EVERY GRADE LEVEL KIND OF INDIVIDUALLY, AND THEN THEY THEN THEY PUT ALL THE GRADE LEVELS

[01:25:03]

AND DO THEY DO THAT ANNUALLY? THEY DON'T. THEY REVIEW IT ANNUALLY.

BUT NORMALLY IT IS DONE WHEN THE TEST IS DESIGNED.

AND IN THE CASE OF STAAR, THAT WAS LIKE FIVE YEARS AGO.

OK. THANK YOU.

SO, WE HAD OUR BASELINE OF 60 PERCENT AT MEETS STANDARD.

WE AGREED THAT OUR GOAL WAS TO BE EIGHT PERCENT MORE IN 2024 AND THEN WE INTERPOLATED THOSE NUMBERS SO THAT WE WILL GET ABOUT 15 PERCENT OF THAT GAP IN THE FIRST YEAR, AN ADDITIONAL 20 PERCENT THE NEXT YEAR AND SO ON.

AND WE DIDN'T DIVIDE IT UP EQUALLY FOR A COUPLE OF REASONS.

ONE REASON IS.

THERE ARE TWO THINGS THAT NEEDS TO HAPPEN IN THIS PROCESS.

STUDENTS NEEDS TO COME IN BETTER PREPARED AT EVERY GRADE LEVEL BECAUSE WE HAVE A PLAN FOR SECOND GRADE AND FIRST GRADE TOO GOING BACKWARDS.

THEN AT THE SAME TIME, THE ADULTS, THE TEACHERS AND THE STAFF ARE ALSO GETTING BETTER.

SO WHEN THOSE WOULD THOSE TWO COME TOGETHER, WE ARE ABLE TO GET HIGHER OUTCOMES, HIGHER GAINS IN OUR FINAL YEARS THAN IN THE INITIAL YEARS.

SO THAT'S WHY IT WAS PROPORTIONED OUT MORE TO BE STACKED LITTLE BIT IN THE LAST YEARS COMPARED TO THE PREVIOUS YEARS.

AND THEN THAT WAS HOW WE SET IT FOR ALL STUDENTS, THEN FOR ANY STUDENT GROUP THAT WAS BELOW THE DISTRICT AVERAGE.

AND USING THIS ECONOMICALLY DISADVANTAGED STUDENTS AS AN EXAMPLE HERE, THERE WERE 37 PERCENT MEETS RATE IN THIRD GRADE.

AND WE HAD TWO GOALS HERE.

ONE, WE WANT THEM TO INCREASE MORE THAN WHAT THE DISTRICT OVERALL INCREASES.

AND THE GOAL WAS TO NARROW THE PERFORMANCE GAP BY HALF IN 2024.

SO THE MATH IS VERY SIMPLE HERE.

THE PERFORMANCE GAP AT THE BASELINE IS 23 POINTS, AND WE WANT TO NARROW IT BY HALF, AT LEAST BY HALF. SO THAT'S ABOUT 11 POINTS.

SO IN 2024 THE GOAL FOR ECONOMICALLY DISADVANTAGED STUDENTS ARE TO BE AT FIFTY SEVEN.

SO THEY NOT ONLY HAVE TO MAKE UP THE INCREASE THAT ALL STUDENTS ARE GETTING, BUT ALSO NARROW THE GAP BY HALF.

SO THAT'S THE PHILOSOPHY THAT WAS USED FOR ANY STUDENT GROUP THAT WAS BELOW.

STUDENT GROUPS THAT WERE ABOVE THE DISTRICT AVERAGE.

WE WANT THEM TO GET AT LEAST HALF OF THAT 68 PERCENT, THAT EIGHT PERCENT INCREASE.

SO THAT'S ABOUT FOUR PERCENT.

THE REMEMBER STAAR HAS A CEILING EFFECT.

YOU'RE NOT TALKING ABOUT MAP, WHICH IS A COMPUTER ADAPTIVE TESTS WHERE YOU CAN SCORE AS HIGH AS YOU WANT DEPENDING ON YOUR ABILITY.

STAAR HAS A CEILING EFFECT IF YOU ARE STARTING OUT AT 50 PERCENT AT MEETS RATE, YOU HAVE YOU CAN HAVE 50 PERCENT GROWTH THAT YOU CAN MAKE.

AS A CAMPUS, IF YOU'RE STARTING OUT AT, LET'S SAY, 80 PERCENT.

THAT REMAINING 20 PERCENT TO GET TO MEETS IS A CHALLENGE BECAUSE NOW YOU ARE TALKING ABOUT STUDENT GROUPS THAT YOU KIND OF GOT HIT SOME CEILINGS AT.

THAT'LL BE SOME SPECIAL ED STUDENT GROUPS IN THAT MIX.

THAT WILL BE THE ENGLISH LANGUAGE LEARNERS IN THAT MIX.

AND THERE ARE OTHER STUDENTS THAT WILL YOU CAN THAT NUMBER CANNOT BE 100 PERCENT SO THAT WHEN YOU ARE VERY, VERY HIGH, YOU WILL SEE LOWER GROWTH COMPARED TO, FOR EXAMPLE, THERE'S A LOT OF ROOM FOR IMPROVEMENT IN ECONOMICALLY DISADVANTAGED.

BUT AND WE SHOULD BE ABLE TO DO THIS.

BUT WHEREAS WE HAVE A STUDENT GROUP THAT STARTS OUT AT 80, IT'S GOING TO BE.

IT'S NOT GOING TO IF YOU PUT AN EIGHT PERCENT GAIN FOR THAT STUDENT GROUP, IT'S MOST PROBABLY WE MIGHT MISS IT.

SO WE WERE KIND OF VERY WE WANT TO TAKE THE SMART GOAL SO THAT THEY ARE ACHIEVABLE.

SO, DASH, I HAVE A QUESTION.

NANCY? ON THIS EXAMPLE THAT YOU'RE GIVING US.

37 TO 57, THAT DIFFERENCE, THAT GROWTH IS 20 AND WE TALKED ABOUT ELEVEN POINT FIVE AS THE THE NECESSARY GROWTH, IS THAT 20 ATTAINABLE? IT IS A CHALLENGE.

OK.

WE WILL LOOK HISTORICALLY THAT WILL BE A CHALLENGE FOR US.

BUT WE AS A GROUP WHEN WE MET, WE SAID WE WANT IN FIVE YEARS TIME, WE WANT TO NARROW THE GAPS BY HALF. THE CONCERN, I WOULD SAY, IS IT'S NOT THE 57 PERCENT THAT'S THE CHALLENGE, WHAT WE ARE NOT HAPPY ABOUT THE 37 PERCENT.

RIGHT. SO SOMETIMES THAT MAY BE A VERY ASPIRATIONAL GOAL HERE.

BUT THEN HOW WE TRANSLATED THAT IS THAT WHERE WE REALLY WE WANT TO BE

[01:30:03]

HELP TO ALLEVIATE SOME OF THE OTHER STUDENT GROUPS ALSO.

IT WILL BE A CHALLENGE BY HISTORICAL PERFORMANCE.

IT WILL BE A TOUGH TARGET.

DASH, I HAVE A QUESTION KIND OF ON HOW SOME OF THIS IS WEIGHTED.

I BELIEVE OUR STUDENT POPULATION THAT FALLS INTO THE ECONOMICALLY DISADVANTAGED IS AROUND 33 OR MAYBE 32 PERCENT.

AND SO, YOU KNOW, IF THEY WERE TO, YOU KNOW, MOVE THE BALL, AS THIS CHART INDICATES, YOU KNOW, THAT WOULD MAKE UP THE OTHER TWO THIRDS OF THE STUDENT POPULATION THAT DON'T FALL INTO THE ECONOMICALLY DISADVANTAGED THEY BE.

THEIR PERFORMANCE WOULD BE KIND OF FILLING IN THE REST OF THAT, TRYING TO MOVE THE ALL STUDENT CURVE UP, CORRECT? YEAH, THAT'S A NICE WAY OF THINKING.

TAKING THE ORANGE, THE ALL STUDENTS FROM 60 TO 68, THIRD OF THAT BURDEN FALLS ON THE ECONOMICALLY DISADVANTAGED.

TWO THIRDS OF THAT FALLS ON THE NON-ECONOMIC.

AND YOU MAY HAVE IN TERMS OF THAT THIRD DOMAIN FOR CLOSING THE GAP, YOU MAY HAVE STUDENTS THAT FALL INTO ONE OF THOSE CATEGORIES THAT ARE NOT ECONOMICALLY DISADVANTAGED, BUT STILL UNDERPERFORMING THAT NEED TO BE TARGETED.

BUT IN TERMS OF THIS CHART, THEY FALL INTO THE ALL STUDENT GROUP.

YEAH. NOW THE CHART WE SIMPLY MUST PUT IN PLACE TO DESCRIBE THE PROCESS.

OK.

THE ON PAGES, WE HAVE THESE TARGETS FOR EVERY ALL 13 STUDENT GROUPS INDIVIDUALLY, A FIVE YEAR TARGET. OK, GREAT.

THANK YOU. DASH, LET ME ASK YOU A QUESTION IN TERMS OF THE MEANINGFULNESS OF THE NUMBERS HERE AND THE GOALS GIVEN WHAT HAS HAPPENED WITH IN THE SPRING WITH COVID.

