Apr 09, 2026 School Board Meeting- Work-Study

[1. Call Meeting to Order ]

[00:00:03]

I CALL THIS BOARD OF TRUSTEES WORK STUDY MEETING OF THE CARROLLTON-FARMERS BRANCH ISD BOARD OF TRUSTEES TO ORDER AT 6:00 PM ON APRIL 9TH, 2026. FOR THE RECORD, BOARD MEMBERS PRESENT ARE KIM BRADY, ILIANA GARZA ROJAS, MARJORIE BARNES, PAUL GILMORE, RANDY SCHEKMAN, AND MYSELF, CASSANDRA HATFIELD.

MISS BENAVIDES IS UNABLE TO JOIN US TONIGHT DUE TO THE PASSING OF A FAMILY MEMBER, SO OUR HEARTS GO WITH HER AS SHE GOES THROUGH THIS TOUGH TIME AS A FAMILY.

WE CONSTITUTE A QUORUM AND MAY CONDUCT BUSINESS ON BEHALF OF THE DISTRICT.

[2. Audience for Guests - Limited to Posted Agenda Items for this Meeting]

EACH SPEAKER'S COMMENTS WILL BE LIMITED TO THE POSTED AGENDA ITEMS. BEFORE WE BEGIN, I WILL REMIND OUR AUDIENCE MEMBERS OF THE BOARD'S PROCEDURES FOR HANDLING AUDIENCE FOR GUESTS.

AS WE DO HAVE ONE SPEAKER TONIGHT, EACH SPEAKER WILL BE ALLOWED TO SPEAK ONLY ONCE DURING AUDIENCE.

FOR GUESTS AND SPEAKERS DESIGNATED AS A STAKEHOLDER WILL BE ALLOWED A MAXIMUM OF THREE MINUTES, AND SPEAKERS DESIGNATED AS NON STAKEHOLDERS WILL BE ALLOWED A MAXIMUM OF ONE MINUTE TO ADDRESS THE BOARD AS DICTATED BY BOARD POLICY BED LOCAL.

WE WANT TO HEAR FROM AS MANY AS POSSIBLE, SO WHILE KEEPING THE MEETING RUNNING EFFICIENTLY, IF THERE IS A GROUP OF MORE THAN FIVE PEOPLE WHO WANT TO PRESENT ON A PARTICULAR VIEWPOINT, ON A TOPIC, THEY SHOULD APPOINT ONE PERSON TO SPEAK ON BEHALF OF THEIR GROUP. PLEASE REMEMBER, THE BOARD CANNOT DELIBERATE ON ANY SUBJECT THAT IS NOT INCLUDED ON THE AGENDA FOR THIS MEETING. BOARD MEMBERS WILL LISTEN TO COMMENTS BUT WILL NOT RESPOND OR ANSWER QUESTIONS.

RECOGNIZING THAT STUDENTS ARE AT THE HEART OF OUR WORK, WE ASK THAT SPEAKERS MODEL RESPECTFUL, CONSTRUCTIVE BEHAVIOR THAT WE EXPECT FROM OUR STUDENTS.

PLEASE KEEP YOUR COMMENTS CIVIL AND COURTEOUS AND AVOID PROFANITY OR PERSONAL ATTACKS.

REFRAIN FROM DISCUSSING STUDENTS WHO ARE NOT YOUR OWN CHILD.

YELLING, DISRUPTIVE BEHAVIOR OR DISCRIMINATORY REMARKS WILL NOT BE PERMITTED.

IN THE EVENT THAT YOUR COMMENT, IN THE JUDGMENT OF THE PRESIDING OFFICER, CONSTITUTES A COMPLAINT OR CHARGE AGAINST AN EMPLOYEE OR SORRY, AN EMPLOYEE OR OFFICER. IT MAY BE NECESSARY FOR ME TO INTERRUPT YOU AND ASK YOU TO STOP AND DIRECT YOU TO PROCEED TO THE SCHOOL DISTRICT'S FORMAL GRIEVANCE PROCEDURES.

IF A SPEAKER IS SEEKING BOARD RESOLUTION OF A SPECIFIC COMPLAINT, THAT CONCERNS SHOULD BE ADDRESSED THROUGH THE DISTRICT'S GRIEVANCE PROCESS, WHICH CAN BE FOUND ONLINE AND INCLUDE POLICIES D, G, B, A, F, AND G, AND G, F GRIEVANCE FORMS CAN BE OBTAINED ONLINE THROUGH THE DISTRICT'S WEBSITE. IN COMPLIANCE WITH THE TEXAS OPEN MEETINGS ACT, PLEASE BE REMINDED THAT THE BOARD WILL NOT RESPOND TO THE PUBLIC DIRECTLY AND WILL ADDRESS ANY AGENDA ITEMS AS DEEMED NECESSARY WHEN THEY'RE LISTED ON THE AGENDA.

THE TIMER WILL BE SHOWN ON THE SCREEN IN FRONT OF YOU, AND YOU MAY BEGIN WHEN YOU ARRIVE AT THE PODIUM TO SPEAK. THE PRESENTATION IS LIMITED TO THREE MINUTES. NICO ORNELAS.

NICHOLAS ORNELAS, 1117 EAST VANDERGRIFF DRIVE, CARROLLTON, TEXAS, 75006.

AGENDA ITEM THREE C REPORT DISCUSSION REGARDING FEBRUARY THOMPSON LEADERSHIP INSTITUTE, ATTENDED BY CASSANDRA HATFIELD, KIM BRADY AND ELIANA GARZA ROJAS. SO REMEMBER, MR. GILMORE AND MISS BENAVIDES ATTENDED A CONFERENCE IN D.C.

A FEW MONTHS AGO. SO A LOT OF THEIR PICTURES FROM THE CAPITOL AND THEN THEY PRESENTED, I THINK IT WAS AT A WORK STUDY.

IS THIS THREE C'S SIMILAR, LIKE A SIMILAR ORDEAL? WHAT'S GOING TO HAPPEN HERE IN A LITTLE BIT? YOU'RE ALLOWED TO RESPOND WITH FACTS.

YOU DON'T HAVE TO. IT'S THREE C SIMILAR. THAT'S ALL I'M ASKING.

THIS IS YOUR TIME. YOU MAY CONTINUE SPEAKING FOR THREE MINUTES, AND I'M USING MY TIME TO ASK YOU A QUESTION THAT HAS FACTS.

CAN YOU REALLY NOT ANSWER THAT? TO WHAT? MR. SHACKMAN, I'VE GOT IT.

SO YOU JUST BROKE THE LAW. MR. ARNELAS, YOU MAY CONTINUE YOUR THREE MINUTES, AND I'M NOT GOING TO DEBATE WITH YOU.

YOU HAVE YOUR TIME, OKAY? IT'S NOT A DEBATE. IT WAS JUST A QUESTION. YOU DON'T HAVE TO ANSWER THE QUESTION, I GUESS. I'LL ASK ANOTHER QUESTION.

ANY OTHER BOARD MEMBERS ATTEND THE SAME EVENT? OKAY. DID WENDY, DID YOU ATTEND? DID MISS ELDRIDGE ATTEND? MISS HATFIELD? DID MISS MR. ELLIS? YES, MA'AM.

I WILL RESPOND TO THE AGENDA ITEM WHEN IT IS AT THE TIME, AND THE TIME FOR ME TO RESPOND IS NOT RIGHT NOW.

WHEN WE TALK ABOUT THAT AGENDA ITEM, I WILL RESPOND TO YOUR QUESTIONS.

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THEY WE CAN'T HAVE THOSE ANSWERS. OKAY. WELL I HOPE SHE DID ATTEND BECAUSE IT WAS REQUIRED, BUT I GUESS I GUESS WE'LL FIND OUT.

THANK YOU. THANK YOU FOR YOUR TIME.

ALL RIGHT. OUR NEXT AGENDA ITEM IS ITEM THREE A.

[3.A. District Goal Progress Monitoring for Third Grade and Fifth Grade Math]

MISS DOCTOR JULIENNE. IT LOOKS LIKE YOU HAVE A TEAM WITH YOU TONIGHT.

WE'RE EXCITED FOR SOME MATH PROGRESS MEASURES.

SO I'LL DOCTOR ELDRIDGE, DO YOU HAVE ANYTHING TO ADD ON THAT? WELL, I JUST WANT TO REMIND EVERYONE THIS IS OUR NEW PROCEDURE TO ADDRESS OUR GOAL PROGRESS MONITORING FOR THIRD AND FIFTH GRADE AND STATE IF WE'RE ON TRACK OR WHAT, HOW WE CAN SHIFT GEARS TO MAKE SURE OUR STUDENTS ARE PERFORMING.

SO I KNOW THEY'VE PREPARED A GREAT PRESENTATION.

SO DOCTOR JULIEN. AWESOME. GOOD AFTERNOON. PRESIDENT HATFIELD, DOCTOR ELDRIDGE, MEMBERS OF THE BOARD.

MY NAME IS CHRIS JULIEN. I GET THE HONOR TO SERVE AS EXECUTIVE DIRECTOR OF ASSESSMENT AND ACCOUNTABILITY.

AND I AM TO ED AND I HAVE THE HONOR TO SERVE AS THE EXECUTIVE DIRECTOR OF MULTILINGUAL AND ACADEMIC PROGRAMS. AND THIS EVENING, WE WILL BE LOOKING AT OUR THIRD AND FIFTH GRADE MATH BOARD MEASURES.

BECAUSE THIS IS A WORK STUDY, I'M GOING TO NEED A COUPLE OF VOLUNTEERS.

IF SOMEBODY COULD READ THROUGH THE DEFINITION OF THE BOARD GOALS.

BOARD GOALS ARE THE LONG TERM STUDENT ACHIEVEMENT TARGETS SET BY THE BOARD OF TRUSTEES.

THEY DEFINE WHERE WE WANT STUDENTS TO BE IN KEY AREAS LIKE EARLY READING, EARLY MATH, AND COLLEGE AND CAREER READINESS OVER THE NEXT SEVERAL YEARS. AWESOME. THANK YOU SO MUCH. AND SO TONIGHT, WE'LL BE LOOKING AT TWO OF THOSE BOARD GOALS, AS WELL AS OUR GROWTH PROGRESS MEASURES TOWARDS THOSE BOARD GOALS.

AS YOU ARE RECALL, OUR GROWTH PROGRESS MEASURES ARE INDICATORS THAT LEAD INTO THOSE BOARD GOALS THAT IF WE HIT THESE MARKS, WE FEEL FAIRLY CONFIDENT THAT WE WILL HIT OUR BOARD GOAL AS WELL.

SO THEY'RE PROGRESS MEASURES THAT WE CHECK THE BOARD.

THE PROGRESS MEASURES THAT WE'LL BE DISCUSSING TONIGHT ARE NOT THE ONLY MEASURES THAT WE LOOK AT.

WE FOLLOW MANY MEASURES AS WE'RE LOOKING TOWARDS THESE GOALS, BUT JUST A FEW THAT WE'VE IDENTIFIED THAT ARE REALLY ESSENTIAL TO TRACK A COUPLE OF KEY INFORMATION. KEY A COUPLE OF KEY THINGS TO KNOW IS WE WILL BE TALKING ABOUT THE MAP TEST.

SO I JUST WANTED TO REMIND YOU GUYS THAT 2025 WAS A NEW NORMING YEAR FOR NWEA MAP GROWTH.

AND WHAT THAT MEANS IS, IF YOU THINK OF IT LIKE THIS, LIKE STUDENTS PERFORM ON MAP A CERTAIN WAY, THEY GET A SCORE, AND THEN NWA LOOKS AT HOW THOSE SAME STUDENTS PERFORM ON STAR AND THEY MAKE SURE THAT THOSE ARE LINED UP.

AND SO THIS HAPPENS EVERY 3 TO 5 YEARS. NWA GOES OUT AND DOES A RE NORMING JUST TO MAKE SURE THAT WE'RE GETTING GOOD, ACCURATE MEASURES. THE NEXT THING TO KNOW IS THAT THIS WAS A YEAR WHEN NWA INTRODUCE A NEW ALGORITHM.

THIS IS IF YOU THINK IT'S AN ADAPTIVE TEST. SO FOR EXAMPLE, IF I'M A THIRD GRADE STUDENT, I GET A LOT OF QUESTIONS, RIGHT? THE QUESTIONS KEEP GETTING HARDER AND HARDER.

THEY MOVE UP TO FOURTH GRADE AND FIFTH GRADE.

THIS NEW ALGORITHM JUST ESSENTIALLY CAPS HOW FAR THAT GOES SO THAT IT STAYS IN THE GRADE LEVEL.

IT'LL GO UP A FEW, BUT IT DOESN'T KEEP GOING UP TO SAY WHERE WE HAVE A THIRD GRADE STUDENT BEING ASSESSED ON SIXTH, SEVENTH, EIGHTH GRADE STANDARDS, AND THAT'S HOW THE NEW ALGORITHM WORKS.

THE NEXT ONE IS D, C, F, S, D, C, F A, OR SUMMATIVE ASSESSMENTS.

THEY ARE ADMINISTERED IN MARCH. THE MATH ASSESSMENTS WERE ADMINISTERED IN MARCH.

THE QUESTIONS ARE ALIGNED TO STAR QUESTIONS AND THAT THEY'RE INTERACTIVE QUESTION TYPES AND RESPONSES.

THE PERFORMANCE LEVELS ARE ALSO ALIGNED. SO FOR EXAMPLE, IF THE PERFORMANCE LEVEL ON STAR FOR MASTERS WAS 78% OF QUESTIONS ARE CORRECT.

WELL, THE PERFORMANCE LEVEL ON OUR D, DCA IS ALSO 78% OF QUESTIONS, CORRECT? AND THEN ALL OF IT ASSESSES ALL OF THE STANDARDS THAT WERE TAUGHT AS OF MARCH.

SO THERE ARE SOME STANDARDS THAT ARE TAUGHT IN APRIL AND MAY THAT MIGHT NOT BE ASSESSED, BUT THESE DCFAS FOLLOW ALL THE STANDARDS TAUGHT THROUGH THAT POINT IN THE

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THE TARGET IS TO MOVE FROM 49% TO 65% BY JUNE OF 2030.

