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Okay, welcome. This is a regular call meeting for the academic and district affairs committee for the Garland Independent School District, and we have a quorum. So I call the meeting to order at 734.

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Do we have any public comments, Ms. Hogan? Okay, so we have no public comments, so we'll move on to superintendent's message. Well, good evening. I know that

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that we got an action-packed agenda on school accountability.

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The board has been fully apprised of everything that's going to be presented.

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This is a formality that we need to do for TEA.

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And while we are steadily improving every year, we'd never rest on our laurels.

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And we understand that there's work to be done and this year we're going after that A.

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Okay,

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you bet. Okay. So, let's go move on to agenda 4A, information item. One, Ms.

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Joyner?

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Ms. Downley? This

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is how fast we are, yes. So sorry, Ms. Joyner.

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Good

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evening. Committee Chair Stanley, Board of Trustees, Dr. Lopez.

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today to have the privilege of sharing an overview of Garland ISD's

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2026 A-F school accountability results.

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This year's results tell an important story,

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not simply about where we finished but about the direction

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in which our district is moving.

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Across multiple measures, we saw improvement in student performance,

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academic growth, campus ratings, and post-secondary readiness.

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There is certainly important work ahead,

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but the breadth of this year's improvement gives us both reason to celebrate and a much

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clearer picture of what will be required to reach the next level.

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These results come at a very special year for Garland ISD as we celebrate 125 years of

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excellence and our recognition as the 2026 HB District of the Year.

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Before we move into the numbers, I want to ground this conversation and why the results matter.

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Our accountability results are ultimately a reflection of the work happening every day

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across our schools.

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Our values remind us that every student can learn and every student deserves the best.

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That means accountability is not simply about earning a letter grade.

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It is about whether more students are learning at higher levels, whether students are growing

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academically from one year to the next, and whether they graduate prepared for what comes next,

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And whether that progress reaches that many different groups of the students we serve.

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That is a lens through which I would like for us to look at tonight's results.

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So here we have our district level results.

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Garland ISD earned an overall accountability score of 86, so a B rating.

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To provide context for those results.

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This slide compares Garland with other large DFW districts are really serving similarly high percentage of economically disadvantaged students.

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Among the districts shown with economic disadvantage rates above 70, Garland ISD earned the highest overall accountability score.

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And then as noted by CBS 11, Garland ISD is also in the top five school districts or I should say it's the top four in Dallas County.

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So what makes that 86 significant is that it makes the pathway to an A increasingly tangible.

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The A is increasingly within reach, but the path to it is instructional and not mathematical.

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So the district scores encouraging, but it's a campus level movement that gives us an even better

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picture of how broadly that improvement is occurring.

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This is one of the most important slides in the

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presentation because it shows what happens, what's happening across our campuses.

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In 2026, 45 campuses are 70% of our Garland ISD campuses earned either in A or a B rating.

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Our number of A rated campuses remained at 23.

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Our number of B rated campuses increased from 16 to 22.

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Our C rated campuses decreased from 19 to 16.

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and the number of derated campuses was cut in half from six to three and I still

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want to highlight we have no F-rated campuses in Garland ISD. In addition we

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continue to have four of our seven high schools earning an A rating. So what the

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chart shows you is really the net shift in our district-wide distribution and

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that distribution has clearly moved upward. So before we move into the domain

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level results. I want to recognize the campuses that reach the state's highest ratings.

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15 of our A rated campuses are elementary campuses. Here, what I want, the campus I want to

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highlight tonight is Hickman Elementary. Our first year principal, Ms. Finley,

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helped the campus earn their first A rating in the campus's history of this since 2019.

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here we have our middle schools and our high schools. So four of our middle

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schools and four of our high schools are a-rated. That range is important. It

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demonstrates that high performance is occurring across grade levels and

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across different instructional models. Here I want to also highlight Hudson

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Middle School and Web Middle School for earning their first a-rating in the

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campus's history and specifically I want to call out or I want to highlight

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web middle school with Ms. Elam also having been a first year principal.

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So this

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slide answers one of the most important questions about these this year's

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results. What actually drove Garland ISD's improvement? The answer is that the

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gain was not attributable to one isolated measure. As you'll see student

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achievement increased from 80 to 82. School progress increased from 83 to 86 and

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closing the gaps remain strong at 85.

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So as Mr. Glick likes to point out, our accountability system does have a methodology where 70% of our

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overall score comes from either student achievement or school progress.

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In this case, school progress within 86 was our best of.

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And then we add to that the 85 closing the gaps that carry 30% of the weight.

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So the larger take away is the improvement.

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Academic improvement, achievement improved, growth improved, relative performance improved,

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and closing the gaps remains strong.

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That gives us greater confidence in the direction of the district that we would have the improvement

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depending upon had we had just one isolated indicator improved.

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So let's move into the student achievement and what contributed to the two-point gain.

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Student achievement did increase two points from 80 to 82 in Garland ISD, this domain reflects

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three significant outcomes, star performance, college career military readiness, and graduation.

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So, as you'll see, more than 73,500 tests were included in these accountability results.

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So, even relatively small percentage point improvements reflect movement across a substantial

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number of students.

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And when we look more closely at STAR, we continue to see that encouraging movement.

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On this slide, I do want to point out that I do have a small typo in the science approaches.

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I have 48% and that should be 78% so my apologies there.

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So overall 75% of test reach approaches grade level or above, 52% reach meets grade level or above, and 23% reached master's grade level or above, or master's grade level.

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We deliberately look at all three thresholds because each tells us something different.

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Approaches tells us whether students are accessing grade level expectations.

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Meets provide stronger evidence that students are demonstrating the knowledge and skills expected at that grade level.

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And masters identify students demonstrating the highest level of performance.

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At the high school level, the picture is considerably stronger, particularly in college and career military readiness.

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Approximately 4,100 annual graduates of the Class of 2025, so if you'll remember this is

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a lagging indicator, meaning it's for the Class of 25 and not the Class of 26.

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About 95% of those graduates earned CCMR indicator.

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What makes this result particularly encouraging is that students are not reaching readiness

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through only one pathway.

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More than 78% demonstrated TSI readiness in both reading and math.

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More than half earned an industry-based certificate.

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More than one-third earned course credit and more than 11% earned an associate's degree.

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So think about the savings for our families that had students that earned those associate's

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degrees. Those percentages overlap. A student could meet more than one indicator, so it won't

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make sense to try to add that up to 100%. So what this demonstrates is that we have a variety

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of pathways available to our students. And that's exactly what we want. College and career

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readiness should not require every student to follow an identical path. It's our responsibility

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ability to ensure that they leave Garland ISD with a meaningful evidence and they are prepared

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for what comes next.

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And those readiness outcomes are supported by equally strong graduation results.

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When we move into the graduation outcomes, Garland ISD's 4-year graduation rate was 94.4

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percent.

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But if you'll note, the state actually allows for us to consider up to 6 years for graduation

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rate.

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So, not every student completes high school on the exact same timeline.

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If a student needs additional time but ultimately leaves garland ISD with the diploma and a

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viable path forward, that outcome is important.

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So now let's turn into the domains that contributed most strongly to our overall accountability score,

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which is school progress.

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The state evaluates school progress in two ways.

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The first is academic growth, whether students made sufficient progress from one year

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to the next. Our academic growth score increased 4 points from 74 to 78. Our second is relative

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performance, which considers student achievement in the context of the percentage of economically

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disadvantaged students served. That score increased 3 points from 83 to 86. So I don't want

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to, even though the relative performance was the higher of the indicators, I don't want

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to the academic growth results to get lost in the calculation.

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A four point increase was the largest movement across all of these measures.

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And 33 campuses earned academic growth distinction.

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If we can continue accelerating individual student growth, particularly for students who

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have not yet reached the grade level performance, that creates that potential for improvement

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in school progress and student achievement overall.

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So, the other part of the accountability calculation asks us a different question.

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Are these outcomes reaching the different student groups that we serve?

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And that brings us to closing the gaps where Garland ISD maintained a strong score of 85.

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Closing the gaps is fundamentally about whether district-wide outcomes are being experienced

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across the different student groups that we serve.

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The state examines groups including race and ethnicity, economically disadvantaged, special

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education, English learners and highly mobile students.

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And then depending on the grade level, you'll see that there is a variation with high school

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counting graduation rate instead of academic growth and counting CCMR instead of school quality.

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We are looking at the specific student groups and indicators where our greatest opportunity

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remain, because ultimately, district-quite success cannot simply mean a stronger average.

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And while the state has identified this as the closing the gaps domain, as Dr. Lopez

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says, we're not going to close the gaps, we're going to eliminate them all together.

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So a final measure of looking at our accountability system is looking at distinction designations.

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They tell us something different than the overall A through F rating.

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They recognize campuses for performing competitively when compared with similar campuses across the state.

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Of Garland ISD 62 eligible campuses, 41 earned at least one designation that's approximately two thirds of our eligible campuses.

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Nine campuses earned all designations available to them, and 33 campuses earned a post-secondary readiness distinction.

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So, distinctions help us answer an important question.

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How do our campuses perform when compared with schools serving similar populations?

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And for Garland ISD campuses, the answer is they perform very well.

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And that matters because it moves a conversation beyond whether a campus simply crossed the accountability

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threshold.

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It gives us another indicator of competitiveness across the state and another opportunity for

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us to identify practices that are worth recalculating.

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So moving forward.

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So Garland ISC is moving forward, that A rating is increasingly attainable, but we will

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not get there simply by chasing this four points.

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The work is about improving the underlying conditions that produce those points.

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It's about stronger tier one instruction.

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It's about using data early enough to change outcomes.

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So we want to recognize our teachers, our principals, our campus teams, district staff, student

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and families, and community for the work behind these results.

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but this year results.

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This has given us something beyond our rating. They have given us a clearly increasingly clear evidence of where we are succeeding and where our greatest opportunities remain and what we must do next. The pathway to the A is clear and that work is ahead of us. So before taking any questions, I do want to point out that all accountability ratings are located on the Texas school or TX schools.gov as well as on our district website as required by statute.

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So, any questions that I might answer?

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Thank you very much, Mr. Joiner.

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Committee, do we have any questions?

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Mr. Solders?

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Thank you for that presentation.

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And I just want to say how proud I am of all of the work that's going in to get us to

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this point and the improvement that we've seen over the course of a year or over the time

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that we've been looking at this.

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You started your presentation, you talked about looking at this from standpoint of instructional versus mathematical.

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And so looking at the student achievement slide that you had, where you showed the components that went into that domain score.

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Yes.

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How much of the overall rating is carried by CCMR, graduation rate, over-star performance?

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And what does that tell us about where we are instructionally? You talked about some

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of the opportunities that we have. And so I'm just curious sort of how does that all work together?

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That's a great question. So one of the things that the state did a few years ago in revising

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the methodology. As a district level, we used to be scored just like a high school. So our

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best of, let's say student achievement was part star and then part CCMR and part graduation,

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right. But as the state analyzed all district level results, they came to the realization that

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that there were some a rated districts that had DNF campuses.

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So when that methodology changed, they did so,

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so that that CCMR wouldn't weigh so heavily on an overall outcome.

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So to answer your question, star is still proportionately higher,

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especially when it comes to closing the gap domain.

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But with the weighting of our high schools,

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I would say CCMR and graduation combined is probably 20% of our overall district score.

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It's not as impactful as it used to be.

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And so where are we more vulnerable and structurally than to make in the adjustments that we need

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to make in order to boost performance so that we aren't leaving any students behind in terms

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of where they need to be academically and be unable to perform at this

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hardly.

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Great question.

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So tonight's agenda is actually purposely organized or where I gave you the

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accountability results and then the next team is going to bring where we are on the

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instruction side.

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Okay.

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So a great question.

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That's all I have.

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Okay.

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Thank you.

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Mr. Glick.

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Yeah.

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So earlier this year, Dr. Lopez talked about putting emphasis on what I call category A student

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achievement.

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Yes. Are we there? How do we get higher number? If we're going to end up actually using

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that category in the mathematics. Great question. So one of our greatest opportunities in

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Garland ISD is ensuring that not only are we accelerating instruction and outcomes for

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our lowest performing students, specifically the ones that have struggled to meet grade

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level expectations over a series of time but also specifically looking at our high achieving

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students that we've seen regression.

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So I know that that's one of the levers that we're considering is ensuring like no

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one can fall behind and then that will also help with the student achievement.

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So it's tackling like I tell people there's no more bubble kids.