WHAT IMPACT DOES NOT HAVING MULTIPLE OPPORTUNITIES TO TAKE THE TEST, NOT EVEN TAKE THE TEST AT SOME POINT? HOW DOES THAT IMPACT A.

THE GOAL ITSELF AND B HOW Y'ALL ANALYZE THE GOAL? OR DOES IT IMPACT IT AT ALL? MOST PROBABLY THERE WILL BE AN IMPACT OF COVID IN THE MIDDLE OF IT.

NOW, IDEALLY WE WOULD HAVE WE HAVE A GOAL FOR 2020, BUT WE HAVE NO DATE.

RIGHT. SO THE WE WERE TRULY HOPING THAT WHEN WE GAVE OUR MAP RESULTS, WE WILL BE ABLE TO QUANTIFY WHETHER THERE WAS ANY COVID LOSS.

AND THAT'S A STUDY THAT WE WE PLAN TO LOOK AT AND SEE.

IN SOME CASES, WE SEE THERE MAY BE SOME CASES THAT AREN'T BECAUSE COVID LOSS DOESN'T IMPACT ALL STUDENTS EQUALLY.

SO THAT IS IT'S VERY IMPORTANT TO LOOK AT IT, BUT.

CAN I CHIME IN THERE? [INAUDIBLE] SO ONE OF THE THINGS SO WE USED THE DATA THAT WE HAD AVAILABLE TO US OVER THE SUMMER AND INTO THE START OF THE SCHOOL YEAR TO IDENTIFY STUDENTS WHO WERE ACADEMICALLY VULNERABLE. AND NOW THAT WE HAVE THE THESE RESULTS, IT'S LOOKING AT OUR MOST CURRENT MAP DATA IN COMPARISON TO WHAT WE HAD IDENTIFIED PRIOR TO SCHOOL, STARTING TO ENSURE THAT WE ARE NOT MISSING ANY KIDS ALONG THE WAY.

AND SO THAT'S WHERE WE ARE.

THERE MIGHT BE A POTENTIAL FOR LEARNING LOSS IS BEING IDENTIFIED NOW.

SO I KNOW THAT THAT'S PART OF WHAT THE SLI TEAM AND THE PRINCIPALS ARE WORKING ON, AS WELL AS ACADEMIC SERVICES TEAM.

SO THAT'S ONE. AND THEN THE OTHER IMPACT IS AS FAR AS THE NUMBER OF YOUR QUESTION TO THE NUMBER OF TIMES THAT STUDENTS CAN TAKE THE TEST, THE STATE DID GIVE US SOME FLEXIBILITY AT THE END OF LAST YEAR WITH TEST TAKERS.

AND SO WE WORKED THROUGH THOSE EXCEPTIONS WITH CAMPUSES ALONG THE WAY.

SO, FOR EXAMPLE, FIFTH AND EIGHTH GRADE SSI WAS SUSPENDED AND THAT WAS THE STUDENT SUPPORT INITIATIVE. AND SINCE WE DIDN'T HAVE WE DIDN'T HAVE THE DATA.

HOWEVER, WE HAD THOSE STUDENTS IDENTIFIED.

SO WE WERE ABLE TO DO SOME TARGETED INTERVENTION WITH THEM TOWARDS THE END OF LAST SCHOOL YEAR AND THEN IN THROUGH THE SUMMER.

THE SAME THING FOR ANY STUDENTS WHO WERE BILINGUAL OR RECEIVED BILINGUAL SERVICES, SPECIAL EDUCATION.

STUDENTS AT THE SECONDARY LEVEL AT HIGH SCHOOL.

SO IF THEY WERE, WE IDENTIFIED THEM LATE IN THE SPRING.

SO IF THEY WERE IN DANGER OF NOT PASSING THEIR EOC COURSE, WE PUT IN SOME ADDITIONAL SUPPORT PRIOR TO THE END OF THE SCHOOL YEAR SO THAT IT WOULD HOPEFULLY SUPPORT WHERE THEY WERE IF THEY PASSED THE CLASS.

THEY'RE NOT HAVING TO GO BACK AND TAKE AN EOC FOR THAT PARTICULAR COURSE.

[01:35:06]

WHEN IS THAT COMING UP? NOVEMBER? DECEMBER. DECEMBER. AND SO WE DO HAVE A SMALL GROUP THAT WILL BE RETESTING.

SO IT SOUNDS TO ME LIKE I THINK THAT'S PROBABLY TWO DIFFERENT ISSUES.

I THINK, TERESA, THE THING YOU'RE TALKING ABOUT ARE TAKING DATA TO IDENTIFY THOSE STUDENTS THAT NEED THE BOOST, THAT NEED THE BUMP.

AND IT SOUNDS LIKE WE HAVE DONE WORK TO OVERCOME THAT, TO ATTEMPT TO OVERCOME THE CHALLENGES THAT WERE PRESENTED TO US, TO COVID, I THINK FROM A FROM A JUST A PURE NUMBERS AND DATA STANDPOINT AND BEING ABLE TO COMPARE APPLES TO APPLES IN TERMS OF THIS DATA, I GUESS MY QUESTION WOULD BE, IS IT GOING TO BE FAIR TO COMPARE TWENTY TO TWENTY ONE IN THE IS IT IS IT RELATIVELY THE SAME DATA OR IS IT MORE WOULD IT BE MORE APPROPRIATE TO ALMOST SKIP 20 AND COMPARE NINETEEN TO TWENTY ONE WHEN WE GET AROUND TO THAT, THAT DATA TO SEE IF THE SAME RELATIVE JUMPS THAT WE'RE EXPECTING OVER THAT TWO YEAR PERIOD HAS OCCURRED AS OPPOSED TO YEAR OVER YEAR.

I DIDN'T TAKE STATISTICS, SO THAT'S REALLY MORE OF A QUESTION.

[LAUGHTER] I WILL ANSWER THAT QUESTION IN WE CAN ANSWER THAT QUESTION QUITE ACCURATELY IN JANUARY WHEN WE GIVE OUR WINTER MAP DATA, THEN I THINK THE ANSWER YOU ARE LOOKING FOR IS, IS THE GROWTH FROM.

TWO YEARS AGO, WINTER TO LAST WINTER.

AND THE GROWTH FROM LAST WINTER TO THIS WINTER.

ARE THEY COMPARABLE? IF THEY ARE COMPATIBLE, THEN WE MAY HAVE WE HAVE MADE UP SOME OF OUR COVID LOSSES AND COULD BE ON TRACK, IF THEY ARE NOT COMPARABLE, THEN WE'LL HAVE A CHALLENGE AND WE WILL HAVE, I THINK, PRETTY GOOD DATA BECAUSE WE REALLY CAN'T WE WILL HAVE THAT INFORMATION BECAUSE WE NEED TIME TO OVERCOME SOME OF THE COVID CHALLENGES IN THE NEXT THREE MONTHS TO GET TO A POINT WHERE WE CAN DO A GOOD COMPARISON.

WELL, AND CLEARLY, I THINK BOTH OF THOSE TWO SEPARATE ANALYSIS ARE EQUALLY IMPORTANT TO DETERMINE WHAT LOSS THERE WAS.

AND IF NOT, THEN WHAT CAN WE EXPECT IN TERMS OF INCREASE? SO, YEAH. THANK YOU.

SO. CERTAINLY THE GOALS THAT ARE ARTICULATED FOR THE DISTRICT IMPROVEMENT PLAN TALKS ABOUT THE DELTAS BETWEEN 2019 AND 2021.

SO I THINK THEY'RE STARTING TO BE SOME RECOGNITION OF THAT.

I WOULD SAY THAT IN MY OLD TEXAS INSTRUMENTS DAYS, THIS WOULD BE CALLED A STRETCH GOAL.

AND YOU WOULD GET THAT YOU'D BE GIVEN THAT GOAL.

AND YOU THINK HOW IN THE WORLD AND THEN MORE OFTEN THAN NOT, WE'D ACHIEVE IT.

IN THAT CASE, THEY GIVE US MONEY.

IN THIS CASE, WE'RE GIVING CHILDREN LIFETIME OPPORTUNITIES.

AND SO THIS IS THIS IS, IN MY MIND, GOD'S WORK.

SO I APPLAUD EVERYONE WHO'S DOING IT.

AND I'M GLAD WE ACTUALLY TALK ABOUT THIS NOW AT THE BOARD TABLE.

SERVE NOW FOR 11 YEARS.

WE WENT MANY YEARS WITHOUT HAVING THIS TYPE OF DETAILED DISCUSSION ABOUT KIDS.

SO DASH, I THANK YOU VERY MUCH FOR, IN SOME WAYS, HAVING PATIENCE WITH US, BECAUSE I KNOW YOU'VE BEEN HERE THIS WHOLE TIME, TOO, AND TO SHARE YOUR EXPERTISE IN THIS WAY.

SO THANK YOU. THANK YOU.