AND OUR FIRST GROWTH PROGRESS MEASURE FOCUSES IN ON OUR EMERGENT BILINGUAL SECOND GRADE STUDENTS ACHIEVING ACHIEVING MEETS ON THEIR WINTER MAP GROWTH. AND WE'RE LOOKING FOR AN INCREASE FROM 22% TO 37%.

SO LOOKING AT THE CHART, YOU CAN SEE HERE. THESE ARE THE TARGETS.

SO ON EVERY CHART, THIS GRAY LINE IS OUR TARGET.

THE FIRST RED BOX IS GOING TO BE OUR 2425 PERFORMANCE.

AND OUR NEXT RED BOX IS GOING TO BE OUR 2526 PERFORMANCE.

AS YOU CAN SEE FOR OUR SECOND GRADE EMERGENT BILINGUAL ON WINTER MAP, OUR TARGET WAS 25% AND 25% OF EMERGENT BILINGUAL STUDENTS WERE AND MEETS PROJECTED PROFICIENCY. SO FOR THIS ONE AND THAT WAS AN INCREASE OF 3%, WE WOULD SAY WE WERE ON TRACK NOT ONLY BECAUSE WE HAD AN INCREASE, BUT BECAUSE WE MET OUR TARGET OF 25% FOR THIS YEAR.

OUR NEXT GOAL GROWTH PROGRESS MEASURE WAS SECOND GRADE STUDENTS PROJECTED TO MEET ON WINTER MAP GROWTH, MOVING FROM 35% TO 45% IN 2030. AGAIN, THAT'S ALL STUDENTS SECOND GRADE WINTER MAP.

AND AS YOU CAN SEE HERE, WE DID SEE A SLIGHT DECREASE.

IT WENT DOWN 2% FROM 24 TO 25. AND WE MISSED OUR TARGET BY 4%.

SO FOR THIS ONE WE WOULD SAY WE WERE OFF TRACK.

AND DOCTOR HOOD IS GOING TO TALK JUST IN A MINUTE ABOUT WHAT ARE SOME OF THE THINGS THAT WE'RE DOING TO GET BACK ON TRACK, KNOWING THAT WE HAD THIS MEASURE WHERE WE WEREN'T ON TRACK.

OUR NEXT GROWTH PROGRESS MEASURE IS OUR PERCENTAGE OF EMERGENT BILINGUAL THIRD GRADE STUDENTS MEETS ON THE D, C, F A DISTRICT COMMON FORMATIVE ASSESSMENT. LOOKING FOR AN INCREASE FOR EMERGENT BILINGUAL THIRD GRADERS FROM 21% TO 41%.

AND AS YOU CAN SEE FROM THIS CHART, WE MOVE FROM 21% IN 24, 25 TO 25% AND 2526.

NOT ONLY WAS THAT A 4% INCREASE FOR OUR EMERGENT BILINGUAL THIRD GRADERS, BUT THAT ALSO MET OUR TARGET OF 25%.

SO FOR THIS ONE, WE WOULD ALSO SAY WE WERE ON TRACK.

I WILL TURN IT OVER TO DOCTOR HUN TO SHARE A LITTLE BIT ABOUT THE BRIGHT SPOTS AND GROWTH AREAS.

GREAT. HI THERE. I WANT TO SHARE THAT OUR MAP AND OUR MULTILINGUAL TEAMS HAVE BEEN WORKING VERY HARD ALONG WITH OUR TEACHERS AND THE CAMPUSES.

AND SO AS A RESULT OF THAT, SEVERAL BRIGHT SPOTS CAME ABOUT.

AND THE FIRST ONE IS THE CONSISTENT EBB, WHICH IS OUR EMERGENT BILINGUAL STUDENTS.

THERE'S A CONSISTENT GROWTH ACROSS BOTH MAP AND OUR DISTRICT.

COMMON FORMATIVE ASSESSMENT, KNOWN AS KNOWN AS OUR DCFA, WITH GAINS OF 2% IN MAP AND A 4% AS WHAT DOCTOR JULIEN HAD MENTIONED EARLIER ON OUR DCFA. THE SECOND BRIGHT SPOT IS THAT 90% OF OUR CAMPUSES IN THIRD GRADE FALL WITHIN THE HIGH GROWTH QUADRANTS ON THE FALL TO WINTER. MAP MAP MAP GROWTH REPORT.

THIS INDICATES THAT OUR STUDENTS ARE RESPONDING TO THE COACHING CYCLES AS WELL AS THE CORE INSTRUCTION.

AND THEN FOR OUR THIRD BRIGHT SPOT, WE HAVE A GAIN OF 3% IN OUR REPORTING CATEGORY ONE.

NOW REPORTING CATEGORY ONE IS ABOUT BUILDING THE NUMBER SENSE AND THE FOUNDATIONAL SKILLS.

SO FOR CONTEXT, IF YOU LOOK THERE IN THAT VISUAL, THERE ARE OUR MATH STANDARDS ARE ORGANIZED INTO FOUR REPORTING CATEGORIES AS SHOWN.

AND THIS IS HOW THEY ARE ORGANIZED BASED ON ASSESSMENT AS WELL AS ON REPORTING PURPOSES.

SO IN REPORTING CATEGORY ONE, ALL THE MATH STANDARDS THAT PERTAIN TO NUMBER SENSE TO NUMERICAL REPRESENTATION FALLS INTO THAT. THEN IN REPORTING CATEGORY TWO, IT'S ALL ABOUT THE OPERATIONS, ABOUT THE COMPUTATIONS.

THIS IS WHERE THE WORD PROBLEMS COME IN AND THE MULTI-STEP.

AND SO THE STUDENTS NEED THE FLUENCY IN ORDER TO GAIN THE SUCCESS THAT THEY NEED.

AND SO WITH THE REPORTING CATEGORY IN THE COMPARISON HERE, THIS SHOWS THAT OUR STUDENTS ARE RESPONDING TO THE INTERVENTION PROVIDED FOR THEM.

SO OVERALL, THESE BRIGHT SPOTS TELL US THAT OUR INSTRUCTIONAL SYSTEMS ARE PRODUCING RESULTS.

GIVEN THAT WE ARE PROVIDING THE CONSISTENCY AND THE INTENTIONALITY.

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AND THE FIRST AREA FOR GROWTH WE HAVE IS BUILDING INSTRUCTIONAL CAPACITY, ESPECIALLY LEVERAGING AND ALSO EMPOWERING OUR MASTER VETERAN TEACHERS WHO HAVE THAT SKILLS TO SUPPORT OUR NEW TEACHERS.

WITH OUR COACHES IN THIRD GRADE, WE HAVE ABOUT 41% OF OUR TEACHERS WHO HAVE LESS THAN TWO YEARS.

AND SO THAT BUILDING CAPACITY IS CRUCIAL FOR US TO LEVERAGE TO HELP WITH STUDENT OUTCOMES.

ALONG WITH THAT IS OUR ACADEMIC LANGUAGE SUPPORT.

AND THAT'S WHERE WE'RE STRENGTHENING THAT. THERE'S A NEED TO STRENGTHEN THE VOCABULARY THROUGH FOCAL WALLS, THROUGH STUDENT DISCOURSE AND IN WRITING. AND THIS IS SUPPORTED BY THE COACHING AND THE ALIGNED INSTRUCTIONAL SUPPORT ACROSS CONTENT AREAS.

SO THIS MATTERS BECAUSE IF STUDENTS CANNOT FULLY EXPLAIN THEIR UNDERSTANDING, THEN THEY DON'T HAVE THE LANGUAGE TO BE ABLE TO DO THAT.

AND WE HAVE A LOT OF WORD PROBLEMS IN MATH. AND WE HAD THE OPPORTUNITY TO VISIT ALL OF OUR ELEMENTARY CAMPUSES ON CALIBRATED WALKS AND IN THOSE WALKS, IN ADDITION TO THOSE, WE HAD ADDITIONAL WALKS, WALKTHROUGHS AS WELL.

THE TRENDS THAT WE WERE SEEING IS THAT THERE WERE MISSED OPPORTUNITIES FOR OUR STUDENTS TO HAVE THAT DISCOURSE.

SO THAT IS A REASON WHY WE CHOSE THAT AS AN AREA OF GROWTH.

THE THIRD AREA OF GROWTH IS STRENGTHENING NUMERICAL FLUENCY AND FLUENCY IS.

THE FLUENCY IS WHERE STUDENTS WORK WITH NUMBERS ACCURATELY AND FLUENCY AND WITHOUT THAT, STUDENTS OFTEN STRUGGLE TO APPLY THEIR KNOWLEDGE AND PROBLEM SOLVING SITUATION BECAUSE THEY'RE SPENDING TOO MUCH ENERGY WITH THE BASIC COMPUTATION.

AND IN OUR DCFA, THE REPORTING CATEGORY TWO, WHICH IS INVOLVING THE PROBLEM SOLVING AND THE OPERATIONS, IT'S SHOWING A DECREASE OF 9%. AND SO THIS IS WHY WE ARE ALSO FOCUSING FOR THAT AREA OF GROWTH.

YES. GO AHEAD. I JUST WANT TO MAKE A QUICK CONNECTION.

SO IF YOU THINK BACK TO THAT SECOND GRADE CHART WHERE WE MISSED OUR TARGET TWO AND THREE, THESE GROWTH AREAS ARE WHERE WE DUG DEEPER INTO THAT DATA AND THEN ASKED, OKAY, WHAT DO WE NEED TO DO NEXT? WHAT ARE THE PIECES THAT WHERE WE NEED TO TWEAK AND ADAPT? AND THAT'S WHERE GROWTH AREA TWO AND THREE REALLY CAME FROM, WAS THAT ANALYSIS OF THAT TARGET THAT WE MISSED.

SO I JUST WANTED TO DRAW THAT ATTENTION TO THE DRAW, THAT CONNECTION TO THE BOARD'S ATTENTION.

SO TOGETHER, THESE AREA POINTS US TO STRENGTHENING THE QUALITY OF THE INSTRUCTION, AS WELL AS SUPPORTING OUR STUDENTS ABILITY TO ACCESS AND APPLY THEIR LEARNING. SO NEXT ARE THE ITEMS THAT HIGHLIGHT THE STRATEGIES THAT WE HAD PUT IN PLACE.

SO AS YOU HEAR THIRD GRADE STRATEGIES LATER ON IN FIFTH GRADE, YOU'LL ALSO SEE HERE SOME COMMONALITIES BETWEEN THE TWO, BECAUSE THESE ARE DISTRICT WIDE INITIATIVES THAT ARE IMPLEMENTED ACROSS GRADE LEVELS.

AND THESE SHARED EFFORTS SHOW THAT THERE ARE POSITIVE INDICATORS OF IMPACT.

HOWEVER, THIS WORK DOES TAKE TIME, WITH GREATER RESULTS DEVELOPING OVER YEARS.

SO WITH THAT IN MIND, THE FIRST STRATEGY THAT WE HAD FOCUSED IN ON WAS THE UNDERSTANDING, PROVIDING THE UNDERSTANDING FOR OUR TEACHERS IN THE INSTRUCTIONAL INSTRUCTIONAL SUPPORTS FOR OUR EMERGENT BILINGUAL STUDENTS THROUGH TARGETED COACHING CYCLES, THROUGH THE TARGETED PROFESSIONAL DEVELOPMENT.

AND WITH MISS CARLENE THOMAS, WHO IS A GURU IN LANGUAGE DEVELOPMENT.

WHAT HAPPENED IS THAT WE DID SEE AN IMPROVEMENT ON THE UNDERSTANDING OF THE SUPPORTS FOR OUR EMERGENT BILINGUAL, SUCH AS THE BRIDGING BETWEEN LANGUAGES TO SUPPORT THE SKILL TRANSFER.

HOWEVER, WE DID SEE ALSO FROM THAT THE INCONSISTENCY OF THE IMPLEMENTATION.

SO WE ADJUSTED IT TO PRIORITIZE IN MONITORING THE IMPLEMENTATION OF THE SUPPORTS TO HELP REINFORCE THE DELIVERY OF THAT. THE SECOND STRATEGY WE HAVE IS THE REFINING AND STRENGTHENING OF TIER ONE INSTRUCTION THROUGH THE PROFESSIONAL LEARNING COMMUNITY PLCS AND INSTRUCTIONAL PRACTICES SUCH AS LESSON INTERNALIZATION AND LESS.

AN INTERNALIZATION IS A PROCESS WHERE TEACHERS GO.

THEY TAKE A DEEPER DIVE INTO THE STANDARDS, WHERE THEY BREAK IT UP INTO WHAT THE STUDENTS NEED TO MASTER, AS WELL AS HOW THE STUDENTS ARE GOING TO MASTER THAT.

AND IN THIS, THE, THE, THE TEACHERS, THEY ANTICIPATE MISCONCEPTIONS.

THEY PLAN HOW THE STUDENTS WILL ENGAGE WITH THE CONTENT.

AND THIS WE SAW THAT THERE WAS ALIGNMENT IN THE OBJECTIVE TO THE STANDARDS, WHICH IS THE FRAMING THE LESSON AS WE GO INTO THE CLASSROOM, THE TEACHERS ARE POSTING THIS AND THE TASKS THAT THE STUDENTS WERE DOING ALIGNED TO THE STANDARDS.

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HOWEVER, WHAT WE ALSO SAW WERE MISSED OPPORTUNITIES WHERE STUDENTS WERE WERE NOT HAVING DISCOURSE.

AND SO THIS RIGHT HERE IS, THIS IS CRUCIAL BECAUSE STUDENTS NEED TO BE ABLE TO EXPLAIN THEIR THINKING TO HELP THEM WITH THE WORD PROBLEMS. AND SO WHAT WE DID TO KIND OF ADJUST THIS TOO, IS THAT IN LESSON PLANNING, WE HAD PROVIDED STRUCTURED ROUTINES TO EMBED IN THE LESSON PLANS TO HELP WITH THE OUTCOMES OF THE STUDENTS.