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We used to way back in the day look at the list of kids that are just on the verge of leveling

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up to the next level, right? And I tell people all the time, there's no more bubble

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kids, there are bubbles everywhere. Every student, every student group can move a level.

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So that's how we're going to get there.

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And tell us when you visit the different campuses, how you use the numbers to influence their

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teaching.

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My favorite part, and we're actually getting ready to start our campus tours, if you will.

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And it really boils down to something super simple and it's down to the kid, right?

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We pull up student listings and identify down to each student which students do we have that are regressing?

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Which students do we have that are right on the verge of leveling up?

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So there's no secret in the sauce.

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It's really getting down to each individual kid.

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Thank you, Mr. Miller.

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Okay, thank you, Mr. Miller.

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Yeah, just real quick, on page 11, I think the next page,

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you talk the industry certifications of 51.6%.

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The GSD have a particular industry

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train certification that is more predominant

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than the others, in other words,

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a lot of our kids tend to go to one discipline

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versus another. I'm just kind of wondering how that split is.

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Great question, and we'll give Ms. Blakey just a moment.

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I'm sorry, didn't mean that I had to go.

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She's faster on that.

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Yes, pretty much.

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She is walking.

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Good evening, Board of Trustees and Dr. Lopez.

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I'm almost as fast as I am when I'm walking.

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So the question was about industry-based certifications,

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and if one is more predominant than another.

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And I would answer that by saying it's really just according to which programs of study our students are involved in so

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We I mean if you think about our auto-tech program

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Most of those students get certified so I will say that of the students who test and I'm gonna throw out a percentage

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That's not I don't have data right in front of me, but it's about 80 to 84% of our students that take an IBC earned their IBC

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So that's a high percentage.

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Our teachers are doing a good job instructing them to get ready for those IVCs.

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As far as our programs of study, business marketing and finance is a big one.

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A large percentage of our students are enrolled in a course or in a program of study for BMF.

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And then health science is another, one of our largest.

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And we are looking to grow some of our ones like construction, architecture, some that we know that the upcoming land surveying, some of the ones that we know when they graduate, they can earn a level wage.

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So I don't know if that answers your question.

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Well, yeah, how do you determine, you know, we prepare for the kids every year and you're going to have so many teachers of, you know,

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accounting, or finance, or carpentry, or plumbing, I mean how do you determine how many

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kids can go in those groups or those departments, and I just want to make sure we're serving

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the needs that the kids are interested in.

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Sure.

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How do you determine if we're serving the needs that they're interested in?

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So our students work with their counselor to enroll in a program of study.

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Once we have those numbers, which starts early, we'll start that for the upcoming year.

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Some schools will start as early as December, but January will start, students will be doing

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choice of subject.

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Also they're choosing that ninth grade year to enter a program of study and we're doing

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our best to make sure that's the right place for them because we need them to be a computer.

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And so we can predict based on those personal graduation plans, we can predict what programs

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of study are going to be more highly enrolled than others and then we plan based on that.

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And then if we have to adjust, I mean there are times that I'll go to HR and say I need

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to switch an allocation from business marketing finance to health science because we have more

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enrolled in that program of study than we anticipated but that's rare because we can predict

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that quite a few years out because they do fill out their personal graduation plans and

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And then we just update them every year based on their needs and their teenagers.

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So they do change their mind, but we're advising in a way now that we hope they understand

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what they're signing up for.

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And then that seventh grade career explorations, college and career explorations class helps

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them understand our programs of study that we offer in Garland and they really do a deep dive

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into that.

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So they understand what the careers that are attached to those programs of study look like.

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What the opportunities are. So within, we have a lot of floor space and equipment and capital tied up in like our culinary.

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I'm assuming that program is still as robust as when we started.

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It is. In fact, that's one that's, it's definitely full.

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Now, looking at post-secondary opportunities, culinary is not at the highest level for livable wage after graduation.

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That would be my next question, you know, how efficient is all that effort.

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So we have done in the last two years done a lot of research, worked with the data from

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Bureau of Labor Statistics, worked with an organization called, just slipped my mind,

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I just talked to them today, anyway, I can't think of the name of it.

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Just an organization.

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an organization that focuses on workforce development, and I just met with them today.

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And so we're looking at the data, we're looking at what livable wage is, and then we're

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looking at student interest as well.

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So eventually, will we phase out some programs that are not producing the livable wage that

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others are?

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Yes, we'll have to because we're opening our new ones at the GRCTC, and we're preparing

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for those students at the campus level at the Comprehensive Campus level, for their

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level one course and they'll move on to the GRCTC for the level 23 and 4.

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So we'll have to phase out some to implement those over time once we graduate them out

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of that program.

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Sure.

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I would be interested in any analysis that went along that line.

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And thank you.

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The last question I had was, we talked about, I think this is for Veronica, we talked about our red footnote about 4-5 and 6-year graduation rates all remaining above 94% with the 6-year rate getting to 96.3% and this is no question about how do you know, how do you track that?

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How do you know when they graduate or how do you know that you're capturing all of them?

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Great question.

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So when a student enters high school, they're assigned a cohort.

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And so the state, and one of the reasons why this is also a lagging indicator, is because

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there's a lot of reconciling that goes on.

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So even students that didn't enter high school in Garland ISD, the state is able to match

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them to their, their originating cohort.

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So it's a lot of back in matching.

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So the data come back to you from the state?

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Yes, and as a matter of fact, graduation, I tell our high schools all the time.

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It's one of the hardest ones for me to replicate, because we have so many students that come in that didn't start 9th grade in garland ISD.

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So I can, this is the one that it pains me to say that I don't ever like to publish my projected graduation rate.

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because it's so volatile because of the way the kids go in and out.

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Sure. Thank you so much.

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Of course. Do we have any other questions?

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Wow. Well, thank you very much.

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I did have one question.

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So when we talk about the personal graduation plans,

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what's our percentage of our high schoolers

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that really truly have a personal graduation plan?

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So,

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in the absence of Dr. Gilmore, I'll answer that question.

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So, we have, I mean, I want to say 100% but right at 100% of our students have a personal

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graduation plan.

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It's required that we enter those, that we have the plans and that we document those

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plans in our system.

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Just ninth graders or is that they start that at the end, they create it in eighth grade

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and then update it every year, 9th, 10th, 11th with their counselor.

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Interesting.

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Okay. Okay, thank you.

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All right, you're welcome.

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So I think that covers it.

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Thank you so much.

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Of course, and then I will hand out,

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just in your folder, a couple of addendum documents

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that didn't make it into your packet,

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specifically to call out the campus listings and the ratings.

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And I know that you guys have already received that

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through Board Insights or through Dr. Lopez

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in some way, shape, or form.

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but I just wanted to formalize it and put it in your hands as well.

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And while she's doing that, we'll go ahead and get on deck for number two, District

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Scorecard Review, and it looks like it's going to be Dr. Mr. Brumon for, are you guys going

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to tag team all three of you or?

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Tag, tag and tag, all three of us this evening.

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Okay, you tag away, thank you.

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All right, committee chair Stanley, members of the board and Dr. Lopez, good evening.

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My name is Colman Brewman, I'm the Executive Director of Secondary Academics.

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Tonight we'll review our GISD District Scorecard with an update on our board goals and student

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management measures.

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Before we get into the data

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So I want to begin with one indicator that reflects the hard work of our students, teachers, leaders, and staff across the district. And it's on our front slide. We are the 2026 HEB district of the year. That recognition does not replace our scorecard measures, but it does show the work that's happening across garland ISD that's being recognized beyond our district. Tonight we celebrate the progress and also name where the work continues. Also as a reminder, as we're talking about

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the work ahead, we'll be back in October with our official district improvement plan and

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campus improvement plan for lots of the details, but I'll give a little clue in as we're

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talking tonight.

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So first we should celebrate the growth, our overall accountability rating that Ms. Joyner

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just reviewed moved from a 81 in 2024 to 86 in 2026.

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Our district goals are what organizes that work.

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So the first four goals are goals around third grade reading a math and sixth grade reading

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a math, goal number five with our unmatched pathways for CCMR with our embedded TSI met

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by exam, Submetric, and then unmatched excellence with eliminating D and F campuses by increasing

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the support and accountability.

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This here is our goal summary, which is our roadmap and it reminds us where we started in 2024

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with our district goals and the targets we established for 2026.

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I'm going to go ahead and let the cat out of the bag we met or exceeded all of our

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2026 overall targets for every single goal we're reviewing tonight

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and we're

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district of the year just to put that in there for everybody. So but meeting an

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interim target is not the finish line. Dr. Joyner kind of brought or sorry

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Miss Joyner brought that up regarding the instructional pathway our work really

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never ends but we're proud of the progress and we're just relentless about what's

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next. So in goal number one starting with third grade reading we exceeded our

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2026 goal by reaching 51 percent at meets grade level. Looking beneath the

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overall number four of the six measures on the slide met or exceeded their

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targets. That is meaningful progress. The remaining measures show where we need

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to gather the consistency. We exceeded the goal but consistency for all students

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remains our work.

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Moving forward, we've incorporated the design from models that you've seen before like gold

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into our core curriculum through explicit resources and embedded scaffolds.

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The opportunity is to take what worked in the targeted support and make it increasingly

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part of the student's daily experience.

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Third grade math is the one that Mr. Ruiz is probably going to brag on me for because this

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one has the pattern that we want to replicate across the whole system.

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We reached 49% meets grade level exceeding the overall district goal but more importantly all six

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measures on this slide met or exceeded the 2026 targets. This is the model for overall

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improvement accompanied by success for every student group. As we look ahead we want to build from

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that pattern. When curriculum instruction and expectations are aligned we create stronger

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conditions for success across all student groups.

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This is why we are sharpening our focus across the system through our common instructional

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drivers, which we've told you guys about before and board inside.

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The goal is greater coherence across the system so that the pattern of success becomes increasingly

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consistent.

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Then on to the transition grade, so sixth grade reading.

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We also exceeded our 2026 goal reaching that 53% and similar to goal one, we see strong overall progress across multiple student groups.

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At the same time, the disaggregated results show us where the system needs to become stronger.

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We exceeded the goal, but supporting students in the middle school transition remains the work.

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We are building our secondary curriculum upon the elementary foundations,

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Prioritizing grade level instruction paired with targeted opportunities for

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reteach and extension. The transition from 5th to 6th grade should build on

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learning, not reset it.

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6th grade math tells a different but important part of the

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story. We met our 2026 goal at 36% up 10 points from our 2024 baseline. All measures

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teachers improved from 2024, but with a 2030 target of 56 percent, the gap is clear.

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This is a story of growth that now needs to accelerate.

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When every measure is not at the level we need, our response simply cannot be more instruction.

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We currently are redefining our PLC models to provide teachers and teams with structures

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for planning, more importantly examining student data and work, and determining the appropriate

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instructional response. Our responsibility is to use evidence of learning to make that

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improvement faster and more consistent like my friends over in third grade math.

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So now on to gold five, which you guys had a lot of questions in the last presentation,

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but this is about our unmatched pathways in CCMR. And our pathway results give us another

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reason to celebrate. Our preliminary CCMR rate is at 97%, exceeding our target of 96%.

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At the same time, our TSI met by exam rate reached 45%, which is an 11 point increase

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from our 2024 baseline, and above our 2026 target, which was 43%. We must maintain our CCMR

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our goal while achieving our long-term 2030 TSI target at 60%, which means every student

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will have a clear defined pathway to college, careers, and graduation.

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The continued goal is simple, create the pathway earlier, know where every student is,

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and respond when a student needs that additional support.

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Then moving on to goal six, across these five goals, the work ahead is not about adding

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more, it's about taking what is working and building better coherence across the system.

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We exceeded every board goal presented here, and with that, we'll move in the goal six with unmatched excellence.

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Good evening Chairperson Stanley, members of the board, Dr. Lopez.

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My name is Michael Arriola and the Assistant Superintendent for Leadership and I'm here to present

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with board goal six are unmatched excellence so on this slide we'd like to

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point out that in 2024 we were starting with all over a quarter of our

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campuses at either a D or an F rating and we are excited to announce and see

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that our campuses took last year with all the distractions all the things that

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we were talking about here last year at this time when we said we were going to

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do less with less they took that as a challenge and they decided to go out there

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our students, our teachers, and they exceeded expectations, and we are down to 3D campuses.

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Not only that, but we have increased the number of A and B campuses by five.

442
00:37:33,540 --> 00:37:40,840
We've lowered the number of D rated campuses, and again, brought that number down to 0Fs.

443
00:37:41,220 --> 00:37:48,060
Middle school is especially an area to celebrate because of those D campuses and those F campuses.