SO WHEN WE SET THESE THIRD GRADE GOALS, AND I KNOW WE ARE GOING TO TALK ABOUT THE CCMR GOALS AT THE NEXT MEETING, WE WANTED SOME TO HB THREE DOESN'T REQUIRE ANY GOALS TO SET OTHER THAN THIRD GRADE AND CCMR, BUT WE INCORPORATED THE EXACT SAME METHODOLOGY FOR GRADE THREE THAT WE USED FOR THREE FIVE GRADE LEVELS, SIX EIGHT GRADE LEVELS AND NINE TEN GRADE LEVELS. SO AND IF WE ARE TO INCREASE BY SIX PERCENT, EIGHT PERCENT IN.

EIGHT PERCENT IN A IN THIRD GRADE, WE WANT THAT SAME EIGHT PERCENT INCREASE IN THREE, FIVE AND SO ON, AND IF WE WANT 11 PERCENT INCREASE IN ECONOMICALLY DISADVANTAGED, WE WANT THAT REFLECTED IN THREE FIVE GRADE LEVELS AND ALSO SIXTH EIGHT GRADE LEVELS.

SO THAT'S THE PHILOSOPHY THAT USED FOR ALL AND EVERY STUDENT GROUP.

BECAUSE REMEMBER THIS, THIS IS A VERY DIFFERENT PRACTICE FROM PREVIOUS YEARS.

AT THIS BOARD MEETING, YOU ALL WILL BE APPROVING THE CAMPUS PERFORMANCE OBJECTIVES.

[01:40:04]

WE WERE VERY.

PRESCRIPTIVE IN SOME SENSE, WHEN WE SAID CAMPUS PERFORMANCE OBJECTIVE, YOU KNOW, IT'S THE LAW OF AVERAGES, RIGHT? IF YOU HAVE 44 ELEMENTARY SCHOOLS AND IF THE DISTRICT WANTS TO IMPROVE THIRD GRADE READING BY EIGHT PERCENT.

THERE ARE FEW WAYS TO DO IT RIGHT.

ALL THE CAMPUSES CAN INCREASE IT BY EIGHT PERCENT, THEN WE MADE IT AS A DISTRICT.

SOME CAMPUSES CAN DO 12 PERCENT.

SOME CAMPUSES CAN DO FOUR PERCENT, AND IT'LL EVEN OUT AND WE STILL GOT OUR EIGHT PERCENT INCREASE. SO WHEN WE SAID CAMPUS PERFORMANCE OBJECTIVES, WE TOOK THAT BASELINES FOR 2019 AND SAID. AT THE MINIMUM, WE EXPECT ALL STUDENT GROUP TO INCREASE BY EIGHT PERCENT AT YOUR CAMPUS IF YOU WANT TO HAVE A STRETCH GOAL AND MAKE IT 10, PLEASE.

YOU'RE WELCOME. RIGHT.

SO BECAUSE IT'S A COLLECTIVE EFFORT, DISTRICT CANNOT REACH A TARGET IF THE CAMPUSES AREN'T REACHING THEIR TARGET.

SO THAT'S THE PHILOSOPHY THAT WE USE IN SETTING FOR EVERY STUDENT GROUP FOR THIRD GRADE THREE, FIVE, SIX, EIGHT.

SO YOU CAN THERE IS SOME SYMMETRY AS A MATHEMATICIAN, YOU KNOW, THERE'S SOME SYMMETRY IN OUR SYSTEM HERE. SO SOME CAMPUS HAS GOT SOME PRETTY STEEP CURVES THAT THEY WERE NOT USED TO SETTING IN THIS PROCESS.

SO THE THIRD GRADE, THIS GRAPH IS ON THE LEFT AND THE THREE FIVE GRAPHS ON THE RIGHT.

AND WHEN YOU HAD TO SO THEY HAD THE SAME GOALS.

AND WE HAVE HIGHLIGHTED TWO SPECIFIC GROUPS HERE.

WHY THERE ARE A COUPLE OF REASONS, AS A DISTRICT, WE IDENTIFIED THE RACE AND ETHNICITY GROUP, THAT IS THE LOWEST THAT WE WANT TO HIGHLIGHT AND THE STUDENT PROGRAM GROUP LIKE LIKE ELL ECONOMICALLY DISADVANTAGED SPECIAL ED AND THE LOWEST GROUP.

SO IN OUR DISTRICT IMPROVEMENT PLAN, WE HAVE SPECIFIC NOTES FOR ALL AND THE TWO LOWEST STUDENT GROUPS. NOW THEN ON THE DETAIL SECTION IN THE ADDENDUM, WE HAVE EVERY STUDENT GROUP LISTED AS [INAUDIBLE].

THEN WE TOOK THAT SAME NUMBERS AND APPLIED THEM THOSE INCREASES TO SIX, EIGHT.

NOW, I TRULY WANT YOU TO LOOK AT THOSE TWO SETS OF NUMBERS.

THE ONE ON THE LEFT IS FOR MIDDLE SCHOOL.

MIDDLE SCHOOL STARTS OFF AT 64 PERCENT AND THEIR GOAL IS 72.

NOW, ENGLISH ONE, ENGLISH TWO STARTS OFF AT 65 AND THEIR GOAL IS 68.

WELL, WE THEY DON'T HAVE THE SAME EIGHT PERCENT INCREASE.

THAT'S BECAUSE WE KIND OF PRO-RATED THAT INCREASE FROM MIDDLE SCHOOL TO CCMR TO GET THAT DIVISION. AND THE STUDENTS DON'T START OFF AT THE SAME POINT.

THIS MAY BE, WELL, 64, 65 MAY NOT BE THAT MUCH OF A DIFFERENCE, BUT IN THE ENGLISH ONE ENGLISH TWO TERMS, IT'S A KIND OF IT'S A DIFFERENT ASSESSMENT IN ENGLISH ONE, ENGLISH TWO . ENGLISH ONE, ENGLISH TWO HAS WRITING BUILT INTO IT.

SO THERE ARE SOME OTHER STRUCTURAL CHALLENGES IN THE ASSESSMENT TO INCREASE THEIR PERFORMANCE QUICKLY.

THEN THERE'S FOURTH GRADE WRITING, I'M NOT GOING TO GO OVER THE DETAILS ON THESE NUMBERS.

ON THE WRITING, DO I DO WANT TO MENTION THIS.

WE HAVE SET GOALS ON A FIVE YEAR PLAN FOR WRITING, BUT THIS SCHOOL YEAR IS THE VERY LAST YEAR THAT WRITING IF THE LEGISLATIVELY MANDATED THAT WRITING WILL BE BE THE LAST YEAR IS THIS YEAR. TEA HAS BEEN UNDER.

I FORGET WHAT THE HOUSE BILL.

THIRTY NINE ZERO SIX.

IN 2019, THEY SAID, WE ARE GETTING RID OF WRITING AND WE ARE INCORPORATING WRITING SKILLS IN THE READING TEST, SO IT WILL BE SIMILAR TO ENGLISH ONE ENGLISH TWO.

THERE IS NO SEPARATE WRITING. WRITING IS BUILT IN AND THEY WERE GOING TO INCORPORATE WRITING INTO THIRD GRADE, FOURTH GRADE THROUGH EIGHTH GRADE READING.

NOW, THERE WILL BE SOME CONSEQUENCES WITH THAT.

SOME OF THESE NUMBERS FOR READING, WE WILL HAVE TO COME BACK AND REEVALUATED, BUT WE ARE WAITING FOR THE GUIDANCE FOR THAT FROM TEA.

THEN SIMILAR PHILOSOPHY WAS USED FOR MAP.

WE WILL GO FIVE PERCENT INCREASE FROM 65 PERCENT TO 70 PERCENT AND WE WILL NARROW THE PERFORMANCE GAP FOR STUDENT GROUPS BELOW THE DISTRICT LEVEL.

[01:45:01]

AND SIX, EIGHT, A FIVE PERCENT INCREASE AND A AND A THREE PERCENT INCREASE IN ALGEBRA ONE THAT ARE AT.

THAT REMEMBER ALGEBRA ONE IS GIVEN IN EIGHTH GRADE AS WELL AS IN NINTH GRADE, ABOUT 54 PERCENT OF OUR KIDS TAKE IT IN EIGHTH GRADE.

THE SCIENCE TARGETS ARE NEXT.

THERE ARE SEVERAL ASSESSMENTS, FOR EXAMPLE, IF YOU LOOK AT THE, COMPARE THE FIFTH GRADE TO EIGHTH GRADE SCIENCE AND I TALKED ABOUT THIS, THAT TEST AT DIFFERENT GRADE LEVELS SOMETIMES YIELD DIFFERENT PERFORMANCES.

OUR GOAL IN SCIENCE IS TO GO FROM 58 AT MEETS TO 63 AT MEETS.

BUT 8TH GRADE SCIENCE ALREADY STARTS AT AT 66.

OK, SO IT'S A IT'S CLEARLY IT'S NOT THAT, YOU KNOW, IN THREE YEARS WE ACHIEVE SOME MIRACLE. IT WOULD BE GREAT TO CLAIM THAT.

BUT THERE IS A DIFFERENCE IN THE SCIENCE STANDARD HERE.

AND THEN BIOLOGY EVEN STARTS OUT A LOT HIGHER.

BIOLOGY STARTS OUT AT 75, AND WE WANT TO GET AN INCREASE OF 80 PERCENT OF THERE.

A FIVE PERCENT INCREASE.