THE THIRD STRATEGY IS THAT WE FOCUSED ON BUILDING COACHING CAPACITY THROUGH TARGETED PROFESSIONAL DEVELOPMENT, AND THE ALIGNED SUPPORTS WHERE WE ARE SPEAKING THE SAME LANGUAGE.

SO THE MATH DEPARTMENT AND THE MULTILINGUAL DEPARTMENT ARE OUR CO-PRESENTING.

THEY ARE SEEING THE SAME THING. THEY ARE ALIGNING THE SUPPORTS.

AND SO THERE WERE IMPROVEMENT. AND THE OUTCOME IS THAT THE COACHING SUPPORT SUPPORTED WITH THE ALIGNMENT.

AND HOWEVER, WE SAW VARIED STUDENT IMPACT ACROSS CAMPUSES DUE TO THE CAMPUS NEEDS.

AND SO WE HAD EXPANDED COACHING SUPPORT TO THOSE HIGH NEED CAMPUSES TO ENSURE THAT THE MASTERY OF STANDARDS OCCUR.

SO. AND SO. THESE STRATEGIES, THEY STRENGTHEN THE SYSTEM OF SUPPORT TO ENSURE THAT HIGH QUALITY INSTRUCTION IS OCCURRING IN THE CLASSROOMS. ALL RIGHT. YOU WANT TO STOP. YES. CAN WE PAUSE AND DO THIRD GRADE FIRST.

WE CAN STOP AND DO THIRD GRADE BECAUSE THAT'S A LOT OF INFORMATION.

QUESTIONS. DO YOU GUYS YOU MIGHT JUST LET US GLOSS OVER THIRD GRADE AND ONLY TALK ABOUT FIFTH GRADE UNLESS WE STOP.

JUST KIDDING. OKAY, AWESOME. SO BOARD MEMBERS QUESTIONS ABOUT THE REPORT ON THIRD GRADE AND EVERYBODY HAS TO HAVE TIME TO PROCESS. I HEAR YOU. YEAH, YEAH, YEAH. DO YOU THINK THAT THE NEW MATH ADOPTION WILL ADDRESS MANY OF THESE ISSUES THAT WE'RE HAVING? CAN YOU HEAR ME? DO YOU THINK THE NEW MATH ADOPTION WILL ADDRESS MANY OF THE ISSUES THAT WE'RE EXPERIENCING? THE WE HAD THE VENDORS COME AND THEY HAD THE OPPORTUNITIES TO ALSO MODEL THE LESSON AS WELL.

AND SO WE WERE ABLE TO SEE EXPLICIT TEACHING.

AND WITHIN THE MATH ADOPTION, WE SAW COMPONENTS THAT SUPPORTED WITH THE ACADEMIC LANGUAGE, THE PROFICIENCY LEVEL SENTENCE STEMS, THE VISUAL THAT WE'RE GOING TO ADDRESS THAT ON TO PLACE ON THE IN THE LEARNING ENVIRONMENT TO SUPPORT THAT ACADEMIC LANGUAGE. THERE ARE A LOT OF COMPONENTS OF THE, THE MATH, THE, THE TOP TWO MATH ADOPTIONS THAT VENDORS THAT WE HAVE SEEN.

THEY HAVE THOSE COMPONENTS IN PLACE. THE, THERE ARE EXPLICIT TEACHING IN THE TEACHER EDITION AS WELL AS IN THE STUDENT CONSUMABLES. THERE ARE AGAIN, LOTS OF VISUALS FOR THE STUDENTS TO BE ABLE TO HAVE DISCOURSE.

AND SO YES, THE STRATEGIES THAT WE ARE THAT WE HAVE IMPLEMENTED ARE ALSO SHOWN IN THE NEW MATH TEXTBOOK ADOPTION. I HOPE THAT ANSWERED YOUR QUESTION.

OKAY. AND I THINK TO IF I CAN JUST ADD ON, I THINK IT'S DEFINITELY GOING TO HELP IN SOME AREAS, BUT IT WON'T NECESSARILY THE CURRICULUM CHANGES WON'T NECESSARILY HELP IN SOME OF THESE DEVELOPMENT.

AND, AND THE PD DEVELOPMENT PIECES THAT WE'RE WORKING ON WITH THE TEACHERS OR THE FIDELITY, LIKE WITH THE WITH THE CONVERSATION. SO WE CAN HAVE GREAT CURRICULUM AND WE CAN PUT THE BEST CURRICULUM, BUT IT STILL COMES DOWN TO LIKE, WHAT IS THE STUDENT ACTION IN CLASS? AND THAT'S WHY YOU KIND OF HAVE TO HAVE A TWO FOLD.

SO WILL IT HELP? ABSOLUTELY. WILL IT WILL IT ADDRESS ALL OF THIS? NO. RIGHT. WE'VE GOT TO HAVE OTHER LAYERS OF PROFESSIONAL DEVELOPMENT AND GROWTH FOR OUR TEACHERS AS WELL.

GO AHEAD. SO GPM2A THE PERCENTAGE OF EMERGENT BILINGUAL SECOND GRADE ONE MORE.

YES THAT ONE. SO KUDOS TO THE DISTRICT. FIRST OF ALL, FOR 22% AND 25% BECAUSE YOU ACTUALLY MET YOUR TARGETED GOAL.

MY QUESTION HERE IS WHAT DO WE ATTRIBUTE THE SUCCESS OF THAT? YOU GO FIRST. OKAY. SO ALL THE STRATEGIES THAT WE HAVE IMPLEMENTED CONTRIBUTES TO THE SUCCESS AS WELL AS, OF COURSE, THE HARD WORK AND THE EFFORTS THAT OUR TEACHERS ARE DOING.

EDUCATION IS VERY CHALLENGING AND THE HEART THAT OUR TEACHERS ARE PUTTING FORTH, AS WELL AS THE DISTRICT TEAM HERE TOGETHER, THAT THERE'S A SAYING IT TAKES A VILLAGE TO RAISE A CHILD.

SO THE STRATEGY, ESPECIALLY WITH THE OUR COACHING CYCLES WITH MISS CARLENE THOMAS AND THE TARGETED PDS THAT SHE IS ALSO

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AND I THINK TO JUST HAVING CLARITY AND THE UNDERSTANDING OF JUST WHERE OUR EMERGENT BILINGUAL STUDENTS ARE, EVEN THOUGH WE HAVE STUDENTS WHO'VE BEEN HERE FOR OVER TWO YEARS, THREE YEARS, BECAUSE, YOU KNOW, THEY STARTED IN PRE-K, IT DOESN'T MEAN THAT THEY HAVE THAT FULL LANGUAGE.

SO PROVIDING AMPLE OPPORTUNITIES FOR OUR STUDENTS TO BE ABLE TO TURN AND TALK THE VISUALS, THOSE ARE THINGS THAT WE HAVE PUT IN PLACE. AND SO ALL OF THAT CONTRIBUTES TO THIS, AS WELL AS THE HARD WORK THAT OUR TEACHERS HAVE PUT IN.

I LIKE THIS PART WHERE I HAVE A LITTLE THINK TIME.

ALSO, I'M ALWAYS GOING TO HAVE A CO-PRESENTER NOW THAT I THINK OUR INSTRUCTIONAL COACHES ARE A HUGE PART OF WHY WE'RE SEEING THIS SUCCESS.

THEY'RE WORKING WITH AND COACHING AND GROWING OUR TEACHERS.

THAT'S REALLY FOUNDATIONAL, ESPECIALLY WHEN WE HAVE QUITE A FEW NEW TEACHERS NEW TO THE PROFESSION AND THEIR ABILITY TO COME IN AND HELP. I THINK THAT THAT REALLY ACCELERATES THE LEARNING AND THE GROWTH.

AND WE SEE NOT JUST THE PERFORMANCE, BUT THERE'S, WE HAVE REALLY GREAT GROWTH, AS DOCTOR HUME POINTED OUT, AND THAT REALLY CONTRIBUTES TO THAT. SO I THINK WE GOT TO GIVE SOME CREDIT TO, TO OUR INSTRUCTIONAL COACHES AND DEANS WHO ARE IN HELPING AND SUPPORTING THOSE TEACHERS.

THANK YOU. YOU'VE MENTIONED A LOT ABOUT THE SMALL GROUP AND FLUENCY, AND I'M ASSUMING THAT'S TALKING TO EACH OTHER STUDENTS LEARNING HOW TO SPEAK TO EACH OTHER ABOUT PROBLEMS. IS THAT OKAY? SO WHAT ARE SOME OF THE STRATEGIES TO REALLY GROW THAT? BECAUSE AS A PARENT, IN MY MIND, I'M THINKING SMALL CHILDREN, YOU KNOW, LIKE IF THEY DON'T WANT TO BE THERE, THEN THEY DON'T WANT TO BE THERE. SO WHAT ARE SOME OF THE STRATEGIES, SOME OF THE STRATEGIES? ONE OF THEM WAS THE AREAS OF GROWTH AND THAT'S STRENGTHENING ACADEMIC LANGUAGE SUPPORT.

SO WITH THAT WE NEED ONE OF THE STRATEGIES UTILIZING THE VOCABULARY.

SO HAVING THE LEARNING ENVIRONMENT TO HAVE VOCABULARY VISUALS, HAVING SENTENCE STEMS TURNING TALKS, JUST MORE OPPORTUNITIES WHERE STUDENTS ARE ABLE TO HAVE FREQUENT SMALL GROUP, PURPOSEFUL TALK.

THE QUESTION THAT THE TEACHERS PROVIDE FOR THEM NEEDS TO ALSO BE HIGHER ORDER THINKING QUESTION, BECAUSE WE CAN HAVE DIFFERENT VARIABLE LEVELS OF QUESTIONS, BUT WE NEED TO ALSO BALANCE IT WHERE THE STUDENTS HAVE PRODUCTIVE STRUGGLE.

SO THE STRENGTHENING ACADEMIC ACADEMIC LANGUAGE SUPPORT, SOME OF THOSE STRATEGIES INVOLVE THE VOCABULARY VISUALS.

THE SENTENCE STEMS TURN AND TALK. SO THERE'S VERY STRUCTURED WAYS TO HAVE STUDENTS BE ABLE TO SPEAK TO EACH OTHER AND HOLD THEM ACCOUNTABLE IN SPEAKING THOSE VOCABULARY WORDS.

SO IT'S ONE THING ABOUT HAVING THE VOCABULARY VISUAL ON THE WALL.

IT'S ANOTHER THING ON HAVING AND HOLDING THE STUDENTS ACCOUNTABLE AND USING IT IN THEIR DISCUSSION AND, AND CONVERSATIONS. MISS BRADY ON GPM TO BE WHAT DO WE ATTRIBUTE THE 35 TO 33% DECLINE? AND I ASKED THIS SO THAT WE CAN STRATEGICALLY DEPLOY OUR RESOURCES IF NEEDED.

YEAH. SO THAT THAT'S ALL STUDENTS, WHICH IT'S INTERESTING.

WE HAD SUCH A FOCUS ON WE HAD OUR EMERGENT BILINGUAL STUDENT PERFORMANCE WENT UP.

SO AS WE DUG IN THE BIGGEST AREA THAT WE SAW WAS A FOCUS ON FLUENCY.

AND THEN AND THAT'S REALLY WHY THAT HAS BEEN KIND OF A GROWING AREA IS BUILDING THAT NUMERICAL FLUENCY.

AS FAR AS WHAT ARE THE BEST STRATEGIES? I THINK I'LL, I'LL THINK I'LL CALL ON SEAN IF YOU WANT TO HAVE CONTENT EXPERT HERE, RIGHT TO HELP ME OUT WITH THIS ONE. HE'S PHONING A FRIEND OR WHAT ARE YOU DOING? FINE. THAT'S THAT'S ESSENTIALLY THE QUESTION TO WHAT CAN WE ATTRIBUTE THAT DECLINE TO? AND. I SEE, I SEE IT'S A DIFFERENT COHORT. SO I GET THAT PART.

BUT JUST ONE OF THE REASONS WE WERE SEEING A DECLINE RIGHT NOW IS BECAUSE WE'RE LOOKING AT ALL STUDENTS, AND WE KNOW THAT OUR CURRENT CURRICULUM IS 19 YEARS OLD.

[00:30:02]

AND SO IT'S IN THOSE GAPS THAT WE THINK THAT ONCE WE HAVE THAT NEW CURRICULUM, THOSE GAPS WILL BE ALIGNED.

SO YOU HAVE A BETTER VERTICAL ALIGNMENT. WE WON'T HAVE AS MANY KIDS COMING IN BELOW LEVEL WHERE WE'RE TRYING TO GROW THEM.

BUT WHEN YOU LOOK AT THAT DATA FROM COHORT TO COHORT, SO THOSE KIDS WHERE THEY WERE LAST YEAR TO THIS YEAR, WE'RE ACTUALLY SEEING PROGRESS IN OUR SECOND GRADE STUDENTS.

IT'S NOT. SO WHEN YOU'RE LOOKING AT IT FROM 2425 TO 2526, THOSE ARE TWO DIFFERENT SETS OF KIDS.

BUT WHEN WE WENT AND ANALYZED THAT DATA DOWN TO THAT FINE GRAIN TO SEE LIKE, ARE OUR STUDENTS REALLY GROWING, WE WERE ABLE TO SEE THAT THOSE STUDENTS WHO WERE SITTING IN FIRST GRADE LAST YEAR ACTUALLY HAVE MADE IMPROVEMENTS.

ALSO, YOU HAVE TO REMEMBER THAT THIS IS THE MAP TEST WHEREIN K1 STUDENTS HAVE THE TEST READ TO THEM ORALLY, BUT BY SECOND GRADE WINTER THEY'RE READING ON THEIR OWN.

SO WE'RE ALSO LOOKING AT THOSE TWO COMPONENTS AS WELL.

HOW IS READING IMPACTING THEIR, THEIR THEIR MATH SCORES AS WELL AS THAT LANGUAGE SUPPORT THAT WE'VE BEEN TALKING ABOUT WITH EBS.

WE ALSO NEED IT FOR OUR ON LEVEL STUDENTS AS WELL.