444
00:37:48,060 --> 00:37:55,440
We have eliminated the 4F campuses from 2024, and we're continuing to push our campuses up towards those A and B areas.

445
00:37:56,000 --> 00:38:02,140
I also want to highlight our elementary schools, our elementary EDLs, Dr. Curtis, Kim Marsh, Toby Schmidt.

446
00:38:02,500 --> 00:38:12,640
They moved our elementary schools significantly, adding those 2A campuses, moving those campuses from the C's to B's and getting down to 1D campus.

447
00:38:14,200 --> 00:38:17,800
This slide reflects the efforts that have been made through consolidation.

448
00:38:18,560 --> 00:38:23,040
As you see the graphs we started off with 8 F's and 12 D's.

449
00:38:23,730 --> 00:38:28,700
We've consolidated campuses and increased performance at all of those campuses.

450
00:38:33,560 --> 00:38:36,480
Here were our 2526 targeted campuses.

451
00:38:37,420 --> 00:38:44,080
And so as we can see all of our elementaries moved from a D rating to either AC or a B rating

452
00:38:44,080 --> 00:38:47,560
with some great jumps at Pearson and Stedom.

453
00:38:47,880 --> 00:38:52,280
As a reminder, Stedom was victim to the 3D rule

454
00:38:52,710 --> 00:38:54,620
that led to that D last year.

455
00:38:55,400 --> 00:38:57,100
This year they increased their performance

456
00:38:57,100 --> 00:38:59,100
and were able to get to the B-range.

457
00:38:59,820 --> 00:39:03,620
This year unfortunately, bussy fell victim to the 3D rule.

458
00:39:04,120 --> 00:39:07,540
Without that, they would have made it to the C-rating,

459
00:39:07,780 --> 00:39:11,340
but here we are and we have work to do.

460
00:39:12,580 --> 00:39:21,520
So, as we see our 2627 radings, our targeted campuses include Rowlett Elementary, Busy Middle School, and Shreddy Middle School.

461
00:39:22,500 --> 00:39:26,220
And so, not all letter grade changes are built the same.

462
00:39:26,860 --> 00:39:29,520
So, here we see on the left some great celebrations.

463
00:39:29,780 --> 00:39:34,040
Campuses moving up a grade level at elementary that were highlighting a few here.

464
00:39:34,160 --> 00:39:38,440
Back made a huge gain of five points moving into a B-rated campus.

465
00:39:38,440 --> 00:39:45,620
and then highlighting the great work done at Pearson Stadium and Stevens increasing double digits

466
00:39:45,620 --> 00:39:48,160
highlighted by Pearson's 20 point gain.

467
00:39:49,320 --> 00:39:53,400
On the right, we see that one point can make a significant difference.

468
00:39:53,820 --> 00:39:57,760
So Bradfield falling one point dropped them from an A to a B,

469
00:39:58,440 --> 00:40:00,480
Armstrong two points to a B,

470
00:40:00,960 --> 00:40:04,740
and then Doherty with a more significant drop as well as Rowlett

471
00:40:04,740 --> 00:40:07,500
at looking at how we can increase their achievement

472
00:40:07,500 --> 00:40:09,120
in that domain three rating.

473
00:40:10,420 --> 00:40:13,260
At the secondary level, we saw great gains at Hudson,

474
00:40:14,180 --> 00:40:16,040
Liles, Sellers, and Webb,

475
00:40:16,660 --> 00:40:19,560
Webb making the jump to the A rating as well as Hudson

476
00:40:19,900 --> 00:40:23,360
with Liles jumping nine points all the way up to an 84

477
00:40:23,880 --> 00:40:25,280
from a 75th.

478
00:40:26,480 --> 00:40:29,420
Here we see again a campus at Jackson Technology Center,

479
00:40:29,640 --> 00:40:32,800
dropping one point, unfortunately dropping them to a B,

480
00:40:32,800 --> 00:40:37,120
and then Obanion falling from an 80 to a 76.

481
00:40:42,940 --> 00:40:46,260
So with that work, we know that there's a lot of work to be done.

482
00:40:46,720 --> 00:40:51,960
We have a lot to celebrate, but our goal is to learn from the campuses that did not get

483
00:40:51,960 --> 00:40:55,920
to the rating that we wanted them to be, and to make sure that we target our efforts to

484
00:40:55,920 --> 00:41:00,880
ensure that next year we're here as an a-rated district with zero data-affirated campuses.

485
00:41:01,620 --> 00:41:02,760
Are there any questions?

486
00:41:02,760 --> 00:41:03,080
questions.

487
00:41:05,540 --> 00:41:14,280
Committee, any questions? Mr. Glick. Thank you. So when we were talking about

488
00:41:14,280 --> 00:41:21,520
setting up these six goals, one of the ones I thought was most important was goal four,

489
00:41:22,760 --> 00:41:26,640
which was six grade math. So what

490
00:41:30,070 --> 00:41:33,150
do we, what do you anticipate that major changes will

491
00:41:33,150 --> 00:41:38,690
be. When we talked about it, we felt there was no continuity when we looked at the scores

492
00:41:38,690 --> 00:41:43,670
for fifth grade math, which were usually very, very good, then it's an incredible decline

493
00:41:43,670 --> 00:41:49,850
to sixth grade. It's close. It's getting better, but if you look at our target, I'm wondering

494
00:41:49,850 --> 00:41:55,470
if that's even reachable in four years. So what steps are we taking? What changes from

495
00:41:55,470 --> 00:41:58,570
what we've seen last year? What are we expecting to do this year?

496
00:41:58,850 --> 00:42:03,050
Yes, sir. So I definitely want to celebrate the work a little bit because of that five

497
00:42:03,050 --> 00:42:07,850
step gain that we've done for the last two years is really a hallmark of what we're working

498
00:42:07,850 --> 00:42:08,030
on.

499
00:42:08,130 --> 00:42:12,310
When we step back two years, we made a bold move with our curriculum design.

500
00:42:13,270 --> 00:42:16,090
And we did an explicit approach with a partnership.

501
00:42:16,190 --> 00:42:19,450
We did a presentation with you guys for readiness that go.

502
00:42:20,230 --> 00:42:23,770
And so it takes a very deliberate approach where the students get a very clear model.

503
00:42:24,310 --> 00:42:25,410
They get guided practice.

504
00:42:25,890 --> 00:42:31,550
They get a independent practice and then some type of mastery that gets tracked very closely.

505
00:42:31,550 --> 00:42:40,430
And so now we're in that second year, we're seeing that develop the consistency across all campuses and what we're working on this year is twofold.

506
00:42:40,710 --> 00:42:44,310
It's actually two that are brought in here. I'll kind of sandwich two things together.

507
00:42:45,070 --> 00:43:01,530
First off, when we're looking at that final mastery thing, we've got to get better in our learning communities to make sure that teachers take the time to analyze that student work and really adjust their instruction to make sure that they do the right thing the next day, whether it's in the warm-up or the next instructional move whatever they do.

508
00:43:01,530 --> 00:43:08,330
they decide. And then second, across all systems, this is something we borrowed from Gold

509
00:43:08,950 --> 00:43:13,990
and the implementation there is that making sure that all curriculum has a very clear

510
00:43:13,990 --> 00:43:18,890
re-teach available and locked and loaded and ready and also an extension that's locked

511
00:43:18,890 --> 00:43:23,890
and loaded to address our needs with meets and master students. So that way teachers aren't

512
00:43:23,890 --> 00:43:29,070
seeing a student fail at it and then go, okay, what do I do? Do I just say the same question

513
00:43:29,070 --> 00:43:30,510
Again, no, absolutely not.

514
00:43:30,630 --> 00:43:34,190
We've got something ready for you to address that need with new material.

515
00:43:34,650 --> 00:43:42,970
So it's kind of a stair steps from, let me shorten it and paraphrase it, explicit instruction, direct teach with that mastery.

516
00:43:43,270 --> 00:43:47,170
And then this year is the reteach and the extension that we're learning from our peers and elementary.

517
00:43:47,950 --> 00:43:49,970
I want to put an end to that, Mr. Glick.

518
00:43:50,210 --> 00:43:57,470
One of the things we're a district with 40% second language learners in our district.

519
00:43:57,470 --> 00:43:59,130
That's a very high number, right?

520
00:43:59,750 --> 00:44:01,110
For at every 10.

521
00:44:01,470 --> 00:44:03,990
We have to re-evaluate our plan.

522
00:44:04,470 --> 00:44:08,810
At one time, the late exit program was revolutionary, right?

523
00:44:09,090 --> 00:44:12,830
And it really did a great job of preparing kids

524
00:44:12,830 --> 00:44:16,670
have strong foundation, especially in the English language.

525
00:44:17,510 --> 00:44:21,770
But now the way the testing is done, it's proving to be a hindrance.

526
00:44:21,990 --> 00:44:23,990
And we have to evaluate how that program looks.

527
00:44:23,990 --> 00:44:28,690
We may have to move into a more aggressive early exit model.

528
00:44:29,330 --> 00:44:33,730
So then that way they have more foundational support going into these tests.

529
00:44:34,210 --> 00:44:38,430
Sixth grade is the first year that they really get hit with a lot of critical thinking skills.

530
00:44:39,070 --> 00:44:43,850
And with limited language development in English, it really hurts them.

531
00:44:44,170 --> 00:44:48,410
And we're seeing that. You could see it in the reading scores, and you could see it in the math scores.

532
00:44:48,410 --> 00:44:59,910
And so what we have to do is really evaluate that bilingual program to ensure that it is aligning with the success of these expectations.

533
00:45:06,500 --> 00:45:28,620
We had also talked about grader collaboration with the fifth grade general ed teachers and the sixth grade math teachers. Is that occurring? Is that been successful? Yes, sir. It's dubbed our student success team. And so to give you an example, Tracy Vickery, our coordinator for fifth grade math and our Liz Johnson, our second grade, not second grade secondary.

534
00:45:29,520 --> 00:45:34,260
coordinator, they've grabbed up a few sets of teachers and they go watch fifth grade

535
00:45:34,260 --> 00:45:37,840
instruction and go watch sixth grade instruction and make sure we can track those curricular

536
00:45:37,840 --> 00:45:42,100
impacts across the system. I'm not going to be able to name the exact one. They brought

537
00:45:42,100 --> 00:45:47,320
it to me though. The example was like we teach it this way and fifth and I can't believe

538
00:45:47,320 --> 00:45:52,240
they're expected to do this in sixth. The match what Dr. Lopez has said about the extended

539
00:45:52,240 --> 00:45:57,700
rigor. There's things we've got to push down that the teaks may not catch that we need

540
00:45:57,700 --> 00:45:58,760
to catch as the professionals.

541
00:45:59,220 --> 00:45:59,840
Thank you.

542
00:46:00,020 --> 00:46:00,280
Thank you.

543
00:46:02,580 --> 00:46:03,820
Mr. Beach?

544
00:46:04,560 --> 00:46:04,840
Yes.

545
00:46:05,460 --> 00:46:10,800
Mr. Bremen, I want to kind of piggyback off of what Mr. Glick just said about giving the

546
00:46:10,800 --> 00:46:16,360
support to the 5th grade teachers in the jump that those students are making from going

547
00:46:16,360 --> 00:46:23,420
in a confined classroom to moving from class to class, which I saw a big difference there

548
00:46:23,420 --> 00:46:27,300
of students dropping in the 6th grade to all curriculum areas because of that.

549
00:46:27,300 --> 00:46:34,680
But I'm just curious of how do we connect that with the sixth grade because I know that

550
00:46:34,680 --> 00:46:40,360
in the fifth grade I don't know what the time factor is that they are used or is used in

551
00:46:40,360 --> 00:46:47,620
the classroom to teach the reading and the mathematics to help them and what kind of

552
00:46:47,620 --> 00:46:52,080
teachers are we giving them to catch them up to speed with what's going on in the sixth

553
00:46:52,080 --> 00:46:58,260
great because that's a big jump you know and I see that I saw that happening many many times so I'm just

554
00:46:58,260 --> 00:47:02,940
curious if you have an answer for that. I do and you're going to give away my district improvement

555
00:47:02,940 --> 00:47:09,500
plan presentations so I guess I got to be a little reserved but so there's two places I can name

556
00:47:09,500 --> 00:47:14,060
specific examples. If I talk about sixth grade RLA where we want to make sure we don't lose the literacy

557
00:47:14,060 --> 00:47:21,120
the instruction coming out of 5th to 6th grade, Dr. Oryola and I.