THE LAST STATEWIDE ASSESSMENT, THE SOCIAL STUDIES.

I HOPE YOU ASK THE QUESTION HERE, WHAT'S THE DEAL WITH EIGHTH GRADE SOCIAL STUDIES, BUT THAT ASSESSMENT IS THE HARDEST ASSESSMENT IN THE STAAR ASSESSMENT'S PLATFORM.

EIGHTH GRADE SOCIAL STUDIES, IT USED TO BE THE EASIEST TEST FOR THE LONGEST TIME WHEN IT WAS TAAS, TAKS, TABS.

IT WAS THE EASIEST ASSESSMENT.

TODAY, IT'S THE HARDEST ASSESSMENT IN THE SYSTEM.

WHAT CHANGED? THAT IT'S THEY STARTED ASSESSING PAST KNOWLEDGE LEVEL QUESTIONS AND HAD SOME REAL CRITICAL ITEMS WHERE SOME CRITICAL THINKING WAS REQUIRED TO ANSWER IT AND IN MY OPINION, THEY TOOK IT A LITTLE BIT FURTHER THAN THEY INTENDED TO BECAUSE YOU NEED VERY, VERY HIGH READING SKILLS.

HIGH LEVEL READING SKILLS TO EVEN READ THAT TEST.

AND THEN YOU HAD TO COMPREHEND IT.

IN FACT, IT IS HARDER THAN EIGHTH GRADE READING TEST IN READING ABILITY LEVEL ITSELF.

SO THERE ARE AND THEN YOU HAVE TO PROCESS THE KNOWLEDGE AND IT IS NOT RECALL ANYMORE.

YOU KNOW, IT'S NOT ALL SOCIAL STUDIES WE HAD TO DO.

INTERESTING. THANK YOU.

AND THEN US HISTORY.

ON THE OTHER HAND, IT'S A TEST REQUIRED FOR GRADUATION.

YOU ARE TAKING IT IN THE ELEVENTH GRADE.

IT IS THE WE HAVE THE BEST, HIGHEST, BEST PERFORMANCE IN THAT ASSESSMENT IN PLANO, AS WELL AS ANY DISTRICT IN THE STATE.

SO THEY ARE NOT REALLY COMPARABLE.

THE THEN WE HAVE SET GRADUATION GOALS AND THAT LET ME HERE THERE ARE A LOT OF BACK WORK ON WHEN YOU SET GOALS HERE, A RECAP OF SR HERE.

UNDER THE FEDERAL GRADUATION PLANS FOR THE STATE AND FOR LOCAL SCHOOL DISTRICTS.

THE GOAL, AND THE SR IS ALL STUDENTS AND EVERY STUDENT GROUP TO BE AT 94 PERCENT GRADUATION RATE. SO THAT'S THE STANDARD FOR SR.

AND THAT'S THE FEDERAL STANDARD.

IN DOMAIN, IN DOMAIN THREE OF THE ACCOUNTABILITY SYSTEM.

THAT'S HOW YOU GET THE FULL POINT IN GRADUATION TO BE AT 94 PERCENT.

THE NOW WHAT IF YOU ARE BELOW 94 PERCENT? AND THEN WHAT IF YOU ARE BELOW ANOTHER THRESHOLD CALLED 90? SO UNDER THE TEA'S AGREEMENT WITH THE FEDERAL GOVERNMENT, WE ARE IN A PRETTY GOOD SITUATION IN MOST OF OUR SUBGROUPS ARE ABOUT 94, EVEN THE STATE IS NOT ABOUT 94 IN ALL THEIR SUBGROUPS. SO.

IF YOU ARE IF YOU'RE IF A GRADUATION RATE FOR A STUDENT GROUP IS BETWEEN 90 AND 94 PERCENT, AT THE MINIMUM, WE ARE REQUIRED TO INCREASE BY POINT ONE PERCENT EVERY YEAR UNTIL WE REACH 94.

SO I REALIZE THIS, IF YOU ARE AT 90, YOU GET 40 YEARS TO INCREASE IT TO 94, OK, BUT YOU KNOW WHAT? THAT'S BUT AT THE MINIMUM, WE ARE PLANNING TO INCREASE IT BY TWO PERCENT AS A THRESHOLD. AND WE COULD HAVE PUT A STRETCH GOAL THERE.

[01:50:03]

THESE KIDS THAT WE ARE STRETCHING THIS GOAL FOR 2024, IT'S REALLY THE 2023 GRADUATING CLASS, SO THESE KIDS ARE ALREADY IN 10TH GRADE.

AND SO YOU KNOW GRADUATION PLAN STARTS IN EIGHTH GRADE, RIGHT? SO WE HAVE TO STRUCTURALLY GET STRONGER OVER TIME AND HOPEFULLY AND WE DO HAVE SYSTEMS IN PLACE TO DO THAT. AND SO MY HOPE IS EVERY COHORT GETS A LOT HIGHER STRETCH TARGET, ESPECIALLY WHEN WE HAVE FOUR YEARS TO WORK WITH THEM, OR FIVE YEARS TO WORK WITH. IF A STUDENT GROUP IS BELOW 90 PERCENT, THEN WE HAD TO REDUCE THE GAP.

FOR EXAMPLE, OUR ENGLISH LANGUAGE LEARNER CLASSES AT 84 PERCENT.

SO THEY NEED TO REDUCE THE GAP TO 90 BY 10 PERCENT.

THAT IS MANDATED AND WE HAVE TO DO THAT.

OTHERWISE, WE GET A.

SOME CONSEQUENCES ON DOMAIN THREE FOR NOT MEETING THE STANDARD.

SO THIS WAS THESE TARGETS WERE DONE MORE IN PERSPECTIVE OF MEETING COMPLIANCE, BUT YOU DO HOPE TO GET A LOT HIGHER GRADUATION RATES.

AND TO PUT IN PERSPECTIVE WITH A NUMBER OF AFRICAN-AMERICAN STUDENTS, WE HAVE POINT TWO PERCENT IS ONE OR TWO STUDENTS.

AND SO LET'S GO FOR FIVE, MAYBE.

HEY DASH? CAN I ASK YOU ON PERFORMANCE OBJECTIVE THREE, THE PARENTHETICAL WHERE WE'RE TESTING FOR CURRENT AT ANY TIME IN HIGH SCHOOL STUDENTS.

OK. WHAT CAN YOU DISTINGUISH THAT? SO. VERY GOOD QUESTION.

SO ENGLISH LANGUAGE LEARNERS, I MEAN, IF YOU ARE.

A WHITE STUDENT AS A STUDENT GROUP, YOU ARE WHITE IN NINTH GRADE, 10TH GRADE 11TH GRADE 12. RIGHT.

BUT IF YOU ARE AN ENGLISH LANGUAGE LEARNER, YOU MAY BE ENGLISH LANGUAGE LEARNER IN 9TH AND 10TH AND 11TH.

YOU EXIT THE PROGRAM AT THE BEGINNING OF YOUR SENIOR YEAR AND YOU ARE NO MORE ENGLISH LANGUAGE LEARNER.

SO YOU WOULD KIND OF DROP OUT OF THAT.

SO YOU ARE NOT SO.

SO WHEN YOU GRADUATE, YOU ARE NOT AN ENGLISH LANGUAGE LEARNER.

NOW WE OUR GOAL IS TO MAKE SURE THAT ALL OF THEM EXIT THE PROGRAM.

RIGHT. BUT WHAT HAPPENS IS WE ARE GRADUATING ENGLISH LANGUAGE LEARNERS WHO ARE CURRENT IN THEIR SENIOR YEAR. BUT IF YOU DON'T INCLUDE CURRENT AND YOU WERE IN HIGH SCHOOL, THAT ALL THAT SUCCESS THAT WE HAD AND EXITED KIDS FROM THE ENGLISH LANGUAGE LEARNERS PROGRAM IN END OF NINTH GRADE, END OF 10TH GRADE IN THE 11TH GRADE, YOU DO NOT GET CREDIT FOR THAT.

SO TWO YEARS AGO, TEA CHANGE THE DEFINITION OF ENGLISH LANGUAGE LEARNER TO IF YOU ARE ENGLISH LANGUAGE LEARNERS EVER IN HIGH SCHOOL, THEN YOU ARE IN THAT GROUP AND THAT'S THE RIGHT WAY TO DO IT BECAUSE YOU GET CREDIT FOR MASTERING THE ENGLISH AS WELL AS GRADUATION . SO OTHERWISE, IF YOU JUST LEAVE IT ONLY CURRENT ENGLISH LANGUAGE LEARNERS, THEIR GRADUATION RATE IS, WHAT, 60 50 PERCENT? BECAUSE THESE ARE STUDENTS THAT ARE MOSTLY RECENT IMMIGRANTS THAT CAME TO THE COUNTRY [INAUDIBLE]. WE PUT THEM IN NINTH GRADE AND THEN THAT FIRST YEAR, THEY ARE LANGUAGE SKILLS AND MASTERING ENGLISH.

SO THEY ARE KIND OF PERMANENTLY ON A COULD BE ON A FOUR AND A HALF, FIVE YEAR GRADUATION PLAN. SO THIS DEFINITION CAPTURES IT THE RIGHT WAY.

AND DASH OBVIOUSLY THIS IS ON A FOUR YEAR GRADUATION RATE.