DOES THAT ANSWER YOUR QUESTION? YES, MA'AM. THANK YOU. THANK YOU. VERY NICE.

ON THAT SAME VEIN WITH TWO B SINCE WE ARE SEEING THE GROWTH IN OUR EMERGENT BILINGUALS, IS THERE A DIFFERENT ANOTHER SUB POP OR SPECIFIC CAMPUSES THAT YOU'RE TARGETING BASED ON THIS DATA. PHONE A FRIEND GET ONE MORE. AND ALSO IF YOU DON'T KNOW THAT'S OKAY BECAUSE I RECOGNIZE THAT'S A VERY THAT'S GOING DEEPER.

AND SO IT IS OKAY IF WE DON'T HAVE THAT OFF THE TIP OF OUR TONGUE.

BUT IT IS A QUESTION THAT I WAS PONDERING WHEN THINKING ABOUT IT.

CAN YOU ASK IT AGAIN? HUM. WE SAW THAT OUR EMERGENT BILINGUAL STUDENTS WERE ON TRACK.

BUT THEN WHEN WE LOOK AT ALL STUDENTS, WE SEE OFF TRACK.

SO IS THERE A SPECIFIC SUBPOPULATION OR SPECIFIC CAMPUSES THAT YOU'RE TARGETING AS A RESULT OF THIS DATA? YEAH, I THINK I THINK THE ANSWER TO THAT WOULD BE YES.

I DON'T REALLY WANT TO GO INTO LIKE EXACTLY WHERE AND THE WHAT, BUT YEAH, WE AS WE'RE BREAKING THROUGH THE DATA AND GOING THROUGH IT, ONE OF THE THINGS THAT WE DO SPEND A LOT OF TIME WORKING AND LOOKING AT TO IS WHAT IS THE EXPERIENCE OF THAT TEACHER IN THE CLASSROOM? AS WELL AS LIKE, AND THEN HOW ARE WE DEPLOYING OUR COACHING RESOURCES TO HELP TO SUPPORT THOSE STUDENTS? AND, AND YEAH, I WOULD SAY THAT'S EXACTLY WHAT WE'RE REALLY DIGGING INTO IS, OKAY, WHO, WHO NEEDS THE MOST HELP AND WHERE IS THE HELP NEEDED THE MOST URGENTLY? AND ALL OF THAT'S REALLY FOCUSED ON JUST DEVELOPING EVERY TEACHER TO BE THE BEST THAT THEY CAN FOR EVERY KID.

YEAH. AND WE HAVE ALSO COLLABORATED WITH OTHER DEPARTMENTS BECAUSE AS WE ARE LOOKING INTO THOSE SUBGROUPS, THERE ARE SUBGROUPS THAT ARE OUTSIDE. AND SO THAT'S WHERE WE ARE COLLABORATING WITH SPECIFIC ACCOMMODATIONS TO SUPPORT ALL OF OUR STUDENTS.

THANK YOU. I WOULD ALSO SAY I AM SO PROUD OF OUR TEACHERS, AND I'VE GOT TO PARTICIPATE IN THE INSTRUCTIONAL WALKS.

AND I WILL TELL YOU, AS THEY DO, SMALL GROUP INSTRUCTION, THERE'S ANOTHER COMPONENT TO THAT.

AND WITH OUR TEACHERS BEING SO YOUNG WITH NOT MUCH EXPERIENCE, WE ALSO HAVE TO FOCUS ON THE CLASSROOM MANAGEMENT PIECE.

AND SO AS WE WANT TO ALWAYS FOCUS ON ACADEMICS THERE'S ALWAYS ANOTHER COMPONENT.

AND SO I GUESS WHAT I WOULD LIKE TO CHALLENGE YOU ALL WITH IS HOW CAN WE SUPPORT THOSE NEW TEACHERS? IN A DIFFERENT WAY OTHER THAN JUST, YOU KNOW, SOMETIMES JUST PD YOU KNOW, WHAT CAN WE DO? THINK OUTSIDE THE BOX OF HOW WE SUPPORT THEM SO THEY FEEL, YOU KNOW, SUCCESSFUL TEACHING AND MANAGING.

BUT I WILL SAY THE INSTRUCTIONAL WALKS THAT I'VE BEEN A PART OF, OUR TEACHERS WORK SO HARD.

AND I WILL SAY, AND I'M NOT BLAMING IT ON THE CURRICULUM, BUT I THINK WE GIVE THEM MATERIALS THAT ARE NOT UP TO DATE, AND THEN THEY BRING IN THEIR OWN MATERIALS. AND WE SAW THAT A LOT ON OUR WALKS THAT THEY WANT THE STUDENTS TO BE SO SUCCESSFUL, BUT THEY THEY GET MATERIALS THAT MAY NOT BE ACCREDITED BY WHAT WE'RE REALLY TRYING TO DO.

BUT AGAIN, THEY WANT TO TEACH CORRECTLY. AND SO I THINK THAT AND I THINK WE WERE IN THE SAME GROUP, WE SAW THE SAME THING, BUT I THINK THERE'S MORE THAN JUST TEACHING THE ACADEMICS.

IT'S REALLY WORKING ON THE MANAGEMENT PIECE. AND, AND, AND I THINK THE OTHER BEAUTY OF THE INSTRUCTIONAL WALKS IS AT THE END OF WHEN WE COMPLETE OUR INSTRUCTIONAL WALKS FOR MATH READING, WE ALL GO IN THE LIBRARY AND THE PRINCIPALS TO ME HAVE BEEN AMAZING TAKING THE FEEDBACK.

IT'S NOT A BLAME. IT IS A IT'S A WORKING VILLAGE, AS YOU SAID THAT WE, THEY GIVE THEM SPECIFIC STRATEGIES.

SO WHEN THE PRINCIPALS ARE DOING THEIR WALKS, THEY'RE LOOKING FOR THE THINGS THAT WE NEED TO HELP THEM WITH.

[00:35:01]

SO AWESOME. THANK YOU. I HAVE ONE MORE QUESTION.

SO ON THE SUPERINTENDENT STRATEGIC INTERPRETATION WITH THE BUILT COACH CAPACITY HOW ARE WE MEASURING THAT THE BUILDING OF COACHING CAPACITY IS IMPACTFUL? THANK YOU. THAT'S A GREAT QUESTION. SO THE COACHING CAPACITY, THAT'S WHERE DURING PLCS, WE HAVE THE OPPORTUNITIES TO KIND OF SIT IN ON THOSE ACROSS CAMPUSES.

AND THROUGH THAT, WE ARE THROUGH THE OBSERVATIONS, WE ARE ABLE TO SUPPORT THE COACHES AND OBSERVE THAT.

SO IT'S THROUGH THE INFORMAL DATA THAT WE ARE SEEING THOSE TRENDS ALONG WITH TWO WITH THE FEEDBACK OF OUR COACHES WORKING WITH OUR MULTILINGUAL TEAM, THEY ARE PROVIDING FEEDBACK IN THE EFFECTIVENESS OF THAT ALIGNED SUPPORT.

AND ALSO WHAT DOES THAT LOOK LIKE IN THE CLASSROOM WHEN THEY ARE CO-PRESENTING AND THE IMPACT OF THAT COACHING SUPPORT.

IT'S LIKE I SAID, IT'S THROUGH THE OBSERVATIONS, IT'S THROUGH THEIR FEEDBACK THAT THEY PROVIDED BACK TO US.

THAT'S REALLY HELPFUL BECAUSE I KNOW LIKE WE HAVE LIMITED RESOURCES AND LIMITED AVAILABILITY TO SEND THESE COACHES OUT.

SO KNOWING THAT YOU GUYS ARE MONITORING THE COACH THEMSELVES AND OBSERVING THE COACH, NOT JUST OBSERVING THE CLASSROOM I REALLY APPRECIATE THAT.

THAT'S VERY HELPFUL. YES. AND WE ALSO HAVE ALSO BEGINNING OF THE YEAR, MIDDLE OF THE YEAR EVALUATION WHERE OUR COACHES ALSO SET GOAL SETTINGS TO HELP IMPROVE THEIR OWN PROFESSIONAL. AWESOME.

CAN I ADD SOMETHING ON THAT ONE? OF COURSE. PART PART OF THE PROCESS IS ALSO THAT OUR COACHES HAVE GONE IN AND WORKED WITH OTHER COACHES FROM OTHER DEPARTMENTS. SO HAVING THAT CROSS CURRICULAR PIECE.

WE'VE ALSO HAD A FOCUS ON LIKE OUR ESSENTIAL FIVE STRATEGIES.

SO ONE OF THE WAYS THAT WE MEASURE THAT IS NOT ONLY WHEN WE DO OUR WALKTHROUGHS, WE'RE LOOKING FOR THAT.

ARE WE SEEING SMALL GROUP PURPOSEFUL TALK? ARE WE SEEING THESE STRATEGIES IMPLEMENTED ACROSS THE DISTRICT? BUT THEN THAT IS ALSO EMBEDDED WHEN WE'RE DOING CAMPUS WALKTHROUGHS WITH ADMINISTRATORS.

SO HAVING A REAL CENTRALIZED FOCUS, THERE'S A LOT YOU CAN FOCUS ON.

AND SO JUST NARROWING IT DOWN TO, HERE'S A FEW ESSENTIAL THINGS THAT IF WE FOCUS ON THESE THINGS, WE KNOW THOSE ARE LEVERS THAT WILL HELP ALL STUDENTS.

IT ALSO MAKES IT EASIER FOR US TO MEASURE, OKAY, ARE WE GETTING THAT? AND IF WE'RE NOT, WE NEED TO GO BACK. AND WE NEED TO PRACTICE DOING IT IN CLASS.

SO PART OF IT IS, IS THE FOCUSING HELPS US TO GET MORE CROSS-CURRICULAR CONNECTIONS.

THANK YOU, BOARD MEMBERS. ANY ADDITIONAL QUESTIONS ON THIRD GRADE MATH? ALL RIGHT. LET'S KEEP IT GOING UNLESS YOU GUYS HAVE ANY OTHER INSIGHTS.

ALL RIGHT. NEXT WE TURN OUR ATTENTION TO OUR FIFTH GRADE MATH TARGET.

THIS LOOKS AT THE PERCENTAGE OF FIFTH GRADE STUDENTS ACHIEVING MEETS ON STAR MATH.

LOOKING FOR AN INCREASE FROM 51% IN 2025 TO 61% IN 2030, THE FIRST GROWTH PROGRESS MEASURE THAT'S GROWTH PROGRESS MEASURE FOR A IS THE PERCENTAGE OF EMERGENT BILINGUAL FOURTH GRADE STUDENTS ACHIEVING MEETS ON WINTER MAPS.

THAT'S FOURTH GRADE. EMERGENT BILINGUAL WINTER MAP WILL INCREASE FROM 28% IN 2025 TO 43% IN 2030.

AS YOU CAN SEE HERE, WE INCREASED BY 3%. WE ALSO MET THIS FIRST GROWTH PROGRESS MEASURE AT 31%.

SO WE WOULD SAY FOR GROWTH PROGRESS MEASURE FOR A.

WE ARE ON TRACK. GROWTH PROGRESS MEASURE FOR B.

THIS LOOKS AT THE PERCENTAGE OF FIFTH GRADE STUDENTS WITH PROJECTED PERFORMANCE OF MEETS ON WINTER MAP, INCREASING FROM 49% IN 2025 TO 61% IN 2030. AND WHILE WE DID REMAIN CONSISTENT WITH THIS MEASURE, WE DID NOT INCREASE TO THE 52%.

SO FOR THIS GROWTH PROGRESS MEASURE, WE WOULD SAY WE WERE OFF TRACK, EVEN THOUGH WE DID REMAIN CONSISTENT FROM LAST YEAR.

GROWTH PROGRESS MEASURE FOR C. THIS IS OUR PERCENTAGE OF EMERGENT BILINGUAL FIFTH GRADE STUDENTS ACHIEVING MEETS ON THE D, C, F A ASSESSMENT INCREASING FROM 28% IN 2025 TO 43% IN 2030.

THIS YEAR WE WERE AT 30%. THAT WAS A 2% INCREASE FROM LAST YEAR.

HOWEVER, WAS ONE PERCENTAGE POINT SHY OF OUR TARGET OF 31%.

[00:40:05]

OKAY. I LOVE BRIGHT SPOTS. SO THIS SLIDE RIGHT HERE SHARES SOME BRIGHT SPOTS IN FIFTH GRADE.

FIRST WE ARE SEEING SOME GROWTH WITHIN COHORT.

A COHORT IS THE SAME GROUP OF STUDENTS THAT ARE TRACKED OVER TIME.

AND WITH THIS RIGHT HERE WE HAVE OUR SUBGROUPS SUCH AS EMERGENT BILINGUAL AND OUR AFRICAN AMERICAN STUDENTS WITH GAINS OF 3%.

SO THIS REALLY REFLECTS THE POSITIVE IMPACT THAT OUR TARGETED SUPPORTS ARE PRODUCING RESULTS.

THE SECOND BRIGHT SPOT WE SEE IS THE INCREASE OF 2% IN OUR REPORTING CATEGORY ONE AND A 12% IN OUR REPORTING CATEGORY TWO.

SO JUST A LITTLE REMINDER THAT CATEGORY ONE AND CATEGORY TWO ARE THE ARE THE FOUNDATIONAL SKILLS THAT OUR STUDENTS NEED TO SUPPORT THEM WITH THE WORD PROBLEMS. AND SO THIS RIGHT HERE INDICATES THAT OUR INTERVENTIONS ARE PRODUCING RESULTS TO THE.

AND THE THIRD BRIGHT SPOT IS THAT 62% OF OUR CAMPUSES IN FIFTH GRADE FALL WITHIN THE HIGH ACHIEVEMENT AND HIGH GROWTH QUADRANT.

HIGH GROWTH ARE ON THE HIGH ON THE GROWTH QUADRANT ON THE FALL TO WINTER MAP MAP MAP MAP GROWTH REPORT.

SO THIS ALSO SHOWS THAT OUR CAMPUSES ARE NOT ONLY GROWING STUDENTS, BUT THAT THEY ALSO ARE MAINTAINING THE LEVELS OF PERFORMANCE FOR OUR STUDENTS.