558
00:47:23,040 --> 00:47:27,480
We made a decision together that we went ahead and blocked all of those courses together

559
00:47:27,480 --> 00:47:32,080
so that way we maintain the instructional minutes within the same teacher and set

560
00:47:32,080 --> 00:47:34,560
a class period so that way we'd remove that component.

561
00:47:34,860 --> 00:47:41,420
So if it's, let's say it's 100 minutes in reading in 5th grade, we're at 90 with the same

562
00:47:41,420 --> 00:47:43,560
teacher with a re-teach and with an extension.

563
00:47:44,180 --> 00:47:47,460
At math it gets a little trickier because of the variability of the schedules.

564
00:47:47,940 --> 00:47:51,960
And so, if you talk about our campuses, I believe we have five that are blocked.

565
00:47:52,560 --> 00:47:56,260
But let's talk specifically about bussy and trade-easants that are listed on the screen.

566
00:47:56,960 --> 00:48:01,780
They also have blocked their reading, they're, sorry, they're math just like they're reading.

567
00:48:02,280 --> 00:48:06,140
And so that way we have the time afforded to respond in the moment.

568
00:48:06,140 --> 00:48:07,660
And when they're not mastering the curriculum.

569
00:48:07,660 --> 00:48:13,740
And so, again, that transition feels very much the same like we do with the time in elementary.

570
00:48:14,440 --> 00:48:21,860
Well, I know that with 47 elementary campuses, it makes it extremely tough when you're talking about that many fifth grade teachers.

571
00:48:22,340 --> 00:48:25,780
And I'm sure that some of them are not expertise in teaching mathematics.

572
00:48:26,500 --> 00:48:35,100
So I'm just wondering how we are intervening with those individuals to try to help them bring up the speed because that's got to be extremely tough.

573
00:48:35,100 --> 00:48:44,680
I think we as a board, we might need to look at another goal there as far as on the 5th grade level or something to help that

574
00:48:44,680 --> 00:48:54,260
disc, you know, that percentage jump because, you know, when you're jumping from 47 campuses to 12 and they're getting

575
00:48:54,260 --> 00:49:00,100
they're getting a full hour and a half probably in the middle school level compared to another and probably not getting

576
00:49:00,100 --> 00:49:01,620
that at the elementary level.

577
00:49:02,180 --> 00:49:02,340
Yes, sir.

578
00:49:02,920 --> 00:49:07,080
And I may invite my peer up to talk a little bit about fifth grade gold because there's

579
00:49:07,080 --> 00:49:14,540
ten campuses receiving a deliberate model that's helping with that transition, but Mr.

580
00:49:14,600 --> 00:49:14,860
Ruiz.

581
00:49:17,310 --> 00:49:21,030
Good evening, President Stanley, Board of Trustees, Superintendent Dr. Lopez.

582
00:49:21,750 --> 00:49:26,890
To answer your question, there are multiple considerations that are taken into account.

583
00:49:26,890 --> 00:49:31,770
That transition is tricky nationwide, is not a garland ISD issue, it's an issue across the nation.

584
00:49:32,990 --> 00:49:39,350
Some of the measures that have ever been taken place is you'll see an increase in both

585
00:49:40,030 --> 00:49:44,470
departmentalized, which means partner teachers, or three way split teachers in fifth grade,

586
00:49:44,610 --> 00:49:50,930
where students are going from their reading teacher, reading social studies to their math teacher to their science teacher.

587
00:49:51,250 --> 00:49:56,350
And they're moving around so that they get the experience kind of like a soft launch into that

588
00:49:56,350 --> 00:49:59,550
That seven period day that they're going to experience at the middle school level.

589
00:49:59,850 --> 00:50:07,590
The other thing that we're encountering is by creating parallels between the elementary systems and structures that we're building in.

590
00:50:08,030 --> 00:50:12,270
Where the students at the gold campuses have 50 minutes of instruction,

591
00:50:12,530 --> 00:50:16,970
take an assessment, some transition to a team center, some stay for a reteach.

592
00:50:17,210 --> 00:50:21,870
That movement also creates some familiarity for the students.

593
00:50:21,870 --> 00:50:27,230
And they're going to see some of that also at the middle school level as we continue to elevate that.

594
00:50:27,670 --> 00:50:39,210
So definitely considerations that are being taken into account to make sure that we're minimizing kind of the trauma of that transition into a new bigger building.

595
00:50:42,860 --> 00:50:43,840
Mr. Selders?

596
00:50:45,080 --> 00:50:47,060
Yes, thank you for that presentation.

597
00:50:47,060 --> 00:50:53,700
And lots to celebrate, I think, as I was going through the data and looking at everything,

598
00:50:55,120 --> 00:51:01,180
there were a lot of pleasant surprises in terms of improvements that happened at certain campuses.

599
00:51:01,720 --> 00:51:07,540
But then there are also some surprising changes that happen at campuses that had historically done very well.

600
00:51:07,660 --> 00:51:13,800
So I'm just curious with risk factors and tear one instruction and

601
00:51:13,800 --> 00:51:18,980
data to make adjustments, you know, to whatever practices are having on campuses.

602
00:51:19,580 --> 00:51:28,300
What surprised you the most about the robustness of certain systems that you have on some campuses that will allow you to make these significant leaps?

603
00:51:28,820 --> 00:51:37,440
And then what frailties existed on other campuses where they took the step back or declined, and then what changes do we make to address that?

604
00:51:37,440 --> 00:51:43,960
that. That's an excellent question. Thank you. Looking at some of our campuses without getting

605
00:51:43,960 --> 00:51:48,080
into the specifics at each one, I can tell you that looking at our campuses here that

606
00:51:48,080 --> 00:51:55,060
made significant growth, especially at the secondary, it was about doing the fundamentals

607
00:51:55,880 --> 00:51:59,760
better than everybody else. It was really making sure that teachers are planning, that we're

608
00:51:59,760 --> 00:52:07,260
focusing on reading and math. So it allows double-blocking reading and math for every student

609
00:52:08,160 --> 00:52:11,220
We've learned from that, we're transitioning that over to Busy and Shreya.

610
00:52:11,900 --> 00:52:17,920
At the elementary, we saw systems that are gold is an excellent example, where teachers

611
00:52:17,920 --> 00:52:24,880
have a streamlined curriculum, where the scaffolds are built in, so I know if a student doesn't

612
00:52:24,880 --> 00:52:27,940
do well, I don't have to create another activity, it's right there.

613
00:52:28,480 --> 00:52:33,260
If the students do really well, I don't have to create this extension activity to challenge

614
00:52:33,260 --> 00:52:38,940
them I have it right there and I have a setting for them to go into. So now with our sixth grade

615
00:52:38,940 --> 00:52:45,080
curriculum we have the same thing. So all of our teachers are getting that curriculum streamlined

616
00:52:45,080 --> 00:52:49,980
with the connection to how they learned it in fifth grade thanks to that student success team.

617
00:52:50,880 --> 00:52:56,620
And now every sixth grade teacher for English and for math has both an activity for students who are

618
00:52:56,620 --> 00:53:00,620
still in that learner stage they didn't get it from the first time and then our students who are

619
00:53:02,880 --> 00:53:23,900
I know you don't have a crystal ball, I'm just curious, do you expect that that will help stabilize the performance over time and help the trajectory to move in the direction that we hope, or want it to move, or are we still trying to tinker with things and figure out what makes sense at these certain campuses that we have some of this volatility?

620
00:53:25,300 --> 00:53:36,220
I absolutely will help, and I think that what we have learned, like we talked about, a quote that I just heard was that the best indicator of success is well-managed failure.

621
00:53:36,840 --> 00:53:46,600
And so when we look back at some of our campuses that have been on the roller coaster, we look at some of our campuses that had significant drops, it's really looking at what were the factors that we may have missed.

622
00:53:46,600 --> 00:53:53,140
And so with Ms. Marsh and Dr. Prala started the prioritization, looking at the risk load factors.

623
00:53:53,420 --> 00:53:59,200
Now we can highlight those areas that we saw a significant change in.

624
00:53:59,680 --> 00:54:07,080
An example may be a campus who now had a sudden increase of 5% special education students.

625
00:54:07,480 --> 00:54:15,380
Or an increase in our EB students that previously, unless the principal was just really on it.

626
00:54:16,360 --> 00:54:21,320
We would have missed, but now due to the systems that we have in place with our risk load,

627
00:54:21,500 --> 00:54:24,940
it's going to have a bright arrow right there next to it.

628
00:54:25,520 --> 00:54:29,920
And so that's going to trigger the support from all of our departments and understanding

629
00:54:29,920 --> 00:54:35,880
that even if that campus was previously an A or a B, we're working with an entirely different

630
00:54:35,880 --> 00:54:39,620
population now, or just like even with our new teachers.

631
00:54:39,620 --> 00:54:44,880
So a campus that may have been an A, but now has a larger number of non-certified teachers.

632
00:54:45,380 --> 00:54:50,280
Well, we have to develop a plan to support those non-certified teachers that's beyond

633
00:54:50,280 --> 00:54:51,160
just coaching.

634
00:54:51,900 --> 00:54:54,960
And so, Dr. Pral is an academics and our team.

635
00:54:55,500 --> 00:54:59,920
Now we're looking at how can we help them plan, how can we video some of our best teachers

636
00:54:59,920 --> 00:55:04,140
at our other schools, get that to them, ask for the lesson that they're going to teach

637
00:55:04,140 --> 00:55:07,840
the next day, and then make sure that we're there to support them as they implement it.

638
00:55:08,700 --> 00:55:15,130
How, how nimble are we able to make those adjustments?

639
00:55:15,270 --> 00:55:18,310
I mean, you talked earlier about coming back to the fundamentals.

640
00:55:18,630 --> 00:55:20,370
You know, I think about blocking and tackling, right?

641
00:55:21,050 --> 00:55:23,530
Everybody could do that very, very well.

642
00:55:23,830 --> 00:55:27,710
You know, that will probably alleviate a lot of some of the challenges that we see.

643
00:55:28,070 --> 00:55:34,410
But when you recognize that there's a situation where it might not be exactly where we would like for it to be,

644
00:55:34,890 --> 00:55:51,010
regardless of what the campus is and, you know, as things shift, how nimble is our system to allow us to adjust so that by the end of the year, we've kind of got back and right size and course corrected so that we can be where we would like to be or anticipate it.

645
00:55:52,860 --> 00:56:02,380
We, honestly, we have less people at Central Office, which is not a bad thing, it's not a good thing, but it is a thing.

646
00:56:02,600 --> 00:56:08,720
And so we have less people that are able to go out and support a large number of campuses.

647
00:56:09,360 --> 00:56:22,040
So we have to get better at targeting the support, or we have to get better at creating systems that we can add in more campuses without adding the manpower that we need.

648
00:56:22,040 --> 00:56:27,640
So with our curriculum, I think that it's at a position, I did walks this morning at bussy and we were able to see

649
00:56:28,260 --> 00:56:32,500
just the power and the difference from the curriculum from last year to this year.

650
00:56:33,900 --> 00:56:39,560
It's created an opportunity for our instructional coaches to be able to do better coaching.

651
00:56:39,960 --> 00:56:46,400
It's created an opportunity for our system principles to be in classrooms and look at the curriculum and be able to say

652
00:56:47,440 --> 00:56:51,440
if you had followed this step, you would not have had that issue.

653
00:56:52,040 --> 00:56:53,900
which is a great thing to have.

654
00:56:54,100 --> 00:56:56,700
I think we have much better tools, even though we have less people.

655
00:56:57,700 --> 00:56:59,800
Our system is stronger than it's ever been.

656
00:57:00,760 --> 00:57:07,600
I know that principals are play a huge role in making this kind of go off really, really well.

657
00:57:08,120 --> 00:57:12,360
We just had a situation where we have a huge number of changes in principals.

658
00:57:12,620 --> 00:57:18,380
I don't know all of their backgrounds, but I'm just curious to know that with the changes that we made,

659
00:57:18,380 --> 00:57:38,500
particularly around elementary and middle school, do we have a support mechanism in place for those principles now that will kind of help give them the support in guidance now early in the school year versus having to wait until you know towards the end of this semester or maybe first part of the next school year.

660
00:57:38,500 --> 00:57:43,260
Yes, and this is where I get to brag on my leadership development team, Dr. Wolfkill,

661
00:57:43,420 --> 00:57:47,160
Dr. Wilson, Ms. Goth, our first-year principal academy.

662
00:57:47,720 --> 00:57:53,040
This group of principals has been through almost all of our leadership programs and almost

663
00:57:53,040 --> 00:57:53,920
all of them together.