BUT WHEN WE DO SCALE IT OVER TO THE FIVE OR SIX YEAR GRADUATION RATE, ARE WE STILL SEEING, YOU KNOW, A HIGHER GRADUATION RATE FOR THOSE ENGLISH LEARNERS AND WE OFFER THE COURSES FOR THEM? YEAH.

SO IF YOU LOOKED AT THE FIVE YEAR GRADUATION RATE OR THE SIX YEAR GRADUATION RATE, IT INCREASES ABOUT TWO PERCENT EVERY YEAR.

NOW, TWO PERCENT FOR EACH CLASS.

NOW, REMEMBER, IF YOU LOOK AT THE FIVE YEAR GRADUATION RATE FOR THIS YEAR, YOU ARE TALKING ABOUT A COMPLETELY DIFFERENT COHORT, THOSE WHO STARTED NINTH GRADE A YEAR EARLIER. BUT ON THE ENGLISH LANGUAGE LEARNER, IT'S A CHALLENGE FOR US BECAUSE WE ONLY HAVE LAST YEAR WE HAD ONLY LIKE A HUNDRED AND FORTY SIX KIDS IN THAT GROUP.

EVER IN HIGH SCHOOL, ENGLISH LANGUAGE LEARNER, SO THAT MEANS EACH KID IS VERY CLOSE TO ONE PERCENT. SO IF WE MISS TWO KIDS OR THREE KIDS, WE DROP ONE PERCENT.

SO IT'S A VERY SENSITIVE MEASURE.

AND SO, IN FACT, SOMETIMES WE HAVE DEPENDING ON IF YOU LOOK AT THE DATA HISTORICALLY, LIKE FOUR OR FIVE YEARS FOR ENGLISH LANGUAGE LEARNERS, GRADUATION RATE FOR YEARS, SOMETIMES WE

[01:55:01]

SO IT IS IT'S NOT VERY STABLE BECAUSE OF THE NUMBER OF STUDENTS IN IT.

OK.

THANK YOU, DASH.

SO I WOULD LIKE TO SHARE WITH YOU OUR MAJOR STRATEGIES AND AS YOU KNOW, PILLAR ONE IN OUR STRATEGIC PLAN, IT'S ALL ABOUT LEARNING AND TEACHING AND THE MAJOR ACTION PLANS IN PILLAR ONE INVOLVES SUPPORTING TEACHERS SO THAT THEY MEET THE INDIVIDUAL NEEDS OF STUDENTS AND ALSO ARE ABLE TO ASSESS THE LEARNING IN A VARIETY OF WAYS.

AND OUR STRATEGIES SUPPORT BOTH OF THESE ACTIONS, AS WELL AS ADDRESSING ALL THE STUDENT PERFORMANCE GOALS.

SO I'M GOING TO SHARE OUR MAJOR STRATEGIES WHICH ADDRESS STUDENT PERFORMANCE, AND I GUESS I NEED TO CLICK.

MOST OF OUR STRATEGIES ADDRESS STUDENT LEARNING AND THE PERFORMANCE OBJECTIVES IN ALL CONTENT AREAS, SO AS EACH CONTENT COORDINATOR AND SPECIALIST WORK WITH TEACHERS AND TEAMS, THEY'LL APPLY THE STRATEGY APPROPRIATE, HOW IT IS APPROPRIATELY APPLIED TO THEIR CONTENT AREA. AS AN EXAMPLE, THE FIRST STRATEGY LISTED IS ABOUT THE IMPLEMENTATION OF THE COLLABORATIVE TEAM FRAMEWORK.

ONE ELEMENT OF THE FRAMEWORK IS THAT IT GUIDES TEACHERS TO REALLY DEEPLY UNDERSTAND THE STANDARDS THAT THEY'RE ABOUT TO TEACH IN A UNIT OF STUDY.

THAT'S ESSENTIAL SO THAT TEACHERS CAN THEN TRANSLATE THAT INTO DEVELOPING AND COMMUNICATING, LEARNING TARGETS THAT STUDENTS UNDERSTAND, WHICH IS ONE OF THE HIGH, HIGHLY EFFECTIVE STRATEGIES IN OUR INSTRUCTIONAL MODEL.

AND IT'S THE FIRST STEP IN PLANNING AND STUDY AND LESSONS.

SO THAT'S A STRATEGY THAT SUPPORTS ALL LEVELS, ALL CONTENT AREAS.

THE COLLABORATIVE TEAM FRAMEWORK AND THE INSTRUCTIONAL MODEL ARE BOTH DISTRICT WIDE TOOLS, AND THESE BOTH SUPPORT THE HIGH RELIABILITY SCHOOLS FRAMEWORK LEVELS ONE AND TWO, WHICH ARE SAFE AND COLLABORATIVE CULTURE AND EFFECTIVE TEACHING IN EVERY CLASSROOM.

SO WE'LL CONTINUE THE IMPLEMENTATION OF THESE PROCESSES AND TOOLS AND ENHANCE THEM TO ALSO INCLUDE SUPPORTING LEARNING IN THE VIRTUAL SETTING.

DOWN THE LINE.

SO WE DO HAVE A SEPARATE STRATEGY ABOUT SUPPORTING LEARNING IN THE VIRTUAL SETTING, AND YOU'LL SEE AS WE GO THROUGH THAT, WE'VE REALLY APPLY THAT TO MANY OF THE OTHER STRATEGIES AS WELL. IN OUR CURRENT ENVIRONMENT, IT'S HARD TO TELL WHEN HOW LONG WILL BE TEACHING VIRTUALLY AND WHEN WE MIGHT HAVE TO GO BACK AND FORTH.

SO WE UNDERSTAND THAT IS REALLY IMPORTANT TO CONTINUE TO SUPPORT TEACHERS IN THAT.

ALSO, THE LAST ONE ON THIS SLIDE IS ABOUT DEVELOPING CONSISTENT GRADING GUIDELINES, SO IT'S TIME TO REVIEW OUR GRADING GUIDELINES.

WE NEED TO ENSURE THAT WE HAVE CONSISTENCY FROM CAMPUS TO CAMPUS ACROSS THE DISTRICT AND ALSO ENSURE THAT GRADING REALLY REFLECTS STUDENT LEARNING.

SO WE'RE PLANNING TO TAKE A DIVE INTO EXAMINING THAT.

WE ARE CONTINUING OUR WORK ON RESPONSE TO INTERVENTION, OR RTI, WHICH IS THE ACADEMIC COMPONENT OF MULTITIERED SYSTEM OF SUPPORT MODEL, WHICH ADDRESSES MEETING THE NEEDS OF STUDENTS, THE WHOLE CHILD.

THIS REALLY ENSURES THAT TIER ONE INSTRUCTION OR THAT CORE INSTRUCTION FOR ALL STUDENTS IS DESIGNED AND DELIVERED APPROPRIATELY.

THE RTI IMPLEMENT SYSTEMS SO THAT TEACHERS CAN IDENTIFY AND MONITOR PROGRESS AND IDENTIFY NEEDS EARLY AND PROVIDE INTERVENTION.

IT ALSO PROVIDES SYSTEMS SO THAT STUDENTS ARE REALLY GIVEN WHAT THEY NEED WHEN THEY NEED IT. SUPPORTING ACTION PLAN ONE POINT TWO.

WE'RE CONTINUING OUR WORK WITH COMMON FORMATIVE ASSESSMENT, AND WE'RE EXPANDING THAT TO SUPPORT TEACHERS IN DATA ANALYSIS IN ORDER TO MONITOR PROGRESS AND INFORM INSTRUCTION.

WE'VE ALSO INCLUDED, AS I SAID EARLIER, AND THIS STRATEGY ADDRESSING BOTH FACE TO FACE AND VIRTUAL. AND WE'VE DONE A LOT OF THAT.

HELPING TEACHERS PROVIDE ASSESSMENTS IN THE VIRTUAL SETTING TOO.

THIS REALLY DIRECTLY SUPPORTS MONITORING STUDENT PROGRESS AND PROVIDING TIMELY FEEDBACK TO STUDENTS, WHICH IS SO IMPORTANT AS THEY WORK TOWARD MASTERY OF CONTENT.

ALSO, WE'LL CONTINUE SUPPORTING OUR BALANCED LITERACY MODEL.

AS YOU KNOW, WE'VE IMPLEMENTED THAT IN PRE-K THROUGH FIFTH GRADE.

AND SO WE'VE REVISED THIS A LITTLE BIT TO SAY THAT WE'RE GOING TO CONTINUE IMPLEMENTING AND REFINEMENT OF THE PROCESS.

A FEW OF THE THINGS THAT WE ARE DOING THIS YEAR TO SUPPORT THIS LEARNING IS IN ALL OF THE UNIT PLANS IN ELEMENTARY SCHOOL.

THE STANDARDS ARE ORGANIZED BY THE COMPONENTS OF THE BALANCED LITERACY INSTRUCTION WITH A FOCUS ON REALLY EXPLICIT, SYSTEMATIC FOUNDATIONAL SKILLS INSTRUCTION IN ALL ELEMENTARY GRADE LEVELS. WE'RE ALSO SUPPORTING OUR TEACHERS IN USING THE NEW RESOURCES.