OVERALL, THESE BRIGHT SPOTS SHOW THAT WE HAVE STRONG PRACTICES IN PLACE THAT ARE SUPPORTING OUR STUDENT SUCCESS.

AT THE SAME TIME, THERE ARE AREAS FOR GROWTH.

YOU'LL SEE ALSO AGAIN BUILDING CAPACITY. IN FIFTH GRADE WE HAD WE HAVE 42% OF OUR FIFTH GRADE TEACHERS WHO ARE NEW AND OR WHO ARE NEW TO THE GRADE LEVELS AND OR NEW TO THE GRADE LEVEL PROFESSION.

AND SO WITH THAT, WE ARE LOOKING AT INTENTIONAL, TARGETED PROFESSIONAL DEVELOPMENT TO HELP INCREASE THEIR CONTENT KNOWLEDGE.

THE SECOND AREA FOR GROWTH THAT WE ARE LOOKING AT, AGAIN, BASED ON OUR CALIBRATED WALKS TO ALL OF OUR ELEMENTARY CAMPUSES.

WE ARE SEEING THAT THERE IS A NEED TO INCREASE THE VISUALS IN THE LEARNING ENVIRONMENT, BECAUSE THIS IS WHERE IT'S SUPPORTING OUR OUR STUDENTS. THE LEARNING ENVIRONMENT IS NOT JUST VISUALS, BUT IT PROVIDES, IT PROVIDES AS A TOOL FOR OUR STUDENTS IN UNDERSTANDING AND EXPLAINING THEIR THINKING AND TRANSFERRING THEIR LEARNING TO THE WORD PROBLEMS IN MATH.

THE THIRD AREA FOR GROWTH IS THE LESSON INTERNALIZATION.

AGAIN, LESSON INTERNALIZATION IS WHERE THE TEACHERS ARE TAKING A DEEP DIVE INTO THE STANDARDS.

THEY'RE BREAKING IT APART. THEY ARE LOOKING AT WHAT THE STUDENTS NEED TO MASTER AND HOW THEY'RE GOING TO PLAN FOR IT, AS WELL AS IF STUDENTS UNDERSTANDINGS ARE NOT THERE, THEN HOW WILL THE TEACHERS PIVOT AND HOW WILL THEY ADJUST THE INSTRUCTION? SO THIS IS A VERY CRITICAL LEVER BECAUSE STRONG PLANNING LEADS TO STRONGER INSTRUCTION AND BETTER STUDENT OUTCOMES.

AND SO TOGETHER, THESE AREAS FOR GROWTH HELP US TO FOCUS ON IMPROVING THE CONSISTENCY AND QUALITY OF INSTRUCTION ACROSS THE CLASSROOMS. HERE WE HAVE OUR STRATEGIES, WHICH ARE PRETTY SIMILAR TO THIRD GRADE, AND IT FOCUSES ON STRENGTHENING TIER ONE INSTRUCTION AS WELL AS DEVELOPING THE LANGUAGE.

ONE KEY STRATEGY IS THE IMPLEMENTATION OF OUR ADAPTIVE PROGRAMS. IN ADDITION TO PROGRESS LEARNING, WHICH WE'VE HAD IN PREVIOUS YEARS.

THIS IS A GREAT LEVEL. STAR ALIGN PRACTICE WHERE STUDENTS ARE ABLE TO ALSO HAVE INTERVENTION SUPPORT.

WE THIS YEAR HAVE. THANKS TO. YOU HAVE ALLOWED US TO PURCHASE THE MAGMA MATH, WHICH HELPS STUDENTS PRODUCE THAT THINKING VISIBLY, AS WELL AS HELP THEM WITH THEIR DISCOURSE AND EXTRA PROBLEM SOLVING.

AND THEN WE HAVE MOBY MAX, WHICH SUPPORTS WITH THE FOUNDATIONAL SKILLS AND FLUENCY.

SO WITH THESE ADAPTIVE PROGRAMS, WE HAVE SEEN INCREASE IN STUDENT ENGAGEMENT.

HOWEVER, AGAIN, WHILE IT IS BEING IMPLEMENTED, THERE ARE VARIABLE USAGE ACROSS THE CLASSROOMS. AND SO WE ARE LEVERAGING THE PLATFORM'S DATA TO INCENTIVIZE THE THE THE CAMPUSES TO HELP THEM SEE WHERE THEY ARE AT BASED ON THE DISTRICT. AND SO ANOTHER THING THAT WE ARE WE WERE SEEING IS THE STUDENTS WERE NOT ABLE TO SHOW THEIR THINKING. SO THE ASSESSMENT AND INSTRUCTIONAL PRACTICES WERE DEVELOPED TO HELP THEM WITH SCREEN TO SCRATCH, WHERE THEY ARE ABLE TO ORGANIZE THEIR THOUGHTS ONTO THE SCRATCH AND THEN TAKE THAT AND ALIGN IT TO OUR ASSESSMENT PURPOSES.

[00:45:08]

SO THESE ACTIONS HELP US TO ADVANCE THE INSTRUCTIONAL PRACTICES TO HELP WITH BETTER STUDENT OUTCOMES.

ALL RIGHT. SO WE REVIEWED OUR TWO GOALS, AND YOU PROBABLY PICKED A COUPLE OF THEMES UP AS I WAS LISTENING.

A COUPLE THAT I OVERHEARD THAT I HOPE YOU PICKED UP WAS.

WE TALKED A LOT ABOUT CONSISTENCY ACROSS CAMPUSES.

WE HAVE THE PRACTICES, BUT HOW ARE WE HELPING OUR TEACHERS TO IMPLEMENT THOSE CONSISTENTLY? WE TALKED A LOT ABOUT GROWTH AND HOW WE'RE HELPING OUR TEACHERS TO GROW IN THEIR INSTRUCTIONAL PRACTICE, BECAUSE THAT'S TIER ONE INSTRUCTION IMPROVES, RIGHT? SO DOES ACHIEVEMENT FOLLOW? WE TALKED A LOT ABOUT FOUNDATIONAL SKILLS, WHICH ARE, IF YOU THINK ABOUT IT, YOU YOU GOT TO KNOW HOW TO ADD AND SUBTRACT AND KNOW WHAT THE NUMBERS REPRESENT BEFORE YOU CAN START TO MANIPULATE AND DO GEOMETRY AND DO ALGEBRAIC EQUATIONS AND ALL THE PIECES. SO BUILDING THOSE FOUNDATIONAL NUMERIC FLUENCY.

AND I THINK ALL OF THIS COMES TOGETHER FOR THE SAYING THAT WE LIKE TO SAY A LOT, WHICH IS GROWTH PRECEDES PERFORMANCE.

YOU PROBABLY PICKED UP IN DOCTOR HEUN'S ANALYSIS THAT WE TALKED A LOT IN OUR STRENGTHS ABOUT THE GROWTH THAT WE'RE SEEING FOR OUR STUDENTS.

OVERALL, FOR EXAMPLE, OUR SECOND GRADE STUDENTS, 62% MET THEIR FALL TO WINTER PROJECTED GROWTH.

THAT NUMBER IS SUPPOSED TO BE LIKE AT 50%. SO THAT'S AN AMAZING JUMP.

IT WAS VERY HIGH. SO WE'RE SEEING A LOT OF GROWTH.

BUT WE ALSO ACCEPT THAT THESE MEASURES WHICH LOOK AT OVERALL PERFORMANCE, THAT GROWTH HAS TO PRECEDE THE PERFORMANCE.

SO AS STUDENTS CONTINUE TO GROW SO WILL THE PERFORMANCE FOLLOW.

ARE THERE ANY QUESTIONS WE CAN ANSWER ON OUR FIFTH GRADE DATA.

QUESTIONS ON FIFTH GRADE DATA. I GO YEAH. OKAY.

I'LL LOOK AT THE SUPERINTENDENT INSIGHTS AREAS FOR GROWTH.

THE FIRST ONE WE HAVE 42% OF FIFTH GRADE TEACHERS.

FIFTH GRADE MATH TEACHERS WERE NEW. DO YOU KNOW HOW MANY TEACHERS ARE RETURNING? AND THEN HOW MUCH TIME DO WE SPEND TRAINING? TEACHERS, ESPECIALLY NEW TEACHERS ON THIS MATH CURRICULUM.

I DON'T HAVE THE ANSWER TO THE FIRST QUESTION IN REGARDS TO RETENTION, BUT I CAN GET BACK WITH YOU ON THAT.

PERFECT. THANK YOU. THE SECOND ONE IS BECAUSE WE HAVE 42% AND THAT IS A HIGH NUMBER.

WE ARE INTENTIONAL WITH DIFFERENTIATING OUR PROFESSIONAL DEVELOPMENT AND THAT WE HAVE WHAT WE CALL MATH UNLEASH WHERE NEW TEACHERS COME, AND WE SUPPORT THEM WITH THE UPCOMING NEW UNITS AND SHOW THEM HOW TO BREAK UP THAT STANDARD, HOW TO USE MANIPULATIVES, HOW TO PROVIDE STRATEGIES TO SUPPORT THEIR STUDENTS.

WE ALSO HAVE THE MATH COALITION WHERE IT BUILDS ON PEDAGOGY, BECAUSE OUR NEW TEACHERS NEED TO UNDERSTAND THAT TO SUPPORT THEM IN THAT TIER ONE INSTRUCTION. ALONG WITH THAT, WE HAVE BUILDING THINKING CLASSROOMS WHERE OUR TEACHERS ARE ALSO LEARNING HOW TO SUPPORT OUR STUDENTS IN DISCOURSE TO HELP WITH THEIR EXPLANATION. BECAUSE MATH IS ALL ABOUT REASONING AND ABOUT JUSTIFICATION.

ALONG WITH THAT TOO, WE HAVE COACHING CYCLES.

SO OUR COACHES ARE IN THE CLASSROOM AND THEY ARE DOING IN THE MOMENT COACHING.

WE HAVE ONGOING SUPPORT FOR OUR TEACHERS AS WELL.

AND SO IT'S FROM OUR COACHES TO OUR PRINCIPALS AND BUILDING THAT CAPACITY BECAUSE AGAIN, IT TAKES A VILLAGE TO RAISE A CHILD.

THANK YOU VERY MUCH. WHEN ARE THE THE TRAININGS THAT YOU TALKED ABOUT, WHEN ARE THOSE OFFERED? IS THAT LIKE WHEN DURING THE SCHOOL DAY AFTER SCHOOL? YES. SO IT IS AFTER SCHOOL. AND LIKE DOCTOR ELDRIDGE MENTIONED WE'RE IN A TIME WHERE THERE'S A LOT OF FACTORS THAT ARE OBSTACLES. AND SO WE, WE ARE READY TO TAKE THAT CHALLENGE AND THINK OUTSIDE THE BOX SO THAT WE CAN PROVIDE DIFFERENTIATED, MORE CREATIVE WAYS, INNOVATIVE WAYS TO SUPPORT OUR TEACHERS.

BUT THEY ARE MAINLY AFTER SCHOOL. AND THEN ALSO DURING OUR DISTRICT PDS AT THE BEGINNING OF THE SCHOOL YEAR, BUT THEY ARE THROUGHOUT THE SCHOOL YEAR. THANK YOU.

DO YOU HAVE ANY DATA TO SUPPORT? WHICH TARGETED SUPPORTS ARE WORKING BEST FOR OUR KIDS OR GIVING US THE MOST BANG FOR OUR BUCK, SO TO SPEAK? YES. SO THE IMPLEMENTATION OF OUR ADAPTIVE PROGRAM, AS WELL AS THE COACHING CYCLES ARE CONTRIBUTING TO THE GAINS IN OUR REPORTING. CATEGORY ONE AND TWO.

AND THOSE TWO RIGHT THERE, THAT'S WHERE WE WERE TARGETING THE SUPPORT BECAUSE WE WERE BUILDING THE FOUNDATION OF THE NUMERACY AND THE FLUENCY TO SUPPORT WITH THE WORD PROBLEM,

[00:50:05]

SO YES, MA'AM. GO FOR IT. I DON'T HAVE A QUESTION, BUT I WANT TO BE A CHEERLEADER FOR A SECOND, IF THAT'S ALRIGHT.

I WANT TO SAY GREAT JOB TO YOU AND YOUR TEAM.

IN MY TRADITIONAL JOB IN THE TEAM I LEAD, THEY THEY LAUGH AT ME BECAUSE I HAVE SILLY SAYINGS, BUT I THINK THERE'S LOTS OF VALUE IN THEM. AND TWO THAT COME TO MIND RIGHT NOW IS THE FIRST ONE IS WE IS BIGGER THAN ME.

AND I ALWAYS TELL THEM, WE EXPECT, WE MEASURE WHAT WE EXPECT SO THAT WE LIVE UNTO IT.

THAT'S WHAT WE'RE DOING HERE. AND YOU GOT TO BE PROUD IN WHAT THE TEAM HAS PUT TOGETHER.

IT STARTS FROM UP HERE AND GOES ALL THE WAY DOWN TO THE PARENT AS FAR AWAY AS THEY CAN GET ANSWERS TO THAT.

THIS IS THE STUFF THAT TAKES US FROM A B RATING TO AN A RATING.

AND I MEAN, I'VE BEEN IN SOME FORUMS HERE LATELY AND THAT QUESTION KEEPS COMING UP.

THIS IS WHAT IS GOING TO DO THAT? AND JUST THINK WHAT WE COULD DO IF THE LEGISLATION LEGISLATORS GOT OFF OF THEIR HANDS AND ACTUALLY GAVE US SOME MONEY AND WE WEREN'T HAVING TO FIGHT ABOUT THAT.

AND WE COULD ACTUALLY REALLY FUND THIS TO DO WHAT WE REALLY KNOW WE COULD DO.

SO THE BOARD'S COMMITTED TO GOING AND GETTING MORE MONEY SO THAT WE CAN FUND THE FUTURE OF OUR COUNTRY THROUGH PUBLIC SCHOOLS. THAT'S IT. IT'S LIKE A PROUD MOMENT, BUT LIKE, OKAY, SO JUST TO ECHO WHAT HE SAID, I MEAN, YOU GUYS WERE AT T M CFB YESTERDAY AND THIS IS WHAT WE WERE TALKING ABOUT CONNECTING TO LEGISLATION.