664
00:57:54,700 --> 00:58:00,420
And so it is an incredibly tight group, which has its benefits because that creates a support

665
00:58:00,420 --> 00:58:00,780
network.

666
00:58:01,520 --> 00:58:04,620
But every single one of them was brought in internally.

667
00:58:04,620 --> 00:58:10,780
And so they all have an outstanding principle that they can reach out to who's a mentor.

668
00:58:11,280 --> 00:58:13,960
They've all been assigned a mentor as well.

669
00:58:14,440 --> 00:58:21,740
So they are being flooded with support, with mentorship, but then also with a much better curriculum.

670
00:58:22,480 --> 00:58:30,820
And then also when we do target our support, we are targeting those first year principles that we know are some of our more delicate campuses.

671
00:58:31,660 --> 00:58:35,520
You didn't say this but what I'm hearing is that we're going to blow the 27 targets out of the water.

672
00:58:37,200 --> 00:58:37,560
Yeah.

673
00:58:39,850 --> 00:58:40,750
It won't be possible.

674
00:58:40,750 --> 00:58:41,850
It won't be possible, right?

675
00:58:43,330 --> 00:58:43,650
Thank you.

676
00:58:43,810 --> 00:58:44,750
That's all my questions, sir.

677
00:58:44,950 --> 00:58:45,250
Thank you.

678
00:58:45,610 --> 00:58:46,170
Mr. Glick?

679
00:58:46,290 --> 00:58:46,910
Yeah, thank you.

680
00:58:47,090 --> 00:58:52,870
So, we have a lot to celebrate and I think we certainly should be celebrating all the successes

681
00:58:52,870 --> 00:58:53,810
you've pointed out.

682
00:58:53,930 --> 00:58:54,210
Absolutely.

683
00:58:54,550 --> 00:59:00,230
So, with the changes that you're making, with the campuses that have gone down a grade,

684
00:59:00,370 --> 00:59:00,750
let's say.

685
00:59:01,450 --> 00:59:04,070
And you've mentioned several of them.

686
00:59:04,570 --> 00:59:05,550
How do you measure them?

687
00:59:05,670 --> 00:59:07,650
Is it CBAs, is it I ready?

688
00:59:08,850 --> 00:59:12,790
Do we have to wait until next July to find out if they're successful?

689
00:59:13,170 --> 00:59:17,750
Is there some path along the way where you'll come back to us and say, well, we thought

690
00:59:17,750 --> 00:59:21,650
that might work, but it does it or we know this is working and we expect it will.

691
00:59:21,950 --> 00:59:23,910
Is that including Ms. Joyner and HUD testing?

692
00:59:24,250 --> 00:59:26,130
Just how does the formula work?

693
00:59:26,130 --> 00:59:28,790
So you'll see some very familiar items.

694
00:59:29,190 --> 00:59:31,990
The CBA is two or three times a year.

695
00:59:32,190 --> 00:59:34,910
We still do star in our own as we're preparing for SST

696
00:59:34,910 --> 00:59:38,010
as we're forecasting for school year 28.

697
00:59:38,830 --> 00:59:41,130
But this year we've taken a very concrete approach

698
00:59:41,130 --> 00:59:43,610
with our checkpoints, our curriculum checkpoints

699
00:59:43,610 --> 00:59:45,130
that we've designed every three weeks.

700
00:59:45,770 --> 00:59:47,870
And so we're making sure that what we test

701
00:59:48,370 --> 00:59:51,290
has been on that mastery check that I mentioned earlier

702
00:59:51,290 --> 00:59:54,250
like in sixth grade that it was explicitly talked

703
00:59:54,250 --> 00:59:59,510
during the three weeks beforehand and so we're using that data to start to try

704
01:00:00,000 --> 01:00:06,660
Like, where is the kid every single time? And then with our, we have an academic systems coordinator

705
01:00:06,660 --> 01:00:12,720
that has developed goal sheets for grades three through eight. And on those goal sheets,

706
01:00:12,720 --> 01:00:18,320
they'll be uploaded for the teacher by roster. And they will see their checkpoint across

707
01:00:18,320 --> 01:00:23,340
the board. Let me go your way. Check point across the board, CBA, and it's going to automatically

708
01:00:23,340 --> 01:00:28,140
tell them if they're on track or off track to talk about those hoppers and droppers that Veronica

709
01:00:28,140 --> 01:00:29,720
I could just departed us and talked about.

710
01:00:29,920 --> 01:00:33,540
So we're building systems that match our accountability talk,

711
01:00:33,740 --> 01:00:36,400
but more to laser focus level at the teacher level,

712
01:00:36,700 --> 01:00:38,600
and the go to what Mr. Sellers was talking about

713
01:00:38,600 --> 01:00:39,500
about being nimble.

714
01:00:40,180 --> 01:00:42,600
It's those moments that provide being nimble.

715
01:00:42,820 --> 01:00:44,760
We build the system, we build the common language,

716
01:00:44,780 --> 01:00:46,680
we build our instructional drivers,

717
01:00:47,320 --> 01:00:49,820
but it's in those PLC moments where we triangulate

718
01:00:49,820 --> 01:00:51,120
the data that we're looking for,

719
01:00:51,380 --> 01:00:54,240
that we can see if we can lock them up and tackle

720
01:00:54,920 --> 01:00:56,440
each and every time, every week.

721
01:00:56,440 --> 01:00:58,180
Thank you.

722
01:00:58,480 --> 01:00:58,840
Thank you.

723
01:01:00,920 --> 01:01:01,660
Mr. Beach?

724
01:01:02,440 --> 01:01:03,420
Just a comment.

725
01:01:03,880 --> 01:01:04,180
Yes sir.

726
01:01:04,340 --> 01:01:05,480
For everybody out there.

727
01:01:06,400 --> 01:01:08,040
Fifth grader is going into sixth grade.

728
01:01:08,260 --> 01:01:10,820
The maturity level is not real good.

729
01:01:11,040 --> 01:01:13,160
You know, I mean, the hormones are kicking in.

730
01:01:13,280 --> 01:01:13,960
They're off the chart.

731
01:01:14,440 --> 01:01:15,460
No, I have a sixth grade for myself.

732
01:01:15,700 --> 01:01:17,540
You think about that as these kids progress.

733
01:01:18,380 --> 01:01:20,840
You know, and we look at four high schools that are A's.

734
01:01:21,240 --> 01:01:22,760
Two, they were almost there also.

735
01:01:23,460 --> 01:01:27,140
So something is happening right that we're doing back in this grade level.

736
01:01:27,140 --> 01:01:36,320
So even though we may not see it in the way we wanted on those elementary and sixth grade levels but we're getting something right because of the graduation rates and the things that are going on there.

737
01:01:36,800 --> 01:01:42,440
So I applaud what we're doing is just that we look at those numbers and we're sitting and going, how do we improve that?

738
01:01:42,560 --> 01:01:49,300
And I know that we're data driven, so I appreciate your efforts and I appreciate everything you guys are doing it because I think we're going to get there.

739
01:01:49,300 --> 01:01:54,060
and I think everybody that I've seen so far in our campuses are on board.

740
01:01:55,040 --> 01:01:58,080
We're putting things in place for the campuses that needed the help.

741
01:01:58,780 --> 01:02:01,840
And I'm feel real positive that we're going to see even more improvements.

742
01:02:02,080 --> 01:02:02,920
Thank you all very much.

743
01:02:03,040 --> 01:02:03,740
We will get that a.

744
01:02:06,820 --> 01:02:08,340
All right, next up, student management.

745
01:02:21,560 --> 01:02:24,580
Chairperson Stanley, Board of Trustees, Dr. Lopez.

746
01:02:25,440 --> 01:02:30,140
I'm not sure if we've met, but I'm Mary Garcia, Director of Student Services.

747
01:02:31,120 --> 01:02:36,800
We're going to wrap up tonight's scorecard presentation with our student management

748
01:02:36,800 --> 01:02:37,480
update.

749
01:02:38,080 --> 01:02:43,940
Last year, the state had just passed hundreds of bills, many relating to student discipline

750
01:02:43,940 --> 01:02:44,640
and safety.

751
01:02:45,080 --> 01:02:52,480
As expected, implementation of that legislation, specifically House Bill 6, contributed

752
01:02:52,480 --> 01:02:55,780
to increases in some of our discipline numbers.

753
01:02:56,080 --> 01:02:59,080
But we also saw some very positive outcomes.

754
01:02:59,080 --> 01:03:05,220
We are going to walk through those changes tonight and I also want to point out you have

755
01:03:05,220 --> 01:03:11,160
a packet in front of you of our student discipline report and that's for you to have a deeper

756
01:03:11,160 --> 01:03:12,320
dive into the data.

757
01:03:14,930 --> 01:03:19,470
Okay, so how many students are actually affected by discipline?

758
01:03:20,350 --> 01:03:25,870
Well, out of the 52,000 students that came in and out of our district last year, more

759
01:03:25,870 --> 01:03:31,970
More than 50,000 had no serious or reportable discipline incidents.

760
01:03:32,410 --> 01:03:36,190
That's 97% of our students.

761
01:03:37,370 --> 01:03:43,550
Only a little over 1700 students had serious or reportable incidents.

762
01:03:43,950 --> 01:03:50,770
That's incidents such as fights, assaults, honor off-campus felonies, controlled substance

763
01:03:50,770 --> 01:03:55,310
since violations, nicotine, THC, vapes, things like that.

764
01:03:55,750 --> 01:04:00,730
And that is especially significant because last year with House Bill 6,

765
01:04:00,970 --> 01:04:06,470
it expanded the number of behaviors that districts are required to report.

766
01:04:07,790 --> 01:04:12,510
And we can go a little deeper and include the code of conduct violations.

767
01:04:13,230 --> 01:04:18,770
Out of all incidents combined, including those general code of conduct violations,

768
01:04:18,770 --> 01:04:24,870
over 47,000 of our students had zero incidents.

769
01:04:25,450 --> 01:04:29,470
That means no document authorities, no cell phone violations,

770
01:04:30,210 --> 01:04:32,570
no dress code violations, zero.

771
01:04:33,150 --> 01:04:35,330
That is something we're celebrating.

772
01:04:36,230 --> 01:04:39,910
You also see here that our discipline focus is concentrated

773
01:04:39,910 --> 01:04:42,970
among a relatively small number of students.

774
01:04:43,410 --> 01:04:47,910
Only 569 students had five or more incidents.

775
01:04:47,910 --> 01:04:51,510
So, who are these students, and where should we focus?

776
01:04:52,250 --> 01:04:57,450
This chart here helps us identify students who are beginning to show repeated behaviors,

777
01:04:57,850 --> 01:05:02,090
particularly those reaching three to five incidents.

778
01:05:02,430 --> 01:05:05,410
That's where we need to start focusing our concerns.

779
01:05:06,090 --> 01:05:09,810
Our goal isn't simply to reduce discipline numbers.

780
01:05:10,250 --> 01:05:16,310
It's to reduce those repeated behaviors and help more students be successful in the classroom.

781
01:05:16,310 --> 01:05:17,370
So

782
01:05:19,870 --> 01:05:28,030
this slide here is a comparison of exclusionary consequences with the previous years, with 2425.

783
01:05:28,850 --> 01:05:34,510
You see that most of our consequences increased from the previous year.

784
01:05:34,830 --> 01:05:43,930
Because of all the changes from the legislature, we really consider the 2526 school year to be our baseline year.

785
01:05:43,930 --> 01:05:50,690
But I kept the comparison for the 2425 school year so that you see the increase.

786
01:05:51,550 --> 01:05:56,630
So the important question isn't whether the numbers increase but it's why did they

787
01:05:56,630 --> 01:05:57,130
increase.

788
01:05:57,770 --> 01:06:02,650
There are two main reasons for those increases in all of those areas.

789
01:06:03,470 --> 01:06:07,510
Number one is just the implementation of state law.

790
01:06:07,510 --> 01:06:12,910
And number two is the consistent documentation of targeted behaviors.

791
01:06:13,750 --> 01:06:20,230
So for the state law, House Bill 6 expanded mandatory discipline requirements.

792
01:06:20,990 --> 01:06:23,730
They added new reportable behaviors.

793
01:06:24,290 --> 01:06:28,150
So things that we didn't have to report before, they added that.

794
01:06:28,590 --> 01:06:31,770
They also added new allowable consequences.

795
01:06:31,770 --> 01:06:38,570
So previously, administrators could not combine in-school suspension and out-of-school suspensions.