WE RELY ON THEM TO ALL THE UNITS OF STUDY IN THE CURRICULUM PLANNER AND HELPING THEM ALSO USE THOSE IN THE VIRTUAL SETTING.

[02:00:03]

AND THE LAST ONE ON THIS SLIDE REFERS TO OUR GIFTED SERVICES PLAN.

AND WE EXPANDED THIS STRATEGY TO ALSO ADDRESS ADVANCED ACADEMICS.

FOR THE GIFTED SERVICES. WE'RE CONTINUING THE WORK OF ALIGNING OUR SERVICES TO THE STATE GIFTED PLAN THAT KEVIN MENTIONED EARLIER.

AND WE'RE LOOKING AT THE ACADEMIC SIDE OF THAT WHILE HIS TEAM, HIS COMMITTEE IS WORKING ON THE PARENT, THE ENGAGEMENT SIDE.

ALSO AS WE ADDRESS THE ADVANCED ACADEMIC PIECE OF THIS STRATEGY.

WE REALLY STARTED THIS LAST YEAR AS WE LOOKED CLOSELY AT THE MATH ROCKS PROGRAM.

AND YOU MIGHT REMEMBER THAT PRESENTATION.

WE ANALYZED DATA FROM ACROSS THE DISTRICT BY CAMPUS, BY LEVEL, BY FEEDER AND SUB-GROUP AND WE DISCOVERED SOME INEQUITIES.

SO WE REVISED THE QUALIFICATION PROCESS AND WE STARTED WORKING ON A PLAN TO REALLY SUPPORT IN A CENTRAL CLUSTER WHERE WE FELT THAT THERE WERE GAPS.

THEN COVID HIT, SO WE HAD TO PAUSE THAT PLAN.

MOVING FORWARD. WE PLAN TO TAKE THE SAME APPROACH THIS YEAR AND LOOKING AT OTHER CONTENT AREAS, ESPECIALLY THE MIDDLE SCHOOL LEVEL.

AND SO WE'LL START THAT DEEP DIVE INTO THE DATA EVALUATING THE CURRENT SYSTEM.

WE'RE LOOKING AT BY CAMPUS, BY FEEDER, BY STUDENT GROUP, BY GIFTED STUDENT GROUP SO THAT WE CAN IDENTIFY ANY GAPS AND CONCERNS THERE.

DR. HASLEY, CAN WE ALSO DO SOME COMPETITIVE INTELLIGENCE LOOKING AT WHAT DISTRICTS AROUND US, PARTICULARLY THE [INAUDIBLE] THAT WE'RE NOW COMPETING WITH PRINCETON AND PROSPER IN TERMS OF WHAT THEY HAVE IN SIXTH, SEVENTH AND EIGHTH GRADE FOR THEIR HONORS COURSES? SURE THING. WE'D ALREADY STARTED GATHERING THAT INFORMATION LAST SPRING, SO.

ALL RIGHT, SO MANY OF THOSE STRATEGIES, I SAID, REALLY APPLY TO ALL CONTENT LEVELS, CONTENT AREAS, BUT WE DO HAVE SOME SPECIFIC SUBJECT AREA STRATEGIES AS WELL.

SO IN READING, IN ADDITION TO THE BALANCED LITERACY WE'VE ALREADY TALKED ABOUT, WE ARE SUPPORTING 12 ELEMENTARY CAMPUSES THIS YEAR WHO ARE THE FIRST COHORTS TO PARTICIPATE IN THE STATEWIDE READING ACADEMY.

THIS WILL BE A THREE YEAR IMPLEMENTATION AS WE ROLL INTO EVERY ELEMENTARY CAMPUS.

AND THIS IS REQUIRED TRAINING FOR KINDERGARTEN THROUGH THIRD GRADE TEACHERS AND EVERY PRINCIPAL IN THE ELEMENTARY CAMPUSES.

SO SOME OF EVEN THOUGH THIS IS THE HARDEST YEAR EVER TO IMPLEMENT SOMETHING LIKE THIS, OUR 12 CAMPUSES, THE TEACHERS ARE THEY'RE WORKING HARD.

AND WE HAVE A READING ACADEMY FACILITATORS WHO ARE GATHERING FEEDBACK.

SO JUST SOME OF THE THINGS THAT THEY SHARED WITH ME THAT ARE REPORTED BY THE TEACHERS WHO ARE PARTICIPATING, AS WELL AS OBSERVED BY THE FACILITATORS.

THAT WE HAVE INCREASED USE OF AND IMPROVEMENT IN PROVIDING SPECIFIC FEEDBACK TO STUDENTS AND USING ASSESSMENT DATA TO DEVELOP GOALS AND INTERVENTIONS FOR STUDENTS.

WE'RE SEEING A LOT MORE OF THE GRADUAL RELEASE MODEL TO DESIGN AND DELIVER READING INSTRUCTION. THE IMPORTANCE OF ORAL READING DEVELOPMENT IS REALLY BECOMING EVIDENT, AS WELL AS USING TOOLS FOR PROGRESS MONITORING.

SO WE'RE VERY PLEASED WITH THE PROGRESS THAT THESE TEACHERS ARE MAKING.

DR. HASLEY, ARE THOSE CAMPUSES SPREAD ACROSS THE DISTRICT IN TERMS OF GEOGRAPHY AND ALSO IN TERMS OF ECONOMIC DISADVANTAGE? YES, WHEN WE FIRST WHEN WE FIRST DESIGNED THIS, WE DIDN'T KNOW COVID WAS GOING TO BE A FACTOR HERE, BUT WE DECIDED TO START WITH OUR CAMPUSES WHO WERE NOT AS NEEDY AT THIS TIME FOR THE FIRST ROLLOUT OF THE READING ACADEMY, SO THAT WE COULD PERFECT IT AND GET BETTER AS WE GET TO THE CAMPUSES THAT ARE MORE NEEDY.

THE OTHER REASON FOR THAT IS OUR TITLE ONE CAMPUSES AND OUR TRANSFORMATION CAMPUSES ALREADY HAVE A LOT OF ADDITIONAL PROFESSIONAL LEARNING AND SUPPORT.

SO WE HAVE SOME CAMPUSES WHO HAVEN'T RECEIVED A LOT OF SUPPORT FROM THE DEPARTMENT JUST BECAUSE OF THE CAPACITY AND ABILITY TO PROVIDE THAT.

SO THAT'S ANOTHER REASON WE SELECTED THESE SPECIFIC CAMPUSES.

AND SO I CAN PROVIDE YOU THE LIST OF WHO'S INVOLVED.

THANK YOU. AND HOW QUICKLY DO YOU PLAN TO GET TO ALL 44? IT'LL BE THREE YEARS. SO WE'VE GOT 12 CAMPUSES THIS YEAR.

KATRINA, LET ME ASK THIS, THE THREE YEAR PLAN IS THAT WE'RE GOING TO ROLL THIS PLAN FOR THREE YEARS OR WHERE YOU'RE GOING TO IMPLEMENT ON AN ANNUAL BASIS A NEW SET OF SCHOOLS? A NEW SET OF SCHOOLS WILL GO THROUGH THE TRAINING EACH YEAR.

OK. YEAH. SO THEY SET A TIMELINE THE STATE DID THAT WE HAVE TO BE DONE TRAINING EVERYONE WITHIN THREE YEARS.

OK. SO CONTINUING WITH READING AT THE SECONDARY LEVEL, AND THIS IS REALLY APPLIED TO MIDDLE SCHOOL.

WE'RE GOING TO IMPLEMENT A SECONDARY READING WORKSHOP AND THIS IS A MODEL OF INSTRUCTION, INSTRUCTIONAL PRACTICE THAT PROVIDES INDIVIDUALIZED SUPPORT TO STUDENTS THROUGH WHOLE GROUP, SMALL GROUP AND INDIVIDUAL INSTRUCTION.

IT REALLY USES ASSESSMENT DATA TO INFORM THAT INSTRUCTION.

DATA THAT IDENTIFIES GAPS AS WELL AS STRENGTHS IN SKILLS, FLUENCY AND COMPREHENSION.

[02:05:02]

SO WE'RE WORKING NOW TO DEVELOP THOSE TRAININGS FOR TEACHERS.

IN MATH. OUR WE HAVE A VERTICALLY ALIGNED STRATEGY WHICH IS REALLY IMPLEMENT USING MATHEMATICAL PROCESS STANDARDS IN PLANNING AND BRINGING THOSE FORWARD AS WE WORK WITH STUDENTS. THIS MEANS WITH PLANNING, WITH THE PROCESS STANDARDS IN MIND, RESULTS IN LEARNING AND EXPERIENCES THAT EMPOWER OUR STUDENTS TO REALLY PROBLEM SOLVE AND THINK MATHEMATICALLY. THE PROCESS STANDARDS DESCRIBE WAYS IN WHICH STUDENTS ARE EXPECTED TO ENGAGE IN THE CONTENT.

AN EXAMPLE OF A PROCESS STANDARD IS STUDENTS ARE EXPECTED TO COMMUNICATE MATHEMATICAL IDEAS, REASONING AND THEIR IMPLICATIONS USING MULTIPLE REPRESENTATIONS, INCLUDING SYMBOLS, DIAGRAMS, GRAPHS AND LANGUAGE AS APPROPRIATE.