YOU ARE THE YOU ARE THE HOLDERS OF THE STORIES.

YOU ARE THE KEEPERS OF THE KEYS. AND THIS INFORMATION THAT YOU'RE SHARING WITH US BETTER EQUIPS US.

BUT YOU HAVE EVEN MORE DATA TO SHOW THAT OUR COACHING IS EFFECTIVE.

AND SO I AM AGAIN GOING TO ASK YOU TO HELP US AS WE CRAFT THE LEGISLATIVE PRIORITIES SO THAT WE CAN TELL THE STORY.

WE NEED TO BE IN TAN PARKER'S OFFICE. BUT I COULD GO, AND I CAN'T EXPLAIN IT AS ELOQUENTLY AS YOU ALL CAN, BECAUSE YOU ALL DO THE WORK ON THE DAY TO DAY BASIS.

SO AS WE CRAFT OUR LEGISLATIVE PRIORITIES, I NEED YOU TO ANTICIPATE THAT I'M GOING TO NEED SOMEONE TO GO WITH ME THAT'S BETTER AT THIS THAN ME BECAUSE WE CAN GET THE APPOINTMENT, BUT WE NEED Y'ALL TO HELP WITH THE DATA BECAUSE THESE COACHING CYCLES ARE WORKING.

WE HAVE EVIDENCE OF IT. PROGRESS MONITORING IS WORKING.

THE QUESTIONS ARE, ARE MAKING US ALL THINK IN A LITTLE BIT DIFFERENT WAY.

AND SO I JUST WANT TO THANK YOU GUYS SO MUCH BECAUSE I ALSO SEE SOME CHANGES IN THE REPORT FROM THE LAST ONE, THIS ONE. SO I ALSO WANT TO ACKNOWLEDGE THAT I SAW PERCENTAGES IN THE SUPERINTENDENT'S BRIGHT SPOTS OR IN THE INSIGHTS.

I SAW MORE STRATEGIC PLACEMENT OF THE VALUES OF THE DATA AND INCREASE.

SO I WANT TO THANK YOU FOR THAT TOO. THAT'S VERY INTENTIONAL.

AND IT REALLY HELPS US TO SEE IT. AND SO I APPRECIATE YOU BRINGING THAT UP BECAUSE I, I AGREE, THIS IS WHERE THE HEART OF THE WORK IS AND THIS MAKES BOARD WORK FEEL LIKE WE'RE NOT BEHIND A DAIS JUST MAKING DECISIONS, WE'RE ENGAGING IN SOMETHING AND WE KNOW WE PUT YOU GUYS ON THE SPOT, BUT THIS IS GOING TO MAKE US ALL BETTER.

AND I'M SO THANKFUL THAT WE ARE ARE IN THIS TOGETHER BECAUSE ULTIMATELY IT'S GOING TO PRODUCE BETTER OUTCOMES.

AND THE. THE PUBLIC IS GOING TO BE ABLE TO SEE HOW IT'S PRODUCING BETTER OUTCOMES FROM THE TOP DOWN.

SO WITH THAT, YOU GUYS HAVE ANY MORE QUESTIONS OR ANY COMMENTS ABOUT MR. SHACKMAN? ONE OF THE THINGS THAT BECOMES APPARENT AS WE WORK THROUGH THIS IS THE INTEGRATION OF OUR OBJECTIVES.

ONE OF THE THINGS THAT OUR BOARD HAS BEEN ENCOURAGING DOCTOR E AND OUR STAFF TO WORK ON IS TO GROW OUR TEACHER RETENTION.

AND IT SEEMS TO ME EVERY TIME WE WALK THROUGH ANY PIECE HERE, TEACHER RETENTION IS HUGE.

AND SO I WOULD ENCOURAGE Y'ALL, AS YOU DO YOUR WALKTHROUGHS, AS YOU WORK WITH THE STAFF, ESPECIALLY WITH THE NEWER STAFF.

ANYTHING THAT YOU SEE AS A BOARD WE CAN DO THAT SUPPORTS AND STRENGTHENS OUR TEACHER RETENTION PROCESSES.

I THINK IT'S GOING RIGHT TO THE HEART OF WHAT WE'RE TRYING TO ACCOMPLISH.

VERY GOOD. OTHER COMMENTS? I HAVE ONE COMMENT.

I APPRECIATE BOARD MEMBERS. LIKE ILEANA, THANK YOU FOR CALLING TODAY.

AND WHEN YOU KNOW THAT YOUR BOARD IS ASKING FOR DATA, YOU KNOW, THEY'RE ACTUALLY CONCERNED AND THEY'RE READING THE MATERIALS.

SO THAT DOESN'T HAPPEN OFTEN WHEN THEY CARE ABOUT THE KIDS AND WHERE WE'RE PROGRESSING.

SO KUDOS TO YOU ALL THAT YOU'RE WANTING TO SEE WHAT WE'RE DOING.

AND I THINK, YOU KNOW, JUST FROM THE INSTRUCTIONAL WALKS TO YOU ASKING FOR DATA AND OUR TEACHERS WELCOMING US,

[00:55:06]

AND, YOU KNOW, I GO IN AND TALK TO THE KIDS AND HUG THE TEACHERS AND THANK THEM FOR COMING.

BUT IT'S VERY STRATEGIC. AND I THINK IT TAKES IT TAKES A TEAM.

AND I THINK WE HAVE A VERY GOOD TEAM. SO THANK YOU.

THANK YOU, THANK YOU. ALL RIGHT. THANK YOU. GUYS, WE REALLY APPRECIATE IT.

LOOKING FORWARD TO NEXT MONTH. I KNOW YOU ARE TO BRING MORE FRIENDS.

BRING MORE FRIENDS. YEAH. PHONE A FRIEND IS A GOOD THING.

I WILL ADD ONE THING AND I, I APPRECIATE SEEING THESE GOALS.

IT'S ALWAYS NERVE WRACKING, ESPECIALLY WHEN YOU'RE COMING TO THE BOARD SAYING WE DIDN'T HIT A MARK, RIGHT? WE DON'T LIKE THAT, RIGHT? WE WANT TO HIT EVERY MARK.

BUT I APPRECIATE THE TRANSPARENCY AND YOUR WILLINGNESS TO HELP US THINK THROUGH AND BE THERE TO SUPPORT US.

AND IT BEING SAFE AND BEING OKAY FOR US TO SAY, YEAH, WE'RE, WE, WE GOT THIS ONE.

BUT YEAH, WE FELL A LITTLE BIT SHORT. SO HERE'S WHAT WE'RE GOING TO TRY TO DO.

SO WE APPRECIATE YOU GUYS BEING OPEN TO THAT AND ALLOWING US TO HAVE A DIALOG.

AND IT FEELS LIKE A SAFE PLACE, RIGHT? WHICH I THINK IS WHAT THE GOAL OF THIS IS FOR US TO WORK COLLABORATIVELY.

SO WE TRULY APPRECIATE IT. THANK YOU. THANK YOU VERY MUCH.

AND PLEASE SHARE YOUR KUDOS TO THE MATH DEPARTMENT FOR ALL THEIR HARD WORK.

THE COACHES, EVERYTHING YOU DO ON A DAY TO DAY BASIS.

AS A FORMER MATH COACH, THERE ARE THINGS THAT I HEARD TODAY THAT I WAS LIKE, I DON'T THINK WE DID IT THAT WELL.

LOOK AT THIS. SO THE INTENTIONALITY IS REALLY I CAN SEE IT, I CAN HEAR IT AND IT'S EXCITING.

SO THANK YOU TO YOUR TEAM BECAUSE I KNOW EVERYBODY LOVES READING, BUT I LOVE MATH.

SO IT'S JUST AS IMPORTANT. SO THANK YOU GUYS VERY MUCH.

ALL RIGHT. OUR NEXT AGENDA ITEM IS ITEM THREE B WHICH IS SUBCOMMITTEE REPORTS.

[3.B. Subcommittee Reports]

AND IF WE DON'T, THAT'S OKAY. BUT I JUST WANTED TO ASK AND SEE IF ANYBODY HAS ANY UPDATES.

DOESN'T MEAN WE HAVE ANYONE MISS BRADY. YEAH, I WAS GOING TO SAY BOTH THE INFRASTRUCTURE COMMITTEE AND THE FINANCE COMMITTEE HAVE MET.

HOWEVER, WE'VE HAD BOARD MEETINGS SINCE THEN, SO YOU ALL ARE PRETTY MUCH AWARE OF WHAT WE DISCUSSED.

SO THERE'S PROBABLY NO NEED FOR ME TO GO INTO WHAT WE. ANYTHING FURTHER? MISS BARNES? THE GOVERNANCE SUBCOMMITTEE DID NOT MEET OFFICIALLY, BUT WE DID DO SOME OF THE WORK TO REVISE THE BOP AND PRESENTED THAT TO THE BOARD WHICH PASSED ON OUR NEXT OUR LAST BOARD MEETING.

THANK YOU. AND THE SUBCOMMITTEE HAS NOT MET RECENTLY.

AND SO BUT WE ARE GEARING UP, AS WE SAID, FOR OUR LEGISLATIVE PRIORITIES.

SO WE'LL BE WORKING ON THOSE PRETTY SHORTLY. ALL RIGHT.

ANY OTHER QUESTIONS OR COMMENTS ABOUT SUBCOMMITTEES.

OKAY. OUR NEXT AGENDA ITEM IS ITEM THREE C WHICH IS A REPORTER DISCUSSION REGARDING THE FEBRUARY THOMPSON LEADERSHIP INSTITUTE,

[3.C. Report/Discussion Regarding February Thompson Leadership Institute attended by Cassandra Hatfield, Kim Brady, and Ileana Garza Rojas ]

SO, DOCTOR ELDRIDGE, DO YOU WANT TO SHARE A LITTLE BIT ABOUT THE INSTITUTE? SO THE THOMPSON EXECUTIVE LEADERSHIP INSTITUTE IS NOT A REQUIREMENT.

IT IS AN ELITE PROGRAM THAT YOU HAVE TO BE NOMINATED TO ATTEND.

IT IS A YEAR LONG AND IT TAKES PLACE ON THE WEEKENDS WITH 19 OTHER SUPERINTENDENTS.

THIS IS CLASS 35. AND SO THERE'S 19 SUPERINTENDENTS THAT WERE NOMINATED AND ELECTED TO ATTEND THIS.

WE ARE WRAPPING UP OUR, OUR INSTITUTE AND ONE OF THE NOT REQUIREMENTS, BUT SUGGESTIONS WAS THAT EACH SUPERINTENDENT BRING THEIR BOARD OFFICERS TO ATTEND TO LEARN WHAT WE'VE LEARNED AND ALSO TO MEET OTHER BOARD MEMBERS FROM OTHER SUPERINTENDENTS AND SCHOOL DISTRICTS.

AND SO IT WAS THE PRESENTATION WAS A LOT ON INNOVATION MEASUREMENTS OF WHAT WE'RE DOING, BUT ALSO A BIG COMPONENT OF AI AND HOW OTHER DISTRICTS ARE USING AI. AND JUST COLLABORATION AND A TIME THAT WE, THE BOARD CAN MEET WITH OTHER BOARDS TO SEE WHAT ARE THE WAYS THAT THEY ARE ACCOMMODATING OR ACCOMPLISHING TASKS FOR STUDENTS AND TEACHERS.

SO THAT'S THE SUMMARY. THANK YOU. AND SO WE HAD A REALLY GREAT TIME REALLY STRETCHING OUR MINDS.

AND WE LOOKED AT SOME DATA THAT MIRRORS WITH THE SENATE INTERIM REPORT THAT JUST CAME OUT WITH THE ENROLLMENT IN PUBLIC SCHOOLS

[01:00:07]

IT WAS A ONE PAGER. AND AT THE TOP OF IT, IT SAID SOMETHING TO THE EFFECT OF, GO BACK AND TALK TO YOUR BOARD ABOUT THESE THINGS AND HAVE A CONVERSATION.

AND SO THE THREE OF US GOT TOGETHER AND SAID, HEY, WELL, WHY DON'T WE TURN THIS INTO AN ACTIVITY? BECAUSE JUST STARING AT A SHEET OF PAPER ISN'T AS FUN.

AND SO WHAT WE HAVE FOR YOU TODAY IS WE'RE GOING TO DO A LITTLE ACTIVITY, IF YOU'LL PASS THAT ALL THE WAY DOWN TO THOSE TWO.

AND THEN THIS IS FOR Y'ALL IS IN YOUR PAIR, YOU WILL WORK WITH YOUR PARTNER AND WE HAVE THE STATEMENTS, BUT I PUT THE STATEMENTS ON LITTLE CARDS SO THAT YOU COULD PUT THEM IN A BUCKET AND THE BUCKETS ARE SHOULD WE KEEP DOING THIS THING BECAUSE WE ALREADY DO IT REALLY WELL. COULD WE GROW IN THIS AREA? IS THIS SOMETHING WE COULD STRENGTHEN OR DO WE NEED TO RETHINK? IS THIS SOMETHING THAT WE'RE NOT DOING THAT WE MAYBE NEED TO CONSIDER DOING.

AND SO IT'S JUST A LITTLE SORTING ACTIVITY. THERE ARE, I THINK, ABOUT TEN STATEMENTS THAT CAME FROM THIS ONE PAGER.

AND THEN WHILE YOU'RE WORKING THROUGH THAT, I'M ANTICIPATING THAT YOU CAN SEE UNDER THE NUMBER THREE REFLECTION, LIKE AN INSIGHT, SOMETHING THAT YOU NOTICED THAT MADE YOU PAUSE AND THINK AS YOU'RE TALKING, OR MAYBE ATTENTION, LIKE MAYBE ONE PERSON WAS LIKE, I THINK WE DO THIS REALLY WELL.

AND THE OTHER PERSON WAS LIKE, I THINK WE NEED TO GROW IN THIS AREA.