796
01:06:38,930 --> 01:06:44,450
For the 25-26 school year, they could, so that increased those placements.

797
01:06:45,350 --> 01:06:48,930
Also, the expanded jurisdiction over behaviors.

798
01:06:49,630 --> 01:06:54,930
Previously, there were things that happened off campus that we could not respond to.

799
01:06:55,510 --> 01:06:56,930
Now, we respond.

800
01:06:56,930 --> 01:07:01,470
That's the increase in all of those JJAEP placements right there.

801
01:07:02,090 --> 01:07:04,590
So, as we look at the next few slides,

802
01:07:04,590 --> 01:07:08,770
you're going to see that some levels were impacted more than others,

803
01:07:09,170 --> 01:07:11,650
and the data is going to help explain why.

804
01:07:14,580 --> 01:07:19,680
Okay, we're going to take a look at the level that was least impacted.

805
01:07:20,520 --> 01:07:21,780
This is middle school.

806
01:07:22,120 --> 01:07:24,720
This is really a very positive story, actually.

807
01:07:24,720 --> 01:07:28,980
If you see here with middle school your in-school suspension, out-of-school

808
01:07:28,980 --> 01:07:34,840
suspension and your DAEP placements all continue to decline and they only had

809
01:07:34,840 --> 01:07:42,100
two JJEP placements. So unlike elementary there were no new reporting codes

810
01:07:42,100 --> 01:07:48,720
that significantly impacted middle school. The expanded jurisdiction for off-campus

811
01:07:48,720 --> 01:07:53,560
offenses primarily affected the older students, so high school.

812
01:07:54,240 --> 01:08:01,040
So as a result, middle school exclusionary discipline is at its lowest level in 3 years.

813
01:08:01,520 --> 01:08:03,700
So this is really a celebration slide.

814
01:08:04,320 --> 01:08:06,620
So I also want to point out something else.

815
01:08:06,760 --> 01:08:14,580
Out of the total students in middle school, the 11,367, you see how many students come to

816
01:08:14,580 --> 01:08:16,260
school every day successful.

817
01:08:16,260 --> 01:08:23,240
We have 463 there who have three incidents and only 239 have five or more.

818
01:08:23,640 --> 01:08:26,400
That's where we need to focus our efforts right there.

819
01:08:29,240 --> 01:08:30,740
So moving into high school.

820
01:08:31,900 --> 01:08:35,780
High school data was impacted by two legislative changes,

821
01:08:36,180 --> 01:08:40,840
and also their consistent use and documentation of targeted behaviors.

822
01:08:41,540 --> 01:08:44,820
So House Bill 6 expanded jurisdiction over behaviors,

823
01:08:44,820 --> 01:08:50,300
including those certain off-campus offenses I just mentioned before and that

824
01:08:50,300 --> 01:08:55,880
contributed to all those increases in JJ AEP placements. Also House Bill

825
01:08:55,880 --> 01:08:59,620
1481 we're going to talk a little bit more about that in a minute but that was

826
01:08:59,620 --> 01:09:04,780
the cell phone policy. That was a big implementation for high school and

827
01:09:04,780 --> 01:09:12,000
documentation of that was very important. So we created a specific behavior code

828
01:09:12,000 --> 01:09:20,300
for high school to track and those violations increased some of our in school suspension.

829
01:09:21,440 --> 01:09:26,680
The increase at high school, I want to point this out, reflects the new state requirements

830
01:09:26,680 --> 01:09:33,140
and really just the consistent enforcement of code of conduct behaviors such as tardies,

831
01:09:33,680 --> 01:09:34,760
truancies, cell phones.

832
01:09:35,140 --> 01:09:41,240
There was not an increase for serious on-campus behaviors at the high school at all.

833
01:09:41,240 --> 01:09:48,400
And so you can see there again over 14,000 students go to high school every day with zero

834
01:09:48,400 --> 01:09:49,100
incidents.

835
01:09:49,860 --> 01:09:54,900
And so we have the 275 students there that we need to focus on that have five or more

836
01:09:54,900 --> 01:09:55,520
incidents.

837
01:09:57,580 --> 01:10:01,180
So now let's take a look at our last level which is elementary.

838
01:10:02,040 --> 01:10:06,840
We did see increases in ISS and OSS in elementary.

839
01:10:06,840 --> 01:10:16,160
So, due to House Bill 6, which now allows for OSS for students under grade 3, I don't

840
01:10:16,160 --> 01:10:21,620
know if you remember that, they do allow for that suspension for certain repeated or

841
01:10:21,620 --> 01:10:24,980
significant classroom disruptions for students below grade 3.

842
01:10:25,240 --> 01:10:31,400
They created two behavior codes just for this, so that is one reason for those increase.

843
01:10:31,400 --> 01:10:39,660
Campuses are expected to use progressive discipline first, so before suspension, they usually

844
01:10:39,660 --> 01:10:43,900
use in-school suspension first, so that's another reason for those increases.

845
01:10:44,580 --> 01:10:46,020
But let's look at some other things.

846
01:10:46,160 --> 01:10:47,860
Look at those D-A-E-P placements.

847
01:10:48,140 --> 01:10:49,540
They decreased by half.

848
01:10:50,400 --> 01:10:52,840
Something else that's not reflected here.

849
01:10:52,840 --> 01:11:01,720
We saw a large decline in the requests for teacher removals under chapter 37.

850
01:11:02,320 --> 01:11:08,680
And so even though we see some increases here, the severe behaviors and the teacher removals

851
01:11:08,680 --> 01:11:10,840
requests, they did decline.

852
01:11:11,200 --> 01:11:19,260
So the other thing I want to point out here is 23,681 students out of a little bit over 24,000

853
01:11:19,260 --> 01:11:22,200
students come to school successful every day.

854
01:11:22,200 --> 01:11:28,000
And we have a small population here in elementary that we need to target, the 54 students.

855
01:11:31,920 --> 01:11:38,660
Okay, so I mentioned this before, House Bill 1481, that was another significant change

856
01:11:38,660 --> 01:11:39,260
this year.

857
01:11:39,380 --> 01:11:41,980
We were talking about it at this time last year.

858
01:11:42,360 --> 01:11:48,760
We started off with a strong board policy, clear consequences, and consistent communication

859
01:11:48,760 --> 01:11:50,640
with our students and family.

860
01:11:50,640 --> 01:11:56,380
Campus has enforced those expectations, high schools especially because that's where

861
01:11:56,380 --> 01:11:58,760
that we needed that enforcement.

862
01:11:59,260 --> 01:12:00,760
What was the result of that?

863
01:12:01,380 --> 01:12:08,320
We saw decreases in cyberbullying, terroristic threats, and inappropriate sexual communication.

864
01:12:09,020 --> 01:12:15,560
We saw the positive outcomes we hoped to achieve, fewer serious behaviors and safer learning

865
01:12:15,560 --> 01:12:17,120
environments for our students.

866
01:12:17,120 --> 01:12:19,760
So that was a successful implementation.

867
01:12:23,670 --> 01:12:26,590
I'm going to start kind of where I left off.

868
01:12:27,130 --> 01:12:30,110
Despite a year of legislative changes,

869
01:12:30,310 --> 01:12:33,290
several of our most serious behaviors,

870
01:12:33,750 --> 01:12:36,650
including on-campus felonies,

871
01:12:37,030 --> 01:12:40,490
fighting assaults on employees,

872
01:12:41,510 --> 01:12:45,070
terroristic threats, all declined this year.

873
01:12:45,290 --> 01:12:46,630
Every one of them went down.

874
01:12:46,630 --> 01:12:54,630
And so as we move into the 26th and 27th school year, safe schools remain a top priority in GISD.

875
01:12:55,070 --> 01:12:58,130
We will continue to target those specific behaviors.

876
01:12:58,430 --> 01:13:03,370
We will continue to strengthen our classroom and individualized student supports.

877
01:13:04,010 --> 01:13:09,490
We'll continue to implement the legislative requirements and document across all campuses.

878
01:13:10,110 --> 01:13:12,490
Ultimately, our goal remains the same.

879
01:13:12,490 --> 01:13:19,310
to provide positive, safe learning environments where every student has the opportunity to be successful.

880
01:13:20,770 --> 01:13:23,830
And I'll answer any questions you have at this time.

881
01:13:26,290 --> 01:13:30,970
Mr. Beech, just real quick, thank you for this report, very good.

882
01:13:31,890 --> 01:13:39,450
What can an SRO officer do as far as help on the campus? Is there anything that they have

883
01:13:40,550 --> 01:13:46,590
legal rights on or they to support what we're doing here, you know, maybe in

884
01:13:46,590 --> 01:13:50,990
talking to some of those five kids or whatever, or 25 kids that we're having

885
01:13:50,990 --> 01:13:54,170
trouble with or whatever and taking them out and just visiting with them and

886
01:13:54,170 --> 01:13:57,430
trying to, are we utilizing that or can they do that?

887
01:13:57,770 --> 01:14:02,690
Yes, they're great mentors. They should never be called to classrooms and be

888
01:14:02,690 --> 01:14:09,330
involved in discipline. I will say that but I know I had an excellent

889
01:14:09,330 --> 01:14:15,850
But SRO at my senior middle school when I was the principal and officer Carter did a great

890
01:14:15,850 --> 01:14:19,650
job with talking to our students and mentoring them.

891
01:14:19,910 --> 01:14:26,270
And so a good SRO always is there for students and I've seen SRO's at the campus do that.

892
01:14:27,190 --> 01:14:27,510
Yes, sir.

893
01:14:30,670 --> 01:14:31,870
Committee, Mr. Selvers?

894
01:14:33,590 --> 01:14:41,450
Just out of curiosity, what do our discipline metrics look like when we cross them with or

895
01:14:41,450 --> 01:14:44,470
across reference them with our parent engagement data?

896
01:14:45,630 --> 01:14:54,680
That's a really good question and you're saying so schools that have high parent engagement,

897
01:14:55,080 --> 01:14:57,060
lower discipline, or higher discipline.

898
01:14:57,540 --> 01:14:58,280
I'm making assumptions.

899
01:14:58,280 --> 01:14:59,040
I'm just curious.

900
01:14:59,040 --> 01:14:59,640
Felters.

901
01:15:00,000 --> 01:15:29,820
Really great question. And the reason why I asked that question is you talked about the ones that had three or more incidences or five or more incidences. And I'm just curious. I mean, I'm not asking the teachers to necessarily be best friends with parents, but I'm just curious to understand like, what is that relationship? Or if is is there a relationship with, you know, the teacher and the parent of those students who are creating the majority of the incidences? I'm always a great teacher.

902
01:15:29,820 --> 01:15:32,980
and a great campus in having relationships with parents

903
01:15:32,980 --> 01:15:36,480
is going to build that bridge to work with,

904
01:15:36,580 --> 01:15:38,620
hey, we're trying this intervention at home.

905
01:15:39,440 --> 01:15:41,600
I mean, at school, you know, trying it.

906
01:15:41,940 --> 01:15:44,660
So that's a good point, but I've never exactly

907
01:15:44,660 --> 01:15:46,360
looked at the parent engagement.

908
01:15:46,720 --> 01:15:49,120
I mean, studies have shown absolutely.

909
01:15:49,960 --> 01:15:50,080
Right.

910
01:15:51,100 --> 01:15:55,480
One other question that I have is, for teachers at Handle,

911
01:15:55,480 --> 01:15:59,420
a higher, I guess, concentration out of challenging situations.

912
01:15:59,920 --> 01:16:07,090
How are they being supported from the administration to resolve or, you know.

913
01:16:07,590 --> 01:16:15,270
Well, there are support staff that can come in and model working with those students,

914
01:16:15,850 --> 01:16:19,710
behavior specialists that can come in and show them different interventions.

915
01:16:19,850 --> 01:16:24,150
We have a lot of different interventions for behavior for those students.

916
01:16:24,730 --> 01:16:27,910
There's campus coaches that can come in for behavior.

917
01:16:28,610 --> 01:16:33,010
We definitely have to get the teacher's supports in those areas.

918
01:16:33,290 --> 01:16:35,770
And administrators can help to counselors.

919
01:16:36,130 --> 01:16:38,530
We definitely get them support on that.

920
01:16:39,230 --> 01:16:42,810
And would you say, and this might be a reach, I'm just curious.

921
01:16:43,410 --> 01:16:46,010
We talk about tier one instruction and being able to deliver that.

922
01:16:46,190 --> 01:16:50,770
Certainly if you have a disruptive class or more students that are a little bit more disruptive,

923
01:16:50,770 --> 01:16:56,130
that may be more difficult for teachers to manage that, you know, higher level of tier

924
01:16:56,130 --> 01:16:56,690
one instruction.