SO THOSE STANDARDS ARE VERTICALLY ALIGNED KINDERGARTEN THROUGH 12TH GRADE AND THEY'RE ALL THEY IMPLEMENTED EVERY YEAR.

SO THAT REALLY EMPHASIZES THE IMPORTANCE OF THOSE STANDARDS AND HOW THOSE ARE USED TO TO ACCOMPLISH MATHEMATICAL CONTENT.

IN OUR SCIENCE AND SOCIAL STUDIES AREAS.

WE ALSO HAVE A VERTICALLY ALIGNED GOAL, AND THAT IS ABOUT ADDRESSING ACADEMIC LANGUAGE IN THESE CONTENT AREAS.

SO EMBEDDING STRATEGIES WITHIN THESE TWO AREAS WILL BOTH INCREASE STUDENT UNDERSTANDING IN THESE CORE AREAS, AS WELL AS INCREASED TRANSFERABLE LITERACY SKILLS ACROSS CONTENT AREAS. SO WE FEEL LIKE THAT WILL SUPPORT ACROSS THE BOARD.

THE FOCUS IS ON ACADEMIC VOCABULARY, CONTENT, AREA LITERACY, ALSO SPEAKING AND LISTENING IN THE FORMAL ACADEMIC REGISTER.

THEN AS WE ADDRESS OUR SPECIAL POPULATIONS, WE HAVE EXTENSIVE STRATEGIES TO ADDRESS THE NEEDS OF ENGLISH LEARNERS AND OUR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES.

AND SO DASH YOU JUST HEARD HIM TALKING ABOUT THE STRUGGLES WE HAVE WITH THOSE WHO MOVE IN AS NEWCOMERS TO ESPECIALLY IN THE HIGH SCHOOL YEARS.

SO THE TEAM IS REALLY WORKING TO DEVELOP A SYSTEM TO ENSURE CONSISTENT SERVICES, AS WELL AS DEVELOPING A COMPREHENSIVE PLAN FOR NEWCOMERS.

SO WE'LL LOOK FORWARD TO BRINGING MORE OF THAT INFORMATION TO YOU AS SOON AS THE YEAR PROGRESSES. AND NEWCOMERS REFER TO STUDENTS WHO ARE NEW TO THE COUNTRY AND DO NOT HAVE ENGLISH AS THEIR PRIMARY LANGUAGE.

THEY'RE CONSIDERED A NEWCOMER FOR UP TO TWO YEARS IN THE COUNTRY.

ALSO, WE'RE WORKING ON IDENTIFYING BARRIERS FOR ENGLISH LEARNERS.

AGAIN, JUST ADDRESSING OUR WHOLE SYSTEM AND HOW WE APPROACH SERVING THOSE STUDENTS.

WE'RE LOOKING AT GRADUATION PATHWAYS AND COURSE SEQUENCES TO HELP GUIDE COUNSELORS AND REGISTRARS IN HOW TO SUPPORT STUDENTS IN REGISTERING FOR THE RIGHT CLASSES.

IN SPECIAL EDUCATION, WE ARE CONTINUING TO SUPPORT THE BEHAVIOR SERVICES, WHICH WE'VE REALLY FOCUSED ON THE LAST FEW YEARS, BUT WE ARE TAKING A DEEP DIVE THIS YEAR INTO THE ACADEMIC SIDE BY FOCUSING ON OUR RESOURCE AND INCLUSION SERVICES.

SO WE'VE BEEN IN THE INFORMATION GATHERING AND DATA ANALYSIS STAGE AT THE FIRST OF THIS YEAR. WE'RE WORKING ON DEVELOPING AN EARLY INDICATOR SYSTEM TO REALLY ALERT TEACHERS AND CASE MANAGERS WHEN STUDENTS ARE AT RISK OF OF FAILING AND IN TIME TO INTERVENE BEFORE IT'S TOO LATE. WE'RE IN THE PROCESS OF DEVELOPING COURSE CURRICULUM INTERVENTIONS FOR THESE STUDENTS, AS WELL AS EXPECTATIONS FOR RESOURCE PRACTICES SO WE CAN HAVE CONSISTENCY ACROSS THE DISTRICT.

ALL OF THIS WILL SUPPORT TEACHERS AND CASE WORKERS ON CAMPUSES EQUIPPING THEM FOR STRONGER INSTRUCTION AND RESULT IN STUDENT PROGRESS.

SO THAT'S AN OVERVIEW OF OUR MAJOR STRATEGIES.

THE STRATEGIES IMPLEMENTED BY THE ACADEMIC SERVICES TEAMS AT THE DISTRICT LEVEL ARE ABOUT WORKING TO EQUIP AND EMPOWER TEACHERS WITH CONSISTENT DISTRICT WIDE SYSTEMS, TOOLS, STRATEGIES AND RESOURCES SO THAT THEY IN TURN ARE ABLE TO IMPLEMENT THEM EFFECTIVELY IN ORDER TO MAKE A POSITIVE IMPACT ON STUDENT LEARNING.

DR. HASLEY, ON THE SECOND TO LAST BULLET.

IT TALKS ABOUT IDENTIFYING BARRIERS AND THAT SAYS FOR ENGLISH LEARNERS, DO YOU USE A SIMILAR STRATEGY ACROSS ALL SUBGROUPS THAT MAY BE NOT MEETING THE GOALS THAT WE'VE SET? YES, IN FACT, THE GOALS THAT WE'VE SET FOR GRADUATION RATES, AS DASH SAID, EVEN THOUGH WE DIDN'T BRING FORWARD EVERY SINGLE ONE, WE HAVE EVERY SUBGROUP LISTED AND WE KNOW WE HAVE DISPARITIES AND WE KNOW WE HAVE GAPS.

AND SO THOSE ARE PLACES THAT WE'RE CONCENTRATING OUR EFFORTS ON, DIGGING DEEPER INTO DATA AND SEEING HOW WE CAN SEE WHAT PRACTICES ARE GOING ON, WHAT BARRIERS THERE ARE, HOW WE CAN PUT BETTER SYSTEMS IN PLACE TO MEET THE NEEDS OF ALL THOSE KIDS.

AND THAT GOES ACROSS NOT JUST GRADUATION, BUT ACHIEVING ANY OF THESE NUMERIC GOALS THAT WE HAVE. AND SO WHEN WILL THE CAMPUS IMPROVEMENT PLANS BE PUBLISHED ON EACH OF THE SCHOOLS AFTER WE APPROVE THEM?

[02:10:07]

OK.

SO ARE THERE ANY FURTHER QUESTIONS AND I WILL JUST REMIND EVERYONE THAT WHEN WE DO OUR TEAM OF EIGHT MEETING IN THE NEXT COUPLE OF WEEKS, WE WILL GO INTO EXCRUCIATING DETAIL, WHICH WILL BE COOL FOR ME AS A MATH PERSON, PARTICULARLY LOOKING AT THESE DIFFERENT SUBGROUPS. SO I JUST THIS IS THE BEGINNING OF THE END.

SO, CODY, DID YOU HAVE A QUESTION? I WAS GOING TO SAY I MEAN, I THINK DAVID TOUCHED ON THIS EARLIER.

THERE'S OBVIOUSLY CONCERNS ABOUT THE IMPACT OF COVID AND MAKING UP THAT LEARNING THAT WAS LOST. AND, YOU KNOW, WHEN WE HAVE THESE CONVERSATIONS AND THE BOARD LEARNS ABOUT THE STRATEGIES AND THE DISTRICT IMPROVEMENT PLANS OF THE CAMPUS IMPROVEMENT PLANS, YOU KNOW, WE'VE HAD TIME AND TRAINING AND EXPERTISE TO UNDERSTAND THIS AND SEE WHAT'S GOING ON.

AND I THINK IT'S IMPORTANT TO ALSO HAVE SOME TYPE OF COMMUNICATION TO PARENTS TO LET THEM KNOW THAT, YOU KNOW, WHAT WAS LOST IS NOT IT'S NOT LOST.

THAT'S A TEMPORARY LOSS, THAT THERE'S A PLAN AND GOAL TO MAKE IT UP.

AND WHEN WE HAVE THAT IN PLACE, WHETHER IT'S THE READING ACADEMIES OR THE TARGETED RESOURCES, YOU'RE DOING SO MUCH WORK.

AND I JUST WANT TO MAKE SURE THAT WE'RE COMMUNICATING AND ADVERTISING, FRANKLY, THAT IT'S NOT SOMETHING THAT WAS LOST.

IT WAS SOMETHING THAT WAS SIDELINED BY SOMETHING OUT OF OUR CONTROL.

BUT WHAT IS IN OUR CONTROL IS TO MAKE IT BACK UP AND THAT OUR STUDENTS DESERVE IT AND THAT THERE ARE PEOPLE WORKING DAY AND NIGHT TO MAKE SURE WE GET THERE.

AND I THINK THIS PLAN, REGARDLESS OF WHAT THE MAP SCORES TURN OUT TO BE IN THE WINTER, WE HAVE A PLAN THAT IS TO OVERCOME ANY LOSS THAT THERE IS AND THAT, YOU KNOW, WE HAVE A TARGETED APPROACH. SO I THINK IT'S IMPORTANT WORK THAT'S BEING DONE.