AND SO WE'LL JUST COME BACK TOGETHER AND SHARE AN INSIGHT AND ATTENTION.

AND THE MAIN GOAL IS TO THEN TAKE THIS AND IDENTIFY IF THERE IS SOMETHING THAT WE AS A BOARD CAN DO TO MAYBE STRENGTHEN ONE OF THESE AREAS, BECAUSE I THINK YOU'LL FIND THAT SOME OF THEM ARE SOMETHING WE DO, AND SOME OF THEM MAY BE THINGS WE DON'T DO. SO WITH THAT, THERE WE GO.

IT WAS THE QUARTERLY BOARD SESSION. WHERE ARE WE GOING? SO IT'S KIND OF A DISTRICT WIDE. THAT'S KIND OF WHAT IT WORKS.

STUDIES HAVE BEEN HASN'T IT? YEAH TO AN EXTENT.

BUT THIS MAY BE MORE A. WHAT'S THE RIGHT WORD.

LIKE A ALMOST A PRESS CONFERENCE. YEAH. HERE'S WHAT WE'RE DOING.

AND ENCOURAGE INNOVATION AND RISK TAKING AND CELEBRATE.

WE PROBABLY COULD GROW. YES. YEAH. YEAH. WE DON'T TECHNICALLY DO THAT.

RIGHT. WE HAVE A LOT OF PIECES. BUT TO BE A LITTLE BIT MORE STRATEGIC IN SAYING, HERE'S WHAT WE'RE GOING TO, YOU KNOW, TALK ABOUT AND GIVE THE COMMUNITY AN OPPORTUNITY TO ASK QUESTIONS ABOUT IT OR, YOU KNOW, THAT AGENDA. SO IT'S ALMOST A TOWN, AND I THINK WE'RE GETTING WITH THAT, MORE MEETINGS AND INTENTIONALITY.

SO. SO WHAT ARE WE DOING PUTTING THEM IN AND JUST GROW.

WE COULD STRENGTHEN THIS. DO YOU WANT US TO SCRAPE IT DOWN? WE'RE JUST GOING TO SHARE IT. YEAH. WE'LL BE PREPARED TO SHARE LIKE SOMETHING THAT'S GROW.

EVERY ORGANIZATION THAT'S DESIGNED TO PRODUCE IT WILL SET THEM ON THE PAPER THAT WE WANT.

THAT'S IT. YOU CAN JUST SET THEM ON THERE OR YOU CAN WRITE THEM WHATEVER. OH, JUST SET THEM ON THERE.

YOU CAN'T DO THAT WITH THE SAME PEOPLE. YOU CAN'T DO THAT.

I THINK WE GET SPECIFIC TRAINING THIS YEAR APPLYING FOR GRANTS.

WE COMMIT ALMOST OVER. TIME TO MAKE A CHANGE.

AND WE'VE DONE THAT. I THINK THAT'S JUST TRUE WITHIN THE QUARTER PLAN.

THAT'S RIGHT. AND I READ THAT I SAID IN INVOCATION.

I THINK YOU DO. I THINK WE DO THAT ONE. I THINK WE STILL LIKE I WOULD SAY IT'S PROBABLY I WOULDN'T SAY IT'S WELL OILED.

YEAH, I WOULD AGREE BECAUSE I THINK THAT EVEN THOUGH LIKE IT'S FUNNY BECAUSE NORMALLY IN EVERY ONE OF THESE, WE COULD SAY THESE ARE WHAT WE DO. WELL, THESE WE DON'T.

THE REALITY IS THAT EVERY ONE OF THEM CAN BE STRENGTHENED.

BUT YEAH, WELL, MAYBE, MAYBE WE DON'T HAVE TO DO THAT RIGHT NOW.

YEAH. COOL. COULD WE USE A CONSENT AGENDA? I MEAN, I DON'T KNOW IF IT'S REALLY.

WELL. YEAH. I DON'T HAVE TO. YEAH. WHAT IF, YOU KNOW, WE HAVE THIS MUCH STUFF IN

[01:05:04]

I THINK WE'RE GROWING. YEAH. NEW TEACHERS BECAUSE IT'S JUST A DIFFERENT TIME AND NOT ALWAYS WHAT I THINK WE.

OKAY, SO WE HAVE SORTED OUR THINGS AND NOW WE WANT TO JUST TALK ABOUT WHAT'S SOMETHING THAT YOU GUYS DISCUSSED THAT YOU NOTICED OR YOU REALIZED AS A PART OF THIS OR MAYBE SOMETHING THAT YOU'RE STILL WRESTLING WITH? AND IF YOU CAN SHARE THE ITEM NUMBER AND READ IT SO THAT WE CAN, SO OTHERS CAN HEAR KIND OF WHAT WE WERE TALKING ABOUT.

DO YOU ALL WANT TO GO FIRST? SURE. OKAY. OKAY.

I THINK ONE OF THE THINGS THAT GAVE US PAUSE, I GUESS IS NUMBER FIVE, EVERY ORGANIZATION IS DESIGNED TO PRODUCE WHAT IT PRODUCES, INCLUDING LOW PERFORMING CAMPUSES. IF YOU WANT TO IMPROVE A CONSISTENTLY LOW PERFORMING CAMPUS, YOU CAN'T DO THAT WITH THE SAME PEOPLE AND THE SAME ORGANIZATION THAT GOT YOU THERE AUTHORIZED THE SUPERINTENDENT TO MAKE CHANGES NECESSARY TO IMPROVE STUDENT PERFORMANCE ON THAT CAMPUS, EVEN IF IT MEANS RUFFLED SOME FEATHERS.

YOUR ONE AND ONLY JOB IS TO EDUCATE KIDS. IF DOING THAT INCONVENIENCES ADULTS, SO BE IT.

EXPECT RESISTANCE AND DON'T LET IT DETER YOU.

AND I DON'T THINK THIS WAS US DISAGREEING ON THE STATEMENT.

I THINK IT'S THAT FEELING THAT YOU KIND OF GET WHEN BECAUSE IT'S HARD AND BECAUSE OVER TIME YOU DO DEVELOP RELATIONSHIPS, YOU DEVELOP THESE CERTAIN IDEAS THAT THINGS RUN THE SAME WAY.

AND THIS IS HOW IT WORKS. AND SO IT CAN BE REALLY SCARY TO TRY SOMETHING NEW AND GO INTO THE UNKNOWN, ESPECIALLY WHEN THERE THERE IS A RISK OF FAILURE.

[01:10:03]

AND NO ONE EVER, PROBABLY HARDLY ANYONE HAS EVER SUCCEEDED AT SOMETHING WITHOUT SOME FAILURES AND SOME GOING BACK TO THE DRAWING BOARD.

OH, OKAY. SO WHAT CATEGORY DO YOU PUT THAT IN? WELL, WE ACTUALLY KIND OF PUT THAT IN BETWEEN OUR GROWTH AND OUR RETHINK, BECAUSE I DO THINK WE ARE MOVING IN THAT DIRECTION OF GROWING IN IT. BUT I THINK IT HAS TAKEN TIME AND HAS PROBABLY TAKEN A LOT OF EFFORT ON A LOT OF PEOPLE'S PARTS.

SO WE PUT THAT ALSO IN THE GROW AREA. BECAUSE WE THEN WE'RE REFLECTING ON THE, YOU KNOW, CAMPUS IMPROVEMENT PLANS FOR MCCOURT OR SHEFFIELD AND POLK, WHICH WE KNOW WE'RE GETTING UNDERWAY, BUT WE STILL THINK WE AGREED NEED TO KEEP WORKING ON THINGS LIKE THAT.

YEAH. WE PUT THAT UNDER THE RETHINK AREA AS WELL.

WE TOYED WITH GROW AS WELL, BUT WE DO BELIEVE WE'RE INCREASING OUR ABILITIES IN THAT AREA.

BUT IT IS SOMETHING THAT WE GOT TO CONTINUE TO GROW IN.

I THINK ON THAT NOTE, IT'S ONE OF THE THINGS THAT CAME TO MIND IS LIKE, IT'S ONE THING TO AUTHORIZE THE SUPERINTENDENT.

IT'S ANOTHER THING TO I DON'T KNOW IF IT'S THE RIGHT WORD.

THIS OPEN DIALOG, LIKE UNDERSTAND IT SO THAT WHEN WE ARE APPROACHED, WE'RE ABLE TO SUPPORT THE REALITY AND GET MAYBE GETTING MORE CONFIDENT AS A BOARD MEMBER AND BEING ABLE TO HAVE THE WORDS TO SAY LIKE, YEAH, CHANGE IS TOUGH, BUT WE HAVE TO MAKE THE BEST. WE HAVE TO MOVE FORWARD IN THE BEST WAY FOR STUDENTS.

AND I THINK GETTING BETTER AT FINDING THAT VOICE SOMETIMES, BUT IT'S LIKE, I NEED I NEED TO WORK THE MUSCLE AND LIKE PRACTICE IT WITH SOMEBODY.

AND SO I THINK THAT'S DEFINITELY AN AREA I AGREE WHERE LIKE, HOW DO WE WORK TOGETHER TO MAKE SURE THAT EVEN WHEN WE DO AUTHORIZE THAT, WE'RE, WE ARE OKAY. LIKE WE CAN TALK TO IT, YOU KNOW, IF NEEDED.

ANY OTHER ONES YOU GUYS WANT TO SHARE ABOUT OR DISCUSS? YEAH, I DO. YEAH. ENCOURAGE INNOVATION AND RISK TAKING.

SORRY. ENCOURAGE INNOVATION AND RISK TAKING. CELEBRATE TRAIN.

EVEN IF IT'S SOME FAIL, WE CAN'T GET TO WHERE WE WANT TO GO IF EVERYONE KEEPS DOING WHAT THEY HAVEN'T ALWAYS BEEN DOING.

AND THAT WAS ON THE VERY LIKE RETHINK. BECAUSE IT GOES WITH THAT SAME COMMENT IN THE MIDDLE WHERE WE'RE HEADED IN THE RIGHT DIRECTION.

AND SO I THINK THAT'S SOMETHING THAT WE CAN RETHINK THAT IT'S OKAY IF THINGS DON'T ALWAYS GO BECAUSE WE'RE TRYING, WE'RE TRYING NEW THINGS. WE'RE TRYING TO BE INNOVATIVE. YOU'RE TRYING TO CHANGE. BUT THINGS THAT WE ALREADY DO WELL IS REMEMBER, THE BOARD'S JOB IS NOT TO FIX PROBLEMS. THAT HAS BEEN SOMETHING, I THINK, THAT FOR ALL OF US, YOU KNOW, IT'S HABITS THAT WE'VE BEEN SHEDDING AND THINGS THAT WE'VE LEARNED AND IT'S PAST BEHAVIOR.

AND SO NOW IT'S SETTING AN EXPECTATION FOR FUTURE BOARD MEMBERS AND EVEN FOR OURSELVES TO BE THE BOARD PERIOD AND LET ADMINISTRATION DO THEIR JOB.

SO ON THE ONE ABOUT INNOVATION AND RISK TAKING, I, BUT I ALSO SAW EVIDENCE OF YOU DOING THAT TONIGHT BECAUSE YOU ACKNOWLEDGED THE HARD WORK AND LIKE, RECOGNIZE THAT WE FELL SHORT.

BUT HOWEVER, WE SEE THE WORK THAT YOU'RE DOING.

AND SO SOMETIMES, LIKE, I THINK THAT US VERBALIZING IT TO THEM IS PART OF WHAT MAKES THAT SAFE SPACE THAT DOES ALLOW FOR THE INNOVATION AND RISK TAKING TO FEEL LIKE IT'S OKAY. I MEAN, HE VOCALIZED THAT TONIGHT.

WELL, AND IF YOU THINK ABOUT IT, THAT'S WHY OUR STAFF PAUSED BECAUSE SOMETIMES PRAISE ISN'T THERE.

AND SO THEY WERE HOPING FOR THE WORST. AND IT'S THAT MENTALITY IS BACKWARDS.

LIKE EXPECT THE WORST KIND OF THING. AND THAT'S PROBABLY WHY THEY TOOK A DEEP BREATH AND WERE LIKE, OH, THAT'S NOT WHAT I EXPECTED TONIGHT. SO. OTHER ONES I WANT TO SHARE ABOUT OR ADDITIONAL COMMENTS.

I'LL SHARE THAT. AS I JUST POINTED OUT, NUMBER SEVEN ABOUT OUR JOB IS NOT TO FIX PROBLEMS, BUT OUR JOB IS TO SET EXPECTATIONS FOR THE DISTRICT.

AND I THINK WE'RE DEFINITELY MOVING IN THAT DIRECTION. AND NOT TO FIX THINGS AS YOU STATED, BUT THAT WE'RE SETTING EXPECTATIONS AND MEASURE THE PROGRESS TOWARDS THOSE EXPECTATIONS BEING MET.

SAME WITH THE SUPERINTENDENT EVALUATION. YOU KNOW, WE'RE WORKING ON IT, WE'RE GROWING ON THAT.

WE'VE COME A LONG WAY IN THE LAST TWO YEARS THAN WHERE WE WERE ON THAT.

SO I THINK IT'S A GROW. WE PUT IN THE GROW THE HOST QUARTERLY BOARD SESSIONS ON WHERE WE ARE GOING OR NEED TO BE GOING AS A DISTRICT, AND SPENDING TIME TALKING AND PLANNING SPECIFICALLY ABOUT THOSE THINGS.

[01:15:07]

I THINK WE'RE GETTING THERE. I THINK THE WORK STUDIES HAVE BEEN PROPELLING US FORWARD IN THAT, BUT THIS MIGHT BE SOMETHING SIMPLE TO ADD THAT IT COMMUNICATES WITH THE COMMUNITY BETTER AND KEEPS THEM INFORMED.

AND SO THE MORE WE COMMUNICATE, THE BETTER. SO ARE YOU SAYING LIKE, WE'VE BEEN SPENDING TIME WITH OURSELVES WORKING ON SOME OF THESE THINGS, BUT TRANSITIONING TO EFFECTIVE COMMUNICATION WITH THE COMMUNITY AS WE'VE BEEN GROWING, NOW IT'S TIME TO TAKE IT TO THE NEXT LEVEL. WE DID USE THE PHRASE TOWN HALL.