925
01:16:57,390 --> 01:17:00,390
So, I'm just trying to figure out like how all of that plays together.

926
01:17:00,930 --> 01:17:07,430
Well, tier one behavior systems in class also help eliminate some of that behavior.

927
01:17:07,570 --> 01:17:13,010
If you have strong tier one behavior systems in your class, it eliminates that, so we always

928
01:17:13,010 --> 01:17:16,710
want them to have great classroom management and, you know, they are trained on that.

929
01:17:17,750 --> 01:17:23,230
Also, sometimes you look at that and you try to work with your scheduling and you might

930
01:17:23,230 --> 01:17:27,010
have to, especially at secondary, you might have to do some rescheduling.

931
01:17:27,450 --> 01:17:31,690
You know, sometimes if you have a lot of a group of students, you might want to break

932
01:17:31,690 --> 01:17:32,770
that up or whatever.

933
01:17:33,410 --> 01:17:36,070
There's little things like that that we have to do.

934
01:17:36,570 --> 01:17:42,850
But if a teacher has a high concentration, yeah, you have to get in there and help them.

935
01:17:43,750 --> 01:17:48,550
And the administrator, she can call in a campus behavior coach, a behavior specialist,

936
01:17:48,710 --> 01:17:49,230
absolutely.

937
01:17:50,610 --> 01:17:56,130
But usually, it's not a large number in one class when you're looking at those numbers.

938
01:18:02,830 --> 01:18:07,470
I can speak to that a little bit just with our campuses and especially at some of our schools

939
01:18:07,470 --> 01:18:11,390
that traditionally have had higher levels of discipline.

940
01:18:12,190 --> 01:18:14,330
It really is about the intentional scheduling.

941
01:18:14,810 --> 01:18:20,130
And so when we look at a school like Lyles, one of the reasons why they had their nine-point

942
01:18:20,130 --> 01:18:23,470
gain is because they knew their students.

943
01:18:24,050 --> 01:18:28,410
And this is what we're pushing all of our campuses to do is to know where those students

944
01:18:28,410 --> 01:18:28,770
are.

945
01:18:29,930 --> 01:18:32,350
Dr. Garcia gave us the numbers.

946
01:18:32,510 --> 01:18:35,910
These are the kids that are going to traditionally get more issues.

947
01:18:36,070 --> 01:18:37,290
We know it from last year.

948
01:18:37,610 --> 01:18:39,270
We know they've already had a few.

949
01:18:39,270 --> 01:18:43,710
Well, last year at Liles, they had those kids schedules on their ID.

950
01:18:44,670 --> 01:18:50,510
And so they knew that they had to go to these classrooms at least once each period, just

951
01:18:50,510 --> 01:18:56,410
to positively reinforce the behavior, or make sure that if that student was being disruptive

952
01:18:56,410 --> 01:19:00,050
and not allowing other students to learn, that that's not going to be okay.

953
01:19:00,530 --> 01:19:06,130
And that we are not going to allow one student to remove the learning or eliminate the learning

954
01:19:06,130 --> 01:19:06,990
for 30 others.

955
01:19:06,990 --> 01:19:09,550
We have to intervene and intervene right away.

956
01:19:10,070 --> 01:19:17,530
And I'll say that I think our teachers have done a tremendous job because when you look at the number going from three to five,

957
01:19:17,910 --> 01:19:26,290
that decrease is our teachers and our administrators intervening reaching out to parents and helping students make better decisions.

958
01:19:26,650 --> 01:19:31,730
When you said they had the schedules on their badge, or who is they?

959
01:19:31,730 --> 01:19:31,790
Okay.

960
01:19:32,050 --> 01:19:34,290
The assistant principal, the instructional coaches.

961
01:19:34,630 --> 01:19:34,790
Okay.

962
01:19:35,870 --> 01:19:39,010
And they were there, every period, each period, they would rotate.

963
01:19:39,210 --> 01:19:42,210
Everyone had to touch that classroom at least once, each period.

964
01:19:44,470 --> 01:19:49,490
Dr. Garcia, you said something earlier that kind of peaked my interest, and I hadn't heard this before, but

965
01:19:49,490 --> 01:19:51,430
you talked about Tier 1 behavioral systems.

966
01:19:52,090 --> 01:19:53,410
Talk to me a little bit more about that.

967
01:19:54,430 --> 01:20:00,530
Tier 1 behavior is just systems for all students, it's-

968
01:20:00,530 --> 01:20:07,430
Thank you. Thank you, Mike. I'm sorry. Okay. Structuring your classroom. It's how you rotate

969
01:20:08,490 --> 01:20:15,430
from centers to in lessons. It's how you line up. It's how you transition from one class to

970
01:20:15,430 --> 01:20:22,630
another. It's those positive behavior interventions and support. You think that kids come in and they

971
01:20:22,630 --> 01:20:29,390
just naturally know how to go from one to another, how to line up in a classroom, how to transition

972
01:20:29,390 --> 01:20:35,610
from lessons, how to put their papers up, but teachers have to teach every bit of that.

973
01:20:35,990 --> 01:20:40,730
So those are tier one, because every student has to follow them.

974
01:20:41,370 --> 01:20:46,570
Cafeteria, if you don't structure your cafeteria well, you would have chaos.

975
01:20:47,170 --> 01:20:49,130
So everything is purposeful.

976
01:20:49,350 --> 01:20:50,170
Those are tier one.

977
01:20:50,430 --> 01:20:50,710
Thank you.

978
01:20:51,450 --> 01:20:52,590
It keeps us safe.

979
01:20:54,090 --> 01:20:55,010
Anything else?

980
01:20:56,710 --> 01:20:58,430
I had one question.

981
01:20:59,670 --> 01:21:03,410
You said here instances of what we have to report that we didn't have to.

982
01:21:03,650 --> 01:21:07,830
Could you give me an example of the things that we have to report that we never had to

983
01:21:07,830 --> 01:21:08,490
report before?

984
01:21:09,010 --> 01:21:09,810
Yes, ma'am.

985
01:21:10,890 --> 01:21:16,610
The biggest thing I can tell you is all of the off-campus behaviors.

986
01:21:16,610 --> 01:21:36,010
For example, before if you had an armed robbery, things like that, if you had, and you would think before we would have to do this, but if you had a student with a gun, deadly weapon, oddly enough, we did not have jurisdiction for things like that before.

987
01:21:36,010 --> 01:21:42,610
So, we now have to report that and actually expel.

988
01:21:43,190 --> 01:21:48,190
So, the consequences were raised for things that we used to.

989
01:21:48,350 --> 01:21:50,030
Okay, we may just give a DAP.

990
01:21:50,410 --> 01:21:52,810
We have mandatory consequences.

991
01:21:53,310 --> 01:21:57,290
They also added behavior codes for on-campus.

992
01:21:57,450 --> 01:22:02,230
So, we have new codes for things that we didn't have before.

993
01:22:02,230 --> 01:22:08,030
For example, they have a disruption of campus activities.

994
01:22:08,870 --> 01:22:10,210
We didn't have that before.

995
01:22:10,370 --> 01:22:16,250
It's actually a mandatory D-A-E-P now as it should be and it's pretty specific.

996
01:22:17,190 --> 01:22:22,290
I can include one of those for like just all the new codes in the behaviors because it's

997
01:22:22,290 --> 01:22:23,230
pretty interesting.

998
01:22:23,490 --> 01:22:25,030
There's about 12 of them.

999
01:22:25,830 --> 01:22:31,250
It would be very interested in it because it almost sounds like that teaching, that tier

1000
01:22:31,250 --> 01:22:36,230
one behavior. It's like they put some codes in there that said this is just behaviors

1001
01:22:36,230 --> 01:22:41,770
that we can't allow to happen anymore. Somehow we let them happen. Yes, ma'am. That's

1002
01:22:41,770 --> 01:22:46,150
exactly what it is. Or some of them were done off campus and we never had jurisdiction.

1003
01:22:46,910 --> 01:22:50,490
And that's what she was referring to. So if a kid had a weapon, I don't want you to think

1004
01:22:50,490 --> 01:22:54,250
she'd they brought a gun to school. Yeah, we heard a lot about it. This was off campus.

1005
01:22:54,490 --> 01:23:00,790
They had something and all of a sudden they said, oh no, that's going to be a city matter

1006
01:23:00,790 --> 01:23:03,210
because that happened after hours out of school.

1007
01:23:03,710 --> 01:23:06,370
Well, anything that affects the school is now school's responsibility.

1008
01:23:07,070 --> 01:23:09,510
So, it's a, but how do we find out about it?

1009
01:23:09,530 --> 01:23:15,190
Is it up to now the city PD to let us know that they had an incident with a-

1010
01:23:15,190 --> 01:23:15,550
That's a good question.

1011
01:23:15,770 --> 01:23:18,570
So, you, so sometimes they don't even know, right?

1012
01:23:18,690 --> 01:23:21,970
So, you might get something on social media that shows something happened.

1013
01:23:22,370 --> 01:23:26,110
And so, we get it, we verify it, and now we can address it.

1014
01:23:26,470 --> 01:23:29,350
Where before people would say, well, you're going to have to call the police,

1015
01:23:29,350 --> 01:23:36,010
and then the police would have to do something different and then we'd wait for charges, it's much different now.

1016
01:23:36,670 --> 01:23:40,090
So the notification doesn't necessarily have to come from the police.

1017
01:23:40,650 --> 01:23:43,510
We can now address things that are happening.

1018
01:23:43,510 --> 01:23:47,210
When they tell them themselves, through social media we can get them.

1019
01:23:47,490 --> 01:23:48,670
Right, thank you, thank you.

1020
01:23:48,770 --> 01:23:54,910
We also will receive the police report and it's a 1527 and we act on it.

1021
01:23:54,910 --> 01:23:58,450
But before we weren't allowed to give any discipline for it,

1022
01:23:58,790 --> 01:24:01,570
and so now we are able to, and that's a big deal.

1023
01:24:03,760 --> 01:24:04,780
Well, thank you, anything else?

1024
01:24:05,300 --> 01:24:06,340
Thank you very much.

1025
01:24:06,520 --> 01:24:09,140
All of you that presented, because there was quite a few of you.

1026
01:24:16,020 --> 01:24:19,760
OK, so now we will move on to Dr.

1027
01:24:22,600 --> 01:24:22,820
Barbetta.

1028
01:24:23,400 --> 01:24:25,100
Oh, well, that's not Dr. Barbetta.

1029
01:24:25,760 --> 01:24:28,360
But consider approval of the choice of school calendar.

1030
01:24:30,180 --> 01:24:31,020
Good evening.

1031
01:24:31,020 --> 01:24:34,280
Chairperson Stanley, Board of Trustees, Dr. Lopez.

1032
01:24:34,740 --> 01:24:39,740
My name is Erica Carbohal, and I am the Assistant Director of Enrollment and School Choice.

1033
01:24:40,000 --> 01:24:49,320
And I will be going over the 2026 Choice of School Results and also proposing our 2027-2028 Choice of School Window Dates for approval.

1034
01:24:52,180 --> 01:24:57,360
As of this morning, our enrollment is 47366.

1035
01:24:57,780 --> 01:25:03,100
We are hopeful that this number will continue to increase as we welcome Lady Rollie's

1036
01:25:03,100 --> 01:25:09,580
new families that are moving into the district. I also want to make note that the enrollment number

1037
01:25:09,580 --> 01:25:14,940
that is shown here and that was originally in your board notes is a number that was reflected

1038
01:25:14,940 --> 01:25:21,700
from early last week an updated copy with this morning's current number of enrollment was provided

1039
01:25:21,700 --> 01:25:23,020
for you as a reference.

1040
01:25:27,710 --> 01:25:31,930
This table illustrates student placement based on the ranking of their

1041
01:25:31,930 --> 01:25:35,370
campus preferences for pre-K through 12th grade students.

1042
01:25:35,990 --> 01:25:43,410
Of the students who participated in the choice of school process, 8,151 students were matched,

1043
01:25:43,830 --> 01:25:49,630
with one with their first choice, meaning the majority of our families received their top selection.

1044
01:25:50,410 --> 01:25:56,570
Overall, 10,632 students were successfully placed through the choice of school process.

1045
01:25:56,570 --> 01:25:57,130
This

1046
01:26:00,390 --> 01:26:07,030
table provides an overview of the final placement outcomes for all choice of school applicants pre K through 12th grade.