AND I THINK IT'S EVEN MORE IMPORTANT FOR THE PUBLIC AND PARENTS TO KNOW THE EXTRA EFFORT AND WHAT WE'RE DOING, AND THAT IT'S NOT JUST ABOUT THIS PERCENTAGE MOVING TO THIS PERCENT. I KNOW WE ALL UNDERSTAND THAT WHEN YOU TAKE THAT WITH A GRAIN OF SALT, BUT A LOT OF PARENTS NEED TO BE CONTEXTUALIZED.

AND, YOU KNOW, AGAIN, I DON'T WANT THAT TO TAKE AWAY FROM YOUR WORK BECAUSE I THINK YOUR WORK IS GREAT AND IMPORTANT AND JUST HOW WE COMMUNICATE THAT TO PARENTS SO THEY UNDERSTAND THE IMPACT THAT HAS ON THEIR STUDENTS LEARNING IS SO IMPORTANT AND HOPEFULLY THE LOSS THAT WE FIND IS VERY MINIMAL IN THOSE NUMBERS.

I SURE HOPE SO. BUT I HAVE EVERY FAITH IN OUR TEAM'S ABILITY TO MAKE UP THOSE NUMBERS IN THE FUTURE WITH THOSE STUDENTS.

SO THANK YOU. I JUST HAVE A COMMENT AND REALLY NOT A QUESTION.

YOU KNOW, I'M REALLY IMPRESSED BY THE PLAN AND THOSE HIGH LEVEL GOALS WE HAVE, AS REALLY, YOU KNOW, IN THIS TIME AND REALLY GIVE ME HOPE.

I FEEL LIKE A LOT MORE HOPEFUL AFTER LISTENING TO THE REPORTS.

I MEAN, YOU GUYS GAVE.

INCLUDING, YOU KNOW, THE WHAT THE ADVISORY COMMITTEES ARE DOING, A FEW LIKE, YOU KNOW, WE ALL LET THE STUDENT FALL.

I FEEL LIKE WE ARE ALL HERE.

TRY TO CATCHING THEM, TRY TO CATCH THEM.

I MEAN, AND AND I REALLY THINK, YOU KNOW, AS BOARD MEMBERS, WE AS BOARD MEMBERS REALLY SHOULD BRING THIS MESSAGE TO THE COMMUNITY TO WHENEVER WE CAN.

AND I'M VERY GRATEFUL.

THANK YOU. THERESA OR SARA DO YOU HAVE ANY CONCLUDING COMMENTS YOU'D LIKE TO MAKE? IF I CAN GET THE MASK OFF, WELL, I JUST WANT TO, YOU KNOW, I APPRECIATE THE COMMENTS FROM THE BOARD AND I KNOW THE TEAM HAS WORKED.

EVERYONE IN THIS ROOM HAS WORKED COLLABORATIVELY WITH THEIR DEPARTMENTS AND THEN WITH THE CAMPUSES TO ALIGN THE GOALS TO THE STRATEGIC PLAN AND TO ALIGN THE SYSTEMS THAT SUPPORT THE GOALS. AND SO.

YOU KNOW, THE PURPOSEFULNESS OF HOW WE'VE DONE THIS AND I KNOW THE GOALS ARE, I THINK DASH USE THE WORD AUDACIOUS.

OUR GOAL SHOULD BE NOT TO LOWER THE GOAL.

OUR GOAL SHOULD BE TO DO WHAT IT TAKES, EVEN IF IT TAKES A LITTLE LONGER THAN NORMAL TO GET KIDS TO THE GOAL.

AND SO KIND OF LIKE CODY WHAT YOU WERE SAYING, THERE MIGHT BE A DELAY IN PULLING SOME KIDS ALONG AND PUSH AND PULL AND AND DO WHAT WE NEED TO DO.

AND, YOU KNOW, AT THE END OF THE DAY, THOSE TEACHERS OUT THERE IN THE FIELD.

[02:15:02]

AND THEY'RE HAVING TO FIGURE THAT OUT EVERY DAY.

AND. WHERE THIS WORK HAPPENS IS EVERY DAY IN EVERY CLASSROOM ACROSS THE DISTRICT, AND IF WE DON'T THINK TEACHERS ARE HEROES, TALK TO ONE BECAUSE WE CAN SET ALL THE GOALS WE WANT.

BUT IF THEY DON'T DO IT EVERY DAY IN THE CLASSROOM, THOSE GOALS MEAN NOTHING.

AND THEY ARE DOING IT AND THEY ARE SO AFRAID THAT THEY'RE NOT DOING IT WELL ENOUGH.

I'M TELLING YOU, THEY'RE SO LIKE Y'ALL YOU'VE BEEN WE'VE BEEN TALKING TO TEACHERS EVERY DAY FOR THE LAST THREE DAYS.

I THINK WE'VE BEEN PULLING IN GROUPS OF TEACHERS AND ZOOM AND LISTENING, JUST LISTENING TO THEM TALK TO US ABOUT WHAT THEY FEEL GOOD ABOUT AND WHAT THEY'RE WORRIED ABOUT.

YOU KNOW, WHAT THEY'RE WORRIED ABOUT, THAT THEY'RE NOT GOING TO DO GOOD ENOUGH.

I MEAN, JUST IT'S REALLY HEARTWARMING.

AND YOU GET TEARFUL FOR THEM BECAUSE YOU YOU KNOW, EVERYBODY WANTS SUCCESS FOR KIDS.

EVERYBODY WANTS TO MEET THESE GOALS.

AND THOSE TEACHERS ARE OUT THERE EVERY DAY AND THEY ARE WORKING HARDER THAN WE HAVE EVER SEEN THEM WORK IN THE HISTORY OF TEACHING.

SO, GOLLY, JUST LOVE A TEACHER TODAY AND LOVE A TEACHER TOMORROW BECAUSE WE NEED THEM EVERY DAY AND THEY ARE WORKING SO HARD.

THANK YOU. AND IT'S OUR RESPONSIBILITY TO SUPPORT AND RESOURCE THEM.

THAT'S THE PART WE GET TO DO.

ANY OTHER COMMENTS OR QUESTIONS AT THIS POINT? NO.

I DO JUST WANT TO THANK THE TEAM, THIS HAS BEEN THE, YOU KNOW, AT THE CORE OF OUR WORK IN THE MIDST OF SOMETIMES WHAT FELT A LITTLE BIT LIKE CHAOS OVER THE LAST SEVERAL MONTHS, BUT ALSO TO THE SLI TEAM.

I MEAN, THIS HAS BEEN THE THE THE PARTNERSHIP AND SUPPORT THAT THEY DO WITH WITH OUR PRINCIPLES AND OUR PRINCIPLES HAVE WORKED REALLY HARD WITH THEIR THEIR CAMPUS IMPROVEMENT TEAMS TO KIND OF SET THIS ASIDE, TO GET BACK TO WHERE OUR KIDS ARE, WHERE THE KIDS HAVE THE GREATEST NEEDS, TO THEN SUPPORT AND PLAN AND WORK WITH THEIR TEACHERS.

AND AS MUCH AS YOU KNOW, I MEAN, SARA, YOU SAID IT SO WELL WITH THE HARD WORK THAT OUR TEACHERS ARE DOING. THE SAME GOES WITH OUR PRINCIPALS.

THE SAME GOES WITH OUR SLI TEAM.

THEY'RE SUPPORTING THE PRINCIPALS EVERY SINGLE DAY.

THEY'RE CARRYING A SUPER HEAVY LOAD.

AND AND WE HAVE THE BEST OF THE BEST IN PLANO.

AND WE ARE VERY PROUD OF WHAT THEY'RE DOING, DESPITE THE CHALLENGES THAT ARE BEFORE THEM EACH AND EVERY DAY. SO THANK YOU ALL AS WELL FOR THEIR SUPPORT.

AND IF THERE ARE NO FURTHER QUESTIONS OR COMMENTS, MAY I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE 2020 2021 DISTRICT IMPROVEMENT PLAN, INCLUDING THE HOUSE BILL, THREE GOALS, CAMPUS PERFORMANCE OBJECTIVES AND THE PLAN OF WORK STRATEGIC PLAN YEAR TWO.

I SECOND. I HAVE A MOTION BY NANCY HUMPHREY AND A SECOND BY JERI CHAMBERS AT THE BOARD OF TRUSTEES APPROVES THE 2020 2021 DISTRICT IMPROVEMENT PLAN, INCLUDING THE HOUSE BILL THREE GOALS, CAMPUS PERFORMANCE OBJECTIVES IN THE PLAN OF WORK STRATEGIC PLAN YEAR TWO.

IS THERE ANY FURTHER DISCUSSION? WE WILL NOW PROCEED TO VOTE.

ALL THOSE IN FAVOR RAISE YOUR HAND.

MOTION CARRIES UNANIMOUSLY SEVEN ZERO.

IF THERE'S NO FURTHER BUSINESS OR ANY OBJECTIONS FROM THE BOARD, THE MEETING WILL BE ADJOURNED. THE TIME IS 9:01 P.M.

ON OCTOBER 20TH, 20 TWENTY.

* This transcript was compiled from uncorrected Closed Captioning.