TOWN HALL. YEAH. OKAY. SO WITH ON THAT NOTE, UNLESS THERE'S ANOTHER ONE YOU GUYS WANT TO DISCUSS, THEN I WOULD SAY LET'S GO TO THE THE LAST POINT, WHICH IS OF THESE, WHICH ONE ARE WE MOST INTERESTED IN EXPLORING FURTHER? AND DID WE JUST GET THE MIC DROP FROM MR. GILMORE THAT THE ONE WE WANT TO EXPLORE FURTHER IS HOW TO SHARE THE MESSAGE? AND MR. SHACKMAN ECHOED THAT WITH TOWN HALLS.

THAT'S MY VOTE FOR VOTING WITHOUT OFFICIALLY VOTING, WITHOUT OFFICIALLY VOTING.

I THINK IT'S CLEAR THE PUBLIC WANTS TO HEAR FROM US AND WANTS TO KNOW WHERE THE DISTRICT'S GOING, AND WE OWE IT TO THEM TO DO WHAT WE CAN TO DO THAT.

SO HOW DO Y'ALL FEEL? SO I KIND OF TAKE SOME OF THIS STATEMENT AS I GUESS I KIND OF IT COULD BE TAKEN TWO DIFFERENT WAYS. I KIND OF THOUGHT OF IT AS LIKE OUR GOALS AND PLANNING AND ALL OF THAT, LIKE ALMOST KIND OF WHAT WE'VE BEEN DOING DURING WORK STUDIES WHERE WE HAVE BEEN SETTING GOALS AND, AND WORKING ON GP MS, ALL THAT STUFF. BUT THEN THERE'S ANOTHER SIDE OF IT, WHICH IS WHERE WE WANT WHAT WE WANT OUR DISTRICT TO LOOK LIKE IN 5 OR 10 YEARS. AND MAYBE THAT'S NOT EVEN THAT, THAT COULD BE A LITTLE BIT BIGGER THAN JUST YOU KNOW, STUDENTS AND THEIR OUTCOMES, BUT ALSO LIKE, WHAT DO WE WANT THE DISTRICT TO LOOK LIKE? WHERE'S THE, YOU KNOW, AND SO I GUESS MY QUESTION IS KIND OF WHICH, WHAT VERSION ARE WE TALKING ABOUT AS A WHOLE? OR IS IT TWO DIFFERENT THINGS? WELL, I THINK TO THAT POINT, LIKE THAT COULD BE THE REASON WHY WE WANT TO EXPLORE THIS ONE FURTHER.

ALL OF THE ABOVE, ALL OF THE ABOVE, LIKE THIS IDEA THAT WE ARE HOSTING THESE WORK SESSIONS, BUT TALKING ABOUT LONG RANGE FUTURE IS ONE THING, AND THEN HOW WE ENGAGE THE COMMUNITY IN THE WORK, OR IN KNOWING THE GREAT THINGS ABOUT THE DISTRICT AND WHERE WE'RE HEADED IS ANOTHER THING. AND LIKE BOTH OF THOSE, I AGREE, KIND OF FIT INTO THIS. WELL. AND I FEEL LIKE SOMETIMES MAYBE, YOU KNOW, FROM AN OUTSIDER'S PERSPECTIVE ON EVERYTHING THAT WE'RE DOING, WE MIGHT SEEM TO FEEL MORE REACTIVE THAN, YOU KNOW, REACTING TO SITUATIONS VERSUS THESE ARE PLANS AND THESE ARE STRATEGIES AND THESE ARE TAKING US TO SOMETHING, A GOAL THAT WE HAVE FOR THE BETTERMENT OF OUR DISTRICT AND FOR STUDENT OUTCOMES.

AND SO I THINK IN THAT WAY IT COULD BE BENEFICIAL AS WELL.

I THINK TOO, WE'RE BUILDING THAT AND I THINK WITH THE RAISE YOUR HAND COMMUNITY PROGRAM AND OUR STATE OF THE DISTRICT, I FEEL LIKE WE'RE BUILDING THAT AND WE'RE LEARNING.

AND ILIANA, YOU PROBABLY CAN SHARE, YOU KNOW, A TIDBIT LIKE WHAT WE'RE LEARNING THROUGH RAISE YOUR HAND, TEXAS, THAT YOU'RE A PART OF. HOW DO WE BUILD OUR COMMUNITY PROGRAM? WE'VE GOT OUR COMMUNITY AMBASSADORS. WE NOW HAVE OUR YOU KNOW, RAISE YOUR HAND LEARNING HOW TO CONDUCT PURPOSEFUL COMMUNICATION AND MEETINGS ABOUT OUR DISTRICT. AND I DIDN'T GET A CHANCE TO SIT THROUGH ALL THE TRAINING, BUT I KNOW THAT YOU PROBABLY CAN SHARE IN THAT CAPACITY.

YES. GOOD. WE'LL RAISE YOUR HAND. TEXAS IS JUST TRYING TO HELP SUPPORT AS A COMMUNITY COMMUNITY ADVOCACY TO TRY TO HELP SUPPORT OUR ANY COMMUNITY MEMBER THAT'S A PART OF THE GROUP TO TRY TO TEACH THEM WHAT IS HAPPENING IN PUBLIC EDUCATION, WHY THERE'S SO MANY CHANGES COMING DOWN THE PIPELINE AND THEN THE EFFECTS OF THE LEGISLATURE. AND WHAT DOES THAT MEAN FOR A PUBLIC EDUCATION SYSTEM? SO. ANY. ISD. AND THE REALITY IS THAT A LOT OF OUR BOARD, A LOT OF OUR MEMBERS ON THE COMMITTEE MAY NOT UNDERSTAND OR MAY NOT KNOW WHAT THAT MEANS, BECAUSE WE SEE THIS AS A BOARD MEMBER. WE UNDERSTAND, WE TAKE TRAINING, WE DO THIS, WE'RE IMMERSED IN IT, AND THEY DON'T KNOW THAT. AND SO THAT'S THE EXPOSURE THAT THEY'RE GOING TO RECEIVE FOR THEM TO UNDERSTAND.

AND THEN IN THE FUTURE, HOPEFULLY CAN GO ADVOCATE ON BEHALF OF CFBISD AND SAY, THESE ARE THE NEEDS THAT WE NEED.

THIS IS WHAT WE HAVE. THIS IS WHAT WHY WE NEED IT AND KIND OF PIGGYBACK ON OUR LEGISLATIVE GOALS AND HOPEFULLY THEY CAN HELP SUPPORT US THAT WAY.

[01:20:07]

AND EVEN WHEN YOU TALK ABOUT LIKE GOING INTO THE COMMUNITY, MAYBE A TOWN HALL, I THINK ONE OF MY QUESTIONS IS WHAT IS THE COMMUNITY WANT TO HEAR FROM US? AND LIKE, ALSO UNDERSTANDING THE FLIP SIDE OF LIKE, WE COULD PREPARE A LOT OF THINGS AND WE COULD SPEND TIME DESIGNING THINGS, BUT REALLY, DO WE NEED TO LISTEN FIRST TO WHAT THEY NEED TO HEAR FROM US TO KNOW THAT THEY HAVE CONFIDENCE THAT WE'RE MOVING IN THE RIGHT DIRECTION? SO MAYBE THERE'S SOME WAY TO TO BUILD IN BOTH SIDES OF THAT, OF LISTENING AND SHARING.

OKAY. SO ARE WE SETTLED ON THIS AS THE ONE THAT WE KIND OF WANT TO DIG INTO FURTHER IN THE FUTURE? BECAUSE I THINK THIS KIND OF SETS US UP TO BE ABLE TO THINK FORWARD EVEN WITHIN OURSELVES, BUT THEN ALSO STRATEGICALLY. DOES ANYBODY WANT TO ADD ANYTHING ELSE? NO. OKAY. MISS BRADY, I THINK YOU HAD A QUESTION ABOUT THE BOARD SELF EVALUATION.

YEAH. LIKE COULD THIS COULD THIS BE A PART OF IT? YEAH. SO COULD WE INCORPORATE OUR BOARD SELF EVALUATION IN WITH THIS.

EXERCISE OF HOSTING QUARTERLY MEETINGS. I MEAN WE CAN EVALUATE OURSELVES ON THAT SEEING WHERE WE WANT TO GO.

AND IF WE'RE MEETING THOSE GOALS LIKE A BOARD PROGRESS MEASURE.

YEAH. BUT THAT ESSENTIALLY OUR BOARD SELF EVALUATION.

HAVE WE MET THESE GOALS? ARE WE MEETING THESE GOALS? NO, NO. SPECIFICALLY THIS ONE. LIKE IF THIS IS OUR ONE THING WE WANT TO WORK ON, WE COULD ALSO EVALUATE OUR PROGRESS ON THAT ONE THING.

SO THAT EVALUATION. YEAH. SO WHAT DO YOU THINK.

OR OR ADMIN EVALUATES US. ADMIN EVALUATES YOU EVALUATE US.

THE COMMUNITY EVALUATES US. EVEN BRIAN LAUGHED AT THAT ONE.

I MEAN IT SEEMS LIKE IT'S CHEATING WHEN YOU'RE SELF-EVALUATING, RIGHT? TRUE. WELL AND I BUT LIKE THE TASB SELF-EVALUATION IS THE ONE THAT WE OFFICIALLY SAY WE'RE GOING TO USE.

BUT WE SAY UNLESS THE BOARD AGREES TO USE SOMETHING ELSE.

AND SO I THINK THAT'S WHAT MISS BRADY WAS ALSO GETTING AT IS LIKE, WE CAN USE A TOOL THAT'S LIKE VERY OFFICIAL AND HAS 40 MARKERS ON IT, OR WE CAN USE SOMETHING ELSE AND SAY LIKE, THIS IS THE ONE THING WE'RE WORKING ON AND LET'S MARCH.

LET'S FOCUS ON THAT. SO MAYBE AGREE WITH THAT.

AND I THINK THAT WE WOULD GET ANSWERS TO WHAT THE COMMUNITY WANTS TO HEAR FROM US IF WE ASK.

YEAH. I THINK THEY WOULD WILLINGLY COME FORWARD AND TELL US.

WE COULD CERTAINLY COME UP WITH PROGRESS MEASURES TO SEE IF WE'RE MEETING OUR GOAL, WHICH COULD CONTAIN LISTENING CIRCLES, IF THAT'S WHAT WE WANT TO GO WITH THIS WITH OUR COMMUNITY FOR THOSE WHO WANT TO PARTICIPATE.

BUT I'D ALSO LIKE TO POINT OUT THAT WE HAVE BEEN WORKING ON THIS WITH COMMIT.

LIKE WE'VE BEEN DOING THAT FOR A WHILE NOW, ALMOST TWO YEARS, I BELIEVE.

YEAH. HOLDING WORK SESSIONS, MEETING WITH OUTSIDE PROVIDERS LIKE COMMIT WHICH AT NO COST TO US WHO ARE HELPING US KEEP FOCUSED AND MOVE FORWARD AS A BOARD.

SO I THINK WE HAVE BEEN DOING THIS HONESTLY QUITE WELL, BUT I WOULD PROPOSE THAT WE USE SOMETHING LIKE THIS, COME UP WITH SOME GPMS TO MEASURE OUR PROGRESS AND USE THAT AS OUR SELF-EVALUATION TOOL.

THAT SOUNDS INNOVATIVE. THANK YOU. YOU'RE WELCOME.

THAT WAS ONE TAKING A RISK, RIGHT? THAT WAS ONE OF THE THINGS WE PUT AS NOT HAPPENING.

SO I'M GLAD WE CAN. WE'LL MOVE NOW MOVE THAT OVER TO WE'RE GOING.

YEAH, WE'RE GROWING UP. SO YEAH, THERE'S MY $0.02.

AND I KNOW WE'RE NOT VOTING BUT. RIGHT. THROW IT OUT THERE.

OKAY. WELL WITH THAT, DOES ANYBODY HAVE. I THINK THAT THAT WAS OUR WAY OF SUMMING UP THE THOMPSON VISIONING WEEKEND THAT WE WENT TO. BECAUSE WE LOOKED AT THE LIST AND WHEN WE INITIALLY LOOKED AT IT, WE WERE LIKE, HEY, WE DO THIS REALLY WELL, HEY, WE DO THIS REALLY WELL. OH, HEY, WAIT, WE COULD GROW ON THIS.

AND SO THAT WAS KIND OF OUR ACTIVITY TO SUM UP WHAT WE BROUGHT BACK FROM THE WEEKEND.

SO WITH THAT, UNLESS THERE'S ANY OTHER COMMENTS, I'LL MOVE ON TO THE NEXT ITEM.

[4. Closed Meeting as Authorized Under Texas Government Code, Including But Not Limited to Section 551.071- Consultation with Attorney; 551.072 – Real Property; 551.074 – Personnel Matters; 551.076 – Security Devices; 551.082 – School Children/District Employee Disciplinary Matter or Complaints; 551.0821 – Personally Identifiable Student Information; 551.3084 – Investigation]

551.072 REAL PROPERTY. 551.074 PERSONNEL MATTERS.

551.076 SECURITY DEVICES. 551.082 SCHOOL CHILDREN DISTRICT EMPLOYEE DISCIPLINARY MATTER OR COMPLAINTS.

551.0821 PERSONALLY IDENTIFIABLE STUDENT INFORMATION.

551.3084 INVESTIGATION ITEM FOR A PURSUANT TO SECTION FIVE.

[01:25:03]

AUDIENCE MEMBERS. YOU ARE WELCOME TO REMAIN IN THE BOARD ROOM AS WE RECESS AND MOVE INTO THE CONFERENCE ROOM FOR DISCUSSION.

THE TIME IS NOW 7:26 P.M.. WE ARE BACK IN OPEN SESSION.

[5. Reconvene in Open Meeting ]

AT THIS TIME, THE MEETING HAS ENDED AT 8:44 P.M..

* This transcript was compiled from uncorrected Closed Captioning.