1047
01:26:07,650 --> 01:26:18,870
Only 61 students were not placed, and these cases were primarily the result of requested campuses reaching capacity or other eligibility and program specific factors.

1048
01:26:18,870 --> 01:26:29,840
As we look at the overall results for 2026, 2027, a choice of school, 99.4% of our students

1049
01:26:29,840 --> 01:26:35,180
who submitted a choice of school form were matched to one of the six selected choices.

1050
01:26:35,640 --> 01:26:40,440
For the vast majority of our families, the process resulted in the placement at one of the

1051
01:26:40,440 --> 01:26:46,820
campuses they selected, providing students with access to programs and schools that best meet

1052
01:26:46,820 --> 01:26:48,660
their interests and educational needs.

1053
01:26:48,660 --> 01:26:54,720
Now let's take a deeper dive into Pre-K and Kindergarten.

1054
01:26:55,520 --> 01:27:01,740
Overall, we received 3,295 forms across both of the grade levels.

1055
01:27:02,260 --> 01:27:11,020
For Pre-K, we had 1,285 students match to one of their six choices, with only 18 students unmatched.

1056
01:27:11,560 --> 01:27:18,600
For Kindergarten students, 1,976 students were matched, leaving just 16 students unmatched,

1057
01:27:18,600 --> 01:27:22,620
giving us still that 99% match rate at both grade levels.

1058
01:27:23,100 --> 01:27:27,120
These results demonstrate that our matching process was highly successful,

1059
01:27:27,560 --> 01:27:33,400
allowing the overwhelming majority of our youngest learners to receive one of their selected campuses.

1060
01:27:36,530 --> 01:27:40,930
Once the choice of school timeline is approved, our work really truly begins.

1061
01:27:41,490 --> 01:27:46,370
We immediately begin planning a year-round outreach and family engagement strategy

1062
01:27:46,370 --> 01:27:50,610
to ensure families are informed and supported throughout the enrollment process.

1063
01:27:50,990 --> 01:27:54,590
We kick off with the eighth grade field trip and fall explorer event,

1064
01:27:55,090 --> 01:27:57,950
coordinated by our magnet team at the Curtis-Coloss Center,

1065
01:27:58,290 --> 01:28:03,010
where students and families learn about high school pathways, programs, and magnet opportunities.

1066
01:28:03,730 --> 01:28:06,210
Through December and January, our enrollment and

1067
01:28:06,210 --> 01:28:09,770
magnet teams host support nights for students entering first through 12th grade,

1068
01:28:10,210 --> 01:28:14,450
providing hands-on assistance with the choice of school forms, enrollment applications,

1069
01:28:14,450 --> 01:28:18,830
and we typically see over 100 families each of those nights.

1070
01:28:19,830 --> 01:28:23,590
In the spring, our focus shifts to Pre-K and Kindergarten families.

1071
01:28:23,910 --> 01:28:28,730
We visit local childcare centers, partner with our family and community engagement department,

1072
01:28:29,070 --> 01:28:34,210
host our annual Pre-K and Kinder Explore event, and also offer support nights for

1073
01:28:34,210 --> 01:28:38,830
our families to complete the application, review the documentation and prepare for

1074
01:28:38,830 --> 01:28:39,750
successful start.

1075
01:28:39,750 --> 01:28:45,390
as most of the time, this is the first time our families are experiencing enrollment for their little.

1076
01:28:46,670 --> 01:28:49,470
And our outreach continues even in the summer.

1077
01:28:50,150 --> 01:28:55,430
The Groundwork Outreach team goes directly into the neighborhoods to help families enroll from home.

1078
01:28:56,230 --> 01:29:00,870
The U-Belong campaign brings together district leader volunteers from various departments,

1079
01:29:01,170 --> 01:29:08,210
many that are here tonight, that went out to apartment complexes and communities to share enrollment information

1080
01:29:08,210 --> 01:29:10,290
and provide families with district resources.

1081
01:29:12,250 --> 01:29:15,810
Ultimately, enrollment is not just a seasonal effort.

1082
01:29:16,050 --> 01:29:17,970
It is a year-round commitment.

1083
01:29:18,430 --> 01:29:21,910
Through intentional outreach, district-wide partnerships,

1084
01:29:22,450 --> 01:29:26,330
and dedicated staff, we will continue to ensure every family

1085
01:29:26,330 --> 01:29:29,030
feels welcome, informed, and supported.

1086
01:29:31,020 --> 01:29:35,870
So as we look ahead for 2728, the Choices School process,

1087
01:29:35,870 --> 01:29:38,430
is we've identified two key opportunities

1088
01:29:38,430 --> 01:29:40,450
to enhance the family experience

1089
01:29:40,450 --> 01:29:42,710
based on what we've learned just this past year.

1090
01:29:43,430 --> 01:29:45,950
So the first will be that we will standardize

1091
01:29:45,950 --> 01:29:50,650
the access to Avala Apply by implementing a 24 to 40-hour

1092
01:29:50,650 --> 01:29:52,070
account creation turnaround

1093
01:29:52,370 --> 01:29:54,630
through a secure file transfer protocol.

1094
01:29:54,990 --> 01:29:58,230
With multiple data transfers occurring each day,

1095
01:29:58,530 --> 01:29:59,850
families will have a faster

1096
01:30:00,000 --> 01:30:29,980
More consistent access to the choice of school form, allowing them to begin the choice of school process sooner with fewer delays. Second, we recognize that our families did not realize that pre-K is considered a transitional grade level, and we will develop a targeted communication plan specifically for our pre-K families with the communication and public relations department, as well as our campuses that actually offer pre-K. This communication will help provide clear guidance on enrollment

1097
01:30:29,980 --> 01:30:34,560
and the choice of school timelines, the programs that are available to their students

1098
01:30:34,560 --> 01:30:37,600
and the transition from pre-K to kindergarten.

1099
01:30:38,160 --> 01:30:41,660
Helping families better understand each step of the process

1100
01:30:41,660 --> 01:30:45,200
and feel confident as they make their choices for their students.

1101
01:30:45,720 --> 01:30:50,440
These improvements are designed to make the choice of school process more efficient,

1102
01:30:50,920 --> 01:30:55,620
more transparent, and even more family centered as we continue to refine and strengthen

1103
01:30:55,620 --> 01:30:57,360
our choice of school practices.

1104
01:30:58,960 --> 01:31:06,460
So, looking into 2027-2028, we are proposing the Choice of School window for students entering

1105
01:31:06,460 --> 01:31:13,640
first through 12th grade to begin December 1st and in on January 12th of 2027, and then

1106
01:31:13,640 --> 01:31:17,900
for our pre-K and kindergarten students, we would begin April 1st, and we would end that

1107
01:31:17,900 --> 01:31:18,780
on the 30th.

1108
01:31:20,750 --> 01:31:21,990
Are there any questions?

1109
01:31:21,990 --> 01:31:22,050
All right.

1110
01:31:23,410 --> 01:31:24,630
Committee, any questions?

1111
01:31:28,130 --> 01:31:30,050
Okay, no, I don't see any questions.

1112
01:31:32,300 --> 01:31:33,900
That's it, thank you very much.

1113
01:31:38,670 --> 01:31:42,570
Okay, and then we'll move on now to action item.

1114
01:31:42,730 --> 01:31:46,330
Consider an approved certification of compliance with certain laws

1115
01:31:46,330 --> 01:31:53,610
under the Texas Education Code 39.08 as enacted by a Senate Bill 12, Miss Ray.

1116
01:31:53,610 --> 01:31:57,330
Good evening, Chairperson Stanley, Board of Trustees.

1117
01:31:57,650 --> 01:32:08,110
Dr. Lopez, before you is a compliance certification that will be for vote at the board meeting

1118
01:32:09,290 --> 01:32:10,830
later this month.

1119
01:32:12,150 --> 01:32:22,410
And before you also in orange folders are all the materials that talk about this, I had previously

1120
01:32:22,410 --> 01:32:33,150
put in the Board Insights, the TA, to the Administrator notification about SB 12 and that certification.

1121
01:32:34,300 --> 01:32:42,990
There's also a TASB guidance in your packet as well that outlines what that is and the board

1122
01:32:42,990 --> 01:32:46,810
will be voting on it at our board meeting as I mentioned.

1123
01:32:46,810 --> 01:32:58,490
And also in your packet is a compliance certification template, which is what Dr. Lopez will be certifying to and the board will be voting on.

1124
01:32:58,730 --> 01:33:01,130
So what exactly will you be voting on?

1125
01:33:01,890 --> 01:33:13,230
If you look within your folder, you'll see what is actually required in section 39.008, and it's a pretty short bill, so I'll go through it.

1126
01:33:13,230 --> 01:33:22,330
It's a certification approved by the majority, the vote of the board, that we will be submitting electronically.

1127
01:33:23,030 --> 01:33:37,810
A description of the policies and procedures required by section 11.005 and 28.002 and add how employees and contractors were notified.

1128
01:33:37,810 --> 01:33:45,350
provide whether or not any existing policies and programs were altered to ensure compliance

1129
01:33:45,350 --> 01:33:50,090
and any cost savings resulting from actions taken by the school district.

1130
01:33:51,050 --> 01:33:52,590
So what exactly is it?

1131
01:33:53,170 --> 01:34:05,170
If you recall, when we brought update 126, we had to certify that we had done away with

1132
01:34:05,170 --> 01:34:15,650
any DI initiatives, protocols, teachings, and we also had to let all of our vendors and

1133
01:34:15,650 --> 01:34:19,850
our employees know that we had done that as well.

1134
01:34:20,630 --> 01:34:32,290
And with updates, 1.19, 1.22, 1.26, and 1.27 that TASB had put out, all those policies

1135
01:34:32,290 --> 01:34:39,950
these incorporated that and we adopted those policies in its entirety so we can certify

1136
01:34:39,950 --> 01:34:47,290
that we are compliant with those laws and this is all part of the larger SB-12 that came

1137
01:34:47,290 --> 01:34:55,910
out in the 89th legislature. So how were our contractors notified that they cannot teach

1138
01:34:55,910 --> 01:35:00,230
any DEI or we cannot adopt any DEI curriculum?

1139
01:35:00,510 --> 01:35:03,970
Well, I asked our new executive director of purchasing

1140
01:35:03,970 --> 01:35:06,850
and she fortunately was able to apprise me

1141
01:35:07,310 --> 01:35:12,070
that we updated our RFP boilerplate language

1142
01:35:12,750 --> 01:35:16,690
on May 15th, 2026 to add a section

1143
01:35:17,110 --> 01:35:21,230
to say that we prohibit any diversity, equity,

1144
01:35:21,370 --> 01:35:24,390
and inclusion activities or duties.

1145
01:35:24,390 --> 01:35:39,150
and the district shall not enter into or continue to do business with any contractor that intentionally or knowingly engages in DEI duties or signs DEI duties to another individual.

1146
01:35:39,610 --> 01:35:49,510
Any contract found to be in violation shall be subject to termination with an opportunity for appeal according to Board Policy C.J. Legal.

1147
01:35:49,510 --> 01:35:56,510
Also, recently, all employees were provided a copy of the employee handbook, and with

1148
01:35:56,510 --> 01:36:04,010
that we're all our recent policies that we had adopted through updates 119, 122, 126,

1149
01:36:04,250 --> 01:36:05,270
and 127.

1150
01:36:05,990 --> 01:36:14,450
So trustees, I can assure you that we are compliant with the law, and you can faithfully vote

1151
01:36:14,450 --> 01:36:19,590
on the approval of that on our September Board meeting.

1152
01:36:20,270 --> 01:36:21,430
Are there any questions?

1153
01:36:22,330 --> 01:36:23,570
There any questions, Board?

1154
01:36:26,090 --> 01:36:26,850
I see none.

1155
01:36:27,370 --> 01:36:28,430
Well, thank you very much.

1156
01:36:28,810 --> 01:36:29,470
Thank you.

1157
01:36:30,130 --> 01:36:30,230
Okay.

1158
01:36:33,830 --> 01:36:36,790
Well, with that, that takes us to executive session.

1159
01:36:37,250 --> 01:36:38,910
Do we have executive session?

1160
01:36:39,850 --> 01:36:39,990
Nope.

1161
01:36:40,430 --> 01:36:42,270
Okay, so I would enter.

1162
01:36:42,710 --> 01:36:44,870
I would consider adjournment here.

1163
01:36:45,050 --> 01:36:45,430
So move.

1164
01:36:45,750 --> 01:36:46,730
Okay, there you go.

1165
01:36:46,730 --> 01:36:48,870
And so we are done at 9-11.